人教版新课标高中英语必修4全套教案

Unit2 Working the landVocabulary and Useful ExpressionsStep1.重点难点1. In many ways, he is one of them, and he struggled for the past five decades to help them.In a way; in one way; in some ways 在某种程度上2．However, he cares little about spending the money on himself or leading a comfortable life.care v. 在乎,在意,喜欢,有兴趣spend sth. … on … 在某方面花费spend … (in) doing sth. 花费…做某事3．Wishing for nothing, however, costs nothing.wishing for nothing 动名词短语做主语,谓语动词用单数.however是插入语,表示语气的一种转折.4．It also refers to crops growing with natural rather than chemical fertilizers.refer to 与…有关,关系到某人、某事；提到,涉及；参考5．Instead, organic farmers insist on changing crops every two or three years.insist on 坚持要求；insist后面可以跟从句,其中谓语动词常用should + 动词原形构成6．Dr. Yuan awoke from his dream with the hope of producing a kind of rice that could fees more people.with the hope of 带着某种希望7．He used to walk to his fields twice a day, but now he prefers to ride his motorcycle.used to 过去常常（现在已经不是如此）be used to doing 意思是“习惯于”prefer to do (rather than do) 相比之下更喜欢做某事8．But whatever they grow they make sure that what is left in the ground after harvesting becomes a natural fertilizer for the next year’s crop.whatever引导让步状语从句,表示“无论怎样”,相当于no matter what.Eg: Whatever you do, don’t give up.Step 2．功能句型建议（Suggestion & advice）I would rather … I don’t like … because …I’d prefer … because … It’s a great pity that …Should we/I …? It’s better to …If I h ave a choice I’d choose … because … You need to …May I suggest …? Let me suggest … because …Perhaps we should suggest … because … But what/how about …?Step 3. 重点单词及短语单词①hunger n. 饥饿,食欲；v. 渴望得到某事物,某人hunger for/after sth./sb.②struggle vi.stuggle with sb. 与某人争斗,搏斗struggle (against/with sb./sth.)struggle against/with sb./sth. (for sth.) 争斗,拼搏,奋斗,努力③expand vi. (使某事物)变大,增强,伸展,张开expand on sth. 阐述或详述expansion n. 扩大,扩展,膨胀④equip vt.equip sb./sth. (with sth.) 配备,装备equipment n. 设备,装备⑤export vt. 输出；n. 出口业,出口品import vt. 进口⑥circulate vi. vt. 使某物循环,流通,传播；vt. 发侧知告知某人circulation n. 循环,流传,传播⑦confuse vt. 把某人弄糊涂,使为难,打乱confusion n. 混乱,混淆⑧reduce vt. 缩减,减小,降低reduction n. 减少,缩小⑨supply vt. 供给,供应,满足；n. 供应,供给之物⑩exchange vt. 交换,交易；n. 交换,更换,互访,交流exhange sth. with sth.exchangeable adj. 可交换的,可退换的,可兑换的短语rid … of 清除,摆脱be satisfied with = be contented 感到满足,满意的would rather do sth. 宁可做某事refer to 与…有关,关系到某人,某事,提到,参考search for 寻找,搜寻thanks to 多亏,由于rather than 而不,宁愿…而不Unit2 Working the landWarming Up, Pre-reading and Reading Period 1 Warming up and pre-reading.Step 1 Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Then let one student recite the poem in Chinese.Step 2 Warming up by questioningHello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)Has anyone of you ever been to the countryside? What did you do there?(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went there to visit my uncle’s family. I like that small beautiful village ve ry much. )Who are from a farmer’s family? What do you know about farming?Step 3 Pre-reading and talkingQuestioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )If you had the chance to do one thing to help end hunger in the world, what would you do?(For reference: I would try to end hunger by popularizing the advanced farming techniques.Modern techniques could be introduced to increase the rice output, and expand the area of fields.)Giving background information about Professor Yuan LongpingHave you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?(For reference: Professor Y uan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the "Father of Hybrid Rice."Step 4. ReadingReading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.A brief introduction:Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.Period 2 ReadingStep 1 Lead-in.. Listen to the tape carefully then answer these questions.1）When and who did become the first agricultural pioneer in the world to grow rice that has a high output?2）What did Yuan Longping invent?Step2. Read the passage once again,then find out these sentences true or false.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 simpler life than most rich and famous people.Step3. Find out the topic sentences of each paragraphPara. 1: He became the first agricultural pioneer in the world to grow rice that has a high output.Para.2:He has devoted his life to finding ways to grow more and more rice..Para.3:He cares little about spending the money on himself and would rather keep time for his hobbies.Para.4 Dr. Yuan’s dreams.Step4. Write down Yuan Longping’s personal informationIn pairs, read the text, find information to complete the following form.Step 5 Language points:1. Struggle for…为争取……而斗争Struggle against…为反对……而斗争Struggle with… 与……争斗1）The swimmer struggled against the tide.2）We had to struggle with/against all kinds of difficulties.3）The slaves struggled for the freedom2. 使做…成为… make +it +adj./n. +to do好天气使游泳成为可能The fine weather makes it possible( for us )to swim.他将每早跑步做为一个规则He makes it a rule to run every morning.其他可用这种结构的词:feel, find, think, consider…3.搜查,搜索search (sb. / sth.) for …He searched all the rooms for the missing person.They searched the man all over for money.4.由于,多亏thanks to 相当于because of5.是从前两倍那么多twice as large as before相当于once larger than before6.对……感到满意be satisfied with…相当于be pleased withadj. satisfactory/satisfyingn. satisfaction7.在乎,在意care about比较care forMy aunt cared for me when my parents were away last week.Dr Yuan never cares about money and fame.8. Indeed, his sunburn face and arms and his slim, strong body are like those of millions of other Chinese farmers.e.g: The streets in Beijing are wider than those in my hometown.The number of students in our school is larger than that in their school.9. Dr Yuan grows what is called super hybrid rice.e.g: He came to what is called America.10. This special strain of rice makes it possible to produce one -third more of the crop in the same fields.e.g: That made it possible for life to begin to develop.The development of science makes it possible for us to know more about the universe.11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that could feed more people).e.g: He went to the U.S with the hope of finding a better job there.Step 6Closing down by having a dictationTo end the peri od you will take a dictation. It is about Yuan Longping, “Father of Super hybrid rice”.Yuan Longping, China's Most Famous "Farmer"Yuan came up with the idea of hybridizing rice for the first time in the world in 1960s. Since then, 50 percent of China's total rice cultivation fields have grown such rice, which added some 300 billion kilograms to the country's grain output. Furrows grown on his sunburnt face, a slim figure and coiled-up trousers legs would confuse foreign reporters who came to interview themost famous scientist in China, who would rather be called “a farmer”. Indeed, like many Chinese farmers, Yuan in his 70s and has devoted most of his life growing rice in paddy fields, but unlike those farmers, he reaps the seed from experimental fields only for hybridizing rice.Unit2 Working the landListening, Speaking and WritingLearning AimsTo help students read the passage Organic Farming.To help students to use the language by reading, listening, speaking and writing.ProceduresI．Warming up by listening and reading aloudLanguage 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 reading1.Reading and translatingRead 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..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.2.Doing exercisesNow you are going to do exercises No. 1, 2 and 3 on page 14 following the article.3.ListeningFor listening turn to page 14 and then 15 for the listening exercises 1, 2 and 3. Are you ready?5. Reading, speaking and writingWhen 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 writing1.Writing a posterWriting 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.2.Writing a speechWrite 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 applyingFinding informationRead online to find as much information as possible about Professor Y uan Longping and his research group. Share your findings with you partner next time you are here.Writing a reportGo 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 playTurn 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 downClosing down by filling a formTo end the period, please fill in the form below.Closing down by imagingImagine 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”.Unit2 Working the landGrammar and Useful StructuresLearning AimsTo 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.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first review the text learne d yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 . You must finish them in 5 minutes.III. Learning about grammar1. Read and identifyRead 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.2. Consolidating by do exercisesTo 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.例如：It is no good writing to him; he never answers letters.写信给他不妥,他从来不回信.It is no use your complaining; the company won’t do anything about it.抱怨是没有用的,公司是不会管的.3）动名词在“I t is useless/ nice/ good/ interesting/ worthwhile 等形容词+ doing”结构中作主语.例如：It is good playing chess after supper.晚饭后弈棋挺好.It is useless speaking.光说是没有用的.4）动名词在“There is(was) no + doing”结构中作主语.例如：There is no denying that she is very efficient.她效率高是不容否认的.There is no telling what he is going to do.他要做什么一点消息都没有.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 允许例如：I recommend buying the dictionary.我建议买这本词典.I don’t anticipate meeting any opposition.我估计不会遇到任何反对意见.Will you admit having broken the window?你承认不承认打破了窗户？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 推迟例如：He put off making a decision till he had more information.在获得详情之前,他没有急于做出决定.Do you feel like taking a walk?你要不要去散步？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 forwardto, object to, keep on, see about, take to 等.例如：We are looking forward to coming to China.我们期待着来中国.We succeeded in getting over all the difficulties.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.例如：The children are busy doing their homework.孩子们忙于做作业.There is no point (in) making the simple experiments once again.再做一次这种简单的实验是毫无意义的.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.例如：The watch needs repairing. (=The watch needs to be repaired.)这块表需要修理.The problem deserves thinking about. (=The problem deservers to be thought about.)这个问题值得考虑.2）在（be）worth后面只能用动名词的主动态来表示被动意义.例如：His suggestion is worth considering. 他的提议值得考虑.IV. Closing down by doing a quiz。

Unit 2words and expressions1.struggle Vi eg: The little boy struggled with the thief bravely.They had to struggle with/against all kinds of difficulties.She struggled to keep back the tears.He has been struggling for success in business.=He has been struggling to succeed in his business.为了事业的成功，他一直努力奋斗着。

n. eg: After a long struggle ,she gained control of the business.Her struggle with the disease lasted ten years.高考连接：The children talked so loudly at dinner table that I had to struggle ______.A to be heardB to have heardC hearingD being heard2.hunger n[U]eg: In those days ,many persons died of hunger .（死于饥饿）[C] 欲望，渴望eg: The child has a strong hunger for knowledge.强烈的求知欲The whole world has a hunger for peace.v. hunger to do sth. 渴望干某事 hunger for sth.渴望得到某物eg: The whole world hungers for peace.3.disturbing adj. disturb v. disturbedadj.eg: The news from the front is disturbing.The disturbing news soon got around the town.I am sorry to disturb you so early.They were all disturbed by the disturbing news ; that is ,the news disturbed all of them.S he was disturbed about her mother’s sudden illness.I felt disturbed to hear of your illness.4.expand eg:The eagle expanded his wings.He is thinking of expanding his business.Metals expand when they are heated .Our foreign trade has expanded greatly in recent years.In ten years ,the city’s population expanded by 10%.搭配expand …. in/into…..把….扩展. expand on/upon 详细阐明Eg: He expanded his short story into a novel.I don’t understand your reasoning. Can you expand on it?5.thanks to eg; Thanks to your timely help, I managed to finish the work on time.It was thanks to his advice that I succeeded.表示“原因”的介词短语还有：due to（一般不放于句首） ; as a result of ,because of ;owing to ； on account of; in that(引导原因状语从句)eg：The accident was due to his careless driving .Owing to your timely help, we finished the work ahead of time.As a result of the bad weather ,the football match was put off.His request is unreasonable in that he knows we can't afford it.We delayed our departure on account of the bad weather.6.rid……of eg：You should rid yourself of the bad habit.We try to rid the house of mice.拓展get/be rid of 摆脱；除掉eg:I can’t get rid of this headache.She was glad to be rid of him.：warn sb. of sth.; inform sb. of sth. ; cure sb. of sth. ; rob sb.of sth.;7.be satisfied with eg:I was satisfied/pleased/content with the result.be satisfied to do 对做某事感到满意eg: He was satisfied to win the race.拓展: Some people are hard to satisfy.(vt)There was a satisfied look on his face.(adj)The answer was quite satisfying /satisfactory to him.(adj.)To our satisfaction, he accepted our invitation.(n.)8 .would rather eg: I would rather play football this afternoon, if you don’t mind.I’d rather not let him know the truth.Would you rather stay here or go home?I would rather stay at home than go out. =I would stay at home rather than go out.would rather 后跟从句时，表示主语宁愿让某人做某事，从句用虚拟语气即用一般过去时表示与现在或将来事实相反；用过去完成时表示与过去事实相反。

Unit 1 Women of achievement1． Target languagea. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... tob. Watching a family of chimps wake up is our first activity of the day. P2Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P2 2． Ability goalsa. 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 goalsTeach Ss how to describe a person.Teaching important pointsa. 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 pointsLet everyone believe that all of us can become Jane Goodall. Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA computer, a projector and a recorder.The first period readingProceduresStep I. Warming upWarming up by describingGood 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 discussingHi, 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 translatingNice 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-reading1.Looking and sayingWork 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 sharingWork 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 placesset up for them. )Step III. Reading1.Reading aloud to the recordingNow 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 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 paragraphSkim 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 informationRead 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 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.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2. 2. Closing down by having a discussionDo 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 GoodallI 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 LanguageAimsTo 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.ProceduresStepI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.Step II. Learning about grammar1.Reading and thinkingTurn 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 5Turn 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 bracketson 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 agreementWe all know these meanings of "agree," but when we talk aboutsubject-verb agreement, we're talking about something different:matching subjects and verbs according to number. That is, when you havea singular subject, you have to match it with a singular verb form: Theboy plays. When you have a plural subject, you must have a plural verbform: 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 soundsfunny. However, there are four potential problem spots that you needto watch carefully:Reversed sentence orderThe normal pattern for English sentences is subject-verb. However,there are a few situations where this order is reversed (like thissentence):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 canremember how to locate subjects and verbs, you shouldn't blunder intomistakes when writing reversed-order sentences."-body," "-one," and "-thing" wordsThe correct term for these words is indefinite pronouns, but if youremember them as "-body," "-one," and "-thing" words, you'll probablybe able to spot them more easily. You only need to know one thing: ifa 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 canpick it up.You shouldn't have problems with these if you simply memorize theendings 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 . . . norconstruction, 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 constructionworkers are causing Peggy to bark like crazy.o Neither the dogs down the street nor the onenext door pays any attention.Compare this with the following:o Either the construction workers or themailman is causing Peggy to bark like crazy.o Neither the one next door nor the dogs downthe street pay any attention.IV. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement.The third period Using Language(A GOOD EXAMPLE FOR ME)AimsTo help students read the passage A GOOD EXAMPLE FOR ME.To help students to use the language by reading, listening, speaking and writing.ProceduresStep I. Warming upRead 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 reading1.Reading and translatingRead 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 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.Doing exercisesNow you are going to do exercises No. 1 and 2 on page 6 following the article.4.ListeningFor listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.5.ActingNext we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!Step III. Guided writing1.Writing an imagined dialogueGroups 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 descriptionTurn 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 applyingFinding informationGo 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 lettersWrite a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.Acting a text playTurn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearsefor the School Art Festival next month.Step V. Closing downClosing down by filling a formMake use of the text and others to fill in form.Closing down by describing a personTo end this period, I am going to have two of you stand up to describe to the classa person whom he admires. Who likes to speak first?The fourth period ListeningStep 1Show the picture of the birth of boys and girls in China. Then show another pictureof the jobs of themStep 2 ListeningListen to the tape and do the true or false exercises1. 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 questionWhat three problems do women have which do not apply to men?Step 3 Listening textHand out the listening materials to the students , Listen to the tape and ask themto complete the passage , after three times ,encourage some students to read the passage with the right answers.Step 4 Listening on P41Introduce the war between France and Britain. Then mention the important woman:J oan of ArcAsk the students to listen to the tape and Answer the questions1. 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 itUnit 2 Working the landTeaching aims:1. Target Languagea.Words and phrasessunburn, 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 thanb. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P102. Ability goalsEnable 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 goalsHelp Ss learn how to describe Dr Yuan Longping including his personality. Teaching important pointsa. 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 pointsa. How to help students learn more about agriculture.b. Help students really master the usage of words and expressions.Teaching methodsTalking, questioning-and-answering activity and reading.Teaching aidsA tape recorder, a projector and a computer.Teaching procedures && waysThe first period ReadingStep 1.Greeting and Revision1.Greet the students as normal.2.Revise the warming up with the following questionHow 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 plants3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvestStep 2 Pre-reading1 Ask the following questions1).What’s the main food in Canada and USA:----- potatoes and bread2).What is the main food in South America:----- corn/maize3 )What is the main food in Southeast Asian countries:----- rice2 Show the students some pictures and ask the questionWhat 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 aconclusion: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 LongpingAsk : What do you know about him?--------Father of Hybrid RiceThen lead to the topic of the reading passage. A Pioneer For All People Step 3 ListeningListen to the tape, try to find out some information of the hero.Name ____________Age ____________Job _____________Education _________Achievement _______Hobbies __________Step 4 Fast readingRead 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 readingRead 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 3.41. What kind of life is Dr. Yuan leading?2.What is Dr Yuan’s dream?Step 6 Skimming:Step 7 Homework1.Learn the poemThe Peasants’ LotLi 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)AimsTo 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.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage 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 expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.III. Learning about grammar3.Read and identifyRead 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 exercisesTo 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。

人教版高中英语必修4全册教案Unit 1 Women of achievement1． Target languagea. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... tob. Watching a family of chimps wake up is our first activity of the day. P2Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P2 2． Ability goalsa. 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 goalsTeach Ss how to describe a person.Teaching important pointsa. 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 pointsLet everyone believe that all of us can become Jane Goodall. Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA computer, a projector and a recorder.The first period readingProceduresStep I. Warming upWarming up by describingGood 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 discussingHi, 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 translatingNice 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-reading1.Looking and sayingWork 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 wildlifethere. 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 sharingWork 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. Reading1.Reading aloud to the recordingNow 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 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 paragraphSkim 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 informationRead the text again to complete the table, which list what Jane does to protect African wildlife.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 downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1and 2. 2. Closing down by having a discussionDo 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 youthink 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 GoodallI shall write some key words and expressions on the board. You areto 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 LanguageAimsTo 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.ProceduresStepI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.Step II. Learning about grammar1.Reading and thinkingTurn 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 5Turn 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 agreementWe all know these meanings of "agree," but when we talk aboutsubject-verb agreement, we're talking about something different:matching subjects and verbs according to number. That is, when youhave a singular subject, you have to match it with a singular verbform: The boy plays. When you have a plural subject, you must havea plural verb form: The boys play.In short, simple sentences, you should have no problem withagreement. You can hear the problem: The boys plays. When it'swrong , it just sounds funny. However, there are four potentialproblem spots that you need to watch carefully:Reversed sentence orderThe 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 youcan remember how to locate subjects and verbs, you shouldn'tblunder into mistakes when writing reversed-order sentences."-body," "-one," and "-thing" wordsThe correct term for these words is indefinite pronouns, but if you remember them as "-body," "-one," and "-thing" words, you'llprobably be able to spot them more easily. You only need to knowone thing: if a word has one of these endings (like everybody,everyone, anyone, anything, etc.), it is always singular! You canalso include each, either, and neither in this group. Look at thefollowing: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 grabit before he can pick it up.You shouldn't have problems with these if you simply memorize theendings 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 theconstruction workers are causing Peggyto bark like crazy.o Neither the dogs down the streetnor the one next door pays any attention.Compare this with the following:o Either the construction workersor the mailman is causing Peggy to barklike crazy.o Neither the one next door nor thedogs down the street pay any attention.IV. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement.The third period Using Language(A GOOD EXAMPLE FOR ME)AimsTo help students read the passage A GOOD EXAMPLE FOR ME.To help students to use the language by reading, listening, speaking and writing.ProceduresStep I. Warming upRead 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 reading1.Reading and translatingRead 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 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.Doing exercisesNow you are going to do exercises No. 1 and 2 on page 6 following the article.4.ListeningFor listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.5.ActingNext we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!Step III. Guided writing1.Writing an imagined dialogueGroups 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 descriptionTurn 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 applyingFinding informationGo 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 lettersWrite a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.Acting a text playTurn 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 downClosing down by filling a formMake use of the text and others to fill in form.Closing down by describing a personTo 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 ListeningStep 1Show the picture of the birth of boys and girls in China. Then show another picture of the jobs of themStep 2 ListeningListen to the tape and do the true or false exercises1. 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 questionWhat three problems do women have which do not apply to men?Step 3 Listening textHand out the listening materials to the students , Listen to the tape and ask them to complete the passage , after threetimes ,encourage some students to read the passage with the right answers.Step 4 Listening on P41Introduce the war between France and Britain. Then mention the important woman:J oan of ArcAsk the students to listen to the tape and Answer the questions1. 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 itUnit 2 Working the landTeaching aims:1. Target Languagea.Words and phrasessunburn, 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 thanb. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P102. Ability goalsEnable 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 goalsHelp Ss learn how to describe Dr Yuan Longping including his personality.Teaching important pointsa. 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 pointsa. How to help students learn more about agriculture.b. Help students really master the usage of words and expressions. Teaching methodsTalking, questioning-and-answering activity and reading.Teaching aidsA tape recorder, a projector and a computer.Teaching procedures && waysThe first period ReadingStep 1.Greeting and Revision1.Greet the students as normal.2.Revise the warming up with the following questionHow 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 plants3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvestStep 2 Pre-reading1 Ask the following questions1).What’s the main food in Canada and USA:----- potatoes and bread2).What is the main food in South America:----- corn/maize3 )What is the main food in Southeast Asian countries:----- rice2 Show the students some pictures and ask the questionWhat 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 fromstarvation.2)More than 800 million people in the world suffer frommalnutrition (营养不良)---799 million of them are from thedeveloping 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 aconclusion:The only way to solve the food shortage problem is to increase the output of the grain crop per land area through theadvancement of science and technology.3.lead the students to pay attention to the people---Yuan LongpingAsk : What do you know about him?--------Father of Hybrid RiceThen lead to the topic of the reading passage. A Pioneer For All PeopleStep 3 ListeningListen to the tape, try to find out some information of the hero.Name ____________Age ____________Job _____________Education _________Achievement _______Hobbies __________Step 4 Fast readingRead 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 readingRead 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 wasyoung?2.How does he help rid the world of hunger?Para 3.41. What kind of life is Dr. Yuan leading?2.What is Dr Yuan’s dream?Step 6 Skimming:Step 7 Homework1.Learn the poemThe Peasants’ LotLi 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)AimsTo 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. ProceduresI. Warming upWarming 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 expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.III. Learning about grammar3.Read and identifyRead 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 exercisesTo 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。

2012-2013 英语必修 4 人教版新课标 Unit 1 精品教案（第 4 课时）Period 4 ListeningThe General Idea of This Period In this period the students are to listen to three listening materials about great women.One is about the particular problems women have when they want a career of their own.The second is about the western Mulan,Joan of Arc,a brave and patriotic Frenchwoman who fought to free France from the English.The third and last is about Jody Williams and her ICBL(International Campaign to Ban Landmines).When doing the listening practice,the students should learn to predict the content of the listening material by reading the exercises beforehand.While listening,they should learn to grasp the gist by catching the topic sentences and some key words and at the same time make some notes when necessary. Teaching Important Points Understanding the three materials. How to catch the topic sentences. Teaching Difficult Points Catching the topic sentences. Understanding the listening materials. Teaching Methods Listening-and-answering. Cooperative learning. Teaching Aids A tape recorder A projectorThree Dimensional Teaching Aims Knowledge and SkillsEnable the students to get the gist of the listening materials by catching some topic sentences.Enable the students to learn something about Jody Williams and Joan of Arc. Process and StrategiesTrain the students’ listening skills through listening. Feelings and ValueThrough the listening materials the students will have a better understanding of the roles women play in society.Teaching Procedures Step 1 Revision 1.Revise A Good Example for Me by asking some questions: T:Yesterday we learned something about one of the most important doctors in China.Who was it? Ss:Lin Qiaozhi. T:She was a specialist in...? Ss:She was a specialist in women’s disease. T:What made her famous?Was it hard work and success at university? Ss:No.She became famous because of her kindness and the consideration that was showed to all her patients. T:Good. 2.Check workbook exercise 1 on Page 45. T:I remembered asking you to read a passage about another great woman.Have you done that? Ss:Sure. T:Which great woman is talked about? Ss:Elizabeth Fry. T:What did she do?Ss:She devoted all her efforts to improve the prison conditions.T:Good.Now let’s check the answers to exercise one.Get the students to check the answer.Suggested answers:Notes on English prisonsElizabeth Fry’s suggestionsin the 19th centuryThe women were treated like animals.She taught the women to sew,knit and makegoods to sell.They had no beds,clean clothes,food or She provided food,clean clothes and strawheating.for beds.The children born in prison had to stay She began a prison school for the children.there and had no chance of an education.Step 2 Listening on Page 7The teacher should ask the students to glance the whole exercises before listening,so thatthey can realize what the main task is in listening.1.BrainstormingT:These days we have been talking about important and great women and their achievements.Weknow women are able to make the same achievements as men.But was it easy for them to makethe achievements?Ss:Of course not.T:You are right.They have to overcome a lot of difficulties in achieving their goals.Evennow if women try to get the same as men they will come across quite a lot of problems thatmen will not have.Today we’ll listen to the problems that exist.2.Listening for the first timeT:When we listen to a certain material for the first time,we should not try to catch everysingle word,and that is impossible.We should try to catch the general idea.To catch thegist,catching the topic sentences is of great importance.The structure of this materialis very clear.It is organized by the three paragraphs.So when you listen for the firsttime,try to get the topic sentence of each paragraph.Now let’s listen for the first time.Play the tape for students to get the topic sentences of the paragraphs and finish theexercises.Make a pause when necessary.Then ask students to discuss with their partners and try to retell what they haveheard.It doesn’t matter whether they get words or sentences because the purpose of doingthis is to let students know how to get the main idea from the topic sentence.Collect what they have heard and writes down them on the blackboard.Check the answers to Exercise 2 with the whole class.Suggested answers:The three problems that women have and that do not apply to men are:1)They have more difficulty getting an education.2)They have more difficulty getting to the top of their chosen career.3)They have to give up their careers for the childcare and running the home.3.Listening for the second timeThe purpose in this task is to let the students get some useful information to finishExercises 1 and 3.Before playing the tape for the second time,asks the students to readthrough the two exercises and try to predict the answers.Then the teacher plays the tape again.4.Listening for the third timeThis is a good chance for the students to check their answers.After listeningtwice,most students can have a good understanding about the material,and can write downmost of the answers.So this time is for them to check and add their answers.Then the teacher has the students check the answers in groups.At last the teacher checks the answers with the whole class.Suggested answers to Exercise 1.1）Girls often leave school earlier for family reasons.(T)2）When there is little money,the school often prevents girls from training.(F)When there is little money, the family often gives the chance to the boys instead of thegirls to go to school.3）Girls don’t have a chance to run a company.(F)Women have a chance,but they need to prove they can run business successful before theyget the chance.4）When women have children,they have to stop work.(T)5）Men have more chances to get to the top of their career than women.(T)6）Men can do whatever they like.(F)This is too absolute.Men only don’t have to overcome so the problems as women do.Suggested answers to Exercise 3.1）prevents,career2）childcare,concern,pressure3）difficultiesStep 3 Listening on Page 441.Predicting the contentT:Although women have to meet a lot of difficulties some of them still stick to their idealsand finally succeed in achieving their aims.Today we are going to hear something aboutanother important woman.Please turn to Page 44.Look at the picture.Who is it?Ss:Jody Williams.T:Right.She is the head of ICBL(Internal Campaign to Ban Landmines) What is a landmine?Ss:We have no idea.T:A landmine is an explosive object hidden in or on the ground,which blows when a personor vehicle passes over it.Can you guess its meaning?Ss:Is it 地雷？T:Good.Next we are going to listen to a short dialogue between Jody Williams and ajournalist.Now please read the two exercises on Page 44 to guess the content of thelistening material.What might they talk about?Ss:From Exercise 2,we guess they might talk about Jody Williams and ICBL.2.Listen for the first time to catch the main idea.T:OK.Let’s see.Listen for the first time to get the main idea and finish Exercise 1.After the first listening,get the students to say something about what they have heardand write down the key words on the blackboard.Get them to combine all the answers to makea ideal answer.Suggested answer:Jody Williams is explaining about her work for the International Campain to BanLandmines.3.Listen for the second time.Get the students to listen again and try to finish Exercise 2.This material is relativelyeasy.So pause when necessary,enabling them to catch the answers.Then check the answers.Suggested answers:Research notes on ICBL1 Its leaderJody Williams2 Its aimsto stop the making and use of landmines everywhere in the worldICBL members in different countries spread3 Its method of workinguseful information on moving the landminesto help each other.4 Its area of workingworking with governments all over the world5 Jody Williams’ roleto organize the groups6 Her relationship with governmentsgood7 The Oslo Agreement1997:181 countries agreed to ban the making and use of landmines8 The new honourthe Nobel Peace Prize in 1997 was given to her and ICBL4.Listen for the third timeGet the students to listen to the material again and check the answers.Step 4 Listening on Page 41(For some students it is difficult to finish the listening material as well as the previoustwo ones in one class.So this one can be left as homework.)This listening material is about Joan of Arc,a patriotic woman who fought to free Francefrom the English.Get the students to predict the content of the material and then listento it for three times.For the first time,they don’t have to write anything.Instead theyshould listen to understand the whole material and get the general idea.As for the secondtime,they should be able to get all the answers to the questions.And the last time,checkthe answers.Suggested answers:1.Because at that time women were not allowed to be soldiers.2.The church thought Joan had not behaved as a woman should.3.They did not have leaders to inspire them or who had good ideas for winning battles.4.Because she had many good ideas for attacking the enemy.She had shown them thus theycould win if they fought well and had a good plan for the battle.Even after she died,herspirit inspired the French army who ended the English rule in France at last.5.The church made her a saint.Step 5 Summary and HomeworkIn this class we again learn something about some important and great women.From theirdeeds we come to the saying that women are half of the sky.For girls we should believethat although we may face some difficulties，we are able to try our best to realize ourdreams.And for boys we should not look down upon girls.Boys and girls or men and womenshould work together to make us a more beautiful world.OK,homework for today is to listen to the listening materials again after class.Find thereason why you made mistakes.The Design of the Writing on the BlackboardUnit 1 Period 4 ListeningProblems women have (P7)1.More difficulty getting an education.2.More difficulty getting to the top of their chosen career.3.Give up their careers for the childcare and running the home.Jody Williams and ICBL (P44)Joan of Arc (P41)Record after TeachingActivities and Research The teacher may ask the students to find more information about the great women around the world on the Internet so as to understand their roles in society.Learning TipsReference for Teaching 高考英语听力测试要点及应试技巧高考英语听力主要测试考生对英语口语的理解能力,测试的主要形式有对话理解和短文理解。

人教版高中英语必修4全册教案- 2 -- 3 -- 4 -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-reading1.L ooking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you- 5 -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.T alking and sharingWork 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- 6 -is better for the animals to be left in the wild or in the special places set up for them. )Step III. Reading1.R eading aloud to the recordingNow 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.R eading 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.R eading to identify the topic sentence of each paragraph- 7 -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.R eading and transferring information Read the text again to complete the table, which list what Jane does to protect African wildlife.What does Jane do?- 8 -5.R eading and understanding difficult sentences- 9 -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 downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2. 2. Closing down by having a discussionDo 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- 10 -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 GoodallI 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 AimsTo 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 usesome useful structures.Procedures StepI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.Step II. Learning about grammar1.R eading and thinkingTurn 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.D oing 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 aboutsubject-verb agreement, we'retalking about something different:matching subjects and verbsaccording to number. That is, whenyou have a singular subject, you haveto match it with a singular verb form:The boy plays. When you have a plural subject, you must have a plural verbform: The boys play.In short, simple sentences, youshould have no problem with agreement.You can hear the problem: The boysplays. When it's wrong , it justsounds funny. However, there are fourpotential problem spots that you needto watch carefully:Reversed sentence orderThe normal pattern for Englishsentences is subject-verb. However,there are a few situations where thisorder is reversed (like thissentence):o There are snacks on thelaundry-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 canremember how to locate subjects and verbs, you shouldn't blunder intomistakes when writing reversed-order sentences."-body," "-one," and "-thing" wordsThe correct term for these words is indefinite pronouns, but if youremember 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 hisown lunch.3.If anyone drops something to eat,I'll grab it before he can pick itup.You shouldn't have problems with these if you simply memorize theendings 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 theconstruction workers arecausing Peggy to bark likecrazy.o Neither the dogs down thestreet nor the one nextdoor pays any attention.Compare this with thefollowing:o Either the constructionworkers or the mailman iscausing Peggy to bark likecrazy.o Neither the one next doornor the dogs down thestreet pay any attention.IV. Closing down by doing a quizTo end the period you are going to takea quiz on subject-verb agreement.The third period Using Language(A GOOD EXAMPLE FOR ME)AimsTo help students read the passage A GOODEXAMPLE FOR ME.To help students to use the language by reading, listening, speaking and writing.ProceduresStep I. Warming upRead 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 reading1.R eading and translatingRead 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.R eading 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.D oing exercisesNow you are going to do exercises No. 1 and 2 on page 6 following the article.4.L isteningFor listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.5.A ctingNext we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!Step III. Guided writing1.W riting an imagined dialogueGroups 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.W riting a descriptionTurn 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 applyingFinding informationGo 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 lettersWrite a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.Acting a text playTurn 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 downClosing down by filling a formMake use of the text and others to fill inform.Closing down by describing a personTo 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 ListeningStep 1Show the picture of the birth of boys and girls in China. Then show another picture of the jobs of themStep 2 ListeningListen to the tape and do the true or false exercises1. 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 topof their career than women.6. Men can do whatever they like.Then ask them to answer the questionWhat three problems do women have which do not apply to men?Step 3 Listening textHand out the listening materials to the students , Listen to the tape and ask themto complete the passage , after three times ,encourage some students to read the passage with the right answers.Step 4 Listening on P41Introduce the war between France and Britain. Then mention the important woman:Joan of ArcAsk the students to listen to the tape and Answer the questions1. 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 andget some students to read itUnit 2 Working the landTeaching aims:1. Target Languagea.Words and phrasessunburn, 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 thanb. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P102. Ability goalsEnable 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 goalsHelp Ss learn how to describe Dr Yuan Longping including his personality. Teaching important pointsa. 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 pointsa. How to help students learn more about agriculture.b. Help students really master the usage of words and expressions.Teaching methodsTalking, questioning-and-answering activity and reading.Teaching aidsA tape recorder, a projector and a computer.Teaching procedures && waysThe first period ReadingStep 1.Greeting and Revision1.Greet the students as normal.2.Revise the warming up with the following questionHow 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 plants3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvestStep 2 Pre-reading1 Ask the following questions1).What’s the main food in Canada and USA:----- potatoes and bread2).What is the main food in South America:----- corn/maize3 )What is the main food in Southeast Asian countries:----- rice2 Show the students some pictures and ask the questionWhat 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 fromstarvation.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 aconclusion: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 LongpingAsk : What do you know about him?--------Father of Hybrid RiceThen lead to the topic of the reading passage. A Pioneer For All People Step 3 ListeningListen to the tape, try to find out some information of the hero.Name ____________Age ____________Job _____________Education _________Achievement _______Hobbies __________Step 4 Fast readingRead 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 readingRead 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 3.41. What kind of life is Dr. Yuan leading?2.What is Dr Yuan’s dream?Step 6 Skimming:Step 7 Homework1.Learn the poemThe Peasants’ LotLi 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)AimsTo 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.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage 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 expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes. III. Learning about grammar3.R ead and identifyRead 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.C onsolidating by do exercisesTo 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 justwrite 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。

Unit 3 A taste of English humorPart 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for reading(A MASTER OF NONVERBAL HUMOUR) IntroductionI.thi.period.afte.th.warmin.up.student.wil.firs.b.guide.t.rea.alou.t.th.recording.The.the.wil.rea.an.u nderlin.an.rea.t.identif.th.topi.sentenc.o.eac.paragraph.Th.discours.stud.ca.als.b.don.b.student.readi e.fo.r etellin.th.story.ObjectivesTo help students u nderstand the text’s forms and contents and learn about English humorTo help students communicate on the topic in focus with the words, expressions and structures learned in this unitFocusWords brighten, content, astonish, entertain, overcome, chew, convince, direct, star, gesture, slide, amuse, whisper, reactExpressionsup to now, badly off, pick out, cut offPatter ns 1.D.yo.fin.i.funn.t.se.someon.slidin.o..banan.skin.bumpin.int.someon.else.2.Thi.characte.wa..socia.failur.bu.h.wa.love.b.al.wh.watche.th.film.fo.hi.determinatio.i. overcomin.difficultie.an.bein.kin.eve.whe.peopl.wer.unkin.t.him.3.H.make.i.see.a.i.i.wer.on.o.th.bes.meal.h.ha.eve.had.3. He makes it seem as if it were one of the best meals he has ever had！3. He makes it seem as if it were one of the best meals he has ever had！AidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1.Warmin.upWarming up by learning something about “Humor”What is “Humor”? Does any one of you know anything about humor? Look at the s creen and read the definition of Humor from the Internet.Humo.(humou.i.Britis.English.i.th.abilit.o.qualit.o.people.object.o.situation.t.invok.feeling. municatio. ug.o.fee.happy.English humor Example Chi nes e hu mo r Exa mplNote:ug.a.thing.tha.ar.ridiculou.an.enjo.parod.ver. edian.etc.Th.Britis.als.enjoy.pla.o. words(lik.puns.bu.the.ar.mor.lik.shor.jokes.Warming up by watching and listeningEverybodywouldn´t do it.Itendedup thatEverybodyblamedSomebody,WhenNobody didwhatAnybodycouldhavedone.2.Pre-readin.b.tellin.th.trut.—ug.at?I like to laugh at cartoons, for they’re lovely and fun.ug.a.fair.tales.The.ar.amusin.an.interesting.Althoug.w.hav.differen.sens.o.humor.i.seem.tha.th.humo.tha.al.culture.enjo.i.non-verba.humor.W.a ug.a.somethin.together!Man.year.ag.ther.live.a.Empero.wh.wa.s.exceedingl.fon.o.fin.ne.clothe.tha.h.spen.vas.sum.o.mone.o.dress.T.hi.clothe.mean.mor.tha.anythin.els.i.th.world.H.too.n.interes.i.hi.army.no.di.h .car.t.g.t.th.theatre.o.t.driv.abou.i.hi.stat.coach.unles.i.wa.t.displa.hi.ne.clothes.H.ha.differen. robe.fo.ever.singl.hou.o.th.day.3.Readin.alou.t.th.recording4.Readin.alou.t.th.recordin.o.th.tex.improve.ou.literac.skill.-.reading.writing.speaking.an.listening.No.pleas.liste.an.rea.alou.t.th.recordin.o.th.tex..MASTE.O.NONVERBA.HUMOUR.Pa.att entio.t.th.pronunciatio.o.eac.wor.an.th.pause.betwee.th.though.groups.5.Reading and underliningA really useful way to help us with our listening is to become aware of ‘thought groups’. Whe.w.speak.w.nee.t.divid.speec.u.int.smal.'chunks.t.hel.th.listene.understan.messages.Thes.chun .pause.an.l o.pitc.t.mar.th.en.o.though.groups.处境更糟; 经济情况更不好, astonish…with…以……方式令人吃惊, inspire deep feelings in sb. for…因为……激发人内心深处的感情, play a character扮演一个角色, be born in poverty出生穷困, become famous for因为……而出名, use a particular form of acting用独特的表演方式, entertaining silent movie令人愉快的无声影片, a charming character令人愉快的角色, 有趣的角色, be well known throughout the world世界闻名, play a poor and homeless person扮演一个贫困而无家可归的人, carry a walking stick拄着拐杖, a social failure社会生活中的失败者, be loved by…被……爱戴（热爱）, overcome difficulties克服困难, be unkind to …对……不友好, make…entertaining使……令人愉快, a sad situation悲哀的境况, a boiled shoe一只煮沸的鞋, make…funny使……滑稽可笑, use nonverbal humour不用语言表达的幽默, in the middle of the nineteenth century在十九世纪中叶, in search of…搜寻, 寻找, pan for gold用淘金盘淘金, wash sand洗沙（以便得到金子）, in a pan of water在淘金盘中, expect to do sth.期待做某事, pick up…得到, 淘到, be fortunate enough足够幸运, be caught in a snowstorm遭遇到暴风雪, on the edge of…在……的边缘, in a small wooden house在一座小木屋, have nothing to eat没有可吃的东西, so…that…如此……以至于……, boil a pair of leather shoes煮一双皮鞋, sit down at the table坐在桌边, pick out…挑选, 选出, cut off…切下；割下；砍下, treat…as if…像……一样对待, eat every mouthful with enjoyment快乐地享受每一口, make it seem as if…使它显得（好象）……, direct a movie执导一部影片, star in在……中担任主角, give… a special Oscar 授予……奥斯卡特别奖, one’s lifetime某人的一生outstanding work杰出的工作, live one’s life in…在……度过一生,slide on…在……上滑行, bump into…不期而遇；偶然碰见；邂逅, round a corner在拐角处，在近处, fall down…摔倒，掉进, in the road在路面上, see other people’s bad luck看别人倒霉（遭到不幸）, at times时不时；经常地, feel content with…对……感到满意, be worse off情况更坏; 处境更糟; 经济情况更不好, astonish… with…以……方式令人吃惊, inspire deep feelings in s b. for…因为……激发人内心深处的感情, play a character扮演一个角色, be born in poverty出生穷困, become famous for因为……而出名, use a particular form of acting用独特的表演方式, entertaining silent movie令人愉快的无声影片, a charmingcharacter令人愉快的角色，有趣的角色, be well known throughout theworld世界闻名, play a poor and homeless person扮演一个贫困而无家可归的人, carry a walking stick拄着拐杖, a social failure社会生活中的失败6.Reading to identify the topic sentence of each paragraph7.Ski.th.tex.an.identif.th.topi.sentenc.o.eac.paragraph.Yo.ma.fin.i.eithe.a.th.beginning.th.middl.o.th.en.o.th.paragraph.8.Closing down by reading and transferring informationRead the text again to complete the table.For reference9.Going over the text to decide on the type of writing and summary of the text Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)10.Reading to make a diagram of the text and retelling the text with the help of the diagram8. Closing down by reading about Charlie ChaplinT.en.th.perio.w.shal.rea.a.articl.abou.Charli.Chaplin.No.loo.a.th.scree.an.rea.i.alou.wit.me. Charlie Chaplin (April 16, 1889 - December 25, 1977)lion.worldwid.a.th.silen.“Littl.Tramp.clown.ha.th.typ.o.deprive.childhoo.tha.on.woul.expec.t.fin.i..Dicken.novel.Bor.i.Eas .Street.Walworth.Londo.o.1.April.1889.Charle.Spence.Chapli.wa.th.so.o..musi.hal.singe.an.hi.wife .Charli.Chaplin'.parent.divorce.earl.i.hi.life.wit.hi.fathe.providin.littl.t.n.support.eithe.financia.o.ot herwise.leavin.hi.mothe.t.suppor.the.a.bes.sh.could.Chaplin'.mothe.Hanna.wa.th.brightes.spo.i.Cha rlie'.childhood.formerl.a.acto.o.stage.sh.ha.los.he.abilit.t.perform.an.manage.t.ear..subsistenc.livin. fo.herself.Charlie.an.Charlie'.olde.half-brothe.Sidne.b.sewing.Sh.wa.a.integra.par.o.Charlie'.youn.l ife.an.h.credite.he.wit.muc.o.hi.success.Sadly.sh.slowl.succumbe.t.menta.illness.an.b.th.tim.tha.Ch arli.wa..year.old.sh.wa.confine.t.a.asylum.Charli.an.Sidne.wer.relegate.t..workhous.(.governmen.fa s.time.Afte..months.sh.wa.released.an.th.famil.w te.years.sh.wa.readmitte.fo.a.8-mont.stretter.durin.whic.tim.Charli.live.wit.hi.alcoholi.fathe.an.stepmother.i..straine.environment.Charlie Chaplin, who brought laughter to millions worldwide as thesilent “Little Tramp” clown, had the type of deprived childhood thatone would expect to find in a Dickens novel. Born in East Street,Walworth, London on 16 April, 1889, Charles Spencer Chaplin wasthe son of a music hall singer and his wife. Charlie Chaplin's parentsdivorced early in his life, with his father providing little to no support, either financial or otherwise, leaving his mother to support them as best she could. Chaplin's mother Hannah was the brightest spot in Charlie's childhood; formerly an actor on stage, she had lost her ability to perform, and managed to earn a subsistence living for herself, Charlie, and Charlie's older half-brother Sidney by sewing. She was an integral part of Charlie's young life, and he credited her with much of his success. Sadly, she slowly succumbed to mental illness, and by the time。

人教版高中英语必修4《Unit 2 Working the land》教案人教版高中英语必修4《Unit 2 Working the land》教案【一】教学准备教学目标(1)知识目标：让学生通过阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。

(2)能力目标：让学生进一步使用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等(3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。

教学重难点1.阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。

教学过程1. 话题的引导。

(Pre-reading)1).开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。

2. 跟读与限时阅读完成导学案练习贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。

采用整体语言教学法和任务型语言教学法。

1)、通过限时阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。

2)、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。

3：阅读过程--浅层次阅读。

(Reading I)1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。

2). 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。

4. 阅读过程--深层次阅读。

(Reading II)在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。

Unit4 Period 6优秀教案AssessmentThe General Idea of This PeriodThis period is to help the students elevate their acquisition about body languageHelp the Ss learn to assess whether their knowledge about this topic hasQuestion-and-Three Dimensional Teaching AimsCheck up what they have learned in this unit by evaluation and teThrough this part the students will surely know what they have mastered andTeaching ProceduresT:T:S:S:T:T:Today we are going to see how hard you worked and how much more you know非测试性评价Multiple-1.After learning this unit,I am able to give a brief definition of body language in myA.Very well.C.Only with the help of others.2.After learning this unit,I am able to give some typical examples of the culturalA.Very well.C.Only with the help of others.D.I need to3.I am able to act out a few scenes using both spoken and body language effectivelyA.Very well.C.Only with the help of others.4.I am able to use the new words and expressions of this unit correctly in speakingA.Very well.C.Only with the help of others.5.I am able to use the expressions of warning,prohibition and obligation appropriately in speaking.A.Very well.C.Only with the help of others.6.I am able to use -ing form as the attribute and adverbial correctly both in speaking and writing.A.Very well.C.Only with the help of others.D.I need to w。

人教版高中英语必修4《Unit5Themeparks》教案教学准备教学目标(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学重难点(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学过程Step1Warming-upandlead-in(5mins)(1)导入教师提问学生“Haveyoubeentoathemepark?”与“Whatcanyoudoinathemepark?”，以此导入到本课的课题。

然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。

T:Hello,class.Todaywearegoingtotalkaboutthemeparks.First ,Iwouldliketoaskyou:①IsourWestLakeParkathemepark?WhataboutJingqiWaterPark?②Haveyoubeentoathemepark?③Whatcanyoudoinathemepark?S1:Westlakeisnotathemepark.JingqiWaterParkisathemepark.S2:IhavebeentoHongkongDisneyland.Inathemeparkwecandoalot ofactivities.T:Exactly,inthethemeparkwecantakeroller-coaster,free-falldrop,swingingship,Ferriswheel,merry-go-roundandsoon.Inaword,therearevariousrideswecantakeinathemep ark.Well,whatdoes“ride”mean?S3:游乐设施T:Yes.Hereitisanoun,meaning“供乘骑的游乐设施”.(2)揭题教师引导学生对课文题目进行预测。