外研版高中英语必修4全册教案

Module 4 Great ScientistsI．教学内容分析本模块以Great Scientists 为话题，介绍了几位不同的科学家，并对我国著名的科学家袁隆平作了主要介绍。

旨在通过本模块的教学，使学生能够运用所学词汇和句型来描述科学家及他们的的发明。

Introduction 部分介绍了几位不同的科学家和学科名称，使学生进一步熟悉词汇、句型，为本模块的学习奠定基础。

Reading and V ocabulary 部分通过阅读The Student who Asked Questions，让学生学习相关词汇，学会归纳文章的主旨大意；分析文章的结构和写作技巧；并进一步了解我国著名科学家袁隆平和他的杂交水稻，对学生进行思想教育。

Grammar 1部分以练习的形式来复习一般现在时、一般过去时，一般将来时和现在完成的被动语态。

Grammar 2部分通过让学生了解介词by +v.- ing 这种形式并能用其改写句子。

Function 部分学习数字的读法，并能进一步去读位数较多的数字，分数和百分数。

Listening and vocabulary 部分听取一段关于科学家爱因斯坦和霍金及他们发明的录音内容，培养学生获取主要信息的能力。

Reading and Writing部分使学生了解有关霍金的信息，学会写如何介绍生平的文章，并能运用所给信息写一篇介绍爱因斯坦的文章。

Pronunciation部分通过听力训练，让学生掌握多音节单词的重音的读法。

Speaking部分要求学生运用所学知识，做猜科学家名字的游戏。

Everyday English部分通过对听力材料的阅读，使学生能在情景中学会材料中出现的日常交际用语的运用。

Cultural Corner部分是一篇介绍火箭的历史和发展的文章，让学生通过阅读了解当今社会科技发展的主要方向和重大成果。

Task部分是对本模块的一个复习与应用，要求学生小组活动，制作一个广播节目来介绍一位科学家的生平。

Period 4Writing;Everyday EnglishThe General Idea of This PeriodActivity 1 is a preparation of writing.The students may be encouraged to read the passage to learn about how to make predictions.Through this activity the students can master some ways to tell about the future things and some words as well.In writing what they will be doing in ten years,the teacher may teach them the steps:first make an outline and write down some key words;the next step is to exchange their works with their deskmates for suggestions;the last step is correction.In Everyday English the teacher may first encourage the students to do this activity individually and then check with a partner.To consolidate it the teacher may ask the students to make up a dialogue using the phrases in this part.Teaching Important PointsTo motivate the students to work together.Teaching Difficult PointsHow to enable the students to write about the future things.Teaching MethodsInduction and practiceTeaching AidsA blackboard,a tape recorder and a multimediaThree Dimensional Teaching AimsKnowledge and SkillsTo let the students know how to make predictions.To train their writing skills.To train their speaking skills.Process and StrategiesEncourage the students to speak in class through organizing some practice.Teach the students to write following the steps.Feelings and ValueThrough the predictions of the future things make the students think about the trends of the future world's development.Teaching ProceduresStep 1 RevisionT:Good morning,class!Last period we have learned the future continuous.Today let's do some exercises to consolidate it.(Show the following on the screen.)Underline the best verb form.Example:Many jobs that exist today will/are going to disappear in the future.1.If we don't find another planet to live on,we are dying/will die.2.puters are running/will run everything in the house in the future.3.The plane leaves/will leave at ten o'clock.4.New medical technology improves/will improve our lives.5.In the year 2100,people are going to have/will be having holidays in space.Suggested answers:1.will die2.will run3.leaves4.will improve5.will be havingT:More exercises.(Show the following on the screen.)plete the sentences with the verbs in brackets in the most appropriate forms:the future simple,or the future continuousExample:By the year 2050,people will be traveling (travel) outside our solar system.1.I hope scientists __________(find) a cure for cancer.2.By the middle of this century,more people __________(live) in cities than in the country.3.Ten years from now,people __________(wear) smart clothes.4.No one __________ever __________(live) on Mars.5.Humans __________(live) on another planet five billion years from now.6.A Chinese astronaut__________(reach) Mars by 2050.Suggested answers:1.will find2.will be living3.will be wearing4.will,live5.will be living6.will reach Step 2 WritingT:So much for the check up.Before we begin to write first let's read a passage,which is about the predictions of the future.Please work in pairs and answer the following questions. (Show the following on the screen.)1.Which student:a.wants to work in a job that will help sick people?b.would like to live in a different country?c.hopes to have a family?d.doesn't have any future plans?2.Find words or phrases that mean:a.I don't know exactly I'm not really sureb.it's certain__________ __________c.I hope this will happen__________ __________d.it's possible__________ __________e.after a long time__________ __________3.What different ways of talking about the future can you find?(Give the students a few minutes to read the passage and then call back their answers.) Suggested answers:1.a-Ken b-Emma c-Mary d-Thomas2.a.I'm not really sure b-definitely d-maybe/probably e-eventually3.I will be doing/I will definitely study/I'm going to go/I guess that I willT:Now please write about what you will be doing in ten years in 100 words.You may follow the following steps:first make an outline and write down some key words;the next step is to exchange their works with their deskmates for suggestions;the last step is correction.The four paragraphs on Page 8 are good models,though they are all around 80 words long,rather than the 100 words the students are asked to write.Encourage the students to use:1.the future continuous tense(I'll be doing/I won't be doing)2.the introductory verbs:I hope/I guess/I imagine/I'd like to.3.the introductory words:hopefully/eventually/maybe/definitely.3 Everyday English StepT:That's all for our writing.Now let's e to our Everyday English. Please look at the words and phrases and choose the best explanation.(Show the following on the screen.)1.You get rid of something if you__________.A.need itB.don't need it2.If something is free of charge it__________.A.doesn't cost anythingB.is allowed by the law3.For a start means__________.A.at the beginningB.the first point is4.If you run out of something you__________.A.leave it quicklyB.haven't got any of it left5.If something is on the way out it's going to__________.A.disappearB.bee famous(Ask the students to do this exercise individually.)Suggested answers:1.B2.A3.B4.B5.AStep 4 Summary and homeworkT:Today first we read a passage to learn how to make predictions.And then we practicedwriting about predictions.Just remember to write notes before starting writing.In that way you won't get stuck after writing one sentence.When you have finished writing,read through what you have written.Make any changes which you think will make your writing clearer for the reader.In Everyday English,we learned some words and phrases and how to use them.After class please use the words or phrases we learned to make up your own dialogue.That's all for today.You are dismissed!The Design of the Writing on the BlackboardModule 1Life in the FutureThe fourth periodget rid of free of charge run out of on the way outRecord after Teaching______________________________________________________________________________________________________________________________________________________Activities and Research1.Ask the students to make up a dialogue using the phrases in Everyday English.2.Write a short paragraph to make predictions of the future.Reference for TeachingLanguage Points1.e true 实现;成为现实s like a dream ing true.'It这犹如梦想变成了现实。

Module 4 Great ScientistsTeaching aims：1.Learn some new scientific terms.2.Get to know some famous scientists worldwide and nationwide.3.Learn sth. about Yuan Longping.4.Write a short passage.Review names of subjects:biology 生物chemistry 化学geography 地理history 历史IT 信息技术mathematics 数学physics 物理PE 体育Match words and definitionsbiochemistry biology botany chemistry genetics physics zoology1.the study of animals2.the study of plants3.the study of all living things4.the study of physical objects and natural forces5.the study of chemical processes in living things6.the study of the structure of substances and how they react with each other7.the study of inherited characteristics in living thingsDiscussion:1. 2. 3. 4.1.Who are they?2.What did they invent or discover?Answers:1. 阿基米德(Archimedes, 287～212BC)Ancient Greek Physicist, mathematicianThe law of ArchimedesFather of Integral Calculus(微积分)Give me a lever long enough and a place to stand, and I will move the world.2. 居里夫人(Marie Curie, 1867-1934)Polish scientistDiscovered Radium(镭) and PoloniumWin Nobel Prize twiceScience is beyond nationalities, classes and races.3. 牛顿(Newton, 1642-1727)English scientistThe law of gravityThe laws of motionIf I have seen a little further it is by standing on the shoulders of Giants.4. 爱因斯坦(Albert Einstein, 1879-1955)German-born American physicistCreator of theories of relativityWon the Nobel Prize for physics in 1921The Secret of Success: A=X+Y+Z X stands for hard work, Y for good methods, and Z means stop talking and get down to work.vZhang Heng Qian Xuesen Yuan LongpingFather of China’s aerospace King of rocketsFather of hybrid riceFill in the blanks:Yuan Longping is a ____figure in ____ world. As a boy, he was interested in _____. He tried hard to find ways to produce ____ rice to feed people. After experimenting ____ different types of rice, he found a naturally ____ ____rice plant. As a ____, Chinese rice production ____ by 47.5% in the 1990’s. Then Yuan Longping’s rice was _____to other countries.Answers: leading, rice-growing, plants, more, with, sterile male , result, rose, exportedIntensive ReadingRead the first para.1.Which country is the world’s largest rice producer? (China)2.Where is rice grown in the world? (Many Asian countries and some European countries.)3.Who is the leading figure in the rice-growing world? (Yuan Longping)Read the second para.1.Where was Yuan Longping born and brought up? (China)2.What nickname was he given? (The student who asks questions)Reading the third para.1.What did Yuan Longping study in college? (Agriculture)2.According to him, what was the key to feeding people? (To have more rice and produce it morequickly.)3.What is the only way to do it? (To cross different species of rice plant.)Read the fourth para.1.What special type of rice plant did he search for？(A male and sterile rice plant.)2.What was the breakthrough in 1970? (A naturally sterile male rice plant was discovered.)3.Who supported his research? (Researchers from all over China and the government.)Read the fifth para.1.What did his discoveries result in? (Chinese rice production rose by 47.5%)2.Where was his rice exported to? (Pakistan, the Philippines and so on.)3.Why were the rice fields converted to growing vegetable and other cash crops? (It is no need toplant so many rice because of the high production.)Read the last para.1.What is the most important crop in Pakistan? (Wheat.)2.What’s the feature of the new hybrid rice? (Its yield is much greater than that of other types of ricegrown in Pakistan.)Summary Writing1.Write a summary according to the passage.2.Add some information if necessary.3.Less than 120 words.4.Time limit: 5-8 minutes.。

Module 1 Life in the Future语言知识与运用教学设计一、设计理念：根据新课标学习理念以及高考改革的新趋势，为建立和谐高效的课堂进行课程整合。

本节课语言知识运用课节，我重点注重对学生的说、写能力的训练，使语言的输入和输出更加有机的结合起来，同时，将“以学生为本，以学生发展为本”的课程理念贯穿于整个教学过程中，将“自主学习，体验参与，合作探究”的学习方式渗透于学习过程中，运用多种教学活动和教学策略，体现了新课标要求，与高考接轨，采用任务型教学和探究性教学相结合的方式，着重提高学生的知识与语言的运用能力，由浅入深，由易到难，逐层拓展，循序渐进的实施课堂有效教学。

此外，注意培养学生的情感目标和价值观的提升，使学生知识得以习得，情感得以升华。

二、学情分析本次授课学生为高一年级学生，在完成前三册书的学习当中，已基本适应了高中英语的学习，并掌握了一定的词汇量，能够用英语进行一定层次的交流。

但是，不少同学缺少交流的勇气和自信，还有部分同学缺少对英语学习的积极性和兴趣，导致学科间发展不够均衡，这些都是在备课和教学过程中应该关注的问题。

此外，大多数学生对于英语这门课的学习仍只停留在知识层面上，学生的情感态度还有待提高。

同时，缺乏团队的合作和配合，以本节课来说，部分学生的想象力和创造力还有待鼓励。

所有这些都是对老师备课的挑战，我会认真分析学生存在的各种问题和优缺点，认真备课，争取使每位学生在本堂课上都能有所收获。

三、教材分析本节课是Book4 Module1的第二课时---语言知识与运用，即是词汇，语法和写作的课程整合。

主题是“未来城市”，要求学生能通过想象力来描绘未来城市的发展前景并展开交流和讨论。

本节课重点是对教材中所出现的重点词句进行讲解，语法项目是指导学生学会对将来时间的表达，并结合本模块所学进行一个微写作的练习。

旨在从学生的兴趣，生活经验和认知水平出发，鼓励学生在老师的指导下，通过体验、参与、探索和合作等方式，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略和自主学习的能力。

高中英语新课标外研版必修4教案P...Module 3Body Language and Non-verbal Communication Brief Statements Based on This ModuleThe Analysis of Teaching Contents in This Module The topic of this module is “Body Language and Non-verbal Communication”.Related information is introduced through reading and listening.The reading part gives a brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American’s home.The vocabulary,sentence patterns,grammar,the main content of the context as well as the students’activities such as listening,speaking,reading and writing and so on all develop around this topic.The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to develop the students’language skills and communication skills.IntroductionThis part is made up of four activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions.Through these activities the students can be familiar with some useful words and expressions concerning non-verbal communication and make good preparations for the following reading activities.This passage gives a brief introduction of how body languages are usually used in different customs and cultures.And three exercises concerning the content and vocabulary of the passage are designed.By doing these exercises the students can have a good understanding of the content of this passage andlearn some words related to the content of this passage.Grammar 1This part introduces adverbial clause of condition around which three activities are designed.Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes,the subordinate conjunctions it uses to introduce the situation,why it is used as well as the tenses in both the independent clause and dependent clause.And Activity 2 will help students be far more familiar with the content of the passage and get to know clearly about the situations where adverbial clause of condition is used,that is,this activity will be of great help to consolidate what students have learned in Activity 1.The last activity is to match the two parts of the sentences about body language in Europe or America.It not only further consolidates students’understanding of this grammar phenomenon’s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “different countries have different customs” and “when in Rome,do as the Rom ans do”.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary.It is made up of four activities.In Activity 1 students are demanded to match the given words with the parts of the body in the picture.It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2.Meanwhile these words are closelyconnected to the theme of this module.Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages.Both Activity 3 and 4 are based on Activity 1 and 2.Through Activity 3,students need to catch the main idea and find out the topics they have heard in the conversation,otherwise they cannot choose the right answer.At the same time they can also have a good understanding of American culture and customs in different social occasions of communication.If we see Activity 3 as trunk of a big tree,Activity 4 will be branches.That is to say,each piece of advice in Activity 4 embodies one of the topics in Activity 3.This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible.Maybe they need to pay much attentionto how to ask for and give advice correctly.So this helps students be well prepared to study the Function part.FunctionThe function of this module is about “giving advice”.Students are demanded to master how to use the modal verbs “should” and “must” to give advice.This part contains two activities.In Activity 1 students need to look at the sentences in Listening and V ocabulary Activity 4 and try their best to learn when and how to use the modal verbs “should” and “must”by using them to complete the following four sentences.Meanwhile this activity also lays a good foundation for Activity 2.Activity 2 not only practices the use of the modal verbs “should”“shouldn’t”“must”and “mustn’t”but also is linked to the theme or topic of this module—different cultures as well as different customs.Deeply speaking,it both develops andimproves students’language skills and incr eases and broadens their cultural knowledge.Grammar 2This part is still mainly about adverbial clause of condition.It provides two activities for students.By reading the sentences and answer the given questions in Activity 1,students can get information such as in which situation adverbial clause of condition is best used and the subordinate conjunctions that are used to link the dependent clause and the independent clause.It also provides enough grammar knowledge forActivity 2 which instead consolidates the grammar phenomenon by filling in the blanks with the right form of verbs.PronunciationThis part introduces some differences existing in the pronunciation of both the American English and the British English.There are two activities designed in this part,both of which are linked with listening.In the first activity students need to listen to two speakers with the American accent and the British accent respectively to notice the differences between both of them.During the course of listening students are required to listen carefully in order to make a good and detailed comparison.Activity 2 supplies students a good chance to tell which accent different speakers use respectively.In this way,students can not only improve their pronunciation accuracy but also practice their listening skill.SpeakingIn this part the students work in pairs to perform a role-play game in the form of acting out a dialogue.One plays the role of a foreign friend and ask his or her partner for some information concerning Chinese culture and customs,the other give a his orher some good advice using the modal verbs such as “should”and “must”,meanwhile he or she can check if he or she has really mastered how to use adverbial clause of condition by beginning his or her sentences of a dvice with “if”.So this part consolidates the grammar knowledge learned above.Grammar 3This part gives a brief introduction of adverbial clause of concession and offers relative activities.Two activities are designed,the first of which can lead students to knowing about the real meaning of adverbial clause of concession in the form of choosing the correct answers.The two sentences of this activity are both from the listening material and closely connected to the theme of this module,so that if students really understand and further master the meaning of them,they will have a deep understanding of the theme once more,which may stimulate them to be aware of culture and customs in different countries.The second activity is designed to help students learn some subordinate conjunctions with which the adverbial clause of concession begins.This activity is of great help to consolidate students’ knowledge of this grammar.WritingThe main content of this part is to answer an invitation and three activities are provided to help students give a correct reply.Activity 1 is a prewriting activity and shows two invitations with different styles—one formal,the other informal.Students need to read them and catch the main idea and some details so as to tell the differences between the formal style and the informal style.Meanwhile it can lay knowledge foundation for their reply.Activity 2 offers four expressions for students to judge whetherthey are formal or informal.This activity supplies helpful information that students can make use of in their reply.It,as well as Activity 1,offers the necessary precondition to Activity 3.Based on the two activities above,students are required to write a short reply to either invitation in Activity 3,which consolidates what they have just learned above.Everyday EnglishThis part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life.Meanwhile,they can also improve students’oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries,which embodies the theme or topic of this module.Cultural CornerThis part is focused on a passage introducing the origin and function of clapping.After reading it students can have a better understanding of non-verbal communication.In order to help students get as many details as possible two questions are given as a clue.TaskThe task of this module is “preparing some social advice for visitors to China”.It requires students to make a discussion with their classmates and make a list of various social situations to write about.And then theyhad better write a short paragraph on each topic to show visitors what they should do in all aspects such as clothing,food,shelter and even their doing.Each paragraph ought to begin with if you or when you and use the modal verbs “should(n’t>”and “must(n’t>”,which makes sure thatstudents go over what they have learned in Grammar part and consolidates their understanding of adverbial clause of condition.Finally work in groups to introduce what they write to each other.Maybe this way raises their awareness of cooperation.Module FileThis part is a summary of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Six periods for teachingPeriod 1:IntroductionPeriod 2:Reading and V ocabularyPeriod 3:Grammar 1;Listening and V ocabularyPeriod 4:Function;Grammar 2;Pronunciation;SpeakingPeriod 5:Grammar 3;Writing;Everyday EnglishPeriod 6:Cultural Corner;Task;Module FilePeriod 1IntroductionThe General Idea of This PeriodDuring this period we will learn some new words that can be used to describe physic contact and gestures.In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures.Some performances may be of great help in leading in this part.The task of Activity 2 is to listen and match the situations with the pictures.Activity 3 is related to speaking.The teacher may ask the students to work in pairs and make up a dialogue.And then several pairs need to act out their dialogue.The last activity is reading and answering the questions.You can make them do it by themselves and then check the answers.Teaching Important PointsMaster some words,phrases and useful expressions describing body languages and non-verbal communication.Improve the students’ speaking ability by talking,discussing,making up and acting out dialogues.Improve the students’ listening ability.Teaching Difficult PointsHow to encourage students to take an active part in the speaking and listening activities.How to improve the students’ speaking and listening ability.Teaching MethodsIndividual work,pair work or group work to make every student participate in class.Listening and matching activity to help the students have a good understanding of the listening material.Teaching AidsMultimediaA blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words,phrases and useful expressions.Encourage the students to know how to describe body languages or gestures in English.Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.Process and StrategiesTrain the students’ speaking ability through individual,pair work and group work.Train the students’listening a bility through listening andmatching exercise.Feelings and ValueDeepen the students’correct understanding of what their partner really mean and make a response.Have the students know about some culture and customs concerningnon-verbal communication and strengthen their communicative awareness.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,sir!T:In last module we have learned something about traffic jam at home and abroad.Today we are going to learn something about communication without words but body language.T:(The teacher shows a pile of pictures of physical contacts.> Here are several pictures concerning physical contact and body language or gestures.You may be familiar with some of them.Do you know how to express them in English?Now discuss them in pairs or groups.In a few minutes,I’ll ask some students to talk about them.(The students begin to discuss the pictures.And the teacher goes around the class and joins them.A few minutes later,the teacher says the following.>T:Are you ready?Who can give us a talk about the first picture?Any volunteer?Ss:Let me have a try.I think the old man is the grandfather,and the boy is his grandson.The grandson is crying,so the old man is patting the head of the little boy in the first picture.Ss:Picture 2 shows us a woman clapping with a big smile on her face.Ss:We could see that a man is dragging a woman violently in the fourth picture.Maybe the woman has done something wrong which makes the man angry.T:You are clever,good guy.Any different opinion?V olunteer?Go on.Ss:Let me have a try.There is a woman who is holding her baby in her arms very happily in the fifth picture.T:Completely true.Meanwhile,your pronunciation is very beautiful and fluent.Another one?Describe the next picture.Who wants to take this chance?Ss:Me.(A boy raises his hand.>T:OK.Please!Ss:In my opinion,it describes some people clapping happily and excitedly.T:Well done.So much for this part.Let’s go to the next part.Step 2 Match the verbs in the box with the picturesT:Just now we have discussed some pictures concerning physical contact and learned some words and expressions.Now open your books and turn to Page 21.Read these four words after me.(The teacher reads the words,followed by the students and performs each word’s meaning with gestures.>T:No.1 point.Ss:Point.T:In which picture are people pointing?Ss:Picture a.T:Right.No.2.shake.Ss:Shake.T:In which picture are people shaking their hands?Ss:Picture d.T:Good job.Next word:smile.Ss:Smile.T:Could you see in which picture people are smiling?Ss:Picture c.Ss:No,Picture b.Ss:But the girl in Picture a is also smiling.T:Excellent.You are all true.Different people have different opinions.People are all smiling in these three pictures,but the right answer is Picture c because people in another two pictures also show other gestures.Having finished this exercise,let’s perform a brainstorming activity.Now I divide you into four groups—Group a,Group b,Group c and Group d.Each group try your best to think out as many English names concerning all kinds of body movements or gestures as possible and then send a representative to write them on the blackboard.Now 5 minutes for you to prepare.You can also refer to your dictionary.T:(Five minutes later> Are you ready?Ss:Yeah.Write your words on the blackboard.(Four students go to the blackboard and write.>T:Now let’s count the words of each group together and choose the group who gives more words as a temporary winner.(During this course,if new words appear,the teacher should explain them and lead the reading or ask a student who knows them to give an explanation.>Group a—12Group b—10Group c—13Group d—15Now let me announce the winner in this activity—It is Group d.Congratulations.Now let’s continue th e /doc/36489682.html,e these words to make up sentences.Each sentence you make will get 5 points.(The teacher rules out the word used to make a sentence.> One,two,begin!Ss:...T:Time is up.Excellent.You have given a good performance.Wh o wins this bout?It’s clear,right?Group a,20 points;Group b,25 points;Group c,20 points;and Group d,25 points too.Congratulations,Group d,you are the winner at last.(Students clapping.>T:That’s all for this activity.Follow me to the next part.Step 3 Listen and match the situations with the picturesT:In this part you are going to hear a piece of listening material.The first time you need to just listen to the material and try to get the main idea.Are you ready?(The teacher plays the tape for the students.>T:The listening is completed for the first time.Have you got the main idea?Ss:(Some of them> Yes.(But some of them> No.T:OK.Keep silent,please.Let’s listen to it again.This time you need to listen very carefully and make every effort to get the details.Meanwhile,match the situations with the picture above.Ready?Ss:Yeah.T:Let’s begin.(The teacher plays the tape once more.>T:(A few minutes later the listening is finished.> Have you finished your exercise yet?Ss:Yes.T:Let me check your answers now.Situation 1,any volunteer?S a:Situation 1 matches Picture d.T:Good,sit down,please.What about Situation 2?Who wants to have a try?S b:I think that it may be matched with Picture c.T:Good job.Absolutely right.Sit down,please.How about Situation 3?Anyone?S c:Let me have a try.It is perhaps Picture a.T:True or false?(Asking the whole class>Ss:True.T:OK.Sit down,please.The last situation?Say it together?Ss:Picture b.T:You all did good jobs.Thanks for your cooperation.This activity is over now.Let’s come to Activity 3.Step 4 Say What You Do When Y ou...T:Work in pairs.Act out the movements and say the relevant words and expressions according to the following situations given in this activity.Five minutes for you to prepare.(Five minutes later>T:Are you ready now?Ss:Yes.T:Now which pair wants to act them out in front of the whole class.V olunteer?A pair of students raise their hands.T:OK,come up,please!You can begin now.S a:Meet a friend.S b:Performs it.T:Is he right?Ss:Yes....T:Thank you very much.All of you perform greatly well.Somuch for this activity.Turn to Activity 4.Step 5 Read and answer the questionsT:In last activity some students performed a lot of situations.This activity is an open one,so different students have different opinions.Choose an answer for Exercise 1 and give reasons for your choice.S a,Would you like to have a try?S a:I choose B.I am a girl with an inward character,so I don’t communicate with others much.Even if I have to do this,I usually use words instead of body languages.T:Good idea.Who has a different opinion?S b:D is my choice.As far as I am concerned,I’d like to communicate with others very much,and I really love sharing what I love as well as what I hate.During the communicating course,I usually make full use of my body,because only in this way could I express myself completely.T:Outward guy,haha?Ss:...Step 6 Summary and homeworkIn this class we’ve mainly learned something about body languages by speaking and listening,so we’ve got more information about body languages and our speaking and listening abilities have been improved.At the same time,we have learnt some words,such as point,shake,smile andsome situations in which you use body language such as meet a friend,show someone the way,say no and so on.(The teacher writes them on the blackboard.> You should remember them and learn to use them.After class,try to collect more information about body language and prepare for next part—Reading and vocabulary.That’s all for today.Goodbye,everyone!Ss:Goodbye,Mr./Mrs...The Design of the Writing on the Blackboard Module 3Body Language and Non-verbal CommunicationThe first periodpoint,shake,smile,waveshow...the waycommunicate withshake handsRecord after Teaching______________________________________________________________________________________________________________________________________________________Activities and Research1.Encourage the students to collect more body languages in different countries.2.Make the students debate with each other.Reference for TeachingLanguage Points1.shake v.shake hands with sb.和某人握手Let’s shake on it.让我们为此握手。

Module 4 Great Scientists本模块以 Great Scientist 为话题，通过教学使学生了解古今中外不同领域的科学家的生平经历及他们的卓越贡献，阅读袁隆平和Stephen Hawking 的事迹，使学生树立正确的人生观、价值观。

并根据学生的已有知识，指导学生发表对伟大科学家的了解和看法。

本课阅读内容描写了“杂交水稻之父”袁隆平的生平和事迹，并阐述了他从事这项工作的重要性和所取得的成就。

激励他们树立远大理想，奋发图强。

多媒体课件辅助。

多媒体的运用将有助于将静的知识和情景生动化，降低知识的难度，激发学生的兴趣，活跃课堂的气氛，从而整合资源，优化教学过程。

一、语言目标1、 词汇和短语Staple, producer, leading, figure, educate, agriculture, breeding, species, original, publish, sterile, breakthrough, support, production, convert, export, hybrid, quality, quantity, bring up, as a result of, cash crop2、 重点句子（1） In the rice-growing world, the Chinese scientist, Yuan Longping, is a leading figure.（2） He thought there was only one way to this ---by crossing different species of rice plant, andthen he could produce a new plant which could give a higher yield than either of theoriginal plants.（3） As a result of Yuan Longping’s discoveries Chinese rice production rose by 47.5 percent inthe 1990’s二、能力目标1、 Enable students to talk about “the fath er of hybrid rice —Yuan Longping”2、Understand the text answer the related questions.3、Enable the students to understand the details about the passage, choosing the correct answeraccording to the text and fill in the form about the passage.三、学能目标Help students learn how to talk about Yuan Longping and his achievements.1 Talk about “the father of hybrid rice---Yuan Longping”When and where was he born?Why was he famous?What did he discover?How important is the discovery?2 Discuss the question of comprehension:Why is Yuan Longping’s discovery very important?1 Understand the importance of scientists’ achievements.2 Discuss the questions:What would you think of the new hybrid rice if you are a rice farmer? Explain why.Is the title of the passage suitable? If not, write a new one and give the reasons.3 Discuss what the students can learn from Yuan Longping.Period 1 Introduction and cultural cornerStep 1 GreetingGreet the whole class as usual.Step 2 PresentationStep 3 Warming upShow the students some pictures of western great scientists and ask them to talk about who they are and what achievements they had.。

Module 4 Great ScientistsTeaching Time: 教学时间Teaching Aims: 教学目标1. Knowledge and Skills 知识与技能a. Make students know some words, phrase and related expressions about scientists.b. Make students make a revision about the passive voice and the usage of “ by + - ing”.c. Make students learn to write an essay on great scientists’ life.d. Make students proficiently master how to say the numbers.e. Improve students’ abilities of listening, speaking, reading and writing.2. Process and Methods 过程与方法a. Improve students’ speaking ability through group discussion.b. Improve students’ analyzing and resolving abilities through group cooperation.3. Emotion and Values 情感与价值Make students know something about the current development of science and technology, as well as make them learn from those great scientists, such as the spirit of devoting to science, seeking truth and persistent dedication for human’s happiness and development.Teaching importance and difficulties：教学重点与难点1. Teaching Importance 教学重点a. Master some science-related vocabularies.b. Learn how to use passive voice.c. Learn how to say numbers.2. Teaching Difficulties 教学难点a. Make students understand some common expressions used in quiz show while listening.b. Enable students to use passive voice correctly.c. Enable students to write essays on great scientists’ life according to the structure of thepassage.Teaching Plan：教学计划Period One:Introduction, Reading and V ocabulary, FunctionPeriod Two: Grammar 1 and Grammar 2Period Three: Listening and V ocabulary, Pronunciation, Everyday EnglishPeriod Four: Reading and WritingPeriod Five: Cultural Corner, Module FilePeriod One: Introduction, Reading and Vocabulary, Function Teaching Goals:1.To know something about great scientists, such as Qian Xuesen, Marie Curie, Archimedes,Albert Einstein and Yuan Longping;2.To learn some science-related words;3.To learn how to say numbers.Teaching Procedures:Step 1: Lead in----- IntroductionBrainstorm:Question: What great scientists do you know? ( free speaking )Make students say something about those four great scientists--- Qian Xuesen, Marie Curie,Make students finish exercise 2 on page 31 individually.The answers:1. zoology2. botany3. biology4. physics5. biochemistry6. chemistry7. genetics Step 2:Reading and Vocabulary1.From the title “The Student Who Asked Questions”, guess what the passage is about?Who is the student?2. Make students find the topic sentence of each paragraph.Para1: Yuan Longping is a leading figure in the rice-growing world.Para2: As a boy, he was called “the student who asked questions”.Para3: As a young teacher, he began experiments in crop breeding.Para4: He discovered a special type of rice plant.Para5：His discoveries increased Chinese rice production.Para6：The yield of the new hybrid rice is much greater than that of other types grown in Pakistan.3. Make students skim the passage and find the answers to the following questions.1）What kind of student was Yuan Longping when he was young?2）What way did he think to produce rice more quickly?3）What did he discover?4）How important was the discovery？The possible answers：1）He was a student with lots of questions and he was interested in plants.2）By crossing different species of rice plant, then he could produce a new plant which could give a higher yield than either of the original plants.3）He discovered a naturally sterile male rice plant.4）Chinese rice product ion rose by 47.5% in the 1990’s.There were other advantages.●50,000 square kilometers of rice fields were converted to growing vegetables and othercash crops.●Yuan’s rice was exported to other countries.●His rice’s yield is much greater than the yield of other types of rice grown in Pakistan. 4．Make students read the passage carefully and decide whether the statement are true or false.1). China produces more rice than any other country.2). Yuan Longping asked a lot of questions at school.3). He developed a new kind of fast-growing rice.4). The government helped him in his research.5). The new rice replaced vegetables in 50 thousand square kilometers.6). The new rice is now grown n other countries, such as Pakistan.The answers: TTTTFT5. Make students finish exercises in activity 3 and 4 on page 33 individually, then checkthe answers.Step 3: Language points1.He thought that (the key to feeding people was to have more rice and to produce itmore quickly.) 宾语从句the key to sth. / doing sth. ---的关键to 属于“介词”e.g. 这就是考试失败的关键。

Period 3 Function;Grammar 1 ，2 The General Idea of This Period Function in this module is talking about numbers,which include big numbers,fractions and percentages.Thestudents can finish Activities 1 and 2 individually and check the answers with the whole class.As for Activity 3,pair work or group work is better.Let the students dictate some numbers to their partners to consolidate what they learned.After that,the teacher can give them a quiz to make sure the students can distinguish different numbers correctly and can read and write them in the correct way.In grammar 1,we'll revise the passive voice of present tense,past tense,future tense and present perfect tense.Thereare four activities for the students to practice.In grammar 2,the students will learn to use by+- ing form.Firstly,in Activity 1 make sure the usage of this form.It usually works as adverbial,and means “using some way”.This form is not difficult.We are sure that after the practice in Activity 2,the students can master this form correctly.Teaching Important PointsTeach the students how to read and write numbers in a correct way.Make sure the students can use the passive voice and by+-ing form correctly.Teaching Difficult PointsTo make them master the usage of the passive voice and by+-ing form.Teaching MethodsIndividual work and pair work to make every student work in class.Teaching AidsMultimedia & a blackboardThree Dimensional Teaching AimsKnowledge and SkillsMake the students learn to use the mathematical terms in a correct way.Make sure the students can use the passive voice in different tenses and by+-ing form correctly.Process and StrategiesMotivate the students'enthusiasm in taking part in the class.Feelings and ValueThrough the study of this period the students will surely know more about the basic use of the passive voice and by+-ing form and how to read and write different numbers correctly.Teaching ProceduresStep 1 Revision(Greetings as usual>T:First,let's have a dictation of the new words and expressions we learnt last class.1. staple2.leading3.figure4.breeding5.species6.yield7.original8.sterile9.breakthrough 10.convert 11.export 12.hybrid 13.replace14.bring up 15.asa result ofStep 2 FunctionT:Function in this module is about numbers.Now,look at Activity 1 on Page 35.Choose the correct way of saying the numbers.1.5 000 000(a>five million ___________________ (b>five millions2.47.5%(a>forty seven half percent(b>forty seven point five percent3.632(a>six hundred and thirty two(b>six hundred thirty two4.4/5(a>four fifths ___________________ (b>four fiveAsk the students to complete them individually and then collect the answers in the whole class.After that,give the students several minutes to read them aloud.Suggested answers:1. a2.b3.a4.aT:Now let's come to Activity 2.Read the sentences aloud and attentively.1. Rice was first grown about 5000 years ago.2. China exports about 1.5% of its rice.3. Australia produces about 250 000 tons of rice.4.2/3 the world's population regularly eat rice.T:OK,class.Now are you sure you can say the numberscorrectly?Dictate some numbers to your partner,including bignumbers,fractions and percentages.Then I will give you a quiz.(After the students practice with each other,the teacher gives them the followingquiz.Read the mathematical terms correctly.>(Show the numbers on the screen or on the blackboard.>1.10352.3/73.46%4.2 840 0005.$95.5Ask the individual to read them,one number a student.After the students complete them,let them read numbers together.Suggested answers:1.one thousand and thirty five2.three sevens3.forty six percent4. two million eight hundred and forty thousand5.ninety five point five percentStep 3 Grammar 1:The Passive VoiceT:Now let 's come to revision of the passive voice.First please study the sentences in Activity 1 on Page 33.(Show the following sentences on the screen.>a. Rice is grown in many other Asian countries.b. Researchers were brought in from all over China.c. The research was supported by the government.d. In Pakistan rice will be grown in many parts of the country.e. The new hybrid rice has been developed by the Yuan Longping High- tech Agriculture Company of China.T:Now answer the following questions.(Show them on the screen.>1. Which sentence is in the present simple(passive voice>?2. Which sentences are in the past simple(passive voice>?3. Which sentence refers to the future?4. Which sentence is in the present perfect?5. Which sentences are easy to transform into the active voice?Why?Ask the students to complete them in pairs,then call back their answers from the whole class,having one student ask the question and another read the example sentence.Suggested answers:1. a2.b and c3.d4.e5.c and e,because you can easily find the subject of the active voice after“by”.T:From the sentences above,we can know the structure of the passive voice:be+done.Tenses are observed through th“ebe”verb.So the structure of the passive voice in the present,the past,the future,and the present perfect forms are as follows:am/is/are+p.p.(the present simple>;was/were+p.p.(the past simple>;will be+p.p.(the future simple>;and have/has been+p.p.(the present perfect form>.Now please make the sentencesin Activity 2 using the correct tense of the passive voice.Example:These shoes/make/in ItalyThese shoes are made in Italy.1. These computers/produce/in America2. Rice/grow/in China/for/thousands of years3. These electronic games/make/in Japan4. A new variety of rice/discover/in 19705. Many important discoveries/make/since/the beginning of last centuryAsk the students to complete their answers individually,then check with a partner.Ask some of them to report their answers.Suggested answers:1. These computers are produced in America.2. Rice has been grown in China for thousands of years.3. These electronic games are made in Japan.(could also be “were made”>4. A new variety of rice was discovered in 1970.5. Many important discoveries have been made since the beginning of last century.After the students finish sentences,ask the whole class to answer the additional activity:what form of the passive voice are the sentences?Suggested answers:1. present simple2.present perfect3.present simple(past simple>4.past simple5.present perfectT:Now class,I think you have mastered the use of the passive voice.Let's do another two activities to consolidate what we've learned.First,complete the sentences using the verbs in brackets in Activity 3.Ask the students to fill in the blanks individually,then the teacher let some volunteers speak out their answers.During class,the teacher should encourage the students to be active in class,and give the students more chances.(Show the following sentences on the screen.>1. ___________________ As a boy he (educate>in many schools.2. _____________ He (give>the nickname,”the student who asks questions”.3. __________________________________ The results of his experiments _____________________________ (publish>in China in 1966.4. ___ Finally,in 1970 a naturally sterile make rice plant (discover>.5.50 thousand square kilometers of rice fields (convert>to growing vegetables.6. _________________________________________ Following this,Yuan Longping 's rice _____________________________ (export>to other countries.Suggested answers:1. was educated2.was given3.were published4.was discovered5.were converted6.was exportedT:Just now,you've got the whole sentences correctly.Now let's do a further job.Write questions based on the information in Activity 3.The first word in the sentence is given.We'll have a pair work this time.Discuss the sentence with your partner,then gives us the questions.One gives us the question,while his or her partner gives us the answer.(Show the following on the screen.>1. Where ?2. What ?3. When ?4. When ?5. How many ?6. Where ?Suggested answers:Questions:1. Where was he educated(as a boy>?2. What nickname was he given?3. When were the results of his experiments published(in China>?4. When was a naturally sterile male rice plant finally discovered?5. How many square kilometers of rice fields were converted to growing vegetables?6. Where was Yuan Longping's rice exported?Answers:1.As a boy he was educated in many schools.2. He was given the nickname”,the student who asks question”s.3. The results of his experiments were published in China in 1966.4. Finally,in 1970 a naturally sterile make rice plant was discovered.5.50 thousand square kilometers of rice fields were converted to growing vegetables.6. Following this,Yuan Longping 's rice was exported to other countries.Step 4 Grammar 2T:Here is a sentence for you to decide which question the underlined phrase answers.(Show the sentence on the screen.>He thought he could produce more rice by crossing different species of plant.1.What could he produce?2. Why should he produce more rice?3. How could he produce more rice?T:OK,class.Which one is the correct answers?Ss:No.3.T:That's right.This question is easy to understand.From the question,we know grammar in this part is by+-ing form.It usually works as adverbial,and means “using some way”.This form is not difficult.We are sure that after the practice in Activity 2,you can master this form correctly.Now,let's come to Activity 2.Rewrite the sentences by changing 8/ 16the underlined phrases with a phrase beginning with by+-ing.(Read the example and have the students follow.Make sure they understand the form.Then ask the students to complete the activity in dividually,a nd call back the an swers from the whole class as complete sen ten ces,hav ingone stude nt read the orig inal and ano ther the altered versi on.>(Show the followi ng senten ces on the scree n.>Example: You can get a good job if you study hard.You can get a good job by study ing hard.1. Yuan Longping cha nged agricultural in Chin a.He discovered a new type of rice.2. Researchers learn things whe n they carry out experime nts.3. They changed the design and so they built a better engine.4. You will become a better pianist if you practise often.5」f you plan for the future we can be happy in the present.Suggested an swers:1. Yuan Longping changed agriculture in China by discovering a new type of rice.2. Researchers lear n things by carrying out experime nts.3. By cha nging the desig n they built a better engine.4. You will become a better pianist by practicing often.5. By pla nning for the future we can be happy in the prese nt.Step 5 Summary and homeworkT:Through this class we have learned the correct way of saying numbers.In the part of grammar,we learned the passive voice in the present simple,the past simple,the future simple and the present perfect tense,we studied the usage of by+-ing form as well.Homework today is to find more examples to practice after class.So much for today.Good- bye,everyone!T:Good-bye,teacher!The Design of the Writing on the BlackboardModule 4 Great ScientistsThe third period1.10352.3/73.46%4.2 840 0005.$95.5Record after TeachingActivities and Research1.Find more numbers to practice with your partners.2. Go over the passive voice in different tenses and by+-ing form...Reference for TeachingGrammar被动语态1.被动语态的构成英语动词有两种语态: 主动语态和被动语态。

外研版高中英语选择性必修4教案教案标题：外研版高中英语选择性必修4教案教案目标：1. 帮助学生掌握外研版高中英语选择性必修4的教材内容。

2. 培养学生的英语听、说、读、写的能力。

3. 提高学生的英语综合运用能力，包括语法、词汇和阅读理解等方面。

教学重点：1. 学习和掌握教材中的重点词汇和短语。

2. 理解和运用教材中的语法知识。

3. 提高学生的阅读理解能力。

教学难点：1. 帮助学生理解和运用教材中的语法知识。

2. 培养学生的阅读理解能力，包括理解文章主旨、细节和推理能力。

教学准备：1. 教材：外研版高中英语选择性必修4教材。

2. 多媒体设备：投影仪、电脑等。

教学过程：第一课时：1. 导入：通过图片或视频引入本单元的主题，激发学生的学习兴趣。

2. 预习：让学生阅读课文并回答一些预习问题，帮助他们了解文章的大意和重点。

3. 听力训练：播放课文录音，让学生跟读并回答相关问题，提高他们的听力理解能力。

4. 词汇学习：教授本单元的重点词汇和短语，并进行相关练习，巩固学生的词汇记忆和运用能力。

5. 语法讲解：讲解本单元的语法知识，如时态、从句等，并进行相关练习。

6. 阅读理解：让学生阅读课文并回答相关问题，培养他们的阅读理解能力。

第二课时：1. 复习：复习上节课的词汇和语法知识，通过小组活动或游戏形式进行复习。

2. 听力训练：播放与本单元相关的听力材料，让学生进行听力理解和回答相关问题。

3. 课文阅读：让学生朗读课文并进行角色扮演，提高他们的口语表达能力。

4. 语法练习：通过填空、翻译等形式进行语法练习，巩固学生的语法知识。

5. 阅读理解：让学生阅读其他相关文章并回答问题，培养他们的阅读理解能力。

6. 作业布置：布置相关作业，如课后练习或写作任务，巩固学生的学习成果。

第三课时：1. 复习：复习上节课的词汇和语法知识，通过游戏或小组活动形式进行复习。

2. 听力训练：播放与本单元相关的听力材料，让学生进行听力理解和回答相关问题。

Module 2 Traffic JamBrief Statements Based on This ModuleIntroductionThe topic in this module is “Traffic Jam ”.This section introduces to us the vocabulary of all kinds of transportation and it includes three activities.To begin with,the teacher may ask the students a few questions,such as “How do you usually get to school?”Or you may present to the class the pictures of all kinds of means of transportation.The teacher may then have a brainstorm of means of transportation in the class with the help of the pictures.To activate the atmosphereof the classroom,the teacher may encouragethe students to compete with one another in speaking out the means of transportation they are familiar with.In Activity 2,the teacher may encourage the students to carry out a survey among the class about what kinds of transportation they use in their daily life.The students may use the questions in Activity 3 to make up a dialogue about a traffic jam.Finally,the teacher may ask some good ones to present their dialogue to the class.Reading and VocabularyThe main idea of this passage is about Getting Around in Beijing.First the teacher may ask the students to read the text quickly and grasp the main idea.After reading it,the students may work in pairs exchanging their ideas on the question “Who might find the information useful?”The teacher may then elicit the answers from the whole class.In Activity 2 the students may beencouraged to ask and answer questions in pairs to deepen their understanding of the text.As for Activity 3 the teacher may list the new words or ask the students to find the new words in the course of reading.First make the students guess from the whole context the meanings of these new words,and make some explanations if necessary,which is of great help in deepening their impression of the new words.Then the students may do the exercises on their own.If the class is good enough,the following methods are better:book closed,the teacher speak out the definitions of some new words and the students speak out the new words.In this way,not only thestudents'listening ability is trained,but also their memorization of the new words is consolidated.Time permitting,some exercises of consolidation are needed.For example,the teacher tells the students a sentence containing a certain new word and encourage the students to retell and at the same time point out the new words in the sentence.Besides,in the teaching of reading,the teacher can organize different reading activities according to the content of the text on purpose to train the above reading strategies and help them develop good reading habits from the very beginning.FunctionThe function of this module is “giving advice ”.First the teacher may ask the students to read the sentences listed and encourage them to find out the sentence structures of expressing giving advice.In Activity 2 the teachermay first pair the students to discuss the issue,and come up with a list.Finally call back the answers.If several pairs have chosen the same city,try to open a discussion about whether they think the advice is good or not.If everyone has chosen the same city,you may wish to make a board list of the advice and discuss it.To raise the atmosphere of the whole classroom,you may act as the role of a tourist and divide the students into two groups and make them act as the role of the guides.The guides give advice to the tourist and the guide who raises more advice will be the winner.Listening and SpeakingIn this part the students'listening and speaking abilities are trained.First the teacher may encourage the students to read the four topics and tick the topics they think they will talk about.This is actually a pre-listeningactivity,which can stimulate the background information from the students.The next step is to listen and check whether their predictions are true.In Activity 2,there are five pictures.In dealing with this part the teacher had better encourage the students to ask and answer questions according to the pictures.And then the tape is played for the students to check their answers.Activity 3 and 4 may serve as aconsolidation.VocabularySome compound words used to describe urban transportation are introduced in this section.It is suggested that more compound words shouldbe introduced.The teacher may first list the compound words and then ask the students to read aloud the words after himself or herself.To make the students more familiar with the structure of these compound words,the teacher might as well elicit the word formation in the students.And if necessary,the teacher may add some.Ask the students to do Activity 1 and 2.Finally,call back the answers from the whole class,having one student read the definition and another provide the compound word.PronunciationThe pronunciation in this module is liaison.The teacher may choose a short paragraph from the passage and then ask them to find the liaison words themselves.After that you may play the tape for the students to listen and check their answers.GrammarThe grammar in this module is Imperatives.The teacher should try to acquaint the students with the definition of Imperatives.The Teaching Procedures are as follows:first the teacher may list the meanings of each sign on the blackboard and then make the students to match the signs with the meanings.To make them aware of definitions you'd better choose the functions from the sentenceslisted.Activity 2 is an applied activity.To deal with it the teacher may prepare some pictures beforehand for the students to talk about the meanings of some traffic signs.Activity 3 is a combination of speaking and grammar.Through this partnot only will the students'speaking skills be trained,but also they will have a better understanding of the positive form and the negative form of imperatives.To make the students clear about it.The teacher had better give the students some exercises for a consolidation.SpeakingCombined with the listening section,this part broadens the topic of this module.It is suggested that this part should be dealt with after listening.In Activity 2 the students are requested to use why not to make suggestions.In dealing with this part the students may work in pairs,one saying the sentencesin the text and the other saying a related sentence using the sentence structure —”Why not ？”.Activity 3 can be a preparation for Activity 4.Two students work in pairs talking about the traffic problems in their city.To activate the atmosphere of the class,a competition may be carried out.The problems can be taken down for the subsequentdiscussion,in which the students worked in groups of four putting forward the solutions to the questions they have raised in Activity 3.The key words had better be written down.Finally,the teacher may ask some representatives to report to the whole class their methods and suggestions to improve the traffic problems.WritingThis section is closely related to the topic of this module.Activity 1 is actually a pre-activity,which has two roles.It is very helpful for the students to acquaint themselves with the vocabulary and sentences related to the topic ofthis module.Besides,theproviding some questions make them know what to write themselves.This activity can be divided into the following steps:the students read the passageand answer the questions individually;work in pairs asking and answering questions;the teacher raises the last question to inspire the students with the structure of the passage.Before writing the teacher had better make the students read the passage once more.Ask them to plan their writing by listing the problems and possible solutions.They may exchange work with a partner for peerchecking of language,structure and content.Time permitting,the teacher may ask a few good ones to read their work to the whole class.Everyday EnglishThis section requests the students to make sense of the four English expressions listed.First encourage the students to do this activity individually and then check with a partner.Call back the answers from the wholeclass,having one students read the original sentence,andanother the paraphrase.Toconsolidate this section the teacher may say some sentences or phrases similar to the ones they learned in this part and then ask the students to paraphrase them.Cultural CornerThe passage in this part introduces to us the Congestion Charge the London government adopted in order to lessen the stress of traffic problems.To start with,the teacher may ask the students some questions.Withthe questions in mind,the students may read the passage quickly.In answering them,the teacher may divide the students into a few groups.The Teaching Procedures can be planned according to the level of the students and the time permitted.If the students are good enough and the teaching time is abundant,activities can be carried out fully in class.Otherwise,some Teaching Procedures may be omitted or done after class.TaskThe task of this module is to complete a poster giving advice to visitor to a city or a town.The teacher may encourage the students to ask and answer questions using the questions listed in the text book or even come up with their questions themselves.They had better try to set as many questions as they can and provide solutions.The solutions may be written down in the form of key words for the writing of the poster.Remind the students to use proper modifiers to make the poster more attractive.The better ones may demonstrate their works to the whole class.Module FileThis part is a summary as well as a self-assessment of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Five periods for teachingPeriod 1:Introduction;Reading and VocabularyPeriod 2:Function;Listening and SpeakingPeriod 3:Vocabulary;Pronunciation;GrammarPeriod 4:Speaking;Writing;Everyday EnglishPeriod 5:Cultural Corner;Task;Module FilePeriod 1 Introduction;Reading and VocabularyThe General Idea of This PeriodThe topic in this module is “Traffic Jam”.The Introduction introduces to us the vocabulary of all kinds of transportation and it includes three activities.To begin with,the teacher may ask the students a few questions.Or you may present to the class the pictures of means of transportation.The teacher may then have a brainstorm of means of transportation in the class with the help of the pictures.To activate the atmosphereof the classroom,the teacher may encouragethe students to compete with one another in speaking out the means of transportation they are familiar with.In Activity 2,the teacher may encourage the students to carry out a survey among the class about what kinds of transportation they use in their daily life.The students may use the questions in Activity 3 to make up a dialogue about a traffic jam.Finally,the teacher asks some good ones to present their dialogue to the class.This part may serve as a warming up of the passage,of which the topic is Getting Around in Beijing.First the teacher may ask the students to read the text quickly and grasp the main idea.After reading it,they may work in pairs exchanging their ideas on the question“Who might find the informationuseful?”The teacher may then elicit the answers from the whole class.In Activity 2 the students may be encouraged to ask and answer questions in pairs to deepen their understanding of the text.As for Activity 3 the teacher may list the new words or ask the students to find the new words in the course of reading.First make the students guess from the whole context the meanings of these new words,and make some explanations ifnecessary,which is of great help in deepening their impression of the new words.Then the students may do the exercises on their own.If the class is good enough,the following methods are better:book closed,the teacher speak out the definitions of some new words and the students speak out the new words.In this way,not only the students'listening ability is trained,but also their memorization of the new words is consolidated.Time permitting,some exercises of consolidation are needed.For example,the teacher tells the students a sentence containing a certain new word and encourage the students to retell and at the same time point out the new words in the sentence.Teaching Important PointsEncourage the students to talk about means of transportation.Help the students make sense of the whole passage.Teaching Difficult PointsLead the students to talk in class actively.Deal with some difficult Language Points.Teaching MethodsIndividual work,pair work to get every students to participate in class.Teaching AidsSome pictures,multimedia & a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Encourage the students to participate in class actively.Make sure the students make sense of the passage.Process and StrategiesTrain the students'speaking ability through individual and pair work.Train the students'reading skills.Feelings and ValueThrough the teaching of this period know about the present situations of traffic in cities at home or abroad.Meanwhile,their sense of environment and civic virtue will be aroused.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,Sir!T:Today we are going to learn Module 2 Traffic Jam.Here I have a question for you.Would you like to tell me how you usually get to school everyday？S:I usually get to school by bike.S:By bus.T:Good!And can you name some other means of transportation?S:Motorbike.S:Boat.S:Taxi.T:Very good!Anything else?S:Truck!S:Underground.S:...(The teacher lists the names on the blackboard.Explain some new words.> bike boat bus coach helicopter motorbike taxi trolleybus truck undergroundT:Do you know the word “coach”?S:Would you please explain it to us?T:Of course.Look at the picture.Can you describe it in simple English?S:Let me try.Is it a long distance bus?T:Kind of right.It is a bus,usu.with a single deck,carrying passengers over long distances.In old times,it refers to a large four-wheeled carriage pulled by horses and used for carrying passengers.T:Please look at another one.What is it?Would you like to describe it?S:I think it is quite like an electric bus.T:Quite right.It is a bus powered by electricity from an overhead cable.Its name is“trolleybus”.T:Now that you have known so many means of transportation,please match some of the words with their definitions.(Show the following on the screen.>1.It 's a bus used for long distances.2.It 's got two wheels and it's fast.3. This bus is connected to electric wires.4. You must pay to use this car.5. ____________________________________________________ Thi s is the suburban railway.It's usually under the city. ________________6.It 's slow,cheap and has two wheels.(The teacher check their answers.>Suggested answers:1. coach2.motorbike3.trolleybus4.taxi5.underground6. bikeT:All of you did very good jobs!T:Now with your partners carry out a survey by asking and answering questions concerning means of transportation.For example,which means oftransportation do you prefer?Do you always take a bus to school?After that you may complete the following chart using ticks.(Show the following on the screen.>I travel by every day sometimes often neverBikeBusMotorbikeTaxiTrolleybusUnderground(train>T:Now you may discuss with your deskmates the following questions: (Show the following questions on the screen.>1. Have you ever been stuck in a traffic jam?2. Where were you doing?3. How long were you in the jam?4. What did you do then?5.If you haven 'tmet a traffic jam,can you imagine what will happen in it?T:After the discussion you may organize your answers into a short passage of a traffic jam.(After a few minutes call back their answers.>Step 2 Fast readingT:Just now we talked about a traffic jam.Now let 's come to the passage in Reading and Vocabulary.Read the passage and say who might find the information useful.(After a while.>S:I think the tourists to Beijing will find it useful.T:Very good!T:Read the passage quickly again and find the answers to the following questions:(Show the following on the screen.>1. How easy is it to find a taxi in Beijing?2. What color are most taxis?3. What's the problem with buses?4. Which is the best bus for tourists?5. How many people can get in a minibus?6. What are the advantages of the underground?7. When does it close at night?8. What can you visit in a pedicab?(After a few minutes check their answers.>Suggested answers:1. Raise your hand,and a taxi appears in no time.2. They are red.3. They are often very crowded.4. The 103 bus.5.12 people.6.It 's fast and convenient.7.It closes at 11:00 pm.8.They narrow alleys of old Beijing.T:Good job!While reading,you must have come across some new words.Can you guess the meanings of them?Please read the passage once more.This time please read it carefully and then match the words in the box with their meanings.Step 3 VocabularyT:While reading you have learned some new words,right?Please read the words on the screen after me!Pay particular attention to the words where the stress doesn't fall on the first syllable:destination,receipt,return and around.(Show the following on the screen.>cab destination fare get around passenger permit(n.> receipt return(n.> route rush hour seat single(n.>T:Now you may read the passagequickly again and try to make sense of the words according to the context.The sentences on the screen may be of help to you.Match them with the words or phrases.1. ____________________________________________ t o go from one place to another _________________________________2. ____________________________________________ a person who uses public transport ________________________________3. _________________________________________________(a ticket for> a two-way journey ____________________________________4. _________________________________________________ theroad the public transport service uses regularly _________________5. _________________________________________________the busiest time of day _______________________________________6. _________________________________________________the price of a ticket __________________________________________7. _________________________________________________(a ticket for> a one-way journey ____________________________________8. _________________________________________________the place you want to go to ___________________________________9. ____________________________________________________ a document which shows you have paid for something ________________10. ________________________________________________a place to sit __________________________________________________11. ________________________________________________another word for taxi ____________________________________________12. a document which gives you the right to do somethingSuggested answers:1.get around2.passenger3.return4.route5.rush hour6.fare7. single 8.destination 9.receipt 10.seat 11.cab 12.permitStep 6 Summary and HomeworkT:This period first we learned about different means of transportation.And then we read an article about the means of transportationin Beijing.In the article we learned quite a lot of new words.Above all,we have mastered the usages of the words we learn.Besides,we carried out a discussion about the topic.After class,please memorize the new words we learned.That's all for today.Good bye,everyone.Ss:Good bye,sir.The Design of the Writing on the BlackboardModule 2 Traffic JamThe first periodcab destination fare get around passenger permit(n.> receipt return(n.> route rush hour seat single(n.>Record after TeachingActivities and Research1.Ask the students to write definitions for the means of transport not included above;boat,bus,helicopter,truck.2. Have them ask each other“Do you ever...?”questions and answer using the chart.They could then report back to the whole class.Reference for TeachingLanguage PointsI.get around四处走动；到处旅行传播When he was young,he used to get around in the city by bike.他没事的时候喜欢骑着自行车在城里到处逛。

外研版高中英语必修4全册教案一、课程概述外研版高中英语必修4全册教案是由外语教学与研究社的教材，该教材旨在提高学生的英语听、说、读、写四项基本技能，同时注重培养学生的语言运用能力和自主学习能力。

本册教材共有六个单元，涉及不同的话题，包括文化、历史、科学、社会热点等。

二、教学目标通过本册教材的学习，学生应能够：1、掌握约300个生词，进一步扩大词汇量；2、熟练运用基本语法知识，包括时态、语态、名词性从句、定语从句等；3、能够听懂英语原声材料，并能用英语进行简单的日常交流；4、培养良好的阅读习惯，提高阅读速度；5、了解不同文化背景下的语言表达方式，提高跨文化交际能力。

三、教学内容及方法本册教材共有六个单元，每个单元都有一个主题，包括：1、Unit 1: The Great Sports Figures通过介绍几位体育明星，学习如何用英语表达自己的喜好和看法。

通过阅读和听力练习，培养学生的阅读能力和语言感知能力。

2、Unit 2: Factory Life in the 19th Century通过介绍19世纪工厂生活，让学生了解工业革命对人类社会的影响。

通过写作练习，让学生掌握如何描述一个时代的特点。

3、Unit 3: A Job Worth Doing通过介绍不同职业的特点和要求，让学生了解职业规划的重要性。

通过口语练习，让学生学会如何用英语介绍自己的职业规划。

4、Unit 4: Exploring the World of Science通过介绍科学领域的发展和成就，让学生了解科学技术的魅力。

通过阅读和听力练习，培养学生的科学素养和创新能力。

5、Unit 5: The Silver Screen通过介绍电影的历史和制作过程，让学生了解电影艺术的魅力。

通过口语练习，让学生学会如何用英语表达对电影的看法和感受。

6、Unit 6: The Universal Language of Music通过介绍不同音乐类型和特点，让学生了解音乐艺术的魅力。

Module1 Grammar and Language Study精品教案单元教学内容、目标要求
语法：将来进行时和重音(45minutes)
（一）教学内容与目标
1．话题内容life in the future
1）对未来事情或事物的预测猜想
2）“Reading”课文中重要的语言现象的理解与运用
3）口语中表达将来的句子的重音把握
2．知识目标
1）了解并熟悉将来进行时的用法。

特别是表预测的用法
2）掌握be going to do/will do/will be doing间的异同
3）学习本单元部分重要词汇
4）掌握正确朗读的要领，尤其是重音的位置在哪儿。

3．能力目标
1）熟练运用各种表示将来的句型来表达思想
2）掌握更多的朗读技巧，提高朗读水平
（二）教学重点与难点
1．教学重点
掌握表示将来情况的将来进行时，区分另外几个表将来的形式
熟悉并掌握本单元出现的重要词汇和句型
2．教学难点。

外研版高一英语必修四教案我们学会忍受和承担。

但我们心中永远有一个不灭的心愿。

是雄鹰，要翱翔羽天际! 是骏马，要驰骋于疆域! 要堂堂正正屹立于天地! 努力!坚持!拼搏!成功!一起看看外研版高一英语必修四教案!欢迎查阅!高一英语必修四教案1教学准备教学目标Wordsbase, command, request, recognizeExpressionsbecause of, come up, at present, make use of, such as, play a part (in)Patterns…because of that, English began to b spoken in many other countries.Actually all languages change and develop…The latter gave a separate identity to American English spelling.教学重难点■ To help students get to know about English development■ To help students better understand “learning English”■ To help students understand and use some important words and expressions■ To help students identify examples of Indirect Speech (II): request & commands in the text教学工具课件教学过程■Warming up by listingGood morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.English Countries ExplanationMother tongue the United Kingdomthe United States of AmericaCanadaAustraliaSouth AfricaIrelandNew Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.Second language IndiaPakistanNigeriathe Philippines These people speak the language of their own country at home but thelanguage of the government, schools, newspapers, and TV is English.Foreign language ChinaGermanyFranceetc. The number of people who learn English as a foreign language is more than 750 million.■Warming up by answering questions about EnglishGood morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?●What is Standard English?Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.●What is a dialect?A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.●Do we have standard Chinese? What is it?In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.■Warming up by giving reasonsUnit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?- English is one of the official languages of the Olympic Games and the United Nations.-English dominates international websites and provides nearly all of the new computer terminology.- Tourism and trade from Western Europe and North America has contributed to the spread of English.- Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.2.Pre-readingWe are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.Go on with your reasons. I shall write your suggestions on the board as you make them.3. Skimming the text for general ideasNow we go to page 9 to skim the text for the main idea of each paragraph.Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.Paragraph 3: English changes and develops when cultures meet and communicate with each other.Paragraph 4: By the 19th century English is settled.Paragraph 5: English is spoken as a foreign language or second language in South Asia.4. Reading and fillingRead the text to complete the chart below.Time English is influenced by…AD 450-1150 German1150-1500 FrenchIn the 1600’s Shakespeare, who make use of a wider vocabulary than ever beforeBy the 19th century Samuel Johnson, Noah WebsterNow Languages in South Asia, in Singapore, in Malaysia, in Africa and in China5. Reading and copyingNext we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.Useful expressionsat the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly高一英语必修四教案2教学准备教学目标掌握住列举的重点单词和句子教学重难点掌握住列举的重点单词和句子并能灵活运用教学过程■.重点单词1.________ vi. 爆裂;爆发n. 突然破裂;爆发2.________ n. 事件;大事3.________ n. 废墟;毁灭vt. 毁灭;使破产4.________ adj. 极度的5.________ vt. 破坏;毁坏;消灭6.________ vt. & vi. (使)震惊;震动n. 休克;打击;震惊7.________ n. & vt. 援救;营救8.________ vt. 使陷入困境n. 陷阱;困境9.________ n. 灾难;灾祸10.________ vt. 埋葬;掩埋;隐藏11.________ n. & vt. 损失;损害12.________ n. 裁判员;法官vt. 断定;判断;判决13.________ vt. 损害;伤害→________ n. 伤害;损害→________ adj. 受伤的14.________ n. 电;电流;电学→________ adj. 用电的;带电的→________ adj. 与电有关的;电学的15.________ vt. 使惊吓;吓唬→ ________ adj. 受惊的;受恐吓的→ ________ adj. 令人恐惧的16.____________ n. 祝贺;(复数)贺词→ _____________ vt. 祝贺■.重点短语1.a (great) number ________ 许多;大量的2.dig ________ 掘出;发现3.________ an end 结束;终结4.right ________ 立刻;马上5.as ________ 仿佛;好像6.________ ruins 严重受损;破败不堪7.think little ________ 轻视，满不在乎8.tens ________ thousands of 数以万计9.be proud ________ 以……自豪10.judge ________ 从……判断11.be trapped ________ 陷入12.be buried ________ 埋头于13.put ________ shelters 搭建避难所14.get away ________ 离开15.pay attention ________ 注意■知识点教案EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).burst with anger/ joy勃然大怒burst n.突然破裂;爆发a burst of laughter一阵笑声2.n. 废墟，遗迹(常用复数形式);毁灭be/lie in ruins成为废墟;严重受损;破败不堪EX.1 All the towns were/lay in _____ (ruin) after the earthquake.vt.毁灭;使破产ruin oneselfruin one’s health/fame/futureEX.2 过量吸烟损害健康，因此你应该戒烟。