高中英语必修四说课标说教材

Unit 4 Body Language-Reading Communication: No Problem? Teacher: Cai Qiulian Course: EnglishTextbook: Senior English for China （Book 4）, by Liu Daoyi Time Allotment: 1 period （40 minutes）Date: March 20, 2014 Teaching aids: blackboard, Multi-media, Power Point, chalkI. Text Analysis （教材分析）This unit is about body language, and the text selected in the reading part demonstratesthe difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students in learning this text. Reading skills and speaking training are designed around the text.II. Teaching Objectives （教学目标）By the end of the lesson, students will be able to:1. Language Skill Objective （语言技能目标）: develop reading ability （skimming and scanning）as well as speaking ability.2. Cultural Knowledge Objective （文化知识目标）: know about the cultural differences of using body language.3. Affective Objective （情感目标）: increase students ' awareness of using body language correctly in different cultures.III. Teaching Focuses and Difficulties （教学重点和难点）1. Teachi ng Focuses （教学重点）：the differe nee and similarity ofbody language in many parts of the world.2. Teaching Difficulties （教学难点）： develop students ' readingabilities of skimming and scanning and ask the students to showtheir opinions with fluent English.IV. Teaching Procedures （教学步骤）It involves five parts：Stepl. Lead-in （导入）Step2. Pre-readi ng （读前活动）Step3. While- reading （阅读）Step4. Post-readi ng （读后活动）Step5. Homework assig nment（家庭作业）The first periodStep 1. Lead-in （引入）8'1. Show them some pictures （facial expressi onsand gesture expressi ons） of body Ian guage the n guess what do they mean.给他们展示不同的国家习俗不同表情和动作的图片，以此来激发学生兴趣，引入肢体语言这个文章主题。

高一必修四英语说课稿尊敬的各位老师、同学们，大家好！今天我要为大家说课的内容是高一必修四英语教材中的一个单元。

这个单元的主题是“Understanding Global Issues”，旨在通过英语学习，帮助学生了解和思考全球性问题，培养他们的国际视野和社会责任感。

接下来，我将从教学目标、教学内容、教学方法和教学评价四个方面进行详细的说课。

一、教学目标1. 知识与技能目标：学生能够掌握本单元的核心词汇和句型，理解并运用这些语言知识来描述和讨论全球性问题。

2. 过程与方法目标：通过小组讨论、角色扮演等活动，培养学生的合作学习和批判性思维能力。

3. 情感态度与价值观目标：激发学生对全球问题的关注，引导他们形成正确的世界观和价值观，培养解决全球问题的社会责任感。

二、教学内容本单元主要包括以下几个部分：1. 阅读部分：包含一篇关于全球变暖的阅读材料，通过这篇文章，学生可以了解到全球变暖的现状、原因及其对环境和人类生活的影响。

2. 词汇与语法：介绍与环境保护相关的词汇，以及表达原因和结果的语法结构。

3. 听力部分：一段关于国际合作解决水资源短缺问题的对话，旨在提高学生的听力理解能力和获取信息的能力。

4. 口语部分：通过模拟联合国会议的形式，让学生就全球问题发表自己的见解和建议。

5. 写作部分：要求学生撰写一篇关于如何解决某一全球问题的短文，锻炼他们的写作能力和逻辑思维。

三、教学方法1. 导入法：通过展示与全球问题相关的图片或视频，激发学生的兴趣和参与度。

2. 合作学习：鼓励学生分组讨论，通过交流和合作来共同解决问题。

3. 任务驱动法：设置具体的学习任务，如小组讨论、角色扮演等，让学生在完成任务的过程中学习和使用英语。

4. 反馈与评价：在活动结束后，及时给予学生反馈，帮助他们总结经验，提高学习效果。

四、教学评价1. 过程评价：观察学生在小组讨论和活动中的参与情况，评价他们的合作能力和交流能力。

2. 形成性评价：通过课堂小测验、口语表达等方式，检查学生对词汇、语法和听力内容的掌握情况。

（人教新课标）必修4Unit1-5Reading说课简案（新课标版高一英语必修四说课）New Senior English For China Student’s Book4(Reading Part)P2 Unit1 Women of achievement(Period 1 Warming up and Reading)Step I. warming upWarming up by describingGood morning, class. Today we are going to read about A Student of African Wildlife. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Song 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 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?（Key: 伊丽莎白弗赖伊是一位教友派信徒。

《unit3 A Taste of English Humour》说课稿U3 A Taste of English HumourA Master of Nonverbal HumourPart 1 Analysis of this lessonThis lesson is the second period of Unit 3. and it’s a reading lesson. The purpose of this reading is to introduce the life and work of Charlie Chaplin and his excellent performance in his silent films. It plays a very important part in teaching of this unit. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. They can learn more about the humor especially English humor. Such topic is related to our daily life, so it is helpful to raise learning interests of students and it will be easier to get knowledge in their laughter.Teaching aims and demands1. Knowledge objectsMake the students be aware of the cultural aspects of humor by learning this lesson.2. Ability objectsLet the students realize that humor is to let people be optimistic about everything around.3. Moral objects①To enable the students to learn to be faced with difficulties and overcome them.②To encourage them to keep up optimistic attitude towards life and improve their sense of humor.Teaching key points1. Help the students grasp the important words and phrases in the text.2. Help the students to learn to get information, analyze the information and understand the information from the text.Teaching difficulties1. How to fire the students’ enthusiasm to express their ideas.2. To make the students know the acting style of Charlie Chaplin and understand the connotation of humor.Part 2 Teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories:1. Make the students the real masters in class while the teacher acts as a director;2. Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching method; Question-and–answer activity teaching method; Watch-and-listen activityTeaching aids:computer and the blackboardPart 3 Teaching procedureStep 1 Revision ( 2 minutes )Get the students to match different types of humor that they learned in Warming-up and some names of famous comedy actors. For example, Mr. Bean and mime, Mark Twain and funny stories and so on.This step is employed to review the words related to humor and draw the students’ attention to the topic about nonverbal humor.Step 2 Lead-in ( 3 minutes )Show the students a clip from the film The Gold Rush and ask them two questions:①In this film, what was he eating? (a pair of shoes)②Can you try to give a description on Chaplin?(He wore a small black hat, very wide trousers, a moustache and carried a stick that he swung in the air as he walked.)These questions are intended to warm up the students and think about the theme of reading. And it can also arouse the interests of the students to speak English in class on the topics they like and they are familiar with.Step 3 While-readingI. Fast reading ( 5 minutes )First I will introduce Charlie Chaplin briefly, who was a great silent movie star of his time. And then ask the students to read the passage quickly to find more information about him and answer the questions that will be shown on the screen:①What was Charlie Chaplin famous for?②How many famous film or characters are mentioned in the text? What are the names?In this part the students are required to get some related information from the passage. This method is used to train the student to get the general idea of the passage. And it is also a good chance for them to improve their skimming skills.II. Detailed reading ( 15 minutes )I will ask the students to read the whole passage again carefully and answer some detailed questions. It is also called depth reading or study reading. It means reading for detailed information. The purpose is to make the students understand the reading material better.1. True of false①Chaplin became famous for using a particular form of acting including playing on words.②In The Little Tramp, Chaplin always wore large trousers, worn-out shoes and carried a walking stick.③The Gold Rush is set in California in the middle of the nineteenth century.④Chaplin’s movies were produced, directed and wrote by other people.2. Choose the best answers according to the passage:①What’s the passage mainly about?A. The history of English humorB. The films Chaplin made.C. The humor Chaplin made in his films.D. The Gold Rush in California.②Chaplin made people laugh when they felt depressed because _______.A. they enjoy doing soB. it makes people more worried about their life.C. it makes people more content with their life.D. there’s much fun is doing so.③Why did people like The little Tramp?A. Because it gives people courage to overcome difficulties;B. Because he was always kind even when people were unkind to him.C. Because he was optimism.D. All of the above④In the middle of 19th century people went to California to look for ______.A. filmsB. goldC. entertainmentD. water⑤Chaplin was given a special Oscar for ______.A. they enjoy doing so.B. the films he directed.C. the joy he gave us in his films.D. the contributions he made in films.⑥What’s the author’s attitude to Charlie Chaplin?A. positiveB. negativeC. seriousD. appreciative3. Write down the main idea of each paragraph:Paragraph 1: The world situationParagraph 2: Charlie’s childhoodParagraph 3: His famous film characterParagraph 4: An example of his workParagraph 5: His achievementsI think a good way to check whether the students have understood the reading is to ask them to summarize the passage in one sentence. This is a valuable skill that students will be asked to attempt in the comprehending section.Step 4 Post reading1. Discussion ( 7 minutes )①What should we learn from Charlie Chaplin?(We should be optimistic(乐观) no matter what difficulties we meet with, just as Charlie Chaplin was.)②What should we do to get success?(Set up an aim; do our best; pay more time then others; never give up / lose heart; insist on what we pursue)Apart from the knowledge they get from this lesson, it is a good opportunity for the students to receive moral education.2. Make a dialogue ( 10 minutes )Imagine one of the students wants to write an article about Charlie Chaplin for the column“HUMOUR” of th e school newspaper. So he is going to interview Charlie Chaplin.The purpose of this step is to create a language environment for students’ communication in class; and give the students a chance to practise their spoken English. If the students can finish this task well, they will benefit a lot in their spoken English. They can use some important words and phrases that they have learned in the passage. This process can be regarded as a quiz. I can know if my students understand the whole text really and if they master what I mean to tell them in this class.Step 5 Summary ( 2 minutes )Today we have learned something about humor. Humor is everywhere in our daily life. I hope in the future you can be optimistic(乐观) no matter what difficulties you meet with, just as Charlie Chaplin was.Step 6 Homework ( 1 minute )Try to rewrite the passage in the first person in 120 words and then present it in the next class.This step is used to practise their ability of writing and looking up information by themselves.。

2人教版高中英语必修四优秀说课稿概述本说课稿将为大家介绍《2人教版高中英语必修四》这本教材的教学内容、教学目标、教学重点和难点以及教学方法和评价方式。

教学内容本教材主要包括以下内容：1. Unit 1: Great Scientists2. Unit 2: English around the world3. Unit 3: Travel Journal4. Unit 4: Warming up & reading5. Unit 5: Cultural Corner6. Unit 6: Discovering useful structures7. Unit 7: Learning a foreign language教学目标通过本教材的研究，学生将能够实现以下目标：1. 提高英语听、说、读、写的能力；2. 增加学生的词汇量和语法运用能力；3. 培养学生对英语研究的兴趣和研究策略；4. 增强学生的跨文化交际能力。

教学重点和难点教学重点：1. 研究并掌握每个单元的重要单词和短语；2. 通过阅读文章进行文本理解和提高阅读能力；3. 练口语表达和写作能力。

教学难点：1. 理解并运用词汇和语法知识进行口头和书面表达；2. 解决学生在阅读中遇到的难点和困惑。

教学方法在教学过程中，采用以下教学方法：1. 情景教学法：通过模拟真实情况进行语言输入和输出；2. 合作研究法：鼓励学生互相合作，积极参与课堂活动；3. 情感教育法：培养学生积极参与和主动研究的意识。

评价方式为了评价学生的研究情况和教学效果，将采用以下评价方式：1. 日常表现评价：包括课堂参与度、作业完成情况等；2. 笔试评价：通过给学生提供书面材料，测试他们的阅读和写作能力；3. 口试评价：通过进行口头表达和交流，测试学生的口语表达能力。

以上是对《2人教版高中英语必修四优秀说课稿》的简要介绍，希望能为您的教学工作提供一些参考。

人教版高二英语必修四《Unit4 Body Language》说课稿一、课程背景《Unit4 Body Language》是人教版高中英语必修四教材中的一单元，该单元主要讲述了人类沟通中非语言形式的表达，即身体语言。

通过学习本单元，学生将能够了解和运用身体语言传达信息，提高交际能力。

本节课是该单元的第一课时，通过介绍和讨论身体语言的基本概念与意义，引导学生探索不同文化背景下的身体语言差异。

二、教学目标本节课的教学目标主要包括：1.知识与技能目标：•了解身体语言的概念与作用；•掌握身体语言的基本表达方式；•探索不同文化背景下的身体语言差异。

2.过程与方法目标：•运用合作学习的方法，培养学生的协作能力；•运用讨论与思考的方法，激发学生的思维能力；•运用情境教学的方法，增强学生的实际应用能力。

3.情感与态度目标：•培养学生的跨文化交际能力；•提高学生的自信心与表达能力；•培养学生的尊重和理解不同文化的意识。

三、教学重难点1.教学重点：•身体语言的概念与作用；•身体语言的基本表达方式。

2.教学难点：•跨文化背景下的身体语言差异。

四、教学过程1. 导入与热身（5分钟）•引入话题：通过展示几张国际知名人物的照片，让学生观察并讨论他们的身体语言，引起学生对身体语言的兴趣。

2. 知识讲解与学习（10分钟）•引入身体语言的概念：通过简明扼要的定义，介绍身体语言是指在交际中通过身体姿势、面部表情、眼神等非语言方式传达信息的方式。

•身体语言的作用：通过结合具体例子，讲解身体语言在人际交往中的重要作用，如传达情感、强调重点、交流意图等。

•身体语言的基本表达方式：结合PPT展示示例图片，讲解基本的身体语言表达方式，如手势、肢体动作、面部表情等。

3. 分组讨论与活动（25分钟）•分组讨论：将学生分为小组，每个小组选取一个国家或地区进行研究，探讨该地区的身体语言差异，并结合具体案例进行讨论。

鼓励学生主动参与，提高讨论的深度与广度。

必修四Unit 3 人教版高中英语说课稿各位老师：大家下午好，我是来自单县二中的朱越，非常荣幸能够在这里与大家分享我的一节课，我这节课的内容是高中英语必修四第三单元A taste of English humor的Warming-up和Reading部分。

我准备从以下6个方面来展开我的课：教材分析、教学目标、教学方法、学习方法、教学步骤、教学反思。

第一部分：教材分析本单元是关于不同类别的英式幽默，通过学习本单元，能够让学生了解Charlie Chaplin 滑稽但是却鼓舞人心的幽默，本单元阅读部分不但能让学生了解到关于Charlie Chaplin的相关信息，同时也能够让学生通过本篇课文，提高英语学习的能力。

第二部分：教学目标众所周知，阅读在英语学习的过程中属于语言的输入过程，而语言的输入过程又对语言的输出过程，比如说和写又有很大的作用，那么，在研究完新课程标准和教学大纲后，我的教学目标将会是知识目标、能力目标、情感目标。

1. 知识目标学生能够听懂，读懂，并且能够正确地使用文中重点的单词，短语重点单词：humor content astonishing unfortunately ordinary bored entertain throughout homeless worn failure overcome leather chew convince convincing direct outstanding 重点短语：up to now, badly off, pick out, cut off, star in学生能够理解文章的内容2．能力目标增强学生的听，说，读，写能力，尤其是说和写的能力训练学生共同协作的能力增强学生阅读能力，尤其是跳读和精读的能力3.情感目标通过本文，学生能够从Charlie Chaplin那学到乐观面对生活的苦难，并且能够自己去发掘我们生活中的幽默第三部分：教学方法英语教学过程中最重要的是什么呢？我认为最重要的莫过于如何让学生读懂文章，并且能够让他们将课文中重要的单词或短语能够自由的在日常生活中使用。

说课稿本次我的说课将从说教材，学情，三维目标，教法，教学过程及设计目的这几个方面进行。

第一，说教材这节课是必修四第三单元品味英式幽默的一篇重要阅读课——无声的幽默大师，卓别林。

第二，说学情我教授的班级是高二三班，在之前半年的阅读训练后，他们习得的一定的阅读技巧，掌握了基本的词汇。

但学考临近，这要求他们能熟练运用阅读技巧并拥有更广博的词汇。

根据教材和学情，我制定了以下三维目标第三，三维目标在知识和技能方面使学生了解文章的大意，识记一些新的单词表达在过程与方法方面训练学生的阅读技能和词汇表达的扩展在情感态度价值观方面使学生了解到生活中幽默的可贵以及在困苦中保持乐观的心态的重要性。

第四，教学重点进行阅读技巧的渗透和词汇的迁移第五，教学难点阅读技巧中在人物故事中对于作者对人物态度的判定第六，教学法基于阅读的性质，使用任务教学法进行教学活动，即在每次阅读之前安排阅读任务，指导学生的阅读活动和阅读重点。

根据以上，我设计了以下教学环节第七，教学环节与设计意图我设计了预习检查，阅读预判，阅读，读后训练和讨论这几个环节。

1.预习检查根据学生自身感受和之前给与的小篇文章，进行小组展示，阐述幽默的作用。

设计目的：一方面为引入幽默巨匠做准备，另一方面，在小组合作的形式下，根据高中英语课程标准中对语言技能内容要求，锻炼他们在语篇中提取信息的能力和整合材料写文章的能力。

在之后的评价中，我会对于使用小文章中信息的的小组格外给予表扬，鼓励大家向他们学习。

2.阅读预判对题目进行挖空处理，要求学生填入关键词nonverbal和master,并根据关键词预测语篇主题和内容。

3.阅读分两个部分及速读和细读在速读部分进行寻读和扫读。

寻读前给予学生1972这个关键年份，要求学生在文中找到当年发生的重要事情。

时间限定在一分钟。

其目的是训练学生在文本中快速找到关键信息并提取信息的能力。

之后的扫读设计学生完成关于卓别林生平的填空。

这部分要求学生能够自主找到关键词并在文中找出了解生平。

Senior English Book 4 Unit 1（A student of Africanwildlife说课稿Good afternoon, teachers, It’s my great pleasure to be here sharing my lessonwith you. The content of my lesson is Senior English Book 4 Unit 1（A student of african wildlife）I’ll be ready to be gin this lesson from five parts. Analysis of theteaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.Part 1 Teaching Material:This unit is aboutBy studying of this unit, we’ll enablet he students to knowthis lesson not only teach the students to learn the related matreial about(1) the good character to be a successful person(2)but also learning ability in English .A：If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well.B：It provides all-around practice about listening, speaking, reading and writingrevolve around the topic,it is the expansion of this unit and give Ss a space to use the languageSo it plays an important part in the English teaching in this unit.（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing ofmind,I think the teaching aims are the followings:1.Knowledge objects:Knowledge objects of this section are(1)the sutdents can hear, read, and use the main sentence patterns.(2) the students can understand the content of the lesson:(3) the students can use the patterns to express their thoughes in proper situation and learn how to describe people with adjective.Ability objects:Ability objects of this section are(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.(2) To train the Ss’ ability of working in pairs.(4) To improve the Ss’ re ading abilities ,especially their skimming and scanning ability.3.Emotion objects:By reading :students can learn fromWhat is the most difficult in teaching process? Can you guess? I say one of the teaching difficult is how to enable the students to use new words and phrases in proper situation all through their daily life. The students also find it difficult to describe their experience with the build logic and well organized language (and learn from Great women their good qualities.)Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’learning background ,I will use the following methods . Part 2 Teaching Methods:―Communicative‖ Approach(交际教学法),―Whole language teaching‖ (整体语言教学法)and ―Task-based‖ language teaching (任务教学法).That is to say, I’ll let the Ss to get a better understanding of the key structure of thedialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the Situtional Language Teaching method(情景教学)Task-Based Language Teaching method (语言任务教学)in my teaching.Part 3 Studying Methods:Students of this stage are quick in thought and they are eager to show what they know and they have a certain ability to read .But they are lack of geography knowledge , the cultural background of those foreign countries and the courage to express they ideas. Therefore, Accessful leader should care for their learningstrategy，in this lesson，I will teach my students to master the following strategy；1）Basic learning strategy；The students can get the meaning of the words and phrase2）Practice strategy；Practice can help the students get the general idea and have a better understanging of the language.And Communication strategyIn a ward, I’ll1.Teach the students how to be successful language learners2.Let the students pass ―Observation—Imitation—Prasctice‖ strategy to study language.Part 4 Teaching ProcedureNew English proverb saids that the students are real master. In this lesson they are English learners and real master .So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure.Step 1 Lead-in.I think the most useful method to lead the students to learn is interest stimulating and discussion by themselves.1. At beginning I will let Ss to discuss: after a glance of the title and the pictures of this passage , what do you think the passage is about?(2.At beginning I will ask Ss which place they like most and what is it famous for. Then we will do the listening part to get some information and then do the following exercise)(1)And let them to know something about the story of Jane goodall and her full love activity.(2)And ask the following questionsWhat will you do to increase the crop production.?(3)a And write down you idea in one senrence,then skim the passage to see if you are right.B What exciting experience do you want to have?Step 2 Reading1) Scanning:Then students are going to read the passage as quickly as they can to find out the main idea and answer the following(/ture or false) questions(1)A Who is the student?What animals were observed?B Who is the main character in this text?What was her job?Who was her small book intended for?(2)A when and who become the first agricultural pioneer in the world to grow rice that has a high output?What did Yuan Longping invent ?B Why are chemical fertilizers so popular in farming today?What is organic farming?(3)A 1)humor is always kind. F2)charlie chaplin was born in a rich family F3)he solved a sad situation by using nonverbal humor T4)he ate the shoes bacause he thought that was very funny F5)charlie chaplin devoted his whole life to making films TB Then I will let students work in pairs to read the jokes in part one.paying attention to the rhythm and intonation(4)A what did I do to the airportDid those international students have the same body language? If not ,give an example.B And perform the feelings you can find out in this passage to our classmates..2)Then we will come to the Close reading part : As we know , audio-visual method make the students have bettter understanding of the passage, so I play will the tape part by part to let my students to find out the the general idea of each paragraph and pick up their hand to give the answer.3)Then I will let students have a dissussion about the text ,then answer some questions in detial.(1)3)Do you think char lie chaplin’s eating boiled shoes funny? why?B Then do exercise .change the story into a dialogue and act it in groups of three—li ming ,wang fei and a narrator.pay special attention to the rhythm and intonation of what you say and try to bing out the humour.(4) How to show that I am bored?(5) And this (will make the students pay more attention to themselves and people around them and) check the S’s scanning which may be an important reading fields The last reading is to emphasize and consolidate the new language of the section . I will play the tape and students are going to read the passage as to make the students to imitate the pronouncatin and intonation. After reading the students will have a discussion in pairs/ Ask and answer the following questions(1)a about what make jane goodall and the other females great women.B 1. For whom and for which purpose did Lin Qiaozhi write a little book about how to look after babies? Why do you think it was nessary?2. Why do you think the write chose to study at medical college?(2)a What advantage and disadvantage do you see in Yuan Longping’s life? Would you like to have a life like his? Why?B If you are a farmer which method would you choose? Why?(3)a Why do you think charlie chaplin was so successful?B What is the effort of jokes in our daily life?(4)a And find out every country the writer mentioned with the according culture when people greet each other.B Why should we bu careful with our body language?Why is it important to watch as well as listen to others?(5)a If you have a chance to one of these three parks,which would you visit? Why?B And try to retell the first paragraph.This part can enable students to understand the given material better, to make the students grasp the useful phrases, grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.Step 3 Learning about languageAfter reading, I will teach the students the passage in detials about vocabulary and grammar.1 1)new words: behave shade observe respect argue support intend deliver2) phrase: human being lead a …life crowd in by chance carry onlook down uponFor example devote oneself/sth to sb/sthIt means to give one’s time,energy to s b/sth; dedicateHe devoted his life to the promotion of world peace.3)grammar: Subject-verb agreementThere are two sentences in this lesson…our group are all going to visit them in the forest….our group is going to be very tired and dirty by the after noonWe can see from the sentences that the projcetes are the same but the predicates are different .why ?Because the former group means all of us ,it presents many people,the later group means the group as a whole,it is just one group.2. new words:struggle expand rid therefore export regret focus reduce comment phrase: thanks to rid of be satisfied with would ratherlead to fouce on keep…free from/ofstructures: mainly about persuasionI’d rather…It’s better to …I’d prefer …because….This is good value because …A Grammar:the –ing form as the subject and objectBe used as subject, we can find some sentences in this passage,for exanple:Since then ,finding ways to grow more rice has been his life goalSpending money on himself or leading a comfortable life also means very little to him Just dreaming for things ,however,costs nothingBe used as object, for exanple:As a young man, he saw the great need for increasing the rice output.Dr yuan awoke from his dream with the hope of producing a kind of rice that could feed more people.B Grammer :Over the past half century, using chemical fertilizers has become very common in farming .They demage the land by killing the helpful bacteria and pests as well as the harmful onesOrganic farmers ,therefore, often prefer using nature waste from animals as fertilizer.3. new words:entertain overcome direct slid whisper reactphrase:up to now badly off pick out star in4. new words: represent approach defend likely easephrase: defend against be likely to in general ai easelose face turn one’s back tostructures: about prohibition , warnings and obligation,such asGrammar: the –ing form as the attribute and adverbial .we can find some sentences in this passage,for exanple:3.作定语as the attributeer…I saw several young people enter the waiting area….4.作语as the adverbialI stood for a minute watching them and then went to greet them.5. new words:theme swing preserve advancephrase: be famous for no wander be moddelled afterin advance get close to come to lifestructures: about asking the way and giving direcionswhere is the …?Can you show me where….?How can I get to …?On the north/south/east/west side of the parkFollow the path to…..Grammar: we will learn three kinds of different vocabular they are word formation ,derivation ,conversionB In the passage there will be some vocabulary and structures that are different to guess their meaning and make compenhencen of this passage difficult to Ss. So I will give the words in the blackboard and let the Ss to fill in the blacks of sentences to express their precise meaning and usage.Then the students will do a pair work revolve around the vocabulary and grammar which they have just learned and make short dialogues with them .I will give them some minutes and ask some pairs to act their dialogue out in front of the whole class. Then we will deal with some exerises in the workbook to emphasize the new knowledge. Such as filling the missing words in the blanks.And retell the story in their own words. Of course, students will make some mistakes in retelling ,I will corrcet them in time .Step 4 Post-reading PracticeI say to learn is to use.Af ter the reading, students will have some practices. It will be the most interesting part to students . why? Because I will leave students time to talk together.1.a The students are divided into several groups and there are four in each group with different roles. Student A will act as an ordinary person and say what makes it difficult to success. Student B will act as a great women who has the good character. Student C will act as a interviewer who ask Student B what makes her success. Student D will have a summarze.B The Ss will have a work in groups of four to descrebe Lin Qiaozhi’s character and quality. Such as kind helpful devoted hard-working2. a The students are divided into several groups and there are four in each group with different roles.Student A will act as a person who come from Africa who’s country is lack of food. Student B will act as a great scientist who has been working oncrop. Student C will act as a interviewer who ask Student B how to solve the problem . Student D will have a summarze.B The students are divided into several groups and there are four in each group with different roles.Student A will act as achemical farmer who tell us how to grow crop in chemical method. Student B will act as a great scientist tell us the disadvantage of this method. StudentC will act as a organic farmer who tell ue the way solve the problem . StudentD will have a summarze.3.a Work in groups of four .I will give the students a material of humour and let students performance them infront of the classroom.4.b The students are divided into several groups and there are four in each group with different roles .I will show Student A a picture and let the student to performan its meaning to student B. Then Student B will guess its meaning and then performan what he guess to Student C .Student C will do express that he guess by using body language to Student D . at last,Student D will guess and give the answer.5.Work in groups of four. Discuss what is the purpose of theme park ? what kind of people do you think will visit this theme park?Most students can take their parts in this activities, especially for the Ss who have trouble in English,. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English.In fact,it is a kind of demand of human being. A famous educator says:‖ In one’s mind ,there is always a kind of deeply rooted demand, this is the hope to feel oneself a finder and explorer. In student’ s spirits, such demand is specially strong.‖ So I will give every student a chance to spesk English in our classroom. This part also leads to the emotion objective of this lesson ,that is to have moral education in this step.You can see that the way I teach reading is to follow the bottom up teaching method. I will introduce the vocabulary first and then sentences, structures and last the language focus.Step 6 HomeworkThen Ss will Summarize the whole lesson, and arrange the homework.1.Do the remaining exerises in the workbook . Check the mastering of knowledge of this lesson.2 a (1)write a short passage to describe a women you admire most .b write a short passage to describe a women you admire most .(2)a Design a placard focus on world food day in 2010B Do exercise 3 to write a summary of this passage following the procedure;1.wirte the main idea in you own word2.rewrite topic sentence of each paragraphwrite the summary.(3)Ask esch student to give a joke and present it in class next period.(4)Write a short passage about the experience you misundestand one’s body language or a body language you like most ,why?(5)Write a short passage to introduce a theme park.Purpose of my design: I think homework is so important that the students should use English as much as they can in class and after class. It is necessary for thestudents to master the knowledge they learned. This contents is an extension of the previous lesson, to meet the need of incressing communicating and writing demands of some students and bring their personality into play .Part 5 blackboard DesignBlackboard desi gn should be think for a thing that attract the student’ s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words ,phrases and structures to explan their meaning .No matter which steps is taken ,the purpose is to provide teacher and studends with information and internal demand to improve teaching skill and learning quality. strategy and approach will help students become more independent and the successful learner.That’s all. Thank you.。