最新版新起点大学英语综合教程第一册unit4 教案

worthy表示“值得、相称或配得上”时，作表语用，后接不定式被动语态，或接of加名词、动名词被动语态；表示“可敬的”时，作定语用。
Worth one’s while只作表语，后多接不定式
1) This novel is worth reading.
2) She is making a worthwhile business.
3. Introductory remarks
It is clear that TV's influence onAmerica, for both good and bad has become a major force in determining how people relax and behave. The consequences are staggering. Studies show that the lives of Americans, from their selection of food to their choices of political leaders, are deeply affected by TV. Moreover, TV has played a more and more important role in people’s lives in the world. As a matter of fact, it has become a part of human life that a modern world without television is unimaginable. Some people even say that life without television is not worth living. But some, on the other hand, argue against TV. They think TV is taking up too much of a person’ time and making him lazy, not to mention its harmful influence upon him. The author of this article, for example, is raising his voice against TV, urging viewers to turn off their sets and enjoy a precious quiet hour, an hour without the distraction of TV.

一、教学目标1. 知识与技能：（1）掌握本单元的核心词汇和短语；（2）提高学生的阅读理解能力，学会从不同角度分析文章内容；（3）提高学生的写作能力，学会撰写不同类型的英语文章。

2. 过程与方法：（1）通过课堂讨论、小组合作等方式，激发学生的学习兴趣；（2）运用多媒体教学手段，丰富课堂内容，提高教学效果；（3）通过课堂练习和课后作业，巩固所学知识。

3. 情感态度与价值观：（1）培养学生热爱英语，积极学习英语的态度；（2）培养学生关注社会、关注人生的意识；（3）提高学生的团队协作能力和沟通能力。

二、教学内容1. 课文内容：介绍不同年龄段的体育活动，强调体育锻炼的重要性。

2. 课后练习：完成课后练习，巩固所学知识。

三、教学重点与难点1. 教学重点：（1）核心词汇和短语；（2）文章结构分析；（3）写作技巧。

2. 教学难点：（1）理解文章深层含义；（2）运用所学知识进行写作。

四、教学过程1. 导入新课（1）教师简要介绍本单元的主题，激发学生的学习兴趣；（2）播放相关视频或图片，帮助学生了解不同年龄段的体育活动。

2. 课文讲解（1）教师引导学生阅读课文，分析文章结构；（2）讲解核心词汇和短语，帮助学生理解文章内容；（3）讨论文章中的观点，培养学生的批判性思维。

3. 课堂练习（1）教师布置课堂练习，巩固所学知识；（2）学生分组讨论，提高团队协作能力；（3）教师巡回指导，解答学生疑问。

4. 课后作业（1）布置课后作业，巩固所学知识；（2）要求学生按时完成作业，提高自主学习能力。

5. 总结与反思（1）教师总结本节课所学内容，强调重点难点；（2）学生反思自己的学习过程，提出改进措施。

五、教学评价1. 课堂表现：观察学生在课堂上的发言、参与度等，评价学生的学习态度和积极性；2. 课后作业：检查学生课后作业的完成情况，评价学生的知识掌握程度；3. 课堂练习：通过课堂练习，了解学生对所学知识的掌握情况。

六、教学资源1. 教材：新起点大学英语综合教程4；2. 多媒体课件：课文讲解、课后练习等；3. 课外阅读材料：与课文相关的英文文章、视频等。

一、教学目标1. 知识目标（1）掌握本课的生词和短语。

（2）理解课文的主要内容和观点。

（3）了解课文中所涉及的文化背景。

2. 能力目标（1）能够流利地朗读课文。

（2）能够运用所学知识进行日常交流。

（3）能够就课文内容进行讨论和分析。

3. 情感目标培养学生的批判性思维，使他们意识到科技发展对生活的影响，并能够从多个角度进行分析。

二、教学重难点1. 教学重点：课文的理解和分析，生词和短语的掌握。

2. 教学难点：课文中所涉及的文化背景的理解，批判性思维的培养。

三、教学方法1. 交际法：通过小组讨论、角色扮演等方式，让学生在实际语境中运用所学知识。

2. 任务型教学法：通过完成各种任务，让学生主动探索、主动学习。

3. 启发式教学法：教师引导学生思考，激发学生的学习兴趣和积极性。

四、教学步骤1. 课前准备：让学生预习课文，了解课文内容，查找相关资料，以便课堂上能够更好地参与讨论。

2. 课堂导入：引导学生回顾上一课的内容，为新课的学习做好铺垫。

3. 课文教学：（1）让学生朗读课文，注意语音语调的准确性和流利度。

（2）讲解生词和短语，让学生能够正确理解和运用。

（3）分析课文内容，引导学生从多个角度理解课文观点。

4. 文化背景介绍：讲解课文中所涉及的文化背景，帮助学生更好地理解课文。

5. 课堂讨论：（1）分组讨论：让学生就课文内容进行分组讨论，分享自己的观点和看法。

（2）全班讨论：邀请学生就讨论结果进行分享，其他学生和教师进行评价和补充。

6. 任务完成：（1）分组任务：让学生分组完成与课文相关的任务，如编写对话、表演短剧等。

（2）全班展示：邀请学生就任务完成情况进行展示，其他学生和教师进行评价和反馈。

7. 课堂小结：对本课内容进行总结，强调重点和难点。

8. 课后作业：布置相关作业，巩固所学知识。

五、教学评价1. 课堂表现：观察学生在课堂上的参与程度、发言情况和表现。

2. 作业完成情况：检查学生作业的完成质量，了解学生对知识的掌握程度。

教学目标：1. 理解本单元的主题，了解跨文化交流的重要性。

2. 掌握相关词汇和短语，提高英语阅读理解能力。

3. 通过小组讨论和角色扮演，提高英语口语表达能力。

4. 学会分析跨文化交流中的障碍，并探讨应对策略。

教学重点：1. 跨文化交流的概念和重要性。

2. 跨文化交流中常见的障碍和应对策略。

3. 词汇和短语的积累与应用。

教学难点：1. 对跨文化交流的深入理解。

2. 在实际交流中灵活运用所学知识。

教学课时：2课时教学准备：1. 教材《大学英语综合教程1》2. 多媒体课件3. 小组讨论卡片4. 角色扮演道具教学过程：一、导入（10分钟）1. 教师简要介绍本单元的主题，引导学生思考跨文化交流的重要性。

2. 提问：同学们在日常生活中是否有过跨文化交流的经历？谈谈你们的感受。

二、词汇学习（20分钟）1. 教师带领学生学习本单元的词汇和短语，如：cultural differences, communication barriers, misunderstandings, etc.2. 学生跟读并模仿，加深对词汇的记忆。

三、阅读理解（30分钟）1. 学生自主阅读课文，了解跨文化交流的背景和内容。

2. 教师提问，检查学生的阅读理解情况。

3. 学生分享阅读心得，讨论跨文化交流中的障碍和应对策略。

四、小组讨论（20分钟）1. 将学生分成若干小组，每组发放讨论卡片，讨论以下问题：a. 跨文化交流中常见的障碍有哪些？b. 如何克服这些障碍？c. 跨文化交流对我们的学习和生活有什么影响？2. 各小组派代表发言，分享讨论成果。

五、角色扮演（20分钟）1. 教师将学生分成若干小组，每组选择一个场景进行角色扮演，如：商务谈判、旅游交流等。

2. 学生根据所学知识，模拟跨文化交流的场景，进行对话。

3. 教师巡回指导，纠正发音和语法错误。

六、总结与作业（10分钟）1. 教师对本节课的内容进行总结，强调跨文化交流的重要性。

2. 布置作业：课后阅读相关资料，了解不同国家的文化特点，为下一节课做准备。

Unit FourTeaching Objectives:1. Grasp the main idea of Text A —Using chopsticks can help to improve therelations between the two countries.2. Grasp the main idea of Text B — People from different places in the U.S.A.can act as bridges crossing huge oceans tojoin separate cultures.3. Master important language points and grammatical points.4. Learn how to write Congratulation Cards and how to use punctuations.Time Allotment:1~2 periods: Pre-reading tasks and Text A3~4 periods: Exercises of Text A and new words of Text B5~6 periods: Exercises of Text B and grammar parts.Text AUS Presidents and Chinese Chopsticks1. Pre-reading Tasks1.1. Background Information --- Richard NixonRichard Milhous Nixon is one of the most fascinating political figures of the 20th Century. Nixon's political career began in 1947 when he was elected to the House of Representatives, after campaigning strongly as an anti-communist. By 1952, he had moved to the Senate and was chosen by Dwight Eisenhower to be his running mate in the presidential election. By 1968 he was on his way back, winning the Republican Party nomination, defeating Democrat Hubert Humphrey and becoming the 37th President on January 20, 1969. Nixon was re-elected in a landslide in 1972, defeating Senator George McGovern, and was sworn in for a second term on January 20, 1973.A few days later, he announced an agreement to end the Vietnam War. However, by the beginning of 1973, the Watergate scandal was unfolding and the next eighteen months were dominated by damaging revelations and a legal fight between the Executive arm of government versus the Congress and the Supreme Court. Following his resignation, Nixon devoted himself to rehabilitating his public reputation. He wrote a number of books and travelled widely. Nixon died in 1994. His funeral was held on April 27 at the Richard Nixon Library and Birthplace, Yorba Linda, California.1.2. Pre-reading questions1) What is the most important tool in eating Chinese food?Chopsticks.2) Are there any other tools/ utensils which will be used in eating Chinese food? Fork and spoon.3) Do you think it is difficult for someone to learn to use chopsticks?Yes, esp. for westerners, because they are not accustomed to using such a tool in eating. In eating western food they use fork and knife.4) Do you think that chopsticks can play a role in China-US relations?1.3. Skim the text once and try to answer the following question.1) What is the main idea of Text A?Using chopsticks is not only a part of the Chinese culture but also a kind of political art. U.S. Presidents try to improve the relations between the two countries by showing off the skills of using chopsticks.2. While Reading Tasks2.1. Read the new words twice loudly and correctly.2.2. Scan the text once and try to answer the following questions.1) Who was the first president to visit China in the 1970s?Richard Nixon.2) What is an important lesson for all of the presidents when they visited China?Learning to use chopsticks.3) Why did they have to learn to use chopsticks?Because it is not only a part of the Chinese culture but also a political art.4）Why could Mr. and Mrs. Nixon use the chopsticks well?Because they had practiced been practicing using chopsticks in the White House for their visit to China.5) What kind of visit was Nixon’s first visit to China?It was an unofficial state visit.2.3. Read the text once again and finish Exercise A and B.2.4. Study the text in detail.1) …every successive US president has visited China.━every following USpresident has visited China.▲successive: adj. following each other closely 接连的，连续的，相继的e.g. It happened on two successive days.He was late for work on three successive days.●succession: n. the act of following one after the other 连续e.g. It happened four times in succession. 这种情况连续发生了四次。

第一册Unit 4教案教学目标：1. 知识与技能目标：学生能够掌握和运用本单元的词汇和句型，能够正确表达自己对不同媒体的喜好和意见。

2. 过程与方法目标：通过听说读写等多种教学活动，培养学生的综合语言运用能力和合作能力。

3. 情感态度价值观目标：培养学生正确使用媒体的意识和良好的信息素养，使其具备辨别和分析媒体信息的能力。

教学重点：1. 学习和运用本单元的词汇和句型。

2. 培养学生正确使用媒体的意识和良好的信息素养。

教学难点：1. 运用所学内容，描述和谈论自己对不同媒体的喜好和意见。

2. 培养学生正确使用媒体的意识和良好的信息素养。

教学准备：教材、多媒体设备、图片、词卡教学过程：Step 1. Warming up and lead-in1. Show students some pictures of different media sources such as newspapers, television, radio, internet, etc.2. Ask students if they like these different types of media and why. Encourage them to use the vocabulary words they have learned (e.g. interesting, informative, entertaining, etc.) to express their opinions.Step 2. Presentation1. Present the new words and phrases of this unit (e.g. TV show, news program, use the internet, radio station, etc.) using pictures, gestures and real objects, and have students repeat after you.2. Introduce the sentence pattern \。

Book One Unit FourNew Words and Expressions in Text A:1. driveway: n. 住宅旁私家车道2. mow: I) v. [mau] cut down (grass or grain) with a scythe or a mechanical device用长柄镰或机械装置割倒（草或谷物），割---mow the grass割草---mow the lawn修剪草坪II) n.干草堆, 谷堆3. comprehend: vt. understand fully4. lawn: n. (c)草地，草坪5. turn away: 1) (+sb.)refuse to help (sb.) or to allow (sb.) to enter a place拒绝帮助；不让…进入---He’s my son after all, I can’t just turn him away when he is in trouble.---The lecture hall was already full and many of the students were turned away.2) (不及) turn in a different direction so as not to face sb./sth. (使)转脸而不免对某人或某物，不理睬，拒绝看---She turned away in disgust. 她感到厌恶而把脸转开---You shouldn’t turn away from all your old friends.6. weed: I) v. 除去…的杂草；除草---weed the garden给花园除杂草II) n. (u, 以复数形式出现)杂草，野草---A weedy garden is one full of weeds.7. assume: vt. 1) suppose; take as true before there is proof; take for granted (在未证实前)假设；以为---I assume you always get up at the same time. 我想你总是在同一个时间起床。

The following words in the recording may be new to you:
poverty n. 贫穷 adverti American Dream means different things to different people. But for many, particularly immigrants, it means the opportunity to make a better life for themselves. For them the dream is that talent and hard work can take you from log cabin to White House. Tony Trivisonno did not rise quite so high, yet he managed to make his own dream come true. TONY TRIVISONNO'S AMERICAN DREAM Frederick C. Crawford He came from a rocky farm in Italy, somewhere south of Rome. How or when he got to America, I don't know. But one evening I found him standing in the driveway, behind my garage. He was about five-foot-seven or eight, and thin. "I mow your lawn," he said. It was hard to comprehend his broken English. I asked him his name. "Tony Trivisonno," he replied. "I mow your lawn." I told Tony that I couldn't afford a gardener.

课程名称：新起点大学英语4授课班级：英语四级班级授课时间：2课时教学目标：1. 知识目标：- 掌握本单元的核心词汇和短语。

- 理解并运用本单元的语法结构。

- 提高阅读理解能力，能快速捕捉文章主旨和大意。

2. 能力目标：- 培养学生的口语表达能力，能就相关话题进行讨论。

- 提高学生的写作能力，能根据要求撰写文章。

3. 情感目标：- 激发学生对英语学习的兴趣，培养良好的学习习惯。

- 增强学生的跨文化交际意识，提升跨文化沟通能力。

教学内容：1. 课文阅读2. 词汇学习3. 语法讲解4. 口语练习5. 写作指导教学过程：第一课时一、导入（5分钟）- 教师简要介绍本单元的主题和背景。

- 引导学生回顾上一单元所学内容，为新单元的学习做铺垫。

二、课文阅读（20分钟）- 学生阅读课文，教师提问，检查学生对文章的理解程度。

- 教师讲解课文中的重点词汇和短语，并举例说明其用法。

- 学生复述课文内容，巩固对文章的理解。

三、词汇学习（15分钟）- 教师带领学生学习本单元的核心词汇和短语，讲解其含义和用法。

- 学生进行词汇练习，巩固所学知识。

四、语法讲解（10分钟）- 教师讲解本单元的语法知识点，如时态、语态等。

- 学生进行语法练习，巩固所学语法知识。

五、小结（5分钟）- 教师总结本节课的学习内容，强调重点和难点。

- 学生提出疑问，教师解答。

第二课时一、复习（5分钟）- 学生回顾上一节课的学习内容，教师检查学生的掌握情况。

二、口语练习（20分钟）- 教师提出话题，学生进行小组讨论，用英语表达自己的观点。

- 学生进行角色扮演，模拟实际生活场景，提高口语表达能力。

三、写作指导（15分钟）- 教师讲解写作技巧，如如何审题、如何组织文章结构等。

- 学生根据教师给出的题目，进行写作练习。

四、课堂小结（5分钟）- 教师总结本节课的学习内容，强调写作和口语练习的重要性。

- 学生提出疑问，教师解答。

五、课后作业- 完成课后阅读材料。

第四单元教案备注：1．页面大小可自行添减，每上一次课写一份上述格式教案，一次课一般2个学时。

2．近三年参加工作的青年教师必须写详案。

3．手写教案格式参照表格内容。

职业技术学院教案教学过程：第一课时Step I greeting and lead-in1. Greet the students as usual2. Lead-in: Daily reportStep II warm-upPre-reading tasksa.Read the instructions as a class.b.Divide students into groups, ask them to discuss the questions.c.Activate their knowledge and encourage them to share with each other.d.Get some feedback when they finish.Step III Reading comprehensiona.Learn the new words and expressions of this article1.Some students are invited to read them in turn.2.The teacher corrects students' mistakes in pronunciation.3.The students read them together.b. Listening to the record of this article and finish exercise A of answering the following questions.1.If you find your friends are in danger, what will you do?2.W e are going to read a passage entitled “How to Be Somebody”. What do you think th e titlemeans? What do you think the passage is probably about?第二课时Reading ComprehensionLanguage pointspanicv. (panicked, panicking) to suddenly feel so frightened that you cannot think clearly or behave sensibly （使）恐慌e.g. He started to panic when he saw the gun.n. a sudden strong feeling of fear or nervousness that makes you unable to think clearly or behavesensibly: in (a) panice.g. The children fled in panicend upto be in a particular situation, state, or place after a series of events, especially when you did not plan it.结束，告终e.g. I wondered where the pictures would end up after the auction.He ended up in a small company.He ended up as the teacher in a school.end up+ in/名词/ V-inge.g. She ended up designing her own wedding ring.It ended up that…：最终，结果······refer to sb./sth.to mention or speak about sb./sth.e.g. We agreed never to refer to the matter again.Although she didn’t mention any names, everyo ne knew who she was referring to.refer to sb. as…e.g. He likes to be referred to as “Doctor Li”.figurev. (informal) to form a particular opinion after thinking about a situation猜想e.g. From the way he behaved, I figured that he was drunk.figure sb./sth. outto think about a problem, or situation until you find the answer or understand what has happened: figure out how/what/why etc.e.g. Can you figure out how to do it?If I have a map, I can figure it out.Don’t worry, we’ll figure something out (= find a way to solve the problem).amazementn. a feeling of great surprise 惊讶e.g. Ralph gasped in amazement.to somebody’s amazement: making somebody feel amazede.g. To my amazement, he gives me a car as the birthday present.Anybody could have done it, but nobody did it.could have done sth.：本来可以做某事（但是却没有做）e.g. I could have finished my homework, but I watched a movie and went to bed early.If you had made good preparation, you could have got the job.It’s amazing how most of us rely on this unidentifiable person on a regular basis.on a regular basis: 经常，例行，有规律的e.g. He goes swimming on a regular basis. 他定期去游泳。

• II. Language Study
• 1. ... hard to comprehend his broken English: • If someone talks in broken English, they speak slowly and make a lot of mistakes because they only know a little of the language. • 2. turn away: refuse to help (sb.) or to allow (sb.) to enter a place • Examples: 1) He’s my son after all (毕竟), I can't just turn him away when he is in trouble. • 2) The lecture hall was already full and many of the students were turned away. • 3. work out: plan; solve; calculate • Examples: 1) "How will you keep in touch with me?" "We haven't worked that out yet.” • 2) Finally I worked out that the parcel had been sent to Paris by mistake. • 3) My mother allowed me to take the trip, but asked me to work out the total cost first.
3. Depression days: the period of severe economic failure in most countries of the world that lasted from 1929 until World War II. It began in the US when the New York Stock Exchange fell on 29 October 1929, known as Black Tuesday. Many businesses and banks failed and millions of people lost their jobs. President Franklin D. Roosevelt improved the situation with his New Deal policy. but the Great Depression was only ended by industrial production for the war.

一、课题《全新版大学英语综合教程1》Unit 4：Great Expectations二、教学目的1. 知识与技能：（1）掌握本单元的生词和短语；（2）了解小说《大卫·科波菲尔》的背景和主题；（3）提高阅读理解能力，学会分析人物性格和情节发展。

2. 过程与方法：（1）通过小组讨论，提高学生的合作意识和沟通能力；（2）通过角色扮演，提高学生的口语表达能力；（3）通过写作练习，提高学生的写作能力。

3. 情感态度与价值观：（1）引导学生关注人物命运，培养同情心；（2）激发学生对文学作品的兴趣，提高审美情趣。

三、课型新授课四、课时2课时五、教学重点1. 生词和短语的理解与运用；2. 人物性格分析和情节发展。

六、教学难点1. 理解小说的主题和深层含义；2. 提高学生的阅读理解能力。

七、教学过程第一课时1. 导入新课（1）教师简要介绍小说《大卫·科波菲尔》的作者、背景和主题；（2）提问：同学们对这部小说有什么了解？2. 阅读课文（1）学生自读课文，完成课后练习；（2）教师检查学生的阅读情况，解答学生的疑问。

3. 小组讨论（1）将学生分成小组，讨论以下问题：①大卫·科波菲尔的人物性格有哪些特点？②小说中的情节发展有何特点？（2）各小组汇报讨论成果，教师点评。

4. 角色扮演（1）教师挑选学生扮演课文中的角色，进行角色扮演；（2）其他学生观看并评价。

5. 总结与作业（1）教师总结本节课的学习内容；（2）布置课后作业：写一篇关于《大卫·科波菲尔》的读书笔记。

第二课时1. 复习与巩固（1）检查学生的课后作业；（2）提问：同学们对《大卫·科波菲尔》有什么新的认识？2. 阅读拓展（1）教师引导学生阅读相关资料，了解小说的背景和主题；（2）学生分享阅读心得。

3. 写作练习（1）教师讲解写作技巧，布置写作任务；（2）学生完成写作任务。

4. 课堂小结（1）教师总结本节课的学习内容；（2）布置课后作业。

大学英语1 课程教案Session 1 (90mins):Section A: Where Principles Come FirstI. Detailed discussion of Text A (20mins)I. Pre-reading activities(20mins)1. Listen to a passage about body language.2. Listen to the passage again and answer the following questions according to what you hear. The last question is open-ended and may have different answers.(1) How long does it take us to judge people we meet?(2) What is the way to make a good first impression according to the passage?(3) What do you usually do to make a good impression on others when you first meet them?3. Group WorkRead the following statements. What should be done and what should not be done? Discuss in groups and form a common opinion. Work out a report together, and then send your representative to report in front of the class. The first sentence has been given: After discussion, our group comes to the conclusion…(1). Stride into the room to impress others.(2). Shake hands powerfully.(3). Fix your eyes on the others.(4).Communicate with one’s whole being.(5).Change according to different situations.(7).Take yourselves seriously. No one dares to joke on you.(8).Often say “I”.II. Text structure analysis and introduction of the writing pattern: a general statement supported by an example. (25mins)Step 1:Text structure analysisDivide the text into parts and work out the general idea of each partThe passage can be divided into two parts.Part one(para.1-2) : This part tell us what time you make the most important impression on others or others leave the most important impression on you.Part Two (para. 3-15) : This part answers the question of how to make a good impression on others. Step 2: Introduction of the writing pattern: a general statement supported by an exampleFor this unit, particular attention has been focused on listing. Listing is one of the common ways to organize one’s viewpoints, ideas, reasons, causes, or even possibilities. We have Paragraph 2 as a sample and the students are asked to make an analysis of Paragraph 4, a paragraph of similar structure.III. Explain new words and phrases in the passage of Section A (40mins)1. conscious adj. aware, realizing sth.e.g. He was badly hurt, but he remained conscious. 他伤得很重，但仍未失去知觉。

#### 教学目标1. 培养学生对英雄主义话题的兴趣，提高口语表达能力。

2. 理解并掌握本单元的核心词汇和语法结构。

3. 提升阅读理解能力，学会分析文章结构和段落写作技巧。

4. 培养学生的写作能力，学会运用所学短语和句型进行写作。

#### 教学内容- Unit 4 相关文章阅读- 英雄主义话题讨论- 词汇学习- 语法结构学习- 段落写作技巧#### 教学方法- 任务型教学法- 情境教学法- 合作学习法#### 教学步骤##### 一、导入（5分钟）1. 通过提问的方式引入英雄主义话题，例如：“在你心中，谁是英雄？为什么？”2. 引导学生分享自己的看法，激发学生对英雄主义的兴趣。

##### 二、阅读理解（15分钟）1. 让学生快速阅读文章，了解文章大意。

2. 针对文章内容，提出问题，引导学生分析文章结构和段落写作技巧。

3. 学生分组讨论，分享阅读心得。

##### 三、词汇学习（15分钟）1. 引导学生关注本单元核心词汇，如：heroism, disaster, tornado, drought 等。

2. 通过例句、图片等形式，帮助学生理解和记忆词汇。

3. 学生进行词汇接龙游戏，巩固所学词汇。

##### 四、语法结构学习（15分钟）1. 介绍本单元的语法结构，如：一般现在时、一般过去时、被动语态等。

2. 通过例句、练习题等形式，帮助学生掌握语法结构。

3. 学生进行语法填空练习，巩固所学语法。

##### 五、写作技巧（15分钟）1. 讲解段落写作技巧，如：主题句、支持句、结论句等。

2. 学生根据所学短语和句型，进行段落写作练习。

3. 教师批改学生作业，并进行针对性指导。

##### 六、讨论与展示（15分钟）1. 学生分组讨论，分享自己对英雄主义的看法。

2. 每组选派代表进行展示，其他学生进行评价。

3. 教师总结讨论内容，强调英雄主义的重要性。

##### 七、总结与作业布置（5分钟）1. 总结本节课所学内容，强调重点。

教学目标：1. 理解并掌握本单元的主要词汇和语法知识。

2. 提高学生的阅读理解能力，培养学生对英语文章的概括和分析能力。

3. 培养学生的口语表达能力，提高学生的交际能力。

4. 培养学生的写作能力，提高学生的英语写作水平。

教学重点：1. 词汇和语法：本单元的词汇和语法知识包括形容词、副词的比较级和最高级，以及定语从句的用法。

2. 阅读理解：提高学生对英语文章的概括和分析能力，学会从文章中提取关键信息。

教学难点：1. 词汇和语法：形容词、副词的比较级和最高级以及定语从句的用法。

2. 阅读理解：理解并分析长篇文章，从文章中提取关键信息。

教学过程：一、导入新课（5分钟）1. 复习上一单元的词汇和语法知识。

2. 引导学生思考本单元的主题，激发学生的学习兴趣。

二、词汇和语法教学（20分钟）1. 介绍形容词、副词的比较级和最高级，以及定语从句的用法。

2. 通过例句和练习，让学生掌握这些语法知识。

3. 布置相关作业，巩固所学知识。

三、阅读理解教学（25分钟）1. 阅读课文，了解文章大意。

2. 分析文章结构，提取关键信息。

3. 提问学生，检查他们对文章的理解程度。

4. 布置阅读练习，提高学生的阅读理解能力。

四、口语交际教学（20分钟）1. 分组讨论课文内容，分享自己的观点。

2. 鼓励学生用英语表达自己的看法，提高口语表达能力。

3. 教师进行点评和指导。

五、写作教学（20分钟）1. 分析文章的写作结构，总结写作技巧。

2. 学生根据所学内容，撰写一篇短文。

3. 教师点评学生的写作，指出不足之处，提出改进建议。

六、课堂小结（5分钟）1. 回顾本节课所学内容，强调重点和难点。

2. 布置课后作业，巩固所学知识。

教学资源：1. 教材《新起点大学英语综合教程》第四单元。

2. 多媒体课件。

3. 阅读理解练习。

4. 写作范文。

教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动情况。

2. 作业完成情况：检查学生的课后作业，了解他们对知识的掌握程度。

Unit 4Section A: A Dance with DadTeaching Objectives:1. 理解课文理解课文A 和B 的文章大意，了解人们如何通过舞蹈或对舞蹈艺术的追求来抒发对父母的感激之情。

母的感激之情。

2. 理解和正确运用重点词汇、短语、句型理解和正确运用重点词汇、短语、句型 S+V+O 和 if 条件句等。

条件句等。

3. 掌握中元音掌握中元音 /Ã/ 和后元音和后元音 /A:/ 的不同发音。

的不同发音。

4. 正确区分现在分词和过去分词。

正确区分现在分词和过去分词。

5. 了解中国传统“舞龙”的历史及象征意义。

的历史及象征意义。

Teaching Procedures:Part 1: Warm-up Activities1. Matching ：Learn the following words and phrases about different types of dance, and match them to the pictures.2. Conversation: Listen to the conversation. Then practice with your partner, using the words and phrases provided on the right.Part 2: Text A: Fashion ForestⅠ. Background Information1. Beer Barrel Polka“Beer Barrel Polka”, also known as “The Barrel Polka and Roll Out the Barrel”, is a song which became popular worldwide during World War II. The music was composed by the Czech musician Jaromír Vejvoda in 1927. In June 1939, “Beer Barrel Polka”, as recorded by Will Glahé, was on the Hit Parade. During World War II, versions in many other languages were created and the song was popular among soldiers, regardless of their allegiances.Ⅱ. Words and phrases1. dancea. v. move rhythmically in a series of steps 跳舞跳舞I danced with her all night. 我整晚都跟她共舞。

2.Can sing song with music.
情感态度价值观：
Develop and maintain students' interest in learning English.
教学重点
1.Review the number 1 to 10.
.To be able to say and use the sentences：how many….are there?
2.Teacher will write the new word on the blackboard.
T: Read after me.
Ss read the new words together.
3.Teacher will show the other new words by the pictures.
过程与方法：
1.Through questions practice to cultivate the students' comprehensive language using ability
2.Cultivate the ability of music rap songs.
情感态度价值观：
Through games, action performances and other activities, develop and maintain students' interest in learning English.
Ⅳ、Practice
1.Teacher will show some real things and let students practice.
2.Pair work.
3.Students watch the cartoon and sing after it together.