2019-2020年高中人教版英语必修四教学案：Unit 4 Section Ⅲ Grammar— 现在分词作状语(含答案)

高中英语必修4 Unit 4 教案一、教学目标1.掌握本单元的主要词汇和短语，并能正确运用于实际语境中。

2.理解并正确运用本单元的重点语法，包括虚拟语气、倒装句等。

3.通过学习本单元的阅读材料，培养学生的阅读理解能力和批判性思维能力。

4.提高学生的口语表达能力，能够以流利、准确、有逻辑性的方式与他人交流。

5.培养学生的合作意识和团队精神，培养学生的自主学习能力。

二、教学内容本单元主要包括以下几个部分：1.词汇与短语：词汇与短语的学习及运用。

2.语法：虚拟语气的用法、倒装句的用法。

3.阅读：阅读技巧的培养、理解文章的主旨和细节信息。

4.口语：提高学生的口语表达能力，培养学生的听说能力。

5.写作：通过写作提高学生的写作能力，培养学生的创造性思维。

三、教学重点1.词汇与短语的掌握及运用。

2.虚拟语气的正确使用。

3.阅读技巧的培养。

四、教学步骤第一课时：课前导入1.向学生介绍本单元的主题，引起学生的兴趣。

2.给学生呈现一些与本单元主题相关的图片，让学生进行讨论。

3.向学生提出一个问题，引导他们思考本单元的学习目标。

第二课时：词汇与短语学习1.给学生呈现本单元的词汇和短语，帮助他们掌握词汇的拼写和词义。

2.进行词汇和短语的操练，包括填空、连线和造句等活动。

第三课时：语法学习1.介绍虚拟语气的基本概念和用法，帮助学生理解虚拟语气的意义和作用。

2.通过例句和练习，让学生掌握虚拟语气的具体用法。

第四课时：阅读技巧培养1.向学生介绍阅读技巧的重要性，引导他们了解如何提高阅读理解能力。

2.给学生呈现一篇有关本单元主题的阅读材料，让学生独立阅读并回答相关问题。

3.分析阅读材料的结构和语言特点，引导学生从不同角度理解文章的意义。

第五课时：口语表达能力培养1.给学生提供一些与本单元主题相关的情景，让学生进行角色扮演并进行对话练习。

2.引导学生用所学到的词汇和短语进行口语表达，改进他们的口语表达能力。

第六课时：写作能力培养1.向学生介绍本单元写作任务的要求和目标。

新课标人教版高一英语必修四 Unit 4 教案教学目标1.了解 Unit 4 主题是“小说和电影”，并学会掌握相关词汇和知识；2.学习阅读文学作品的技巧和方法；3.提高听力和口语能力，能够听懂和表述有关电影和小说的内容；4.培养学生的批判性思维能力。

教学内容本单元的教学内容主要包括以下四部分：1.Introduction & Reading: Introducing Literature and Films2.Listening & Speaking: Films and Novels3.Speaking & Writing: Discussing Favourite Filmsnguage study: Modal Verbs教学过程Introduction & Reading1.学生们在老师的带领下，讨论并了解本单元的主题和学习目标；2.学生们分组阅读一篇有关文学和电影的文章，并在小组内讨论文章的主要观点和结论；3.整个班级讨论文章的内容，并展示各个小组的不同观点。

Listening & Speaking1.给学生播放一段电影片段，并让他们在听完后就内容进行讨论和总结；2.给学生发放一份包括电影和小说内容的练习，并让学生用口语和同桌一起完成练习。

Speaking & Writing:1.学生被分成小组，每组产生一个代表，代表需要先介绍自己喜欢的电影，并谈论电影中的某些特点和值得推荐的原因；2.所有代表回到教室，并通过细节和观点进行辩论；3.接下来，学生们需要写一篇有关一部电影、小说或者文化作品的作文，并将这篇作文与同桌进行分享和讨论。

Language study本单元的语言学习环节将主要集中在Modal Verbs语法和习惯用法上。

学生需要通过阅读和翻译文本，以及完成会话练习和语言表达作业来掌握这一难点。

教学评估1.通过小组讨论和全班讨论来听取学生的观点和意见；2.通过听力和口语练习来检查学生的听力和口语能力；3.通过作文和语法作业来检测学生对知识点的掌握情况。

握手是人与人问候的基本礼仪，但方式不同，表达的意义也大不相同。

The Secret of the Successful HandshakeThe secret of the successful handshake is no secret anymore.Management consultant Robert E. Brown explains what shaking handsis all about in his book, The Art, the Po w er, the Magic: Ho w to ReadHands That Talk.For example, to do the “All­American Handshake”，you have to look into another person’s eyes, hold his or her whole hand, two or three times. According to Brown, this is the handshake of a good listener and trustworthy person.Politicians and salespeople often use the “Two­Handed Handshake”because it’s extra­friendly. They put their left hand on the other per son’s arm or shoulder as they shake hands. This can feel too friendly to some people, so it’s best to use it with good friends.Watch out for people with handshakes that pull your fingers, or twist(扭转) your hand. If you get one of these handshakes, the person is trying to intimidate(恐吓) you.Two more uncomfortable handshakes are the “Palm Pinch”and the “Dead Fish”. A Palm Pincher shakes your hand with only a few fingers. In the Dead Fish handshake, the person’s hand slides out of the handshake. It’s possible that the people with these handshakes areembarrassed(尴尬的) or shy.Shaking hands is an important part of body language. It can identify someone as truthful, friendly, powerful, or nervous. It’s hard to be successful without knowing about a good handshake such as the All­American. If this isn’t your natural handshake, don’t worry. Mr Brown says that you can change your handshake with lots of practice. So, go on out there and start shaking hands. Just think of all the people you can meet!Section ⅠWarming Up & Reading—Comprehending重点单词写作词汇1.dormitory n. 宿舍2.canteen n. 食堂3.approach v t.& v i. 接近；靠近；走近n. 接近；方法；途径4.cheek n. 面颊5.major adj. 主要的6.adult n. 成人；成年人adj. 成人的；成熟的7.dash v i. 猛冲；突进8.flight__n. 飞行；航班拓展词汇9.likely adj.可能的→unlikely adj.不可能的10.statement n．陈述；说明→state v．陈述；说明11.greet v i.& v t.迎接；问候→greeting n．迎接；问候；招呼12.represent v t.代表；象征→representation n．代表，代表团；代理→representative adj.代表性的n．代表，代理人13.association n．社团；联系；联想→associate v．把……联系起来14.curious adj.好奇的→curiously ad v.好奇地→curiosity n．好奇心15.defend v t.保护；保卫→defence n．防御；保卫16.misunderstand v t.误解；误会→misunderstanding n．误解；误会阅读词汇17.simply ad v. 简单地；只18.Muslim n．& adj. 穆斯林(的);__伊斯兰教信徒(的)19.posture n. 姿势；体态20.crossroads n. 十字路口重点短语1.put__up 举起；抬起2.in__defence 保卫；防御3.kiss__sb.on__the__cheek 亲吻某人的脸4.be__likely__to 很可能……；有希望……5.in__general 总的来说；通常6.defend...against 防御；保卫……以免受重点句型1.the first/second/.../last＋名词＋to do...：The__first__person__to__arrive(第一个到达的人) was Tony Garcia from Colombia, closely followed by Julia Smith from Britain.2.状语从句的省略：She stepped back appearing surprised and put up her hands,as__if__in__defence(好像是在自卫).3.not all...表示部分否定：Not__all__cultures(并不是所有文化) greet each other the same way, nor are they comfortable in the same way with touching or distance between people.ⅠFast-readingSkim the text and do the following exercises.1．What does the text mainly talk about?A．Communication. B．Spoken language.C．Body language. D．Different cultures.答案：C2．Match the main idea of each paragraph.Para.1A．To suggest studying international customs.Paras.2－3 B．To meet the international students at the Capital International Airport.Para.4 C．To introduce the students to each other and explain their different ways of greeting.Para.5 D．To explain different cultural “body language”in some countries.答案：BCDAⅡCareful-readingRead the text carefully and choose the best answer.1．In which of the following countries do people greet each other in the same way?A．Colombia and Britain.B．Spain and Italy.C．France and Jordan.D．China and Japan.2．How does the text develop?A．By giving examples. B．By giving data.C．By giving definition. D．By making comparisons.3．What’s the purpose of the second paragraph?A．To give examples of mistakes the international students make.B．To give examples of cultural differences in body language.C．To show how surprised we are by their different behavior.D．To show how important body language is.4．What can we learn from the passage?A．Never too old to learn.B．When in Rome, do as the Romans do.C．Four eyes see more than two.D．Every country has its own customs.答案：1－4.BABBⅢStudy-readingAnalyze the following difficult sentences in the text.1．They shook hands and then kissed each other twice on each cheek, since that is the French custom when adults meet people they know.本句是一个复合句。

Unit4 Period 1优秀教案ReadingThe General Idea of This PeriodThis period includes Warming up,Reading and Comprehending of Unit 4.It introduces the body language from different countries.Students will enlarge their knowledge of body language by reading the text and communicating with their peer.Meanwhile the students can learn more body language from speaking,listening and acting.Students should think carefully about that body language have different meanings in different cultures.Students are encouraged to think about the purpose,forms and functions of body languages.Students will realize the importance to understand different body language in different cultures and they are also encouraged to use the body languagHelp the students to understand the details of the text by helping them to accomplish the exerHow to help the students improve their reading ability and understand the paHow to help the students understand and use the bodyDiscussion to help the students understand bette r what they’ve learned and to useThree Dimensional Teaching AimsTrain the students’ readiLearn some useful words and expresmajor,local,represent,curious,introduce,approach,touch,cheek,stranger,spoken,exEnable the students to understand different body language in diffAct-and-The teacher may approach this part by asking them to act some body movement,which can not only help them get ready for the learning of the passage,butTeaching ProceduresStep 1 Lead inIf You’If you’re happy and you know it,clap your hands.(clap,claT:Boys and girls,why not move our bodies to get relaxed.Let’s do it together!I will say some words and you will act their meanings out.First,raise your hands.Ready?Go!(The teacher says out the words as follow and the students do the。

Unit 4 Body LanguageWarming up and reading白璐璐(一)there dimensional teaching aimsKnowledge and skill:1. Let the students know more about body language.2. Let the students can talk about body language freely.Ability aims:1. Encourage students to think about body language and talk about it.2. Learn to respect other cultures.3. Train students’ speaking ability through individual and group work.Emotional aims:1. To arise students’ interest in learning English.2. Let students have a better understanding of different customs.(二) Teaching important points1. Master language points and can use them to talk about body language.2. Learn to show respect to other cultures.(三) Teaching difficult points1. Talk about body language with partners by using new expressions.2. Have a better understanding of the whole passage.(四) Teaching methods1. Task-based teaching and learning.2. Pair work or group work to make every student learn in class.3. Asking-and- answering activity to help students understand the words andphrases.(五) Teaching aids:Blackboard and PPT(六) Teaching proceduresStep 1 GreetingToday we are going to use a different way to start our class, you guys need look at me and I will do some acting, you guys need do what I want you to do.Step 2 lead-in1. The definition of body language: a form of communication without using anywords.Body language: gesture, eye contact, facial expression, postureStep 3 warming up1. Different ways to meet or partShow some pictures about how to greet and how to say goodbye to each other.2. Do the gestureShow some picture about gesture and give the explanation of its different meanings. Step 4 ReadingTask 1 Fast readingRead the passage carefully and divide the passage into 4 parts. Match the main idea of each part.Para 1 A.Different people have different body language.Para 2&3 B. Summary of body language.Para 4 C. Meet the visitors at the airport.Para 5 D. People from different countries express greetings in differentways.Task 2 careful readingRead the first paragraph carefully and finish the T or F questions( T ) 1. Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year'sinternational students.( F ) 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.( T ) 3. I stood for a minute watching them and then went to greet them.Read the second and third paragraph carefully and match the left with the right column.Mr Garcia (Columbia) Julia Smith (Britain)Darlene Coulon (France) Akria Nagata (Japan)George Cook (Canada) 1.shakes hands and kisses others twiceon each cheek2.approaches others closely andtouches their shoulder and kissesthem on the cheek3.does not stand very close to others ortouch strangers4.bows5.shakes handFind out the two mistakes the writer found in the airport: Mr. Garcia from He approaches Ms Smith(Columbia)________ The firstmistakeJulia Smith from She ______ ________ appearing_________Garcia.a Japanese He ________ to Mr. Cook and his nose _________ Mr.Cook’s _______ ________.The secondmistakeJapanese.Task 3. careful readingListen the rest part carefully and choose the right answer.1.Besides spoken language, people also use “unspoken language” through___.A.physical distanceB. actionsC. postureD. all above2. ___ prefer to bow rather than kiss others on the cheek.A.The FrenchB. The JapaneseC. The AmericanD. The Chinese3. Which countries approach others closely expect___.A. AmericaB. SpainC. ItalyD. England4. Why do we need study international customs?A.avoid difficultiesB. for funC.go to study abroadD. international communicationTask 4 Post readingAnswer the following questions1. “When in Rome, do as the Romans do.” What do you think this famous saying means?This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.2. Did any students have similar greeting customs? If so, which ones?Yes. Tony from Colombia and Darlene from France had a similar greeting custom—a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom—a handshake, but Ahmed shakes hands only with men.Step 5 DiscussionGive a speech about how different countries greet others. Your speech should include the following information.You may start like this:It is my great honor to give you a speech here.As we all know ,not all cultures greet each other the same way. In France, …It’s necessary to learn about some body language, because it can reduce some misunderstanding and avoid difficulties in communications.Step 6 Daily sentencesWhen in Rome, do as the Romans doStep 7 EntertainmentCan you guess what the following gesture from Japan means?Step 8 Homework➢Recite the new words of unit 4 and prepare for next period.➢Finish the exercise I on page 27➢内容总结➢➢。

Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。

Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。

Section ⅡListening and Speaking &Reading andThinking——Language PointsⅠ.重点单词根据词性和汉语提示，写出下列单词1．disaster n．灾难；灾害2．slide vi.&vt.(使)滑行；滑动3．flood n．洪水；大量vi.淹没；大量涌入vt.使灌满水；淹没4．rescue n．&vt.营救；救援5．damage vt.损害；破坏n.损坏；损失6．destroy vt.摧毁；毁灭7．affect vt.影响；(疾病)侵袭；深深打动8．shelter n．避难处；居所；庇护vt.保护；掩蔽vi.躲避(风雨或危险)9．ruin n．&vt.破坏；毁坏10．electricity n．电；电能11．trap vt.使落入险境；使陷入圈套n.险境；陷阱12．bury vt.埋葬；安葬13．effort n．努力；艰难的尝试；尽力14．wisdom n．智慧；才智Ⅱ.拓展词汇根据词性和汉语提示，写出下列单词1．survive vi.生存；存活vt.幸存；艰难度过→survivor n．幸存者；生还者→survival n．幸存2．death n．死；死亡→dead adj.无生命的3．shock n．震惊；令人震惊的事；休克vt.(使)震惊→shocking adj.令人震惊的→shocked adj.感到震惊的4．breathe vi.&vt.呼吸→breath n．呼吸5．revive vt.&vi.复活；(使)苏醒→revival n．振兴；复苏6．unify vi.&vt.统一；(使)成一体→unite vi.&vt.团结7．suffer vt.遭受；蒙受vi.(因疾病、痛苦、悲伤等)受苦→suffering n．折磨；苦难Ⅲ.补全短语根据提示补全下列短语1．as if 似乎；好像；仿佛2．in ruins 严重受损；破败不堪3．in shock 震惊；吃惊4．set up 建立5．as usual 像往常一样6．come to an_end 结束7．the number of... ……的数量8．dig out 挖掘9．a home to... ……的家园10．go through 经历rescue n．&vt.援救；营救(教材P48)What are the rescue workers and soldiers doing in the flood­hit area?救援人员和士兵在洪水灾区做什么？警察救了他，并把他送回了家。

答案：1～3Ⅰ．Matchthemainideawitheachpart ．1．Part1(P ara ． 2．Part2(Paras ． 1) 2～6) A ．Examplesofsomeuniversalbodylanguage ． B ．Bodylanguageissometimesmoreimportantthanspokenlanguage ．3．Part3(Para ．7) C ．Therearedifferencesinbodylanguage,andit'simportantforustoknowthem ．BACⅡ．Readthepassagecarefullyandchoosethebestanswers ．1．WhichofthefollowingaboutbodylanguageisTRUE?A ．Itismoreimportantthanspokenlanguage ．B ．Itisasimportantasspokenlanguage ．C ．Neitherspokenlanguagenorbodylanguageisimportant ．D ．Itislessimportantthanspokenlanguage ．2．Whymayapersonsmileifhelosesface?A ．Toshowhisanger ．B ．Tohidehisembarrassment ．C ．Tothreatenothers ．D ．Tolaughatothers ．3．Ifyouarenotinterestedinothers'talking,youmay________ ．A ．lookawayfromhimoryawnB ．turntowardandlookatsomethingC ．fixyourattentiononthespeakerD ．standatalittledistancewithopenhands4．SupposeyouareateacherinAmerica,you'lltellyourstudentsto________whenothersaretalking ．A ．avoidlookingatothersdirectlyB ．lookdirectlyatothersC ．glanceatothersD ．lookdownatothers5．Wecaninferfromthetextthat________．A ．wecancommunicatesuccessfullywithothersusingbodylanguageB ．peoplefromdifferentcountrieswillnotmisunderstandeachotherusingbodylanguageC ．weshouldtrytolearnmoreaboutother countries'customsD ．allaroundtheworld,peopleexpressthesameideasusingthesamebodylanguage 答案：1～5BBABCⅠ．单词拼写1．Themachinewon'tfunction(运行)properlyifyoudon'toilitwell ．2．Shegavefalse(虚假的)informationtotheinsurancecompany ．3．Themanwasshakinghisfist(拳)atusthroughthewindow．4．Theyhugged(抱)eachotherwhentheymetatthestation．5．Theyarepeopleofallranks(等)andclasses．6．Igavehimsomemedicinetoease(减)thepain．7．IfeltsosleepythatIcouldn'tstopyawning(打呵欠)．8．Asacritic,hiswritingisfartoosubjective(主的)．Ⅱ．拓展1．facialadj．面部的→facen．面部；2．trulyadv．真地；真地；真实地→trueadj．真的；真实的3．angern．怒气；怒火→angryadj．生气的；火的4．respectfuladj．恭顺的→respect v．&n．敬爱；恭顺5．easen．安适；舒坦vt．减(难过，)→easyadj．简单的[巧]派生Ⅲ．全短例facialtrulyangry律n．＋-ial→adj．adj．＋-ly→adv．n．＋-y→adj．1．atease舒坦；快活；逍遥自在2．loseface3．turnone'sbackto背；背弃4．giveahugtosb．抱某人5．nodthehead点点6．berespectfultosb．敬爱某人7．upanddown上上下下；来往返回8．lookawayfrom把眼光从⋯⋯上移开；不看9．inmostcases在大部分状况下1．[教材原句]Itispossibleto“read〞others even around if us,theydonotintendforusto catchtheirunspokencommunication．“懂〞我周人的心思是有可能的，即使他其实不想我捕获到他没有出来的信息。