高中英语新课标外研版必修4教案 Period2 Function;Listening and Speaking(Module2 Traffic Jam)

Module2 Period 2参考教案Reading and VocabularyTeaching Objectives:1. To develop Ss’ reading skills;2. To learn some words about the traffic jam.Teaching procedures:Step1. Word StudyAsk Ss to complete the following sentences with the words given，using proper forms when necessary. There are extra words.(1) Yesterday he took a ____ to work. But on the way, the driver had an accident.(2) In every city of China, there are bicycle _____- for bicycle riders.(3) ___ use electricity as power.(4) You break the law if you drive without a driving______.(5) The roads are too crowed. Why not use the ________?(6) Trolleybuses follow certain _____ every day to pick up passengers.(7) After you buy something from a shop, you will be given a_____ for your payment.(8) In traveling, the place you want to go to is your_____ .(9) A long distance bus is called a _____.(10) He was so angry that he could not say a ____ word.Suggested Answers:(1) cab (2) lanes (3) Trolleybuses (4) permit (5) underground (6) routes (7) receipt (8) destination (9 )coach (10) singleStep 2. Reading1. Leading-inAsk Ss to talk about the traffic of the city they live in.2. Fast readingAsk Ss to read the text silently and quickly and answer the question.What means of transport can you use when you get round in Beijing?Suggested Answers:taxis / buses and trolleybuses / minibuses / underground / pedicabs2. Intensive reading(1) Ask Ss to read the text again and answer the questions in Activity 2 on page 13.(2) Ask Ss to find the words of Activity 3 in the passage. Make sure they understand their meanings well. Then get them to match the words with the meanings given.nguage Points1. Ask Ss to discuss the important and difficult language points in groups. Then give them some explanation.⑴ Simply raise your hand ,and a taxi appears in no time .只要你招招手，马上就会有出租车开过来。

Module Four Great ScientistsPeriod OneTeaching content:Introduction & Reading and V ocabularyTeaching important points:1.Motivate the students to work together;2.Help the students to understand the passage better;3.Learn and master some important words and phrases in this period.Teaching difficult points:1.Help the students learn the story of Yuan Longping and his contribution to China as well as the world;2.How to help the students improve their reading ability and understand the passage better;3.How to master the important language points in this passage.Teaching procedures:Step 1 Lead-inThere are many great scientists in China and other countries.Now,please give some examples.In China,we have Qian Xuesen,Li Siguang,Yuan Longping,Wang Xuan,Cheng Jinrun and so on.In other countries,there are Stephen Hawking,Marie Curie,Albert Einstein,Thomas Alva Edison and so on.OK,this module,we will talk about this topic:Great Scientists.Step 2 Introduction1.Activity1 on P31Read through the given information to understand and try to answer the questions.Then compare the answers and explain if necessary.Suggested answers:Qian Xuesen:"father of China`s aerospace(['eərəu,speis]n.航空航天学/工业)" and "king of rockets"Marie Curie:physicist;discovered Polonium and Radium(1898);Nobel Prize(1903/1911) Archimedes:"father of integral calculus"(['intiɡrəl]adj.构成整体所必需的;['kælkjələs]n.微积分(学))(阿基米德) Albert Einstein:mathematical physicist;Theory of Relativity(1916);Nobel Prize(1921)2.Activity2 on P31Read through the given information to understand and try to match.Then call back the answers from the students and explain if st read out the words aloud together in class and review the definitions individually and quietly to understand them better.*3.Activity3 on P31This part can be omitted for our students.Step 3 Pre-readingNext we will read about a famous Chinese scientist.First let`s review some words related to the passage.[Activity3 on P33]Read through the given information to understand and try to match.Then compare the answers and explain if st read out the words aloud together in class.Step 4 While-reading1.Fast readingFirst,look at the title of the passage to guess what it is about.(About a special person,maybe,a great scientist.) Next,skim the text as quickly as you can to get the main idea and try to find answers to the following questions directly in the text;Call back the answers and explain if necessary.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？Suggested 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 in 1970.4)Chinese rice production 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 other cash 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.2.Careful reading[Activity 2 on P32]Read through the text carefully to get more details and then finish Activity 2 on P32;Call back the answers and explain if necessary.Now write a different title for the passage.Give your reasons.【The Father of China`s Hybrid Rice.Because the passage mainly tells us Yuan Longping`s life and his contribution to development of Chinese hybrid rice.】nguage points【Ref:Notes to the text】Go through the text with the students together to explain some language points.Step 5 Post-readingGo through the text again individually and quietly to understand it better and then finish Activity 4 on P33. 【Pay attention to Learning to learn.】Step 6 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P87-88 in workbook.Appendix: Notes to the text1.As a result of Yuan Longping`s discoveries Chinese rice production rose by 47.5 percent in the 1990`s. ▲rise by 增加了rise to 增加到e.g:This term,the number of students in our school has risen by 300 to 2800.2.50 thousand square kilometers of rice fields were converted to growing vegetables and other cash crops.▲convert…to / into…把…转变成；转变，改变(to prep.)e.g: That factory converts iron to steel.那家工厂把铁转变成钢。

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。

Unit 2 Lessons in life Period 2 Using language (Grammar & Vocabulary & Listening)导学案1. To review and correctly use the passive voice in real situations.2. To learn some proverbs about life and put them into use in communication.3. To practice listening and get key information and understand the main idea of the listening material.4. To learn how to share his or her life experiences and give others some advice or comments. .1. Master the structures of the passive voice and correctly use them for expression.2. Develop the listening ability and complete the tasks given in this lesson.3. Lear some proverbs about life and use personal experiences of life to illustrate the understanding of theproverbs. .New words and expressions for Period Two.1 phrase 7 come true2 cooperate 8 passive3 fee 9 fable4 university fees 10 omit5 rather than 11 lengthy6 put...into... 12 credit toStep 1 Review the passive voiceActivity 1 Review the rules and the basic structures of the passive voice.1. Active sentences are changed into passive sentences.Guided Teaching with Learning Plan2. Summarize the rules of using the passive voice.Step 2 Practice Activity 2 & Activity 3Activity 2 Rewrite the paragraph about Aesop’s Fables by using the passive voice.work that did so was Aesop’s Fables, a collection of stories that history credits to Aesop, a Greek storyteller.teachers a life lesson that Aesop summaries in a short phrase at the end of the story④, called a moral. Today, children and adults all around the world still enjoy Aesop’s Fable s⑤.④⑤Activity 3 Look at the four pictures on Page 17 and Write the story using the passive voice where appropriate and share it with the class.Picture1Picture2Picture 3Picture 4Step 3 Focus on vocabulary-- “proverbs about life”Activity 5 Listen and write down the proverbs about life you hear.①②③④⑤⑥Step 4 Listen and talk about proverbs about lifeActivity 6 & Activity 71. Students listen for the first time and complete the conversations on Page 18.a You must face challenges in order to be successfulb It’s easier to achieve something if you cooperate with someone else.c Doing something late is better than not doing it at all.d You should start things earlier rather than later.e Do not put all your efforts or resources into doing one thing.f Problems don’t matter if the final result is good.2. Find some Chinese proverbs with similar meanings.Step 5 Listen to the interview and finish the following task.Activity 81. Have students choose the best headline after listening to the interview with Janet Rose.A.University Fees are No Barrie to Grandma!B. Dream Come True for Graduating GrandmaC. Jane Says: “Family first!” That’s what matters!”D. How the Students Experience Has Changed with the CenturiesActivity 92. Listen again and complete the notes of the interview.Interview with Janet RoseActivity 10 Complete the boxes with the expressions form the interview.Step 6: Language appreciation1. Recently, there has been an increase in the number of mature students going to university after working for a few or many years.[句式分析]现在分词短语“going to university” 充当名词students的后置定语，相当于定语从句________________________.而现在分词短语“after working for a few or many years” 在本语境中充当时间状语，相当于时间状语从句_________________________________.[尝试翻译]___________________________________________________________.2. In China, a man from Jiangsu Province graduated from university at the age of 88, making him the oldest university graduate in the country.[句式分析] 现在分词短语“making him the oldest university graduate in the country”, 在本语境中充当_____________；而且采用“make + 宾语(him) + 宾语补足语(___________________)”复合结构。

Period 2Vocabulary;WritingThe General Idea of This PeriodWe learned a large number of new words in the last modules.To consolidate the words we have learned,a few activities are designed.The teacher may ask the students to finish them individually and then call back their answers in a whole class setting.If the class is good enough and meanwhile,the teaching time is enough,a brainstorm is suggested.Take Activity 3 as an example,the teacher may say,”Please give as many words as possible related with transportation.”Or you can generalize other new words they have learned in the last module such as “body language”“science”.In Writing,the students are encouraged to write a leaflet giving advice for visitors who have a few days to spend in their town.The teacher may first encourage the students work in groups of four and discuss the topics given by the teacher and then each member will be asked to write the advice for one topic according to the expressions given.At last,individuals introduce their writing to their group members within groups and e up with a leaflet.Time permitting,all the leaflets are collected to make a column.Teaching Important PointsEcourage the students to speak actively in class.Train the students’ writing skills.Help the students to revise the words they have learned.Teaching Difficult PointsHow to help the students improve their writing ability.How to make them master as many new words as possible.Teaching MethodsIndividual work or pair work to make the students participate in class.Explanation to make the students make a deeper sense of the knowledge they have learned.Encourage the students to practice writing by following instructions.Teaching AidsA blackboardA multimediaThree Dimensional Teaching AimsKnowledge and SkillsTrain the students’ writing ability.Help the students master more new words.Process and StrategiesPractice writingEncourage the students to master new words by relating new knowledge with old knowledge.Feelings and ValueBy learning to write a leaflet revise how to give advice to others.Teaching ProceduresStep 1 plete the sentencesT:We have learned some new words in the past modules.Now let’s do some exercises to consolidate them.(Show the following on the screen.)plete the sentences.1.The two men hid in a c until the danger was over.2.The Himalayas are over there—you can just see the p in the distance.3.The children ran down the s towards the road.4.Wheat is grown in the p of Central North America.5.Don’t walk too near the edge of the c.You might fall off!Suggested answers:1.cave2.peaks3.slope4.plain5.cliffplete the sentences with the correct form of verbs in the box.Raise shake smile stare wave wipe1.He __________his head to say no.2.She __________to agree.3.The two friends __________good-bye as they left.4.You should __________your arm to get the teacher’s attention.5.Please __________your feet before ing in.6.Why are you __________at me?Have I done anything wrong?Suggested answers:1.shook2.smiled3.waved4.raise5.wipe6.staringThink about transport in town.Say what these things are.1.a railway system under the ground__________2.the busiest time of the day in the streets__________3.a road that goes round a town__________4.a one-way ticket__________5.the cost of a ticket__________6.If they’re red,you have to stop.__________1.underground2.rush hour3.ring road4.single5.fare6.traffic lightsStep 2 WritingT:So much for the vocabulary.Now let’s e to writing.We have learned how to give advice to others.This class you may write a leaflet giving advice for visitors who have a few days to spend in your town.Please follow the instructions.(The teacher group the students in groups of three or four and encourage the students to discuss the following topics,using the notes to give them ideas.)(Show the following on the screen.)Place to visitMonuments,museums,parks,places of natural beauty near the town...Practical informationSomewhere to stay,a good place to eat,some dos and don’ts for foreignersTransportThe best way to get around,the cheapest way,the most fortable way,the best moment of the day to travel...T:Now you may divide the work between group members.Each member can write the advice for one topic.Here are some expressions you can use.You should/shouldn’t...You mustn’t miss...If you have time...Why don’t you...？Make sure to...Example:You mustn’t miss the museum of science.It’s one of the best in the country.If you have time,you should also visit...T:Now you may take a piece of A4 paper and fold it into 3 equal thirds,to make a typical folding leaflet.You can have a cover panel,with three internal panels and two more on the back.If you have an example of this kind of leaflet at home,bring one in to show them.(When they have pleted their work,have the groups exchange leaflets and ment on thepresentation,information and language used.)Step 3 Summary and homeworkT:Today we revised some vocabulary we learned in the past modules.Besides,we learned to write a leaflet giving advice for visitors who e to our town for sightseeing.After class please perfect your writing.So much for this period.Goodbye,everyone!The Design of the Writing on the BlackboardModule 7RevisionThe second periodRaise shake smile stare wave wipeRecord after Teaching__________________________________________________________________________________________________________________________________________________________________________________________________________________Activities and Research1.Encourage the students to find more expressions in making suggestions.2.Make the students to proofread each other’s work.Reference for TeachingShort Dialogues for Giving and Accepting Advice1.—I put my bike outside the supermarket just now,but now it’s gone.我刚才把自行车放在这个超市的外面，但现在不见了。

Period 3Function;Grammar 1，2The General Idea of This PeriodFunction in this module is talking about numbers,which include big numbers,fractions and percentages.The students 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.There are 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.yield9.breakthrough10.convert 11.export12.hybrid up15.as a 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 millions(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 numbers correctly?Dictate some numbers to your partner,including big numbers,fractions and percentages.Then I will give you a quiz.(After the students practice with each other,the teacher gives them the following quiz.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 the “be” 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 sentences in 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 questions”.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 the 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 individually,and call back the answers from the whole class as complete sentences,having one student read the original and another the altered version.) (Show the following sentences on the screen.)Example:You can get a good job if you study hard.You can get a good job by studying hard.1.Yuan Longping changed agricultural in China.He discovered a new type of rice.2.Researchers learn things when they carry out experiments.3.They changed the design and so they built a better engine.4.You will become a better pianist if you practise often.5.If you plan for the future we can be happy in the present.Suggested answers:1.Yuan Longping changed agriculture in China by discovering a new type of rice.2.Researchers learn things by carrying out experiments.3.By changing the design they built a better engine.4.You will become a better pianist by practicing often.5.By planning for the future we can be happy in the present.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 4Great ScientistsThe third period1.10352.3/73.46%4.2 840 0005.$95.5Record after Teaching________________________________________________________________________________________________________________________________________________________________________________________________Activities 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。

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。

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。

Module2 Period 4教案Function, GrammarTeaching Objectives:1.To know about the sentence structures about giving advice;2.To know the usage of the imperatives;3.To learn the meaning of traffic signs.Teaching procedures:Step1. RevisionCheck the answers to the Vocabulary Exercises in the Workbook.Step2. Function1. Ask Ss to read the sentences in Activity 1 on page 13 and summarize the ways of giving advice.You should do …Make sure you do …It’s a good idea to do …类似表达还有：You had better do …Why not do …?Why don’t you do …?Let’s do …What about…?How about…?Shall I / we do…?2. Ask Ss to write some advice to their classmates about learning English.For your reference:You should work hard at English.Why don’t you buy some English tapes and some books to go with them if you want to improve your listening skills?Lt’s a good idea to listen to English songs if you want to improve your listening skill. You had better join in the English Corner and speak English as often as possible. Why not look for a foreign pen friend if you want to improve your writing?Make sure you listen to English and speak it every day.Let’s read the English novel together.…Step 3. Grammar1. Ask Ss to finish Activity 1 on page 16 to let them know about the usage of the imperatives.2. Present Ss the grammatical rules of the imperatives.(1) 用于表达命令、请求、劝告、警告、禁止等的句子叫做祈使句，祈使句最常用于表达命令。