高一英语必修4unit4语言重点归纳。

一名优秀负责的教师就要对每一位学生尽职尽责，高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生更好的消化课堂内容，帮助高中教师营造一个良好的教学氛围。那么怎么才能写出优秀的高中教案呢？下面是小编为大家整理的“高一英语必修4unit4语言重点归纳”，供大家借鉴和使用，希望大家分享！www.jAb88.cOM

高一英语必修4unit4语言重点归纳
高一英语必修4各单元语言重点归纳
Unit4Bodylanguage
重要词汇拓展
1.statement;n.陈述；说明state-vt.陈述；叙述；声明
2.greet-v问候，迎接，打招呼greeting–n敬礼，致意greetings问候语，致词
3.represent-v.代表，象征representative-n.代表
4..association;n.社团；联系；联想associate;vt.使发生联系,使联合adj.associated联合的,关联的
5.curiousadj.好奇的curiouslyadv.好奇地
6.dormitory–n宿舍
7.approach;vi.vt.接近；靠近n.接近；方法；途径.approachable-adj.可到达的；可亲近的
8.defend-vt.保护；保卫defense-n.防卫；防卫设备；防御
9.major--adj.主要的minor--adj.较小的；次要的
10．dash-v猛冲，突进.
11.misunderstand-vt.误解；误会misunderstanding-n.误解；误会
understanding--n.谅解,理解
12.adult-n成人，成年人adj成人的，成熟的
13.spoken-adj.口语的unspoken-adj.非口语的；未说出口的
14.function-n作用，动能，只能v-起作用，运转
15.likely--adj.可能的
16.false—adj错误的，假的true真的，正确的
17.ease--n.安逸；舒适vt.减轻（痛苦；忧虑）easeful--adj.舒适的,安逸的
18.truly--adv.真实地；真诚地；真正地true--adj.真实的,真正的
19.anger-n.怒气；怒火angry--adj.生气的重要词汇拓展答案
重点短语梳理
1.defendagainst保卫…以免受
2.intruducesbtosb向某人介绍某人
3.kisssbonsomepart亲吻某人的某个部位
4.indefence防御，保障
5.togetherwith与某人一起
6.belikelyto很可能…；有希望…
7.reachone’shandouttosth把手伸出来取某物
8.onthecontrary相反
9.nodatsb向某人点头
10.greetsbwith/by通过…向某人问候
11.expressone’sfeelings表达某人的感情
12.ingeneral总的来说；通常
13.atajobfair在求职会上
14.benervousabout对…感到紧张
15.atease舒适；快活；自由自在
16.loseface丢脸
17.turnone’sbackto背对；背弃
18.turnone’sheadaway把头转过去
19.bewillingto渴望….,愿意….
20.lookupsetaboutsth对..感到沮丧
重点句型再现
1.Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
我看见几个年轻人走进了等候区，好奇地向四周张望。
2.ThefirstpersontoarrivewasTonyGarciafromColombia,closelyfollowedbyJuliaSmithfromBritain.
第一个到达的是从哥伦比亚来的托尼加西亚，随后紧跟着的是英国的茱莉亚史密斯。
3.Shesteppedbackappearingsurprisedandputupherhands,asifindefense.
她后退了几步，看上去有些吃惊，并举起了手，好像是在自卫。
4.Notallculturesgreeteachotherthesameway,Noraretheycomfortableinthesamewaywithtouchingordistancebetweenpeople.
各种文化背景下的人互致问候的方式不尽相同，身体接触和相互间距的程度也不尽相同。
5.Wecanoftenbewrongabouteachother,soitisanamazingthingthatweunderstandeachotheraswellaswedo.
尽管我们常常会彼此误解，但我们仍能做到彼此理解，这真是件令人惊奇的事。

相关知识

高中英语必修4Unit4教案

一名优秀的教师在每次教学前有自己的事先计划，作为教师就要精心准备好合适的教案。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师更好的完成实现教学目标。教案的内容要写些什么更好呢？小编为此仔细地整理了以下内容《高中英语必修4Unit4教案》，供大家借鉴和使用，希望大家分享！

高中英语必修4Unit4教案
Unit4Bodylanguage
Ｉ．单元教学目标
技能目标SkillGoals
Talkaboutbodylanguage:culturaldifferencesandinterculturalcommunication
Practisetalkingaboutprohibitionwarningaswellasobligation
Learntousethe-ingformastheAttributeAdverbial
Learntowriteadiarythatshowingtheobservationofhowbodylanguagehelpsincommunication
II．目标语言

功能句式Talkaboutbodylanguage
Whatisthepurposeoflanguage?
Whatdoyouthink“bodylanguage”means?
Howcanyoutellifsomeoneissadorhappyeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
Whydoweneedtostudybodylanguage?
Talkaboutculturaldifferencesinterculturalcommunication
WhatdoBritishpeopleoftendowhentheymeetstrangers?
WhatdoFrenchpeopleoftendowhentheymeetpeopletheyknow?
Whyshouldwebecarefulaboutourownbodylanguage?
Whyisitimportanttowatchothersaswellaslistentothem?

词
汇1．四会词汇
Represent,association,canteen,dormitory,flight,curious,approach,major,misunderstand,dash,adult,crossroad
2．认读词汇
unspoken,,Jordan
3．词组
belikelyto,ingeneral,notall,turnone’sbackto,loseface

语法4．重点词汇
represent,introduce,approach,touch,express,nod,avoid,misunderstand,punish,general,curious,similar,expression,agreement,gesture,action
The-ingformastheattributeadverbial
Findingoutinthereadingtextsentenceswithpresentparticiple(s)usedastheattributeoradverbial.
1.The-ingformastheattribute
Theyarevisitorscomingfromseveralothercountries,...
HisnosetouchesMr.Cook’smovinghand,...
Thisisanexcitingexperienceforyou,...
2.The-ingformastheadverbial
...soyoustandwatchingandlistening.
Fourpeopleenterlookingaroundinacuriousway.
Youseeherstepbackappearingsurprised,andtakeafewstepsawayfromMr.Garcia.
ThevisitorfromJapancomesinsmilingatthesametimeasGeorgeCookfromCanada.
Ⅲ．教材分析和教材重组
1．教材分析
本单元以BodyLanguage——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
1.1WARMINGUP以列表对比（填充及增补）的形式，并通过WARMINGUP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。
1.2PRE-READING通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。
1.3READING是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。
1.4COMPREHENDING包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
1.5LEARNINGABOUTLANGUAGE分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。
1.6USINGLANGUAGE通过增加阅读篇目“ShowingOurFeelings”来拓展学生在“体态语”方面的知识视野，并通过“True”or“False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listentothem）、“观其行”（Watchthem）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。
1.7SUMMINGUP师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。
1.8LEARNINGTIPS建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

2.教材重组
2.1听力：Usinglanguage中的Listening,Workbook中的Listening和ListeningTask这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。
2.2口语：Warmingup,Usinglanguage中的ReadingandTalking,Speaking和Workbook中的Talking，SpeakingTask以及Learningaboutlanguage中的Discoveringusefulwordsandexpressions4,“Playagameingroupoffour”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。
2.3精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。
2.4泛读：把UsingLanguage中的Reading和Workbook中的ReadingTask整合为一节拓展学生视野的泛读课。
2.5语言学习：深入处理Learningaboutlanguage中的Discoveringusefulwordsandexpressions,Discoveringusefulstructures;Workbook中的UsingWordsandExpressions和UsingStructures。重点学习Discoveringusefulstructures中“-ing(现在分词)”在句中做定语和状语的用法。
2.6语言运用：处理UsingLanguage中的ReadingandWriting和Workbook中的WritingTask。指导学生写一篇有关“TheBodyLanguageIKnow”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。

3．课型设计与课时分配
1stperiodSpeaking
2ndperiodReading(I)
3rdperiodReading（II）
4thperiodLanguageStudy
5thperiodListening
6thperiodWriting
Ⅳ．分课时教案

TheFirstPeriodSpeaking
Teachinggoals教学目标
1.TargetLanguage目标语言
a.重点词汇和短语
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重点句型或交际用语
Actoutthefollowingmeanings,please.
PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.
Nowitisyourturntoshowtheaction/gesture.
Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目标
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.
b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.
3.Learningabilitygoals学能目标
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
Teachingimportantpoints教学重点
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教学难点
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
Teachingmethods教学方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具准备
Acomputer,aprojectorandsomepictures.
Teachingproceduresways教学过程与方式

StepILead-in
Theteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.
Ss:Yes,ThousandsofHandsKwan-yin.
T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua（邰丽华）.SheiscalledaFairyofPeachblossom(桃花仙子)bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.

StepIIIntroduction
T:Nowlet’sdosomeTPR(TotalPhysicalResponse)activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.
Touchyourhead/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/feet/toes...
Shakeyourhead/arm/hand...
Waveyourarm/hand...
Openyoureyes/arms/mouth...
Closeyoureyes/mouth...
Twistyourwrist/waist.
Crossyourarms/fingers.
Nodyourhead.Bowyourhead.
Makeafacetoeachother.
Bend/cry/shout/scream/smile/laugh...
T:Allright.Nowlet’sdothemalittlebitdifficult.Let’splayagametogether.Thosewhofailtofollowtheruleofthegamewillbedroppedout.Thegameis:“Simonsays”.Forexample,ifIsay“Simonsays,touchyourhead”,thenyoutouchyourhead.Ifnot,youshouldn’ttouchyourheadbutremainstill.Clear?Ready?Nowlet’sstart.
3or5minutesforthegame.
T:Ok.It’stimetotakeupthelesson.Pleaselookatthescreen.Let’stakealookatthefollowinggestures:

GestureActionMeaning
AhandshakeYouarewelcome.
AclapofhandComeon;becheerful.
AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!
Orcongratulationsonyoursuccess!
Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.
AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.
Tearscomingoutofhiseyes.Heisverysad.
AllsmilesonherfaceSheisveryhappy.
WavingtheirhandsTheyarewavinggoodbyetopeoplearound.
AhandstretchedoutforwardwithstrengthHeisstoppingatank.
Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.
T:Whataretheactionsoftheabovegestures?Whatdotheymean?
S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.
S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.
S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.
S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.
S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.
S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.
S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.
S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.
S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.
S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.
T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.

StepⅢPractice
T:LookatPage25.
Whatarethesepeoplecommunicating?

StepⅣTimeforFun
T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?
Ss:Yes.That’sfunny!
T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.
Ss:Allright.
S1:Whatareyoulikelytodoifitrains?
(Actions)S2:readsabook;
S3:putsonaraincoat;
S4:cleansthehouse.
S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.
S3:Whatareyoulikelytodoiftheriverfloods?
(Actions)S1:runsawayasfastashecan;
S2:helpstheyoungeroreldertoescapeassoonaspossible;
S4:climbsontoatree.
S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.
S2:Whatareyoulikelytodoifthehousecatchesfire?
(Actions)S1:fetchessomewater;
S3:triestoputitoutwithblooms;
S4:runsawayasquicklyashecan.
S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.
S4:Whatareyoulikelytodoifyoumeetwithafiercedog?
(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;
S3:triestoscareitawaywithsmallstones;
S4:runsawayasquicklyaspossible.
S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.
T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.

StepVRolePlay(SpeakingtaskonP67)
T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.

Homework
1.Teamwork:Discusstheimportanceofbodylanguage.
2.GoovertheReading:
1)Communication:NoProblem?
2)Showingourfeeling.
T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?

ThesecondperiodReading
TheSecondPeriodReading(I)
Teachinggoals教学目标
1.Targetlanguage目标语言
a.词汇和短语
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy
b.重点句子
Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.
2.Abilitygoals能力目标
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?
Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.
Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?
WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?
DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?
Whyaretheredifferentkindsofbodylanguage?
c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教学重点
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教学难点
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Teachingmethods教学方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
Teachingproceduresways教学过程与方式
StepⅠRevision
Freetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.

StepⅡPre-reading
T:Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear?
Ss:Yes,sir/madam.
1.Whatisthepurposeoflanguage?
2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?
3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages?
4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.

Afterafewminutes.
T:Nowwho’dliketoanswerthefirstquestion?Volunteer!S1:Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.
T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoonandsoforth.Nextquestion?
S2:Eveniftheydon’tspeak,Icantelliftheyaresadby
lookingattheirfacialexpressions.I’magoodmind-reader.(Smiling)
S3:Yes,thatisquiteeasy.Justbywatchingtheirfrownedbrows,theirlongfaces,weknowthattheyareunhappy.
T:Verygood.Wehavegottwo“mindreaders”inourclass;I’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?
S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.
T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?
S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto
LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.
T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.
StepⅢWhile-reading
1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1Para1
YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(para.2and3)
Examplesoflearnedorcultural“bodylanguage”.
Part3.(para.4)
Differentpeopleshavedifferentbodylanguages.
Part4.(para.5)
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).
Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.
Mostpeoplearoundtheworldnowgreeteachotherbykissing.
Japanesewillbowtoothersasgreeting.
PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.
Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.

StepIVPostreading
1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?
Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.
2.Whatwerethetwomistakesthattheauthornoticed?
HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.
3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?
TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.
4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?
Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.
5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?
Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.
6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?
Studentswillgivetheirownanswers.
StepⅤHomework
1.Getreadytoretellthetextinyourownwords.

TheThirdPeriodReading(II)
Teachinggoals教学目标
1.Targetlanguage目标语言
a.词汇和短语
unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjective
b.重点句子
Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.
2.Abilitygoals能力目标
a.Enablethestudentstoknowmoreaboutbodylanguage.
Whatisthefunctionofbodylanguage?
Whatisthesimilarityofbodylanguage?
Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?
Whatisthedifferenceofbodylanguagebetweenvariouscultures?
b.Enablethestudentstounderstandbetterbodylanguage.
Whatistheproperattitudetowardsbodylanguage?
Whatwouldhappenifweknewnothingaboutbodylanguage?
3.Learningabilitygoals学能目标
Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.
Teachingimportantpoints教学重点
Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.
Teachingdifficultpoints教学难点
Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.
Teachingmethods教学方法
Fastreading:dealingwiththe“true”or“false”questions.
Discussion:theimportanceofbodylanguage.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
Teachingproceduresways教学过程与方式

1Pre-reading
1.Whatisthefunctionofbodylanguage?
2.Howdoyoufindbodylanguageinourdailylife?
3.Howcanthesamebodylanguageexpressdifferentfeelingsorideasindifferentcultures?
4.Howcandifferentbodylanguageexpressthesamefeelingorideaindifferentcultures?

2Fastreading
TUREOFFALSE
1.Bodylanguageisneveraspowerfulasspokenlanguage.
2.Ifyouareangryataperson,youmightturnyourbacktohimorher.
3.Youcanthreatenapersonbyrefusingtospeak.
4.Youshouldnotgreetyournewbossbygivingherorhimahug.
5.Bodylanguageisthesameallovertheworld.
6.Mostpeoplecanunderstandeachotheriftheytry.
Thenaskthestudentstodoitonebyoneandaskthemtoexplainwhysomeofthestatementsarewrong.

3Furtherreading
T:Wehavejustreadapassageentitled“ShowingOurFeelings”,whichtellsusmoreaboutbodylanguage.Nowlet’sreadanotherpassageintheWorkbookonP66.Thetitleofthereadingtextis:TheOpenHand-AUniversalSign.Youwillbegiven3minutestoreadthroughthetextasquicklyasyoucan,tryingtogetasmuchinformationfromthetextaspossible.
Ss:Yes,Sir.
T:Whatinformationhaveyougot?
S1:Moreaboutbodylanguage,sir.Wehavelearnedhowpeoplearecommunicatingorgettingalongwitheachotherbesidesusingspokenlanguage.Wearealsoaskedtothinkaboutsomenewsituationsinwhichwewillcommunicateinbodylanguage.
S2:Andwehavetothinkaboutthefollowingquestions:Itisknownthatasmileisasignthatpeoplefeelfriendlyandhappy.Butwehavetoconsider:1.Whatifwedon’tknowwhothenewpersonis?2.Whatifwearenotintroducedbyafriend?3.Whatifwearemeetingastrangerinanunfamiliarplace?
S3:Andthemostimportantofallisthatwehavetomake
surewhetherwecantrustpeoplewedonotknow,andwehavetoshowthatwearenotdangerous.
S4:Quitetrue.Wehavedifferentwaystoshowourhands—ouropenhands,whichmeansthatwearenotarmedandwearefriendly.
S5:Inmanyculturestoday,theWesterncustomofthehandshakeisused.Besidesthis,traditionally,Chinesegreetothersbycoveringthelefthandwiththerighthandandbowing;theJapanesecoveronhandwiththeotherandbowslightlyorquitelow,dependingonwhomtheygreeted;Hindupeoplejointheirhandsinfrontoftheirfacesandbowtheirheads;Muslimswilltouchtheirheart,mouthandforeheadtoshowrespect.
S6:NowyoungpeopleintheWestgiveeachotherthe“highfive”whentheyclapeachother’shandsintheair.
S7:Youhavetakenthewordsoutofmymouth.AndIbelievethatinalmostallcultures,tosmileandshowanopenrighthandisthemostcommonwaytoshowthegoodwillgreeting.
T:Iammorethanhappytohearyoucangetsomuchinformationfromthepassagewhenyoudothereading!Nowlet’sactoutsomeofthegesturesinthereadingmaterial,OK?
Somestudentsareaskedtoactoutthebodylanguagewhichappearsinthereadingtextis:TheOpenHand-AUniversalSign,suchasahandshake,thetraditionalgreetingsinChina,theJapanesewaytogreetpeople,thewaysHindupeopleandMuslimsusetogreetpeople,andthewayyoungpeopleintheWestusenow.
Severalminuteslater.
T:Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.
S8:Itcanbedangeroustomeetpeopleyoudonotknow.
S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.
S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.
S11:Therighthandisusuallyusedbecauseitisalmostthestronger.
S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.
S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.

Homework
1.Readaloudallthereadingtextsinthisunit.
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.

TheFourthPeriodGrammar
StructureStudy
一:V-ing形式由“do＋ing”构成,其否定形式是“notdoing”,V-ing可以带宾语或状语构成V-ing短语,没有人称和数的变化,但有时态和语态的变化。
V-ing形式在句中作定语和状语是本单元的学习重点。
1.作定语
V-ing形式可以单独充当名词的前置修饰语,这时有两种情况。
1)-ing形式表示“供作......之用”的意思,这类作定语的-ing形式过去叫动名词。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,过去叫现在分词
Asleepingchild
workingpeople
therisingsun
-ing形式短语作定语时一般放在它所修饰的名词之后,相当于一个定语从句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作状语
可以表示时间,原因,结果,条件,行为方式或伴随动作等。
AttentionPlease
-ing形式作状语时,它的逻辑主语必须与主句的主语是一致的。
Timepermitting,Iwillpayavisittothewholecity.
　(分词的逻辑主语是time,而句子的主语是I,两者不构成主谓关系,所以只能用独立主格结构,也就是给现在分词补充一个主语。)

Homework
Do“UsingStructures”onPage64.

文化背景知识
1.SomemoreinformationaboutBodyLanguage:
tonodconsent点头表示同意，
tonodone’sfarewell点头表示告别，
tonodasasignofagreementorasafamiliargreeting点头表示赞同或打招呼，
toholdone’sheadhigh昂首挺胸(表示趾高气扬)，
toshakeone’sfist挥动拳头(表示威胁)，
toshakeone’shead摇头(表示不知道)，toshowaVsign由食指和中指构成字母“V”，而“V”是victory的第一个字母。因此，这一手势是祝愿胜利或庆祝胜利之意。
towinkataperson向某人眨眼睛，
tomakeaface面部露出厌恶的表情，
toshrugone’sshoulders耸耸肩膀(表示冷淡或怀疑)，
tokeep(orhave)one’sfingerscrossed把中指叠在食指上交叉着，作十字状。这是暗中希望上帝保佑自己正在做的事成功。
tocrookafinger朝某人弯曲食指。是招人过来的意思。
更有趣的是英美人用大拇指(thumb)做出许多不同的表示。
tothumbone’snose以大拇指按鼻，其余四指张开，表示轻视。在英美等国家，你会看到这种手势经常用在调皮的孩子们中间。他们用大拇指点着自己的鼻子，而其他四指张开不停地摇动，表示轻蔑或嘲弄。也可以说“tocockasnookatsomebody”.
totwiddleone’sthumbs无聊地绕动着两个大拇指，表示无所事事，懒散。
thumbsdown大拇指朝下，表示反对或拒绝。
thumbsup翘起大拇指，表示赞成或夸奖。
但值得一提的是在英美等西方国家，有时会看到有人站在马路边，朝驶过来的车辆伸出一只翘起大拇指的拳头。这是请求搭便车的意思。所以搭车也可以说“tothumbalift”。
2.Introductionofabookaboutbodylanguageofhorses:
Horsescommunicatewithremarkableaccuracyinalanguageofposture,gestureandsound.Theyexpresstheirneeds,wishesandemotionstoeachotherandtotherarehumanbeingwhounderstandsthem.Afterreadingthisunprecedented(空前的),excitingandup-liftingbook,youwillunderstandtheequine(horse’s)language.Youthereforewillknowhowtorecognize:
Ahappyhorse.Afrightenedhorse.Anangryhorse.Aboredhorse.Agrieving(令人忧伤的)horse.Afrustrated(受挫折的)horse.Ahorseinpain.Aplayfulhorse.Aproudhorse.Aneagerlycompetitivehorse.Andmanyhorsesmore!
Moreover,youwillknowhowtoreassurethefrightened,calmtheangry,comfortthegrieving,divert(使解闷)thebored-anddealwithmostotherhuman-equinedifficulties.Youwillknowhowtoeducateafoal(驹)orrehabilitate(挽救)arogue(无赖).Youwillknowhowtolookatracehorsesontheirwaytothestartinggateandtellthelikelywinnersfromthelosers.
Youevenwillknowhowtobuyahorse.
Butbestofall,youwillfinallyunderstandwhatthesegrandanimalsareallabout,andyouwillknowbetterthaneverbeforehowthey(andwe)fitintonature’sscheme(plan)ofthings.
3.AnextrareadingpassageaboutBodylanguage:
Whenwecommunicatewithotherpeopleitisnotonlyourwordsthatcontainthemeaning.Animportantpartofthatmeaningcomesfromwhatiscalled“non-verbal(非言辞的)communication”.Bythiswemeanfacialexpression;gestureswithhands,arms,legs;thewaywesitorstand;thewaywetouchotherpeople;thedistancewekeepbetweenourselvesandthepeoplewearetalkingto;ourdressandourappearance.Allthesesaysomethingtootherpeople.
Facialexpressionsandgesturesareusedbyeveryoneoftenspontaneously(自发地),evenunconsciously.Smiling,forexample,isfoundinmostculturesasasignofhappinessorpleasure.Gesturessuchaspointing,waving,shakingornoddingtheheadarealsowidelyused,althoughthegesturesthemselvesdonotalwaysmeanthesameineveryculture.IonceaskedaPortuguesestudentwhybankofficialsinLisbonseemedsodour(gloomy)-sorryLisbonbankclerks,butit’strue-andhetoldmethatiftheysmiledtoomuchtheywouldnotseemseriousabouttheirwork.
Becausemanynon-verbalmessagesare“culturespecific(special,distinctive,orunique)”,theycancausealotofmisunderstandingbetweenpeoplefromdifferentbackgrounds.NorthernEuropeansandAmericans,forexample,liketokeepacertain“personalspace”betweenthemselvesandothersandfeeluncomfortableifpeoplecometooclosetothem.Inthesesameculturesitisconsideredimpolitetostare,butGreeks,itissaid,feelignoredifpeopledonotstareattheminpublic.Europeansusuallychangetheirfacialexpressiontoshowhappiness,anger,boredom,andsadness.
4.SomeinformationaboutthecountriesmaybelessknowntostudentsintheText:
①Columbia:
ColombiaislocatedinthenorthwestpartofSouthAmerica,andistheonlycountryonSouthAmericawithcoastsonboththeCaribbeanSeaandthePacificOcean.Themostdistinguishingfeature(显著的特点)ofthecountryistheAndesMountainschain,whichisinthecentralwesternpartofthecountryandextendsalmostitsentirelength,northandsouth.
Incontrasttosnow-cappedmountainsaretherainforests,locatedinthetorrid(热带的)lowlandsofColombia,wheretheanimallifeandvegetationmakeitauniqueplaceintheworld.Thecountryisrichinmineralsandnaturalresources,andalthoughknownforitssplendidcoffee,itisalsoamajorsourceoftheworld’semeralds(绿宝石)andflowers.Mahogany(桃花心木),oak,walnut,andpinetreesarealsoplentiful,asareplantssuchasrubber,vanilla(香草),andginger.AgricultureisanimportantpartoftheColombianeconomy.
Colombiahasadiversepopulation,althoughoverhalfareofSpanishdescent(血统).TheheritageoftheSpanishcolonialperiodisstillverywellpreservedinmanyareas,wherefamilylifeanddressstillholdtotraditionalnorms.However,culturesvarygreatlyfromregiontoregion,eachaddingtothecountry’svariety.
Oneoftheworld’smostnotedauthors,LiteratureNobelPrizewinner,GabrielGarciaMarquez,isanativeofColombia.
ThelargestcitiesinColombiaareSantafedeBogota(thecapitalcity),Cali,Medellin,andBarranquilla.
②Jordan:
Jordan,officiallyHashemite(哈桑王族)KingdomofJordan,withanareaof37,737sqms(97,740sqkms)andapopulationof4,101,000(estimatedin1995),islocatedinthesouthwestAsia,borderedbyIsrael(W),Syria(N),Iraq(NE),andSaudiArabia(E,S).Ammanisthecapitalandlargestcity.
Before1967Jordanfellintothreemaingeographicalregions:EastJordan,whichincludesabout92%ofthecountry’slandarea,theJordanianHighlands(highestpoint,5,755ft/1,754m),andWestJordan(theWestBank,partofhistoricPalestine.IntheArab-IsraeliWarof1967,IsraelcapturedandoccupiedtheWestBank,andJordanhassincegivenupitsclaimtothearea).
Jordan’seconomyhastraditionallybeenbasedonagriculture,althoughlessthan5%ofthelandisarable(适于耕种的).Theprincipalcropsarevegetables,wheat,andcitrus(柑橘类)fruits;olivesaregrownforoil.Manufacturesarelimitedtosuchitemsasfoodstuffs,clothing,andcement,andthereissomeoilrefining.Phosphate(磷酸盐)rockandpotash(碳酸钾)aretheonlymineralsproducedinquantity.
TheannualcostofJordan’simportsfarexceedsitsearningsfromexports.Aqaba(亚喀巴),ontheGulfofAqaba,istheonlyseaport.TheinhabitantsofJordanaremostlyofArabdescent(overhalfareofPalestiniandescent),andArabicistheofficiallanguage,althoughEnglishisalsospokenamongthehighersocio-economicgroups.About95%ofthepeopleareSunni(逊尼派)Muslims.
Underthe1952constitution(宪法),thekingisthemostpowerfulfigureinthecountry;heappointsacabinet(headedbyaprimeminister).Thebicameral(两院制的)parliamenthasbeenconvenedanddissolvedbythekingseveraltimessince1974;the1989electionswerethefirstin22years.Politicalpartieswereagainpermittedtofieldcandidatesin1993.
③Muslimcountries:
MostpeopleintheWestthinkofMuslimorMoslemcountries,wherepeoplebelieveinIslam,amonotheistic(一神论的)religioncharacterizedbytheacceptanceofthedoctrineofsubmissiontoGodandMohammed(穆罕默德)asthechiefandlastprophet(先知)ofGod,asaMiddleEasternreligion.Nevertheless,IslamisclearlyaSouthAsian,SouthEastAsian,CentralAsian,African,andMiddleEasternreligion,withagrowingpresenceinEuropeandNorthAmerica.
Thereareabout40Muslimcountriesintheworld,suchasAfghanistan,Pakistan,Turkey,Kuwait,Egypt,Iran,Iraq,Indonesia,Libya,Malaysia,Morocco,Nigeria,Somalia,Yemenandsoonandsoforth.PeopleinthesecountriesmostlybelieveinIslam.
ThenameforthereligionofIslam,asitspublicity(宣传)goes,ismuchmorethanjustaname,becauseitexpressesadeepspiritualmeaningaswellasanoveralloutlookonlifeandconceptofworship.Theword“Islam”isanArabicwordwhichmeans“completesubmission(服从)tothewillofAlmightyGod”.Otherreligionsarenamedaftertheirfounders,suchasChristianityandBuddhism;afteratribeorethnicgroup,suchasJudaism(犹太教);orafteraspecificgeographicalregion,suchasHinduism(印度教).Islam,however,isuniquebecauseitsnamerepresentsitsoutlookonlifeandreflectsitsuniversalnature.Besides,thename“Islam”wasnotthoughtupbyitsfollowersorappliedbyotherpeople,asisthecasewiththenamesofotherreligions,butwasrevealed(显示)byAlmightyGod.Thisnameexpressednothingnew,becausesubmissiontothewillofGod,i.e.“Islam”,hasalwaysbeenthetruereligionofGod.Duetothisfact,andsincetheteachingsofIslamarestraightforward,profoundandlogical,Islamisthe“NaturalReligion”ofallhumanbeings.Thenameofnootherreligioncarriesanysignificantmessage,orconveysthetruesenseofitsoutlookonlife,asdoesthename“Islam”.

高一英语必修3Unit4教案

一名优秀的教师就要对每一课堂负责，作为高中教师就要精心准备好合适的教案。教案可以保证学生们在上课时能够更好的听课，帮助高中教师提前熟悉所教学的内容。怎么才能让高中教案写的更加全面呢？下面是小编帮大家编辑的《高一英语必修3Unit4教案》，欢迎大家与身边的朋友分享吧！

Unit4Astronomy：thescienceofthestars

I教学内容分析
本单元的中心话题是“天文学”。本单元的两篇文章都采用了叙述性文体。第一篇阅读短文按照时间顺序主要叙述了地球上生命的起源和发展过程。第二篇阅读短文中作者用第一人称的口吻讲述了他和朋友的登月经历。可以说本单元科学知识含量较高，更能激发学生的学习兴趣和好奇心。
WarmingUp部分共有两个问题,第一个问题让学生说出八大行星并看图指出各个行星的名称；第二个问题让学生说出自己对天文学哪些方面感兴趣以及天文学家所关注的方面。在高考的重压之下，同学们都想能利用科学的学习方法做到事半功倍而且很多学生也一直做着将来能成为科学家的梦。所以，该话题会让学生们兴趣盎然，积极思考和讨论此方面的内容，从而达到热身的目的。
Pre-reading部分也提出了三个问题，主要是让学生区分宗教信仰、文化传统和科学思想之间的不同。可以以讲故事的方式让学生彼此之间分享一些有关宇宙和地球起源方面的传说或故事，这样既能激活他们的思维也能为阅读部分打下基础。
Reading部分描写了地球上生命的起源和发展过程，具体写了由于水的形成才使得地球上生命的诞生成为可能。科学家认为，地球上的生命最初诞生于水中。数万年后，陆地上才长出了绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵化繁衍后代，再之后诞生了哺乳动物，人类也随之诞生了。文章最后讲述的现象发人深省：Theearthmaybecometoohotforthelivesonit.它关系到地球上生命的未来。
Comprehending部分通过五个练习题检测学生对本文核心内容的理解。练习1是对文章结构的分析以及大意的概括；练习2通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程；练习3提出5个小问题，考查学生的深层理解和推断能力；练习4让学生找出文章中出现的连接词，检查学生对文章中句型的熟悉和理解程度，同时还有助于学生在写作方面得到提高；练习5让学生选择一个问题进行回答并向全班汇报，开拓学生的思维并锻炼他们的语言表达能力。。
LearningaboutLanguage有词汇和语法两部分。第一部分练习让学生学着去应用课文中出现的词语。第二部分是针对主语从句的练习，其中第一题要求学生从课文中找出三个或更多的主语从句；第二个练习以把主语从句改写成简单句的形式让学生能对此语法有深层的了解。第三个练习则以完成句子的方式要求学生更进一步的运用复合句，此部分是对表语从句进行练习。
UsingLanguage包括“听力”、“阅读”、“说和写”三大块。这三部分的话题都是有关科学的。听力部分主要是介绍三位伟大的科学家。阅读部分讲了一个科幻故事。说和写的中心话题是登月旅行中必需的工具和可能遇到的问题。该部分的设计由浅入深，层层递进，既练习了听力又丰富了知识，还能够锻炼同学们的想象力，拓展学生各方面能力。
SummingUp指导学生归纳和总结在本单元学到的知识——有用词汇、惯用表达和语法结构。
II．教学重点和难点
1．教学重点
（1）本单元的生词、短语和句型结构；
（2）掌握主语从句并把它和表语从句进行区别；
（3）学会运用科学知识并能结合自己的想象力去解决现实中的问题。
2．教学难点
（1）通过学习相应的科学知识培养学生的创造性思维能力；
（2）学生应能够理解主语从句的用法和作用并能做到学以致用，举一反三。
III．教学计划
本单元建议分为六课时：
第一课时：WarmingUp,Talking(Workbook)Listening（Workbook）
第二课时：Pre-reading,ReadingComprehension
第三课时：LearningaboutLanguage
第四课时：UsingLanguage
第五课时：ReadingtaskSpeakingtask(Workbook)
第六课时：ListeningtaskWritingtask(Workbook)
IV.教学步骤：
新课标第一网
Period1
WarmingUp,Listening（Workbook）Talking(Workbook)
TeachingGoals:
1.ToarouseSs’interestintheknowledgeofastronomyandscience。.
2.TodevelopSs’abilityinlisteningandspeaking.
TeachingProcedures:
Step1.Leading-in
GiveSsafewminutestosaysomethingaboutsciencebyaskingthefollowingquestions.
（1.）Whoisthefirstmaninspace，doyouknow？
（2.）WhichspaceshipdidYangLiweitaketospace？
（3.）Doyouwanttogotospaceifyouaregivenachance?
Step2.WarmingUp
Purpose:TointroducethetopicofthisunittoSsintheformofaskingquestionsanddiscussion.
AsksomeSsthequestionsfirstandthengetSstodiscusswitheachother.Iftimepermits,haveoneortwogroupspresenttheiranswerstothewholeclass.
(1)Howmanysubjectsarewestudyingnow?
（2）Doyouhavesomescientificstudyingmethodstolearnthemwell?
(3)Asyousee,alargenumberofstudentswanttobecomescientistsinthefuture.Butwhatkindofqualitiesandskillsdoweneedtoberealscientists?
Step3.Talking(Workbook)
1.DivideSsintosixgroups,andaskthemtotalkabouttherequestofTalkingonP62andanswerthefollowingquestions.Differentstudentswillgivedifferentanswers.Makenotesofsomevaluableinformationandmakeaconclusionatlast.

(1)Whatnecessaryinstructionsshouldnewspacetravelersmake?
(2)Canyoumakealistofthem?

2.ShowSssomebeautifulpicturesoftheuniversityandsay,“Nowlookatthepictures.HowbeautifultheUniverseis!Itisalsofullofmysteries.HaveyoueverdreamedofflyingtothespacelikeYangLiweitounlockthemysteriesoftheuniverse?Ifyoucould,whatthingsshouldyoupayattentionto?”

3.EncourageSstogiveasmuchinformationaspossible.Afterthediscussion,writedownsomekeywordsandimportantexpressionsontheblackboardtohelpSstohavethesenseoftravelinginspace.
Conclusion:
Beforemakingatripintospace,we’dbettermakefullpreparations,suchas:collectingasmuchinformationaboutthespaceaspossible;checkingwhetheryouhavegottheproperspacesuitsornot;makingsureofallthesafetyrules;notleavingthespaceshipaloneunlessthespaceguidetellsyouto;payingattentiontorecordingsomeimportanttimeduringthespacetravelingandsoon.
Step3.Listening(Workbook)
Purpose:TodevelopSs’listeningability.
Togainsomeexperienceoftravelinginspace
1.GetSstolookthroughtheexercisesbeforegivingthemthelisteningmaterial.Atthesametimeremindthemofthenewandkeywords:astronaut,experience,instruments,pilot,airforce,rocket.
2.AskSstolookthroughthequestionsofthefirstpartandlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstopreparetodotheexercises.Iftimepermits,playagaininordertogivetheclassachancetocheckorcompletetheirexercises.

Period2Pre-reading,ReadingComprehending
TeachingGoals:
1.ToenableSstobetterunderstandthetheoryabouttheoriginoftheuniverseandlifeontheearth—the“bigband”theory.
2.ToenableSstoconcernaboutthefutureoflifeontheearth.

Step1.Pre-reading
Purpose:ToarouseSs’interestinlearningaboutsomerelativeinformationabouttheuniverse.
1.ShowsomepicturestotheclassandencourageSstosaysomeinformationabouthowlifebeganontheearth.Theycansaysomerelativelegends,folktalesorscientifictheoriesaboutthetopic.
Thesolarsystemismadeupofthesunandtheobjectsthatorbitit.

Theearth’satmosphere
Forreference:
Someideasaboutthebeginningoftheuniverse:
●PanGuturnsintoamyriadof(各种)things盘古化生万物
●PanGuseparatestheskyfromtheearth盘古开天地
●NuWamakesmen女娲造人
ConclusionandLeading-in:
Buttheseideasareallnotthecorrectandscientificideas.Doyouknowthescientificideaofthedevelopmentofthelifeontheearth?Thenwe’dbettercometothetext.

Step2.Fastreading
Purpose:Togetthegistofthepassage.
Tocorrectlyunderstandsomeinformationgiveninthetext.
1.AskSstoreadthetextquicklyandtrytogetthemainideaofthetext.
SuggestedAnswer:
Themainideaofthetextisthetitle—Howlifebeganontheearth.
2.AskSstoworkinpairsanddiscussthequestionsofEx1onP27.Andthenletthemchecktheanswersinpairs.
Step3.Intensivereading
Purpose:togetthestudentstolearnthedetailsofthetext.
(1)Answerthequestions:
Whendidthe“BigBang”happen?
Whatformwastheearththe“BigBang”?
Whatmadeuptheearth’satmosphereaftertheearthexploded?
Howdidwatercomeintobeingontheearth?
Whatwasimportanttothedevelopmentoffish?
Whatmadepossibletheriseofmammalsontheearth?
Whyaremammalsdifferentfromalllifeformsinthepast?
（2）Fillinthechartabouttheorderofdevelopmentoflife.

SuggestedAnswers:
①Smallplantsinwater②Shellfishandallsortsoffish③Greenplantsonland
④Insects(onland)⑤Amphibians(onlandandinwater)⑥forests⑦reptiles(onland)
⑧dinosaurs(onland)⑨mammals(onland)⑩humanbeings

Period3LearningaboutLanguage
TeachingGoals:
1.TogetSstoknowhowtousenewwordsandphrases.
2.TohelpSstomastersomenewwordsandexpressions.
3.TogetSstohavetheknowledgeofthisgrammarpoint:nounclausesasthesubject
TeachingProcedures:
Step1.Consolidation
Purpose:Toconsolidatethewordsandphrasesinthetext.
1.AskSstoworkingroupsandreadthetextagain,andthenfinishEx1andEx2onP28andchecktheanswersingroups.
2.AskSstokeepthewordstheyfilledinEx1inheart.
3.AskSstofinishEx3andthenletthemcheckeachother’sanswers.

Step2.Grammar
Purpose:TogetSstorecognizenounclausesasthesubjectandtomakesurethattheycandosomesimpleexercises.
1.DivideSsintofourgroupsandaskthemtofinishEx1ofDiscoveringUsefulStructuresonP29.Andthenletthemdrawaconclusionaboutthegrammarpoint.Seewhichgroupunderstanditbestandhaveamemberofthegrouppresentbeforetheclass.
2.Afterthepresentation,explainthegrammarpointforSs.
3.LetSscompleteEx2onpage29afterlearningthegrammar.
Purpose:TogetSstounderstandtheusageofnounclausesasthesubject.
(1)主语从句的语序
主语从句要求使用陈述句语序，而非一般疑问句语序。如：
Whatsurprisedmemostwasthatthelittlegirlcouldplaytheviolinsowell.
使我感到惊讶的是这个小女孩的小提琴拉得太好了。
Howhewassuccessfulisstillapuzzle.
他是如何成功的仍然是个谜。
(2)连接词的选用
①that和what的选用
that和what都可引导主语从句。what除起连接作用外，还在名词性从句中充当某些成分可作从句的主语、宾语或表语。而that在名词性从句中不充当任何成分，无词义，只起连接词作用。如：
Whathewantsisabook.他想要的是一本书。
Thatlighttravelsinstraightlinesisknowntoall.众所周知，光线沿直线运行。
②if和whether的选用
引导主语从句，不能用if，只能用whether。如：
Whetherwewillholdapartyintheopenairtomorrowdependsontheweather.
我们明天是否在户外开晚会要看天气而定。
③其它连接代词和副词的选用
根据主语从句的具体意义，正确的选择who,which,when,where,why,how等连接词，这些连接词既有疑问含义，又起连接作用，同时在从句中充当各种成分。如：
Whenweshallholdoursportsmeetisnotdecided.
我们何时举行运动会还没有决定。
Whobroketheglassyesterdayisnotclear.
还不清楚昨天谁打破了玻璃。
Whichcaryouwillchoosetobuymakesnodifference.
你决定买哪一辆车都不会有任何区别。
④whatever/whoever的功用
whatever,whoever在主语从句中不含疑问意义。它引导主语从句，并在从句中作主语、宾语、表语等。whatever=anythingthat;whoever=anyonewho。要注意和whatever,whoever引导的让步状语从句的区别。如：
Whoeverbreaksthelawshouldbepunished.（主语从句）（＝Anyonewhobreaksthelawshouldbepunished.）
Whoeverbreaksthelaw,heshouldbepunished.（让步状语从句）（＝Nomatterwhobreaksthelaw,heshouldbepunished.）
(3)it构成的主语从句
①由连词that引导的主语从句，在大多数情况下会放到句子的后面，而用代词it作形式主语。如：
Itiswell-knownthattheearthmovesaroundthesun.
众所周知，地球围绕太阳转。
需要注意的是，it作形式主语代替主语从句时，要注意和as引导的定语从句的区别。试比较：
ItwasreportedthattheUSwasundertheterroristattack.（主语从句，有that，无逗号）
Aswasreported,theUSwasundertheterroristattack.（定语从句，无that，有逗号）
上两句意为“据报道，美国遭到恐怖分子的袭击”。
②常见用it作形式主语的复合句结构
◆Itisafact（agoodidea/apity/ashame/nowonder/goodnews…）that…如：
It’sapitythatyoumissedthefilm.
你没有看那部电影真是太遗憾了。
◆Itisnecessary（clear/true/strange/important/wonderful/possible/likely…）that…
需要注意的是，这类主语从句中，谓语动词很多为“（should）＋动词原形”，即要用虚拟语气。如：
Itisnecessarythatyou（should）masterthecomputer.
你很有必要掌握电脑。
ItisimportantthatastudentlearnEnglishwell.
学生学好英语很重要。
It’sclearthattheybadlyneedhelp.
很明显，他们急需援助。
Itislikelythatahurricanewillarrivesoon.
飓风很可能马上就要到达了。
◆Itisreported（well-known/hoped/thought/expected/said/believed/decided/suggested/order-ed…）that…如：
Itissaidthathewaskilledintheearthquake.据说他在地震中丧生了。
◆Itseems（happened/appears/doesn’tmatter/makesnodifference/…）that…如：
Itseemsthattheywillwinthegame.
看起来他们好像会赢得这场比赛。
Itmakesnodifferencewhetherhewillattendthemeetingornot.
他是否会参加会议都无关紧要
(4)主语从句不可位于句首的五种情况：
①if引导的主语从句不可居于复合句句首。
②Itissaid/reported…结构中的主语从句不可提前。例如：
ItissaidthatPresidentJiangwillvisitourschoolnextweek.√
ThatPresidentJiangwillvisitourschoolnextweekissaid.×
③Ithappens/occurs…结构中的主语从句不可提前。例如：
Itoccurredtohimthathefailedintheexamination.√
Thathefailedintheexaminationoccurredtohim.×
④Itdoesn’tmatterhow/whether…结构中的主语从句不可提前。例如：
Itdoesn’tmatterwhetherheiswrongornot.√
Whetherheiswrongornotdoesn’tmatter.×
⑤含主语从句的复合句是疑问句时，主语从句不可提前。例如：
Isitlikelythatitwillrainintheevening?√
Isthatwillrainintheeveninglikely?×
3.Practice
Purpose:togetthestudentstohavetheknowledgeofthegrammarthroughexercise.
(1)AskSstofindwhichofthefollowingsentencesaresubjectclauses.
Whathewantsisabook.
Itissonicethatwecanlearnthisgrammarpointtogether.
I’msogladthatIcanmakefriendswithyou.
Thisiswhyhedidit.
Doyouagreetothesuggestionthatwe(should)haveatripinTibet?
Thathewantsabookiscertain.
Isuggestedjustnowwe(should)takepartinthiscompetition.
Whetheryoulikehimornotdoesn’tmattertoomuch.
Hedoesn’tknowwhetheryoucansingitwell.
Theproblemiswhetheryoucansingitwell.
Theproblemwhetheritisrightorwronghasnotbeendecided.
Pleasetellmewhoyourmonitoris.
SuggestedAnswers:
主语从句是:①②⑥⑧,宾语从句为:③⑦⑨(12),而④⑩为表语从句，⑤(11)为同位语从句。

(2)AskSstochoosethebestanswerstothefollowingsentences.
①________makesmistakesmustcorrectthem.
A.What　B.That　C.Whoever　D.Whatever
②Itworriedherabit____herhairwasturninggrey.
　A.while　B.that　C.if　D.for
③Whenandwhyhecamehere________yet.
　A.isnotknownB.arenotknownC.hasnotknown　D.havenotbeenknown
④_____surprisedmemostwas____suchalittleboyofsevencouldplaytheviolinsowell.A.That...whatB.What...thatC.That...which　D.What...which
Thesubjectof"WhatisinterestingisthatIdonotevenknowhim."is_______.
　A.what　B.interestingC.Whatisinteresting　D.I
Whatapity_____is_____youdidn’tarrivebydaylight.
A.there,becauseB.it,thatC.he,whenD.that,for
⑦isafactthatEnglishisbeingacceptedasaninternationallanguage.
A.ThereB.ThisC.ThatD.It
Itisimportantthat______oureducationinallavailableways.
A.wemustdevelopB.weshalldevelopC.wewoulddevelopD.weshoulddevelop
Itisnecessarythat______bytheendoftheweek.
A.wegoteverythingreadyB.wehavegoteverythingready
C.WegeteverythingreadyD.wemustgeteverythingready
Itwasnaturalthat_______.
A.mypictureswouldsurprisethemB.mypicturessurprisedthem
C.mypicturesshouldsurprisethemD.mypictureswouldhavesurprisedthem
11.__________wecan’tgetseemsbetterthan_______wehave.
A.What;whatB.What;thatC.That;thatD.That;what
12.___________we’llgocampingtomorrowdependsontheweather.
　A.IfB.WhetherC.ThatD.Where
13.Itworriedherabit________herhairwasturninggrey.
　A.whileB.thatC.ifD.for
14.—IdrovetoZhuhaifortheairshowlastweek.
—Isthat______youhadafewdaysoff.
　A.whyB.whenC.whatD.where
15.Itwasamatterof_______wouldtaketheposition.
　A.whoB.whoeverC.whomD.whomever
16.Itisgenerallyconsideredunwisetogiveachild________heorshewants.
　A.howeverB.whateverC.whicheverD.whenever
17.________youdon’tlikehimisnoneofmybusiness.
　A.WhatB.WhoC.ThatD.Whether
18.Youcan’timagine________whentheyreceivedtheseniceChristmaspresents.
　A.howtheywereexcitedB.howexcitedtheywere
　C.howexcitedweretheyD.theywerehowexcited
19.Thereisnodoubt________.
　A.thatMr.HansenisingoodhealthB.whetherisMr.Hansenhealthy
　C.ifMr.HansenshealthwasreturningD.whetherMr.Hanseninhealth
SuggestedAnswers:
①～⑤CBABC⑥～⑩BDDCC
11～15ABBAA16～19BCBA
Step3.Homework
1.AskSstoreviewthenewwordsandphrases.
2.AskSstolearntherulesofnounclausesasthesubjectbyheart.
Period4UsingLanguage
TeachingGoals:
1.ToimproveSs’listeningability.
2.ToensureSshavereallygraspedtheimportantwordsandphrasesoftheunit.
TeachingProcedures:
Step1.Listening
Purpose:TohelpSsimprovethelisteningability.
1.Pre-listening
(1)AskSstolookatthephotosofthethreegreatscientistsonP30andsaysomethingaboutthem.Thenaskthemthefollowingquestions.
①Doyouknowaboutsomebackgroundknowledgeofthesethreegreatscientists?
②Canyousaysomethingaboutthem?
(2)AskSstolookthroughEx1andEx2onP30andgetfullypreparedforlisteningtothetape.
2.Listening
(1)AskSstolistentothetapeandfinishEx1onP30.
(2)PlaythetapeagainandaskSstochecktheanswersinpairs.
(3)AskSstolistentothetapeforthethirdtimeandfinishEx2onP30.Thenhavesomeofthemexplaintheiranswers.
Step2.Reading
Purpose:TogetSstoknowabouthumanbeing’sfeelingsofvisitingthemoon.
1.Fastreading
AskSstolookthroughthetextquicklyandchoosethebestanswertothefollowingquestion.
Thepassageismainlyabout____?
A.introductionofthemoonB.thegravitythatIfeltonmywaytothemoon
C.myvisittothemoonD.myfriendYanping,anastronomer
SuggestedAnswer:C.
2.Intensivereading
AskSstoreadthetextcarefullyandfinishthefollowingexercises.
(1)Accordingtothetext,weknowthattheforceofthegravitywouldchange_____times.
A.2B.3C.4D.5
(2)Whendidtheauthorfeelstrongestofthegravityoftheearth?
A.Onthemoon.B.Onthehalfwaytothemoon.
C.AttheverybeginningD.Ontheirleavingfromthemoon
(3)Whatcausesthewritertofeelthathebecomesweightlessonthemoon?
A.SpaceshipB.GravityC.HisfriendD.HisGoodfeelingsofthemoon
(4)Fromthetextwecanknowifamangrowsuponthemoon,_____.
A.hewillgrowtallerthanontheearthB.hewillgrowshorterthanontheearth
C.hewillbecomefatterD.hewillbecomeweightless
SuggestedAnswers:(1)B(2)C(3)B(4)A
Step3.Speakingandwriting
Purpose:TogetSstolearnhowtopreparealistofthingsusedforgoingtothemoon.
TopracticethewritingabilityofSs.

1.Dividethewholeclassinto6groups.LetSsdiscusswiththeirgroupmemberswhattheymightneedtogotothemoon.Meanwhile,askonestudentofeachgrouptowritedowntheimportantpartsoftheirdiscussion.

2.AfterthediscussionSshavehadsomeknowledgeofthethingstheywouldneediftheyweregoingtothemoon.GetthemtodescribethethreewaysinwhichgravitychangedforLiYanpingandhowhisweightchanged..
3.ThenSstowriteashortpassageexplainingthreeproblemstheymightmeetonthemoonaswellasthesolutionstothesedifficulties.Beforewriting,theycanhaveadiscussion.

Step4.Consolidation
1.AskSstofinishEx2andEx3onP63～P64andletthemchecktheanswerstogether.
2.AskSstofinishthefollowingexercises.
(1)Fillintheblankswithproperwordsaccordingtothegiveninformation.
①Thescientificstudyofthestarsiscalleda______________.
②EatingtoomuchduringtheSpringFestivalcandogreath_______toourhealth.
③Thepatient’shealthisg___________improvingwiththehelpofthedoctor.
④Themixtureofgasesthatsurroundtheearthiscalleda_____________.
⑤Peoplecanfindlotsofv___________scenesinsomeAmericanfilms.
⑥Hearingtheexcitingstory,almosteveryoneintheroom_____________(爆发)withlaughter.
⑦Theforest__________(延伸)asfarastheriverbank.
⑧Thewifewasmuch____________(失望的)atherhusband’sabsence.
⑨Marxwas_________(强迫)toleavehismotherlandforpoliticalreasons.
⑩Thereismuchdust__________(漂浮)intheair.
SuggestedAnswers:①astronomy②harm③gradually④atmosphere⑤violent⑥exploded⑦spreads⑧disappointed⑨forced⑩floating
(2)FinishthefollowingsentencesaccordingtotheChinese.
①______________________________________(使我苦恼的)isthatIhaventheardfromhimrecently.
②Donotreadbooksinthepoorlightasitis_____________________(对你的眼睛有害).
③_____________________(随着时间的推移),wearegettingbetterwitheachother.
④_____________________________________________(我过去在工厂工作了十年)hasagreatandactiveeffectonmylife.
⑤Pleasetrytocomebackearly_______________________________.(既然一切都安排好了)
SuggestedAnswers:
①Whatmakesmeupset/annoyed②harmfultoyoureyes③Astimegoesby④ThatonceIworkedinafactoryfortenyears⑤nowthateverythinghasbeenarranged
(3)Choosethebestanswertothefollowingsentences.
①TheAmericansareeating_____vegetablestodayastheydidbefore.
A.morethantwiceB.morethantwiceasmany
C.twiceoverasmanyD.overtwiceasmuch
②Ifyoualwaysworksohardlikethis,youwill____soonerorlater..
A.breakupB.breakoutCbreakdownD.breakin
③—WillyougooutforshoppingthisSunday?
—Well,___________.
A.Iwouldliketogo.B.italldependsC.IhavealotofworktodoD.certainlynot
④Beyond_____starstheastronautsawnothingbut_____space.
A.the;/B./;theC./;/D.the;the
⑤_____youhavegotachance,youmightaswellmakeuseofit.
A.AfterB.AlthoughC.AssoonasD.Nowthat
SuggestedAnswers:①B②C③B④A⑤D
Step5.Homework
1.AskSstousethewordsandphraseslearnedinthisunittowriteashortpassageabouttheirownopinionsontravelingtospace.
2.AskSstopreviewthenextperiod.

Period56Readingtask(Workbook),
Speakingtask(Workbook),Listeningtask(Workbook)Writingtask(Workbook)
TeachingGoals:
1.ToenlargeSs’visionofspacetravel
2.ToletSsgetmoreknowledgeaboutscienceandtechnology.
3.ToimproveSs’abilityinlisteningandwriting.
4.ToletSsknowmoreaboutspacetravel.
TeachingProcedures:
Step1.Readingtask(Workbook)
1.Fastreading
AskSstoreadthetextquicklyandsilentlyandanswerthefollowingquestion
Whatisthetextmainlyabout?
SuggestedAnswers:
Itismainlyaboutwhathappenedandwhattheysawroundthe“blackhole”.
2.Intensivereading
(1)AskSstoreadthetextcarefullyandexplainwhatthe“blackhole”isaccordingtothetext.Thenhavethemwriteitdown.
(2)AskSstoreadtheformonP67andwhichoftheoldideasaboutthe“blackhole”iswrong.
SuggestedAnswers:
Thefiftholdideaiswrong,becauseobjectscanbethrownfarfromthe“blackhole”bytheenergyinthe“blackhole”.Otheroldideasareright.
(3)AskSstoimprovetheirwritingsaboutthe“blackhole”accordingtotheformonP67andchoosesomeSstoreadoldtheirwritings.

Step2.Speakingtask(Workbook)
1.DivideSsintothreegroupsandaskeachgrouptothinkofaquestionwhichtheywanttoaskLiYanpingmost.Thenwritethethreequestionsthreegroupshavepresentedontheblackboard.
Possiblequestions:
Canwesee“blackholes”withoureyes?
Ifyoucantseea"blackhole",howdidyouknowyouhadgotclosetoit?
Haveourscientistsfoundoutwhether"blackholes"willdoharmtothehumanbeingsornot?
Whatwillhappenedifwegetclosetoa“blackhole”?
Whatwasthemostunexpectedthingyoufoundoutabout“blackholes”?
Whatwasthemostfrighteningthingthathappenedtoyouonthisjourney?
Possibleanswers:

No,wecant.
Youonlyknowyouareclosetoablackholebyseeingthingsdisappearintowhatappearstobeanemptyspace.Theblackholecantbeseen.
Sofarwehaventfoundouttheycancausedamagetotheearthorhumanbeings.
Allobjectsmustgointothe"blackhole"whentheyarecaughtbyitsgravity.
Themostunexpectedthingisthatthe"blackholes"threwoutmaterialaswellasswallowingobjects.
Themostfrighteningexperience:whenthegravityofthe"blackhole"waspullingusslowlyintoits"mouth",andthenthespaceshipmovedaroundtheholeandbegantogofasterandfasterintoit;IwasterrifiedbecauseIthoughtwewouldbeswallowedbythe"hole".

2.AskSstoreadthethreequestionsofSpeakingtaskonP67anddiscussallthesixquestions.
3.AskSstoworkinpairsandmakeaninterview.Onestudentasksthequestionsandtheotheranswers.Thenchangeroles.Theycanbeginthedialoguelikethis.

S1:Goodmorning,MrLi.
S2:Goodmorning.
S1:Sinceyoulikethisjob,wouldyoumindmeansweringsomequestions?
S2:Ofcoursenot.Justgoahead.
S1:Whatwasthemostunexpectedthingyoufoundoutabout“Blackholes”?

4.Choosesomepairstopresenttheirinterviewsbeforetheclass.

Step3.Listeningtask(Workbook)
1.Pre-reading
AskSstodiscussthefollowingquestions.
(1)Ifyouareareporter,howwillyouinterviewafamousastronomer?
(2)Whatkindofquestionswillyouaskhim?
(3)Doyouwanttoexperiencetheastronautslifeinspace?
2.Listening
(1)AskSstoreadEx2ofListeningtaskonP65andthenplaythetapeandletthemfinishEx1.
(2)AskSstoreadEx2ofListeningtaskonP65andmakesuretheyknowaboutthedifferentpartsofthespacesuit.PlaythetapeagainandaskSstofinishEx2.
(3)PlaythetapefrothethirdtimeandaskSstochecktheiranswerstoEx1andEx2inpairs.

Step4.Writingtask(Workbook)
1.AskSstodiscussthefollowingquestions.
(1)Ifyoucantravelinspace,whichstarorplanetdoyouwanttoexplore?
(2)Whatwillseeduringyourspacetravel?
(3)Ifpossible,doyouwanttoapproachthe“blackhole”?
(4)Howwillyoufeelinspace?
2.AskSstowriteanarticletotellabouttheirideasandhopesforspacetravel.Theycanmakemostoftheirimagination.Remindthemtomakeamainheadingandsmallerheading.TheycanrefertothepassageonP68.
3.AsksomeSstopresenttheirwritingstotheclass.
Step5.Homework
1.AskSstowritedowntheirinterviewsontheirnotebook..
2.AskSstosurftheInternettofindsomeinformationaboutthe“blackhole”.
AskSstoreviewthisunitandpreviewthenextunit.

高一英语 必修一Unit 4定语从句讲解

LearningAims:

1.KnowledgeAims:Getstudentstorevisetheusagesofattributiveclause

2.AbilityAims:ToimproveSs’doingexercise

Learningdifficultpoints:

Studentsareabletouseattributiveclauseproperlyindifferentactivities..

教学过程：

Step.Leading-in(3分钟)

1.GreetSsasusual

2.Enjoythe3-minute’stalkshowandgivethecommentonit.

Freetopic

Thencommontit

Step．Review（3-5分钟）

Imagineyourhomebeginstoshakeandyoumustleaveitrightaway

1.before

2Lookupto尊敬，尊重

Lookthrough浏览，仔细查看

Lookover快速地翻阅

Lookon旁观

3imagine+n./pron

imaginesb.tobe

4Shakehandswithsb

Shakeone’shand握手

Shakesbbythehand

5Compare:attheendof

bytheendof

intheend

StepExplanationGrammar

定语从句的要素：

定语从句三要素（表格）。只能用who,that或which的情况。Which和as的区别。Thesameas和thesamethat的区别。Such/so…as…和such/so…that…的区别。“介词+关系代词”中介词的选择问题(介词短语和动词短语)。是否缺先行词。定语从句的主谓一致。

1.定义：

在句中起定语的作用、修饰句子中的名词或代词的从句。因其功能类似形容词，故又称为形容词性从句。

2.三要素：

先行词

关系代词（who,whom,whose,

which，that,as)

关系副词（when,where,why)

Ｉ.　关系代词（who,whom,whose,which，that,as)

1Thisistheplace____worthvisiting.

A.whoareB.thatareC.whichis

2.___known,theearthisround,notflat.

A.ThatisB.AsisC.Which

3.That’stheman_____househasburneddown.（whose）

4.That’sthemanthehouseof_____hasburntdown.(whom)

.which/that?

1.Thisisthebook______Itoldyouabout.

2.Shedescribedinhercompositionsthepeopleandplaces____impressedher

most.

当先行词为指人和指物的两个并列名词词组时，先行词只能用that。

3.Whoisthegirl____drovethecar?

当主句是以who或which开头的特殊疑问句时

4.He’stheonlyboyinourcity____enterstheBeijingUniversity

当先行词被thevery,theonly,thenext,thelast等所修饰时，关系词只能用that。

5.Thethirdplace_____wearegoingtovisitisHangzhou.

6.Isthatthebest____youcando?

当先行词是序数词、形容词最高级或被序数词、形容词最高级修饰时，关系词只能用that

7.All___isneededismoneyandhands.

8.Weheardclearlyeverword_____hesaid

当先行词是指物的all,one,alot,(a)little,few,muchnone,anything,something,everything,nothing等词时或先行词被all,any,no,much,little,few,

every等限定词所修饰时，关系词只能用that。

9.Thisisthegreatmomentto_____Ilookforward.

10.Wesuggestedhegotoseeadoctor,____advisehabeentakenbyhim.

当先行词是物，且关系词位于介词后时，或引导非限定性定语从句时，只能用which

Use:“as"

1.Thesunheatstheearth,______isveryimportanttous.

2.Hefailedintheexam,_____wasexpected.

当先行词为主句时，关系词用which或as，它们的区别在于，as含有“正如”的意思。

3.Iwanttobuythesamepen_____youareusing.

4.Thisisthesamebicycle_______Ihavelost.

“thesame…as…”引导的定语从句表示从句所指的物品与先行词所指的物品为同一类事物，即同一个款式的，或同一个牌子等。

“thesame…that…”引导的定语从句表示从句所指的物品与先行词所指的物品为同一事物。

.关系副词（when,where,why）

1.Wevisitedafactory____makestoysforchildren.

（which/that）

2.Wevisitedafactory_____toysaremadeforchildren

（where）

3.Summeristheseason_____Iliketotravel.（when）

4.Shedoesn’tsee_____hewouldliketojointhem

(why)

*6.Isthistheschoolat_____Tomoncestudied?

(which))

*7.Isthisschool_________Tomoncestudiedat?

(theonethat)

8.Thisistheway_____Iwanttotreatyou

9.Idon’tliketheway____youspeaktoher.

A.inwhichB.

C.thatD.allabove

Stepsummary

Summarizealltheluangagepoitns

StepassessmentandExercise（5分钟）

评出优秀小组和个人以资鼓励

Homework:宏志班：定语从句汇编

英才班：《名师一号》

课后反思：

人教版新课标高一英语必修4词组归纳总结

古人云，工欲善其事，必先利其器。高中教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容，帮助高中教师提高自己的教学质量。那么如何写好我们的高中教案呢？下面是小编帮大家编辑的《人教版新课标高一英语必修4词组归纳总结》，仅供您在工作和学习中参考。

人教版新课标高一英语必修4词组归纳总结
Unit1
1.inpairs成对
2.givereasonsfor给…理由
3.improveprisonconditions改善监狱的条件
4.theNobelPeacePrize诺贝尔和平奖
5.oneofthetopleaders高级领导人之一
6.concernoneselfwith让自己关注（beconcernedabout对…担心）
7.welfareprojects福利项目
8.ChinaWelfareInstitute中国福利协会
9.showtheconncetionbetween…and…显示出…和…之间的联系
10.fightfor为…而战
11.put…todeath将…处死
12.aspecialistinwomensillnesses妇科疾病的专家
13.devoteallherlifeto将自己的一生献给…致力于…
14.ratherthan而不是
15.behavelikehumans像人类的举止
16.thenightbefore前一天晚上
17.wonderoff离开
18.makeitallworthwhile使…值得
19.comeintoonesarms回到…的怀抱
20.fullyunderstand完全理解
21.observeandrecordtheirdailyactivities观察记录他们的日常活动
22.bedeterminedto下定决心…
23.communicate…with与…交流
24.workouttheirsocialsystem勾勒出他们的社会体系
25.therestoftheworld世界上的其他人
26.arguefor…为…辩护argueagainst…反对…arguewithsb.与…争论
27.comecrowdingin纷塌而至
28.achieveeverything做成了所有的事
29.gainadoctorsdegree获得了博士学位
30.cheertheachievementsofwomen为妇女的成就喝彩
31.supportafamily支撑一个家庭
32.getupset感到不安
33.beofgreatimportance很重要
34.lookdownupon看不起
35.dosomeresearch做研究
36.catchoneseye吸引…
37.cutthedeathrate降低死亡率
38.carefor照顾、喜欢
39.followsomesimplerules遵循一些简单的规则
40.beintendedfor为…准备
41.getamedicaltraining获得医学培训
42.beplacedsecondto放在…之后
43.furtherreading进一步的阅读
44.aswellas和，还有/和…一样
45.storyafterstory一个故事接着一个故事
46.deliverababy接生
47.makesure确保，确信
48.carryon继续
49.fillintheforms填表
50.theuniversityentranceexam大学入学考试
Unit2
1.growplants种植作物
2.knowaboutfarming了解农业耕种
3.amianfood主要食物
4.Asiancountries亚洲国家
5.havethechancetodosth有机会做…
6.endhunger结束饥饿
7.forthatshowheregardshimself因为那就是他如何看待自己的
8.worktheland耕种土地
9.asunburntface晒黑的脸
10.inmanyways从许多方面来说
11.strugglefor为…而战/挣扎
12.thepastfivedecades在过去的五十年
13.ahighoutput高产量
14.makeitpossibleto…使…成为可能
15.graduatefrom…从…毕业
16.seethegreatneedfor看到了对…的需求
17.aseriousproblem一个严重的问题
18.searchfor寻找
19.withourexpandingtheareaoffields不扩大农田面积
20.circulatehisknowledge传播知识
21.lessdevelopedcountries欠发达国家
22.thanksto幸亏，由于
23.rid…of…使…摆脱…
24.twiceaslargeasbefore是以前的两倍大
25.besatisfiedwith对…满意
26.carelittleabout对…很少关心
27.leadacomfortablelife过着舒适的生活
28.equip…with…用…装备…
29.givehimlessfreedomtodosth给他更少的自由…
30.wouldrather宁愿
31.nolonger不再
32.playtheviolin拉小提琴
33.preferto更喜欢…
34.ridehismotorcycle骑摩托
35.awakefrom从…中醒来
36.withthehopeof带着…的希望
37.exportrice出口大米
38.asDrYuanproves正如DrYuan所证明的那样
39.besuitablefor对…合适
40.forsale卖…
41.chemicalfertilizers化肥
42.getconfused感到困惑
43.taketurns轮流
44.bepreparedto准备…
45.nomatterhow无论怎样
46.referto指的是…参考…查阅…
47.berichin富含…
48.begoodfor对…有好处
49.reducediseases减少疾病
50.thewatersupply水的供应
51.yearafteryear一年又一年
52.asaresult结果
53.getexhuasted感到筋疲力尽
54.insiston坚持
55.everytwoorthreeyears每两三年
56.writeasummaryof…写…的总结
57.exchange…with…与…交换…
58.giveeachothercomments互相评论
59.befreeof远离…
60.thatistosay那就是说
Unit3
1.sildeonabananaskin在香蕉皮上滑倒
2.bumpintosomeoneelse撞到别人
3.roundacorner在拐角处
4.falldown掉下
5.becruelto…对…残忍
6.attimes有时，常常
7.becontentwith对…满意
8.badlyoff（worseoff）贫困
9.astonishuswiththedeepfeelings用深厚的感情打动…
10.beborninpoverty出生贫寒
11.becomefamousfor变的有名
12.aparticularfromofacting一种特殊的表演方式
13.hisentertainingsilentmovies他那滑稽的无声电影
14.bewell-knownthroughouttheworld举世闻名
15.wearworn-outshoes穿着破鞋子
16.carryawalkingstick拿着手杖
17.asocialfailure一个社会生活中的失败分子
18.overcomedifficulties克服困难
19.beunkindtosb对…不好
20.aboiledshoe煮熟的鞋子
21.theproblemfacingsb面对某人的问题
22.thousandsof成千上万
23.rushthereinsearchof冲向…寻找…
24.fortunateenough足够幸运
25.pickup拾起…/接某人
26.becaughtinasnowstorm遭遇到暴风雪becaughton被…钩住
27.ontheedgeofamountain在大山边缘
28.pickout挑出
29.cutoff切断，隔绝…
30.asif似乎，好象
31.eateverymouthfulwithgreatenjoyment每口都吃得津津有味
32.starin主演…
33.hislifetimeoutstandingwork他终生杰出的工作
34.beburiedin被埋葬在…
35.knockinto撞到…
36.thinkitfunnyto…觉得滑稽…
37.playonwords说俏皮话
38.treatitasaquestion把…当作一个问题
39.ananswertothequestion问题的答案
40.gocamping去露营
41.inamountainousarea在山区
42.intheopenair在户外
43.lookupatthestars抬头看着星星
44.howvasttheskyis天空多么广阔
45.tryathirdtime又试了一次
46.payspecialattentionto特别注意…
47.bringoutthehumorousmeaning指出/阐明幽默的意思
48.turninto变成…
49.improveyourEnglishvocabulary扩大英语词汇量
50.asenseofsuccess成功感，成就感
Unit4
1.ontheleftsideofthechart在图表的左边
2.makenotes作笔记
3.actout表演出来
4.thepurposeoflanguange语言的目的
5.giveanexample举例
6.beinterestedinthedevelopmentof对…的发展感兴趣
7.atamajorhotel在大酒店
8.localbusinesspeople当地商人
9.representtheChinesegovernment代表中国政府
10.lookaroundinacuriousway好奇地四处张望
11.disappointyourboss使老板失望
12.anexcitingexperience一次另人兴奋的经历
13.closelyfollowedby…后面跟着…
14.introduce…to…介绍…
15.approachsb靠近…
theapproachofspring春天的到来
theapproachingexaminations即将到来的考试
16.touchherandkissheronthecheek吻她的脸颊
17.stepback后退
18.takeafewstepsawayfrom离开…退开几步
19.atthetimeas同时…
20.reachhishandoutto伸出手去…
21.alearnedman有知识的人，有学问的人
22.inthesameway同样…
23.spokenlanguage口语
24.expresstheirfeelings表达感情
25.keepphysicaldistance，保持身体距离
26.bemorelikelyto很有可能
27.shakehandswithsb与…握手
28.nodat对…点头
29.avoiddifficultyincommunication避免交流中的困难
30.withthehelpof在…的帮助下
31.ingeneral一般而言
32.actionsspeakloudrthanwords行动胜过言语
33.takeaction采取行动
34.benervousabout对…紧张
35.thecomedyshow喜剧表演
36.allkindsof各种各样
37.evenif即使
38.speakto对…说话
39.misunderstandeachother互相误解
40.besimilarto与…相似
41.turnyourbackto背对…
42.showanger显示愤怒
43.theuniversalfacialexpression通用的脸部表情
44.beintendedto打算…
45.put…atease使…放心
46.loseface丢面子
47.nodtheheadupanddown点头
48.refusetodosomething拒绝做…
49.lookawayfrom从…转过眼神（不看）
50.holdyourarmsacrossyourchest双臂抱胸
51.turnforwardto向前倾…
52.rollyoureyes转动眼珠
53.showrespectfor对…表示尊重
54.giveahugto拥抱…
55.bewillingto愿意…
56.lookdirecltyatanadult直视一个成人looksbintheeye直视…
57.tellthetruth说实话
58.bewrongabout误解…
59.beangryatsb生…气
60.bepleasedwith对…高兴/满意
Unit5
1.athemepark主题公园
amusementpark游乐园
2.providesbwithsth提供
providesthforsb
3.amuseoneself自娱自乐，消遣
4.escapetheirbusylifeforawhile暂时逃避他们繁忙的生活
5.sharethisbasicpurpose有着共同的基本目的
6.variousways各种方式avarietyof各种各样，种类繁多
7.meetthisneed满足这种需要
8.relaxabit稍微放松一下
9.havefuntogether一起玩得高兴
10.inotherways用别的方式
11.inrecentdecades在最近几十年里
12.morethan不仅仅
13.getaround四处走动，四处传开
14.chargemoneyforadimission收取门票费
15.makeaprofit挣钱
16.notjust…butalso不仅…而且…
17.sellsouvenirs卖纪念品
18.advertistethemontelevision在电视上做广告
19.haveacertainidea某种特定的思想
20.bebasedon以…为基础
21.involve…in…使…参与…（介入）
22.athleticcompetition运动竞赛
23.thechallengefor………的挑战
24.abrandofsportsequipment某种品牌的运动装备
25.alongwithsneakers随同运动鞋一起
26.cometolife活跃起来
27.goforrides去玩…
28.haveourpicturestaken让人替我们拍照（havesthdone）
29.intheclothingofminoritypeople穿着少数民族人的服装
30.name…after…以…命名
31.aplaceoffantasy梦幻之地
32.getcloseto靠近…
becloseto
33.theearlysettlersinAmerica早期美洲移民
34.marineoroceanparks还有公园
35.learnabout了解…
36.takeanactivepartinexperiments积极参加实验
37.goonimaginarytrips进行虚拟的太空旅行
38.advancedcomputertechniques先进的电脑技术
39.expeirencelife感受生活
40.acarefultest仔细的测试
41.largeamountsofmoney大量的钱
42.remindhimoftheholiday使他想起假日
43.takeajourneydeepintospace作一次太空旅行
44.bepulledintoaBlackHole被拖进黑洞
45.surviveanairplanecrash在坠机事件中幸存
46.inthejungle在丛林中
47.mysteriouscreatures神秘的生物
48.forabreak作为间歇
49.takepartin参加
50.facetoface面对面
51.thepresenttime当前时间
52.scienceandtechnology-basedthemeparks以科技为基础的主题公园
53.up-to-dateinformation最新的信息
54.hands-onlearning实践性学习
55.preparefor为…准备
56.agoodcombinationoffunandlearning娱乐和学习的良好结合
57.avolunteerguide志愿导游
58.athemeparkofyourownchoice你自己选择的主题公园
59.pointout指出
60.change…into…把…变成…（把…翻译成…）