高中英语新教材Unit11教案。

一名优秀的教师就要对每一课堂负责，高中教师要准备好教案，这是教师工作中的一部分。教案可以让学生们有一个良好的课堂环境，使高中教师有一个简单易懂的教学思路。关于好的高中教案要怎么样去写呢？下面的内容是小编为大家整理的高中英语新教材Unit11教案，希望能为您提供更多的参考。

高中英语新教材Unit11教案

一、教学分析
1、教材内容分析
本单元围绕“Scientificachievements”这一中心话题，从科学家、科学假说、科学理论、科学探索等方面设计听、说、读、写等一系列教学活动。“Warmingup”部分设置了三个问题，要求学生就重要的科学成就进行讨论，从而帮助学生认识重要的科学成就，了解科学成就对社会发展、人类进步的重大贡献，同时激发学生热爱科学、投身于科学研究的热情，探索科学研究的方法。“Listening”部分设计了两道材料问题和一道开放性的情景话题。主要培养学生捕捉和筛选信息的能力，然后要求学生在一定语言输入后进行语言输出，旨在培养学生的想象能力和应用能力，通过自己的语言体会重大科学成就的意义。“Speaking”部分重点训练表达意图和愿望的日常交际用语，以五人小组的活动形式组织学生扮演科学家的角色，陈述各人的研究方向并阐明其重要性来申请科研经费。“Reading”部分为一篇介绍中关村的形成、发展及其重要意义的记叙文。通过对文章的理解，学习中关村人的创业精神。“Languagestudy”部分由词汇和语法两部分组成，该部分不仅教授了四种构词法知识，更鼓励学生通过四项练习，运用构词法知识提高阅读能力。“Integratingskills”部分设计了一个阅读和写作的练习，在学生了解四大科技成就及其重要性后，要求学生略加扩充写一篇最伟大的科学成就的文章。“Tips”部分提出了说服性写作必须论点明确、论据充分，为写作提供了写作方法。
2、教学重点、难点:
本单元的重点在于借助“高科技成就”这一话题，学习、复习涉及这一话题的有关语言知识和语言技能（见教学目标），激发学生热爱科学、奋发图强、献身于科学的热情。
本单元的难点在于培养学生充分利用已有的英语知识表达自己，谈论科学家、科学成就、理想抱负。
二、教学目标
1、语言知识目标
1）要求学生掌握必要的单词、词组和句型：solar,constitution,private,grasp…It’likelythat…,makeitpossibleforsbtodosth…,etc.
2）掌握一定量的表达“wishesandintentions”的交际功能用语。
3）同时要求学生掌握本单元出现的构词法及一些常见的前缀后缀及词根的意义。
2、语言技能目标
通过本单元的内容培养学生良好的“听、说、读、写”的技能，使学生能运用所学的知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就科学成就提出独特的见解。
3、情感目标
1）激发学生并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝试：体现课堂教学“主体者”的身份，积极主动地参与教学各环节，成为学习的主人：具有个性，培养创造能力。
2）培养同学之间日常融洽相处的感情，乐于合作，善于合作的团体合作精神。
3）通过课文中出现的科学家及科学成就激励学生热爱科学、投身科学研究、探索科学研究的方法
三、教学策略
1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。
2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。
3)合作学习策略。合作学习强调通过师生、生生的多边互动进行人际交往、信息交流，能满足学生个体内部需要。
4)体验成功策略。使学生在特定的完成任务过程主动积极地获得和积累相应的学习经验，享受成功的喜悦，从而提高学习兴趣和成就动机。
四、学习策略
引导学生利用图书馆和网络资源进行一系列的自主学习、合作探究的学习策略。对于本单元鼓励学生课前收集科技成就、中关村和美国的硅谷的资料，上课时勤思考、主动参与课堂上的各种活动。
五、单元教学设计
依据《新课程标准》及对于学生教学目标的要求，课堂设计本着教学应“以人为本”的总的教学理念，课堂中充分利用网络资源、设计相应难度的任务，以增加教学的直观性和趣味性，提高教学效率。根据学生学习英语的特点和规律，学习阶段的侧重点，我把本单元划分六课时完成：听力、口语、阅读（2课时）、语言、写作、评价。

Period1Warming-uplistening

Goals:1.GettheSstotalkaboutwhatscienceandscientificachievementshaveaffectedtheworldtostimulatethemtofurtherefforts.
2.Cultivatethestudents’abilityoflisteningforinformation.
一、Warmingup
Task1.Greeting:HaveafreechatwiththeSsabouttheirholidaystopresentthetopicscientificachievements
Task2.Matchthescientistsandtheirscientificachievements（groupwork）
AlexanderBellelectricity
ThomasEdisontheFirsttelephone
theWrightBrothers‘theelectricLamp
MadameCurieblackholesinUniverse
FranklinTheoryofGravity
StevenHawkingtheFirstPlane
ElbertEinsteinRadium
IsaacNewtontheTheoryofRelativity
Task3.Talkaboutscientificachievements
1)Howhavethescientificachievementschangedtheworld?
2)Whichonedoyouthinkisthemostimportant?Why?
3)Whataresomeotherscientificachievementsthatyouthinkareimportant?
4)Dotheseachievementshaveanythingincommon?Ifso,what?
Task4.Discussion(pairwork)
Isthisaneasyjobtoachievesuccessinscienceresearch?Whatmakesascientist?
二、Pre-listening
TaskGettoknowNeilArmstrong,AlexanderGramhamBell,RayTomlinsonandArmchimedes.
三、Listening
Task1.Listentopart1andcompletethechartbelow.

WordsSpeakerAchievement
“That’sonesmallstepforaman,onegiantleapformankindNeilArmstrong
“MrWatson,______________;
Iwantyou.”AlexanderGrahamBell
“QWERTYUIOP”RayTomlinson
CanyouexplainTomlinson’smessage?
Task2.Listentopart2andcompletethesentencebelow.
1.Theword““arefamousbecausetheyarethe
ofTheConstitutionoftheUnitedStatesofAmerica.
2.Eurekaisawordfromthelanguageandmeans
3.Ifyouaskafather,hemightsay:““
Ifyouaskamother,shemightsay:““
四、Post-listening(groupwork)
Languageinput:Aswhatyouhaveheardjustnow,somewordsbecomefamousnotbecausetheyarebeautifulorwisebutbecausetheyarespokenwhenagreatnewscientificachievementisbeingannouncedormade.Ifyouareluckyenoughtobethefirstperson….,whatwouldyousay?
Task:Chooseonesituationandthensharewithyourpartners.
AthefirstpersononMars
Bthefirstclonedhumanbeing
Cthefirstpersontotravelintime
五、Homework
1Listentothetape,finishthelisteningpartonWB(p81).
2Previewthereadingpassage.wWw.JAB88.CoM

PeriodTwoSpeaking
Goals:1.Learnandmastertheusefulexpressions
2.Trainthestudents’listeningandspeakingabilities.
3.Talkaboutscientistsandscientificachievement,urgingthestudentstofurtherunderstandthesignificantofscienceandscientificachievementandencouragingthemtoworkhardattheirlessons.
一、Pre-task
Anothernewyearbegan.Haveyougotanywishes/plans?Whatarethey?Withyourplanmade,whatintentionshaveyougot?Inthiswaythefollowingexpressionsarearoused.

Usefulexpressions
IfIgotthemoney,Iwould…
Myplanisto…..
Ihopethat…
Iwouldrather….
HowIwish…Iwant/wish/hope/intend/planto…
I’dliketo…
I’mthinkingof…
I’mgoingto….
Ihavedecidedto…

二、Speaking(groupwork)
Situation:Fourscientists,eachofwhomisworkingonanimportantproject,wanttogetmoneytocompletetheirproject.Eachscientistwillintroducehisorherprojectandexplainwhyitisthemostimportant.Theorganizerwilllistentoallthescientistsandaskquestions.Attheendofthediscussion,heorshemustdecidewhowillgetthemoneyandwhy.
DrWilson
YouandyourteamareworkingonacureforAIDS.Yourresearchisextremelyimportantbecause.DrJones
Yourresearchprojectisaboutcloningandhowtousethenewtechnologytocurediseases.Yourprojectisimportantbecause.
DrSmith
Youwanttodevelopmentnewtechnologythatwillmakeitpossibletogrowfoodinareaswherethereisverylittlewater.Thisisimportantbecause.DrWinfrey
YouareworkingonsendingamannedspaceshiptoMars.Thisisaveryimportantprojectbecause.
三、Posttask
1.Justnowyoudidaverygoodjobinactingasascientist.Doyouwanttobeascientist?Ifso,whichfieldareyouinterestedin?Ifnot,whatdoyouwanttobe?Usetheexpressionsofwishesandintentionstotalkaboutyourdream.
2.Imagineyouareareporterwhoisgoingtoreportthespaceheroabouthiswishesandintentions.Taketurnsactingasinterviewerandinterviewee.
四、Homework
1.Interviewyourparentsabouttheirwishesandintentionsusingtheexpressionswelearent.
2.Previewthereadingpassage.

Period34Reading
Goals:1.Learnandmasterthefollowingwordsandphrases.likely,private,master,perfect,arrange,setfoot(in),relyon,failure,locate,valley.
2.TraintheSs’readingability.(Readforgeneralinformationanddetailedinformation.)
3.GettheSstolearnaboutZhongguancun——China’sSiliconValley.
一、Pre-reading
1.Arescientificachievementsimportant?Howdotheyimproveourdailylife?Howdotheyimprovesociety?
2.Whydoscientistsspendsomuchtimetryingtoachievesomething?
3.Asisknowntous,scientificachievementscannotonlymakeourlifebetter,butalsopromotethedevelopmentofmankindandsociety.SoIwanttorunahi-techcompany,whatshouldIarrangefor?WhatkindofsupportandenvironmentwouldIneed?
4.WhatifIsetupmycompanyinZhongguancun?HowmuchdoyouknowaboutZhongguancun?
5.Doyouknowthesign“Lenovo”?Whereisitlocated?
二、While-reading
1.Fastreading
Task:ReadthetextquicklyandtrytofindinformationaboutZhongguancuntofinishthechartbelow.

ItemZhongguancun
Locating
Briefhistory
Spirit/culture
Educationalinstitutions
Hi-techcompanies
2、Carefulreading
Task1:Gettoknowtheoutlineofthetext
1.Doesthisarticlehaveatopicsentence?Whatisit?
2.Whatarethesupportingideas?
behometo
Zhongguancun:Centerbehometo
behometo

Task2:Gettoknowdetailedinformation
1.WhydidXiangYufangstudyabroadandworkabroadforafewyears？
2.WhatmadeitpossibleforXiangYufangtoreturntoChina?
3.HowdoesZhongguancunaffectbusiness?
4..Whatarethetwomottosmentionedinthetextforthepark?
三、ListeningQuestions
Task:ListentothetapeandfinishtheTrueorFasle.
1.ZhongguancunisthenewcenterforChinesescienceandeducation
2.Withinthenexttenyears,morethanahundredscientificandhi-techcompaniesmovedintoZhongguancun.
3.XiangYufangstudiedabroadbecausehefeltcomfortableabroad.
4.Morethan8,000hi-techcompaniesinZhongguancun.MorethanhalfofthemareITcompanies.
5.ZhongguancunparkishometoLenovoandFounderandmorethan20famousnationalcompanies.
6.Theresearchersandscientistsknowthatthespiritandcreativitytheyrepresentarenomorethanmoney.
四、Post-reading
Choosethecorrectanswers.Theremaybemorethanonecorrectanswer.
1.Accordingtotheauthor,Zhongguancunishometo.
A.somefamousresearchinstitutesanduniversitiesB.manyITcompanies
C.moreandmorereturnedoverseasChineseD.anumberofscienceparks.
2.WhatisNOTtrueaboutZhongguancun?
A.ItislocatedinHaidianDistrict,innorthwesternBeijing.
B.Itwassetupasaspecialeconomiczoneinthe1990s.
C.MostofitscompaniesaredoingITbusiness.
D.Itisnotagoodplacefornewcompanies.
3.Accordingtothereading,XiangYufangreturnedtoChinaandopenedacompanyinZhongguancunbecause.
A.hewantedtoseemoreoftheworld
B.heenjoyedworkingwiththebestscientistsinhisfield
C.hecouldenjoyhisworkandcontributetohiscountryatthesametime
D.hemissedhisfriendsandfamily
4.Accordingtothegraphinthepassage,howmanyofthepeoplewhoworkinZhongguancunhaveamaster’sdegreeorabove?
A.25,000B.30,000C.35,000D.180,000
5.Howis‘failure”understoodinZhonguancun?
A.TherearefewerfailureinZhongguancun
B.Manyofitsresearchersandscientistswilltryhardnottofail.
C.Failureisanecessarypartofbeingsuccessful.
D.Thebestthingaboutfailureisthatyoulearneverytimeyoufail.
五、Discussion(groupwork)
Languageinput:Inthisclass,we’velearnedmoreaboutZhongguancunbyreadingthepassage.Asanewcenterofscienceandtechnology,itisknowntotheworld.Itissometimescalled“China’sSiliconValley”.Doyouknow“SiliconValley”?Whereisit?Whenwasitsetup?Whywasitsetup?
Task:Workingroupsoffourtocomparethesetwoscienceparksandfindoutinwhichwaystheyaresimilaranddifferent.Youcanrefertothefollowingchart.

Hi-techParkSiliconValleyZhongguancun
Whenwasitestablished?
Whywasitestablished?
Whereisit?
Whatkindsofcompaniesarelocatedthere?
Whataresomefamouscompanies?
Whydopeoplewanttoworkthere?
六、Homework
1.Pickoutsomesentencesyouenjoymost,trytorecitethemaspossibleasyoucan.
2.Consultthefollowingwebsites.
http:///mld/siliconvalley/

Period5LanguageStudy
Goals:1.Learnsomewordswhicharetheclosestinmeaning.
2.Studythewaysofformingaword.
3.Studythemeaningofsomeaffixesandstems.
一、Revision.
Task.IntroduceZhongguancun
二、Wordstudy
Task1.Usethecluesbelowtoguessthewords
1.theoppositeof“public”2.asynonymof“depend”
3.thelowestorbottompart4.ofthesun
5.anorganizationforeducationalorresearchpurpose.
6.unusuallylargeperson,animal,plant.
7.areaorregionwithaparticularfeatureoruse.
8.withoutanyfaultorbadpoints.
Task2.Choosetheanswerthatisclosestinmeaningtotheunderlinedpartofeachsentence.(P5)
三、Presentation
Task:Studythewordsonthescreenandfindoutthewaysofformingaword.(classwork)
International=inter+nationaltelephone=tele+phone
Mankind=man+kindbroadband=broad+band
Extremely=extreme+lymanned=man+ed
Hi-tech=high+technologye-mail=electronicmail
IT=information+technologyCSA=ChineseSpaceAgency
affixation:international,telephone,extremely,manned
Compounding:mankind,broadband
clipping:hi-tech,e-mail
abbreviation:IT,CSA
四、Practice
Task1.FinishtheExx2-4tounderstandhowthewordsareformed.(P6)
Task2.Gettoknowthemeaningofstemsandaffixes.(pairwork)
.Lookatthestemsandaffixesonthescreen.Matcheachofthemwiththerightmeaningontheright.
Trans-carry
-graphsee
tele-below
super-life
co-together/with
vis-morethanusual
bio-far
sub-across
-portwriting
Task3.WordformationmakesiteasyfortheSstoguessthemeaningofwordsusing
contextclues.
Usecontextcluesandwhatyouknowaboutwordpartstoguessthemeaningoftheunderlinedwords.
a.Manycountriesimportmostoftheoiltheyuse.
b.Hestudiedbiophysicsatcollege.
c.Itisveryimportanttolearnhowtocooperatewithothers.
d.Allyouluggagewillbetransportedtothedestinationbytrain.
e.Mycousinhasanexcellentvoice.Herdreamistobecomeasuperstar.
五、Consolidation
Readthenewsarticleandtellhowthewordsinboldareformed(pairwork)
Homework:
1.Finishofftheexercisesontheworkbook.(p83-84.
2.Previewintegratingskills

Period6IntegratingSkills
Goals:1.Learnandmasterthenewwordsandphrases
2.TraintheSs’integratingskills,especiallyreadingandwritingskills.
一、Revision
1.AsktheSstofindsomeexamplesforeachwayofformingaword?
2.Guesssomenewwordswiththehelpofwordformation.
a.Theaverageoutputofthefactoryis20carsaday.
b.Shehaswrittengoodessaysbefore,butthisoneissubstandard.
c.Heisakindofintellectualsuperman.
d.Thelackofacommonlanguagemadeitverydifficulttointercommunicate.
e.Transplanttheseedlingsintopeatysoil.
3.Leadin:Humanbeingsarecreative,andmanyscientificachievementshavebeenmadeinourhistory.WhatgreatinventionsdoyouknowinChina’shistory?Whatredhotachievementsdoyouknow?
二、Fastreading
1.WhatplanhashelpedChinesescientistsmakemanybreakthroughs?
2.Whichscientificfieldsarementionedinthetext?
三、Carefulreading(groupwork)
Workingroupsoffour.Usewhatyouhavelearntfromthetexttocompletethechartbelow.

FieldAchievementsImportance
Exploringspace
Geneticresearch
Computerengineering
Medicalscience
四、Writing
1.Whichwordsinthetextcanweusetodescribescientificachievement?
2.Situation:DoyouknowModernScience?Theyarethinkingofwritinganessayaboutthegreatestscientificachievementbuttheyfinditdifficulttodecide.Writeashortessayinabout150words,tellingthemwhichachievementyouhavechosenandexplainingwhyyouthinkso.Thefollowingoutlinemaybehelpfultoyou.

Introduction:stateyourview
Outlinebody:giveyourreasons(atleast2)
Conclusion:summary
五、Self-Assessment
UsingtheassessingpartonP.87,Ssarehelpedtoreviewwhattheyhavelearnedordoneinthisunitlearning.Inthiswaytheycanlearntoreflectandpayattentiontotheirweakpointsinthelaterlearning(theevaluationitemscanbeadaptedifappropriate).

教学反思
本单元的教学设计从学生实际出发，以科技成就为主线设计了若干情景与活动，旨在让学生积极参与学习活动，开口说英语，并使学生在轻松愉快的氛围中掌握语言知识，锻炼阅读理解能力。在教学实践中笔者体会到，教学应注意以下几点：：
1．学生在合作中学习更有助于提高学生学习的积极性，以及课堂参与的积极性。所以应当发挥小组功能，在合作中操练。小组活动是课堂活动的主要形式，如何落实小组中各个学生的角色是组织好小组活动的关键。这需要教师长期的训练。
2．设计活动时要充分考虑学生的情感态度，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调课堂气氛的活跃，而忽视学生对知识的掌握和对学生能力的培养。
3．信息技术的运用要为教学服务，不可喧宾夺主。在教学过程与信息技术的整合过程中，教师应注意信息技术只是一种辅助手段，不能由它控制全部流程。同时也应有效地利用这种手段，加快课堂节奏，增加课堂容量，提高课堂教学效率，使课堂气氛更加活跃，让学生在轻松愉快的环境中得到感情上的升华。
4．要处理好实践与反思的关系。反思是实践的一面镜子，能折射出实践中的成功和不足之处，以期在以后的教学中借鉴成功，改进不足。

　
长沙市中（小）学教师统一备课用纸
科目English年级Senior2班级K0301/K0302时间2005年3月3日
课题ScientificAchievement（TheFourthPeriod）
教学目标TeachingAims:e..Learnandmasterthefollowingwordsandphrases:boom,putforward,breakthrough,agency,announce,evolution,supercomputer2.Trainthestudents’integratingskills,especiallyreadingandwritingskills.
教材分析TeachingImportantPoints:e..Helpthestudentsunderstandthepassagesexactlyandmasterthefollowingwordsandphrases:putforward,aimat,announce,mapout2.Learntowriteapersuasionessaytotrainthestudents’writingability.TeachingDifficultPoint:Howtohelpthestudentsfinishthetaskofwriting.
实施教学过程设计TeachingMethods:e..Fastandthencarefulreadingtoimprovethestudents’readingability.2.Learningtipstohelpthestudentslearntowriteapersuasionessay.3.Individual,pairorgroupworktomakethestudentsfinisheachtask.TeachingAids:e..themultimedia2.theblackboard?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/

TeachingProcedures:CStepⅠGreetingsGreetthewholeclassasusual.CStepⅡRevisionandLead-inT:Yesterday,welearnedalotaboutWordFormation.Weknowsomewordsarederivatives,somearecompounds,andothersareshortforms.Canyougivemesomeexamplesforeachwayofformingaword?Giveafewderivations,please?S1:unhappy,happiness,happily,friendship…T:Somecompounds?S2:blackboard,firefighter,hard-working,handbag…T:Someshortforms?S3:e-book,e-mail,UFO,DNA,WTO,OPEC…T:Youalldidagoodjob.Now,pleaselookatthescreenanddotheexercise.Threeminuteslater,I’llcheckyouranswers.(Showthefollowingonthescreen.)
Studythesentencesandguessthemeaningofeachunderlinedword.Explainhowthewordisformed.
e..Theaverageoutputofthefactoryis20carsaday.
2.Shehaswrittengoodessaysbefore,butthisoneissubstandard.3.Heisakindofintellectualsuperman.4.Thelackofacommonlanguagemadeitverydifficulttointercommunicate(witheachother).5.Transplanttheseedlingsintopeatysoil.6.Haveyoureadane-book?7.WhendidChinajointheWTO?8.Theyhelpedustomapoutalong-termplan.
Suggestedanswers:e..output=out+put产量2.substandard=sub-+standard低于标准的，不够标准的3.superman=super-+man超人4.intercommunicate=inter-+communicate互相联系5.transplant=trans-+plant移植6.e-book=electronic+book电子图书7.WTO=WorldTradeOrganization世贸组织8.long-term=long+term长期的T:Welldone.Inthisunit,we’velearnedmuchaboutscienceandscientificachievement.CanyougiveanexampleofscientificachievementofChina?Ss:OnOct.15,2003,ShenzhouⅤwassuccessfullysentupintospace,realizingtheChinesedreamofmannedspaceflight.T:Yes.It’sreallyasignificantscienceachievement.Sincetheearly1990s,Chinahasbeenenjoyingaboominscientificandtechnologicaldevelopment.Inmanyfields,Chinahasachievedgreatsuccess.Today,we’vegoingtoreadaboutsomescientificachievementsinChina.First,let’slearnthenewwords.
(Teachershowsthescreenanddealswiththenewwords.)
boom/bu：m/n.（经济、工商业等的）繁荣（期），迅速发展期；（营业等的）激增putforward提出；建议；推荐
e..rejuvenate/rI′dVｕ：ｖEｎｅIｔ/vt.使返老还童；使恢复（青春）活力
breakthrough/′breIk，Wｒｕ：/n.（知识或技术领域的）重大突破；重大进展（发现）；（军事上的）突围
e..impressive/Im′presIv/adj.激动人心的；感人的；给人深刻印象的
agency/′eIdVEｎｓI/n.（行政或职能）机构；代理机构announce/E′naJns/vt.宣布，宣告
e..genome/′dVI：nBm/n.基因组；染色体组e..element/′elImEnt/n.元素；要素；组成部分
evolution/?ｉ：ｖE′ｌｕ：ｎ/n.发展；展开
e..byte/baIt/n.?［计］字节；比特
supercomputer/,sju:ｐE,ｋEｍ′ｐｊｕ:ｔEI/n.?超级计算机
e..humanoid/′hju:ｍEｎCId/adj.具有人的形状或特点的；类人的
CStepⅢReadingT:OK.NowpleaseopenyourbooksatPage7.LookatReadingandWriting.Readeachpassagequicklyandfindouttheanswerstothefollowingtwoquestionsonthescreen.(Teachershowsthefollowingonthescreen.)
e..WhatplanhashelpedChinesescientistsmakemanybreakthroughs?
2.Whichscientificfieldsarementionedinthetext?
(Afterawhile,teachercheckstheanswers.)T:Haveyoufoundtheanswers?Ss:Yes.T:Who’dliketoanswerthefirstquestion?S4:Theplanfor“rejuvenatingthenationbyrelyingonscienceandeducation”.T:Quiteright.Theotherquestion?S5:Exploringspace,geneticresearch,computerengineeringandmedicalscience.(Teacherwritestheanswersaboveontheblackboard.)T:Nicework.Now,pleasereadthepassagesagaincarefully,tryingtounderstandthemmoreexactlyandpayattentiontosomedetailedinformation.Afterthat,workingroupstocompletethechartafterthepassagesaccordingtowhatyou’velearntfromthetext.Afterfourminutes,I’llcheckyouranswers.Suggestedanswers:ExploringspaceAchievements:TheChinesespaceAgencyhasdevelopedthehighlysuccessfulLongMarchrocketseries.
Importance:Therocketsareusedtoprepareforthenation’sfirstmannedspaceflight.GeneticresearchAchievements:Chinesescientistshavecompletedmappingouttheirpartoftheinternationalhumangeneticproject.Importance:IthasprovedthatChinesescientistsareamongtheworld’sbest.Ithelpstosolvethemysteriesoflife.ComputerengineeringAchievements:ChinesecomputerengineershavedevelopedthesupercomputerShenwei.Importance:Thenation’sfirsthumanoidrobothasbeenbuilt.MedicalscienceAchievements:Scientistshavebeenabletocreateachemicalelementthatcanfightcancercells.Importance:Thebreakthroughmakesthecureofdeadlydiseasepossible.(Afterthat,teacherdealswiththelanguagepoints.)T:Nicework.Ithinkyoumusthaveunderstoodthetextverywell.Now,let’slearnsomeusefulwordsandexpressions.Pleaselookatthescreen.(Teachershowsthefollowingonthescreenandgivesbriefexplanationstomakesurethestudentsunderstandhowtousethemcorrectly.)
e..putforward:advance,proposeorsuggeststh.Fordiscussion
e.g.Heisputtingforwardradicalproposalsforelectoralreform.2.aimat:intendortrytodosth.e.g.Wemustaimatincreasingexports.3.announce:make(sth.)knownpubliclye.g.Theyannouncedtheirengagementtothefamily.Havetheyannouncedwhentheracewillbegin?4.mapout:presentsth.Indetaile.g.Hemappedouthisideasonthenewsproject.
(Bb:putforward,aimat,announce,mapout)CStepⅣListeningandReadingAloudT:Now,I’llplaythetapeforyoutolisten.Thefirsttime,listenandfollow.Thesecondtime,listenandrepeat.Isthatclear?Ss:Yes.(Teacherbeginstoplaythetape.)CStepⅤWritingT:Well,uptonow,we’vereadalotaboutscientificachievements.Whichwordsinthetextcanweusetodescribescientificachievements?Prepareforafewminutes.ThenI’llcollectthemfromyou.Suggestedwords:significant,outstanding,breakthrough…(ThenteacherdealswithWriting.)T:Verygood.Now,pleaselookattheWritingpart.You’vebeenaskedbythemagazineModernSciencetohelpthemchoosethegreatestscientificachievemen
ever.Writeashortessay,tellingthemwhichachievementyouhavechosenandexplainingwhyyouthinkthatitisthemostimportant.Areyouclearaboutwhattodonow?Ss:Yes.T:Inorderthatyoucanwriteyouressaybetter.You’dbetterreadandstudythetipsatPage8carefullybeforewritingyouressay.Youcanbeginnow.Iftimepermits,I’llasksomestudentstoreadtheiressaytotherestoftheclass.Asampleessay:Thepublicationofthedetailedstructureof99%ofthehumangenomeistheculminationofoneofthelargestscientificundertakingsinhistory.Initiatedin1990,theHumanGenomeProjectinvolvedthecooperativeworkofhundredsofscientistsin20sequencingcentresincountriesincludingChina,France,Germany,GreatBritain,JapanandtheUnitedStates.Theachievementisimportant.NotonlyhasitgivenaglimpseintotheextraordinarycomplexityofthestructureofhumanDNAbutithasalsodemonstratedthehugepotentialofcooperativescientificendeavourorganizedonaninternationalbasis.Moreover,theproject’scompletionhasalreadyproducedmedicalbreakthrough,scientistsassertthattheachievementcanassistresearchintocancerssuchasleukemia,andmayalsoextendfarbeyondtotheotherdeadlydiseases.CStepⅥSummaryandHomeworkT:Nowlet’sseewhatwe’velearntinthisclass.First,we’vereadaboutsomeChina’ssignificantachievementsinscienceandtechnology.WeknowChinesehistoryisfilledwithgreatachievements,notonlyinthepast,butalsotoday.Scienceandtechnologymakesacountryricherandstronger.Scienceandtechnologyalsomakessocietydevelopandprogress.Doyouthinkso?Ss:Yes.T:Second,we’vepractisedwritingapersuasionessay.Wecanusesomewordstodescribescientificachievement.Moreover,we’velearntsomeusefulwordsandphrasessuchasputforward,announce…Afterclass,pleasepractisemoretodevelopyourabilitytouseEnglish.Somuchfortoday.Goodbye.Ss:Goodbye.CStepⅦTheDesignoftheWritingontheBlackboard
Unit11Scientificachievement
TheFourthPeriodⅠ.AreasexploringspacegeneticresearchcomputerengineeringmedicalscienceⅡ.Wordsandphrases:putforwardaimatannouncemapout
CStepⅧRecordafterTeaching
教学后记词和词的归类及整理对学生很有帮助；不过整理归纳同时要多引导学生去深刻理解，我觉得自己对词的理解十分到位，从而给学生创造了无限空间，同学们非常喜欢这种模式教学。

相关知识

高中英语Unit1 Cultural Relics教案

俗话说，凡事预则立，不预则废。高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生们能够更好的找到学习的乐趣，减轻高中教师们在教学时的教学压力。优秀有创意的高中教案要怎样写呢？下面是小编精心为您整理的“高中英语Unit1 Cultural Relics教案”，但愿对您的学习工作带来帮助。

Unit1CulturalRelics
Thefirstperiod(WarmingupandPre-reading)
Teachinggoals:
1.Targetlanguage
Cultural,survive,remain,state,rare,dynasty,vase,belongto
2.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingimportantpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem.
Teachingdifficultpoints:
Howtotalkaboutculturalrelics.
Teachingmethods:
Groupdiscussionandpresentation.(cooperativelearning)
Teachingprocedures:
Step1Warming-up
Ttalksaboutsomefamousworldheritagestothestudents.RaisetheSs’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.AsktheSstotrytheirbesttothinkoftheculturalrelicsthattheyknow.
T:Boysandgirls,lookatthetitleofthisunit,tellmewhatthetopicofthisunitis.
Ss:Thetopicofthisunitisculturalrelics.
T:Doyouknowwhatculturalrelicsare?
(SscanfindtheanswerfromtheWarmingup.)
T:OK,verygood.Nowletmetellyousomedetailsaboutculturalrelics.Culturalrelicsaretracesoffeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Canyougivemesomeexamplesoftheculturalrelics?
S1:TheGreatWall.
S2:ThePyramidsinEgypt.
S3:TheImperialPalace.……
T:Welldone.(Tcangivemoreexamples)Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.Nowimaginethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.
3minuteslater,asksomeSstogivetheiranswers.

Step2Pre-reading
T:OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:Yes,verybeautiful.
T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:Tryourbesttofindit.
S2:Protecttheothersinorderthattheywillnotlost.……
T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
Sampledialogue
T:Ifyoufoundaculturalrelic,whatwouldyoudowithit?
S1:Idontknow．
T:Wouldyouwanttokeepit?
S1:Ofcoursenot．Itdoesntbelongtome．
T:Thenwhydontyougotoyourcommunitycouncil?
S1:ImnotsureIcouldtrustthepeoplethere．WhatifthepersonIgiveittokeepsitforhimself?
T:Goodquestion．Whatdotherestofyouthink?
S2:IguessIwouldaskmyparentswhattodowithit．
T:Thatsagoodidea．Anyoneelsehaveanidea?
S3:Iwouldaskmybrother．Heisapoliceman．
AsksomeSstoacttheirdialogueout.

Step3Homework
1.PreviewthereadingpassageanddoexerciseIinthepart“Learningaboutlanguage”.
2.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheSecondPeriod
(Readingandcomprehending)
Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns.
Ability:
1.LearnsomedetailedinformationabouttheAmberRoom.
2.Improvethestudents’readingability.
3.Trainthestudents’abilitytograspkeyinformationwhilelistening.
4.Trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
3.Trainthestudents’abilitytocooperatewithothers;
4.Trainthestudents’speakingability.
Teachingdifficultpoints:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2.Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3.Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit．
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening.
Teachingmethods:
1.Listeningtothetape.
2.Learningandpracticing.
Teachingprocedures:
Step1Greetingsandlead-in
T:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.
Studentsgivetheiranswers.
T:Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?
Ss:TheAmberRoom.
T:Yes,It’scalledtheAmberRoom.

Step2Fastreading:
T:DoyouwanttoknowmoreabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:
1、WhyitiscalledtheAmberRoom?
2、Whatelsewereusedtomaketheroombesidesamber?
3、WhywastheAmberRoomfirstbuilt?
4、WhenandwhydidFrederickWilliamIgivetheAmberRoomtoPetertheGreat?
5、WhatdidCatherineIIdowiththeAmberRoom?
6、WhenandhowwastheAmberRoomsupposedtohavebeenlost?
Fiveminuteslater,asksomeSstogivetheiranswers.

Answers:
1、Itwasgiventhenamebecausealmostseventhousandtonsofamberswereusedtomakeit.
2、TheAmberRoomwasalsomadewithgoldandjewels.
3、ItwasmadeforthepalaceofFrederickI.
4、1716，FrederickWilliamIgaveittoPetertheGreat,asagiftoffriendship.
5、CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers
6、In1941,thosetwocountrieswereatwar.Germanarmystoleit.

Step3Comprehending
Afterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.
T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.
TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.

Step4Post-reading
1.ReadthepassageagaintogetimportantinformationaboutthetextInSearchoftheAmberRoom.Thenfillintheblanks.(Page73BestEnglish)
Step4SpeakingorReadingaloud
Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.

Step5Homework
1.Readthetextseveraltimes.
2.Doexercise3onPage4.
3.Doexercise1onPage42(Ss’Book)
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheThirdPeriod
(Textanalysesandlanguagepoints)
Knowledge:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
2.Sentencepatterns:
(1)In1770,theroomwascompletedtheway(that)shewantedit
(2)ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.
Ability:
1.Learntheusageofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.KnowwhathappenedtotheAmberRoom
3.Knowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroom
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentEnglishnames.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
T:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?
TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:
BuiltinPrussia--FrederickWilliamI---SentittoPetertheGreat(Russian)--winterpalaceCzar---CatherineIIMoveoutsideStPetersburg--Thewarbetween(Rbeconnectedwith:Thattopbelongstothisbox.
c.tobeamemberof:Hebelongstoalargefamily.
Warning:
“Belong”isnotusedinthecontinuoustenseorthepassivevoice.
Eg.Thecomputerisbelongingtomysister.(F)
Thecomputerisbelongedtomysister(F)
Thecomputerbelongstomysister.(T)
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.
3.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.
Afterseveralminutes,Tgivestheanswers.

Step3Translation(P43SB)
DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.

Step4Homework
1.FinishEx1onP4:findoutthesentenceswithattributiveclause.
2.Afterclass,readthepassageonPage5.
Recordafterteaching;
____________________________________________________________________________________________________

高中英语必修4Unit5教案

古人云，工欲善其事，必先利其器。准备好一份优秀的教案往往是必不可少的。教案可以让学生更好的消化课堂内容，帮助教师有计划有步骤有质量的完成教学任务。那么如何写好我们的教案呢？下面是小编为大家整理的“高中英语必修4Unit5教案”，相信您能找到对自己有用的内容。

高中英语必修4Unit5教案
Unit5Themeparks
1.单元教学目标
技能目标SkillGoals
Talkaboutdifferenttypesofthemeparksindifferentcultures
Showpeoplearoundaplaceandgivedirections
Studywordformation
Writeanintroductiontoaplacewithdetailedexplanations
II.目标语言

功能句式
Expressionsusedtoshowpeoplearoundaplace
Wearehappytoshowyou...
Overthereisthe...
Downthepathyoucansee...
Themainidea/themeintheparkis...
Youwillenjoydoing/seeing...
Expressionsusedtoaskthewayandgivedirections
Can/Couldyoushowmewhere...is?
Can/Couldyoutellmethewayto...?
Howcanwegetto...?
Howfaris/arethe...?
Youcanreach...bybus/subway/...
Goalong/down...andturnleft/rightatthe...crossing.
Itisjustbehind/nextto/oppositethe...,youcan’tmissit.
Itisabout...minutes’walk/busride.
Itisabout...metersaway.

词汇
1．四会词汇
theme,amusement,various,variety,rides,equipment,experiment,advance,advanced,technique,test,cloth,Brazil,jungle,creature,up-to-date,excitement,volunteer,jungle,sneaker,admission,outing,shuttle,brand,advanced
2．认读词汇
rollercoaster,fantasyland,imaginary,imagination,vary,Futuroscope,mysterious,T-Rexcombination
3．词组
Nowonder,inadvance,getcloseto,cometolife,
结构WordFormation
III.教材分析和教材重组
1.教材分析
本单元以Themeparks为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。
1.1Warmingup通过向学生呈现四个风格各异的世界著名主题公园，激发学生学习本单元的兴趣。
1.2Pre-reading通过学生对主题公园里活动的想象，交流了解主题公园的有关知识。
1.3Reading通过介绍世界各地形式各异的主题公园概况，使学生了解风格迥异的各国主题公园。
1.4Comprehending让学生从文章的标题及各段大意来整体理解课文。
1.5LearningaboutLanguage分词汇和语法两部分。
Discoveringusefulwordsandexpressions中的练习1是以给出意思写出相对应词汇的形式考查对文章中重要词汇及短语的理解。练习2是以短文填词完型的形式考查对练习1中词汇的运用。练习4则以完成句子的形式考查学生对get/becloserto这一短语不同意义及用法的准确运用。
Discoveringusefulstructures是通过填表格的练习方式向学生呈现英语词汇不同的构词法（合成及派生）。
1.6UsingLanguage分为四个部分练习听、说、读、写。
1)Listening练习听力可配合ListeningonP69inWorkbook及ListeningTaskonP73进行。
2）Readingandspeaking这是一篇泛读文章，介绍更新奇的主题公园（观察未来）。然后让学生练习朗读课文的第二段，注意个别特殊的发音方式。接着把（观察未来）公园的各项活动性质归类及解释理由。然后根据自己对文章的理解为该主题公园绘制一张地图。最后分别说出（观察未来）主题公园会让你体验到的三种时间及空间的经历。
3）Writing要求介绍某一主题公园的概况，包括种类，方位，各活动项目及门票收费。
4）Speaking根据所准备的公园概况介绍写一段
对话，作为导游回答一位正在游览公园的朋友对公园情况的一些询问。
2.教材重组
2.1因本教材重点强调的是阅读能力，故将Warming-up,Reading,Comprehending合在一起设计成一节“精读课”。
2.2LearningaboutLanguage,UsingStructures和Workbook中的Usingwordsandexpressions,Usingstructures合在一起,设计成一节“语法课”（既有词汇又有语法）。
2.3将UsingLanguage中的Listening,Workbook中的Listening和Listeningtask整合成一节“听力课”。
2.4将Readingandspeaking，Workbook中的Readingtask整合为一节“泛读课”，旨在从整体上理解课文，作为对本单元话题“主题公园”的知识扩充。
2.5将Speaking,Workbook中的Talking和Speakingtask整合为一节“口语课”。
2.6将UsingLanguage中的Writing和Workbook中的Writingtask整合成一节“写作课”。
3.课型设计与设时分配（经教材分析，根据学情，本单元可以用六个课时教完。）
1stperiodIntensiveReading
2ndperiodLanguageStudy
3rdperiodListening
4thperiodExtensiveReading
5thperiodSpeaking
6thperiodWriting
IV.分课时教案
TheFirstPeriodIntensiveReading
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
themepark,provide...with...,amuseoneself,various,avarietyof,shuttle,charge...for,admission,makeaprofit,souvenir,baseon,involve...in,athletic,brand,equipment,sneakers,cometolife,minority,fantasy,getcloseto,settlers,takeanactivepartin,experiment,advanced,technique
b．重点句子
Asyouwanderaroundthefantasyamusementpark,youmayseeSnowWhiteorMickeyMouseinaparadeoronthestreet.
Withalltheseattractions,nowondertourismisincreasingwhereverthereisaDisneyland.
2.Abilitygoals能力目标
Enablethestudentstoknowsomethingaboutthevariousthemeparksallovertheworld,tounderstandthedifferencebetweenathemeparkandatraditionalparkandtrytofinishthecomprehendingexercises.
3.Learningabilitygoals学能目标
Learnhowtogeneralizeandcomparethesimilaritiesanddifferences.
Teachingimportantpoints教学重点
TosolvethequestionsinComprehending,andletthestudentsfindoutthemainideaofeachparagraph,giveasummaryofthetext.
Teachingdifficultpoints教学难点
Howtogiveageneralinstruction/descriptionofaplace.
Teachingmethods教学方法
Listening;
Skimming;
Scanning;
Task-based.
Teachingaids教具准备
Arecorderandacomputer.
Teachingproceduresways教学过程与方式

StepIRevision
T:Goodmorning/afternoon,boysandgirls!Firstlet’shaveadictationaboutthewordsandphrasesinUnit4.Takeoutapieceofpaper,please.
major,local,represent,Columbia,introduce,approach,touch,strange,express,belikelyto,general,avoidspoken,misunderstand,punish,atease
T:Now,handinyourpaperplease;I’llcheckyourworkafterclass.
StepIIWarmingup
T:Let’slookatthepicturesonP33.Trytomatchthenamesoftheparkswiththepictures.Canyouguesswhichareparksandwhicharethemeparks?
T:Whichoneoftheseparkswouldyouliketovisitmostifyouhavethechance?
Sa:OfcourseIwouldgotoDisneyland.IhavewatchedsomuchaboutitonTVandI’vebeendreamingaboutshakinghandswiththoselovelycartooncharactersandtakingpictureswiththem.
Sb:IwouldliketogotoWaterpark,becauseIlikeswimmingandIliketotakepartintheactivitiesinwaterinthispark.
…
StepIIIReading
Skimming
T:It’sinterestingtolistentoyourideas.Todaywearegoingtostudyapassageaboutthemeparks.ThetitleisTHEMEPARKS—FUNANDMORETHANFUN.Iwouldlikeyoutoreadthepassagequicklyforthefirsttimetogetageneralideaofthepassage.Atthesametime,pleasefindoutthetopicsentenceofeachparagraph.
(3minuteslater)
T:Haveyougotthemainideaofthepassage?Whocantellmethetopicsentencesofsixparagraphs?
Topicsentences
Paragraph1.Differentkindsofthemeparks.
Paragraph2.Disneyland.
Paragraph3.Dollywood
Paragraph4.England’sCamelotPark

Scanning
T:Afterthefirstreading,wehaveallgotageneralideaofthepassage.SoIwouldlikeyoutoreaditcarefullyagainandtrytofindtheanswerstothesedetailedquestions.
Teachershowsthequestionsonthescreen.
1.WhatisthepurposeofDollywood?Whatkindofpeopledoyouthinkwillvisitsthisthemepark?
2.WhatdoyouknowaboutancientEnglishstories?WhatotheractivitiesdoyouimaginethereareatCamelotPark?
3.Disneylandisaplacetohavefun.WhatwillyoudoifyouhaveachancetovisitDisneyland?
4.Ifyouhaveachancetovisitoneofthesethreeparks,whichwillyouvisit?Why?

suggestedanswers
1.ThepurposeofDollywoodistoshowandcelebrateAmerica’straditionalsoutheasternculture.ProbablyalotofAmericanswillvisitthisthemepark.
2-4studentswillgivetheirownanswers.

StepVDiscussion
T:Ifyouhaveenoughtimeandmoney,wouldyouliketogotravelingtoseethenaturalbeautyofthecountryorgothethemeparkstoenjoytheexcitingexperiences?Givereasonsforyourchoice.
a)Teacherdividestheclassintogroupsoffour.Eachgrouptriestoreachanagreementandtocollectasmanyreasonsaspossiblefromthegroupmembers.
b)Afterthediscussion,theteacherasksastudentfromeachofthegroupstoreportthedecisionoftheirgroupandtogivetheirreasonsforthedecision.

StepVIHomework
Rememberallthenewwordsandphrasesinthereadingpassage.
Writeasummaryofthereadingpassageusingthenewwords.

ThesecondperiodListening
Teachinggoals
1.Targetlanguage
cloth,MarineLandthemepark,dolphins,polarbears,dotricks,arollercoaster,dugout
2.Abilitygoals
Enablethestudentstomastertheskilloflisteningforinformation.
3.Learningabilitygoals
Helpthestudentslearnhowtogettheskillsoflistening.
Teachingimportantpoints
Listentothethreematerialsaboutcustoms,SeaWorldandbuildingadugoutboatandanswerthequestionscorrectly.
Teachingdifficultpoints
Listenandgettheneededinformationtocompletetheexercises.
Teachingmethods
Listeningandcooperativelearning.
TeachingaidsI
Arecorder,acassettetapeandacomputer.
Teachingproceduresways
StepIRevision
Checkthestudentshomework.
StepIIListening(Page37and38)
Studentsareaskedtoreadquestionstofindouttherequirementsfirst,andthenlistentothetapethreetimestocompletethematchingexercisesandanswertheeightquestions.
T:PleaseopenyourbooksandturntoPage37.Beforeyoulistentothetape,readtherequirementsandkeeptheminmind.Payattentiontotheimportantinformationwhilelisteningandyoudbettertakesomenotesofit.
T:Differentcountrieshavedifferentcultures.Differentna?tionalgroupshavedifferentcustomstoo.InPart1,wearegoingtohearaboutthecustomsofsomenationalgroups.Nowletslistentotherecordingandtrytomatcheachgrouptoanexampleofitscustoms.
Studentslistentotherecordingforthefirsttime.
T:Haveyougottheanswers?Letscheck.
Checktheanswerstogether.
T:Letslistentothetapeagainandanswerthequestionsin
Part2.Youmaylistentoittwice.Studentslistentotherecordingforanothertwotimes.Checktheanswerstothequestionsbyaskingsomestu?dentstoanswerthem.
StepIIIListening(Page69)
T:LetscometotheListeningonPage69.HerewearegoingtolistentoDavidEvensandJiYangwhoarevisitingtheSeaWorld.
T:HaveyoueverbeentoSeaWorld?
Ss:Yes.
T:WhatcanyoudoinSeaWorld?
Ss:Wecanfeedthedolphins.
Wecanplaywiththepolarbears.
Wecanwatchseaanimalsdoperformances.
Wecangodivingtoseefish.
Wecanseelearnaboutthedifferentkindsoffishandseaweed.
Wecangosurfingonthesea.
T:Good.LetslistentotherecordingabouttheSeaWorldinAustralia.Afterlistening,ticktheiteminthelistofwhatpeoplecandointhispark.Areyouready?Letsgo.Studentslistentotherecordingforthefirsttimeandfinishtheexercise.
T:Haveyougottheanswers?Letscheck.Teachercheckstheanswerswiththewholeclass.
T:LetslistentothetapeagainandtrytoanswerthequestionsinPart3.Pleasereadthequestionsfirst.
T:Ok.Letskeepthesethreequestionsinmindandtrytofindtheanswerswhilelistening.Areyouready?Letsgo!Playthetapeagain,andthenchecktheanswerstothequestionsbyaskingsomestudentstoanswerthem.
StepIVListeningTask(Page73)
T:LetsturntoPage73andgoontodotheListeningTaskhere.Forthistask,wearegoingtolearnhowtobuildadugoutboatandhowtomakeahouseofpalmleaves.Areyouinterestedinmakingthingsbyyourselves?
Ss:Yes.
T:Great!Youwillbeabletodoitafterdoingthelistening.
T:Letsfindouthowtobuildadugoutboatfirst.Whilelistening,youneedtopayattentiontothematerialsyouneed,thesteps,themethodofmakingapersonsitinit,andthemethodofmakingtheboateasilygothroughthesea.Areyouclearaboutwhattodonow?Letslisten.
StudentslistentotherecordingfortwoorthreetimesandfillinthetableinPart1.
T:Haveyougotallthisinformation?Letscheck.
Teachercheckstheanswersbyaskingsomestudentstoreadouttheiranswers.
T:Now,wecometothebuildingofahouseofpalmleaves.Whilelistening,weneedtopayattentiontothemethodofjoiningthepalmleaves,thenumberofareasforsides,howtojointhesidesofthehousetogether,thenumberofareasfortheroof,andhowtojointherooftowalls.Withthisfivequestionsinmind,letsbeginlistening.
StudentslistentotherecordingfortwoorthreetimesandcompletethechartinPart2.
T:Haveyougottheinformationtocompletethesecondcolumnofthechart?Letschecktheanswerstogether.
Teacherscheckstheanswerswiththewholeclass.
StepVHomework
Dothelisteningagainafterclass.
PreviewReadingandspeaking,Readingtask.

ThethirdperiodGrammar
Compound
1.合成名词
(1)n+n
airconditioner空调
bloodpressure血压
incometax所得税
creditcard信用卡
(2)adj+n
centralbank中央银行
fastfood快餐
solarsystem太阳系
remotecontrol遥控
(3)v-ing+另一词
washingmachine洗衣机
drivinglicense驾驶执照
(4)其他方式
by-product副产品
editor-in-chief主编
2.合成形容词
(1)过去分词或带ed词尾的词构成。
absent-minded心不在焉的
grey-haired头发灰白的
(2)动词的ing或另一词构成
long-suffering长期受苦的
far-reaching深远的(影响)
3.合成动词及合成副词
water-ski滑冰
overeat吃得太多
baby-sit看孩子
empty-handed一无所获的

Derivation:addletterstothebeginningortheendofaword.
1)前缀:
(1)dis-:disagree,dislike,disappear
(2)in-(il-,im-,ir-):incorrect,impossible,irregular,
(3)un-:unhappy,unable,unfit,
(4)non-:nonstop,nonverbal(非语言的)
(5)re-:rewrite,review
2)后缀:
(1)构成名词：-er,-ese,-ist,-ian,-ment,-tion,-ness,-th.
buyer,Chinese,socialist,musicianagreement,collection,illness,truth
(2)构成形容词:-al,-an,-ful,-ing,-y,-less
national,American,careful,
exciting,cloudy,useless
(3)构成动词:-fy,-is(z)e:
beautify,realize
(4)构成副词:-ly:
badly
(5)构成数词:-teen,-ty,-th
thirteen,sixty,twelfth
Conversion:changethepartofspeechofaword.

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”.

高中英语必修一Unit1Friendship教案

高中英语必修一Unit1Friendship教案

一、教学目标设计
1.语言知识目标
1)重点单词:addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingoutdoorscrazynaturepurposedarethunder
entirelypoweraccordingtrustindoorssufferteenager
2)重点短语:addupcalmdownhavegottobeconcernedaboutgothroughhideawaysetdownaseriesofonpurposeinordertoinone’spowerfacetofaceaccordingtogetalongwithfallinlovejoinin
2.语言能力目标:
(1).能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。
(2).掌握理解本单元关于友谊、友情的内容和基本的阅读技巧。
(3).学会用英语交流谈论友谊、友情和朋友方面的话题一并学会对个人观点、态度等的表达方法。
3情感目标:
通过学习讨论本单元的内容一使学生加深对友谊、友情、朋友的理解并学会如何正确交友处友，正确对待友谊友情，恰当处理朋友间发生的问题等。
二、教学方法设计
以任务型教学为主体一按照由浅入深一由整体到局部设计四个任务一让学生在弄懂文章结构的同时一理解文章意思以及背后的更深层次的寓意一受到心灵的洗礼碰撞。
三、教学过程设计
Step1.Lead-in（5minutes）
EnjoythesongFriendship,askthestudentstofindoutwhat
itisabout.
设计说明:通过本环节让学生开始思考课文主题”友谊”。
Step2.Pre-reading（8minutes）
Askthestudentsthefollowingquestionssoastobeginto
focusstudentsattentiononthemaintopicofreadingpassage.
1.Whydoyouneedfriends?Makealistofreasonswhyfriends
areimportanttoyou.
2.Whatdoyouthinkagoodfriendshouldbelike?Listthe
goodqualitiesagoodfriendshouldhave.
3.Doesafriendalwayshavetobeaperson?Whatelsecanbe
yourfriend?
4.Haveyoueverconsideredmakingfriendswithanimals,plants
orevenanobject?Whyorwhynot?
(Theteachercanalsotellstudentssomebackground)
Beforeyoustartingtoread.Thisisatruestory.Ittookplacein
Amsterdam,Hollandintheearly1940safterGermanNazishadoccupiedmostofEurope.TheykilledmanyJews.Toavoidbeingkilled,someJewishfamilieswentintohiding.ThisiswhatAnne’sfamilydid.
设计说明：通过本环节缩小话题范围，将学生的思维引向课文。
Step3.While-Reading.(17minutes)
Task1.LetthestudentstotrytoguesswhatAnne’sfriendwas
andwhatthepassageisaboutbyreadingthetitleandhavinga
quicklookatthepicturesinthispassagewithoutreadingit
Task2.Letthestudentstoskimthefirsttwoparagraphstoconfirmtheirguessing.
Task3.Lettheclasstoreadthepassagesilentlyandthenask
themtoanswersomequestionsaboutthepassage.
Task4.ReadAnne’sdiary,guessthemeaningof“spellbound”,“holdmeentirelyintheirpower”.
设计说明：通过本环节四个阅读任务让学生从不同角度理解课文。
Step4.Post-reading(12minutes)
1.LetstudentstodotheexercisesinthepartComprehending.
Thisparthelpsstudentsfurtherunderstandthetextbydoingmultiplychoices,questions,answersandmatching.
2.Groupwork.
Thinkaboutandworkingroupstodiscusssomequestions,theteacherwillwritethequestionsontheblackboard.
设计说明：通过本环节讨论让学生操练运用友谊相关词汇，并形成对友谊的共识，在交流中巩固记忆知识。
四、课后作业
1.Readthepassageagainandtrytoretellit.
2.Finishtherelatedtextbookexercises.
3.Writethreetofivesentencestoexpressyourunderstandingoffriendsandfriendship.
设计说明：巩固本节课所学知识，加深学生对“朋友”和“友谊”的理解。