unit4.TheBurgerBusinessgrammar教案。

一名优秀的教师在教学时都会提前最好准备，高中教师在教学前就要准备好教案，做好充分的准备。教案可以保证学生们在上课时能够更好的听课，让高中教师能够快速的解决各种教学问题。所以你在写高中教案时要注意些什么呢？经过搜索和整理，小编为大家呈现“unit4.TheBurgerBusinessgrammar教案”，欢迎阅读，希望您能够喜欢并分享！

unit4.TheBurgerBusinessgrammar教案
一、章节分析
（一）综述
本章节主要语法——被动语态是本章节的一项重要语法项目，它是动词的一种形式，表示主语是动作的承受者。学生对于动词的使用能力，无论是时态还是语态，相对来说较弱，因此在指导学生学习这一部分时，应该让学生首先牢记被动语态的总结构be+done，在此基础上多操练各种时态的被动语态，多识记一些常用句型。
（二）目标
学习各种时态的被动语态及一些常用句型。
（三）教学方法
归纳法。
（四）重点和难点
1.A部分简单复习一般现在时和一般过去时的被动语态，然后归纳出被动语态的总结构bedone;在此基础上将结构运用到其它时态。此外归纳出不用被动语态的情况。
2.B部分归纳一些常用句型，是重点。
3.C部分可带领学生学习书中所给例词。
4.D部分可以通过练习稍加巩固。
二、教学设计（TeachingDesigns）
教学内容教学实施建议教学资源参考
Lead–inWarmingup
利用图片进行小组对话，复习一般现在时和一般过去时的被动语态
引导学生归纳出被动语态的结构《牛津英语》课本Page64A1
Practice在进行了短暂热身练习之后，让学生找出下列句子中哪些是主动语态哪些是被动语态
让学生把分别含有不同时态的句子改为被动语态，进一步熟悉被动语态的结构
介绍Itissaidthat…等常用句型并通过练习进行巩固
具体处理这部分的内容的建议见[链接1]。
拓展感官动词的被动语态和主动形式表示被动意义的一些动词
具体处理这部分的内容的建议见[链接2]。
《牛津英语教学参考》
Exercisesandhomework教师自编题目和书后练习结合操练
具体处理这部分的内容的建议见[链接3]。《牛津英语》课本以及课后练习

[链接1]
说明：
这是一份关于被动语态的教案。

Teachingprocedures:
StepOneLeadingin
Presentstudentssomepictures(图片可扫描书上Page64A1)
T:Whatisthiscalled?
S:It’scalledasafetyrazor.
T:Whatisitusedfor?
S:It’susedtoshavesafely.
T:Whenwasitinvented?
S:Itwasinventedin1895.
Askthestudentstoworkinpairsandaskabouttherestinventions.
Questions:
Howcanwemakethesepassiveforms?
(Byusingtheverbbeandthepastparticiple)

StepTwoPractice:
Askstudentstochangeeachsentenceintothepassive.
1.Thecashiertakesyourorder.
(Yourorderistakenbythecashier.)
2.Hesoldover100millioncubes.
(Over100millioncubesweresoldbyhim.)
3.Thesalesmanisofferingmeaspecialdeal.
(Iambeingofferedaspecialdealbythesalesman.
4.At6p.m.Garywaswashingthepotatoes.
(At6p.m.thepotatoeswerebeingwashedbyGary.)
5.Thedoctorhascuredthelittleboy.
(Thelittleboyhasbeencuredbythedoctor.)
6.Bytheendoflastweek,wehadcoveredthreeunits.
(Threeunitshadbeencoveredbytheendoflastweek.)
7.Theprofessorwillgivealectureonhistory.
(Alectureonhistorywillbegivenbytheprofessor.)
8.Weheardthattheywouldsellclothesofthelatestfashioninthestorethenextweek.
(Weheardthatclothesofthelatestfashionwouldbesoldinthestorethenextweek.)
9.Thedoctoristakinggoodcareofthelittlegirl.
(Thelittlegirlisbeingtakengoodcareof.)
Afterthepracticeabove,theteacherscansumupthefollowingpointsforstudents:
1)不及物动词没有被动语态
2)系动词没有被动语态
3)短语动词的被动语态，不可丢掉动词后面的介词或副词。
Teachersintroducethefollowingsentencespatternstostudents.
1)Itissaidthat…据说
2)Itissuggested…据建议
3)Itisbelieved…大家相信
4)Itisreported…据报道
5)Itisthought…大家认为
6)Itiswellknownthat…众所周知
(Theabovepatternisusefulforexpressinganideawhenwedonotknowexactlywhothespeakersorthelistenersare.)
Example:
ItissaidthatMcDonald’shasitsownuniversity.(=McDonald’sissaidtohaveitsownuniversity.)
Itisthoughtthatsmokingisbadforyourhealth.(=Smokingisthoughttobebadforyourhealth.)
Practice:
Changethefollowingsentencesintothesentenceswiththeinfinitive:
1.Itissaidthatthenewprojectisinprogress.
=Thenewprojectissaidtobeinprogress.
2.ItisreportedthatGDPin2006hasincreasedby8percent.
=GDPin2006isreportedtohaveincreasedby8percent.
3.Itisbelievedthathestudiedabroadlastyear.
=Heisbelievedtohavestudiedabroadlastyear.
TranslatethefollowingsentencesintoEnglish:
1.据报道200人死于这次空难。
（Itisreportedthat200peoplewerekilledintheaircrash.）
(200peoplearereportedtohavebeenkilledintheaircrash.)
2.人们相信麦当劳的员工培训是世界上最好的之一。
(ItisgenerallybelievedthatMcDonald’sstafftrainingprogramisoneofthebestintheworld.)
(McDonald’sstafftrainingprogramisbelievedtobeoneofthebestintheworld.)
3.众所周知，计算机能帮助人们提高工作效率。
(Itiswellknownthatcomputershelppeopletoworkmoreefficiently.

[链接2]

说明：
这是被动语态的拓展部分，拓展了感官动词的被动和主动形式表示被动意义的一些动词，教师可选择使用。

1.感官动词和使役动词的宾补在主动语态中是不带to的不定式，变为被动时，该不定式前要加to
典型例句：
1)Theteachermademegooutoftheclassroom.
(Iwasmadetogooutoftheclassroombytheteacher)
2)Wesawhimplayfootballontheplayground.
(Hewasseentoplayfootballontheplayground.)
2．主动形式表示被动意义
1）有些动词表示主语内在特性，后常接副词。这类动词有wash,clean,cook,iron,look,cut,sell,read,wear,feel,write,sell等。
典型例句：
1)Thebooksellswell.
2)Thisknifecutseasily.
3)Thepenwritessmoothly.
2)有些动词习惯上用不定式主动态，这类动词有blame,let等
典型例句：
1)Iwastoblamefortheaccident.
2)Theapartmentonthetopflooristolet.

[链接3]

说明：
这是针对本章节语法部分的专项练习。

I.Fillintheblankswiththeproperformsoftheverbsgiven.
1.Don’ttakeawaythepapers.They_________(notsign)bythemanager.
2.It________(say)thatsomeeffectivewayshavebeenfoundtostoppollution.
3.Mypictures________(notdevelop)untilnextweek.Whatapity!
4.MsGreenboughtthatkindofclothbecauseshe_______(tell)thattheclothisofhighquality.
5.Nodecision________(make)aboutthatmatteryet.
6.Thechildren_______(allow)toswiminthisnewswimmingpoollastSunday.
7.Ourclassroom_______(clean)thistimeyesterday.
8.It_________(believe)thatthiskindofspeciesisthreatenedwithextinction.
9.Bythetimehecame,thetask______________(complete).
10.Thecloth_______(wash)well.
11.Thehouseis_______(let)
12.

Key:1.haven’tbeensigned2.issaid3.willnotbedeveloped
4.wastold5.hasbeenmade6.wereallowed
7.wasbeingcleaned8.isbelieved9.hadbeencompleted
10.washes11.tolet
II.Multiplechoice:
1.HearrivedinLondon,wherehe_______hisfriend.
A.wasmetbyB.wasmetC.wasmeetingD.metby
2.Thewar______in1937.
A.wasbrokenoutB.hadbeenbrokenout
C.hasbrokenoutD.brokeout
3.Inatestpaper,anythingwrong______theteacher.
A.willacrossB.willbecrossing
C.willbecrossedbyD.arecrossedby
4.Thefactory______upbytheendoflastyear.
A.hadbeenbuildingB.willbebuilt
C.hadbeenbuiltD.hadbuilt
5.Thestudents________intherainwhentheycamebackhome.
A.caughtB.werecaughtC.wascatchingD.arecaught
6.WhenIreachedtheboxoffice,allthetickets_______out.
A.havesoldB.havebeensoldC.hadbeensoldD.weresold
7.------“Haveyoumovedintoyournewhouse?”
------“No,it________now.”
A.ispaintedB.isbeingpaintedC.ispaintingD.beingpainted
8.Morepatients________inhospitalthisyearthanlastyear.
A.treatedB.havetreatedC.hadbeentreatedD.havebeentreated
9.-----Whathappenedtothepricelessworksofart?
-----_________________.
A.Theyweredestroyedintheearthquake.
B.Theearthquakewasdestroyedthem
C.Theydestroyedintheearthquake.
D.Theearthquakedestroyedthem.
10.Hundredsofjobs______ifthefactorycloses.
A.loseB.willbelostC.arelostD.willlose
11.Maryrealizedthatshe_______.
A.wasmakingfunofC.wasmadefun
C.wasbeingmadefunofD.wasbeingmadefun
Key:1.A2.D3.C4.C5.B6.C7.B8.D
9.A10.B11.C

延伸阅读

Unit4Lesson4VirtualTourim教案

作为优秀的教学工作者，在教学时能够胸有成竹，作为高中教师就要根据教学内容制定合适的教案。教案可以更好的帮助学生们打好基础，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？下面是小编精心收集整理，为您带来的《Unit4Lesson4VirtualTourim教案》，供您参考，希望能够帮助到大家。

Unit4Lesson4VirtualTourim教案

Objectives

·Todevelopstrategiestomatchtopicswithparagraphs.

·Topractiseusinglinkingwords(addition)–also,aswellas,too

·Tolistentoatalktofindoutmainfacts.

Warmup

1.Doyouliketravelling?

2.HaveyoubeentoNewZealand?Nowtoday,wearegoingtotraveltoNewZealand.

3.WhereisNewZealand?

Showamapoftheworld,letstudentspointoutthepositionofNewZealand.thenamapofNewZealand,tellingthemNewZealandismadeupoftwoislands.Atthesametimeshowstudentsitsnationalflagandotherinformation.

Population:4,107,000

Capital:Wellington;343,000

Area:270,534squarekilometers(104,454squaremiles)

Language:English,MaoriReligion

NewZealandisaverybeautifulcountry,itsculture,climateandtraditionaredifferentfromtheseofourcountry.Everyyearitattractsagreatmanytourists.TodaywemainlytalkaboutAuckland.NowlookatthephotosandguessafewthingsaboutAuckland.

Reading

1.TrueorFalse?

Listentothetape,arethesestatementstrueorfalse?

1)AucklandwasoncethecapitalofNewZealand.

2)AucklandislocatedonNorthIsland.

3)SkyTowerisAuckland’stallestbuilding

4)MaoriswerethefirstpeopleofNewZealand.

5)Theclimateissuitableforwatersports.

6)ThearticlereferstousAucklandispopularasatravelingcity.

Answers:TTFTTT

2.Dotheexercise3.Readthetextandcompletethetablebelow.

3.Dotheexercise4.

Matchthetopicsa-fwiththefiveparagraphsinthetext.Thereisoneextratopic.

Post-Reading

Dotheexercise5

Matchthisinformationwiththewordsinblueinthetext.Thesearecalled“hotwords”.Onarealinternetpageyoucan“click”onthesewordstogetmoreinformation.

Vocabulary

1.populationn.

人口；（动物的）种群

Whatisthepopulationofthiscity?

这个城市的人口是多少？

住在某一地区的人；生长于某一地区的动物

Thepopulationinthesevillagesstilluseswellwater.

住在这些乡村里的人依然饮用井水。

2.locatevt.

Thenewbuildingwillbelocatedinthecenteroftown.

这座大楼将建在市中心。

Theirfactoryislocatedatthefootofthemountain.

他们的工厂坐落在山脚下。

3.settlevt.,vi.

定居；使定居

MysonhassettledhappilyinAmerica.

我儿子已在美国愉快地定居了。

安置；安顿

Wearesettledinournewhome.

我们住入新居。

Speaking

ImagineyouhaveaweekendinAuckland.Chooseplacesyouwouldliketovisitandthingsyouwouldliketodo.Thenworkinpairs.PlanaweekendtogetherinAuckland.

Homework:

TherearesometouristfromAmerica.TheyaregoingtovisitZhongshan.SupposeyouwereatourguideinZhongshan,HowwouldyouliketointroduceZhongshantothetourists?(图见后附)

Writing

WriteanE-mailtoapenfriendwhoisfromAmericaaboutZhongshan.

1.Introduction/history

Zhongshan

located:……

general:modern/beautifulcity

population:almost_______

history:…….

2:Thingstosee:

Placestovisit:……

3:Thingstod

Sports:

tourism:WuguiMountain

气候湿润，多雨；全年平均气温约为摄氏22度

warm;plentyofsunshine

Climate

石岐步行街;孙中山故居;

紫马岭公园;岐江公园;中山詹园；……

MtEden;ParnellVillage;

SkyTower;

……

Famoussights

距今有800多年历史

ahistoryof650years

history

位于广东省珠江三角洲南部

ThePearlRiverDelta

inNorthIsland

location

人口约235万

lessthanamillion

population

Zhongshan

Auckland

PedestrianStreet

FormerResidentofSunYet-san

Unit 4 Wildlife Protection Period 4 Listening教案

作为优秀的教学工作者，在教学时能够胸有成竹，教师要准备好教案，这是教师的任务之一。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师能够更轻松的上课教学。教案的内容具体要怎样写呢？以下是小编为大家精心整理的“Unit 4 Wildlife Protection Period 4 Listening教案”，供大家借鉴和使用，希望大家分享！

Wildlifeprotection教案
Period4Listening

TheGeneralIdeaofThisPeriod：
Thisperiodaimsattrainingstudents’twoskills—understandinggeneralideaandgettingdetailedinformationbygettingfamiliarwithtonesandintonationinspokenEnglishandwritinganwell-organizedletterabouthowtosolveaspecificproblem.Studentscanimprovetheseskillsbylistening，writingandfinishingtherelativeexercises.Alsointhisperiodstudentscanmeetthethemeofthisunitagain.
TeachingAims：
1.MakesurethestudentsknowtheusageoftonesandintonationinspokenEnglishandgraspthemethodsofgettingthegeneralideaanddetailedinformation.
2.HelptheSslearnhowtoorganizealettertosavetheendangeredanimaldodo.
TeachingImportantPoints：
1.MakesurethestudentsknowtheimportanceoftonesinspokenEnglish.
2.Enablethestudentstoorganizealetterintheproperandefficientway.
TeachingDifficultPoint：
Howtowritealetterinthecorrectway.
TeachingMethods：
1.Listening-and-answeractivitytomakethestudentsknowtheimportanceoftonesinspokenEnglish.
2.Practicetoimprovethestudents’writingability.
TeachingAid：
Ataperecorderandaprojector.
TeachingProcedures：
Step1Revision
T：Goodmorning，boysandgirls!LastclassIaskedyoutopreparethedescriptionofdinosaursandMiludeeranddodos，sonowIwillasksomeofyoutohaveatry.Anyvolunteers?
S1：Dinosaurslivedontheearthlongbeforehumanscameintobeing.Thereweremanydifferentspeciesofthem，ofwhichararenewonewasabletorunaswellasclimb.Thereasonsfortheirdyingoutarenotsure.Maybebecauseofalargerockorduetothehotweather.
S2：Dodoslivedontheearthlonglongago.TheylivedonanislandcalledMauritius.Theywerecuriousandkind?heartedandquitedifferentfrommostoftheanimalsthere.Theywerebirds，buttheywerelargeandonlyhadsmallwings.Theirfavoriteactivitywastowanderalongthebeachandwaittilltheinsectswerereadytobeeaten.
S3：MiludeerusedtobecommoninChina.Theylivedtogetherandlivedongrass.Butasaresultofhunting，theydisappearedfromChinalater.Luckily，someweretakentoBritainbeforethat.SoChinesegovernmentcanbringbacksome.NowtherearemoreandmoreMiludeerinChina.
T：Everyonehasdoneaverygoodjob!
Step2BrainstormingabouttonesinspokenEnglish
（Teacheraskstwostudentstoanswertwoeasyquestions，thenexpressgratitudeusingdifferenttones.Oneis”Thankyou↘”.Theotheris“Thankyou↗.”）
T：Well，justnowIsaid“Thankyou”，doyoufindsomedifferences?
Ss：Youusedifferenttones.
T：Good.Inthefirstone，thefallingtoneshowsthatIamverygrateful.Butinthesecondone，therisingtonemeansthatiswhattheSshoulddoandIwasnotreallygrateful.
T：InspokenEnglish，tonesareusedtoexpressdifferentfeelings.Tounderstandhowthespeakerisfeeling，listenforfourmainthings：
thevolumeofthelanguage
arisingorfallingtone
stressoncertainwords
pausesinthesentences
Step3Listeningforgeneralidea
T：OK，nowwearegoingtolistentothestoryaboutanotheranimalnameddodo.
PleasehavealookatthepictureonP31.Whatdoesitlooklike?
Ss：Itlookslikeaduck.It’sverylarge.
T：Whataboutitswings?Aretheyverylargetoo?
Ss：No，itswingsareverysmall.
T：Canitflyhighintheskyeasily?
S1：Idon’tthinkitcaneasilyflyhighinthesky.
T：Doyouagreewithher?
Ss：Yes.
T：Sowhatmightbeitsproblem?
S2：Itcanonlywalkonland.Andwhenthereisananimalattackingit，itcan’tescape.
T：Youmightberight.Let’slistenandsee.Asforthefirsttime，youdon’thavetounderstandeveryword.Youcanignorewhatyoudon’tunderstandandconcentrateonwhatyoucanunderstand.NowpleaseopenyourbooksandturntoPage30togothroughtheEx.2andtrytopredictwhatmighthappentododo.
（Twominuteslater）
T：Whathappenedtododo?
Ss：Itdisappeared.
T：Right.
ChecktheanswerstoEx.2andgetsomeSstotellthemistakesintheotherchoices.
Step4Listenfordetailedinformation
GettheSstolistentothetapeagainandfillintheblanks.
OnceuponatimeIlivedontheearthtoo.Iwascalled“dodo”.Myhomewasan______calledMauritius.Iwas______and______andquite______frommostoftheanimalsthere.Ilikedtomakefriendswiththeotheranimalsandnever______.Ihavenoenemies.
Wewerebirdstoo，butwewerelargeandonlyhadsmall______.Myfavoriteactivitywasto______alongthebeachandwaittilltheinsectswerereadytobeeaten.
GettheSstodiscusstheanswersinpairsandthenchecktheanswerstoblanks（Suggestedanswers：island，curious，kind-hearted，different，quarreled，wings，wander）andEx.1（CDBC）.Getthemtotellthereasonsfortheirchoices.
Step5FurtherPractice
T：Afterwelearnthestoryaboutthedodo，weshallagainknowtheimportanceofprotectingourenvironment.Infacttoprotectourearthistoprotectourselves.
Nextweshalllistentoonemorestoryabouthumanbeingsandtheirenvironment.PleaseturntoP62.Listenforthefirsttimeandgetthegeneralidea.
（Afterlisteningforthefirsttime）
T：Whatisthemainideaofthestory，doyouthink?
S1：It’sabouthowafarmerimprovedhisemptylandandmadehisfarmmorebeautiful.
T：Goodjob.
GettheSstolistenforthesecondtimeandtrytofinishEx.1onP62.
（AftertheSs’listeningforthesecondtime）
Getthemtodiscusstheanswersingroupsoffourandthenchecktheanswerstogether.
Atlastlistentothetapeforthelasttimetochecktheanswers.
ListenforthethirdtimeandfinishEx.1.
Step6SummaryandHomework
T：Inthisclass，wehavelearnedtheimportanceoftonesinspokenEnglish，howtofindoutthegeneralideaandthedetailedinformation.Afterclass，youshouldgoonlisteningtomorematerialsandtryalleffortstomakeyourearssharp.That’sallforthisclass.Classisover.
Homework：SurftheinternettofindmoreinformationabouttheendangeredanimalsinChinaandthinkofsomewaystoprotectthem.
Step7TheDesignoftheWritingontheBlackboard
Unit4Wildlifeprotection
Period4
Listenforthegeneralidea
Listenfordetailedinformation
tones，intonation，stressetc.
dodo（largebody，smallwings）
Step8RecordafterTeaching

Unit 4 Body language教案

一位优秀的教师不打无准备之仗，会提前做好准备，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好地进入课堂环境中来，帮助授课经验少的高中教师教学。那么一篇好的高中教案要怎么才能写好呢？下面是小编为大家整理的“Unit 4 Body language教案”，欢迎您阅读和收藏，并分享给身边的朋友！

Unit4Bodylanguage教案
Unit4Bodylanguage(6.3-6.13)
课型设计与课时分配
1stperiodwarmingup(6.3-6.4)
2ndperiodReading(I)(6.5)
3rdperiodReading（II）(6.9)
4thperiodLanguageStudy(6.10-6.11)
5thperiodListening(6.12)
6thperiodWriting(6.13)
Ⅳ．分课时教案

TheFirstPeriodwarmingup
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.
Teachingproceduresbecheerful.
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.
TeachingproceduresI’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.
TeachingprocedurestheJapanesecoveronhandwiththeotherandbowslightlyorquitelow,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.

ThefifthperiodLisening
A.Doliseningpracticeonbookp31.Writedonethecorrectorder.
B.Completethelisteningtaskonbookp65.

ThesixthperiodWriting
LookthroughthisunitandotherresourcesforexamplesofthedifferencesinChineseandwesternbodylanguage.Notethemdown.Writeareportinwhichyoudiscussthedifferencesyouhavefound.Focusontheonesyoufindunusual,funny,ordifficulttounderstand.
Answers:Teacher’sbookp65.

Unit4Helpingpeoplearoundtheworld教案

一名爱岗敬业的教师要充分考虑学生的理解性，高中教师要准备好教案，这是老师职责的一部分。教案可以让学生更好的消化课堂内容，使高中教师有一个简单易懂的教学思路。高中教案的内容具体要怎样写呢？下面是小编帮大家编辑的《Unit4Helpingpeoplearoundtheworld教案》，仅供参考，希望能为您提供参考！

Unit4Helpingpeoplearoundtheworld教案
1.Internationalaidhelpsmanypeoplearoundtheworldtohavebetterlives,especiallywhenthingsgowrong.国际援助帮助世界上的许多人过上了更好的生活，尤其是当情况变得糟糕的时候。
gowrong出毛病，发生故障；变糟，变坏
Ifanythinggoeswrong,youcancallouremergencyhotlinefreeofcharge.
如果有什么东西问题，你可以免费打我们的紧急热线。
go的用法：go在此处充当系动词，后加形容词做表语，表示变化（通常是由正常变为不正常，好变成坏）。
拓展：godeaf变聋goblind变瞎gosour变酸
gopale变苍白gomad变疯gobad变质
Shewentpaleatthenews.听到那消息她的脸色变得苍白。
Eggsgobadeasilyinsummer.夏天鸡蛋容易变坏。
2lackn.缺乏，不足（of）
1)这里不缺食物。There’snolackoffoodhere.
2)这些植物由于缺水而死。Theplantsdiedbecauseoflackofwater.
vt.缺乏lacksth.belackingin
3)虽然缺钱,他父母亲还是设法让他上了大学.
Thoughlackingmoney,theirparentsmanagedtosendhimtocollege.
4)由于缺少充足的睡眠,大多数学生感到很累.
Lackingenoughsleep,the(a)majorityofstudentsfeeltired.
5)他真正的问题是他缺乏自信.Hisrealproblemisthathelacksconfidence.
6）Moreandmorehigh-risebuildingshavebeenbuiltinbigcities_C____space.
A.insearchofB.inplaceof
C.forlackofD.forfearof
3.…asitismoreoftenreferredto.
referto谈及,提及,涉及,参考,查阅
1)Dontrefertothismatteragain,please.谈及
2)ThesebooksrefertoAsianproblems.涉及
3)Theseregulationsreferonlytochildren.与…有关
4)Ifyouwanttoknowhistelephonenumber,youmayrefertothetelephonedirectory.查阅
refer…to…还表示“把…提交给/委托给…；把…归功于…”之意
5)Tomisgoingtoreferthemattertothemeeting.
6)Hereferredhissuccesstothegoodeducationhehadhad.
7)Itwasfoolishofhimto__A___hisnotesduringthatimportanttest,andasaresult,hegotpunished.
A.sticktoB.refertoC.keeptoD.pointto
8).Onceadecisionhasbeenmade,allofusshould__B___it.
A.directtoB.sticktoC.leadtoD.referto
4Asyouknow,theUNtouchesthelivesofpeopleeverywhere.
touchvt.触摸，接触；涉及；感动，打动；吃，喝；比得上
1）Sheiscuriousabouteverythingandwantstotouchthem.接触
2）You’vhardlytouchyourfood.吃
3）Whathesaidreallytouchedmyheart.触动，感动
4）Noonecantouchhimwhenitcomestothedesign.比得上
5）Theseareissuesthattouchuaall.涉及
6）Thefilmisverytouchingandwearealltouchedbythereunionofthefatherandhiason.
touchn.getintouchwith…与…取得联系
keepintouchwith…与…保持联系
losetouchwith…与…失去联系
bein/outoftouch有/没有联系
5equaladj.相等的，平等的，胜任的beequalto
等于，比得上equalsth./doingsth.
1)妇女们要求同工同酬。Womendemandequalpayforequalwork.
2)Twicesixequalstwelve.(等于12)
3)I’mnotequaltodoing(do)thework.我不胜任这份工作
4)Heequalsmeinstrength.他在力量上和我相当。
6add…to…把和加起来addto增添addup加算；合计
addupto总计为，总数达
1)ShallIaddyournametothelist?（把你的名字加进名单）
2）Thebadweatheraddedtoourdifficulty.(增添了我们的困难)
3）Addingfertilizertothesoilwillhelptheplantstogrowmorequickly.
4)Whenweaddedupthereceipts(收据)werealizedwehadspenttoomuch.
5)Hisstorydoesn’taddup.合乎情理
6)Thethreeanglesofatrianglealwaysaddupto180degrees.
7)Heeapressedhissatisfaction,adding(add)thathewouldcomeagain.
7.…andaddittosomemoneycontributedbythegovernment.
contribute“捐献，捐赠，捐助”
1)EachworkercontributedonedollartotheRedCross.
2)Whenhereceivedthemoneycontributed(contribute)tohim,hecouldn’thelpcrying
contribute“贡献；投稿”
3)SheaskedhimtocontributeanarticleonEuropeanaffairstotheneawspaper.
4).他为我国的教育事业作出了巨大的贡献。
Hemadegreatcontributionstothecauseofourcountry’seducation.
5)Eatingtoomuchfatcan___B____heartdiseaseandcausehighbloodpressure.
A.resultfromB.contributetoC.attendtoD.devoteto
8worth,值得做beworthsth/doingsth
worthy,beworthyofbeingdone/tobedone
worthwhile.Itisworthwhiletodo/doingsth
用三个词翻译“无锡值得一游”
1)Wuxiisworthavisit/visiting
2)Wuxiisworthyofavisit/ofbeingvisited/tobevisited
3)Itisworthwhiletovisit/visitingWuxi.
9availableadj.可用的可得到的，可买到的，可找到的
1）可利用的自然资源availablenaturalresources
2）学校有免费的票。Ticketsareavailablefreeofchargefromtheschool.
3）I’mavailableatanytime.有空的,可与之联系的
4)Textbooksareavailabletoeverystudent.(每个学生可得到课本)
access(to)[U]n.进入的道路,能接近(进入)
5)Theonlyaccesstotheschoolisamuddyroad.
6)Onlyafewpeoplehaveaccessto(可以使用)thefullfactsofthecase.
accessibleadj.可到达的,可接近的available
7)Medicineshouldnotbekeptwhereitisaccessibletochildren.
8)Theremotedesertisaccessibleonlybyhelicopter.
9)Nowadaysnewsisavaible/accessibleontheInternetatanymoment.

TaskandProject
1face
1)Withtheonlywindowfacingnorth(朝北)，theroomlooksdimevenatnoon.
2)Facing(面对)somanyproblemstosolve,hestillstaysoptimistic.
3)Faced(面对)withsomanyproblemstosolve,hestillstaysoptimistic.
4)Youarefacedwith(面对)averydifficultchoicethere.
faceupto敢于面对，敢于正视
Shehadtofaceuptothefactthatshewouldneverwalkagain.
facethemusic承担批评，接受惩罚
Theothersallranoff,leavingmetofacethemusic.
2means:方法(复数means)bymeansof
1)Weneedtofindsomeothermeansoftransportation.
2)Shetriedtoexplainbymeansofsignlanguage.
3)Allpossiblemeanshavebeentried(try)togetintouchwithhim,butwithoutluck.
byallmeans当然可以bynomeans=notatall:决不
4)"MayIborrowthisbook?""Byallmeans.”当然可以
5)ItisbynomeanscertainthatwellfinishtheprojectbyJune.
6)I’vetriedveryhardtoimprovemyEnglish.Butbynomeans_____D_____withmyprogress.
　A.theteacherisnotsatisfiedB.istheteachernotsatisfied
C.theteacherissatisfiedD.istheteachersatisfied
3breakdown机器出故障，汽车抛锚
breakinvi.1）强行进入，破门而入2）打断，搅扰,插嘴
breakintovt.强行闯入，撬开（汽车等），突然开始
breakoutvi.突然发生，爆发
breakthroughvt./vi.突破（障碍）
breakupvt./vi.击碎，拆散；（学校）期终放假；（与）人分手
1)Theburglarsbrokeinthroughthekitchenwindow.
2)Mycarsbeenbrokenintotwicethismonth.
3)Asshewastalking,hesuddenlybrokein,saying,"Thatsalie".
4)WorldWarⅠbrokeoutin1914.
5)Soldiersbrokethroughthefrontiers.
6)Shesjustbrokenupwithherboyfriend.
7)WebreakupfortheholidaysinJune.
8)Ourcarbrokedownandwehadtopushitofftheroad.
4remindsbofsth使某人想起某事
remindsbtodosth提醒某人做某事
remindsbthat…提醒某人
1)Thepictureremindedmeofmychildhhod.(使我想起了我的童年)
2)Pleaseremindmetoattendameetingthisafternoon.（提醒我下午开会）
3)Heputupanoticeonthewalltokeephimselfreminded(remind)ofhisgoal.
inform/cure/accusesbofsth.通知/治愈/指控某人某事
5makea/some/no/alotofdifferencetosb./sth.
对某人/某物有/有一些/没有/有许多影响/作用
1)这件事对我没有任何影响。
Thismattermakesnodifferencetome.
2)Believethatyouwillmakeadifferenceinthefuture.创造奇迹
3)Whatdifferencewillit____B___ifheknowsit?
AhaveBmakeCgetDtake
翻译句子：
1.Theycan’tadjusttothewirkingconditionsherebecauseoflackoftheappropriateeducation.
2.Ifyoudon’tknowwhatthismeans,refertothedictionary.
3.Apartfromtheprice,thehatdoesn’tsuitme.
4.Ifonlyhehadfollowedthedoctor’sadvice.
5.MrLidonatedalotofmoneytothosewholiveinpoverty.
6.Thegovernmentshouldensurethatagoodeducationiaavailabletoeveryshild.
7.Therightsofthechildrenareundertheumbrellaofthelaw.
8.Thesportsmeetingtobeheldnextweekislikelytodrawalargenumberofaudience.
9.Wewilltakeontheroleofpeace-keepingsoldiers.
10.Mycarbrokedownonmywaytothefactory.
11.Weoftenthinkbacktothedayswhenweworkedtogether.
12.Hefelthonouredtohavebeeninvitedtomakeaspeech.