Unit12Period4Languagepointsinreadi。

一名优秀的教师在教学时都会提前最好准备，教师要准备好教案为之后的教学做准备。教案可以让学生更好的吸收课堂上所讲的知识点，使教师有一个简单易懂的教学思路。写好一份优质的教案要怎么做呢？考虑到您的需要，小编特地编辑了“Unit12Period4Languagepointsinreadi”，供大家借鉴和使用，希望大家分享！

Period4Languagepointsinreading
Step1Importantlanguagepoints

1.introduce介绍，正式提交，实施

HeintroducedmetoaGreekgirlattheparty.

Thefirstlectureintroducesstudentstothemaintopicsofthecourse.

Thecompanyisintroducinganewrangeofproductsthisyear.

Thenewlawwasintroducedin1991.

2.nineyearsofcompulsoryeducation_____________________

3.behighlysuccessful_____________________

highly与high区别;close与closely区别

1)Doyouseethatbutterflyflyinghighabovethestreet?

你是否看见那只蝴蝶在街道上方高高飞舞着？

2)Thedistinguishedguestswerehighlypraised.贵宾们受到了高度赞扬。

引申：Suddenlythedoorwas______andincameMr.Wang.

A.openwideB.widelyopenC.wideopenedD.openwidely

（答案为C，由前面的suddenly可见，此句强调动作，故用被动语态，而不用形容词，wide与widely都有副词，但是意义不同，他们的区别好象deep/deeply，high/highly，close/closely）

4.Itisreportedthat据报道…

类似的句型还有：itissaid/believed/hoped/announcedthat…

5.becloselylinkedto_____________________

6.makeacommitmenttoprovide…作出一项承诺提供

①(n.)______________

1)makeacommitmenttosb.todosth.=makeapromise作出承诺

2)Shedoesn’twanttomakeacommitmenttoSteveatthemoment._____________________

②commitvt.______________

tosth.

commitsb./yourselftodoingsth.向……承诺做某事

todo

e.g.1）总统承诺要改革卫生保健制度。

ThePresidentiscommitted____________________.

2）双方承诺和平解决矛盾。

Bothsidescommittedthemselvesto_________________________.

7.facesimilardifficulties_____________________

①facetoface面对面地

Irushedoutoftheofficeandfoundmyselfface-to-facewiththeboss.

"我冲出办公室,面对面地碰上了老板。"

Theburglarturnedthecornerandfoundhimselffacetofacewithapoliceman.

那窃贼转过墙角，面对面碰上一个警察。

②inthefaceof不顾；面对，在…前面

Hesucceeded______________________________.尽管有巨大的困难，但他成功了。

③befacedwith面临

IrealizedthatHamletwasfacedwithanentirelydifferentproblem.

我意识到Hamlet面临着完全不同的问题。

Thestateisnowfacedwiththeimmediatequestionofraisingnewtaxes.

国家面临紧迫的问题，收新税。

8.Tobeginwith,itisimportanttocreateapositiveattitude.______________________

tobeginwith

1)首先，第一

I’mnotgoing.______________,Ihaven’taticket,andsecondlyIdon’tliketheplay.

我不去。一来我没票，二来我不喜欢这出戏。

2)起初

___________________hehadnomoney,butlaterhebecamequiterich.

他起初没钱，可是后来相当富有了。

9.attachimportanceto….认为。。。很重要

~importance/significance/value/weight,etc.(tosth)JAB88.cOM

e.g我认为这个研究十分重要。Iattachgreatimportancetothisresearch.

toattach

①toattachsth.tosth.将某物系在、缚在或附在另一物上

toattachalabeltoeachpieceofluggage_______________________

②toattachsb.tosb./sth.将某人派给（一人或一组织）去执行某任务，使隶属于（尤用于被动语态）

You’llbeattachedtothisdepartmentuntiltheendofthisyear.

你在年底前将暂属于这一部门。

③toattachoneselftosb./sth.（有时指不受欢迎或未受邀请而）依附某人、参加某事

AyoungmanattachedhimselftomeatthepartyandIcouldn’tgetridofhim.

聚会中有个小年青总缠着我，我也甩不开他。

④toattachsth.tosth._______________________________

Doyouattachanyimportancetowhathesaid?你认为他说的话重要吗？

⑤toattachtosb.与某人相关联，归于某人

Noblameattachestoyouinthisblame.这件事不怪你。

10.haveatendencytobeabsent______________________

11.dropout中途退学，辍学

dropbehind落后

dropby顺便访问：停下做短暂访问

dropoff睡着；减少

dropin顺便走访,不预先通知的拜访

Attendanceatfootballmatcheshave______sincethecomingoftelevision.

A.droppedinB.droppedoffC.droppedoutD.droppeddown

10.beskepticalofanythingthat_____________________

takechildrenawayfromtheirworkonthefarm不让孩子们田里劳动

12.bewilling/unwillingtodo（不）愿意。（不）乐意

Theykeepalistofpeople(whoare)willingtoworknights.

他们有一份愿意夜间工作的人的名单。

I’mperfectlywillingtodiscusstheproblem.我十分乐意讨论这个问题。

Theyareunwillingtoinvestanymoremoneyintheproject.他们不愿再为这个项目投资。

Shewasunable,orunwilling,togivemeanyfurtherdetails.

她不能，或不愿意，向我提供进一步的细节。

13.mean想要，意思是；

①[常用被动]~sbforsth|~sbtobesth（想要某人成为，想要某人去做）

Iwasnevermeantforthearmy(=didnothavethequalitiesneededtobecomeasoldier).

我根本就不是块当兵的料。

②byallmeans可以，当然行，没问题

‘DoyoumindifIhavealook?’‘Byallmeans.’借我看一眼行吗？当然可以。

③bymeansofsth(formal)借助…手段，依靠…方法

Theloadwasliftedbymeansofacrane.重物是用起重机吊起来的。

④bynomeans绝不，一点也不

Sheisbynomeansaninexperiencedteacher.她绝不是一个毫无经验的老师。

Wehaven’twonyet,notbyanymeans.我们离成功还远着呢。

Bynomeansarethesecasesexceptional.这些例子绝不是例外。

14.China’slargepopulationmeantthattheschoolhadtoexpandtotakeinmanymorestudents.________________________________-

takesb.in收留，留宿e.g.Hewashomeless,sowetookhimin.

takesb.in欺骗，蒙骗Shetookmeincompletelywithherstory.

她的一番花言巧语完全把我骗了。

takesth.in吸入，吞入，改小，包含ThetourtakesinsixEuropeancapitals.

14.resultinlareclasssizes结果造成班级人数很多

resultin(=cause)导致，造成

resultfrom由…产生，是…的后果

Hisillnessresultedfromeatingcontaminatedfood.他生病是由于吃了不干净的食物。

e.g.Thismethod,_______inareasnearShanghai,_________inamarketriseintotalproduction.

A.trying,resultingB.tired,resultedC.trying,resultedD.tried,resulting

15.InnorthandcentralAustraliathepopulationissospreadoutthat…

spreadout分散,伸展身体，摊开东西

1)There’smoreroomtospreadoutinfirstclass.头等舱宽敞些，伸得开腿。

2)Doyouhavetospreadyourselfoutalloverthesofa？

你就非得躺下，把整个大沙发全占了才行吗？
3)Thesearchersspreadouttocovertheareafaster.搜索人员分散开来,好更快搜索这一地区。

16.Australiauses“distancesettlementscanbeasfaras

asfarastheeyecan/couldsee极目所尽

Thebleakmoorlandstretchedonallsidesasfarastheeyecouldsee.

荒凉的旷野向四面伸展开去，一望无际。

asfarasIknow|/asfarasIcanremember/see/tell,etc.就我所知道/据我所记得的/依我看。

Asfarasweknew,therewasnocauseforconcern.就我们所知，没什么可担心的。

AsfarasIcansee,you’vedonenothingwrong.依我看，你没有做错任何事。

ShelivedinChicago,asfarasIcanremember.据我所记得的，她过去住在Chicago。

as/sofarassb/sthisconcerned|就…而言

AsfarasIamconcerned,youcandowhatyoulike.就我而言，你想干什么就干什么。

17.available可获得的，可找到的，有空的

Ticketsareavailablefreeofchargefromtheschool.学校有免费票。

Whenwilltheinformationbemadeavailable?何时才能了解到情况？

Furtherinformationisavailableonrequest.详情备索。

Thiswastheonlyroomavailable.这是唯一可用的房间。

We’llsendyouacopyassoonasitbecomesavailable.一有货我们就会给你邮寄一本去。

Everyavailabledoctorwascalledtothescene.所有能找到的医生都备召集到了现场。

Willshebeavailablethisafternoon?今天下午她有空吗？

18.relyon/upon依赖；依靠

Thesedayswerelyheavilyoncomputerstoorganizeourwork.

[+-ing]Theindustryreliesonthepriceofrawmaterialsremaininglow.

Youcanrelyonmetokeepyoursecret.

Hecan’tbereliedontotellthetruth

19.adopt收养，采用（方法）；采纳（建议，政策等）

Allthreeteamsadopteddifferentapproachestotheproblem.

三个队处理这个问题的方法各不相同。

Thecouncilisexpectedtoadoptthenewpolicyatitsnextmeeting.

委员会有望在下次会议上正式通过这项新政策。

20.overcome克服，战胜

SheovercameinjurytowintheOlympicgoldmedal.

Thetwopartiesmanagedtoovercometheirdifferencesontheissue.
Step2Usefulphrasesinthereading

相关知识

Unit 4 body language Period 1教案

一名爱岗敬业的教师要充分考虑学生的理解性，作为高中教师就要早早地准备好适合的教案课件。教案可以让学生能够听懂教师所讲的内容，减轻高中教师们在教学时的教学压力。那么一篇好的高中教案要怎么才能写好呢？小编特地为大家精心收集和整理了“Unit 4 body language Period 1教案”，相信您能找到对自己有用的内容。

Unit4bodylanguage
Period1
Teachingaimsanddemands
1.TraintheSs’listeningability2.TraintheSs’speakingability
3.Talkaboutbodylanguage
StepI.Warmingup
T:whenwecommunicatewithothers,wecanusebothwordsandbodylanguage,suchasthemovementsofourhead,hands,eyesandsoon.Forwhatdoweusebodylanguage?(Tomakeourselveswellunderstoodandexpressourselvesclearlyandvividly.)Whatbodylanguagedoyouuseinthefollowingsituations?
1.toshowyourwelcome----smile,handshake,hug,kissetc.
2.tosaygoodbye----waveone’shand
3.toshowagreement----nodone’shead
4.toshowdisagreement----shakeone’shead
Lookatthepicturesinwarmingup.Whatexpressioncanweseeontheperson’sface?
1.Matcheachpicturewiththeemotionandthesentence.
Picture1.ConfusedIdon’tknowwhattodo.
Picture2.AngryIcan’tbelieveshesaidthat!Thatissounfair!
Picture3.SadI’velostmywallet!
Picture4.HappyIgotanAinmyexam!
Picture5.TiredIt’sbeenalongday.Ican’tkeepmyeyesopen.
2.Whatmakesyouthinkthatthepersoninthepictureisfeelingacertainway?
Variousanswersarepossible.
3.Lookatyourclassmates.Canyoutellhowtheyarefeelingtodaybythewaytheysitorstand?
Variousanswersarepossible.
StepII.Listening
AsktheSswhatbodylanguagetheyusetoshowtheydislikeapartyandwanttoleave.Theymaymime.
Nowwearegoingtohearaboutwaysthatpeopleusebodylangueindifferentsituations.Listentothetapeandchoosethebestanswerstothequestionsinpart1.(Keys:DBA)
Listenagainandfinishpart2(Keys:BB)
StepIII.Speaking
1.Discusswithyourpartnerhowyoucanusebodylanguagetocommunicatethefollowingideas?
Youareenjoyingsomething.
Smiling,openingone’seyeswide,rockingone’sheadfromsidetoside
Youarenotenjoyingsomething.
Yawning,sighing,complaining,frowning,lookingaway
Youlikesomeone.
Smiling,huggingoneself,leaningone’sheadtooneside,loweringwithone’seyes,leaningforwardorcloser
Youwanttoleavebecauseyouareinahurry.
Sighing,bitingdownwithone’steeth,notstandingstill,tappingone’stoesonthefloor,lookingtowardthedoor
Youareinterestedinwhatsomeoneissaying.
Staringalot,puttingahandtoyourchinasinthought,leaningforward,openingeyeswide,shapingyourmouthwithabigO,respondingwiththesameexpressionsasthepersonwhoyou’relisteningto
Youarenotinterested.
Sameasnotenjoyingsomething.
Youdisagreewithwhatsomeoneissaying.
Lookingaway,puttingone’sheaddownintoone’sarms,talkingtooneself,whistling,frowning,foldingone’sarms
Youwouldliketotalktosomeone.
Raisingone’shandtobecalledon,tryingtospeakup,wavingone’sarmsoverone’sheadtogetattention,jumpingupanddown,shapingone’smouthinabigO.
2.(1)AsktheSswhatexpressionscanbeusedtoaskforhelp,offerhelp,accepthelpandrefusehelp.
Askingforhelp:Couldyouhelpmewith…?
Couldyouplease…?
Couldyougivemeahandwiththis?
I’dlikeyouto…
Offeringhelp:Can/ShallIhelpyouwiththat?
Doyouneedsomehelpwiththat?
Wouldyoulikesomehelp?
Wouldyoulikemeto…?
IsthereanythingelseIcandoforyou?
Acceptinghelp:Thanks./Thankyouforyourhelp.
Yes,please.That’sverykind/niceofyou.
Refusinghelp:Nothankyou.Thanksforallyourhelp.
No,thanks.Icanmanageitmyself.
That’sveryniceofyou.It’sallright,thankyou.
(2)Workwithyourpartnerandmakeupdialoguesaccordingtothefollowingsituations.
1)Anoldmaniscarryingaveryheavysuitcase.
2)Youarelateforaflightandwanttogoaheadofthequeue.
3)Beingoldandsick,youareonacrowdedbusandyouwanttositdown.
StepIV.Languagepoints.
1.avoidvt.避免avoid+n./doingsth.
Itriedtoavoidmeetinghimbecausehealwaysboredme.
我试着避免碰见他，因为他让我厌烦。
You’dbetterfastenthebelttoavoidbeinghurtincaseofanaccident.
你最好系上安全带，避免在事故中受伤。
avoidvt.避免，躲避；预防，防止
avoidsth/avoiddoingsth
Youcanavoiddangerbybeingcareful.
Itooktheotherdirectionsoastoavoidmeetingher.
Hetoldalieinordertoavoidbeingpunished.
Ijustavoidedrunningoverthecat.我差点儿轧着猫。
Trytoavoidaccidents.尽量防止发生事故。
2.aheadof提前，超出，在。。。。。。前面
Ourcompanyisaheadofothermakersofsparepartsfortheairplane.我们公司飞机零部件制造业绩超出其他公司。
Tohisgreatjoy,theworkersfinishedtheirworkaheadoftime.
Walkstraightaheaduntilyoureachtheriver.
Theroadaheadwasfullofcattle,whichblockedtheirway.前方的路上满是牛，挡住了他们的路。
----Doyoumindmyusingyourdictionary?
----No.Pleasegoahead
Homework:Preparereading.Learnthenewwordsandexpressionsbyheart.
Thesecondperiod
Teachingaims:
1.Togetsstounderstandwhatbodylanguageisandhowbodylanguagediffersfromculturetoculture.
2.Todevelopss’abilityofcommunicationbymasteringcorrectgestures.
3.Toimprovess’abilityofreadingcomprehensionthroughreadingactivitiesandgraspingthespiritofthereadingpassage.
Teachingimportantanddifficultpoints:
1.Knowingwhatbodylanguageisandhowtocommunicatewithothersbyusingbodylanguage.
2.Learningthefollowingusefulwordsandexpressionsthroughthepassagereading:express,vary,opposite,universal,teardown,getthrough,aworldofstrangers…
3.Learningaboutthefollowingsentences:
1)Makingeyecontact—lookingdirectly…
2)Pressingone’spalmstogetherand…
3)Perhapsthebestexampleofuniversallyunderstandbodylanguageisthesmile…
Teachingmethods:
1.Fastreadingtoimprovethess’readingability.
2.Pairworkorgroupworktogeteverystudentactiveinclass.
3.Inductivemethodtomakethessunderstandthetextbetter.
Teachingprocedures:
Step1GreetingsandDailyspeech
Step2Pre-reading
Askingsstodiscussthefollowingquestionswiththeirpartners.
1.Canyouguesswhatsomeoneisthinkingorfeelingbylookingathisorherbodylanguage?
2.Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?
3.Howdoyoucommunicatethefollowingwithbodylanguage?
Thankyou!No.Yes.Idon’tknow.Comehere!
Suggestedanswers:
1.Variousanswersarepossible.Askthesstogivereasonsandexamplestosupporttheiranswers.Possibleanswersinclude:
Yes:aperson’sbodylanguagecantelluswhatheorsheisfeeling.Forexample,ifsomeoneisnervous,hisorherhandsmayshake.Ifapersonsmilesbuthisorhereyesdon’tlookhappy,wecanguessthatthereissomethingwrong.
No:itisdifficulttotellwhatapersonisthinkingbylookingattheirbodylanguage.Peopleusebodylanguageindifferentwaysandgesturesmayhavedifferentmeaningsindifferentareas.Peopledon’talwaysthinkabouttheirbodylanguage,sowemaymisunderstandthemifwetrytoguesswhattheyarethinkingorfeeling.Itisalsopossibleforpeopletolearntousetheirbodylanguagetohidewhattheyarereallyfeelingorthinking.
2.Yes,theydo,butnotalways.Somebodylanguageisthesameinanyculture.Thatisalsothecaseinchina.Variousanswersarepossibleaschinaisamulticulturalcountry.
3.Answersmayvarybutssshouldgiveareasonwhytheycommunicatethewaytheydo.
Step3reading
Task1skimming
Asksstoskimthetexttofindthemainideaofeachpara.
Suggestedanswers:
Para.1:functionofbodylanguage.
Para.2:differencesofbodylanguageindifferentcultures.
Para.3:examplesofhowdifferentbodylanguageisindifferentpartsoftheworld.
Para.4:someuniversalgesturesinallcultures.
Para.5:importanceofsmileinbodylanguage.
Task2Listening
Listentothetapeandfindtheanswerstothefollowingquestions:
1.Whatisthefunctionofbodylanguage?
2.Whatdoesbodylanguageinclude?
3.Doesthesamebodylanguagehavethesamemeaningindifferentcultures?Giveanexampletoexplainit.
4.Whatisthedifferenceofbodylanguageingreetingindifferentcultures?
5.Dowehaveanyuniversalgestures?Givesomeexamples.
6.Whysmilingisimportantincommunicatingwithothers?
Suggestedanswers:
1.Itcanhelpustoexpressourthoughtsandopinionsandtocommunicatewithothers.
2.Itincludesthewayapersonstands,foldshisorherarms,ormoveshisorherhandsandotherbodymovements.
3.No.Forexample,makingeyecontactinsomecountriesisawaytoshowthatoneisinterested,inothercountries,however,isrudeordisrespectful.
4.InFranceandRussia,avisitingfriendisgreetedwithakissonthecheek,inothercountries,peoplegreeteachotherwithafirmhandshake,alovingembrace,aboworsimplyanodofthehead.
5.Yes.Forexample,pressingone’spalmstogetherandrestingone’sheadonthebackofone’shandmeans“I’mtired”.Rubbingone’sstomachafteramealmeans“I’mfull”,whilebeforeamealmeans“I’mhungry”.
6.Becauseitcanhelpusgetthroughdifficultsituationsandfindfriendsinaworldofstrangers.
Task3CarefulReading
Getsstoreadingthetextcarefullytofindtheinformationtofillinthefollowingform.
BodylanguageMeaning
Countriesorplaces

Makingacirclewithone’sthumbandindexfinger
Thethumbsup

Shakingone’shead

Movingtheindexfingerinacircleinfrontoftheear
Suggestedanswers:
BodylanguageMeaningCountriesorplace
Makingacirclewithone’s
thumbandindexfingerMoneyzeroJapan,France
ThethumbsupGreatorgoodjobTheUS
Rudenumber1NigeriaGermanyJapan
Shakingone’sheadYesBulgaria/partsofGreece/Iran
Movingtheindexfinger
inacircleinfrontoftheearYouhaveaphonecallBrazil
Suggestion:thisexercisecanbedoneeitherindividuallyorbymeansofjigsawreading.Firstdividessintogroups.Theneachmemberofthegroupreadsthetextandfindstheanswers.Afterthat,themembersexchangetheirinformationwithinthegroupinordertofinishtheinformationgaptask.
Postreading
Teachermaydesignthefollowingactivitiesforconsolidation:
Task1discussion
Asksstoworkingroupsoffouranddiscussthefollowingtopics.Whendiscussing,giveeachtopicsomeexamples.
1.Whataresomesituationswhereweneedtobeverycarefulaboutourbodylanguageandgestures?
2.Howisbodylanguagedifficultfromspokenlanguage?Whatdotheyhaveincommon?
3.Sometimeswesayonethingbutourbodylanguagesayssomethingdifferent.Whydoesthishappen?Canyouthinkofanyotherexamples?
Task2Discussion
Thisactivityisperformedinindividual.Firstreadthechartcarefully,thendiscussthegesturestoexpressthesamemeaninginChina.
MeaningCommongesturesintheus
No,no,don’tdothatMovingtheindexfingerfromsidetoside.
Idon’tknow.Shruggingone’sshoulders.
Welldone!Thumbsup.
Thatisincredible!Ican’tbelievethis.Rollingone’seyes
Money.Rubbingthumbandforefingertogether.
That’scrazy!
HeorSheiscrazy.Movingtheindexfingerinacircleinfrontoftheear.
Goodluck.Crossingthefingers.

Period3
I.TeachingAims:
1.Learnsomeusefulwardsandexpressions.
2.Explainsomelanguagepointsandsentences.
II.LanguagePoints:
1.Weusebothwordsandbodylanguagestoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.
(1)“both,all,every,each,always,everybody,everywhere”usedwith“not,never,etc”meanspartialnegative.eg:
Deafpeoplecan’texpresstheirthoughtsbyusingbothgesturesandwords.
聋子不能既用手势又用语言来表达思想。
(2)express+n./pro./wh-clause./orn.todo
Hewastooexcitedtoexpresshisfeelings.
ShehaslearnedenoughtoexpressherselfinEnglish.
expresstrain快车,expressdelivery快递邮件byexpress/bypost邮寄
(3)inone’sopinion/personally/asfarasoneisconcerned在某人看来
What’syouropinionofsomebody/something?==Whatdoyouthinkof….?/Howdoyoulike/find…?
2.fold,unfold
Havingwrittentheletter,hefoldeditandputitintheenvelope.
Shefoldedherbabyinherarmsforfearthatitshouldcatchacold.她把婴儿抱在怀里以防着凉。
foldone’sarms,/foldone’shands,/folditswings交臂/交手/收拢翅膀
3.Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.
veryvt.partsbfromsb
Thepolicepartedthecrowd.
Thechildrenwerepartedfromtheirparents.
Shehaspartedfromherhusband.
Thecrowdpartedtoletthemthrough.
Itis3yearssincetheyparted.
Thecloudspartedandthesunshonethrough.云开日出
partwithsth.放弃或出让某物=giveaway
Althoughheispoor,herefusedtopartwithhiscollectedstamps.
Take/playanactivepartinsth.积极参加某事
playamajor/important/significantpartinsth在某方面起重大作用
15.firmadj.
1)坚实的，坚硬的
Thiswetgroundidnotfirmenoughtowalkon.
firmsoil坚硬的土壤firmflesh/muscles结实的肌肉
2)牢固的，稳固的，坚固的
Thisbuildinghasafirmground.Afirmfoundation坚固的基础
3)稳定而有力的afirmhandshake
Motherkeptafirmholdonhersonshandsashesaidgoodbyetoherabroad.
"儿子向母亲告别到国外去时,母亲紧紧地拉住他的双手。"
4）坚定的，不易改变的
Wehaveafirmbeliefinthisfact.
Hehasmadeafirmdecision.
befirmwith对坚决，坚定
Parentsshouldbefirmwiththeirparents.严格要求孩子
adv.firmly坚固地，稳固地
Thebeltwasfirmlyfixedtotheastronautwhenhefloatedinspace.
16．Whiletherearemanydifferentinterpretationsofourbodylanguage,somegesturesseemtobeuniversal.尽管对身势语有许多不同的解释，有些手势好象是全球通用的。
Whileconj.1)尽管，虽然，=although
WhileIadmitthatthereareproblems,Idon’tagreethattheycannotbesolved.
尽管我承认有问题存在，但我不同意说这些问题不能解决。
WhileIunderstandyourviewpoint,Idon’tagreewithyou.
Whilehetriedhisbest,hefailedintheexperiment.
1)当----的时候，在----期间
Hefellasleepwhilehewasdoinghishomework.
Strikewhiletheironishot.
2)与----同时
Whilemarywaswritingaletter,thechildrenwereplayingoutside.
Helistenstotheradiowhiledrivingtowork.
3)然而（表示对比或相反）
MybrotherisverytallwhileIamsoshort.
ShethoughtIwastalkingaboutherdaughter,while,infact,Iwastalkingaboutmydaughter.
MultipleChoice:
1.ZhuYingtaidestroyedherlovebynot__________herloveofLiangShanbodirectly.
A.sayingB.speakingC.expressingD.telling
2.Autumncoming,leavesarebeingblown________theroads,
A.onB.offC.awayD.upanddown
3.Imeant__________you,butIwastoobusy.
A.tohavecalledonB.callingonC.tocallonD.havingcalled
4.Thereweresomanypeoplewatchingtheperformancethatwecouldn’t_______thefront.
A.getthroughB.getclosetoC.getdowntoD.getup
5.Fearingbeingpunished,theboyhidthebookwhichhe________up.
A.wastearingB.toreC.hadtornD.mighttear
6.Theoldwomanbecameeven___________withheronlypet,alovelycat,dead.
A.lonelyB.morelonelyC.aloneD.lone
7.Theclimberlost_______withhisteammates,_________tohisdifficulty.
A.contact;whichaddsB.touch;thataddedC.hisway,asD.contact;adding
8.Thesweatersaresoldatthesameprice,they_______insize,though.
A.differentB.varyC.arevarietyD.various
9.InsomepartsofLondon,missingabusmeans_______foranotherhour.
A.waitingB.towaitC.waitD.tobewaiting
10.Ourschoollibrarystores_______books.
A.alargeamountofB.agreatdealofC.varietyofD.aworldof
参考答案：1—5CDABC6—10BDBAD
Period4
Integratingskills
(Reading,speaking,performingandwriting)
Teachingaimsanddemands:
1.Togetstudentstolearnabouthowtoexpressthemselvesbyusingbodylanguage.
2.Toinstructstudentstowriteastoryonthematerialsgiven.
3.Togetstudentstolearnhowtousepicturestocreateastory.
4.togetstudentstolearnabouthowtoactoutthestory.
Teachingprocedures:
StepI.Greetingasusual.Thendailyspeech.
StepII.Lead-in
Askstudentsthefollowingquestionsaspresentationforwriting
(1)Doyoulikedancing?
(2)Haveyouseenanysnakes?Areyouafraidifyouseeasnake?
(3)Doyoulikedogs?Whatwouldyoudoifabigdogisrunningafteryou?
(4)Haveyouseenanypigs?Ifyouareplayingbasketball,apigruntotheplayground,whatwouldyoudoatthetime?
(5)Doyouliketakingpictures?Doyouhaveacellphone?
Thepurposeofthisactivityistoleadstudentstogettoknowthematerialsthepicturesgivenasthepreparationsforactingandwriting.
StepIII.Someknowledgepoints.
1.chasevt.追逐，追赶，驱逐
egDogsliketochaserabbits.狗喜欢追赶兔子。
Ichasedthecatoutoftheroom.我把猫赶出了房间。
也有“驱除”之意。
例如：Hehaschasedfearfromhismind.他将恐怖心理扫除了
2.createvt创作，创造
eg;Dickenscreatedmanywonderfulcharactersinhisnovls
狄更斯在他的小说中创造了许多奇妙的人物。.
Hisbehaviorcreatedabadimpression.他的行为给人以恶劣的印象。
3.base…on…..“以……为根据，建于……之上”，
eg:Ibasemyhopesonthenewswehadyesterday.
我的希望是以我们昨天所得到的消息为根据的。
Thisbeliefisbasedonpracticalexperience.这种信念是以实际经验为基础的。
4.actout“表演，演出”；
eg.Pleasecreateadialogueandthenactitoutinclass.请编一段对话，然后在班上表演。
StepIV.Discussion.
Dividestudentsintogroupsoffourtodiscusswhatthesixpicturesshowtous.
Thenusethepicturestocreateastory.Allthepicturesshouldbeused
StepV.Acting.
Classacting:Oneormoregroupsareencouragedtoactoutthestoryinclass.Whenonegroupisacting,theothergroupsshouldnotsayanything.Butwhenonegrouphasfinished,theotherswilltrytoretelltheirstories.
StepVI.Writing
Tellstudentstocreateastoryafterreadingthepicturescarefully.
StepVII.HomeworkPractisespeakingandperformingoutofclass.
Period5&Period6Practising
DealwithEnglishWeekly

Unit 1 Women of achievement Period 4教案

作为杰出的教学工作者，能够保证教课的顺利开展，作为高中教师就需要提前准备好适合自己的教案。教案可以让学生们能够在上课时充分理解所教内容，帮助高中教师能够井然有序的进行教学。我们要如何写好一份值得称赞的高中教案呢？下面是小编为大家整理的“Unit 1 Women of achievement Period 4教案”，欢迎大家与身边的朋友分享吧！

Unit1Womenofachievement
Period4.Grammar:Subject-verbagreement
Step1.Warmup
GiveSssomesentencesandaskthemtopayattentiontotheverbs:
1．Iamastudent.
2．Thereisadeskintheroom.Therearenochairsinit.
3．Johngetsupearlyeverymorning.
4．BothriceandwheataregrowninthispartofChina.
5．Mefamilyisalargeone.
6．Thefamilyaresittingatthetable.
7．Thereisnobodyinthehouse.
8．Everythingisready.
9．EitheryouorJaneistobesenttoNewZealand.
10．Theteacherwithtwostudentswasatthemeeting.
11．Sixtyyearsisalongtime.
12．Tendollarsisenoughforhim.
13．Whathesaidisright.
14．Seeingisbelieving.
15．Toseeistobelieve.
Step2.Subject-verbagreement
主谓一致是指：
1）语法形式上要一致，即单复数形式与谓语要一致。
2）意义上要一致，即主语意义上的单复数要与谓语的单复数形式一致。
3）就近原则，即谓语动词的单复形式取决于最靠近它的词语，
一般来说，不可数名词用动词单数，可数名词复数用动词复数。例如：
Thereismuchwaterinthethermos.
但当不可数名词前有表示数量的复数名词时，谓语动词用复数形式。例如：
Tenthousandtonsofcoalwereproducedlastyear.
1并列结构作主语时谓语用复数，例如：
Readingandwritingareveryimportant.读写很重要。
注意：当主语由and连结时，如果它表示一个单一的概念，即指同一人或同一物时，谓语动词用单数，and此时连接的两个词前只有一个冠词。例如：
Theironandsteelindustryisveryimportanttoourlife.钢铁工业对我们的生活有重要意义。
典型例题
TheLeaguesecretaryandmonitor___askedtomakeaspeechatthemeeting.
A.isB.wasC.areD.were
答案B.注：先从时态上考虑。这是过去发生的事情应用过去时，先排除A.，C。本题易误选D，因为TheLeaguesecretaryandmonitor好象是两个人，但仔细辨别，monitor前没有the，在英语中，当一人兼数职时只在第一个职务前加定冠词。后面的职务用and相连。这样本题主语为一个人，所以应选B。
2主谓一致中的靠近原则
1）当therebe句型的主语是一系列事物时，谓语应与最邻近的主语保持一致。例如：
Thereisapen,aknifeandseveralbooksonthedesk.桌上有一支笔、一把小刀和几本书。
Therearetwentyboy-studentsandtwenty-threegirl-studentsintheclass.班上有二十个男孩，二十三个女孩。
2）当either…or…与neither…nor，连接两个主语时，谓语动词与最邻近的主语保持一致。如果句子是由here,there引导，而主语又不止一个时，谓语通常也和最邻近的主语一致。例如：
Eitheryouorsheistogo.不是你去，就是她去。
Hereisapen,afewenvelopsandsomepaperforyou.给你笔、信封和纸。
3谓语动词与前面的主语一致
当主语有with,togetherwith,like,except,but,nolessthan,aswellas等词组成的短语时，谓语动词与前面的主语部分一致。例如：
Theteachertogetherwithsomestudentsisvisitingthefactory.教师和一些学生在参观工厂。
HeaswellasIwantstogoboating.他和我想去划船。
4谓语需用单数
1）代词each以及由every,some,no,any等构成的复合代词作主语时，或主语中含有each,every时,谓语需用单数。例如：
Eachofushasatape-recorder.我们每人都有录音机。
Thereissomethingwrongwithmywatch.我的表坏了。
2）当主语是一本书或一条格言时，谓语动词常用单数。例如：
TheArabianNightisabookknowntoloversofEnglish.《天方夜谭》是英语爱好者熟悉的一本书。
3）表示金钱，时间，价格或度量衡的复合名词作主语时，通常把这些名词看作一个整体，谓语一般用单数。例如：
Threeweekswasallowedformakingthenecessarypreparations.用三个星期来做准备。
Tenyuanisenough.十元够了。
5指代意义决定谓语的单复数
1）代词what,which,who,none,some,any,more,most,all等词的单复数由其指代的词的单复数决定。例如：
Allisright.一切顺利。
Allarepresent.人都到齐了。
2）集体名词作主语时，谓语的数要根据主语的意思来决定。如family,audience,crew,crowd,class,company,committee等词后，谓语动词用复数形式时强调这个集体中的各个成员，用单数时强调该集体的整体。例如：
Hisfamilyisntverylarge.他家成员不多。
Hisfamilyaremusiclovers.他家个个都是音乐爱好者。
但集合名词people,police,cattle,poultry等在任何情况下都用复数形式。例如：
Arethereanypolicearound?附近有警察吗？
3）有些名词，如variety,number,population,proportion,majority等有时看作单数，有时看作复数。例如：
Anumberof+名词复数+复数动词。
Thenumberof+名词复数+单数动词。
Anumberofbookshavelentout.
ThemajorityofthestudentslikeEnglish.
6与后接名词或代词保持一致
1）用halfof,mostof,noneof,heapsof,lotsof,plentyof等引起主语时，谓语动词通常与of后面的名词/代词保持一致。例如：
Mostofhismoneyisspentonbooks.他大部分的钱化在书上了。
Mostofthestudentsaretakinganactivepartinsports.大部分学生积极参与体育运动。
2）用aportionof,aseriesof,apileof,apanelof等引起主语时，谓语动词通常用单数。例如：
Aseriesofaccidentshasbeenreported.媒体报道了一连串的事故。
Apileoflotswassetbesidethehearth.炉边有一堆木柴。
3）如manya或morethanone所修饰的短语作主语时，谓语动词多用单数形式。但由morethan…of作主语时，动词应与其后的名词或代词保持一致。例如：
Manyapersonhasreadthenovel.许多人读过这本书。
Morethan60percentofthestudentsarefromthecity.百分之六十多的学生来自这个城市。

Unit 2 Healthy eating Period 4 教案

Unit2Healthyeating
Period4Usinglanguage:Listeningandspeaking

整体设计
教材分析
Thisisthefourthteachingperiodofthisunit.Asusual,theteacherwillfirstgetstudentstoreviewwhattheylearnedinthelastperiod,andthenleadinthenewlesson.
Wewillmainlydealwithlisteningandspeakinginthisperiod.Atthebeginning,studentslistentoadialoguebetweenWangPengandanexpert.Makesurestudentsgothroughtheexercisesbeforetheylistentothetape.Thisistosharpentheirattentionandlistenfortheanswers.Thiswillalsohelpthemgetthegistofthelisteningtext.Theteachingproceduresmaybeasfollows:First,letstudentsgothroughtheexercisesandguessthelisteningtextmaybeabout.Playthetapeforstudentstolistentoanddecidewhethertheirguessingisright.Second,askthemtolistenagainforthemtodoExercise3.Third,letthemlistenathirdtimetochecktheiranswers.Whiletheyarelistening,theteachershouldpauseandrepeatthekeysentencestohelpstudentsunderstand.Afterlistening,letthemworkinpairsandfinishExercise4.Whencheckingtheanswers,explainsomedifficultlisteningpointsifnecessary.Intheend,showthemthelisteningtextandletthemreadandretellit.Thisstepcanhelpstudentsunderstandandgraspthelisteningmaterialfarfurther.Perhapssomestudentswillfindithardtolistentoandunderstandlisteningmaterials.Encouragethemnottogiveup.ThemoretheylistentoEnglish,theeasieritbecomes.
Asweknow,youngpeoplecanshowthattheyarenoteatingabalanceddietinanumberofways—bybeingtoothin,toofatorsick.SotheexerciseTalkingistoencouragestudentstodiscusshowtheirdietsmayaffecttheirqualityoflife.Itgivesthemtheopportunitytopracticeadialogueusingthefunctionalitemsforseeingthedoctor,suggestionsandadvice.Sotheyshouldlearnsomeexpressionsofseeingthedoctor,suggestionsandadvicefirst.Thentheyarerequiredtocreatesuchadialogue.Duringthecourse,encouragethemtousevocabularyfromthereadingandlisteningpassages.
Thisperiodplacesemphasisondevelopingstudents’listeningandspeakingability.Weshouldtryourbesttoencouragestudentstosaysomething.Don’talwayscorrectthemistakestheyhavemadewhiletheyarespeaking.Otherwise,theywouldfeelreluctantandnotsayanythingmore.
教学重点
1.Developstudents’listeningandspeakingabilities.
2.Enablestudentstomasterdifferentlisteningskills.
3.Letstudentslearntheexpressionsofseeingadoctor,suggestionsandadvice.
教学难点
1.Getstudentstolistenandunderstandthelisteningmaterials.
2.Letstudents’makeadialogueusingthefunctionalitemsforseeingthedoctor,suggestionsandadvice.
三维目标
知识目标
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthelisteningpassages.
2.Letstudentslearntheexpressionsofseeingthedoctor:
What’sthematter?
What’swrongwithyou?
Whatseemstobethetrouble?
Howlonghaveyoubeenlikethis?
It’snothingserious,only....
Isupposeyouhadbetter....
Ithinkyououghtto....
能力目标
1.Enablestudentstocatchandunderstandthelisteningmaterials.
2.Developstudents’abilitytogetspecialinformationandtakenoteswhilelistening.
3.Getstudentstolearnandusetheexpressionsofseeingthedoctor,suggestionsandadvice.
情感目标
1.Enablestudentstoknowmoreabouthealthyeatingandimprovetheirqualityoflife.
2.Developstudents’senseofgroupcooperationandteamwork.

教学过程
设计方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstotranslatesomesentencesusingoughtto.
1)有些事情我应该在你走之前告诉你。
2)他不应该那样做。
3)——他该去看医生吗？
——是的,他该去。
4)要是他全好了,他很可能今天就回校上课。
5)你应该信守诺言。
Suggestedanswers:
1)ThereissomethingIoughttotellyoubeforeyouleave.
2)Heoughtnottodothat.
3)—Oughthetoseethedoctor?
—Yes,heoughtto.
4)Ifheiscompletelywell,heoughttobebackatschooltoday.
5)Yououghttokeepyourpromise.
→Step2Warmingup
1.Tellstudents:TurntoPage14.WearegoingtothepartListening.WewilllistentoadialoguebetweenWangPengandanexpert.Canyouguesswhattheyaretalkingabout?
2.Letstudentslearnthesewords.Practicethepronunciationandlookuptheminthedictionarytofindoutwhattheseillnessesare.
______________scurvy______________rickets______________obesity
→Step3Listening
1.Gothroughtheexercisestomakesurestudentsknowwhattodo.Letthemguesswhatthelisteningmaterialtheywillhearmaybeabout.
Showthefollowingonthescreen.
1)ListentothedialoguebetweenWangPengandanexpert.Writedownthemainideaofthedialogue.
____________________________________________________________
2)Listentothedialogueagainandjointhenamesoftheillnessestotheircauses.
IllnessesCauses
Scurvytoomuchrice,noodles,sugarandfat
RicketsnotenoughvitaminC
ObesitynotenoughproteinandvitaminD
2.Playthetapeforthemtolistentoanddecidewhethertheirguessingisrightornot.
3.Playthetapeagainforthemtowritetheiranswers.
4.Theyexchangetheinformationandlistentothetapeagainforchecking.Letthemhavethecorrectanswers.
5.Give2or3minutestostudentstoaskquestionsiftheyhaveany.
6.LetthemworkinpairsanddiscusswhatproblemsWangPengandYongHuihaveandwhatsuggestionstheywouldgivethem.Fillintheform.
OwnerofrestaurantProblemswithfoodofferedWhatfoodisneeded
WangPeng
YongHui
7.Showstudentsthelisteningtextandletthemreaditaloud.
Listeningtext:(Omitted)
→Step4ListeningonPage48
TurntoPage48.
1.Askstudentstoreadthroughthedirectionsandtheexercises.Makesuretheyknowwhattodo.
2.Tellstudentstolookatthelistofillnessesbelowcausedbynoteatingproperly.
ricketsobesityanorexia(厌食症)indigestion(消化不良)
3.PlaythetapeforstudentstolistentoandfindoutwhichillnessEmmahas.
4.Askstudentstoreadthequestions.
Showthechartonthescreen.
1)WhatdoesEmmausuallyhaveforbreakfast,lunchandsupper?
2)WhatiswrongwithEmma’sdiet?
3)WhyisthedoctorconcernedabouthowmuchEmmaeats?
4)HowdoesEmmafeelafterthedoctortellsherabouttheresultofnoteatingproperly?
5.LetthemlistentoPart1againandanswerthequestions.
6.Askthemtolookatthechartbelow.
Redfood
(onlyalittleeveryday)Orangefood
(someeveryday)Greenfood
(someeverymeal)
7.LetthemlistentoPart2againandfillinthechart.
8.Letstudentssharetheirinformationinpairs.
9.Playthetapeathirdtimeforstudentstocheckandhavethecorrectanswers.
10.Give2or3minutesforstudentstoaskquestionsiftheyhaveany.
11.Showstudentsthelisteningtextandletthemreadit.
Listeningtext:(Omitted)
→Step5Talking
1.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.
DOCTOR
What’sthematter?
What’swrongwithyou?
Whatseemstobethetrouble?
Howlonghaveyoubeenlikethis?
It’snothingserious,only...
Isupposeyouhadbetter...
Ithinkyououghtto...PATIENT
I’vegotapainin...Itcomesandgoes.
I’msufferingfrom...Ifeeltiredallthetime.
I’vegotabadcough/cold/fever/headache/...
I’velostmyvoice.
Ihaveapaininmychest/shoulder/back/...
IthurtswhenItouchit.
I’llfollowyouradvice.
2.Supposethesituation:Inpairsimaginethatoneofyouareworriedaboutbeingtoofatortoothinandhavegonetoconsultthedoctor.Theotherstudentwillbethedoctor,whogivesadviceonhowtochangehis/herdiet.
3.Giveseveralminutesforstudentstopreparetheirdialogueinpairs.
4.Askasmanypairsaspossibletopresenttheirdialoguetotheclass.
Sampledialogue:
(Doctor—D;Patient—P)
D:Nowwhat’sthemattertoday?
P:IthinkIamtoofatandIwouldliketobethinner.WhatshouldIdo,doctor?
D:Ithinkyououghttoeatwellandexercisemore.Youneedtodosomerunningeverymorningbeforebreakfast.Thenyouwillbesuretoloseweight.
P:Thankyou,doctor.ButwhatshouldIeat?
D:Everydayyoushouldeatplentyoffruitandvegetables.Youmustn’tforgettoeatsomemeatandfishandonlyalittlesugarandfat.
P:Whataboutcolaandice-cream?
D:No,theycontainalotoffat,sotryanddowithoutthem.ComebackinaweekandIhopeIshallseeyoualittlethinner!
P:Thankyou,doctor.Iwill!
→Step6ListeningtaskonPage51
1.TalkwithstudentsaboutMcDonald’s.
2.TurntoPage51.Askthemtoreadthedirections,thinkaboutwhethertheywouldliketohavesucharestaurantornotandgivetheirrealopinionsandreasonstosupporttheirideas.
Iwould/wouldnotliketohavesucharestaurantinourtownbecause
___________________________________.
3.Havethemsharetheirideaswiththewholeclass.Studentsgivetheirownanswerstothequestionswhethertheywould/wouldnotliketohavesucharestaurantintheirtown.Differentopinionsareencouraged.
4.Tellstudents:Nowlistentothetapeandseewhattwootherpeopleinyourhometownthinkofthisplan.Letthemgothroughthechartandmakesuretheyknowwhattodo.
NameFororagainstReasons
Tina
LiQian
5.Playthetapeforthemtolistentoandgettheiranswers.
6.Twoorthreeminutesforthemtodiscussandsharetheiranswers.
7.Playthetapeagainforthemtocheckandhavethecorrectanswers.
8.Showthemthelisteningtextandletthemreadit.
Listeningtext:(Omitted)
9.Letthemdesignapostertoencouragepeopletocometoameetingtodiscussthisnewrestaurant.Givetworeasonswhyitshouldbebuiltandtworeasonswhyitshouldnot.Remindthemtopayattentiontothefollowing:
1)tomakeabigmainheadingfortheposter;
2)towriteyourtworeasonsforandagainst;
3)togivethedateandtime.
10.Give5minutesorsoforthemtopreparetheirposters.Thenletthemshareeachother.
Sampleposter:
DoyouwantaMcDonald’sinourtown?
Cometoameetingtonightinthetownhalltodiscussif
1weneedanotherrestaurantinourtown,
2weneedothercommunitybuildings,
3McDonald’swouldbegoodforourtown.
Time:7:30pmDate:Friday,August24,2007
→Step7Summary
Inthisperiod,wemainlyfocusonthelisteningandspeakingabilities.Theyareveryimportant.Ifyourlisteningorspeakingispoor,you’dbetterpractisemore.ThemoreyoulistentoorspeakEnglish,thebetteryourlisteningorspeakingis.Remember:Practicemakesperfect.
→Step8Homework
1.FinishofftheWorkbookexercises.
2.PreviewthepassageComeandEatHere(2).
设计方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomepairsofstudentstomakeupshortdialoguestoreviewmodalverbs,suchasought/oughtn’tto,should/shouldn’t,mustn’t.
→Step2Listening
1.TalkabouttheweaknessofthedietinWangPeng’srestaurant.DiscusswithstudentswhatwillhappenifweonlyeatinWangPeng’srestaurant.Thenletthemlearnthethreenamesofillnesses:scurvy,ricketsandobesity.
2.HavestudentslistentothewholedialoguebetweenWangPengandanexperttofindoutthemainideaofthedialogue.
3.TurntoPage14.AskstudentstogothroughthechartinExercise3andthenlistentothetapeagainandgivetheiranswers.
→Step3Speaking
1.Havestudentsreviewtheexpressionsofmakingsuggestionsandgivingadvice.
2.LetthemworkinpairsanddiscusswhatWangPengandYongHuihaveandwhatsuggestionstheywouldgivethem.
3.Givethemseveralminutestomakeupadialogueinpairsusingtheexpressions.
4.Askasmanypairsofstudentsaspossibletopresenttheirdialoguetotheclass.
→Step4Workbookexercises
1.Listening
1)Gothrougheachexercisebeforeplayingthetape.
2)Havestudentslistentotherecordingafewtimesanddotheexercises.
3)Checktheanswersfirstinpairs,thenwiththewholeclass.
2.Talking
1)Askstudentstoreadthedirections.Makesuretheyknowwhattodo.
2)Letthemreviewtheexpressionsofseeingthedoctorintheboxbelow.
3)Givethemenoughtimetopreparetheirdialogueinpairs.
4)Askasmanypairsaspossibletoactouttheirdialoguestotheclass.
3.Listeningtask
1)Askstudentstoreadthroughthedirectionsandthendiscussthequestions:
Whetherwouldyouliketohavesucharestaurantornot?Why?
2)Letthemlistentothetapeandseewhattwootherpeopleintheirtownthinkofthisplan.
3)Havethemdesignapostertoencouragepeopletocometoameetingtodiscussthisnewrestaurant.
4)Letthemsharetheirposterswitheachother.
→Step5Homework
1.FinishofftherelatedWorkbookexercises.
2.Makeupadialogueusingtheexpressionsofseeingthedoctorwithyourpartner.

板书设计
Unit2Healthyeating
Listeningandspeaking

DOCTOR
What’sthematter?
What’swrongwithyou?
Whatseemstobethetrouble?
Howlonghaveyoubeenlikethis?
It’snothingserious,only...
Isupposeyouhadbetter...
Ithinkyououghtto...PATIENT
I’vegotapainin...Itcomesandgoes.
I’msufferingfrom...Ifeeltiredallthetime.
I’vegotabadcough/cold/fever/headache/...
I’velostmyvoice.
Ihaveapaininmychest/shoulder/back/...
IthurtswhenItouchit.
I’llfollowyouradvice.
活动与探究
Discussion
Readthefollowingreportsandtheninsmallgroupsdiscusswhatyouthinkofafterreadingthereports.
Thelatestdatafromanongoinggovernment-sponsoredsurveyofthehealthandnutritionoftheU.S.populationindicatedthatnearly65%ofAmericanadultswereoverweightandmorethan30%wereobese.Themostdisquietingfindingwasthatmorethan80%ofallblackwomenovertheageof40wereoverweightandhalfwereobese.Inaseparatereportfocusingonchildrenandadolescents,15%ofthoseaged16-19wereoverweight.
CDCresearcherspublishedthedisturbingresultsofa20-yearstudythatanalyzedhospital-dischargerecordsofchildren.Theyfoundthatoverweightchildrenwereincreasinglybeingdiagnosedwithillnessesformerlyseenmainlyinoverweightorobeseadults.TheseincludedtypeⅡ(non-insulin-dependent)diabetes,gallbladderdisease,andsleepapnea.Althoughtheoverallnumbersofchildrenwiththeseseriousconditionsremainedrelativelylow,theincreasesovertheperiod1979-1999werestriking.Forexample,thediagnosisofgallbladderdiseasein6-17-year-oldsrose228%.
AreportonobesityamongchildrenworldwidebytheLondon-basedInternationalObesityTaskForcewaspresentedinMayattheannualmeetingoftheWorldHealthAssembly,whosedecision-makingbody.Thetaskforceestimatedthat22millionchildrenunderage5wereoverweightorobese.Among10-year-olds,theU.S.hadthethirdhighestprevalenceofoverweightchildren,afterMaltaandItaly.Muchtothesurpriseofmanyhealthprofessionals,obesitywasfoundtobeagrowingprobleminless-developedcountries.InMoroccoandZambia,forexample,morechildrenwereoverweightthanmalnourished.InEgypt,Chile,Mexico,andPeru,asmanyas25%ofchildrenaged4-10wereoverweightorobese.

Unit 4 Body Language The first period 教案

一名优秀的教师在教学时都会提前最好准备，作为高中教师准备好教案是必不可少的一步。教案可以让学生们充分体会到学习的快乐，帮助高中教师提前熟悉所教学的内容。那么一篇好的高中教案要怎么才能写好呢？考虑到您的需要，小编特地编辑了“Unit 4 Body Language The first period 教案”，供大家借鉴和使用，希望大家分享！

Unit4BodyLanguage
Thefirstperiod
Teachingaims
1Describegesturesandfacialexpressions
2Trainthestudents’listeningability
3Practisemakingoffersandrequests
TeachingImportantPoints
1Trainthestudents’listeningability
2Learnhowtoaskforhelpandofferhelp
TeachingDifficultPoints
1Learntodescribegesturesandfalialexpressions
2Finishthetaskofspeaking
Teachingmethods
1Listening,speakingandwriting
2Individual,pairorgroupwork
3Watchandsay
TeachingAids
1Acomputerformacromediause
2Ataperecorder
3Theblackboard
TeachingProcedures
Step1Lead-in
Wecancommunicatewitheachotherinmanywayssuchasspeaking,writing,surfing
theIntenetandbodylanguage.Todaywe’llstudyoneofformsofcommunication——bodylanguage
Whatisbodylanguage?
Bodylanguageisthemovementsorpositionsofourbody,wecanusethemtoshowotherpeoplewhatwearethinkingorfeeling.
Nowlet’slearnaboutsomegestures.
Step2Warmingup
1Matcheachpicturewiththeemotionandthecorrectsentence.
2Justimagineyouarethepersonwhoisinthepicture,pleaseexpressthefeelingwithoneortwosentences.
Step3listening
1Listentothetapeandchoosethebestanswertothefollowingquestions.
Part1(1)D(2)B(3)A
Part2(1)B(2)B
2Useyourbodylanguagetoactthemout
Step4Speaking
1Studysomeusefulexpressionsandlearntoaskforhelpandofferhelp.
2Actoutthesituations
Situaton1Anoldmaniscarryingaveryheavysuitcase
Situation2Somebodyislateforaflightandwantstogoaheadofthequeue
Situation3Anoldandsickpersonisonacrowdedbusandwantstositdown.
Step5Summary
Todaywe’velearnedhowtocommunicateusingbodylanguage.Wehavealsolearnedsomephrasestomakeoffersandrefuseoffers.Afterclasstrytoreviewthem.
Step6Homework
1Practisespeaking
2Prpareforreading
Step7TheDesignofthewritingontheblackboard.