高一英語(yǔ)（下）必修四Unit 4 全單元教案

Period one: new words and expressions Teaching Aims: let the students know some important words in this unit, . and let them know how to use them. Teaching Important Points: How to use the new words and expressions in this unit. How to read the new words correctly. Teaching Procedures: Step one: Greeting Step two: Reading Read the new words and expressions in this unit. Step three: Explanation 1. avoid 經(jīng)常后接動(dòng)名詞做賓語(yǔ) 2. contact get into contact with sb. “與某人取得聯(lián)系” make contact with sb. 與某人聯(lián)系 be in contact with 與……有接觸, lose/break contact with 與……失去聯(lián)系 3. lean against 4. ahead of go ahead 5. give sb. a hand= do sb. a favor 6. manage to do=succeed in doing sth. 7. firm: solid hard 8. detail: go into details in detail 9. in order in order to/ that 10. occur; occur to sb. 使某人突然想起什么事情 11. focus: focus…on… 把……集中于…. 12.specific&special 詞組： be sure ahead of in a hurry give. sb a hand disagree with get through communicate with sb. tear down hold up make a face Step four: Homework 1. Recite all the new words in this unit. 2. Do the exercises in the workbook. Pg .120 3. Review the warming up. Period two: Warming up and listening Teaching Aims: 1. Learn to express yourself using facial expressions. 2. Train the students’ listening ability by listening and answering some relative questions. Teaching Important Points: 1. Train the students’ listening ability. 2. Encourage the students to learn to make offers and requests by speaking. Teaching Procedures: Step one: Greeting and revision Check their homework about the new words and expressions. Do the exercises in the workbook with the students. Step two: Warming up A. Look at the pictures and discuss the following questions Let the students do the exercises in groups. Then check their answers. Then advise some students to make some facial expressions and let the others to guess. Step three: Listening First, we should introduce the passage for the students and explain the new words in this part. Second, play the tape for the students at least three times. Each time is for each question. At last, the teacher shows the answer on the screen. Step four: summary about the speaking Offer Request Can/ Shall I help you with that? Could you help me with…? Would you like me to …? Do you need some help with that? Could you please…? No, thank you. Thanks for all your help. Would you like some help? No, thanks. I can manage it myself. Could you give me a hand with this? That’s very nice of you. Is there anything else I can do for you? Step five: homework 1. Try to act the speaking part out. 2. Recite the new words in this unit. 3. Review the reading part. Period three: reading part Teaching Aims: 1. Enable the students to learn something about body language from the text. 2. Get the students to have the ability to grasp the main idea of a passage as fast as possible. Teaching Important Points: 1. How to summarize the main idea. 2. Master the body language in this period. Teaching Procedures: Step one: Greeting and revision Check their homework about the speaking part. Step two: Pre- reading Give the students several minutes to discuss the following questions with their partner in pre-reading. Step three: reading I Listening and reading aloud Let the students listen to the tape and read the text after the tape. II Reading Read the text fast and then answer the questions on the screen. 1. Do people express their thoughts and opinions communicate with others only by words? What other ways can be used? 2. In what countries does “shaking one’s head” mean “yes”? 3. What are some situations where we need to be very careful about our body language and gestures? 4. How is body language different from spoken language? What do they have in common? 5. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples? Step three: Discussion Discuss the post-reading questions with the students. Let them complete the chart in the post-reading. Step five: Homework 1. Try to find the language points in the reading. 2. Try to find some difficult sentences in the text which they cannot understand. Period four: Reading Teaching Aims: 1. Enable the students to master the new words and expressions in the text. 2. Let the students know more about body language. Teaching Important Points: How to get the students to master the new words and expressions of the text Teaching difficult points How to improve the students’ reading ability Teaching method Practice explanation discussion group work Teaching Procedures: Step one: Greeting and revision Review what they have learned by asking some questions about the text. Step Two: Explanation of the text 1. Communicate with sb. 和某人保持聯(lián)系 2. but the way a person stands, folds his or her arms, or moves his or her hands….. 3. Just like spoken language, body language varies from culture to culture. 4. a visiting friend is greeted with a kiss on the check: 5. A smile can help us get through difficult situations and find friends in a world of strangers. 6. A smile can open doors and tear down walls. 7. It can be used to express almost any emotion. 8. And if we are feeling down or lonely, ……... General meaning of each paragraph: 1. We communicate with people not only by words but also by body language. 2. Body language varies from culture to culture. 3. The same body language has different meanings in some different countries. 4. Some gestures are universal. 5. Smile is the best example of universally understood body language. Ask students to try to retell the text Step Ⅴ.Listening and Consolidation T:Now look at your books.Ill play the tape.Listen carefully.You can follow it in a low voice.Pay attention to the stress and intonation. (After that,the teacher says the following.) T:From the text,we know people can use body language to communicate,but some body language is different in different countries,that is to say,when we want to express the same meaning,people in different countries use different body language.Look at the chart in Pages 47~48.Work in pairs or in groups.First have a discussion.Then complete the chart.In the end,Ill check the answers. (The teacher first asks the students to do the exercise orally and then shows the answers on the screen.) Step Ⅵ.Summary and Homework T:In this class,weve read a passage about body talk,and learned some body language.We have also known that not all the body language means the same thing in different countries.Different people have different ways of making communication through body language.After class,read the passage again and again till you can recite it.Whats more,dont forget to preview “Word Study” and “Grammar” Draw at least 10 gestures and write out their meanings in your exercise books.And then explain each of them to your partners.Well,thats all for today.Class is over. Step four: Homework 1. Do the exercises in the workbook and the newspaper. 2. Go over the reading part. Period five: Word study and grammar Teaching Aims: 1. Learn to define the words about body movements. 2. Review some gestures to make sure you know what they mean. 3. Learn and master the “-ing” form as the Subject, Object or Predicative. Teaching Important Points: 1. The use of the “-ing” form as the Subject, Object or Predicative. 2. The different meanings of different gestures. Teaching Procedures: Step one: Greeting and revision Give the students several minutes to do the exercises in the workbook and then check their answers. (Page 110) Step two: Word study 1. In the last period, we’ve learned something about body language. We’ ve known that different body movements and facial expressions express different meanings. Let’s review some words about body movements. Match the words about body movements in the left column with the correct definitions in the right column. First, do it by yourself. Then, check the answers with their partner. 2. Check their answers. Step three: Grammar I The “-ing” form as the Subject, Object or Predicative. 1. Shaking your fist at someone is a way of saying that you are very angry. (subject) (Object) 2. Bending your arm and making a fist is to say that you are strong. (subject) 3. His job is teaching in a middle school. (Predicative) II Do the exercises with the students and then check their answers. Step four: Homework 1. Do the grammar part in the workbook. 2. 能力培養(yǎng)的語(yǔ)法部分 *建議學(xué)生背誦文章的最后一段. Period six: Integrating skills Teaching Aims: 1. Revise the useful expressions in this unit by making sentences. 2. Review the “-ing” form as the subject, Object or Predicative. 3. Train the students’ reading, acting and writing abilities Teaching Important Points: 1. Revise the useful expressions appearing in this unit. 2. Train the students’ acting ability by acting out a story. 3. Train the students’ writing ability by writing a narrative. Teaching Procedures: Step one: Greeting and revision Greet the whole class as usual. Teacher checks the students’ homework. Step two: Revision Join each pair of sentences, using the “-ing” form. Model: I hate reading aloud in the reading room. It is a bad habit. Reading aloud in the reading room is a bad habit. 1. I don’t like waiting in along queue. It is a waste of time. 2. Few people like to fill in long forms. It takes a lot of time. 3. He gets up early every morning. That’s a good habit. 4. Teachers should know the students’ needs and interests. It is very important. Step three: Watching and Acting 1. Look at the six pictures in the text book and then ask some of the students to describe some of them. At last, try to encourage the students to make a story according to the six pictures 3. Divide the whole class into several groups and give the students five minutes to prepare the story. Step four: Reading and Writing Read the tips in the chart and then write a story. Make sure you should give as much detail as possible and put things in order. Step five: Homework Finish all the exercises about this unit. 單位：湖北省荊門　姓名：李國(guó)　E_mail：liguo619@