高中教案教案

unit4.TheBurgerBusinessgrammar教案。

unit4.TheBurgerBusinessgrammar教案
一、章節(jié)分析
（一）綜述
本章節(jié)主要語法——被動語態(tài)是本章節(jié)的一項重要語法項目，它是動詞的一種形式，表示主語是動作的承受者。學(xué)生對于動詞的使用能力，無論是時態(tài)還是語態(tài)，相對來說較弱，因此在指導(dǎo)學(xué)生學(xué)習(xí)這一部分時，應(yīng)該讓學(xué)生首先牢記被動語態(tài)的總結(jié)構(gòu)be+done，在此基礎(chǔ)上多操練各種時態(tài)的被動語態(tài)，多識記一些常用句型。
（二）目標(biāo)
學(xué)習(xí)各種時態(tài)的被動語態(tài)及一些常用句型。
（三）教學(xué)方法
歸納法。
（四）重點和難點
1.A部分簡單復(fù)習(xí)一般現(xiàn)在時和一般過去時的被動語態(tài)，然后歸納出被動語態(tài)的總結(jié)構(gòu)bedone;在此基礎(chǔ)上將結(jié)構(gòu)運用到其它時態(tài)。此外歸納出不用被動語態(tài)的情況。
2.B部分歸納一些常用句型，是重點。
3.C部分可帶領(lǐng)學(xué)生學(xué)習(xí)書中所給例詞。
4.D部分可以通過練習(xí)稍加鞏固。
二、教學(xué)設(shè)計（TeachingDesigns）
教學(xué)內(nèi)容教學(xué)實施建議教學(xué)資源參考
Lead–inWarmingup
利用圖片進行小組對話，復(fù)習(xí)一般現(xiàn)在時和一般過去時的被動語態(tài)
引導(dǎo)學(xué)生歸納出被動語態(tài)的結(jié)構(gòu)《牛津英語》課本Page64A1
Practice在進行了短暫熱身練習(xí)之后，讓學(xué)生找出下列句子中哪些是主動語態(tài)哪些是被動語態(tài)
讓學(xué)生把分別含有不同時態(tài)的句子改為被動語態(tài)，進一步熟悉被動語態(tài)的結(jié)構(gòu)
介紹Itissaidthat…等常用句型并通過練習(xí)進行鞏固
具體處理這部分的內(nèi)容的建議見[鏈接1]。
拓展感官動詞的被動語態(tài)和主動形式表示被動意義的一些動詞
具體處理這部分的內(nèi)容的建議見[鏈接2]。
《牛津英語教學(xué)參考》
Exercisesandhomework教師自編題目和書后練習(xí)結(jié)合操練
具體處理這部分的內(nèi)容的建議見[鏈接3]?！杜＝蛴⒄Z》課本以及課后練習(xí)

[鏈接1]
說明：
這是一份關(guān)于被動語態(tài)的教案。

Teachingprocedures:
StepOneLeadingin
Presentstudentssomepictures(圖片可掃描書上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)不及物動詞沒有被動語態(tài)
2)系動詞沒有被動語態(tài)
3)短語動詞的被動語態(tài)，不可丟掉動詞后面的介詞或副詞。
Teachersintroducethefollowingsentencespatternstostudents.
1)Itissaidthat…據(jù)說
2)Itissuggested…據(jù)建議
3)Itisbelieved…大家相信
4)Itisreported…據(jù)報道
5)Itisthought…大家認(rèn)為
6)Itiswellknownthat…眾所周知
(Theabovepatternisusefulforexpressinganideawhenwedonotknowexactlywhothespeakersorthelistenersare.)
Example:
ItissaidthatMcDonald’shasitsownuniversity.(=McDonald’sissaidtohaveitsownuniversity.)
Itisthoughtthatsmokingisbadforyourhealth.(=Smokingisthoughttobebadforyourhealth.)
Practice:
Changethefollowingsentencesintothesentenceswiththeinfinitive:
1.Itissaidthatthenewprojectisinprogress.
=Thenewprojectissaidtobeinprogress.
2.ItisreportedthatGDPin2006hasincreasedby8percent.
=GDPin2006isreportedtohaveincreasedby8percent.
3.Itisbelievedthathestudiedabroadlastyear.
=Heisbelievedtohavestudiedabroadlastyear.
TranslatethefollowingsentencesintoEnglish:
1.據(jù)報道200人死于這次空難。
（Itisreportedthat200peoplewerekilledintheaircrash.）
(200peoplearereportedtohavebeenkilledintheaircrash.)
2.人們相信麥當(dāng)勞的員工培訓(xùn)是世界上最好的之一。
(ItisgenerallybelievedthatMcDonald’sstafftrainingprogramisoneofthebestintheworld.)
(McDonald’sstafftrainingprogramisbelievedtobeoneofthebestintheworld.)
3.眾所周知，計算機能幫助人們提高工作效率。
(Itiswellknownthatcomputershelppeopletoworkmoreefficiently.

[鏈接2]

說明：
這是被動語態(tài)的拓展部分，拓展了感官動詞的被動和主動形式表示被動意義的一些動詞，教師可選擇使用。

1.感官動詞和使役動詞的賓補在主動語態(tài)中是不帶to的不定式，變?yōu)楸粍訒r，該不定式前要加to
典型例句：
1)Theteachermademegooutoftheclassroom.
(Iwasmadetogooutoftheclassroombytheteacher)
2)Wesawhimplayfootballontheplayground.
(Hewasseentoplayfootballontheplayground.)
2．主動形式表示被動意義
1）有些動詞表示主語內(nèi)在特性，后常接副詞。這類動詞有wash,clean,cook,iron,look,cut,sell,read,wear,feel,write,sell等。
典型例句：
1)Thebooksellswell.
2)Thisknifecutseasily.
3)Thepenwritessmoothly.
2)有些動詞習(xí)慣上用不定式主動態(tài)，這類動詞有blame,let等
典型例句：
1)Iwastoblamefortheaccident.
2)Theapartmentonthetopflooristolet.

[鏈接3]

說明：
這是針對本章節(jié)語法部分的專項練習(xí)。

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

相關(guān)知識

Unit4Lesson4VirtualTourim教案

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，作為高中教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，使高中教師有一個簡單易懂的教學(xué)思路。關(guān)于好的高中教案要怎么樣去寫呢？下面是小編精心收集整理，為您帶來的《Unit4Lesson4VirtualTourim教案》，供您參考，希望能夠幫助到大家。

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；（動物的）種群

Whatisthepopulationofthiscity?

這個城市的人口是多少？

住在某一地區(qū)的人；生長于某一地區(qū)的動物

Thepopulationinthesevillagesstilluseswellwater.

住在這些鄉(xiāng)村里的人依然飲用井水。

2.locatevt.

Thenewbuildingwillbelocatedinthecenteroftown.

這座大樓將建在市中心。

Theirfactoryislocatedatthefootofthemountain.

他們的工廠坐落在山腳下。

3.settlevt.,vi.

定居；使定居

MysonhassettledhappilyinAmerica.

我兒子已在美國愉快地定居了。

安置；安頓

Wearesettledinournewhome.

我們住入新居。

Speaking

ImagineyouhaveaweekendinAuckland.Chooseplacesyouwouldliketovisitandthingsyouwouldliketodo.Thenworkinpairs.PlanaweekendtogetherinAuckland.

Homework:

TherearesometouristfromAmerica.TheyaregoingtovisitZhongshan.SupposeyouwereatourguideinZhongshan,HowwouldyouliketointroduceZhongshantothetourists?(圖見后附)

Writing

WriteanE-mailtoapenfriendwhoisfromAmericaaboutZhongshan.

1.Introduction/history

Zhongshan

located:……

general:modern/beautifulcity

population:almost_______

history:…….

2:Thingstosee:

Placestovisit:……

3:Thingstod

Sports:

tourism:WuguiMountain

氣候濕潤，多雨；全年平均氣溫約為攝氏22度

warm;plentyofsunshine

Climate

石岐步行街;孫中山故居;

紫馬嶺公園;岐江公園;中山詹園；……

MtEden;ParnellVillage;

SkyTower;

……

Famoussights

距今有800多年歷史

ahistoryof650years

history

位于廣東省珠江三角洲南部

ThePearlRiverDelta

inNorthIsland

location

人口約235萬

lessthanamillion

population

Zhongshan

Auckland

PedestrianStreet

FormerResidentofSunYet-san

Unit 4 Wildlife Protection Period 4 Listening教案

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，教師要準(zhǔn)備好教案，這是教師的任務(wù)之一。教案可以讓學(xué)生更好的吸收課堂上所講的知識點，幫助教師能夠更輕松的上課教學(xué)。教案的內(nèi)容具體要怎樣寫呢？以下是小編為大家精心整理的“Unit 4 Wildlife Protection Period 4 Listening教案”，供大家借鑒和使用，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

一位優(yōu)秀的教師不打無準(zhǔn)備之仗，會提前做好準(zhǔn)備，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生更好地進入課堂環(huán)境中來，幫助授課經(jīng)驗少的高中教師教學(xué)。那么一篇好的高中教案要怎么才能寫好呢？下面是小編為大家整理的“Unit 4 Body language教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！

Unit4Bodylanguage教案
Unit4Bodylanguage(6.3-6.13)
課型設(shè)計與課時分配
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．分課時教案

TheFirstPeriodwarmingup
Teachinggoals教學(xué)目標(biāo)
1.TargetLanguage目標(biāo)語言
a.重點詞匯和短語
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重點句型或交際用語
Actoutthefollowingmeanings,please.
PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.
Nowitisyourturntoshowtheaction/gesture.
Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.
b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.
3.Learningabilitygoals學(xué)能目標(biāo)
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
Teachingimportantpoints教學(xué)重點
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教學(xué)難點
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
Teachingmethods教學(xué)方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具準(zhǔn)備
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教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.詞匯和短語
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy
b.重點句子
Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?
Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.
Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?
WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?
DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?
Whyaretheredifferentkindsofbodylanguage?
c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals學(xué)能目標(biāo)
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教學(xué)重點
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教學(xué)難點
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Teachingmethods教學(xué)方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具準(zhǔn)備
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教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.詞匯和短語
unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjective
b.重點句子
Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstoknowmoreaboutbodylanguage.
Whatisthefunctionofbodylanguage?
Whatisthesimilarityofbodylanguage?
Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?
Whatisthedifferenceofbodylanguagebetweenvariouscultures?
b.Enablethestudentstounderstandbetterbodylanguage.
Whatistheproperattitudetowardsbodylanguage?
Whatwouldhappenifweknewnothingaboutbodylanguage?
3.Learningabilitygoals學(xué)能目標(biāo)
Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.
Teachingimportantpoints教學(xué)重點
Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.
Teachingdifficultpoints教學(xué)難點
Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.
Teachingmethods教學(xué)方法
Fastreading:dealingwiththe“true”or“false”questions.
Discussion:theimportanceofbodylanguage.
Teachingaids教具準(zhǔn)備
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”構(gòu)成,其否定形式是“notdoing”,V-ing可以帶賓語或狀語構(gòu)成V-ing短語,沒有人稱和數(shù)的變化,但有時態(tài)和語態(tài)的變化。
V-ing形式在句中作定語和狀語是本單元的學(xué)習(xí)重點。
1.作定語
V-ing形式可以單獨充當(dāng)名詞的前置修飾語,這時有兩種情況。
1)-ing形式表示“供作......之用”的意思,這類作定語的-ing形式過去叫動名詞。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,過去叫現(xiàn)在分詞
Asleepingchild
workingpeople
therisingsun
-ing形式短語作定語時一般放在它所修飾的名詞之后,相當(dāng)于一個定語從句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作狀語
可以表示時間,原因,結(jié)果,條件,行為方式或伴隨動作等。
AttentionPlease
-ing形式作狀語時,它的邏輯主語必須與主句的主語是一致的。
Timepermitting,Iwillpayavisittothewholecity.
(分詞的邏輯主語是time,而句子的主語是I,兩者不構(gòu)成主謂關(guān)系,所以只能用獨立主格結(jié)構(gòu),也就是給現(xiàn)在分詞補充一個主語。)

Homework
Do“UsingStructures”onPage64.

ThefifthperiodLisening
A.Doliseningpracticeonbookp31.Writedonethecorrectorder.
B.Completethelisteningtaskonbookp65.

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

Unit4 project教案