英语必修一unit4教案

英语必修一unit4教案（共6篇）

篇1：英语必修一unit4教案

高中英语新课标（人教版）教案 必修一

Unit4 Earthquakes

The Third Period

●从容说课

This period mainly deals with the important language points that appear in the Reading passage.But at first，teacher should check how well the students have understood the passage by asking some detailed questions based on the passage.While doing this part，students should keep their textbooks closed.There are a lot of numbers in the Reading passage.So next the students should finish one task in Learning about Language（Part 3）to know how to read these numbers in English.Then the teacher will deal with the important points in the passage.The purpose of this step is to help students better understand some difficult sentences and master the usage of some important words and expressions.So the teacher should give the students several minutes to look for the difficult points at first.In this way，the teacher can help the students remove the obstacles in reading.After that the teacher will explain the words and expressions and then show the students some typical examples to help them understand.Sometimes the teacher will compare the words or expressions with some similar ones.After this step，as consolidation，the students are asked to finish two short passages using the words and expressions that they have just learned in the unit.Another more difficult task is set to meet the needs，that is，to translate some sentences from Chinese to English by using the words and expressions in the brackets.●三维目标 1.Knowledge：（1）Words：

crack，burst，ruin，injure，destroy，shock，last的具体用法。（2）Phrases：

at an end，right away，dig out 的用法（3）Sentence patterns：

All hope was not lost.（部分否定句）2.Ability：

（1）Train the students’ ability to read different numbers in English.（2）Learn the usage of some difficult words and expressions.（3）Train the students’ ability to remove the difficulties while reading.3.Emotion：

（1）Train the students’ ability to cooperate with others.（2）Know the deadliness of an earthquake and the signs before an earthquake is coming.（3）Learn from the bravery of people in Tangshan to face the reality and rebuild the city.●教学重点

（1）Train the students’ ability to read different numbers in English.（2）Train the students’ ability to cooperate with others.●教学难点

（1）The explanation of some difficult words and expressions.（2）Train the students’ ability to remove the difficulties while reading.●教具准备

（1）a tape recorder（2）a projector（3）the blackboard ●教学过程 Step 1 Greetings Greet the whole class as usual.Step 2 Revision T：In the last period，we learned something about the terrible Tangshan Earthquake in 1976，which is the deadliest earthquake in China’s history.Now I am going to ask you some questions based on the Reading passage.T：What did people in Tangshan see in the sky before the earthquake？ S1：They saw bright lights in the sky.T：What did people hear？

S2：They heard the sound of planes outside Tangshan even when no planes were in the sky.T：What did people notice in the wells？

S3：People noticed the well walls had deep cracks，and a smelly gas came out of the cracks.T：Did people pay any attention to these abnormal phenomena？ S4：No.They went to bed as usual that night.T：When did the earthquake begin？ S5：At 3：42 in the morning of July 28.T：How many people were killed or injured in the quake？ S6：More than 400000 people.T：Could the injured people go to hospital？

S7：No，they couldn’t because all of the city’s hospitals were gone in the quake.T：Were there any aftershocks？

S8：Yes.Later that afternoon，another big quake shook Tangshan.Many rescue workers and doctors were trapped under the ruins.T：Did the survivors deny the city and go to live in other places？

S9：No.They did the rescue work with the help of 150000 soldiers sent by the army.Slowly the city of Tangshan began to breathe again.T：I am very satisfied with your work.Step 3 Learning about Numbers T：Maybe you have already noticed that there are a lot of numbers in the Reading passage.To read them correctly is very important.Sometimes there is a test on numbers in Listening.T：Now turn to Page 28 and look at Part 3.Match each word to the number that has the same meaning.（Allow Ss several minutes to finish the task.）T：Now let’s check your answers.S：A.90%

ninety percent B.10000

ten thousand C.1000000 one million

D.150000

one hundred and fifty thousand E.75%

seventy-five percent F.1/3

one-third G.500 000 half a million H.2/3

two-thirds Step 4 Important points T：In the Reading passage of this unit，there are some important words and expressions.I will first give you five minutes to pick out the difficult words，expressions and sentence patterns.You may work with your partner.（After five minutes.）S1：In the first paragraph，“...the water pipes in some buildings cracked and burst.” How can we understand “burst”？

T：If something bursts or if you bursts it，it breaks open or apart suddenly and violently so that its contents come out.e.g.You are going to burst the balloon，if you are not careful.S2：In the first paragraph，“Farmers’ wives noticed that the well walls had deep cracks in them.” and in the second paragraph “A huge crack that was eight kilometers long and thirty meters wide.” Do the two “cracks” have the same meaning？

T：You are very careful.Yes，they have the same meaning.Both of them are nouns.“Crack” means a very narrow space between two things or two parts of something.“Crack” can also be a verb，meaning to break or make something break so that it gets one or more lines on its surface，as in the sentence “In the city，the water pipes in some buildings cracked and burst.”

e.g.She fell off her bike and cracked a bone in her leg.S3：How can we understand this sentence in the second paragraph “It seemed that the world was at an end.”？

T：In order to understand this sentence，you have to know the meaning of the phrase “be at an end”.It refers to a situation in which something is finished or no longer existed.e.g.The long hot summer was at last at an end.Other examples are “come to an end”，“put an end to sth.”.T：So now who can explain the sentence in our text？

S4：Let me have a try.The earthquake was so terrible that nearly everything was destroyed.So people thought it was the end of the world.T：Excellent.And this sentence uses exaggeration.S5：In the second paragraph，“In fifteen terrible seconds a large city lay in ruins.” Why don’t we use “ruin” instead of “ruins”？

T：“Ruin” can be an uncountable noun，which means a situation in which you have lost all your money，your social position，or the good opinion that people had about you.e.g.With the collapse of grain prices，small farmers are on the brink of financial ruin.While “ruins” means the part of a building that is left after the rest has been destroyed.e.g.the ruins of a bombed-out office block S6：In the second paragraph “Two-thirds of the people died or were injured during the earthquake.” Can we use “wound” to take the place of “injure”？

T：No.To injure someone means causing physical harm to someone，for example in an accident or an attack.To wound someone means injuring someone，especially by making a cut or

hole in their skin using a knife，gun，etc.e.g.（1）One of the players injured his knee and had to be carried off.（2）Gunmen killed two people and wounded six others in an attack today.S7：In the third paragraph “Everywhere they looked nearly everything was destroyed.” Can we use the word “ruin” to take the place of “destroy”？

T：No.“Destroy” means to damage something so badly that it no longer exists or cannot be repaired.If you “ruin” something good or useful，it then usually exists，but no longer has its good qualities or features.e.g.（1）The school was completely destroyed in the big fire last night.（2）Too much sugar can ruin your teeth.S8：In the third paragraph，“People were shocked.”What’s the meaning of the sentence？ T：“Shock” here means to make someone feel very surprised and upset and unable to believe what has happened.e.g.The murder of such a young child deeply shocked the whole community.S9：So the sentence in our text means people were surprised.T：Yes.But there is a slight difference between “shock” and “surprise”.If something is，comes as，or gives you a shock it is unexpected and often very bad.e.g.It came as a great shock to hear she was leaving home.But a surprise is something that is unexpected，but is not necessarily bad.e.g.What a nice surprise!I didn’t even think you were in the country!S10：In the third paragraph，“People began to wonder how long the disaster would last.” What does the word “last” mean in this sentence？Is it an adjective？

T：No，it is not an adjective but a verb.“Last” here means to continue for a particular length of time.e.g.The hot weather lasted for the whole month of July.As a verb，“last” could also mean to manage to remain in the same situation，even when this is difficult.e.g.They won’t be able to last much longer without fresh supplies.The word “last” can also be used as a linking verb.It means being enough for someone to use.e.g.We only had $50 to last us the rest of the month.S11：In the last paragraph，“All hope was not lost.” What is the meaning of this sentence？ T：This sentence is a partial negative.It has the same meaning with “Not all hope was lost.” e.g.（1）All the students do not agree to the plan.（2）Not all the students agree to the plan.These two sentences mean some of the students agree to the plan，but some don’t.Step 5 Consolidation T：Now after the explanations of the words，expressions and sentence patterns，let’s do some exercises.Please turn to Page 28 and look at Part 2 in Learning about Language.Complete the passage with some of the words in the text.（After several minutes teacher asks one of the students to read the short passage.Correct any mistakes if there are any.）

Step 6 Homework T：In order to master the usage of these words and expressions，please do some related exercises.Finish off the two parts in Using Words and Expressions on Page 63.●板书设计

Unit 4 Earthquakes The Third Period Important Words：

1.burst（v.）2.crack（n./v.）3.ruin

4.injure/wound 5.destroy/ruin 6.shocked 7.last（vi.）

Important Expressions：

1.It seemed that the world was at an end.2.All hope was not lost.（部分否定句）

●活动与探究

Story-telling Competition： For most of human history，people could only imagine what caused earthquakes to happen.So stories were told to explain this natural disaster.A story from India says that four very big elephants hole up the earth.The elephants stand on the back of a bigger turtle.The turtle stands on an even bigger snake.When any of these huge magical animals move，the earth begins to shake!1.In pairs make up a story to explain how an earthquake happens.2.Share your story with your classmates.3.Choose which one is the most interesting.Give a reason.●备课资料 知识点归纳：

1.shake用法归纳（shake，shook，shaken）

（1）抖动，震动，常作不及物动词，也作及物动词。The house shook when the earthquake started.当地震发生时，房子震动了。She was shaking with anger.她气得发抖。

His heavy steps shook the room.他沉重的脚步使房子都震动了。She was badly shaken by the news.她对这个消息大为震惊。（2）摇动，作及物动词

Shake the bottle before taking the medicine.服药前摇匀。

（3）颤动，作不及物动词

His hands shook a little as he wrote.他写字的时候手有点发抖。His voice shook with emotion.他很激动，声音都有些颤抖了。（4）shakeproof adj.防震的，抗震的（5）常用短语：

①和某人握手

shake hands with sb.shake sb.’s hand shake sb.by the hand

He shook hands warmly with me.He shook my hand warmly.He shook me warmly by the hand.他和我热情地握了手。②摇头 shake one’s head（6）辨析

shake 系常用词，指“上下来回短促而急速地摇动”。Shake before taking.（药瓶标签上）服前摇匀。

tremble 指“由于恐惧、悲愤、兴奋等情绪或因寒冷、疲劳等引起无意识地颤抖”。She trembled at the lion’s roar.听到狮吼，她浑身发抖。

quake可与 tremble 换用，但较为正式，指“强烈地颤动”。The earth quaked.地震了。

quiver指“轻微而急速地颤动、摇动”。The leaves quivered with the breeze.树叶随微风摆动。

shiver指“由于寒冷、恐惧或生病而发抖”。He shivered with cold.他冻得发抖。

2.strike用法归纳（strike，struck，struck/stricken）

（1）打，击，敲，常表示用力打，可以是一次或多次。Strike while the iron is hot.趁热打铁。

hit比strike稍弱，指一次性的打或击中。

beat指连续多次地打，也指有节奏的击打，心脏跳动用beat。（2）触（礁），撞

His head struck the table as he fell.他摔下时头撞在了桌子上。（3）发起进攻，袭击

Our troops struck the enemy camp at dawn.我们的部队在黎明时分袭击了敌营。（4）擦（火柴）

I struck a match and held it to his cigarette.我擦着了一根火柴来点燃他的香烟。（5）（钟）敲

I left immediately the clock struck twelve.钟一敲12下，我就离开了。（6）（某种想法）突然出现，忽然想起

It struck me that we ought to make a new plan.我突然想起我们得制订个新计划了。

（7）给（人）某种印象或感觉，给人深刻的印象（常用于被动结构）How does the plan strike you？ 你觉得这个计划怎么样？

I was deeply struck by her beauty.她的美给我留下了深刻的印象。（8）罢工

They are striking for higher pay.他们在为争取高工资而罢工。3.rise（rise，rose，risen）

（1）太阳、月亮、星星升起，出现 The sun rose at seven o’clock.太阳七点钟升起。（2）升高

The river is rising after the rain.雨后河水涨了。

Prices have risen steadily during the past decade.过去十年间物价一直在上涨。（3）起床；立起；站起来（4）晋升

rise，raise和lift辨析：

三个词都有“升起、抬高”的意思。

lift 举起，抬起。常指将物体，尤其是重物，从地面或较低的位置抬高或举起，是及物动词。

He lifted the heavy box for me.他帮我提起了那个重箱子。

raise 举起，升起，抬高，提高。是及物动词。可与lift互换，但raise强调动作的姿势；此外它还有把某物“竖起来”的意思。还可用在抽象的譬喻性质的短语里。

raise one’s voice 提高嗓门 raise prices 提高价格

raise living standards 提高生活水平The national flag is raised every morning.每天早晨升国旗。

rise 升起，上涨，站起来。是不及物动词。常指由低而高的变化过程。The next morning I was the first to rise.第二天早上，我是第一个起床的。4.seem用法归纳

（1）似乎，好像（vi.）①seem+不定式的一般形式

He seems to like the birthday present very much.他似乎很喜欢这份生日礼物。②seem+不定式的完成形式

We seem to have seen you somewhere before.我们似乎在哪里见到过你。③seem+不定式的进行形式

Several people in the crowd seemed to be fighting.人群中似乎有几人正在打架。（2）看来，似乎是（什么样子）（link-v.）①seem+形容词

The doctor seems very capable.看来这个医生很能干。②seem+分词

His first memories seemed connected with work.他的第一记忆似乎与工作相连。③seem+名词

It seems a pleasant city.看来这是一个令人愉快的城市。④seem+介词短语

You seem in high spirits today，Mary.玛丽，看来你今天兴致挺高的。（3）用于下面结构 ①It seems/seemed that...It seems that they are looking for something.他们仿佛在寻找什么东西。

It seemed to him that he had never worked so hard in his life.他似乎一辈子都没有这么努力地工作过。It doesn’t seem that we can get our money back.=It seems that we cannot get our money back.看来我们的钱弄不回来了。②It seems/seemed as if....It seems as if the weather is improving.看来天要好转了。③There seems（to be）....There seems to be no work for you to do here.看来这儿没有工作需要你做了。5.injure injure，hurt和wound辨析： injure伤害，损害（感情），毁坏（名誉）。常指各种性质的身体上或精神上的伤害，常用于意外受伤。是及物动词。

I hope I didn’t injure her feelings.我希望我没有伤害她的感情。

The football player was injured in his right leg.那位足球选手的右腿受了伤。

hurt 伤害。没有injure正式，常用于口语。可用于指大、小伤害，也可指精神上的痛苦或感情上的伤害，可用作及物或不及物动词。

He hurt his foot when jumping over the fence.他在跳篱笆时伤了脚。His words hurt me.他的话伤了我的心。My head hurts badly.我头疼得厉害。

wound 受伤，伤害，损害。一般指打伤、刀伤等外伤，尤指战场上负伤；还可用于比喻，指精神上的创伤。是及物动词。

The soldiers wounded in the battle were taken care of by the nurse.战斗中受伤的战士们由护士在照料。He felt wounded in his honour.他觉得他的荣誉受到伤害。

篇2：英语必修一unit4教案

Unit4 Earthquakes

The Fifth Period ●从容说课

This period lays emphasis on writing，which is a best way to test if the students have mastered what they have learned.First，the students will revise what they have learnt in the last period，that is，the Attributive Clause.Teacher will check the students’ translation of some sentences，which should contain the Attributive Clause.Then，students are asked to read out some sentences they have finished，which should also contain the Attributive Clause，after reading a passage.Then the students should read one invitation.According to the invitation，the students are asked to write a speech，which is made to honor those who died in the earthquake and those who helped the survivors.This task is a bit challenging for the students，but very practical.It requires the students to put what they have learned into daily use，which is the real purpose of language learning.Teacher should instruct the students what to include in such a speech in order to make it sound formal.Next the students will have to finish a little talk.This step is to train the students’ speaking ability as well as the ability to search for the reason for doing something.Then the students are asked to write a newspaper story to report an unusual event that happened in his or her hometown.This step is to help the students know the process of writing a report.It includes choosing the headline，listing the main ideas and listing the detailed information.Writing is a higher stage of language learning.Teacher should frequently give the students some assignments of writing.In this way the students can use what they have learned more freely.●三维目标 1.Knowledge：

（1）Know how to write a speech.（2）Know how to write a newspaper story.2.Ability：

（1）Train the students’ speaking ability.（2）Train the students’ ability to search for doing something.（3）Train the students’ ability to do things step by step.3.Emotion：

（1）Honor the great people of Tang-shan.（2）Learn to cooperate to each other.●教学重点

（1）Train the students’ speaking ability.（2）Train the students’ ability to search for doing something.●教学难点

（1）Know how to write a speech.（2）Know how to write a newspaper story.（3）Learn to cooperate to each other.●教具准备

（1）a tape recorder（2）a projector（3）the blackboard ●教学过程 Step 1 Greetings Greet the whole class as usual.Step 2 Revision T：In the last period，we learned the Attributive Clause and how to choose a proper relative pronoun.Now let’s check your homework exercises.First I will ask some of you to read the sentences that you have translated.S1：Her parents wouldn’t let her marry anyone whose family was poor.S2：The two friends talked about a lot of things and persons that they could remember at college.S3：The girl who/that is singing over there is my younger sister.S4：Is this museum the one that/which you visited last month？ S5：The pen with which he is writing is mine.T：Excellent.Please open your textbooks and turn to Page 64.Look at Part 1 in Using Structures.I will ask some of you to read the sentences out.（The teacher corrects mistakes if there are any.）Step 3 Reading and Writing T：Read the letter on Page 29.In the blank at the beginning of the letter，write the last number of the year it is now.Then in the blank near the end of the letter，use a number to say how many years ago the quake happened.（After several minutes，the teacher checks the answers with the class.）

T：Suppose you are the student who was invited to give the speech.What should you include in your speech？

S1：I should first thank Mr Zhang Sha and the city government and the visitors.S2：I should thank those who helped the survivors and list what they did after the quake.S3：I will also encourage the people to be always proud of the city.T：Yes.While writing，don’t forget to contain the information.Now I will give you 15 minutes to write the speech.（While the students are writing，the teacher gets around the classroom and helps the students to deal with any difficulties that they have.）

（After 15 minutes.）

T：Are there any volunteers to read his or her speech？ S4：Let me have a try.Ladies and gentlemen，Good morning.It’s my great honor to be given the chance to give the speech.Thank Mr Zhang and the city government for inviting me to speak.And thank all of you to attend this activity.Everybody knows that this park will be opened to honor those who died in the terrible disaster on this day 29 years ago.We should say that all of you are very lucky to have survived.But never can we forget those who helped you do the rescue work.They dug out those who had been

trapped and buried the dead.Most of the 10000 miners who had been trapped underground were rescued.They also helped build the new city.They built shelters for survivors whose homes had been destroyed.They built new homes and offices in only seven years.The United Nations honored them for their quick work.While doing the rescue work and rebuilding the city of Tangshan，many workers and soldiers lost their lives.We should show our greatest honor to them.When I first arrived in the city yesterday，I came to understand why Tangshan was called “Brave City of China”.What you have done made the whole world surprised.Look at the tall buildings and the beautiful environment.There is little trace of the terrible earthquake.How brave you are!All the people in the world should learn from you.I think you should always be proud of the city.Thank you for listening to my speech.T：You did an excellent job.Step 4 Speaking T：Imagine that after your speech，Zhang Sha asks you to give a short talk about the new stamps about Tangshan to honor the city.First，ask and answer the following questions in pairs.（1）What do these stamps show？

（2）Do you think these stamps are very important and why？（3）Will you collect these stamps？Why and why not？（After the students ask and answer these questions in pairs.）

T：Now try to fill in the lines in the little talk.You can use some of the answers to the questions.（After several minutes.）

T：Next I will ask one of you to read the little talk.Step 5 Writing T：Now you are going to write an article for a newspaper about a special event that happened in your hometown.First，let’s learn some skills of writing newspaper stories.Before you write，you should write an outline.This is very useful.It helps you to choose a topic，decide what to write about and organize your ideas and write clearly.S1：What should be contained in the outlines？

T：It should contain a headline，a list of main ideas and a list of important details.A headline is always an interesting title that tells the readers what your topic is.Then each paragraph should have a different main idea or purpose.Next，you can put some details into each paragraph.These details help the readers better understand the main idea.T：Now let’s read the example of a newspaper story.Try to find the headline，main idea and details of each paragraph.You may work in groups of four.（After several minutes.）

T：What is the headline of the newspaper story？ S2：Cyclists Ready to Go on the Road for Blind Kids.T：What is the main idea？

S3：It tells us what the cyclists will do and the reason.It also tells us who they are.T：Then what is the detailed information？ S4：The cyclists will ride from July 5 to 28.They will ride their bikes 1888 km from Lijiang to Lhasa.The team has talked about their plan in Beijing on June 3.They hope to raise 1 million yuan to give to the school which help the blind children in Tibet.The cyclists are from China，the US，Europe and other places.The team is made up of both men and women.Their ages are from 25 to 65.T：Now turn to Page 32 and check your main ideas and detailed information.So now you know how to write a passage step by step.Prepare the outline for a short newspaper story for China Daily.Use the example to help you to organize your outline.You can first have a discussion with your partner and decide which event you will write about.Try to write down the title，main ideas and detailed information.Then put them into a short passage.（Ss write the stories，meanwhile，the teacher goes around the classroom and helps the students to deal with any difficulties that they meet.）

T：Please hand in your writing and I will mark them.●板书设计

Unit 4 Earthquakes The Fifth Period An outline helps you to： ·choose a topic ·decide what you want to say about the topic ·organize your ideas and write clearly A newspaper out line should have： ·a headline ·a list of main ideas ·a list of important details

●活动与探究 Poster-making Disaster Picture Show：

1.Divide the whole class into groups of four or five.2.Go to the libraries or go online to search for pictures of natural disasters，such as，typhoons，hurricanes，floods and earthquakes.3.Each group chooses one or two best and typical pictures and shows them to the whole class by a representative.At the same time，the other students can ask some questions about the pictures.●备课资料

Tsunami Bangkod，Thailand（CNN）—Thailand’s tsunami death toll could reach 8000，with more than half of those foreign tourists holidaying in the nation’s southern resorts when the disaster struck.There are more than 3000 visitors from Sweden among the missing in Thailand，and the Scandinavian nation is braced for（准备对付）what could be the worst natural disaster toll in its history.Swedes greeted the New Year with a national day of mourning Saturday，flying flags at half-staff and lighting candles for the missing.Thailand’s Prime Minister Thaksin Shmawatra said Saturday many of those who were still listed as missing were likely to be dead.“Many corpses will be floating in the sea，” Thaksin said，according to wire reports.“Of the 6500 missing，it is likely that they could mostly be dead as many days have passed.”

Thailand’s official death count is 4812.As the search for bodies continues，Thaksin said his government would investigate why the tsunami warnings largely failed to reach officials and tourist resorts.“We will have to investigate the whole incident.When it happened，why we were not warned，” Thaksin said in his weekly radio address.Officials at the country’s meteorological department did issue some warnings before the waves slammed into tourist resorts and fishing villages，but they only got through to a handful of officials，the Associated Press reports.It is thought around 20000 Swedes have traveled to Thailand this holiday season，to escape the cold winter of northern Europe.While only 59 Swedes have so far been confirmed dead，authorities are fearing this tragedy may well become the worst natural disaster in the nation’s history.With a population of only 9 million，Sweden’s expected loss of life almost matches that of Indonesia，and is exceeded（超过）only by Sri Lanka.Questions：

（1）The tourists from which country have the largest number of deaths in Thailand except the natives？

（2）Why did Swedes make flying flags at half-staff？（3）What can we learn from Thaksin’s words？（4）What’s the main purpose to write this passage？（5）Why Swedes like traveling to Thailand in winter？ Answers：

（1）The tourists from Sweden have the largest number of deaths in Thailand except the

natives.（2）They did it in order to memorize/mourn the victims in the tsunami.（3）Thaksin was angry at why few people were warned of the tsunami.（4）The writer wrote the passage to report Thailand’s tsunami.（5）They traveled to Thailand because they wanted to avoid the cold winter in their own country.Titanic One night in April 1912，a new ship called “TITANIC” was crossing the Atlantic.It was the biggest and most luxurious ocean liner（豪华远洋客轮）of that time.The ship was going very fast.It was carrying 2224 passengers，including men，women and children.The passengers were all having a good time when the ship suddenly struck an iceberg.The iceberg tore a great hole in the ship’s side and it began to sink.There was a great alarm on board.Warning bells rang out.Everyone rushed to lifeboats，but there was not enough room for them all.The lifeboats took mostly women and children.It was a terrible scene.Wives were weeping because they had to leave their husbands to drown.Children were crying，because they had to say goodbye to their fathers.The men had to remain on the ship.Another ship was passing nearby.The “TITANIC” sent out signals for help，but no help came.In the early hours of the morning the “TITANIC” sank while the band was playing bravely on deck.Twenty minutes later，another liner arrived on scene and helped to rescue the survivors from the icy water.But more than two thirds of the passengers went down with the “TITANIC”.It was one of the greatest sea disasters of all time.Questions：

1.Why did “TITANIC” sink with many passengers？

2.How many passengers went down with the “TITANIC” according to the passage？ Answers：

篇3：英语必修一unit4教案

阅读课

二、教材分析

(一) 教学内容

本文选自人教版高中英语必修一第四单元“地震”中的阅读部分“地球的一个不眠之夜”, 主要描述了1976 年7 月28 日凌晨3 时42 分53.8 秒发生在河北省唐山市的一场地震, 具体涉及地震的预兆、地震造成的破坏、震后的援救等内容。阅读课在英语教学中属于知识输入, 知识输入的程度直接影响着知识输出的质量, 因此, 本课在本单元的英语教学中起着至关重要的作用。如果学生能掌握本节课的内容, 对本单元其他内容的学习也会大有裨益。

本文根据地震前的迹象、地震时的损害和地震后的援救, 将文章分成三个主要部分。第一部分主要讲述地震来临之前, 唐山发生的一些不正常的自然现象, 如鸡飞狗叫、老鼠从田野跑出、鱼从池塘跳出及天空出现强光等。第二部分主要描述地震给唐山带来的破坏, 仅仅15 秒的时间, 几乎整个唐山地区夷为平地, 仿佛世界末日来临。第三部分主要讲述地震后, 一方有难, 八方支援, 在解放军的援救和全国各地人民的帮助和支持下, 唐山灾区开始复苏。

本课语言生动, 结构清晰, 有助于学生归纳总结。内容方面, 选择近些年比较常见的自然灾害——地震, 比较能激发学生阅读的兴趣。在情感教学上, 通过本课的学习, 帮助学生了解地震的自救知识, 同时引导学生树立一方有难、八方支援的价值观, 引导学生对灾区的人们伸出援助之手。

(二) 教学目标

1. 使学生了解有关地震的信息, 包括震前迹象、地震破坏、震后援救等;

2. 帮助学生理解及掌握一些长难句;

3. 使学生能用自己的语言描述个人的想法、经历等;

4. 培养学生的阅读技巧, 特别是猜测、跳读、查读等, 提高阅读能力;

5. 帮助学生学习地震时如何自救以及引导学生对灾区同胞伸出援助之手, 树立正确的价值观。

(三) 教学重难点

1. 教学重点

(1) 帮助学生学习了解地震的有关内容;

(2) 提高学生的阅读能力;

(3) 对学生进行情感教育。

2. 教学难点

(1) 学生能通过不同的阅读技巧来理解文章的细节信息;

(2) 学生能使用已学的单词和短语正确表达自己的想法和感受。

(四) 教法学法

1. Communicative Approach (交际教学法) ;

2. Task-based Language Teaching (任务型教学法) ;

3. Situational Method or Visual Teaching Method (情境法、视听法) ;

4. Classified Teaching Method (分类教学法) ;

5. Discovering Learning (探究学习法) 。

三、学情分析

本课的授课对象为桂林任远中学高一年级学生, 英语基础较差。虽然学生在初中阶段积累了一定的词汇和语法知识, 但在阅读能力和阅读技巧方面仍然十分不足。相比常规的教学, 知识性和趣味性的教学活动更能激起他们对英语的兴趣, 所以本节课运用了一些视频和图片, 旨在激发学生对本节课的兴趣。

四、教学设计

本节课主要根据读前、读中、读后三个环节设计教学活动。

读前:通过视频和图片导入话题, 通过视频和猜测激发学生对本节阅读课的兴趣。

读中:通过设置不同类型的阅读任务, 指导学生运用略读、跳读和仔细阅读等方式了解文章大意及重要细节信息, 培养学生猜测、概括、分析、总结的阅读技能。

读后:首先, 要求学生根据时间表复述文章主要内容;其次, 通过提问循序渐进地引导学生展开讨论总结文章, 升华主题, 达到情感教学。主要流程见图1:

五、教学过程

(一) 导入 (leading-in)

1. 通过让学生观看唐山大地震视频片段导入本节课话题, 并让学生回答以下问题:

(1) What happened in the video? (在视频片段中发生了什么?)

(2) What’s your feeling? (你有何感觉?)

【设计说明】尽管学生对地震有了一定的了解, 但地震对于学生来说是陌生的, 没有感知的。通过观看唐山大地震的视频, 让学生对地震有进一步的感观认识, 希望学生有所触动, 激发其对本节课的兴趣。

2. 展示一些关于震前迹象的图片, 让学生以填空的形式讨论、猜测震前会发生哪些不正常的现象。

The water in wells rose and fell.

Some deep cracks could be seen in the well wall.

A smelly gas came out of the cracks.

Mice ran out of the fields looking for places to hide.

Fish jumped out of their bowls and ponds.

People saw bright lights in the sky.

【设计说明】通过展示一些震前迹象的图片, 让学生猜测地震前会发生哪些不正常的自然现象, 从而自然地导入课文。

(二) 阅读课文 (while-reading)

1. 快读 (fast reading)

让学生快速阅读课文, 概括出文章大意, 同时找出每一段的主题句。通过略读, 使学生了解文章大意, 培养学生的概括归纳能力。

(1) Main idea (文章大意)

The passage mainly talks about a /an earthquake that happened in Tangshan in 1976.

(2) Topic sentences (主题句)

Para 1:Strange things were happening in the countryside of northeast Hebei.

Para 2:It seemed as if the world was at an end.

Para 3:Everywhere they looked nearly everything was destroyed.

Para 4:All hope was not lost.

【设计说明】使用任务型教学法, 学生带着任务, 有目的地阅读文章, 同时培养他们跳读抓取信息的能力。

2. 仔细阅读 (careful reading)

任务一:让学生仔细阅读课文, 并将文章分为三部分, 概括总结出每部分的大意 (见图2) 。

任务二:让学生再次阅读课文, 并完成下面的连线题。

任务三:在逐字、逐句阅读文章后, 让学生回答以下问题:

(1) What strange things happened before an earthquake?

(2) What numbers can express the earthquake is GREAT?

(3) Who went to the city after the earthquake?What did they do?

【设计说明】在仔细阅读过程中, 学生不仅要有一定的阅读速度, 同时也要能够准确理解文章内容。本部分仍采用任务型教学法, 通过认真阅读课文, 培养学生查找细节信息的能力和分析总结的能力, 锻炼学生的思维能力。

任务四:让学生在阅读过程中标出难以理解的句子, 特别是一些长句 (定语从句) , 然后有针对性地进行点拨, 以便学生更好地理解文章。

T:While reading the passage, you can mark the long and difficult sentences that you can’t understand.You can ask your partners for help or I will explain them for you later.

(三) 读后 (post reading)

笔者在黑板上为学生展示以下主要时间轴, 让学生根据时间轴来复述文章主要内容。

For three days

At about 3:00 am on July 28, 1976

In fifteen seconds

Then later that afternoon

Soon after the quake

【设计说明】时间轴清晰明了, 让学生根据时间轴复述课文, 既能培养学生概括总结的能力, 又能帮助学生进行正确的知识输出。

(四) 观看地震逃生视频并演示

先让学生观看地震如何逃生视频片段并思考地震来临时人们如何自救, 再找几组学生演示地震来时如何自救。

T:Now, let’s watch a video clip about how to survive during earthquakes.

T:Now I’ll ask some students to come to the stage and show us how to have rescue when an earthquake is coming. Image our classroom is shaking now. The earthquake is coming!

S:Don’t be nervous and keep calm. (保持镇定)

S:Don’t try to run out of the classroom. (不要跑出教室)

S:Protect your head by putting your bag on your head. (用书包挡住头部)

S:Squat or sit down under your desk. (坐在桌子或三角区下面)

S:Leave the classroom after the earthquake. (震后离开教室)

【设计说明】大多数学生对此类活动都特别感兴趣, 因为此类活动容易操作, 参与度高, 有助于培养学生对英语课堂的兴趣。

(五) 讨论 (挖掘文章内涵, 开展创造性思维活动)

让学生分组讨论———对于地震灾区的人们, 我们能做些什么?

Discuss in teams:What can you do to help the persons who suffered from earthquakes?

【设计说明】阅读课除了要提高学生的阅读能力外, 还肩负着一定的情感教学任务, 教师要引导学生联系实际生活, 启发学生思考, 使学生对所学课文有更深层次的理解。通过互相讨论, 学生可以理解“一方有难、八方支援”的重要性, 树立正确的价值观。

六、教学效果

本节课通过略读、找读、细读、推理判断、归纳总结等方法, 结合不同层次的教学任务和课堂活动, 基本实现了所设置的教学目标。大多数学生能积极参与课堂活动, 学生通过上台表演和讨论, 激发了学习英语的热情。

七、教学反思

本节课的课型为阅读课, 旨在提高学生的阅读能力和阅读技巧。本节课主要以学生为主体, 在教师的指导下, 学生通过跳读、查读、细读、总结概括和讨论等方式, 实现任务的目标。本节课所设置的教学活动有一定的真实性和可操作性, 学生参与度较高。虽然学生的基础较差, 但是这堂课气氛很活跃, 学生表现出了很高的热情和积极性。

篇4：英语必修一unit4教案

1. represent

【考纲释义】vt.代表;象征;描述

Our classmates want her to represent the class in the school contest. 我们班的同学想让她代表班级参加学校的竞赛。

This painting represents a hunting scene. 这张油画展现了打猎的情景。

【知识拓展】

represent oneself as / to be…自称是……represent sth. to sb. 阐述;表达represent sth. 代表;代理

2. approach

【考纲释义】vt. & vi. 接近;靠近;走进 n. 接近;方法;途径

As winter approaches, the weather becomes colder. 冬季来临时,天气更冷了。

We heard the approach of the train. 我们听见火车开过来了。

You must approach the bird very quietly or it will fly away. 你必须悄悄地走近那只鸟,否则它会飞走的。

When you learn a foreign language, the best approach is using it. 学外语最好的方法就是使用它。

【知识拓展】

at our approach 当我们接近时be easy of approach容易到达;容易接近with the approach of winter 随着冬季的来临make approaches to sb. 想亲近某人approach sb. about sth. 为某事同某人打交道approach sb. for information 向某人了解情况approach sb. with a suggestion 向某人建议

3. defend

【考纲释义】vt. 保护;保卫

We shall defend our island, whatever the cost may be. 不论代价多大,我们都将保卫我们的海岛。

He had a good lawyer to defend him. 他有一个好律师为他辩护。

【知识拓展】

defend sb. from…保护某人免受……

defend oneself against the enemy 防御敌人

4. likely

【考纲释义】adj. 很可能;有希望;合适的

John is likely to be in London this autumn. 今年秋天约翰可能在伦敦。

The park is a likely place for the picnic.这公园倒是个适合野餐的地方。

It is not likely that the Somali pirates will set free the sailors unconditionally.索马里海盗不可能无条件地释放海员。

One likely result of the heavy snow is the rising of the vegetable price.大雪的一个可能的结果就是菜价上涨。

【知识拓展】

likely常用于以下两种结构中:1) sb / sth. is likely to do sth.2) It is likely + that... 很可能……

【比较辨析】 likely, possible, probable

都含有“可能的”的意思,但也有差异:likely指从表面迹象来看很有可能。possible指由于有适当的条件和方法,某事可能发生或做到,强调“客观上有可能”, 但常含有“实际希望很小”的意思。probable语气比 possible强,“可能性”最大,指有根据、合乎情理、值得相信的事物,带有“大概、很可能”的意思。

5. curious

【考纲释义】 adj.好奇的

The boy is curious, and he is always asking questions. 这个孩子真好奇,总是不断地提问题。

Though she is curious about his past, she refrains from asking too many questions. 虽然她对他的过去很好奇,但她尽量避免问他过多的问题。

【知识拓展】 be curious about 对……充满好奇be curious to do sth很想做…… 渴望做…… curiosity n.好奇;好奇心out of curiosity 出于好奇

6. function

【考纲释义】 n. 功能;作用 vi. 运行,起作用

The function of the heart is to send blood round the body. 心脏的功能就是向全身输送血液。

I couldn’t ring you because the phone wasn’t functioning. 我没法给你打电话,因为电话机坏了。

Some English adverbs function as adjectives. 有些英语的副词起形容词的作用。

【知识拓展】 the leading function 主要功能 functionas 担任;起……作用

二、短语诠释

1. in general 一般地,大体上

People in general dislike being criticized. 人们一般不喜欢受批评。

His statement refers to people in general, not to anyone in particular. 他的发言泛指一般情况, 不是针对某一个人的。

【知识拓展】

generally speaking 一般而言in particular 特别的

2. on the contrary 相反地

You didn’t bother me. On the contrary, I like your company. 你没有打扰我,相反地,我喜欢有你作伴。

It doesn’t seem ugly to me; on the contrary, I think it’s rather beautiful. 我觉得它并不丑, 恰恰相反, 它挺美。

【知识拓展】 be contrary to 违反;与……相反

3. even if 即使,尽管

Even if it should rain tomorrow, they will go for an outing. 纵使明天下雨, 他们也要去游览。

But your price is still on the high side even if taking quality into consideration. 就算考虑质量上的因素,你们的价格还是高。

【知识拓展】 even so 虽然如此

【比较辨析】 if与even if

if意为“如果;假设”,是一种普通的假设。even if 连在一起更多时候传达的是这种假设不是符合说话人意愿的,是一种比较糟糕的打算或是一种出乎意料的情况等。

4.lose face丢脸, 失去尊严

He’ll lose face if he does not keep his promise. 如果他不遵守诺言,他就会失去尊严。

The embarrassing situation caused me to lose face. 令人难堪的场合让我丢了面子。

【知识拓展】 lose weight减肥 lose one’s mind 发疯 lose one’s balance 失去平衡 lose one’sway 迷路 save face挽回面子make a face做鬼脸in face of 面对

5.at ease舒适;自由自在

I feel at ease with friends. 和朋友在一起我感到自在。

She knew that he was not at ease. 她知道他不自在。

【知识拓展】 set / put…at ease使安心 with ease (= easily)熟练地;轻而易举地

be (feel) ill at ease 局促不安, 心神不宁

put sb at his ease 使某人宽心; 使某人感到无拘无束

stand at ease 稍息

6. up and down 上上下下;前前后后;来来往往;处处

Children like bouncing up and down on a sofa.孩子们喜欢在沙发上蹦蹦跳跳。

The woman deliberately stops, looking her up and down, from head to toe. 这个女人故意站住,从头到脚打量了她一番。

With an elevator in the skyscraper, we can easily go up and down. 摩天楼里有电梯, 上下很方便。

【知识拓展】 back and forth 来来往往backwards and forwards前前后后to and fro来来往往here and there到处,处处

三、句式详解

1. Not all the cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away. 不是所有人都以同样方式寒暄。接触陌生人时,距离太近或太远都会使他们不舒服。

nor are they...是倒装句,表示否定意义的状语或表语等位于句首时,句子通常采用倒装结构。此类的词还有never,not,seldom,neither等。例如:

I have never been to Beijing. Neither /Nor has my brother. 我从没有去过北京,我弟弟也没去过。

The meal didn’t cost much, nor was it very delicious. 这顿饭不太贵,也不太好吃。

I have no excuse for being late, nor does he. 我没有迟到的理由,他也没有。

此外,句子Not all the cultures greet each other the same way 为部分否定。not与一些具有完全意义的词如all,both,every,以及everything,everybody等连用时,表示部分否定。部分否定句,既可直接把否定词not 放在被否定词之前,也可用not 来否定谓语。如:

Not all birds can fly. 并不是所有的鸟都会飞。

Not both children are clever. 两个孩子并不都聪明。

I can’t catch everything in the book. 我没有完全掌握书中的内容。

All that glitters is not gold. 闪光的未必都是金子。

如要表示全部否定,则用none,neither,no one,nobody,nothing,never等词。如:

None of the answers are / is right. 所有答案都不对。

2. None of these actions is either good or bad. They are simply the ways in which cultures have developed. 这些行为没有好坏之分。它们只是文化发展的不同方式而已。

in which cultures have developed为定语从句,用来修饰the ways。在定语从句中,way作先行词时,可以用in which, that 来引导定语从句,也可省略。例如:

I don’t like the way in which / that you talk to your parents. 我不喜欢你对父母说话的那种方式。

She was pleased with the way(in which)he apologized to her. 她对他向自己道歉的方式很满意。

3. In most countries, nodding the head up and down shows agreement, while shaking the head means you do not agree, or that you refuse to do something. 在大多数国家,点头表示同意;摇头则表示不同意,或不愿意去做某事。

这是一个并列句。while在本句中作“而;可是”解,表示两者的对比,是并列连词,所引导的不是时间状语从句,而是并列句。如: He went out for a walk, while I stayed at home.他出去散步了,而我却呆在家里。

I like singing while she likes dancing.我喜欢唱歌,而她喜欢跳舞。

篇5：高一英语必修一unit4知识点

定语从句

概念：在复合句中，修饰名词或代词的从句叫做定语从句。

成分：先行词，即被定语从句修饰的名词或代词;关系代词：that，which，who(宾格为whom,所有格为whose);或者关系副词where，when，why等。关系代词或关系副词处在先行词和定语从句之间，起着连接主从句的作用。

1. 关系代词that的用法

关系代词that在定语从句中既能指人，也能指物;既能做主语，也能做宾语。

例：1)A plane is a machine that can fly. (指物，作主语)

2)The noodles (that) I cooked were delicious. (指物，作宾语，可省略)

3)Who is the man that is reading a book over there? (指人，作主语)

4)The girl (that) we saw yesterday was Jim’s sister,(指人，作宾语，可省略)

2. 关系代词which的用法

关系代词which在定语从句中只能指物，既可以做宾语也能作主语。

例：1)They planted some trees which didn’t need much water. (作主语)

2)The fish (which) we bought this morning were not fresh. (作宾语，可省略)

3. 关系代词who，whom的用法

关系代词who,whom 只能指人，在定语从句中分别作主语和宾语

例：1)The foreigner who helped us yesterday is from USA.(作主语)

2)The person to whom you just talked to is Mr. Li. (作宾语，可省略)

4. 关系代词whose的用法

关系代词whose为关系代词who的所有格形式，其先行词既可以是人也可以是物，whose和它所修饰的名词在定语从句中既可以做主语也可以做宾语。

例：1)This is the scientist whose name is known all over the world. (指人，作主语)

2) The room whose window faces south is mine. (指物，作主语)

3)He has written a book whose name I’ve forgotten. (指物，作宾语)

5. 关系副词when的用法

关系副词when在定语从句中作时间状语

例：1)I’ll never forget the time when (=during which) we worked on the farm.

2) Do you remember the afternoon when (=on which) we first met three years ago?

6. 关系副词where在定语从句中的用法

关系副词where在定语从句中做地点状语

例：1)This is the place where( =at/in which) we first met.

2) The hotel where (= in which ) we stayed wasn’t very clean.

7. 关系副词why在定语从句中的用法

关系副词why在定语从句中作原因状语

例: 1). I didn’t get a pay rise, but this wasn’t the reason why(= for which) I left.

篇6：英语必修一unit4教案

I．单元教学目标

技能目标 Skill Goals

Talk about body language: cultural differences and intercultural communication

Practise talking about prohibition & warning as well as obligation

Learn to use the -ing form as the Attribute && Adverbial

Learn to write a diary that showing the observation of how body language helps in communication

II． 目标语言

功

能

句

式 Talk about body language

What is the purpose of language?

What do you think “body language” means?

How can you tell if someone is sad or happy even if they do not speak?

How can you communicate a feeling to someone who does not speak your language?

Why do we need to study body language?

Talk about cultural differences && intercultural communication

What do British people often do when they meet strangers?

What do French people often do when they meet people they know?

Why should we be careful about our own body language?

Why is it important to watch others as well as listen to them?

词

汇 1． 四会词汇

major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy, misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

2． 认读词汇

Garcia, Julia, learned, unspoken, posture, Ahmed Aziz, Coulon, Muslim, frown, threaten

3． 词组

be likely to, at ease, an exciting experience for, not all ..., introduce oneself to sb

语

法 4． 重点词汇

represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action

The -ing form as the attribute && adverbial

Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.

1. The -ing form as the attribute

They are visitors coming from several other countries, ...

His nose touches Mr. Cook’s moving hand, ...

This is an exciting experience for you, ...

2. The -ing form as the adverbial

... so you stand watching and listening.

Four people enter looking around in a curious way.

You see her step back appearing surprised, and take a few steps away from Mr. Garcia.

The visitor from Japan comes in smiling at the same time as George Cook from Canada.

重 点 句 子 1. They will be meeting at a major hotel with local business people and people who represent the Chinese government. P25

2. The first person who arrives is Mr. Garcia from Columbia, closely followed by Julia Smith from Britain. P26

3. You think that there may have been a mistake. P26

4. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away. P26

5. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through keeping physical distance, actions or posture. P26

6. People from places like Spain, Italy or ... others closely and are more likely to touch them. P26

7. ... nodding the head shows agreement, while shaking

the head means that you do not agree, ... P30

Ⅲ． 教材分析和教材重组

1． 教材分析

本单元以Body Language--“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。

1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。

1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。

1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。

1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。

1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

1.7 SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。

1.8 LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

2. 教材重组

2.1 听力：Using language中的Listening, Workbook中的Listening和Listening Task这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。

2.2 口语：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。

2.3 精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。

2.4 泛读：把Using Language中的Reading和Workbook中的Reading Task整合为一节拓展学生视野的泛读课。

2.5 语言学习：深入处理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重点学习Discovering useful structures中“-ing (现在分词)”在句中做定语和状语的用法。

2.6 语言运用：处理Using Language中的Reading and Writing和Workbook中的Writing Task。指导学生写一篇有关“The Body Language I Know”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。

3． 课型设计与课时分配

1st period Speaking

2nd period Reading (I)

3rd period Reading（II）

4th period Language Study

5th period Listening

6th period Writing

Ⅳ． 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target Language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

Act out the following meanings, please.

Please guess what I mean.

Please show the actions, using body language.

Now it is your turn to show the action / gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

b. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教学难点

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

b. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

a. Individual work, pair work and group work.

b. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程与方式

Step I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of .

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

Shake your head / arm / hand ...

Wave your arm / hand ...

Open your eyes / arms /mouth ...

Close your eyes / mouth ...

Twist your wrist / waist.

Cross your arms / fingers.

Nod your head. Bow your head.

Make a face to each other.

Bend / cry / shout / scream / smile / laugh ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture Action Meaning

A handshake You are welcome.

A clap of hand Come on; be cheerful.

A V-shape of the fore-finger and middle finger May you succeed!

Or congratulations on your success!

A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face She is very happy.

Waving their hands They are waving goodbye to people around.

A hand stretched out forward with strength He is stopping a tank.

People jump with their both hands stretched open in the air. They are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

S4: The first gesture is a handshake, which means “You’re welcome”.

S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

S10: The seventh is a smiling face. It is easy to see that she is very happy.

S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step Ⅲ Practice

T: Look at the chart on Page 25. Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.

Meaning Action

1. You are welcome. A smile and a handshake.

2. I am worried. A frowned or upset look.

3. I ate too much Putting a hand on the stomach, patting or rubbing.

4. I am sorry that I did something wrong. Drooping or hanging the head.

5. I’m so happy. A loud laughter with a shining face or smiling with arms open and head back.

6. You did a good job. A thumb up.

7. You are angry. Turning your back to someone on purpose.

8. Stop here. Putting the left palm on the forefinger of the right hand.

Demonstration:

The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.

Step Ⅳ Time for Fun

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

Ss: Yes. That’s funny!

T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Ss: All right.

S1: What are you likely to do if it rains?

(Actions) S2: reads a book;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it is his turn.

S3: What are you likely to do if the river floods?

(Actions) S1: runs away as fast as he can;

S2: helps the younger or elder to escape as soon as possible;

S4: climbs on to a tree.

S3: Ok. I think S2 seems the most likely, so it is her turn.

S2: What are you likely to do if the house catches fire?

(Actions) S1: fetches some water;

S3: tries to put it out with blooms;

S4: runs away as quickly as he can.

S2: Ok. I think S4 seems the most likely, so it is his turn.

S4: What are you likely to do if you meet with a fierce dog?

(Actions) S1: remains where he is and bends down, looking at the dog;

S3: tries to scare it away with small stones;

S4: runs away as quickly as possible.

S2: Ok. I think S1 seems the most likely, so we all have done a good job.

T: Yes. I couldn’t agree with you. Now, one more group.

Step V Talking

Get the students to work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves.

T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.

T: All right, who’d like to describe or act out Lin Pei’s behavior?

S1: I think there is something wrong with her. When I saw her recently, she would turn away from me and would not speak to me. (Miming the action)

S2: Yes, when I saw her in class, she looked as if she had been crying. And she would not even look at me. She just looked straight out of the window. She seemed as if she could see nobody in her eyes. (Miming the action)

S3: I quite agree. When I met her at the school gate and tried to have a word with her, she just bent down her head and passed me as if she hadn’t noticed me. (Miming the action)

S4: I couldn’t agree with you more! This morning, when I went close to her, trying to start a conversation between us, she crossed her arms in front of her and didn’t look at me. And then she turned away immediately. (Miming the action)

T: Good job. Now class, let’s try to think of a way to help her out, OK?

Ss: Yes, Sir.

Step Ⅵ Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean. The first two sentences have been given in the text.

Work in pairs

1. You fall and hurt your foot while you are hiking on a

lonely path. You need help, and see someone in the distance.

S1-You, S2-Passer-by

S1: Help! Help! Please come over here! (waving and crooking your hand toward the place where you are lying)

S2: What do you want? I can’t hear you! (hand behind your ear)

S1: Can you see me? Please come here! (waving and crooking your hand again toward the place where you are lying)

S2: Why? I can’t understand you. (with a forefinger on the right side of the head)

S1: I hurt my foot when I fell. (pointing to your injured foot)

S2: All right. I am coming! (running)

Work in group of three

2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.

S1-You, S2-Passer-by, S3-Shopkeeper

S1: Can you help me please? I need some tea and some oranges. (smiling and leaning forward)

S2: Pardon? What do you need?

S1: Tea (taking out the little sample) and oranges (using thumb and the forefinger to form a round shape). Where can I get some? (miming the question)

S2: Oh, this is tea. And some oranges, right?

S1: (Nodding your head) Yes. Where can I buy some? (repeating the mime)

S2: (Showing the way) This way, please.

S1: Thanks. (acting out the Chinese way to show thanks)

S2: Here you are.

(They are entering the grocery store.)

S3: Can I help you?

S2: He wants to buy some tea and oranges.

S3: No problem. (To S1) How much tea do you need? And how many oranges?

S1: (Sticking out five fingers to show half kilo of tea, and two hands to show ten oranges)

S3: Here you are.

S1: How much are they? ( drawing the sign of the US dollar-$)

S3: (Working on the calculator) $9 in all including taxes.

S1: Here is ten dollars. (handing the ten-dollar note)

S3: Here is the change.

S1: Thanks. (nodding your thanks) Bye!

Step Ⅶ Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading:

1) Communication: No Problem?

2) Showing our feeling.

T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?

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