人教课标版高中英语必修四 Unit4 Grammar 教案-新版
Unit4 Grammar 教学设计
设计意图
This is the last teaching period of this unit, aiming to help students get a basic knowledge of the grammar in this unit. The emphasis of this unit is mainly focused on the understanding and usage of the -ing form. Therefore, teachers should create relatively real context to present enough sentences for students to draw a conclusion about the rules of how to use the -ing form as the attribute and adverbial. Meanwhile, teachers should not spend too much time in explaining the grammar but offer more opportunities to students to practice this kind of grammar. The best way to learn grammar is to put it into practice. In addition, the exercises designed ought to be simple and easy to do, which fits the students’ cognitive rules and enhance s their ability.
教学重点
Enable students to get familiar with how to make good use of the -ing form as the attribute and adverbial.
教学难点
Get students to grasp the rules of using the -ing form as the attribute and adverbial and help them to put these rules into their daily study.
教学目标
I. Help students to know the rules of this grammar point.
1. The -ing form can be used as the attribute.
2. The -ing form can be used as the adverbial of time /reason /accompanying /result…
II. Enable students to make use of the rules to make sentences.
呈现新知
Lead-in
Hello, everybody! Today we will continue to learn the grammar: The -ing form as the attributive and adverbial. Since you have learned the first reading passage in this unit, which contains several sentences dealing with the -ing form, look through the first reading passage, write out the missing part of the eight sentences and point out
their functions in the sentences.
【尝试运用】
完成句子
1. Yesterday, another student and I, ____________________, went to the Capital International Airport to meet this year’s international students.
2. I saw several young people enter the waiting area ____________________.
3. I stood for a minute ____________________ and then went to greet them.
4. She stepped back ____________________ and put up her hands.
5. Then Akira Nagata from Japan came in ____________________.
6. Just at that moment, however, Akira bowed so his nose touched ____________________.
7. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s _______________ face.
8. In the same way that people communicate with spoken language, they also express their feelings ____________________.
Suggested answers: 1. representing our university’s student association
2. looking around curiously
3. watching them
4. appearing surprised
5. smiling
6. George’s moving hand
7. smiling
8. using unspoken “language” through physical distance, actions and posture
The teacher gives students several minutes to finish this exercise and lets students give the answers. At the same time the teacher writes down the key words of the rules on the blackboard.
When students give their answers, make sure that they:
(1) Have an understanding of the rules: the -ing form as the attribute and adverbial.
(2) Know the differences between the -ing form as the attribute and adverbial.
感受新知
Well, look at the eight sentences above again and try to tell the difference between the -ing form used as the attribute and the -ing form as the adverbial. Some of you may find some difficulty in telling the difference in the usage of the -ing form. Let me tell you in detail. The form is used as an attribute when it describes a noun (eg, l. 6. 7) and as an adverbial when it describes a verb (eg, 2. 3. 4. 5. 8).
Good, till now you must have understood that the -ing form can be acted as an attribute and as an adverbial. But would you like to different them clearly? Let’s do the following exercises to identify the form in its two usages.
【尝试运用】
Fill in the blanks using the correct form of the following verbs.
1. He is a postman _____ letters from door to door.
2. While the professor was doing the experiment, the boy sat there _____ carefully.
3. He lost his life _____ the honor of his nation.
4. She sat by the windows, _____ the beautiful sights outside.
5. The _____ buildings showed us that an earthquake was coming.
6. How attentive the students are! They are all sitting straight, _____ their eyes on the screen.
7. It is exciting to watch _____ athletes reach the other end of the swimming pool.
8. The blind man walked _____ the walls of the building.
Suggested answers: 1. delivering 2. observing 3. defending 4. enjoying 5. shaking 6. focusing 7. approaching 8. touching
归纳拓展
Well, we have a good understanding of using the -ing form as the attribute and adverbial. However, when you observe the sentences containing the -ing form, you may see their different places in a sentence. Now think it over and say something
about the places of the -ing form in a sentence. You are given three minutes to finish it。
After students finish their answers, the teacher and the students make a conclusion as follows: Generally speaking, when a single -ing form used as an attribute, it can be placed before a noun that it modifies while an -ing phrase modifies a noun, it can be put behind the noun. As for the -ing form used as an adverbial, there is no set place for them. That is to say, it can be put at the beginning of a sentence, in the middle of a sentence or at the end of a sentence freely.
【尝试运用】
I. Read the following sentences and find out the function of the underlined part.
1. On the bed lies a sleeping baby.
2. There is a baby sleeping in the bed.
3. Looking about, he saw nothing around him.
4. Tom stood there, not moving, and waited for the approaching bus.
5. You speak English very well, considering you have only been studying for a year.
Ⅱ. According to Chinese, fill in the blanks of the following sentences and find out their functions in the sentences.
1. ____________________ (听到这个好消息), we were all excited.
2. ____________________ (不知道他的地址), we couldn’t get in touch with him.
3. The teacher stood there, ____________________ (同另一个老师谈话).
4. ____________________ (往右转), you will find the post office.
5. I turned off the light, ____________________ (所以什么也看不见).
6. ____________________ (尽管相信他的话), we still think that he hasn’t tried his best.
7. After a discussion, our family went ____________________ (购物) together.
8. ____________________ (从她的外表看), she seems to be a doctor.
Suggested answers: I. 1. “Sleeping” is a single -ing form which modifies the noun
“baby”, so it is placed before the noun “baby”.
2. “Sleeping in the bed” is an -ing phrase modifying a noun phrase “a baby”, so it is placed behind the noun ph rase“a baby”.
3. “Looking about” is placed at the beginning of the sentence but it can also be put at the end of the sentence.
4. “Not moving” modifies the predicate “stood there”, so it is put in the middle of the sentence.
5. “Considering you have only been studying for a year” in the sentence is placed at the end of the sentence, but it can also be put at the beginning of the sentence.
II. 1. Hearing the good news Here the -ing form is used as an adverbial of time.
2. Not knowing his address Here the -ing form is used as an adverbial of reason.
3. talking with another teacher Here the -ing form is used as an adverbial of accompanying.
4. Turning to the right Here the -ing form is used as an adverbial of condition.
5. seeing nothing Here the -ing form is used as an adverbial of result.
6. Admitting what he said Here the -ing form is used as an adverbial of giving in.
7. shopping Here the -ing form is used as an adverbial of purpose.
8. Judging from her appearance Here the lo gical subject of “Judging from her appearance” is not the subject of the main sentence, so it is an exception.
Having finished the two exercises, students must have a good command of this grammar. In the meantime, the teacher should write some rules about the places of the -ing form in the sentence and their functions on the blackboard to help students strengthen the understanding of the grammar.
巩固运用
Till now students have understood the grammar fully. Put the grammatical rules into practice to consolidate it.
I. 单句改错
1. Sarah pretended to be cheerful, said nothing about the argument.
2. Sit down, Emma. You will only make yourself tired, to keep on your feet.
3. Mike found his missing car in the street outside his house looked newly polished.
4. Look over there-there’s a very long, winding path leads up to the house.
5. Recently a survey compared prices of the same goods in two different supermarkets has caused a heated debate among citizens.
6. Bats are surprisingly long-lived creatures, some had a life span of around 20 years.
7. More highways have been built in China, to make it much easier for people to travel from one place to another.
8. Do you wake up every morning feel energetic and ready to start a new day?
9. Gather around the fire, the tourists danced with the local people.
10. On receiving a phone call from his wife says she had a fall, Mr. Green immediately rushed home from his office.
Ⅱ.单项填空
1. (2014北京卷) Last night, there were millions of people _____ the opening ceremony live on TV.
A. watch
B. to watch
C. watched
D. watching
2. The lecture, _____ at 7:00 pm last night, was followed by an observation of the moon with telescopes.
A. starting
B. being started
C. to start
D. to be started
3. (2014大纲卷) Today there are more airplanes _____ more people than ever before in the skies.
A. carry
B. carrying
C. carried
D. to be carrying
4. Mark lives in a big pleasant room _____ approximately 5 meters by 6 meters.
A. measures
B. measuring
C. to be measured
D. having measured
5. (2014福建卷) _____ the past year as an exchange student in Hong Kong, Linda appears more mature than those of her age.
A. Spending
B. Spent
C. Having spent
D. To spend
6. “You can’t catch me!” Janet shouted, _____ away.
A. run
B. running
C. to run
D. ran
7. (2014湖南卷) There is no greater pleasure than lying on my back in the middle of the grassland; _____ at the night sky.
A. to stare
B. staring
C. stared
D. having stared
8. _____ how to work out the difficult physics problem, he asked the teacher for help.
A. Not to know
B. Not knowing
C. Knowing not
D. Not known
9. (2014江西卷) _____ nearly all our money, we couldn’t afford to stay at a hotel.
A. Having spent
B. To spend
C. Spent
D. To have spent
10. _____ many times, he still repeated the same mistake.
A. Having been told
B. Having told
C. Telling
D. Told
11. (2014山东卷) There’s a note pinned to the door _____ when the shop will open again.
A. saying
B. says
C. said
D. having said
12. (2013北京卷) _____ the course very difficult, she decided to move to a lower level.
A. Find
B. Finding
C. To find
D. Found
13. (2013江苏卷) Lionel Messi, _____ the record for the most goals in a calendar year, is considered the most talented football player in Europe.
A. set
B. setting
C. to set
D. having set
14. (2013湖南卷) The sun began to rise in the sky, _____ the mountain in golden light.
A. bathed
B. bathing
C. to have bathed
D. having bathed
15. (2013辽宁卷) Laura was away in Paris for over a week. When she got home, there was a pile of _____ mail _____ for her.
A. waited
B. to wait
C. waiting
D. was waiting
16. (2013山东卷) The room is empty except for a bookshelf _____ in one corner.
A. standing
B. to stand
C. stands
D. stood
17. (2013山东卷) _____ at the cafeteria before, Tina didn’t want to eat there again.
A. Having eaten
B. To eat
C. Eat
D. Eating
18. (2013四川卷) _____ which university to attend, the girl asked her teacher for advice.
A. Not knowing
B. Knowing not
C. Not known
D. Known not
19. (2013新课标Ⅱ卷) I got to the office earlier that day, _____ the 7:30 train from Paddington.
A. caught
B. to have caught
C. to catch
D. having caught
20. (2013新课标I卷) The sunlight is white and blinding, _____ hard-edged shadows on the ground.
A. throwing
B. being thrown
C. to throw
D. to be thrown
Suggested answers: I. 1. said → saying 考查非谓语动词。句意：萨拉假装开心，对那次争论什么也没说。句中没有连词，故said改为saying，在句中是伴随状语。
2. to keep → keeping 考查非谓语动词。句意：埃玛，你坐下吧。老这么站着你会累的。to keep表示将来。make yourself tired与keep on your feet同时进行，
故to keep改为keeping。
3. looked → looking 考查非谓语动词。句意：迈克在他屋子外的大街上发现了他丢失的汽车，看上去刚打过蜡。looked是谓语形式，但句中没有连词；looking表明车子的特性，作伴随状语，故looked 改为looking。
4. leads → leading 考查非谓语动词。句意：看那儿，有一条长长的蜿蜒小路向上延伸到那座房子。leading作path的后置定语，相当于which leads。
5. compared → comparing 考查非谓语动词。句意：最近一项调查引起了市民们的激烈讨论，该调查是比较在两个不同超市里的相同商品的价格。句子的主语是a survey，谓语动词是has caused，宾语是a heated debate。由此可见，原句不缺主干成分，“prices of the same goods in two different supermarkets”该部分是来修饰survey的，作后置定语。由于prices作compare的宾语，是主动形式，故compared改为comparing。
6. had → having 考查独立主格结构。句意：令人惊讶的是，蝙蝠是长寿的动物，有些能活20年左右。had是谓语动词形式，题中没有连词，一个简单句中不能同时存在两个谓语动词，having是动词-ing形式表示伴随。
7. to make → making 考查非谓语动词。句意：中国已经修建了许多高速公路，人们更加方便地从一个地点到另外一个地点旅游。to make作目的状语，不符合句意；making it…是动词-ing形式在句中作结果状语，但是此句中如果去掉in China后的逗号，用to make也是正确的。
8. feel → feeling 考查非谓语动词。句意：每天早上醒来后，你是否感到精力充沛，并为新的一天做好了准备? wake up作句子的谓语，句中没有连词，因此用谓语动词feel是不对的。feel和you之间是主谓关系，故用feeling作伴随状语。
9. Gather → Gathering 考查非谓语动词。句意：游客们围绕在火堆旁边，与当地人一起跳舞。gather的动作由the tourists执行，用主动形式，并与dance 同时进行，故用gathering，表示伴随。
10. says → saying 考查非谓语动词。句意：在接到妻子的电话说她摔倒后，格林先生立刻从办公室冲回家。非谓语动词修饰phone call，前后动词的动作在同一时间发生，表主动进行用动词-ing形式，表示伴随。
Ⅱ. 1. D 考查非谓语动词。句意：昨天晚上，好几百万人在电视上观看了开幕式的直播。此处为非谓语动词修饰people，且表示主动，故用现在分词形式，相当于一个定语从句who watched.。
2. A 考查非谓语动词的用法。根据last night可知start已经发生，故排除C、D两项(不定式常表将来)，B项(being done) 一般表示一个被动动作正在进行，也排除。The lecture和start 之间是主谓关系，故用动词-ing形式作定语。
3. B 考查非谓语动词。句意：与以前相比，如今天空中有更多的飞机来运送更多的乘客。“_____ more people”是定语，修饰airplanes。且airplanes和carry 之间是主谓关系，因此B项正确。
4. B 考查动词-ing形式作定语。本句中的动词measure可以作为及物动词vt.“测量；估量”；也可以表示“距离(或长度、宽度、数量等)为……”。本句中的measure表示的就是第二层含义“距离(或长度、宽度、数量等)为……”；动词measure与前面的名词room构成逻辑上的主动关系，故使用动词-ing形式measuring approximately 5 meters by 6 meters 来修饰前面的名词room。句意；马克生活在一个面积大约为5米乘6米的很大的舒服的房子里。故B项正确。
5. C 考查非谓语动词作状语。句意：作为交换生在香港待了一年，琳达看上去要比她的同龄人更成熟。分析句子结构可知，所填部分在句中作状语，且与句子的主语之间是主动关系，排除B项；根据句意可知，非谓语动词表示的动作发生在谓语动词的动作之前，故选C项。
6. B 考查非谓语动词。动词-ing形式running与句中主语Janet为逻辑上的主谓关系，与句中谓语动词shout同时发生。句意：“你抓不住我！”珍妮特喊着，逃跑了。故B项正确，动词-ing形式作状语的用法需要注意动词-ing形式的逻辑主语与句子的主语一致。
7. B 考查非谓语动词。句意：没有什么乐趣能比得上躺在草地中央，凝望夜空。根据句意可知，“躺在草地中央”与“凝望夜空”是同时发生的动作，因此用现在分词形式作伴随状语。
8. B 考查非谓语动词作状语的用法。句意：不知道怎么解决这个难的物理问题，他向老师求助。因为he和know是主动关系，用动词-ing形式作状语，否定式是在动词-ing形式前面加not，选B项。
9. A 考查非谓语动词。句意：几乎把我们所有的钱都花光了，我们住不起旅馆了。分析句子结构可知，所填部分在句中作原因状语，与句子的主语之间构成逻辑上的主动关系，故用现在分词作状语。
10. A 考查非谓语动词。句意：他虽然被告诉过许多次但仍旧犯同样的错误。这里是非谓语动词作状语，having done在谓语动词之前发生表示主动。having been done在谓语动词之前发生表示被动。故选A项。
11. A 考查非谓语动词。分析句子可知，此处要用非谓语动词形式修饰前面的名词a note，且note与say之间为逻辑上的主动关系，故要用现在分词的一般式作后置定语。句意：在门上钉着一张字条，上面说商店何时将会再次开张，
12. B 考查非谓语动词。句意：她发现这门课程很难，决定转学难度小一些的课程。主语she与动词find之间是主动关系，所以用现在分词形式作原因状语。
13. D 考查非谓语动词。分析句子结构可知，该句的主句结构是非常完整的，缺少的成分只能是非谓语形式，主语Lionel Messi与set the record是主动关系，而且“创纪录”已经完成，所以用现在分词的完成式。
14. B 考查非谓语动词。bath“沐浴，笼罩”，可作及物动词。“_____ the mountain in golden light”在题目中作状语。A项为过去分词，表被动和完成；B 项为现在分词作状语；C项为不定式的完成式，表示该动作发生在谓语动词之前，D 项为现在分词的完成式，表示该动作发生在谓语动词之前。句意：太阳开始在空中升起，那座山沐浴在金色的阳光里。故选B项，
15. C 考查非谓语动词。分析句子结构可知，there be句型结构完整，缺少的只是修饰成分，排除D项；a pile of mail与wait之间存在主动关系，所以选择现在分词形式作后置定语。
16. A 考查非谓语动词。句意：这个房间空荡荡的，只不过是角落里立着一个书架。根据except for可知，后面不能用谓语动词形式，且bookshelf与stand 之间存在逻辑上的主动关系，故用现在分词作后置定语。故选A项。
17. A 考查非谓语动词。句意：蒂娜以前曾在这家自助餐厅吃过饭，她不想再去了。根据句意可知，此处非谓语动词表示的动作发生在谓语动词之前，且主语Tina与eat存在逻辑上的主动关系，故要用现在分词的完成式。因此A项正确。
18. A 考查非谓语动词。句意：由于不知道上哪一所大学，这个女孩向她的老师征求建议。非谓语动词的否定式，应把not置于非谓语动词的前面，故排除B项和D项；由于know与主句的主语the girl之间存在主动关系，故选A项。
19. D 考查非谓语动词。根据句意可知，赶上七点半的火车这件事发生在前，到达办公室发生在后，为了体现动作的先后，故使用分词的完成式；主句主语与catch之间是主动关系，所以选D项。
20. A 考查非谓语动词。句意：阳光明亮刺眼，在地上投下轮廓分明的影子。所填部分在句中作伴随状语，且the sunlight与throw之间是主动关系，故用现在分词。
Summary
In this period, we have learned the second part of the -ing form. It is of great importance to master the usage of it. Thus it is necessary for you to practice it after class.
Homework
Go over what we have learned this class, collect the mistakes you made in your exercises and take notes in your notebook.
板书设计
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新人教版高中英语必修四完整课文译文
新人教版高中英语课文译文 必修四 第一单元卓有成就的女性 Reading 非洲野生动物研究者 清晨5点45分，太阳刚从东非的贡贝国家公园的上空升起，我们一行人准备按照简研究黑猩猩的方法去森林里拜访它们。简研究这些黑猩猩家族已经很多年了，她帮助人们了解了黑猩猩跟人类的行为是多么的相似。我们当天的首相任务就是观察黑猩猩一家是如何醒来的。这意味着我们要返回前一天晚上我们离开时黑猩猩睡觉的大树旁。大家坐在树荫下等待着，这时候黑猩猩睡醒了，准备离开。然后这群黑猩猩向森林深处漫步而去，我们尾随其后。在大部分时间里，黑猩猩或互相喂食，或彼此擦身，这在它们的家族里是爱的表达方式。简预先提醒我们，到下午的时候我们就会又脏又累。她说对了，但是到了傍晚时分我们就觉得这一切都是值得的。我们看到黑猩猩妈妈跟她的幼子们在树上玩耍，后来看见它们一起回窝里睡觉了。我们明白了黑猩猩家庭成员之间的联系像人类家庭一样紧密。 在简之前没有人完全了解黑猩猩的行为。她花了多年的时间来观察并记录黑猩猩的日常活动。从孩提时代起，简就想在动物生活的环境中研究它们。但是，这不是一件简单的事。当她1960年最初来到贡贝时。对女性来说，住进大森林还是很稀罕的事情。她母亲头几个月来帮过她的忙，这才使她得以开始自己的计划。她的工作改变了人们对黑猩猩的看法。比方说，她的一个重要发现是黑猩猩猎食动物。而在此之前，人们一直认为黑猩猩只吃水果和坚果。她曾经亲眼看到
过一群黑猩猩捕杀一只猴子，然后把它吃掉。她还发现了黑猩猩是如何交流的，而她对黑猩猩身势语的研究帮助她勾勒出黑猩猩的社会体系。 40年来，简·古道尔一直在呼吁世人了解并尊重这些动物的生活。她主张应该让野生动物留在野外生活，而不是用于娱乐或公告。她还为黑猩猩建起了可以安全生活的专门的保护区，她的生活是忙忙碌碌的，然而，正如她所说的：“我一旦停下来，所有的一切就会涌上心头。我就会想起实验室的黑猩猩，太可怕了。每当我看着野生黑猩猩时，这个念头总是萦绕着我。我会对自己说：…难道它们不幸运吗？?然后我就想起了那些没有如何过错却被关在笼子里的小 黑猩猩。一旦你看到这些，你就永远不会忘记……。” 简已经得到了她想要得到的一切：在动物的栖息地工作：获得博士学位；还向世人证明女人和男人一样也能在森林里生活。她激励着人们为妇女们的成就而喝彩。 Using Language 为什么不继承她的事业？ 上学时我喜欢英语、生物和化学，但是我进大学该选哪门专业呢？直到有一天晚上坐在电脑旁研究中国的伟大女性时，我才有了答案。 很偶然地，我看到了一篇关于林稚巧大夫的文章。她是妇科专家，1901年生，1983年去世。林稚巧似乎一直都在为自己选择的事业而奔忙，去国外留学，写了很多书和文章。其中有一本书引起了我的注意。这是一本小书，介绍如何从妇女怀孕到护理婴儿的过程中降低死亡率，她提出了一些可以遵循的简单的做法，保持婴儿清洁和健康，让他们远离疾病。她为什么要写这些东西呢?林稚巧认为哪些妇女会需要这些忠告呢？我仔细地看了这篇文章，了解到那是为农村妇女写的。也许是她们在遇到紧急情况时找不到医生。
人教版高中英语教学设计
人教版高中英语必修三 unit 2 healthy eating教学设计 （一）教学内容分析 这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。 （二）教学目标 1. 语言知识目标： a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。 b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等，以及 keep up with ，the same goes for?以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。 c）使学生学会关心他人，体贴他人，并养成较强的合作意识。 d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。 （三）教学重点和难点： 1．重点 1）让学生认识到饮食对健康的重要影响。 2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。 3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。 2．难点 1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。 2) 如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。 二、教学方法与教材处理 1．任务型语言教学法
人教高中英语必修四全册教案
人教高中英语必修四全册教案
Unit 1 Women of Achievement I．教学内容分析 本单元的话题是“取得成就的优秀女性”,通过介绍几位不同国度、不同时代、不同职业、不同理想与追求、不同经历的杰出女性，探讨了女性对社会、对人类的价值和贡献，展示了女性的风采和她们在社会各个领域的成就。学习本单元有助于提高对妇女社会角色的认识，了解成功女性的奋斗经历和勇于斗争的精神，培养学生（尤其是女生）的事业心和社会责任感，建立正确的性别观和和自信心。 ．教学步骤 Period 1 Learning about Language (1) & Warming Up Teaching Goals: 1. To develop Ss’ ability of using words and expressions and speaking. 2. To Prepare Ss’ for the new unit. Teaching Procedures: Step 1. New words and expressions Purpose: To prepare Ss for the new lessons. 1. Ask Ss to listen to the tape of Reading
and read after the tape. 2. Ask Ss to read new words aloud and try to keep them by heart. 3. Ask Ss to make sentences with the following words and expressions. respect, considerate, explain, achieve one’s goal, devote… to…, deliver a baby, care for, Step 2. Words using Purpose: To develop Ss’ ability of using new words and expressions. To develop Ss’s ability of creating words. 1. Words using competition (1) Read the following ten meanings of the new words in this unit and ask Ss to guess the new words and spell them. Ss should put up their hands as quickly as possible. The student who does best will win the game.
高中英语必修四语法(人教版)
I 主语和谓语动词的一致 1主语要和谓语动词保持人称和数的一致。如: I am seventeen. She is sixteen. There is a desk in the room. There are no chairs in it. They have not come yet. Nobody knows who is going to win in the competition. What is the latest news about the Olympic Games? 2两个名词由and连接作主语时，谓语动词一般用复数。如: Wang Gang and Zhang Hua were here a moment ago. My brother and I have both seen the film. Both rice and wheat are grown in this part of China. 说明 (1) 当and不表示并列意义，连接两个在意义上表示同一人、物或概念或由两个部件配成的物品时，谓语动词用单数。如: The professor and writer is speaking at the meeting.那位教授作家正在会上发言。 One more knife and fork is needed.还需要一副刀叉。 War and peace is a constant theme in history.战争与和平是历史永恒的主题。 (2) 两个并列的名词有each, every, many a等修饰语时，谓语动词一般用单数。如: Each doctor and (each) nurse / Every doctor and (every) nurse was given a new shirt.每个大夫和护士都发了一件新衬衫。 NO sound and no voice is heard.-点声音都没有。 Many boy and (many a) girl has made the same mistake.许多男孩女孩都犯了同样的错误。2电休名词group, class family army, enemy等作主语时，如果强调整体，谓语动词用单数形
人教版高中英语必修一unit 2 reading教学设计
人教版高中英语必修一Unit 2 reading教学设计 张弦 第一．教材 本节课教材选取的是必修一第二单元阅读部分。 第二．教学目标 1.语言目标 ●通过对单词的预习及听录音，能够熟读文章中出现的新单词。 ●能够在讨论活动中用简单的英语发表自己的看法。 ●掌握阅读基本技巧并予以运用。 2.情感目标 ●让学生认识到英语的重要性，激发学习热情。 ●通过对英语发展过程的了解，培养他们的跨文化意识和世界意识。 ●通过小组讨论培养团队合作意识。 第三．教学重点及难点 ●提高学生的阅读技巧——scanning 和 skimming。由于学生刚从初中进 入高中，对高中英语的阅读难度很难适应，因此迫切需要提高阅读技能。这既是本节课的重点又是难点。 ●能读懂文章，了解文章的基本大意及各段落大意。学会快速找到每段的 中心句。 ●学会划出阅读理解题的关键词，并能在寻读过程中找到相关信息。 第四，教学过程 Step1. Lead-in （6 minutes） 课前放首英文歌（when you believe），为接下来的讨论提供信息。问候完后问一个与学生实际相关的问题：How long have you learned English? 然后引出讨论话题：Why do so many people learn English? 两人一组进行讨论，用短语尽可能多的说出原因。可在黑板上举个例子：To listen to the English songs，同时写出课前歌曲名字。两分钟讨论后，让学生给出答案，幻灯片如下展示：
然后再问学生：How much do you know about the English language? 再进入本课主题：the road to modern English. Step 2: Pre-reading （3 minutes） 用三张幻灯片预习本文中的生单词及短语，为阅读扫清障碍。（对于许多没有做预习的学生来说，这一步是非常有必要的。）预习词汇如下：Voyage apartment actually base gradually Danish Vocabulary spelling identity fluent Singapore Malaysia because of come up at present make use of such as Step 3: Reading Task 1: listening—获得文章大意 (6 minutes) 听前给出一道文章主旨题。（此题设计为选择题以降低难度） The passage mainly tells us__ B __ A. Why English is more and more widely used in the world today. B. A very brief history of the English language. C.The difference between British English and American English. D. Different kinds of English language Task 2: scanning（寻读）—寻找细节 (10 minutes) 让学生带着四个问题进行限时阅读5分钟，读前学会寻读的技巧。（四题皆为选择题，由易道难。学生可将寻读技巧运用于实践，此过程中，教师也不能袖手旁观，应给学生必要的指导和帮助，发展学生自主学习能力成为学习主体。）Tip： What are the key words ? 名词、动词、形容词、副词等
高中英语人教版必修四短语
高中英语人教版必修四 短语 文档编制序号：[KKIDT-LLE0828-LLETD298-POI08]
人教版英语必修4词组归纳总结Unit 1 1. in pairs 成对 2. give reasons for 给…理由 3. improve prison conditions改善监狱的条件 4. the Nobel Peace Prize诺贝尔和平奖 5. one of the top leaders高级领导人之一 6. concern oneself with 让自己关注 (be concerned about对…担心) 7. welfare projects福利事业 8. China Welfare Institute中国福利协会 9. show the connection between … and … 显示出…和…之间的联系 10. fight for为…而战 11. put…to death将…处死 12. a specialist in women’s illne sses妇科疾病的专家 13. devote all her life to将自己的一生献给… 致力于… 14. rather than而不是 15. behave like humans像人类的举止 16. the night before前一天晚上
17. wander off离开 18. make it all worthwhile使…值得 19. come into one’s arms回到…的怀抱 20. fully understand完全理解 21. observe and record their daily activities观察记录他们的日常活动 22. be determined to下定决心… 23. communicate…with 与…交流 24.?work out their social system勾勒出他们的社会体系 25.?the rest of the world世界上的其他人 26.?argue for…为…辩护argue against…反对… argue with sb. 与…争论 27.?come crowding in纷塌而至 28.?achieve everything做成了所有的事 29.?gain a doctor’s degree获得了博士学位 30.?cheer the achievements of women为妇女的成就喝彩 31.?support a family支撑一个家庭 32.?get upset感到不安 33.?be of great importance很重要 34.?look down upon 看不起