M4U4教师导纲
快速掌握Unit4上所需的教学内容——教案详解
Unit 4是初中英语课程中的重要组成部分，也是学生学习英语的重要里程碑。
本文将详细解读该单元教学内容，帮助学生快速掌握。
一、教学目标：1.了解音乐与文化的关系，了解不同文化音乐的特点。
2.掌握大肚舞、卡巴莱舞的英文表述。
3.培养学生的听说读写能力，学会用英语表达音乐。
二、教学内容：1.文化关系本单元主要介绍音乐与文化之间的联系，以及不同文化音乐的特点。
学生会了解到音乐是一种文化语言，它不仅可以让我们在音乐中感受到文化的魅力，也可以带领我们了解和探索不同国家、不同地区的文化。
2.了解大肚舞与卡巴莱舞在本单元中，学生将学习两种不同的舞蹈，分别是大肚舞和卡巴莱舞。
通过学习这两种舞，学生可以了解不同文化舞蹈的特点，并学会用英语表达这些特点。
3.丰富的词汇和语法本单元中有很多的音乐和文化相关的单词和表达方式，例如音乐、舞蹈、文化差异等，这些单词和表达方式都能带领学生更好地了解音乐和文化之间的联系。
本单元还会掌握一些常用的语法知识，例如句子的语序、时态等。
三、教学步骤：1.了解音乐与文化的关系在教学的开始，老师可以与学生一起讨论音乐与文化的关系，引导学生思考不同国家、不同地区的音乐和文化之间的联系，增加学生的学习兴趣。
2.学习大肚舞与卡巴莱舞的英文表述学生可以学习大肚舞和卡巴莱舞的英语单词和表达方式，掌握这些单词和表达方式，以便将来在的交流中更好地表达自己的意思。
3.学习音乐和文化相关的单词在本单元中，学生将学习很多音乐和文化相关的单词，例如乐器、音符、差异等。
学生可以通过认真的学习和课堂练习，更好地掌握这些单词。
4.语法训练在本单元中，学生将会学会一些常用的语法知识，例如句子的语序、时态等。
这些语法知识的学习可以帮助学生更好地理解和表达音乐和文化的相关信息。
四、教学方法：1.采用听说读写的方法在教学过程中，老师可以采用听说读写相结合的方法，给学生提供一个全方位的英语语言环境，帮助学生更好地理解和掌握英语知识。
人教课标版高中英语必修4 Unit4_Grammar_名师教学设计(一)
Unit4 Grammar 名师教学设计Module 4 Unit 4 Body LanguagePeriod3 GrammarTeaching Material AnalysisThe previous lessons include Warming-up, Pre-reading from Page 25 to Page 27 and Language points on Page 28. And this is the third lesson of Unit 4. It is mainly about t he usage of v.ing form as adverbial.In Unit 3 the students have learnt the usage of v.ing form as the object complement, pr edicative or attribute. As the understanding of an adverbial is quite unfamiliar to the st udents, the teacher intends to help the students to sense the structure via Free Talk, fin d it out in the reading passage, observe and understand how to use it via Exercise 2 on Page 29. Step by step, following the general understanding, there are three tasks. Task 1, Speaking while watching the videos, aims to inspire students to express what happe ned in everyday life, using v.ing form. Task 2, Acting it out, aims to judge whether stu dents can understand others using v.ing form. Task 3, Making a change in the composi tion, aims to help students use v.ing form to paraphrase the previous writing of themse lves.Analysis of the studentsIt is a new way for the students to learn Grammar by reading, speaking and writing. T hey should find out the rules on their own by observing and trying. After nearly one y ear’s learning, some of them are brave to make mistakes; some hold different views th ough sometimes strange; some are eager to express themselves in English; and becaus e of their limited vocabulary and practice some are afraid of learning Grammar points through English.Above all, what the students have in common is their curiosity and inspiration to stud y Grammar Points in a new way.Teaching aims1. Knowledge aimsBy the end of the lesson, the Ss will be able to:master how to use the basic V.ing form to describe a verb;tell the difference between the usage of a V.ing as adverbial and attribute;2. Ability aimsBy the end of the lesson, the Ss will be able to: describe a common scene using V.ing form; act out what others describe using V.ing form.3. Emotional aimsBy the end of the lesson, the Ss will be able to: try to make their composition better us ing V.ing form; cooperate with their team members expressing themselves; be braver t o express themselves freely and accurately.Teaching important pointsHelp the students to sense the structure of V.ing form via Free Talk, find it out in the r eading passage, observe and understand how to use it via Exercise 2 on Page 29. And put it into practice through three tasks.Teaching difficult pointsTell the difference of the usage of V.ing form as adverbial and attribute; how to put th e verbs together within one sentence using V.ing form.Teaching ApproachesTask-based approach, situational approach and communicative approachTeaching aidsSlide Multi-media, blackboard, guided learning plan for SsTeaching procedureStep 1: Lead-inFree Talk: Who is in each picture? What is he/she doing?Picture1: Charlie, eat, sit, entertain…Picture2: Henry, sit, ordering…Picture3: Wang Peng and Yong Hui, combine, get married, lead a …life…Put those verbs together within one sentence using “and”Is there another way to put them together?...Step 2: PresentationFirstly, choose one verb to be the primary action, that is to say, to be the center of the sentence. Then, the other verbs are secondary actions. Finally, add -ing to the secondary actions to describe the primary action.Eg: Sitting at the table, Charlie ate his shoe , entertaining the audience.Step 3: ReadingRead the text on Page 26 again, finding out as many V.ing form as adverbial as the stu dents can.Check the answers one by one. Explain the difference between an adverbial and attrib ute.Step 4: Further understandingFinish off Exercise 2 on Page 29 to better understand the use of V.ing form.Count how many of them are used as adverbial?Discuss the usage of each one.Step 5: PracticeTask 1: Speak using V.ing form as adverbial while watching the videos chosen from st udents’daily routine.Task 2: Act it out. A group leader reports the sentence they made up using v.ing form, the next group members just act it out. Start a competition.Task 3: Make a change in the students’previous composition, inspiring them to put wh at they have just learnt into use.Step 7: Homework1. Use v.ing form to rewrite some sentences of your previous compositions;2. Fish off P56-57 of the Exercise Book, thinking about where to put “not” and how to use the Passive V oice of the V.ing form.附：板书设计：教学设计思路：本课为本单元的第三课时，语法（Ｖ.ing 作状语）。
M4U4grammar
Step2ቤተ መጻሕፍቲ ባይዱtudy
The students are required to study 3 different pairs of sentences, and they are supposed to tell the differences between them.
【设计说明】通过两个对话的呈现，让学生感受在对话中的formal与informal,然后要求学生思考在什么样的场景该用什么样的语言风格。希望学生能把学与用相结合，让学生感受语言运用的得体性。
Step5General Guide
Students are required to classifysome common situations in our daily life and are supposed to know clearly when and where what kind of language style should be used.
【设计说明】要求学生对日常生活中的常见情境进行归类，说明使用何种风格的语言，可以帮助学生提高对语言风格使用场景的意识，从而提高他们的语言运用的得体性。
课堂练习
1.Finishthe exercises in class.
2.Finish the workbook exercises
课堂小结
课后作业
Ask Ss todo some consolidation work.
【设计说明】通过几个典型例子的呈现要求学生归纳不同的语言风格。
高中英语必修4Unit4教案
高中英语必修4Unit4教案高中英语必修4Unit4教案Unit 4 Bd languageＩ．单元教学目标技能目标Sill GalsTal abut bd language: ultural differenes and interultural uniatinPratise taling abut prhibitin ≈ arning as ell as bligatinLearn t use the -ing fr as the Attribute ≈AdverbialLearn t rite a diar that shing the bservatin f h bd language helps in uniatin II．目标语言功能句式Tal abut bd languagehat is the purpse f language?hat d u thin “bd language” eans?H an u tell if sene is sad r happ even if the d nt spea?H an u uniate a feeling t sene h des nt spea ur language?h d e need t stud bd language?Tal abut ultural differenes ≈ interultural uniatinhat d British peple ften d hen the eet strangers?hat d Frenh peple ften d hen the eet peple the n?h shuld e be areful abut ur n bd language?h is it iprtant t ath thers as ell as listen t the?词汇1．四会词汇Represent, assiatin, anteen, dritr, flight, urius, apprah, ar, isunderstand, dash, adult, rssrad2．认读词汇unspen,, rdan3．词组be liel t, in general, nt all, turn ne’s ba t, lse fae语法4．重点词汇represent, intrdue, apprah, tuh, express, nd, avid, isunderstand, punish, general, urius, siilar, expressin, agreeent, gesture, atinThe -ing fr as the attribute ≈≈ adverbialFinding ut in the reading text sentenes ith present partiiple(s) used as the attribute r adverbial1 The -ing fr as the attributeThe are visitrs ing fr several ther untries,His nse tuhes r ’s ving hand,This is an exiting experiene fr u,2 The -ing fr as the adverbials u stand athing and listeningFur peple enter ling arund in a urius au see her step ba appearing surprised, and tae a fe steps aa fr r GariaThe visitr fr apan es in siling at the sae tie as Gerge fr anadaⅢ．教材分析和教材重组1．教材分析本单元以Bd 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”的跨化性等。
七上M4 U2教案新部编本
•Are they healthyor unheathy?
通过图片培养学生自己组织语言的能力，并会在生活实际中运用语言的能力。
V. Discussion
Ask the students to discuss: Toeat well and stay healthy
2.Is it healthy food and drink
Write a short passage about these
Do homework
学以致用，巩固和深化所学知识。
Blackboard Design
Unit 2 Is your food and drink healthy?
candy,
coke, hamburger,
ice,
Cream
…,
unhealthy;
What’s your favourite food and drink?
Are they healthy food and drinks?
They are my favourite food.
They are delicious and healthy.
3.Check the anwser with parteners first ,then with the teacher’s.
4. Put the correct words about healthy food and unheathy into the two plates.
训练学生快速阅读和从文章中获取信息的能力
What should we eat or drink?
Discuss and give their answers.
M4教案
Module 4Unit 1 Mum bought a new T-shirt for me. Teaching contentModule 4 Unit 1Teaching material analysisTo ask，answer and present the things happened in the past.Teaching aims1. Be able to master the words and phrases: pair, shorts, argue, matter, took, wear,2. Learn to use: ○1— What did you do at the weekend?— We visited lots of places.○2— Where did you go?— We went to the British Museum.○3— How did you go to these places?— We went by bus.Teaching key pointsCan use English to ask and present the condition of shopping. Teaching difficulties1.To master the past forms of some verbs.2.To make a distinction between what, where and how.Teaching modeLead-in, Learning, Discussion, PracticeTeaching methodsThe first post- teaching, get training in class.Teaching aidsThe multi-media, tape-recorder, picturesTeaching processStep I Lead-in1. Greetings.2. Warming-up.Sing an English song. ( Where did you go? )Step II Learning & discussion1. Show Self-learning tip I:To be able to understand the text based on the questions.○1 What are they doing?○2 Did Lingling like the museum?2. Introduction:T: We’ve learnt that Amy is calling Daming. But what are they talking about, let’s go and see.3. Listen to the video and answer the questions.4. Open the book, listen to the video again and circle the past participlesand the new words.5. Show Self-learning tip II:○1 Learn and review the past participles together:did-do,visited-visit,went-go,liked-like,took-take,had-have ○2 Self-learn the new words in groups: weekend, place, British, museum, how, best, took, trip, along, river, hour, twenty, minute6. Learn and recite the new words together.7. Learn the key sentences:○1— What did you do at the weekend?— We visited lots of places.○2— Where did you go?— We went to the British Museum.○3— How did you go to these places?— We went by bus.( Boarding )8. Drill the key sentences in different forms.9. Learn the dialogue.○1 Watch the video and recall the dialogue.○2 Self-learn the dialogue in groups, and underline the key sentences.○3 Solve the problems and learn it in details together:Big Ben, the London Eye, along the river, have a good day ○4 Read the dialogue after the tape.○5 Read after the teacher.Step III Practice1. Read the dialogue in pairs.2. Consolidation○1 Practice the dialogue in pairs. ( Activity 4 )○2 Then choose some pairs come to the front and show it out. Homework1. Read the dialogue after class.2. Copy the words and key sentences twice.Boarding designUnit 1 Mum bought a new T-shirt for me.1.— What did you do at the weekend?— We visited lots of places.2.— Where did you go?— We went to the British Museum.3.— How did you go to these places?— We went by bus.Module 3Unit 2 What’s the matter with Daming? Teaching contentModule 4 Unit 2Teaching material analysisTo ask，answer and present the things happened in the past. Teaching aims1. Be able to master the words and phrases: sports, hey2. Learn to use: Daming took a photo of his father.Teaching key pointsCan use English to ask and present the condition of shopping. Teaching difficulties1. To master the past forms of the verbs.2.Learn to use the key sentences.Teaching modeLead-in, Learning, Discussion, PracticeTeaching methodsThe first post- teaching, get training in class.Teaching aidsThe multi-media, tape-recorder, picturesTeaching processStep I Lead-in1. Greetings.2. Briefly review what we’ve learnt last class.Step II Learning & discussion1. Show Self-learning tip I :To be able to understand the text based on the questions.○1 Where did Daming and his father go at the weekend?○2 How did they go to Badaling?○3 What did they do?2. Listen to the video and answer the questions.3. Open the book, listen to the video again, circle the past participlesand the new words.4. Show Self-learning tip II:○1 Learn and review the past participles together:went-go,arrived-arrive,walked-walk,were-are,took-take ○2 Self-learn the new words in groups:of, wall, arrive, for, mountain, with, plant5. Learn and recite the new words together.6. Learn the key sentences:Daming took a photo of his father.( Boarding )7. Drill the key sentences in different forms.8. Learn the text.○1 Watch the video and recall the text.○2 Self-learn the text in groups, and underline the key sentences.○3 Solve the problems and learn it in details together.the Great Wall, take photos of○4 Read the text after the tape.○5 Read after the teacher.Step III Practice1. Read the text in pairs.2. Consolidation○1 Finish the exercises in pairs. ( Activity 3 )○2 Then choose some pairs come to the front and check out the answers. Homework1. Read the text after class.2. Introduce your weekend to your classmates.3. Copy the words and key sentences twice.Boarding designUnit 2 What’s the matter with Daming?take photos of, the Great WallDaming took a photo of his father.ExercisesTeaching contentExercises of Module 4Teaching aims1. Be able to master the words and phrases: pair, shorts, argue, matter, took, wear, sports, hey2. Learn to use: ○1— What did you do at the weekend?— We visited lots of places.○2— Where did you go?— We went to the British Museum.○3— How did you go to these places?— We went by bus.○4 Daming took a photo of his father.Teaching Key point○1 Can use English to ask and present the condition of shopping.○2 To make a distinction between what, where and how.一、根据所给单词，选择合适的汉语意思。
新课标人教版高一英语必修四unit4教案讲课讲稿
Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。
最新凤凰职教凤凰职教第四册Unit 4电子教案
教学环节
时间
安排
主要内容
师生双边活动及教法运用
备注
复
习
操
练
归
纳
总
结
5’
10’
10’
I.Revision
1. Words and expressions
2. The main idea of the passage
II. Passage B
1.Words and expressions
Words:
For the third time
Listen again and fill in the blanks with the information you’ve heard.
4.Speaking Activity
Role-play reading the passage
Present the passage in own words
教学过程设计
教学环节
时间
安排
主要内容
师生双边活动及教法运用
备注
导
入
讲
5’
10’
10’
. Warming up
1.Give Ss some pictures of great inventions of the 19thand 20thcentury
2.Ask Ss to rank them in the order of importance
Expressions:
thirty years ago, modern electronic
Oral Teaching
Ss’Presentation
Oral Teaching
Explanation
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Module 4 Unit 4 Body Language（教师版）The First PeriodWarming up &Reading I (P26)Communication：No Problem?Step1 Lead in①What is body language? How much do you know about it?②Are body languages the same in different countries /cultures all over the world ?Step 2 ReadingTask1：Skim the passage to check if you are right, and match the main idea of each part.Skim the passage to check if you are right, and match the main idea of each part.Para1 A) Summary of body language.Part 2: B) Different people have different body languages.Part 3: C) You are sent to the Capital Airport to meet international students.Part 4: D) Examples of cultural “body language”.Task2：Detailed reading :(1)Para1①Time: yesterday②People: another student and I, this year’s international students③Place: the Capital International Airport④What to do: We would take them first to their dormitories and then to the student canteen.(2) Para 2:Find out the two cultural mistakes in Para2:The first mistake Tony Garcia He approached Julia, touched her(Columbia )shoulder and kissed her on the cheek.Julia Smith She stepped back appearing surprised(Britain) and put up her hands, as if in defence.The second mistake George Cook He reached his hand out to the Japanese(Canada) student.Akira Nagata He bowed so his nose touched George’s(Japanese) moving hand.(3)Para3:①How do men from Muslim countries greet others ?To men:stand close, and shake handsTo women: nodding②How did Tony and Darlene greet each other?They shook hands and then kissed each other twice on each cheek, and this is the French custom when adults meet people they know.(4) Para 4Fill in the table according to Para4:People in the country/area Ways to greet each otherEnglish people Do not stand very close to others or touchstrangers when they meet.People from Spain, Italy and South American countries Approach others closely and are more likely to touch them.Japanese BowMost people around theworldShake hands(5) Para 5:①These actions are not good or bad, but are simply ways in which culture have developed.②Do all members of a culture behave in the same way?No, not all members of a culture behave in the same way.③In general, studying international customs can certainly help avoid difficulties in today’s world ofcultural crossroads!Task 3：Read the text carefully, and do the T or F. If false, correct the mistakes.①Englishmen don’t stand close to others or touch strangers as soon as they meet. F②Most people around the world now greet each other by shaking hands. F③Japanese will bow to others as greeting. T④ E.g. Ahmed Aziz will move very close to you as you introduce yourself to them. TThe Second PeriodReading II (P30) Showing our feelingsStep 1. Warming upStep 2.ReadingTask 1 Fast readingRead the passage as quickly as you can and make a choice.Which of the following can best express main idea?A. Only gestures without spoken language may cause misunderstanding.B. Some body language or gestures are the same throughout the world.D. It is about how to communicate with others.Task 2 Detailed readingRead the passage again and decide whether the sentences are True or False.(See Page 30.)1. Body language is never as important as spoken language.2. If you are angry at a person, you might turn your back to him or her.3. Looking away from a person or yawning means that you are not interested in that person.4. You should not greet your new boss by giving her or him a hug.5. Body language is the same all over the world.Keys :FTTTFTask 3 Post-reading------summaryBody language is used by people to _______ their thoughts and opinions and to _________ with each other. When you talk with others, you are not just using words, but also using facial expressions as well as ________. Just like words, body language _____ from culture to culture. For example, in many countries, shaking one’s head means “no” while ______ means “yes”.However, in some parts of the world, the gestures have the _______ meaning. Although there’re many interpretations of our body language, some gestures are _________. The _____ is the best example. It can be used to express almost any ________.Keys:municate3.gestures4.varies5.opposite 6.universal 7.smile 8.emotionStep3. HomeworkThe Third PeriodLearning about languageStep1. Write down the derivation of the following words.1. state (v.) ------ ______statement________(n.)2. gree (v.)t ------ ___greeting____________(n.)3. fly (v.) ------ _____flight________________(n.)4. defend (v.) ------ _____defence____________(n.)5. misunderstand (v.) ------ __misunderstanding_____(n.)6. represent (v.)------ __representative___代表性的，代理的; adj代表n.-------representation象征，代表权n (n.)7.subject(n.)------subjective (adj.)8．true (adj.) ------ ______truly________( adv).9. simple (adj.) ------ ______simply_______ (adv.)10. curious (adj.)-------- curiosity (n.) -------______curiously___ (adv.)11. major (adj.) ------_________ majority (n.)12. face(n.) ------__facial_______ (adj.)13. easy (adj.)------ _ease(n.)14. angry (adj.)------ anger (n.)15. fault(n.) ------false__ (adj.)16. respect (v.) ------__respectful_______ (adj.)17.refuse (v.)-------refusal (n.)18.similar (adj.) --------similarity(n.)19. employ (v.)--------employer(雇主n.)--------employee (员工n.)--------employment(雇佣n.)20.associate (v.)---------association(n.)The Fourth PeriodUnit 1 Language points1.greet vt.问候,迎接,招呼【观察】She greeted her guests at the door.她在门口迎接客人。