高中英语人教版必修四教学案：Unit 4 Section 2 含答案
Ⅰ．单词拼写1．The association was formed to represent (代表) the interests of women artists ．2．As you approached (走近) the school, the first building you see is the teaching building ．3．Our flight (航班) eventually left five hours late ．4．I don't think that we should be seen travelling together — people might misunderstand (误解)．5．Mr Green greeted (迎接) me warmly as I arrived ．6．Which are you more likely (可能的) to have with you at any given moment — your cell phone or your wallet?7．Stress is a major (主要的) problem of modern life ．8．Children must be accompanied by an adult (成年人)．Ⅱ．拓展词汇1．association n ．社团；联系；联想→associate v t ．结交；联合2．curious adj ．好奇的→curiously ad v ．好奇地→curiosity n ．好奇心；奇物3．defend v t ．保护；保卫→defence n ．防御；保卫4．major adj ．主要的→majority n ．大多数5．employ v ．雇用；使用→employee n ．雇员→employer n ．雇主→employment n ． 雇用；就业6．statement n ．陈述；说明→state v t ．陈述；说明7．misunderstand v t ．误解，误会→misunderstanding n ．误解；误会[巧记单词]Ⅲ．补全短语1．in defence在防守；在保卫2．on the contrary 相反的3．be likely to 很可能……；有希望……4．in general 总的来说；通常5．defend ．．． against/from ．．． 保卫……以免受6．shake hands with 与……握手1．[教材原句]The first personto arrive was Tony Garcia from Colombia, closely followedby Julia Smith from Britain ．第一个到达的是从哥伦比亚来的托尼·加西亚，随后紧跟着的是英国的朱莉娅·史密斯。
[句型点拨]名词被first, second 等序数词修饰时，其后常用不定式作后置定语。
[佳句赏析]As far as I know, he was the first man to pass the driving test ．据我所知，他是第一个通过驾考的人。
2．[教材原句]Not all cultures greet each other the same way, nor are they comfortable in thesame way with touching or distance between people．各种文化背景下人们互致问候的方式不尽相同，身体接触和相互间距离的程度也并不一样。
[句型点拨]not与all连用为部分否定。
[佳句赏析]Not all are willing to do such work, for it is quite hard for some of them．并不是所有人都愿意做这样的工作，因为它对于有些人来说太难了。
3．[教材原句]However, people from places like Spain, Italy or South American countries approach others closely and are more likely to touch them．但是，来自像西班牙、意大利或南美等国家的人会站在离别人很近的地方，而且很可能(用身体)接触对方。
[句型点拨]be likely to do sth．“有可能做某事”。
[佳句赏析]Physically active children are more likely to become active and healthy adults．活泼好动的孩子更有可能成长为积极健康的成年人。
1．There are many different ways to greet someone using words．(P25)用语言问候别人有很多方式。
妈妈喜欢在门口迎接她的客人们。
②He greeted me in the street with a friendly wave of the hand．他在街上向我友好地挥手致意。
③Please give my greetings (greet) to Miss Macleod．请代我向麦克劳德小姐问好。
2．Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students．(P26) 昨天我和另一个同学代表我们大学的学生会去首都国际机场迎接今年的国际学生。
these activities．我非常高兴代表我们学校告诉你们有关这些活动的一些事情。
②She represents_her_mother_as/to_be the kindest mother in the world．她把她的妈妈描绘成世界上最好的母亲。
③As a representative (represent) of resettled people, I support the construction of the project．作为移民代表，我支持该项目的建设。
3．After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously．(P26)等了半个小时之后，他们的航班终于到达了，我看见几个年轻人走进等候区好奇地向四周张望。
．小女孩突然安静了下来，用好奇的眼光开始观察四周。
②It is good to be_curious_about the world around you because I think curiosity is the best teacher．对你周围的世界感到好奇是件好事，因为我认为好奇心是最好的老师。
③The little boy, out_of_curiosity,_took the radio set apart．出于好奇，这个小男孩把收音机拆零散了。
4．Tony approached Julia, touched her shoulder and kissed her on the cheek！(P26)托尼走近朱莉娅，摸了摸她的肩，并亲了她的脸！to celebrate the important day for a change this year．随着教师节的临近，今年我们班决定换一种方式举行一场晚会来庆祝这个重要的节日。
②Did Mary approach you about/on lending her some money?玛丽找你商量过有关借钱给她的事吗？③The job market has changed and our approaches_to_finding work must change as well．就业市场变了，我们找工作的途径也要改变。
5．She stepped back appearing surprised and put up her hands, as if in defence．(P26)她后退了几步，看上去有些吃惊，并举起了手，好像是在自卫。
in defence of their own homes．所有的人，无论男女老少，都在与洪水作斗争，保卫自己的家园。
②Some think that students should be trained to defend themselves against some attacks．有些人认为应该训练学生保护自己免遭某些攻击。
6．Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people．(P26)各种文化背景下的人互致问候的方式不尽相同，身体接触和相互间距离的程度也不一样。
★句中not all ．．．表示部分否定。
not与一些具有完全意义的词如all, both, every, everything, everybody, everywhere, altogether, entirely, completely等连用，不管not放在什么位置，均表示部分否定。
①Such a thing is not to be found everywhere．这种事并非随处可见。
②All the boys are not interested in sports．＝Not_all the boys are interested in sports．不是所有的男孩都喜欢运动。
[拓展]用none, neither, no one, nobody, nothing, never等表示全部否定。
③None_of the students have passed the exam．这些学生都没有通过考试。
④He could answer neither_of the questions．两个问题他都答不上来。
7．However, people from places like Spain, Italy or South American countries approach others closely and are more likelyto touch them．(P26)不过，来自西班牙、意大利或南美等国家的人会站在离别人很近的地方，而且很可能(用身体)接触对方。
人教新课标高中英语必修4第二单元Unit 2 Working the land (Module 4)学案含答案
Unit 2 Working the land（Module 4）Period 1 Reading: A pioneer for all people班级__________ 姓名____________ 学号_____________ 学习目标：1.Learn the useful new words and expressions.2.Read the story and learn something about Yuan Longping and his achievements. 学习重点：Get students to learn the reading skills of skimming, and close reading.学习难点：Develop Ss’ reading ability.学习过程:】(课堂前置性作业)A. A storyB. A travel journalC. A biography2. The main idea of the whole text is ___________.A. The great achievements China has made in farming.B. The great achievements that Yuan has made in his life.C. A brief introduction to Yuan Longping.Para 1 his noble personalityPara 2 his dreamsPara 3 his appearance and achievementsPara 4 his birth, education and researchII. While-class （课堂教学流程）Step1 Discussion （小组讨论交流课堂前置性作业）Ss discuss their pre-class homework in group.Step2 Consolidation（巩固应用）A: Careful Reading:Para 1and 2:What does Dr Yuan look and what does he grow?________________________________________________________________________________ ________________________________________________________________________________ Put Dr Yuan’s biography in right order.A. He was born into a poor farmer’s family.B. He graduated from Southwest Agriculture College.C. In 1950, Chinese farmers produced fifty million tons of rice.D. 2 billon tons of rice was produced by growing his hybrid rice.E. He searched a way to increase rice outputs without expanding the area of fields.F. He helps rid the world of hunger by circulating his knowledge in less developed countries. Correct order: _____ _____ _____ _____ _____ _____Pare 3:W hich of the following description about Dr Yuan’s personality is not true? ( )A. He is satisfied with his life because he is now rich and famous.B. He cares little about money and fame.C. He would rather work than lead a comfortable life.D. He enjoys a simpler life than most rich and famous people.Para 4:What was not once in Professor Yuan’s dream? ( )A.Rice was as tall as sorghum.B. Each ear of rice was as big as an ear of corn.C. Each grain of rice was as huge as a peanut.D. He exported his rice and it was grown all over the world.B. Post-readingHow do you describe Dr Yuan’s personality? Use three or four ad jectives or more._____________________________________________________________________________ C. Fill in the blanks according to the text.Yuan Longping, a most famous agricultural scientist in China, (1) ____________ (bear) in 1930 and graduated from college in 1953. Since then, he has devoted his life to (2) _____________(search) for a way to increase rice harvests in a limited area. Having struggled for several decades, he developed (3) ______________ is called super hybrid rice, (4) ______________ makes it possible to improve the output of rice. He also circulates his knowledge in the less (5) _______________ (develop) countries so that the UN will try to rid the world (6) _____________hunger. However, Dr Yuan, (7) ______________ is satisfied with his life, cares little about money and fame. He enjoys much (8) ______________ (free) to do his research and he would keep time for (9) _____________ hobbies. He used to play (10) __________ violin, but now he can just listen to violin music.Step 3 Presenting （成果展示与教师点拨）Ss present their group job.1．Ss write down their answers on the blackboard and give the explanation in class.2．Teacher and Ss’ comment.Step4 Summary（学生小结）Ss talk about what they have learned in the lesson.Keys:Para 1 his noble personalityPara 2 his dreamsPara 3 his appearance and achievementsPara 4 his birth, education and researchⅡ. While-classA. Caruful Reading;Para 1 and 2:(1) He has a sunburnt face and arms and a slim, strong body; he is more like a farmer than a scientist.(2)He grows what is called super hybrid rice, which makes it possible to produce one-third more ofthe crop in the same fields.Correct order: A C B E D FPare 3: APara 4: DB.intelligent, hard-working, active, determined, energetic, modest, unselfish, confident…C.(1) was born (2) searching (3) what (4) which (5) developed(6) of (7) who (8) freedom (9) his (10) thePeriod 2 Language points in Reading 1班级__________ 姓名____________ 学号_____________ 学习目标：1.Learn and grasp the important useful new words and expressions.2. Learn the important useful sentences and patterns.3. Make sentences after the useful expressions.学习重点：Ss grasp the usages of such important new words and expressions.学习难点：Ss understand some difficult and long sentences.学习过程：I. Pre-class homework (课堂前置性作业)A. Translate the phrases. （参考课文page 10）1. 超级杂交水稻___________2. 毕业于___________3. 生活目标___________4. 寻找，寻求___________ 5．传播知识___________6. 欠发达国家___________7. 多亏，由于___________8. 摆脱，去除___________9. 对......感到满意___________10. 宁愿___________11. 从梦中醒来___________12. 怀着……的希望___________B. Translate the following sentences.1. 多亏了每一个人的辛勤努力，表演取得了巨大的成功。
高中英语(人教版必修4)教师用书 Unit 4 Period 2 Language Study 练习 Word版含答案
Ⅰ.完形填空Thursday is the Thanksgiving. Americans gather with family and friends to 1 a meal. Some celebrate the holiday by telling what they are most thankful for. This holiday season, a group of student-athletes in Woodburn has given its community something to be 2 for.The Woodburn School boys soccer team has 3 the state soccer playoffs (决赛) for 25 straight seasons. But the Bulldogs had never won the state championship 4 this year. It also means a win for their hometown.Writer Steve 5 a year recording the team. He 6 a book called The Boys from Little Mexico:A Season Chasing the American Dream.It 7 about a community struggling. Migrant farm workers from 8 started coming to Woodburn about 50 years ago. Many workers stayed and 9 the town their home. 10the town became known as “Little Mexico”.Steve thinks the Woodburn boys soccer team s continued hard work and 11 to the state championship is 12 to their cultural experiences. Like many Mexican-Americans, the boys on the Woodburn team had major 13. They include low income,language difficulty and immigration issues (移民问题). Steve 14 if those challenges were 15 the team from reaching its goal of winning a state championship. So he decided to 16 the team for an entire season.One of the players he writes about in the 17 is Martin. Martin says he and the other boys on the team knew that Woodburn had a 18 image (形象). The town has small population. It faces many same problems found in large cities. 19, violence and illegal drugs. He says when the team went to play in other schools the people did not act friendly toward them. Martin says his coaches told him to show 20 in his culture. They told him to make an effort to be successful in life—and not just on the field.【语篇解读】本文是关于球队在逆境中获得胜利的故事,体现出队员们不仅在球场上,而且在生活中也追求成功的精神。
人教版高中英语必修4 Unit4 Period 2优秀教案
Unit4 Period 2优秀教案Learning about LanguageThe General Idea of This PeriodThis period will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part:-ing form as the adverbial and the attribute.You will have systematic explanations of it and assign some exercises for the students to consolidate what they learn.Get the students to use the -Get the students to master the useful wordsHow to help the students to use the -Question-and-answer activity to help the students to go through the words of thisPaiA multi-Three Dimensional Teaching AimsHelp the students recognize the useful words and expressions learnt inMaster the usage of the -Systematic explanation to help the students apply the -Get the students to apply the -Step 1 RevisionT:Good morning,boys and girls!Last class I assigned you to collect some information aboutS:Different cultures often have different forms of behavior by sending the same body signals.Nodding one’s head is generally meant to show agreement “yes”,but to Nepalese,Sri Lankans,some I ndians and some Eskimos,it means not “yes”,but “no”.When an American rubs his nose,it may mean his disagreeing with someone orT:Step 2 Useful words and expressionsT:You are expected to complete the exercises in Learning about language independently.Now let’s check the ans(Ask some students to the blackboard to write down their answers,then ask the otherSuggested answers:1.local (are)2.represent3.approach4.major5.express6.curious7.general8.likely to (do something)1.major2.introduce3.body language4.general5.represent6.actions7.spoken8.likely to;express9.approach10.curious;avoids11.general;l。
人教版英语必修4课后习题：Unit 4 Body Language Section 2含答案
Unit 4Section ⅡⅠ.单句语法填空1.The children were excited(excite) at the news that their parents would return from abroad.解析：考查形容词。
句意：孩子们听到他们的父母将从国外回来的消息很高兴。
excited 意思是“兴奋的”，常用来修饰人。
2.I dream of standing on the platform in the classroom and giving(give) lessons to lovely children.解析：考查非谓语动词。
句意：我梦想站在教室的讲台上，给可爱的孩子们上课。
分析句子结构可知，此处与前面的“standing on the platform in the classroom”是并列关系，所以要用giving。
3.I prefer staying at home to playing(play) with him outside.解析：考查固定短语。
句意：我宁愿待在家里而不是陪他出去玩。
prefer (doing) sth. to (doing) sth. 意为“喜欢（做）某事而不喜欢（做）某事”,为固定搭配。
4.Having eaten(eat) at the cafeteria before, Tina didn’t want to eat there again.解析：句意：由于之前在那家自助餐厅用过餐，Tina不想再去那里用餐了。
非谓语动词的动作发生在主句谓语动词之前，因此非谓语动词的完成式having eaten。
5.He got up late and hurried to his office, leaving(leave) the breakfast untouched.解析：he与leave之间为主动关系，故用现在分词形式作伴随状语。
人教新课标英语必修4全册教案(Unit 2 Working the land)
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人教版高中英语选择性必修四 UNIT 4 SHARING Section Ⅱ Learning
句型剖析 【教材原文】There is no doubt that these activities will
leave you with unforgettable memories.(page 41) 毫无疑问,这些活动将给你留下难忘的记忆。 句法分析 There is no doubt that...“毫无疑问……”,that引导的同位语 从句做doubt的同位语。 There is some doubt about...关于……有疑问。 I doubt whether/if...我怀疑……
一句多译 保持开放的心态,因为每个人的想法都值得考虑。 (3)Keep an open mind,because everyone’s ideas
deserve consideration . (4)Keep an open mind,because everyone’s ideas
deserve considering . (5)Keep an open mind,because everyone’s ideas
3.动词+副词+介词 在这类动词短语中,动词、副词、介词紧密结合,是动副短语 和动介短语的合成体,词义上相当于一个及物动词。它兼有 以上两类动词短语的特点,但宾语总是位于介词之后。
I am sure you would get along very well with him. 我相信你一定会跟他相处得很好。
学以致用 单句语法填空 (1)He does not deserve to win (win) any respect from anybody just because he does not know how to respect others. (2)There is no doubt that the man is guilty and that he deserves punishing/to be punished (punish).
人教新课标版高中英语必修四教学案：Unit 4 Body language4-2Part Ⅱ含答案
Part ⅡLearning about Language & Using LanguageⅠ.重点单词1．____________n．作用；功能；职能v i. 起作用；运转2．____________n. 安逸；舒适v t. 减轻(痛苦、忧虑)3．____________adj. 错误的；假的4．____________n. 拳头5．____________v i. 打呵欠6．____________adj. 主观的7．____________v i. & v t. 拥抱8．____________n. 等级；军衔[答案] 1.function 2.ease 3.false 4.fist 5.yawn 6.subjective 7.hug8.rankⅡ.词汇拓展1．__________adj. 面部的→__________n. 面部；脸2．__________ad v. 真实地；真诚地；真正地→__________adj. 真实的；真正的3．__________n. 怒气；怒火→__________adj. 生气的；恼火的4．__________adj. 恭敬的→__________v i. & n. 尊敬；恭敬[答案] 1.facial；face 2.truly；true 3.anger；angry4．respectful；respectⅢ.重点短语1．up and down __________________2．feel relaxed __________________3．lose face __________________4．turn one's back to __________________5．nod the head __________________6．摇头__________________7．把目光从……上移开；不看__________________8．在大多数情况下__________________9．对某人尊重/尊敬__________________10．拥抱某人__________________[答案] 1.上上下下；来来回回 2.感觉放松 3.丢脸4．背对；背弃 5.点点头 6.shake the head7．look away from8.in most cases9.be respectful to sb.10.give a hug to sb.Ⅳ.重点句式1．even if 引导让步状语从句It is possible to “read” others around us，______________they do not intend for us to catch their unspoken communication.“读懂”我们周围的人(的心思)是有可能的，即使他们并不想让我们理解他们没有说出来的信息。
高中英语人教版必修4Unit4教案
Unit 4 Body LanguageWarming up and reading白璐璐(一)there dimensional teaching aimsKnowledge and skill:1. Let the students know more about body language.2. Let the students can talk about body language freely.Ability aims:1. Encourage students to think about body language and talk about it.2. Learn to respect other cultures.3. Train students’ speaking ability through individual and group work.Emotional aims:1. To arise students’ interest in learning English.2. Let students have a better understanding of different customs.(二) Teaching important points1. Master language points and can use them to talk about body language.2. Learn to show respect to other cultures.(三) Teaching difficult points1. Talk about body language with partners by using new expressions.2. Have a better understanding of the whole passage.(四) Teaching methods1. Task-based teaching and learning.2. Pair work or group work to make every student learn in class.3. Asking-and- answering activity to help students understand the words andphrases.(五) Teaching aids:Blackboard and PPT(六) Teaching proceduresStep 1 GreetingToday we are going to use a different way to start our class, you guys need look at me and I will do some acting, you guys need do what I want you to do.Step 2 lead-in1. The definition of body language: a form of communication without using anywords.Body language: gesture, eye contact, facial expression, postureStep 3 warming up1. Different ways to meet or partShow some pictures about how to greet and how to say goodbye to each other.2. Do the gestureShow some picture about gesture and give the explanation of its different meanings. Step 4 ReadingTask 1 Fast readingRead the passage carefully and divide the passage into 4 parts. Match the main idea of each part.Para 1 A.Different people have different body language.Para 2&3 B. Summary of body language.Para 4 C. Meet the visitors at the airport.Para 5 D. People from different countries express greetings in differentways.Task 2 careful readingRead the first paragraph carefully and finish the T or F questions( T ) 1. Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year'sinternational students.( F ) 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.( T ) 3. I stood for a minute watching them and then went to greet them.Read the second and third paragraph carefully and match the left with the right column.Mr Garcia (Columbia) Julia Smith (Britain)Darlene Coulon (France) Akria Nagata (Japan)George Cook (Canada) 1.shakes hands and kisses others twiceon each cheek2.approaches others closely andtouches their shoulder and kissesthem on the cheek3.does not stand very close to others ortouch strangers4.bows5.shakes handFind out the two mistakes the writer found in the airport: Mr. Garcia from He approaches Ms Smith(Columbia)________ The firstmistakeJulia Smith from She ______ ________ appearing_________Garcia.a Japanese He ________ to Mr. Cook and his nose _________ Mr.Cook’s _______ ________.The secondmistakeJapanese.Task 3. careful readingListen the rest part carefully and choose the right answer.1.Besides spoken language, people also use “unspoken language” through___.A.physical distanceB. actionsC. postureD. all above2. ___ prefer to bow rather than kiss others on the cheek.A.The FrenchB. The JapaneseC. The AmericanD. The Chinese3. Which countries approach others closely expect___.A. AmericaB. SpainC. ItalyD. England4. Why do we need study international customs?A.avoid difficultiesB. for funC.go to study abroadD. international communicationTask 4 Post readingAnswer the following questions1. “When in Rome, do as the Romans do.” What do you think this famous saying means?This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.2. Did any students have similar greeting customs? If so, which ones?Yes. Tony from Colombia and Darlene from France had a similar greeting custom—a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom—a handshake, but Ahmed shakes hands only with men.Step 5 DiscussionGive a speech about how different countries greet others. Your speech should include the following information.You may start like this:It is my great honor to give you a speech here.As we all know ,not all cultures greet each other the same way. In France, …It’s necessary to learn about some body language, because it can reduce some misunderstanding and avoid difficulties in communications.Step 6 Daily sentencesWhen in Rome, do as the Romans doStep 7 EntertainmentCan you guess what the following gesture from Japan means?Step 8 Homework➢Recite the new words of unit 4 and prepare for next period.➢Finish the exercise I on page 27➢内容总结➢➢。
人教版高中英语选择性必修第四册UNIT 4 Period 2课时作业含答案
UNIT 4Period Two基础练Ⅰ.单句语法填空1．In the end，the boy admitted ________(make) a mistake and apologised to his partner.2．His experiences in Africa are still so ________(memory) to him that he still remembers them all.3．His suit was ________(wrinkle) and he looked very tired.4．Many old people in the US are living in bad __________(house).5．He got up and ________ (drag) his chair toward the table.6．The ________(disable) are taken good care of in my city since the government provides aid for them.7．You must be ________(responsibility) for what you are doing right now.8．There is no doubt ________ our life will become better and better in the future.9．The traffic accident took place just all of a sudden on the highway，________(leave) ten people injured.10．When she ________ (resign)，he was named to the committee in her place.【答案】1．having made2．memorable3．wrinkled4．housing/houses5．dragged6．disabled7．responsible8．that9．leaving10．resignedⅡ.完成句子1．In the end，she __________________________________ the comfort zone.她最后终于把她自己拉出了舒适区。
人教新课标英语必修4全册教案(Unit 2 Working the land)
人教新课标英语必修4全册教案(Unit 2 Working the land) Unit 2 ring the landTeahing ais:1 Target Languageards and phrasessunburn, struggle, super, expand, irulate, equip, exprt, rid f, be satisfied ith, lead a life, searh fr, uld rather, thans t, ith the hpe f, rather thanb Iprtant sentenesThis speial strain f rie aes it pssible t prdue ne-third re f the rp in the sae fields P10He ares little abut spending the ne n hiself r leading a frtable life P102 Abilit galsEnable Ss t learn re abut agriulture, untrside and faring B taling the anexhange their experiene ith eah ther B reading the ill realize the rle that agriulture plas in huan life In fat this rld faes a serius prble—starvatin S after reading the passage abut Dr uan students ill n the iprtane f his ahieveent t an f urse the ill learn fr Dr uan se nble harater3 Learning abilit galsHelp Ss learn h t desribe Dr uan Lngping inluding his persnalitTeahing iprtant pintsa Help t prehend the text and grasp the ain idea f the textb Grasp the usage f se rds and expressinsH t help students ae up their inds t ae ntributins t therland in the future lie Dr uanTeahing diffiult pintsa H t help students learn re abut agriultureb Help students reall aster the usage f rds and expressins Teahing ethdsTaling, questining-and-ansering ativit and reading Teahing aidsA tape rerder, a pretr and a puterTeahing predures ≈≈ asThe first perid ReadingStep 1Greeting and Revisin1 Greet the students as nral2 Revise the aring up ith the flling questinH d u thin t gr ur ain fd--rie?-----1)First, the farers pl the field The have t ae the sil lse enugh t plant rps2)Send,gr se ung plants3)Third, the insert the ung plants int the lse field4)At last ,the ill get the harvestStep 2 Pre-reading1 As the flling questins1)hat’s the ain fd in anada and USA:----- ptates and bread2)hat is the ain fd in Suth Aeria:----- rn/aize3 )hat is the ain fd in Sutheast Asian untries:----- rie2 Sh the students se pitures and as the questinhat is happening t these peple in East Asian and Sutheast Asian untries?Then sh re nes lie that:Internatinal Fats n Hunger and Pvert (2002)1)Ever 8 sends, a hild sehere in the rld dies fr starvatin2)re than 800 illin peple in the rld suffer fr alnutritin (营养不良)---799 illin f the are fr the develping rld re than 13 illin f the are under the age fAt last as the students t disuss:If u had the hane t d sething t help end hunger in the rld, hat uld u d?Enurage the students t tell their pinins, Then give a nlusin:The nl a t slve the fd shrtage prble is t inrease the utput f the grain rp per land area thrugh the advaneent f siene and tehnlg3 lead the students t pa attentin t the peple---uan LngpingAs : hat d u n abut hi?--------Father f Hbrid RieThen lead t the tpi f the reading passage A Pineer Fr All PepleStep 3 ListeningListen t the tape, tr t find ut se infratin f the herNae ____________Age ____________b _____________Eduatin _________Ahieveent _______Hbbies __________Step 4 Fast readingRead the passage quil and anser the true-r- false questins• 1Dr uan is re a farer than a sientist• 2 Dr uan’s ind f rie is the st suitable fr hina’s farland • 3Dr uan uld rather r than relax• 4 Dr uan has dreas hen he is asleep and als hen he is aae • Dr uan ens a siple life than st rih and faus pepleStep areful readingRead eah paragraph and anser the flling questins: Para 1:1hat dse Dr uan l lie? h?2hat is his ahieveent?Para 2:h did Dr uan ant t inrease the rie utput hen he as ung? 2H des he help rid the rld f hunger?Para 341 hat ind f life is Dr uan leading?2hat is Dr uan’s drea?Step 6 Siing:find ut the ain idea f eah paragraphParagraphain Idea1His appearane and ahieveents2His birth, eduatin and researh 3His persnalit4His dreaStep 7 Her1Learn the peThe Peasants’LtLi Shen (772-846)Farers eeding at nn,Seat dn the field snh ns fd n a tra,Due t their tiling da?2 Finish the exerises in Learning abut Language3 Retell the text in abut 10 rdsNtes:a Use the first persn t retell the strb Tr t use the prper nuntinsThe send perid Learning abut Language(The –ing fr as the Subet ≈ bet)AisT help students learn abut The –ing fr as the Subet ≈ betT help students disver and learn t use se useful rds and expressins T help students disver and learn t use se useful strutures PreduresI aring uparing up reading alud the text A PINEER FR ALL PEPLELanguage is learned in ntext S let’s first revie the text learned esterda b reading it alud Tr t fre ut ur English sll and learlII Disvering useful rds and expressinsIn pairs d the exerises 1, 2 and 3 n pages 11 and 12 u ust finish the in inutesIII Learning abut graar1 Read and identifRead the text abut uan Lngping again, paing attentin t the sentenes hih use the –ing fr as the subet and betIn the sentene “ishing fr things, hever, st nthing “the –ing is used as subetIt an be als used as bet f the sentene Fr exaple: uan Lngping lies plaing his vilin2 nslidating b d exerisesT nslidate ur understanding u ill be given 10 inutes t g ver exerises 1,2,3,4 and n pages 12 and 13 u a ust rite n ur text b I ean the student’s b u are ring bIII Read used aterials fr The –ing fr as the Subet ≈ bet)语法学习——动名词1 动名词作主语1）名词直接放在句首作主语。