Unit 4 语法 教案 高中英语人教版(2019)选择性必修第一册
高中英语选择性必修第一册 Unit4 Welcome to the unit教案
Book 1 Unit 4 Exploring poetryWelcome to the unit一、教学目标By the end of this section, students will be able to:1. read aloud the English poems and enjoy the beauty of poetry;2. illustrate their feelings when reading the two poems;3. share with peers their favourite poems and poets.二、教学重难点To appreciate a poem from different aspects, like rhyming words and artistic techniques.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 At the beginning of the class, ask students thequestion: What is poetry? Then lead them to readthe quotation from Mao Heng’s “Preface to TheBook of Songs”.Then ask the next question: What’s yourunderstanding of the quotation? After that, havethem translate the quotation into Chinese.激活学生已有的关于诗歌的认知和经验，引出主题，引导学生关注引言。
8’Individual WorkStep 2 Have students answer the following questions.Are you interested in reading poems? Have youever read any English poems?激发学生探究诗歌的背景知识的兴趣，引入英文诗歌的单元主题。
高中英语人教版 选择性必修第一册教案讲义：UNIT 4 BODY LANGUAGE
SectionⅣWriting——描述肢体语言【文体感知】肢体语言描述也是新课程标准中的写作要求之一，是对某一肢体语言进行描述和说明，通过一个人的手势、肢体动作我们可以了解到他的思想意识、情绪变化等。
其基本框架如下：首先，介绍常见的某些肢体语言，引入话题。
其次，说明这些肢体语言在不同文化中的含义。
最后，表达期望。
【增分佳句】夺人眼球开头句1．I'm more than delighted to hear from you.很高兴收到你的来信。
2．Now I'm writing to tell you something about body language.现在我正写信告诉你有关肢体语言的一些事情。
亮点出彩篇中句1．People from different cultures may misunderstand the gestures they use.有着不同文化背景的人们对彼此的手势很有可能产生误会。
2．Body language is a way of communication,but not everybody can use the same body language to communicate with others.肢体语言是与人交流的一种方式，但并非所有的人都可以用同一种肢体语言与他人交流。
3．If you want to go out to travel,it is very important for you to figure out the body language there.如果你要外出旅游，了解当地的肢体语言是非常重要的。
4．When your friend is sad,a smile may be more useful than words.当你的朋友伤心的时候，一个微笑或许比语言更有用。
5．Body language is the quiet,secret and most powerful language of all!肢体语言是所有语言中安静、神秘、最强有力的语言！韵味无穷结尾句1．By learning body language we can broaden our mental horizons and increase our knowledge in various fields.通过学肢体语言我们能够开阔我们的精神视野，增加我们在各领域的知识。
高中英语选择性Unit4BodyLanguage重点语法单元话题写作(教师版)
高中英语【人教版2019】选择性必修第一册Unit 4 Body Language 重点语法+单元话题写作【问题查找】一、感知以下课文原句, 完成方框下的小题。
1. The crucial thing is using body language in a way that is appropriate to the culture you are in.2. However, you should avoid making this gesture in Brazil and Germany, as it is not considered polite.3. Elsewhere, people favour shaking hands, bowing from the waist, or nodding the head when they meet someone else.4. A good way of saying “I am full” is moving your hand in circles over your stomach after a meal.5. Perhaps the best example is smiling.6. Experts suggest smiling at yourself in the mirror to make yourself feel happier and stronger.二、重点单词1. ______________vt. 使清晰易懂；阐明2. ______________n. 趋势；倾向3. ______________vt. 意味着；暗示4. ______________adv. 几乎不；勉强才能5. ______________vt.占据；占用6. ______________vt. 盯着看；凝视n. 凝视7. ______________vt. 使分心8. ______________vi. &vt.区分；辨别9. ______________n. 焦虑；担心；害怕10. ______________vi. &vt. 费心；麻烦n. 麻烦11. ______________vi. &vt. 哭泣；流泪12. ______________n. 矛盾；冲突vi. 冲突13. ______________vi. 干预；介入14. ______________n. 组成部分；零件15. ______________n.交流;相互影响16. ______________vi.(根据情况)变化;改变17. ______________vi.赞成;同意vt.批准;通过18. ______________vt.表现;表达;说明;证明19. ______________vt.目击;见证n.目击者20. ______________vt.使用;应用;雇用21. ______________n.隔阅;障碍22. ______________adj.可靠的;可信赖的23. ______________n.发生的事情;严重事件24. ______________vt.评估;评价25. ______________vt.揭示;显示;露出26. ______________vi.＆vt.(or:enquire)询问;打听Keys: 1. clarify 2. tendency 3. imply 4. barely 5. occupy 6. stare 7. distract 8. distinguish9. anxiety 10. bother 11. weep 12. conflict 13. intervene 14. ponent 15.interaction 16. vary 17.approve 18. demonstrate 19.witness 20.employ 21.barrier 22.reliable 23.incident 24.assess 25.reveal 26. inquire三、核心短语1. ______________发生2. ______________在某人的脑海中3. ______________向上看；查阅4. ______________向前倾斜5. ______________好像6. ______________盯着……看7. ______________访问；要求;正式邀请8. ______________费心地做某事9. ______________与某人有冲突10. ______________对……做出反应11. ______________相比之下12. ______________(与…)相比较13. ______________推理;推断14. ______________消除;分解;打破15. ______________直起来;整理;收拾整齐16. ______________换句话说;也就是说17. ______________有某种影响;在工作Keys: 1. go on 2.in one’s mind 3.look up 4.lean forward 5.as though 6.stare at. . . 5. call on 8. bother to do sth.9. have conflicts with sb. 10. react to. . .10. by contrast 12. by parison 13. make inferences14. break down 15. straighten up 16. in other words 17. at work【要点精讲】【重点语法】Ving做宾语、表语1. 牢记下列用v. ing形式作宾语的动词：admit，appreciate，avoid，consider(考虑)，delay，dislike，enjoy，escape，imagine，mind，practise，risk，suggest，miss，finish，keep等。
Unit 4 Using Language(教案)-高中英语人教版(2019)选择性必修第一册
3.practice listening to make inferences;
4.grasp some expressions about asking for and giving clarification;
5.cooperate with group mates actively through checkingtheir writingstogether.
教学
主题
该部分的活动主题是“描述课堂里的肢体语言”（Describe classroom body language）。选择这一主题的目的是体现肢体语言与学生的学习以及教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联。
教学
重点
1.引导学生在阅读前结合文章标题和图片做预测，培养学生的预测能力；
2.引导学生通过阅读语篇，理解课堂中肢体语言的含义；
3.引导学生掌握文章的脉络结构，学习文章中优秀的表达。
教学难点
1.引导学生运用所学知识，写一段话来描述自己的绘画所表现的肢体语言并解释其含义。
2.引导学生通过协作交流，相互学习，培养学生的合作精神。
2.引导学生听前做预测；在听中听懂并理解和讨论肢体语言的应用场景及相关对话；
3.引导学生能够在听力语篇中运用推理策略正确判断说话人的关系、对话发生的场景、说话人
的真实意图等。
教学难点
1.引导学生在口头交流中能运用澄清和要求澄清的口语策略完成有效的交谈；
2.引导学生能根据意群做适当的停顿，流利且自然地朗读文章。
备注
【教案】Unit+4Reading+and+Thinking+教案人教版(2019)选择性必修第一册
教材题目（注明教材名称、出版社、所授课内容的章、节、页次）英语选择性必修第一册人民教育出版社Unit 4 Reading and Thinking P38-39教学目的与要求In this class, students will be able to:1. Describe body language and explain its meaning2. Analyze the main idea of the passage through topic sentences or keywords3. Practice critical thinking by clarifying the similarities and differences in body language in different cultures.4. Develop a sense of cross-cultural communication.教学的重点、难点1. Help students grasp the main idea and the structure of a text and the features of the exposition.2. Help Students cultivate the consciousness of points of cross-cultural communication教学用品（直观教具、模型、实验仪器等）PPT、Blackboard、Textbook教学过程1.Lead-in5minWatch a short video and let students guess the feelings of the people in the video.[设计意图] 视频导入，结合时事。
吸引学生兴趣，并传达“即使不同国家的语言不太，我们也能通过body language去与他们感同身受”的信息。
Unit4Writing教案- 高中英语人教版(2019)选择性必修第一册
Writing---How to improve our English writing abilitythrough English diariesLearning goals:1. Summarize what we have achieved by keeping English diaries.2. Learn some writing skills to improve our writing.3. Learn to use the writing skills to write an English diary.Emotional goals:Arouse the students’ interests in writing English diaries and strengthen their determination to keep an English diary.Learning important points:How to improve the students’ writing ability.Teaching aids:The multi-media and a smartphone.Learning procedures:Part I: Our diariesYou have been writing English diaries for more than one year. Have you improved your English writing through keeping an English diary?Enjoy some of the students’ diaries.short longChanges poor handwriting better/beautiful handwritingWriting ability has been proved.Your diaries have witnessed your progress and growth. I hope you can keep on writing your diary and I’m sure it is useful for you to improve your writing ability.Part II Writing skillsHow to better/polish our diaries?Skills1 VocabularyUsing advanced or specific words/expressions(合理使用高级词汇、短语) Practice:用合适的词汇、短语替换划线部分。
高中英语人教版 选择性必修第一册教案讲义：UNIT 4 BODY LANGUAGE
Section ⅡLearning About Language每/日/金/句：Body language is the quiet, secret and most powerful language of all！肢体语言是安静的、秘密的，并且是所有语言中最强有力的语言！语言基础集释探究新知发展语言知识1.(教材P40)We make assessments and inferences from body language.我们从肢体语言中做出评估和推论。
◎assessment n．评价；评定(1)make an assessment of 评估……(2)assess v t. 评定；评估；评价assess sth. at 估价为……[佳句]He wrote a very generous assessment of my work.他给我写的工作评价多有赞誉之词。
[练通]——单句语法填空①There is little ________ (assess) of the damage to the natural environment.②They assessed the value of the house ________ over $250，000.③Before we buy a house, we must have the house ________ (assess)．2．(教材P41)We intended to visit the theme park but ended up calling on Professor Zhang.我们原打算参观主题公园，但最后却拜访了张教授。
◎call on (短暂地)访问；要求(某人讲话等)；正式邀请；号召call at (火车等)停靠；拜访(某地)call in 召集；请来call back 回电话；收回call for 需要；要求；接(人或物)call off 取消call up... 给……打电话；使……想起[佳句]The President called on the people to work hard to make the country rich and strong.总统号召人民努力工作，使国家富强起来。
Unit4 Body Language 单元整体教学设计-高中英语人教版(2019)选择性必修第一册
Unit4 Body Language 单元整体教学设计-高中英语人教版(2019)选择性必修第一册单元整体教学设计（视频+课件+教案）Unit 4 Body Language 教学设计一、教学目标1. 了解肢体语言在英语交流能力中的重要性。
2. 掌握一些基本的肢体语言，以及如何正确运用肢体语言进行交流。
3. 学习一些与肢体语言相关的常用英语词汇和表达方式。
4. 提高学生的观察和理解能力，增强他们的交流能力。
5. 培养学生自信和自尊心，争取利用肢体语言和表情来增强自己的信心和影响力。
二、教学重点1. 肢体语言的作用和类型。
2. 肢体语言的正确运用。
3. 常用英语词汇和表达方式。
三、教学难点1. 学生的情感态度和肢体语言。
2. 让学生在日常生活中更加注重他们的肢体语言。
四、教学过程设计Part 1. Warming-upStep 1. Lead-in(1) Name some popular body language movements and invite students to perform.(2) Explain the importance of body language in communication and how a person's movements and expressions reveal his attitude and feelings.Step 2. Discussion(1) Divide students into small groups and discuss how they feel when communicating without body language.(2) Allow groups to share their thoughts and discuss the importance of body language.Part 2. PresentationStep 1. Introduction(1) Use PowerPoint to display and explain some common body language movements.(2) Explain the differences between positive and negative body language in different situations.Step 2. Practice(1) Play a game of guessing game using body language movements.(2) Call on students to perform various body language movements and guess the meaning.Part 3. ProductionStep1. Role-play(1) Divide students into pairs and choose a situation in which body language can show their feelings such as “interview”,“making friends”etc.(2) Allow students to use body language to express themselves and evaluate their performance.Step2. Discussion and reflection(1) Ask students to share their experience of using body language to express themselves.(2) Encourage students to use positive body language in their daily lives and share their experiences.五、教学评价(1) 观察学生的参与度和表现度。
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共案个案Unit 4 Discovering useful
structures
动词-ing形式的用法
一、教学目标
1.To understand v-ing in the reading passage.
2.To master the functions of v-ing in the sentence.
e v-ing properly for epressions and writing.
二、教学重难点
1. Understanding the functions of v-ing in the sentence.
2. Memorize the rules clearly.
三、教学过程
Step1. Lead in
Find out sentences that use v-ing in the reading passage.(p.38)
Step2. Presentation
1.Let the students find sentences themselves.
2.Lead students to analyse sentence structures.
e PPT to present uses of v-ing.
4.Students try to translate some sentences.
nguage points
1.–ing 分词的构成
一般式（主动）doing；（被动）being done
完成式（主动）having done （被动）having been done
复合结构sb’s doing
否定式: not+ --ing/not having(been) done
2.一般式和完成式的用法
--ing 分词的一般式表示和谓语动词所表示
的动作同时进行的一个动作；完成式表示
先于谓语动词动作之前的一个动作。
如：
Walking along the street, he caught sight of an old friend of his.
Not having studied his lessons very hard, he failed the examinations.
3.---ing分词的被动式
当－ing 分词与它的逻辑主语构成被动关系时，需要用被动形式。
根据－ing分词动作发生的时间，－ing分词的被动式分为一般被动式(being done)和完成被动式(having been done), 如：
The question being discussed is very important.
Having been praised by the teacher, he works even harder.
4.---ing分词的句法功能
1)--ing 分词作主语
Learning English has become a part of his life.
It is no use trying to repair the ship.
2) ---ing分词作宾语
以下动词必须跟---ing分词作宾语：admit/appreciate/avoid/consider/delay/deny/dislike/enjoy/escap e/excuse//fancy/finish/imagine/keep/mind/miss/postpone/put
off/practise/resist/risk/stand/ stop/ suggest/ give up/cannot help 3）--ing 分词作表语。
如：
Our job is playing all kinds of music.
注：一般来讲，--ing分词作表语有两种情况，一是名词性，这时主语和表语可以互换。
如：
Playing all kinds of music is our job.
二是形容词性，表示主语的性质和特征
4）-ing分词作定语可以表示
(1) 所修饰名词的用途。
如：
a waiting room(=a room for waiting) 候车室
（2）所修饰词的性质特征。
如：
exciting news 令人激动的消息
(3)所修饰名词正在进行的动作，可以换成定语
从句形式。
如：a sleeping child (=a child who is sleeping)正睡觉的孩子注：分词短语作定语须放在所修饰词之后，例如：the man
standing at the gate=the man who is standing at the gate
5) 在see,hear,feel,watch,notice等感官动词后可以用-ing形式做宾语补足语。
这时-ing 形式和句子的宾语之间存在着逻辑上的主谓关系，并且-ing 形式表示宾语正在进行的动作。
如：
He saw a boy climbing the tree.
Do you hear someone knocking at the door? 有人敲门你听见了吗?
6)-ing分词作状语
(1)-ing分词在句中可以作伴随状语，常放于句后，表示主语正在进行的另一个动作，来对谓语表示的主要动作加以修饰或作主要陪衬。
如：They sat in front of the building, laughing and chatting.
He worked late yesterday, preparing for the lecture.
(2)-ing分词可以作时间状语，常放在句首，如：(While)Walking in the street,I caught sight of a tailor's shop. (3)-ing分词可以作原因状语，常放句首。
如：Being ill, he can't go to school.
(4)-ing分词可以作条件状语，常放句首。
Turning to the right, you’ll find the post office there.
(5)-ing分词可以作结果状语，常放句末。
He turned off the light, seeing nothing.
5. -ing分词的复合结构
物主代词/人称代词/名词所属格或普通名词+ing分词
(1) 作主语（须用物主代词或名词所属格）
His/Tom’s not being chosen made us disappointed.
(2)作宾语(除了物主代词和名词所有格，也可用普通名词或代词宾格）
He was awakened by someone’s knocking at the door.
(3)作状语（须用普通名词或主格代词,亦称
独立主格结构）
Time permitting, we’ll deal with the text.
四、教后反思（不少于100字）
★。