人教版高中英语必修四第四单元学案自编
高中英语必修4Unit4教案
高中英语必修4 Unit 4 教案一、教学目标1.掌握本单元的主要词汇和短语，并能正确运用于实际语境中。
2.理解并正确运用本单元的重点语法，包括虚拟语气、倒装句等。
3.通过学习本单元的阅读材料，培养学生的阅读理解能力和批判性思维能力。
4.提高学生的口语表达能力，能够以流利、准确、有逻辑性的方式与他人交流。
5.培养学生的合作意识和团队精神，培养学生的自主学习能力。
二、教学内容本单元主要包括以下几个部分：1.词汇与短语：词汇与短语的学习及运用。
2.语法：虚拟语气的用法、倒装句的用法。
3.阅读：阅读技巧的培养、理解文章的主旨和细节信息。
4.口语：提高学生的口语表达能力，培养学生的听说能力。
5.写作：通过写作提高学生的写作能力，培养学生的创造性思维。
三、教学重点1.词汇与短语的掌握及运用。
2.虚拟语气的正确使用。
3.阅读技巧的培养。
四、教学步骤第一课时：课前导入1.向学生介绍本单元的主题，引起学生的兴趣。
2.给学生呈现一些与本单元主题相关的图片，让学生进行讨论。
3.向学生提出一个问题，引导他们思考本单元的学习目标。
第二课时：词汇与短语学习1.给学生呈现本单元的词汇和短语，帮助他们掌握词汇的拼写和词义。
2.进行词汇和短语的操练，包括填空、连线和造句等活动。
第三课时：语法学习1.介绍虚拟语气的基本概念和用法，帮助学生理解虚拟语气的意义和作用。
2.通过例句和练习，让学生掌握虚拟语气的具体用法。
第四课时：阅读技巧培养1.向学生介绍阅读技巧的重要性，引导他们了解如何提高阅读理解能力。
2.给学生呈现一篇有关本单元主题的阅读材料，让学生独立阅读并回答相关问题。
3.分析阅读材料的结构和语言特点，引导学生从不同角度理解文章的意义。
第五课时：口语表达能力培养1.给学生提供一些与本单元主题相关的情景，让学生进行角色扮演并进行对话练习。
2.引导学生用所学到的词汇和短语进行口语表达，改进他们的口语表达能力。
第六课时：写作能力培养1.向学生介绍本单元写作任务的要求和目标。
高中英语人教版必修4-Unit4-Revision-学案
主观的 1 4 .a d j . 二、 短语互译 2.很 可 能
4.舒 适 5.丢 脸
1. a p p r o a c h 2 . c u r i o u s3 . m a j o r4 . e a s e 5 . r e p r e s e n t6 . d e f e n d 7. b e l i k e l y t o 8. d e f e n d a g a i n s t
真实地; 真诚地; 真正地 22 . t r u l y adv. 错误的; 假的 23 . f a l s e adj. 怒气; 怒 24 . a n g e r n. 火 主 25 . s u b j e c t i v e adj. 观的 拥抱 2 6 . h u g v i . &v t .
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8 . o n t h e c o n t r a r 正相反 y 9 . e v e n i f 即使 1 0 . g o c r a z y 发疯
; 象 3. r e p r e s e n t vt .代 表 联系; 联 4 a s s o c i a t i o n n.社 团 ; 征. 想 宿舍 5. d o r m i t o r y n . 飞 行 ; 航 6. f l i g h t n. 班 7. c u r i o u s adj. 好奇的 好奇 8. c u r i o u s l y adv. 地 靠近; 走 近 n. 接近; 方法 9. a p p r o a c h vt.&vi. ; 途径 保护; 保卫 10 . d e f e n d vt. 防御; 保 11 . d e f e n c e n. 卫 主要 12 . m a j o r adj. 的 误解; 误会 13 . m i s u n d e r s t a n d vt.
人教版必修四 Book4 Unit4学案
Step3.Researching cooperatively& answering questions(合作探究,解决问题)Learn the usages of the following language points and answer some questions in groups.1.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。
【词语拓展】represent v.代表,体现，表达(意见，观点等)representation n.描绘，表现，陈述representative adj.典型的，代表性的n.代表，代理人【词语运用】根据括号内的汉语提示完成句子。
(1)The dove_____________________.（象征和平）(2)Why do you__________________?（把这事说成这样）(3)I suggest that we establish Mr. Jeffrey _____________ . (作为我们的代表)2.The first person to arrive is Tony Garcia from Columbia, closely followed by Julia Smith from Britain.(P26)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。
【词语拓展】follow (1)vt. 跟随，接着(2)vt.遵循，听从，领会，依照……行事the following day 第二天as follows 如下【词语运用】根据括号内的汉语提示完成句子。
人教社新课标高中英语必修四第四单元 Learning about language 导学案
编号：gswhyybx4 (004)文华高中高一英语必修4Unit4 Body LanguagePeriod 4 Learning about Language 导学案班级姓名组名学习目标：1、能理解并掌握动词-ing形式作状语。
2、能进一步理解课文，并找出动词-ing形式作状语的句子。
3、能养成自主学习的习惯和学习方法。
学习重难点：1、能够理解动词-ing 形式作状语的语法知识点。
2、能够摸索出适合自己的学习技巧。
学法指导：自主学习，合作探究学习过程：Step 1 预习热身观察下列从Reading 中选取的句子，并思考探究划线部分与逻辑主语之间的关系及在句子中的功能。
1. Yesterday, another student and I, representing our university's student association, went to theCapital International Airport to meet this year's international students.2. I stood for a minute watching them and then went to greet them．3. She stepped back appearing surprised and put up her hands, as if in defence.4. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada.5. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through physical distance.自我总结:以上句子中都运用了v-ing 形式，与其逻辑主语之间为逻辑上的主动关系，在句中分别相当于非限限制性定语从句，2,3,4 为状语；1,5 为状语。
高中英语人教版必修4【教学设计】Unit 4
Unit 4 Body language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。
这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。
本课的READING材料处于教材的第三部分，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Communication: No problem?（交际，毫无问题可言吗？）这一主题。
课后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。
在READING前面有WARMING UP和PRE-READING 两部分。
W ARMING UP以列表对比（填充及增补）的形式，并通过W ARMING 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。
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➢➢。
人教版高中英语必修四第四单元词汇教学精品学案
Unit4Body Language1.statement(n)陈述；说明(vt)The police asked me to make a statement.There is a particle of truth in his statement.2.greet(v)迎接；问候(n)He came up to greet me.3.(2021新高考II卷)A company______________(represent)wrote back and told me the airline was switching over from plastic to paper cups on all of its1,200daily flights.(2021年高考七选五)You might represent each letter with a number.4.association(n)社团；联系；联想(v)I don't like you associating with those people.5.（2020课标全国卷He is such a boy,always asking questions.Children show about everything.'Are you really an artist?'Sara asked.6.approach(v)接近；靠近；走进（n）接近；方法；途径We need to take a different approach to the problem.He is rather difficult to approach.7.(2021年广东高考题）11.A.defend B.delay C.repeat D.reconsider(2021年四川高考题）They help the body defend itself against some kinds of infections(感染).The first law of Kung Fu is to defend yourself.All our soldiers are trained to defend themselves against knife attacks.8.(2021年全国高考甲卷）21.What is probably the major concern of travelers who choose to stay in a hostel? (2021年全国高考乙卷）What does paragraph2mainly tell us about mobile phones?A.Their target users.B.Their wide popularity.C.Their major functions.D.Their complex design.English is my major.(n)9.misunderstand-misunderstood-misunderstood(vt)误解；误会(n)(2021年全国高考乙卷)Many people now misunderstand emotional intelligence as almost everything desirable in a person's makeup that cannot be measured by an IQ test,such as character,motivation,confidence,mental stability,optimism and“people skills.现在很多人误认为情商是一个人性格中所想要的所有东西，比如性格、动机、自信、心理稳定、乐观和“人际交往技巧”，而这是智商测试无法衡量的。
高一英语人教版必修四第四单元学案设计+答案
一、 词汇变形Book4 Unit4 Body language 词汇导学案1. statement(n.) 陈述，说明 ---state(v.)---statesman(n.) 政治家2. greet(v.) 迎接,问候- --greeting(n.) 招呼3. represent(vt.) 代表，象征 ---representative (n.) 代表(人）adj .典型的；有代表性的 ---representation(n.) 表现，陈述4. association( n.) 社团，联系 ---associate (v.) 使联系 ---associative( adj.) 联合的5. flight(n.)航班;飞行;逃跑;一段楼梯 ---fly(v.)飞行，逃离6. curious (adj.) 好奇的 ---curiously( adv.)---curiosity( n.) 好奇心7. defend (vt.) 保护，辩护---defence (n.)---defender( n.) 防御者--- defendant( n.) 被告人8. major( adj.) 主要的---majority( n.) 多数9. misunderstand (v.) 误解，误会understand(v.)理解---misunderstanding(n.)10. simply( adv.) 简单地，只---simple (adj.)---simplify( v.) 简化二、重点单词1.represent①The carvings represent a hunting scene.11. spoken (adj.) 口语的---unspoken (adj.) 未说出口的，非口语的12. Spain (n.) 西班牙---Spanish (adj.)13. Italy( n.) 意大利---Italian (adj.)14. likely (adj.) 可能的 ---unlikely (adj.) 不太可能15. employee( n.) 雇员---employer (n.) 雇主 ---employ(v.)雇佣---employment (n.) 就业16. misread (v.) 读错，误解---read (v)17. facial( adj.) 面部的---face ( n/v)18. function(n./v.) 作用，功能，起作用functional( adj.) 功能的，有多种用途的19. ease( n./v.)安逸，舒适---easy---easily (adv)20. truly (adv.) ---true (adj.) ---truth( n.)事实21. anger (n.)---angry (adj.) ---angrily (adv.) 22. respectful(adj.) 恭敬的--respectfully (adv.) ---respect （v./n.）尊重，尊敬 ---respective （ adj. ） 各自的， 分别的 ---respectable （adj.）可敬的，品行端正的 ---respecting （prep.）关于，至于 23. subjective (adj.) 主观的 ---subject （ n.）主题,学科,主观 ②*Noodles should be uncut, as they represent long life.③*He is the ideal person to represent our class.④A salary rise of 10% representsan annual increase of $3,600 for me.Russia to the UN be representative of the people 代表人民【辨析】represent/on behalf of/stand for1） repre s ent 用来表示“代表某人/团体/政府等”、“某种标志代表…”、和“把某人/物描绘成…”。
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WorkbookUnit4 Body languagePre-readingPart1. BrainstormingPart2. Check your vocabulary. Guess the Chinese meaning of the word in each sentence and check them in the word list.1. ( ) statement: something that you say or write that gives information or an opinion. Do all of you understand my statement?2. ( ) The hostess greeted everyone with a smile.3. ( ) The circle on this map represent s a city.4. ( ) I am a member of student association. That is to say, I belong to student union.5. ( ) The cat is always curious about everything.6. ( ) when you approach somebody, you get close to them.7. ( ) His cheeks always get red after drinking.8. ( ) Our duty is to defend ourselves against the enemy.9. ( ) dash: to go somewhere very quickly. He dashed off to keep an appointment. 他急忙赶去赴约。
10. ( ) No child could entre without the can adult.11. ( ) We are likely to win.12. ( ) He is tall and handsome though his facial expression never changes.13. ( ) The function of humor is to make yourself and others happy.14. ( ) The news that he has passed the exam would ease his mind.15. ( ) Most students don’t feel at ease with teachers. When they are with their teachers, they always fell nervous.16. ( ) People who truly loved once are far more likely to love again. (曾今沧海难为水，除却巫山不是云。
)17. ( ) True or false?18. ( ) She cried with anger.19. ( ) When learning English, you should enjoy losing your face. Just try.20. ( ) It’s impolite to turn your back to the other when talking.21. ( ) fist22. ( ) To be respectful to your teacher is beneficial(有好处的).23. ( ) In general, our opinions are always subjective. That is to say, our opinions are always based on our own ideas rather than facts.24. ( ) Mum, give me a hug please!25. ( ) He was eager to(急切希望) improve his social rank.While-readingPart1. Read for structure.1.Fast-readingRead to find out the topic sentence and match the main idea of each para. Paragraph1 A. to suggest studying international customs.Paragraph2﹠3 B. to meet the international students at the Capital InternationalAirport.Paragraph4 C. to introduce the students to each and explain their different ways of greeting.Paragraph5 D. to explain different cultural “body language”in some countries.2.Detailed-reading⑴.Who is the first person arriving at the Capital International Airport?A. Julia SmithB. Tony GarciaC. George CookD. Ahmed Aziz⑵. What do Japanese do when meeting others?A. bowB. shake handsC. only smileD. kiss others cheeks⑶. Where is Darlene Coulon from?A. JordanB. SpainC. FranceD. Britain⑷. What can we learn from the passage?A. Never too old to learn.B. When in Rome, do as Romans do.C. Four eyes see more than two.D. Every country has its own customs.⑸. How do people use unspoken language?A. By the movement of their bodies.B. By eye contact.C. By keeping physical distance, actions or posture.D. By moving hands.Part2. Read for language points.1.完型填空Yesterday, another student and I, ______ (represent) our university’s student association, ____ (go) to the Capital International Airport to meet this year’s international students.The first person to arrive was Tony Garcia from Colombia, closely _____ (follow) by Julia Smith from Britain. After I met them and then introduced them to each other, I was very ______ (surprise). Tony approached Julia, touched her shoulder and ______ (kiss) her on the cheek! She stepped back _______ (appear) surprised and put up her hands, as if in defence. There was probably a major _______ (misunderstand).Then Akira Nagata from Japan came in _____ (smile), together with George Cook from Canada. As they were _______ (introduce), George reached his hand out to the Japanese student. Just at that moment, Akira bowed ____ his nose touched George’s ______hand. They both apologized-- _______ cultural mistake.As I met the following international students, I saw even more cultural mistakes between students from different countries._____ I get to know more international friends, I learn more about this cultural “body language”. _____ all cultures greet each other the same way. English people, for example, _____ not usually stand very close to others or touch strangers as soon asthey meet. _______, people from places like Spain, Italy, or South American countries approach others _____ (close) and are more ____ (like) to touch them. Most people around the world now greet each other by _____ (shake) hands, but some cultures use other greetings as well, such as the Japanese, who prefer ____ (bow).In general, _____ (study) international customs can certainly help _____ (avoid) difficulties in today’s world of cultural crossroads.2.重点词汇即学即练⑴Yesterday, another student and I, represent ing our university’s association, went to the Capital International Airport to meet this year’s international students.（p1）昨天，我和另一个学生代表我校的学生会，到首都国际机场迎接今年的留学生。