人教版高中英语必修4全套教案全册教学设计

人教版新课标高中英语必修4全册教案

人教版新课标高中英语必修4教案Book 4Unit 1 Women of achievementI Goals技能目标Talk about important women and great womenDescribe life of important women, and their character,personality etc,.Word information: noun suffixSubject-verb agreementMake an outlineII Unit teaching goals 教学目标1．Target language 目标语言a. 重点词汇achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. 重点句子Watching a family of chimps wake up is our first activity of the day. P2Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P2Only after her mother came to help her for the first few months was she allowed to begin her project. P2For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P22．Ability goals 能力目标a. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like and so on.3．Learning ability goals 学能目标Teach Ss how to describe a person.III Teaching important points 教学重点a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?IV Teaching difficult points 教学难点Let everyone believe that all of us can become Jane Goodall.V Teaching methods 教学方法Inspiration, Questioning and Discussion.VI Teaching procedures & ways 教学过程与方式Period 1. Warming up and pre-readingTeaching aims:To introduce six great women and their achievements.Teaching key points and difficult points:To explain some words: Quaker, China Welfare Institute, campaign, etc.Step 1. Lead in.1. Discuss the following questions.1）What are the differences between a famous person and a great person?great--- of excellent quality or abilityimportant--- powerful or having influence2) What makes a person great? (The quality of a great person)Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid. Most of the great people are also important people. But important people may not also be great people.3)Name some great women in Chinese history. What are they famous for?Step 2. Warming upT: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem SacrificesElizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame. Less time was spent with her husband and family.Soong Chingling to work for civil rights,democracy and peace. Her relatives heldpolitical opinions completely different from hers. After her husband died, she lived alone.Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She gave up the comforts of life to study the chimps.Jody Williams to prevent the making and use of landmines It isn’t easy to persua de governments to stop the making and use of landmines. She had lost her own personal time because of the demands of the jobJoan of Arc to drive the English from France Women were not allowed ot fight like a manShe lost her life.Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her ownStep 3 Pre-reading1. Why do you think Jane Goodall went to Africa to study chimps rather than to a university?2. Do you think her work is important? Why?Period 2. ReadingStepⅠReadingTask 1 Pre-readingSs read the passage in four minutes and give the main ideas to each paragraph.The first one is about a day in the park.The second one is her way of doing her research and some achievement.The third one is her attitude and feeling to the animals.The last one is a short summary to her.T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.Task 2 Making a chartA protector of African wildlife↓①②③│∣∣A day in the park Jane’s way to study chimps Her attitude to and her achievement the animalsPeriod 3 Language points.Step 1.Difficult sentences:1.Watching a family of chimps wake up is our…今天我们的第一件事2.This means going back ….由定语从句修饰的place做go 的宾语3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）Only in this way can we learn English better.4.But the evening makes it all worthwhileStep 2.Words and expressions1. mean的用法Mean doing sth. …意味着做…Eg. Doing such a thing means wasting time.mean to do sth…打算做某事eg. Do you mean to go without money?2. leave sb. doing 让某人做某事e.g They went off and left me sitting there all by myself.3. wander的用法1）可以解释为漫步，逛，常与about搭配e.g We love wandering about the hills2）还可以解释为脱离，迷失e.g Don’t wander off the point4. worthwhile adj. 值得做的,值得花时间(金钱)的It is worthwhile to do/ doingIt was worthwhile to visit Paris.= The visit to Paris is worthwhile.去巴黎访问是值得的.It’s worthwhile discussing/ to discuss the question again.这个问题值得再讨论一下.It is a worthwhile book 那是一本值得一读的书.5. observe 观察到，注意到Eg.She observed his actions with interest.她很感兴趣地观察他的行动His neighbour observed a stranger go into his house他的邻居看到了一个陌生人进入他的家．6. “Only + 状语”开头的句子要用倒装Eg. Only in this way can we learn English betterOnly then did I realize my mistake.直到那时我才知道我的错误．Only you understand me.I met her only yesterday.7.work outEg. I can’t work out the meaning of the poem.(理解，说出)Things have worked out badly. （进行，发展）Work out his income （算出）Work out a plan （制定，拟定）8. have/ has been doing 现在完成进行时，表示动作从过去就已开始，一直持续到现在，可能还会继续下去．Eg. He has been reading since this morning.今早起，他一直在看书．He is very tired; he has been working hard all dayHe has been writing a letter.他一直在写信．He has written a letter.他已写过信了．9. argue 争论；辩论；说服argue for / argue against 主张／反对argue about sth.argue with sb.argue sb. into doing sth. 说服某人做某事．10. inspire sb. to doEg. His speech inspired us greatly.The teacher inspired us to make greater efforts.The memory of his childhood inspired his first novel(促成；赋予灵感)inspired 有灵感的inspiring激励人心的Period 4 Grammar points.Step I RevisionReview the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.Step II Word-formationThere are two tasks in this part. One is leading in, in which teacher trys to give students as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.Derivation is one of the most important word-formation. It is helpful in enlarging students\' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their dailylife.T: Just now we reviewed some words in the text. Now please look at these words on the blackboard and say the meanings of them.Organize Organization State StatementDiscuss Discussion Entertain EntertainmentDirect Direction Consider ConsiderationDecide Decision Agree AgreementPrepare Preparation Achieve AchievementInform Information Treat TreatmentDeter- Determination Improve ImprovementExpress Expression Encourge EncouragementExamine Examination Enjoy EnjoymentEducate Education Govern GovernmentFeel Feeling Find FindingBegin Beginning Mean MeaningT: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we\'ll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we\'ll learn -ment, -ing, -ation, -ist and so on. Now let\'s finish Step 3 Exercise 1 in Page 4.Let students finish Exercise 1. Check their answers with the whole class.T: Here are some other noun Suffixes on the screen. Read it and write down them in your note books. Noun Suffix-er(fighter) -or(sailor) -ist(artist)-ant(assistant) -ee(employee) -ian(librarian)-tion(attention) -ment(government) -dom(freedom)-ness(carefulness) -ism(socialism) -ship(friendship)-ure(pleasure) -ty(society) -ence(reference)Let students do it, and then check the answers with the whole class.Step4 Discovering useful structuresTell students what they should do next. Ask them to read the EXAMPLE in Exercise 1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and check the answers.Step 5 主谓一致１．两个或两个以上做主语的单数名词用and连接，谓语用复数．Tom and Dick _______ (be) good friends.但若表示一个集合体时则用单数.A singer and dancer ______ (be) present at the party.The worker and writer ___ (be) talking to the students.Bread and butter ________ (taste) good.(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)2．用and 连接的两个名词若被no, each, every, many a 修饰，则谓语动词用单数.No bird and no beast ______ (be) seen in the bare island.Many a boy and many a girl ______ (have) made such a funny experiment.At Christmas each boy and each girl _____(be) given a present.3．两个主语由not only…but also, or, either…or, neither…nor等连接时，谓语动词与第二个主语保持一致．Either he or I _____ (be) to go there.______ (be) either you or he going to attend the meeting?4.主语后有as well as, like, with, together with, but, except, besides,等，谓语应于前面主语保持一致．A professor, together with some students, _____ (be) sent to help in the work.No one but the teachers _____ (be) allowed to use the room.5．一些集合名词做主语，如果看作一个整体，谓语动词用单数；如果指其中的成员，谓语用复数．如audience, committee，class(班级),crew（全体船员或机组人员), family, government, public(公众)等，但people, police, cattle等只能用复数．My family _____ (be) a big family.My family _____ (be) listening to the radio.The police ____ (be) trying to catch the thief.6.通常作复数的集体名词有些集体名词，如police, people, cattle, militia, poultry(家禽),)等，通常作复数，用复数动词.例如：Domestic cattle ______(provide) us with milk, beef and hides.7.通常作不可数名词的集体名词有一些集体名词，如machinery, equipment, furniture, merchandise (商品)，clothing 通常作不可数名词，随后的动词用单数.例如：The merchandise _____(have) arrived undamaged.All the machinery in the factory ____ (be) made in China.8．表示时间、重量、长度等名词，尽管是复数形式，但作为一个整体看，谓语还是用单数.Five minutes ______ (be) enough.One dollar and seventy eight cents _____ (be) what she has.9. all 作为主语，代表人物时，一般用作复数；代表整个事件或情况时，一般看作单数.All that I want _____ (be) a good dictionary.All ______ (be) silent. 人人都缄口无言.万籁俱寂.All ______ (be) out of danger.10．形容词加定冠词the 表示一类人时，谓语动词用复数.What a life the poor were living!The young _____happy to give their seats to the old.11．who, which, that 作定语从句的主语时，其谓语取决于先行词.Those who want to go should sign your names here.He is one of the students who have passed the exam.He is the only one of the students who has passed the exam.12. 以-ics结尾的学科名称某些以-ics结尾的学科名称，如physics(物理学)、mathematics(数学)、mechanics(机械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）athletics(体育学)、等，通常作单数用.例如：13. 其他以-s结尾的名词英语中有一些由两个部分组成的物体名称通常是以-s结尾，如scissors(剪子)，pincers(钳子)，glasses(眼镜），shorts(短裤)，trousers(裤子)，suspenders(吊裤带)等.这一类名词，如果不带\"一把\"、\"一副\"、\"一条\"等单位词而单独使用，通常作复数.例如：如果带有单位词，则由单位词的单、复数形式决定动词的单、复数形式. 例如：One pair of scissors isn\'t enough.14.以-s结尾的地理名称某些以-s结尾的地理名称，如果是国名，如the United States, the United Nations, the Netherlands等，尽管带有复数词尾，但系单一政治实体，故作单数用.但若不是国名，而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用.例如：The West Indies, apart from the Bahamas, are commonly divided into two parts. The Himalayas（喜马拉雅山脉) have a magnificent variety of plant and animal life.The Straits of Gibraltar have not lost their strategic importance.15. 英语中还有一些以-s结尾的名词，如:arms(武器), clothes(衣服), contents(内容，目录)，fireworks(烟火), goods(货物), minutes(记录), morals(道德，品行), remains(遗体), stairs(楼梯), suburbs (郊区), thanks(谢意), wages(工资)等，通常作复数.16.凡是由-ings结尾的名词，如: clippings (剪下来的东西), diggings (掘出的东西), earnings (收入), filings (锉屑), lodgings (租住的房屋), surroundings (环境), sweepings (扫拢的垃圾) 等, 通常作复数用.例如：The clippings of the hedges are usually burnt.The sweepings of the godown(仓库) have been disposed of.17. 还有一些以-s接的单、复数同形的名词，如: headquarters(总部), means(方法、手段), series(系列), species(种类), works(工厂)等，随后动词的单、复数形式取决于这些名称是作单数，还是用作复数.例如：A headquarters was set up to direct the operation (指挥作战).Their headquarters are in Paris.The only means to achieve success is to appeal to arms (诉诸武力).18. remains用于\"遗体\"意义时，随后的动词通常作复数：His remains lie in the churchyard.The martyr\'s remains were buried at the foot of the hill.但作\"遗迹\"或\"剩余物\"解释时，可作复数或单数用：Here is the remains of a temple.The remains of the meal were/was fed to the dog.19. 如果作主语的名词词组由“分数(或百分数)+of-词组”构成，其动词形式依of-词组中名词类别而定.例如：Two thirds of the swampland(沼泽地) _____ (have) been reclaimed(开垦).Over sixty per cent of the city ____ (be) destroyed in the war.Thirty-five per cent of the doctors ______ (be) women.20. 如果主语是all of ...,some of ...,none of ...,half of ...,most of ...等表示非确定数量的名词词组，其后的动词形式依of-词组中的名词类别而定.例如：Most of the money _____ recovered by Deputy Player.Most of the members ______ there.All of the cargo ______ lost.All of the crew ______ saved.21.两数相减或相除，动词用单数；两数相加或相乘，动词可用单数，也可用复数.例如：Forty minus fifteen (40-15) leaves twenty-five.Forty divided by eight (40/8) is five.Seven and five (7+5) makes/make twelve.Five times eight (5+8) is /are forty.22. 如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成，动词用单数.例如：This kind of man annoys me.但若在kind/sort/type之前的限定词是these/those,同时，of-词组中的名词又是复数，则动词用复数：These kinds of men annoy me.Those types/sorts of machines are up to date.23.如果主语是由“many a+名词”或“more than one +名词”构成，其意义虽属多数，但随后的动词仍遵循“语法一致”原则，用单数.例如：Many a man has done his duty.More than one game was lost.24. 1)由who, why, how, whether等wh-词引导的名词性分句作主语，其后的动词通常用单数.2).两个由and连接的并列名词性分句作主语，如果主语表示两件事情，动词用复数.例如：What caused the accident and who was responsible for it remain a mystery to us. 3). 以what-分句作主语的SVC结构在以what-分句作主语的SVC结构中，主句补语是复数名词，如果主句谓语动词可用复数.25. 1).在“one of+复数名词+关系分句”结构中，关系分句动词通常依照语法一致原则用复数形式.例如：Joan is one of those people who go out of thier way to be helpful.2). 在这类结构之前有定冠词the或者有the only 等限定词和强调词时，关系分句动词形式依one而定，用单数.例如：Selfishness is the one of her many faults which defeats itself.Period5 ListeningStep1 Listening to the material on Page 7There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening,so that they can realize what is the main task in listening.Task 1 The first listeningT: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as men. But they have many difficulties in doing this. Today we\'ll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let\'s listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn\'t matter whether theyare some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.Task 2 The second listeningThere are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.Task 3 The third listeningThis is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.If they still have some difficulties, play the tape for the fourth time to meet their needs.Step3 The listening material on Page 41Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.Unit 2 Working the landPeriod 1 Warming up and pre-reading.Step 1 Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Step 2.Warming up (Questions)1. Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?2. Have you ever been to the countryside? What did you do there?3. Are you from a farmer’s family? What do you kno w about farming?Step 3 Pre-reading and talking1. Rice is a main food in all East Asian and Southeast Asian countries. What do you think would happen if tomorrow there was suddenly no rice to eat?Tips: It is said that there are 2.4 billion people to eat rice every day throughout the world；suffer from starvation/die of hunger; panic, get into trouble2. If you had the chance to help end hunger in the world, what would you do?3. Do you know who Yuan Longping is ?A brief introduction:Yuan Longpin g is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with theidea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.Period 2 ReadingStep 1 Lead-in.1. Listen to the tape carefully then answer these questions.1）When and who did become the first agricultural pioneer in the world to grow rice that has a high output?2）What did Yuan Longping invent?2. Read the passage once again,then find out these sentences true or false.1）Dr Yuan is more a farmer than a scientist.2 ）Dr Yuan’s kind of rice is the most suitable for China’s farmland.3）Dr Yuan would rather work than relax.4 ）Dr Yuan has dreams when he is asleep and also when he is awake.5 ）Dr Yuan enjoys a simpler life than most rich and famous people.3.Find out the topic sentences of each paragraphPara. 1: He became the first agricultural pioneer in the world to grow rice that has a high output.Para.2:He has devoted his life to finding ways to grow more and more rice..Para.3:He cares little about spending the money on himself and would rather keep time for his hobbies.Para.4 Dr. Yuan’s dreams.4.Write down Yuan Longping’s personal information•Name:•Nationality:•Born:•Age:•Occupation:•Education:•Dream:•Achievements:•Hobbies:Period 3 Language points:1. Struggle for…为争取……而斗争Struggle against…为反对……而斗争Struggle with…与……争斗1）The swimmer struggled against the tide.2）We had to struggle with/against all kinds of difficulties. 3）The slaves struggled for the freedom2. 使做…成为…make +it +adj./n. +to do好天气使游泳成为可能The fine weather makes it possible( for us )to swim.他将每早跑步做为一个规则He makes it a rule to run every morning.其他可用这种结构的词:feel, find, think, consider…3.搜查,搜索search (sb. / sth.) for …He searched all the rooms for the missing person.They searched the man all over for money.4.由于,多亏thanks to 相当于because of5.是从前两倍那么多twice as large as before相当于once larger than before6.对……感到满意be satisfied with…相当于be pleased withadj. satisfactory/satisfyingn. satisfaction7.在乎，在意care about比较care forMy aunt cared for me when my parents were away last week.Dr Yuan never cares about money and fame.8. Indeed, his sunburnt face and arms and his slim, strong body are like those of millions of other Chinese farmers.e.g: The streets in Beijing are wider than those in my hometown.The number of students in our school is larger than that in their school.9. Dr Yuan grows what is called super hybrid rice.e.g: He came to what is called America.10. This special strain of rice makes it possible to produce one -third more of the crop in the same fields.e.g: That made it possible for life to begin to develop.The development of science makes it possible for us to know more about the universe.11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that could feed more people).e.g: He went to the U.S with the hope of finding a better job there.Fill in the proper phrases or words to complete the following:1.In a way,the accident was a good thing because it taught us a good lesson.2.It was because of his advice that I succeeded.3.I am satisfied with the result of the experiment.4.They have struggled for years to drive the invaders out of their country.5.We all wish that we could rid the world of crime.6.In some less developed areas in China, some farmers are still lead a poor life.7.The output of corn this year is double that of last year.After graduating from college, he went to Shenzhen with the hope of getting a chanceto become rich soon .Unit3 A taste of English humour单元教学目标Talk about different types of humor；a taste of English humorLearn how to express one’s emotionsLearn the –ing form as the Predicative, Attributive and Object ComplementLearn to write humorous stories目标语言话题Different types of humor; a taste of English humor词汇1. 四会词汇：slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense2. 词组：be content with, badly off, pick out, cut off, star in, knock into功能情感( Emotion )I enjoy this very much because… It surprises me that…I laugh at that kind of thing because… I felt happy because…This is fun because… I’m pleased we were both amused at…语法动词的-ing 形式作表语，定语和宾语补足语的用法Their job is “panning for gold”.That was the problem facing Charlie Chaplin.Do you find it funny to see someone sliding on a banana skin?Period 1 Warming up and pre-reading.Teaching procedure 教学过程Step 1: Lead-inShow some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.Questions: 1) Do you know who these comedians are? What makes them funny?2) Do you know other comedians who are funny in the same way?3) Have you seen any of these comedians or programmers? What do you think of them?Step 2: Warming upTask 1. Brain-stormingAsk students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.Types of humor Example of English humor Chinese humorNonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山Verbal jokes Play on words, usually Cross talk 马季，姜昆Funny stories Two lines JokesFunny poems Edward Lear Doggerel（打油诗）Task 2. TalkingAsk students to talk about some funny stories, any English or Chinese humors they know.Task 3. Reading on P22The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jo kes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.Joke 1:Patient: Doctor, I’ve lost my memory.Doctor: When did this happen?Patient: When did what happen?Joke 2:Garcia: Thank you doctor. My fever is gone.Doctor: Don’t thank me. Thank God.Garcia: Then I will pay the fees to God.Step 3 HomeworkAsk each student to give a joke and present it in class next period.Period 2 Reading.Step1 Reading. The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.Task 1.Fast reading.and do the true or false questions.1).Humor is always kind. F2).Charlie Chaplin was born in a rich family. F3). His silent movies are not popular any more. F4). He solved a sad situation by using nonverbal humor. T5).He ate the shoes because he thought that it was very funny.F6).Charlie Chaplin devoted his whole life to making films. TTask 2. Divide the text into several parts and give the main idea of each partPart one(1-2 ) It tells us that there are two kinds of humor. One is bad, while the other can inspire people.Part two (3-4): It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.Part three (5): it gives us a short biography about Charlie Chaplin.。

人教版英语必修四教案(3篇)

第1篇教学目标：1. 知识与技能：（1）掌握课文中的生词和短语。

（2）学会阅读理解，提高阅读速度。

（3）学会如何表达自己的观点和看法。

2. 过程与方法：（1）通过小组讨论，提高学生的合作能力。

（2）通过课堂提问，提高学生的思考能力。

（3）通过角色扮演，提高学生的口语表达能力。

3. 情感态度与价值观：（1）培养学生对环境保护的意识。

（2）激发学生对英语学习的兴趣。

（3）培养学生关爱他人的品质。

教学重点：1. 课文中的生词和短语。

2. 阅读理解能力。

教学难点：1. 如何表达自己的观点和看法。

2. 如何通过角色扮演提高口语表达能力。

教学过程：一、导入1. 教师展示一张关于环境污染的图片，引导学生讨论环境污染的问题。

2. 引出本节课的主题：环境保护。

二、新课导入1. 学生自主阅读课文，掌握课文大意。

2. 教师讲解课文中的生词和短语，帮助学生理解课文内容。

三、课堂活动1. 小组讨论：（1）让学生根据课文内容，分组讨论环境保护的重要性。

（2）每组选一个代表，分享小组的观点。

2. 课堂提问：（1）教师提问：课文中的主人公是如何看待环境保护的？（2）学生回答，教师点评。

3. 角色扮演：（1）让学生分组，每组扮演课文中的角色，进行对话练习。

（2）教师巡视指导，纠正学生的发音和语法错误。

四、课堂小结1. 教师总结本节课的学习内容，强调环境保护的重要性。

2. 学生分享自己的学习心得。

五、作业布置1. 复习课文，巩固生词和短语。

2. 阅读相关资料，了解环境保护的相关知识。

3. 写一篇关于环境保护的短文，表达自己的观点。

教学反思：本节课通过导入、新课导入、课堂活动、课堂小结等环节，使学生掌握了课文中的生词和短语，提高了阅读理解能力。

在课堂活动中，通过小组讨论、课堂提问和角色扮演，培养了学生的合作能力、思考能力和口语表达能力。

在今后的教学中，要注重激发学生的学习兴趣，提高他们的英语综合运用能力。

第2篇教学目标：1. 知识目标：学生能够掌握本单元的核心词汇和短语，如：culture, heritage, tradition, festival, celebration, etc.2. 能力目标：学生能够运用所学词汇和短语进行简单的描述和交流，提高口语表达能力。

人教版高中英语必修4全套教案全册教学设计

人教版高中英语必修4全套教案全册教学设计篇1一、教学目标（一）语言能力目标1. 学生能够熟练掌握必修4教材中的重点单词、短语和句型，如“starve”“be satisfied with”“lead a...life”等，能够准确地在口语和书面表达中运用。

就像我之前遇到的一个学生，他在写作文描述贫困地区孩子的生活时，一开始只会用简单的词汇，经过学习后，就能自如地使用“lead a tough life”这样的短语，使文章增色不少。

2. 提高学生的英语听说读写综合能力，在听力练习中能听懂有关文化习俗、人物传记等话题的内容；在阅读方面，能够理解不同体裁文章的主旨大意并获取关键信息；在写作上，能够根据给定话题，用所学的词汇和句型写出结构清晰、内容丰富的短文。

（二）文化意识目标1. 了解不同国家的文化习俗、社会现象等。

例如，学习关于英国的戏剧文化时，学生能够明白戏剧在英国文化中的重要地位以及一些著名剧作家的贡献。

2. 培养学生对文化差异的敏感性和包容性，尊重不同文化背景下人们的生活方式和价值观。

（三）思维品质目标1. 培养学生的逻辑思维能力，在分析文章结构、组织语言表达观点时能够有条理。

2. 激发学生的创新思维，鼓励他们在英语学习中尝试不同的学习方法和表达方式。

（四）学习能力目标1. 帮助学生掌握有效的英语学习策略，如词汇记忆方法、阅读技巧等。

2. 提高学生自主学习的能力，能够独立完成预习、复习等学习任务。

二、教材分析人教版高中英语必修4教材内容丰富多样。

（一）内容结构1. 教材包含多个单元，每个单元围绕一个主题展开，如人物、文化、科技等。

以第一单元为例，主题是“Women of achievement”，通过介绍不同领域的杰出女性，包括她们的生平事迹、贡献等，让学生在学习英语的同时，了解到女性在社会发展中的重要作用。

2. 每个单元又分为不同的板块，如Warming Up、Pre -reading、Reading、Comprehending等。

经典人教版高中英语必修4全册教案.doc

Unit 1 Women of achievement1． Target languagea. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... tob. Watching a family of chimps wake up is our first activity of the day. P2Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P2 2． Ability goalsa. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like and so on.3． Learning ability goalsTeach Ss how to describe a person.Teaching important pointsa. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects:b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult pointsLet everyone believe that all of us can become Jane Goodall. Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA computer, a projector and a recorder.The first period readingProceduresStep I. Warming upWarming up by describingGood morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world? Warming up by discussingHi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice.Warming up by reading aloud and translatingNice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?Well done! Next let’s have Ju Xiaohong do the second one.Step II. Pre-reading1.Looking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions. (Key:From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )2.Talking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class. (Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special placesset up for them. )Step III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. 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.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.(Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.)4.Reading and transferring informationRead the text again to complete the table, which list what Jane does to protect African wildlife.What does Jane do?5.Reading 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. 2. Closing down by having a discussionDo you agree with Jane’s ideas? Why or why not?(Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife? (Key:I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective) Closing down by retelling the story of Jane GoodallI shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words.(Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)The second period Learning about LanguageAimsTo help students learn about subject-verb agreement.To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures.ProceduresStepI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.Step II. Learning about grammar1.Reading and thinkingTurn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.(For reference: Our group are…, Watching a family of chimps is…, Nobody before has fully understood…)2.Doing exercises No. 1 and 2 on page 5Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group ” refers to different members, use a plural verb. If the word “group” is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in bracketson page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.Step III. Ready used materials for Subject-verb agreementWe all know these meanings of "agree," but when we talk aboutsubject-verb agreement, we're talking about something different:matching subjects and verbs according to number. That is, when you havea singular subject, you have to match it with a singular verb form: Theboy plays. When you have a plural subject, you must have a plural verbform: The boys play.In short, simple sentences, you should have no problem with agreement.You can hear the problem: The boys plays. When it's wrong , it just soundsfunny. However, there are four potential problem spots that you needto watch carefully:Reversed sentence orderThe normal pattern for English sentences is subject-verb. However,there are a few situations where this order is reversed (like thissentence):o There are snacks on the laundry-room table.o Where are they?o On the table are the goodies!See how the subject comes after the verb in each of these? If you canremember how to locate subjects and verbs, you shouldn't blunder intomistakes when writing reversed-order sentences."-body," "-one," and "-thing" wordsThe correct term for these words is indefinite pronouns, but if youremember them as "-body," "-one," and "-thing" words, you'll probablybe able to spot them more easily. You only need to know one thing: ifa word has one of these endings (like everybody, everyone, anyone,anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:1.Everyone is going on a picnic.2.Each of the boys is taking his own lunch.3.If anyone drops something to eat, I'll grab it before he canpick it up.You shouldn't have problems with these if you simply memorize theendings of words that are always singular.NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . norconstruction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:o Either the mailman or the constructionworkers are causing Peggy to bark like crazy.o Neither the dogs down the street nor the onenext door pays any attention.Compare this with the following:o Either the construction workers or themailman is causing Peggy to bark like crazy.o Neither the one next door nor the dogs downthe street pay any attention.IV. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement.The third period Using Language(A GOOD EXAMPLE FOR ME)AimsTo help students read the passage A GOOD EXAMPLE FOR ME.To help students to use the language by reading, listening, speaking and writing.ProceduresStep I. Warming upRead aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.Step II. Guided reading1.Reading and translatingRead the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Doing exercisesNow you are going to do exercises No. 1 and 2 on page 6 following the article.4.ListeningFor listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.5.ActingNext we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!Step III. Guided writing1.Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. …2.Writing a descriptionTurn to page 8 and follow the direction to write a description of a woman’s character. You may use the information, structures and expressions from the unit.Step IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning.Writing lettersWrite a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.Acting a text playTurn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearsefor the School Art Festival next month.Step V. Closing downClosing down by filling a formMake use of the text and others to fill in form.Closing down by describing a personTo end this period, I am going to have two of you stand up to describe to the classa person whom he admires. Who likes to speak first?The fourth period ListeningStep 1Show the picture of the birth of boys and girls in China. Then show another pictureof the jobs of themStep 2 ListeningListen to the tape and do the true or false exercises1. Girls often leave school earlier for family reasons.2. When there is very little money, the school often prevents girls from training.3. Girls don’t have a chance to run a company.4. When women have children, they have to stop work.5. Men have more chances to get to the top of their career than women.6. Men can do whatever they like.Then ask them to answer the questionWhat three problems do women have which do not apply to men?Step 3 Listening textHand out the listening materials to the students , Listen to the tape and ask themto complete the passage , after three times ,encourage some students to read the passage with the right answers.Step 4 Listening on P41Introduce the war between France and Britain. Then mention the important woman:J oan of ArcAsk the students to listen to the tape and Answer the questions1. Why did Joan have to dress up as a man to become a soldier?2. Why did the Church not like Joan acting as a man?3. Why did France not win a war against the English before Joan became a soldier?4. Why did Joan help the French army to fight better even after her death?5. How was she honoured after her death?At last show them the listening material and get some students to read itUnit 2 Working the landTeaching aims:1. Target Languagea.Words and phrasessunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather thanb. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P102. Ability goalsEnable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.3. Learning ability goalsHelp Ss learn how to describe Dr Yuan Longping including his personality. Teaching important pointsa. Help to comprehend the text and grasp the main idea of the text.b. Grasp the usage of some words and expressions.c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.Teaching difficult pointsa. How to help students learn more about agriculture.b. Help students really master the usage of words and expressions.Teaching methodsTalking, questioning-and-answering activity and reading.Teaching aidsA tape recorder, a projector and a computer.Teaching procedures && waysThe first period ReadingStep 1.Greeting and Revision1.Greet the students as normal.2.Revise the warming up with the following questionHow do you think to grow our main food--rice?-----1)First, the farmers plow the field. They have to make the soil loose enough to plant crops.2)Second,grow some young plants3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvestStep 2 Pre-reading1 Ask the following questions1).What’s the main food in Canada and USA:----- potatoes and bread2).What is the main food in South America:----- corn/maize3 )What is the main food in Southeast Asian countries:----- rice2 Show the students some pictures and ask the questionWhat is happening to these people in East Asian and Southeast Asian countries?Then show more news like that:International Facts on Hunger and Poverty (2002)1)Every 8 seconds, a child somewhere in the world dies from starvation.2)More than 800 million people in the world suffer from malnutrition(营养不良)---799 million of them are from the developing world. More than 153 million of them are under the age of 5.At last ask the students to discuss:If you had the chance to do something to help end hunger in the world, what would you do?Encourage the students to tell their opinions, Then give aconclusion:The only way to solve the food shortage problem is to increase the output of the grain crop per land area through the advancement of science and technology.3.lead the students to pay attention to the people---Yuan LongpingAsk : What do you know about him?--------Father of Hybrid RiceThen lead to the topic of the reading passage. A Pioneer For All People Step 3 ListeningListen to the tape, try to find out some information of the hero.Name ____________Age ____________Job _____________Education _________Achievement _______Hobbies __________Step 4 Fast readingRead the passage quickly and answer the true-or- false questions • 1.Dr Yuan is more a farmer than a scientist.• 2. Dr Yuan’s kind of rice is the most suitable for China’s farmland.• 3.Dr Yuan would rather work than relax.• 4. Dr Yuan has dreams when he is asleep and also when he is awake.• 5. Dr Yuan enjoys a simple life than most rich and famous people. Step 5 Careful readingRead each paragraph and answer the following questions:Para 1:1.What dose Dr. Yuan look like? Why?2.What is his achievement?Para 2:1.Why did Dr. Yuan want to increase the rice output when he was young?2.How does he help rid the world of hunger?Para 3.41. What kind of life is Dr. Yuan leading?2.What is Dr Yuan’s dream?Step 6 Skimming:Step 7 Homework1.Learn the poemThe Peasants’ LotLi Shen (772-846)Farmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day?2. Finish the exercises in Learning about Language.3. Retell the text in about 150 words.Notes:a. Use the first person to retell the story.b. Try to use the proper conjunctions.The second period Learning about Language(The –ing form as the Subject & Object)AimsTo help students learn about The –ing form as the Subject & Object.To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.III. Learning about grammar3.Read and identifyRead the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.4.Consolidating by do exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.III.Ready used materials for The –ing form as the Subject & Object)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。

人教高中英语必修4全册教案

人教高中英语必修4全册教案Unit 1 Teaching PlanI. Analysis of the Teaching MaterialThe teaching material of this unit is taken from Unit 1 of the People's Education Press High School English Book 4. Theunit mainly elaborates on environmental protection. The text is based on a speech given by the United Nations Secretary-General at the World Environment Day. The content involves environmental protection, global warming, endangered species, nature reserves, and so on. Through this unit, students can understand the importance of environmental protection and realize the urgency of protecting the earth.II. Teaching Objectives1. Knowledge and skillsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Process and methodsa. Encourage students to think independently and actively participate in classroom activities.b. Cultivate students' reading skills, such as skimming and scanning.c. Foster students' ability to use English to express their opinions on environmental protection.3. Emotion, attitude, and valuesa. Cultivate students' awareness of environmental protection and the sense of responsibility to protect the earth.b. Promote students' positive attitudes towards learning English and enhance their confidence in using English.III. Key and Difficult Points1. Key pointsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Difficult pointsa. How to use English to express opinions on environmental protection.b. How to analyze and understand the text more deeply.IV. Teaching Methods1. Task-based teaching method: Set up tasks or activities related to environmental protection in order to stimulate students' interest and participation.V. Teaching ProceduresStep 1: Pre-reading1. Present the topic "Environmental Protection" and ask students about their opinions on environmental issues.2. Show pictures or videos related to environmental problems and ask students to discuss in pairs or groups.Step 2: Reading1. Skim the text to get the general idea and ask students to summarize the main points.2. Read the text again and underline the new words and phrases.3. Go through the text paragraph by paragraph and explain the key points and difficult words.4. Discuss the questions provided in the textbook and ask students to answer them individually or in pairs.Step 3: Vocabulary1. Help students understand the new words and phrases by giving explanations, synonyms, or antonyms.2. Provide examples and encourage students to use the words in sentences.Step 4: Grammar1. Introduce the grammar points related to the text, such as different tenses, conjunctions, and prepositions.2. Explain the rules and give examples to help students understand and apply the grammar rules.Step 5: Discussion and Group Activities1. Divide the class into groups and assign different topics related to environmental protection.2. Encourage students to discuss and share their ideas and suggestions for solving environmental problems.3. Ask each group to present their ideas to the class and have a group discussion.Step 6: Post-reading1. Ask students to summarize the main ideas of the text and share their thoughts on environmental protection.2. Assign homework to consolidate what has been learned, such as writing a short article or making a poster about environmental protection.VI. Blackboard Design- Unit 1: Environmental Protection- New Words: global warming, endangered, extinct, protection, pollution, destruction, environment, reserve, natural resources - Key Points: Understand the main idea and details of the speech- Difficult Points: How to use English to express opinionson environmental protection- Grammar: Tenses, conjunctions, and prepositionsVII. Teaching ReflectionThis teaching plan is designed to guide the teaching of Unit 1, "Environmental Protection." It focuses on cultivatingstudents' awareness of environmental protection and enhancing their understanding of the importance of protecting the earth. Through various activities and discussions, students canactively participate in the learning process and improve their English skills. However, it is necessary to adjust the teaching plan according to the actual teaching situation and students' abilities.。

人教新课标英语必修4全册教案(Unit 4 Body Language)

人教新课标英语必修4全册教案(Unit 4 Body Language)一、教学目标1.掌握与身体语言相关的词汇和短语；2.学习运用不同的身体语言表达自己的情感和意图；3.能够理解并能运用与身体语言相关的语法结构；4.培养学生的说、听、写、读的能力；5.培养学生的团队合作与表达能力。

二、教学准备1.教材：人教新课标英语必修4全册；2.PowerPoint 展示课程教学内容；3.音频设备。

三、教学计划第一课时：词汇与短语教学1. 导入（5分钟）通过展示一些身体语言的图片，引发学生们对身体语言的兴趣，并让他们猜测图片中人物的情感和意图。

2. 新词学习（15分钟）在讲解的过程中，通过多媒体展示相关的图片或动作以加深学生们的理解与记忆。

- Body language：身体语言 - Gesture：手势 - Facial expression：面部表情 - Posture：姿势 - Maintain eye contact：保持眼神交流 - Nod：点头 - Shake hands：握手 - Hug：拥抱 - Bow：鞠躬 - Smile：微笑3. 短语学习（15分钟）•Get along with：与…相处融洽•Make friends with：与…交朋友•Show respect for：对…表示尊敬•Be fond of：喜欢•Play a role：起作用•Be ashamed of：以…为羞耻•Be confident in：对…有信心•Have a positive attitude：持积极态度•Pay attention to：注意4. 听力练习（15分钟）播放相关录音，要求学生根据所听内容填写相应的单词或短语。

可以将答案呈现在 PowerPoint 上进行批改，同时让学生自己检查正确率。

5. 小结（5分钟）对所学的新词和短语进行小结。

鼓励学生积极参与，对不清楚的地方进行反复澄清。

第二课时：语法与句型教学1. 导入（5分钟）通过一个与身体语言有关的小故事或情景，引发学生们对身体语言的思考和讨论。

[高中英语]人教新课标英语必修4全册教案(60页)

人教新课标英语必修4教案Book 4 Unit 1 Women of achievementTeaching goals 教学目标1．Target language 目标语言a. 重点词汇achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. 重点句子Watching a family of chimps wake up is our first activity of the day. P2Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P2Only after her mother came to help her for the first few months was she allowed to begin her project. P2For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P22．Ability goals 能力目标a. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like and so on.3．Learning ability goals 学能目标Teach Ss how to describe a person.Teaching important points 教学重点a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made hersuccessful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult points 教学难点Let everyone believe that all of us can become Jane Goodall.Teaching methods 教学方法Inspiration, Questioning and Discussion.Teaching procedures & ways 教学过程与方式Period 1. Warming up and pre-readingTeaching aims:To introduce six great women and their achievements.Teaching key points and difficult points:To explain some words: Quaker, China Welfare Institute, campaign, etc.Step 1. Lead in.1. Discuss the following questions.1）What are the differences between a famous person and a great person?great--- of excellent quality or abilityimportant--- powerful or having influence2) What makes a person great? (The quality of a great person)Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid. Most of the great people are also important people. But important people may not also be great people.3)Name some great women in Chinese history. What are they famous for?Step 2. Warming upT: In pairs discuss the six women on Page 1. Which of these women do you think is agreat woman ? Give reasons for your choice. Before you decide, think about the following questions.1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem SacrificesElizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame. Less time was spent with her husband and family.Soong Chingling to work for civil rights,democracy and peace. Her relatives held political opinions completely different from hers. After her husband died, she lived alone.Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She gave up the comforts of life to study the chimps.Jody Williams to prevent the making and use of landmines It isn’t easy to persuade governments to stop the making and use of landmines. She had lost her own personal time because of the demands of the jobJoan of Arc to drive the English from France Women were not allowed ot fight like a manShe lost her life.Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her ownStep 3 Pre-reading1. Why do you think Jane Goodall went to Africa to study chimps rather than to auniversity?2. Do you think her work is important? Why?Period 2. ReadingStepⅠReadingTask 1 Pre-readingSs read the passage in four minutes and give the main ideas to each paragraph.The first one is about a day in the park.The second one is her way of doing her research and some achievement.The third one is her attitude and feeling to the animals.The last one is a short summary to her.T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.Task 2 Making a chartA protector of African wildlife↓①②③│∣∣A day in the park Jane’s way to study chimps Her attitude to and her achievement the animalsPeriod 3 Language points.Step 1.Difficult sentences:1.Watching a family of chimps wake up is our…今天我们的第一件事2.This means going back ….由定语从句修饰的place做go 的宾语3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）Only in this way can we learn English better.4.But the evening makes it all worthwhileStep 2.Words and expressions1. mean的用法Mean doing sth. …意味着做…Eg. Doing such a thing means wasting time.mean to do sth…打算做某事eg. Do you mean to go without money?2. leave sb. doing 让某人做某事e.g They went off and left me sitting there all by myself.3. wander的用法1）可以解释为漫步,逛,常与about搭配e.g We love wandering about the hills2）还可以解释为脱离,迷失e.g Don’t wander off the point4. worthwhile adj. 值得做的,值得花时间(金钱)的It is worthwhile to do/ doingIt was worthwhile to visit Paris.= The visit to Paris is worthwhile.去巴黎访问是值得的.It’s wor thwhile discussing/ to discuss the question again. 这个问题值得再讨论一下.It is a worthwhile book 那是一本值得一读的书.5. observe 观察到,注意到Eg.She observed his actions with interest.她很感兴趣地观察他的行动His neighbour observed a stranger go into his house他的邻居看到了一个陌生人进入他的家．6. “Only + 状语”开头的句子要用倒装Eg. Only in this way can we learn English betterOnly then did I realize my mistake.直到那时我才知道我的错误．Only you understand me.I met her only yesterday.7.work outEg. I can’t work out the meaning of the poem.(理解,说出)Things have worked out badly. （进行,发展）Work out his income （算出）Work out a plan （制定,拟定）8. have/ has been doing 现在完成进行时,表示动作从过去就已开始,一直持续到现在,可能还会继续下去．Eg. He has been reading since this morning.今早起,他一直在看书．He is very tired; he has been working hard all dayHe has been writing a letter.他一直在写信．He has written a letter.他已写过信了．9. argue 争论；辩论；说服argue for / argue against 主张／反对argue about sth.argue with sb.argue sb. into doing sth. 说服某人做某事．10. inspire sb. to doEg. His speech inspired us greatly.The teacher inspired us to make greater efforts.The memory of his childhood inspired his first novel(促成；赋予灵感)inspired 有灵感的inspiring激励人心的Period 4 Grammar points.Step I RevisionReview the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.Step II Word-formationThere are two tasks in this part. One is leading in, in which teacher trys to givestudents as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.Derivation is one of the most important word-formation. It is helpful in enlarging students\' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their daily life.T: Just now we reviewed some words in the text. Now please look at these words on the blackboard and say the meanings of them.Organize Organization State StatementDiscuss Discussion Entertain EntertainmentDirect Direction Consider ConsiderationDecide Decision Agree AgreementPrepare Preparation Achieve AchievementInform Information Treat TreatmentDeter- Determination Improve ImprovementExpress Expression Encourge EncouragementExamine Examination Enjoy EnjoymentEducate Education Govern GovernmentFeel Feeling Find FindingBegin Beginning Mean MeaningT: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we\'ll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we\'ll learn -ment, -ing, -ation, -ist and so on. Now let\'s finish Step 3 Exercise 1 in Page 4.Let students finish Exercise 1. Check their answers with the whole class.T: Here are some other noun Suffixes on the screen. Read it and write down them in your note books. Noun Suffix-er(fighter) -or(sailor) -ist(artist)-ant(assistant) -ee(employee) -ian(librarian)-tion(attention) -ment(government) -dom(freedom)-ness(carefulness) -ism(socialism) -ship(friendship)-ure(pleasure) -ty(society) -ence(reference)Let students do it, and then check the answers with the whole class.Step4 Discovering useful structuresTell students what they should do next. Ask them to read the EXAMPLE in Exercise 1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and check the answers.Step 5 主谓一致１．两个或两个以上做主语的单数名词用and连接,谓语用复数．Tom and Dick _______ (be) good friends.但若表示一个集合体时则用单数.A singer and dancer ______ (be) present at the party.The worker and writer ___ (be) talking to the students.Bread and butter ________ (taste) good.(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)2．用and 连接的两个名词若被no, each, every, many a 修饰,则谓语动词用单数. No bird and no beast ______ (be) seen in the bare island.Many a boy and many a girl ______ (have) made such a funny experiment.At Christmas each boy and each girl _____(be) given a present.3．两个主语由not only…but also, or, either…or, neither…nor等连接时,谓语动词与第二个主语保持一致．Either he or I _____ (be) to go there.______ (be) either you or he going to attend the meeting?4.主语后有as well as, like, with, together with, but, except, besides,等,谓语应于前面主语保持一致．A professor, together with some students, _____ (be) sent to help in the work.No one but the teachers _____ (be) allowed to use the room.5．一些集合名词做主语,如果看作一个整体,谓语动词用单数；如果指其中的成员,谓语用复数．如audience, committee,class(班级),crew（全体船员或机组人员), family, government, public(公众)等,但people, police, cattle等只能用复数．My family _____ (be) a big family.My family _____ (be) listening to the radio.The police ____ (be) trying to catch the thief.6.通常作复数的集体名词有些集体名词,如police, people, cattle, militia, poultry(家禽),)等,通常作复数,用复数动词.例如：Domestic cattle ______(provide) us with milk, beef and hides.7.通常作不可数名词的集体名词有一些集体名词,如machinery, equipment, furniture, merchandise (商品),clothing 通常作不可数名词,随后的动词用单数.例如：The merchandise _____(have) arrived undamaged.All the machinery in the factory ____ (be) made in China.8．表示时间、重量、长度等名词,尽管是复数形式,但作为一个整体看,谓语还是用单数.Five minutes ______ (be) enough.One dollar and seventy eight cents _____ (be) what she has.9. all 作为主语,代表人物时,一般用作复数；代表整个事件或情况时,一般看作单数.All that I want _____ (be) a good dictionary.All ______ (be) silent. 人人都缄口无言.万籁俱寂.All ______ (be) out of danger.10．形容词加定冠词the 表示一类人时,谓语动词用复数.What a life the poor were living!The young _____happy to give their seats to the old.11．who, which, that 作定语从句的主语时,其谓语取决于先行词.Those who want to go should sign your names here.He is one of the students who have passed the exam.He is the only one of the students who has passed the exam.12. 以-ics结尾的学科名称某些以-ics结尾的学科名称,如physics(物理学)、mathematics(数学)、mechanics(机械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）athletics(体育学)、等,通常作单数用.例如：13. 其他以-s结尾的名词英语中有一些由两个部分组成的物体名称通常是以-s结尾,如scissors(剪子),pincers(钳子),glasses(眼镜）,shorts(短裤),trousers(裤子),suspenders(吊裤带)等.这一类名词,如果不带\"一把\"、\"一副\"、\"一条\"等单位词而单独使用,通常作复数.例如：如果带有单位词,则由单位词的单、复数形式决定动词的单、复数形式. 例如：One pair of scissors isn\'t enough.14.以-s结尾的地理名称某些以-s结尾的地理名称,如果是国名,如the United States, the United Nations, the Netherlands等,尽管带有复数词尾,但系单一政治实体,故作单数用.但若不是国名,而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用.例如：The West Indies, apart from the Bahamas, are commonly divided into two parts. The Himalayas（喜马拉雅山脉) have a magnificent variety of plant and animal life.The Straits of Gibraltar have not lost their strategic importance.15. 英语中还有一些以-s结尾的名词,如:arms(武器), clothes(衣服), contents(内容,目录),fireworks(烟火), goods(货物), minutes(记录), morals(道德,品行), remains(遗体), stairs(楼梯), suburbs (郊区), thanks(谢意), wages(工资)等,通常作复数.16.凡是由-ings结尾的名词,如: clippings (剪下来的东西), diggings (掘出的东西), earnings (收入), filings (锉屑), lodgings (租住的房屋), surroundings (环境), sweepings (扫拢的垃圾) 等, 通常作复数用.例如：The clippings of the hedges are usually burnt.The sweepings of the godown(仓库) have been disposed of.17. 还有一些以-s接的单、复数同形的名词,如: headquarters(总部), means(方法、手段), series(系列), species(种类), works(工厂)等,随后动词的单、复数形式取决于这些名称是作单数,还是用作复数.例如：A headquarters was set up to direct the operation (指挥作战).Their headquarters are in Paris.The only means to achieve success is to appeal to arms (诉诸武力).18. remains用于\"遗体\"意义时,随后的动词通常作复数：His remains lie in the churchyard.The martyr\'s remains were buried at the foot of the hill.但作\"遗迹\"或\"剩余物\"解释时,可作复数或单数用：Here is the remains of a temple.The remains of the meal were/was fed to the dog.19. 如果作主语的名词词组由“分数(或百分数)+of-词组”构成,其动词形式依of-词组中名词类别而定.例如：Two thirds of the swampland(沼泽地) _____ (have) been reclaimed(开垦).Over sixty per cent of the city ____ (be) destroyed in the war.Thirty-five per cent of the doctors ______ (be) women.20. 如果主语是all of ...,some of ...,none of ...,half of ...,most of ...等表示非确定数量的名词词组,其后的动词形式依of-词组中的名词类别而定.例如：Most of the money _____ recovered by Deputy Player.Most of the members ______ there.All of the cargo ______ lost.All of the crew ______ saved.21.两数相减或相除,动词用单数；两数相加或相乘,动词可用单数,也可用复数.例如：Forty minus fifteen (40-15) leaves twenty-five.Forty divided by eight (40/8) is five.Seven and five (7+5) makes/make twelve.Five times eight (5+8) is /are forty.22. 如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成,动词用单数.例如：This kind of man annoys me.但若在kind/sort/type之前的限定词是these/those,同时,of-词组中的名词又是复数,则动词用复数：These kinds of men annoy me.Those types/sorts of machines are up to date.23.如果主语是由“many a+名词”或“more than one +名词”构成,其意义虽属多数,但随后的动词仍遵循“语法一致”原则,用单数.例如：Many a man has done his duty.More than one game was lost.24. 1)由who, why, how, whether等wh-词引导的名词性分句作主语,其后的动词通常用单数.2).两个由and连接的并列名词性分句作主语,如果主语表示两件事情,动词用复数.例如：What caused the accident and who was responsible for it remain a mystery to us. 3). 以what-分句作主语的SVC结构在以what-分句作主语的SVC结构中,主句补语是复数名词,如果主句谓语动词可用复数.25. 1).在“one of+复数名词+关系分句”结构中,关系分句动词通常依照语法一致原则用复数形式.例如：Joan is one of those people who go out of thier way to be helpful.2). 在这类结构之前有定冠词the或者有the only 等限定词和强调词时,关系分句动词形式依one而定,用单数.例如：Selfishness is the one of her many faults which defeats itself.Period5 ListeningStep1 Listening to the material on Page 7There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening,so that they can realize what is the main task in listening.Task 1 The first listeningT: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as men. But they have many difficulties in doing this. Today we\'ll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let\'s listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn\'t matter whether theyare some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.Task 2 The second listeningThere are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.Task 3 The third listeningThis is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.If they still have some difficulties, play the tape for the fourth time to meet theirneeds.Step3 The listening material on Page 41Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.Unit 2 Working the landPeriod 1 Warming up and pre-reading.Step 1 Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Step 2.Warming up (Questions)1. Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?2. Have you ever been to the countryside? What did you do there?3. Are you from a farmer’s family? What do you know about farming?Step 3 Pre-reading and talking1. Rice is a main food in all East Asian and Southeast Asian countries. What do you think would happen if tomorrow there was suddenly no rice to eat?Tips: It is said that there are 2.4 billion people to eat rice every day throughout the world；suffer from starvation/die of hunger; panic, get into trouble2. If you had the chance to help end hunger in the world, what would you do?3. Do you know who Yuan Longping is ?A brief introduction:Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.Period 2 ReadingStep 1 Lead-in.1. Listen to the tape carefully then answer these questions.1）When and who did become the first agricultural pioneer in the world to grow rice that has a high output?2）What did Yuan Longping invent?2. Read the passage once again,then find out these sentences true or false.1）Dr Yuan is more a farmer than a scientist.2 ）Dr Yuan’s kind of rice is the most suitable for China’s farmland.3）Dr Yuan would rather work than relax.4 ）Dr Yuan has dreams when he is asleep and also when he is awake.5 ）Dr Yuan enjoys a simpler life than most rich and famous people.3.Find out the topic sentences of each paragraphPara. 1: He became the first agricultural pioneer in the world to grow rice that has a high output.Para.2:He has devoted his life to finding ways to grow more and more rice..Para.3:He cares little about spending the money on himself and would rather keep time for his hobbies.Para.4 Dr. Yuan’s dreams.4.Write down Yuan Longping’s personal information•Name:•Nationality:•Born:•Age:•Occupation:•Education:•Dream:•Achievements:•Hobbies:Period 3 Language points:1. Struggle for…为争取……而斗争Struggle against…为反对……而斗争Struggle with…与……争斗1）The swimmer struggled against the tide.2）We had to struggle with/against all kinds of difficulties. 3）The slaves struggled for the freedom2. 使做…成为…make +it +adj./n. +to do好天气使游泳成为可能The fine weather makes it possible( for us )to swim.他将每早跑步做为一个规则He makes it a rule to run every morning.其他可用这种结构的词:feel, find, think, consider…3.搜查,搜索search (sb. / sth.) for …He searched all the rooms for the missing person.They searched the man all over for money.4.由于,多亏thanks to 相当于because of5.是从前两倍那么多twice as large as before相当于once larger than before6.对……感到满意be satisfied with…相当于be pleased withadj. satisfactory/satisfyingn. satisfaction7.在乎,在意care about比较care forMy aunt cared for me when my parents were away last week.Dr Yuan never cares about money and fame.8. Indeed, his sunburnt face and arms and his slim, strong body are like those of millions of other Chinese farmers.e.g: The streets in Beijing are wider than those in my hometown.The number of students in our school is larger than that in their school.9. Dr Yuan grows what is called super hybrid rice.e.g: He came to what is called America.10. This special strain of rice makes it possible to produce one -third more of the crop in the same fields.e.g: That made it possible for life to begin to develop.The development of science makes it possible for us to know more about the universe.11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that could feed more people).e.g: He went to the U.S with the hope of finding a better job there.Fill in the proper phrases or words to complete the following:1.In a way,the accident was a good thing because it taught us a good lesson.2.It was because of his advice that I succeeded.3.I am satisfied with the result of the experiment.4.They have struggled for years to drive the invaders out of their country.5.We all wish that we could rid the world of crime.6.In some less developed areas in China, some farmers are still lead a poor life.7.The output of corn this year is double that of last year.After graduating from college, he went to Shenzhen with the hope of getting a chance to become rich soon .Unit3 A taste of English humour单元教学目标Talk about different types of humor；a taste of English humorLearn how to express one’s emotionsLearn the –ing form as the Predicative, Attributive and Object ComplementLearn to write humorous stories目标语言话题Different types of humor; a taste of English humor词汇1. 四会词汇：slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense2. 词组：be content with, badly off, pick out, cut off, star in, knock into功能情感( Emotion )I enjoy this very much because… It surprises me that…I laugh at that kind of thing because… I felt happy because…This is fun because… I’m pleased we were both amused at…How wonderful / surprising It’s amusing that…语法动词的-ing 形式作表语,定语和宾语补足语的用法Their job is “panning for gold”.That was the problem facing Charlie Chaplin.Do you find it funny to see someone sliding on a banana skin?Period 1 Warming up and pre-reading.Teaching procedure:Step 1: Lead-inShow some pictures to students, let them talk about the pictures and then ask themwhat they think of the pictures, whether they are funny or not.Questions: 1) Do you know who these comedians are? What makes them funny?2) Do you know other comedians who are funny in the same way?3) Have you seen any of these comedians or programmers? What do you think of them?Step 2: Warming upTask 1. Brain-stormingAsk students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.Types of humor Example of English humor Chinese humorNonverbal Charlie Chaplin Pantomimes（哑剧）刘全和,刘全利Mime and farce Mr. Bean Funny plays 陈佩斯,赵本山Verbal jokes Play on words, usually Cross talk 马季, 姜昆Funny stories Two lines JokesFunny poems Edward Lear Doggerel（打油诗）Task 2. TalkingAsk students to talk about some funny stories, any English or Chinese humors they know.Task 3. Reading on P22The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.Joke 1:Patient: Doctor, I’ve lost my memory.Doctor: When did this happen?Patient: When did what happen?Joke 2:Garcia: Thank you doctor. My fever is gone.Doctor: Don’t th ank me. Thank God.Garcia: Then I will pay the fees to God.Step 3 HomeworkAsk each student to give a joke and present it in class next period.Period 2 Reading.Step1 Reading. The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.Task 1.Fast reading.and do the true or false questions.1).Humor is always kind. F2).Charlie Chaplin was born in a rich family. F3). His silent movies are not popular any more. F4). He solved a sad situation by using nonverbal humor. T5).He ate the shoes because he thought that it was very funny.F6).Charlie Chaplin devoted his whole life to making films. TTask 2. Divide the text into several parts and give the main idea of each partPart one(1-2 ) It tells us that there are two kinds of humor. One is bad, while the other can inspire people.Part two (3-4): It tell s us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.Part three (5): it gives us a short biography about Charlie Chaplin.Task 3. DiscussionLet students have a discussion about the text, then answer some questions. Questions: (1) What is behind fun?(2 ) Why did people like Little Tramp?(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?Step 2 Language points:1.Do you find it funny to see someone sliding on a banana skin, bumping into。

人教版新课标高中英语必修4全册教案

人教版新课标高中英语必修4教案Book 4Unit 1 Women of achievementI Goals技能目标Talk about important women and great womenDescribe life of important women, and their character,personality etc,.Word information: noun suffixSubject-verb agreementMake an outlineII Unit teaching goals 教学目标1．Target language 目标语言a. 重点词汇achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. 重点句子Watching a family of chimps wake up is our first activity of the day. P2Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P2Only after her mother came to help her for the first few months was she allowed to begin her project. P2For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P22．Ability goals 能力目标a. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like and so on.3．Learning ability goals 学能目标Teach Ss how to describe a person.III Teaching important points 教学重点a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?IV Teaching difficult points 教学难点Let everyone believe that all of us can become Jane Goodall.V Teaching methods 教学方法Inspiration, Questioning and Discussion.VI Teaching procedures & ways 教学过程与方式Period 1. Warming up and pre-readingTeaching aims:To introduce six great women and their achievements.Teaching key points and difficult points:To explain some words: Quaker, China Welfare Institute, campaign, etc.Step 1. Lead in.1. Discuss the following questions.1）What are the differences between a famous person and a great person?great--- of excellent quality or abilityimportant--- powerful or having influence2) What makes a person great? (The quality of a great person)Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid. Most of the great people are also important people. But important people may not also be great people.3)Name some great women in Chinese history. What are they famous for?Step 2. Warming upT: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem SacrificesElizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame. Less time was spent with her husband and family.Soong Chingling to work for civil rights,democracy and peace. Her relatives heldpolitical opinions completely different from hers. After her husband died, she lived alone.Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She gave up the comforts of life to study the chimps.Jody Williams to prevent the making and use of landmines It isn’t easy to persua de governments to stop the making and use of landmines. She had lost her own personal time because of the demands of the jobJoan of Arc to drive the English from France Women were not allowed ot fight like a manShe lost her life.Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her ownStep 3 Pre-reading1. Why do you think Jane Goodall went to Africa to study chimps rather than to a university?2. Do you think her work is important? Why?Period 2. ReadingStepⅠReadingTask 1 Pre-readingSs read the passage in four minutes and give the main ideas to each paragraph.The first one is about a day in the park.The second one is her way of doing her research and some achievement.The third one is her attitude and feeling to the animals.The last one is a short summary to her.T: Thanks. Well, let’s draw a chart of the text together according to the main ideas we’ve found.Task 2 Making a chartA protector of African wildlife↓①②③│∣∣A day in the park Jane’s way to study chimps Her attitude to and her achievement the animalsPeriod 3 Language points.Step 1.Difficult sentences:1.Watching a family of chimps wake up is our…今天我们的第一件事2.This means going back ….由定语从句修饰的place做go 的宾语3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）Only in this way can we learn English better.4.But the evening makes it all worthwhileStep 2.Words and expressions1. mean的用法Mean doing sth. …意味着做…Eg. Doing such a thing means wasting time.mean to do sth…打算做某事eg. Do you mean to go without money?2. leave sb. doing 让某人做某事e.g They went off and left me sitting there all by myself.3. wander的用法1）可以解释为漫步，逛，常与about搭配e.g We love wandering about the hills2）还可以解释为脱离，迷失e.g Don’t wander off the point4. worthwhile adj. 值得做的,值得花时间(金钱)的It is worthwhile to do/ doingIt was worthwhile to visit Paris.= The visit to Paris is worthwhile.去巴黎访问是值得的.It’s worthwhile discussing/ to discuss the question again.这个问题值得再讨论一下.It is a worthwhile book 那是一本值得一读的书.5. observe 观察到，注意到Eg.She observed his actions with interest.她很感兴趣地观察他的行动His neighbour observed a stranger go into his house他的邻居看到了一个陌生人进入他的家．6. “Only + 状语”开头的句子要用倒装Eg. Only in this way can we learn English betterOnly then did I realize my mistake.直到那时我才知道我的错误．Only you understand me.I met her only yesterday.7.work outEg. I can’t work out the meaning of the poem.(理解，说出)Things have worked out badly. （进行，发展）Work out his income （算出）Work out a plan （制定，拟定）8. have/ has been doing 现在完成进行时，表示动作从过去就已开始，一直持续到现在，可能还会继续下去．Eg. He has been reading since this morning.今早起，他一直在看书．He is very tired; he has been working hard all dayHe has been writing a letter.他一直在写信．He has written a letter.他已写过信了．9. argue 争论；辩论；说服argue for / argue against 主张／反对argue about sth.argue with sb.argue sb. into doing sth. 说服某人做某事．10. inspire sb. to doEg. His speech inspired us greatly.The teacher inspired us to make greater efforts.The memory of his childhood inspired his first novel(促成；赋予灵感)inspired 有灵感的inspiring激励人心的Period 4 Grammar points.Step I RevisionReview the text by checking the answers for Exercises 2, 3 and 4 on Page 4 and 5. These exercises are about the useful words that appear in the text.Step II Word-formationThere are two tasks in this part. One is leading in, in which teacher trys to give students as many words as possible. Let them guess the meanings of the words. The second one is to finish Exercise 1 on Page 4.Derivation is one of the most important word-formation. It is helpful in enlarging students\' vocabulary. Teachers can give them enough words, and let them guess the meaning of these words. As a result of this, students will be interested in the word-formation, and begin to use the method to guide their word study in their dailylife.T: Just now we reviewed some words in the text. Now please look at these words on the blackboard and say the meanings of them.Organize Organization State StatementDiscuss Discussion Entertain EntertainmentDirect Direction Consider ConsiderationDecide Decision Agree AgreementPrepare Preparation Achieve AchievementInform Information Treat TreatmentDeter- Determination Improve ImprovementExpress Expression Encourge EncouragementExamine Examination Enjoy EnjoymentEducate Education Govern GovernmentFeel Feeling Find FindingBegin Beginning Mean MeaningT: From the above chart we can see that with knowledge of word-formation, we can enlarge our vocabulary. Today, we\'ll focus our attention on the Noun Suffix. There are many Noun Suffixes in English. In this unit, we\'ll learn -ment, -ing, -ation, -ist and so on. Now let\'s finish Step 3 Exercise 1 in Page 4.Let students finish Exercise 1. Check their answers with the whole class.T: Here are some other noun Suffixes on the screen. Read it and write down them in your note books. Noun Suffix-er(fighter) -or(sailor) -ist(artist)-ant(assistant) -ee(employee) -ian(librarian)-tion(attention) -ment(government) -dom(freedom)-ness(carefulness) -ism(socialism) -ship(friendship)-ure(pleasure) -ty(society) -ence(reference)Let students do it, and then check the answers with the whole class.Step4 Discovering useful structuresTell students what they should do next. Ask them to read the EXAMPLE in Exercise 1 on Page 5. Make sure that they know what they should do. Finish Exercise 1, and check the answers.Step 5 主谓一致１．两个或两个以上做主语的单数名词用and连接，谓语用复数．Tom and Dick _______ (be) good friends.但若表示一个集合体时则用单数.A singer and dancer ______ (be) present at the party.The worker and writer ___ (be) talking to the students.Bread and butter ________ (taste) good.(a needle and thread, a horse and cart, a watch and chain, a coat and tie, truth and honesty, medical help and cure)2．用and 连接的两个名词若被no, each, every, many a 修饰，则谓语动词用单数.No bird and no beast ______ (be) seen in the bare island.Many a boy and many a girl ______ (have) made such a funny experiment.At Christmas each boy and each girl _____(be) given a present.3．两个主语由not only…but also, or, either…or, neither…nor等连接时，谓语动词与第二个主语保持一致．Either he or I _____ (be) to go there.______ (be) either you or he going to attend the meeting?4.主语后有as well as, like, with, together with, but, except, besides,等，谓语应于前面主语保持一致．A professor, together with some students, _____ (be) sent to help in the work.No one but the teachers _____ (be) allowed to use the room.5．一些集合名词做主语，如果看作一个整体，谓语动词用单数；如果指其中的成员，谓语用复数．如audience, committee，class(班级),crew（全体船员或机组人员), family, government, public(公众)等，但people, police, cattle等只能用复数．My family _____ (be) a big family.My family _____ (be) listening to the radio.The police ____ (be) trying to catch the thief.6.通常作复数的集体名词有些集体名词，如police, people, cattle, militia, poultry(家禽),)等，通常作复数，用复数动词.例如：Domestic cattle ______(provide) us with milk, beef and hides.7.通常作不可数名词的集体名词有一些集体名词，如machinery, equipment, furniture, merchandise (商品)，clothing 通常作不可数名词，随后的动词用单数.例如：The merchandise _____(have) arrived undamaged.All the machinery in the factory ____ (be) made in China.8．表示时间、重量、长度等名词，尽管是复数形式，但作为一个整体看，谓语还是用单数.Five minutes ______ (be) enough.One dollar and seventy eight cents _____ (be) what she has.9. all 作为主语，代表人物时，一般用作复数；代表整个事件或情况时，一般看作单数.All that I want _____ (be) a good dictionary.All ______ (be) silent. 人人都缄口无言.万籁俱寂.All ______ (be) out of danger.10．形容词加定冠词the 表示一类人时，谓语动词用复数.What a life the poor were living!The young _____happy to give their seats to the old.11．who, which, that 作定语从句的主语时，其谓语取决于先行词.Those who want to go should sign your names here.He is one of the students who have passed the exam.He is the only one of the students who has passed the exam.12. 以-ics结尾的学科名称某些以-ics结尾的学科名称，如physics(物理学)、mathematics(数学)、mechanics(机械学)、politics(政治学)、statistics(统计学)、economics(经济学)、linguistics(语言学）athletics(体育学)、等，通常作单数用.例如：13. 其他以-s结尾的名词英语中有一些由两个部分组成的物体名称通常是以-s结尾，如scissors(剪子)，pincers(钳子)，glasses(眼镜），shorts(短裤)，trousers(裤子)，suspenders(吊裤带)等.这一类名词，如果不带\"一把\"、\"一副\"、\"一条\"等单位词而单独使用，通常作复数.例如：如果带有单位词，则由单位词的单、复数形式决定动词的单、复数形式. 例如：One pair of scissors isn\'t enough.14.以-s结尾的地理名称某些以-s结尾的地理名称，如果是国名，如the United States, the United Nations, the Netherlands等，尽管带有复数词尾，但系单一政治实体，故作单数用.但若不是国名，而是群岛、山脉、海峡、瀑布等地理名称、通常作复数用.例如：The West Indies, apart from the Bahamas, are commonly divided into two parts. The Himalayas（喜马拉雅山脉) have a magnificent variety of plant and animal life.The Straits of Gibraltar have not lost their strategic importance.15. 英语中还有一些以-s结尾的名词，如:arms(武器), clothes(衣服), contents(内容，目录)，fireworks(烟火), goods(货物), minutes(记录), morals(道德，品行), remains(遗体), stairs(楼梯), suburbs (郊区), thanks(谢意), wages(工资)等，通常作复数.16.凡是由-ings结尾的名词，如: clippings (剪下来的东西), diggings (掘出的东西), earnings (收入), filings (锉屑), lodgings (租住的房屋), surroundings (环境), sweepings (扫拢的垃圾) 等, 通常作复数用.例如：The clippings of the hedges are usually burnt.The sweepings of the godown(仓库) have been disposed of.17. 还有一些以-s接的单、复数同形的名词，如: headquarters(总部), means(方法、手段), series(系列), species(种类), works(工厂)等，随后动词的单、复数形式取决于这些名称是作单数，还是用作复数.例如：A headquarters was set up to direct the operation (指挥作战).Their headquarters are in Paris.The only means to achieve success is to appeal to arms (诉诸武力).18. remains用于\"遗体\"意义时，随后的动词通常作复数：His remains lie in the churchyard.The martyr\'s remains were buried at the foot of the hill.但作\"遗迹\"或\"剩余物\"解释时，可作复数或单数用：Here is the remains of a temple.The remains of the meal were/was fed to the dog.19. 如果作主语的名词词组由“分数(或百分数)+of-词组”构成，其动词形式依of-词组中名词类别而定.例如：Two thirds of the swampland(沼泽地) _____ (have) been reclaimed(开垦).Over sixty per cent of the city ____ (be) destroyed in the war.Thirty-five per cent of the doctors ______ (be) women.20. 如果主语是all of ...,some of ...,none of ...,half of ...,most of ...等表示非确定数量的名词词组，其后的动词形式依of-词组中的名词类别而定.例如：Most of the money _____ recovered by Deputy Player.Most of the members ______ there.All of the cargo ______ lost.All of the crew ______ saved.21.两数相减或相除，动词用单数；两数相加或相乘，动词可用单数，也可用复数.例如：Forty minus fifteen (40-15) leaves twenty-five.Forty divided by eight (40/8) is five.Seven and five (7+5) makes/make twelve.Five times eight (5+8) is /are forty.22. 如果主语是由“a kind/sort/type of ,this kind/sort/type of +名词”构成，动词用单数.例如：This kind of man annoys me.但若在kind/sort/type之前的限定词是these/those,同时，of-词组中的名词又是复数，则动词用复数：These kinds of men annoy me.Those types/sorts of machines are up to date.23.如果主语是由“many a+名词”或“more than one +名词”构成，其意义虽属多数，但随后的动词仍遵循“语法一致”原则，用单数.例如：Many a man has done his duty.More than one game was lost.24. 1)由who, why, how, whether等wh-词引导的名词性分句作主语，其后的动词通常用单数.2).两个由and连接的并列名词性分句作主语，如果主语表示两件事情，动词用复数.例如：What caused the accident and who was responsible for it remain a mystery to us. 3). 以what-分句作主语的SVC结构在以what-分句作主语的SVC结构中，主句补语是复数名词，如果主句谓语动词可用复数.25. 1).在“one of+复数名词+关系分句”结构中，关系分句动词通常依照语法一致原则用复数形式.例如：Joan is one of those people who go out of thier way to be helpful.2). 在这类结构之前有定冠词the或者有the only 等限定词和强调词时，关系分句动词形式依one而定，用单数.例如：Selfishness is the one of her many faults which defeats itself.Period5 ListeningStep1 Listening to the material on Page 7There are three tasks in this step: the first listening, the second listening and the third listening. Teachers should ask students to glance the whole exercises before listening,so that they can realize what is the main task in listening.Task 1 The first listeningT: Hello, everyone! Glad to meet you. These days the topic we are talking is important women & great women. We know women can achieve the same as men. But they have many difficulties in doing this. Today we\'ll have three listening materials to listen. The first one tells us some particular problems, which women have when they want a career of their own. The structure of this material is very clear. It is organized by the first, second and third paragraph. So when you listen for the first time, try to get the general idea of the material and think which sentences are the main ideas of the three paragraphs. Now let\'s listen for the first time. Play the tape for the first time for students to get the main ideas of the paragraphs. And then ask students to try to retell what they have heard. It doesn\'t matter whether theyare some details, such as words or sentences, or they are some main ideas. Because the purpose of doing this is to let students know they have caught some information. Everything is OK.Collect what they have heard and write down them on the blackboard. Teachers can let them discuss which are main ideas and which are details.Task 2 The second listeningThere are two purposes in this task. One is to let students finish Exercise 2; the other is to let students get some useful information to finish Exercise 1 and 3. So after the discussion, teachers can let students look through the Exercises on Page 7 in order to catch the useful information to finish the exercises when they are listening. Then play the tape again, and try to finish Exercise 1&2. Exercise 1 is about some details. Exercise 2 is about the main ideas of each paragraph. Teacher can make a pause, and repeat it where the main ideas appear to make sure students can catch it.Task 3 The third listeningThis is a good chance for students to check their answers. After listening twice, most students can have a good understanding about the material, and can write down the answers mostly. So this time is for their checking and adding their answers.If they still have some difficulties, play the tape for the fourth time to meet their needs.Step3 The listening material on Page 41Teacher can ask students to guess the content of the material, according to the questions in exercises. And then have a listening and finish the exercises. The steps of the listening are the same with the above one.Unit 2 Working the landPeriod 1 Warming up and pre-reading.Step 1 Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Step 2.Warming up (Questions)1. Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?2. Have you ever been to the countryside? What did you do there?3. Are you from a farmer’s family? What do you kno w about farming?Step 3 Pre-reading and talking1. Rice is a main food in all East Asian and Southeast Asian countries. What do you think would happen if tomorrow there was suddenly no rice to eat?Tips: It is said that there are 2.4 billion people to eat rice every day throughout the world；suffer from starvation/die of hunger; panic, get into trouble2. If you had the chance to help end hunger in the world, what would you do?3. Do you know who Yuan Longping is ?A brief introduction:Yuan Longpin g is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with theidea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.Period 2 ReadingStep 1 Lead-in.1. Listen to the tape carefully then answer these questions.1）When and who did become the first agricultural pioneer in the world to grow rice that has a high output?2）What did Yuan Longping invent?2. Read the passage once again,then find out these sentences true or false.1）Dr Yuan is more a farmer than a scientist.2 ）Dr Yuan’s kind of rice is the most suitable for China’s farmland.3）Dr Yuan would rather work than relax.4 ）Dr Yuan has dreams when he is asleep and also when he is awake.5 ）Dr Yuan enjoys a simpler life than most rich and famous people.3.Find out the topic sentences of each paragraphPara. 1: He became the first agricultural pioneer in the world to grow rice that has a high output.Para.2:He has devoted his life to finding ways to grow more and more rice..Para.3:He cares little about spending the money on himself and would rather keep time for his hobbies.Para.4 Dr. Yuan’s dreams.4.Write down Yuan Longping’s personal information•Name:•Nationality:•Born:•Age:•Occupation:•Education:•Dream:•Achievements:•Hobbies:Period 3 Language points:1. Struggle for…为争取……而斗争Struggle against…为反对……而斗争Struggle with…与……争斗1）The swimmer struggled against the tide.2）We had to struggle with/against all kinds of difficulties. 3）The slaves struggled for the freedom2. 使做…成为…make +it +adj./n. +to do好天气使游泳成为可能The fine weather makes it possible( for us )to swim.他将每早跑步做为一个规则He makes it a rule to run every morning.其他可用这种结构的词:feel, find, think, consider…3.搜查,搜索search (sb. / sth.) for …He searched all the rooms for the missing person.They searched the man all over for money.4.由于,多亏thanks to 相当于because of5.是从前两倍那么多twice as large as before相当于once larger than before6.对……感到满意be satisfied with…相当于be pleased withadj. satisfactory/satisfyingn. satisfaction7.在乎，在意care about比较care forMy aunt cared for me when my parents were away last week.Dr Yuan never cares about money and fame.8. Indeed, his sunburnt face and arms and his slim, strong body are like those of millions of other Chinese farmers.e.g: The streets in Beijing are wider than those in my hometown.The number of students in our school is larger than that in their school.9. Dr Yuan grows what is called super hybrid rice.e.g: He came to what is called America.10. This special strain of rice makes it possible to produce one -third more of the crop in the same fields.e.g: That made it possible for life to begin to develop.The development of science makes it possible for us to know more about the universe.11. Dr Yuan awoke from his dream with the hope of producing a kind of rice (that could feed more people).e.g: He went to the U.S with the hope of finding a better job there.Fill in the proper phrases or words to complete the following:1.In a way,the accident was a good thing because it taught us a good lesson.2.It was because of his advice that I succeeded.3.I am satisfied with the result of the experiment.4.They have struggled for years to drive the invaders out of their country.5.We all wish that we could rid the world of crime.6.In some less developed areas in China, some farmers are still lead a poor life.7.The output of corn this year is double that of last year.After graduating from college, he went to Shenzhen with the hope of getting a chanceto become rich soon .Unit3 A taste of English humour单元教学目标Talk about different types of humor；a taste of English humorLearn how to express one’s emotionsLearn the –ing form as the Predicative, Attributive and Object ComplementLearn to write humorous stories目标语言话题Different types of humor; a taste of English humor词汇1. 四会词汇：slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout, homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense2. 词组：be content with, badly off, pick out, cut off, star in, knock into功能情感( Emotion )I enjoy this very much because… It surprises me that…I laugh at that kind of thing because… I felt happy because…This is fun because… I’m pleased we were both amused at…语法动词的-ing 形式作表语，定语和宾语补足语的用法Their job is “panning for gold”.That was the problem facing Charlie Chaplin.Do you find it funny to see someone sliding on a banana skin?Period 1 Warming up and pre-reading.Teaching procedure 教学过程Step 1: Lead-inShow some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.Questions: 1) Do you know who these comedians are? What makes them funny?2) Do you know other comedians who are funny in the same way?3) Have you seen any of these comedians or programmers? What do you think of them?Step 2: Warming upTask 1. Brain-stormingAsk students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.Types of humor Example of English humor Chinese humorNonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山Verbal jokes Play on words, usually Cross talk 马季，姜昆Funny stories Two lines JokesFunny poems Edward Lear Doggerel（打油诗）Task 2. TalkingAsk students to talk about some funny stories, any English or Chinese humors they know.Task 3. Reading on P22The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jo kes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.Joke 1:Patient: Doctor, I’ve lost my memory.Doctor: When did this happen?Patient: When did what happen?Joke 2:Garcia: Thank you doctor. My fever is gone.Doctor: Don’t thank me. Thank God.Garcia: Then I will pay the fees to God.Step 3 HomeworkAsk each student to give a joke and present it in class next period.Period 2 Reading.Step1 Reading. The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.Task 1.Fast reading.and do the true or false questions.1).Humor is always kind. F2).Charlie Chaplin was born in a rich family. F3). His silent movies are not popular any more. F4). He solved a sad situation by using nonverbal humor. T5).He ate the shoes because he thought that it was very funny.F6).Charlie Chaplin devoted his whole life to making films. TTask 2. Divide the text into several parts and give the main idea of each partPart one(1-2 ) It tells us that there are two kinds of humor. One is bad, while the other can inspire people.Part two (3-4): It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.Part three (5): it gives us a short biography about Charlie Chaplin.。

人教新课标英语必修4全册教案(60页)

人教新课标英语必修4教案Book 4 Unit 1 Women of achievementTeaching goals 教学目标1．Target language 目标语言a. 重点词汇achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. 重点句子Watching a family of chimps wake up is our first activity of the day. P2 Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P2Only after her mother came to help her for the first few months was she allowed to begin her project. P2For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2实用文档2．Ability goals 能力目标a. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like and so on.3．Learning ability goals 学能目标Teach Ss how to describe a person.Teaching important points 教学重点a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult points 教学难点实用文档Let everyone believe that all of us can become Jane Goodall.Teaching methods 教学方法Inspiration, Questioning and Discussion.Teaching procedures & ways 教学过程与方式Period 1. Warming up and pre-readingTeaching aims:To introduce six great women and their achievements.Teaching key points and difficult points:To explain some words: Quaker, China Welfare Institute, campaign, etc.Step 1. Lead in.1. Discuss the following questions.1）What are the differences between a famous person and a great person? great--- of excellent quality or abilityimportant--- powerful or having influence2) What makes a person great? (The quality of a great person)Hard working intelligent determined generous helpful honest kind brave. confident unselfish energetic passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public 实用文档service without paid.Most of the great people are also important people. But important people may not also be great people.3)Name some great women in Chinese history. What are they famous for? Step 2. Warming upT: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem SacrificesElizabeth Fry to help improve prison conditions She was criticized for neglecting her family and enjoying fame. Less time was spent with her husband and family.Soong Chingling to work for civil rights,democracy and peace. Her relatives held political opinions completely different from hers. After her husband died, she lived alone.实用文档Jane Goodall to work with animals in the wild. She lived a hard life in the wild. She gave up the comforts of life to study the chimps.Jody Williams to prevent the making and use of landmines It isn’t easy to persuade governments to stop the making and use of landmines. She had lost her own personal time because of the demands of the jobJoan of Arc to drive the English from France Women were not allowed ot fight like a manShe lost her life.Lin Qiaozhi to help women and children with their illnesses an health Women had greater difficulties getting into medical college and getting further training She never got married or had a family of her ownStep 3 Pre-reading1. Why do you think Jane Goodall went to Africa to study chimps rather than toa university?2. Do you think her work is important? Why?实用文档Period 2. ReadingStepⅠReadingTask 1 Pre-readingSs read the passage in four minutes and give the main ideas to each paragraph. The first one is about a day in the park.The second one is her way of doing her research and some achievement.The third one is her attitude and feeling to the animals.The last one is a short summary to her.T: Thanks. Well, let’s draw a chart of the text togeth er according to the main ideas we’ve found.Task 2 Making a chartA protector of African wildlife↓①②③│∣∣A day in the park Jane’s way to study chimps Her attitude to and her achievement the animalsPeriod 3 Language points.实用文档Step 1.Difficult sentences:1.Watching a family of chimps wake up is our…今天我们的第一件事2.This means going back ….由定语从句修饰的place做go 的宾语3.Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）Only in this way can we learn English better.4.But the evening makes it all worthwhileStep 2.Words and expressions1. mean的用法Mean doing sth. …意味着做…Eg. Doing such a thing means wasting time.mean to do sth…打算做某事eg. Do you mean to go without money?2. leave sb. doing 让某人做某事e.g They went off and left me sitting there all by myself.3. wander的用法1）可以解释为漫步，逛，常与about搭配e.g We love wandering about the hills实用文档2）还可以解释为脱离，迷失e.g Don’t wander off the point4. worthwhile adj. 值得做的,值得花时间(金钱)的It is worthwhile to do/ doingIt was worthwhile to visit Paris.= The visit to Paris is worthwhile.去巴黎访问是值得的.It’s worthwhile discussing/ to discuss the question again. 这个问题值得再讨论一下。

人教版高中英语必修4全册教案

人教版高中英语必修4全册教案- 2 -- 3 -- 4 -woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice.Warming up by reading aloud and translating Nice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?Well done! Next let’s have Ju Xiaohong do the second one.Step II. Pre-reading1.L ooking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you- 5 -are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.(Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )2.T alking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class. (Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it- 6 -is better for the animals to be left in the wild or in the special places set up for them. )Step III. Reading1.R eading aloud to the recordingNow please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. 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.2.R eading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.R eading to identify the topic sentence of each paragraph- 7 -Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.(Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.)4.R eading and transferring information Read the text again to complete the table, which list what Jane does to protect African wildlife.What does Jane do?- 8 -5.R eading and understanding difficult sentences- 9 -As 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. 2. Closing down by having a discussionDo you agree with Jane’s ideas? Why or why not?(Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife?(Key: I think the best way is to understand- 10 -and respect the life of animals. Setting up special places where they can live safely is important and effective)Closing down by retelling the story of Jane GoodallI shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words. (Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)The second period Learning about Language AimsTo help students learn about subject-verb agreement.To help students discover and learn to use some useful words and expressions.To help students discover and learn to usesome useful structures.Procedures StepI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.Step II. Learning about grammar1.R eading and thinkingTurn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.(For reference: Our group are…, Watching a family of chimps is…, Nobody before has fully understood…)2.D oing exercises No. 1 and 2 on page 5 Turn to page 5. Look at the two sentences:Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group ” refers to different members, use a plural verb. If the word “group” is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.Step III. Ready used materials for Subject-verb agreement We all know these meanings of"agree," but when we talk aboutsubject-verb agreement, we'retalking about something different:matching subjects and verbsaccording to number. That is, whenyou have a singular subject, you haveto match it with a singular verb form:The boy plays. When you have a plural subject, you must have a plural verbform: The boys play.In short, simple sentences, youshould have no problem with agreement.You can hear the problem: The boysplays. When it's wrong , it justsounds funny. However, there are fourpotential problem spots that you needto watch carefully:Reversed sentence orderThe normal pattern for Englishsentences is subject-verb. However,there are a few situations where thisorder is reversed (like thissentence):o There are snacks on thelaundry-room table.o Where are they?o On the table are the goodies!See how the subject comes after the verb in each of these? If you canremember how to locate subjects and verbs, you shouldn't blunder intomistakes when writing reversed-order sentences."-body," "-one," and "-thing" wordsThe correct term for these words is indefinite pronouns, but if youremember them as "-body," "-one," and"-thing" words, you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:1.Everyone is going on a picnic.2.Each of the boys is taking hisown lunch.3.If anyone drops something to eat,I'll grab it before he can pick itup.You shouldn't have problems with these if you simply memorize theendings of words that are always singular.NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . nor construction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:o Either the mailman or theconstruction workers arecausing Peggy to bark likecrazy.o Neither the dogs down thestreet nor the one nextdoor pays any attention.Compare this with thefollowing:o Either the constructionworkers or the mailman iscausing Peggy to bark likecrazy.o Neither the one next doornor the dogs down thestreet pay any attention.IV. Closing down by doing a quizTo end the period you are going to takea quiz on subject-verb agreement.The third period Using Language(A GOOD EXAMPLE FOR ME)AimsTo help students read the passage A GOODEXAMPLE FOR ME.To help students to use the language by reading, listening, speaking and writing.ProceduresStep I. Warming upRead aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.Step II. Guided reading1.R eading and translatingRead the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….2.R eading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.D oing exercisesNow you are going to do exercises No. 1 and 2 on page 6 following the article.4.L isteningFor listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.5.A ctingNext we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!Step III. Guided writing1.W riting an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. …2.W riting a descriptionTurn to page 8 and follow the direction to write a description of a woman’s character.You may use the information, structures and expressions from the unit.Step IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning.Writing lettersWrite a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.Acting a text playTurn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month. Step V. Closing downClosing down by filling a formMake use of the text and others to fill inform.Closing down by describing a personTo end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first?The fourth period ListeningStep 1Show the picture of the birth of boys and girls in China. Then show another picture of the jobs of themStep 2 ListeningListen to the tape and do the true or false exercises1. Girls often leave school earlier for family reasons.2. When there is very little money, the school often prevents girls from training.3. Girls don’t have a chance to run a company.4. When women have children, they have to stop work.5. Men have more chances to get to the topof their career than women.6. Men can do whatever they like.Then ask them to answer the questionWhat three problems do women have which do not apply to men?Step 3 Listening textHand out the listening materials to the students , Listen to the tape and ask themto complete the passage , after three times ,encourage some students to read the passage with the right answers.Step 4 Listening on P41Introduce the war between France and Britain. Then mention the important woman:Joan of ArcAsk the students to listen to the tape and Answer the questions1. Why did Joan have to dress up as a man to become a soldier?2. Why did the Church not like Joan acting as a man?3. Why did France not win a war against the English before Joan became a soldier?4. Why did Joan help the French army to fight better even after her death?5. How was she honoured after her death? At last show them the listening material andget some students to read itUnit 2 Working the landTeaching aims:1. Target Languagea.Words and phrasessunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather thanb. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P102. Ability goalsEnable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.3. Learning ability goalsHelp Ss learn how to describe Dr Yuan Longping including his personality. Teaching important pointsa. Help to comprehend the text and grasp the main idea of the text.b. Grasp the usage of some words and expressions.c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.Teaching difficult pointsa. How to help students learn more about agriculture.b. Help students really master the usage of words and expressions.Teaching methodsTalking, questioning-and-answering activity and reading.Teaching aidsA tape recorder, a projector and a computer.Teaching procedures && waysThe first period ReadingStep 1.Greeting and Revision1.Greet the students as normal.2.Revise the warming up with the following questionHow do you think to grow our main food--rice?-----1)First, the farmers plow the field. They have to make the soil loose enough to plant crops.2)Second,grow some young plants3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvestStep 2 Pre-reading1 Ask the following questions1).What’s the main food in Canada and USA:----- potatoes and bread2).What is the main food in South America:----- corn/maize3 )What is the main food in Southeast Asian countries:----- rice2 Show the students some pictures and ask the questionWhat is happening to these people in East Asian and Southeast Asian countries?Then show more news like that:International Facts on Hunger and Poverty (2002)1)Every 8 seconds, a child somewhere in the world dies fromstarvation.2)More than 800 million people in the world suffer from malnutrition(营养不良)---799 million of them are from the developing world. More than 153 million of them are under the age of 5.At last ask the students to discuss:If you had the chance to do something to help end hunger in the world,what would you do?Encourage the students to tell their opinions, Then give aconclusion:The only way to solve the food shortage problem is to increase the output of the grain crop per land area through the advancement of science and technology.3.lead the students to pay attention to the people---Yuan LongpingAsk : What do you know about him?--------Father of Hybrid RiceThen lead to the topic of the reading passage. A Pioneer For All People Step 3 ListeningListen to the tape, try to find out some information of the hero.Name ____________Age ____________Job _____________Education _________Achievement _______Hobbies __________Step 4 Fast readingRead the passage quickly and answer the true-or- false questions • 1.Dr Yuan is more a farmer than a scientist.• 2. Dr Yuan’s kind of rice is the most suitable for China’s farmland.• 3.Dr Yuan would rather work than relax.• 4. Dr Yuan has dreams when he is asleep and also when he is awake.• 5. Dr Yuan enjoys a simple life than most rich and famous people. Step 5 Careful readingRead each paragraph and answer the following questions:Para 1:1.What dose Dr. Yuan look like? Why?2.What is his achievement?Para 2:1.Why did Dr. Yuan want to increase the rice output when he was young?2.How does he help rid the world of hunger?Para 3.41. What kind of life is Dr. Yuan leading?2.What is Dr Yuan’s dream?Step 6 Skimming:Step 7 Homework1.Learn the poemThe Peasants’ LotLi Shen (772-846)Farmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day?2. Finish the exercises in Learning about Language.3. Retell the text in about 150 words.Notes:a. Use the first person to retell the story.b. Try to use the proper conjunctions.The second period Learning about Language(The –ing form as the Subject & Object)AimsTo help students learn about The –ing form as the Subject & Object.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes. III. Learning about grammar3.R ead and identifyRead the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object. In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.4.C onsolidating by do exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may justwrite on your text book. I mean the student’s book you are working by.III.Ready used materials for The –ing form as the Subject & Object)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。

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