高中英語必修四教案

　　高中英語必修四教案

　　Unit 4 Body language

　　Ｉ．單元教學(xué)目標(biāo)

　　技能目標(biāo)  Skill Goals

　　Talk about body language: cultural differences and intercultural communication

　　Practise talking about prohibition & warning as well as obligation

　　Learn to use the -ing form as the Attribute &Adverbial

　　Learn to write a diary that showing the observation of how body language helps in communication

　　II． 目標(biāo)語言

　　功能句式 Talk about body language

　　What is the purpose of language?

　　What do you think “body language” means?

　　How can you tell if someone is sad or happy even if they do not speak?

　　How can you communicate a feeling to someone who does not speak your language?

　　Why do we need to study body language?

　　Talk about cultural differences & intercultural communication

　　What do British people often do when they meet strangers?

　　What do French people often do when they meet people they know?

　　Why should we be careful about our own body language?

　　Why is it important to watch others as well as listen to them?

　　詞匯

　　1． 四會詞匯

　　Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad

　　2． 認(rèn)讀詞匯

　　unspoken,, Jordan

　　3． 詞組

　　be likely to, in general, not all, turn one’s back to, lose face

　　語法 4． 重點(diǎn)詞匯

　　represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action

　　The -ing form as the attribute && adverbial

　　Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.

　　1. The -ing form as the attribute

　　They are visitors coming from several other countries, ...

　　His nose touches Mr. Cook’s moving hand, ...

　　This is an exciting experience for you, ...

　　2. The -ing form as the adverbial

　　so you stand watching and listening.

　　Four people enter looking around in a curious way.

　　You see her step back appearing surprised, and take a few steps away from Mr. Garcia.

　　The visitor from Japan comes in smiling at the same time as George Cook from Canada.

　　高中英語必修四教案【2】

　　Teaching goals

　　1. Target language Talk about different types of theme parks in different cultures

　　Show people around a place and give directions

　　Study word formation

　　Write an introduction to a place with detailed explanations

　　a. Key new words:

　　theme park, provide ... with ... , amuse oneself, various, a variety of, shuttle, charge ... for, admission, make a profit, souvenir, base on, involve ... in, athletic, brand, equipment, sneakers, come to life, minority, fantasy, get close to, settlers, take an active part in, experiment, advanced, technique

　　b． Key sentences:

　　As you wander around the fantasy amusement park, you may see Snow White or Mickey Mouse in a parade or on the street.

　　With all these attractions, no wonder tourism is increasing wherever there is a Disneyland.

　　2. Ability goals

　　Enable the students to know something about the various theme parks all over the world, to understand the difference between a theme park and a traditional park and try to finish the comprehending exercises.

　　3. Learning ability goals

　　Learn how to generalize and compare the similarities and differences.

　　Teaching important points

　　To solve the questions in Comprehending, and let the students find out the main idea of each paragraph, give a summary of the text.

　　Teaching difficult points

　　How to give a general instruction/ description of a place.

　　Teaching methods

　　Listening; Skimming; Scanning; Task-based.

　　Teaching aids

　　A recorder and a computer.

　　Teaching procedures && ways

　　Period 1-2 Warming up

　　Step I Revision

　　T: Good morning/ afternoon, boys and girls! First let’s have a dictation about the words and phrases in Unit 4. Take out a piece of paper, please.

　　major, local, represent, Columbia, introduce, approach, touch, strange, express, be likely to, general, avoid spoken, misunderstand, punish, at ease

　　T: Now, hand in your paper please; I’ll check your work after class.

　　Step II Warming up

　　T: Let’s look at the pictures on P33. Try to match the names of the parks with the pictures. Can you guess which are parks and which are theme parks?

　　T: Which one of these parks would you like to visit most if you have the chance?

　　Sa: Of course I would go to Disneyland. I have watched so much about it on TV and I’ve been dreaming about shaking hands with those lovely cartoon characters and taking pictures with them.

　　Sb: I would like to go to Waterpark, because I like swimming and I like to take part in the activities in water in this park.

　　Period 3-4 Reading

　　Skimming

　　T: It’s interesting to listen to your ideas. Today we are going to study a passage about theme parks. The title is THEME PARKS—FUN AND MORE THAN FUN. I would like you to read the passage quickly for the first time to get a general idea of the passage. At the same time, please find out the topic sentence of each paragraph.

　　(3 minutes later)

　　T: Have you got the main idea of the passage? Who can tell me the topic sentences of six paragraphs?

　　Topic sentences

　　Paragraph 1. Different kinds of theme parks.

　　Paragraph 2. Disneyland.

　　Paragraph 3. Dollywood

　　Paragraph 4. England’s Camelot Park

　　Scanning

　　T: After the first reading, we have all got a general idea of the passage. So I would like you to read it carefully again and try to find the answers to these detailed questions.

　　Teacher shows the questions on the screen.

　　1. What is the purpose of Dollywood? What kind of people do you think will visits this theme park?

　　2. What do you know about ancient English stories? What other activities do you imagine there are at Camelot Park?

　　3. Disneyland is a place to have fun. What will you do if you have a chance to visit Disneyland ?

　　4. If you have a chance to visit one of these three parks, which will you visit ? Why?

　　suggested answers

　　1. The purpose of Dolly wood is to show and celebrate America’s traditional southeastern culture. Probably a lot of Americans will visit this theme park.

　　2-4 students will give their own answers.

　　Step V Discussion

　　T: If you have enough time and money, would you like to go traveling to see the natural beauty of the country or go the theme parks to enjoy the exciting experiences? Give reasons for your choice.

　　a) Teacher divides the class into groups of four. Each group tries to reach an agreement and to collect as many reasons as possible from the group members.

　　b) After the discussion, the teacher asks a student from each of the groups to report the decision of their group and to give their reasons for the decision.

　　Step VI Homework

　　Remember all the new words and phrases in the reading passage.

　　Write a summary of the reading passage using the new words.

　　Period 5-6 Listening

　　Step I Revision

　　Check the students' homework.

　　Step II Listening (Page37 and 38)

　　Students are asked to read questions to find out the requirements first, and then listen to the tape three times to complete the matching exercises and answer the eight questions.

　　T: Please open your books and turn to Page37. Before you listen to the tape, read the requirements and keep them in mind. Pay attention to the important information while listening and you'd better take some notes of it.

　　T: Different countries have different cultures. Different national groups have different customs too. In Part 1, we are going to hear about the customs of some national groups. Now let's listen to the recording and try to match each group to an example of its customs.

　　Students listen to the recording for the first time.

　　T: Have you got the answers? Let' s check.

　　Check the answers together.

　　T: Let's listen to the tape again and answer the questions in

　　Part 2. You may listen to it twice. Students listen to the recording for another two times. Check the answers to the questions by asking some students to answer them.

　　Step III Listening (Page69)

　　T: Let's come to the Listening on Page 69. Here we are going to listen to David Evens and Ji Yang who are visiting the Sea World.

　　Period 7-8 Grammar

　　Compound

　　1. 合成名詞

　　(1) n+n

　　air conditioner 空調(diào) blood pressure血壓 income tax 所得稅 credit card 信用卡

　　(2) adj + n central bank 中央銀行fast food 快餐

　　solar system 太陽系 remote control 遙控

　　(3) v-ing +另一詞

　　washing machine 洗衣 driving license 駕駛執(zhí)照

　　(4) 其他方式

　　by-product 副產(chǎn)品 editor-in-chief 主編

　　2. 合成形容詞

　�。�1）形容詞+名詞：形容詞和名詞連用，原是短語，用做定語。固定下來，成為形容詞，有的還只是nonce-words,也有合成名詞作定語或轉(zhuǎn)成形容詞的情形：如full-time worker（全職工）、long-range gun(遠(yuǎn)程炮)等。

　　（2）形容詞+形容詞：這類詞不算多，前面的形容詞大都進(jìn)一步說明后面的形容詞，如：light-blue(淺藍(lán))、dead-alive(半死不活)。

　�。�3）名詞+過去分詞：有被動意味，名詞相當(dāng)于前置詞賓語，表示工具，行為者等，如:man-made(人造的)，moth-eaten(蟲蛀的)。

　�。�4）名詞+現(xiàn)在分詞：有主動意味，名詞大都相當(dāng)于行為的賓語，如：English-speaking people(說英語的人)，peace-loving（熱愛和平的）

　�。�5）形容詞+現(xiàn)在分詞：有主動意味，形容詞相當(dāng)于表語或者定語，如eager-seeming(樣子急切)，easy-going（隨和的）

　�。�6）副詞+分詞：如half-baked(幼稚的)，far-seeing（有遠(yuǎn)見的）

　�。�7）副詞+形容詞：over-anxious(過急)，all-round athlete(全能選手)

　�。�8）名詞+形容詞：名詞大都作比喻的對象，如cock-sure(自恃)，paper-thin（薄如紙）

　　3. 合成動詞及合成副詞：副詞＋動詞”組成的`，這里“副詞”多半表示動作的方向、程度等等。如：out表示超過 to outnumber（超過數(shù)目）to out-talk（壓過別人的聲音）；under表示不足、在下 to underdevelop（發(fā)育不全）to underestimate（估計(jì)不足）to underline（行下劃線）等等。

　　4.疊聲合成詞

　　由同一個(gè)詞重復(fù)，或稍加聲音變化重疊而成。這類詞往往是加重語氣因而常帶有感情色彩，比方，嘲諷。例：goody-goody（假殷勤）so so（不怎么樣）wish wash（乏味的飲料）

　　5.句式合成詞

　　整個(gè)句子當(dāng)作一個(gè)詞用，有的已經(jīng)固定下來，例如what's-his-name（某某人）。整個(gè)句子用作形容詞的現(xiàn)象比較普遍，把復(fù)雜的概念揉成單純的限制語使行文緊湊。A let-bygones-be-bygones manner（一種“過去的就算了吧”的態(tài)度） an if-you-would-only-be-guided-by-me expression（一種“要是你肯聽了我的話夠多好”的神氣）

　　Derivation: add letters to the beginning or the end of a word.

　　1) 前綴: 表示否定的前綴，這類前綴可以分為四種：

　�。�1）純粹表示否定的，如a-,dis-,in-(il-, im-, ir-):；disagree,dislike,disappear;incorrect, impossible, irregular,in-,il-(在字母l前)，im-(在字母m,b,p前)，ir(在字母r前) [L]常和音節(jié)較多的learned words(雅語)，尤其是拉丁，法語外來詞結(jié)合，加在形容詞或其派生詞、副詞上，表示否定。Inaccurate, illegible, impolite, irregular, inability, infinite, impious。

　�。�2）表示“錯誤”的，有mis- ；多作重讀，表示“wrongly，badly”�？梢赃m當(dāng)構(gòu)造新詞：

　　大多用于動詞：to misbehave（行為不當(dāng)）misunderstand（誤解）。

　　用于作形容詞的分詞：misbelieving（信仰不當(dāng)），misleading（靠不�。�。

　　用于動名詞：misdealing（不正當(dāng)手段）。

　　偶而，mis-也表示純粹的否定詞義：to mistrust。

　�。�3）表示“反動作”，如de-,un- ；de- 表示“反動作”（to undo the action）。能構(gòu)造新詞，多作重讀。decontrol（取消控制）， decolour（漂白）

　　un- 表示“反動作”unmask（揭露） unsay（收回意見）

　�。�4）表示“反對”的，有anti-,contra-anti- 表示“反對，反面” anti-social（反社會的） antiseptic（防腐劑） anti-militarist（反軍國主義者）

　　contra- 表示“反對，相反” contradiction（矛盾） contrast（對比） contrary（相反的）counter- 表示“against” counteract（還手） counterattack（反攻）

　　前綴大都表示空間，時(shí)間，邏輯上的關(guān)系，意思上有引申。

　　2) 后綴:

　　(1) 構(gòu)成名詞：-er, -ese, -ist, -ian, -ment, -tion, -ness, -th.

　　buyer, Chinese, socialist, musician agreement, collection, illness, truth

　　(2) 構(gòu)成形容詞: -al, -an, -ful, -ing, -y, -less

　　national, American, careful, exciting, cloudy, useless

　　(3) 構(gòu)成動詞: -fy, -is (z)e: beautify, realize

　　(4) 構(gòu)成副詞: -ly: badly greatly quickly deeply

　　(5) 構(gòu)成數(shù)詞: -teen, -ty, -th thirteen, sixty, twelfth

　　Conversion: change the part of speech of a word.

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