高中英语必修四第四单元导学案杨洁.doc

English Teaching & learning Plan of Guangling No.5 Middle SchoolGuangling County,Shanxi Province (广灵第五中学校高一英语必修四第四单元导学案)Topic（课 题）Book4 Unit 4 Body languageTeaching time（授课时间）7 classesDesigner（设 计）杨洁Checker（修订）高一英语组Teacher (授课教师)Period 1Warming up and ReadingClass（授课班级） Class:_Teaching time（授课时间）Teaching aims（教学目的）Knowledge aims:1. Get students to learn the useful new words and expressions in this part: statement , great, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, major, misunderstand, misunderstanding, Jordan, dash, adult, spoken, unspoken, Spain, Italy, likely, crossroads, facial, function, ease, truly, false, anger, yawn, subjective, hug, rank, cassette. defend against, be likely to, in general, at ease, lose face, turn ones back tointroduceto notnor as well; agree with; point at; in place of; on the contrary2. Let students learn about cultural differences and intercultural communication Ability aims:1. Develop students reading ability and let them learn different reading skills.2. Enable students to talk about cultural differences and intercultural communication Emotional aims1. Help the Ss know about cultural differences and intercultural communication,and different cultural body language to avoid misunderstanding in intercultural communication.2. Develop students sense of cooperative learning.Teaching emphasis（教学重点）1. Let students learn more about cultural differences and intercultural communication.2. Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.Teaching difficulties（教学难点）1. Develop students different reading abilities.2. Enable students to talk about cultural differences and intercultural communicationTeaching &learning procedures (教学与学习过程)Learning Plan（学案）Teaching Plan （导案）Step1. Preparing lessons &self-study and exploring the problems (预习自学，探究问题)Warming upTask1. discuss the following questions in pairs (1) What are these people communicating?(2)Do you both have the same idea about each picture?Get the Ss to discuss the questions:Task2.1) What do you think is the purpose of language? 2)How can you communicate with someone if you cannot speak?3)There are many different ways to greet someone using words.How many ways can you think of to greet someone if you cannot speak?1. Let the Ss look at the picture on Page 25 and discuss the following questions in pairs: 2. Have the Ss read the following statements on Page 25, then choose a phrase and act it out without speaking. See whether the class can guess what is communicated . Get them to act each of the other phrase out.Step2.Finishing plan & asking questions（完成学案，提出问题） Reading1.Fast reading Task 3.1)Write down the topic of the passage in one sentence._.2)Fill in the following chart.Country /AreaWays to greet each otherBritainCanadaJapanSpain,Italy,South American countriesFranceMiddle Eastern and other Muslim countries2.Intensive readingTask4.Ask students to skim the reading passage and then fill in the following chart to write down the main idea of each paragraph.from the following:1）Complete the chart with information from the passage:NameDescriptionBody language To WhomTony GarciaeveryoneNo touchingMan from JapanGeorge CookTo manTo womanShake hands and kiss twice on each check2)Use the passage to help you answer the following questions on Page 27.Suggested answers: NameDescriptionBody Language To whomTony GarciaMan from ColombiaKiss on the cheekeveryoneJullia SmithWoman from BritainNo touching everyoneAkira NagataMan from JapanBowing everyoneGeorge CookMan from CanadaShaking handseveryoneAhmed AzizMan from JordanShaking hands noddingTo men To womenDarlene CoulonWoman from FranceShake hands and kiss twice on each cheekPeople she knowsStep2.Check the answers .Get the Ss to skim the passage and then do the following: Let the Ss read the text silently. Three minutes later, check the answers with the whole class.Step3.Researching cooperatively& answering questions(合作探究, 解决问题) Task5.Allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following:1 Which is the main idea of the text? A. There are different customs in different countries. B. Foreigners should follow the customs of the country where they are visiting.C. People use body movements to send messages and different bodymovements have different meanings.D. The importance of knowing customs. 2.The author of this passage may be a _.A.male B. female C. Chinese D. American 3. In the passage the author noticed the two mistakes that_.A. the Colombian man kissed the British woman and that the Japanese man bowed B. the British woman kissed the Japanese and that the Colombian man bowedC. the Canadian man started to shake hands and that the Japanese man bowedD.the Colombian man kissed the British woman and that one mans nose touched the other mans hand. 4._ seemed to prefer to keep more physical distance from othersA. Julia and Ahmed B. Tony and Ahmed C. Tony and Julia D. Julia and George 5. Tony from Colombia and Darlenefrom France had a similar greeting custom which is _.A. a handshake B. a kiss C. a smile D. a bow 6.“ When in Rome, do as the Romans do.” means_.A. when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.B. when we are in a certain place, we neednt follow the customs of the people who live in that place, not our own customs.C. when we are in a certain place, we should follow the customs of the people who live in that place, and our own customs.D. when we are in a certain place, we should follow the customs of the people who dont live in that place, not our own customs. 【答案】CA ADBAStep3.Ask the students to read the passage again and finish Task5 in groups.(The purpose is to improve the students ability of looking for useful information.)Step4.Summing &chewing, summarizing knowledge（总结反刍 ，知识梳理）Task6. Get the students to find the following sentences in the passage and learn the usages of them.1. Not all cultures greet each other the same way,nor are they comfortable touching strangers or being too close or too far away. 不是所有人都以同样的方式寒暄。接触陌生人时,距离太近或太远都会使他们不舒服。2. People from places like Spain,Italy or South American countries approach others closely and are more likely to touch them. 从西班牙、意大利或南美洲国家来的人近距离地接近对方,而且可能会（用身体）接触对方。3. As spoken language commnuicates, so does unspoken “language”, the language of physical distance, actions and posture. 4.None of these actions is either good or bad. They are simple the ways in which cultures have developed. 5. Body language is very general, and not all members of all cultures behave the same way.Get the Ss to find ,analyze and learn the long-complex sentences .Step5.Testing in class & improving skills（随堂检测，落实考点）Task7. Get the Ss to to do Ex2 in Comprehending. Suggested answers: 1. The author is male. Ahmed Aziz wil not shake hands with women, but he shakes hands with the author. 2. He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one mans nose touched the other mans hand. 3. The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance. 4. Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahumed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men. 5. This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs. 6. Various answers from the Ss.Step6. Assessment & Homework（课堂评价，布置学案）Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebookReflection after teaching（教后反思）Period 2 Learning about Important language pointsClass（授课班级） Class:_Teaching time（授课时间）Teaching aims（教学目的）Knowledge aims:1. Get students to learn and grasp the important useful new words and expressions in this part: statement , great, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, major, misunderstand, misunderstanding, Jordan, dash, adult, spoken, unspoken, Spain, Italy, likely, crossroads, facial, function, ease, truly, false, anger, first, yawn, subjective, hug, rank, cassette. defend against, be likely to, in general, at ease, lose face, turn ones back to2. Let students learn the following important useful sentence patterns: 1)I saw several young people enter the waiting area looking around curiously. (the-ing form as the attributive and adverbial)2) The first person to arrive was Tony Garcia from Colombia,closely followed by Julia Smith from Britain(the past participle as adverbial)3)She stepped back appearing surprised and put up her hands , as if in defence (as if)4)Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people.(notnor) 5).people from places like Spain ,Italy or South American countries approach others closely and are more likely to touch them.(be likely to do)6)studying international customs can certainly help avoid difficulties in todays world of cultural crossroads!(the-ing form as the subject; help do)Ability aims:1. Get students to use some useful new words and expressions correctly.2. Enable students to make sentences after the useful sentence patterns.Emotional aims:1. Stimulate students interest in learning English.2. Develop students spirit of cooperation and teamwork.Teaching emphasis（教学重点）Enable students to grasp the usages of such important new words and expressionsTeaching difficulties（教学难点）1. Let students learn the usage of the expression.2. Enable students to learn“waiting area looking around curiously f” .3. Get students to understand some difficult and long sentences.Teaching &learning procedures (教学与学习过程)Learning Plan（学案）Teaching Plan （导案）Step1. Preparing lessons &self-study and exploring the problems (预习自学，探究问题) Finish the tasks in the first period in time.Step2.Finishing plan & asking questions（完成学案，提出问题）Report the answers to the class and the teacher.Listen to the tape of the text and underline the new words in the text;Learn the new words and phrases after the teacher . Ask for help if necessary.Step1. Check the answers of the tasks in Period1;Step2. Play the tape of the text and explain some new words to the Ss.Step3.Researching cooperatively& answering questions(合作探究, 解决问题) 1.Yesterday,another student and I, representing our university，s student association, went to the Capital International Airport to meet this year，s international students. (P26)昨天，我和另一个同学代表我们大学的学生会去首都国际机场迎接今年的国际学生。【词语拓展】represent v.代表,体现，表达(意见，观点等)representation n.描绘，表现，陈述representative adj.典型的，代表性的 n.代表，代理人【词语运用】根据括号内的汉语提示完成句子。(1)The dove_.（象征和平）(2)Why do you_?（把这事说成这样）(3)I suggest that we establish Mr. Jeffrey _ . (作为我们的代表)【答案】(1)represents peace (2)represent the matter in this way (3)as our representative2.The first person to arrive is Tony Garcia from Columbia, closely followed by Julia Smith from Britain.(P26)第一个到达的是从哥伦比亚来的托尼加西亚，随后紧跟着的是英国的朱莉娅史密斯。【词语拓展】follow (1)vt. 跟随，接着 (2)vt.遵循，听从，领会，依照行事the following day 第二天as follows 如下【词语运用】根据括号内的汉语提示完成句子。(1)I _ .(跟着他上了山)(2)You must_.(听从医生的建议)(3) _ (结果如下):First was Sweden, and then Germany, then Ireland.(4)They went to Paris for further study _.(第二年)【答案】(1)followed him up the hill (2)follow the doctor，s advice (3)The results are as follows (4)the following year 3.Tony approaches Julia, touches her shoulder and kisses her on the cheek.(P26)托尼走近朱莉娅，摸了摸她的肩，亲了亲她的脸。【词语拓展】approach vt.走近，靠近，动手处理 n.方法，步骤，临近approach sb.about sth.为某事同某人打交道 approach sb.for information向某人了解情况 approach sb.with a suggestion向某人建议【词语运用】根据括号内的汉语提示完成句子。(1)There are several ways of _ .(解决这个问题)(2)The shadows lengthened with_ .(太阳下落)(3)_(时机即将来临)when we must think about buying a new house.【答案】(1)approaching the problem (2)the approach of sunset (3)The time is approaching4.People from places like Spain, Italy or South American countries approach others closely and are more likely to touch them.(P26)从西班牙、意大利或南美国家来的人会站在离别人很近的地方，而且很可能(用身体)接触对方。be likely to do sth.很有可能做某事【词语拓展】possible，probable，likely三者均表示可能性，但侧重点不同。（1）possible指客观上有可能性，但往往含有希望很小的意思；（2）probable比possible可能性大，表示“很可能，大概”，指有实际依据或逻辑上的合情合理；（3）likely是从外表迹象进行判断有可能发生的事。注意：possible和 probable一般不用人做主语，likely既可以用人也可以用物做主语。如：It is possible for me to do it.(不能说He is possible to do.)It is probable that he will come.(不能说He is probable to come.)It is likely that he will come.=He is likely to come. 【词语运用】根据上面的辨析完成句子。(1)His health is _ to get worse.(2)It is _,though not probable, that he will come tomorrow.(3)The_cause of his failure was that he had been too tired.(4)She，s very_ to ring me tonight.【答案】(1)likely (2)possible (3)probable (4)likely Step3. Encourage the Ss to explore the usages of important language points in the text in groups.Step4.Summing &chewing, summarizing knowledge（总结反刍 ，知识梳理） Discuss the usages of the following similar words and finish the exercises in groups: 【近义词辨析】 1. represent, on behalf of 和stand for 2. defend , protect和guard3.general, common 和usual4. approach , way, means和method（各组近义词组的辨析与检测答案参见由陕西师大出版社出版的新课程高中英语词汇导学练P108-110）【句型剖析】1.Mr Garcia approaches Ms Smi