人教版 高中英语必修4 Unit1-5全套教案

人教新课标英语必修4 Unit1-5全套教案

Book 4 Unit 1 Women of achievement

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 ... to

b. 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. P2

But the evening makes it all worthwhile. P2

... we see them go to sleep together in their nest for the night. P2

Only after her mother came to help her for the first few months was she allowed to begin her project. P2

For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. P2

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

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-reading

Teaching 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 ability

important--- powerful or having influence

2) 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 up

T: 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 Sacrifices

Elizabeth 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 landmi nes 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 job

Joan of Arc to drive the English from France Women were not allowed ot fight like a man

She 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 own

Step 3 Pre-reading

1. 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. Reading

StepⅠReading

Task 1 Pre-reading

Ss 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 chart

A protector of African wildlife

↓

①②③

│∣∣

A day in the park Jane’s way to study chimps Her attitude to and her achievement the animals

Period 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 worthwhile

Step 2.Words and expressions

1. 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 mysel

f.

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

2）还可以解释为脱离，迷失

e.g Don’t wander off the point

4. worthwhile adj. 值得做的,值得花时间(金钱)的

It is worthwhile to do/ doing

It 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 better

Only 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 out

Eg. 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 day

He 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 do

Eg. 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 Revision

Review 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-formation

There 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 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 Statement

Discuss Discussion Entertain Entertainment

Direct Direction Consider Consideration

Decide Decision Agree Agreement

Prepare Preparation Achieve Achievement

Inform Information Treat Treatment

Deter- Determination Improve Improvement

Express Expression Encourge Encouragement

Examine Examination Enjoy Enjoyment

Educate Education Govern Government

Feel Feeling Find Finding

Begin Beginning Mean Meaning

T: 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 structures

Tell 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 Listening

Step1 Listening to the material on Page 7

There 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 listening

T: 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 listening

There 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 listening

This 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 41

Teacher 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.

Unit2 Working the land

Period 1 Warming up and pre-reading.

Step 1 Lead-in.

Poem By Li Shen

Farmers 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 fami ly? What do you know about farming?

Step 3 Pre-reading and talking

1. 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 trouble

2. If you had the chance to help end hunger in the world, what would you do?

3. Do you know who Y uan 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 Reading

Step 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 paragraph

Para. 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 freedom

2. 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 of

5.是从前两倍那么多twice as large as before

相当于once larger than before

6.对……感到满意

be satisfied with…相当于be pleased with

adj. satisfactory/satisfying

n. satisfaction

7.在乎，在意care about

比较care for

My 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 humor

Learn how to express one’s emotions

Learn the –ing form as the Predicative, Attributive and Object Complement

Learn 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, sense

2. 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-in

Show 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 up

Task 1. Brain-storming

Ask 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 humor

Nonverbal 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 Jokes

Funny poems Edward Lear Doggerel（打油诗）

Task 2. Talking

Ask students to talk about some funny stories, any English or Chinese humors they know.

Task 3. Reading on P22

The 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 thank me. Thank God.

Garcia: Then I will pay the fees to God.

Step 3 Homework

Ask 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. F

2).Charlie Chaplin was born in a rich family. F

3). His silent movies are not popular any more. F

4). He solved a sad situation by using nonverbal humor. T

5).He ate the shoes because he thought that it was very funny.F

6).Charlie Chaplin devoted his whole life to making films. T

Task 2. Divide the text into several parts and give the main idea of each part

Part 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.

Task 3. Discussion

Let 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 someone else round

a corner, or failing down a hole in the road?

……find it funny to see……中的it 在此句中是形式宾语，to see……才是find的宾语。当动词不定式作句子的宾语，同时，有一个形容词同宾语在一起时，我们常用it作先行宾语。Eg: I find it difficult to understand him.

We find it useful to learn a foreign language.

slide

The book slid off my knee.

He slid over the question without answering it.

She slid out of the room when no one was looking.

bump into

Unfortunately, the motorbike ~ed ~ a big tree.

Mary was walking alone in the street when she ~ed ~ her teacher.

cruel

Don’t be ~ to animals.

The death of their daughter was a ~ blow.

2.Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves.

1)content(adj):satisfied ,happy.

常见的搭配是：be content with sth: be satisfied with sth

be content to do sth: be willing to do sth

Eg: She is content to stay at home looking after her children.

Are you content with your living conditions?

3.badly off: in a poor position. 潦倒;穷困。其反义词是well off。文中worse off是badly off的比较级形式。

eg:They are too badly off to have a holiday.

Many people are better off than before.

4. astonish

The news he brought ~ed everyone in the class.

He looked at me in ~ment.

it is ~ing to me that she was late.

5. However, some actors can astonish us with the deep feelings they can inspire in us for a character they are playing.

Inspire(vt)

~ sth in sb ---- ~ sb with sth :to fill sb with thoughts,feelings or aims 激励或鼓舞某人。

The father ~d his son with confidence.

= The father ~d confidence in his son.

这个句子中有两个定语从句：they can inspire in us修饰the deep feelings, they are playing 修饰a character。

不管怎样，有些演员能用他们所演的角色在我们身上鼓动起深深的感情来震撼我们。

cut off: to separate from others; to stop suddenly;

切断；隔离；突然中止

Eg: They cut off our food supply.

cut in插嘴cut out 剪除；删除

cut up切碎cut through刺穿

(名题赏析）He was in hospital for six months. He felt as

if he was __C__from the outside world.

A. cut out

B. cut off

C. cut up

D. cut through

6.overcome 克服

eg:We should have the courage to ~ any difficulty in the world.

It is not easy to ~ a bad habit in a short time.

7.be set in

eg: The story is ~ ~ the early days of World war II.

8.mouthful

He took a ~ of the bitter medicine and made a face.

I felt so full that I couldn’t eat another ~.

basketful , handful, cupful, dishful, spoonful

9.star

Tonight, we are showing a film, ~ring Charlie Chaplin.

The director wants to ~ Jim in his film.

she has ~red in a lot of good films.

The Third Period Grammar

Teaching procedure:

Step 1. Revision

Check homework: the exercises on page 20 and 21.

Step 2. Word formation

Suffix Example

-able valuable lovable comfortable

-ing amusing misleading neighboring

-ful hopeful cheerful useful

-less endless homeless harmless

-ed excited interested moved

-ish Irish childish selfish

-ive active attractive expensive

-ate fortunate affectionate passionate

-ant important pleasant ignorant

-ly friendly orderly costly

There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.

Step 3. Discovering useful structures

Task 1. Revision

Have a revision about the –ing form used as the subject and object. Give students some sentences to translate:

(1) Talking to him is useless.

(2) Smoking does harm to your health.

(3) Walking is my sole exercise.

(4) Collecting stamps is my hobby.

(5) I suggested bringing the meeting to an end.

(6) He admitted taking the money.

(7) I couldn’t help laughing.

(8) Your coat needs washing.

Task 2. New usage of the –ing form

Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.

Teacher checks the answers and give the explanations.

1.A cooking pot: A pot that is used for cooking.

2.A drinking horse: A horse that is drinking water.

3.The man sitting on the sofa is a friend of my brother’s.

Here the –ing form are used as attribute.

1.I saw the man sliding on a banner skin yesterday.

2.Did you notice the man picking up that broken bottle and putting it in his bag?

Hear the –ing form are used as object complement The structure of the sentence with an object complement is: Subject + Predicate + Object + Object complement

1.Her job is looking after babies.

2.What he likes is playing chess after supper.

Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.

(1) Her hobby is painting.

(2) Her favorite sport is skiing.

(3) This was very disappointing.

(4) The test results are very discouraging.

(5) She was very pleasing in her appearance.

(6) His concern for his mother is very touching.

(7) The photograph is missing.

(8) The article was misleading, and the newspaper has apologized.

In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.

(9) It is snowing hard.

(10) She is teaching in a night school.

In these two sentences, the –ing form are used as the predicate in the present continuous tense. Step 4. Using Structures

Turn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.

Step 4. Homework

Finish all exercises on page 56.

The Fourth Period Listening

Teaching procedure:

Step 1. Revision:Check homework:

(1) Ask a couple of students to tell their jokes in class.

(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.

Step 2. Listening ( page 23 )

This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her

husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.

Questions: (1) Did you find this story funny? Give the reason.

(2 ) What do you think of John’s behavior?

Step 2. Listening ( page 55 )

This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.

There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.

Step 3. Listening ( page 58 )

There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.

Step 4. Homework

Collect as many funny stories as possible, do some preparations for the writing in the next period. Unit 4 Body languages

Period 1 Warming up, pre-reading and scanning.

Step 1 Lead in.(Have the Ss what some body languages mean)

Step 2 Comparison

Step 3 Warming up

Meaning Action

2. I am worried. An upset look.

3. I ate too much. Putting hand on the stomach, patting or rubbing.

4. I am sorry that I did something wrong. Dropping or hanging the head.

5. I’m so happy. A loud laughter with a shin ing face or smiling with arms open and head back.

6. You did a good job. A thumb up.

7. You are angry. Turning your back to someone on purpose.

8. Stop here. Putting the left palm on the forefinger of the right hand.

Step 4 Pre-reading

1.What is the purpose of language?

?The purpose of language is to be used as a tool of communication. That is, to exchange with

others ideas, feelings, information, and so on.

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

?By looking at their facial expressions.

Step 5. Answer the questions after scanning the text.

?1. Why are the people visiting China?

?2. What parts of the are not represented by the visitors?

?3. Why is Julia Smith surprised?

?4. Why do you move back from Ahmed Aziz?

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

6. Can we expect people everywhere to act the same? Why

?7. Why do you think we need to study body language?

?8. Is the main character male or female? How do you know?

Step 6 Read the passage once and divide the passage into 4 parts, the sum up the main ideas.

Part1: (1) You are sent to Pudong Airport to meet business people.

Part2:(2-3) Example of learned or cultural “body language”.

Part3: (4-5) Different people have different body language.

Part4: (6) Summary of body language.

The main idea of the whole text:

?It tells us about the importance and necessity of body language and its differences between different cultures.

Period 2 Explanation of the text:

1. They will be meeting at a major hotel with local business people and people who represent the Chinese government.

‘will be meeting ’The future continuous tense: the action will take place for certain. “预料将要发生的动作”，多用于现代英语口语中，语气较婉转、随便。

When will you be visiting us again

major:

1) adj. 表示more important; greater 较重要的，较大的，主要的。如：

A major road 主干道

2）v. 表示specialize in a certain subject (at college or university)主修科目。如：

She is majoring in French.

3) n.表示army officer between a captain and a lieutenant-colonel陆军少校

represent:

?1) stand for or be a symbol or equivalent of (sb. /sth.); symbolize 代表，象征，等于（某人或某物）；标志

?What does Y represent in this equation?这个方程式中的Y代表什么？

?2）be an example of (sth.)是某物的一个例子

?This design represents a major new trend in modern art.这种设计反映了现代艺术中的一种主要的新趋向。

2. Four people enter looking around in a curious way. 作状语，表enter的伴随状态。

3. You think that there may have been a mistake.

May have been: a deduction of an action in the past

4.You see her step back appearing surprised, and take a few steps away from Mr. Garcia. (P26 P1

L5）appear = seem

The visitor from Japan comes in smiling. (P26 P1 L7)

She arrives hurrying,... (P26 P4 L3)

Adverbial(伴随状语)

..., and this is an exciting experience for you,... (P25 P1 L5) His nose touches Mr. Cook’s moving ha nd,... (P26 P1 L10) ..., recognizes Mr. Garcia’s smiling face,... (P26 P4 L3)

It is an interesting study and ... (P26 P5 L3)

Attribute（定语）

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