教师教案M4U4Word文档下载推荐.docx

教师教案M4U4Word文档下载推荐.docx

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类别

课程标准要求掌握的项目

话题

Culturaldifferencesandinterculturalcommunication

词汇

部分

词语

辨析

1.likely,possible,probable

2.general,usual,common,ordinary

词形

变化

1.statement（n.）

state（v.）

2.greet（v.）

greeting（n.）

3.represent（v.）

representation（n.）

4.associate（v.）

association（n.）

5.curious（adj.）

curiosity（n.）

curiously（adv.）

6.defend（v.）

defence（n.）

7.majority（n.）

major（adj.）

8.misunderstand（v.）

misunderstanding（n.）

9.speak（v.）

spoken（adj.）

反义词unspoken（adj.）

10.Spanish（adj.）

Spain（n.）

11.face（n.）

facial（adj.）

12.function（v.&

n.）

functional（adj.）

13.true（adj.）

truly（adv.）

14.angry（adj.）

anger（n.）

重点

单词

statementgreetrepresentassociationdormitorycanteenflightcuriouscuriouslyapproachcheekmajormisunderstanddashadultspokenSpainItalycrossroadsfacialfunctiontrulyfalseangerfistyawnsubjectivehugrankcassette

词组

defendagainstbelikelytoingeneralateaselosefaceturnone’sbackto

重点句子

1.Afterhalfanhourwaitingfortheirflighttoarrive,Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.

2.ThefirstpersontoarrivewasTonyGarciafromColumbia,closelyfollowedbyJuliaSmithfromBritain.

功能

1.禁止和警告（Prohibitionandwarning）

2.义务和责任（Obligation）

语法

动词的-ing形式作定语和壮语（The–ingformastheattributeandadverbial）

1.作定语

2.作状语

TheFirstPeriod第一课时

NewWords，Expressions&

Warmingup

ITeachingaims

Abilityaims

1）Correctspellingofthewordstobelearnt.

2）Knowthemeaningsandpartsofspeechofthewordstobelearnt.

Languageaims

1）Thestudentsarerequiredtoknowhowtousethewordstobelearnt.

2）Thestudentsarerequiredtobeabletounderstandandreadthingstalkedorwrittenwiththewordstobelearnedinthisperiod.

IITeachingimportantpoints

Wearemainlytoteachthekeywordsandexpressionspickedoutinthisunit.Getthestudentstobeabletounderstandthemeaningandgrasptheusageofthewordschosen.

IIITeachingprocedures

Step1DerivationPractice

IFindoutderivationinP96-97andwritethemdown.从98-99页单词表中找出派生词并写下。

II.FinishP28EXX.1&

2andP63Ex.1.

Step2Warmingup

1.Question:

Howdopeoplecommunicatewithothers?

ShowsomepicturestohelpSstounderstandthedifferentwaysofcommunication:

spokenlanguage,writtenlanguageandbodylanguage.

2.ShowsomepicturesandgetSstoguessWhatthepeopleinthepicturearetryingtotellusand

howtheyareexpressingthemselves.

3.Question:

Whatisbodylanguage?

HelpSstoknowaboutbodylanguage.

4.Listentoasongandfillintheblanks.

5.SummaryBodylanguaeplaysandimportantroleindailycommunication.

Step3Homework

1.FinishP28EX3andP63Ex.2.

2.TopEnglishP66Pre-classpreparation.

TheSecondPeriod第二课时

ReadingI

*Knowledgeaims:

1.Tolearnsomewordsandexpressions.

2.Tomakesurethestudentshaveafullunderstandingofthetext.

3.TohelpSsknowaboutculturaldifferencesandinterculturalcommunication

*Abilityaims:

1.Tocultivatethestudents’readingability.

2.Tocultivatethestudents’oralEnglishskillsandrelatedknowledgeaboutacountry.

*Moralaims:

1.TohelpSsknowaboutculturaldifferencesandinterculturalcommunication

2.Toeducatethestudentstoworktogethertofinishsometasks.

3.Toarousethestudents’interestinlearningEnglishthroughvariousactivitiesinclass.

Teachingimportantpoints:

1.Tomakethestudentshaveafullunderstandingofthetext.

2.TohelpSsknowaboutculturaldifferencesandinterculturalcommunication

Teachingdifficultpoints:

1.Toimprovethestudents’readingability.

2.Toenablethestudentstovoicetheiropinionsfreely.

Teachingprocedures

Step1Assessment考查学生词汇。

Step2Checkinghomework

Step3Leadin

GetSstoguessthemeaningsofsomegestures.

Thenask:

Dopeopleallovertheworldactthesame?

HelpSsreadyforthereading.

Step4While-reading

Task1Fastreading:

Matchthemainideaofeachpartwithlines.

Part1（Para1）Differentpeoplehavedifferentbodylanguage.

Part2（Para2&

3）Summaryofbodylanguage.

Part3（Para4）Iwassenttotomeetthisyear’sinternationalstudents.

Part4（Para5）Examplesofcultural“bodylanguage”.

Task2Carefulreading:

ReadeachpartandanswerquestionsortellTorF.

Part1（Para1）

1.WhyarethepeoplevisitingChina?

TheyarecomingtostudyatBeijingUniversity.

2.Wherewouldtheauthortakethevisitors?

Theauthorwouldtakethemfirsttotheirdormitoriesandthentothestudentcanteen.

3）

1.Mr.GarciafromColumbiaarrivesaheadofMs.SmithfromBritain.（T）

2.ThevisitorfromJapanandGeorgeCookfromCanadashakehandswitheachotherwhentheyareintroduced.（F）

3.WhydoestheauthormovebackfromAhmedAziz?

BecauseAhmedAzizisstandingveryclosetotheauthor.

4.WhatdoFrenchpeopleoftendowhentheymeetpeopletheyknow?

Theyshakehandsandkisseachothertwiceoneachcheek.

Part3（Para4&

5）

1.Somebodylanguagesinsomecountriesaregoodwhilesomecountries’arebad.（F）

2.Canweexpectpeopleeverywheretoactthesame?

Why?

No,wecan’t.Becausenotallmembersofallculturesbehavethesameway.

Task3Intensivereading:

Readthepassageagainandfinishthechart.

Examples

▪Mr.GarciafromColumbia____________JuliaSmithfromBritain,toucheshershoulderandkissesheronthecheek;

▪Ms.Smithsteppedbackappearingsurprisedandputupherhands,asif_____________

▪Mr.CookfromCanada_________hishandouttotheJapanesewho________,andtheJapanese’snosetouchesMr.Cook’smovinghand.

AhamedAzizfromJordanmovesvery_________measIintroducemyselftohim.Butheonly______atMs.SmithandMadameCoulon;

Imovebackabit.

MadameCoulonfromFranceshakeshandswithMr.Garciaandtheykisseachother___________oneachcheek.

▪Englishpeopleusuallydon’tstandveryclosetoothersor_______strangersassoonastheymeet;

▪PeoplefromSpain,Italyor______________countriesapproachotherscloselyandaremorelikelytotouchthem;

▪_________peopleusuallyshakehandswiththepeopletheyknowandkisseachothertwiceoneachcheek;

▪MenfromtheMiddleEastorsomeMuslimcountriesoftenstandquiteclosetoothermentotalk,butmanyofthemwillnotshakehandswith___________.

Keys:

approachesindefencereachesbowsclosetonodstwicetouch

SouthAmericanFrenchwomen

Step5Post-reading

I.DoEXVIIonP73.（TopEnglish）

II.Analysizedifficultsentences.

Step6Homwwork

1.TopEnglish预习第66-70页的Keysentences和Vocabularystudy.

2.完成PreiewOutline第三课时LanguagePointsI全部练习。

TheThirdPeriod第三课时

1.Abilityaims

Thestudentsarerequiredtoknowhowtousetheusefulstructures,wordsandexpressionstobelearnt.

2.Languageaims

Thestudentscandiscoverandmastertheusefulstructures,wordsandexpressions..

Thestudentscanlearnhowtousetheusefulstructures,wordsandexpressions.

IIITeachingdifficultpoints

Thestudentscanlearnhowtodiscover,masterandusetheusefulstructures.

IVTeachingmethods

Asking-and-answeringactivitytocheckthestudents’answersoftheexercises;

individual,pairorgroupworktofinisheachtask.

VTeachingprocedures

Step1Assessment考查学生词汇。

Step2keysentences（TopEnglishPages77-82）

1.【学以致用】ratherthan,woulddoratherthando=wouldratherdothando=prefertodoratherthando

我想喝咖啡不想喝可乐。

I’llhaveacoffeeratherthanacoke.

我认为是汤姆，而不是你应受到责备。

IthinkTom,ratherthanyou,istoblame.

我宁愿死也不屈服于敌人。

Iwoulddieratherthangiveintotheenemy.

他正忙着写信而不是看报纸。

Hewasbusywritingaletterratherthanreadinganewspaper.

【学以致用】alltheway

Shedidn’tspeakawordtomeallthewaybackhome.意义：

一路上

MyfriendcameallthewayfromAustralia.意义：

从远道而来

It’sapoliticalfraud（骗局）alltheway.意义：

从头到尾

【学以致用】across,through,along

Thepostofficeisjustacrossourschool.邮局就在我们学校对面。

Anewbridgehasbeenbuiltacrosstheriver.

It’simpossibletowalkthroughthedesert.

Walkalongthestreetuntilyoucometoabigsupermarket.

2.【学以致用】分词作状语

Sallywaslyinginbedcrying．莎莉躺在床上哭泣。

（cry与其逻辑主语Sally之间是主动关系）

Encouragedbythesesuccesses，theydecidedtoexpandthebusiness．在这些成绩的鼓舞下他们决定扩大经营。

（encourage与其逻辑主语they之间是被动关系）

转化以下句子：

Whilehewasreadingthebook,henoddedfromtimetotime.

----Readingthebook,henoddedfromtimetotime.

Becausehewasshy,hedidn’tcometotheparty.

----Beingshy,hedidn’tcometotheparty.

AsthebookiswritteninsimpleEnglish,thebookiseasytoread.

----WritteninsimpleEnglish,thebookiseasytoread.

3.【学以致用】分词作定语

被邀请到那聚会的大多数人士著名的科学家。

Mostofthepeopleinvitedtothepartywerefamousscientists.

Thefirsttextbook___forteachingEnglishasaforeignlanguagecameo