人教版高中英语必修4全册教案

Unit1Womenofachievement

1.Targetlanguage

a.achieve,achievement,condition,welfare,

institute,connection,campaign,organization,

entertainment,inspire,support,devote…to

b.Watchingafamilyofchimpswakeupisourfirst

activityoftheday.P2

Everybodysitsandwaitswhiletheanimalsinthe

groupbegintowakeupandmove.P2

Buttheeveningmakesitallworthwhile.P2

…weseethemgotosleeptogetherintheirnest

forthenight.P2

2.Abilitygoals

a.LearnWarmingUp,andknowhowtotellthegreat

womenandthefamouswomen.

b.Learnthewaytodescribeapersonfromwhatthe

persondid,whatshe/helookslikeandsoon.

3.Learningabilitygoals

TeachSshowtodescribeaperson.

Teachingimportantpoints

a.ByreadingAprotectorofAfricanwildlife,

studentscanlearnfromJaneGoodallinatleasttwo

aspects:

b.Askstudentstoanswerthesequestions:

1)Whatmadeheragreatsuccess?

2)WhatshouldwelearnfromJaneGoodall?

Teachingdifficultpoints

LeteveryonebelievethatallofuscanbecomeJane

Goodall.

Teachingmethods

Inspiration,QuestioningandDiscussion.

Teachingaids

Acomputer,aprojectorandarecorder.

Thefirstperiodreading

Procedures

StepI.Warmingup

Warmingupbydescribing

Goodmorning,class.Todaywearegoingtoreadabout

APROTECTOROFAFRICANWILDLIFE.Butfirst,I'd

liketoknowifyouhaveeverheardofwomenlike

ElizabethFry,SoongChingling,JaneGoodall,Jody

Williams,JoanofArcandLinQiaozhi.Nowturnto

page1,lookatthephotos,readthecaptionsand

describetoyourneighborthewomeninfocus.Who

isshe?Whatisshe?Whatdidshedotobenefitthe

world?

Warmingupbydiscussing

Hi,everyone.Howdidyouspendyourwintervacation?

Didyoureadanybooks?Didyoureadanywomenof

achievement?Whatmakesawomanofachievement?Now

inpairsdiscussthewomenonpageone.Whichof

thesewomendoyouthinkisagreatwoman?Give

reasonsforyourchoice.

Warmingupbyreadingaloudandtranslating

Nicetoseeyoubackatschool,boysandgirls.As

youhaveallpreparedlessonsbeforeclassIshall

asksixofyouatrandomtoreadaloudandtranslate

thecaptionsunderthephotosonpageone.Zhao

Yanfei,wouldyoutryreadingaloudandtranslating

thefirstcaption?

Welldone!Nextlet'shaveJuXiaohongdothesecond

one.

StepII.Pre-reading

1.Lookingandsaying

Workinpairs.LookatthephotosandthetitleA

PROTECTOROFAFRICANWILDLIFEandpredictthe

contentsofthetext.Whenyouareready,join

anotherpairandcompareyourpredictionsandthe

cluesthathelpedyoutomakethepredictions.

(Key:FromthephotosandtitleIguessthatthetext

tellsaboutawomanscientistwhoisworkingin

Africatoprotectthewildlifethere.Shestudies

afamilyofchimps,deliversaspeechontheir

behaviour,arguingforthemtobeleftinthewild

andprotected.)

2.Talkingandsharing

Workingroupsoffour.Tellyourgroupmateswhat

youknowaboutwildlifeprotection.Thenthegroup

leaderistostandupandshareyourgroupideawith

theclass.

(Key:IamfromGroup3.WethinkthatJaneisawoman

ofachievement.Forshehashelpedpeopleunderstand

howmuchchimpsbehavelikehumans.Becauseofher

weknowthatitisbetterfortheanimalstobeleft

inthewildorinthespecialplacessetupfor

them.)

StepIII.Reading

1.Readingaloudtotherecording

Nowpleaselistenandreadaloudtotherecording

ofthetextAPROTECTOROFAFRICANWILDLIFE.Pay

attentiontothepronunciationofeachwordandthe

pauseswithineachsentence.Iwillplaythetape

twiceandyoushallreadaloudtwice,too.

2.Readingandunderlining

Nextyouaretoreadandunderlinealltheuseful

expressionsorcollocationsinthepassage.Copy

themtoyournotebookafterclassashomework.

3.Readingtoidentifythetopicsentenceofeach

paragraph

Skimthetextandidentifythetopicsentenceofeach

paragraph.Youmayfinditeitheratthebeginning,

themiddleortheendoftheparagraph.

(Key:lslparagraph:Ourgroupareallgoingtovisit

thechimpsintheforest.2mlparagraph:Nobody

beforehasfullyunderstoodchimpbehaviour.3nl

paragraph:ForfortyyearsJaneGoodallhasbeen

helpingtherestoftheworldunderstandandrespect

thelifeoftheseanimals.)

4.Readingandtransferringinformation

Readthetextagaintocompletethetable,whichlist

whatJanedoestoprotectAfricanwildlife.

WhatdoesJanedo?

Studiedtheseanimalsformany

years

Spentmanyyearsobservingand

recordingtheirdaily

activities

Discoveredthatchimpshunt

andeatmeat

Discoveredhowchimps

communicatewitheachother

Arguedforchimpstobeleftin

thewild

Setupspecialplaces

Workingwithanimalsintheir

ownenvironment

5.Readingandunderstandingdifficult

sentences

Asyouhavereadthetexttimes,youcansurelytell

whichsentencesaredifficulttounderstand.Nowput

yourquestionsconcerningthedifficultpointsto

metheteacher.

StepIV.Closingdown

Closingdownbydoingexercises

Toendthelessonyouaretodothecomprehending

exercisesNo.1and2.2.Closingdownbyhavinga

discussion

DoyouagreewithJane'sideas?Whyorwhynot?

(Key:IagreewithJane'sidea,becauseleavingthe

animalsinthewildistheonlygoodwaytoprotect

them.Theanimalsbelongtotheforest,justaswe

belongtothecivilizedworld.)Whatdoyouthink

isthebestwaytoprotectwildlife?

(Key:Ithinkthebestwayistounderstandand

respectthelifeofanimals.Settingupspecial

placeswheretheycanlivesafelyisimportantand

effective)

ClosingdownbyretellingthestoryofJaneGoodall

Ishallwritesomekeywordsandexpressionsonthe

board.YouaretoretellthestoryofJaneGoodall

accordingtothesewords.

(Key:visitthechimps,watchthechimps,understand

chimpbehaviour,arguefor…，setupspecialplaces)

ThesecondperiodLearningaboutLanguage

Aims

Tohelpstudentslearnaboutsubject-verb

agreement.

Tohelpstudentsdiscoverandlearntousesome

usefulwordsandexpressions.

Tohelpstudentsdiscoverandlearntousesome

usefulstructures.

Procedures

Stepl.Warmingup

Warmingupbydiscoveringusefulwordsand

expressions

Turntopage4anddoexercisesNo.1,2,3and4

first.Checkyouranswersagainstyour

classmates'.

StepII.Learningaboutgrammar

1.Readingandthinking

Turntopage2andreadwithmethetextofA

PROTECTOROFAFRICANWILDLIFE.Asyoureadon,pay

attentiontotheformsofsentencepredicatesand

thesubject-verbagreementshowninthesentences.

(Forreference:Ourgroupare,Watchingafamily

ofchimpsis…，Nobodybeforehasfully

understood*,,)

2.DoingexercisesNo.1and2onpage5

Turntopage5.Lookatthetwosentences:Ourgroup

areallgoingtovisitthechimpsintheforest.And

Ourgroupincludessixboysandfivegirls.Haveyou

noticedanydifferencebetweenthem?Yes.Ifthe

word“group“referstodifferentmembers,usea

pluralverb.Iftheword“group“isconsideredas

awhole,useasingularverb.Nowfillintheblanks

withtheproperformofthegivenverbsinbrackets

onpage5.AndthengoontodoExerciseNo.2on

thesamepage,thatis,fillinthecorrectverbform

intheletter.

StepIII.ReadyusedmaterialsforSubject-verb

agreement

Weallknowthesemeaningsof"agree,“but

whenwetalkaboutsubject-verbagreement,

we'retalkingaboutsomethingdifferent:

matchingsubjectsandverbsaccordingto

number.Thatis,whenyouhaveasingular

subject,youhavetomatchitwitha

singularverbform:Theboyplays.Whenyou

haveapluralsubject,youmusthavea

pluralverbform:Theboysplay.

Inshort,simplesentences,youshouldhave

noproblemwithagreement.Youcanhearthe

problem:Theboysplays.Whenit'swrong,

itjustsoundsfunny.However,thereare

fourpotentialproblemspotsthatyouneed

towatchcarefully:

Reversedsentenceorder

ThenormalpatternforEnglishsentencesis

subject-verb.However,thereareafew

situationswherethisorderisreversed

(likethissentence):

oTherearesnacksonthe

laundry-roomtable.

oWherearethey?

oOnthetablearethegoodies!

Seehowthesubjectcomesaftertheverbin

eachofthese?Ifyoucanrememberhowto

locatesubjectsandverbs,youshouldn，t

blunderintomistakeswhenwriting

reversed-ordersentences.

-body,-one,and-thing

words

Thecorrecttermforthesewordsis

indefinitepronouns,butifyouremember

themas"-body,“"-one,"and"-thing"words,

you'11probablybeabletospotthemmore

easily.Youonlyneedtoknowonething:if

awordhasoneoftheseendings(like

everybody,everyone,anyone,anything,

etc.),itisalwayssingular!Youcanalso

includeeach,either,andneitherinthis

group.Lookatthefollowing:

1.Everyoneisgoingonapicnic.

2.Eachoftheboysistakinghisown

lunch.

3.Ifanyonedropssomethingtoeat,

r11grabitbeforehecanpickitup.

Youshouldn,thaveproblemswiththeseif

yousimplymemorizetheendingsofwords

thatarealwayssingular.

NOTE:Wesaidthateitherandneitherare

alwayssingular;however,ifyouhavetwo

subjectsinaneither...ororneither...

norconstruction,gettingtheagreement

rightmaygiveyoufits.Togetitright,

justlocatethesubjectclosesttotheverb

andmaketheverbagreewithit:

oEitherthemailmanor

theconstructionworkers

arecausingPeggytobark

1ikecrazy.

oNeitherthedogsdown

thestreetnortheonenext

doorpaysanyattention.

Comparethiswiththe

following:

oEitherthe

constructionworkersor

themailmaniscausing

Peggytobarklikecrazy,

oNeithertheonenext

doornorthedogsdownthe

streetpayanyattention.

IV.Closingdownbydoingaquiz

Toendtheperiodyouaregoingtotakeaquiz

onsubject-verbagreement.

ThethirdperiodUsingLanguage

(AGOODEXAMPLEFORME)

Aims

TohelpstudentsreadthepassageAGOODEXAMPLEFOR

ME.

Tohelpstudentstousethelanguagebyreading,

listening,speakingandwriting.

Procedures

StepI.Warmingup

Readaloudtowarmup:Let'swarmupbyreading

aloudtotherecordingofthetextAGOODEXAMPLE

FORME.

StepII.Guidedreading

1.Readingandtranslating

ReadthetextAGOODEXAMPLEFORMEandtranslate

itintoChineseparagraphbyparagraph.LiWenqin.

Youaretodoparagraph1,please.….

2.Readingandunderlining

Nextyouaretoreadandunderlinealltheuseful

expressionsorcollocationsinthepassage.Copy

themtoyournotebookafterclassashomework.

3.Doingexercises

NowyouaregoingtodoexercisesNo.1and2onpage

6followingthearticle.

4.Listening

Forlisteningturntopage7andbereadytodo

exercisesNo.1,2and3.

5.Acting

NextwearegoingtoputthetextAGOODEXAMPLEFOR

MEONSTAGE.NowZhuQingandZhangQiang,plesase!

StepIII.Guidedwriting

1.Writinganimagineddialogue

Groups1and2aregoingtowriteanimagined

dialoguebetweenLinQiaozhiandyou.Youmaybegin

likethis:Hello,doctor.Ineedyourhelp.

2.Writingadescription

Turntopage8andfollowthedirectiontowritea

descriptionofawomanJscharacter.Youmayusethe

information,structuresandexpressionsfromthe

unit.

StepIV.Furtherapplying

Findinginformation

Gotothelibrarytoreadorgetonlinetosearch

inordertofindmoreinformationonwildlife

protection.Takenotesofyourfindingandreport

toyourgroupmatesnextMondaymorning.

Writingletters

WritealettereithertoJaneGoodallorLinQiaozhi,

tellingheraboutyourlifeandhope.

Actingatextplay

TurnthearticleAGOODEXAMPLEFORMEintoatext

play.ChooseyourpartandrehearsefortheSchool

ArtFestivalnextmonth.

StepV.Closingdown

Closingdownbyfillingaform

Makeuseofthetextandotherstofillinform.

LinQiaozhi'slife

history

timeplaceevent

Closingdownbydescribingaperson

Toendthisperiod,Iamgoingtohavetwoofyou

standuptodescribetotheclassapersonwhomhe

admires.Wholikestospeakfirst?

ThefourthperiodListening

Step1

Showthepictureofthebirthofboysandgirlsin

China.Thenshowanotherpictureofthejobsofthem

Step2Listening

Listentothetapeanddothetrueorfalseexercises

1.Girlsoftenleaveschoolearlierforfamily

reasons.

2.Whenthereisverylittlemoney,theschooloften

preventsgirlsfromtraining.

3.Girlsdon'thaveachancetorunacompany.

4.Whenwomenhavechildren,theyhavetostopwork.

5.Menhavemorechancestogettothetopoftheir

careerthanwomen.

6.Mencandowhatevertheylike.

Thenaskthemtoanswerthequestion

Whatthreeproblemsdowomenhavewhichdonotapply

tomen?

Step3Listeningtext

Handoutthelisteningmaterialstothestudents,

Listentothetapeandaskthemtocompletethe

passage,afterthreetimes,encouragesomestudents

toreadthepassagewiththerightanswers.

Step4ListeningonP41

IntroducethewarbetweenFranceandBritain.Then

mentiontheimportantwoman:JoanofArc

AskthestudentstolistentothetapeandAnswer

thequestions

1.WhydidJoanhavetodressupasamantobecome

asoldier?

2.WhydidtheChurchnotlikeJoanactingasaman?

3.WhydidFrancenotwinawaragainsttheEnglish

beforeJoanbecameasoldier?

4.WhydidJoanhelptheFrencharmytofightbetter

evenafterherdeath?

5.Howwasshehonouredafterherdeath?

Atlastshowthemthelisteningmaterialandgetsome

studentstoreadit

Unit2Workingtheland

Teachingaims:

1.TargetLanguage

a.Wordsandphrases

sunburn,struggle,super,expand,circulate,equip,

export,rid…of,besatisfiedwith,leada...

life,searchfor,wouldrather,thanksto,withthe

hopeof,ratherthan

b.Importantsentences

Thisspecialstrainofricemakesitpossibleto

produceone-thirdmoreofthecropinthesamefields.

PIO

Hecareslittleaboutspendingthemoneyonhimself

orleadingacomfortablelife.PIO

2.Abilitygoals

EnableSstolearnmoreaboutagriculture,

countrysideandfarming.Bytalkingtheycan

exchangetheirexperiencewitheachother.By

readingtheywillrealizetherolethatagriculture

playsinhumanlife.Infactthisworldfacesa

seriousproblem一starvation.Soafterreadingthe

passageaboutDrYuanstudentswillknowthe

importanceofhisachievementtoman.Ofcoursethey

willlearnfromDrYuansomenoblecharacter.

3.Learningabilitygoals

HelpSslearnhowtodescribeDrYuanLongping

includinghispersonality.

Teachingimportantpoints

a.Helptocomprehendthetextandgraspthemain

ideaofthetext.

b.Grasptheusageofsomewordsandexpressions.

c.Howtohelpstudentsmakeuptheirmindstomake

contributionstomotherlandinthefuturelikeDr

Yuan.

Teachingdifficultpoints

a.Howtohelpstudentslearnmoreabout

agriculture.

b.Helpstudentsreallymastertheusageofwords

andexpressions.

Teachingmethods

Talking,questioning-and-answeringactivityand

reading.

Teachingaids

Ataperecorder,aprojectorandacomputer.

Teachingprocedures&&ways

ThefirstperiodReading

Step1.GreetingandRevision

1.Greetthestudentsasnormal.

2.Revisethewarmingupwiththefollowingquestion

Howdoyouthinktogrowourmainfood-rice?

1)First,thefarmersplowthefield.Theyhave

tomakethesoillooseenoughtoplantcrops.

2)Second,growsomeyoungplants

3)Third,theyinserttheyoungplantsintotheloose

field.

4)Atlast,theywillgettheharvest

Step2Pre-reading

1Askthefollowingquestions

D.What'sthemainfoodinCanadaandUSA:

potatoesandbread

2).WhatisthemainfoodinSouthAmerica:

corn/maize

3)WhatisthemainfoodinSoutheastAsian

countries:

rice

2Showthestudentssomepicturesandaskthe

question

WhatishappeningtothesepeopleinEastAsianand

SoutheastAsiancountries?

Thenshowmorenewslikethat:

InternationalFactsonHungerandPoverty(2002)

1)Every8seconds,achildsomewhereintheworld

diesfromstarvation.

2)Morethan800millionpeopleintheworldsuffer

frommalnutrition(营养不良)--799millionof

themarefromthedevelopingworld.Morethan153

millionofthemareundertheageof5.

Atlastaskthestudentstodiscuss:

Ifyouhadthechancetodosomethingtohelp

endhungerintheworld,whatwouldyoudo?

Encouragethestudentstotelltheiropinions,

Thengiveaconclusion:

Theonlywaytosolvethefoodshortageproblem

istoincreasetheoutputofthegraincropper

landareathroughtheadvancementofscienceand

technology.

3.leadthestudentstopayattentiontothe

people-YuanLongping

Ask:Whatdoyouknowabouthim?

FatherofHybridRice

Thenleadtothetopicofthereadingpassage.A

PioneerForAllPeople

Step3Listening

Listentothetape,trytofindoutsome

informationofthehero.

Name____________

Age____________

Job_____________

Education

Achievement

Hobbies___________

Step4Fastreading

Readthepassagequicklyandanswerthetrue-or-

falsequestions

,1.DrYuanismoreafarmerthanascientist.

,2.DrYuan'skindofriceisthemostsuitable

forChina,sfarmland.

,3.DrYuanwouldratherworkthanrelax.

,4.DrYuanhasdreamswhenheisasleepandalso

whenheisawake.

,5.DrYuanenjoysasimplelifethanmostrich

andfamouspeople.

Step5Carefulreading

Readeachparagraphandanswerthefollowing

questions:

Para1:

1.WhatdoseDr.Yuanlooklike?Why?

2.Whatishisachievement?

Para2:

1.WhydidDr.Yuanwanttoincreasetherice

outputwhenhewasyoung?

2.Howdoeshehelpridtheworldofhunger?

Para3.4

1.WhatkindoflifeisDr.Yuanleading?

2.WhatisDrYuan'sdream?

Step6Skimming:

findoutthemainideaofeachparagraph.

ParagraphMainIdea

1Hisappearanceandachievements

2Hisbirth,educationana

research

3Hispersonality

4Hisdream

Step7Homework

1.Learnthepoem

ThePeasants'Lot

LiShen(772-846)

Farmersweedingatnoon,

Sweatdownthefieldsoon.

Whoknowsfoodonatray,

Duetotheirtoilingday?

2.FinishtheexercisesinLearningabout

Language.

3.Retellthetextinabout150words.

Notes:

a.Usethefirstpersontoretellthestory.

b.Trytousetheproperconjunctions.

ThesecondperiodLearningaboutLanguage

(The-ingformastheSubject&Object)

Aims

TohelpstudentslearnaboutThe-ingformasthe

Subject&Object.

Tohelpstudentsdiscoverandlearntousesome

usefulwordsandexpressions.

Tohelpstudentsdiscoverandlearntousesome

usefulstructures.

Procedures

I.Warmingup

WarmingupreadingaloudthetextAPIONEERFORALL

PEOPLE

Languageislearnedincontext.Solet'sfirst

reviewthetextlearnedyesterdaybyreadingit

aloud.TrytoforceoutyourEnglishslowlyand

clearly.

II.Discoveringusefulwordsandexpressions

Inpairsdotheexercises1,2and3onpages11and

12.Youmustfinishthemin5minutes.

III.Learningaboutgrammar

3.Readandidentify

ReadthetextaboutYuanLongpingagain,paying

attentiontothesentenceswhichusethe-ingform

asthesubjectandobject.

Inthesentence“Wishingforthings,however,cost

nothing,"the-ingisusedassubject.

Itcanbealsousedasobjectofthesentence.For

example:YuanLongpinglikesplayinghisviolin.

4.Consolidatingbydoexercises

Toconsolidateyourunderstandingyouwillbegiven

10minutestogooverexercises1,2,3,4and5on

pages12and13.Youmayjustwriteonyourtextbook.

ImeanthestudentJsbookyouareworkingby.

III.ReadyusedmaterialsforThe-ingformasthe

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。例如：

Usingtherighthandtoshakehandsisaconvention

inmanycountries.

用右手握手是许多国家的一种习俗。

2)动名词在"Itisnouse/nogood/fun/awaste

oftime/agoodpleasure等名词+doing”结构中作

主语，it为形式主语。

3)动名词在"Itisuseless/nice/good/interesting/

worthwhile等形容词+doing”结构中作主语。

4)动名词在"Thereis(was)no+doing”结构中作

主语。

2.动名词作宾语

1)有些动词后面要求跟动名词作宾语。常这样用的动

词有：

admit承认；excuse原谅；postpone拖延；

anticipate期望；fancy想象practise练习；

appreciate欣赏；finish完成；prevent防止；

avoid避免；forbid禁止；propose建议；consider

考虑；forgive宽恕；recollect回忆；delay耽搁；

imagine想象；resent厌恶；deny否认；involve涉

及；resist抵制；detest厌恶；keep保留；risk冒

险；dislike讨厌；mind在意；save挽救；dread

害怕；miss错过；suggest建议；enjoy喜欢；

pardon原谅；understand理解；escape逃避；permit

允许

2)有些动词短语后也要求跟动名词作宾语。常这样用

的动词短语有：

can,tstand忍不住；can,thelp忍不住；feellike

想，欲；

giveup放弃；putoff推迟

3)动名词常跟在介词或介词短语后做宾语。常这样用

的介词短语有：insteadof,lookforwardto,object

to,keepon,seeabout,taketo等。

我们终于克服了所有的困难。

4)在“havedifficulty(trouble,problem,ahard

time,fun,agoodtime)(+in)+动名词；bebusy(in)

+动名词；wastetime(in)+动名词；losttime(in)

+动名词；Thereisnopoint(in)+动名词”等结构

中，动名词做介词宾语，in常要省去。

5)在复合宾语中，用it作形式宾语，将动名词短语放

在后面。例如：

Iconsideritawasteoftimearguingaboutit.

我认为辩论这事是很浪费时间的。

6)在“therebe”结构当中，be为动名词时，该结构

也是一种带逻辑主语的动名词形式。例如：

Wecanimaginetherebeingalotoffussaboutit.

我们可以想象到人们对此大惊小怪。

Wereyoudisappointedattherenothavingbeenmore

gifts?

你对没有更多的礼物感到失望吗？

3.动名词的被动式

1)动词need,require,want,deserve后，用动名词

的主动形式表示被动意义。其用法相当于不定式的被动

结构。

2)在(be)worth后面只能用动名词的主动态来

表示被动意义。

ThethirdperiodUsingLanguage

(OrganicFarming)

Aims

TohelpstudentsreadthepassageOrganicFarming.

Tohelpstudentstousethelanguagebyreading,

listening,speakingandwriting.

Procedures

I.Warmingup

Warmingupbylisteningandreadingaloud

Languageiscreatedtobelistenedtoandspoken

first.Soopenyourbooktopage13andreaditaloud

whilelisteningtotherecording.Watchyourpauses

betweenthethoughtgroups.

II.Guidedreading

6.Readingandtranslating

Readthetexts