俗话说，居安思危，思则有备，有备无患。作为高中教师就要精心准备好合适的教案。教案可以让学生更好地进入课堂环境中来，帮助高中教师掌握上课时的教学节奏。那么一篇好的高中教案要怎么才能写好呢？小编收集并整理了“人教版高中英语必修四Unit4单元测试题及答案(含听力材料)”，希望能为您提供更多的参考。

必修4第4单元检测题
(总分120分)
第一部分听力（共两节，满分30分）
第一节(共5小题；每小题1.5分,满分7.5分)
听下面5段对话。每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1.Whathappenedtothemanthismorning?
A.Hecouldn’ttalk.B.Hiscarbrokedown.
C.Hewasknockeddownbyacar.
2.Whattimeisitnow?
A.5:30.B.5:45.C.6:30.
3.Whatarethetwospeakerstalkingabout?
A.Theman’svacation.B.Koala.
C.Afunnyman.
4.WhatisSimonlike?
A.Heisfriendly.B.Heisfunny.
C.Heistroublesome.
5.Whatdoesthewomanmean?
A.Sheistiredoftraining.B.Sheenjoystheteamwork.
C.Shelikesthe10-minuteshow.
第二节(共15小题；每小题1.5分,满分22.5分)
听下面5段对话或独白。每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项,并标在试卷的相应位置。听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟；听完后,每小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料,回答第6、7题。
6.WhatdoesthewomanthinkofworkinginIT?
A.Theworkisnotgood.B.Theworkisveryhard.
C.Theworkhastwoadvantages.
7.Whatdoesthewomanadvisethemantodo?
A.Themanshouldn’tbeinIT.
B.Themanshouldworkhard.
C.Themanshouldtakebettercareofhimself.
听第7段材料,回答第8至10题。
8.Whatistheprobablerelationshipbetweenthespeakers?
A.Colleagues.B.Teammates.C.Classmates.
9.Whichsportdoesthemanlikebest?
A.Baseball.B.Tennis.C.Basketball.
10.Whatdoesthewomanmeanbysaying"sorry"?
A.Shehasneverdonesportsherself.
B.Shedoesn’tlikethosesports.
C.Shehasnotimetoplaytennis.
听第8段材料,回答第11至13题。
11.Whatistheman?
A.Astory-teller.B.Ateacher.C.Adoctor.
12.Whatistheproblemofthewoman’sson?
A.Hecannottellstorieswell.
B.Heispoorinallhissubjects.
C.HeisonlyinterestedinChinese.
13.Whatdoesthemanadvisethewomantodo?
A.Takehersontothehospital.
B.Bringhersontomeethim.
C.Teachhersontohavemoreinterests.
听第9段材料,回答第14至17题。
14.Whatisthewoman’sarticleabout?
A.Growingold.B.Enjoyinglife.
C.Understandingtheworld.
15.Whatistheman’sopinion?
A.Lifeissimplenow.B.Lifeisgettingbetter.
C.It’shardtogrowold.
16.Whataboutotherpeople?
A.Theyareenjoyinggettingolder.
B.Theygetbetterastheygetolder.
C.Theyrefusetostayyoung.
17.Howdoesthewomanfeelaboutgrowingold?
A.It’shard.B.It’snatural.C.It’sgood.
听第10段材料,回答第18至20题。
18.Whatdoesthepassagetalkabout?
A.Howtodoexerciseeveryday.
B.Howtogetagoodeatinghabit.
C.Howtobuildmusclemass.
19.Whatisagoodwaytobuildmusclemass?
A.Weighttraining.
B.Cutoutmilkandfruitjuice.
C.Doexercisetogetherwithyourteacher.
20.Whichofthefollowingshouldyoueatordrinktogainweight?
A.Bakedchicken.B.High-sugarsodas.
C.Friedchickennuggets.
第二部分英语知识运用（共两节，满分45分）
第一节单项填空(共15小题；每小题1分,满分15分)
从A、B、C、D四个选项中,选出可以填入空白处的最佳选项。
21.Asitwashisfirsttimetovisitthesciencemuseum,theboyseemed________
abouteverythingthere.
A.anxiousB.curiousC.particularD.frightened
22.Asweallknow,thedoveandtheolivebranch______peace.
A.presentB.markC.replaceD.represent
23.Thekidsseatedthemselves______totheteacherandlistened_______withgreat
interest.
A.closely;closeB.close;closely
C.closely;closelyD.close;close
24.Thelittleboy________fortheapplesonthetree,butofcoursehewasnot
tallenough.
A.handedoutB.wentout
C.reachedoutD.broughtout
25.Daddydidn’tmindwhatweweredoing,aslongasweweretogether,_____fun.
A.hadB.haveC.tohaveD.having
26.Children,whogrowupinalargefamily,aremore_______togetalongwell
withothers.
A.similarB.probableC.likelyD.possible
27.Asabusdriver,youshouldtryyourbestto_______accidents.
A.meetB.avoidC.overcomeD.miss
28.Whatreallybringsustogetherisa(n)________purposetoprotectwildlife
frombeingdestroyed.
A.commonB.generalC.ordinaryD.normal
29.Weshoulddoallwecanto______therightsofthefarmerworkerswhocan’t
gettheirpaydespitealltheirhardwork.
A.gainB.defendC.fightD.receive
30.Thewomanwantedtogetherpayraised,soshemadeevery_________toapproach
herboss.
A.effortB.strengthC.courageD.mind
31.Canyouthinkofasituation________peoplecommunicateonlybymeansofbody
language?
A.thatB.whichC.whereD.when
32.NewYork_______secondintheproductionofappleslastyear,producing
850,000,000pounds.
A.formedB.rankedC.locatedD.produced
33._________theguide,thereporterenteredthehouseofthefarmerwhoisfamous
forhelpingothervillagersgetrich.
A.FollowedB.Beingfollowed
C.FollowingD.Tofollow
34.Don’t_________me.WhatIreallymeanisthatheissmartandcandealwith
eachsituationwell.
A.believeB.refuse
C.misunderstandD.disappoint
35.—Youhaven’tbeentoAustralia,haveyou?
—_________.HowIwishtogothere!
A.Yes,IhaveB.Yes,Ihaven’t
C.No,IhaveD.No,Ihaven’t
第二节完形填空(共20小题；每小题1.5分,满分30分)
阅读下面短文,从短文后各题的A、B、C、D四个选项中,选出适合填入对应空白处的最佳选项。
Peoplespendtheirwholelivessearchingforlove.Iamno36.Oneday,Idecidedtolookintothe37.Therewas38waitingforme.Thedoghadbeenfoundwithonlythreelegs,andhadadamagedear.Hewasconsidered39.Ioften40outattheHumaneSociety(动物保护协会)ormadesomedo-nations.ThatdayIwas41somethingasusual,andhappenedtoseehim.Lookingdownthroughthewirenet,Ithoughthewasa42littlething,andmyheartwentouttohim.43Ireallycouldn’ttakeanotherdoghome;Ihadclaimed(领养)four44.Therehadtobea45,Ithought.Icouldn’tsavethemall.
Onmywayhome,Iknewthedogwouldbe46ifIdidn’ttakehim,andIfeltsosad.AsIpassedachurch,Isawa47onthewallsaying"Isthereroomatthehotel?"
Iknewatthatmomenttherewasalways48foronemore,especiallyonethatneededmy49.AssoonastheHumaneSocietyopenedthenextmorning,their50rang."I’mcomingforthat51dog.Savehimforme,"Itoldthem.Igotthereas52asIcould.
Andhegavehishearttomecompletely,fromthemomentI53him.Inmyexperience,thereis54likethefeelingofrescuingthedog.HeisalovelycreatureandIwouldn’t55himforotherpuppies(幼犬)intheworld.
36.A.similarB.curiousC.differentD.doubtful
37.A.zooB.worldC.crowdD.cage
38.A.loveB.mysteryC.comfortD.inspiration
39.A.dangerousB.cruel
C.unhealthyD.unfriendly
40.A.helpedB.examinedC.conductedD.watched
41.A.lookingforB.givingawayC.pickingoutD.bringingback
42.A.happyB.lovelyC.strangeD.funny
43.A.SoB.AndC.ButD.Though
44.A.onceB.evenC.stillD.already
45.A.chanceB.disadvantageC.limitD.doubt
46.A.destroyedB.fastenedC.threatenedD.controlled
47.A.photoB.signC.clueD.door
48.A.roomB.timeC.excuseD.problem
49.A.treatmentB.promiseC.guidanceD.love
50.A.doorbellB.alarmC.phoneD.clock
51.A.prettyB.uglyC.rareD.disabled
52.A.earlyB.fastC.soonD.long
53.A.foundB.metC.claimedD.controlled
54.A.nothingB.everythingC.anythingD.something
55.A.chargeB.protectC.fightD.trade
第三部分阅读理解
（共10小题；每小题2分，满分20分）
阅读下列短文,从每小题后所给的A、B、C、D四个选项中,选出最佳选项。
A
难度:★
The"Thumbs-Up"
WhileWesternculturehasbecomeusedtothethumbs-upasapositivesignal(probablycomingfromWorldWarIIpilotsusingthesignaltocommunicatethattheywere"goodtogo"withgroundcrews),therearecultureswhereathumbs-upmaylandyouintrouble.InWestAfrica,aswellasGreece,ItalyandMiddleEast,thethumbs-upisprettymuchthebiggestinsult(侮辱).
Rathermorecharmingisathumbs-upinGermanyandinpartsofJapan—theyjustseeitasthehandsignalforthenumberone.
The"A-OK"
Thissignismainlyusedbydivers(潜水员)tomean"OK"(topreventbeingconfusedwiththethumbs-upsign,whichmeans"rise").Basicallythemeaningcomesoutas"great",or"completelyfine".However,inafewcountriesinEurope,peoplemaythinkyou’retellingthemthatyouthinkthey’reazero’.
The"VSign"
Thesigncomesintwoformats:onewiththepalmfacedoutwards,andonewiththepalminwards.InAmericatheymeanthesamething—"victory".However,iftheoutsideofyourhandisfacingyourtarget,you’regivingsomebodyalong-establishedinsultinGreatBritainandmanyEnglish-speakingcountriessuchasAustralia,IrelandandNewZealand.WinstonChurchillfamouslyusedthe"incorrect"versionoftheVsignduringtheearlyyearsofthewar,turningtheoutsideinsidelater.TheVsignisalsoconsideredrudeinItaly.
The"Corna"
Thecornahandgesturehasmostrecentlybeenadoptedbyfansofrockandheavymetalmusic.NowadaysmanyAmericansusethegesturesimplytomean"rockon",orinsupportoftheUniversityofTexasinAustin(knownasthe"Hook’emHorns").TodayitisstillpopularinSpain,BrazilandSlovakia(斯洛伐克).Historically,however,thesymbolpossiblydatesbacktoAncientGreece.
56.Whichofthefollowingsignsdoesn’thaveaninsultingmeaning?
A.The"Thumbs-Up".B.The"A-OK".
C.The"VSign".D.The"Corna".
57.ThepilotsinWorldWarIIusedtomakethe"Thumbs-Up"signtoshow_________.
A.theplanewasverygood
B.theplanewasreadytotakeoff
C.theyweregoingtolandontheground
D.theywerethankfultothegroundcrews
58.Whatinformationcanwegetfromthepassage?
A.The"VSign"wasfirstusedbyWinstonChurchill.
B.Italiansoftenusethe"Thumbs-Up"topraiseothers.
C.Youaremostlikelytoseethe"Corna"inaheavymetalmusicconcert.
D.The"A-OK"andthe"Thumbs-Up"havethesamemeaningtodivers.
59.Ifyoutravelabroad,you’dbetternotusethe"VSign"in______________.
A.GreeceorItalyB.GermanyorJapan
C.IrelandorItalyD.SpainorBrazil
B
难度:★★
The1960PresidentialDebatesbetweenVicePresidentNixonandKennedywerethefirstnationallytelevisedde-batesinpresidentialcampaignhistory.70millionvotersweregiventheopportunitytonotonlyhearthecandidates(候选人),buttocomparethemaswell.
Surprisingly,therewasabigdifferencebetweentheTVviewersandtheradiolisteners.WhiletheradiolistenersclearlythoughtthatNixonhadwonthefirstdebate,thetelevisionviewerswereimpressedbyKennedy’ssmile,charmandathleticappearance.
Nowlet’sthinkaboutsomeothersituations:whatifabaseballmanagerknewtheopposingteam’ssignalsandwereabletoanticipate(预期)theirgameplan?Likewise,asaprofessionalsalesperson,youwouldbewisetonoticeyourcustomers’bodylanguageandadjustyourpresentationaccordingly.
Topsalespeoplerecognizetheimportanceofnon-verbalcommunication.Theyunderstandthatoneoftheeasiestandmosteffectivewaystoclosesalesistobeawareoftheircustomers’buysignals.Inadditiontomonitoringyourcustomers’bodylanguage,it’simportanttobemindfulofyourowngesturesandkeepthempositive.Remembertounfoldyourarms,uncrossyourlegs,nodyourheadinagreementandsmilefrequently.
Matchingandmirroringyourbodylanguagegesturesisawayoftellinganotherthatyoulikethemandagreewiththem.Thepsychologicalprinciplebehindmatchingandmirroringisthatpeoplewanttodobusinesswithsalespeoplethattheybelievearesimilartothem.
In1872,CharlesDarwinpublishedthebookTheExpressionsinManandAnimalsandlaunchedthemodernstudyofnon-verbalcommunication.Actually,itisamixtureofmovement,postureandtoneofvoice.
60.Theexampleofthe1960PresidentialDebatesisusedtoshow__________.
A.thepresidentialdebateswerealwaysfierce
B.thedebatesalwaysattractedawideaudience
C.thevoterspaidmoreattentiontothecandidates’debatingskills
D.thevoters’opinionswereaffectedbythecandidates’non-verbalcommunication
61.Salespeoplecanclosesaleseffectivelybecausetheycan__________.
A.performbodylanguagewell
B.noticetheircustomers’bodylanguage
C.adjusttheirbodylanguagetotheircustomers’
D.understandwhattheircustomers’aresaying
62.CharlesDarwinwrotethebookTheExpressionsinManandAnimalsto_________.
A.reporthisresearchonbodylanguage
B.concludemancanlearnalotfromanimals
C.teachpeoplehowtocommunicatewithanimals
D.showthebigdifferencebetweenmanandanimals
C
难度:★★★
IntheUSandCanadawinterswimmersarecalledPolarBears,butinFinlandthey’rejustcalledFinns.Whyandhowdopeopleswiminnear-freezingwaterduringthewinter?
Aniceholeinalake,sub-zero(零度以下的)temperatures,abathingsuit,awoolcap,gloves,andshoesareforsomepeopletheperfectconditionsforaquickdipinthewater.WinterswimmingisanactivitythatIneverthoughtofbeforemovingtoFinland,butthosewhotakepartinthecold-watersportabsolutelyloveit.
MyFinnishfriendKatariinaisthewinterswimmingleaderofagroupofinternationalfriends.Shehasbeenwinterswimmingforthreeyears,andsays,"everytimeIgetoutofthewater,Ihaveanewlevelofenergy."Katariinahaspersuadedmanypeople,bothFinnsandforeigners,totrythissport,andhasagroupofwinterswimmingloverswhoswimwithhertwiceperweek.
Thebestconditionsforwinterswimmingare-15to-20degreeswithnowind.Katariinasaysthatthehardestpart,especiallyforbeginners,istopsych(做好思想准备)yourselfupforthewater;butonceyoudo,itfeelsgreat.Swimmersonlystayinthewaterfor30-60secondsbeforegettingout,gettingdressed,andheadingtothecomfortoftheirwarmcars.Winterswimmersdonotputtheirheadsinthewaterincaseofhypothermia(体温过低).
Katariinasaysthatforeignerswhogowinterswimmingfeelproudofthemselves,andhappythattheyhavetrieditatleastonce.
63.WhatareFinnsandPolarBears,accordingtothispassage?
A.Theyarepeoplewholovewinterswimming.
B.ThenamesofanimalslivinginFinlandandattheSouthPole.
C.Theyarebeginnersatwinterswimming.
D.ThepeopleofFinland.
64.Whatareperfectconditionsforwinterswimming?
A.Alakewithice,butwarmweather.
B.Awarmcar,andafrozenlakenearby.
C.Anicylakeof-15℃to-20℃withoutwind.
D.Abathingsuit,awoolcapandgloves.
65.What’sthemostdifficultforwinterswimmingbeginners?
A.Preparingthingsforwinterswimming.
B.Persuadingthemselvestogetintothewinter.
C.Gettingintothewateragain.
D.Stayinglongerinthewater.
第四部分写作（共两节，满分25分）
第一节短文改错(共10小题；每小题1分,满分10分)
Oneday,aoldmanwasinahurrytocrossthestreet.66._______
Hesawacarcome."Nevermind,"hethought."Ican67._______
runcrossbeforeitreachesme."Hewaswrong.Fortunately68._______
thedriverstoppedthecarintime,andhedidn’thave69._______
timetothinkofthecarsthatwasbehindhim.Asa70._______
result,thesecondcarranintothefirstoneandthe71._______
thirdcarranintoapostbyroadside.Allofthe72._______
carswerebroking.Thedriverswereallveryangry.73._______
Theyquarreledwithoneanother,andshoutingatthe74._______
oldman,butnoneofthemcoulddoanythinguntilthepolicehasarrivedtosolvethematter.75._______
第二节书面表达(满分15分)
假如你是李华,你刚得知你们班的英国朋友Bob出了事故,对此你和你的同学们都感到很难过,现在同学们决定让你代表他们给Bob写一封慰问信。信的内容如下:
1.所有同学对他都表示同情,打算星期五下午派你为代表去看望他并给他带去他喜欢读的书；
2.让他不要担心学习,等他出院后,你们会帮他赶上；如果有什么需要你们做的事情,请他告知；
3.希望他在病床上不要过于悲伤,祝愿他早日康复。
注意:(1)参考词汇:onbehalfof代表；
(2)词数:100左右。
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
阅读附加题
DivingaroundHalaveliIslandwasareallyunforgettableexperience.Iparticipatedinadaydivingtripthathadlunchontheboat.WewenttoMaalhossThilafirst.Thecurrent(水流)canbeverystrongherebutwewereluckyandhadamildone.Weenjoyedallthedifferentcolorsofcoralandfish.Themaximumdepthofthisdivewas30m,andwestayedforabout40minutes.Thewaterwasreasonablywarm,soIwasnotcoldonlywearingashort-sleevedwetsuit.
Iwasabitworriedabouthavinglunchontheboat,assometimesmystomachfeelsbad,butitwasperfectlyfinethistime—perhapsbecausetheboathadnotstoppedandwasmovingtowardtheotherdiveplace,orbecausethesizeoftheboatwasreasonablylarge.
OurnextdivingplacewascalledManta.Andasexpected,thehugeMantawassoonaroundus.ItisoneofthemostexcitingmomentsIhavehadinmylife.Weonlydoveto14mthistime,whichallowedustostayabitlonger—almost50minutes.
Onthewaybackallthewomentookstrategicpositiononthedeck,sunbathingandrelaxing,whilethemenweregettingboredandatetheleftoversfromlunch.Nomatterhowdifferentwewere,weallenjoyedourtrip.
AnotherdiveIwouldliketorecommend(推荐)iscalledMaayaThila,anditisthebestnightdiveIhaveeverhad.Wesawahugeturtlesleepinginacave,andsharksplayfullychasingeachother.Theydidnotlookfriendlyatall,butfortunatelytheydidnotdecidedtohaveusfordinner.Butanywaywhathappenedthatnightunderwaterwillremainafondmemorytoberetoldonspecialoccasionsbyalltheparticipants.Itwillbetoldwithasmileonourfaces.
1.Whatinformationcanwegetfromthepassage?
A.TheauthorenjoyeddifferentcolorsoffishinManta.
B.DivinginMaayaThilaisoneofthemostunforgettableexperiencefortheauthor.
C.TheauthordoveintoMaayaThilaandstayedtherefor50minutes.
D.TherewerenodangeroussharksinMaayaThila.
2.Theauthorwasworriedabouthavinglunchontheboatbecause__________.
A.theboatwasnotstopped
B.itwasmovingtowardtheotherdiveplace
C.theboatwasnotbigenough
D.he/shefeltsickwheneatingonboats
3.Howmanydivingplacesarementionedinthepassage?
A.1.B.2.C.3.D.4.
4.Welearnfromthelastparagraphthat________.
A.MaayaThilawasonlysuitableforanightdive
B.manypeoplehadbeenkilledatMaayaThila
C.MaayaThilaispopularamongalltheparticipants
D.fewpeoplehavethecouragetodiveatMaayaThila
5.Theauthorwrotethispassageto________.
A.sharesomewonderfulexperiencesofdivingwithreaders
B.makeanattractiveadvertisementforafamouspark
C.giveyousometipswhenyougooutforadive
D.tellthereadershowtospendaweekendoralongholiday

参考答案
1-5BACCB6-10BCCBA11-15BCBAB16-20BACAA
21-25BDBCD26-30CBABA31-35CBCCD
36-40CDACA41-45BBCDC46-50ABADC51-55DBCAD
56-60DBCCD61-65CAACB
短文改错
66.第一个a→an67.come→coming68.cross→across69.and→but70.was→were
71.√72.roadside前加the73.broking→broken74.shouting→shouted75.去掉has
书面表达(Onepossibleversion)
DearBob,
Wewerejusttoldabouttheaccidentyouhad.I’msorrytohearaboutitandourotherclassmatesareallsadaboutthenews.I’mgoingtoseeyouonbehalfofothersonthisFridayafternoon.Iwillbringyouacoupleofbooksyouwillenjoy.Wewillhelpyoutocatchupinschoolassoonasyouareoutofhospital.Ifthereisanythingelsewecandoforyou,pleaseletmeknow.
Allofussendourbestwishesforyourquickrecovery.Don’tworryaboutyourstudies.
Wedohopethatyouwillnotbetoosadinbedandthatyouwillrecoversoon.
Sincerelyyours,
LiHua

阅读附加题:
1-5BDCCA
听力原文
Text1
W:Whydidn’tyoushowupforclassthismorning?
M:Idon’tevenwanttotalkaboutit.
Mycarbrokedown.

Text2monforakidofhisage.Doyouoftentellhimstoriesbefore
school?
W:Yes.IlikeChinesetoo.Ithinkthismayaffecthimalittle.
M:That’sit.TomorrowbringyoursonhereandI’lltalkwithhim.I’msurewe
canfindhimotherinterests.
W:Thankyouverymuch.

Text9
W:I’mworkingonanarticleaboutgrowingolder.Canyougivemesometips?
M:Err...IcantellyouhowIfeelaboutit.
W:Sure,goahead.
M:AsIgetolder,Igetabetterunderstandingoftheworld.It’snotas
simpleasIthought10yearsago.
W:Soislifegettingbetterorworse,inyoureyes?
M:I’dsayI’mgettingbetteratenjoyingthepresent.
W:Whataboutotherpeople?Doyouthinktheyallagreewithyou?
M:Ican’tsay,butitseemsthatlotsofpeoplegetbetterwithage.
W:Isee.ButIfindithardtogetolder.
M:It’snatural.Nobodywouldrefusetostayyoung,butyouwillunderstand
moreabouttheworld.
W:Thankyou.Whatyou’vesaiddoeshelpmealot.
M:Well,Ihopeso.Goodlucktoyou!

Text10
Tryingtogetbigger?Wehavesomeeatingandexercisingtipsthatwillhelp
yougainweight!First,tobuildmusclemassyouhavetodotherightexercise.Weighttrainingisgoodbecauseitusesresistancewhichbuildsmusclemass.Makesuretoask
yourcoaches,PEteacheroradoctorforhelpbeforeusingweights—theycanbedangeroustoyourhealthifyoudon’tusethemtherightway,orifyou’retooyoung.Second,cutoutfoodsthatarefried,likeFrenchfries,chickennuggetsandfishsticks.Choosehealthyfoodslikebakedchicken,fishandpotatoes.Then,makesuretodrinkhealthybeverageslikewater,milkandfruitjuice.Stayawayfromhigh-sugarsodas—theyaddbadcaloriesandhavenonutrition.It’salsoagoodideatoeatalotofprotein,30minutesafteraworkout.Onceagain,thiswillhelpbuildmusclemass.Ifyoueatalotofhealthyfoodandmixitinwithweighttrainingorresistance-basedexercises,youwillgaingoodweight.

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高中英语必修二 Unit4 Wildlife Protection 教学反思

一名合格的教师要充分考虑学习的趣味性，高中教师要准备好教案，这是每个高中教师都不可缺少的。教案可以保证学生们在上课时能够更好的听课，帮助高中教师营造一个良好的教学氛围。您知道高中教案应该要怎么下笔吗？小编特地为大家精心收集和整理了“高中英语必修二 Unit4 Wildlife Protection 教学反思”，大家不妨来参考。希望您能喜欢！

高中英语必修二Unit4WildlifeProtection教学反思
摘要：本文通过一节高中阅读课的实际案例，来探讨和反思如何针对学习基础较为薄弱的学生，将阅读内容进行难点分化，由浅入深，从而逐渐提高学生学会分析语篇的能力。
关键词：阅读教学，难点分化，巧妙引导，小组合作。
1.教学内容：
本节课的阅读内容选自人民教育出版社出版的普通高中课程标准实验教科书《英语必修2》Unit4Wildlifeprotection的阅读板块。文章标题为HowDaisyLearnedToHelpWildlife.主要内容是讲述Daisy在梦中经历的一次奇妙的飞毯旅行。通过女孩和藏羚羊、非洲象、猴子的对话，了解到了当前野生物种所面临的艰难境况，从而想要通过有效途径来帮助野生动物的故事。
2.教学目标：
知识与技能：让学生掌握与野生动物保护有关的词汇和短语，如：protection,
decrease,endanger,dieout,habitat,indangerof,hunt,fur,WWF等。
过程与方法：训练学生在教师指导下，于小组合作中学会把握文章基本结构，理解文章基本内容，明白作者写作意图。
情感、态度和价值观：让学生意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。
3.反思不足之处：
这节课在教授过程中的不足之处有以下几点：
（1）.小组活动不够充分，可能由于问题设置的局限性，学生可以发挥的空间受到了限制，因此，为了避免这种情况，教师应该在以后的教学过程中，尽量设置开放性问题，来充分调动学生的积极性，让学生多思、多想、多做，从而使生成的知识更多元、更深化。
（2）.对学生听力训练的比重不大，听和读可以说是相辅相成的关系，本节课由于时间限制，因此，在课文阅读方面的听力训练没有进行强化。
（3）.在课堂驾驭方面，本应该做到，尽量为学生营造一个更加轻松、和谐、融洽的学习氛围，这方面的能力还有待于进一步提高。
4.反思可取之处：
这节课在教授过程中的可取之处主要有以下几点：
（1）.课堂引入处理得较为成功，通过两个视频中动物处境的反差，引发学生的思考，利于课堂教学内容的展开。
（2）.在阅读过程中，基于分组教学的基础上，将问题设置得有梯度，且问题的形式设置得较为丰富，不再拘泥于传统的选择、填空等......使得学生更有动力去在文章中搜索答案，提高学生学习的积极性。从而达到让学生把握阅读结构，理解阅读内容，体会作者意图的目的。
（3）.在能力提升阶段，能组织学生根据课文内容，在小组合作的基础上，组内编写对话，并表演出来，既能锻炼学生的口语表达能力，还能促进学生敢于展现自我，增强其自信心。
（4）.最后通过师生共同朗诵爱尔兰诗人叶芝的《松鼠之歌》来升华课堂，让教师和学生达到情感的共鸣，明确课堂主题。

荷塘月色测试题及答案

荷塘月色测试题及答案《荷塘月色》课时练习

一、积累运用

1.请选出下列带点字的读音有错误的一项：

A.倩影(qiàn)霎时(shà)参差(cēn)脉脉(mò)

B.袅娜(niǎo)独处(chù)幽僻(pì)煤屑(xiè)

C.颤动(chàn)纤腰(xiān)弥望(mí)踱步(duó)

D.酣眠(hān)乍看(zhà)敛裾(jū)宛然(wǎn)

2.选出对加点词语的解说有误的一项：

A.采莲是江南的旧俗，似乎很早就有，而六朝时为盛。——“似乎”，有不确定的意思，表明采莲的历史久远，但何时开始不十分确定。

B.荷塘四面，长着许多树，蓊蓊郁郁的。——“蓊蓊郁郁”，是后置定语，突出了树的茂盛，也更加突出了荷塘的幽静。

C.忽然想起日日走过的荷塘，在这满月的光里，总该另有一番样子吧。——“总”，表明在这样的日子里月光就会另有一番样子。

D.树梢上隐隐约约的是一带远山，只有些大意罢了。——“大意”，在这里是大概的意思，可见当时的朦胧静谧。

3.了解作者并填空。

朱自清(1898—1948)，中国著名家、学者。字佩弦，号秋实，江苏扬州人，原籍浙江绍兴。文学研究会成员。先后在江苏、浙江的几所著名中学和清华大学、昆明西南联合大学等校任教，并致力于学术研究。1948年8月，拒绝接受美国的救济粮，因贫病在北平逝世。著有诗文集、散文集、等。

4.填入下列横线上的词语，归恰当的一项是()

①白天少人走，夜晚就更加寂寞。

②这是独处的妙处，我且这无边的荷香月色好了。

③月光是隔了树照过来的，高处丛生的灌木，下参差的斑驳的黑影。

④月光如流水一般，静静地在这一片叶子和花上。

A.也受用落泻B.很享受映泄

C.也享用留泻D.很受用映泄

二、阅读理解

(一)阅读下文，回答后面的问题。

月光如流水一般，静静地_________________在这一片叶子和花上。薄薄的青雾_________________起在荷塘里。叶子和花仿佛在牛乳中洗过一样;又像_________________着轻纱的梦。虽然是满月，天上却有一层淡淡的云，所以不能朗照;但我以为这恰是到了好处——酣眠固不可少，小睡也别有风味的。月光是隔了树照过来的，高处丛生的灌木，落下参差的斑驳的黑影，峭楞楞如鬼一般;弯弯的杨柳的稀疏的倩影，却又像是画在荷叶上。塘中的月色并不均匀;但光与影有着和谐的旋律，如梵婀玲上奏着的名曲。

5.文中空缺处应补的词依次是___________、___________、___________。

6.“酣眠固不可少，小睡也别有风味的”一句的意思是什么?

7.作者用“梵婀玲上奏着的名曲”比喻___________，意在突出_______________________。

8.在这段文字中，作者是在两个方面衬托月色的。一是用_________________________;二是用_____________________________。

9.对下面这首词的赏析，不恰当的一项是

菩萨蛮

辛弃疾

金陵赏心亭为叶丞相赋

青山欲与高人语，联翩万马来无数。烟雨却低回，望来终不来。人言头上发，总向愁中白。拍手笑沙鸥，一身都是愁。

A.开头两句，写山即写人，青山有情，高人难遇。那逶迤的青山有多少心里话要向作者倾诉啊!不说人之眺山，而说山之就人，不仅把景写活了，而且对突出人物起了很好的映衬作用。

B.三、四两句烟雨迷蒙遮住青山，无数的青山也只好像万马在烟雨中低徊不前，充分表现出了无边的惆怅，无穷的感慨。不说愁而愁极深，写得含蓄蕴藉。

C.“拍手笑沙鸥，一身都是愁”，虽着笔轻快，显得幽默洒脱，但分明使我们感到作者强自解愁而又不能自解的痛苦。鸟愁是虚，人愁是实，笑中有泪。

D.这首词与白居易的《白鹭诗》“人生四十未全衰，我为愁多白发垂。何故水边双白鹭，无愁头上也垂丝”相比，就形象来说更加绘声绘色，就感情来说更加挚浓深切。

(二)阅读下文，回答后面的问题。

窗外飞舞的雪花中，那簇迎春开得正闹。白雪映衬黄花，金灿灿的，刚从学校回来过寒假的我忽然心动，踏雪寻春去!妹妹正随三毛在撒哈拉大沙漠里遨游，不时嘿嘿傻笑。好容易把她拉回来，却睁大眼睛说我有病。我拿三毛作比，说踏雪寻春，当比三毛更三毛。一听这话，妹妹来了精神，翻身下床，围巾胶鞋，极麻利地武装完毕，倒连声催起我来。我窃笑，还是头发长的好糊弄。

一上江堤，寒风夹着雪团直往脖子里钻。放眼望去，雪滩茫茫，瘦水一痕。妹妹跌足叫悔：“寻春寻春，寻你的魂。”我笑道：“若是桃红柳绿，莺飞草长，那叫游春。这踏雪寻春，妙在一个寻字。”妹妹满脸无奈，作误上贼船状，一步一滑，跟我下了江堤。

江滩杳无人迹，积雪蓬松深及膝弯。顶风冒雪，一步步捱到江边，妹妹气喘吁吁，两颊绯红，不由得满腹怨气。我劝她说，这江水非平日之江水，乃是一江春水。说归说，自知难以服人，搜肠刮肚胡诌几句，妹妹忽然惊呼，且遥指远方，我擦净眼镜，极目水天苍茫处，好像有几粒黑点。妹妹眼尖，说是鸭子。我便借题发挥，诵东坡名句，“春江水暖鸭先知”。

观赏了雪落碧波野鸭戏水的美景，欲打道回府，谁料又节外生枝——妹妹想原路回家，我想从柳林迂回，相持不下，陷入僵局。没办法，只好掷硬币一决胜负。天助我也。三番两胜，兄走妹随。此时雪愈发下得紧，唯闻阵阵喘息声和吱吱踏雪声。更觉路漫漫其修远兮，双腿沉沉如坠铅。突然眼前出现几丛芦苇，皆遭火焚，残干枯叶，劲风中摇曳作响。一种凄美摄人魂魄。妹妹见了停下步子，调侃说：“这里也有春吗?”我折段焦苇，剥去苇衣，苇心中竟泛出新绿，火焚雪欺，芦苇不死，令人感叹。

深一脚浅一脚地走出柳林，恍如置身水晶宫。柳树就像巨大的白珊瑚。徜徉在此俗心如洗，一片玉洁冰清。妹妹牵过一根柳条吹去浮雪，欢呼：“柳条发芽了!”我笑痴人说梦。谁知凑近一瞅，咦!柳条当真拱出粒粒嫩芽。只可惜，不会作诗，难以抒情。

我问妹妹：“今儿踏雪感觉如何?”她笑答：“妙!妙!明年下雪，我们还来。”

10..(1)“那簇迎春开得正闹”中的“闹”字运用了什么修辞手法?这样写有什么好处?

(2)“我”吟诵东坡名句“春江水暖鸭先知”，对文章内容有什么作用?

高中英语必修4Unit4教案

一名优秀的教师在每次教学前有自己的事先计划，作为教师就要精心准备好合适的教案。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师更好的完成实现教学目标。教案的内容要写些什么更好呢？小编为此仔细地整理了以下内容《高中英语必修4Unit4教案》，供大家借鉴和使用，希望大家分享！

高中英语必修4Unit4教案
Unit4Bodylanguage
Ｉ．单元教学目标
技能目标SkillGoals
Talkaboutbodylanguage:culturaldifferencesandinterculturalcommunication
Practisetalkingaboutprohibitionwarningaswellasobligation
Learntousethe-ingformastheAttributeAdverbial
Learntowriteadiarythatshowingtheobservationofhowbodylanguagehelpsincommunication
II．目标语言

功能句式Talkaboutbodylanguage
Whatisthepurposeoflanguage?
Whatdoyouthink“bodylanguage”means?
Howcanyoutellifsomeoneissadorhappyeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
Whydoweneedtostudybodylanguage?
Talkaboutculturaldifferencesinterculturalcommunication
WhatdoBritishpeopleoftendowhentheymeetstrangers?
WhatdoFrenchpeopleoftendowhentheymeetpeopletheyknow?
Whyshouldwebecarefulaboutourownbodylanguage?
Whyisitimportanttowatchothersaswellaslistentothem?

词
汇1．四会词汇
Represent,association,canteen,dormitory,flight,curious,approach,major,misunderstand,dash,adult,crossroad
2．认读词汇
unspoken,,Jordan
3．词组
belikelyto,ingeneral,notall,turnone’sbackto,loseface

语法4．重点词汇
represent,introduce,approach,touch,express,nod,avoid,misunderstand,punish,general,curious,similar,expression,agreement,gesture,action
The-ingformastheattributeadverbial
Findingoutinthereadingtextsentenceswithpresentparticiple(s)usedastheattributeoradverbial.
1.The-ingformastheattribute
Theyarevisitorscomingfromseveralothercountries,...
HisnosetouchesMr.Cook’smovinghand,...
Thisisanexcitingexperienceforyou,...
2.The-ingformastheadverbial
...soyoustandwatchingandlistening.
Fourpeopleenterlookingaroundinacuriousway.
Youseeherstepbackappearingsurprised,andtakeafewstepsawayfromMr.Garcia.
ThevisitorfromJapancomesinsmilingatthesametimeasGeorgeCookfromCanada.
Ⅲ．教材分析和教材重组
1．教材分析
本单元以BodyLanguage——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
1.1WARMINGUP以列表对比（填充及增补）的形式，并通过WARMINGUP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。
1.2PRE-READING通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。
1.3READING是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。
1.4COMPREHENDING包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
1.5LEARNINGABOUTLANGUAGE分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。
1.6USINGLANGUAGE通过增加阅读篇目“ShowingOurFeelings”来拓展学生在“体态语”方面的知识视野，并通过“True”or“False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listentothem）、“观其行”（Watchthem）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。
1.7SUMMINGUP师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。
1.8LEARNINGTIPS建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

2.教材重组
2.1听力：Usinglanguage中的Listening,Workbook中的Listening和ListeningTask这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。
2.2口语：Warmingup,Usinglanguage中的ReadingandTalking,Speaking和Workbook中的Talking，SpeakingTask以及Learningaboutlanguage中的Discoveringusefulwordsandexpressions4,“Playagameingroupoffour”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。
2.3精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。
2.4泛读：把UsingLanguage中的Reading和Workbook中的ReadingTask整合为一节拓展学生视野的泛读课。
2.5语言学习：深入处理Learningaboutlanguage中的Discoveringusefulwordsandexpressions,Discoveringusefulstructures;Workbook中的UsingWordsandExpressions和UsingStructures。重点学习Discoveringusefulstructures中“-ing(现在分词)”在句中做定语和状语的用法。
2.6语言运用：处理UsingLanguage中的ReadingandWriting和Workbook中的WritingTask。指导学生写一篇有关“TheBodyLanguageIKnow”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。

3．课型设计与课时分配
1stperiodSpeaking
2ndperiodReading(I)
3rdperiodReading（II）
4thperiodLanguageStudy
5thperiodListening
6thperiodWriting
Ⅳ．分课时教案

TheFirstPeriodSpeaking
Teachinggoals教学目标
1.TargetLanguage目标语言
a.重点词汇和短语
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重点句型或交际用语
Actoutthefollowingmeanings,please.
PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.
Nowitisyourturntoshowtheaction/gesture.
Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目标
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.
b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.
3.Learningabilitygoals学能目标
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
Teachingimportantpoints教学重点
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教学难点
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
Teachingmethods教学方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具准备
Acomputer,aprojectorandsomepictures.
Teachingproceduresways教学过程与方式

StepILead-in
Theteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.
Ss:Yes,ThousandsofHandsKwan-yin.
T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua（邰丽华）.SheiscalledaFairyofPeachblossom(桃花仙子)bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.

StepIIIntroduction
T:Nowlet’sdosomeTPR(TotalPhysicalResponse)activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.
Touchyourhead/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/feet/toes...
Shakeyourhead/arm/hand...
Waveyourarm/hand...
Openyoureyes/arms/mouth...
Closeyoureyes/mouth...
Twistyourwrist/waist.
Crossyourarms/fingers.
Nodyourhead.Bowyourhead.
Makeafacetoeachother.
Bend/cry/shout/scream/smile/laugh...
T:Allright.Nowlet’sdothemalittlebitdifficult.Let’splayagametogether.Thosewhofailtofollowtheruleofthegamewillbedroppedout.Thegameis:“Simonsays”.Forexample,ifIsay“Simonsays,touchyourhead”,thenyoutouchyourhead.Ifnot,youshouldn’ttouchyourheadbutremainstill.Clear?Ready?Nowlet’sstart.
3or5minutesforthegame.
T:Ok.It’stimetotakeupthelesson.Pleaselookatthescreen.Let’stakealookatthefollowinggestures:

GestureActionMeaning
AhandshakeYouarewelcome.
AclapofhandComeon;becheerful.
AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!
Orcongratulationsonyoursuccess!
Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.
AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.
Tearscomingoutofhiseyes.Heisverysad.
AllsmilesonherfaceSheisveryhappy.
WavingtheirhandsTheyarewavinggoodbyetopeoplearound.
AhandstretchedoutforwardwithstrengthHeisstoppingatank.
Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.
T:Whataretheactionsoftheabovegestures?Whatdotheymean?
S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.
S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.
S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.
S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.
S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.
S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.
S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.
S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.
S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.
S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.
T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.

StepⅢPractice
T:LookatPage25.
Whatarethesepeoplecommunicating?

StepⅣTimeforFun
T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?
Ss:Yes.That’sfunny!
T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.
Ss:Allright.
S1:Whatareyoulikelytodoifitrains?
(Actions)S2:readsabook;
S3:putsonaraincoat;
S4:cleansthehouse.
S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.
S3:Whatareyoulikelytodoiftheriverfloods?
(Actions)S1:runsawayasfastashecan;
S2:helpstheyoungeroreldertoescapeassoonaspossible;
S4:climbsontoatree.
S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.
S2:Whatareyoulikelytodoifthehousecatchesfire?
(Actions)S1:fetchessomewater;
S3:triestoputitoutwithblooms;
S4:runsawayasquicklyashecan.
S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.
S4:Whatareyoulikelytodoifyoumeetwithafiercedog?
(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;
S3:triestoscareitawaywithsmallstones;
S4:runsawayasquicklyaspossible.
S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.
T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.

StepVRolePlay(SpeakingtaskonP67)
T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.

Homework
1.Teamwork:Discusstheimportanceofbodylanguage.
2.GoovertheReading:
1)Communication:NoProblem?
2)Showingourfeeling.
T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?

ThesecondperiodReading
TheSecondPeriodReading(I)
Teachinggoals教学目标
1.Targetlanguage目标语言
a.词汇和短语
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy
b.重点句子
Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.
2.Abilitygoals能力目标
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?
Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.
Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?
WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?
DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?
Whyaretheredifferentkindsofbodylanguage?
c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教学重点
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教学难点
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Teachingmethods教学方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
Teachingproceduresways教学过程与方式
StepⅠRevision
Freetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.

StepⅡPre-reading
T:Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear?
Ss:Yes,sir/madam.
1.Whatisthepurposeoflanguage?
2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?
3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages?
4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.

Afterafewminutes.
T:Nowwho’dliketoanswerthefirstquestion?Volunteer!S1:Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.
T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoonandsoforth.Nextquestion?
S2:Eveniftheydon’tspeak,Icantelliftheyaresadby
lookingattheirfacialexpressions.I’magoodmind-reader.(Smiling)
S3:Yes,thatisquiteeasy.Justbywatchingtheirfrownedbrows,theirlongfaces,weknowthattheyareunhappy.
T:Verygood.Wehavegottwo“mindreaders”inourclass;I’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?
S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.
T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?
S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto
LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.
T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.
StepⅢWhile-reading
1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1Para1
YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(para.2and3)
Examplesoflearnedorcultural“bodylanguage”.
Part3.(para.4)
Differentpeopleshavedifferentbodylanguages.
Part4.(para.5)
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).
Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.
Mostpeoplearoundtheworldnowgreeteachotherbykissing.
Japanesewillbowtoothersasgreeting.
PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.
Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.

StepIVPostreading
1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?
Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.
2.Whatwerethetwomistakesthattheauthornoticed?
HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.
3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?
TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.
4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?
Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.
5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?
Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.
6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?
Studentswillgivetheirownanswers.
StepⅤHomework
1.Getreadytoretellthetextinyourownwords.

TheThirdPeriodReading(II)
Teachinggoals教学目标
1.Targetlanguage目标语言
a.词汇和短语
unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjective
b.重点句子
Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.
2.Abilitygoals能力目标
a.Enablethestudentstoknowmoreaboutbodylanguage.
Whatisthefunctionofbodylanguage?
Whatisthesimilarityofbodylanguage?
Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?
Whatisthedifferenceofbodylanguagebetweenvariouscultures?
b.Enablethestudentstounderstandbetterbodylanguage.
Whatistheproperattitudetowardsbodylanguage?
Whatwouldhappenifweknewnothingaboutbodylanguage?
3.Learningabilitygoals学能目标
Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.
Teachingimportantpoints教学重点
Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.
Teachingdifficultpoints教学难点
Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.
Teachingmethods教学方法
Fastreading:dealingwiththe“true”or“false”questions.
Discussion:theimportanceofbodylanguage.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
Teachingproceduresways教学过程与方式

1Pre-reading
1.Whatisthefunctionofbodylanguage?
2.Howdoyoufindbodylanguageinourdailylife?
3.Howcanthesamebodylanguageexpressdifferentfeelingsorideasindifferentcultures?
4.Howcandifferentbodylanguageexpressthesamefeelingorideaindifferentcultures?

2Fastreading
TUREOFFALSE
1.Bodylanguageisneveraspowerfulasspokenlanguage.
2.Ifyouareangryataperson,youmightturnyourbacktohimorher.
3.Youcanthreatenapersonbyrefusingtospeak.
4.Youshouldnotgreetyournewbossbygivingherorhimahug.
5.Bodylanguageisthesameallovertheworld.
6.Mostpeoplecanunderstandeachotheriftheytry.
Thenaskthestudentstodoitonebyoneandaskthemtoexplainwhysomeofthestatementsarewrong.

3Furtherreading
T:Wehavejustreadapassageentitled“ShowingOurFeelings”,whichtellsusmoreaboutbodylanguage.Nowlet’sreadanotherpassageintheWorkbookonP66.Thetitleofthereadingtextis:TheOpenHand-AUniversalSign.Youwillbegiven3minutestoreadthroughthetextasquicklyasyoucan,tryingtogetasmuchinformationfromthetextaspossible.
Ss:Yes,Sir.
T:Whatinformationhaveyougot?
S1:Moreaboutbodylanguage,sir.Wehavelearnedhowpeoplearecommunicatingorgettingalongwitheachotherbesidesusingspokenlanguage.Wearealsoaskedtothinkaboutsomenewsituationsinwhichwewillcommunicateinbodylanguage.
S2:Andwehavetothinkaboutthefollowingquestions:Itisknownthatasmileisasignthatpeoplefeelfriendlyandhappy.Butwehavetoconsider:1.Whatifwedon’tknowwhothenewpersonis?2.Whatifwearenotintroducedbyafriend?3.Whatifwearemeetingastrangerinanunfamiliarplace?
S3:Andthemostimportantofallisthatwehavetomake
surewhetherwecantrustpeoplewedonotknow,andwehavetoshowthatwearenotdangerous.
S4:Quitetrue.Wehavedifferentwaystoshowourhands—ouropenhands,whichmeansthatwearenotarmedandwearefriendly.
S5:Inmanyculturestoday,theWesterncustomofthehandshakeisused.Besidesthis,traditionally,Chinesegreetothersbycoveringthelefthandwiththerighthandandbowing;theJapanesecoveronhandwiththeotherandbowslightlyorquitelow,dependingonwhomtheygreeted;Hindupeoplejointheirhandsinfrontoftheirfacesandbowtheirheads;Muslimswilltouchtheirheart,mouthandforeheadtoshowrespect.
S6:NowyoungpeopleintheWestgiveeachotherthe“highfive”whentheyclapeachother’shandsintheair.
S7:Youhavetakenthewordsoutofmymouth.AndIbelievethatinalmostallcultures,tosmileandshowanopenrighthandisthemostcommonwaytoshowthegoodwillgreeting.
T:Iammorethanhappytohearyoucangetsomuchinformationfromthepassagewhenyoudothereading!Nowlet’sactoutsomeofthegesturesinthereadingmaterial,OK?
Somestudentsareaskedtoactoutthebodylanguagewhichappearsinthereadingtextis:TheOpenHand-AUniversalSign,suchasahandshake,thetraditionalgreetingsinChina,theJapanesewaytogreetpeople,thewaysHindupeopleandMuslimsusetogreetpeople,andthewayyoungpeopleintheWestusenow.
Severalminuteslater.
T:Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.
S8:Itcanbedangeroustomeetpeopleyoudonotknow.
S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.
S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.
S11:Therighthandisusuallyusedbecauseitisalmostthestronger.
S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.
S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.

Homework
1.Readaloudallthereadingtextsinthisunit.
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.

TheFourthPeriodGrammar
StructureStudy
一:V-ing形式由“do＋ing”构成,其否定形式是“notdoing”,V-ing可以带宾语或状语构成V-ing短语,没有人称和数的变化,但有时态和语态的变化。
V-ing形式在句中作定语和状语是本单元的学习重点。
1.作定语
V-ing形式可以单独充当名词的前置修饰语,这时有两种情况。
1)-ing形式表示“供作......之用”的意思,这类作定语的-ing形式过去叫动名词。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,过去叫现在分词
Asleepingchild
workingpeople
therisingsun
-ing形式短语作定语时一般放在它所修饰的名词之后,相当于一个定语从句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作状语
可以表示时间,原因,结果,条件,行为方式或伴随动作等。
AttentionPlease
-ing形式作状语时,它的逻辑主语必须与主句的主语是一致的。
Timepermitting,Iwillpayavisittothewholecity.
　(分词的逻辑主语是time,而句子的主语是I,两者不构成主谓关系,所以只能用独立主格结构,也就是给现在分词补充一个主语。)

Homework
Do“UsingStructures”onPage64.

文化背景知识
1.SomemoreinformationaboutBodyLanguage:
tonodconsent点头表示同意，
tonodone’sfarewell点头表示告别，
tonodasasignofagreementorasafamiliargreeting点头表示赞同或打招呼，
toholdone’sheadhigh昂首挺胸(表示趾高气扬)，
toshakeone’sfist挥动拳头(表示威胁)，
toshakeone’shead摇头(表示不知道)，toshowaVsign由食指和中指构成字母“V”，而“V”是victory的第一个字母。因此，这一手势是祝愿胜利或庆祝胜利之意。
towinkataperson向某人眨眼睛，
tomakeaface面部露出厌恶的表情，
toshrugone’sshoulders耸耸肩膀(表示冷淡或怀疑)，
tokeep(orhave)one’sfingerscrossed把中指叠在食指上交叉着，作十字状。这是暗中希望上帝保佑自己正在做的事成功。
tocrookafinger朝某人弯曲食指。是招人过来的意思。
更有趣的是英美人用大拇指(thumb)做出许多不同的表示。
tothumbone’snose以大拇指按鼻，其余四指张开，表示轻视。在英美等国家，你会看到这种手势经常用在调皮的孩子们中间。他们用大拇指点着自己的鼻子，而其他四指张开不停地摇动，表示轻蔑或嘲弄。也可以说“tocockasnookatsomebody”.
totwiddleone’sthumbs无聊地绕动着两个大拇指，表示无所事事，懒散。
thumbsdown大拇指朝下，表示反对或拒绝。
thumbsup翘起大拇指，表示赞成或夸奖。
但值得一提的是在英美等西方国家，有时会看到有人站在马路边，朝驶过来的车辆伸出一只翘起大拇指的拳头。这是请求搭便车的意思。所以搭车也可以说“tothumbalift”。
2.Introductionofabookaboutbodylanguageofhorses:
Horsescommunicatewithremarkableaccuracyinalanguageofposture,gestureandsound.Theyexpresstheirneeds,wishesandemotionstoeachotherandtotherarehumanbeingwhounderstandsthem.Afterreadingthisunprecedented(空前的),excitingandup-liftingbook,youwillunderstandtheequine(horse’s)language.Youthereforewillknowhowtorecognize:
Ahappyhorse.Afrightenedhorse.Anangryhorse.Aboredhorse.Agrieving(令人忧伤的)horse.Afrustrated(受挫折的)horse.Ahorseinpain.Aplayfulhorse.Aproudhorse.Aneagerlycompetitivehorse.Andmanyhorsesmore!
Moreover,youwillknowhowtoreassurethefrightened,calmtheangry,comfortthegrieving,divert(使解闷)thebored-anddealwithmostotherhuman-equinedifficulties.Youwillknowhowtoeducateafoal(驹)orrehabilitate(挽救)arogue(无赖).Youwillknowhowtolookatracehorsesontheirwaytothestartinggateandtellthelikelywinnersfromthelosers.
Youevenwillknowhowtobuyahorse.
Butbestofall,youwillfinallyunderstandwhatthesegrandanimalsareallabout,andyouwillknowbetterthaneverbeforehowthey(andwe)fitintonature’sscheme(plan)ofthings.
3.AnextrareadingpassageaboutBodylanguage:
Whenwecommunicatewithotherpeopleitisnotonlyourwordsthatcontainthemeaning.Animportantpartofthatmeaningcomesfromwhatiscalled“non-verbal(非言辞的)communication”.Bythiswemeanfacialexpression;gestureswithhands,arms,legs;thewaywesitorstand;thewaywetouchotherpeople;thedistancewekeepbetweenourselvesandthepeoplewearetalkingto;ourdressandourappearance.Allthesesaysomethingtootherpeople.
Facialexpressionsandgesturesareusedbyeveryoneoftenspontaneously(自发地),evenunconsciously.Smiling,forexample,isfoundinmostculturesasasignofhappinessorpleasure.Gesturessuchaspointing,waving,shakingornoddingtheheadarealsowidelyused,althoughthegesturesthemselvesdonotalwaysmeanthesameineveryculture.IonceaskedaPortuguesestudentwhybankofficialsinLisbonseemedsodour(gloomy)-sorryLisbonbankclerks,butit’strue-andhetoldmethatiftheysmiledtoomuchtheywouldnotseemseriousabouttheirwork.
Becausemanynon-verbalmessagesare“culturespecific(special,distinctive,orunique)”,theycancausealotofmisunderstandingbetweenpeoplefromdifferentbackgrounds.NorthernEuropeansandAmericans,forexample,liketokeepacertain“personalspace”betweenthemselvesandothersandfeeluncomfortableifpeoplecometooclosetothem.Inthesesameculturesitisconsideredimpolitetostare,butGreeks,itissaid,feelignoredifpeopledonotstareattheminpublic.Europeansusuallychangetheirfacialexpressiontoshowhappiness,anger,boredom,andsadness.
4.SomeinformationaboutthecountriesmaybelessknowntostudentsintheText:
①Columbia:
ColombiaislocatedinthenorthwestpartofSouthAmerica,andistheonlycountryonSouthAmericawithcoastsonboththeCaribbeanSeaandthePacificOcean.Themostdistinguishingfeature(显著的特点)ofthecountryistheAndesMountainschain,whichisinthecentralwesternpartofthecountryandextendsalmostitsentirelength,northandsouth.
Incontrasttosnow-cappedmountainsaretherainforests,locatedinthetorrid(热带的)lowlandsofColombia,wheretheanimallifeandvegetationmakeitauniqueplaceintheworld.Thecountryisrichinmineralsandnaturalresources,andalthoughknownforitssplendidcoffee,itisalsoamajorsourceoftheworld’semeralds(绿宝石)andflowers.Mahogany(桃花心木),oak,walnut,andpinetreesarealsoplentiful,asareplantssuchasrubber,vanilla(香草),andginger.AgricultureisanimportantpartoftheColombianeconomy.
Colombiahasadiversepopulation,althoughoverhalfareofSpanishdescent(血统).TheheritageoftheSpanishcolonialperiodisstillverywellpreservedinmanyareas,wherefamilylifeanddressstillholdtotraditionalnorms.However,culturesvarygreatlyfromregiontoregion,eachaddingtothecountry’svariety.
Oneoftheworld’smostnotedauthors,LiteratureNobelPrizewinner,GabrielGarciaMarquez,isanativeofColombia.
ThelargestcitiesinColombiaareSantafedeBogota(thecapitalcity),Cali,Medellin,andBarranquilla.
②Jordan:
Jordan,officiallyHashemite(哈桑王族)KingdomofJordan,withanareaof37,737sqms(97,740sqkms)andapopulationof4,101,000(estimatedin1995),islocatedinthesouthwestAsia,borderedbyIsrael(W),Syria(N),Iraq(NE),andSaudiArabia(E,S).Ammanisthecapitalandlargestcity.
Before1967Jordanfellintothreemaingeographicalregions:EastJordan,whichincludesabout92%ofthecountry’slandarea,theJordanianHighlands(highestpoint,5,755ft/1,754m),andWestJordan(theWestBank,partofhistoricPalestine.IntheArab-IsraeliWarof1967,IsraelcapturedandoccupiedtheWestBank,andJordanhassincegivenupitsclaimtothearea).
Jordan’seconomyhastraditionallybeenbasedonagriculture,althoughlessthan5%ofthelandisarable(适于耕种的).Theprincipalcropsarevegetables,wheat,andcitrus(柑橘类)fruits;olivesaregrownforoil.Manufacturesarelimitedtosuchitemsasfoodstuffs,clothing,andcement,andthereissomeoilrefining.Phosphate(磷酸盐)rockandpotash(碳酸钾)aretheonlymineralsproducedinquantity.
TheannualcostofJordan’simportsfarexceedsitsearningsfromexports.Aqaba(亚喀巴),ontheGulfofAqaba,istheonlyseaport.TheinhabitantsofJordanaremostlyofArabdescent(overhalfareofPalestiniandescent),andArabicistheofficiallanguage,althoughEnglishisalsospokenamongthehighersocio-economicgroups.About95%ofthepeopleareSunni(逊尼派)Muslims.
Underthe1952constitution(宪法),thekingisthemostpowerfulfigureinthecountry;heappointsacabinet(headedbyaprimeminister).Thebicameral(两院制的)parliamenthasbeenconvenedanddissolvedbythekingseveraltimessince1974;the1989electionswerethefirstin22years.Politicalpartieswereagainpermittedtofieldcandidatesin1993.
③Muslimcountries:
MostpeopleintheWestthinkofMuslimorMoslemcountries,wherepeoplebelieveinIslam,amonotheistic(一神论的)religioncharacterizedbytheacceptanceofthedoctrineofsubmissiontoGodandMohammed(穆罕默德)asthechiefandlastprophet(先知)ofGod,asaMiddleEasternreligion.Nevertheless,IslamisclearlyaSouthAsian,SouthEastAsian,CentralAsian,African,andMiddleEasternreligion,withagrowingpresenceinEuropeandNorthAmerica.
Thereareabout40Muslimcountriesintheworld,suchasAfghanistan,Pakistan,Turkey,Kuwait,Egypt,Iran,Iraq,Indonesia,Libya,Malaysia,Morocco,Nigeria,Somalia,Yemenandsoonandsoforth.PeopleinthesecountriesmostlybelieveinIslam.
ThenameforthereligionofIslam,asitspublicity(宣传)goes,ismuchmorethanjustaname,becauseitexpressesadeepspiritualmeaningaswellasanoveralloutlookonlifeandconceptofworship.Theword“Islam”isanArabicwordwhichmeans“completesubmission(服从)tothewillofAlmightyGod”.Otherreligionsarenamedaftertheirfounders,suchasChristianityandBuddhism;afteratribeorethnicgroup,suchasJudaism(犹太教);orafteraspecificgeographicalregion,suchasHinduism(印度教).Islam,however,isuniquebecauseitsnamerepresentsitsoutlookonlifeandreflectsitsuniversalnature.Besides,thename“Islam”wasnotthoughtupbyitsfollowersorappliedbyotherpeople,asisthecasewiththenamesofotherreligions,butwasrevealed(显示)byAlmightyGod.Thisnameexpressednothingnew,becausesubmissiontothewillofGod,i.e.“Islam”,hasalwaysbeenthetruereligionofGod.Duetothisfact,andsincetheteachingsofIslamarestraightforward,profoundandlogical,Islamisthe“NaturalReligion”ofallhumanbeings.Thenameofnootherreligioncarriesanysignificantmessage,orconveysthetruesenseofitsoutlookonlife,asdoesthename“Islam”.

人教版高中英语必修二Unit 4教学设计

一名优秀负责的教师就要对每一位学生尽职尽责，作为高中教师就要早早地准备好适合的教案课件。教案可以让学生更好的消化课堂内容，使高中教师有一个简单易懂的教学思路。你知道如何去写好一份优秀的高中教案呢？为了让您在使用时更加简单方便，下面是小编整理的“人教版高中英语必修二Unit 4教学设计”，大家不妨来参考。希望您能喜欢！

人教版高中英语必修二Unit4reading
HowDaisylearnedtohelpwildlife教学设计
一、教学课型及概况：
阅读课（45分钟）
本节阅读课紧紧围绕单元中心话题Wildlifeprotection，以飞毯带Daisy去的三个不同地方所遇见的濒危动物的不同境遇为线索展开，从最开始去到西藏遇到快要濒危的藏羚羊开始，让Daisy意识到为什么需要野生动植物的保护，然后飞毯将她带到津巴布韦看到大象良好的生活状况，最后他们去往雨林，在那里让Daisy知道从野生动植物保护中我们可以得到什么，通过这一个个的小场景故事，引导学生通过阅读，提取文章信息，了解野生动植物保护的重要性。
二、教材，学情分析：
教材分析：根据Wildlifeprotection的单元标题，本单元涉及野生动植物保护的相关知识，让学生了解其重要性的同时，也让学生学会爱护我们生活的环境，为我们自己所生活的环境做出自己应有的贡献。
学情分析：学生高一刚过半学期，学习了必修一的知识后，他们已经知道如何总体把握文章，熟悉略读，寻读等阅读技巧，能在老师的指导下总结文章的主旨大意，但如何在阅读中使用这些方法以及针对不同文体如何选择恰当的阅读方法对很多学生老说仍然比较困难，除此，我们这属于农村普通高中，学生整体英语水平偏低，口语表达能力相对薄弱，所以课堂需要中英结合，帮助他们能更快的融入学习氛围。他们也不能用丰富而准确的语言表达出相关信息。但是他们仍然充满激情，勇于尝试新的教学活动，因此，授课者根据文章内容和特点，整合信息，帮助学生发展其自主，探究合作的学习能力。然而，学生水平参差不齐，在教学过程中，设置的阅读任务需兼顾各个层次的学生，使他们都有所收获。
三、教学目标：
（1）语言知识：认识并理解文章中相关野生动植物保护的词汇。
（2）文化知识：在语言学习活动中理解野生动植物保护的重要性，获取、梳理和概括Daisy和飞毯所到的三个地方的所见所闻及所思，通过对文章各段大意的概括及细节内容的把握，引导学生思考作为学生他们可以做哪些事情来保护野生动植物。激发他们热爱环境，保护动物的精神。
（3）语言技能：通过词汇云图预测文章大意、略读、寻读等阅读技巧的训练，使学生在多模态识读能力上、段落大意概括上、细节内容理解上有更好的提升。
（4）学习策略：通过小组活动增强合作意识，在自主、合作、探究的过程中提高阅读能力和交际能力。
四、教学重难点：
（1）通过自主阅读、合作探究和结果分享，理清文章大意和脉络结构。
（2）立足标题，训练阅读技巧，并培养学生的分析问题能力。
五、教学方法：
任务型教学法；以学生为主体的教学法。
六、教学用具：
鸿合i学电子白板；Kahoot移动终端网络在线测试，野生动植物保护公益宣传视频；
七、教学过程：
教学环节教师活动学生活动设计意图Step1
lead-in
(1)Checktheirpreviewhomework,whichaimstoknowwhethertheypayattentiontothevocabularyaswellastheunderstandingofthewords.Beawareoftheimportanceoftheseusefulwords,whichcanhelpthemtounderstandthepassagebetter.纵横字谜的设计可以帮助学生加强词汇的识记，让他们在玩中对单词进行学习，为接下来的略读和寻读扫清词汇障碍。（2）SeesomepicturesoftheanimalsandaskstudentstonametheminEnglishasquicklyastheycan.PayattentiontothepicturesandthinkabouttheirEnglishnames.动物图片可以快速将学生带入到相关情境中来，为接下来动物会出现的各种状况埋下伏笔。Step2
Pre-reading（1）Seeashortvideoaboutthepresentsituationofsomeendangeredanimals.LeadinthetitleofHowDaisylearnedtohelpwildlife.Arousetheirattentiononthewildlifeprotection.用视频的方式让学生看到很多动物有些已经灭绝，有些数量已经很少了，从而唤起他们对此问题的思索，自然而然地引入到课文中来。(2)Usewordscloudtopredictthecontentofthepassage,andhelpthestudentsunderstandthecloserelationshipbetweenthetitleandthepassage.
Predictthecontentofthepassageaccordingtothewordscloud.AndknowsomethingaboutWWF.引导学生提取并分析词汇云图中的重要信息，书写重要词汇于黑板，帮助学生预测出文章的内容，把握文章线索，提升阅读的速度和质量。
Step3
While-reading(1)Thepassageisaboutthedifferentexperienceindifferentplaces.Enablethestudentstoskimthepassageandsummarizethemainideaofeachparagraph.Skimthepassageandsummarizethemainideaofeachparagraph.此环节旨在指导学生快速浏览文章，把握各段大意，然后完成白板上的段落与大意的配对练习。指导学生圈出重点词汇，重点词汇的把握可以让学生在阅读时增加结构感和框架感，便于其理解全文，增强语篇意识。(2)Helpstudentstoreadthepassageagainandfindoutthedetailinformationtofinishthetable.Readingfordetails.Studentsreadthepassageagainandfindoutsomedetailinformationandcircletheusefulinformationouttofinishthetable.教师在学生阅读的过程中帮助学生圈出重点信息进行标注，然后学生根据自己理解的内容对图表中所提及的不同地点动物的描述进行填写，并分析出Daisy的心情，进一步向学生说明野生动植物保护的重要性。(3)UseKahoottocheckwhetherstudentsunderstandthepassagebetter.Andforeachquestion,iftheydontgetsatisfiedresults,Iwillexplainittothestudentsonebyone.Hereare13questionsforthem---8questionsforTrueorFalseand5questionsformultiplechoices.Cooperatewiththeirgroupmembers.Takeouttheirsmartphonetodotheonlinequiz.Theyshouldpayattentiontothequestionsonthescreenandchoosetherightanswersonthesmartphoneinalimitedtime.Foreachquestiontheywillgetascore,iftheychoosetheanswersquickerandrighterthanothers,theirgroupsscorewillbehigher.Sotheyneedtocooperatewitheachotherbetter.本环节主要是运用移动终端对学生的阅读理解状况进行在线测试，学生需要小组合作完成本环节，题目会出现在电子白板上，学生手机上只显示答案的图标，选的又对又快的组将会得到比较高的分数，每题都会自动显示答题的状况，错误率比较高的题目老师可以进行详细的讲解，这样对学生哪里还不太懂，哪里理解的不透彻会有很好的把握，然后根据需要逐一解决。帮助学生加深对文章的理解。Step4
Post-readingInordertoemphasizetheawarenessofthewildlifeprotection,theteacherasksstudentstodothegroupdiscussionwhatshouldwedotoprotectthewildlife.Then,workingroupsandmakepresentation.Workingroupsanddiscuswhatshouldwedotoprotectthewildlife.Studentswillwritedownsomeusefulsentencesorphrases.Andthen,somegroupwillsharetheirgroupideawithothers.Throughthisstudentswillknowhowtolivewithourenvironment.Andtheywillcherishtheirpresentlivesandshowtheirgreatdevotiontothenature.根据已学的文章内容，对学生提出进一步的要求，让他们进行小组讨论，作为学生，我们应该做些什么来保护野生动植物，让学生在文章理解的基础上进行自我的印象加深，让他们意识到可以从自身，从身边的小事情做起来保护我们生活的环境，同时也让他们意识到环境和动物于我们人类而言的重要性，让他们学会和周围的事，物和谐相处，让他们学会热爱自然，热爱环境。Step5
HomeworkAfterthediscussion,theteacherwillaskthestudentstoreorganizetheirideasandputthemintosentencesandfinallyformanarticleaboutwhatshouldwedotoprotectthewildlife.Aftertheclass,studentsshouldreorganizetheirideasandputthemintoanarticle.Itcanhelpthemtoimprovetheirwritingskills.本环节主要是想通过将学生所讨论的内容及时进行加工整理，生成文字性完整的东西，学生不但能较好的深挖文章的内涵，同时也可以对自己英语作文的写作有所帮助。
八、板书设计
Unit4WildlifeProtection
Reading
wildlifeneed
decreaseanimals
foodprotection
dienumber

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