【文章內(nèi)容簡介】 passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible. T: Before we e to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.S8: It can be dangerous to meet people you do not know.S9: Many Asian people do not usually physically touch strangers.S10: If we show an open hand, it means that we are not holding anything dangerous.S11: The right hand is usually used because it is almost the stronger.S12: People shake their hands when meeting to show that they can be trusted.S13: To show respect, people will touch their heart and mouth when greeting someone.作業(yè)Homework1. Read aloud all the reading texts in this unit.2. Get ready to retell the two reading passages learnt in this period.課后反思課時教學(xué)設(shè)計(jì)課題Unit 4 Body language三維教學(xué)目標(biāo)知識與能力動詞ing用法備課時間上課時間過程與方法參看教學(xué)過程教學(xué)方法 Individual work, pair work and group work.學(xué)法指導(dǎo)情感態(tài)度價值觀學(xué)生在聽、說、做（即表演“體態(tài)語”的動作）中能夠增進(jìn)對語言交際的感性認(rèn)識，為他們在閱讀過程中上升到對語言交際的理性認(rèn)識打下基礎(chǔ)。課　　型Grammar教學(xué)重點(diǎn)及分析Ving 形式在句中作定語和狀語是本單元的學(xué)習(xí)重點(diǎn)。教學(xué)難點(diǎn)及突破Ving 形式在句中作定語和狀語是本單元的學(xué)習(xí)重點(diǎn)。教學(xué)過程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動設(shè)計(jì)意圖Structure Study 一: Ving 形式由 “do＋ing” 構(gòu)成, 其否定形式是 “not doing”, Ving 可以帶賓語或狀語構(gòu)成 Ving 短語, 沒有人稱和數(shù)的變化, 但有時態(tài)和語態(tài)的變化。 Ving 形式在句中作定語和狀語是本單元的學(xué)習(xí)重點(diǎn)。1. 作定語 Ving 形式可以單獨(dú)充當(dāng)名詞的前置修飾語, 這時有兩種情況。1) ing形式表示 “供作......之用”的意思, 這類作定語的ing形式過去叫動名詞。 A swimming pool = a pool for swimming2) ing形式表示 “......的” 意思, 過去叫現(xiàn)在分詞 A sleeping child working people ing形式短語作定語時一般放在它所修飾的名詞之后, 相當(dāng)于一個定語從句。如: They are visitors ing from several countries. The boy standing there is a classmate of mine.2. 作狀語 可以表示時間, 原因, 結(jié)果,條件, 行為方式或伴隨動作等。Attention Please ing形式作狀語時, 它的邏輯主語必須與主句的主語是一致的。Time permitting, I will pay a visit to the whole city. 　(分詞的邏輯主語是time , 而句子的主語是I , 兩者不構(gòu)成主謂關(guān)系, 所以只能用獨(dú)立主格結(jié)構(gòu), 也就是給現(xiàn)在分詞補(bǔ)充一個主語。)作業(yè)HomeworkDo “Using Structures” on Page 64.課后反思☆教學(xué)基本信息課題“Working the land” Module4 Unit2 Period 5Listening, reading, speaking and writing作者及工作單位謝子健 遵化市第一中學(xué)☆指導(dǎo)思想與理論依據(jù)認(rèn)真鉆研新課標(biāo)，樹立新觀念，探索新教法，以落實(shí)教學(xué)常規(guī)，規(guī)范教學(xué)行為為重點(diǎn)，以大興教科研之風(fēng)，走科教興校之路為抓手，以改革課堂教學(xué)模式，推行先學(xué)后教當(dāng)堂訓(xùn)練為突破口，在學(xué)校教學(xué)計(jì)劃指導(dǎo)下進(jìn)行工作。特別注重提高學(xué)生用英語進(jìn)行思維和表達(dá)的能力。繼續(xù)拓寬學(xué)生的知識面，全面培養(yǎng)聽、說、讀、寫四會能力，理解、分析和閱讀的能力，讓學(xué)生盡快適應(yīng)高中學(xué)習(xí)。☆教材分析這節(jié)課是本單元的第五課時，學(xué)生在extensive reading部分已了解了“Chemical or Organic Farming?”的有關(guān)情況，為本節(jié)課的聽說讀寫訓(xùn)練作了鋪墊。雖然學(xué)生對chemical farming和organic farming有了一定的理解，但是要求他們把相關(guān)內(nèi)容用英語表達(dá)出來仍有一定的難度。本節(jié)課的目的是讓學(xué)生通過聽、讀活動，從語言材料中獲取相關(guān)的信息，并通過對信息的加工和處理，提高他們的說、寫能力?！顚W(xué)情分析今年我任教高一（1）班和高一（2）班兩個班的英語教學(xué)工作。高一(2)班的學(xué)生整體水平還可以，上課基本能配合老師完成各項(xiàng)教學(xué)任務(wù)，學(xué)習(xí)氛圍較濃，但也有一小部分學(xué)生基礎(chǔ)偏差。而高一（1）班的學(xué)生整體上英語普遍偏差，上課雖然認(rèn)真，但是老師要求在課堂上完成的學(xué)習(xí)練習(xí)較難完成。因此在教學(xué)中我根據(jù)兩個不同的班級情況準(zhǔn)備采用分層授課和分層布置作業(yè)使每一位學(xué)生得到提高。 這節(jié)課的目的是提高學(xué)生的聽說讀寫綜合能力。以一根主線下來，從聽力中chemical farming的缺點(diǎn)到說、讀、寫部分的green food的優(yōu)點(diǎn)，從語言的輸入到語言的輸出。首先讓學(xué)生從聽力材料中獲知 “Chemical farming”對食物的影響，訓(xùn)練學(xué)生的聽力能力，提出綠色食品，注重食物安全。然后從閱讀材料中獲知 “green food”的生長環(huán)境和好處。接著提供情景，讓學(xué)生編對話，運(yùn)用useful expressions of persuation，訓(xùn)練學(xué)生的口語表達(dá)能力。最后，在寫作中，提供sample和三個情景，叫學(xué)生設(shè)計(jì)海報(bào)，提高學(xué)生的寫作能力?！罱虒W(xué)目標(biāo)1）Develop students’ listening, reading, speaking and writing ability.2）Let students learn some expressions of persuation.3）Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.☆教學(xué)重點(diǎn)和難點(diǎn)1) Get students to listen and understand the listening material.2) Get students to learn how to persuade others by using the functional items for persuasion3) Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.☆教學(xué)過程Step1. Revision amp。 Lead—in before listening1. Ask students to go over what they have learned in the extensive reading by doing an interwiew.2. Teacher shows a cabbage with a hole in it to the class and ask:Look! What is wrong with the vegetable? Step2: While listening1. Ask students to listen to the tape for the main idea. The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today 2. Ask students