Unit 4Section A: A Dance with DadTeaching Objectives:1. 理解课文A 和B 的文章大意，了解人们如何通过舞蹈或对舞蹈艺术的追求来抒发对父母的感激之情。
2. 理解和正确运用重点词汇、短语、句型S+V+O 和if 条件句等。
3. 掌握中元音/Ã/ 和后元音/A:/ 的不同发音。
4. 正确区分现在分词和过去分词。
5. 了解中国传统“舞龙”的历史及象征意义。
Teaching Procedures:Part 1: Warm-up Activities1. Matching：Learn the following words and phrases about different types of dance, and match them to the pictures.2. Conversation: Listen to the conversation. Then practice with your partner, using the words and phrases provided on the right.Part 2: Text A: Fashion ForestⅠ. Background Information1. Beer Barrel Polka“Beer Barrel Polka”, also known as “The Barrel Polka and Roll Out the Barrel”, is a song which became popular worldwide during World War II. The music was composed by the Czech musician Jaromír Vejvoda in 1927. In June 1939, “Beer Barrel Polka”, as recorded by Will Glahé, was on the Hit Parade. During World War II, versions in many other languages were created and the song was popular among soldiers, regardless of their allegiances.Ⅱ. Words and phrases1. dancea. v. move rhythmically in a series of steps 跳舞I danced with her all night. 我整晚都跟她共舞。
b. n. an act of moving your feet and body in a way that matches the style and speed of music 跳舞；舞蹈Let’s have one more dance. 我们再来跳支舞。
c. v. perform (a certain kind of dance) 跳（某种舞）Have you ever seen him dance a waltz? 你见过他跳华尔兹吗？d. v. lead sb. in a particular direction while dancing 领（某人）跳舞I danced her out of the room. 我引导她舞出房间。
2. dipa. v. go down and then up again 上下起伏The branches dipped in the wind. 树枝在风中上下颤动。
b. v. put or lower sth. into a liquid 浸；泡；蘸Dip your pen into the ink. 拿你的笔蘸一蘸墨水。
3. approacha. v. come near or nearer to (sb./sth.) in space or time 接近；靠近The time is approaching when we must think about buying a new house.是时候我们得考虑买新房子的事了。
b. v. begin to tackle (a task, problem, etc.) 着手处理Before trying to solve the puzzle, let us consider the best way to approach it.在解决这一难题之前，让我们考虑一下解决它的最好办法。
c. n. way of dealing with a person or thing 方法；手段a new approach to language teaching 语言教学的新方法4. sincea. ad. from (a specified event in the past) till a later past event, or till now 从此以后；之后He left home two weeks ago and we haven’t heard from him since.他两周前离开了家，到现在我们一直没有他的消息。
b. prep. from (a specified time in the past) till a later past time, or till now 从……以后I haven’t eaten since breakfast. 早饭过后到现在我还什么都没吃。
c. conj. from (a specified event in the past) till a later past event, or till now 从……以后Where have you been since I last saw you?自从上次见面以后，你去哪儿了？5. wind one’s waymake one’s way with many smooth bends 蜿蜒前行；迂回前进He wound his way through the crowd. 他在人群中迂回穿行。
6. tap sb. on the shoulderhit sb.’s shoulder with a quick light blow 轻拍某人的肩膀同一结构的短语如下：take sb. by the hand 抓住某人的手hit sb. in the face 打某人的脸Ⅲ. Sentences:1. I ran to my room sobbing hysterically. (Para. 3)我歇斯底里地啜泣着跑回了房间。
句中的sobbing hysterically 是现在分词短语，做伴随状语。
伴随状语的其他例子有：The children ran out of the room, laughing and talking merrily.孩子们跑出房间，愉快地笑着、说着。
She sat at the desk reading a newspaper. 她坐在书桌前读报纸。
2. If you were so tired, you should have gone to bed. (Para. 4)如果你这么累，就该早点去睡觉。
本句是由if 引导的虚拟条件句，主句所表示的动作与过去事实相反，用would、could、should 等+ have + 过去分词。
下面是另一个例子：If you were in better health, we would have allowed you to join their work.如果你身体好一些，我们就会让你参加他们的工作。
3. And I also did not tell him that all I wanted to do was dance once more with my father. (Para. 8)我也没有告诉他我只想和父亲再跳一次舞。
tell sb. sth. 中的tell 后面加双宾语。
此句中tell 的宾语是him 和一个由that 引导的宾语从句。
在这个宾语从句中，主语是all I wanted to do，表语是省略to 的动词不定式短语dance once more with my father。
当动词不定式做表语时，to 原则上是不能省略的，但当主语部分有动词do 的某种形式时，用做表语的不定式可以省略to。
例如：What he will do is (to) clean the room. 他要做的事情就是打扫栅栏。
4. “Excuse me,” I said, almost choking on my words, “but I believe this is my dance.” (Para. 10)“不好意思，”我说话几乎哽咽了，“我觉得现在该我跳了。
”almost choking on my words 是现在分词做伴随状语，说明说话时的状态。
从choke 这一动作可以看出女儿的激动和对父亲的歉疚之情。
Ⅳ. ExercisesⅤ. Pronunciation: comparison between / ʌ / and /ɑː /.Tips:/ ʌ/ 是中元音，发音部位在舌的中部；/ɑː/ 是后元音，发音部位在舌的后部。
/ ʌ/ 是短元音，/ɑː/ 是长元音，/ɑː/ 的音长是/ʌ/ 的两倍以上。
发/ ʌ/ 时，嘴自然微张，口腔较紧张，音质短促而有节奏感；发/ɑː/ 时，嘴张得很大，口腔放松，音质舒缓。
Ⅵ. Grammar: Parts of Speech请看下面句子，学习分词的用法：a. In a trembling voice, I sang, “Let’s get those blues on the run.” (Text A)b. Her tries at teaching us herself left her with bruised feet and left us discouraged. (Text B)以上两个例句包含了-ing 和-ed 形式，这是分词的两种形式，即现在分词和过去分词。
在英语学习中，分词较难把握，容易出现一些错误。
Part 3: Text AnalysisⅠ. 1. Writing styleThis text is a narrative story about a daughter and her father. The author uses different narrative methods to tell the story, for example, flashback and interposition. By using flashback, the author recalls the dancing experiences between her and her father, which increases the vividness of the story and attracts the reader’s interest. By interposition, the author tells the process of planning a party for her parents’ fiftieth wedding anniversary, which makes the story more complete.The sentences in the text are diversified, with an alternation of short ones and long ones. For example, the short sentence “I ran to my room sobbing hysterically” follows a long sentence, which not only makes the reader feel a strong sense of rhythm but also concisely expresses the rapid change of the author’s feelings. In terms of language, some nouns are used as verbs, for example, “polka” and “waltz”. Verbalization makes the semantic meaning more concise, concrete and vivid..Ⅱ. 2. Text summaryThis text is about the story between a daughter and her father. The father loved dancing and he first taught his daughter to dance when she was almost three years old. They danced together for several years until the 15-year-old daughter yelled at her father because of her bad mood. After that, they did not dance any more, but her father would always wait up for her when she went out dancing with others. The daughter felt sorry for her father, but she didn’t apologize in words. At her parents’ fiftieth wedding anniversary party, she decided to dance with her father when the band began to play the familiar “Beer Barrel Polka”. Through her action, she showed her regret and love to her father. Part 4: ExercisesPart 5: Cultural Focus: The Dragon DanceHomework :1. Review the language points of the whole passage2. Be ready for the dictation3. Finish learning text B。