B4U1 单元关键词
B4U1
D. response
7. intend (vt.) 计划，打算 intend doing sth. / to do sth. intend sb. to do sth. intend that … intend sb. / sth. for sth. be intended for sth. be intended to do sth. had intended to do sth. 过去本打算做… = intended to have done sth. (虚拟语气) intention (n.) by intention without intention have no intention to do sth. / of doing sth.
Phrases
1. look down upon / on … look forward to… look into… look on look on / upon … as … look around look up to… look up look through… look out ( for … ) look back upon …
3. 他被称作是一个活雷锋。 He _________________ a living Lei Feng. is referred to as 4. 汤姆打算把这件事情提交到会议上去处理。 Tom is going to ____________________ the refer the matter to meeting. --Do you happen to know the professor_____ D in Lily’s speech? --Yes, I was introduced to him at a conference last year. A. referring to B. to refer to C. having referred ters who provide us with food,
B4U1小课文 (1)
Book 4 小课文理解Unit 1 Why Not Carry on Her Good Work【温馨提示: I, II部分为课前预习部分, III部分为课堂探究部分。
】I.【夯基固本】A. 重点掌握1. 选择v.____________过去式_____________过去分词___________ n.______________2.意识到v.________3.决定v. _____________n._____________有决心的______________4.有好的adj. ___________n._____________5.考虑v. _____________n._____________6.发现v. ____________n.______________7.改善, 提高v. ___________n._____________B. 识记词汇1. disease _________2.career ________3. death rate _________4.emergency ___________5. medical___________6.generation_________7.place_________8.gentle nature _________C. 重点短语1.坚持,继续___________________2.碰巧_______________________3.偶遇______________________4.吸引某人注意_______________5.使摆脱,免受_________________6.为…设计_______________________7.在农村________________________8.某人突然想起…________________9.迫不及待做…___________________10.为…作准备____________________D. 重点句子(见《同步练习册》P100 右侧上头重点句子)II.【课文理解】Fill in the blanks according to the text.注意所给词的形式变化。
(B4U1)Grammar教学设计
必修四第一章（单元）第六节课标要求教学设计编写人张颖教学过程设计板书设计教学反思Teaching planUnit1 Women of achievementPeriod 6 GrammarTeaching goals1. Target languagea. 重点词语achievement，inspire，worthwhile，observe，institute，respect，condition，argue，entertainmentb. 重点句子2. Ability goalsa. Enlarge vocabulary by learning word-formation.b. Learn to use Subject-verb agreement correctly.3. Learning ability goalsTeach Ss how to enlarge vocabulary by word-formation and how to use subject-verb agreement. Teaching important pointsa. Noun Suffix in word-formation.b. Subject-verb agreement of collective nouns.Teaching difficult pointsEnable students to use collective nouns correctly, by understanding their meanings in certain situations.Teaching methodsLet students do the exercises, and then collect their answers. Ask them to conclude the rules and then give them some explanation.Teaching aidsA projector.Teaching procedures语法详解：所谓主谓一致是指主语和谓语动词之间,即主语的人称和单复数形式决定着谓语动词对应的形式。
B4U1P1
Unit 1 Women of achievementPart 1 Teaching Design第一部分教学设计Section 1 A sample lesson plan for reading(A PROTECTOR OF AFRICAN WILDLIFE) IntroductionIn this period, after the warming up, students will first be guided to talk and share. Coming next are such steps as Listening and reading aloud，Reading and underlining，Reading to identify the topic sentence of each paragraph，Reading to complete the table，Reading to decide on the type of writing and summary of the text，Reading the text to make a diagram of it and Retelling the text in your own words. The period can be closed down by students having a discussion.ObjectivesTo help students understand the text‟s forms and contents and learn a bout women of achievement To help students communicate on the topic in focus with the words, expressions and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming upWarming up by describingGood morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I‟d like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?Warming up by discussingHi, every one. How did you spend your winter vacation? Did you read anybooks? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of thesewomen do you think is a great woman? And may I have your reasons for yourchoice?Warming up by reading aloud and translatingNice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one to see how you‟ve understand these women. Zhao Ya nfei, would you try reading aloud and translating the first caption?Well done! Next let‟s have Ju Xiaohong do the second one.2. Pre-reading by looking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.3. Talking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.4. Listening and reading aloudReading aloud to the recording of the text improves our literacy skills -- reading, writing, speaking, and listening. Now please listen and then read the text aloud. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.5. Reading and underliningA really useful way to help us with our listening is to become aware of …thought groups‟ .When we speak, we need to divide speech up into small …chunks‟ to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English, we use pauses and low pitch to mark the end of thought groups.Next you are to read the text, dividing the text into thought groups and circling all the useful expressions or collocations in the passage. Copy them into your notebook after school as homework.6. Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.7. Reading and transferring informationRead the text again to complete the table, which list what Jane does to protect African wildlife.8. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences aredifficult to understand. Now put your questions concerning the difficultpoints to me.9. Going over the text once again for the type of writing and summary of the textDetermining the type of writing will help you determine the author ‟s topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject - supportive, condemning, objective, etc.)10. Reading the text to make a diagram11. Retelling the text with the help of the diagramA possible versionWe set out at 5:45 am to visit the chimps in Gombe national Park. We watched a family of chimps wake up in the morning and followed them wandering into the forest. Jane had been there observing and recording chimps‟ daily activities. For 40 years, she had been helping the world to understand and respect the life of these animals. Jane is indeed a woman of achievement and a good example for us all.12. Closing downClosing down by having a discussionDo you agree with Jane‟s ideas? Why or why not?What do you think is the best way to protect wildlife?Closing down by retelling the story of Jane GoodallI shall write some key words and expressions on the blackboard. You are to retell the story of Jane Goodall according to these words.。
B4U1-21世纪大学英语四册1单元教案
教学目标：1. 让学生掌握本单元生词和短语；2. 培养学生阅读理解能力，提高阅读速度；3. 培养学生听说能力，提高口语表达能力；4. 培养学生批判性思维能力，学会从不同角度分析问题。
教学重点：1. 生词和短语；2. 阅读理解；3. 口语表达。
教学难点：1. 生词和短语的理解和应用；2. 阅读理解中的推理和判断；3. 口语表达中的语法和词汇运用。
教学过程：一、导入1. 引导学生回顾上节课所学内容；2. 通过提问，激发学生对本节课的兴趣。
二、课文讲解1. 介绍课文背景，让学生了解作者和文章主题；2. 分段讲解课文，讲解过程中注意生词和短语；3. 引导学生分析课文中的语法和结构；4. 针对课文中的难点进行讲解，如推理、判断等。
三、阅读理解1. 学生阅读课文，完成课后练习题；2. 教师讲解练习题，引导学生分析答案；3. 对课文中的重点段落进行深入讲解，帮助学生理解文章主旨。
四、口语表达1. 学生进行小组讨论，围绕课文主题展开；2. 学生代表小组进行发言，锻炼口语表达能力；3. 教师对学生的发言进行点评，指出优点和不足。
五、总结1. 总结本节课所学内容，强调重点和难点；2. 布置课后作业，巩固所学知识。
教学反思：1. 本节课通过讲解课文、阅读理解、口语表达等环节，让学生全面掌握本单元的知识点；2. 在讲解过程中，注重启发学生思考，提高学生的批判性思维能力；3. 通过小组讨论和口语表达，锻炼学生的口语表达能力；4. 在课后作业的布置上，注重巩固所学知识，提高学生的实际应用能力。
教学评价：1. 学生对本节课的学习兴趣浓厚，积极参与课堂活动；2. 学生能够较好地掌握本单元的生词和短语；3. 学生的阅读理解能力和口语表达能力有所提高；4. 学生在课后能够主动复习所学知识，巩固学习成果。
B4U1,21世纪大学英语四册1单元教案PPT精选文档
UnitБайду номын сангаас1 Habits
Time
Contents
Plan
C. Plays the first dialogue once (or twice if necessary) and, as a way to explore the main
idea, asks the students to decide whether the five statements are true or false;
Unit 1 Habits
I. Objectives II. Suggested Teaching Plan III. Background Information IV. Class Presentation
Unit 1 Habits
Part I Listening Part II Reading Part III Speaking Part IV Translation & Writing Part V Time to Relax Video Exercises
Unit 1 Habits
I. Objectives
B4U1_21世纪大学英语四册1单元教案
教学目标：1. 理解文章的主旨大意，了解伟人成长背后的原因。
2. 掌握本单元的生词和短语。
3. 培养学生阅读理解和写作能力。
4. 培养学生思考问题、分析问题的能力。
教学重点：1. 理解文章的主旨大意。
2. 掌握本单元的生词和短语。
3. 培养学生的阅读理解能力。
教学难点：1. 理解文章中的一些复杂句子和短语。
2. 培养学生的写作能力。
教学过程：一、导入1. 利用多媒体展示伟人的图片，引导学生思考：什么是伟人？伟人有哪些特点？2. 提问：伟人的成长过程中有哪些因素？二、课文讲解1. 学生自读课文，了解文章的大意。
2. 教师引导学生分析文章的主旨大意，探讨伟人成长背后的原因。
3. 解释文章中的重点生词和短语，如：spectacular、uncompromising等。
三、课堂练习1. 学生分组讨论：伟人成长的背后有哪些因素？哪些因素是主要的？2. 学生根据讨论结果，写出自己的观点，并分享给其他同学。
四、写作练习1. 教师给出一个与伟人相关的主题，如：“我心中的伟人”。
2. 学生根据主题，写一篇短文，表达自己对伟人的理解和看法。
五、课堂总结1. 教师总结本节课的学习内容，强调伟人成长背后的原因。
2. 学生分享自己的写作心得，教师给予点评和指导。
六、课后作业1. 复习本节课学习的生词和短语。
2. 阅读课外资料，了解更多伟人的故事。
教学反思：本节课通过引导学生思考伟人成长背后的原因，让学生了解伟人的特点。
在讲解过程中，教师注重培养学生的阅读理解能力和写作能力，提高学生的综合素质。
在今后的教学中，教师应继续关注学生的个体差异，因材施教，激发学生的学习兴趣，提高教学效果。
新标准大学英语4B4U1教案
新标准⼤学英语4B4U1教案Unit 1 Nine to FiveSection 1 Lead-in1.Video and QuestionsWatch the video and answer the questions.Clip One.1). Why is the girl, Ryden Malby, screaming in the end?Clip Two.1). What does Ryden respond to the question “What are you up to” at the party?2). What does she say about her situation?Clip Three.1). Watch the clip to see if there is any difference between the three fathers? attitudes andbehaviors? Which one do you prefer?2.Discussion1) What is the first problem facing the students leaving university?2) How do you think they will react if they can?t find a job?3) What do you think their parents will do if they can?t find a job?3. Listening in1). Listen to the recording and fill in the blanks with the words you hear.This is an article by an Education Correspondent, Alexandra Blair, published in September 2008 in The Times, a long-established British quality newspaper. For many graduates finding a job became harder in 2008 and 2009 because of the economic downturn – then a recession (萎缩). After their final exams, some student?s rested in the summer before looking for jobs and then found that it was difficult to find employment in their field or at the level they wanted. The article addresses the problem of such new graduates who might be stuck at home. The style is partly of a report, but also of a humorous comment for light entertainment.2). Listen to the passage and answer the questions.① Why are there more graduates looking for jobs?Because universities in Europe, particularly in Britain, have expanded greatly in the last fifteen years.② Why did the competitive situation of job market become even worse in 2008?Because of the credit crunch and economic depression that year.③ What is the advice the author gives to the students?Active to seek a job, they need to fill in many application forms and try to get job interviews: they won?t find employment by lying on the sofa at home.Listening Script:Universities in Europe, especially in Britain, have expanded greatly in the last fifteen years, so there are more graduates looking for jobs. This competitive situation became a lot worse in 2008 onwards with the credit crunch and economicSection 2 Passage Learning1.Background informationCultural Note: Honors Degree1)Most people get a second.2)Traditionally, in the British university system, BA (⽂学学⼠) and BS (理学学⼠) areawarded in different categories: a first class degree (I), a second (IIi or IIii called “a two one”and “a two two”), a third (written III) and a pass degree.3)There are also ordinary degrees with more general courses of study without these categories.Key: 2,1,3Generation Y and Grunt1). Work in pairs and answer the question. How to name the generations and characterize them?2). Why is Generation Y is also called Generation Grunt?Complete the passage with the words in the box.express children available experienceIt is an ironic name referring to repetitive, low status, routine or mindless work – this may be the only work available to some graduates, who may have to take very ordinary jobs to get experience . “Grunt” also refers to coarse behavior or bad manners and to the deep sound that is made by a pig. When people “grunt” they express disgust but do not communicate with words –this may be how the parents of new graduates think their children communicate with them!2.Text organizationGeneral structure:Problems after graduation↓Advice for dealing with the problemsDetailed structure:↓viewpoints↗↗↖↖parents(Paras 1-2) author(Para 3) graduates (Paras 4-6) mother(Paras 7-9)Psychotherapist →← author(Para 16)(Paras 10-15)↓↓Parents? balance:positive → not making More exampleslife too comfortable↓Better for fathersto help boys after a job setback.↓It?s a good idea toget some jobs like bar work, shelf-stacking./doc/e3407ec851e79b896802268d.html rmation analysisWork in pairs. Look at the sentences and discuss the implied meanings unsaid.1）“Will he ever get a job?” Who is asking this question? What mood does it express?The parents are asking the question.The mood seems to express patience or resignation because the word “ever” suggests that gettinga job will take a long time.2）Who describes Generation Y as “rebels without a cause”? Is it a fair description?This is th e writer?s description to indicate that this generation is rebelling against parents or society, but they have nothing particular to rebel against.This does not seem very fair because the students are trying to find work –it is just that they don?t like their parents nagging them.3）[Jack] “walked into the university careers service and straight back out again”.What does this suggest about Jack?s character?It suggests that Jack is not very determined. As soon as he saw the queue he left without waiting and without trying to ask about jobs or careers.4）Jack spent the summer “hiding”.Hiding from what? Why are quotation marks used?5）How is Mrs. Goodwin?s point of view affected by her own personal experience?In one way her experience hasn?t affected her attitude. She left school and went immediately to a job (without going to university) and has been working full-time since then and yet she is sympathetic and takes a soft line.6）How is Lindenfield?s point of view affected by her own personal experiences?Her personal experience was that she worked in a bar before finding her first proper job as an aerial photographic assistant. So she says such work is a great networking opportunity. If new graduates are good at such work and bright, cheerful and polite, they will soon be promoted. Her personal experience thus reflects – or perhaps has created – her point of view.7）What would the first two paragraphs have focused on if they had been presented from the point of view of the students rather than the parents?The first two paragraphs would have focused on the need for the new graduates to rest for a bit after their hard studies. It is OK for students to relax with the TV or to socialize with friends for a while, then they can start a serious search for employment after that.4.Theme Discussion1）Do you think the Goodwins are good parents?Yes. If they take a hard line with Jack, it will just make him angry: He has already tried to find work and he needs rest and sympathy now. His parents are letting him go to South America.But after that he will have to make a more seriou s effort and he?ll need to contribute to the household budget, which means he must find work then. So the soft line is the best approach.No, their soft line is not good enough. They should insist that he make more effort and they should actively help him to find work, even a temporary job. Their soft approach just encourages him to delay and by the time he comes back from his holiday all the likely jobs will have been taken. So they are not really helping at all. How can they let him take a three week holiday abroad when he hasn?t got a job to come back.2）Which advice Lindenfield gives to parents do you agree with (if any), and why?I agree with her advice that parents should strike the right balance between being positive andunderstanding without making life too comfortable, otherwise students will not look for a job.Her advice about working in a bar or supermarket seems sensible too, because one job can lead to another.3 ）Is Jack?s point of view that he doesn?t want to do temporary bar work justifia ble?No. He thinks that kind of work is a dead-end job and not suitable for him. But he?s wrong because he has the wrong attitude toward work. A new graduate may expect to start at the bottom: That?s OK while you get experience. If you have a good attitude and work well, you will soon be promoted or you can find a much better job later. He?s unrealistic, I think.4）Do you agree that men can give boys better advice than women when they are stuck in setbacks?Why / Why not?Yes. Men will understand the male point of view better and conversely women will understand a female point of view better. So each gender will give the best advice to someone of their own gender.No, to understand setbacks in the search for work is not a gender issue. I think anyone who knows the situation can give good advice, whether they are male or female.5）Do you think the passage is a fair overview of the problem of graduate unemployment?No, because there is no mention of those who persistently apply for many jobs but don?t get interviews or offers of employment. The article seems to suggest that new graduates sit around at home, but I know many people who really search hard for work. Some find it, some don?t. It?s easy to say that this is a matter of luck, it is a matter of having a positive attitude and being flexible about the first job – you can always change your field of work later.This text is a newspaper article with individual examples of job searching and problems after graduation. The problems are examined from different people?s viewpoints: parents? attitudes towards their jobless children, students? quote about looking for jobs, psychologists? summery of the viewpoints of parents and advi ce for dealing with the problems, and the author?s own comments. In the end the author concludes that if the graduates cannot find an ideal job, they can take a temporary one.6．Language pointsDifficult sentences1.Those memories of forking out thousands of pounds a year so that he could eat well and go to theodd party, began to fade. (Para 1)2. I passed the exams, but at the interviews they accused me of being …too detached? and talking inlanguage that was …too technocratic?, which I didn?t think possible, but obviously it is. (Para 5)3. I went to a comprehensive and I worked my backside off to go to the good university, … (Para 6)4. Carry on life as normal and don?t allow them to abuse your bank account or sap your reserve ofemotional energy. (Para 11)5. After that the son or daughter needs to be nudged firmly back into the saddle. (Para 12)Words to note:1. revert2. comprehensive3. proceed4. transitionPhrases:1. in the same boat2. come full circle3. take a soft/hard line4. strike the right noteUseful expressions:Section 3 ExercisesInstructionsCompulsory Work:1. Learn all the new words and expressions of this unit (V ocabulary Handbook).2. Complete Ex. 3-7 on P5-6. (Ex. 3-4 should be finished when students preview the text.)3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Read the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Compulsory Work:3. Read the passage in “Active reading (2)” after class and finish Ex. 4-7 on P9.4. Rea d the passage in “Reading across cultures” after class and finish Ex. 1 on P14.5. Finish “Language in Use” on P12-13.Keys – Active reading (1) (P4)Reading and understanding2. Choose the best answer to the questions.1. c2. b3. a4. c5. c6. dDealing with unfamiliar words: 31. proceed2. transition3. detached4. upcoming5. slump6. revert7. recountDealing with unfamiliar words: 41. transition2. slumped3. proceed4. recounting5. detached6. upcoming7. revertDealing with unfamiliar words: 51. comprehensive2. cop3. aerial4. clutchedDealing with unfamiliar words: 61. b2. a3. a4. a5. bDealing with unfamiliar words: 71. b2. b3. a4. a5. a6. a7. a8. aKeys – Active reading (2) (P9) Reading and understanding 2. Choose the best answer to the questions.1. a2. d3. a4. b5. c6. cDealing with unfamiliar words: 41. amusing2. fortunately3. loan4. deduct5. highlight6. sympathize7. demandingDealing with unfamiliar words: 51. sympathize5. amusing6. highlight7. deductedDealing with unfamiliar words: 61. belongings2. dropouts3. gamble4. exceeded5. odds6. thriving7. honestyDealing with unfamiliar words: 71. b2. b3. a4. a5. b6. a7. a8. a9. aKeys – Language in use (P12)1. word formation: compound nounsLook at the sentences from the passage Looking for a job after university? First, get off the sofa.… proudly clutched his honors degree for his graduation photo.I don't want to do bar work.Paying for career consultations, train fares to interviews or books …It's a great antidote to graduate apathy.Now write the compound nouns which mean:1) a degree which is awarded a first classa first-class degree2) work in a hospital4) a discount for studentsa student discount5) a pass which allows you to travel on busesa bus pass6) a room where an interview is heldan interview room7 ) a period spent in traininga training period2. word formation: noun phrasesLook at the sentences from the passage Looking for a job after university? First, get off the sofa . … most in these financially testing times have no idea what to do next.Now write the noun phrases which mean:1) a career which is rewarding from the financial point of viewa financially rewarding career2)legislation which has been introduced recentlyrecently introduced legislation3)instructions which are more complex than usualunusually complex instructions4)an institution which is orientated towards academican academically orientated institution5)work which makes physical demands on youphysically demanding work6 ) information which has the potential to be importantpotentially important information7）candidates who have been selected after a careful procedurecarefully selected candidates8）a coursebook in which everything has been planned beautifullya beautifully planned course book3. try as … mightLook at the sentence.I try very hard to stay cheerful, but all I ever get is hassle.You can rewrite it like this:Try as I might to stay cheerful, all I ever get is hassle.Try as I might to fill this last page, I just can?t think of anything.2）I try to be friendly with Marta, but she doesn?t seem to respond.Try as I might to be friendly with Marta, she doesn?t seem to respond.3）I try hard to get to sleep, but I can?t help thinking about my family.Try as I might to get to sleep, I can?t help thin king about my family.4）He just doesn?t seem to get the promotion he deserves, even though he keeps trying.Keep trying as he might, he just doesn?t seem to get the promotion he deserves. / Keep trying as he might to get the promotion he deserves, he just doesn?t seem to get it.5）I keep trying to remember her name, but my mind is a blank.Keep trying as I might to remember her name, my mind is a blank.4. given that …Look at the sentence.Since I had a good degree, I thought I?d like to go on to get my master?s.You can rewrite it like this:Given that I had got a good degree, I thought I’d like to go on to get my master’s.Now rewrite the sentences using given that ....1）Since I know several languages, I thought I would look for work abroad.Given that I know several languages, I thought I would look for work abroad.2）Xiao Li has the best qualifications, so she should get the job.Given that Xiao Li has the best qualifications, she should get the job.3) Since we?re all here, I think it would be a good idea to get down to some work.Given that we?re all here, I think it would be a good idea to get down to some work.4) Since it?s rather late, I think we should leave this last task until tomorrow.Given that it?s rather l ate, I think we should leave this last task until tomorrow.5. clauses introduced by thanLook at the sentences from the passage Looking for a job after university? First, get off the sofa.He … has seen more daytime television than is healthy.Lindenfield believes that men are often better at helping their sons, nephews, or friends? sons than are mothers and sisters. Now rewrite the sentences using clauses introduced by than.1)She?s experienced at giving advice. I?m more experienced.I?m more experienced at giving advice than is she.2）You eat too much chocolate. It isn?t good for you.You eat too more chocolate than is good for you.3）She worked very hard. Most part-timers don?t work so hard.You have arrived late too more times than is acceptable.5）I don?t think you should have given so much personal information. It isn?t wise.I think you have given more personal information than is wise.6. collocationsRead the explanations of the words. Answer the questions.1）highlight A highlight is the most exciting, impressive, or interesting part of an event.(a) What would you like to be the highlight of your career?I would like the highlight of my student career to be to receive a national award for the beststudent research project.(b) How can you highlight an important sentence in a text?You can underline it with a pencil or pen or you can use highlighters.(c) What are the edited highlights of a football match?The highlights are when someone scores a goal or prevents from being scored.2）loan A loan is an amount of money someone borrows from someone else.(a) Have you ever taken out a loan?No, I haven?t. But my parents have taken out several loans to buy houses.(b) What is the best way to pay off a loan?The best way is to pay a loan off quickly, although you will still have to pay some interest.(c) If you have a library book on loan, what do you have to do with it?You have to return it before the date it is due, otherwise you may have to pay a fine.3）thrive To thrive means to be very successful, happy or healthy.(a) What sort of business thrives best in your part of the country?In my part of the country, light industries and electronics companies thrive best.(b) Which sort of plants thrive in a hot climate?In a hot climate you can see tropical plants and trees thrive.(c) Why do you think some couples thrive on conflict?It is difficult to understand why some couples thrive on conflict. Maybe each one wants to compete with the other, or maybe they enjoy “kissing and making up” after the conflict.7. Translate the paragraphs into Chinese.If you ask me, real life is not all it?s cracked up to be. Twelve years at school and three years at university, teachers banging on about opportunities in the big wide world beyond our sheltered life as students, and what do I find?依我看，现实⽣活并没有⼈们想象的那么好。
B4u1单词
必修4 Unit 1
1. n.成就；功绩
2. n.福利；福利事业
3. n.项目；工程；规划
4. n. 学会；学院；协会
5. n.专家；专业工作者
6. n. 连接；关系
7. n. 运动；战役
vi. 作战；参加运动
8. n. 组织；机构；团体
9. vt. & vi.举动；（举止或行为）表现
10. n. 荫；阴凉处
11. 离开；起程；出发
12. adj. 值得的；值得做的
13. n. 巢；窝
14. vt. 观察；观测；遵守
15.childhood n.
16.outspoken adj.
17. vt. & n. 尊敬；尊重；敬意
18. vt. & vi. 讨论；辩论；争论19. n. 争论；争辩；争吵
20. 过着……的生活
21. vt. 鼓舞；激发；启示
22. n. & vt. 支持；拥护
23. 查阅；参考；谈到
24. n. 观众；听众；读者
25. 碰巧；凑巧
26. （偶然）遇见；碰见
27. vt. 计划；打算
28. n. 突发事件；紧急情况
29. n. 一代；一辈
30. n. 仁慈；好意
31. adj. 考虑周到的
32. vt. 递送；生（小孩儿）；接生；发表（演说等）
33. 继续；坚持
34. adj. 谦虚的；谦让的；适度的。
B4U1教案
东北师大附中朝阳学校高中教案编号：教师：课题Unit 1 Women of achievement 课型日期教学目标1．Target languagea. Key wordsachieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. Key sentencesWatching a family of chimps wake up is our first activity of the day.Everybody sits and waits while the animals in the group begin to wake up and move.But the evening makes it all worthwhile.... we see them go to sleep together in their nest for the night.Only after her mother came to help her for the first few months was she allowed to begin her project.For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.2．Ability goalsa. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like 3．Learning ability goalsTeach Ss how to describe a person.教材分析The topic of this unit is “Women of achievement”. It shows the achievement and contributions of six great women in different countries in different times, as well as the problems that they had to overcome. It tells students the importance of respecting and protecting the wildlife. More importantly, it helps the students learns the role that women play in the society and build up their confidence, responsibility and right views of society and gender. It encourages the student to think about their own future plans and how to achieve them. Students should learn to use some adjectives to describe a great person and understand the reading passage. They should also be required to retell the text in their own words. The class aims to develop students different reading abilities and self-confidence, and encourage them to learn from the great women.学情分析At present, nearly half of the students are girl students. Most of them study hard but don’t have high ambition. This article will help them to develop their self-confidence, making them learn from the great women. Meanwhile ,the boy students will also learn to respect the women too.教学重a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy that made her successful. If everyone hadWe all know these meanings of "agree," but when we talk aboutsubject-verb agreement, we're talking about something different: matching subjects and verbs according to number. That is, when you have a singular subject, you have to match it with a singular verb form: The boy plays. When you have a plural subject, you must have a plural verb form: The boys play.In short, simple sentences, you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong , it just sounds funny. However, there are four potential problem spots that you need to watch carefully:stuff in between the subject and verbreversed sentence order"-body," "-one," and "-thing" words"who," "which," and "that"Stuff in between subjects and verbsThe stuff here is usually a prepositional phrase that separates the subject from the verb. Remember how we crossed out prepositional phrases in order to find the subject? Do the same thing if you're having problems with agreement. Now, thinking about that, look at the following sentence and decide what's wrong with it:The dishes in the kitchen is dirty.Good guess! The subject and the verb don't agree. What's the probable cause for the problem? Kitchen (a singular noun) is right in front of is (a singular verb). If kitchen were the subject, that would be okay. But, it's not. Cross out the prepositional phrase and you're left with:The dishes in the kitchen is dirty."The dishes . . . is dirty?" Sounds wrong, doesn't it? The subject is plural, butthe verb is singular. They don't agree. The correct version is:The dishes in the kitchen are dirty.Once you know how to look for this problem, it shouldn't be too hard to get rid of it when you proofread your paper.Reversed sentence orderThe normal pattern for English sentences is subject-verb. However, there are a few situations where this order is reversed (like this sentence): There are snacks on the laundry-room table.Where are they?On the table are the goodies!See how the subject comes after the verb in each of these? If you can remember how to locate subjects and verbs, you shouldn't blunder into mistakes when writing reversed-order sentences."-body," "-one," and "-thing" wordsThe correct term for these words is indefinite pronouns, but if you remember them as "-body," "-one," and "-thing" words, you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody, everyone, anyone, anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:Everyone is going on a picnic.Each of the boys is taking his own lunch.If anyone drops something to eat, I'll grab it before he can pick it up.You shouldn't have problems with these if you simply memorize the endings of words that are always singular.NOTE: We said that either and neither are always singular; however, if you have two subjects in an “either . . . or” or “neither . . . nor”construction,getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:Either the mailman or the construction workers are causing Peggy to bark like crazy.Neither the dogs down the street nor the one next door pays any attention. Compare this with the following:Either the construction workers or the mailman is causing Peggy to bark like crazy.Neither the one next door nor the dogs down the street pay any attention. Agreement, in this case, depends on the placement of the subject. "Who," "which," and "that"Remember dependent clauses? They have a subject and a verb, but they can't stand alone. That's what we're dealing with here, but with a little something extra. Now we've got to consider pronouns. A pronoun is a word that takes the place of a noun that comes before it, usually in the same clause or one very close to it.Peggy is a troublemaker. She bites my ears and steals my food. "Who," "which," and "that" are pronouns. When they take the place of a singular noun, they are singular; when they take the place of a plural noun, they are plural. This is important to remember when they are the subject of a clause. Compare the following sentences:Big Dog is one of those animals who are very intelligent.Big Dog is an animal who is very intelligent.In both, who is the subject of a dependent clause. In number 1, it takes the place of animals (a plural form). That's why "are" is the correct verb choice. In number 2, who takes the place of animal (a singular form), and that's why "is" is correct.has)9. Some of the grain __________ to be contaminated. (appear, appears)10. Three-quarters of the students __________ against the tuition hike. (is, are)11. Three-quarters of the student body __________ against the tuition hike. (is, are)12. A high percentage of the population _________ voting for the new school. (is, are)13. A high percentage of the people _________ voting for the new school. (was, were)Period 5-6 Using languageI. Warming upRead aloud to warm up: Let’s warm up by reading aloud to the recording ofthe text WHY NOT CARRY ON HER GOOD WORK.林巧稚----- 中国医学圣母II. Guided readingReading and translatingRead the text WHY NOT CARRY ON HER GOOD WORK and translate it intoChinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1,please. ….Reading and underliningNext you are to read and underline all the useful expressions or collocationsin the passage. Copy them to your notebook after class as homework. Collocations from WHY NOT CARRY ON HER GOOD WORKsit down at the computer, do some res earch on…, enjoy English, choose…to stu university, show information on the screen, be busy in one’s career, travel abroa study, catch the eyes, cut the death rate, have and care for a baby, follow rules,Acting a text playTurn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.IV. Closing downClosing down by filling a formMake use of the text and others to fill in form.Lin Qiaozhi’s life historytime place eventClosing down by describing a personTo end this period, I am going to have two of you stand up to describe to the class a person whom he admires. Who likes to speak first?Period 7 Exercise教学反思反思之一：抓住时机渗透德育随着国际互联网的普及，人类彼此间的交往越来越方便，越来越频繁。
B4U1ALet'slearn课中
I love my school！
School is our home! Let’s make our school more beautiful! 学校是我家！爱护校园，从我做起！
I love my school！
I can read
first floor
Word bank: like very dog big bird bed computer
Summary
school
classroom
classroom second floor
classroom
classroom first floor
Wlibhraerrye is the ... ? teachers’ It’s on the ... office
2. Be able to read: library,
teachers’ office, first floor, second floor.
学习目标：
1. 我能听懂。
2. 我会读：
library, teachers’ office, first floor, second floor。
Where did Beep Beep go?
Word bank: like very dog big bird bed computer
I can read
teachers’ office
Word bank: like very dog big bird bed computer
I can read
Where is the teachers’ office? It’s on the first floor.
school
I can read
新视野B4U1
新视野B4U1新视野B4U1，是《新视野大学英语》教材中的一单元，主要涵盖了与科技和创新相关的话题。
本文将从技术创新、数字化生活、人工智能以及科技对社会的影响等方面进行论述。
一、技术创新技术创新是推动社会进步的重要力量。
随着科学技术的飞速发展，我们已经进入了一个高度信息化的时代。
从手机到互联网，从智能家居到无人驾驶，各个领域都在不断涌现出新的科技产品和技术应用。
这些创新不仅方便了我们的生活，也带来了巨大的经济效益。
二、数字化生活数字化生活正在深刻改变着我们的生活方式。
我们可以通过互联网购物、在线学习、远程办公等方式，在家就能解决很多问题，大大提高了我们的生活效率。
同时，数字化生活也给我们带来了新的挑战，比如网络安全问题、信息泄露等。
因此，我们要学会合理利用科技，保护好个人隐私和信息安全。
三、人工智能人工智能是当前科技领域的热门话题之一。
人工智能技术的发展给我们带来了诸多机遇和挑战。
无人驾驶、人机对战、机器翻译等领域的应用正在不断拓展。
人工智能的发展还引发了一系列的讨论，比如人工智能是否会取代人类工作、对社会造成的影响等。
我们需要深入探讨人工智能的发展方向，积极应对人工智能对劳动力市场的冲击。
四、科技对社会的影响科技的发展对社会产生了广泛的影响。
例如，在医疗领域，科技的进步使得诊断更加准确，治疗更加精细化。
在教育领域，科技的应用为学生提供了更多的学习资源和机会。
而在交通运输领域，科技的进步实现了快速、便捷、安全的出行方式。
然而，科技的进步也带来了一些问题，比如数字鸿沟、环境污染等。
我们应该在享受科技便利的同时，积极探索解决这些问题的途径。
总结：新视野B4U1主要涉及了技术创新、数字化生活、人工智能以及科技对社会的影响等内容。
随着科技的不断发展，我们将迎来更多的机遇和挑战。
我们应该始终保持学习和创新的态度，积极应对科技发展的影响，推动社会的进步与发展。
以上是关于新视野B4U1的文章，希望能够满足您的要求。
课时21988选必B4U1-Listening-选必B4U1-Listening
Using language听说板块教学设计
主题语境
人与社会——抉择与社交
语篇类型
人物对话
授课时长
一课时（每课时40分钟）
文本分析
综合语言运用部分的话题为“选择与决定”，首先通过一段对话呈现与人生选择相关的表达，接下来听说部分为一段求职面试的录音，这部分是单元话题下的语法、词汇和听说结合的综合活动，帮助学生深度聚焦语言的意义和功能，进行真实语境下思考和交际运用，全方位提升综合语言运用能力。
学情分析
本课授课对象为深圳市高二年级学生，学生英语基础良好，有较好的听说和解读文本的能力，并且对本章节话题“选择与决定”有一定的了解和体会，能够正确提取信息、处理信息，表达自己的观点。但由于这是一节线上课，同伴或小组讨论互动环节不方便充分展开，所以对交际互动方面有一定影响。
教学目标
1.引导学生在实际语境中复习巩固、灵活运用动词的常见时态形式；
2.T asksSs to underline the verbs (in different tenses) and pay attention to the expressions in bold.
引出话题，激活学生已有的关于解决问题的认知和经验；
复习时态
6’
Step3
1.TasksSs to answer the three questions on the book.
3. Tchecks the answers and asksSs to checkthem.
关注并积累实用表达方式，并学以致用
7’
Step5
1. T asksSs to read the passage in activity 7 and answer the 3 questions below the passage.
新视野B4U1ppt课件
Unit 1 Section A Love and logic: The story of a fallacy
.
Objectives
1
use the key language to talk about logic of discourse
2 apply the reading skill – skimming
.
Warming-up Activities
T 6. A fruit basket contains more apples than There are more lemons in the basket than oranges. Therefore, the basket contains more apples than oranges.
.
Warming-up Activities
F 1. All odd numbers are integers (整数). All even numbers are integers. Therefore, all odd numbers are even numbers.
T 2. There are no dancers that aren’t slim and no singers that aren’t dancers. Therefore, all singers are slim.
B4U1-Activate
Discussing
T
Look at the following chart and discriptions about leisure activities in T UK, and report the information to your classmates.
visit a public house 酒馆 meal in a restaurant library cinema historic building short break holiday
T
Sample
TASK ONE
Hiking
Bowling
Biking
Lifting weights
Camping
Fishing
T
Swimming
Group dancing
Climbing
Travelling
Playing chess
Practicing Taichi
Playing golf
Practicing calligraphy
Gardening
Playing balபைடு நூலகம் games
Skating
TASK ONE
Please list the things your families do for fun indoors and outdoors.
T
Indoor activities in China
❖ Watching TV－60% ❖ Playing mah-jong－25％ ❖ Visiting friends and family
Leisure Activities
PART 1 Activate
Brainstorming
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高考备考系列之——单元关键词句必背Book 4 Unit 1 Women of Achievement1.human being 人类(p998)eg.*Her research showed the connections between chimps and human beings.她的研究显示了黑猩猩和人类的联系。
That is no way to treat another human being.那绝不是对待他人的方式。
∆2.behave vt.&vi. 举动；(举止或行为)表现(p165)eg.*Jane has studied these families of chimps for many years and helped people understand how much they behave like humans.简研究这些黑猩猩家族已经很多年了，她帮助人们了解了黑猩猩跟人类的行为是多么的相似。
I want you to behave yourselves while I’m away. （vt.）我不在时你们要乖乖的。
They behaved very badly towards their guests. （vi.）他们对客人们很不礼貌。
→behaviour (BrE) 【behavior (AmE) 】n.行为；举止；态度；活动方式His behaviour towards her was becoming more and more aggressive.他对待她的态度越来越蛮横。
3.shade n.荫；阴凉处vt 遮住光线(p1829)eg.*Everybody sits and waits in the shade of the trees while the family begins to wake up and move.（n.）大家坐在树荫下等待着，这个时候猩猩们睡醒了，准备离开。
She shaded her eyes against the sun. （vt.）她遮住眼睛避免阳光直射。
→shadow n.阴影vt.投下阴影The children were having fun,chasing each other’s shadows. （n.）孩子们追逐着彼此的影子，玩得很开心。
The bay was shadowed by magnificent cliffs.（vt.）巍峨的悬崖把海湾笼罩在阴影里。
4.move off 离开；起程；出发（P1312）eg.*Everybody sits and waits in the shade of the trees while the family begins to wake up and move off.大家坐在树荫下等待着，这个时候猩猩们睡醒了，准备离开。
→set off 出发；起程；使（炸弹）爆炸（P1823）We set off for London just after ten.刚过十点，我们就动身上伦敦去了。
∆5.observe vt. 观察；关系；结合；纽带(p1374)eg.*She spent years observing and recording their daily activities.她花了多年的时间来观察并记录黑猩猩的日常活动。
They observed how the parts of the machine fitted together.他们观察了机器零件的组装过程。
→observant adj.善于观察的；观察力敏锐的Observant walkers may see red deer along this stretch of the road.观察敏锐的步行者可能在这一段路看到赤鹿。
→observation n.观察;观测；监视Most information was collected by direct observation of the the animals’ behaviour.大部分信息都是通过直接观察动物的行为收集到的。
→observer n. 观察者；观测者；目击者To the casual observer, the system appears confusing.乍看起来，这个系统好像条理不清。
6.respect vt. & n. 尊敬；尊重；敬意（p1699）eg .*For forty years Jane Goodall has outspoken about making the rest of the world understand and respect the life of these animals.40年来，简·古道尔一直在呼吁世人了解并尊重这些动物的生活。
I have the greatest respect for your brother. （n.）我非常尊敬你的哥哥。
I respect Jack’s opinion on most subjects.（vt.）在大多数事情上，我尊重杰克的意见。
→respectable adj.体面的；得体的；值得尊敬的Go and make yourself look respectable. 去把自己弄得体面点儿。
→respectful adj. 尊敬的；表示敬意的（be ～ to sb）He listened respectfully.他恭敬地听着。
I am respectful to him because he is a respectable man.我尊敬他是因为他是一位值得尊敬的人。
7.argue vt &vi. 讨论；辩论；争论（~with sb about/over sth ~for/against doing sth）（p88）eg.*She has argued that wild animals should be left in the wild and not used for environment ofadvertisements.她主张应该让野生动物留在野外生活，而不能用于娱乐或广告。
He was too tired to argue the point. （vt.）他太累了，不想讨论这个问题。
They argued for the right to strike. （vi.）他们据理力争罢工的权利。
We are always arguing with each other about money. （vi.）我们总是为了钱争论。
→argument n. 争论；争辩；辩论They had an argument with the waiter about the bill. 我们和服务员就账单发生了争吵。
8.lead a …life 过着…….的生活( lead-led-led vt.&vi. 带领；引领)（p1146）eg.* She is leading a busy life but she says;“Once I stop, It all comes crowding in and I remember the chimps in laboratories.”她过着忙忙碌碌的生活但是她说：“我一旦停下来，所有的一切都会涌上心头,我会想起实验室的黑猩猩。
”。
”→lead to sth 导致；造成（后果）Eating too much sugar can lead to health problems.食用过多的糖会引起健康问题。
→lead sb to sth 使得出（观点）；引导（某人）The situation is far worse than we had been led to believe.情况比我们听信的要糟糕得多。
9.crowd n. 人群；观众vt.&vi. 挤满；使拥挤(p480)eg. *Once I stop, it all comes crowding in and I remember the chimps in laboratories. (vi.)她过着忙忙碌碌的生活但是她说：“我一旦停下来，所有的一切都会涌上心头,我会想起实验室的黑猩猩。
”He pushed his way through the crowd.（n.）他在人群中往前挤。
Memories crowded his mind. (vt.)往事涌上他的心头。
We all crowded into her office to sing Happy Birthday. (vi.)我们全部涌进她的办公室，唱“生日快乐”。
→crowded ( be ~with sb /sth) adj.拥挤的；充满的In the spring the place is crowded with skiers.春季这地方满是滑雪的人。
10.crowd in (on sb) / crowd into sth（想法、问题等）涌上心头；涌入脑海eg. *Once I stop, it all comes crowding in and I remember the chimps in laboratories.她过着忙忙碌碌的生活但是她说：“我一旦停下来，所有的一切都会涌上心头,我会想起实验室的黑猩猩。
”Too many uncomfortable thoughts were crowding in on her.她心乱如麻。
Guests were crowded into the few remaining rooms.他们把客人塞进了剩下的几个房间。
11.support n & vt. 支持；拥护（p2029）eg.*Jane was permitted to begin her work after her mother came to support her. Her mother came to support her. （vt.）简被允许开始她的工作是在她的母亲来支持她之后。
If you raise it at the meeting, I’ll support you. （vt.）如果你在会上提出这个问题，我将支持你。
Only a few people spoke in support of the proposal. （n.）只有几个人表示支持这一提议。
12.look down upon/on sb/sth 蔑视；瞧不起(p1194)eg.*Many people look down upon poor people.许多人瞧不起穷人。