高中英语 全方剖析 Unit 4《Learning efficiently》新人教版选修10
高中英语_Unit 4 learning effectively试卷讲评教学设计学情分析教材分析课后反思
教学设计一、教案背景1．面向学生：□√中学□小学2．学科：英语 1课时：13．学生课前准备：集中统一时间做试卷二、教学课题本课时主要对试卷进行讲评。
试卷中学生出错比较多的地方有针对性的讲解。
听力，阅读理解，七选五，完型填空，短文填空，改错以及作文，对学生进行全面的错题讲解，重基础，重能力，重提升。
三、教材分析本节课的主要目的是：1.讲解各个题型出错题。
2.进行技巧点拨。
3.有针对性的补偿练习。
4.注重知识的积累。
5.欣赏优美的作文中的句子。
6.易错的语法再加强。
通过辩论，讨论等形式，对知识的理解更深入。
本节课要处理的内容主要包括以下四个部分：第一部分讲解试卷。
第二部分通过不同的阅读方法，让学生读懂文章，培养学生的阅读技能。
第三部分巩固提升，提取大意，并升华。
第四部分consolidation。
通过辩论，讨论等形式，提升素质。
教学重点：培养做题技巧，对基础知识查漏补缺。
补偿巩固提高教学难点：1.查漏补缺，培养学生的总结概括能力。
2.完型填空和阅读理解技巧的培养。
3.培养学生的情感态度和文化意识。
四、教学方法①Task-based method(任务驱动教学法) 将所要学习的新知识隐含在任务中，学生通过对所提的任务进行分析、讨论，并在老师的指导和帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
②图表归纳法：简明易懂，让学生更容易地掌握事物发展顺序③讲练法：在较短时间内掌握知识，形成技能技巧④Discussion（讨论法）激发思维，活跃气氛，让学生积极投入学习中。
Teaching aids(教学辅助手段): Internet(因特网), multimedia-computer(计算机教学辅助), blackboard(黑板), chalk(粉笔).通过运用因特网，利用计算机教学辅助手段来激发学生学习热情，强烈的求知欲，同时能更快更直观地掌握内容，板书强调重难点，一目了然。
五、教学过程【导入】对试卷总体评价【学生活动】树立榜样学生阅读teaching aims :1.语言能力。
高中英语Unit 4 Learning efficiently篇章分析
Part Two: Teaching Resources
Section 1: Discourse studiesofHOWTO BECOME A SUCCESSFUL READER
1. T
HOW TO BECOME A SUCCESSFUL READER
Part 2
The same principle applies to competent readers.
Reading will also be more enjoyable if the subject interests you or you believe it is useful.
↓
Part 3
It is much easier to understand a text if youalready know something about the subject or the organization of the text before you start.
While reading, a good reader thinks about the content and asksquestions or makes ห้องสมุดไป่ตู้omments in his or her head.
Think about the way you read different types of text in yourown language.
As your purpose for reading sentences was to answerquestions, you can achieve your purpose even though you probably don’t know what some of the words mean.
高中英语 单元概览 Unit 4 Learning efficiently(人教版选修10)
Unit 4 Learning efficiently单元概览词汇相关提示beneath prep.在……之下请仔细区别beneath,below,under的用法。
assess vt.评定;评估请记住assess的固定搭配。
consult vt. 请教;查阅请细心区分consult,look up的区别。
concrete adj.具体的;有形的请注意concrete的不同词性。
apply to 适用于请掌握apply to的不同用法。
rely on指望;依赖请记住rely on的具体用法。
tend to 易于;往往会请学习tend to的不同用法。
make sense 讲得通；有意义请掌握由sense构成的其他常用搭配。
重点句式1.Suppose/Supposing(that)...假设（定）……Supposing you had just bought a new DVD player.假设你刚刚买了一台DVD播放机。
For example,suppose in biology you were studying how plants reproduce,then you could find an English text about this on the Interne t.比如，假设你生物课正学习植物的繁殖，你随后就能在网上找到这样的英语文章。
Suppose you never needed to sleep,wh at woul d you do?假如你从来不需要睡觉，你会做什么？Suppose we go hiking tomorrow？何不明天去远足？2.the same as & the same...that...It is a good idea to use the same techniques as good readers do.采用优秀读者使用的技巧是一个不错的主意。
高中英语Unit 4 Learning efficiently篇章分析
号顿市安谧阳光实验学校Unit 4 Learning efficiently
Part Two: Teaching Resources
Section 1: Discourse studiesofHOWTO BECOME A SUC SUCCESSFUL READER
Part 2
The same principle applies to competent readers.
Reading will also be more enjoyable if the subject interests you or you believe it is useful.
↓
Part 3
Think about the way you read different types of text in your own language.
As your purpose for reading sentences was to answer questions, you can achieve your purpose even though you probably don’t know what some of the words mean.
It is much easier to understand a text if you already know something about the subject or the organization of the text before you start.
高中英语：unit4《learning efficiently》教案(新人教版选修10)
新课标英语高三上模块十Unit 4 Learning EfficientlyPeriod 1 ReadingTeaching GoalsⅠ. Teaching aims:1.Enable the students to realize that different language learningstrategies are taken by individuals.2.Introduce to the students several aspects of being a successful andefficient readerⅡ. Teaching important points:Get the students to know how to be a successful and efficient reader and work out a program to improve their readingⅢ. Teaching difficult points:Enable the students to use the information mentioned in the reading part to evaluate their reading and work out an improvement strategic program. Ⅳ. Teaching methods:Cooperative learning, task-based learningⅤ. Teaching aids:A computer, a blackboard, a tape-recordⅥ. Teaching procedures:StepⅠ Lead-in1.Greetings2.Show them a calculation question “ 1+2+3+…+100=?” The students surelywill respond immediately with an answer 5050. Ask them who first worked out the problem in the world with a much easier solution. (A ten-year-old boy (高斯（C.F. Gauss ) worked out the problem assigned by the teacherin a few seconds.）3．Get a conclusion: From this example, we know the significance of method. Right methods can always help improve the efficiency of solving problems. As to our study, we can also apply certain methods or strategies to make ourselves an efficient learner.Step Ⅱ Warming-up1. Assign Exercise 1. Discuss Ss’ answers.1.Set Exercise2.2.Ask Ss to help you make a list on the board of readon for learning English,for example:●to pass an exam●to get into university for further study in English●to read books in English●for travel purposes●to get a better job3.Having written the list, go through the most popular reasons for learningEnglish and ask what skills they will need in order to succeed.4.Assign Exercise 2.5.When Ss have completed their graphs, asks them to discuss with a partnerwhether they consider they are giving the right amount of time to each language area according to their reasons for studying English.Step Ⅲ Reading1.Ask Ss to discuss the six groups of question in Exercise 1. Spend sometime checking their answers and reinforcing the ideas outlined above.2.Set Exercise 2.Step Ⅳ Reading1.Ask the Ss to read the text on their own, keeping in mind that their reasonfor reading the text is to complete the first exercise in Comprehending.In order to discourage Ss from reading in more detail than they need at the end of the exercise, give them a set time for read the passage and complete Exercise 1. Advise them not to look up unknown words in their dictionary, but to underline any they cannot work out the meaning for.2.Ask Ss to finish Exercise 2. They may read the text again if necessary,but only once, before answering the question in Exercie2.3.Ask Ss to read the text once more in pairs or groups according to theirability. And do Exercise 3 & 4.Step Ⅴ Homework1. Ask Ss to go over the text again and underline points they find difficult in the text.2. Ask Ss to evaluate their reading style and work out a program to improve their reading or giving others suggestions how to improve reading efficiency. 新课标英语高三上模块十Unit 4 Learning EfficientlyPeriod 2 Language PointsTeaching GoalsⅠ. Teaching aims:1.Target Languagecentigrade, competent, allocate, booklet, recipe, in detail, slow down, frequent, consult, caption, shabby, rainbow, brewery, acute, bent, cab, currency, cuisine2.Ability goalsEnable Ss to use the new words in the text or passagesEnable Ss to give correspondent definition of each new wordEnable Ss to learn useful strategy to expand their vocabularyⅡ. Teaching important points:Enable Ss to use the new words in contextEnable Ss to give correspondent definition of each new wordEnable Ss to learn useful strategy to expand their vocabularyⅢ. Teaching difficult points:Enable Ss to give correspondent definition of each new wordEnable Ss to learn useful strategy to expand their vocabularyⅣ. Teaching methods:Cooperative learning, task-based learningⅤ. Teaching aids:A computer, a blackboard, a tape-recordedⅥ. Teaching procedures:StepⅠ GreetingsSt epⅡ Lead-inT: Yesterday we read the text on “How to become an efficient Reader”. Do you go through the text again after class? So I’d like ask one Ss to tell us what advices are given in the text.StepⅢ Language points in Reading1.Ask Ss to figure out whether they have difficult points in the readingpassage.2.Answer to them respectively.3.Here are 2 common difficulty points for reference.StepⅣ Discovering useful words and expressions1. Exercise1. First go through the words and their meaning with Ss and ask them to finish the blank-filling within 6 min. Then check the answers.2.Exercise 2. Ask Ss to working out the meaning of words using the context.3.Ex2 on page 25. Ask the Ss to read the text and try to guess the meaningof each bolded words in the context and try to explain them in English.Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong.3. Ex 3 Play a game in pairs, one student gives a definition and anotherstudent guesses the correspondent word.StepⅣ Consolidating ExerciseGo over the Exercises in the workbook if time permits.Step V. HomeworkComplete all the Exercises on page 76 &77.新课标英语高三上模块十Unit 4 Learning EfficientlyPeriod 3 Grammar: Revising of the Subjunctive MoodⅠ. Teaching aims:1.Enable the Ss to grasp the structure and meaning of the Subjunctive Mood2.Enable the Ss to apply the Subjunctive Mood to the contextⅡ. Teaching important points:Enable the Ss to grasp the structure and meaning of the Subjunctive Mood and apply this grammar to detail contextⅢ. Teaching difficult points:The meaning of the Subjunctive Mood and its appliancesⅣ. Teaching methods:Inductive and deductive methods, task-based learning and cooperative learningⅤ. Teaching aids:A computer, a blackboardⅥ. Teaching procedures:Step I Lead in1.List three sentences on the screen.1) If I were Andy Lou, I would be in Hong Kong now.2) I wish I were a millionaire.3 )We suggest that everyone should help the AIDS patients.Ask Ss in what kind of circumstance do we use the Subjunctive Mood.虚拟语气是一种特殊的动词形式(verb structure)，用来表示说话人所说的话不是一个事实(fact)，而只是一种假设(hypotheses ) 愿望(wishes)、建议(suggestion) 或怀疑doubt等等。
最新-高中英语 全方剖析 Unit 4 Learning efficiently
名师导航全方剖析单词·典句·考点【经典例句】 The same principle applies to competent同一种原则适用于有能力的读者。
【考点聚焦】 1）常用搭配：be competent for/at/in/to do sth. 有能力做某事2）其名词形式：competence n.能力、胜任、本领【经典例句】 See how many of the questions beneath the sentences you ca看一看你能答出句子下面多少个问题。
【考点聚焦】 1)beneath作介词和副词。
它和below,under相近，below表示“比……低的”。
其反义词是above;under表示“在……的正下方”，其反义词是over;beneath意思是“在某物体的底部与该物体是相连接的”。
2)注意下面的词组:beneath attention 不值得注意;beneath contempt 极其可鄙【活学活用】 1.用beneath,below，under填空1)The valley lay __________答案：beneath2)Today’s temperature is 10 degrees centigrade __________答案：below3)I can recognize my chair by checking my name written __________答案：beneath4)There is a boat __________ the bridge.答案：under【经典例句】One way to know what techniques to use is to study the techniques that good readers use and then adopt了解使用什么样的技巧的一个办法是研究优秀读者所运用的技巧，然后在你的阅读中采用。
高中英语 Unit 4 Learning efficiently词汇句型语法讲解
感顿市安乐阳光实验学校Unit 4 Learning efficiently一、核心单词用法例析1. efficient a. 生效的、效率高的；有能力的Our efficient new machines are much cheaper to run.我们高效率的新机器运行成本底多了。
注意：effective a. 有力的、给人以深刻印象的We’ll take some effective measures to stop their polluting the environment..我们将要采取有效的措施制止他们对环境的污染。
2. recipe n. 处方、食谱、诀窍I am unable to cook but sometimes I can prepare a simple meal by followinga recipe.我不会做饭，但是有时候我可以按照食谱做一点便餐。
Would you please tell us your recipe for success?跟我们说说你成功的窍门好吗？3. improve vt. & vi. 改进、利用、增加、变得更好Many young people improve their leisure by studying.许多年轻人利用空闲时间进行学习。
4. digest vt. & vi. n. 消化、领会、整理、忍受、Cheese doesn’t digest easily.奶酪不容易消化。
His rudeness is hard to digest.他的粗鲁无礼貌让人很难忍受。
Can you digest the important points of this article?你们能领会这篇文章的要点吗？5. beneath pron. & adv. 在。
（正）下方、低于、有失身份（尊严）、不值得Such behaviour is beneath you.这样的行为有失你的身份。
高中英语 Unit 4 Learning efficiently单元教案 新人教版选修10
Unit 4 Learning efficiently（一）教材分析：本单元的中心话题是“语言学习策略，如何改进听、说、读、写的技能”，内容涉及“如何成为一名成功的阅读者”、“你怎样才能学得更好”、“适用各类人群的学习技巧”、“讨论阅读训练的最佳方法”、“介绍一种新的学习技巧”、“提出建议，改进学习方法” 等。
语言技能和语言知识都是围绕这一中心设计的。
热身（Warming-up）部分由两个练习组成：练习1是一张图表，显示某学生课外学习英语时间分配情况，即用于听、说、读、写、语法、词汇的时间比例。
要求学生参照图表分组讨论三个问题：图表对该学生的学习习惯做了哪些介绍；对该学生课外英语学习的时间安排提出看法；如果对本班同学的调查是否会取得同样结果。
教师应当结合这个表格引导学生反思自己学习英语学习观念是否有积极意义。
练习2是两人小组活动，要求学生相互采访同伴的英语学习习惯，并将结果绘成图表。
读前部分有两个练习，，主要讨论阅读技巧。
练习1是让学生先考虑一下自己阅读汉语的习惯、技巧，并列出六个方面的与此相关的问题帮助学生思考。
练习2是让学生阅读“理解”部分的第一个练习“阅读”部分的标题和图片，要求两人一组讨论课文对“阅读”这一话题会说些什么。
目的是预测阅读内容，抓住阅读要点。
阅读部分上一篇说明文，话题是“如何成为一名成功的阅读者”。
内容涉及以下方面：1）多读、多练习、熟能生巧。
2）享受阅读练习中的乐趣。
3）学会良好的阅读方法，即预测阅读内容、主动阅读、依阅读目的确定阅读方式、学会依据上下文猜测词义。
4）结论是用适当的方法通过大量的练习，我们就能提高阅读能力。
“语言学习”部分由词汇和语法两部分组成。
词汇部分练习有三项练习。
练习1要求学生能理解本课重要词语的意义，并运用到新的语境中去。
练习2设置了九个句子，要求学生能够根据上下文的内容确定句中黑体词的意思。
这个练习用来训练学生判断和猜测词义的能力，进一步让学生消化课文中第三段 d小节的有关内容。
高中英语_Unit 4 learning effectively试卷讲评教学设计学情分析教材分析课后反思
教学设计一、教案背景1．面向学生：□√中学□小学2．学科：英语 1课时：13．学生课前准备：集中统一时间做试卷二、教学课题本课时主要对试卷进行讲评。
试卷中学生出错比较多的地方有针对性的讲解。
听力，阅读理解，七选五，完型填空，短文填空，改错以及作文，对学生进行全面的错题讲解，重基础，重能力，重提升。
三、教材分析本节课的主要目的是：1.讲解各个题型出错题。
2.进行技巧点拨。
3.有针对性的补偿练习。
4.注重知识的积累。
5.欣赏优美的作文中的句子。
6.易错的语法再加强。
通过辩论，讨论等形式，对知识的理解更深入。
本节课要处理的内容主要包括以下四个部分：第一部分讲解试卷。
第二部分通过不同的阅读方法，让学生读懂文章，培养学生的阅读技能。
第三部分巩固提升，提取大意，并升华。
第四部分consolidation。
通过辩论，讨论等形式，提升素质。
教学重点：培养做题技巧，对基础知识查漏补缺。
补偿巩固提高教学难点：1.查漏补缺，培养学生的总结概括能力。
2.完型填空和阅读理解技巧的培养。
3.培养学生的情感态度和文化意识。
四、教学方法①Task-based method(任务驱动教学法) 将所要学习的新知识隐含在任务中，学生通过对所提的任务进行分析、讨论，并在老师的指导和帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
②图表归纳法：简明易懂，让学生更容易地掌握事物发展顺序③讲练法：在较短时间内掌握知识，形成技能技巧④Discussion（讨论法）激发思维，活跃气氛，让学生积极投入学习中。
Teaching aids(教学辅助手段): Internet(因特网), multimedia-computer(计算机教学辅助), blackboard(黑板), chalk(粉笔).通过运用因特网，利用计算机教学辅助手段来激发学生学习热情，强烈的求知欲，同时能更快更直观地掌握内容，板书强调重难点，一目了然。
五、教学过程【导入】对试卷总体评价【学生活动】树立榜样学生阅读teaching aims :1.语言能力。
高三英语book 10 unit4 learning efficiently知识点分析人教新课标
BOOK 10 Unit4 Learning efficiently目标认知重点词汇：efficient, competent, beneath, adopt, frequent, assess, consult,acquisition, resemble, tend to重点句型：the way 后跟定语从句语法：虚拟语气精讲巧练重点词汇efficient【原句回放】In many ways learning to be an efficient listener is similar to learning to be an efficient reader. (P40)【点拨】efficient adj. working well and without waste or delay 表示“有效的；效率高的”，make efficient use of 有效的利用，如：The new secretary is a quick, efficient worker, and the boss is quite satisfied withher.This new copy machine is more efficient than the old one.【拓展】efficiency n. 表示“效率, 功效”；efficiently adv. 有效地；如：The inspectors were impressed by the speed and efficiency of the new system.Although exams do the job quite efficiently, their side effects are also enormous.【随时练】I have worked with him for some time and have found that he is ________ than John.A. more efficiently a workerB. a more efficient workerC. more an efficient workerD. a worker more efficientlyKey: Bcompetent【原句回放】The same principle applies to competent readers. (P32)【点拨】competent adj. having the ability or skill to do what is needed, 表示“有能力的, 胜任的”， be competent to do / for sth 能够胜任做某事，如：He is competent for the task.If you want to learn English, you must first find a competent teacher.【拓展】competence n. 能力；胜任; compete vi. 比赛, 竞争;如：He showed his wonderful competence in dealing with the issues.Five children competed in the race.【随时练】 The young tennis player has often competed _______ famous players, but so far he has always been beaten.A. withB. againstC. forD. inKey: Bbeneath【原句回放】Read the sentences in the box below and then see how many of the questions beneath the sentences you can answer.(P33)【点拨】beneath prep.＆adv below or directly under 表示“在…之下；紧靠…底下”，如：Shall we rest in the shade beneath the trees?People waved from the bridge as the boat passed beneath.【拓展】underneath prep., adv. below or beneath 表示“在下面；在…支配下”，如：She sat underneath the tree in the shade.They looked down from the bridge at the water underneath.【随时练】 The _______ of the car was badly damaged and beyond repair.A． bottom B. under C. underneath D. beneathKey: Cadopt【原句回放】One way to know what techniques to use is to study the techniques that good readers use and then adopt them in your reading. (P33) 【点拨】adopt vt. to decide to start using a particular idea, plan or method, 表示“采取；采用;收养”，如：The resolution was adopted by a vote of 180 in favour to 10 against it.When questioned, he adopted a very aggressive attitude.When he was 18 he found out that he had been adopted.【拓展】 adoption n. 采纳, 采用;过继；adopted adj.收养的, 过继的如：If you can not have children of your own, why not consider adoption?We will encourage a wider adoption of this method for pollution control.【随时练】He failed to ______ himself to the new environment.A. adoptB. adaptC. attachD. adjustKey: Bfrequent【原句回放】The key to success in reading is frequent practice plus … (P34) 【点拨】frequent adj. happening often 表示“常见的；频繁的”，也表示“定期的”，如：I enjoyed his frequent visits.Rains are frequent here in early summer.Inspections must be carried out at frequent intervals.【拓展】frequency n. 频率, 频繁； high / low frequency 高/低频率；frequently adv. 时常，往往。
高中英语Unit4LearningefficientlySectionⅡLanguagePoints
competent adj. 有能力的；能胜任的 (教材 P32)The same principle applies to competent readers.上述原 则同样适用于能力强的读者。 Make sure the firm is competent to carry out the work. 要确保这家公司有能力完成这项工作。
below/under/beneath 表示“比……低的”，其反义词是 above。 表示“在……的正下方”，其反义词是 over。 意思是“在某物体的底部”，与该物体是相连接的。
选词填空：beneath，below，under ①The valley lay ________． ②Today's temperature is 10 degrees centigrade __________ zero. ③I can recognize my chair by checking my name written ________ it. ④There is a boat ________the bridge.
【答案】 ①I'm not up to this job. ②It's up to you to decide when we shall start. ③This kind of single lung fish can live up to 12 hours when out of water.
完成句子 ③他适合做这项工作。 He is ________________ this job. ④他没有看小孩的本事。 He's not ________________ look after young children.
【答案】 ③competent fP32)There are certain techniques you can learn and then it is up to you to practise, practise and practise. 有些技巧可以供你学，然后全靠你自己去练习、练习、再练习。 It's up to you to judge these works of art. 由你们负责对这些艺术品做出评价。 Whether to go or not is up to you. 去还是留由你自己决定。
高中英语Unit 4 Learning efficiently-section 2
Unit 4 Learning efficiently-section 2Part Two: Teaching ResourcesSection 2: Background information for Unit 4 Learning efficiently1. What is learning?learning, in psychology, the process by which a relatively lasting change in potential behavior occurs as a result of practice or experience. Learning is distinguished from behavioral changes arising from such processes as maturation and illness, but does apply to motor skills, such as driving a car, to intellectual skills, such as reading, and to attitudes and values, such as prejudice. There is evidence that neurotic symptoms and patterns of mental illness are also learned behavior. Learning occurs throughout life in animals, and learned behavior accounts fora large proportion of all behavior in the higher animals, especially in humans.2. Models of LearningClassical ConditioningThe first model, classical conditioning, was initially identified by Pavlov in the salivation reflex of dogs. Salivation is an innate reflex, or unconditioned response, to the presentation of food, an unconditioned stimulus. Pavlov showed that dogs could be conditioned to salivate merely to the sound of a buzzer (a conditioned stimulus), after it was sounded a number of times in conjunction with the presentation of food. Learning is said to occur because salivation has been conditioned to a new stimulus that did not elicit it initially. The pairing of food with the buzzer acts to reinforce the buzzer as the prominent stimulus.Operant ConditioningA second type of learning, known as operant conditioning, was developed around the same time as Pavlov's theory by Thorndike, and later expanded upon by B. F. Skinner. Here, learning takes place as the individual acts upon the environment. Whereas classical conditioning involves innate reflexes, operant conditioning requires voluntary behavior. Thorndike showed that an intermittent reward is essential to reinforce learning, while discontinuing the use of reinforcement tends to extinguish the learned behavior. The famous Skinner box demonstrated operant conditioning by placing a rat in a box in which the pressing of a small bar produces food. Skinner showed that the rat eventually learns to press the bar regularly to obtain food. Besides reinforcement, punishment produces avoidance behavior, which appears to weaken learning but not curtail it. In both types of conditioning, stimulus generalization occurs; i.e., the conditioned response may be elicited by stimuli similar to the original conditioned stimulus but not used in the original training. Stimulus generalization has enormous practical importance, because it allows for the application of learned behaviors across different contexts. Behavior modification is a type of treatment resulting from these stimulus/response models of learning. It operates under the assumption that if behavior can be learned, it can also be unlearned. Cognitive LearningA third approach to learning is known as cognitive learning. Wolfgang Kohler showed that a protracted process of trial-and-error may be replaced by a sudden understanding that grasps the interrelationships of a problem. This process, called insight, is more akin to piecing together a puzzle than responding to a stimulus. Edwar Tolman (1930)found that unrewarded rats learned the layout of a maze, yet this was not apparent until they were later rewarded with food. Tolmancalled this latent learning, and it has been suggested that the rats developed cognitive maps of the maze that they were able to apply immediately when a reward was offered.3. Multiple Intelligences■Verbal Linguistic intelligence (sensitive to the meaning and order of words as in a poet). Use activities that involve hearing, listening, impromptu or formal speaking, tongue twisters, humor, oral or silent reading, documentation, creative writing, spelling, journal, poetry. ■Logical-mathematical intelligence (able to handle chains of reasoning and recognize patterns and orders as in a scientist). Use activities that involve abstract symbols/formulas, outlining, graphic organizers, numeric sequences, calculation, deciphering codes, problem solving.■Musical intelligence (sensitive to pitch, melody, rhythm, and tone as in a composer). Use activities that involve audio tape, music recitals, singing on key, whistling, humming, environmental sounds, percussion vibrations, rhythmic patterns, music composition, tonal patterns.Spatial intelligence (perceive the world accurately and try to re-create or transform aspects of that world as in a sculptor or airplane pilot). Use activities that involve art, pictures, sculpture, drawings, doodling, mind mapping, patterns/designs, color schemes, active imagination, imagery, block building.■Bodily Kinesthetic intelligence (able to use the body skillfully and handle objects adroitly, as in an athlete or dancer). Use activities that involve role playing, physical gestures, drama, inventing, ball passing, sports games, physical exercise, body language, dancing.■Interpersonal intelligence (understand people and relationship as in a salesman or teacher). learners think by bouncing ideas off of each other (socializers who are people smart). Use activities that involve group projects, division of labor, sensing others' motives, receiving/giving feedback, collaboration skills.■Intrapersonal intelligence (possess access to one's emotional life as a means to understand oneself and others exhibited by individuals with accurate views of themselves). Use activities that involve emotional processing, silent reflection methods, thinking strategies, concentration skills, higher order reasoning, "centering" practices, meta-cognitive techniques.■Naturalist (connected to the intricacies and subtleties in na ture such as Charles Darwin and Meriwether Lewis of Lewis and Clark fame). Use activities that involve bringing the outdoors into the class, relating to the natural world, charting, mapping changes, observing wildlife, keeping journals or logs.4. Top 10 Tips for studying English●Learning English Grammar in TextsHow can you best study and remember certain aspects of English grammar (e.g. tenses)?When reading English texts (lyrics, novels, news, textbooks) look out for the grammar aspect you want to remember. Mark it and reflect on why it is used there.To see whether you're right about a rule, look up the topic in an English grammar reference, your English textbook.●Doing English Gap-Filling ExercisesMake your own gap-filling exercises from English texts.Choose a short, interesting English text that is not too difficult (e.g. lyrics, text from your textbook, news, excerpt from a story/novel). Copy the text and delete some words in the copy, e.g.:prepositionsadjectivesverbs in a certain tenseTry to fill the gaps correctly and then take the original text to check your answers.This sure is more fun when doing it with friends. Everyone prepares a short text and gives a copy to the others, who will try to fill the gaps correctly.To make things a bit easier, you can provide the words in a different order or as a translation.●Learning English through FilmsThanks to DVD, watching films in English has become an easy thing to do.Choose your favourite film - you've watched that film a dozen times and probably know all the dialogues off by heart in your native language. So following the story will be easy for you. Have paper and pen ready as you may want to jot down useful words or phrases that you wish to learn. English subtitles might be useful for that (although they might differ from what is actually being said).If you are not used to watching films in English, choose a only few episodes - at the beginning it isn't easy to concentrate on listening to the foreign language for a long time.●Learning English through SongsVocabulary needs to be revised again and again. Well, what could be better than studying vocabulary by listening to your favourite songs?Read the lyrics first and try to understand them. You don't have to translate the lyrics word by word, just try to find out what the song is all about. (Note: 'Rap' might not be practical as those songs usually contain slang words that not even 'ordinary' English native speakers know.) Pick some words or phrases from the song that you would like to learn. If necessary, look up their exact meaning in a dictionary. A dictionary might also be useful to find other interesting phrases with the word.Now, to learn the vocabulary, all you have to do is listening to the song again and again (that shouldn't be a problem if it's one of your favourite songs).。
高中英语Unit 4 Learning efficiently背景知识 (2)
号顿市安谧阳光实验学校Unit 4 Learning efficientlyPart Two: Teaching ResourcesSection 2: Background information for Unit 4 Learning efficiently1. What is learning?learning,in psychology, the process by which a relatively lasting change in potential behavior occurs as a result of practice or experience. Learning is distinguished from behavioral changes arising from such processes as maturation and illness, but does apply to motor skills, such as driving a car, to intellectual skills, such as reading, and to attitudes and values, such as prejudice. There is evidence that neurotic symptoms and patterns of mental illness are also learned behavior. Learning occurs throughout life in animals, and learned behavior accounts for a large proportion of all behavior in the higher animals, especially in humans.2. Models of LearningClassical ConditioningThe first model, classical conditioning, was initially identified by Pavlov in the salivation reflex of dogs. Salivation is an innate reflex, or unconditioned response, to the presentation of food, an unconditioned stimulus. Pavlov showed that dogs could be conditioned to salivate merely to the sound of a buzzer (a conditioned stimulus), after it was sounded a number of times in conjunction with the presentation of food. Learning is said to occur because salivation has been conditioned to a new stimulus that did not elicit it initially. The pairing of food with the buzzer acts to reinforce the buzzer as the prominent stimulus.Operant ConditioningA second type of learning, known as operant conditioning, was developed around the same time as Pavlov's theory by Thorndike, and later expanded upon by B. F. Skinner. Here, learning takes place as the individual acts upon the environment. Whereas classical conditioning involves innate reflexes, operant conditioning requires voluntary behavior. Thorndike showed that an intermittent reward is essential to reinforce learning, while discontinuing the use of reinforcement tends to extinguish the learned behavior. The famous Skinner box demonstrated operant conditioning by placing a rat in a box in which the pressing of a small bar produces food. Skinner showed that the rat eventually learns to press the bar regularly to obtain food. Besides reinforcement, punishment produces avoidance behavior, which appears to weaken learning but not curtail it. In both types of conditioning, stimulus generalizationoccurs; i.e., the conditioned response may be elicited by stimuli similar to the original conditioned stimulus but not used in the original training. Stimulus generalization has enormous practical importance, because it allows for the application of learned behaviors across different contexts. Behavior modification is a type of treatment resulting from these stimulus/response models of learning. It operates under the assumption that if behavior can be learned, it can also be unlearned.Cognitive LearningA third approach to learning is known as cognitive learning. Wolfgang Kohler showed that a protracted process of trial-and-error may be replaced by a sudden understanding that grasps the interrelationships of a problem. This process, called insight, is more akin to piecing together a puzzle than responding to a stimulus. Edwar Tolman (1930)found that unrewarded rats learned the layout of a maze, yet this was not apparent until they were later rewarded with food. Tolman called this latent learning, and it has been suggested that the rats developed cognitive maps of the maze that they were able to apply immediately whena reward was offered.3. Multiple Intelligences ■Verbal Linguistic intelligence(sensitive to the meaning and order of words as in a poet). Use activities that involve hearing, listening, impromptu or formal speaking, tongue twisters, humor, oral or silent reading, documentation, creative writing, spelling, journal, poetry. ■Logical-mathematical intelligence (able to handle chains of reasoning and recognize patterns and orders as in a scientist). Use activities that involve abstract symbols/formulas, outlining, graphic organizers, numeric sequences, calculation, deciphering codes, problem solving. ■Musical intelligence (sensitive to pitch, melody, rhythm, and tone as in a composer). Use activities that involve audio tape, music recitals, singing on key, whistling, humming, environmental sounds, percussion vibrations, rhythmic patterns, music composition, tonal patterns. Spatial intelligence (perceive the world accurately and try to re-create or transform aspects of that world as in a sculptor or airplane pilot). Use activities that involve art, pictures, sculpture, drawings, doodling, mind mapping, patterns/designs, color schemes, active imagination, imagery, block building.■Bodily Kinesthetic inte lligence (able to use the body skillfully and handle objects adroitly, as in an athlete or dancer). Use activities thatinvolve role playing, physical gestures, drama, inventing, ball passing, sports games, physical exercise, body language, dancing.■Inte rpersonal intelligence (understand people and relationship as in a salesman or teacher). learners think by bouncing ideas off of each other (socializers who are people smart). Use activities that involve group projects, division of labor, sensing others' motives, receiving/giving feedback, collaboration skills.■Intrapersonal intelligence (possess access to one's emotional life as a means to understand oneself and others exhibited by individuals with accurate views of themselves). Use activities that involve emotional processing, silent reflection methods, thinking strategies, concentration skills, higher order reasoning, "centering" practices, meta-cognitive techniques.■Naturalist (connected to the intricacies and subtleties in nature such as Charles Darwin and Meriwether Lewis of Lewis and Clark fame). Use activities that involve bringing the outdoors into the class, relating to the natural world, charting, mapping changes, observing wildlife, keeping journals or logs.4. Top 10 Tips for studying English ●Learning English Grammar in TextsHow can you best study and remember certain aspects of English grammar (e.g. tenses)?When reading English texts (lyrics, novels, news, textbooks) look out for the grammar aspect you want to remember. Mark it and reflect on why it is used there.To see whether you're right about a rule, look up the topic in an English grammar reference, your English textbook.●Doing English Gap-Filling ExercisesMake your own gap-filling exercises from English texts.Choose a short, interesting English text that is not too difficult (e.g. lyrics, text from your textbook, news, excerpt from a story/novel). Copy the text and delete some words in the copy, e.g.:★prepositions★adjectives★verbs in a certain tenseTry to fill the gaps correctly and then take the original text to check your answers.This sure is more fun when doing it with friends. Everyone prepares a short text and gives a copy to the others, who will try to fill the gaps correctly.To make things a bit easier, you can provide the words in a different order or as a translation.●Learning English through FilmsThanks to DVD, watching films in English has become an easy thing to do. Choose your favourite film - you've watched that film a dozen times and probably know all the dialogues off by heart in your native language. So following the story will be easy for you.Have paper and pen ready as you may want to jot down useful words or phrases that you wish to learn. English subtitles might be useful for that (although they might differ from what is actually being said).If you are not used to watching films in English, choose a only few episodes - at the beginning it isn't easy to concentrate on listening to the foreign language for a long time.●Learning English through Songs Vocabulary needs to be revised again and again. Well, what could be better than studying vocabulary by listening to your favourite songs?Read the lyrics first and try to understand them. You don't have to translate the lyrics word by word, just try to find out what the song is all about. (Note: 'Rap' might not be practical as those songs usually contain slang words that not even 'ordinary' English native speakers know.)Pick some words or phrases from the song that you would like to learn. If necessary, look up their exact meaning in a dictionary. A dictionary might also be useful to find other interesting phrases with the word. Now, to learn the vocabulary, all you have to do is listening to the song again and again (that shouldn't be a problem if it's one of your favourite songs).。
高中英语Unit 4 Learning efficiently十
号顿市安谧阳光实验学校Unit 4 Learning efficientlySkill goals:Talk bout techniques of English learningPractise talking about techniques of reading and giving a talk Practise giving suggestionsReview the Subjunctive MoodWrite an e-mail to give suggestions on English learningSpecial Focus:1.enlarge vocabulary: efficient, efficiently, centigrade, recipe,booklet, endeavour, competent, up to…, caption, digest, beneath, adopt, preview, frequent, manual, assess, consult, shabby, rainbow, acute, bent, cab, currency, lotus, cuisine, educator, seminar, acquisition, underneath, ballet, album, resemble, cassette, tend, messy, tiresome, vague, bonus, auditory, tactile, oral, component, concrete, in detail, tend to.2. improve writing ability3.Review the Subjunctive Mooda)I wish I had been in Hong Kong last year.b)If I had gone to the English Corner very often, my spoken Englishwould have been improved.c)It’s important that he should complete the work on time. Additional materials:语法复习虚拟语气（Ⅰ）（一）语气的定义和种类（1）语气的定义语气是动词的一种形式，它表示说话人对某一行为或事情的看法和态度。
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名师导航全方剖析单词·典句·考点【经典例句】 The same principle applies to competent同一种原则适用于有能力的读者。
【考点聚焦】 1）常用搭配：be competent for/at/in/to do sth. 有能力做某事2）其名词形式：competence n.能力、胜任、本领【经典例句】 See how many of the questions beneath the sentences you ca看一看你能答出句子下面多少个问题。
【考点聚焦】 1)beneath作介词和副词。
它和below,under相近，below表示“比……低的”。
其反义词是above;under表示“在……的正下方”，其反义词是over;beneath意思是“在某物体的底部与该物体是相连接的”。
2)注意下面的词组:beneath attention 不值得注意;beneath contempt 极其可鄙【活学活用】 1.用beneath,below，under填空1)The valley lay __________答案：beneath2)Today’s temperature is 10 degrees centigrade __________答案：below3)I can recognize my chair by checking my name written __________答案：beneath4)There is a boat __________ the bridge.答案：under【经典例句】One way to know what techniques to use is to study the techniques that good readers use and then adopt了解使用什么样的技巧的一个办法是研究优秀读者所运用的技巧，然后在你的阅读中采用。
【考点聚焦】注意以下词组:one’s adopted son某人的养子;adopted words外来词【经典例句】 A college is going to assess大学将根据分数评估学生的能力。
【考点聚焦】固定搭配：assess sth. at...为……评估、评定、核定（税金、罚金）assess sth. on...对……征（税金、罚金等）assess sth. as评定、估计某事物的质量、性质【活学活用】 2.完成句子1)政府对他的财产征了税金。
The government _________ the tax _________ his property.答案：assessed;on2)保险公司评定损害赔偿金为350美元。
The insurance company _________ the damage __________ $350.答案：assessed;at【经典例句】 He consulted他查辞典寻找某词的词义。
【考点聚焦】 1）固定搭配：consult with sb. 和某人商量;consult sb. 征求某人的意见（是单方面的请教）2）比较consult和look up 的用法：consult 和look up 都可作“查阅”讲，但是所接的宾语不一样，consult后接表示资料或工具书的名词，而look up 后接表示所查阅的内容的名词。
【活学活用】 3.翻译句子1)你为什么不请教我这件事____________________________________________答案：Why didn’t you consult me about this?2)我在电话簿上查找了他的地址。
____________________________________________答案：consulted the telephone book for his address/I looked up his address in the telephone book.【经典例句】 Tactile learners learn best through concrete触觉型学习者通过具体的经历达到最佳学习效果。
【考点聚焦】 concrete还可用作名词和动词，其意思为“混凝土;用混凝土覆盖”。
【活学活用】 4.翻译句子1)水泥(cement)、沙子和水混合制成混凝土。
__________________________________________________________答案：Cement,sand and water are mixed to make concrete.2)你有什么具体建议应付这一困境吗？__________________________________________________________答案：Have you got any concrete suggestions on how to deal with this difficulty? 短语·典句·考点apply to 适用于【经典例句】The same principle applies to同一种原则适用于有能力的读者。
【考点聚焦】由apply构成的其他常用搭配：apply to sb. for sth.向某人申请某事或请求某人apply sth. to sth. 把……运用到(贴到、涂到apply oneself to sth./doing sth. 集中精力做某事【活学活用】 5.用所学词组的适当形式填空1)The same method can __________ __________ __________答案：be applied to2)They __________ __________ the government for help.答案：applied torely on 指望;依赖【经典例句】 Nowadays we rely increasingly on现今人们越来越依赖计算机协助工作。
【考点聚焦】 1)rely on的主语必须是人不能是物。
主要结构有rely on/upon sb. to do sth.指望或依赖某人做某事rely on(sb.) doing sth.指望某人做某事;相信某人会做某事2)具有相同用法的同义词组为【活学活用】 6.翻译句子1)你可以相信他会帮助你的。
________________________________________________答案：You can rely on him to help you.2)这项工程的成功靠每一个人的努力工作。
________________________________________________答案：The success of this project relies on everyone making on effort.be up to sb. to do sth.由某人决定做某事【经典例句】It’s up to you to choose我们要去的地点由你负责选择吧。
【考点聚焦】相关词组:up to date最新式的;up to now（then）直到现在（那时）tend to易于;往往会【经典例句】 I tend to阅读和听力时，我头脑中往往会浮现画面。
【考点聚焦】 1)tend to为动词词组，后面可接动词或名词。
2)相关词组：tend on/upon服侍；招待。
3)其名词形式为tendency，后常接不定式作定语。
【活学活用】 7.用所学词组的适当形式填空1)It __________ __________答案：tends to2)Measures __________ __________答案：tending to3）He __________ __________ get angry when people oppose to his plan.答案：tends tomake sense 讲得通；有意义【经典例句】I read the passage and half the time it doesn’t make sense我阅读文章，可是半数的时间弄不懂意思。
【考点聚焦】由sense构成的其他短语make sense of 弄懂……的意思;in a sense 在某种意义上;in no sense 决不;in one’s （right）senses 神志清醒;out of one’s senses失去理智;talk/speak sense说正经话、讲道理;come to one’s senses苏醒过来;common sense常识难句·剖析·拓展You will read more efficiently if you keep in mind the purpose for your reading and then read in如果你时时想着阅读的目的，然后采用一种最能帮助你实现这一目的方法，那你就能高效地去阅读。
【剖析】 1)the purpose for your reading作keep的宾语，由于短语较长放在了状语in mind后面来保持句子平衡。
2)定语从句that will best help you to achieve this purpose修饰way。
【拓展】为了保持句子结构的平衡，常常将某个成分后置。
One way to know what techniques to use is to study the techniques that good readers了解使用什么样的技巧的一种方法就是研究优秀读者使用的技巧，然后在你的阅读中采纳。
【剖析】 1）不定式to know what techniques to use作定语修饰2）不定式to study the techniques作表语3）that引导的定语从句修饰techniques。
【拓展】动词不定式还可以作状语、宾语、宾语补足语。
通过那种方法你就会既训练了英语阅读并且又学习了生物学。
【剖析】1）would表示婉转的推测意向,意思为“大概是、似乎是、可能是”。
2）that way在句中作状语，省略了介词in。
3）as well as为连词词组，连接并列宾语。
【拓展】 this/that way常在句中直接作状语。
I find it tiresome to sit and concentrate on anything for a long time.I prefer to我认为长时间坐着并专心于任何事情令人厌烦。