【教育学习文章】高一英语下册Unit4单元复习教案1
高一英语下册unit4复习课件
我是不是也有孤寂之感呢？应该说是有的。当时正是“万家墨面没蒿莱”的时代，北京城一片黑暗。白天在学校里的时候，同青年同学在一起，从他们那蓬蓬勃勃的斗争意志和生命活力里，还可以 汲取一些力量和快乐，精神十分振奋。但是，一到晚上，当我孤零一个人走回这个所谓家的时候，我仿佛遗世而独立。没有人ቤተ መጻሕፍቲ ባይዱ，没有电灯，没有一点活气。在煤油灯的微光中，我只看到自己那高得、 大得、黑得惊人的身影在四面的墙壁上晃动，仿佛是有个巨灵来到我的屋内。寂寞像毒蛇似地偷偷地袭来，折磨着我，使我无所逃于天地之间。半一盘技巧
花开也是常有的事，开花有香气更是司空见惯。但是，在这样一个时候，这样一个地方，有这样的花，有这样的香，我就觉得很不寻常；有花香慰我寂寥，我甚至有一些近乎感激的心情了。
高一英语下册Unit4单元复习教案
高一英语下册Unit 4 单元复习教案一、教学目标1.复习巩固本单元所学的词汇和句型。
2.提升学生听、说、读、写的能力。
3.培养学生的合作与沟通能力。
二、教学准备1.教师准备：复习课件、复习资料、黑板、白板。
2.学生准备：笔记本、课本、笔。
三、教学流程第一部分：词汇复习1.教师将本单元的重点词汇列在黑板上。
2.教师念词汇，学生齐读跟读。
3.分组小比赛：学生分成若干小组，每组派一名代表上台念英文词汇，其他同学在纸上写出对应的中文意思，时间限制为3分钟。
比赛结束后，检查答案并宣布得分最高的小组。
第二部分：句型复习1.教师将本单元的重点句型列在黑板上。
2.学生分组讨论每个句型的用法并举一到两个例子。
3.分组展示：每个小组选取一个句型进行展示，其中包括句子构造、语音语调以及表情动作。
4.整理总结：教师带领学生总结本单元的重点句型，学生将其记录在笔记本上。
第三部分：对话练习1.教师分发对话练习题。
2.学生阅读对话并默读，理解对话内容和语境。
3.分组角色扮演：学生按照对话角色进行分组，并进行对话练习。
4.教师巡视指导，关注学生的表达和交流情况，给予必要的帮助和反馈。
第四部分：写作训练1.教师提供写作题目：假设你是外国交换学生John，在中国的一次经历中，与中国同学一起参观了名胜古迹。
请写一篇短文描述此次经历，并谈谈你的感受。
2.学生个人撰写短文。
3.学生互相交换短文，进行修改和评论。
4.部分学生上台展示自己的作品，并进行点评和建议。
第五部分：复习反思1.教师带领学生回顾本节课的学习内容。
2.学生个人进行反思：我在这节课中学到了什么？还有哪些地方需要进一步提高？3.学生和教师共同反思：本节课的教学有哪些亮点和不足之处？有什么可以改进的地方？四、课后作业1.完成课堂上未完成的练习题和作业。
2.复习本单元的单词和句型，预习下一单元的内容。
以上是本节课的教案，希望能够帮助到您。
如果还有其他问题，请随时向我提问。
高一英语下册unit4复习课件-人教版
何易这几天吃的虽然是老虎豹子人熊等大补之物，但现在吃上美酒佳肴，换了口味，竟是感觉十分的惬意，心中想：我失踪了这些天，游人熊倒没有忘了我！ “好！薛兄弟，大哥答应你！哦，小人游人熊参见薛帮主！” “万万不行！水城主义薄云天，收留了无家可归的我们，怎么能恩将仇报，此事不用再提。” “可……可我看大哥手下的人，也就三四百人，怎么可能跟官军抗衡？” “不用客气，我姓龙，是天河里的一条小龙，不幸被贬下凡尘，做了大匈帝国的皇帝！”
水白云嘶哑兼尖利的声音传来。 “哦，知道了。” “好好！小子，你能说出这番话，我是要对你刮目相看，那你觉得，要是叫你猜测一个人，那个蒙面人最有可能是谁？”
作文加盟
“呵呵，三年前，这里冷清得很，但游大哥有办法，自从他来之后，就到处去抓人，这才形成了今天的繁荣局面。” 从三十六个不同的角度，射向了何易。有的直射，有的侧射，有的超前，有的缩后，有的迂回，每一个方位，每一个角度，都正好有一柄飞刀阻住何易的去路。 “我想给您引荐一位兄弟，很好的身手。” 但冰雪的纯洁似乎感染了他，他渐渐的进入物我两忘，人我难分的境界，果然不再眨眼。 “前辈请讲，晚辈洗耳恭听。”说完，何易驻剑聆听。
“不要问为什么，问的话雪山派就完了，快！”葛剑撕心裂肺的叫了起来，再次吐出一口鲜血，用头撞地。 “嘿嘿，骂吧，我知道我有错！” “什么都不用想，虚无！” “顾大总管，再不救他，他的假死就会变成真死！” 而且还斩下了他的一只手！
新人教版英语高一下Module4Unit1Womenofachievementword教案
Unit1 Women of achievement教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)教学内容分析：本单元紧扣“女性”这一中心话题，通过介绍几位生活在不同国度的杰出女性，探讨女性在社会生活中的地位、价值和奉献，关注她们所面临的困难，歌颂她们在社会各个领域的成绩。
学习本单元内容有助于提高学生对妇女的社会角色的熟悉，培育学生（尤其是女学生）的自信心、事业心和社会责任感，成立正确的性别观和社会观。
“热身”(Warming Up)部份要求学生评论讲义列出的六位女性，提出自己的观点和理由。
该部份呼应了模块一中第五单元Nelson Mandela－a modern hero的“读前”部份。
在学习这一单元时，学生们通过讨论已总结出评定巨人的标准。
因此，在教本单元时，教师能够让学生沿用这一标准，并针对本单元具体内容进行讨论，固然，学生也能够提出自己的观点。
教师应当鼓舞学生提出异议，但必需注意以下三点：（1)教师要引导学生提出踊跃意义的观点；（2）学生应有理有据地论述自己的观点并使其令人信服。
“读前”(Pre-reading）部份提出了两个问题：简·古道尔什么缘故不在大学里进行专业的生物学研究而要到非洲去研究黑猩猩？你同意她的这种做法吗？这两个问题还要求学生试探两种不同的研究方式（即实验室研究法与野外研究法）的优势与不足的地方。
然后，要求学生看课文中的题目和插图“阅读”（Reading)部份以《非洲野生动物爱惜者》为题，描述了简与她的同事们在非洲原始丛林观看非洲黑猩猩的一个片段，并阐释她从事这项工作的重要性和她所取得的成绩。
尽管他们在野外的考察工作又脏又累，但他们感觉如此做是值得的，他们有一些重要的发觉是在学校的实验室不可能取得的，这正是简·古多尔要到非洲原始丛林来的缘故。
她通过许连年的研究，帮忙人类了解黑猩猩的生活习性。
高一英语下册Unit4单元复习教案1
高一英语下册Unit 4 单元复习教案1一、教学目标通过本节课的学习，学生将能够：•复习并巩固本单元的重点词汇和句型•理解和运用本单元的重点语法项目•加强听说读写的综合技能二、教学内容本节课的教学内容主要包括以下几个部分：1.单词复习2.语法复习3.听力训练4.口语表达练习5.阅读理解训练6.写作训练三、教学过程1. 单词复习通过师生互动的方式，复习本单元的重点单词。
教师可以提供汉语或英语的提示，鼓励学生积极参与，快速回忆并说出正确的单词。
2. 语法复习复习本单元的重点语法项目：定语从句和状语从句。
教师可以通过示例句和练习题的形式引导学生回顾使用定语从句和状语从句的规则和注意事项。
同时，教师可以根据学生的水平和掌握情况，适当拓展相关知识点。
3. 听力训练播放一段与本单元相关的听力材料，要求学生仔细听取并回答相关问题。
教师可以适当调整听力材料的难度，确保每个学生都能参与到听力训练中。
4. 口语表达练习提供一些与本单元话题相关的口语练习，让学生以小组形式进行练习。
教师可以为每个小组指定一个话题，并为学生提供适当的问题或情景，以便他们能够展开对话。
5. 阅读理解训练选择一篇与本单元内容相关的阅读材料，要求学生仔细阅读并回答相关问题。
教师可以根据学生的水平和要求，选择适当的阅读材料和问题。
在学生完成阅读和解答问题后，教师可以让学生相互交流答案并进行讨论。
6. 写作训练提供一个写作话题，要求学生以单独完成的方式撰写一篇短文。
教师可以为学生提供写作要点和指导，鼓励学生发挥自己的想象力和创造力。
完成写作后，教师可以选择一些优秀的学生作品进行课堂分享和展示。
四、课堂作业完成教师布置的写作任务。
五、板书设计黑板上可以写下本节课的主要内容，包括单词、语法项目以及课堂作业等。
六、教学反思本节课以复习为主线，通过多样化的教学活动，全面巩固学生对本单元的理解和掌握。
同时，通过口语和写作练习，培养学生的语言表达能力。
教师可以根据班级实际情况，适当调整教学过程和活动，确保每个学生都能积极参与到课堂中。
高中高一英语教案新教材Unit4
高中高一英语教案新教材Unit4教学目标•了解单词和短语：music, musician, singer, dancer, artist, architect, engineer, actor, author, director, scientist, inventor, philosopher,psychologist, mathematician, talented, skillful,creative, confident, successful, worldwide,education, inspire, passion, talent, opportunity, success, achieve, confidence, self-esteem,accomplishment, goal.•学会运用上述单词和短语介绍不同职业。
•提升学生的口语表达能力。
•增强学生英语听力和阅读理解能力。
教学重点•运用单词和短语介绍不同职业。
•学生口语表达能力的提升。
教学难点•与学生进行互动式的口语训练。
•提高学生的英语听力和阅读理解能力。
课堂教学教学步骤步骤1：引入新话题教师出示一张涉及不同职业的图片，并与学生分享其中一些有趣的事情。
然后分组让学生扮演他们自己喜欢的职业，并对课堂上展示出来的不同类型职业发表一下自己的看法。
步骤2：单词及短语的介绍老师通过PowerPoint演示，介绍一些新的英文单词和短语，并在指导下有规律地展示某一个或某一组职业人员的具体工作、工作内容及要求等问题。
并引导学生思考如何用其他单词和短语来描述他们在讲解中提到的工作。
步骤3：听力训练让学生听一段音频，要求他们筛选出包含音频中所描述的职业类型的单词和短语，并记住具体含义。
然后，将音频暂停，要求学生说出他们所听到的职业名称。
步骤4：阅读训练向学生分发一篇英文阅读材料，让他们自主阅读，并试图使用给出的单词和短语来表述所描述的不同职业设置。
英语教学Unit4专项复习教案
英语教学Unit4专项复习教案本文将为您介绍一份英语教学Unit 4专项复习教案，该教案适用于中学英语教学，帮助学生加深对英语单词、语法、语音等知识点的理解，提高英语学习效率。
一、教学目标1. 理解并掌握Unit 4中重要单词及其用法；2. 学习Unit 4中重要语法知识，包括时态、语态、虚拟语气等；3. 提高Unit 4中的听、说、读、写能力，包括口头表达、语音练习、阅读理解和写作能力。
二、教学内容1. 重点单词及其用法（1）Adopt：采用，收养（2）Breath：呼吸，气息（3）Compete：竞争，角逐（4）Efficient：高效的，有效的（5）Flexible：灵活的，可变通的（6）Hinder：阻碍，妨碍（7）Lose：失去，输掉（8）Meditate：冥想，沉思（9）Notice：注意到，通知（10）Occupy：占据，占领（11）Pretend：假装，佯装（12）Respect：尊重，尊敬（13）Support：支持，支撑（14）Threaten：威胁，恐吓（15）Unconscious：无意识的，昏迷的2. 语法知识（1）时态：英语时态包括现在时、过去时、将来时等，同时还有完成时、进行时等复合时态。
学生需掌握各时态的构成、用法及表达不同意义的时间状语。
（2）语态：英语语态包括主动语态和被动语态，学生需掌握各种时态的被动语态的构成、用法及和主动语态的区别。
（3）虚拟语气：英语虚拟语气分为过去时虚拟语气、现在时虚拟语气和将来时虚拟语气。
学生需掌握各种虚拟语气的构成、用法及和实际情况的对应。
三、教学方法1. 借助PPT讲解单词的意思和用法，引导学生掌握单词拼写和语境应用方法；2. 通过教师示范和学生模仿的方式来进行语音训练，帮助学生准确地发音；3. 利用课堂互动方式，如小组讨论、情境演练等，让学生发挥主动性，提高听说能力；4. 通过阅读材料和写作练习，锻炼学生的阅读理解和写作能力。
高一下《Unit 4 History and traditions vocabulary 》教学设计
1)develop the students’ ability tolearnHistory and Tradition
通过大声朗读，训练学生发音和朗读能力，准确的朗读单词，
将读和写结合，培养学生综合语言能力。通过生动的图片，培养学生观察和分析能力，也能充分调动课堂氛围。将听、说、写结合，通过真实的情境，培养学生的听力能力，让学生在情境中掌握词汇
Step3:
Practice
Consolidate what you have learnt
1)Their vocabulary is limited and so is their spoken English.
2)They may encounter some problems in understanding long sentences.
四、教学策略选择与设计
1.TSST任务教学法
2.Situation-Cooperation Method情景合作教学法
3.Students discussion讨论法
五、教学重点及难点
1). Vocabulary
3). Pragmatic skill: How to offer first aid to someone in an emergency
Tip 2: Memorize words by derivation(派生).
Tip3: Memorize words by pictures.
Tip 4: Understand words by context(上下文).
Tip5: Memorize words in situations.
高一英语 Unit4复习教案
高一英语Unit4复习教案（一）必会词1．动词：advance, boom, crack, destroy, drag, fight, host, rescue, roar, scare, seize, shake, sink, strike, struggle, swallow, sweep, touch2．名词：bookworm, the Big Buddha in Leshan, chance, couch potato, deadline, disaster, fear, fright, fun, look, Mount Emei, note, peanut, seismograph, situation, temple, tower, travel agent,3．形容词、副词：national, naughty, unforgettable, workaholic4．其他：above, against, before, behind, below, can, past, upon,（二）必会短语、结构be caught in, have some kind of difficulty with…, for fun, save…from…, on fire, natural disaster, look around, a wall of water, so…that…, think twice, go down, pull up, hold onto, get on one’s feet, fight for, be cold as ice, look into, just around the corner, tree after tree, cut down, must have done, three meters deep, go through, up and down, work out, refer to, shake with fear, seize the opportunity, long before…, go on a holiday to…, far away from, a two-day trip, look up/down at…, take a photo of, in a second, towards evening（三）经典X句1. Your house is on fire but there is still a little girl sleeping in the bedroom on the second floor.2. Before she could move, she heard a loud noise, which grew to a terrible roar.3. There she saw a wall of water that was quickly advancing towards her.4. However, before she could think twice, the water was upon her.5. The next moment the first wave swept her down, swallowing the garden.6. Now, the water, which was cold as ice and flowed faster than a river, was above her knees.7. There she stopped, listening to the strange sounds, while the whole house moved.8. Tree after tree went down, cut down by the water, which must have been three meters deep.9. The garden that was once so beautiful was pletely destroyed, swept away by the wild water.10. The child’s small body shook with fear.11. It didn’t take long before the wooden building was swallowed by the fire.12. Looking up at the large head and down at the large feet makes you feel so small.13. Wei Bin took photos of us standing in front of the Buddha.14. The monkeyslook sweet, but they can be very naughty.（四）知识点Warming up and Listening1. get the chance to host the 2008 Olympic Games★host n.[C]主人,东道主;旅馆老板;(广播,电视的)节目主持人vt. 作...主人(或东道主),主办,主持；以主人身份招待①. The conference was hosted by that mittee.该委员会充当这个会议的东道主。
高一英语下册Unit4单元复习教案
高一英语下册Unit4单元复习教案Unit4名师点津（新人教版必修四）Ⅰ. 单项填空Iwn that waan endlurce，________can it be mad，so we should save andA. so B. aus D解析：选D。
考查连词。
根据“水既不是一种无穷无尽的资源，也不能被再制造”和nor位于句首，句子用部分倒装，可知选D。
2. ________，like noodles whiluare fonda.A. IB. In generalIn total D. In return解析：选B。
考查短语辨析。
in general总的来说，通常。
有共同之处；in total总共，总计；in return作为回报。
g________cauancer，killing millle each yeaA. major B. similaal Dal解析：选A。
句意：吸烟是癌症最主要的原因之一，每年有数百万的人丧生。
was a little nervouany strangers aBut wglanced at Jack，diately felt________.A. in peace Bdat a loss D. at ease解析：选D。
sb. feel at ease“某人心情放松”。
ur bodies agthened by taking ex________，our minds are developed by learning.A. ProbablyB. Likellarly D. Generally解析：选C。
our minds与our bodies做了类比。
similarly＝in a similar way同样地，类似地。
People are encouraged to speak openly，but careless words are ________to hu’ feelingA. possible B. probabllikely D. sure解析：选C。
高一英语下册unit4复习课件
高一unit4教案（精选2篇）
高一unit4 教案（精选2篇）高一unit4 篇1Unit4. Shopping for clothes(10 periods)Teaching aims:1. Functional language:a. Asking about problems.b. Asking about clothes sizes.c. Asking to try clothes.d. Agreeing to buy.2. The vocabulary about clothing.3. Grammar: a. The superlative form of the adj.b. The order of the adj.4. Teaching approach: Listening, Speaking, discussion, writing5. Teaching time: 10 periods6. Teaching procedure:Describing ClothesStep 1. Revision1. Greetings. Talk with students about their weekends or holidays. Go over the language they learned about planning a trip.2. Check their homework.Step 2. Listen, talk, discuss and learn.1. Have the students look at the people on their books. Make sure they can catch each word about clothes. Then, ask them to match the clothes the people wearing with the labels. Check their work.2. Play the tape. Have them listen carefully to catch how the people in the picture describing their clothes. Writing downthe new words and phrases on the blackboard if there’s any. Name each person according to what they hear.3. Ask the students to read the chart about the order of adjectives. Make sure they can catch the rules. Help them to describe the clothes in exercise 1.4. Ask some students to come to the blackboard , have the other students to describe their clothes. Pay attention to the language they use, especially the rules of the adjectives.5. Look at the picture of exercise 5 carefully. Say where Julia is and what she is doing. Check their work.6. Play the tape and match the problems with each of the coats. Make sure they can catch what they hear. Help them if needed.Step 3. Talk, discuss and learn.1. Ask the students to look at the pictures of exercise 7 carefully. Try to describe the clothes in the pictures with “too” and “enough”. Check their work and correct their mistakes if there’s any.2. Have them look at the clothes in exercise 1 and say which they would like to buy or not. Give the reasons. Give them some new words about describing clothes and some sentence structures if needed. Such as : old-fashioned, baggy, trendy, fashioned, out-of-date, or so./ I would like to buy…because…/ The reason why I want to buy … is that…)3. Do stress and intonation. Pay attention to their intonation. Ask them to try to imitate.Step 4. Read and learn1. Ask them to read the article carefully and try to find out the answers to the questions.2. Make sure they can understand what the article talksabout. Solve their problems if they have any.3. Ask them to read the article together. Correct their pronunciations and intonation.4. Ask them to retell the articles. Check their work.5. Work with partners to answer the questions on their book.Step 5. WorkbookDo exercises.Step 6. Homework1. Do exercise on workbook2. Go over “Describing clothes”The right clothesStep 1. Revision1. Greetings.2. Checking their homework and do some oral exercises.Step 2. Talk, discuss and learn1. Have them look at the pictures on their book and describe the pictures. ( Say what clothes the shop sells.) Help them to go over the words about clothes.2. Have them match the labels with the T-shirts. Make sure they can understand what the labels mean. Check their work.3. Have them practice how to ask about the size. “ What’s the size of …/ What size T-shirt do you take or wear?” Practice more with the information of the chart below. Make sure each of them can do it well.4. Ask them to ask their partner about what size of clothes they wear. Check it.Step 3. Listen, talk and learn.1. Listen to the tape carefully. Read after the tape sentence by sentence with book closed.2. Work in pairs and practice the similar conversations. Pay attention to the language they use. Check their work and solve their problems.3. Listen to the tape and answer the questions.4. Help them to find out the rules of the comparative and superlative forms. Have them to complete the chart on their book. Add more adjectives to practice. Ask them to say which adjectives have irregular comparative and superlative forms. Solve their problems if they have any.5. Complete the sentences with the superlative form of each adjective on their books. Check it. Encourage them to make more sentences with adjectives to practice the comparative and superlative form.Step 4. Read , discuss and learn.1. Match the clothes to one of the countries on their books. Have them talk about the clothes they know about different countries .2. Talk about the differences between different kinds of clothesStep 5. Homework.1. Write about what they wear at different times of the year.2. Go over the whole lesson.DEVELOPMENTStep 1. Revision1. Greetings2. Checking their homework and do some translation.Step 2. Speaking, listening and learning.1. Ask them to identify the people in the pictures according to the clothes they wear. Give the reasons. Introduce some news about describing clothes to them. Such as : comfortable, casual,formal, informal, fashion , dirty or so.2. Listen to the tape carefully and try to answer the questions on the book. Make sure they can catch what they hear and encourage them to repeat after the tape.Step 3. Reading, discussing and learning1. Look at the picture on their book and have them have a guess about the lady’s occupation. Have them guess it with the help of the words on their books.2 Ask them to read the article to see if they were right. Have them to read the article carefully and try to do exercise 4 to judge the statements true or false. Correct the false statements.3. Have them underline the words and phrases which are difficult to them. Solve their problems and ask them to find out the answers to the exercise 5. Check their work.4. Make sure they can catch what the article talk about and ask them to read the article . Make sure they can read the article fluently.5. Encourage them to retell the article in their own words.Step 4. Writing1. Have them write something about their feelings about the clothes they wear after reading the short letter on their book. Ask them to follow a suit to write a paragraph about an item of clothing that is important to them.Step 5. SummaryGo through the summary with the help of exercise .Step 6. Homework1. Workbook2. Go over the words and phrases.3. Writing.4. Preview Unit5.高一<look ahead>unit4 教案高一unit4 教案篇2Unit4. Shopping for clothes(10 periods)Teaching aims:1. Functional language:a. Asking about problems.b. Asking about clothes sizes.c. Asking to try clothes.d. Agreeing to buy.2. The vocabulary about clothing.3. Grammar: a. The superlative form of the adj.b. The order of the adj.4. Teaching approach: Listening, Speaking, discussion, writing5. Teaching time: 10 periods6. Teaching procedure:Describing ClothesStep 1. Revision1. Greetings. Talk with students about their weekends or holidays. Go over the language they learned about planning a trip.2. Check their homework.Step 2. Listen, talk, discuss and learn.1. Have the students look at the people on their books. Make sure they can catch each word about clothes. Then, ask them to match the clothes the people wearing with the labels. Check their work.2. Play the tape. Have them listen carefully to catch how the people in the picture describing their clothes. Writing down the new words and phrases on the blackboard if there’sany. Name each person according to what they hear.3. Ask the students to read the chart about the order of adjectives. Make sure they can catch the rules. Help them to describe the clothes in exercise 1.4. Ask some students to come to the blackboard , have the other students to describe their clothes. Pay attention to the language they use, especially the rules of the adjectives.5. Look at the picture of exercise 5 carefully. Say where Julia is and what she is doing. Check their work.6. Play the tape and match the problems with each of the coats. Make sure they can catch what they hear. Help them if needed.Step 3. Talk, discuss and learn.1. Ask the students to look at the pictures of exercise 7 carefully. Try to describe the clothes in the pictures with “too” and “enough”. Check their work and correct their mistakes if there’s any.2. Have them look at the clothes in exercise 1 and say which they would like to buy or not. Give the reasons. Give them some new words about describing clothes and some sentence structures if needed. Such as : old-fashioned, baggy, trendy, fashioned, out-of-date, or so./ I would like to buy…because…/ The reason why I want to buy … is that…)3. Do stress and intonation. Pay attention to their intonation. Ask them to try to imitate.Step 4. Read and learn1. Ask them to read the article carefully and try to find out the answers to the questions.2. Make sure they can understand what the article talks about. Solve their problems if they have any.3. Ask them to read the article together. Correct their pronunciations and intonation.4. Ask them to retell the articles. Check their work.5. Work with partners to answer the questions on their book.Step 5. WorkbookDo exercises.Step 6. Homework1. Do exercise on workbook2. Go over “Describing clothes”The right clothesStep 1. Revision1. Greetings.2. Checking their homework and do some oral exercises.Step 2. Talk, discuss and learn1. Have them look at the pictures on their book and describe the pictures. ( Say what clothes the shop sells.) Help them to go over the words about clothes.2. Have them match the labels with the T-shirts. Make sure they can understand what the labels mean. Check their work.3. Have them practice how to ask about the size. “What’s the size of …/ What size T-shirt do you take or wear?” Practice more with the information of the chart below. Make sure each of them can do it well.4. Ask them to ask their partner about what size of clothes they wear. Check it.Step 3. Listen, talk and learn.1. Listen to the tape carefully. Read after the tape sentence by sentence with book closed.2. Work in pairs and practice the similar conversations. Payattention to the language they use. Check their work and solve their problems.3. Listen to the tape and answer the questions.4. Help them to find out the rules of the comparative and superlative forms. Have them to complete the chart on their book. Add more adjectives to practice. Ask them to say which adjectives have irregular comparative and superlative forms. Solve their problems if they have any.5. Complete the sentences with the superlative form of each adjective on their books. Check it. Encourage them to make more sentences with adjectives to practice the comparative and superlative form.Step 4. Read , discuss and learn.1. Match the clothes to one of the countries on their books. Have them talk about the clothes they know about different countries .2. Talk about the differences between different kinds of clothesStep 5. Homework.1. Write about what they wear at different times of the year.2. Go over the whole lesson.DEVELOPMENTStep 1. Revision1. Greetings2. Checking their homework and do some translation.Step 2. Speaking, listening and learning.1. Ask them to identify the people in the pictures according to the clothes they wear. Give the reasons. Introduce some news about describing clothes to them. Such as : comfortable, casual, formal, informal, fashion , dirty or so.2. Listen to the tape carefully and try to answer the questions on the book. Make sure they can catch what they hear and encourage them to repeat after the tape.Step 3. Reading, discussing and learning1. Look at the picture on their book and have them have a gues s about the lady’s occupation. Have them guess it with the help of the words on their books.2 Ask them to read the article to see if they were right. Have them to read the article carefully and try to do exercise 4 to judge the statements true or false. Correct the false statements.3. Have them underline the words and phrases which are difficult to them. Solve their problems and ask them to find out the answers to the exercise 5. Check their work.4. Make sure they can catch what the article talk about and ask them to read the article . Make sure they can read the article fluently.5. Encourage them to retell the article in their own words.Step 4. Writing1. Have them write something about their feelings about the clothes they wear after reading the short letter on their book. Ask them to follow a suit to write a paragraph about an item of clothing that is important to them.Step 5. SummaryGo through the summary with the help of exercise .Step 6. Homework1. Workbook2. Go over the words and phrases.3. Writing.4. Preview Unit5.高一<look ahead>unit4 教案。
高一英语unit4教学设计(解析版)
5 ． 教学结构组合优化，优质高效。
60
51
42
36
30
教学评价设计
1 ． 形成性评价：提问、练习、测试等形式多样、反馈强化及时、内容设计合理，要求适度；
2 ． 总结性评价：知识覆盖面达 80% 以上，突出教学的重点和难点，又重视实践分析能力和综合能力的测评。
1.Try to complete the form.
2.try to retell the text according to the form.
Consolidation
读后讨论
Show the questions
Think and answer the questions in group and then in class.
2.Can youdescribewhat it was like and how you felt？
Think about the pictures and look at the pictures about natural disasters.
Let students get into the topic quickly.
评价结果
优
良
中
合格
差
教学目标设计
认知领域目标、动作技能领域目标和情感领域目标设计的完整性、适切性和可操作性
20
17
14
12
10
教学策略设计
1 ． 策略符合现代教学规律和教学原则，体现教学的主导性和主体性；
2 ． 教学内容精心组织，容量恰当，重点突出，体现内容的有效性、系统性和有序性；
3 ． 重视启发，活跃思维，方式、方法多样，选择适当；教学环节紧凑、合理；
高中高一英语教案：新教材Unit4
高中高一英语教案：新教材Unit4
教学目标
•熟练掌握本单元的基本语法，包括现在完成时、一般过去时等；
•能够运用所学知识描述人物、状况等；
•培养学生的听说读写能力。
教学重点
•掌握现在完成时和一般过去时的用法；
•学会描述人物和状况；
•培养听说读写能力。
教学难点
•熟练运用过去完成时的用法；
•能够准确地描述人物和状况。
教学方法
•自主学习法；
•合作学习法；
•小组讨论法；
•任务型教学法。
教学过程
Step 1 自主学习
学生在课前自主预习本单元的课文和相关语法知识，提出疑点和疑问，并做好笔记。
Step 2 合作学习
学生以小组为单位，互相交流自己的学习笔记和问答内容，一起讨论并解决问题。
老师在此过程中及时纠正和指导。
Step 3 小组讨论
老师提供一个话题，让学生以小组为单位进行讨论，要求每个组员都积极参与，并阐述自己的观点和理由。
Step 4 任务型教学
老师根据学生的实际水平和兴趣爱好，设计一些任务型教学的活动，比如说配对练习、听力测试等。
总结
本单元的教学重点在于掌握现在完成时和一般过去时的用法，学会描述人物和状况，以及培养听说读写的能力。
在教学过程中，要求学生自主学习、合作学习、小组讨论和任务型教学，尝试让学生更加活跃地参与到语言学习中，并根据学生的实际情况进行个性化的教学。
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高一英语下册Unit4单元复习教案1Unit4名师点津（新人教版必修二）Ⅰ.单项填空.Thelittlegirlwas________losingherlife，butsheisnow________.A.inthedangerof；outofdangerB.indangerof；outofthedangerc.inthedangerof；outofthedangerD.indangerof；outofdanger解析：选D。
indanger表示“处境危险，有……的危险”；outofdanger意为“脱离危险”。
注意在这两个介词短语中，danger前习惯上不用冠词。
2.Hewasata________whattosaytotheteacher’squestion—obviouslyhewas________inthoughtjustnow.A.loss；losingB.loss；lostc.losing；lostD.lost；loss解析：选B。
第一个空考查固定词组ataloss，意为“困惑，不知所措”。
第二个空考查固定搭配belostin...“沉迷于……”。
3.Teacher’swordsanddeeds________agreateffect________theirstud ents.A.have;onB.give;toc.make;inD.take;to解析：选A。
haveaneffecton/uponsb./sth.＝influencesb./sth.对……影响，起作用；giveeffectto使生效；takeeffect生效，奏效。
4.Theexamhepaidnoattentionto________himthechancetogotocollege.A.beingcostB.becostc.costingD.cost解析：选D。
本题考查非谓语动词用法。
此句主语为Theexam，hepaidnoattentionto作Theexam的定语从句，此处缺少谓语动词，故选D。
5.Noneofthemhadexpectedthatthemiddle­agedengine erdied______hisdesignuncompleted.A.withB.fromc.outD.of解析：选A。
本题考查介词的用法。
with的复合结构在句中作伴随状语。
6.—Howaretheteamplaying?—They’replayingwell，butoneofthem________hurt.A.gotB.hadc.turnedD.become解析：选A。
gethurt受伤，侧重动作，且动作发生在过去，故应用一般过去时。
7.moreandmoretreesshouldbeplantedinspringto________sandstormshappeningfrequently.A.protectB.preventc.keepD.care解析：选B。
keep/prevent...fromdoing“阻止……”，在主动语态中prevent后的from可省略，而keep后的from不能省略。
故B项正确。
8.—Isit________thatourteamwillwin?—yes，thatisfor________.A.sure；certainB.certain；surec.madesure；certainD.madecertain；sure解析：选B。
Itiscertainthat...句型中只用certain 不用sure。
sure的主语是人或物，forsure肯定地。
9.Toomuchdrinkingwilldo________toyourhealth；youshouldtakethedoctor’sadvice.A.harmB.troublec.damageD.hurt解析：选A。
doharmto对……有害。
damage破坏；hurt 伤害；trouble麻烦，均不符合句意。
0.Aftergraduationfromcollege，hebegantowanderfromcitytocity，________asuitablejob.A.huntingforB.takingonc.lookingafterD.bringingup解析：选A。
huntforajob找工作。
Ⅱ.完形填空Thefuturebelongstothosewhobelieveinthebeautyoftheir dreams.－EleanorRooseveltmyhomeisaplaceofgreatbeautyandagriculturalrichness，aswellasofwarandnaturaldisasters.whenIwasonlyfourte enyearsold，Iwasfilledwith__1__inspiteoftheterriblesurroundings .Thefamilieslivinghere，whotriedtomaketheirlivingfromtheland，__2__greatlosses.Ifeltsorryespeciallyforthe__3__，butI__4__tobehopeless.IdecidedthatwhereIwas，Icoulddo__5__tohelpthem.Ibeganknockingoneverydooran dsayingtoeachpersonwho__6__myknock，“Iknowthatyouare__7__andgivethebirdsthatcometoyour yardalittle__8__.Pleaseconsidermeyourbird.GivemeonlyahandfulofriceeachweekwhenIcometoyour__9__.Iwillta keittothetemplewhereitcanbegiventothe__10__children .”Nooneseemedto__11__givingmeahandfulofrice，even__12__theyhadlittlethemselves.onSunday，Iwouldgotothe__13__andgivemyhandfulsofricetothemonk sto__14__tothechildren.oneday，Icametoahousethathad__15__togive.Itoldmystoryandask edifIcouldbetheirbird.Thewomancalledherdaughters，and__16__gavemefiftycents，aswellasthehandfulofrice！Ibegantoaskfor__17__andricefromtheother “birdfeeders”，andtheygavethemtome.Everyonewashappytobehelpingthos ewhoweresuffering，even__18__onlythissmallway.Thetemplewassoonabletohe lpeveryonewhocametothemforfoodandclothing.“considermeyourbird.”my__19__ideahadnotstoppedthewar，butanyway，itwas__20__somepeace..A.sorrowB.hopefortD.happiness解析：选B。
由语境知，虽然生活环境恶劣，但是我没有失去对生活的希望，故选hope。
2.A.sufferedB.survivedc.coveredD.made解析：选A。
suffergreatlosses遭受巨大损失。
前文谈到了家乡有战争和自然灾害，老百姓自然蒙受了巨大的损失。
3.A.peasantsB.citizensc.villagersD.children解析：选D。
本段段末有暗示。
我把募捐到的大米送到庙里，然后由寺庙施舍给孩子们吃，故选children。
4.A.wantedB.failedc.refusedD.stopped解析：选c。
refusetodosomething拒绝做某事。
语境为：虽然我为孩子们感到遗憾，但是我拒绝感到绝望。
这也表明作者对生活充满了期待。
5.A.somethingB.everythingc.anythingD.nothing解析：选A。
something表示肯定的意义。
语境为：在当时的情况下，我决定做点事情来帮助可怜的孩子们。
6.A.saidB.repliedc.answeredD.spoke解析：选c。
我挨家挨户地敲门，对听到我的敲门声来开门的人说……7.A.gladB.kindc.richD.friendly解析：选B。
根据下文“givethebirdsthatcometoyouryardalittlerice”可判断应选kind。
8.A.waterc.nestD.rice解析：选D。
rice大米。
下文“Givemeonlyahandfulofrice...”暗示作者在求人施舍大米给他。
9.A.templeB.roomc.doorD.garden解析：选c。
由上文我是在别人开门时说这些话的可知此处应选door。
whenIcometoyourdoor指“当我来到你家门口”。
0.A.braveB.hungryc.promisingD.nervous解析：选B。
结合语境，战争和自然灾害使人们饱受痛苦及作者求人施舍大米可知，孩子们在挨饿，故选hungry。
1.A.mindB.escapec.practice解析：选A。
mind“在乎，反对”。
语境为：大家都愿意施舍一把米给我。
2.A.whereB.thatc.soD.when解析：选D。
“evenwhentheyhadlittlethemselves”即使当他们的食物也不充裕时。
3.A.villageB.hometownc.templeD.house解析：选c。
temple“庙”。
由上文“Iwilltakeittothetemple...”及本句and后的“givemyhandfulsofricetothemonks”可知，我把乞讨来的大米捐给了庙里，再由和尚们发放给挨饿的孩子们。
4.A.giveinB.giveupc.giveawayD.giveout解析：选c。
giveaway在本句中指“发放”。
5.A.muchB.littlec.manyD.few解析：选A。