高一英语上(Unit4 综合能力训练)教师辅导讲义教案

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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。

新课标人教版高一英语必修四unit4教案

新课标人教版高一英语必修四 Unit 4 教案教学目标1.了解 Unit 4 主题是“小说和电影”，并学会掌握相关词汇和知识；2.学习阅读文学作品的技巧和方法；3.提高听力和口语能力，能够听懂和表述有关电影和小说的内容；4.培养学生的批判性思维能力。

教学内容本单元的教学内容主要包括以下四部分：1.Introduction & Reading: Introducing Literature and Films2.Listening & Speaking: Films and Novels3.Speaking & Writing: Discussing Favourite Filmsnguage study: Modal Verbs教学过程Introduction & Reading1.学生们在老师的带领下，讨论并了解本单元的主题和学习目标；2.学生们分组阅读一篇有关文学和电影的文章，并在小组内讨论文章的主要观点和结论；3.整个班级讨论文章的内容，并展示各个小组的不同观点。

Listening & Speaking1.给学生播放一段电影片段，并让他们在听完后就内容进行讨论和总结；2.给学生发放一份包括电影和小说内容的练习，并让学生用口语和同桌一起完成练习。

Speaking & Writing:1.学生被分成小组，每组产生一个代表，代表需要先介绍自己喜欢的电影，并谈论电影中的某些特点和值得推荐的原因；2.所有代表回到教室，并通过细节和观点进行辩论；3.接下来，学生们需要写一篇有关一部电影、小说或者文化作品的作文，并将这篇作文与同桌进行分享和讨论。

Language study本单元的语言学习环节将主要集中在Modal Verbs语法和习惯用法上。

学生需要通过阅读和翻译文本，以及完成会话练习和语言表达作业来掌握这一难点。

教学评估1.通过小组讨论和全班讨论来听取学生的观点和意见；2.通过听力和口语练习来检查学生的听力和口语能力；3.通过作文和语法作业来检测学生对知识点的掌握情况。

高一英语必修1 unit4教案(全单元)

一．教学内容分析本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。

本单元共分八个部分。

Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。

Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。

这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。

Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。

作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现；地震的来势汹汹并在顷刻间将整座城市夷为平地；震后人们勇敢面对现实并及时实施抢救和重建工作。

Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading 部分的文章。

Learning about Language 部分分为两个部分：Discovering useful words and expressions和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。

其次还对一些复杂的数字读法进行了检测。

第二部分则结合文章学习定语从句。

Using Language 部分分为Reading ，Writing and Speaking ；Listening 和Writing 。

Reading ，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk 。

Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。

Writing 部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。

新课标人教版高一英语必修四unit4教案讲课讲稿

Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. 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.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。

高一英语必修一unit4教案

高一英语必修一unit4教案教案标题：高一英语必修一Unit 4 教案教学目标：1. 通过本单元的学习，使学生能够掌握有关环境保护的词汇和表达方式。

2. 培养学生的阅读理解能力和写作能力。

3. 培养学生的团队合作和交流能力。

教学重点：1. 掌握本单元的重点词汇和短语。

2. 提高学生的阅读理解能力。

3. 培养学生的写作能力。

教学难点：1. 学生在阅读理解中的细节把握和推理能力。

2. 学生在写作中的语言表达和组织能力。

教学准备：1. 教材：高中英语必修一教材Unit 4。

2. 多媒体设备。

3. 单词卡片和图片。

教学过程：Step 1：导入（5分钟）通过展示一些有关环境保护的图片和视频，引发学生对环境保护话题的兴趣，并提出一些问题，如：“你认为环境保护对我们的生活有什么重要性？你做过哪些环境保护的事情？”Step 2：词汇和短语学习（15分钟）通过多媒体展示和讲解，教授本单元的重点词汇和短语，如“pollution, recycle, global warming, renewable energy, etc.”，并要求学生跟读和记忆。

Step 3：阅读理解（25分钟）1. 学生分组阅读教材中的阅读材料，理解文章的主旨和关键细节。

2. 学生回答一些与文章内容相关的问题，进行小组讨论。

3. 教师带领全班讨论，梳理文章的结构和语言特点，引导学生总结阅读技巧。

Step 4：写作训练（20分钟）1. 教师指导学生学习如何写一篇关于环境保护的短文。

2. 学生分组合作，讨论并撰写一篇关于如何保护环境的短文。

3. 学生互相交流和修改彼此的短文，提出改进意见。

Step 5：展示和评价（10分钟）1. 学生代表展示他们小组撰写的短文，并进行全班评价。

2. 教师给予学生积极的反馈和建议，鼓励学生继续努力。

Step 6：课堂延伸（5分钟）教师提供一些与环境保护相关的课外阅读材料，鼓励学生自主学习和进一步思考。

Step 7：作业布置（5分钟）布置关于环境保护的作业，如写一篇关于如何减少塑料污染的短文，并要求学生在下节课前完成。

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。

高一英语上(秋季) -第16讲-Unit4 综合能力训练

高一英语上册（秋季）辅导讲义年级：高一课时数： 3 辅导科目：英语课题Unit4 综合能力训练教学目的通过综合训练，提高学生解题能力，巩固Unit4重点内容。

教学内容Step1：Greetings & short reportTalk about the week in school. What news / story / book / movie … have u got ?Step2：Assignments checking &RevisionI. The assigned exercises on the previous handout.II. TranslationPhrases:1. 昏倒2. 对……大吃一惊3. 由……组成4. 由……环绕，包围5. 取得成就6. 在某方面和某人相似7. 对……起作用,有影响8. 安排（某人）做某事9. 创造……的记录10. 打火机*************************************************************************************************** Keys:1. fall into a faint2. gasp at3. seat oneself4. be made up of \ compose of \ consist of5. be surrounded by make achievements6. be similar to sb. in sth7. have an effect on 8. arrange(for somebody) to do something9. set a record for 10. cigarette lighterSentences:1. 一个摄影师帮助那个妇女下了舞台（off）2. 导演帮她在舞台上落座后，一个化妆师跑上前来。

高一英语教案：上册unit4教案

Unit 4 Unforgettable experiencePeriod 1. ListeningTeaching objectives and demands:1. The activity is designed to encourage students to think about some unforgettable experience andto activate relevant vocabulary.2. Ask the students to describe a famous person and give examples of situations the person or theaccident happened. Use the activity as a brainstorming session done either in groups or with the whole class.3. Language use: Manipulate listening, speaking practiceKey points:1. Everyday English for communication.2. Words and useful expressions Teaching procedures: Step 1 Warm up1. Game: Ask students to guess what or whom the teacher is talking about.1) He invented the first telephone in the world. -------- Alexander Bell2) He is also a great inventor in America. He invented the phonograph and the electric lamp ThomasEdison3) He is a Jewish, and he presented the theory of relativity. ---------- AlbertEinstein4) He is a very famous cartoon maker. Hecreated Mickey mouse. ------------------- Walt Disney5) They are American brothers. They invented the plane. ------------------------- Laite Brother2. Tell Ss: We can use attributive clause to describe these persons.e.g. Alexander Bell is the person who invented the first telephone in the world. Ask Ss to give other four sentences using the attributive clause.Tell Ss: All of these people are unforgettable, because what they did have developed human beings ' life. Then please turn to page 22, and look at the four pictures.Please use attributive clause to describe these persons and things.1) Zhang heng is the man who made the earliest seismograph in 132.2) Howard carter is the man who found the King Tut ' s tomb in 1937.3) The Titanic is the ship that/which sank after hitting an iceberg.4) Beijing is the city that/which has got the chance to host the 2008 Olympic Games.4. Ask Ss to make up dialogues about these pictures and practice.e.g. ---- Do you know the man in picture 1? --- He is Zhang heng.--- What made him unforgettable? / How do you know him? he is the man who made the earliest seismograph.Step 2 Listening1. Ask Ss to describe the pictures of earthquake.2. Brief introduction: Hank Stram lives in San Francisco with his wife and daughter. On October 17 th, 1989 a strong earthquake took place and killed over 100 people.He was caught in the earthquake. Here we will listen to two passages about his own experience.3. Ask Ss to read the questions in part1, and listen to the tape twice. Then askthem to work in groupsto prese nt their an swers.a) When did the earthquake happe n? -------- 5:15pmb) Where was the man drivi ng whe n it happe ned? ---------- o n his way to hisdaughter ' s schoolc) What was the first thi ng he saw? -------- the car in front started to movefrom side to side.d) What had he bee n doing before the earthquake? --------- he had fini shed hiswork and gone to the post office.e) What was he going to do? ------- he was going to fetch his daughter from herschool.4. Liste n to the tape aga in to check and the teacher give n ecessary expla nati on.5. Read these five sentences in part2, and then listen to the tape twice, then fill the bla nks.a) I found myself in the dark.b) Then I remembered what had happe ned.c) It was clear to me now that I had bee n in an earthquake.d) Then I heard people climb ing towards me.e) A team of people had come to see if anyone was un der the broke n road.6. Liste n aga in to check and make some expla nati on.7. Ask Ss to tell the whole story (us ing first, n ext ,the n, fin ally)Step3 Exercise in the workbook (Page 103)Period 2. Speak ing and talk ingTeach ing objectives〔.Develop the students ' comprehension of explorative passages, especially their ability of speak ing and talk ing ,an alyz ing the structure of such kind of articles.2.Offer the stude nts cha nces of self-culture by work ing in groups and seek ingin formatio n about thefilm outside the class.3. In fuse the stude nts with basic kno wledge about the experie nee4. Lear n some words and useful expressi ons from the text.Teach ing ApproachI. Communicative Approach should be used throughout the class. Stress should be laidon:2. Learner-centeredness; learning-centeredness3. Task-based learning4. Activity-based teaching (class work; individual work; group work)Teaching type: Speaking and talkingTeaching ProcedureStep 1. Report in class A student is asked to report something interesting he or she picks up from newspaper or magazines.Step 2.Review and check Ss have a word dictation and check their homework in workbookStep 3. Speaking1. Read the dialogue in P23 in pairs, and act out.2. Give explanations of some phrases in the dialogue.Be good at: do well in For fun: not seriously3. Ask Ss to find out the expressions about offering help, encouraging others and giving advice.--- Don't worry! / Just try / you can do it / Well done! / That was a very good ball.4. Introduce them some other useful expressions.When in danger: Help!When in frighte n: It scares me. / I ' m afraid to …When encouraging sb: It will be o k. / Come on! / Keep trying. / It 's all right.5. Ask Ss to describe the three pictures on P23. Then the teacher introduce the three different situations.Pic1. You have just been saved from a terrible earthquake and you worry about your family.Pic2. Your neighbor will take cars of your favorite pet while you go on a holiday.Pic3. Your house is on fire but there is still a little girl sleeping in the bedroom on the second floor. Then ask Ss to make dialogues according to these situations, using these useful expressions, and choose several pairs to act out.Step 4. Talking1. Give the Brief introduction of the situation: one discovered the tomb of aChinese King while he was working. He went in and had a look, but didn't touch anything. Thena scientist came 3 days later, so they began to talk about the tomb.2. Role-play: Ask Ss to work in pairs to make up a dialogue. One acts the person who find the tomb.The other one acts the scientist from Beijing. They can read questions on P103 first, and then choose some of them to make up their dialogues.Step 5. HomeworkworkbookRevise the key points of this Unit.Evaluation of teaching:Period 3. Readi ngTeaching objectives1. Develop the students'comprehension of reading explorative passages, especially their ability ofan alyz ing the structure of such kind of articles.2. Offer the stude nts cha nces of self-culture by work ing in groups and seek ing in formati on aboutthe film outside the class.3. In fuse the stude nts with basic kno wledge about the friend and frien dship4. Lear n some words and useful expressi ons from the text.Teaching Approach1. Com muni cative Approach should be used throughout the class. Stress should be laid on:2. Lear ner-ce ntered ness; lear nin g-ce ntered ness3. Task-based lear ning4. Activity-based teach ing (class work; in dividual work; group work)Teach ing type: Readi ng comprehe nsionTeaching ProcedureStep 1. Pre-readi ng1. Tell Ss: Do you remember Hank Stram ' s terrible experienee? He was trapped inthe earthquake forabout 14 hours .It is really an unforgettable experienee for him. As we all know,the earthquake is a kind of natural disasters. Then can you list some other naturaldisasters?2. Write dow n their an swers on the blackboard——Flood, Typho on, Hurrica ne,Volca nic erupt ion, Thun der storms, Snow storm, Fire …3. Tell Ss: Amongthese disasters, I think most of us have experieneed the Typhoons,right? Then can you describe what it was like and how you felt? Ask some Ssto give their ideas.4. Pose question: If you are riding a bicycle on the road, and the typhoon is coming,the n what would you see / feel / do? Please use first, n ext, the n, and fin allyin your description.Ask two or three Ss to give their descripti on.5. Pose question: Have you ever experieneed such natural disasters?If yes, ask them to describe. If no, ask them to use their imagination and discuss in groups to describe what would they see / feel / do in other situations. Then choose several groups to prese nt their ideas using first, n ext, the n, andfin ally.1. Pose a questi on: What is the text about? --- About how Flora and Jeff rescue themselves in the flood.2. Liste n to the tape once, and ask them to an swer questi ons:What happe ned to them fin ally? ---- SurviveHow did they make it? ---- Stay in the room with a chi mneyWhy? -------- It ' s the strongest part of the house. (Para 8 and Para 11)3. Ask Ss to read the whole passage carefully, and then fill in the table below.4. According to the table, ask Ss to catch the main idea of the whole story. Choose some Ss to retell.5. Lan guage studyParagraph 11) Heard somebody shouti ng / saw Jeff runningSee / hear sb doing ------- I heard him singing next door last ni ght.See / hear sb do ------ I heard him sing n ext door.Compare the differe nces betwee n the two.2) The attributive clause: it ' s a part of a sentence, and tells us which person or thin g(or what kind of pers on or thi ng)the speaker means.3) Look around:4) Roar: (n) loud and deep sound of a lion ,thunder, or a person in pain(v) make loud and deep sound5) Adva nee: (v) move forward or develop --- Our troops ~d two miles.——The water is ~i ng on/upon/towards her.(n) in adva nee: beforeha nd --- if you want to come here for your holiday,please call me ~.6) Be upon: be close toParagraph 27) Seize: take hold of sudde nly and viole ntlyParagraph 38) Sweep : clea n and clear away --- e.g. sweep the dust from the carpetssweep dow n: knock dow n by the watersweep away (Para 9) -e.g. s~ the dead leaves9) Swallow: allow to go dow n the throat, here means she was take n in by the water and disappeared.10) Drag: pull along with effort and difficulty11) Go down :go lower; set ---- e.g. The price of egg has gone down.The sun is going dow n.Here means they were swallowed by the waterGo through: pass --- e.g. A terrible no ise went through the house. (Para 10)experie nee, suffer --- e.g. ~ hardshipsParagraph 412) Aga in st: in dieati ng support and close --- e.g. place the ladder ~ the wall13) Struggle: make great effortsStruggle aga inst --- e.g. ~ aga inst difficulties14) Get on her feet: sta nd up15) Fight for her life: try her best to rescue herself16) Look in to: stare at--- e.g. Jeff and Flora looked into each other ' s face.exam ine, in vestigate --- e.g. ~ a questi on17) With a look of: here look is a noun, and m eans appearanee on one ' s face18) Fright: fear ——e.g. give sb a ~; take ~ at sthFrighte n (v) :scare ——e.g. The great no ise ~ed me.Paragraph 619) Flow: move along as a river does ----- e.g. Rivers ~into the sea.The tears ~ed from her eyes.Paragraph 720) Strike: hit, give a blow to ---- e.g. ~ while the iron is hot.The clock is ~i ng 12.21) Crack ing no ise: When the house was broke n with lines of divisi on, it made such sudde n sharp no ise.Paragraph 822) Fall down: crash, break down /fail --- e.g. ~ on one ' s promiseParagraph 923) Noun + after + Noun : in dicat ing the successi on. Tree after tree; day afterday; year after year24) Must have done: He is sleepy this morning. He must have slept very late lastni ght.Must be doing: e.g. I hears loud voices next door. They must be quarrelli ng.Must do: e.g. He is Tom ' s best friend. He must know his E -mail.Step 3. Post-readi ng1) Ask Ss to find these sentences below and then work out what the underlined words refer to?Before she could move, she heard a loud no ise, which grew to a terrible roar.---- a loud n oiseThere she saw a wall of water that was quickly advancing towards her. ------------------- behind herShe wan ted to watch it. ------- a wall of waterFlora, whose beautiful hair and dress were all cold and wet, started crying.--------- flora ' sFor some mome nts both were sile nt. ------- J eff and Flora2) Do the exercises in page26Step 8. Homeworkworkbook Readi ngRevise the key poi nts of this Unit.Period 4. GrammarTeach ing aims and dema nds1. The stude nts are asked to master the Grammar :2. In tegrati ng Skill: read ing3. Oral practice: man ipulate oral practice releva nt to the readi ng material.Key poin ts: grammar and readi ngTeach ing methods: Readi ng -Sentence structure----expla nati onTeach ing procedures:Step 1. Revisi on(1) Check the homework exercises.(2) Revise the key points of the previous less on.Step 2. Warming upPlay a game: The teacher describe sb or sth and ask Ss to guess.If a pers on likes readi ng very much, we call him a bookworm.If a pers on loves to play or watch sports, we call him a sports fan.If a pers on ofte n works very hard, and seldom stop work ing, we call hima workaholic.If a pers on ofte n spe nds a lot of time watch ing TV, we call him a coughpotato.If a pers on can com muni cate with you on the Intern et, we call him an e-pal.If a mach ine can tell us time, it is a watch or a clock.If a mach ine can fly in the sky, it is a pla ne.Step 3. Lead in1. Tell Ss: Wecan use the attributive clause to describe these persons and things. e.g. Abookworm is a pers on who likes readi ng very much.A pla ne is a mach ine that / which can fly in the sky.Ask Ss to use the attributive clause to describe the people and things that you have guessed in the warm ing up.A sports fan is a pers on who loves to play or watch sports.A workaholic is a pers on who works very hard.A cough potato is a pers on who ofte n spe nds a lot of time watch ing TV.An e-pal is a pers on whom / who we can com muni cate with on the InternetA clock is a mach ine which / that can tell us time.2. Tell Ss: In the attributive clause, we will use the relative pronouns. whe n wetalk about people, we can use who, whom, whose and that. Whenwe talk about things, we can use which and that.3. Give expla nati on and examples.1) She looked at Jeff who was wavi ng his arms.——She looked at Jeff. Jeff was wavi ng his arms.2) The man to whom you talked is Mr. Li.——The man is Mr. Li. You talked to the man.3) The story that / which you read is “ The Rescue” . ---- The story is “The Rescue” . You read thestory.4) Do you know the boy whose pare nts are on holiday? ---- Do you know the boy? The boy' s parents are on holiday.4. Then ask Ss to make up sentences, using the attributive clause to describe other people andthings as we did above.5. Do the exercises 1 in P26 and P105 ——fill the blanks6. Ask Ss to comb ine two sentences in to one ,usi ng the attributive clause. (exercise 2 in P105) Step 4 HomeworkFinish off the work in work bookTry to write a n ews story in about 100 wordsRevise the grammarEvaluati on of teachi ng:Period 5. Integrating skillsTeach ing aims and dema ndsIntegrating SkillGrammar and writ ingGet the stude nts to write an emailKey poin ts: 1. Useful expressi ons; 2.writi ng 3.grammarTeach ing methods: Writte n practice and grammar.Teach ing proceduresStep 1. Revisi on(1) Check the work exercises.(2)A test for un it 4Step 2 Post- In tegrat ing skill1. Liste n to the tape once, and pose questi ons:what is the passage about? ------ about a travelwhere do they travel? ------- Sichua n Provi nee (Mount Emei, Lesha n)2. Read the whole passage aga in, and the n fill in the table on the blackboard.3. Ask Ss to red again and then retell the whole story according to the table on the blackboard.4. Give n ecessary expla nati onsAsk Ss to find out all the attributive clause and the linking words Encourage Ss to use such clause and linking words.Step 3. Summary in Unit 4Ask Ss to talk about their own travel or some unforgettable experience Step 4 WritingAsk the Ss to write an article on an experience to some place.Do the reading in P106Assignment: write an essay about an unforgettable experience of the Ss Step 5. Homework(1) Finish off the exercises in the workbook. (2)Write an email into my email-box.(1) Summary the key points in this unit Evaluation of teaching:。

Unit4LookingGoodFeelingGoodIntegratedskills教学设计高一上

牛津译林版（2020）必修第一册Unit 4 Looking Good, Feeling GoodIntegrated skills教材分析：该单元主要介绍了关于外貌和感觉好与不好的话题，通过阅读、听力和口语练习来提高学生对该主题的理解和运用能力。

教学目标:1. 语言目标：学会并能正确理解描述外貌和感觉的词汇和短语。

能够运用接触过的词汇和短语描述他人的外貌和感觉。

2. 情感目标：培养学生对他人外貌和感觉的敏感性和尊重。

通过正确的描述方式来避免对他人的伤害。

教学重点：1. 学会并理解描述外貌和感觉的词汇和短语。

2. 能够运用学习到的词汇和短语描述他人的外貌和感觉。

教学难点：1. 运用学习到的词汇和短语进行有效的口语描述。

2. 避免使用不礼貌或侮辱性的词汇和短语。

学情分析：学生是高一年级的学生，已经有一定的英语基础，能够较流利地进行简单的日常对话。

他们对外貌和感觉相关的话题可能已经有一些了解，但可能存在词汇和表达能力不足的问题。

教学策略：1. 激发学生的学习兴趣，提高学习主动性。

2. 创设情境，将学习内容贴近学生生活和实际应用。

3. 通过小组讨论和合作学习培养学生的团队合作能力和口语表达能力。

4. 多种教学方法的结合，如听力练习、口语练习、角色扮演等。

教学方法：1. 预测和激活学生的已有知识，引导学生进行思考和表达。

2. 通过听力材料，提高学生的听力理解能力。

3. 组织小组讨论和合作学习，激发学生的口语表达能力。

4. 运用角色扮演和模拟对话，增强学生的实际应用能力。

5. 提供学生自主学习的机会，让学生进行自主练习和总结。

导入环节：教学内容：引入Unit 4的主题，介绍与外貌和健康相关的词汇和表达方式。

教学活动：1. 开始课堂，向学生们打招呼并进行问候，制造良好的教学氛围。

2. 展示一些图片，如一个胖子、一个瘦子、一袋快餐、一份水果沙拉等，让学生们观察并讨论这些图片与健康、外貌之间的关系。

3. 引导学生们用英语谈论对健康和外貌的看法和态度。

高一英语上册Unit4单元复习教案

高一英语上册 Unit 4 单元复习教案一、教学目标1.通过复习巩固学生对 Unit 4 中重点词汇和短语的掌握。

2.通过复习巩固学生对 Unit 4 中重点语法的理解和应用。

3.提高学生的听说读写能力。

二、教学重难点1.教学重点：复习和巩固 Unit 4 中的重要知识点。

2.教学难点：提高学生的口语表达能力。

三、教学准备1.教材：高一英语上册课本 Unit 4。

2.多媒体设备：投影仪、音响等。

四、教学过程Step 1: 复习新单词和短语（15分钟）1.老师带领学生复习 Unit 4 中的重要单词和短语，包括：–pollution–environment–global warming–recycle–fossil fuels–carbon dioxide–deforestation–endangered animals–solar power–wind power–protect–reduce–reuse–traffic jam–waste disposal2.老师出示相关的图片，帮助学生记忆单词和短语，并鼓励学生用英语描述图片内容。

Step 2: 复习重点语法（20分钟）1.老师带领学生回顾并操练 Unit 4 中的重点语法，包括：–定语从句–条件状语从句–直接引语和间接引语2.在复习过程中，老师可以利用教材中的例句和练习题进行讲解和练习。

Step 3: 听力训练（15分钟）1.老师播放 Unit 4 中的听力材料，要求学生仔细听并理解相关信息。

2.老师提问学生听到的关键信息，帮助学生训练听力技巧和提高听力水平。

Step 4: 口语练习（20分钟）1.老师组织学生进行口语练习，要求学生就环保话题展开讨论。

2.老师指导学生如何表达自己的观点和看法，并引导学生进行互动交流。

3.老师可以准备一些话题和问题，帮助学生展开讨论，如：–How can we protect the environment?–What are the causes and effects of global warming?–What can individuals do to reduce pollution?–Should governments take more actions to protect endangered animals?–How can we encourage people to use renewable energy?4.老师鼓励学生使用课本中学到的词汇、短语和语法进行口语表达，并给予积极的反馈和指导。

统编版高一英语上第四单元教学设计

统编版高一英语上第四单元教学设计教学目标1. 通过本单元的研究，使学生能够掌握与渴望及采取行动相关的词汇和表达方式；2. 培养学生的阅读理解和写作能力；3. 培养学生的合作和交流能力；4. 培养学生的自主研究和解决问题的能力。

教学重点1. 渴望和采取行动的词汇和表达方式；2. 阅读理解和写作能力的提升；3. 合作和交流能力的培养。

教学内容词汇与表达教授与探讨与渴望和采取行动相关的词汇和表达方式，如"desire," "long for," "dream of," "take action," 等。

阅读理解通过让学生阅读相关材料，提高他们的阅读理解能力。

教师可以选择一篇关于实现梦想的文章，让学生阅读并回答相关问题。

写作能力引导学生在课堂上进行写作练，让他们根据自己的理想和梦想，写一篇短文。

教师可以提供一些写作指导，例如如何组织文章和使用适当的词汇和句型。

合作和交流组织学生进行小组活动，让他们在小组内讨论和分享自己的梦想，并向组员展示他们的写作成果。

这样可以培养学生的合作和交流能力，同时提供一个展示和表达的机会。

教学方法1. 教师讲授与渴望和采取行动相关的词汇和表达方式，并进行示范和练；2. 学生进行阅读理解练，教师可以提供阅读材料和相关问题，并引导学生进行讨论和思考；3. 学生进行写作练，在小组内互相交流和修改；4. 学生进行小组活动，讨论和分享自己的梦想，并展示写作成果。

教学评估1. 针对词汇与表达的练，教师可以进行口头或书面测试，以评估学生的掌握程度；2. 针对阅读理解和写作能力的练，教师可以根据学生的回答和写作成果进行评估；3. 针对合作和交流能力，教师可以观察学生在小组活动中的表现，并进行评估。

教学资源1. 相关课本和教材；2. 阅读材料：关于实现梦想的文章；3. 小组活动材料。

总结本单元的教学设计旨在培养学生的渴望和采取行动的能力，提高他们的阅读理解和写作能力，并培养他们的合作和交流能力。

高一英语教案：上unit4教案2

Unit 4 EarthquakesI. 单元教学目标Know basic knowledge of earthquakes.Know how to protect oneself and help others in disasters.Write some passages about earthquakes.Write a newspaper outline.Learn to use the Attributive Clause.II 目标语言1. Talking about past experiencesI will never forget the day when the earthquake took place. The time was 5:15 in the afternoon andI was driving along the road.2. SequenceI asked a man standing next to me what had happened. Before he could answer, hundreds of bricks fell on him and he was killed. I thought the end of the world had come! Then I met a man who knew the way to a boat, and we ran in its direction. I saw many frightened cows rush up Market Street and drop into a great crack ground.III 词汇1.四会shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock, quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent,speech,judge,hon or,prepare,Europe.２．认读crack, survivor, miner. 3. 词组right away, at an end, dig out, give out, thousands ofIV. 语法Ｔhe Attributive Clause (I )V.重点句子1.Farmers’ wives noticed that the well walls had deep cracks in them.2.It seemed that the world was at an end!3.Bricks covered the ground like red autumn leaves.4.The army organized teams to dig out those who were trapped and to bury the dead.5.Workers built shelters for survivors whose homes had been destroyed.6.Never before in history has a city been so completely destroyed.7.Man himself had to make ruins of some of the city’s best buildings so that they would notbe a danger to those in the streets.8. A list of buildings not destroyed was now only a few addresses.9.Amazing as it may seem, Wednesday night was a quiet night.10.Never in all San Francisco’s history were her people so kind as on that terrible night.VI.分课时教案THE FIRST PERIOD READINGStep I. RevisionCheck the homework with the whole class.Step II. Warming upAsk the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.T: That’s too terrible.S3: The noise when planes take off.S4: The sound of trains.T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?Ss: No, we have no chance to hear that.T: If there is a sound like this, what is it?S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound.T: Terrific! You are using a literary way to express the sound.S6: When an earthquake happens.T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?S7: The earth is shaking . All the buildings will fall down.S8: Many people will die. And perhaps many children will lose their parents.T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.S2: From the picture of San Francisco, I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.Step III.Pre-readingThere are two questions in this part. Both are very interesting. The first one can more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.T: Now, let’s look at the pictures. What are the predictions of an earthquake?S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.T: Terrific! Where did you get this knowledge?S1: From geography. I like it.T: good. Sit down please.S2: Madam, I don’t know the meaning of the picture with two women.T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?S3: I’ll take all my money. People can’t live without money.S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any foodS5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.S6: I will carry my grandma. She is my most loved person in this world. She brought me up.T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Let’s read our text, and see what it tells us. Step IV.ReadingIn this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish exercise3 in Comprehention. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exs1-2, which are about details.SkimmingT: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.T: Have you got the general idea of the text?Ss: Yes.T: What is it?S1: There is no quick answer to this question. Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?T: Sure.S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (Teacher writes the word on the blackboard) Do you understand the meaning of the word?Ss: No.T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text?S3: Yes. At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake. T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the text. If necessary, you may make some changes to make more exact.Teacher shows the screen and gives a little time to think it over.1.Strange things were happening in the countryside in the northeast Hebei.2.The disaster happened and caused a lot of loss.3.All hope was not lost.Careful readingT: Now, it’s time for us to read the text carefully. But before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions.Show on the screen1.What natural signs of a coming disaster were there?2.Can you think of some reasons why these signs weren’t noticed?3.What events probably made the disaster worse?4.What situations probably made the disaster worse?5.How were the survivors held?Step V.Extension]Show the questions on the screen.1.From whose point of view are events described? How do you know?2.What is the mood of this passage? How is it created?3.Why do you think the writer chooses to express his feelings about the quake rather than simplyreporting what had happened?4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?5.What does the sentence “Slowly, the city began to breathe again.” mean?Answers:1.He uses third-person to describe the quake. His description is very objective. For example, thesecond sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.2.The mood is serious and a bit sad. It is created by giving details of how many people andanimals were killed or injured, and how many buildings were destroyed.3.Although the writer was not there, he felt sad for the people of Tangshan. He knows that somepersonal feelings will make the reading more interesting.4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet.But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP asa title to show how terrible and how unusual the night was.5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster.He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain.Step VI ComprehendingAnswers to Exx1-31. 1. C2. E3.B4.D5.A2. 1. The walls of the villages wells had cracks in them.2 .Roads got huge cracks3. Brick buildings were destroyed.4. The army helped the survivors.5. Shelters were put up for those with no homes.3. 1. Strange things were happening in the countryside in northeast Hebei..2.The disaster happened and caused a lot of loss.3.All hope was not lost.Step VII HomeworkTHE SECOND PERIOD READINGStep I RevisionTeacher check the students’homework by showing the answers to exercises1-2 in the Learning about language.Answers to Exercise 1.1.pipe2. dam3. shocked4.injured5. well6. canal7. ruins8. a great number of9. at an end 10.bury 11. rise 12.rescue 13.steamAnswers to Exercise 2.A great number of, dam, well, canals, steam, ruins injured, shocked, buryT: OK. Before we begin today’s class, please guess the meaning of these sentences.1.Small incidents foretell big events.2 Blessings never come in pairs and misfortunes never come singly3. Where there is life, there is hope.S1: The first sentence means people should pay attention to the small things, because these things often cause unexpected events. Just like what we have learned in the text.S2: The most important thing in the world is life. Without life, everything will lose its meaning.S3: It means everything has its two sides. Although the disaster is terrible, and we cannot avoid it, it can force us to try our best to foretell it more exactly and reduce the loss caused by the disaster. Step II. Reading, writing and speakingA thank speechThe teacher’s main task is to tell students some problems that appeared in their writings.Show the sample on the screen, and ask the students to read it, and find something that are useful. SampleGood morning, Ladies and Gentlemen. My name is Wang Wei. At first, I’d like to thank Mr.Zhang and the city of Tangshan for the honor of talking to you. I’d also like to thank each of you to come here today for this special occasion. Twenty-nine years ago, we experienced the terrible earthquake, which completely destroyed everything in the city. And twenty-nine years later, we get together in this beautiful park. This park makes me believe that we are indeed in the “Brave City of China”. Here I’d like to thank all of you, especially those who worked hard to save the survivors. During those days, you forgot the danger and devoted yourselves to digging out those who were trapped in ruins. Burying the dead, and building shelters and so on.I’m sure the people in Tangshan will never forget you! When I walk in the broad street, and see the new houses and offices, I can’t help expressing my thanks for those who rebuilt the city within 13 years. Also we can’t forget you. I believe our city become more beautiful in future.The spirit of its people has been and will always be strong forever! Thank you.Two minutes later.T: What do you think of the speech?S1: The speech is very fluent.S2: The writer uses many Attributive Clauses. I don’t know how to use the structure.T: It doesn’t matter. We’ll learn it next time. Now let’s go through exercise 4, it’s another writingtask.A little talkA model speech has been given to the students. The students should complete the sentences after looking at the design of the new Tangshan stamps. The speeches may have many different contents. Let the students pay attention to this point: the audience is the same with the one In the last speech. T: We can see there are four stamps showing new Tangshan. Can you describe each of them with a few words?S1: Housing conditions for the first stamp.S2: Street scenery of new Tangshan for the second stamp.S3: Industry for the third one.S4: Ocean transport for the last one.An outlineShow the questions on the screen.1.Why is an outline important?2.What should an outline include?3.Why is a headline important?4.What are the steps to finish a newspaper story?5.What is the feature of a newspaper story?Answers:1.Because an outline will prepare you to write a better story.2. A good outline should have a headline, a list of main idea and a list of important details.3. A headline can tell the reader what the topic is, so it can attract the readers’ attention since thereader may not have bought the newspaper before they read the headline.4.First, organize the main ideas. Next, put some details into each paragraph.5. A newspaper story gives the most important news first and the least important news last. Teacher show more examples of some newspapers on the screen and ask the students to read them and try to find the outlines in the stories.A short storyThis integrated language activity enables students to use their imaginations and to write in a literary way. You may want to encourage students to use a literary device, such as simile, personification or metaphor.T: Now, please turn to page 62, look at the TALKING part. Read it carefully, and then tell me what the feature of this talking is.Give them two minutes to think about this question.S1: This talking needs us to imagine.S2: We should write it in a literary way.T: Good! You’ve got the point of the talking. In this task, the most important thing you should do is to make full use of your imaginations and try to use a literary way. For example, you may use simile, personification or metaphor. Now, work in groups to write down your own short stories. Attention! The stories are about the cause of earthquakes. After you’ve finished, I’ll ask some of you to read out your work..Group OneIn the center of the earth lives an evil ghost. He usually sleeps for many years. During these years, people on the earth live a happy life. But when he wakes up, he shall howl. And then people feel anearthquake.Group TwoSome people believe that there is a magic world in the center of our earth, where lives a kind of wiser living thing. They can make UFO. When the UFO comes out to visit our world, there is an earthquake.Group ThereThere are too many people on the earth, and people are building too many buildings. Besides, they dig too many and too deep holes. The earth can’t stand. She shakes, and an earthquake happens. Step III HomeworkWrite an outline for China DailyThe Third Period ListeningStep I Greeting and leading inT: Now, we will listen to a non-fiction article common to science textbooks. This article is on geology. It provides many facts and describes cause and effect relationships.Step II Listening (P62)T: You will listen to the tape three times. First, listen and try to get some details that Exx1-2 request. Second, listen and finish the exercises. Third, listen and check your answers.Answers to Exercise 1.The true sentences are: 4,5,6 and 7.Answers to Exercise 2Show the answers on the screenStep III Listening (P66)This listening material gives the students a chance to learn more knowledge about earthquake. The way and steps of listening are the same with the ones in Step II.Step IV Speaking taskThis part comes after the Listening. In content they have the same topic. It’s better to put them together. Also this exercise gives students practice in taking words and phrases from the readingpassage and putting them into a short dialogue.T: Just now we have a listening, in which we learnt what to do during an earthquake. Now you will work in pairs to choose eight things from the list below to put into your personal earthquake bag. Remember these may be the only things you have, so make sure that you only take essential things with you. They must make you last for five daysS1: Our earthquake bag will contain the following things:1.bottle of water2. fruit3. torch light4.blanket5. mobile phone6. identity card7.scissors8. bowland chopsticksStep V. HomeworkPreview the USING WORDS AND EXPRESSIONS on page 63, and do Exx 1-2 on page 28 in Discovering useful structures.The Fourth period GrammarStep I RevisionTeacher shows the screenAnswers to Exercise 1As usual, shake, cracked, pipes, holes fell, disaster, trapped, hit, quakes, escape, destroyed, a great number ofAnswers to Exercise 21.She was too nervous to eat anything the evening before.2.When the second quake was felt, people ran out of their houses right away.3.After that terrible disaster, 60 percent of homeless children were sent to live in other safe cities.4.They used candles all the time instead of electricity.5. A little girl was dug out of the ruins to the north of the factory.6.We were very proud of the soldiers who rescued the boys from the rushing water.7.We need to honour those who organized the rescue work.Step II Discovering useful structuresT: By now we have reviewed some useful words and sentences. Today’s another important task is to learn the Attributive Clause.There are two kinds of this clause. One is the Restrictive Attributive Clause, which modifies the noun; the other is the Non-Restrictive Clause, which gives extra information, and is written with commas.Teacher shows some sentences on the screen and asks students to translate them one by one.1.But the one million people of the city, who thought little of these events, went to bed as usualthat night.2.It was heard in Beijing, which is one hundred kilometers away.3. A huge crack that was eight kilometers long and thirty meters wide cut across houses, roads andcanals.4.The number of people who were killed or injured reached more than 400,000.5.The army organized teams to dig out those who were trapped and to bury the dead.6.Workers built shelters for survivors whose homes had been destroyed.Teacher gives more knowledge about the clause to the students.定语从句1.限制性定语从句大多数定语从句对所修饰词的意思加以限制,表示“……的人(或东西)”,称为限定性定语从句.如:The man who robbed him has been arrested.抢劫他的人已经被逮捕了．The girl whom I saw told me to come back today.我见到的那个姑娘叫我今天来.That’s the best hotel (that) I know.这是我所知道的最好的旅馆These are the books (which ) you ordered.这些是你订购的书这类从句多由关系（a）或关系(b)引导a.Everyone who (that) knew him liked him.The friend with whom I was traveling spoke French.The car which (that) I hired broke down.b.At the time when I saw him, he was quiet strong.That is the village where I was born.These are the reasons why we do it.在限定性定语从句中，当关系代词在从句中作宾语时，在绝大多数情况下都可以省略，特别是口语中，在被修饰的词为all, everything 等词时尤其如此．Have you got the postcard (which) I sent you?These are the things (that) you need.Anything I can do for you ?All you have to do is to fill out this form.That’s the only thing we can do now.You can take any room you like.2.非限定性定语从句对所修饰的词没有限定词义的作用，而是作一些补充说明，通常都有一个逗号把它和句子的其他部分分开，在译成中文时，这个从句多译成一个并列句．限定性定语从句去掉以后，句子意思常发生变化，甚至不能成立，而非限定性定语从句去掉以后对剩下部分没有太大的影响．如：Peter, who had been driving all day, suggested stopping at the next town.This house, for which he paid $150,000, is now worth $300,000.They went to the Royal Theatre, where they saw Ibsen’s Peer Gent.Sunday is a holiday, when people do not go to work.应注意的是，在这类从句中不能省略任何关系副词why和关系代词that，也不能省略任何关系副词，这类从句主要出现在书面语中．在书面语中whose有时指某样东西．如：His house, whose windows were all broken, was a depressing sight.The car, whose handbrake wasn’t very reliable, began to slide backward.It was an island, whose name I have forgotten..Exercise 1 Fill in the blanks with who, whose, which and that.1.The girl ( ) served in the shop were the owner’s daughters.2.The man ( ) I saw told me to come back today.3.The girl ( ) spoke is my best friend.4.The man with ( ) I was traveling didn’t speak English.5.The man ( ) I saw told me to wait.6.The girl ( ) I spoke to was a student.7.The man to ( ) I spoke was a foreigner.8.The man from ( ) I bought it told me to read the instructions.9.I know a boy ( ) father is an acrobat.10.He saw a house ( ) windows were all broken.11.All the apples ( ) fall are eaten by wild boars.12.Can you think of anyone ( ) could look after him?13.This is the best hotel ( )I know.14.He showed a machine ( ) parts are too small to be seen.15.You can take any room ( ) you like.Answers to Exercise 11.who2. whom3.who4. whom5. whom6. whom7. whom8.whom9.whose 11. that 12. that 13.that 14. whose 15. thatExercise 2 Discovering useful structures (28)Answers to Exercise21. who2. that/which3. which/that4. whose5.whoseStep III Using structuresThis is advice on how to protect one’s home from an earthquake. The main purpose is to practice the Attributive Clause. This exercise is a kind of procreative activity for students, which can be done only after the students read and understand the passage. So perhaps it is difficult for some students.T: Just now we had a translation exercise and filled some blanks. That’s the basic exercise for the Attributive Clause. Now I’ll give you 5 minutes to read A SAFE HOME , and finish the sentences below the article.Five minutes later, the teacher check the answers.Answers to Exercise 11.whose pipes are not tied to the wall2.of the house that you want to buy3.who move into a new house4.which are not tied to the tables or stuck to them5.who buy a house, which is built badly6.whom building houses is their workStep IV HomeworkThe Fifth Period ReadingStep I. RevisionShow the exercise on the screen.Fill in the blank with a correct word.1.He made another wonderful discovery, _____ was more than we could expect.A. which I think isB. which I think it isC. which I think itD. I think which is2.____ I drove to Zhuhai for the air show last week.____ Is that the reason _____ you had a few days off?A. whyB. whoC. whatD. where3.In the dark street, there wasn’t a single person _____ she could turn for help.A. thatB. whoC. from whomD. to whom4.All of the flowers now raised here have developed from those _____ in the forest.A.once they grewB. they grew onceC. that once grewD. once grew5.I don’t like _____ you speak to her.A.the wayB. the way in thatC. the way whichD. the way of which6.The weather turned out to be very good, _____ was more than we expected.A.whatB. whichC. thatD. it7.He paid the boy $10 for washing ten windows; most of _____ hadn’t been cleaned for ten years.A.theseB. thoseC. thatD. whichAnswers to the exercise1. A2. A3. D.4.C5. A6. B7.DStep II. Pre-readingT: At the first period, we learned the earthquake happened in Tangshan. In that article the writer mainly described what happened during the quake. And the descriptions are objective. Now, we will read a story written by America’s most popular writer, Jack London. In the article he expressed his own feeling about the San Francisco quake. His account of the disaster is both factual and literary. You may feel it when you are reading the article. At first I’d like to show you someT: Now that we have known the background of the article, and something about the writer. Let’s read the article carefully, with these questions on the screen. Then you can have a discussion. After that we’ll check them together.Show the questions on the screen1.Who is the man in the picture?2.What can we see from the word never in the sentence “Never before in history has a city beenso completely destroyed”?3.How many negative words are used in the first paragraph, and what can we know from thesewords?4.What’s the feature of the sentences in the first paragraph?5.What’s the main idea of the second paragraph?6.What can we learn from the first sentence and the last sentence?Answers:1.Maybe he is the writer, Jack London.2.From the word never, we can feel that the writer was very sad.3.There are six words. They are never, nothing, gone, no, useless and burst.4.All the sentences in this paragraph are short ones.5.Out at sea it was calm.6.The two sentences give us a contrast. Although the city was destroyed, the people were notnervous or upset. They just did what they should do.Step IV Answering questionsAnswers to Exercise 11.shockedLondon is both greatly surprised and frightened by what he sees, so “shocked” is a good word to describe his feelings.2.sadLondon knows that many families lost their loved ones and all their possessions.Answers to Exercise 21. BBecause he is an eyewitness. He is also writing a personal report, not a history lesson.2.The people hurt by the quake and the things it destroyed3. C4. BStep V ListeningAnswers to Exercise 1True: 3,4 False: 1,2,5,6Answers to Exercise 21.After the earthquake had happened. The last sentence gives information about the next day afterthe2.Yes, the man is calm because he is writing about something a long time after it happened.3.The falling buildings were his biggest danger and he didn’t know when one might fall on him.He could at least see the fires and cows coming towards him.4.He was going to the bay to get on a boat.5.Answers will vary but should demonstrate an understanding of the listening text.Step VI HomeworkThe Sixth period SummaryStep I RevisionWhat have you learned in { the listening materials?{the reading materials?{ the writing?Step II Summing upT: What did you learn in the listening materials?S1: We learned some listening steps: before listening, we should know what we’ll listen by reading the exercises first. And while listening, we should try to get the key words and details that appear in the exercises.S2: We learned the ways to talk about past experiences and also the problem of sequence, which appears in the Listening part on page 30.T: What did you learn in the reading materials?S3: We learned some basic knowledge of earthquake and how people have coped with these sudden natural disasters.S4: We learned the ways to describe an event in a literary way. For example, “Never before in。

高一英语教案：第一学期Unit 4教案1

Unit 4 Period 1 Warming-up and speakingTeaching goals1. Target languageWords and expressions: unforgettable, king, host, scare disasterCommunication: (P24)Describing emotions: Help! Don’t worry. Well done! I’m afraid ...Don’t be afraid.You can do it. I’ll be OK/all right. Come on. It scares me! It’s all right. That’s better./Keep trying .2. Abilities:1) Improve the Ss’ ability to describe emotions.2) Learn how to describe sequences (ie. Learn how to organize ideas in a text using First, Next, Then, Finally).Teaching key points:Learn how to organize ideas in a text using First, Next, Then, Finally.Teaching methods:Discussing or cooperative learning.Teaching Aids :a multi-media roomTeaching Procedures:Ste p Ⅰ. Lead-inSte p Ⅱ. Warming-up (多媒体展示multi-media slides show)Ste p Ⅲ. SpeakingTeam work /group work.Ste p Ⅳ. Language pointsDescribing emotions: Help! Don’t worry. Well done! I’m afraid ...Don’t be afraid.You can do it. I’ll be OK/all right. Come on. It scares me! It’s all right. That’s better./Keep trying Ste p Ⅴ.Homework / ClassworkPractice the phrases on page 24.Consolidation: 单项填空(15分)选出可以填入空白处的最佳选项。

高一unit4 教案(篇二)

高一unit4 教案Unit4。

Shopping for clothes(10periods)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。