Unit 13 Lesson 4 First Impressions

合集下载

Lesson4FirstImpressions

4. Can you divide the whole story into four parts?
Basic structure of a story
beginning development climax ending
Para 1 ：Introduction Paras 2-4 ： Jane's first impressions on Jenny Paras 5-6 ： The change of Jane's feeling Para 7 ：Jane and Jenny became best friends.
1. Who are the two girls? 2. Where did the story happen? 3. Did the writer have good first impressions
on the tall girl?
Reading Skimming and Scanning
beginning development climax ending
5) What is Jane's feeling after she forgot her book? She was so upset that she almost cried.
6) How did Jenny get Jane’s phone number? She asked a librarian who got it from the library files.
Reading
Careful reading
Underline the important words in the sentences below. Then decide if the sentences are T or F.

2019秋高二年级英语北师大版必修5练习：Unit 13《People》Lesson 4《First Impressions》(含答案)

SectionⅣLesson 4 First Impressions&Communication Workshop&Culture Corner&Bulletin Board课时训练Ⅳ基础夯实Ⅰ.根据句意及汉语或首字母提示完成句子.We can never j a book by its cover.at the envelope and recognized his sister’s handwriting.’s a to them,so she never dare approach any cat..Lucy and Lily are twins,and they are a in character..If you want to turn on the computer,you should press this b .” the mother (叹着气说).银行账户)shows we have spent more than we received.(缺点).(伴侣).(证实) that the man who had killed a tiger died two years ago.Ⅱ.用适当的介词或副词填空my jacket in the playground.his face.your mother like that?her brother for what he had done to her.your brother your rude words.Ⅲ.用方框内所给短语的适当形式填空(每个限用一次).She went into the room,her brother,John.2.When the girl saw the beautiful dress from the window,she stopping and entering the shop’t helpwhen they were told the tickets had been sold out.4.—The printer doesn’t work.’s .We’ll never get this report ready on time.being late,he narrowly escaped from the terrible accident.水平提升Ⅳ.阅读理解AInternet users make up their minds about the quality of a website in the blink of an eye,a study shows.Researchers found that the brain makes decisions in just a 20th of a second of viewing a webpage.They were surprised as they believed it would take at least 10 times longer to form an opinion.The study also suggests that first impressions have a lasting effect.The Canadian team showed volunteers glimpses of websites,lasting for only 50 milliseconds.The volunteers then had to assess the websites in terms of their aesthetic appeal(美学吸引力).The researchers found that the quickly formed conclusions closely matched up to opinions of the websites that had been made after much longer periods of examination.Gitte Lindgaard,lead researcher of the study expressed her surprise at the results.“We believed it would be impossible to really see anything in less than 500 milliseconds,” she said.The judgements were being formed almost as quickly as the eye can take in information.The researchers believe that these quickly formed first impressions last because of what is known to psychologists as the “halo effect(光圈效应)”.If people believe a website looks good,then this positive quality will spread to other areas,such as the website’s content.Since people like to be right,they will continue to use the website that made a good first impression,as this will further confirm that their first decision was a good one.As websites increasingly compete for business,Dr Lindgaard added that companies should take note.“Unless the first impression is favourable,visitors will be out of your site before they even know that you might be offering more than your competitors,” she warned.1.How long did the researchers expect it would take to form an opinion about a webpage?A.At least 0.005 seconds.B.At least 0.5 seconds.C.At least 2.5 seconds.,研究者预料要花一秒的二十分之一去看网页,另外他们相信要花上多于十倍的时间来形成观点,即形成观点需花费的时间多于一秒的二分之一,即多于0.5秒。

高中英语-Unit13-lesson4-First-impressions课件2-北师大版必修5资料

Peter is very organised and reliable. He is also sociable,sensitive and tolerant. He seems interested in or aware of other people’s Feelings and is often kind. When you ask him for something,he is always sympathetic and helpful.I think he must be very satisfied with his life.
5.I was incredibly relieved and would like to thank her for it.
6.I couldn’t stop chucking at this. 7.I was trying to study for an important exam in a local library and people kept interrupting me.
Exercise 7
Step 1
2. Where did they first meet?
3. Did the writer have a good first impression on Jenny? 4. What happened later?
Interactive activities
Step 2
Read the text carefully to answer questions
Step 2
disturb
Before reading, review the meanings of these words

北师大版高中英语unit 13 lesson 4 first impression教案

北师大版高中英语unit 13 lesson 4 firstimpression教案Unit 13 Lesson 4First Impression。

I. Teaching aims:。

1.Knowledge aims:。

(1) To help the students learn some words and expressions: impression, content, introduce, evaluate, etc.(2) To help the students learn a sentence pattern: Make a good/bad/_ impression on someone.2.Ability aims:。

To help the students learn how to introduce themselves and give others a good impression.3. Emotional aims:。

To help the students understand the importance of first impression, and build up self-confidence in English.II. Teaching key and difficult points。

1.To help the students learn a sentence pattern: Make a good/bad/_ impression on someone.2.To help the students understand the importance of first impression and build up self-confidence in English.III. Teaching aids:。

1. A projector.2. Some pictures.IV. Teaching procedures。

北师大版高二 Unit 13 Lesson4 First Impressions高品质版

句中that 所引导的是一个同位语从句。紧跟在名词之后并说明该名词是指何人何物的词语称为同位语。如：
Mr. Wang , the father of one of my co-workers, is 94 years old and is still healthy.
王先生，我同事的父亲，今年 94岁了还很健康。
• 12. I’m _g_ra_t_e_fu_l__ to you for your help.
Language points
1. I was getting more and more annoyed and of course, the more displeased I
got, the less I was able to concentrate.
愤怒的父亲瞪着儿子。
The angry father glared at his son.
3. The fact that she looked like a sensitive, friendly girl didn’t wipe the frown off my face however, if anything, it made me even angrier. 她看起来是个善解人意的友善的女孩，但这并没有拂平我紧皱的眉头，而是令我更加恼火。
No, it isn’t better; it’s worse if anything.
没有好起来，如果有什么不同的话，那就是更糟糕了。
4. I couldn’t help chuckling at this and I invited her back to my apartment for a quick cup of tea.

教师技能大赛说课课件 unit13 lesson4 First Impressions

Lesson 4
First Impressions
A short story about friendship
Structure
Analysis of the reading material
Identifying the teaching aims
Teaching procedures
Analysis of the reading material
Find the six factors in this story
• • • • • • When (time): Where (place): Who (character): What (event): Why (cause): How (outcome):
Read again and divide the story into four parts
While-reading
Extensive reading Intensive reading
Recognition of the text.
Fill in the blanks
Find the six factors. Divide the text
Extensive reading While-reading Recognition of the text
Watch a video and find out
☆ What is this song about? ☆ Do you think that they left a good impression on each other when they first met? ☆What can we learn from the song? ☆ Do you think first impression very important?

北师大高中英语必修五unit13lesson4firstimpressions

Iglancedatthebook'scover.(P14,Para.1)我扫了一眼那本书的封面。
5．glancevi.&n．瞥一眼，匆匆看一眼
点拨glance作不及物动词时，常与介词at连用。如： Heonlyhadtimetoglanceattheheadlineinthenewspaper.他只有匆匆看一眼报纸大标题的时间。拓展ata(single)glance一眼；只一眼；立刻
拓展leave...alone别管，别碰，别惹；让一个人待着运用完成句子
(1)Themenhadallrunaway,______le_a_v_in_g_o_n_l_y_o_l_d_w_o_m__en_ a_n_d_c_h_i_ld_r_e_n_b_e_h_in_d__(只留下老年妇女和孩子)． (2)Mike______l_e_ft_h_is_m__o_n_e_y_b_eh_i(n忘d 了带钱)whenhe wentshopping. (3)_____L__e_av_e_m__e_a_lo_n_e(别管我)！Ionlywanttohavearest.
拓展withgreatanxiety非常担忧，十分焦急地 giveanxietyto使……担心 anxiousadj.忧虑的，担心的 beanxiousabout对……忧虑，担心，害怕
运用完成句子 (1)Sheiswaitingforherson'sreturn_____w_i_t_h_g_re_a_t_an_x_i_e(t十y 分焦急地)． (2)Thecomplexsituation___g_iv_e_s_a_n_x_ie_t_y_to___(使……担心) theleader. (3)It'sraininghard.Mrs.Lin__i_s_a_n_x_io_u_s_a_b_o_u_t/_is_f_il_l_ed_w__it_h___ ___a_n_x_i_et_y_a_b_o_u_t ___(担心)herhusbandwhoisworkingonaship.

Lesson 4 First impressions教学设计教案含学案高中英语北京海淀

教学设计2.教学内容分析：从上图的本单元知识整合梳理可以看出本单元不同课程之间均有紧密的逻辑关联：在Warm Up 及Lesson2 中，学生可以积累一定的描述人物外貌和性格的知识；在Lesson1中学生可以了解到如何通过IQ和EQ分析人物，在Lesson3中学生通过学习到了关于猜测人物的相关知识，本课内容是对本单元内容的深化拓展与延伸，也是话题内容与生活经验的有机结合。

本课以“第一印象”为主题，主课文讲述了两位好朋友初次相遇时的尴尬故事，目的是要说明人与人之间要多些宽容和友好。

本课的难点在于阅读策略（读出言外之意）的渗透，以及人物特点和心理活动变化的描写。

3.学情分析1）学生自然情况：本节课的授课对象是我校高二年级文科平行班学生，经过一年多的高中英语学习，学生们有一定的英语基础，课前早读已经带读并简单解释了一遍单词表中的生词，词汇上的阅读障碍减小很多。

学生上课状态积极活跃。

2）已有知识和能力：①话题知识：本单元一直在围绕单元话题People展开：在Warm Up 及Lesson2 中，学生已经积累了一定的描述人物的知识，；在Lesson1中学生了解到了如何通过IQ和EQ分析人物；在Lesson3中学生学习到了关于猜测人物的相关知识。

②能力：班中大多数学生具备一定的阅读能力与基础，能够比较顺利地完成阅读任务，从文章中获取和处理关键信息。

U13 L4 First Impressions1.Read the text and put the sentences in correct order.c. I studied but kept disturbed in the local libraryf. Jenny’s singing made me annoyed.a.I glared at her and declared that she was selfishe. I left my most important book in the libraryd. Jenny phoned and promised to bring the book.b. I met Jenny at the convenience store.g. I apologised for my rude behavior.h. We became friends._____________________________________________________________________________________ __1.Read the text and finish the blanks.Jane’s first impression of Jenny•She had ____________ on her face.•She was reading_______________________________________.•I heard her _______________behindme in the library.Jane’s later impression of Jenny• A ___________ voice introduced thespeaker as Jenny.•Jenny said she could _________ thebook around for me.•Jane felt so guilty , but Jenny just _______•She was glad to see Jane ‘d also lefther_____in the library.About Jane•I am surprised there wasn’t______________coming out of my ears.•I picked up my books , _____________ather and _____________ angrily“ Thanks to……You’re so _____________”•I ___________several times for my rudebehavior.•I invited Jenny back to _____________apartment for a quick cup of tea.2.Discussion.1. In this story , in which part that you think Jane/Jenny had dealt with the problems in the right/wrong way?2. How can we deal with the problems when we get on with others?3.Group workRetell the story from Jenny’s side .•What’s my first impression on Jane?•Why did I make Jane angry?•What did I do when I found Jane’s book?•Why could we become good friends?•…。

2020版高中复习：unit 13 period 4 lesson 4 first impressions

Period Four Lesson4First ImpressionsⅠ.重点单词1．adj.过敏的2．n．忧虑，担心adj.焦虑的，担忧的3．n．修正；复习；校订vt.修正；复习；校订4．vi.瞪，怒视5．vi.瞥一眼，扫视6．vt.证实；批准n．确认，证实；批准7．adj.感激的，感谢的8．adj.有罪的，内疚的，不安的n．犯罪，过失，内疚9．n．缺点，短处10．n．(银行)账户Ⅱ.重点短语1．对……过敏2．怒目而视3．匆匆一看4．拾起，捡起5．充满着；怀着6．禁不住要做某事7．老实说8．理解Ⅲ.重点句式1．the first time引导时间状语从句I met Tom，he seemed to be allergic to everything.我第一次见到汤姆时，他似乎对一切都很敏感。

2．the＋比较级．..，the＋比较级．.....the more upset I got，the(little)I was able to concentrate.……我越感到不安，就越不能集中注意力。

3．with复合结构She was standing near the“English Literature”section.她手里拿着一本书，站在“英语文学”类图书旁。

4．that引导的名词性从句；if引起省略The fact she looked like a sensitive，friendly girl didn’t matter.If，it made me even angrier.她看起来是个善解人意、友善的女孩，但这无济于事，却平添了我几分怒气。

5．as引导原因状语从句After confirming that I was，Jenny said that she had noticed I’d left my book in the library and my name was in it，she’d asked a librarian to get my phone number from their files.在确定是我之后，珍妮说她注意到我把书落在图书馆里了。

北师大高中英语 unit 13 Lesson 4 First Impressions阅读公开课教案

二、学生情况简介
教师所教班级是高二年级理科普通班，学生英语基础较差，在阅读中生词是主要的障碍，在口语和书面表达上都有所欠缺。但本班学生善于思考，课堂上比较积极，喜欢参加课堂讨论，学习热情较高。
三、教学目标
在本课学习结束时，学生能够：
1.理清课文故事的大体情节和发展脉络；
2.利用阅读策略判断故事的细节信息；
3.描述作者心理活动的变化；
4.利用提示词复述故事。
四、教学过程
教学过程
教师活动
学生活动
设计意图
Step 1
Lead-in
5’
1.Ask studentsto discuss the following questions:
1) Do you think first impression is important?
Step 4
Summarizing
5’
Ask students tosummarize the change’s of Jane’s feelings and impressions on Jenny.
Discuss and fill in the blanks.
总结作者Jane的情感变化，体会两人友谊发展过程。
A. Narrative (记叙文)
B. Exposition（说明文）
C. Practical writing (应用文）
D. Argumentation（议论文）
2) Ask students to fill the blanks and get the general idea of the story.
3) Ask students to match each part with its main ideas.

Unit13 Lesson4 First Impressions

fe beginning:
Jane and Jenny met in the library for the first time. Jane was studying for anim__po_r_t_a_n_t _o_ra_l___exam. Jane was a_n_n_o_ye_d___when people kept disturbing her in the library. The last straw was when she _h_e_a_r_d__
＊Where does the story take place?
In the local library.
＊ Who are the two girls?
Jenny and I Jane
＊ What happened?
Second reading: Read Para.1 to Para.3 and find out specific information.
reliable kind
forgiving helpful warm-hearted
Think about it
What does the text want to tell us?
Do you think the first impression is very important? Why?
Read Para. 4,5,6 carefully, and underline key words about Jane’s actions and feelings.
What did Jane do? How did Jane feel?
Actions
found … left behind
• Happy Ending:

北师大版高中英语必修五Unit 13《 Lesson 4 First Impression》教案 2

Unit 13 PeopleLesson 4 First Impressions 教学设计ⅠTeaching objectives1.Knowledge objectives: to build up an area of vocabulary associated with people and learnsome useful expressions to describe first impression.2.Ability objectives: to practise talking and writing about one’s experience of meeting someonefor the first time.3.Moral objectives: we should behave ourselves to leave others a good impression, but notjudge a person only from their first impression.ⅡTeaching important points:1.To learn and master the new words related to first impression.2.To enable students to understand the text better.ⅢTeaching difficulties:1.How to make students to understand the long article in the shortest time.2.How to encourage students to talk about their own experience in English.ⅣTeaching type: a reading lessonⅤTeaching methods:1. Task-based teaching method;2. Question-and-answer activity method3. Individual, pair, or group work to make students involved in the classⅥTeaching aids: the multimedia computer; Blackboard; chalk.ⅦTeaching procedures：Step 1 Lead in1.Show four pictures on the blackboard and make students to tell me their impression of thesepeople.2.Ask students to discuss some questions on the screen and introduce the topic of this lesson☆Watch a video and find outWhat is the man’s impression of the old woman at the first sight?What can we learn from the story?Step 2 V ocabulary review and pre-reading1.Review and learn the meaning of the key words which will appear in the text2.Match these words with their English meaning on the computerStep 3 Fast-reading1.Skim the whole passage and try to do the T/F.2.If the statement is wrong, ask them to correct it by finding evidence in the textStep 4 Detailed-reading1.Present questions on the screen and ask students to read the text again and answer thequestions individually.2.After they finish the question, remind them to check answers with deskmates3.Check the answers one by one in the class.Step 5 Post-reading (speaking and writing)1. Encourage students to make notes about the first time you met someoneWho/when/where you metWhat he/she was doingWhat he/she said or didWhat he/she seemed like2.Students work individually and then exchange their ideas with group members.Post-Reading☆Complete the paragraph below with the correct form of the following words.glance, annoy, recognize, concentrate, disturb,resist, whisper, glare, inconsiderate, gratefulJanet was 1) on writing an essay when a noise 2) her. She 3)Her brother’s whistling. “Shh” she 4),5) at him quickly. The noise didn’t stop. Janet 6) the urge to scream and instead 7) at him angrily. “Please stop it, Simon. You are being very 8) ,” she said. But still he didn’t stop. Janet was now very 9).Just then her father called Simon out of the room. Janet smiled, feeling 10) to her dad. Answers:1concentrating 2 disturbed 3 recognised 4whispered 5glancing 6resisted 7glared 8inconsiderate 9annoyed 10gratefulStep six HomeworkWrite a passage about your experience of meeting sb that you didn’t like at first but later you became good friends.。

lesson 4 First Impressions教学设计

北师大版高二必修5 unit13Readinglesson 4 First Impressions1.教材背景：本节课选材于北师大版高中英语13单元的第四课，以“第一印象”为题，课文讲述的是一位女学生与一位留给自己糟糕的第一印象的同龄女孩成为好朋友的故事。

作为阅读文本，该文除了是理想的训练学生通过略读把握故事大意的载体，还便于教师引导学生抓住人物情感和关系的变化这一主线梳理故事情节，推断人物性格，实现对文本的深层次理解。

在对人物性格有了清晰的认识后，教师还可以顺势引导学生思考第一印象对于人际交往重要与否，可靠与否。

学生的阅读与思考应该能帮助他们对第一印象与人际交往形成正确的认知。

选材特点：1）故事情节清晰。

以作者情感变化为主线，体会描写心理变化的微技能。

2）主人公是一个懂得感恩，懂得反思，心地善良的人。

故事中出现的另一个主要人物也是一位心地善良，幽默，包容别人，很快能够忘掉不愉快的事情，多看对方的优点的人。

有利于帮助学生如何和人相处。

3）语言简单地道，适合引导学生发散思维。

2.学生背景海口市一中高二年级学生特点：有一定的阅读理解能力，能够通过老师的引导把握文章大意，体会人物描写的语言特点和技巧：具有一定的英语表达能力，对文章中出现的冲突和矛盾能够发表自己的观点：具有一定的推理判断能力，能够根据故事的发展体会作者情感变化。

2.教学目标1）通过略读概括文章大意2）通过故事情节的发展体会作者的情感变化3）通过讨论分析故事情节推断出两个主要人物的性格特点3.教学重点：1）帮助学生理清故事发展脉络，2）体会作者心理变化，3）阅读理解环节中能够对获取的关键信息做出概括整理。

4.教学难点：1)侧重课文的整体理解及情感体验，引导学生清晰地理出故事的发展脉络，提取文章的细节信息，了解部分内容的言外之意，进行初步的输出活动。

2）分析和推断人物性格教学方法：任务型教学法设计原则：本课的设计基于学生英语核心素养的发展，始终关注内容，语言，和思维三个维度有机结合，综合而有侧重地进行教学设计。