重庆大学版高中英语必修1教案unit4 写作
重庆大学版高一英语必修一第四单元学案
Unit 4 Unforgettable Films一．重要词组Appreciate doing sthPray forBe strict with sbBe strict in sthBring aboutBring downBring inBring outBring backTake apartTake awayTake backTake inTake onTake overTake offTake upTake up withHave funBe full of funMake fun ofIn/for funMuch funA lot of funBe+adj+enough to doBenot+ adj+enough to do Too…toSo..thatIdentify withBe identified with Identify..withEscape sthEscape doing sth Escape…from..Escape …withHave a narrow escapeTry/do one’s best to do sth Do all one can do to doDo everything one can doDo what one can doMake an/every effort to do sth Try doing sthTry onPut onAppeal to..Appeal againstMake an appeal to sbMake ansppeal to sb to do sth Make an appeal to sb for sthPut/bring/carry..into effect Come into effectIn effectOf no effectTake effectWith effectHave/produce an effect on.. Affect sthHave an effect on sthEffectsthMake sth happenBring outPut acrossPut aboutPut asidePut awayGive awayThrow awayCarry awayChange one’s mindCome to/enter/cross one’s mind On one’s mindCall/bring sth to mindNever mindSpeak one’s mindMake up one’s mindDo you mind me/my doing sth Do you mind if I do sthWould you mind me/my doing sth Would you mind if I did sthBe equal toBe without equalBe shocked atBe shocked to do sthIt shocked sb to see/bearSearch after/forLook forHunt forSearch intoLook intoMake search forSearch throughIn search ofSearch outMake friend s withMake enem ies withBe off=leaveBe awayBe off to+地方Leave for+地方Play roles inPlay the role of sbPlay the part of sbPlay a part inHave/act a role/part inPlay an important part/role inIn respect ofWith respect toWonder at/about doing sthIt’s a wonder thatIn wonderEarn one’s/a livingMake one’s/a livingEarnbread/reputation/respect/money/salary/income believe inMake believe thatBe born into/ofEncourage sb to do sthDiscourage sb from doing sthEncourage sb in sthSeek one’s fortuneTry one’s fortuneMake a fortuneBe fortunate to do sthHave a good/bad fortuneHave faith in sb/sthLose faith in sb/sth In bad/good faithBreak/keep faith with sbRemove sth from..Remove sth to…Remove sth into..Feel like doing sthWould like to do sthLike to do /doing sthEnter sb for/in sthBeg sb forBeg…from sbBeg sb to do sthBeg to do sthBeg thatBeg for sthBeg from sbBeg sth from sbFrom then/that time onFrom now onTrain sb as/in/for…Train to do sthHand overHand downHand inHand on tosbHand outTake overSee sb doing sthCatch sb doing sthMake forMake ofMake upSpend…in doing sthSpend…on sthSbpay..forsthSth cost sb…It takes sb钱、时间to do sth Compare A with BCompare A to BCompare notes with sbBeyond/without compareBe likely to doIt is likely thatMore than likely that=almost certainAs likely as not=probablyHigh rentLow rentFree of rentRent sth out to sbRent sth from sbHide away sthHide sth awayIn return for sthIn turnThe burden of sthA burden on/to sbA burden on/to sbTo bear/carry/ease/reduce/share the burden Burden sb/oneself with sthBe burdened with sthPresent sth to sbPresent sb with sthPresent sth for sthPresent sth to sbPresent sb with sthAt presentFor the presentTurn intoTurn inTurn overTurn downTurn onTurn offTurn upTurn to二．易混词1.appreciate/enjoy/appreciative/appreciable2.pray/prey3.give/award/present/4. 4.award/prize/reward/honor5.Escape/flee6.Kind/sort/type7.Shock/surprise8.Separate/devide9.Earn/gain/win10.Match/suit/fit11.Move/remove12.Beg/request 13.From/since14.So…that15.Such..that16.Win/beat/defeat17.Probable/likely/possible18.Cause/reason/excuse19.Hurt/injure/harm/wound20.In all/in fact/in short/in return/in turn 三．语法关系副词引导的定语从句及“介词+关系代词”引导的定语从句。
高中英语(Unit 4 Unforgettable Films)教案 重大版必修1 教案
Unit 4 Unforgettable Films课型：听说课教学方法：交际法、小组讨论法教学手段：实物展示、多媒体教学目标：1. 知识目标：1) 活用词汇: shock, grateful, gratitude, appreciation, honor2) 认知词汇: mention, hospitality2. 能力目标：1) 培养听前预测的能力。
2) 培养学生抓听力材料关键词的能力。
3. 学习策略目标：通过模仿和归纳，能正确表达感谢和回应他人的感谢。
4. 情感态度价值观：1) 通过分组练习激发学生主动参与英语活动的兴趣。
2) 在用英语表达感谢和回应他人的感谢中进行文明礼仪的陶冶。
3）让学生在生活中怀有感恩的心。
5. 文化目标：了解英语文化中感谢表达的重要性。
教学重点、难点：重点：1) 活用词汇：shock, grateful, gratitude, appreciation, honor2) 学生抓听力材料关键词的能力。
难点：通过模仿和归纳，能正确表达感谢和回应他人感谢。
教学过程：I. Pre-listening:Step 1: Warming-up1) Self-intrdoction(with a trophy in hand) I was awarded the best teacher of school this term, and I feel excited and honored. My heart now is full of appreciation. I want to thank my students who I taught and I am teaching, because they always support me, trust me and share their happiness and sadness with me.设计意图： 1）通过老师的情景设计以及感谢词引出听说的主题。
必修一英语四单元教学设计
必修一英语四单元教学设计一、教学目标：1. 通过本单元的学习，学生能够掌握重点词汇和短语的拼写和用法。
2. 能够运用正确的语法结构表达自己的观点和意见。
3. 能够通过听力和阅读理解短文，获得相关信息并进行有针对性的讨论。
二、教学重点：1. 运用所学词汇和短语进行口语表达和书面表达。
2. 听力和阅读策略的培养，提高学生获取信息的能力。
三、教学难点：1. 运用所学语法结构进行对比和比较。
2. 长篇阅读材料的理解和分析。
四、教学准备：1. PowerPoint幻灯片2. 教材单词卡片3. 板书材料五、教学过程：Step 1：导入新单词 (10分钟)1. 讲解新单词和短语，并使用图片和实物进行说明。
2. 学生进行跟读练习，并运用所学词汇进行句子造句。
Step 2：听力训练 (15分钟)1. 播放录音，让学生根据听到的内容选择正确的答案。
2. 听完录音后，进行听力答案核对和讲解。
Step 3：阅读训练 (20分钟)1. 学生阅读教材中给出的短文，完成相关的阅读理解题目。
2. 学生之间互相讨论，核对答案，并给出自己的理由和观点。
Step 4：语法讲解和练习 (15分钟)1. 通过示例句子引导学生发现并总结本文所学语法结构的用法。
2. 分组讨论和展示，运用所学语法结构进行口语练习。
Step 5：口语训练 (25分钟)1. 分组讨论一个话题，如“你的理想职业是什么？”，并用所学语法结构进行讨论表达。
2. 分组之间进行互相提问和回答，鼓励学生用所学句型进行交流。
Step 6：总结和巩固 (10分钟)1. 学生进行小结，总结本单元所学的重点知识和语法结构。
2. 教师给予肯定和提醒，巩固学生对所学内容的记忆。
六、课后作业：1. 完成教材中的课后练习题。
2. 写一篇短文，介绍你的理想职业，使用本单元所学的词汇和语法结构。
七、教学反思：本节课设计了多样化的教学活动，从听力、阅读、语法到口语训练，充分利用了多种教学方法。
通过听力和阅读训练，培养学生获取信息的能力；通过语法讲解和口语训练，提高学生运用所学知识进行表达的能力。
重大版高中英语必修第1册第4单元 Further Reading 教学设计
Part I 文本分析一 基于课标二 基于语料 What Tom Hanks 是一篇人物传记，介绍了汤姆·汉克斯从出生、求学、工作到获得奥斯卡大奖等信息。
文章通过时间顺序的推移，依次描述了主人公在每个阶段的成长变化和取得的成就。
Why 将著名影星汤姆·汉克斯通过人物传记方式呈现其成长经历、成名历程和卓越成就。
How本文对主人翁的成长经历、成名历程是按照时间顺序展开，同时也对各个时期汤姆·汉克斯的经历对他成长带来的影响以及他取得的成绩进行了介绍，使读者了解了他的成长背景、如何爱上表演、在表演上获得了哪些成绩以及成功后为社会做的贡献。
Part II 学情分析授课对象是高一年级的学生。
大多数同学已具备从文本中提取主要信息，用英语进行表达的能力。
此外，学生对汤姆·汉克斯本人所参演过的电影比较熟悉，文本内容能引起同学们兴趣。
但大部分学生对他本人的成长史了解较少。
同时，文中还有一些熟词生义（如star, address, cause ）的现象。
通过文章篇章结构分析和主要信息梳理，将有利于学生的有效语言输出。
Part III 教学目标1.通过调查表中的生词和呈现部分所提供关键词，引导学生重视语言基础，培养他们的语言能力;2.通过快速阅读，引导学生要重视文本主题与语篇；培养他们的主题意识和阅读能力；3.通过思维导图，引导学生梳理文本线索及相关主要信息，获取文化知识，培养他们信息处理的能力 和文化意识；4.通过分组讨论，引导学生对文本中的某些信息进行深度思考，培养他们的思辨能力，发展思维品质；5.通过对本文结构仿写一位“你最喜欢的电影明星”的作业，培养学生的迁移创新能力。
6.通过Jigsaw 活动方式，引导学生进行自主学习，合作学习和探究学习，优化他们的学习方式；7.通过课前分享学习目标和课后学习反思，引导学生养成目标意识，同时及时反思学习方式和效果， 发展他们的学习策略，提升他们的学习能力。
重庆高中英语必修一 Unit4《Earthquakes》全套教案
2、过程与方法：理解关键语句所表达的特殊感情。
3 、情感、态度与价值观：通过了解唐山大地震前兆，培养学生对自然灾害的应对意识和能力；通过灾后重建，使学生树立战胜自然灾害的信心。
4、重点与难点教学重点：（１）通过语篇学习，掌握新闻报道的文体写作特点。
（２）培养学生对新闻报道文体的阅读技巧。
教学难点：（１）在充分阅读的基础上，对课文进行复述和表达自己的观点。
（２）课文中的语言难点。
4. 教学过程教学环节Step 1：Lead-inTask 1：利用多媒体播放一段地震视频。
学生看过，进行讨论。
教师利用视频内容，介绍新单词。
Questions:What is the film about?What can you see in the film?Step 2：Fast readingTask 2:整体理解文，归纳课文大意。
要求学生快速通读全文，按时间顺序把文章分成三部分并概括大意。
Step 3：Detailed readingTask 3：细读课文，查找信息。
要求学生阅读课文后判断句子对与错，并说出理由。
①People in Tangshan were warned of the earthquake and didn’t go to bed that night. (F)②People in Beijing also felt the earthquake. (T)③More than 400,000 people were killed in the quake. (F)④Many rescue workers and doctors were trapped under the ruins during the aftershock. (T)⑤People tried to get fresh water from under the ground inTangshan. (F)Task 4: 深层理解课文学生小组讨论下列问题，深层理解课文。
重大版高一英语必修1《Unit 4 Unforgettable Films》说课稿课件
（1）know t难he点meaning of the important words and expressions （2）understand the content of the film comment
III. Teaching Objectives
Ability objects
1）find out t难he点topic sentence of each paragraph 2）set up effective strategies, skimming and scanning
I. Analysis of Teaching Material
Difficult points
1)How to use different reading strategies while reading.
2)How to write a film comment.
II. Analysis of Learning Condition
Teaching procedures
Blackboard design
I. Analysis of Teaching Material
Status and Function
This period is from Unit 4 Book 1. It is the first period and the main part of this unit.
weaknesses
Besides the problem with vocabulary, they can not read effectively or recognize important facts or details.
III. Teaching Objectives
高中英语必修1优质学案1：Unit 4 Natural Disasters 同步写作——概要写作
Unit 4 Natural Disasters同步写作——概要写作写概要写作时要先读懂原文，把握文章主旨大意和作者观点，抓关键词，筛选与主旨有关的主要信息。
然后，借助已掌握的语言知识，对原语篇进行“浓缩”，写出一个新的语篇。
而新的语篇，既要做到在语篇结构、语篇衔接和连贯各要素上与原文保持一致，又要做到简明扼要、意义完整、结构严密和语句通顺。
(一)写作步骤考生可以从以下五个步骤来进行概要写作：1．通读全文，判断体裁一篇概要写作是否正确、有条理，能否把握文章的体裁，都是建立在理解原文的基础上的。
因此，通读全文，可以为考生从宏观上把握文章的主旨和结构、行文逻辑、判断文章的体裁奠定基础。
2．查找信息，分清主次概要写作，要求考生具有从文章中抽取主干和找到关键信息的能力。
在第二遍细读时，要弄清主要信息和次要信息，把次要信息剔除，以免影响概要写作的简洁性；同时，要养成在重点词句下做出标记的习惯。
3．概括大意，提炼内容考生在理解全文内容，弄清主次关系之后，可以初步写出每段的段落大意，注意要忠于原文，避免出现遗漏要点或增添要点的情况。
4．获取要点，灵活表达为了使所写概要简明、扼要，就要对罗列的每段大意进行整合、合并；同时为了避免使用原文的句子，就需要考生灵活采用同义词或近义词进行替换，用不同的句式进行转换，并在必要的地方使用连接词，使表达连贯通顺。
5．检查修改，整理誊写写完初稿后，需要在内容上、语言上以及上下文的连贯性上进行检查：看是否包括了原文的所有要点，语言词汇的运用是否准确和地道，以及行文是否流畅；另外，还要注意词数限制和书写规范。
(二)改写句子基本方法1．同义替换法Tom thought of an idea.→An idea occurred to Tom.2．正话反说法I think wealth is less important than health.→I don't think wealth is more important than health.3．词性转换法Your suggestions are super valuable.→Your suggestions are of great value.4．利用介词短语法We are sure to finish it in time because so many people are helping us.→With so many people helping us，we are sure to finish it in time.5．句式变化法(1)语态变换It is widely accepted that more people use computers in the world today.→Computers are widely used in the world today.(2)简单句变复合句The weather turned out to be very good.This was more than we could expect.→The weather turned out to be very good，which was more than we could expect.(3)连词衔接法He insisted on staying.He was not willing to go.→He insisted on staying rather than going.(4)词序改变法Professor White，Professor Smith and many other guests were present at the meeting.→Present at the meeting were Professor White，Professor Smith and many other guests.(5)利用特殊句式法Jim wants to go boating and his parents want to go boating，too.→Jim wants to go boating，and so do his parents.顺接、递进：firstly/secondly/thirdly，besides，in addition，what's more，what's worse，what's more important，moreover，also，finally，last but not least转折：but，however，nevertheless，yet，instead，on the other hand，on the contrary，although，while原因：because，because of，since，as，for，now that，thanks to，due to结果：so，therefore，as a result，so that，then，so...that，such...that总结：to sum up，to conclude，in conclusion，in summary，in a word，in general，in short，above all，after all，generally speaking1．记叙文点明写作目的类：The writer tells us...(主题)by showing us an example of...，who/which...(故事情节) 作者经历类：In the passage，the writer mainly tells us his experience of doing sth.，which...他人经历类：This passage is mainly about sb.'s experience of doing sth....2．议论文The article gives the view that...should/shouldn't...(主题) ...(补充论据)The passage highlights the importance of sth....The author argues that...3．说明文现象解释类：This article points out the common phenomenon...(主题)，which...(补充解释)利弊对比类：The article compares the disadvantages/benefits of A and B．The passage discusses the impact of sth.On the positive side...，but it may also...研究显示类：The study reveals that...The purpose of the report is to show that...阅读下面短文，根据其内容写一篇60词左右的内容概要。
必修一英语第四单元教案
必修一英语第四单元教案教案标题：必修一英语第四单元教案- "Growing up"教学目标：1. 通过本单元的学习，学生将能够掌握与成长和青少年问题相关的词汇和表达方式。
2. 培养学生的阅读理解能力，能够理解和解释与青少年问题相关的文章和故事。
3. 通过小组合作和讨论，培养学生的口语表达能力和团队合作意识。
教学重点：1. 学习与青少年问题相关的词汇和表达方式。
2. 阅读理解技巧的培养。
3. 口语表达能力的提升。
教学准备：1. 教材：必修一英语教科书2. 多媒体设备：投影仪、电脑等3. 学生练习册和笔记本教学过程：Step 1：导入 (5分钟)1. 通过展示一些青少年问题的图片或视频，引发学生对话题的兴趣。
2. 提问学生他们对青少年问题的看法和了解。
Step 2：词汇学习 (15分钟)1. 使用多媒体展示相关词汇的图片和解释，让学生了解并记忆这些词汇。
2. 分组活动：将学生分成小组，要求他们用所学词汇编写句子或对话，并与其他小组分享。
Step 3：阅读理解 (20分钟)1. 学生阅读教科书第四单元的相关文章，理解文章的主要内容和细节。
2. 学生回答教材中的问题，检查他们对文章的理解程度。
3. 分组讨论：将学生分成小组，要求他们讨论文章中提到的问题，并分享他们的观点和解决方法。
Step 4：口语表达 (15分钟)1. 学生分组进行角色扮演，模拟青少年问题的场景，如与父母争吵、面对学业压力等。
2. 鼓励学生使用所学词汇和表达方式，实践口语表达能力。
Step 5：巩固练习 (15分钟)1. 学生完成学生练习册中与本单元相关的练习题。
2. 教师检查学生的练习，并提供及时的反馈和指导。
Step 6：作业布置 (5分钟)1. 布置作业：要求学生写一篇关于青少年问题的短文，并在下节课上交。
教学反思：本节课通过多种教学方法和活动，旨在培养学生对青少年问题的认识和理解，并提高他们的阅读理解和口语表达能力。
高中英语必修一unit4范文
高中英语必修一unit4范文Learning a new language can be a daunting task, especially when it comes to mastering the intricacies of grammar and vocabulary. However, for high school students, the study of English as a compulsory subject under Unit 4 can be a transformative experience that not only enhances their linguistic abilities but also opens up a world of opportunities. In this essay, we will explore the significance of this unit and its impact on students' personal and academic growth.Firstly, Unit 4 of the high school English curriculum focuses on developing students' proficiency in various aspects of the language. From exploring the nuances of sentence structure to delving into the richness of English vocabulary, this unit equips students with the foundational skills necessary for effective communication. By mastering the grammatical rules and conventions of the language, students gain the confidence to express themselves clearly and coherently, both in written and oral forms.Moreover, the content covered in Unit 4 extends beyond merelanguage mechanics. It encompasses the study of diverse literary genres, including fiction, poetry, and non-fiction. This exposure to a wide range of literary works not only enhances students' reading comprehension but also fosters their appreciation for the art of storytelling and the power of language. As they engage with these texts, students develop critical thinking skills, learning to analyze and interpret the deeper meanings and themes that lie within.One of the key benefits of Unit 4 is its emphasis on practical application. Through a range of activities and exercises, students are encouraged to put their newly acquired skills into practice. This includes tasks such as writing persuasive essays, delivering oral presentations, and engaging in group discussions. These hands-on experiences allow students to hone their communication abilities, preparing them for the demands of higher education and the professional world.Furthermore, the study of English under Unit 4 transcends the boundaries of the classroom, offering students opportunities to explore the language in real-world contexts. Field trips, language exchange programs, and international study opportunities can all be integrated into the curriculum, providing students with the chance to immerse themselves in authentic linguistic and cultural experiences. These enriching activities not only deepen their understanding of the English language but also foster a global perspective and anappreciation for cultural diversity.In addition to the academic benefits, Unit 4 also contributes to the personal growth and development of high school students. The process of learning a new language can enhance cognitive abilities, such as problem-solving, critical thinking, and memory retention. As students navigate the complexities of grammar and vocabulary, they cultivate a sense of discipline, persistence, and resilience – skills that are invaluable in all aspects of their lives.Moreover, the study of English under Unit 4 can have a profound impact on students' self-confidence and self-expression. By mastering the language, they gain the ability to effectively communicate their thoughts, ideas, and emotions, empowering them to engage with the world around them in a more meaningful and confident manner. This, in turn, can lead to improved social interactions, enhanced academic performance, and a greater sense of personal fulfillment.In conclusion, the significance of Unit 4 in the high school English curriculum cannot be overstated. Through its comprehensive approach to language learning, it equips students with the necessary skills and knowledge to thrive in an increasingly globalized world. By fostering linguistic proficiency, critical thinking, and cultural awareness, this unit lays the foundation for students' future success,both academically and personally. As high school students embark on this journey of language acquisition, they can look forward to the transformative experience that Unit 4 has to offer, ultimately shaping them into confident and well-rounded individuals.。
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。
必修一unit4教案
必修一unit4教案教案标题：必修一 Unit 4 教案教案目标：1. 通过本单元的学习，学生将能够掌握有关环境保护的词汇和表达方式。
2. 培养学生对环境问题的意识和责任感。
3. 提高学生的听说读写能力，特别是阅读和写作能力。
教学重点：1. 掌握环境保护的相关词汇和表达方式。
2. 培养学生的环保意识和责任感。
3. 提高学生的阅读和写作能力。
教学难点：1. 如何引导学生思考环境保护的重要性。
2. 如何提高学生的写作能力，使其能够表达自己对环境问题的看法和建议。
教学准备：1. 教材：必修一 Unit 42. 多媒体设备3. 板书工具教学过程：Step 1：导入（5分钟）1. 利用图片或视频引导学生思考环境保护的重要性。
2. 引发学生对环境问题的讨论，鼓励他们提出自己的观点和看法。
Step 2：词汇与表达（15分钟）1. 呈现本单元的相关词汇，并帮助学生理解词汇的意义和用法。
2. 引导学生运用这些词汇进行对话和表达，加深他们的记忆和理解。
Step 3：阅读与理解（20分钟）1. 分发阅读材料，让学生独立阅读，并回答相关问题。
2. 引导学生进行小组讨论，分享自己的理解和观点。
3. 整理学生的观点和问题，进行集体讨论，澄清学生的疑惑。
Step 4：写作练习（20分钟）1. 引导学生以本单元的主题为基础，写一篇关于环境保护的短文。
2. 提供写作指导和范文，帮助学生组织自己的思路和表达方式。
3. 鼓励学生互相交流和修改自己的作文，提高写作质量。
Step 5：巩固与拓展（10分钟）1. 进行小组或全班讨论，让学生分享自己的环保经验和建议。
2. 引导学生思考如何在日常生活中更好地保护环境。
3. 提供拓展阅读材料，让学生进一步了解环境保护的重要性和方法。
Step 6：作业布置（5分钟）1. 布置相关阅读和写作作业，巩固学生对本单元内容的理解和运用能力。
2. 鼓励学生积极参与环保活动，并写一篇关于自己参与活动的心得体会。
高中英语必修1优质学案：Unit 4 Natural Disasters 概要写作
概要写作[题型解读]概要是一篇较长文章本质思想的简洁重述，它要求用尽量少的语言对原文的主旨进行复述。
概要不是简单的换句话说，更不是评论，而是作者思想中最基本部分的准确再现。
[评分标准]《考试说明》中规定概要写作阅卷时按5个档次给分，其中最高档次第五档(21-25 points)的评分标准是：1.理解准确，涵盖全部要点；2.能准确使用相应的语法结构和词汇；3.完全使用自己的语言；4.有效使用了语句间的连接成分，使完成的概要结构紧凑。
[写作方法]1.定位——查找核心信息通过阅读定位语篇的核心信息，包括核心单词，核心短语和核心句子。
(句子为主，以单词和短语为辅)2.改写——用自己的语言改写信息在核心信息的基础上进行语言表达形式的改写，对原文的语言表达形式尽可能实现大规模的改变。
改写过程中，原则上字数不超过原句，不改变原文的逻辑结构，充分考虑语句压缩。
3.核查——添加关联词，检查句子的连贯性核查句子的连贯性。
核查标点、语法、连接词及字数，优先考虑使用较短的连接词，如：but，then，later等。
写作技巧如何写概要写作？一、题型特点概要写作的阅读材料词数一般为300左右。
写作要求考生在对原文阅读后根据其内容写出一篇约60词的内容概要。
概要所用语句既要用词准确，结构合理，语义连贯，不得抄写原文，又要能完全概括出文章的中心大意。
二、注意事项1.词数要限制在60词左右，上下不得超过10个单词。
2.要根据文章的体裁特点进行概要写作。
3.人称和时态要与所给文章中的人称和时态保持一致，但必要时也可变换成第三人称。
4.写作时尽可能地使用复合句，必要时可转换词性，不得完全照搬照抄原文。
[典例示范]阅读下面短文，根据其内容写一篇60词左右的内容概要。
We’v e reached a strange—some would say unusual—point.While fighting world hunger continues to be the matter of vital importance according to a recent report from the World Health Organization(WHO)，more people now die from being overweight than from being underweight.I t’s the good life tha t’s more likely to kill us these days. Worse，nearly 18 million children under the age of five around the world are estimated to be overweight.Wha t’s going on?We really do n’t have many excuses for our weight problems.The dangers of the problem have been drilled into us by public-health campaigns since 2001 and the message is getting through—up to a point.In the 1970s，Finland，for example，had the highest rate of heart disease in the world and being overweight was its main cause.Not any more.A public-health campaign has greatly reduced the number of heart disease deaths by 80 percent over the past three decades.Maybe that explains why the percentage of people in Finland taking diet pills doubled between 2001 and 2005，and doctors even offer surgery of removing fat inside and change the shape of the body.No wonder it ranks as the worl d’s most body-conscious country.We know what we should be doing to lose weight—but actually doing it is another matter.By far the most popular excuse is not taking enough exercise.More than half of us admit we lack willpower.Others blame good food.They say：i t’s just too inviting and it makes themovereat.Some also blame their parents—their genes.But unfortunately，the parents are wronged because the y’r e normal in shape，or rather slim.I t’s a similar story around the world，although people are relatively unlikely to have tried to lose weight.Parents are eager to see their kids shape up.Do as I say—not as I do.[解题思路]第一步：定位Part 1：1.More people now die from being overweight than from being underweight.2.It’s the good life tha t’s more likely to kill us these days.Part 2：3.The dangers of the problem have been drilled into us by public-health campaigns since 2001.4.In Finland，a public-health campaign has greatly reduced the number of heart disease deaths by 80 percent over the past three decades.Part 3：5.Maybe that explains why the percentage of people in Finland taking diet pills doubled between 2001 and 2005.6.We know what we should be doing to lose weight—but actually doing it is another matter.Part 4：7.Others blame good food.8.It’s a similar story around the world，although people are relatively unlikely to have tried to lose weight.第二步：改写1.要点1和2合并：Good life is more likely to kill us and more people now die from being overweight.改写：Good life becomes the killer of our health and more people now die from being overweight.2.要点3和4合并：People have gradually realized the dangers of being overweight through public-health campaigns since 2001 and the number of heart disease deaths has been greatly reduced in Finland.改写：Since 2001 people have gradually become aware of the dangers of being overweight through public-health campaigns and people dying of heart disease has dropped in Finland.3.要点5和6合并：Many people took diet pills to lose weight though we know what we should be doing to lose weight.改写：Many people took some negative measures to lose weight though they knew what they should be doing.4.要点7和8合并：People should stop making excuses and take positive action to lost weight.改写：Although there are some excuses，people should act positively to lost weight.第三步：核查Nowadays，good life becomes the killer of our health and more people now die from being overweight.(要点1) Since 2001 people have gradually become aware of the dangers of being overweight through public-health campaigns and people dying of heart disease has dropped.(要点2)Regrettably，many people took some negative measures to lose weight though they knew what they should be doing.(要点3)Although there are some excuses，people should act positively to lost weight.(要点4)。
高中英语必修一Unit4 XXX教学设计
高中英语必修一Unit4 XXX教学设计Help students to XXX.重点难点：1.掌握地震的基本知识。
2.培养学生的阅读能力，让他们能够学会不同的阅读技巧。
3.帮助学生了解地震的严重性，培养他们对地震受害者的同情心。
三、教学重难点解析（对于教学重难点的解析，具体阐述在教学中如何突破难点，如何让学生更好地掌握重点）教学重点：1.掌握地震的基本知识，让学生了解地震的成因、分类和危害。
2.培养学生的阅读能力，让他们学会不同的阅读技巧，如快速阅读、细节理解、推理判断等。
3.让学生了解地震对人们的危害，并培养他们对地震受害者的同情心。
教学难点：1.让学生理解地震的成因和危害，需要对地质、物理等知识进行解释。
2.培养学生的阅读能力需要教师在教学中不断引导和训练。
解决方法：1.在教学中尽量使用通俗易懂的语言，结合图片、视频等多媒体手段让学生更好地理解。
2.在教学中不断引导学生，让他们积极参与到阅读中，提高他们的阅读能力。
四、教学方法（列举本课所采用的教学方法）1.演讲法2.讨论法3.观察法4.实验法5.多媒体教学法五、教学过程设计（按时间顺序列出教学过程，包括教师活动、学生活动、教具准备、板书设计、教学方式等）Step 1 Warming-up (5 minutes)教师活动：1.准备两张图片，一张是地震前的城市，另一张是地震后的城市。
2.引导学生看图片，让他们想象一下地震对城市的影响。
学生活动：1.学生观察图片，想象地震对城市的影响。
2.学生讨论地震对城市的影响。
Step 2 Pre-reading (10 minutes)教师活动：1.准备两个开放性问题，让学生回答。
2.引导学生回答问题，提高他们的应变能力。
学生活动：1.学生回答问题，增加他们的生活常识。
2.学生讨论问题。
Step 3 Reading (25 minutes)教师活动：1.让学生阅读文章，了解唐山大地震的经过。
2.引导学生了解地震的成因、分类和危害。
重庆市高一英语必修一第四单元《A Social Survey-My neighborhood》全套教案
重庆市高一英语必修一第四单元《A Social Survey－My neighborhood》全套教案本单元以A Social Survey－My neighborhood为主题，分为三节内容，通过介绍学生自己居住地或熟悉的城市展开。
以对话形式，介绍了旅游城市—厦门的情况，掌握相关词汇，以及就学生自己熟悉的社区这一话题发表自己的观点，通过社会实践写一份调查报告，培养学生关心社会的主人翁意识和社会责任感。
一、学前准备：准备录音机、电脑和PPT课件。
二、学习目标：1．Improve the Ss’ability in reading.2．Train the Ss to grasp the mean idea of the text and can analysis the compound sentences.3. Improve integrating skills and grasp information about villages in western Europe4. Learn more about villages in western Europe and grasp key words and phrases三、学习重点：1. Learn to use some useful expressions.2. Train the students’reading ability.四、教学难点：1. Raise cooperation awareness.2. Love our own homeland.五、单元课时分配:1、第一课Reading 1个课时2、第二课Grammar 1个课时3、第三课Language Points 1个课时Ask the Ss to read out the sentences in activity 3, andthen ask them some questions and get them to work inpairs. Finally, ask several pairs to report theiranswers.T: Today we are going to learn a dialogue betweenXiao Li and John Martin.First let’s learn some new words. (Find the words inthe book and give the Ss a brief introduction, and thenlet Ss read them after the tape.)hometown, attractive, lively, seem, fortunate, pretty,lot of tourist around, bother, nuisance, business district,put up, shopping malls, approach the harbor, gorgeous,architecture, starve, apartment block, be made of(Then get the Ss to make sentences with the words orphrases. For example)1. hometown: Xuzhou is my hometown.Hishometown is Shanghai.拓展：homework, homeland, homesick, homelike亲切的, homemade自家制的2. attractive:adj. 有吸引力的，诱人的attract:v. 吸引，引起…的注意attraction: n.There are a lot of attractive places in this country.3. a lot of tourists around:In my hometown thereare a lot of tourists around every day.4. be made of: 用…(直接)造成(用于原材料显而易见的场合) The table is made of wood.be made from: 由……(加工)制成(用于原材料不易看出的场合) Wine is made from grapes.be made into:In many parts of theworld corn is made into powder.be made in: 制造于(某地) Grapes are made intowine.be made by: 是由什么制造。
高一英语必修1 Unit 4 Unforgettable experience 教案
高一英语必修1Unit 4 Unforgettable experiencePeriod 1. ListeningTeaching objectives and demands:1.The activity is designed to encourage students to think about some unforgettableexperience and to activate relevant vocabulary.2.Ask the students to describe a famous person and give examples of situations theperson or the accident happened. Use the activity as a brainstorming session done either in groups or with the whole class.nguage use: Manipulate listening, speaking practiceKey points:1. Everyday English for munication.2. Words and useful expressionsTeaching procedures:Step1 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. ----------- Albert Einstein4) He is a very famous cartoon maker. He created 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.Step2 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 17th, 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 ask them to work in groupsto present their answers.a) When did the earthquake happen? ---------- 5:15pmb) Where was the man driving when it happened? -----------on his way to his daughter’s schoolc) What was the first thing he saw? ---------- the car in front started to move fromside to side.d) What had he been doing before the earthquake? ---------- he had finished his workand gone to the post office.e) What was he going to do? -------- he was going to fetch his daughter from her school.4. Listen to the tape again to check and the teacher give necessary explanation.5. Read these five sentences in part2, and then listen to the tape twice, then fillthe blanks.a) I found myself in the dark.b) Then I remembered what had happened.c) It was clear to me now that I had been in an earthquake.d) Then I heard people climbing towards me.e) A team of people had e to see if anyone was under the broken road.6. Listen again to check and make some explanation.7. Ask Ss to tell the whole story (using first, next ,then, finally)Step3 Exercise in the workbook (Page 103)Ask Ss to listen to the tape twice and then plete the table.Evaluation of teaching:Period 2. Speaking and talkingTeaching objectives1.Develop the students’ prehension of explorative passages, especially their ability of speakingand talking ,analyzing the structure of such kind of articles.2.Offer the students chances of self-culture by working in groups and seeking information about thefilm outside the class.3.Infuse the students with basic knowledge about the experience4. Learn some words and useful expressions from the text.Teaching Approach1.municative Approach should be used throughout the class. Stress should be laid on: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 fromnewspaper or magazines.Step 2.Review and check Ss have a word dictation and check their homework in workbook Step 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 givingadvice.--- Don’t worry! / Ju st 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 frighten: It scares me. / I’ m afraid to…When encouraging sb: It will be ok. / e on! / Keep trying. / I t’s all right.5. Ask Ss to describe the three pictures on P23. Then the teacherintroduce 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 bedroomon 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 a ChineseKing while he was working. He went in and had a look, but didn’t touch anything.Then a 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 thetomb. 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. ReadingTeaching objectives1.Develop the students’prehension of reading explorative passages, especially theirability of analyzing the structure of such kind of articles.2. Offer the students chances of self-culture by working in groups and seeking information about thefilm outside the class.3. Infuse the students with basic knowledge about the friend and friendship4. Learn some words and useful expressions from the text.Teaching Approach1.municative Approach should be used throughout the class. Stress should be laid on:2.Learner-centeredness; learning-centeredness3.Task-based learning4.Activity-based teaching (class work; individual work; group work)Teaching type: Reading prehensionTeaching ProcedureStep1. Pre-reading1. Tell Ss: Do you remember Hank Stram’s terrible experience? He was trapped in the earthquake forabout 14 hours .It is really an unforgettable experience for him. As we all know, the earthquake is a kind of natural disasters. Then can you list some other natural disasters?2. Write down their answers on the blackboard---- Flood, Typhoon, Hurricane, Volcaniceruption, Thunder storms, Snow storm, Fire …3. Tell Ss: Among these disasters, I think most of us have experienced the Typhoons,right? Then can you describe what it was like and how you felt? Ask some Ss to give their ideas.4. Pose question: If you are riding a bicycle on the road, and the typhoon is ing,then what would you see / feel / do? Please use first, next, then, and finallyin your description.Ask two or three Ss to give their description.5. Pose question: Have you ever experienced 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 present their ideas using first, next, then, and finally.Step2. While-reading1. Pose a question: What is the text about? --- About how Flora and Jeff rescue themselves in the flood.2.Listen to the tape once, and ask them to answer questions:What happened to them finally? ---- SurviveHow did they make it? ---- Stay in the room with a chimneyWhy? --------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. Language studyParagraph 11) Heard somebody shouting / saw Jeff runningSee / hear sb doing -------- I heard him singing next door last night.See / hear sb do ------- I heard him sing next door.pare the differences between the two.2) The attributive clause: it’s a part of a sentence, and tells us which person or thing(or what kind of person or thing)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) Advance: (v) move forward or develop --- Our troops ~d two miles.---- The water is ~ing on/upon/towards her.(n) in advance: beforehand --- if you want to e here for your holiday, please call me ~.6) Be upon: be close toParagraph 27) Seize: take hold of suddenly and violentlyParagraph 38) Sweep : clean and clear away --- e.g. sweep the dust from the carpetssweep down: knock down by the watersweep away (Para 9)—e.g. s~ the dead leaves9) Swallow: allow to go down the throat, here means she was taken 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 down.Here means they were swallowed by the waterGo through: pass --- e.g. A terrible noise went through the house. (Para 10) experience, suffer --- e.g. ~ hardshipsParagraph 412) Against: indicating support and close --- e.g. place the ladder ~ the wall13) Struggle: make great effortsStruggle against --- e.g. ~ against difficulties14) Get on her feet: stand up15) Fight for her life: try her best to rescue herself16) Look into: stare at--- e.g. Jeff and Flora looked into each other’s face. examine, investigate --- e.g. ~ a question17) With a look of: here look is a noun, and means appearance on one’s face18) Fright: fear ----- e.g. give sb a ~; take ~ at sthFrighten (v) :scare ---- e.g. The great noise ~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 ~ing 12.21) Cracking noise: When the house was broken with lines of division, it made such sudden sharp noise.Paragraph 822) Fall down: crash, break down /fail --- e.g. ~ on one’s promiseParagraph 923) Noun + after + Noun : indicating the succession. Tree after tree; day after day; year after year24) Must have done: He is sleepy this morning. He must have slept very late last night.Must be doing: e.g. I hears loud voices next door. They must be quarrelling. Must do: e.g. He is Tom’s best friend. He must know his .Step3. Post-reading1) Ask Ss to find these sentences below and then work out what the underlined wordsrefer to?Before she could move, she heard a loud noise, which grew to a terrible roar. -------a loud noiseThere she saw a wall of water that was quickly advancing towards her. ------behind herShe wanted to watch it. --------- a wall of waterFlora, whose beautiful hair and dress were all cold and wet, started crying. ---------- flora’sFor some moments both were silent. --------- Jeff and Flora2) Do the exercises in page26Step 8. Homeworkworkbook ReadingRevise the key points of this Unit.Period 4. GrammarTeaching aims and demands1.The students are asked to master the Grammar :2. Integrating Skill: reading3. Oral practice: manipulate oral practice relevant to the reading material. Key points: grammar and readingTeaching methods: Reading —Sentence structure----explanationTeaching procedures:Step 1. Revision(1) Check the homework exercises.(2) Revise the key points of the previous lesson.Step 2. Warming upPlay a game: The teacher describe sb or sth and ask Ss to guess.If a person likes reading very much, we call him a bookworm.If a person loves to play or watch sports, we call him a sports fan.If a person often works very hard, and seldom stop working, we call him a workaholic.If a person often spends a lot of time watching TV, we call him a cough potato.If a person can municate with you on the Internet, we call him an e-pal.If a machine can tell us time, it is a watch or a clock.If a machine can fly in the sky, it is a plane.Step 3. Lead in1. Tell Ss: We can use the attributive clause to describe these persons and things.e.g. A bookworm is a person who likes reading very much.A plane is a machine 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 warming up.A sports fan is a person who loves to play or watch sports.A workaholic is a person who works very hard.A cough potato is a person who often spends a lot of time watching TV.An e-pal is a person whom / who we can municate with on the InternetA clock is a machine which / that can tell us time.2. Tell Ss: In the attributive clause, we will use the relative pronouns. when we talkabout people, we can use who, whom, whose and that. When we talk about things, we can use which and that.3.Give explanation and examples.1) She looked at Jeff who was waving his arms. ----- She looked at Jeff. Jeff was waving 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 the story.4) Do you know the boy whose parents are on holiday? ---- Do you know the boy? Theboy’s parents are on holida y.4. Then ask Ss to make up sentences, using the attributive clause to describe otherpeople and things as we did above.5. Do the exercises 1 in P26 and P105 ----- fill the blanks6. Ask Ss to bine two sentences into one ,using the attributive clause. (exercise 2 in P105)Step 4 HomeworkFinish off the work in work bookTry to write a news story in about 100 wordsRevise the grammarEvaluation of teaching:Period 5. Integrating skillsTeaching aims and demandsIntegrating SkillGrammar and writingGet the students to write an emailKey points: 1. Useful expressions; 2.writing 3.grammarTeaching methods:Written practice and grammar.Teaching proceduresStep 1. Revision(1) Check the work exercises.(2)A test for unit 4Step 2Post- Integrating skill1. Listen to the tape once, and pose questions:what is the passage about? ------ about a travelwhere do they travel? -------- SichuanProvince (MountEmei, Leshan)2. Read the whole passage again, and then fill in the table on the blackboard. Going on a trip to Leshan and Emei3. Ask Ss to red again and then retell the whole story according to the table on the blackboard.4. Give necessary explanationsAsk Ss to find out all the attributive clause and the linking wordsEncourage 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 4WritingAsk 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 unitEvaluation of teaching:。
重大版高中英语必修一《unit4 my favorite film》说课稿
1
Lead-in
2 Fast-reading
3 Timed-reading
4
Intensive-reading
5
Discussion
6
Homework
1
Lead-in
2 Fast-reading Why is the film educational ?
deep love between parents and children
Moral be a person with great love objectives critical thinking
Teaching Focus
Teaching Difficulties
understand the comment better
1.Arouse Ss' interest 2.Improve Ss' skimming, scanning, and guessing ability 3.Train Ss' critical thinking
3
Timed-reading romantic love between men and women
4
Intensive-reading
4) Para.p4roduDc.eTrh=e fpilmroisdbouthce+ -er enjoyable and
5) Para.s5uperb=suedpuecart+ional.
5
Discussion
E. The film is about
seven children,
Knowledge mastery of new words and expressions objectives appreciation of a film comment
必修第一册Unit1TeenagelifePeriod4ReadingforWriting教案
教学设计
You’d better …
Why don’t you …?
How about …?
I’d like to suggest …
What do you think …?
My advice is/would be …
It might be a good idea to …
表达理解抚慰：
I’m sorry to hear/know/learn that …
I know how it feels to …
It happens to everyone.
I know you didn’t mean to …
Everyone will have one of those periods when things seem to be going wrong.
Step3 While-writing
〔1〕写作准备。
学生分成小组，每组从该板块提供的三个情境问题中选择一个阅读。
教师提供以下活动用表，让学生先独立完成，然后进行小组讨论。
〔2〕写初稿。
学生在讨论的根底上，根据活动3中步骤2提供的提纲独立完成初稿。
〔3〕同伴互评。
学生利用步骤3提供的评价清单，先在小组成员之间进行互评，提出修改意见。
〔4〕确定终稿。
基于同伴的评价，学生对自己的作文进行修改，确定终稿。
教师选择优秀的作文在班内张贴或让学生向全班朗读。
Step4 Post-writing
为了让写作活动更加真实、有趣，可以采用游戏的形式。
例如：“我是大参谋〞〔I am the adviser〕的游戏。
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探索尚未知道的东西
Unit 4 unforgettable films
Writing part
Teaching aims: Enable students to apply the words and expressions to the wr iting part.
Let students review the expressions in order to master how to write a comme nt.
Teaching procedure
Step 1: pre-writing
1) Refer back to task 2 in comprehending and have a discussion about the fi lm usually covers.
Write down the ideas
2) Choose the Chinese or English film you like most and note down your idea s briefly.
Title:
Producer:
Theme:
Characters:
Plot :
Skills of making the film:
Music :
Your opinions:
3) let Ss’ read the text again and try to find the useful words, phrases , expressions and sentence structures which can be used in the passage.
Step 2 :While-writing
Students write the comment according the part4 of page54 and exchange the e xercise book with their classmates.
The film I have enjoyed most is It tells a story ab out The characters in the film The skills of making the film In short, the whole film
I think there has been no other film to match it excellence.
Ask students to rectify the simple spelling or grammar mistakes.
Step 3 post-writing
Teaching-correction: make the students realize the importance of the applic ation of the language.
Give the summary of the comment
Present the excellent exercise to show the whole class.。