人教版必修4英语Unit1语言点教学设计
Unit 1 Period 4 Reading for Writing教学设计-高一英语人教版必修一
必修第一册Unit 1 Teenage Life教学设计Period 4 Reading for WritingTeaching material: Write a letter of adviceTeaching objectives: In this lesson, the students will1. get familiar with and master the text structure of a letter of advice2. grasp the expressions to make suggestions3. write a letter of advice concerning teenager problems4. learn about the physical and mental problems teenagers face in study, extra-curricular activities and growth5. develop the ability to objectively and reasonably analyze teenager problems and figure out solutionsDifficult and focal point: Help the students master the common structure of a letter of advice and its language features; Write a coherent letter of adviceTeaching aids: PowerPoint, blackboardTeaching approaches: PWP Teaching MethodTeaching procedures:Step 1 Lead in1. If you were her, what would you do?2. Can you write a letter of advice to her to offer her your advice?3. How to write a letter of advice?Step 2 Pre-writingActivity 1 Read for detailsRead the letter of advice and answer the questions below.1)What is Worried Friend’s problem?2)What suggestions does Susan Luo give to Worried Friend?3)Besides suggestions, what else does Susan Luo say in her letter?Activity 2 Read for evaluation1)Do you think Susan Luo’s advice is useful? Why?2)What other kinds of advice would you give?Activity 3 Read for structure and language features1. Glance through page 18 and figure out how many parts is the letter made up of? What are they?5 parts: Date, Greeting, Body, Close and Signature.2. What is included in Body Part?Find and mark the parts of the letter that match the following points.A. I know what the problem isB. I understand how you feel.C. This is my advice and reasons.D. I think my advice will help.What expressions does Susan Luo use to show her understanding? Circle them in the letter.Can you think of other ways to express understanding?What expressions does she use to make suggestions? Circle them in the letter.Can you think of other expressions to make suggestions?Step 3 While-writingActivity 1 BrainstormingWhat problems does Xu Ting face?What suggestions will you offer to her?How are you going to write your letter of advice? What parts will be included?How are you going to express your understanding?How are you going to offer you suggestions and reasons?How are you going to express your expectation?Activity 2 DraftingDraft your letter of advice to Xu TingStep 4 Post-writing---EvaluationWork in pairs and exchange your drafts. Use the checklist to give feedback on your partner’s draft.☐Are all the parts of a letter included and organized in a good order?☐Does the writer give reasons for the advice?☐Does the writer use proper expressions to give suggestions?☐Does the writer use commas and stops correctly?☐Is the handwriting easy to read?Step 5 PolishingGet your draft back and revise it.Sample Writing10 September 2018Dear Xu Ting,You wrote that you always feel lonely after school because your parents work in another city. I understand how you feel. It is common for teenagers to feel lonely when they live away from their parents. I think you can try joining a volunteer group that helps other people. This will give you a chance to meet and be around others. It will also help you realise that you are not alone in having problems and that many other people have problems, too. Helping other people also makes us feel better. You can also connect with your parents online. Just because your parents are far away, it doesn’t mean you can’t talk to them. I’m sure that you’ll make new friends and get a chance to speak to your parents more often. This will help drive away your loneliness.Best wishes,Susan LuoStep 6 Language points1. Find and underline the following phrases on page 18.It’s not unusual for teenagers of your generation to be attracted to computer games and the online world.But spending too much time online is unhealthy and makes it very difficult to focus on other things in life.。
教学设计_人教版_高中英语1_必修_ Unit 4 Earthquakes_ Period 1 Warming up and Reading
人教版_高中英语1 _必修_ Unit 4 Earthquakes 教学设计——Period 1 Warming up and Reading【Teaching Material】This unit is about natural disasters through the world and china, as we know, has a particular problem with earthquakes. In the last century five of the ten worst earthquakes happened in China. Although it is important for students to understand the dangers people face in a quake, it is just as important for them to realize that there are things that can be done to minimize the damage caused by quakes. For this reason, this unit keeps a positive tone or outlook. It includes exercises and tasks that enables students to think about how to avoid quakes, or at least some of the damage they can cause. This unit also lets them role-play community work that deals with disaster relief. As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.【Teaching goals】Knowledge aims:1. Get the students to learn the following useful new words and expressions in this passage.2. Know basic knowledge about earthquakes.Ability aims:Develop the students’ ability and let them learn different reading skills.Get the students collect the information from the internet by themselves.Emotional aims:Get the students to be aware of the terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.【Teaching important points】1. Get the students to learn about Tangshan Earthquake.2. Get the students to learn different reading skills.【Teaching difficult points】Develop the students’ reading ability.【Teaching methods】1. Task-based teaching and learning.2. Fast reading, intensive reading3. Discussion.【Teaching aids:】CAI课件, A tape recorder【Teaching procedures】Step 1 Warming upWarming up by lookingShow Ss some pictures about natural disasters and ask them two questions.1. Can you tell some natural disasters?(volcano, fire, sandstorm, typhoon, hailstone, thunderstorm, flood, hurricane, earthquake)2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures.(Beautiful cities; broad roads; tall building; large population...)What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.Step 2 Pre-readingImaging and sharingImagine there is an earthquake now. Your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Is it money, water, fruits, mobile, phones, a torch light, or anything else? Why?Talking and sharingWhat are the signs of an earthquake? Talk about the pictures on Page 25.(e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….) Step 3 ReadingTell the students: Today, we are going to read a news report about the strongest earth-quake in China’s history, which happened in Tangshan, Hebei, in 1976.1. Fast readingAsk the students to read the passage quickly.1) Answer some questions.Ask the students to read the passage quickly and pay attention to the first sentence of each paragraph.2) Find out the topic sentences of each paragraph and get the general idea of the passage.3) Do some true or false exercises.Ask the students to decide whether the following statements are true or false. If it is false, try to correct it.2. Reading carefullyAsk the students to read the passage carefully to lacate particular information.1) Do the exercises in the part Comprehending on Page 27.2) Do some multiple choices.3. Language problemsWhile checking the answers with the whole class,deal with any language problems that the students can’t understand.4. Reading aloudPlay the tape of the passage for the students to listen and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.Step 4 GameWork in pairs. Supose you are a newspaper reporter, and other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.Step 5 DiscussionHow can we protect ourselves in the earthquake?Earthquake Survival TipsDriving --- pull over and stay in your car.In a building--- get near a strong wall / The corner of the room is the safest.Having classes--- listen to the teacher’s instruction, protect their heads and hide under the desks.On buses--- Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed.Step 6 HomeworkP review the reading “A Night the Earth didn’t Sleep” and learn new words of this unit.。
人教版高一英语必修4unit1知识点讲解教案
Unit 1 Women of achievementmon sense 常识；common practice常规，惯例have… in common with sb与…有共同之处；共同拥有(1)It is a common practice to make an appointment before going to see a doctor in western countries.(2)We are good friends though we have nothing in common.(3)The couple have this house in common.(4)Jack,in common with other boys, is crazy about computer games.(5)What do you think these two scientists have in common?2.concern oneself with 关注；对……感兴趣 be concerned about/for 担心；忧虑 be concerned about/with 对…感兴趣；关注be concerned that…担心/担忧…… as far as sb be concerned就某人而言 concerned adj.担心的，忧虑的，关心的 concerning prep. 关于(1)The president is deeply concerned about this issue.(2)They were more concerned with what other women wore at the meeting.(3)She was concerned that she might miss the turning point and got lost.(4)The old woman concerns herself with the sewing work,paying attention to nothing else around her.(5)She was quite concerned about/for her son’s safety, so she was not concerned about/with what was happening around her.3.devote…to…致力于；把…奉献于… devote sth to…把…用于… be devoted to致力于；奉献于；专注于 devotion n.挚爱，奉献；热心 devoted adj.挚爱的，忠诚的，全心全意的(1)Chinese woman scientist Tu Youyou devoted herself to discovering artemisinin（青蒿素）,which has led her to the Nobel Prize for medicine.(2)I could only devote two hours a day to work on this project.(3)His devotion to his wife and family is touching.(4)You’d better devote as much time as possible to practicing your spoken English.4.rather than 而不是would…rather than…;would rather…than…;prefer to do…rather than do…(1)I think I will have a cold drink rather than a coffee.(2)Why don’t you ask for help,rather than trying to do it on your own?(3)You，rather than I,are to blame for the failure of the experiment.(4)I prefer to stay indoors rather than go shopping at weekends.(5)The poor boy would beg from door to door rather than ask his step mother for help.(6)Rather than throw the remaining vegetables away,the farmer would sell them at half price.(7)The father,rather than his children was to answer for the accident.(answer for 对…负责)5.behave vi. vt. 举动；（举止或行为）表现 bahaviour n.行为；举止；态度behave well/badly be on one’s best behaviour 尽量表现得体 behave oneself 表现得体(1)They behaved very badly towards their guests.(2)He behaved as if nothing had happened.(3)We hadn’t thought that the boy behaved so badly at school.6.leave+宾语+宾补使…处于…状态宾补由介词短语，形容词或者分词充当。
Unit4 教学设计 高中英语人教版必修第一册
必修一Unit4 Reading and Thinking【Teaching Objectives:】1.Enable students to understand the causes and consequences of the Tangshan earthquake.2.Develop students' reading comprehension skills, such as skimming, scanning, and inferencing.3.Cultivate empathy and awareness about the impact of natural disasters on communities.4.Encourage critical thinking and discussions about resilience and rebuilding aftera disaster.【Teaching Key and Difficult Points】Key Point: Understanding the timeline and events of the Tangshan earthquake.Identifying the actions taken to rebuild Tangshan and support its inhabitants.Difficult Point: Discussing the emotional and social impact of natural disasters on communities.【Teaching Procedure:】Step1. Warm-upBegin the lesson by asking students if they have ever experienced or heard about any natural disasters in their region or other parts of the world. Encourage them to share their experiences or what they know about these events.Step2. Pre-ReadingAnticipation Guide Prepare an anticipation guide with statements related to earthquakes, disasters, and resilience. Have students respond to the statements before reading the article. Sample statements:"Earthquakes only affect the region where they occur.""Rebuilding after a disaster is an impossible task.""People's unity is essential in overcoming a disaster."After the article is read, revisit the statements to discuss whether their opinions have changed.Step3. While-ReadingActivity 1: Visualizing the SceneDisplay a picture of the Tangshan earthquake aftermath, and ask students to describe what they see. Prompt them to visualize the impact and destruction caused by the earthquake.Activity 2: Comprehension QuestionsDivide the class into groups and provide each group with a set of comprehension questions related to the article. Example questions:What time did the earthquake occur?How many people were estimated to be dead or injured?How did the government and volunteers help Tangshan recover? Encourage students to refer back to the article for answers and discuss their responses within their groups.Activity 3: Cause and EffectHave students identify the causes and effects of the Tangshan earthquake. Discuss as a class how natural disasters can have far-reaching consequences and how communities respond in the aftermath.Step4. Post-ReadingActivity 1: Survivor StoriesAsk students to imagine they were survivors of the Tangshan earthquake. In small groups, they can create short narratives from the perspective of different individuals who experienced the disaster. Encourage creativity and empathy in their storytelling.Activity 2: Disaster PreparednessPoster Divide the class into teams and assign each team a specific natural disaster (e.g., earthquake, flood, hurricane). Have the teams create informative posters that highlight safety tips and preparation measures for that particular disaster.HomeworkAsk students to research and write a short essay on a different natural disaster that occurred in a different part of the world, discussing its impact on the community and how people responded to rebuild and recover.。
(人教版)高中英语必修4：Unit 1 Women of achievement话题语言应用--“成功女性”写作训练
语言积累交际用语描述他人情况（Describing people）What does she look like? 她长什么样？Why do you admire her? 你为什么赞赏她？What did she do to impress you most?How would you describe her?Why did she choose to…?What are her strengths/weakness?Can you give an example to show…?She is hardworking.描述人的形容词：energetic 精力充沛的active 积极的，活跃的determined 坚定的kind 仁慈的intelligent 有智力的generous 慷慨的helpful 能帮忙的fair 公平的modest 谦逊的confident 有信心的brave 勇敢的honest 诚实的unselfish 无私的devoted 忠诚的，专心的considerate 体谅的，深思熟虑的educated 受过教育的warm-hearted好心的话题词句Get to know some women of achievement in the worldWho is she? She was a Quaker. She helped improve prison conditions and gaveprisons and gave prisoners work and education. Her work helped the Quakersget the Nobel Peace Prize in 1947.Elizabeth Fry(1780 --l845), BritainShe was Dr Sun Yat-sen's wife, who was one of the top leaders in modernChinese history. She concerned herself with welfare projects, especially ChinaWelfare Institute for women and children.Song Chingling(l893 --l98l ), ChinaShe is an American. She helped find an international campaign to stop the useof landmines. She worked hard to make as many countries as possible agreenot to use them. She and her organization were given the Nobel Peace Prize inl997.Jody Williams(l950 -- ), USAShe was a Chinese, a doctor who became a specialist in women's illnesses. Shedevoted all her life to medical work for Chinese women and children. Herwork encouraged many other women to become doctors.Lin Qiaozhi(l90l--l983), China1983 died, leaving herbody for medical researchAs a young girl, she always wanted to study animals. She went to Africa andstudied chimps. Her research showed the connections between chimps andhuman beings. She works to protect chimps everywhere.Jane Goodall(l934-- ), BritainWhich of them do you think is a great woman?1. Elizabeth FryAmbition: To help improve prison conditionsProblems: She was criticized for neglecting her family and enjoying fame.Sacrifices: Less time was spent with her husband and family.2. Song ChinglingAmbition: To work for civil rights, democracy and peaceProblems: Her relatives held political opinions completely different from hers.Sacrifices: After her husband died, she lived alone.3. Jody WilliamsAmbition: To prevent the making and use of landminesProblems: It isn’t easy to work with groups in different countries and persuade government to stop the making and use of landmines.Sacrifices: She has lost her own personal time because of the demands of the job.4. Jane GoodallAmbition: To work with animals in the wildProblems: She lived a hard life in the wild.Sacrifices: She gave up the comforts of life to study the chimps.5. Joan of ArcAmbition: To drive the English from FranceProblems: Women were not allowed to fight like a man.Sacrifices: She lost her life.What do these great women have in common?1. Work hard at their chosen careers.2. Stick to their idea without any withdrawal.3. Overcome all sorts of difficulties.4. Give up things like families or life to achieve their ambition.5.Make great contributions to the society.Alfred Nobel 阿尔弗雷德·诺贝尔Most of us know about the Nobel Prize, especially the Nobel Peace Prize, but few of us know anything about the man who set them up. His name was Alfred Nobel. He was a great scientist and inventor himself. Besides, he had a big business. His business may surprise you. He made and sold explosives (炸药). His companies even made and sold weapons (武器). Isn’t this something that surprises you? The man who made money from weapons should set up the Peace Prize?Though Alfred Nobel had a lot of money from weapons, he hated war. He hoped that there would be no war in the world. He was one of the richest in Europe. When he died in 1896, he left behind him a lot of money and his famous will (愿望，遗嘱). According to his will, most of his money was placed in a fund (基金). He wanted the interest (利润) from the fund to be used as prizes every year. We know them as the Nobel Prizes. The Nobel Prizes are international. Alfred Nobel wanted the winners to be chosen for their work, not the country they came from.Alfred Nobel had given his whole life to his studies and work and to the benefits of mankind. He made money all by his own efforts, but he left the world share his wealth. His inventions and wealth stay with the world for ever.拓展阅读Madame CurieMadame Curie was born Maria Sklodowski in Warsaw, Poland in 1867, the youngest of five children. When she was born, Poland was controlled by Russia. Her parents were teachers, and she learned at an early age the importance of education.Her mother died when she was young, and when her father was caught teaching Polish - which had been made illegal under the Russian government. Manya, as she was called, and her sisters had to get jobs. After a couple of failed jobs, Manya became a tutor to a family in the countryside outside Warsaw. She enjoyed her time there, and was able to send her father money to help support him, and also send some money to her sister Bronya in Paris who was studying medicine. Bronya eventually married another medical student and they set up practice in Paris. The couple invited Manya to live with them and study at the Sorbonne - a famous Parisian University. In order to fit in better at the school, Manya changed her name to the French "Marie." Marie studied physics and mathematics and quickly received her masters' degrees in both subjects. She remained in Paris after graduation and started research on magnetism.For the research she wanted to do, she needed more space than her small lab. A friend introduced her to another young scientist, Pierre Curie, who had some extra room. Not only did Marie move her equipment into his lab, Marie and Pierre fell in love and married.A friend of the Curies, A. Henri Becquerel, had been playing with recently discovered properties of the element uranium. He talked to Pierre and Marie about those properties and they became interested in them too. Marie Curie set about investigating the effect, which she named "radio-activity" for her Doctorate research.Marie Curie checked many other elements to determine whether they too were radioactive. She found one, thorium, and also came across a source of radiation in a mixture called "pitch-blend" which was much more powerful than either thorium or uranium.Working together, it took Marie and Pierre four years to isolate the radioactive source in the pitch-blend. Marie named it radium. For the discovery of radium, Marie and Pierre won a NobelPrize in Physics in 1903, which they shared with their friend A. Henri Becquerel. Shortly, Marie found that what she had discovered was not pure radium, but she was able to isolate the element itself after quite a struggle. For this work, she was given the Nobel Prize for Chemistry in 1911. During her work, Marie discovered radiation could kill human cells. She reasoned that if it could kill healthy human cells, it could kill diseased human cells and went about isolating radium for use in killing tumors.In 1906 Pierre Curie was offered the position of director of the Physics Laboratory at the Sorbonne. Before he could take the position, however, he was run over by a carriage and killed. After her husband died, Marie was offered and took the position, the first woman to become director of a research laboratory.During the first World War, Marie Curie went to work for the French building and designing X-ray machines. Knowing that moving soldiers to a hospital before they needed surgery was not always possible, she designed the first mobile X-ray machine and traveled with it along the front lines during the war.On July 4, 1934, Marie Curie died in Paris, killed by her own experiments. She died of radiation poisoning and may have been the first person to do so. Marie Curie had brought herself up from poverty, struggling to get her education and succeeding brilliantly. The work she did, she did with patience, often getting results only after years of careful experimentation, while struggling for money to support her work. For her struggles, she received two Nobel Prizes - the first woman to win even one. Through the knowledge she gained, thousands of lives have been saved.Great knowledge, however, is often a two-edged sword. Without the work she did we might not have many modern cancer treatments, or atomic clocks, or even the computer you're viewing this on. But through her work on radioactivity she can also be thought of as the mother of the atomic bomb.写作运用写作指导Write a description of a person本单元的写作要求为描述一位伟人，尤其是本单元提到的伟大女性林巧稚。
高中英语Unit1ScienceFiction单元重点回顾课件新人教版选择性必修第四册
16．_w_h_e_r_e_a_s___ conj. 然而；但是；尽管 17．_p_r_e_su_m__e___ vt. & vi. 假定；假设
Ⅲ．重点句型 1．He seemed __m__o_r_e_l_ik_e__ a human __th_a_n___ a machine. 他看上去更像是一个人，而不像一台机器。 2．Claire thought ___it__ was ridiculous that she was being offered sympathy by a robot, but she gradually admired his wisdom and integrity and began to trust him. 克莱尔认为她被机器人给予同情是荒谬的，但她逐渐钦佩他的智慧 和正直，并开始信任他。
9．__h_o_l_d_s_b_. _in__o_n_e_’s__ar_m__s___抱着某人 10．_m__o_r_e_t_h_a_n__不仅仅；不止 11．__p_ro_s_a_n_d__c_o_n_s__事物的利与弊；支持与反对 12．_t_a_k_e_o_v_e_r___ 占上风；取而代之；接管；接手 13．_c_o_n_f_l_ic_t_w_i_t_h____ 与……冲突或抵触 14．_t_u_r_n_o_u_t___ 关掉；熄灭；在场；使朝外；结果是 15．_f_a_l_l _a_w_a_y___ (逐渐)减少；消失 16．_h_a_v_e__a_n_u_r_g_e_t_o_d_o__st_h_.___ 有强烈的欲望做某事
Unit 1 Women of achievement教学设计(英语人教版高中必修4)
Unit 1Women of Achievement◆Analysis of Teaching Material 教材分析本单元的话题是“取得成就的优秀女性”，通过介绍几位不同国度、不同时代、不同职业、不同理想与追求、不同经历的杰出女性，探讨了女性对社会、对人类的价值和贡献，展示了女性的风采和她们在社会各个领域的成就。
学习本单元有助于提高对妇女社会角色的认识，了解成功女性的奋斗经历和勇于斗争的精神，培养学生（尤其是女生）的事业心和社会责任感，建立正确的性别观和和自信心。
Warming up中的材料是古今中外六位杰出女性的简介。
这部分要求学生通过讨论来区分伟人与名人。
其作用有二：一是统领全单元主题，二是引导学生树立正确的世界观、人生观和价值观。
教师在这一点上要起到引导作用而不是简单的说教。
Reading这部分由Pre-reading，Reading和Comprehending三部分组成。
Reading一文介绍了Jane Goodall与其同事们在非洲森林里的一天，并由此引出她的工作方法及其所取得的成就。
同时阐明了她的观点，即要理解、尊重和保护动物。
Pre-reading部分提出了两个问题：Why do you think Jane Goodall went to Africa to study chimps rather than to a university？和Do you think her work is important？Why？这两道题给了学生这样的提示：在研究动物时如何体现科学与人道的结合。
Comprehending中针对课文内容从细节到中心思想，由浅入深地设计了练习题，可帮助学生真正了解Jane Goodall 及其所从事的事业。
Learning about Language 这部分包含两方面的内容：词汇和语法。
词汇部分主要涉及一些构词法、重点词汇和短语。
语法部分是“主谓一致”，重点在如何确定集合名词的数。
(人教版)高中英语必修4：Unit 1 Women of achievement单元语言点整理及其练习
Unit 1 Women of achievement语言点目标认知重点词汇condition, concern, respect，support，consideration，deliver，worthwhile，observe，inspire，behave，determine，devote，intend，argue重点短语lead a ... life(＝live a ... life)，care for，by chance，come across，carry on重点句型现在分词短语作伴随状语spend time/energy/money(in) doing sth./on sth.as...as possible“only+状语”+部分倒装结构It was...that...知识讲解重点词汇【词汇精讲】condition【原句回放】She helped improve prison conditions and gave prisoners work and education.【点拨】condition(1) [ U] present state of a thing状况，状态the condition of weightlessbe in good/excellent/ perfect conditionbe in bad condition(2) [C] (pl.)circumstances条件poor working and living conditions 差的工作和生活条件teaching and studying conditions(3) (idm) on condition that…=only if; provided that 若是，以……为条件I will buy you a laptop on condition that you are admitted to a key university.You can go out on condition that you wear an overcoat. 你要穿上外衣才能出去。
模块4Unit1-3各单元重点语言点及单元小练习（译林牛津版高一英语必修四教案教学设计）
模块4 Unit 1-3 各单元重点语言点及单元小练习(译林牛津版高一英语必修四教案教学设计)一、【学习目标】1.学习与广告有关的单词、词组与句型。
2.运用所学词汇读懂与广告有关的文章，并能就此发表观点。
★本单元重要词组：be used to（doing）sth 习惯于（做）某事 encourage sb to do sth 鼓励某人做某事do some research on sth 做…的研究 share sth with sb 与某人分享某物be intended /meant to do sth 旨在做… protect sb from 保护某人不受…的伤害be aware of 意识到 even if 即使fall for 受…的骗 be proud of 以…感到骄傲connect … to… 将…与…连接 play tricks on sb 捉弄某人lead(live) a …life 过着…的生活 deal with 处理be satisfied with 对…感到满意 believe in sth 信仰；信任trick sb into doing sth 诱使某人做某事 go on the market 上市be popular with 受…的欢迎 be of high quality 高质量for the benefit of 为了…的利益 get sb to do sth 使某人做某事come up with 提出 over and over again 反复地in order to 为了，以便 up to 达到be bored with 对…感到厌倦 day and night 整日整夜be concerned with 对…关心；与…有关 put sth together 组织；汇集appeal to sb迎合某人；对…有吸引力；向…呼吁get sth across 传播（消息等）；使某事被人理解二、【要点解读】1. be used to (doing) sth对…习以为常，习惯于，适应[词语辨析]used to do sth, be used to doing sth和be used to do sth的用法比较▲used to do sth 指的是过去的习惯性动作，目的在于与现在形成对照。
人教版选择性必修四 Unit 1Design a robot or an AI device教学设计
教学设计1.教学基本信息：2.教材依据本单元以“科幻小说”为主题，引导学生学习并欣赏科幻小说这类具有独特魅力的文学作品。
开篇引用阿西莫夫的名言：“今天的科幻小说即明天的科学现实。
”曾经出现在科幻作品中的奇思妙想，如地心探险、星系探索、智能机器人等，已经随着科技进步成为当今的科学现实。
本项目活动要求学生以小组为单位展开探究，通过对一些科幻作品中出现的机器人及人工智能角色进行分析，了解人工智能的功能和特点，在此基础上，以参加世界机器人大赛为契机，通过思考和交流，小组合作设计出理想的机器人或人工智能装置，并对该小组的成果进行展示。
3.学情分析选择性必修四的话题内容和词汇对学生英语能力及学科素养要求很高。
AI机器人或装置的项目设计，不仅需要学生有一定的背景知识，同时也需要学生有很好的创造性及表现力。
AI机器人是科技热点，学生兴趣浓厚，但是非一线城市的学生因条件限制，背景知识缺乏，并不能第一时间精准感知科技的快速发展，所以在英语课堂中完成机器人的设计和展示，对学生和老师来说都是非常大的挑战。
但与此同时，高二年级学生经过两年高中的系统性学习，以及在新教材和新课标的指引下，英语素养能力都有很大提升，该课程虽有挑战但也有一定的可操作性。
在备课环节，要以学生兴趣为依托，教师合理引导，克服学生语言和知识的障碍，激发学生的创造力，打造一节融合英语听说能力、小组合作探究、科技引领创新和家国情怀价值培养的综合活动课。
4.设计理念当今社会，技术的不断进步和互联网的普及已经使人工智能成为人们生活总不可或缺的一部分。
人工智能领域的国际竞争日益激烈，我国的人工智能发展现状是“高度重视，态势喜人，差距不小，前景看好”。
我国正处在加强人工智能布局、收获人工智能红利、引领智能时代的重大历史机遇期。
青少年可以通过学习了解并应用人工智能，能够更好地应对未来社会的发展和变化，为未来的竞争做好准备，为中国技术的革新和进步，乃至世界的发展贡献自己的力量。
Science+Fiction+Using+Language教学设计 高中英语人教版选择性必修第四册
人教版（2019）选择性必修第四册Unit 1 Science FictionUsing Language教材分析:本节课程是人教版（2019）选择性必修第四册Unit 1 Science Fiction Using Language中的一节课。
课程主要内容围绕科幻文学展开，以鲁迅的《狂人日记》为例，通过阅读文本、分析语言特点和结构，提高学生的英语阅读和写作能力。
教学目标:1.了解科幻文学的定义及特点，并能运用所学知识解释文本中的科幻元素。
2.学会运用适当的词汇和短语描述科幻场景和人物。
3.能够明晰、连贯地表达自己对科幻文学的看法及感受。
4.培养学生的批判性思维和创造力，提高他们对外部世界的想象能力。
教学重点:1.科幻文学的定义及特点。
2.理解并运用相关词汇和短语描述科幻场景和人物。
教学难点:1.理解和分析科幻元素在文本中的运用。
2.提高学生的创造力和想象力，帮助他们在写作中表达自己的观点和感受。
学情分析:学生是高二年级的英语学习者，他们已经掌握了基本的英语语法和词汇，但在科幻文学领域的知识相对较少。
学生的阅读理解能力一般，写作能力有待提高。
针对学生的特点，教师需要通过多种教学策略和方法激发学生的学习兴趣，提升他们的英语综合能力。
教学策略:1.以合作学习为主，通过小组合作讨论和分享，促进学生间的互动和合作。
2.重视学生的主动参与，在课堂上进行实际的语言运用练习和情景模拟，培养学生的语言表达能力。
3.鼓励学生进行创造性思维，在写作环节提供充分的自由度，引导学生表达想法。
教学方法:1.阅读和分析课文，注重培养学生的阅读理解能力。
2.听力训练，加强学生对科幻场景的想象力。
3.小组合作讨论，促进学生间的互动和合作。
4.写作训练，培养学生的语言表达和创造能力。
导入环节（约5分钟）：教学内容：科幻小说的定义和特点教学活动：1. 让学生看一段科幻电影的片段，引发学生对科幻的兴趣。
2. 引导学生思考并讨论：科幻小说是什么？它有哪些特点？为什么人们喜欢看科幻小说？3. 教师梳理学生的讨论，并给出科幻小说的定义和常见特点。
Unit+4+Using+Language+教学设计 高中英语人教版(2019)选择性必修第一册
选择性必修一Unit 4 Using Language【Teaching Objectives:】1.Teach students to recognize and interpret body language cues.2.Enable students to understand the emotions and feelings behind different body language expressions.3.Create a classroom environment where students feel heard and supported.【Teaching Key and Difficult Points:】1.How to effectively teach students to recognize and interpret different forms of body language.2.How to encourage students to apply their understanding of body language in practical situations.【Teaching Procedures:】Step 1: Lead-inBegin the class with a discussion on the importance of non-verbal communication. Show a short video clip or images illustrating various forms of body language. Engage students in a brainstorming session on what they already know about body language. Highlight the idea that body language can convey emotions, intentions, and feelings.Step 2: Post-readingProvide students with the article "How Do I Know My Students?" from which you've extracted examples of body language.In pairs or small groups, have students read and discuss the article. Ask students to identify instances of body language described in the article and how they relate to the emotions or thoughts of the individuals.Step 3: While-readingActivity 1.1. What does the author suggest about students who lean forward in class?A) They are daydreaming. B) They are engaged and interested.C) They are angry or afraid. D) They are distracted.2. According to the article, why might a student hide their face in their hands?A) They are embarrassed or ashamed. B) They are excited about the lesson.C) They want to avoid eye contact. D) They are happy.3. Why does the author emphasize the importance of reacting to body language in the classroom?A) To make students uncomfortable. B) To assess students' academic abilities.C) To create a supportive learning environment.D) To encourage students to speak more in class.Activity 2. Present a list of common body language cues (e.g., eye contact, facial expressions, posture, gestures). Discuss each cue's meaning and how it can vary in different contexts.Activity 2. Show images or short video clips of people exhibiting various forms of body language. Have students analyze and interpret the body language cues in these examples.Step 4: Post- readingActivity 1. Provide students with real-life scenarios (e.g., job interviews, social interactions, classroom situations). In pairs or small groups, have students role-play these scenarios while paying attention to their body language. Encourage peer observation and feedback on body language cues during role-play.Activity 2. Lead a class discussion on the importance of empathy in understanding others. Discuss how recognizing body language can lead to more empathetic communication. Have students share their insights and experiences on how body language affects their daily interactions.【Homework Assignment】Assign students to observe and record instances of body language in their daily lives.Have them reflect on how recognizing body language influenced their interactions.Encourage students to write a short reflection essay or share their experiences in the next class.。
人教课标版高中英语必修1 Unit4_Grammar名师教学设计
教学 重难点
2.master the usage of who, which, that and whose in the Attributive Clause. Important point: The Attributive Clause: the structure and the usage of who, whose, that, and which. Difficult point:
3/8
Step2 basic information (16 mins)
1. T: asks them to find out more attributive clauses in the text.
S: find out more similar attributive clauses.
让学生通过找出课文中类似句型，来搜集 部分学生能找出文中的定
教材版本：人教版
册数：必修一
Unit4 Grammar 名师教学设计
单元： 4
课型：grammar
这是一篇记叙文，用第三人称的形式讲述了 1976 年唐山大地震。文章从地震发生前的征兆、地震发生中的震撼和地震 发生后的救援工作三个方面，对地震发生的全部过程进行了细致的描写，在行文中体现了作者对地震这一灾害所造成的危 害的震惊和对唐山人民的同情。
下只能用 that 或只能用 which。
(17mins)
2. T: encourages the class to do some more exercise to consoli-
DEL C6
3
深度
date. S: do some exercise to have a review.
通过教师讲解、学生自主练习对知识进行 消化和巩固。
人教高中英语必修4-Unit1单词用法讲解.
2.关系，联系 n.
A和B之间的关系 connection between A and B
和---有关系 have some connection with have something to do with 和---没关系 have no connection with have nothing to do with 食物和健康之间有密切的关系。 There is a close connection between food and health. 他说的话和我没关系。 What he said has nothing to do with me. 连接，联系 vt. connect
13.look down upon/on 蔑视；瞧不起
她瞧不起那些没上大学的人。
She looks down on those who haven’t been to college
抬头看；查找 look up
把---当作 look on ---as
look about/around 盼望；期待 look forward to 四处环顾，
worthy: 值得的 值得做某事 be worthy to be done
be worthy of being done
be worthy of + n.
这本书值得一读。
The book is worth reading. The book is worthy to be read.
人教课标版高中英语必修4 Unit1_Reading_for_writing_公开课原创教学设计
【Teaching Design】Unit 1 Women of achievementUsing LanguageReading and WritingNew Senior English for ChinaStudent’s Book 4目录一、主题语境二、语篇类型三、授课时长四、课程设计思路七、学情分析八、教学内容九、教学目标十、教学重点十一、教学难点十二、教学方法十三、教学资源十四、教学过程十五、板书设计十六、附录一、主题语境人与社会——科学家与科学研究二、语篇类型介绍性文章——人物类描写三、授课时长40 分钟四、课程设计思路课程设计灵感来源于在新冠疫情期间，师生们看到对李兰娟院士和奋战在抗击疫情最前线的女医护人员的新闻报道，心中崇拜之情油然而生。
与此同时，奋战在防疫检验一线的女社区工作人员、女交警、疫情期间停课不停教的女老师以及为同学们做好在家学习各项后勤保障的母亲等这些我们身边平凡而又伟大的女性都让老师和学生感动不已。
必修四第一单元话题是“卓有成就的女性”，而Using Language部分也是对女医生林巧稚的介绍，因此本人产生了让学生借助文本掌握如何对人物进行描述的技能，对李兰娟院士进行描写，加深学生对伟大女性的了解并向之学习的设计思路。
在确定文本之后，课程设计主要是五个环节：一、导入主题语境，即卓有成就的的女性。
二、对语篇进行探究，找出人物介绍的必要因素。
三、对该类型写作中词汇、句型等进行拓展。
四、进行话题写作并对文章进行打磨。
五、感情升华，使学生对卓有成就的的女性有了新的了解并向她们学习，从而升华主题，达到在文本中培养学生英语学科素养的目的。
本课采用任务驱动教学法，整体设计环环相扣，层层递进，把语言知识学习、语言技能的运用、思维品质发展和文化意识形成有机融入课程内容和教学活动中，为在课堂教学中培养学生的英语学科核心素养进行了有益的尝试和探索。
五、课程主要亮点1、导入新颖导入部分关于对伟大女性的高贵品质这一部分运用了“Flying words”环节，学生看到屏幕上飞驰而过的单词大声读出，这让学生对描述品格的词汇有了更加直观的了解，并帮助学生做好与上节课的衔接以及本节课写作词汇输入的工作。
新人教版选择性必修第一册Unit4BodyLanguageUsingLanguage(一)教案
Unit 4 Body LanguageUsing Language教学设计〔1〕Explore Body Language科目：英语课题：Using Language 课时：1课时教学目标与核心素养：知识目标：学习意群和停顿能力目标：引导学生关注听力中的内容信息和语境提示，按照说话人的逻辑推断没有直接表达的意义。
情感目标：体会肢体语言的表达魅力。
教学重难点教学重点：充分激活学生的背景知识，鼓励学生体验肢体语言的魅力。
教学难点：培养学生推断意义的能力，训练学生运用交际策略请求澄清和进行澄清。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-listening1. Greeting2. Leading-in教师活动：Let students look at the pictures in activity 1 and discuss what each person iscommunicating.二、While- listening听力理解1.学生活动：浏览活动3中的四个问题，明确听力任务。
学生活动：播放录音，指导学生完成活动3。
2.学生活动：听第二遍录音，完成活动4.要求在听懂的根底上进行合理推断并解释理由。
3.教师活动：引导学生分析对话的语言逻辑：提出——解释——回应——引出新话题——回应——提问——解释——引出新话题。
语音教学(1〕教师播放活动1的录音，让学生边听边关注每个句子中意群的划分和停顿。
〔2〕教师用幻灯片呈现没有划分意群的活动1中的长句，组织学生两人一组开展活动：小组中一人自己朗读没有划分意群的长句，另一个人认真记录同伴的停顿；然后两人交换角色。
接着，教师播放录音，全班跟读。
最后，以小组为单位讨论自己读的和录音的区别，并说一说划分意群的作用和规那么。
〔3〕教师引导学生模仿活动1对活动2的文本划分意群。
教师解释划分意群的根本规那么:Asentence can be divided into several sense groups according to the meaning, grammatical structures, and punctuation。
人教版高中英语必修一Unit4 的语法(定语从句)说课
教学效果
参与程度
为学生创设丰富的语言环境，让学生产生课堂参与的愿望 和机会，使交际具有实际内容和实际意义。对于学生发散 思维能力的培养有很大的帮助。
课堂效果
达到教学目标。活动设计从学生生活经验兴趣爱好出发， 活动形式多样化，有趣味性
自我评价
英语思维与汉语思维同时存在，相互干扰。要继续学习， 不断充电，提升自身的业务素质和人文素养。
groups.
只用that的情况
•当先行词是all, few,none, some,little, •everything, •anything, •nothing ，或 被every, any, all, some, no, little, few, much •等词修饰时
•当先行词被 序数词或形 容词最高级， blow!
Blow what?
Blow a girl/boy who...
给学生输入尽量含who的定语从句。
Part two
The Attributive clause 定语从句
定义：在复合句中，修饰某一名词或
代词的从句。
She is a girl who /that can speak ——————————————————
教学难点 1. 引导词that的特殊用法。 2.学会运用定语从句。
教学步骤
• Step 1 Play a game! • Step 2 Have picture to have truth • Step 3 Summary of the attributive clause • Step 4 Practice • Step 5 Homework.
实物、图片和课件的使用，增强了课堂教 学的直观性和生动性。课件使教学内容丰 富，信息量充足。
人教版高中英语必修4unit1课文知识点详解
observe an anniversary庆祝周年纪念日 observer n.观察者;观测者;遵守者 observation n.观测，监测，观察，观察力 under observation在观察中;在监视中 即学即用 Though having lived abroad for years,many Chinese still __C__ the traditional customs. A.perform B.possess C.observe D.support 解析 observe在此句中意为“遵守,奉行(法律、协 议或习俗等)”。句意为：尽管在国外居住了这么多 年，许多中国人仍然遵循着传统的风俗习惯。
乐),while we ate and drank under the stars. 10.Mind your _b_e_h_a_v_i_o_r_(举止)！It’s bad
manners to do like that.
Ⅱ.重点短语再现
1._m_o_v_e__o_f_f_ 离开；起程 2._l_e_a_d__a_._._._l_i_f_e_ 过着……的生活 3._c_r_o_w_d__i_n_(想法、问题等)涌上心头 4._l_o_o_k__d_o_w_n__u_p_o_n_/_o_n_ 蔑视；瞧不起 5._r_e_f_e_r__t_o_ 查阅；谈到；参考 6._c_o_m_e__a_c_r_o_s_s__ (偶然)遇见 7.b_y__c_h_a_n_c_e__ 碰巧；凑巧 8._c_a_r_r_y__o_n_继续；坚持 9._d_e_v_o_t_e_._._._t_o_._._. 献身于…… 10._p_u_t__s_b_._t_o__d_e_a_t_h__ 判……死刑 11._b_e__i_n_t_e_n_d_e_d__f_o_r_ 为……设计 12._o_f__o_n_e_’__s__o_w_n_ 某人自己的
人教版高中必修四英语Unit1单元教学设计
人教版高中必修四英语Unit 1 Women of achievement 教案【教学内容】人教版新课标高中英语必修4 第一单元（Unit 1 Women of achievement) 第一课时阅读课 A SUDENT OF AFRICAN WILDLIFE【教材分析】本单元紧扣“女性”这一中心话题，通过介绍几位生活在不同国度的杰出女性，探讨女性在社会生活中的地位、价值和贡献，关注她们所面临的困难，讴歌她们在社会各个领域的成就。
学习本单元内容有助于提高学生对妇女的社会角色的认识，培养学生（尤其是女学生）的自信心、事业心和社会责任感，建立正确的性别观和社会观。
“热身”(Warming Up)部分要求学生评论课本列出的六位女性，就她们是否称得上是“伟人”提出自己的观点和理由。
该部分呼应了模块一中第五单元Nelson Mandela－a modern hero的“热身”部分。
在学习这一单元时，学生们经过讨论已总结出区分名人与伟人的标准。
因此，在教学本单元时，教师可以让学生沿用这一标准，并针对本单元具体内容进行讨论，当然，学生也可以提出自己的看法。
教师应当鼓励学生提出异议，但必须注意以下两点：（1)学生所提出的观点要有积极意义；（2）学生应有理有据地阐述自己的观点并使其令人信服。
“读前”(Pre-reading）部分提出了两个问题：Jane Goodall 为什么不在大学里进行专业的生物学研究而要到非洲去研究黑猩猩？她的工作有什么重要意义？这两个问题不仅要求学生思考她的工作对人类的影响，还要求学生思考两种不同的研究方法（即实验室研究法与野外研究法）的优势与不足之处。
“阅读”（Reading)部分以《非洲野生动物保护者》为题，描写了Jane与她的同事们在非洲原始森林观察非洲黑猩猩的一个片段，并阐释她从事这项工作的重要性以及她所取得的成就。
尽管他们在野外的考察工作又脏又累，但他们觉得这样做是值得的，他们有一些重要的发现是在学校的实验室不可能获得的，这正是Jane Goodall要到非洲原始森林来的原因。
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Unit1 语言点优教教学设计设计意图This is the third teaching period of this unit. The teacher can first offer chances to students to review what they learned last period. Then lead into the new lesson.The emphasis of this period will be placed on the important words 9 expressions and sentence patterns in the reading text. In order to make students understand these points, we can first get students to find those words and phrases in their dictionaries or reference books, then offer some exercises to make students master their usage and give some explanations about them.At the end of the class, the teacher can make students do more exercises and organize a short passage for consolidation. By doing so, the students can learn and use these important language points well.教学目标1. Get students to grasp the usage of such words and expressions as worthwhile, argue, look down upon, carry on, etc.2. Enable students to master the following patterns：(1) Only after her mother came to help her for the first few months was she allowed to begin her project.(2) It was hard work and determination as well as her gentle nature that got her into medical school.教学过程→Step 1 Revision:课文再现I . A STUDENT OF AFRICAN WILDLIFEJane Goodall (1)____ ____(study) the chimps for many years and helped people understand(2)_____ _____ _____ _____ ____(它们的行为多么像人类）Nobody before has fully understood their (3)_____(behave).Though she didn't study at a university, she (4)_____(决心)work with animals. When she arrived in Gombe in 1960，it was unusual for a woman (5)_____ ________ (生活在）the forest. Only after her mother came to help her (6) __ (头几个月），⑺____ ____ ____ ____(她才被允许开始）her project. She spent many years (8) ____ ____ ____(观察和记录）their daily activities，and (9)____ ____ _____ _____(观察它们醒来）was her first activity of every day. One important thing she discovered was (10)_____ ____ ____ ____ ____ ____(它们猎食肉）•She also discovered how chimps (11)_____ _____ ____ ____ (彼此交流），and her study of their body language helped her (12) ____ ____(制定出）their social system.For forty years Jane Goodall (13)____ ____ ____(help) the rest of the world (14) ____ ____ _____(理解并尊重）the life of these animals. She has (15)____ _____(为……辩护）them to be left in the wild and not used for (16)____(entertain) or (17)______(advertise). She has (18) ____ ____(建立）special places where they can live safely. Her life is very busy but she thinks it (19)_____(值得的）.She has (20)___ (实现）everything she wanted to do, and now she (21)____(鼓励）those who want to cheer the achievements of women.Suggested answers ：(1) has studied (2) how much they behave like humans (3) behaviour (4) was determined to (5)to live in (6)for the first few months (7) was she allowed to begin (8)observing and recording (9) watching them wake up (10) that they hunt and eat meat (11) communicate with each other (12)work out (13)has been helping (14)understand and respect (15)argued for (16)entertainment (17)advertisements (18)set up (19)worthwhile (20)achieved (21)inspires→Step 2 Words and expressions to learn1. However, the evening makes it all worthwhile.不过到傍晚时分我们觉得这一切都是值得的。
【观察思考】(1) The experiment is worthwhile.这个实验是值得做的。
(2) The President's trip to Washington this week seems to have beenworthwhile.总统本周的华盛顿之行看来是有价值的。
归纳总结>>sth/doing sth is worthwhile某事/做某事是值得的It is worthwhile to do sth/doing sth 做某事是值得的注意：worth adj.值得be worth (doing) sth常用主动形式表达被动含义【尝试运用】完成句子这本书很值得一读。
The book is well_____ reading.=It is ___ to read the book.Suggested answers ：worth；worthwhile2. She has argued that wild animals should be left in the wild and not used for entertainment or advertisements.她主张应该让野生动物留在野外生活，而不能用于娱乐或广告。
【观察思考】(1) They are arguing with their classmates about the solution to the problem.他们正在跟同学辩论问题的解决办法。
(2) They are arguing with each other about/over the justice of the war.他们正在争论战争的正义性。
(3) We argued that we should be paid more.我们认为应该提高工资。
(4) The workers argued for the right to strike.工人为争取罢工权利而辩论。
(5) They argued him into withdrawing his complaint.他们说服他撤诉了。
归纳总结>>argue (vt. )+with sb about/over sth 同某人辩论某事argue (vt.）+n. /clause(从句）/sb to be…认为.... /某人是….argue for/against为支持/反对argue sb into doing sth说服某人做某事【尝试运用】(1) 完成句子We____ ____ ____ ____(说服她加入）us.(2) 用适当的介词填空We argued ___ t he waiter ___ the price of the meal.Suggested answers ：(1) argued her into joining (2) with ；about/over3. She inspires those who want to cheer the achievements of women.她激励着人们为妇女的成就而欢呼喝彩。