人教版高中英语选修十 Unit 4 Learning efficiently-语法篇(教师版)
人教版高中英语选修10Unit4知识点汇总
人教版高中英语选修十Unit 4知识点总结Unit 4 Learning efficiently1. efficient/ ɪˈfɪʃnt /adj.有效率的；效率高的2. efficiently/ ɪ'fɪʃntlɪ /adv. 有效率地；效率高地3. centigrade/ ˈsentɪgreɪd /adj.摄氏温度的4. diameter/ daɪˈæmɪtə(r) /n．直径5. recipe/ ˈresəpi /n.菜谱6. booklet/ ˈbʊklət /n.小册子Would you read the instruction booklet from beginning to end.你会从头到尾阅读说明手册吗？7. endeavour/ ɪn'devə(r) / n．尽力；竭力vi.&vt. 努力; 竭力Most people agree that the best way to improve your skills in any endeavour is to practise, practise and then practise some more. 大多数人认为努力改进技能的最佳方式就是实践、实践、再实践。
8. competent/ ˈkɒmpɪtənt /adj.有能力的；能胜任的（反义词incompetent）The same principle applies to competent readers. 上述原则同样适用于能力强的读者。
9. up to... 取决于……There are certain techniques you can learn and then it is up to you to practise, practise and practise. 有某些技巧可供你学习，然后全靠你自己去练习、练习、再练习了。
高中英语 单元概览 Unit 4 Learning efficiently(人教版选修10)
Unit 4 Learning efficiently单元概览词汇相关提示beneath prep.在……之下请仔细区别beneath,below,under的用法。
assess vt.评定;评估请记住assess的固定搭配。
consult vt. 请教;查阅请细心区分consult,look up的区别。
concrete adj.具体的;有形的请注意concrete的不同词性。
apply to 适用于请掌握apply to的不同用法。
rely on指望;依赖请记住rely on的具体用法。
tend to 易于;往往会请学习tend to的不同用法。
make sense 讲得通；有意义请掌握由sense构成的其他常用搭配。
重点句式1.Suppose/Supposing(that)...假设（定）……Supposing you had just bought a new DVD player.假设你刚刚买了一台DVD播放机。
For example,suppose in biology you were studying how plants reproduce,then you could find an English text about this on the Interne t.比如，假设你生物课正学习植物的繁殖，你随后就能在网上找到这样的英语文章。
Suppose you never needed to sleep,wh at woul d you do?假如你从来不需要睡觉，你会做什么？Suppose we go hiking tomorrow？何不明天去远足？2.the same as & the same...that...It is a good idea to use the same techniques as good readers do.采用优秀读者使用的技巧是一个不错的主意。
人教版高中英语选修10课件 Unit 4 Learning efficiently Listening 课件
2). The rules require that two people ____present at all times. (be) be 3). If I ____ were in charge, I’d do things differently. (be) 4). I wish I _____ were faster at typing than I am. (be)
5). It is important that the holiday bonus be paid before the end of the months. 6). I wouldn’t mind asking her to explain if she wasn’t always so vague.
Hiking is fun and exciting, but you shouldn’t forget safety. Here are some basic tips for successful hiking: 1. Don’t hike alone. 2. Tell someone where you are going. 3. Bring water and a good map. 4. Watch out for dangers, such as spiders, snakes, or poisonous plants. 5. Wear a hat to protect yourself from the sun. 6. Bring a cell phone if you have one.
Using words & Expressions
e the visual cues to guess the words.
高中英语Unit 4 Learning efficiently背景知识人教版选修10
Unit 4 Learning efficientlyPart Two: Teaching ResourcesSection 2: Background information for Unit 4 Learning efficiently1. What is learning?learning,in psychology, the process by which a relatively lasting change in potential behavior occurs as a result of practice or experience. Learning is distinguished from behavioral changes arising from such processes as maturation and illness, but does apply to motor skills, such as driving a car, to intellectual skills, such as reading, and to attitudes and values, such as prejudice. There is evidence that neurotic symptoms and patterns of mental illness are also learned behavior. Learning occurs throughout life in animals, and learned behavior accounts for a large proportion of all behavior in the higher animals, especially in humans.2. Models of LearningClassical ConditioningThe first model, classical conditioning, was initially identified by Pavlov in the salivation reflex of dogs. Salivation is an innate reflex, or unconditioned response, to the presentation of food, an unconditioned stimulus. Pavlov showed that dogs could be conditioned to salivate merely to the sound of a buzzer (a conditioned stimulus), after it was sounded a number of times in conjunction with the presentation of food. Learning is said to occur because salivation has been conditioned toa new stimulus that did not elicit it initially. The pairing of food with the buzzer acts to reinforce the buzzer as the prominent stimulus.Operant ConditioningA second type of learning, known as operant conditioning, was developed around the same time as Pavlov's theory by Thorndike, and later expanded upon by B. F. Skinner. Here, learning takes place as the individual acts upon the environment. Whereas classical conditioning involves innate reflexes, operant conditioning requires voluntary behavior. Thorndike showed that an intermittent reward is essential to reinforce learning, while discontinuing the use of reinforcement tends to extinguish the learned behavior. The famous Skinner box demonstrated operant conditioning by placing a rat in a box in which the pressing of a small bar produces food. Skinner showed that the rat eventually learns to press the bar regularly to obtain food. Besides reinforcement, punishment produces avoidance behavior, which appears to weaken learning but not curtail it. In both types of conditioning, stimulus generalization occurs; i.e., the conditioned response may be elicited by stimuli similar to the original conditioned stimulus but not used in the original training. Stimulus generalization has enormous practical importance, because it allows for the application of learned behaviors across different contexts. Behavior modification is a type of treatment resulting from these stimulus/response models of learning. It operates under the assumption that if behavior can be learned, it can also be unlearned.Cognitive LearningA third approach to learning is known as cognitive learning. Wolfgang Kohler showed that a protracted process of trial-and-error may be replaced by a sudden understanding that grasps the interrelationships of a problem. This process, called insight, is more akin to piecing together a puzzle than responding to a stimulus. Edwar Tolman (1930)found that unrewarded rats learned the layout of a maze, yet this was not apparent until they were later rewarded with food. Tolman called this latent learning, and it has been suggested that the rats developed cognitive maps of the maze that they were able to apply immediately when a reward was offered.3. Multiple Intelligences■Verbal Linguistic intelligence (sensitive to the meaning and order of words as in a poet). Use activities that involve hearing, listening, impromptu or formal speaking, tongue twisters, humor, oral or silent reading, documentation, creative writing, spelling, journal, poetry.■Logical-mathematical intelligence (able to handle chains of reasoning and recognize patterns and orders as in a scientist). Use activities that involve abstract symbols/formulas, outlining, graphic organizers, numeric sequences, calculation, deciphering codes, problem solving.■Musical intelligence (sensitive to pitch, melody, rhythm, and tone as in a composer). Use activities that involve audio tape, music recitals, singing on key, whistling, humming, environmental sounds, percussion vibrations, rhythmic patterns, music composition, tonal patterns.Spatial intelligence (perceive the world accurately and try to re-create or transform aspects of that world as in a sculptor or airplane pilot). Use activities that involve art, pictures, sculpture, drawings, doodling, mind mapping, patterns/designs, color schemes, active imagination, imagery, block building.■Bodily Kinesthetic intelligence (able to use the body skillfully and handle objects adroitly, as in an athlete or dancer). Use activities that involve role playing, physical gestures, drama, inventing, ball passing, sports games, physical exercise, body language, dancing.■Interpersonal intelligence (understand people and relationship as in a salesman or teacher). learners think by bouncing ideas off of each other (socializers who are people smart). Use activities that involve group projects, division of labor, sensing others' motives, receiving/giving feedback, collaboration skills.■Intrapersonal intelligence (possess access t o one's emotional life as a means to understand oneself and others exhibited by individuals with accurate views of themselves). Use activities that involve emotional processing, silent reflection methods, thinking strategies, concentration skills, higher order reasoning, "centering" practices, meta-cognitive techniques.■Naturalist (connected to the intricacies and subtleties in nature such as Charles Darwin and Meriwether Lewis of Lewis and Clark fame). Use activities that involve bringing the outdoors into the class, relating to the natural world, charting, mapping changes, observing wildlife, keeping journals or logs.4. Top 10 Tips for studying English●Learning English Grammar in TextsHow can you best study and remember certain aspects of English grammar (e.g. tenses)?When reading English texts (lyrics, novels, news, textbooks) look out for the grammar aspect you want to remember. Mark it and reflect on why it is used there.To see whether you're right about a rule, look up the topic in an English grammar reference, your English textbook.●Doing English Gap-Filling ExercisesMake your own gap-filling exercises from English texts.Choose a short, interesting English text that is not too difficult (e.g. lyrics, text from your textbook, news, excerpt from a story/novel). Copy the text and delete some words in the copy, e.g.:★prepositions★adjectives★verbs in a certain tenseTry to fill the gaps correctly and then take the original text to check your answers.This sure is more fun when doing it with friends. Everyone prepares a short text and gives a copy to the others, who will try to fill the gaps correctly.To make things a bit easier, you can provide the words in a different order or as a translation.●Learning English through FilmsThanks to DVD, watching films in English has become an easy thing to do.Choose your favourite film - you've watched that film a dozen times and probably know all the dialogues off by heart in your native language. So following the story will be easy for you. Have paper and pen ready as you may want to jot down useful words or phrases that you wish to learn. English subtitles might be useful for that (although they might differ from what is actually being said).If you are not used to watching films in English, choose a only few episodes - at the beginning it isn't easy to concentrate on listening to the foreign language for a long time.●Learning English through SongsVocabulary needs to be revised again and again. Well, what could be better than studying vocabulary by listening to your favourite songs?Read the lyrics first and try to understand them. You don't have to translate the lyrics word by word, just try to find out what the song is all about. (Note: 'Rap' might not be practical as those songs usually contain slang words that not even 'ordinary' English native speakers know.)Pick some words or phrases from the song that you would like to learn. If necessary, look up their exact meaning in a dictionary. A dictionary might also be useful to find other interesting phrases with the word.Now, to learn the vocabulary, all you have to do is listening to the song again and again (that shouldn't be a problem if it's one of your favourite songs).。
新人教版高中英语选修10Unit4 Learning efficiently
Unit 4 Learning efficientlySkill goals:Talk bout techniques of English learningPractise talking about techniques of reading and giving a talkPractise giving suggestionsReview the Subjunctive MoodWrite an e-mail to give suggestions on English learningSpecial Focus:1.enlarge vocabulary: efficient, efficiently, centigrade, recipe, booklet,endeavour, competent, up to…, caption, digest, beneath, adopt, preview, frequent, manual, assess, consult, shabby, rainbow, acute, bent, cab, currency, lotus, cuisine, educator, seminar, acquisition, underneath, ballet, album, resemble, cassette, tend, messy, tiresome, vague, bonus, auditory, tactile, oral, component, concrete, in detail, tend to.2. improve writing ability3.Review the Subjunctive Mood1)I wish I had been in Hong Kong last year.2)If I had gone to the English Corner very often, my spoken Englishwould have been improved.3)It’s important that he should complete the work on time. Additional materials:语法复习虚拟语气（Ⅰ）（一）语气的定义和种类（1）语气的定义语气是动词的一种形式，它表示说话人对某一行为或事情的看法和态度。
人教新课标选修10Unit4Learningefficiently词汇句型语法讲解
Unit 4 Learning efficiently一、核心单词用法例析1. efficient a. 生效的、效率高的；有能力的Our efficient new machines are much cheaper to run.我们高效率的新机器运行成本底多了。
注意：effective a. 有力的、给人以深刻印象的We’ll take some effective measures to stop their polluting the environment..我们将要采取有效的措施制止他们对环境的污染。
2. recipe n. 处方、食谱、诀窍I am unable to cook but sometimes I can prepare a simple meal by followinga recipe.我不会做饭，但是有时候我可以按照食谱做一点便餐。
Would you please tell us your recipe for success?跟我们说说你成功的窍门好吗？3. improve vt. & vi. 改进、利用、增加、变得更好Many young people improve their leisure by studying.许多年轻人利用空闲时间进行学习。
4. digest vt. & vi. n. 消化、领会、整理、忍受、摘要Cheese doesn’t digest easily.奶酪不容易消化。
His rudeness is hard to digest.他的粗鲁无礼貌让人很难忍受。
Can you digest the important points of this article?你们能领会这篇文章的要点吗？5. beneath pron. & adv. 在。
（正）下方、低于、有失身份（尊严）、不值得Such behaviour is beneath you.这样的行为有失你的身份。
人教版高中英语选修十 Unit 4 Learning efficiently-语法篇(学生版)
人教版高中英语选修十 Unit 4 Learning efficiently-语法篇（学生版）去式（be的过去式用were）”，主句谓动用“would/ should/ could/might+动词原形”。
例如：If I had time，I would attend the meeting.If I were you，I should seize the chance to go abroad.2) 表示与过去事实相反的假设时，从句谓动用“had+过去分词”，主句谓动用“would/ should/ could/might+ have+过去分词”。
例如：If you had taken my advice，you would not have failed in the exams.3) 表示与将来事实相反的假设时，从句谓动可以用三种形式: a. “动词过去式”；b. “were to+动词原形”；c. “should+动词原形”，主句谓动用“would/ should/ could/might+动词原形”。
例如：If you came tomorrow，we would have the meeting. If it were to rain tomorrow，the sports meeting would be put off.If he should not come tomorrow，we should put off the meeting till next Monday.使用虚拟条件句时要注意的几点：(1) 错综时间条件句当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，被称为“错综时间条件句”，动词的形式要根据它所表示的时间做出相应的调整。
如：If you had taken my advice，you would know what to do now.要是那时你听我劝告的话，你现在就知道该做什么了。
高中英语 Unit 4 Learning efficiently课件 新人教版
Most students want to communicate better in English.If this is one of your goals，it is important to study a balance of the four major skills.Listening，Speaking，Reading and Writing are the main (macro) skills you need to communicate in any language.Being very good at only one of these skills will not help you to communicate.It helps to think of these communicative skills in two groups.
谢谢观看！
Some students want to know which skill is the most important.Since all of the skills rely on each other，they are all important.However，to communicate we do use some skills more often than others.For example，about 40% of the time that we spend communicating we are simply listening.We speak for about 35% of the time.Approximately 16% of communication comes from reading，and about 9% from writing.These statistics are for an average communicator in English.Depending on someone’s job or situation，these numbers may vary.
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Unit 4 Learning efficiently-语法篇____________________________________________________________________________________________________________________________________________________________________1. 掌握虚拟语气运用；2. 掌握常考虚拟语气的解题方法；虚拟语气一. 定义虚拟语气用来表示说话人的愿望、假设、猜测或建议，而不表示客观存在的事实。
所说的是一个条件，不一定是事实，或与事实相反。
二. 虚拟语气在条件句中的应用条件句可分为两类，一类为真实条件句，一类为非真实条件句。
非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气。
1. 真实条件句真实条件句用于陈述语气，假设的情况可能发生，其中if是“如果”的意思。
2. 虚拟语气在非真实条件句中的运用1) 表示与现在事实相反的假设时，从句谓动用“过去式（be的过去式用were）”，主句谓动用“would/ should/ could/might+动词原形”。
例如：If I had time，I would attend the meeting.If I were you，I should seize the chance to go abroad.2) 表示与过去事实相反的假设时，从句谓动用“had+过去分词”，主句谓动用“would/ should/ could/might+ have+过去分词”。
例如：If you had taken my advice，you would not have failed in the exams.3) 表示与将来事实相反的假设时，从句谓动可以用三种形式: a. “动词过去式”；b. “were to+动词原形”；c. “should+动词原形”，主句谓动用“would/ should/ could/might+动词原形”。
例如：If you came tomorrow，we would have the meeting.If it were to rain tomorrow，the sports meeting would be put off.If he should not come tomorrow，we should put off the meeting till next Monday.使用虚拟条件句时要注意的几点：(1) 错综时间条件句当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，被称为“错综时间条件句”，动词的形式要根据它所表示的时间做出相应的调整。
如：If you had taken my advice，you would know what to do now.要是那时你听我劝告的话，你现在就知道该做什么了。
(2) if的省略和倒装在条件句中可省略if，把were，had，should 提到句首，变为倒装句式。
例如:If I were at school again，I would study harder.→Were I at school again，I would study harder.If you had come earlier，you would catch the bus.→Had you come earlier，you would catch the bus.If it should rain tomorrow，we would not go climbing.→Should it rain tomorrow，we would not go climbing.注意：当省略的条件句中的谓语动词是否定形式时，不能用动词的缩略形式。
比如，我们可以说：Were it not for the expense，I would go abroad now.但不能说：Weren't it for the expense，I would go abroad now.(3) 含蓄条件句①用介词短语代替条件状语从句。
常用的介词有with，without，but for。
例如:What would you do with a million dollars？(＝if you had a million dollars)We couldn't have finished the work ahead of time without your help.(＝if we hadn't got your help) Without your help，we couldn't have finished the work ahead of time.(＝But for your help，...＝If it had not been for your help，...＝Had it not been for your help，...)②用otherwise，however，but或分词短语等代替条件状语从句。
例如:He would have gone to the party，but he was ill yesterday.他昨天想去参加宴会，但是那时他病了。
The firemen arrived in time. Otherwise the house would have been burnt to the ground.消防队员及时赶到了，不然的话，房子就烧毁了。
Given more attention，the trees could have grown better.若是多加注意，这些树就会长得更好。
三. 虚拟语气在名词性从句中的运用1. 用于宾语从句中(1) wish后的宾语从句一般用虚拟语气，表示一种不可能实现的愿望。
其谓语动词构成形式为：a. 过去时（宾从动作与wish同时）；b. 过去完成时（宾从动作先于wish）；c. could/ would/ might+动词原形，即过去将来时（宾从动作后于wish）。
例如:I wish I remembered his address.我希望我记得他的地址。
I wish I had studied hard.我多么希望我那时学习刻苦。
(2) 表示建议、要求、命令等词后的宾语从句中，动词有：demand，order，require，insist（坚决主张），suggest（建议），propose，advise，decide，determine，vote(提议)，command，arrange(安排、协商)，desire，prefer，intend等，从句谓动用“should+动词原形”，should可以省略。
例如: The doctor suggested/insisted that she(should)stay in bed for a few days.医生建议/坚持她卧床几天。
注意：当suggest作“暗示、表明”讲，insist作“坚持说”讲，即坚持事实是怎样时，that 从句中的谓语动词不用虚拟语气。
例如：The look on his face suggested that he was unhappy.他脸上的表情暗示出他不高兴。
Mike insisted that he was right.迈克坚持认为自己是对的。
(3) would (had) rather，would just as soon，would sooner，would prefer＋从句结构，这几个句型都表示一种“婉转的责备”，谓语动词用过去式表示现在或将来，用过去完成式表示与过去事实相反。
例如:I would rather you didn't go there.我宁愿你不去那儿。
(4) If only 引导的感叹句中。
例如:If only I were a bird!我要是只鸟儿多好啊！2. 用于主语从句中It is desired/suggested/proposed/necessary/important/strange/natural/a pity/essential＋that 从句，从句中的谓语动词用“should＋动词原形”，should 可以省略。
例如:It is suggested that the meeting(should)be put off till next week.It is strange that he(should)have acted toward his parents like that.(act 发生在主句谓语动词be之前时，要用should have＋过去分词)注意：以上句式也可以用于陈述语气。
例如:It's strange that he didn't come yesterday.It's a pity that you can't dance.3. 用于表语从句和同位语从句中在suggestion，proposal，order，plan，idea，request，advice 等名词后的表语从句和同位语从句中要用虚拟语气。
其构成是“should＋动词原形”。
如：My idea is that we should think it over before accepting it.We all agreed to his suggestion that we should go to Dalian for sightseeing.四. 虚拟语气在状语从句中的运用1. 在as if/though 引导的方式状语和even if/though 引导的让步状语从句中：一般过去时表示与现在或将来事实相反；过去完成时表示与过去事实相反。
例如:She loves the boy as if he were her own son.她喜欢这个男孩子就好像他是她的亲生儿子一样。
2. 在in order that，so that引导的目的状语从句中，经常用“could/might/may/can＋动词原形”表示虚拟语气。
例如:He got up early so that he could catch the first bus.他早起为的是能够赶上第一班公共汽车。
3. 在in case that，for fear that 引导的目的状语从句中，经常用“should＋动词原形”表示虚拟语气，should不可省略。