最新版北师大高一必修1Unit 2精品教案Lesson4
北师大版高一英语必修1_Unit2_Lesson4_名师学案
Unit2 Lesson4 名师学案Lesson 4 SuperheroⅠ. Fill in the form:Christopher ReeveChristopher’s FamilyⅡ. Retell Christopher Reeve’s life according to the first form and try to use the conjunctions(连词).Conjunctions:when, while, but, unfortunately, at first, after(since), also, not only…but also…, althoughTerry FoxBefore he got ill/Introduction of Fox1. Terry Fox was born in 1958 in Winnipeg, Canada. Terry always loved sports. He ran and played soccer and basketball in high school. Later, he was on the basketball team at Simon Fraser University._______________2. When Terry was 18, his knee began to hurt. He went to the doctor, and the doctor had very bad news. Terry had bone cancer and needed to have an operation. Most of his right leg had to be cut off._______________3. The night before the operation, Terry’s basketball coach came to visit him in the hospital. The coach showed him a story in a newspaper about a man with one leg who ran in the New York City Marathon. Then, Terry had an idea. He wanted to run across Canada to collect money to fight cancer.________________4. After the operation, Fox started to prepare for the run. He wore an artificial leg. He ran a little every day. Running was painful and exhausting, but he didn’t give up. By the end of the year, he ran 11 miles a day, six days a week.________________5. In April 1980, Fox started his run across Canada. He left from St. John’s, Newf oundland. Fox called it the “Marathon of Hope.” He ran 26 miles a day, seven days a week. It was an amazing accomplishment for a runner. It was even more amazing because Fox had only one leg._________________6. In September of that year, Fox began to feel sick. He went to the nearest hospital. Unfortunately, the cancer was back. It spread to other parts of his body. After four months and 5,373 kilometers (3339 miles), Terry Fox stopped running._________________7. Fox collected $23.4 million for the Marathon of Hope. This was the first timeone person collected so much money. Terry Fox died in 1981. The whole nation was sad. Flags flew low all over Canada that day.__________________8. Fox’s story didn’t end with his death. Terry Fox Runs started all over the world. Over 300,000 people in 760 cities around the world, from Saudi Arabia to China, ran in the first Terry Fox Run in 1981. In 2000, more than 1.6 million people ran and collected $20.4 million for Fox’s charity. People everywhere remember Ter ry Fox and his brave fight against cancer.课后作业I. Come up with a topic for each paragraph following the example in Ex. 3, page 29. (each within 5 words)II. Work out the meaning of the underlined words using the reading strategies.n. adj. 1. operation2. marathon3. artificial4. exhausting5. accomplishmentA. Made or produced by man; not realB. Making you feel very tiredC. Something completed successfullyD. The process of cutting open a part of aperson's body to remove or repair a damaged partE. A long running race of about 42 kilometers or26 milesIII. Discussion: What are similar in the two stories of heroes? Why are they heroes?1.After something very bad happened to them, they both _____________________2.They both got involved with __________________________________________ They are ____________________________________________(at least 3 adjectives)Homework: Choose one1. Write down your retelling of Christopher’s life.2. Make a form of Terry following the example of Christopher’s form.。
北师大必修一unit2lesson4Superhero阅读课教学设计新部编版
精选教课教课方案设计| Excellent teaching plan教师学科教课方案[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校精选教课教课方案设计| Excellent teaching planUnit 2 Lesson 4 Superhero讲课者：张丹课型：英语阅读课Teaching Aims:1.Students practice the skills of scanning and skimming the text.2.Students learn to predict the meanings of words according to the context.3.Students learn about the life of the superhero Christopher Reeve.4. Students are able to comment on the superhero Reeve and talk about theirheroes, using the adjectives that are learned in warm-up.Teaching StepsTeaching steps Teaching aimsLead-in 1. Students see some pictures of thesuperheroes and guess about their names.2.Students watch a video clip of thesuperhero film and talk about what theysee in the video& what adjectives theycan use to describe the hero. 导入话题，激发学生兴趣；指引学生运用 warm-up 所学形容词；学生初步认识人物Christopher Reeve。
UNIT2HeroesLesson4《Superhero》学案北师大版必修1.doc
Lesson4 《Superhero》预习与检测翻译下列词组1 .比预料的________ (than expected)2._____________ 对…有信心(be confident in/be confident that)3.________________ 嫁入(某家) (marry into)4.拉进，缩(头、腹),缩减，(火车)进站；____________ (pull in)5.赠送；放弃;泄露；出卖_________ (give away)6.发出；放出(声、光、电等)；用完耗尽；分发__________ (give out)7.有做…的意向；打算做某事_____ (have the thought of doing)8.__________ 靠…为生( get along on)9.___________________ 帮助某人摆脱困境(help....out)10.__________________ 某事降临到…头上(sth. happen to sb.)重点单词1 .expect vt.希望，预期，认为，猜想，期盼I'm expecting a letter from him soon.我在期盼他尽快来信。
_Will he come back tomorrow?—I expect so/not.—他明天会冋来吗？—我想会的/不会。
As we expected, he came here on time.正如我们所预料的，她及时来了。
拓展：(1)1 expect so.我想是这样的(2)expect to do sth.盼望做某事(3)than expected比预料的(4)1 expect not. = I don*t expect so.我认为不是这样。
(5)expect sb to do sth•期待某人做某事⑹expect+代词/名词或that从句盼望，预料(7)expect和look forward to的区别expect指确信“某事必将发生，某人会到来而等候着二多用于好的事情，也用于坏的事情。
北师大必修一unit2lesson4教案.docx
Unit 2 Heroes Lesson 4 SuperheroI.Teaching Objectives1.Help the students to develop strategies for working out meaning when reading.2.Help the students to develop word attack skills to cope with new vocabulary and phrasal verbs.3.Help the students to practise asking for and giving personal information.II.Teaching important and difficult points1.Help the students to develop strategies for working out meaning when reading.2.Help the students to develop word attack skills to copc with new vocabulary and phrasal verbs.3.Help the students to understand some long sentencesIILTeaching aids: Multi-mediaIV.Teaching steps and ways:Step 1 RevisionHave a dictation of the new words in Lesson 4.Step2 Warm-upSay something about Christopher Reeve1What was his most famous film character?Superman2.What terrible thing happened to him in real life?He fell off his horse and broke his back.3What did he do afterwards?He promoted medical research and made speeches all over the USA about his experiences. Step 3 Fast-readingl.Read the passage quickly, and match the topics with the parts of the article・a)the riding accident (1)b)his marriage ( )c)his feelings after the accident ( )d)his death ()e)his parents ( )f)his belief ・()g)how he get involved with charity work ( )h)his work () Answers: b 4 c 3 d 8 e 5 f 7 g 6 h 22.Do exercise 4 Choose the best answer on page of Better Design Step 4 Detailed-readingl.Fill in the blanksl.Let the students read the first paragraphs together, and try to translate them 2.Analyze some language points(l)in collegein college上大学（期间）in the college在大学里类似用法的短语有:in school在校读书/上学in the school在学校里in hospital 在住院in the hospital 在医院里in prison 坐牢in the prison在监狱里(2)be famous for以…而著名He is famous for his songs.be famous as作为…而出名Li Lianjie is famous as an actor.(3)experience经验（不可数）Experience is their preparation for giving advice. 经验为她们进行斤询作了准备。
北师大版英语必修1unit 2Lesson 4 Superhero课件
Step 1: Lead in --- Recalling Christopher Reeve?
Step 2: Mind mapping
be remeCmhrbisetroepdhaesr…
get involved with his charity work
pull through
make amazing progress never think of committing suicide
parents divorced
Purpose :
To use discovery learning methods to help students get a full understanding of Christopher’s life and directly present all the language points in this lesson through mind map. Cooperation and competition are good ways to stimulate students and arouse their interest.
参考词汇 ：香港电影金像奖Hong Kong Film Awards 中国儿童少年基金会大使 the Ambassador of Chinese Children and Youth Foundation
Sample writing : Stephen Chow was born on June 22, 1962 in
6._g_e_t_o_n__w_e_l_l _w_i_th__s_b__和---相处得好
7._p_u_l_l _th__ro_u_g_h____渡过难关
8.__ge_t__in_v_o_l_v_e_d_i_n_/_w_i_th_…参加, 卷入 With the progress/development of ….(medical
最新版北师大高一必修1Unit 2精品教案4 Superhero
《4 Superhero》教学指导Objectives■To develop strategies for working out meaning when reading.■To develop word attack skills to cope with new vocabulary and phrasal verbs.■To practise asking for and giving personal information.Possible problemsStudents may be reluctant to guess the meanings of unknown words. Show them how to use the clues proposed in the Reading Strategies.BackgroundChristopher Reeve was an American actor who became famous as Superman in three very popular films. He broke his spine in a horse riding accident and became paralysed. After that, he showed incredible strength of character in recoveringpsychologically and physically and also promotingresearch into spinal cord injuries. He died in 2004.Routes through the material■If you have time, use the Options activity.■If you have two periods for this lesson, a suitable natural break is after Exercise 4.Language Power: pages 72?C73.ReadingBefore you startExercise 1■Students look at the pictures and say what they know about Christopher Reeve and answer the questions. At this stage do not correct their answers because they will find the answers as they do Exercise 2.■Ask students’opinions of the Superman films.Answers1. Superman2. He fell off his horse and broke his back.3. He promoted medical research and made speeches all over the USA about his experiencesRead to learnExercise 2Note that in this lesson, new useful vocabulary is dealt with in Exercise 5. Don’t pre-teach any vocabulary before students read the text because they need to work on the vocabulary later in the lesson.■Ask students to read the text quickly (give them a time limit, if you wish, of 90 seconds) tofind out if their answers to Exercise 1 are correct.Exercise 3■Students work in pairs, reading the text again and matching the topics to parts of the article. Answersb 4c 3d 8e 5f 7g 6h 2■Students cover the text and look at the topics. In groups, students talk about each topic, seeing how much they can remember from the text■Encourage students to exchange ideas about how they tackled the task ?C did they read the whole text again from the beginning? What clues did they use? e.g. the questions in bold in the text? The first sentence of a paragraph in sections 1, 2 and 3? Ask students what strategies they would use for a similar talk with a text in Chinese.Voice your opinionExercise 4■Students discuss the questions in pairs, then open up the discussion to the whole class. Encouragestudents to use the character vocabulary they have met in this lesson and to practise the language of expressing opinions, agreeing and disagreeing.■Have students further discuss as a class “What do you think of Christopher Reeve and his wife? What can you learn from them?”Exercise 5■Read the Reading Strategies with the class and ask students if they use any of these strategies. Encourage students to share with the class any tips they have found helpful when trying to work out new vocabulary.■Students work in pairs choosing the correct words to replace the underlined words in the sentences. When checking answers, ask students how they made their choice and what strategies they used.Answers1. disaster2. depression3. Get involved4. on his own5. confident, injury6. divorced■Students may like to look up the words in the dictionary to prove that they have worked out the correct meanings.■Ask students to use some of these words in sentences of their own. Students make up their sentences in pairs, then read them out to the class.Exercise 6■Students use the same strategies to choose the correctmeaning of the phrasal verbs.Answers1. b2. a3. b4. b5. a■Each student then writes four sentences using each of thephrasal verbs.Exercise 7■Encourage students to fill in the blanks from what they have remembered about the text.■Students work in pairs choosing the correct phrasal verbs for each blank.Answers1. get on2. pull through3. come to4. think of5. give upExercise 8■Students work in pairs. Each student writes questions to ask their partner about changes in his/her life in the last three years.■Students can refer to the examples given when asking questions.Exercise 9■Students then have an interview with their partner using the questions they have written.■Students report back to the class about the changes in t heir partner’s life in the last three years using the information they have got from the interview.QUOTE …UNQUOTEChesterton (1874-1936) was an English essayist, novelist and poet.■Students read the quote. Elicit the two meanings of “great”:i) an important person ii) a good feeling.■In groups, students discuss what sort of person makes them feel good and what sort of person they like as a friend.■Groups report back to the class. The class then decides what five most important qualities a friend should have.OptionPracticeIn pairs, students prepare an interview with Dana Reeve about her husband’s accident, her feelings and her life now. Some of the pairs can then roleplay the interview for the class.。
北师大版新教材高中英语必修一教学设计Unit2 2
高中英语必修一UNIT-2 Sports and FitnessLesson-4 Review教学设计本节课是高中英语第一册Unit 2 Sports and Fitness的第四课，课型是复习课，包括了写作、阅读和口语表达，写作课主要向学生介绍了如何用英文写记叙文；阅读课主要向学生介绍了武术的发展；口语表达在主要是运用本单元所学词汇、语法表达出运动与健康。
通过本节课的学习，学生将在英语听、说、读、写综合方面的能力得到提高。
1.语言技能目标（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；（2）用所学的词汇和语言对课文进行复述；（3）学生能够借助已知的关键信息，适当补充辅助信息，写出内容和结构完整的记叙文。
2.语言知识目标（1）能够正确运用以下简单句句式结构和记叙文六要素进行记叙文写作：adverbial(time), subject+verb+object+object complement；记叙文六要素：when, where, who, why, what, how（2）能正确认知并且运用以下词汇和短语：defend, defence, attacker, punch, technique, effective, derive, migrant, catch attention to..., limit to..., manual, military, invasion, troop, adopt, methodology, defeat, pirate, certified等。
3.文化意识目标（1）了解如何恰当安排记叙文文章结构以及内容；（2）了解武术的相关文化常识，并从中得到感兴趣的信息。
4.情感态度目标对于英美文化与中华文化的相似性以及差异性，进而将两种不同文化结合。
积极参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
1.重点（1）如何使用地道、恰当的语言和结构进行记叙文写作；（2）正确理解并运用简单句结构、定语从句关系代词和不定代词；（3）礼貌进行日常对话。
完整word版,北师大版英语必修一unit1 lesson4 教案
Teaching Plan Name: XXXClass: XXXStudent No.: XXX Supervisor: XXXUnit one LifestyleLesson four City and CountryI. Teaching aims:a. Knowledge Goals:1) To practice using prediction reading strategy and reading for specific information;2) To know how to use words exactly to describe the two lifestyles;3) Learn to guess the new words’ meanings according to the context.b. Ability Goals:1) To express opinions orally and give reasons for them;2) To compare one lifestyle with another;3) Train the students to cooperate with each other.II. Language points and difficulties:1) Develop the ability of scanning;2) Learn to use pictures or title to get the idea of the passage;3) Use of some key words: accountant, tube, crowded, otherwise, forecast etc.III. Teaching methods and aids:1) Use brain-storm method to make the students involved in the topic;2) Group work to make the students exchange their ideas in the class;3) Scanning method to make the students get the general idea of the passage;4) Use the computer and the PPT to show.IV. Teaching procedures:Step 1 Warm-up: (Five minutes)1) Introduce today’s topic: “Lifestyle in city and country”;2) Let students think out as many adjectives as they can to describe them.Step 2 Lead-in: (Eight minutes)1) Give some pictures about the two lifestyles and ask the students to discuss two questions: How are city and country lifestyles different in China? Can you imagine city and country lifestyles in Britain?2) In these two lifestyles, which lifestyle is your favorite? Ask students to pick out one lifestyle and discuss.Step 3 Reading: (Twenty minutes)1) Introduce the reading strategies: prediction, and ask them to guess what the two articles are about;2) Read the text quickly again and fill in the table on P14;3) Focus on some key words and phrases, guess the meaning and then do some exercise in the class.Step 4 Optional activities: (Ten minutes)1) Work in pairs and find out your partners’ favor ite lifestyle;2) Choose some students to conclude today’s learning knowledge. Step 5 Homework: (Two minutes)1) Read the passage again and finish the exercises on P15;2) Write a short paragraph to introduce your lifestyle to your friends. Design of the blackboard writing:。
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Lesson 4 Superhero Objectives
To develop strategies for working out meaning when reading.
To develop word attack skills to cope with new vocabulary and phrasal verbs. To practise asking for and giving personal information.
Pre-Reading
What do you know about Christopher Reeve?
A superwoman in China. Do you know her?
Reading
Look at the two pictures and answer the questions.
1 What was his most famous film character?
Superman
2 What terrible thing happened to him in real life?
He fell off his horse and broke his back.
3 What did he do afterwards?
He promoted medical research and made speeches all over the USA about his experiences. Match the topics with the parts of the article.
a) the riding accident (1)
b) his marriage ( )
c) his feelings after the accident ( )
d) his death ( )
e) his parents ( )
f) his belief ( )
g) how he get involved with charity work ( )
h) his work ( )
Answers: b 4 c 3 d 8 e 5 f 7 g 6 h 2
Post-Reading
True or False
1 After the accident, with his wife’s help, Christopher Reeve pulled through.
2 Christopher Reeve got involved with charity work because he wanted to improve the quality of his life.
3 Reeve was optimistic facing the fact that he couldn’t stand up any longer.
4 Both of Reeve’s parents loved their son.
Answers: TFTT
Language points
1 be famous for 以…而著名
He is famous for his songs.
be famous as 作为…而出名
Li Lianjie is famous as an actor.
2 on one's own
独自；靠自己
She lives on her own.
她一个人过。
3 experience
经验（不可数）
Experience is their preparation for giving advice.
经验为她们进行咨询作了准备。
Experience teaches.; Experience does it.
经验给人教训。
;经验给人智慧。
经历，阅历（可数）
Please tell us your experiences in America.
请你告诉我们你在美洲的经历。
4 suffer from。