高一英语上(Unit4 综合能力训练)教师辅导讲义教案
高中高一英语教案:新教材Unit4

高中高一英语教案:新教材Unit4
教学目标
•熟练掌握本单元的基本语法,包括现在完成时、一般过去时等;
•能够运用所学知识描述人物、状况等;
•培养学生的听说读写能力。
教学重点
•掌握现在完成时和一般过去时的用法;
•学会描述人物和状况;
•培养听说读写能力。
教学难点
•熟练运用过去完成时的用法;
•能够准确地描述人物和状况。
教学方法
•自主学习法;
•合作学习法;
•小组讨论法;
•任务型教学法。
教学过程
Step 1 自主学习
学生在课前自主预习本单元的课文和相关语法知识,提出疑点和疑问,并做好笔记。
Step 2 合作学习
学生以小组为单位,互相交流自己的学习笔记和问答内容,一起讨论并解决问题。
老师在此过程中及时纠正和指导。
Step 3 小组讨论
老师提供一个话题,让学生以小组为单位进行讨论,要求每个组员都积极参与,并阐述自己的观点和理由。
Step 4 任务型教学
老师根据学生的实际水平和兴趣爱好,设计一些任务型教学的活动,比如说配对练习、听力测试等。
总结
本单元的教学重点在于掌握现在完成时和一般过去时的用法,学会描述人物和状况,以及培养听说读写的能力。
在教学过程中,要求学生自主学习、合作学习、小组讨论和任务型教学,尝试让学生更加活跃地参与到语言学习中,并根据学生的实际情况进行个性化的教学。
新课标人教版高一英语必修四unit4教案

新课标人教版高一英语必修四 Unit 4 教案教学目标1.了解 Unit 4 主题是“小说和电影”,并学会掌握相关词汇和知识;2.学习阅读文学作品的技巧和方法;3.提高听力和口语能力,能够听懂和表述有关电影和小说的内容;4.培养学生的批判性思维能力。
教学内容本单元的教学内容主要包括以下四部分:1.Introduction & Reading: Introducing Literature and Films2.Listening & Speaking: Films and Novels3.Speaking & Writing: Discussing Favourite Filmsnguage study: Modal Verbs教学过程Introduction & Reading1.学生们在老师的带领下,讨论并了解本单元的主题和学习目标;2.学生们分组阅读一篇有关文学和电影的文章,并在小组内讨论文章的主要观点和结论;3.整个班级讨论文章的内容,并展示各个小组的不同观点。
Listening & Speaking1.给学生播放一段电影片段,并让他们在听完后就内容进行讨论和总结;2.给学生发放一份包括电影和小说内容的练习,并让学生用口语和同桌一起完成练习。
Speaking & Writing:1.学生被分成小组,每组产生一个代表,代表需要先介绍自己喜欢的电影,并谈论电影中的某些特点和值得推荐的原因;2.所有代表回到教室,并通过细节和观点进行辩论;3.接下来,学生们需要写一篇有关一部电影、小说或者文化作品的作文,并将这篇作文与同桌进行分享和讨论。
Language study本单元的语言学习环节将主要集中在Modal Verbs语法和习惯用法上。
学生需要通过阅读和翻译文本,以及完成会话练习和语言表达作业来掌握这一难点。
教学评估1.通过小组讨论和全班讨论来听取学生的观点和意见;2.通过听力和口语练习来检查学生的听力和口语能力;3.通过作文和语法作业来检测学生对知识点的掌握情况。
高一英语必修1 unit4教案(全单元)

一.教学内容分析本单元话题为“地震”,主要描写了1976年唐山大地震,各项语言活动也都是围绕地震展开。
本单元共分八个部分。
Warming-up 部分通过两张图片引出话题“一旦地震发生,将会造成怎样的危害”,为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题,目的是增加学生的生活常识,提高他们的应变能力。
这部分为接下来的阅读作了很好的铺垫,学生可通过套乱,参阅有关地震的书籍并运用一些生活常识来回答这两个问题。
Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。
作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地;震后人们勇敢面对现实并及时实施抢救和重建工作。
Comprehending 部分包括三组练习,主要目的是为了帮助学生更好地理解Reading 部分的文章。
Learning about Language 部分分为两个部分:Discovering useful words and expressions和Discovering useful structures.第一部分要求学生在把握文章的基础上,掌握重点词汇的词义及时用,这更注重培养学生运用上下文猜测词义的能力。
其次还对一些复杂的数字读法进行了检测。
第二部分则结合文章学习定语从句。
Using Language 部分分为Reading ,Writing and Speaking ;Listening 和Writing 。
Reading ,Writing and Speaking 包括读一篇邀请函,写一份演讲稿和关于一套新唐山邮票的Little talk 。
Listening 部分讲述了一位地震幸存者的故事,并根据听力材料进行正误判断和回答问题,旨在培养学生获取细节的能力,并通过听来模仿标准的语音和语调。
Writing 部分要求学生报纸写一篇新闻报道,学习如何按照规范的步骤进行写作,如选择适当地标题和组织语言等。
新课标人教版高一英语必修四unit4教案讲课讲稿

Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语;Four people enter looking around in a curious way. 作状语;This is an exciting experience for you. 作定语; You stand watching and listening. 作状语;……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。
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。
高中高一英语教案新教材Unit4

高中高一英语教案新教材Unit4教学目标•了解单词和短语:music, musician, singer, dancer, artist, architect, engineer, actor, author, director, scientist, inventor, philosopher,psychologist, mathematician, talented, skillful,creative, confident, successful, worldwide,education, inspire, passion, talent, opportunity, success, achieve, confidence, self-esteem,accomplishment, goal.•学会运用上述单词和短语介绍不同职业。
•提升学生的口语表达能力。
•增强学生英语听力和阅读理解能力。
教学重点•运用单词和短语介绍不同职业。
•学生口语表达能力的提升。
教学难点•与学生进行互动式的口语训练。
•提高学生的英语听力和阅读理解能力。
课堂教学教学步骤步骤1:引入新话题教师出示一张涉及不同职业的图片,并与学生分享其中一些有趣的事情。
然后分组让学生扮演他们自己喜欢的职业,并对课堂上展示出来的不同类型职业发表一下自己的看法。
步骤2:单词及短语的介绍老师通过PowerPoint演示,介绍一些新的英文单词和短语,并在指导下有规律地展示某一个或某一组职业人员的具体工作、工作内容及要求等问题。
并引导学生思考如何用其他单词和短语来描述他们在讲解中提到的工作。
步骤3:听力训练让学生听一段音频,要求他们筛选出包含音频中所描述的职业类型的单词和短语,并记住具体含义。
然后,将音频暂停,要求学生说出他们所听到的职业名称。
步骤4:阅读训练向学生分发一篇英文阅读材料,让他们自主阅读,并试图使用给出的单词和短语来表述所描述的不同职业设置。
高一英语上(秋季) -第16讲-Unit4 综合能力训练

高一英语上册(秋季)辅导讲义年级:高一课时数: 3 辅导科目:英语课题Unit4 综合能力训练教学目的通过综合训练,提高学生解题能力,巩固Unit4重点内容。
教学内容Step1:Greetings & short reportTalk about the week in school. What news / story / book / movie … have u got ?Step2:Assignments checking &RevisionI. The assigned exercises on the previous handout.II. TranslationPhrases:1. 昏倒2. 对……大吃一惊3. 由……组成4. 由……环绕,包围5. 取得成就6. 在某方面和某人相似7. 对……起作用,有影响8. 安排(某人)做某事9. 创造……的记录10. 打火机*************************************************************************************************** Keys:1. fall into a faint2. gasp at3. seat oneself4. be made up of \ compose of \ consist of5. be surrounded by make achievements6. be similar to sb. in sth7. have an effect on 8. arrange(for somebody) to do something9. set a record for 10. cigarette lighterSentences:1. 一个摄影师帮助那个妇女下了舞台(off)2. 导演帮她在舞台上落座后,一个化妆师跑上前来。
高一英语教案:上册unit4教案

Unit 4 Unforgettable experiencePeriod 1. ListeningTeaching objectives and demands:1. The activity is designed to encourage students to think about some unforgettable experience andto activate relevant vocabulary.2. Ask the students to describe a famous person and give examples of situations the person or theaccident happened. Use the activity as a brainstorming session done either in groups or with the whole class.3. Language use: Manipulate listening, speaking practiceKey points:1. Everyday English for communication.2. Words and useful expressions Teaching procedures: Step 1 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. ---------- AlbertEinstein4) He is a very famous cartoon maker. Hecreated 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.Step 2 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 17 th, 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 askthem to work in groupsto prese nt their an swers.a) When did the earthquake happe n? -------- 5:15pmb) Where was the man drivi ng whe n it happe ned? ---------- o n his way to hisdaughter ' s schoolc) What was the first thi ng he saw? -------- the car in front started to movefrom side to side.d) What had he bee n doing before the earthquake? --------- he had fini shed hiswork and gone to the post office.e) What was he going to do? ------- he was going to fetch his daughter from herschool.4. Liste n to the tape aga in to check and the teacher give n ecessary expla nati on.5. Read these five sentences in part2, and then listen to the tape twice, then fill the bla nks.a) I found myself in the dark.b) Then I remembered what had happe ned.c) It was clear to me now that I had bee n in an earthquake.d) Then I heard people climb ing towards me.e) A team of people had come to see if anyone was un der the broke n road.6. Liste n aga in to check and make some expla nati on.7. Ask Ss to tell the whole story (us ing first, n ext ,the n, fin ally)Step3 Exercise in the workbook (Page 103)Period 2. Speak ing and talk ingTeach ing objectives〔.Develop the students ' comprehension of explorative passages, especially their ability of speak ing and talk ing ,an alyz ing the structure of such kind of articles.2.Offer the stude nts cha nces of self-culture by work ing in groups and seek ingin formatio n about thefilm outside the class.3. In fuse the stude nts with basic kno wledge about the experie nee4. Lear n some words and useful expressi ons from the text.Teach ing ApproachI. Communicative Approach should be used throughout the class. Stress should be laidon: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 from newspaper or magazines.Step 2.Review and check Ss have a word dictation and check their homework in workbookStep 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 giving advice.--- Don't worry! / Just 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 frighte n: It scares me. / I ' m afraid to …When encouraging sb: It will be o k. / Come on! / Keep trying. / It 's all right.5. Ask Ss to describe the three pictures on P23. Then the teacher introduce 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 bedroom on 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 aChinese King while he was working. He went in and had a look, but didn't touch anything. Thena 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 the tomb.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. Readi ngTeaching objectives1. Develop the students'comprehension of reading explorative passages, especially their ability ofan alyz ing the structure of such kind of articles.2. Offer the stude nts cha nces of self-culture by work ing in groups and seek ing in formati on aboutthe film outside the class.3. In fuse the stude nts with basic kno wledge about the friend and frien dship4. Lear n some words and useful expressi ons from the text.Teaching Approach1. Com muni cative Approach should be used throughout the class. Stress should be laid on:2. Lear ner-ce ntered ness; lear nin g-ce ntered ness3. Task-based lear ning4. Activity-based teach ing (class work; in dividual work; group work)Teach ing type: Readi ng comprehe nsionTeaching ProcedureStep 1. Pre-readi ng1. Tell Ss: Do you remember Hank Stram ' s terrible experienee? He was trapped inthe earthquake forabout 14 hours .It is really an unforgettable experienee for him. As we all know,the earthquake is a kind of natural disasters. Then can you list some other naturaldisasters?2. Write dow n their an swers on the blackboard——Flood, Typho on, Hurrica ne,Volca nic erupt ion, Thun der storms, Snow storm, Fire …3. Tell Ss: Amongthese disasters, I think most of us have experieneed the Typhoons,right? Then can you describe what it was like and how you felt? Ask some Ssto give their ideas.4. Pose question: If you are riding a bicycle on the road, and the typhoon is coming,the n what would you see / feel / do? Please use first, n ext, the n, and fin allyin your description.Ask two or three Ss to give their descripti on.5. Pose question: Have you ever experieneed 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 prese nt their ideas using first, n ext, the n, andfin ally.1. Pose a questi on: What is the text about? --- About how Flora and Jeff rescue themselves in the flood.2. Liste n to the tape once, and ask them to an swer questi ons:What happe ned to them fin ally? ---- SurviveHow did they make it? ---- Stay in the room with a chi mneyWhy? -------- 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. Lan guage studyParagraph 11) Heard somebody shouti ng / saw Jeff runningSee / hear sb doing ------- I heard him singing next door last ni ght.See / hear sb do ------ I heard him sing n ext door.Compare the differe nces betwee n the two.2) The attributive clause: it ' s a part of a sentence, and tells us which person or thin g(or what kind of pers on or thi ng)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) Adva nee: (v) move forward or develop --- Our troops ~d two miles.——The water is ~i ng on/upon/towards her.(n) in adva nee: beforeha nd --- if you want to come here for your holiday,please call me ~.6) Be upon: be close toParagraph 27) Seize: take hold of sudde nly and viole ntlyParagraph 38) Sweep : clea n and clear away --- e.g. sweep the dust from the carpetssweep dow n: knock dow n by the watersweep away (Para 9) -e.g. s~ the dead leaves9) Swallow: allow to go dow n the throat, here means she was take n 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 dow n.Here means they were swallowed by the waterGo through: pass --- e.g. A terrible no ise went through the house. (Para 10)experie nee, suffer --- e.g. ~ hardshipsParagraph 412) Aga in st: in dieati ng support and close --- e.g. place the ladder ~ the wall13) Struggle: make great effortsStruggle aga inst --- e.g. ~ aga inst difficulties14) Get on her feet: sta nd up15) Fight for her life: try her best to rescue herself16) Look in to: stare at--- e.g. Jeff and Flora looked into each other ' s face.exam ine, in vestigate --- e.g. ~ a questi on17) With a look of: here look is a noun, and m eans appearanee on one ' s face18) Fright: fear ——e.g. give sb a ~; take ~ at sthFrighte n (v) :scare ——e.g. The great no ise ~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 ~i ng 12.21) Crack ing no ise: When the house was broke n with lines of divisi on, it made such sudde n sharp no ise.Paragraph 822) Fall down: crash, break down /fail --- e.g. ~ on one ' s promiseParagraph 923) Noun + after + Noun : in dicat ing the successi on. Tree after tree; day afterday; year after year24) Must have done: He is sleepy this morning. He must have slept very late lastni ght.Must be doing: e.g. I hears loud voices next door. They must be quarrelli ng.Must do: e.g. He is Tom ' s best friend. He must know his E -mail.Step 3. Post-readi ng1) Ask Ss to find these sentences below and then work out what the underlined words refer to?Before she could move, she heard a loud no ise, which grew to a terrible roar.---- a loud n oiseThere she saw a wall of water that was quickly advancing towards her. ------------------- behind herShe wan ted to watch it. ------- a wall of waterFlora, whose beautiful hair and dress were all cold and wet, started crying.--------- flora ' sFor some mome nts both were sile nt. ------- J eff and Flora2) Do the exercises in page26Step 8. Homeworkworkbook Readi ngRevise the key poi nts of this Unit.Period 4. GrammarTeach ing aims and dema nds1. The stude nts are asked to master the Grammar :2. In tegrati ng Skill: read ing3. Oral practice: man ipulate oral practice releva nt to the readi ng material.Key poin ts: grammar and readi ngTeach ing methods: Readi ng -Sentence structure----expla nati onTeach ing procedures:Step 1. Revisi on(1) Check the homework exercises.(2) Revise the key points of the previous less on.Step 2. Warming upPlay a game: The teacher describe sb or sth and ask Ss to guess.If a pers on likes readi ng very much, we call him a bookworm.If a pers on loves to play or watch sports, we call him a sports fan.If a pers on ofte n works very hard, and seldom stop work ing, we call hima workaholic.If a pers on ofte n spe nds a lot of time watch ing TV, we call him a coughpotato.If a pers on can com muni cate with you on the Intern et, we call him an e-pal.If a mach ine can tell us time, it is a watch or a clock.If a mach ine can fly in the sky, it is a pla ne.Step 3. Lead in1. Tell Ss: Wecan use the attributive clause to describe these persons and things. e.g. Abookworm is a pers on who likes readi ng very much.A pla ne is a mach ine 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 warm ing up.A sports fan is a pers on who loves to play or watch sports.A workaholic is a pers on who works very hard.A cough potato is a pers on who ofte n spe nds a lot of time watch ing TV.An e-pal is a pers on whom / who we can com muni cate with on the InternetA clock is a mach ine which / that can tell us time.2. Tell Ss: In the attributive clause, we will use the relative pronouns. whe n wetalk about people, we can use who, whom, whose and that. Whenwe talk about things, we can use which and that.3. Give expla nati on and examples.1) She looked at Jeff who was wavi ng his arms.——She looked at Jeff. Jeff was wavi ng 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 thestory.4) Do you know the boy whose pare nts are on holiday? ---- Do you know the boy? The boy' s parents are on holiday.4. Then ask Ss to make up sentences, using the attributive clause to describe other people andthings as we did above.5. Do the exercises 1 in P26 and P105 ——fill the blanks6. Ask Ss to comb ine two sentences in to one ,usi ng the attributive clause. (exercise 2 in P105) Step 4 HomeworkFinish off the work in work bookTry to write a n ews story in about 100 wordsRevise the grammarEvaluati on of teachi ng:Period 5. Integrating skillsTeach ing aims and dema ndsIntegrating SkillGrammar and writ ingGet the stude nts to write an emailKey poin ts: 1. Useful expressi ons; 2.writi ng 3.grammarTeach ing methods: Writte n practice and grammar.Teach ing proceduresStep 1. Revisi on(1) Check the work exercises.(2)A test for un it 4Step 2 Post- In tegrat ing skill1. Liste n to the tape once, and pose questi ons:what is the passage about? ------ about a travelwhere do they travel? ------- Sichua n Provi nee (Mount Emei, Lesha n)2. Read the whole passage aga in, and the n fill in the table on the blackboard.3. Ask Ss to red again and then retell the whole story according to the table on the blackboard.4. Give n ecessary expla nati onsAsk Ss to find out all the attributive clause and the linking words Encourage 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 4 WritingAsk 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 unit Evaluation of teaching:。
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教师辅导讲义A. skillsB. technologyC. effectsD. techniques3.There is only one week ________ for them to complete preparations for the award ceremony.A. leavingB. remainingC. to goD. being left4.The country is under great pressure to_________ its energy-saving goal this year.A. getB. achieveC. reachD. win5.If you want to win the grand prize, you will have to answer______ q uestions.A. another twoB. more twoC. two anotherD. two more than6. She was so frightened at seeing the snake that she just stood ______, waiting for someone to help her out.A. calmB. stillC. quietD. silent7. To our great surprise, she _________other contestants and ________the first prize.A. won … wonB. beaten… achievedC. defeated … wonD. defeated … achieved8. It is really breathtaking scenery that the waterfall_____ the trees and flowers .A. is covered withB. is surrounded withC. is filled withD. is full of9. If you want to feel like ________what is happening on the screen, you should go to the Imax Dome Theatre.A. experienceB. to experienceC. experiencingD. experiences10. I guarantee that I will arrange __________a car to pick you up when you arrive.A. atB. for C .with D .by11. I don't like_______ as you read.A. the novelsB. the such novelsC. such novelsD. same novels12. He talked a lot about things and persons __ they remembered in the school.A. whichB. thatC. whomD. what13. The letter is from my sister,______ i s working in Beijing.A. whichB. thatC. whomD. who14. In our factory there are 2,000 workers, two thirds of________ a re women.A. themB. whichC. whomD. who15. The supermarket had closed we could get the last-minute food, which added to our misery.A. afterB. whileC. asD. before16. Nobody thought that Angela would win the grand prize in the contest, ?A. didn't theyB. would sheC. did theyD. wouldn't she17. The scenery in Guilin is so fascinating that they decide to stay there for two days.A. otherB. moreC. anotherD. the other18. —Guess what! I have got A for my term paper.—Great! You read widely and put a lot of work into it.A. mustB. must haveC. canD. can't have19. On a rainy day I was driving north through Vermont I noticed a young man holding up a sign reading "Boston".A. thatB. untilC. asD. when20. True friendship is like health and the value of it is seldom known it is lost.A. untilB. unlessC. afterD. once21. Though there was a _____ hope, the rescue team still kept on trying.A. faintB. weakC. lightD. slight22.Do you think the newly-released film Lust and Caution is similar_______________ s tyle those previous films directed by Ang Lee?A. in; toB. with; toC. in; withD. to; inprices. The latest information is updated every second. Research has shown the news blogs compete with TV and news-papers for news reporting.As blogging becomes more and more popular,many teenagers are starting their own.There are many websites, such as www. blogchina. com, where you can create your ownblog. Just have a try!55. What does the writer really want to tell us by referring to Li Keren?A.He is well-known as a writer.B.He has already published a book.C.His tales about school life are very attractive.D.He has a blog of his own.56. When you describe a blog,which statement will you NOT choose?A.Articles on a blog are always originally written.B.There are many kinds of blogs.C.The word "blog" stands for "web log".D.The latest information will be offered every second.57. Compared with TV and newspapers,a news blog has the advantage of ______________________ .A. providing photosB. supplying reportsC. focusing on various topicsD. updating news every secondCIf two scientists at Los Alamos National Laboratory are correct, people will still be driving gasoline-powered cars 50 years from now, giving out heat-trapping carbon dioxide into the atmosphere—and yet that carbon dioxide will not contribute to global warming.In a proposal by two scientists, vehicle emissions (排放) would no longer contribute to global warming. The scientists, F. Jeffrey Martin and William L. Kubic Jr. , are pro-posing a concept(概念), which they have named Green Freedom, for removing carbon dioxide from the air and turning it back into gasoline.The idea is simple. Air would be blown over a liquid solution (溶液) of potassium carbonate, which would absorb the carbon dioxide. The carbon dioxide would then be put to chemical reactions that would turn it into fuel: gasoline or jet fuel.This process could change carbon dioxide from an unwanted, climate-changing pollutant into a vast resource for renewable fuels. The cycle—equal amounts of carbon dioxide produced and removed — would mean that cars, trucks and airplanes using the synthetic (合成的) fuels would no longer be contributing to global warming.Although they have not yet built a synthetic fuel factory, or even a small model, the scientists say it is all based on existing technology. "Everything in the concept has been built, is operating or has a close cousin that is operating," Dr. Martin said.The Los Alamos proposal does not go against any laws of physics, and other scientists who have independently suggested similar ideas. Dr. Martin said he and Dr. Kubic had worked out their concept in more detail than previous proposals.There is, however, a major fact that explains why no one has built a carbon-dioxide-to-gasoline factory: it requires a great deal of energy.According to their analysis(分析), their concept, which would cost about $ 5 billion to build, could produce gasoline at an operating cost of $ 1. 40 a gallon and would turn economically practical when the price at the pump hits $ 4.60 a gallon.Other scientists said the Los Alamos proposal perhaps looked promising but could not evaluate(评价) it fully because the details had not been published."It's definitely worth pursuing," said Martin L Hoffert, a professor of physics at New YorkUniversity. "It's not that new an idea. It has a couple of pieces to it that are interesting. "58. What is the idea of the project being discussed in the passage?A. Recycling the carbon dioxide from cars back into gasoline.B. Create a new gasoline that gives off very little carbon dioxide.C. Using a special liquid solution to absorb carbon dioxide from cars.D. Build synthetic fuel factories to remove carbon dioxide from the air.59. What's the name given to the new concept?A. Synthetic Fuel.B. Green Freedom.C. Renewable Fuel.D. Carbon -dioxide -to -gasoline Factory.60. Which of the following is NOT one of the benefits of this new concept as suggested in the article?A. Reduction of global warming.B. Cheaper gasoline for cars.C. Longer life of cars.D. Less pollution of the atmosphere.DWhat science fiction once told of other worlds far away, is now a fact. Astronomers prove the existence of another solar system like ours with some planets in the constellation Andromeda(仙女座) .Geoffrey Marcy is a professor of astronomy and physics at San Francisco State University and says, “What we have found now, for the first time ever, is indeed a fully -grown system of planets around the star Upsilon Andromeda, in which there are three planets, one close in, one at a middle distance, and one farther out.” The star is slightly larger than our sun. The planets are huge, like our Jupiter (木星)Marcy’s partner in this research, Debra Fischer, describes the solar system, “Here’s the inner planet that goes around every 46 days, the middle planet that goes around every 242 days, and then the outer planet that goes around every three and a half to four years.”Astronomically, it’s not far away, 44 light years. The sun of that solar system, Upsilon Andromeda, is so near and bright that it can be seen by using no equipment during summer and fall.For twelve years astronomers searched the skies in the belief that if our sun has planets around it, surely others do, too. Geoffery Marcy says, “And then starting three and a half years ago, we began finding for the first time planets singly, one planet here around one star.”“When I look up at the stars now at night, I can imagine easily that every one of them has planets around them,” says Debra Fischer.It was the tremble in the star that led Marcy to discover the planets. “The star rocks around due to the gravity of the planet much like a dog owner gets pulled around by a little dog.”Can they support life? We don’t know, because present technology is not advanced enough to determine what the planets are made of. That, Marcy says, is astronomy’s next challenge.61. Which of the following can best show the relationship between Andromeda (A), Upsilon Andromeda system (U) and the three mentioned planets (P) ?A B C D62. What led to Marcy’s discovery of the planets?A. That he found a dog owner was pulled by his dog.B. The tremble of Upsilon AndromedaU A P A P U P U A A U P。