新牛津译林版高中英语 Unit 4 Integrated skills 课件
2020新译林版高中英语选修第一册unit4grammar integratedskills课文翻译
Unit4 Fun with science
Grammar and composition p48
Subjunctive mood (I): Other cases
A Exploring the rules
Below is a story from a popular science magazine about Wilson Bentley, the
"Snowflake Man" Find the sentences in the story that use the subjunctive mood and
fill in the box below. The first one has been done for you. 下面是一个关于威尔逊 · 本特利的故事，“雪花男”找到故事中使用虚拟语气的句子，然后填入下面的方框。第一个已经为你做好了。
We might all know the saying "no two snowflakes are alike", but how many of
us have heard of the "Snowflake Man", Wilson Bentley, the person who actually
made this discovery? It is important that he be remembered for revolutionizing our
understanding of these amazing crystal structures.
Born in the snowy US state of Vermont in 1865, Bentley developed a strong
fascination with snowflakes. He wished that he could capture their beauty on film.
译林版高中英语选必四Unit4 Integrated skills 教案(雅礼版)
Unit 4 Never too old to learn
Integrated skills: Calling for people to read more
内容分析：
本板块围绕单元话题，以 “呼吁人们多阅读”为主题创设情境,展开一系列具有综合性、关联性和实践性的听、说、读、写的学习活动。教师首先引导学生阅读一份有关中国人阅读习惯的调查报告，理解阅读的重要性，思考电子阅读是否会取代纸质阅读；再听一段公共图书管理员的访谈对话，了解图书馆在帮助大众阅读方面做出的努力；然后组织学生展开讨论，号召全民阅读，并就此话题写一篇文章，向校报投稿。上述活动环环相扣，每个活动既有侧重点，又关联其他活动，构成一个语言机能整合的活动。
教学目标：
By the end of this section, students will be able to:
1. analyse Chinese people’s reading habits;
2. use proper expressions to talk about reading habits;
3. write an article for the school newspaper calling for people to read more.
教学重难点：
1. Use proper expressions to talk about reading habits;
2. How to call people to read more.
教学过程：
Step 1 Lead-in
Play a promotional video about World Book Day and organize a free talk.
Do you like reading?
Why do you like reading?
Step 2 Reading
译林版高中英语扩展创新学程一Unit4 Integrated skills I 教案
1 《英语》（选修·第一册）
Unit 4 Fun with science
Integrated skills (I)
I. Learning objectives
By the end of the lesson, students will be able to:
1. read a physics lecture transcript about friction;
2. give the definition of friction and tell how people learnt about it in history;
3. describe when friction is useful and when friction is not necessary;
4. listen to a talk about an interview about friction;
5. learn the vocabulary: resist, *texture, *lubrication.
II. Key competence focus
1. Develop the techniques of flexible use of language.
2. Improve the power of listening comprehension.
3. Practice the skills of reading a popular science article.
III. Predicted area of difficulty
1. Applying the listening strategies.
2. Understanding the importance of frication.
IV. Teaching procedures
T Greet the class.
T: Class begins. Good morning/afternoon!
译林版高中英语扩展创新学程一Unit4 Integrated skills II 教案
1 《英语》（选修·第一册）
Unit 4 Fun with science
Integrated skills (II)
I. Learning objectives
By the end of the lesson, students will be able to:
1. learn the tricks to use examples to explain unfamiliar concepts;
2. learn some useful expressions to have a discussion;
3. have a discussion about friction;
4. write an article about friction.
II. Key competence focus
1. Learn the writing skill: the technique to use examples to explain unfamiliar concepts.
2. Learn the structure of a science article on friction.
III. Predicted area of difficulty
Writing a science article on friction.
IV. Teaching procedures
T Greet the class.
T: Class begins. Good morning/afternoon!
Step 1 Discussion CP52
1. Help students to understand what to discuss about.
T: When you talk about friction, what will you talk about it?
S1: I will talk about its definition.
译林版高一英语必修第二册(2019版)-Unit4-Integrated-skills(2)名师教案
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Unit4 Integrated skills（2）名师教案
教学目标
By the end of this section, students will be able to:
1. Recommend books to the school library orally;
2. Know the format of a recommendation letter;
3. Compose a formal letter, recommending books to the school library.
教学重难点
To compose a formal letter, recommending books to the school library.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Revision
Step 1 The teacher asks students to recall what the
Book Club members are expected to do. 通过回顾前一天的主要内容，明确本节课的任务。 3’
Class Work
Speaking
Step 2 The teacher lets students work in pairs,
talking about the types of books they think
the school library should buy. They should
also tell the reasons why they choose a
particular type and provide a list of books of
that type.
Students are expected to use the expressions
listed in Part C. The teacher lists some 进行两人一组讨论：分析已知信息，提出合理建议，实现迁移创新。教师为学生搭建词汇支架。 10’
译林版高中英语选必一Unit4 Integrated skills (II) 教案
教案及配套课件仅供参考，欢迎各位老师提出宝贵意见
1
《英语》（选择性必修·第一册）
Unit 4 Exploring poetry
Integrated skills (II)
江苏省通州高级中学 叶婷
I. Learning objectives
By the end of the lesson, students will be able to:
1. know how to appreciate a poem;
2. learn the text type, structure and language of a poetry review;
3. master the skill of writing the article.
II. Key competence focus
Write a poetry review.
III. Predicted area of difficulty
1. Appreciate a poem.
2. Learn the text type, structure and the language of a poetry review.
IV. Teaching procedures
Step 1 Lead-in
1. T asks Ss to have a review of B2.
T: How much do you know about Robert Frost and his poem “The Road Not Taken”? Please fill in
the blanks.
2. T asks Ss to recite the poem and try to understand the meaning of the poem.
【设计意图：本节课首先对B2和诗歌“The Road Not Taken”进行复习回顾，一方面检验学生的学习情况，另一方面也为下面学生的写作，特别是对诗歌和作者的简介做铺垫。】