unite4注释教学文档
E英语教程4 Unit4
E英语教程4 Unit4简介本文档为E英语教程4第4单元的教学内容总结和重点归纳。
在本单元中，学生将学习有关科技和未来的话题。
通过学习本单元的内容，学生将能够提高自己的听说读写能力，并且拓宽自己的词汇量。
教学目标•学习关于科技的词汇和短语•提高听力理解能力•增强学生的口语表达能力•提高学生的写作能力词汇和短语在本单元中，学生将学习以下有关科技的词汇和短语：•technology•invention•gadget•artificial intelligence•virtual reality•solar energy•genetic engineering•internet of things•renewable resources•nanotechnology听力本单元的听力材料主要围绕科技和未来的话题展开，学生将通过听录音并回答问题来训练自己的听力理解能力。
老师可以适时播放多段听力材料，用以加深学生对课文内容的理解。
口语练习为了提高学生的口语表达能力，以下是一些口语练习的建议：1.分组对话：将学生分为小组，让他们在小组内进行对话，讨论科技对人类社会的影响。
2.辩论：组织一场辩论，让学生发表自己对某一科技发明的看法，并辩论支持或反对该发明的理由。
3.角色扮演：学生可以扮演不同的角色，例如科学家、技术公司的CEO等，演绎他们在科技领域中的对话和交流。
写作练习为了提高学生的写作能力，以下是一些写作练习的建议：1.写一篇关于未来科技发展的短文，描述你对未来科技的展望和期待。
2.就某一科技发明或应用写一篇说明文，包括它的定义、特点以及对人类社会的影响。
结语通过本单元的学习，学生将能够更好地理解和应用有关科技的词汇和短语，提高听说读写能力，并且拓宽自己的知识面。
希望本文档能够对老师和学生的教学和学习有所帮助。
《Unite 4 What’s the best movie theater？》教学设计
“U4 What’s the best movie theater？”Section A（1a-2c)教学设计教材内容 :人教版英语八上U4 Section A (1a-2c）教学背景1.教学内容本课是人教社新目标初中英语教材8上Unit 4 ,该单元话题是“Your town”, 功能是“Discuss preferences and make comparisons”；本课是一节“听说课型”，呈现主要话题词汇；在学习策略上，通过听说活动导入比较级这一语言结构。
首先我通过询问学生“Do you like watching movies?”，引入本节课的主题；然后通过一组电影海报，将学生带入“How do you choose a movie theater? ”的话题，借助形容词和副词的呈现，拓展了描述电影院特点、品质的词汇。
在语言技能上，借助形容词和副词的最高级，引导学生对电影院场所、硬件设施等条件进行分析、比较。
通过听力抓关键词，训练学生听力获取关键信息的能力。
通过口语小组操练来正确运用询问和讨论周围公共设施。
单元语法重点项目形容词和副词的最高等级也在语境中自然呈现。
教学重点是帮助学生正确运用形容词和副词的原级和比较等级（特别是最高级），来描述事物。
在情感态度上，培养学生关注居住地附近设施建设并给予2.学生分析本节课针对八年级的学生，他们从小学三年级开始就已经接触英语，经过多年的学习和培养，对英语都已经有了一定的了解，已经掌握了不同程度的英语语言知识和技能。
学生在上一个单元初步了解形容词和副词的比较级，但对形容词和副词的不同等级缺乏系统的学习，学习技能也需要进一步的强化和提升。
教学目标1. 知识目标通过教师自身的情景式导入和与学生互动的问答形式，激发调动学生的求知欲，学习和巩固该话题下的词汇句型，熟练运用所学语言知识。
2. 能力目标通过听前的任务提示与听中聚焦关键信息，学生能掌握听力策略。
9A Unite 4《 TV Programme 》教学设计-优秀教案
1.学生的起点能力：教学是师生的双边活动，教师上课前对学生状况有清楚的了解，在掌握和了解学生的基础上有的放矢地进行教学。
2.从年龄和心理特点来看：九年级学生已值十四五岁，他们有强烈的好奇心和求知欲。但他们的兴奋点往往集中在直观教具或有趣的电视节目上。在上课时，就要紧紧抓住学生这一年龄和心理特征，加强英语教学的直观性和趣味性，提高学生学习的主动性。
年级
九年级
教科书版本及章节
牛津译林版
单元（或主题）教学设计
单元（或主题）名称
9A Unite 4 TV Programme的教学设计
1.单元（或主题）教学设计说明
对于当今社会的人而言，电视在我们的日常生活中起着非常重要的作用，为我们提供了素材多元，形式多样，内容五彩纷呈的节目，也为我们日常生活提供了不可缺少的精神大餐。对于充满好奇，渴求探究的初中生来说，更是他们生活中必不可少的一部分。所以，本单元的话题是很受学生欢迎。Comic strip中Eddie和Hobo的对话以纯正录音和幽默插图的形式点出了本单元学习的要点。TV programmes也是一个非常有利于学生表达与讨论的话题，从情感基调上让学生乐意“亲近”。
A: I prefer/like ...because...
B: Then which is your least favourite TV programme?
A: My least favourite TV programmme is...because...
B: I don't like ...because...
2. Presentation
接着我再运用多媒体来呈现有关电视的词汇和不同种类的电视节目，有的配有音乐，逐步引出生词，直观形象，这样能让语言知识的教学新颖有趣，直观实用。给学生留下深刻的印象。然后，再给学生几分钟来记住这些有关电视的词汇，再完成一个小测试。
高中英语人教版必修4Unit4教案
Unit 4 Body LanguageWarming up and reading白璐璐(一)there dimensional teaching aimsKnowledge and skill:1. Let the students know more about body language.2. Let the students can talk about body language freely.Ability aims:1. Encourage students to think about body language and talk about it.2. Learn to respect other cultures.3. Train students’ speaking ability through individual and group work.Emotional aims:1. To arise students’ interest in learning English.2. Let students have a better understanding of different customs.(二) Teaching important points1. Master language points and can use them to talk about body language.2. Learn to show respect to other cultures.(三) Teaching difficult points1. Talk about body language with partners by using new expressions.2. Have a better understanding of the whole passage.(四) Teaching methods1. Task-based teaching and learning.2. Pair work or group work to make every student learn in class.3. Asking-and- answering activity to help students understand the words andphrases.(五) Teaching aids:Blackboard and PPT(六) Teaching proceduresStep 1 GreetingToday we are going to use a different way to start our class, you guys need look at me and I will do some acting, you guys need do what I want you to do.Step 2 lead-in1. The definition of body language: a form of communication without using anywords.Body language: gesture, eye contact, facial expression, postureStep 3 warming up1. Different ways to meet or partShow some pictures about how to greet and how to say goodbye to each other.2. Do the gestureShow some picture about gesture and give the explanation of its different meanings. Step 4 ReadingTask 1 Fast readingRead the passage carefully and divide the passage into 4 parts. Match the main idea of each part.Para 1 A.Different people have different body language.Para 2&3 B. Summary of body language.Para 4 C. Meet the visitors at the airport.Para 5 D. People from different countries express greetings in differentways.Task 2 careful readingRead the first paragraph carefully and finish the T or F questions( T ) 1. Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year'sinternational students.( F ) 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.( T ) 3. I stood for a minute watching them and then went to greet them.Read the second and third paragraph carefully and match the left with the right column.Mr Garcia (Columbia) Julia Smith (Britain)Darlene Coulon (France) Akria Nagata (Japan)George Cook (Canada) 1.shakes hands and kisses others twiceon each cheek2.approaches others closely andtouches their shoulder and kissesthem on the cheek3.does not stand very close to others ortouch strangers4.bows5.shakes handFind out the two mistakes the writer found in the airport: Mr. Garcia from He approaches Ms Smith(Columbia)________ The firstmistakeJulia Smith from She ______ ________ appearing_________Garcia.a Japanese He ________ to Mr. Cook and his nose _________ Mr.Cook’s _______ ________.The secondmistakeJapanese.Task 3. careful readingListen the rest part carefully and choose the right answer.1.Besides spoken language, people also use “unspoken language” through___.A.physical distanceB. actionsC. postureD. all above2. ___ prefer to bow rather than kiss others on the cheek.A.The FrenchB. The JapaneseC. The AmericanD. The Chinese3. Which countries approach others closely expect___.A. AmericaB. SpainC. ItalyD. England4. Why do we need study international customs?A.avoid difficultiesB. for funC.go to study abroadD. international communicationTask 4 Post readingAnswer the following questions1. “When in Rome, do as the Romans do.” What do you think this famous saying means?This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.2. Did any students have similar greeting customs? If so, which ones?Yes. Tony from Colombia and Darlene from France had a similar greeting custom—a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom—a handshake, but Ahmed shakes hands only with men.Step 5 DiscussionGive a speech about how different countries greet others. Your speech should include the following information.You may start like this:It is my great honor to give you a speech here.As we all know ,not all cultures greet each other the same way. In France, …It’s necessary to learn about some body language, because it can reduce some misunderstanding and avoid difficulties in communications.Step 6 Daily sentencesWhen in Rome, do as the Romans doStep 7 EntertainmentCan you guess what the following gesture from Japan means?Step 8 Homework➢Recite the new words of unit 4 and prepare for next period.➢Finish the exercise I on page 27➢内容总结➢➢。
商务英语口译教程Unite4
Stock market
listening practice
• • • • • • • • • • • 1. wealth 2. financial advisers 3. mutual funds 4. securities 5. stocks 6. debt-based 7. financial share 8. dividend 9. bond 10. maturity 11. repaid
• English-Chinese Interpretation
• 1. 亚洲的股票市场，同美国的主要指数一样，出现了明显的 回落。 • 2.优先股是指继债券持有人之后对公司的收入和资产拥有第 一债券的股票。 • 3. 保罗相信，大体上说，投资中国股票的人仍应保持乐观。 • 4. 一旦公司倒闭，它的净资产将首先在债券持有人中分配， 然后是优先股持有人，最后是普通股票持有人。 • 5. 不过，古德温还是警告说，中国就业市场的任何疲软都会 对该股造成伤害。
Chinese-English Interpretation
• (1) Although it is the first overseas acquisition for Bocom, Chinese financial institutions are not opposed to snapping up assets abroad, having spent a total of $4.8bn on 30 overseas deals in 2014, following $5.1bn in deals in 2013. • (2) The Las Vegas Money Show coincided with a significant pullback both in the US and Chinese stock markets. As such, many of the advisors at the show were focused on the question of whether or not this pullback was simply a correction within a long-term uptrend or the start of a bear market. The advisors appear to be in general agreement that this is a healthy pullback.
英语人教版五年级上册Unite4 partB教案
Unit4 What can you do? B Let’s learn教学设计(B. Let’s learn B. Write and say)一、教学目标1. 能听、说、读、写单词“cook”，“swim”，“ping-pong”和词组“play basketball”，“speak English”，“play ping-pong”。
2. 能够进一步内化“Can you ...?”和“Yes, I can./No, I ca n’t.”等询问他人和表达自己能力的交际用语。
3. 能完成“Write and say”部分的写作任务。
4. 进一步加深学生对自己和同学的了解，培养学生合作学习的意识和态度。
二、教学重难点（一）重点1. 能听、说、读、写单词“cook”，“swim”，“ping-pong”和词组“play basketball”，“speak English”，“play ping-pong”2. 能用句型“Can you ...?”和“Yes, I can./ No, I ca n’t.”做回答练习。
（二）难点1. 写一写自己会做的事情和不会做的事情。
2. “speak＋某种语言”表示“说某种语言”。
三、教学准备1. 教师准备多媒体课件、B. Let’s learn课文情景动画或音频MP3。
四、教学过程Step1：课前热身(Warm-up)1. Greeting.2. Let’s sing: what can you do?3. Catch the plane.Step2：课前预习(Preview)1. Listen and tick: 听听Amy会做什么和不会做什么，并在相应的活动前打勾。
Step3：新课呈现（Presentation）1. B. Let’s learn.(1) 教学新词汇①教师用多媒体课件分别出示烹饪、游泳、打篮球、打乒乓球和说英语的情景，引出单词“cook”，“swim”和词组“play basketball”，“play ping-pong”，“speak English”。
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。
2020-2021学年英语新教材人教版必修第一册学案：UNIT 4 教学知识细解码 Word版含解
姓名，年级：时间：1．survive vi.生存；存活vt.幸存；艰难度过→survivor n．幸存者；生还者→survival n．幸存2．dead adj.无生命的→die vi.死；死亡→death n．死；死亡3．shock n．震惊；令人震惊的事；休克vt.(使）震惊→shocking adj。
令人震惊的→shocked adj。
感到震惊的4．breath n．呼吸→breathe vi。
&vt.呼吸5．revive vt.&vi.复活；（使）苏醒→revival n．振兴;复苏6．unify vi.＆vt.统一；（使）成一体→unite vi。
&vt.团结7．suffer vt。
遭受;蒙受vi。
(因疾病、痛苦、悲伤等)受苦→suffering n．折磨；苦难1．affect vt.影响；深深打动；（疾病)侵袭①From the experience I learned a lot about how the attitude of the leader can affect the members of a team.影响②She was deeply affected by the sad story.深深打动③Influenza(流感） can affect anybody in any age group.侵袭2．shelter n．避难处；居所;庇护vt。
保护；掩蔽 vi。
躲避（风雨或危险)①Trees shelter the house from the wind。
保护②We sat in the shade ，sheltering from the sun。
躲避③He lives in the shelters set up by the government.避难所Words And Phrases知识要点1rescue n．&vt.救援;营救（教材P48)What are the rescue workers and soldiers doing in the flood。
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Unit 4 How do you get to school?【重要词汇概览】◆subway/5sQbweI/n. 地铁，地下火车◆train/treIn/ n. 火车◆minute/5mInIt/n. 分钟◆kilometer/5kIlE9mi:tE/ n. 公里，千米◆quick/kwIk/ adj. 快的，迅速的◆half/hB:f/n. 一半，二分之一◆past/pB:st/prep. 在时间上超过，在......之后，经过◆stop/stCp/n. 车站◆transportation/9trAnspC:5teIFEn/ n. 运送，运输◆north/nC:W/ n. 北部，北方adj. 北部的，北方的◆depend/dI5pend/v. 依靠，依赖◆must/mQst,mEst/aux.v. 必须，一定要◆bicycle/5baIsIkl/ n. 自行车◆ill/Il/adj. 生病的，不健康得◆worry/5wQrI/v. 担心，担忧，焦虑【重要词组概览】◆grow up 长大，成长◆take sb. some time to do sth. 花费某人某些时间去做某事◆in common 共有，相同◆leave for 离开去某地◆travel abroad 去国外旅游◆go down to 延续至；走下去…◆most of 大多数的◆some of 一些◆take the subway 乘坐地铁◆how far 多远◆bus station 汽车站◆bus ride 乘汽车之行◆school bus 校车◆come back 回来◆take the train 乘坐火车◆take the bus 乘坐公共汽车◆get to school 到校◆by boat 乘坐小船◆walk to school 步行去上学◆from ...to... 从......到......◆half past six 六点半◆depend on 依靠，依赖◆be different from 和......不同◆have to 不得不【语法知识聚焦】1. How long does it take ?How long does it take you to get from home to school ?It takes about 25minutes to walk and 10 minutes by bus.It takes sb. some time to do sth. 是固定句型，“花费某人多少时间去做某事”。
take 在这里表示“花费时间”、“占用”、“需要”的意思。
eg.It takes twenty - five minutes . 占用25分钟。
It took the people a lot of time to get to the mountain.人们花了很多时间才到了那座大山。
It takes me twenty minutes to get to school on foot every morning.每天早晨我步行到学校要花费二十分钟。
It will take three hours to finish the work.完成那项工作需要花费三个小时。
动词take还有其他词义，常用的含义及用法如下：1) 拿；握住；抓住The mother took her child by the hand. 母亲拉着孩子的手。
2) 取走，拿走Take this shopping home. 把买的东西拿回家。
The foods here are all free - take any you like. 这里的食品都是免费的,你们随便吃吧。
3) 乘，坐，搭（车、船）Shall we go by bus or take a cab? 我们是乘公共汽车去还是乘出租汽车去?to take a bus to work 乘公共汽车上班4) 吃；喝；服用；吸入Take your medicine. 把药服下。
5) 进行；作；为to take a walk 散步If you don’t take / get more exercise you’ll get fat. 你如果不多锻炼就会发胖。
to take a look around 在附近看看6) 测出，量出Take your temperature. 量一量你的体温。
7) 减掉，去掉If you take 4 from 10, you have 6. 十减去四剩六。
8) 懂得；了解Do you take me? 你懂我的意思吗？9) 持续，花费（时间）Just a minute, it won’t take me long to change.等一下,我很快就可以换好衣服。
This new pain-killer doesn’t take long to act on the pain?这种新止痛药不需要很长时间就能发挥止痛作用。
10) 照像，拍照I had my picture taken this morning. 今天早晨我照了像。
He(or:His face) doesn’t take well. 他不上照。
另外：To get to the hospital takes you half an hour .其中“To get to the hospital”是不定式做主语。
不定式结构就是to + 动词原形。
如：want to play 中“to play”就是不定式。
在上一例句中不定式（划线）部分作主语太长，使句子不平衡。
为了保持句子平衡，我们将它放在句尾。
这时需要一个“形式”主语来代替它放在主语的位置。
那么上一句就应该为：It takes you half an hour to get to the hospital .It为形式主语。
到目前为止我们已经学了几种“it”的用法。
1）表示动物的“它”。
It is a panda .它是个熊猫。
2）表示前边提到过的事情或物。
如：I like the book . It is interesting .3）表示天气。
It is warm . 天很暖和。
4）表示距离：It is ten miles。
距离10英里。
5）作形式主语：It is important to eat a balanced diet .真正的主语是to eat a balanced diet .6）表示时间：It is 8 o’clock .from…to表示“从…到…”from Shanghai to Beijing .从上海到北京。
from和to都是介词。
It is ten miles from home to school . 从学校到家有10英里。
2. How do you get to school ? 你是怎样到学校的。
特殊疑问词How表示“怎么样”get to“到达”。
相当于reach 。
eg.I get to school at 8 o’clock .or：I reach school at 8 o’clock . 我8点到校。
注意get to + 名词，必须有“to”，因为“get”是不及物动词，如get to Beijing。
而“reach”是及物动词，可直接跟宾语，不加“to”只能说reach Beijing。
但是get to后如果跟“there , here , home”这三个副词时，不加“to”。
get there 到达那里get here 到达这里get home 到家此外：arrive也表示到达，后面要加介词in或at，eg.He arrived in London at 3 p.m. 他下午三点到达伦敦。
（同“get to”一样，后跟副词“there , here , home”时介词“in”或“at”不出现。
如：He arrived home yesterday .昨天他到家了。
）3. Then he leaves for school at around half past six .然后他大约6点半时离开去学校。
leave…for…表示离开某地到某地。
for后边跟的地方表示要去的地方而不是离开的地方。
有时离开的地方不提，只提到for后边要到的地方。
如：He left Beijing for Shanghai . 他离开北京到上海。
He left for Shanghai . 他离开去上海了。
（离开哪里没有提，只提到要去的地方）4. In North America , most students go to school on the school bus .在北美，大部分学生们坐校车。
我们说乘公共汽车是by bus。
by和bus中间没有“the”。
表示在车上，用on。
同样，说by train表示乘火车。
如果是在火车上“on the train”。
表示乘坐交通工具时的表示方法：1）用take，表示“乘坐”He takes the train . 他乘火车。
He takes the bus . 他乘公共汽车。
2）用byHe gets to school by bus / train / plane/air / ship / car.他乘公共汽车/火车/飞机/船/小卧车到学校。
By是介词，表示“乘”什么工具，但要注意在by和bus等中间不加冠词“the”。
3）但当我们说步行到哪里时不用介词“by”，而用“on”。
on foot如：He goes to school on foot . 他步行去学校。
此外还可以说成：He walks to school .5. 在美国我们说地铁为subway ；而在英国将地铁称为underground .6. How far is it from your home to school ? 从你家到学校有多远？how far 问路程“多远”；how often 是问频率“间隔多久（一次）”；how long 是问（时间）“持续多久”，常与现在完成时或一般将来时连用。
eg.How far is it from Beijing to Guangzhou? 从北京到广州有多远？How far do you live from school ? 你住的地方离学校有多远？I live 10 miles from school . （我住的地方）离学校有10英里。
7. In China , it depends where you are . 在中国，要由你在哪里来定。
where you are是动词depend的宾语从句。