选修10 Unit 4 Learning efficiently 教案
Unit 4 Learning efficientlyＩ. 单元教学目标The First Period ReadingStep I Warming upGet the students to tell their opinions on the importance of different aspects of English learning. Then tell and appraise Guo Qiang’s habits by reading the given graph. After they are familiar with the topic, they can discuss and compare the habits of themselves with their partners, and make a graph to show their partner’s study habits by interviewing each other.T: How many years have you learnt English?Ss: About nine years.T: In your opinion, what are the important things in learning English?S1: Reading is very important, I think. We keep on practicing reading every day. And by reading we can learn vocabulary and cultures of other countries. And we can learn the ways of writing by reading. What’s more, reading is the most important part in examinations.S2: I believe vocabulary is more important than reading. Only when you remember enough words can you read and write fluently.S3: Grammar is very important, too. We cannot understand articles well if we don’t know the rules.It’s more important to writing.T: You have different opinions, so I believe you allocate your after-school time differently and have different study habits. Let’s see how Guo Qiang allocates his time. Turn to Page 31. Read the graph and discuss the following questions.S4: He thinks reading is the most important in English learning. And he also spends a lot of time on writing, grammar and vocabulary. He pays less attention to speaking and listening. I think he is spending an appropriate amount of time on each aspect. By doing so, he can do better in examinations. I think most of my classmates allocate their time in the same way as Guo Qiang.S5: I don’t think Guo Qiang allocates his time properly. Listening is becoming more and more important. We should spend more time on listening than on grammar. Some of my classmates may have the same habits. But I don’t think it’s the best.T: Good! Do you and your partner have the same learning habits? If your habits are the same, do you think they are the best? Why or why not? If your habits are different from your partner’s, tell whose are better and why. Now please work in pairs and make a graph to show the result.A few minutes later.T: Any volunteer to show us your result?S1: We have the same habits and we believe ours are the best. Both of us pay more attention to reading and writing because we can learn and practise grammar and words at the same time when reading and writing in English.S2: We also have the same habits but we find there are some shortcomings. We spend too much time on vocabulary. We memorize many words, but when we write an article, we both find we can not use them freely and correctly. So I think we should do more writing and speaking.S3: My habits are different from my partner’s. He practices speaking and listening every day but I believe we should read and do more exercises to master grammar. The more articles you read, the better your English will be.Step II Pre-readingGet the students to answer the six questions on Page 31 to think about the techniques they use when they read different kinds of text in Chinese.T: Good habits can help us learn English well. Reading habits are also very important. Can you tell the ways you read different kinds of text in Chinese? Please read the following questions and then tell us the ways you read.After a few minutes.S1: Generally, when I am given a text to read, I read the title first, and look at pictures or graphs if there are any. In this way I can get a general idea of the text. Then I start to read the text in detail. S2: If I don’t know the topic, I just read to learn the concerned information. If I am familiar with the topic, I like thinking about the content.S3: I like reading novels, and I am used to reading them quickly for the first time. Then I will reread the novel to enjoy it, and stop sometimes to think about it. After reading, I will tell others about the story and my ideas about it.S4: Sometimes we only read to get information needed, so we only skim the text looking for key information.S5: When I read the newspaper I first read the titles and stop to read the news I am interested in. To recipe and a cookbook I read carefully and try to remember them.S6: When I read the instruction booklet, I only read what I need to know.Step III While-readingSkimmingFirst get the students to predicate the content of the text according to the title and pictures. Then, students will read the text quickly to get the general idea of the passage and write the headings and sub-headings for the three passages in the correct place. Then help the students to write three sentences to make a poster advising others how to improve their reading skills.T: You have different ways of reading. How to become a good reader?S1: To be a good reader, we should read as much as possible.S2: V ocabulary is very important for a good reader. So try to remember more words and expressions. S3: Read books on different subjects and enlarge our background knowledge.S4: Keep on reading every day.S5: Learn some techniques.T: Excellent! Today we will read a text. The author also tells us his opinions on how to be a good reader. Please read the three pictures and the title and predicate what the author will tell us in the following passage.S1: Picture 1 tells us: if we want to be a good reader, we must practise more. So I think the author will tell us we need do a lot of practice to improve our reading ability.S2: Picture 2 tells us: besides practice, we need to master some techniques.S3: In picture 3 a man is thinking while reading. It tells us when reading a text we need to think over the content.T: OK! Please turn to Page 34 to look at headings to see if your answers are right, and read the text quickly to get the general idea of the passage and write the headings and sub-headings for the three passages in the correct place in the text.Three or four minutes later.T: Any volunteer to tell us your answer?Sample answers:Part 1: Practice makes perfectPart 2: Make your reading practice enjoyablePart 3: Learn the techniques of good readersa. preview the textb. read activelyc. read in different waysd. don’t need to understand every wordPart 4: SummaryT: To make more students know how to improve their reading skills, the author was asked to make a poster. And he could only write three sentences. Suppose you are the author. Work in pairs to write three sentences.S1: I’ll write the three sentences.1. Use the same techniques as good readers do.2. More practice will make a better reader.3. Enjoy the articles you read.S2: I think the three headings are suitable for the poster.S3: I will mention three phrases: right techniques, enjoyable articles and plenty of practice. ScanningGet the students to read the passage quickly and accurately. Teacher gives them a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask them some questions about the text. Check the answers with the whole class, and then explain some sentences or words that the students find hard to understand.T: Reread the text and then complete the following sentences in your own words.Sample answers:1. If there are more than 3% new words on a page of text, you will not be able to read the text easily and so will not enjoy it.2. You will find reading more enjoyable when the subjects interest you or you believe it is useful.3. The key to success in reading is frequent practice plus right techniques.4. Before you start reading a text in detail, you should ask yourself pre-reading questions.5. You will understand what you read better if you have already known something about the subject or the organizing of the text before you start.6. While reading, a good reader thinks about the content and asks questions to make comments in his or her head.7. It’s not necessary to understand every word.8. Learning and practicing efficient techniques will improve our reading.ExplanationT: Now I’ll deal with some language points about the text. Please turn to Page 32. Let’s explain these sentences.1. There are certain techniques you can learn and then it is up to you to practice, practice and practice.In this sentence, “you can learn” modifies “certain techniques”. “It’s up to you to practise, practise and practise ”here means “ it’s your duty to practise and practise”.be up to sb.:(1) be required as a duty or obligation to sb.e.g. It’s up to you to help those in need.It’s not up to you to tell me how to do my job.(2) be left to sb. to decidee.g. An Indian or a Chinese meal? It’s up to you.2. One way to test whether a text is at the right level is to read the first page.The main structure is “ One way is to read the first page”.“To test whether a text is at the right level” is used to modify“one way”. We c an also say one way of testing whether a text is ...3. For other tasks such as finding certain facts you can read much faster, slowing down to read more carefully only when you see a sentence that might be relevant to your task.The sentence means:If we are reading to find certain facts, we can read much faster. If we read a sentence that is relevant to the facts, we read it carefully.Step IV Post-readingAsk the students to read through the text. While reading, pay attention to the writing style and try to grasp the main idea of the text. Then get the students to discuss the best way to read in the given circumstances. Finally the students can retell the techniques of good readers.Passage analyzingT: Now let’s sum up the main idea of the text. You may discuss in groups first and write it out in your exercisebooks.S1: The text provides the readers strategies for becoming a good reader and the techniques of good readers. From the text we know if we want to be a good reader, we must do a lot of practice, make our reading practice enjoyable and learn the techniques of good readers. Also, the writer lists some techniques of good readers, like previewing the text, reading actively and so on. After learning the text we know how to improve our reading.T: Excellent. Who would like to tell us the writing characteristics of the passage?S2: The topic is introduced directly by asking a question “how to become a successful reader”. This is the question the answer to which the students are eager to know. This arouses the interest of readers and leads them into the article. Then the writer shows three strategies for becoming a good reader. In the third part the techniques are introduced one by one in each parallel paragraph. This can help the students understand that these techniques are of equal importance in becoming a good reader. The last paragraph summarizes the text and responds to the title and strengthens the value of the strategies.T: Well done! Who can tell us the writing style of the text?S: The text is an expository that illustrates the strategies of becoming a good reader. The author analyzes the strategies by citing examples and drawing analogy. These methods make the text vivid and practical to the readers.PracticeT: Excellent! Now that you have mastered the techniques of a good reader, please show us the best way to read in the following circumstances. Please write down the steps you would take in the correct order.Suggested answers:1. Find the instruction page(a) and skim the ways.2. Just read the text to find answers to the questions and we needn’t look up the unfamiliar words, or we can guess their meanings from the context.3. Input the key words “Shakespeare and children”. And then you may find some articles about the names of his two children. Then you can skim the articles looking for their names.4. First you should look up the headings and decide which kind you would like to order. Then you can look up the names of the dishes or soup in the column needed.5. Before reading, you can ask yourself questions such as, what do the sub-headings tell me? While reading, think about the content and ask questions or make comments in your mind. For example: I wonder what will happen next. It’s so interesting! After reading, you can think about what you have read and make comments. Or you can talk to others about the novel you read.RetellingT: Good ways! Now we are very familiar with the text. Can you retell the text according to the headings and sub-headings?Suggested answers:How to become a successful reader? As we all know, practice makes perfect. Learning the correct techniques and then practicing them will improve your reading. Of course it’s important to make your reading practice enjoyable. So the text you choose to read should not be too difficult. It’s a better way to choose the text, the subject of which interests you or you believe is useful. Also, we need to learn the techniques of good learners. Before reading, we had better ask ourselves few questions, which will help us understand the text better. While reading, a good reader thinks about the content and asks questions or makes comments in his or her head. And we read different types of text in different ways. We can read every word of the text if necessary. Or we can just look for the key words and slow down to read carefully, when we see a sentence that might be relevant to the task. We always meet some unknown words when reading. Don’t look them up always, as your purpose was to answer the questions. Do follow the strategies and we can all improve reading.Step V HomeworkT: Now it’s time for assignment. Today we have two tasks to finish after class. The first task is Ex. 1 on Page 35. The second one is to write a composition about how to be a good listener. You can turn to LEARNING TIP on Page 40. After reading it, please write your composition, just like the text we learned this period That’s all for today. See you tomorrow.The Second Period Language studyTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语cab, currency, cuisine, acquisition, efficient, manual, adopt, diameter, digest, assess, beneath, wish, require, request, recommend, propose, order, command, insist, suggest, demand, ask, necessary, natural, important, proper, urgentb. 重点句子We wish we would live on the moon.The detective insisted that he should have a look.If we left now, we should arrive in good time.It’s important that he complete the work on time.It was arranged that they leave the following week.2. Ability goals能力目标Enable the students to work out the meaning of words using the context.Enable the students to use subjunctive mood correctly in different situations.3. Learning ability goals 学能目标Help the students learn how to use subjunctive mood correctly in different situations.Help the students learn how to work out the meaning of words using the context.Teaching important points教学重点Use subjunctive mood correctly in different situations.Work out the meaning of words using the context.Teaching difficult points教学难点Use subjunctive mood correctly in different situations.Teaching methods教学方法PracticingTeaching aids教具准备A computer and a projector.Teaching procedures && ways教学过程与方式Step I RevisionT: Last period we learned the strategies for being a good reader. Now who can tell us how to be a good listener?S: How to be a good listener? The first and most important thing is to practise listening as often aspossible. You can watch films and television programmes in English. Holding conversations with your friends is also useful. Besides practice, techniques are also very important. It’s a good idea to use the same techniques as good listeners do. First, it’s not necessary to understand every word. The most important thing is to get a general idea of what’s being said. Second, before you do the listening task, read the questions first so you know the purpose for listening. While listening, think about what you are listening to and how the information relates to what you already know. Besides, you should pay attention to the intonation or the tone of the speaker.Step II Words and expressionsFirst, get the students to practice working out the meaning of words using the context. Then do some practice and play a game to help them master the way.PresentationShow three sentences on the screen to get the students to guess the meaning of the three words.1. Teleportation is a combination of sending information through telephones or the internet and transportation.2. With teleportation, a person or thing is taken apart at point A and put together again at point B.3. So far, scientists have only been able to teleport photons—particles that carry light—and laser beams.T: Please look at the screen. Can you work out the meaning of the words in bold? Please match the word with the best strategy.a. We can use words we already know to guess the meaning of words that mean the same or that have the opposite meaning.b. Some words are made up of parts. We can use the meaning of each part to guess the meaning of the word.c. Some words are explained in the sentence. The explanation is often between commas (,), dashes (—), or brackets ( ).1-b, 2-a, 3-cPracticeT: These are strategies for working out the meaning of the words unknown. Let’s read more sentences and work out the meaning of the words printed in bold. Turn to Page 35, and finish Ex.2.Play a gamePrepare some cards with words on.T: Now I’ll ask two students to come here to play a game. One draws a card and opens it without looking at it himself or herself. And the other tries to explain it in words or body language to help the partner to guess the meaning of the word.Step III Useful structuresPresentationShow the following sentences on the screen.T：1. He suggested that we leave early.2. He suggested that the twins be sent to a ballet school.Are the two sentences right?Ss: Yes.T: Why? Shouldn’t we use left in the first sentence, and were in the second sentence?Ss: We should use the subjunctive mood in the object clause.T: Good! Sometimes, we use subjunctive mood in the object clause.Please read the following examples and summarize when we use subjunctive mood in the object clause.1. I wish I were a bird.2. I wish I had been in Hong Kong last year.3. We wish we would live on the moon.4. The detective insisted that he should have a look.5. The officer ordered that all the soldiers get ready.Ask the students to summary the usage and then show the answer on the screen.虚拟语气在宾语从句中句型一:wish + 宾语从句（不可能实现的愿望）用作动词wish的宾语从句，表示愿望，常省去连词that。
人教版高中英语选修10 Unit 4 Learning effectively Language Learning 课件
Have you had any experiences 01 that make you embarrassed in
learning language?
02 What should we do in such cases according to the text? Do you agree with it?
人教版高中英语选修10 Unit 4 Learning effectively Language Learning 课件
Step IV Transfer & Innovation
【市场分析】
04
【投资回报】
人教版高中英语选修10 Unit 4 Learning effectively Language Learning 课件
1. Adopt
3.Don't expect
5. Motivate
人教版高中英语选修10 Unit 4 Learning effectively Language Learning 课件
4. Make 2. Ignore
6. your other opinions
人教版高中英语选修10 Unit 4 Learning effectively Language Learning 课件
behinning.
4. Make
How many benefits are mentioned in the text about having a native friend? What are they? 1. Have the opportunity to practise and learn new words. 2. Feel comfortable with a friend and will not be afraid to
高中英语人教版选修10Unit4LearningefficientlyLearningaboutLanguage教学设计
It is no pleasure doing sth.的意思是:做某事没有乐趣
2.强调句型强调谓语时,借助”do”的各种形式。
3.强调主语时,注意人称代词的“格”和“主谓一致”。
It was yesterday that I met Tom in the street.
It was in the street that I met Tom yesterday.
★It was ______ he came back from Africa that year ______ he met the girl he would like to marry. (2009,江西)
(that从句用__现在完成时_________时态)
这是我第一次看见这么大的西瓜。
It was the second time that I _had_ been_ to Europe.
(that从句用__过去完成时________时态)
那是我第二次去欧洲
Face to face面对面地face -to –face面对面的
1.扎实掌握词汇与短语句型,提升自己的理解力、记忆力。
2.自主学习,合作探究;学会分析与总结方法,并能学以致用。
3.激情投入,疯狂投入,体验学习的快乐。
重点难点
文章中重点句型
教学过程
【活动】LearningaboutLanguage
I质疑探究,合作探究
1.…it was the first time in a year and a half that I’d seen the night face to face…
Unit 4 Learning efficiently Using Language教学设计
一、教学背景《普通高中英语课程标准（2017年版）》提出指向学科核心素养发展的英语学习活动观。
学习活动是学生实践语言的基本形式。
学习活动应以学生为主体，活动设计应体现由易到难、由浅入深的原则，促使全体学生参与学习活动。
高中英语综合实践课（Using Language）涵盖与单元话题相关的听、说、读、写等各类语言素材，有利于提高和发展学生的听、说、读、写等语言综合运用能力。
二、教学内容本堂课的教学内容为人教版高中《英语》选修10Unit4Learning efficiently综合实践课部分，是本单元教学的第三个课时。
本单元的主题是有效学习策略。
按照学习方式的不同，学习者可以分为三种类型，即视觉型学习者（Visual—learn by seeing）、听觉型学习者（Auditory—learn by hearing）和触觉型学习者（Tactile—learn by using the sense of touch）。
本堂课的中心话题是有效学习策略。
通过本节课的学习，学生要能够给朋友写一封关于提高学习新单词效率的建议信。
三、学情分析本堂课的授课对象为高三（2）班的57名学生。
该班学生学习英语的热情很高，平时刻苦努力，乐于参与学习活动，能积极用英语表达自己的想法和观点。
整体来说，该班学生能用英语通过“读”获取信息、通过“说”和“写”表达思想。
但是，该班学生的英语水平存在较大差异。
因此，学习活动设计分为由易到难的不同层次，促使全体学生都能够参与学习活动，让学生在活动中真正体验和实践语言。
四、教学目标经过本课的学习，学生能够：第一，辨析出自己的学习类型；第二，总结出自己已有的有效学习策略；第三，知道如何写一封建议信（包括建议信的结构、语言表达方式等）；第四，写一封关于如何有效学习英语新单词的回信。
五、教学重难点（一）教学重点能够口头给出学习建议和写一封建议信。
（二）教学难点能够用建议的句型和语言表达方式写一封关于如何有效学习英语新单词的回信。
高中英语：unit4《learning efficiently》教案(新人教版选修10)
新课标英语高三上模块十Unit 4 Learning EfficientlyPeriod 1 ReadingTeaching GoalsⅠ. Teaching aims:1.Enable the students to realize that different language learningstrategies are taken by individuals.2.Introduce to the students several aspects of being a successful andefficient readerⅡ. Teaching important points:Get the students to know how to be a successful and efficient reader and work out a program to improve their readingⅢ. Teaching difficult points:Enable the students to use the information mentioned in the reading part to evaluate their reading and work out an improvement strategic program. Ⅳ. Teaching methods:Cooperative learning, task-based learningⅤ. Teaching aids:A computer, a blackboard, a tape-recordⅥ. Teaching procedures:StepⅠ Lead-in1.Greetings2.Show them a calculation question “ 1+2+3+…+100=?” The students surelywill respond immediately with an answer 5050. Ask them who first worked out the problem in the world with a much easier solution. (A ten-year-old boy (高斯（C.F. Gauss ) worked out the problem assigned by the teacherin a few seconds.）3．Get a conclusion: From this example, we know the significance of method. Right methods can always help improve the efficiency of solving problems. As to our study, we can also apply certain methods or strategies to make ourselves an efficient learner.Step Ⅱ Warming-up1. Assign Exercise 1. Discuss Ss’ answers.1.Set Exercise2.2.Ask Ss to help you make a list on the board of readon for learning English,for example:●to pass an exam●to get into university for further study in English●to read books in English●for travel purposes●to get a better job3.Having written the list, go through the most popular reasons for learningEnglish and ask what skills they will need in order to succeed.4.Assign Exercise 2.5.When Ss have completed their graphs, asks them to discuss with a partnerwhether they consider they are giving the right amount of time to each language area according to their reasons for studying English.Step Ⅲ Reading1.Ask Ss to discuss the six groups of question in Exercise 1. Spend sometime checking their answers and reinforcing the ideas outlined above.2.Set Exercise 2.Step Ⅳ Reading1.Ask the Ss to read the text on their own, keeping in mind that their reasonfor reading the text is to complete the first exercise in Comprehending.In order to discourage Ss from reading in more detail than they need at the end of the exercise, give them a set time for read the passage and complete Exercise 1. Advise them not to look up unknown words in their dictionary, but to underline any they cannot work out the meaning for.2.Ask Ss to finish Exercise 2. They may read the text again if necessary,but only once, before answering the question in Exercie2.3.Ask Ss to read the text once more in pairs or groups according to theirability. And do Exercise 3 & 4.Step Ⅴ Homework1. Ask Ss to go over the text again and underline points they find difficult in the text.2. Ask Ss to evaluate their reading style and work out a program to improve their reading or giving others suggestions how to improve reading efficiency. 新课标英语高三上模块十Unit 4 Learning EfficientlyPeriod 2 Language PointsTeaching GoalsⅠ. Teaching aims:1.Target Languagecentigrade, competent, allocate, booklet, recipe, in detail, slow down, frequent, consult, caption, shabby, rainbow, brewery, acute, bent, cab, currency, cuisine2.Ability goalsEnable Ss to use the new words in the text or passagesEnable Ss to give correspondent definition of each new wordEnable Ss to learn useful strategy to expand their vocabularyⅡ. Teaching important points:Enable Ss to use the new words in contextEnable Ss to give correspondent definition of each new wordEnable Ss to learn useful strategy to expand their vocabularyⅢ. Teaching difficult points:Enable Ss to give correspondent definition of each new wordEnable Ss to learn useful strategy to expand their vocabularyⅣ. Teaching methods:Cooperative learning, task-based learningⅤ. Teaching aids:A computer, a blackboard, a tape-recordedⅥ. Teaching procedures:StepⅠ GreetingsSt epⅡ Lead-inT: Yesterday we read the text on “How to become an efficient Reader”. Do you go through the text again after class? So I’d like ask one Ss to tell us what advices are given in the text.StepⅢ Language points in Reading1.Ask Ss to figure out whether they have difficult points in the readingpassage.2.Answer to them respectively.3.Here are 2 common difficulty points for reference.StepⅣ Discovering useful words and expressions1. Exercise1. First go through the words and their meaning with Ss and ask them to finish the blank-filling within 6 min. Then check the answers.2.Exercise 2. Ask Ss to working out the meaning of words using the context.3.Ex2 on page 25. Ask the Ss to read the text and try to guess the meaningof each bolded words in the context and try to explain them in English.Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong.3. Ex 3 Play a game in pairs, one student gives a definition and anotherstudent guesses the correspondent word.StepⅣ Consolidating ExerciseGo over the Exercises in the workbook if time permits.Step V. HomeworkComplete all the Exercises on page 76 &77.新课标英语高三上模块十Unit 4 Learning EfficientlyPeriod 3 Grammar: Revising of the Subjunctive MoodⅠ. Teaching aims:1.Enable the Ss to grasp the structure and meaning of the Subjunctive Mood2.Enable the Ss to apply the Subjunctive Mood to the contextⅡ. Teaching important points:Enable the Ss to grasp the structure and meaning of the Subjunctive Mood and apply this grammar to detail contextⅢ. Teaching difficult points:The meaning of the Subjunctive Mood and its appliancesⅣ. Teaching methods:Inductive and deductive methods, task-based learning and cooperative learningⅤ. Teaching aids:A computer, a blackboardⅥ. Teaching procedures:Step I Lead in1.List three sentences on the screen.1) If I were Andy Lou, I would be in Hong Kong now.2) I wish I were a millionaire.3 )We suggest that everyone should help the AIDS patients.Ask Ss in what kind of circumstance do we use the Subjunctive Mood.虚拟语气是一种特殊的动词形式(verb structure)，用来表示说话人所说的话不是一个事实(fact)，而只是一种假设(hypotheses ) 愿望(wishes)、建议(suggestion) 或怀疑doubt等等。
高中英语 Unit4 Learning efficiently阅读课教案 新人教版
课例2激趣导入、深层教学——《NSE Book 10 Module4Learning Efficiently》本节课的内容是人民教育出版的NSE高中教材选修10第四单元的Reading 部分，本单元的话题是语言学习策略，即通过如何改善听说读写的技能来使学习更加有效。
本节课是单元的阅读课，教材以典型的说明文的文体呈现，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时，了解说明文篇章结构和写作特点，为下一步进行说明文的写作教学做好准备。
本节课为高三上学期的教材内容，尽管学生通过高一、高二的英语学习已经掌握了一定的阅读方法和技巧，但对于不同文体和体裁的英语文章所应用的阅读方法和策略仍不够熟练，本节课的主要目的就是侧重训练学生应用恰当和有效地阅读方法及策略来培养和提升学生阅读说明文的能力。
并在对文章充分理解的基础上，把握说明文的语言特点、篇章结构及写作技巧。
〔一〕知识目标1、初步理解、掌握课文中关于学习策略的等方面的词语，学习分析课文中的长难句子，初步感知课文中出现的的本单元要学的语法现象。
2、了解英语空间性说明文的写法，能运用已有知识和新学词汇，从地理、历史、人文方面介绍某一个区域。
〔二〕技能目标1、学会运用课文中提到的有效的阅读方法2、能理解文章主旨大意，获取信息、处理信息、进行推理判断和表达的能力。
3、形成分析篇章结构的能力，提升逻辑思维能力4.能根据说明文的基本篇章框架写出符合逻辑的文章。
〔三〕策略目标1、能使用速读、略读、查读、预测、猜测词义等阅读策略2、能利用每段的内容概括段落大意。
3、利用联想、推理和归纳等手段分析和解决问题。
〔四〕情感态度目标通过阅读策略和方法的学习，增强学生的学习自信心和积极性方法选择1、整体教学法2、体裁教学法3、导、读、练的教学模式教学流程Pre-reading环节一：Leading-inActivity: Talkingabout GaussThe teacher presents the famous example of Little Gauss and get the students to discuss this example and thenbrings upthe topic “How to Learn Efficiently?〞1＋2＋3…＋100＝?C.F. Gauss(高斯), the great German mathematician(数学家) worked out the problem with an easier method in a few seconds at the age of ten.1＋100 ，2＋99，3＋98，……49＋52，50＋51altogether 50 pairsSo : 101×50＝5050[设计意图]这个活动以具体的实例展示了有效学习的良好效果，学生们对这道著名的数学题都非常熟悉。
高中英语Unit 4 Learning efficiently 词语学习人教版选修10 教案
Unit 4 Learning efficientlyPart Two: Teaching ResourcesSection 3: Words and expressions from Unit 4 Learning efficientlyefficientadj. doing sth well and thoroughly with no waste of time, money, or energy: an efficient secretary efficient heating equipment the efficient use of energy We offer a fast, friendly and efficient service. As we get older, our bodies become less efficient at burning up calories. fuel-efficient cars (= that do not use much fuel)endeavournoun [U, C] (formal) an attempt to do sth, especially sth new or difficult: Please make every endeavour to arrive on time. advances in the field of scientific endeavour The manager is expected to use his or her best endeavours to promote the artist’s career. The public bombarded the company with complaints in an endeavour to have the price increases revoked. verb [v to inf] (formal) to try very hard to do sth; strive: I will endeavour to do my best for my country.competentadj. ~ (to do sth)1. having enough skill or knowledge to do sth well or to the necessary standard: Make sure the firm is competent to carry out the work. He’s very competent in his work. I don’t feel competent to comment.2. having the power to decide sth: the case was referred to a competent authoritydigestverb1. when you digest food, or it digests, it is changed into substances that your body can use: [vn] Humans cannot digest plants such as grass. [v] You should allow a little time after a meal for the food to digest.2. [vn] to think about sth so that you fully understand it: He paused, waiting for her to digest the information.noun a short report containing the most important facts of a longer report or piece of writing; a collection of short reports: a monthly news digestadopt verbCHILD1.to take sb else’s child into your family and become its legal parent(s): [v] a campaign to encourage childless couples to adopt [vn] to adopt a child She was forced to have her baby adopted.METHOD2. [vn] to start to use a particular method or to show a particular attitude towards sb/sth: All three teams adopted different approaches to the problem.SUGGESTION3. [vn] to formally accept a suggestion or policy by voting: to adopt a resolution The council is expected to adopt the new policy at its next meeting.NEW NAME / COUNTRY4. [vn] to choose a new name, a country, a custom, etc. and begin to use it as your own: to adopt a name / title / language Early Christians in Europe adopted many of the practices of the older, pagan religions.WAY OF BEHA VING5. [vn] (formal) to use a particular manner, way of speaking, expression, etc.: He adopted an air of indifference. CANDIDATE6 [vn] ~ sb (as sth) (BrE, politics) to choose sb as a candidate in an election or as a representative: She was adopted as parliamentary candidate for Wood Green.previewnoun1. an occasion at which you can see a film/movie, a show, etc. before it is shown to the general public: a press preview (= for journalists only) a special preview of our winter fashion collection2. a description in a newspaper or a magazine that tells you about a film/movie, a television programme, etc. before it is shown to the public: Turn to page 12 for a preview of next week’s programmes.verb [vn]1. to see a film/movie, a television programme, etc. before it is shown to the general public and write an account of it for a newspaper or magazine: The exhibition was previewed in last week’s issue.2. (especially NAmE) to give sb a short accountof sth that is going to happen, be studied, etc.: The professor previewed the course for us.frequentadj. happening or doing sth often: He is a frequent visitor to this country. Her calls became less frequent. There is a frequent bus service into the centre of town. How frequent is this word (= how often does it occur in the language)?verb [vn] (formal) to visit a particular place often: We met in a local bar much frequented by students. less frequented roadsassessverb1. ~ sb/sth (as sth) to make a judgement about the nature or quality of sb/sth: [vn] It’s difficult to assess the effects of these changes. to assess a patient’s needs Interviews allow you to assess the suitability of candidates. The young men were assessed a s either safe or unsafe drivers. I’d assess your chances as low. [v wh-] The committee assesses whether a building is worth preserving. We are trying to assess how well the system works.2. [vn] ~ sth (at sth) to calculate the amount or value of sth; estimate: They have assessed the amount of compensation to be paid. Damage to the building was assessed at £40 000.consultverb1. ~ sb (about sth) to go to sb for information or advice: [vn] If the pain continues, consult your doctor. Have you consulted your lawyer about this? [v] a consulting engineer (= one who has expert knowledge and gives advice)2. ~ (with) sb (about / on sth) to discuss sth with sb to get their permission for sth, or to help you make a decision:[vn] You shouldn’t have done it without consulting me. I expect to be consulted about major issues. [v] I need to consult with my colleagues on the proposals.3. [vn] to look in or at sth to get information; refer to: He consulted the manual.shabbyadj. (shabbier, shabbiest)1. (of buildings, clothes, objects, etc.) in poor condition because they have been used a lot; scruffy: The outside of the house was beginning to look shabby. She wore shabby old jeans and a T-shirt.2. (of a person) badly dressed in clothes that have been worn a lot; scruffy: The old man was shabby and unkempt.3. (of behaviour) unfair or unreasonable; shoddy: She tried to make up for her shabby treatment of him. a shabby affair It was a shabby way to treat visitors. shabbily adv.: shabbily dressed I think you were very shabbily treated.acuteadj.1. very serious or severe: There is an acute shortage of water. acute pain the world’s acute environmental problems Competition for jobs is acute. The scandal was an acute embarrassment for the President.2. an acute illness is one that has quickly become severe and dangerous: acute appendicitis3. (of the senses) very sensitive and well developed: Dogs have an acute sense of smell.4. intelligent and quick to notice and understand things: He is an acute observer of the social scene. Her judgement is acute.currencynoun (pl. -ies)1. [C, U] the system of money that a country uses:trading in foreign currencies a single European currency You’ll need some cash in local currency but you can also use your credit card. hard currency.2. [U] the fact that sth is used or accepted by a lot of people: The term ‘post-industrial’ now has wi de currency. The qualification has gained currency all over the world.acquisitionnoun1. [U] the act of getting sth, especially knowledge, a skill, etc.: theories of child language acquisition2. [C] something that sb buys to add to what they already own, usually sth valuable: His latest acquisition is a racehorse. The money will be spent on acquisitions for the university library.3. [C, U] (business) a company, piece of land, etc. bought by sb, especially another company; the act of buying it: They have made acquisitions in several EU countries. the acquisition of shares by employees The group has announced its first overseas acquisition: a successful software company.resembleverb [vn] [no passive] (not used in the progressive tenses) to look like or be similar to another person or thing: She closely resembles her sister. So many hotels resemble each other. The plant resembles grass in appearancetendverb1. [v to inf] to be likely to do sth or to happen in a particular way because this is what often or usually happens: Women tendto live longer than men. When I’m tired, I tend to make mistakes. It tends to get very cold here in the winter. People ten d to think that the problem will never affect them. 2. [v] ~ (to / towards sth) to take a particular direction or often have a particular quality: His views tend towards the extreme. Prices have tended downwards over recent years. 3. ~ (to) sb/sth to care for sb/sth: [vn] a shepherd tending his sheep. Doctors and nurses tended the injured. well-tended gardens [v] Ambulance crews were tending to the injured.4. [vn] (NAmE) to serve customers in a store, bar, etc.: He had a job tending bar in San Francisco.messyadj. (messier, messiest)1. dirty and/or untidy: The house was always messy. The children got really messy playing in the woods.2. making sb/sth dirty and/or untidy: It was a messy job.3. (of a situation) unpleasant, confused or difficult to deal with: The divorce was painful and messy.tiresomeadj. making you feel annoyed annoying: Buying a house can be a very tiresome business. The children were being very tiresome. I developed a tiresome cough that kept me awake all night.vagueadj. (vaguer, vaguest)1.not clear in a person’s mind: to have a vague impression / memory / recollection of sth They had only a vague idea where the place was.2. ~ (about sth) not having or giving enough information or details about sth: She’s a little vague a bout her plans for next year. The politicians made vague promises about tax cuts. He was accused of being deliberately vague. We had only a vague description of the attacker. He outlined the policy in vague terms.3.(of a person’s behaviour) suggesting a lack of clear thought or attention; absent-minded: His vague manner concealed a brilliant mind.4. not having a clear shape; indistinct: In the darkness they could see the vague outline of a church.concreteadj.1. made of concrete: a concrete floor2. based on facts, not on ideas or guesses:concrete evidence / proposals / proof ‘It’s only a suspicion,’ she said, ‘nothing concrete.’ It is easier to think in concrete terms rather than in the abstract.noun [U] building material that is made by mixing together cement, sand, small stones and water: a slab of concrete The pathway is formed from large pebbles set in concrete.verb [vn] ~ sth (over) to cover sth with concrete: The garden had been concreted over.。
人教版高中英语选修十 Unit 4 Learning Efficiently 全单元教案设计
Unit 4 Learning efficiently本单元的中心话题是语言学习策略，如何改进听、说、读、写的技能，内容涉及“如何成为一名成功的阅读者”、“怎样学得更好”等。
本单元的语言技能和语言知识也都是围绕这个话题设计。
本单元涉及的要点：1）学习了解语言学习策略，包括如何改进听、说、读、写的技能2）复习并掌握表“劝告与建议”的用语3）学习本单元词汇4）复习并掌握虚拟语气的用法Period One: Warming upTeaching Goal：1.to get students to reflect their way of learning English2.to arouse students’ interest on the topicTeaching Procedures:Step1. Ask Ss to think about how they learn English in after-school time, such as how to learn vocabulary, grammar etc, and how to allocate time to each aspect. And, Let them reflect: is it effective way for learning?Step2.Let Ss ask their partner the same question, compare the answers, and make reflection.Step3. Ss are asked to look at the graph which shows how much after-school time Guo Qiang allocates to practicing English.In groups discuss these questions:❝What does the graph tell you the study habit of Guo Qiang?❝Do you think Guo Qiang is spending an appropriate amount of time on each aspect of English?Step 4. Go on group discussion by ask Ss to share:❝Do you know someone who are learning English effectively？❝What are their effective ways to learn English?Step 5. Homework：Surf on line or look up in relevant books to collect effective ways of learning a foreign language. Share them with your classmates.Period Two: Reading ITeaching goal:1.to get students to reflect on their own reading habits2.to get students to know how to become a successful readerTeaching Procedures:Reading (step 4-6)Comprehending (step 7-9)Step1. Let Ss suppose that this book Harry Potter is given to them as a birthday gift. Then think about how you are going to read it. Ss can answer this question by selecting :❝Start from the very beginning❝Start by looking at the headings❝Start by looking at the illustrated pictures❝Read it as quickly as I can❝Read it slowly so that I can get every detailsStep2. Ask students:What if reading the newspaper? Do you read it in the same way as you readHarry Potter?Answers may vary.Step 3. Let Ss suppose just bought a new DV. Ask them the question: Will you read the instruction booklet from beginning to end or just look at the part you need? These steps are designed in order to remind Ss that different reading materials may demand different reading strategies.Step 4. Ask Ss to predict what the passage is talking about by look at the headings and subheadings at exe.1 page 34.Step 5. Ask Ss to do the reading and write the headings in the correct place. In this process, Ss can discuss with partner. Then, the teacher check the answer with the class, and the outline of the text is clear:1. _____________________________2. _____________________________3. _____________________________a. ____________________________b. ____________________________c. ____________________________d._____________________________4. _____________________________Step 6. Ss are required to read the text in detail, and check these reading habits right or wrong.❝Predict what is going to read in the text. R❝Thinking and make comments while reading. R❝Read all materials in the same speed. W❝Look up unknown words or phrases immediately. WStep 7. Time to check Ss’ comprehension:Ss r ead the text, and answer these questions.1)How to judge if a text is suitable for you to read?2)When will you find reading more enjoyable according to the text?3)What will help you understand the text better?Suggested answer:1)If there are more than 3% new words on a page of a text, you will find the textdifficult and not suitable for you to read.2)When you read things you are interested in or you find useful you will findreading enjoyable.3)You will understand what you read better if you already know somethingabout the content.Step 8.Ss are supposed to work in groups and discuss the best way to read in the following circumstances based on understanding of the text.❝You don’t know how to set up your computer; you have to read the owner’s manual.❝You are in an exam. You must read a text and answer the questions about it. Suggested answer:❝For the first circumstance:Find the specific section that tell you how to set up the computer according to the contents table. Then read this section step by step.❝For the second circumstance:First look at the questions. Underline the concerning part while reading. Then read the questions again and scan the text to find answers.Step 9. Pair discussion:❝Do you know what practice makes perfect means? Can you give some examples?❝What kind of reader are you? Are you an effective reader?Step 10. Homework: Make a poster advising students how to improve reading skills. Share it with your classmates.Period Three: Learning About Language(Language points & exercise)Teaching Goal：1. to sum up the new language points for students2to review the subjunctive mood3to enable students to grasp the language points through exerciseTeaching Procedures:Step 1. New words and expressions1)allocatevt.分配，分派，把…拨给allocate funds for new projects为新计划拨出经费You should allocate the same amount of time to each question.你应该对每个问题分配相同的时间。
高中英语 Unit 4 Learning efficiently单元教案 新人教版选修10
Unit 4 Learning efficiently（一）教材分析：本单元的中心话题是“语言学习策略，如何改进听、说、读、写的技能”，内容涉及“如何成为一名成功的阅读者”、“你怎样才能学得更好”、“适用各类人群的学习技巧”、“讨论阅读训练的最佳方法”、“介绍一种新的学习技巧”、“提出建议，改进学习方法” 等。
语言技能和语言知识都是围绕这一中心设计的。
热身（Warming-up）部分由两个练习组成：练习1是一张图表，显示某学生课外学习英语时间分配情况，即用于听、说、读、写、语法、词汇的时间比例。
要求学生参照图表分组讨论三个问题：图表对该学生的学习习惯做了哪些介绍；对该学生课外英语学习的时间安排提出看法；如果对本班同学的调查是否会取得同样结果。
教师应当结合这个表格引导学生反思自己学习英语学习观念是否有积极意义。
练习2是两人小组活动，要求学生相互采访同伴的英语学习习惯，并将结果绘成图表。
读前部分有两个练习，，主要讨论阅读技巧。
练习1是让学生先考虑一下自己阅读汉语的习惯、技巧，并列出六个方面的与此相关的问题帮助学生思考。
练习2是让学生阅读“理解”部分的第一个练习“阅读”部分的标题和图片，要求两人一组讨论课文对“阅读”这一话题会说些什么。
目的是预测阅读内容，抓住阅读要点。
阅读部分上一篇说明文，话题是“如何成为一名成功的阅读者”。
内容涉及以下方面：1）多读、多练习、熟能生巧。
2）享受阅读练习中的乐趣。
3）学会良好的阅读方法，即预测阅读内容、主动阅读、依阅读目的确定阅读方式、学会依据上下文猜测词义。
4）结论是用适当的方法通过大量的练习，我们就能提高阅读能力。
“语言学习”部分由词汇和语法两部分组成。
词汇部分练习有三项练习。
练习1要求学生能理解本课重要词语的意义，并运用到新的语境中去。
练习2设置了九个句子，要求学生能够根据上下文的内容确定句中黑体词的意思。
这个练习用来训练学生判断和猜测词义的能力，进一步让学生消化课文中第三段 d小节的有关内容。
湖北省宜昌市第一中学高二英语教学设计： 选修十 Unit 4 Learning efficientl
Teaching Plan InterpretationSubjunctive Mood---------by ZhengXiaohui Yichang No 1 Senior Middle school Teaching objectives：1. To enable the students to have a better understanding of the definition of Subjunctive Mood.2. To get the students master the structure and usage of the Subjunctive Mood.3. To enable the students to use the Subjunctive Mood in certain situations with in different tenses correctly.Key point: To get the students master the structure and usage of the Subjunctive Mood.Difficult point: To enable the students to use the Subjunctive Mood in certain situations with in di fferent tenses correctly.Teaching method: Task-Based Language teaching method Teaching aids: ppt and a blackboard Teaching procedures:Step 1:Lead-inGood morning everyone! Well, with College Entrance Exam drawing near, are you busy? Every day you have to finish a pile of exam papers. You are busy preparing for the exam. If you were fre e now, what would you want to do?Step 2: DiscoverySs are supposed to compare two sentences I mentioned and know the difference between a fa ct and a wish. Compare and find the difference, Is it a fact or a wish?1We are busy preparing for the exam. (a fact)2If we were free now, we would do whatever we want to do. (a wish) Definition of the Subjunct ive Mood.Step 3: Summary and practiceIn the following parts, Ss are required to summarize the grammatical rules of subjunctive mood by reading three groups of sentences given by the teacher. Then three different kinds of exercise ar e prepared for them to practice the rules they have reviewedTask 1: Review subjunctive mood in if clause and do some practiceIf I lived near school, I would go to school on foot every day.If you had worked hard last month, you would have got satisfactory results in the monthly exaJack: Rose1.If I ______________ (not win) the ticket, I wouldn't have been on board. If I hadn't been on boar d, I _________________ (not meet) you.2.If I _____________ (not meet) you, I ____________________ (not find) the love of my life. So winning that ticket was the luckiest thing that had happened to me. Rose: Jack3.If we ___________ (live), we should live a happy life.4. If we both_____ (live), nothing would separate us in the future.5. If we both _________ (live) tomorrow, it would be the most unforgettable memory.My friends couldn’t understand me; otherwise I wouldn’t have quarreled with him.Without parents, there would be no one forcing us to study.Guessing game.Use the sentence pattern: He/she/it …….without…… to prepare more sentences for other grou ps to guess who he/ she is? Or what it is?How I wish I were education minister.How I wish I had not been so strict with you before.Make up sentences by using given words according to the pictures.Task two: Practice makes perfectRead the following sentences, and try to fill in the blanks with the proper form of the given w ords or correct the sentence.1If Mr. De Way _______ (be) present, he would have offered any possible assistance to the people there.2 If I were in your position, I wouldn’t have done that silly thing.3 If he ________ (act) like that again, he would be fired immediately4 But for the help of my English teacher, I wouldn’t win the first prize in the English writing comp etition.5 They were abroad during the months when we were carrying out the investigation, otherwise the y_______________ (come) to our help.6 Without air, there _________ (be) no life on the earth7 It was John who broke the window. Why are you talking to me as if I________ (do) it?8 We would rather our daughter______ (stay) at home with us, but it is her choice, and she is not a child any longer.9 He wishes he ________(study) French instead of Japanese when he was in the college..Step 4: WritingSs are required to write a short passage about their life by using subjunctive mood based on the previous revision task.Step 5: ConsolidationTime permitting, after sharing their classmates’ wishes, they are required to appreciate an articleand understand there are not so many ifs in our life. Only when we live today to the fullest, can w e realize our ambition.Step 6: HomeworkAssign Ss to do some exercise related to subjunctive mood.。
高中英语选修十 Unit 4 Learning efficiently 教案
高三英语选修十Unit 4 Learning efficiently 教案一．学习目标1，通过阅读本单元的文章培养大家良好的阅读习惯，同时促进大家对英语高考文章的阅读兴趣，掌握一定的阅读技巧。
2，巩固所学的知识，开拓新的视野。
二．学习重点和难点学习重点1，对于文章的理解，尤其是与文章相关练习的积极处理。
2，掌握重点单词和词组的使用学习难点虚拟语气的复习及应用三．学习过程本单元分需要三个课时完成，第一课时：阅读文章，做相应习题第二课时：学习并应用文章中的词语和句式第三课时：语法复习第一课时课前预习P108-109 本单元的词语1，了解P34 练习题1 的要求之后阅读课文How to become a successful reader, 并完成该练习的任务。
2，完成P34练习题2和练习题33，完成P35 1至3 题4，阅读36到38页，了解自己的阅读倾向第二课时词语的学习(1) I tend to see pictures in my mind when I am reading or listening.tend v ，倾向（词义）短语tend to do something “易于，往往会做某事”；[例句展示] People tend to need less sleep as they get older.She tends to get angry when others disagree with her.对比：①trend作名词“(海岸、河流、山脉等)走向，某事的发展潮流、方向、趋势”；②intend to do sth“打算、想要”。
[例句展示]A lot of the students here don’t think for themselves, they just follow the latest trends.I’ve made a mistake, though I didn’t intend to.【高考模拟】What’s wrong with Lucy these days, she _____ angry when her classmates just play some jokes.A. tends to getB. tends gettingC. trends getD. trends getting(2) Some methods of reading are more efficient than others, so it is a good idea to use the same techniques as good readers do.efficient, adj _效率高的，有能力的（词义）adv __efficiently__ n efficiency对比：effective _产生预期结果的，有效的（词义）选词填空This is a highly _____________ new heating system. (efficient)The improvements in _______________ have been shocking. (efficiency)Unit 4 is about how to study ___________________. (efficiently)The medicine is quite _________________ on the patient. (effective)【试题链接】1. The secret of his success is that he does everything ______. (2002年上海卷)A. efficientlyB. curiouslyC. anxiouslyD. sufficiently2. I have worked with him for some time and have found that he is _____ than John.（2004年上海卷）A. more efficiently a worker B. a more efficient workerC. more an efficient workerD. a worker more efficiently【高考模拟】The new secretary is a quick and _____ worker, and the boss is quite satisfied with her.A. effectiveB. efficientC. affectiveD. artificial(3)Tick only the statements that you think resemble your situation.resemble vt : to be similar to sb or sth , or look like(不用于进行时或被动语态)n resemblance 类似，相似Tom closely resembles his father.= Tom bears a resemblance to his father.(4) When you start reading the text in detail, do you think about the content?In detail 详细地（词义）回顾：detail n 细节，详情details, n, 详细情况，详细资料detail ,vt, 详述detailed ,adj , 详细的，详尽的(5) There are certain techniques you can learn and then it’s up to you to practice, practice and practice.It’s up to sb: It’s sb’s responsibility or duty.取决于某人，在于某人，该由……负责[例句展示]①A: Shall we go out?B: It’s up to you.② I can’t take the decision. It’s not up to me.Up to 还有许多其他的词义，根据下列句意猜测该词组的具体词义1 ) Every has his part to play, from the office boy up to the President. 直到2 ) They worked here up to the last minute.直到3) Up to ten people can sleep in this tent.多达4) If your goods are up to the sample, they will certainly sell well in the market。