高中英语Unit 4 Learning efficiently-learning about language
高中英语 Unit 4 Learning efficiently Section Ⅲ Learnin
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Unit 4Section ⅢLearning about Language ＆ Using Language Ⅰ.单词拼写1。
Through the fog we saw the ________（不清楚的) outline of a ship。
答案：vague2．Have you any ________(具体的) suggestions on how to deal with these difficulties？答案: concrete3. The workers only make ________(部件) for that kind of cars。
答案：components4．Only the students majoring in English take the ________（口头的) examination。
人教版高中英语选修10 Unit 4《Learning efficiently》(第1课时)ppt课件
K课前学习 EQIAN XUEXI
K 课堂深入 ETANG SHENRU
12 3 4 5 6 7 8
④What advantages do you think will enable you to be competent at the position in the future?
你认为你有哪些有利的条件来胜任将来的职位? 短语:be competent at sth 意义:在……方面有能力
有某些技巧可供你学习,然后就要靠你自己去练习、练习、再练习。
考点:up to sb 取决于某人,在于……
①It’s up to him to decide. 这由他来决定。
考点延伸阅读下列句子,指出 up to 的其他意义
②What have you been up to lately? 你最近在忙什么? 意义:忙于 ③The manager is well up to his work. 经理十分胜任他的工作。 意义:有某种能力的,胜任
j.to judge the quality or worth of,to evaluate
答案:1.d 2.f 3.a 4.c 5.j 6.e 7.b 8.i 9.h 10.g
一二三四
K课前学习 EQIAN XUEXI
K课堂深入 ETANG SHENRU
二、英汉互译
1.apply to 2.查询,查阅 3.slow down 4.详细地 5.以及,又,也 答案:1.适用于 2.look up
2)阅读下列句子,指出黑体词的词性和含义
⑤No one doubts her competence as a teacher. 谁也不怀疑她能胜任教师工作。 词性:名词 含义:能力;胜任;本领
高中英语 Unit 4 Learning efficiently Period 2 Learni
She
rather
the details of the incident.
③他在面试中表现得滑稽可笑。 The interview made him look 答案 ①so vague that ．
②was；vague about
③vaguely ridiculous
6．component
(1)n.(机器、设备等的)构成要素；零件；成分[C] A computer consists of thousands of components. 电脑由成千上万个部件组成。 Air force is an important component of national defense.
tiring adj.令人疲倦的(多指工作、旅行等事物)
some 是一种后缀形式，用于构成形容词。
troublesome 令人烦恼的；麻烦的 quarrelsome 好争吵的 handsome 英俊的
【完成句子】
①卖房子有时候是很麻烦的事。 Selling houses can be ②孩子们那时很讨人厌。 The children were ． ．
look like 看起来像
be similar to... 和……类似
【温馨提示】 resemble 不能用于进行时态中，也无被动语态。 resemble 是及物动词，本身已含有“与……相似”的意思， 故不必加多余的 with。
【完成句子】
①对这两种植物我看不出有什么相似的地方。
I can't find out the these two types of plants.
①resemblance between
③alike/similar ④is similar
高中英语Unit4《Learningefficiently》教案(1)(新人教版选修10)
英语：Unit4《Learning efficiently》教案（1）（新人教版选修10）三点剖析单词·典句·考点【经典例句】 The same principle applies to competent readers.同一种原则适用于有能力的读者。
【考点聚焦】 1）常用搭配：be competent for/at/in/to do sth. 有能力做某事2）其名词形式：competence n. 能力、胜任、本领【经典例句】 See how many of the questions beneath the sentences you can answer.看一看你能答出句子下面多少个问题。
【考点聚焦】 1)beneath作介词和副词。
它和below,under相近，below表示“比……低的”。
其反义词是above;under表示“在……的正下方”，其反义词是over;beneath意思是“在某物体的底部与该物体是相连接的”。
2)注意下面的词组:beneath attention 不值得注意;beneath contempt 极其可鄙【活学活用】 1.用beneath,below，under填空1)The valley lay __________.答案：beneath2)Today’s temperature is 10 degrees centigrade __________ zero.高考学习网答案：below3)I can recognize my chair by checking my name written __________ it.答案：beneath4)There is a boat __________ the bridge.答案：under【经典例句】One way to know what techniques to use is to study the techniques that good readers use and then adopt them in your own reading.了解使用什么样的技巧的一个办法是研究优秀读者所运用的技巧，然后在你的阅读中采用。
高中英语Unit 4 Learning efficiently篇章分析
Part Two: Teaching Resources
Section 1: Discourse studiesofHOWTO BECOME A SUCCESSFUL READER
1. T
HOW TO BECOME A SUCCESSFUL READER
Part 2
The same principle applies to competent readers.
Reading will also be more enjoyable if the subject interests you or you believe it is useful.
↓
Part 3
It is much easier to understand a text if youalready know something about the subject or the organization of the text before you start.
While reading, a good reader thinks about the content and asksquestions or makes ห้องสมุดไป่ตู้omments in his or her head.
Think about the way you read different types of text in yourown language.
As your purpose for reading sentences was to answerquestions, you can achieve your purpose even though you probably don’t know what some of the words mean.
高中英语 Unit 4 Learning efficiently Section Ⅰ Re
Unit 4 Learning efficiently书是人类最好的朋友，但是你知道如何享受读书的乐趣吗？Find a book.Look in the library or in one ofthe larger bookstores. You could also ask friendsif you could check out their bookshelves. Searchthe shelves until you find a book that looks good.Read the first page to see how it reads, and the cover text at the back of the book if it has any.If you find yourself already engrossed(全神贯注的), then buy it or check it out.Buy or borrow it and take it home.Do not start to read it until you have the time.If you have to rush reading, because you have to do homework, or prepare dinner, it is best to wait until you are done.Set aside time to do nothing else but read, as it can be at times suspenseful, exciting and relaxing.Settle into a comfortable chair or couch.Havea lamp on the back of you, lighting the area whereyou are reading.So that you do not have to get upsoon after starting to read, make sure you havebrought coffee，candy, popcorn, or any other refreshments you might want to have.Make sure the television is off and anything that could distract you is attended to.Take thephone off the hook, put earplugs in or ear defenders on.Get warm if you're going to be sitting still for a few hours.Be calm and alert.You should be alert and your mind should be calm before you begin to read.Otherwise, your mind will wander.Start the book by turning the pages.Do not think about anything else, but what you're reading.Put yourself into the action or location within the story.Once you get totally engrossed, it will be difficult to put the book down.Read and really enjoy it.Reading is not running your eyes over a book.Read it actively and enjoy it completely.However, if you need to, read out the book fast, then you do not need to pay attention to every word.1．Why should you read a book unless you set aside time to do nothing but read?_____________________________________________________ _______________________________________________________________ __________2．Why should you be calm and alert when reading?_____________________________________________________ _______________________________________________________________ __________【答案】1．Because it can be at times suspenseful, exciting and relaxing.2．Because if not，your mind will wander.Section ⅠReadi ng (Warming Up, Prereading，Reading &Comprehending)Ⅰ.根据英语释义写出相应单词1．________ adj. working well and without waste2．________ n. attempt or effort3．________ adj. having the ability or skill to do what is needed4．________ vt. to change food that you have just eaten into substances that your body can use5．________ vt. to take and use as one's own；to take sb.into one's family, esp. as one's child6．________ vt. to prepare lessons before class7．________ adj. happening often8．________ vt. to judge the quality or worth of；to evaluate9．________ vt. to go to (a person, book, etc.) forinformation, advice, etc.【答案】 1.efficient 2.endeavour petent 4．digest 5.adopt 6.preview7.frequent 8．assess 9.consultⅡ.根据所给短语完成句子2．Can you describe the earthquake ________ to me?3．His nationality ________whether he's a good teacher.4．Newton's law of motion ________ all things on the earth.5．Be more tolerant, never ________ over such unimportant matters.【答案】 1.up to 2.in detail 3.isn't relevant to 4．applies to 5.get frustratedⅢ.背诵下列教材中出现的句型，体会黑体部分的用法1．It is the same with reading.阅读也同样如此。
高中英语 单元概览 Unit 4 Learning efficiently(人教版选修10)
Unit 4 Learning efficiently单元概览词汇相关提示beneath prep.在……之下请仔细区别beneath,below,under的用法。
assess vt.评定;评估请记住assess的固定搭配。
consult vt. 请教;查阅请细心区分consult,look up的区别。
concrete adj.具体的;有形的请注意concrete的不同词性。
apply to 适用于请掌握apply to的不同用法。
rely on指望;依赖请记住rely on的具体用法。
tend to 易于;往往会请学习tend to的不同用法。
make sense 讲得通；有意义请掌握由sense构成的其他常用搭配。
重点句式1.Suppose/Supposing(that)...假设（定）……Supposing you had just bought a new DVD player.假设你刚刚买了一台DVD播放机。
For example,suppose in biology you were studying how plants reproduce,then you could find an English text about this on the Interne t.比如，假设你生物课正学习植物的繁殖，你随后就能在网上找到这样的英语文章。
Suppose you never needed to sleep,wh at woul d you do?假如你从来不需要睡觉，你会做什么？Suppose we go hiking tomorrow？何不明天去远足？2.the same as & the same...that...It is a good idea to use the same techniques as good readers do.采用优秀读者使用的技巧是一个不错的主意。
新课标英语高三上模块十Unit 4 Learning Efficiently
新课标英语高三上模块十Unit 4 Learning Efficiently1. IntroductionIn today’s fast-paced world, learning efficiently has become increasingly important. With the advancement of technology and the abundance of information, it is crucial to adopt effective learning strategies. This document aims to explore different techniques and principles for efficient learning in the context of the Unit 4 of the New Standard English textbook for senior high school students.2. Setting Goals for Efficient LearningSetting clear and achievable goals is the first step towards efficient learning. By defining specific objectives, students can focus their efforts and monitor their progress. The Unit 4 of the New Standard English textbook focuses on improving listening and reading skills. Therefore, setting goals related to these skills would be appropriate. For instance, a goal could be to improve listening comprehension by accurately understanding 80% of the audio materials presented in the unit.3. Active Reading TechniquesActive reading techniques maximize comprehension and retention. Unlike passive reading, where one simply skims through the text, active reading involves actively engaging with the material. Strategies such as highlighting important information, jotting down notes, and asking questions while reading can significantly improve understanding. Additionally, practicing skim reading and scanning techniques can help students quickly find specific information in a text.4. Effective Note-Taking StrategiesTaking organized and concise notes during lectures or while studying is essential for efficient learning. One effective note-taking strategy is the Cornell Method. This method involves dividing a sheet of paper into three sections: a narrow left side column for cues or questions, a wider right side column for notes, and a bottom section for summarizing key points. By reviewing and condensing notes afterwards, students reinforce their learning and create a useful study resource.5. The Power of VisualizationVisualizing information can enhance learning by creating mental associations. Students can use mind mapping techniques to visually organize and connect different ideas or concepts. This technique not only aids in understanding relationships between various topics but also helps with memory recall. By creating visual mnemonics or associating information with images or diagrams, students can effectively retain and recall information during exams or assessments.6. Effective Time ManagementEfficient learning also involves proper time management. Students should allocate dedicated time slots for studying and avoid multitasking. Creating a study schedule or using time management techniques such as the Pomodoro Technique can help students stay focused and maximize productivity. Regular breaks during study sessions are also important for maintaining concentration and preventing burnout.7. Utilizing Technology for LearningTechnology has revolutionized education by providing various tools and resources for efficient learning. Students can leverage language learning apps, online dictionaries, and educational websites to supplement their learning. Additionally, using digital flashcards or language learning platforms can enhance vocabulary retention. However, it is important to maintain a balance and not become overly dependent on technology.8. Collaborative Learning and Peer SupportEngaging in collaborative learning can foster a deeper understanding of the Unit 4 materials. Students can form study groups or work on group projects to exchange ideas, discuss concepts, and solve problems together. Peer support not only encourages active learning but also enhances social interaction and confidence. Students can also seek help from teachers or tutors when facing difficulties or questions.9. Continuous Self-AssessmentRegular self-assessment is crucial for monitoring progress and identifying areas for improvement. Students can evaluate their language skills through practice tests, quizzes, or self-reflection exercises. By identifying strengths and weaknesses,students can allocate more time towards challenging areas and develop effective learning strategies accordingly.10. ConclusionEfficient learning is essential for success in today’s competitive world. By setting goals, adopting active reading techniques, utilizing effective note-taking strategies, visualizing information, managing time effectively, leveraging technology, engaging in collaborative learning, and practicing continuous self-assessment, students can optimize their learning experience in the context of the Unit 4 of the New Standard English textbook for senior high school students. By implementing these strategies, students can develop lifelong learning skills that go beyond the boundaries of the classroom.。
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Unit 4 Learning efficiently-learning about languagePart One: Teaching DesignPeriod 2: A sample lesson plan for Learning about Language(Revise the Subjunctive Mood)AimsTo help students revise the Subjunctive MoodTo help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming up by learning to guessing the meaning of words from contextStudents should be encouraged to try to guess the meaning of unfamiliar words using clues in the context. These clues may be in the surrounding words. The text may provide a definition that explains the unfamiliar word, or it may give examples to illustrate the unfamiliar word. There may be connecting words used after the familiar word that indicate similarity or contrast. If the student is familiar with the item that is being compared or contrasted this should provide a clue to the unknown word. Another strategy is to break the word down into syllables. Sometimes knowledge of common roots and affixes or similarity to words in the students’ own language can help them guess the meaning of a particular word.II. Discovering useful words and expressionsTurn to page 35 and do the words and expressions exercises 1, 2 and 3.III. Revising the Subjunctive MoodThe Subjunctive MoodA verb is in the subjunctive mood when it expresses a condition which is doubtful or not factual. It is most often found in a clause beginning with the word if. It is also found in clauses following a verb that expresses a doubt, a wish, regret, request, demand, or proposal.These are verbs typically followed by clauses that take the subjunctive:ask, demand, determine, insist, move, order, pray, prefer, recommend, regret, request, require, suggest, and wish.In English there is no difference between the subjunctive and normal, or indicative, form of the verb except for the present tense third person singular and for the verb to be.The subjunctive for the present tense third person singular drops the -s or -es so that it looks and sounds like the present tense for everything else.The subjunctive mood of the verb to be is be in the present tense and were in the past tense, regardless of what the subject is.Incorrect: If I was you, I would run.Correct: If I were you, I would run.(The verb follows if and expresses a non-factual condition.)Incorrect: I wish he was able to type faster.Correct: I wish he were able to type faster.(The second verb is in a clause following a verb expressing a wish. It also suggests a non-factual or doubtful condition.)Incorrect: His requirement is that everyone is computer literate.Correct: His requirement is that everyone be computer literate.(Subordinate clause follows main clause with a demand.)Incorrect: He recommended that each driver reports his tips.Correct: He recommended that each driver report his tips.Sometimes we may use the conditional auxiliary verbs of could, should, or would to express the same sense.Subjunctive:I wish he were kinder to me.Conditional: I wish he would be kinder to me.Note: In modern English, the subjunctive is only found in subordinate clauses.Subjunctive formMeaningIV. Revising useful structuresTo revise and consolidate your learning of the Subjunctive Mood please go to page 36 and do the three exercises.V. Closing down by reading more about the Subjunctive Mood1． (用于条件句中)虚拟语气用于非真实条件句时谓语动词的主要形式见下表：以上结构中，主句谓语动词除了用would外，有时还可用might或could，第一人称还可用should，但美国英语都用would。
如果条件句的谓语中含有were, had或should时，有时可省略if而用把were, had或should放到主语之前的倒装句。
现分别举例如下：⑴与现在事实相反If I knew French, I would read the book in the original.If I were (Were I) in your position I would tell her the truth.⑵与过去事实相反If you had (Had you) come a few minutes earlier, you would have caught the train.⑶与将来事实相反或表示推测If he came tomorrow, I might have time to see him.If it were (Were it) to rain next Sunday, the match would be postponed.If we should (Should we) fail again, we wouldn't lose courage.2．⑴ wish 后的宾语从句a. 所希望的事与wish同时发生，从句用过去时，如：I wish you didn't smoke too much.b. 所希望的事在wish之前发生，从句用过去完成时，如：I wish I had paid more attention to my spelling.c. 所希望的事在wish之后发生，表示忠告或请求等，从句一般用would＋动词原形，如：He wishes we would help him in the work.⑵在表示愿望、请求、建议、打算、命令等意义的词，如 suggest, command, demand,decide, propose, order, recommend, request, require, desire, insist, urge等后的宾语从句中，以及这些词用于被动语态的主语从句中，都用 (should +) 动词原形，如：He suggested that the meeting (should) be held at once.It is desired that Tom (should) get everything ready by ten o'clock.⑶上述动词转化或派生的名词以及idea, notion, no wonder, a shame, a pity等后的表语从句，主语从句或同位语从句中也用(should +)动词原形，如：Our decision is that the school remain closed.It's a pity that he (should) call black white.He made a request that the new electronic instrument (should) be tested at once.⑷在It is necessary (important, desirable, essential, amazing, strange, urgent, vital,natural, unusual, possible), etc. 后的主语从句中也用(should +)动词原形，如：It is necessary that the problem (should) be solved at once.3． (用于从句和结构中)⑴ as if (though)引导的从句中（谓语形式和wish后从句相同），如：He treated me as if (though) I were a child.He acted as if nothing had happened.⑵在It's (high/about) time that后的从句中，从句通常用一般过去时，表示"是...时候了"，如：It's time you went to bed.⑶在would rather/sooner that的从句中，从句通常用一般过去时，表示"宁愿"，如：I would rather (sooner) that you started the work at once.⑷用在含有without, but for, in the absence of等介词或介词短语的句中，表示"要不是"，句子谓语形式和wish后的从句相同，如：Without (But for, In the absence of) the rain, we should have had a pleasant journey.。