Unit4(1)
Unit 4 Lesson 1 第2课时(教学课件)-高中英语北师大版(2019)选择性必修第二册
2. 表示现在正在进行的动作，但这个动作会延续到将来。例如： I think that she will be working on this experiment until next morning. 我想她会一直做这个实验到第二天早上。
3. 表示对将来的预测，并非人为安排。例如： After you take the medicine, you will be feeling much better.
Practice Present Perfect Continuous Past Perfect Continuous
And I’ve been doing a lot of He d been feeling
work.
depressed for over a month.
He had been waiting for
Grammar 请你明天下午来吧，我明天上午有个会。 focus
6. 表示结果。例如： Stop the child, or he will be falling over. 让孩子停下来，不然他会摔倒的。
7. 表示对将来的打算（区别于对将来的预测）。例如： My duties will be ending in July, and I will be returning to Shanghai. 我的工作将在7月结束，我就要回上海去了。
3 Mrs Wang will be staying with her friends (stay with her friends) when she goes
to Hainan.
Future continuous
4 As he had been repairing his car (repair his car) all afternoon, he was messy.
译林版英语七年级上册_Unit_4_第1课时同步习题(解析版)
Unit 4 第1课时【上好课】2021-2022学年七年级英语上册同步备课系列（牛津译林版）一、单项选择1．Jane has a beautiful bag, and I have ______, too.A．it B．one C．ones D．the first【答案】B【详解】句意：简有一个漂亮的包，我也有一个。
考查代词辨析。
it同类同物；one同类不同物；ones泛指复数；the first第一个。
根据“Jane has a beautiful bag, and I have…too.”可知，此处表示也有一个漂亮的包，同类不同物，故选B。
2．We have four classes ______ the morning.A．on B．in C．at D．for【答案】B【详解】句意：我们上午有四节课。
考查介词辨析。
on其后加星期/具体的某一天；in其后加早中晚/月份/年份/季节等；at其后加点钟等；for其后加一段时间。
in the morning“在早上”，故选B。
3．My mother works hard ______ weekdays. She cooks for us on weekends(在周末).A．in B．at C．on D．to【答案】C【详解】句意：在工作日的时候，我妈妈工作很努力。
在周末的时候，她给我们做饭。
考查时间介词。
in后跟年份、月份和季节等；on表示在具体的某一天或在具体的某一天的早上、中午、晚上；at表示某一具体时刻；to朝，向。
根据weekdays“工作日”，用介词on，故选C。
4．Lily gets up very early every morning. She’s ______ late for school.A．always B．never C．often D．usually【答案】B【详解】句意：莉莉每天早上起得很早。
她上学从不迟到。
考查副词辨析。
Unit 4 Lesson 1 Avatars 英语教案高中英语北师大版(2019)必修第二册
Unit 4 Information Technology Lesson 1 AvatarsLevel: High schoolObjectives:Students will improve their listening and speaking skills.Students will develop their critical thinking skills by analyzing the benefits and drawbacks of using avatars in various settings.Students will explore the role of technology in shaping human communication and identity.Materials:Textbook:《北师大版(2019)高中英语必修第二册》Unit 4 Information Technology Lesson 1 Avatars.TED Talk video on avatars.Whiteboard and markers.Procedures:Introduction:Greet the students and ask if they have ever used an avatar in a game or online setting.Write "Avatars" on the whiteboard and ask students what they think the lesson will be about. Ask students to share their thoughts on the use of avatars.Presentation:After watching the video, ask students to share their thoughts on the use of avatars.Practice:Divide the class into small groups and ask each group to discuss the following questions:What are some benefits of using avatars in online gaming and social media?What are some drawbacks of using avatars in online gaming and social media?What are some potential real-world applications of avatars?After the group discussions, ask a few students to share their group's thoughts with the class.Application:Ask each student to imagine they are creating an avatar to represent themselves online. What qualities and traits would they want their avatar to have?After each student shares, ask the class to reflect on the role of technology in shaping human communication and identity.Encourage students to ask questions and engage in a discussion about the use of avatars and the impact of technology on communication and identity.Conclusion:Review the main points of the lesson.Ask students to share what they learned about the benefits and drawbacks of using avatars in various settings.Thank the students for their participation.Assessment:Evaluate students' listening and speaking skills through class discussion and group work. Assess students' critical thinking skills through their analysis of the benefits and drawbacks of using avatars in various settings.Evaluate students' reflection and discussion skills through their discussion of the role of technology in shaping human communication and identity.Homework:Create an avatar that represents yourself and write a paragraph explaining why you chose those specific traits and qualities for your avatar.。
Unit4 Humour Lesson1教学设计 高中英语新教材同步备课(北师大版选择性必修第二册)
Teaching designUnit 4 HumourLesson 1 What’s so funny? 教学设计(Teaching objectives & Core Competencies and Values for students)1.获取并梳理三责故事的任务、地点、时间和结果信息2.分析故事种语言的运用，了解幽默故事的表达手法和深层意义3.分析思考故事背后的道理，总结在生活中的意义(Teaching focuses)1. Lead the students to actively think and talk about the stories.2. Develop students’ reading comprehension and analyze the textual structure as well as linguistic features of the passage .(Teaching procedures)Step 1Activity 11.Students discuss the questions:2.Do you like reading humourous or funny stories? Why?Step 2Activity 21. Read story A and answer the following questions individuallyStep 3Activity 1 Analyse the funny part of the story by discussing the following questions in groups of four . What kind of person is the collector? Why?What kind of person is the store owner? Why?Why is the story funny?What expressions are used to make the story funny?Step 4 Try to tell the story to a partnerStep 5 Discuss what you’ve learnt from the story and think of a title for it in groups of fourStep 6 Work in pairs with one reading Story B while the other reading Story C and complete the notes on the Worksheet.Step 7 Share and check your notes with your partner reading the same storyStep 8 Tell the story you’ve read to your partner and the classStep 9Activity 1Discuss the funny part of each story and summarize how the funny effect is realized. Focus on the language used to contribute to the funny effectsActivity 2Summarize how to make a story funny1.Create a result that’s contrary to people’s expectation2.Create intentional ambiguity in the text of situationStep 10Work in groups four. Discuss what you’ve learnt from each story and provide a title for each story Step 11 AssignmentRewrite one of the stories by giving a different ending。
Unit4单词词性转换 (1)
Unit41.statement n．[C]陈述；说明→state v.陈述；说明2. greet vi.& vt.迎接；问候→greeting n．[U]迎接；招呼；问候(常用复数)3. represent vt.代表；象征→ representative n．代表adj.典型的；有代表性的4. association n．社团；联系；联想→associate vt.把……联系起来→associated adj.有关的；相关的5 .curious adj.好奇的→ curiously ad v.好奇地→curiosity n．[U]好奇心6.approach vt.& vi.接近；靠近；走近n. [U]接近；[C]方法；途径→approachable adj.平易近人的；可到达的7.defend vt.保护；保卫→defence n．[U]防御；保卫→ defenceless adj.无防御的8 .misunderstand vt.误解；误会→misunderstood/misunderstood(过去式/过去分词)→misunderstanding n．[U]误解；误会9.simply adv.简单地;只→ simple adj. 简单的→ simplify vt. 简化10.spoken adj.口语的→unspoken adj.未说出口的；非口语的11.employ vt. 雇佣，聘请；使用，利用→employment n..雇佣；职业；工作employee n. 受雇者，雇员employer n. 雇佣者，雇主12.facial adj.面部的→face n．[C]脸；面容→ faceless adj.匿名的；无名的；没脸面的13.ease n.安逸；舒适vt.减轻(痛苦、忧虑) → easy adj.容易的；轻松的→easily adv. 容易地14.truly ad v.真实地；真诚地；真正地→true adj.真实的→truth n．[U]真实，真理；(与the连用用作单数)真相；事实15.anger n. 怒气，怒火→ angry adj. 生气的→ angrily adv. 生气地16.respect v.&n. 尊敬；尊重；方面→ respectable adj. 可敬的，相当好的→ respectful adj. 恭敬的13.subjective adj.主观的→ subject n.科目；话题；主题；题材；主观→ objective adj.客观的；真实的14.hug-hugged-hugged。
新视野大英1教案（Unit4）（1）
新视野⼤英1教案（Unit4）（1）Section AHeroes among usI. Warming-up activities1.Who is the greatest hero in your mind? And Why?Huang Jiguang, Qiu Shaoyun, Dong Cunrui… (combat heroes who sacrificed their own lives to fulfill the operational mission)Wu Juping (the most beautiful mother), Zhang Lili (the most beautiful teacher)…(civilian heroes who risked their own lives to save others in modern times)2. What makes a hero in your eyes?A good heartThe readiness to lend a hand to people in troubleThe courage to risk one’s own life to help others in dangerThe determination to fight for his own country and peopleII . Background information1. Joseph John Campbell was an American mythologist, writer and lecturer, best known for his work in comparative mythology and comparative religion. His famous book The Hero with a Thousand Faces retells dozens of stories and explains how each represents the hero’s journey.2. Katniss Everdeen is a fictional character and the protagonist of Suzanne Collins' The Hunger Games trilogy.3. Frodo Baggins is a fictional character in J. R. R. Tolkien’s The Lord of the Rings. III. Analysis of the whole text structure Text A is an essay on people’s view about what makes a hero. It is pointed out that in the past the word “hero” wa s reserved for those who performed acts of courage beyond the call of duty or for great leaders, while today heroes can be ordinary people like us. Besides, first responders, whose duty is to rush toward danger, are also heroes, even when their efforts failed to bring about desirable effects. Hopefully, we will also act heroically when circumstances call on us. This text can be roughly divided into four parts.Part I — (Para.1)Today the word “hero” becomes more common and is used to refer to both victims and survivors of all kinds of difficulties and tragedies.Part II — (Paras. 2-4)Both Daniel and Dory are civilian heroes as they acted instinctively with courage and grace when situations call for. Para. III — (Paras. 5-12)First responders are heroes no matter they succeed in their effort to save people or get injured or killed in their efforts. Para. IV — (Para. 13)The stories of heroes help remind us that ordinary people can do extraordinary things and, being inspired by them, we can also be heroes when circumstances call on us to act heroically.IV. Language focus1)Practical phrases1.apply pressure to / on 按压，给…施加压⼒你可以按压伤⼝让⾎流的慢些。
人教版九年级英语上册UNIT 4 学情评估 附答案 (1)
人教版九年级英语上册UNIT 4学情评估时间：100分钟满分：120分一、听力理解(20小题，每小题1分，共20分)第一节听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳答案。
每段对话读两遍。
()1. What did the boy's mother use to look like?A. She was thin.B. She was tall.C. She had long hair.()2. What did David use to be afraid of?A. Dogs.B. Snakes.C. Cats.()3. How much is the sweater now?A. ￥120.B. ￥60.C. ￥30.()4. What team did Steve use to be on?A. The swimming team.B. The soccer team.C. The tennis team.()5. How did John use to go to school?A. On foot.B. By bike.C. By bus.第二节听下面几段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳答案。
每段对话或独白读两遍。
听下面一段对话，回答第6至第7两个小题。
()6. What kind of boy was Ray in the past?A. A boy causing trouble.B. A boy liking helping others.C. A boy liking solving problems.()7. What did Ray do when he was five years old?A. He helped put out a big fire.B. He almost burned down the house.C. He wrote a story about fire.听下面一段对话，回答第8至第9两个小题。
(完整)高级英语1Unit4Oxford翻译
Unit4 牛津There are certain things in the world that are so praiseworthy that it seems a needless, indeed an almost laughable thing to praise them; such things are love and friendship, food and sleep, spring and summer; such things, too, are the wisest books, the greatest pictures, the noblest cities. But for all that I mean to try and make a little hymn in prose in honour of Oxford, a city I have seen but seldom, and which yet appears to me one of the most beautiful things in the world.此世间确有诸多凡物，它们本身便是值得人们去品味和赞誉的，譬如说爱情和友谊、美食和睡梦、春色和夏日，还有如那些注满了智慧的书卷、注满了心血的画作和注满了圣意的城邦。
也许对于这些凡物而言，再多的赞誉已无非是陈词滥调，荒唐可笑的，但我之所以还是想要对上述这些事物品味、赞誉一番，都是为了向牛津城表示我的敬意。
牛津城对我来说，就是这世间极其罕见，又最为美丽的地方之一。
I do not wish to single out particular buildings, but to praise the whole effect of the place, such as it seemed to me on a day of bright sun and cool air, when I wandered hour after hour among the streets, bewildered and almost intoxicated with beauty, feeling as a poor man might who has pinched all his life, and made the most of single coins, and who is brought into the presence of a heap of piled-up gold, and told that it is all his own.我并不想单独从牛津城里遴选出一些建筑来赞誉；我想要赞誉的是这块土地上所映射出的一种整体效果。
小学英语人教新起点六年级上册Unit4Feelings六U4Lesson1教案
吴永春
教学材料
教学设计
课文标题
Feelings
单元名称
Unit 4 Feelings
教材版本
人教版PEP新起点英语（一年级起始）
授课年级
六年级（上）
1. 整体设计思路
本课时的教学内容为人教版新起点六年级上册第四单元Lesson 1（第44-45页）的内容，即：Get ready, A Listen and number, B Let’s talk, C Let’s write.在A部分，借助主情境图和对话录音，情境化地呈现了本课的目标词，让学生通过看，听，以及给七幅情景图标号等途径来感知并学习这些图。B部分通过在情境中选择恰当的单词不全句子的活动，帮助学生操练词汇，并体会词汇在交际情境中的运用，要求学生看图读句子，根据图画的句子提示，填写出恰当的表示情感的单词。C部分是要学生根据主情境图，选择恰当的单词填空，进一步理解和内化语言。本单元的重点知识是学习表达情绪或情感状况的单词并能在交际中描述或询问情感状况。作为本单元的第一课时，本课的学习重点是能够听懂、会说scared,worried, angry, proud, sad,excited, happy, ill, win, race, find, cry这12个单词，并尝试借助拼读规律记忆单词、能够根据语境选择恰当的单词填空，把句子补充完整、能够在情境中或者结合自己的生活经历，表达自己的内心感受：Iam.../Iam goingto ... I am ...
In the“Get ready”Picture and Part A, studentswill be able to know the meaning of the conversation and can understand and read the new words.
Unit 4 第一课时 Section 1 Reading七年级英语上册(沪教版2024)
S_o_m__e_, _li_ke__ti_g_e_rs__a_n_d_l_io_n_s_,_li_v_e_o_n__la_n_d.
O_t_h_e_r_a_n_i_m_a_l_s_, l_ik_e__b_ir_d_s_, _e_n_jo_y__th_e__w_ide o_p_e_n__sk_y_._B_i_g_b_l_u_e_w_h__a_le_s_c_a_ll_t_h_e__se_a_ h_o_m__e_, _a_lo_n_g__w_i_th__m_a_n_y__a_m_a_z_in_g__fi_s_h_.
The Sun
The Sun rises from the east and falls down from the west. The Moon moves around the Earth. The Earth moves around the Sun.
4 课堂活动
Think What amazing facts do you know
2024年牛津版
Unit 4
The Earth
英语（七年级上）
Section 1 Reading
1 课堂教学目的
Content
4 课堂活动
2 课堂重难点 3 新课导入
5 课堂小结 6 课堂训练
1 课堂教学目的
2 课堂重难点
1.能掌握理解文章出现的生词和短语。
课堂教学目的 2.能通过阅读能够了解地球。地球是我们美丽的家园。 3.能够通过抓住主旨大意句更能准确理解文章。
Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4
The Earth is an amazing planet! The plants on Earth are wonderful in many different ways. The Earth is home to millions of animals.
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Where does the subway stop? • It stops at the subway station.
Where does the bus stop?
• It stops at the •
bus stop. It also stops at the bus station.
How do you get to school?
How do you get to school?
• I take the bus to school. I get to school by bus.
How do you get to school?
• I get to school by train. • I take the train to school.
How do you get to school? –I get to school by car.
How do you get to school?
Well, I ride my bike to the bus station. Then I take the bus.
Pairwork
How do you get to school? I walk to the train station.Then I take the train.
First …Then… first adv. bicycle = bike bi- “” e. g. bicolor color bicolor ball bicentenary centenary
3b
A:
PAIRWORK
How do you get to school? B: I take the train. A: How far is it from your home to school? B: It is 8 miles. A: How long does it take you to get from home to school? B: It takes 35 minutes.
How long does it take? • It takes forty minutes.
How do you get to school?
I take the bus to school. I go to school by bus.
How does he get to school?
1b PAIRWORK
Well,I ride my bike to the subway station. Then I take the subway.
Now, please try to make your own conversations.
2a Listen 2b Listen again.
1a Please describe the picture on your book.
• • • •
How do you get to school? I walk. How does he/she get to school? He/She rides a bike.
Now,please think over,and try to fill in the blanks.
T T F F
1.In North America,not all students take the bus to school. 2.Other parts of the world are different from the United States. 3.In Japan,the three most popular ways of getting to school are bus,train and bus. 4.In China, bikes and buses are the most popular means of transportation. 5.Students in Hongshanhu and Kaishandao have to take a boat to get to school.
He takes the train to school. He goes to school by train.
How does she get home?
She gets home by boat.
How do they get to school ?
They get to school by plane.
How do you get to school?
• I get to school by subway. • I take the subway to school.
Stations
• Where does the train stop? • It stops at the train station.
• Two people are talking about how some students get to school. • Now ,please listen and number the name on the boxes.
• A: How does Bob get to school? • B: He takes the train.
• • • • •
1.take the subway.• 2.walk. • 3.ride a bike. • 4.take a taxi. 5.take the bus.
6.go in a parent’s bus. 7.take the train. 8.by boat/plane/airplane.
3a Read the passage and answer the questions.
How does he get to school?
• How long does it take?
How far is it from his home to school?
about 10 kilometers 大约十千米
T
3b
Look at the chart. Then complete the article.
• e.g. How is Marry? 玛瑞好吗？) Bob是第三人称单数，所以要用does get to = arrive in /at = reach
1c
PAIRWORK
• (how,怎样。询问某人做某事的方式。当它用以
引导特殊疑问句时可用来询问各种情况。
“take + a / an/ the +交通工具” 乘坐…… e.g.take the bus;take the taxi;take the train;take the subway.
Groupwork
1
2
3
How do you get to school?
First, I take the bus to the train station.
.Then, I take the train.
EXERCISE
How does Jim/Tom get to school?
Jim ride his bike to the subway station.Then he takes the subway. Tom takes taxi to the airport. Then take the plane.
by train
On foot
3a
In North America most students go to school on the school bus .Some students also walk or ride bikes to school .In other parts of the world,things are different.In Japan, most students take trains to school,although others also walk or ride their bikes.In China,it depends on where you are.In big cities,students usually ride bike to school or take buses.And in places where there are rivers and lakes,like Hongshanhu and Kaishandao,students usually go to school by boat.That must be a lot more fun than taking a bus !
How do you get to school?
• I get to school by bike. • I ride my bike to school.
How do you get to school?
• I get to school on foot. • I walk to school.
1.Recite section A 1a, 1c, 2d, grammar focus, 3a, 3b.
How do you get to school? Section B
1a Match the words with the
pictures.
bus stop b bus station c train station a subway station d
Now, please look at the picture in 1a and try to make your own conversations.
2a
Listen and repeat.
2b Writeห้องสมุดไป่ตู้the correct number next to the word.