高中英语必修四一单元辅导

第一篇：高中英语必修四一单元辅导

高中英语必修四一单元辅导2012-10-16

学海无涯家教辅导材料(教师专用)

课文知识点：

1.achievement(动词)2.organize(名词)3.behave(名词)4.deliver（名词）5.人类6.离开，启程；出发7.过着。。的生活8.（想法，问题等）涌上心头；涌入脑海9.蔑视，瞧不起10.查阅，参考；谈到11.（偶然）遇见，碰见12.继续，坚持

一．核心单词：

1.observe vt.观察；观测；遵守；庆祝

He will observe Jupiter and its moons for two years.The woman was observed to follow him closely.用法点拨： observe后跟do或v.-ing作宾补；跟不定式作宾补时，如果变成被动语态，要把不定式符号to加上。类似用法的动词还有：see, watch，hear，notice等。

常用结构：

observe sb.do sth.观察某人做某事(已做完)

be observed to do被看到做某事

observe sb.doing sth.观察某人正在做某事

observe +名词或代词+形容词观察到某人/某物

observe the law /the rules and regulations 遵守法律/规章制度

observe Christmas 过圣诞节

【联想拓展】

observation n.观察；观察力；监视 under observation在监视下

The patients were _____ over a period of several weeks.A.watchedB.noticedC.observedD.stared at

2.argue vt.&vi.讨论；辩论；争论

The United States should, he argues, attempt to remain aloof.用法点拨：argue后面可以跟that引导的宾语从句，也可以与其他介词搭配。

常用结构：

argue for(sb./sth.)支持(某人/某事)

argue against(sb./sth.)反对（某人/某事)

argue with sb.(about/over sth.)与某人(为某事)争辩

argue that...主张„„

argue sb.into/out of doing sth.=persuade sb.to/not to do sth.说服某人做/不做某事

【联想拓展】

argument n.［C］论据；争辩；争吵

have an argument about/over sth.辩论某事

用适当的介词填空

We argued ____ the waiter ____ the price ____ the meal.3.support vt.&n.支持；拥护

Is this bridge strong enough to support heavy lorries?

He was weak with hunger, so I had to support him.用法点拨：support可以用作动词，也可以用作名词。作为动词时，一般用作及物动词；作为名词时，多用其不可数形式。

常用结构：

support sb.in(doing)sth.在（做）某事方面支持某人

support sb.by(doing)sth.通过（做）某事支持某人

in support of sb./sth.支持或支援某人/事

support oneself自力更生give support to sb.支持，支援某人

support one’s opinion 支持某人的观点

4.intend vt.计划；打算；想要，企图

I meant it to be an informal discussion, but it didn’t turn out as I intended(it should).It’s not what I intended(it to be).be intended for专供„„使用，专为„„而设计

intend to do/doing打算„„

intend sb.to do sth.打算让某人做某事

had intended to do sth /intended to have done sth 本来打算做某事

【联想拓展】

intention n.打算；目的；意图

by intention故意地

with the intention of 抱有。。的目的，打算

without intention不是故意的have no intention of doing...无意做„„

The book, ___ for her sister, was lost in the mail.A.intended as pleasant surprise

B.intending as pleasant surprise

C.intended as a pleasant surprise

D.intending for pleasant surprise

5.deliver vt.生(小孩儿)；递送；发表(演说等)

The doctor delivered her baby.医生给她接生

Newspapers are delivered every day.报纸每天都送来。

常用结构：

deliver sth.（to sb.）投递/传送某物（给某人）

deliver a speech发表演说deliver a baby接生小孩；生小孩

deliver sth.to...把某物送到„„

【联想拓展】

delivery n.支付；递送express delivery快递

on delivery收货时

6．campaign n.运动，战役归纳拓展： a political campaign 一场政治运动an election campaign一次竞选活动

7.behavev.表现；守规矩归纳拓展：1）behave well /badly 举止良好/ 糟糕behave oneself 举止规矩 2）behavior n.行为，举止3）well –behaved行为端正的；彬彬有礼的badly-behaved 行为表现不好的8.worthwhileadj.值得花时间（金钱、努力）的；有意义的；重要的归纳拓展： sth be worthwhile doing /to do某事值得做do sth worthwhile 做值得做的事情 it be worthwhile doing /to do sth做某事是值得的注意：be worth 后可接名词，动名词，代词；be worthy 后接of +being done ,也可接to do;be worthwhile 后接doing或to do.9.respectvt.尊敬；尊重；重视{pl.}敬意；方面

归纳拓展： 1）respect oneself 自尊；自重respect oneself as把某人尊为respect sb for因。。而敬佩某人respect one’s wishes 尊重某人的意愿 2）have/show respect for sb 尊敬某人earn/win/gain the respect 赢得某人的尊敬in all respects 在各方面in respect of关于，就。。而说with respect to 谈到 3）respectable adj.体面的；值得尊敬的respectful adj.表示敬意的；尊敬的二．必备词组：

1.look down upon/on 蔑视；看不起

She looks down on people whove never been to university.【联想拓展】

look forward to盼望；期待（to为介词）look up to敬仰；尊重

look into调查；了解look up抬头看；查阅look out当心；留心

look on旁观look on/upon...as...把„„看作„„

look back on回首；回顾look through浏览；审查

2.come across（偶然）遇到；发现;被理解

I came across my English teacher on may way home.在回家的路上，我偶然碰到了我的英语老师。

【联想拓展】

come up with想到；提出（答案、办法等）

come about发生

come off脱落；进行；表现

come out出版；出现；开花；透露

come over越过；来到；来访

come into being形成；产生

come back回来；返回

come on开始；进步；快点

Tom _____ a secret garden beside his school.A.came alongB.came about

C.came overD.came across

3.carry on 继续；坚持

Carry on(working/with your work)while I’m away.【联想拓展】

carry out贯彻；执行（计划/命令/指示等）

carry through 贯彻；实现；贯彻执行

carry sth.through to the end有始有终

carry about随身携带

carry away运走；使失去自制力；冲走

carry off 拿走，夺走。。的生命；获得奖品

Do you mind if I____with my work while you are getting tea ready.A.carry outB.come onC.carry onD.go over

4.crowd in/into 涌入，挤进（想法，问题等）涌上心头，涌入脑海

归纳拓展：crowd。。into使挤进，勉强塞入

5.referto 谈到，提到，涉及；参考，查阅

近义词组区分：look up---宾语多为word，information等；不可以是book，dictionary，sb 等。Refer to 意思比较广泛，它既可以作“查询”“查找”讲，又可以作“谈到，提及”讲，宾语多为book，dictionary，sb等。

三．重点句型：

1.Only after her mother came to help her for the first few months was she allowed to begin her project.(P2)“only+状语”放在句首时，主句部分要用部分倒装，即：将助动词、情态动词或连系动词置于主语之前。但“only+主语”放在句首时，主句不倒装。

Only in this way can we learn English better.Only then did I remember that I had left my cell phone in the restaurant.Only when Mum is sick will she stay in bed.温馨提示：only位于句首修饰主语时，句子不用倒装。

Only when Mum is sick will she stay in bed.温馨提示：only位于句首修饰主语时，句子不用倒装。

1）Only you can make the question easy to deal with.How much _____ she looked without her glasses!

A.WellB.goodC.bestD.better

2）_____by keeping down cost will Power Data hold its advantage over other companies.A.OnlyB.JustC.StillD.Yet

2.Suddenly it hit me how difficult it was for a woman to get medical training at that time.这是it hits me „句型，意思是“我突然想到。。”.归纳拓展：

常用类似句型有：

It occurs to sb „某人突然想到。。

It happens that „碰巧。。

It strikes sb „某人突然感到。。

四．即时练习：

1.It announced that the police began a _____ to reduce road accidents.A struggleBcampaignC battleDconflict

2.If you do not know how to _____ yourself at table in a foreign country ,you should copy the host.A dressBtellCshowDbehave

3.Sensible people don’t think it is ______ things which are not needed even at a low price.Aworth to buyB worthy buyingC worthless buyingD worthwhileto buy

4.Though having lived abroad for years ,many Chinese still ______ the traditional customs.A performB possessC observeD support

5.In a way , I think we both won----I won the game but you won my _______.A supportB favorC respectDimpression

6.Alice , what are you arguing _______ the teacher ?You should think highly of the teacher’s opinions.A aboutBwithCwith aboutD aboutwith

7.Your idea sounds reasonable ,but you still have to find some examples to _____ your argument.A inspireBsupportCmarkDachieve

8.---My son is learning English.What dictionary shall I buy for him ?

---What about this one ?It is ______ for beginners.A intendedBoperatingCoperatedDintending

9.Old memories ______ on him as soon as he met the friend whom he had not heard from for over thirty years.A crowdedinB resulted inCjoined inD got in

10.In his speech he _____ to the great help our country received from the supporters of the world.A referredB mentionedC expressedDoffered

11.I _____ an old photo while tidying up my study ,which reminded me of my happy childhood.A came acrossB came aboutC turned aroundDturned into

12.The lunch over , the managers went back to the meeting room to ______ their discussion.A put awayBtake downClook overDcarry on

13.Only after all the fish died in the river _____ how serious the pollution was.A did the villagers realizeB the villagers did realize

C the villagersrealizedD had the villagers realized

14.I was able to give up my effort when a good idea ______ me.A attachedBbeatCcaughtDhit

第二篇：高中英语必修四四单元辅导

高中英语必修四四单元辅导2012-10-31

学海无涯家教辅导材料

课本知识点：

译出下列短语---1.保卫。。以免受 2.很可能 3.总的来说；通常 4.舒适；快活；自由自在 5．丢脸 6.背对；背弃

辅导材料：

一． 核心词汇：

1.represent vt.象征；表示;说明；宣称

The red lines on the map represent railways.He was picked out from the whole class to represent them at the other school.温馨提示：represent与present只有“re”的区别，不要按照常规把represent看作present加前缀，理解成“再现”。represent 作“说明，使明白”和“传达，表达”讲时，不能直接跟人作宾语。类似用法的词还有：explain, guarantee, suggest, announce等。常用结构：represent sb.as/to be宣称某人为„„ represent sth.to sb.向某人说明某事 【联想拓展】

representative adj.典型的，有代表性的 n.代表 representation n.表现；陈述 【即学即练】

用represent的适当形式填空

①Each colour on the chart_____a different department.②The _____ were all amazed by what had happened in the factory.③Our company has no _____ in Africa.2.curious adj.好奇的，感兴趣的；奇异的，不同寻常的

The foreign tourists were surrounded by the curious children.He is suffering from a curious disease.常用结构：

be curious about对„„感到好奇 be curious to do急于做/极想做 【联想拓展】

curiosity n.好奇

out of curiosity出于好奇

meet one’s curiosity满足某人的好奇心 curiously adv.好奇地

④I was _____ to find out what he said.A.strange B.amusing C.curious D.conscious 3.approach vt.接近，走进n.接近，临近；方法，途径 He approached me with stealthy steps.A.way B.mean C.method D.approach Our approach scared the butterfly and it flew away.常用结构：

approach to接近;近似 at the approach of...在„„快到的时候 approach sb.on sth.就„„与某人接洽（商量、交涉）

make approaches to sb.设法接近（认识）某人 an approach to...„„的方法；学习„„途径 单项填空

There is no easy _____ to the mathematics.A.way B.mean C.method D.approach 4.ease n.安逸；舒适v.减轻（痛苦，忧虑）She is leading a life of ease.The injection brought her immediate ease.The medicine eased him of the pains.用法点拨： ease作为名词，为不可数名词；而作为动词为及物动词，它的宾语一般是人。常用结构：

at ease感到舒适而无忧无虑；感到放松，不拘束 with ease毫不费劲地，轻而易举地

put sb.at(one’s)ease使某人放心；使某人不受约束 take one’s ease休息，轻松一下

He felt completely _____ ease _____ Mary.A.at;with B.at;to C.with;with D.to;to 5.contact n.接触，联系 v.接触，联系

Where can I contact you tomorrow? 常用结构：

bring into contact with使与„„接触（或联系）come into contact with和„„建立联系；和„„接触 in contact with和„„联系 lose/out of contact with =lose touch with和„„失去联系

make contact with与„„进行接触（或联系）

_____ with foreign countries can bring us much information about the world.A.Contrast B.Competition C.Contact D.Combination 6.defend vt.防护；辩护；护卫；为。。辩护

归纳拓展：1）defend sb/sth from(against)保护，保卫（使不受伤害）

2）defence n.保护，防御 self-defence 自卫 in defence of 保卫；为。。辩护

come to sb’s defence 保护某人 defender n.后卫；保护人 8.function n.功能；作用；机能 vi.运行；起作用

归纳拓展：表示“起作用，运行”的词还有work，operate 等。如：1）What you said operated as an encouragement on me.2)Smoke began to work , and the snake came out of the sleeping bag.二． 必备词汇：

9.get through 设法联系上（尤其指打电话）；（设法）做完；通过（考试）；用光；使理解 She had to duck her head to get through the low doorway.He is expected to get through to the finals.It took us only a few minutes to get through the Customs.【联想拓展】

get over克服；熬过；（从疾病中）恢复

get on with继续做；在„„有进展 get around到处走动；传播出去 get out of从„„之中获得„„；避免；使说出 get together 聚集；收集；积累

get in 进入；到达；收获；插入；陷入 get along 融洽相处；进展；有起色 I couldn’t______.The line was busy.A.go by B.go around C.get in D.get through 10.be likely to do 可能的;预期的

She is not likely to leave next week.她下个星期不可能离开。It’s very likely that he will not agree.很有可能他不会同意。

①I can’t go out.It is very_____ that Mary will ring me tonight.A.likely B.possibly C.probably D.perhaps ②Tom was _____ to win first prize in the competition, but his illness made him miss the chance.A.possible B.probable C.likely D.maybe 11.in general 一般地；大体上；通常，大都，多半，一般而言

归纳拓展：general adj.普遍的，大众的，一般的，普通的，大致的，大体的 n.将军；上将 generally adv.通常地；广泛地；普遍地 12.lose face 丢面子

如：He said that he would never do it ,because to do so would be to lose face.归纳拓展：1）lose heart lose balance lose memory lose one’s sight lose one’s way lose oneself in the woods lose an opportunity lose one’s train lose no time 刻不容缓

2）face to face face the south face danger /difficulty face the fact that 正视 be faced with 3)in the face of 面对 to one’s face 当着。。的面；坦白地；公开地 save one’s face look sb in the face make a face /faces 三． 重点句型：

13.Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people.（P26）

这个句子是由一个中心词组not...nor...连接起来的，意为“既不„„又不„„”。not all...表示部分否定。部分否定通常由not+all/both/each/everybody/everything等来表达。Not every Welshman speaks Welsh.All is not gold that glisters.【联想拓展】

若要表示全部否定，则应用相应的表示全部否定的否定词。all→none（一个人也没有、没有任何东西）； both→neither（两个都不），every→no（没有，不是）；

everyone→no one(没有人), everything→nothing（什么也没有）等。I like neither of the books.这两本书我都不喜欢。温馨提示：部分否定并不总是用这种方式表达，有时也以一般否定句的形式出现，即把否定主语的not与谓语动词放在一起。

—I think the whole class is going on a field trip next Friday.—I’m not sure._____has paid the transportation fee.A.Not everyone B.No one

C.None of them D.Neither of us 14.However ,people from places like Spain ,Italy or South American countries approach others closely and more likely to touch them.这是一个 sb/sth be likely to do 句型。如： Tom is likely to win the match this afternoon.特别提示：该句型还可以表示为：It is likely to do sth.likely 不能用于：It is likely for sb to do sth 句式。

归纳拓展：1）同义句型：It is possible(for sb)to do „/that„;It is probable that „该句型不能以人或事物作主语，并且没有 It is probable(for sb)to do „ 句式。2）There is possibility that„句型中不能用it代替there。

3）该句式的否定写成： sb/sth is unlikely to do „=It is unlikely that „

如：It is unlikely to rain today.There is no chance that„/of(doing)sth 没有做。。的可能。如：There is no chance that it will rain today.四．即时练习题：

1.He is not the kind of person that_____ in the comedy.In life ,he is serious and conserve(保守的).A express B is expressed C represents D is represented 2.If you are ______ about the country you are going to visit ,find a book to read.A serious B curious C anxious D interested 3.They are said to have developed a new ______ to teaching , which is said to improve classroom teaching greatly.A method B means C way D approach 4.Poverty insurance help you to _____ against natural disasters ,in front of which humans appears so small.A prevent B defend C protect D shelter 5.----Could you tell me why I am constantly yawning ?----Yawning ______ an introduction that your body lacks oxygen and needs a rest.A act as B serves as C function as D play as 6.At times , worry is a normal ,inevitable response to a difficult event or situation---a loved one being injured in an accident ,_________.A what’s more B for example C in general D on the other hand 7.He was afraid of failure because he didn’t want to _____ in front of his colleagues.A save face B lose face C make a face D face up 8.He is not ____ to do such a rude thing to a lady.You must have been mistaken.A likely B possible C probable D maybe 9.What about _____ with me to the newly-opened theme park in our city this afternoon ? A going B to go C go D will go

第三篇：高中英语必修4 第一单元

高中英语必修4 第一单元（Unit 1 Women of achievement）教学设计与教学反思

发布者： 张明龙 发布时间： 25/9/2011 AM 11:52:42 教学设计

一 教学内容

人教版新课标高中英语必修4 第一单元（Unit 1 Women of achievement)第一课时 阅读课 “非洲野生动物保护者”A PROTECTOR OF AFRICAN WILDLIFE

二、教材分析

本单元的话题是“取得成就的优秀女性”，通过介绍几位不同国度、不同时代、不同职业、不同理想与追求、不同经历的杰出女性，探讨女性对社会、对人类的价值和贡献，展示女性的风采和她们在社会各个领域的成就。学习本单元有助于提高对妇女社会角色的认识，了解成功女性的奋斗经历和勇于斗争的精神，培养学生（尤其是女生）的事业心和社会责任感，建立正确的性别观和自信心。本课时是本单元的第一课时,内容包括热身(Warming up),读前（Pre-reading)，阅读(Reading)和理解(Comprehending)四个部分。其中阅读部分以“非洲野生动物保护者”为题，分别从研究工作的内容、困难和取得的成就等方面介绍了Jane Goodall在非洲原始森林中工作的情况，赞扬了她为保护野生动物所做出的贡献。此部分提供了本单元的主要阅读语篇，载有本单元话题“取得成就的女性”的重要信息，且呈现了本单元的大部分的词汇和主要语法结构。

三、学情分析

１．学生个性和英语水平差异大，教学设计要有梯度，由浅入深，注意层次性。教师要抓住学生的心理，激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。２．根据学生的心理特征，采用视、听、说的教学方法，从感性认识入手，逐渐上升到理性认识，培养学生运用英语进行表达的能力。

四、教学目标设计

1.知识目标：

① 学生通过阅读Jane Goodall与她的同事们在非洲原始森林观察黑猩猩的一个片断，了解她在动物保护方面所付出的艰辛和所取得的成就。

② 使学生了解黑猩猩的生活习性以及与人类的相似之处，获取保护野生动物的知识。2.能力目标：

① 学生学会快速阅读的方法、培养筛选局部和整体信息的能力及独立阅读的能力和合作学习的能力；训练阅读技巧，同时加强听，说，写等能力训练，提高获取信息和处理信息的能力。② 培养学生的质疑意识，提高学生分析问题和解决问题的能力；充分利用多媒体技术，培养学生组织语言、运用语言的能力。3.情感价值观：

通过本节课的学习, 认识Jane Goodall从事这项工作的重要性，唤起学生理解动物、尊重动物和保护动物的意识。通过学习主人公的“遇到困难不退却、知难而进、独立解决、勇于冒险、探索大自然”等乐观的人生态度，使学生受到鞭策和鼓舞，培养学生（尤其是女学生）的自信心、事业心和社会责任感，建立正确的性别观和社会观。五.教学重点、难点

教学重点：阅读能力的培养和阅读技巧的训练，如快速阅读找出主旨大意和精读课文获取有关黑猩猩生活习性和动物行动学博士Jane Goodall研究黑猩猩的过程、付出的艰辛和取得的成就等信息，培养学生的获取信息、处理信息、分析问题和解决问题的能力。

教学难点：培养学生使用相关语言口头阐明有关动物保护的观点，提出有效的保护措施、合理的建议的能力。六.教学方法

1．演示法：相关的图片、视频等显示给学生看，便于学生对微观知识和背景知识的把握，并从旧知识中获得启迪，从而达到解决问题的目的。

2．任务驱动教学法：将所要学习的新知识隐含在一个或几个问题和小组活动之中，学生通过对所提的任务进行分析、讨论，并在老师的指导和帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。

3．多媒体辅助教学法：把有关黑猩猩和Jane Goodall的文本、图片、声音和视频等信息融合在课件中，可以增加课堂信息量的输入并发挥学生的多种感官的作用，激发学生学习兴趣，提高教学效率。

七、学习方法

《高中英语新课程标准》明确指出：“高中英语课程要有利于学生优化英语学习方法，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。”

根据《高中英语新课程标准》要求，结合我班学生英语基础与能力较弱的实际，本课时我把阅读课文作为整体处理的同时，把每个教学环节所设计的问题和任务区分出高低不同的层次，由浅入深，循序渐进，使每个教学环节尽量符合多数学生的认知水平，力争全班绝大多数同学都能积极参与课堂活动。通过“任务型”活动，引导学生自主学习，培养学生 “跳读”、“寻读”、“定位”、“推理归纳”等阅读方法；通过描述、讨论和采访等活动，进行合作学习。

八、教学过程设计 将Warming Up部分与Pre-reading, Reading, Comprehending部分放在同一课时教学设计成一节阅读课。

Step 1 Warming-up and Lead-in（热身与导入）Step 2 Pre-reading(读前活动)

Step 3 Reading for information（信息阅读）Step 4 Reading for comprehension（深层次阅读）Step 5 Consolidation（巩固运用）Step 6 Homework（作业）具体教学步骤：

Step 1 Warming up and Lead-in

1． 学生观看一副邰丽华在《千手观音》中的剧照，教师问：Who is the lady in the front of the team? Have you seen any performance given by her? What is it? Let’s watch the video.Later, I’d like you to talk about her.教师随后点击图片链接到视频《千手观音》，让学生观看视频。

2、激发学生讨论成功女性的事迹。教师问学生：What do you think of the dance “The Thousand-handed Goddess of Mercy”? Do you think it is easy for these dancers to give such an amazing performance? Why is it difficult? 如果学生对这些舞蹈演员的残疾情况不了解，教师则做简要介绍，引导学生讨论：What do you think of Tai Lihua? Is she a woman of achievement? Was it hard for her to learn to dance? Why? Do you know any other women of achievement? 学生讨论后，教师介入：On page one of your textbook, there are some introductions to six women（见左图幻灯片1）and I’d like you to read them quickly, work in pairs and then tell me which of these women you think is great.Give your reasons for your choice.此时教师巡视班级，并给予阅读有困难的学生必要的帮助。

3． 学生讨论并概括有成就的女性的优秀品质。学生浏览完教材Warming Up中六位杰出女性的简介后，教师引导学生讨论并概括有伟大成就的女性的优秀品质。学生概括好后，教师引导学生小结描述有成就的女性的一些形容词（见幻灯片2）。

【设计说明】使学生通过观看舞蹈《千手观音》、讨论著名舞蹈演员邰丽华的事迹和快 速阅读教材第一页六位女伟人的简介，讨论概括出“有成就的女性所有的优秀品质”，提高学生对女性的社会角色的正确认识，培养学生勇于战胜学习和生活中的困难的自信心。Step2 Pre-reading

课件展示幻灯片3，再次让学生学习Jane Goodall的简介文本信息，通过教师设问过渡到观看第2个视频，使学生从视频资源中获取有关Jane Goodall的研究活动和有关黑猩猩的信息，进入课文预读。在播放视频前教师设问：Do you know anything about the life of chimps? Will you go to the forests to study it instead of going to university? Step3 Reading for information 1.Skimming for the main idea.(略读)

略读就是以尽可能快的速度进行阅读。让学生快速浏览文章，回答以下3个问题： 1)Who is the protector?)What animals’ life was she studying?

3)Where was she studying it, in the forest, or in a university? 2.Scanning for details(寻读)

在学生细读完阅读材料后，让学生寻找有关Jane Goodall和她研究黑猩猩所发现的细节内容。此教学过程通过学生个体细读后，采用小组合作、学生互问互答的方式填满两个表 格。

【设计说明】通过略读学生初步掌握文章整体后，学生再进行寻读，捕捉具体信息细节，加深对文章的理解。寻读是快速阅读的另外一种方式，它要求教师设计好需要查找的信息和具体的事实。利用小组互问互答的方式培养学生的获取信息、发现问题、分析问题、解决问题、用英语交流和与人合作的能力。Step 4 Reading for comprehension

本过程主要采用回答问题的形式，让学生带着问题去浏览文本信息，从阅读文本材料中迅速找到这些特定的信息和具体的事实。在这教学环节中，本人设计了6个问题（详见左幻灯片图示）。

【设计说明】阅读理解能力的素质主要体现在两个方面:一是快速阅读,二是准确理解。两者缺一不可。因此，在此过程中，教师设计一些帮助学生深刻把握课文要旨（message）的问题。Step 5 Consolidation

在这个教学环节中，本人设计了讨论、采访和辩论一共3个任务活动。活动1：深化阅读的2个问题的讨论。

1)What problems might she have while working in the forest?

2)What do you think of her? Give examples to support what you think.活动2：学生扮演Jane Goodall展开面对面的访谈。课件显示下列关键词： born in London in 1934

study chimps at Gombe, East Africa get help from mother, teammates...study by observing, recording have a hard life for many years

understand, respect, discover„, achieve„ 活动3：利用所学课文信息内容的辩论活动。

教师把学生分成男女生两组围绕Women are able to do more than men.和Women aren’t able to do more than men.展开辩论。此过程是教材内容的升华，预计为课堂的高潮部分。【设计说明】学生通过阅读获得了信息的输入，而运用所输入的信息来完成某项有实际意义的任务是巩固其阅读效果，内化其学习内容，进行德育渗透，学生通过讨论、采访和辩论，进一步理解Jane Goodall的工作重要性及其优秀的品质，唤起同学们理解动物、尊重动物和保护动物的意识，进而增强学生们，尤其是女学生们克服学习和生活上面对困难的勇气和信心,以鼓励和激发他们的创造性。

课堂讨论和复述课文是训练学生运用所输入的信息进行信息加工和信息输出的一个重要环节，采用讨论、辩论、采访等小组合作学习的方法对学生进行复述课文和延伸课文的训练，既能帮助学生深入理解课文，掌握课文的要点，又能提高学生的口头表达能力和合作能力，同时为提高学生英语书写的能力打下基础。Step 6 Homework

Watch a video and write a letter to those parents who prefer boys to treat girls equally by telling them some stories of some women of achievement.教学反思

于中国传统观念的影响，有一部分世代居住在农村的父母有抛弃或虐待女婴的现象，要求学生看完视频新闻报道后，写一封信给这些不喜欢女孩的家长，劝说他们公平对待女孩，信中要有成功女性的事例描述，使家长们看了这些成功女性的事迹改变他们的落后的观念，公平地对待女孩。不仅如此，也要让学生树立正确的性别观，人生观。

第四篇：高中英语必修二第五单元教案

Teaching plan for Unit 5 book 2 Good morning, professors, it’s my great pleasure to be here sharing my lessons with you.The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music.I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design.First, let me talk about the teaching material.Firstly，let me introduce the teaching material.This unit is to introduce to us different types of band.The reading passage is the center of this unit.It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles.The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students.Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands 1 Knowledge aims:

（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music 2 Ability aims:

(1)To improve the students’ organizing and using skills of English as the second language(2)To understand the main idea, to scan for the needed information and to grasp the details 3 Emotional aims:

(1)Help students understand different type of music and how to form a band(2)Develop students’ sense of cooperative learning Fourthly, teaching key points is 1.To help the students get a general idea of the whole passage, and some detailed information and language points as well.2.To understand how Monkees formed, developed and succeed.Teaching difficult points is 1.The students use their own words to express their own ideas.2.the prep+ whom/which attribute clause According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a.Communicative Language Teaching

Language is used for communication.It’s learner-centered and emphasizes communication and real-life situations.b.Task-based Language Teaching

A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c.Computer Assisted Language Teaching Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning Methods Task-based, self-dependent and cooperative learning Part 4 Teaching Procedure Step One Lead-in “Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”.I’ll play some different type of music to attract their attention and then bring some questions.Question: What kind of music they like? Which band they know best? The answers must relate to band.After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2 Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General idea

The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text.And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively.In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraph

Cooperative learning can raise the students’ interest and create an atmosphere of achievement.Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehension The purpose of reading is to get the correct and useful information.Students should not only have a high speed of reading but also have a correct understanding of details.Therefore the following practices on Page 35 can help check the situation.Step 4 Solving difficult language problems through reading

It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality.In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain.This period of time belongs to students.They can ask any questions they come across in the process of learning.I’ll explain the questions and difficulties.The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 Consolidation Language is learnt by communicating.It is my job to create an atmosphere for students to use the language.Here I design 2 activities 1 Reading for comprehension I’ll ask 4 students to read each paragraph, and then do the exercise following the text.I think it’s a good way to review what they have learned.2 Discussion

During making discussion, the students will deepen their understanding of the main idea of the passage.a.Why Monkees can be successful? Give reasons.b.What’s the most important thing for a successful band? Why? Step 6 Homework Ask the students to write down sth about their favorite singers, band or music and list the reasons.The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard design Unit 4 Music Passage The Band That Wasn’t Topic Sentences: 1.Many people want to be famous as singers or musician 2.Form a band 3.Began as a TV 4.They became even more famous than the Beatles Discussion: a.Why Monkees can be successful? Give reasons.b.What’s the most important thing for a successful band? Why? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write.I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class.I want to make the design inductive, instructive and artistic.

第五篇：高中英语必修Ⅰ第一单元教学反思

高中英语必修一第一单元教学反思 教师：念小荣

我作为一名由初中新调入高中从事英语教学的老师，尤其在新课改的大趋势下，在教学经验，教学能力，教学思路等方面可能会有很多不足之处。所以做好教后反思，无论是对我自身能力的提高，还是对我今后的英语教学工作，都显得尤为重要。下面我将高中英语必修一第一单元（Friendship）的教学做出反思，请各位专家及老师批评和指正。

本单元以“友谊”作为中心话题，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生和存在的真实性问题并且指导学生寻求解决这些问题的方法；Pre-Reading部分设置的几个问题用以启发学生对“友谊”和“朋友”的思考，使学生认识到不仅人与人之间可以做朋友，其它的事物，甚至一本日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事，是人能够感觉到其真实性；Comprehending部分通过连、句配对和问答形式帮助学生对课文内容、细节进行更深入的理解，并通过第4题Imagine you have to go into hiding Anne and her family.What would you miss most? Give your reason.对学生进行情感教育 ；Using about Language 部分教学本课重点词汇和重点语法项目。

对于刚刚进入高中的学生来说，彼此都不是很熟悉，需要了解、沟通，所以友谊是他们生活当中必不可少的，他们每个人对友谊的认识不同，见解不一。对于友谊这一话题是特别感兴趣的，所以大部分学生有比较明确的学习目标和动力，对该课有较高的积极性。

在学习本单元课文内容之前我提出以下思考问题引发学生对交友对象的思考，开阔学生的思维，从而目标引入到阅读部分的主题——安妮将日记当做自己的朋友。

1.Is friendship important in our life? 2.Does a friend always have to be a person? 3.What else can be your friend? 在阅读中, 给学生讲授阅读技巧。第一遍阅读使学生了解课文的大意,学会浏览，培养学生的概括能力,并通过听录音纠正学生的生词发音错误。

Skim: To read or glance through(a passage, for example)quickly to get the main idea.在精读讲解过程中，让学生回答下列问题。

1.What is a true friend like in Anne’s opinion? 2.What is an ordinary diary like according to Anne? 3.Why did she stay awake on purpose until very late one evening? 通过本篇课文内容的学习，引发学生思考并学习安妮的乐观勇敢的精神，培养学生设身处地为别人着想的品质，加深对本课题――友谊的理解,同时通过提问和练习题提高学生语言的掌握和运用能力。

友谊是学生非常熟悉的一个话题，学生有话可说，对该话题也比较感兴趣，但在教学环节要注意以下的几个问题：教学环节的设计要合理，符合该阶段学生的心理特点；内容不能过难，教学环节之间的衔接要自然。同时对一些性格较为内向的学生应加以鼓励，营造一个亲切而自然的课堂环境。此外，教师在学生学习的过程中要注意对学生在学习策略和学习方法上进行指导，以增强其学习的信心和有效性。

在本单元教学实施过程中我总结出一下优点：

1.在新课标的指导下，本单元的教学环节设计得比较紧凑、合理，环环相扣，由浅入深，难易得当，符合学生的学习规律，很容易被学生接受。本节课采用“任务驱动，互助合作”的教学策略，利用多媒体教学系统，对学生实施自主学习教学模式，教学中注重培养学生分析问题、解决问题的能力，较为充分地发挥了学生的主观能动性，真正打造出充满活力的课堂，实现了既定的教学目标。

2.注重学生能力的培养。在教学过程中，教师通过设计不同形式的教学活动，如同桌之间讨论，小组讨论，小组内提问并回答等形式，增强了课堂学习的趣味性，培养了学生的合作精神，创新能力，自学能力和知识运用能力，增进了学生之间的了解，起到了理想的交际效果。听说读写几个课型，锻炼了学生的听说读写技能。

3.本单元教学充分利用了多媒体手段，课堂容量大，课堂变得生动，形象，直观。由于学生初次新课标多媒体教学，都很感兴趣，这为学生对单元学习内容的吸收和理解增添了动力。

本单元教学实施过程中的不足及建议：

1.由于该单元是学生初中升高中的第一个单元，也是他们适应新环境、新老师、新同学的过程，因此，教师要的教态要亲切、自然，拉近老师和学生之间的距离。

2.高中一年级的学生已经在初中阶段的英语学习中积累了一定的词汇，并掌握了一些简单的学习策略和技巧，具有初步的英语听说读写能力，但是阅读这样一篇英文原著还是有难度的，因此教师要估计到学生在理解上可能存在一定的困难，课堂上要多加以引导、帮助学生更好的理解文章。

3.在本单元第二课时教学的课堂中，我提问了一个女同学很简单的问题，但是她站起来回答的时候哭了，当时我不理解，因为这样的例子在我之前的教学中从未发生过，最后才得知这个同学很内向，初中的时候在课堂上很少回答问题。因此在教学过程中，教师要善于启发和激励学生，帮助学生克服“不张嘴”或“不敢张嘴”的心理障碍，要及时对学生进行鼓励和表扬，特别是那些性格比较内向的学生，以增强他们的自信，消除他们的顾虑。

4.由于该单元学生升入高中初次接触到，所以要给学生充分的练习和磨合的时间，不要一味追求教学进度，而忽视了教学效果。

5.虽然学生对与本单元的话题比较熟悉，但由于英语不是学生的母语，学生对很多生活中用语仍然不知道如何用英语表达，会造成学生词汇贫乏，表达有限，不知所措的局面，所以一定要指导学生进行有效的充分的预习和鼓励学生进行课外阅读，这是保证课堂效果的很重要的步骤。

6.教师要注重对学生学习习惯和学习方法的指导，培养学生的自学能力，便于学生今后能够更主动地学习。

总之，要想把一节课、一个单元上得很完美，很合理还有很多其它的工作要做，还有很多问题需要探讨，希望在今后的教学过程中能够继续积累和调整，以丰富自己的教学经验，提高自己的教学能力。