第一篇：高中英語必修四一單元輔導

高中英語必修四一單元輔導2012-10-16

學海無涯家教輔導材料(教師專用)

課文知識點：

1.achievement(動詞)2.organize(名詞)3.behave(名詞)4.deliver（名詞）5.人類6.離開，啟程；出發7.過著。。的生活8.（想法，問題等）涌上心頭；涌入腦海9.蔑視，瞧不起10.查閱，參考；談到11.（偶然）遇見，碰見12.繼續，堅持

一．核心單詞：

1.observe vt.觀察；觀測；遵守；慶祝

He will observe Jupiter and its moons for two years.The woman was observed to follow him closely.用法點撥： observe后跟do或v.-ing作賓補；跟不定式作賓補時，如果變成被動語態，要把不定式符號to加上。類似用法的動詞還有：see, watch，hear，notice等。

常用結構：

observe sb.do sth.觀察某人做某事(已做完)

be observed to do被看到做某事

observe sb.doing sth.觀察某人正在做某事

observe +名詞或代詞+形容詞觀察到某人/某物

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

observe Christmas 過圣誕節

【聯想拓展】

observation n.觀察；觀察力；監視 under observation在監視下

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

2.argue vt.&vi.討論；辯論；爭論

The United States should, he argues, attempt to remain aloof.用法點撥：argue后面可以跟that引導的賓語從句，也可以與其他介詞搭配。

常用結構：

argue for(sb./sth.)支持(某人/某事)

argue against(sb./sth.)反對（某人/某事)

argue with sb.(about/over sth.)與某人(為某事)爭辯

argue that...主張??

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

【聯想拓展】

argument n.［C］論據；爭辯；爭吵

have an argument about/over sth.辯論某事

用適當的介詞填空

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

Is this bridge strong enough to support heavy lorries?

He was weak with hunger, so I had to support him.用法點撥：support可以用作動詞，也可以用作名詞。作為動詞時，一般用作及物動詞；作為名詞時，多用其不可數形式。

常用結構：

support sb.in(doing)sth.在（做）某事方面支持某人

support sb.by(doing)sth.通過（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 支持某人的觀點

4.intend vt.計劃；打算；想要，企圖

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專供??使用，專為??而設計

intend to do/doing打算??

intend sb.to do sth.打算讓某人做某事

had intended to do sth /intended to have done sth 本來打算做某事

【聯想拓展】

intention n.打算；目的；意圖

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...無意做??

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(小孩兒)；遞送；發表(演說等)

The doctor delivered her baby.醫生給她接生

Newspapers are delivered every day.報紙每天都送來。

常用結構：

deliver sth.（to sb.）投遞/傳送某物（給某人）

deliver a speech發表演說deliver a baby接生小孩；生小孩

deliver sth.to...把某物送到??

【聯想拓展】

delivery n.支付；遞送express delivery快遞

on delivery收貨時

6．campaign n.運動，戰役歸納拓展： a political campaign 一場政治運動an election campaign一次競選活動

7.behavev.表現；守規矩歸納拓展：1）behave well /badly 舉止良好/ 糟糕behave oneself 舉止規矩 2）behavior n.行為，舉止3）well –behaved行為端正的；彬彬有禮的badly-behaved 行為表現不好的8.worthwhileadj.值得花時間（金錢、努力）的；有意義的；重要的歸納拓展： 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 后可接名詞，動名詞，代詞；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；重視{pl.}敬意；方面

歸納拓展： 1）respect oneself 自尊；自重respect oneself as把某人尊為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 贏得某人的尊敬in all respects 在各方面in respect of關于，就。。而說with respect to 談到 3）respectable adj.體面的；值得尊敬的respectful adj.表示敬意的；尊敬的二．必備詞組：

1.look down upon/on 蔑視；看不起

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

look forward to盼望；期待（to為介詞）look up to敬仰；尊重

look into調查；了解look up抬頭看；查閱look out當心；留心

look on旁觀look on/upon...as...把??看作??

look back on回首；回顧look through瀏覽；審查

2.come across（偶然）遇到；發現;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語老師。

【聯想拓展】

come up with想到；提出（答案、辦法等）

come about發生

come off脫落；進行；表現

come out出版；出現；開花；透露

come over越過；來到；來訪

come into being形成；產生

come back回來；返回

come on開始；進步；快點

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

C.came overD.came across

3.carry on 繼續；堅持

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

carry out貫徹；執行（計劃/命令/指示等）

carry through 貫徹；實現；貫徹執行

carry sth.through to the end有始有終

carry about隨身攜帶

carry away運走；使失去自制力；沖走

carry off 拿走，奪走。。的生命；獲得獎品

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，擠進（想法，問題等）涌上心頭，涌入腦海

歸納拓展：crowd。。into使擠進，勉強塞入

5.referto 談到，提到，涉及；參考，查閱

近義詞組區分：look up---賓語多為word，information等；不可以是book，dictionary，sb 等。Refer to 意思比較廣泛，它既可以作“查詢”“查找”講，又可以作“談到，提及”講，賓語多為book，dictionary，sb等。

三．重點句型：

1.Only after her mother came to help her for the first few months was she allowed to begin her project.(P2)“only+狀語”放在句首時，主句部分要用部分倒裝，即：將助動詞、情態動詞或連系動詞置于主語之前。但“only+主語”放在句首時，主句不倒裝。

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.溫馨提示：only位于句首修飾主語時，句子不用倒裝。

Only when Mum is sick will she stay in bed.溫馨提示：only位于句首修飾主語時，句子不用倒裝。

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.這是it hits me ?句型，意思是“我突然想到。?！?歸納拓展：

常用類似句型有：

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．即時練習：

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：高中英語必修四四單元輔導

高中英語必修四四單元輔導2012-10-31

學海無涯家教輔導材料

課本知識點：

譯出下列短語---1.保衛。。以免受 2.很可能 3.總的來說；通常 4.舒適；快活；自由自在 5．丟臉 6.背對；背棄

輔導材料：

一． 核心詞匯：

1.represent vt.象征；表示;說明；宣稱

The red lines on the map represent railways.He was picked out from the whole class to represent them at the other school.溫馨提示：represent與present只有“re”的區別，不要按照常規把represent看作present加前綴，理解成“再現”。represent 作“說明，使明白”和“傳達，表達”講時，不能直接跟人作賓語。類似用法的詞還有：explain, guarantee, suggest, announce等。常用結構：represent sb.as/to be宣稱某人為?? represent sth.to sb.向某人說明某事 【聯想拓展】

representative adj.典型的，有代表性的 n.代表 representation n.表現；陳述 【即學即練】

用represent的適當形式填空

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，感興趣的；奇異的，不同尋常的

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

be curious about對??感到好奇 be curious to do急于做/極想做 【聯想拓展】

curiosity n.好奇

out of curiosity出于好奇

meet one’s curiosity滿足某人的好奇心 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，走進n.接近，臨近；方法，途徑 He approached me with stealthy steps.A.way B.mean C.method D.approach Our approach scared the butterfly and it flew away.常用結構：

approach to接近;近似 at the approach of...在??快到的時候 approach sb.on sth.就??與某人接洽（商量、交涉）

make approaches to sb.設法接近（認識）某人 an approach to...??的方法；學習??途徑 單項填空

There is no easy _____ to the mathematics.A.way B.mean C.method D.approach 4.ease n.安逸；舒適v.減輕（痛苦，憂慮）She is leading a life of ease.The injection brought her immediate ease.The medicine eased him of the pains.用法點撥： ease作為名詞，為不可數名詞；而作為動詞為及物動詞，它的賓語一般是人。常用結構：

at ease感到舒適而無憂無慮；感到放松，不拘束 with ease毫不費勁地，輕而易舉地

put sb.at(one’s)ease使某人放心；使某人不受約束 take one’s ease休息，輕松一下

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

Where can I contact you tomorrow? 常用結構：

bring into contact with使與??接觸（或聯系）come into contact with和??建立聯系；和??接觸 in contact with和??聯系 lose/out of contact with =lose touch with和??失去聯系

make contact with與??進行接觸（或聯系）

_____ with foreign countries can bring us much information about the world.A.Contrast B.Competition C.Contact D.Combination 6.defend vt.防護；辯護；護衛；為。。辯護

歸納拓展：1）defend sb/sth from(against)保護，保衛（使不受傷害）

2）defence n.保護，防御 self-defence 自衛 in defence of 保衛；為。。辯護

come to sb’s defence 保護某人 defender n.后衛；保護人 8.function n.功能；作用；機能 vi.運行；起作用

歸納拓展：表示“起作用，運行”的詞還有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． 必備詞匯：

9.get through 設法聯系上（尤其指打電話）；（設法）做完；通過（考試）；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.【聯想拓展】

get over克服；熬過；（從疾病中）恢復

get on with繼續做；在??有進展 get around到處走動；傳播出去 get out of從??之中獲得??；避免；使說出 get together 聚集；收集；積累

get in 進入；到達；收獲；插入；陷入 get along 融洽相處；進展；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;預期的

She is not likely to leave next week.她下個星期不可能離開。It’s very likely that he will not agree.很有可能他不會同意。

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；大體上；通常，大都，多半，一般而言

歸納拓展：general adj.普遍的，大眾的，一般的，普通的，大致的，大體的 n.將軍；上將 generally adv.通常地；廣泛地；普遍地 12.lose face 丟面子

如：He said that he would never do it ,because to do so would be to lose face.歸納拓展：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 刻不容緩

2）face to face face the south face danger /difficulty face the fact that 正視 be faced with 3)in the face of 面對 to one’s face 當著。。的面；坦白地；公開地 save one’s face look sb in the face make a face /faces 三． 重點句型：

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）

這個句子是由一個中心詞組not...nor...連接起來的，意為“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等來表達。Not every Welshman speaks Welsh.All is not gold that glisters.【聯想拓展】

若要表示全部否定，則應用相應的表示全部否定的否定詞。all→none（一個人也沒有、沒有任何東西）； both→neither（兩個都不），every→no（沒有，不是）；

everyone→no one(沒有人), everything→nothing（什么也沒有）等。I like neither of the books.這兩本書我都不喜歡。溫馨提示：部分否定并不總是用這種方式表達，有時也以一般否定句的形式出現，即把否定主語的not與謂語動詞放在一起。

—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.這是一個 sb/sth be likely to do 句型。如： Tom is likely to win the match this afternoon.特別提示：該句型還可以表示為：It is likely to do sth.likely 不能用于：It is likely for sb to do sth 句式。

歸納拓展：1）同義句型：It is possible(for sb)to do ?/that?;It is probable that ?該句型不能以人或事物作主語，并且沒有 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）該句式的否定寫成： 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 沒有做。。的可能。如：There is no chance that it will rain today.四．即時練習題：

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：高中英語必修4 第一單元

高中英語必修4 第一單元（Unit 1 Women of achievement）教學設計與教學反思

發布者： 張明龍 發布時間： 25/9/2011 AM 11:52:42 教學設計

一 教學內容

人教版新課標高中英語必修4 第一單元（Unit 1 Women of achievement)第一課時 閱讀課 “非洲野生動物保護者”A PROTECTOR OF AFRICAN WILDLIFE

二、教材分析

本單元的話題是“取得成就的優秀女性”，通過介紹幾位不同國度、不同時代、不同職業、不同理想與追求、不同經歷的杰出女性，探討女性對社會、對人類的價值和貢獻，展示女性的風采和她們在社會各個領域的成就。學習本單元有助于提高對婦女社會角色的認識，了解成功女性的奮斗經歷和勇于斗爭的精神，培養學生（尤其是女生）的事業心和社會責任感，建立正確的性別觀和自信心。本課時是本單元的第一課時,內容包括熱身(Warming up),讀前（Pre-reading)，閱讀(Reading)和理解(Comprehending)四個部分。其中閱讀部分以“非洲野生動物保護者”為題，分別從研究工作的內容、困難和取得的成就等方面介紹了Jane Goodall在非洲原始森林中工作的情況，贊揚了她為保護野生動物所做出的貢獻。此部分提供了本單元的主要閱讀語篇，載有本單元話題“取得成就的女性”的重要信息，且呈現了本單元的大部分的詞匯和主要語法結構。

三、學情分析

１．學生個性和英語水平差異大，教學設計要有梯度，由淺入深，注意層次性。教師要抓住學生的心理，激發學生的學習興趣，讓他們在學習中學會參與，在參與中學會學習。２．根據學生的心理特征，采用視、聽、說的教學方法，從感性認識入手，逐漸上升到理性認識，培養學生運用英語進行表達的能力。

四、教學目標設計

1.知識目標：

① 學生通過閱讀Jane Goodall與她的同事們在非洲原始森林觀察黑猩猩的一個片斷，了解她在動物保護方面所付出的艱辛和所取得的成就。

② 使學生了解黑猩猩的生活習性以及與人類的相似之處，獲取保護野生動物的知識。2.能力目標：

① 學生學會快速閱讀的方法、培養篩選局部和整體信息的能力及獨立閱讀的能力和合作學習的能力；訓練閱讀技巧，同時加強聽，說，寫等能力訓練，提高獲取信息和處理信息的能力。② 培養學生的質疑意識，提高學生分析問題和解決問題的能力；充分利用多媒體技術，培養學生組織語言、運用語言的能力。3.情感價值觀：

通過本節課的學習, 認識Jane Goodall從事這項工作的重要性，喚起學生理解動物、尊重動物和保護動物的意識。通過學習主人公的“遇到困難不退卻、知難而進、獨立解決、勇于冒險、探索大自然”等樂觀的人生態度，使學生受到鞭策和鼓舞，培養學生（尤其是女學生）的自信心、事業心和社會責任感，建立正確的性別觀和社會觀。五.教學重點、難點

教學重點：閱讀能力的培養和閱讀技巧的訓練，如快速閱讀找出主旨大意和精讀課文獲取有關黑猩猩生活習性和動物行動學博士Jane Goodall研究黑猩猩的過程、付出的艱辛和取得的成就等信息，培養學生的獲取信息、處理信息、分析問題和解決問題的能力。

教學難點：培養學生使用相關語言口頭闡明有關動物保護的觀點，提出有效的保護措施、合理的建議的能力。六.教學方法

1．演示法：相關的圖片、視頻等顯示給學生看，便于學生對微觀知識和背景知識的把握，并從舊知識中獲得啟迪，從而達到解決問題的目的。

2．任務驅動教學法：將所要學習的新知識隱含在一個或幾個問題和小組活動之中，學生通過對所提的任務進行分析、討論，并在老師的指導和幫助下找出解決問題的方法，最后通過任務的完成而實現對所學知識的意義建構。

3．多媒體輔助教學法：把有關黑猩猩和Jane Goodall的文本、圖片、聲音和視頻等信息融合在課件中，可以增加課堂信息量的輸入并發揮學生的多種感官的作用，激發學生學習興趣，提高教學效率。

七、學習方法

《高中英語新課程標準》明確指出：“高中英語課程要有利于學生優化英語學習方法，使他們通過觀察、體驗、探究等積極主動的學習方法，充分發揮自己的學習潛能，形成有效的學習策略，提高自主學習的能力?！?/p>

根據《高中英語新課程標準》要求，結合我班學生英語基礎與能力較弱的實際，本課時我把閱讀課文作為整體處理的同時，把每個教學環節所設計的問題和任務區分出高低不同的層次，由淺入深，循序漸進，使每個教學環節盡量符合多數學生的認知水平，力爭全班絕大多數同學都能積極參與課堂活動。通過“任務型”活動，引導學生自主學習，培養學生 “跳讀”、“尋讀”、“定位”、“推理歸納”等閱讀方法；通過描述、討論和采訪等活動，進行合作學習。

八、教學過程設計 將Warming Up部分與Pre-reading, Reading, Comprehending部分放在同一課時教學設計成一節閱讀課。

Step 1 Warming-up and Lead-in（熱身與導入）Step 2 Pre-reading(讀前活動)

Step 3 Reading for information（信息閱讀）Step 4 Reading for comprehension（深層次閱讀）Step 5 Consolidation（鞏固運用）Step 6 Homework（作業）具體教學步驟：

Step 1 Warming up and Lead-in

1． 學生觀看一副邰麗華在《千手觀音》中的劇照，教師問：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.教師隨后點擊圖片鏈接到視頻《千手觀音》，讓學生觀看視頻。

2、激發學生討論成功女性的事跡。教師問學生：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? 如果學生對這些舞蹈演員的殘疾情況不了解，教師則做簡要介紹，引導學生討論：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? 學生討論后，教師介入：On page one of your textbook, there are some introductions to six women（見左圖幻燈片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.此時教師巡視班級，并給予閱讀有困難的學生必要的幫助。

3． 學生討論并概括有成就的女性的優秀品質。學生瀏覽完教材Warming Up中六位杰出女性的簡介后，教師引導學生討論并概括有偉大成就的女性的優秀品質。學生概括好后，教師引導學生小結描述有成就的女性的一些形容詞（見幻燈片2）。

【設計說明】使學生通過觀看舞蹈《千手觀音》、討論著名舞蹈演員邰麗華的事跡和快 速閱讀教材第一頁六位女偉人的簡介，討論概括出“有成就的女性所有的優秀品質”，提高學生對女性的社會角色的正確認識，培養學生勇于戰勝學習和生活中的困難的自信心。Step2 Pre-reading

課件展示幻燈片3，再次讓學生學習Jane Goodall的簡介文本信息，通過教師設問過渡到觀看第2個視頻，使學生從視頻資源中獲取有關Jane Goodall的研究活動和有關黑猩猩的信息，進入課文預讀。在播放視頻前教師設問：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.(略讀)

略讀就是以盡可能快的速度進行閱讀。讓學生快速瀏覽文章，回答以下3個問題： 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(尋讀)

在學生細讀完閱讀材料后，讓學生尋找有關Jane Goodall和她研究黑猩猩所發現的細節內容。此教學過程通過學生個體細讀后，采用小組合作、學生互問互答的方式填滿兩個表 格。

【設計說明】通過略讀學生初步掌握文章整體后，學生再進行尋讀，捕捉具體信息細節，加深對文章的理解。尋讀是快速閱讀的另外一種方式，它要求教師設計好需要查找的信息和具體的事實。利用小組互問互答的方式培養學生的獲取信息、發現問題、分析問題、解決問題、用英語交流和與人合作的能力。Step 4 Reading for comprehension

本過程主要采用回答問題的形式，讓學生帶著問題去瀏覽文本信息，從閱讀文本材料中迅速找到這些特定的信息和具體的事實。在這教學環節中，本人設計了6個問題（詳見左幻燈片圖示）。

【設計說明】閱讀理解能力的素質主要體現在兩個方面:一是快速閱讀,二是準確理解。兩者缺一不可。因此，在此過程中，教師設計一些幫助學生深刻把握課文要旨（message）的問題。Step 5 Consolidation

在這個教學環節中，本人設計了討論、采訪和辯論一共3個任務活動。活動1：深化閱讀的2個問題的討論。

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.活動2：學生扮演Jane Goodall展開面對面的訪談。課件顯示下列關鍵詞： 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? 活動3：利用所學課文信息內容的辯論活動。

教師把學生分成男女生兩組圍繞Women are able to do more than men.和Women aren’t able to do more than men.展開辯論。此過程是教材內容的升華，預計為課堂的高潮部分?！驹O計說明】學生通過閱讀獲得了信息的輸入，而運用所輸入的信息來完成某項有實際意義的任務是鞏固其閱讀效果，內化其學習內容，進行德育滲透，學生通過討論、采訪和辯論，進一步理解Jane Goodall的工作重要性及其優秀的品質，喚起同學們理解動物、尊重動物和保護動物的意識，進而增強學生們，尤其是女學生們克服學習和生活上面對困難的勇氣和信心,以鼓勵和激發他們的創造性。

課堂討論和復述課文是訓練學生運用所輸入的信息進行信息加工和信息輸出的一個重要環節，采用討論、辯論、采訪等小組合作學習的方法對學生進行復述課文和延伸課文的訓練，既能幫助學生深入理解課文，掌握課文的要點，又能提高學生的口頭表達能力和合作能力，同時為提高學生英語書寫的能力打下基礎。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.教學反思

于中國傳統觀念的影響，有一部分世代居住在農村的父母有拋棄或虐待女嬰的現象，要求學生看完視頻新聞報道后，寫一封信給這些不喜歡女孩的家長，勸說他們公平對待女孩，信中要有成功女性的事例描述，使家長們看了這些成功女性的事跡改變他們的落后的觀念，公平地對待女孩。不僅如此，也要讓學生樹立正確的性別觀，人生觀。

第四篇：高中英語必修二第五單元教案

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：高中英語必修Ⅰ第一單元教學反思

高中英語必修一第一單元教學反思 教師：念小榮

我作為一名由初中新調入高中從事英語教學的老師，尤其在新課改的大趨勢下，在教學經驗，教學能力，教學思路等方面可能會有很多不足之處。所以做好教后反思，無論是對我自身能力的提高，還是對我今后的英語教學工作，都顯得尤為重要。下面我將高中英語必修一第一單元（Friendship）的教學做出反思，請各位專家及老師批評和指正。

本單元以“友誼”作為中心話題，幾乎所有的內容都是圍繞這一中心話題展開的。Warming Up部分以調查問卷的形式引導學生了解日常生活中朋友之間發生和存在的真實性問題并且指導學生尋求解決這些問題的方法；Pre-Reading部分設置的幾個問題用以啟發學生對“友誼”和“朋友”的思考，使學生認識到不僅人與人之間可以做朋友，其它的事物，甚至一本日記也可以成為人們的朋友；Reading部分Anne’s Best Friend以日記形式講述了猶太女孩安妮的故事，是人能夠感覺到其真實性；Comprehending部分通過連、句配對和問答形式幫助學生對課文內容、細節進行更深入的理解，并通過第4題Imagine you have to go into hiding Anne and her family.What would you miss most? Give your reason.對學生進行情感教育 ；Using about Language 部分教學本課重點詞匯和重點語法項目。

對于剛剛進入高中的學生來說，彼此都不是很熟悉，需要了解、溝通，所以友誼是他們生活當中必不可少的，他們每個人對友誼的認識不同，見解不一。對于友誼這一話題是特別感興趣的，所以大部分學生有比較明確的學習目標和動力，對該課有較高的積極性。

在學習本單元課文內容之前我提出以下思考問題引發學生對交友對象的思考，開闊學生的思維，從而目標引入到閱讀部分的主題——安妮將日記當做自己的朋友。

1.Is friendship important in our life? 2.Does a friend always have to be a person? 3.What else can be your friend? 在閱讀中, 給學生講授閱讀技巧。第一遍閱讀使學生了解課文的大意,學會瀏覽，培養學生的概括能力,并通過聽錄音糾正學生的生詞發音錯誤。

Skim: To read or glance through(a passage, for example)quickly to get the main idea.在精讀講解過程中，讓學生回答下列問題。

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? 通過本篇課文內容的學習，引發學生思考并學習安妮的樂觀勇敢的精神，培養學生設身處地為別人著想的品質，加深對本課題――友誼的理解,同時通過提問和練習題提高學生語言的掌握和運用能力。

友誼是學生非常熟悉的一個話題，學生有話可說，對該話題也比較感興趣，但在教學環節要注意以下的幾個問題：教學環節的設計要合理，符合該階段學生的心理特點；內容不能過難，教學環節之間的銜接要自然。同時對一些性格較為內向的學生應加以鼓勵，營造一個親切而自然的課堂環境。此外，教師在學生學習的過程中要注意對學生在學習策略和學習方法上進行指導，以增強其學習的信心和有效性。

在本單元教學實施過程中我總結出一下優點：

1.在新課標的指導下，本單元的教學環節設計得比較緊湊、合理，環環相扣，由淺入深，難易得當，符合學生的學習規律，很容易被學生接受。本節課采用“任務驅動，互助合作”的教學策略，利用多媒體教學系統，對學生實施自主學習教學模式，教學中注重培養學生分析問題、解決問題的能力，較為充分地發揮了學生的主觀能動性，真正打造出充滿活力的課堂，實現了既定的教學目標。

2.注重學生能力的培養。在教學過程中，教師通過設計不同形式的教學活動，如同桌之間討論，小組討論，小組內提問并回答等形式，增強了課堂學習的趣味性，培養了學生的合作精神，創新能力，自學能力和知識運用能力，增進了學生之間的了解，起到了理想的交際效果。聽說讀寫幾個課型，鍛煉了學生的聽說讀寫技能。

3.本單元教學充分利用了多媒體手段，課堂容量大，課堂變得生動，形象，直觀。由于學生初次新課標多媒體教學，都很感興趣，這為學生對單元學習內容的吸收和理解增添了動力。

本單元教學實施過程中的不足及建議：

1.由于該單元是學生初中升高中的第一個單元，也是他們適應新環境、新老師、新同學的過程，因此，教師要的教態要親切、自然，拉近老師和學生之間的距離。

2.高中一年級的學生已經在初中階段的英語學習中積累了一定的詞匯，并掌握了一些簡單的學習策略和技巧，具有初步的英語聽說讀寫能力，但是閱讀這樣一篇英文原著還是有難度的，因此教師要估計到學生在理解上可能存在一定的困難，課堂上要多加以引導、幫助學生更好的理解文章。

3.在本單元第二課時教學的課堂中，我提問了一個女同學很簡單的問題，但是她站起來回答的時候哭了，當時我不理解，因為這樣的例子在我之前的教學中從未發生過，最后才得知這個同學很內向，初中的時候在課堂上很少回答問題。因此在教學過程中，教師要善于啟發和激勵學生，幫助學生克服“不張嘴”或“不敢張嘴”的心理障礙，要及時對學生進行鼓勵和表揚，特別是那些性格比較內向的學生，以增強他們的自信，消除他們的顧慮。

4.由于該單元學生升入高中初次接觸到，所以要給學生充分的練習和磨合的時間，不要一味追求教學進度，而忽視了教學效果。

5.雖然學生對與本單元的話題比較熟悉，但由于英語不是學生的母語，學生對很多生活中用語仍然不知道如何用英語表達，會造成學生詞匯貧乏，表達有限，不知所措的局面，所以一定要指導學生進行有效的充分的預習和鼓勵學生進行課外閱讀，這是保證課堂效果的很重要的步驟。

6.教師要注重對學生學習習慣和學習方法的指導，培養學生的自學能力，便于學生今后能夠更主動地學習。

總之，要想把一節課、一個單元上得很完美，很合理還有很多其它的工作要做，還有很多問題需要探討，希望在今后的教學過程中能夠繼續積累和調整，以豐富自己的教學經驗，提高自己的教學能力。