下载文档原格式
高一英语下册Unit 4 单元复习教案一、教学目标1.复习巩固本单元所学的词汇和句型。
2.提升学生听、说、读、写的能力。
3.培养学生的合作与沟通能力。
二、教学准备1.教师准备：复习课件、复习资料、黑板、白板。
2.学生准备：笔记本、课本、笔。
三、教学流程第一部分：词汇复习1.教师将本单元的重点词汇列在黑板上。
2.教师念词汇，学生齐读跟读。
3.分组小比赛：学生分成若干小组，每组派一名代表上台念英文词汇，其他同学在纸上写出对应的中文意思，时间限制为3分钟。
比赛结束后，检查答案并宣布得分最高的小组。
第二部分：句型复习1.教师将本单元的重点句型列在黑板上。
2.学生分组讨论每个句型的用法并举一到两个例子。
3.分组展示：每个小组选取一个句型进行展示，其中包括句子构造、语音语调以及表情动作。
4.整理总结：教师带领学生总结本单元的重点句型，学生将其记录在笔记本上。
第三部分：对话练习1.教师分发对话练习题。
2.学生阅读对话并默读，理解对话内容和语境。
3.分组角色扮演：学生按照对话角色进行分组，并进行对话练习。
4.教师巡视指导，关注学生的表达和交流情况，给予必要的帮助和反馈。
第四部分：写作训练1.教师提供写作题目：假设你是外国交换学生John，在中国的一次经历中，与中国同学一起参观了名胜古迹。
请写一篇短文描述此次经历，并谈谈你的感受。
2.学生个人撰写短文。
3.学生互相交换短文，进行修改和评论。
4.部分学生上台展示自己的作品，并进行点评和建议。
第五部分：复习反思1.教师带领学生回顾本节课的学习内容。
2.学生个人进行反思：我在这节课中学到了什么？还有哪些地方需要进一步提高？3.学生和教师共同反思：本节课的教学有哪些亮点和不足之处？有什么可以改进的地方？四、课后作业1.完成课堂上未完成的练习题和作业。
2.复习本单元的单词和句型，预习下一单元的内容。
以上是本节课的教案，希望能够帮助到您。
如果还有其他问题，请随时向我提问。
高一unit4 教案《高一 unit4 教案》一、教学目标1、知识目标（1）学生能够掌握本单元的重点词汇和短语，如 disaster, rescue, damage 等。
（2）学生能够理解并运用与自然灾害相关的句型和表达方式。
2、能力目标（1）提高学生的阅读能力，能够快速获取文章的关键信息，并理解文章的主旨大意。
（2）培养学生的写作能力，能够用所学的词汇和句型描述自然灾害的情况和救援工作。
3、情感目标（1）让学生了解自然灾害的危害，增强学生的环保意识和自我保护意识。
（2）培养学生的团队合作精神和关爱他人的品质，在面对困难时能够互相帮助。
二、教学重难点1、教学重点（1）重点词汇和短语的用法，如 be trapped in, a number of 等。
（2）课文的理解和分析，掌握文章的结构和主要内容。
2、教学难点（1）如何引导学生正确运用所学词汇和句型进行书面表达。
（2）培养学生对自然灾害的应对能力和防范意识。
三、教学方法1、任务驱动法通过布置各种任务，如阅读、写作、讨论等，让学生在完成任务的过程中掌握知识和技能。
2、情景教学法创设与自然灾害相关的情景，让学生身临其境，更好地理解和感受课文内容。
3、合作学习法组织学生进行小组合作学习，共同探讨问题，培养学生的合作精神和沟通能力。
四、教学过程1、导入（5 分钟）通过播放一段关于自然灾害的视频，如地震、洪水等，引起学生的兴趣，然后提问学生对自然灾害的了解和感受，导入本单元的主题。
2、词汇学习（15 分钟）（1）展示本单元的重点词汇和短语，如disaster, rescue, damage 等，让学生跟读并记忆。
（2）通过图片、例句等方式帮助学生理解词汇的用法和含义。
（3）进行词汇练习，如填空、选择等，巩固学生对词汇的掌握。
3、阅读教学（20 分钟）（1）让学生快速阅读课文，回答一些简单的问题，如文章的主题是什么，主要讲述了哪些自然灾害等。
（2）仔细阅读课文，分析文章的结构和段落大意，引导学生理解文章的细节内容。
高一英语unit4教案教案标题：高一英语 Unit 4 教案教案目标：1. 通过本单元的学习，学生将能够掌握并运用有关旅行和交通方式的词汇和表达方式。
2. 培养学生的听说读写能力，提高他们的英语综合运用能力。
3. 培养学生的合作意识和团队合作能力。
教学重点：1. 掌握本单元的重点词汇和短语。
2. 学会运用正确的语法结构和表达方式。
3. 提高听说读写能力。
教学难点：1. 学生对于交通方式的灵活运用。
2. 学生对于旅行经验的描述和表达。
教学准备：1. 教材《高中英语必修一》Unit 4 阅读材料和练习题。
2. 多媒体设备和投影仪。
3. 单词卡片和图片。
教学过程：Step 1: 导入新课 (5分钟)1. 利用图片或视频引入旅行和交通方式的话题，激发学生的学习兴趣。
2. 引导学生讨论并分享自己的旅行经验，鼓励他们用英语进行简单的描述。
Step 2: 词汇和短语学习 (15分钟)1. 呈现本单元的重点词汇和短语，如transportation, destination, accommodation, sightseeing, etc.2. 通过图片和例句的展示，帮助学生理解并记忆这些词汇和短语。
3. 组织学生进行词汇和短语的操练，如单词拼写、词义选择等。
Step 3: 阅读理解与语法学习 (25分钟)1. 学生阅读 Unit 4 的阅读材料，并回答相关问题。
2. 教师引导学生分析阅读材料中的语法结构和表达方式，如定语从句、比较级和最高级等。
3. 教师讲解相关语法知识，并通过例句进行讲解和练习。
Step 4: 听说练习 (20分钟)1. 播放与本单元相关的听力材料，要求学生听后回答问题。
2. 学生分组进行口语练习，模拟旅行经验的对话和描述。
教师可以提供一些问题和提示，引导学生展开对话。
Step 5: 作业布置 (5分钟)1. 布置相关的作业，如完成练习题、写一篇关于自己旅行经验的短文等。
2. 引导学生预习下一课时的内容，做好相关准备。
高一英语下册Unit 4教案平潭一中高一年4班薛炎云06.12.28课型：SpeakingTopic: Wildlife ProtectionThe General Idea of This Period: This period includes Warming-up and Speaking. It introduces the wildlife situation and let the students discuss the wildlife its protection. Students will realize the necessity of wildlife protection and learn about how to protect them. Meanwhile, students can do some speaking exercise. Teaching Aims:1. Train students’ speaking ability.2. Learn more about the endangered animals and wildlife protection.Important Points:1.Help students to realize the importance and understand the ways of wildlife protection2.Train their speaking skills.Difficult PointsImprove student s’ speaking skills.Teaching Methods:1. Task-based method2. DiscussionTeaching Aids:A multimediaTeaching Procedures:Step 1 Warming-up and Oral Exercise1. Greeting the students as usual2. Ask students to turn to Page 96 New Words of Unit 4 and do the OralExercise(咬牙切齿).3. After the oral exercise, students read the words again as they usually do.Step 2 Revision1. Ask students to close their books and show them some English words of this unit. Then students give the Chinese meaning.2. Show some Chinese words and students give the English words.Step 3: Lead—in1. Show pictures of Beijing Olympics mascotsT: Do you know them?S: Yeah! They are “Fu Wa”.T: Very lovely, right?. And we have met them in Unit 2 the Olympic Games. Can you tell me who are they?Ss: Yes! They are Bei bei, Jining, Huanhuan, Ying ying and Ni ni.T: And what are they?Ss: Panda, swallow, fish, flame and Tibetan antelope,T: Great! As we know, all of them except Huan huan belong to wildlife.2.Introduce the definition of “wildlife”.T: And do you know what does “wildlife” mean?(Ss Discuss and show their opinions.)(T gives a completed definition of “wildlife”: wildlife means animals and plants living in natural conditions)3. Show the topic of Unit 4 Wildlife Protection.T: And, today, we are going to learn something about Wildlife protection, which is also the topic of Unit 4.Step 4: Presentation1.Game “Who am I?”T: If we want to understand “Wildlife protection”. Well, it is necessary for us to know some basic information of the wildlife, such as the situation they facing. First, look at these pictures about the wild animals and tell me what are they.(T shows the pictures one by one, including these of crocodile, koala, dolphin, kangaroo, giraffe, leopard, zebra and so on. Students compete in telling their names.)2. Game “Pick me out”T: So, you do know some things about the wild animals. And can you tell me the difference between the wild animals and the poultry? Yeah, the poultry are kept by human beings. Now, we are going to play a game called “Pick me out”. I’ll show you 5 lines words. There are 6 words 12 every line, one of which doesn’t belong to “wild animals” and you should pick it up. Understand?(Ss can also compete in doing this game. )Step 5: SpeakingTask One1. Presentation1) Show some pictures of the dying-out wild animals appearing in the Games “Who am I?” and “Pick me out.” And ask students to discuss ” What other kinds of wild animals are dying out?” and “why are they facing such a situation?”2) Students discuss with their partners.3) Teacher shows more pictures and concludes the reasons, such as too much hunting, lacking of food and so on.4) Warming-up in Page 26 of Book IIMatch up the information about pandas, tigers and Milu deers. Then, teacher gives students some useful expressions. Introduce the WWF and ask students to imagine that they are scientists of it and make short reports, which should tell people the situations of them, the numbers of them before and after protections having beentaken. And what are the protections.5)Students prepare for the speaking by themselves and make reports in class.Task Two: Wildlife Protection.1.Discuss why should we protect wildlife and how can we do.2. Students share their ideas with others. And then speak out loudly. Encourage them to give different pinions.3. Teacher draws a conclusion.Step 6:Game “Just for fun!”Give students the words: horse, pig, bee, donkey, church mouse, swan and so on. Ask them to complete some usage expressions of English. And tell students some different opinions of animals between Chinese people and some Western people. Introduce some cultural information.eg: T: Do you know as happy as a what? Horse? No! Bee? Oh, no! Swan? Also no! Yeah! It is pig! As happy as a pig! Wonderful!Step 7: ConclusionShow a picture, in which the human being live in harmony with the doves. And draw the conclusion that “We human beings can and should live in harmony with wildlife, which means enjoying our lives.”Homework:1. Make a poster “Wildlife Protection” in groups. There can be a competition among different classes. And the good work will be showed.2. Preview the Reading text. And find out the main idea of it.3. You an visit the following website to find out more information about wildlife protection.www: world wildlife 。
人教版必修高一英语放学期Book4 Unit4语法导教案课标解读：本单元的语法项目是动词的-ing 形式做状语和定语。
教师应该启迪学生思虑，经过示例指引学生总结出动词的-ing 形式在什么状况下作状语或作定语，而后进一步理解其用法，直至比较娴熟的掌握与运用。
Teaching aims（教课目标）Knowledge aims:Get students to know the use of the –ing formas the attribute and the adverbial.Ability aims:Enable students to learn the use of the –ing formas the attribute and the adverbial accordingto the context.Emotional aim:1.Get students to become interested in grammar learning.2.Develop students ’ sense of group cooperation.Teaching emphasis（教课要点）Get students to learn and master the use of the –ing form as the attribute and the adverbial. Teachingdifficulties （教课难点）Enable students to learn how to use the rules ofthe –ing formas the attribute and the adverbial correctly.Teaching &learning procedures (教课与学习过程)【巧设导语激发兴趣】（5 分钟）Step1. Preparing lessons &self-study and exploring the problemsAsk the Ss to report the answers and read the passage quickly to point out the sentences including the –ing form in the text.【整体感知情形创建】Step2.Finishing plan & asking questionsReport the answers to the class and teacher.Point out the sentences including the–ing form in the text.Step3.Researching cooperatively& answering questionsAnd ask the Ss what the rules of the –ing form in the text are.Task1. turn back to Page 26 to read through the passage Communication:No Problem? pick out the sentences using the-ing forms as the attribute and theadverbial., and then underline the–ing form in each sentence and translate the whole sentence into Chinese.1)Yesterday, another student and I , representing our university’s studentassociation, went to the CapitalInternationalAirport to meet this year’s international students. (attribute)2)After half an hour of waiting for their flight to arrive, I saw several youngpeople enter the waiting area looking around curiously. (attribute)(adverbial)3)I stood for a minute watching them and then went to greet them.(adverbial)4)She stepped back appearing surprised and put up her hands, as if in defence.(adverbial)5)Then Akira Nagata from Japan came in smiling, together with George Cook fromCanada.(adverbial)6)Just at that moment,hwever, Akira bowed so his nose touched George ’s moving hand. (attribute)7)When Darlene Coulon from France came dashing through the door, she recognized Tony Garacia’s smiling face. (adverbial)8)In the same way that people communicate with spoken language , they also express their feelings using unspoken ”language”through physical distance, actions or posture.(adverbial)【提出问题合作研究】（ 15 分钟）Step4.Summing &chewing, summarizing knowledgeTask 2.Grammar learning一、作定语。
高一英语下册Unit4单元复习教案Unit4名师点津（新人教版必修四）Ⅰ.单项填空.Itisknownthatwaterisnotanendlessresource，________canitbemadeoncemore，soweshouldsaveandprotectit.A.soB.asc.thusD.nor解析：选D。
考查连词。
根据“水既不是一种无穷无尽的资源，也不能被再制造”和nor位于句首，句子用部分倒装，可知选D。
2.________，thenorthernerslikenoodleswhilethesouthernersarefond ofriceinchina.A.IncommonB.Ingeneralc.IntotalD.Inreturn解析：选B。
考查短语辨析。
ingeneral总的来说，通常。
incommon有共同之处；intotal总共，总计；inreturn 作为回报。
3.Smokingisoneofthe________causesofcancer，killingmillionsofpeopleeachyear.A.majorB.similarmercialD.chemical解析：选A。
句意：吸烟是癌症最主要的原因之一，每年有数百万的人丧生。
4.jennywasalittlenervousinfrontofsomanystrangersatf irst.Butwhensheglancedatjack，sheimmediatelyfelt________.A.inpeaceB.inneedc.atalossD.atease解析：选D。
sb.feelatease“某人心情放松”。
5.ourbodiesarestrengthenedbytakingexercise.________，ourmindsaredevelopedbylearning.A.ProbablyB.Likelyc.SimilarlyD.Generally解析：选c。
ourminds与ourbodies做了类比。
similarly ＝inasimilarway同样地，类似地。
6.Peopleareencouragedtospeakopenly，butcarelesswordsare________tohurtothers’feelings.A.possibleB.probablec.likelyD.sure解析：选c。
常用sb./sth.belikelytodo或it’slikely ＋从句，表示“可能”；certain表示“确定的”；probable 后常跟that从句表示“很有可能”；besuretodosth.指“一定，务必去做某事”。
7.Dotellmethewaysyouthinkof________theproblemassoon aspossible.A.tosolveB.solvingc.solveD.beingsolved解析：选A。
句意：一定要尽快告诉我你想到的解决这个问题的办法。
句中youthinkof是定语从句，tosolvetheproblem是不定式短语作定语修饰theways。
本题易被错误地分析为thinkofdoingsth.而误选B。
8.Themurdererreached________hisgun，andthenshotattheman.A.forB.outc.inD.of解析：选A。
句意：凶手伸手拿起他的枪然后朝那个人开了一枪。
reachfor伸手够……，reachout伸出手来，reach 与其他选项不能搭配。
9.—Hi，Peter.Longtimenosee.—oh，it’syou，jack.I’msorryIdidn’t________youatfirst.A.knowB.recognizec.rememberD.realize解析：选B。
句意：对不起，我开始没有认出你来。
recognize认出。
0.whencrossingthestreet，youshouldalways________thetraffic.A.watchB.watchoutc.watchforD.watchoutfor解析：选D。
watchoutfor注意……。
watchout后不能接宾语。
Ⅱ.完形填空Inthedoorwayofmyhome，Ilookedcloselyatmy23­year­oldson，Daniel.InafewhourshewouldbeflyingtoFranceto__1__adi fferentlife.ItwasatransitionaltimeinDaniel’slife.Iwantedto__2__himsomewordsofsignificance.Butn othingcamefrommylips，andthiswasnotthe__3__timeIhadletsuchmomentspass.whenDanielwasfive，Itookhimtothebusstoponhisfirstdayofkindergarten.Hea sked，“whatisitgoingtobelike，Dad？canIdoit？”Thenhewalked__4__thestepsofthebusanddisappearedinsi de.ThebusdroveawayandIsaidnothing.Adecadelater,asim ilar__5__playeditselfout.Idrovehimtocollege.AsIstar tedtoleave,Itriedtothinkofsomethingtosaytogivehim__6__andconfidenceashestarte dthisnewstageoflife.Again,words__7__me.Now,asIstoodbeforehim,Ithoughtofthose__8__opportuni ties.HowmanytimeshaveIletsuchmoments__9__？Idon’tfindaquietmomenttotellhimwhathehas__10__tome.orwha themight__11__tofaceintheyearsahead.maybeIthoughtit wasnotnecessarytosayanything.whatdoesitmatterinthecourseofalifetimeifafatherneve rtellsasonwhathereallythinksofhim？__12__asIstoodbeforeDaniel,Iknewthatitdidmatter.myf atherandIlovedeachother.yetIalways__13__neverhearin ghimputhis__14__intowords.NowIcouldfeelmypalmssweat andmythroattighten.whyisitso__15__totellasonsomethi ngfromtheheart?mymouthturneddry,andIknewIwouldbeabletogetoutonlyaf ewwordsclearly.“Daniel，”Isaid,“ifIcouldhavepicked,Iwouldhavepickedyou.”That’sallIcouldsay.Hehuggedme.Foramoment,theworld__16__，andtherewerejustDanielandme.Hewassayingsomething,bu ttearsmistedmyeyes,andIcouldn’tunderstandwhathewassaying.AllIwas__17__ofwasthestu bbleonhischinashisfacepressed__18__mine.whatIhadsai dtoDanielwas__19__.Itwasnothing.Andyet,itwas__20__.【解题导语】父爱无语。
离别时作为父亲的“我”该向儿子说些什么呢？简短而又略显不得体的话“假如让我选择的话，我会选择你”让儿子深深地懂得了父子情深。
.A.experienceB.spendc.enjoyD.shape解析：选A。
体验一种不同的生活。
experience有“经历、体验”的意思。
enjoy意为“享受”，不符合语境。
2.A.showB.givec.makeD.instruct解析：选B。
“我想给他一些有重要意义的话语。
”故用give，其他选项不符合语境。
stB.firstc.veryD.next解析：选B。
根据下文判断这不是“我”第一次让这种时刻溜走。
4.A.upwardB.intoc.downD.up解析：选D。
根据情景判断，表示“上车”，所以用up。
5.A.signB.scenec.sceneryD.sight解析：选B。
asimilarscene“类似的一幕”。
6.A.interestB.instructionc.courageD.direction解析：选c。
根据所填词的并列项confidence及下文as引导的句子可以判断，此处作者想说点什么以给儿子勇气和信心。
故c项符合语境。
7.A.failedB.discouragedc.struckD.troubled解析：选A。
wordsfailedme相当于“Icouldn’texpresshowIfelt.”意为“我说不出话来”。
8.A.futureB.embarrassingc.obviousD.lost解析：选D。
根据上下文可知，作者在回忆那些已经失去了的机会。
stB.passc.flyD.remain解析：选B。
根据第一段最后一句可知答案。
pass在此处指流逝。
0.A.countedB.meantc.valuedD.cared解析：选B。
mean“意味着”。
本句的意思为“我无法找到一个安静的时候来告诉他他对我来说意味着什么。
”1.A.thinkB.wantc.expectD.wish解析：选c。
expect“预料，预计”。
think后面不能接动词不定式；want和wish表示主观上的意愿或希望。
2.A.ButB.Andc.InsteadD.So解析：选A。
上文的言下之意是这件事情不重要，这样本句和上文构成转折关系，所以用But。
3.A.wonderedB.regrettedc.mindedD.tried解析：选B。
