人教新课标高中必修四 unit 1 金色教案(新课标版高一英语必修四教案教学设计)

2024-09-05

人教新课标高中必修四 unit 1 金色教案(新课标版高一英语必修四教案教学设计)（精选4篇）

1.人教新课标高中必修四 unit 1 金色教案(新课标版高一英语必修四教案教学设计) 篇一

Unit 2 Working the land

I．单元教学目标

技能目标Skill Goals

Talk about agriculture: a pioneer in farming -Yuan Longping

Talk about organic farming & green food

How to write a brief summary

Try to consolidate how to express suggestions & advice

Master the usage of the -ing form as the subject and object

Learn how to design English posters

II．目标语言

功

能

句

式建议（ Suggestions & advice）

I would rather ...

If I have a choice I’d choose because ...

I don’t like ... because ...

You need to ...

I’d prefer ... because ...

May I suggest ...

It’s a great pity that ...

Let me suggest Leng Jianli because...

Should I/We ...?

Perhaps we should consider Leng Jianli because...

It’s better to ...

But what/how about ...

词

汇 1. 四会词汇

hunger, sunburn, struggle, super, output, expand, circulate, satisfied, equip, freedom, violin, motorcycle, grain, export, suitable, chemical, confuse, mineral, reduce, supply, bacteria, pest, level, whatever, summary, exchange, nutrition, certain

2. 认读词汇

hybrid, strain, sorghum, peanut, darken, organic, fertilizer, fertile, soybean

3. 词组

rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, rather than, with the hope of ...

语

法动词的 -ing 形式作主语和宾语的用法

（The -ing form as the subject & object）

a. Wishing for things, however, costs nothing.

b. His other hobbies include playing mah-jong,swimming and reading.

重点句子 1. However, he cares little about spending the money on himself or leading a comfortable life. P10

2.His other hobbies include playing mah-jong, swimming and reading. P10

3. Wishing for things, however, costs nothing.P10

4. It also refers to crops growing with natural rather than chemical fertilizers. P13

5. Putting this in their fields, they argue, makes the soil ... P13

6. This is important because developing a healthy soil reduces diseases ...P13

7. However, using chemical fertilizers is a big problem. P13

8. Instead, organic farmers insist on changing crops every two or three years.P14

9. These put the minerals back into the soil, making it rich and healthy ...P14

10. ... make sure that what is left in the ground after harvesting becomes a ...P14

11. He advised farmers to clear weeds from the ground before planting crops. P52

12. He suggested changing crops in the field every year. P52

Ⅲ. 教材分析与教材重组

1．教材分析

本单元的中心话题是“农业”，学生通过讨论和阅读了解有关农业、农村和农作物种植的内容。让学生了解农业在整个人类生活中的重要性，了解农村生活，了解中国农民的生活现状，提高他们对农业的认识，并且帮助他们更深刻地理解农业科学家袁隆平的科学研究的价值。同时让学生了解organic farming 以及它对人们生活的重要性，进一步扩大学生的关于农业方面的词汇量，并通过写一则海报提高学生的写作水平。

1.1 WARMING-UP 通过提问有关农业、农村和农作物种植的内容，让学生谈谈自己对农村和农业劳动的认识或经验。教师可通过讨论让学生互相学习，相互交流经验以增加他们的农业知识。

1.2 PRE-READING 部分有两组问题。在第一组问题中，讨论大米在东亚和东南亚国家人民生活中的重要性；而第二组问题则提出世界部分地区所面临的饥饿问题。由此激发学生对世界的关注，培养学生的同情心。

1.3 READING 部分介绍中国著名的农业科学家袁隆平的生平和他的杂交水稻。第一段描述了袁博士的外表--他更象一个农民而不象一个科学家，农村就是他做科研的殿堂。他的科研成果就是超级杂交水稻。第二段描述他的家庭出身，学业，献身水稻科研的原因及所取得的成就。第三段告诉我们袁博士过着跟普通人一样的生活却干着伟大的事业。即使在功成名就之后，他也淡泊名利, 有着无私奉献的高尚精神。

1.4 COMPREHENDING 部分设计了三个练习。第一个是判断练习，学生根据课文中理解和收集的信息做出判断，甚至通过讨论才能做出判断。第二个是词语理解题。第三个练习提出问题，要求学生在阅读课文后作出回答,以检验他们的理解力和训练他们的归纳总结能力。

1.5 LEARNING ABOUT LANGUAGE 部分学习本单元重点词汇和语法项目。词语学习部分采用给出词义而让学生从课文中找出与之匹配的词，然后用所找的词汇完成第二个练习中的短文，以及用课文中意义相近的词汇替换练习三句中划线部分。通过这三种练习帮助学生理解并能熟练应用课文中所学的词汇。语法部分通过从课文中找同义句引出动词的-ing 形式，教师此时可引导学生找出其他的句子，以启发学生理解-ing形式的句法功能。练习二通过模仿例句，用-ing形式做主语代替动词不定式改写句子。练习三要求学生连接短语造句，让学生学习ing形式作宾语的用法，并列举后面接动词-ing形式作宾语的动词。练习四则训练学生v-ing形式在实际生活中的应用能力。练习五则设计了一个游戏以丰富学生的想象力。

1.6 USING LANGUAGE 部分综合训练学生的听说读写能力。第一部分读写结合，学生先阅读文章，文章写的是 Organic Farming or green food,读完后要求学生写一个摘要。在此教师要首先强调写摘要时学生一定要抓住文章的主题并且运用所学的重要词语。听力部分通过回答问题来提高学生的理解能力和理解的正确性。Reading, speaking and writing 部分把读，说和写有机地结合在一起。假设你是一个“绿色食品” farmer，通过背景阅读，你要有充分的理由，利用所提供的句型，以对话的形式说服他人购买你的食品。最后为你的食品设计一个有说服力的广告。

1.7 SUMMING UP部分要求学生归纳总结本单元内容、词汇和语法结构三个方面。

1.8 LEARNING TIPS 部分对如何提高表达能力提出建议。

2. 教材重组

2．1 把Warming up 和Pre-reading 作为reading 的导入内容，将这三部分与Comprehending整合成一节阅读课。

2.2 将 Learning about Language on Page 11, USING STRUCTURES (P50)设计成一节词汇和语法课。

2.3 将 Using Language 中的 Reading 和 READING TASK in Workbook (P51) 还有USING WORDS AND EXPRESSIONS on P51设计成一节泛读课。

2.4 将Using Language 中的Listening（P14），LISTENING TASK（P50）和LISTENING（P48）设计成一节听力课。

2.5 将 Speaking and Writing（P15）和SPEAKING AND WRITING TASK（P53）及TALKING（P48）设计成一节写作课。

2.6将 SUMMING UP (P16), USING WORDS AND EXPRESSIONS (P49), PROJECT和CHECKING YOURSELF (P47) 设计成一节复习课。

3. 课型设计与课时分配（经过教材分析，本单元可用五课时完成。）

1st period Reading

2nd period Words and grammar

3rd period Reading

4th period Listening

5th period Writing

6th period Summary

Ⅳ. 分课时教案

The First Period Reading

Teaching goals 教学目标

1. Target Language 目标语言

a. 词汇和短语

sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than

b. 重点句子

This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10

He cares little about spending the money on himself or leading a comfortable life. P10

He also doesn’t care about being famous. P10

He feels it gives him less freedom to do his research. P10

His other hobbies include playing mah-jong, swimming and reading. P10

Wishing for things, however, costs nothing. P10

2. Ability goals 能力目标

Enable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem-starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.

3. Learning ability goals 学能目标

Help Ss learn how to describe Dr Yuan Longping including his personality.

Teaching important points 教学重点

a. Help to comprehend the text and grasp the main idea of the text.

b. Grasp the usage of some words and expressions.

c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.

Teaching difficult points 教学难点

a. How to help students learn more about agriculture.

b. Help students really master the usage of words and expressions.

Teaching methods 教学方法

Talking, questioning-and-answering activity and reading.

Teaching aids 教具准备

A tape recorder, a projector and a computer.

Teaching procedures && ways 教学过程与方式

Step Ⅰ Greeting and leading in

T: Hello, everyone.

Ss: Hello, teacher.

T: In last unit we learnt some great women. Today we’ll learn a famous man. Who will it be? At first let’s look at the two pictures on Page 9. What are the people doing?

Ss: They are planting rice.

T: Can you tell me something about rice?

S: Rice grows in the south.

S: But in some place of the north we can also find rice.

T: Yeah. You are right. In fact rice is a cereal grain that has been grown for at least 5,000 years and is eaten by 2.4 billion people everyday throughout the world. In Australia, farmers have had to struggle with their harsh environment to grow rice.

Ss: Really?

Step Ⅱ Warming up

T: Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?

S: I have ever grown corn and potatoes. In autumn, my father and I ploughed the soil deep for the first time, then in the next spring, we ploughed the soil for a second time, this time I put the corn seeds into the tunnel following my father. Finally my father covered the corn seeds by ploughing again.

S: I never grow any plant. I’d like to plant sunflowers. They look beautiful. They always face the sun when they are young. I dig some holes in my garden, put some sunflower seeds in them, water them and finally cover them with some more soil.

T: Very well. Have you ever been to the countryside? What did you do there?

S5: Yes, I went there to see my grandfather. In the village I played with other boys in the little stream and caught little fish. I even helped my grandfather get in the corn by cutting the corn stems, which made me tired.

T: Are you from a farmer’s family? What do you know about farming?

S: Yes, my father is a farmer. In my view, farming is hard work. People have to plant crops, smooth away weeds and get in the crops at the right time. They have to get up early to work in the field so as to protect themselves from the sunshine.

T: That’s right. In the north, the biggest worry that farmers have is the drought. When it doesn’t rain, and they can’t irrigate the crops, the crops will die and they will have nothing after hard working.

Step Ⅲ Pre-reading

The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.

T: Food is the basic need for man. Rice is a main food in all Eastern Asian and Southeastern Asian countries. It is said that there are 2.4 billion people to eat rice everyday throughout the world. What do you think would happen if tomorrow there was suddenly no rice to eat?

S: I think if that happened, people there would suffer from starvation. They would be panic and the whole country would get into trouble. Maybe the situation that human beings eat human beings will happen.

T: That’s too terrible. But this kind of thing once happened in history. Well, if you had the chance to do one thing to help end famine in the world, what would you do?

S: I would invent a new kind of plant to produce more food.

S: I’ll make a kind of fertilizer to give rice enough nutrition and let them grow quickly and have high product. But first without pollution to our environment.

T: A great idea! Your idea is just the same with Dr Yuan Longping. Do you know Yuan Longping?

S: I heard that he is an expert on agriculture.

T: Yeah, today we are going to read a passage about him. Let’s see how he helped the world to solve the problem- starvation. Please open your books to Page 9.

Step Ⅳ Fast Reading

The reading material is about an agricultural pioneer named Yuan Longping who worked hard at a new strain of rice. It has proved so successful that his technology spread into other countries. The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher can design some questions for students, so that they can easily find the answers and finish the reading task.

T: Please scan the passage and find out the answers to the questions on the screen. Then I’d like to ask you to answer them.

Show the questions on the screen and give students three minutes to read the text quickly.

1. What does Dr Yuan look like?

2. What’s his achievement?

3. What do you think of him?

Three minutes later.

T: Now who’s the first volunteer to answer Question 1?

S: He has a sunburnt face and arms and a slim, strong body. He is more like a farmer than a scientist.

T: Good! What about his achievement?

S: He grows what is called super hybrid rice, which makes it possible to produce one-third more of the crop in the same fields. Thanks to his research, the UN is trying to rid the world of hunger. Using his hybrid rice farmers’ producing harvests twice as large as before.

T: What do you think of Dr Yuan?

S: It isn’t a quick question. I think Dr Yuan doesn’t like money. He gives millions of yuan to equip others for their research in agriculture. He doesn’t like fame too. Because he feels it gives him less freedom to do his research, and he would rather keep time for his hobbies. Besides, he is a man with colourful dreams. He wants to produce a kind of rice that could feed more people, and he can export his rice so that it can be grown all of the world.

T: I think that your eyes are like a scanning machine. You can find so many good points of Dr Yuan Longping in such a short time. That’s very good. But I can describe Dr Yuan in one word. Guess which word?

S: I don’t know.

T: Wise. In this world, many people warship material and fame. But just as you said Dr Yuan didn’t like money and fame. Because he knows he can’t own these things forever. All the money and fames are chains, which can trip a person’s happiness and freedom. So he is a wise man. Giving up all the fame and money means liberation. Here I’d like to praise him using a Chinese poem. That is “有如莲花出于水, 又如日月不住空。”. Don’t you agree with me?

Ss: Yes, we agree with you.

T: Thank you. Now let’s read the text again to find the main idea of the text. Doing this we can find how the writer designed the text. This can give us an idea to write an biography.

Step Ⅴ Careful Reading and Explanation

Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher can show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.

T: Well. In last unit, we learn how to make a poster to tell everyone about a theme. Do you remember? Make a large heading, then make a smaller heading giving a little more information. Write down most of the information using the smallest size writing. Now, let’s practice it again. Look at the chart on the screen, in which I have written the large heading of each paragraph. What you should do is to fill in the smaller headings to finish the poster. Now, let’s begin. You may work in pairs to have a discussion to see what you should fill in. Should I give you some suggestions to finish this task?

Ss: Yes.

T: OK, 5 minutes is enough, I think.

Show the chart on the screen:

A PIONEER FOR ALL PEOPLE

1. He wants everyone to call him a farmer.

2. His biography.

3. His personality.

4. His dreams.

Five minutes later, teacher can ask some of them to fulfil the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.

A PIONEER FOR ALL PEOPLE

1. He wants everyone to call him a farmer.

1) A scientist works the land.

2) Sunburnt face and arms, slim, strong body.

3) Grow hybrid rice.

4) The first agricultural pioneer.

2. His biography.

1) In 1931, born.

2) In 1953, graduated and devoted his life to finding ways to grow rice.

3) Last year, twenty billion tons of rice was produced. Now, Dr Yuan is circulating his knowledge.

3. His personality.

He is satisfied with his life. Because he doesn’t like

money and fame.

4. His dreams.

1) The first dream.

2) The second dream.

T: Wonderful! I believe that you have mastered the way to write a biography. Now do you have any trouble in understanding the sentences? Please go ahead.

S1: Yes, I don’t understand the sentence “... for that’s how he regards himself”.

S2: Can you explain the sentence “... has more, rather than fewer troubles.”?

T: OK, the phrase, “how he regards himself”, means how he thinks of himself. It refers to a person’s self-image; while“... has more, rather than fewer troubles” means that you expect fewer troubles but in fact you get more than you thought you would.

T: Now please look at the screen. Here are some explanations about the boldface words in our text. Copy the English explanation of these words and read the examples.

Show the following points on the screen.

1. struggle v to make great efforts

e.g. They have struggled for years to free their country from the enemy.

I’m struggling to finish the huge helping you gave me.

2. sunburnt adj sun-tanned

e.g. His sunburnt skin looks healthy.

3. super adj (infml) excellent; splendid

e.g. You’ll like her, she’s super.

You look super in your new clothes.

It was super of you to help.

4. expand v

(cause sth to) become greater in size, number or importance

e.g. Metals expand when they are heated.

Why not try to expand your story into a novel?

5. circulate v

(cause sth to ) pass from one person, place, etc to another

e.g. People who circulate false news are to be blamed.

Yet reports of this kind have been circulated by our newspapers.

The news of the enemy’s defeat quickly circulated round the town.

6. equip v

supply sb/sth (with what is needed, for a particular purpose)

e.g. Now all fishing boats are radio-equipped.

They can’t afford to equip their army properly.

Please equip yourself with a sharp pencil and a rubber for the exam.

7. export v

send (goods) to another country for sale

e.g. India exports tea and cotton to many different countries.

This company has a large home market but doesn’t export.

8. rid ... of make sb/ sth free from (sb/ sth unpleasant)

e.g. We all wish that we would rid the world of famine.

The farmer recently tried to rid the house of rats.

9. lead ... a life, live ... a life

e.g. Now we are leading a happy life.

In the old days farmers led a terrible life in the country.

10. be satisfied with, be content with

e.g. The young lady isn’t satisfied with the peaceful life.

Are you satisfied with his answers?

11. would rather, prefer to

e.g. I’d rather walk than take a bus.

I’d rather you knew that now, than afterwards.

Step Ⅵ Listening and Post-reading

At first, let students listen to the tape, and then finish the exercise in Comprehending. In Step Ⅳ and Ⅴ, we have involved some questions in Exercise 3, so teacher can choose some questions to do. For Ex 1 and 2, teacher can leave some time for students to finish and then check the answers with the whole class.

Step Ⅶ Summary and Homework

T: Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. Of course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:

Farmers weeding at noon,

Sweat down the field soon.

Who knows food on a tray,

Due to their toiling day?

T: Do you know it? Read it and say what does it mean?

Ss: Of course. It’s 悯农 written by Li Shen.

T: Right. The title is A HARD - WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in Learning about Language. Exercise 1, 2 and 3 are about useful words and expressions. Finish them. Next time we’ll check the answers. Ok, class is over. See you next time.

附件:

课文复述

Retell the text in about 150 words.

Notes:

1. Use the first person to retell the story.

2. Try to use the proper conjunctions.

3. Refer to the chart while retelling.

4. The possible version below can be used as a material for both retelling and dictation.

One possible version:

I’m Yuan Longping. Look at my sunburnt face and arms and my slim, strong body and you will think I’m more like a farmer than a scientist. In fact I have struggled for the past five decades to help farmers. In 1974, I began to grow a so-called super hybrid rice. This special strain of rice makes it possible to produce one-third more of the crop in the same fields.

I was born into a poor farmer’s family in 1931. When I was young, I saw many people go hungry often. So I have devoted myself to finding ways to increasing rice harvest without expanding the area of fields since I graduated from Southwest Agriculture College in 1953. Now more than 60 % of the rice produced in China each year is from this hybrid strain. I am circulating this knowledge in India, Vietnam and other less developed countries to increase their harvest. Perhaps you think I am rich. Actually I live a simple life. I care little for money. In my opinion a person with too much money will have more troubles. I don’t want to be famous because I prefer to have more time to do my research. In my free time I love listening to music, playing mah-jong and reading. I once had a dream, in which I saw rice plants as tall as sorghum and each ear of rice was as big as an ear of corn and each grain of rice was as huge as a peanut. Now I have another dream-to export my rice so that it can be grown all over the world.

详细内容请订阅

《名师说课》

2.人教新课标高中必修四 unit 1 金色教案(新课标版高一英语必修四教案教学设计) 篇二

电话：0572-2388983 电子信箱：edna425@21cn.com

一、设计思想

根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。

本节阅读课教学设计的最大特色是：

(1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前-阅读中-阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。

(2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准(实验稿)》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。(周智忠)因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况;搜集The Monkees乐队信息;对搜集到的信息进行整理，制作成课件展示;阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。

(3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。(张丽丽)根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查;以小组为单位设计海报或制作多媒体课件;两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词;以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。(黄小红)

二、教材分析

1.本单元的话题是音乐(music)。音乐是学生最乐于学习，也是最感兴趣的话题之一。初中已有课文涉及，但这个单元将使学生更为全面地了解音乐类型，体验不同的音乐，从而提高学生的音乐素养。此外，在初中阶段学生已接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+ 关系代词which/whom 的定语从句就是本单元的语法重点。

2.The Band That Wasn’t以音乐为侧面反映了近几十年来美国社会和价值观的变化。在本单元的Warming up中，学生已经了解了不同的音乐类型，这为阅读课奠定了一定的基础。另一方面，课文中出现了两个介词+which/whom 的定语从句，引出了即将要学的语言知识。所以说，这节阅读课在整个单元模块中起着承上启下的作用。

3.《普通高中英语课程标准(实验稿)》明确指出要积极发展学生自主学习的能力和合作精神，并且注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。所以，本节阅读课的教学设计力求达到这两个方面的要求。

三、学情分析

1.学生经过初中阶段的英语学习，已经具备了一定的阅读技能，如查找细节信息，获取主要信息，抓住要点等，并且对于音乐这个话题感兴趣，对音乐也有一定的了解与认识。

2.学生可能遇到的问题是在阅读课文中，不能在较短的时间内把握文章的脉络，概括出文章大意;不能在学习中借助音乐作品、图片等非语言信息进行语言表达。另外，这篇课文中出现了较多的新词汇，有一部分词汇对于学生而言有难度。

3.学生在这节课的学习过程中要用到预习策略、搜集分析信息策略及高效复习策略等。

四、教学目标

1.语言知识目标：

1)学生能够正确读写及运用以下单词：

musician, clap, passer-by, form, extra, earn, advertisement, attractive, instrument, loosely, actor

2)学生掌握下列词组的意思并能在句子中熟练运用：

dream of, be honest with, play jokes on, or so, break up

3)学生能够认出介词+which/whom 的定语从句(The Attributive Clause with the preposition ahead of the relative clause)

2.语言技能目标：

1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。

2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。

3.语言能力目标：

增强阅读理解能力;发展借助音乐作品、图片、表格等非语言信息进行语言输出的能力。

4.情感态度与文化意识目标：

1)了解各种音乐形式，了解The Monkees组合的发展历程，接触不同地区的音乐，深化对音乐的认识，提高音乐素养。

2)在小组合作互动中，增强学生的团队合作精神与分享意识。

3)培养学生自主学习的能力。

五、重点难点

1、教学重点：a.获取The Monkees组合发展历程的信息;

b.阅读能力的培养和阅读技巧的训练，如快速阅读找出各段主题句和精读课文完成表格填空等。

2、教学难点：a.通过阅读更好地发展各种阅读技巧;

b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。

六、教学策略与手段

1.本课采用阅读前-阅读中-阅读后三大板块构成的阅读教学模式。

2.培养学生调查搜集信息、分析信息，在查找The Monkees的相关信息的过程中整合网络信息的资源利用策略。

3.培养学生与老师、同学交流信息，交换看法，在小组合作学习和自主探究学习中成长的调控策略。

4.培养学生的认知策略：a. 在学习中借助音乐作品、图片、表格等非语言信息进行理解或语言表达; b. 对所学内容能主动复习并加以整理和归纳; c. 注意发现语言的规律并能运用规律举一反三。

5.采用多媒体课件作为主要的教学手段。多媒体课件可以将文字、图象、声音三者结合起来，更加活泼生动，易于为学生所接受，也能够更好地服务于教学。同时，借助黑板、粉笔等辅助手段开展教学活动。

七、课前准备

1. 学生的学习准备

(1)学生三人或四人一组，根据下表对自己周围的人作一个小型的社会调查，了解不同年龄阶段的人最喜欢的音乐类型、乐队，并分析结果，作出总结(Conclusion)：

Name Age Favorite music Favorite band Conclusion

在本单元第一节课Warning up中学生已经了解了音乐的基本类型，如：

Punk Rock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。

Jazz Music 爵士音乐，长盛不衰的美国音乐在酒吧常常可以听到，让人感觉韵味无穷。

Rock ’n’ roll 摇滚音乐，主要由强劲的吉他贝司和鼓演奏出来的，让人热血沸腾的音乐。

Classical Music作为人类优秀的文化遗产，古典音乐普遍被认为是高层次的音乐风格，具有无法替代的地位。

Pop music 流行音乐，其实也是市场上所谓的大众化的主流音乐。

Blues 布鲁斯，也叫蓝调，是由黑人音乐家创作的，开始流行于30年代，国内比较少这种风格的歌手。

R&B 全名是Rhythm and Blues,节奏布鲁斯，源于Blues, 但是加入了强劲的低音节奏，让人心跳加快。

Hip-hop 现在正流行的街头音乐，主要配以舞蹈，还有强劲的电子合成效果，很多年轻人都喜欢。韩国的H.O.T 就是代表。

Country music乡村音乐, 使用的乐器有吉他、斑鸠琴、鼓和小提琴。音乐本身的音域不广，但乐于受摇滚和其它音乐的影响，节奏变得非常强烈，歌词率直而真实，如平常生活中说话的形式。

学生通过完成这张表格，一方面复习不同类型的音乐名称，另一方面引出不同的乐队组合，同时了解到不同音乐类型，不同乐队受到哪个年龄层次的人的喜爱。学生的现实生活与教材的内容相结合，有利于学生尽快接受教材中的信息，从而更好地掌握教材。

(2)查找关于The Monkees的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息制作成Powerpoint或海报，在课堂上向其他同学展示。这个预习任务提高了学生的学习兴趣，把被动的学习变成主动的学习。

2.教师的教学准备

了解各种类型的音乐及其特点，深化对于音乐的认识和感受，提高音乐修养;详细了解美国知名乐队The Monkees的发展历程和他们的代表作品。

3.教学环境的设计与布置

由于本单元的主题是音乐，可以让学生在周围的墙上贴上流行歌手与乐队组合的照片;并且在课间播放学生喜爱的乐队歌曲，营造一个美妙的音乐氛围，增加学生的学习兴趣。

4.教学用具的设计和准备

制作与阅读课文相关的多媒体课件;录有The Monkees歌曲的磁带或CD。

八、教学过程

Step 1 Pre-reading

1. Ask some students to report the result of their research.

2. Show some pictures of some famous bands to the students.

The Beatles S.H.E. The Backstreet Boys Zero Point Rock and Roll

3. Ask some students to show the information they find on the internet about the Monkees to us.

[设计说明]要求学生报告他们的调查结果，训练学生分析信息的能力和用英语进行思维和表达的能力。展示一些有名的乐队组合的照片，激发学生进一步学习的兴趣，同时引导学生猜测为什么The Monkees被称为“The Band That Wasn’t”。最后，要求学生用海报或多媒体课件呈现关于The Monkees的信息。学生主动参与搜索信息和制作海报或课件，提高了学生自主学习的能力及搜集信息、整理信息的能力。

Step 2 Fast reading

1.Read the passage quickly and tell us what the passage is about.

2.Try to find out the main idea of each paragraph.

Para 1. Dreaming of being a famous musician or singer.

Para.2 How musicians form bands.

Para.3 How the Monkees got their start.

Para.4 How the Monkees become serious about the music business.

[设计说明]快速阅读后要求学生先找出全文的大意，再找出每段的大意。第二个任务还可以改为把各段与段落大意相搭配，适合于阅读理解能力普遍较弱的班级。提醒学生在写作中注意运用主题句构思作文的方法。

Step 3 Careful reading

Read the passage carefully and finish the following tasks:

Task 1. Do the exercise T or F:

(1) Most musicians like to form a band because they enjoy playing to passers-by in the street.

(2)Bands in America are all formed by high school students.

(3)Only the band “The Monkees” is mentioned in the text.

(4)It was“ The Beatles” that started in a different way.

(5)It was hard for the TV organizers to look for good rock musicians.

(6) Though the band pretended to sing at first, they were popular with the fans.

(7) “ The Monkees” never played their own songs.

Task 2. Read paragraphs1& 2 and fill in the form:

How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Places They practice their music in someone’s home.

Forms They may play to passers-by in the street or subway.

Results They can earn some extra money.

They may also have a chance to dream of becoming famous.

Task 3. Read paragraphs 3&4 and find out some information about the Monkees.

Task 4. Use the finished form to introduce the Monkees to your partner.

Task 5. Choose the adjectives that you think best describe “The Monkees”. Give your reasons.

popular lively funny foolish attractive brave crazy noisy classical rich honest

[设计说明]仔细阅读是快速阅读的延续。全文分成两大块，一二两段说明如何组建自己的乐队，三四两段主要介绍The Monkees的组建、分开又重组的过程。图表能够比较清晰地展现了这个过程，给学生留下深刻的印象。利用图表帮助学生回顾乐队的发展历程，进一步加深课文内容。如果学生的学习能力比较弱，难以根据抽象的图表或某些关键词进行语言输出，可以用以下这篇短文填空来替换它。

The Monkees is made of a band of four musicians, who_played jokes on__each other as well as played music. They gave so good performances that their fans supported them fiercely. A year or so_ they became more serious about their work, The Monkees _produced their own records and played their own music. The band_broke up_ in about 1970, but _reunited_ in the mid-1980s.

最后一个任务是文章内容的适度展开，也是学生毫无顾忌地表达自己观点的好机会。它不需要标准答案，学生可以自由地与其他同学交换对于The Monkees的看法和想法。

Step 4 Language points

1. Fill in the blanks using the important phrases in the passage:

(1) He often ______ _______ being a famous singer. (dreams of)

(2) It is wrong ______ _______ _______ _______the disabled. (to play jokes on)

(3) After the incident, their friendship _______ _______. (broke up)

(4) That pen costs 10 dollars ___ ____. (or so)

(5)_____ ______ ______ ______ you, I doesn’t like the film at all. (To be honest with)

2. Underline all the attributive clauses in the passage:

(1) Many times in America, bands are formed by high school students who practise their music in someone’s home.

(2) However, there was one band that started in a different way.

(3)The musicians of whom the band was formed played jokes on each other as well as played music.

(4)The TV organizers had looked for four musicians who were lively and who could make good music.

(5)They put an advertisement in a newspaper looking for rock musicians, but they could only find one that was good enough.

(6) Each week the group that was called “The Monkees” would play a song or two written by other musicians.

(7) However, after a year or so in which they became more serious about their work, “ The Monkees” started to play their own instruments and write their own songs like a real band.

[设计说明]在这个环节，填空题加深了学生对本课中出现的重点词组的印象。学生能力强的话，还可以用造句来加强学生对短语意思的掌握。找出定语从句的目的，一方面是复习已经学过的由that/which/who等引导的定语从句，另一方面要求学生仔细观察第3、7句与其余各句的区别，导出本单元的语法重点：介词+关系代词which/ whom的定语从句。由于后面的语言学习部分将会详细介绍，此时无需详细讲解。

Step 5 Discussion

1. Listen to a song “I’m a believer” sung by the Monkees.

2. Four Ss a group. Discuss the following questions about music:

1) What can music express?

2) When and where do you listen to music?

3) How does music make you feel?

4) Why do you think music is important?

After discussion, put the answers together and a student of each group report it to the class.

[设计说明]听一首The Monkees的歌，可以使学生放松心情，感受音乐的美妙。大多数的高中生都非常喜爱音乐，而且他们正处于人生观、世界观形成的时期，好音乐与好书籍一样，可以帮助高中生培育与发掘人性中的真善美。所以笔者设计了这几个问题的讨论，引导学生思考。而且要求学生把答案合并成一个段落，注意使用恰当的连接词进行语篇输出。教师可以把学生提到的重点词组板书在黑板上，帮助学生完成课后的写作。

九、知识结构或板书设计

Unit 5 Reading The Band That Wasn’t

Without music, life is a journey through a desert.

本节课采用了多媒体课件，所以板书比较简单。在全班进行讨论了音乐的重要性后，板书这句关于音乐的名言，作为对讨论的总结，起画龙点睛的作用。

十、作业设计

Write a passage “Music”，using the following sentences as the main idea of each paragraph.

Para 1: Music is an expression of the people.

Para 2: Music is everywhere.

Para 3: Music plays an important part in our life.

[设计说明]在讨论后，提供各段大意(主题句)进行写作，与前面的快速阅读课文后，找出各段大意的教学任务互相呼应，体现了阅读教学与写作教学的完美结合，构成一个完整的语言输入--语言输出的过程。

[问题研讨]

1.如何在英语教学中激发学生的学习兴趣?

心理学研究表明，兴趣是人的认识需要的情绪表现，是在过去知识经验、尤其是在愉快体验积累的基础上形成的使人乐于积极而持久地去接触、认识某一类新事物的一种意识倾向。因此愉悦的情感体验可以使学生对英语学习保持浓厚的兴趣。如果教学活动唤醒和激发了学生主动参与学习的意识，使学生产生了愉悦的情感体验，教学活动就能收到良好的效果。在以上这节阅读课的预习活动中，笔者设计了两个任务：作一个小型调查和查找The Monkees信息，并在课堂上展示成果。学生积极参与社会调查、查找信息和制作海报的活动，这激发了学生的学习兴趣，学习的自觉性得到了很大的提高。在教学过程中，笔者利用多媒体课件，展示图片，播放音乐，最大限度地吸引学生的注意力，使学生对学习产生浓厚的学习兴趣。真正体现出教学的艺术不在于传授本领，而在于激励、唤醒、鼓舞。

2. 如何在英语教学中渗透美育?

新编的高中英语教材内容丰富多彩，题材新颖广泛，蕴含着丰富的情感性和美育因素，如这个单元的主题就是Music。众所周知，音乐可以表达人的喜悦、幸福、悲伤和忧愁，也可以愉悦性情，抚慰心灵，让世界和我们的生活变得更加美好。因此，教师要把教学活动作为创造性的艺术活动来对待，将自己丰富的情感和音乐的美妙溶入教学过程，通过独具匠心的教学艺术表现手法，将语言转化为美的形式，充分调动学生的好奇心、想像力，激发他们的情感体验，使他们产生富有强烈感染力的，鲜明持久的教学艺术的美感。(吴思廉)

为了更好地在英语教学中渗透美育，笔者注意将教学环境与教学内容结合起来。如用各种乐队的海报布置教室，在课间播放乐队的歌曲等。阅读中，要求学生选择合适的形容词来表达对于The Monkees的看法，学生畅所欲言，自由地表达自己，交流想法，体验到学习的乐趣，也体会到一种成就感。在阅读活动结束后，播放一首The Monkees的歌曲I’m a believer，这是一首以爱为主题的歌曲，大意是作者原以为爱只存在于童话中，但姑娘的笑脸让他找到了爱，他沉醉其中。学生在欣赏美妙的音乐同时感受到了世界的温暖与美好。讨论环节中，学生与其他同学交流思想，分享感受，也是进行美育的好时机。

实际上，激发兴趣与渗透美育都可以归结为情感教育。而且，情感态度目标也是课程目标的五大组成部分之一。所以，在英语教学过程中，教师必须充分开发和利用学生的情感因素，立足于学生的发展，从根本上转变教育观念，树立新的素质观、人才观，真正确立学生的主体地位，才能使学生学习的潜能得到最大限度的发挥，促进学生积极主动、生动活泼地学习，从而全面提高学生的素质。

[参考书目]

周智忠：《任务型语言教学中自主学习的实现方式》,英语合作网www.51share.net/display.asp?id=29660

张丽丽：《合作学习在英语教学中的作用》, 英语合作网 www.51share.net/display.asp?id=66234

黄小红：Unit 5 Music 全单元教学设计，英语合作网www.51share.net/display.asp?id=70889

3.人教新课标高中必修四 unit 1 金色教案(新课标版高一英语必修四教案教学设计) 篇三

Part One : word

1. shake

【用法指南】

1) vt. 摇动，使摇动 2) vi （指人、嗓音）发抖，打颤

3） vt.使人心绪不宁

【典型例句】

The teacher shook the boy by the shoulders

the poor boy was shaking with cold

The house shook as the heavy truck went past

His lying shook my faith in him.

【拓展】

shake with… 因。。。而颤抖

shake hands with sb. 与某人握手

shake sb. by the hand ＝shake one’s hand

shake one’s head 摇头表示不同意

nod one’s head 点头表示同意

【过关练习1】

1)The frightened boy said to his mother in a ___ voice.

A. trembled B. shaken

C. trembling D. shook

2) He is shaking hands ____ my father.

A. to B. of C. with D. at

2．rise

【用法指南】

1）vi. (太阳，月亮等)升起；升高；上升；上涨；起床

2）n. 升起；升高

3) rise to one’s feet 站起来

4）give rise to 引起，导致

5) give sb. a rise给某人涨工资

【典型例句】

The sun rises in the east and sets in the west .

The river is rising after the train.

Prices have risen steadily during the past decade

The rise in the house rent has added to our difficulties.

【类比延伸】

1） rise 为不及物动词，作“上升”时指继续上升，常用于日，月，云，烟、物价、温度、河水、潮水及人的职位等。

raise 为及物动词，意为“举起、提出、饲养、种植”；用作“举起”时，有使物体达到应有的高度的含义。

【过关练习2】

1) They ____ their glasses _____ the friendship between the two nations.

A. look; for B. raised; to C. raised; for D. life; to

用rise和raise的正确形式填空

2) He’s used to _____ early in the morning

3) His funny story ____ a lot of laughter.

4) Prices _____ surprisingly since last year.

5) The level of the water in the river ____ after the heavy rain.

3． smelly]

【用法指南】

1）adj. 发臭的，难闻的

2） smelly 是一个派生词即smell (n) +y(后缀)。类似的如：

blood--- bloody cloud--- cloudy

rain----- rainy wind---- windy

greed--- greedy sun ---sunny

fog --- foggy fat--- fatty mud--- muddy

【过关练习3】

用所给单词的正确形式填空

1)．He had a ____( blood )nose.

2.) Today is a ____ (wind) day.

3. )He looked at the cake with ____ (greed )eyes

4) ____ (fog) weather is common here.

5) The roads are _____ (mud)

6) This is a _____ (sun) room.

4. ruin

【用法指南】

1） vt. 毁坏，毁灭，使毁坏

2） n. 毁灭，破产

3） in ruins 成为废墟；遭到严重破坏

【典型例句】

An earthquake left the whole town in ruins.

She poured water all over my painting , and ruined it.

This island has been ruined by tourism

I was ruined by that law case

【类比延伸】

1） ruin 一次性、彻底的毁坏（不含有某种摧毁性的力量进行破坏的意思）；通常暗指无可挽回的伤害，但不一定指完全毁灭（含有在一定的过程种逐渐毁掉的意思）。此外，ruin多用于借喻中，泛指一般的“坏了”

2） harm指对人或物的伤害或损坏，身体或心理上的伤害。

3） destroy强调以具有摧毁或杀伤性的力量把某物彻底毁掉；有时用于比喻，意为“打破（希望，计划），使失败

4） damage损失，损坏；多用于无生命的东西，指“价值、用途降低或外表损坏等，不一定全部破坏，损坏了还可以修复；这种是自然灾害或人为过失造成的。

【过关练习4】

1). Mike didn’t play football yesterday because he had ____ his leg.

A. damaged B. hurt C. hit D. struck

2) the building is _____.

A. under ruin B. in ruins C. under ruins D. in ruin

用ruin, damage , harm, destroy的正确形式填空

3)．Getting up early won’t ___ you.

4.) The fire ____ most of the building

5. )The crops are all ___ by the continuous rain

6) A falling tree ____ the roof and we should repair it.

5． shock

【用法指南】

1）vt. 使。。。震惊；使。。。激怒

2） n. 震动，震惊，电击

【典型例句】

I was shocked when I heard about your accident

My father was shocked

The shock of the explosion was felt far away.

the two t rains met and the shock broke the windows

it was a great shock for him when his wife died.

An electric shock can kill you

【拓展】

1) in shock

2) get a shock from a wire

【过关练习5】

1) All of the people present felt _____ at the _____ news.

A. shocked; shocking B. shocking; shocked

C. shocking; shocking D. shocked ; shocked

2) Hw was shocked _____ his son playing all day.

A. knowing B. to know C. at know D. known.

用shock的正确形式填空

3) I felt the ______ as the aircraft hit the ground.

4) He was _____ to hear his child swearing.

5). The news of his mother’s death was a terrible ____ to him.

6. rescue

【用法指南】

1）n. 营救，救出

2）v. 营救，救出（常与 from连用）

【典型例句】

We rescued the boy who fell into the river.

However , rescue operations are proving difficult

【拓展】

1） rescuer n, 援救者，营救者

2） come to someone’s rescue 来/去援救某人

【过关练习6】

完成句子

1)． The soldier ____ a boy ____ drowning

这个战士把溺水的男孩救了起来。

2) Researchers ______ in the mountains

搜救者救出了在山中迷失的人们

3) The ______ in a week.

营救队一星期内进行了10次援救

4. ) They must come _____ our rescue.

A. to B. at C. of D. from.

7． honour

【用法指南】

1）n. 荣誉，名誉；使人感倒光荣的人、事

2）vt. 尊敬；给予荣誉

【典型例句】

It’s a great honour to have the President to visit our town.

They stood in silence as a mark of honour to her

She is an honour to her family.

Today the President is hounourin us with his presence.

I feel highly honoured by your trust

【拓展】

1） in honour of = show respect to…

2） show honour to sb.

3） a sense of honour to sb.

4） do honour to

5） on /Upon one’s honour

【过关练习7】

1. )It is _____ honour to her you speak so highly of me.

A. / B. at C. the D. a

2.) All of the village came out to receive me an ____ guest.

A. honour B. honouring C. honoured D. honours

3) I feel highly _____ the kind things you say about me.

A. honoured for B. honour for C. honoured by D. honour by

4) My sister was against my suggestion while my brother was _____ it .

A. in favour of B. in memory of

C. in honour of D. in search of

Part two Phrase

1 a (great) number of

1)许多，大量的

2）后接可数名词复数

3）谓语动词用复数

【典型例句】

I have read a great number of books on this subject.

A great number of visitors come to China every year.

【类比延伸】

1) the number of ：是“。。。的数目“ 的意思，谓语动词用单数

The number of private colleges has increased.

2) a number of 是“许多，大量“的意思。后接可数名词，谓语动词用复数。

A large number of students are going to visit the U.S. A.

【过关练习1】

1) The number of people invited ____ fifty , but a number of them _____ absent for different reason.

A. were; was B. was; was C. was; were D. were; were

2) ____ of people came to the meeting from all over the country.

A. Many B. A number C. The number D. A plenty of

3) ____ of the students in our school has increased to 300

A. A great number B.A great many

C. Plenty of D. the number

2. give out

【用法指南】

1) 及物动词用法，意为“分发，散发，发出（光、热声）

2) 不及物动词用法，意为“用尽、耗尽”

【典型例句】

His money soon gave out

The teacher gave out the exam papers to the students

The flowers gave out a sweet perfume

The machine gives out flashes of light

【拓展】

give out 当“分发”讲时与hand out同义

give off 也有“发光，烟、气味”之意

【过关练习2】

1) the moon gives ____ no light of its own.

A. off B. of C. with D. at

2) After the long-distance race, the woman athlete’s legs almost ____ under her.

A. gave out B. gave in C. gave up D. gave away

Part three: structure

1. Now imagine there has been a big earthquake.

【句型概况】

本句是一个祈使句，在动词imagine 后使用一个 there be句型充当imagine的宾语。There be句型表示“某个事物”在“什么地方”，其结构为“There + be + 主语＋其他成分”. 谓语动词按照救近一致原则。

【典型例句】

There is a desk and three chairs in the room.

There are three chairs and a desk in the room.

There is an old man living in the forest.

【拓展】

1） there be句型中，be 还可被live, stand, lie, exist

There stands a big tree on the top of the house.

There lies a large wheat field in front of the house..

2） there be句型中容易出错的地方

There has a baby over there. (错)

there is a baby is crying over there. （错）

【过关练习1】

1) there _____ a film in the hall this afternoon.

A. is going to have B. will have

C. will to be D. is going to be

2) There used to be a high tower here, ______?

A. wasn’t there B. wasn’t there C. usedn’t there D. used there

3) – there isn’t any milk left

-- oh, _____ ? I’ll get some in town. I’m going there later on

A. isn’t it B. isn’t there C. is there D. is it

4) --- You’ve booked on a four o’clock flight.

--- What chance ____ of taking an earlier plane?

A. there is B. is it C. there it is D. is there

5) Brain told you that there wasn’t anyone in the room at that time , ____ ?

A. was there B. wasn’t there C. didn’t he D. did he

2．Mice ran out of the field looking for places to hide.

【句型概况】

looking for places to hide 为现在分词短语，在句中作伴随状语，表示一个与谓语动词ran同时发生的动作，其逻辑主语为句子的主语，二者之间构成主谓关系。

【典型例句】

He sat by the desk, doing his homework.

He put a finger in his mouth , tasted it and smiled, looking pleased.

One woman was lying in bed , awake, listening to the rushing winds.

【拓展】

现在分词（短语）作时间、原因、条件、让步状语时，多位于句首；作结果、方式或伴随状语时，通常位于句末。

(While) Working in the desk, doing his homework.(时间状语)

Being too old, he couldn’t walk that far. （原因状语)）

standing on the building, you can see the whole city. (条件状语)

Though raining heavily, it cleared up very soon.（让步状语)

He dropped the glass, breaking in into pieces. （结果状语)

They started his breath using a mouth-to-mouth way.（方式结果）

【过关练习2】

1) “We can’t go out in this weather,” said Bob, ____ out of the window.

A. looking B. to look C. looked D. Having looked

2) the visiting Minister expressed his satisfaction with the talk, ____ that he had enjoyed his stay here.

A. having added B. to add C. adding D. added

3) My cousin came to see me from the country, ____ me a full basket of fresh fruits.

A. brought B. bringing C. to bring D. had brought

4) “ Can’t you read?” Mary said ___ to the notice.

A. angrily pointing B. and point angrily

C. angrily pointed D. and angrily pointing

5) she set out soon after dark ____ home an hour later.

A. arriving B. to arrive having arrived D. and arrived

3． All hope was not lost.

【句型概况】

该句为部分否定。 all, both, everyone, everybody, everything以及“every+名词”都表示全部肯定； no one, none, nobody, nothing, not … any, 以及no+名词”都表示全部否定；但当not出现在含有表示全部肯定的不定代词的句子中，不管 not在它们之前或之后都表示部分否定。

【典型例句】

Both of them haven’t read this story.

All of the boy are clever, but none of them can work out this problem.

All bamboo grows tall, but some doesn’t.

【拓展】

1) any所修饰的名词或由any构成的复合不定代词作主语时，谓语动词不能用否定时式。即只能说not… any,不能说any … not

2) 总括性副词如everywhere , always , altogether(全然地), wholly（全部地）和not连用时,也表示部分否定。

Such a thing can’t be found everywhere.

【过关练习3】

1. we couldn’t eat in a restaurant because ____ of us had _____ money.

A. all; not B. any; no C. none; any D. no one ; any

2) I agree with most of what you said , but I don’t agree with ______.

A. everything B. anything C. something D. nothing

3) _____ seen the film, so everyone wants to see it.

A. All the students haven’t B. Any students haven’t

4.人教新课标高中必修四 unit 1 金色教案(新课标版高一英语必修四教案教学设计) 篇四

Teaching aims:

1. Learn some new words and expressions .

2. Improve the students’ reading skills.

3. Know how to prove a new idea in scientific research.

Difficult and Important Points:

1)Reading comprehension

2)What did John Snow do to prove a new idea in scientific research?

Teaching Methods:

1. Group work

2. Competition

3. Illustration

4. Deductive Method

Teaching Procedures:

Step I Warming up

Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)

Step II. Pre-reading

1.Background introduction to John Snow

John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.

Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.

2.Make up a questionName of illness cholera (霍乱)

Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)

Aftereffect Die quickly from a loss of liquid

What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)

Step III. New words study

Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.

Step IV. Reading

Fast-reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)

Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.

In 1854

Another outbreak hit London.

500 , 10

More than 500people had died in 10 days.

16, 37, 38 and 40

These numbers in Broad Street near the water pump had many of the deaths

20 ,21; 8,9

20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.

These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.