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第一章第1节 self introduction 教案教学设计(人教版英语高一)

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下面是小编为大家整理的第一章第1节 self introduction 教案教学设计(人教版英语高一)，本文共17篇，仅供参考，大家一起来看看吧。

篇1：第一章第1节 self introduction 教案教学设计(人教版英语高一)

学生了解老师，让学生相互了解。养成主动开口的习惯，能积极的参加到班级活动中来。

一体化设计：让学生明白教学要求和教学计划

教学重点、难点： let ss open their mouths

教学过程： 1、组织教学（导言）

Hello, everyone. Nice to meet you .Although it’s the first time we have met ,I think I like you. I ‘ll be your English teacher this year.As I ’ve said I was graduated from Jingxi Normal University as an English major,I have passed English Grand Test 8. From the experience I think there is no easy way to learn English. So I will be strict with you .Don’t be afraid.With your hard work, you are certain to improve your speaking,listening. Reading, and writing.

3、讲授新课：

After I introduce myself I am anxious to know you. Will you please give some introduction to me? Are there any volunteers? (6-7 SS)

4、课堂练习：

T gives some requirements to SS.

eg: .plans of this term: 1.handwriting contests:

2.English songs contest. maybe a party

Preview – while at class- revison - go over the language points

Finish homework

5、布置作业：I.copy the new words twice.

II. preview the warming up

6、课堂总结：

In the next days we will have a hard time but I hope you can have fun from the study. Doing a lot of reading will enlarge your knowledge and your view of the word.Let’s improve hand in hand.

板书设计： Self-introduction

Name: Lina Xiong

Birthplace: Nanchang Jingxi

Graduated school: Jiangxi Normal University

Hobby: music, dancing, reading, shopping

Family member: my husband ,my son and I

教学反思： Most students don’t like standing up to introduce themselves. Teachers can change the form. I use true or false to let them guess some information about me. It is much more interesting.

篇2：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)

I Teaching Aims and Demands

1.Words and expressions

1)words

honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;

deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion

2）useful expressions

be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with

2.Oral demand

Talk about friend and friendship in English

3. Grammar

1）the indirect speech led by if/what /who/where/how…

2）review the usage of nouns and articles

4. Written demand

write an E-mail about friendship

5.Moral demand

Teach the Ss how to get on well with friends and treasure friendship.

II Teaching method

Co-orperating teachong

III Study method

Self-study guided by the teacher

IV Teaching aids

Computer,tape recorder,slide shoe,etc.

V Teaching steps

Period 1

Step 1 1. Ask the Ss the following questions to review some

Warming up words they know to describe their friends:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends ?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance:

tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.

1) I think I am ______, ______ and _______.

I think I am ________ because I ________. So when you ______, you can _______.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.

Step 2 1. Listen to the tape and finish the three situations one

Listening by one. Then ask the Ss to check the answers with

their partners.

2. Go over Part 1 in Listening on Page 85.

3. Go over Part 2 in Listening on Page 85.

Step 3 Written work: Part 2 on Page 87 in the exercise book.

Homework Reading: Go over Speaking Part on Page 2 and finish

the table on Page 3.

Summary

Period 2

Step1 1. Ask the Ss to tell what they learned in the last period

Revision and their opinions about what a good friend should be.

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.

Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.

2. Let the Ss say what patterns we can use to make

apologies.

You said that you would … Why did / didn’t you …?

You promised to … Why didn’t you …?

Please forgive me.

I’m very sorry. …It won’t happen again.

I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then

with the whole class.

4. Go over Part 3. First ask the Ss to complete the role

cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.

Step 3 1. Go over Speaking part on Page 2 by checking the

Speaking list. First ask some Ss to read this part. Then check

The answers to the list.

2. Ask the Ss which of the six students they want to

make friends with and why.

3. Ask the Ss to discuss in groups of four: Are friends

very important in our life? Why?

Ask some groups to report the result of their discussion.

Step 4 Written work: Part 3 on Page 87.

Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Summary

Period 3

Step 1 1. Suppose you are alone on a deserted (empty, no one

Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.

2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.

3. Talk about the movie post of CAST AWAY.

Step 2 Ask the Ss to read the passage and find the answers

Reading to the questions:

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Step 3 1. Ask the Ss to find the answers to the first three

Post-reading questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

Step 4 Check the answers to the reading material on pages Workbook 88~89.

Step 5 1. Listen to and read the text again and again.

Homework 2. Find out the difficult sentences and go over the

notes to this text.

3. Look up the word learn in the dictionary and try to

find out different meanings of it.

Summary

Period 4

Step 1 1. Ask the Ss to tell what they have learned from the

Review text.

2. Ask some of the Ss to read the text paragraph by

paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:

on a deserted island, hunt for food, make a fire,

be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …

2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

3. Ask the Ss to put the follow sentences into Chinese.

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7)… we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

Step 3 Ask the Ss to think over and answer the question:

Discussing 1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Step 4 The usage of learn:

Word study 1. To gain knowledge or skill by study, experience or

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

They offered help as soon as they learned that we were in great trouble.

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

Step 5 Go over Part 1 in Vocabulary on Page 87.

Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Step 6 1. Finish Word Study on Pages 4~5.

Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Summary

Period 5

Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

Step 2 1. Ask the Ss to discuss the difference between Direct

Grammar Speech and Indirect Speech in pairs.

2. Summary:

In Statements

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

“I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

In General Questions:

“Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if she had seen his blue notebook.

In Special Questions:

“How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Step 3 1. Go over Part 2 on Page 88.

Workbook 2. Go over Part 3 on Page 88 first in pairs, and then

check with the whole class.

3. Go over Part 1 by asking some Ss to write down

their sentences on the Bb.

Step 4 1. Review the reading material.

Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.

3. Ask the Ss to think about in what ways we can make friends with others.

Summary

Period 6

Step 1 Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

Step 2 1. Read the short passage on Page 6 and tell the main

Reading and idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of

people do you think they are.

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message.

And then check each other’s message with the

partner.

Step 3 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 4 1. Go over Checkpoint 1.

Checkpoint 2. Ask the Ss to think about what they have learned in

this unit.

Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the

table correctly.

2. Go over Reflection and ask the Ss to finish the

sentences.

Step 6 1. Review the whole unit.

Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.

Summary

Period 7

Step 1 1. Dictate the following passage and then choose a

Dictation title for it.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.

1. ….

But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….

4. …. 5. …. 6. ….

But Lin Tao says they are doing OK.

Title: Students Running Bar

Study First or BUSINESS First?

2. Some words and phrases in the listening text:

solve a problem / problems, common problem,

get mad, communicate, in a different way,

deal with, apologize, apology, keep a secret,

in a difficult situation,

rumour 谣[流]言, 传闻

The rumo(u)r has turned out to be true.

这谣传结果是真的。

Step 2 Review the whole unit.

Summary

篇3：unit 1 phrases(人教版高一英语上册教案教学设计)

Phrases:

1. the then director of the Guiness Brewery

2. settle an argument

3. conclude that-clause

make/draw a conclusion

4. be popular with

5. hire sb to do sth

=employ sb to do sth

6. ever since

7. send in

8. set down the records

9. keep track of

10. in other ways

11. sth be put into different categories

12. amazing feats

13. live to be 100 years

14. reach a length of 10 meters

15. 10 meters long

16. blance a thing weighing 100 kilogrammes on his head

17. with an area of about 10 hectares

18. the most remote city

19. celebrate Hong Kong’s return to China

20. stand out

stand for

21.a moving life story

22.the fastest average speed

23.Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.

24.the then No.1 cyclist in the world

25.be diagnosed with cancer

26.mean the end of one’s career

27.go on to do sth

28.six years in a row

three times in a row

29.the same … that…

the same … as…

eg. This is the same pen as I lost.这只笔跟我丢的那只一样。

This is the same pen that I lost.这是我丢的那只笔。

30.lead sb to do sth导致/带领/使某人做某事

31.in the first place

32.be entertained by…

33.deeds and facts

34.be out to do sth 决心/企图做

35.make for interesting reading算的上是有趣的读物

make for good health对健康有好处

36.set a record创下一个记录

37.be dangerous to sb

38.contact sb

39.if all goes well,…

40.apply for the record

apply to sb for the job

41.inspect your attempt

42.a world record holder

43.try new tricks 尝试新的花样滑板

44.on the park’s skating ramp 在公园溜冰场

45.head down to sp 朝某地方走去

head for sp 前往某地方

46.hang ten玩滑板

47.a skilful skateboarder

48.give sb one’s permission

49.hold a grand opening 举行一个盛大的开幕式

50.see what it was all about 看个究竟

51.be around

52.sb be familiar with sth

sth be familiar to sb

53.be willing to do sth

54.overcome one’s fears

55.certer on

56.have fun

It is fun for sb to do sth 对于某人来说做某事是有趣的

57.fly through the air 在空中穿梭

58.wear helmet

59.enjor every minute 每分钟都很开心

60.a strong feeling of friendship

61.start a club 创办一个俱乐部

62.a new generation of sports 新一代的运动项目

Unit 1

1. 胡须；络腮胡子(n) 44.首先；第一；原先(p)

2. 钢丝(n) 45.突然猛烈地发出(p)

3. 八字胡(n) 46.将某人当中心(p)

4. 结束时说；达成；结束(v) 47.专心致志于(p)

5. 运动员的；体格健壮的(a)

6. 叙述；帐目；帐户(n)

7. 合适的；恰当的(a)

8. 长度；长(n)

9. 检查；视察(v)

10. 证实，确认(v)

11. 证明书(n)

12. 逐渐的；渐变的(a)

13. 空白；空隙(n)

14. 吸引；俘获；占领(v)

15. 熟悉的(a)

16. 因素；要素(n)

17. 头盔；安全帽(n)

18. 精力充沛的；充满活力的(a)

19. 外向的；爽直的(a)

20. 小心的；谨慎的(a)

21. 登记；注册；记录(v)

22. 航行者(n)

23. 峡谷(n)

24. 版本；版次(n)

25. 啤酒厂(n)

26. 租用；雇佣(v)

27. 技艺；功绩；伟业(n)

28. 公顷(n)

29. 凋谢；褪色；变弱(v)

30. 尝试；努力；试图(v)

31. 热情的；热心的(a)

32. 十年(n)

33. 委员会(n)

34. 迷住；使神魂颠倒(v)

35. 地球仪；球体(n)

36. 斜坡弯道(n)

37. 熟练的(a)

38. 滑板(n)

39. 管理；行政（机关）；经营(n)

40. 许可；同意(n)

41. 寄送某处进行处理(p)

42. 记下，写下；让某人下车(p)

43. 一个接一个地；连续不断地(p)

篇4：festival 教案教学设计(人教版英语高一)

Teaching aims:

1、Learn and master some important sentences.

2、Train the students’reading ability.

3、Let the students learn about the relation between festivals and culture with the attempt of strenghtening the student’s cross-culture awareness.

Teaching important points:

1、Improving students’reading ability.

2、Help the students learn more about foreign history and culture.

Teaching methods:

1、Reading to understand the passage correctly.

2、Group work to make the students take an active part in the activities in class.

Teaching aids:

Cards; paper

Teaching procedure:

Step 1: Lead-in

T:Everybody please speak out as many festivals as you can at home or abroad

S:Christmas;Spring Festival;April fool…

T:The Christmas is on the way,can you sing the Merry Christmas together

S…

Step 2:Reading

T:Today we are going to learn a kind of festival that some of you may have not heard of.It called “Kwanzaa”,it is celebrated by Afican-American,it is a young festival and does not have a long history.Do you want to kown more about Kwanzaa?

Please open your book to the page 15,read the passage in 2 minute and then answer the question on the blackboard.

(read and then answer the question and explain some important sentences and new words)

Step 3:Discussion

Now you must have a better understanding of Kwanzaa,I would like to divide you into two groups to discuss the differences and similarities between kwanzaa and spring festival.

Step 4:Summary

Today we have learnt about a new kind of festival,do you want to celebrate the festival with them someday? Since the globalization is unavoidable,wo should respect other’culture and keep our own culture identity.

Homework

Today,we have learn a new kind of festival,after class,read the text more times and try to retell the story.Wtite down the differences and similarities between Sping Festival and Kwanzaa,and turn in tomorrow.

篇5：高中英语必修1（词组总结）教案教学设计(人教版英语高一)

Unit 1 Friendship

be good to 对….友好

add up 合计

another time 改时间

get sth done 使…被做

calm down 镇定下来

have got to 不得不

be concerned about 关心；挂念

walk the dog 遛狗

make a list of 列出

share sth with sb 和某人分享某物

go through 经历；仔细检查

hide away 躲藏；隐藏

set down 放下；记下

a series of 一系列；一套

be crazy about 对…着迷

on purpose 故意

in order to/ so as to 为了

face to face 面对面地

according to 按照；根据…所说

get along with 与…相处

pack up 收拾，打理行装

have trouble with sb/sth 同某人闹意见；做…有困难

fall in love 相爱

throw away the friendship 放弃/终止友谊

try out 试验；试用

join in 参加（活动）

communicate with sb 和…交际

far and wide 到处

look to sth 注意，留心某事

cheat sb (out) of sth 骗取某人某物

have the/a habit of doing sth 有做…的习惯

be ignorant of 无知的

1. I wonder if… 我想知道是否….

2. It’s because… 这是因为…. 此从句中because不能用since或as 代替

3. What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？

4. While walking the dog, you were careless and it got loose and was hit by a car.

=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。

（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）

5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？

6. I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我已经很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。

7. I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound. 我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。

8. It was the first time in a year and a half that I’d seen the night face to face.

这是我一年半以来第一次目睹夜晚。

9. I would be grateful if you could give me some advice. 如果您给我提些建议，我会非常感谢的。（I would be grateful if… 委婉客气提出请求）

10. It’s a good habit for you to keep a diary. 记日记对你来说是个好习惯。

11. She found it difficult to settle and…

12. This series of readers is very interesting.

13. A friend in need is a friend indeed.

14. People are told that their actions should be as gentle as the wind that blows from the sea.

Unit2 English around the world

in…ways 在…方面

be different from 与…不同

play a role/ part (in) 在…中担任角色；在…中起作用;扮演一个角色；参与

play an important role/ part 在…中起重要作用 because of 因为；由于

such as 例如

believe it or not 信不信由你

come up (vi) 走进；上来；发生；被讨论

come up with 提出

come up to a place 参观某地

ever before 从前

at the end of 在…末期

even if/ though 即使

be based on 在...基础上

close to 距离…近

make (good/ full) use of （好好/充分）利用

change…into 把…变成

in the early days 在早期

from one place to another 从一处到另一处

take…with…随身携带

the same…as 与…相同的

at present 目前

as a rule 通常；照例

be present at 在席；出席

carry out a rule 执行规则

be absent from 缺席

be a native of 是…人

present sth to sb / present sb with sth

be native to 是…的土产动物/植物

at sb’s request 应某人的要求

have a command of掌握

make a request 请求

give commands 命令

request that …(should)+v原形

in one direction 朝一个方向

an international language 一门国际语言 an international organization 一个国际组织

in the 1600’s = in the 1600s

as we know 正如我们所知

1. However, they may not be able to understand everything.

（然而，他们可能不是什么都懂。）

2. This is because Britain ruled India from 1765 to 1947.

(这是因为英国于1765年到1947年统治过印度。)

3. All languages change when cultures communicate with one another.

(当不同文化互相沟通时，所有的语言都会发生变化。)

4. What the British call “petrol” the Americans call “gas”.

(美国人把被英国人称作“petrol”的东西称作“gas”。此处what引导宾语从句)

5. Actually, it was based more on German than present day English.

(实际上，当时的英语更多地是以德语为基础的，而现代英语不是。)

6. …those who reported the news were expected to speak excellent English.

7. The US is a large country in which many different dialects are spoken.

(in which= where, 其引导定语从句。美国是一个大国，国内说着许许多多的方言。)

8. …there is more than one kind of English in the world.

(more than one+单数可数名词，作主语时，谓语用单数)

9. It is not easy for a Chinese person to speak English as well as a native English speaker.

(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)

句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是…

扩充：It is + adj+ of /for sb to do sth

当句式中形容词修饰to do sth 时用for; 若形容词修饰sb，则用of.

eg: It’s kind of you to help me carry the box.

附：

1. either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。

2. be different in

强调在某方面的不同

be different from 强调在各方面的不同

3. in the end 最后，最终后无of 结构

三个表示最后最终的用法：

⑴finally: 按照顺序的最后，常与first, secondly 等连用

⑵at last: 经过长时间等待直到最后

⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等

4. 与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？

⑴Pardon?

⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.

对不起，我没听懂，请再说一遍好吗？

⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？

⑷Could you speak more slowly, please? 请你说得慢一点好吗？

5. include ─ including; included

identity ─ identify

actually ─ actual (adj); rapidly ─ rapid (v)

government (n) ─ govern(v)

wide (adj) ─ widen (v); broad (adj) ─ broaden (v)

foreign ─ foreigner;

solve (v) ─ solution (n)

6. petrol------gas ;

lift------elevator;

flat------apartment

film------movie; sweets----candy;

post------mail

Unit3 Travel Journal

one-way fare 单程票

round-trip fare 往返票

dream of/ about doing sth 梦想做某事

graduate from 从…毕业

go for long bike rides 做长途自行车旅行

persuade sb to do sth= persuade sb into doing sth 说服某人做某事

persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事

get sb interested in 使某人对… 感兴趣

insist on (one’s) sth/ doing sth 一定要；坚持要

the best way of doing sth/ the best way to do sth 干某事的最好办法

at an altitude of 在…海拔上

attitude to/ toward(s) 对…态度

care about 忧虑，关心 care for喜欢，照顾

care to do愿意/同意做某事

change one’s mind 改变主意

to my mind = in my opinion

make up one’s mind to do 决心干某事

determine to do sth ( 动作) / be determined to do sth （心理）决心干某事

give in (to) 投降；屈服；让步

give in (vt) 上交

give up 放弃

give up doing/sth

as usual 像往常一样

at midnight 午夜

make camp 野营，宿营

put up one’s tents 搭起帐篷

sth be familiar to sb某事为某人所熟悉

sb be familiar with sth某人熟悉某事

can’t wait/ can hardly wait to do sth 迫不及待想干某事

for one thing… for another （用来引出某事的理由）一则… 二则…

take one’s breath away 使某人大吃一惊

1. It was my sister who first had the idea to cycle along the Mekong River.

强调句基本句型：it is/ was…. that….其中指人时可用who(主)，whom(宾)。

2. Although she didn’t know the best way of getting to places, she insisted that we (should) find the source of the river.

insist that….(should)+ v原形坚持要；坚持要求

insist that….陈述语气坚持说；坚持认为

3. Have you ever seen snowmen ride bicycles? (metaphor)

4. To climb the mountain road was hard work but to go down the hills was great fun.

5. Good luck on your journey.

6. The lake shone like glass in the moonlight. (simile)

Unit4 Earthquakes

have time to do 有时间做某事

happen to do 碰巧做某事

shake hands with sb 握手

burst into tears/ laughter

burst out crying/laughing

突然哭/笑起来

in ruins 成为废墟

cut across 穿过、横穿

blow away 吹走、刮走

fall down 倒塌

rescue workers 救援人员

be pleased to do 乐意做某事

make/ give a speech 发表演说

judging….from 根据……来判断

tens of thousands of 成千上万

dig out 挖掘

a great/ large number of =a great many/good 大量的

be trapped in/ under 陷入……/ 陷在……下面

the high school speaking competition 高中演讲比赛

have sb do sth= make sb do sth= let sb do sth 让某人做某事

come to an end (vi) = put/ bring sth to an end = put/ bring an end to sth 结束某事

be proud of / take pride in 以……而自豪

invite sb to do sth 邀请某人做某事

think little of 对……评价低

invite sb for/ to sth

think highly of 对……评价高

one-third 1/3 two-thirds 2/3

seventy-five percent 75%

agree with sb

give out 发出（气味等）；分发；耗尽

agree to sth

give off 发出（气味等）

agree to do sth

give away 赠送；泄露

agree on sth 达成一致意见

give back 归还

right away= right now= at once= immediately 立刻

as you know 正如你所知道的

be known as 作为……而知名

as is known to all 众所周知

be known for 因……而出名

as could be expected 正如可以预料到的

it is useless doing sth 干某事是无用的

happen= take place= come about= break out

偶发有计划偶发战争等爆发

1. It is always calm before a storm.

2. Now, imagine there has been a big earthquake. 此句为There be 句型

3. Mice ran out of the fields looking for places to hide. 现在分词表伴随

4. It seemed that the world was at an end.

5. Water, food and electricity were hard to get.

句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义

6. All hope was not lost. all 与not 连用表示部分否定

7. It’s never too late to learn. 活到老，学到老。

附：分词用法之作定语

falling leaves 正在落的叶子 boiling water 正在沸腾的水

fallen leaves 已经落在地上的叶子 boiled water 开水

Unit5 Nelson Mandela----a modern hero

lose heart 丧失勇气

worry about 担心（动作）

lose one’s heart to sb/sth 爱上，喜欢上

be worried about 担心（状态）

in trouble 处于不幸中

be sentenced to 被判处

be out of work = lose one’s job 失业

be equal to 相等的，平等的

as a matter of fact = in fact = actually 事实上 beg for 乞讨

blow up 充气，爆炸

set up 建立，创立；设置，竖起

send up 发射，使上涨

set about 着手做某事 (set about doing sth)

go up 上升，增长；被兴建

set off 出发，动身

set up 设立，建立；设置，竖起

set out 陈列，摆出；开始（set out to do sth）

be active in = take an active part in 积极参与，在……活跃

keep sb from doing sth阻止某人做某事 die for 为……而死

stop sb (from) doing sth

die from 死于（外因）

prevent sb (from) doing sth

die of 死于（内因如：饥饿，寒冷，疾病等）

put sb in prison= throw sb into prison= send sb to prison 把……投入监狱

advise sb to do sth 建议某人做某事

advice 不可数 a piece of advice

advise doing sth

fight for 为争取……而斗争

advise sb on sth

fight against 为反对……而斗争

advise that (should)+ v原

fight with 同……并肩作战/ 同……斗争

have problems/ difficulty/ trouble with sth

work out 算出

have problems/ difficulty/ trouble (in) doing sth have a go= have a try

be willing to do sth 乐于做某事

realize one’s dream of 实现…… 的梦想

answer violence with violence 以暴制暴

break the law 违反法律

come to power 当权，上台

social activities 社会活动

equal (adj)------equally (adv)------equality (n) violence (n)------violent (adj)

cruelty (n)------cruel (adj)------cruelly (adv)

educated (adj)------education (n)

willing----unwilling 不愿意的

active----inactive 不活跃的

1. Only then did we decide to answer violence with violence.

only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。

Only yesterday did his father tell him the truth.

Only when his father came back did he go to bed. （从句无需倒装，主句要倒装）

2. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.

他主张三民主义：民主、民权、民生。

3. I felt bad the first time I talked to the group.

the first time 用法相当于连词用法，用来引导从句

链接：It’s the first time that 现在完成时

It was the first time that 过去完成时

4. He taught us during the lunch breaks and the evenings when we should have been asleep.

should have done 本应做而未做

needn’t have done 本不应做而做了

can’t have done 过去不可能做过

篇6：主谓一致教案教学设计(人教版英语高一)

主谓一致是指谓语在人称和数上必须和主语的人称和数保持一致。这是英语语法中必须遵循的基本规则，也是英语和汉语区别很大的地方。

主谓一致主要有三大原则：语法一致，意义一致，就近原则。

一、名词作主语

1、集体名词

考例： A group of ___ are eating ___ and ___ at the foot of the hill. (NMET’95) A. sheep; grass; leaves B. sheeps; grasses; leaves C. sheep; grass; leaf D. sheeps; grass; leafs

e.g. His family is going to have a long journey.

The whole family are watching TV.

注意：集体名词为 people, police, cattle，谓语动词用复数形式

e.g. The police are searching for the thief.

由集体名词，如family, team, class, crew, company等作主语时，如果看成一个整体，谓语动词用单数形式,如果看成其中各成员，则用复数形式。

2、成双成对

考例：All the ___ are made of ___ , not plastics. (MET’93)

A. glass; glass B. glasses; glass C. glass; glasses D. glasses; glasses

成双成对构成的东西，如glasses, shoes, chopsticks, scissors等作主语，谓语动词用复数形式，但与pair一起构成作主语时，谓语动词的形式与的数一致.

e.g. This is pair of glasses is his.

1)作度量，距离，金额，篇名等用的复数名词作主语时，谓语动词用单数。

e.g. The Emperor’s Clothes was written by Hans Christian Anderson.

2）不定代词each, every, no所修饰的名词，即使用 and或逗号连接作主语，或主语为more than one, many a + n.谓语动词用单数

Every boy and every girl has a book in their bags.

Many a teacher has been there.

篇7：高一英语unit13教案(人教版高一英语下册教案教学设计)

Ⅰ. Teaching Goals:

1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.

2. Use the modal verbs: had better, should and ought to.

3. Learn some useful cooking terms. Read and write recipes.

Ⅱ. Teaching Times: 5 periods

The First Period

§ Teaching Aims:

1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.

2. Sentence Patterns: (1) advise sb. (not) to do sth.

(2) There’s sth. wrong with…

3. Train the Ss’ listening ability.

4. Develop the Ss’ speaking ability by describing, talking and discussion.

§ Important Points & Difficult Points:

1. Trains the Ss’ listening ability.

2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.

3. How to finish the task of speaking.

§ Teaching Methods:

1. Listening-and-answering activity to help Ss go through with the listening material.

2. Individual, pair or group work to make every student work in class.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Warming-up: Brainstorm (words about food)

* List the food we eat in the Spring Festival:

rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.

* Fill in the table

Name Food Junk food / Healthy food

Breakfast

Lunch

Snack

Supper

* Talk: Are these food good for our health, or be harm to our health?

Model:

A: Do you like eating fried chips? B: Yes, I like it very much.

A: But I think it is junk food, because it has a lot of fat and sugar.

B: Really? So I’d better not eat too much.

Step 2. Speaking

T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.

* Useful Expression

I’ve got a pain here. This place hurts. I don’t feel well.

There’s sth. wrong with my back / my knee / my arm.

Lie down and let me examine you. Let me have a look.

* Make a short dialogue

Step 3. Listening

* First time, listen carefully and try to understand what does it talk about?

* Second time, answer the following questions

1. What’s wrong with Mike?

2. What did Mike have for breakfast?

3. Can you give Mike some advice? What should he eat less of?

* Third time, answer the next three questions

1. Which side of Mike’s stomach hurts?

2. Does Mike have a fever?

3. What does the doctor tell Mike to do?

Step 4. Homework

1. One reading exercise everyday

2. Ex1 & 2 on Page 72

3. Preview the reading part

§ The Design of the Writing on the Bb

Unit 13 Healthy eating (first period)

Brainstorm: Words & Phrases:

dumpling, all the time

corn, have a fever

noodle… be careful with…

The Second Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Review the words and phrases learnt last period

Step 2. Pre-reading

Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)

Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)

Q3. How much water do you drink every day?

Step 3. Reading

* Fast reading, what does the text mainly talk about?

* Details

Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?

A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.

Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.

A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.

Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.

A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.

Q4. Why do people go to fast food restaurants?

A: it is very convenient, and it can save time.

Q5. Why is it not good for you to eat too much sugar or fat?

A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.

Q6. Why are crash diets and supplements so popular?

A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.

Q7. What can we do to keep a balanced diet?

A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.

* More exercises: translate the sentences underlined on Page4 into Chinese

Step 4. Homework

1. Finish word study on Page5

2. Preview the integrating skill reading on Page74

3. One reading exercise every day

The Third Period

§ Teaching Aims:

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision: What does the text mainly talk about?

Ask some Ss to try to say sth. about the text.

Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)

* Fast Reading

Read the quickly in 5 minutes, and then answer the following questions.

Q1. What is a couch potato?

A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.

Q2. What is junk food according to this text?

A: It is food that has a lot of calories but few nutrients, vitamins and minerals.

Q3. Why are people becoming potatoes and what can people do to avoid it?

A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.

* More reading exercises on extra materials from English Weekly.

Step 3. Important Points and Difficult Points

1. prepare (sth.) to do / for… 2. in the form of… 以…形式

prepare oneself for… 3. be short of 短缺…

be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击

5. be based on / upon 以…为依据

6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”

7. not a bit一点儿也不 not a little非常

* Exercises

1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.

A. preparing for; preparing for B. preparing; preparing for

C. preparing for; preparing D. preparing; preparing

2. We should do more exercises, both __ for our health and __ for our knowledge.

A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise

3. ___ do you base your calculation?

A. On which B. On what C. About what D. For what

4. some stones weigh ___ fifteen tons.

A. as more as B. so more as C. as much as D. as many as

5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.

A. listed; included B. listing; includes C. listed; including D. being listed; includes

6. Before the election, the candidates(候选人) ___ each other in the newspaper.

A. went with B. went for C. went over D. went forth

7. The boy __ on the ground __ that he had seen a cock __ an egg.

A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay

8. Jenny ___ have kept his word. I wonder why she changed her mind.

A. must B. should C. need D. would

9. We ___ last night, but we went to the concert instead.

A. must have studied B. might study C. should have studied D. would study

Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C

Step 4. Homework

1. One reading exercise every day

2. Prepare a healthy diet and explain why it is healthy

3. Remember the first 15 words and prepare for the dictation.

The Forth Period

§ Teaching Aims:

1. Review the words learned in the last three periods.

2. Learn and master modal verbs: had better, should, ought to

§ Important Points & Difficult Points:

1. How to guess the missing word according to the given sentence.

2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision---dictation about the first 15 words in this Unit

1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with

Step 2. Word Study

Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.

1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory

Step 3. Grammar

* Translate the following sentences into English

1. 外面很冷，你最好穿上你大衣。

It is cold outside, you’d better put on your coat.

2. 你最好别脱下你的衣服。

You had better not take off your clothes.

3. 我们应该尊敬老师和父母。

We should / ought to respect our teachers and parents.

4. 你不应该这么粗心。

You shouldn’t / ought not to be so careless.

* More exercises on Page5 and Page74

Step 4. Homework

1. One reading exercise every day

2. Remember the second 15 words

篇8：高一英语必修2 教案教学设计(人教版英语高一)

Unit 1 Cultural relics

单元整体设计思路

第一课时：阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)

第二课时: 语法课 Discovering useful structures (p. 4); Using structures (p. 43)

第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6)

第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)

第五课时: 听说课 Listening; Talking (p. 41)

第六课时: 读写课 Reading and writing (p. 7)

第七课时: 单元评价课 Self-test and self-evaluation; Summary

第一课时阅读课

一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)

二、教学目标

在本节课结束时，学生能够

了解文化遗产的基本概念、本质特点以及基本类型。

通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。

用归类法学习词汇。

用自己的话复述琥珀屋的故事。

运用本课时学习的内容和自己已有的知识讨论相关话题。

三、教学步骤

步骤一热身

1．请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。

2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。

注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。

设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。

步骤二读前

1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。

2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。

设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。

步骤三读中

1. 请学生略读课文，核查自己预测的内容是否正确。

2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。

3．请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。

4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。

设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。

步骤四读后

请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。

设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。

步骤五讨论

请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。

设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。

步骤六作业

设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。

篇9：高二unit 1 语言点教案(人教版高一英语上册教案教学设计)

Warming up

1. Make a/no/some difference 有作用，关系，影响

The rain didn’t make much difference to the game. 这场雨对比赛没多大影响。

Your age shouldn’t make any difference to whether you get the job or not. 你能否得到工作与你的年龄无关。

Changing schools made a big difference to my life. 转学对我的一生有重大影响。

I don’t think it makes a lot of difference what color it is. 我认为颜色无关紧要。

2. undertake(undertook，undertaken) vt．承担，从事，负责；（允诺，答应 undertake to do ）

例：He undertook the difficult task willingly．他欣然承担那项困难的工作。

1 will undertake the responsibility for you．我会为你负起责任。

He undertook to finish the job by Friday. 他答应星期五或之前完成这项工作。

Speaking

3. There is no doubt that．毫无疑问．．

例：There is no doubt that our team will win．我队获胜是毫无疑问的。

I don't doubt that we will win the game．(否定句用that)我不怀疑我们将会赢得这场比赛。

Do you doubt that he has passed the final examination ? (疑问句用that)你怀疑他已通过期末考试了吗?

I doubt whether he is the best man for the job．(肯定句用whether)我怀疑他是否是担任那项工作的最适当人选。

Reading

4. imagine 用法 (imagine (sb) doing, imagine that …. )

5. promising (形) 有希望的，有前途的，前途光明的

例：a promising actress有前途的女演员

6. give up

7. dream of /about /that

8. hope for / to do /that

9. There didn't seem much point in working on my PhD-I didn't expect to survive that long

取得博士学位对我来说没有什么意义，我没有期望活那么久。

1）PhD(Doctor of Philosophy ) 指“博士学位”

2）There is no point in doing sth．表示“做某事没有作用或没有意义”。

例：There is no point in arguing further．继续争执下去没有意义了。

There is no point in protesting．It won’t help much．抗议没有什么用处，于事无补。

Expect 预料，预计，期待，盼望；期望常用搭配：expect (sb) to do, expect that

3）Survive vi. 生存，存活 vt. 幸存，挺过，艰难度过

She was the last surviving member of the family. 她是这家人中仅存的一员。

Of the six people injured in the crash, only two survived. 因车祸受伤的6人中，只有2人幸存。

The company managed to survive the crisis. 公司设法度过了危机。

Many birds didn’t survive the severe winter. 许多鸟死于这次严冬。

4）that在此处为副词，意为“那么”，可以修饰形容词。

例：I didn't expect he was that rude．我没料到他会那么粗鲁。

10. In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．事实上，事情发展得还挺顺利。我和一位非常好的女孩简怀尔得订婚了。

get／be engaged to sb．“与某人订婚”

Did you hear they have got engaged last month? 你有没有听说他们上个月订婚的消息?

Be engaged in(on)+n．／doing sth．从事(工作)的，忙于……的

例：She was engaged in protecting wild birds．她从事保护野生鸟类的工作。

He is now engaged on his second novel. 他正埋头写他的第二部小说。

be engaged (电话等)通话中的，占线中的，相当于美国英语的busy．

例：The line／number is engaged。线路被占用。

engagement n．订婚(to)

例：announce one's engagement to…宣布与…订婚

break off one's engagement解除婚约，解约

engagement ring订婚戒指(戴在左手无名指上)

11. Since then，Hawking has continued to seek answers to questions about the nature of the universe．从那时起，霍金就继续寻求关于宇宙特征的问题的答案。

seek+(for after)+名词搜寻，寻找；寻求，探求；追求

例：They sought shelter from the rain．他们找寻避雨的地方。

He found it worthless to seek fame．他发现追求名声是不值得的。

We must seek (for) a solution to the problem 我们必须寻求解决问题的方法。

Seek to do 试图，设法

They quickly sought to distance themselves from the protester. 他们迅速设法远离抗议者。

12. Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．

霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。

Turn out to be“结果是”“最后的情况是”+副／+形／+to do／+that．．

The weatherman said it was going to rain this afternoon but it turned out to be very lovely．天气预报说今天下午有雨，其实今天天气非常好。

Despite our worries everything turned out well. 尽管我们很担心，一切都很顺利。

The lecture turned out to be very dull．讲座结果很无聊。

The rumor turned out (to be) true．那谣言后来证明是真的。

It turned out (that) two travelers had been killed 后来证实(查明)有两位旅客丧生。

turn out vt. (可分开用 ) 生产 (产品)，出产

The factory can turn out l000cars a day．这家工厂一天能生产1000辆汽车。

13. observe vt.观察，看到，注意到

She has observed the stars all her life. 她一生观察星体。

They observed the thief stealing /steal the money. 他们看见这个小偷偷了钱。（observe sb do /doing sth.）

vt. 遵守（规则，法律等）

language study

14. use sth up 用光

Making soup is a good way of using up leftover vegetables. 把剩下的蔬菜全部用来做汤是个好主意。

Integrating skills

15. Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．

每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。

Only修饰介词短语或从句时，要求倒装。

例：Only at that time did I realize its importance．直到那时我才意识到它的重要性。

Only in this way can you make progress in your English study．只有这样你才能在英语学习上取得进步。

Only修饰主语时，通常置于主语之前。

例：Only you understand me．只有你了解我。

Only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)

例：She only eats vegetables．她只吃蔬菜。

I only lent you the money．那笔钱我只是借给你(不是给你)。

He only works when he’s got homework．他只在有家庭作业时才做功课。

I’ve only seen him once．我只见过他一次。

语法：不定式易错点

1）不定式动词在介词but，except，后面时，如果这些介词之前有行为动词do的各种形式，那么，这些介词后的不定式不带to，否则要带to。

例如： She could do nothing but cry．她只会哭了。

I have no choice but to go．我不得不走。

2）作定语的不定式如果是不及物动词，或者不定式所修饰的名词或代词是不定式动作的地点工具等，不定式后面须有相应的介词。例如：

He is looking for a room to live in ．他在找一个房间住。

There is nothing to worry about．无什么可担心的。

Please give me a knife to cut with．请给我把刀子来切东西。

3）当作定语的不定式所修饰的名词或代词是不定式动作的承受者时，不定式既可以用主动语态，也可用被动语态，但其意义有所不同。试比较：

A)Have you anything to send?你有什么东西要寄吗?(不定式tosend的动作执行者是you)

B)Have you anything to be sent?你有什么要(我或别人)寄的东西吗?(不定式to be sent的动作执行者是已被省略的me或someone else)

4）不定式修饰的名词或代词和不定式逻辑上构成主谓关系时，不定式往往用主动形式。

Have you got a key to unlock the door? 你有开门的钥匙吗?

5）不定式和它前面被修饰的名词或代词构成逻辑上的动宾关系，又和该句主语构成逻辑上的主谓关系时，不定式常用主动形式。

I have got a letter to write．我有封信要写。

He needs a room to live in．他需要间屋子住。

6）不定式作表语形容词的状语，和句中的主语构成逻辑上的动宾关系时，不定式多用主动形式，这是因为人们往往认为形容词后省去了for one或for people．例如：

He is hard to talk to．很难跟他交谈。

The book is difficult to understand．这本书很难懂。

但如果强调句中的受事者时，亦可用不定式被动句。例如：

The handwriting is very difficult to be read．这字太难认读了。

The box is to heavy to be lifted．这箱子太重举不起来。

7）在there be结构中，当说话人考虑的是必须有人去完成某件事时，不定式用主动形式，如果说话人强调的是事情本身必须完成，则用被动形式。

There is a lot of work to do． (Somebody has to do the work．)

There is a lot of work to be done．(The work has to be done．)

请注意下面两个句子的含义是不同的：

There is nothing to do．意为无事可做，感到十分乏味。

There is nothing to be done．意为某东西坏了，无法使之恢复正常。

Unit 1 知识清单

Warming up

1. Make a/no/some difference 意义是什么？

The rain didn’t make much difference to the game.

Your age shouldn’t make any difference to whether you get the job or not.

Changing schools made a big difference to my life.

I don’t think it makes a lot of difference what color it is.

2. undertake过去式和过去分词形式是什么？两个常用意思是什么？

例：He undertook the difficult task willingly．

1 will undertake the responsibility for you．

He undertook to finish the job by Friday.

3. There is no doubt（毫无疑问．．）后面的同位语从句的连词是什么？．

There is no doubt_______ our team will win．我队获胜是毫无疑问的。

I don't doubt_______we will win the game．(否定句用_______)我不怀疑我们将会赢得这场比赛。

Do you doubt_______ he has passed the final examination ? (疑问句用that)你怀疑他已通过期末考试了吗?

I doubt_______ he is the best man for the job．(肯定句用_______)我怀疑他是否是担任那项工作的最适当人选。

Reading

4. imagine 用法是什么？

5. promising (形) 是什么意思？

例：a promising actress

6. give up是什么意思？

7. dream 常用搭配有哪些？

8. hope for / to do /that 分别是什么意思？

9。 PhD(Doctor of Philosophy ) 指“__________”

10. There is no point in doing sth．表示“__________”。

例：There is no point in arguing further．

There is no point in protesting．It won’t help much．

11. Expect 有哪些意思？常用搭配有哪些？

12. Survive vi. ________ vt. _________________

She was the last surviving member of the family.

Of the six people injured in the crash, only two survived.

The company managed to survive the crisis.

Many birds didn’t survive the severe winter.

13. There didn't seem much point in working on my PhD-I didn't expect to survive that long 这里that 用法是什么？

14. get／be engaged to sb．意思是“_____________”；而 Be engaged in(on)+n．／doing sth．意思是_____________________.

Did you hear they have got engaged last month?

例：She was engaged in protecting wild birds．

He is now engaged on his second novel.

be engaged (电话等________________，相当于美国英语的busy．

engagement n． (to) 是什么意思？

例：announce one's engagement to; break off one's engagement; engagement ring

15. seek+(for after)+名词意思是什么？

例：They sought shelter from the rain．

He found it worthless to seek fame．

We must seek (for) a solution to the problem

Seek to do 意思是什么？

They quickly sought to distance themselves from the protester. 他们迅速设法远离抗议者。

16. Turn out to be+副／+形／+to do／+that．．是什么意思？

The weatherman said it was going to rain this afternoon but it turned out to be very lovely．

Despite our worries everything turned out well.

The lecture turned out to be very dull．

The rumor turned out (to be) true．

It turned out (that) two travelers had been killed

turn out vt. 还有什么意思？

The factory can turn out l000cars a day．这家工厂一天能生产1000辆汽车。

17. observe vt. 意思是_____________ 作为感官动词常用的搭配是_________

She has observed the stars all her life.

They observed the thief stealing /steal the money.

vt. ______________ 如：observe the law

18. use sth up 意思是___________

Making soup is a good way of using up leftover vegetables.

19. only 在句子中的位置一般在哪里？另外，只要在句首就倒装吗？

20. 语法：不定式易错点

1）不定式动词在介词but，except后面时，要注意哪些问题？

例如： She could do nothing but cry．

I have no choice but to go．

2）研究以下例句，说出做定语的不定式需要注意的问题。

He is looking for a room to live in ．他在找一个房间住。

There is nothing to worry about．无什么可担心的。

Please give me a knife to cut with．请给我把刀子来切东西。

3）试比较下面的例句，它们在意义上有什么区别？

A)Have you anything to send?

B)Have you anything to be sent?

4）不定式修饰的名词或代词经常用主动形式还是被动形式？

如：Have you got a key to unlock the door?

I have got a letter to write．

He needs a room to live in．

6）不定式作表语形容词的状语，和句中的主语构成逻辑上的动宾关系时，不定式多用主动形式还是被动形式？

如： He is hard to______．A talk to B be talked with 很难跟他交谈。

The book is difficult to． A understand B be understood 这本书很难懂。

7）在there be结构中，to do 做定语要注意些什么？

There is a lot of work to do． (Somebody has to do the work．)

There is a lot of work to be done．(The work has to be done．)

请注意下面两个句子的含义是不同的：

There is nothing to do．

There is nothing to be done．

篇10：unit 1 good friends(Period 1)(人教版高一英语上册教案教学设计)

Teaching objectives and demands:

1. The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.

2. Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.

3. Language use: Manipulate listening, speaking practice

Key points:

1. Everyday English for communication.

2. Words and useful expressions

Teaching procedures:

Step 1. Warming up

Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.

Which words can be used to describe the characteristic?

Brave: courage fearless heroic

Scared : astonish fearful frightened horrified shocked terrified timid

Loyal: devoted faithful

Wise: bright clever cute gifted intelligent smart well-learned witty

Foolish: silly stupid

Beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking

graceful inviting lovely neat pretty splendid stunning

Rich: wealthy plentiful

Funning: amusing humorous

Happy: carefree cheerful contented delighted glad high merry pleased

Unhappy: bitter blue discouraged displeased heavy miserable sad upset

Step 2. Listening

The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.

Key

1. Peter is often late for football practice. I think that he should try to be on time in the future.

2. Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.

3. Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.

Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.

Workbook P85

Listening

a) Students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumours?

b) Listening text Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.

c) Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can’t keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation - they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesn’t become a rumour is simply to keep it to yourself - don’t tell anyone.

d) Answers to Exercise 1

e) Problem: Friends get angry with each other when they try to talk about something difficult.

f) Solution: Try to understand your friend/Try to talk about the problem in a different way.

g) Problem: Friends don’t know how to apologize.

h) Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.

i) Problem: Some friends don’t know how to keep secrets.

Solution: Keep your secrets to yourself.

Step 3 Speaking

The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.

P3 work in pairs

Name John Steve Peter Ann Sarah Joe

Age 15 14 15 16 14

Gender boy boy boy girl girl boy

Likes football skiing singing dancing reading novels surfing the

reading singing rock music computers football Internet

reading computer rock music singing rock music

skiing

Dis- singing hiking football hiking rock music football

ikes computers football classical music dancing dancing hiking

rock music rock music dancing classical music computer

Extension The students are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.

Step 4. Talking Workbook P85

The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation.

Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.

Step 5. Homework

(1) Finish off the exercises of Unit1 in the workbook.

(2) Revise the key points of this unit.

(3)List the friend they get to know in class and write down some thing they want to know.

Evaluation of teaching:

篇11：Unit2 English around the world ﹙Book 1﹚ 教案教学设计(人教版英语高一)

Introduction：

English around the world is about the historical development of English over the past fifty years, developing from a widely spoken national language to a Universally spoken world language.

Teaching Aims：

1. Train the students’reading ability

2. Let the students learn something about English around the world

Teaching Important Points：

1.Improve the students’reading ability

2.Learn about English around the world’s countries and population and the historical development of English over the past fifty years

Teaching Difficult Points：

How to help the students understand the text better

Teaching Methods：

1. Fast reading to find out the general idea of the text

2. Question-and –answer activity to help the student to understand the detailed information in the text

3. Individual or pair work to make every student work in class

Teaching Aids：

1. a tape recorder

2. a map of the world

3. the blackboard

Teaching Procedure：

Step I Greetings and Revision

Greet the students as usual , and then review the following useful expressions

1. for the first time

e.g He went to Beijing for the first time.

2.now then

e.g Now then ,don’t use such terrible words.

3.There are

e.g There you are; Then let’s have some coffee.

Step II .Pre-reading

Asking the students to discuss the following questions：

1. In which countries can we find most native speakers of English？

2. In which countries do people speak English as a second language?

3. Why is it more and more important to have a good knowledge of English ?

Step III.Reading

1.Fast reading

First ask the students to find out the main idea of each paragraph, and then make them do some exercises.

True or False

1. English is widely used in the world .

2. In India most people speak English as their mother tongue.

3. Nowadays , businessmen and tourists to China can communicate people in English .

4. To have a good knowledge of English today is more and more important.

2. Careful reading

Play the tape and ask the students to listen to it ,and then ask the following questions and make the students answer them：

1. What dose the writer mainly want to tell us in the passage?

2. What will happen in another fifty years according to the text ?

3. Which countries take English as their native language ?

Step IV Post –reading

1. Explanation

Teacher explains the following language points ,and use them to make some sentences:

1. all around the world :all over the world

2. majority :the largest number/biggest part of something

3. in total :when all have been added up

4. mother tongue :native language

5. trade :business

6. have a good knowledge of :information and understanding about a subject

2.Retelling the text.

Ask the students to retParagraph and some key words.

Step V Summary and Homework.

Summarize what they have learned and ask them to review the text and preview the next period.

ell the text according to the main idea of each

篇12：Unit 1 Friendship Grammar and Useful Structures 教案教学设计(人教版英语高一)

Unit 1 Friendship

Grammar and Useful Structures

1．Teaching objectives

Learn to use direct speech and indirect speech

2. Teaching important point

Summarize the rules of Direct Speech and Indirect Speech.

3. Teaching difficult point

Learn about the special cases in which the tenses shouldn’t be changed.

4. Teaching methods

Discussing, summarizing and practicing.

5. Teaching procedures

Step 1 Warming up

Warming up by discovering useful words and expressions

Step 2 Presentation

Boys act one cartoon figure and says something.

Teacher asks “What did he/she say?”

Girls act the other cartoon figure and answer the teacher’s question.

Then boys and girls exchange.

The shoes are too big for me.

What did he say?

He said the shoes were too big for him

Step 3 Grammar

The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).

T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech?

T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?

Ss discuss by themselves.

Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.

T: Quite right. Look at the form on the screen. These are the rules.

一、直接引语变成间接引语，句子结构的变化

1.陈述句

用连词that引导，that在口语中常省略。主句的谓语动词可直接用引语中的said, 也可用told来代替，注意，可以说said that, said to sb. that, told sb. that，不可直接说told that

He said, “I have been to the Great Wall. ” → He said to us that he had been to the Great Wall.

He said, “I'll give you an examination next Monday. ”

→ He told us that he would give us an examination the next Monday.

解题步骤:

“I don’t like computers,” Sarah said to her friends.

Sarah said to her friends that I don’t like computers .

she didn’t

Sarah said to her friends that she didn’t like computers.

.2.一般疑问句

间接引语用连词whether或if引导，原主句中谓语动词said要改为asked(me/him/us等)，语序是陈述句的语序

He said, “Do you have any difficulty with pronunciation?”

→He asked (me) whether/if I had any difficulty with my pronunciation.

He said, “You are interested in English, aren't you?”

→He asked whether I was interested in English.

解题步骤:

Is it easy to improve the condition of the soil?

( They asked him ) “It is easy to improve the condition of the soil.”

They asked him if it is easy to improve the condition of the soil

was

They asked him if it was easy to improve the condition of the soil.

3.特殊疑问句

原来的疑问词作为间接引语的连词，主句的谓语动词用ask(sb. )来表达，语序改为陈述句语序

He said to me，“What's your name?” → He asked me what my name was.

He asked us, “How many car factories have been built in your country?”

→He asked us how many car factories had been built in our country.

解题步骤：

When do you harvest the wheat ?

( They asked him ) you harvest the wheat

They asked him When you harvest the wheat.

He harvested

They asked him when he harvested the wheat.

4.选择疑问句

用whether…or…表达，而不用if…or…，也不用either…or…

He asked, “Do you speak English or French?”

→He asked me whether I spoke English or French.

I asked, “Will you take bus or take train?”

→I asked him whether he would take bus or take train.

二、在直接引语变为间接引语时需要注意的变化

1. 注意时态的变化 Direct indirect

Present past

Pastpast and past perfect

Present perfect past perfect

Past perfect past perfect

2. 注意人称变化。

3. 注意指示代词的变化this, these(that, those)

4. 注意时间的变化 now, today,this week ,yesterday,last week ,four days ago ,the day before yesterday ,tomorrow ,next month(then, that day,that week,the day before ,the week before,four days before ,two days before ,the next day,the next month)

5. 注意地点的变化 here( there)

6. 注意个别趋向动词的变化 come, bring (go, take)

三、谓语动词时态变化需要注意几点：

1.直接引语表述的是客观真理，变为间接引语时，时态不变

The geography teacher said, “The sun rises in the east and sets in the west.”

The geography teacher told us that the sun rises in the east and sets in the west.

2. 如果直接引语所表述的内容在目前和说话时同样有效，变间接引语时，时态可不变

The children said, “We love this game.”

They told us that they love that game.

3.主句谓语动词的时态是现在时态，在引述时，时态不变。

She says, “I’ll never forget the days in the country.”

She says that she’ll never forget the days in the country.

从句时态无须改变的还有以下情况:

1. 当主句的谓语动词是将来时的时候

2. 当直接引语部分带有具体的过去时间状语时

3. 当直接引语中有以when, while引导的从句，表示过去的时间时

4. 当引语是谚语、格言时

5. 当直接引语中有情态动词should, would, could, had better, would rather, might, must, ought to, used to, need时

Step 4 Practice

For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause.

For Ex 2, ask the students to do it by themselves, then check.

Exercises:

1. He said , “I m afraid I can’t finish this work.”

2.He said , “I haven’t heard from him since May.”

3.Tom said “I will see you next week.”

4. “Why were you late again?” The teacher said to me.

5. “I don’t like swimming,” said Sarah.

6. His friends asked him if he would go to Dalian.

7. “Have you been to Paris?” My classmate asked me.

高考链接

1.Readers can ________ quite well without knowing the exact meaning of each word.

A. get over B. get in

C. get along D. get through

2.It’s hard for me to imagine what I would be doing today if I ______ in love, at the age of seven, with the Melinda Cox Library in my hometown.

A. wouldn’t have fallen B. had not fallen

C. should fall D. were to fall

3.Father went to his doctor for _______ about his heart trouble.

A. an advice B. advice

C. advices D. the advices

4. I wonder how he ____ that to the teacher.

A. dare to say B. dare saying

C. not dare sayD. dared say

Step6 Correcting mistakes

T analyses the common mistakes Ss have made during the practice.

T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.

篇13：高一英语上册《Unit 1 Friendship》教案教学设计

一、教材分析

1.本单元的主题是“友谊”，贴近学生生活，所以大部分的内容都是围绕该主题展开的。本节课的课型为词汇课，新课标要求学生掌握与友谊、交友有关的词汇;本节内容旨在一方面扩展学生的词汇量，一方面帮助学生学会审视自己，引导

学生形成正确的价值观和处事原则，培养其高尚的品格。

2.学本节内容，首先是帮助学生学习更多有关友谊的知识;其次是增加与本单

元主题相关的词汇。

二、学情分析

“友谊”这一话题对学生而言是非常熟悉的，但本单元所选语言材料是原汁原味的英美人士所写的文章，词汇量大，句子结构复杂，长难句较多，对于刚刚

进入高中学习的高一新生来说难度是很大的。

三、教学目标

1. 帮助学生学习更多有关“友谊”的知识;

2. 增加与本单元主题相关的词汇。

四、教学重点和难点

1. Understand the meaning of Friendship.

2. Learn some new words about Friendship and friends.

五、教学过程

Step 1 Warming Up

Activity1: Doing a survey

1.Get the students to do a survey quickly and and add up the score

and then see how many points they can get.

2. Present some new vocabulary in warming up and the explanation on the screen.

(1)、survey n. 调查，概述;v. 测量，检查;

e.g. a. A recent survey showed most of those questioned were for the plan.

最近的民意测验显示大多数调查对象同意这项计划。

b. The governor surveyed the damage caused by the tsunami.

州长查看了海啸引起的破坏情况。

思维拓展： a.. make a survey of sth. 调查…

make a general survey of sth 纵观…

b. survey sth. 调查，评述，检查

survey the equipment 检查设备

(2)、add v. 增加，增添

e.g. a. Shall I add your name to the list? 我可以把你的名字写进名单吗?

b. A new wing was added to the building. 这座大楼新添了一座边房。

思维拓展： add up sth 把……加起来

add sth to sth 把……加到…… add to sth = increase 增加了…

add up to 合计;总共

指点迷津：a.. add sth to sth 是“把……加到……上去“，add to 不能分开用，意为“增加了……”, 相当于increase 或raise. 如：

e.g. a. He added some sugar to the coffee. 他给咖啡里加了些糖。

The bad weather added to our difficulty. 坏天气增加了我们的困难。

b. add还可表示“补充说“，后常接从句。

e.g. He added that he was satisfied with the talk. 它补充说他对会谈很满意。

词汇派生： addition n. 附加物 additional adj. 附加的

adding machine 加法机 in addition to 除……之外

(3)、upset v. 使不安，打乱adj. 心烦意乱的

e.g.a. His strange behavior upset his father. 他的奇怪行径困扰着他父亲。

b. I understand how upset you must be feeling. 我理解你心里有多难受。

思维拓展： a. upset sb. 使某人不安

upset the plan 搅乱了计划

upset the cup 打翻了杯子

It upsets sb that 让某人心烦的是……

It upsets sb to do sth 做……使某人不快。

b. be upset about 对……赶到心烦

指点迷津：(1). upset 指由于某事的发生而心烦意乱。

(2). nervous 在做某事的过程中紧张害怕的感觉。

(3). anxious 因担心某事的发生或不发生而焦虑不安。

词汇派生：upset-upset-upset-upsetting

(4.)、concern n. 担心，关心，关系;v. 涉及，有关

e.g. a. There is growing concern about violence on TV. 人们对电视上的暴力内容日见担忧。

b. Don’t be involved in what doesn’t concern you. 不要管那些与你无关的事。

思维拓展：a. show/express concern about/ for 对……表示关心/担心

b. concern oneself about/ for 担忧/关心……

concern oneself with 从事，参与……

concern sb./ sth 与……有关

词汇派生：concerned adj. 有关的;担心的

be concerned about/ over/for 关心;挂念

be concerned with/ in 牵扯进/参与……

as/so far as …be concerned 就……而言

e.g. As far as I’m concerned, the sooner, the better. 就我而言，越快越好。

(5)、cheat v. 欺骗,作弊 n. 骗子, 作弊者

eg. He is accused of cheating the taxman. 他被控欺骗税务员.

eg. The two cheats set up tow looms. 这两个骗子支起两架织布机.

思维拓展： cheat sb. (out) of sth 骗取某人某物

cheat sb. into doing sth 骗某人做……

cheat sb. into the belief that 骗某人相信

catch sb. cheating in an exam 作弊被抓

[设计思路]本活动旨在引出话题，检测学生对友谊这个主题有哪些认识。问卷内容涉及日常生活中朋友之间可能发生的真实问题以及解决问题的办法帮助学生学会审视自己，引导其形成正确的价值观和处事原则。同时渗透与“友谊”有关

的一小部分词汇。

Step 2 Vocabulary learning

Activity2: Guessing game

Find the words or phrases for each of the following meanings from unit1.

1.______not insidde a building

2.______feeling disturbed

3.______to be worried about

4.______free, not tied up

5.______to experience something

6.______to take no notice of

7.______staying close to and looking at somebody

8.______to become quiet after nervous activity

9.______number of things that happen one after another

[设计思路]本活动属于利用英语解释本单元重点词汇，旨在训练学生用英语思维的能力。

Step3 Vocabulaary recitation

Sstudents will be asked to recite the following key words and try their best to set down them in the blanks.

________________ vt. 增加;添加;补充说 vi. 加;加起来;增添

________________ n. 点;尖端;分数

____________vt.& vi. (_______ ______ ______) 使不安;使心烦

adj. 心烦意乱的;不适的;不舒服的

____________ vt. 不理睬;忽视

____________adj.平静的;镇静的;vt.&vi.使)平静;(使)镇定

_____________ vt. 涉及;关系到 n. 关心;关注;(利害)关系

______________adj. 松的;松散的;松开的

_____________n. 欺骗;骗子 vt.&vi. 欺骗;骗取;欺诈;作弊

________________ n. 理由;原因

________________ vt. 列出

________________ vt. 分享;均分;分担 n. 一份;份额

________________ n. 感觉;感情

________________ n. 荷兰

________________ n. 德国人;德语 adj. 德国的;德国人的;德语的

________________ n. 连续;系列

________________ adv. 在户外;在野外

________________ adj. 疯狂的;狂热的

________________ n. 自然;自然界

________________ n. 目的;意图

________________ vt. &v. aux 敢;胆敢

________________ n. 雷;雷声; vi. 打雷;雷鸣

________________ adv. 完全地;全然地;整个地

________________ n. 能力;力量;权力

________________ adv. 依照

________________ adv. 按照;依据

________________ vt. & n. 信任;信赖

________________ adv. 在室内;入室内

________________ vt.& vi. 遭受;忍受;经历

________________ n. 十几岁的青少年

________________ n. 忠告;建议

________________ n. 调查表;问卷

These words are new to students, so make explanations if necessary.

[设计思路] 通过此任务，旨在提高学生的瞬时记忆能力。

Step 4 Practice:

Activity3： Group competition (group work)

1.Divide the class into 3 groups, and students should guess the words from the picture as soon as they can (The quickest student who tells right will get one score)

2. Hold a Competition in groups trying to write down words related to Friendship as many as possible and the group which can set down more words than any other groups will be the winner.

[设计思路] 通过小组间的活动能够进一步激发学生的学习词汇的热情，这是一个很好的方法。

Step5 Summary

Get a group to sum up this class and the teacher can add something if necessary.

[设计思路] 通过小节，强调本节课的重要内容。

Step6 Homework

Try to remember the vocabulary that the students have learned in class.

[设计思路]通过作业，巩固所学。

六、板书设计

Competition in groups

____________ ____________ _____________

七、教学反思

本课设计了若干情景与活动，旨在让学生积极参与学习活动，在活动中学习。

1. 从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。本堂课总共设计了3次活动，每一次都有所侧重，要求由浅入深，在保证大部分学生能按时按质完成任务的同时，又能体现选拔的效果，鼓励一部分学生积极的展现自我。避免了活动流于形式，单纯地追求

“快乐”。

2. 课前做了大量的资料收集和整理，有选择的在教学中有效地使用图片和视频，大大提高了学生对学习的兴趣。

3. 不抛弃优秀的传统教法。在任务型教学中，也考虑融入传统的板书和语言形

式的操练，令到学生的操练更具目的性、指引性。

总体上，本设计以小组活动为桥梁，将英语学习与现实生活紧密结合，体现了以学生为中心、教师为指导的新课程理念，有效地完成了该堂课的任务，是一个不错的教学设计。

篇14：Body language Language points 教案教学设计(人教版英语高一)

The Third Period Reading (II)

Teaching goals 教学目标

1. Target language目标语言

a. 词汇和短语

unspoken, facial, function, at ease, lose face, turn one’s back to, fist, subjective

b. 重点句子

Body language is one of the most powerful means of communication, often even more powerful than spoken language.

2. Ability goals能力目标

a. Enable the students to know more about body language.

What is the function of body language?

What is the similarity of body language?

How can you understand the universal facial expression “smile”? Does “a smile” always mean the same thing?

What is the difference of body language between various cultures?

b. Enable the students to understand better body language.

What is the proper attitude towards body language?

What would happen if we knew nothing about body language?

3. Learning ability goals 学能目标

How we can “show our feelings” with the body language learned in this unit or gained in our social life.

Teaching important points 教学重点

How body language shows the same or different feelings among people from different cultures.

Teaching difficult points 教学难点

How to tell that the same body language shows different feelings in different cultures.

Teaching methods 教学方法

Fast reading: dealing with the “true” or “false” questions.

Discussion: the importance of body language.

Teaching aids 教具准备

A recorder, a projector and a computer.

Teaching procedures & ways教学过程与方式

1 Pre-reading

1. What is the function of body language?

2. How do you find body language in our daily life?

3. How can the same body language express different feelings or ideas in different cultures?

4. How can different body language express the same feeling or idea in different cultures?

2 Fast reading

TURE OF FALSE

1. Body language is never as powerful as spoken language.

2. If you are angry at a person, you might turn your back to him or her.

3. You can threaten a person by refusing to speak.

4. You should not greet your new boss by giving her or him a hug.

5. Body language is the same all over the world.

6. Most people can understand each other if they try.

Then ask the students to do it one by one and ask them to explain why some of the statements are wrong.

3 Further reading

T: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible.

Ss: Yes, Sir.

T: What information have you got?

S1: More about body language, sir. We have learned how people are communicating or getting along with each other besides using spoken language. We are also asked to think about some new situations in which we will communicate in body language.

S2: And we have to think about the following questions: It is known that a smile is a sign that people feel friendly and happy. But we have to consider: 1. What if we don’t know who the new person is? 2. What if we are not introduced by a friend? 3. What if we are meeting a stranger in an unfamiliar place?

S3: And the most important of all is that we have to make

sure whether we can trust people we do not know, and we have to show that we are not dangerous.

S4: Quite true. We have different ways to show our hands -our open hands, which means that we are not armed and we are friendly.

S5: In many cultures today, the Western custom of the handshake is used. Besides this, traditionally, Chinese greet others by covering the left hand with the right hand and bowing; the Japanese cover on hand with the other and bow slightly or quite low, depending on whom they greeted; Hindu people join their hands in front of their faces and bow their heads; Muslims will touch their heart, mouth and forehead to show respect.

S6: Now young people in the West give each other the “high five” when they clap each other’s hands in the air.

S7: You have taken the words out of my mouth. And I believe that in almost all cultures, to smile and show an open right hand is the most common way to show the goodwill greeting.

T: I am more than happy to hear you can get so much information from the passage when you do the reading! Now let’s act out some of the gestures in the reading material, OK?

Some students are asked to act out the body language which appears in the reading text is: The Open Hand - A Universal Sign, such as a handshake, the traditional greetings in China, the Japanese way to greet people, the ways Hindu people and Muslims use to greet people, and the way young people in the West use now.

Several minutes later.

T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.

S8: It can be dangerous to meet people you do not know.

S9: Many Asian people do not usually physically touch strangers.

S10: If we show an open hand, it means that we are not holding anything dangerous.

S11: The right hand is usually used because it is almost the stronger.

S12: People shake their hands when meeting to show that they can be trusted.

S13: To show respect, people will touch their heart and mouth when greeting someone.

Homework

1. Read aloud all the reading texts in this unit.

2. Get ready to retell the two reading passages learnt in this period.

篇15：高一英语第七单元完整教案(人教版高一英语下册教案教学设计)

Warming up & Listening

Type of lesson: Warming up & listening

Teaching aims: 1.Talk about cultural relics, their importance and ways to protect them.

2.To improve the ability of listening.

Teaching aids:Tape recorder, paper sheet, projector

Teaching procedures:

Step I. Warming up.

Task 1:Team work on the topic “cultural relics”.

Q1:What does the topic mean? Have you got any ideas of cultural relics?

Q2:Are there any cultural relics in Beijing? Name some.

Task 2:Talk about the given cultural relics.

Q1:What are they? Where are they?

Q2:Which one would you like to visit? Why?

I would like to visit _________ because ____________.

I think it’s famous for __________________________.

Q3:What do you think of the cultural relics ? What can we do to protect them? Let’s listen to a passage and see what are mentioned in it.

Step II. Listening.

1. Ask the students to read the chart on P43 before listening and find out what they are asked to fill in the chart.

2. Listen to the passage for the first time and then ask the Ss to tell the names of the sites orally.

3. Listen to the passage for two or three times and try to say something about the importance of each place.(Check in pairs and then in class)

1) _______,there is a statue of a horse._______, there is a large stone elephant.The main building is _______.This site is important because it tells us about what kind of buildings people had in the past.

A. On the left B .in the centre C. On the right

2) This beautiful temple stands between a lake and a mountain. The temple is an important part of our history; many important things happened here, and many poems have been written about the temple.

3) People come to Mt. Lu Shan to look at the beautiful mountains and waterfalls .Over there, between Red Sun Mountain and the lake is the Blue Waterfall ,one of the biggest in the area. Between the lake and the village is the Moon Tower. The mountain is an important part of China’s history and important people have been here.

4. Listen to the passage for another two times and try to find out the measures people take to protect the places.

(Do the matching exercise)

Protect the palace build a museum

walk around the house

Protect the temple limit the number of cars

build a wall

Protect the mountain move some to the museum

try to use buses

5. Ask the Ss to read the pictures on P44 and the instructions, too. And then listen to the passage again to complete the exercise.

6. Discuss the answers in pairs and then check them in class.

Step III. Ask the Ss to do talking exercise on P121 in a group of five. And two or three groups will present their decision in the next class. The other groups have to write down their decision.

( 教师应给每组评分。小组之间互评，每组每个人有口语成绩的一并积累。)

Speaking:

Type of lesson: Speaking

Teaching aims:1.To learn how to ask for and make suggestions.

2.To help the Ss make dialogues in proper situations.

3. To encourage the Ss to discuss in groups and develop their imagination and creativity.

Key point: To help them use the functional sentences correctly in proper situations.

Teaching aids: Tape recorder, pictures and some real objects.

Teaching procedures:

Step I. Ask the Ss to read the instructions.

Step II. Help the Ss understand the instructions.

. 1.Q1:What kind of box is the culture capsure? (about 2*2 metres / an imaginary large box)

Q2:Shall I put in a cat?(No, you can’t put any living things in the capsure.)

(No, the object you’ve chosen should represent Chinese culture.)

Q3:Shall I put a bowl?(Yes, but it should have some cultural value, For example,it was made in Qing Dynasty.)

2.Ss discuss in groups and fill in the form.

What do you want to put in? Why?

3..Ask the Ss to make up their own dialogue by using the functional sentences.

Step III. Ask the Ss to sum up some useful expressions.

Asking for suggestions:

1)What shall I do …?

2)Can’t we do …?

3)Should we do …?

Making suggestions:

1)What/How about…?

2)Why not…?

3)Why don’t you…?

4)I think you’d better do… .

5)I suggest you (should) do … .

6)Let’s do … .

7)I’d like to do… .

8)Maybe we could do … .

Step IV. Ask the Ss to present pairwork on the culture capsure.(Act out their dialogues).

Step V. Ask the Ss to make up a new dialogue with the useful expressions above in a group of four.

Situation:

You are going to hold an evening party. You haven’t decided the place, the time and the guests you’re going to invited. Now, you are talking about the party with your family.

Step VI. Ss present their decision.

Step VII. Homework .

Write down the dialogues they have made up.

Reading:

Type of lesson: Reading

Teaching aims:1.To help the students to have a good understanding of the text

2.To train the students’ reading ability

3.To solve their difficulties by reading, discussing and doing exercises

Teaching procedures:

Step I. Lead in.

1. Ask the Ss to say something about the standard of Great cities.

T: There are many great cities in the world. In your opinion, what makes a city great? Let’s take Beijing as an example.(见课件)

1) a long history

2) the capital of the country

3) a large population

4) Something important once took place there.

5) many places of interests

6) …….

2. Show the pictures of famous rivers in the world and introduce St.Petersburg.

T: Water is important for human beings ,here is a proverb saying,” Where there is a river, there is a city.” Maybe it’s not always true. But it’s true that many of the world’s greatest cities have been built on the banks of a river.

Now,I want to show some pictures of famous rivers in the world. And all of them flow through famous cities in the world.

1) The Yangzi River ------Nanjing

2) The Thames River ----- London

3) The Newa River----- St.Petersburg

1) The Yangzi River

2)The Thames River

3) The Newa River

T : Do you know the city of St.Petersburg? It’s the second largest city in Russia. And it’s 300 anniversaries of this city this year. The same as Beijing, St.Petersburg experiences many famous events in history. Until now St. Petersburg , as one of the oldest and the most well-known cities in the world, still keep making legends .So today let’s learn about this city,” A City of Heroes”, St. Petersburg.

Step II. Help the Ss to understand the passage.

1. Ask the Ss to read the title and find out what the passage is about.

The text must be about a city which has many heroes.

2. Do fast reading to find out the answers to the following three questions.

Q1:Which city will the text talk about?

Q2:Who are heroes?

Q3:Who is the man on the bronze horse?

3. Ask the Ss to read the text aloud with the tape, and then finish True or False Statements. (WB P68)

4.Help the Ss to deal with the difficult points.

1) Match the words on the left with their meaning on the right.

cave make something as good as it was before

project to build again; construct anew

ruin artist; person who paints pictures

ancient very old; from a long time ago

.portrait break or harm something

damage a picture that you take with a camera

rebuild a painting or picture of a person

restore a big plan to do something

painter a building that has been deadly damaged

photograph a large hole in the side of a mountain or under the ground

2) Help the Ss to understand the following sentences.

a. Pieces of the palaces that had been hidden before the Germans came could be used to rebuild the city and its culture.

b. With the help of old paintings and photographs, the people of St.Petersburg were able to bring back the beauty of their culture and history.

c. The palaces are large and beautiful, and they often look like something out of a fairy tale.

4. Ask the Ss to summarize each paragragh with one or two words.

St.Petersburg

Para 1: the building of the city

Para 2: the decline of the city

Para 3: the rebuilding of the city

Para 4: the present situation of the city

5. Ask the Ss to have a discussion on the chart in a group of four, and then ask some of them to fill in the chart.

Work sheet:

the building of the city

position

creator

personality of Peter the Great

the decline of the city (important historical events)

time

how long

intruder

the results of the Nazis’failure

the rebuilding of the city

materials

difficulties

the result of hard work

the present situation of the city

the modern heroes of Russia

the character of people of St.Petersburg

Step III. Ask the Ss to do post-reading exercises.

1.Discuss the questions in pairs.

Q1: Why are the people of St. Petersburg heroes?

Q2: Why do people think St. Petersburg is a great city?

2.Ss present their opinions in class and then the teacher makes a summary.

T: From the text we just learned, we can see that St. Petersburg, this great city, has a lot of history. In the past, Peter the Great was the hero of St. Petersburg. Now the people of St. Petersburg are keeping on making legend of St. Petersburg, even the legend of whole Russia. As a result, strong, proud and united, the people of St. Petersburg are the real modern heroes of Russia.

Step IV. Communication exercise.

Task: Talk about the celebrations of the city held in the city this July.

Step V. Homework.

1. Find out more information of the city on the Internet. Report it to the class in the written form.

2. Finish Ex.2 on Students’ Book P46.

Answer sheet:

the building of the city

position on the banks of the Newa River

creator the Russion Czar Peter the Great

personality of Peter the Great strong and proud

the decline of the city (important historical events)

time 1941

how long 900 days

intruder Germans (Nazis)

the results of the Nazis’failure 1.fires burned everywhere

2.buildings destroyed

3.paintings and stutues lay in pieces on the ground

the rebuilding of the city

materials 1.pieces of palaces that had hidden before the Nazis came

2.the old paintings and photograghs

difficulties save the buildings and palaces without destroying their old beauty

the result of hard work 1.Parts of statues have been put back together.

2.Missing pieces have been replaced.

3.Old paintings and the old palaces have been made as wonderful as in the past.

the present situation of the city

the modern heroes of Russia the people of St. Petersburg

the character of people of St.Petersburg strong, proud and united

Word Study

Type of lesson: Word study

Teaching aims:1. Help the Ss use some key words and expressions in this unit.

2.Help the Ss to know how to build a word with “re”.

Key point: Master how to use the key words and expressions in different situations.

Teaching procedures:

Sept I. Ask the Ss to find out the sentences with the words and expressions in the text and read them out.

Step II. Ask the Ss to read more examples and sum up the usage.

Step III . Ss do the exercises.

Step IV. Check the answers .

Step V. Homework.

1)Ask the Ss to make up a short passage with the words and expressions learnt in this unit.

2)Review the whole unit.

I.Word formation “re- “

1.Find out the words with “re-“ in the text and understand the meaning.

A prefix is a syllable that is added to the beginning of base word to change its meaning. In the text, prefix “re” means again .

2.Do Ex.1 on P46.

II. Word study.

1. use 的用法 (vt. & n.)

1) Are you using this knife or can I borrow it?

2) This glass has been used. Please fetch me a clean one.

3) Bamboo can be used to build houses.

4) These lights are used for illuminating the playing area.(赛场)

5) This grammar book can be used as a textbook..

6) A food processor has a variety of uses in the kitchen. (n.)

7) Don’t throw that cloth away. You’ll find a use for it one day.(n.)

8) It’s no use arguing with him any more. He won’t listen to you.(no use doing sth.)

9) If you don’t have enough money, You are able to buy a used car instead of a new one.

( A past participle can be used as an adjective.)

Exercise:

1. The old hospital _____________.( 已经不再使用了)

2. Computers should be designed for the people who _______________.(使用它们 )

3. It’s no use _________________( 帮助他学英语).He doesn’t want to learn it well at all.

4. She hurt her arm in the fall and _____________( 失去作用) of her fingers.

2. It is true that many of the world’s greatest cities have built on the banks of a river. (It + be + adj./n./p.p. +to do/ that ….)

It was difficult to save the palaces and buildings without changing their old beauty.

1)Is it true that the scientist will give us a lecture next week?

2)It is said that at least ten buildings will be built soon in our city.

3)It is easy to recite the text.

4)It’s a rule in our school to do a good cleaning on Friday.

Complete sentences.

1)据报道，一些外宾明天要到我校参观.( reported )

____ _____ _____ many foreign guests will visit our school.

2)行这次会议，意义重大。（ important; of great importance）

a. To hold the conference is ____ ____ ____.

b.___ ____ ____ to hold the conference.

3.give up /give in

1)She gave up her job to look after her sick mother.

2)He has to give up playing football because of his broken left leg. .

3)You can’t win the game ,so you may as well give in.

Exercise:

1) The doctor told him to _________ smoking because he had coughed for a long time.

2) The enemy is surrounded ,and will soon ____________.

3) He has to _______ drinking whisky because he suffers from heart attack.

look out, look after, look at, look up, look for

1) If you have new words, you should ________ the words in your dictionary.

2) Peter _______ his pen , but he didn’t find it.

3) _________, a car may hit you!

4) A good doctor should _________his patients very carefully.

5) Mary _______ the blackboard , but she could see nothing .

5. try to do/ have to do/ be able to do

1)We ______ remember the useful words and expressions in this unit in five minutes, but we failed..

2)She wasn’t ____________ go to the games because she hurt her right knee a week ago.

3)The workers ___________ stay up all night in order to finish the work on time.

6.seem 的用法见教参P145

1) It seems that it’s more difficult for women to get to the top of a company.

2) It seems that he is lying.

3) I seem to have seen her before.

4) It seems that he is angry. =He seems to be angry.

5) It seems as if/though he were in a dream.

6) It seems (as if) there will be an election soon.

Rewrite the following sentences.

1) It seems that he is an expert. He seems _____________________.

2) He seems to know everything. It seems _____________________.

III. Complete the passage with the suitable phrases.

try to, be able to, use, it +be+ important, have to

Karl Marx was born in Germany and his mother tongue was German . When he was still a young man he _had to leave his mother land. In 1849,he started working hard to learn his English because it was widely used all around the world. He made such rapid progress that before long he was able to write articles in English for an American newspaper. When he was in his fifties, he found that it was important to study the situation in Russia. So he began to learn Russian. Half a year later, he could read articles and reports in Russian. “ When people use the language, they should try to forget all about their own.” Such was Marx’s suggestion on how to learn a foreign language.

Grammar

Type of lesson: Grammar

Teaching aim: Ss will be able to understand the meaning of the Present Perfect Passive Voice and its functions.

Teaching focus: Ss can use the voice in a proper situation.

Teaching aid: Paper sheet, pictures or projector

Teaching procures:

Step I. Lead in.

Show some pictures to help the Ss to understand the meaning of the voice.

1)The window has been broken .

2)A new school building has been built for a month.

3) Look, the dirty table has been cleared.

Step II. Ask the Ss to find out the sentences with the Present Perfect Passive Voice in the text and tell why the passive voice is used.

Explain these sentences are used :

1) When the doer is unknown (Sentence 1)

2) When the doer is not important (Sentence 2)

3) When we want to highlight the object of the active sentence(Sentence 3)

Step III. Observe the functions of the voice.

Ask the Ss to read more examples and sum up the structures.

1)All the tickets for the International Music Festival have been sold out.

2)Whose homework hasn’t been handed in?

3)Has the building been completed?

肯定式Have/has been done

否定式Have/has not been done

疑问式Have/has…been done

Step IV. Practise using the voice.

1) Do exercise on P49 (checkpoint) and then do Ex.1 on P47.

2) Do Ex.2 on P123.

3) Do Ex.2 on P47.

Step IV. Practise the voice.

1) I see a lot of trees on the street .The trees _____ _____ planted for years.

2) Anybody who cuts down young trees _____ ______ punished.

3) I can’t enter the building because it ______ _____ locked on Sunday morning.

4) A museum ____ ____ built for cultural relics in the village.

5) Many measures _____ _____ taken to protect cultural relics in China ,so we are able to see many places with their original (最初的) looks.

Step VI. Homework.

1. Finish Ex.2 on P63 in the workbook.

2. Do Ex.3 on P123.Observe the examples first and then do the exercise.

Integrating skills

Type of lesson: Reading and writing

Teaching aim: Enable the Ss to improve the ability of reading and writing

Teaching aid: projector, paper sheet, tape recorder

Teaching procedures:

Step I. Ask the Ss to fill in the form after reading the text.

1. Do it individually.

2. Discuss in pairs.

Location feelings problems suggestions

Step II. Ask the Ss to learn to write a letter to an editor.

1. Find out what they want to write about individually.

2.Write it by themselves.

3.Exchange their letters.

4.Present their letters in class.

Step III. A writing task.

The Yellow Mountain is a place of interests, a great many travelers visit it every day. You traveled there on National Day and had a pleasant time. However, you were not satisfied with some behaviors（行为）. Now, you are writing to the management office (管理处) according to the given information in the chart.

Problems Suggestions

throw about the rubbish take away

kill wild animals, catch birds stop hunting

pick flowers protect plants

do the cooking in the wood take meals, forest fire

Possible version:

Dear Editor,

I’m a visitor from Beijing. I traveled to the Yellow Mountain on National day and had a pleasant time there. However, I found some problems during my journey. Some tourists threw about waste paper, plastic bags and tins. Some killed wild animals, caught birds and picked up flowers. Some even did the cooking in the wood.

As we know, the Yellow Mountain is a place of interests. A great many travelers visit it every day. In my opinion, the travelers should take away rubbish with them when they leave. They should stop hunting and plants should be protected .What’s more, all the tourists should take their meals in order not to cause forest fire.

Yours sincerely,

Alice

篇16：人教版高一下册考点透视(人教版高一英语下册教案教学设计)

作者：浙江省富阳市新登中学傅代红胡君祥

联系电话：13083971266 邮编：311404

办公室电话：0571-63218205

人教版高一（下）册所涉及到的语法点、单词、短语、句型结构很多，下面就人教版高一（下）的重点语法点、单词、短语、句型结构结合近几年高考试题做如下透视。

1. Only in that way will we be ready for the challenges and opportunities in life. (Unit13 Page4 Reading)

[考点] only ＋状语＋部分倒装句

[归纳] only ＋状语位于句首时，应使用部分倒装，即“only＋状语＋助动词＋主语＋实义动词”，如含有状语从句，倒装应出现在主句部分。 “only ＋主语”位于句首时不用倒装。

[高考链接]

1). _________ by keeping down costs will Power Data hold its advantage over other companies. (06浙江9)

A. Only B. Just C. Still D. Yet

2). Only then ________how much damage had been caused. (06 陕西)

A. she realized B. she had realized

C. had she realized D. did she realize

2. Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment. (Unit13 Page4 Reading)

[考点] “can＋do” 在陈述句中表推测

[归纳] can表推测时一般不用于陈述句，这指的是对具体某事的推测。对一种普遍性规律进行推测时，can还是可以用于陈述句中的。

[高考链接] Some aspects of a pilot’s job ______be boring, and pilots often _____work at inconvenient hours.（06湖南）

A. can; have to B. may; can

C. have to; may D. ought to; must

3. Kwanzaa is a seven-day festival celebrating the cultural and history of African Americans. (Unit14 Page10 Reading)

[考点] 分词作定语

[归纳] 作定语的及物动词分词形式为：v.-ing; being＋过去分词;过去分

词。当被修饰的名词与分词为主动关系时，用v.-ing；为被动关系且表正在进行时，用being＋过去分词；为被动关系且表完成时，用过去分词。

[高考链接] The wild flowers looked like a soft orange blanket__________ the desert. （06湖南）

A. covering B. covered C. cover D. to cover

4. Each time we celebrate a festival it changes a little and in that way we keep our cultural alive. (Unit14 Page 11 Reading)

[考点] 含有time的结构引导时间状语从句

[归纳]近年来对状语从句的引导词的考查转向each time类名词短语和

immediately等副词的趋势，应特别总结相关用法。含有time等名词引导时间状语从句的结构有：every time，each time，next time，the first time，the moment，the minute，the instant。

[高考链接] ______ we made mistakes in our homework, he would ask

us to correct them. (05 全国卷)

A. Each time B. each time when C. A time D. One time

5. So I called on you and asked if I could borrow some jewellery. (Unit15Page17 Reading)

[考点] call的常用短语

[归纳] call on意为“拜访；访问；号召”， call up意为“征召；唤起：使人忆起；带入心中”， call off意为“取消”， call for意为“要求；需要”， call in意为“回收；邀请”。

[高考链接] As I grew up in a small town at the foot of a mountain, the visit to the village ______scenes of my childhood. (06 湖北)

A. called up B. called for C. called on D. called in

6. Well, I would rather not tell you. (Unit15Page17 Reading)

[考点] would rather 用法

[归纳] would rather 用法要注意4点：1. 否定式为would rather not；

2. 反义疑问句为wouldn’t＋主语；3.后接从句时，从句要使用过去时；4. 表示宁愿做什么胜过做什么时为would rather do…than do。

[高考链接] 29.I’m sure you’d rather she went to school by bus, _______?

(06福建)

A. hadn’t you B. wouldn’t you C. aren’t D. didn’t she

7. In the eighteenth century, Benjamin Franklin conduced a number of experiments in which he showed what electricity is. (Unit16 Page24 Reading)

[考点] a number of与the number of作主语

[归纳] a number of接复数名词做主语，谓语动词用复数；而the number of接复数名词做主语，谓语动词用单数。

[高考链接]

1). As you can see, the number of cars on our roads _______ rising these days.

(06全国Ⅱ)

A. keep B. has been keeping C. have been keeping D. are keeping

2). Nowadays, a large number of women, especially those from the countryside,

_______ in the clothing industry. (05 辽宁)

A. work B. works C. is working D. has worked

8. Having realized that I could use a kite to attract lighting, I decided to do an experiment. (Unit16 Page 24 Reading)

Tie the corners of the handkerchief to the points of the cross, and you will have a nice strong kite. (Unit16 Page 24 Reading)

To make as much use of the land as possible, two or more crops are planted each year where possible. (Unit 19 Page45 Reading)

[考点] 句首动词的形式

[归纳] 句首动词的考查主要测试非谓语动词以及祈使句的掌握情况。注意：句子是否是祈使句；非谓语动词作状语是否表目的，是正在发生还是已经发生，是主动还是被动。

[高考链接]

1). _______ in the queue for half an hour, Tom suddenly realized that he had left his wallet at home. (05 全国卷)

A. Having waited B. Wait C. Waiting D. Waited

2). _______for the breakdown of the school computer network, Alice was in low spirits. (06 福建)

A. Blame B. To be blamed C. To blame D. Blamed

3). _______ this cake, you will need 2 eggs. （05 全国卷II）

A. Make B. Making C. Having made D. To make

4). _______ straight on and you will see a church. You won’t miss it.

A. Go B. Going C. To go D. Having gone (05 湖北)

5). ______ more about university courses, call (920) 746-3769. (05 浙江)

A. To find out B. Finding out C. Find out D. Having found out

6). ______ the employees' working efficiency, the supervisor will allow them to have a coffee break. （07 上海春季）

A. Improving B. To improve C. Having improved D. Improved

9. Another journey of challenge and danger was about to begin. (Unit 17 Page 31 Reading)

[考点] 有后置定语的名词短语作主语的主谓一致

[归纳] 有后置定语的名词短语作主语时谓语应与前面名词保持一致

[高考链接]

1). The construction of the two new railway lines _______ by now. （陕西）

A. has completed B. have completed

C. have been completed D. has been completed

2). We live day by day, but in the great things, the time of days and weeks _____

so small that a day is unimportant. ( 湖南)

A. is B. are C. has been D. have been

10. I had traveled just two hours one day when the windows increased so much that I had to put my tent up before the winds became too strong. (Unit17 Page 31 Reading)

[考点] when意为“这时”

[归纳] when意为“这时”，与之搭配的有3种：1.be about to do（正要去做）； 2. be doing（正在做）；3. had (just) done（刚做完）。

[高考链接] I had just stepped out of the bathroom and was busily drying myself with a towel ________ I heard the steps. （06 湖南）

A. while B. when C. since D. after

11. I had to think of my family, which is very important to me, and do the right thing. I did so without regret. (Unit17 Page32 Reading)

[考点] so构成的缩略句

[归纳] so构成的缩略句可分为3类：1. so＋主语＋动词（表示进一步的肯定）； 2. so＋动词＋主语（表示另外某人也怎么样）； 3. 主语＋动词＋so（表示某人按照…去做）。

[高考链接]

1). ---It’s burning hot today, isn’t it? ----Yes. ________ yesterday. (2006 福建)

A. So was it B. So it was C. So it is D. So is it

2). ---I reminded you not to forget the appointment.

--- ____________. (06江西)

A. So you did B. So I do not C. So did you D. So do I

3). -Father, you promised! (05湖北)

-Well, _______. But it was you who didn’t keep your word first.

A. so was I B. so did I C. so I was D. so I did

12. In her television shows Oprah Winfrey makes it possible to talk about great moments and difficulties in people’s lives. (Unit17 Page34 Reading)

[考点] it作形式宾语

[归纳] it作形式宾语，真正的宾语可以是不定式、从句、名词短语等。

[高考链接] As the busiest woman in Norton, she made_____ her duty to look after all the other people’s affairs in that town.（2006湖南）

A. this B. that C. one D. it

13. New Zealand has a mild sea climate, while the north is subtropical. (Unit18 Page38 Reading)

While(尽管，虽然) there are many different interpretations of our body language, some gestures seem to be universal. （Unit21 Page59 Reading）

[考点] while作为连词的用法

[归纳] while作为连词有3种意思：“而；却”、“当…时”、“虽然”。

[高考链接]

1). I do very single bit of housework _______ my husband Bob just does the dishes now and then. (04 全国卷Ⅲ)

A. when B. however C. while D. although

2). _______ I accept that he is not perfect, I do actually like the person. (04 江苏)

A. While B. Since C. Before D. Unless

14. The Maori were the earliest people to come to New Zealand. When they discovered it about 1,000 years ago, they called it Aotearoa. (Unit18 Page38 Reading)

[考点] it 与one用作代词的区别

[归纳] it用作代词指代某一具体的东西或事情，属于同指，且在口语

中可省略。而one作代词时为类指。

[高考链接]

1). If I can help_______, I don't like working late into the night. (06 全

国卷)

A. so B. that C. it D. them

2). I prefer a flat in Inverness to ______ in Perth, because I want to live near my Mom’s. （05 天津）

A. one B. it C. this D. the one

3). --- I was wondering if we could go skiing on the weekend.

--- _______good. (06 湖北)

A. Sound B. Sounded C. Sounding D. Sounds

15. Future agriculture should depend on high technology as well as traditional methods. (Unit19 Page46 Reading)

[考点] depend用法

[归纳] depend构成的短语搭配为depend on，无被动语态；交际用语中it (all) depends意思为“（一切）视情况而定”。

[高考链接] ----How long are you staying?

----I don't know.___________. (04 江苏)

A. That's OK B. Never mind C. It depends D. It doesn't matter

16. The temperature is controlled with computers, no matter how the

weather is outside.

[考点] no matter＋疑问词

[归纳] no matter＋疑问词只能引导让步状语从句，而whatever, whoever, wherever, however既能替代no matter＋疑问词引导让步状语从句, 也可以引导名词性从句。

[高考链接]

1). This is a very interesting book. I’ll buy it, ________. （06陕西）

A. how much may it cost B. no matter how it may cost

C. however much it may cost D. how may it cost

2). ____ team wins on Saturday will go through to the national championships.（06山东）

A. No matter what B. No matter which

C. Whatever D. whichever

3). You should try to get a good night’s sleep ______ much work you

have to do . (04 湖北)

A. however B. no matter C. although D. whatever

17. Dating back to the Qin Dynasty (221-207BC), the traditional crosstalk shows, or xiangsheng shows, have made people all over China roar with laughter for centuries. (Unit20 Page53 Reading)

[考点] traditional与historic

[归纳] traditional意为“传统的”；historic意为“历史的”。

[高考链接]

In ______ Chinese culture, marriage decisions were often made by

parents for their children. (04 上海)

A. traditional B. historic C. remote D. initial

18. It is their clothes, make-up and the way they walk that make people laugh. (Unit20 Page52 Reading)

[考点] way后接定语从句

[归纳] way后接定语从句关系词的选用分为2种情况：1. 关系词在

定语从句充当主语、宾语时用that或which 2. 关系词在定语从句中充当状语时用in which或that或不用。

[高考链接] It was not what you said but the way you spoke ______ surprised me.

A. in which ; what B. which ; that C. 不填；that D. that ; what

19. A smile can help us get through difficult situations and find friends in a world of strangers. (Unit21 Page60 Reading)

[考点] get的常用短语

[归纳] get through意为“完成；接通电话”， get across意为“使了解；使信服”， get about意为“可以走动”， get away意为“走开；离开；脱身；逃脱”， get back意为“归还；返回”。

[高考链接]

1). ---The boss said we had only three days to finish the work.

---Don’t worry. We have already two thirds of it. (06 四川)

A. got down B. got through C. given in D. given away

2). I couldn’t ______. The line was busy. (05 浙江)

A. go by B. go around C. get in D. get through

20. So if you want to know what it feels like to fall through the air, take off in a rocket, fly a helicopter or fight alien creatures in outer space, visit one of the theme parks in your area. If there isn’t one where you live yet, don’t worry, the theme parks are coming. (Unit22 Page67 Reading)

[考点] take的常用短语及现在进行时的特殊用法

[归纳] take短语的用法历来是高考重要考查点，近5年来共考了7题。take off意为“脱掉（衣服等）；松开；带走；走开；离开；起飞；取消”；take in意为“吸收”；take for意为“误认为”；take down意为“拿下；放下”。少数一些瞬间性动词用进行时并不表动作正在进行，而是表示不久将要发生的事。

[高考链接] Ladies and gentlemen, please fasten your seat belts. The plane _______. (06 福建)

A. takes off B. is taking off C. has taken off D. took off

篇17：高一（下）全套教案(人教版高一英语下册教案教学设计)

高一（下）教案

Unit 13

Teaching Aids：Individual,pair or group work to make every student work in class.

1.Aims of knowledge: Learn and master the phrases

2.Ability aims:

1．Train the student’s reading ability.

2．Develop the students’speaking ability by describing, talking and discussion.

1. Moral aims:

Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.

Teaching important points:

1. Improve the student’s reading ability.

2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.

Teaching difficult points:

How to make the students understand the reading material better and answer some questions on the passage.

Teaching Aids:1.a tape recorder2.a slide projecto3.a computer for multimedia use

Teaching steps:

Step 1 Lead-in

Six essential nutrients:

1. protein

2. carbohydrate

3. fat

4. vitamins

5. minerals

6. water

Do you know them and their functions?

Step 2 Tell the key meaning of each paragraph. (Find out the topic sentence of each paragraph.)

Para 1 Snacks give us energy.

Pa 2 When we choose what to buy and eat, we had better think whether the food will give us the nutrients we need.

Pa 3 Many people today make choices about their eating habits based on what they believe.

Pa 4 It is probably better if we spend our time and money on buying good food and keep a balanced diet.

Pa 5 The best way to make sure that we will feel and look fine is to develop healthy eating habits.

(Para1. Sentence1

Para2 Sentence2

Para3 Sentence2

Para4 Sentence3

para5 Sentence1)

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the foods contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

5. What are the causes of people’s choice of eating habits?

Based on Nutrition: protein, calcium, etc.

what they believe-vegetarians / vegans

how the products are grown or made ---- organic vegetables

6.What’s enviornmentally friendly food?

Eco-food. It is produced by companies who have tried to use green and clean ways to grow it.

7.What are organic vegetables?

Vegetables grown without chemicals that can be harmful to human beings or the enviornment.

8.Why do some people become vegetarians?

Because they believe it is healthier not to eat meat or because they think we should not kill animals for food.

9..What’s the difference between vegetarians and vegans?

Vegetarians don’t eat meat but vegans will not eat any animal products at all.

10. According to the passage, how can we keep fit?

Spend our time and money on buying good food and keeping a balanced diet. Eat healthy food in the right amounts.

11. what’s “crash diets” ?

It is something that some companies say will make us lose weight fast.

12.According to the passage, how can we lose weight?

Try to eat less fat and sugar and exercise more.

Step 3.Skimming

Paragraph 1 (T or F)

1.Choosing what to eat is not as easy as it once was any longer.

2.Our eating habits have changed while our way of life has not changed.

3.21-century people prefer traditional food very much.

4,we had better learn to make right choices about food to keep up with the high pace of modern life.

Para2.

Nutrients Function Sources

protein Good for our muscle Fish, meat and beans

calcium Good for our bones Eggs, milk and other dairy products

Carbohydrates Main fuel for our body Bread, rice and noodles

Vitamins fiber ,minerals Fight disease, keep our functioning well Vegetables, fruits, fish and milk

Step 4 Carefully-reading

--How many parts can be divided into

--Three parts.

--What’s the main idea of each part?

1.our eating habits are changing.

2.why the eating habits are changing the best way to develop healthy eating habits？

Step 5 Post-reading

1 what does the word “fuel” and “ green” mean in the text?

Fuel here means the food we need to keep our bodies healthy and active. Green foods are organic foods ,that is, foods are grown and produced naturally.

2. How have our eating habits changed?

We are busier than in past years so we now have less time to eat than before.

Work in pairs and discuss the following questions

1 ) Why do people go to fast food restaurants?

People go to fast food restaurants because they are quick and convenient.

2) Why is it not good for you to eat much sugar and fat?

Too much sugar and fat will make you as big as a whale.

Step 6 Retelling the text

no longer, as easy as, change, keep up with, make the right choices give the nutrients , build our body, be good for keep our body functioning well, fight disease Make choices, based on, become part of become vegetarians, how the products are grown Choose from, give advice, keep a balanced diet instead of, exercise develop healthy eating habits, be ready for

Step 7 Homework

1. Finish Period 2 in Winner.

2. Recite the following sentence.

1) You ought to be careful with fruit.

2) Take this medicine three medicine three times a day.

3) I advise you not to eat fruit that is not ripe in the future.

3.Finish Post Reading exercises at Page 4

Unit 14

Step 1 Lead-in

THE BIRTH OF A FESTIVAL

We have known many festivals,such as Christmas, Spring Festival, Mid-Autumn Day, and so on.

Step 2 Pre-reading

1. Make a comparison of Chinese Spring Festival and Christian Christmas.

T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)

Both of them are quite popular in the world. What are the differences between them?

Festival

aspects Chinese Spring Festival

Christmas

Time From the 1st day to the 15th day of the first Chinese lunar month On Dec. 25

Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…

Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)… Candies, cookies, pudding…

Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts,Christmasdecorations)

Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…) Family reunion, have a big dinner on Christmas Eve…

purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future. Celebrating the birth of Jesus Christ

Note: The italicized words in the form above are suggested answers.

Step 3 Reading

T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? SS:Kwanzaa.

1.Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text.

What’s the topic sentence of the paragraph 1?

Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.

T can present a diagram of the information about Kwanzaa to help Ss to finish this task.

Questionnaire: When is Kwanzaa celebrated? How long does it last?

Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)

Step 4 Careful reading:

Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.

1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)

2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)

3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )

4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )

5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )

6) Kwanzaa is based on old African festivals. ( T )

7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )

Do you know any festivals for black people or African Americans?

Questions:

1What’s the name of the festival?

2When did the festival begin?

3What time do people celebrate it every year?

4What’s the meaning of the Kwanzaa?And which language did the name come form?

5How many principle does Kwanzaa have?

6.What things did the African first-fruit festivals have in common?

People would get together to celebrate their harvest,to give thanks for their harvests and for life, to honour their ancestors, celebrate their past, and the group or society they lived in.

Step 4 Discussion

Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?

Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list

Good Effects Bad Effects

。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。

Step 5. Homework

1. Oral Work: Read and recite the new words learnt in this class.

Read and recite some beautiful and useful sentences in the text.

2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.

3. Finish Period 2 in Winners

Unit 15

Teaching Aims:

1.Learn and master the following words and expressions: have a good time,without luck,pay off

recognize,ball,continue,diamond,jewellery,necklace,palace,francs,after all,call on,bring out,try on,

2.Improve the students' reading comprehension through reading activities.

Teaching Important Points:

1.Learn the language in the play,especially in dialogues.

2.Learn the usages of some words and expressions.

3.Get the students to improve their reading comprehension.

Teaching Difficult Points:

1.How to use the tenses correctly in a dialogue.

2.How to tell the differences between“after all,in all and above all”.

Teaching Methods:

1.Question-and-answer method before reading to make students interested in what they will learn.

2.Fast-reading to get the general idea of the text.3.Individual,pair or group work to make every student work in class.

Teaching Procedures:

Step Ⅰ. Greetings:Greet the whole class as usual.

Step 2. Revision

T:Yesterday we practised making up some short plays.Now I'll ask some students to act out them before class.

SS:Teacher asks two or three groups to act.

Step 3. Lead-in

1.What kind of plays do you like best?

2. Have you ever acted in a play? What role did you play?

3.what should be included in a play?

Step 4. Pre-reading

T:Now let's watch the play together.Watch carefully and then I'll ask you some questions.

(Teacher plays the TV set for the students to watch.After that,teacher asks the students some questions.)

T:When and where did the story happen?

S3:It happened in a park in Paris,one afternoon in 1870.

T:Who can tell me something about the play?

S4:It's a play about a necklace.And it tells us a story about Mathilde Loisel,who borrowed a diamond necklace from her friend Jeanne.They were good friends then.When they met in a park ten years later,Jeanne didn't recognize Mathilde at first and then Mathilde told Jeanne what had happened to her.

T:Yes,you are right.

Step 5 Listen to the tape and answer the following questions:

1.What is the relationship between these three characters?

Mathilde, the young lady and Pierre, the young man are couple Jeanne is Mathilde’s friend.

2.What is the mood of Mathilde in scene one ? Why? Mathilde sound tired and upset.

3.How does she feel in scene two?

She is on one hand very excited for the ball , on the other hand she is worried because she has no new dress and no jewelry for the ball.

Step 6 . Reading

When and where did the story happen?

A park in Paris , one afternoon 1870

Scene 1 :

Time: One afternoon, 1870

Place: A park in Paris

Who Methilde Jeanne

What Met each otherMethilde looked older.

Parts: Marthilde, Jeanne

General idea: Marthilde tells Jeanne about her ten years of hard life.

Choose the best answer

When Jeanne met Mathilde in the park, she said she didn't know Mathilde, because ______ . D

A.they hadn’t met for ten years B.Jeanne no longer liked Mathilde

C.Mathilde looked younger than before D.Mathilde had changed a lot

She had been working very hard for ten years , so she looked older than her age.

Answer the questions after watching scene 1

1.When did the story happen? ( 1870 )

2.Why Jeanne could not recognize Mathilde?

Mathilde changed a lot and became so old.

3.What made Jeanne think that Mathilde was ill?

She doesn’t look well.

4.Why Jeanne was so surprised when Mathilde mentioned the necklace?

It happened ten year ago and maybe she has forgotten

Scene 2:

When: Ten years before(1860)

Where: The home of Mathilde and Pierre Loisel

Who: Mathilde and Pierre Loisel

What Got an invitation to a ball and got ready for it.

General idea: Pierre and his wife were invited to the ball at the palace.They decided to borrow some jewellery from Jeanne.

Choose the best answer

1.Why was Mathilde worried when her husband told her the invitation? A

A. Because she hadn’t got an evening dress.

B.Because she didn’t want to attend the ball.

C.Because she have no time to the ball.

2. It can be learned from scene 2 that to be invited to the palace ball ____. C

A. meant working hard day and night in the future B. meant spending a lot of money

C. was a great honor D. was not wonderful news

3. Mathilde did not want to wear a flower to the ball because_____ . C

A. she didn't like flowers B. people were not allowed to wear a flower at the ball

C. it would look shabby（寒酸的） to wear a flower D. flowers would bring her bad luck

Answer the questions after watching Scene2.

1.Why did Pierre say it was wonderful news?

He was invited to the ball.

2.What kind of feeling did he have when Pierre was the only person in his office to be invited?

Maybe he was glad and pride.

3.Why didn’t Mathild want to wear a flower?

Because everyone would wear jewellery

4.What decision did they make finally? They borrowed jewellery from their friends

Scene 3:

When: Ten years later(1870)

Where: In the park

Who: Mathilde, Jeanne

What The story of the lost necklace.

General idea: Mathilde lost the necklace at the ball. So she and her husband worked ten years to pay for it. But ten years later, Jeanne told her the necklace was not a real diamond necklace.

Characters Description of each character

Mathilde vain, glad, sad, scared, old, responsible…

Pierre happy, careful, scared, responsible…

Jeanne surprised, kind, friendly…

Choose the best answer

1. How much money did they spend in returning Jeanne’s necklace? B

A. It cost her over four hundred francs. B.It cost her about thirty-six thousand francs.

C.It cost her about five hundred francs. D.It cost her about fifty-six thousand francs

What was the real price of Jeanne’s necklace? C

How much did Mathilde’s dress cost her ? A

2. Which sentence expresses the main idea of the story? A

A.Mathilde lost the borrowed necklace and had to work hard for ten years to pay it back.

B.Mathilde worked hard to buy a new jewel for her friend.

C.Mathilde lost her borrowed necklace.

D.Mathilde found she was cheated（欺骗）.

3.What do you think of Mathilde ? A

A.A vain （虚荣）woman B.A hard-working woman

C. A greedy（贪婪） woman D.A pretty and rich woman

4. What’s the author’s writing style? A

A.irony （讽刺） B.humour C.sorrow D.delight

5.The story is told _____. C

A.in inverse (反转） order B.in narration order（叙述）

C.in flashback order（倒叙） D.in time order

time order：Getting the invitation ----- Borrowing a necklace -----Losing the necklace ----- Buying a new necklace ----- Returning the necklace----- Learning the truth

Questions to scene 3

1.What happened on their way home after the ball ?

Mathilde found that the necklace was lost. They returned to the place to look for it but didn’t find it.

2.What did they do for Jeanne ?

They borrowed money to buy Jeanne a diamond necklace which looked exactly like the lost one.

3. What did they do in order to pay off the debt ?

They both worked day and night for 10 years

STEP 7 True or False

1.Mathilde borrowed an evening dress and a diamond necklace from her friend for the palace ball.

2. Mathilde was the only woman who was invited to the palace hall.

3. Pierre promised to buy Mathilde a nice evening dress which cost about 400 francs T

4. That evening at the ball was the happiest in their lives because they had a lot of fun and Mathilde was the centre of people’s attention. T

5. They rushed back, looked everywhere for the lost necklace and they found it.

6. They had to apologize to Mathilde’s friend Jeanne for that and promised to work for her to make up for the loss.

7. They bought a diamond necklace which cost only 500 francs and returned it to Jeanne .

8. They bought a real diamond necklace and returned it to Jeanne . Then they had to work night and day for 10 long years to pay off the debt . T

9. Jeanne didn’t recognize Mathilde at first because she changed a lot in the past ten years. T

10. Mathilde looked older than her age because she was ill.

11 They lost the necklace on the way to the ball in the palace.

12. Mathilde attended the ball wearing a flower.

13. Finally they paid off all their debts. T

Step 8 Summary of each scene

Scene1

Mathilde meets her friend, Jeanne in a park and begins to explain to Jeanne why she looks older than her age.

Scene2

Mathilde recalls the events ten years before that changed her life.

Scene3

Jeanne remembers what happened. Mathilde reveals that she lost Jeanne’s necklace and replaced with another one. Jeanne tells Mathilde that the necklace she borrowed was a fake one.

Step 9 Structure:

Borrow a necklace: Why an invitation to a ball

When Ten years ago

Whom Her friend Jeanne

Lose the necklace when At/after the ball

Where Palace/ way

Return the necklace How Buy a new one

How much 36,ooo francs

How long Ten years of hard work

Learn the truth Not a diamond but a glass one

Step 10 . Post-reading

T:Now listen to the tape again.This time you should pay attention to your pronunciation and intonation.

(Teacher plays the tape.After that,teacher gives students a few minutes to read the text aloud.At last students do an exercise for consolidation.)

T:Now suppose Mathilde returned to the palace where the ball was held to ask about the necklace.She answered some questions asked by the workers in the palace please read these sentences and match them.

(After a while,teacher checks the answers with them.)

Suggested answers:1.E 2.C 3.B 4.F 5.A 6.D

Step 11 Discussion

If you are Mathilde, and you find the necklace is gone after the ball, what will you do?

Unit 16

一、明确教学目标

1. Develop the students reading ability, especially their reading comprehension.

2. Read the reading passage and know about

3. Enable the students to know the serious attitude to science.

二、教学过程

Step 1 Presentation（整体感知）

Do you know the names of some famous scientist? What are they famous for?

Einstein Darwin Newton Edison Marie Curie Franklin

Relative theory Evolution Gravity Electric Bulb Radioactivity Kite experiment

Today we come to the Reading. It s about As we all know ,Benjamin Franklin is a famous politician．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．

Step 2 Pre-reading discussions

We all know that it is the scientists’ great effort that makes the great achievement on science. Could you name some scientists’names? And what are they famous for? Try to fill in the blanks of the following form, if you。Can’t, ask your classmate to help you．Form: in the 18th & 19th centuries scientists all over the world made many important discoveries．Give some example．／Physics／Medicine／Chemistry／Biology

Some famous scientists are:

Archimedes: mathematics and physics: he discovered pi (π)

Darwin: biology: he discovered that the ancestors of people were monkeys

Curie: physics: she discovered radium and radioactivity

Newton: physics: he discovered why all things fall down to earth.

Physics Medicine Chemistry Biology

√ Madame Curie √ Florence Nightingale √Watson & Crick √Beatrix Potter

(Radioactivity) (Pie charts) (DNA) (“seeds” of mushrooms)

√ Isaac Newton √ John Snow √Gay-Lussac √Charles Darwin

(gravity) (spread of disease) (Gas laws) (Evolution)

√ Lord Kelvin √ Louis Pasteur √ Mendeleev √ Carl Linnaeus

(lowest temperature) (germs) (Periodic Table of elements) (Naming plants)

Step 3 Reading Fast reading

Listen to the tape and answer the following question.

1. Was the experiment done in June 1752 successful?

Yes, the experiment was successful

2. What did this experiment prove?

This experiment proved that light- ing and electricity were the same.

Read the text carefully again, and give the students some explanations.

Get the students read the test and then decide if the following statements are true (T) or false (F).

1．In 1752 scientists already knew what electricity is. T

2．Franklin was helped by a friend to do the experiment.

3．Franklin made the kite of silk because wet silk does not conduct electricity.

4．A condenser was used in the experiment to store electricity. T

5．The key tied to the string was put into the door to stop he kite from flying away.

6.Franklin conducted the kite experiment in sunny days.

Read he passage and then find out the main idea．

Paragraph 1 Introduction of Franklin’s experiment．

Paragraph 2-3 The process Of the experiment．

Paragraph 4-6 The tip of doing the experiment．

Aim: To show that lightning and electricity are the same.

Materials: Some wooden sticks, a piece of silk, some rope, a very sharp piece of metal, a silk ribbon, a key, a condenser, a small shed, a thunderstorm with lightning.

Instructions: Paragraphs 5 and 6. Description: Paragraph 3.

Results: The electricity stored in the condenser can be used to do other Experiments, which proves that lightning and electricity are the same.

Discussion: None.

Step 4 Listening to the reading passage

Play the tape for the students to listen and follow. Pay attention to the pro- nunciation and intonation.

Step 5 Post-reading

Answers to Exercise 1:1 True 2 False 3 False 4 True 5 False

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