unit1BookoneSeniorone。
一名优秀负责的教师就要对每一位学生尽职尽责，作为教师就要早早地准备好适合的教案课件。教案可以让讲的知识能够轻松被学生吸收，帮助教师营造一个良好的教学氛围。那么，你知道教案要怎么写呢？为了让您在使用时更加简单方便，下面是小编整理的“unit1BookoneSeniorone”，相信您能找到对自己有用的内容。
TeachingPlan(2006—2007FirstPart)BookOneSeniorOne
Teachingtips:
1.OffermeafishandIwilleattoday.TeachmetofishandIwilleatforalifetime.
2.Teachthelanguage,notaboutthelanguage.
3.InduceSstoformthelearninghabitgradually.
Unitone
I.Title:Friendship
II.Teachingaimsanddemands
1.Worthbeingfamiliarwith:
1)thetopics:Friendsandfriendship;interpersonalrelationships
2)Allthenewwordsandphrasesintheunit(omitted)
3)Defferentwaysinmakingfriendsindifferentcountries(omitted)
2.Importanttoknowanddo:
1)Functionalitems:InduceSstopractiseexpressingAttitudes,AgreementdisagreementandCertainty
2)Practiselistening,speaking,readingandwritingonreadings
3.Enduringunderstanding:
1)DirectSpeechIndirectSpeech(I)—StatementandQuestions
2)InduceSstopractisewritingadescribingparaofapersontheyknow
3)Reviewingpronounciationandpickingoutnewwordsandphrases
4)HowtolearnEnglishbyourselves,esp.dowhatweshoulddobeforelearningthetextinclass
5)ThemostimportantofallistodowhatTeacherasksustodo.
III.TimeDivision
1.Periodone:IntroductionandinvestigationofSs’English
2.Periodtwo:ReviewEnglishPronounciationandhandwriting,andpickingoutthenewwordsandphrasesintheunit.
3.Periodthree:cometoWarmimgUp,Pre-readingandReading
4.Periodfour:ReadingandComprehending(1)
5.Periodfive:ReadingandComprehending(2)
6.Periodsix:LearningaboutLanguage(1)-Discoveringusefulwordsandexpressions
7.Periodseven:LearningaboutLanguage(2)Discoveringusefulstructures
8.Periodeight:UsingLanguage(1)Reading,listeningandwriting
9.Periodnine:UsingLanguage(2)Speaking,ReadingandwritingandWritingforfun
10.Periodten:Summingup
Periodone2006-9-5No.1
I.Title:IntroductionandinvestigationofSs’English
II.Emphasis:LearningaboutSs’English
III.Procedure
1.Stepone:Greetings
2.Steptwo:T’sselfintroduction
3.Stepthree:Putforwordthequestion—whyshouldwelearnEnglishwell?(TomakeourlifecolourfulistheaimtolearnEnglishwell.)
4.Stepfour:InvestigationofSs’English
1)Encourageeachonetowriteoneword(4---8letters)ontheboardandreadaloudonce(notrepeat)
2)InduceSseachtopronounconevowelamong20andwriteitontheboard.
3)Askeachonetolookuponenewwordintheunitinthedictionary(mentioningeachoneshouldhaveadictionary)
4)EncourageSsabctoreadthewordsontheboardinclass.
5.Stepfive:IntroducethenewbooktoSsandwhatweshoulddotolearnthebook.
6.Stepsix:homework:
1)Prepareadictionary.2)LookupthenewwordsinWarmingUp
IV.Afterthought:
PeriodTwoNo.2
I.Title:ReviewEnglishPronounciationandhandwriting,andpickingoutthenewwordsandphrasesintheunit.
II.Emphasis:PersuadeSstolearnthatpronounciationandhandwritingareimportantinEnglishlearning.
III.Procedure
1.Stepone:Greetings.
2.Steptwo:CheckSshomework—thenewwordslookedup.(Emphasis:Everyoneshouldfinishone’shomeworkatleastifhewantstodonothing,orhecouldnotlearnEnglishwell.)
3.Stepthree:ReviewEnglishvowels
1)Encourageeveryonetopronounceeachvowel.
2)AskSstopronounceafterT
3)AskSstopractise(Practicemakesperfect.)
Phoneticsexercises:
i:cheatreasonfeelingseriesteenagerbeemeshewemetretheseevenbreathediseasedreameastmeanleavemeatreachseateamweakcleanerpleasedseafoodseasonspeakereasilybeefcheesefeelfeetfreekeepkneeneedseeseemteethsleepspeedstreetsweepwheelagreeasleepmeetingmachinepolicefieldpiecebelieve
iignorelistJewishNaziKittyentirelyindoorsdimfixfifthhitifillkillmisspickpillpinkrichringsicksinkspringstickstillthinwillwinwindbillionfingerkitchenmillionpicnicscissorsticketuntilvillagecinemakilometerEnglandEnglish
eupsetNetherlandssetdownspellbindquestionnairecentcheckchessdeskendfellleftlessnecknextsettellwestwetsmellspendcentrecleverlettermelonmenuneverpeppersecondsellerexerciseeverybodyelephantFebruarymedicineterriblevegetabledeathhealthheadacheheavypleasurepleasantinsteadreadyweatheranyanyoneanythinganywheremany
addhanddadbaghabitcatAmsterdamasbangbankfatfacthatlandlapranrangsadsangsatshallthanactiveangrycabbagecandlecancercarrotgrandsonmadammatterpandaplasticracketsandwichbeganunderstandJanuary
э:surveyconcernGermanthirdworkbirdpurposehertermherselfpersonpersonalcertainlybirdfirstgirlshirtsirskirtthirdbirthdaycirclethirtyhurtturnchurchdisturbreturnThursdaywordworkworseworstworkerlearnyearheardearly
workerNetherlandGermannaturepurposeentirelyteenager
∧addupsufferlovecutbutupsetthundertrustcomebutterjustlucklunchrubtruckcupboardhusbandnumberRussianresultsummerconductorsomesomebodysometimessomewherefrontmonthoncesonmoneywonderfulanotherbrothermotherotherabovelovetouchcountryenoughtrouble
ɑ:calmdownNazicarguardcartdanceFranceplantanswerbananalastpasspastbasketclassroomfatherratherhalfarmarthardstartfartherHarvardMarchpardonharvestpartyauntlaugh
）whatfollowforestgotgossipdogacrosscrossdropgolfknockrobsolvestrongalongbodyforgotholidaynovelpocketpopularproblemsoccerwantwatchwashing
):fallignoreoutdoorsinordertoaccordingindoorsforknorporkstormorderaffordcornermorebeforedoorfloorfourthyourwalksaltalsoalmostalwayswarwarmquartercauseAugustautumndrawsawbroughtthought
Ubooklookfullpullpushputsugarfootgoodstoodtookcookycouldwould
U:blueJunerulermovelosewhowhosebroomchoosemoonsoontoolspoontoothzooafternoonnoodleflewgrewthrewdutyexcusefuturehumanrefusesuperTuesdayusuallyfewnew
eidateplaceplatepageracesafeskatetapewakeAprilfamousladypaperpatientpotatoradiostationmistakepaintrainpainterwaiterafraidcomplainmayplaysaystayawayplayerrelaytodayeighteightheighteen
aidivefinehidelifequiteshinesizewinewhilearrivedecideicebergislandoutsidesilenttidytigerunlikeexcitingpolitelybrighthighlightnightrighttonightbycrydrymywhyJuly
uholehopejokenosephonespokewholewokewroteagoalonenobodymostpostboatroadgrowknowshowsnowthrowbelow
aucountfoundgroundhouseloudshoutaroundtrouserswithoutbrowncrowddownhownowtown
)Ioiltoiletvoicenoisyboyenjoy
iideareallyeardearhearnearnearlybeersteerpioneerengineerhere
eairchairhairpairrepaircarecarefulcarelesspearweartheirtheirstherewhere
usurepoor
4.Stepfour:AskSstocopyLearningTiponp8.
(TcopystheLearningTipfirstontheboard,payingmuchattentiontohishandwriting.)
5.Stepfive:homework
1)Practisepronouncingthevowels.
2)CopyLearningTipagain.
IV.Afterthought:
PeriodthreeNo.3
I.Title:WarmimgUp,Pre-readingandReading
II.Emphasis:Toknowthevalueinmakinggoodfriends.
III.Procedure
1.Stepone:Greetings
2.Steptwo:CometoWarmingUp
1)EncourageSsabctotalkaboutFriendshipgenerally.
(Friendshipindifferentcultures:ChineseexpectfriendshipstobemorelastingwhileAmericansexpectfriendstobeindependent.)
2)HaveadictationofthenewwordsinWarmingUp(omitted)
3)EncourageSstoanswerthequestionsingroupsandsumupthemarksindifferentgroupsontheboard.
4)Sumupthewords:addup,can’tgountil…,getitrepaired,upset,ignore,
Calmdown,areconcernedabout,onholiday,walkthedog,paythebill,
End-of-termexam,cheatintheexam,etc.
3.Stepthtee:CometoPre–reading(arouseSs’interestinlearningtheunit.)
1)AskSstodiscussthequestions1-4ingroupsandchoosearepresentativetoexpresstheideas.
2)Askotherstogivesomemoreideasifthereisany.
4.Stepfour:Whatdoyouthinkmostof…?Andreciteitorthem.(proverbsp46)
5.Stepfive:homework-copytheproverbs.
IV.Afterthought:
PeriodfourNo.4
I.Title:ReadingandComprehending(1)
II.Emphasis:Tounderstandhowshemadeafriendwithherdiary
III.Procedure
1.Stepone:greetings.
2.Steptwo:Reviewtheoldlessons
1)EncourageSsabctoreciteoneoftheproverbshe/shelikesmost.
2)InduceSsabctowritenewwordsforeachontheboardandgooverpronounciations.
3.Stepthree:cometothereading-Anne’sBestFriend
1)Giveanintroductiontothereading
AYoungGirlsInsightsintoWar,PeaceandtheHumanSpirit
OnJune12,1942,aGermangirllivinginAmsterdam,Holland,receivedadiaryasagiftforher13thbirthday.Lessthanamonthlater,AnneFrankandherfamily—inadesperateattempttoescapepersecutionbytheNazis—fledtheirhometohideinasealed-offroomaboveawarehouse.
Forthenextthreeyears,Annesdiaryentriesbecameafirst-personaccountofthetimesheandherfamilyspentinhiding.InAugust1944,thefamilywasbetrayedtotheGermansandremovedbytheGestapotoDutchandGermanconcentrationcamps.AnnediedinBergen-BelsenconcentrationcampinMarch1945.Herdiarywaslaterdiscoveredinthewarehouseroombyherfather,theonlymemberofherfamilytosurvive,andhepublisheditin1947.TranslatedintoEnglishin1953andsubsequentlyintomorethan30otherlanguages,AnneFrank:TheDiaryofaYoungGirl(GardenCity,NY:B.M.Mooyaart-Doubleday,1952)eventuallywasmadeintoaplayandafilm.
Widelyrespectedforitspoignantinsights,AnnesdiarywascalledbyEleanorRoosevelt"oneofthewisestandmostmovingcommentariesonwaranditsimpactonhumanbeingsthatIhaveeverread."Atthesametime,asRooseveltpointsout,thisworkisreveredforitsbeliefintheultimatenobilityofthehumanspirit.
2)EncourageSstorecitethediary.
3)DowiththelanguagepointswithSs.
4.Stepfour:InduceSstodiscussthefollowingquestionsingroups
1)WhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingthatEmperordidnotlike?
2)Wherewouldyouplantohide?
3)Howwouldyouarrangetogetfoodgiventoyoueveryday?
4)Whatwouldyoudotopassthetime?
5.Stepfive:homework-recitethediary
IV.Afterthought:
Periodfive2006-9-11No.5
I.Title:Readingandcomprehending—2
II.Emphasis:Discussionofideas
III.Procedure
1.Stepone:Greetings.
2.Steptwo:CheckSs’recitingthediary
3.Stepthree:Cometothereading—2
1)EncourageSsabctoreadthetextandTgivessomerecommendationifnecessary.
2)Cometothelanguagepoints(omitted)
3)InduceSstounderstandthemainideas:
a.HelpSsimaginewhatitmightbelikeiftheyhadtostayintheirbedroomforawholeyear.TheycouldnotleaveiteventogototheWCorgetacupoftea.Howwouldtheyfeel?
b.AskSstoguesswhythewindowshadtostayclosed.
4.Stepfour:CometoComprehending
5.Stepfive:homework—Pre-learningthegrammaritemintheunit
IV.Afterthought:
PeriodSixNo.6
I.Title:LearningaboutLanguage(1)-Discoveringusefulwordsandexpression
II.Emphasis:Sumuptheimportantpoints
III.Procedure
1.Stepone:Greetings.
2.Steptwo:Reviewtheoldlessons
1)AskSsabctoreadthediarybyAnne.
2)AskSsabcwhattheythinkofherfriend---herdiary.
3.Stepthree:CometoDiscoveringusefulwordsandexpressions
1)AskSsabctofindtherightwordsandputthemontheboard.
2)AskSsabetofillintheblanks.
4.Stepfour:Listeningpractice
1)AskSstoreadtheintroductiontothediary.
2)EncourageSsabctoreadtheintroduction.
3)TreadthepassageandaskSstofillintheblanks.
YoungGirlsInsightsintoWar,PeaceandtheHumanSpirit
OnJune12,1942,aGermangirllivinginAmsterdam,Holland,receivedadiaryasagiftforher13thbirthday.Lessthanamonthlater,AnneFrankandherfamily—inadesperateattempttoescapepersecutionbytheNazis—fledtheirhometohideinasealed-offroomaboveawarehouse.
Forthenextthreeyears,Annesdiaryentriesbecameafirst-personaccountofthetimesheandherfamilyspentinhiding.InAugust1944,thefamilywasbetrayedtotheGermansandremovedbytheGestapotoDutchandGermanconcentrationcamps.AnnediedinBergen-BelsenconcentrationcampinMarch1945.Herdiarywaslaterdiscoveredinthewarehouseroombyherfather,theonlymemberofherfamilytosurvive,andhepublisheditin1947.TranslatedintoEnglishin1953andsubsequentlyintomorethan30otherlanguages,AnneFrank:TheDiaryofaYoungGirl(GardenCity,NY:B.M.Mooyaart-Doubleday,1952)eventuallywasmadeintoaplayandafilm.
Widelyrespectedforitspoignantinsights,AnnesdiarywascalledbyEleanorRoosevelt"oneofthewisestandmostmovingcommentariesonwaranditsimpactonhumanbeingsthatIhaveeverread."Atthesametime,asRooseveltpointsout,thisworkisreveredforitsbeliefintheultimatenobilityofthehumanspirit.
YoungGirlsInsightsintoWar,PeaceandtheHumanSpiri
OnJune12,1942,a_____________girllivinginAmsterdam,Holland,receiveda__________asagiftforher13thbirthday.Lessthana___________later,AnneFrankandherfamily—inadesperateattempttoescapepersecutionbytheNazis—fledtheirhometohideinasealed-off________aboveawarehouse.
Forthenextthreeyears,Annesdiaryentries__________afirst-personaccountofthetimesheandherfamily_________inhiding.InAugust1944,thefamilywas____________totheGermansandremovedbytheGestapotoDutchandGermanconcentrationcamps.Anne__________inBergen-BelsenconcentrationcampinMarch1945.Herdiarywaslater___________inthewarehouseroombyherfather,theonlymemberofherfamilytosurvive,andhepublisheditin_________.TranslatedintoEnglishin1953andsubsequentlyintomorethan30otherlanguages,AnneFrank:TheDiaryofaYoungGirl(GardenCity,NY:B.M.Mooyaart-Doubleday,1952)eventuallywasmadeintoaplayandafilm.
Widelyrespectedforitspoignantinsights,AnnesdiarywascalledbyEleanorRoosevelt"oneofthewisestandmostmovingcommentariesonwaranditsimpacton___________beingsthatIhaveeverread."Atthesametime,asRooseveltpointsout,thisworkisreveredforits_____________intheultimatenobilityofthehumanspirit.
4)AskSstocorrectthemistakestheymakeduringmyreadingthepassage.
5.Stepfive:homework-InduceSstoreadthegrammaritemintheunitatthebackofthebook.
IV.Afterthought:
PeriodsevenNo.7
I.Title:LearningaboutLanguage(2)Discoveringusefulstructures
II.Emphasis:InduceSstopracticeIndirectSpeech
III.Procedure
1.Stepone:Greetings.
2.Steptwo:Reviewtheoldlessons
1)Haveadictationofthephrases:addupfavouritecameraupsetignorecalmdownareconcernedaboutwalkthedogend-the-termcheatintheexammakealistoflaughatgothroughsetdowngrowcrazyaboutonpurposeinordertodotoomuchhappentobeholdsbinone’spowerayearandahalf=oneandahalfyearsfacetofaceoverayearaccordingto..etc.
2)AskSsabctoretellthetext.
3.Stepthree:Cometothenewitem—indirectspeech
1)EncourageSsabctoretellothers’wordsinEnglish.
2)Givethemsomerecommendationontheirversionofchangingdirectspeechintoindirectspeech.
3)AskSstogothroughDiscoveringusefulstructures–1Lookatthethesesentences.Canyoufindoutthedifferencebetweendirectspeechandindirectspeech?
4)EncourageSsabctofinishthesentencesin2Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirct.1-5onp.5and6-10ashomework.
(Sscouldlookthroughthenotesoftheitemsintheendofthebookbeforetheydotheexercises)
5)AskSsforquestionsifthereisany.
IV.Afterthought:
PeriodeightNo.8
I.Title:UsingLanguage(1)Reading,listeningandwriting
II.Emphasis:Listeningdrills
III.Procedure
1.Stepone:Greetings.
2.Steptwo:Reviewlistening—AskSstolistentoLearningEnglishagain.
3.Stepthree:EncourageSstogooverLisa’sletterfirstandgivesomeexplanation
4.Stepfour:PlaythetapeandlistentowhatMissWangsays,andtheninduceSsabctoanswerthefollowingquestions.
5.Stepfive:Listentothetapeagainandtrytospelloutthewordsasyouheartheirpronounciation.
6.Stepsix:homework—writeananswerletterastheeditor.
IV.Afterthought
PeriodnineNo.9
I.Title:UsingLanguage2-Speaking,readingandwriting
II.Emphasis:wrtingtraining---sentenceswriting
III.Procedure
1.Stepone:Greetings.
2.Steptwo:EncourageSsabctoreadouttheirlettersandaskthemtowritethesentenceswhichexpressthe5pointsattheaboveonp7ontheboard.
3.Stepthree:InduceSsabctogivehis/herrecommendationonthesentencesandchangesomeofthesentencesifnecessary.
4.Stepfour:homework—askSswritesentencesaboutoneofhis/herfriendswiththepassageattheendofp7.
IV.Afterthought:
Periodten2006-9-18No.10
I.Title:Summingup
II.Emphasis:SummupthefunctionfoexpressingAttitudes,AgreementdisagreementandCertaintyandfriendshipindifferentcultures
III.Procedure
1.Stepone:Greetings.JaB88.coM
2.Steptwo:Watchachartofmakingfriendsindifferentcultures.(powerpoint-makingfriends)
3.Stepthree:EncourageSsabctosumup
a.whathe/shehaslearnedaboutfriendsandfriendship.
b.Usefulverbs:
c.Usefulexpressions:
d.Newgrammaritem:
TestoneBookoneSeniorone
I.Listening(learningEnglish-voa–1)andchoosingone:
1.MillionsofpeoplearoundtheworldwanttolearnEnglishorimprovetheir______inthelanguage.
A.stepsB.skillsC.stayD.stand
2.Manyinternationalbusinessestodayrequire________________ofthelanguage.
A.studentsB.teachersC.booksD.knowledge
3.TheUnitedStatesDepartmentofStatesupports____________teachingactivitiesinforeignnations.
A.FrenchB.GermanC.EnglishD.Chinese
4.Thegoalistohelpforeignteachers__________Englishtotheirstudents.
A.offerB.ofC.forD.five
5.Expertsplan,holdand___________anumberofprograms.
A.spendB.supportC.spreadD.speed
6.TheVoiceofAmericaiscurrentlybroadcastingtwo_________ofEnglish-teachingprograms.
A.stepsB.wordsC.stopsD.series
7.Oneteaches_____________English.TheotheroffershelpwithEnglishusedinbusiness.
A.greatB.generalC.changingD.green
8.OurlistenerssaySpecialEnglishhelpsthemlearnand__________theirEnglish.
A.readB.improveC.holdD.need
9.Weuseshort,_________sentences.
A.clearB.cleenC.keyD.keep
10.YoucanrecordSpecialEnglishprogramsand_________themlater.
A.spendB.stopC.studyD.see
II.Makeagoodchoice:
1.Dowhathewantsoryou’ll_________him.
A.agreeB.upsetC.cheatD.hold
2.He____________whatotherpeoplethinkofhim.
A.wasconcernedaboutB.beconcernedabout
C.isconcernedaboutD.concernsabout
3.Allofhisbooks___________morethantenthousandathisstudy.
A.willbeB.addupC.adduptoD.addto
4.Theheavyrain_________ourdifficulties.
A.addeduptoB.addedC.addedtoD.addedup
5.Iwonderhowhe________thattotheteacher.
A.daretosayB.daresaying
C.notdaresayD.daredsay
6.____________madehimpassthetest.
A.CheatingB.CheatedC.TocheatD.Cheat
7.Heisanartist___________.
AbynatureB.innatureC.fromnatureD.outofnature
8.Willyou____________thenewspapers,please?
A.gothroughB.lookthroughC.getthroughD.comethrough
9.Willwe_________thefacts?
A.clearupB.setdownC.setupD.setin
10.Themoney_________theforest,Ican’tfinditnow.
A.ishidingB.ishiddenC.ishidinginD.ishiddenin
11.Ihavenothingto____________thematter.
A.dowithB.didwithC.bedonewithD.with
12.___________maketwoendsmeet,hehadtobecarefulnottospendtoomuch.
A.InordertoB.InorderthatC.SoastoD.Sothat
13.You’vebeeninprisonsixtimes_________ourrecords.
A.accordedtoB.accordingtoC.accordingasD.accordedwith
14.Theproblemis_________difficultfortheboytoworkout.
A.toomuchB.fartoomuchC.muchtooD.manytoo
15.Atfirstsight,he___________withher.
A.isinloveB.fallinloveC.beeninloveD.fellinlove
16.Wouldyoulikemeto_______thegame?
A.joininB.joinC.tookpartinD.attend
17.Theyplan_____________inthesummer.
A.getmarriedB.marryC.togetmarriedD.togetmarry
18.You___________________himaboutityesterday.
A.havenottoldB.shouldn’thavetold
C.haven’ttoldD.shallnothavetold
19.Mr.White__________at8forthemeeting,buthedidn’tshowup.
A.shouldhavehavearrivedB.shouldarrive
C.shouldhavehadarrivedD.shouldbearriving
20.Itwassometime__________werealizedthetruth.
A.whenB.untilC.sinceD.before
Keys:BDCABDBBACBCCCDAAABDAABCDACBCD
扩展阅读
Unit1Gettingalongwithothers
Unit1Gettingalongwithothers
Grammar---教案
Ⅰ.不定式句法功能
1.作主语：Thecatsaid,“Totakerollercoaster”isterrible.
不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。
→Thecatsaid,“It’sterribletotakerollercoaster.”
Howlongdidittakeyoutotakerollercoaster?
Howterribleitistotakerollercoaster?
不定式作主语常见句型：
a)Itis+adj.(easy,important,difficult…)+不定式
b)Itis+n.(apity,apleasure,one’sduty,ashame)+不定式
eg.It’smydutytoteachyouhowtobeastudentofNo.3MiddleSchool.
c)Ittakes/needs/requires+sometime(hours,months,days,patience…)+不定式
eg.Itrequirespatiencetobeagoodteacher.
2.作表语：当句子的主语是aim,idea,policy,question,suggestion,wish,task,duty,job,purpose等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。
eg.Ourmostimportanttasknowistomakeaplan.
注：作表语的不定式都带to，但当主语部分有实义动词do时，to可以省略。
eg.Theonlythingwecandonowiswaitandsee.
3.作宾语
Thecatsaid“Remembernottotakeitnexttime!”.
a)可以直接用不定式作宾语的动词很多，常见的有：agree,afford,tend,ask,decide,determine,expect,fail,hope,learn,intend,manage,offer,plan,promise,refuse,want,wish等
2005年天津卷12题：Idon’twant_____likeI’mspeakingillofanybody,butthemanager’splanisunfair.
A.tosoundB.tobesoundedC.soundingD.tohavesounded
当不定式短语比宾补长时，往往将不定式放到宾补后，而用先行代词it作形式宾语，常用动词有feel,think,find,believe,consider,make等。
Thecatfeltitterribletotakerollercoaster.
b)不定式一般不作介词的宾语，只有少数介词如but,except等后面可以跟不定式作宾语。一般情况下作介词宾语的不定式都带to，如果but或except所在句子里的谓语动词都是实义动词do,does,did时，通常省略to。
Eg.Wehavenochoicebuttowait.
Cf.Wecandonothingbutwait.
4.宾语补足语
在SVOC句型中，许多动词都可以按不定式作宾语补足语。
a)通常作宾语补语的不定式要带to，常用于以下动词之后：ask,tell,advise,allow,enable,expect,force,get,like,order,teach,want,invite,wish,beg等
Youshouldgetthemtohelpyou.
但在谓语动词believe,find,think,feel,consider,suppose,imagine,prove等后面跟tobe…作宾补，不跟todo…
eg.Theybelievehimtobehonest.
b)以下两类动词后跟不定式作宾补时不能带to
①一些表示“致使”意义的动词，如：let,have,make等
②一些表示感觉的动词，如：hear,feel,see,watch,notice等
Don’tletthechildrentroubleyou.
Iheardsomeoneopenthedoor.
但当这两类动词为被动态时，不定式就成了主补。作主补的不定式必须加上to
Hisfathermadehimgotobedearly.
→Hewasmadetogotobedearlybyhisfather.
5.作定语
不定式可以在句子充当后置定语，修饰名词。
以下几类情况常用不定式作定语：
①能带不定式作宾语的动词，其同源名词可以带不定式作定语。常见的有attempt,decision,promise,plan等
eg.Hehasn’tkepthispromisetowritetohisparentsregularly.
②常与不定式搭配的形容词，其同源名词一般可以用不定式作定语。常见的有ability,determination,anxiety,eagerness等
eg.Hiseagernesstofinishhishomeworkwasquiteclear.
③序数词形容词最高级或被only,last,next等修饰的名词可以用不定式作定语：
Shewastheonlypersontosurviveaftertheearthquake.
Tips:不定式在作定语时，有时与被修饰的名词有意义上的主谓关系、同位关系、动宾关系，如果该不定式是不及物动词，它后面需要加上适当介词。
Eg.He’salwaysthefirsttocomeandthelasttoleave.主谓关系
I’venotimetolistentoyourexcuse.同位关系
Shehasameetingtoattend.（动宾关系=attendameeting）
There’snothingtoworryabout.(动宾关系=worryaboutnothing)
6.作状语
不定式可以作状语，表示目的、结果、原因、条件等。
①to…,inorderto…,soasto…(不能放在句首)作目的状语
2005年辽宁卷22题：Allthesegiftsmustbemailedimmediately_____intimeforChristmas.
A.inordertohavereceivedB.inordertoreceiveC.soastobereceivedD.soastobereceiving
②在so…asto,such….asto,onlyto…结构中不定式作结果状语，其中onlyto…用于表示意想不到的结果。
Hehurriedtothestationonlytofindthetrainhadgone.
③enoughto,too…to结构
eg.Theboyisn’toldenoughtogotoschool.
=Theboyistooyoungtogotoschool.
④形容词（happy,glad,lucky,fortunate,surprised,angry,anxious,ready,quick,slow,cruel,clever等）+不定式结构
eg.I’mgladtomeetyou.
Thequestionisdifferenttoanswer.
Heishardtogetalongwith.
7.作插入语，用来说明说话人的态度、看法、对整个句子进行解释，如tobefrank（坦白地说），tobesure（确实）等。
Eg.Totellyouthetruth,Ihateyou.
8.作同位语
eg.Theordertostartthegeneralattacksooncame.
不定式的复合结构，以it为形式主语或形式宾语引导的复合结构，如果其前的形容词是指行为的性质就用：forsb.todosth.这种复合结构在句中可作主语、表语、宾语、定语、状语等。
ItisnecessaryformetolearnEnglishwell.
如果该形容词是指行为的性质，同时又指行为的人，则用ofsb.todosth.。这种句式中的常用形容词有：right,wrong,brave,careful,careless,clever,wise,stupid,cruel,foolish,good,honest,kind,nice,silly等。
eg.It’sverykindofyoutocometoseeme.
连接代（副）词+不定式（包括whether,what,which,whom,where,when,how,不包括why），在句中起名词的作用，通常跟在诸如tell,know,show,decide,learn,wonder,explain等动词后作宾、主语或表语。
Eg.NoonecantellmewheretofindJohn.
Whentotheexamisstillunknown.
Theproblemishowtogetenoughmoney.
不定式的进行式、完成式和被动式
①不定式的进行式由tobe+V-ing构成，用来表示谓语动词动作发生时，不定式的动作正在进行。
Eg.SomestudentspretendedtobereadingEnglishwhentheteachercamein.
②不定式完成式由tohave+V-ed构成，用来表示动作发生在谓语动作之前。
Eg.2005年江苏卷No.25
---IsBobstillperforming?
---I’mafraidnot.Heissaid_______thestagealreadyashehasbecomeanofficial.
A.tohaveleftB.toleaveC.tohavebeenD.tobeleft
答案是A
③不定式的被动式分为一般式被动tobeV-ing和完成式被动tohavebeenV-ed。当不定式的逻辑主语是不定式所表示的动作的承受者时，不定式要用被动语态。
Eg.Itisanhonourformetobeinvitedtotheparty.
Thebookissaidtohavebeentranslatedintomanylanguages.
2005年辽宁卷No.22
Allthesegiftsmustbemailedimmediately_____intimeforChristmas.
A.inordertohavereceivedB.inordertoreceiveC.soastobereceivedD.soastobereceiving
动名词
1.动名词的句法功能：动名词由动词加ing构成，与现在分词的形式相同。动名词主要起名词作用，在句中担任主语、表语、宾语和定语。
①作主语，可以直接放在句首，也可以用先行代词it作为形式主语，而把动名词后置。
eg.Seeingisbelieving.(眼见为实)
Sayingiseasierthandoing.
Collectingstampsisagoodhobby.(单个动名词短语作主语时，动词用单数)
动名词作主语还有以下两个习惯表答法：
Itisnouse(good)+动名词：做某事没有用
Eg.It’snousecryingoverspiltmilk.(覆水难收)
Thereisno+动名词(=Itisimpossibletodosth.)
Eg.Thereisnoknowingwhatmayhappen.（未来的事无法知道）
②作表语：通常是说明主语的内容，注意它与谓语动词进行时的区别
eg.Hishobbyiscollectingstamps.(此句为SVC结构)可改为：Collectingstampsishishobby.
Cf.Heiscollectingstamps.(iscollecting是谓语动词进行时，此句为SVO结构)
不能改为：Collectingstampsishe.
③作宾语
A.作及物动词的宾语(enjoy,mind,finish,appreciate,avoid,consider,delay,escape,pratise,suggest,keep(on),miss)
eg.2005年上海卷No.32
Hegotwell-preparedforthejobinterview,forhecouldn’trisk_____thegoodopportunity.
A.toloseB.losingC.tobelostD.beinglost
答案为B
有些动词（attempt,begin,continue,hate,like,love）后面既可以接不定式作宾语，也可以接动名词作宾语，意义差别不大。通常认为用动名词泛指一般的倾向性，用不定式则表示特定或具体某一种动作。
Eg.IlikeswimmingbutIdon’tliketoswiminwinter.
动词prefer后面接不定式作宾语时，句子结构与按动名词作宾语是不一样。
eg.Iprefertodriveratherthantobedriven.
Ipreferdrivingtoriding.
有些动词，如forget,remember,regret等，后面接动名词表示的动作先于谓语动词动作，不定式表示的动作后于谓语动词。
Eg.2005年北京卷No.30
Whenaskedbypolice,hesaidthatheremembered_____atheparty,butnot______.
A.toarrive,leavingB.toarrive,toleaveC.arriving,leavingD.arriving,toleave
在下列句型中动名词作真正宾语：
动词+it（形式宾语）+宾补+动名词（真正宾语）
eg.Ithinkitnousetellingthem.
Wethinkitnogoodinvitingtohim.
B.作介词的宾语
Eg.2005年浙江卷No.3
Thepresidentspokeatthebusinessmeetingfornearlyanhour______hisnotes.
A.bringingupB.referringtoC.lookingforD.tryingon
beusedtodoing习惯于做；lookforwardtodoing盼望做；devoteone’slifetodoing致力于做；spenttime(in)doing花时间做；befondofdoing喜爱做；begoodatdoing擅长做；beproudofdoing为做…而自豪；betiredofdoing对做…感到厌倦；feellikedoing欲想做；goondoing继续做（原来的事）；keepondoing不停地做；whataboutdoing做…怎么样；thinkofdoing考虑做；beinterestedindoing对做…感兴趣；havesomedifficulty/trouble(in)doing做某事有困难；bebusy(in)doing忙于做；insteadofdoing做…而不做…
eg.2005年江苏卷No.23
EverybodyinthevillagelikesJackbecauseheisgoodattellingand______jokes.
A.turningupB.puttingupC.makingupD.showingup
答案为C
④作定语
动名词可作前置定语，表示所修饰的词的用途或目的，可用for改写；而现在分词作定语时，可用定语从句改写。
swimmingpoolwaitingroomwalkingstick
asleepingcar=acarforsleepingasleepingchild=achildwhoissleeping
⑤作同位语
eg.That’sthequeen’sfull-timejob,layingeggs.这就是蚁后的专职工作——产卵。
2．动名词的逻辑主语
①人称代词做逻辑主语时应用所有格，即形容词性物主代词。
Eg.Doyoumindingmysmokinghere?
②逻辑主语是不定代词或指示代词时，很少用所有格，而用普通格。
Eg.Hewasawakenedbysomeoneknockingthedoor.
There’snoneedforthatbeingdone.
③逻辑主语是名词时，用所有格，但是如果名词为无生命物体时，则用普通格。
Eg.Mary’slaughingmadeTomangry.
Thereisnohopingofthefactorymakingprofit.
④在口语中，动名词如果不在句首，可以用名词普通格或人称代词宾格作逻辑主语。
Eg.2005年安徽卷No.34
Ireallycan’tunderstand_____herlikethat.
A.youtreatB.youtotreatC.whytreatD.youtreating
3.动名词的完成式、一般式被动和完成式被动。
Eg.Afterhavingfinishhiswork,hewenthome.
Heattendedthemeetingwithoutbeingasked.
Shenevertoldmeaboutherhavingbeeninterviewedbythepolice.
Unit1APerfectDay
俗话说，磨刀不误砍柴工。高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好地进入课堂环境中来，帮助高中教师掌握上课时的教学节奏。关于好的高中教案要怎么样去写呢？经过搜索和整理，小编为大家呈现“Unit1APerfectDay”，仅供参考，希望能为您提供参考！
Unit1APerfectDay
Teachingaims:
Toreadtwotextsforspecificinformation
TorevisePresentSimpleandPresentContinuous
Teachingcourse:
ⅠWarmup
Firstaskstudentsthequestiontoarousetheirinterest.
Whatdoyouthinkaperfectdayislike?
Studentswillgiveallkindsofanswers:goshopping;watchingTV;readnovels;listentomusic;surftheInternetandsoon.
Drawaconclusion:doallyouliketodo;livealifeinthewayyoulike.
Nowreadtwotextstellingyoutwopeople’sperfectdays.
ⅡReading
Understandingthetext
Readthetextandanswerthefollowingquestions.
Whatkindoflifestyledoyouthinkthemaninacouchpotato?
DoyoueverwatchtoomuchTV?HowmuchtimedoyouspendwatchingTVeveryday?
Whatkindoflifestyledoyouthinkthemaninthesecondtext?
Listentothetext
1.underlinetheTVprogrammesthatBrianusuallywatches.
2.UnderlinethekindsofworkBobdoeseveryday.
ⅢSpeaking
Dotheexercise4
Readthetwotextsagainandanswerthesequestions
Dotheexercise5
Whichlifestyledoyouprefer?Whichoneishealthier?WhatcanBoborBritaindotoimprovetheirlifestyles?
Whatdoesacouchpotatoreferto?
Whatdoesaworkaholicmean?
ⅣLanguageinuse
Workinpairsanddescribeyourparents’lifestyletoyourpartner.
ⅤVocabulary
Dotheexercise7
ⅥGrammar
Firstturntopage92analysisandexplainPresentSimpleandPresentContinuous
Thendotheexercise8and9
ⅦHomework
Writeacomposition“MyPerfectDay”
Words:100wordsorso
Supposeyoucandesignyouradayfreelywhatisyourperfectdaylike?
Unit1Theworldofoursense
一名优秀的教师在每次教学前有自己的事先计划，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好的消化课堂内容，帮助授课经验少的高中教师教学。怎么才能让高中教案写的更加全面呢？以下是小编为大家收集的“Unit1Theworldofoursense”仅供您在工作和学习中参考。
Unit1Theworldofoursense
ProjectProducingaTVshow
TeachingAims:
1.Dosomereadingandimprovethestudents’readingability
2.Improvethestudents’integratingabilitiesbyworkingtogetherandproducingaTVshow
Teachingimportantpoints
1.Readandknowhowsharksusetheirsensestosurvivedangersintheirenvironment.
2.MakesurethestudentsknowhowtoproduceaTVshow.
Teachingdifficultpoint
HowtoproduceaTVshow
Teachingprocedures:
Step1Greetings
Greetthewholeclassasusual.
Step2Leadin
Whatdoyouknowaboutsharks?Dosharkseathumanbeings?
Step3Fastreading
1.Howmanydifferenttypesofsharksarethereintheocean?
400
2.Doallofthemattackhumans?
30types
3.Howtoavoidbeingattackedbysharks?
HitandtunBumpangbitesneak
4.Whataretheiruniquesenses?
Don’tswiminthedark.
Don’tswimifyouarecutorifyouhaveafreshwound.
Don’twearbrightclothingorjewellery.
Tryandstayingroups.
5.What’sthetipsifasharkattacksyou?
Don’tpanic.Hitthesharkonthenose.Stickyourfingerintheshark’seye.
Step4detailedreading
1)Readthetextagainandtrytofindoutthemainideaofeachparagraph.
Paragraph1:Therearenearly400typesofsharks.
Paragraph2:Sharksdonotfeedonhumans.
Paragraph3:Therearethreetypesofsharkattracks.
Paragraph4:Anincreaseinwatersportshasledtoanincreaseinsharkattacks.
Paragraph5:Therearethreetipsonwhattodoifasharkattacks.
Paragraph6:Donotbefrightenedbysharks.
2)Fillintheinformation
Threefiercesharks:
a.thegreatwhitesharkb.thetigersharkc.thebullshark
Step5Discussion
Readtextagainandfindoutwhatuniquesensessharkshave,whatsensessharksusetoattackhumansandwhatpeoplecandotoprotectthemselves.
Sharkscanseeinthedark
Tosurvive:stickyourfingerinthesharks’eyewhenitattacksyou.
Sharkscansmellbloodfaraway.
Tosurvive:hitthesharkonthenosewhenitattacksyou.
Step6ProducingaTVshow
Planning
A.Getintogroups(4-6)
B.Decidewhichtopicyourgroupwillprepare.
A.Preparing
Visitazoo,watchananimaldocumentary,lookatbooks,surftheInternet……tofindinformationabouttheanimal.
B.Producing
1.Focusyourresearchonhowyouranimalusesitssenses.
2.TVisveryvisualsopicturesshouldbepresentedinaneasytoseeway.
3.Eachmembermustworkondifferentpartoftheshow,keepinginmindtheoveralldesign.
4.Eachmemberhastoproofreadthewritingatleastonce,correctmistakesifthereareany,andaddanynewideastheycanthinkof.
Step7Homework
Findoutmoreinformationaboutyouranimals
Unit1SchoollifeGrammarandusage
一名优秀负责的教师就要对每一位学生尽职尽责，作为教师准备好教案是必不可少的一步。教案可以让学生能够在课堂积极的参与互动，帮助教师缓解教学的压力，提高教学质量。怎么才能让教案写的更加全面呢？下面的内容是小编为大家整理的Unit1SchoollifeGrammarandusage，仅供您在工作和学习中参考。
Unit1SchoollifeGrammarandusage
Periodone
Teachingaim:
Togiveabriefintroductiontoattributiveclauses.
Teachingprocedures:
1.Tellthestudentswhatisattributiveclause.
2.Tellthestudentsthebasicusageofrelativepronounssuchaswhich,who,that,whom,whoseandrelativeadverbslikewhen,whereandwhy.
3.AskthestudentstoreadthearticleonPage9andfindouttheattributiveclausesinthearticle.
4.Checktheanswerswiththestudents.
5.Explainsomelanguagepointsinthearticle.
6.Givethestudentssomemoreexercisesofattributiveclause.
7.Assignment.
Periodtwo
Teachingaim:
Tomakethestudentsgetfamiliarwithattributiveclausesandgetthemtoknowsomemoreusagesofrelativepronouns.
Teachingprocedures:
1.Checkthehomeworkwiththestudents.
2.Askthestudentstoreadthe5pointsonPage10,tellthemtheusagesofdifferentrelativepronouns.
3.FillintheblanksonPage11,checktheanswerswiththestudentsandexplainthelanguagepoints.
4.Tellthestudentsseveralpointsthattheymustpayattentiontowhentheyuseattributiveclauses.
5.Someexerciseswhicharetoreviewwhattheylearninthislesson.
6.Assignment.
