高一英语Unit1Friendship教案。
老师在上课时经常会遇到难解决的问题而耗费半节课的时间吧,为了不消耗上课时间，就需要有一份完整的教学计划。这样可以有效的提高课堂的教学效率，那么优秀的教案是怎么样的呢？下面是小编为大家整理的“高一英语Unit1Friendship教案”，希望对您的工作和生活有所帮助。
Unit1Friendship
1.Teachingaimsanddemands
类别
课程标准要求掌握的项目
话题
Friendsandfriendship;interpersonalrelationships
词汇
addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabit
addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurpose
inordertofacetofaceaccordingtogetalongwithfallinlove
joinin
功能
态度(attitudes)
Areyouafraidthat---?
I’vegrownsocrazyabout---
Ididn’tdare---
2.同意和不同意（agreementanddisagreement）
Iagree.Ithinkso.Exactly.
Idon’tagree.Idon’tthinkso.I’mafraidnot.
3.肯定程度（certainty）
That’scorrect.Ofcoursenot.
语法
直接引语和间接引语(1):陈述句和疑问句
陈述句
“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.
-----Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.
一般疑问句
Heasked,“Areyouleavingtonight?”
---Heaskeduswhetherwewereleavingthatnight.
特殊疑问句
“Whendidyougotobedlastnight?”fathersaidtoAnne.
---FatheraskedAnnewhenshewenttobedthenightbefore.1.Suggestedteachingnotes
1).Analysesoftheteachingcontents
Thisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.
Warmingup---Thequestionnaireleadsstudentstothinkandtalkabout
friendship,gettoknowtheproblemsbetweenfriends
andseeksolutions,whichmakespreparationsforthe
furtherteachingintopics,backgroundandvocabulary.
Pre-reading---Thequestionspromptstudentstothinkcriticallyabout
friendsandfriendshipinreality,alertingthemtothefact
thatbesidespeople,adiarycanbeafriend,too.
Reading---ThediarybytheJewishgirlAnnegaveaglimpseofherlife
duringherfamily’sshelterinAmsterdamfromtheGerman
Nazis’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.
Comprehending---Ithelpsstudentsfurtherunderstandthetextbydoing
multiplechoices,questionsandanswers,and
matching.
Learningaboutlanguage---Itteachestheimportantexpressionsand
structuresandgrammar:directandindirect
speeches.
Usinglanguage---Thetwoletters,listening,questionnairedesign,letter
writingandfunwritingpreparesstudentstofurther
talkaboutfriendship,especiallytheproblemswith
misunderstanding,andunfriendliness,thus
strengtheningstudents’abilitiestopractice
language,discover,andsolveproblems.
Summingup---Itsummarizesthewholecontentsofthisunitfromthe
aspectsoftopics,vocabularyandgrammar.
Learningtip---Thispartencouragesstudentstoformthehabitofwriting
adiary.
Integratingskills---ThetextintroducesthewayHawaiiansexpress
friendship,togetstudentstorealizethecultural
differencesinthevaluesoffriendshipinaddition
itsimportanceinallcultures.
2)Makingoftheteachingplan
Thisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendship
withparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortand
supportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetruly
awareofthequalitiesandconductsthatmakeagoodfriend,displayanddevelopthe
abilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,
andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshould
breakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,the
comparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweenthe
EastandtheWestleadsstudentstoknowbetterthevaluesoffriendshipinWesterns’
eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelps
studentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,
contentsandteachingobjectives,thewholeteachingprocedurescanfallintofive
periodsasfollows:
Period1
Warmingupandspeaking
Period2
Reading
Period3
Grammar
Period4
Integratingskills(WB)
Period5
Usinglanguage
3.Teachingplansforeachperiod
Period1Warming-upandSpeaking
1.Teachingobjectives:
1)Targetlanguage
I(don’t)think……I(don’t)thinkso.I(don’t)agree.
Ibelieve……That’scorrect.Inmyopinion,……
2)Abilitygoals
a.DescribeyourfriendsinEnglish
b.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.
3)Learningabilitygoals
a.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.
b.Tolearntosolveproblemsthatmayoccurbetweenfriends.
c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniorMiddleSchool.
2.Teachingimportantpoints:
a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.
b.Learntoevaluatefriendsandfriendship.
3.Teachingdifficultpoints:
a.Worktogetherwithpartnersanddescribeoneofyourgoodfriends.
b.Discusswithpartnersandfindoutwaystosolvetheproblems.
4.Teachingmethods
a.Task-basedteachingandlearning
b.Cooperativelearning
c.Discussion
5.Teachingaids:
CAI
6.Teachingproceduresandways:
Step1Lead-inandWarming-up
Beforethelesson,theteachercanarousethestudents’interestsbyshowingavideoofAuldLangSyne.
Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.
1.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Whatdidyoudoinyoursparetime?
2.Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit?
3.Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?
Step2Thinkitover
1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:
His/Hernameis……
He/Sheis……yearsold.
He/Shelikes……anddislikes……
He/Sheenjoys……andhates……
He/Sheisverykind/friendly/……
When/Wherewegottoknoweachother.
2.Whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.
girlfriendsboyfriendspenfriends
long-distancefriendsfriendsofthesameage
e-friends(friendsovertheinternet)friendsacrossgenerations
unusualfriendslikeanimals,books……
1).______is/aremostimportanttoyou.
2).Youspendmostofyourfreetimewith____.
3).Youwillshareyoursecretswith_____.
4).Whenintrouble,youwillfirstturnto_____.
Step3Makeasurvey
1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.
Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:
Ithinkagoodfriendshould(not)be……
Inmyopinion,agoodfriendissomeonewho……
1.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.
2.Asktheclasswhetherornottheyagreewithallthequalitieslisted.
3.Thenhavethestudentsdothesurveyinthetextbook.
4.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.
5.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:
★4~7points:Youarenotagoodfriend.Youeitherneglectyourfriend’sneedsorjustdowhathe/shewantsyoutodo.Youshouldthinkmoreaboutwhatagoodfriendneedstodo.
★8~12points:Youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.
★13+points:Youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.Welldone.
(Youmayalsoshowyourstudentstheresultsaboveandletthemselvesself-reflectupontheirownvaluesoffriendship)
Step4Talkingandsharing(workinpairs)
1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?
Trytousethefollowingphrases:
I(don’t)think……I(don’t)thinkso.
I(don’t)agree.Ibelieve……
That’scorrect.Inmyopinion,……
Whattodo
reasons
2.Whatisafriend?
ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries(条目),andexplainwhy.
Onewhounderstandsmysilence.
Afriendinneedisafriendindeed.
Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriendship.Tohaveafriend,youneedtobeagoodfriend.
Step5Groupwork(output)
Theteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.
1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?
WhyandWhynot?
2.Whatfactorsmaycausethebreakdownofagoodfriendship?
3.Whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?
Step6Homework
Writedownashortpassageaboutyourideas/thefactors/yourunusualfriends.
Prepareforthenewlesson.
Period2Reading“Anne’sBestFriend”
1.Teachingobjectives:
1)Todevelopthestudents’readingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;
2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;
3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;
4).Tolearnthewritingstyleofthispassage.
2.Teachingmethod:Task-basedteaching
3).Teachingprocedure:
Step1.Pre-reading
1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.
2.Whydoyouthinkfriendsareimportanttoyou?
3.Whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.
4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?Whyorwhynot?
Step2.Reading
1.TrytoguesswhatAnne’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.
2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.
1)WhatwasAnne’sbestfriend?Whydidshemakefriendswithit?
2)Didshehaveanyothertruefriendsthen?Why?
3)WhatisthedifferencebetweenAnne’sdiaryandthoseofmostpeople?
4)Doyoukeepadiary?Whatdoyouthinkmostpeoplesetdownintheirdiaries?
5)WearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?
3.ReadingofAnne’sdiary
Howshefeltinthehidingplace
Twoexamplestoshowherfeelingsthen
Step3.Post-reading
1.WhatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.
2.Groupwork
WorkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.
Wherewouldyouplantohide?
Howwouldyouarrangetogetfoodgiventoyoueveryday?
Whatwouldyoudotopassthetime?
------
3.Discoveringusefulwordsandexpressions
Completethefollowingsentences,usingwordsandexpressionsfromReading
1)Shehasgrown_______aboutcomputergames.
2)WasitanaccidentordidDaviddoiton_______?
3)Fromthebeginning,Paulmadeitclearthathewouldbe______(完全地)incontrol.
4)Heusedtowork_______eveninthemiddleofwinter.
5)Justthe_______ofmorefoodmadeherfeelsick.
6)Youhadbetterhavea_________talkwithhim.
7)Borninapoorfamily,themanager_________lotsofhardshipsinhischildhood.
8)Adiaryisoftenkeptto________whathappensinpeople’sdailylives.
Step4.Talkingaboutfriendsandfriendship
1.Therearemanyproverbsaboutfriendsandfriendship.Choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.
Afriendinneedisafriendindeed.
Friendsarelikewine;theolder,thebetter.
Afriendtoallisafriendtonone.
Thesamemancannotbebothfriendandflatterer(阿谀奉承者).
Falsefriendsareworsethanopenenemies.
Walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.
2.Wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.
Step5.Homework:
1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.Writeareporttoshareitwiththewholeclass.
2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.
Ending:Let’ssingthissongaboutfriendstogether
Period3Grammar
1．Teachingobjectives
Learntousedirectspeechandindirectspeech
2.Teachingimportantpoint
SummarizetherulesofDirectSpeechandIndirectSpeech.
3.Teachingdifficultpoint
Learnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.
4.Teachingmethods
Discussing,summarizingandpracticing.
5.Teachingprocedures
Step1Leadin
T:Inthelastlesson,welearnedAnneFrank’sstory.Sheistellingherstoriestotwoofherfriends—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.
“Ihavetostayinthehidingplace.”saidAnne.→
Annesaidshehadtostayinthehidingplace.
“Doyoufeelsadwhenyouarenotabletogooutdoors?”TomaskedAnne.→
TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.
“Idon’twanttosetdownaseriesoffactsinadiary,”saidAnne.→
Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.
“Whatdoyoucallyourdiary?”Tomasked.→
Tomaskedwhatshecalledherdiary.
Ssgoonthistopicbythemselves.
Step2Grammar
T:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?
Ssdiscussbythemselves.
Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.
T:Quiteright.Lookattheformonthescreen.Thesearetherules.
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that引导。例如：
Shesaid,"Iamveryhappytohelpyou."→
Shesaidthatshewasveryhappytohelpyou.
2.直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if引导。例如：
Heaskedme,"Doyoulikeplayingfootball?"→
Heaskedmeif/whetherIlikedplayingfootball.
注意：大多数情况下，if和whether可以互换，但后有ornot,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
Sheaskedmewhetherhecoulddoitornot.
3.直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who,whom,whose,how,when,why,where等引导。例如：
Mysisteraskedme,"Howdoyoulikethefilm?"→
MysisteraskedmehowIlikedthefilm.
4.直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell,ask,order等的宾语。例如：
Thecaptainordered,"Bequiet."→
Thecaptainorderedustobequiet.
注意：此种情况的否定句，在动词不定式前加not。
Myteacheraskedme,"Dontlaugh."→
Myteacheraskedmenottolaugh.
5.一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
HeaskedLucy,"Wheredidyougo?"→
HeaskedLucywhereshewent.
Tomsaid,"Whatdoyouwant,Ann?"→
TomaskedAnnwhatshewanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
Theytoldtheirson,"Theearthgoesroundthesun."→
Theytoldtheirsonthattheearthgoesroundthesun.
(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。例如：
Hesaid,"Ihaventseenhertoday."→
Hesaidthathehadntseenherthatday.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
DirectSpeechIndirectSpeech
Presentpast
Pastpastandpastperfect
Presentperfectpastperfect
Pastperfectpastperfect
Presentcontinuouspastcontinuous
Step3practice
T:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.
1.“I’mgoingtohidefromtheGermans,”Annesaid.
2.“Idon’tknowtheaddressofmynewhome,”saidAnne.
3.“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.
4.“Ihadtopackupmythingsveryquickly,”thegirlsaid.
5.“Whydidyouchooseyourdiaryandoldletters?”Dadaskedher.
6.Mumaskedherif/whethershewasveryhotwithsomanyclotheson.
7.Margotaskedherwhatelseshehadgot.
8.Anneaskedherfatherwhentheywouldgobackhome.
9.Anneaskedhersisterhowshecouldseeherfriends.
10.MotheraskedAnnewhyshehadgonetobedsolatethenightbefore.
Step4Correctingmistakes
TanalysesthecommonmistakesSshavemadeduringthepractice.
T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.
Step5Agame
Playaguessinggame“whoismysecretfriend?”Onestudentcomestothefrontwithhispartner.
Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.
Suggestedsentences:
Canyourfriendspeak?
Whatdoeshe/sheweartoday?
Ishe/shetallorshort?
Whatdoyouandyourfrienddoinyourfreetime?
Doyouquarrelwitheachother?...
Step6Homework
DoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.
Period4Integratingskills
“FriendshipinHawaii”
1.Teachingobjectives:
TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.
2.Teachingprocedures:
Step1Lead-in
1.TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinChina.
2.CompareChinesewaysofshowingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.
3.AskstudentsiftheycanthinkofanyplaceintheworldwhereChineseandWesterncultureslivesidebyside.TheymaythinkofHongkong,Macao,Singapore.Andtheteacherwilladdonemore-------Hawaii.
Step2Fastreading
1.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.
Showapictureandfindtheinformationfromthetextbook.(bygiving“leis”tooneanother.)
Explainwhatisa“lei”.
2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.
3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.
Step3Carefulreading
1.Readthe2ndparagraphcarefullyandask“WhydomanydifferentpeoplescallHawaiitheirhome?”
(Hawaiiisaplacewherepeoplemakeonebigcommunityfrommanysmallercommunities.ItmeansHawaiihasarichculturaldiversity.)
Step4Writingtask
1.Showproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.
2.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.
Step5Homework
SurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.
Period5ListeningWriting
1.Teachingobjectives
Topractisestudents’listeningability.
Topractisestudents’writingskillsofhowtoofferadvice.
Toimprovestudents’abilitytohelpotherssolveproblems.
2.Teachingprocedure
(Analysis:Listeningandwritingareexpansionofthetopicofthetext.ListeningisaboutLisa’sproblemofmakingafriendwithaboy.SheasksMissWangforadvice.Throughlisteningandexercise,studentslearnhowtogiveadviceandtheskillofgivingadvice.Andalsoletthemthinkabouttheproblemofboy’smakingfriendswithgirlsandgirlswithboys.Andthendesignatasktoaskstudentstogiveadviceaccordingtothedifferentproblemstopractisetheirabilitytosolvetheproblems.Alloftheselaythefoundationforthenexttaskwriting.Inthisway,studentsfeelthattheyhaveinformationtoputout.Andwritingmakesfortheimprovementofstudents’writingability,strengtheningtheircomprehensionoffriendship.)
Step1Lead-in
DoyourememberwhatAnn’sbestfriendis?
Isitamanorathing?
HaveyouseenthefilmCastAway?
WhenTomisaloneonadesertedisland,whatdoeshemakefriendswith?(avolleyball)
Guesswhatmybestfriendis?(Saysth.aboutmusic,petsorplants.)
Soyouseeamancanmakefriendswithanyoneandanything.
Thenboys,wouldyouliketomakefriendswithgirls?Girls,wouldyouliketomakefriendswithboys?
Whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboywouldyouliketomakefriendswith?
Ifyouseeaboyclassmatemakesafriendwithagirl,willyousaysomethingaboutthembehind?
(Ifno,sayyouarekind.Ifyes,sayyouareagossiper.)
Ifyouarethatboy/girl,wouldyouliketobegossipedabout?
ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyouforhelp.Whatadvicewillyougive?Youaregiven2minutestodiscussingroupsandthenoffergroup’sopinions.
Step2Listening
BesidesyouLisaalsoasksMissWangofRadioforTeenagersforhelp.WhatadvicedoesMissWanggivetoLisa?Let’slistentowhatshesays.
Listenfor3timesanddolisteningexercises.
Step3Post-listening
DoyouthinkMissWang’sadviceishelpful?
NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutoofferadvice.
(Giveeachgroupaproblemandaskthemtowritedowntheiradvice.)
1.Idon’thaveenoughpocketmoney.
2.I’mnotsatisfiedwithmyappearance.
3.Mydeskmatehaslostareferencebook,she/hethinksthatI’mathief.
4.IworkhardbutIhardlymakeprogress.
5.IwanttotraveltoWuZhenTownwithmyfiendsthisweekend,butmyparentsdon’tallowmetogo.
6.Idon’tlikethewayMr.LiteachesusEnglish,soI’mnotinterestedinEnglishanylonger.
7.Mymotherhasjustgivenbirthtomylittlebrother.I’mworriedthatthebabywillrobmeofmyparents’loveandeveneverything.
8.Iquarreledwithmybestfriend3daysago.Uptonow,wehaven’tsaidawordtoeachother.
9.I’dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.
10.I’moftenlateforschool.TheteacherissoangrythathethreatensthatifI’mlateagain,Iwillbedismissed.
Step4Writing
Youradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfromalonelyboy.Readtheletter,whatishisproblem?Whatisyouradviceforhim?Writeareply.
Step5Homework
Writeastoryaboutyouandyourfriend.
扩展阅读 高一英语上册Unit1GoodFriends好朋友教案四 teachingaimsanddemands integratingskill grammarandwriting getthestudentstowriteanemail keypoints:1.usefulexpressions;2.writing3.grammar teachingmethods:writtenpracticeandgrammar. teachingprocedures step1.revision (1)checktheworkexercises. (2)atestforunit1 togetthestudentstoreviewthegrammarandwritethepassageonpage88 palrestaurantisoneofthemanyrestaurantswherepeoplecometoeat,drink,talkandenjoymusic.itisdifferentfromotherrestaurantsbecauseitsownersareagroupofcollegestudents.“werunthisrestauranttomakefriends,”saysthemanager,huming. butthestudents’parentssaythattheyareunhappyaboutthis.“wecan’tstopthembutwewantthemtoputstudyinthefirstplace.”teachersdonotsupportthem,either.humingsaysthatateacherhasalreadytoldhimthatheshouldspendmoretimeonstudy. allthemanagerssaythatrunningabusinesstakesalotoftime.“wedon’thavethemoneytohireenoughwaitersorwaitresses,sowedomostoftheworkourselves,”saysliutao.“sometimeswehavetoskipclassestokeepaneyeontherestaurant,”saysanotherboy. butliutaosaystheyaredoingok. 3answersmayvary.possibletitles/headlinesinclude“studyfirstorbusinessfirst?”“studentsrunningbar” step2.integratingskill instruction:thereadingdescribesdifferentkindsoffriends.letthestudentsreadthefirstparagraphandanswerquestions1-3,thenaskthemtothinkofwordsthatcanbeusedtodescribethedifferentkindsoffriends.youcanalsotellthestudentstochoosewordsfromthe“5-starfriend”activityinthestudent’sbook. extensionwhatdoesittaketomakeafriendshipwork?thestudentscanworkingroupsandselectonekindoffriendshipdescribedinthereadingandthinkabouttheadvantagesanddisadvantagesofsuchafriendship.whatproblemsmightarise?howcouldtheybesolved?(thestudentscanrefertothelisteningactivity). suggestedanswers 1c 2afair-weatherfriendwillonlylikeyouwhenyouarehappyandpopular;aforeverfriendisatruefriendandwillhelpyouwhenyouareintrouble. 3listthecharacteristicsofeachkindoffriend: afair-weatherfriendonlylikesyouwhenyouarehappyandpopular,doesn’thelpyouwhenyouhaveproblems.(studentscanaddmore) aschoolfriendstudiesandplaystogetherwithyou,seesyouinschool.(studentscanaddmore) aforeverfriendknowseverythingaboutyou,alwayslistenstoyou.(studentscanaddmore) 4sarahhelpedjanetovercomehershynessanddealwithherclassmates.janethelpedsarahstudymath. 5answersmayvary. 6youcanmakefriendswithpeoplefromothercountriesbyreadinge-pal/penpaladsinnewspapersorontheinternet. 7oneoftheadvantagesofhavingfriendsinothercountriesisthatyoucanlearnmoreabouttheworld.youcanalsolearnmoreaboutotherlanguagesandcultures.thereareafewdisadvantages,includingthefactthatitcanbedifficulttobefriendsifyoulivefarawayfromeachother. 8answersmayvary.onepossibleinterpretationisthatallthepeoplearounduscouldbeourfriends;friendshipisatwo-wayrelationshipandittakesworkandpatiencetodevelopagoodfriendship. step3writing askthestudentstoreadthee-mailandfindoutwhatthegirlwantstoknowmoreabout.tellthestudentstothinkaboutwhattheywanttotellthegirl.asapre-writingactivity,thestudentscanlistthethingstheywanttoincludeinthee-mail.whenthestudentshavewrittenthee-mail,youcancomparewhattheyhavewritten. assessing alearnerlogisasetofquestionsthatwillhelpthestudentstoreflectonhowandwhattheyhavelearnt.thestudentsareaskedtoratetheir“comfortlevel”andsummarizewhattheyhavelearnt.youcanusethisasanactivityinclassorletthestudentscompletethelogathome.throughoutthebookweofferdifferentassessmenttoolsandwerecommendthatyoutryasmanyofthemaspossible.learnerlogsandothersimilarassessmenttoolsaresimpletouseandhaveapositiveeffectonthestudents’learningandlearninghabitsovertime.thestudentsmayfinditdifficulttoanswerthequestionsatfirst,butifyouusethelogconsistentlyitwillhelpthestudentspaymoreattentiontotheirlearningstrategiesandsetbettergoals.oncethestudentsareusedtotheformatandexpectations,youcanusethelearnerlogandotherassessmentactivitiesincombinationwithdiscussionandgoal-settingactivities. 牛津高中英语模块一（第1讲） 参考答案 牛津高中英语模块一Unit1（下） 2.Besides,Imightbereadingthebooksinyourfather’sbookcasesinstead. 3.Aprogrammeisaplanofactivitiestobedoneorthingstobeachieved. 4.Themorechoicesyouhave,thebetteryourfinaldecisionswillbe. 5.Yourteacherhasreceivedane-mailfromafriendaskingheraboutahistorybookfromyourschoollibrary. 6.ISBN(InternationalStandardBookNumber)国际标准图书编号 7．make常见的动宾搭配:maketea/coffee沏茶、冲咖啡,makefriends交朋友,makemistakes犯错误,maketrouble惹麻烦,makeasuggestion提建议,makeafire生火,makefaces做鬼脸,makeadecision做决定,makecomparasions作比较,makealiving谋生,makemoney挣钱,makearequest提要求,makeanapplication申请。 例一：布告形式的通知：通常此类通知上方正中写Notice或NOTICE（通知），发出通知的的单位的具体名称可放在正文前，也可放在正文后，右下角处，发出通知的日期写在左下角处。例如 海报的形式和媒体没有特殊要求，它要先用简明、生动的图文吸引过往人群的注意力，再以简洁扼要的文字、图表介绍你要向公众发布的信息。文字部分一般包括主题句或主题词和条理清楚、简单明了的内容介绍。下面是一个网上海报，供大家参考： Makeaposterexplainingasafetyrule. Mailyouposterto: StayAlert...StaySafe 定语从句(2) (1)如果先行词是all,much,anything,something,nothing,everything,little,none等不定代词，关系代词一般只用that，不用which。例如： AllthatIhaveismyloveforthisland. (2)如果先行词被形容词最高级以及first,last,any,only,few,much,no,some,very等词修饰，关系代词常用that,不用which。例如： (3)非限制性定语从句中，不能用关系代词that,作宾语用的关系代词也不能省略。例如： Thereareaboutsevenmillionpeopletakingpartintheelection,mostofwhomarewelleducated. (4)which还有一种特殊用法，它可以引导从句修饰前面的整个主句，代替主句所表示的整体概念或部分概念。在这种从句中，which可以作主语，也可以作宾语或表语，多数情况下意思是与andthis相似。例如： Shefailedinherattempttocatchtheprince’sattention,whichwasagreatdisappointmenttohermother. (6)先行词有两个，一个指人，一个指物，关系代词应该用that。例如： Theboyandthedogthatareinthepictureareverylovely. (7)如果先行词是anyone,anybody,everyone,everybody,someone,somebody,关系代词应该用who或whom，不用which。例如： Isthereanyoneherewhowillgowithyou? 一.引导限制性定语从句和非限制性定语从句 （１）as多与such或thesame连用，可以代替先行词是人或物的名词。 （２）as也可单独使用，引导非限制性定语从句，作用相当于which。例如： Theelephant’snoseislikeasnake,asanybodycansee. 1．关系副词也可以引导定语从句 关系副词在从句中分别表示时间．地点或原因。关系副词when在从句中充当时间状语，where充当地点状语，why充当原因状语。例如： That有时可以代替关系副词when,where或者why引导定语从句表示时间．地点或原因，这种定语从句中的that也可以省去。例如： 二、重点词组： 2.Youweren’tsupposedtocomehomeuntiltomorrow. 3.Themoneywithwhichyouweretobuydogfoodisgone,butSpotlookssohungry. 4.Wethoughtyouwereanadult,apersonfromwhomwecouldexpectgooddecisions. 5.Thisisnotafamilywherebadbehaviorgoesunpunished. 6.IftheyknewthatSpotwasillandweusedthemoneytotakehimtothevet… 8.Canyouexplaintomenowwhythehousewasamessandwhatyoudidwiththecashweleft? 高一英语GreatWomen教案 2.AnimalslivingontheNorthPole 3.AnimalslivingontheSouthPole 4.DoyouknowthenamesthreecountriesthatarepartoftheNorthPole?WhatabouttheSouthpole? 5.Whydopolarbearsnevereatpenguins? 2.BackgroundinformationaboutHelenThayer(NewZealand) Step3:Carefulreading TimeWeatherWhathappenedtoher? (Duringthejourney,shemetwithmanydifficulties.Shehadtostrugglethroughstormyweather.Onedayshefellintoaholeandwashangingontheropestiedtothesled.Thenextmorning,shehadabadaccidentwiththesledandhurtherleg.) 2.Choosethebestansweraccordingtothereadingpassage: Step5:Conclusion 高一英语上册单元专题复习教案 高一必修Unit2Workingtheland英语说课稿 Talkingaboutthereading,speakingrichinminerals;keep…freefromchemicals;freeof… 课 题：Unit 1 Hello 第一课时 教案内容： Teaching aims and requirement 1. 会说Hi和 Hello，能使用 He、Hello互相问好。 2. 会用Im介绍自己。 3. 激发学生学习英语的兴趣,并能在相应的场景中自如地表演运用。 Teaching aids Recorder and tape Teaching procedure: 第一课时 Step 1 Introduction 1.师生问候；（师说英语，用手势示意，上课，起立，坐下。） 2.简介英语的重要性，激发学生学习热情，鼓励学生学好英语。 Step 2 Presentation Teaching Hi and Hello 1. 师用Hi、 Hello与学生问好，鼓励学生大胆回答，适当纠正学生的读音。对学生及时给予表扬。 2. 让学生用Hi、 Hello自由问好。 Step 3 Presentation Teaching Im. 1. 师先用中文介绍自己，再用英文说Im Miss Xu， 放慢语速反复多次。 2. 鼓励学生用Im.介绍自己。（每个学生说完，全班给予掌声鼓励） Step 4 Practice 1. 师用Hi/Hello, Im Miss Xu. 与学生问好，引导学生用 Hi/Hello, Im 作答。 2. 学生分组用Hi/Hello, Im 互相自我介绍。 3. 唱《找朋友》，让学生下位用Hi/Hello, Im找朋友。 4. 指名上台表演。 5. 引导学生展开想象，让他们在类似的生活场景中运用所学语言。 T: Hello ,I am Miss Xu . S: Hello ,I am Mike . Step 5 Act 用Hi/Hello，Im. Goodbye /Bye向全班同学介绍自己。 Step 7 Homework 回家用所学的句型与父母问好、道别。 课 题：Unit 1 Hello 第二课时 教案内容： 1. 能听得懂，会说单词Su Hai, Mike, Helen, Wang Bing . 2. 能正确地运用日常交际用语Hello, I am ,激发学生学习英语的兴趣,并能在相应的场景中自如地表演运用 Step 1 Free talk 师生之间互相问好，打招呼，复习句型Hello/Hi, Im . T: Hello/Hi, Im Miss Jiang. S: Hello/Hi, Im . Step 2 Presentation 出示头饰，逐个介绍新朋友Su Hai, Wang Bing, Helen, Mike。用中文讨论图画，他们来自哪儿？会说些什么？ 师戴头饰T: Hi, Im Su Hai.S1: Hi, Im S1. T: Goodbye, S1. S1: Goodbye, Su Hai. 在交往中让学生认识四个新朋友。 Step 3 Practice. 1、听录音，指出书中人物。 2、再听录音，跟读课文。 3、分组操练，四组分别是Su Hai, Wang Bing, Helen, Mike，学生下位找朋友，最少找五个，巩固本课句型。 Step 4 Act . 1、指名学生戴上头饰，下位走动，向本组同学问候。 2、请一组学生到前面围成一圈，叫圈里两个学生的名字，这两个学生走到中 间说：Hello/Hi, Im ，然后握手，接着说 Goodbye. Step 5 Consolidation 找人物，涂颜色，说出他们的姓名。复习巩固所学的句型和人物。 Step 6 Homework. 听录音，熟记书中人物姓名。 Some thoughts after the lesson: 动词原形 意义 过去式 过去分词 现在分词 lie 说谎 lied lied lying lie 躺，卧 lay lain laying lay 放置，产卵 laid laid laying Step3Exercises.Ⅰ.Fillintheblanks.loseweight,loseone’sbalance,outofcuriosity, lieinbed,winback,goonadiet,getawaywith,tellalie1.Ifyoucheatintheexam,youwillnever_______________________________.2.Marythinkssheistoofatthatshehasto______________________________.3.Alanwenttoseethestrangemanmore_____________________thananythingelse.4.Sheistoofat,and__________________isherbestchoice..5.She_________________alldaylongbecauseofillness.6.Theboymustbedishonestandwas___________________________________.7.IwasleaningoverandI___________________________.8.HowcanI________________________hertrust?Ⅱ.Choosethebestanswer.1.—Youdon’tseemtoenjoyyourmealverymuch.—Notreally,I’mjust_______________.A.onadietB.ondietsC.godietD.makingadiet2.Theboylosthis___________andfelloffhisbicycle.A.balanceB.strengthC.powerD.way3.Peoplehavealwaysbeencurious___________howlivingthingsontheearthexactlybegan.A.inB.atC.ofD.about4.Theboy_________ontheground_________thathe________thebookonthetable.A.lied;lied;laidB.lying;lied;laidC.wholied;lay;layD.lying;laid;lay5.Iknowyourbrotherisamanwithgreat____________.Canhemovetheheavystone?A.powerB.strengthC.forceD.energy6.Tomakemembersofateamperformbetter,thetrainerfirstofallhastoknowtheir_________andweaknesses.A.strengthsB.benefitsC.techniquesD.values7.—Whyareyoutired_________climbingmountains?—WhenIwasachild,Iwastootired_________climbingmountainsbecauseIlivedinaremotemountainousvillage.A.of;ofB.of;withC.with;ofD.with;with8.—Wouldyoulikesomemorechicken?—No,thanks.Iam_________adietandtryto________weight.A.on;loseB.on;putonC.in;haveD.in;lose9.Hewassoluckyto_______onlyafineforsuchaseriousmistake.A.getoverB.getoutofC.getthroughD.getawaywith10.Shehasknownthatyoudidn’ttellherthetruth.It’snecessaryforyouto______hertrust.A.winbackB.winoutC.winthroughD.getover11.—Shelooksveryhappy.She______havepassedtheexam.—Iguessso.It’snotdifficultafterall.A.shouldB.couldC.mustD.might12.Yourstoryisperfect;I’veneverheard______before.A.thebetteroneB.thebestoneC.abetteroneD.agoodone13.thehouseonfire,hedialed119. 高一英语下册Unit14Festivals重点句型解析 重点句型解析 1.TheSpringFestival,…andfestivalshelpusunderstandwhoweare,rememberwherewecomefrom,andshareourhopesforahappyfuture. 春节，……和节日帮助我们了解我们是谁，记住我们从哪里来，并共同分享对美好未来的期望。 sharev. (1)共同具有，合用e.g.Threedoctorssharetheoffice.三个医生共用这个办公室。 (2)分享，分担e.g.Theywouldsharethejoysandsorrows.他们将同甘苦，共患难。 (3)sharein分享，分担，共同努力 e.g.Weallsharedinhishappinesswhenhewonthescholarship. 当她获得奖学金时，我们都替他高兴。 (4)sharewith与……合用 e.g.Wouldyoumindsharingabedroomwithanotherguest? 你介意和另一位客人共用一个房间吗？ 比较：spare (1)留出(时间作某事)，挤出(时间) e.g.Canyousparethetimetohelpme?你能挤出时间帮助我吗？ (2)不用，匀出(给别人用) e.g.Fathercouldn’tsparethecar,soJohnhadtowalk.爸爸要用车，因此约翰只得步行。 (3)放过，饶(命)，不杀 e.g.Thekingsparedthelivesofthewomenandchildren.国王放过了妇女和儿童。 savev. (1)挽救，拯救e.g.Theyfoughtbravelyandsavedthecountry.他们勇敢战斗拯救祖国。 (2)节省，省去，省着用，保护 e.g.Ifwebuyplentyoffoodnow,itwillsaveshoppingagainthisweek. 如果我们现在买了足够的食物，这周就省了再上街购物了。 Saveyoureyesbyreadingingoodlight.在光线足的地方读书可保护你的眼睛。 (3)节约，存钱，省钱，储蓄 e.g.He’ssavingtobuyabicycle.他省钱来买自行车。 (4)留下，保留，保住，留作他用 Saveyourstrengthforthehardwork,you’llhavetodolater. 留着点儿劲，你一会儿还得干活儿呢。 (5)save…for…留供……用 e.g.Heissavinghimself/hisstrengthfortheheavywork.他节省力量来干重活。 2.Thereseemstobenootherchoice.似乎别无选择。 seemv. (1)似乎，好像 ①+不定式： seemtodo表示一般状况。 e.g.Idon’tseemtolackanything.我好像不缺什么。 seemtohavedone表示该动作是在谓语动词发生之前就已经完成。 Iseemtohavecaughtacold.我好像感冒了。 Heseemednottohavegraspedwhatshereallymeant.他好像没有把握她的意思。 seemtobedoing表示在过去的某段时间里正在进行的动作，强调该动作在过去持续了一段时间。e.g.Sheseemedtobesleeping.她好像在睡觉。 seem(tobe)+表语(adj.或n.或prep.) e.g.Youseemtobeinagreathurry.你似乎很着急。 ②Itseems(ed)(that)从句可以和“主语+seems/seemed+动词不定式”互相转换，意思不变。注意句型转换： e.g.Itseemedthathehadfailedtheexam.=Heseemedtohavefailedintheexam. 他似乎没通过考试。 Itseemsthatnobodyknewwhathadhappened.看来没人知道发生了什么事。 Itseems(ed)asif从句 e.g.Itseemsasiftherewillbeanelectionsoon.好像很快就要选举了。 ③Thereseems(ed)(tobe)好像有，似乎有 e.g.Thereseemstobesomething/thematterwithher.她好像有什么事。 (2)看来，似乎是(什么样子)linkv.(系动词) ①+形容词e.g.Heseemedtomequitenormal.对于我来说，他很正常。 ②+分词e.g.Shealwaysseemedwellpleased.她好像总是很高兴。 ③+名词e.g.Itseemsnotabadidea.那个主意好像不错。 ④+介词短语e.g.Youseeminhighspirits.你好像情绪很高涨。 3.…or,inotherwords,thefirstdayofspring.或者，换句话说，春天的第一天。 (1)inotherwords换句话说 e.g.Inotherwords,wecancompletetheprojectontimeonlyinthisway. 换句话说，只有这样我们才能按时完成工程。 Inotherwords,ifyoubreaktherule,youwillbepunished. 换言之，如果你违反了规则，你将受到惩罚。 (2)inaword总之，简言之 e.g.Inaword,Idon’ttrusthim.总之，我不信任他。 (3)inwords用言语 e.g.Thoughtheboyisonlytwo,hecanexpresshismeaningclearlyinwords. 尽管这男孩只有两岁，他能清楚地用语言来表达他的意思。 4.Itisnotasadday,butratheratimetocelebratethecycleoflife.这不是悲伤的一天，而是庆祝生命轮回的时刻。 rather副词 (1)“相当，颇，甚” e.g.Weallwererathertiredafterourlongwalk.走了那么远，我们都相当累了。 Iratherexpectedthatwewouldwin.我很希望我们能赢。 (2)比较fairly,rather,quite,pretty ①表示程度 fairly与rather表示“相当地”时，fairly含有积极肯定的意思，rather含有消极否定的意思。 e.g.Thequestionisfairlydifficult.这个问题很难——但适当。 Thequestionisratherdifficult.这个问题很难——有点过难，不适当。 fairly是程度最轻的，例如：某人的英语说得fairlywell,言外之意是他只能应付一些日常用语。说某本书fairlygood，是说这本书还可以看一看，但没有赞扬之意。 e.g.He’sjustwrittenanewbook.It’sfairlyinteresting,butcertainlynothisbest. 他刚出了一本新书，这本书还算有意思，但肯定不是他的最佳作品。 Hestudiesfairlyhard.他学习还算用功。 quite比fairly程度强一点，如果你认为某本书quitegood,就是在推荐给别人看，虽算不上最佳小说，但还是值得一看。 e.g.TheystudyEnglishquitehard.他们学习英语还保留用功。 Hewasquitepolite,buthewasn’treadytohelpme.他相当有礼貌，但他并不愿意帮助我。 rather程度上比quite又强，相当于morethanexpected/morethanyouwant。如说某人的外语ratherwell,那此人肯定是个内行，就电影而言，rathergood是说胜过多数影片。 e.g.ShespeaksEnglishratherwell.她的英语讲得真不错。 pretty表示程度时，和rather差不多，多用于非正式文体。 e.g.Twenty-fiveisprettyoldtotakeupballetdancing.二十五岁才学芭蕾舞年龄太大了。 Thesituationseemsprettyhopeless.情形似乎没有太大希望了。 ②用法 rather和quite可置于不定冠词前或后 e.g.Thatisquite/ratherasurprisingresult.那是一个相当惊人的结果。=Thatisarather/quitesurprisingresult. rather可与比较级和too+形容词/副词连用，quite只能与better连用。 e.g.Thisbookisrathertoodifficultforthejuniors.这本书对低年级的学生来说太难了。 TodayIfeelquitebetter.今天我感到好多了。 Thisroomisratherlargerthanwewant.这个房间比我们需要的大了不少。 quite同没有程度差别的形容词连用时，一般作“完全地”“绝对地”。 e.g.Shewasquitealone.她非常孤单。It’squiteimpossible.这绝不可能。 4.Whateverthetrickis,ifapersonistakenin,heorsheiscalled“AprilFool”!不管是什么把戏，如果一个人上当了，他或她就被称作“四月傻子”。 (1)whatever ①=nomatterwhat无论是什么，不管什么，在句中作状语。 e.g.Whateverhappens,wewillnotchangeourplan.无论发生什么事，我们都不会改变计划。 Nomatterwhatyouwanttodo,aboveall,youshouldobeythelaw. 不管你想干什么，首先，你必须守法。 ②=anythingthat任何事/东西，在句中起名词作用，引导名词性从句。 e.g.Youcantakewhateveryoulike.=Youcantakeanythingthatyoulike. 你可以拿走你喜欢的任何东西。 (2)takein ①欺骗，哄骗，使上当 e.g.Wewerecompletelytakeninbyhisstory.我们完全被他的故事骗了。 ②理解，领会，明白 e.g.Thelessonwastoodifficultfortheclasstotakein.课太难了，学生难以领会。 ③接受(房客，客人等)，让……在家居住(食宿)，收留 e.g.Thefarmertookinthelosttravelersforthenight.农夫让迷路的旅行者在家过夜。 ④包括，涉及e.g.Thestudyofphysicstakesinmanydifferentsubjects.物理学涉及许多学科。 (3)takeup ①开始学习，开始做(某项工作) e.g.Whatisyoursontakingupincollege?你儿子在大学学习什么？ ②从事某项活动，发展某种爱好 e.g.AttheageofsixtyhetookupthestudyofRussian.六十岁时他开始学俄语。 ③占用，占掉(时间，空间)e.g.Themeetingtookupthewholemorning.会议占了整个上午。 ④接受e.g.Doyouintendtotakeuphisofferofajob?你想接受他提供的工作吗？ ⑤吸起(墨水，灰尘等)e.g.Plantstakeupwater.植物吸水。 高一英语下册Unit14Festivals知识点整理 英语小窍门 十二条经典英语谚语 Painpastispleasure.(过去的痛苦就是快乐。) 3.Nothingisimpossibleforawillingheart.(心之所愿，无所不成。) 4.Allthingsaredifficultbeforetheyareeasy.(凡事必先难后易。) 5.Greathopesmakegreatman.(伟大的理想造就伟大的人。) 6.Godhelpsthosewhohelpthemselves.(天助自助者。) 7.Fourshortwordssumupwhathasliftedmostsuccessfulindividualsabovethecrowd:alittle,bitmore.(四个简短的词汇概括了成功的秘诀：多一点点！)[比别人多一点努力、多一点自律、多一点决心、多一点反省、多一点学习、多一点实践、多一点疯狂，多一点点就能创造奇迹！] 8.Indoingwelearn.(实践长才干。) 9.Eastorwest,homeisbest.(东好西好，还是家里最好。) 10.Twoheadsarebetterthanone.(三个臭皮匠，顶个诸葛亮。) 11.Goodcompanyontheroadistheshortestcut.(行路有良伴就是捷径。) 12.Constantdroppingwearsthestone.(滴水穿石) 重点词汇解析 1.hono(u)rvt. (1)尊敬 e.g.Childrenshouldhonourtheirfatherandmother.孩子应该尊敬父母。 (2)对……表示敬意 e.g.Flowerswereplacedtheretohonourhismemory.鲜花摆放在那里为了纪念他 (3)使感到荣幸 e.g.Youhonourusbybeingwithustoday.今天你和我们在一起这是我们的荣幸。 Iamhonouredtobeaskedtospeakhere.被邀请在此讲话是我的荣幸。 honourn. (1)荣誉，光荣(不可数名词) e.g.Theyfightforthehonouroftheircountry.他们为祖国的荣誉而战。 (2)(高尚)人格，信誉(不可数名词) Amanofhonourwouldnotbehaveinsocowardlyway. 一个高尚的人行为处事不会这么懦弱。 (3)尊敬，敬重(不可数) e.g.Onemustshowhonourtoone’sparents.一个人必须尊敬父母。 (4)使感到光荣的人或事，荣幸(可数，多作单数) e.g.It’sanhonourtomeetyou.见到你十分荣幸。 比较：inhonourof为了(纪念或表示敬意而举行某活动) e.g.Itisonlyadanceinhonourofherbirthday.这只是纪念她生日的一个舞会。 Amemorialmeetingwasheldinhishonour.为了纪念他而举行纪念会。 havethehonour(of)有幸……,荣幸地 e.g.MayIhavethehonourofyourcompanyatdinner？我能有幸与您共进晚餐吗？ 2.determinevt. (1)决定 e.g.Hisfuturehasnotbeendetermined,buthemaystudymedicine. 他还没决定好未来，但他可能学医。 Canwenowdeterminethedateforourparty?我们现在能决定派对的日期吗？ (2)决心，决意，决定(作某事)，(用过去分词)决心，下定决心 determine+不定式todo e.g.Shedeterminedtogothatveryafternoon.她决心就在那个下午走。 determine+从句 Hehadbeendeterminedthatnooneshouldknow.他决意不让任何人知道。 determined过去分词作定语或表语，果断，坚定，坚决 e.g.Hisvoicewasdetermined,andhiseyeswereflashing. 他的声音很坚决，他的眼睛闪闪发亮。 determinationn. (1)决心(不可数) e.g.Hecamewiththedeterminationofstaying/tostayoneweek.他决心呆一周。 (2)决定(不可数，间或加不定冠词) e.g.Theboycametoadeterminationtorunawayfromschool.男孩决定逃学。 self-determinationn.自主，自我决定 3.purposen.目的，意图，目标 e.g.Whatisyourpurposeindoingthis?你做这件事的目的是什么？ 比较：for…purpose为了……目的onpurpose有意地，故意地，特意 e.g.IfIgothereinfuture,itwillbeforthepurposeofseeingyou. 如果我今后去那儿的话，就是为了见你。 I’vecomeonpurposetospeaktoyou.我来是特意要与你谈谈。 Shediditonpurpose.她是故意那样做。 4.remindern.提醒的人(物)，暗示 e.g.Pleasegivemeareminderthisafternoontophonehim.请下午提醒我给他打电话。 remindv.使……想起，提醒 (1)+of短语e.g.ThatstoryyouhavejusttoldremindsmeofanexperienceIoncehad. 你刚刚讲的故事使我想起了我曾经有过的经历。 (2)+sb.todoe.g.Pleaseremindmetowritethatletter.请提醒我写信。 (3)+从句e.g.ThesightoftheclockremindedmethatIwaslate. 看见时钟使我想起我迟到了。 5.comparev. (1)compare…with…比较，指同类事物的具体比较 e.g.Comparethesetwolanguages,andwecanseetherearedifferencesaswellassimilarities. 比较这两种语言，可以发现它们有同有异。 Parentsliketocomparetheirownchildrenwithotherchildren. 父母们总喜欢把自己的孩子与别的孩子进行比较。 (2)compare…to…比作，指非同类事物的抽象比较 e.g.Shakespearecomparedtheworldtoastage.莎士比亚把人世比作舞台。 Peopleoftencomparegirlstoflowers.人们经常把女孩子比作花朵。 (3)comparedto/with…与……比起来，常在句中作状语，可位于句首或句尾，to和with可通用。 Itwasasmallplacethencomparedto/withwhatitisnow. 和现在比起来，那时它还是个小地方。 6.表示穿着的动词 (1)puton表示穿上的动作 e.g.Heputonhiscoatandwentouthurriedly.他穿上外衣匆匆忙忙地出去了。 (2)wear表示穿着状态，意义最广，可用于衣服、鞋、帽、袜、手套、眼镜、手表、徽章、首饰，还可表示头发、胡须的式样，带有某种表情或样子。 e.g.Hewasashortmanwearingthickglasses.他是一个带着厚厚的眼镜的矮小的人。 (3)dress既可表示动作也可表示状态，作及物动词时，后面宾语是人，即dresssb./oneself(insth.)或bedressedinsth. e.g.Shedressedthebabyinred.她给孩子穿上了红色的衣服。 (4)haveon表示穿着状态，无进行时。 e.g.Shehadareddresson.她穿了一件红裙子。 (5)beinsth.表示状态 e.g.He’sinplainclothes.他身着便装。 Whatcolourisyourchildin?你的孩子穿着什么颜色的衣服？ 7.light的用法 (1)adj.明亮的(=bright)，浅色的(=pale) e.g.Hisroomislightandairy.他的房间又亮又通风。 Itgetslightataboutsixo’clock.六点左右天亮。 Shehasalightgreendress.她有一条淡绿色的裙子。 (2)n.①光线，亮光(不可数)，但如表示一种光线时，尤其是被形容词修饰时，前可加不定冠词。e.g.Thetest-tubewasglowingwithafaintbluelight.试管里发出微弱的蓝光。 ②灯，灯光，发光物，引火物(可数) e.g.Therewerenolightsoninanyofficeroom.没有一个办公室里有灯光。 (3)v.(light,lit,lit)和(light,lighted,lighted) ①点燃(生炉子)e.g.Whenitwasdarkwelitthecandles.天黑时我们点上了蜡烛。 ②照亮e.g.Ourstreetsarelitbyelectricity.街道被灯光照亮。 ③(使)变得亮起来，开朗起来 e.g.Herfacelightedwhenshesawwhoitwas.当她看清是谁时，她的脸亮了起来。 Suddenlyasmilelit(up)herface.突然微笑使她的脸亮了起来。 (4)lightup动词短语 ①照亮，点亮e.g.Theburningbuildinglitupthewholestreet.燃烧的建筑物照亮了整条街道。 ②(使)容光焕发，春风满面(指人的面部表情) e.g.Herfacelitupwhensheheardthegoodnews.当她听到好消息时，脸上露出喜色。 注意：light的过去分词有两种:lighted,lit当作定语修饰名词时，用lighted。 e.g.alightedcandle一支点着的蜡烛。 8.common用法及common,usual,ordinary,general区别 (1)common ①共同的，共有的e.g.Englishistheircommonlanguage.英语是他们的共同语言。 ②普通的，一般的，平常的Nothingiscommonerthanthat.没有比此更普通的。 ③常见的，到处可见的e.g.Isthiswordincommonuse?这个字常用吗？ ④incommon(withsb.)共同的e.g.Wehavemanythingsincommon.我们有许多共同之处。 (2)common,general,ordinary,usual区别 common侧重“普通”，表示“时时发生，人所共有”，并含有“并不高贵，地位低下”之意，指符合或具有全体共有的特征，其反义词为rare。 e.g.acommonsaying俗语acommonwish一个共同的愿望 commonsense常识commonknowledge普通知识 ThisisagrammaticalmistakecommonamongbeginnersinEnglish. 这是个初学英语的人易犯的错误。 general侧重“普遍”，表示在大多数人或事物中流行并受到关注，不含有“地位低下”之意，其反义词为specific。e.g.generalreaders一般读者ageneralidea一个普通的观点 ordinary与common基本同义，侧重“外表平凡的，普通的”，表示“随时可以碰到，不值得惊奇”，其反义词为superior。 e.g.anordinaryevent一件极平常的事anordinaryperson一个普通的人 Myteacherisanordinary-lookingman.我的老师是个相貌平常的人。 usual用来指事物，强调习惯性，一贯如此，意为“通常的，惯常的”,含有“随集体风俗或个人习惯而常常发生”之意，其反义词为unusual。 e.g.asusual和往常一样It’sausualthingwithhim.这对他来说是平常事。 9.believe与believein believe相信=think…true,后接表示人或事物的名词或代词，也可接what/that从句 e.g.Ibelieveyou.=Ibelievewhatyousaid.我相信你说的话。 Icouldhardlybelievemyears/eyes.我简直不敢相信我所听到的/看到的。 比较：believesb.相信某人所说的话 believeinsb.信任某人，指人的品格、作风、为人等方面的情况。 e.g.Weusuallybelieveinhim,butthisdoesn’tmeanwealwaysbelievehim. 我们通常是信任他的，但这并不意味着我们总是相信他的话。 10.gather与collect区别 gather作“收集”“聚集”讲时用法广泛，可指把人集中起来，也可指把分散的东西或抽象的东西(如信息、力量)聚集起来。 collect作“收集”“采集”讲时，着重于计划性和选择性的含义。 e.g.Uptonow,hehascollected500foreignstamps.至今为止，他已收集了五百张外国邮票。 Gatherround,andI’lltellyouastory.大家围过来，我给你们讲个故事。 Whentheaccidenthappened,alotofpeoplequicklygatheredround. 事故发生后，很快周围聚集了很多人。 Howlongdidittakeyoutocollecttheseancientcoins? 你用了多长时间才收集到这些古代硬币？ 注意：gather一般不与together连用，因其自身就是bringtogether/cometogether之意。 重点词组解析 1.give短语总结 (1)giveaway ①分发，送给人e.g.Hegaveawayallhispictures.他把所有的画都送人了。 ②泄漏(机密)，暴露(自己的情况)Pleasedon’tgivemysecretaway.请不要泄漏我的秘密。 (2)giveback ①还给e.g.Imustcallatthelibrarytogivebackthisbook.我必须去图书馆还书。 ②恢复(健康等)e.g.Livingherehasgivenmebackmyhealth.住在这里我的健康恢复了。 (3)givein ①交上来e.g.Giveinyourexercisebooks.请交上练习本。 ②givein(tosb.)让步，妥协，投降，认输，向……让步 e.g.Theenemyissurroundedandmustsoongivein.敌人被包围了必须马上投降。 Heisalwaysgivingintootherpeople.他总是向别人让步。 (4)giveoff散发出e.g.Theflowersgiveoffasweetfragrance.花散发出甜美的香气。 (5)giveout ①散发，颁发e.g.Theteachergaveouttheexaminationpapers.老师分发试卷。 ②宣布e.g.HegaveoutthathewasgoingtoEngland.他宣布他将去英国。 ③被用完，耗尽，没有了 e.g.Youcan’thaveahotbath—thewaterwillgiveout.你不能洗热水澡，水快没了。 ④(机器等)失灵，(人)体力不支.Thechairgaveoutunderthefatman.人太胖了，椅子垮了。 ⑤发出e.g.Theradioisgivingoutastrangesignal.无线电发出奇怪的信号。 (6)giveup放弃，不再做(某事)Hehasgivenupplayingfootball.他不再踢球了。 2aswellas (1)意为“除……外”“同”“和”“并”“也”，后接动词时用动名词。 e.g.Hegavememoneyaswellasadvice.他不但给我建议还给我钱。 AlicehasanEnglish-ChinesedictionaryaswellasaChinese-Englishdictionary. 爱丽丝不但有一本汉英词典还有一本英汉词典。 Thelittlegirliscleveraswellasbeautiful.这个女孩不但漂亮，而且聪明。 (2)AaswellasB部分作主语时，谓语动词的单复数与A一致 e.g.Theteacheraswellashisstudentswaspraised.不仅学生而且老师也受到了表扬。 比较： 1)与aswellas用法相同的还有(along/together)with,including,but/except/besides,inadditionto,ratherthan,like/suchas… e.g.ItisyouratherthanIwhoaretospeakatthemeeting.是你而不是我将在会上讲话。 Besideshim,threemoremenhavebeeninvited.除了他，还有三个人被邀请了。 2)有一些短语作主语时，谓语动词的单复数由与它靠近的词来决定，这些短语有：or,either…or…,neither…nor…,notonly…butalso…,not…but…,Therebe… e.g.HeorIamtogotothemeeting.他或者我去开会。 Eitheryouorsheiswrong.不是你就是她错了。 (3)aswellas相当于notonly…butalso…,但表示“不但……而且”时，AaswellasB侧重A,而notonlyAbutalsoB侧重B e.g.YouaswellasIarewrong.=NotonlyIbutalsoyouarewrong. (4)aswellas后接从句，是副词的同级比较。 e.g.Shesingsaswellassheplays.她弹得好，唱得也好。 Heshootsaswellasherides.他马骑得好，枪打得也好。 (5)aswell用在句末时，与also/too相近，aswell与too常用于句末。 e.g.Sheisnotonlygoodatmaths,sheisgoodasEnglishaswell.她不但数学好，英语也好。 Mary’ssisterteachesEnglish,too.玛丽的姐姐也教英语。 too除了放在句末外，也可接在主语之后，这时比较正式。 e.g.I,too,knowhowtoworkoutthemathsproblem.我也知道怎样解这道数学题。 also不如too/aswell用得多，不用于句末，通常与动词连用。 e.g.I’vealsoreadsomeofShakespeare’splays.我也读过一些莎士比亚的剧本。 also,aswell,too一般不用于否定句，否定句中可用not…either,neither…nor… Ilikethenovelaswell.我也喜欢这部小说Idon’tlikethenoveleither.我也不喜欢这部小说。 Sheishere,too.她也在这里。Sheisn’there,either.她也不在这里。 3.careabout e.g.Heusedtocareonlyabouthisownfamily,buthasgreatlychangednow. 他曾经只关心他自己家，但是现在变了很多。 (2)喜欢，对……有兴趣e.g.Hecaresaboutmusic.他对音乐感兴趣。 比较：carefor 妈妈日日夜夜照料生病的孩子。 (2)喜欢，对……有兴趣e.g.Theydonotcareverygreatlyforart.他们对艺术不是很感兴趣。 carev.在乎，在意(多用于否定结构) (1)+从句e.g.I’llgo.Idon’tcarewhathappens.我要走，我不在乎发生什么了。 (2)后不接内容Idon’tcare,solongassheletmebewithher.我不在乎，只要她让我和她在一起。 (1)注意，当心(不可数) takecare＋从句e.g.Takecare(that)youdon’tbreakit.小心别打碎它。 takecareofsth.e.g.Takecareofwhatyouaredoing.注意你在干什么。 withcare作状语，仔细地，认真地，当心e.g.Crosstheroadwithcare.过马路时要当心。 (2)照顾，照管(不可数) under(one’s/the)caree.g.Imustleavehimunderyourcare.我必须让你来照顾他。 inone’scaree.g.Marywasleftinhersister’scare.玛丽被留下来由姐姐照顾。 toone’scaree.g.I’llleavethistoyourcare.我将把这个留给你来照顾。 takecareofe.g.ItwasIwhowastakingcareofhim.是我在照顾他。 (3)忧烦，烦恼(不可数)e.g.Carehadmadehimlooktenyearsolder.烦恼使他看起来老十岁。 (4)烦人的事(可数)e.g.Heseemedtobealittlemanwithoutacare.他似乎是一个没有烦事的小人物。 课题：Unit1 Hello! Im MaoMao Lesson 1 一、教学目标： 1. 能听懂、会说Hello,.,向他人打招呼。 2. 能认读单词hello,boat,coat，感受它们所含有的共同元音音素/ou/。 3. 能模仿录音中的语音、语调、熟练地说唱、表演小韵文。 4. 能得体地与人打招呼、问候。 二、教学重难点 1.学习打招呼用语Hello, 2.熟练、准确地说出小韵文。 三、教学准备 教学课件，图片等 四、教学过程 【Listen and say】 1.导入 (1)教师亲切地和学生打招呼 Hello, boys and girls!引出 hello让学生初步感受这个单词的读音。并请同学们和老师热情地打招呼。 (2)和同学打招呼Im your English teacher. Im Miss Qu. So you can say hello,Miss Qu!。 Whats your name?学生说出自己的名字，和教师打招呼，和同学打招呼，教师进一步让学生练习hello。 (3)与本册书主角见面教师展示本书主角照片：Lingling，Yangyang，Baobao，Maomao，Guoguo等，让学 生们和他们打招呼。 2.学习对话一 (1)认识场景和人物 教师出示并引导学生观察第一幅主题图，设置新情景， Today is Maomaos first day in school. He meets new friends. 请学生观看第一段对话内容，观察人物并引导学生注意听两个人物的对话内容。 What do they say?学生重复对话内容。 (2)初听理解对话 播放对话，请学生听一听。 请学生重复对话。 (3)听录音模仿跟读 播放对话录音，请学生进一步听清、理解对话内容。 教师反复播放对话录音，请学生模仿录音中的语音、语调，进行跟读练习。 (4)在小组内分角色练习。 (5)小组展示。 3.学习对话二 (1)认识场景和人物增加Miss Wang和其他小朋友，走入教室的场景。 (2)初听理解对话 播放动画，鼓励学生说出听到的内容。 (3)听录音模仿 重放对话录音，请学生边听边看主题图，进一步听清、理解对话内容。 请学生模仿录音中的语音、语调。 (4)在小组内分角色练习。 (5)小组展示。 【Lets act】 1.在小组内分角色表演对话部分并展示。 2.设置情景 同学们进入校园，互相打招呼。 【Point and say】 1.引入 教师说我们都认识了好朋友，那hello也认识了一些好朋友， 你们猜猜他们是谁呢？ 2.词汇学习 (1)听并跟读模仿 (2)初步理解词义 呈现大量图片，帮助学生理解词义。力求形式多样、丰富多彩。 3.语音训练 (1)教师示范朗读因素/ou/及单词，请同学边听边看教师的口型。 (2)请学生关注o,oa的发音，/ou/-hello/ou/-boat/ou/-coat尝试认读单词go 4.游戏 What is missing？ 5. TPR 学生拍手说单词。 【Lets say】 1.学习歌谣 (1)老师通过上个环节的律动，组成歌谣内容，学生看老师的动作，说出老师表演 的词汇。 (2)听歌谣录音，尝试说出歌谣中所听到的内容，教师将学生所说内容绘画于黑板。 (3)教师呈现歌谣的情景，学生再次理解歌谣。 2.说唱并表演歌谣 3.歌谣展示 教师给予激励评价。 【I can introduce】 请台下同学和台上的同学们打招呼。 例如：Hello, 五、Homework 1.常规听读15~20分钟。 2.制作P3的三张小卡片。 3.背诵并表演歌谣。 《高一英语Unit1Friendship教案》一文就此结束，希望能帮助您在小学教学中起到作用，如还需更多，请关注我们的“高中必修一英语教案”专题。高一英语上册Unit1GoodFriends好朋友教案四
thefourthperiod牛津高一英语必修1全套教案
一、教学内容：
牛津高中英语模块一Unit1（上）
二、教学要求：
1．掌握和校园生活有关的常用单词、词组与句型。
2．学会描述校园生活和学校设施。
Highschoolisatimeofdiscovery,learningandhardwork!高中是探索、学习和辛勤劳动的时期
Hugecampusandlow-risebuilding学校面积大，没有高层建筑。
Twelvelaboratoriesareavailablefordifferentexperiments.12个实验室可供不同试验使用。
EachroomcomeswithitsownbothroomandInternetaccess.每个房间都有自己的卫生间和英特网接口。
3．学习阅读技巧：skimmingscanning。
4．语法：定语从句（一）
一、重要单词：
accessachieveattendassemblyarticleavailableaveragecanteenclubchallengingcontextdonatedisplayexperienceextragraduategymheadinglockerlow-riseliteratureposterrelax
二、重点词组：
classteacher班主任ateasewith和….相处不拘束schoolhours学校作息时间earnrespectfrom赢得…的尊敬soundlike听起来象forfree免费getageneralidea了解大意aswellas除….以外,也keywords关键词wordbyword逐字逐句地findone’swayaround认识路developaninterestin培养对….的兴趣surftheInternet网上冲浪
1.Whatisyourdreamschoollifelike?
你理想中的学校生活是什么样子?
这里dream表示心目中最理想的.如dreamteam(梦之队)。
2.GoingtoaBritishhighschoolforoneyearwasaveryenjoyableandexcitingexperienceforme.
去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。
Going在本句里作动名词，它和后面的toaBritishhighschoolforoneyear构成动名词短语作句子的主语。GotoaBritishhighschool本来是个动词词组，在go后面加上ing后，它就具备名词的特性可以在句子中充当主语、宾语或表语。
动词的现在分词和过去分词都可以作定语，但所表达的意思不同,现在分词作定语常表示“令人…”、“正在….”;例如excitingnews,sleepingdog;过去分词则有被动或完成的意思,常表示“感到….的”、“被….的”,例如：anexcitedcrowdofpeople,brokenheart.
3.IwasveryhappywiththeschoolhoursinBritainbecauseschoolstartsaround9a.m.andendsabout3.30p.m.
我对英国学校的作息时间很满意因为学校大约上午9点开始上课，下午3点半左右放学。
Behappywith=bepleasedwith,around=about。
4.ThismeansIcouldgetupanhourlaterthanusualasschoolsinChinabeginbefore8a.m.
这意味着我可以晚一小时起床，因为在中国学校8点钟上课。
asadv.同样地,被看作,象
prep.当做
conj.与...一样,当...之时,象,因为
本单元多次出现as,用法各不相同,应注意比较。另外as还可以构成一些常用词组：asif就好像,asfaras就….而言,soasto以便于,asfor至于,suchas例如，等等。
mean:意味着,后面通常加名词或宾语从句。例如：
TheattackofPearHarbormeantadeclarationofwarwiththeUnitedStates.
TheraiseofsalarymeansthatIcansendmydaughtertoabetterschool.
5.Healsotoldusthatthebestwaytoearnrespectfromtheschoolwastoworkhardandachievehighgrades.
他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。
Thebestwaytodosthisto…..结构用来表达做某事的最好方法是…..,例如:
ThebestwaytolearnEnglishistouseitasoftenaspossible.
6.IfoundthehomeworkwasnotasheavyaswhatIusedtogetinmyoldschool,butitwasabitchallengingformeatfirstbecauseallthehomeworkwasinEnglish.
我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业都是英语的。
As…..as,中间加形容词或副词,一般要连接两个相同的句子成分,请比较下面两句话:
YouhatehimasmuchasI(=YouhatehimasmuchasIhatehim).
Youhatehimasmuchasme(=Youhatehimasmuchasyouhateme).
Usedto过去常常,隐含的意思是现在的情况已经不同。例如:
Sheusedtostudyveryhard.(Shedoesnotstudysohardanymore).
Usedto的否定形式是usedn’tto/didn’tuseto
注意：beusedtosth/doing表示习惯于….
7.CookingwasreallyfunasIlearnthowtobuy,prepareandcookfood.
当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。
fun是名词,有趣的事情,副词really并非修饰它,而是修饰前面的be动词was
试比较:Heisreallyafunnyguy.和Heisareallyfunnyguy.这两句意思虽然相同,但really修饰的对象不同,因此说话的侧重点也不同。
8.Idolikeeatingdessertsaftermealsasyoumentionedinyourarticle.
就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。
Do、did在陈述句中，用在动词前表示强调，可译作的确、确实。
9.Uponfinishinghisstudies,hestartedtravellinginChina.
完成学业之后，他开始在中国旅行。
介词upon/on加doing相当于带assoonas的时间状语从句。
Uponfinishinghisstudy＝Assoonashefinishedhisstudy
10.FormerstudentreturnfromChina
一位校友重中国归来
former,past,old虽然都和过去有关，但侧重点不同。former：“过去曾经是...的、前任….”,past:“过去的”old“老的、从前的”。例如:formerpresident前总统，pastexperience以往的经验，myoldschool我的母校。
11.earn,achieve和gain
这三个单词的基本意思都是“get”但含义不尽相同,earn：getastherewardofwork（挣，得到…作为工作的回报）,achieve：getwhatyouwantbyeffort(成就,通过努力达到某个目标),gain和“get”的用法最接近，它对得到的方法和内容都没有具体要求。常见搭配:
earnmoney/aliving/one’srespect/one’sbread,achieveagaol/success/purpose/highgrade,gainexperience/weight/anadvantageover/time/theupperhand(占上风)/ground(取得进步).
定语从句(1)
用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。定语从句的作用和作定语的形容词、介词词组、分词词组相似，有时可以相互转换，例如：金发女孩可译作ablondegirl，agirlwithblondehair或agirlwhohasblondehair。定语从句通常由关系代词that/which/who/whom/which/as或关系副词when/where/why引导，这些词既指代主句中要说明的名词或代词,又充当从句中的某个句子成分。请看例句：
1.Tomistheonlypersonwhocankeepacoolheadintimeofcrisis.(who指代主句中的先行词person,在从句中作主语)
2.Tomistheonlyfriendwhom(或who)Icanrelyon.(指代friend，在从句中作宾语,所以常用代词who的宾格形式).
3.Chinaisnolongertheweaknationthatsheusedtobe.(关系代词that指代weaknation，在从句中作表语)
4.Theschoolwhosefloorspaceisverylimitedcan’ttakeinonemorestudent.(关系代词whose指代theschool’s，从句中作floorspace的定语)
5.IliketogotothegymwhereIcanhaveawork-outaftersittiongforaday.(关系副词where指代主句中的地点状语gym在从句中作状语)
SkimmingScanning
Skimming略读，skim原意是轻轻掠过表面，作为阅读技巧是指通过浏览文章标题，主题句，插图和图表等方法了解文章的大意。Skan,本意是扫描，这里指用眼光快速扫视书报等材料寻找我们想要的信息。他们的区别在于Skimming是为了了解文章的大意,而Scanning是为了寻找某些具体信息。SkimmingScanning都是快速阅读的重要策略，也是信息时代我们必备的技能。尤其是在阅读英语时，注重练习SkimmingScanning可以帮助克服逐字逐句的阅读习惯（如finger-pointreading,lipreading），提高阅读速度。
阅读这篇文章,根据中文提示和上下文写出所缺的单词:
MySchoolDay
Ileavehomeat6:45andwalk20minutesto______(赶)abustoschool.Thebusisaspecialonejustforkidsgoingtomyschool.The_______(路程)onthebustakesanhourbecauseithastokeepstoppingtopickupotherstudentsalongtheway.
WhenIarriveatschool,I______(领取)myTabletPCfromtheFlexi(FlexiableLearningCentre).ThenIgotomyTutorRoomforRegistrationat8:30.Welistentoannouncementstoseewhatspecialthingsarehappeningatschooltodayorthisweek.
Atabout8:50weleaveTutorRoomtogotoourFirstPeriod.EverydayIhaveadifferentLessonthefirstperiod.NormallyitisHumanitiesbutIalsohaveMaths,DramaandMusic,andFrenchontheotherdays.Eachperiodlastsanhour.
Allmylessonsareindifferentroomsandplacesaroundtheschool.EachRoomeitherhasathree_____(位)numberoraname.Thenumbersareveryhardtoremember!.Ihavedifferentteachersforeachlesson.Ihavea_______(存物柜)whereIcanstoresomeofmystuffbutotherwiseIhavetocarryitallaroundwithmyinmybags.
SwipeCards
EveryStudentcarriesaswipecard.Weswipeintoeverylessontolettheschoolknowthatwehave_____(参加)thatcertainlessonandtoknowwhereweareincaseofemergencies.
OntheSwipeCardtherearetwostripes,ablackandabrown.Thebrownistoswipeintolessonsandtheblackistogetintothetoiletsandbuildings.
WecanputmoneyonourSwipecardsinsteadofcarryingcasharound.WhenwewanttopayforsnacksattheTuckShoporcanteenwejusthandoverourcardsandtheydeductthemoney.
Subjects
Maths,EnglishScienceICT
DramaMusicArtPE
Humanities(History,Geography,andReligion)FrenchorSpanish
TimeTable
9:001stPeriod
10:002ndPeriod
11:00-11:20Break
Duringbreak,Ihaveasnackandplayandchatwithmyfriends.UsuallyweplayITachasinggame.Snowballfightwhenitsnowsisdeadfun.
11:203rdPeriod
12:304thPeriod
1:30-2:10Lunch
IbringapackedlunchtoschoolbutoccasionallyIhaveschooldinnersintheSchool______(食堂).
2:105thPeriod
3:10EndofSchool
SometimesIstayafterschoolforclubs.
Canteen
TheCanteenisopenatLunchTimeandBreakTime.Mosthotfoodisservedonlyatlunchtime.Chipsareonly_______(买的到)onMondaysandFridays.
一、用适当的关系代词或关系副词填空：
1．Istillrememberthetime_______Ifirstbecameahighschoolstudent.
2.TherearemanyplacesinLondon_______youcanbuyacupofcoffee.
3.Thatisthereason_____heissokeenonschoolactivities.
4.Chinaisacountry_______historycanbedatedbackto3000BC.
5.Heisdrivingacar______cantravelat150mileperhour.
6.Hehastoflytoallthemajorcitiesoftheworld______hiscompanyhassetupoffices.
7.Thelady_____wemetinthebariseyeingusfromthecorner.
8.Wearefacingthesameproblem____wedidyearsago.
二、将下列每组句子合成一个带定语从句的复合句：
1.Theanti-JapaneseaggressionwarbrokeoutonJulythe7th.Itlastedforeightyears.
2.Onhiswebsitewesawsomephotos.Mr.LeetookthesephotosinEurope.
3.OnthewaytoschoolIsawsometrees.Theirleaveswereeatenupbyinsects.
4.Shelleylikestospendherleisuretimeinthestudents’union.Shecanmeetmanyinternationalstudentsthere.
5.Jane’sfatherwantshertobeasinger.Hehimselfhasalwayswantedtobeasingerhimself.
一、
1.when2.where/inwhich3.why4.whose5.which/that6.where7.whom/who8.as
二、
1.Theanti-JapaneseaggressionwarwhichlastedforeightyearsbrokeoutonJulythe7th.
2.OnhiswebsitewesawsomephotoswhichMr.LeetookinEurope.
3.Onthewaytoschool,Isawsometreeswhoseleaveswereeatenupbyinsects.
4.shelleylikestospendherleisuretimeinthestudents’unionwhereshecanmeetmanyinternatioalstudents.
5.Jane’sfatherwantshertobethesingerthathehimselfhasalwayswantedtobe.
阅读填空：
catch,journey,collect,digit,locker,attended,canteen,available
牛津高中英语模块一（第二讲）
主讲教师：邵磊
主审孙德霖
一、教学内容：
二、教学要求：
1．掌握和学校活动有关的常用单词、词组与句型。
2．学会用英语写通知和海报。
3．语法：定语从句（二）
一、重要单词：
contest,replace,possession,complete,include,programme,present(v),event,item,venue,timetable,compare,issue,order,dynasty,professor,unnecessary,attractive,underline,approve,,generation,require,scary,design,draft,wording,previous,finalize,poem,poet,confident,run(manage,operate),host,hostess,advertise,vote.
二、重点词组：
referto指,functionas当作…使用,具有….的功能,leaveout省略,relateto和…相关,payattentionto注意,inshortform用宿略的形式,takeplace发生,makedecision作决定,makecomparison作比较,taketurns轮流,followtheoutline按照纲要,beresponsiblefor对…负责,consistof包含,由…构成,comeupwith想出,baseon根据,haveitapprovedby…征得…..的同意,informsbofsth告知,signup签名参加.
1.Ihavetodomyhomeworkinaplacethathasdesksandchairs.
我必须在一个有课桌椅的地方做家庭作业。
Idon’twanttostudyinaroomwheredesksandchairsaretoosmall.
我不想在桌椅太小的房间里学习。
第一句里定语从句thathasdesksandchairs的关系代词that指代主句中的名词room，作从句的主语；第二句里定语从句wheredesksandchairsaretoosmall的关系副词where指代主句中的inaroom,在从句中是地点状语。试比较：
1）Thisisthebeachwhere(onwhich)manyNorthEuropeansspendtheirsummerholidays.
2）Thisisthebeachthat(which)haswhitesandandpalmtrees.
上一句的beach是北欧人度假的地方，在这个地方是地点状语，所以用关系副词where指代;下一句中有白沙和棕榈树的是beach，它是从句的主语，所有以用关系代词that来指代。
除此之外，我也许会只顾看你爸爸书橱里的书，而不是去做作业。
Shewillbereadingnewspapersandmagazinesinsteadofdoingherhomework.
她将会忙着看报纸杂志而不是做作业。
“mightbereading”，“willbereading”属于“情态动词＋be+doing”的结构，表示对某个时间正在发生的事情的预言、推测或期待。例如：
Ishallbelyinginbedandwatchingmyfvouritefootballgamebythetimehefinisheshishomework..等他做完家庭作业时，我早就会躺在床上看我喜爱的足球比赛了。
“instead，insteadof”都表示“代替，而不是….”“instead”通常需要承接上文才能表达完整的意思，“insteadof”则可以在一句话中表达做了和没做的事情。例如：
1）Wedidn’tgohomeafterschool.Wewenttoanetcaféinstead.
→Insteadofgoinghomeafterschool,wewenttoanetcafé.
2)StudentsinUKdon’thavelotsofhomework..Theyhavemanyschoolactivities.
→StudentsinUKhavemanyschoolactivitiesinsteadofhomework.
规划是指要进行的活动或要完成任务的计划。
划线部分是不定式的被动语态作定语，表示要做的事情。
相当于：Ifyouhavemorechoice(条件状语从句为一般现在时),youwillmakebetterdecision（主句用将来时）.你的选择越多，最后的决定就越好。“The+比较级（adj/adv）或含比较级的词组，the+另一个比较级（adj/adv）或含比较级的词组”,表示“越……就越…..”。
你的老师收到一位朋友的电子邮件，询问你们学校图书馆里的一本历史书。
划线部分是现在分词短语作定语，补充说明宾语e-mail的内容。
ISSN（InternationalStandardSerialNumber）国际标准期刊编号
通知和海报
通知是上级对下级、组织对成员或平行单位之间部署工作、传达事情或召开会议等所使用的应用文。以布告形式贴出，把事情通知有关人员，如学生、观众等，通常不用称呼；通知要求言简意赅、措辞得当、时间及时。
NOTICE
All mumbersofthestudents’union are requested to meet in the schoolconference room on Saturday, Sept18th, at 2:00 p. m. to discuss questions of international culture exchangeswithNewZealandhighschoolband.
Sept.14, 2005
ItshouldgiveusagoodStayAlertmessage.
IfyourposterwinsyouwillreceiveaSASST-shirtanditwillappearintheSASSGallery.
P.O.Box93006,
499MainSt.S.
Brampton,Ontario
L6Y1N0
1．定语从句中关系代词that、which用来指代物，who、whom和that用来指代人，whose用来表示所属关系，关系副词when、where和why指代时间、地点和原因。
2．关系代词的用法
Thereisn’tmuchthatwecandotoeasehispain.
ThelastpersonthatwewanttoinvitetoourhouseisUncleSam.
Nonationthatiscapableofsuchatrocitycanbetrustedbyitsneighbours.
(5)如果作先行词的集体名词着眼于集体的整体，关系代词用which;若是指集体中的各个成员，则用who。
(8)关系代词that/which/who/whom在从句中作宾语时可以省略。例如：
Thegirl(whom)youjustsawisthecheerleaderofourfootballclub.
Everymoment(that)wespentintheUKwillbeapreciousmemoryforus.
As在定语从句中的用法
二．关系副词引导的定语从句
WeshallalwaysrememberthedaywhenJapansurrenderedtotheallyforce.
Thisisoneofthefewplaceswhereyoucanbuytopqualitywine.
2.that有时也可引导定语从句表示时间．地点或原因
Thatisthetime(that)hearrives.
Thatisthereason(that)hecame.
一、选择适当的关系代词或关系副词填空：
1.Hisparentswouldn’tlethimplaywithanyone______scoreswaspoor.
A.ofwhomB.whomC.ofwhoseD.whose
2.Sheheardaterriblenoise,_______broughtherheartintohermouth.
A.it B.whichC.thisD.that
3.Inthedarkstreet,therewasn’tasingleperson_____shecouldgethelp.
A.thatB.who C.fromwhomD.towhom
4.Theday_______hechoseforhissonweddingwasaluckydayinthelunarcalendar.
A.whenB.whereC.thatD.who
5.AfterlivinginPairsforfiftyyearshereturnedtothesmalltown____hegrewupasachild.
A.which B.whereC.thatD.when
6．Thismonumentisall______remainsoftheancientkingdom.
A.it B.thatC.whenD.which
7．Hementionedabookthetileof______Ican’tremembernow.
A．who B．which C．this D．what
8.RecentlyIboughtanancientChinesevase,_____wasveryreasonable.
A.whichpriceC.thepriceofwhich
C.itsprice D.thepriceofwhose
9._____hasalreadybeenpointedout,grammarisnotasetofdeadrules.
A.As B.It C.ThatD.Which
10.HelivedinLondonfor3months,during____timehelearnedsomeEnglish.
A.thisB.whichC.thatD.same
11.Onthewallhangsapicture,_____colorisblue.
A.whose B.ofwhichC.whichD.its
12.Istillrememberthetime______Ifirstbecameacollegestudent.
A.whatB.which C.thatD.when
13.Mr.Fordstilltalksliketheman______hewastenyearsago.
A.thatB.whereC.whichD.there
14.Theboss____departmentMsKingworkedtenyearsagolookeddownuponwomen.
A.inwhichB.inthat C.inwhoseD.whose
15.Idon’tlike_____youspeaktoher.
A.thewayB.thewayinthat C.thewaywhichD.thewayofwhich
16.Ihadneitheraraincoatnoranumbrella._______Igotwetthrough.
A.It’sthereasonB.That’swhy
C.There’swhyD.It’show
17.Hemadeanotherwonderfuldiscovery,____ofgreatimportancetoscience.
A.whichIthinkis B.whichIthinkitis
C.whichIthinkit D.Ithinkwhichis
18.Thereisonlyonedishonthetable_______Iwanttoeat.
A.who B.thatC.what D.whcih
参考答案
一、1-5DBCCB 6-10BBCAB 11-15ADACA 16-18BAB
牛津高中英语模块一（第3讲）
一、教学内容：
牛津高中英语模块一Unit2（上）
二、教学要求：
1．学习谈论青少年经常遇到的问题。
2．学会戏剧脚本。
3．了解英语口语和书面语的差别。
4．语法：定语从句（三）
一、重要单词：
act(n),scene,curtain,trash,garbage,charge,adult,,behavior,teenager,punish,period,argument,relationship,force,unpleasant,character,explain,slam,vet(veterinarian),style,mess,thumb,vs(versus),plus,competition,sink,fault,boring.
commonto对…来说很普遍,turnup调高声音,出现awasteof浪费,nomore不再,sparetime空余时间,force….to…强迫（某人）做,can’twaitto..迫不及待地要,besupposedto被期望或要求,本应该，dowith处置,忍受，需要beamess/inamess乱成一团,leavesbincharge委托…..负责,actlike行为举止象…,gounpunished不受惩罚,goout熄灭,haveone’sarmcrossed双臂交叉抱在胸前,deserveto值得去做,常用否定形式表示“不配”behardon对某人苛刻,nowthat既然,intheformof以的形式,thaneverbefore比以前任何时候都,beangryat对某事生气,evenif即使,treatsblike…象一样对待,argueabout为…而争吵,thecauseof起因,differinmanyways在许多方面不同,fitbadly非常不合身。
1.Ericrunsinafterit,followedbyabigdog,walkingveryslowly.
埃里克跟着球跑进来，后面跟着一条大狗，狗走得很慢。
这句话里有两个不同层面上的状语：过去分词短语“followedbyabigdog”是谓语“runsin”的伴随状语，而现在分词短语“walkingveryslowly”描述的是大狗跟随埃里克进来的行走方式，是动词“follow”的状语。
伴随状语通常由现在分词短语、过去分词短语或介词短语承当。当伴随动作由主语发出时，用现在分词，当伴随动作由其他人或物发出时用过去分词。例如：
Heranafterthethief,shoutingangrily.
Shesatnervouslyinthegrandsittingroom,watchedcloselybythebutler.
Thesoldiersstoodsilentlyalongthepass,riflesinhand.
你们应该明天才回家的。
besupposedtodosth:被期望或要求去做,本应该去做。例如;
YouaresupposedtohandinyourarticlesthisFriday.
Girlsaresupposedtobehavemorequietlyinthiscountry.
在肯定句中until必须和持续性动词连用时，在否定句里它主要和短暂性动词连用也可以和持续性动词连用，表示直到某时某个动作才开始。Until还可以用在强调句中。Notuntil放在句首时，句子要倒装。例如:
Hesleptuntil8o’clock.
Hedidn’twakeuptille8o’clock.
Itwasnotuntil8o”clockthathewokeup.
Notuntil8o’clockdidhewakeup.
Iwon’tbefreetillFriday.
本该用来买狗食的钱不见了，但斑点狗看起来饿得厉害。
“withwhichyouweretobuydogfood”是定语从句,当关系代词是介词宾语时,介词常放在关系代词之前。例如:
thevillageweusedtolivein→thevillageinwhichweusedtolive
主语＋be动词+不定式表示“按计划将要做”，例如;
Wearetoholduptheenemywhileourtroupsretreat.
ThepresidentialcandidateistomakeaspeechinourtownonhiswaytoWashington.
我们原以为你是个成年人，一个我们可以指望他做出正确决定的人。
划线部分是“anadult”的同位语，它和“anadult”所指相同，句法功能也相同，是对“anadult”含义进一步的说明。这个同位于本身又带有定语从句fromwhomwecouldexpectgooddecisions。
Expectsthfromsb:期望从某人那里得到或看到某事，例如:Youcanneverexpectgenerosityfromamiser.
我们家不是一个放纵不良行为的家庭。
根据上文，this是指ourfamily。动词go后面可以跟形容词，表示“变得”，例如：
gobad（变质）,godry（变干）,gomad（发疯）,gointernational（国际化）。Go和一些含否定意义的形容词连用，则表示“不受……的,未被…的”,如:gounchallenged,gounnoticed.
Histheoryhasgoneunchallengedintheworldforhalfacentury.
It’sstrangethatsuchamistakecangounnoticedinthetextbook.
假如他们知道Spot得了病,而我们用那笔钱带他去看兽医的话……..
这句话用的是虚拟语气,省略的部分是:theywouldunderstandwhythemoneyisgoneandthehouseisamess.当说话人只表示一种假设的情况、一种主观愿望，即认为动词所表示的动作或状态并非真实时，使用虚拟语气。表示和现在事实相反时，主句用过去将来时，条件从句用一般过去时。例如:
IfIwereyou,Ishouldwaittillnextweek.
Ishesawyounow,shewouldn’trecognizeyou.
7.Noneofusstoppedtothinkandweshouldhave.
我们本应当停下来想想，而我们都没有那么做。
Stoptodo表示停下来去做另一件事，stopdoing则表示停止正在做的事情。shouldhave
也是一种虚拟语气，表示过去本应当做的事情。这里完整的句子应该是:
Weshouldhavestoppedtothink,butnoneofusdid.
你现在能向我解释为什么家里乱成一团，而你又把我们留下的钱拿去干什么了吗?
Be(in)amess表示“乱成一团”；dowith表示“处理、处置”常和what连用，它和dealwith不同，dealwith表示“处理、应付”weleft虽然只有两个单词，却是一个定语从句，它前面省略了作宾语的关系代词that或which。高一英语Unit2 English around the world教案
高一英语Unit2Englisharoundtheworld教案
自助式复习板块
知识搜索
A.单词?
1.发音?(v.?)_____________
2.宽的?(adj.)______________
3.毛巾(?n.?)____________
4.多数(?n.?)_____________
5.本国的?(adj.)_______________
6.舌头(?n.?)____________
7.相等的?(adj.)_______________
8.政府(?n.?)____________
9.国际的?(adj.)_______________
10.情景(?n.?)____________
11.表情(?n.?)_____________
12.组织(?n.?)_____________
13.全球的?(adj.)________________
14.交际?(v.)__________________
15.服务(?n.?)______________
16.信号(?n.?)______________
17.司令官(?n.?)______________
18.独立自主的?(adj.)_________________
19.比较?(v.)___________________
20.出版?(v.)___________________
答案：1.pronounce2.broad3.towel?4.majority?5.native6.tongue7.equal?8.government?9.international10.situation11.expression12.organization13.global14.communicate15.service?16.signal?17.commander18.independent19.compare20.publish
B.短语?
21.在这种情景下________________________
22.与某人交流_______________________
23.引进,赢利_________________
24.发生_______________
25.很多_______________________
26.熬夜_______________
27.大多数___________________________
28.别客气__________________________________
29.以……告终______________________
30.一个欧洲国家_____________________
31.母语，本族语______________
32.全球变暖________________
33.对……有很好的了解_________________________________________
34.多多少少，或多或少________________________
35.做……有困难__________________________________
36.说英语的国家________________
37.总共_________________
38.国际组织__________________
39.交换服务________________
40.在过去的几个世纪里________________________
答案：21.inthissituation22.communicatewithsomebody23.bringin
24.comeabout?25.agreatmany26.stayup27.themajorityof28.makeoneselfathome29endupwith30anEuropeancountry31.mothertongue/nativelanguage32.globalwarming33.haveagoodknowledgeof34.moreorless35.havedifficulty(in)doing36.English?speakingcountries37.intotal38.international?organization?39.exchange?services40.overthecenturies
C.句型?
41.在那个男孩的帮助下，我们没费多大的劲就找到了那个村庄。?
Withtheboy_______(lead)theway,wehadnomuchdifficulty_______(find)thevillage.?
42.我们班的人数是50，其中很多人是本地人。?
_______________ofthestudentsinourclassis50and______________ofthem______native.?
43.Astimegoesby,hehasaworseandworsetemper(脾气).?
→Withtime______________,hehasaworseandworse?temper.??
答案：41.leading,finding42.Thenumber,agreatmany,are43.goingby
D.语法?
44.Theyoungfathersaidtohischildren:“Standstill,please!”→?
Theyoungfathertold____________.?
45.Mothertoldmenottoleavethedooropenaftermidnight.→?
Mothersaidtome:“______________.”?
答案：44.hischildrentostandstill?
45.Don’tleavethedooropenaftermidnight,please.?
重难聚焦
重点单词
要点1while
(经典回放)ShethoughtIwastalkingaboutherdaughter,______,infact,Iwastalkingaboutmydaughter.??
A.whomB.where
C.whichD.while?
解析:此句意思是“她当时认为我在谈论她的女儿,但实际上我在谈论我的女儿”，表转折。whom,where,which在此引导定语从句，不妥。?
答案:D?
归纳与迁移
(1)(用以表示对比或相反的情况)而；然而?
Idrinkblackcoffeewhileheprefersitwithcream.?
我喜欢喝黑咖啡，而他喜欢带冰激凌的咖啡。?
(2)＝although虽然?
WhileIadmitthatthereareproblems,Idon’tagreethattheycan’tbesolved.?
虽然我承认有问题，但我不认为不能解决。?
(3)＝duringthetimethat,when当……时?
Hefellasleepwhiledoinghomework.?
他做作业时睡着了。
要点2difficulty
Didyouhavetrouble______thepostoffice?
A.tohavefoundB.withfounding?
C.tofindD.infinding?
解析:“表示做某事有（无）困难”用have(no)difficulty(in)doingsomething，其中difficulty是不可数名词，也可以用trouble，表示“在某方面有（无）困难”则用have(no)?difficulty?withsomething。?
答案:D
?归纳与迁移?
(1)［U］困难，艰难，难度?
havesome/much/nodifficulty(in)doingsomething做某事有困难/费了很大的劲/没有费劲
Ihadthegreatestdifficultyinpersuadinghertogiveupsmoking.?
我费了很大的劲劝他戒烟。?
类似词组：havesome/much/notrouble(in)doingsomething?
(2)［C］［种种］困难，难事?
Shemetwithmanydifficultieswhentraveling.?
她旅游时遇到了很多困难。
要点3majority
?The______ofchildreninourclasshaveblackeyes;onlythreehaveblueeyes.?
A.mostB.majorityC.minorityD.mostly?
解析:句意为“我们班大多数孩子是黑眼睛，只有三个是蓝眼睛”。用A项应把the去掉；minority指“少数”；mostly是副词。?
答案:B
?归纳与迁移?
（1）n.大多数（谓语用单动或复动）?
Themajorityofpeoplepreferpeacetowar.?
大多数人喜欢和平不喜欢战争。?
Themajoritywere/wasinfavoroftheplan.?
大多数人都支持这个计划。?
（2）byabaremajority以勉强的多数票
要点4except
Iknownothingabouttheyounggirl_______sheisanactress.?
A.exceptB.exceptforC.exceptthatD.besides?
解析:A、D两项后面不直接跟句子，可跟名词、代词、介词短语等,exceptfor后接名词，except后面接that或when引导的从句。?
答案:C
归纳与迁移?
（1）besides作介词时，意思是“除了……还有（包括在内）”，作副词意思是“而且，更何况”，相当于“What’smore”或者“inaddition”。?
Itwastoolatetoseethefilm,andbesides/what’smore,Iwastired.?
看电影看的太晚了，而且我也很累。?
DoyouhaveotherfriendsbesidesTom?
除了汤姆你还有其他朋友吗？?
（2）except除去……，除了……之外（不包括在内,除去的属于同一类事物）?
WeallwenttoseethefilmexceptTom.?
除了汤姆我们都去看电影了。?
（3）exceptfor除去……（除去的不属于同一类事物或者整体中除去一部分）?
Yourcompositioniswellwrittenexceptforyourhandwriting.?
除书写外，你的作文写得也不错。
?重点短语
要点1findout
Haveyou_______whenmytrainleaves?
A.turnedoutB.comeoutC.givenoutD.foundout?
解析:turnout结果是;comeout生产,出版;giveout发出,放出;findout找出。?
答案:D?
归纳与迁移?
(1)find+宾语（名词或代词）?
Atlasthefoundthatbook.他最后找到了书。?
(2)find+宾语和宾补（形容词、副词、分词、介词短语、不定式）?
Didyoufindlifehardinthecountry?
你认为在乡村生活难吗？?
Youwillfinditadifficultbook.?
你一定认为它是很难的一本书。?
Wefoundhimalreadyinthecareofadoctor.?
我们已经发现有一位大夫照看他了。?
(3)find+thatclause（此种宾语从句可以转换为复合结构）?
Wefoundthathewasagoodteacher./Wefoundhimagoodteacher.?
我们认为他是个好老师。?
findout表示经过打听、询问、调查之后才“搞清楚，弄明白，发现”（常指发现无形的隐藏）。?
Haveyoufoundoutwhentheflightarrives?
你搞明白了飞机何时能到达吗？
要点2moreorless
Ihopemyexplanationwillprove_______helpful.?
A.moreandlessB.moreorless?
C.morethanlessD.moretoless?
解析:“我希望我的解释多少能有所帮助。”?
答案:B?
归纳与迁移?
(1)差不多，几乎?
Ihavemoreorlessfinishedreadingthebook.?
我差不多看完这本书了。?
(2)大致；大约；或多或少?
Ittookmoreorlessawholedaytopainttheceiling.?
漆天花板花了我大约一整天的时间。
要点3agreatmany
Ourclassismadeof45students,______areboys.?
A.manyofthemB.agreatdeal?
C.mostofthemD.agreatmanyofwhom?
解析:agreatdeal只修饰不可数名词，所以先排除B。如果A、C项答案前加and，A、C可选。?
答案:D?
归纳与迁移?
（1）agreatmany＝verymany很多,修饰可数名词。?
Agreatmanystudentshavefinishedtheirtask.?
很多学生完成任务了。?
Agreatmanyofthestudentshavefinishedtheirtask.?
学生中的大多数已经完成任务了。?
（2）相似的词组有：?
alarge/greatnumberof,manya,etc.?
Manyastudenthashadabetterknowledgeofthisphysicslaw.?
很多学生对这个物理定律已经掌握得很好了。?
（3）只修饰不可数名词的有：?
agreatdealof,alargeamountof,etc.?
Alargeamountofcoalisshippedtoallovertheworldfromhereeveryyear.?
大量的煤每年从这儿装船运往世界各地。?
Hehasdrunkagreatdealofwater.?
他喝了很多水。?
（4）既可以修饰可数名词，又可以修饰不可数名词的有：?
alotof,lotsof,alargequantityof,quantitiesof,etc.?
(但largequantitiesof修饰的名词，不管是可数还是不可数，谓语动词用复数)
必背句型
要点1with...独立结构
(经典回放)______productionupby60percent,thecompanyhashadanotherexcellentyear.?
A.AsB.ForC.WithD.Through?
解析:本题是考查介词的复合结构。A、B、D三项都不能带复合结构，只能带宾语，而介词with可以带复合结构。?
答案:C?
归纳与迁移?
with+宾语+宾语补足语有以下几种情况:?
with+宾语（代词/名词）+过去分词/现在分词/形容词/副词或副词短语/不定式?
Heusuallyworkedinhisstudywiththedoorlocked.?
他一般是锁着门在书房里工作。?
Ican’tfixmymindonmyworkwiththechildren?playing?sonoisilyoutsidemywindow.?
因为孩子们在窗户外吵闹，我无法专心工作。?
Sheusedtosleepwiththewindowsopen.?
她过去常常敞着窗子睡觉。?
Shecametoasmallriverwithgreengrassandredflowersonbothsides.?
她来到了一条花草丛生的小河边。?
Hewentoutwithhisheaddown.
他低着头出去了。?
Withsomemuchworktodo,hewillgotothatschoolthisweekend.?
因有许多工作要做，本周末他要去那所学校。
要点2Itis(was)...that...强调句型
(2010湖北，24)Itwas______backhomeaftertheexperiment.?
A.notuntilmidnightdidhego
B.untilmidnightthathedidn’tgo?
C.notuntilmidnightthathewent?
D.untilmidnightwhenhedidn’tgo?
解析:在强调句型中，notuntil不能分开，放在“itis...that”中间，且引导的从句不倒装。答案:C?
归纳与迁移?
（1）强调句型的结构是“Itis...that(who)...”或者“Itwas...that(who)...”如果强调的是人，可用that也可用who，意思是“正是……；是……”。?
ItwasTomwhotookyoutohospitalyesterday.?
正是汤姆昨天带你去的医院。?
ItwasLiuXiangthatwonthe110?metrehurdlerace.?
是刘翔赢得了110米栏冠军。?
（2）如果强调的是物或其他的成分（谓语、定语外）只可以用“Itis...that...”或者“Itwas...that...”。?
ItwasduringWorldWarⅡthathedied.?
正是在二战中他死的。?
Isitforthisreasonthathewillnotcomehere?
就是这个理由他将不到这里来吗？高一英语 Unit2 English around the world教案
高一英语Unit2Englisharoundtheworld教案
Unit2Englisharoundtheworld第二课时
（Pre-reading----reading知识点）
学习目标：1.掌握重点词汇的用法
2.能够灵活运用新句型
重难点：能够灵活运用新词汇及句型
学习过程：
一、知识探究
1….andbecauseofthat,Englishbegantobespokeninmanyothercountries.
e.g.①Tellyourfriendsaboutthechangesoftheplanbecauseofyourillness.
②Theyareherebecauseofus.
③Westayedathomebecauseitrained.
④Hewaspunishedjustbecauseofwhathehadsaid.
自主探究
①becauseof“因为；由于”，是短语，其后可接，动名词或由what引导的从句，在句中作状语。
②because“因为；由于”，是，后接。
练习
①他们为了孩子而搬家到这里。
Theymovedhere__________thebaby.
②因为下雨，所以我回来了。
Icameback____________therain.
③我们这么做因为我们觉得这是我们的职责。
Wedidit___________wefeltitourduty.
2.I’dliketocomeuptoyourapartment.
猜测下列句子中comeup的词义。
①Thelittlebycameuptothestrangerandshowedhimhowtogettothepolicestation.
②Wewon’tforgetthedaywhenwewatchedthesuncomeupontopoftheTaiMountain.
③Itiscertainthatthequestionwillcomeupatthemeeting.
④Thesnowdropsarejustbeginningtocomeup._
⑤Iamafraidsomethingurgenthascomeup.____
短语归纳
come邂逅come向…扑来,攻击come来自come出版;开花；结果是
come想出，发现，提出come发生
come绕道而来come落下,塌下
指点迷津
comeup/comeupwith
①comeup意为“被提及”时，其主语是被提出的内容，不能用于被动语态。
Thesubjectcameupintheconveration.谈话中提到了这个课题。
②comeupwith意为“提出”时，其主语是动作的发出者。
Atthemeeting,theoldmancameupwithsomegoodadvice,andallthepeoplethereagreedwithhim.
练习：用come构成的词组填空。
①.Thehunterwalkedacrosstheforestwhensuddenlyabear_______him.
②.Themagazine__________onceamonth.
③.Theengineershas___________newwaysofsavingenergy.
④.They___________anoldschoolfriendinthestreetthismorning.
3.ItwasmorebasedonGermanthan……..
e.g.①Hebasedhishopesonthegoodnewswehadyesterday.
②Thefilmisbasedonafamousnovel.
③Wecampedatthebaseofthemountain.
自主探究
base，作动词时意为“”，常见结构是base...on/upon...或；作名词时，意为“”。
练习
①我们应该把自己的观点建立在事实的基础之上。
Weshouldalways_____ouropinions____facts.
②这部小说是根据一件真事创作的。
Thenovel____________________atruestory.
4....theEnglishwespeakatpresent.
e.g.①IamafraidIcan’thelpyouatpresent.
②Wehaven’tfoundthethiefatpresent.
自主探究
atpresent意为“”。
归纳拓展
presentadj.目前的，现在的
adj.出席的，到场的，在座的（常作表语和后置定语）
n.礼物
翻译下列句子中的present
Themountainbikeisabirthdaypresentfrommyparents.
Wereyoupresentwhenthedecisionwasannounced?
Allthestudentspresentareagainsthisadvice.
Inthepresentcase,Iadviseyoutowait.
常见短语
atpresent=atthepresenttime目前，现在
bepresentat出席，到场，参加
完成句子
①Idon’tplantogoonholiday(目前).
②大部分到场的科学家表达了他们对当前国家形势的看法。
Mostofthescientistsexpressedtheirideasaboutthe.
5.Sobythe1600’sShakespearewasabletomakeuseofawidervocabularythaneverbefore.
e.g.①Weshouldmakegooduseofoursparetimetoreview,forthefinalexamisnear.
②YououghttomakegooduseofanyopportunitytopractiseEnglish.
③TheInternetresourcesshouldbemadefulluseof
自主探究
makeuseof意为；makegooduseof意为；makefulluseof意为，其中use是名词。
归纳拓展
①makethebestuseof充分利用，善用……
makethemostof充分利用，尽量利用……
Youshouldmakethebestuse/mostofthisvaluableopportunity.
②名词use还可以与其他词语搭配构成短语。
beofmuch/great/little/nouse用处很大/用处很小/没有用
outofuse不被使用，废弃
comeintouse投入使用，开始被使用
beinuse在使用中
bring/put…touse对……加以利用，把……投入使用
单项填空
FulluseshouldbethetimetopractisespeakingmoreEnglish.
A.takenB.madeC.takenofD.madeof
6.EnglishisalsospokeninShakespeareandMalaysiaandcountriesinAfricasuchasSouthAfrica.
e.g.①Someoftherubbish,suchasfood,paperandiron,rotsawayoveralongperiodoftime.
②SuchpoetsasKeatsandShelleywroteRomanticpoetry.
自主探究
suchas意为，用于列举前面所述情况。可以用“名词+suchas+被列举事物”和“such+名词+as被列举事物”的形式出现。
指点迷津
suchas,forexample
①suchas用来列举事物时，一般列举同类人或事物中的几个例子。插在被列举的事物与前面的名词之间，as后面不可有逗号。
▲使用这个短语时，后面列举的事物的数量不能等于它前面所提到的总和，一旦相等就要用thatis或namely。
如不可以说：Ihavethreegoodfriends,suchasJohn,JackandTom.
应该说：Ihavethreegoodfriends,thatis,John,JackandTom。
我有三个好朋友，即约翰、杰克和汤姆。
②forexample
用来举例说明某一论点或情况，一般只举同类人或物中的“一个”为例，作插入语，可位于句首，句中或句末。
Ballgames,forexample,havespreadaroundtheworld.
例如，球类运动就已经在世界各地传播开了。
Whatwouldyoudoifyoumetawildanimal,alion,forexample?
如果遇上野兽，例如狮子，你该怎么办？
用thatis，suchas，forexample填空
①Heknowsthreelanguages，，Chinese，FrenchandEnglish.
②Whatwouldyoudoifyoumetawildanimal—alion，?
③Thefarmergrowsvariouskindsofcrops，_____wheat，corn，cottonandrice.
④Mattermaybeinvisible；air，，isthiskindofthematter.
7.Infact,ChinamayhavethelargestnumberofEnglishlearners.
IndiahasaverylargenumberoffluentEnglishspeakers..
e.g.①Anumberofcarsareinthestreet.
②Thenumberofcarsinourcompanyisincreasing.
自主探究
thenumberof…意为“”，后接名词，作主语时，谓语动词用形式。
anumberof意为“”，后接复数名词，作主语时，谓语动词用形式。number前可用large,big，great,small等修饰词。
Alargenumberofpeoplewereoutofworklastyear.
单项选择
IknowofyourclassmatesarestudyingFrench；what’softhem?
A.thenumber；anumberB.anumber；thenumber
C.anumber；anumberD.thenumber；thenumber
二、当堂反馈
1.EveryminutemustbemadefulluseofspokenEnglish.
AtopracticeBpracticingCpracticeDpracticed
2.Heknowsseverallanguages,,heknowsEnglishandJapanese.
AsuchasBforexampleCthatisDforanexample
3.Theteacheraskedadifficultquestion,butfinallyTedagoodanswer.
AcameupwithBkeptupwithCwentthroughwithDputupwith
4.Mybrothercan’tgotoworkhisfootbeinghurt.
AbecauseBsinceCasDbecauseof
5.Heisfree,andyoucangotohimforadvice.
AbypresentBinpresentCatpresentDonpresent
后记：高一英语上册Unit19-22单元专题复习教案
高一英语上册Unit19-22单元专题复习教案
Unit19-22
Studyaim:Graspthefollowingwordsandsentencestructureandrememberhowtousethem.
Studyguide:Readthenewwordsandfillintheblanksinabout20minutes.
Studytest:Finishtheexercisegiven.
重点及难点：
1.Whatcomedianshaveincommonwiththeplayersinacomedyistheirwayofplayingwithwords.
本句是一个主从复合句，what引导的是主语从句，表示一个抽象的概念。what意为“…所…的（东西）”，在结构上等于一个名词，可以做主语，宾语，表语。
练习：____________________ismorepractice.你所需要的是更多的练习。
___________________________________isthis.我想知道的就是这一点。
_________________________seemsbetterthan___________________.我们得不到的东西似乎比我们拥有的好。
Idon’tagree___________________________.我不同意他说的。
_____pleaseshisparentsis____hehasmadegreatprogress.
A.Which;thatB.What;thatC.That;thatD.What;/
2.Visitorscangoonexcitingrideswheretheycanfeelwhatitisliketodothethingstheyhaveseentheirheroesdointhemovie.
feelwhatitisliketodosth.感觉做某事是个什么样子；其中是it是形式主语，不定式才是真正的主语。
Youwillfeelwhatitisliketostandonyourheadforawhile.
Ifeltwhatitwasliketoexperienceanearthquake.
Robinsonfelt________________________________________。Robinson体会到了独自一人在孤岛上生活是个什么滋味。
What____liketolieonthesoftbeachenjoyingthesummersun?
A.doesitB.itisC.areyouD.isit
3.Notonlyisfoodproductionimportantbutalsotakingcareoftheenvironment.
(1)当notonly...but(also)...连接两个并列分句时，前一个分句要用部分倒装，即部分谓语(助动词、系动词、情态动词)提到主语之前。有时后一个分句与前一个分句的相同部分可以省略。
Notonlydidhespeakmorecorrectlybuthespokemoreeasily.
(2)当notonly...but(also)...连接两个主语时，其谓语与靠近它的主语保持一致。
NotonlythestudentsbutalsotheteacherisinterestedintheTVplay.
练习：Notonly_______helpbegiventopeopletofindjobs,butalsomedicaltreatmentwillbeprovidedforpeople.
Notonly______theteacherstakepartintheenglishparty,butalsotheysangsongsattheparty.
Notonly______hesing,butalsohecandance.
NotonlyyoubutalsoI_______invitedtoattendtheweddingtheotherday.
Notonly____interestedinfootballbut____beginningtoshowaninterestinit.
A.theteacherhimselfis;allhisstudentsareB.theteacherhimselfis;areallhisstudents
C.istheteacherhimself;areallhisstudentsD.istheteacherhimself;allhisstudentsare
4.MuchofthewisdomdiscoveredbyearlyChinesescientistsisstillusefulforfarmersandgardeners.
过去分词短语作定语一般具有以下特点：与修饰词构成被动关系，相当于一个表示被动的定语从句。单个的过去分词作定语一般放在修饰词的前面。作定语，如果表示主动关系，则用doing。表示正被做，用beingdone.
练习：Doyouseethegirl____________withyourbrother?看到那个正与你弟弟跳舞的姑娘了吗?
Thesystem_______________inthisschoolisverysuccessful.这学校使用的系统很成功。
Thebuilding_____________________nowisourlab.正在修建的大楼是我们的实验室。
Thewindow__________inthestormhasnowbeenrepaired.暴风雨中打破了的窗户已经修好了。
(2000上海)Willthose____thechildrenfromabroadcometheheadmastersoffice?
A.teachingB.teachC.whoteachesD.whoteaching
5.late,later,latest,lately的区别：
late是形容词或副词，表示“晚，迟”；later是副词，表示“以后，后来”，常单独使用或放于一段时间之后；latest是形容词，表示“最近的”；lately是副词，表示“最近，近来”。
Peoplewanttobuythe______________newspaper,nobodywantstobuyyesterdays.
Haveyouseenhim_____________?你近来见到过他吗?
Ishallcallagain____________.我过会儿再打电话。
Hewenttobed___________lastnight.他昨晚睡得很迟。
6.Andifwearefeelingdownorlonely,thereisnothingbetterthantoseethesmilingfaceofagoodfriend.
Thereisnothingbetterthantodosth.是一固定句型，意为“滑有比做某事再好的了，没有什么能强过…”例如：
Thereisnothingbetterthantohaveahotbathafterawholeday’swork.
Thereisnothingbetterthantohelpyourselftoacolddrinkinhotsummer.
7.appreciatevt.鉴赏，欣赏；感谢；喜欢appreciationn.
(1)appreciate+n.(2)appreciate+(one/one’s)doingsth
(3)Iwouldappreciateitif…
Wegreatlyappreciateyourtimelyhelp.
Iappreciate_______________________________________.谢谢你给我那么多帮助。
Ireallyappreciate_____________________totheparty.你能来参加这次聚会我太高兴了。
Iwouldappreciateitifyoucouldhelpme.
【注意]appreciate后接动词的-ing形式，不能接不定式，也不可用“人”作宾语。
Iappreciated____backandgreeingthatafternoonafterourdeparture.
A.youtocallB.youcallC.yourcallingD.you’recalling
8.intendvt.想要，打算；企图intentionn.意图，打算，目的；
(1)intendtodo/doingsth.打算做某事(2)hadintendedtodo…本来打算做…
intendedtohavedone
(3)intendsb.todosth.打算要某人做某事(4)intend…for…/beintendedfor…为...而做…
Thebook__________________________beginners.本书是为初学者编写的。
I___________________togiveahand,butIwasbusythen.我本打算帮助你的，但我当时很忙。
She______tocatchtheearlytrain,butshedidn’tgetupintime.
A.intendedB.wasintendedC.hadintendedD.wasintended高一英语GreatWomen教案
Unit17GreatWomen
Period3Reading
Step1:Lead-in
1.Q1:IstheSouthPolebeautiful?Wouldyouliketotravelthere?
Q2:ImagineyouaretravellingalonetotheSouthPole.Whatwillyoutakewithyou?Why?
Key:
warmclothes/gloves/cap--Tokeepwarm
driedfood--Toofferyourbodyenergy
tent/sleepingbag--Usedforsleepingandhavingarest
boots/snowshoes--Towalkeasilyinsnoworonice
compass/map--Totellyouthedirections
backpack
cellphone--Tokeepintouchwithyourfamilyorfriends
radio--Toenjoyyourselfbylisteningtomusicorlearningabouttheoutsideworld
sled
stove--Tocookfoodandkeepwarm
match--Tolightfire
sunglasses--Toprotectyoufromthesun
rope
icepick--Todigandpickupice
medicine--Whenyouareill,youcantakesomemedicinesothatyoucangetwellsoon.
Flag--Don’tforgettobringyournationalflagtotheSouthPole.
polarbear/reindeer/moose/wolf/walrus/whale/seals
whale/sealions/seals/penguins/walrus/dolphins/fish
--CountriesthatarepartoftheNorthPole:
Norway,Sweden,Finland,
Russia,US,Canada,Greenland.
--CountriesthatarepartoftheSouthPole:
Chile,Argentina,SouthAfrica,
Australia,NewZealand.
BecausepolarbearsonlyliveontheNorthPolewhilepenguinsonlyliveontheSouthPole.
Step2:Pre-reading
1.BackgroundinformationaboutAntarctica
Area:
total:14millionsqkm
note:fifth-largestcontinent,followingAsia,Africa,NorthAmerica,andSouthAmerica,butlargerthanAustraliaandthesubcontinentofEurope
land:14millionsqkm(280,000sqkmice-free,13.72millionsqkmice-covered)(est.)
noindigenousinhabitants,butthereareseasonallystaffedresearchstations
Thefirstwomantotravelsolotoanyoftheworld’spoles(SouthPoleandNorthPole).
1.Answerthefollowingquestions:
1.WhereisAntarctic?
(1.AntarcticisanothernamefortheSouthPole.)
2.WhotravelalonetoAntarctic?
(2.HelenThayer.)
3.Howdidthewritercelebrateher60thbirthday?
(3.ThewritertravelledalonetotheSouthPoletocelebrateher60thbirthday.)
4.HassheeverbeentotheNorthPole?When?
(4.Yes.At50shetravelledalonetotheNorthPole.)
5.WhendidshebeginherjourneytoAntarctic?
(5.OnNovember1st,1997.)
6.Didshehaveadogteamtopullhersled?
(6.No,shedidn’t.)
7.WhatistheweatherlikeinAntarcticduringthejourney?
(7.Thefirstdaystheweatherwasverygood.
Thewindwasicybutnotverystrong.
Therewasbrightsunshine24hoursaday.
Onthethirddayitbecamestormy.
Duringthenextweekthewindgrewstronger.
OnNovember12ththestormdieddown.)
8.Whathappenedtoherduringthejourney?
Nov.1-2,1997fine,icy,not
strongbeganheralmost400-milejourney
3rd-11thstorm,strong
windspentawholedayinher
tent
Nov.12thstormdieddowncelebratedherbirthday
afewdayslaterstormdieddownfellintoaholeandwas
hangingontheropes
tiedtothesled
22ndicywindhadabadaccidentwith
thesledandhurtherleg
9.Whydidthewritersayitwasanexperienceshewouldneverforgetandwouldvaluefortherestofherlife?
(Havingovercomethedifficulties,shehadmadea400-milejourneyontheSouthPoleandhadenjoyedthechallengesofsolotravelinanextremeclimate.)
1.Antarcticaisanothernamefor__________________.
A.AustraliaB.theSouthPoleC.theNorthPoleD.Canada
2.ThesundoesnotgodowninAntarctica,soHelen’sworkdayswereusually______________.
A.2hoursB.morethan12hours
C.lessthan12hoursD.24hours
3.HelenThayerwasbornon______________.
A.1November1937B.12November1937
C.22November1947D.1November1997
4.Onthe22nddayoftheexpeditionHelenThayerhadanaccident.Whathappened?
A.Shewasattackedbyapolarbear.
B.Hertentwasblownawaybythestorm.
C.Shefellintoaholethatwasafewhundredfeetdeep.
D.Thesledknockedheroverandhurtherleg.
5.WhatdecisiondidHelenmakeaftertheaccident?
A.Shespentawholedayinhertent.
B.Shewaitedtillshegotbetterandcontinuedherjourney.
C.Shegaveupandwentbackhome.
D.Shewasthankfulforallthetrainingshehadhad.
3.TrueorFalse.
1.()HelenwasthesecondwomantotravelalonetotheNorthPoleat50.
2.()Therewasbrightsunshine24hoursadayintheAntarctica.
3.()Helenthawedafrozencakeandsang“Happybirthday”atthelowofhervoice.
4.()Helenusedtopractiseselfrescuebesidethesea.
5.()Helenhadabadaccidentandherheadwaswoozybecauseofhittingtheground.
4.Chartfilling
AloneinAntarctica
1--At50Iwasthefirstwomantotravelalonetothe_____Pole.
2--Purpose:tocelebratemy____thbirthday.
3--Way:walkedand_____alonewithout____team
4--Weather:Thefirstdayswasvery____,therewasbright_______24hoursaday.Onthethirddaytherewasa_____andduringthenextweekthewindgrew_______.
5--Accident1:whenIwasmovingforwardovera_____,Ihad____intoaholeandhangingontheropes____tothesled.Accident2:Ihadabadaccidentwiththe____andhurtmy____andmyheadwas______.
6--Itwasanunforgettableand_______experience.
Step4:Post-reading
1.WhatkindofwomanisHelenThayer?
Describeherinafewsentences.
HelenThayerisaspecialwomanwholoveslifeandenjoysadventuretravel.
Shehasaverystrongwillandperseverance.
Sheissobravethatshedarestochallengeanunknownfield,meanwhile,sheisalsoveryoptimisticandresponsible.
Sheknowsthatthepeopleinherlife,suchasherfamily,aremoreimportantthanherpersonalachievement.
Sheknowswhentogoonandwhentogiveup.Itshowssheiswisetomakeadecision.
2.DoyouadmireHelenThayer?Why?
Yes.IadmireHelenThayerverymuch.Becausesheisverybraveandhasastrongwill.Besides,sheisverywiseandresponsible.ShemadesolotraveltotheSouthPole.Itisunusualforwomenofheragetodothingslikethat.Iadmirehernotonlybecauseshedarestofacedifficultiesandchallengesinherlifeorbecauseshenevergivesupwhenshemeetswithdifficulties,butalsobecausesheknowswhentogoonandwhentogiveup.Althoughshemadeadecisiontostopherjourneyaftertheaccident,wecan’tsaysheishalfway.Instead,itshowsthatsheisawiseandresponsiblewoman.
3.Whatcanwelearnfromthepassage?
HelenThayershowsusthatnomatterwhetherwearemenorwomenandnomatterwhatageweareat,wecansetourselvesgoalsandworkhardtoachievethem.Intheprocessofgettingthere,weexperiencedifficultiesandset-backs.Theseexperiencesformourfeedbackandweusethemtochangeourmethodsorwaystoreachthegoal.Alongtheway,wemustmakedecisions.Themostdifficultdecisionsarewhentogoonandwhentogiveup.Therefore,wemustlearnhowtomakeawisedecision.
Whatproverbscanyouthinkofafterlearningthispassage?Wherethereisawill,thereisaway.
Nothingintheworldisdifficultforonewhosetshisheartonit.高一英语上册Unit11-12单元专题复习教案
高一课本Unit11-12
Studyaim:Graspthefollowingwordsandsentencestructureandrememberhowtousethem.
Studyguide:Readthenewwordsandfillintheblanksinabout20minutes.
Studytest:Finishtheexercisegiven.
重点及难点：
1.Whatdoyouthinkthemusiccomesfrom?doyouthink作插入语
插入语一般是对一句话作一些附加的解释。如果去掉插入语，对句子结构并无影响。插入语可用于陈述句,或疑问句（要用陈述语气，且疑问词应放在插入语的前面），其位置可在句中或句末。常见的插入语有：Ihope,Ithink,Iwonder,doyoubelieve,Isuppose,yousee,don’tyouthink,,Itellyou,what’smore等。划出以下句子的插入语。
⑴Howmuchmoneydidhesayhespentintravelingabroad?
⑵Whichfooddoyouthinkishealthyandwhichisunhealthy?
⑶Wheredidshesuggestweshouldshopping?她建议我们去哪儿购物？
⑷Thatwillbeagoodbeginning,Ihope.希望这是一个良好的开端。
⑸Thereport,Ithink,wasbothinterestingandinstructive.我觉得这个报告既有意思又有教育意义。
⑹Whendoyousupposethey’llbeback?你认为他们会在什么时候回来？
2.Youwanttofindagoodsangtodanceto.不定式作后置定语
(1)todanceto是不定式作定语，修饰名词song，并与之形成动宾关系，表示的行为通常是未来的行为，若动词不及物，则应加上适当介词。如：
NewYorkisaniceplacetovisit.纽约是个游览的好地方。
Couldyoufindmeachairtositon?能给我找把椅子坐吗?
练习：Ihavemanybooks_____________________.(read)
Heisapleasantperson__________________________.与他一起工作是令人高兴的一件事情。
Sheboughtabookshelf____________________________.她买了一个放书的书架。
Therearefivepairs________________________,butImatalosswhichtobuy.(choose)
Itseemsthathehasnopen________________________.(write)
（2）注意：“prep+which或whom+不定式”这一特殊的放在名词后做定语的结构:
Ihadtofindaroominwhichtostoremybooks.必须找一个存放书的房间。
Couldyoufindmeachair_______________________能给我找把椅子坐吗?
Heisaneasyperson________________________.与他一起工作是令人高兴的一件事情。
3.Ifonlytheycouldfindawaytogettotheroom,orwhateveritwas,behindthewall.要是他们能找到办法进入墙后面的房间或是什么其他东西，该有多好啊！
Ifonly“但愿…，要是…就好了”,此短语后接句子，句中的谓语动词要用虚拟语气。
①表示已过去了的不能实现的愿望，谓语动词用haddone。IfonlyIhadtakenhisadvice!
②表达现在不可实现的愿望，谓语动词用一般过去时。IfonlyIcouldswim!
③表达将来难以实现的愿望，谓语动词用would/could+do或一般过去时。
Ifonlyshewouldhelpme!
[辨析]ifonly与onlyif：ifonly多用于虚拟语气；onlyif多用于陈述语气，only修饰if，表示惟一的条件。
4.Thenexttimeyoulookforatape,dontjustlookforChineseorAmericanmusic.
(the)nexttime(conj.)引导时间状语从句,译为“当下次…时”。类似的名词有：themoment,theinstant,theminute,thesecond,thefirsttime,eachtime,everytime，thelasttime等。
Nexttimeyoucome,don’tbringanyfruits.ImusttellLucyyoursecretthenexttimeImeether.
练习：_____________________________(下次你来时),doremembertobringyoursonhere.
______________________________(上次我见到他时),helookedill.
_______________________________(每次我感冒),Imusthaveafever.
5.satisfyv.satisfactionn.satisfactory/satisfyingadj.令人满意的satisfiedadj.感到满意的
▲搭配：besatisfiedwith对……感到满意besatisfiedtodosth.做某事满意
tosbssatisfaction=tothesatisfactionofsb令某人满意／确信withsatisfaction满意地
练习：(1)Ourcompanywilldoeverythingto____________ourcustomers.我们公司….令顾客满意。
(2)Theresultoftheexaminationisvery________________.考试的结果非常令人满意。
(3)__________________________,hepassedtheexam.使我满意的是，他通过了考试。
(4)Theteacherwasvery____________________theworkthestudentsdidyesterday.老师对…感到十分满意。
(5)Helookedathissonwithasmileof_______________.他看着他的儿子，露出满意的微笑。
(6)Fromhis______________lookIknowheis_____________toworkhere.从他满意的神情可以看出，他很满意在这里工作。
6.Heknewthatthechurchhadmanysecretroomsandthatnotallofthemweresafe.
如果有两个或两个以上的宾语从句时，从第二个宾语从句开始，that不可以省略。
7.be+of+n.的用法
（1）of+n.（抽象句词）相当于该名词相应的形容词，在句中可用作表语，补语或定语，能用于该句型的名词help/use/value/importance/humor/determination等，其对应的形容词分别为：helpful/useful/valuable/important/humorous/determined.
①Thisbookisofgreatuse.=__________________________________________这本书很有用。
②Hisadviceisveryvaluable.=______________________________________他的建议很有价值。
③Englishisveryimportanttous.=______________________________________________.
④Heisamanofgreatdeterminationandwealladmirehim.
（2）be+of+a+n.=be+of+thesame+n用来表示相同或相似
①Theyareofaheight.=Theyareofthesameheight.他们身高一样。
②Theflowersareofacolor.=Theflowersareofthesamecolor.这些花颜色一样。
8.suggest的用法：
(1)suggest+n./doingHesuggestedsettingoutatonce.
(2)suggestthat作“建议”讲，从句中用should,可以省略。作“表明”讲，不用虚拟语气。
ThedoctorsuggestedthatInotworkanylonger.____________
Alltheevidencesuggeststhathestolethemoney.____________
(3)suggestion作“建议”讲时，是可数名词，其后无论跟表语从句还是同位语从句，从句都应用shoulddo,should可省略。Heagreedwithmysuggestionthatwe(should)changethedate.
Hissuggestionwasthatthematch（should）beputoff.高一必修Unit2 Working the land英语说课稿
Andpresentnewexpressions:Whatistheadvantagesof…?Thisisgoodvaluebecause…;IfIhaveachoice,I’dchoose…,because…
Andthen,Teacherpresentstheideaaccordingtothetalkingabove:Wearewhatweeat!
2.Survey
DoasurveytoseewhetherSspayenoughattentiontohealthyeating.
Sampleofsurvey:
1).Whatdoyouthinkishealthyfood?Why?
(greenfood)(EncourageSstousethenewexpressions)
2).Greenfoodis____________
FoodthatisgreenB.ediblewildherbs
Vegetablesandfruits
Noneoftheaboveisexactlyright
Explanation:thissurveyistomakeSsknowiftheypayenoughattentiontohealthyfoodandtestwhethertheyknowgreenfood,andthenleadtothefollowingquestion.
3.:Whatis“greenfood”inyoureyes?
Explanation:Byaskingthisquestion,TeachercollectsSs’opinionsofgreenfoodandleadtothereadingpassagenaturally.
Step3.Reading
1.Individualwork:Readthetextfastandkeepthetwoquestionsinmind:
1)WhatisGreenFood?(presentthenewword“certain”,explainitanditsusage)
2)Whataretheadvantagesofit?Anydisadvantages?
2.Pairwork
Discuss:Whatotheradvantagesdoes“greenfood”have?
Explanation:ThisstepistotrainSs’skillofscanningtofindouttherelatedinformationinthepassageandencouragesSstodiscussinpairsandgetmoreideassharethemwithothers,andgetreadyforthefollowingspeaking.
Step3.Speaking
Situation:
Supposeyouareaproducerofgreenfood,butit’sapitythatpeopledonotknowaboutyourfoodandhowgooditis.Andtheydon’twanttobuybecauseofitshighprice.Soyouneedasalesmantopromotesales.Andyouputupaposter:
SalesmanWanted!
Asalesmanisbadlywanted!
Talkativeandpersuasive.
HIGHpay.
Fortheinterview,youarerequiredto
persuadetheinterviewertobuyourgreenfood.
Pairwork:makeupadialoguefortheinterview.You,theinterviewer,actsasacustomerandyourpartneractsasasalesman.Remembertousetheusefulexpressions.
Explanation:bycreatingasituationclosetolife,thispartaimstoencourageSstotalkinEnglish,usingwhattheyhavelearned,thuspracisingtheircommunicatingabilityofusinglanguageinatruesituation.TheposterisdesignedheretoletSshaveaninitialideaofposters,thuslayingabaseforthefollowingwriting.
Step4.Writing
1.Discussinpairs:
1)Whatshouldbeincludedinaposter?Orwhat’sthestructure?
2)What’sthecharacteristicofthelanguageusedinaposter?(showtheposterof“salesmanwanted”,andletSsfindoutthecharacteristicaccordingtoit)
2.Practiseshorteningsentences.
GetSstoshortenthesentencesofadvantagesofgreenfood,andanothersentencesaidbyteacher:Ifyouwanttobehealthierandfitter,youshouldeat“greenfood”!
Explanation:Bydiscussingthestructureandthelanguagecharacteristicsofaposter,Sswillgetadeeperimpressionofposters,andthusgetwellpreparedforwriting.Byshowingthesampleofaposter,TeacherimprovesSs’abilityofobservingcooperatinganddeducing.
3.Writing
1)SsareaskedtowriteaposterfortheirgreenfoodtoputitonRui’AnDaily,accordingtotherequirementsandreference.
Requirements:
1.writinginthecorrectstructure.
atleast3referencewordsandphrases.
atleast3shortenedsentences.
attractiveandpersuasiveideas.
Reference:
Wordsorexpressions:
reduce;supply;freeof;growwithnaturalratherthanchemicalfertilizers;richerinminerals;keep…freefromchemicals;becertainto…,etc.
Function:Shortenedsentences,eg,“Nochemicalfertilizersused”
2)Assessmentofthefirstdraft:
1.Doestheposterhaveaclearstructure?
2.Doyouuseatleast3wordsandexpressionsfromthisunit?
3.Doyouuseatleast3shortenedsentences?
4.Doyouusecorrectformsinverbsandnouns?
5.Doesitsoundpersuasive?
Ifallabovearedone,youwillgetA.
3)presentaversionwrittenbyastudent.GetSstoassessitaccordingtothegivencriteria,andcorrectmistakesifany.
4)GetSstoexchangetheirwritingsandassessthem.
Explanation:TeachercreatesastageforthewritingtasktomotivateSs’interestandeagertowrite.Bygivingrequirementsandreference,Teacherlaysemphasisontheformoflanguageandthecontentoflanguageaswell,thusachievingthegoalofusinglanguageinatruesituation.TeacheroffersassessmenttoSstoguidethemtomakecommentsandhelpthemlearnfromothers.
Step5.TopicSummaryandConclusion
1SsSummarizetheirunderstandingof“greenfood”withonesentenceorproverbandshareitwithclassmates.
2.Teacherconcludes:Wearewhatweeat!
Explanation:SummarizingthetopichelpsdeepenSs’understandingofthetopicandcollectingandsharingthesummaryhelpsbroadenSs’knowledgeandmakeapreparationforthefollowingproject.Agoodconclusioncancallonthemtopayattentiontogreenfoodandhealthyeating.
Step6.Homework:
Reviseandpolishthewriting.
Assessyourwritinginpairsaccordingtothegivencriteria.
Project:Holdapostercompetition
Explanation:ThisstepaimstoimproveSs’writingabilityandself-assessingabilitybyrevisingandpolishing.AssessinginpairshelpsachievethegoalofdevelopingSs’abilityofcooperation,andcommunication.ThecompetitionmotivatesSstoperfecttheirposters,shareandlearnfromothers.
Part6.Onblackboarddesign
Unit2WorkingtheLand
Words&phrasesusefulexpressions
reducewhat’stheadvantageof…?
supplywhyisthisgoodvalue?
freeof…Thisisgoodvaluebecause…
richinmineralsIfIhaveachoiceI’dchoose…because…
growwithnaturalfertilizers
bekeptfreefromchemicals
becertainto…
WeAreWhatWeEat!苏教牛津英语1A：Unit 1 Hello 教案
高一英语必修三Unit 2 Healthy eating导学案
导学案2Languagepoints编写：石油中学张海娟Step1.learningaboutlanguagepoints1.dietn.日常饮食vi.vt.节食abalanceddiet一份均衡饮食beonadiet/goonadiet节食Heisdietingtoloseweight.他正在节食以减肥2.balancevt.vi.平衡；权衡n.平衡；天平balancedadj.平衡的keepone’sbalance保持平衡loseone’sbalance失去平衡keepthebalanceofnature保持自然界的平衡3.(1)curiosityn.好奇心outofcuriosity出于好奇satisfyone’scuriosity满足某人的好奇心shoucuriosityaboutsth.对某物表现出好奇(2)curiousadj.好奇的becurioustodosth.好奇地做…..极想……becuriousaboutsth.对……感到好奇Itis/wascuriousthat………很奇怪4.lien.谎言；谎话vi说谎；躺；平卧；位于；在于tellsb.alie/tellsb.lies撒谎awhitelie善意的谎言lietosb.对某人撒谎
A.ToseeB.SeeingC.HavingseenD.Beingse高一英语下册Unit14Festivals重点句型解析
高一英语下册Unit14Festivals知识点整理
2.Wisdominthemindisbetterthanmoneyinthehand.(脑中有知识，胜过手有金钱。)
关心
照顾，照料Themothercaredforthesickchildnightandday.
北京版小学英语一年Unit1第一课教案
