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高中必修一英语教案

发表时间:2020-02-28

高一英语GreatWomen教案。

老师要承担起对每一位同学的教学责任,在开展教学工作之前。即使每天晚上一两点都要坚持制定出一份最详细的教学计划。让同学们很好的吸收课堂上所讲的知识点,你知道怎样才制作一份学生爱听的教案吗?以下是小编收集整理的“高一英语GreatWomen教案”,仅供参考,欢迎大家阅读。

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.

2.AnimalslivingontheNorthPole
polarbear/reindeer/moose/wolf/walrus/whale/seals

3.AnimalslivingontheSouthPole
whale/sealions/seals/penguins/walrus/dolphins/fish

4.DoyouknowthenamesthreecountriesthatarepartoftheNorthPole?WhatabouttheSouthpole?
--CountriesthatarepartoftheNorthPole:
Norway,Sweden,Finland,
Russia,US,Canada,Greenland.
--CountriesthatarepartoftheSouthPole:
Chile,Argentina,SouthAfrica,
Australia,NewZealand.

5.Whydopolarbearsnevereatpenguins?
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

2.BackgroundinformationaboutHelenThayer(NewZealand)
Thefirstwomantotravelsolotoanyoftheworld’spoles(SouthPoleandNorthPole).

Step3:Carefulreading
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?WwW.jab88.COm

TimeWeatherWhathappenedtoher?
Nov.1-2,1997fine,icy,not
strongbeganheralmost400-milejourney
3rd-11thstorm,strong
windspentawholedayinher
tent
Nov.12thstormdieddowncelebratedherbirthday
afewdayslaterstormdieddownfellintoaholeandwas
hangingontheropes
tiedtothesled
22ndicywindhadabadaccidentwith
thesledandhurtherleg

(Duringthejourney,shemetwithmanydifficulties.Shehadtostrugglethroughstormyweather.Onedayshefellintoaholeandwashangingontheropestiedtothesled.Thenextmorning,shehadabadaccidentwiththesledandhurtherleg.)
9.Whydidthewritersayitwasanexperienceshewouldneverforgetandwouldvaluefortherestofherlife?
(Havingovercomethedifficulties,shehadmadea400-milejourneyontheSouthPoleandhadenjoyedthechallengesofsolotravelinanextremeclimate.)

2.Choosethebestansweraccordingtothereadingpassage:
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.

Step5:Conclusion
Whatproverbscanyouthinkofafterlearningthispassage?Wherethereisawill,thereisaway.
Nothingintheworldisdifficultforonewhosetshisheartonit.

小编推荐

高一英语Unit1Friendship教案


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.

高一英语《WritingRulesandRegulations》导学案


高一英语《WritingRulesandRegulations》导学案

一、教学理论
高中英语新课程标准对课堂教学设计提出要求,高中英语课程的设计与实施有利于学生优化英语学习方式,使他们通过观察、体验、探究等积极主动的学习方法,培养学生综合运用语言的能力。本课设计从学生的学情学能认知水平出发,以情境教学法为指导,采用ESA(Engagement-Study-Activity)教学方法,首先导入话题抓住学生注意力,为课堂做预热准备,然后呈现新语言材料,通过语言学习铺垫语言输出所需词汇和语法结构,搭好脚手架,最后学生通过积极完成任务进行语言输出,对语言材料进行实验最终习得语言。创设情境与每个教学阶段相结合,有助于学生在真实的情境中习得语言,体验在实际生活中运用语言的乐趣。
二、教材分析
教学内容是教师根据学生实际和教学真实情景,独立自主设计。教学内容主要围绕英语语言要素,语言形式和语言功能,相关的语法结构(Dosth;Don’tdosth.;Nodoingsth.;Youmustdosth.;Youmustn’tdodosth;Youshoulddosth.;Youshouldn’tdosth)表达规章制度语用功能,聚焦语言形式和聚焦语言意义相结合。
三、学情分析
本节课的授课对象为高一上学期的学生,专门为开学第一课而设计。学生处于初高中衔接阶段,有一定的语言运用能力,学生在初中已经学过几个简单情态动词的用法,祈使句以及祈使句的否定态,尚不能与语用功能结合起来。教师希望通过本节课,能够引导学生学习英语不仅应该学习语法(聚焦语言形式),更应该重视运用语言(聚焦语言意义),通过创设情境,信息差活动以及小组合作式学习,提高学生学习热情,培养良好的学习习惯和策略,为高中英语学习做好衔接。
四、教学目标
1.知识目标
1)学生能够通过学习和在写作中运用掌握下列语法结构:
Dosth.;Don’tdosth.;Nodoingsth.;Youmustdosth.;Youmusnt’dosth.;Youshoulddosth.;Youshouldn’tdosth.
2)学生通过小组合作共同学习下列词汇:
preview,review,attentively,organized,etc
2.能力目标
1)学生能够运用相关语法结构书写规章制度;
2)学生能够在信息差任务中口语交流真实信息。
3.学习策略
学生学会如何在现实情境中运用英语,同伴合作式学习策略。
4.情感态度
1)通过信息差,学生体会到交流真实信息的成就感;
2)通过在实际情景中书写规章制度并张贴成为班级协议体验运用英语的乐趣;
五、教学重难点
表达规章制度的相关语法结构
六、教学方法
1.情景教学法
2.任务型教学法
3.交际法
七、教学辅助
多媒体课件黑板粉笔工作表
八、教学步骤
StepIEngagement(4m)(预热和导入)
1.教师给学生PPT展示一位女士开车闯红灯的照片,并说明早上发生的倒霉事“TodayIreallyhadabadluck.Inthemorning,Igotupabitlate,soIhurriedtotheschool.Ievendrovewhenthelightwason.”教师面部表情忧虑的倾诉,师生互动,询问学生“Ifeltreallynervousandworried.Youknowwhy?”,引导学生完成句子IfeltnervousandworriedbecauseIbroketrafficrules;Trafficrulessaythatpeoplemustn’truntheredlight,导入话题规章制度,并引出其中mustn’t语法结构表示语用功能;
2.教师展示其他几种规章制度,提问“Doyouknowwhattheyare?”,引导学生输出“rulesandregulations”并让学生着眼于表达规章制度的语法结构。
高一英语“wbrWritingwbrRuleswbrandwbrRegulations”的教学设计设计意图:教师设计导入,运用贴近学生生活实际的素材,并用深情并茂的身体语言,从而激发学生的学习兴趣,激活课堂的学习气氛,预热了课堂,并且真实自然的导入话题和教学重点。
StepIIStudy(学习英语课堂规定)(17m)
1.教师以英语课堂规定为例,教师请同学小组合作共同学习语言材料;
2.教师组织学生进行信息差活动,学生分组,每组4人,然后把事先准备好的12条规定分成4份,以工作表的形式分发给4个小组成员,每个成员完成各自的规定,用查字典、问老师、问同伴的方式学习生词难词,学习完成之后小组内汇报各自的规章以及表达规章的句子结构;
3.教师邀请一名学生向全班汇报,知道学生一起学习Dosth.;Don’tdosth.;Nodoingsth.;Youmustdosth.;Youmusnt’dosth.;Youshoulddosth.;Youshouldn’tdosth.为语言输出搭好脚手架。
高一英语“wbrWritingwbrRuleswbrandwbrRegulations”的教学设计设计意图:课堂以学生为中心,教师由传统的知识传播者,转换为班级活动引导者和管理者,学生自主学习,并利用查字典,请教老师等学习策略探究语言知识,印象更为深刻;小组合作,各组员语言水平各异,层次好的学生帮助相对薄弱的学生,可以提现分层次教学;信息差活动,学生成为信息的接收者和传递者,体会真实交流,在真实的情景任务重运用语言
StepIIIActivity(活动:书写教室、寝室规章制度)(18m)
1.Brainstorm:教师请小组讨论,头脑风暴学生应该遵守哪些教室、寝室规章制度
2.教师请一名学生在黑板上作演示,其余学生独立写作
3.根据学生黑板上的写作,教师给出反馈
高一英语“wbrWritingwbrRuleswbrandwbrRegulations”的教学设计设计意图:活动设计是本次教学设计的高潮,之前的Engagement和Activity为写作语言输出做好了充分的铺垫,创设情境仍然贯穿其中,最后教师反馈,在学生错误的基础上,再次为学生提供正确的语言形式。
StepIVAfter-classActivity(作业布置)(1m)
1.请学生写出至少5条教室、规章制度;
2.请班委会整理并设计成文,张贴在教室后面英语角,成为6班班级协议。
高一英语“wbrWritingwbrRuleswbrandwbrRegulations”的教学设计设计意图:教室作业布置这样安排,能对语言输出进一步强化;学生将自己写就的整理出来的规章制度变成班级协议,能够增强学生的成就感,又能把6班融合成有班级协议的一个团队
九、Blackboarddesign(板书设计)
高一英语“wbrWritingwbrRuleswbrandwbrRegulations”的教学设计高一英语“wbrWritingwbrRuleswbrandwbrRegulations”的教学设计高一英语“wbrWritingwbrRuleswbrandwbrRegulations”的教学设计
RulesandRegulationsdosth./don’tdosth.preview
高一英语“wbrWritingwbrRuleswbrandwbrRegulations”的教学设计nodoingsth.review
学生演示+教师反馈must/mustn’tdosth.organized
should/shouldn’tattentively

高一英语复习要点:Earthquake


高一英语复习要点:Earthquake

一、知识点
1.Nowimaginetherehasbeenabigearthquake.现在,假设有一次大地震。
“There+be+主语+其它成分”结构中there为引导词,本身无意义,谓语动词按照就近一致原则。其它相似句型还有:
Therehappentobe碰巧有Thereseems/appearstobe好像有
Thereislikelytobe可能有Theremay/mightbe也许有
Theremustbe一定有Therecan’tbe不可能有
Thereissaid/reportedtobe据说/据报道有
Thereusedtobe曾经有Thereissure/certaintobe一定有
2.happento.It(so)happenedthat…
DidyouhearwhathappenedtoDavidlastnight?
你听说大卫昨天晚上发生什么事了吗?
WhatwillhappentothechildrenifPeterandAlicebreakup?
如果彼得和爱丽丝离婚孩子们将怎么办?
IhappenedtoseePeteronthewaytothebookstoreyesterday.
昨天我去书店的路上碰巧遇见了彼得。
ItsohappenedthatIsawPeteronthewaytothebookstoreyesterday.
昨天我去书店的路上碰巧遇见了彼得。
Ihappenedtobeoutwhenhecalled.他来访时,恰巧我出去了。
(=IthappenedthatIwasoutwhenhecalled.)
IhappenedonjustthethingIhadbeenlookingfor.我偶然发现了我所要找的东西。
3.rightaway毫不迟疑,立刻
Heisill;youshouldcallinthedoctorrightaway.他病了,你应该立即请大夫来。
4.Asmellygascameoutofthecracks.裂缝里冒出臭气。
5.Inthefarmyards,thechickensandeventhepigsweretoonervoustoeat.
农家大院里,鸡甚至猪都紧张得不想吃食。
6.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wereasleepasusualthatnight.
但是,这个城市的一百万居民都没有把这些情况当一回事,当天晚上照常睡着了。
7.Itseemedasiftheworldwasatanend.世界似乎到了末日。
从句表示“(在某人)看来好像;似乎”
①Itseems/looks/appearsasif/though…看起来好像…
②Sb./Sth.looksasif/though…(不用seem/appear)
③Thereseems/appears(tobe)…(不用look)
Thereappearstohavebeenamistake.=Itappearsthattherehasbeenamistake.
④Itseemsso.=Soitseems.看来似乎是这样。
8.Infifteenterriblesecondsalargecitylayinruins.
在可怕的15秒钟内,一座大城市就沦落为一片废墟之中。
9.Two-thirdsofthemdiedorinjuredduringtheearthquake.
三人之二的人在地震中死去或受伤。
10.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.死伤的人数达到40多万。
10.Someoftherescueworkersanddoctorsweretrappedundertheruins.
有些医生和救援人员被困在废墟下面。
11.Allhopewasnotlost.不是所有的希望都破灭了。该句为部分否定。All,both,everyone,everybody,everything以及every+名词都表示全部肯定;但当not在它们之前或之后都表示部分否定。noone,nonenobody,nothing,not…any,以及no+名词都表示全部否定。如:
①Bothofthemhaven’treadthisstory.并非他们二人都看过这个故事。
②Alloftheboysareclever,butnoneofthemcanworkoutthisproblem.
这些男孩都很聪明,但没有一个人能解出这道题。
③Allbamboodoesn’tgrowtall.=Notallbamboogrowstall.并非所有的竹子都长的高。
12.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
救援人员为那些家园被毁的幸存者盖起了避难所。
13.undertheweightof在……重压下,迫于
14.intheopenair在户外,在野外,露天intheair在空中,悬而未决
15.taketurnstodosth依次,轮流做某事inturn依次地,轮流地
Itisyourturnnow.现在轮到你了。
Nooneisallowedtogethisticketoutofturn.任何人都不准不按次序买票。
16.beshockedat对……感到震惊
17.beproudof以……为自豪
18.OurofficewouldliketohaveyouspeaktotheparkvisitorsonJuly28
19.expressone’sthankstosb/forsth…对/因……表示感谢
20.withoutwarning毫无预兆
21.nextto紧接着,相邻,次于
22.getawayfrom…避免,摆脱,离开
23.disarster-hitareas灾区
24.raisemoney募捐,筹款
25.ListeningtoEnglishisaveryimportantskillbecauseitisonlywhenweunderstandwhatissaidtousthatwecanhaveaconversationwithsomebody.
听英语是一项很重要的技能,因为只有当我们懂得别人给我们说什么我们才能与他交谈。
26.Itisbelievedthatonthesurfaceoftheearthareanumberofplates.
人们认为地球表面是一些板块。
27.holdup举起;托住;支撑;使停滞;耽搁;提出;阻挡;列举,推举;(理论等)经得住
Womencanholduphalfofthesky.妇女能顶半边天。
28.makeup弥补,虚构,缝制,整理,包装,和解,编辑,化妆,补足,拼凑
Farmworkersmakeuponlyasmallsectionofthepopulation.
农民只占人口的一小部分.
Theboymadeupastory;itwasnottrue.男孩编了个故事,这故事不是真的。
29.Thejudgegaveaprizeandhiscongratulationstothecyclistwhowonthecompetition.裁判把奖金颁给赢得比赛的自行车选手,并向他祝贺。
30.Theminerswhohadbeentrappedintheminefortwodayswerefinallyrescued.被困在煤矿里两天的矿工们最后得到了营救。
31.Thereporterrecognizedthatthegirlwhowassofrightenedwastryingtoavoidthequestion.记者意识到女孩很害怕,而且尽力地回避问题。
32.Thebigfiredestroyedtwoshopswhichareaboutfourblocksfromhere.
大火摧毁了离这儿四个街区的两个商店。
33.Ican’texpresshowIamfeelingatthemoment.我无法表达我现在的感觉。
34.Itissaidbuttruethatpeopledieinearthquakesfromfallingfurnitureandbricks.据说但是真实的,在地震中人们死于倒落的家具和砖块。
35.befixedto…被固定到……
36.betiedto…被绑在……

高一英语钟限时阅读复习


高一英语钟限时阅读复习
2011年高一英语上学期25分钟限时阅读天天练—第6天
阅读理解(24分)
A
Anewstudyhasbeencarriedtotesttheroleofstorytellinginloweringbloodpressure.Dr.ThomasHouston,aprofessoroftheUniversityofMassachusettsMedicalSchool,ledagroupofscientiststhatinvestigatedhowpre-recordedvideosofhypertension(高血压)patientstalkingabouttheirmedicalhistorieshelpedanothergroupofpatientswithhighbloodpressuretocontroltheirconditionoverseveralmonths.
Houstonwassurprisedbytheirstudiesthatsuggestedthatcommunicationcanbeapowerfultoolinmedicine.Theyshowedthatthosewhohadhadsimilarexperiences,whentalkingtosomeonewithasimilarbackground,couldhelpchangetheirbehaviortobecomehealthier.Hypertensionisdifficulttocontrol,sinceitisdependentondiet,exerciseandmentalstate.Medicaltreatmentswithdrugs,andlifestyletherapies(疗法)havebeenrelativelyineffectivebecausepeoplefindithardtofollowthosemedicalrequirements.
Inthetest,histeamcarefullychosetheirstory-tellersfrom230membersofapatientscommunitywithwhomtheycouldmosteasilyrelate.Next,theydividedtheirstudypopulationintotwogroups.Onereceivedthreeinteractive(互动)DVDscontainingthetellersstoriesoftheirexperiencesinlivingwithandtreatingtheirhypertension.Theotherweregiveneducationaldiscsonanunrelatedhealthtopic.ThestudyvolunteersreportedthattheyhadlistenedtotheDVDs,andafterthreemonths,thosewhoheardthestoriesofthehypertensivepatientsloweredtheirbloodpressure.
Whilethestudydidnotaddresshowthestory-tellinginfluencedthepatientsbehavior,Houstonsuspectsthatwatchingpatientsofsimilarbackgroundswhohadasimilarmedicalexperiencehelpedtomotivatethemtoseekmedicalhelptotheirhypertension.Theyfoundthataftersixmonthsthedifferenceinbloodpressurebetweenthosewhowatchedthestory-tellersandthosewhoobservedtheunrelatedvideosremained,suggestingthatthestory-tellingcontinuedtohaveaneffect.
1.Wecanlearnfromthetextthatthepre-recordedvideos_________.
A.tellmedicalhistoriesofhypertensionpatients
B.introducesomemedicaltreatmentsofhypertension
C.introduceagoodlifestyleforhypertensivepatients
D.tellscientificdiscoveriesofthescientistgroup
2.Houstonwassurprisedtofindthat_______.
A.hypertensionisreallydifficulttocontrol
B.communicationhassomemedicaleffects
C.medicaltreatmentshavenoeffectatall
D.peopledontfollowthemedicalrequirements
3.Whichofthefollowingistrueaboutthestudy?
A.Thescientistschose230patientsfromahospital.
B.Boththegroupsusedthesamevideosabouthealthtopic.
C.Thetwogroupsloweredbloodpressureindifferentdegrees.
D.Thestory-tellerswerehypertensionpatientsaswell.
4.Whichofthefollowingcouldbethebesttitleofthetext?
A.Thestoriesofsomehypertensionpatients.B.Medicaltreatmentsofbloodpressure.
C.Storytellingmayhelplowerbloodpressure.
D.Suggestionsabouthowtolowerbloodpressure.
B
HaveyoueverbeentothebeautifulcountryofHollandanditscapitalAmsterdam?AnyonewhohastraveledtoAmsterdamwouldprobablyagreeononething:Amsterdamsstoryisataleoftwocities--oneduringthedayandacompletelydifferentoneatnight.
Duringtheday,thelargestcityintheNetherlandssitsquietlyontheAmstelRiver.Youcanrentabicycle,visittheVanGoghorAnneFrankmuseum,ortakeawatertaxi.Butwhenthesungoesdown,thepartyingbegins.Inthebigclubsandincoffeeshops,touristsgathertohangout,talkpoliticsandsmoke.
SeveralareasofthecityclearlyshowthetwoworldsthatruleAmsterdam.Andtheyreallwithinashortcabrideofeachother.Forexample,DamSquareattractsdaytimesightseerstoitsfestivals,openmarkets,concertsandotherevents.Severalbeautifulandverypopularhotelscanbefoundthere.AndtherestheRoyalPalaceandtheMagnaPlazashoppingmall.
Butatnightparty-seekerscometothesquare.Hiphoporfunkmusicisheardthere..Soifyoucome,bereadytodance.Theclubsdontshutdownuntil4am.
Andwhileyourethere,checkoutthevariousinexpensivewaystotourthecity.Dontworryaboutgettinglost.AlthoughDutchistheofficiallanguage,mostpeopleinAmsterdamspeakEnglishandarehappytohelpyouwithdirections.Andyoullnoticethathalfthepeopleinthestreetsareonbicyclestheyrent.
Amsterdamalsohasawell-plannedcanalsystem.Forabout10dollars,youcanusethecanalbusorawatertaxitocruise(巡游)the"VeniceoftheNorth".
Thecityhasahistoricpast.OneimpressiveplacetovisitistheAnneFrankHouseonNineStreets.ItwastherethattheyoungJewishgirlwroteherfamousdiaryduringWorldWarII.VisitorscanviewAnnesoriginaldiaryandclimbbehindthebookcasetotheroomwheresheandherfamilyhidfromtheNazisfortwoyears.
5.WhatmeansoftransportisnotavailabletovisitorsinAmsterdam?
A.Acarriage.B.Abicycle.C.Acanalbus.D.Awatertaxi.
6.Whengettinglost,avisitorcanasknativesfordirectionsin_______.
A.onlyDutchB.DutchorEnglishC.onlyEnglishD.SpanishandEnglish
7.WhatcanyoulearnaboutbyvisitingtheAnneFrankHouse?
A.Theexperienceofabeautifulgirlsurvivor.B.ThegloriouspastofAmsterdam.
C.ThelifeofJewishduringWorldWarⅡ.D.ThesufferingoftheDutchinwars.
8.Thepassageisintendedto_______.
A.calluppeople’smemoriesofWorldWarⅡ
B.tellreaderswhatATaleofTwoCitiesisabout
C.instructvisitorswhattodoandseeinHolland
D.offerreaderssomeinformationaboutAmsterdam
C
Teachingchildrentoreadwellfromthestartisthemostimportanttaskofelementaryschools.Butrelyingoneducatorstoapproachthistaskcorrectlycanbeagreatmistake.Manyschoolscontinuetoemployinstructionalmethodsthathavebeenprovenineffective.Thestayingpowerofthe“look-say”or“whole-word”methodofteachingbeginningreadingisperhapsthemostflagrantexampleofthisfailuretoinstructeffectively.
Thewhole-wordapproachtoreadingstressesthemeaningofwordsoverthemeaningofletters,thinkingoverdecoding,developingasightvocabularyoffamiliarwordsoverdevelopingtheabilitytounlockthepronunciationofunfamiliarwords.Itfitsinwiththeself-directed,“learninghowtolearn”activitiesrecommendedbyadvocatesof“open”classroomsandwiththeconceptthatchildrenhavetobedevelopmentallyreadytobeginreading.Before1963,nomajorpublisherputoutanythingbutthese“Run-Spot-Run”readers.
However,in1955,RudolfFleschtouchedoffwhathasbeencalled“thegreatdebate”inbeginningreading.Inhisbest-sellerWhyJohnnyCan’tRead,Fleschindicted(控诉)thenation’spublicschoolsformiseducatingstudentsbyusingthelook-saymethod.Hesaid–andmorescholarlystudiesbyJeaneChallandRovertDykstralaterconfirmed–thatanotherapproachtobeginningreading,foundedonphonics,isfarsuperior.
Systematicphonicsfirstteacheschildrentoassociatelettersandlettercombinationswithsounds;itthenteachesthemhowtoblendthesesoundstogethertomakewords.Ratherthanbuildinguparelativelylimitedvocabularyofmemorizedwords,itimpartsacodebywhichthepronunciationsofthevastmajorityofthemostcommonwordsintheEnglishlanguagecanbelearned.Phonicsdoesnotdevaluetheimportanceofthinkingaboutthemeaningofwordsandsentences;itsimplyrecognizesthatdecodingisthelogicalandnecessaryfirststep.
9.Theauthorindictsthelook-sayreadingapproachbecause________.
A.itoverlooksdecodingB.RudolfFleschagreeswithhim
C.hesaysitisboringD.manyschoolscontinuetousethismethod
10.Onemajordifferencebetweenthelook-saymethodoflearningreadingandthephonicsmethodis_________.
A.look-sayissimplerB.Phonicstakeslongertolearn
C.look-sayiseasiertoteachD.phonicsgivesreadersaccesstofarmorewords
11.Thephrase“touch-off”(Para3,Line1)mostprobablymeans_________.
A.talkaboutshortlyB.startorcause
C.comparewithD.oppose
语言知识点滴积累
Newwords
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Newphrases
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Newsentences
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
阅读1-4ABDC5-8ABCD9-11ADB

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Unit1GoodFriends好朋友教案一


高一英语上册Unit1GoodFriends好朋友教案一

unit1goodfriends

teachingobjectivesanddemands:

theactivityisdesignedtoencouragestudentstothinkaboutfriendsandfriendshipandtoactivaterelevantvocabulary.

askthestudentstodescribeagoodfriendandgiveexamplesofsituationswherefriendshavehelpedthem.usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass.

languageuse:manipulatelistening,speakingpractice

keypoints:

1.everydayenglishforcommunication.

2.wordsandusefulexpressions

thefirstperiod

step1.warmingup

studentsareaskedtodescribethemselvesandafriend.youcanusethesequestionsinatleasttwodifferentways.onealternativeistoaskthestudentstothinkaboutthreewordstodescribethemselvesandthenleteachstudenttelltheclassthethreecharacteristicstheyhavechosen.asecondalternativewouldbetoaskthestudentstowritedownthethreecharacteristicsandletotherstudentsguesswhoisbeingdescribed.aswiththefirstpart,theobjectiveistoelicitstudentlanguageandgetthestudentstothinkaboutfriendsandfriendship.

whichwordscanbeusedtodescribethecharacteristic?

brave:couragefearlessheroic

scared:astonishfearfulfrightenedhorrifiedshockedterrifiedtimid

loyal:devotedfaithful

wise:brightclevercutegiftedintelligentsmartwell-learnedwitty

foolish:sillystupid

beautiful:attractivebreath-takingcharmingcoolcuteeleganteye-catchinggood-looking

gracefulinvitinglovelyneatprettysplendidstunning

rich:wealthyplentiful

funning:amusinghumorous

happy:carefreecheerfulcontenteddelightedgladhighmerrypleased

unhappy:bitterbluediscourageddispleasedheavymiserablesadupset

step2.listening

thestudentswillhearfriendsdiscusscommonproblemsthatmayoccurinafriendship.thestudentsareaskedtoidentifytheproblemsandsuggestsolutions.tellthestudentsthatfriendssometimeshaveproblemsandthatitisimportanttoknowhowtosolvetheproblems.thestudentswillhearthreeargumentsbetweenfriendsandareaskedtowritedowntheproblemsandsuggestpossiblesolutions.itmaybenecessarytodividethetaskintotwoparts;firstthestudentswritedowntheproblemsastheylistentothetape,andthentheydiscusspossiblesolutions.thestudentscanalsolistentoonesituationatatimeanddiscusssolutionswiththewholeclass.

key

1.peterisoftenlateforfootballpractice.ithinkthatheshouldtrytobeontimeinthefuture.

2.maryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture.

3.adamborrowedjohn’scdplayeryesterdayandnowitisbroken.adamcanaskhisuncletofixit.

extensionthestudentsareaskedtothinkofothersituations/problemsinvolvingfriendsandrole-playordiscusstheissues.youmayalsoaskthestudentstolistordiscusswhatmethodsaremosteffectivewhenyouwanttosolveproblemsinafriendship.

workbookp85

listening

studentswillhearaboutproblemsfriendsmayhaveandwhatcanbedonetosolvesuchproblems.thestudentsareaskedtowritedownthesolutionsmentionedonthetapeandtothinkofothersolutions.askthestudentstolistentothetapeandwritedownthesolutionssuggestedbythespeaker.youcanhelpthestudentspreparebyfirstaskingthemtothinkaboutproblemstheymayhavehadwiththeirfriends.thesolutionsmentionedonthetapearesimpleandgeneral.encouragethestudentstothinkofbetter,morespecificsolutions.whatwouldtheydoiftheyhadaquarrelwithafriend?howdotheytalktotheirfriendsaboutdifficultthings?howdotheykeepsecretsfrombecomingrumors?

listeningtexteverybodyneedsfriends.butbeingagoodfriendcansometimesbehardwork.learninghowtosolveproblemsinafriendshipcanmakeyouabetterfriendandahappierperson.acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.whentheydotalk,theyoftengetmadwitheachother.whatcantheydo?well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyou.whenyousaysomething.ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.

anotherproblemthatmanyfriendshavetodealwithiswhattodoafteroneofthemgetsangryorupset.iffriendsgetangrywitheachotherandsaysomethingbadbecausetheyareangry,theyoftenfinditdifficulttoapologizeafterthequarrel.thebestwaytoapologizeafteraquarrelissimplytostartbytellingeachotherthatyouaresorryandthengofromthere.asimpleapologyisoftenenoughandisagoodstartingpoint.whataboutfriendswhocan’tkeepasecret?sometimesitseemsimpossibletokeepasecretfrombecomingarumourthateveryoneknows.shouldn’tagoodfriendbeabletokeepasecret?perhaps,butitisnotalwaysthateasytokeepasecret,andtellingasecrettosomeonewilloftenputtheminadifficultsituation—theymayhavetolietootherfriendstokeepthesecret.thebestwaytomakesurethatasecretdoesn’tbecomearumorissimplytokeepittoyourself—don’ttellanyone.

answerstoexercise1

problem:friendsgetangrywitheachotherwhentheytrytotalkaboutsomethingdifficult.

solution:trytounderstandyourfriend/trytotalkabouttheprobleminadifferentway.

problem:friendsdon’tknowhowtoapologize.

solution:startbytellingeachotherthatyouaresorryandtakeitfromthere.asimpleapologyisoftenenough.

problem:somefriendsdon’tknowhowtokeepsecrets.

solution:keepyoursecretstoyourself.

step3speaking

thestudentswillusetheinformationaboutthepeopleonsbpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.tellthestudentstoworkinpairs.askthestudentstocompletethechartonpagesbpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhattheylikeordislike.askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.encouragedifferentanswers,includingstrangeones.

p3workinpairs

高一英语上册Unit1GoodFriends好朋友教案四


高一英语上册Unit1GoodFriends好朋友教案四
thefourthperiod

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.

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

高一英语上册Unit11-12单元专题复习教案


高一英语上册单元专题复习教案
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


高一必修Unit2Workingtheland英语说课稿

Talkingaboutthereading,speakingrichinminerals;keep…freefromchemicals;freeof…
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!

高一英语上册单词表整理3(人教版)


高一英语上册单词表整理3(人教版)
R
△raftv.乘筏n.木筏
raisev.举起;提高;唤起;饲养;
rankv.分等级;排名
△rapn.v.说唱
△rappern.说唱演艺人
rebuildv.重建;复原;改造
recordv.记录;录音n.记录;唱片
recreatev.在创造;重新创造;重新创新
reducev.减少;缩减;简化
△relicn.遗物;遗迹;纪念物
remindv.提醒;使想起来
repeatv.重做;重复;复述n.反复
replacev.取代;替换;代替
representv.代表;表现;
rescuen.v.援救;营救
△resourcen.资源;财力
respondv.回答;响应
responsiblyadv.负责地
restorev.修复;重建
△revisev.修订;校订;修正
△rhythmn.节奏;韵律
△RickyMartin瑞奇.马丁
△roarn.轰鸣;咆哮;怒号
rolen.角色
rolln.面包圈;卷形物;v.滚动;卷
△romanticadj.浪漫的;传奇式的
ropen.绳;索
ruinn.废墟;遗迹;毁灭;崩溃
inruins成为废墟;遭到严重破坏
runafter追赶
S
△Santana桑塔纳乐队
△Sarah莎拉(女子名)
satisfyv.满足;使满意
△SavingPrivateRyan《拯救大兵瑞恩》
sawn.v.锯
scarn.伤痕;疤痕
scarev.恐吓;受惊吓
scaredadj.恐惧的
scenen.场面;情景;布景
△Schindler’sList《辛德勒名单》
scriptn.剧本;手稿;手迹
seesboff到火车站飞机场等处为某人送行
△seismographn.地动仪;测震仪
seizev.抓住;逮住;夺取
separateadj.单独的;分开的v.分开
seriesn.连续;系列
aseriesof一连串;一系列;一套
servicen.服务;服务性工作
setfree释放
setup设立;创立
shaken.震动;颤动v.摇动;摇
sharev.分享;共有;分配n.共享
shootingn.射击
shouldern.肩;肩部v.肩负;承当
signaln.信号
silvern.银;银子
silverscreen银幕;电影
similarityn.类似;类似处
simpleadj.简单的
simplyadv.仅仅;只不过;简单地
sincerelyadv.真诚地
△sipn.v.抿一小口
situationn.情形;境遇
skilln.技能;技巧;熟练;巧妙
skipv.跳读;略过
slaven.奴隶
smartadj.聪明的;漂亮的;敏捷的
△sodan.苏打;碳酸水
△solutionn.解答
△Sophie索菲
△Sophie’sChoice《索菲的抉择》
sorrown.悲哀;悲痛
SouthCarolinan.南卡罗来纳州
southernadj.南方的;南部的
△Spanishn.西班牙语adj.西班牙的
△speciesn.种类
speechn.演说;讲话;语音
△speedv.加快;飞跑n.速度
Speed《生死时速》
speedskating速滑
△spidern.蜘蛛
spiritn.精神;情绪;烈酒
spreadv.传播;伸展;展开
△StPetersburg圣彼得堡
stairn.一级;楼梯
standn.台;看台;摊;摊位
standfor代表;代替;象征;支持
starev.凝视;盯着看;
stareat盯着
startern.第一道菜;开端;起动机
statementn.陈述;声明;综述
statuen.雕像
stayaway不在家;外出
stayintouchwith与…保持联系
stayup不睡;熬夜
△stepfathern.继父
△Steve史蒂夫
△SteveJones史蒂夫.琼斯(男子名)
△SteveSpielberg史蒂文.斯皮尔伯格(美国著名导演)
△Stevenson史蒂文森(姓)
stonen.石头;宝石
△Stonehengen.史前巨石柱(英国)
streamn.溪;川;流
strikev.击打;打动
strugglev.努力;挣扎;奋斗n.竞争;努力;奋斗
studion.摄影棚;演播室;画室;
stupidadj.愚蠢的
succeedv.成功;取得成功
suchas例如
suggestionn.提议;意见
superstarn.超级明星
survivev.幸免于;幸存
swallowv.咽;淹没;吞没n.吞咽;燕子

高一英语必修3第三单元导学案


Title:TheMillionpoundnote
1.学习掌握课文中的重点单词和短语
2.阅读课文并理解课文大意
Task1:TranslatethefollowingintoEnglish(findtheanswersinthetext):
1.在人行道上徘徊_____________2.在某地迷路了_______________
3.走进来_______________4.允许我带路________________
5.可以,往下说______________6.偶然,无意中________________
7.凝视,盯着看_______________8.绝望_________________
9.做义工赚船费_______________10.导致___________________
11.寻求帮助_________________12.老实说___________________
13.对你来说似乎幸运_______________14.相反____________________
15.事实上________________16.打赌____________
Task2:skimming:
Readthepassageonpage17and18carefullyandfindthebestanswertothefollowingquestion.
1.HenrycametoLondonforthefirsttimeinhislife__________.
A.tofindabetterjobB.tomakeadventure
C.tomakebusinessD.allbyaccident
2.WhatkindofpersonwasHenryAdams?
A.BraveB.ShyC.HonestD.Rich
3.HowdidHenryfeelwhenhegotaletterfromthebrothers?
A.AngryB.HopefulC.SurprisedD.Worried
4.Whatcanyoulearnfromline35-36?
A.Henryearnedhislivingbyworkingasanunpaidworker.
B.Hewasemployedbecauseofhisappearance.
C.Hegotfarebyworkinginarestaurant.
D.Hisworkingasanunpaidworkercausedhisunneatappearance.
5.InLine43,whatdoes“whatluck”mean?
A.Whatgoodluckyouhave!
B.Whatgoodluckmybrotherhas!
C.Youareluckytogetthemoney!
D.Whatgoodluckwehave!Youaretheverypersonwearelookingfor.
6.Choosetherightorderofthefollowingeventsaccordingtothetext?
1.Henrywasspottedbyashipthenextmorning.
2.HenrywanderedonthepavementinLondon.
3.Hewassailingoutofthebayaboutamonthago.
4.Heearnedhispassagebyworkingasanunpaidhandonaship.
5.Towardsnightfallhefoundhimselfcarriedouttotheseabyastrongwind.
A.23154B.31542C.35124D.35142
7.Whydidthetwobrothermakeabet?
A.TheywantedtomakefunofHenry.
B.TheywantedtorobHenrysomemoney.
C.Toseehowimportantmoneyisforapoorman.
D.TheywantedtomakeHenrytheirson-in-law.
Task2:carefulreading:
Summary:
Thestoryhappenedinthesummerof1903.HenryAdams,anAmerican________,hadsomebadluck.Hewas________andrescuedatsea_______byaBritishshipandlandedinLondon,wherehefoundhimselfwithoutmoney,friendsorajob.Allthiscould_______hisappearance.HewaslostandaloneinLondon.Hedidn’tknowwhattodo._________inthestreet,heheardsomeonecallinghimandthenhewentinsideandwasledtotworichbrotherswho________abetandgavehiman_______with_______moneyinit.Hewasaskednottoopentheletteruntiltwoo’clockintheafternoon.Asamatteroffact,therewasaonemillionpoundnoteinit.
★课堂讨论:AccordingtowhatiswritteninAct1,Scene3,predictwhatwillHenrydonext?Why?
★课堂检测:
Ⅰ.重点单词
1.Wemissedthefirstfew_____(场景)oftheplaybecausewewerecaughtinatrafficjam.
2.Bobearnedhis________(船费)onanEnglishboatwhenhetraveledtoChina.
3.Itwasn’tyour________(过错).Youneedn’tapologizetohim.
4.Thesechildrenareverynaughty,soyouneed________(耐心)todealwiththem.
5.Thejobisnottiringatall.Onthe________(相反),it’sveryrelaxing.
6.Bylaw,youthundereighteenarenot________(允许)toenterNetbars.
7.Recentpressureatworkmay________(解释)forhisstrangebehavior.

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