高中必修一英語教案

高一英語Unit1Friendship教案。

Unit1Friendship

1.Teachingaimsanddemands

類別

課程標(biāo)準(zhǔn)要求掌握的項目

話題

Friendsandfriendship;interpersonalrelationships

詞匯

addpointupsetignorecalmconcernloosecheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituationeditorcommunicatehabit

addupcalmdownhavegottobeconcernedaboutwalkthedoggothroughhideawaysetdownaseriesofonpurpose

inordertofacetofaceaccordingtogetalongwithfallinlove

joinin

功能

態(tài)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.

語法

直接引語和間接引語(1):陳述句和疑問句

陳述句

“Idon’twanttosetdownaseriesoffactsinadiary.”SaidAnne.

-----Annesaidthatshedidn’twanttosetdownaseriesoffactsinadiary.

一般疑問句

Heasked,“Areyouleavingtonight?”

---Heaskeduswhetherwewereleavingthatnight.

特殊疑問句

“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(定義)ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries(條目),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(阿諛奉承者).

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.

直接引語變成間接引語時，要注意以下幾點：人稱變化、時態(tài)變化、賓語從句要用陳述句語序。

1.直接引語是陳述句，變成間接引語時，由連詞that引導(dǎo)。例如：

Shesaid,"Iamveryhappytohelpyou."→

Shesaidthatshewasveryhappytohelpyou.

2.直接引語是一般/選擇疑問句，變成間接引語時，由連詞whether或if引導(dǎo)。例如：

Heaskedme,"Doyoulikeplayingfootball?"→

Heaskedmeif/whetherIlikedplayingfootball.

注意：大多數(shù)情況下，if和whether可以互換，但后有ornot,或在動詞不定式前，或放在介詞后作連接詞時，一般只用whether。例如：

Sheaskedmewhetherhecoulddoitornot.

3.直接引語是特殊疑問句，變成間接引語時，由相應(yīng)的疑問詞who,whom,whose,how,when,why,where等引導(dǎo)。例如：

Mysisteraskedme,"Howdoyoulikethefilm?"→

MysisteraskedmehowIlikedthefilm.

4.直接引語是祈使句，變成間接引語時，把動詞原形變成動詞不定式，并在動詞不定式前加tell,ask,order等的賓語。例如：

Thecaptainordered,"Bequiet."→

Thecaptainorderedustobequiet.

注意：此種情況的否定句，在動詞不定式前加not。

Myteacheraskedme,"Dontlaugh."→

Myteacheraskedmenottolaugh.

5.一些注意事項

(1)間接引語一般要用陳述句的語序，即主、謂、賓的順序。例如：

HeaskedLucy,"Wheredidyougo?"→

HeaskedLucywhereshewent.

Tomsaid,"Whatdoyouwant,Ann?"→

TomaskedAnnwhatshewanted.

(2)直接引語是客觀事實、普遍真理等，變成間接引語時，時態(tài)不變。例如：

Theytoldtheirson,"Theearthgoesroundthesun."→

Theytoldtheirsonthattheearthgoesroundthesun.

(3)直接引語變間接引語時，指示代詞、時間狀語、地點狀語等要作相應(yīng)的變化。例如：

Hesaid,"Ihaventseenhertoday."→

Hesaidthathehadntseenherthatday.

注意：如果轉(zhuǎn)述時就在原來的地方，就在說話的當(dāng)天，就不必改變指示代詞、時間狀語、地點狀語等。

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?”O(jiān)nestudentcomestothefrontwithhispartner.

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“l(fā)eis”tooneanother.)

Explainwhatisa“l(fā)ei”.

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.

擴展閱讀

高一英語上冊Unit1GoodFriends好朋友教案四

高一英語上冊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.

牛津高一英語必修1全套教案

牛津高中英語模塊一（第1講）

一、教學(xué)內(nèi)容：
牛津高中英語模塊一Unit1（上）
二、教學(xué)要求：
1．掌握和校園生活有關(guān)的常用單詞、詞組與句型。
2．學(xué)會描述校園生活和學(xué)校設(shè)施。
Highschoolisatimeofdiscovery,learningandhardwork!高中是探索、學(xué)習(xí)和辛勤勞動的時期
Hugecampusandlow-risebuilding學(xué)校面積大，沒有高層建筑。
Twelvelaboratoriesareavailablefordifferentexperiments.12個實驗室可供不同試驗使用。
EachroomcomeswithitsownbothroomandInternetaccess.每個房間都有自己的衛(wèi)生間和英特網(wǎng)接口。
3．學(xué)習(xí)閱讀技巧：skimmingscanning。
4．語法：定語從句（一）

一、重要單詞：
accessachieveattendassemblyarticleavailableaveragecanteenclubchallengingcontextdonatedisplayexperienceextragraduategymheadinglockerlow-riseliteratureposterrelax
二、重點詞組：
classteacher班主任ateasewith和….相處不拘束schoolhours學(xué)校作息時間earnrespectfrom贏得…的尊敬soundlike聽起來象forfree免費getageneralidea了解大意aswellas除….以外,也keywords關(guān)鍵詞wordbyword逐字逐句地findone’swayaround認(rèn)識路developaninterestin培養(yǎng)對….的興趣surftheInternet網(wǎng)上沖浪

1.Whatisyourdreamschoollifelike?
你理想中的學(xué)校生活是什么樣子?
這里dream表示心目中最理想的.如dreamteam(夢之隊)。
2.GoingtoaBritishhighschoolforoneyearwasaveryenjoyableandexcitingexperienceforme.
去一所英國中學(xué)讀書一年對我來說是一次令人愉快和興奮的經(jīng)歷。
Going在本句里作動名詞，它和后面的toaBritishhighschoolforoneyear構(gòu)成動名詞短語作句子的主語。GotoaBritishhighschool本來是個動詞詞組，在go后面加上ing后，它就具備名詞的特性可以在句子中充當(dāng)主語、賓語或表語。
動詞的現(xiàn)在分詞和過去分詞都可以作定語，但所表達(dá)的意思不同,現(xiàn)在分詞作定語常表示“令人…”、“正在….”;例如excitingnews,sleepingdog;過去分詞則有被動或完成的意思,常表示“感到….的”、“被….的”,例如：anexcitedcrowdofpeople,brokenheart.
3.IwasveryhappywiththeschoolhoursinBritainbecauseschoolstartsaround9a.m.andendsabout3.30p.m.
我對英國學(xué)校的作息時間很滿意因為學(xué)校大約上午9點開始上課，下午3點半左右放學(xué)。
Behappywith=bepleasedwith,around=about。
4.ThismeansIcouldgetupanhourlaterthanusualasschoolsinChinabeginbefore8a.m.
這意味著我可以晚一小時起床，因為在中國學(xué)校8點鐘上課。
asadv.同樣地,被看作,象
prep.當(dāng)做
conj.與...一樣,當(dāng)...之時,象,因為
本單元多次出現(xiàn)as,用法各不相同,應(yīng)注意比較。另外as還可以構(gòu)成一些常用詞組：asif就好像,asfaras就….而言,soasto以便于,asfor至于,suchas例如，等等。
mean:意味著,后面通常加名詞或賓語從句。例如：
TheattackofPearHarbormeantadeclarationofwarwiththeUnitedStates.
TheraiseofsalarymeansthatIcansendmydaughtertoabetterschool.
5.Healsotoldusthatthebestwaytoearnrespectfromtheschoolwastoworkhardandachievehighgrades.
他還告訴我們贏得學(xué)校尊敬的最好方法是努力學(xué)習(xí)并取得好成績。
Thebestwaytodosthisto…..結(jié)構(gòu)用來表達(dá)做某事的最好方法是…..,例如:
ThebestwaytolearnEnglishistouseitasoftenaspossible.
6.IfoundthehomeworkwasnotasheavyaswhatIusedtogetinmyoldschool,butitwasabitchallengingformeatfirstbecauseallthehomeworkwasinEnglish.
我發(fā)現(xiàn)這兒的家庭作業(yè)沒有我原來學(xué)校的多，但一開始對我有些挑戰(zhàn)性，因為所有作業(yè)都是英語的。
As…..as,中間加形容詞或副詞,一般要連接兩個相同的句子成分,請比較下面兩句話:
YouhatehimasmuchasI(=YouhatehimasmuchasIhatehim).
Youhatehimasmuchasme(=Youhatehimasmuchasyouhateme).
Usedto過去常常,隱含的意思是現(xiàn)在的情況已經(jīng)不同。例如:
Sheusedtostudyveryhard.(Shedoesnotstudysohardanymore).
Usedto的否定形式是usedn’tto/didn’tuseto
注意：beusedtosth/doing表示習(xí)慣于….
7.CookingwasreallyfunasIlearnthowtobuy,prepareandcookfood.
當(dāng)我學(xué)著怎樣買菜、洗菜、燒飯時，烹飪真的是一件有趣的事。
fun是名詞,有趣的事情,副詞really并非修飾它,而是修飾前面的be動詞was
試比較:Heisreallyafunnyguy.和Heisareallyfunnyguy.這兩句意思雖然相同,但really修飾的對象不同,因此說話的側(cè)重點也不同。
8.Idolikeeatingdessertsaftermealsasyoumentionedinyourarticle.
就像你在文章中提到的那樣，我的確喜歡在飯后吃甜食。
Do、did在陳述句中，用在動詞前表示強調(diào)，可譯作的確、確實。
9.Uponfinishinghisstudies,hestartedtravellinginChina.
完成學(xué)業(yè)之后，他開始在中國旅行。
介詞upon/on加doing相當(dāng)于帶assoonas的時間狀語從句。
Uponfinishinghisstudy＝Assoonashefinishedhisstudy
10.FormerstudentreturnfromChina
一位校友重中國歸來
former,past,old雖然都和過去有關(guān)，但側(cè)重點不同。former：“過去曾經(jīng)是...的、前任….”,past:“過去的”old“老的、從前的”。例如:formerpresident前總統(tǒng)，pastexperience以往的經(jīng)驗，myoldschool我的母校。
11.earn,achieve和gain
這三個單詞的基本意思都是“get”但含義不盡相同,earn：getastherewardofwork（掙，得到…作為工作的回報）,achieve：getwhatyouwantbyeffort(成就,通過努力達(dá)到某個目標(biāo)),gain和“get”的用法最接近，它對得到的方法和內(nèi)容都沒有具體要求。常見搭配:
earnmoney/aliving/one’srespect/one’sbread,achieveagaol/success/purpose/highgrade,gainexperience/weight/anadvantageover/time/theupperhand(占上風(fēng))/ground(取得進(jìn)步).

定語從句(1)
用來說明主句中某一名詞或代詞（有時也可說明整個主句或主句中一部分）而起定語作用的句子叫作定語從句。定語從句的作用和作定語的形容詞、介詞詞組、分詞詞組相似，有時可以相互轉(zhuǎn)換，例如：金發(fā)女孩可譯作ablondegirl，agirlwithblondehair或agirlwhohasblondehair。定語從句通常由關(guān)系代詞that/which/who/whom/which/as或關(guān)系副詞when/where/why引導(dǎo)，這些詞既指代主句中要說明的名詞或代詞,又充當(dāng)從句中的某個句子成分。請看例句：
1.Tomistheonlypersonwhocankeepacoolheadintimeofcrisis.(who指代主句中的先行詞person,在從句中作主語)
2.Tomistheonlyfriendwhom(或who)Icanrelyon.(指代friend，在從句中作賓語,所以常用代詞who的賓格形式).
3.Chinaisnolongertheweaknationthatsheusedtobe.(關(guān)系代詞that指代weaknation，在從句中作表語)
4.Theschoolwhosefloorspaceisverylimitedcan’ttakeinonemorestudent.(關(guān)系代詞whose指代theschool’s，從句中作floorspace的定語)
5.IliketogotothegymwhereIcanhaveawork-outaftersittiongforaday.(關(guān)系副詞where指代主句中的地點狀語gym在從句中作狀語)

SkimmingScanning
Skimming略讀，skim原意是輕輕掠過表面，作為閱讀技巧是指通過瀏覽文章標(biāo)題，主題句，插圖和圖表等方法了解文章的大意。Skan,本意是掃描，這里指用眼光快速掃視書報等材料尋找我們想要的信息。他們的區(qū)別在于Skimming是為了了解文章的大意,而Scanning是為了尋找某些具體信息。SkimmingScanning都是快速閱讀的重要策略，也是信息時代我們必備的技能。尤其是在閱讀英語時，注重練習(xí)SkimmingScanning可以幫助克服逐字逐句的閱讀習(xí)慣（如finger-pointreading,lipreading），提高閱讀速度。

閱讀這篇文章,根據(jù)中文提示和上下文寫出所缺的單詞:
MySchoolDay
Ileavehomeat6:45andwalk20minutesto______(趕)abustoschool.Thebusisaspecialonejustforkidsgoingtomyschool.The_______(路程)onthebustakesanhourbecauseithastokeepstoppingtopickupotherstudentsalongtheway.
WhenIarriveatschool,I______(領(lǐng)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_____(參加)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_______(買的到)onMondaysandFridays.

一、用適當(dāng)?shù)年P(guān)系代詞或關(guān)系副詞填空：
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、將下列每組句子合成一個帶定語從句的復(fù)合句：
1.Theanti-JapaneseaggressionwarbrokeoutonJulythe7th.Itlastedforeightyears.
2.Onhiswebsitewesawsomephotos.Mr.LeetookthesephotosinEurope.
3.OnthewaytoschoolIsawsometrees.Theirleaveswereeatenupbyinsects.
4.Shelleylikestospendherleisuretimeinthestudents’union.Shecanmeetmanyinternationalstudentsthere.
5.Jane’sfatherwantshertobeasinger.Hehimselfhasalwayswantedtobeasingerhimself.

參考答案
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.
閱讀填空：
catch,journey,collect,digit,locker,attended,canteen,available
牛津高中英語模塊一（第二講）
主講教師：邵磊
主審孫德霖

一、教學(xué)內(nèi)容：

牛津高中英語模塊一Unit1（下）
二、教學(xué)要求：
1．掌握和學(xué)校活動有關(guān)的常用單詞、詞組與句型。
2．學(xué)會用英語寫通知和海報。
3．語法：定語從句（二）

一、重要單詞：
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、重點詞組：
referto指,functionas當(dāng)作…使用,具有….的功能,leaveout省略,relateto和…相關(guān),payattentionto注意,inshortform用宿略的形式,takeplace發(fā)生,makedecision作決定,makecomparison作比較,taketurns輪流,followtheoutline按照綱要,beresponsiblefor對…負(fù)責(zé),consistof包含,由…構(gòu)成,comeupwith想出,baseon根據(jù),haveitapprovedby…征得…..的同意,informsbofsth告知,signup簽名參加.

1.Ihavetodomyhomeworkinaplacethathasdesksandchairs.
我必須在一個有課桌椅的地方做家庭作業(yè)。
Idon’twanttostudyinaroomwheredesksandchairsaretoosmall.
我不想在桌椅太小的房間里學(xué)習(xí)。
第一句里定語從句thathasdesksandchairs的關(guān)系代詞that指代主句中的名詞room，作從句的主語；第二句里定語從句wheredesksandchairsaretoosmall的關(guān)系副詞where指代主句中的inaroom,在從句中是地點狀語。試比較：
1）Thisisthebeachwhere(onwhich)manyNorthEuropeansspendtheirsummerholidays.
2）Thisisthebeachthat(which)haswhitesandandpalmtrees.
上一句的beach是北歐人度假的地方，在這個地方是地點狀語，所以用關(guān)系副詞where指代;下一句中有白沙和棕櫚樹的是beach，它是從句的主語，所有以用關(guān)系代詞that來指代。

2.Besides,Imightbereadingthebooksinyourfather’sbookcasesinstead.
除此之外，我也許會只顧看你爸爸書櫥里的書，而不是去做作業(yè)。
Shewillbereadingnewspapersandmagazinesinsteadofdoingherhomework.
她將會忙著看報紙雜志而不是做作業(yè)。
“mightbereading”，“willbereading”屬于“情態(tài)動詞＋be+doing”的結(jié)構(gòu)，表示對某個時間正在發(fā)生的事情的預(yù)言、推測或期待。例如：
Ishallbelyinginbedandwatchingmyfvouritefootballgamebythetimehefinisheshishomework..等他做完家庭作業(yè)時，我早就會躺在床上看我喜愛的足球比賽了。
“instead，insteadof”都表示“代替，而不是….”“instead”通常需要承接上文才能表達(dá)完整的意思，“insteadof”則可以在一句話中表達(dá)做了和沒做的事情。例如：
1）Wedidn’tgohomeafterschool.Wewenttoanetcaféinstead.
→Insteadofgoinghomeafterschool,wewenttoanetcafé.
2)StudentsinUKdon’thavelotsofhomework..Theyhavemanyschoolactivities.
→StudentsinUKhavemanyschoolactivitiesinsteadofhomework.

3.Aprogrammeisaplanofactivitiestobedoneorthingstobeachieved.
規(guī)劃是指要進(jìn)行的活動或要完成任務(wù)的計劃。
劃線部分是不定式的被動語態(tài)作定語，表示要做的事情。

4.Themorechoicesyouhave,thebetteryourfinaldecisionswillbe.
相當(dāng)于：Ifyouhavemorechoice(條件狀語從句為一般現(xiàn)在時),youwillmakebetterdecision（主句用將來時）.你的選擇越多，最后的決定就越好?！癟he+比較級（adj/adv）或含比較級的詞組，the+另一個比較級（adj/adv）或含比較級的詞組”,表示“越……就越…..”。

5.Yourteacherhasreceivedane-mailfromafriendaskingheraboutahistorybookfromyourschoollibrary.
你的老師收到一位朋友的電子郵件，詢問你們學(xué)校圖書館里的一本歷史書。
劃線部分是現(xiàn)在分詞短語作定語，補充說明賓語e-mail的內(nèi)容。

6.ISBN(InternationalStandardBookNumber)國際標(biāo)準(zhǔn)圖書編號
ISSN（InternationalStandardSerialNumber）國際標(biāo)準(zhǔn)期刊編號

7．make常見的動賓搭配:maketea/coffee沏茶、沖咖啡,makefriends交朋友,makemistakes犯錯誤,maketrouble惹麻煩,makeasuggestion提建議,makeafire生火,makefaces做鬼臉,makeadecision做決定,makecomparasions作比較,makealiving謀生,makemoney掙錢,makearequest提要求,makeanapplication申請。
通知和海報
通知是上級對下級、組織對成員或平行單位之間部署工作、傳達(dá)事情或召開會議等所使用的應(yīng)用文。以布告形式貼出，把事情通知有關(guān)人員，如學(xué)生、觀眾等，通常不用稱呼；通知要求言簡意賅、措辭得當(dāng)、時間及時。

例一：布告形式的通知：通常此類通知上方正中寫Notice或NOTICE（通知），發(fā)出通知的的單位的具體名稱可放在正文前，也可放在正文后，右下角處，發(fā)出通知的日期寫在左下角處。例如
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　

海報的形式和媒體沒有特殊要求，它要先用簡明、生動的圖文吸引過往人群的注意力，再以簡潔扼要的文字、圖表介紹你要向公眾發(fā)布的信息。文字部分一般包括主題句或主題詞和條理清楚、簡單明了的內(nèi)容介紹。下面是一個網(wǎng)上海報，供大家參考：

Makeaposterexplainingasafetyrule.
ItshouldgiveusagoodStayAlertmessage.
IfyourposterwinsyouwillreceiveaSASST-shirtanditwillappearintheSASSGallery.

Mailyouposterto:

StayAlert...StaySafe
P.O.Box93006,
499MainSt.S.
Brampton,Ontario
L6Y1N0

定語從句(2)
1．定語從句中關(guān)系代詞that、which用來指代物，who、whom和that用來指代人，whose用來表示所屬關(guān)系，關(guān)系副詞when、where和why指代時間、地點和原因。
2．關(guān)系代詞的用法

(1)如果先行詞是all,much,anything,something,nothing,everything,little,none等不定代詞，關(guān)系代詞一般只用that，不用which。例如：

AllthatIhaveismyloveforthisland.
Thereisn’tmuchthatwecandotoeasehispain.

(2)如果先行詞被形容詞最高級以及first,last,any,only,few,much,no,some,very等詞修飾，關(guān)系代詞常用that,不用which。例如：
ThelastpersonthatwewanttoinvitetoourhouseisUncleSam.
Nonationthatiscapableofsuchatrocitycanbetrustedbyitsneighbours.

(3)非限制性定語從句中，不能用關(guān)系代詞that,作賓語用的關(guān)系代詞也不能省略。例如：

Thereareaboutsevenmillionpeopletakingpartintheelection,mostofwhomarewelleducated.

(4)which還有一種特殊用法，它可以引導(dǎo)從句修飾前面的整個主句，代替主句所表示的整體概念或部分概念。在這種從句中，which可以作主語，也可以作賓語或表語，多數(shù)情況下意思是與andthis相似。例如：

Shefailedinherattempttocatchtheprince’sattention,whichwasagreatdisappointmenttohermother.

(5)如果作先行詞的集體名詞著眼于集體的整體，關(guān)系代詞用which;若是指集體中的各個成員，則用who。

(6)先行詞有兩個，一個指人，一個指物，關(guān)系代詞應(yīng)該用that。例如：

Theboyandthedogthatareinthepictureareverylovely.

(7)如果先行詞是anyone,anybody,everyone,everybody,someone,somebody,關(guān)系代詞應(yīng)該用who或whom，不用which。例如：

Isthereanyoneherewhowillgowithyou?
(8)關(guān)系代詞that/which/who/whom在從句中作賓語時可以省略。例如：
Thegirl(whom)youjustsawisthecheerleaderofourfootballclub.
Everymoment(that)wespentintheUKwillbeapreciousmemoryforus.
As在定語從句中的用法

一.引導(dǎo)限制性定語從句和非限制性定語從句

?。ǎ保゛s多與such或thesame連用，可以代替先行詞是人或物的名詞。

　（２）as也可單獨使用，引導(dǎo)非限制性定語從句，作用相當(dāng)于which。例如：

Theelephant’snoseislikeasnake,asanybodycansee.
二．關(guān)系副詞引導(dǎo)的定語從句

1．關(guān)系副詞也可以引導(dǎo)定語從句

關(guān)系副詞在從句中分別表示時間．地點或原因。關(guān)系副詞when在從句中充當(dāng)時間狀語，where充當(dāng)?shù)攸c狀語，why充當(dāng)原因狀語。例如：
WeshallalwaysrememberthedaywhenJapansurrenderedtotheallyforce.
Thisisoneofthefewplaceswhereyoucanbuytopqualitywine.
2.that有時也可引導(dǎo)定語從句表示時間．地點或原因

That有時可以代替關(guān)系副詞when,where或者why引導(dǎo)定語從句表示時間．地點或原因，這種定語從句中的that也可以省去。例如：
Thatisthetime(that)hearrives.
Thatisthereason(that)hecame.

一、選擇適當(dāng)?shù)年P(guān)系代詞或關(guān)系副詞填空：
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
　
參考答案
一、1-5DBCCB　6-10BBCAB　11-15ADACA　16-18BAB
牛津高中英語模塊一（第3講）

一、教學(xué)內(nèi)容：
牛津高中英語模塊一Unit2（上）
二、教學(xué)要求：
1．學(xué)習(xí)談?wù)撉嗌倌杲?jīng)常遇到的問題。
2．學(xué)會戲劇腳本。
3．了解英語口語和書面語的差別。
4．語法：定語從句（三）

一、重要單詞：
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.

二、重點詞組：
commonto對…來說很普遍,turnup調(diào)高聲音,出現(xiàn)awasteof浪費,nomore不再,sparetime空余時間,force….to…強迫（某人）做,can’twaitto..迫不及待地要,besupposedto被期望或要求,本應(yīng)該，dowith處置,忍受，需要beamess/inamess亂成一團,leavesbincharge委托…..負(fù)責(zé),actlike行為舉止象…,gounpunished不受懲罰,goout熄滅,haveone’sarmcrossed雙臂交叉抱在胸前,deserveto值得去做,常用否定形式表示“不配”behardon對某人苛刻,nowthat既然,intheformof以的形式,thaneverbefore比以前任何時候都,beangryat對某事生氣,evenif即使,treatsblike…象一樣對待,argueabout為…而爭吵,thecauseof起因,differinmanyways在許多方面不同,fitbadly非常不合身。

1.Ericrunsinafterit,followedbyabigdog,walkingveryslowly.
埃里克跟著球跑進(jìn)來，后面跟著一條大狗，狗走得很慢。
這句話里有兩個不同層面上的狀語：過去分詞短語“followedbyabigdog”是謂語“runsin”的伴隨狀語，而現(xiàn)在分詞短語“walkingveryslowly”描述的是大狗跟隨埃里克進(jìn)來的行走方式，是動詞“follow”的狀語。
伴隨狀語通常由現(xiàn)在分詞短語、過去分詞短語或介詞短語承當(dāng)。當(dāng)伴隨動作由主語發(fā)出時，用現(xiàn)在分詞，當(dāng)伴隨動作由其他人或物發(fā)出時用過去分詞。例如：
Heranafterthethief,shoutingangrily.
Shesatnervouslyinthegrandsittingroom,watchedcloselybythebutler.
Thesoldiersstoodsilentlyalongthepass,riflesinhand.

2.Youweren’tsupposedtocomehomeuntiltomorrow.
你們應(yīng)該明天才回家的。
besupposedtodosth:被期望或要求去做,本應(yīng)該去做。例如;
YouaresupposedtohandinyourarticlesthisFriday.
Girlsaresupposedtobehavemorequietlyinthiscountry.
在肯定句中until必須和持續(xù)性動詞連用時，在否定句里它主要和短暫性動詞連用也可以和持續(xù)性動詞連用，表示直到某時某個動作才開始。Until還可以用在強調(diào)句中。Notuntil放在句首時，句子要倒裝。例如:
Hesleptuntil8o’clock.
Hedidn’twakeuptille8o’clock.
Itwasnotuntil8o”clockthathewokeup.
Notuntil8o’clockdidhewakeup.
Iwon’tbefreetillFriday.

3.Themoneywithwhichyouweretobuydogfoodisgone,butSpotlookssohungry.
本該用來買狗食的錢不見了，但斑點狗看起來餓得厲害。
“withwhichyouweretobuydogfood”是定語從句,當(dāng)關(guān)系代詞是介詞賓語時,介詞常放在關(guān)系代詞之前。例如:
thevillageweusedtolivein→thevillageinwhichweusedtolive
主語＋be動詞+不定式表示“按計劃將要做”，例如;
Wearetoholduptheenemywhileourtroupsretreat.
ThepresidentialcandidateistomakeaspeechinourtownonhiswaytoWashington.

4.Wethoughtyouwereanadult,apersonfromwhomwecouldexpectgooddecisions.
我們原以為你是個成年人，一個我們可以指望他做出正確決定的人。
劃線部分是“anadult”的同位語，它和“anadult”所指相同，句法功能也相同，是對“anadult”含義進(jìn)一步的說明。這個同位于本身又帶有定語從句fromwhomwecouldexpectgooddecisions。
Expectsthfromsb:期望從某人那里得到或看到某事，例如:Youcanneverexpectgenerosityfromamiser.

5.Thisisnotafamilywherebadbehaviorgoesunpunished.
我們家不是一個放縱不良行為的家庭。
根據(jù)上文，this是指ourfamily。動詞go后面可以跟形容詞，表示“變得”，例如：
gobad（變質(zhì)）,godry（變干）,gomad（發(fā)瘋）,gointernational（國際化）。Go和一些含否定意義的形容詞連用，則表示“不受……的,未被…的”,如:gounchallenged,gounnoticed.
Histheoryhasgoneunchallengedintheworldforhalfacentury.
It’sstrangethatsuchamistakecangounnoticedinthetextbook.

6.IftheyknewthatSpotwasillandweusedthemoneytotakehimtothevet…
假如他們知道Spot得了病,而我們用那筆錢帶他去看獸醫(yī)的話……..
這句話用的是虛擬語氣,省略的部分是:theywouldunderstandwhythemoneyisgoneandthehouseisamess.當(dāng)說話人只表示一種假設(shè)的情況、一種主觀愿望，即認(rèn)為動詞所表示的動作或狀態(tài)并非真實時，使用虛擬語氣。表示和現(xiàn)在事實相反時，主句用過去將來時，條件從句用一般過去時。例如:
IfIwereyou,Ishouldwaittillnextweek.
Ishesawyounow,shewouldn’trecognizeyou.
7.Noneofusstoppedtothinkandweshouldhave.
我們本應(yīng)當(dāng)停下來想想，而我們都沒有那么做。
Stoptodo表示停下來去做另一件事，stopdoing則表示停止正在做的事情。shouldhave
也是一種虛擬語氣，表示過去本應(yīng)當(dāng)做的事情。這里完整的句子應(yīng)該是:
Weshouldhavestoppedtothink,butnoneofusdid.

8.Canyouexplaintomenowwhythehousewasamessandwhatyoudidwiththecashweleft?
你現(xiàn)在能向我解釋為什么家里亂成一團，而你又把我們留下的錢拿去干什么了嗎?
Be(in)amess表示“亂成一團”；dowith表示“處理、處置”常和what連用，它和dealwith不同，dealwith表示“處理、應(yīng)付”weleft雖然只有兩個單詞，卻是一個定語從句，它前面省略了作賓語的關(guān)系代詞that或which。

高一英語Unit2 English around the world教案

高一英語 Unit2 English around the world教案

高一英語GreatWomen教案

高一英語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?

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.

高一英語上冊Unit19-22單元專題復(fù)習(xí)教案

蘇教牛津英語1A：Unit 1 Hello 教案

課 題：Unit 1 Hello

第一課時

教案內(nèi)容：

Teaching aims and requirement

1. 會說Hi和 Hello，能使用 He、Hello互相問好。

2. 會用Im介紹自己。

3. 激發(fā)學(xué)生學(xué)習(xí)英語的興趣,并能在相應(yīng)的場景中自如地表演運用。

Teaching aids

Recorder and tape

Teaching procedure:

第一課時

Step 1 Introduction

1.師生問候；（師說英語，用手勢示意，上課，起立，坐下。）

2.簡介英語的重要性，激發(fā)學(xué)生學(xué)習(xí)熱情，鼓勵學(xué)生學(xué)好英語。

Step 2 Presentation

Teaching Hi and Hello

1. 師用Hi、 Hello與學(xué)生問好，鼓勵學(xué)生大膽回答，適當(dāng)糾正學(xué)生的讀音。對學(xué)生及時給予表揚。

2. 讓學(xué)生用Hi、 Hello自由問好。

Step 3 Presentation

Teaching Im.

1. 師先用中文介紹自己，再用英文說Im Miss Xu， 放慢語速反復(fù)多次。

2. 鼓勵學(xué)生用Im.介紹自己。（每個學(xué)生說完，全班給予掌聲鼓勵）

Step 4 Practice

1. 師用Hi/Hello, Im Miss Xu. 與學(xué)生問好，引導(dǎo)學(xué)生用 Hi/Hello, Im 作答。

2. 學(xué)生分組用Hi/Hello, Im 互相自我介紹。

3. 唱《找朋友》，讓學(xué)生下位用Hi/Hello, Im找朋友。

4. 指名上臺表演。

5. 引導(dǎo)學(xué)生展開想象，讓他們在類似的生活場景中運用所學(xué)語言。

T: Hello ,I am Miss Xu .

S: Hello ,I am Mike .

Step 5 Act

用Hi/Hello，Im. Goodbye /Bye向全班同學(xué)介紹自己。

Step 7 Homework

回家用所學(xué)的句型與父母問好、道別。

課 題：Unit 1 Hello

第二課時

教案內(nèi)容：

1. 能聽得懂，會說單詞Su Hai, Mike, Helen, Wang Bing .

2. 能正確地運用日常交際用語Hello, I am ,激發(fā)學(xué)生學(xué)習(xí)英語的興趣,并能在相應(yīng)的場景中自如地表演運用

Step 1 Free talk

師生之間互相問好，打招呼，復(fù)習(xí)句型Hello/Hi, Im .

T: Hello/Hi, Im Miss Jiang. S: Hello/Hi, Im .

Step 2 Presentation

出示頭飾，逐個介紹新朋友Su Hai, Wang Bing, Helen, Mike。用中文討論圖畫，他們來自哪兒？會說些什么？

師戴頭飾T: Hi, Im Su Hai.S1: Hi, Im S1.

T: Goodbye, S1. S1: Goodbye, Su Hai.

在交往中讓學(xué)生認(rèn)識四個新朋友。

Step 3 Practice.

1、聽錄音，指出書中人物。

2、再聽錄音，跟讀課文。

3、分組操練，四組分別是Su Hai, Wang Bing, Helen, Mike，學(xué)生下位找朋友，最少找五個，鞏固本課句型。

Step 4 Act .

1、指名學(xué)生戴上頭飾，下位走動，向本組同學(xué)問候。

2、請一組學(xué)生到前面圍成一圈，叫圈里兩個學(xué)生的名字，這兩個學(xué)生走到中

間說：Hello/Hi, Im ，然后握手，接著說 Goodbye.

Step 5 Consolidation

找人物，涂顏色，說出他們的姓名。復(fù)習(xí)鞏固所學(xué)的句型和人物。

Step 6 Homework.

聽錄音，熟記書中人物姓名。

Some thoughts after the lesson:

高一英語上冊Unit11-12單元專題復(fù)習(xí)教案

高一英語上冊單元專題復(fù)習(xí)教案
高一課本Unit11-12
Studyaim:Graspthefollowingwordsandsentencestructureandrememberhowtousethem.
Studyguide:Readthenewwordsandfillintheblanksinabout20minutes.
Studytest:Finishtheexercisegiven.
重點及難點：
1.Whatdoyouthinkthemusiccomesfrom?doyouthink作插入語
插入語一般是對一句話作一些附加的解釋。如果去掉插入語，對句子結(jié)構(gòu)并無影響。插入語可用于陳述句,或疑問句（要用陳述語氣，且疑問詞應(yīng)放在插入語的前面），其位置可在句中或句末。常見的插入語有：Ihope,Ithink,Iwonder,doyoubelieve,Isuppose,yousee,don’tyouthink,,Itellyou,what’smore等。劃出以下句子的插入語。
⑴Howmuchmoneydidhesayhespentintravelingabroad?
⑵Whichfooddoyouthinkishealthyandwhichisunhealthy?
⑶Wheredidshesuggestweshouldshopping?她建議我們?nèi)ツ膬嘿徫铮?br> ⑷Thatwillbeagoodbeginning,Ihope.希望這是一個良好的開端。
⑸Thereport,Ithink,wasbothinterestingandinstructive.我覺得這個報告既有意思又有教育意義。
⑹Whendoyousupposethey’llbeback?你認(rèn)為他們會在什么時候回來？
2.Youwanttofindagoodsangtodanceto.不定式作后置定語
(1)todanceto是不定式作定語，修飾名詞song，并與之形成動賓關(guān)系，表示的行為通常是未來的行為，若動詞不及物，則應(yīng)加上適當(dāng)介詞。如：
NewYorkisaniceplacetovisit.紐約是個游覽的好地方。
Couldyoufindmeachairtositon?能給我找把椅子坐嗎?
練習(xí)：Ihavemanybooks_____________________.(read)
Heisapleasantperson__________________________.與他一起工作是令人高興的一件事情。
Sheboughtabookshelf____________________________.她買了一個放書的書架。
Therearefivepairs________________________,butImatalosswhichtobuy.(choose)
Itseemsthathehasnopen________________________.(write)
（2）注意：“prep+which或whom+不定式”這一特殊的放在名詞后做定語的結(jié)構(gòu):
Ihadtofindaroominwhichtostoremybooks.必須找一個存放書的房間。
Couldyoufindmeachair_______________________能給我找把椅子坐嗎?
Heisaneasyperson________________________.與他一起工作是令人高興的一件事情。
3.Ifonlytheycouldfindawaytogettotheroom,orwhateveritwas,behindthewall.要是他們能找到辦法進(jìn)入墻后面的房間或是什么其他東西，該有多好?。?br> Ifonly“但愿…，要是…就好了”,此短語后接句子，句中的謂語動詞要用虛擬語氣。
①表示已過去了的不能實現(xiàn)的愿望，謂語動詞用haddone。IfonlyIhadtakenhisadvice!
②表達(dá)現(xiàn)在不可實現(xiàn)的愿望，謂語動詞用一般過去時。IfonlyIcouldswim!
③表達(dá)將來難以實現(xiàn)的愿望，謂語動詞用would/could+do或一般過去時。
Ifonlyshewouldhelpme!
[辨析]ifonly與onlyif：ifonly多用于虛擬語氣；onlyif多用于陳述語氣，only修飾if，表示惟一的條件。
4.Thenexttimeyoulookforatape,dontjustlookforChineseorAmericanmusic.
(the)nexttime(conj.)引導(dǎo)時間狀語從句,譯為“當(dāng)下次…時”。類似的名詞有：themoment,theinstant,theminute,thesecond,thefirsttime,eachtime,everytime，thelasttime等。
Nexttimeyoucome,don’tbringanyfruits.ImusttellLucyyoursecretthenexttimeImeether.
練習(xí)：_____________________________(下次你來時),doremembertobringyoursonhere.
______________________________(上次我見到他時),helookedill.
_______________________________(每次我感冒),Imusthaveafever.
5.satisfyv.satisfactionn.satisfactory/satisfyingadj.令人滿意的satisfiedadj.感到滿意的
▲搭配：besatisfiedwith對……感到滿意besatisfiedtodosth.做某事滿意
tosbssatisfaction=tothesatisfactionofsb令某人滿意／確信withsatisfaction滿意地
練習(xí)：(1)Ourcompanywilldoeverythingto____________ourcustomers.我們公司….令顧客滿意。
(2)Theresultoftheexaminationisvery________________.考試的結(jié)果非常令人滿意。
(3)__________________________,hepassedtheexam.使我滿意的是，他通過了考試。
(4)Theteacherwasvery____________________theworkthestudentsdidyesterday.老師對…感到十分滿意。
(5)Helookedathissonwithasmileof_______________.他看著他的兒子，露出滿意的微笑。
(6)Fromhis______________lookIknowheis_____________toworkhere.從他滿意的神情可以看出，他很滿意在這里工作。
6.Heknewthatthechurchhadmanysecretroomsandthatnotallofthemweresafe.
如果有兩個或兩個以上的賓語從句時，從第二個賓語從句開始，that不可以省略。
7.be+of+n.的用法
（1）of+n.（抽象句詞）相當(dāng)于該名詞相應(yīng)的形容詞，在句中可用作表語，補語或定語，能用于該句型的名詞help/use/value/importance/humor/determination等，其對應(yīng)的形容詞分別為：helpful/useful/valuable/important/humorous/determined.
①Thisbookisofgreatuse.=__________________________________________這本書很有用。
②Hisadviceisveryvaluable.=______________________________________他的建議很有價值。
③Englishisveryimportanttous.=______________________________________________.
④Heisamanofgreatdeterminationandwealladmirehim.
（2）be+of+a+n.=be+of+thesame+n用來表示相同或相似
①Theyareofaheight.=Theyareofthesameheight.他們身高一樣。
②Theflowersareofacolor.=Theflowersareofthesamecolor.這些花顏色一樣。
8.suggest的用法：
(1)suggest+n./doingHesuggestedsettingoutatonce.
(2)suggestthat作“建議”講，從句中用should,可以省略。作“表明”講，不用虛擬語氣。
ThedoctorsuggestedthatInotworkanylonger.____________
Alltheevidencesuggeststhathestolethemoney.____________
(3)suggestion作“建議”講時，是可數(shù)名詞，其后無論跟表語從句還是同位語從句，從句都應(yīng)用shoulddo,should可省略。Heagreedwithmysuggestionthatwe(should)changethedate.
Hissuggestionwasthatthematch（should）beputoff.

高一必修Unit2 Working the land英語說課稿

高一必修Unit2Workingtheland英語說課稿

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!

高一英語必修三Unit 2 Healthy eating導(dǎo)學(xué)案

動詞原形

意義

過去式

過去分詞

現(xiàn)在分詞

lie

說謊

lied

lied

lying

lie

躺，臥

lay

lain

laying

lay

放置，產(chǎn)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.
A.ToseeB.SeeingC.HavingseenD.Beingse

高一英語下冊Unit14Festivals重點句型解析

高一英語下冊Unit14Festivals重點句型解析

重點句型解析

1.TheSpringFestival,…andfestivalshelpusunderstandwhoweare,rememberwherewecomefrom,andshareourhopesforahappyfuture.

春節(jié)，……和節(jié)日幫助我們了解我們是誰，記住我們從哪里來，并共同分享對美好未來的期望。

sharev.

(1)共同具有，合用e.g.Threedoctorssharetheoffice.三個醫(yī)生共用這個辦公室。

(2)分享，分擔(dān)e.g.Theywouldsharethejoysandsorrows.他們將同甘苦，共患難。

(3)sharein分享，分擔(dān)，共同努力

e.g.Weallsharedinhishappinesswhenhewonthescholarship.

當(dāng)她獲得獎學(xué)金時，我們都替他高興。

(4)sharewith與……合用

e.g.Wouldyoumindsharingabedroomwithanotherguest?

你介意和另一位客人共用一個房間嗎？

比較：spare

(1)留出(時間作某事)，擠出(時間)

e.g.Canyousparethetimetohelpme?你能擠出時間幫助我嗎？

(2)不用，勻出(給別人用)

e.g.Fathercouldn’tsparethecar,soJohnhadtowalk.爸爸要用車，因此約翰只得步行。

(3)放過，饒(命)，不殺

e.g.Thekingsparedthelivesofthewomenandchildren.國王放過了婦女和兒童。

savev.

(1)挽救，拯救e.g.Theyfoughtbravelyandsavedthecountry.他們勇敢戰(zhàn)斗拯救祖國。

(2)節(jié)省，省去，省著用，保護

e.g.Ifwebuyplentyoffoodnow,itwillsaveshoppingagainthisweek.

如果我們現(xiàn)在買了足夠的食物，這周就省了再上街購物了。

Saveyoureyesbyreadingingoodlight.在光線足的地方讀書可保護你的眼睛。

(3)節(jié)約，存錢，省錢，儲蓄

e.g.He’ssavingtobuyabicycle.他省錢來買自行車。

(4)留下，保留，保住，留作他用

Saveyourstrengthforthehardwork,you’llhavetodolater.

留著點兒勁，你一會兒還得干活兒呢。

(5)save…for…留供……用

e.g.Heissavinghimself/hisstrengthfortheheavywork.他節(jié)省力量來干重活。

2.Thereseemstobenootherchoice.似乎別無選擇。

seemv.

(1)似乎，好像

①+不定式：

seemtodo表示一般狀況。

e.g.Idon’tseemtolackanything.我好像不缺什么。

seemtohavedone表示該動作是在謂語動詞發(fā)生之前就已經(jīng)完成。

Iseemtohavecaughtacold.我好像感冒了。

Heseemednottohavegraspedwhatshereallymeant.他好像沒有把握她的意思。

seemtobedoing表示在過去的某段時間里正在進(jìn)行的動作，強調(diào)該動作在過去持續(xù)了一段時間。e.g.Sheseemedtobesleeping.她好像在睡覺。

seem(tobe)+表語(adj.或n.或prep.)

e.g.Youseemtobeinagreathurry.你似乎很著急。

②Itseems(ed)(that)從句可以和“主語+seems/seemed+動詞不定式”互相轉(zhuǎn)換，意思不變。注意句型轉(zhuǎn)換：

e.g.Itseemedthathehadfailedtheexam.=Heseemedtohavefailedintheexam.

他似乎沒通過考試。

Itseemsthatnobodyknewwhathadhappened.看來沒人知道發(fā)生了什么事。

Itseems(ed)asif從句

e.g.Itseemsasiftherewillbeanelectionsoon.好像很快就要選舉了。

③Thereseems(ed)(tobe)好像有，似乎有

e.g.Thereseemstobesomething/thematterwithher.她好像有什么事。

(2)看來，似乎是(什么樣子)linkv.(系動詞)

①+形容詞e.g.Heseemedtomequitenormal.對于我來說，他很正常。

②+分詞e.g.Shealwaysseemedwellpleased.她好像總是很高興。

③+名詞e.g.Itseemsnotabadidea.那個主意好像不錯。

④+介詞短語e.g.Youseeminhighspirits.你好像情緒很高漲。

3.…or,inotherwords,thefirstdayofspring.或者，換句話說，春天的第一天。

(1)inotherwords換句話說

e.g.Inotherwords,wecancompletetheprojectontimeonlyinthisway.

換句話說，只有這樣我們才能按時完成工程。

Inotherwords,ifyoubreaktherule,youwillbepunished.

換言之，如果你違反了規(guī)則，你將受到懲罰。

(2)inaword總之，簡言之

e.g.Inaword,Idon’ttrusthim.總之，我不信任他。

(3)inwords用言語

e.g.Thoughtheboyisonlytwo,hecanexpresshismeaningclearlyinwords.

盡管這男孩只有兩歲，他能清楚地用語言來表達(dá)他的意思。

4.Itisnotasadday,butratheratimetocelebratethecycleoflife.這不是悲傷的一天，而是慶祝生命輪回的時刻。

rather副詞

(1)“相當(dāng)，頗，甚”

e.g.Weallwererathertiredafterourlongwalk.走了那么遠(yuǎn)，我們都相當(dāng)累了。

Iratherexpectedthatwewouldwin.我很希望我們能贏。

(2)比較fairly,rather,quite,pretty

①表示程度

fairly與rather表示“相當(dāng)?shù)亍睍r，fairly含有積極肯定的意思，rather含有消極否定的意思。

e.g.Thequestionisfairlydifficult.這個問題很難——但適當(dāng)。

Thequestionisratherdifficult.這個問題很難——有點過難，不適當(dāng)。

fairly是程度最輕的，例如：某人的英語說得fairlywell,言外之意是他只能應(yīng)付一些日常用語。說某本書fairlygood，是說這本書還可以看一看，但沒有贊揚之意。

e.g.He’sjustwrittenanewbook.It’sfairlyinteresting,butcertainlynothisbest.

他剛出了一本新書，這本書還算有意思，但肯定不是他的最佳作品。

Hestudiesfairlyhard.他學(xué)習(xí)還算用功。

quite比fairly程度強一點，如果你認(rèn)為某本書quitegood,就是在推薦給別人看，雖算不上最佳小說，但還是值得一看。

e.g.TheystudyEnglishquitehard.他們學(xué)習(xí)英語還保留用功。

Hewasquitepolite,buthewasn’treadytohelpme.他相當(dāng)有禮貌，但他并不愿意幫助我。

rather程度上比quite又強，相當(dāng)于morethanexpected/morethanyouwant。如說某人的外語ratherwell,那此人肯定是個內(nèi)行，就電影而言，rathergood是說勝過多數(shù)影片。

e.g.ShespeaksEnglishratherwell.她的英語講得真不錯。

pretty表示程度時，和rather差不多，多用于非正式文體。

e.g.Twenty-fiveisprettyoldtotakeupballetdancing.二十五歲才學(xué)芭蕾舞年齡太大了。

Thesituationseemsprettyhopeless.情形似乎沒有太大希望了。

②用法

rather和quite可置于不定冠詞前或后

e.g.Thatisquite/ratherasurprisingresult.那是一個相當(dāng)驚人的結(jié)果。=Thatisarather/quitesurprisingresult.

rather可與比較級和too+形容詞/副詞連用，quite只能與better連用。

e.g.Thisbookisrathertoodifficultforthejuniors.這本書對低年級的學(xué)生來說太難了。

TodayIfeelquitebetter.今天我感到好多了。

Thisroomisratherlargerthanwewant.這個房間比我們需要的大了不少。

quite同沒有程度差別的形容詞連用時，一般作“完全地”“絕對地”。

e.g.Shewasquitealone.她非常孤單。It’squiteimpossible.這絕不可能。

4.Whateverthetrickis,ifapersonistakenin,heorsheiscalled“AprilFool”!不管是什么把戲，如果一個人上當(dāng)了，他或她就被稱作“四月傻子”。

(1)whatever

①=nomatterwhat無論是什么，不管什么，在句中作狀語。

e.g.Whateverhappens,wewillnotchangeourplan.無論發(fā)生什么事，我們都不會改變計劃。

Nomatterwhatyouwanttodo,aboveall,youshouldobeythelaw.

不管你想干什么，首先，你必須守法。

②=anythingthat任何事/東西，在句中起名詞作用，引導(dǎo)名詞性從句。

e.g.Youcantakewhateveryoulike.=Youcantakeanythingthatyoulike.

你可以拿走你喜歡的任何東西。

(2)takein

①欺騙，哄騙，使上當(dāng)

e.g.Wewerecompletelytakeninbyhisstory.我們完全被他的故事騙了。

②理解，領(lǐng)會，明白

e.g.Thelessonwastoodifficultfortheclasstotakein.課太難了，學(xué)生難以領(lǐng)會。

③接受(房客，客人等)，讓……在家居住(食宿)，收留

e.g.Thefarmertookinthelosttravelersforthenight.農(nóng)夫讓迷路的旅行者在家過夜。

④包括，涉及e.g.Thestudyofphysicstakesinmanydifferentsubjects.物理學(xué)涉及許多學(xué)科。

(3)takeup

①開始學(xué)習(xí)，開始做(某項工作)

e.g.Whatisyoursontakingupincollege?你兒子在大學(xué)學(xué)習(xí)什么？

②從事某項活動，發(fā)展某種愛好

e.g.AttheageofsixtyhetookupthestudyofRussian.六十歲時他開始學(xué)俄語。

③占用，占掉(時間，空間)e.g.Themeetingtookupthewholemorning.會議占了整個上午。

④接受e.g.Doyouintendtotakeuphisofferofajob?你想接受他提供的工作嗎？

⑤吸起(墨水，灰塵等)e.g.Plantstakeupwater.植物吸水。

高一英語下冊Unit14Festivals知識點整理

高一英語下冊Unit14Festivals知識點整理

英語小竅門

十二條經(jīng)典英語諺語

Painpastispleasure.(過去的痛苦就是快樂。)
2.Wisdominthemindisbetterthanmoneyinthehand.(腦中有知識，勝過手有金錢。)

3.Nothingisimpossibleforawillingheart.(心之所愿，無所不成。)

4.Allthingsaredifficultbeforetheyareeasy.(凡事必先難后易。)

5.Greathopesmakegreatman.(偉大的理想造就偉大的人。)

6.Godhelpsthosewhohelpthemselves.(天助自助者。)

7.Fourshortwordssumupwhathasliftedmostsuccessfulindividualsabovethecrowd:alittle,bitmore.(四個簡短的詞匯概括了成功的秘訣：多一點點！)[比別人多一點努力、多一點自律、多一點決心、多一點反省、多一點學(xué)習(xí)、多一點實踐、多一點瘋狂，多一點點就能創(chuàng)造奇跡！]

8.Indoingwelearn.(實踐長才干。)

9.Eastorwest,homeisbest.(東好西好，還是家里最好。)

10.Twoheadsarebetterthanone.(三個臭皮匠，頂個諸葛亮。)

11.Goodcompanyontheroadistheshortestcut.(行路有良伴就是捷徑。)

12.Constantdroppingwearsthestone.(滴水穿石)

重點詞匯解析

1.hono(u)rvt.

(1)尊敬

e.g.Childrenshouldhonourtheirfatherandmother.孩子應(yīng)該尊敬父母。

(2)對……表示敬意

e.g.Flowerswereplacedtheretohonourhismemory.鮮花擺放在那里為了紀(jì)念他

(3)使感到榮幸

e.g.Youhonourusbybeingwithustoday.今天你和我們在一起這是我們的榮幸。

Iamhonouredtobeaskedtospeakhere.被邀請在此講話是我的榮幸。

honourn.

(1)榮譽，光榮(不可數(shù)名詞)

e.g.Theyfightforthehonouroftheircountry.他們?yōu)樽鎳臉s譽而戰(zhàn)。

(2)(高尚)人格，信譽(不可數(shù)名詞)

Amanofhonourwouldnotbehaveinsocowardlyway.

一個高尚的人行為處事不會這么懦弱。

(3)尊敬，敬重(不可數(shù))

e.g.Onemustshowhonourtoone’sparents.一個人必須尊敬父母。

(4)使感到光榮的人或事，榮幸(可數(shù)，多作單數(shù))

e.g.It’sanhonourtomeetyou.見到你十分榮幸。

比較：inhonourof為了(紀(jì)念或表示敬意而舉行某活動)

e.g.Itisonlyadanceinhonourofherbirthday.這只是紀(jì)念她生日的一個舞會。

Amemorialmeetingwasheldinhishonour.為了紀(jì)念他而舉行紀(jì)念會。

havethehonour(of)有幸……,榮幸地

e.g.MayIhavethehonourofyourcompanyatdinner？我能有幸與您共進(jìn)晚餐嗎？

2.determinevt.

(1)決定

e.g.Hisfuturehasnotbeendetermined,buthemaystudymedicine.

他還沒決定好未來，但他可能學(xué)醫(yī)。

Canwenowdeterminethedateforourparty?我們現(xiàn)在能決定派對的日期嗎？

(2)決心，決意，決定(作某事)，(用過去分詞)決心，下定決心

determine+不定式todo

e.g.Shedeterminedtogothatveryafternoon.她決心就在那個下午走。

determine+從句

Hehadbeendeterminedthatnooneshouldknow.他決意不讓任何人知道。

determined過去分詞作定語或表語，果斷，堅定，堅決

e.g.Hisvoicewasdetermined,andhiseyeswereflashing.

他的聲音很堅決，他的眼睛閃閃發(fā)亮。

determinationn.

(1)決心(不可數(shù))

e.g.Hecamewiththedeterminationofstaying/tostayoneweek.他決心呆一周。

(2)決定(不可數(shù)，間或加不定冠詞)

e.g.Theboycametoadeterminationtorunawayfromschool.男孩決定逃學(xué)。

self-determinationn.自主，自我決定

3.purposen.目的，意圖，目標(biāo)

e.g.Whatisyourpurposeindoingthis?你做這件事的目的是什么？

比較：for…purpose為了……目的onpurpose有意地，故意地，特意

e.g.IfIgothereinfuture,itwillbeforthepurposeofseeingyou.

如果我今后去那兒的話，就是為了見你。

I’vecomeonpurposetospeaktoyou.我來是特意要與你談?wù)劇?/p>

Shediditonpurpose.她是故意那樣做。

4.remindern.提醒的人(物)，暗示

e.g.Pleasegivemeareminderthisafternoontophonehim.請下午提醒我給他打電話。

remindv.使……想起，提醒

(1)+of短語e.g.ThatstoryyouhavejusttoldremindsmeofanexperienceIoncehad.

你剛剛講的故事使我想起了我曾經(jīng)有過的經(jīng)歷。

(2)+sb.todoe.g.Pleaseremindmetowritethatletter.請?zhí)嵝盐覍懶拧?/p>

(3)+從句e.g.ThesightoftheclockremindedmethatIwaslate.

看見時鐘使我想起我遲到了。

5.comparev.

(1)compare…with…比較，指同類事物的具體比較

e.g.Comparethesetwolanguages,andwecanseetherearedifferencesaswellassimilarities.

比較這兩種語言，可以發(fā)現(xiàn)它們有同有異。

Parentsliketocomparetheirownchildrenwithotherchildren.

父母們總喜歡把自己的孩子與別的孩子進(jìn)行比較。

(2)compare…to…比作，指非同類事物的抽象比較

e.g.Shakespearecomparedtheworldtoastage.莎士比亞把人世比作舞臺。

Peopleoftencomparegirlstoflowers.人們經(jīng)常把女孩子比作花朵。

(3)comparedto/with…與……比起來，常在句中作狀語，可位于句首或句尾，to和with可通用。

Itwasasmallplacethencomparedto/withwhatitisnow.

和現(xiàn)在比起來，那時它還是個小地方。

6.表示穿著的動詞

(1)puton表示穿上的動作

e.g.Heputonhiscoatandwentouthurriedly.他穿上外衣匆匆忙忙地出去了。

(2)wear表示穿著狀態(tài)，意義最廣，可用于衣服、鞋、帽、襪、手套、眼鏡、手表、徽章、首飾，還可表示頭發(fā)、胡須的式樣，帶有某種表情或樣子。

e.g.Hewasashortmanwearingthickglasses.他是一個帶著厚厚的眼鏡的矮小的人。

(3)dress既可表示動作也可表示狀態(tài)，作及物動詞時，后面賓語是人，即dresssb./oneself(insth.)或bedressedinsth.

e.g.Shedressedthebabyinred.她給孩子穿上了紅色的衣服。

(4)haveon表示穿著狀態(tài)，無進(jìn)行時。

e.g.Shehadareddresson.她穿了一件紅裙子。

(5)beinsth.表示狀態(tài)

e.g.He’sinplainclothes.他身著便裝。

Whatcolourisyourchildin?你的孩子穿著什么顏色的衣服？

7.light的用法

(1)adj.明亮的(=bright)，淺色的(=pale)

e.g.Hisroomislightandairy.他的房間又亮又通風(fēng)。

Itgetslightataboutsixo’clock.六點左右天亮。

Shehasalightgreendress.她有一條淡綠色的裙子。

(2)n.①光線，亮光(不可數(shù))，但如表示一種光線時，尤其是被形容詞修飾時，前可加不定冠詞。e.g.Thetest-tubewasglowingwithafaintbluelight.試管里發(fā)出微弱的藍(lán)光。

②燈，燈光，發(fā)光物，引火物(可數(shù))

e.g.Therewerenolightsoninanyofficeroom.沒有一個辦公室里有燈光。

(3)v.(light,lit,lit)和(light,lighted,lighted)

①點燃(生爐子)e.g.Whenitwasdarkwelitthecandles.天黑時我們點上了蠟燭。

②照亮e.g.Ourstreetsarelitbyelectricity.街道被燈光照亮。

③(使)變得亮起來，開朗起來

e.g.Herfacelightedwhenshesawwhoitwas.當(dāng)她看清是誰時，她的臉亮了起來。

Suddenlyasmilelit(up)herface.突然微笑使她的臉亮了起來。

(4)lightup動詞短語

①照亮，點亮e.g.Theburningbuildinglitupthewholestreet.燃燒的建筑物照亮了整條街道。

②(使)容光煥發(fā)，春風(fēng)滿面(指人的面部表情)

e.g.Herfacelitupwhensheheardthegoodnews.當(dāng)她聽到好消息時，臉上露出喜色。

注意：light的過去分詞有兩種:lighted,lit當(dāng)作定語修飾名詞時，用lighted。

e.g.alightedcandle一支點著的蠟燭。

8.common用法及common,usual,ordinary,general區(qū)別

(1)common

①共同的，共有的e.g.Englishistheircommonlanguage.英語是他們的共同語言。

②普通的，一般的，平常的Nothingiscommonerthanthat.沒有比此更普通的。

③常見的，到處可見的e.g.Isthiswordincommonuse?這個字常用嗎？

④incommon(withsb.)共同的e.g.Wehavemanythingsincommon.我們有許多共同之處。

(2)common,general,ordinary,usual區(qū)別

common側(cè)重“普通”，表示“時時發(fā)生，人所共有”，并含有“并不高貴，地位低下”之意，指符合或具有全體共有的特征，其反義詞為rare。

e.g.acommonsaying俗語acommonwish一個共同的愿望

commonsense常識commonknowledge普通知識

ThisisagrammaticalmistakecommonamongbeginnersinEnglish.

這是個初學(xué)英語的人易犯的錯誤。

general側(cè)重“普遍”，表示在大多數(shù)人或事物中流行并受到關(guān)注，不含有“地位低下”之意，其反義詞為specific。e.g.generalreaders一般讀者ageneralidea一個普通的觀點

ordinary與common基本同義，側(cè)重“外表平凡的，普通的”，表示“隨時可以碰到，不值得驚奇”，其反義詞為superior。

e.g.anordinaryevent一件極平常的事anordinaryperson一個普通的人

Myteacherisanordinary-lookingman.我的老師是個相貌平常的人。

usual用來指事物，強調(diào)習(xí)慣性，一貫如此，意為“通常的，慣常的”,含有“隨集體風(fēng)俗或個人習(xí)慣而常常發(fā)生”之意，其反義詞為unusual。

e.g.asusual和往常一樣It’sausualthingwithhim.這對他來說是平常事。

9.believe與believein

believe相信=think…true,后接表示人或事物的名詞或代詞，也可接what/that從句

e.g.Ibelieveyou.=Ibelievewhatyousaid.我相信你說的話。

Icouldhardlybelievemyears/eyes.我簡直不敢相信我所聽到的/看到的。

比較：believesb.相信某人所說的話

believeinsb.信任某人，指人的品格、作風(fēng)、為人等方面的情況。

e.g.Weusuallybelieveinhim,butthisdoesn’tmeanwealwaysbelievehim.

我們通常是信任他的，但這并不意味著我們總是相信他的話。

10.gather與collect區(qū)別

gather作“收集”“聚集”講時用法廣泛，可指把人集中起來，也可指把分散的東西或抽象的東西(如信息、力量)聚集起來。

collect作“收集”“采集”講時，著重于計劃性和選擇性的含義。

e.g.Uptonow,hehascollected500foreignstamps.至今為止，他已收集了五百張外國郵票。

Gatherround,andI’lltellyouastory.大家圍過來，我給你們講個故事。

Whentheaccidenthappened,alotofpeoplequicklygatheredround.

事故發(fā)生后，很快周圍聚集了很多人。

Howlongdidittakeyoutocollecttheseancientcoins?

你用了多長時間才收集到這些古代硬幣？

注意：gather一般不與together連用，因其自身就是bringtogether/cometogether之意。

重點詞組解析

1.give短語總結(jié)

(1)giveaway

①分發(fā)，送給人e.g.Hegaveawayallhispictures.他把所有的畫都送人了。

②泄漏(機密)，暴露(自己的情況)Pleasedon’tgivemysecretaway.請不要泄漏我的秘密。

(2)giveback

①還給e.g.Imustcallatthelibrarytogivebackthisbook.我必須去圖書館還書。

②恢復(fù)(健康等)e.g.Livingherehasgivenmebackmyhealth.住在這里我的健康恢復(fù)了。

(3)givein

①交上來e.g.Giveinyourexercisebooks.請交上練習(xí)本。

②givein(tosb.)讓步，妥協(xié)，投降，認(rèn)輸，向……讓步

e.g.Theenemyissurroundedandmustsoongivein.敵人被包圍了必須馬上投降。

Heisalwaysgivingintootherpeople.他總是向別人讓步。

(4)giveoff散發(fā)出e.g.Theflowersgiveoffasweetfragrance.花散發(fā)出甜美的香氣。

(5)giveout

①散發(fā)，頒發(fā)e.g.Theteachergaveouttheexaminationpapers.老師分發(fā)試卷。

②宣布e.g.HegaveoutthathewasgoingtoEngland.他宣布他將去英國。

③被用完，耗盡，沒有了

e.g.Youcan’thaveahotbath—thewaterwillgiveout.你不能洗熱水澡，水快沒了。

④(機器等)失靈，(人)體力不支.Thechairgaveoutunderthefatman.人太胖了，椅子垮了。

⑤發(fā)出e.g.Theradioisgivingoutastrangesignal.無線電發(fā)出奇怪的信號。

(6)giveup放棄，不再做(某事)Hehasgivenupplayingfootball.他不再踢球了。

2aswellas

(1)意為“除……外”“同”“和”“并”“也”，后接動詞時用動名詞。

e.g.Hegavememoneyaswellasadvice.他不但給我建議還給我錢。

AlicehasanEnglish-ChinesedictionaryaswellasaChinese-Englishdictionary.

愛麗絲不但有一本漢英詞典還有一本英漢詞典。

Thelittlegirliscleveraswellasbeautiful.這個女孩不但漂亮，而且聰明。

(2)AaswellasB部分作主語時，謂語動詞的單復(fù)數(shù)與A一致

e.g.Theteacheraswellashisstudentswaspraised.不僅學(xué)生而且老師也受到了表揚。

比較：

1)與aswellas用法相同的還有(along/together)with,including,but/except/besides,inadditionto,ratherthan,like/suchas…

e.g.ItisyouratherthanIwhoaretospeakatthemeeting.是你而不是我將在會上講話。

Besideshim,threemoremenhavebeeninvited.除了他，還有三個人被邀請了。

2)有一些短語作主語時，謂語動詞的單復(fù)數(shù)由與它靠近的詞來決定，這些短語有：or,either…or…,neither…nor…,notonly…butalso…,not…but…,Therebe…

e.g.HeorIamtogotothemeeting.他或者我去開會。

Eitheryouorsheiswrong.不是你就是她錯了。

(3)aswellas相當(dāng)于notonly…butalso…,但表示“不但……而且”時，AaswellasB側(cè)重A,而notonlyAbutalsoB側(cè)重B

e.g.YouaswellasIarewrong.=NotonlyIbutalsoyouarewrong.

(4)aswellas后接從句，是副詞的同級比較。

e.g.Shesingsaswellassheplays.她彈得好，唱得也好。

Heshootsaswellasherides.他馬騎得好，槍打得也好。

(5)aswell用在句末時，與also/too相近，aswell與too常用于句末。

e.g.Sheisnotonlygoodatmaths,sheisgoodasEnglishaswell.她不但數(shù)學(xué)好，英語也好。

Mary’ssisterteachesEnglish,too.瑪麗的姐姐也教英語。

too除了放在句末外，也可接在主語之后，這時比較正式。

e.g.I,too,knowhowtoworkoutthemathsproblem.我也知道怎樣解這道數(shù)學(xué)題。

also不如too/aswell用得多，不用于句末，通常與動詞連用。

e.g.I’vealsoreadsomeofShakespeare’splays.我也讀過一些莎士比亞的劇本。

also,aswell,too一般不用于否定句，否定句中可用not…either,neither…nor…

Ilikethenovelaswell.我也喜歡這部小說Idon’tlikethenoveleither.我也不喜歡這部小說。

Sheishere,too.她也在這里。Sheisn’there,either.她也不在這里。

3.careabout
關(guān)心

e.g.Heusedtocareonlyabouthisownfamily,buthasgreatlychangednow.

他曾經(jīng)只關(guān)心他自己家，但是現(xiàn)在變了很多。

(2)喜歡，對……有興趣e.g.Hecaresaboutmusic.他對音樂感興趣。

比較：carefor
照顧，照料Themothercaredforthesickchildnightandday.

媽媽日日夜夜照料生病的孩子。

(2)喜歡，對……有興趣e.g.Theydonotcareverygreatlyforart.他們對藝術(shù)不是很感興趣。

carev.在乎，在意(多用于否定結(jié)構(gòu))

(1)+從句e.g.I’llgo.Idon’tcarewhathappens.我要走，我不在乎發(fā)生什么了。

(2)后不接內(nèi)容Idon’tcare,solongassheletmebewithher.我不在乎，只要她讓我和她在一起。

(1)注意，當(dāng)心(不可數(shù))

takecare＋從句e.g.Takecare(that)youdon’tbreakit.小心別打碎它。

takecareofsth.e.g.Takecareofwhatyouaredoing.注意你在干什么。

withcare作狀語，仔細(xì)地，認(rèn)真地，當(dāng)心e.g.Crosstheroadwithcare.過馬路時要當(dāng)心。

(2)照顧，照管(不可數(shù))

under(one’s/the)caree.g.Imustleavehimunderyourcare.我必須讓你來照顧他。

inone’scaree.g.Marywasleftinhersister’scare.瑪麗被留下來由姐姐照顧。

toone’scaree.g.I’llleavethistoyourcare.我將把這個留給你來照顧。

takecareofe.g.ItwasIwhowastakingcareofhim.是我在照顧他。

(3)憂煩，煩惱(不可數(shù))e.g.Carehadmadehimlooktenyearsolder.煩惱使他看起來老十歲。

(4)煩人的事(可數(shù))e.g.Heseemedtobealittlemanwithoutacare.他似乎是一個沒有煩事的小人物。

北京版小學(xué)英語一年Unit1第一課教案

課題：Unit1 Hello! Im MaoMao Lesson 1

一、教學(xué)目標(biāo)：

1. 能聽懂、會說Hello,.,向他人打招呼。

2. 能認(rèn)讀單詞hello,boat,coat，感受它們所含有的共同元音音素/ou/。

3. 能模仿錄音中的語音、語調(diào)、熟練地說唱、表演小韻文。

4. 能得體地與人打招呼、問候。

二、教學(xué)重難點

1.學(xué)習(xí)打招呼用語Hello,

2.熟練、準(zhǔn)確地說出小韻文。

三、教學(xué)準(zhǔn)備

教學(xué)課件，圖片等

四、教學(xué)過程

【Listen and say】

1.導(dǎo)入

(1)教師親切地和學(xué)生打招呼

Hello, boys and girls!引出

hello讓學(xué)生初步感受這個單詞的讀音。并請同學(xué)們和老師熱情地打招呼。

(2)和同學(xué)打招呼Im your English teacher. Im Miss Qu. So you can say hello,Miss Qu!。

Whats your name?學(xué)生說出自己的名字，和教師打招呼，和同學(xué)打招呼，教師進(jìn)一步讓學(xué)生練習(xí)hello。

(3)與本冊書主角見面教師展示本書主角照片：Lingling，Yangyang，Baobao，Maomao，Guoguo等，讓學(xué)

生們和他們打招呼。

2.學(xué)習(xí)對話一

(1)認(rèn)識場景和人物

教師出示并引導(dǎo)學(xué)生觀察第一幅主題圖，設(shè)置新情景，

Today is Maomaos first day in school. He meets new friends.

請學(xué)生觀看第一段對話內(nèi)容，觀察人物并引導(dǎo)學(xué)生注意聽兩個人物的對話內(nèi)容。

What do they say?學(xué)生重復(fù)對話內(nèi)容。

(2)初聽理解對話

播放對話，請學(xué)生聽一聽。

請學(xué)生重復(fù)對話。

(3)聽錄音模仿跟讀

播放對話錄音，請學(xué)生進(jìn)一步聽清、理解對話內(nèi)容。

教師反復(fù)播放對話錄音，請學(xué)生模仿錄音中的語音、語調(diào)，進(jìn)行跟讀練習(xí)。

(4)在小組內(nèi)分角色練習(xí)。

(5)小組展示。

3.學(xué)習(xí)對話二

(1)認(rèn)識場景和人物增加Miss Wang和其他小朋友，走入教室的場景。

(2)初聽理解對話

播放動畫，鼓勵學(xué)生說出聽到的內(nèi)容。

(3)聽錄音模仿

重放對話錄音，請學(xué)生邊聽邊看主題圖，進(jìn)一步聽清、理解對話內(nèi)容。

請學(xué)生模仿錄音中的語音、語調(diào)。

(4)在小組內(nèi)分角色練習(xí)。

(5)小組展示。

【Lets act】

1.在小組內(nèi)分角色表演對話部分并展示。

2.設(shè)置情景

同學(xué)們進(jìn)入校園，互相打招呼。

【Point and say】

1.引入

教師說我們都認(rèn)識了好朋友，那hello也認(rèn)識了一些好朋友，

你們猜猜他們是誰呢？

2.詞匯學(xué)習(xí)

(1)聽并跟讀模仿

(2)初步理解詞義

呈現(xiàn)大量圖片，幫助學(xué)生理解詞義。力求形式多樣、豐富多彩。

3.語音訓(xùn)練

(1)教師示范朗讀因素/ou/及單詞，請同學(xué)邊聽邊看教師的口型。

(2)請學(xué)生關(guān)注o,oa的發(fā)音，/ou/-hello/ou/-boat/ou/-coat嘗試認(rèn)讀單詞go

4.游戲

What is missing？

5. TPR

學(xué)生拍手說單詞。

【Lets say】

1.學(xué)習(xí)歌謠

(1)老師通過上個環(huán)節(jié)的律動，組成歌謠內(nèi)容，學(xué)生看老師的動作，說出老師表演

的詞匯。

(2)聽歌謠錄音，嘗試說出歌謠中所聽到的內(nèi)容，教師將學(xué)生所說內(nèi)容繪畫于黑板。

(3)教師呈現(xiàn)歌謠的情景，學(xué)生再次理解歌謠。

2.說唱并表演歌謠

3.歌謠展示

教師給予激勵評價。

【I can introduce】

請臺下同學(xué)和臺上的同學(xué)們打招呼。

例如：Hello,

五、Homework

1.常規(guī)聽讀15~20分鐘。

2.制作P3的三張小卡片。

3.背誦并表演歌謠。