高中必修一英語教案

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.

小編推薦

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(shí)驗(yàn)室可供不同試驗(yàn)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(diǎn)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(fèi)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?yàn)閷W(xué)校大約上午9點(diǎn)開始上課，下午3點(diǎn)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?yàn)樵谥袊鴮W(xué)校8點(diǎn)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?yàn)?br> 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?yàn)樗凶鳂I(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(diǎn)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(qiáng)調(diào)，可譯作的確、確實(shí)。
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(diǎn)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(yàn)，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(diǎn)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)?；顒佑嘘P(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(diǎn)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(diǎn)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(diǎn)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(bǔ)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(diǎn)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。

?。ǎ玻゛s也可單獨(dú)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(diǎn)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(diǎn)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(diǎn)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(diǎn)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(diǎn)詞組：
commonto對…來說很普遍,turnup調(diào)高聲音,出現(xiàn)awasteof浪費(fèi),nomore不再,sparetime空余時間,force….to…強(qiáng)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(tuán),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(qiáng)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(diǎn)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(shí)時，使用虛擬語氣。表示和現(xiàn)在事實(shí)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(tuán)，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(tuán)”；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《WritingRulesandRegulations》導(dǎo)學(xué)案

高一英語《WritingRulesandRegulations》導(dǎo)學(xué)案

一、教學(xué)理論
高中英語新課程標(biāo)準(zhǔn)對課堂教學(xué)設(shè)計提出要求，高中英語課程的設(shè)計與實(shí)施有利于學(xué)生優(yōu)化英語學(xué)習(xí)方式，使他們通過觀察、體驗(yàn)、探究等積極主動的學(xué)習(xí)方法，培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。本課設(shè)計從學(xué)生的學(xué)情學(xué)能認(rèn)知水平出發(fā)，以情境教學(xué)法為指導(dǎo)，采用ESA(Engagement-Study-Activity)教學(xué)方法，首先導(dǎo)入話題抓住學(xué)生注意力，為課堂做預(yù)熱準(zhǔn)備，然后呈現(xiàn)新語言材料，通過語言學(xué)習(xí)鋪墊語言輸出所需詞匯和語法結(jié)構(gòu)，搭好腳手架，最后學(xué)生通過積極完成任務(wù)進(jìn)行語言輸出，對語言材料進(jìn)行實(shí)驗(yàn)最終習(xí)得語言。創(chuàng)設(shè)情境與每個教學(xué)階段相結(jié)合，有助于學(xué)生在真實(shí)的情境中習(xí)得語言，體驗(yàn)在實(shí)際生活中運(yùn)用語言的樂趣。
二、教材分析
教學(xué)內(nèi)容是教師根據(jù)學(xué)生實(shí)際和教學(xué)真實(shí)情景，獨(dú)立自主設(shè)計。教學(xué)內(nèi)容主要圍繞英語語言要素，語言形式和語言功能，相關(guān)的語法結(jié)構(gòu)(Dosth;Don’tdosth.;Nodoingsth.;Youmustdosth.;Youmustn’tdodosth;Youshoulddosth.;Youshouldn’tdosth)表達(dá)規(guī)章制度語用功能，聚焦語言形式和聚焦語言意義相結(jié)合。
三、學(xué)情分析
本節(jié)課的授課對象為高一上學(xué)期的學(xué)生，專門為開學(xué)第一課而設(shè)計。學(xué)生處于初高中銜接階段，有一定的語言運(yùn)用能力，學(xué)生在初中已經(jīng)學(xué)過幾個簡單情態(tài)動詞的用法，祈使句以及祈使句的否定態(tài)，尚不能與語用功能結(jié)合起來。教師希望通過本節(jié)課，能夠引導(dǎo)學(xué)生學(xué)習(xí)英語不僅應(yīng)該學(xué)習(xí)語法（聚焦語言形式），更應(yīng)該重視運(yùn)用語言（聚焦語言意義），通過創(chuàng)設(shè)情境，信息差活動以及小組合作式學(xué)習(xí)，提高學(xué)生學(xué)習(xí)熱情，培養(yǎng)良好的學(xué)習(xí)習(xí)慣和策略，為高中英語學(xué)習(xí)做好銜接。
四、教學(xué)目標(biāo)
1．知識目標(biāo)
1)學(xué)生能夠通過學(xué)習(xí)和在寫作中運(yùn)用掌握下列語法結(jié)構(gòu)：
Dosth.;Don’tdosth.;Nodoingsth.;Youmustdosth.;Youmusnt’dosth.;Youshoulddosth.;Youshouldn’tdosth.
2）學(xué)生通過小組合作共同學(xué)習(xí)下列詞匯：
preview,review,attentively,organized,etc
2．能力目標(biāo)
1)學(xué)生能夠運(yùn)用相關(guān)語法結(jié)構(gòu)書寫規(guī)章制度；
2)學(xué)生能夠在信息差任務(wù)中口語交流真實(shí)信息。
3．學(xué)習(xí)策略
學(xué)生學(xué)會如何在現(xiàn)實(shí)情境中運(yùn)用英語，同伴合作式學(xué)習(xí)策略。
4．情感態(tài)度
1)通過信息差，學(xué)生體會到交流真實(shí)信息的成就感；
2)通過在實(shí)際情景中書寫規(guī)章制度并張貼成為班級協(xié)議體驗(yàn)運(yùn)用英語的樂趣；
五、教學(xué)重難點(diǎn)
表達(dá)規(guī)章制度的相關(guān)語法結(jié)構(gòu)
六、教學(xué)方法
1.情景教學(xué)法
2.任務(wù)型教學(xué)法
3.交際法
七、教學(xué)輔助
多媒體課件黑板粉筆工作表
八、教學(xué)步驟
StepIEngagement(4m)（預(yù)熱和導(dǎo)入）
1.教師給學(xué)生PPT展示一位女士開車闖紅燈的照片，并說明早上發(fā)生的倒霉事“TodayIreallyhadabadluck.Inthemorning,Igotupabitlate,soIhurriedtotheschool.Ievendrovewhenthelightwason.”教師面部表情憂慮的傾訴，師生互動，詢問學(xué)生“Ifeltreallynervousandworried.Youknowwhy?”，引導(dǎo)學(xué)生完成句子IfeltnervousandworriedbecauseIbroketrafficrules;Trafficrulessaythatpeoplemustn’truntheredlight，導(dǎo)入話題規(guī)章制度，并引出其中mustn’t語法結(jié)構(gòu)表示語用功能；
2.教師展示其他幾種規(guī)章制度，提問“Doyouknowwhattheyare?”，引導(dǎo)學(xué)生輸出“rulesandregulations”并讓學(xué)生著眼于表達(dá)規(guī)章制度的語法結(jié)構(gòu)。
高一英語“wbrWritingwbrRuleswbrandwbrRegulations”的教學(xué)設(shè)計設(shè)計意圖：教師設(shè)計導(dǎo)入，運(yùn)用貼近學(xué)生生活實(shí)際的素材，并用深情并茂的身體語言，從而激發(fā)學(xué)生的學(xué)習(xí)興趣，激活課堂的學(xué)習(xí)氣氛，預(yù)熱了課堂，并且真實(shí)自然的導(dǎo)入話題和教學(xué)重點(diǎn)。
StepIIStudy(學(xué)習(xí)英語課堂規(guī)定)(17m)
1.教師以英語課堂規(guī)定為例，教師請同學(xué)小組合作共同學(xué)習(xí)語言材料；
2.教師組織學(xué)生進(jìn)行信息差活動，學(xué)生分組，每組4人，然后把事先準(zhǔn)備好的12條規(guī)定分成4份，以工作表的形式分發(fā)給4個小組成員，每個成員完成各自的規(guī)定，用查字典、問老師、問同伴的方式學(xué)習(xí)生詞難詞，學(xué)習(xí)完成之后小組內(nèi)匯報各自的規(guī)章以及表達(dá)規(guī)章的句子結(jié)構(gòu)；
3.教師邀請一名學(xué)生向全班匯報，知道學(xué)生一起學(xué)習(xí)Dosth.;Don’tdosth.;Nodoingsth.;Youmustdosth.;Youmusnt’dosth.;Youshoulddosth.;Youshouldn’tdosth.為語言輸出搭好腳手架。
高一英語“wbrWritingwbrRuleswbrandwbrRegulations”的教學(xué)設(shè)計設(shè)計意圖:課堂以學(xué)生為中心，教師由傳統(tǒng)的知識傳播者，轉(zhuǎn)換為班級活動引導(dǎo)者和管理者，學(xué)生自主學(xué)習(xí)，并利用查字典，請教老師等學(xué)習(xí)策略探究語言知識，印象更為深刻；小組合作，各組員語言水平各異，層次好的學(xué)生幫助相對薄弱的學(xué)生，可以提現(xiàn)分層次教學(xué)；信息差活動，學(xué)生成為信息的接收者和傳遞者，體會真實(shí)交流，在真實(shí)的情景任務(wù)重運(yùn)用語言
StepIIIActivity（活動：書寫教室、寢室規(guī)章制度）(18m)
1.Brainstorm:教師請小組討論，頭腦風(fēng)暴學(xué)生應(yīng)該遵守哪些教室、寢室規(guī)章制度
2.教師請一名學(xué)生在黑板上作演示，其余學(xué)生獨(dú)立寫作
3.根據(jù)學(xué)生黑板上的寫作，教師給出反饋
高一英語“wbrWritingwbrRuleswbrandwbrRegulations”的教學(xué)設(shè)計設(shè)計意圖：活動設(shè)計是本次教學(xué)設(shè)計的高潮，之前的Engagement和Activity為寫作語言輸出做好了充分的鋪墊，創(chuàng)設(shè)情境仍然貫穿其中，最后教師反饋，在學(xué)生錯誤的基礎(chǔ)上，再次為學(xué)生提供正確的語言形式。
StepIVAfter-classActivity（作業(yè)布置）(1m)
1.請學(xué)生寫出至少5條教室、規(guī)章制度；
2.請班委會整理并設(shè)計成文，張貼在教室后面英語角，成為6班班級協(xié)議。
高一英語“wbrWritingwbrRuleswbrandwbrRegulations”的教學(xué)設(shè)計設(shè)計意圖：教室作業(yè)布置這樣安排，能對語言輸出進(jìn)一步強(qiáng)化；學(xué)生將自己寫就的整理出來的規(guī)章制度變成班級協(xié)議，能夠增強(qiáng)學(xué)生的成就感，又能把6班融合成有班級協(xié)議的一個團(tuán)隊
九、Blackboarddesign（板書設(shè)計）
高一英語“wbrWritingwbrRuleswbrandwbrRegulations”的教學(xué)設(shè)計高一英語“wbrWritingwbrRuleswbrandwbrRegulations”的教學(xué)設(shè)計高一英語“wbrWritingwbrRuleswbrandwbrRegulations”的教學(xué)設(shè)計
RulesandRegulationsdosth./don’tdosth.preview
高一英語“wbrWritingwbrRuleswbrandwbrRegulations”的教學(xué)設(shè)計nodoingsth.review
學(xué)生演示+教師反饋must/mustn’tdosth.organized
should/shouldn’tattentively

高一英語復(fù)習(xí)要點(diǎn)：Earthquake

高一英語復(fù)習(xí)要點(diǎn)：Earthquake

一、知識點(diǎn)
1.Nowimaginetherehasbeenabigearthquake.現(xiàn)在，假設(shè)有一次大地震。
“There+be+主語+其它成分”結(jié)構(gòu)中there為引導(dǎo)詞，本身無意義，謂語動詞按照就近一致原則。其它相似句型還有：
Therehappentobe碰巧有Thereseems/appearstobe好像有
Thereislikelytobe可能有Theremay/mightbe也許有
Theremustbe一定有Therecan’tbe不可能有
Thereissaid/reportedtobe據(jù)說/據(jù)報道有
Thereusedtobe曾經(jīng)有Thereissure/certaintobe一定有
2.happento.It(so)happenedthat…
DidyouhearwhathappenedtoDavidlastnight?
你聽說大衛(wèi)昨天晚上發(fā)生什么事了嗎?
WhatwillhappentothechildrenifPeterandAlicebreakup?
如果彼得和愛麗絲離婚孩子們將怎么辦?
IhappenedtoseePeteronthewaytothebookstoreyesterday.
昨天我去書店的路上碰巧遇見了彼得。
ItsohappenedthatIsawPeteronthewaytothebookstoreyesterday.
昨天我去書店的路上碰巧遇見了彼得。
Ihappenedtobeoutwhenhecalled.他來訪時，恰巧我出去了。
(=IthappenedthatIwasoutwhenhecalled.)
IhappenedonjustthethingIhadbeenlookingfor.我偶然發(fā)現(xiàn)了我所要找的東西。
3.rightaway毫不遲疑，立刻
Heisill;youshouldcallinthedoctorrightaway.他病了,你應(yīng)該立即請大夫來。
4.Asmellygascameoutofthecracks.裂縫里冒出臭氣。
5.Inthefarmyards,thechickensandeventhepigsweretoonervoustoeat.
農(nóng)家大院里，雞甚至豬都緊張得不想吃食。
6.Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wereasleepasusualthatnight.
但是，這個城市的一百萬居民都沒有把這些情況當(dāng)一回事，當(dāng)天晚上照常睡著了。
7.Itseemedasiftheworldwasatanend.世界似乎到了末日。
從句表示“(在某人)看來好像;似乎”
①Itseems/looks/appearsasif/though…看起來好像…
②Sb./Sth.looksasif/though…(不用seem/appear)
③Thereseems/appears(tobe)…(不用look)
Thereappearstohavebeenamistake.=Itappearsthattherehasbeenamistake.
④Itseemsso.=Soitseems.看來似乎是這樣。
8.Infifteenterriblesecondsalargecitylayinruins.
在可怕的15秒鐘內(nèi)，一座大城市就淪落為一片廢墟之中。
9.Two-thirdsofthemdiedorinjuredduringtheearthquake.
三人之二的人在地震中死去或受傷。
10.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.死傷的人數(shù)達(dá)到40多萬。
10.Someoftherescueworkersanddoctorsweretrappedundertheruins.
有些醫(yī)生和救援人員被困在廢墟下面。
11.Allhopewasnotlost.不是所有的希望都破滅了。該句為部分否定。All,both,everyone,everybody,everything以及every+名詞都表示全部肯定;但當(dāng)not在它們之前或之后都表示部分否定。noone,nonenobody,nothing,not…any,以及no+名詞都表示全部否定。如：
①Bothofthemhaven’treadthisstory.并非他們二人都看過這個故事。
②Alloftheboysareclever,butnoneofthemcanworkoutthisproblem.
這些男孩都很聰明，但沒有一個人能解出這道題。
③Allbamboodoesn’tgrowtall.=Notallbamboogrowstall.并非所有的竹子都長的高。
12.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.
救援人員為那些家園被毀的幸存者蓋起了避難所。
13.undertheweightof在……重壓下，迫于
14.intheopenair在戶外，在野外，露天intheair在空中，懸而未決
15.taketurnstodosth依次，輪流做某事inturn依次地，輪流地
Itisyourturnnow.現(xiàn)在輪到你了。
Nooneisallowedtogethisticketoutofturn.任何人都不準(zhǔn)不按次序買票。
16.beshockedat對……感到震驚
17.beproudof以……為自豪
18.OurofficewouldliketohaveyouspeaktotheparkvisitorsonJuly28
19.expressone’sthankstosb/forsth…對/因……表示感謝
20.withoutwarning毫無預(yù)兆
21.nextto緊接著，相鄰，次于
22.getawayfrom…避免，擺脫，離開
23.disarster-hitareas災(zāi)區(qū)
24.raisemoney募捐，籌款
25.ListeningtoEnglishisaveryimportantskillbecauseitisonlywhenweunderstandwhatissaidtousthatwecanhaveaconversationwithsomebody.
聽英語是一項很重要的技能，因?yàn)橹挥挟?dāng)我們懂得別人給我們說什么我們才能與他交談。
26.Itisbelievedthatonthesurfaceoftheearthareanumberofplates.
人們認(rèn)為地球表面是一些板塊。
27.holdup舉起;托住;支撐;使停滯;耽擱;提出;阻擋;列舉，推舉;(理論等)經(jīng)得住
Womencanholduphalfofthesky.婦女能頂半邊天。
28.makeup彌補(bǔ),虛構(gòu),縫制,整理,包裝,和解,編輯,化妝,補(bǔ)足,拼湊
Farmworkersmakeuponlyasmallsectionofthepopulation.
農(nóng)民只占人口的一小部分.
Theboymadeupastory;itwasnottrue.男孩編了個故事，這故事不是真的。
29.Thejudgegaveaprizeandhiscongratulationstothecyclistwhowonthecompetition.裁判把獎金頒給贏得比賽的自行車選手，并向他祝賀。
30.Theminerswhohadbeentrappedintheminefortwodayswerefinallyrescued.被困在煤礦里兩天的礦工們最后得到了營救。
31.Thereporterrecognizedthatthegirlwhowassofrightenedwastryingtoavoidthequestion.記者意識到女孩很害怕，而且盡力地回避問題。
32.Thebigfiredestroyedtwoshopswhichareaboutfourblocksfromhere.
大火摧毀了離這兒四個街區(qū)的兩個商店。
33.Ican’texpresshowIamfeelingatthemoment.我無法表達(dá)我現(xiàn)在的感覺。
34.Itissaidbuttruethatpeopledieinearthquakesfromfallingfurnitureandbricks.據(jù)說但是真實(shí)的，在地震中人們死于倒落的家具和磚塊。
35.befixedto…被固定到……
36.betiedto…被綁在……

高一英語鐘限時閱讀復(fù)習(xí)

高一英語上冊Unit1GoodFriends好朋友教案一

高一英語上冊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

高一英語Unit2 English around the world教案

高一英語 Unit2 English around the world教案

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.

高一英語上冊Unit19-22單元專題復(fù)習(xí)教案

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(diǎn)及難點(diǎn)：
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，該有多好啊！
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(shí)現(xiàn)的愿望，謂語動詞用haddone。IfonlyIhadtakenhisadvice!
②表達(dá)現(xiàn)在不可實(shí)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(shí)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(bǔ)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!

高一英語上冊單詞表整理3（人教版）

高一英語必修3第三單元導(dǎo)學(xué)案