高中英語選修七教案

北師大高中英語Units1-3基礎(chǔ)知識。

北師大高中英語Units1-3基礎(chǔ)知識

UNIT1Lifestyles

單詞

Warm-up

boring,relaxing,stressful,peaceful,active,interesting,dangerous,exciting

Lesson1

sportsprogrammes,TVseries,cartoons,gameshows

Lesson2

stress,studio,expert,pressure,social,reduce,organise,prefer,stand

Lesson3

support,solve,design,volunteer,challenge,advertisement,presentation

Lesson4

accountant,crowded,career,otherwise,nearby

CommunicationWorkshop

classical,formal,style,cycle

短語

Warm-up

onceaweek,inonesfreetime

Lesson1

switchon/off/over,gooff,takeup,befilledwith,complainabout

Lesson2

sufferfrom

Lesson3

graduatefrom,beexcitedabout,makeadecision,bepreparedfor,meetchallenges,totellthetruth,havealongtalk,winonessupport,beproudof,solveproblems

Lesson4

distancelearning,musicfan,weatherforecast

CommunicationWorkshop

atthemoment,overtheyears

句型

Ithink...but...

Ifind...very...

Iprefer/like/enjoy...because...

Icantstand...

交際用語

Allthebest.

Canyougiveme...？

Howabout...?

Whydontyou...？

語法

一般現(xiàn)在時和現(xiàn)在進行時

一般將來時will，begoingto及一般現(xiàn)在時表示將來

UNIT2Heroes

單詞

Warm-up

heroine,interview,admire,character,calm,generous,violent

Lesson1

astronaut,train,flight,gravity,rocket,explore,peacefully,atmosphere,land,helicopter,express,introduction

Lesson2

revolution,found,republic,equal,struggle,protest,march,stress,receive,organize,retire

Lesson3

brilliant,skillful,awful,useless,amazing,keen,unusual,succeed,advantage,champion,recent,design,fantastic,cause,fortunately,improve,event,athlete

Lesson4

disaster,promote,injury,relationship,divorce,quality,confident,superhero,funeral,react,belief,courage,raise,attention

Communicationworkshop

agreement,disagreement,badminton,dive,dead(adv.),medal,absolutely,Olympic,mean,stage

短語

Warm-up

befamousfor

Lesson1

mannedspaceship,liftoff,separatefrom,becauseof,letout

Lesson2

fightfor,fightagainst,inprison,lightbulb,beginwith,continuetodo,medicaldegree,taketurnstodo

Lesson3

makeprogress,geton,competeagainst,bestrictwith,cometoanend,roadtosuccess,moveupto,lookback

Lesson4

happento,ononesown,pullthrough,giveup,commitsuicide,getinvolved,remember..,as...,returnto,feelsorryfor...

Communicationworkshop

comeoffit,intheend

句型

Thespaceship,calledShenzhouV,wascarrying...

YangLiwei,whowasapilotinthearmy,waschosenfrom...

Atfirst,hecouldntbreathewithoutamachine.

Withtheprogressofnewmedicalresearch,Imconfidentthat...

交際用語

Well,Ithink...isimportant,because...

Imsorry,butIdontagree.

Yes,youareright,but...

Iagreewithyou,butpersonally,Ithink...

Inmyopinion,...

Oh,comeoffit!

Isuppose...but...

OK,but...

Youredeadright.

Absolutely.

Thatstrue.

Youvegotapointthere.

語法

一般過去時和過去進行時

現(xiàn)在完成時和一般過去時

UNIT3Celebration

單詞

Warm-up

graduation,theMid-AutumnFestival,wedding,theDragonBoatFestival,turkey,pudding

Lesson1

celebration,power,darkness,tradition,include,destroy,decorate,boil,serve,seasonal,traditional,sticky,nowadays

Lesson2

alcohol,barbecue,reception,salary,teenager,congratulation,retire,smartly

Lesson3

bride,bridegroom,bestman,entrance,invitation,ceremony,contribute,link

Lesson4

decoration,adult,polar,seriously

CommunicationWorkshop

anniversary,mess,unfortunately

短語

Lesson1burndown,takepartin

Lesson2applyfor

Lesson3evenif,oughtto

Lesson4theNorthPole,putup,blowup,carryon

CommunicationWorkshopabitof,aswell

句型

Thefestivaliscelebratedby...

Itissaid/believedthatsb./sth

交際用語

Givingadvice

Yououghtto...Yououghtnotto...

Youhaveto...Youdonthaveto...

Congratulations

Welldone!Youplaybeautifully!

Wow!Thatsbrilliant!

語法

被動語態(tài)

情態(tài)動詞haveto，should，can及情態(tài)動詞oughtto

延伸閱讀

牛津高中英語模塊一Unit3

一位優(yōu)秀的教師不打無準備之仗，會提前做好準備，教師要準備好教案，這是每個教師都不可缺少的。教案可以讓上課時的教學(xué)氛圍非?；钴S，幫助教師掌握上課時的教學(xué)節(jié)奏。那么如何寫好我們的教案呢？小編為此仔細地整理了以下內(nèi)容《牛津高中英語模塊一Unit3》，歡迎您參考，希望對您有所助益！

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Unit3（上）
二、教學(xué)要求：
1．學(xué)會談?wù)摻】怠㈠憻?，描述問題。
2．學(xué)習(xí)e-mail的寫作。
3．語法：非限制性定語從句、反意疑問句。

一、重要單詞：
stay(系動詞：保持),slim,figure,weight,ashamed,recover,failure,contain,chemical,seldom,damage,attractive,touching,embarrassed,pressure,overweight,diet,properly,skinny,consider,fit(強健的),pill,appearance,especially,amazed,archery,squash,aerobics(有氧運動),triathlon(鐵人三項),category,partial(部分的),response,purpose,confirmation,actually,recognize.

二、重點詞組：
workout鍛煉、訓(xùn)練,goondiets/adiet實行節(jié)食,insecret私自,sideeffect副作用,putonweight體重增加,loseweight減肥,beashamedof對….感到羞恥,anexactmatchfor和….完全匹配的…，followone’sadvice聽從某人的建議,soundfun聽起來象是件有趣的事,teamsport團隊運動,buildup增強,regretdoingsth后悔做了某事,riskdoingsth冒做某事的風(fēng)險.
三、
non-restrictiveattributiveclause非限制性定語從句,questiontag反意疑問句,positivestatement肯定的陳述句,negativestatement否定的陳述句,personalpronoun人稱代詞,auxiliaryverb助動詞,modelverb情態(tài)動詞,imperativeclause祈使句.

1.Whatdoyoudotokeepyourselflookinggoodandfeelinggood？
你是怎樣保持自己良好的外在形象和健康的身體狀況的？
詢問別人怎樣做某事的可以用“howdoyou…..?”也可以用“whatdoyoudoto….?”。例如：
Howdidyoumakethebabystopcrying?
Whatdidyoudotomakethebabystopcrying?
Keepyourselflookinggoodandfeelinggood是一個“動＋賓語+補語”結(jié)構(gòu)，現(xiàn)在分詞短語lookinggoodandfeelinggood作賓補。
2.Dyingtobethin….
這是個雙關(guān)語，既可以理解成“差一點為瘦身而死”，也可以理解為“迫切希望瘦身”。課文主人公Amy因為急切希望保持苗條的身材服用了一種減肥藥造成肝功能衰竭，差點丟了性命。用這個雙關(guān)語作課文的標題非常巧妙。
Dying的本意是“快要死去的，而dyingtodo/be+adj或dyingfor+n則表示“迫切希望…..”。例如：
Heisdyingtoseehishomelandagain.
I’mdyingforadrinkofrum.
Sheisdyingforachancetobebackonthestage.
3.Iknowthepressuretostayslimisaproblem,especiallyforanactress.
我知道保持苗條的壓力是一個，對于一位女演員來說更是如此。
4.I’mtakingweight-losspillscalledFat-Less,whicharequitepopularamongyoungwomenhere.
我在服用一種叫“”的減肥藥，這種藥在年輕女性中很流行。
medicine泛指藥物，尤指內(nèi)服藥，表示“治療…的藥”時后面跟介詞for:themedicineforcold。Pill藥片、藥丸,,表示“治療…的藥”時前面加定語：sleepingpills。drug藥劑、麻醉藥、毒品，drug(s)表示“治療…的藥”時和for/totreat連用。
5.Shesayshealthispriceless,andIagree,butthenIlooksoslimatthemoment.
她說健康是無價的，我同意她的說法，但是我現(xiàn)在看起來非常苗條。
后綴less加在名詞之后表示“沒有、缺乏”例如：hopeless,helpless,careless,homeless.注意，priceless和worthless,valueless的意思不同。Price指價格，加less表示“無法估價的”；worth,value指價值，加less則表示“沒有價值的。
Then和but連用，起到增強語氣的作用。
6.Theycontainaharmfulchemicalthatcausedmylivertofail.
那些藥里含有一種有害的化學(xué)成分，導(dǎo)致我肝功能衰竭。
7.Ithinkyoulookgreatasyouare.
我認為你現(xiàn)在這樣保持自然本色看起來就很棒。
Asyouare是狀語從句意思是“以你本來的面目”
As作連詞的用法較復(fù)雜，可以表示“當….時候、因為、既然、相比、雖然，按照…做、象…一樣、當做，還可以用來指代上文中提到的事情以避免重復(fù)。其中作“雖然、用來指代上文中提到的事情”兩種用法比較特殊，請看例句：
Aloneasheis,hedoesnotfeellonely.
Tryasyouwould,youcouldnotmakehimchangehismind.
Harryisunusuallytall,asarehisbrothers.
8.Remembertotakeitslowlyatfirstandyouwillbuildyourstrengthupquickly.
記住剛開始鍛煉時要慢些，你的體力很快就會增強。
Take在這里意思是“從事…活動”it指代sport/exercise。
Buildup增強、增加，名詞build-up,例如：
Thebuild-upofJapaneseforcesmakestheneighboringcountriesveryuneasy.
9.Somesportsareusuallydoneindoors,whileothersaredoneoutdoors.
一些體育活動通常是在室內(nèi)進行的，另一些則是在室外。
Indoor、outdoor是形容詞，只能作定語使用;indoors/outdoors是副詞，作地點狀語。例如：
Itisanindoorsport.
Wecanplaythegameindoors.

一、非限制性定語從句

1)定語從句有限制性和非限制性兩種。限制性定語從句是先行詞不可缺少的部分，去掉它主句意思往往不明確；非限制性定語從句是先行詞的附加說明，去掉了也不會影響主句的意思，它與主句之間通常用逗號分開，例如：
Thisisthehousewhichweboughtlastmonth.這是我們上個月買的那幢房子。（限制性）
Thehouse,whichweboughtlastmonth,isverynice.這幢房子很漂亮，是我們上個月買的。（非限制性）
2)當先行詞是專有名詞或物主代詞和指示代詞所修飾時，其后的定語從句通常是非限制性的，例如：
CharlesSmith,whowasmyformerteacher,retiredlastyear.查理史密斯去年退休了，他曾經(jīng)是我的老師。
Myhouse,whichIboughtlastyear,hasgotalovelygarden.　我去年買的的那幢房子帶著個漂亮的花園。
Thisnovel,whichIhavereadthreetimes,isverytouching.這本小說很動人，我已經(jīng)讀了三遍。

3)非限制性定語從句還能將整個主句作為先行詞,對其進行修飾,這時從句謂語動詞要用第三人稱單數(shù)，例如：
HeseemsnottohavegraspedwhatImeant,whichgreatlyupsetsme.他似乎沒抓住我的意思，這使我心煩。
Liquidwaterchangestovapor,whichiscalledevaporation.液態(tài)水變?yōu)檎羝@就叫做蒸發(fā)。

說明：關(guān)系代詞that和關(guān)系副詞why不能引導(dǎo)非限制性定語從句。
二、反意疑問句：
（1）反意疑問句是由陳述句以及其后面的簡略疑問句構(gòu)成，前一部分為陳述句，后一部分由助動詞或情態(tài)動詞+主語(人稱代詞)構(gòu)成，可表示真實的疑問。也可以表示說話者的某種傾向，強調(diào)或反問
It’sraining,isn’tit?
(2)反意疑問句的前半部分陳述句是肯定的，則疑問部分為否定形式；反意疑問句的前半部分陳述句中若為否定，則疑問部分為肯定形式。
(3)前半部分陳述句含有hardly,never,seldom,few,little等詞時，疑問部分為肯定形式。
Wehardlyknoweachother,dowe?
Thereislittleleftforustodo,thereis?
(4)反意疑問句的前半部分陳述句中若使用了助動詞，情態(tài)動詞或be動詞，后半部分先重復(fù)這些動詞，然后+not+主語，構(gòu)成簡略句
Youcanreadthis,can’tyou?
Sheshouldhavearest,shouldn’tshe?
(5)如果反意疑問句前半部分肯定句中謂語動詞是實意動詞，后半部分一般由didn’t/doesn’t和didn’t+主語構(gòu)成
Weneedsomesaladtoo,don’twe?
Helookslikehisfather,doesn’the?
(6)祈使句后面的反意疑問句是willyou/shallwe?
Let’sstopquarrelingandgetdowntobusiness,shallwe?
Comeovertomyhouse,willyou?

一、單項選擇
1.Janecouldhardlybecalledbeautiful,____________?
A.couldn’tsheB.couldn’tJaneC.wasn’tsheD.couldshe
2.Isthisfactory_____youvisitedtheotherday?
A.whichB.whereC.towhichD.theone
3.Youwillhavesomesparetime_____youcanlearnFrenchat
home.
A.thatB.whichC.atwhichD.duringwhich
4.Weoughttomakefriendswithsuchpeople_____arekindandhardworking.
A.whoB.asC.thatD.whom
5.Iwassosurprisedthathereturnedhomemuchearlier_____wasexpected.
A.asB.thanC.whichD./
6.HemustbefromAfrica,_____canbeseenfromhisskin.
A.whichB.thatC.whereD.as
7.Chinaisthebirthplaceofkites,_____kiteflyingspreadtoJapan,Korea,ThailandandIndia.
A.fromwhereB.whichC.whereD.as
8.Thatisthegirl_____fatherwehavejustbeenspeaking.
A.ofwhoseB.ofwhomC.whoseD.who
9.MayorwillmakeaninspectionofourschoolonMonday,_____youcantellhimhowhardthesituationwearein.
A.whereB.whichC.whenD.that
10.Weoftenthinkofthehappiestdays_____wespenttogetherontheisland
A.whenB.whichC.thatD.duringwhich

二、用下列單詞的適當形式填空：
figure,weight,shame,recover,fail,contain,chemical,embarrassed,pressure,properly,skin,consider,appear
1．Sheisonadiettokeepher___________.
2．Everyonecouldseehis__________whenhewascaughtstealingfoodfromthefrige.
3．Susanisnotthe_______littlegirlsheusedtobe.
4．Youshouldbe________ofsuchbehavior.
5．_______isasubjectthatislearntinthelab.
6．TheUNhassent9__________ofreliefsupplytotheearthquakearea.
7．Itisvery___________ofyoutobringmesuchausefulgift.
8．Nowadaysyoungpeoplewilldoanythingtoimprovetheir___________
9．Thiskindofdressisnotvery_______forthewedding.
10.Mr.Lee’s________wasapainfulandslowone.
11.Hiscarelessnesshasresultedinanother__________.
12._________asheis,hecan’tkeephishandformchocolate.
13.Reporterstriedto_______himformoreinformation.
三、完形填空
Withthelongdaysofsummer1andkidsheadingbacktoschool,itseemsthatexerciseshouldbecomeeasiertodoinsteadofharder.But,formanyparents,thatisntthe2asschedulesgetcrowedwithactivities,thesungoesdownearlierandthestressofdailylifesetsin.Manypeoplefind3vowing(發(fā)誓)tostartexercisingatsomelatertimewhenthingscalmdownbut,heressomethingyoualreadyknow--lifedoesntusuallyworkthatway.
4ofwaitingfortherighttime,whynotstartnow?Gettingexercisefirmlyestablishedmakesiteasierforitto5apriority（要優(yōu)先做的事）foryou.Tryingtofititintoacrazyschedulelaterishardtodoandcanresult6stress,guiltandthickerwaistlines（腰圍）.Stayingfittakesalittlework,butitsworthitinthelong7.
Anyparentknowsthatplanningandpreparationcanmakeadifferenceinhowsmoothlythingsgo.Givingexercisethatsamekindofeffortcanhelpyoumakeithappen.
Planoutyourweeklycalendarofwork,familyandotherresponsibilities.
Lookfortimesyoucansqueezeinsomeexercise.8youonlyfind10minuteshereorthere,thats10minutesyoullbemovinginsteadofsitting.
Planwhatyoulldoandwhatyoullneedtodoit--e.g.,ifyouregoingtothegymyoullneedtohaveyourgymbagreadyandsnacks/mealsreadytogo.Prepareasmuchasyoucanbeforehandforsmootherworkouts.
Lookforcreativewaystobeactive.Onepersonwhojogsaroundthesoccerfieldathersonspractices.There’sanotherwhoridesbikeswithhisdaughtereverymorningbeforeschool.Integrating(結(jié)合)exercisewithotheractivitiesisonewaytostay9andstillkeepupwithresponsibilities.
Setupabasichomegym.Evenifyoupreferahealthclub,havingsomebasicequipment10aswellasafewqualityworkoutvideosmeansyourealwaysreadyforaworkout.Thinkresistancetubesorbands,anexerciseballandsomedumbbells.
1．A.outB.goC.goneD.done
2.AconditionB.caseC.exampleD.reason
3.A.usB.themC.theirsD.themselves
4.A.DespiteB.ApprovedC.AwareD.Instead
5.A.remainB.keepC.stayD.get
6.A.inB.fromC.ofD.over
7.A.timeB.termC.runD.period
8.A.EvenifB.AsifC.AsthoughD.Nowthat
9.A.wellB.healthC.fitD.happy
10.A.preparedB.availableC.accessD.responsible

一、DAACB,DAACC
二、1.figure2.embarrassment3.skinny4.ashamed5.Chemistry6.containers7.considerate8.appearances9.proper10.recovery11.failure12.overweighed13.press
三、CBDDA,ACACB

高中英語Unit1 Cultural Relics教案

俗話說，凡事預(yù)則立，不預(yù)則廢。高中教師要準備好教案，這是高中教師的任務(wù)之一。教案可以讓學(xué)生們能夠更好的找到學(xué)習(xí)的樂趣，減輕高中教師們在教學(xué)時的教學(xué)壓力。優(yōu)秀有創(chuàng)意的高中教案要怎樣寫呢？下面是小編精心為您整理的“高中英語Unit1 Cultural Relics教案”，但愿對您的學(xué)習(xí)工作帶來幫助。

Unit1CulturalRelics
Thefirstperiod(WarmingupandPre-reading)
Teachinggoals:
1.Targetlanguage
Cultural,survive,remain,state,rare,dynasty,vase,belongto
2.Learningabilitygoals
Helpthestudentslearnhowtotalkaboutculturalrelicsandhavethesenseofprotectingculturalrelics.
Teachingimportantpoints
Talkaboutculturalrelicsandwhatshouldbedonewiththem.
Teachingdifficultpoints:
Howtotalkaboutculturalrelics.
Teachingmethods:
Groupdiscussionandpresentation.(cooperativelearning)
Teachingprocedures:
Step1Warming-up
Ttalksaboutsomefamousworldheritagestothestudents.RaisetheSs’awarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.AsktheSstotrytheirbesttothinkoftheculturalrelicsthattheyknow.
T:Boysandgirls,lookatthetitleofthisunit,tellmewhatthetopicofthisunitis.
Ss:Thetopicofthisunitisculturalrelics.
T:Doyouknowwhatculturalrelicsare?
(SscanfindtheanswerfromtheWarmingup.)
T:OK,verygood.Nowletmetellyousomedetailsaboutculturalrelics.Culturalrelicsaretracesoffeaturessurvivingfromapastageandservingtoremindpeopleofthem.Theyrepresentthecultureofaplaceandsomeperiodsofhistory.Canyougivemesomeexamplesoftheculturalrelics?
S1:TheGreatWall.
S2:ThePyramidsinEgypt.
S3:TheImperialPalace.……
T:Welldone.(Tcangivemoreexamples)Unfortunately,someofthemareindangerbecausetheyaredestroyed,andsomeofthemwerelostbecausesomeonestolethem.Nowimaginethatyouworkforthestateofficeofculturalrelics.Youaresenttoasmalltownwhereyoufindarelicthatwasstolenfromapalace.ItisarareMingDynastyvase.Themanwhohasitinsiststhatitbelongstohisfamily.Whatwillyousaytohim?Workinpairstodiscussthisquestion,andthenI’llasksomeSstotellmeyouranswers.
3minuteslater,asksomeSstogivetheiranswers.

Step2Pre-reading
T:OK,class,doyouthinktheseculturalrelicsarebeautiful?
Ss:Yes,verybeautiful.
T:Supposeoneofthemgotlost,howwouldyoufeelandwhatwillyoudowithit?
S1:Tryourbesttofindit.
S2:Protecttheothersinorderthattheywillnotlost.……
T:Thanksforyourgoodsuggestions.Ifyoufindaculturalrelic,whatwillyoudowithit?Youcanmakeadialoguewithyourpartneronthisquestion.
Tcanpracticeitwithastudenttogiveanexample.
Sampledialogue
T:Ifyoufoundaculturalrelic,whatwouldyoudowithit?
S1:Idontknow．
T:Wouldyouwanttokeepit?
S1:Ofcoursenot．Itdoesntbelongtome．
T:Thenwhydontyougotoyourcommunitycouncil?
S1:ImnotsureIcouldtrustthepeoplethere．WhatifthepersonIgiveittokeepsitforhimself?
T:Goodquestion．Whatdotherestofyouthink?
S2:IguessIwouldaskmyparentswhattodowithit．
T:Thatsagoodidea．Anyoneelsehaveanidea?
S3:Iwouldaskmybrother．Heisapoliceman．
AsksomeSstoacttheirdialogueout.

Step3Homework
1.PreviewthereadingpassageanddoexerciseIinthepart“Learningaboutlanguage”.
2.AsktheSstolookformoreculturalrelics.ThestudentscangotothelibraryorusetheInternettosearchforinformation.
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheSecondPeriod
(Readingandcomprehending)
Knowledge:
Learnsomenewphrasesandsomenewsentencepatterns.
Ability:
1.LearnsomedetailedinformationabouttheAmberRoom.
2.Improvethestudents’readingability.
3.Trainthestudents’abilitytograspkeyinformationwhilelistening.
4.Trainthestudents’speakingability.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.EnabletheSstotalkaboutthestoryoftheAmberRoom
Teachingimportantpoints:
1.Thenewwordsandexpressions;
2.LearnsomedetailedinformationabouttheAmberRoom;
3.Trainthestudents’abilitytocooperatewithothers;
4.Trainthestudents’speakingability.
Teachingdifficultpoints:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
2.Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
3.Sentencepatterns:
(1)Thereisnodoubtthat…..
(2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit．
4.Improvethestudents’readingability.
5.Trainthestudents’abilitytograspkeyinformationwhilelistening.
Teachingmethods:
1.Listeningtothetape.
2.Learningandpracticing.
Teachingprocedures:
Step1Greetingsandlead-in
T:Welearnedsomeculturalrelicsyesterday.Doyoustillrememberthem?Givemesomeexamples,please.
Studentsgivetheiranswers.
T:Verygood.Todaywe’regoingtolearnanotherculturalrelic.Lookatthetwopicturesonpages1—2;doyouknowwhatitiscalled?
Ss:TheAmberRoom.
T:Yes,It’scalledtheAmberRoom.

Step2Fastreading:
T:DoyouwanttoknowmoreabouttheAmberRoom?Readthepassagefirstandtrytoanswerthequestions:
1、WhyitiscalledtheAmberRoom?
2、Whatelsewereusedtomaketheroombesidesamber?
3、WhywastheAmberRoomfirstbuilt?
4、WhenandwhydidFrederickWilliamIgivetheAmberRoomtoPetertheGreat?
5、WhatdidCatherineIIdowiththeAmberRoom?
6、WhenandhowwastheAmberRoomsupposedtohavebeenlost?
Fiveminuteslater,asksomeSstogivetheiranswers.

Answers:
1、Itwasgiventhenamebecausealmostseventhousandtonsofamberswereusedtomakeit.
2、TheAmberRoomwasalsomadewithgoldandjewels.
3、ItwasmadeforthepalaceofFrederickI.
4、1716，F(xiàn)rederickWilliamIgaveittoPetertheGreat,asagiftoffriendship.
5、CatherineIIhadtheAmberRoommovedtothepalaceoutsideStPetersburgwhereshespenthersummers
6、In1941,thosetwocountrieswereatwar.Germanarmystoleit.

Step3Comprehending
Afterfinishingallthequestions,asktheSstolistentothetapeandtrytogetthemainideaofthepassage,thenreadthepassageagainbythemselvesanddothecomprehendingexercises.
T:Nowreadthepassageagainandfinishtheexercisesofcomprehending.
TheSsbegintodotheexercises.Afterawhile,Teacherbegintocollecttheanswers.Later,teachergivestheanswers.

Step4Post-reading
1.ReadthepassageagaintogetimportantinformationaboutthetextInSearchoftheAmberRoom.Thenfillintheblanks.(Page73BestEnglish)
Step4SpeakingorReadingaloud
Playthetapeforthestudentstolistenandfollowinordertoletthemknowhowtoreadthetext.

Step5Homework
1.Readthetextseveraltimes.
2.Doexercise3onPage4.
3.Doexercise1onPage42(Ss’Book)
Recordafterteaching:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TheThirdPeriod
(Textanalysesandlanguagepoints)
Knowledge:
1.Words:ton,stone,heat,design,fancy,style,jewel,king,reception,light,mirror,wonder;
Phrases:lookinto,belongto,insearchof,inreturn,atwar,takeapart,thinkhighlyof;
2.Sentencepatterns:
(1)In1770,theroomwascompletedtheway(that)shewantedit
(2)ThereisnodoubtthattheboxeswerethenputonatrainforKingsburg,atthattimesaGermancityontheBalticSea.
Ability:
1.Learntheusageofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Emotion:
1.Trainthestudents’abilitytocooperatewithothers.
2.KnowwhathappenedtotheAmberRoom
3.Knowtheimportanceofprotectingtheculturalrelicsbylearningthestoryofamberroom
Teachingimportantpoints:
1.Trainthestudents’abilitytoreaddifferentEnglishnames.
2.Trainthestudents’abilitytocooperatewithothers.
Teachingdifficulties:
1.Theexplanationofsomedifficultwordsandexpressions.
2.Trainthestudents’abilitytoremovethedifficultieswhilereading.
Teachingprocedures:
Step1Revision
T:Inthelastperiod,welearnedsomethingabouttheAmberRoomandwealsoknowthatthisroomhasastrangehistory,couldyoutellmewhathappenedtothisroomchronologically?
TheSstalkitaboutbythemselvesforsomeminutes,andthenTgivestheanswer:
BuiltinPrussia--FrederickWilliamI---SentittoPetertheGreat(Russian)--winterpalaceCzar---CatherineIIMoveoutsideStPetersburg--Thewarbetween(Rbeconnectedwith:Thattopbelongstothisbox.
c.tobeamemberof:Hebelongstoalargefamily.
Warning:
“Belong”isnotusedinthecontinuoustenseorthepassivevoice.
Eg.Thecomputerisbelongingtomysister.(F)
Thecomputerisbelongedtomysister(F)
Thecomputerbelongstomysister.(T)
TheSsbegintodothisexercise.Afterawhile,teacherbeginstocollecttheanswers.Later,teachergivestherightanswers.
3.T:let’slookatexercise3.Theprepositionsometimesindicatesastate,conditionoracontinuousactivity.Lookatthesentenceofexercise3andtrytoexpresseachoftheminanotherway.
Afterseveralminutes,Tgivestheanswers.

Step3Translation(P43SB)
DothistranslatingexercisewiththeSstogether.TelltheSshowtodothiskindofexercise.

Step4Homework
1.FinishEx1onP4:findoutthesentenceswithattributiveclause.
2.Afterclass,readthepassageonPage5.
Recordafterteaching;
____________________________________________________________________________________________________

高中英語語法知識點

俗話說，居安思危，思則有備，有備無患。教師在教學(xué)前就要準備好教案，做好充分的準備。教案可以讓學(xué)生們能夠更好的找到學(xué)習(xí)的樂趣，減輕教師們在教學(xué)時的教學(xué)壓力。教案的內(nèi)容具體要怎樣寫呢？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《高中英語語法知識點》，僅供您在工作和學(xué)習(xí)中參考。

高中英語語法知識點

1、atlast/intheend/finally

三者均有“最后、終于”的含義。

finally常用于動詞之前，表示人們長期以來期待的某事最后實現(xiàn)了，也可指一系列事物或論點的順序。例如：

Afterputtingitoffthreetimes,wefinallymanagedtohaveaholidayinGreece.經(jīng)過三次延期之后,我們終于在希臘度了一次假。

Theytalkedaboutitforhours.Finally,theydecidednottogo.他們談?wù)摿藥讉€小時，最后決定不去。

atlast有時可與finally互換，但往往用于一番拖延或曲折之后，語氣更強烈。例如：

Whenatlasttheyfoundhim,hewasalmostdead.當人們最終找到他時，他已經(jīng)奄奄一息了。

Jameshaspassedhisexamsatlast.詹姆斯終于通過了考試。

intheend指經(jīng)過許多變化、困難的捉摸不定的情況之后，某事才發(fā)生。例如：

Wemadefivedifferentplansforourholiday,butintheendwehadasummercampagain.我們制訂了五種不同的度假方案，但最后我們還是選定了再來一次夏令營活動。

2、awake/wake

awake用作及物或不及物動詞，表示“叫醒，喚醒；醒來”；而wake表示相同意義時，必須與up連用，對比：

Thenoiseawokeme./Thenoisewokemeup.嗓音把我鬧醒。

Sheusuallyawakesatsixinthemorning./Sheusuallywakesupatsixinthemorning.她通常早上6點醒。

注意：awake不與up連用；wakeup的賓語是人稱代詞時必須置于兩個詞之間。誤：wakeuphim正：wakehimup

awake還可用作形容詞，只用作表語或后置定語，不能用作前置定語。其反義詞是asleep.如：

Isheawakeorasleep?他睡著了還是醒著？

Anyoneawakeheardthesound.任何醒著的人都聽到了那個聲音。

注意：wide/fullyawake完全醒著；sound/fast/deeplyasleep熟睡

3、attempt

(1)n.嘗試；企圖。

Hemadeanattempttolearntoski.他嘗試著學(xué)滑雪。

Hefailedinattemptatclimbingupthemountain.他企圖爬上這座山，卻失敗了。

(2)vt.嘗試；企圖。

SheattemptedtolearnJapanese.她試圖學(xué)習(xí)日語。

Theprisonerattemptedanescape.那犯人企圖逃走。

高中英語十六大時態(tài)用法1

一位優(yōu)秀的教師不打無準備之仗，會提前做好準備，準備好一份優(yōu)秀的教案往往是必不可少的。教案可以讓學(xué)生能夠在課堂積極的參與互動，幫助高中教師提高自己的教學(xué)質(zhì)量。那么怎么才能寫出優(yōu)秀的高中教案呢？小編為此仔細地整理了以下內(nèi)容《高中英語十六大時態(tài)用法1》，但愿對您的學(xué)習(xí)工作帶來幫助。

高中英語十六大時態(tài)用法1

時態(tài)（Tense）是表示行為、動作和狀態(tài)在各種時間條件下的動詞形式。因此，當我們說時態(tài)結(jié)構(gòu)的時候，指的是相應(yīng)時態(tài)下的動詞形式。

英語時態(tài)分為16種：一般現(xiàn)在、一般過去、一般將來、過去將來時，以及這四者的進行時、完成時和完成進行時。
1.一般現(xiàn)在時（do/does;is/am/are）

表示現(xiàn)在的情況、狀態(tài)或特征。

例：Heisastudent.

他是一個學(xué)生。

表示經(jīng)常性、習(xí)慣性動作。

例：Healwayshelpsothers.

他總是幫助別人。

客觀事實和普遍真理。

例：Theearthmovesthesun.

地球繞著太陽轉(zhuǎn)。

表示一個按規(guī)定、計劃或安排要發(fā)生的動作。

僅限于某些表示“來、去、動、停、開始、結(jié)束、繼續(xù)”等的動詞，可以與表示未來時間的狀語搭配使用。

常見的用法是：飛機、火車、輪船、汽車等定期定點運行的交通方式。

例：Thenexttrainleavesat3oclockthisafternoon.
下一趟火車今天下午3點開車。

在時間、條件和讓步狀語從句中經(jīng)常用一般現(xiàn)在（有時也用現(xiàn)在完成時）表示將的來事情。（即：主將從現(xiàn)原則）

例：IwillcallyouassoonasIarriveattheairport.

我一到機場就會給你打電話。

Whenyouhavefinishedthereport,Iwillhavewaitedforabout3hours.

等你完成這份報告的時候，我就已經(jīng)等了將近3個小時了。

2.現(xiàn)在進行時(am/is/aredoing)

表示此時此刻正在發(fā)生的事情。

例：Heislistningtothemusicnow.

他現(xiàn)在正在聽音樂。

表示目前一段時間內(nèi)一直在做的事情，但不一定此時此刻正在做。

例：Iamstudyingcomputerthisterm.

這個學(xué)期我一直在學(xué)習(xí)計算機。

現(xiàn)在進行時可以表示將來的含義。

a.瞬時動詞的進行一定表將來。

例：Iamleaving.

我要離開了。

b.持續(xù)動詞的進行只有有將來的時間狀語或有將來語境中才表將來。

例：Iamtravellingnextmonth.

下個月我要去旅行。

現(xiàn)在進行時與頻度副詞連用，表示說話者或褒義或貶義的感情色彩。

例：Heisalwayshelpingothers.

他總是幫助別人。（褒義）

3.現(xiàn)在完成時(have/hasdone)

表示動作到現(xiàn)在為止已經(jīng)完成或剛剛完成，強調(diào)對現(xiàn)在產(chǎn)生的影響。

例：Iboughtanewhouse,butIhaventsoldmyoldoneyet,soatthemomentIhavetwohouses.

我買了一所新房子，但是還沒有賣掉舊的，所以現(xiàn)在我又兩所房子。

表示從過去某時刻開始，持續(xù)到現(xiàn)在的動作或情況，并且有可能會繼續(xù)延續(xù)下去。此時經(jīng)常用延續(xù)性動詞。

時間狀語常用since加一個過去的時間點，或for加一段時間，或by加一個現(xiàn)在時間。

例：GreatasNewtonwas,manyofhisideashavebeenchallengedtodayandarebeingmodifiedbytheworkofscientistsofourtime.
雖然牛頓是個偉大的人物，但他的許多見解直到今天還在受到挑戰(zhàn)，并且被現(xiàn)代科學(xué)家的工作所修正。