高一新教材Unit7-型总结（共18篇）由网友“捶个菠萝球”投稿提供，下面是小编整理过的高一新教材Unit7-型总结，欢迎您能喜欢，也请多多分享。
篇1：高一新教材Unit7-型总结
Unit7 Cultural relics
1. It may be sent into space so that …它可能被送入太空以便………
2. List the names and the importance of the site ,and what is being done to protect them.
列举一些名字如（它的）场所重要性的一面，且说出保护这些遗址该干些什么。
3. Work in pairs to prepare a “Chinese Culture capsule.”每两个同学一组准备一个关于“中国文化航天舱”的对话。
4. You can select five things that represent Chinese culture.你可以挑选出5件象征中国文化的事情。
5. What cultural relics are there in the place where you live?在你生活的地方有什么文化遗迹吗?
6. The Neva River flows through the center of St Petersburg in Russia.涅瓦河从俄罗斯的圣彼德堡市中心流过。
7. They often looked like something out of a fairytale.
(这些宫殿)他们看起来好像某种从童话故事中来的东西（给人以想像）。
8. In 1941,the Germans tried to destroy the city.1941年，德国人试图毁坏这座城市。
9. St Petersburg was almost in ruins.圣彼德堡市差不多成了废墟。
10. But people of the city never gave in . （尽管圣彼德堡市受攻90天）但市民从没屈服过。
11. But people of the great city would not give up.但是这个伟大城市的市民是不会入弃（修复和重建）工作的。
12. We would do everything we can to save our city.我们会尽我们所能来挽救（圣彼德堡）我们的城市。
13. Pieces of the palaces that had been hidden before Germans came could now be used to rebuild the city.
德国人到来之前就藏好的宫廷物品又可以在重建该市时选用起来。
14. When they were trying to bring the city back to life.当他们尽量使该市恢复原样的时候。
15. Now ,after years of hard work ,parts of statues have been put back together and missing pieces have been replaced.
如今，经过了几年的辛勤劳动，部分雕像已恢复了原样，丢失的残片都已物归原处。
16. Shelley ran into the house and saw that the beautiful vase lay in pieces on the ground.
雪莉冲进房子，看到美丽的花瓶已摔成碎片，满地皆是。
17. The king wished to pull down the city wall and to replace it by a stone building.
国王想要拆掉旧城墙，用一个石头建筑物取而代之。
18. Villagers are worried part of their history will be lost.村民们担心他们的一段历史会丢失。
19. So far , more than 200,000 old bricks have been returned, but two million such bricks are needed for the repairs.
到目前为止，已有20万块旧砖被送回来，但仍需2百万用于维修。
20. The carbon dioxide from their breath is damaging the paintings.他们呼出的二氧化碳一直在损坏那些壁画。
21. When we read, we needn’t know every word. 阅读时，我们并不需要知道每个单词的意思。
Unit 8
1. What do the five Olympic rings stand for ?奥运会的五环旗代表什么？
2. How many gold medals did China win in the Olympic Games? 奥运会中国获多少枚金牌？
3. CO2 stands for carbon dioxide in chemistry. CO2 在化学中代表二氧化碳。
4. Every four years athletes from all over the world take part in the Olympic Games.
每隔四年，来自世界各地的运动员参加奥林匹克运动会。
5. The first Olympic Games in modern times happened in 1896.现代的首届奥运会是在18举行的。
6. After that more and more countries Joined in the games.自那以后，越来越多的国家参加(奥运)比赛。
7. They do their best to win medals,他们(运动员们)尽最大努力夺取奖牌。
8. In Sydney, the Chinese team got 28 gold medals, ranking the third of the competing countries.
在悉尼奥运会上，中国队获28枚金牌，列参赛国第三位。
9. Many of the Chinese medals were won in diving and gymnastics and also in events such as weight lifting and diving.许多奖牌是在跳水和体操中获得的，也有些是在下列项目诸如举重和跳台比赛中获得。
10. Following the history-making success in the . Sydney Olympics, China won another great competition in which was not for a medal. 随着悉尼奥运会上夺牌数创历史的好成绩，与之俱来的中国赢得了另一个伟大的比赛，它不是为奖牌而赛。(即成功地申办北京奥运会的比赛。)
11. To make it the best ever games, the capital city will make several big changes.
为了使首都举办有史以来最盛大的体育赛事，首都将发生几项大的改变。
12. Being the host of the Olympic Games will have good and bad effect on the host city.成为奥运会的东道主会对那个举办城市产生正面和负面影响。
13. It was the competition between countries to host the Olympics.这种比赛的胜利是国与国之间为争办奥会的竞争的胜利。
14. The people of Beijing will plant more trees and build new roads.北京市民将种植更多的树建一些新道路。
15. They will make all the flags by hand.他们将亲手制作(奥运会)旗帜。
16. Yao ming is working hard to live his dream and show the world that Chinese basketball players love this game too!
姚明正在努力来实现自己的篮球梦想，并向全世界证明中国篮球运动员对这个项目的热爱。
17. Make sure to have a chance to move during a lesson because it will help us think better.
一定要抓住机会在课间活动，因为这有助于我们想(问题)得更清楚。
Unit 9 Sports
1. Are you good at solving problems and thinking in new ways?你擅长以新的思维方式解决问题吗？
2. How many new uses can you think of for the following items?下列各项物品，你能想出多少种新的用途来？
3. These questions can help you with your descriptions.这些问题对你的描述可能会有所帮助。
4. She wants her parents and best friend to give her some advice.她想要她的父母和最好的朋友给她些建议。
5. Cell phones, or mobile phones, make it possible for us to talk to anyone from anywhere.
手机，或者叫移动电话使得我们有可能与任何地方的任何人交谈。
6. New functions are being added to the phones.电话机正在不断地添加新功能。
7. We have a need to stay in touch with friends and family.我们有必要与亲友保持联络。
8. Having a cell phone also makes us feel safer, since we can call for help in case of an emergency.
有了手机也能使我们感觉更安全一些，因为在紧急情况下我们可以呼救。
9. She says that her cell phone helps her to do whatever she wants to do.她说她的手机能帮她做她想做的任何事。
10. The latest cell phones have features such as games, music and an electronic calendar that will remind you about appointments and important dates.最新款的手机有很多功能特征：如游戏、音乐、还有一种电子日程表，能提醒你一些约会和重要的日期。
11. It is the year 2374 and the machines have taken over.
现在是2374年，机器接手了统治权。Take over接手、接任、接管、接掌，既可及物也可不及物。
12. They have to make electricity for the machines, repair them when they break, and do everything AXL tells them to.
他们得为机器发电，当它们坏了得为它们维修，做AXL叫他们做的一切事情。
13. The leader of the humans has decided that it is time to do something to stop AXL.
人类的领导者断定现在该是用具体行动来阻止AXL的时候了。
14. AXL can not be defeated by force. AXL是无法用武力来击败的。
15. Tell AXL about how we think, how we feel about each other, and try to give examples of love and friend-ship.
告诉AXL我们人与人之间如何相互尊重，并尽量举些关于人类珍爱和友情的例证。
篇2：高一新教材Unit1-型总结
Unit 1
1. What should a good friend be like?一个好朋友应该是怎样的呢？
2. What are they arguing about?他们在争论些什么？
3. I don’t enjoy singing, nor do I like computers. 我不喜欢唱歌，我也不喜欢电脑。
4. I hate hiking and I am not into classical music.我讨厌徒步旅行,对古典音乐我也不感兴趣。
5. I am fifteen and I am fond of singing.我十五岁，我喜欢唱歌。
6. One day chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
有一天，查克坐在飞越太平洋的飞机上，就在这时，飞机突然坠毁了。
7. Chuck survives the crash and lands on a deserted island where there were no people.
查克在这次飞机坠毁中幸免于死，他落到一个无人居住的孤岛上。
8. He talks to Wilson and treats it as a friend.他同威尔逊谈话，把它当作朋友。
9. Chuck learns that we need friends to share happiness and sorrow.查克认识到我们要有同甘共苦的朋友。
10. It is important to have someone to care about.有一个要去关心的人是很重要的。
11. He also learns that he should have cared more about his friends.他也认识到他原本就应该更加关心他的朋友们.
12. Many people keep dogs as pets because dogs are regarded as loyal friends to people.
许多人把狗作为宠物来养，因为狗被认为是人们忠实的朋友。
13. If you were alone on a deserted island, you would have to learn to hunt for water and food.如果你独自一人呆在一个荒岛上,你就必须学会寻找饮用水和食物。
14. If someone is quick in mind and action, we say he is smart.如果一个人在思维和行动上敏捷，我们就说这个人聪明伶俐。
15. I am honest and I like to have fun.我诚实而又喜欢玩得开心。
Unit 2
1. English is really a language spoken all around the world.英语真的是全世界都说的一门语言。
2. There are more than 42 countries where the majority of the peopie speak English.
在不只四十二个国家里，大多数人说英语。
3. In total, for more than 375 million people English is their mother tongue.总数超过三亿七千五百万的人的母语是英语。
4. An equal number of people learn English as a second language.相同数量的人将英语作为第二语言来学。
5. In only fifty years, English has developed into the language most widely spoken and used in the world.
仅仅五十年内，英语已经发展成为在全世界使用和说得非常广泛的一门语言。
6. With so many people communicating in English every day , we can see that it will be more and more important to have a knowledge of English.有那么多的人每天用英语进行交际,我们想像得到掌握英语知识会变得越来越重要。
7. Many students want to know about the differences between American English and British English.
许多学生想了解英国英语和美国英语之间的区别。
8. How did these differences com about?这些差别是怎样产生的呢？
9. For a long time the language in America stayed the same, while the language in England changed.
美国的语言在很长一段时间里保持不变而英国的语言却在变化。
10. At the same time, British English and American English started borrowing words from other languages, ending up with different words.同时英国英语和美国英语（分别）从不同的语言中借用一些单词，结果就导致了两种语言有着不同的单词。
11. However, most of the time people from the two countries do not have any difficulty in understanding each other.
然而，多数时候两个国家的人们在相互理解（对方的语言）上并没有什么困难。
12. They started to use English, but they also brought in some words from their own language.
他们开始使用英语，但他们也从自己的语言中引进了一些单词。
13. Sure, we flew all the way directly from Seattle to London.那当然，我们直接从西雅图飞到伦敦。
14. You must be very tired. Did you sleep at all on the plane?你肯定非常疲劳,你在飞机上睡觉了没有?
15. I mean, I found the bathroom, but not the toilet.我是说，我发现了浴室，但没有发现厕所。
Unit 3
1. What do you have to consider before you decide which means of transportation you will use?
在你决定你会用哪种交通工具之前,你该考虑些什么?
2. Many of today’s travelers want to have a new experience from their travels and some of them wish to have an adventure.
现在的许多游客都希望从他们的旅游中享受到新的体验,其中还有些人希望进行有刺激的冒险活动。
3. Adventure travel is becoming more and more popular.探险旅游正变得越来越受欢迎。
4. Instead of spending your vacation on a bus, in a hotel or sitting on the beach, you may want to try hiking.
你也许想试一试徒步旅行,而不是坐在公共汽车里,住在旅馆中或坐在海滨来度过你的假日.
5. Watch out for dangers, such as spiders, snakes or poisonous plants.要当心一些危险物，比如说蜘蛛、蛇和有毒的植物。
6. Wear a hat to protect yourself from the sun.带顶帽子保护自己不受到阳光的照射。
7. As with hiking, you should always think about your safety and wear good clothes.
就像进行徒步旅行一样，你随时都要考虑到自身的安全，穿上合适的衣服。
8. Oh, I believe traveling in space will be easy then.我想像到那时在太空中旅行会很容易。
9. Imagine that you have a machine that let’s you travel in time.
想像着你有一台机器，这台机器能让你沿着时间的征程旅行。
篇3：新教材高一UNIT8sports教案
新教材高一UNIT8sports教案
Teaching Plan for Unit 8 Sports
Chen Weifeng from Xiting Senior Middle School, Jiangsu
Teaching aims and demands
类别
课程标准要求掌握的项目
话题
1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能
Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇
continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法
Future Passive Voice
The people of Beijingwill plant more trees and build new roads.(陈述句)
More treeswill be plantedand new roadswill be builtby the people of Beijing.
Beijing will hold the 29th Olympic Gamesin the year .（疑问句）
When willthe 29th Olympic Gamesbe heldin Beijing.
Period Arrangements:
Period 1 listening Period 2,3
speaking language focus
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
badminton, bowling, baseball, American football, ice hockey etc
Events of sportstrack and field:relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic:rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
basketball table tennis football
Purpose:to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.orgwww.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of
篇4：新教材高一UNIT8sports教案
Teaching Plan for Unit 8 Sports
Chen Weifeng from Xiting Senior Middle School, Jiangsu
Teaching aims and demands
类别
课程标准要求掌握的项目
话题
1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能
Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇
continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法
Future Passive Voice
The people of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the people of Beijing.
Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2,3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:Step1.Warming up (15 mins)Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, American football, ice hockey etc
Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
basketball
table tennis
football
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of篇5：高一新教材第三单元
高一新教材第三单元
一．重点明示：
本单元训练的重点是“分析评价，借鉴吸收”方面的能力。分析评价就是对文章语言、风格、构思、作者观点及艺术技巧等进行分析、比较、认识优劣。分析评价的目的是借鉴吸收。根据每篇课文的实际情况，可集中分析某一、两个方面，目的要明确。
二．能力要求与学习方法：
鉴赏能力是阅读能力的重要组成部分。阅读包含理解和鉴赏这两个层次。理解，就是前面所讲的要读懂文章的词义、句意、段意，乃至整篇文章的意思。鉴赏，指鉴别和哲学文章的语文、.写作方法、布局谋篇的表现力量，鉴别和哲学文章的思想感情、主题的社会意义，并能对之作出恰当的评价。即体现它写得怎样、内容和形式是完美统一，如何达到这种统一的，品味作品的艺术魅力。鉴赏和评价文章，可注意以下几方面的内容。
1．联系.写作背景和作者的情况进行鉴赏
文章是现实生活在作家头脑中反映的产物。不同的时代作品具有不同的特色，同一时代的.作品，由于作家风格、思想的不同也具有不同的情调，即使是同一乳可以由于社会生活的变动、个情感的变化，写出不同情调的作品。
2．立足整体，鉴赏局部。
文章是由各个局部构成的，而各个局部又都是为整篇文章服务的，不能脱离局部而鉴赏文章，也不能脱离整体，鉴赏局部。
3．遵循文道统一原则，鉴赏表达技巧。
任何文章，都是内容和形式的统一体。内容决定形式，形式反映内容。鉴赏文章，不能割裂它的思想内容来鉴赏表现形式，要通过鉴赏艺术形式来体会思想威武不屈。刘勰曾说过，“缀文者，情动而辞发；观文者，披文以入情”，足见内容和形式在鉴赏时的重要关系。鉴赏表达技巧主要包括以下几方面内容：
（1）鉴赏文章词句的表现力。语言是文章的外壳，作家根据表达的需要进行遣词造句。因而培养从关系词句鉴赏入手，来体会文章的魅力的能力十分重要。
（2）鉴赏文章修辞的表现力。
（3）鉴赏文章的.写作方法的表现力。
（4）鉴赏文章的布局谋篇。
4．正确评价作品的内容及思想感情。
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篇6：高一新教材语文教学计划
一、教育教学指导思想
贯彻《普通高中语文课程标准》，树立科学的民主的开放的以人为本的语文教育观念，不断地探索能适应学生发展和学生实际需要的新教法。结合《普通高中语文课程标准》的学习，在语文教学中有步骤地落实语文组的人文化的语文教育理念。培养学生具备良好的人文素养和科学素养，具备创新精神合作意识，具备包括阅读理解与表达交流在内的多方面的基本能力，以及运用现代技术搜集和处理信息的能力，为升高二进高三入社会打下坚实的语文基础。培养学生良好的高中语文学习习惯，帮助他们掌握知识点的学习方法，为终身学习准备好必备的能力。发现新问题，探索新教法，把课堂的研究性阅读推向深入，把新课标配套的“自学——探究——反思”模式新课型并加以完善。
二、教学设想
面对学生薄弱的语文基础，强化训练，夯实基础，落实日常教学是关键。在日常教学中，主要抓好以下的环节：
（一）阅读方面，充分利用“经典”与“名著”扩展学生的阅读面，培养学生自学语文的能力。写作素材较有思想性篇幅短小的文言短文，提供给学生阅读，养成学生每周阅读翻译文言文的习惯，努力通过学生的自身积累和教师的指导，从阅读习惯语感等多方面提升学生阅读能力，培养学生阅读浅显文言文的能力。
（二）在写作方面，坚持每周几篇课外练笔，每两周一次大满分作文的训练。小满分作文，从写景记人叙事等方面分阶段有针对性地训练学生的观察构思措辞造句等能力。大满分作文从观察与感受想象与联想再现客观事物表现主观情感等方面，让学生把握写作运动的内部规律，从根本上提高写作能力。
（三）口语训练方面，结合诗歌教学，开展诗歌朗诵训练，扫除学生练习口语的心理障碍，训练学生大胆开口的习惯。在具体操作方面，结合单元教学，穿插“说服别人”“拒绝别人”“劝慰鼓励别人”等不同目的的语文口语训练，使学生能自由流畅地表述自己的见解，养成文明得体的说话习惯。
（四）日常语文教学还贯穿写字背诵等基础训练。写字训练一方面是为了正字，另一方面是为了训练学生的“坐功”，这对于16，17岁左右生理和心理正在发生转折的高一级学生来说应该是不无裨益的；背诵一定数量名诗名篇名句，有利于学生开拓视野，积累写作素材，提高口头表述能力，提高学生的文学修养。
三、教学策略
1改变观念，加强学习，增强新课标意识，重视知识更新。
（1）要认真学习新课程标准，重视语文教育的人文价值和思维训练的特点。
（2）要加强学习研究，重视知识更新，订阅书报杂志，阅读理论专著，及时更新观念，提炼信息，充实知识储备。同时又要尽可能地将教学理论和教学实际紧密结合，在教学实践中参悟道理，总结经验，提升素质。
（3）重视备课组建设，充分发挥集体的知识和力量，不断完善教学内容教学过程和教学方法。
2重视思维训练，注重能力培养，增强素质教育意识，扎扎实实学好课本。
（1）把学习的主动权交给学生。无论是教学目标的设计，还是教学流程的操作，都要重视师生的互动的过程，让学生有足够的思维空间和表演空间，把气力花在全面提高全体学生的.基本素质上。
（2）重视每堂课的收效，重视每个知识点的教学，力求做到重点突出，训练到位，把功夫花在基本功的培养上。
（3）注意初高中的衔接，重视语文学习习惯的培养，注重非智力因素的开发，提升学生良好语文学习的心理素质，培养学生思考问题的辨证性和周密性。
（4）持之以恒地做好提优补差工作，防止两极分化的过早出现。
3重视满分作文教学，努力提高学生语文学习的整体水平。
设想：充分挖掘教材资源，努力探寻阅读与写作的关系，密切联系社会生活，注意开发现实生活中的满分作文教学资源，课堂满分作文训练与口语交际能力的培养双管齐下，使满分作文教学真正走上系列优化的健康之路。具体来说，有以下五个方面的思考和做法：
（1）分解能力，讲究专题性。每次写作，“写什么”“怎么写”，都要明确到位，决不含糊。
（2）重视满分作文教材，细化满分作文能力。如观察生活如何观察？怎样才能培养感受能力？在写作中如何恰当的应用想象和联想？怎样才能写出个性形成创新？这些内容在教材中都有较系统的阐述，这大大有助于满分作文能力的细化，因此，决不能弃教材于不顾。
（3）序列优化，讲究实效。每次训练后，重视评奖的及时性，为学生提供学习素材，或分工下水，或从学生习作中提取，或收集佳作为我所用，努力做到做一次满分作文，有一次收获。
（4）写作与口语交际双管齐下。本学期口语训练的重点是两个：一大胆开口，快速思维；二文明应答，得体应和。
（5）课内练笔与课外练笔齐头并进。课外练笔方式主要是三种：一是专项片段能力训练，如联想和想象，二是二次满分作文，重在锤炼学生提升满分作文的能力，三是延升性满分作文，主要是完成满分作文单元后的练习。
4加强语文第二课堂的组织，充分发挥第二课堂的辅助作用。
本学期安排四次语文实践活动。第一次“诗歌朗诵比赛”，目的是培养学生的文学素养，提高同学们的朗诵和欣赏诗词的水平。第二次“报刊剪摘注评展评活动”，目的是激发广泛阅读报刊探求新知的兴趣，培养动脑动手的学习技能与习惯，创造互相帮助团结协作的学习氛围。第三次“‘校园心声’满分作文竞赛”，目的是激发同学们的写作兴趣，提高学生的写作能力，丰富校园文化氛围。第四次“‘爱我校园，爱我中华’即兴演讲赛”，目的是锻炼学生采集与处理信息综合分析表达交流探索创新等多项能力与素质，促进学生的全面发展，形成积极向上的思想文化与争鸣的良好风气。
篇7：高一新教材语文教学计划
使用教材：
人教版必修三、四。
基本情况：
所教两个班学生的语文基础知识积累不够，底子较差，知识面窄，缺乏良好的学习习惯和正确的解题方法，阅读、理解的能力较差。但大部分学生的学习态度不错。
教材分析：
必修三以小说、唐诗、文言文、议论文为主；必修四以戏剧、宋词、文言传记为主；写作教学重点为写议论文。
教学目标：
力求合格率达百分之八十，优秀率达百分之二十，提高率达百分之九十五。努力拓宽语文知识面，扎实深化语基底子，培养学生良好的语文学习习惯，要求每一个学生都能写一手较好的钢笔字；写好议论文，全面提高学生的文学欣赏能力。
措施与方法：
1、狠抓背诵默写和基础训练，注重课内外结合，立足训练提高，面向高考，以练为主，注重发挥学生在学习中的主体作用。
2、认真抓好课前五分钟活动，实现资源共享。
3、狠抓背诵默写，实行在规定时间内人人过关的方法，务求背诵默写无缺漏。
4、狠抓课堂纪律，提高上课质量。
5、努力钻研教材和专业知识，认真备课，讲求上课质量，务求不虚掷课内时光。
6、注重语基的训练与指导，重视语法知识的讲授，提高学生的语文层次。
7、注重课外知识的讲座，合理运用“梳理探究”与“名著导读”，激发学生的语文学习兴趣，鼓励学生把触角伸向课外。
8、注重对学生学习习惯的培养，指导学生做好知识积累。
9、抓好书写训练和写作训练，努力提高学生的写作水平。
10、努力开展语文活动，全面推进语文教学改革。
篇8：新教材教学总结
新教材与老教材相比，发现变化很大：全书以问题为中心，内容灵活多样，课程具有很大的开放性。课改成败，系于教师。此次新课程实验，不仅仅是验证课程标准和教材，更重要的是转变教师的教育观念，锻造一支符合素质教育要求的教师队伍。因此，整个实验过程不是教师按照专家设计的图纸进行施工的过程，而是一个开放的、民主的、科学的探索过程，教学方式、学习方式到底怎么改，没有现成的答案，要靠我们教师在实践中摸索解决。新的物理课程把我们领进了一片广阔天地，如何尽快地转变教育观念，适应崭新的教学内容，改变传统的教学方式成了我们工作的重点。在学校领导们的高度重视和大力支持下，初中物理备课组跌跌撞撞一路走来，不觉已经一年了，期间我们取得了一些成绩，也吸取了很多的教训。每个人都学习了，也成长了。下面具体谈谈我们的一些工作方法以及我们的困惑。
一．重视教学交流
一方面加强集体备课，一方面开拓校外交流。
抓好集体备课，实现学科备课组脑力资源的共享，既是提高备课水平、保证课堂教学质量的重要措施，又是提高教师整体素质的重要途径。在组内，我们一是做到课前讨论交流，二是做到课后反思小结。物理课程标准明确指出“有效的物理学习活动，不能单纯的依赖模仿与记忆，动手实践、自主探索与合作交流是学生学习物理的重要方式。”因此，探索适应新课程要求的教学方式，使学生的学习方式更加多样化，促进学生主动全面的发展，就成为教研活动的总目标。我们每天都要抽出一定的时间碰头说一说自己的教学进度，本节课的教学目标、重难点；拿出教材提出自己在备课中想到的好点子以及遇到的问题；在教学中，怎样处理好自主探索与合作交流的关系……
好方法大家资源共享，难题困难大家一起解决。每个人上完课后都会找机会谈谈自己这节课是否达到了预期效果；学生们有没有什么特别好或不好的反应；出现了哪些新问题，是怎么解决的，大家再商量着还有没有更好的讲解方式，以便让还没上这课的其他老师能吸取经验，更好地把握教材，这是我们的核心工作，每天必做。碰到特别难以把握的问题，我们会向其他有经验的老师们请教。有时设想的教学方法和现实的教学效果会有很大差异，这时我们会做一下教学实验，就是大家讨论一种认为比较可行的教学方式在某个班试讲一次，上学期“变速自行车的学问”这一节课，大家在课前讨论时都觉得这课很难上，什么飞轮、链轮啊一些专有名词我们先推了一辆自行车研究了一下，还是觉得怕学生不好理解，这时我们就集体备课由我先在快班试讲，其他成员在后面听，然后综合学生们的反应、授课老师的自我评课、听课老师们的意见再加以完善，其他老师再上时，争取达到最理想的效果。这样的教学实验我们做的很多，效果还不错，大家都觉得收益非浅。
在校外我们也不放过任何一次教研活动的机会，特别是听、评公开课这样的机会。我们还与其他学校保持着教研交流。特别是在期终复习时，我们与新下陆四校进行联考，对学生成绩进行分析比较，特别是今年，我们交流得更加频繁。此外还利用同学、朋友的关系经常与其他学校的同学科老师进行讨论交流，交换备课资料。经过交流很容易发现我们的差距，从而尽快地弥补我们疏忽的东西；经过交流也开阔了我们的视野，学到了很多新的东西。
二．团结互助、高效合作
我们备课组的几名成员虽然性格相投，但也各有特点。针对各人强项、办事风格，合理地分配工作方可产生最大的合力。比如每次出测试卷时都会经过这样一个程序：先讨论测试目的、出题范围、测试时间，再分工负责：编题的、上网查询资料的、画图的、誊写的、打印的各司其责，很快一份凝聚集体智慧的试卷便出炉了。像这次出期中考试试卷就是我们先集体讨论，再由我自独立出一套试题，由其他物理老师从中挑选、整理出最后的定稿。这样我们物理几个老师一些好的想法都在这份试卷中体现了。新教材中有很多需要借助教具的地方，大家也是共同精心准备，然后再资源共享。说到这里想起一件让我很感动的小事。前段时间我们要学习讨论，哪怕是一个物理实验，一个小实验，都进行了认真的准备。我们也有为了一个知识点的理解分歧而争论不让的时候，但每当意见统一时大家一定都会会心一笑，拍拍肩说“好，就这么统一啦。”我们还打破班级界限，面向全年级学生，不分彼此。比如，有时侯谌非要留人补差，我们会让其他几个班上也需
篇9：新教材教学总结
（一）新教材的实施有其好的方面：
新教材的编排总体上感觉是好的。关注人生、关注自然、理解和尊重多样文化，符合学生的身心发展特点，适应学生的认知水平，教材选文注重了和生活的联系，注重了对学生进行人文精神的培养，选文的体裁多样性，篇幅短小，文质兼美，富有时代气息，便于学生学习。学生使用新教材后，对语文课有了不同以往的看法。具体表现为：
1、学生的学习兴趣浓厚了，学生积极参与学习的主动性提高了，特别是综合性学习给学生提供了自主合作、探究的广阔的空间。他们在学习中初步掌握了收集处理信息的能力，提高了综合分析能力。
2、由于新教材在编写上注重了与生活的联系，符合学生的认知水平，因而在学习中学生能充分调动已有的认知经验，和想象能力，对文章的理解能力有了新的提高。
3、教师在教学时能够不断地鼓励创新，另辟溪径，大胆表达自己的观点与态度，允许学生有不同的观点。这种新的教学方法树立了学生的学习信心，激发了他们的灵感。
（二）同时也存在着一些问题和不足：
1、由于数学英语课在初中的课时多，家长、学生等对其的重视程度又超出语文，因而课外阅读的时间更无法保证，只有让位给数学英语。
2、中学语文与初中脱节，给初中语文带来了巨大的影响。因而在新教材教学中仍应强调基础拼音、写字、解词、品味词语，以及写作训练方面对学生严格要求。
3、综合性学习课由于受到各方面的限制（如第三单元“走进大自然”就无法按书中的要求带领学生或学生自主结合走到大自然中去感受语言，欣赏自然美进）也就无法在课堂上充分开展活动。学生有时就会有应付的做法。
4、选文方面，依然感觉有个别篇目不太适合教与学。例如：《化石吟》虽是一首诗歌，但它只注重了与自然科学的联系，文学性较弱，学生对它难以产生兴趣。
5、在课堂中培养学生“自主、合作、探究”的`学习方法是很困难的，有些基础差的学生要么闲谈，要么跑题。因而教师一方面应在课堂中逐步地培养、教给学生一些科学的学习方法。另外，还要允许教师和学生有一个逐步适应的过程。
篇10：新教材教学总结
新课标指导下的新教材已经历了两年的风雨洗礼，我在认真学习相关资料、钻研新教材的基础上，在教学过程中不断总结经验，对韶关地区统一使用的外研社高中英语新教材有如下体会：
一、高中英语新教材的特点
充分体现素质教育的思想
高中英语教学目标中，不仅提出了语言技能和语言知识方面的级别目标，还提出了对学习策略、文化意识和情感态度等方面的级别要求，使语言学习的内涵更为全面和丰富。在高中英语教学目标的描述中，充分体现了素质教育的思想，体现了教育目标从关注语言转向关注对人的教育，强调对学生终身学习能力的培养。
突现人文性与工具性特征
高中英语教学指导文件中，第一次明确了外语课程得人文性和工具性特征，指出高中阶段的外语教育是培育公民外语素质的重要过程，具有多重的人文和社会意义。高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习外国先进的文化、科学、技术和进行国际交往创造条件。这将有利于提高我们的民族素质，有利于促进我国的对外开放和国际交往，有利于增强我国的综合国力。由此可见，高中英语课程是全民素质教育的有机组成部分，是提高学生英语语言运用能力和人文素养的重要课程。
促进教师的教学方式和学生的学习方式的转变
促进教师的教学方式和学生的学习方式的转变是高中英语课程的重点。《高中英语标准》指出：普通高中英语课程是义务教育阶段课程的自然延伸，也是基础教育阶段课程的重要组成部分。高中英语课程要在义务教育英语课程的基础上，重点发展学生的英语语言运用能力：用英语进行恰当交流的能力；用英语获取信息、处理信息的能力；用英语进行思维和表达的能力。外研社高中英语每册书的《致同学》中明确说明：本教材为同学们提供探究式、发现式、任务型等多种学习方式，为大家提供语言应用的平台。遵循“为用而学，在用中学，在学中用，学而能用”的原则，力图使学生逐步获得独立学习和自主学习的能力。
在教学的方式上，强调学生在参与、实践、讨论、探究和合作中学会用英语来表达、交流，发展综合语言运用能力。鼓励教师转变观念、转变角色，关注学生的发展和需求，在教学中开展研究，根据教学目标的要求，选择和发展适合自己教学条件和学生需求的教学方式和方法，创造性地完成教学任务。
二、扩招后高中学生的现状及教师对新课标的影响
由于高中教育的普及，高一新生的整体素质呈下滑趋势。许多学生在学习上缺乏主动性和自觉性，更谈不上良好的学习习惯与学习策略。很多学生，尤其是来自农村、山区的学生，连单词的发音都发不准，更别谈如何学英语，怎样学好英语，甚至对英语有一种抵触的畏难情绪。对于成绩良好的学生来说，他们也许有良好的学习习惯，但不一定掌握了科学的学习策略，对于难度较大的内容或需要深入研究的知识，他们可能就束手无策了。大部分学生，只注重记一个个孤立的单词，却不知道怎么用；只知道语法很难，背了一大堆的语法规则到头来却一塌糊涂；只注重如何排除错误选项，在题干中找暗示解题等等诸如此类的应试技巧，却不注重英语的实际运用能力的提高。自然这与考试的评价方式及教师的思想灌输有着密切的关系，这也是新课程改革举步为艰的结症所在。
目前，随着高考的改革的不断深入，高考这个最具影响力的因素在逐步与新课标的教学目标相接轨。在英语高考的新题型中，正逐步删减占大比分的“碰运气”的选择题，增加体现学生英语实际运用能力的主观题型，突出考查学生用英语进行听、说、读、写、译的能力。毫无疑问，教师的教学方式和学生的学习方式也要随之转变。
三、我的教学对策及效果
针对英语教学的现状，我于20xx年年底开始，就自己任教的三个教学班开展了小范围的教学研究活动。经过一个学年的摸索，我体会到：对学生而言，高中和初中是两个完全不同的学习阶段，如果学生沿用初中学习的方式，是适应不了高中学习要求的。所以，教师应该让学生一跨入高中就了解并逐渐适应高中的学习模式，要激起学生学好英语的兴趣及信心，最重要的是帮助学生形成行之有效的学习习惯与学习策略。否则，学生就会越学越吃力，越学就越不想学。为了进一步验证我的想法，我确定以《学习习惯与学习策略的培养》为课题立项研究，并于成功申报为乐昌市的英语教研项目。从此，我正式开始进行教学研究。
在课题研究的过程中，我以多媒体辅助教学，采取以旧带新、结合生活实际、单项或综合语言知识与技能训练等多种方式复习旧知识、传授新知识，帮助学生逐步形成相对完整的知识体系以及掌握有针对性的学习策略；通过每天任务、学习小组活动等形式多样的课后活动，促使学生养成良好的学习习惯；适时放映流行的健康向上的英语国家大片，鼓励并引导同学们对影片进行讨论，进而对所学知识进行讨论式学习。通过这种师生间的双边活动，既激发了同学们学习英语的热情，又使同学们在轻松、愉悦的气氛中掌握更多的英语知识并能灵活运用。下面我将陈诉一些具体的做法，望起到抛砖引玉之功效。
篇11：新教材使用总结
新教材使用总结
我们备课组的几位老师经过了差不多两年的新课改实验，在实验的过程中真切的感受了新课改的主旨和精神，理解了并能够按照新大纲和新教材的精神来指导自己的日常教学，初步形成了自己的教学风格。尤其是新教材进课堂后，如何用好它，我们下了一番苦功夫去讨论、适应。经过摸索，在教材的使用方面，我们慢慢地积累了一些经验，现总结如下：
一、以“要让学生成为学习的主体”的精神来指导教材的使用。
新教材的使用，是为了配合新课标的实施而改的。所以在使用新教材时，首先要明白和牢牢记住这样的原则。在平时的教学中，我们做到了转变观念，解放思想，明确课改的目的意义，能主动投入到课改中去，主动想办法解决课改中出现的问题当然也包括有关教材使用上的问题。在思想观念上，我们放弃以前陈旧落后的思想和方法，尽快适应了新的形势。无可否认，新教材在注重知识性与人文性方面，有其显著的优点，但是教材虽好，教好学生却不容易！所以我们认为说一千，道一万，最重要的还是要让学生成为学习的主体，即学习的主人。为了让学生成为学习的主体，我们在教学中强调师生应在平等对话的过程中进行。主动为学生创设良好的自主学习情境，激发学生的学习兴趣，注重培养学生自主学习的意识和习惯，尊重学生的个体差异，引导和鼓励学生选择适合自己的学习方式。我们教师只是作为学习活动的组织者和引导者。如以语文阅读教学为例，以前的教学，我们多是采用以教师的分析及教学参考书作为教学主要依据的教学方法。但阅读教学是学生、教师、文本之间对话的过程，更是学生的个性化行为，是学生个性化体验的过程。所以，在教学中，我们非常珍惜每个学生对阅读文本的独特体验。指导学生从阅读中体会文章语言文字运用的精妙之处，从阅读中领悟作者的思想感情，从阅读中感受自然和社会生活的情趣。通过这样使文本所表达的思想，所运用的语言逐渐内化，从而在语言实践的过程中提高学生的人文素养及语文素养。学生阅读文本的过程中，我们注重扮演“引导者”的角色，在引导学生进入作者所描述的世界，指导学生对文本进行探究，拓展学生的思维和想象空间。
二、用新教材培养学生良好的读书学习习惯。
新教材的.变化较大，课后练习少了，题型也简单了。但是我们觉得教学并没有因此而轻松。我们认为新教材的根本目的是使学生养成良好的读书学习习惯。因此，在使用教材时一直强调做到这一点，多引导学生养成良好的学习习惯。虽然新教材的变化减轻了学生负担，但我们的教学要求没有降低甚至是提高了。在教学过程中，我们做到了加强研讨和交流，力争做到新教材有新教法。
三、使用新教材的几个注意。
在平时的教学中，我们总结出几点注意是：
一、使用新教材要注意深入并充分地了解学生。新教材关注学生的学习兴趣和生活经验，并主张在这一基础上教学。这就要求教师转变观念，改革教学模式。深入并充分地了解自己的学生，探明学生现在的智力基础、生活经验、个性差异等等，从学生的实际出发，引导学生主动积极地学习。
二、使用新教材要注意别被教材束缚住。教材的价值在于能作用于学生充分发展，在于能有效地激活学生积极主动地学习。因此不能为了教教材而教教材，而是以教材为重要的而不是唯一的课程资源，要用教材教，但不是教教材。在用的过程中为学生创设活动、提供机会，促其情感愉悦、态度主动，促其获得方法、提高技能。
三、利用新教材创造学习资源。再好的教材也会有局限性，也会有不适应性。我们要做教材的主人，而不是教材的奴隶。通过我们去再创造、去内化、去升华，能够创造出许多相关的教学资源，全面提高学生的素质。
篇12：新教材高一英语UNIT11教案
新教材高一英语UNIT11教案
Teaching plan forUnit 11
The Sounds of the world
Teaching goals:
1. Learn to enjoy different kinds of music
2. Be able to give opinions on music
3. Be able to retell the reading
4. Grasp the uses of some important points
5. Get the ability of using the passive voice freely
6. Write a short passage about music
Procedure:
Period 1:Warming up; Listening; Speaking.
Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.
Period 3: Deal with the important points in the parts above.
Period 4: Language study and the grammar.
Period 5: Integrating skills in the students book and integrating skills in the workbook.
Period 6: Deal with the practices in the workbook.
Period 7: A small test for Unit 11.
Period One
I. Warming up:
1. Brain storming questions:
1). What sound do you like best?
2). What sound do you like least?
3). What music do you like best?
4). Who is your favorite singer?
5). What instrument can you play?
If you are asked to choose, what instrument do you choose to play?
6). Do the practice in the text book.
II. Listening
III. Speaking
IV. Homework: Read and remember the new words and expressions
Period Two
I. Pre-reading
II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.
1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?
2. What kind of music is the blues?
3. Where does it come from? Why does it become an important part of American culture?
4. What other musical styles come from blues music?
5. What is the most important characteristic of rap music?
6. What does the singer in rap music do?
7. Where is Latin music from?
8. Among whom is it popular?
9.How famous are stars like Santana and Ricky Martin?
10. What’s the writer’s advice on buying a tape or a CD?
Ⅲ. Do the exercises in the post-reading.
Ⅳ. Retell the reading, introducing the musical styles in your own words.
Ⅴ. Homework: Try to recite several parts of the reading.
Period three
Ⅰ. Check the homework
Ⅱ. Study the use of the words:
1. turn n. duty, chance or right to do sth.
①It’s one’s turn to do sth
②take turns
③by turns
④in turn
e.g. 1). Whose turn is it to clean the room?
2). The three brothers took turns at looking after their sick mother.
3) .He asked each of us in turn what we had been doing.
2. in mind
①Remember several phrases about “mind”
②bear / keep in mind remember
③make up one’s mind be determined
④keep one’s mind on put one’s heart into.
⑤change one’s mind
⑥be in two minds hesitate
3. dance to done at the same time as music is being played.
e.g. 1). He sang to his guitar.
2). The poem has been set to music.
4. suggest doing
that sb (should) do
1). Tom suggested to Peter the plan.
2). Her parents suggested her buying a cellphone.
3). The assistant suggested that she (should) come another day.
But: Are you suggesting that I’m too old for the job?
(Now “suggest” means “hint or show” )
5. a world of a lot of, a great deal of
e.g. The holiday did him a world of good.
6. from around the world
from + prepositional phrase.
Other examples:
1). I took my watch from under the pillow.
2). I saw you first from across the street.
3). A bear came from behind me.
7. in common having the same feature sharing the some interests or experiences.
e.g. I haven’t a thing in common with my father.
8. Variety (u.c) ①consist of things which are different from each other
Susan’s idea of freedom was to have variety in her life style.
②a number of different kinds or examples of the same thing
West Hampstead has a variety of good shops and supermarkets.
Phrase: a variety of all kinds of
He offered a variety of excuses.
Ⅲ. Homework: Review what you have learnt
Period four
Ⅰ. Language study
Ⅱ. Grammar
1. Do the two exercises
2. Translate the following sentences; using the passive voice:
1). 这些工厂都由政府经营。
These factories are run by the government.
2). 到那个时候，这都没有被公开。
Up till then, this hadn’t been made public.
3). 大坝到现在应该已经完成了。
The dam ought to have been completed by now.
4). 这件事不需要如此匆忙。
It doesn’t have to be done in such a hurry.
5). 那些木房子即将被拆除。
Those wooden houses are all going to be pulled down.
6). 这样就使得我们省了很多麻烦。
We have thus been saved a lot of trouble.
7). 空调正在修。
The air conditioner is being repaired.
8). 他决定直到别人跟他讲话他才讲话。
He decided not to say a word until he was spoken to.
Period five
Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.
Ⅱ. Deal with some points as you like.
Period six
Deal with the workbook
篇13：新教材高一英语UNIT2教案
新教材高一英语UNIT2教案
Unit 2 English around the world (Book 1 A)
I. Key points
1. Words and expressions:flight,make oneself at home,address,ketchup,majority,in total,mother tongue,situation,equal,global,knowledge,communicate,on the radio,directly trade,come about,
Independent,stay the same,end up with,more or less,bring in,a great many,except for,closet,
Toilet,tourism,culture,pizza.
2. Patterns:(1)An equal number of people learn English as a second language.
(2)People from the two countries don’t have any difficulty in understanding each other.
(3)Mother told me not to leave the door open after midnight.
(4)Most of the native speakers of English are found in……
3. Grammar:Direct speech and indirect speech;requests and orders or commands.
4. Goals:(1)Learn about differences between American English and British English.
(2)Learn about communication skills.
(3)Write a passage comparing Amecican English and British English.
II. Teaching plans:seven periods
1. Period one:Warming up,listening,speaking,G1-YY-030926-1
Step1(close books)ask the students to listen to the dialogue and answer two questions.
①What is the relationship between the two.
②What are they talk about.
Step2 read the dialogue and answer another two questions.
①What is it that Joe can’t find in the bathroom?
②Why can’t he find it?
This is the best to deal with some language points.
1. For the first time第一次,初次(介词短语作状语,后不接从句)
The first time(第一次…时,后可接从句)
ThisMIt is the first time(后接that引导的`定语从句,用现在完成时)
eg.They were there for the first time.他们是第一次到那儿。
I remembered John the first time I saw him.我第一次见到约翰时就记住了他。
This is⁄It is my first time that I have been abroad.这是我第一次出国。
2. We flew all the way direct from Seattle to London.句中all the way一路上;从远道;一直
eg.He came all the way from Australia.他从澳大利亚远道而来。
3. Make yourself at home 别拘束(像在自己家里一样)
be⁄feel at home感到安适,自在;精通。
eg.Make yourself at home and help yourself to these. 别拘束,随便吃。
He is completely at home in chemistry.他精通化学。
Step3:Listen to the tape and ask the student to write down requests and demands.Then tell “requests” from “demands”.
Step4:ask the students to read the following dialogues in pairs or act them out if necessary and it is
good time to ask the students to report requests and demands.
Step5:exercises for period 1
翻译下列句子
1. 我总共有册书(total)
2. 英语发展成为世界上用得最广泛的语言
3. 汤姆和另外三个孩子一起去看电影去了(as well as)
4. 这个人长相很好,只是满头白发(except for)
Period two:Pre-reading,Reading,Post-reading,G1-YY-030927-2
Step1:One question to draw the students’ attention:In what situation do you use English?
Step2:Listen to the tape once and then read the text.Answer somes about the text.
Step3:Read the text again and give the main idea of each paragraph.
Step4:Retell the text briefly (write some key words on the blackboard)
Exercises for period 2. (单项选择)
1. The child imagined______a plane to the moon and______there for a week.
A.to take,to live B.to take,living C.taking.living D.taking,to live
2. Wilson explained______the teacher why he was late______that week.
A.to ,every day B.X,every day C.to,everyday D.X,everyday
3. The Blacks were______a flight______the Pacific Ocean then.
A.in,on B.for,across C.to,over D.on,across
4. The plane crashed and the______on a______island in the Pacific Ocean.
A.landed,deserting B.were landed,deserting
C.landed,deserted B.were landed,deserted
5. Paul likes to make______those who______other.
A.friends to,care about B.friends with,care about
C.friend with,care about D.friends with,care
6. The people______all felt very safe.
A.on plane B.on board the plane
C.on the plane board D.on board on plane
7. Not only the the student but also Tom______about the answer.
A.is sure B.are sure C.sure D.sures
8. ―I’ve got your invitation. ―Oh,good______. (春高考)
A.Can you come? B.Thanks a lot C.I’ll take it D.May I help you?
Period3:Some language points in reading,word study,grammar:G1-YY-030928-3
Step1:Check homework or ask students to retell the text if necessary.
Step2:Deal with some language points.
1. In only fifty years,English has developed into the language most widely spoken and used in the world.
①develop vtvi 发展,壮大,完善,生长
eg. Plants develop from seeds. 植物由种子发育而成。
Some children develop more slowly than others. 有些儿童比其他儿童发育得慢。
②冲洗
篇14：新教材高一英语UNIT4教案
新教材高一英语UNIT4教案
A: aims
1. Talk about past experiences,
2. Describe people, things, events and people’s feelings,
3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,
4. Organise ideas in a text using First, Next, Then, Finally, and
5. Write about an unforgettable experience.
B: Difficult points and baffling questions
1. The uses of the relative pronoun: who, whom, whose, which and that,
2. Some language points in the unit,
3. How to organize ideas by using First, Next, Then and Finally, and
4. Writing speed
C: Steps (6 periods)
Ⅰ.The first period
1. Warming up
T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.
When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause
S:
T: Why are these persons or things/events unforgettable?
S:
T: Who’d like to introduce some other persons or events or inventions?
S:
2. Listening
T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.
After that, check the answers by the students telling their answers and then listen a third time.
T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.
3. Homework
1. Write about an unforgettable thing/event within 50 words, using attributive clauses.
2. Practice the 4 pictures on Page 22.
Ⅱ. The second period
Speaking. We have two kinds of speaking exercise here.
1. Speaking on page 23
We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.
After that, some pairs/groups will act their dialogue out
2. Talking on page 103
This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.
On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.
After the students are ready with their dialogue, some pairs/groups will act out their dialogue.
3. Homework
1. Practice the dialogue according to the pictures on page 23.
2. Disaster pictures collected for a show.
Ⅲ. The third and the fourth periods
Reading passage 1
1. Pre-reading
T: What kind of natural disasters do you know about?
S:
T: Have you had/experienced one of them?
S:
T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.
S:
2. Reading
T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.
Now tell me what the text is about.
S: (about flood and the fact that people in danger were rescued)
T: How did the character feel?
S: (Amazement and wonder→alarm→fear→panic)
Para 1 Para 1-Para 2 Para 3 Para 5
T: Will you have a try and find out some sentences that have metaphorical words in them?
S: (see pages 24-25, 6 places or so)
3. Post-reading
T: Now let’s come to some exercises about the reading material. Exercises on page 25.
S:
T: Now try to tell the story in your own words in brief, using First…, Next…, Then…,and Finally…
4. Homework
1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,
2. Ex.1 Vocabulary on page 104.
Reading passage 2
5. Check their homework
One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.
6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.
①hear
I heard them singing that song in English.
The boy saw his classmates playing football.
Try to find some more verbs that can take an v-ing.
②drag: pull sth./ sb. along the ground because they are too heavy to carry
Little Jerry dragged the table/her father/into the kitchen.
Pull: use your hand to make sth move towards you or in the direction that you’re moving
v. Help me move the piano; you push and I’ll pull.
He pulled his brother out of bed.
n. the pull of the moon
③seize: take hold of sth. suddenly and violently
He seized my hand and dragged me away
to-v
④strike struck, struck
A ball struck me (on the back of the head).
She struck a match.
The clock began to strike 12.
The workers are striking for…
The disease struck (the city).
⑤destroy destroyed, destroyed, destroying
damage sth. so badly that it can’t be repaired or so that it no longer exists
The school was completely destroyed by fire.
⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems
The child struggled in the water.
He struggled along the road home.
⑦There’s some useful phrases in the text. Just learn then by heart.
fight for/against/with…
hold onto sb./sth.
get on one’s feet
look out of…/into…/at…/round
sweep away
be upon sb./sth.
fall/go /swallow/ sweep sb./sth down
pull sb./sth. up
move/run up
move up and down…
⑧5 v-ing forms as adverbials (see pages 24-25)
7. Homework
Ex in Word study on page 26 and translation on pages 104-105.
Ⅳ. The fifth period
Grammar: The Attributive Clause (1)
1. Introduction
T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.
In what situation, these conjunctions are used?
2. Practice
T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.
Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.
Now make some other sentences with attributive clauses.
3. Homework
Ex. 2 on page 105
V. The sixth period
Integrating skills
1. Reading passage on page 27
First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.
Next they write sentences about their unforgettable experience by answering the questions on page 28.
Then they should try to use attributive clauses and linking words “and, but”.
Finally some of the students read out their passages and their classmates will make comments on their passages.
2. Reading passage on page 106
After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.
3. Assessing
The students do it by themselves after class.
4. Homework
1. Writing on page 108.
2. Read the new words in Unit 3
篇15：高一新教材Unit6 GOOD MANNERS
UNIT SIX GOOD MANNERS
TEACHING AIMS AND REQUIREMENTS:
类别 课 程 标 准 要 求 掌 握 的 项 目
话题
1. Learn about good manners.
2. Learn to make apologies
3. Learn to express your gratitude
4. Make a contrast study on table manners in Chinese and Western cultures
5. Be a student with good manners
重点词汇 interrupt apologize fault introduce forgive manners culture unfold custom raise advice formal impolite mix leave out stare disabled
impolite napkin pray course flesh fashion wing
extra children
Toast roll comma Ellen
常用句型 I apologize for…
I’m sorry. I didn’t mean to…
How do you apologize to your friend whose bike you lost?
Dinner starts with a small dish, which is often called a starter.
交 际 用 语 道歉与致谢 （Apologizing & Expressing thanks）
Excuse me.
Forgive me, I’m very / so / terribly sorry.
That’s all right. / That’s OK. / No problem.
I apologize for… Oh, well, that’s life.
I’m sorry. I didn’t mean to…
Oops. Sorry about it.
Oh, that’s all right.
Oh, well, that’s life.
Thank you. It’s beautiful.
语 法 知 识 复习限制性定语从句和非限制性定语从句
1. 能够用英语描述人物、事件、时间、地点、原因等---使用限制性定语从句。
I spent the whole afternoon with the teacher who was very helpful.
2. 能够用英语对特定的人物、事件、时间、地点等作补充说明---使用非限制性定语从句
I spent the whole afternoon with the teacher, which was helpful.
语言运用 运用所学语言，学习用英语口语在餐桌上的对话；阅读课文“Table manners at a dinner party” 确切理解完成有关课文内容的练习。
主题任务
根据本单元的中心主题， 设计以下三个主题任务：
任务一：学会道歉Learn to make apologies to others
任务目的：
1．教育学生养成良好的礼貌习惯，学习与人相处。
2．在语言实践中，促进有关语言内化。
活动时间：学完“热身”、“听力”、“口语”后
语言知识要求：
1：词汇:
动词interrupt, forgive, apologize, etc.
2：句型：
Forgive me.
I’m very / terrible / so sorry.
I apologize for…
Excuse me.
语言技能要求：说、听
活动形式：
1． 个人活动：每个学生回忆曾由于自己原因与班上谁发生过矛盾
2． 两人活动：真诚地向对方道歉，并说明情况；接受道歉，增进友谊；
3． 个人活动：在日常生活中学会（用中英文）对家人或他人说歉意；
4． 小组活动：（一段时间以后）列举事例，交流体会，学生互评。
Name___________
He/She says “Excuse me” when he / she wants to interrupt others at school / at home. 5 4 3 2 1
He/She says “I’m sorry” when he/she has troubled others at school/at home.
He/She says “Forgive me”, or “ I apologize for” in the formal situation when he/she has hurt others.
He/She expresses his/her apology politely at school / at home.
Notes:
The assessment is based on daily observation
5---always; 4---often; 3---sometimes; 2---seldom; 1---never Total
Signature:_______
任务二：中西方餐桌习俗对比研究
任务目的：
1． 引导学生熟悉中西方两种文化及生活习俗，提高跨文化交际的意识；
2． 培养学生探究学习的能力，提高归纳、分析能力；
3． 在实践中复习、运用、巩固所学的词语。
活动时间：学完“读前”、“阅读”、“读后”、“语言学习”之后
语言知识要求：
1． 词汇
名词： manner culture napkin roll lap cloth custom starter course spirit
动词：toast bahave unfold pray touch raise mix
形容词：damp formal impolite
2． 句型
非限制性定语从句等
语言技能要求：写、说、听、读
活动形式：
1． 个人活动：学生组内分工，一部分收集中国餐桌习俗（建议采访上 年纪的老人），另一部分收集西方的，并列出要点；
2． 小组活动：交流各自获取的信息资料；合作研究，分析两种习俗的异同；整理研究成果（或以表格形式，或以课件形式，或以文章形式等在）
3． 班级活动：展示各组研究成果（也可以展开“吃中餐还是西餐”的辩论）。
任务三： 自我反思、规范行为
任务目的：1．教育、督促学生自我约束、规范行为，提高学生的修养；
2．引导学生把语言与自己的行为结合起来，培养学生运用英语思
的能力
活动时间：学完“小建议”之后
语言知识要求：
A． 词语：
1. 名词：manner custom
2.. 动词：apologize interrupt behave stare
3. 形容词：impolite formal disabled
B．句型
1． 祈使句、定语从句
2． 语言技能要求：读、写、说、听
活动形式：
1． 个人活动：每个学生重读本地“文本公民条例”和“中学生日常行为规范”，反思自己的日常行为；用DOS和DON‘TS写出自己应该遵守的“十要和十不要”；
2．小组活动：交流各自观点；共同讨论，互相补充；
3．班级活动：推荐一个小组做住发言，其他小组补充；指定班级行为规范，打印成文，人手一份；
4. 每个学生对照《中学生行为规范》，勾出自己还没有做到的项目；平时行为为中加以注意、改正。
Background information
I Being a Welcome Guest
When people in the United States have company or when they are invited to (formal or informal) get-together, they usually, make a point of trying to make others feel comfortable and relaxed. On the whole, they tend to be informal. Men shake hands, but usually only when they are introduced. Male friends and business associates who haven’t seen each other in a whole may shake hands when they say hello. Women usually don’t shake hands when being introduce to each other. When a woman and a man are introduced, shaking hands is up to the woman. Americans rarely shake hands to say good-bye, except on business occasions.
American women are used to being independent. They are used to going to places by themselves, earning their own money, and often living alone. Sometimes they will ask men for help, but they usually don’t want to be protected. Since the women’s movement started. It’s not always clear whether women expect men to open doors or help them into their coats. American women may start conversations with men or even ask them to dance.
There are a lot of Americans who don’t smoke or drink, and many who don’t want people to do those things in their houses. It’s always best to ask for permission before you bring alcohol to a dinner or before you light up a cigarette, if you are with people you don’t know very well. Non-smokers became more militant (好战的，斗争的) about smoking in public places. Many restaurants, for instance, have established special sections for smokers.
House guests may bring gift when they come to visit, and they often offer to help in some way. As a guest, you may want to ask your host or hostess if there’s anything you can do to help in the kitchen. In many cases, the gesture is more important than actually helping.
AMERICAN TABLE MANNER
If you are invited to an American friend’s home for dinner, keep in mind these general rules for polite behaviour. First of all, arrive approximately(大约、大概) on time (but not early). Americans expect promptness. It’s OK to be 10 or 15 minutes late but not 45 minutes late. Dinner might be overcooked and ruined by them. When you’re invited to someone’s home for a meal, it’s polite to bring a small gift. Flowers or candy are always appropriate. If you have an attractive item made in your native country, your host / hostess would certainly enjoy receiving that as a gift.
Some Americans don’t know about the dietary restrictions(饮食限制/禁忌) of various ethnic(种族) and religious groups. What do you do if you are served a food that you don’t like or cannot eat? Don’t make a fuss about (小题大做) it. If your host doesn’t say anything about what you aren’t eating, then you shouldn’t, either. Simply eat what you can and hope that no one notices that what you left. If you are questioned, you may have to admit that you don’t eat meat ( or whatever ), but you can also say that you’ve enjoyed the other foods and have had “more than enough” to eat. Don’t make the cook feel obliged to prepare something else for you. Be sure to compliment the cook on the food that you enjoyed.
Don’t leave immediately after dinner, but don’t overstay your welcome, either. When your friends seem to be getting tired and running out of conversation, take their behaviour as a cue to leave. The next day, call or write a thank-you note to say how much you enjoyed the evening.
UNIT SIX GOOD MANNERS
TEACHING AIMS:
1. Learn to apologize to people.
2. Train the Ss’ speaking abililty.
3. Train the Ss’ listening ability.
KEY TEACHING POINTS:
Master the ways of making apologies by listening and speaking.
DIFFICULT TEACHING POINT:
How to help the Ss use the expressions for making apologies freely.
TEACHING METHODS:
1. Pair work to practise speaking.
2. Listening-and-answer activity to train the Ss’ listening ability.
TEACHING AIDS:
A tape recorder a projector
Unit 6 Good Manners
The First Period
I. Words and phrases
Make use of interrupt
I’m terribly sorry. Anyway adv.
Apologize to sb. for doing sth.
Make an apology to sb.
Introduce A to B
Mean to do sth
No problem
II. Ways of making apologies: Possible answers:
Forgive me. I’m very sorry. Oh, that’s all right.
I apologize for… Oh, well, that’s life.
I’m sorry. I didn’t mean to… It’s OK.
Oops. Sorry about that. That’s OK.
Excuse me. No problem.
TEACHING PROCEDURES:
A. WARMING UP
I. Free talk and presentation
Good manners are basically as set of behaviours that people may reasonably
Expect. Such expectations exist in various domains of our lives, both in the things we say, and how to express them, and in the ways we socially interact with others. Dispalying good behaviour makes a world of difference in the way people regard us. In language that means that saying the right thing at the right place at the right moment and being polite are important.
In our daily life, it is very important to be polite in communication with others. Whether in China or in foreign countries, so we should pay attention to our manners. For example, if we run into someone, we should say “I’m sorry”; if we are in s strange place, we want to ask someone to tell us the way, we should say “Excuse me”; if someone helps us, we should say “Thank you”.
We’ve learned much about how to be polite. Today we are going to learn Unit 6 GOOD MANNERS. Can you tell us what “good manners” means.
Good manners means being polite.
II. Word study
1. make use of: uae (well, in the best way)
We must make good use of any opportunities we have of practicing English.
2. interrupt: to say something when some someone else is already speaking and cause them to stop
It’s rude to interrupt. Don’t interrupt me.
3. I’m terribly sorry. = I’m very sorry.
4. apologize v apology n
He apologized for his bad behaviour.
Bill made an apology for losing Cliff’s bike.
5. anyway adv. : used when you are ssaying something which supports what you have just said
Anyway I must finish this work today.
6. introduce v
He introduce his friend to me.
7. mean: to plan or want to do sth.
Please forgive me --- I didn’t mean to be rude.
8. no problem: a phrase you use to tell someone you can easily do sth. for them.
--- Will you please help me with my homework?
--- No problem.
III Warm up p-36
Look at the picture carefully and complete the dialogues. We can use the expressions in the second column.
1) Do it by yourself. 2) Practise in pairs. 3) Act out
Extension 1 The exercise can be extended by asking students to describe what they see in each picture. Ask the students to imagine the situation and describe how they would react when something like this happens in China. Are these situations realistic?
Extension 2 Ask students to suggest similar situations in which they might use any of these four short dialogues. Ask students to describe the situation or act it out in class.
B. LISTENING P-37
1. Look at the questions quickly.
2. Make a guess what happened in the dialogue.
3. Books closed. Listen to the tape for the first time
4. Books open. Listen to the tape for the second time. Attention should be paid to how Bill made apologies to Cliff and how Cliff answered.
5. Fill in the blanks.
6. See whether it is necessary to listen to the tape again.
The listening exercise further explores the usage of informal and more formal ways of apologizing. Friends may use informal language to apologize but if the offense, or as in case of this exercise the loss of something is considered quiet serious, a somewhat more formal apology may be required, as well as repeating it.
C. SPEAKING
We have learnt something about making apologies from the dialogue between Bill and Cliff. Now, let’s practise making apologies.
1. Go through the three situations and the following expressions for making apologies and the possible answers.
1) Ask three Ss to read aloud the situations one by one.
2) Go through the expressions together with the Ss.
2. Choose two of the given situations to make dialogues with your partner.
1) Prepare and practise in pairs.
2) Ask some pairs to perform before class.
T: For this exercise, we have to imagine ourselves at a party. There are a lots of people and all the chairs are taken or covered with coats or bags while all the tables are full of glasses and snacks. Everybody is in good mood, so nobody will get angry about anything, but of course people politely talk to each other and make excuses when troubling others. Next, work in pairs and consider the following three situations. Read each situation carefully and make sure that you understand it. Then, make up a short dialogue to solve each specific small problem smoothly and in a polite manner. Suggested answers:
Situation 1
A: Look! Mr Black is coming. Why not have a talk with him? You know, he will work with you tomorrow.
B: Oh. Really? I’d like to, but I haven’t met him before.
A: Sorry, I didn’t know.
B: Would you please introduce me to him?
A: No problem.
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Nonna, this is Alex.
A: Hi, Alex. Nice to meet.
Situation 2
A: Excuse me. Are these bags yours?
B: Yes, they are mine.
A: Are these seats free?
B: Yes, they are free.
A: Do you mind if my friend and I sit here?
B: No, go ahead, please.
A: Are these seats free?
B: No, I’m sorry. My friend is sitting here.
A: That’s OK.
Situation 3
A: Oh, was that your glass?
B: As a matter of fact, yes.
A: I’m terribly sorry. Can I offer you something else?
B: That would be nice, thanks. I’ll have another Sprite.
Dialogue 4
A: Oops. Did I do that? Sorry about that.
B: Next time, watch out, will you?
Dialogue 5
A: Ouch! You are standing on my toes.
B: Oh, I’m terribly sorry about that.
A: Never mind. Just make sure it doesn’t happen again.
In the speaking exercise it is the turn of the students to practise making apologies. The students are presented with three everyday situations involve quite common, ordinary mistakes, for which there is no need to make elaborate excuses. Saying the right thing at the right moment will do.
Extension: Ask the students to continue with other situations which may all take place at parties.
SUMMARY AND HOMEWORK
In this class, we’ve learnt to make apologies to people by listening and speaking. Now please tell me the ways of making apologies and the possible answers without looking at your books…
Besides, we’ve learned some useful words and phrases. You should remember and master the common use of them…
Look at the Bb and read them together.
After class, please revise what we’ve learnt in this class carefully and try to practise more so that you can use the words and useful expressions freely and correctly.
UNIT SIX GOOD MANNERS
TEACHING AIMS:
1. Learn some useful words and expressions.
2. Train the students’ reading ability.
3. Get the students to learn about table manners in western countries.
KEY TEACHING POINTS:
1. Learn and master the following used useful expressions:
make a good impression, be close to, a little bit, start with, keep silent, ask for, at table, all the time, drink to, too much
2. Help the students understand the passage better.
DIFFICULT TEACHING POINT:
How to help the students understand the passage exactly, especially the following sentences:
1. The knife and fork that are close to your plate are a little bit bigger than the ones beside them.
2. In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.
TEACHING AIDS:
A tape recorder a projector
Unit Six Good Manners
I. Dishes at a western dinner party
Starter-soup-main course-drinks-dessert
II. Useful expressions
Make a good impression be close to a little bit start with
Keep silent ask…for at table all the time drink to too much
TEACHING PROCEDURES:
I. ORGANIZATION
II. PREPARATION FOR READING
T: Yesterday, we practise making apologies to people. We know it is very important to be polite to others. At the same time, how to be polite is also important. A proverb says, “Do in Rome as Romans do.” That is to say, you must follow the different customs in different situations or in different countries. Today we are going to read a passage about table manners at a dinner party. It will tell us some table manners in Western countries. But we are all Chinese people. How much do we know about Chinese culture? So let’s have a discussion.
( Show the following situations on the screen first, and then tells the students what to do.)
Situations: 1. At a dinner party
2. Greeting your teacher
3. Receiving a birthday present
4. Paying a visit to a friend’s house
T: Now look at the situations on the screen and talk about the rules of being polite in these situations in Chinese culture.
1. Work in groups of four and write down the rules on a piece of paper.
2. Check.
T: Now, please tell me how to be polite in China at a dinner party.
Sa: Don’t eat too much and too fast.
Sb: Finish the drink at once.
Sc: Host or hostess often gives guests more (than needed) to eat and drink.
…
T: Then how about greeting our teachers?
Sd:We stand up and say “ Good morning/ afternoon, sir/ madame”.
…
T: The next one:Receving a birthday present?
Se: Don’t open and look at it before the friend goes away.
…
T: The last one: Paying a visit to a friend’s house?
Sf: People usually go to visit a friend without telling him / her ahead of time.
Sg: Knock at the door first. Don’t move before the host says “ come in, please.”when the door opens. After you enter the room, you wouldn’t sit down until the host asks you to take a seat. When a cup of tea is put on a tea-table before you or sent to your hand, you’ll say “Thank you” and receive it with your two hands, not one hand.
T: Well done! After class, you can continue to discuss. Now, let’s learn the new words. Then read the passage.
III READING P-38
1. Read the passage quickly and silently to get the general idea. Pay attention to what kinds of dishes and in what order the dishes will be served at a western dinner party. Make some notes while reading. 4’
2. Check
The right order is: starter – soup – main course – drinks – dessert. Bb
3. Read the passage again and do an exercise.
Decide which of the following behaviours are polite or impolite at a western dinner party. Put “P”or “I” in the brackets.
( ) 1. Use the knife with your right hand.
( ) 2. Put your napkin on your lap.
( ) 3. Start eating as soon as your food is served in front of you.
( ) 4. Ask for a second serving of soup.
( ) 5. Use your fingers when eating chicken.
( ) 6. Finish eating everything on your plate.
( ) 7. Talk loudly while eating.
( ) 8. Make other people drink more than they can take.
P: 1,2,5,6 I: 3,4,,7,8
IV LISTENING AND READING ALOUD
T: Well. Now, please listen to the tape of the passage carefully and understand it further. At the same time, pay attention to the stress and intonation of the longer sentences. After that, read it aloud by yourself. If you still have any question, you can ask me to help you.
Fill in the the blanks using the words and expressions in the passage in their right froms.
1. The speech ______ ______ ______ ______ on the house.
2. My home ______ _______ _______ our school.
3. I feel ________ _______ ________ tired.
4. His illness _______ ________ a slight cough.
5. He ________ ________ at the meeting yesterday.
6. He ________ me _______ help.
7. They were _______ _______ when we called.
8. I looked all over the house for that letter, and it was in my pocket ______
_______ ________, while I was searching.
9. Let’s _______ _______your success.
10. Don’t eat _______ _______, or you’ll get fat.
Fill in the the blanks using the words and expressions in the passage in their right froms.
1. The speech made a good impression on the house.
2. My home is close to_ our school.
3. I feel a little bit tired.
4. His illness started with a slight cough.
5. He kept silent at the meeting yesterday.
6. He asked me for help.
7. They were at table when we called.
8. I looked all over the house for that letter, and it was in my pocket all the time, while I was searching.
9. Let’s drink to your success.
10. Don’t eat too much, or you’ll get fat.
V DISCUSSION AFTER READING
T: Well. Now you’ve understood the passage well enough. Here are two questions:
1. Is laying the table for dinner party the same in western countries and in China? Make a list of things on a western dinner table and what is found on a Chinese one.
2. Do table manners in China also change? Give some examples.
Please discuss them in groups of four. After a while, I’ll ask some of you to report the results to the class. ( Give Ss enough time to prepare and then collect the answers from them.)
Suggested answers:
1. No. On a western dinner table, the following things are usually found: a napkin; three glasses; a small round roll; two pairs of knives a nd forks; two spoons; a plate. On a Chinese table, we usually lay the following things: a hot, damp cloth; a cup of tea; a glass; a pair of chopsticks; a spoon; a plate.
2. Yes. Table manners in China have also changed over time. For example, at some formal dinner parties, not only a hoet, damp cloth but also a napkin can be found on a Chinese table. People don’t drink too much any longer.
VI SUMMARY AND HOMEWORK
T: Today, we’ve read the passage about table manners in western countries. We have also learned some differences between Chinese table manners and western table manners. We should know it is necessary and important for us to study the culture of a country in order to learn its language well.
After class, please read the text more and try to use the expressions on the blackboard freely. Besides, you’d better find some more passages about good manners in China or in foreign countries to read.
Answers to Exercise 4, page 39
1. Women were not allowed to wat at the table.
( Now women can sit together with the others and eat at the same time.)
2. Seats used to be arranged around the table according to the age or importance of the guests.
( It is still a strong tradition at important banquets in the countryside, but no longer in cities.)
3. Make 8, 10 or 12 dishes for each table. The dishes were brought up to the table in strict order, e.g. in southern China, the fish dish should be the last to serve.
(It is still the case in some rural areas, but the number or order is nor so strict in cities any more.)
4. It used to be impolite to eat up all the food from the plates.
(People now accept that it is better not to waste food. It is becoming OK to take left-over food home.)
5. Give the guest as much wine as possible to drink.
(It is still polite to urge the guest to drink, but not as persistent as before.)
EXTENSION:
The students are asked to give examples of how Chinese table manners change over time. Then ask students how table manners are different in various parts of China.
UNIT SIX GOOD MANNERS
篇16：新教材高一英语UNIT9教案
Teaching plan for SB1A Unit 9 Technology
Teaching goals: Talk about science and technology
Describe things and how they work
Express agreement and disagreement
Use the present Continuous Passive Voice
Talk about the advantages and disadvantages of modern technology
Write a letter to Q12 about love and friendship
Time arrangement:
Period 1 Warming up, listening, speaking
Period 2 Pre-reading, reading, post-reading
Period 3 Intensive reading
Period 4 Language study
Period 5 Integrating skills
Period 6 Workbook (Talking and Reading)
Period 7 Test
Period one ( listening and speaking )
Warming up
Step I Brainstorming about Technology
1. Is technology important to us? What will you think of when talking about technology?
2. What qualities shall we have if we want to have advanced technology?
( to be creative , good at solving problems and thinking in new ways )
Step II Activity
( Bring the items of a toothpick, plastic bag and left-handed glove if possible)
(Hold a competition of creativity among groups of students if necessary)
1. Students work in groups to solve the problems
2. Compare different solutions and talk about creativity.
Listening
Step I Introduction
1. Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)
Step II listening
1. First-listening: what is being described?
2. Second-listening: what can the things be used for?
3. Discussion in pairs: what are the new uses for the objects in addition to the “normal” uses?
Step III A riddle-guessing competition
1. Read the instruction and the guided questions
2 Do a demonstration with a student.
Teacher: You seem to have something in your pocket. What does it look like?
Student: It looks like … ….
T: What is it made of ?
S: It’s made of …….
T: What is it used for ?
S: … … …
3 Ss practice in pairs
4 Competition--- Who can guess it ?
One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.
Speaking
Step I Brainstorming
1. Present the situation
2. Brainstorming about the advantages and disadvantages about cellphones
Step II Expressions of agreement and disagreement
Teach new expressions
1) Absolutely=Definitely=Exactly
2) It depends.
3) That’s a good point.
4) That’s worth thinking about.
Step III Activity
1. Ss works in groups and prepare a role play.
2. Ss present their dialogues.
3. Debate: Players from different groups debate the advantages and disadvantages of a cellphone.
Homework: 1. Listening : Workbook P133 Listening Ex 1&2
2. Speaking: Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? )
3. Thinking : P60 Ex 3 Design your cellphone--- to be creative!
Period Two ( extensive reading )
Revision
Check the listening homework on page 133.
Pre-reading
Step I Discussion (Question 2 of Pre-reading )
1. Check the speaking homework of interview
How did people live 30 years ago?
What did people do at night without electricity?
How have inventions and new technology changed our way of life?
2. Talk about the title---Life on the go
Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.
Reading
Step I Presentation
1. Talk about the cellphone and present the new vocabulary.
( Ask Ss to bring cellphones of different brands to class if possible)
Questions: What functions does a cellphone have?
What features does your cellphone have? etc.
Vocabulary: function, feature, image, an electronic calendar, remind ,appointment
2. The top question:
Why are cellphones so popular with teenagers according to the passage?
Step II Reading
1. Skimming for the top question.
2. Some T or F statements to check the general understanding of the passage.
3. Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post―reading Ex 2 on Page 60 )
Step III Activity
1. Discussion in pairs ( Post―reading Ex 1 on Page 60 ).
2. Design your own cellphone in groups.
Homework: 1. Read the text after the tape, marking the difficulties.
2. Reading comprehension: WB page 136.
Period Three ( intensive reading )
Revision
Revise the text .
Language points
Vocabulary
1. depend v. dependent adj. independent adj.
1) That depends. =It depends. =I’m not completely sure.
2) depend on 依赖，信任，取决于
e.g. His family depends on him.
We’re depending on you to finish the job by Friday.
Happiness often depends on your attitude to life.
2. add v.
1) 增加， 相加， 补充说
e.g. Add a few more names to the list.
If you add 5 and 3 you get 8.
I should like to add that we are pleased with the result.
2) add to =to increase something
e.g. The rise in electricity costs has added to our difficulties.
3) add up to =amount to
e.g. These numbers add up to 100.
3. remind v.
remind sb to do sth.
of sth.
that Cclause
e.g. Remind me to write to Dave.
This hotel reminds me of the one we stayed in last year.
She reminded me that Sue was in Paris.
4. touch n.
get in touch with sb. lose touch with sb.
stay in touch with be in touch with
keep in touch with be out of touch with
5. call v.
call for =to demand sth. , to collect sb.
call at some place =visit some place
call on sb. =to visit sb., to ask sb. to do sth.
call in =to ask sb. to come in{
e.g. Students are calling for more spare time and less homework.
I'll call for you at 8 o'clock.
I think we'd better call in a doctor.
I called on my uncle while I was in London.
6. case n.
in case in this case
in case of + n./pron in any case
in case --clause in no case =never
e.g. The meeting will be put off in case it rains.
In case he arrives before I get back, please ask him to wait.
In case of fire, ring the bell.
I don't think I need any money, but I'll bring some in case.
In no case should we give up dreaming about a better future.
7. need n.
[U] 缺乏； 需要
[C] 需要得东西； 必需品
in need of sth.
no need for sth.
e.g. There’s a growing need for new housing in big cities.
She didn’t earn enough money to satisfy all her needs.
We’re collecting money for children in need.
Please come to me if ever you’re in need of help.
There’s no need for you to say sorry to me.
Sentence patterns
1. Cellphones make it possible for us to talk to anyone from anywhere.
V. + 形式宾语 it + 宾补（adj./ n.） + for sb. to do sthsth.
e.g. I think it necessary for her to stay in touch with her parents .
He found it possible for them to improve the working condition.
Our school makes it a rule for us to have an English Corner every Friday.
2. We have a need to stay in touch with friends no matter where we are or what we are doing.
e.g. Nobody believed him no matter what he said.
No matter where he goes, the thief can’t escape being caught.
She always goes swimming no matter how cold it is.
3. She says that her cellphone helps her do whatever she wants to do.
e.g. Whatever you do, wherever you go, I’ll be right here waiting for you.
She always goes swimming, however cold it is.
Homework: 1. WB page 134-135 Vocabulary Ex1,2,3&4
Period Four ( Language study )
Word study
Step I Page 61 Match the words with their meaning
Step II Check the homework on page 134-135.
Step III Reading for meaning ---guessing the words from the clues.
Page 63 Tips Are you a smart reader?
Grammar
The passive voice (3) --- The Present Continuous Passive Voice
Step I Study the examples
am/ is/ are + being + done
Step II Practice ( page 61 )
Step III Activity
Two students put on a performance of “双簧”.
The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk. A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….
Homework: 1. WB page 136 Grammar 1&2
Period Five ( integrating skills )
Reading
Step I Reading
What is the computer Q12 like ?
How does it control human beings?
What other suggestions will you make to solve the problem?
What will the earth be like if Q12 understands love and friendship?
Step II Language points
1 take over 接管
e.g. The company has been taken over by a American firm.
Sarah will take over my job when I leave.
2 break down （机器）不运转；失败；
break up 结束； （关系）破裂
e.g. The car broke down on the motorway.
The peace talks between the two countries have broken down
The meeting broke up after only half an hour.
Their relationship wasn’t working, so they decided to break up.
3 come up with =to think of or suggest an idea 想出办法，提出建议
e.g. He couldn’t come up with an answer.
How have you come up with such a good idea?
4 success in manage to do sth.
sucessful in
succeed in doing sth. fail to do sth.
e.g. We had no success in finding a new flat.
Jane finally succeeded in passing the her driving test.
Writing
Step I Study the outline of the letter
Step II Students have a discussion in pairs.
Step III Ask a student to give a sample letter orally.
Homework: 1. write a letter to Q12
Period Six ( WB talking and reading )
Talking
WB page 134 Talk about modern technology.
Step I Read the situation
Step II Activity
Ss work in groups
First list the advantages and disadvantages of the inventions of cellphones, robots and computers.
Then Ss have a debate in groups.
Step III Debate
Have 3 debates between groups.
( There are speakers representing each group, and the rest are judges)
Reading
WB page 136 Reading Future travel: teleportation
Step I Fast reading and skimming
What does teleportation mean?
Step II Scanning
How is teleportation different from transportation?
Why is it so difficult to teleport human beings?
Step III Reading for words
Match the words with the best strategy on page 137.
Step IV Activity
Discussion : Will teleportation be realized?
Think of more impossible things that may be possible in the future.
篇17：新教材高一英语UNIT7教案
科目：英语 题目：Cultural relics
授课班级： 授课教师：罗晓兵(1-4) 刘应清(5-6)
电子教案设计老师：胡章盛 课时数：8课时(7-8考试)
日期：11月18日
Teaching plan
Unit 7 SB1A Cultural relics
Teaching aims and demands:
1.Master the main contents of the unit by listening, speaking, reading and writing.
2.Get to know the world cultural relics and know how to protect them.
3.Learn to give advice and make suggestion
4.Learn to use the Present Perfect Passive Voice
The main points of teaching:
Words and expressions, listening, speaking, communications
The difficult points of teaching:
The key phrases, sentence patterns, communications and grammar (The Passive Voice 1) Time arrangement:
The 1st period: Warming up, listening and speaking (WB Listening P 121)
The 2nd and 3rd periods: Pre-reading, reading, post-reading {WB Talking, Writing}
The 4th period: Language study (WB Grammar)
The 5th period: Integrating skills, tips (Vocabulary)
The 6th period: Checkpoint 7 (Integrating skills, assessing)
The 7th period: Exam
The 8th Period: Explanation
Teaching process:
The 1st period(第一课时)
Step One Warming up
1. Answer the following questions.
1) Have you been to any famous places in our country or in the world?
2) Where have you been?
3) Can you tell us the reason why you went there?
4) What do you think of the place you visited?
5) Do the people there protect the place well?
2.Talk about pictures:
Now look at the pictures on Page 43 and talk about these pictures.
1) What do you know about the places in the pictures?
2) Do you know any stories about the places?
3) Which one would you like to visit? Why?
4) What do they have in common?
5) Are they important to us today? Why?
6) Can you tell us how to protect them?
7) Which of the buildings we have built in the modern era will become the cultural relics of the future? Why?
Step Two Listening
1. Listen to the tape, know about some cultural sites and place a few objects in the proper places, using cues from the listening. (This work can be done after class.)
1) Put the statues in the right places.
2) Put the temple and the museum in the right place.
3) Put the Moon Tower in the right place.
2. Listen to the tape and list reasons why the sites are important and what is being done to protect them.
Step Three Speaking
1. Work in pairs to prepare a “Chinese Culture Capsule”----an imaginary large box which will be sent into space, according to the instruction
2. Act out the dialogues made by the students, paying attention to asking for suggestions and making suggestions.
3. Fill in the chart on Page 44 after class.
The language points
1. cultural adj. ---about the art, ideas and way of life of a group of people 文化的
e.g. Wuchang is the cultural center in the city of Wuhan.
cultural traditions
cultural differences
cultural and educational work
culture n.
2. represent v.t. ---to act officially for (another person or people) 代表
---describe; declare to be (as) 描述；声称
e.g. Can you represent your parents at the meeting?
He represented himself as a friend of mine, but now I know the truth.
3. include v.t. ---make sb. or sth. part of a group 包括
e.g. Eight students have read the book, including Tang Ling.
Compare: contain v.t. ---to hold, have within itself 包含；含有
e.g. The book contains all the information you need.
Homework
Workbook Listening Ex. 1 and Ex. 2 (P121)
The 2nd period(第二课时)
Step One Revision
1. Check the chart in which the students filled after class on Page 44.
2. Check Exercise 1 and Exercise 2 on Page 121.
Step Two Pro-reading
1. Show the Ss some pictures about some great cities, like Paris and Beijing and then ask some questions about them.
1) In your opinion, what makes a city great?
2) What are your favorite cities? Why?
3) What cultural relics are there in the place where you live?
4) How important are they?
2. Discuss the questions above in pairs or in groups.
3. The teacher may check the students’ answers and help them.
Step Three Reading
1. Read the passage quickly and then answer the following.
1) What is the name of the city?
2) Who are the heroes of the city?
3) What is the difference between “A City of Heroes” and “Heroes of a City”?
4) Where has the city been built?
5) Who tried to destroy the city?
6) What did the Germans do as they left?
7) Is the city great? / What do you think of the city?
8) How about its people?
2. Read the text again and sum it up.
1) Speak out what the text implies.
2) Please point out the topic sentence of each paragraph.
3) Sum up what the text tells us in each paragraph.
Step Four Post-reading
Read the text again and finish the exercises.
Homework
Workbook Talking(P121---122)
The 3rd Period(第三课时)
Step One Revision
1. Check the homework
2. Retell the text by the students.
Step Two Deal with the language points in the text
1. give away ---give freely; distribute; act so that sth. is lost: 赠送; 分送; 泄露
give back ---restore; send back: 恢复; 归还
give in ---surrender; yield; stop fighting or arguing: 投降; 屈服; 终止争吵或辩论
give off ---send out(vapor, smoke, etc.): 放出(蒸气,烟等)
give out ---distribute; tired out; send out(smell, heat etc.)分发;精疲力竭;发出(气味,热等)
give up ---resign; stop(doing sth.); surrender(oneself) to sb. 放弃; 停止(做某事);使(自己)向某人屈服
give way to ---abandon oneself (to); retire: 放弃; 后退
2. burn v.t., v.i. & n. --- destroy, or hurt by fire, heat, or the action of acid 烧/焚毁, 烧焦/伤
e.g. The coffee is very hot, don’t burn your mouth.
Wood burns easily.
All the lights were burning .
He was burning with anger.
3. restore v.t. ---rebuild as before; make well or again 修复,重建; 复归
e.g. The workers are restoring a ruined abbey.
Law and order have been restored.
4. be used to do sth.
be used to doing sth.
get used to doing sth.
used to do sth.
5. beauty n.(u) (c)
e.g. Everyone must admire the beauty of a mother’s love.
We are always finding new beauties in Shakespeare’s poetry.
She is known as a great beauty.
6. unite v.t. & v.i. ---make or become one; join; act or work together联合;结合;协力
e.g. Unite to win still greater victories.
Unite all the forces that can be united.
Homework
Writing (P126)
The 4th Period(第四课时)
Step One Revision
Revise the Present Perfect Tense.
Step Two Word study
1. Rewrite the following sentences using the words formed by the prefix “re-”.
1) He drank the coffee at one mouthful, and filled his pot again.
2) After three hours’ terrible fight, they gained the control of the top of the hill again.
3) With the disappearance of SARS, some theatres and restaurants opened again.
4) The students are asked to tell the text again in their own words.
5) I think all of us need to think again about our attitudes toward the public health after SARS.
2. Do Ex. 1.
3. Do Ex. 2.
Step Three Grammar
The Present Perfect Passive Voice
1. Forming: To form the Present Perfect Passive Voice, use has/have been done.
2. Directions:
A. The Present Perfect Passive Voice gives the idea that something happened before now, having the effect to now (the exact time is not important).
e.g. The palace has been rebuilt by modern Russian artists.
Something has been done to protect the cultural relics in this village.
B. The Present Perfect Passive Voice gives the idea that something started to happen in the past, but it has been finished just now.
e.g. The classroom has not been cleaned for three days.
The building has been built for more than a year.
Step Four Practice
1. Rewrite the sentences in Ex. 1 using the Present Perfect Passive Voice. (P47)
2. Read the two news stories in Ex. 2 and fill in the blanks with the correct form of the verbs, using the Passive Voice. (P47)
Language Points
1. damage n. ---harm or injury that causes loss of value 损害; 损毁(使失去价值)
v.t. ---cause damage to 使受损害; 损坏
e.g. The storm did great damage to the crops.
The furniture was damaged in the fire yesterday.
*Compare: destroy v.t.---break to pieces; make useless; put an end to 毁灭;毁坏;破灭
e.g. Don’t destroy that box; it may be useful.
All his hopes were destroyed.
2. ancient adj. ---belonging to times long past; very old 古代的; 远古的;很旧的
e.g. an ancient city 古城
ancient ruins 古遗址
ancient history 古代史
an ancient-looking hat 一顶样子很旧的帽子
3. repair v.t. ----restore(sth. worn or damaged) to good condition 修理
----put right again 补救; 纠正
e.g. repair the roads (a puncture, a watch, a shirt) 修路(补洞,修表,补衬衣)
n. ----repairing or being repaired 修理
e.g. The road is under repair.
The shop will be closed during repairs.
Similar words: fix, mend
Homework
Grammar Exercises 1 and 2 (P47)
The 5th Period(第五课时)
Step One Revision
Check the homework (P47)
Step Two Integrating skills
Reading and writing
1) Read the letter on Page 48 and learn to write a letter according to the instruction.
2) Work in pairs and fill in the blanks.
3) Write two letters to the editor using the information you fill in the blanks.
Step Three Language points
1. pollution n. ---polluting or being polluted 弄脏; 污染; 污垢物
e.g. The environmental(airborne) pollution here is a big problem..
the pollution of the atmosphere 大气层的污染
pollute v.t. ---make dirty; destroy the purity or sanctity of 使脏; 染污
e.g. The river was polluted by the waste water from that factory.
2. breath n. ---air taken into and sent out of the lungs 呼吸; 气息
e.g. His breath on the window melted the frost.
Draw in a breath of fresh country air, please.
bad breath
take a deep breath
take breath
hold one’s breath
lose one’s breath/out of breath
breathe v.t. & v.i. ---take air into the lungs and send it out again; send out; utter
e.g. He was breathing hard when he finished the race.
The patient needs to breathe wholesome air.
breathe again/freely
breathe one’s last
breathe upon
3. limit v.t. ---put a limit or limits to; be the limit of 限制;作为…的界限
e.g. I should limit myself to three aspects of the subject.
limited p.p. ---small; restricted; narrow 少的;有限制的 狭小的
e.g. He seems to have only a limited intelligence.
4. sincere adj. ---(of feelings; behavior) genuine; not pretended 真挚的;真实的
e.g. It is my sincere belief that….
sincerely adv.
e.g. Yours sincerely/Sincerely yours.
Step Four Practising
Vocabulary
Exercises 1 and 2 on Page 122 and Page 123.
The 6th Period(第六课时)
Step One Revision
Read out the letters they wrote to the editor.
Step Two Checkpoint 7
Revise the grammar.
1. How to form the Present Perfect Passive Voice.
2. How to use it.
Point out the useful expressions you’ve learnt in this unit.
Step Three Workbook
3. Do grammar exercises.
4. Integrating skills.
1) Read the passage and fill in the information chart.
2) Finish the exercises.
4) Writing
The 7th and 8th Periods第七,八课时)
Have an exam and explain the paper.
二。 辅导答疑：
Unit 7 SB1A
科目：英语 年级：高一
辅导答疑老师：胡章盛 日期：November,
Answer the students’ questions:
1. 问： 请问老师 “Someone broke in while I went out.”这个句子对吗?
答: 这个句子不对。正确句子应是：“Someone broke in while I was out.”
分析：while 必须用延续性动作，go out 是非延续性动作，因此该句是错误的，但用when 或as句子就是正确的了；非延续性动作go out 可以用 be out 来代替，以表示延续性动作。
2. 问： “爬了6个小时后我们可以到达山顶。”译成“After six hours of climbing, we could reach the top of the mountain.”对吗？
答： 这个句子应译成：“After six hours of climbing, we were able to reach the top of the mountain. ”才对。
分析：表示过去能干某一具体的事情，不能用 could, 只能用be able to 。
3. 问： 老师，应如何分析课文中的这句话？Perhaps this is not always true, but it is true that many of the world’s greatest cities have been built on the banks of the river.
答： (1) 本句是由连词but 连接的并列复合句，第二个分句中用了形式主语it 的句型：It is/was + adj. / n. + that - clause. 句型 It is true + that - clause. =that - clause is true. 其中it 是形式主语，代替后面的真正主语 that - clause。
e.g. It is important that we learn English well.
It is a great pleasure that you come to join the club.
(2) ’s常表示有生命的.东西，但也表示无生命的东西的所有格，如国家、城市等实体，或拟人化的事物。
e.g. the country’s tax system death’s door
the world’s people one week’s time
(3) have been built 是现在完成时被动语态形式，表示“从过去某时起至今；某事曾经被做或某事持续被做”。课文中的这一句属于第一种情况。而下一句属于第二种情况。
e.g. The story has been told from generation to generation.
4. 问： 老师，“她出事了。”用英语“Something has been happened to her.”对吗？
答： 这样说不对。应为：“ Something has happened to her.”
分析：这是被动语态的误用。Happen为不及物动词，而不及物动词没有被动语态。
5. 问： 在“We will not let our history and culture be destroyed, and we would do everything we can to save our city!”中can 后面为何接to save？
答： 你的问题提得很好。
分析：这是个并列复合句。and 后面的分句是个省略句完整的句子为：We would do everything that we can do to save our city!其中that we can do 是定语从句，修饰先行词everything。hat 在引导从句的同时还充当do的宾语，因此可以省略；由于从句的谓语动词与主句的谓语动词相同，所以从句中的do也可以省略。can与后面的不定式to save our city在结构上没有连接关系，不定式在句中作目的状语。该句可归结为do everything (that ) one can (do) to do sth. =do what we can (do) to do sth.。
e.g. We should do everything we can to learn English well.
=We should do everything we can to learn English well.(do后面接宾语从句)
The Exam Paper Unit 7 (SB1A)
命题人: 胡章盛
I.选择填空： (1 × 15=15分)
1. ---Every year I go back home in Dalian by train.
---Why not ______ by water for a change?
A. to try going B. trying to go C. to try and go D. try going
2. The house needs ______. The man wants to ______ orders for building materials.
A. decorating…put in B. decorate…put away C. to decorate…put down D. decorate...put out
3. We all know that the clock is used to ______ us the time.
A. have told B. telling C. tell D. give
4. ______ is necessary ______ to take off our shoes when we enter the computer room.
A. It…for us B. This...to us C. That…of us D. One…with us
5. The dream of the Chinese people who want to go to outer space ______.
A. have realized B. has come true C. come truly D. realize
6. The teacher told me that he could do everything _____ he could _____ me with my English.
A. which…help B. /…to help C. that…helped D. whom…helping
7. The teaching building can’t be used because of the earthquake. It is ______ .
A. under repairs B. repaired C. being repaired D. under construction
8. Hearing the news that he would be dismissed, he seemed ______.
A. feeling worried B. to feel worry C. being worrying D. to feel worried
9. The number of the people who ______ invited to the wedding ______eighty, but a number of them ______absent for different reason.
A. was…was…was B. were…was…were C. were…were…was D. were…was…was
10. The sportsman didn’t arrive ______the game had begun.
A. unless and until B. untill C. if D. whether
11. ______ more than fifty students want to go to the party and the head teacher will have to ______ and say “yes”.
A. In all…give in B. At all…give away
C. After all…give out D. Above all…give over
12. It is reported that the freeway to the mountains ______ by the snow for about three days.
A. cuts down B. have cut off C. has been cut off D. has been cut down
13. The graduates should go ______ they are most needed by the motherland.
A. in which B. where C. there D. in place of
14. The boy ______ on the ground ______ that he ______the dictionary on the shelf.
A. lying…lay…had lied B. lay…lied…had lain
C. lied…lay…was lying D. lying…lied…had laid
15. After arriving at the top of the mountain, ______ the old but the young _____ out of ______.
A. not…was…breathing B. not only…was…the breath
C. not only…were…breath D. not…were…breathe
II. 完形填空：（1.5 × 20 =30分）
It was very late that Mr. and Mrs. Davies took off to do their Christmas shopping. There were only a few 16 more before Christmas, and of course the 17 and streets were terribly 18 , but they had to get 19 for their family and friends, so they 20 early one morning for the down town, and spent several tiring hours buying the things they 21 in the big shops.
22 , Mr. Davies was carrying parcels of all shapes and sizes. He could hardly 23 where he was going 24 he and his wife left the last shop on their way to the railway station
25 home. Outside the shop they had to cross a busy street, made even 26 than usual by the thousands of people who had come by car to do their 27 Christmas shopping.
Mr. And Mrs. Davies had to wait for the traffic lights to turn green, 28 as Mr. Davies could not see very well in front of him, he 29 moved forward into the street without realizing 30 . Mrs. Davies saw this and became 31 . Many times she told him to 32 off the street, but 33 .
Finally she shouted in a voice above all 34 , “Henry! If you want to stand in that dangerous 35 a moment longer, give me the parcels!”
16. A. hours B. days C. weeks D. months
17. A. roads B. city C. houses D. shops
18. A. crowded B. busy C. beautiful D. noisy
19. A. food B. clothes C. presents D. money
20. A. started out B. set down C. went out D. took down
21. A. liked B. wanted C. bought D. used
22. A. By 8 o’clock B. In the daytime C. At dawn D. By lunch time
23. A. know B. find C. see D. realize
24. A. as B. while C. before D. to
25. A. or B. to C. for D. and
26. A. worse B. busier C. better D. noisier
27. A. pleasant B. last-day C. last-minute D. easy
28. A. since B. so C. then D. but
29. A. slightly B. patiently C. merely D. gradually
30. A. them B. her C. it D. him
31. A. worried B. frightened C. sad D. careful
32. A. go over B. come back C. leave out D. turn away
33. A. much trouble B. no hurry C. without success D. too noisy
34. A. voices B. noises C. sounds D. shouting
35, A. position B. situation C. way D. spot
III. 阅读理解：（2 × 10 =20分）
Astronomers（天文学家）have spent hundreds of years searching for signs of life on other planets, using telescope. When they saw the geography of Mars, they thought they could see canals and that this might be evidence of intelligent life on the planet. More recently, however, spacecraft have been sent there to analyze the soil for signs of life. The results were negative and astronomers are now convinced that no life exists on the surface of any other planet in our solar system except Earth. To send a spacecraft far beyond our solar system is not realistic because of the huge distances involved.
Unless life comes and visits us, the only was we are likely to know of its existence is from radio messages. Listening for intelligent extraterrestrial ( 天外来客)---or E.T. ---life is not a new idea, but the techniques now being used offer a much better chance of success than before. Looking for evidence（证据）of life in other solar systems now means using special radio receivers called radio telescopes to listen out for messages. The assumption is that intelligent forms of life would have discovered radio waves and would, like us, be using them to communicate. Through its research work, NASA (国家航空和宇宙航行局) has developed two means of systematically searching for E.T. life. The first method is to select the closest 800 stars like our sun and to direct a radio telescope to scan（细看）each one of them for electromagnetic（电磁）waves. The second way is to survey（眺望）the entire sky, listening for continuous signals which may come from extraterrestrial（地球外的）life. Scientists are looking in the 1000~10000 megahertz（兆赫）frequency range----a range where there are fewer natural radio signals which could interfere with transmissions（传输）. By looking for signals in these specific regions, scientists can avoid any confusion that might be caused by receiving a natural radio signal rather than one sent by intelligent life.
NASA’s search in space has already resulted in some discoveries----including sophisticated(尖端的) new communication and medical technologies.
36. The passage tells that _______.
A. no spacecraft been sent to Mars
B. there is no life on Mars because there is no soil there
C. great distances make it a dream to send spacecraft far beyond our solar system
D. astronomers at first used telescope to search for signs of life on heavenly bodies beyond solar system
37. The abbreviation “E.T.” in paragraph 2 stands for ____________ and means ________.
A. extraterrestrial, outside the earth B. extraterrestrial, in our solar system
C. electromagnetic, outside the earth D. electromagnetic, in our solar system
38. We know from the passage that radio telescopes ___________.
A. give us a better chance to find signs of life in outer space because we can see farther away through them
B. offer a much better chance of success in looking for evidence of life in our solar system
C. are supposed to receive radio waves coming from intelligent forms of life in other solar system
D. Both A and B
39. It can be inferred that natural radio signals are sent by _______.
A. NASA B. people on the earth
C. intelligent life in other solar system D. heavenly bodies
40. Which of the following statements may the author be in favor of?
A. NASA is wasting money and time
B. Maybe we are not alone in the universe
C. No life exists on any other planet beside the Earth
D. Signals sent by E.T. life might introduce confusion to the scientists on the Earth
IV. 短文改错：（1×10=10分）
Nov. 18, 2003
Dear editor,
There is a river in the front of my house. When I was a primary 41. ______________
school student, it was used to be a clean and clear river. There were all 42. ______________
kinds of fish in it. We often saw beautiful birds fly just over the water 43. ______________
surface. We used to fish by the river on spring Sundays but swim in it 44. ______________
in summer holidays. What happy it was during my childhood! 45. ______________
But later, a chemical plant was built near the river. From then , a 46. _______________
lot of dirty water has put into the river. It has been polluted seriously. 47. ______________
The green water has turned darkness. No fish can live in the dirty water. 48. ______________
No birds wanted to come to the river. We don’t want to swim in the dark 49. ______________
and dirty river in summer. How terribly the pollution is! 50. ______________
We hope that some measures should be taken to stop the pollution.
Yours,
Wang Ping
用所给动词的正确形式填空：（1.5 × 10 =15分）
51. ----Can you tell me how long Tom and Mary ________________________(marry)?
----For about three years.
52. Mr. John and I ____________(be) friends for ten years. We first got to know each other at a Christmas party. But we ____________(see) each other a couple of times before that.
53. All the preparations for the task _________________(complete), and we’re ready to start.
54. It is reported that the Yellow Crane Tower __________________(visit) by millions of people from all over the world since 1990.
55. The building _______________(destroy) in the earthquake last year, we know that __________(restore) it seems impossible.
56. The students must be made _____________(know) that they should do everything they can _____________(study) English well.
57. Don’t come in without _____________(ask)
.
VI. 根据汉语意思，完成下列各句，每空一词：(0.5 × 40=20分)
58．在医生的帮助下，上午被送到医院的那个人活过来了。
The man who ______ _______to the hospital this morning has ______ ______ ______ ______ ______ the ______ of the doctor.
59．有人告诉他书看完后应放回原处。
Someone told him that the book should be put ______ ______ ______ when ________.
60．人们关心的问题正在讨论。
The problems that the people _______ _______ _______ ________ _______ _________.
61．老师在课堂上讲的都很重要。
______ the teacher _______ in class is of _______ _________.
62．记住离开时把教室的灯关掉。
Remember ______ ______ ______ the lights in the classroom _______ _______ ______.
63．他来到七楼办公室时，已上气不接下气。
When he came to the _______ on the _______ ______, he was ______ ______ _______.
64．在战争中损坏严重的宫殿已得到细心地修复。
The _________ that were _______ ________ in the war _______ ______carefully ______.
Unit 7 SBIA
The key to the exam paper
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
The key to the exam paper Unit 7 SBIA
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
The key to the exam paper Unit 7 SBIA
I.( 1×15=15分) 1------5 DACAB 6-----10 BCDBA 11-----15 ACBDC
II.(1.5×20=30分) 16----20 BDACA 21----25 BDCAD 26----30 BCDDC 31----35 ABCBA
III.(2×5=10分) 36-----40 CACDB
IV. (1×10=10分)
41….the… _the_ 42….was… __was__ 43 √ 44. but → _and_
45. What → _How_ 46. then∧ _on_ 47. has∧ _been_ 48. darkness → _dark_ 49. wanted → ___want___ 50. terribly → __terrible__
V.(1.5×10=15分) 51. have been married 52. have been; had seen 53. have been completed
54. has been visited 55. was destroyed; restoring 56. to know; to study 57. being asked
VI. (o.5×40=20分) 58. was sent/taken … come back to life with … help 59. where it was … finished 60. take care of are under discussion/being discussed 61. What … said/says … great importance 62. to turn off … when you leave 63. office … seventh floor … out of breath 64. palaces … badly damaged/destroyed … have been … restored/rebuilt
篇18：新教材高一英语UNIT5教案
一、 电子教案： 题目：Unit 5 Silver Screen
科目：英语 授课老师：冯珍妮
授课班级：高 一（七）、（九） 课时数：6（+1测验）
教案相对应授课日期：2003年10 月25号――11月1号 日期：10月24号
电子教案设计老师：冯珍妮
Teaching Plan for Unit 5
高一年级 冯珍妮
1 ．Teaching goals and Learning goals:
Language skills: ①Talk about films, famous actors and directors ② Practise making comments and giving opinions ③Learn to write about a film Language knowledge: ①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also ②Patterns:
*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low. ③grammar
*关系副词when, where, why引导的定语从句。 关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：
关系副词
被代替的先行词
从句中的作用
when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的`名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。 ④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous. 2 ．Teaching plan in sequence:Hour One warming up, listening and speaking (Homework: preview “reading” Hour Two Reading (Homework: Recite Par 1―2) Hour Three Reading (Homework: p110―111,grammer,p182) Hour Four Language study (Homework: P112(3) Hour Five Integrating skills (Homework: P112―113 integrating skills) Hour Six Work book, listening, talking, writing (Homework: Write about a film) Hour Seven Test Hour One
Step One Warming up (12 minutes) Step Two Listening (13minutes) Step Three Speaking (15 minutes) Warming up Questions by teachers: （1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien) （2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …) （3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.) （4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed. Help students understand the following expressions. （1）interview （2）leading part （3）studio （4）Melbourne （5）How did that come about? （6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110―p 111 Hour Two
Step One : Check the homework in class orally Step Two: Pre-reading Questions by teachers （1）What kind of movie will you make? (fiction film, fantasy film, animation film, historical film) （2）Which one would you like to become? An actor/actress, producer or director? （3）If you are a director what actors/actress will you choose? (Ask them to use imagination) Step Three： （1）Play the tape and Ss books closed （2）Ss read the material freely （3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:
Paragraph 1:yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire lightParagraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in the world. Paragraph 3: His first blockbuster was Jaws made in 1975. Paragraph 4: Spielberg made two films about creatures that come from outer space. ET is one of the two. Paragraph 5: Another blockbuster Jurassic Park was made in 1993. Paragraph 6: His later films such as Schinder’s list and Saving Private Ryan are about the cruelty of war. Paragraph 7: He owes much of his success and happiness to his wife and children because he spends most of the time working. Homework: Ss recite any 2 paragraphs Hour Three
Step One:（1）Ask some of the Ss to recite the reading material Step Tw study Each paragraph. Point out the attributive clause with prepositions before. (L.3 and L16) and attributive clause with relative adverbs: where, when and why. Step Three: Language Points: ①词典备用
silver n. a shiny grey metal that is very valuable 银 hero n. a person who has done something brave or good 英雄 scene n. part of a play or film 场面；情景 law n. a rule of a country that says what people may and may not do 法律 career n. a job that you learn to do and then do for many years 事业；生涯 drama n. a story that you watch in the theatre or on television or listen to on the radio 戏剧 role n. the person you are in a play or film 角色 award n. a prize or money that you give to somebody who has done something very well 奖；奖品 actress n. a woman who acts in plays, films or television programmes 女演员 actor n. a man who acts in plays, films or television programmes 男演员 prize n. something that you give to the person who wins a game, race, etc. 奖赏；奖金 choice n. act of choosing 选择；抉择 degree n. universities and colleges give degrees to students who have completed special courses there 学位 director n. a person who controls a film or play, for example by telling the actors what to do导演 speed n. how fast something goes 速度 script n. the written words that actors speak in a play or film 剧本 studio n. a room where people make films, radio and television programmes, or records 演播室 creature n. any living thing that is not a plant 生物；动物 outer adj. on the outside 外部的；外面的 adult n. a person who has grown to the full size 成年人 follow-up n. something done to continue what has already been started or done 后续 cruelty n. being cruel 残忍；残酷 peace n. a time where there is no war, fighting or trouble between people or countries 和平industry n. all the companies that make the same thing 行业 owe vt. to be indebted to as the source of 把……归功于 happiness n. being happy 幸福；快乐 accept vt. say “yes” when somebody asks you to have or do something 接受；认可 boss n. a person who controls a place where people work and tells people what they must to 老板；上司 live adj. (of a broadcast) transmitted while actually happening, not recorded edited 实况转 转的 comment n. words that you say about something to show what you think 评论 action n. doing things 动作 ②学生易错题练习： （1）The ice began/ started . A. melting B. to melt （B）因为主语为物 （2）She is beginning . A. to cook the dinner B. cooking the dinner （A）因为进行时后不再用ving （3）We a famous team, so we the football game. A. beat; won B. won; beat （A） （4）It was not until I got home I realized I had lost my keys. A. when B. that （B）此题学生常记错 （5）The reason he did not come was his mother wouldn’t allow him to. A. why; because B. why; that （B） （6）Some children are playing . A. by sea B. by the sea （B） （7）This film is . A. a success B. success （A） A success 指一件成功的事；failure 有相似用法。 （8）Spielberg much success his family. A. owes; to B. owes; for （9）We think of the director. A. high B. highly （B） Hard but interesting expressions for Chinese Learners: （1）Spielberg’s career really took off. （2）love and piece will win over the war. （3）meat-eating dinosaurs （4）, which won him a job as the youngest… （5）Spielberg made several follow ups
（6）Jaws was a real blockbuster Howe work: Study the grammar rules on P.180. Finish off vocabulary practicing work on P.110 Language study. Hour Four
Step one: Check the work on P110. Step Two: Do the word study work together. Step Three: Study the Grammar P.33（1、2、3）together. Workbook P111―P112（1、2） Home work:：P112（3） Hour Five Integrating skills
Step one: Play the tape. Step Two: Ask Ss read it individually or together. Step Three: Retell the story. Step Four: Fill in the chart. Useful language points in exams: ①moving story. 令人感动的故事。 I was moved by the movie. ②stay away for a month 学生易错成 leave for a month. ③a 13-year-old 10-year work a 200-word article a 10-metre-long rope ④keep the students in the classroom keep + sb + preposition phrase + sb + adj + sb + ving + sb + done + sb + adv. ⑤determine to do sth. be de + ermined to do sth ⑥can’t afford to buy 没钱买 can’t afford the time 抽不出时间 can’t afford a holiday 无法去度假 ⑦appear live on the air [laiv] a live TV broad cast a live concert It’s a live broad cast, not a recording Home work: P112―P113 Work book（integrating skills） Hour Six
Step one: Check the homework. Help Ss if necessary. Step tw Listening P109 Step Three: Talking and work on P114 Home work: Write about a film
★ 英语教师教学计划
★ 人教版高一Unit7 Cultural Relics The 1st period
★ 尝试新的高一作文
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