高一英语课件

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篇1：高一英语课件

Understanding of the teaching material(语篇分析)

本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、比赛项目以及古现代奥运会的异同。学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的`爱好。

本单元课时安排：

The 1st period: Warming up and listening

The 2nd period: Speaking

The 3rd period: Reading

The 4th period: Reading

The 5th period: Language study

The 6th period: Integrating skills

Teaching objectives：

一．Learning objectives:

Ability Objects：

1.Foster the Ss’ ability of comprehending passages ,especially their ability of analyzing the structure of such kind of articles. Help the Ss learn how to scan the text and get detailed information

2.Offer the Ss chances of self-culture by working in groups and seeking information about Helen Thayer’s of traveling alone to the Antarctica .

3．Enable the students to conclude Helen Thayer’s qualities by reading the context and find the suitable words to describe her .

4.Learn to describe people

5. Learn to write an essay about people

Knowledge Objects:

1.Help the Ss further understand the passage and finish the relevant tasks correctly. And enable the Ss to master the grammarof Subject-verb agreement .

2.Learn the usages of the following words and phrases: inspire, admire ,increase , value ,optimisticadj. 乐观的,generous adj. 慷概的；大方的be about to do. 即将，正要做某事,around the corner. 很近

struggle through. 艰难地渡过

find?doing. 发现---处于（状态）

increase to.增加到come to terms with 甘心忍受（不愉快的处境）

rise to fame 出名

lead?to? 通向，导致etc.

3．.And help the Ss talk about the reason why they admire Helen Thayer .Let them have strong

wills and determination .

二． Emotional goals：

学习奥运会的知识，培养学生热爱体育运动。学习更快，更高，更强的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。

文化意识

了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。

Teaching Approaches:

1. Task----based teaching method to finish the teaching assignment.

2. Activity---based teaching class work

individual work

group work

3 .Fast reading to find out some general information .

4.Careful reading to find the details in the passage.

5.Questions and answers for inducing.

6.Inductive method to make the Ss understand the text better.

Teaching difficult points：

1. . Help the Ss talk about the reason why they admire Helen Thayer .Let them have strong wills and determination

2．Know Helen Thayer’s qualify and describe her in the Ss’ own words .

3．To learn agreement

Teaching aids(略)。

Teaching procedures: Period3 & 4Reading

Step 1 : Warming up

Step1.Revision

1. an dictation of the new words learned yesterday.

2.Questions:

T: What can you think of at the sight of the following pictures ?Good . the Olympic Games. In the last period I asked you to get as much information about Olympic Games as you can ,now Let’s see what you know about the Olympic Games?

Europe

欧洲 Africa

Oceania

大洋洲 America 美洲 Asia 亚洲

The five rings stand for the friendship of fivecontinents

象征着世界五大洲的友谊

(1)How often are the Olympic Games held?

Ss :The Olympic Games are held every four years .

(2)When and where did the ancient Olympic Games begin?

Ss: The ancient Olympic Games began around the year 776BC in Greece .

(3)What games did they compete at the time ? Ss : Some of the games the young man competed were running, jumping and wrestling .

(4)When and where did the first modern Olympic Games happen?

Ss: The first modern Olympic Games happened in 1896 in Greece .

(5) How many countries and competitors took part in the games?

Ss : There were over 10,000 athletes from 227 countries taking part in the games .

(6) How many gold medals did the Chinese athletes get in the 27th Olympic Games in

Sydney?

Ss: In the 27th Olympic Games in Sydney , the Chinese team got 28 god medals .

(7) What about the 28th Olympic Games in Athens in ?

Ss: We won 32 gold medals that year and came second in the Games.

(8) Why do people say that China won another great competition in ?

Ss: Because China will host the 29th Olympic Games in Beijing in .

(9)What’s the slogan for the 2008 Olympics?

Slogan for 2008 Olympic is “One World, One Dream!”

(10) Do you know the mascots(吉祥物) for the 2008 Olympic Games?

The five mascots are officially called the Five Friendlies. They are Beibei, the fish; Jingjing, the panda; Huanhuan, the Olympic flame; Yingying, the Tibetan antelope; and Nini, the swallow. The first syllables from their two-syllable names form a line that reads “Beijing Huanying Ni”, or in English – “Welcome to Beijing”. The mascot’s colours were chosen in line with the colours of the Olympic rings. Step2. Pre-reading

T: Today we will learn a passage about the Olympic Games .First let’s discuss some questions in Pre-reading . You will discuss these questions with your partner then I’ll ask some of you to report your work .Are you clear ? Now who’d like to answer the first question ? Volunteer !

(1)Is it important to win in a sports match? Why or why not?

(2)Are the Olympic Games important to our society? Why?

Step3 Reading

Task1 .Skim the text and decide where in the text the questions below are answered.

T: You have done very well ,now let’s learn about the further information about the Olympics . Please read the text fast and then answer the following questions .

1.Do the Summer Olympics and the Winter Olympics happen at the same time ?

2. When did the old Olympic Games begin? What were the old Olympic Games like?

3. When were the first modem Olympic Games held?

4. How many gold medals did Carl Lewis win in the 1984 Olympic Games?

5. What does the Olympic motto mean? How many athletes took part in the Olympic Games?

6. How many different events are there in the 27th Olympic Games ?Give some examples .

7.What’s the competition ,which is not for a medal ?

T: OK. Now let’s check the answers . The first Q .

Task 2. Scanning

1. Sum up every paragraph in one sentence

T: How wonderful work you’ve done ! Now read the passage again ,this time ,try to obtain

A general understanding of the whole passage .While reading ,try to find out the main idea of each paragraph .

T: Now let’s sum up every paragraph in one sentence . The first paragraph .

Para1:The Olympics are held every four years

Para2: Something about the old Olympic Games

Para3: Something about the Olympics in modern times and the 27th Olympic Games.

Para4The Olympic motto and something about the track stars: Carl Lewis and the Chinese team in Sydney Olympics.

Para5: Beijing will host and is making preparation for the 29th Olympic Games.

T: Well done ! I think you’ve read your text very well and carefully . Now we have known that the reading gives a brief summary of the history of the Olympic Games and its development over the years .It also emphasize the sprit of the Games and describe China’s success in resent Olympic Games .

3. Try to get the information of the following numbers.

T: What do the following numbers in the text refer to ?

1). Every four years2). 776 BC 3). 393 AD 4).1896 5). 2000(27,28) 6). 2008 T: Who'd like to have a try ? Well done !

Possible answers :

1). Both the Summer and Winter Olympic Games are held every four years.

2). The ancient Olympic Games began around the year 776 BC in Greece.

3).After about the year 393 AD the Olympic Games stopped.

4).The first modern Olympic Games happened in1896.

5). In 2000, the 27th Olympic Games were held in Sydney. The Chinese team got 28 gold medals.6). In 2008, the 29th Olympic Games will be held in Beijing.

Task3 .True or false questions

T: Please listen to the tape while looking at the sentences on the screen, you are asked to decide whether the following statements are true or false .

①( T ) In the early Olympic Games, only men were allowed to compete and watch the games. ②.(F )The motto of the Olympic Games is “FASTER,HIGHER,FURTHER”.

篇2：高一英语课件

Understanding of the teaching material(语篇分析)

本单元以世界性的`体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、比赛项目以及古现代奥运会的异同。学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的爱好。

本单元课时安排：

The 1st period: Warming up and listening

The 2nd period: Speaking

The 3rd period: Reading

The 4th period: Reading

The 5th period: Language study

The 6th period: Integrating skills

Teaching objectives：

一．Learning objectives:

Ability Objects：

1.Foster the Ss’ ability of comprehending passages ,especially their ability of analyzing the structure of such kind of articles. Help the Ss learn how to scan the text and get detailed information

2.Offer the Ss chances of self-culture by working in groups and seeking information about Helen Thayer’s of traveling alone to the Antarctica .

3．Enable the students to conclude Helen Thayer’s qualities by reading the context and find the suitable words to describe her .

4.Learn to describe people

5. Learn to write an essay about people

Knowledge Objects:

1.Help the Ss further understand the passage and finish the relevant tasks correctly. And enable the Ss to master the grammarof Subject-verb agreement .

2.Learn the usages of the following words and phrases: inspire, admire ,increase , value ,optimisticadj. 乐观的,generous adj. 慷概的；大方的be about to do. 即将，正要做某事,around the corner. 很近

struggle through. 艰难地渡过

find?doing. 发现---处于（状态）

increase to.增加到come to terms with 甘心忍受（不愉快的处境）

rise to fame 出名

lead?to? 通向，导致etc.

3．.And help the Ss talk about the reason why they admire Helen Thayer .Let them have strong

wills and determination .

二． Emotional goals：

学习奥运会的知识，培养学生热爱体育运动。学习更快，更高，更强的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。

文化意识

了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。

Teaching Approaches:

1. Task----based teaching method to finish the teaching assignment.

2. Activity---based teaching class work

individual work

group work

3 .Fast reading to find out some general information .

4.Careful reading to find the details in the passage.

5.Questions and answers for inducing.

6.Inductive method to make the Ss understand the text better.

Teaching difficult points：

1. . Help the Ss talk about the reason why they admire Helen Thayer .Let them have strong wills and determination

2．Know Helen Thayer’s qualify and describe her in the Ss’ own words .

3．To learn agreement

Teaching aids(略)。

Teaching procedures: Period3 & 4Reading

Step 1 : Warming up

Step1.Revision

1. an dictation of the new words learned yesterday.

2.Questions:

T: What can you think of at the sight of the following pictures ?Good . the Olympic Games. In the last period I asked you to get as much information about Olympic Games as you can ,now Let’s see what you know about the Olympic Games?

Europe

欧洲 Africa

Oceania

大洋洲 America 美洲 Asia 亚洲

The five rings stand for the friendship of fivecontinents

象征着世界五大洲的友谊

(1)How often are the Olympic Games held?

Ss :The Olympic Games are held every four years .

(2)When and where did the ancient Olympic Games begin?

Ss: The ancient Olympic Games began around the year 776BC in Greece .

(3)What games did they compete at the time ? Ss : Some of the games the young man competed were running, jumping and wrestling .

(4)When and where did the first modern Olympic Games happen?

Ss: The first modern Olympic Games happened in 1896 in Greece .

(5) How many countries and competitors took part in the games?

Ss : There were over 10,000 athletes from 227 countries taking part in the games .

(6) How many gold medals did the Chinese athletes get in the 27th Olympic Games in

Sydney?

Ss: In the 27th Olympic Games in Sydney , the Chinese team got 28 god medals .

(7) What about the 28th Olympic Games in Athens in 2004 ?

Ss: We won 32 gold medals that year and came second in the Games.

(8) Why do people say that China won another great competition in 2001 ?

Ss: Because China will host the 29th Olympic Games in Beijing in 2008 .

(9)What’s the slogan for the 2008 Olympics?

Slogan for 2008 Olympic is “One World, One Dream!”

(10) Do you know the mascots(吉祥物) for the 2008 Olympic Games?

The five mascots are officially called the Five Friendlies. They are Beibei, the fish; Jingjing, the panda; Huanhuan, the Olympic flame; Yingying, the Tibetan antelope; and Nini, the swallow. The first syllables from their two-syllable names form a line that reads “Beijing Huanying Ni”, or in English – “Welcome to Beijing”. The mascot’s colours were chosen in line with the colours of the Olympic rings. Step2. Pre-reading

T: Today we will learn a passage about the Olympic Games .First let’s discuss some questions in Pre-reading . You will discuss these questions with your partner then I’ll ask some of you to report your work .Are you clear ? Now who’d like to answer the first question ? Volunteer !

(1)Is it important to win in a sports match? Why or why not?

(2)Are the Olympic Games important to our society? Why?

Step3 Reading

Task1 .Skim the text and decide where in the text the questions below are answered.

T: You have done very well ,now let’s learn about the further information about the Olympics . Please read the text fast and then answer the following questions .

1.Do the Summer Olympics and the Winter Olympics happen at the same time ?

2. When did the old Olympic Games begin? What were the old Olympic Games like?

3. When were the first modem Olympic Games held?

4. How many gold medals did Carl Lewis win in the 1984 Olympic Games?

5. What does the Olympic motto mean? How many athletes took part in the 2000 Olympic Games?

6. How many different events are there in the 27th Olympic Games ?Give some examples .

7.What’s the competition ,which is not for a medal ?

T: OK. Now let’s check the answers . The first Q .

Task 2. Scanning

1. Sum up every paragraph in one sentence

T: How wonderful work you’ve done ! Now read the passage again ,this time ,try to obtain

A general understanding of the whole passage .While reading ,try to find out the main idea of each paragraph .

T: Now let’s sum up every paragraph in one sentence . The first paragraph .

Para1:The Olympics are held every four years

Para2: Something about the old Olympic Games

Para3: Something about the Olympics in modern times and the 27th Olympic Games.

Para4The Olympic motto and something about the track stars: Carl Lewis and the Chinese team in Sydney Olympics.

Para5: Beijing will host and is making preparation for the 29th Olympic Games.

T: Well done ! I think you’ve read your text very well and carefully . Now we have known that the reading gives a brief summary of the history of the Olympic Games and its development over the years .It also emphasize the sprit of the Games and describe China’s success in resent Olympic Games .

3. Try to get the information of the following numbers.

T: What do the following numbers in the text refer to ?

1). Every four years2). 776 BC 3). 393 AD 4).1896 5). 2000(27,28) 6). 2008 T: Who'd like to have a try ? Well done !

Possible answers :

1). Both the Summer and Winter Olympic Games are held every four years.

2). The ancient Olympic Games began around the year 776 BC in Greece.

3).After about the year 393 AD the Olympic Games stopped.

4).The first modern Olympic Games happened in1896.

5). In 2000, the 27th Olympic Games were held in Sydney. The Chinese team got 28 gold medals.6). In 2008, the 29th Olympic Games will be held in Beijing.

Task3 .True or false questions

T: Please listen to the tape while looking at the sentences on the screen, you are asked to decide whether the following statements are true or false .

①( T ) In the early Olympic Games, only men were allowed to compete and watch the games. ②.(F )The motto of the Olympic Games is “FASTER,HIGHER,FURTHER”.

【人教版高一英语课件】

篇3：高一英语unit1课件

高一英语unit1课件

Unit 1 Good Friends

Teaching aims and demands:

a、Achieve language skills and related knowledge about the topic of friends and friendship;

b、Learn to express likes and dislikes and make apologies

c、Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d、Grammar:

Direct and indirect speech

Lesson 1

Step 1 Presentation and discussion (warm-up)

Put some new words on the blackboard and tell them something about a friend。

Kind honest brave loyal happy wise strong

beautiful handsome rich smart funny

Then ask some questions around the class and discuss with them。

What should a good friend be like?

What qualities should a good friend have?

Should they be funny， smart and strong?

Step 2 Reading

Ask the students to read the dialogue in the part SPEAKING。 Ask some questions:

1。What doesn’t John like?

2。What does Joe think of music and skiing?

And then fill in the form on page 3。

Then ask the students to express their ideas freely。 Encourage the students to say more about friends。

Step 3 Listening

Ask the students to listen to the tape and fill in the blanks in the listening part。

Step 4 Talking/Practice

Ask the students to page 85。 Make a similar dialogue as in exercise 2。

Some useful expressions :

Why did you…? Why didn’t you…? You said that you would…

Please forgive me。 You promised to … I’m very sorry… It won’t happen again。 I forgot。

Step 5 Homework

Finish Exercise 3 in the workbook。

Lesson2

Step1 Revision

Ask several students to present a speech about friends as a revision。

Step 2 Pre-reading

Present the students a picture to illustrate the situation on a lonely island。 Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3。

Step 3 Reading

Before asking the students to read the text， first give the students a brief introduction about Tom Hanks， his films and the film Cast Away。

Then students read the text， and answer the following questions。

1。How does Chuck Noland come to a deserted island?

2。 In order to survive on the island alone， what does he need to learn?

3。 What does he understand at last?

4。 For us， what lesson we can learn from Chuck?

At the same time explain the language points if necessary。

Step 4 Post-reading

Discuss the following questions in the Part POST-READING。

Step 5 Homework

Prepare a talk about Tom Hanks or something about one of his film。

Lesson3

Step 1 Revision

Get the students to give a talk about Tom Hanks or something about one of his films。

Step 2 Language Study

Ask the students fill in the blanks with proper words。

Step 3 Grammar

Illustrate to the students the use of Direct and Indirect Speech。

Then ask the students to do the exercise in the Part Grammar on P5。

Step 4 Practice

Ask the students to act the exercise2 in the part Grammar out。

Step 5 Homework

Ask the students to finish the exercise2 in their workbook。

Lesson4

Step 1 Revision

Check the homework。

Step 2 Presentation

Present simples of e-mail to get the students a general idea of e-mail。

Step 3 Explanation

Tell the students some tips of writing an e-mail by learn the above e-mail simple。

Step 4 Writing

Ask the students to write an e-mail message。

Step 5 Homework

Ask the students to try to write an e-mail to their e-pal。

篇4：高一英语公开课课件

高一英语公开课课件

【一】分词作状语的区别

（1）现在分词与过去分词作状语的区别。

现在分词做状语与过去分词做状语的最主要区别在于两者与所修饰的主语的主动与被动关系的区别。

1）现在分词作状语时，现在分词的动作就是句子主语的动作，它们之间的关系是主动关系。

He went out ，shutting the door behind him.

他出去后将门随手关上。

Not knowing what to do, he went to his parents for help.

由于不知如何办是好，他去找父母帮忙。

2）过去分词作状语时，过去分词表示的动作是句子主语承受的动作，它们之间的关系是被动关系。

Given more attention, the trees could have grown better.

如果对这些树多关心一些，它们本来会长得更好。

Faced with difficulties, we must try to overcome them.

在遇到困难的时候，我们必须设法克服。

Caught in a heavy rain, he was all wet.

Given more encouragement, the boy could have behaved better

2)分词作状语放在句子开头，除表示原因之外有时表示时间或条件。动词不定式作状语时，除了表示目的以外，还表示结果或原因。

Reading attentively，he forgot the time for lunch．由于在专心读书，他忘了吃午饭的时间。(原因)

Reading carefully，he found something he had not known before．他仔细读书时，发现了一些从前不知道的东西。(时间)

Reading carefully，you'll learn something new．只要你仔细阅读，你会学到一些新的东西。(条件)

作宾补时，如果动词和宾语之间是主动关系，用现在分词； 如果是被动关系或者表示状态，用过去分词

we left him crying outside the gate.

we found his hands tied behind his back.

we found the world outside changed. 状态

用过去分词还是现在分词做定语的判断关键：名词与该动作的关系

【二】分词作定语的区别

1. 现在分词做定语：

从功能上看，现在分词做定语表示 1）主动（及物）；2）进行（不及物）。

做定语：相当于一个定语从句 (主动)

Do you know the boy standing at the door?

à Do you know the boy who is standing at the door?

A developing country needs aids. àA country that/which is developing needs aids.

They lived in a house facing the south

àThey lived in a house that faced the south.

The man wearing a red tie is our head.

àThe man who wears a red tie(戴红领带) is our head.

The workers working in the factory are well-paid.

àThe workers who are working in the factory are well-paid.

在这家工厂工作的工人报酬很好

2．过去分词做定语

从功能上看，过去分词做定语表示1）被动（及物）；2）完成（不及物）。

做定语：相当于一个定语从句（被动），有时侯也表示完成的

The broken window was repaired this morning.

The window broken yesterday was….

àThe window that/which was broken yesterday was…..昨天被打破的玻璃今早被修好了

The sold hamburgers are not to my taste.

The hamburgers sold in this chain are not to…..这家连锁店卖的汉堡不适合我的.口味

The hamburgers that/which are sold in this chain are not to….

The arrived guests will be led in.（此过去分词表示完成）

The guests arrived just now will….刚到的客人将会被带进来

The guests who arrived just now will be….

The book that was written by Wang sells well.

àThe book written by Wang sells well.

The tie that is worn by our head is made in Shanghai.

àThe tie worn by our head is made in SH

The shoes (that were) made in a small factory are of bad quality.小厂产的鞋子质量差

反之，一个定语从句可以转化为分词做定语的结构

The man I introduced to you yesterday had just returned from Japan.

The man introduced to you by me yesterday had just…昨天我给你介绍的那人刚从日本回来

He is a man who is loved by all. à He is a man loved by all. 他是个大家所热爱的人

The leaves that have fallen are collected by the cleaners. àThe fallen leaves are collected…

That letter I received last week was from Li. à The letter received last week was from Li.

【三】状语从句的省略

一般说来省略现象多出现在下列五种状语从句中：由 when ,while ,as ,before, after , till, until, once等引导的时间状语从句；由whether ,if , unless 等引导的条件状语从句；由 though , although ,even if ,whatever等引导的让步状语从句；由 as ,than 等引导的比较状语从句；由as, as if , as though 等引导的方式状语从句。上述状语从句在省略时，并非任何成分都可以省略而是遵循下面原则：

（1）当状语从句的主语与主句的主语一致时且从句中含有BE动词的某种形式时，可以省略状语从句的主语和系动词be ，这时从句中可出现如下结构：

① 连词（as, as if , once）+ 名词

如：Once (he was)a worker ,Pang Long now becomes a famous singer .庞龙曾经是个工人，现在变成一位著名的歌手。

②连词（ though, whether , when）+形容词

如：Work hard when (you are) young ,or you'll regret.趁年轻要努力学习，要不然你会后悔的。

③连词(whether, as if ,while )+介词短语

如：He looked everywhere as if (he was)in search of something .他到处看似乎在找什么东西。

④连词(when , while , though )+ 现在分词

如：While (he was) holding talks with President Hu Jintao , US President George W. Bush thanked China for its important role in the Six-Party Talks.美国总统布什在与主席会谈时，感谢中国在六方会谈中起的重要作用。

⑤ 连词(when ,if ,even if ,unless ,once ,until, than , as ) + 过去分词

如：The exhibition is more interesting than (it was) expected .这次展览比被预料的有趣的多

⑥ 连词(as if ,as though ) + 不定式

如：Olympic gold medallist hurdler Liu Xiang opened his lips as if (he were) to speak .奥林匹克金牌获得者跨栏运动员刘翔张开嘴好象要说什么。

（2）当从句的主语与主句的主语不一致，但从句主语是 it，从句中又含有系动词be 的某种形式时 ，可以把it和系动词be一起省略。。如：Unless (it is) necessary ,you'd better not refer to the dictionary.如果没有必要，你最好不要查字典。

各种状语从句的省略现象列举如下：

一、时间状语从句中的省略

When (she was) very young, she began to learn to play the piano. 她很小时，就开始学习弹钢琴。

While (I was) at college, I began to know him, a strange but able student. 我在上大学时就开始认识他，一个奇怪但有能力的学生。

When arriving, send me a telegram. (When you arrive, send me a telegram.) 到达之后，来个电报。

Before leaving, turn off all the lights. (Before you leave, turn off all the lights.) 走之前，请关闭所有的灯。

Don’t come in until (you are) asked to. 不叫你请你不要进来。

Whenever (it is )possible, you should come and help. 不管什么时候只要有可能就来帮忙。

You should let us know the result as soon as(it is) possible. 你应尽快让我们知道结果。

注：as在引导时间状语从句时，没有这种省略现象。我们不可说As walking, she found a nice shining thing on the ground.

二、地点状语从句中的省略

地点状语从句的省略常用下列结构：where(ver) possible, where(ver) necessary,

Lay these books where possible you can find them easily. 把这些书放在你可能容易找到的地方。

Put in articles wherever necessary in the following passages. 在下列文章中需要的地方填入冠词。

三、条件状语从句中的省略

常用的句型是：if necessary, if possible, if true, if anyone等。如：

Send the goods now if (they are) ready. 货物如果准备好了，请送过来。

He will come if (he is) asked. 如果叫他来，他就来。

If (it is) necessary, ring me at home. 如果有可能，朝我家里打电话。

Come along with me if (it is) possible. 如果有可能和我一起去吧.。

If (it is) true, this will casue us a lot of trouble. 如果是真的，这会给我们带来很多麻烦。

There are few people nowadays, if (there are) any, who remember him. 很少有人能记起他。

You should stay where you are, unless (you are) asked to leave. 你应呆在你现在的地方不动，除非叫你动。

四、让步状语从句中的省略

He is a good man, though sometimes (he is) rather dull. 他真是个好人，尽管有时有点无聊。

Even if (I am ) invited to, I won’t go to such a bad lecture. 即使邀我去，我都不想听如此坏的报告。

五、比较状语从句中的省略

She can play the piano just as wonderfully as you (do). 她钢琴弹的我你弹的一样好。

She has finished the work earlier than (it has been ) expected.

【四】with复合结构

with结构是许多英语复合结构中最常用的一种。学好它对学好复合宾语结构、不定式复合结构、动名词复合结构和独立主格结构均能起很重

要的作用。本文就此的构成、特点及用法等作一较全面阐述,以帮助同学们掌握这一重要的语法知识。

一、with结构的构成

它是由介词with或without+复合结构构成,复合结构作介词with或without的复合宾语,复合宾语中第一部分宾语由名词或代词充当,第二

部分补足语由形容词、副词、介词短语、动词不定式或分词充当,分词可以是现在分词,也可以是过去分词。With结构构成方式如下：

1. with或without-名词/代词+形容词；

2. with或without-名词/代词+副词；

3. with或without-名词/代词+介词短语；

4. with或without-名词/代词 +动词不定式；

5. with或without-名词/代词 +分词。

下面分别举例：

1、She came into the room,with her nose red because of cold.(with+名词+形容词,作伴随状语)

2、With the meal over , we all went home.(with+名词+副词,作时间状语)

3、The master was walking up and down with the ruler under his arm。(with+名词+介词短语,作伴随状语。) The teacher entered the classroom with a book in his hand.

4、He lay in the dark empty house,with not a man ,woman or child to say he was kind to me.(with+名词+不定式,作伴随状语) He could not finish it without me to help him.(without+代词 +不定式,作条件状语)

5、She fell asleep with the light burning.(with+名词+现在分词 ,作伴随状语) Without anything left in the cupboard, shewent out to get something to eat.(without+代词+过去分词,作为原因状语)

二、with结构的用法

在句子中with结构多数充当状语,表示行为方式,伴随情况、时间、原因或条件(详见上述例句)。

With结构在句中也可以作定语。例如：

1.I like eating the mooncakes with eggs.

2.From space the earth looks like a huge water-covered globe with a few patches of land sticking out above the water.

3.A little boy with two of his front teeth missing ran into the house.

三、with结构的特点

1. with结构由介词with或without+复合结构构成。复合结构中第一部分与第二部分语法上是宾语和宾语补足语关系,而在逻辑上,却具有主谓关系,也就是说,可以用第一部分作主语,第二部分作谓语,构成一个句子。例如： With him taken care of,we felt quite relieved.(欣慰)→(He was taken good care of.) She fell asleep with the light burning. →(The light was burning.) With her hair gone,there could be no use for them. →(Her hair was gone.)

2. 在with结构中,第一部分为人称代词时,则该用宾格代词。例如： He could not finish it without me to help him.

四、几点说明：

1. with结构在句子中的位置： with 结构在句中作状语,表示时间、条件、原因时一般放在句子前面,并用逗号与句子分开；表示方式和伴随状况时一般放在句子后面,不用逗号分开。若with结构作定语,则放在所修饰的名词之后,一般不用逗号隔开。

2. with结构作状语时,不定式、现在分词 、和过去分词的区别： 在with结构中,不定式、现在分词作宾补,表示主动,但是不定式表示将要发生的动作,而现在分词表示正在发生或发生了的动作；过去分词表示被动或完成。

例如： With the boy leading the way,we found he house easily.(小男孩已领过路)

With the boy to lead the way,we will find the house easily tomorrow.(小男孩明天将领路)

He lay on the bed with the bedroom door shut.(寝室被关着)

3. with结构与一般的with短语的区别： with结构具有上述功能和特点,而“介词with+名词或代词(组)”组成的一般的with短语在句子中可以作定语和状语。作状语时,它能表示动作的方式、原因,但不能表示时间、伴随和条件。在一般的with短语中,with后面所跟的不是复合结构,也根本没有逻辑上的主谓关系。

4. with结构与独立主格结构的关系： with结构属于独立主格结构,但在结构上,with结构由介词with或without引导,名词前有冠词、形容词、所有格代词或其它词类所修饰,结构较松散；而独立主格结构没有with或without引导,结构严密,名词前可用可不用修饰语。在句法功能上,with结构可以作定语,独立主格结构则不能；独立主格结构通常在句中作状语,但也可以作主语,而with结构则不能。

独立主格在口语中不常用,往往由一个从句代替,而with结构较口语化,较常用。例如：

There were rows of white houses with trees in front of them.(“with+复合宾语”结构,在句中作定语)

A strong man working a whole day could not jump this high.(名词+现在分词构成的独立主格结构,作主语)

The boy said,turning to the man,his eyes opened wide and his hand raised.(独立主格结构,表示伴随状况或行为方式,作状语)

Then last night,I followed him here,and climbed in,sword in hand.(名词+介词短语构成的独立主格结构,作状语,表示伴随情况) board, she went out to get something to eat.(without+代词+过去分词,作为原因状语)

1. John received an invitation to dinner, and with his work _______, he gladly accepted it.（ 安徽）

A. finished             B. finishing

C. having finished       D. was finished

2.----Come on, please give me some ideas about the project.

----Sorry. With so much work _______ my mind, I almost break down.  (2007  福建)

A. filled                       B. filling

C. to fill                       D. being filled

3.I couldn’t do my homework with all that noise _______.（ 北京）

A. going on                   B. goes on

C. went on                    D. to go on

4.________ two exams to worry about, I have to work really hard this weekend.( 北京)

A. With         B. Besides

C. As for         D/ Because of

5.It was a pity that the great writer died _______ his works unfinished.(2004 福建)

A. for                 B. with

C. from                D. of

6. The young woman _______ a baby sleeping in her arms was wandering in the street.

A. with          B.because      C. on             D. like

7. Everyone should go to sleep with the light turned off.

A. as            B. with         C. for            D. on

8. _______ so many homework to do, Mary won’t have time to play with her friends this morning.

A. Without      B. With        C. By          D. Because

9. _______ the door open, the noise of the machines is almost deafening.

A. Because        B. As         C. With            D. Because of

10. _______ his mother out, he had to stay at home alone.

A. As        B.For          C. Because          D. With

11. _______ all things considered, her proposal is of greater than his

A. Like        B.With          C. On          D. Without

12. _______ time permitting, we will visit the Summer Palace.

A. By         B. On          C. With          D. As

参考答案：1-5ABAAB

6-12ABBCDBC

篇5：高一英语必修课件

高一英语必修课件

第一部分：英语知识运用（共三节，满分54分）

第一节：单项填空（共15小题；每小题1分， 满分15分）

1. He sat at the desk, __________ a novel.

A. read B. to read C. reading D. reads

2. If you cheat in the exam, you could hardly _________ it.

A. throw away B. get away C. get away from D. get away with

3. No potatoes for me—I’m _______ a diet.

A. at B. in C. on D. with

4. The speed of cars and trucks is _____ to 30 kilometers per hour in large cities in China.

A. limited B. limiting C. limiting to D. limited to

5. Smoking is a bad habit. You should _________ it.

A. throw away B. get away with C. get rid of D. throw

6. I’m really tired _______ Tom. He had me _________ for two hours in the rain.

A. of, waiting B. with; wait C. of; waited D. with; waited

7. Bob ran the 100 meters in 9.91 seconds, and I have not seen ________ this year. (浙江 2005)

A. the best B. better C. the most D. more

8. Filled with anger, he didn’t shout or swear, but just ________ silently at me.

A. looked B. stared C. glared D. glanced

9. — Why was Tom scolded by our teacher? — For ________.

A. tell a lie B. telling lies C. told lies D. telling lie

10. — Anything new in the new regulations? — They will be ________ to us all.

A. of great benefit B. do harms C. do many good D. for the benefit

11. Must I get through the business in one evening? No, you ________.

A. mustn’t B. haven’t C. needn’t to D. don’t have to

12. Your article is too long. You must _______ to about 3000 words.

A. cut it off B. cut it up C. cut it down D. cut it into

13. If your knowledge can be in some way _______ with my experiences, we are sure to succeed.

A. joined B. united C. connected D. combined

14. The news was so ____ that all the people present at the meeting were _______ at it.

A. amazing, amazing B. amazed, amazed C. amazing, amazed D. amazed, amazing

15. You ______be sitting in this waiting room, sir. You see, it is for women and children only.

A. oughtn’t to B. dare not C. need not D. will not

第二节：完形填空（共15小题；每小题1分， 满分15分）

阅读下面短文，掌握其大意，然后从1~10各题所给的四个选项（A、B、C和D）中，选出最佳选项，并把答案写在答题卷上。

Every person needs water and a diet of healthy foods. These foods should contain some fat, some fiber, a little salt and so on.

People need energy 16 . They eat different kinds of food which change into energy. The energy is 17 in calories. Even when you 18 , you are using energy – about 65 calories an hour. 19 you are at school, or walking home, your body is burning up 100 calories an hour. When playing football or basketball, you 20 be using 400 calories an hour. On Sports Day, during the relay race, you will use most of all, 21 as much as 650 calories an hour.

The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is 22 in fiber and low in sugar and fat. The Chinese eat less sugar than many other countries in the world. That is 23 lots of people in China have healthy white teeth.

People in the Western world do not eat such healthy foods. They eat 24 fat and sugar and don’t take enough 25 . Because of this, they 26 weight very easily. Their diet contains a lot of fat in the 27 of potato crisps, potato chips, butter, cream and chocolate. They eat a lot of sugar which exist in cakes, soft drinks, 28 and so on. The result is that many of them become fat. 29 some have bad teeth. In some parts of Britain, one person in ten, 30 the age of thirty, has no teeth left.

16. A. for lifeB. to live C. to live withD. for a living

17. A. measuringB. takenC. measuredD. measure

18. A. are asleepB. fall asleepC. go to sleep D. go to bed

19. A. WhileB. DuringC. AsD. If

20. A. mustB. canC. needD. might

21. A. surelyB. usuallyC. perhapsD. hardly

22. A. richB. poorC. goodC. bad

23. A. howB. whyC. whatD. that

24. A. much tooB. many tooC. too manyD. too much

25. A. exercisesB. foodC. workD. exercise

26. A. put onB. gain onC. get onD. put up

27. A. typeB. formC. kindD. sort

28. A. sweetsB. sweetC. candy barD. sweet thing

29. A. ButB. OrC. AndD. So

30. A. atB. forC. withD. by

第三节：阅读理解（共12小题；每小题2分，满分24分）

阅读下列短文，从每题所给的'四个选项（A、B、C和D）中，选出最佳选项，并把答案写在答题卷上。 A．

A car needs gas to run and your body also needs food to work for you. Eating the right kind of food is very important. It can keep your body strong, so take care of what you eat.

There are four main food groups altogether. The dairy products group has food like milk, cheese and sour milk. The other three groups are the meat and fish group, the fruit and vegetable group, and the bread and rice group. Each meal should have at least one food from all the four main groups. With all these food together you will be given enough energy during the day.

It is easy to get into bad eating habits. You may eat your breakfast in a hurry to get to school on time. Or you may not have time for a good lunch. It may seem easy to finish your supper with fish and chips all the time. But you will find yourself tired during these days and you can not think quickly.

Watching what you eat will help keep your body healthy and strong. It is also good to take some exercise. It will help you eat more if you take a walk or play games in the open air. Having a good eating habit with some exercise is the key to your health.

31. Which of the following diets do you think is the best one?

A. Eggs, tomatoes and chicken.B. Milk, bread, cabbages and beef.

C. Corn, fish, cream and pork. D. Rice, beancurd, apples, fish and chicken.

32. Which of the following is a good eating habit?

A. Going to school without any breakfast.B. Eating fish and chips for supper all the time.

C. Finishing your lunch in a very short time.

D. Having at least one food from all the four groups each meal.

33. In this passage the writer mainly tells us that ______.

A. every person needs food to grow wellB. taking exercise can keep your body strong

C. right kind of food with exercise will keep you healthy

D. enough energy helps people think more quickly

B.

Good health is the most valuable thing a person can have, but one cannot take good health for granted. It is important to remember that the body needs proper care in order to be healthy. There are three things that a person can do to help stay in good shape: eat right food ,get enough sleep, and exercise regularly.

Proper nutrition (营养) is important for good health. Your body cannot work well unless it receives the proper kind of “fuel”(燃料).Don't eat too much food with lots of sugar and fat. Eat plenty of foods high in protein (蛋白质) ,like meat, fish, eggs and nuts. Vegetables and fruits are very important because they provide necessary vitamins (维他命) and minerals. However, don't overeat. It is not helpful to be overweight.

Getting the proper amount of sleep is also important. If you don't get enough sleep, you feel tired and easily get angry. You have no energy. Over a long period of time a little a amount of sleep may even result in a change of personality (人的个性).Be sure to allow yourself from seven to nine hours of sleep each night. If you do, your body will feel strong and refreshed, and your mind will be sharp.

Finally, get plenty of exercise. Exercise firms the body, strengthens the muscles, and prevents you from gaining weight. It also improves your heart and lungs. If you follow a regular exercise program, you will probably increase your life-span (寿命).Any kind of exercise is good. Most sports are excellent for keeping the body in good shapes: basketball, swimming, bicycling, running and so on are good examples. Sports are not only good for your body, but they are enjoyable and interesting, too.

If everybody, were to eat the right foods, get plenty of sleep and exercise regularly, the world would be a happier and healthier place. We would all live to be much older and wiser.

34. According to the passage,_________.

A .we should always keep fit

B. if we were healthy, we could spend our days in doing things with less sleep

C. one can eat a lot to stay in good shape

D. one needn't take any exercise if he is healthy

35.In order to keep good health, ___________ .

A. we should eat a lot of sweets B. one needs a large amount of fat

C. people should eat according to the foods nutrition D. we must try to sleep now and then

36. Eating more and sleeping less________.

A. can keep healthy B. is no good for you

C. gets you more energy D. will keep your personality

37.The writer explains ________in this passage.

A. how to eat B. the importance of doing exercise

C. how to keep healthy D. what to eat

38.The title of the article should be___________ .

A. Eating and Exercising B. How Vitamins Work in Man's Body

C. Staying Healthy D. Sleeping Well

C.

Isn't it astonishing how much time we spend talking about food? “Have you ever eaten …?” “What did you have for lunch?” and so on. And yet when you travel from one country to another, you will find that people have quite different feelings about food. People often feel that what they eat is normal (正常) and that what other people eat is strange or silly. In most parts of Asia, for example, no meal is complete without rice. In England, people eat potatoes every day. In the Middle East, bread is the main part of every meal. Eating like so many things we do, becomes a habit which is difficult to change. Americans like to drink a lot of orange juice and coffee. The English drink tea four or five times every day. Australians drink a great deal of beer, and the French drink wine every day.

The sort of meat people like to eat also differs from one country to another. Horse meat is thought to be delicious in France. In Hong Kong, some people enjoy eating snakes. New Zealander eat sheep, but they never eat goat meat. The Japanese don't like to eat sheep meat be-cause of its smell, but they enjoy eating raw fish (生鱼).

So it seems that although eating is a topic we can talk about for hours, there is very little common sense in what we say it. People everywhere enjoy eating what they have always eaten, and there is very little we can do to change our eating habits.

39. Which of the following is true according to the article?

A. All people have the same feeling about food.

B. In most parts of Asia, people usually have rice for meals.

C. People often consider other people to be strange or silly.

D. The topic people spend time talking about is bread and meat.

40. People in different countries .

A. drink the same sort of wineB. have the same eating habit

C. eat different kinds of meatD. have the same tea at different time within a day

41. The Japanese don't like to eat sheep meat .

A. because they dislike its smellB. because it is too expensive

C. because it is easy to go badD. because they think it will do harm to their health

42. English people drink tea four or five times a day .

A. because they get thirsty easilyB. because there is plenty of tea in Britain

C. because of their drinking habitD. because they have enough time to do so

第二部分：英语技能运用

第一节：根据句子的意思，写出正确的单词，并注意词的正确形式。（共10小题；10分）。

1. He gained all his ________(力量) and was ready for a second try.

2. I patted her _______(温柔地) on the shoulder.

3. It is healthier to keep a b_______ diet every day.

4. This restaurant was not giving its ______(顾客) energy-giving food.

5. ________ (好奇心)drove Wang Pengwei inside Yong Hui’s restaurant.

6. Wang Pengwei stopped worrying and started advertising the _______(好处) of his food.

7. To succeed, we must ___________(结合) talent with working hard.

8. He has been working for a long time, but he is still full of __________.（energetic）

9. You should do some _________(研究) before making the final decision.

10. She is not _________(苗条的)enough to wear these tight trousers.

第二节：用正确的情态动词填空（共5小题；5分）

1. When we are cooking with a gas fire, we ________(can / must) keep the window open.

2. Mr. Joseph has stayed in the US for several years. He _____(may / can) speak English quite well.

3. Jack’s ill, so they ______ (must / have to) change their plans.

4. It _______ (can't / mustn't) be Miss Gao. I know she has gone to Beijing.

5. You say you ________ not do it but I say you ____________ (shall / will)

第三节：根据中文意思完成句子(共5小题；10分)。

1. 我用了一个月才摆脱咳嗽。It took me a month to _____ _____ _____my cough.

2. 她欠我100块钱。 She _______ ________ _______ to me for 100 yuan RMB.

3. 我们应该抛弃考试作弊的坏习惯。We should ________ _________ the bad habit of cheating in the exam.

4.他们没有打架，只是站在那怒视对方。They didn’t fight, but stood there _____ ______ one another.

5．David 靠给报社写文章维生。David ____ _____ ______ by writing articles for newspapers.

篇6：高一英语unit13课件

高一英语unit13课件

Teaching Aims and Demands

Words and Phrases

Four Skills:stomach  fever  ought  ought to  examine  plenty  plenty of  diet  keep up with  make a right choice  short of  fit  gain  now and then

Three Skills:energy  soft  bar  fuel  chemical  balance  tasty  boil mixture

Spoken English:

In the clinic / seeing a doctor:

What’s wrong with you?/What’s the matter with you?

Lie down and let me examine you.

Let me have a look.

Where does it hurt?

Drink plenty of water and get some rest.

I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm.

I don’t feel well.

Grammar:

Use of Language:

1. Master the function use of language as defined above.

2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1. Talk about different kinds of food that one favorites.

2. learn the basic knowledge of healthy eating.

3. learn how to say in the clinic.

4. Grasp the language points and grammar in the text.

Difficult points:The use of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching:Communication way of teaching, discussion and group work.

Lesson 1

Step 1 Warming-Up

First show the students some pictures of dishes and so to introduce the topic of this unit.

And then show the pictures on their text books and let them to decide what is junk food and what is not.

Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

Step 2 Listening

Let the students listen to the tape and be prepared to answer the questions below.

Step 3 Speaking

Show the students the three situations as on P2.  Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

After that list the useful expressions in their dialogue.

Step 4 Homework

Prepare for the next class.

Collect some menus if possible for the next class.

Lesson 2

Step 1 Introduction

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the food contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn  about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

Step 3 Carefully-reading

How many parts can be divided into?

(Three parts.)

What’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

Finish the exercise --- Vocabulary on P5. and P72-73

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Grammar

First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

Step 3 Consolidation

(1) Finish the exercise on P5 and on P74

(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

Finish the exercise 3 on P74 in the students’ workbook.

Lesson 4

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Reading

Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)

Step 3 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 4 Discussion

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

Step 5 Homework

Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

篇7：高一英语sports课件

高一英语sports课件

标题 unit 10 sports

章节 第十单元

关键词 高一英语第十单元

内容

一、教学目的

运用所学语言，围绕体育活动这一题材，完成教科书和练习册中规定的听、说、写的任务。阅读课文“the olympic games”，认真理解，并完成有关课文内容的练习。

二、语法

熟练who / which / that / whom以及介词 + whom / which引导的定语从句

三、日常交际用语

1.谈论爱好

i quite like football / i like to skate with my friends / i enjoy watching tv .

i prefer vegetable to meet / my favorite song is “right here waiting” / what’s your favorite ? / which do you prefer , …or…? / i prefer sth .

2.劝告、建议、征徇意见

better do it later / i think it’s better if you do it later / what about going there by bus ? / i prefer to do…

how about a cup of coffe ?

3.请求及应答

－would you please let me know your address ? －sure . no.5 street .

－will you please give me some fish ? －certainly . / sure . / no problem .

四、重点及难点解析

1.do you often have sports at school ? 你在学校常做运动吗？

sport指户外游戏或运动，仅限于体力锻炼，包括娱乐性的及竞赛性的；不以胜负为目的。而game则指有一定规则的.，双方竞争的游戏或运动，既可以是体力运动，也可以是脑力劳动，以输赢为主要目的。sports和games都表示“运动会”，但有大、小之分，如school sports（校运会），the asian games（亚运会），the olympic games（奥运会）

do / have sports 进行体育活动

2.which do you prefer , horse riding or shooting ?

prefer意为“宁愿要”或“更喜欢”，与“like…better”意思比较接近，但使用不同。prefer后面可以接名词，不定式或v·ing形式构成动宾结构，还可以用prefer (doing) sth. to (doing) sth .的句型表示比较级，常用句型如下：

▲prefer a to b . 喜欢a胜于b。相当于like a better than b . to为介词，后面可接名词或动词。

①i prefer tea to milk . 我喜欢茶不太喜欢奶。

②he told me he preferred the country life to the city life . 他告诉我，和城市生活相比，他更喜欢乡村生活。

③even on holidays , she prefers doing something to doing nothing . 即使在假日里，她也愿意干点什么事，而不愿意闲着。

▲prefer单独使用时，相当于like very much .后面可接名词、代词、不定式。

①she preferred to work and live with the common people . 她喜欢工作在普通人中间。

②do you prefer staying with your children on holidays ? 你喜欢和孩子们一起度假吗？

▲prefer to do sth. rather than do . 宁愿做…，也不愿做…。

①i preferred to stay behind rather than go with you . 我宁愿留下来不愿和你们去。

②she preferred to write to him rather than telephone him . 她宁愿给他写信也不愿给他打电话。

3.what about wrestling and sailing ? 摔跤和赛舰又怎么样呢？

篇8：高一英语上册课件

高一英语上册课件

定义：在英语中用来修饰一个名词、代词的句子在语法上称为定语从句，且定语从句放在被修饰词的后面。定语从句分为：限制性定语从句和非限制性定语从句。

限制性定语从句：修饰的词代表一个、一些、一类特定的人或物，这种定语从句已和被修饰词构成了一个完整的意思，一般把限制性定语从句译为“``````的”，定语从句不能随便拿掉。

关系代词一般用法一览表：

先行词/关系代词

作 用 主语 宾语 介词+宾语 定语

人 类 Who,

That Whom

That whom Whose

事 物 类 Which

that Which

that Whose Whose

用 法 说 明 不能省略 常可省略 介词的选择根据习惯搭配以及作用与

含义，短语动词中的介词不能拆开

关系副词一般用法一览表：

关系副词 作用 用法 说明

When 状语 跟在表时间的先行词后 相当于表时间的介词

+which的作用

Where 状语 跟在表地点的.先行词后 相当于表地点的介词

+which的作用

why 状语 跟在表原因的先行词后

（以reason为常见） 相当于表原因的介词

+which的作用

I. 关系代词

引导词：which, that, who, whom, whose

具体用法：1、当先行词为物时，关系代词在定语从句中作主语，宾语，定语。用which, that, whose+n, of+which

eg. (1) They planted the trees ______didn’t need much water.

(2) The meat ______we bought yesterday is not fresh.

(3) He lives in the room _______windows face the south.

(4) He lives in the room the windows ____________face the south.

2. 当先行词为人时，关系代词为that, who, whom, whose。

在定语从句中作主语时用that, who 作宾语时用 whom, who, that

作定语时用whose

eg. (1) The scientist _______visited our class yesterday is from Canada.

(2) The person _______you met yesterday is our Chinese teacher.

(3) The person _______you talked to just now is our Chinese teacher.

(4) Do you know the student ________pronunciation is the best in our class.

3.as引导的定语从句

(1) As引导的定语从句一般和such 连用：

There is no such place as you dream of in all this world.

全世界决没有像你梦想的地方。

I like such a fine city as Beijing.

我爱北京那样美丽的城市。

The waves were such as I never saw before.

这样的波浪我还从未见过。

(2) 有时和the same 连用：

I have the same trouble as you (have).

我和你有同样的困难。

This is the same bag as I lost yesterday.

这个书包和我昨天丢失的相似。

He is of about the same age as you (are of the age).

他和你年龄大约相同。

Is this the same as you showed me before?

这个和你以前给我看过的那个是一样吗？

（3）as引导的定语从句，也可以用在下面这类句子中：

He stopped the idea, as could be expected.

正如可以预料的，他反对这个意见。

As we all know, air is a gas.

在这种从句中，关系代词as 可作主语，宾语或表语。

as从句中修饰全句时有“正有”的含义，而 which 从句中没有此含义。

注意：下列四种常见错误

1. 在定语从句中加了多余的宾语：Some of the boys I invited them didn’t come.

2. 定语从句谓语动词的单复数弄错

eg. (1) Those who has finished may leave the classroom now.

(2) This is one of the rivers in China which flows northward.

(3) This is the only one of the rivers in China which flows northward.

3. 省略了定语从句中作主语的关系代词

eg. Children eat a lot of sugar often get bad teeth.

The key opens the room is missing.

4． 定语从句中加了多余的关系副词或介词

eg. The house where he lives in needs repairing.

篇9：高一牛津英语课件

模块一（第3讲）

【教学内容与教学要求】

一、教学内容：

牛津高中英语模块一Unit 2 （上）

二、教学要求：

1．学习谈论青少年经常遇到的问题 。

2．学会戏剧脚本。

3．了解英语口语和书面语的差别。

4．语法：定语从句（三）

【知识重点与学习难点】

一、重要单词：

act(n), scene, curtain, trash, garbage, charge, adult, , behavior, teenager, punish, period, argument, relationship, force, unpleasant, character, explain, slam, vet(veterinarian), style, mess, thumb, vs(versus), plus, competition, sink, fault, boring.

二、重点词组：

common to对…来说很普遍,  turn up调高声音, 出现 a waste of 浪费,  no more不再,  spare time空余时间,  force….to…强迫（某人）做  ,  can’t wait to.. 迫不及待地要  , be supposed to被期望或要求, 本应该， do with 处置, 忍受， 需要  be a mess/ in a mess乱成一团,  leave sb in charge 委托 …..负责,  act like行为举止象 …, go unpunished不受惩罚,  go out熄灭, have one’s arm crossed双臂交叉抱在胸前, deserve to值得去做,常用否定形式表示“不配” be hard on对某人苛刻, now that既然, in the form of以   的形式, than ever before比以前任何时候都, be angry at对某事生气, even if即使, treat sb like…象   一样对待  , argue about为 …而争吵, the cause of起因, differ in many ways在许多方面不同, fit badly非常不合身。

【难点讲解】

1. Eric runs in after it, followed by a big dog, walking very slowly.

埃里克跟着球跑进来，后面跟着一条大狗，狗走得很慢。

这句话里有两个不同层面上的状语：过去分词短语“followed by a big dog” 是谓语“runs in”的伴随状语，而现在分词短语“walking very slowly”描述的是大狗跟随埃里克进来的行走方式，是动词“follow”的状语。

伴随状语通常由现在分词短语、过去分词短语或介词短语承当。当伴随动作由主语发出时，用现在分词，当伴随动作由其他人或物发出时用过去分词。例如：

He ran after the thief, shouting angrily.

She sat nervously in the grand sitting room, watched closely by the butler.

The soldiers stood silently along the pass, rifles in hand.

2. You weren’t supposed to come home until tomorrow.

你们应该明天才回家的。

be supposed to do sth:被期望或要求去做, 本应该去做。例如;

You are supposed to hand in your articles this Friday.

Girls are supposed to behave more quietly in this country.

在肯定句中until 必须和持续性动词连用时，在否定句里它主要和短暂性动词连用也可以和持续性动词连用，表示直到某时某个动作才开始。Until 还可以用在强调句中。Not until 放在句首时，句子要倒装。例如:

He slept until 8 o’clock.

He didn’t wake up till e8 o’clock.

It was not until 8 o”clock that he woke up.

Not until 8 o’clock did he wake up.

I won’t be free till Friday.

3. The money with which you were to buy dog food is gone, but Spot looks so hungry.

本该用来买狗食的钱不见了，但斑点狗看起来饿得厉害。

“with which you were to buy dog food” 是定语从句, 当关系代词是介词宾语时,介词常放在关系代词之前。例如:

the village we used to live in→the village in which we used to live

主语＋be动词+不定式表示“按计划将要做”，例如;

We are to hold up the enemy while our troups retreat.

The presidential candidate is to make a speech in our town on his way to Washington.

4. We thought you were an adult, a person from whom we could expect good decisions.

我们原以为你是个成年人，一个我们可以指望他做出正确决定的人。

划线部分是“an adult” 的同位语， 它 和“an adult”所指相同，句法功能也相同，是对“an adult”含义进一步的说明。这个同位于本身又带有定语从句from whom we could expect good decisions 。

Expect sth from sb: 期望从某人那里得到或看到某事，例如: You can never expect generosity from a miser.

5. This is not a family where bad behavior goes unpunished.

我们家不是一个放纵不良行为的家庭。

根据上文，this是指 our family。动词go 后面可以跟形容词，表示“变得”，例如：

go bad（变质）, go dry（变干）, go mad（发疯）, go international （国际化）。Go 和一些含否定意义的形容词连用，则表示“不受……的, 未被…的”,如: go unchallenged, go unnoticed.

His theory has gone unchallenged in the world for half a century.

It’s strange that such a mistake can go unnoticed in the textbook.

6. If they knew that Spot was ill and we used the money to take him to the vet…

假如他们知道Spot得了病, 而我们用那笔钱带他去看兽医的话……..

这句话用的是虚拟语气, 省略的部分是: they would understand why the money is gone and the house is a mess. 当说话人只表示一种假设的情况、一种主观愿望，即认为动词所表示的动作或状态并非真实时，使用虚拟语气。表示和现在事实相反时，主句用过去将来时，条件从句用一般过去时。例如:

If I were you, I should wait till next week.

I she saw you now, she wouldn’t recognize you.

7. None of us stopped to think and we should have.

我们本应当停下来想想，而我们都没有那么做。

Stop to do表示停下来去做另一件事， stop doing则表示停止正在做的事情。 should have

也是一种虚拟语气，表示过去本应当做的事情。这里完整的句子应该是:

We should have stopped to think, but none of us did.

8. Can you explain to me now why the house was a mess and what you did with the cash we left?

你现在能向我解释为什么家里乱成一团，而你又把我们留下的钱拿去干什么了吗?

Be (in) a mess表示“乱成一团”； do with 表示“处理、处置”常和what 连用，它和deal with 不同，deal with 表示“处理、应付” we left 虽然只有两个单词，却是一个定语从句，它前面省略了作宾语的关系代词that或which。

篇10：高一英语13snacks课件

高一英语13snacks课件

高一英语13snacks课件

Period 3

Integrating skills ---- reading and writing (snack)

Step 1. Warming up (pre-reading)---watch a video and answer:

Show a tape and get the ss to discuss

1. Which diet is healthier, Chinese or western? Why?

Chinese, it’s high in ….. while the western diet contains …

2. why do some of the British have no teeth left at the age of thirty?

They eat too much sugar and fat in the form of chips and coke.

Although chinese diet is healthier ,we still feel hungry between meals. So what will we have to do?

Eat some snacks.

Ok. Now listen what snacks are mentioned in the listening materials?

Step 2 listen and speak out

To learn the structure of how to write a recipe. including two activities.

Activity One:read and learn what the 1st para talks about.

Para 1 1.Tick out what food is mentioned?

2. Read and answer

1) Which is healthier? Fruit

2) Why is fruit healthy?

It hasn’t too much fat and sugar. It gives us carbohydrates, which our body and brain use for energy? It also gives us fiber and Vitamin.

3) Why are the other two unhealthy food?

They have too much tat and sugar.

Activity Two

Para 2 Learn the outline of a recipe

Q1 : Besides these two snacks, the passage also mentions some other snacks. What are they?

Answer:---- Shaomai and Chicken roll-ups.

Q2 : How can we make Shaomai and Chicken roll-ups?.

Get Ss to give the outline of one of the two recipes (pair work)

Write an outline of a recipe:

Name:

Ingredients:

Directions:

Then deal with the recipe one by one.

Step 3: writing (group work) begin to write a recipe according to what you have learnt in the passage.

Discuss and write a recipe

Name Ingredients Directions

Key words:

Green onions, garlic, pepper, soy sauce, ginger, vinegar, sugar, wine, salt.

Peel, slice, dice, steam, fry, boil, stir, mix, add, chop, spoon., fill, cut… into pieces, fold, roll up

Discuss: 1) name your dish

2) talk about the ingredients of the dish and directions

3) list your steps of how to cook the dish.

Step 4 Evaluation

Share what the Ss have written in groups and in Class.

Teacher give some comments on the group works.

Sample 1 :

Golden delicious fish!

Ingredients:

a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce

Directions:

1. Cut the body of the fish.

2. Add salt to the fish before it is cooked.

3. Chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic.

4. Mix the onions, garlic, ginger and red peppers. Fry them for a short time. Then get them all out.

5. Cook the fish and add vinegar and soy sauce.

6. Add onions, garlic, ginger and red peppers. Also add pepper sauce and water to boil the fish for some time.

7. Spoon the fish and add some fresh chopped green onions.

Sample 2:

Golden delicious fish!

Ingredients:

a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce

Directions:

First cut the body of the fish.and add some salt to the fish before it is cooked. Second chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic. Mix the onions, garlic, ginger and red peppers. Next fry them for a short time. Get them all out. Cook the fish and add vinegar and soy sauce. Then Add some onions, garlic, ginger and red peppers. You can also add pepper sauce and water to boil the fish for some time. Finally spoon the fish and add some fresh chopped green onions. Now the golden fish is ready and you can enjoy it.

教后感:略

篇11：高一英语必修1课件

高一英语必修1课件

高一英语必修1课件

一、教学内容：

Unit 1 of Module I Period One （Lesson 1 & 2）

二、教学目标与要求：

1、在第一课和第二课里，我们学习了如何谈论我们的生活方式。话题的选择贴近我们的生活，能引起同学们共鸣，激发同学们的学习动机。

2、复习一般现在时态和现在进行时态，以及它们的用法和区别。

3、进一步了解不同文化背景下，不同的个人生活方式，引导同学们树立良好的学习和生活习惯。

4、学习策略：运用听力策略对所听内容进行预测。

5、掌握重点单词、短语、句式，在练习中能灵活运用。

三、本周重难点词汇讲解：

1、peaceful adj .和平的，平静的

peace (n.和平)+-ful（形容词后缀）

The peaceful uses of atomic energy will do good to human beings .

原子能的和平利用将造福人类。

It's peaceful at home when the children are at school .

孩子们在学校上学时，家里就安静了。

（1）反义词：unpeaceful adj. 不平静的，不和平的

派生词：peacefully adv. 和平地，平静地

（2）同义词辨析：peaceful 与calm

这些形容词表明没有激动兴奋或未被打扰。

calm 隐含远离情感冲动之意；

peaceful 意指未被打破的镇静。

2、relaxing adj .轻松的，放松的

relax(v. 放松)+-ing(形容词后缀)

All the students going for holidays, it is really a relaxing evening for the headteacher.

所有的学生都度假去了，对于班主任来说这真是一个使人感到轻松的夜晚。

同根词：relaxed意为“感到轻松的”。

有些现在分词和过去分词可用作形容词，现在分词意为“令人……的”，其逻辑主语是物；过去分词意为“感到……的”，其逻辑主语是人。类似用法的词有：surprised /surprising; excited/exciting; frightened/frightening; moved/moving;

puzzled/puzzling

He got/became bored by her boring speech.

他被她那些令人厌烦的话搞烦了。

3、suppose的用法

1）suppose后接that引导的宾语从句，表示“认为／猜想……”。如：

As she's not here ,I suppose she must have gone home.

她不在这儿，我猜想她已经回家了。

Scientists supposed that large dinosaurs lived in swamps.

科学家们认为大型恐龙栖居于沼泽地中。

2）be supposed to 是个固定词组，意思是“应该，有……的义务”。如：

I thought we were supposed to be paid today.

我以为我们今天会领到薪水呢。

3）suppose／supposing可以引导条件状语从句，相当于if 的`作用。如：

Supposing(that) you are wrong，what will you do then?

假设你错了，那你会怎么办?

4、prefer vt.更喜欢，宁愿

派生词：preferable adj .更可取的，更合意的；

preference n.喜爱，偏爱

-Which would you prefer，tea or coffee? 咖啡和茶你更喜欢哪个?

-I prefer tea to coffee.我更喜欢茶。

1）请注意prefer的搭配及用法：

（1）prefer(doing)sth．to (doing) sth.……相比，更喜欢……如：

I prefer coffee to milk．和牛奶相比，我更喜欢咖啡。

I prefer listening to music to watching TV.

和看电视相比，我更喜欢听音乐。

（2）prefer to do sth. rather than(to) do sth.和做……相比，更喜欢做……如：

I prefer to listen to music rather than watch TV.

和看电视相比，我更喜欢听音乐。

（3）prefer+that从句。如：

We prefer that the plan shall be fully discussed.

我们想让这份计划被充分地讨论。

2）prefer sth．to sth．中的to是介词；prefer to do sth. rather than do sth .中to 是动词不定式的符号。

3）prefer to do…rather than do…＝would rather do than do…／would do…rather than do…

5、switch on=turn on把开关打开；接通

switch off=turn off关掉；关上

switch over (to)…转换频道；转变

Then I get up, go downstairs and switch on the TV in the living room.

At weekends, he often switches on the computer early in the morning and doesn't switch it off until midnight.

周末，他一早就把计算机打开，直到半夜才关。

If there is not a good play on CCTV8, I would switch over to CCTV7.

如果中央八台没有好节目，我就换到七频道。

6、do some exercise =do some sports =take some exercise 锻炼身体

（exercise作不可数名词用时，意为“锻炼运动”，作可数名词用时，意为“练习、训练”。）

do morning /eye exercises做早操/做眼保健操

He is so fat that everyone advised him to take more exercise.

他太胖了，所以，大家都劝他多锻炼身体。

Students have too many exercises to do after class.

学生课后要做的练习太多。

7、go off

1）爆炸；（爆竹、铃等）响

The gun went off with a bang. 枪砰的一声响了。

2）（食物等）变坏

This steak has gone off.这牛排坏了。

3）消失

The pain went off. 疼痛消失了。

4）进行情况；发生

The interview went off very badly. 访问进行得极不顺利。

5）睡着；失去知觉

Has the baby gone off yet? 婴儿睡着了吗？

8、take up

1）to use up, consume, or occupy: 用尽，耗掉或占用（时间/空间）：

The extra duties took up most of my time.

额外工作耗费了我绝大部分时间。

2）to develop an interest in or devotion to: 喜欢，钟爱，对……产生了兴趣或钟爱：

Now he takes up mountain climbing.

现在他喜欢上登山运动。

3）to enter into (a profession or business): 开始从事（一项职业或行当）：

He took up art while at school.

他在学校时开始对艺术感兴趣。

4）to begin again; resume: 再次开始；重新开始：

Let's take up where we left off.

take down 拿起；拆除（构造物）；记下

take off (飞机等)起飞；脱下（衣帽等）；（观念，产品等）突然大受欢迎

take on 呈现（不用于被动语态）

9、be filled with… 装着……；装满…… fill… with… 把……装进……

be full of… 装满……

Every minute of the day is filled with urgent matters.

每分钟都有很多急待处理的事情要做。

The bottle is filled with oil.

那瓶子里装满了油。/那瓶子里装着油。

The bottle is full of oil. 那瓶子里装满了油。

Don't fill the bottle with oil. 别把油装进瓶子里。

10、complain (to sb.) about/of sth. 向……抱怨……

1）vi. 抱怨；埋怨；

Almost immediately she began to complain to me about his impoliteness.

她几乎马上就对我开始抱怨起他的无礼来了。

2）诉苦；叫屈；说自己有病（of）

The boy complained of a pain in his stomach.

这孩子说他肚子痛。

3）vt. 抱怨， 控诉［常与that从句连用］

They complained that the wages were too low.他们抱怨工资过低。

They complained that the price of books had increased.

他们抱怨说书的价格提高了。

4）n. 抱怨;埋怨;不满

We have a number of complains about their service.

对他们的服务我们有些怨言。

篇12：高一英语必修四课件

高一英语必修四课件

I．单元教学目标

技能目标  Skill Goals

Talk about body language: cultural differences and intercultural communication

Practise talking about prohibition & warning as well as obligation

Learn to use the -ing form as the Attribute &Adverbial

Learn to write a diary that showing the observation of how body language helps in communication

II． 目标语言

功能句式 Talk about body language

What is the purpose of language?

What do you think “body language” means?

How can you tell if someone is sad or happy even if they do not speak?

How can you communicate a feeling to someone who does not speak your language?

Why do we need to study body language?

Talk about cultural differences & intercultural communication

What do British people often do when they meet strangers?

What do French people often do when they meet people they know?

Why should we be careful about our own body language?

Why is it important to watch others as well as listen to them?

词汇

1． 四会词汇

Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad

2． 认读词汇

unspoken,, Jordan

3． 词组

be likely to, in general, not all, turn one’s back to, lose face

语法 4． 重点词汇

represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action

The -ing form as the attribute && adverbial

Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.

1. The -ing form as the attribute

They are visitors coming from several other countries, ...

His nose touches Mr. Cook’s moving hand, ...

This is an exciting experience for you, ...

2. The -ing form as the adverbial

... so you stand watching and listening.

Four people enter looking around in a curious way.

You see her step back appearing surprised, and take a few steps away from Mr. Garcia.

The visitor from Japan comes in smiling at the same time as George Cook from Canada.

Ⅲ． 教材分析和教材重组

1． 教材分析

本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。

1.1  WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。

1.2  PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。

1.3  READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。

1.4  COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的`思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

1.5  LEARNING ABOUT LANGUAGE  分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。

1.6  USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

1.7  SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。

1.8  LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

2. 教材重组

2.1 听力：Using language中的Listening, Workbook中的Listening和Listening Task这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。

2.2 口语：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。

2.3 精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。

2.4 泛读：把Using Language中的Reading和Workbook中的Reading Task整合为一节拓展学生视野的泛读课。

2.5 语言学习：深入处理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重点学习Discovering useful structures中“-ing (现在分词)”在句中做定语和状语的用法。

2.6 语言运用：处理Using Language中的Reading and Writing和Workbook中的Writing Task。指导学生写一篇有关“The Body Language I Know”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。

3． 课型设计与课时分配

1st  period             Speaking

2nd  period            Reading (I)

3rd  period             Reading（II）

4th  period             Language Study

5th  period             Listening

6th  period             Writing

Ⅳ． 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. 重点句型或交际用语

Act out the following meanings, please.

Please guess what I mean.

Please show the actions, using body language.

Now it is your turn to show the action / gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

b. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教学难点

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

b. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

a. Individual work, pair work and group work.

b. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程与方式

Step I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of .

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II  Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

Shake your head / arm / hand ...

Wave your arm / hand ...

Open your eyes / arms /mouth ...

Close your eyes / mouth ...

Twist your wrist / waist.

Cross your arms / fingers.

Nod your head.    Bow your head.

Make a face to each other.

Bend / cry / shout / scream / smile / laugh ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture  Action Meaning

A handshake    You are welcome.

A clap of hand Come on; be cheerful.

A V-shape of the fore-finger and middle finger May you succeed!

Or congratulations on your success!

A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face She is very happy.

Waving their hands They are waving goodbye to people around.

A hand stretched out forward with strength He is stopping a tank.

People jump with their both hands stretched open in the air. They are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

S4: The first gesture is a handshake, which means “You’re welcome”.

S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

S10: The seventh is a smiling face. It is easy to see that she is very happy.

S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step Ⅲ Practice

T: Look at Page 25.

What are these people communicating?

Step Ⅳ Time for Fun

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

Ss: Yes. That’s funny!

T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Ss: All right.

S1: What are you likely to do if it rains?

(Actions) S2: reads a book;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it is his turn.

S3: What are you likely to do if the river floods?

(Actions) S1: runs away as fast as he can;

S2: helps the younger or elder to escape as soon as possible;

S4: climbs on to a tree.

S3: Ok. I think S2 seems the most likely, so it is her turn.

S2: What are you likely to do if the house catches fire?

(Actions) S1: fetches some water;

S3: tries to put it out with blooms;

S4: runs away as quickly as he can.

S2: Ok. I think S4 seems the most likely, so it is his turn.

S4: What are you likely to do if you meet with a fierce dog?

(Actions) S1: remains where he is and bends down, looking at the dog;

S3: tries to scare it away with small stones;

S4: runs away as quickly as possible.

S2: Ok. I think S1 seems the most likely, so we all have done a good job.

T: Yes. I couldn’t agree with you. Now, one more group.

Step V Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.

Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading:

篇13：高一牛津英语unit2课件

高一牛津英语unit2课件

高一英语牛津英语模块1 Unit2学案

M1U2 Grammar and usage

Attributive clauses 2

Teaching objectives:

To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses

Important and difficult points:

How to choose suitable prepositions in an attributive clause.

Teaching procedures:

Step 1. Revision

Fill in the blanks with “who, whom, whose, that and which”.

1. One fails to reach the Great Wall is not a true man.

2. Is this the shop sells children’s clothing?

3. This is the boy football was lost.

4. That you borrowed from me wasn’t a real diamond necklace.

5. He is no longer the shy boy he was.

Step 2. Grammar and Usage

Preposition +which and preposition +whom

?Read point1 and make sure students know when to use attributive clause with preposition.

1.The pen is broken, so I’ll have to buy a new one. I write my homework with it every day

2.The pen with which I write my homework every day is broken, so I’ll have to buy a new one.

3.The man is over eighty. I bought the old picture for him.

4.The man for whom I bought the old picture is over eighty .

5.Read point 2, get them to write the sentences in formal English.

6.The Maths teacher is the person from whom I got an A plus.

7.Art is the subject about which I know little.

8.They refused to take on anyone ___ eyesight was poor.

9.The gentleman ______you told me about yesterday proved to be thief.

10.Who is the student was late for school ?

?Read point 3 and 4,and ask them to write the sentences in different ways.

1.Dad is a person to whom I can easily talk.

2.Dad is a person whom/who/that I can easily talk to.

3.Dad is a person I can easily talk to.

Appendix

1) “介词＋关系代词“可以引导限制性定语从句，也可以引导非限制性定语从句。“介词＋关系代词“结构中的`介词可以是 in, on, about, from, for, with, to, at, of, without 等，关系代词只可用whom或 which,不可用 that 。

2) 像listen to, look at, depend on, pay attention to, take care of等固定短语动词，在定语从句中一般不宜将介词与动词分开。例如：

This is the boy whom she has taken care of.

3)当先行词是way的时候,我们可以使用that 或in which引导定语从句.在这种情况下that 或in which也可以省略.

Fill in the blanks with proper words

1.The teacher______ ______ I learnt most was Mrs Zhu.

2. This is the house______ ______ LuXun once lived.

3. He will never forget the day _____ ______ he came to Beijing.

4.The reason _____ ______ I came here is that I want to get your help.

5. The fellow ______ _____ I spoke made no answer.

6. The West Lake,_______ ______Hangzhou is famous ,is a beautiful place.

7. This is the shop _______ _______ my daughter works.

8. The pencil_____ ___ he wrote was broken.

9. She has three children, all______ ______ are at school.

10.The policeman______ _____ the thief was caught is an old man.

11. I was surprised at the way______ ______ he treated the old man

Relative adverbs: when, where, and why

?If the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause.

Eg；

1.I will never forget the day when we first met.

2.I will never forget the day on which we first met.

?If the antecedent refers to a place and is used as the adverbial of place in the attributive clause,where is used to introduce the clause.

Eg；

1.He doesn't’t remember the name of the farm where his father once worked.

2.He doesn't’t remember the name of the farm on which his father once worked.

?When the antecedent is reason ,why is used to introduce the clause.

Eg；

1.Please tell me the reason why you were late again.

2.Please tell me the reason for which you were late again.

Exercises:

1.After living in Paris for fifty year as he returned to the small town____he grew up as a child.

A.which B. where C. that D. when

2. The film brought the hours back to me_____ I was taken good care of in that far-away village.

A.until B. that C. when D. where

3. The reason______they quarreled is quite clear.

A. that B why C. when D. in which

Relative adverbs: when, where and why

Please compare the following sentences and fill in the blanks.

1. I still remember the days we visited the country-side.

2. I still remember the days we spent together.

3. I return to the village I was brought up.

4. I return to the village we paid a visit to last week.

5. I don’t know the reason he was late.

6. I don’t know the reason he explained to the teacher.

To combine the two sentences into one sentence using “when why and where”.

1.I’ll never forget the day. I joined the PLA on that day.

2. Li Fang lives in that street. Do you know the street?

3. Can you explain the reason .you acted in that way for it.

常见错误类型举例

一、在定语从句中加了多余的宾语。如

1．Some of the boys I invited them didn’t come．

2．The book that you need it is in the library．

二、把定语从句谓语动词的单、复数弄错。如：

1.Anyone who break the law will be punished．（breaks）

2.Those who has finished may go home． (have)

3.He is the only one of the teachers who know French in our school． (knows)

4.This is one of the rooms that is free now． (are)

三、误省略了定语从句中作主语的关系代词。

1.The key ^opens the bike is missing． (which/that)

2.Children ^eat a lot of sugar often have bad teeth．(who/that)

四、定语从句中加了多余的关系副词或介词。如：

1.The house where he lives in needs repairing．

2.I still remember the day on when I first came to Beijing．

五、在作先行词的时间名词或地点名词后错用了关系代词或关系副词。

1.I still remember the day when we spent together. (which/that)

2.This is the house where we lived in last year．(which/that)

六、在先行词reason后错用关系副词why。

1.Have you asked her for the reason why may explain her absence？(which/that)

2.I don’t believe the reason why he has given for his being late．(which/that)

七、误将强调句型当定语从句。如：

1.It was in the kitchen where the fire broke out．(that)

2.Was it because it snowed last night when you didn’t come？ (that)

?Multiply choice

1.____ have plenty of money will help their friend.

A. Those who B. He who

C. That who D. You who

2.This is the longest train _____ I have ever seen.

A. which B. that C. what D. whom

3.____ we all know, swimming is a very good sport.

A. Which B. That C. As D. Who

4.I shall never forget those years ____ I lived in the farm __ you visited last week.

A. when, where B. which, which

C. when , which D. which , where

5.The radio set ___ last week has gone wrong.

A. I bought it B. which I bought it

C. I bought D. what I bought

6.He paid the boy $10 for washing ten windows, most of ____ hadn’t been cleaned for at least a year.

A. these B. them C. that D. which

7.The day will come _____ the people all over the world will win liberation.

A. that B. where C. which D. when

8.Mr. Herpin is one of the foreign experts who ____ in China.

A. works B. is working

C. are working D. has been working

9.They talked for about an hour of things and persons ____ they remembered in the school.

A. which B. that C. who D. whom

10.My glasses, ____ I was like a blind man, fell to the ground and broke.

A. which B. with which

C. without which D. that

11.He is a man of great experience, _____ much can be learned.

A. who B. from him

C. from whom D. whom

12.I have bought the same dress ____ she is wearing.

A. as B. that C. which D. what

13.A harvester is a machine ____ we harvest crops or a person ____ is harvesting.

A. which , who B. that , that

C. with which , who D./, that

14.In the police station I saw the man from ___ room the thief had stolen the TV set.

A. whom B. which C. that D. whose

15.This is the very reason ___ we all know.

A. why B. that C. for which D. what

16.Please put the letter _____ he can easily find it.

A. in which B. where

C. the place where D. in the place

17.The house ______ there is a big tree was built more than 1000 years ago.

A. which B. in front of which

C. that D. in the front of which

18.Antarctic, ____ we know very little is covered with thick ice all the year round.

A. which B. where

C. that D. about which

19.The reason ____ I was away from school is ____ I was ill yesterday.

A. that, that B. why, why

C. why, that D. that, why

20.It was a meeting ______ importance I didn’t realize at that time.

A. which B. of which C. that D. whose

21. This is the store _____we visited the famous shop assistants.

A. where B. there

C. that D. which

22.They have decided to stay at home, ____ , I think , ___ a wise choice.

A. which , are B. which , is

C. that , are D. that , is

23.All the apples ___ fell down were eaten by the pigs.

A. those B. that C. which D. what

24.Did you see the man ____ ?

A. I nodded just now

B. whom I nodded just now

C. whom I nodded to him

D. whom I nodded to

25. These houses are sold at such a low price ________ people expected.

A. like B. as C. that D. which

26. I've never heard so interesting a story ________ you told me.

A. as B. that C. of which D. about which

27. I've seen the same film ________ you saw yesterday.

A. that B. which C. as D. like

28. I'll buy the same coat _____ you wear.

A. that B. which C. as D. like

29. He made another wonderful discovery, ________ of great importance to science.

A. which I think is B. which I think it is

C. which I think it D. I think is

30. ____ is known to everybody, the moon travels round the earth once every month.

A. It B. As C. That D. What

31. This is the first time _______ he has been here.

A. that B. when C. at which D. which

32. I don't like ______ you speak to her.

A. the way B. they way in that

C. the way which D. the way of which

33.I don't think the number of people ______ this happens is very large.

A. whom B. to whom

C. on whom D. which

34.Ahead of me I saw a woman ______ I thought was my aunt.

A.who B. whom C. of whom D. whose

35.The man and the horse ______ fell into the river were drowned.

A. which B. who C. that D. of which

36.We put the corn _____ the birds could find it easily.

A. which B. where C. of which D. there

37._____ has already been pointed out, grammar is not a set of dead rules.

A. It B. As C. That D. Which

38. I, who ___ your best friend, will do what I can to help you.

A. is B. am C. be D. were

39.I don’t believe the reason _____ you just gave to me.

A. what B. why C. that D. for which

40. He is one of the students who ____ late this morning.

A. is B. was C. are D. were

41. He is the only one of the students who _____ this morning.

A. is B. was C. are D. were

42.Recently I bought an ancient Chinese book, and ____ was very reasonable.

A. which price B. the price of which

C. its price D. the price of whose

★ 高一英语教学反思

★ 高一反思

★ 高一英语备课组工作总结

★ 高一英语个人教学计划

★ 反思高一

★ 高一英语教学反思

★ 高一英语备课组工作计划

★ 高一英语学习方法：明确观点 学好高一英语的技巧

★ 高一英语下册教学计划

★ 高一英语备课组工作计划

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