西安高中高一unit1-6单元重点词组汇集(人教版高一英语上册教案教学设计)（精选15篇）由网友“肥标”投稿提供，下面小编给大家整理后的西安高中高一unit1-6单元重点词组汇集(人教版高一英语上册教案教学设计)，希望大家喜欢!
篇1：西安高中高一unit1-6单元重点词组汇集(人教版高一英语上册教案教学设计)
1 喜欢
2 一直
3 网上冲浪
4 玩电脑游戏
5 在飞行
6 独自
7 搜索，寻找
8 增进友谊
9 把…当成…
10 同甘共苦
11 关心
12 与…交朋友
13 上飞机
14 开玩笑
15 给某人写封信
1 be fond of
2 all the time
3 serf the internet
4 play computer games
5 be on a flight
6 all alone
7 hunt for
8 develop a friendship
9 treat… as…
10 share happiness and sorrow
11 care about
12 make friends with
13 on board the plane
14 joke about
15 drop sb. a line
Unit 2
1 第一次
2 直飞…
3 别客气， 请随意
4 大多数
5总计
6 母语
7 除…之外
8 英语知识
9 发生
10 几天以后
11 分别去度假
12 旅行愉快
13 以…告终
14 不睡觉，熬夜
1 for the first time
2 fly all the way directly to…
3 make yourself at home
4 the majority of
5 in total
6 mother tongue
7 except for
8 a knowledge of English
9 take place/come about
10 in a few days time
11. go on separate holidays
12. have a good trip
13. end up with
14. stay up late
Unit 3
1. 进行体育锻炼
2. 去远足
3. 注意，当心，警惕…
4. 防晒
5. 体验生活
6. 逃离，远离
7. 为某人送行
8. 乘出租车
9. 代问某人问候
10. 乘飞机旅行
11. 另一方面
1. take exercises
2. go hiking/go for a hike
3. watch out for
4. protect sb. from the sun
5. experience life
6. get away from
7. see sb. off
8. take a taxi
9. say “Hi” to sb.
10. travel by air
11. on the other hand
Unit 4
1 主办 年奥运会
2 遇上，赶上,被困于
3 上游泳课
4 担任，充当
5 一大片，一大块，大量的
6 三思
7 往上拽，拦阻，使停下
8 抓住，坚持住
9 站立起来
10 面现惧色
11 冲走，刮走
12 电话号码
13 进行两天的旅行
14 一直爬到山顶
1.host the 2008 Olympics
2.be caught in
3. take swimming lessons
4. work as
5. a big mass of
6. think twice
7. pull up
8. hold onto
9. get on one’s feet
10. with a look of fright
11. sweep away
12. phone number
13. go on a two-day trip
14. climb all the way up to the top of the mountain
Unit 5
1 扮演角色
2 获得奥斯卡最佳女演员奖
3 挣钱
4 脱掉，起飞，成名
5 使某人得到一份导演的工作
6 把…剁碎
7 出错，出问题
8 把成功归功于某人
9 总共
10 以…开始
11 追赶，追逐
12 逃学
13 出现在电视上
14 对…高度评价
1. play roles
2. win Oscar for the Best Actress
3. make money
4. take off
5. win sb. a job as a director
6. cut …into pieces
7. go wrong
8. own success to sb.
9. in all
10. start with/begin with
11. run after
12.run away from school
13. appear live on the air
14. think highly of
Unit 6
1 一封感谢信
2 把…介绍给…
3 为…向某人道歉
4 留下好印象
5 为某人的健康干杯
6 喝一小口
7 赶时髦
8 忙于
9 敬酒的习惯
10 有礼貌
11 招待某人吃饭
12 请随便吃
13 省去，遗漏，不考虑
1. a thank-you letter
2. introduce… to…
3 . apologize to sb. for
4.make a good impression
5. drink to one’s health
6.take a sip
7. follow the fashion of time
8. be busy with sth.
9. the custom of toasting
10. have good manners
11. serve sb. with a meal
12. enjoy your meal
13. leave out
篇2：人教版 高一unit1-6单元重点词组汇集
Unit 1
1 喜欢
2 一直
3 网上冲浪
4 玩电脑游戏
5 在飞行
6 独自
7 搜索，寻找
8 增进友谊
9 把…当成…
10 同甘共苦
11 关心
12 与…交朋友
13 上飞机
14 开玩笑
15 给某人写封信
1 be fond of
2 all the time
3 serf the internet
4 play computer games
5 be on a flight
6 all alone
7 hunt for
8 develop a friendship
9 treat… as…
10 share happiness and sorrow
11 care about
12 make friends with
13 on board the plane
14 joke about
15 drop sb. a line
Unit 2
1 第一次
2 直飞…
3 别客气， 请随意
4 大多数
5总计
6 母语
7 除…之外
8 英语知识
9 发生
10 几天以后
11 分别去度假
12 旅行愉快
13 以…告终
14 不睡觉，熬夜
1 for the first time
2 fly all the way directly to…
3 make yourself at home
4 the majority of
5 in total
6 mother tongue
7 except for
8 a knowledge of English
9 take place/come about
10 in a few days time
11. go on separate holidays
12. have a good trip
13. end up with
14. stay up late
Unit 3
1. 进行体育锻炼
2. 去远足
3. 注意，当心，警惕…
4. 防晒
5. 体验生活
6. 逃离，远离
7. 为某人送行
8. 乘出租车
9. 代问某人问候
10. 乘飞机旅行
11. 另一方面
1. take exercises
2. go hiking/go for a hike
3. watch out for
4. protect sb. from the sun
5. experience life
6. get away from
7. see sb. off
8. take a taxi
9. say “Hi” to sb.
10. travel by air
11. on the other hand
Unit 4
1 主办2008 年奥运会
2 遇上，赶上,被困于
3 上游泳课
4 担任，充当
5 一大片，一大块，大量的
6 三思
7 往上拽，拦阻，使停下
8 抓住，坚持住
9 站立起来
10 面现惧色
11 冲走，刮走
12 电话号码
13 进行两天的旅行
14 一直爬到山顶
1.host the 2008 Olympics
2.be caught in
3. take swimming lessons
4. work as
5. a big mass of
6. think twice
7. pull up
8. hold onto
9. get on one’s feet
10. with a look of fright
11. sweep away
12. phone number
13. go on a two-day trip
14. climb all the way up to the top of the mountain
Unit 5
1 扮演角色
2 获得奥斯卡最佳女演员奖
3 挣钱
4 脱掉，起飞，成名
5 使某人得到一份导演的工作
6 把…剁碎
7 出错，出问题
8 把成功归功于某人
9 总共
10 以…开始
11 追赶，追逐
12 逃学
13 出现在电视上
14 对…高度评价
1. play roles
2. win Oscar for the Best Actress
3. make money
4. take off
5. win sb. a job as a director
6. cut …into pieces
7. go wrong
8. own success to sb.
9. in all
10. start with/begin with
11. run after
12.run away from school
13. appear live on the air
14. think highly of
Unit 6
1 一封感谢信
2 把…介绍给…
3 为…向某人道歉
4 留下好印象
5 为某人的健康干杯
6 喝一小口
7 赶时髦
8 忙于
9 敬酒的习惯
10 有礼貌
11 招待某人吃饭
12 请随便吃
13 省去，遗漏，不考虑
1. a thank-you letter
2. introduce… to…
3 . apologize to sb. for
4.make a good impression
5. drink to one’s health
6.take a sip
7. follow the fashion of time
8. be busy with sth.
9. the custom of toasting
10. have good manners
11. serve sb. with a meal
12. enjoy your meal
13. leave out
篇3：unit13-16 重要词组(人教版高一英语下册教案教学设计)
建议某人做某事 suggest doing sth; advise sb to do sth, advise doing sth 努力做某事 take pains to do sth, take pains in/over doing sth
养成……的习惯 develop/form/get into/be in the habit of
革除……的习惯 get out of/get rid of the habit of
跟上,不落后 keep up with 对……作出选择 make a choice/choices about
从……中选择,挑选 choose from 选择做某事 choose to do sth
对……有益,有好处;适宜,有效 be good for 对……好 be good to
擅长做某事 be good at 适用于某人/物 go for sb/sth
减肥 lose weight; be/go on a diet 增肥 put on/gain weight
做……的方式 way to do sth, way of doing sth
准备做某事 be ready for/to do sth; be prepared for/to do sth; make preparations for sth
即使,尽管 jeven if/ though 不时地,偶尔 now and then
缺乏,短缺 be short of 是……的缩写 be short for
一点也不 not a bit 一点 a bit/little, alittle bit
很多,非常 not a little 在将来 in the future
使……强壮 make…strong 小心做某事 be careful to do sth
小心某事/物 be careful with sth 垃圾食品 junk food
……的原因 reasons for… 列单子,造单 make a list of
给某人一些建议 give some advice on sth 发烧 have a fever
感冒 have/catch a cold 一直 all the time
大量,许多 plenty of 抵抗疾病 fight disease
对……有害 be harmful to, do harm to 保持健康 keep fit
Unit 14. Festivals
以……而著名,闻名 be celebrated for 盛装打扮 dress up as/in
听说有关的人/事 hear about 听说过某人/物 hear of
了解有关……人/事的情况 know about 听说过,知道(有)…… know of
聚集,团聚 get together 在接下来的几天中 in the following days
有能力做某事 be able to do sth
允许某人做某事,允许做某事 allow sb to do sth, allow doing sth
与……相似之处 be similar to出于对某人的敬意,为了纪念…… in honour of
不仅…而且…;既…又… as well as 尽可能…… as… as one can
信赖,信仰;支持;主张 believe in 捉弄,戏弄某人 play tricks/ a trick on sb
欺骗,吸收,摄入,理解 take in 起飞,成名 take off
占据(时间/空间);开始从事 take up 呈现 take on
将A与B比较 compare A with B 将A比喻为B compare A to B
与……比较 compared with/to 要求某物 ask for sth
过去常常做某事 used to do sth 事实上 in fact
主题歌 theme song 问候某人 greet sb
与某人分享某物 share sth with sb 与……相似 be similar to
以……为根据,依据 base on; be based on 不得不 have (got) to
该轮到某人做某事 it is one’s turn to do sth
Unit 15. The necklace
认识/识别某人/物 recognise sb/sth (by sth) 毕竟;然而 after all
承认某人/物有效,认可recognise sb/sth (as sth)
因为,由于 because of 最重要的,首先 above all 与某人结婚 marry sb; get/be married to sb 编造 make up
A将B嫁给C A marry B to C 访问某人;号召,呼吁 call on sb
访问某地 call at sp 打电话 call up
回电 call back 要求;邀某人同往 call for
取消 call off 试穿/戴 try on
付款买 pay for 偿还 pay back
还清债务 pay off 记下,写下 write down
值得做某事 be worth doing sth; be worthy of being done; it is worthwhile doing sth/to do sth
提出,想出 come up with 将……扮演出来,将……付诸行动 act out 在某人去某地的路上 on one’s way to
扮演角色 play a role in 日日夜夜 day and night
被邀请去 be invited to 至多 at most
至少 at least 宁愿(不)做某事 would rather (not) do sth
继续做某事 continue to do sth 十年的辛苦工作 ten years of hard work
解开谜团 solve the mystery 在舞会上 at the ball
不幸运 without luck 为什么不做某事 why don’t you/why not do sth
选择A而不选择B prefer A to B
选择做某事而不选择做某事 prefer doing sth to doing sth; prefer to do sth rather than do sth
选择某人做某事 prefer sb to sth 拿回来,使恢复 bring back
Unit 16. Scientists at work
浪费某事 a waste of sth 浪费……做某事 waste sth on sth/in doing sth
在将来 in (the) future 利用，使用 make use of, take advantage of
做某事仔细，小心be careful doing/with/about sth 对某人有利to one’s advatage 免费地 free of charge 负责，掌管 in charge of
被/由……管理 in the charge of 结果证明是 prove to be/turn out
突然哭起来 burst into tears 含泪，流着眼泪 in tears
将某物撕成碎片 tear sth into pieces 扯下，拆毁 tear down
撕裂/毁 tear up 由……组成，构成 be made up of
由……制成（看不出）be made from （看出）be made of
把……制成…… be made into 在……生长，产 be made in
毫无疑问的 there is no doubt that; without/beyond/no doubt
怀疑地 in doubt 依某人看来 in one’s opinion/in the opinion of sb 将……和……联系在一起/将……和……绑/系在一起 tie…to…
将……和……绑/系在一起fasten…to… 保护……免受……protect…from…
为争取……而斗争 fight for 为反对……而斗争 fight against/with
和……并肩作战 fight with 在……（身上）做实验 test on
处理 do/deal with 挑选，辨别出 pick out 接收，捡起，中途搭载，无意中学会 pick up 接近，靠近get close to 制造噪音make noise
对……有益 be good for 对……有害be bad for/harmful to
因……而闻名be famous/known for 作为……而文明 be famous/known as
为……所熟知 be famous/known to sb 全世界 all over the world
在十八世纪 in the eighteenth century 做实验 do/conduct/carry out experiments; do/conduct/carry out an experiment
站立 stand up 将……加到……上 add…to… 加起来达到 add up to
在某人的控制之中 in the control of sb; under control失去控制 out of control 阻止做某事 prevent/stop/keep…from… 至少/多at least/most
例如such as 照顾 take care of 当心，小心 take care, look out, be careful
有/没有权利做某事 have right/no right to do sth
遵守/违背法律 obey/break the law
弄清楚 make clear 违背，反对 go against
大量，许多A number of, a great many, a great deal of, plenty of, lots of, a lot of
篇4：unit6 good manners难点透析：重点词汇、词组(人教版高一英语上册教案教学设计)
1.manners
1)方式[C)通常用作单数“……地”
The sheets are usually folded in this manner．被单常制是这样折叠的。
2)态度，样子(多作复数，有时可加不定冠词)
I don't like his manner． 我不喜欢他的态度。
3)习惯，风俗，礼貌(多作复数)
It's bad manners to stare at people． 瞪着眼睛看别人是不礼貌的。
custom，habit，manners辨析
1）custom “习惯，风俗”，多用来指“国家，社会”的风俗，习俗，也可以表示某人的“习惯”，常指因长期延续而固定下来的风俗，习惯。如：
Social customs are different in different countries.社会风俗各国不同。
It was Tom's custom to get up early and go for a walk before breakfast．
汤姆的习惯是很早起床，并且在早餐以前散步。
2)habit“习惯”，指个人经常所做之事而不易放弃。
He has a habit of early rising．他有早起的习惯。
3)manners指“习惯，风俗，礼貌”时，常用复数形式，它既可用以指habit，也可用以指custom，它的意义介于habit和custom之间，可与custom连用。如： manners and customs 风俗习惯
2．beside，besides
1)beside prep．(=by the side of; close to；near)在……旁边
Put the cases beside mine when they are ready．把箱子准备好后放在我的箱子旁边。
2)besides adv.“此外、还有”
It’s too late to go out now．Besides，it's starting to rain．现在出去太晚了，况且已开始下雨了。
3．mean to do，mean doing
1) mean to do 打算干某事
I mean to talk with him about it.我打算就此事和他谈谈。
2) mean doing 意味着
I’ll not wait if it means delaying more than two days．如果那意味着将耽误两天多，我就不等了。
3)mean sb．to do sth．打算让某人干某事
I don't mean you to read this letter．我不打算让你读这封信。
4)means 手段、方法(单复数同形)
by this means=in this way=with this method通过这种方法
I’1l do the job by this means．我将用这种方法做这项工作。
by means of 用……方法
Thoughts are expressed by means of words．思想用语言来表达。
by no means 决不、一点也不
She is by no means poor，in fact，she's quite rich．她一点也不穷，实际上她很有钱。
by all means(=Of course，certainly) 当然可以
“Can I see it?”“By all means．”--我可以看看吗? --当然可以。
4．drink to，drink a toast
drink to …“为……干杯、为……祝酒”其中to是介词．
Let's drink to the success of your schoo1．让我们为你学校的成功干杯。
Let's drink to the happiness of the bride and bridegroom．让我们为新郎和新娘的幸福干杯。
drink a toast 祝酒、敬酒(=toast v．)
Having good table manners means knowing，for example，how to use knives and forks，when to drink a toast (to toast)and how to behave yourself at the table．
在餐桌上，“懂礼节”意味着你知道如何使用刀叉、何时祝酒以及如何在进餐时举止得当。
Let's drink a toast to your health!让我们举杯祝你健康!
5．start，start with
start(=begin)一般情况下start doing sth．=start to do sth．
如:He started learning／to learn English when he was only three．他三岁就开始学习英语。
但下列三种情况只能用start to do sth．
a)当主语是物而不是人时。如：
The ice started to melt．冰开始融化了。 ．
b)当start用于进行时态时。如：
She is starting to cook the dinner．她正开始做饭。
c)当start后面的非谓语动词指心理状态或精神活动(如:think，realize, wonder, understand...)时。如：
She started to wonder who had done it. 她开始(感到)纳闷，这件事究竟是谁做的。
start with 从(以)……开始
A western dinner usually starts with a small dish called a starter．西餐通常以一道叫做开胃小菜开始。
注意：to start with 还可作插入语，意为“首先、第一点”。如：
We can't go．To start with，it is too cold．Besides，we don’t have enough money．我们不能去了。首先，天太冷；此外，我们没有足够的钱。
6．introduce v．介绍、引进(introduction, n．)
introduce sb．to sb．把某人介绍给某人
The teacher has just introduced the new pupil to the rest of the class．老师刚向班上其他同学介绍了那位新同学。
introduce oneself 自我介绍
Let me introduce myself to you all．让我向你们大家作自我介绍。
注意：其后不跟双宾语，即没有“introduce sb．sth．”这种表达法类似的词还有explain， suggest等。
introduce a new idea(technique．．．)引入一种新思想(技术……)
I hope that they will soon introduce new techniques to reduce the pollution．我希望他们早些引进降低污染的新技术。
7．impression 压痕、印象 脚印常用 “footprint” 或 “footmark’’表示。
What were your first impressions of London?你对伦敦的最初印象如何?
常见的词组：
make a good impression 留下好印象
First impressions are half the battle．[谚]最初的印象最深刻；先入为主。
Give sb．a favorable impression 给某人以好印象
Give one's impression of 陈述自己对……的印象
Make an impression on sb. 给某人留下印象；给人以……影响
Make no impression on 对……无影响(效果)
8.unfold
unfold是由表否定前缀un+fold构成的。表否定的前缀还有：
dis---disappear，discourage，disappoint
in-(il-，im-，ir-)--independent，informal，illegal，impolite， irregular
un---unknown，unlock，unhappy，untie，unfair
mis---mistake，misunderstand，misspell non---nonsmoker，nonstop
9．follow v．
1)跟随
He followed the old man into the building．他跟随那老人进了大楼。
Spring follows winter．冬去春来。
注意：following与followed不同 ’
He came in，following the teacher．他跟着老师进来。
He came in，followed by the teacher．他走了进来，后面跟着老师。
2)遵循、遵照、听从、仿效
follow one’s advice听从某人的建议
Follow the instruction on the bottle．照瓶子上的说明做。
3)听懂、听清
I don't quite follow you．Will you speak slowly?
我听不太清，请慢点说好吗?(don't不能用can't；can't表示无能力听清。)
4)follow the example of…(=learn from)向……学习
We must follow the example of Lei Feng．我们必须向雷锋学习。
5)as follows 如下 He explained it as follows．他做了如下解释。
篇5：《登高》 教案教学设计(人教版高一上册)
一、教学目标：
学生能准确掌握文中的生字词，并能顺利朗读背诵。
学生能理清诗歌的情感线索，领会诗歌的内容。
学生能通过对诗句的鉴赏来把握诗人的思想感情。
教学重难点：
教学重点：诗的诵读与积累。
教学难点：对杜甫诗歌中沉郁风格的理解和领悟。
教学方法及辅助工具：
教学方法：讲授法，诵读法，讨论法
辅助工具：多媒体
课时安排：1课时
教学步骤：
、导入：春天，是万物复苏、鸟语花香的季节，在春天的时候我们喜欢做什么呀？踏春，去感受春天的勃勃生机。而在秋高气爽的时候，人们则喜欢登高望远、饮酒作诗。唐代诗人王维在《九月九日忆山东兄弟》里说道：“独在异乡为异客，每逢佳节倍思亲。遥知兄弟登高处，遍插茱萸少一人。”抒发的是思乡思亲的情感。今天，我们要学习的这首诗也是诗人杜甫在登高时创作的，诗名就叫《登高》。
、背景材料：
杜甫，被后人称为“诗圣”，其诗被称为“诗史”。
这首诗大约作于公元767年，唐代宗大历二年秋（普及一个知识），当时安史之乱已经结束4年，但各地的军阀又在不断混战，抢占地盘。杜甫因战乱而流离到夔（kui）州，此时的他已经56岁，身染重病，为了排解忧愁，又值重阳节之际，因而登高望远，在登高后看到的是深秋的萧条景色，由此想到国家正值战乱，感时伤怀而作。
、解析字词，理顺文章：
渚清沙白：渚，水中小洲；清，洲边的江水清澈；沙白，小洲上的白沙。
翻译：天高风急，猿啸声声似乎蕴含着无限的悲哀，孤洲沙白，只有沙鸥不时地回旋。无边无际的落叶纷纷飘坠，奔腾不息的长江滚滚而来。离家万里，悲叹自己经常漂泊他乡，衰老多病，寒秋中独自登临高台。世事艰难，可恨秋霜凝染了我的双鬓，穷困潦倒，不得不放下这浇愁的酒杯。
、品读课文：
俗话说“读书百遍其义自见”，学习一首古诗，肯定就是要读的，下面就请同学们自由朗读一遍，一定要注意有感情的朗读，把握好节奏。
接着播放一份朗读音频，让学生听。再请同学起来读一遍，最后全班齐读一遍。
、内容品读：
1、同学们刚才都读了这首诗，感觉到诗中一直贯穿着的一种情感是什么？
明确：忧愁、悲伤、孤独等。
诗人在诗中是怎么体现这个“悲”字的？（让学生讨论）
明确：首先体现在所见的深秋景色的悲上。首联和颔联“风急天高猿啸哀，……不尽长江滚滚来”。
首联和颔联中有些什么景物，也就是意象？分别有什么特点？
明确：八种。风，天，猿，渚，沙，鸟，落木，长江。特点是急风，高天，哀猿，清渚，白沙，回鸟，落木萧萧下和长江滚滚来。
这些各具特点的意象是怎么来表现诗人描写的秋景之悲的？
明确：（1）、急风，说明风很大，又是秋天的风，而且还是登高之后感受到的风，我们知道越往高处走，温度就越低，所以这时的风肯定是又冷又大的，这风不仅吹在诗人的身上，更在诗人的心上。
（2）、高天，天高阔远，在茫茫天地之间，诗人更觉得自己渺小，无限悲凉之情涌上心头。
（3）、哀猿，猿的叫声是哀伤的，这更为诗人悲凉的心境更添一层。
（4）、清渚和白沙，清和白都是冷色调，更显环境的冷清和凄凉。这又使得诗人更为悲伤。
（5）、回鸟，因为急风而不断盘旋不能往前飞的一只鸟儿，而且只有一只，它是孤独的，这让作者自己感到了自身的孤独。
（6）、落木萧萧，落木就是落叶，到了秋天，树叶纷纷落下，这意味着生命的终结，从落木中诗人也看到了自己的生命正在走向尽头，由此更显凄凉。
（7）、《论语》中有一句话，逝者如斯夫，不舍昼夜。苏轼在《赤壁赋》中也写到“哀吾生之须臾，羡长江之无穷”，都是在感叹生命的短暂，光阴的易逝。因此在这里也是诗人感叹人生苦短。
这些都是从写景来体现“悲”的。
除了秋景之外，作者还从什么方面来体现“悲”的？
明确：还体现在诗人的遭遇上。集中表现在颈联和尾联。“万里……浊酒杯”。
万里悲秋常作客：离家万里，悲叹自己经常漂泊作客他乡，壮志难酬，处境艰难。
百年多病独登台：诗人孤身一人抱病登台，倍感凄凉。
艰难苦恨繁霜鬓：如何理解“艰难”一词？双重意思，一是指国家要平息**的艰难和自身命运之艰，常年漂泊，生活艰难。
也许有人会说，他难道是神经病吗？连自身的生活都保证不了，还要去关心国家大事，这不就是吃饱了撑的吗？但是这就只是我们普通人的想法，而真正伟大的人就是他这样的，有着忧国忧民的崇高品质，若世间少了这些人，那么我们现在享受到的美好生活就会变得遥不可及。
潦倒新停浊酒杯：自古以来，中国人只要一有烦恼就会借酒浇愁，今天也不例外，而诗人内心苦闷，想要一醉解千愁，可是又以为自己年老多病，不得不戒酒，心中万千思绪无法排解，也就愁上加愁了。
、把握作者情感：
这首诗是由前四句的写景转到后四句的抒情，使之情景交融，作者的情感由“风急……鸟飞回”的孤独到“无边……滚滚来”的沉郁，再到“万里……独登台”的愁苦，最后到“艰难……浊酒杯”的无奈，由此看出全诗的感情基调就是一个字：悲。
（七）、总结：
全诗通过所见的秋江景色，倾诉了诗人长年漂泊、老病孤愁的复杂情感。可以说，这首诗是杜甫对生命的感悟、对时世的艰难、对漂泊的一生、对凄凉的晚景和对未酬的壮志的一个总结。它因其雄浑悲凉的意境、工整齐协的格律而被称为“古今七言律第一”。
、板书：
杨翼菁
[《登高》 教案教学设计(人教版高一上册)]
篇6：unit7 的重点词组(人教版高三英语上册教案教学设计)
I. Warming up
1. care for 喜欢，照顾
2. care about 关心，担心
3. safety measure 安全措施
4. fake food product 假冒食品
5. fake milk powder 假冒奶粉
6. an increasing problem 不断增加的问题
7. social conscience 社会良知
II. Reading
1. want/have a day off = ask for a day’s leave 1 请一天假
2. pick a man’s pocket 掏某人口袋
3. leave sb alone别管他
4. do good to sb对某人有好处
5. bring in profit带来利润
6. be in want/need of急需
7. raise money 筹款
8. make a contribution 捐赠，作出贡献
9. afford to do sth供得起
10. be badly off穷困
11. make it short 长话短说，简而言之
12. close up （尤指暂时）关闭，使靠近
Language study
1. love (n. ) for the poor 对穷人的爱
2. have no eye for 没眼力，没眼光，不关心，不注意
3. far from 远离，远远不，完全不
4. comment on 评论
5. of Dickens’ times 狄更斯时代
6. in favour of 支持，赞成
7. in praise of 表扬
8. in honour of 为纪念，为庆祝
9. in the face of 面对
10. in hopes of= in the hope of = in the hope that 怀着。。。的希望
11. in search of 搜寻
12. in memory of 纪念，追念
13. turn the whole room upside down 把整个房间翻了个遍
14. turn down my suggestion拒绝接受我的建议
15. believe in信任某人
16. admit doing sth承认做了某事
17. end up with 以…结尾
18. as follows 如下
Integrating skills:
1. take one’s place 代替某人的位置
2. have an eye for：有眼力；有眼光；对…感兴趣
3. be content to do 满足于做某事
4. of late 最近，近来
5. on the contrary 相反地
6. toast to 为…举杯庆祝
篇7：高一英语第七单元完整教案(人教版高一英语下册教案教学设计)
Warming up & Listening
Type of lesson: Warming up & listening
Teaching aims: 1.Talk about cultural relics, their importance and ways to protect them.
2.To improve the ability of listening.
Teaching aids:Tape recorder, paper sheet, projector
Teaching procedures:
Step I. Warming up.
Task 1:Team work on the topic “cultural relics”.
Q1:What does the topic mean? Have you got any ideas of cultural relics?
Q2:Are there any cultural relics in Beijing? Name some.
Task 2:Talk about the given cultural relics.
Q1:What are they? Where are they?
Q2:Which one would you like to visit? Why?
I would like to visit _________ because ____________.
I think it’s famous for __________________________.
Q3:What do you think of the cultural relics ? What can we do to protect them? Let’s listen to a passage and see what are mentioned in it.
Step II. Listening.
1. Ask the students to read the chart on P43 before listening and find out what they are asked to fill in the chart.
2. Listen to the passage for the first time and then ask the Ss to tell the names of the sites orally.
3. Listen to the passage for two or three times and try to say something about the importance of each place.(Check in pairs and then in class)
1) _______,there is a statue of a horse._______, there is a large stone elephant.The main building is _______.This site is important because it tells us about what kind of buildings people had in the past.
A. On the left B .in the centre C. On the right
2) This beautiful temple stands between a lake and a mountain. The temple is an important part of our history; many important things happened here, and many poems have been written about the temple.
3) People come to Mt. Lu Shan to look at the beautiful mountains and waterfalls .Over there, between Red Sun Mountain and the lake is the Blue Waterfall ,one of the biggest in the area. Between the lake and the village is the Moon Tower. The mountain is an important part of China’s history and important people have been here.
4. Listen to the passage for another two times and try to find out the measures people take to protect the places.
(Do the matching exercise)
Protect the palace build a museum
walk around the house
Protect the temple limit the number of cars
build a wall
Protect the mountain move some to the museum
try to use buses
5. Ask the Ss to read the pictures on P44 and the instructions, too. And then listen to the passage again to complete the exercise.
6. Discuss the answers in pairs and then check them in class.
Step III. Ask the Ss to do talking exercise on P121 in a group of five. And two or three groups will present their decision in the next class. The other groups have to write down their decision.
( 教师应给每组评分。小组之间互评，每组每个人有口语成绩的一并积累。)
Speaking:
Type of lesson: Speaking
Teaching aims:1.To learn how to ask for and make suggestions.
2.To help the Ss make dialogues in proper situations.
3. To encourage the Ss to discuss in groups and develop their imagination and creativity.
Key point: To help them use the functional sentences correctly in proper situations.
Teaching aids: Tape recorder, pictures and some real objects.
Teaching procedures:
Step I. Ask the Ss to read the instructions.
Step II. Help the Ss understand the instructions.
. 1.Q1:What kind of box is the culture capsure? (about 2*2 metres / an imaginary large box)
Q2:Shall I put in a cat?(No, you can’t put any living things in the capsure.)
(No, the object you’ve chosen should represent Chinese culture.)
Q3:Shall I put a bowl?(Yes, but it should have some cultural value, For example,it was made in Qing Dynasty.)
2.Ss discuss in groups and fill in the form.
What do you want to put in? Why?
3..Ask the Ss to make up their own dialogue by using the functional sentences.
Step III. Ask the Ss to sum up some useful expressions.
Asking for suggestions:
1)What shall I do …?
2)Can’t we do …?
3)Should we do …?
Making suggestions:
1)What/How about…?
2)Why not…?
3)Why don’t you…?
4)I think you’d better do… .
5)I suggest you (should) do … .
6)Let’s do … .
7)I’d like to do… .
8)Maybe we could do … .
Step IV. Ask the Ss to present pairwork on the culture capsure.(Act out their dialogues).
Step V. Ask the Ss to make up a new dialogue with the useful expressions above in a group of four.
Situation:
You are going to hold an evening party. You haven’t decided the place, the time and the guests you’re going to invited. Now, you are talking about the party with your family.
Step VI. Ss present their decision.
Step VII. Homework .
Write down the dialogues they have made up.
Reading:
Type of lesson: Reading
Teaching aims:1.To help the students to have a good understanding of the text
2.To train the students’ reading ability
3.To solve their difficulties by reading, discussing and doing exercises
Teaching procedures:
Step I. Lead in.
1. Ask the Ss to say something about the standard of Great cities.
T: There are many great cities in the world. In your opinion, what makes a city great? Let’s take Beijing as an example.(见课件)
1) a long history
2) the capital of the country
3) a large population
4) Something important once took place there.
5) many places of interests
6) …….
2. Show the pictures of famous rivers in the world and introduce St.Petersburg.
T: Water is important for human beings ,here is a proverb saying,” Where there is a river, there is a city.” Maybe it’s not always true. But it’s true that many of the world’s greatest cities have been built on the banks of a river.
Now,I want to show some pictures of famous rivers in the world. And all of them flow through famous cities in the world.
1) The Yangzi River ------Nanjing
2) The Thames River ----- London
3) The Newa River----- St.Petersburg
1) The Yangzi River
2)The Thames River
3) The Newa River
T : Do you know the city of St.Petersburg? It’s the second largest city in Russia. And it’s 300 anniversaries of this city this year. The same as Beijing, St.Petersburg experiences many famous events in history. Until now St. Petersburg , as one of the oldest and the most well-known cities in the world, still keep making legends .So today let’s learn about this city,” A City of Heroes”, St. Petersburg.
Step II. Help the Ss to understand the passage.
1. Ask the Ss to read the title and find out what the passage is about.
The text must be about a city which has many heroes.
2. Do fast reading to find out the answers to the following three questions.
Q1:Which city will the text talk about?
Q2:Who are heroes?
Q3:Who is the man on the bronze horse?
3. Ask the Ss to read the text aloud with the tape, and then finish True or False Statements. (WB P68)
4.Help the Ss to deal with the difficult points.
1) Match the words on the left with their meaning on the right.
cave make something as good as it was before
project to build again; construct anew
ruin artist; person who paints pictures
ancient very old; from a long time ago
.portrait break or harm something
damage a picture that you take with a camera
rebuild a painting or picture of a person
restore a big plan to do something
painter a building that has been deadly damaged
photograph a large hole in the side of a mountain or under the ground
2) Help the Ss to understand the following sentences.
a. Pieces of the palaces that had been hidden before the Germans came could be used to rebuild the city and its culture.
b. With the help of old paintings and photographs, the people of St.Petersburg were able to bring back the beauty of their culture and history.
c. The palaces are large and beautiful, and they often look like something out of a fairy tale.
4. Ask the Ss to summarize each paragragh with one or two words.
St.Petersburg
Para 1: the building of the city
Para 2: the decline of the city
Para 3: the rebuilding of the city
Para 4: the present situation of the city
5. Ask the Ss to have a discussion on the chart in a group of four, and then ask some of them to fill in the chart.
Work sheet:
the building of the city
position
creator
personality of Peter the Great
the decline of the city (important historical events)
time
how long
intruder
the results of the Nazis’failure
the rebuilding of the city
materials
difficulties
the result of hard work
the present situation of the city
the modern heroes of Russia
the character of people of St.Petersburg
Step III. Ask the Ss to do post-reading exercises.
1.Discuss the questions in pairs.
Q1: Why are the people of St. Petersburg heroes?
Q2: Why do people think St. Petersburg is a great city?
2.Ss present their opinions in class and then the teacher makes a summary.
T: From the text we just learned, we can see that St. Petersburg, this great city, has a lot of history. In the past, Peter the Great was the hero of St. Petersburg. Now the people of St. Petersburg are keeping on making legend of St. Petersburg, even the legend of whole Russia. As a result, strong, proud and united, the people of St. Petersburg are the real modern heroes of Russia.
Step IV. Communication exercise.
Task: Talk about the celebrations of the city held in the city this July.
Step V. Homework.
1. Find out more information of the city on the Internet. Report it to the class in the written form.
2. Finish Ex.2 on Students’ Book P46.
Answer sheet:
the building of the city
position on the banks of the Newa River
creator the Russion Czar Peter the Great
personality of Peter the Great strong and proud
the decline of the city (important historical events)
time 1941
how long 900 days
intruder Germans (Nazis)
the results of the Nazis’failure 1.fires burned everywhere
2.buildings destroyed
3.paintings and stutues lay in pieces on the ground
the rebuilding of the city
materials 1.pieces of palaces that had hidden before the Nazis came
2.the old paintings and photograghs
difficulties save the buildings and palaces without destroying their old beauty
the result of hard work 1.Parts of statues have been put back together.
2.Missing pieces have been replaced.
3.Old paintings and the old palaces have been made as wonderful as in the past.
the present situation of the city
the modern heroes of Russia the people of St. Petersburg
the character of people of St.Petersburg strong, proud and united
Word Study
Type of lesson: Word study
Teaching aims:1. Help the Ss use some key words and expressions in this unit.
2.Help the Ss to know how to build a word with “re”.
Key point: Master how to use the key words and expressions in different situations.
Teaching procedures:
Sept I. Ask the Ss to find out the sentences with the words and expressions in the text and read them out.
Step II. Ask the Ss to read more examples and sum up the usage.
Step III . Ss do the exercises.
Step IV. Check the answers .
Step V. Homework.
1)Ask the Ss to make up a short passage with the words and expressions learnt in this unit.
2)Review the whole unit.
I.Word formation “re- “
1.Find out the words with “re-“ in the text and understand the meaning.
A prefix is a syllable that is added to the beginning of base word to change its meaning. In the text, prefix “re” means again .
2.Do Ex.1 on P46.
II. Word study.
1. use 的用法 (vt. & n.)
1) Are you using this knife or can I borrow it?
2) This glass has been used. Please fetch me a clean one.
3) Bamboo can be used to build houses.
4) These lights are used for illuminating the playing area.(赛场)
5) This grammar book can be used as a textbook..
6) A food processor has a variety of uses in the kitchen. (n.)
7) Don’t throw that cloth away. You’ll find a use for it one day.(n.)
8) It’s no use arguing with him any more. He won’t listen to you.(no use doing sth.)
9) If you don’t have enough money, You are able to buy a used car instead of a new one.
( A past participle can be used as an adjective.)
Exercise:
1. The old hospital _____________.( 已经不再使用了)
2. Computers should be designed for the people who _______________.(使用它们 )
3. It’s no use _________________( 帮助他学英语).He doesn’t want to learn it well at all.
4. She hurt her arm in the fall and _____________( 失去作用) of her fingers.
2. It is true that many of the world’s greatest cities have built on the banks of a river. (It + be + adj./n./p.p. +to do/ that ….)
It was difficult to save the palaces and buildings without changing their old beauty.
1)Is it true that the scientist will give us a lecture next week?
2)It is said that at least ten buildings will be built soon in our city.
3)It is easy to recite the text.
4)It’s a rule in our school to do a good cleaning on Friday.
Complete sentences.
1)据报道，一些外宾明天要到我校参观.( reported )
____ _____ _____ many foreign guests will visit our school.
2)行这次会议，意义重大。（ important; of great importance）
a. To hold the conference is ____ ____ ____.
b.___ ____ ____ to hold the conference.
3.give up /give in
1)She gave up her job to look after her sick mother.
2)He has to give up playing football because of his broken left leg. .
3)You can’t win the game ,so you may as well give in.
Exercise:
1) The doctor told him to _________ smoking because he had coughed for a long time.
2) The enemy is surrounded ,and will soon ____________.
3) He has to _______ drinking whisky because he suffers from heart attack.
4.
look out, look after, look at, look up, look for
1) If you have new words, you should ________ the words in your dictionary.
2) Peter _______ his pen , but he didn’t find it.
3) _________, a car may hit you!
4) A good doctor should _________his patients very carefully.
5) Mary _______ the blackboard , but she could see nothing .
5. try to do/ have to do/ be able to do
1)We ______ remember the useful words and expressions in this unit in five minutes, but we failed..
2)She wasn’t ____________ go to the games because she hurt her right knee a week ago.
3)The workers ___________ stay up all night in order to finish the work on time.
6.seem 的用法见教参P145
1) It seems that it’s more difficult for women to get to the top of a company.
2) It seems that he is lying.
3) I seem to have seen her before.
4) It seems that he is angry. =He seems to be angry.
5) It seems as if/though he were in a dream.
6) It seems (as if) there will be an election soon.
Rewrite the following sentences.
1) It seems that he is an expert. He seems _____________________.
2) He seems to know everything. It seems _____________________.
III. Complete the passage with the suitable phrases.
try to, be able to, use, it +be+ important, have to
Karl Marx was born in Germany and his mother tongue was German . When he was still a young man he _had to leave his mother land. In 1849,he started working hard to learn his English because it was widely used all around the world. He made such rapid progress that before long he was able to write articles in English for an American newspaper. When he was in his fifties, he found that it was important to study the situation in Russia. So he began to learn Russian. Half a year later, he could read articles and reports in Russian. “ When people use the language, they should try to forget all about their own.” Such was Marx’s suggestion on how to learn a foreign language.
Grammar
Type of lesson: Grammar
Teaching aim: Ss will be able to understand the meaning of the Present Perfect Passive Voice and its functions.
Teaching focus: Ss can use the voice in a proper situation.
Teaching aid: Paper sheet, pictures or projector
Teaching procures:
Step I. Lead in.
Show some pictures to help the Ss to understand the meaning of the voice.
1)The window has been broken .
2)A new school building has been built for a month.
3) Look, the dirty table has been cleared.
Step II. Ask the Ss to find out the sentences with the Present Perfect Passive Voice in the text and tell why the passive voice is used.
Explain these sentences are used :
1) When the doer is unknown (Sentence 1)
2) When the doer is not important (Sentence 2)
3) When we want to highlight the object of the active sentence(Sentence 3)
Step III. Observe the functions of the voice.
Ask the Ss to read more examples and sum up the structures.
1)All the tickets for the International Music Festival have been sold out.
2)Whose homework hasn’t been handed in?
3)Has the building been completed?
肯定式Have/has been done
否定式Have/has not been done
疑问式Have/has…been done
Step IV. Practise using the voice.
1) Do exercise on P49 (checkpoint) and then do Ex.1 on P47.
2) Do Ex.2 on P123.
3) Do Ex.2 on P47.
Step IV. Practise the voice.
1) I see a lot of trees on the street .The trees _____ _____ planted for years.
2) Anybody who cuts down young trees _____ ______ punished.
3) I can’t enter the building because it ______ _____ locked on Sunday morning.
4) A museum ____ ____ built for cultural relics in the village.
5) Many measures _____ _____ taken to protect cultural relics in China ,so we are able to see many places with their original (最初的) looks.
Step VI. Homework.
1. Finish Ex.2 on P63 in the workbook.
2. Do Ex.3 on P123.Observe the examples first and then do the exercise.
Integrating skills
Type of lesson: Reading and writing
Teaching aim: Enable the Ss to improve the ability of reading and writing
Teaching aid: projector, paper sheet, tape recorder
Teaching procedures:
Step I. Ask the Ss to fill in the form after reading the text.
1. Do it individually.
2. Discuss in pairs.
Location feelings problems suggestions
Step II. Ask the Ss to learn to write a letter to an editor.
1. Find out what they want to write about individually.
2.Write it by themselves.
3.Exchange their letters.
4.Present their letters in class.
Step III. A writing task.
The Yellow Mountain is a place of interests, a great many travelers visit it every day. You traveled there on National Day and had a pleasant time. However, you were not satisfied with some behaviors（行为）. Now, you are writing to the management office (管理处) according to the given information in the chart.
Problems Suggestions
throw about the rubbish take away
kill wild animals, catch birds stop hunting
pick flowers protect plants
do the cooking in the wood take meals, forest fire
Possible version:
Dear Editor,
I’m a visitor from Beijing. I traveled to the Yellow Mountain on National day and had a pleasant time there. However, I found some problems during my journey. Some tourists threw about waste paper, plastic bags and tins. Some killed wild animals, caught birds and picked up flowers. Some even did the cooking in the wood.
As we know, the Yellow Mountain is a place of interests. A great many travelers visit it every day. In my opinion, the travelers should take away rubbish with them when they leave. They should stop hunting and plants should be protected .What’s more, all the tourists should take their meals in order not to cause forest fire.
Yours sincerely,
Alice
篇8：Unit5 知识(人教版高一英语上册教案教学设计)
(一)如何使用marry一词
(1)marry在大多数情况下是及物动词，需要宾语或用被动语态。
e.g.When did she get married?
她是什么时候结婚的？
(2)在有副词修饰时，marry可作不及物动词用。
e.g.She married very early.
她结婚很早。
(3)“和某人结婚”不能说“marry with sb.”，应该说“marry to sb.”也可以不与介词搭配，将marry用作及物动词。
e.g.She married a doctor.
or:She was married to a doctor.
她和一个医生结了婚。
(4)marry和get married都是非延续性动词，因此不能与表示一段时间的状语连用，表示结婚已有一段时间应该用be married。
e.g.They have been married for ten years.
他们结婚已经了。
(5)问现在的婚姻状态时，可以说“Is she married (or single)?”但不能说“Has she married?”
(二)keep一词用法小结
keep是高考常考词汇之一，其含义丰富，与其搭配的短语也很多，其主要用法如下：
用作及物动词
(1)保留，保存，保持，留下
e.g.We’d better keep a seat for him.
我们最好给他留个座位。
He kept all the money in the bank.
他把所有的钱都存入了银行。
(2)履行(诺言)，遵守
e.g.One should keep one’s promise.
一个人应当遵守自己的诺言。
Everyone must keep the law.
人人都必须守法。
(3)赡养，养活，饲养
e.g.He has a large family to keep.
他有一大家人要养活。
The old man kept many animals like dogs，pigs and cats.
这位老人养了许多动物，像狗、猪、还有猫等。
(4)经营，管理
e.g.He kept a hotel in this city.
在这座城市里，他开了一家旅店。
She is good at keeping house.
她擅长管理家务。
(5)保守(秘密)，记(日记、账)
e.g.Can you keep a secret?
你能保守秘密吗？
The boy keeps a diary every day.
这个男孩每天记日记。
(6)使……处于某种状态(情况)
在这种情况下，keep常跟复合结构(keep+宾语+补语)。用作宾语补足语的词有现在分词、过去分词、形容词、副词以及介词短语。
e.g.He kept me waiting for half an hour.
他让我等了半个小时。
Keep your mouth shut and your eyes open.
少说话，多观察。
The doctor kept me in for a week.
医生一周没让我出去。
He always keeps his books in good order.
他总是把书放得整整齐齐。
用作不及物动词
(1)保持，继续(处于某种状态)(keep为系动词)
e.g.Please keep quiet.
请保持安静。
We’re keeping in very good health.
我们身体非常好。
(2)(食物)保持良好状态。
e.g.Will this fish keep till tomorrow?
这鱼能放到明天吗？
keep构成的一些短语
keep(sb.)away(from sth.)(使)离开(某物)
keep sb.from doing sth.阻止某人做某事
keep sth.in mind记住某事
keep sb./sth. out(of sth.)不让……入内
keep back忍住(眼泪)，扣下，隐瞒
keep in touch with 与……保持联系
keep(on)doing sth.继续做某事
keep off远离，避开
keep up 保持(不低落)，继续
keep up with 跟上，不落在后面
(三)afford的用法
及物动词，其主要用法如下：
(1)“担负得起(……的费用、时间)”，常与can，could，be able to连用，表示“有足够的(时间、金钱等)条件(做某事)”。
afford +n./pron.
e.g.Now many people can’t afford the medical treatment in the country.
现在在农村许多人看不起病。
I can’t afford the time for it.
这时间我花不起。
afford to do sth.
e.g.Before liberation many people couldn’t afford to go to school.
解放前，许多人上不起学。
We can’t afford to buy this new house.
我们买不起这新房子。
(2)提供，供给，给予(正式用语)
afford sth.
e.g.The trees afford a pleasant shake.
这些树提供阴凉。
afford sb.sth./afford sth.to sb.
e.g.Reading affords us pleasure.
阅读使我们快乐。
History affords lessons to us.
历史给我们提供经验教训。
(四)关系副词when/where不能替代“介词+which”的场合归纳。
在定语从句中，when/where往往可以代替某些“介词+which”。
e.g.Tell me the time when/at which the train leaves.
告诉我火车发车的时间。
You’ll have some spare time when/during which you can learn English at home.
你会有些在家你可以学习英语的业余时间。
This is the school where/at which I used to study.
这就是我过去上学的那所学校。
Think of a place where/to which we can go for dinner.
想出一个我们可以去吃晚饭的地方。
但在下列情况下，when/where不能代替“介词+which”。
(1)当since，until，after，before+which时，不能被when代替。
e.g.I met Jack in 1980，since which I have never seen him.
我是在1980年见过杰克的，自从那时以来再也没见他。
He came back at ten，until which we worked.
他十点钟回来的，直到那时我们还在劳动。
He went to school at 8，before which he read English.
他八点钟上学，这之前他读了英语。
(2)当on，behind，in front of，through，from，beside，around+which时，不能被where代替。
e.g.I saw a desk on which was a book.
我看见一张桌子上有本书。
The house，in front of which there is a tree，is my home.
那所房子是我的家，其前有棵树。
This is the window through which the thief came in.
这就是贼从那进来的那个窗户。
篇9：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)
I Teaching Aims and Demands
1.Words and expressions
1)words
honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;
deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion
2）useful expressions
be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with
2.Oral demand
Talk about friend and friendship in English
3. Grammar
1）the indirect speech led by if/what /who/where/how…
2）review the usage of nouns and articles
4. Written demand
write an E-mail about friendship
5.Moral demand
Teach the Ss how to get on well with friends and treasure friendship.
II Teaching method
Co-orperating teachong
III Study method
Self-study guided by the teacher
IV Teaching aids
Computer,tape recorder,slide shoe,etc.
V Teaching steps
Period 1
Step 1 1. Ask the Ss the following questions to review some
Warming up words they know to describe their friends:
1) Do you have good friends?
2) What do you think of them? / Why do you think he / she is your good friend?
3) What kind of people do you want them to be your friends ?
4) Are there any other words we can use to describe a friend?
2. Review and learn some useful words:
Appearance:
tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)
Qualities:
kind kind-hearted / warm-hearted polite
helpful gentle noble
honest trustworthy frank openhearted
brave great full of courage / courageous
loyal true faithful to a friend dependable
wise clever bright learned
3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.
1) I think I am ______, ______ and _______.
I think I am ________ because I ________. So when you ______, you can _______.
2) I think he / she is _______, _______ and ________.
I think he / she is _______ because __________.
4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.
Step 2 1. Listen to the tape and finish the three situations one
Listening by one. Then ask the Ss to check the answers with
their partners.
2. Go over Part 1 in Listening on Page 85.
3. Go over Part 2 in Listening on Page 85.
Step 3 Written work: Part 2 on Page 87 in the exercise book.
Homework Reading: Go over Speaking Part on Page 2 and finish
the table on Page 3.
Summary
Period 2
Step1 1. Ask the Ss to tell what they learned in the last period
Revision and their opinions about what a good friend should be.
2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.
Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.
2. Let the Ss say what patterns we can use to make
apologies.
You said that you would … Why did / didn’t you …?
You promised to … Why didn’t you …?
Please forgive me.
I’m very sorry. …It won’t happen again.
I’m sorry I forgot.
3. Go over Part 2 on Page 86, first in pairs and then
with the whole class.
4. Go over Part 3. First ask the Ss to complete the role
cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.
Step 3 1. Go over Speaking part on Page 2 by checking the
Speaking list. First ask some Ss to read this part. Then check
The answers to the list.
2. Ask the Ss which of the six students they want to
make friends with and why.
3. Ask the Ss to discuss in groups of four: Are friends
very important in our life? Why?
Ask some groups to report the result of their discussion.
Step 4 Written work: Part 3 on Page 87.
Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.
Summary
Period 3
Step 1 1. Suppose you are alone on a deserted (empty, no one
Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.
2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.
3. Talk about the movie post of CAST AWAY.
Step 2 Ask the Ss to read the passage and find the answers
Reading to the questions:
1) What is the movie about?
2) Who is Chuck?
3) What happens to Chuck one day when he is flying across the Pacific Ocean?
4) How many years has he spent on the deserted island?
5) What becomes his best friend there? Why?
Step 3 1. Ask the Ss to find the answers to the first three
Post-reading questions in Post-reading part.
2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.
Step 4 Check the answers to the reading material on pages Workbook 88~89.
Step 5 1. Listen to and read the text again and again.
Homework 2. Find out the difficult sentences and go over the
notes to this text.
3. Look up the word learn in the dictionary and try to
find out different meanings of it.
Summary
Period 4
Step 1 1. Ask the Ss to tell what they have learned from the
Review text.
2. Ask some of the Ss to read the text paragraph by
paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.
Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:
on a deserted island, hunt for food, make a fire,
be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …
2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …
3. Ask the Ss to put the follow sentences into Chinese.
1) Chuck is a businessman who is always so busy that he has little time for his friends.
2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
3) Perhaps the most difficult challenge is how to survive without friends.
4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.
5) … it is important to have someone to care about.
6) He also learns that he should have cared more about his friends.
7)… we must give as much as we take.
8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
Step 3 Ask the Ss to think over and answer the question:
Discussing 1) How can a volleyball become Chuck’s friend?
2) The text talks about giving and taking. How do you and your friends give and take?
3) Does a successful man or woman need friends? Why or why not?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Step 4 The usage of learn:
Word study 1. To gain knowledge or skill by study, experience or
being taught
learn a foreign language
We’re learning English now.
Have you learned how to drive a car?
One can learn from his mistakes.
2. fix in the mind or memory; memorize
Let’s try to learn the poem by heart.
3. realize; become aware
They learned that it was no use arguing with him.
4. know, get to know
They offered help as soon as they learned that we were in great trouble.
I learned of the accident only yesterday.
learn one’s lesson; learn a lesson from sb
learned a learned teacher
Step 5 Go over Part 1 in Vocabulary on Page 87.
Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.
Step 6 1. Finish Word Study on Pages 4~5.
Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.
Summary
Period 5
Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.
Step 2 1. Ask the Ss to discuss the difference between Direct
Grammar Speech and Indirect Speech in pairs.
2. Summary:
In Statements
“I like reading adventure stories,” said John.
John said (that) he liked reading adventure stories.
“I don’t like computers,” Sarah said to her friends.
Sarah told her friends (that) she didn’t like computers.
In General Questions:
“Ann, have you see my blue notebook?” Peter asked.
Peter asked Ann if she had seen his blue notebook.
In Special Questions:
“How can you do that?” Mary asked Ann.
Mary asked Ann how she could do that.
“What difference does it make?” Peter asked Jim.
Peter asked Jim what difference it made.
3. Go over Part 1 on Page 5.
4. Go over Part 2 on Page 6.
Step 3 1. Go over Part 2 on Page 88.
Workbook 2. Go over Part 3 on Page 88 first in pairs, and then
check with the whole class.
3. Go over Part 1 by asking some Ss to write down
their sentences on the Bb.
Step 4 1. Review the reading material.
Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.
3. Ask the Ss to think about in what ways we can make friends with others.
Summary
Period 6
Step 1 Ask the Ss some questions and let some Ss report Revision these questions:
1) Do you want to study English? Why?
2) Why do you think English is very important?
3) What do you think a good friend should be?
4) Do you have any good friends?
5) How can we make friends with others?
6) Would you like to say something about one of your friends?
7) What do you often do together with your friends?
8) What do you think are good ways to make friends with a stranger?
9) Do you know how to make a pen friend or a pen pal?
10) Can we use the Internet to make friends? How to use it to make friends?
Step 2 1. Read the short passage on Page 6 and tell the main
Reading and idea of it.
Writing Questions:
1) What is a pen friend or pen pal?
2) What is an e-pal or key pal?
3) What is the advantage of e-mail?
2. Read the two e-pal ads and tell what kinds of
people do you think they are.
Jane: funny, humour, frank, openhearted, friendly
Jack: friendly, funny, humour, openhearted, honest
3. Go over the tips and then write an e-mail message.
And then check each other’s message with the
partner.
Step 3 1. Read the e-mail on Page 90 and tell what it is about.
Workbook 2. Talk about how to write a response.
Step 4 1. Go over Checkpoint 1.
Checkpoint 2. Ask the Ss to think about what they have learned in
this unit.
Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the
table correctly.
2. Go over Reflection and ask the Ss to finish the
sentences.
Step 6 1. Review the whole unit.
Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.
Summary
Period 7
Step 1 1. Dictate the following passage and then choose a
Dictation title for it.
Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.
1. ….
But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….
4. …. 5. …. 6. ….
But Lin Tao says they are doing OK.
Title: Students Running Bar
Study First or BUSINESS First?
2. Some words and phrases in the listening text:
solve a problem / problems, common problem,
get mad, communicate, in a different way,
deal with, apologize, apology, keep a secret,
in a difficult situation,
rumour 谣[流]言, 传闻
The rumo(u)r has turned out to be true.
这谣传结果是真的。
Step 2 Review the whole unit.
Summary
篇10：高一(上)全套教案(人教版高一英语上册教案教学设计)
Unit 1
Teaching Aims：
1.Learn and master the following words and phrases
Survive, item, hunt for, make a fire on board,hammer,mirror, saw,care about,parachute
2.Important Ss’reading ability
3.Enable Ss to value the friendship between friends by learning the reading text
Teaching Important Points:
1.Important Ss’reading ability
2. Master the following phrases
Hunt for,make a fire,care about, on board
Teaching Difficult points:
How to make Ss understand the reading text better
Teaching Methods:
1.Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of the text
4. Careful reading to get the detailed information in the text
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Greetings and Revision
Yesterday we learned some self-introduction . We know how to describe yourself and your friends in English . Now who can give us self-introduction in English?
Step 2 Pre-reading
Ok. Thank you for your self-introduction . We all know that we have lived with our parents, since we were born. We have never been left on a plane without your parents , brother or sister, friends and all the things we use in our daily life . Yes or No ?
Step 3 Fast reading
First I’ll give five minutes to read the text and then summrize the main idea of each para.
Par. 1 : Chuck’s plane lands on a deserted island
Par.2: Chuck has to learn to how to survive on the island
Par.3: Chuck learns a lot about himself when he is alone on the island
Par.4 Chuck has made an unusual friend on the island
Step 4 Careful reading
Read the text again in three minutes and then answer the following questions and choose the best answer
Questions:
1.Does Chuck Noland always have time to get together with his friends?why?
2. Where does he land after the crash?
3. What things must he learn to survive?
4. What is the most difficult for him.
5.Who is Wilson?
6. What does Chuck learn about himself when he is alone on the island?
7. What does Chuck learn from his experience on the deserted island?
8. What can we learn from Chuck’s experience?
9.If you were alone on a deserted island,what would you do in order to survive?
10. Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist . There is only one parachute. Decide who should get the parachute and explain why.
Choose the best answer
1.Tom Hanks _____________ . C
A.is a successful businessman B. doesn’t have much free time
C. is the main actor in the movie Cast Away D. had a plane accident over the Pacific
2．A deserted island __________ . C
A. has no post office on it B. lies in the middle of the Pacific Ocean
C. is an empty place where nobody lives D. is a plane crashes are most likely to happen
3.. To be short of _______ is what makes it most difficultfor chuck to live on the island. C
A. volleyball B. fresh water C. friendship D. enough food
4. After 5 years alone on the island , chuck would probably disagree that _______ . A
A. a good friend should never think about himself
B. people can make friends with some unusual things like animals
C. friends are the people who can share your happiness and sorrow
D. as a good friend ,you must give as much as you take
5. which can be learned from the last paragraph of the passage ? B
A. Everyone need an unusual friends
B. Friends can learn from each other
C. A friend in need is a friend indeed
D. Animals and things can make better friends than human beings
Step 5 Repeat the story according to the following.：
plane crashed deserted island make friends with（Key words: learn to realise the lesson from Chuck friendship an unusual friend）
Step 6 Language points
1. ① manager n. 经理,管理者,经营者
这家公司的经理 the manager of the company
manage v. 控制, 管理, 经营 (口语:应付得来,做得来
Manage a business 管理商务 I can’t manage it alone.我一个人办不来.
2 crash n. 坠毁,碰撞,碰坏,哗啦啦地倒塌
他于飞机失事中丧生 He was killed in an air crash
v. 撞击, 坠毁, 冲入 公共汽车撞在树上了 The bus crashed into a tree
那架飞机坠毁了 The aircraft crashed
3. deserted adj. 无人居住的 , 荒废了的, 被抛弃了的
a deserted village/island 荒废的村庄/荒岛
4. develop v. 发展, 开发,(使)成长;(使)发育
植物由种子发育而成. eg.Plants develop from seeds
工农业飞速发展. Agriculture and industry develop very quickly
A developing country 发展中国家
A developed country 发达国家
With the development of 随着…….的发展
5.On the island,Chuck has to learn to survive all alone.
Alone与lonely的区别:
Alone adj,adv.作为adj时,只能用作表语,不能做定语. 意为”独自一人” 作为adv时,表示”独自,单独” 用在名词,代词之后,意为”只有”
lonely adj. 表示人 “孤独的, 寂寞的”.也可表示地方”荒凉的:, “人烟稀少的”,既可以做定语,也可以做表语.
虽然我独自一人,但是我并不寂寞 I am alone, but I don’t feel lonely.
他独自一人在荒岛上呆了四年 He lived alone on the lonely island for four years
6.In order to survive, Chuck developed
In order to 引导表示目的的状语,意为”为了”
他早起为了赶第一班车 He got up early in order to catch the first bus.
Unit 2
Teaching Aims：
1.Learn the text “English around the world”
2. Get Ss to master the useful expressions in the text
3. Train ss to read the text with correct pronunciation and intonation
Teaching Important Points:
1. How to improve Ss’ ability to read an article
2. How to get Ss to masterr the useful expressions
Teaching Difficult points:
The use of some useful expressions
Teaching Methods:
1. Fast-reading to train Ss’ reading speed
2.Reading comprehension to help Ss grasp the main idea of the text
3. Preactise getting Ss to master what they’ve learned
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
From the text we learned yesterday, we know that English is used widely around the world. People in many countries speak English as their first language, and among those countries are America and Britain. Then let’s look at two pictures. Can you tell me which one belongs to America and which one belongs to Britain?
The sceneries were so beautiful
But do you know that American English and British English are not the same. Then let’s have a revision of some differences between British English and American English.
e.g. a. Meaning: bathroom b. Spelling: color & colour
c. Pronunciation: hot d. Words: fall & autumn
I think most of our students are interested in the differences between American English and British English. Do you want to know more about it? Today we will learn the text named
Step 2 Reading Comprehension
ⅠFast Reading
Read the text quickly and answer the following question, then summarize the main idea of each para.
Question: Are the differences greater in the written language or the spoken language?
Answer: The differences are greater in the spoken language.
the main idea of each para.
Para.1 English is spoken as mother tongue and as a second language
Para.2 Many people learn English as a foreign language
Para.3 Many people communicate in English every day
ⅡCareful Reading
Questions:
1. When did American become independent?
2. When did the language begin to change?
3. Which country did the British take “Typhoon” from?
Which country did the Americans take “Tornado” from?
4. Who wrote the first American dictionary?
5. What was his purpose?
6. What are the main three reasons for the differences?
Step 3 Practice
ⅠRead aloud the text
ⅡGo through the text and deal with some language points
1.come about: happen e.g. How did the accident come about?
2. at first e.g. At first she was afraid of water,but she soon learned to swim.
3. while e.g. Some people are rich while others are poor.
4. just as e.g. Just as you say, he is a honest boy.
5. end up with e.g. At the dinner w usually begin with soup and end up with fruit.
6. except for e.g. You composition is good except for some spelling mistakes.
Ⅲ Answer the following questions by choosing the best answer.
1. America stopped being a part of England in _______. C
A 1707 B 1828 C 1776 D 1911
2. Which of the following statements is true? D
A After 1828 American English and British English stayed the same.
B After 1828 British English changed but British English stayed the same.
C After 1828 British English changed but American English stayed the same.
D After 1828 both British English and American English changed.
3. British English is different from American English because________. C
A British decided to change the spelling of many American words
B American English changed but British English stayed the same
C the Americans and British took different words from other languages
D America is a bigger country
4. Noah Webster was_______. D
A an American president B a Spanish farmmer C a British teacher D an American writer
5. Which of the following statements is true?D
A In the future both American English and British English will stay the same.
B In the future American English will change but British English will not.
C In the future British English will change but American English will not.
D In the future both British English and American English will change.
Step 4 Consolidation
Retell the text according to key words:
differences, come about, change, borrow, Noah Webster, spelling, pronunciation
Step 5 Homework
Write a short passage about the differences between British and American English, mainly the reason and some examples of the differences.
The Design of the Blackboard
American English & British English
ⅠDifferences Ⅱ Keywords
a.Meaning: bathroom differences
b. Spelling: color & colour come about
c. Pronunciation: hot change
d. Words: fall & autumn borrow
Noah Webster
spelling
pronunciation
Unit 3
Teaching Aims：
1. Learn and master the following words and expressions:
Adventure simply rafting equipment paddle get away from get close to
2. Train Ss’ reading ability
Teaching Important Points:
1.Improve Ss’ reading ability
2.Enable ss to understand the text better
3.Master the following phrases:
get away from get close to instead of be careful (not )to do sth
Teaching Difficult points:
Master sentence structures
1. Yet there are other reasons why people trave
2.It is done rives and streams where the waster moves quickly
Teaching Methods:
1.Discussion before reading to make Ss interested in travel and adventure travel
2. Fast reading to get a general idea of the text
3. Careful reading toanswerthe detailed questions in the text
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Discussion:
1.Do you like traveling? Why or why not?
2.Where would you most like to travel? Why?
3.What is adventure(冒险) travel?
Step 2 Reading
Today we’ll read a text “adventure travel”and know something about it Read the passage quickly to get the general idea
Para.1 adventure travel
Para2 Hiking
Para3 Rafting
Answer the following questions
1.Why do many people travel?
see other countries visit places that are famous, interesting or beautiful. meet new friends try new kinds of food experience life in other parts of the world get away from cold weather
2.Why do people enjoy hiking?
…get close to nature and take exercise at the same time.
…is easy to do and doesn’t have to be very expensive.
The basic equipment you need for hiking is simple.
…anywhere you like.
3.Why do people enjoy rafting?
…exciting adventure?
…a good way to experience nature?
4.If you want a normal rafting, what should you do?
If you are looking for more excitement, …try whitewater rafting.
5.What should you think about if you want to go for a rafting?
…safety; …good clothes; …learn the basic skills of rafting; such as how to handle the raft, how to paddle and how to…
You should also know how to swim.
…wear a life jacket.
HIKING
1).What is hiking?
2).Why is hiking a kind of adventure travel?
3).Where can you go hiking?
RAFTING
1).What is rafting?
2).Where is rafting done?
3).Why is rafting a kind of adventure travel?
Step 3 Careful reading
Read the text again and fill in the below form
Safety tips for hiking:
1.tell someone your destination 2.Bring some necessities
3.Watch out for possible dangers 4.Take some protectors
Benefits of hiking
1.Fun and exciting 2.Get close to nature 3.Take exercise
Safety tips for rafting
1.Learn some basic rafting skills 2.Know how to swim
3.Wear good and strong clothes 4.Wear a life jacket
Benefits of rafting
1.Give excitement 2.Experience nature 3.Take adventure
Compare hiking and rafting.
Similarities: Both are examples of adventure travel.
*Both take place outdoors.
*Both are fun and exciting.
*Both make people get close to nature.
*Both have safety tips.
Difference:
Places: Hiking : In the mountains,in a forest,along a river,in a city
Rafting : On rivers and streams
Equipment: Hiking : good shoes, clothes,backpack map, water, sunscreen, cell phone, hat, etc.
Rafting: Boat,paddle,good clothes,lifejacket
Cost: Hiking : Inexpensive
Rafting: Somewhat expensive
Skills needed: Hiking: Good walking skills
Rafting :Good rafting and swimming skills
Possible dangers: Hiking: Getting lost,sunburn,poisonous animals or plants,hunger and thirst
Rafting: Hitting rocks, trees,falling into water
Step 4 POST-READING
Choose the correct answers.
1 Adventure travellers want to ______ A
A experience fun and excitement B meet new friends
C try new kinds of food D visit famous sites or beautiful places
2 Hiking is a kind of adventure travel because ______ B
A it is not expensive B it is exciting
C you need a lot of equipment for it D you will often put yourself in danger
3 While hiking or rafting, it is important to think about ______D
A cost B excitement C fun D safety
4 Before you go to rafting, you do not have to _____ D
A learn rafting skills B know how to swim C put on a life jacket D wear leather shoes
5 Which of the following is the most difficult? _____ C
A Normal rafting B Stream rafting C Whitewater rafting D Rock rafting
Unit 4
Teaching Aims：
1.Improve Ss’ reading ability
2.Learn how to organize ideas in a text using “First” “ Next ” “Then ” “Finally ”
3. Master some important words and expressions
Teaching Important Points:
Help ss to understand the passage better
Teaching Difficult points:
How to improve ss’reading ability
Teaching Methods:
1.Discussion to let Ss know something about natural disasters
2.Fast reading to get the general idea
3. Careful reading to help ss understand some detailed information
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Pre-reading
1.What natural disasters do you know? Flood drought typhoon earthquake volcano fire
2.Have you ever experienced a natural disaster?
Can you describe what it was like and how you feel?
Step 2 Fast reading:
1.What were Flora’s first two feelings when she turned around and saw the water coming?
She felt surprised and wondered/frightened
2.Why was Jeff looking for the chimney? Because chimney is the strongest part of the house and he thought it would stand in the flood
Step 3 Careful reading
1.Jeff was waving his arms___________. D
A.to ask flora to look around B.to make Flora think twice
C.to make Flora t hear a loud noise D.to warn Flora of the advancing water
2.Put the following things in right order. B
a.Flora turned around and saw Jeff waving his arms. b.Jeff dragged Flora toward the house.
c.Flora climbed the stairs. d.Flora started crying. e.Jeff opened the hall door.
f.Jeff seized Flora’s arm and told her to run.
g.Flora struggle in the water and managed to get on her feet
A.a,b,g,d,e,f,c B.a,f,b,g,e,c,d C.a,g,e,b,f,c,d D.a,e,c,f,b,g,d
In the garden
Flood: roar/a wall of water/swept down/swallow / wave/cold as ice/ flow
Reaction: Jeff: wave arms/seize/dragged ..towards /pull her up/hold onto a tree /
Flora: struggle / get on her feet / hold hands / fought for life / pull…up
Feelings: surprised / wondering/frightened
On the way to the house
Flood: go down / great roar / flowed around their legs
Reaction: Jeff: shouted / ran to the steps / opened the hall door
Flora: couldn’t move/ran / got to the steps
Feelings: anxious / frightened
Inside the house
Flood: water: wave/like a sea/swept past/wild/ cut down trees /deep / swept away
House: cracking noise /strange sounds/ moved / falling down
Tree: went down / cut down by water
Garden: completely destroyed/swept away
Reaction: Jeff: looked for the chimney
Flora: climbed the stairs / ran upstairs/ listened / started crying.
Feelings: scared / panic / anxious
Next to the chimney
Flood: house: noise/gone down/moved up and down
Chimney: stand like a tower
Reaction: Jeff: found the chimney / saved themselves
Flora:
Feelings: relieved
Step 4 Pairs work:
1.Find out the words and expressions that the writer used to describe the terrible flood.
She heard a loud noise,which……..
There she saw a wall of water……..
The next moment the first wave swept her…….
The water moved up like a sea.
Below,the water swept past the house……
A terrible noise went through the house.
2.Find out the words and expressions that the writer used to describe their struggle.
Step 5 Pro-reading
Work out what the underlined words refer to(指代）
1.Before she could move, she heard a loud noise, which grow to a terrible roar. A loud noise.
2.There she saw a wall of water that was quickly advancing towards her. Behind her
3.She wanted to watch it. A wall of water that was advancing towards her.
4.Flora, whose beautiful hair and dress were all cold and wet, started crying. Flora’s.
5.For some moments both were silent. Jeff and Flora.
Step 6 Discussion
1.Who do you think is braver, Jeff or Flora? Why?
2. How can we rescue ourselves in a flood?
3. How will the disaster change
Jeff and Flora’s future life?
Step 7 Retell the story in your own words with your partner,
using the following words: First…… Next……. Then……. Finally……..
Unit 5
Teaching Aims：
1.Train Ss’reading ability
2.Learn the following words and phrases:
Creat, acript,academy, work on ,take off, cut…in pieces go wrong follow-up win over in the end
Teaching Important Points:
1.How to make Ss understand the reading text better
2.Learn and master the following phrases:
work on ,take off, cut…in pieces ,go wrong ,follow-up, win over, in the end ,owe to
Teaching Difficult points:
1. The differences between the following pairs of words or phrases:
2.be afraid of doing sth / be afraid to do sth ,high/highly
Teaching Methods:
1.Fast reading to get a general idea of the text
2.Question-and-answer activity to get the detailed information in the text
3. Explanation
Teaching Aids: 1. a recorder 2. the blackboard
Teaching Procedures:
Meryl Streep
1.When and where was Meryl Streep born?
2.How did he begin to act in plays?
3.When did she began to act in her first film?
4. What about his family?
Keanu Reeves
1.When and where was Keanu Reeves born?
2.Where did Keanu Reeves grow up?
3.What about the time when he was young?
4. What did make him famous?
INTERVIEWING
Useful expressions
You studied/worked/acted at different…
First…and then… What did you do next?
Finally you found a job as … Later on…
What roles did you act? How long have you been working as…?
Four parts of the text
1.The first part (the first paragraph)
Steven Spielberg is a passionate about film from a very early age.
2.The second part (the second paragraph) –
He could not go to the Film Academy but later his career began to take off.
3.The third part (the next four paragraph) it is about several of Steven Spielberg’s successful films.
4.The forth part (the last paragraph) What Steven Spielberg has said and written.
Reading
Step 1 Lead-in
Do you know who is the director of the two film? Steven Spielberg
Talk about Spielberg.
Do you know the director ?
Do you know something about Spielberg?
Step 2 Read and fill in the chart.
Name Steven Spielberg
Age 57
Gender(性别) male
Year of birth 1946
Place of birth A small town in America
Name of his first film Firelight
Why are these years important for Spielberg?
1946--------- He was born in this year
1958--------- He made his first real film
1959--------- He won a prize for a short film
1962--------- He made a film called Firelight.
1975--------- He made a real blockbuster , Jaws
1982--------- He made another blockbuster, ET.
1993--------- He made the movie , Jurassic Park.
What are the movies about?
1. Jaws(1975) is about a big shark that attacks and eats swimmers.
2. ET(1982) is about a little creature that comes from outer space and wants to go home.
3. Jurassic Park(1993) is about an island where a very rich man keeps all kinds of dinosaurs.
4. Schindler’s List(1993) is about the cruelty of war/a German who saved thousands of Jewish people from being killed in the war.
5. Saving Private Ryan is also about the cruelty of war/an American captain who led his team to search for a soldier named Ryan.
Step 3 Read the text again and then summarize the main idea of each part
Three parts:
Part 1. (1-2) Talking about Spielberg’s earlier works and his live.
Part 2. (3-6) Talking about some of his films. Such as Jaws (1975), Jurassic Park (1993), Saving Private Ryan (1998) and so on.
Part 3. (7) Talking about Spielberg’s career and happy family.
Details for part 1
Childhood:
1946 born in a small town in American
1958 made his first real film
1959 won a prize for a short film
1962 Made his first film named FIRELIGHT
Youth Got a small job at a film and began his career
Details for part 2 & 3
Works: Jaws (1975) E. T. (1982) Jurassic Park(1993) Schindler’s List (1993)
Saving Private Ryan(1198)
Career: now is one of the top directors in the film industry
Family; met his wife when he was working and got married with her after seven years. Now they have seven children and live a very happy life.
Step 4 Ask and answer
1.Why did Spielberg study English instead of film?
Because his grades were not enough to go to the Film Academy.
2.why were people who saw the film Jaws afraid to swim in the sea?
Because they are afraid of the big shark in the sea
3.How important is his family to Spielberg’s career.
Spielberg says that he owes much of his career to his family.
4.What was Spielberg’s dream?
When he was young , his dream was to go to the Film Academy.
5.What is his wife’s name? Cate Capshaw ,a famous actress
6.What have you learnt from reading about Spielberg?
Working hard and believing in your dream will make your dreams come true.
Step 5 Multiple-choice:
1. How old is Steven Spielberg? ( A )
A 57 B 12 C 16 D 49
2. Why couldn’t Steven Spielberg go to the Film Academy as he wished? ( C )
A Because his family was too poor B Because he was too young to be accepted
C Because his grades were too poor D Because he hadn’t got enough experience
3. Which of the following are Steven’s war films? ( B )
A Fire&Jaws B Schindler’s List&Saving Private Ryan
C Jurassic Park&Schindler’s List D Jaws&Jurassic Park
4. This passage mainly tells about______ . ( A )
A Steven Spielberg’s life as a film director B Steven Spielberg’s life as an actor
C Steven Spielberg’s successful films D Steven Spielberg’s family life
Not One Less
Characters: Mr. Gao, Mr. Tian, Minzhi, Huike Some other pupils
Story: This film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them – Huike runs away to the city, she follows him and bring him back, together with the people from the TV station.
Comments: Many people like this film not only because the story itself is moving, but also because most of the people in the film use their real names and play themselves
Unit 6
Teaching Aims：
1.Learn some useful words and expressions
2.Train Ss’ reading ability
3. Get Ss to learn about table manners in western countries
Teaching Important Points:
1.Learn and master the folowing 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 Ss understand the passage better
Teaching Difficult points:
How to help Ss understand the passage exactly ,especially the following sentences;
Teaching Methods:
1.Discussion to compare table manners in China with that in western countries
2.Fast reading and careful reading to understand the passage exactly
Teaching Aids: 1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
Please tranlate this sentence “ Do in Rome as Romans do”into Chinese Today we are going to read a passage about table manners at a dinner party.
Read the text fast and silently, find the answer to the question,
“Which of the following can be found in the text?”
how to place those things./ how to lay the table
Chinese table manners
how some Chinese start eating
the order of dishes
how to cook western food
how to use a napkin
things to pay attention to at dinner table
Step 2 Fast reading
Read the text quickly and summarize the main idea of each part
Part1 (Para1) laying the table and good table manners
Part2 (Para2-5) the order of dishes and good table manners
Part3 (Para6) table manners changing over time and places
Step 3 Careful reading
Read Para.carefully and answer the questions.
1.what can be found on a Western dinner table? What about on a Chinese one?
Is laying the table for a dinner party in Western countries and in China the same?
2. How is the table laid in Western dinner party?
Things found on a Western dinner table
a small plate; a large plate; a napkin; a small basket with a roll of bread; a glass for red wine;
a glass for white wine; a glass for water; two pairs of knives and forks of different sizes; a soup spoon; a dessert spoon
Things found on a Chinese dinner table
a bowl; a Chinese spoon; a pair of chopsticks; a small ornament to rest the chopsticks on; a small tray with a damp cloth; a napkin; a small glass fot spirits, a glass for beer of soft drinks.
How is the table laid ? a small,bread roll,glasses,knivesForks, plate, two spoons, napkin )
How to use the napkin at a western dinner party?
You can take your napkin , unfold it and put it on your lap when you sit down at the table .
Step 4 Read Para2-5 carefully and answer the questions.
1.Please number the follow dishes be served at a dinner party with the right order.
dessert 4 drinks 5 main course 3 starter 1 soup 2
What are good table manners ?
Pray and keep silent for a moment .Then say
“enjoy your meal”to each other and start eating .
Keep the knife in your right hand and the fork
in your left .
Never ask for a second bowl of soup.
Use your fingers when eating chicken or other birds.
Finish eating everything on your plate .
Speak quietly and smile a lot .
Raise your glasses and take only a sip.
Step 5 Read Para6 carefully and answer the questions.
1. What will you do if you are not sure what to do? You can always follow your hosts.
2. Why is it difficult for people to follow good table manners?
Table manners change over Time and places.
Competition
1)You eat with little noise and movement. ( )
2)Use the napkin to wipe the silver or china. ( F )
3)Wait until all dishes are served. ( F )
4)Try every kind of new dish and appear to enjoy it. (F )
5)Bread is taken by a fork. ( F )
6)A soup spoon should be left on the table. ( F )
7)Do not put much food in your mouth at a time. ( )
8)Try not to get your lips greasy when drinking. ( )
9)Do not drop any food on the table cloth. ( )
10)Do not make any noise when you eat. ( )
11)Talk when there is food in your mouth. ( F )
Step 6 Discussion
A friend from Britain named Jack invites you to have a dinner at his home at 7:00 pm.
What will you do if you want to leave a good impression?
Arrive on time . Say thanks and goodbye Follow table manners Knowing the manners will help you make a good impression
Step 7 Summary
1.How do you use forks and knives at the table in Western countries ?
We keep the knife in our right hands and the fork in our left.
2. What table manners does the text tell about ?
How to lay the table How to use forks and knives etc. How to behave to the table.
How to eat. How to toast and drink
Step 8 Useful Expressions:
pay a visit to sb./sth.=Pay sb./sth. a visit 拜访某人/某地
2. make /leave a …impression on sb. 给某人留下……印象
3. be/sit at the table 坐在桌边 at table 在吃饭
be at table 正在吃饭 sit at table 入席,坐下吃饭
4. start with = begin with
5. drink to…=drink a toast to… 为……祝酒,为……干杯
drink (to) one’s health 为某人的健康干杯
e.g. Let’s drink to our friendship. We drank (to) each other’s health.
6. too much much too
e.g. I’m afraid I’ve put you too much trouble. I’m afraid the gift may be much too expensive.
Unit 7
Teaching Aims：
1. Master the following words and expressions:
Restore,replace,recreate, in ruins, under attack, give ,in pieces,bring…back to life ,come true
2.Learn the following sentence patterns:
It is true that…
3. Improve Ss’reading ability
4. Enable ss to be aware of the significance of protecting cultural relics
Teaching Important Points:
How to improve ss’reading ability
Teaching Difficult points:
1.How to grasp the main idea of a paragraph
2.How to help the Ss masterthe use of some useful words and expressions
3. How to enable the Ss to use the sentence patterns correctly.
Teaching Methods:
1. Discussion method to make the Ss understand what they’ve learned in class
2. Pair work or group work to get every student to take part in the teaching-and-learning activities
Teaching Aids:
1.a recoeder 2. the blackboard
Teaching Procedures:
Step 1 Study the title and guess
What is the difference between “A City of Heroes” and “Heroes of a City”?
“A City of Heroes” focuses on (着重；强调)a city, and there are many heroes; while “Heroes of a city” focuses on heroes, who live in a city.
Step 2 Read the text fast and answer:
What makes the city very great?
A. the people of the city. B. the location(位置）of the city. C. the cultural relics of the city.
Step 3 Read the passage again, and find the topic of each paragraph.
Para1: the building of the city.
Para2: the destroying of the city.
Para3: the rebuilding of the city
Para4: the present situation of the city.
Step 4 True or false(P46 Ex.2)
1.The city of St Petersburg was rebuilt by Peter the Great. F
2. The Germans attack St Petersburg a hundred years ago. F
3.A portrait of Peter the Great was destroyed by Germans.
4.It was difficult for the people to rebuild the palaces.
5.Workers and painters used old photographs to help them rebuild the city.
6. St Petersburg will never be as beautiful as it was before. F
Step 5 Answer the following questions:
1.Who built the city? When and where ? Peter the Great Three hundred years ago
2. Who wanted to destroy the city? When? The Germans. In 1941.
3. What damage did they do to the city?
They burned many of the palaces and St Petersburg was almost in ruins: building were destroyed, and paintings and statues lay in pieces on the ground.
4. How long did the attack last? What did the people of the city do?
900 days They never gave up; they tried their best to protect the city
5. After the attack, what did the people of the city do? They rebuilt the city.
6. Was it very hard to finish the work? How did they do it?
Yes. They did it with the help of old paintings and photographs.
Step 6 Read the text carefully and answer the questions of each Paragraph
Paragraph 1
1.By whom was St Petersburg built? The Russian Czar, Peter the Great.
Where and when was St Petersburg built?
In 1703,St Petersburg was built on the banks of the Neva River.
Paragraph 2
Why has the city become an important part of Russian culture and history?
St Petersburg has been the centre of many important events in history. The events is the reason.
Paragraph 3
What is the paragraph about?
Rebuilding the great city was difficult, but the people of St Petersburg succeeded
Paragraph 4
The people of St Petersburg are heroes of the city, why?
Why is the city a city of heroes? (多选题）
A: the events. B: the people of the city C: Czar peter D: the building
Step 7 Summary
St Petersburg:: was builded over 300 years ago on the bank of Nave River
Builder: Peter the Great
Destroyer: the Germans
Protectors: the people of the city
The people of St Petersburg are the modern heroes of Russia.
Peter the Great: 1. the Russian Czar 2. strong, proud, built a new capital city
3. Many new beautiful palaces like something out of a fairytale were built during his lifetime.
the Germans: 1. Tried to destroy the city in 1941 2. Burned many of the palaces as they left
3. St Petersburg was almost in ruins when they left.
the people of the city: 1. never gave in facing the attack by Germans for 900 days.
2. not gave up restoring the city and its cultural relics though it seemed impossible.
3. A lot of work was done on rebuilding the city and its culture though it was very difficul.
Unit 8
Teaching Aims：
1. Imporove the Ss’reading ability fast-reading and reading
2.Enable the Ss to master the new words and expressions , as well as the language points
3. Train the Ss to love and take an active part in the sports
Teaching Important Points:
1. How to improve the Ss’ reading ability
2.How to write a summary
Teaching Difficult points:
1.How to grasp the main idea of a paragraph
2.How to use some useful words and expressions
Teaching Methods:
1.Discussion method to make the Ss understand what they’ve learned better
2.Pair work or group work to get every Ss to take an active part in the teaching-and-learning activities
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
What do the five rings stand for?” Europe Africa America Asia Oceania
1.What is the themes (主题）of the Olympic Games?
The themes of the Olympic Games is the international friendship and world peace.
2.Which team enters the main stadium first, and which team enters last?
The Greek team enters first and the team of the host country enters last.
3. Where is the torch lit? It is lit in Olympia, Greece
Step 2 Fast Reading
When and where were the first Olympic Games in modern times?
Step 4 True or False
1.Both the summer and winter Olympics are held every four years. T
2. The modern Olympic Games began around the year 776 BC.
3. In the old times both men and women were allowed to take part in the Olympics Games.
4. The 27th Olympics were held in Los Angeles.
5. In Barcelona the Chinese team won 16 medals.
6.The 28th Olympic Games will be held in Beijing.
7、The first modern Olympic Games happened in the year 383 AD.( )
8、The Olympic Games were born in Greece.( T )
9、The 24th Summer Olympics were held in Barcelona in Spain.( )
10、Horse-riding is one of the unusual sports in the Olympic Games.( T )
Step 5 Careful Reading
Both the Summer and Winter Olympics are held every four years.
Time City
Atlanta
Sydney, Australia
(Winter Olympics) Salt Lake
Athens
Beijing
Step 6 Reading carefully and fill in the below form
Para2---4 Time Place Competitors Sports
the 1st old Olympics 776 BC Greece Olympia young men
women x (why?) (one item, one day)
the old Olympics running jumping wrestling….
393 AD stopped when Greece came under the rule of the Roman Empire (罗马帝国)
the 1st modern Olympics 1896 Greece Athens 311 (13 countries) many items
the 25th Summer Olympics 1992 Barcelona 8000 (150 countries) 250 (sailing,horse-
riding,shooting)
Step 7 Read Para5 and Listen to the tape
The Olympic motto : “Swifter, Higher, Stronger” “A nation(国家,民族）with a strong body
is the base(基础) upon which a society (社会) can be built into prosperity (繁荣) ”
Para 6: To hold the Olympic Games is a rich prize for a country.
Every country wants to be the sponsor(主办)of the Olympic Games. Why?
much richer ,stronger show national power(国力) famous
carry forward( 弘扬）the spirit of the Olympic Games
Step 8 Read the text again and Summary the main idea of each paragraph
What’s important Olympic events happened/will happen in the following years?
In 776BC: The ancient Olympic Games began
After about the year 393AD: the Olympic Games stopped.
In 1896: The first Olympic Games in modern times happened.
In 2000: The 27th Olympic Games was held in Sydney
In 2008: The 29th Olympic Games will will be held in Beijing
Summary the main idea of each paragraph
The 1st: The Olympic Games are held every four years.
The 2nd: Something about the old Olympic Games.
The 3rd: Something about the Olympics in modern times and the 27th Olympic Games.
The 4th: The Olympic motto and something about the track star: Carl Lewis and the Chinese team in Sydney Olympics.
The 5th: Beijing will host and is making preparations for the 29th Olympic Games.
Step 9 Discussion:
The 29th Olympic Games will be held in Beijing in 2008. What shall we Chinese do for the city? What will Beijing look like at that time?
Integrating skills
Fast reading:
Q1. What does Yao Ming do?
Q2. Why is he so famous?
Detail Reading:
Name : Yao Ming Sex : male Nationality: Chinese
Birthplace: Shanghai, China Date of birth: Sept.12.1980 Weight: 134Kg Height: 2.26m
Job: basketball player Position: centre Club: the Houston Rockets
His parents’ job: famous basketball players
His interest as a young boy: learn to play the world’s most popular games
Unit 9
Teaching Aims：
1. Train the Ss’reading ability
2.Learn and master the following words and phrases
Teenager, press, function ,image ,feature, throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to
Teaching Important Points:
1.Learn and master the following phrases
throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to
2.How to make the Ss understand the text better
Teaching Difficult points:
1.Master the difference between the following phrases: no matter wh-/wh-ever ,in case of/ in case
2.Understand the following sentences
(1) Having a cell phone also makes us feel safer , since we can for help in case of an emergency
(2) Wang Mei is one of many Chinese teenagers who live life on the go and use cell phones
Teaching Methods:
1.Discussion to arouse the Ss’interest in the text
2. Fast reading to let the Ss get the general idea of the text
3. Question-and-answer activity to let the Ss get the detailed information in the text
4. Making sentences to have the Ss master some language points
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
(Show a mobile phone to the students) Answer the following questions
1.Have you ever used a cell phone? Do any of your classmates have cell phones?
Step 2 Read the passage again ,and try to find the main idea of each paragraph
1.Wang Mei is an example of Chinese teenagers who have cell phones.
2.Cell phones can be used for many things.
3.Cell phones also cause problems
4.There are several reasons why teenager like cell phones
5.Wang Mei explains why she likes her cell phone and what she used if for.
Paragraph 1 Enjoy the life on the go
Paragraph 2 New functions are being added
Paragraph 3 Cellphones can not be used in school.
Paragraph 4 Several reasons why teenagers like cellphones.
Paragraph 5 We enjoy the life with cellphones.
The main idea
It discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.
Step 3 Look at the outline of paragraph 2,3 and 4 and try to fill in the blanks
2.Cell phones can be used for many things.
For example: Cell phones are used as cameras, Radios and electronic calendars, and to send E-mail,surf the Internet,play games and enjoy music.
Step 4 Answer the following questions:
1.What does the title “Life on the go” mean?
It means the high pace of modern life and to the fact that portable devices, like cellphones and laptops, are becoming popular.
2. Why do some schools not let students use cellphones?
Cellphones can distract students in class; cellphones may make students spend more time talking on the phone than doing homework
3. Why do teenagers like cellphones so much?
Safety and the cool factor; the desire to be liked by others.etc.
4.Wang Mei says that cellphones are the most useful? Why?
Step 5 Read the text once again, fill in the blanks below:
1. Tell us some functions of cellphones:
Talking to people
Sending messages and images(pictures)
Playing games
Taking photos
Listening to radios and music
Sending e-mail or surfing the Internet
Reminding you about appointments
(3G cellphone)talking to people face to face
2.Cellphones may cause problems,such as:
In school,cellphones may disturb lessons.
Students may spend too much time and money on phone calls.
3. Teenagers like cellphones because …
1. Cellphones help us stay in touch with friends and family.
2. They can call for help in case of an emergency.
3. They think the cellphone is a way to have fun and be cool.
Step 6 Read through the text and tell if the following statements are true or false:
Wang Mei will be back home 10 minutes later. T
We may talk to anyone who also has a cell phone in his pocket. T
Now cell phones can be used as cameras, but not to send email or surf the internet.
Some important days can be reminded about by the earliest cell phones.
Some students disobey the rules and using their phones in the classroom.
John’s parents gave him a cell phone as a Christmas gift, but don’t let him use it in school
Wand Mei calls her best friend at least once a day. T
Unit 10
Teaching Aims：
1. Do some reading to improve the Ss’ reading ability
2.Help the Ss to know that we mustdo what we can to protect the animals and plants around us
3.Learn some useful words and expressions
Teaching Important Points:
1. Improve the Ss’ reading ability
2.Master the use of some important words and expressions
Teaching Difficult points:
How to help the Ss improve their reading ability and help them to know the importance of environmental protection
Teaching Methods:
1. Fast reading and careful reading to get the general idea and detailed information of the passage
2. Discussion and explanation to help the students understand the passage better
3. Listening and reading to improve the Ss’ pronunciation
4．Pairwork and individual work to make every student work in class
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Listening
What kind of pollution is it? air pollution
What are the causes? Causes: cars, factories, burning coal and oil
What are the effects? Effect: Human beings and animals can not breathe fresh air any more and may be poisoned.
water pollution
Causes: factories and drainage
Effect: Dead fish everywhere. We can not use and drink the water.
waste pollution
Causes: tourists
Effect: The world around us will be ugly, dirty. We will have a really bad environment.
Step 2 Scanning ( T or F )
1.Human beings always do as they say.
2.It’s late for us to take measures to keep animals and plants from dying out.
3.A species may die out if humans or other animals use too much of a plant or kill too many animals.T
4.Planting a tree is a way to create more space for animals.T
5. We often take good care of ourselves and planet .
6.Since many living things have already died out,we must do something to protect other living things.T
7.Plants and animals will be endangered when they can’t adapt to the change of their habitat.T
8.Plants or animals don’t have to change when a new species comes.
Step 3 Intensive reading
1.Why do animals & plants become endangered?
2.What can we do to protect animals & plants that are being endangered?
Main reasons:
Destruction of human beings.
Introduction of a new species.
Overuse of a plant and over-hunt for animals.
Lack of food.
Pollution.
Main idea of the text.
It’s about why a species becomes endangered and what we can do to protect plants & animals from becoming endangered.
Para 1. Many animals and plants have died out and some others are in danger
Para 2. Why do animals and plants become endangered?
Para.3. What can we do to keep animals and plants from being endangered?
Step 4 Listen to Para 1, answer questions:
1. Who is Steve Jones?
2. What does an environmental expert do?
3. Why should we take care of the planet and ourselves?
Listen to Para2, answer questions:
1. Can you explain what the habitat is like?
2. What will happen if the habitat is changed?
3. Why do some original species become endangered if a new species arrives?
Listen to Para 3, answer questions
1. What can we do to protect the animals and the environment?
2. Is it possible that people would be endangered?
Why do animals and plants become endangered?
Habitats are changed
New species arrive
Resources are overused
Animals are are over killed
Environment is polluted
1. Why is it important to make sure that animals do not die out?
If animals die out, our ecosystems will be destroyed and we human beings will die out, too
2.What can we do to help endangered animals?
We can stop people cutting too many trees, killing animals and polluting rivers. We can tell people to protect from now on.
Step 5 Choose the best answers
1.Steve Jones talks to the group ______. B
A. in a lecture hall of a university B. when he ‘s showing them around a park
C. In a zoo in Birmingham D. In a green park in London
2. The environment in which certain animals or plants are used to living is known as their ______. D
A. land B.species C. Park D. habitat
3. How many reasons does Steve Jones list to show how a species become endangered? A
A.3 B.2 C. 4 D.1
4. In what way nature seems to be cleverer than human beings? A
A. it does not drink. B. it always stays calm. C. it is a better recycler D. it never makes mistakes
5. What does “reduce” means? C
A. we must reduce the amount of food we eat. B. we must smoke less.
C. we must throw away less rubbish. D. we must control the world’s population
6. Which of the following is a way of “respond”?B
A Reply when asked a question B Show others how to protect the environment.
C try not to use harmful things. D Repair things and use them longer.
7. Which can be used as another title for passage 1? C
A. a lecture on the Tour B. Steve Jones
C. The Green park on Birmingham D. Action speak louder than words
8. Which is the best title for passage 2? C
A. Ecosystems B.Air , water and Energy
C.Four ways to care about nature D.Reduce the amount rubbish
Step 6 Discussion:
Think of things you could do to protect the environment. Write a list like Jennifer
Unit 11
Teaching Aims：
1.Train the Ss’ reading ability
2.Improve the Ss’communicating ability
3. Let the Ss know about the different styles of music in the world
Teaching Important Points:
1.Learn and master the following words and phrases
On the radio,in common, combine,variety
2. Improve the Ss’ reading ability and help the Ss understand the passage exactly
Teaching Difficult points:
How to help the Ss further understand the passage and finish the relevant tasks correctly
Teaching Methods:
1.Fast reading and careful reading to train the Ss’reading ability and understand the passage better
2.Discussion to improve the Ss’ability to communicate with each other
Teaching Aids:
1. a recorder 2.the blackboard
Teaching Procedures:
Step 1 Skimming
What is the passage about ? It’s a brief look at some of the exciting musical styles from around the world.
Step 2 Read the passage quickly and answer the following questions
1.How many styles of music does the author write about ? What are they?
Six They are blues, jazz, rock, hip-hop, rap, Latin music
2.Why does the author write this passage?
Because he wants to introduce some of the exciting music styles from around the world.
Step 3 Fast reading
3.Who are the two stars of Latin music mentioned in the passage?
Santana and Ricky Martin.
Step 4 Scanning
Read the passage slowly to get some details and then do the following :
I True or False questions and correcting the error
1.( ) There are only a few styles of music in the world.
2.( ) Blues is a new style of music.
3. ( ) Hip-hop and rap are completely different from blues and rock.
4. ( T ) Santana is a well-known Latin music artist.
5. ( ) Rappers sing the words to their music.
6. ( T ) There are many Spanish-speaking people in both North and South America.
Step 5 Intensive reading
kind Where is it from? Where is it popular?What are their characteristics?Famous singers/stars
Blues African songs US A way for…
Jazz Blues music US
Rock Blues music US
Hip- hop US fast/slow, combine
Rap US speak/“rap”
Latin music South/Latin America US/Spanish-speaking countries SantanaRicky Martin
Step 6 Choose the best answer
1. From Paragraph1 we can infer that___. A
A.There are many more kinds of music all over the world than we can hear on the radio or on TV.
B.There are not many kinds of music all over the world.
c.It is probable that few people like pop music.
D.Most of us probably have our favorite performers,stars or bands
2 .What is the most important characteristic of rap music?____ B
A.It combines other styles of music. B.The way it is sung is very special.
C.It can be fast or slow. D.It has something in common with blues and rock.
3.What do we know about Ricky Martin from the text?_______ D
A.He is popular in Spanish-speaking countries.
B.He is an American but speaks Spanish.
C.He is a rap singer.
D.He is not only well-known in Spanish-speaking countries but all over the world.
4.Where do you think Latin Music will be very much liked according to the text?______ B
A.Where there are many young people.
B.Where there are many Spanish-speaking people live.
C.Where there are many English-speaking people.
D.Where many Africans live.
5. Blues music comes from ________ . C
A. Latin America B. North America C. Africa D. Spain
6. The blues was brought to the US by _______ . B
A. African singers B. African artists C. African Musicians D. African slaves
7. The word “rap” in Paragraph 3 means “_______” . C
A. to sing and dance along with the beat. B. to peak the song words and dance along with the beat.
C. to sing and rap along with the beat. D. to speak the song words and rap along with the beat.
8. According to the passage, which of the following statements is true? D
A.Jazz, rock ,hip - hop , rap and Latin music are new musical styles.
B.Now blues is not popular in the US any more.
C.Hip - hop , rap and Latin music are very popular in the US.
D.Hip - hop and rap are completely the same as blues and rock.
9. In the US, where there are many Spanish – speaking , Latin music is a big part of the culture. The culture here refers to ______. B
A.African culture B. Spanish-speaking people’s culture C. Latin culture D. Spanish culture
Step 7 Post-reading
Listen to the tape and then have a discussion of the following questions:
1.Where does blues music come from?
Blues music came from Africa music that was brought to the United States by slaves.
2. What does the word “rap” mean?
To rap is to speak the words of a song along with the beat.
3. Why is Latin music so popular in the Us? Is it popular in China?
Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking population, but also because of the success of such artists as Santana and Ricky Martin. No, it is not very popular in China.
4. What have you learned from the passage?
Different styles of music make the world more colorful.
Step 8 Find out the topic sentence of each paragraph.
Paragraph1: There is a world of music out there.
Paragraph2 Blues music has a long history
Paragraph3: Today’s American music culture contains many different styles.
Paragraph4: Latin music has spread all over the world
Paragraph5 There is a wide variety of new music to be discovered in every corner of the world.
Unit 12
Teaching Aims：
1.Train the Ss’reading ability
2. Learn and master the following phrases
In trouble, come across, fight against, succeed , share ,believe in
Teaching Important Points:
1. Let the Ss understand the text better
2. Tell the differences among the following phrases
Used to do/be used to do/ be used to doing
Teaching Difficult points:
1. Master the following sentence patterns
(1) make sb./sth +adj.
(2) It is +adj.+to do sth
2.Master sentence pattern
Teaching Methods:
1. Question-and-answer activity to help the students to go through with the whole passage
2. Careful reading to find out the detailed information about the passage
3.Pair work or group work to make every student work in class
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
Have you seen the film”Harry Potter”? Can you tell us something about the film?
Step 2 Fast reading
Write the letter “T” if the sentence is true. Write “F” if the sentence is false, and then give the right information
1 ( ) Harry Potter is a world-famous writer.
2 ( T ) Harry is a boy with a scar on his forehead.
3 ( ) Harry is very happy before he goes to Hogwarts.
4 ( ) Harry goes to an ordianry school.
5 ( T ) Harry learns a lot about the real world at Hogwarts.
6 ( ) Rowling’s books are about magic and strange creatures, they don’t tell us something about the real world.
Step 3 Read the text again and summary the main idea of each paragraph
Para.1 It is a world of magic and wonders, a world where anything can happen
Para.2 Harry seems like a normal boy , but his life is miserable
Para.3 Hogwarts is an unusual school
Para.4 Harry has to fight against bad wizards and do the right thing
Step 4 Find out the key word of each paragraph as fast as you can. (team match)
JK Rowling , the author of the book and her books
Harry Potter, the hero in the books
Hogwarts , the place where the story happens
Harry’s feeling , which readers share
Step 5 Answer the following questions
1.Why is Harry Potter’s life miserable before he goes to Hogwarts?
Because his parents are dead and the family which he is living with treats him badly.
2.What does Harry learn about himself at Hogwarts?
At Hogwarts, Harry learns the truth about his past, a dark secret that will make his life and his choices more difficult.
3.Why does Rowling use strange creatures in her books?
Rowling uses strange creatures in her books to add to the magic effect of the story.
篇11：festival 教案教学设计(人教版英语高一)
Teaching aims:
1、 Learn and master some important sentences.
2、 Train the students’reading ability.
3、 Let the students learn about the relation between festivals and culture with the attempt of strenghtening the student’s cross-culture awareness.
Teaching important points:
1、 Improving students’reading ability.
2、 Help the students learn more about foreign history and culture.
Teaching methods:
1、 Reading to understand the passage correctly.
2、 Group work to make the students take an active part in the activities in class.
Teaching aids:
Cards; paper
Teaching procedure:
Step 1: Lead-in
T:Everybody please speak out as many festivals as you can at home or abroad
S:Christmas;Spring Festival;April fool…
T:The Christmas is on the way,can you sing the Merry Christmas together
S…
Step 2:Reading
T:Today we are going to learn a kind of festival that some of you may have not heard of.It called “Kwanzaa”,it is celebrated by Afican-American,it is a young festival and does not have a long history.Do you want to kown more about Kwanzaa?
Please open your book to the page 15,read the passage in 2 minute and then answer the question on the blackboard.
(read and then answer the question and explain some important sentences and new words)
Step 3:Discussion
Now you must have a better understanding of Kwanzaa,I would like to divide you into two groups to discuss the differences and similarities between kwanzaa and spring festival.
Step 4:Summary
Today we have learnt about a new kind of festival,do you want to celebrate the festival with them someday? Since the globalization is unavoidable,wo should respect other’culture and keep our own culture identity.
Homework
Today,we have learn a new kind of festival,after class,read the text more times and try to retell the story.Wtite down the differences and similarities between Sping Festival and Kwanzaa,and turn in tomorrow.
篇12：unit 14 Festivals词组(人教版高一英语下册教案教学设计)
1. dress up
2. celebrate & congratulate
3. would & used to
4. as well as & as well
5. as much as
6. each time & time-clause
7. Earth Day
8. Day Off & Day On
9. the living and the dead
10. rather & fairly, quite, pretty, very 表示程度
11. April Fool's Day
12. play tricks on sb
13. take in
14. decorate
15. jealous & envy
16. grave & tomb
17. lunar calendar & solar calendar
Word Study
1. theme
⑴ a subject of a talk or piece of writing 题目；主题；话题
Stamp collecting was the theme of his talk.
⑵ an idea that is developed or repeated in the work of a writer or artist
主题,中心思想
2. dress up (Point 1)
⑴ put on one's best or special clothes穿上盛装
All the family members dressed up for the party.
⑵ make sth or sb more attractive, as with clothing装饰;使变得更具魅力
⑶ put on a costume for fun or clothes for a part in a play 化装
Mary was dressed up to play Cinderella in her school play.
3. parade: an occasion when a group of people stand or walk in a
procession so that people can look at them 游行 ;行进
there used to be a military parade in Red square on I May.
4. Ramadan: the ninth month of the year in the Moslem calendar 斋月
5. Arabic: of or relating to Arabia, the Arabs, their language, or their culture.
阿拉伯人的(尤指其语言或其文学)
㈠ Arab: a member of an Arabic-speaking people; a member of a people
who lived originally in Arabia and who now live in many part of the
Middle East and North Africa 阿拉伯人
㈡ Arabia: a peninsula of southwest Asia between the Red Sea and the
Persian Gulf. Politically, it includes Saudi Arabia, Yemen, Oman, the
United Arab Emirates, Qatar, Bahrain, and Kuwait. Arabia has an
estimated one third of the world's oil reserves.阿拉伯半岛
亚洲西南部的一个半岛，位于红海与波斯湾之间。政治上它包
括沙特阿拉伯、也门、阿曼、阿联酋、卡塔尔、巴林及科威特。据估计，
阿拉伯半岛拥有世界储油量的三分之一
㈢ Arabian: of Arabia, esp the peninsula consisting Saudi Arabia and
several other countries 阿拉伯的, 阿拉伯人的
Arabian bird 凤凰 Arabian jasmine 白茉莉
Arabian camel (阿拉伯产的)单峰驼
Arabian Nights《一千零一夜》(《天方夜谭》)
㈣ Arabic : the Semitic language or writing of the Arabs which is the main
language of North Arabia, the Middle East and Arabia 阿拉伯语
6. holy
⑴connected with God or with religion and therefore very special or sacred
神圣的；上帝的
the Holy Bible 圣经
⑵ (used about a person) serving God; living according to a strict or
highly moral religious or spiritual system; pure; saintly 圣洁的
7. Easter: the Sunday in March or April when Christians celebrate Christ's
return to life 复活节
8. symbol
㈠ symbol
⑴ something that represents or suggests something else such as an idea
or quality 象征
The lion is often used as a symbol of courage.
The colour white is a symbol of purity.
In the picture the tree is the symbol of life and the snake the symbol of
evil.
⑵(for) a letter, sign or figure which expresses a sound, operation,
number, chemical substance, etc. 符号，记号, 标记
H2O is the chemical symbol for water.
In maths, x is the symbol for an unknown quantity.
The marks +、－、× and ÷ are symbols for add, subtract, multiply,
and divide.
㈡sign
⑴a standard mark, something which is seen and represents a
generally-known meaning; symbol 符号，记号
The signs for add, subtract, multiply and divide are +、－、×、÷.
A red flag was placed there as a sign of danger.
⑵a movement of the body intended to express a particular meaning or
command; signal 手势，姿势，信号
He nodded as sign of agreement.
She put her finger to her tips as a sign to be quiet.
He made a sign for me to follow him.
⑶ a notice giving information, warning, direction, etc. 标志,标记,告示
The sign by the road said ‘No Parking'.
⑷ (of) something that shows or points to the presence or likely future
existence of a particular condition, fact or quality 迹象;痕迹, 征兆
There are no signs of life about the house. 这房子没有有人住的迹象。
She saw no sign that he would change his mind.
㈢signal: something intended to warn, command, or give a message,
such as a special sound of action; a indicator, such as a gesture or
colored light, that serves as a means of communication. 信号,暗号
The railway signal showed that the train could pass.
Traffic signals tell drivers when to stop and go.
9. fighting: the occasion when people fight 战斗, 打仗
10. conflict
⑴ a fight or argument 打斗; 争执
a hand -to-hand conflict 短兵相接 a bloody conflict 血战
⑵ a difference between two or more ideas, wishes 冲突; 矛盾
conflict between the two countries 两国间的冲突
conflict between religion and science 宗教与科学之间的冲突
11. argument
⑴ a disagreement esp one that is noisy; quarrel 争论, 争辩, 争吵
The argument among the two parties was blown up by the press.夸大了
They were having an argument about whose turn it was to do the
cooking.
They got into an argument about politics.
⑵ (for, against) a reason given to support or disprove something
论据; 理由; 理由
There are many arguments against smoking.
This argument, however, does not hold water.
The risk of heart disease is a powerful argument against smoking.
⑶ the use of reason to decide something or persuade someone
按理; 说理; 辩论; 说服
We must settle this by argument not by fighting.
⑷ a short account of the story or subject of a book, poem, etc; summary
(文学作品的)梗概; 概要; 指要; 主题
⑸ (idm) put forward an argument 提出论点
⑹ (idm) drive an argument / a point home: make one's point clear
把论点讲透彻, 阐明观点
He drove home his point by citing specific examples.
⑺ (idm) fall into an argument with 与...发生争论
12. destruction
㈠ destruction: destroying or being destroyed摧毁；毁灭；毁坏
The fire caused the destruction of my books.
㈡ construction: building or being built 建设，建造
construction industry 建筑业
The new airport is still under construction
13. opinion
⑴ what a person thinks about sth. based on personal judgment rather
than actual facts 意见，看法， 主张
⑵ what people in general think about something 舆论
Public opinion is against him.
⑶ professional judgment or advice [专业性的] 鉴定，劝告，意见
You should get a second opinion from another doctor.
⑷ (idm) in one's opinion: as sb thinks; as information, experience lead
him to believe照某人的意见
In my opinion, he is not right.
14. major
⑴ great in size, importance, seriousness重大的; 主要的
the major part 主要部分 major subjects 主修(专业)课程
major party (有竞选力量的)主要政党
a major surgical operation 外科大手术
⑵ an officer of middle rank in the army 陆军少校
15. probably
㈠ probably: almost (but not quite) certainly; according to what is likely;
most likely; presumably 很可能地；大概
㈡ possibly: perhaps; according what is possible 或许；也许
16. honour
⑴n something that gives pride or pleasure 光荣
It was a great honour to be asked to speak at the conference.
⑵ the respect from other people that a person, country gets because of
high standards of behaviour and moral character 崇敬
⑶ v to; show great respect for sb or sth or to give sb pride or pleasure
向...表示敬意
I am very honoured by the confidence you have shown in me.
⑷ to keep a promise to do sth履行诺言
17. ancestor
㈠ ancestor: a person in your family who lived a long time before you,
from whom you are descended; forebear 祖先
Mary's ancestor settled in our country a hundred years ago.
㈡ offspring: a child or children; the young of an animal后代
㈢ descendant: a person, an animal, or a plant whose descent can be
traced to a particular individual or group 子孙
18. principle
⑴ a basic general rule or truth about sth原则；主义
We believe in the principle of equal opportunity for everyone.
⑵a rule for good behaviour, based on what each person believes is right
行为准则
a person of high moral principles
⑶ a law of science 原理/ 定律
The system works on the principle that heat rises.
19. unity: the situation in which people are untied or in agreement
联合,团结, 统一
the unity of opposites 对立的统一
the unity of motive and effective 动机和效果的统一
Unity is strength, unity is victory. 团结就是力量, 团结就是胜利。
20. community
⑴the group of people who live in a particular place, area or country
社会, 社区
community welfare department 社会福利部
Recent increases in crime have disturbed the whole community.
⑵ a group of people who have sth in common 团体，社团，界
the Chinese community (纽约的)华侨（界）
the community of scholars 学术界
community antenna television (缩写为CATV)共用天线电视
⑶ society as a whole; the public 大众
He did it for the interests of the community. 为了公众的利益才这么做
21. nation
⑴ a people who share common customs, origins, history, and frequently
language; a nationality 民族,
the Chinese nation 中华民族
⑵ a relatively large group of people organized under a single, usually
independent government; a country 国家
a most favoured nation 最惠国 the United Nations 联合国
22. purpose: an aim or a goal; an intention or plan; a person's reason for
an action
⑴ the reason for doing or meaning sth 目的；意图
The main purpose of this meeting is to decide what we should do about the problem of noise.
⑵ having an aim or plan and acting according to it 有目标
a good leader inspires people with a sense of purpose.
⑶ (idm) on purpose: not by accident; with a particular intention
故意；蓄意
I came a it early on purpose to see if I could help you.
23. creativity: the ability to make or produce new things, especially using
skill or imagination 创造力; 艺术创新
We want teaching that encourages children's creativity.
24. faith
⑴ firm belief; trust; complete confidence 信心；信念；信任
Children usually have faith in their parents.
I have faith in his ability.
We have faith in ourselves.
We should have faith in our Party and our government.
He has faith in my ability.
I have faith in you; I am sure you will do well.
He still has great talent, but he has lost faith in himself.
⑵ (loyalty to one's) word of; honour; promise (对承诺，诺言等的)信守
You must keep faith with him.
You cannot expect your friends to trust you if you do not keep faith with
them.
Don't break faith with him.
I kept faith with them.
I told her in all good faith that I would be there, but I wasn't able to go.
⑶ (in) belief and trust in God 对上帝的信仰
Had it not been for her great faith in God, she would have given up.
⑷ a system of religious belief; religion 宗教信仰
Faith can remove mountains.
The Christian faith
He is a member of the Catholic faith Islamic faith.
The ceremony was attended by representatives of the Christian and
Jewish faiths.
25. commercial
⑴ connected with buying and selling goods 商业的；商务的
commercial traveller 旅行推销员
A commercial college teaches things that would be useful in business.
⑵ making a profit 获得利润的；可获利的
Oil has been found in commercial quantities. 发现大量有商业价值的石油
26. joy
⑴ a feeling of great happiness 欢乐, 喜悦, 快乐，乐事, 乐趣
We'd like to wish you joy and success in your life together.
⑵ a person or thing that gives ;you great pleasure 使人高兴的人或事
That class is a joy to teach.
27. light
⑴ v make sth start to burn or shine（常与up连用）点火，点燃
Will you light the fire for me?
⑵ give light to sth so that you can see it dearly照亮；使光明
We lit the candle and the candle lit the room.
⑶to become bright with pleasure or excitement
（常与up连用）使容光焕发,喜形于色
Her face lit up with joy when she saw her mother coming.
⑷ n the natural force that takes away darkness so that objects can be seen
光，光亮
The sun gives us light during the day.
He worked by the light of a candle / the moon.
⑸sth that produces light and allows other things to be seen , such as a
lamp or torch发光物；光源; 灯
⑹adj of little weight, not heavy 轻的，不重的
The basket is very light; I can easily pick it up.
28. similar
⑴ like or alike; of the same kind; almost but not exactly the same in
nature or appearance近似的； 类似的；相似的
⑵ exactly the same in shape but not size 相似的
similar triangles have equal angles
29. generation: the children or the parents or the grandparents
⑴ a period of time in which a human being can grow up and have a family,
about 25 or 30 years 代，一代（约25 - 30年）
Members of my family have lived in this house for generations.
⑵ all the members of a family of about the same age(一家庭中的)一代人
We belong to the same generation.
This family photo shows three generations: myself, my parents, and my
grandparents.
⑶ all people of about the same age 世代; 一代人, 同龄人
Most people of my father's generation have experienced war.
⑷ all the members of a developing class of things at a certain stage
同一时代的产物
second generation computers
⑸ the act of process of generating 产生， 生产
the generation of electricity by water-power
⑹ (idm) generation gap: the difference in ideas, feelings and interests
between older and younger people, esp. considered as causing lack of
understanding; a broad difference in values and attitudes between one
generation and another, especially between young people and their
parents 代沟，两代人之间的隔阂
How can teachers help to bridge the generation gap between parents and their teenage children?
30. play a trick on sb: deceive sb for fun or profit开某人的玩笑；欺骗某人
Tom got very angry when the other boys played a trick on him and hid
his show when he was swimming.
Don't play tricks on me I want to know the truth.
31. salute
⑴a sign that a soldier, etc makes to show respect, by raising he hand to
the forehead军礼（行举手礼、鸣礼炮、降旗礼）
The soldier saluted his officer.
⑵ an action that shows respect for sb 致敬表示
The next programme is a salute to one of the world's greatest film stars.
⑶ v to show respect with a salute（常与to连用）向… 致意，向…致敬
The soldiers saluted as they marched past the general.
This is the day on which we salute those who died in the war.
32. kiss touch someone with your lips to show your love or to say hello or
goodbye; to touch or caress with the lips as an expression of
affection, greeting, respect, or amorousness 接吻
kiss her goodbye 和其他用语
⑴ to say goodbye to sb ⑵ to wave goodbye to sb
⑶ to nod goodbye to sb ⑷ to kiss sb goodbye
⑸ Goodbye till tomorrow! ⑹ Goodbye for today.
33. cheek: one of the two parts of your face that are on each side of your
nose and mouth and below your eyes; the fleshy part of either side of
the face below the eye and between the nose and ear脸颊；面颊
Her cheeks became red after she ran up the stairs to the six floor.
34. nod
⑴ to lower and raise the head quickly, as in agreement or
acknowledgment (he act of admitting or owning to something
承认) 点头, 表示同意或致意
⑵ to let the head fall forward when sleepy 打盹；短时的小睡
He nodded off on the train. 在火车上打瞌睡
35. celebration: the act or occasion of doing sth enjoyable because sth
good has happened or because it is a special day 庆祝, 庆典
36. reminder: sb or sth that makes you remember sth.提醒的人, 暗示
We received a reminder that we hadn't paid the electricity bill.
37. respect
⑴ v to admire or have a high opinion of sb or sth
(与of, for连用) 尊敬; 尊重
I respect his courage.敬佩他的勇气
I'll respect your wishes. 尊重你的愿望
⑵ to show care for or pay attention to sb or sth; to show careful
consideration for 关心；注意；重视
We should respect other people's cultures and values.
I promise to respect your wishes.
⑶ n (for) the feeling that one admires someone or something very much
and that they or it should be treated well and honourably 尊敬; 尊重
They stood in silence for one minute as a mark of respect for the dead.
The young should show respect to those who are older
The students have great respect for their teachers.
⑷ (for) consideration or care 关心；考虑；顾虑； 重视
The secret police show little respect for human rights.
Electricity is dangerous and should be treated with respect.
⑸ a detail; particular point 细节；方面
In many respects the new version is less good than the old one.
38. Mexico: a country of south-central North America 墨西哥
39. skeleton: the structure formed by all the bones in a human or animal
body（人或动物的）骨骼
a dinosaur skeleton in the Natural History Museum
40. gift
⑴ something which is given willingly; present 礼品；赠品
Christmas gifts
⑵ (for) a natural ability to do something; talent 天赋，天资；才能
He has a gift for poetry.
a man of many gifts 多才多艺的人
gift of the gab 口才
⑶ v to present with a gift 赠送礼物
41. cycle
⑴ v to ride a bicycle, motorcycle, or similar vehicle 骑车骑自行车等
He usually cycles to school.
Go cycling is a common way of talking about cycling for pleasure.
⑵ n a series of events, etc that happen repeatedly in the same order
循环；周而复始
the cycle of the season
the seemingly endless cycle of violence in this troubled part of the world
⑶ the period of time needed for this to be completed 周时, 周年
the life cycle of insects
⑷ a bicycle, motorcycle, or similar vehicle.
自行车，摩托车自行车，摩托车，或者类似的交通工具
42. fool
⑴ n a person who is lacking in judgment or good sense 蠢人, 傻瓜; 白痴
I'm a fool, I left my coat on the train.
⑵ v to deceive; trick 愚弄；欺骗
He fooled me into giving him money.
You can't fool her; she's much too clever for that.
43. take in (Point 13)
⑴ to receive into one's home; provide lodgings for a person接待;留宿
He had nowhere to sleep so we offered to take him in.
⑵ to include 包含；包括
This is the total cost of the holiday, taking everything in.
When I go to New Year for meetings, I usually take in a movie.
⑶ to understand fully; grasp充分理解；掌握
It took me a long time to take in what you said.
⑷ to deceive 欺骗
Don't be taken in by his promise.
44. invitation: inviting or being invited 请帖；邀请
We had three invitations to parties.
45. occasion
⑴ a particular time when sth happens特殊场合； 特殊时刻
a great occasion 盛大的场面
⑵ the suitable or right time for sth良机；机会
I shall tell her what I think if the occasion arises.
⑶ usage:
① You used occasion when you mean the time is right or suitable for sth.
I saw them at the funeral, but it was not a suitable occasion for discussing holiday plans.
② You use opportunityor chance when you mean that it is possible to
do something.
I was only in Paris for one day and I didn't get the opportunity /
chance to visit the Louvre. (巴黎的)卢佛尔宫
⑷ a special event, ceremony; a happening; an incident重大的事件；事故
II Language Points
1. dress up (Word 1)
⑴ put on one's best or special clothes穿上盛装
All the family members dressed up for the party.
⑵ make sth or sb more attractive, as with clothing装饰;使变得更具魅力
⑶ put on a costume for fun or clothes for a part in a play 化装
Mary was dressed up to play Cinderella in her school play.
You don't need to dress up for this dinner.
I don't want to go to their wedding because I hate dressing up.
⑷ Notes:
① dress up 后接in表示“穿...服装打扮”
I just love the fun of dressing up in ancient clothing.
② dress up 后接as表示“打扮成...”
The little girl dressed herself up as a angle. (天使)
③ be dress in “穿着...”
She is always dressed in white.
2. celebrate & congratulate
㈠celebrate: do sth special and enjoyable on an important day or because
of an important event 庆祝, 祝贺, 庆贺
The people celebrated the victory.
We celebrated Christmas with a tree and presents.
we had a party to celebrate Mother's silver wedding.
㈡congratulate: to express one's pleasure, praise, or admiration for sb
because of a happy event or sth. successfully done
恭喜；祝贺，向...祝贺
I congratulated my friend on her birthday.
Let me congratulate you on the birth of your daughter.
We all came up to congratulate on the winner.
I'm writing to congratulate you on your being awarded the first prize in
the contest.
I congratulate you on your great success.
3. would & used to
㈠would
⑴ used as the past form of 'will' when you report what sb says or thinks
They said that they would help us.
⑵ used with 'like' or 'love' as a way of asking or saying what sb wants
Would you like to come with us?
⑶ used for talking about things that often happened in the past 过去常常
When he was young he would often walk in these woods.
㈡used to
⑴ used to: habits or states that existed in the past but no longer exist
He used to be a teacher in our school.
His father used to play football very well when he was young.
⑵ be (get) used to: in the habit of sth or doing sth习惯于
She is used to the weather here.
He has got used to getting up early.
⑶ be used to do: passive voice
Coal is used to cook our food.
Steel is used to make a lot of things.
4. as well as & as well
㈠ as well as
⑴ equally excellent; no less than同样好
You can't do it as well as I can.
⑵ in addition to; and also; besides和；及； 除...之外
He was my friend as well ;as my doctor.
The book tells about the author's life as well as about his writings.
㈡ as well (as sb or sth): too; also; in conjunction with sb or sth specified;
in addition to sth 还；也；此外还
She knows English and French as well.
When we asked them to stay for the weekend we didn't realise they
would be bringing a couple of dogs as well.
5. as much as
⑴ to the extent, degree, or quantity as 尽多，一样多
Take as much as you like.
⑵ (or so much as) just the same as; almost; practically; really
等于；几乎；实际上；真正地
By running away he as much as admitted that he had taken the money.
⑶ (or much as) even though; although 虽然；尽管
As much as I hate to do it, I must stay home and study tonight.
⑷ as much as, as well as, no more than, no less than, rather than, but,
with , along with, together with, like, besides, except, in addition
to和 “of +名词”等,连接两个并列主语时,动词的单复数和第一个主
语保持一致.
Mary as well as her classmates has learned to drive a tractor.
My classmates as much as I are glad to hear that.
The teacher together with his students is going to visit the Great Wall
I rather than he am to blame.
No one except Xiao Wang and Xiao Li has been to Beijing.
He, like you and me, likes to play football.
The number of the students of our class is 50.
He, no less than you, is worthy of being praised.
His brother, no more than Jim, are to be answered for it.
6. each time & time-clause
⑴each time (every time) 每次
Each time I meet an Englishman, he starts off the conversation with
some comments on the weather.
Every time I travelled by boat, I got seasick.
⑵ by the time 到...时候
He had studied English for three years by the time he came to our
school.
The truck will have arrived by the time you have all the things packed
up.
⑶ the last time 在最后一次
The last time she saw Mr Brown, she was sitting on a sofa.
⑷ the first time 在第一次
The first time he spoke in public, he felt shy.
⑸ the second time 在第二次
The second time (that) we met, he replied to a lot of questions.
⑹ all the time 一直；始终
There were twelve of us, who never took a European meal all the time
we were in China.
⑺ at the time 在...时候
I told you at the time that I thought you were stupid.
⑻ from the time 自从...时候起
From the time the Red Army first came into being, its relationship with
people, in the words of Mao Zedong, was the relationship of fish and
water.
⑼ next time 在下一次...
Next time you come, you will see him.
⑽ the day 在那天
I saw them the day I left for Europe.
⑾ the week (that) 在...那周
We were there the week that it snowed so heavily.
7. Earth Day
Earth Day was first celebrated in 1970 to show international concern
for the environment. It is not, however, an official government holiday
in many countries.
8. Day Off & Day On: 休息日和奋斗日
To have “a day off” means to stay home from work for a day, usually
to relax. A “day on” means that although an American doesn't work that
day, they should do something serious to honour the man for whom the
holiday is given.
9. the living and the dead
某些形容词前加 the 表示一类人，其意义为复数。 如： the poor,
the rich, the old, the young, the sick, the dead, the brave, the deaf and
dumb, the oppressed, the injured, the wounded, the unemployed 等。
The old are taken good care of.
The rich get richer and the poor get poorer in many countries.
10. rather & fairly, quite, pretty, very 表示程度
fairly good = 60 points very good = 100 points
rather (pretty, quite) good = 80 points or so
㈢ Note:
⑴ 只有rather能接比较级和too, 其余三个不能
rather warmer, rather too sure
I can't make a decision now, I need rather more time to think it over.
稍多
⑵quite 和 rather 可用在冠词前，也可和动词连用，其余两个不能
quite a good film, rather a good idea,
Rather the impression I wanted to give you.
I quite like her.
I rather enjoy doing nothing.
⑶ quite, fairly 和 rather也可放在a(n)之后，只有名词前有形容词时，才这
样用
a quite good film, a fairly interesting lecture, a rather good idea
⑷ quite可与绝对形容词连用，其他三个不能
quite right, quite completely, quite perfect, quite absolutely, quite
mistaken, quite round
11. April Fool's Day: April Fool's Day is traditionally a day to play practical
jokes on others, send people on fool's errands, and fool the
unsuspecting. No one knows how this holiday began , it was thought to
have originated in France.
12. play tricks on sb(Word 30)
deceive sb for fun or profit开某人的玩笑；欺骗某人
Tom got very angry when the other boys played a trick on him and hid
his show when he was swimming.
Don't play tricks on me I want to know the truth.
13. take in (Word 43)
⑴ to deceive; cheat; fool 欺骗;愚弄
Don't be taken in by his promise.
Many a person has been taken in by that trick.
⑵ to understand fully; grasp充分理解；掌握
He needs some time to take the situation in.
It took me a long time to take in what you said.
⑶ to receive into one's home; provide lodgings for a person接待;留宿
Now that his parents are dead, who will take athe boy in?
He had nowhere to sleep so we offered to take him in.
⑷to include 包含；包括
This is the total cost of the holiday, taking everything in.
When I go to New Year for meetings, I usually take in a movie.
14. decorate
⑴to add sth in order to make a thing more attractive to look at装饰；点缀
We usually decorate the main streets with flags on holidays.
Decorate the cake with cherries and nuts.
⑵ to put paint and wallpaper onto walls, ceilings and doors in a room or
building 油漆；粉刷
I think it's about time we decorated the living-room.
15. jealous & envy
㈠ jealous
⑴ feeling upset because you think that sb loves another person more than
you 吃醋
Tom seems to be jealous whenever Mary speaks to another boy!
⑵ feeling angry or sad because you want to be like sb else or because
you want what sb else has 嫉妒
He is jealous of their success.
⑶ wanting to keep what one has; envious （常与of连用）妒羡的；羡慕的
She is jealous of our success.
I was jealous of Sarah when she got her new bicycle.
I was very jealous of Sarah's new bicycle.
㈡ envy
⑴ n. (at, of, towards) the feeling you have towards sb. when you wish that
you had their qualities or possession 羡慕; 妒嫉
They are full of green of envy when they saw my new car.
Their beautiful garden is the envy of all the neighbours.
He was filled with envy at my success.
His success is the envy of us all.
⑵ v. feel envy towards sb. because of sth. 羡慕; ；妒嫉
I envy your ability to work so fast.
I don't envy you your journey in this bad weather.
I envy you your health.
I envy him his experience.
They envy him his success.
The award made him envy you and he is no longer your friend.
16. grave & tomb
㈠grave
⑴ the place in the ground where a dead person is buried 坟墓，墓地
He put some flowers on the grave.
⑵ death 死亡
Is there life beyond grave?
㈡ tomb
⑴a place where a body is buried, often one with a large decorated stone
above 坟墓
the Ming Tombs reservoir
⑵a monument commemorating the dead 墓碑
17. lunar calendar & solar calendar
㈠ calendar
⑴ a list that shows the days, weeks and months of a particular year
日历, 月历, 年历
tree ring calendar 年轮历
A calendar is often hung on a wall and may have a separate page for
each month, sometimes with a picture or photograph.
⑵ a system for dividing time into fixed periods and for marking the
beginning and end of a year 历法
the Muslim calendar
From January 1st to February 1st is one calendar month.
⑶ a list of dates and events in a year that are important in a particular
area of activity 全年大事表;一览表；记录表
school calendar, academic calendar 校历
㈡ lunar: of, for, or to the moon; be connected with the moon；
involving, caused by, or affecting the moon 月球的
㈢solar: of or from the sun; relating to, or proceeding from the sun
太阳的
篇13：高中英语必修1（词组总结） 教案教学设计(人教版英语高一)
Unit 1 Friendship
be good to 对….友好
add up 合计
another time 改时间
get sth done 使…被做
calm down 镇定下来
have got to 不得不
be concerned about 关心；挂念
walk the dog 遛狗
make a list of 列出
share sth with sb 和某人分享某物
go through 经历；仔细检查
hide away 躲藏；隐藏
set down 放下；记下
a series of 一系列；一套
be crazy about 对…着迷
on purpose 故意
in order to/ so as to 为了
face to face 面对面地
according to 按照；根据…所说
get along with 与…相处
pack up 收拾，打理行装
have trouble with sb/sth 同某人闹意见；做…有困难
fall in love 相爱
throw away the friendship 放弃/终止友谊
try out 试验；试用
join in 参加（活动）
communicate with sb 和…交际
far and wide 到处
look to sth 注意，留心某事
cheat sb (out) of sth 骗取某人某物
have the/a habit of doing sth 有做…的习惯
be ignorant of 无知的
1. I wonder if… 我想知道是否….
2. It’s because… 这是因为…. 此从句中because不能用since或as 代替
3. What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？
4. While walking the dog, you were careless and it got loose and was hit by a car.
=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。
（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）
5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？
6. I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我已经很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。
7. I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound. 我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。
8. It was the first time in a year and a half that I’d seen the night face to face.
这是我一年半以来第一次目睹夜晚。
9. I would be grateful if you could give me some advice. 如果您给我提些建议，我会非常感谢的。 （I would be grateful if… 委婉客气提出请求）
10. It’s a good habit for you to keep a diary. 记日记对你来说是个好习惯。
11. She found it difficult to settle and…
12. This series of readers is very interesting.
13. A friend in need is a friend indeed.
14. People are told that their actions should be as gentle as the wind that blows from the sea.
Unit2 English around the world
in…ways 在…方面
be different from 与…不同
play a role/ part (in) 在…中担任角色；在…中起作用;扮演一个角色；参与
play an important role/ part 在…中起重要作用 because of 因为；由于
such as 例如
believe it or not 信不信由你
come up (vi) 走进；上来；发生；被讨论
come up with 提出
come up to a place 参观某地
ever before 从前
at the end of 在…末期
even if/ though 即使
be based on 在...基础上
close to 距离…近
make (good/ full) use of （好好/充分）利用
change…into 把…变成
in the early days 在早期
from one place to another 从一处到另一处
take…with…随身携带
the same…as 与…相同的
at present 目前
as a rule 通常；照例
be present at 在席；出席
carry out a rule 执行规则
be absent from 缺席
be a native of 是…人
present sth to sb / present sb with sth
be native to 是…的土产动物/植物
at sb’s request 应某人的要求
have a command of掌握
make a request 请求
give commands 命令
request that …(should)+v原形
in one direction 朝一个方向
an international language 一门国际语言 an international organization 一个国际组织
in the 1600’s = in the 1600s
as we know 正如我们所知
1. However, they may not be able to understand everything.
（然而，他们可能不是什么都懂。）
2. This is because Britain ruled India from 1765 to 1947.
(这是因为英国于1765年到1947年统治过印度。)
3. All languages change when cultures communicate with one another.
(当不同文化互相沟通时，所有的语言都会发生变化。)
4. What the British call “petrol” the Americans call “gas”.
(美国人把被英国人称作“petrol”的东西称作“gas”。 此处what引导宾语从句)
5. Actually, it was based more on German than present day English.
(实际上，当时的英语更多地是以德语为基础的，而现代英语不是。)
6. …those who reported the news were expected to speak excellent English.
7. The US is a large country in which many different dialects are spoken.
(in which= where, 其引导定语从句。 美国是一个大国，国内说着许许多多的方言。)
8. …there is more than one kind of English in the world.
(more than one+单数可数名词，作主语时，谓语用单数)
9. It is not easy for a Chinese person to speak English as well as a native English speaker.
(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)
句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是…
扩充：It is + adj+ of /for sb to do sth
当句式中形容词修饰to do sth 时用for; 若形容词修饰sb，则用of.
eg: It’s kind of you to help me carry the box.
附：
1. either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。
2. be different in
强调在某方面的不同
be different from 强调在各方面的不同
3. in the end 最后，最终 后无of 结构
三个表示最后最终的用法：
⑴finally: 按照顺序的最后，常与first, secondly 等连用
⑵at last: 经过长时间等待直到最后
⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等
4. 与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？
⑴Pardon?
⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.
对不起，我没听懂，请再说一遍好吗？
⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？
⑷Could you speak more slowly, please? 请你说得慢一点好吗？
5. include ─ including; included
identity ─ identify
actually ─ actual (adj); rapidly ─ rapid (v)
government (n) ─ govern(v)
wide (adj) ─ widen (v); broad (adj) ─ broaden (v)
foreign ─ foreigner;
solve (v) ─ solution (n)
6. petrol------gas ;
lift------elevator;
flat------apartment
film------movie; sweets----candy;
post------mail
Unit3 Travel Journal
one-way fare 单程票
round-trip fare 往返票
dream of/ about doing sth 梦想做某事
graduate from 从…毕业
go for long bike rides 做长途自行车旅行
persuade sb to do sth= persuade sb into doing sth 说服某人做某事
persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事
get sb interested in 使某人对… 感兴趣
insist on (one’s) sth/ doing sth 一定要；坚持要
the best way of doing sth/ the best way to do sth 干某事的最好办法
at an altitude of 在…海拔上
attitude to/ toward(s) 对…态度
care about 忧虑，关心 care for喜欢，照顾
care to do愿意/同意做某事
change one’s mind 改变主意
to my mind = in my opinion
make up one’s mind to do 决心干某事
determine to do sth ( 动作) / be determined to do sth （心理） 决心干某事
give in (to) 投降；屈服；让步
give in (vt) 上交
give up 放弃
give up doing/sth
as usual 像往常一样
at midnight 午夜
make camp 野营，宿营
put up one’s tents 搭起帐篷
sth be familiar to sb某事为某人所熟悉
sb be familiar with sth某人熟悉某事
can’t wait/ can hardly wait to do sth 迫不及待想干某事
for one thing… for another （用来引出某事的理由）一则… 二则…
take one’s breath away 使某人大吃一惊
1. It was my sister who first had the idea to cycle along the Mekong River.
强调句基本句型：it is/ was…. that….其中指人时可用who(主)，whom(宾)。
2. Although she didn’t know the best way of getting to places, she insisted that we (should) find the source of the river.
insist that….(should)+ v原形 坚持要；坚持要求
insist that….陈述语气 坚持说；坚持认为
3. Have you ever seen snowmen ride bicycles? (metaphor)
4. To climb the mountain road was hard work but to go down the hills was great fun.
5. Good luck on your journey.
6. The lake shone like glass in the moonlight. (simile)
Unit4 Earthquakes
have time to do 有时间做某事
happen to do 碰巧做某事
shake hands with sb 握手
burst into tears/ laughter
burst out crying/laughing
突然哭/笑起来
in ruins 成为废墟
cut across 穿过、横穿
blow away 吹走、刮走
fall down 倒塌
rescue workers 救援人员
be pleased to do 乐意做某事
make/ give a speech 发表演说
judging….from 根据……来判断
tens of thousands of 成千上万
dig out 挖掘
a great/ large number of =a great many/good 大量的
be trapped in/ under 陷入……/ 陷在……下面
the high school speaking competition 高中演讲比赛
have sb do sth= make sb do sth= let sb do sth 让某人做某事
come to an end (vi) = put/ bring sth to an end = put/ bring an end to sth 结束某事
be proud of / take pride in 以……而自豪
invite sb to do sth 邀请某人做某事
think little of 对……评价低
invite sb for/ to sth
think highly of 对……评价高
one-third 1/3 two-thirds 2/3
seventy-five percent 75%
agree with sb
give out 发出（气味等）；分发；耗尽
agree to sth
give off 发出（气味等）
agree to do sth
give away 赠送；泄露
agree on sth 达成一致意见
give back 归还
right away= right now= at once= immediately 立刻
as you know 正如你所知道的
be known as 作为……而知名
as is known to all 众所周知
be known for 因……而出名
as could be expected 正如可以预料到的
it is useless doing sth 干某事是无用的
happen= take place= come about= break out
偶发 有计划偶发 战争等爆发
1. It is always calm before a storm.
2. Now, imagine there has been a big earthquake. 此句为There be 句型
3. Mice ran out of the fields looking for places to hide. 现在分词表伴随
4. It seemed that the world was at an end.
5. Water, food and electricity were hard to get.
句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义
6. All hope was not lost. all 与not 连用 表示部分否定
7. It’s never too late to learn. 活到老，学到老。
附：分词用法 之 作定语
falling leaves 正在落的叶子 boiling water 正在沸腾的水
fallen leaves 已经落在地上的叶子 boiled water 开水
Unit5 Nelson Mandela----a modern hero
lose heart 丧失勇气
worry about 担心（动作）
lose one’s heart to sb/sth 爱上，喜欢上
be worried about 担心（状态）
in trouble 处于不幸中
be sentenced to 被判处
be out of work = lose one’s job 失业
be equal to 相等的，平等的
as a matter of fact = in fact = actually 事实上 beg for 乞讨
blow up 充气，爆炸
set up 建立，创立；设置，竖起
send up 发射，使上涨
set about 着手做某事 (set about doing sth)
go up 上升，增长；被兴建
set off 出发，动身
set up 设立，建立；设置，竖起
set out 陈列，摆出；开始（set out to do sth）
be active in = take an active part in 积极参与，在……活跃
keep sb from doing sth阻止某人做某事 die for 为……而死
stop sb (from) doing sth
die from 死于（外因）
prevent sb (from) doing sth
die of 死于（内因 如：饥饿，寒冷，疾病等）
put sb in prison= throw sb into prison= send sb to prison 把……投入监狱
advise sb to do sth 建议某人做某事
advice 不可数 a piece of advice
advise doing sth
fight for 为争取……而斗争
advise sb on sth
fight against 为反对……而斗争
advise that (should)+ v原
fight with 同……并肩作战/ 同……斗争
have problems/ difficulty/ trouble with sth
work out 算出
have problems/ difficulty/ trouble (in) doing sth have a go= have a try
be willing to do sth 乐于做某事
realize one’s dream of 实现…… 的梦想
answer violence with violence 以暴制暴
break the law 违反法律
come to power 当权，上台
social activities 社会活动
equal (adj)------equally (adv)------equality (n) violence (n)------violent (adj)
cruelty (n)------cruel (adj)------cruelly (adv)
educated (adj)------education (n)
willing----unwilling 不愿意的
active----inactive 不活跃的
1. Only then did we decide to answer violence with violence.
only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。
Only yesterday did his father tell him the truth.
Only when his father came back did he go to bed. （从句无需倒装，主句要倒装）
2. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.
他主张三民主义：民主、民权、民生。
3. I felt bad the first time I talked to the group.
the first time 用法相当于连词用法，用来引导从句
链接：It’s the first time that 现在完成时
It was the first time that 过去完成时
4. He taught us during the lunch breaks and the evenings when we should have been asleep.
should have done 本应做而未做
needn’t have done 本不应做而做了
can’t have done 过去不可能做过
篇14：unit3 going palces单元整体教学 (人教版高一英语上册教案教学设计)
）(1)
教学内容分析
本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。
Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
Reading 分为三部分：pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。
Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与 writing里学，道理也同上。
Integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。
Writing本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。
Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。
Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。
从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一斑。
我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。
教学重点难点：
（一）重点
1． 本单元的生词、短语
2． 有关旅游的一些表达法
3． 掌握游记与来往书信的写法
4． 复习动词的用法以及现在进行时用于将来的表达法
（二）难点
1． 动词时态的综合运用
2． 语法操练与语言交际活动的有机结合
3． 一些开放性话题的实现
4． 课外查阅资料的能力培养
教学目标
1． 语言知识与技能
1） 熟练掌握与话题相关的常用词汇与表达法
2） 培养学生听、说、读、写四技能的综合运用能力
3） 使学生能就given topics较好地完成一些开放性话题
4） 培养学生使用图书馆、网络查阅资料的能力
2． 情感态度与文化意识
1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣
2） 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势
3） 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识
4） 带领学生领略世界风光之美的同时，增强他们的环保意识
3． 学习策略
1） 兴趣教学策略,其中包括对话、讨论、表演等
2） 开放式教学策略，如：brainstorm, role play, given situations 等活动
3） 任务型活动策略，在做中学，在交际中进行真实运用
为了有效地达到以上教学目的，我设计了以下六个任务：
1）The students are to discuss the means of transportation
2）The students are to describe a place they know
3）The students are expected to know what an adventure travel is like
4） The students are supposed to take a virtual travel
5） The students are to write a travel diary/letter
6） The students are to finish a proposal letter/make a survey report
我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。
任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。
高一英语新教材备课资料Unit 3 Going Places（说课稿）(2)
*** 本单元的预习作业是：
1. Prepare for the dictation (words & expressions)
2.Topics: Suppose your pen-pal comes to Ningbo from America, would you design a tour program(3-day trip in Ningbo) for him?
3. What do you know about an adventure travel? How about an eco-travel?(by reading the text & surfing the internet www.ask.com)
第一个作业迫使学生主动去扫除字词障碍；第二个作业是第一堂课的Daily Report(每次课前五分钟的free talk,有时教师规定话题，多数时候不限；学生自己找资料；一般一次一人，也可多人合作)；第三个作业是本单元会陆续出现的一些话题，预先让学生有个认识，而且通过看书都可以基本解决。因此预习工作做得充分与否直接影响着上课效果，我也准备了一些检测手段，如：听写、默写，Daily report等。
第一课时(Listening) 中心任务：The students are to discuss the means of transportation
warming-up的二、三部分与listening合在一起，侧重对听力的训练，听说结合。
1． 听写单词，挑选的都是在后面话题中出现频率较高的关键词，其实是过词汇关，检查预习手段之一。
2． Daily report 两人对话，给国外来的笔友聊聊“宁波三日游”的安排，熟悉的话题，随意的对话，学生会很乐意。对话中会涉及旅游景点、交通方式等内容，学生运用不多的已有语汇就可完成。教师指令其他的学生就相关话题提问或建议，如：从市区到河姆渡不仅可以乘汽车，还可轮渡。这是一种学生间的互动，由学生来启动课堂，有时更能活跃气氛。也是检查预习手段之二。
3． Brainstorming，学生列举种种交通方式。教师在黑板上画出一字开花图形。
4． 引入课文上的问题：What do you have to consider before you decide which means of transportation you will use?学生七嘴八舌会答：根据路途的远近，价格，时间，速度，安全，兴趣爱好，身体状况，舒适程度等。教师总结：就象刚才有同学谈到，到达河姆渡可以有多种途径，考虑时间因素，可以选择中巴，约需一小时，甚至可以打的，当然前者经济。而从舒适的角度出发，尤其是象我这样会晕车的旅客，可以乘船游览，一边观赏姚江两岸风光，还可中途上岸游玩梁祝公园，约需三个小时，但一路上非常休闲、享受。学生由此明白话题可以说得丰富多彩。
5． 简述课文warming-up第三部分：How would you like to go to the following places? Why? Situation 1: from Shanghai to London……
6． （图表）文中的听力材料，由两种不同的练习构成，我采用了不同的方式。1）第一部分是三则登机前的广播通知，较简单。先听磁带，同时填写表格，锻炼他们抓关键词的快速反应与提取信息的能力；听第二遍，要求复述内容，熟悉口头通知的格式。2）第二部分资料较长，内涵也丰富些，是五段游客的叙述。也是播放两遍录音，但要求上有了点提高。学生先带着问题听，完成相关练习；在听懂原文基础上，会作某些深层次的猜测与判断，即理解句子之间的逻辑关系。当然听之前都留一点时间让他们看题。
7． 接下去我设计了一个比较轻松的练习，是一种巩固性练习。先听教师念一段中文材料：坐在泰国大象的背上慢吞吞地探索山区的部落村庄；破旧的人力车拉着你穿梭于加尔各答的大街；勉强地把自己塞进在印尼当地被称为“BEMO”的小货车里；在华丽的奥斯汀牌大出租车里伸展着四肢，目的地是历史悠久设施豪华的内罗毕诺富克大酒店。还有呢！--乘坐只有五个乘客的小飞机飞到奥克旺格三角洲的腹地，再坐独木舟顺流而下，不远处有看热闹的鄂鱼；踉跄地爬进过路的牛车上，然后舒服地躺在装满稻谷的麻袋中间，一边慢悠悠地行进在颠簸的高原路上，一边观赏不远处的喜马拉雅山；在印尼的山区小镇彤莫虹，坐上两轮篷式马车（当地又称BENDI）四处游览，耳边是马蹄踏在鹅卵石路上的得得之声；坐在装有舷外支架的独木舟中，沿着马那多河漂流十英里，就可以到达世界上最好的潜水地点……
我们可以看到文中多姿多彩的交通工具,如:泰国大象,人力车,以及一种小货车-BEMO等。让学生记录下来,并找到相应的英文。让他们在不知觉中再次巩固、拓展话题中的某些用语，也开启他们的思路--原来还可以这样旅游！激发他们探索的兴趣与想象力。中文素材在这里虽有些不协调，但目的只有一个：让学生热起来。手段是为目的服务的嘛，允许偶一为之（但正式上课时我会考虑用英文）。当我问道：Do you enjoy such kind of traveling? Why? 我就会得到水到渠成的回答: 当然。（因为varieties, fun, imaginative, curious, exciting）。
听的表现形式：学生与学生的对话；听录音；听老师的口头材料
8． 建议：Workbook里的listening 是前面课文的延续，是一则很好的听力巩固练习。如有时间，可以放在课堂上，或者替换刚才的中文材料；也可用于早上的听力课。
第二课时(Speaking) 中心任务：The students are to describe a place they know
这堂课可以说是前一课时的延续，侧重于“说”，听与说的结合。听与说始终是一对孪生姊妹，没有说就谈不上听，没有听就不会有说。
1 Daily report 学生将会描述一次印象深刻的旅游经历。对于自己熟悉的东西，尤其是经历过的事情，他们容易言之有物，且语言会生动。
2 （图片）过渡到文中要介绍的A Time Machine(时光机器)--人们想象中一种神奇的能够穿越时空的交通工具，借助它，人们可以回到过去，飞向未来。让学生简单了解“时光机器”的性能后，我设计的一个小任务是：想象中你乘着“时光机器”来到了某地，请描述你看见的情景。有两种形式呈现：（一）make a similar conversation according to the dialogue in the text （二）describe a place you were，分组进行。
学生在所学的历史、地理知识帮助下，展开联想。描述中，也许来到中世纪时斗牛士曾角逐其间的罗马圆形剧场，也可能出现去探访未来太空加油站的情景。分别选取一组作汇报。
3 （图片）A word game, 为了帮助学生更准确、生动地进行描景状物，带动他们先做一个看图找词的辅助练习，以丰富他们的词汇量。是关于各种地貌形态与气候现象的一些常用词。如：forested, treeless, crowded, hilly, cold , industrial, noisy, peaceful, picturesque等。所列词不是一一对应，剩下的词让学生想象会是怎样的画面。
4 其实，以上每个任务的设计都是为接下来的中心任务服务，现在进入实战练习。请描述一个你曾经到过的/你熟悉的地方。“I know a place”
完成步骤：
1）教师首先描述自己的一张照片。这样把自己放在与学生平等体系里，更能调动学生参与的积极性。
2）每人在组里展示在旅游地拍摄的风景照/明信片（想象景中有你）（事先准备好），带着以下问题，先让同伴guess: --Where are you?-- What are you doing? –What can you see, hear, or smell? –How are you feeling?；本人再作补充，即取长补短。
3）互相讨论并由对方记录所描述的内容。
4）口头汇报 应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。
本堂课的目的是：培养学生有条理地描述个人体验和表达个人的见解和意愿的能力；培养他们传递信息并就熟悉的话题表达看法的能力
尽最大可能让学生开口，说错了有机会改正，说得粗糙可以完善，重要的是诱发出他们那股初生牛犊不怕虎的冲劲。我们做教师的难点之一也许在于把握时机，以免一不留神压制了他们说的渴望与积极性。我想这也是我们现在大力提倡形成性评价的原因，多棱面地激发学生的学习兴趣。
5. Homework: 1.Read through the material on P98 in WB
2.To know what an adventure travel is
其实是两个软性作业，巩固今天刚学的，预习明天要学的。
（三）（四）两课时主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。
第三课时Reading（一） 中心任务： The students are expected to know what an adventure travel is like
1 Daily report
2 师生互动 教师问：-- Do you like an adventure travel? Why/Why not?
--Why do many people prefer adventure travel nowadays? What is an adventure travel?(Brainstorming)
学生可能会有许多发散性的回答：想与众不同；挑战自我；追求刺激；满足好奇心；探索奥秘等等；
教师不必忙着下结论，诱导他们从书中去寻找答案，激发他们探究的兴趣。
3 （图表）填写文中表格，或者利用下面图示，通过careful-reading，了解、比较Hiking和Rafting两种冒险旅游的异同，使学生获取的信息条理化，有助于正确理解课文的基本大意。
4 在阅读过程中，引导学生根据上下文或词缀知识，猜测词义（e.g. hiking, whitewater rafting, backpack, poisonous etc.）；理解进行时表将来用法，再举例说明，加以巩固。在这里我只要求学生能辨别、归纳这一语法现象。记得有位语法大家这样说：阅读是语法习得非常重要甚至一个必须的手段，在具体语境中才能把语法学好。
5 设置开放性话题，深化阅读内容。先是讨论：
-What other adventure travels do you know?(e.g: rock climbing, camping, space travel, etc.)
-Is the adventure travel worthwhile or not? Any example?
我希望他们不仅谈论太空旅游的惊险刺激，更要诱导他们意识到人类在探索太空奥秘的过程中所付出的巨大牺牲与代价，如“挑战者”号，“哥伦比亚”号灾难性的坠毁，等等。
6 角色扮演（role-play），分组进行，让学生在表演中活化所得的知识与信息，实现交际活动。任务是：
Suppose you are going to go rafting/hiking, make possible conversations.
Group A: Say good-bye to your friends (by using the present continuous tense and the expressions of good wishes )
Group B: As parents, offer some suggestions about what to carry while rafting/hiking(by using the expressions of good wishes)
Group C: You’re interviewed by CCTV 4 reporters after rafting/hiking
Group D: In order to enjoy your adventure travel, what preparations should you make?(Suppose you’re asking for some advice from a travel agent)
这是第一个阅读任务，在于加深对词汇的理解以及掌握一些阅读技巧，促进下一步活动的开展。
7. Homework: 1) Finish off Ex. 1 on P18 完成post-reading的练习
2) Do Ex.1 (Vocabulary) ;Ex1,2 (Grammar) on P99,100
高一英语新教材备课资料Unit 3 Going Places（说课稿）(3)
第四课时Reading（二） 中心任务：The students are supposed to take a virtual travel l
上节课我们对探险旅游有所了解，接下来我们来模拟组织一次类似的探险，由教师提供课外补充材料（配图）。
阅读方法有所变化，而且要在阅读的基础上进一步交际活动，进入模拟真实的交际语境，在解决实际问题中加强口头表达能力。
1 先是作Daily report，两位学生谈论有关冒险的话题，以承上启下，照例由下面学生自由发问，两位学生主答，使讨论的话题更充分。
2 （图片）看图预测阅读内容 教师展示四幅不同地方的地形地貌图，让学生描述：What place is it like? 并猜测：Where is it? 最后才被告知，这四地方是： “the Antarctica” ,“the Sahara Desert” ,“the Amazon Jungle” ,“a Lighthouse on a small island”.这样做可以增设悬念，增加趣味性。也是在做一种无字的阅读。
3 教师先问：Where would you like to go? 接着投票，四（图）选一，按兴趣重新分组，当然人数太悬殊的话，动用教师的权威平衡一下，使参与者更有目的性。现在发给每人带有解说词的纸条--与手中图片相匹配，同组内容相同。学生先个人通读资料，再加入小组讨论，取长补短，由其中一人（担任secretary）记录讨论结果。讨论的话题是（板书）：
--Why do you go there?
--What is it like?
--What necessary things do you need to carry ? Why?
--What can you do there?
--What will be your challenging about your trip?
4 整合阅读与讨论获得的信息，内化成口头表达的能力。展示的形式有二：一、表格填写，利用幻灯打出并讲解；二、口头报告。
5 最后，教师提问，组与组之间交叉回答：What do you learn from their report?
班级评价：Which group is the best one?
应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。
第二个阅读任务也结束。
(五)(六)两个课时,其实都是写作课。前者是语法与写作的结合，侧重练习同步写作，难度不大；后者是阅读与写作，往解决实际问题的交际性写作方向努力，要求较高。还有每堂课的听、说、读任务的完成过程中不仅含有一些小小的写作练习，如：make notes, complete sentences, fill in the form等，而且许多的讨论、对话都是很好的口头写作练习，而正是这些活动为后面游记与书信的高质量完成作好了准备。使写作成了言之有物、有章可循的环节，而不是放任学生。把写作作为语言教学课的中心之一，使其成为一种对语言的总体学习有重要作用的创造性活动。
第五课时(grammar & writing) 中心任务：The students are to write a travel diary/letter
1 Grammar 部分文中设有一个简单的对话，我不准备做语篇处理，只把它作为学习语法的媒介与引子。先播放录音，让学生把握文中人物的语音语调；再分角色（Jane 和Betty）朗读文章; 接下去分组讨论不同的任务。
Group A: Try to find out the expressions of good wishes. Can you add more?
Group B: Try to find out all the sentences with verb tenses
Group C: Find out how many sentences with the present continuous tenses
Group D: Try to explain and conclude the use of the present continuous tenses
2 教师作补充，落实任务要求。我觉得在初中阶段学过的一些简单语法现象，再次在高中课文中出现，并要求学生掌握要求时（如本单元的多种时态混用与现在进行时表将来的用法），教师不必太费口舌，只需引导学生作好辨别、归纳工作。而且让学生自己归纳，培养他们自主学习与探究的能力。其实在此老师仅举两个句子就可以让学生明白这一用法：
--What are you doing?(现在进行表某动作正在进行)
--What are you doing tonight?(现在进行表将来)
重要的是在语境中的反复运用，在用中学。
3完成书中第二个练习的造句，让学生在比较中了解动词的过去时、现在时与将来时的用法。为接下来要写的游记与旅游书信打下基础。
4把后面的writing部分提前，原来是毫不相干的内容，我用下面一段话把他们做了链接，这段话是：
You know Betty is going off to Guangzhou. Suppose on the plane she chatted with Sue pleasantly and at last they became good friends. They decided to make journeys together. They had a wonderful time. Now Sue is writing to her parents about their travel.
Look at the schedule for Sue’s trip. Imagine you are Sue, write one diary and one letter in which you describe what you are doing, what you will do, and what you have done. The letter should be written on Saturday and the diary should be written on Sunday.（the class into the halves）
显而易见，文中会大量地用到刚才操练过的几种时态。本单元的写作要求是完成a travel letter, 具体任务是：一信写于周六，另一信写于周日。为求变化，我做了一点小小的更动。考虑到日记与书信的时态要求差不多，我把两封信换成一信、一日记。这样学生可以多一种文体的练习，不仅同样完成要求的写作任务，还跳一跳，摘到了桃子 -- 学习了日记的书写。
5文章的修改。步骤为：a) 每人在规定时间内独立完成 b) 与同伴交换习作，互相评改，取长补短。学生在进行讨论、写作与互相评改的过程中，教师可在课堂上来回走动，以提供必要的帮助。我想文章要写，更要改，让学生自己改，更能充分调动他们参与的主体性与创造性。
6挑选不同文体的各有特色的几篇优秀习作，点评；同时可以比较一下日记与书信两种文体的异同，最后张贴在教室后的优秀习作栏，以方便更多同学的参与评改和激励他们写作的积极性。
7课后完成Wb里的跟课练习，对一些重要句型与语法的操练。
第六课时(reading& writing) 中心任务：The students are to finish a proposal letter/make a survey report
前面的巩固性写作（同步写作）与评改使本课的交际性写作蓄势待发，但还是要先作好阅读。
1 Daily report 我框定的范围是想象Sue 在讲述（也可与人对话形式）旅游中发现的一些不文明现象。由此引入课文。
2 做warming-up部分的练习1：作picture-talking, 看图完成句子，说出人们的不文明行为。
3 转入Integrating skills提供的关于eco-travel 的阅读，先是完成eco-travel 这一概念的理解。
1) 作为阅读材料，我先设置悬念，问：What is an eco-travel/tourism?在此提供两个词汇（Hints: ecology 生态学 ecologist生态学家）帮助学生运用词缀知识猜测大概意思，接下去快速找读（scanning）得到答案。(a. a way to protect the environment; b. a way to travel responsibly; c. a way to find out what can be done to help animals and plants as well as people)
2) 再细读（careful-reading），通过走访两处生态旅游区，使学生对“什么是生态旅游”有了形象的认识，为后面的调查报告作铺垫。因而学生也可以毫不费劲地回答：What’s the difference between normal travel and eco-travel?
4 换位思考（role play），让学生从另一角度去熟悉课文材料。
Suppose:
A. A guide is introducing to some travelers about what you can/should do in Red River Village/Snow Mountain
B. “Red River Village” group tries to persuade “Snow Mountain” group to go traveling. Vise versa .
到此，学生应该已经很熟悉文中的材料，为下文的further discussion与课题（project）的完成埋下伏笔
5 survey& project 教师趁热打铁随即点道：生态旅游是门新兴事业，国外开发较早较成熟。相对来说，我们只算得上刚刚起步，因此，许多所谓的生态旅游区只是吸引游客的一个卖点，没有实际内容。鉴于以上事实，请你选定当地或你感兴趣的某旅游点，进行调查，可以参阅报刊杂志、国外网站的相关链接，向有关政府部门写一封建议书，内容包括以下三点：
1） 某旅游区现状如何
2） 目前存在的问题
3） 提出一些建设性的意见
这个课题有一定的挑战性，也需要时间，可以作为周记课外去完成。有条件的班级，程度好的学生应该能够接受并努力去完成；在三个问题的帮助下，程度稍差些的学生不妨由小组共同制作一份简单的单页报告（leaflet）（如图）。
这一活动主要培养学生利用图书馆、网络等渠道查找所需信息，解决实际问题的应用能力，也可以再度加强群体合作意识。把课堂英语教学延伸到课外，使之与学生实际生活结合起来。
教学评价：为了更好地督促与改进教学活动，我用了多种形成性评价手段：听写，默写检测学生词汇量的掌握程度；小组活动比赛评优，作文张贴，教师的点评等。我参考了南山外国语学校的评估测试，设计了如下一份口头表达评估表
Assessment of Oral Presentations
Speech Value Scores
Volume 2
Pronunciation 3
Intonation 2
Fluency 2
Eye contact 2
Interesting 2
Main plots 5
Other aids 1
Timing 1
Total 20
篇15：Unit 9 Technology整单元教案(人教版高一英语上册教案教学设计)
作者：贺 莉 转贴自：本站原创 点击数：581 文章录入：helen
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 –clause
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.
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 normal 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.
★ 九年级英语教案示例第十五单元Unit 15 Period 1 New f
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