《3 Chinese Paper Art》教学指导
Objectives
■To practise scanning the text to extract specific information.
■To practise intensive reading skills.
■To practise using relative clauses.
■To practise giving definitions of words with the help of relative pronouns.
■To practise using vocabulary related to paper cutting.
Resources used
Grammar Summary 6, magazine pictures of Chinese paper cutting.
Possible problems
■ Students may confuse the use of who, whom, that and which or may have doubts about wh en to omit the relative pronoun.
■ Students may also get confused about relative clauses introduced by whose: why it can refer not only to persons but also to objects; how to use it.
Background
Chinese paper-cuttings: Paper-cutting is one of China’s mo st popular forms of visual art. Paper and scissors are the usual materials utilized, but sometimes an engraving knife is also used. Paper-cutting has been a traditional art form for hundreds of years. It can be traced back to the 6th century; but only became apparent a few centuries after. Paper cuts are mainly used as decorations for religious and ornamental purposes.
Routes through the material
■ If you are short of time, set some of the exercises for homework and omit Exercise 11.
■ If you have time, do the Option activities.
■ If you have two periods for the lesson, a suitable natural break is after Exercise 5
Language Power: pages 80-81.
Mini-Grammar: 5.
Reading
Before you start
Exercise 1
■ Students look at all the paper cuts and give the ir opinions on which they like the most.
■ Encourage students to give reasons for their choices.
Exercise 2
■ Elicit from students on what occasions the Chinese use paper cuts. Encourage them to say as
much as possible.
Exercise 3
Key Words
Animals: phoenix, dragon, rooster, bat
Colours: red, (dark) green, black, (light) blue, purple, yellow
■ Check students’ knowledge of animals and colours. Encourage them to say more.
■ Students read the example first so that they have a model to follow.
■ Stu dents work in pairs and describe each paper cut, using as many Key Words as possible. If you wish, have each pair describe two of the paper cuts.
■ Students then read their descriptions to the class.
Read to learn
Exercise 4
■ Students work individua lly, scanning the text for information about when and why paper cuts are used.
■ Students look through the questions first and guess the possible answers. Then read the text carefully to find the answers to the questions.
■ Students ask and answer the qu estions in pairs.
Answers
1 Three. Paper cuts for decorations, for religious purposes and for design patters.
2 We know that because paper cuts of animals have been found in tombs dating back to the time of the Northern and Southern Dynasty.
3 The Chinese character of double happiness often appears in wedding paper cuts.
4 By using paper-cutting like a pattern on clothing or on a jewellery box.
5 To learn paper cutting from him.
■ Encourage students to add any other information that they know about p aper-cutting. Write the new facts on the board. Students discuss whether the new information can go into the existing paragraphs or whether new paragraphs are needed.
Exercise 5
■ In groups, students work out the meaning each paper cut has and discuss it.
■ Each group reports their results to the class and gives reasons.
Have a class discussion if necessary.
Grammar
RELATIVE CLAUSES (I)
Exercise 6
■ Write one sentence with a relative pronoun from the text on the blackboard. For example: Chen Zijiang is a paper-cutting expert whom I interviewed ...
■ Encourage students to work in pairs and scan the text for other examples of relative pronouns. ■ In pairs, students work out which relative pronoun can refer to people or things. ( Better leave
'whose' to learn later)
■ As you check their answers, have them read out the sentences containing the particular relative pronouns.
■ Write the sentence 'A present for parents whose child was born recently, for example, might show …' on the blackboard. Have students discuss what 'whose' refers to.
■ Provide more sentences for students to fill in the proper relative pronouns.
Exercise 7
■ Students look at the sentences to see when we can omit who, that, which. Direct them to the first two examples and have students discuss when the pronouns can be omitted.
■ Check the answers by having students read out the sentences with and without the pronouns.
■ Refer students to Grammar Summary 6 for further study.
Exercise 8
■ Students go back to the text and fin d more examples of relative clauses. They may work in pairs and compare their findings.
Exercise 9
■ Read the instructions with the class. Advise students to follow the three steps in the order given for each sentence.
■ Students can compare their answ ers in pairs before checking them as a class.
Answers
1 I loved the meal (that) we had last night.
2 The opera (that) we saw last night was terribly boring.
3 I think the architect who designed the new building is very creative.
4 Have you bought the CD (which) I told you about?
5 He was a painter whose pictures were not well-known in his lifetime.
Exercise 10
■ Students work individually to fill in the gaps.
■ Check students’ answers by having them read the sentences aloud.
Answers
1 which/that
2 who
3 /
4 whose
5 who
6 who
Exercise 11
■ Read the example with the class and elicit suggestions for the second sentences, e.g. I enjoy watching films (I have seen before/ animals appear in).
■ Students complete the other sentences working individuall y, then read their sentences to their partners.
■ Some of the students can read their sentences to the class.
Language in Use
Exercise 12
■ Students work in groups discussing ways of finishing the questions. Encourage them to add
more of these questions if they like.
■ Then students work individually, writing their own questions. ■ In pairs, students take turns to interview their partner and write down the answers.
■ If there is time, extend this so that students interview four or five other student s in the class.
■ Students then report any interesting or surprising results back to the whole class.
Options
Practice for vocabulary
Fill in the blanks with the following words.
date back, be used for/ as/ to do, decorate, decoration, double,
religious, be related to, suggest
1. The rise in crime is reported to ________ an increase in unemployment.
2. They ________ animals ________ scientific experiments.
3. I _______ talking to a lawyer before you do anything.
4. The children always enjoy _______ the Christmas tree.
5. The church, which _____ to the ninth-century, is being rebuilt.
6. They didn’t attend the meeting because of _______ reasons.
7. Last year she suffered from the ____ blow of losing her father and discovering that she had cancer.
8. Have you put up your Christmas _______ yet?
Answers
1 be related to
2 are using...for
3 suggest
4 decorating
5 dates back
6 religious
人教版高中英语教案范文合集大全 英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。下面是小编为大家准备以下的内容，希望对你们有所帮助，人教版高中英语教案范文合集大全一 教学准备 教学目标 1. 知识与技能目标 (1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。 (2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 2. 过程与方法目标 (1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。 (2)通过阅读课文利用Skimming 和Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 3. 情感、态度、价值观目标 通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。
教学重难点 教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。 教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。 教学过程 (一)展示学习目标与小组评价规则 (二)“导入” 展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。 (三) Fast reading 快速扫读课文 (四)Detailed Reading: 详细阅读 (五)Challenge your speaking(口语能力提升) 提供参考词汇：Welcome to … This museum is locat ed in… It displays(展出) art works in… centuries of …countries, including … It will appeal to… You shouldn’t miss… (六)Challenge your writing (英语写作能力提升) Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words 写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum) 杨家埠民间艺术大观园(Yangjiabu Folk Art Museum) kite 风筝wood-print new year pictures木板年画be located in 位于…is famous/well-known for …因…而出名it displays/shows…展出 Here you can enjoy… 在这里你可以欣赏到… artist 艺术家appeal to 吸引tourist 游客it’s well worth a visit 很值得参观 (七)成果展示
Unit 1 单词 1.questionnaire 2.matter 3.partner 4.lifestyle 5.shepherd 6.peaceful 7.relaxing 8.stressful 9.suppose 10.series 11.cartoon https://www.doczj.com/doc/3a7681039.html,plain 13.couch 14.switch 15.play 16.BBC 17.portable 18.remote 19.workaholic 20.paperwork 21.alarm 22.urgent 23.personal 24.document 25.midnight 26.bored 27.stress 28.studio 29.expert 30.suffer 31.pressure 32.social 33.reduce https://www.doczj.com/doc/3a7681039.html,anize 35.diet 36.stand 37.prefer 38.volunteer 39.graduate 40.minus 41.basin 1.问卷,调查表 2.要紧,有重大关系 3.搭档,合作者 4.生活方式 5.牧羊人 6.和平的;平静的 7.轻松的,放松的 8.充满压力的,紧张的 9.认为,猜想 10.连续,系列,丛书 11.卡通片,动画片 12.抱怨,投诉 13.长沙发,睡椅 14.转换,转变 15.戏剧,短剧 16.英国广播公司 17.轻便的,手提(式)的 18.遥远的 19.工作第一的人 20.日常文书工作 21.警报,警告器 22.急迫的,紧急的 23.私人的,个人的 24.公文,文件 25.午夜,半夜 26.厌烦的,不感兴趣的 27.压力 28.工作室,演播室 29.专家 30.感到疼痛,遭受(痛苦) 31.压力 32.爱交际的,社交的 33.减少,降低 34.组织 35.饮食,节食 36.忍耐,忍受 37.更喜欢;宁愿 38.志愿者 39.毕业 40.负,零下 41.水盆,脸盆
Unit 1 Lifestyles Warm-up Tapescript 1 Football player: Being famous isn’t easy, you know. I travel a lot – I have matches in different countries. But my job is exciting, very exciting! I love the matches, the people cheering, know what I mean? 2 Student: My dad says these are the best days of my life –but I’m not so sure! You know, I’ve got lots of work to do and there’s not much time really. I also play football for the school team and we have to do training three nights a week. 3 Shepherd: I love the animals and I love nature. It’s peaceful, and there’s no one to tell me what to do. But it’s not so good when the weather’s bad! 4 Business manager: I’m very busy, and I don’t have time to see my husband and children. Mmmm and my life is very stressful, I suppose. I mean, I have to deal with lots of money. But I find it really exciting. 1 A Perfect Day? A Couch Potato Forty-three-year-old Brian Blakey from Birmingham is sitting on his sofa and telling me about his perfect day.
最新人教版高一下册英语教案 （一） Teaching Aims and Demands Words and Phrases Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then Three Skills: energy soft bar fuel chemical balance tasty boil mixture Spoken English: In the clinic / seeing a doctor: What’s wrong with you?/What’s the matter with you? Lie down and let me examine you. Let me have a look. Where does it hurt? Drink plenty of water and get some rest. I’ve got a pain here. This place hurts. There’s something wrong with back/my knee/my arm. I don’t feel well. Grammar:
Use of Language: 1. Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily. Important points: 1. Talk about different kinds of food that one favorites. 2. learn the basic knowledge of healthy eating. 3. learn how to say in the clinic. 4. Grasp the language points and grammar in the text. Difficult points: The use of modal verbs --- had better, should and ought to. Teaching aids: computer or slider-projector Way of Teaching: Communication way of teaching, discussion and group work. Lesson 1Step 1 Warming-Up First show the students some pictures of dishes and so to introduce the topic of this unit. And then show the pictures on their text books and let them to decide what is junk food and what is not.
Lifestyles City and Country Part A Reading: City and Country Before you start 1. Answer these questions to prepare yourself. Use the Key Words below to help you. (1)How are city and countyr lifestyles different in China? (2)Can you imagine city and country lifestyles in Britain? 2. Guess what the two articles are about. Read to learn 3. Now read the two texts quickly and check your guesses. City and country Debbie is an accountant in a large company in the centre of London. I need to be in my office by nine o’clock so I usually get up at seven o’clock. I travel to work on “the tube”. That’s what people call the underground in London. It takes about fifty minutes. Usually, it’s s o crowded that I can’t find anywhere to sit. I just stand. I’m always tired before I arrive at work. I don’t like the underground! I spend all morning checking numbers. Lunch is always simple. I often get a sandwich in a nearby sandwich shop or I just have some biscuits and a cup of coffee. Then in the afternoon, I return to the paperwork in the office. On Monday nights, I have dance classes, and on Wednesday nights, I go to the gym. I need to do that because I don’t get enough exercise otherwise. On Tuesday and Thursday nights, I have French classes. I work for a French company so I think studying French will help me in my job.
模块3 U7 L1 1 The Spirit of Explorers Viking Voyages to America The Vikings were the first Europeans to reach America. They achieved this long before Columbus ever set sail. The Vikings were a group of people whose ancestors came from Scandinavia. They controlled the seas and coasts of Northern Europe between the 8th and 10th centuries AD. By around 900 AD, there were many places in Northern Europe where the Vikings chose to live. In 982 AD, when a man called Eric the Red decided to set sail further west, there were as many as 10,000 Vikings living in Iceland. According to the old stories of Iceland and Norway, Eric the Red was forced to leave Iceland because he had committed a murder, for which he got into trouble. Eric reached Greenland and discovered that people could live in the place where he landed. He returned to Iceland and told people there about Greenland. He persuaded some people to go back with him to Greenland. Eric set sail once again, this time with 25 ships, of which only 14 made it to Greenland. Not long after Eric the Red had landed in Greenland, a man called Biarni set sail from Iceland in search of Eric's party. Biarni was hoping to join his father who was with Eric, but he was blown off course and found himself in an unknown land, from where he eventually reached Greenland. In the year 1002, when Eric the Red's son Leif was planning a trip further west, Biarni was the man with whom Leif discussed his plans. Leif followed Biarni's directions and sailed to what is believed to be the coast of present-day Canada. He then sailed further south to an island which is now known as Newfoundland. We know about Eric the Red and Leif's deeds through stories which were written down centuries later in Norway and Iceland. They are the first records we have of Europeans sailing to the Americas. U7 L3 3 The Sea World UNDER WATER WORLD The Best place to See Sea Creatures Polar World We have polar bears and a real iceberg too! You can only see a small part of it above the water. It's three times as big underwater. Watch the acrobatic seals at feeding time. Meet our less energetic but more friendly penguins. You'll love them! Ocean Floor See some of the most beautiful coral and the most unusual fish in the world. Watch some fish “flying” through the water. They are less colourful than some other fish but they move beautifully. Sea Theatre See our intelligent dolphins. There are fantastic shows every two hours. Discovery Pool Especially for younger children. They can touch crabs and other smaller creatures. They can be educated about daily life on the beach in this exciting area. Virtual Reality Voyage Our most up-to-date attraction. Come with us on a “virtual reality” trip to the ocean floor and see some of the strangest fish in the world.
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
北师大版高一英语必修3 Unit 7 The sea 单元测试题（一） 一、单选: 每题1分，共15分。 1. The news on ___ air reminded him of ____ old friend who is now in America. A. 不填; an B. 不填; the C. the; an D. the; a 2. Have you seen the film ____ script was written by Catherine? A. which B. its C. of which D. whose 3. What should you say when ___ to a stranger? A. to introduce B. introducing C. introduced D. being introduced 4. The Spring Festival ____, and will you come back home for it with your family? A. is coming B. comes C. has come D. came 5.-How about going out with me for the coming weekend? -_____. My parents may come to see me. A. You’re right B. It depends C. Never mind D. It’s all right 6. The young man ____ his success to many people, his parents in particular. A. gives B. treats C. owes D. devotes 7.-Why do you think he can succeed? -He believes in himself, ____ is the most important, I think. A. that B. what C. which D. who 8. He has made quite a few new friends in the new school, while I have made ____. A. nothing B. any C. some D. none 9. “How did all this ____?” the angry boss asked the scared worker. A. come across B. come about C. come on D. come over 10. He hurried to the station, ____ to catch the last train. A. to hope B. hope C. hoping D. hoped. 11.-It’s already half past 7! -Yes. Tom ____ here at any moment. A. should be B. may be C. should have been D. must have been 12. With so many people ____ the Internet, it is difficult to see online movies at the same time. A. surf B. to surf C. surfing D. surfed 13. You’d better not interrupt me when I am talking, ____ you are. A. who B. whom C. whoever D. whichever 14. The city is in preparation for an important meeting. As a result, the number of cars ____. A. is limited B. limits C. is limiting D. was limited 15.-I want to know whether we shall go rafting today or tomorrow? -Does that make any ____? A. change B. importance C. difference D. value 二、完形填空：每题1.5分，共30分 Nowadays, any traveler might be treated as a terrorist (恐怖分子) by the immigration (入境) officers in the USA. We returned from Iraq and landed safely. My heart 16 when I was asked to the back room by the immigration officer. My 17, with his very American last name, had no trouble at all. In fact, I am 18 American born and raised,
新课标高一英语必修2 第5单元Music Reading教学设计 一、设计思想 根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。 本节阅读课教学设计的最大特色是： (1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前—阅读中—阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 (2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。 (3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红） 二、教材分析
北师大版高一英语语法(必修一-必修四) 必修一 一、一般现在时和现在进行时 1,一般现在时e: 反复进行的,经常性的动作(惯例或习惯) Eg, He watches soap operas. 及状态I live in Beijing. 一般现在时常和下列时间状语连用:always, usually, from, time to time, twice a week, rarely, seldom, once a month, never. 2,现在进行时:说话时正在进行的动作(现在,此刻) 一定时间段内经常进行的动作 和现在进行时连用的时间状语有just, now, at the moment, at present. 二、一般将来时:将来的安排和打算 1、be going to 表示打算要做的事情。 2、现在进行时表示已经确定或安排好事情。 Eg, I’m getting married in June. 3、一般现在是表示不可改变的官方活动或时间表 The summer term begins on the 15th of February.
三、一般过去时和过去进行时 1,一般过去时:表示过去完成的动作或过去的情境和习惯。 Eg: She climb the stairs and went to her room. 用一般过去时要在规则动词词尾加-ed,或用不规则动词的过去式,一般过去式的疑问句和否定句用did 和didn’t 加动词原形。 2、过去进行时:过去某段时间正在进行的动作形成某些事件发生的情境动 作。 Eg, It was raining during the whole match. 当过去进行时和一般过去时出现在同一个句子中时,过去进行时描述故事发生的背景,儿一般过去时则报道该事件。 Eg,We driving along a country lane when, suddenly a car drove past us. Form: 过去进行时的结构是:主语+was /were +动词-ing形式。 Eg,The driver was sitting behind the wheel. 四、现在完成时和一般过去式,现在完成时表示发生在过去的事情对现在依然有明显的影响发生在过去的动作但是不知道动作发生的时间或对动作发生的确切时 间不感兴趣。 现在完成时经常和下列时间状语连用:
【推荐】2020年北师大版英语必修三（全套） 课后练习汇总 课后演练提能 [夯实·基础知识] Ⅰ. 单词拼写 1. On its v________ to New York, the ship was turned over by a storm on the sea. 答案：voyage 2. You should a________ to him for what you said, though you didn't mean to.
答案：apologise 3. An e________usually travels to unknown places to find out more about them. 答案：explorer 4. D________are better than words when people are in need of help. 答案：Deeds 5. As is known to us all, monkeys and humans share a common a________. 答案：ancestor 6. I still remember the day when I attended my first ________ (演讲) in college. 答案：lecture 7. After a long journey, the travelers ________ (最终) reached the destination. 答案：eventually 8. Those who apply for the position need to have good teamwork ________(精神)． 答案：spirit 9. He ________ (说服) his son to give up smoking. 答案：persuaded 10. Could you help me to find out the reason why the ________ (刹车) doesn't work? 答案：brake Ⅱ. 选词填空
人教版高一英语教案 【篇一：人教版高一英语教案】 para. one: anne made her diary her best friend whom she could tell everything.para. tw anne’s diary acted as her true friend during the time she and her family had to hide away for a long time. para. three: having been kept indoors for so long, anne grew so crazy about everything to do with nature. step 3 language points1. add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total.eg: the fire is going out; will you add some wood?the snowstorm added to our difficulties. add up these figures for me, please.2. ignore v. to take no notice of; refuse to pay attention toeg: his letters were ignored.even the best of men ignored that simple rule.my advice was completely ignored.3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到eg: the boys poor health concerned his parents.he is concerned for her safety.the news concerns your brother.he was very concerned about her. 4. loose adj. not firmly or tightly fixed. she wore loose garments in the summer.i have got a loose tooth. some loose pages fell out of the book.5. purpose n. [c] an intention or plan; a person’s reason for an action. what is the purpose of his visit?the purpose of a trap is to catch and hold animals. did you come to london to see your family, or for business purpose?6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order.then began a series of wet days that spoiled our vacation.this publishing firm is planning a new series of school textbooks. they carried out a series of experiments to test the new drug.7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;2) n. a person who cheats; dishonest personsthey cheated the old woman of her house and money.the salesman cheated me into buying a fake.he never cheated in exams. i see you drop that card, you cheat! i never thought that sam is a cheat.8. share 1) vt. vi. (in\with\ amount\between) to have, use or take part in something with others or among a group. 2) n. (in\of) the part belongs to, owed
1.rｅlaｘingａdｊ. 轻松的，放松的；（气候)使人无精打采的，使人懒洋洋的relaxed 轻松的 2.suｐｐｏse V．认为，推断，料想； suppose (tｈat) 认为 suppose ｓb．／sth．/ （tｏｂｅ) +ａｄj.／ｎ. 认为某人/某物… I don’ｔsuｐpose(ｔｈａｔ)…我认为….不…(否定前移) I sｕppｏsｅ(I thｉnk ）我认为… ｂe supposｅd ｔo ｄo/be …（按规定,习惯,安排等)理应……，应该……; 一般认为……,人们普遍认为 be notｓupposeｄto do sth. 不应当…,不准……,不得 be sｕpｐｏsｅd ｔｏhaｖｅdone 本应该做而实际上未做。 3.ｃomplaiｎvi.抱怨,投诉 coｍplaiｎto sｂ．abｏut sth. 向某人抱怨／投诉某事 ｃｏmplaiｎｏf 诉说（病情或痛苦） ｃomｐlａｉn that …抱怨/投诉… complaiｎｔｎ．抱怨,不满的原因,控告 ｍakｅａcoｍpｌaint abｏｕｔ…对……提出投诉 4.switcｈon＝turｎon 把开关打开,接通 switch ofｆ＝ｔurn oｆf 把……关掉,关上switch over 转换频道,转变5.ｇｏoｆf（１)开火；爆炸 （2)突然发出巨响 (3)(电）中断,（电灯等)熄灭 (4）变坏；(食物，饮料）变质 6.takｅuｐ（1)占有（时间），占据（空间） (２)学着做，开始做 （3）开始从事 (4)一起唱 （5）接受（建议或能得到的东西） 7.be ｆillｅd wｉth 充满，装满,注满 fｉll in 填写;打发/消磨 fill out 填写 fiｌl ｕp充满，填满 be fullｏf 充满 8.bｏｒed厌烦的，不感兴趣的（修饰人) borinｇ令人厌烦的,乏味的(修饰物） ｂe/get bored with …对……感到厌烦 9.ｏｎｅ指代上文出现的可数名词单数,强调同名异物 ones 替代上文出现过的可数名词复数，强调同名异物 it 同一事物，只代替可数名词单数和不可数名词 thａｔ替代上文出现的“同类”事物，但并非同一事物，用以替代“the+名词”thｏse替代上文出现的“同类”事物,但并非完全相同的事物,且只代替可数名词复数。 10.withoｕt + ｎ．若表虚拟意义，主句的形式是：