人教版高一英语必修一
Unit 1 Friendship 1.Teaching aims and demands
2. Teaching contents
Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact
that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life
and close contact with nature, which helps her get through
the days.
Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and
matching.
Learning about language---It teaches the important expressions and
structures and grammar: direct and indirect speeches.
Using language---The two letters, listening, questionnaire design, letter
writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus
strengthening students’ abilities to practice
language, discover, and solve problems.
Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.
Learning tip--- This part encourages students to form the habit of writing a diary.
Reading for fun---
3. Making of the teaching plan
The whole teaching procedures can fall into 7 periods as follows:
4. Teaching plans for each period
Period 1,2 Warming-up, listening and Speaking
1. Teaching objectives:
1) Target language
I (don’t) think…… I (don’t) think so. I (don’t) agree.
I believe……That’s correct. In my opinion, ……
2) Ability goals
a.Describe your friends in English
b.Figure out the problems between friends and then find different ways
to solve the problems.
c.Develop listening skill
3)Learning ability goals
a.To encourage students to think and talk about friends and friendship
by using some phrases and structures.
b.To learn to solve problems that may occur between friends.
c. To cultivate the students to form the good habit of learning English
in Senior Middle School.
2. Teaching important points:
https://www.doczj.com/doc/c710658430.html,e the adjectives and sentence structures to describe one of
your friends.
b.Learn to evaluate friends and friendship.
3. Teaching difficult points:
a.Work together with partners and describe one of your good
friends.
b.Discuss with partners and find out ways to solve the problems.
4. Teaching methods
a.Task-based teaching and learning
b.Cooperative learning
c.Discussion
5. Teaching aids: CAI
6. Teaching procedures and ways:
Step 1 Lead-in
At the beginning of the first class, we can get the students to
talk about their summer holidays. The students can talk freely as they like.
Questions:
?How did you spend your summer vacation?
?How do you like beijing olympic games opening ceremony ？
(stunning/fantastic/excellent) which part do you enjoy most? ?How do you like our school? Can you say something about it? ?Did you make some friends in the holiday?
Step 2. enjoy songs
Auld Lang Syne （友谊天长地久）
Forever friends
T: what is the theme of the song?
Step 3. talk freely about friendship
(1).Do you like making friends?
(2).How do you get in touch with your friends? (3).Do you have many
friends? Where are they now?
(4).Do you have any old friends in our school? (5).Have you made any
new friends in our class?
Step4. output
Encourage Ss to give a brief introduction to one of their friends. The
following phrases and structures may be helpful:
His/her name is…
He/she is…years old
He/she likes…and dislikes…
He/she enjoys… and hates…
He/she is very kind/friendly…
Step5. get to know new friends
Interview, fill in the table and report.
Step6. share some examples in and out of china.
Step7. what makes a good friend.
SS first work in pairs , after a while, ask some Ss to voice their opinion, teacher write some adjectives down on the blackboard.
Step 8.definition
A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best one from the following entries(条目), and explain why
Step 9 Make a survey
1.Have the students do the survey in the textbook.
2.Have the students score their survey according to the scoring sheet on page 8.
3. The teacher ask some students how many points they got for the survey and assess their values of friendship:
★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.
★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s n eeds and your own responsibilities.
★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. (You may also show your students the results above and let themselves self-reflect upon their own values of friendship)
Step 10. listening
Pre-listening:
1)read the letter, answer the question: what is Lisa’s problem
2)what will be Miss Wang’s advice?
While-listening:
1st listening: what’s Miss Wang’s advice?
2nd 3rd listening: do exx on page6.
Post-listening:(speaking)
1. . Do you agree with Miss Wang’s advice? Discuss in groups.
2. What do you think of the friendship between boys and girls?
3. What’s your opinion about the differences between friendship and love ?
4. Are we teenagers mature enough to start a love affair?
Step 11. Debate.
Do you agree that we should make friends over the Internet? Why or why not?
Step 12. Assignment
Write down a short passage describing your viewpoint about making e-
friend.
Period 3 Global reading “Anne’s Best F riend”
1. Teaching objectives:
1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;
2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;
3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;
4). To learn the writing style of this passage.
2. Teaching method: Task-based teaching
3). Teaching procedure:
Step 1.Pre-reading
1. Does a friend always have to be a person? Do you have some unusual friends? What are they? (animals/plants/books…)
2. Can a diary be a friend?
3. Look at the pictures and the title of the reading passage. Guess what it might be about.
Step2 background introduction
Enjoy a short part of the film: Schindler's List 辛德勒的名单
Step 3.skimming
Read fast and fill in the following table.
Step 4 scanning:
Read Anne’s diary, and fill the chart.
Step5. Ss read aloud following the tape, paying attention to the pronunciation.
Step 5 more open questions.
1.Why did the windows stay closed?
2.How did Anne feel?
3.What do you think of Anne?
4.What’s the meanings of “spellbound”?
(para1,line4)
Step 6.Post-reading activities.
1. Complete the following sentences, using words and expressions from Reading
1) She has grown _______ about computer games.
2) Was it an accident or did David do it on _______?
3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.
4) He used to work _______ even in the middle of winter.
5) Just the _______ of more food made her feel sick.
6) You had better have a _________ talk with him.
7) Born in a poor family, the manager _________ lots of hardships in his childhood.
8) A diary is often kept to ________ what happens in people’s daily lives.
2. Summary
I lived in ___________in the ______________ during _____________. My family were ______, so we had to ___________ for a year and a half in order ________________ by the German Nazis. During that time I wasn’t able to go ________ for so long that I had ______________ about everything to _______ nature. Once, I decided to look at the moon ___________ by myself. But I didn’t _______ open the window to see the night ___________ because I was afraid of being discovered by the Nazis.
I felt very _______ without seeing my old friends. So I had to make
a new friend --_____________, whom I could tell _________ to. Sadly, at last my family was discovered and caught by _______________ sometime later.
Step7.Group work
Work in groups to discuss the following.
1. What is the difference between Anne’s diary and those of most people?
2. what’s is Anne’s writing tone? Angry, sad, happy of thrilled? Why?
3.What would you miss most if you went into hiding like Anne and her family? Give your reasons.(p3)
4. what you would do if your family were going to be killed just because
they did something the emperor did not like.
Where would you plan to hide?
How would you arrange to get food given to you every day?
What would you do to pass the time?
Step 8. Assignment
1. Interview a high school student, a businessman, a police officer and
a housewife to find out their opinions about friends and friendship. Write
a report to share it with the whole class.
2. Describe one of your best friends following the writing style of this passage.
Ending: enjoy a song.
Period4 Language points.
Step1. explanation
1. go through sth.
(1)to suffer an unpleasant experience 经历(不快的事)
e.g. Iraq has gone through too many wars in the past ten years.
(2)to look at sth carefully ,especially in order to find sth 仔细检查 e.g. I went through all my pockets but I couldn’t find my wallet.
2. suffer:
suffer sth 遭受痛苦, 遭受损失
suffer from…患有(病痛), 为……所苦
eg. 1). He died quickly, he didn’t suffer very much.
2).The company suffered a great loss because of the air crash.
3).He often suffers from headaches at night.
3. set down
1).Please set down what I write on the blackboard记下写下
2).Set down your heavy bags and take a rest 放下
3).The bus driver set her down at the corner. 让下车
4. a series of +名词复数 : 表示一连串、一系列、一套, 作主语时,谓语动词用单数.
TV series
a series of facts
a series of stamps
5. be/grow crazy about
Most teenagers are crazy about NBA stars.
6.indoors (adv.) outdoors (adv)
indoor (adj.) outdoor (adj.)
1).We stayed indoors.
2).It’s very hot. Let’s sleep outdoors.
7.dare 用作情态动词
1).I dare not go out alone at night.
2).Dare you go out alone at night?
3).If you dare speak to me like that again, you’ll say sorry to me.
4).She dare not (daren’t) say what she thinks.
dare 用作实义动词
He dares to go out alone at night.
I don’t dare to go out alone at night.
Do you dare to go out alone at night?
8. in order to do …= so as to do …
eg. 1).He worked hard in order / so as to pass the maths exam.
2).We left early in order to/ so as to catch the first bus. = We left early in order that / so that we could catch the first bus
9.on purpose 故意有意
Did he do it on purpose?
I’ve come on purpose to meet you.
for the purpose of 为了……(目的)
Did you come to Guangzhou for the purpose of seeing your family?
10.face to face 与face-to-face
1)I have often heard of her. Actually, I’ve never met her face to face.
2)They had a face-to-face talk
11. no longer“不再”，
相当于 not．．．any longer（多用于口语），一般和延续性动词连用，表示时间、状态、距离“不再”延续，着重于现在和过去情况的对比。 not．．．any more （＝no more）也表示“不再”，一般用于谓语动词为非延续性动词的句子中，指在程度和次数上的“不再”。
eg.
When there is no gravity, our feet no longer stay on the ground. 如果没有重力，我们的脚就不能再站稳在地面上。
12. Happen to do 碰巧做某事
1)I Happened to meet her in the street.我碰巧在街上遇见她
2)It happened that I was out when he called.他来访时我不在
“sth.+happen to+sb.”意为
"某人出了某事(常指不好的事发生在某人身上)"。 eg
1)A car accident happened to him yesterday.昨天他发生了交通事故。
2)What happened to you?
13. There was a time when 曾经。。。
There was a time when I hate to go to school
曾经有一段时间我讨厌去学校
14.1).It/ This/That is the first time/second…time that+主+have/has done
2).It/ This/That was the first time/second…time that+主+had done 某人第几次做某事
eg. 1).It’s the third time that the old couples have been to the Great Wall.
2).It was the first time in a year and a half that I had seen the night face to face
15. hold/ have sb in one’s power 控制住/ 摆布某人
Step 2 Read with the tape
Step 3. consolidation.
Ss fill in the blanks with words/phrases from the text.
1.. His whole school education ___________ no more than ten years.
2. She ___________ a lot of pain over the past with her bad-tempered husband.
3. No one ________ go into the old house at night.
4. How did you __________ with your new classmates?
5. I ___________ be in the market yesterday when a fire started
6. There was a time ______parents who wanted an educational present for their children would buy a typewriter, a globe or an encyclopedia set.
7.It is the fist time that John ____________(talk)to me face to face.
8.It was the second time that she ________________(put away)
Keys:
1. added up to
2. suffered
3. dared
4. get along
5. happened to
6. when
7.has talked
8. had been put away
Step 4. exercise.
Translate the following sentences into English, using the words and expressions in brackets. (p41)
Step 5. assignment
Translation. (p41)
Period5 learn about language
1．Teaching objectives
Learn to use some useful words and expressions and direct speech and indirect speech
2. Teaching important point
The transition between direct speech and indirect speech. 3. Teaching difficult point
Learn about the special cases in wh ich the tenses shouldn’t be changed.
4. Teaching methods
Discussing, summarizing and practicing.
4.Teaching procedures
Step1 check the answers to the exx on page 4 with the Ss.
1. find …(p4)
Keys:
1outdoors 2 upset 3 to be concerned about4 loose5go through6 ignore7 face to face8calm down9curtain10series.
2. complete this passage…(p4)
https://www.doczj.com/doc/c710658430.html,plete the following sentences…(p4)
Step 2 leading in for grammar: Direct and Indirect Speech
T:Anne is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences using indirect speech. Sometimes you explain Tom’s sentences to Anne “I have to stay in the hiding place.” said Anne.
Anne said she had to stay in the hiding place.
“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. Tom asked Anne if/whether she felt sad when she was not able to go outdoors.
Step3 Look at these sentences again. Work in pairs to find out the differences between the direct speech and indirect speech.
T: Sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.
Step4 some rules.
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：
She said, "I am very happy to help you."→
She said that she was very happy to help you.
2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：
He asked me, "Do you like playing football?"→
He asked me if/whether I liked playing football.
注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：
She asked me whether he could do it or not.
3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如：
My sister asked me, "How do you like the film?"→
My sister asked me how I liked the film.
4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell, ask, order 等的宾语。例如：
The captain ordered, "Be quiet."→
The captain ordered us to be quiet.
注意：此种情况的否定句，在动词不定式前加not。
My teacher asked me, "Don't laugh."→
My teacher asked me not to laugh.
5. 一些注意事项
(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：
He asked Lucy, "Where did you go?"→
He asked Lucy where she went.
Tom said, "What do you want, Ann?"→
Tom asked Ann what she wanted.
(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：
They told their son, "The earth goes round the sun."→
They told their son that the earth goes round the sun.
(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。例如：
He said, "I haven't seen her today."→
He said that he hadn't seen her that day.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
Direct Speech Indirect Speech
Present past
Past past and past perfect
Present perfect past perfect
Past perfect past perfect
Present continuous past continuous
Step5 summary.
Ask Ss to read through page87-90, have a consolidation about Direct speech and Indirect speech.
Step6. practice.P.5 Ex.2
1. Anne said that she didn’t know the address of her new home.
2. Anne told her father that she had got tired of looking at nature through dirty curtains and dusty windows.
3. The girl said that she needed to pack up her things in the suitcase very quickly.
4. Her father asked her why she chose/ had chosen her diary and old letters.
5. “Are you very hot with so many clothes on?” Mother asked/said to her.
6. “What else have you hidden under your overcoat?” Mar got asked her.
7. “ When shall we go back home?” Anne asked her father.
8. “ Why did you talk so much to tha t boy?” Father asked Anne. Step7 pair work
1). First have a demonstration with one of the top Ss, talking about the weather.
2). Ss work in pairs creating a dialogue talking about the weather report. Step 8. a sample dialogue
Step 9: A game: Play a guessing game“who is my secret friend?”Instructions: One student comes to the front with his partner.
The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.
Step 10. assignment.
Period 6 Extensive reading
Teaching objectives:
1). Consolidate direct speech and indirect speech
2). To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.
Step1. fast-reading.
Ss read another page of Anne’s story(p42)quickly, answer the question: What’s the main idea of the story?
Step2 a game
Play the game “what did he/she say?” Start like this:
A: What did they do when they arrived at the hiding place?
B: What did he/she say?
C: He/ she asked what they did when they arrived at the hiding place. B:…
Step 3. retelling
Use indirect speech to retell the story.
Step4. leading for reading task(p44)
1.Talk about different ways of showing friendship of minority
groups in China.
https://www.doczj.com/doc/c710658430.html,pare Chinese ways of showing friendship with Western ways.
And discuss why there is a big difference.
3.Think of any place in the world where Chinese and Western
cultures live side by side.
Step5. skimming
What’s the main idea of the reading passage?
Step6. scanning
Read again, fill in the table.
Step7. read aloud.
Step8. detailed question
?What are the ways Hawaiians show friendship?
?Why do many different peoples call Hawaii their home?
?How do people in Hawaii get on with each other?
Step.9 disscussion
Can you find similar things in your hometown? How do you show friendship to visitors?
Step10. assignment
Surf the Internet to collect materials like poems, stories about friendship. And share them with your friends.
Period 7 Reading & Writing
1. Teaching objectives
To practic e students’ writing skill s of how to offer advice.
To improve students’ ability to help others solve problems.
2. Teaching procedure
Step 1 Lead-in
T:
1.Are you good at making friends?
2. Have you ever been misunderstood by your classmates?
3. Do you have some skills to develop friendship?
4. If you have some problems, who do you usually ask for advice? Step2. Reading.
Ss read Xiao Dong’s letter on page 7 and answer::
What is troubling Xiao Dong?
Step3. Group work
How can Xiao Dong change this situation? Give him some advice, explaining your reasons.
Step4. group leaders report, others take notes.
Step5. Discussion
T: How can we write a proposal letter?
Step 6. an outline
高中英语必修一教案Unit 1 Friendship
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
普通高中课程标准实验教科书《英语》电子课本 Book 3 Unit 1 Festivals around the world B3U1P1-3 FESTIV ALS AND CELEBRATIONS Ancient Festivals Festivals and celebrations of all kinds are held everywhere. The most ancient festivals would celebrate the end of the cold weather, planting in spring and harvest in autumn. Other celebrations were held when hunters could catch animals. They would starve if food was difficult to find, so they celebrated when they had food. They lit fires and made music because they thought these festivals would bring a year of plenty. Festivals of the Dead Some festivals are held to honour the dead, or satisfy and please the ancestors, who could return either to help or to do harm. In Japan the festival is called Obon, when people should go to clean the graves and light incense in memory of their ancestors. They light lamps and play music because they think that this will lead the ancestors back to earth. In Mexico they have the Day of the Dead in early November. On this important feast day, people might eat food in shape of skulls, and cakes with “bones” on them. They offer food, flowers and gifts to the dead. The festival of Halloween had its origin as an event in memory of the dead. It is now a children’s festival, when they can go to their neighbours’ homes and ask for sweets. They dress up and try to frighten people. If they are not given anything, the children might play a trick. Festivals to Honour People Festivals can be held as an honour to famous people or to the gods. One of these is the Dragon Boat Festival in China, which honours the famous ancient poet, Qu Yuan. Another is Columbus Day in the USA, in memory of the arrival of Christopher Columbus in America. In India there is a national festival on October 2 to honour Mahatma Gandhi, the leader who helped gain India’s independence from Britain. Harvest Festivals Harvest and Thanksgiving festivals can be very happy events. People are grateful because their food is gathered for the winter ,and because a season of agricultural work is over. In European countries it is the custom to decorate churches and town halls with flowers and fruit, and people get together to have meals. Some people might win awards for their animals, flowers, fruits and vegetables, like the biggest watermelon or the most handsome rooster. In China and Japan there are mid-autumn festivals, when people admire the moon and give gift of mooncakes. Spring Festivals The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. At the Spring Festival in China, people eat dumplings, fish and meat, and may give children lucky money in the red paper. There are dragon dances and carnivals, and families celebrate the lunar New Year together. In some Western countries there are very exciting carnivals, which take place forty days before Easter, usually in February. They might include parades, dancing in the streets day and night, loud music and colourful clothing of all kinds. Easter is an important religious and social festival in Christian countries. It celebrates the return of Jesus for Christians and it also celebrates the coming of spring. In Japan, the Cherry Blossom Festival happens a little later. The country is covered with cherry tree flowers so that it looks as though it might be covered with pink snow. People love to get together to eat, drink and have fun with each others. Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.
高一英语必修一单词表（人教版）Unit 1 1.survey n.调查；测验 2.add up合计 3.upset adj. 心烦意乱的；不安的，不适的 4.ignore v.不理睬；忽视 5.calm vt.&vi.（使）平静；（使）镇定adj.平静的；镇定的；沉着的 6.calm...down（使）平静下来 7.have got to不得不；必须 8.concern vt.（使）担心；涉及；关系到n. 担心；关注；（利害）关系 9.be concerned about关心；挂念 10.walk the dog 遛狗 11.loose adj 松的；松开的 12.vet n.兽医 13.go through经历；经受 14.Amsterdam 阿姆斯特丹（荷兰首都） https://www.doczj.com/doc/c710658430.html,herlands 荷兰（西欧国家） 16.Jewish 犹太人的；犹太族的 17.German 德国的；德国人的；德语的。 18.Nazi n.纳粹党人adj. 纳粹党的 19.set down记下；放下；登记 20.series n.连续，系列 21.a series of一连串的；一系列；一套 22.outdoors adv.在户外；在野外 23.spellbind vt.（ spellbound,spellbound）迷住；疑惑 24.on purpose故意 25.in order to为了 26.dusk n.黄昏傍晚 27.at dusk在黄昏时刻 28.thunder vi 打雷雷鸣n. 雷，雷声 29.entire adj. 整个的；完全的；全部的 30.entirely adv. 完全地；全然地；整个地 31.power n.能力；力量；权力。 32.face to face面对面地 33.curtain n.窗帘；门帘；幕布 34.dusty adj 积满灰尘的 35.no longer /not?any longer不再 36.partner n.伙伴．合作者．合伙人 37.settle n.安家；定居；停留vt. 使定居；安排；解决 38.suffer vt. &遭受；忍受经历 39.suffer from遭受；患病 40.loneliness n.孤单寂寞 41.highway n.公路
必修一 Unit 1 Friendship 单元要点预览（旨在让同学整体了解本单元要点） Ⅰ.词语辨析(旨在提供完形填空所需材料)
Ⅱ.词性变化（旨在提供语法填空所需材料）
Ⅲ.重点词汇（旨在提供综合运用所需材料） 1. upset adj. 心烦意乱的，不安的；不适的vt. (upset, upset) [典例] 1). Our arrangements for the weekend were upset by her visit. 她一来把我们周末的安排给打乱了。 2). Don't upset yourself -- no harm has been done. 不要难过--并没有造成伤害。 3). He was horribly upset over her illness. 他为她的病而忧心忡忡。 4). The students really upset her. 学生们着实让她烦恼。 [重点用法] be ups et by… 被…… 打乱 upset oneself about sth 为某事烦恼 [练习] 用upset的适当形式填空 1). Is it ______ you, dear? 2). She felt rather ______ on hearing the news. 3). Is it an ______ message? 4). Don’t be ______. It will be OK. 答案: 1). upsetting 2). upset 3). upsetting 4).upset 2. concern v.担忧; 涉及; 关系到 n. 担心，关注；（利害）关系 [典例] 1). The news concerns your brother. 这消息与你兄弟有关。 2). The boy's poor health concerned his parents. 那男孩健康状况不佳,使他的父母亲忧虑。 3). That's no concern of mine. 那不关我的事。 [重点用法] as / so far as … be concerned 关于；至于；就……而言 be concerned about 关心 be concerned at / over sth. 为某事忧虑 be concerned in sth. 牵涉到，与……有关，参与 [练习] 用concern的适当形式填空 1). There is an article that _______ the rise of the prices. 2). The children are rather _____ about their mother’s health. 3). Officials should ______ themselves _______ public affairs.
高一年级英语必修一教案 人教版高一年级英语必修一教案 作为一名为他人授业解惑的教育工作者，总不可避免地需要编写教案，借助教案可以提高教学质量，收到预期的教学效果。那么应当如何写教案呢？下面是小编整理的人教版高一年级英语必修一教案，供大家参考借鉴，希望可以帮助到有需要的朋友。 人教版高一年级英语必修一教案1 Step I.Revision Check the homework with the whole class. Step II. Warming up Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures. T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?” S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling.
I was very frightened at that time. S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set. T: That’s too terrible. S3: The noise when planes take off. S4: The sound of trains. T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂? Ss: No, we have no chance to hear that. T: If there is a sound like this, what is it? S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound. T: Terrific! You are using a literary way to express the sound. S6: When an earthquake happens. T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?
Unit 1 Festivals around the world FESTIVALS AND CELEBRATIONS Festivals and celebrations of all kinds have been held everywhere since ancient times. Most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn. Sometimes celebrations would be held after hunters had caught animals. At that time people would starve if food was difficult to find, especially during the cold winter months. Today’s festivals have many origins, some religious, some seasonal, and some for special people or events. Festivals of the dead Some festivals are held to honour the dead or to satisfy the ancestors, who might return either to help or to do harm. For the Japanese festival Obon, people should go to clean graves and light incense in memory of their ancestors. They also light lamps and play music because they think that will lead the ancestors back to earth. In Mexico, people celebrate the Day of the Dead in early November. On this important feast day, people eat food in the shape of skulls and cakes with “bones” on them. They offer food, flowers and gifts to the dead. The Western holiday Halloween also had its origin in old beliefs about the return of the spirits of dead people. It is now a children’s festival, when they can dress up and go to their neighbours’ homes to ask for sweets. If the neighbours do not give any sweets, the children might play a trick on them. Festivals to Honour People Festivals can also be held to honour famous people. The Dragon Boat Festival in China honours the famous ancient poet, Qu Y uan. In the USA, Columbus Day is in memory of the arrival of Christopher Columbus in the New World. India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain. Harvest Festivals Harvest and Thanksgiving festivals can be very happy events. People are grateful because their food is gathered for the winter and the agricultural work is over. In European countries, people will usually decorate churches and town halls with flowers and fruit, and will get together to have meals. Some people might win awards for their farm produce, like the biggest watermelon or the most handsome rooster. China and Japan have mid-autumn festivals when people admire the moon and in China enjoy moon-cakes. Spring Festivals The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. At the Spring Festival in China, people eat dumplings, fish and meat and may give children lucky money in red paper. There are dragon dances and carnivals, and families celebrate the Lunar New Year together. Some Western countries have very exciting carnivals, which take place forty days before Easter, usually in February. These carnivals might include parades, dancing in the streets day and night, loud music and colourful clothing of al kinds. Easter is an important religious and social festival for Christians around the world. It celebrates the return of Jesus from the dead and the coming of spring and new life. Japan’s Cherry Blossom Festival happens a little later. The country, covered with cherry tree flowers, looks as though it is covered with pink snow. People love to get together to eat, drink and have fun with each other. Festivals let us enjoy life, be proud of our customs and forget our work for a little while.
人教版高中英语单词表必修一 Unit 1 单词表 △survey /'s?:vei/ n. 调查；测验 add up 合计 upset ：[?p'set] adj. 心烦意乱的；不安的；不适的vt. (upset,upset) 使不安；使心烦 ignore /iɡ'n?:/ vt. 不理睬；忽视 calm /kɑ:m/ vt. & vi. （使）平静；（使）镇定adj. 平静的；镇静的；沉着的 calm (…) down （使）平静下来；（使）镇定下来have got to 不得不；必须 concern /k?n's?:n/ vt. （使）担忧；涉及；关系到 n. 担心；关注；（利害）关系 be concerned about 关心；挂念 walk the dog 遛狗 loose /lu:s/ adj. 松的；松开的 △vet /vet/ n. 兽医go through 经历；经受 △Amsterdam /?mst?'d?m/n. 阿姆斯特丹（荷兰首都） Netherlands /'nee?l?ndz/ n. 荷兰（西欧国家）△Jewish /'d?u(:)i?/ adj. 犹太人的；犹太族的German /'d??:m?n/ adj.德国的；德国人的；德语的 n.德国人；德语 △Nazi /'nɑ:tsi/ n.纳粹党人adj.纳粹党的 set down 记下；放下；登记 series /'si?ri:z/ n. 连续；系列 a series of 一连串的；一系列；一套 △Kitty /'kiti/ n. 基蒂（女名） outdoors /'aut'd?:z/ adv. 在户外；在野外 △spellbind /'spelbaind/ vt. (spellbound, spellbound) 迷住；迷惑 on purpose 故意 in order to 为了……
Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives
外研社高一英语必修一 教案 公司内部编号：（GOOD-TMMT-MMUT-UUPTY-UUYY-DTTI-
M o d u l e O n e M y f i r s t d a y a t S e n i o r h i g h Period One Teaching content a)Self-introduction b)Vocabulary and speaking c)Everyday English and function Teaching aims and demands a)have the students to introduce themselves b)have the students to know what you except from them c)have the students get familiar with some words of subjects d)have the students to learn the Everyday English and function Teaching methods a)speaking b)discussing c)pair-work& group-work Teaching steps Step1 Self-introduction (I) This is the first English class in Senior high, you are fresh to the students , so are the students. So it is necessary for you to introduce yourself to the students and get them to introduce them to you and other students , you must stress that the students must introduce them in English. If necessary, you can make an example first.
人教版高一英语必修一语法归纳 以下是小编整理的高一必修一英语人教版语法归纳希望可以帮助大家，把语法进行归纳。 Unit 1 1. 词组: add up 合计 add up to 总计达 add… to…把。。加到。。。里 add to 增加增添扩建 2. calm… down 平静下来 3. have got to 不得不，必须 4. be concerned about / for 关心 5. walk the dog 遛狗 cheat … of 欺骗。。 6. go through 穿过完成用完通过仔细检查 go ahead 同意某人的请求go by 流逝 7. set down 记下 set up 建立 set off 出发引爆 set out to do=set about doing 着手做某事 8. a series of 一系列 9. on purpose 故意地 by accident= chance 偶然地 10. in order to= so as to 为了目的是in order that = so that 11. at dusk 在黄昏 at dawn 在黎明 at midnight 在午夜 at noon 在中午 12. face to face 面对面 13. no longer= not … any longer 不再 14. settle down 安顿下来 suffer from 遭受,患病 15. recover from 恢复 ,痊愈 16. get/ be tired of 对…感到厌烦 17. make a list of 列清单 18. pack… up 装箱打包 19. get along/ on with与…相处,/ 进展 20. fall in love 爱上
Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.
He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。
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。