Unit 1 Friendship
Teaching goals:
*语言知识
1.to talk about friends and friendship, and interpersonal relationship
2.to practise expressing attitudes, agreement and disagreement, and certainty
3.to master some sentences about giving advice
4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions
5.to learn about communication skills
*语言技能和学习策略
1.to develop listening skills by doing exercises in listening task
2.to develop speaking skills by finishing the speaking task and other activities like
discussion and oral practice
3.to develop reading skills through the reading materials in this unit
4.to learn to write a letter of advice
*文化意识
1.to know about friend and the real meaning of friend
2.to learn how to get along with others
*情感态度
1.to arouse the interest in learning English
2.to learn to express their feeling of friends and friendship
Teaching key points:
1.how to improve students’ speaking and cooperating abilities
2.learn to use the Direct Speech and Indirect Speech(1):statements and questions
3.master some words and expressions
Teaching difficult points:
1.train the students’ speaking, listening, reading and writing abilities
2.how to improve students’ cooperating abilities
Teaching methods:
3.train the students’ speaking, listening, reading and writing abiliti es
4.how to improve students’ cooperating abilities
Learning methods:
Cooperative study
Teaching aids:
Computer
The First Period (Warming up &Speaking)
Teaching aims:
1.to know about different kinds of friendship
2.to learn some words of describing friend and friendship
3.to master some useful words and expressions
Teaching methods:
1.discussing
2.cooperative learning
Teaching materials: Warming up
Teaching procedures:
Step One: Leading-in
1.Free talk: Something about friend and friendship
Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.
Qs:What’s your friend like?
What does he/she like to do in his/her spare time?
What personality does he/she have?
Step Two: Discussion
1.Writing the following statement on the blackboard
We all agree that to have a good friend , you need to be a good friend.
2.Ask the Ss:
What do you think of this statement and how can you be a good friend?
Let the Ss express their views
3. Have the Ss get into groups of four to list some qualities of a person they would
like as a friend.
Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, toler ant, intelligent…
4. Have a member of each group report on what their lists have and list them on the blackboard
5. Ask the class whether or not they agree with all the qualities listed
Step Three: Doing the survey and explanation
1.Have the Ss do the survey in the textbook and let them work out their score.
2.Teacher explain each item
Question 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest score because it show a concern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend ( because you change the plan), you do not help your friend.
Question 2 is concerned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.
Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.
Question 4 is concerned with responsibilities to a friend. A provides the correct amount of responsibility to your friend. You recognize that it was your fault and will put it right and pay for the damage. So it gets the highest score. B provides some understanding that you are responsible. You put the situation right but you do not pay for the damage yourself. So it does not get the highest score. C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.
Question 5is concerned with honesty. If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. That is not honest, so answers A and C get no marks. But it takes courage to tell your friend that they should have studied and that they cannot look at your paper. That is also the honest answer. So you get 6 points for B, which is more than any other in the quiz.
Step Four: Language points
Teacher explain language points with some slides
1.add v.
1) to put together with something else so as to increase the number, size, importance,
etc. 增加，
添加
eg. Please add something to what I’ve said, John.
2) to join numbers, amount, etc so as to find the total
eg. Add up these figure for me, please.
常用结构：
add up / together sth. 把…加起来，合计
add sth. to sth. 把…加到/进
add to (=increase) 增加了…
add up to 合计，共计
add in 包括…，算进
2.pay to get it repaired花钱让人去修理
3.upset adj. worred; annoyed 不安的；使心烦意乱的
v. cause to worry, to be sad, to be angry, not to be calm, etc. 使不安；使心烦意乱
eg. He was upset when he heard the news.
His cheating in the exam upset his teacher.
4．ignore vt. to pay no attention to sth. 忽视；对…不予理睬
eg. Ignore the child if he misbehaves and he’ll stop soon.
ignorant adj.无知的；不知的ignorance n. 无知；愚昧
5. calm vt. to make sth./ sb. become quiet 使镇静；使平静
adj. not excited, nervous or upset 镇静的；沉着的
calm down 镇静；平静
calm down sb.=calm sb. Down 使某人镇静
sb. calm down(vi.) 某人平静下来
eg. The excited girl quickly calmed down.
He took a few deep breaths to calm himself down.
6.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事
eg. Since you’re no longer a child now, you have got to make money to support the family.
*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.
have got to前不用情态动词，而have to前则可以。如：
eg. Have you got to writ an assignment for your teacher?
7.be concerned about / for : be worried about
eg. We’re all concerned about her safety.
8.cheat vt.
1) to act in a dishonest way in order to win 欺骗；作弊
eg. Any student caught cheating will have to leave the classroom.
2) to take from (someone) in a dishonest way 骗；骗取
eg. They cheated the old woman (out) of her money by making her sign a document she didn’t understand.
n.1) an act of cheating 作弊行为
2) one who cheats 骗子
Step Five: Speaking
1.Get the Ss to work in groups of 4.
2.Ask the Ss to use the questionnaire in Warming up as an example and discuss
about designing questions.
3.Follow the steps in this part and start the discussion like this:
A: Now let us design a questionnaire to find out what kind of friend one is.
B: OK. First we must think of four questions and three possible answers to each question.
C: What about the first question? Have you got one in mind?
D: Suppose your friend has taken away your book by mistake. What will you do or say to him / her?
…
4. Teacher go around in the classroom and check their discussion.
Step Six: Assignments
1.Ask Ss to consider the following question;
What is / are the most important quality / qualities that a friend needs to have?
2. Prepare for Reading
The Second and Third Period
( reading and language points)
Teaching aims:
1.to know about the story of Anne’s Diary
2.to promote the Ss’ abilities of reading comprehension
3.to learn about the following words and expressions:
readon; list; go through; hide away; set down; a series of; outdoors; crazy;
spellbound; on purpose; dare; happen to do sth.; It’s the first time that…Teaching methods:
1.reading and discussion
2.cooperative learning and speaking
Teaching materials: Reading, Comprehending
Teaching procedures:
Step One: Leading-in
Ask their opinions on the question mentioned in the assignment of last period.
Step Two: Pre-reading
Let the Ss think about the questions in Pre-reading, and express their own views to the whole class.
Step Three: Reading
1.Ask the Ss to look at the pictures and the heading, guess what the text might be
about.
2.Get the Ss to skim the passage and answer the following questions:
What’s Anne’s best friend?
What does her diary mainly talk about?
(1. Anne’s best friend is her diary. 2. It’s about Anne’s feeling of hiding away.
She especially missed going outside and enjoying nature.
3.Let the Ss read the passage and discuss the following questions:
1)Imagine what it might be like if they had to stay in their bedroom for a whole
year. You could not leave it even to go to the WC or get a cup of tea. How would they feel?
2)If you are only allowed to have five things with you in the hiding place
because there is very little room, what would you choose?
3)Try to guess why the windows had to stay closed.
4)Guess the meanings of the word “crazy” and “spellbound” according to th e
context.
Step Four: Discussing the style
Ask the Ss:
1.What do you think is the purpose of this passage? Why did Anne write it?
2.Do you think it is successful? Do you understand Anne’s feelings?
3.What is Anne’s tone? In other words, is the author angry, sad, happy or thrilled?
4.What is Anne’s point of view? Do you agree with it? If so, why? If not, why not? Step Five: Listen to the text and comprehend it
Step Six: Language points
1. go through
1)to examine carefully 仔细阅读或研究
eg. I went through the students’ pa pers last night.
2)to experience 经历；遭受或忍受
eg. You really don’t know what we went through while working on this project.
2. hide away
3)vi. to go somewhere where you hope you will not be seen or found 躲避；隐
匿
hide away +地点
eg. The thief hid away in a friends’ house for several weeks after the robbery.
4)to put or keep sth. /sb. in a place where they / it can’t be seen or found 藏；
隐蔽
hide away sth. / hide sth. away
eg. Why do you hide your thoughts away from me?
3. set down
5)write down 写下；记下
eg. I’ll set down th e story as it was told to me.
6)put down 放下；搁下
set down sth. /set sth. down
eg. He set down a basket on the ground.
4. series n.（单复数同形）
a series of一连串的；一系列的
5 .crazy adj.
7)mad, foolish 疯狂的；愚蠢的
It is crazy of sb. to do sth. = sb be crazy to do sth.
eg. It’s crazy to go out in such hot weather.
8)wildly excited; very interested 狂热的；着迷的
grow / be crazy about sb. / sth.
eg. The boys are crazy about the girl singer.
9)like crazy 发疯似的；拼命地
eg. He talked like crazy; I couldn’t understand what he said.
6. I w onder if it’s because I haven’tt been able to be outdoors for so long that ….
*I wonder if / whether…
eg. I wonder if you can help me?
*It’s because …
it is 后的表原因的从句中，只能用because来引导，不能用since或as.
eg. Why did you go to school on foot?
It is because my bike had broken.
7. spellbind v. to hold the complete attention of 吸引人，迷人；使入迷
eg. The children watched spellbound as the magician took rabbits from his hat. 9.stay v. to continue to be in a particular state or situatioin
系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。
eg. He stayed single all his life.
10. on purpose
1) 故意地（反义：by chance / accident）
eg. I think she lost the key on purpose.
2) on purpose to do sth.为了要…而特地
eg. He went to town on purpose to sell one of his paintings.
10.far adv. “过于；…得多” ,表示程度，经常与too或形容词、副词的比较级连
用。
eg. She speaks English far better than I.
This room is far too warm.
cf. very, much, far
11.dare1) modal. v. 多用于否定句、疑问句、条件状语从句、whether (if)等名词
性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.
eg. How dare he say such a word!
If you dare do that again, you’ll be punished.
2) vt. 敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的
to可保留也可省略。
eg. I wonder how he dare to day such words.
12．happen to do sth.
It so (just) happened that…
不能用于进行时态。
eg. I happened to be out when he came.
= It so happened that I was out when he came.
13．It’s the first time that…
eg. It is the first time that I have seen the sea.
Step Seven: Comprehending
Get the Ss to do the exercises in this part.
Step Eight: Consolidation
Listen to the text again to appreciate it.
Step Nine: Assignments
1.Read the key sentences in the text
2.do the exercises on Wb (Page 41-42)
The Fourth Period (Listening)
Teaching aims:
to train and develop listening skills by listening to the listening exercises in this unit Teaching methods:
Listening and speaking
Teaching materials: listening parts on Page 6 and Page 41 and Page 43
Teaching procedures:
Step One: Revision
Check the answers to the homework
Step Two: Listening
1.Listen to the exercises on Page 6
2.Guess the words by listening to the tape and write them down
Step Three: Listening to the passage
Fill in the blanks on Page 41
Step Four: Speaking
Listen to the tape and discuss questions in groups of four, express your own views. Step Five: Listening task
1.Discuss with the Ss whether they always do what their parents tell them.
2.Have the Ss listen to the passage.
3.Fill in the table
4.Work in pairs to give some advice to Anne
Step Six: Assignments
1.Do the exercises on Page 42 ( Ex 1,2)
2.Revise the Object Clause
The Fifth Period (Discovering Useful Structures)
Teaching aims:
Let the Ss use the Direct Speech and Indirect Speech
Teaching methods:
1.discovery learning
2.cooperative learning
Teaching materials: Page 5
Teaching procedures:
Step One: Revision
1. Check the homework with the Ss
2. Revise the Object clause
Exercise: Rewrite the following sentences.
1.I go to school by bike . ( He said…)
2.Will you forget to do your homework? (Mary asked him…)
3.When did you come here? (They asked me…)
4.What has he said? ( Do you know…)
5.Anne is watching TV now. ( Mother told me …)
Step Two: discovering useful structures
1.Present some sentences for Ss
1)My friend says, “ I will come here tomorrow?”
如果此时此地，你来转述，应该说：
My friend says she / he will come here tomorrow?
如果时间变了，地点不变，你来转述，应该说：
My friend said she / he would come here the next day.
如果地点变了，时间还是今天，你来转述，应该说：
My friend sayd she / he will go there tomorrow.
如果时间地点都变了，你来转述，应该说：
My friend said She / he would go there the next day.
如果由别人转述，时间地点都变了，应该说：
He/ She said he /she would go there the next day.
*使用直接引语和间接引语要注意具体语境。
2）“Do you go to the park yesterday?” He asked me.
He asked me if / whether I went to the park the day before.
3) Kate said to John, “What’s your favourite food?”
Kate asked John what his favourite food was.
2.Get the Ss to have a look at Part 1 in “Discovering useful structures” and sum up
this grammar point.
人称、时态、指示代词、时间状语、地点状语等的变化。
Step Three: Practice
1.Do the first tow sentences in Part 2 as examples.
2.Check the answers together.
Step Four: Assignments
1.Wb, Page 42, 43 (Individual, Groups)
2.Prepare for Reading on Page 44
The Sixth Period ( Reading)
Teaching aims:
1.to learn about friendship in Hawaii
2.to promote the Ss’ abilities of reading comprehension
3.to learn about the following words and expressions:
way; the second important; It’s believed that…; in peace; those who …; etc. Teaching methods:
1.reading and discussion
2.cooperative learning and speaking
Teaching methods: Reading (Page 44)
Teaching procedures:
Step One: Leading-in
1.Ask the Ss if they can think of any place in the world where Chinese and Western
cultures live side by side.
( Hong Kong, Macao, Singapore, the Philippines, San Francisco, etc.)
Step Two: Reading
1.Get the Ss to read the passage and try to finish the table in Ex1.
2.Read the passage carefully again and discuss the questions in Ex2.
3.Report their discussion
Step Three: Listening to the text and comprehend it
Step Four: Language points
1.the way to do sth. / the way of doing sth.
2.the second most important
the second + adj.（最高级）
the third + adj. （最高级）
eg. The Yellow River is the second longest river in China.
China is the third largest country in the world.
3.to enjoy the land = in order to enjoy the land
eg. To make the w8th Olympic Games the game ever, Beijing will make several changes.
* to do和in order to do可以置于句首、句末，而so as to do只能置于句末。
4.Indeed, Hawaii is a place where ….small communities.
5.It’s believed that the islands can be a paradise ….
It’s believed that …= People believe that …
eg. It’s believed th at they arrived more than 30,000 years ago.
6.in peace
7.… they are really talking about all those who live on the islands.
those who…=people who … “凡…的人”
eg. The teacher praised those who had done good deeds.
We find it our duty to help those who are in trouble.
8.Living in peace, Hawaiians has developed …
现在分词短语作原因状语，相当于As they are living in peace.
9.Perhaps this is how most visitors will remember their new friendship.
Step Five: Listening to the text and enjoy it
The Seventh Period ( Speaking Task and Writing)
Teaching aims:
1.to develop Ss’ speaking ability and learn to express their own views
2.enable Ss to write a letter of advice
Teaching methods:
1.tasked-based learning
2.speaking
Teaching procedures:
Step One: Speaking task
Task One: Ex1 (Page 45)
1.Get the Ss to work in pairs, have them read the situations and choose one to
discuss.
2.Ask the Ss to present their dialogue.
Task Two: Ex2 (Page 45-46)
1.Ask the Ss to look at the pictures.
2.Work in groups of four and talk about whether they are doing is cool or not.
3.Try to express their own views to the whole class.
Step Two: Writing
Task One: Ask the Ss to write a letter of advice
1.Get the S to read the letter on Page 7 and understand it.
2.Ask the Ss to work in pairs and talk about how to answer the letter.
3.Write the letter in reply down.
Task Two: Ask the Ss to write a passage about their opinions on friend and friendship
1.Read the proverbs carefully.
2.Write a passage to express their own opinions.
Step Three: Assignments
1.Fill in the form in Sum up (Page 8)
2.Fill in the form in Checking yourself (Page 47)
全英试讲模板 Good morning, everyone、 Today I`m very pleased to have an opportunity to talk about some of my teaching ideas、 The content of my lesson is xxx、 I`ll be ready to begin this lesson from four parts、 They are 1Analyzing teaching Material 2、the teaching methods 3、the studying methods 4、the teaching procedures, and while presenting these parts I will do the blackboard design properly、 Ok now I am going to start from the first part Part 1 Analyzing teaching Material: This lesson is about、By studying of this lesson, we`ll enable the students to know the serious attitude towardsand develop the interest in At the same time, let the students learn how to give instructions、 This lesson plays an important part in the English teaching in this unit、 As it is the main passage in this unit which outlines the theme of this unit 、If the Ss can learn it well, it will be helpful to make Ss learn the rest of this unit、 And as we all know , reading belongs to the input during the process of language learning、 The input has great effect on output, such as speaking and writing、 Then according to the new standard curriculum and syllabus(新课程标准与教学大纲), I think the teaching aims of this lesson are the following: 1、Knowledge aim：Understand the main idea of the text、 2、 Ability aim: Retell the text in their own words、 3、Emotional aim: Make the Ss love Then the Teaching important point is how to understand the text better And the teaching difficult points are: 1、 Use own words to retell the text 2、 Discuss the Part 2 Teaching methods: Dealing with this lesson、 I`ll do my best to carry out the following theories: Make the Ss the real masters in class while me, myself acts as director; Combine the language structures with the language functions; Let the Ss receive some moral education while they are learning the English language、 To achieve my goal I`ll use the following teaching methods:
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
教学过程 一、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)
What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.
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.
高一英语第十一次课----- 必修三module3 一、考点、热点回顾 （一）key words and phrases 1.experience vt.经历n(可数)经历n(不可数)经验 2.cause vt.引起，导致cause sb. to do sth.导致某人去做某事cause sb. trouble/problems 给某人带来麻烦/问题 cause n.起因，理由，事业-------指造成某事的直接原因，后常接of或to do reason n.原因，理由------指从逻辑推理上得出的原因，后常接for或定语从句。 3.bury vt.埋葬 bury oneself in =be buried in 专心于，埋头于bury one’s face in one’s hands 双手捂脸4.occur vi.发生-------指发生时，有计划无计划均可。脑海中出现某种想法。 happen vi.发生------指事先无计划偶然发生。碰巧作某事happen to do sth. take place 发生-------指事先安排，计划的事情。举行。 以上三词均无被动形式。 sth. Occurs sb. 某人想起=strike/hit eg: A good idea occurred to me . It occurs to sb. to do sth.某人想起It occurred to me to visit my teacher. It occurs to sb. that…某人想起It occurred to me that I should visit my teacher. 5.take off 去掉，脱掉，起飞，成功，休假，减去，移动 6.strike vt＆n.(雷电，暴风雨等）袭击=hit，击打，碰撞，罢工，想起=occur to,打动 (1)The miners went on strike for higher pay. (2)Does this clock strike twelve? (3)A good idea struck me while I was walking along the river. (4)He hit me ,so I struck him back. (5)A huge forest fire broke out after the lighting struck. (6)I am still struck by the native beauty of the lake. 7.ruin vt.毁坏，破坏，使堕落n.毁灭，崩溃，废墟in ruins 变成一片废墟 8.warn vt.警告，告诫，提醒注意warn sb. of/about sth.提醒某人注意某事 warn sb. not to do sth.= warn sb.against doing sth. 提醒某人不要做某事 give a warning 发出警告without warning 毫无预警 9.in all 总共，总计 above all 最重要的是after all 毕竟at all 确实，根本first of all首all of a sudden突然all in all从各方面考虑all along一直，始终 10.possibility n.可能性，可能发生的事 There is a/no possibility that… 有（不）可能There is a/no possibility of doing sth.有（没有）的可能 possible adj.可能的It is possible (for sb.)to do sth. It is possible that……. 11.set fire to =set….on fire 放火（焚烧）……. on fire着火（状态）catch fire 着火（动作）put out a fire扑灭火 12.put out 扑灭（火），伸出，出版 put off推迟put up张贴，建造put away放好，收好put on 穿上，上演put forward 提出 1．拿起；拾起；搭载；学会；收听2．平均 3．有史以来4．到……时为止 5．结束；告终6．扑灭 7．放火烧…… 8．总共 9．带来损害10．使某人无家可归 pick up on average of all time by the time end up put out set fire to in all do/cause damage make sb. homeless
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 ?
人教版高一英语必修一说课稿集合 Unit 1 Friendship说课稿 各位老师： 大家好！ 我是XX号考生XX，来自XX。我今天所说的课题是高中一年级英语上册第1单元friendship. 我说课的内容包括五部分，包括教材分析，学生分析，教学方法，教学过程和板书设计。 1.教材内容分析 今天我说课的内容是高一英语必修1第一单元friendship的reading部分的学习，本单元的中心话题是friendship，本话题对学生来说比较熟悉，让学生能在与之相关的听说读写活动中有话可说、有情可表。课文是犹太女孩安妮的一篇日记，描述了自己对大自然的渴望，比较抽象。课文内容难易适中，学生学习起来难度不大。高一的学生刚入学不久，渴望与同学之间的了解、沟通，建立新的友谊。作为教师引导他们建立正确的交友观显得十分重要，因此学习这篇文章意义重大。 2、教学目标分析 新课标提出了立体三维教学目标，本课我设计的教学目标如下： 1）知识目标： 熟悉本课的一些新单词和短语—outdoors, spellbound, entirely, go through, set down, a series of, on purpose, face to face, in order to,etc，语
法方面掌握直接引语和间接引语的用法及其之间的转换，以及他们的陈述句与疑问句形式。 2）能力目标： 训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。并鼓励学生开口说英语。 3）情感态度目标： ①通过讨论友谊激发学生对英语学习的浓厚兴趣； ②使学生了解友谊的深层内涵，帮助他们树立正确的价值观和处事原则； ③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。 3、教学重点、难点： 1）教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。 ②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。 2）教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习 策略。鼓励学生开口说英语。 二、学生分析 高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇 基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。 但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。虽然对英语有一定的兴趣但其学习主动性仍有待提高，未能积极主动地通过其他渠道获取信息，自主学习、探究学习的能力还有待于提高。本节课的话题较贴近生活，可以引导学生在原有的知识经验基础上通过合作探究学习构建新的知识经验和信息输入。
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
Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言
III. 教材分析与教材重组 1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固
运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。
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.
【推荐】2020年外研版高中英语必修一（全册）精品教案汇总 第一学期高一英语讲义1 Book 1 Module 1 My First Day at Senior High 课时1词汇; 课型A（基础）；课长30分钟 一、词汇互译 1.____________________ 换句话说 2. ____________________ 期待, 盼望 3. ____________________ 在……开始的时候 4. ____________________ 在……结束的时候 5. ____________________ 上大学 6. ____________________ 被（划）分成…… 7. take part in ____________________ 8. ____________________ 理科 9. ____________________ A 与 B 之间的区别 10. be similar to … ____________________ 11. ____________________ 对…的态度 12. teaching method ____________________ 13. ____________________ 写下, 记下 14. nothing like ____________________ 15. have fun ____________________ make fun of … ____________________ 16. 倍数表达法：
A is three times____________________ B. A is three times ____________________B. A is three times ____________________B. 17. ____________________ 不同于… 18. ____________________ 和…一样 二、词汇运用 1.the differences between A and B 你知道英语和美语有什么区别吗？ _______________________________________________________________________________ 2.one’s attitude to \ towards sth. (doing sth.) 对于学习英语, 你的态度是怎样的？ _______________________________________________________________________________ 3.behave oneself/behave badly 老实点！ _______________________________________________________________________________ 4.be friendly to 他对待别人总是很友好。 _______________________________________________________________________________ 5.introduce A to B\oneself 首先请允许我介绍一下自己。 _______________________________________________________________________________ 6.in other words 你明天不用来上班了。换句话说, 你被炒了。 ______________________________________________________________________________
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。
普通高中课程标准实验教科书（人教版） 英语必修Ⅲ Unit1 Festivals around the world (Reading) Festivals and Celebrations 学生姓名：赵倩倩
Unit 1Festivals around the world Ⅰ.Analysis of teaching material At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival. The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events. The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading. The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups. Ⅱ.Teaching aims 1.Knowledge aims 1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with 2). Let students learn about history and basic knowledge of festivals both in and out of China. 2.Ability aims 1). Develop students’ reading ability and let them learn different reading skills.