牛津上海版高一上英语-U5词汇句型精讲-教案

高一上学期英语讲义Chapter1.Body language Reading章节分析（Reading section ）综述过Debbie 和Simon 接人待物时的成功与失败，来说明肢体语言的重要性。

在引导学生对文章进本章节通行整体理解同时，培养学生良好的礼仪。

：本课的任务有两个1 对课文进行整体阅读。

培养学生略读（获取大意）、扫读（整理有关信息）、细读（分析篇章结构，慨括中心）等阅读能力。

2 与时俱进。

结合课文以及上海迎世博倡导学礼仪的活动，引导学生畅谈作为东道主该用何种B odyLanguage 来迎接四方宾客。

（二）阅读目标1 知识目标：学习课文中重点词、词组、句型和语法。

2 能力目标：提高学生的阅读理解能力和培养学生的阅读技巧。

阅读准备（收集相关资料）、略读（获取大意）、扫读（整理有关信息）、细读（分析篇章结构，慨括中心）等是高中学生必须具备的阅读技能，教绍。

介师对高一新生可以以本课为例作仔细3 情感目标：帮助学生对―body language ‖有更深入的思考，学会礼貌接人待物。

（三）重点和难点词汇学习1) 核心词汇seniorappearanceexpress/expressionimpress/impressionmiddle-aged, well-dressed, part-timecommunicate/communicationoppositegreetcheerfulemploy (employer, employee)colleaguecustomergesture2) 拓展词汇sighfaxheadline (练习D 中)heading3) 词组和短语glance at,get down to,give sb. a good impressi on, make a good impression on ⋯,without hesitation,hold up,prefer ⋯to, would rather do ⋯2 句型学习1）look ( sound, smell, taste, feel) + adj.12）make sb. +v. 原形教学内容教学实施建议Pre-reading 介绍高中课本的结构特点;课文所涉及的内容;以及阅读时skimming 和《牛津英scanning 技巧. 根据课文主题，向学生展示一些生动形象并表示不同含义语教学参的肢体语言图片并与讨论它们所起的作用，考》Page 1 While-reading 这是本课的主体部分，学习重点词汇和句型，提高学生的阅读理解能力，培养学生的阅读技巧。

Unit 5 The human brainMemoryⅠ.Words1. agree vi. 同意He agrees with me. 他同意我的意见。

【指点迷津】agree with, agree to, agree on(1) agree wit表示“同意…适合…”，后面一般接人作宾语。

I said that she’d better finish the work first. But she didn’t agree with me.我说她最好先完成工作，但她不同意我的话。

(2) agree to也表示“同意…”，但气候一般接办法、计划、提议或某件事作宾语。

We agreed to the plan. 我们同意那个计划。

(3) agree on表示“双方就…达成协议，取得一致意见”We agreed on the question. 我们就这个问题取得了一致意见。

2. enjure v. hurt; damage 损害，伤害There were two people injured in the car accident. 又两个人在车祸中受了伤。

She was injured badly in an accident during the work. 她在一次工伤事故中受了伤。

【指点迷津】injure, hurt, harm, damage, wound, destroy(1) injure vt. 损害，伤害，毁坏，指在事故中受到的意外伤害或情感、名誉上的伤害。

Don’t injure his pride (reputation).不要伤害他的自尊心（名誉）。

(2) hurt vt. & vi. 使受伤痛，损害，危害，指肉体或精神上的伤害、创伤，强调伤害造成的痛苦。

It hurts your eyes to read in bed. 在床上看书对眼睛有害。

(3) harm n. & vt. 伤害，损害，危害，指对人或事物的危害。

高一英语Unit5知识要点总结（牛津上海版）高一英语Unit5知识要点总结（牛津上海版）一、知识点A greaawho dev/her llping伟人是把自己的生命奉献给帮助别人的人。

(He started to study ecology and decided to devwhole l他开始研究生态学，并决心将他的一生献身于这门科学。

He devoted himselly to music.他将一生奉献给了音乐。

)2. fight against 对抗，反对，与……作斗争We are all bame fight agaustice.在共同反对非正义行为的斗争中, 我们都是同志.Peoplave to figliberty.人们往往不得不为自由而战。

He and his wife are always fighting about who will take aldren. 他与他妻子总是在为由谁来照看孩子而吵架。

He worked selflessla as a doctor and saved maldiers. 作为一个医生他无私地在中国工作，并且拯救了很多中国战士。

He strongly believedles: nationalism; people’s rights; people’s livelihood. 他主张三民主义：民主、民权、民生。

b免于，不受A judge must budice.法官必须不抱成见。

apeaceful way 以和平的方式b入狱，在狱中服刑在监狱ame…as…和……一样an to land第一个登上月球的人10. Twhen Iwas a very difficult period of my life. 第一次见到他的时候是在我一生中非常艰难的时期。

(定语从句)He was generous wwhich I was grateful.他十分慷慨地给予我时间，我为此非常感激。

牛津版高一（上）Unit 5Ⅰ. Words1.steak n. 牛排2.sound v. 听起来好像sound + a. 听起来….. (sound reasonable: 听起来有点道理)3.vegetarian n. 素食者vegetarian a. :素食的vegetable: 蔬菜4.influence v. 影响influence n.:影响，作用5.astronaut n. 航天员astronautics: 航天学，太空飞行学6.crowd v. 聚集crowd n.: 人群7.tiny a. 极小的8.pepper n. 胡椒粉9.grow v. 种植growth n.:种植，生长10.cattle n. 牛ox: 公牛；cow: 母牛；11.appetite n. 食欲appetite for sth.:对…的愿望，欲望an appetite for learning:学习的强烈愿望12.contain v. 包含13.vitamin n. 维生素14.mineral n. 矿物质15.pesticide n. 杀虫剂，农药–icide: （后缀）杀insecticide: 杀虫剂16.source n. 来源17.energy n. 精力，活力energetic: 精力充沛的18.variety n. 多种多样 a variety of: 多种多样的…；various: a. 多种多样的…19.advise v. 建议advise doing sth; advise sb. to do sth; advise that sb. (should) do sth.20.cheeseburger n. 干酪汉堡包hamburger: n. 汉堡包kshake n. 奶昔22.increase v. 增加decrease: v. 减少23.intelligent a. 聪颖的，有才智的intelligence: n. 聪明，才智Ⅱ. Phrases1.mixed grill 烤杂排，烤什锦2.pork chop 猪排3.instead of 代替4.heart attack 心脏病发作5.decide on 选定6.tell… from 区分7.bits of 一点，少量8.get sick 生病9.lose one’s appetite 失去胃口10.by the way 顺便说一下11.balanced diet 均衡的饮食12.a lack of 缺少…13.on the other hand 另一方面14.risk of ….的风险15.whole grain / wheat 全麦Ⅲ. Sentence pattern1.You are always influenced by these programmes.2.Here is my mixed grill.3.By the way, can you pass the pepper?4.What is your opinion?Ⅳ. Grammar情态动词have to, must, should, ought to 的用法。

Teaching plans of Unit One--- Getting along with othersPeriod One Welcome to the unitTeaching aims:To deepen Ss’ understanding of friendshipTo practice Ss’ oral English by getting them involved in the discussion of friends and friendship To learn the way to describe the characteristics of a true friendTeaching procedures:Ⅰ.Lead-in1. Listen to the song called Auld Lang Syne(友谊地久天长)2. Show students some pictures about friends3. Brainstorming questions:1) Have you enjoyed the song? Can someone name the song ?2) Can you guess the relationship between the ones in the pictures?3) Do you have any good friends? How many are they?4) Do you think it is important to have a good relationship with others? Why?5) Do you know the concept of “friendship”? Try to explain.6) In your opinion, what does a real friendship consist of ?Ⅱ. Picture talking:Talk about the pictures and proverbs with your partner. Try to discuss the following questions: Picture 1,1)Where are the two girls?2)What are they doing ?3)How long they spend speaking to each other?4)Do you think they enjoy each other’s company?5)What do you think ‘Friends are thieves of time.’ mean?Picture 2,1) What do you use a mirror for?2) What are the two girls doing?3) Do you think the girl on the right is a good friend? Why?4) Do you have a good friend? Does he/she often give you advice?5) What do you think the proverb ‘The best mirror is an old friend’ mean?Picture 3,1)What is the taller boy doing ?2)Why does he do so?3)Do you think it possible for a person to buy friendship?4)In your opinion, what is the base of a good friendship?Picture 4,1)Do you think friends should be the same age and share the same hobbies and interests?2)What does the proverb ‘True friends have hearts that beat as one.’Ⅲ. Story-tellingTell a story happened between you and your best friend.Ⅳ. Discussion1) What a true friend should be like?A friend is someone who---you respect and who respects you---shares your happiness and sorrow---is trustworthy---is honest, loving---is devoted and loyal to you---is selfless2) Try to think of more proverbs related to friendship.For example,A life without a friend is a life without a sun.A man who has friends must show himself friendly.Ⅴ. ExtendingMore proverbs about friendshipⅥ. ConclusionWhat else can be our friends besides human beings?There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…As long as we have loveⅧ. Homework1.Smile to your friends.2.Finish the passage in Part B.3.on page 95 in Workbook..4.Preview the reading part.Period Two Reading (One)Teaching aims:To deepen Ss’ insight into problems between friendsTo practice Ss’ reading comprehension skillTo identify feelings and emotions in a textTeaching procedures:Ⅰ.Lead-in1. Show students a picture about a gang of friends.It’s a picture of me. Can you find me out and guess who are the others. (My friends)2. Brainstorming questions:1) Do you have a friend? How do you get along with your friends?2) Have you ever fallen out with a very good friend?3) If you had a quarrel with a friend, how would you deal with it?4) How would you mend a broken friendship?3. Before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.---having little in common---lacking trust---there being conflict of interest---being jealous of each other---being indifferent to each otherⅡ. Fast-readingAsk the students to go through the two letters quickly and answer questions in Part A1. Are the writers of the two letters feeling happy or sad?2. What did Sarah get for the surprise Maths test?3. Is Matthew usually a quiet boy?Ⅲ. Detailed-reading1. Ask the students to read the first letter carefully and answer the following questions and ananalysis diagram .1) Why other children say we are no fun?2) What did Sarah think about the surprise Maths test?3) What did Hannah sense?4) What did Sarah tell Hannah in the girls’ toilets?5) Why did Sarah tell Hannah that they weren’t going to be friends any more?6) The analysis diagram:She felt betrayed because … s he thought her best friend Hannah didn’t keep her secret.shamed she scored the lowest score in her class.upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’angry she thought Sarah didn’t keep her word.2. Ask the students to read the second letter carefully and answer the following questions and fill in a table.1)Why did Andrew shout at Mathew after the match?2) What did Matthew think about losing the match?3) How did Andrew think of football?4) What kind boy is Matthew?5) How is Matthew recently?How Andrew felt Why she felt so?He had a dilemma. His best friend Matthew has stopped talking to him. He felt really guilty. He said some really cruel things to Matthew.He was angry with Matthew. They lost the game because of Matthew’s carelessness.Ⅳ. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotionⅤ. ConsolidationComplete two letters written by Agony Aunt back to the two students with the proper words. Ⅵ. Role playDivide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they are having a face-to-face talk. Students are expected to act it out after a few minutes’ preparation.Ⅶ. DiscussionWhat is a friendship?Read a poem--- The ABC’s of FriendshipⅧ. Homework1.Retell the two letters.2.Write an article about the friendship in your mind.Period Three Reading (Two)--- Language PointsTeaching aims:To deepen Ss’ understanding of the two letters.To help Ss master the important words and phrases in the text.To introduce a few sentence structures to Ss.Teaching procedures:Ⅰ.Lead-in1. RevisionRetell the main idea of the two letters.Discussion: Will they be good friends again?Ⅱ.Words1.Match the words with the correct definitionsacademic make jokes and laugh at someonedeliberately a situation where one can’t decide what to dotease shout or say loudlydilemma feeling shamed of something done wrongbrilliant good at studying and getting high marksyell be kind and like to meet new peopleoutgoing extremely good, clever and excellentguilty done in a planed way, on purposeplete the sentences with the words on the leftThough he is a popular student, he is not very academic.I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty any longer.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of new ideas.It is impolite to yell at the old.I don’t think the young boy run into the old woman deliberately.Ⅲ. PhrasesExplain the underlined words and make a sentence according to the picture given.1. I was determined to be cheerful…(Line 14)do something with a firm desireeg.Though she loved him, she was determined to leave him.2.… , and told her we weren’t going to be friends any more because she couldn’t keep herword.(Line 24)do what one has promisedeg.She is a good girl and can always keep her word.3. … , and as a result of his careless playing, we lost the game.(Line 38)because ofeg.As a result of his careless study, he failed the Maths test.4. … I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53)cannot take control of oneself and do…eg.When thinking to the jokes, I can’t help laughing.5 … I must have sounded very proud of myself after the test.(Line 8)must have done means guessing that something has happened because there seems to be no other possibility.More sentences in the text:… Hannah must have deliberately told everyone about my mark...(Line 21)How they must have laughed behind my back!She said that someone must have heard us in the toilets, but I don’t believe her.eg.It must have snowed yesterday.Ⅴ. SentencesWhat does the word mean in different sentences?1. Hannah sensed something was wrong. (Line 14)He doesn’t seem to have any sense of humor.There is no sense in getting upset about it now.One day he will come to his senses and see what a fool he has been.This article does not make sense to me.2. He kept on saying really mean things to hurt me. (Line 44)Watch him. He can be really mean.Don’t be so mean about money.This word means a kind of meat in English.I didn’t mean to hurt you.3. I feel really guilty becaus e I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46)All the audience stood and clapped.He is too weak to stand.Stand the bedroom against the door.There is a fruit stand in the street.Ⅵ.Sturctures1.He said i t wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.eg.She said (that) she would fly to Paris and that she would bring me a present.2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.They decided to leave each other even though they loved each other.3. Various forms of a verb… how I was su re to get a good mark. (Line 9)I was determined to be cheerful. (Line 14) to infinitiveI made her promise not to tell anyone. (Line 16)---- bare infinitiveI was so upset that I felt like crying. (Line 20)My best friend Matthew has stopped talking to me. (Line 34)… as a result of his careless playing, we lost the game. (Line 39) V-ing form as a noun Ⅶ. Homework1.Review the useful phrases and important words in this text.2.Review the two sentence structures learnt above.3.Finish Parts A1 and A2 on Page 90 in workbook.Period Four Word PowerTeaching aims:To enlarge Ss’s vocabulary about personality.To help Ss recognize positive and negative adjectives about personality.To introduce synonyms and antonyms to Ss.Teaching procedures:Ⅰ.Lead-inQuestions:1. Think of one of your friends and make a description.2. What kind of person is easy to make friends with?3. What kind of person is hard to make friends with?Write down the adjectives on the blackboard.Ⅱ.Read the dialogueAsk Ss to pair work the dialogue and try to get the meaning of the adjectives.Go through the first table and figure out positive adjectives and negative adjectives to describe personality.Ⅲ. CompetitionEncourage Ss to come up with more adjectives to describe personality.Divide the Ss into two groups, the group which comes up with more groups will be the winner. Ⅳ. Synonyms and AntonymsIntroduce the definition of synonyms and antonyms to the Ss.Go through the second table and do some more exercises.Ⅴ. Consolidation1. Figure out the adjectives according to the meaning on the left.2. Finish the exercises on Page 7Ⅵ. Game --- Describe and GuessOne student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. The one who guess it out can have a chance to go to the front.Ⅶ. Have a thinkingHave a summary of what we have learnt in this period of class.Ask Ss to think about two questions:Do you want to be popular?Do you want to make true friends?So we should build a positive personality.Ⅷ. HomeworkFinish the relevant exercises in the Unit Revision.Period Five Grammar (1)Teaching aims:To recognize the basic forms of the to-infinitive and the bare infinitive.To learn how to use to-infinitives and bare infinitives in different situations.Teaching procedures:Ⅰ.Lead-inLook at some proverbs about friendship and pay attention to the words in red.1) A faithful friend is hard to find.2) The only way to have a friend is to be one.3) It is better to be alone than in bad company.Ⅱ.Functions of to-infinitive1)subject of a sentence2)object3)object complement4)attribute5)predicative6)adverbialⅢ. Functions of bare infinitive1) We use the bare infinitive after:* let and make and sometimes have* verbs of perception: feel, hear, see and watch* Would rather, had better and why not2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.Ⅵ. Consolidation1. Turn to page 9 and complete the letter.2. Retell the letter to your partner using your own language.Ⅶ. HomeworkFinish C1 on page 100 in Workbook and relevant exercises in Unit RevisionSome more exercises are prepared if time permits.Period Six Grammar (2)Teaching aims:To recognize the basic form of the verb-ing.To learn how to use the verb-ing form as a noun in different situations.Teaching procedures:Ⅰ.Lead-inShow Ss some proverbs and ask them to pay attention to the words in red.Saying is one thing and doing another.Seeing is believing.Constant dripping wears away a stone.Reading enriches the mind.Ⅱ.1. Functions of verb-ing1)subject2)predicative3)object4)after possessive pronouns5)in compound nouns2. We use a verb-ing form, not an infinitive after these verbs:admit, dislike, imagine, delay,consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.3. We can use a verb-ing form or an infinitive after the following verbs, with little difference inmeaning:continue, prefer, begin, hate, like, start, love4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different inmeaning or usage: forget, regret, remember, mean, try, go onforget + to-infinitive (an activity that has not been done)forget + verb-ing form (an action that has been done)5. Some common phrases are used with verb-ing forms.Would you mind ……cannot help……look forward to……feel like……cannot stand……it is no use/ good……put off……keep on…Ⅲ. ConsolidationComplete the letter on page 11Ⅵ.Discussion:State your opinion on visiting Internet chat rooms.Ⅶ. More exercisesⅦ. HomeworkPeriod Seven Task (1)Teaching aims:To practice Ss’ listening ability by taking notes.To practice Ss’ oral ability by express agreement and disagreementTeaching procedures:1. Lead-in1) InterviewOne or two of our classmates has been abroad in this summer. Now you have a chance to interview him/her. Write down his/her answers.Give some hint about how to take notes.2) Watch a video about an interview, and try to take notes about the answers.Ⅱ.Skills building1: writing down the answers❖Think about what questions to ask and write them down in advance.❖Write brief notes only, not whole sentences.❖Make meaningful notes.❖Use contractions and abbreviations whenever possible.I f you don’t hear or understand an answer, ask t he other person to repeat it. You can useexpressions such as:❖Could you say that again?❖Could you repeat that, please?❖Did you say… or…?Ⅲ.Listen to the tape and answer the questions on page 12.First read the instruction in the box and try to answer two easy questionsThen listen to the tape and answer the questions.Ⅵ.Step1 calling Teen Talk for adviceRead the leaflet about Teen Talk.Then complete the notes.Listen to the tape and finish part BⅦ. Discussion1.Interview the classmates and fill in the chart.2.According to the result of the interview, try to discuss some statements on friendship withclassmates.3.Expressions of agreeing or disagreeing.Ⅶ. HomeworkReview what we have learnt today and write a letter to your friend about what his/her friendship means to you.◆Keep the ideas on Page 17 in mind when you write.❖your feelings about friendship❖your feelings about best friends❖the quantities of a good friend❖what makes a good friendship lastPeriod Eight Task (2)Teaching aims:To practice Ss’ listening ability by listening to others’ composition.To practice Ss’ proofreading ability by checking each other’s composition.Teaching procedures:1. Lead-inReview what we have learnt in Skills building 1 and Skills building 2Listen to the composition of one student and the others try to find out his mistakes.Ⅱ.Skills building 3 : proofreadingWhat careless mistakes do we often make in our compositions•facts•grammar•handwriting•punctuation•vocabulary•spelling•styleTip: instruct students of how to make corrections.Ⅲ.PracticeProofread the article on page 16Ⅵ.Further practiceProofread a few sentences and one more piece of writing.Ⅶ.Consolidation•proofread your composition by yourself.•Exchange your composition with your deskmate, proofread his/her composition.Ⅶ. PresentationPresent the article you have proofread to the class.Ⅷ. HomeworkProofread the composition you have written recently.Finish the relevant exercises in Unit Revision.Period Nine Project (1)Teaching aims:To practice Ss’ reading ability by reading the article from the school magazine.To get Ss’ know the differences between teenage boys’ and girls’ friendship.To instruct Ss on how to design and conduct a survey.Teaching procedures:1.Lead-in1. Ask Ss to finish a questionnaire on friendship.2. Analyze the result of the questionnaire and find out the difference between boys’ and girls’friendship.3. What’s your definition of friendship? (ask boys and girls to answer separately)Do you think boys and girls have different attitudes towards friendship?Ⅱ. ReadingRead the school magazine article carefully and try to answer the following questions.•What puzzles Robert?•What’s the difference between boys and girls in their attitudes towards friendship?•What a re boys’ and girls’ friendships each based on?Ⅲ. Language points1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)be lost in2. What in the world do they have to talk about? (Line, 6)on earth, used to emphasize a statement3. Girls who have been asked can usually answer the question without hesitation. (Line 18)without pausing before doing something4. On the other hand, a girl’s closest friend might be the first to tell her about something goodor bad that has happened in her life. (Line 24)used when comparing different facts or ideas在另一方面，从另一方面来说5. Regardless of what these friendships are based upon, shared feelings or activities, theimportant thing to remember is that both of them are friendships. (Line 28)without being affected by different situations, problems, etc. 不管，不顾Ⅵ. Assignment of the project1. Planning•form a group of 6•choose your topic•get the topic approved by your teacher2. Preparing•discuss the purpose and design of the survey•clear assignmentsdesign the survey ______conduct the survey ______calculate the result ______write the report ______present the oral report ______3. Producing•make a questionnaire•give out and collect the questionnaires•record and analyze the statistics•write the report4. Presenting•present your findings to the class in an oral report•answer any questions raised by your classmatesⅦ. HomeworkFinish the projectPeriod Ten Project (2)Teaching aims:To practice Ss’ oral ability by anticipating in the oral report.To improve Ss’ team work spirit by finishing and presenting the project..To improve Ss’ emotional sense of friendship.Teaching procedures:Ⅰ. Lead-inRevisionRetell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.Ⅱ. Presentation on how attitudes between boys and girls differ on a certain topic.Ⅲ. Presentation.Ⅵ. SummaryWe should cherish our friendshipⅦ. HomeworkB1,B2 on page 91 in WorkbookD1,D2on page 93 in WorkbookRelevant exercises in Unit RevisionPeriod Eleven Self-assessmentTeaching aims:To check Ss’ understanding of the two letters and the reading strategy of the two lettersTo check Ss’ master of the adjectives to describe personality.To consulate Ss’ understanding of the infinitives and Verb-ings.Teaching procedures:Ⅰ.RevisionAsk students to retell the two letters in the reading part. Share what he/she has learnt with the others.Ⅱ. Exercises.1.Fill in the blanks with correct wordsThough he is a popular student, he is not very academic .I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty any longer.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of new ideas.It is impolite to yell at the old.I don’t think the young boy run into the old woman deliberately .I was determined to be cheerful, but Hannah sensed something was wrong.He kept on saying really mean things to hurt me.I cannot help wondering if he wants Peter to be his best friend instead of me.But I can’t stand seeing out team lose.When asked they usually hesitate before responding.Girls who have been asked can usually answer the question without hesitation .Friendships between girls are usually based on shared feelings and supportThere are some things about Amanda and her friends that puzzle Robert.2.Write down the synonyms and antonyms.SynonymsBrave---courageousLoyal---faithfulPassionate---enthusiasticSmart---cleverDiligent---hardworkingAntonymsOpen-minded---narrow-mindedIntrovert---extrovertSelfish---selflessGenerous---meanTalkative---quite3.Fill in he blanks with correct words, the first letter is given to you.In China, most people think that the student who can get high marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education? This mark-oriented education system even worrys some educators. They have a different attitude. It is true that a student should be absorbed in his studies. But besides in-class study, he has to develop in anall-round way. Sport and after-school activities also play an important role in the development of a student. Most teenagers are suffering from the pressure of exams.In addition, a good adolescent should be honest and kind to others. In other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.To sum up, a student should be brilliant in his study and have a good personality.4.根据中文补全句子。

The best days of your lifeThe first day was always the worst. You didn’t know anyone; you had no friends. You didn’t know who to avoid; you didn’t know where to go to get away. His mother’s latest job had meant yet another family move to a new town and this was Michael’s fourth secondary school in five years. He hated changing schools, but he never complained. His mother had enough worries of her own.He was small for his fifteen years; smaller than other boys his age. He tried to smile at people on his first day, hoping that this time it would be different. And when a few of the boys from a higher class came up to speak to him during the break, he tried to appear confident while showing that he wanted to be friendly. At first they seemed pleasant enough.‘Where’ve you come from?’they asked. ‘What do you think of the school?’But it didn’t last long. The tallest one looked down at him. ‘There are a few things you need to know about this school,’he said with a smile. ‘Take a good look at my face. And now look a my two friends here.’Michael looked, as instructed. ‘You’ll be seeing a lot of us, because we look after new boys …Do you understand me?’Michael looked back up at him. ‘I said, do you understand me?’ The smile was gone now.‘Er…yes. I think so,’he said, his voice shaking slightly. The tall boy showed his teeth. ‘Good.’They turned to walk away. Suddenly the tall one turned back and slapped Michael hard across the cheek, sending his glasses to the floor. Michael gasped with shock.‘Good,’ said the tall boy again.‘How was your first day?’his mother asked, when she got home from work.‘Fine, thanks,’Michael answered. ‘Just fine.’But when he was alone with his sister, he told her what has happened.‘Look, Mike, you’ve got to tell someone about it,’she advised with concern. ‘Or you’ve got to stand up for yourself. If they hit you, hit them back.Exercises:I. Do you think these statements about Michael are true (T) or false (F)?1. His mother supports the family. ( )2. His sister is older than him. ( )3. He makes friends easily. ( )4. He really wanted to be friendly. ( )5. He has had similar experiences before. ( )II. Summarize the first episode of the story in two or three sentences._____________________________________________________________________________________ _____________________________________________________________________________________Michael didn’t talk to anyone else about what happened on his first day at Greenhill School. He avoided the older boys as much as he could and hoped that the problem would go away. He was enjoying most of his lessons, and he worked hard at his homework to get good grades. He got on with his teachers, and his classmates were pleasant enough.A week later, though, the bullies were ready for more, and they were waiting for him near the school gates. There was no escape now from the tall boy, who held the top of Michael’s shirt tightly in his fist. His eyes drilled into Michael’s, and he had an ugly, threatening expression on his face.‘I said give it to me now, Jenkins, or there‘ll be trouble!’Michael’s body shook with terror. He tried to open his mouth to speak, but nothing came out. Sweat dripped from his hair on to his glasses until his attacker’s face disappeared from view.‘Check his pockets, Gary,’ the tall boy ordered, holding Michael’s collar even more tightly.There wasn’t much, but Gary took it all —a couple of pounds for his bus fares, a telephone card, and a bar of chocolate. Then the tall boy threw him to the ground, tearing his shirt before walking off out of the gates with his friends.Michael picked himself up slowly. Out of the corner of his eye he saw a teacher hurrying towards him.‘What’s happened, Michael? Who did this?’Michael was silent.‘Look, we know what goes on here, but we don’t know who’s responsible. If you tell me, I can try to do something about it. If you don’t, it’ll keep happening —to you and other people. Won’t you come inside and talk about it?’Exercises:I. Who do these statements apply to: the tall boy (TB), Gary (G), Michael (M) or the teacher (T)?1. He was frightened. ( )2. He threatened Michael. ( )3. He couldn’t see very well. ( )4. He took things from Michael. ( )5. He tore Michael’s shirt. ( )6. He was sympathetic. ( )II. What do you think bullies are? Complete the definition.Bullies are people who __________________________________________________________________III. Write sentences explaining what you think these people should do now1. Michael____________________________________________________________________________________ 2. The teacher____________________________________________________________________________________ 3. A boy who saw what happened____________________________________________________________________________________。

高中英语牛津版必修五教案3篇高中英语牛津版必修五教案篇1教学目标1、语言目标◆ 掌握部分有关电视节目以及表示装饰的词汇，如：soap opera, sitcom, sports show, host, super, agree, hair clip, key ring, belt, wallet etc.◆ What do you think of…? 句式在不同人称中的使用及其几种不同的答语方式，并能简单陈述理由。

◆ 掌握运用love, like, don’t like, don’t mind, can’t stand恰当表达对有关事物的观点和态度。

2、能力目标◆ 学会陈述自己的看法和意见。

◆ 学会谈论自己的喜好。

◆ 谈谈流行文化，了解各类电影和电视节目的名称。

◆ 了解一些日常生活用品，描述对其喜好程度。

3、策略目标利用不同媒体获取相关的学习资源，通过合作、探究的方式学习;学会正确评价自己的学习行为和学习效果。

4、情感目标◆ 学会客观地评价事物。

◆ 正确表达自己的意见。

◆ 正确认识流行文化。

◆ 了解中西文化在表达自己的观点时存在很大差异——我们比较委婉，而西方人则更直接一些。

教学重难点1、重点学习及掌握陈述自己的看法，意见及喜好的词汇和基本句型。

2、难点正确运用What do you/does he/she think of…?及Ilove/like/don’t like/don’t mind/can’t stand ... He/She loves/likes/doesn’t like/doesn’t mind/can’t stand ...等句型结构来表达对客观事物的评价。

教学工具课件教学过程Step1 Warming up : ChantWhat do you think of talk shows?I don’t mind them.What about game shows?I love them.Do you like sitcoms?Yes, I do.Step 2 Revision: Dialogue show time注：1. Dialogue show后要鼓励学生给予comments。

上海牛津英语高一（上）语言点S1A U5-U6S1A U5Think before you eatI.Reading1.mix v. 混合mix A with/and B 使一物与另一物混合; 拌和; 搀和翻译：我们不能将水和油混合在一起。

We can not mix water with oil.mixed adj. 由不同质量或成分组成的; 混合的一盒混合糖果 a box of mixed sweetsmixture n. 混合; 混合状态, 混合之物这城市是新旧建筑物的混合体。

The city is _a mixture of___ old and new buildings.2.sound她的语气里有一点担心。

She sounded a bit worried.听起来像是个好主意。

That sounds like a good idea.3.influencehave a (great) influence on (upon) 对…产生影响= influence… greatly 一般来说，父母对孩子的影响很大。

(两种)Generally, parents have a great influence on their children.Generally, parents influence their children greatly.adj.influential 有影响力的一位有影响力的政治家an influential politician4.crowd n. 群，人群vt. 使挤满挤满餐厅﹑剧院﹑海滨等.crowd a restaurant, theatre, beach, etcvi.蜂拥，群集孩子们聚集在电视机周围。

The children crowded around the TV.be crowded with … (被某事物)占满的餐馆里挤满了游客。

The restaurant is crowded with tourists.5.instead adv.代替，顶替；反而；反倒通常放在句末，或者以逗号隔开放在句中或句首。

1.上次课后巩固作业复习；讨论错题并针对预习思考的内容进行分享2.互动探索热身小幽默Topic discussion（教学建议：此部分建议用时15分钟，3分钟的准备时间，接下来学生轮流发言，一人发言时要求另外两人指正表达不当之处），每人发言时间三分钟，最后老师用3分钟做总结和技巧的归纳。

）请根据下列问题用至少七个句子表述你的想法。

What is a vegetarian? Do you like to eat meat or vegetables? Why? What should we think before we eat?Share参考答案：A vegetarian refers to a person who only eats vegetables or fruits and doesn’t eat meat. As for me, I am not a vegetarian, and I like to eat meat. This is because meat can provide energy for me and what’s more, meat like chicken wings and beef is so delicious that I can’t resist its temptation. However, a healthy diet is also necessary, so before we_______________________________________________________________________________5. 他们不仅影响了我们这一代，而且会影响到子孙后代。

(influence)______________________________________________________________________________Keys:1.this speech contains some interesting ideas.2.The bus is crowded with passengers.3.My stomach is empty but I have no appetite for food.4.This new supermarket operates successfully so that some nearby shops have to shut down.5.They not only have influenced our present generation but also they will influence our future generations.【巩固练习】一．SpellingDirections:Complete each of the following sentences with the proper forms of the words. The first letter is given.1.After working hard, he succeeded at last with a m_______ feeling.2.The traditional Chinese medicine has an i_______ on some diseases which are difficult tobe treated by western medicine.3.With the development of i_______ , pollution in this small village is getting heavier andheavier.4.People present at the conference c _______ the main hall.5.Hearing the news that his mother p________ away in the traffic accident, he burst into6.They will use a computer and a telephone to change money i________ of going to bank.7.Eating too many mixed sweets, her 5-year-old son had no a _________ f or lunch.8.If a student wants to graduate from the university, what you have to pass c _________ about36 courses.ing p______ is the medical method of pest control.10. Generally speaking, the police have to go to the s ________ within 15 minutes if someonecalls the police.11.In the fashion circle, models get used to losing weight by going on a d _________ .12.There is a v ______ of stationery in the shop to attract students' attention.13.The history teacher w______ the naughty boy that he would be punished if he dared tochat in class.14.Some patients run the r _______ o f getting lung cancer to smoke.15.It is easy for the familiar neighbours to t________ her from her twin sister.Keys：1. mixed2. influence3. industry4. crowded5. passed6. Instead7. appetite 8. contains 9. pesticides 10. scene 11. diet 12. variety13. warned 14. risk 15. tellcould 为can的过去时，具备can的各种功能，语气更委婉、客气。