第一篇：人教版高中英語必修一Unit1 friendship閱讀課教案

Lesson Plan 學(xué)科英語

賴菲菲

2015120101 Background information: Students:40 senior high school students, Grade 1.Lesson duration:45mins Teaching objectives: Knowledge objective: By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on.Ability objective: By the end of this lesson, students will

1.learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like.2.learn about the formats of a diary or a letter.Emotion objective: To get the students to realize the importance of friends and friendship.Teaching contents:Unit 1 Reading: Anne’s best friend Teaching aids: PPT, blackboard, chalk Type of the lesson:reading Teaching procedures: Step1: Pre-reading(8mins)1.Warming-up(1min)Enjoy a piece of music and find out its theme.2.Divide students into 3 groups and ask them to discuss two questions.Afterwards, choose representatives to show their answers.(3mins)⑴Do you think friends are important to us? Why do you think so? ⑵Does a friend always have to be a person? What else can be our friend? 3.Go through the text quickly to find out:(1min)⑴how many parts it contains? ⑵what the different parts are about? 4.Get students exposed to the background information about the passage and introduce the reading methods about narration, that is, “5W1H”.(3mins)Step2: While-reading(24mins)1.First reading(8mins)Scan the text and find out some specific information according to the questions.And then fill in the form and join the correct parts of the sentences.Choose some volunteers to share their answers.2.Second reading(10mins)⑴Read the passage again and answer the following question.What were Anne’s deepest feelings and thoughts? Use some words to describe her feelings? ⑵Ask students to think about their feelings towards Anne’s experience.Select several students to show their answers.3.Third reading(6mins)Make students retell the stories sentence by sentence.Step3 Post-reading(10mins)Group discussion: Imagine you have to go into hiding like Anne and her family.What would you miss most? Give your reasons? Step4 Talk about quotes about friendship(2mins)1.True friendship is like sound health;the value of it is seldom known until it is lost.2.A friend is one who walks in when others walk out.3.A friend is one who believes in you when you have ceased to believe in yourself.4.A friend in need is a friend indeed.Step5 Homework and optional activity(1min)Homework: 1.Look up ''go through'' in the dictionary and find out all its usage.2.Write a diary about your good friends.Optional activity:Learn to sing the song“Auld Lang Syne” together.Reflection: 1.Ways to question students should be diversified and try to get more of them involved.2.While students are discussing, the teacher ought to walk around the classroom to ensure the atmosphere and give assistance when it is necessary.

第二篇：人教新課標(biāo)高中英語必修1Unit2EnglishAroundtheWorld教案

Unit 2 English Around the World

Ⅰ單元教學(xué)目標(biāo)

技能目標(biāo)Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目標(biāo)語言 功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?

詞匯

1.四會詞匯

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.認(rèn)讀詞匯

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定詞組

play a role(in)because of come up such as play a part(in)

語法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重組: 1.教材分析

本單元的中心話題是 “English language and its development, different kinds of English”.通過對世界英語這一話題的探討,加強(qiáng)學(xué)生對英語語言的了解,對當(dāng)代語言特別是英語發(fā)展趨勢的了解.世界在發(fā)展,時(shí)代在前進(jìn),語言作為交流的工具,也隨著時(shí)代的發(fā)展而變化.由于英語在世界上的廣泛使用,它不斷地吸收、交融、容納、創(chuàng)新,這就形成了各種各樣帶有國家、民族、地區(qū)特色的英語.沒有人們認(rèn)為的那種唯一的標(biāo)準(zhǔn)英語。盡管如此，我們還是要通過本課文的學(xué)習(xí)讓同學(xué)們感受、了解美國英語、澳大利亞英語、印度英語、新加坡英語等都有自己的規(guī)律和慣用法，和不同的發(fā)音規(guī)律。

1．1 Warming Up簡要介紹了世界英語的分支以及英語語言在不同國家產(chǎn)生的差異，使學(xué)生感受英語語言的多文化、多層次、多元性，對英國英語和美國英語的不同有一個(gè)粗淺的了解。

1．2 Pre-reading通過兩個(gè)問題引發(fā)學(xué)生對課文主題的思考，以便參與課堂活動。

1．3 Reading簡要地說明英語語言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢。

1．4 Comprehending主要是檢測學(xué)生對課文基本內(nèi)容的理解程度。

1．5 Learning About the Language主要通過各種練習(xí)幫助學(xué)生重溫本單元前幾個(gè)部分所學(xué)的新單詞和短語，同時(shí)也通過新的例子展現(xiàn)了美國英語、英國英語的差異，并著重介紹了本單元的語法項(xiàng)目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介紹了當(dāng)今世界各地各國說英語有自己的特色，即便是美國東西部、南北部，說話均有所不同。為幫助培養(yǎng)跨文化意識，可以讓學(xué)生學(xué)完課文后討論中國的方言，使他們感受到本國的文化差異。

2．教材重組

2．1 導(dǎo)入 把Warming Up 作為一堂課。

2．2 精讀 把Pre-reading、Reading 和 Comprehending整合在一起作為一堂課精讀課。

2．3 語言學(xué)習(xí)把Learning About Language和Workbook中的Using Words, Using Structures 結(jié)合在一起。

2．4 寫作

2．5聽和說 把課文中的聽和說整合成一堂課。

2．6 練習(xí)課 workbook exercises & other Exx.3．課型設(shè)計(jì)與課時(shí)分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教學(xué)目標(biāo)（teaching aims）student’s book;warming up

1、能力目標(biāo)(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、語言目標(biāo)(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教學(xué)重難點(diǎn)(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教學(xué)方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具準(zhǔn)備(Teaching aids)

a computer;a tape-recorder;a projector

五、教學(xué)步驟(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“l(fā)anguage”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教學(xué)目標(biāo)（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教學(xué)內(nèi)容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目標(biāo)(Ability aim)

Get some knowledge of different kinds of English 語言目標(biāo)(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教學(xué)重難點(diǎn)(Teaching important points)The indirect speech of the imperative clause 教學(xué)方法(Teaching methods)task-based approach 教具準(zhǔn)備(Teaching aids)multi-media computer

教學(xué)步驟(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教學(xué)目標(biāo)（teaching aims）student’s book;Discovering useful structures

1、能力目標(biāo)(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、語言目標(biāo)(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教學(xué)重難點(diǎn)(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教學(xué)方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具準(zhǔn)備(Teaching aids)a computer;a projector

五、教學(xué)步驟(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教學(xué)目標(biāo)（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教學(xué)內(nèi)容(Teaching contents)Write a statement

能力目標(biāo)(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 語言目標(biāo)(Language aim)I think, I believe，In my opinion…

We learn English to do…

教學(xué)重難點(diǎn)(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教學(xué)方法(Teaching methods)Brainstorming way

教具準(zhǔn)備(Teaching aids)multi-media computer

教學(xué)步驟(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view.2.Show the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、學(xué)目標(biāo)(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目標(biāo)(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、語言目標(biāo)(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教學(xué)重難點(diǎn)(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教學(xué)方法(Teaching method)listening and talking

四、教學(xué)準(zhǔn)備(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教學(xué)步驟(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教學(xué)目標(biāo)：(Teaching aims)Finish the exercises on the workbook 1．能力目標(biāo)：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．語言目標(biāo)：(language aim)Full understanding of the readings

二．教學(xué)重難點(diǎn)(Teaching important points)Understanding the main ideas of the passages 三．教學(xué)方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具準(zhǔn)備(Teaching aids)a computer

五．教學(xué)步驟(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

第三篇：高中英語必修2·Unit5·Music-Reading教案(人教新課

Unit 5 Music

Reading---教案

Contents:(1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming

up

(2)Developing their abilities to express their feeling on music and enlarge their

knowledge on music

Procedures:

Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fond of music ,Are

you good at singing, Can you play a musical instrument”

Ask students to answer the 4 questions in groups actively while introducing different kinds of

music in the world.Step 2 pre—reading

(1)Get the students to discuss the questions with their partners and then ask them to report their

work..Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if you have

(Beatles, Back—street boy, West—life)

2、Which one do you like best?

(2)Introduce something about “The Monkeys”

Step 3 skimming

Let the students listen to the tape and find out the answers to the following two questions.1、What are the benefits if students former a band to play in the street?

2、When did “The Monkeys” break up and when did it reunite?

Step 4 Second reading

In this part, students will read the text again and try to understand the sentences and the main idea of

each paragraph, and then finish the exercise 2 and 4 in Comp rending

Step 5 Homework: Fin out some language points in Reading and recite the new words in unit 5

Step 6:Feedback

第四篇：人教新課標(biāo)高中英語必修一知識點(diǎn)詳細(xì)歸納總結(jié)

人教版新課標(biāo)高中英語必修一知識點(diǎn)歸納總結(jié)（按單元分）

新課標(biāo)必修1 Unit1 Friendship 重點(diǎn)詞組：

be good to 對….友好 add up 合計(jì) another time 改時(shí)間

get sth done 使…被做 calm down 鎮(zhèn)定下來 have got to 不得不 walk the dog 遛狗 make a list of 列出 hide away 躲藏；隱藏 be concerned about 關(guān)心；掛念 share sth with sb 和某人分享某物

go through 經(jīng)歷；仔細(xì)檢查 set down 放下；記下 a series of 一系列；一套 be crazy about 對…著迷 on purpose 故意 in order to/ so as to 為了

face to face 面對面地 get along with 與…相處 pack up 收拾，打理行裝

according to 按照；根據(jù)…所說 have trouble with sb/sth 同某人鬧意見；做…有困難 communicate with sb 和…交際 throw away the friendship 放棄/終止友誼 try out 試驗(yàn)；試用 join in 參加（活動）far and wide 到處 look to sth 注意，留心某事 fall in love 相愛

ignorant of 無知的

cheat sb(out)of sth 騙取某人某物 have the/a habit of doing sth 有做…的習(xí)慣

句子歸納：

1.I wonder if… 我想知道是否….2.It’s because… 這是因?yàn)椤?此從句中because不能用since或as 代替

3.What do you think a good friend should be like? 你認(rèn)為一個(gè)好朋友應(yīng)該是什么樣的呢？ 4.While walking the dog, you were careless and it got loose and was hit by a car.=While you were walking the dog, …在遛狗時(shí)，你不小心讓狗掙脫了繩子，結(jié)果狗被車撞了。（當(dāng)while, when, before, after 等引導(dǎo)的時(shí)間狀語從句中的主語與主句的主語一致時(shí)，可將從句中的主語和be動詞省去。）

5.Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位無話不談、能推心置腹的朋友嗎？

6.I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.我已經(jīng)

很久不能去戶外，所以我變得對自然界的所有東西都很感興趣。

7.I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound.我記得非常清楚，曾有一段時(shí)間，湛藍(lán)的天空、鳥兒的歌唱、月光和鮮花，從未使我心醉神迷過。

8.It was the first time in a year and a half that I’d seen the night face to face.這是我一年半以來第一次目睹夜晚。

9.I would be grateful if you could give me some advice.如果您給我提些建議，我會非常感謝的。grateful if… 委婉客氣提出請求）

10.It’s a good habit for you to keep a diary.記日記對你來說是個(gè)好習(xí)慣。11.She found it difficult to settle and… 12.This series of readers is very interesting.13.A friend in need is a friend indeed.14.People are told that their actions should be as gentle as the wind that blows from the sea.新課標(biāo)必修1 Unit2 重點(diǎn)詞組：

in…ways 在…方面 such as 例如 believe it or not 信不信由你 come up with 提出 come up to a place 參觀某地 ever before 從前 even if/ though 即使 at the end of 在…末期 be based on 在...基礎(chǔ)上 close to 距離…近c(diǎn)hange…into 把…變成 in the early days 在早期 take…with…隨身攜帶 the same…as 與…相同的 at present 目前 be absent from 缺席 be present at 在席；出席 carry out a rule 執(zhí)行規(guī)則 be a native of 是…人 at sb’s request 應(yīng)某人的要求 have a command of掌握 make a request 請求 request that …(should)+v原形 in one direction 朝一個(gè)方向 give commands 命令 be different from 與…不同 i n the 1600’s = in the 1600s as a rule 通常；照例 be native to 是…的土產(chǎn)動物/植物 as we know 正如我們所知

I would be（an international language 一門國際語言 an international organization 一個(gè)國際組織 play a role/ part(in)在…中擔(dān)任角色；在…中起作用;扮演一個(gè)角色；參與 play an important role/ part 在…中起重要作用 because of 因?yàn)椋挥捎?come up(vi)走進(jìn)；上來；發(fā)生；被討論 make(good/ full)use of（好好/充分）利用

from one place to another 從一處到另一處 present sth to sb / present sb with sth 句子歸納：

1.However, they may not be able to understand everything.（然而，他們可能不是什么都懂。）

2.This is because Britain ruled India from 1765 to 1947.(這是因?yàn)橛?765年到1947年統(tǒng)治過印度。)3.All languages change when cultures communicate with one another.(當(dāng)不同文化互相溝通時(shí)，所有的語言都會發(fā)生變化。)4.What the British call “petrol” the Americans call “gas”.(美國人把被英國人稱作“petrol”的東西稱作“gas”。此處what引導(dǎo)賓語從句)5.Actually, it was based more on German than present day English.(實(shí)際上，當(dāng)時(shí)的英語更多地是以德語為基礎(chǔ)的，而現(xiàn)代英語不是。)6.…those who reported the news were expected to speak excellent English.7.The US is a large country in which many different dialects are spoken.(in which= where, 其引導(dǎo)定語從句。美國是一個(gè)大國，國內(nèi)說著許許多多的方言。)8.…there is more than one kind of English in the world.(more than one+單數(shù)可數(shù)名詞，作主語時(shí)，謂語用單數(shù))

9.It is not easy for a Chinese person to speak English as well as a native English speaker.(對于一個(gè)中國人來說把英語說得跟以英語為母語的人一樣好是不容易的。)句型：It is + adj/n+ for sb to do sth 對于某人來說做某事是… 擴(kuò)充：It is + adj+ of /for sb to do sth

當(dāng)句式中形容詞修飾to do sth 時(shí)用for;若形容詞修飾sb，則用of.eg: It’s kind of you to help me carry the box.附：

1.either…or…和neither…nor…連接兩個(gè)名詞作主語，謂語動詞采取就近原則。2.be different in 強(qiáng)調(diào)在某方面的不同

be different from 強(qiáng)調(diào)在各方面的不同 3.in the end 最后，最終 后無of 結(jié)構(gòu) 三個(gè)表示最后最終的用法：

⑴finally: 按照順序的最后，常與first, secondly 等連用 ⑵at last: 經(jīng)過長時(shí)間等待直到最后

⑶in the end: 經(jīng)過長期曲折斗爭努力，終于… 如：戰(zhàn)爭等

4.與人交談，常會有聽不清楚或聽不懂的情形，遇到這種情況該如何開口呢？ ⑴Pardon? ⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.對不起，我沒聽懂，請?jiān)僬f一遍好嗎？

⑶Could you say that again, please? / Could you repeat that, please? 請?jiān)僬f一遍好嗎？ ⑷Could you speak more slowly, please? 請你說得慢一點(diǎn)好嗎？ 5.include ─ including;included identity ─ identify actually ─ actual(adj);

apidly ─ rapid(v)

government(n)─ govern(v)wide(adj)─ widen(v);

broad(adj)─ broaden(v)foreign ─ foreigner;solve(v)─ solution(n)

6.petrol------gas;lift------elevator;flat------apartment film------movie;sweets----candy;post------mail

新課標(biāo)必修1 Unit3 Travel Journal 重點(diǎn)詞組：

one-way fare 單程票 round-trip fare 往返票 graduate from 從…畢業(yè)

care about 憂慮，關(guān)心 care for喜歡，照顧 care to do愿意/同意做某事give in(vt)上交 give in(to)投降；屈服；讓步 give up 放棄

give up doing/sth as usual 像往常一樣 at midnight 午夜 at an altitude of 在…海拔上 attitude to/ toward(s)對…態(tài)度 change one’s mind 改變主意 to my mind = in my opinion make camp 野營，宿營 make up one’s mind to do 決心干某事 put up one’s tents 搭起帳篷 sth be familiar to sb某事為某人所熟悉

dream of/ about doing sth 夢想做某事 go for long bike rides 做長途自行車旅行 persuade sb to do sth= persuade sb into doing sth 說服某人做某事 persuade sb not to do sth= persuade sb out of doing sth 說服某人不做某事 determine to do sth(動作)/ be determined to do sth（心理）決心干某事 get sb interested in 使某人對..感興趣 insist on(one’s)sth/ doing sth 一定要；堅(jiān)持要 the best way of doing sth/ the best way to do sth 干某事的最好辦法 sb be familiar with sth某人熟悉某事

can’t wait/ can hardly wait to do sth 迫不及待想干某事

for one thing… for another（用來引出某事的理由）一則… 二則… take one’s breath away 使某人大吃一驚 句子歸納：

1.It was my sister who first had the idea to cycle along the Mekong River.強(qiáng)調(diào)句基本句型：it is/ was….that….其中指人時(shí)可用who(主)，whom(賓)。

2.Although she didn’t know the best way of getting to places, she insisted that we(should)find the source of the river.insist that….(should)+ v原形 堅(jiān)持要；堅(jiān)持要求

insist that….陳述語氣 堅(jiān)持說；堅(jiān)持認(rèn)為

3.Have you ever seen snowmen ride bicycles?(metaphor)4.To climb the mountain road was hard work but to go down the hills was great fun.5.Good luck on your journey.6.The lake shone like glass in the moonlight.(simile)新課標(biāo)必修1 Unit4 Earthquakes 重點(diǎn)詞組句子歸納總結(jié) 重點(diǎn)詞組：

have time to do 有時(shí)間做某事 happen to do 碰巧做某事 shake hands with sb 握手 burst into tears/ laughter in ruins 成為廢墟 cut across 穿過、橫穿 blow away 吹走、刮走 fall down 倒塌

rescue workers 救援人員 be pleased to do 樂意做某事 make/ give a speech 發(fā)表演說 judging….from 根據(jù)……來判斷 tens of thousands of 成千上萬 dig out 挖掘

burst out crying/laughing突然哭/笑起來 think little of 對……評價(jià)低

be proud of / take pride in 以……而自豪 invite sb to do sth 邀請某人做某事 invite sb for/ to sth think highly of 對……評價(jià)高 one-third 1/3 two-thirds 2/3 seventy-five percent 75% agree with sb give out 發(fā)出（氣味等）；分發(fā)；耗盡 a great/ large number of =a great many/good 大量的 be trapped in/ under 陷入……/ 陷在……下面 the high school speaking competition 高中演講比賽

have sb do sth= make sb do sth= let sb do sth 讓某人做某事

come to an end(vi)= put/ bring sth to an end = put/ bring an end to sth 結(jié)束某事 agree to sth give off 發(fā)出（氣味等）give back 歸還

give away 贈送；泄露 agree on sth 達(dá)成一致意見 agree to do sth

right away= right now= at once= immediately 立刻 as you know 正如你所知道的

be known as 作為……而知名as is known to all 眾所周知 be known for 因……而出名 as could be expected 正如可以預(yù)料到的 it is useless doing sth 干某事是無用的 happen= take place= come about= break out 偶發(fā) 有計(jì)劃 偶發(fā) 戰(zhàn)爭等爆發(fā) 句子歸納：

1.It is always calm before a storm.2.Now, imagine there has been a big earthquake.此句為There be 句型 3.Mice ran out of the fields looking for places to hide.現(xiàn)在分詞表伴隨 4.It seemed that the world was at an end.5.Water, food and electricity were hard to get.句型：主語+ be + adj + to do 其中to do 用主動形式表示被動含義 6.All hope was not lost.all 與not 連用 表示部分否定 7.It’s never too late to learn.活到老，學(xué)到老。附：分詞用法 之 作定語

falling leaves 正在落的葉子 boiling water 正在沸騰的水 fallen leaves 已經(jīng)落在地上的葉子 boiled water 開水 新課標(biāo)必修1 Unit5 Nelson Mandela 重點(diǎn)詞組句子歸納總結(jié) 重點(diǎn)詞組：

lose heart 喪失勇氣 worry about 擔(dān)心 lose one’s heart to sb/sth 愛上，喜歡上 be worried about 擔(dān)心（狀態(tài)）in trouble 處于不幸中 be sentenced to 被判處 be out of work = lose one’s job 失業(yè) be equal to 相等的，平等的 be proud of / take pride in 以……而自豪 invite sb to do sth 邀請某人做某事 invite sb for/ to sth think highly of 對……評價(jià)高 one-third 1/3 two-thirds 2/3 seventy-five percent 75% agree with sb

give out 發(fā)出（氣味等）；分發(fā)；耗盡 as a matter of fact = in fact = actually 事實(shí)上

blow up 充氣 爆炸 beg for 乞討 set up 建立，創(chuàng)立；設(shè)置，豎起 send up 發(fā)射，使上漲 set about 著手做某事(set about doing sth)go up 上升，增長；被興建 set off 出發(fā)，動身 set up 設(shè)立，建立；設(shè)置，豎起 set out 陳列，擺出；開始（set out to do sth）stop sb(from)doing sth be active in = take an active part in 積極參與，在……活躍 keep sb from doing sth阻止某人做某事 die for 為……而死 die from 死于（外因）prevent sb(from)doing sth die of 死于（內(nèi)因 如：饑餓，寒冷，疾病等）be proud of / take pride in 以……而自豪 invite sb to do sth 邀請某人做某事 invite sb for/ to sth agree with sb think highly of 對…評價(jià)高one-third 1/3

two-thirds 2/3 seventy-five percent 75% give out 發(fā)出（氣味等）；分發(fā)；耗盡 put sb in prison= throw sb into prison= send sb to prison 把……投入監(jiān)獄 advise sb to do sth 建議某人做某事 advice 不可數(shù) a piece of advice advise doing sth fight for 為爭取……而斗爭 advise sb on sth fight against 為反對……而斗爭 advise that(should)+ v原

fight with 同……并肩作戰(zhàn)/ 同……斗爭 have problems/ difficulty/ trouble with sth work out 算出 have a go= have a try break the law 違反法律

have problems/ difficulty/ trouble(in)doing sth be willing to do sth 樂于做某事 realize one’s dream of 實(shí)現(xiàn)…… 的夢想 answer violence with violence 以暴制暴 come to power 當(dāng)權(quán)，上臺 social activities 社會活動

equal(adj)---equally(adv)---equality(n)violence(n)------violent(adj)cruelty(n)---cruel(adj)---cruelly(adv)educated(adj)------education(n)willing----unwilling 不愿意的 active----inactive 不活躍的 句子歸納：

1.Only then did we decide to answer violence with violence.only 放在句首且后接狀語時(shí)（作狀語：副詞；介詞短語；狀語從句），要使用部分倒裝------才用一般疑問句語序。Only yesterday did his father tell him the truth.Only when his father came back did he go to bed.（從句無需倒裝，主句要倒裝）

2.He strongly believed in the three principles: nationalism;people’s rights;people’s livelihood.他主張三民主義：民主、民權(quán)、民生。3.I felt bad the first time I talked to the group.the first time 用法相當(dāng)于連詞用法，用來引導(dǎo)從句 鏈接：It’s the first time that 現(xiàn)在完成時(shí) It was the first time that 過去完成時(shí)

4.He taught us during the lunch breaks and the evenings when we should have been asleep.（should have done 本應(yīng)做而未做）

needn’t have done 本不應(yīng)做而做了 can’t have done 過去不可能做過

新課標(biāo)必修1 Unit6 重點(diǎn)詞組：

in…ways 在…方面 such as 例如 believe it or not 信不信由你 come up with 提出 come up to a place 參觀某地 ever before 從前 even if/ though 即使 at the end of 在…末期 be based on 在...基礎(chǔ)上 close to 距離…近c(diǎn)hange…into 把…變成 in the early days 在早期 take…with…隨身攜帶 the same…as 與…相同的 at present 目前

be absent from 缺席 be present at 在席；出席 carry out a rule 執(zhí)行規(guī)則 be a native of 是…人 at sb’s request 應(yīng)某人的要求 have a command of掌握 make a request 請求 request that …(should)+v原形 in one direction 朝一個(gè)方向 give commands 命令 be different from 與…不同 i n the 1600’s = in the 1600s

as a rule 通常；照例 be native to 是…的土產(chǎn)動物/植物 as we know 正如我們所知 an international language 一門國際語言 an international organization 一個(gè)國際組織 play a role/ part(in)在…中擔(dān)任角色；在…中起作用;扮演一個(gè)角色；參與 play an important role/ part 在…中起重要作用 because of 因?yàn)?；由?come up(vi)走進(jìn)；上來；發(fā)生；被討論 make(good/ full)use of（好好/充分）利用

from one place to another 從一處到另一處 present sth to sb / present sb with sth 句子歸納：

1.However, they may not be able to understand everything.（然而，他們可能不是什么都懂。）

2.This is because Britain ruled India from 1765 to 1947.(這是因?yàn)橛?765年到1947年統(tǒng)治過印度。)3.All languages change when cultures communicate with one another.(當(dāng)不同文化互相溝通時(shí)，所有的語言都會發(fā)生變化。)4.What the British call “petrol” the Americans call “gas”.(美國人把被英國人稱作“petrol”的東西稱作“gas”。此處what引導(dǎo)賓語從句)5.Actually, it was based more on German than present day English.(實(shí)際上，當(dāng)時(shí)的英語更多地是以德語為基礎(chǔ)的，而現(xiàn)代英語不是。)6.…those who reported the news were expected to speak excellent English.7.The US is a large country in which many different dialects are spoken.(in which= where, 其引導(dǎo)定語從句。美國是一個(gè)大國，國內(nèi)說著許許多多的方言。)8.…there is more than one kind of English in the world.(more than one+單數(shù)可數(shù)名詞，作主語時(shí)，謂語用單數(shù))

9.It is not easy for a Chinese person to speak English as well as a native English speaker.(對于一個(gè)中國人來說把英語說得跟以英語為母語的人一樣好是不容易的。)句型：It is + adj/n+ for sb to do sth 對于某人來說做某事是… 擴(kuò)充：It is + adj+ of /for sb to do sth 當(dāng)句式中形容詞修飾to do sth 時(shí)用for;若形容詞修飾sb，則用of.eg: It’s kind of you to help me carry the box.附：

1.either…or…和neither…nor…連接兩個(gè)名詞作主語，謂語動詞采取就近原則。2.be different in 強(qiáng)調(diào)在某方面的不同

be different from 強(qiáng)調(diào)在各方面的不同 3.in the end 最后，最終 后無of 結(jié)構(gòu) 三個(gè)表示最后最終的用法：

⑴finally: 按照順序的最后，常與first, secondly 等連用 ⑵at last: 經(jīng)過長時(shí)間等待直到最后

⑶in the end: 經(jīng)過長期曲折斗爭努力，終于… 如：戰(zhàn)爭等

4.與人交談，常會有聽不清楚或聽不懂的情形，遇到這種情況該如何開口呢？ ⑴Pardon? ⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.對不起，我沒聽懂，請?jiān)僬f一遍好嗎？

⑶Could you say that again, please? / Could you repeat that, please? 請?jiān)僬f一遍好嗎？ ⑷Could you speak more slowly, please? 請你說得慢一點(diǎn)好嗎？ 5.include ─ including;included identity ─ identify actually ─ actual(adj);

apidly ─ rapid(v)

government(n)─ govern(v)wide(adj)─ widen(v);

broad(adj)─ broaden(v)foreign ─ foreigner;solve(v)─ solution(n)

6.petrol------gas;lift------elevator;flat------apartment film------movie;sweets----candy;post------mail

第五篇：18164-人教新課標(biāo)高中英語必修一 Unit 3. Travel Journal教案

教學(xué)內(nèi)容

教材分析 4 periods for textbook and 3 for exercise

教學(xué)目標(biāo)

1、知識目標(biāo)：Traveling, Describing a journey

2、能力目標(biāo): Write a journal

3、德育情感目標(biāo): It is not easy to make a living

教學(xué)重點(diǎn) The present progressive tense expressing futurity 教學(xué)難點(diǎn) The present progressive tense expressing futurity 課型.warming-up 教學(xué)媒體 multi-media computer 教學(xué)方法：task-based approach

Teaching procedures: Step1.leading in

Brainstorming questions:

1)With the development of society, we are changing our way of life.The National Day’s just passed, what have you been ding all the 7 days?

2)I guess some of you must have gone to some place to travel.Yes , more and more people enjoy traveling nowadays.3)Do you like to explore some wild places ? 4).where do you want to go ? 2.Let me do a survey among you.Now you are going to an isolated island.There are 10 things for you to take.Make a list from the most important to the least.tell me the reasons.(they are on the power point.Step2Do the work in warming up

Step3 choose a place in the box to do the pair work.When are you leaving ? How are you going? When are you arriving? Where are you staying ? How ling are you staying ? When are you coming back?

Step4.Explain the grammar(they are on the power point of unit 3 P1)

Period 2 Reading Teaching procedures:

Step 1.Free talk about rivers.What will happen if there is no water? Where can you find water?

Do you know the 4 rivers in the world? The Yangtze River The Nile The Amazon The Mississippi Step 2 Questions

What other rivers do you know ? What river do you want to travel to ? Why? What the use of rivers?

How do people who live along a river use it?

The world has many rivers, if u could travel down one of them, which one would you choose ? Why?

Step3.Listening to the tape of the passage Step4 skimming

Answer the following questions

1)Who are Wang Kun and Wang wei? 2)What are their dream?

3)Who are Dao Wei and Yu hang? 4)Where is the source of the Mekong?

5)What can you see where you travel along the Mekong? 6)Is it a difficult journey to cycle along the Mekong? Why? Step 5 scanning

Fill in the blanks of the box.Step6 Who do you think was right about the trip? Why? Step 7 dealing with the language points 1.the river 2.dream 3.take a trip 4.graduate from 5.It was…that 6.persuade

7.insist on /insist that clause 8.details 9.determine 10.altitude 11.experience

12.give in/give up/give out/give away 13.keep on doing sth.14.enter

Period 3 grammar and listening

Step 1.Imagine it is October 1st again, you have 7 days’ holidays.You are going to a place to travel.do the pair work.When are you leaving ? How are you going? When are you arriving? Where are you staying ? How ling are you staying ? When are you coming back?

Step2 Grammar :The present progressive tense expressing futurity Step3 practice the exercise on textbook page 21.Step4 explain the exercise on the exercise book about the grammar.Period 4 Writing

Step1 Reading the passage on page 24 Step2 answer the following questions: What is a travel journal?

What is the difference between a diary and a travel journal? How to write a travel journal? Step3 homework Design a travel plan

Suppose you are going to a place to travel.you want to go there with one or two partners.So you would design it as beautifully as you can.The following should be included : Place When How long

Step 4 Feedback

Through the learning of the text, students are more interested in traveling and how to plan for their travel.