第一篇：人教新課標(biāo)版必修一《沁園春

《沁園春·長沙》教案

教學(xué)目標(biāo)：

1．掌握詞的常識(shí)，提高形象思維能力；

2．體會(huì)詞中的景物，學(xué)會(huì)鑒賞現(xiàn)代詩歌的方法；

3．感受詞中的博大情懷和革命壯志，確立學(xué)生歷史責(zé)任感和遠(yuǎn)大抱負(fù)。教學(xué)重點(diǎn)和教學(xué)難點(diǎn)：體會(huì)詞中的景物 教學(xué)方法：誦讀法、提問法、小組討論法 教學(xué)時(shí)數(shù)：1課時(shí) 教學(xué)過程 ：

一、導(dǎo)入

自古文人多悲秋。宋玉《九辨》：“悲哉！秋之為氣也”，歐陽修《秋聲賦》：“噫嘻悲哉！此秋聲也”。杜甫《登高》：“萬里悲秋常作客，百年多病獨(dú)登臺(tái)。艱難苦恨繁霜鬢bìn，潦倒新停濁酒懷?！币試@時(shí)運(yùn)不濟(jì)jì，人生的艱難萬苦。但也有不少古代文人為我們唱出了秋的贊歌。如唐朝劉禹錫《秋詞二首》：“自古逢秋悲寂寥，我言秋日勝春朝，晴空一鶴排云上，便引詩情到碧霄?！贝呷藠^發(fā)有為，大展鴻圖，給人頑強(qiáng)奮斗的精神。今天，讓我們一同走進(jìn)一代偉人毛澤東給我們描繪的秋景，一同走進(jìn)這位偉人的崇高心靈，體會(huì)這位偉人青年時(shí)代的宏大胸襟和抱負(fù)。

二、作者簡介、詞的基礎(chǔ)知識(shí)和背景介紹

毛澤東（1893-1976），偉大的馬克思主義者，偉大的無產(chǎn)階級(jí)革命家、戰(zhàn)略家和理論家。中國共產(chǎn)黨和中國各族人民的偉大領(lǐng)袖，中國共產(chǎn)黨、中國人民解放軍和中華人民共和國的主要締造者和領(lǐng)導(dǎo)人、詩人、書法家。詞：詞興起于唐，盛行于宋，配樂歌唱，句式不齊，也稱長短句。詞最初稱為“曲詞”或“曲子詞”，是配音樂的。后來詞也跟樂府一樣，逐漸跟音樂分離了，成為詩的別體，所以有人把詞稱為“詩余”。

詞牌：就是詞的格式的名稱。詞牌決定了這首詞的字?jǐn)?shù)、句數(shù)和平仄聲韻。某些詞牌的命名，與創(chuàng)始之作的內(nèi)容有關(guān)聯(lián)，但后人倚聲或依譜繼作，則不一定受此限制，可以賦詞牌本意，也可以撇開詞牌本意自由發(fā)揮。詞的標(biāo)題和詞牌有著嚴(yán)格的區(qū)別，標(biāo)題是詞的內(nèi)容的集中體現(xiàn)，它概括了詞的主要內(nèi)容。如沁園春是詞牌，長沙是標(biāo)題。

詞的分類：詞分為小令、中調(diào)、長調(diào)，這是依字?jǐn)?shù)的多少來劃分的。58字以內(nèi)為小令；59至90字為中調(diào)；91字以上為長調(diào)。

學(xué)生介紹背景：這首詞作于1925年，當(dāng)時(shí)革命運(yùn)動(dòng)正蓬勃發(fā)展，農(nóng)民運(yùn)動(dòng)蓬勃興起。毛澤東直接領(lǐng)導(dǎo)了湖南的農(nóng)民運(yùn)動(dòng)，創(chuàng)建了湖南第一個(gè)黨支部：韶山支部。同時(shí)，國共兩黨的統(tǒng)一戰(zhàn)線已經(jīng)確立，國民革命政府已經(jīng)在廣州正式成立。但陳獨(dú)秀看不到革命力量，想把革命領(lǐng)導(dǎo)權(quán)交給資產(chǎn)階級(jí)。毛澤東看到了革命力量，看到了“星星之火，可以燎原”。1925年2月，毛澤東同志從上?；氐缴厣剑瑥氖赂锩顒?dòng)。軍閥趙恒惕要逮捕毛澤東同志，在韶山人民的掩護(hù)下，毛澤東同志秘密離開韶山，前往廣州創(chuàng)辦全國農(nóng)民講習(xí)所，途經(jīng)長沙，獨(dú)自去橘子洲頭。面對(duì)絢麗的秋景和大好的革命形勢，追憶了昔日的戰(zhàn)斗歲月，不禁心潮起伏，浮想聯(lián)翩，寫下了這首氣勢磅礴的豪放詞。

三、指導(dǎo)誦讀，整體感知

1、下面，咱同學(xué)一塊朗誦全詞，注意朗誦技巧：上下闕的領(lǐng)詞“看”和“憶”后要稍停頓下，“看”字引導(dǎo)的7句要讀出作者的興奮喜悅之情，抑揚(yáng)頓挫要分明；“憶”字引導(dǎo)的8句要讀出作者的慷慨激昂之情，語速要快，要充滿自信。

2、我們聽聽配樂朗誦并跟誦，注意停頓、重音、抑揚(yáng)頓挫和朗誦的情感色彩。有哪位同學(xué)來試一試。

3、齊讀全詞。詞中呈現(xiàn)給我們的不僅是詩歌美，更有由語言組成的一幅幅圖畫，我們給詞的上下闕所呈現(xiàn)的圖畫起個(gè)標(biāo)題，同學(xué)們小組討論，每個(gè)小組推薦一名同學(xué)寫在黑板上，我們選一個(gè)最好的標(biāo)題。注意標(biāo)題的要求：概括主要內(nèi)容，簡短，有一定的文采。

上闋寫景：湘江秋色圖。下闋抒情：少年學(xué)子圖

四、合作探討，解決重難點(diǎn)

1、齊讀?！蔼?dú)立寒秋，湘江北去，橘子洲頭”的大意，交代了什么？獨(dú)立寒秋”這句語法采用了倒裝，倒裝的目的在于強(qiáng)調(diào)，作者要強(qiáng)調(diào)的是哪個(gè)詞呢？。

“獨(dú)立”的含義在深秋的季節(jié)，我獨(dú)自一人站在橘子洲頭，望著江水日夜不息地向北奔流。獨(dú)立—作者；寒秋—寫作時(shí)間；橘子洲—地點(diǎn)；湘江北去—環(huán)境。獨(dú)立 “獨(dú)立不僅表明一開始作者就把自己置于秋水長天之中，同時(shí)也把讀者帶進(jìn)了一個(gè)高遠(yuǎn)的深秋境界里，可以讓讀者想象出詩人中流砥柱的英雄氣概，而倒裝的目的就是要突出毛澤東身處險(xiǎn)境卻能“獨(dú)立寒秋”坦蕩從容、臨危不懼的偉人形象。

2、自由讀。讓我們注意一個(gè)“看”字，它一直領(lǐng)起到那一句？ 萬類霜天競自由。《沁園春?長沙》的景美突出表現(xiàn)在景物的選擇上，作者視野廣闊，選取的景物或廣博，或宏偉，或雄峻。尤其是“看”字領(lǐng)起的部分特別典型，我們重點(diǎn)分析這一部分，首先，作者選擇了哪些景物？（思考）指名回答，其余同學(xué)補(bǔ)充：“萬山”“層林”“漫江”“百舸”“雄鷹”“游魚。從景物的狀態(tài)看，有靜態(tài)的火紅的楓林，有動(dòng)態(tài)的“爭流”的“百舸”等。作者從遠(yuǎn)望到近觀，從仰視到俯瞰，天長地闊，山紅水綠，“籠天地于形內(nèi)，挫萬物于筆端”(陸機(jī)《文賦》)。

3、《沁園春?長沙》一詞的景美還表現(xiàn)在描寫景物上。景物的選擇固然很重要，但景物的表達(dá)則更應(yīng)別具匠心。詩人筆下的景物不應(yīng)是客觀的白描，而應(yīng)是“灌注了生氣的形象”(康德語)，毛澤東在《沁園春?長沙》中為了給選取的客觀物象“灌注”更多的生氣，很注重景物的表達(dá)。同學(xué)們小組討論，找出并分析上闋中“看”字所總領(lǐng)的一組景物群中用得精彩的詞。

明確：“萬”字寫出了山之多，“遍”字寫出了紅之廣。“層”表現(xiàn)了樹林的重重迭迭，“染”字活畫出岳麓山一帶楓林，仿佛人工染成一樣的壯美景色。“漫”寫出了江水溢滿之壯，“透”表現(xiàn)了江水碧綠清澈，“萬”“層”“漫”以及“遍”“盡”“透”這些詞在范圍、程度、層次等方面，使紅綠兩色更為突出，更為豐富，更為濃艷鮮明，令人感到可愛?！鞍佟睂戶粗?，“爭”給碧綠天塵的江面增加了昂揚(yáng)奮進(jìn)的氣氛，活現(xiàn)出千帆競發(fā)、爭先恐后的熱烈場面?！皳簟睖?zhǔn)確地形容了雄鷹展翅迅猛有力地拍打的矯健勇猛的雄姿?！跋琛本?dāng)?shù)匕养B不扇動(dòng)翅膀的盤旋回飛的壯志用來描寫游魚在水中自如輕快的神態(tài)。

想象能力訓(xùn)練 雨果說：想象是人類思維中最美麗的花朵。下面讓我們展開想象的翅膀?qū)⒃娙怂枥L的絢麗多彩的秋色圖，由文字變成形象的畫面，在大腦熒屏上放映出來，分四步：

（1）勾勒形態(tài)：將群山、層林、江水、船只、雄鷹、游魚??的輪廓勾勒出來；（2）染上顏色：把黑白熒屏變?yōu)椴噬珶善?，火紅的楓林，藍(lán)天碧水??

（3）使畫面動(dòng)起來：秋風(fēng)送爽，吹動(dòng)滿山的楓葉，像熊熊燃燒的烈火，江水流淌，大小各式船只爭相競發(fā)，雄鷹在翱翔，游魚在清澈的水底自由輕快地嬉戲；

（4）讓畫面更細(xì)致、逼真：在腦海中來幾個(gè)特寫鏡頭，如：船上耀眼的白帆，游魚的細(xì)鱗，水底的沙石。

4、作者對(duì)景物的選取，在很大程度上是制約于情的，古代文人墨客的“悲秋”“傷秋”“嘆秋”等詩文就正是由他們特定的“意”所決定的。譬如，馬致遠(yuǎn)的《天凈沙?秋思》將“意”立在“斷腸人在天涯”，所選之“象”便自然是“枯藤”“老樹”“昏鴉”“瘦馬”等。這首詞的立意積極向上，昂揚(yáng)奮進(jìn)。正因?yàn)樗牧⒁?，他所取的“象”，自然就是那些競相向上、生機(jī)勃勃的景物了，如萬山、層林、百舸、雄鷹、游魚等。

5、大家可以看到這幾句都是寫景，但又都是寫情，我們分析時(shí)要注意情與景的交融。誰能告訴我，毛澤東筆下的秋景，給人的總體感覺是什么？

絢麗多彩，生機(jī)盎然。

為什么毛澤東筆下的秋如此絢麗多彩、充滿生機(jī)呢？ 由物及人

生：身份，黨的領(lǐng)導(dǎo)者；性格，胸懷大志；心境，廣闊崇高；胸襟，以天下為己任。

6、“悵”、“寥廓”、“誰主沉浮”三個(gè)字詞是什么意思？

生：“悵”：原意是失意，這里用來表達(dá)由深思而激昂慷慨的思緒； “寥廓”：指高遠(yuǎn)空曠；

“誰主沉浮”：誰主宰國家的命運(yùn)、掌握民族的前途。

面對(duì)這一派生機(jī)勃勃的大千世界，怎不激起萬端思緒！廣闊無垠的大地，誰才是主宰興衰的真正主人呢？ “悵??”句運(yùn)用了什么修辭手法？反問是無疑而問，設(shè)問是有問有答。

7、“攜??”中的“百侶”與上文那句話形成了對(duì)比，說明了什么？“崢嶸”“稠”什么意思？

獨(dú)立 說明了當(dāng)初一同志向的同學(xué)們現(xiàn)在只剩自己堅(jiān)守志向。不平凡，多。1911年，18歲的毛澤東來到長沙，開始了他在此地長達(dá)13年之久的求學(xué)和革命斗爭生活。

1913-1918年，他在湖南一師讀書，常和同學(xué)在橘子洲一帶游覽游泳； 1915年9月，詩人印發(fā)反袁稱帝的小冊(cè)子；

1918年，與何叔衡創(chuàng)立了以改造中國和世界為奮斗目標(biāo)的新民學(xué)會(huì)；

1919年，主編《湘江評(píng)論》，發(fā)表了一系列重要論文，引起了全國進(jìn)步思想界的重視。1919年底組織和領(lǐng)導(dǎo)湖南驅(qū)逐軍閥張敬堯的運(yùn)動(dòng)。這首詞是哪幾句詩形象地概括，請(qǐng)大家齊讀。8、“曾??”句，與上句的問句相答。

五、總結(jié)

從這首詞的中，我們可以體察到毛澤東闊大的內(nèi)心世界，五彩繽紛的精神視野，這不僅 僅是逆境中的拼搏，還是詩人灰色際遇中的亮色，是豐富多彩的底色，是“面對(duì)大海，春暖花開”，是“冬天到來了，春天還會(huì)遠(yuǎn)嗎”的哲思，是冬天中的詩人心中的春天。所以，當(dāng)他面臨生命的威脅時(shí)候，能夠“獨(dú)立寒秋”“悵寥闊”，能夠發(fā)出“曾記否，到中流擊水，浪遏飛舟”的激動(dòng)人心的呼聲。

六、拓展延伸

我們不能把詩人這種拼搏簡單地理解成“讓暴風(fēng)雨來的更狂烈些吧！”簡單的單薄的呼喊。聯(lián)系詩人以前的詩作，我們來看詩人的心路歷程。詠蛙

一九零九年（１６歲）

獨(dú)坐池塘如虎踞，綠蔭樹下養(yǎng)精神。

春來我不先開口，哪個(gè)蟲兒敢作聲。

毛澤東在東山書院讀書，他的同學(xué)們大多是紈绔子弟，衣著華麗，看不起來自窮鄉(xiāng)僻境、衣著很差的毛澤東。因?yàn)楸辉S多同學(xué)疏遠(yuǎn)，毛澤東在精神上感到有些壓抑，一種“知音世所稀”的孤獨(dú)感不時(shí)襲上心頭，毛澤東寫下此詩。這首詩運(yùn)用了托物言志的手法，通過對(duì)青蛙所處的環(huán)境和它的形象，心態(tài)的描述，表現(xiàn)了毛澤東在少年時(shí)代就有的抱負(fù)和胸懷，也可以說是霸氣，很年輕時(shí)就顯現(xiàn)的帝王之氣。

毛澤東一九一零年秋所作的《七絕?呈父親》則體現(xiàn)了詩人思想的進(jìn)一步發(fā)展： 孩兒立志出鄉(xiāng)關(guān)，學(xué)不成名誓不還。

埋骨何須桑梓地，人生無處不青山。

這首詩少了《詠蛙》詩的個(gè)人境遇不如意時(shí)情緒的宣泄，更多地體現(xiàn)了詩人對(duì)理想的執(zhí)著追求。毛澤東要外出求學(xué)，父親不支持他，但他毫不猶豫地離家而去。

到了寫作本詩，已是１９２５年。三相比較，他的精神更豐富了，他的志向更明確了，他的人格更完善了。在自己的人生中，詩人不斷地發(fā)展自己、豐富自己。這才是人生真諦。一個(gè)發(fā)展的人才能正確對(duì)待個(gè)人命運(yùn)的升降起伏。得意而不忘形，悲哀而不喪志，“不管風(fēng)吹浪打，勝似閑亭信步”。這對(duì)我們是很有教益的。這警省我們要與時(shí)俱進(jìn)，一步一層樓，一層一重天。要記住，時(shí)時(shí)豐富自己，人生無止境，避免人生無謂的悲劇。像中國哈佛學(xué)子自殺事件，這個(gè)清華大學(xué)的學(xué)生，在國內(nèi)學(xué)習(xí)是一路順風(fēng)，博得家長、老師、同學(xué)的贊揚(yáng)，但到了哈佛，卻忽然不優(yōu)秀了，于是自殘生命。今年發(fā)生了不少青年人墜樓的事件，也不是什么不得了的原因，無非感情、生活、事業(yè)受挫。這真是些沉痛的事件，如果從發(fā)展的角度來看，挫折不是終極目標(biāo)，卻是豐富自己的磨刀石，怎可因挫折而自戕。自戕，表現(xiàn)的是生命的蒼白甚至烏有！毛澤東在個(gè)人政治境遇不如意的情況下，在生命受到威脅的險(xiǎn)境下，卻吟唱了一首昂揚(yáng)的礪志之歌，這值得我們每一個(gè)人學(xué)習(xí)。

第二篇：人教新課標(biāo)必修一 Unit1 Friendship[全套教案]

嘉興英語教學(xué)網(wǎng) 004km.cn 收集整理

Unit 1 Friendship Teaching goals:

*語言知識(shí)

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

*語言技能和學(xué)習(xí)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

*文化意識(shí)

1.to know about friend and the real meaning of friend 2.to learn how to get along with others

*情感態(tài)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: Student-focus approach and task-based approach Learning methods: Cooperative study Teaching aids: Computer

The First Period(Warming up &Speaking)Teaching aims: 1.to know about different kinds of friendship 嘉興英語教學(xué)網(wǎng) 004km.cn 收集整理

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, tolerant, 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.嘉興英語教學(xué)網(wǎng) 004km.cn 收集整理

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 5 is 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.常用結(jié)構(gòu)：

add up / together sth.把…加起來，合計(jì) add sth.to sth.把…加到/進(jìn) add to(=increase)增加了… add up to 合計(jì)，共計(jì) add in 包括…，算進(jìn)

2.pay to get it repaired

花錢讓人去修理

3.upset

adj.worred;annoyed 不安的；使心煩意亂的

v.cause to worry, to be sad, to be angry, not to be calm, etc.使不安；使心煩意亂

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.忽視；對(duì)…不予理睬 eg.Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.無知的；不知的 ignorance n.無知；愚昧 嘉興英語教學(xué)網(wǎng) 004km.cn 收集整理

5.calm

vt.to make sth./ sb.become quiet 使鎮(zhèn)靜；使平靜

adj.not excited, nervous or upset 鎮(zhèn)靜的；沉著的

calm down 鎮(zhèn)靜；平靜

calm down sb.=calm sb.Down

使某人鎮(zhèn)靜 sb.calm down(vi.)

某人平靜下來 eg.The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口語)=have to do sth.不得不做某事；必須做某事

eg.Since you’re no longer a child now, you have got to make money to support the family.*have got to在變疑問句或否定句時(shí)，不再另加助動(dòng)詞，而have to則須加助動(dòng)詞do.have got to前不用情態(tài)動(dòng)詞，而have to前則可以。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

欺騙；作弊

eg.Any student caught cheating will have to leave the classroom.2)to take from(someone)in a dishonest way 騙；騙取

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

作弊行為

2)one who cheats

騙子

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

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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 the 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 嘉興英語教學(xué)網(wǎng) 004km.cn 收集整理

1)to examine carefully

仔細(xì)閱讀或研究 eg.I went through the students’ papers last night.2)to experience 經(jīng)歷；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；隱匿

hide away +地點(diǎn)

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；隱蔽

hide away sth./ hide sth.away eg.Why do you hide your thoughts away from me? 3.set down 5)write down 寫下；記下

eg.I’ll set down the story as it was told to me.6)put down 放下；擱下 set down sth./set sth.down eg.He set down a basket on the ground.4.series

n.（單復(fù)數(shù)同形）

a series of 一連串的；一系列的 5.crazy

adj.7)mad, foolish 瘋狂的；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 狂熱的；著迷的 grow / be crazy about sb./ sth.eg.The boys are crazy about the girl singer.9)like crazy 發(fā)瘋似的；拼命地

eg.He talked like crazy;I couldn’t understand what he said.6.I wonder 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 后的表原因的從句中，只能用because來引導(dǎo)，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 系動(dòng)詞，表是狀態(tài)。后跟名詞或形容詞，不能用于被動(dòng)語態(tài)和進(jìn)行時(shí)態(tài)。eg.He stayed single all his life.10.on purpose 嘉興英語教學(xué)網(wǎng) 004km.cn 收集整理

1)故意地（反義：by chance / accident）

eg.I think she lost the key on purpose.2)on purpose to do sth.為了要…而特地

eg.He went to town on purpose to sell one of his paintings.10.far

adv.“過于；…得多” ,表示程度，經(jīng)常與too或形容詞、副詞的比較級(jí)連用。

eg.She speaks English far better than I.This room is far too warm.cf.very, much, far 11.dare 1)modal.v.多用于否定句、疑問句、條件狀語從句、whether(if)等名詞性從句或有否定意義的句中，后接動(dòng)詞原形。沒有人稱和數(shù)的變化,其時(shí)態(tài)只有現(xiàn)在時(shí)和過去時(shí)。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，膽敢。有人稱、數(shù)和時(shí)態(tài)的變化。在否定句和疑問句中，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… 不能用于進(jìn)行時(shí)態(tài)。

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 嘉興英語教學(xué)網(wǎng) 004km.cn 收集整理

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?”

如果此時(shí)此地，你來轉(zhuǎn)述，應(yīng)該說：

My friend says she / he will come here tomorrow? 如果時(shí)間變了，地點(diǎn)不變，你來轉(zhuǎn)述，應(yīng)該說： My friend said she / he would come here the next day.如果地點(diǎn)變了，時(shí)間還是今天，你來轉(zhuǎn)述，應(yīng)該說： My friend sayd she / he will go there tomorrow.如果時(shí)間地點(diǎn)都變了，你來轉(zhuǎn)述，應(yīng)該說： My friend said She / he would go there the next day.嘉興英語教學(xué)網(wǎng) 004km.cn 收集整理

如果由別人轉(zhuǎn)述，時(shí)間地點(diǎn)都變了，應(yīng)該說：

He/ She said he /she would go there the next day.*使用直接引語和間接引語要注意具體語境。

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.人稱、時(shí)態(tài)、指示代詞、時(shí)間狀語、地點(diǎn)狀語等的變化。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.（最高級(jí)）the third + adj.（最高級(jí)）

eg.The Yellow River is the second longest river in China.嘉興英語教學(xué)網(wǎng) 004km.cn 收集整理

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 that 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 …

現(xiàn)在分詞短語作原因狀語，相當(dāng)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.10 嘉興英語教學(xué)網(wǎng) 004km.cn 收集整理

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)11

第三篇：人教新課標(biāo)高中英語必修一知識(shí)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(shí)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(duì)….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(duì)…著迷 on purpose 故意 in order to/ so as to 為了

face to face 面對(duì)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(dòng)）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(dòng)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(duì)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(huì)非常感謝的。grateful if… 委婉客氣提出請(qǐng)求）

10.It’s a good habit for you to keep a diary.記日記對(duì)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(qǐng)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(dòng)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)?；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(huì)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(duì)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(duì)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(dòng)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(huì)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(duì)不起，我沒聽懂，請(qǐng)?jiān)僬f一遍好嗎？

⑶Could you say that again, please? / Could you repeat that, please? 請(qǐng)?jiān)僬f一遍好嗎？ ⑷Could you speak more slowly, please? 請(qǐng)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(duì)…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(dòng)作)/ be determined to do sth（心理）決心干某事 get sb interested in 使某人對(duì)..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(duì)……評(píng)價(jià)低

be proud of / take pride in 以……而自豪 invite sb to do sth 邀請(qǐng)某人做某事 invite sb for/ to sth think highly of 對(duì)……評(píng)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(zèng)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(dòng)形式表示被動(dòng)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(qǐng)某人做某事 invite sb for/ to sth think highly of 對(duì)……評(píng)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(dòng)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(qǐng)某人做某事 invite sb for/ to sth agree with sb think highly of 對(duì)…評(píng)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(duì)……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(tái) social activities 社會(huì)活動(dòng)

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(qǐng)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(dòng)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(huì)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(duì)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(duì)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(dòng)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(huì)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(duì)不起，我沒聽懂，請(qǐng)?jiān)僬f一遍好嗎？

⑶Could you say that again, please? / Could you repeat that, please? 請(qǐng)?jiān)僬f一遍好嗎？ ⑷Could you speak more slowly, please? 請(qǐng)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

第四篇：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(huì)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(duì)世界英語這一話題的探討,加強(qiáng)學(xué)生對(duì)英語語言的了解,對(duì)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(duì)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(duì)課文主題的思考，以便參與課堂活動(dòng)。

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(duì)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(shí)，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.

第五篇：蘇教語文必修一沁園春長沙知識(shí)點(diǎn)整理

1.沁園春·長沙

獨(dú)立寒秋，湘江北去，橘子洲頭?？慈f山紅遍，層林盡染；漫江碧透，百舸爭流。鷹擊長空，魚翔淺底，萬類霜天競自由。悵寥廓，問蒼茫大地，誰主沉浮？

攜來百侶曾游，憶往昔崢嶸歲月稠。恰同學(xué)少年，風(fēng)華正茂；書生意氣，揮斥方遒。指點(diǎn)江山，激揚(yáng)文字，糞土當(dāng)年萬戶侯。曾記否，到中流擊水，浪遏飛舟？

一、文學(xué)常識(shí)

作者毛澤東，字潤之。馬克思列寧主義者，中國無產(chǎn)階級(jí)革命家、政治家、軍事家，中華人民共和國和中國人民解放軍的主要締造者，偉大的革命領(lǐng)袖。

這首詞寫于1925年，當(dāng)時(shí)革命運(yùn)動(dòng)正蓬勃發(fā)展，五卅運(yùn)動(dòng)和省港大罷工相繼爆發(fā)，湖南、廣東等地的農(nóng)民運(yùn)動(dòng)日益高漲，毛澤東直接領(lǐng)導(dǎo)了湖南的農(nóng)民運(yùn)動(dòng)。該詞借景抒情，表現(xiàn)了詩人以天下為己任，蔑視反動(dòng)派，改造舊世界的戰(zhàn)斗精神。

二、拼音

百舸（gě）爭流 揮斥方遒（qiú）浪遏（è）飛舟

三、詞類活用

糞土當(dāng)年萬戶侯 糞土：把??看作糞土（意動(dòng)用法）

四、重點(diǎn)詞語

1.漫江 滿江。漫：滿、遍 2.百舸爭流 舸：大船 爭流：爭著行駛 3.鷹擊長空 擊：搏擊，這里指鷹飛得矯健有力

4.魚翔淺底 翔：這里指魚在清澈的水中輕快地游動(dòng)

淺底：江水清澈，顯得很淺 5.萬類霜天競自由 萬類：一切生物

秋天：深秋

6.悵寥廓 悵：由深思而引發(fā)激昂慷慨的心緒

寥廓：高院空闊，指宇宙的廣闊 7.誰主沉浮

主：主宰

沉浮：事物的盛衰、消長 8.崢嶸歲月稠 崢嶸：不平常

稠：多

9.恰同學(xué)少年 恰：正當(dāng)、剛好 10.風(fēng)華正茂：風(fēng)采才華正盛

11.書生意氣 書生：青年學(xué)生 意氣：意志和概念 12.揮斥方遒

揮斥：奔放

遒：強(qiáng)勁有力

13.激揚(yáng)文字 激揚(yáng)：激濁揚(yáng)清 14.糞土：把……看做糞土 15.擊水：游泳 16.浪遏飛舟 遏：阻止

五、課文理解

1.詞的上、下闕各寫了什么內(nèi)容？

上闕：寫橘子洲頭所見的湘江秋景。下闕：回憶往事，寄托胸襟和抱負(fù)。2.全詞共有幾幅畫面？各取一個(gè)小標(biāo)題。

4幅畫面，獨(dú)立寒秋圖、湘江秋景圖、崢嶸歲月圖、中流擊水圖

3.①上闕寫到了哪些景物（意象）？這些景物的特點(diǎn)是什么？（用詞中的一句話概括）上闕中的景物（意象）：山、林、江、舸、鷹、魚。特點(diǎn)：萬類霜天競自由。（絢麗多姿，生機(jī)勃勃）

②作者面對(duì)此情此景發(fā)出了怎樣的感慨？

問蒼茫大地，誰主沉??？

4.“主沉浮”的深層含義是什么？在全詞中起什么作用？

深意：詞人由大自然的盛衰榮枯引出了“誰主沉浮”的問題，“主沉浮”在這里是主宰國家命運(yùn)，掌握民族前途之意，實(shí)質(zhì)是詞人進(jìn)入深沉的歷史思索，提出革命領(lǐng)導(dǎo)權(quán)的問題。抒寫出詞人對(duì)國家命運(yùn)的關(guān)切和天下為己任的博大胸懷和壯志豪情。

作用:上闕交代時(shí)間、地點(diǎn)，寫絢麗多姿，生機(jī)勃勃的秋景，并生發(fā)感慨，設(shè)問；下闕回憶青年時(shí)代的革命活動(dòng)，抒發(fā)自己的壯志情懷——巧妙作答。因此這三句在全詞中起承上啟下的作用。

5．在全文中起過渡作用的是哪一句？

攜來百侶曾游。憶往昔崢嶸歲月稠。

6．中流擊水圖的情景中蘊(yùn)含著詞人怎樣的感情？在全詞中有什么作用？

“中流擊水，浪遏飛舟”，采取象征的手法，表達(dá)了一代革命青年以天下為己任的凌云壯志，以及在新時(shí)代的大潮里，乘風(fēng)破浪，鼓槳前進(jìn)，立志振興中華的慷慨豪情，含蓄地回答了上片提出的“誰主沉浮”的問題，“主沉浮”的正是我輩同學(xué)少年。7.《沁園春·長沙》是如何借景抒情的？

本文的“景”，由“看”領(lǐng)出。詩人看到山上“萬山紅遍，層林盡染”，水中“漫江碧透，百舸爭流”，天上“鷹擊長空”，水底“魚翔淺底”，最后一句“萬類霜天競自由”則從眼前的山、林、水、船、鷹、魚，一下擴(kuò)展到世間萬物，面對(duì)如此壯麗的山河和生機(jī)勃勃、奮發(fā)自強(qiáng)的大自然，作者情不自禁：“悵寥廓，問蒼茫大地，誰主沉?。俊蓖ㄟ^詢問大自然盛衰榮枯應(yīng)該由誰主宰的問題，表現(xiàn)出詩人博大胸懷和革命者的凌云壯志。從而實(shí)現(xiàn)了由“景”到“情”的飛躍，達(dá)到借景抒情的目的。

8.內(nèi)容概括

在長沙逗留期間毛澤東重游橘子洲，面對(duì)湘江上美麗動(dòng)人的自然秋景，聯(lián)想起當(dāng)年的革命形勢，以“長沙”為題寫下了這首《沁園春》，抒寫了對(duì)革命事業(yè)的堅(jiān)強(qiáng)信心，表現(xiàn)了毛澤東和他的戰(zhàn)友們以天下為己任，蔑視反動(dòng)派，改造舊世界的革命戰(zhàn)斗精神。9.藝術(shù)手法

景中寓情，情景交融；用詞準(zhǔn)確，富有表現(xiàn)力。

六、拓展提升

1.毛澤東的“獨(dú)立寒秋”的形象與柳宗元的《江雪》中“獨(dú)釣寒江”的形象有什么不同？ 《江雪》是柳宗元政治革新失敗后，被貶永州，身處逆境時(shí)所做，表現(xiàn)了詩人與惡勢力不妥協(xié)的心志，兩詩意境相似，然而士大夫與革命偉人的胸襟境界又不可相提并論。