第一篇：高中英語(人教版必修一)Unit 4 Earthquakes單元教案

高中英語（人教版）必修一第四單元教案

Unit 4 Earthquake

一．教學(xué)內(nèi)容分析

本單元話題為“地震”，主要描寫了1976年唐山大地震，各項(xiàng)語言活動(dòng)也都是圍繞地震展開。本單元共分八個(gè)部分。

Warming-up 部分通過兩張圖片引出話題“一旦地震發(fā)生，將會(huì)造成怎樣的危害”，為后面的主題作了一個(gè)熱身運(yùn)動(dòng)。

Pre-reading 部分設(shè)置了兩個(gè)開放性問題，目的是增加學(xué)生的生活常識(shí)，提高他們的應(yīng)變能力。這部分為接下來的閱讀作了很好的鋪墊，學(xué)生可通過套亂，參閱有關(guān)地震的書籍并運(yùn)用一些生活常識(shí)來回答這兩個(gè)問題。Reading 部分具體描寫了1976年唐山大地震的震前、震中和震后。作者詳細(xì)描述了地震來臨前的一些不正常的自然現(xiàn)象及動(dòng)物的反常表現(xiàn)；地震的來勢(shì)洶洶并在頃刻間將整座城市夷為平地；震后人們勇敢面對(duì)現(xiàn)實(shí)并及時(shí)實(shí)施搶救和重建工作。Comprehending 部分包括三組練習(xí)，主要目的是為了幫助學(xué)生更好地理解Reading部分的文章。

Learning about Language 部分分為兩個(gè)部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求學(xué)生在把握文章的基礎(chǔ)上，掌握重點(diǎn)詞匯的詞義及時(shí)用，這更注重培養(yǎng)學(xué)生運(yùn)用上下文猜測(cè)詞義的能力。其次還對(duì)一些復(fù)雜的數(shù)字讀法進(jìn)行了檢測(cè)。第二部分則結(jié)合文章學(xué)習(xí)定語從句。

Using Language 部分分為Reading，Writing and Speaking；Listening和Writing。Reading，Speaking 包括讀一篇邀請(qǐng)函，寫一份演講稿和關(guān)于一套新唐山郵票的Little talk。Listening 部分講述了一位地震幸存者的故事，并根據(jù)聽力材料進(jìn)行正誤判斷和回答問題，旨在培養(yǎng)學(xué)生獲取細(xì)節(jié)的能力，并通過聽來模仿標(biāo)準(zhǔn)的語音和語調(diào)。Writing部分要求學(xué)生報(bào)紙寫一篇新聞報(bào)道，學(xué)習(xí)如何按照規(guī)范的步驟進(jìn)行寫作，如選擇適當(dāng)?shù)貥?biāo)題和組織語言等。另外這一部分也培養(yǎng)學(xué)生寫作時(shí)注意標(biāo)題、主旨大意和細(xì)節(jié)。

Summing up部分幫助學(xué)生整理、鞏固本單元所學(xué)到的知識(shí)，包括學(xué)到的關(guān)于地震的知識(shí)，有用的動(dòng)詞、名詞、表達(dá)方式和新的語法項(xiàng)目。Learning Tip部分就聽英語方面給出了一些建議，建議學(xué)生多聽廣播或電視里的英語節(jié)目.二．教學(xué)目標(biāo)和要求

根據(jù)《英語新課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合高一學(xué)生實(shí)際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語言知識(shí)、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面。

1.知識(shí)目標(biāo)（Knowledge）

① 詞匯（Vocabulary）：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity, disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.② 短語(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.③ 語法(Grammar)：定語從句（The Attributive Clause）.能用英語描述任務(wù)的特征、行為等----由who/ whom/ whose/ that引導(dǎo)；能用英語描述事物、事件的性質(zhì)、內(nèi)容等----由which/ that/ whose引導(dǎo)。2．能力目標(biāo)（Ability）

能運(yùn)用所學(xué)語言知識(shí)描述地震前兆、危害及震后援救；根據(jù)已知信息推測(cè)將要聽取的材料的內(nèi)容；提高閱讀技能和用英語進(jìn)行思維、推理、判斷的能力； 掌握演講稿的格式及新聞報(bào)道的寫作步驟和要點(diǎn)。

3.情感目標(biāo)Affect 學(xué)習(xí)唐山人民勇敢面對(duì)自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神；在教學(xué)活動(dòng)中培養(yǎng)學(xué)生的合作精神和互助精神。

三．教學(xué)重點(diǎn)和難點(diǎn)

1重點(diǎn)詞匯：injure，survivor, shock, rescue, disaster, fresh, judge, prepare 2語法：The Attributive Clause 3難點(diǎn): 運(yùn)用所學(xué)知識(shí)表達(dá)自己的想法;較長句子成分的劃分及意義的理解;如何能就課文內(nèi)容完成一些開放性的話題討論，能把課文的內(nèi)容得以延伸與拓展;指導(dǎo)學(xué)生通過各種渠道如報(bào)紙、雜志、圖書館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)信息社會(huì)收集查找資料的能力。

四．課時(shí)安排

本單元共分為四個(gè)部分，具體課時(shí)教師可根據(jù)自身教學(xué)實(shí)踐進(jìn)行適當(dāng)?shù)匕才藕驼{(diào)整。

Part 1：Warming-up和listening.通過游戲、介紹和VIDEO等手段對(duì)地震知識(shí)進(jìn)行適當(dāng)了解的基礎(chǔ)上，引入對(duì)San Francisco地震的學(xué)習(xí)，從而進(jìn)入聽力部分。Part 2：Pre-reading, Reading, Comprehending and Learning about Language.讀前的兩個(gè)問題：第一個(gè)問題問學(xué)生在危機(jī)情況下會(huì)帶什么，有利于很好的激起學(xué)生的興趣和調(diào)動(dòng)課堂氣氛，由此則可過渡到第二個(gè)問題對(duì)地震前兆的了解，從而自然地引入到對(duì)唐山大地震的學(xué)習(xí)。在對(duì)唐山大地震震前、震中和震后的學(xué)習(xí)中，可結(jié)合今年唐山大地震30周年的報(bào)道，使學(xué)生進(jìn)一步了解唐山大地震和現(xiàn)今的唐山，形成對(duì)比和強(qiáng)烈的震撼，從而更好地了解學(xué)習(xí)唐山人民勇敢面對(duì)自然災(zāi)害，積極進(jìn)行災(zāi)后重建的精神。其次，通過對(duì)文章的學(xué)習(xí)，了解新聞的特點(diǎn)，為后面的寫作做準(zhǔn)備。重點(diǎn)詞匯和語法的學(xué)習(xí)可結(jié)合文章進(jìn)行，并配以適當(dāng)?shù)木毩?xí)。

Part 3：Writing由提前讓學(xué)生完成的關(guān)于唐山的新聞寫作來引入對(duì)寫作的學(xué)習(xí)。通過對(duì)學(xué)生習(xí)作的評(píng)析，來引出新聞寫作中應(yīng)注意的事項(xiàng)，并通過適當(dāng)?shù)木毩?xí)來進(jìn)行鞏固，再讓學(xué)生對(duì)自身的習(xí)作進(jìn)行修改。

Part 4：Using Language(Reading, Writing and Speaking),主要學(xué)習(xí)SPEECH演講稿的寫作。通過對(duì)演講稿的了解、注意事項(xiàng)和名人演講的感受，讓學(xué)生學(xué)會(huì)如何恰當(dāng)?shù)貙懷葜v稿。

五．教學(xué)步驟

Warming-up & Listening

Teaching goals:

Get a general idea of earthquakes and some other natural disasters;Train students' listening ability and try to improve their pronunciation;Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.Teaching important points:

Train the students' listening ability and improve pronunciation.Teaching aids:

A tape recorder;the blackboard;CIA課件

Teaching procedures:

Step1.Lead-in----video of different natural disasters T: Our hometown is a place full of a kind of disasters.What is it? Typhoon, earthquake, hurricane tsunami, flood, tornado, drought are all called natural disasters.Q.what damage will they bring about?----everything in ruins/ death/ losses Step2.Introduction of Earthquakes(Let students get the general idea of earthquake)Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake? Q: How to avoid being hurt??----through games Q: Have you heard of any land earthquakes?----Two pictures in warming-up: TangshanEarthquake andSan FranciscoEarthquake.Q: What do you know about these two earthquakes? Step3: Listening Pre-listening----brief introduction of San Francisco Earthquake Q: When did the quake happen?----1906 Q: what damage did bring about?----About 700 people died in the earthquake and the fires.And as many as 250,000 people lost homes While-Listening----according to the exercises in the text book 3.Post-listening----How can we reduce the damage of earthquake? What can we do? Step4: Homework----preview the reading “A Night the Earth didn't Sleep” and learn new words of this unit Reading

Teaching goals:

Target language 目標(biāo)語言

Learn and master the new words and expressions in this period.Ability goals 能力目標(biāo)

Train the students' reading and speaking ability.Train the students' ability to use the Internet to search for some useful information.Train the students' ability to cooperate with others.Teaching important points:

Train the students' reading ability-skimming and scanning.Teaching difficult points:

Describe the disasters.Teaching aids:

CIA課件 Teaching procedures:

Step1.Lead-in T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters.Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge.Now let's go.T: At the very beginning, I want to know how much you know about an quake.Q1: What would you take with you if a quake happened? Q2: The best way to save yourself is to know there will be a quake before it happens.What kind of signs can tell you that there is a quake? Q3: What kind of damage can an earthquake cause? S: buildings are destroyed;people are killed;families are broken T: Let's have a look at some pictures of such terrible site.(Pictures of quakes)T:(The last picture ismonumentofTangshanquake.)Do you know what this is? Step2.Pre-Reading T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautifulTangshan was removed from the map.This isTangshan quake.Does any body know something aboutTangshan quake? T: Let's read a news report about the famous quake.Step3.While-reading I.Skimming & scaring Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.T: First please skim the passage fast to obtain/ get a general understanding of the whole passage.And underline the answers to the following questions.When did the quake happen?(Why did the writer use different expression of the same thing?)How many people were killed and injured during the quake? How many buildings were destroyed? Were there any people coming to rescue them? II.While reading, divide the whole passage into 3 parts and find out the main idea of each part.Para.1 before the quake Para.2-3 during the quake Para.4 after the quake II.Careful-reading Read the passage again and try to get more detailed information.T: Now let's read the passage again and find more information.Join the correct parts of the sentences.(Turn to page 27, ex1)T: Now you have read the passage carefully, please put the sentences in order.Number each of these things during theTangshanquake.(Turn to page 27, ex2)T: here are some more work for you.You can work in groups.What strange things happened before the quake? What sentences can express the quake is GREAT? What numbers can express the quake is GREAT? Whatmetaphor does the writer use to say the quake is GREAT? What happened when rescue work was going on? How did the army help to rescue survivors? Complete the passage with some of the words in bold in the report.(Turn to page 28, ex2)T: Let's watch some pictures, and comparing the oldTangshan, theTangshanafter quake, and the newTangshanwe see today.Step 4 Post-reading(discussing)

T: After read the news report, and see so many pictures, what impresses you most? Why? Or what do you learn from such a disaster?(Self-rescue, environment protection, rebuilt, love and help)I: self-rescue(a video game)

T: When in a quake, if you know some self-rescue skills, you may probably save yourself.If you want to know some of the skills, click here.(Link to the index)Let's do little game to see how much you know about self-rescue.II.What did they suffer and feel?

T: Can you understand what they suffer and what they feel after such a disaster? T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them? III.Rebuilding T: we see that the newTangshanhas been set up.What is needed to rebuildTangshan.IV: environment protection

T: nowadays there are more disasters than before.One of the reasons is that we pay more attention to our economy development than the earth we live.Look at these pictures.What can we students do to save the earth? T: Though the disasters destroy buildings, people's lives, but it can not destroy the love among us.Step 5 Homework Find more news reports about earthquake.Write a piece of news aboutTangshan.You can use the information in the passage.News Writing

Teaching aims:

Get students to learn how to write news;Train students the ability to cooperate with each other and to search for information;Learn more aboutTangshanearthquake and honor the people ofTangshan.Teaching difficulties:

How to make students learn writing in a more practical and effective way;How to help students understand the tips for writing.Teaching procedure:

Step 1: Lead-in----The 30th anniversary ofTangshan earthquake(news)T: We have learnt theTangshanearthquake.When did it happen? How many people died during the earthquake? Step 2: Presentation of students' news writing(homework of last class)----point out the mistakes in news writing according to three aspects T: You have finished the news writing ofTangshanearthquake, and now it's time for you to show your project.Others have to point out the mistakes in his or her writing according to three aspects.----Three aspects: headline;content and language T: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing? Step 3: Tips for writing Preparation----an outline Preparation: Choose a topic;decide what you want to say about the topic;Organize your ideas and write clearly.Outline: A headline;a list of main ideas;A list of important details Headline ⑴ Appreciation of headlines New business regulations;New tax on housing sales A Night the Earth didn't Sleep;Cyclists Ready to Go on the Road for Blind Kids;ChinaMarks 30th Anniversary ofTangshanEarthquake;DoesBeijingsnack change its flavor? Memories of quake die hard forTangshansurvivors;Chao Chien-ming released.⑵ characteristics of headlines Q: what's the characteristic of headlines? ⑶ practice----write headlines for the following news according to the picture and information given Flood relief efforts----The death toll on the Chinese mainland from Typhoon Kaemi has risen to 32, with at least 65 still missing.Local governments are sparing no efforts to carry out relief work.PLA celebrates 79th birthday----The Chinese People's Liberation Army is 79 years old, and the Defense Ministry has held a reception to celebrate.Quake hits Indonesian island----A moderate earthquake has struck nearIndonesia's Nias island off northernSumatra.The quake, with a magnitude of 5.6 struck just before 8.30 am, and was centered under theIndian Ocean, about 55 kilometers northwest of the main town on the island, Gunung Sitoli.Railway's impact on Tibetans----The Railway brings the remote Qinghai-Tibet plateau closer to the rest of the world.With people able to move in and out of the region more easily and the economic benefits the railway brings, the lives of Tibetans will never be the same again.3.Content----How to organize your content of news ⑴ Tips----Be clear of the content you want to mention;List your ideas;Write the most important thing in the beginning and the less ones in the following ⑵ Practice----write the beginning of news according to the information and picture given A woman;rifts on the wall;earthquake measuring 5.1degrees;Wen'an County, northChina's HebeiProvince;11:56 a.m.Tuesday, July 4, 2006;the quake's epicenter--about 110 kilometers fromBeijingand 80 kilometers fromTianjin;casualty –not known A woman points at the rifts on the wall of a village school after an earthquake measuring 5.1 degrees on the Richter scale jolted Wen'an County, northChina'sHebeiProvinceat 11:56 a.m.(Beijing Time)Tuesday, July 4, 2006.The quake was a shallow-focus one, with its epicenter being around 110 kilometers fromBeijingand about 80 kilometers fromTianjin.No casualty was reported at press time.Special plane landed;BeijingWednesday morning(8.2);the body of Chinese UN observer Du Zhaoyu killed last week during Israel's air raid onLebanon;Du's coffin covered with Chinese and UN flags;Eight Chinese soldiers.Chinese UN Observer's Coffin Sent Home Special plane landed inBeijingWednesday morning, carrying home the body of Chinese UN observer Du Zhaoyu, who was killed last week duringIsrael's air raid onLebanon.Du's coffin, covered with Chinese and UN flags, was carried down the plane by eight Chinese soldiers.4.Language Tips----clear;objective;brief;accurate;written English Step 4: Appreciation of news Radio----VOA news: “Aid for tsunami victims” News report----“Tangshan Quake 30th Anniversary” Step 5: Improvement of students' writing----Improve your news writing aboutTangshanearthquake Using Language----Reading, writing and speaking Teaching Aims: Enable the students to make a speech Let the students enjoy some famous speeches Teaching Important and Difficult Points: Review something about disasters How to make a speech Teaching Methods: Individual work group work Teaching Aids: Computer, blackboard Teaching Procedures: Step 1 Lead-in(Teacher shows a series of pictures of some disasters on the screen, let the students talk about their feelings or anything they feel about the pictures.)(The pictures are: fire, hurricane, typhoon, tsunami, earthquake)T: In this unit, we learn a lot about disasters.We know disaster is not a good thing to us.We often feel sad or sorry if a disaster happens.T: Right now, you have just seen some of the disasters.Do you feel worried about these refugees? Ss: Yes.Step 2 Discussion T: Yes, everybody will feel sorry for them.But who is the most worried people when a disaster happens? Ss: families and friends / government and president /..T: Suppose, there is an earthquake happen somewhere inChina, and you have a friend happens to be there.You are very worried.What will you do when you hear that an earthquake happens there?(Let the students discuss with their partner)Ss: I will feel very worried.I will make sure my friend is Ok as soon as possible.I will make a call to see if he is Ok.T: Again, suppose you are a president of a country, and an earthquake happens in your country.What will you do? Ss: It is my duty to comfort the refugees and the society.So first I will make a live speech to the whole country, telling my people that I know it and I will try my best to organize the rescue work and the rebuilding work after the earthquake.T: Yes, you are very clever.In fact, a real president will do just as you said-----to make a speech.Now just let's listen to a real speech made by President Bush after a big earthquake hitIndiaon the first day of New Year.(Play the tape record for the students)Step 3 Speech T: Right now we've just listened to a speech made by President Bush.Do you know something about how to make a speech? Can you tell me when should we make a speech? Ss: a speech competition / election / the beginning of a new year / the opening of some activity / anniversary..T: Yes, people need to make speeches at those times.Then do you know how to make a speech? What should we contain when we make a speech? Ss: Introduction: Give a strong first impression & preview your speech Body: Explain your ideas and support them Conclusion: Review your speech and leave a lasting final impression.Step 4 Text T: It seems that you know a lot about making a speech.I remember we say that we may need to make a speech when it is some important anniversary.T: You know 2006 is the 30th anniversary of Tang Shan Earthquake.Here is an invitation, inviting you to make a speech about it.You can look at the letter on your text book.T: You can include these points in your speech;thank Mr Zhang Sha and the city government for inviting you to speak thank the visitors, especially the survivors thank those who worked hard to save survivors list some of the things the workers did to help the survivors thank those who worked hard to build the city describe your feeling about the city, which is known as the “BraveCityofChina”.encourage the people to be always proud of their city.thank the visitors for listening to your speech.T: So try to give a speech, using these points.Now I will give you 5miniutes to finish the speech.(after 5 minutes)Step 5 Speech contest T: Times up.Have you finished your speech? Ok, I think it is time for us to hold a speech contest.We have 4 groups in our class.Each group, please choose one contestant to represent your group and join the class speech contest., and will be the judges.(Ask each group to give a speech and the chosen judges will choose the winner.)T: Congratulations to the winner!Step 6 Conclusion T: In this lesson we learned a lot about speech and we also made a speech by ourselves.So do you know how to make a speech now? T: At the end of the class, let's enjoy a very famous speech in human history.(Abraham Lincoln GettysburgAddress)六．評(píng)估與反饋

----according to the “Summing Up” in Unit 4

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(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(shì)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(shì)。

1．4 Comprehending主要是檢測(cè)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.

第三篇：高中英語必修一第一單元教案

Unit 1 Friendship I.Warming Up 1.good: adj.好心的，仁慈的，樂于助人的 be good to sb.: 對(duì)某人好 e.g.She’s good to me.I am good to my friends.be good to do sth.: 仁慈的，樂于助人的

e.g.Would you be good enough to carry this for me?

good的固定搭配：

①be good at sth.: 擅長做某事 e.g.Tom is good at swimming.I am not good at English.②be good for sb./sth.: 有益于某人/某事 e.g.Is this kind of food good for us?

Sunshine is good for your plants.③be good for sth.: 適合干某事、適宜于某事 e.g.She would be good for the job.This beach is good for swimming but bad for surfing.→be bad for：a.對(duì)……無益處 b．不適于……

2.add up: 把……全加在一起

e.g.Add up all these figures and you will know the result.add的固定搭配

add to: 加，增加，添加

e.g.Fireworks added to the attraction of the festival night.add sth to: 把某物添加到…… e.g.She added some salt to the soup.Please add some sugar to the coffee.add up to: 合計(jì)是……

e.g.All the money adds up to 1000 dollars.3.get sth.+ 過去分詞

e.g.You’d better get the car repaired.Do you know how to get it colored?

4.upset: adj.不安的，心煩意亂的

e.g.I was very upset because I failed the exam.vt.使心煩意亂，使不安 e.g.His rude behaviors upset her.Don’t up set yourself.5.be concerned about: 為……擔(dān)心；關(guān)心，關(guān)注

e.g.We are all concerned about her safety.I’m very concerned about his attitude to my work.concerned: adj.關(guān)心的，擔(dān)心的，憂慮的 concern: v.對(duì)……有關(guān)系，影響

e.g.This concerns the healthy growth of the children.Pay attention to what concerns you.6.should have done: 本應(yīng)該做某事（虛擬語氣,意指過去應(yīng)該

做的事情，卻沒有做，含有遺憾、職責(zé)等意味）

e.g.You should have told me the news earlier.We should have stopped him.I should have thought of that.→shouldn’t have done: 本不應(yīng)該做（指過去不應(yīng)該做的事

情，卻做了）

e.g.He shouldn’t have come at all.You shouldn’t have told her the news.

第四篇：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(mèng)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(mèng)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

第五篇：高中英語必修一第一單元Reading部分教案

Unit 1 Friendship I.Review of the Words and Phrases 1.survey 2.add up 3.upset 4.ignore 5.calm 6.calm…down 7.have got to 8.concern 9.be concerned about 10.walk the dog 11.loose 12.vet 13.be good to sb.14.be good for sb./ sth.15.should have done II.Important and Difficult Points 1.go through: 經(jīng)歷，經(jīng)受，通過 e.g.Can you go through a war?

For this job, you’ll have to go through a test.2.set down: 記下，記入 = write down e.g.Please set down what I am saying in your notebook.He set it down to his own book.3.a series of…: 一系列，一連串的 + 復(fù)數(shù)名詞 e.g.The students asked a series of questions.4.be able to: 能夠

e.g.The baby is able to speak now.Man has been able to travel to the moon.To go to the college, you have to be able to pass the college entrance examination.5.be crazy about sb./sth.: 對(duì)某人/某物十分狂熱、癡迷 e.g.He is crazy about hip hop.At that time, people were all crazy about Mao Zedong.→be crazy on/ about doing sth.e.g.Her brother is crazy on/about chatting on line.6.on purpose: 故意的 e.g.She did it on purpose.You are on purpose.→by accident: 偶然地，無意之中 e.g.I found it by accident.7.in order to: 為了(后接動(dòng)詞原形，表目的)e.g.In order to pass the exam, he works very hard.We learn a language in order to communicate.Jim talked loudly in order to get the girl’s attention.8.dare: 敢（作情態(tài)動(dòng)詞時(shí)，無人稱的變化，后面必須接動(dòng)詞原形，且多用于否定句、疑問句或條件句中）e.g.She dare not go.If any enemy dare invade our country, we will wipe them out.dare也可做實(shí)意動(dòng)詞，有時(shí)態(tài)、人稱的變化，后接動(dòng)詞不定式

e.g.She does not dare to go.We will wipe out any enemy who dares to invade our country.9.sb.happen to do sth: 某人碰巧做某事

e.g.I happened to be at the airport when he arrived.Kate happened to notice her while she was struggling in the water.10.at dusk: 在黃昏時(shí)分

e.g.The earthquake happened at dusk.at dawn: 在黎明時(shí)分

e.g.The army marched south at dawn.11.hold sb.in one’s power: 控制住某人，能擺布某人 =have sb.in one’s power e.g.The leader can hold all his employees in his power.If you stay with him, he will hold you in his power.12.It’s no pleasure doing sth.: 做某事是不愉快的 e.g.It’s no pleasure recalling the life of those years.It’s no + 不可數(shù)名詞+ doing sth: 做某事是不……的 e.g.It is no use arguing with her.