新课标高一英语下unit22全单元(新课标版高一英语下册教案教学设计)
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篇1：新课标高一英语下unit22全单元(新课标版高一英语下册教案教学设计)
Period 1 Warming-up & Listening
Goals:
1. Talk about amusement parks and our experiences.
2. Learn to express likes and dislikes about the amusing activities.
3. Be able to listen for information and understanding.
Teaching Procedures:
Step 1 Warming-up
Task 1 Talk about the topic and the word FUN
Students talk about fun things use Adjs to describe fun things
Question 1. What is fun? (snowing, sailing, hiking, rafting---)
2.What do fun things have in common?
Cooking is fun because it is challenging ( interesting, relaxing---).
3. Where can we have fun? ( cinemas, amusement parks, theme parks---
Fun is everywhere if we can enjoy it.)
Task 2 Talk about our own experiences
Questions: 1. Have you ever been to an amusement park? What did you see?
2. Have you ever tried sitting in a roller coaster?
3. How did you feel?
4. Do you like it? Why?
Task 3 Watch pictures and talk about likes and dislikes
1. Look at the pictures and name the activites
Question: Do you like these activities? Why / Why not?
2. Do an interview to find others’ ideas (make up a dialogue).
The dialogue can be like this:
Student A: Hello, .... Have you ever been to an amusement park?
Student B: Oh, yes. I have tried…
Student A: Do you like it?
Student B: Sure. I like it because it’s really exciting and …
Step2 Listening
Pre-listening Talk about the theme of the theme parks
A theme park must have a special theme.
Questions: If you are to build a theme park, what theme will you have? Why?
While-listening: Listen and finish the exercises 1 and 2
Post-listening: 1. Fill in the following form.
Which of the parks do you think is better?
Name Theme Your reason and ideas
2. Act out and make decisions
Situation: Two presidents of different colleges in England come to China to try to persuade Chinese students to study in his college in England. Have two students prepare in advance and make a report in class.Other students listen to the report and make their own decisions.
Students can also think up their own situations
Homework
a. Recall all the new words and expressions that occur in this period.
b. Finish the exercise Talk on the workbook.
c. Preview Reading
Period 2 Reading
Goals:
1. Learn some expressions about theme parks.
3. Read through the material and have a good understanding of theme parks.
Step 1 Pre-reading
Task 1. Watch some pictures of some parks and have fun
2. Lead-in questions:
a. What do you think you can see in a theme park?
b. Do you like scary rides? Why?
c. What do you think of adventure sports?
Step 2 Reading
Task1 Students read the text and find necessary information.
Q: What is a theme park?
A: As we all know, a theme park is a wonderful park. It has its own theme. It has a collection of rides, exhibitions and other attractions.
T: What are the activities based on?
Ss: The activities are based on a common theme.
Task 2 Skimming
Question 1. How many theme parks does the writer tell us?
What are they ? Where are they?
Task 3 Scanning
Question: What are the themes about?
What attract people in these theme parks?
Read through the passage, then fill in the form below.
Par Parks Themes Attractions
1
2
3
4
Notes: Pay attention to the new phrases and sentences
Entering one of the attractions at Universal Studios is like steeping into the world of your favorite film.
It seemed like people just cannot get enough of scary rides and exciting adventures.
The parks are becoming more advanced and new technology allow us to experience almost anything without actually being in danger or risking injury.
Ask certain questions to check students’ understanding to these sentences.
Task 4 Discussing
1. Which of the theme parks mentioned in the text will you visit? Why?
2. Why are theme parks so popular throughout the world ?
这是一个大话题，可集思广益。
Step 3 Designing
Task 1.Design a theme park and exchange ideas in class by interviewing.
2. Draw a map for your park
Activity: Students think up ideas about building a certain theme park, write and report the design, the place, the building time, the reason, hope...(refer to P70)
Name location theme Attractions activities
(work in groups of 4)
Homework
1. Read some articles(teacher provided) to facilitate the designing of students’ theme parks.
2. Design a theme park and draw a map.
Period 3 Speaking
Goals:
1. Practise giving directions.
2. Enlarge expressions of asking the way and answering.
Step 1 Check the homework
Have students talk about their theme parks
Step 2 Listening
Task Listen and answer
Listen to 2 dialogues and answer the following:
Question: What does the conversation mean?
Where is she going?
How to get there?
Step 3 Speaking
Task Watch the map and find the way
Pre-speaking
T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…
Please write about how we can get there, according to page 65.
While-speaking
Make up dialogues of asking for and giving directions.
Post-speaking
Give directions
Situation: Suppose you are at the main entrance of your theme park and you are introducing some attractions and the way to them to a group of tourists. Use the map you have drawn and show the way around.
Step 4 Useful Expressions
Work in groups and conclude some useful expressions of asking the way and giving directions.
Homework
1. Finish the Workbook Talking
2. Look for necessary information and write several sentences about theme parks
Period 4 Integrating Skills
Goals:
1. Read through the texts in the Intergrating Part of the text.
2. Learn to write a description.
Step1 Warming up
Task 1 Report on the writing of theme parks.
Students share their writings in class using the Project and teacher makes necessary comments.
Task 2 1. Read more about theme parks
Have students read Reading in Intergrating Skills in the Workbook.
Have students finish the following table.
Parks theme attractions
1
2
3
4
5
Step2 Reading
Have students read the passage on P69 .
Task 1 Skimming
Question:
What attraction can be found important in theme parks?
→ Rides, the “thrill ride” …
Task 2 Scanning
Questions:
1. How do people ride roller coasters nowadays?
2. What is a thrill ride like?
Task 3 Discussing
Question : What else can we do in a thrill ride?
S1: We can dash through the snow during the ride.
S2: We will ride together with some animals.
S3: The car rides in a desert.
… …
Summary:
We can imagine so many ways, but it’s still not enough.
The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
Quote:
The great progress in science roots in completely new and brave imaginations of the human beings.
----- Dewey
“科学的伟大进步源自于崭新与大胆的想象力。”
----- 杜 威
Step 3 Designing
Activity: 1.Design the scariest and most exciting ride in the world.
2. Describe your ride.
Tips: What should your ride look like?
How large is it?
What is the length?
What color is it?
How many people can it take?
How does it work?
How fast should it be?
What does it sound like?
What does it feel like?
How would you design the loops, corkscrews and other features?
How much should it cost?
What about the ticket for each? …
Homework: 1. Finish the design and description of the ride
2. Preview Language Study.
Period 5 Language Study
Goals:
1. Revise the words.
2. Learn to use the –ing form: used as an adverbial.
Step 1 check the homework
1. Exhibit the design of students.
2. Project some descriptions and make comments.
Step 2 Word Study
Activity 1.Write the following words on the blackboard :
statue entertainment minority collection attraction
advanced rocket amusement ancient explore
Ask the students to explain the word one by one in English.
Activity 2. T: Fill in the blanks with the correct form of the words.
Step3 Grammar
Task Learn the use of –ing form as an adverbial.
Activity 1. Study the example:
He was ill and didn’t attend the meeting. →
Being ill, he didn’t attend the meeting.
Activity 2. Compare with another example:
After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. →
Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland.
Summary: This Having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times.
Activity 3: Show on the screen some exercises of –ing forms. Have students do the exercises, and explain if there are questions
Step 4 Checkpoint
Activity: Students go through the Checkpoint and do the exercise.
Draw a conclusion of the use of –ing form.
Homework
Finish the word study and grammar part on the workbook.
Read more passages about theme parks.
Period 6 Language points
六、课文语言点注释
*重点词汇和词组
1.attract , attraction
attract vt.吸引，引起（兴趣、注意）
attract sb. ; attract one’s attention / interest
attraction n.指吸引人的事物，吸引力，吸引
What are the chief attractions of tonight’s performance?
2. minority n.少数，少数民族
“少数”反义词: majority
Only a minority of Guangzhou households do not have a car.
be in a/the minority （在投票中）是少数派
We are in the minority. 我们是少数派 （多数人反对我们）
be in one’s minority 未成年
She is in her minority.
3. conversation 谈话
have a pleasant conversation with sb. 与某人谈得好
4. achievement (great success) 成就、成功、伟绩
His flying across the Pacific is a great achievement.
他的飞度太平洋之事是一大伟绩。
achieve vt. 完成、获得 achieve success获得成功,
achieve victory 获得胜利 achieve one’s purpose 达到目的
1. motion n.运动，动作 The ship was in motion. 那轮船在移动。
v. 运动 to motion to sb. 向某人点头或摇手示意
to motion sb. to a seat 以手示意某人坐下
2. imagination n. 想象（力）； 空想； 想象的事物
She has a very strong imagination.
imagine vt. 想象（其后加：名词、动名词、名词性从句）
I can imagine what he looks like.
Can you imagine walking on the moon?
7. experience vt. & n.
experience 用作可数名词，意为“经历；经过的事”。如：
I had an unusual experience last week.
experience 用作不可数名词，意为“经验”：
She has 20 years’ experience in teaching.
experience 用作及物动词，意为“经历，体验”：
Have you ever experience real hunger?
experienced 用作形容词，意为“有经验的”：
Beckham is an experienced football player.
8.have something to do with 与……有关
have nothing ( not much / a great deal) to do with…
与……没有关系( 与……关系不大; 与……关系很大)
9.be based on 以……为基础
Writing is based on words and sentences.
10.give sb.a thrill 使人激动,令人兴奋;令人毛骨悚然
thrill 可用作名词和动词
Her voice thrilled with joy. 她的声音因高兴而发抖。
Skydiving may give the new hand a thrill. …令新手毛骨悚然。
11.a variety of 种种，许多
Iron had a variety of uses.
12.have sth. in common 有共同之处
The two countries have something in common.
***难句理解
1. What they all have in common is having fun and experiencing something different.
这些公园所拥有的共同特点是让人们感到快乐与体验不同的东西。
What they all have in common是主语从句, 其后谓语动词用单数形式。
having fun and experiencing something different 作表语
2. But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.
但是主题公园也尽力去做，使得来访者在离开时已对公园的良苦用心了解更多。
make sure 是“弄确定”意思。
Make sure that the lights have been turned off when you leave the room!
The train leaves at 5 o’clock, but you’d better make sure.
knowing more about the idea behind the park 是现在分词结构作结果状语，表达一定逻辑的结果。
而动词不定式作结果状语通常表达非逻辑的结果。请对比以下句子：
The little boy woke up, unluckily to find his books lost.
I got off the bus, only to find my pocket picked.
3.Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland. 在Headland玩了过山车后，游客们可以坐车直接到Lowland。
Having enjoyed the rides at the Headland为现在分词的完成式结构，表达主语的这一动作在下一动作前已经发生并完成，特别强调前后动作在时间上的对比。这个结构可以转换为从句After they have enjoyed the rides at the headland,…
4. Entering one of the attractions at Universal Studios is like stepping into the world of your favourite film.
走进Universal Studios其中一个吸引人的场地就象步入你最喜爱的电影中的一个画面。
Entering one of the attractions at Universal Studios是动名词结构作主语； stepping into the world of your favourite film是动名词结构作宾语。
动名词结构可以作主语、宾语、表语、状语、定语、独立成分和同位语等。
5.It seemed like people just cannot get enough of scary rides and exciting adventures. 看来人们从这样的惊险赛车和刺激冒险活动中还得不到足够的满足。此处用It seemed that …句式更为正式。seem的用法如下：
6.You can feel what it is like to live in space, walk on the ocean floor or ski with polar bears at North Pole.
你可以感觉到如同居住在太空、在海底行走或在北极和北极熊一同滑雪那样的情况。
feel后面跟了宾语从句what it is like to live in space, walk on the ocean floor or ski with polar bears at North Pole。
what it is like to do sth.表达事物情况如何。
7. The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
对于这种乐趣的唯一限制是惊险车乘的设计者的想象力。设计工作是无穷无尽的。（这2句话表明一个事实：个人的想象力是有限的但又不断发展变化的，想象活动是无止境的，想象是创造的基础。）
此处limit作名词。
The …limit of something / to something is ……也是一个常用句型。
Period 7 grammer points
现在分词作状语的用法
1、表示时间
Walking across the bridge, the painter made preparations for his painting.
走过桥时，这位画家在为他的画准备内容。
2、表示原因
Hearing the cry for help, the soldiers rushed out of the building.
战士们听到外面的呼救声就冲出了房子。
3、表示状态
I was in the room watching TV when the earthquake happened.
地震发生时我正在房间里看电视。
4、表示方式
The whale looks for food using sound waves.
鲸鱼通过声波寻找食物。
5、表示条件
Our class may go to the West Lake tomorrow, depending on the weather.
我们明天可以去西湖看看，那要看天气情况了。
6、表示结果
A lot of good soil has gone with the floods, leaving only sand.
许多泥土被水冲走了，仅仅留下了沙子。
篇2：高一第六单元全单元 (新课标版高一英语上册教案教学设计)
教学目标
1． 知识目标
1)重要词汇：
interrupt apologize introduce culture manner manners impression behave cloth custom course raise advice drink to start with leave our stare at make jokes about sb
2)句型：
1. He apologizes for losing it by saying …
2. Having good table manners means knowing, for example, how to use…
3. When drinking to someone’s health, you raise your glasses, but…
4. They make me think of the happy days we spent together.
3)语法
定语从句( the Attributive Clause )
1. 能够用英语描述人物、事件、时间、地点、原因等-- 使用限制性定语从句：
I spent the whole afternoon with the teacher who was very helpful.
2. 能够用英语对特定的人物、事件、时间、地点、原因等作补充说明--使用非限制性定语从句：
I spent the whole afternoon with the teacher, who was helpful.
道歉与致谢( Apologizing & Expressing thanks)
Excuse me. Forgive me.
I’m (very/so/terribly) sorry.
That’s all right. /That’s OK. /No problem.
I apologize for …Oh, well, that’s life.
I’m sorry. I didn’t mean to …
Oops. Sorry about that.
Thank you. It’s beautiful.
能力目标
1. To teach the students how to behave well and write thank-you letter correctly.
2. To develop the students’ ability of expressing themselves and thinking in English.
情感目标
1. To get the students to understand the differences between Chinese and western table manners and learn how to self-discipline in social activities.
2. To make the students know the importance of being polite and how to make themselves behave properly in communication with others.
Period 1 Listening
Teaching aims:
1. To improve the students’ listening ability by listening to the information on the usage of informal and formal ways of apologizing.
2. To improve the students’ listening ability by listening to the given listening passage.
Suggestions for teaching:
1. Important and difficult points:
1. Getting the most important information of the dialogue on the topic of apologizing.
2. Getting the general idea of the given listening passage.
2. Suggested teaching methods:
Activity 1 Lead-in
The topic is to talk about good manners in our daily life. The teacher may begin this activity with these words: In our daily life, it is very important to be polite in communicating with others. Whether in China or in foreign countries, we should pay attention to our manners. But what are good manners in your opinion?
Encourage the students to express themselves freely in class.
Activity 2 Free talk
Collect the students’ opinions about good manners in different situations. The teacher may design some situations previously for the students to practise what they should do or say to show their politeness. First make some pairs act our their dialogues in class and then discuss in class whether they have good manners or not.
Suggested situations:
1. How to ask the way when you come to a new place?
2. What can you say if you want to interrupt others when they are talking?
3. You want to join a party that has begun.
Activity 3 Warming up
The teacher may begin this activity with picture description. Ask the students to look at the pictures carefully and complete the dialogues given. Give the students chances to discuss and act out the dialogues in class.
Activity 4 Listening
This activity may be performed this way:
1. Play the tape for the students to listen and let the students make sure what has happened in the dialogue.
2. Play the tape once again. This time ask the students to pay attention to how Bill made apologies to Cliff and how Cliff answered.
Activity 5 Role-play
This activity is a productive one. Suppose one student is Bill and the other is Cliff. Give the students chances to express themselves in the same situation. Encourage the students to act out their dialogues in class after a few minutes’ preparation.
Activity 6 Discussion
Topic for discussion: What are good manners in this situation?
This is productive work. The students should be encouraged to express themselves freely in class. At the same time discuss what are good manners at school?
HOMEWORK:
1. 预习课文。
2. 背诵生词
3.《课课练》配套练习
教后小记
Period 2 Speaking
Teaching aims:
1. To improve the students’ speaking ability by talking about how to practise making apologies in different situations.
2. To make the students learn to express themselves correctly and freely, using the polite expressions, such as , “I’m sorry”, “Thank you”, “Excuse me, but…” and so on.
Suggestions for teaching:
1. Important and difficult points:
1. Understanding the ways of making apologies by performing speaking activities.
2. Learning to use proper expressions for making apologies freely.
2. Suggested teaching methods:
Activity 1 Discussion
Topic for discussion: What are good manners or bad manners in our daily life?
The teacher may begin this way: We often say or hear “He is a good boy because he has good manners. / She is a girl with good manners so everyone likes her.” What do you think good manners are? Please give some examples of good manners in your life.
Hints: behavior at school; greeting; talking with parents; eating at table; etc.
Activity 2 Discussion
Ask the students to practice useful expressions of making apologies.
Hints for teachers: This activity should be a free activity. The purpose is to revise what we have learned in Period 1. Encourage the students to express themselves freely in class. No given situations this time
Activity 3 Language study
It is a summary to Activity 2. Make sure the students grasp the basic usage of the following expressions.
Ways of making apologies Forgive me. I’m very sorry.
I apologize for…
I’m sorry. I didn’t mean to…
Oops. Sorry about that.
Possible answers Oh, that’s all right.
Oh, well, that’s life.
It’s OK.
No problem.
Collect other ways of making apologies and possible answers from the students.
Activity 4 Role play
This activity is a controlled one. The students are encouraged to make up their own dialogues based on the given situations. Before practicing, make sure the students are quite clear about each situation. In situation 1, three persons are required to get involved.
Activity 5 Extension
This is productive work. The students can create and practice their own dialogues. They may design any other situations in which they may use the words of making apologies in their daily life or studies, especially the situations that may take place at other parties. Encourage some pairs to act out their dialogues in class.
HOMEWORK:
1.《课课练》配套练习。
2.整理笔记
教后小记
Period 3 Part one Reading comprehension
Table manners at a dinner party
Teaching aims:
1. To get the students to understand and compare the differences of table manners between China and Western countries after reading the passage Table manners at a dinner party.
2. To improve the students’ ability of reading comprehension through reading activities and grasp the spirit of the reading passage.
Background knowledge:
China dining custom &Table manners
The main difference between Chinese and Western eating habits is that unlike the West, where everyone has their own plate of food, in China the dishes are placed on the table and everyone shares. If you are being treated by a Chinese host, be prepared for a ton of food. Chinese are very proud of their culture of cuisine and will do their best to show their hospitality.
And sometimes the Chinese host use their chopsticks to put food in your bowl or plate. This is a sign on politeness. The appropriate thing to do would be to eat whatever it is and say how yummy it is. If you feel uncomfortable with this, you can just say a polite thank you and leave the food there.
Eating No-no’s
Don’t stick your chopsticks upright in the rice bowl. Instead, lay them on your dish. The reason for this is that when someone dies, the shrine to them contains a bowl of sand or rice with two sticks of incense stuck upright in it. So if you stick your chopsticks in the rice bowl, it looks like the shrine and is equivalent to wishing death upon a person at the table!
Make sure the spout of the teapot is not facing anyone. It is impolite to set the teapot down where the spout is facing towards somebody. The spout should always be directed to where nobody is sitting, usually just outward from the table.
Don’t tap on your bowl with your chopsticks. Beggars tap their bowls, so this is not polite. Also, when the food is coming too slow in a restaurant, people will tap theirs bowls. If your are in someone’s home, it is like insulting the cook.
Drinking
Gan Bei !(Cheers!)
Alcohol is a big part of eating in Beijing. Especially when dining with Chinese hosts, you can expect the beer to flow freely and many beis to be ganed. (Gan Bei literally means “dry the glass”.) Besides beer, the official Chinese alcoholic beverage is bai jiu, high-proof Chinese liquor made from assorted grains. There are varying degrees of bai jiu, and some are quite good. The Beijing favorites is called Er Guo Tou, which is a whopping 56% alcohol. More expensive and less formidable are Maotai and Wuliangye, which go far about 300-400 yuan per bottle. In comparison, Er Guo Tou costs a modest 4 or 5 yuan per bottle. If you are not a drinker, or don’t feel up to the challenge, just say “wo bu hui he jiu”(I don’t drink.) It is generally acceptable to use coke or tea as an alcohol substitute.
Suggestions for teaching:
1. Important and difficult points:
To enlarge the students’ knowledge about politeness and impoliteness at table.
2. Suggested teaching methods:
A. Pre-reading
Activity 1: Lead in
Revise how to make apologies in different situations. Make the students know how to use
polite expressions properly.
Activity 2: Discussion
Discuss how to be polite in the following situations in Chinese culture:
Greeting your teacher /Receiving a birthday present /Paying a visit to a friend’s house
Discuss how to be polite at a dinner party.
During the discussion, encourage the students to express themselves freely in class. In the second part of this activity, the teacher may lead the students to say out how to talk to others, how to eat, how to get the food he or she wants to eat , and so on.
B .Reading
Activity 1 Skimming
Ask the students to skim the text to find the main idea of each paragraph.
Para. 1: What are included in table manners in Western countries.
Para. 2: How people start their dinner party.
Para. 3: Information about the main course.
Para. 4: How to communicate with others at the party.
Para. 5: The way of drinking.
Para. 6: The importance of table manners.
Activity 2: Scanning
Ask the students to read the text carefully and do questions and answers. This time they should pay more attention to details.
Questions:
1. What are the devices for eating at a Western dinner party mentioned in the passage?
Knives, forks, napkins, glasses, bread roll and spoons.
2. Where do we put the napkin?
On the lap.
3. What does the dinner start with?
Starter.
4. Is it good manners to eat before others start eating?
No, it isn’t.
5. How much soup can we drink after the starter?
One bowl, no more.
6. What is considered to be the best part of the main course in Western countries?
Chicken breast with its tender white flesh.
7. How much shall we eat at a dinner party?
Not more than we need.
8. What’s the difference of toasting in China and in Western countries?
In Western countries people sip each time, while in some parts of China people finish the whole drink each time.
9. Do we have to follow these rules whiles dining with family members of friends?
No, we don’t have to. We can be more causal.
Activity 3: Quiz
Decide which of the following behaviors are polite or impolite at a Western dinner party. Put “P” or “I” in the brackets.
( )1.Use the knife with your right hand.
( )2.Put your napkin on your lap.
( )3.Start eating as soon as your food is served in front of you.
( )4.Ask for a second bowl of soup.
( )5.Use your fingers when eating chicken.
( )6.Finish eating everything on your plate.
( )7.Talk loudly while eating.
( )8.Make other people drink more than they can take.
C. Post-reading
The teacher may design the following activity for consolidation:
Activity 1: Retelling (Individual work)
Ask the students to retell the basic table manners in the Western countries, especially how to place and use knives and forks.
Activity 2: Discussion
Questions: In what order will the following dishes be served at a Western dinner party? Put the proper number in the box.
dessert drink main course starter soup
Make the students to number them according to what they have learned in the text: 4-5-3-1-2
Activity 3 Consolidation
Ask the students to give examples of how Chinese table manners change over time. Mainly let them talk about the local table manners at the present time. If possible, compare table manners in different parts of China.
Part two Structure analysis
体裁: 说明文
结构分析
Western dinner party Chinese dinner party
Things napkin, glasses, two pairs of knives and forks,
plates a hot damp cloth, chopsticks, bowl, cup, plate
Serving order starter-soup-main course cold dishes-soup-main course
Drink white or red; take a sip alcohol; finish at once
Rules (not) 1. Ask for a second soup
2. Touch meat on bones
3. Take more food than need
4. Laugh all the time
5. Touch each other’s glasses
6. Drink too much
寓德于教
这是一篇介绍西方餐桌礼仪的说明文。该文分别从对餐具的摆放、餐前礼仪、餐中礼仪、餐桌上的谈话礼仪、饮酒礼仪、餐桌礼仪变迁等几个方面来介绍，比较全面地介绍了西方的餐饮文化。该文不但有利于培养和训练学生的阅读能力，也有利于培养学生跨文化交际的意识和学习英语的兴趣。
写作技巧
该篇文章在写作上具有如下特点：
1. 环环相扣，中心明确
文章第一段先给出餐桌礼仪的定义，然后就中西文化中餐桌礼仪的不同进行了较为详细的对比，并于文章最后说明我们为什么要了解餐桌礼仪作为结论，层次分明，环环相扣。每段的最后一句都给出明确的餐桌礼仪注意事项，但在结尾时对作者提出忠告：不要墨守陈规。
2. 由浅入深，通俗易懂
课文以教人们认识最基本的西餐 “table manners” 为目的，以简洁的文字、直接的表述向人们展示了东西方餐桌文化的区别。文章从最基本的餐具摆放开始，接着介绍了进餐的顺序，中间穿插着相关的餐桌礼仪，还说明了进餐中对言行举止的要求，如：举杯、饮酒等。最后宽慰人们 “table manners”在与时俱进，不断变化。如不懂，没关系，直接模仿主人好了。
HOMEWORK:
1. 复述课文。
2. 准备默写
教后小记
Period 4 Language learning
Teaching aims:
Encourage the students to use these language points both orally and in written form.
Important and difficult points:
1.Word study
1).impression 名词，在句中作“印象”解，也可表示按压所留下的“印痕、痕迹”
如：What is your impression of our city?
First impressions are half the battle. (最初的印象最深)
常见词组：make a good impression 留下好印象
give sb. a good impression 给某人以好印象
give one’s impressions of 陈述自己对……的印象
make an impression on sb. 给某人留下印象
make no impression on sb. 对……无影响
2). unfold 由表示否定的前缀un+fold 组成。表示否定意义的前缀还有：
dis- (disappear, discourage, disappoint)
in-, il-, im-, ir- (independent, informal, illegal, impolite, impatient, irregular)
un- (unknown, unlock, unhappy, unfair)
mis-(mistake, misunderstand, misspell)
non-(nonsmoker, nonstop)
3).finish及物动词，其宾语可以是名词、代词或动名词，不能跟不定式作宾语。
如：She’s finished practicing the piano for today.
类似的有: mind, miss, enjoy, practice, excuse, dislike, suggest, consider, keep, avoid, allow, risk, resist, finish, imaging 等。
如：We suggested having a picnic in Xuanwu Lake this Sunday.
4).follow常用作及物动词，主要表示“跟、跟随”等意思。
如：The students followed the professor into the classroom.
Spring follows winter.
He came into the office, following the boss.
He came into the office, followed by the teacher.
另外，有“遵循，听从，仿效”等意思。
如：You’d better follow the teacher’s advice.
Follow the instruction on the bottle.
The football team will be as follows: Smith…
5).not all/both/every 表示部分否定。其意思为“并不都是”“并不是所有的”
如：Not all birds can fly. 并不是所有的鸟都能飞。
Not both of the answers are right. 并不是两个答案都对。
Not everyone likes the film. 并不是所有的人都喜欢这部电硬。
在部分电影否定句中，not 的位置并不影响句意。如上句也可说成：
Everyone doesn’t like the film.
若表示全部否定要用 none, neither, no 等表示。
如：None of the birds can fly. 这些鸟都不能飞。
Neither of the answers is right. 两个答案都不对。
6).beside/besides
beside 为介词，意思为“在……的旁边”，等于at/by the side of.而besides作介词时意思为“除了……之外”或作副词用，意思是“此外还有。”
如：Put the case beside mine when they are ready.
I have quite a few friends besides you.
It’s too late to go out now, besides, it’s starting to rain.
7).manners/polite
manners 是名词，当作为“礼貌、规矩、礼节”解时，应该用复数形式。
如：Remember your manners; thank your friend when you leave the party.
It is good manners to say hello to each other when we meet.
但作为“方式、方法”解时，只用单数。如果是复数，只是用ways.
It is no use talking about it in this manner.
Nobody likes to talk to him; because he has a very rude manner.
polite则是形容词，意思为“有礼貌的、客气的、有教养的”等
如：Americans are busy; they have no time to be polite.
8).mean to do /mean doing
mean to do 为“打算干某事”
mean doing 的意思则是“意味着、意思是（做某事）”
mean sb to do sth
如：I mean to have a good talk with you about it.
Smoking means buying death with money.
I don’t mean you to punish him this way.
Means 意思是“方法、手段”单复数同形。
常用短语有：
by this means = in this way = with this method
by means of 用……的方法
by no means 决不, 一点也不
by all means = of course = certainly
9).drink to /drink a toast “为……干杯、为……祝酒”,其中to为介词。
如：Let’s drink to your success.
Let’s drink to the happiness of the new couple.
drink a toast 的意思为“祝酒、敬酒”等于动词toast
如：Let’s drink a toast to your health! = Let’s toast to your health.
10).start/start with
start & begin 用法相同，start doing sth = start to do sth
如：He started learning / to learn English when he was only three.
但在下列三种情况下只能用start to do sth.
（1） 当主语是物而不是人时；
（2） 当start后面的非谓语动词表示心理状态时；
（3） 当start 用于进行时态时
如：The water started to boil.
She started to wonder who it would be.
She is starting to prepare for the party.
start with表示“从……开始”
如：A Western dinner usually starts with a small dish called a starter.
We can’t go. To start with, it is too cold. Besides, we don’t have enough time.
2.Analysis of difficult sentences
1. There are two pairs of knives and forks on the table, forks on the left and knives on the right of the plate.
该句是由 “there be + n.”构成的句型，表示“某地有某物”。其用法具有以下两个特点：
1． 谓语动词的单复数形式是根据离其最近的主语的单复数而定。
2． 常用句型有：
There is no need /reason /time to do sth
2. In China, you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in Western countries.
该句中的however 是副词，表示转折，需要用逗号将其和句子隔开。
如：I feel a bit tired. However, it’s probably just the weather.
如作连词使用，后面需用形容词和副词的原形形式，引导一个让步状语从句。
如：However late it is, his mother will wait for him.
However rich people are, they always want more.
Feedback
1.Complete the following sentences:
1).The speech _______ _______ _______ _______ on the House.
2.)My home _______ _______ _______ our school.
3).I feel _______ _______ _______tired.
4).His illness _______ _______ a slight cough.
5).He ________ ________ at the meeting yesterday.
6).He _______ me _________help.
7).They were ________ ________when we called.
8).I looked all over the house for that letter, and it was in my pocket _______ _______ _______, while I was searching.
9).Let’s _______ _______ your success.
10).Don’t eat _______ _______, or you’ll get fat.
2.Translate the following sentences into English:
1).他留给我的印象就是他没说实话。
2)人们一般认为抽烟是一种坏习惯。
3)那节课是以一首著名的流行歌曲开始的。
4)他们正在桌子那儿打牌。
5)让我们为彼此的健康干杯。
6)这部车属于史密斯先生，另外他还有两辆车。
Suggested answers:
1. The impression he made on me was that he was not telling the truth.
2. People generally think that smoking is a bad habit.
3. That class started with a well-known pop song.
4. They are at the table playing cards.
5. Let’s drink to each other’s health.’
6. This car belongs to Smith, and he has two others besides.
HOMEWORK:
1．整理笔记，消化巩固。]
2．《学英语》报的配套练习
教后小记
Period 5 Language study
Teaching aims:
1. To review the words and expressions learned in the reading to make sure the students master them.
2. To get the students to master the word formation rules of changing the meaning of a word to its opposite by learning some negative prefixes.
3. To understand the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.]
Suggestions for teaching:
1. Important and difficult points:
1. Mastering the word formation rules to improve the students’ ability to enlarge their vocabulary.
2. Mastering the Restrictive Attributive Clause and the Non-restrictive Clause.
2.Suggested teaching methods:
1)Word study
Activity 1 Questions and answers
This activity is used as a revision to the reading passage. Tell the students that one of their classmates wants to go abroad to study. Before he leaves, he has some questions to ask us in order to make his stay in a foreign country comfortable.
Questions:
1. When drinking, is it proper to look over or into the cup or glass?
When drinking, look into, not over, your cup or glass.
2. Is it acceptable to smoke at the dining table?
It is unacceptable to smoke before or during a meal.
3. Should I blow on my soup when it is too hot?
Don’t blow on food that is hot. Wait until it cools.
4. Is there a proper way to cut meat?
Stroke the knife toward yourself while cutting meat.
5. Should I use my fingers when I’m eating beef or other meat on bones?
Never use your fingers unless you are eating chicken or other birds.
6. What is appropriate when the meal is finished?
Place your fork and knife parallel diagonally across your plate and don’t push your plate away from you.
When performing this activity, the students are asked to close their books. Collect the answers from the students. If necessary, the teacher may give some hints.
Activity 2 Lead-in
Learn rules of word formation by adding a prefix to the beginning of a word to change its meaning.
A prefix is a group of letters added to the beginning of a word that changes the meaning of the word. The prefixes in-, im-, non-,and un- mean “not” or “the opposite of.’
e.g. Informal means “not formal” and unfair means “not fair”.
Activity 3 Practice
1. Learn the word formation rules first and then finish the exercise below.
Suggested answers:
nonstop; unfold; incorrect; unlucky; impossible
2. Read the passage in the second part about table manners in China and fill in the blanks.
Suggested answers:
damp; custom; dishes; middle; noodles; breast; tender; chopsticks; bones; spoon; spirits; toast
2).Grammar: the Restrictive Attributive Clause and Non-restrictive Attributive Clause
Activity 1 Game-playing
This activity is used as a revision to the attributive clause learned before. When performing this activity, students are asked to close their books. Ask the students to practice attributive clauses in oral.
e.g. A: Please give me the book.
B: Which book?
Make sure that every student gets involved in this activity. Encourage some pairs to act it in class.
Activity 2 Sentence analyzing
Write the two sentences on the blackboard:
1. The man who greeted me is my teacher.
2. John, who greeted me, is my teacher.,
Let the students find out the differences between the two sentences. The teacher may tell the students what restrictive clauses they are in the two sentences.
Activity 3.Grammar teaching
Brainstorm question:
What is the restrictive attributive clause and what is a non-restrictive attributive clause?
Answer:
Restrictive Attributive Clause: The information is necessary to identify which person or something is being described or talked about.
Non-restrictive Attributive Clause: The information isn’t necessary to identify which person or something is being described or talked about. It is extra information that is added to the sentence. Commas are used before and after a non-restrictive attributive clause.
1. Analyze the sentences and information in the part of grammar.
2. Practice the sentence below the form. Remind the students to add commas to sentences with non-restrictive attributive clause.
Suggested answers:
1. I read five pages in the book which is about how to study English every evening.
2. The car which my uncle bought two weeks ago was stolen.
3. Paula, whose parents have gone abroad, lives alone on the fourth floor?
4. My sister Ellen, who is warm-hearted, is a nurse.
5. This morning, Andrew, whose old teacher retired, told me about his new teacher.
6. The meeting will be held in the dining hall, where we often have parties at weekends.
7. My father works for a company which produces computers in a big city.
8. Lisa will always remember her childhood, when she stayed with her grandparents.
Activity 4 Consolidation
1. Practice
Underline all the attributive clauses in the reading passage
2. Summary
Repeat the differences between the restrictive attributive clause and the non-restrictive clause in oral.
Extension:
限制性定语从句和非限制性定语从句的区别
1.限制性定语从句在形式上不用逗号与句子隔开，是先行词不可缺少的定语。如去掉，主句则失去意义或意思表达不完整。翻译时译成先行词的定语“……的”
如：Her brother who is now a soldier always encourages her to go to college.
All the books that have pictures in them are well written.
2.非限制性定语从句在形式上用逗号与主句隔开，是对先行词意义的补充说明。如去掉，主句仍能表达完整的意思，通常译成主句的并列句。
如：Her bother, who is now a soldier, always encourages her to go to college.
All the books, which have pictures in them, are well written.
3.在关系词的使用上，有以下三个区别：
1. 在限制性定语从句中做宾语时可以省略,而在非限制性定语从句中则不可省略;
2. 在限制性定语从句中可用that, 而在非限制性定语从句中不可用that;
3. 在限制性定语从句中可用who代替whom,而在非限制性定语从句中不可用who代替whom;
Feedback
1. 将下列各组句子改写成一个含定义从句的复合句.
1. The car belonged to Paul. It crashed into me.
2. We are moving to Manchester. Manchester is in the northwest.
3. The woman is very friendly. She lives next door.
4. She was engaged to a soldier. She had met him at Dartmouth.
5. We have only told the people. Their work is relevant to this project.
6. This happened in 1977. I was still a baby at that time.
2. Translate the following sentences into English:
1. 他是个对什么都不在乎的人。
2. 她就是卖花的那位姑娘吗？
3. 这是我第一次上学迟到。
4. 你随便什么时候来都行。
5. 我们后来搬到巴黎，在那儿住了六年。
6. 他们邀请我到他们家，这使我非常感谢。
Suggested answers:
1. The car that/which crashed into me belonged to Paul.
2. We are moving to Manchester, which is in the northwest.
3. The woman who/that lives next door is very friendly.
4. She was engaged to a soldier, whom she had met at Dartmouth.
5. We have only told the people whose work is relevant to this project.
6. This happened in 1977, when I was still a baby.
1. He is a man who doesn’t care about anything.
2. Is she the girl who/that sells flowers?
3. This was the first time I had been late for school.
4. Come any time you like.
5. We then moved to Paris, where we lived for six years.
6. They have invited me to visit their home, which is very kind of them.
Homework
1.背诵生词、词组，准备默写。
2.《课课练》的配套练习。
教学小记
Period 6 Integrating skills (Reading and writing)
Teaching aims:
1. To get the students to master what they have learned in this unit.
2. To enable the students to learn how to write thank-you letters.
Suggestions for teaching:
1. Important and difficult points:
1. To know about how to express gratitude by writing thank-you letters.
2. To enable the students to improve their reading and writing abilities.
2. Suggested teaching methods:
A. Reading
Activity 1 Brainstorm
Talk about good manners in Chinese culture. Collect the students’ opinions about good manners in China.
Some basic ones:
1. Get up and give your seat to older people on the bus.
2. Don’t laugh at, stare at or make jokes about disabled people.
3. Don’t start smoking before a dinner is finished.
4. Speak politely, say “please” when you ask for something and “thank you” when you are given something.
5. Say hello to your teachers when you meet your teachers.
Collect more from the students.
Activity 2 Lead-in
Talk about what good manners are if one has enjoyed oneself at a dinner party.
Question: You were invited to a dinner party by David and his wife. You enjoyed yourself very much at the party. What shall you do the next day or some time later?
Collect answers from the students.
Suggested answer:
Remind the student that writing a thank-you letter is a more formal way to express one’s thankfulness from the bottom of one’s heart.
Activity 3 Reading
1.Ask the students to read the text to find out what kind of letter it is and what it is about.
3. Read the text again to find out the main idea of each paragraph.
Para 1: The reason why Amy Zhang should thank them.
Para 2: Amy Zhang’s present situation.
Para,3: Inquiring Sam and Jenny’s present situation and inviting them.
Activity 4 Post reading
The teacher may design the following activities for consolidation:
Discussion:
This activity is a summary to the text and preparation for writing. Divide the students into pairs. Discuss the structure of a thank-you letter.
A thank-you letter is usually a short letter with three paragraphs. The topic of each paragraph is as follows:
Para 1 Thank the people for what they have done for you with some details you like.
Para 2 Tell the people about yourself and what you are doing now.
Para 3 Ask the people for some details about themselves and invite them to your place. Close the letter by expressing your thanks again.
Activity 5 Language points
1. They make me think of the happy days we spent together.
这是一个含有定语从句的主从复合句。We spent together 是定语从句，修饰the happy days. 关系代词that/which 在从句中作宾语而被省略。
尽管先行词days是表示时间的名词，但关系词仍然使用了that/which 而不是when. 也就是说， 如果先行词为时间名词或地点名词时，引导词可用when/where, 也可用that/which. 关键要分清先行词在从句中作的成分。
如：Do you still remember the days that/which we spent together in the country?
I’ll never forget the days when we worked together in the country.
2. At this moment I am very busy with my studies.
be busy with/about/at/over
e.g. He is busy with/about/over his work.
3. Thank again and I wish you all the best.
wish+sb+n./adj,
I wish you success.
I wish you good luck /lucky.
Wish you a happy new year..
Best wishes to you!
With best wishes!
Give my best wishes to your parents.
HOMEWORK：
The students are asked to write a thank-you letter based on what they have discussed above, using the tips given in the textbook. Of the four topics given, they may choose one.
教后小记：
篇3：高一必修4Unit3全单元教案(新课标版高一英语必修四教案教学设计)
A Taste of English Humor
单元教学目标
Talk about different types of humor；a taste of English humor
Learn how to express one’s emotions
Learn the –ing form as the Predicative, Attributive and Object Complement
Learn to write humorous stories
目标语言
话题 Different types of humor; a taste of English humor
词汇 1. 四会词汇：
slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout,
homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense
2. 词组：
be content with, badly off, pick out, cut off, star in, knock into
功能 情感 ( Emotion )
I enjoy this very much because… It surprises me that…
I laugh at that kind of thing because… I felt happy because…
This is fun because… I’m pleased we were both amused at…
How wonderful / surprising It’s amusing that…
语法 动词的-ing 形式作表语，定语和宾语补足语的用法
Their job is “panning for gold”.
That was the problem facing Charlie Chaplin.
Do you find it funny to see someone sliding on a banana skin?
课时分配
1st Period Reading
2nd Period Speaking
3rd Period Grammar
4th Period Listening
5th Period Writing
6th Period Summary
分课时教案
The First Period
Teaching aims: Enable students to talk about some types of English humor and Chinese humor.
Key points: Help students learn how to understand and enjoy English humors.
Difficult points: Help students know the differences between English and Chinese in humor.
Teaching aids: pictures
Teaching procedure:
Step 1: Lead-in
Show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.
Questions: 1) Do you know who these comedians are? What makes them funny?
2) Do you know other comedians who are funny in the same way?
3) Have you seen any of these comedians or programmers? What do you think of them?
Step 2: Warming up
Task 1. Brain-storming
Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.
Types of humor Example of English humor Chinese humor
Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利
Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山
Verbal jokes Play on words, usually Cross talk 马季， 姜昆
Funny stories Two lines Jokes
Funny poems Edward Lear Doggerel（打油诗）
Task 2. Talking
Ask students to talk about some funny stories, any English or Chinese humors they know.
Task 3. Reading on P22
The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.
Joke 1:
Patient: Doctor, I’ve lost my memory.
Doctor: When did this happen?
Patient: When did what happen?
Joke 2:
Garcia: Thank you doctor. My fever is gone.
Doctor: Don’t thank me. Thank God.
Garcia: Then I will pay the fees to God.
Step 3 Homework
Ask each student to give a joke and present it in class next period.
The Second Period Reading
Teaching aims: Enable students to learn what humor means and what is nonverbal humor.
Key points: Help students divide the text into several parts according to the meaning.
Difficult points: Divide the paragraphs and give the main ideas.
Teaching aids: A recorder and a projector
Teaching procedure:
Step 1. Revision
Check homework: ask students to present their jokes in class.
Step 2. Pre-reading
Questions: (1) What do you like to laugh at?
(2 ) What does humor mean? Is humor always kind?
Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.
Step 3. Reading
The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.
Task 1. Divide the text into several parts according to the meaning.
Part One: the first and the second paragraph
Part Two: the third and the fourth paragraph
Part Three: the last paragraph
Task 2. Give the main idea of each part
The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire people.
The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.
The main idea of part three: it gives us a short biography about Charlie Chaplin.
Task 3. Discussion
Let students have a discussion about the text, then answer some questions.
Questions: (1) What is behind fun?
(2 ) Why did people like Little Tramp?
(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?
Step 4 Language points
1. content (adj.): satisfied, happy, not wanting any more
phrases: content with sth; content to do sth
e.g. (1) She is quite content to stay at home looking after her children.
(2 ) Are you content with your present salary?
Content (n.): that which is contained in sth
e.g. I like the style of her writing but I don’t like the content.
2. inspire sb. ( with sth.) inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.
e.g. His speech inspired us with hope.
3. badly off: in a poor position, esp. financially
The opposite is “ well off”
e.g. (1) They are too badly off to have a holiday.
(2 ) In fact most people are better off than they were five years ago.
Step 5 Practice
Finish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.
Step 6 Homework
Preview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.
The Third Period Grammar
Teaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.
Key points: Let students know the structures of the sentences with the –ing form
Difficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense.
Teaching aids: A computer
Teaching procedure:
Step 1. Revision
Check homework: the exercises on page 20 and 21.
Step 2. Word formation
Suffix Example
-able valuable lovable comfortable
-ing amusing misleading neighboring
-ful hopeful cheerful useful
-less endless homeless harmless
-ed excited interested moved
-ish Irish childish selfish
-ive active attractive expensive
-ate fortunate affectionate passionate
-ant important pleasant ignorant
-ly friendly orderly costly
There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.
Step 3. Discovering useful structures
Task 1. Revision
Have a revision about the –ing form used as the subject and object. Give students some sentences to translate:
(1) Talking to him is useless.
(2) Smoking does harm to your health.
(3) Walking is my sole exercise.
(4) Collecting stamps is my hobby.
(5) I suggested bringing the meeting to an end.
(6) He admitted taking the money.
(7) I couldn’t help laughing.
(8) Your coat needs washing.
Task 2. New usage of the –ing form
Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.
Teacher checks the answers and give the explanations.
(1) A cooking pot: A pot that is used for cooking.
(2) A drinking horse: A horse that is drinking water.
(3) The man sitting on the sofa is a friend of my brother’s.
Here the –ing form are used as attribute.
(4) I saw the man sliding on a banner skin yesterday.
(5) Did you notice the man picking up that broken bottle and putting it in his bag?
Hear the –ing form are used as object complement The structure of the sentence with an object complement is:
Subject + Predicate + Object + Object complement
(6) Her job is looking after babies.
(7) What he likes is playing chess after supper.
Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.
(1) Her hobby is painting.
(2) Her favorite sport is skiing.
(3) This was very disappointing.
(4) The test results are very discouraging.
(5) She was very pleasing in her appearance.
(6) His concern for his mother is very touching.
(7) The photograph is missing.
(8) The article was misleading, and the newspaper has apologized.
In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.
(9) It is snowing hard.
(10) She is teaching in a night school.
In these two sentences, the –ing form are used as the predicate in the present continuous tense.
Step 4. Using Structures
Turn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.
Step 4. Homework
Finish all exercises on page 56.
The Fourth Period Listening
Teaching aims: Enable students to understand the humor in the listening material.
Key points: Train the students to get the key wards by reading the questions before listening.
Difficult points: Get the main idea from the listening materials while listening.
Teaching aids: A recorder
Teaching procedure:
Step 1. Revision
Check homework: (1) Ask a couple of students to tell their jokes in class.
(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.
Step 2. Listening ( page 23 )
This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.
Questions: (1) Did you find this story funny? Give the reason.
(2 ) What do you think of John’s behavior?
Step 2. Listening ( page 55 )
This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.
There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.
Step 3. Listening ( page 58 )
There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.
Step 4. Homework
Collect as many funny stories as possible, do some preparations for the writing in the next period.
The Fifth Period Writing
Teaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps.
Key points: Teach students to write according to the writing of the writing steps.
Difficult points: Help students make up a dialogue, using the target language.
Teaching aid: A projector
Teaching procedure:
Step 1. Revision
Check homework: Ask several students to read their funny stories in class.
Step 2. Writing ( page 23 )
Give students some instructions on writing a funny story.
1) Writing down your story in a logical order.
2) For each of your story try to find the most interesting words you can to describe how you felt or what was happing.
3) Then write out your story using these interesting words.
4) Read through your story.
5) Then show it to your partner. Let him/ her suggest some new and exciting words.
6) Write out the story and put it into a class collection of stories.
Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story.
Step 3. Talking
Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not.
Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class.
Step 4. Speaking and writing task
This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.
After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy.
Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words.
Step 5. Homework
1) Finish Exercise 5 on Page 20.
2) Make a summary about what has been learnt in this unit.
The Six Period Summary
Teaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learnt in this unit.
Key points: Sum up what we have learnt in this unit.
Difficult points: Sum up what we have learnt in this unit.
Teaching aids: A projector
Teaching procedure:
Step 1. Revision
Check homework: Ask students to present their dialogue in class.
Step 2. Reading
This reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)
Give students some time to read the passage, then answer some questions and retell the whole story.
Questions: 1) What do children usually do on April Fool’s Day?
2) Why did people believe the programme Panorama?
3) Do you think the advice that the BBC gave people who asked how to grow noodle trees was serious? Give a reason..
4) What would you do to find out whether a story like this was true?
Step 3. Project
Ask students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them.
Step 4. Summing up
This is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.
功能句式：
1. I enjoy this very much because….
2. I laugh at that kind of thing because…
3. This is fun because….
4. How wonderful / surprising！
5. It surprises me that…
6. I’m pleased we were both amused at…
7. I felt happy because…
8. It’s amusing that…
语法：
1. Word formation
2. The –ing form of the verb used as predicative, attribute and object complement.
重点句子：
1. Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a Conner, or filling down a hole in the end.
2. Perhaps it makes us feel more content with our life…
3. He became famous for using a particular form of acting, including mime and farce.
4. But he was lived by all who watched the film for his determination in overcoming difficulties and being kind even when people were unkind to him.
5. Imagine you are hungry and all there is to eat is boiled shoe.
6. He solved it by using nonverbal humor.
7. Their job is “panning for gold”.
8. This was the problem facing Charlie Chaplin in one of his most famous films.
Translate the following sentences into Chinese and pay attention to the use of the –ing form.
1. The two comedians performing on the stage are from Liaoning Province.
2. Who is the girl walking by the river.
3. The children playing the violin will give a performance next week.
4. The man with sunglass standing near the car is a cross talk artist.
5. The old lady talking to the children is a famous musician.
6. I saw a group of policemen coming out of a green jeep and running to the building.
7. I saw a dog carrying a piece of meat entering your garden.
8. I heard her singing a beautiful song at the party last night.
9. I got frightened when I saw a man playing with a snake in the park.
10. There were some boys shouting and crying under my window, so I could not fall asleep.
Step 5. Check yourself
1. Do you find it difficult to understand English humor? Why?
2. What role do you thing humor plays in your life?
3. What language points have you learned in this unit?
4. How well have you done in the exercises on the –ing form?
5. Did you have any problems in understanding this unit? How did you solve them?
Step 6. Homework
Do some preparations for unit 4.
篇4：高一下英语词汇复习(新课标版高一英语下册教案教学设计)
1. balance vt/vi/n balance one’s diet
Lose/ keep one’s balance out of balance 失去平衡
adj balanced a balanced diet
2. bear -- bore --- borne 忍受 + n/ doing bear pain
Bore 出生 All men are born equal.
3. bend vt bend a bow 弯弓
Bend one’s mind to work 专心工作
Vi bend to sb/ sb’s will 屈服于某人的意志
4. be on good terms with sb 与某人关系好 Be on bad terms with sb .
terms 关系， 友谊， 地位
They are on familiar terms with each other. 他们彼此很熟悉。
Keep on good terms with sb. 同某人保持友好关系
5. besides adv 此外 I’m too tired to go, besides, it is too late.
Prep 除--- 之外 He didn’t agree with you except some details.
6. bring back 拿回来 bring back to life. 恢复生机
bring about 带来， 造成 bring about great changes.
What brought about his illness?
bring down 使倒下，使下降，打倒，击落
bring down the price /an enemy plane
I’m sure that the medicine will bring your fever down.
bring forth 产生 Weed through the old to bring forth the new. 推沉出新
bring forward 提出， 提议 Bring forward a new design.
bring in 提出， 引进， 获利，收获
bring out 使显现， 阐明， 出版， 生产
Bring out the meaning of a passage. 阐明一段文字的意义
bring up 教育， 培养， 养育， 提出（议题等）
7． bother n 麻烦， 困难
Vt 打扰， 麻烦， 使烦恼， 使难受
I’m busy, don’t _____ me.
A. borrow B. bother C. brother D. brook
vi. 担心，焦急， 费心
Don’t bother about answering this = Don’t bother to answer this.
此信不必回
C
1.call on sb = drop in on sb = visit sb = pay a visit to sb
Call on sb to do sth 号召某人----
Call at sp = drop in at sp =visit sp
Call for 需要， 要求， 去接某人，去取某物
Call in 请来，叫来
Call off 取消， 停止
Call up = ring up 打电话给--- 使回忆起--- The scene called up my childhood.
Call away 叫走
Call back 叫回去， 回电话
Call in 来访。 Call in ,or ring us up. 你可以亲自来，也可以打电话来。
As there was a power cat in the hospital , the surgeon had to _____the operation. A. call for B. call on C. call up D. call off
2． Celebration n 庆祝， 庆典。
V． celebrate 通常指对节日， 生日， 胜利， 结婚的纪念
They are ______ their grandmother’s seventieth birthday.
A. greeting B. joining C. congratulating D. celebrating
greet 表示致敬， 问候等； join 参加，加入
congratulate 祝贺，对象常指人 congratulate sb on sth 因--祝贺某人。
3。 Central a 中央的，中心的
The prime Minister is the central figure in the government.
首相是政府的中心人物。
n centre/center 中心， 中央（多和the 连用）
The city is the commercial ________ of the whole country.
A. middle B. center
center 可用来比喻某一方面占据重要位置 常用 at the center of
middle 通常指事物两端之间的位置， 常用词组为in the middle of
4. cheerful 愉快的， 高兴的
He is ________ in his mind.
A. cheerful B .merry C. glad 他心情愉快。
cheerful 多指人天性乐观， 在任何情况下都保持欣然的态度
merry 多指在节日或其他热闹场所表现出来的快乐情绪
Glad 暂时的喜悦
v. cheer 振奋， 欢呼，喝彩 cheer up. 高兴起来
5. climate
I would rather live in France because of the _______.
A. weather B. climate
climate 指某地区的长时间的天气特征，特别是气温，降雨，刮风等总的气候情况
weather 指某地区短时间内的特殊气候变化，如晴，雨，雪， 暖
6. certain
1) 一种， 一个，指单数 a Mr Smith = some Mr Smith
2) 某一些 certain students =/ some students
3) 确定， 有把握
Be certain of sth 对―――有把握
Be certain to do sth 一定要干某事
Sb be certain that / it is certain that
7. charge get / be / become charged
Vt. 1). 使充电，充满 charge the battery
be charged with = be filled with The bottle is charged with water.
2). 要价，收费 charge sb money for ---- 因―― 而收某人的钱。
He charged me 10 yuan for the book.
3). 控告某人 charge sb with sth The police charged him with driving after drinking.
4). 攻击。 The enemy charged us 3 times.
n. 1）费用 free of charge 免费 hotel charges 旅馆费
2） 管，看管 in charge of ／take charge of 负责
in the charge of 由―― 负责
8. coast on the coast 在海岸 There are many ships resting on the coast.
Off the coast 在海上 There are a number of islands off the coast.
9. comfort
n 1) 安慰，舒适，安逸 （不可数） She finds much comfort in her son.
2) 给予安慰的人／物，使人舒适的事 （可数）
The hotel has many comforts.
A cup of hot milk is a comfort in the cols winter night.
3) in comfort We live in comfort.
Vt I tried to comfort him, but I could say nothing.
Adj comfortable The seat is comfortable to sit in.
adv comfortably.
10. conclusion 结论make/ reach / arrive at/ come to / draw a conclusion 下结论
11. condition
1) cn 条件，状况 in /under a good /bad condition(S)
2) conditions 情形，境况
3） 表示身体的健康状况 （不可数）
in condition 身体健康 out of condition 身体不好。
in the state of 处于某种状态
4） on condition that = if 如果， 在―――的条件下，条件是――
I will lend the book to you on condition that you don’t lend it to others.
12. continue Vt / vi continue to do sth = doing sth =go on with =go on doing =keep on doing
继续做同一件事， go on to do 继续做另一件事。
13. conflict n / vi 矛盾，冲突， 有分歧
In conflict 有矛盾，不一致 in conflict with sb 和――有矛盾／分歧
14．contact n 接触，联系
be in contact with 和―― 接触，有联系be out of contact with sb 脱离接触，失去联系
have contact with sb 和―― 有联系 lose contact with 和――失去联系
15. crazy a
1) be crazy for sth He is crazy for football.
2) be crazy about doing sth 疯狂干―― He is crazy about drinking .
16. cut off 切掉，切断， 突然中止
Cut down 砍倒（树） 削减 cut down on price /smoking
Cut in 插嘴， 突然插入
Cut into 把―― 切成―― ， 侵犯利益
D
1. date back(to )回溯至----
注意： date back to / date from 没有被动语态。多用于一般现在式。
date n 约会 Mary has a date with her secretary.
2. debt n债务 in debt 欠债 out of debt 不欠债
In debt to sb= in sb’s debt 欠某人的债 pay off the debt 还清债务
3．depend on 依靠，信赖， 取决于
1） depend on sb /sth 相信／依靠某人 The price depends on the quality.
depend on sb to do sth 相信某人做某事 We can depend on itto solve the problem.
2）It all depends = That depends on it 看情况而定， 不一定
3）depend on / insist on / ask for / see to it that----
We depend on it that he will come.
4. die down 变弱，平息，消失 （强调结果）
die away （声音，光） 渐渐消失，风渐渐平息 （强调过程）
die out 灭绝，消失
5. direction n 方向，指导
a poor sense of direction 方向感差
in ---- direction = in the direction of --- 朝着―――的方向
in all directions = in every direction 朝四面八方
under the direction of 在―― 的指导下。
follow the direction 听从指导
6．Divide 分，划分，分开
divide between/among /with sb 在--- 之间分
divide sth into 把---分成 divide the apple into halves/ in two/in half
divide 把整体分为几部分
separate 把连在一起的或相邻的分割开
The world is divided into 7 continents.
The Tai wan strait separates Taiwan from Fu jian provience.
7. doubt 怀疑，疑惑 adj doubtful 不相信的，可疑的
n no doubt 无疑地，很可能 beyond a doubt 毫无疑问
Vt 怀疑，不信 I don’t doubt that he’ll come.
Vi 怀疑 + of/about He doubt about everything / He doubt of her success.
Doubt 后宾语从句中关联词的使用
1） 肯定句时， 名词从句用whether/if , when ,what 等连接
I doubt whether he’ll come.
2) 疑问句否定句时， 名词从句用that 连接。
Does any one doubt that it is so? 它原如此，有人怀疑吗？
I don’t doubt that he will come.
Are you _______of success?
A. dreadful B. doubtful C. historical D. miserable
8. dress up 盛装， 打扮， 装饰
1）Dress vt dress sb /oneself 给--- 穿衣服
2）Be dressed in + 衣服，颜色 Dressed in red, he is difficult to recognize.
3) dress up in 穿---来打扮 People here like dressing up in ancient clothes..
4） dress up as 打扮成---的样子 The old man dressed up as Santa clause.
5) dress up for He is dressing up for his birthday party.
E
1. educate vt /vi 教育，培养， 训练
1).educate sb in sth 教育某人 在---方面
Parents should educate children in how to spent money.
2).educate sb to do 教育某人做某事
The teacher educates his students to behave well in class.
3) educate oneself 自学
4）adj educated 受教育的，有教养的
2．endless adj 无穷的，无限的
She is a woman with _____ patience.
A. ending B. endless C. enormous D. large
ending 结局，结尾 enormous 巨大的，庞大的，多指超过限度
large 大的，侧重面积，范围， 容量
2. energy 能量，精力 (不可数) He has much energy.
1）adj energetic 精力旺盛的，有精力的
2） full of energy 精力充沛 burn up energy 燃烧能量
How much energy do you think you will burp up in the relay race?
Heat is a form of _______. A power B. force C. energy
Power 指电力，功率， 权力等
Force 指自然力和人力，也指暴力等影响力
3．Exist vi 存在，生存
There exists a kind of power that can make you win.
N existence
People do not now believe in the _____ of ghosts.
A. birth B . evidence C .existence D. occurrence
4. explain n explanation 解释说明
Explain to sb sth (suggest / express/ announce/ say/metion)
Explain oneself = give reasons
Is there any _____ for his conduct?
A. expression B. explanation C. experiment
F
1. faith 信仰，信赖，诺言，信念
have faith in sb/sth 信任某人，某物
have faith that ----
lose one’s faith 失去信心
adj faithful 忠诚的 be faithful to sb 对某人忠诚
2. fame 名声，名望 rise to fame=come to fame 成功，成名
be famous / well-known for nice scenery/ as a writer / to all of us
As is known to us ,------- = It is known that ----
3. fever 发烧
have /catch a fever/ cold / stomachache/ headache/toothache
4. fasten 栓紧， 抓紧， 使固定
1） fasten---- to --- Fasten the horse to the tree.
2) fasten one’s eyes on 盯着某人看
5. firm adj 动作稳定而有力的，牢固的
Stand firm 坚定立场 ， 坚定不屈
We firmly believe in your leading.
5. fit vt fit sb vi fit to do sth 适合做某事
adj keep /stay fit 保持健康
be fit for sth/sb
6． Focus n （兴趣，活动等）中心，焦点
She always wants to be the focus of attention.
In focus 焦点对准 out of focus 焦点没对准
Focus one’s attention on sth = fix one’s eyes on sth
All eyes were fixed/focused on him.
7． Fortunately adv 反义 unfortunately
Fortunate adj 幸运的 ， 多指由于某种有利的境遇，使人得到未曾预料到的成功或好的机遇。
Lucky更加强调意外或偶然原因而得到成功
He made a ____ decision when he went into adertising.
n fortune 运气， 命运，钱财，财产
Fortune knocks once at everyone’s door. 机会人人有，来了莫放手
Make a fortune 发财
G
1． gain vt 获得，增加gain/get/win the first prize
gain /earn/make one’s living
n 收获，增加 No pains, o gains.不劳无获
A fall into the pit,a gain in your wit. 吃一堑长一智
2． Generation 代
From generation to generation /from generation to another
3. gift 礼物，赠品；天赋，才能。
The album of paintings in this museum is a __from an old professor.
A. gift B.present C.talent
该博物馆的画集是一位老教授捐赠的。
Present与gift都可以做“礼物”讲，可互换，但gift有“捐赠”。
Gobang:五子棋 Go to ! 去你的的意思。 Gift做“天赋”讲时，与talent意思相近。
4．graduate {vt. 毕业。主语一般为学校。
{vi. 毕业 graduate from
{n. 大学毕业生
The university graduated 400 students this summer.
今年夏天，这所大学有400人毕业。
5．guide n. 导游，向导，指南，指导
Vt. 引导，指导。带领。
It was the government that guided the country through the difficulties ahead.
政府引导全国人民克服当前的困难。
guidance n. 指导。
under the guidance of 在…
6. get through
1).通过（检查，测试，海关，议案，方案，计划）
She got through the examination.
The message got through to us at last.这消息终于送到了我们这儿
Get through with one’s work 完成某人的工作
2） 完成
How long did it take you to get through the letter?
We should get through the work ahead of the deadline.
3)get through on the phone. 接通电话
4）度过时间 ，花钱
We got through a fortune while we were on holiday.我们度假花了一大笔钱。
Go through 仔细检查，全面考虑，研究；经历
Go through the items one by one. 逐条研究
Go through two stages. 经历两个阶段。
H
1. handkerchief (pl) ---handkerchieves-handkerchiefs
2. heat
1） n 热， 热量，热烈，压力a heat of five hundred degrees
2） vt heat --- to 把---加热到-- Heat the water to 100, it will boil.
3） n heating 供暖设备
4） adj. heated 热烈的 a heated discussion.
3. hold up 举起， 拿起，举出
1）hold back 阻止 No one can hold back the wheel of history.
Hold sb back from doing sth 阻止某人做某事
2）hold down 压制，镇压。
3）hold in 约束，抑制。 Hold oneself in 抑制自己的感情
4）hold on 电话不挂上
The speaker hold on for a full hour. 演讲得人讲了整整一小时
5）hold on to 抓住---不放； 坚持
In spite of various difficulities, he held on to the dream of returning to his homeland. 尽管困难重重，他始终没有 放弃回到家乡的梦想
6）hold off 不接近，拖延
We hope the rain will hold off till evening.
我们希望这场雨能拖到明天晚上下。
7）hold out 伸出，坚持，不屈服
Hold out till victory. 坚持到胜利
4． honour
1) 荣誉，尊敬， 名誉（不可数）
2）带来荣誉的人或事；荣幸
He is an honor of this school.
It is an honor for me to be invited to the party.
3) in honor of 纪念某人/向某人表示敬意
do sb honor= do honor to sb. 向某人表示敬意
4）。 Vt honor sb 向某人致敬
In order to honor him, I gave him some flowers.
5) sb be honored to do sth 很荣幸的做某事
I am honored to introduce Mr Smith.
I
1. imagination n . 想象， beyond the imagination超乎想象
想象力 have a strong/poor imagination
V imagine + n/pron/doing / 名词性从句
I can’t imagine going there without anybody else.
Adj imaginary 虚构的 imaginative 富有想象力的
2.Injury n 伤害，受伤处
receive/suffer an injury 受伤
do an injury to sb= do harm to 伤害某人
adj injured the injured
4. in order 按顺序，整齐 （反义） out of order
order vt 1） order sb to do sth 要求某人做某事
2).ordered that ----(should ) do
He ordered that he should return next day. （虚拟）
His orders were to return next day., （虚拟）
3） order sth to be done 要求---被做
n 1). Place an order with sb for sth 和某人订购---
2）order from 从----订购
3） obey/break the order 服从/违背
5. inspire vt 鼓励，鼓舞，激发 ，启示
inspire sb sth 鼓励某人
inspire sb to do sth 鼓励某人做某事
His life of childhood inspired this novel.
What he said inspired me to cry.
adj inspiring 令人鼓舞的
Inspired 深受鼓舞的
His inspiring speech made us inspired.
6. intend vt 打算，将要
1). Intend sb to do sth Will you intend to stay long in London?
2) Intend to have done sth=had intended to do 本打算做而没做
I intended to have called on you, But I had an unexpected visitor.
3). Intend that + should do 倾向于---
We intended that the plan should carry out at once.
4). Sth be intended for 为---准备，专供---
These flowers were intended for your mother’s day.
k
1.keep up with 追赶，追上。
catch up with 赶上并超过
keep up 保持，使-不低落 keep up with the spirits.
come up with 提出
L
1． Lean 倚靠，倾斜
lean to/ towards 倾向于某种观点
He leaned to the view that we started of at once.
lean over 俯身在---上
lean on the table 靠着桌子
lean against the wall. 倚墙
2． Location 地方，位置
locate vt 使---坐落于-位于---
Their new house ___ by the river.他们的新房坐落于河边
A.lies in B. location C. is located D .is lied
be located = lie
3．lovely 好看的，可爱的，令人愉快的（口语）
a lovely child / a lovely landscape 明媚的景色
have a lovely afternoon. 过一个愉快的下午
live 活的，有生命的 （与dead 相对）特指动物。
lively 活泼的，活跃的，栩栩如生的，生动的
The article gave a lively description on South American life.
文章对南美的生活做了生动的描述。
living 活着的
alive 活着的，现场直播的
4． Light vt light a candle
Vi The wood is hard to light.
Adj lighted a lighted candle.
light up 照亮，容光焕发，放光
M
1. major
1). 主要的 ，大部分
The major part/ aspect/ person
2). Vi 主修 major in English.
3）专业 I am an English major./ My major is English.
N majority the majority of ---
Compared with the majority, you are lucky.
2. mainly = mostly 主要的，大部分的
Many Europeans are mainly English settlers here.
3. make a good choice
make a fire / make friends with sb/ make noise / make war/ make sure /
make a face /make a face at sb / make fun of
4. make up
1） 组成 5 girls and 6 boys made up the football team.
2） 编造He made up a frightening story to frighten us.
3） = dress up 打扮， 装扮，化装
4） Make up for 弥补 We should make up for the waste time.
5. make use of 利用
They don’t realize the use we made of the information.
他们没有意识到我们对信息的利用
They don’t realize the information we made use of.
6. mild 指生来情绪温和
gentle 指态度使人感到和蔼可亲，意思较mild 强
He could not say no to so many requests because he is a mild person.
对于众多的要求他不能说“不”，因为他是个温和的人
7． Manage 设法，经营，对付
1）. manage =run=operate They managed money well.
2) manage to do =succeed in doing 成功地做了某事
He tried to persuade me to give in, but he didn’t manage to .
3) 与can ,be able to ,could 连用，设法对付，设法办成
In spite of there is much trouble, they could manage to finish the work on time.
4) n manager 经理，经营者 management 管理，经营
8． Method with this method / in this way/ by this means
9. minority 少数的 the minority of
be in the/a minority 少数派
O
1. occur
1). Happen ,take place, come about ,occur
It occurred to me .
2). 出现，呈现= appear
The plants occurred only in Africa.
3). 浮现 A good idea occurred to me.
4). It happened /occurred to sb that 某人突然想起，突然发现---
It occurred to me that we could ask our neighbors to help us
2. operate
1).vt. 管理，经营操作
They operated a small company in the south of England.
It is easy to operate the machine.
2). Vi 运转，起作用
The medicine operates quickly.
3). Operate on/upon 动手术
The doctor operated on the injured man.
The injured man was operated on by the doctor.
3. opinion (不可数)
1). in one’s opinion = in one’s view
2). have a good/bad /worse opinion of sb.
p
1. pace 一步，速度，步调 He stands five paces behind me.
At the pace of three miles an hour 以每小时三英里的速度
At a slow/fast speed 走得快/慢
I f we want to keep up with the high pace of modern life ,we had better learn to make the right choices about what and how we eat.
2. part vi/vt 使分开/分离
Vi part from sb 与某人分开/分离/分手
N 部分；角色，作用； 零件
We are parts of society.
Women are playing an important part in socialist construction.妇女在社会主义建设中起着非常重要的作用。
Part with 放弃，出让 I suggested him to part with the house.
3． pay off 还清债务
pay for 为某物/某人付钱； 付钱买---； 为-付出代价
pay back 偿还，回报
pay up 全部付清，按时还清
One day, you will _____ this foolish behavior.
A. pay B. pay for C. pay back D. pay off
4． Pick up 拾起，捡起；开车接某人
Pick out 挑出，辨别出
Pick on sb 挑剔某人
Pick off 摘下
At 7:30, I’ll drive over to ____ you ___ . Please get ready at that time.
A. pick, on B. pick; out C. pick ; up D. pick; off
The signal for help was ______ by another ship which happened to be at hand.
B.
1. balance vt/vi/n balance one’s diet
Lose/ keep one’s balance out of balance 失去平衡
adj balanced a balanced diet
2. bear -- bore --- borne 忍受 + n/ doing bear pain
Bore 出生 All men are born equal.
3. bend vt bend a bow 弯弓
Bend one’s mind to work 专心工作
Vi bend to sb/ sb’s will 屈服于某人的意志
4. be on good terms with sb 与某人关系好 Be on bad terms with sb .
terms 关系， 友谊， 地位
They are on familiar terms with each other. 他们彼此很熟悉。
Keep on good terms with sb. 同某人保持友好关系
5. besides adv 此外 I’m too tired to go, besides, it is too late.
Prep 除--- 之外 He didn’t agree with you except some details.
6. bring back 拿回来 bring back to life. 恢复生机
bring about 带来， 造成 bring about great changes.
What brought about his illness?
bring down 使倒下，使下降，打倒，击落
bring down the price /an enemy plane
I’m sure that the medicine will bring your fever down.
bring forth 产生 Weed through the old to bring forth the new. 推沉出新
bring forward 提出， 提议 Bring forward a new design.
bring in 提出， 引进， 获利，收获
bring out 使显现， 阐明， 出版， 生产
Bring out the meaning of a passage. 阐明一段文字的意义
bring up 教育， 培养， 养育， 提出（议题等）
7． bother n 麻烦， 困难
Vt 打扰， 麻烦， 使烦恼， 使难受
I’m busy, don’t _____ me.
A. borrow B. bother C. brother D. brook
vi. 担心，焦急， 费心
Don’t bother about answering this = Don’t bother to answer this.
此信不必回
C
1.call on sb = drop in on sb = visit sb = pay a visit to sb
Call on sb to do sth 号召某人----
Call at sp = drop in at sp =visit sp
Call for 需要， 要求， 去接某人，去取某物
Call in 请来，叫来
Call off 取消， 停止
Call up = ring up 打电话给--- 使回忆起--- The scene called up my childhood.
Call away 叫走
Call back 叫回去， 回电话
Call in 来访。 Call in ,or ring us up. 你可以亲自来，也可以打电话来。
As there was a power cat in the hospital , the surgeon had to _____the operation. A. call for B. call on C. call up D. call off
2． Celebration n 庆祝， 庆典。
V． celebrate 通常指对节日， 生日， 胜利， 结婚的纪念
They are ______ their grandmother’s seventieth birthday.
A. greeting B. joining C. congratulating D. celebrating
greet 表示致敬， 问候等； join 参加，加入
congratulate 祝贺，对象常指人 congratulate sb on sth 因--祝贺某人。
3。 Central a 中央的，中心的
The prime Minister is the central figure in the government.
首相是政府的中心人物。
n centre/center 中心， 中央（多和the 连用）
The city is the commercial ________ of the whole country.
A. middle B. center
center 可用来比喻某一方面占据重要位置 常用 at the center of
middle 通常指事物两端之间的位置， 常用词组为in the middle of
4. cheerful 愉快的， 高兴的
He is ________ in his mind.
A. cheerful B .merry C. glad 他心情愉快。
cheerful 多指人天性乐观， 在任何情况下都保持欣然的态度
merry 多指在节日或其他热闹场所表现出来的快乐情绪
Glad 暂时的喜悦
v. cheer 振奋， 欢呼，喝彩 cheer up. 高兴起来
5. climate
I would rather live in France because of the _______.
A. weather B. climate
climate 指某地区的长时间的天气特征，特别是气温，降雨，刮风等总的气候情况
weather 指某地区短时间内的特殊气候变化，如晴，雨，雪， 暖
6. certain
1) 一种， 一个，指单数 a Mr Smith = some Mr Smith
2) 某一些 certain students =/ some students
3) 确定， 有把握
Be certain of sth 对―――有把握
Be certain to do sth 一定要干某事
Sb be certain that / it is certain that
7. charge get / be / become charged
Vt. 1). 使充电，充满 charge the battery
be charged with = be filled with The bottle is charged with water.
2). 要价，收费 charge sb money for ---- 因―― 而收某人的钱。
He charged me 10 yuan for the book.
3). 控告某人 charge sb with sth The police charged him with driving after drinking.
4). 攻击。 The enemy charged us 3 times.
n. 1）费用 free of charge 免费 hotel charges 旅馆费
2） 管，看管 in charge of ／take charge of 负责
in the charge of 由―― 负责
8. coast on the coast 在海岸 There are many ships resting on the coast.
Off the coast 在海上 There are a number of islands off the coast.
9. comfort
n 1) 安慰，舒适，安逸 （不可数） She finds much comfort in her son.
2) 给予安慰的人／物，使人舒适的事 （可数）
The hotel has many comforts.
A cup of hot milk is a comfort in the cols winter night.
3) in comfort We live in comfort.
Vt I tried to comfort him, but I could say nothing.
Adj comfortable The seat is comfortable to sit in.
adv comfortably.
10. conclusion 结论make/ reach / arrive at/ come to / draw a conclusion 下结论
11. condition
1) cn 条件，状况 in /under a good /bad condition(S)
2) conditions 情形，境况
3） 表示身体的健康状况 （不可数）
in condition 身体健康 out of condition 身体不好。
in the state of 处于某种状态
4） on condition that = if 如果， 在―――的条件下，条件是――
I will lend the book to you on condition that you don’t lend it to others.
12. continue Vt / vi continue to do sth = doing sth =go on with =go on doing =keep on doing
继续做同一件事， go on to do 继续做另一件事。
13. conflict n / vi 矛盾，冲突， 有分歧
In conflict 有矛盾，不一致 in conflict with sb 和――有矛盾／分歧
14．contact n 接触，联系
be in contact with 和―― 接触，有联系be out of contact with sb 脱离接触，失去联系
have contact with sb 和―― 有联系 lose contact with 和――失去联系
15. crazy a
1) be crazy for sth He is crazy for football.
2) be crazy about doing sth 疯狂干―― He is crazy about drinking .
16. cut off 切掉，切断， 突然中止
Cut down 砍倒（树） 削减 cut down on price /smoking
Cut in 插嘴， 突然插入
Cut into 把―― 切成―― ， 侵犯利益
D
1. date back(to )回溯至----
注意： date back to / date from 没有被动语态。多用于一般现在式。
date n 约会 Mary has a date with her secretary.
2. debt n债务 in debt 欠债 out of debt 不欠债
In debt to sb= in sb’s debt 欠某人的债 pay off the debt 还清债务
3．depend on 依靠，信赖， 取决于
1） depend on sb /sth 相信／依靠某人 The price depends on the quality.
depend on sb to do sth 相信某人做某事 We can depend on itto solve the problem.
2）It all depends = That depends on it 看情况而定， 不一定
3）depend on / insist on / ask for / see to it that----
We depend on it that he will come.
4. die down 变弱，平息，消失 （强调结果）
die away （声音，光） 渐渐消失，风渐渐平息 （强调过程）
die out 灭绝，消失
5. direction n 方向，指导
a poor sense of direction 方向感差
in ---- direction = in the direction of --- 朝着―――的方向
in all directions = in every direction 朝四面八方
under the direction of 在―― 的指导下。
follow the direction 听从指导
6．Divide 分，划分，分开
divide between/among /with sb 在--- 之间分
divide sth into 把---分成 divide the apple into halves/ in two/in half
divide 把整体分为几部分
separate 把连在一起的或相邻的分割开
The world is divided into 7 continents.
The Tai wan strait separates Taiwan from Fu jian provience.
7. doubt 怀疑，疑惑 adj doubtful 不相信的，可疑的
n no doubt 无疑地，很可能 beyond a doubt 毫无疑问
Vt 怀疑，不信 I don’t doubt that he’ll come.
Vi 怀疑 + of/about He doubt about everything / He doubt of her success.
Doubt 后宾语从句中关联词的使用
1） 肯定句时， 名词从句用whether/if , when ,what 等连接
I doubt whether he’ll come.
2) 疑问句否定句时， 名词从句用that 连接。
Does any one doubt that it is so? 它原如此，有人怀疑吗？
I don’t doubt that he will come.
Are you _______of success?
A. dreadful B. doubtful C. historical D. miserable
8. dress up 盛装， 打扮， 装饰
1）Dress vt dress sb /oneself 给--- 穿衣服
2）Be dressed in + 衣服，颜色 Dressed in red, he is difficult to recognize.
3) dress up in 穿---来打扮 People here like dressing up in ancient clothes..
4） dress up as 打扮成---的样子 The old man dressed up as Santa clause.
5) dress up for He is dressing up for his birthday party.
E
1. educate vt /vi 教育，培养， 训练
1).educate sb in sth 教育某人 在---方面
Parents should educate children in how to spent money.
2).educate sb to do 教育某人做某事
The teacher educates his students to behave well in class.
3) educate oneself 自学
4）adj educated 受教育的，有教养的
2．endless adj 无穷的，无限的
She is a woman with _____ patience.
A. ending B. endless C. enormous D. large
ending 结局，结尾 enormous 巨大的，庞大的，多指超过限度
large 大的，侧重面积，范围， 容量
2. energy 能量，精力 (不可数) He has much energy.
1）adj energetic 精力旺盛的，有精力的
2） full of energy 精力充沛 burn up energy 燃烧能量
How much energy do you think you will burp up in the relay race?
Heat is a form of _______. A power B. force C. energy
Power 指电力，功率， 权力等
Force 指自然力和人力，也指暴力等影响力
3．Exist vi 存在，生存
There exists a kind of power that can make you win.
N existence
People do not now believe in the _____ of ghosts.
A. birth B . evidence C .existence D. occurrence
4. explain n explanation 解释说明
Explain to sb sth (suggest / express/ announce/ say/metion)
Explain oneself = give reasons
Is there any _____ for his conduct?
A. expression B. explanation C. experiment
F
1. faith 信仰，信赖，诺言，信念
have faith in sb/sth 信任某人，某物
have faith that ----
lose one’s faith 失去信心
adj faithful 忠诚的 be faithful to sb 对某人忠诚
2. fame 名声，名望 rise to fame=come to fame 成功，成名
be famous / well-known for nice scenery/ as a writer / to all of us
As is known to us ,------- = It is known that ----
3. fever 发烧
have /catch a fever/ cold / stomachache/ headache/toothache
4. fasten 栓紧， 抓紧， 使固定
1） fasten---- to --- Fasten the horse to the tree.
2) fasten one’s eyes on 盯着某人看
5. firm adj 动作稳定而有力的，牢固的
Stand firm 坚定立场 ， 坚定不屈
We firmly believe in your leading.
5. fit vt fit sb vi fit to do sth 适合做某事
adj keep /stay fit 保持健康
be fit for sth/sb
6． Focus n （兴趣，活动等）中心，焦点
She always wants to be the focus of attention.
In focus 焦点对准 out of focus 焦点没对准
Focus one’s attention on sth = fix one’s eyes on sth
All eyes were fixed/focused on him.
7． Fortunately adv 反义 unfortunately
Fortunate adj 幸运的 ， 多指由于某种有利的境遇，使人得到未曾预料到的成功或好的机遇。
Lucky更加强调意外或偶然原因而得到成功
He made a ____ decision when he went into adertising.
n fortune 运气， 命运，钱财，财产
Fortune knocks once at everyone’s door. 机会人人有，来了莫放手
Make a fortune 发财
G
1． gain vt 获得，增加gain/get/win the first prize
gain /earn/make one’s living
n 收获，增加 No pains, o gains.不劳无获
A fall into the pit,a gain in your wit. 吃一堑长一智
2． Generation 代
From generation to generation /from generation to another
3. gift 礼物，赠品；天赋，才能。
The album of paintings in this museum is a __from an old professor.
A. gift B.present C.talent
该博物馆的画集是一位老教授捐赠的。
Present与gift都可以做“礼物”讲，可互换，但gift有“捐赠”。
Gobang:五子棋 Go to ! 去你的的意思。 Gift做“天赋”讲时，与talent意思相近。
4．graduate {vt. 毕业。主语一般为学校。
{vi. 毕业 graduate from
{n. 大学毕业生
The university graduated 400 students this summer.
今年夏天，这所大学有400人毕业。
5．guide n. 导游，向导，指南，指导
Vt. 引导，指导。带领。
It was the government that guided the country through the difficulties ahead.
政府引导全国人民克服当前的困难。
guidance n. 指导。
under the guidance of 在…
6. get through
1).通过（检查，测试，海关，议案，方案，计划）
She got through the examination.
The message got through to us at last.这消息终于送到了我们这儿
Get through with one’s work 完成某人的工作
2） 完成
How long did it take you to get through the letter?
We should get through the work ahead of the deadline.
3)get through on the phone. 接通电话
4）度过时间 ，花钱
We got through a fortune while we were on holiday.我们度假花了一大笔钱。
Go through 仔细检查，全面考虑，研究；经历
Go through the items one by one. 逐条研究
Go through two stages. 经历两个阶段。
H
1. handkerchief (pl) ---handkerchieves-handkerchiefs
2. heat
1） n 热， 热量，热烈，压力a heat of five hundred degrees
2） vt heat --- to 把---加热到-- Heat the water to 100, it will boil.
3） n heating 供暖设备
4） adj. heated 热烈的 a heated discussion.
3. hold up 举起， 拿起，举出
1）hold back 阻止 No one can hold back the wheel of history.
Hold sb back from doing sth 阻止某人做某事
2）hold down 压制，镇压。
3）hold in 约束，抑制。 Hold oneself in 抑制自己的感情
4）hold on 电话不挂上
The speaker hold on for a full hour. 演讲得人讲了整整一小时
5）hold on to 抓住---不放； 坚持
In spite of various difficulities, he held on to the dream of returning to his homeland. 尽管困难重重，他始终没有 放弃回到家乡的梦想
6）hold off 不接近，拖延
We hope the rain will hold off till evening.
我们希望这场雨能拖到明天晚上下。
7）hold out 伸出，坚持，不屈服
Hold out till victory. 坚持到胜利
4． honour
1) 荣誉，尊敬， 名誉（不可数）
2）带来荣誉的人或事；荣幸
He is an honor of this school.
It is an honor for me to be invited to the party.
3) in honor of 纪念某人/向某人表示敬意
do sb honor= do honor to sb. 向某人表示敬意
4）。 Vt honor sb 向某人致敬
In order to honor him, I gave him some flowers.
5) sb be honored to do sth 很荣幸的做某事
I am honored to introduce Mr Smith.
I
1. imagination n . 想象， beyond the imagination超乎想象
想象力 have a strong/poor imagination
V imagine + n/pron/doing / 名词性从句
I can’t imagine going there without anybody else.
Adj imaginary 虚构的 imaginative 富有想象力的
2.Injury n 伤害，受伤处
receive/suffer an injury 受伤
do an injury to sb= do harm to 伤害某人
adj injured the injured
4. in order 按顺序，整齐 （反义） out of order
order vt 1） order sb to do sth 要求某人做某事
2).ordered that ----(should ) do
He ordered that he should return next day. （虚拟）
His orders were to return next day., （虚拟）
3） order sth to be done 要求---被做
n 1). Place an order with sb for sth 和某人订购---
2）order from 从----订购
3） obey/break the order 服从/违背
5. inspire vt 鼓励，鼓舞，激发 ，启示
inspire sb sth 鼓励某人
inspire sb to do sth 鼓励某人做某事
His life of childhood inspired this novel.
What he said inspired me to cry.
adj inspiring 令人鼓舞的
Inspired 深受鼓舞的
His inspiring speech made us inspired.
6. intend vt 打算，将要
1). Intend sb to do sth Will you intend to stay long in London?
2) Intend to have done sth=had intended to do 本打算做而没做
I intended to have called on you, But I had an unexpected visitor.
3). Intend that + should do 倾向于---
We intended that the plan should carry out at once.
4). Sth be intended for 为---准备，专供---
These flowers were intended for your mother’s day.
k
1.keep up with 追赶，追上。
catch up with 赶上并超过
keep up 保持，使-不低落 keep up with the spirits.
come up with 提出
L
1． Lean 倚靠，倾斜
lean to/ towards 倾向于某种观点
He leaned to the view that we started of at once.
lean over 俯身在---上
lean on the table 靠着桌子
lean against the wall. 倚墙
2． Location 地方，位置
locate vt 使---坐落于-位于---
Their new house ___ by the river.他们的新房坐落于河边
A.lies in B. location C. is located D .is lied
be located = lie
3．lovely 好看的，可爱的，令人愉快的（口语）
a lovely child / a lovely landscape 明媚的景色
have a lovely afternoon. 过一个愉快的下午
live 活的，有生命的 （与dead 相对）特指动物。
lively 活泼的，活跃的，栩栩如生的，生动的
The article gave a lively description on South American life.
文章对南美的生活做了生动的描述。
living 活着的
alive 活着的，现场直播的
4． Light vt light a candle
Vi The wood is hard to light.
Adj lighted a lighted candle.
light up 照亮，容光焕发，放光
M
1. major
1). 主要的 ，大部分
The major part/ aspect/ person
2). Vi 主修 major in English.
3）专业 I am an English major./ My major is English.
N majority the majority of ---
Compared with the majority, you are lucky.
2. mainly = mostly 主要的，大部分的
Many Europeans are mainly English settlers here.
3. make a good choice
make a fire / make friends with sb/ make noise / make war/ make sure /
make a face /make a face at sb / make fun of
4. make up
1） 组成 5 girls and 6 boys made up the football team.
2） 编造He made up a frightening story to frighten us.
3） = dress up 打扮， 装扮，化装
4） Make up for 弥补 We should make up for the waste time.
5. make use of 利用
They don’t realize the use we made of the information.
他们没有意识到我们对信息的利用
They don’t realize the information we made use of.
6. mild 指生来情绪温和
gentle 指态度使人感到和蔼可亲，意思较mild 强
He could not say no to so many requests because he is a mild person.
对于众多的要求他不能说“不”，因为他是个温和的人
7． Manage 设法，经营，对付
1）. manage =run=operate They managed money well.
2) manage to do =succeed in doing 成功地做了某事
He tried to persuade me to give in, but he didn’t manage to .
3) 与can ,be able to ,could 连用，设法对付，设法办成
In spite of there is much trouble, they could manage to finish the work on time.
4) n manager 经理，经营者 management 管理，经营
8． Method with this method / in this way/ by this means
9. minority 少数的 the minority of
be in the/a minority 少数派
O
1. occur
1). Happen ,take place, come about ,occur
It occurred to me .
2). 出现，呈现= appear
The plants occurred only in Africa.
3). 浮现 A good idea occurred to me.
4). It happened /occurred to sb that 某人突然想起，突然发现---
It occurred to me that we could ask our neighbors to help us
2. operate
1).vt. 管理，经营操作
They operated a small company in the south of England.
It is easy to operate the machine.
2). Vi 运转，起作用
The medicine operates quickly.
3). Operate on/upon 动手术
The doctor operated on the injured man.
The injured man was operated on by the doctor.
3. opinion (不可数)
1). in one’s opinion = in one’s view
2). have a good/bad /worse opinion of sb.
p
1. pace 一步，速度，步调 He stands five paces behind me.
At the pace of three miles an hour 以每小时三英里的速度
At a slow/fast speed 走得快/慢
I f we want to keep up with the high pace of modern life ,we had better learn to make the right choices about what and how we eat.
2. part vi/vt 使分开/分离
Vi part from sb 与某人分开/分离/分手
N 部分；角色，作用； 零件
We are parts of society.
Women are playing an important part in socialist construction.妇女在社会主义建设中起着非常重要的作用。
Part with 放弃，出让 I suggested him to part with the house.
3． pay off 还清债务
pay for 为某物/某人付钱； 付钱买---； 为-付出代价
pay back 偿还，回报
pay up 全部付清，按时还清
One day, you will _____ this foolish behavior.
A. pay B. pay for C. pay back D. pay off
4． Pick up 拾起，捡起；开车接某人
Pick out 挑出，辨别出
Pick on sb 挑剔某人
Pick off 摘下
At 7:30, I’ll drive over to ____ you ___ . Please get ready at that time.
A. pick, on B. pick; out C. pick ; up D. pick; off
The signal for help was ______ by another ship which happened to be at hand.
B.
1. balance vt/vi/n balance one’s diet
Lose/ keep one’s balance out of balance 失去平衡
adj balanced a balanced diet
2. bear -- bore --- borne 忍受 + n/ doing bear pain
Bore 出生 All men are born equal.
3. bend vt bend a bow 弯弓
Bend one’s mind to work 专心工作
Vi bend to sb/ sb’s will 屈服于某人的意志
4. be on good terms with sb 与某人关系好 Be on bad terms with sb .
terms 关系， 友谊， 地位
They are on familiar terms with each other. 他们彼此很熟悉。
Keep on good terms with sb. 同某人保持友好关系
5. besides adv 此外 I’m too tired to go, besides, it is too late.
Prep 除--- 之外 He didn’t agree with you except some details.
6. bring back 拿回来 bring back to life. 恢复生机
bring about 带来， 造成 bring about great changes.
What brought about his illness?
bring down 使倒下，使下降，打倒，击落
bring down the price /an enemy plane
I’m sure that the medicine will bring your fever down.
bring forth 产生 Weed through the old to bring forth the new. 推沉出新
bring forward 提出， 提议 Bring forward a new design.
bring in 提出， 引进， 获利，收获
bring out 使显现， 阐明， 出版， 生产
Bring out the meaning of a passage. 阐明一段文字的意义
bring up 教育， 培养， 养育， 提出（议题等）
7． bother n 麻烦， 困难
Vt 打扰， 麻烦， 使烦恼， 使难受
I’m busy, don’t _____ me.
A. borrow B. bother C. brother D. brook
vi. 担心，焦急， 费心
Don’t bother about answering this = Don’t bother to answer this.
此信不必回
C
1.call on sb = drop in on sb = visit sb = pay a visit to sb
Call on sb to do sth 号召某人----
Call at sp = drop in at sp =visit sp
Call for 需要， 要求， 去接某人，去取某物
Call in 请来，叫来
Call off 取消， 停止
Call up = ring up 打电话给--- 使回忆起--- The scene called up my childhood.
Call away 叫走
Call back 叫回去， 回电话
Call in 来访。 Call in ,or ring us up. 你可以亲自来，也可以打电话来。
As there was a power cat in the hospital , the surgeon had to _____the operation. A. call for B. call on C. call up D. call off
2． Celebration n 庆祝， 庆典。
V． celebrate 通常指对节日， 生日， 胜利， 结婚的纪念
They are ______ their grandmother’s seventieth birthday.
A. greeting B. joining C. congratulating D. celebrating
greet 表示致敬， 问候等； join 参加，加入
congratulate 祝贺，对象常指人 congratulate sb on sth 因--祝贺某人。
3。 Central a 中央的，中心的
The prime Minister is the central figure in the government.
首相是政府的中心人物。
n centre/center 中心， 中央（多和the 连用）
The city is the commercial ________ of the whole country.
A. middle B. center
center 可用来比喻某一方面占据重要位置 常用 at the center of
middle 通常指事物两端之间的位置， 常用词组为in the middle of
4. cheerful 愉快的， 高兴的
He is ________ in his mind.
A. cheerful B .merry C. glad 他心情愉快。
cheerful 多指人天性乐观， 在任何情况下都保持欣然的态度
merry 多指在节日或其他热闹场所表现出来的快乐情绪
Glad 暂时的喜悦
v. cheer 振奋， 欢呼，喝彩 cheer up. 高兴起来
5. climate
I would rather live in France because of the _______.
A. weather B. climate
climate 指某地区的长时间的天气特征，特别是气温，降雨，刮风等总的气候情况
weather 指某地区短时间内的特殊气候变化，如晴，雨，雪， 暖
6. certain
1) 一种， 一个，指单数 a Mr Smith = some Mr Smith
2) 某一些 certain students =/ some students
3) 确定， 有把握
Be certain of sth 对―――有把握
Be certain to do sth 一定要干某事
Sb be certain that / it is certain that
7. charge get / be / become charged
Vt. 1). 使充电，充满 charge the battery
be charged with = be filled with The bottle is charged with water.
2). 要价，收费 charge sb money for ---- 因―― 而收某人的钱。
He charged me 10 yuan for the book.
3). 控告某人 charge sb with sth The police charged him with driving after drinking.
4). 攻击。 The enemy charged us 3 times.
n. 1）费用 free of charge 免费 hotel charges 旅馆费
2） 管，看管 in charge of ／take charge of 负责
in the charge of 由―― 负责
8. coast on the coast 在海岸 There are many ships resting on the coast.
Off the coast 在海上 There are a number of islands off the coast.
9. comfort
n 1) 安慰，舒适，安逸 （不可数） She finds much comfort in her son.
2) 给予安慰的人／物，使人舒适的事 （可数）
The hotel has many comforts.
A cup of hot milk is a comfort in the cols winter night.
3) in comfort We live in comfort.
Vt I tried to comfort him, but I could say nothing.
Adj comfortable The seat is comfortable to sit in.
adv comfortably.
10. conclusion 结论make/ reach / arrive at/ come to / draw a conclusion 下结论
11. condition
1) cn 条件，状况 in /under a good /bad condition(S)
2) conditions 情形，境况
3） 表示身体的健康状况 （不可数）
in condition 身体健康 out of condition 身体不好。
in the state of 处于某种状态
4） on condition that = if 如果， 在―――的条件下，条件是――
I will lend the book to you on condition that you don’t lend it to others.
12. continue Vt / vi continue to do sth = doing sth =go on with =go on doing =keep on doing
继续做同一件事， go on to do 继续做另一件事。
13. conflict n / vi 矛盾，冲突， 有分歧
In conflict 有矛盾，不一致 in conflict with sb 和――有矛盾／分歧
14．contact n 接触，联系
be in contact with 和―― 接触，有联系be out of contact with sb 脱离接触，失去联系
have contact with sb 和―― 有联系 lose contact with 和――失去联系
15. crazy a
1) be crazy for sth He is crazy for football.
2) be crazy about doing sth 疯狂干―― He is crazy about drinking .
16. cut off 切掉，切断， 突然中止
Cut down 砍倒（树） 削减 cut down on price /smoking
Cut in 插嘴， 突然插入
Cut into 把―― 切成―― ， 侵犯利益
D
1. date back(to )回溯至----
注意： date back to / date from 没有被动语态。多用于一般现在式。
date n 约会 Mary has a date with her secretary.
2. debt n债务 in debt 欠债 out of debt 不欠债
In debt to sb= in sb’s debt 欠某人的债 pay off the debt 还清债务
3．depend on 依靠，信赖， 取决于
1） depend on sb /sth 相信／依靠某人 The price depends on the quality.
depend on sb to do sth 相信某人做某事 We can depend on itto solve the problem.
2）It all depends = That depends on it 看情况而定， 不一定
3）depend on / insist on / ask for / see to it that----
We depend on it that he will come.
4. die down 变弱，平息，消失 （强调结果）
die away （声音，光） 渐渐消失，风渐渐平息 （强调过程）
die out 灭绝，消失
5. direction n 方向，指导
a poor sense of direction 方向感差
in ---- direction = in the direction of --- 朝着―――的方向
in all directions = in every direction 朝四面八方
under the direction of 在―― 的指导下。
follow the direction 听从指导
6．Divide 分，划分，分开
divide between/among /with sb 在--- 之间分
divide sth into 把---分成 divide the apple into halves/ in two/in half
divide 把整体分为几部分
separate 把连在一起的或相邻的分割开
The world is divided into 7 continents.
The Tai wan strait separates Taiwan from Fu jian provience.
7. doubt 怀疑，疑惑 adj doubtful 不相信的，可疑的
n no doubt 无疑地，很可能 beyond a doubt 毫无疑问
Vt 怀疑，不信 I don’t doubt that he’ll come.
Vi 怀疑 + of/about He doubt about everything / He doubt of her success.
Doubt 后宾语从句中关联词的使用
1） 肯定句时， 名词从句用whether/if , when ,what 等连接
I doubt whether he’ll come.
2) 疑问句否定句时， 名词从句用that 连接。
Does any one doubt that it is so? 它原如此，有人怀疑吗？
I don’t doubt that he will come.
Are you _______of success?
A. dreadful B. doubtful C. historical D. miserable
8. dress up 盛装， 打扮， 装饰
1）Dress vt dress sb /oneself 给--- 穿衣服
2）Be dressed in + 衣服，颜色 Dressed in red, he is difficult to recognize.
3) dress up in 穿---来打扮 People here like dressing up in ancient clothes..
4） dress up as 打扮成---的样子 The old man dressed up as Santa clause.
5) dress up for He is dressing up for his birthday party.
E
1. educate vt /vi 教育，培养， 训练
1).educate sb in sth 教育某人 在---方面
Parents should educate children in how to spent money.
2).educate sb to do 教育某人做某事
The teacher educates his students to behave well in class.
3) educate oneself 自学
4）adj educated 受教育的，有教养的
2．endless adj 无穷的，无限的
She is a woman with _____ patience.
A. ending B. endless C. enormous D. large
ending 结局，结尾 enormous 巨大的，庞大的，多指超过限度
large 大的，侧重面积，范围， 容量
2. energy 能量，精力 (不可数) He has much energy.
1）adj energetic 精力旺盛的，有精力的
2） full of energy 精力充沛 burn up energy 燃烧能量
How much energy do you think you will burp up in the relay race?
Heat is a form of _______. A power B. force C. energy
Power 指电力，功率， 权力等
Force 指自然力和人力，也指暴力等影响力
3．Exist vi 存在，生存
There exists a kind of power that can make you win.
N existence
People do not now believe in the _____ of ghosts.
A. birth B . evidence C .existence D. occurrence
4. explain n explanation 解释说明
Explain to sb sth (suggest / express/ announce/ say/metion)
Explain oneself = give reasons
Is there any _____ for his conduct?
A. expression B. explanation C. experiment
F
1. faith 信仰，信赖，诺言，信念
have faith in sb/sth 信任某人，某物
have faith that ----
lose one’s faith 失去信心
adj faithful 忠诚的 be faithful to sb 对某人忠诚
2. fame 名声，名望 rise to fame=come to fame 成功，成名
be famous / well-known for nice scenery/ as a writer / to all of us
As is known to us ,------- = It is known that ----
3. fever 发烧
have /catch a fever/ cold / stomachache/ headache/toothache
4. fasten 栓紧， 抓紧， 使固定
1） fasten---- to --- Fasten the horse to the tree.
2) fasten one’s eyes on 盯着某人看
5. firm adj 动作稳定而有力的，牢固的
Stand firm 坚定立场 ， 坚定不屈
We firmly believe in your leading.
5. fit vt fit sb vi fit to do sth 适合做某事
adj keep /stay fit 保持健康
be fit for sth/sb
6． Focus n （兴趣，活动等）中心，焦点
She always wants to be the focus of attention.
In focus 焦点对准 out of focus 焦点没对准
Focus one’s attention on sth = fix one’s eyes on sth
All eyes were fixed/focused on him.
7． Fortunately adv 反义 unfortunately
Fortunate adj 幸运的 ， 多指由于某种有利的境遇，使人得到未曾预料到的成功或好的机遇。
Lucky更加强调意外或偶然原因而得到成功
He made a ____ decision when he went into adertising.
n fortune 运气， 命运，钱财，财产
Fortune knocks once at everyone’s door. 机会人人有，来了莫放手
Make a fortune 发财
G
1． gain vt 获得，增加gain/get/win the first prize
gain /earn/make one’s living
n 收获，增加 No pains, o gains.不劳无获
A fall into the pit,a gain in your wit. 吃一堑长一智
2． Generation 代
From generation to generation /from generation to another
3. gift 礼物，赠品；天赋，才能。
The album of paintings in this museum is a __from an old professor.
A. gift B.present C.talent
该博物馆的画集是一位老教授捐赠的。
Present与gift都可以做“礼物”讲，可互换，但gift有“捐赠”。
Gobang:五子棋 Go to ! 去你的的意思。 Gift做“天赋”讲时，与talent意思相近。
4．graduate {vt. 毕业。主语一般为学校。
{vi. 毕业 graduate from
{n. 大学毕业生
The university graduated 400 students this summer.
今年夏天，这所大学有400人毕业。
5．guide n. 导游，向导，指南，指导
Vt. 引导，指导。带领。
It was the government that guided the country through the difficulties ahead.
政府引导全国人民克服当前的困难。
guidance n. 指导。
under the guidance of 在…
6. get through
1).通过（检查，测试，海关，议案，方案，计划）
She got through the examination.
The message got through to us at last.这消息终于送到了我们这儿
Get through with one’s work 完成某人的工作
2） 完成
How long did it take you to get through the letter?
We should get through the work ahead of the deadline.
3)get through on the phone. 接通电话
4）度过时间 ，花钱
We got through a fortune while we were on holiday.我们度假花了一大笔钱。
Go through 仔细检查，全面考虑，研究；经历
Go through the items one by one. 逐条研究
Go through two stages. 经历两个阶段。
H
1. handkerchief (pl) ---handkerchieves-handkerchiefs
2. heat
1） n 热， 热量，热烈，压力a heat of five hundred degrees
2） vt heat --- to 把---加热到-- Heat the water to 100, it will boil.
3） n heating 供暖设备
4） adj. heated 热烈的 a heated discussion.
3. hold up 举起， 拿起，举出
1）hold back 阻止 No one can hold back the wheel of history.
Hold sb back from doing sth 阻止某人做某事
2）hold down 压制，镇压。
3）hold in 约束，抑制。 Hold oneself in 抑制自己的感情
4）hold on 电话不挂上
The speaker hold on for a full hour. 演讲得人讲了整整一小时
5）hold on to 抓住---不放； 坚持
In spite of various difficulities, he held on to the dream of returning to his homeland. 尽管困难重重，他始终没有 放弃回到家乡的梦想
6）hold off 不接近，拖延
We hope the rain will hold off till evening.
我们希望这场雨能拖到明天晚上下。
7）hold out 伸出，坚持，不屈服
Hold out till victory. 坚持到胜利
4． honour
1) 荣誉，尊敬， 名誉（不可数）
2）带来荣誉的人或事；荣幸
He is an honor of this school.
It is an honor for me to be invited to the party.
3) in honor of 纪念某人/向某人表示敬意
do sb honor= do honor to sb. 向某人表示敬意
4）。 Vt honor sb 向某人致敬
In order to honor him, I gave him some flowers.
5) sb be honored to do sth 很荣幸的做某事
I am honored to introduce Mr Smith.
I
1. imagination n . 想象， beyond the imagination超乎想象
想象力 have a strong/poor imagination
V imagine + n/pron/doing / 名词性从句
I can’t imagine going there without anybody else.
Adj imaginary 虚构的 imaginative 富有想象力的
2.Injury n 伤害，受伤处
receive/suffer an injury 受伤
do an injury to sb= do harm to 伤害某人
adj injured the injured
4. in order 按顺序，整齐 （反义） out of order
order vt 1） order sb to do sth 要求某人做某事
2).ordered that ----(should ) do
He ordered that he should return next day. （虚拟）
His orders were to return next day., （虚拟）
3） order sth to be done 要求---被做
n 1). Place an order with sb for sth 和某人订购---
2）order from 从----订购
3） obey/break the order 服从/违背
5. inspire vt 鼓励，鼓舞，激发 ，启示
inspire sb sth 鼓励某人
inspire sb to do sth 鼓励某人做某事
His life of childhood inspired this novel.
What he said inspired me to cry.
adj inspiring 令人鼓舞的
Inspired 深受鼓舞的
His inspiring speech made us inspired.
6. intend vt 打算，将要
1). Intend sb to do sth Will you intend to stay long in London?
2) Intend to have done sth=had intended to do 本打算做而没做
I intended to have called on you, But I had an unexpected visitor.
3). Intend that + should do 倾向于---
We intended that the plan should carry out at once.
4). Sth be intended for 为---准备，专供---
These flowers were intended for your mother’s day.
k
1.keep up with 追赶，追上。
catch up with 赶上并超过
keep up 保持，使-不低落 keep up with the spirits.
come up with 提出
L
1． Lean 倚靠，倾斜
lean to/ towards 倾向于某种观点
He leaned to the view that we started of at once.
lean over 俯身在---上
lean on the table 靠着桌子
lean against the wall. 倚墙
2． Location 地方，位置
locate vt 使---坐落于-位于---
Their new house ___ by the river.他们的新房坐落于河边
A.lies in B. location C. is located D .is lied
be located = lie
3．lovely 好看的，可爱的，令人愉快的（口语）
a lovely child / a lovely landscape 明媚的景色
have a lovely afternoon. 过一个愉快的下午
live 活的，有生命的 （与dead 相对）特指动物。
lively 活泼的，活跃的，栩栩如生的，生动的
The article gave a lively description on South American life.
文章对南美的生活做了生动的描述。
living 活着的
alive 活着的，现场直播的
4． Light vt light a candle
Vi The wood is hard to light.
Adj lighted a lighted candle.
light up 照亮，容光焕发，放光
M
1. major
1). 主要的 ，大部分
The major part/ aspect/ person
2). Vi 主修 major in English.
3）专业 I am an English major./ My major is English.
N majority the majority of ---
Compared with the majority, you are lucky.
2. mainly = mostly 主要的，大部分的
Many Europeans are mainly English settlers here.
3. make a good choice
make a fire / make friends with sb/ make noise / make war/ make sure /
make a face /make a face at sb / make fun of
4. make up
1） 组成 5 girls and 6 boys made up the football team.
2） 编造He made up a frightening story to frighten us.
3） = dress up 打扮， 装扮，化装
4） Make up for 弥补 We should make up for the waste time.
5. make use of 利用
They don’t realize the use we made of the information.
他们没有意识到我们对信息的利用
They don’t realize the information we made use of.
6. mild 指生来情绪温和
gentle 指态度使人感到和蔼可亲，意思较mild 强
He could not say no to so many requests because he is a mild person.
对于众多的要求他不能说“不”，因为他是个温和的人
7． Manage 设法，经营，对付
1）. manage =run=operate They managed money well.
2) manage to do =succeed in doing 成功地做了某事
He tried to persuade me to give in, but he didn’t manage to .
3) 与can ,be able to ,could 连用，设法对付，设法办成
In spite of there is much trouble, they could manage to finish the work on time.
4) n manager 经理，经营者 management 管理，经营
8． Method with this method / in this way/ by this means
9. minority 少数的 the minority of
be in the/a minority 少数派
O
1. occur
1). Happen ,take place, come about ,occur
It occurred to me .
2). 出现，呈现= appear
The plants occurred only in Africa.
3). 浮现 A good idea occurred to me.
4). It happened /occurred to sb that 某人突然想起，突然发现---
It occurred to me that we could ask our neighbors to help us
2. operate
1).vt. 管理，经营操作
They operated a small company in the south of England.
It is easy to operate the machine.
2). Vi 运转，起作用
The medicine operates quickly.
3). Operate on/upon 动手术
The doctor operated on the injured man.
The injured man was operated on by the doctor.
3. opinion (不可数)
1). in one’s opinion = in one’s view
2). have a good/bad /worse opinion of sb.
p
1. pace 一步，速度，步调 He stands five paces behind me.
At the pace of three miles an hour 以每小时三英里的速度
At a slow/fast speed 走得快/慢
I f we want to keep up with the high pace of modern life ,we had better learn to make the right choices about what and how we eat.
2. part vi/vt 使分开/分离
Vi part from sb 与某人分开/分离/分手
N 部分；角色，作用； 零件
We are parts of society.
Women are playing an important part in socialist construction.妇女在社会主义建设中起着非常重要的作用。
Part with 放弃，出让 I suggested him to part with the house.
3． pay off 还清债务
pay for 为某物/某人付钱； 付钱买---； 为-付出代价
pay back 偿还，回报
pay up 全部付清，按时还清
One day, you will _____ this foolish behavior.
A. pay B. pay for C. pay back D. pay off
4． Pick up 拾起，捡起；开车接某人
Pick out 挑出，辨别出
Pick on sb 挑剔某人
Pick off 摘下
At 7:30, I’ll drive over to ____ you ___ . Please get ready at that time.
A. pick, on B. pick; out C. pick ; up D. pick; off
The signal for help was ______ by another ship which happened to be at hand
篇5：高一英语新教材(下)词组总汇18-22(新课标版高一英语下册教案教学设计)
Unit 18 New Zealand
1. explain to sb. sth.=explain sth. to sb. 向某人解释某事
2. explain oneself 说明自己的意思
3. in relation to 与……有关
4. lie off 位于 (相差一段距离)
5. lie to 位于……
6. lie on 位于 (强调接壤); 位于……的河畔
7. on your father’s side 父系的,你父亲的血统
8. be made up of 由……组成
9. be made into 被制成(由原料制成)
10. be made from 由….制成(看不出原料)
11. be made of 由….制成(能看出原料)
12. make up 占据空间
13. be surrounded by/with 被……环绕
14. rain quite a lot 多雨
15. deep blue 深蓝色
16. have a natural deep harbor 拥有天然的深水港
17. a very beautiful natural landscape 自然风光优美
18. be famous for 因……闻名
19. such as 例如
20. take possession of 拥有……
21. settle mainly on the North Island 主要在北岛定居
22. be marked with 标有……记号
23. sign an agreement with 同……达成协议
24. compare…to… 把……比作
25. stand for 代表
26. plenty of 大量；许多
27. be native to 原产于……
28. be of high quality 质量很高
29. be careful in （在某方面）仔细
30. prepare for … 为……作准备
31. the same size as 同……一样大
32. a mild sea climate 温和的海洋性气候
33. make electricity 发电
34. in bold 粗体地, 加粗地
35. refer to 关于; 提到,涉及; 查阅
36. turn to 开始, 着手
37. go sailing 去航海
38. go camping 去野营
39. on the coast 在海岸线上
40. off the coast 离开海岸线,沿海
41. attract tourists from all over the world 吸引世界各地的游客
Unit 19 Modern agriculture
1. make a decision 做决定
2. traditional agriculture 传统农业
3. on this arable land 在这耕地上
4. one-family business 独户单干
5. use electric pumps in irrigation 使用电泵灌溉
6. develop new techniques 开发新技术
7. increase agricultural production 增加农业产量
8. control…with computers 用计算机控制……..
9. over time 长期以来
10. as well as 也;还
11. be short of 缺少;不足
12. a variety of 种种
13. instead of 代替
14. next to 隔壁;紧挨
15. pass on 向下传
16. from generation to generation 一代又一代
17. at sunset 在太阳落山时
18. make use of 利用, 使用
19. as…as possible 尽可能……
20. bring in 带来, 引进
21. in the 1980s 在20世纪80年代
22. international exchange 国际交流
23. be harmful to 对……有害
24. be friendly to 对……友好
25. depend on 依靠, 依赖
26. the shortage of 缺少
27. in earth 在土壤中
28. in other words 换句话说
29. get ripe 成熟
30. a variety of 各种各样, 多种多样
31. in poor soil 在贫瘠的土壤中
32. at the right time 在合适的时间
33. sow seeds 播种
34. go against 违反, 反对
35. the condition of the soil 土壤的条件
36. remove weeds 除草
37. year after year 年复一年
38. have an effect on 对…….有影响
39. move around… 迁移
40. lead to 导致
41. change into 把…改变为…..
42. a waste of time 浪费时间
43. in one’s opinion 以某人…….的观点
44. do research into…. 对…….进行研究
45. carry out 了 进行
46. devote to… 奉献
47. have a long history 有悠久历史
48. be a practical guide to…. 实用的….指南
49. plant wheat close together 密植小麦
50. harvest good crops 丰收
Unit 20 Humor
1. an one moment 在一瞬间
2. in a moment 一会儿
3. at that moment 在那时刻
4. at any moment 随时
5. at the moment 眼下
6. for the moment 暂时
7. a wide audience 广大听众
8. in the same way 用同样的方式
9. play on words 用双关语
10. the way of doing 做某事的方法
11. cut in 插入
12. enrich one’s life 丰富某人的生活
13. act the role of 起…….作用,扮演….的角色
14. act out 表演扮出
15. in total silence 完全沉寂
16. lay sth. down 放下某物
17. knock sb. off 把某人从---上撞下来
18. go on doing 继续做 某事
19. go well 进展顺利
20. look on as 把-看做
21. date back to/from 追溯到---
22. have --- in common 与-有共同之处/共用
23. intend to 打算做……
24. on the stage 在舞台上
25. by way of 以……的方式
26. make fun of 取笑
27. an amusing story 令人发笑的故事
28. roar with laughter 大笑
29. even if 即使, 尽管
30. entertain the audience with 用……逗乐观众
31. a flow of fun 延续不断的乐趣
32. art form 艺术形式
33. quarrel over small matters 争论小事
34. be on good terms with 同某人关系好
35. in the other direction 在另一个方向
36. drive off 把车开走; 赶走
37. shout at sb. 冲某人大喊
38. in surprise 惊奇地
39. be angry with sb. for sth. 因某事生某人的气
40. get confused 搞糊涂
41. all the time 一直，总是
42. at the same time 同时
43. from time to time 间或，时常
44. in time 及时
45. on time 接时
46. at a time 一次，每次
47. at times 有时，不时
48. ahead of time 提前
49. once upon a time 从前
50. take one’s time 慢慢来，不着急
51. at one time (过去)有个时期，一度，同时
52. have a good time 玩得高兴，过得愉快
Unit 21 Body language
1. get through 通过，接通
2. express one’s thoughts and opinions 表达某人的思想和意见
3. ask for 向……要
4. thanks for 感谢……
5. help sb. with sth. 帮助某人做……
6. feel down 闷闷不乐
7. communicate with 与……交际 …
8. from culture to culture 从一种文化到另一种文化
9. spoken language 口语
10. learn about 打听…
11. make a circle 成一圈
12. index finger 食指
13. be used to do 被用来做……
14. vary from culture to culture 因文化的不同而不同
15. shake one’s head 摇头
16. communicate with 与某人联系, 通信
17. look directly into someone’s eyes 直视
18. rest one’s head on the back of one’s hand 把头靠在手背上
19. get through difficult situations 摆脱困境
20. nothing better than 没有比……更好
21. hold up 抬起, 举起
22. make a face 做鬼脸
23. in order 按顺序
24. avoid doing sth. 避免做某事
25. feel confused 感到困惑
26. get into contact with sb. 与某人取得联系
27. make contact with sb. 与某人联系
28. be in contact with 与……有接触
29. lose/break contact with 与……失去联系
30. lean against 斜靠
31. ahead of 更前 更早
32. give sb. a hand--do sb. a favor 帮助
33. manage to do=succeed in doing sth. 努力且成功的做某事
34. on a crowded bus 在拥挤的汽车上
35. carry a very heavy suitcase 提着很重的手提箱
36. fold one’s arms 和抱双臂
37. vary from culture to culture 文化与文化不同
38. look directly into one’s eyes 直视某人的眼睛
39. make a circle with one’s thumb and index finger拇指与食指做成圆形
40. shake one’s head 摇头
41. have opposite meaning 有相反的意思
42. stand close to 靠近某人站着
43. a visiting friend 一个来访的朋友
44. greet with a kiss on the cheek 以轻吻面颊欢迎
45. press one’s palm together 紧紧的握手
46. rest one’s head on the back of one’s hand 把手靠在手背上
47. move the hand in circles over the stomach 用手在肚子上画圈
48. pat one’s stomach 拍肚子
49. find friends in a world of strangers 在一群陌生人中找到朋友
50. tear down walls 推倒墙
51. express almost any emotion 表达几乎任何一种感情
52. start a conversation 开始一段对话
53. smile at oneself in the mirror 在镜子中对自己微笑
54. see the smiling face of a good friend 看到好朋友的笑脸
55. occur to sb. 使某人突然想起什么事情
56. focus…on… 把……集中于
57. hold up 举起；拿起
Unit 22.A world of fun
1. learn about 了解到
2. combine…with… 把……同……结合起来
3. be divided into 被分成
4. take off in a rocket 坐火箭起飞
5. fly a helicopter 坐直升飞机
6. alien creatures 外星人
7. outer space 太空
8. bungee jumping 蹦极跳
9. be based on 建立在…基础上
10. become popular around the world 在世界上受欢迎
11. risk injury 冒受伤的危险
12. thrill rides 动感电影,令人激动的乘车
13. through darkness 穿过黑暗
14. free-fall ride 自由落体车乘
15. step into 走进
16. cut off electricity 断电
17. an amusement park 一个娱乐园
18. across the world 横跨世界
19. race against 同….比赛
20. focus on 集中于,聚集
21. be in danger 处于
22. a theme park 主题公园
23. take the shuttle 乘往返的汽车
24. scary rides 可怕的乘车
25. be creative 活泼的
26. have great fun 很有趣
篇6：Unit 5 Music 全单元教学设计(新课标版高一英语必修二教案教学设计)
Unit 5 Music
广东省广州市第43中学 黄小红
【教学内容分析】
本单元的话题是音乐（music）。音乐是学生熟悉而喜爱的话题。但许多同学对“音乐”的概念理解较狭窄，甚至以为流行音乐就是音乐的全部，对其他形式的音乐及其相关知识了解甚少。通过对本单元的学习，带学生走进音乐的殿堂，帮助学生了解有关的音乐知识，同时潜移默化地培养审美的情趣，引导学生对社会生活、价值观、人生观等进行深入的思考。
热身(Warming up)部分提供了八幅图及八段不同形式的音乐，要求学生听音乐进行配图活动，并讨论对音乐的感受及喜好的原因。这部分的目的是呈现本单元的中心话题－音乐，激活学生头脑中关于“音乐”的图式，激发他们对此话题的兴趣，为整个单元的学习做好铺垫作用。
读前（Pre-reading） 提出三个问题，引导学生谈论有名的乐队。在学课文前拓展学生的思维，为学课文做好准备。
阅读（ Reading）部分介绍了知名乐队Monkees 的相关情况。这是一篇富含信息量，以音乐作为一个侧面反映了近几十年来美国社会和价值观变化的文章。
理解（ Comprehending）设计了四种题型，第一题要求学生用合适的形容词归纳乐队的特点，第二题是连线题，旨在加深对课文的理解，让学生学会正确理解句子。第三题是开放性的思考题，让学生基于对课文的理解上发表个人的看法。第四题是归纳段意题，让学生掌握一般说明文的阅读、写作方法。
语言学习（Learning about language）部分包括词汇和语法学习两部分，教材中设计了相关的语境帮助学生学习和掌握有关音乐的词汇。其中第三题是一个开放性题，通过做游戏，帮助学生正确使用短语dream of与to be honest with。语法部分主要是引导、启发学生结合阅读内容，去发现、归纳、感悟目标语言结构――介词＋which(whom)引导的定语从句。
语言运用（Using language）部分，编者安排了一篇青蛙乐队的故事让学生进行听力理解和阅读训练，随后又围绕此话题进行听、说、读、写的活动，其中“说”的部分布置了两个有趣的任务：组建乐队，写关于音乐的“名言警句”。
学习建议（ Learning Tip）部分建议学生学习英语歌曲，从歌曲中学习英语语法与词汇，培养语感和节奏感。
总之，通过本单元系统的学习，让学生了解音乐，体验音乐，从而更加热爱生活，同时感悟语言知识，提高语言运用能力。
【教学重点和难点】
1、介词＋关系代词引导的定语从句；
2、与音乐相关的词汇；
3、有关“提建议”表达“个人喜好”的句型、结构；
4、对各种形式的音乐作品的了解和理解。
【教学设计】
【教学目标】
理论依据：《新课程标准》
根据《新课程标准》关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定位为：
1．语言知识
1.单词
1）理解、内化以下的单词：extra, advertisement, attractive, instrument, saying, reputation, unknown, reunite, supporter, compose, loosely, clap, classical, passer-by, form, actor 等
2）重点掌握几个词汇：earn, hit, dream, stick, perform, sort ,afterwards, ability等
2.词组
dream of, be honest with, play jokes on, or so, break up, by chance, sort out, stick to, above all, 等
3.功能句式
①建议（Asking for advice and giving advice）
Let’s …
What about…?
What if…?
What do you think…?
Should we go…?
If we…
I think we should…
We/ You could …
②偏好和爱好（Expressing your preference）
I prefer…
I like…best because…
My favorite music is…
I am fond of…
I don’t like… very much
I hate…
4、语法
学习和运用介词＋which（whom） 的定语从句(The Attributive Clause with the preposition ahead of the relative clause)
1.The musicians of whom the band was formed played jokes on each other…
2.However, after a year or so in which they became more serious about their work…
3.The musicians for whom they worked were very popular.
4.The guitar with which “The Beatles” played their first hit was lost while they were touring.
5.话题
Music，different types of music
2．语言技能
1、听：培养学生集中注意力，捕捉特定信息的能力。
2、说：鼓励学生能就“音乐”这一话题表达自己的观点和看法；掌握有关“建议”与“偏好”的表达方式。
3、读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词。
4、写：学会用e-mail的形式向别人咨询建议或提建议。
3．学习策略
1）培养学生有效使用网络的资源策略。
2）培养学生乐于和老师、同学在交流与合作中学习，在自我反思中学习
的调控策略。
3）培养学生的认知策略：能总结介词＋关系代词引导的定语从句的结构规律，并加以应用；在学习中借助音乐作品、图片等非语言信息进行理解或表达。对所学内容能主动复习并加以整理和归纳; 注意发现语言的规律并能运用规律举一反三。
4．情感态度与文化意识
1.了解各种各样的音乐形式，深化对音乐的全面认识，从而提高音乐修养。
2.通过学习有趣的寓言故事，启示学生形成正确的价值观与人生观。
3. 在小组合作互动中，增强团队协作精神。
4、通过学习、了解世界各地不同形式的音乐文化，培养世界意识。
5、通过中外音乐文化的对比，加深对中国音乐文化的理解。
【教学方式】
根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前教学改革和课程改革等先进理念，为达成以上教学目标，运用任务型语言教学途径(Task-based Language Teaching)来设计及实施本单元的教学。
1）引趣激趣策略。创设多种情景激发学生的兴趣，让学生真正有参与的欲望，点燃他们的思维火花。
2）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。在做中学，在做中练，在做中巩固，使课堂教学事半功倍。
3）循序渐进和尊重差异的策略。由易到难，为有困难的学生搭好梯子，让有能力的学生跳一跳摘到桃子。
【教材处理】
将 Warming up 部分与 pre-reading, Reading, Comprehending 部分放在同一课时教学，设计成一节阅读课。
将Learning about language及WB中的Using words and expressions和Using Structure 放在一起教学，上一节词法、语法课。
将Using language 中的Listening部分， WB 中的Listening和 Listening Task 结合在一起，设计成一节听力活动课。
将Using language 中的Reading部分， WB 中的Reading Task 结合在一起，设计成一节泛读课。
将Speaking and Writing 中的Speaking部分， WB 中的Talking与 Speaking Task 结合在一起，设计成一节口语活动课。
将Speaking and Writing 中的Writing部分与 WB 中的Writing Task 结合在一起，设计成一节写作评价课。
根据教材分析，学时安排，本单元可以用六课时完成。
1st period Warming up & Reading
2nd period Vocabulary & Grammar
3rd period Listening
4th period Extensive Reading
5th period Speaking
6th period Writing & Assessment
【教学构思】
Period 1 Warming up & Reading
Focus: Reading
Teaching Goals
1.To activate the Ss in learning “music”.
2. To develop the Ss’ ability of reading.
3. To help the Ss know something about the different styles of music.
Important points
1. Enable the Ss to understand the details about the passage The Band that Wasn’t.
2. Help the Ss to sum up the main idea of each paragraph.
Teaching Procedures
Step 1 Warming up
1) Lead in
Before class, T plays a song I’m a believer which was sung by The Monkees, with the words of the song printed on the screen.
Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, it will remind of many old things. So I like it very much. What is your favorite music? And why do you like it? So your favorite music belongs to pop music/rock… What other kinds of music do you know? (classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)
2) Task: Brain-storming
Ask the students to name different music styles. Show some styles of music that they are not familiar with.
Classical rap
Rock and roll
folk
pop
Jazz
Hip-hop …
Step 2 Listening and Matching
1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen to them carefully and choose the proper picture for each of them.
2) Guide the Ss to sum up the Characteristics for each music style.
Information Box: Knowledge about music
Punk Rock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。
Jazz Music 爵士音乐，长盛不衰的美国音乐在酒吧常常可以听到，让人感觉韵味无穷。
Rock ’n’ roll 摇滚音乐，主要由强劲的吉他贝司和鼓演奏出来的，让人热血沸腾的音乐。
Classical Music 作为人类优秀的文化遗产，古典音乐普遍被认为是高层次的音乐风格，具有无法替代的地位。
Pop music 流行音乐，其实也是市场上所谓的大众化的主流音乐。
Blues 布鲁斯，也叫蓝调，是由黑人音乐家创作的，开始流行于30年代，国内比较少这种风格的歌手。
R&B 全名是Rhythm and Blues,节奏布鲁斯，源于Blues,但是加入了强劲的低音节奏，让人心跳加快。
Hip-hop 现在正流行的街头音乐，主要配以舞蹈，还有强劲的电子合成效果，很多年轻人都喜欢。韩国的H.O.T 就是代表。
Country music乡村音乐, 使用的乐器有吉他、斑鸠琴、鼓和小提琴。音乐本身的音域不广，但乐于受摇滚和其它音乐的影响，节奏变得非常强烈，歌词率直而真实，如平常生活中说话的形式。
3) Check the answers on the computer screen.
Step 3 Pre-reading
1）Task :Listing
Have you heard about any of the famous bands in the world? List some of them.
Which one do you like best? Why?
2) Presentation
Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate.
3) Background information and language support
If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. )
Step 4 While-reading
1) Task: Jumbles (Fast reading)
(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story.
2) Listen and Check
Listen to the tape and check the correct order of the article.
Q: What is the best title of the article?
3) Task : Memory Challenge Task (Scanning)
(Students are given the complete pieces of the article-ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed)
Q: What is the main idea of each paragraph?
The main idea of each paragraph
Paragraph 1 Dreaming of being a famous musician or singer.
Paragraph 2 How musician form bands.
Paragraph 3 How the Monkees got their start.
Paragraph 4 How the Monkees became serious about the music business.
4) Reading and Matching
Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)
More detailed questions:
①Why do most musicians like to be in a band with others?
②Which two musical bands are mentioned in the passage?
③How do some bands formed by high school students earn extra money?
④When did the Monkees break up?
5) Brainstorming
Ask the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices.
Step 5 Post-reading
1) Language Focus
Get the students to sum up the phrases of the article.
Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences.
2) Discussion
Do you think “The Monkees” was really a band? Why and why not?
Step 6 Homework
1. Read more about “The Monkees”.
2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses?
3. Preview “Learning about Language” and finish the relevant exercises.
Period 2 Vocabulary & Grammar
Focus: Grammar
Teaching Goals
1)To help Ss master the vocabulary about “music”
2)To arouse Ss’ language awareness .
3) To consolidate the Attributive Clauses.
Important points
1) The Attributive Clauses with preposition + which/ whom
2) The relevant words about “music”
Teaching Procedures
Step 1 Revision
1) Listening and Recognizing
Ask the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to.
Music 1 : Country Roads by John Denver (country music)
Music 2: Beat it by Michael Jackson (rock music)
Music 3: 步步高 （folk music）
Music 4: 老鼠爱大米 （pop music）
Music 5: 命运交响曲 (classical music)
…
2) Discussion
What kind of music do you like better, Chinese or Western, Classical or modern? Why?
How does music make you feel?
Will you listen to different style of music when you have different mood?
Mood Music
happy
upset
calm
angry
nervous
…
3) Check the homework the day before.
Step 2 Word Power
1) Word Ladder
Complete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)
2) Word Building
Study the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words.
3) Recognizing and Listing
Tick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones.
rap composer piano Mozart performance band rock audience musician singer classical jazz violin
Add your own to the list ________________________________________________________
4）Discussion and Listing
Which instruments are used in pop and rock music?
Which instruments are used in classical music?
Which instruments are used in jazz?
Which instruments are used in traditional Chinese music?
Which of the instruments do you like listening to?
Is the Chinese instrument different from the other instruments? Describe the difference, if there is one.
Information Box: musical instruments
Piano, violin, organ, harp, maracas, saxophone, gone, cymbals, castanets, flute, timpani, tambourine, triangle, drum, xylophone, guitar ,
Step 3 Grammar
1) Study the Rule
Read these sentences.
a. The musicians of whom the band was formed played jokes on each other…
b. However, after a year or so in which they became more serious about their work…
c. The musicians for whom they worked were very popular.
d. The guitar with which “The Beatles” played their first hit was lost while they were touring.
Now answer these questions.
1. If you take away the relative clauses, do the sentences still make sense? Why or why not ?
2.Why is there a relative pronoun before the relative clause?
3. Can the preposition be removed from the sentences without changing the meaning?
4. Can that replace which and whom in the sentences? Why or why not?
Look at the sentences carefully and try to think of the questions.
2) Find the rule
Get the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause.
Tips：
类型 常用关系代词 介词选择特点/结构
单个介词+关系代词 whom, which 依从句中动词、形容词、名词与介词的固定搭配；依先行词与从句的动词关系
复杂介词+关系代词 whom, which, whose As a result of, because of, in front of ,etc.
单个介词+关系代词+名词 which, whose 依与关系代词后的名词搭配
the + 名词+of +关系代词 whom, which 结构中的名词与后面的关系代词的所属关系
部分结构+of +关系代词 whom, which All, both ,none, etc.; 数词+名词；the +形容词最高级/比较级
3) Apply the rule
Get the Ss to describe each picture with The Attributive Clause according to the following example:
Goal: To recall the Attributive Clause they learned before, and practice orally. Learn to use relative pronouns referring to people and things correctly. To stimulate Ss creative thinking. Working together with partners can develop cooperative sense.
1. Take me Home Country Roads is a beautiful song.
In the song, John Denver acts as a singer.
Take me Home Country Roads is a beautiful song
in which John Denver acts as a singer.
2. 步步高 is a piece of famous Guangdong music.
Flute is one of the main instruments in it.
步步高 is a piece of famous Guangdong music
in which flute is one of the main instruments.
3. Talk about the musician Nie’er (聂耳).
Nieer was born in 1912.
Nieer was born in Kunming.
Nieer died in 1935.
Nieer died in Japan.
Nieer was the composer of our national song.
1912 is the year ______ / ______ _______ Nieer was born.
Kunming is the place _______ / _____ _______ Nieer was born..
1935 is the year ______ / ______ _______ Nieer died.
Japan is the place _______ / _____ _______ Nieer died.
Step 4 Homework
1. Review the vocabulary in this unit and prepare for diction.
2. Find as many kinds of musical instruments as possible. (surf the internet)
3. Find one song for each music style
Period 3 Listening
Focus: Listening
Teaching Goals
1. To develop the Ss’ ability of listening.
2. To know something about some musicians or singers.
3. To help the Ss to get to know the functions of music and lead them to use music effectively in our life.
4. To know everything has two sides. Being a famous singer is not easy .
Important points
1. Well understand Freddy’s fairy tale through listening and reading.
2. Get to know some famous classical music composers.
Teaching Procedures
Step 1 Revision
1) Dictation (new words in the unit)
2) Review The Attributive Clause with preposition ,pictures guiding.
Step 2 Pre-listening
1) Warming-up
Have you ever wanted to be a famous singer or musician? If we are honest with ourselves, most of us have dreamed of being famous. But just how do people get so famous? Now , Let’s listen to Freddy’s tale.
2) Language support
Help the Ss to know the meanings of some words or phrases in the listening passage.
Step 3 Listening
1) Listen to Freddy’s story and decide which the statements are true or false.
2)Discussion
Once the song / music is famous, the singer/ musician will also soon very popular and famous. What do you think the success of the song/ music will bring to the singer / musician?
The Ss are expected to mention something like money, honor, fame…
Will there be any side-effect bring to those famous people? Now let’s read more about Freddy’s story.
Step 4 Reading
1) Read more about Freddy’s story.
Thinking: Did Freddy really happy after being famous?
Why did they return to the lake again?
2) Discussion
What do you learn from Freddy’s story?
What do you think are the advantages of being famous? Give examples.
What do you think are the advantages of not being famous? Give examples.
Step 5 Listening
1) Warming-up
Do you like listening to music? How often?
What kind of music do you like to enjoy? Why ?
Which piece of music impresses you most? Try to express your feeling.
2) Listening and checking your understanding.
a. What is the text mainly about?
A Many students like to listen to Mozart.
B The one who plays instrument very well is always good at Maths.
C Music may be helpful in study.
D When practising playing instrument, students like to play Mozart most.
b. How many questions does the speaker asked at the beginning in the tape?
A 1 B 2 C 3 D 4
c. Fill in the blanks
Music may be _______ to help you. Some _________ have _________ that if you listen to ____________ music, especially Mozart, while ___________, it will ____________ your ability to ____________. This is called the “ Mozart __________.” Does it work with all kinds of music such as ________ and ____________, but they don’t seem to have the same __________. It seems that the rhythm of _________ music help __________ one’s ____________.
3) Task: functions of music
What is the function of music ?
▲Express people’s feeling
▲Make people feel relax
▲Help people forget their sadness
▲Attract people’s attention
▲Help people to remember things well
▲Make things more lively and interesting
▲Make things better for people to understand and enjoy
……
Step 6 Listening Task
1) Warming-up
Who is your musician/ composer? What do you think of him/ her?
Do you know some features of classical music?
Could you please tell us something about Mozart and Bach?
2) Listening and Filling in the form.
3) Discussion
What do you feel about the music you heard in the tape.
Step 7 Homework
1. Surf the internet or go to the library to find more information about Mozart and Bach.
2. Read Freddy’s story again and get further understanding.
Period 4 Extensive Reading
Focus: Reading
Teaching Goals
1. To develop the Ss’ ability of reading.
2. To learn more about music and musician.
Important points
1. To help the Ss understand the passages exactly.
2. To finish the relevant tasks correctly.
Teaching Procedures
Step 1 Warming up
1) Checking homework
(group work) Ask the Ss to share their information about the famous musicians and tell how they have found the information needed.
2) Pre-reading
Do you like reading poems for young children?
Do you find poems easy or difficult to understand?
Who is your favorite poet?
Step 2 Reading
1) Prediction
Look at the four pictures on the book, and guess what will be the theme of the poem?
Then use the imaginations to guess what may be included in the poem.
2) Listening and Reading
Get the Ss to read the poem Cat’s in the cradle. While reading, listen to the tape carefully and pay attention to the rhythm of the poem.
3) Getting the main ideas
This song is a ballad and tells a story. Each part tells some of the story. Write down the main idea for each part.
4) Discussion
What do you feel about this poem /song ?
What is the theme of this poem?
What makes the poem so musical?
What are the difference between English poem and Chinese poem?
Step 3 Further Reading
(Provide the Ss more reading materials suitable for them to read). Here is one of the examples.
Joseph Haydn (1732 -- 1809) was an Austrian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.
He was born in a village in Austria, the son of a peasant. He had a beautiful staging voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.
Wolfgang Amadeus Mozart ( 1756 -- 1791) was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.
Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord when he was four, he started composing music when he was five, and when he was six, he played the harpsichord in a concert for the Empress of Austria.
By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known,” he said. The two were friends until Mozart's death in 1791.
Ludwig van Beethoven (1770 -- 1827) was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna.
Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.
1) Pre-reading
Can you tell me some musicians?
What do you know something about Beethoven, Mozart and Haydn?
2)Skimming
Read the passage quickly and decide what the best title is.
3) Scanning
Read the passage again and answer the questions.
Which of the composers ...
1. were born in Austria? 2. became deaf?.
3.was born in Germany? 4. met each other?
5. had a good singing voice? 6. had fathers who were musicians?
7.died before his fortieth birthday? 8 .had a father who wasn't a musician?
Step 4 Reflective thinking
Is the Chinese classical music different from the foreign classical music? Describe the differences, if there are some.
Do you think it is a good idea to mix Chinese and western music?
Is music a universal language?
Can you enjoy music from other parts of the world even if you don' t understand the words?
Are there any other universal languages?
Suppose there is no music in this world, what will the world be like?
Step 5 Homework
1. Try to write a song/ poem to show your love to your parents or your love to life or friendship is priceless…
2. Try to find music in our life.
Period 5 Speaking
Focus: Speaking
Teaching Goals
1. To develop the Ss’ ability of speaking.
2. To help arouse the Ss’ wide imagination and creative thinking.
3.To foster the Ss’ ability to cooperate harmoniously.
Important points
1. The ways of giving advice or making suggestions.
2. Talking about music.
Teaching Procedures
Step 1 Song Dictation
Choose a song familiar to the Ss and ask them to dictate the words of the song while listening to it twice. Be sure to make it interesting and workable.
Step 2 Task: Finding music in our life
Get the Ss to think: Where can you find music in our life? Then ask them to list down.
∮School bells
∮Morning/eye exercises
∮In Films/TV plays
∮Rings of mobile phones
∮Dancing ball
∮concert,
∮Background music of advertisements, Radio and TV programs, webpage, games…
∮Parks, shops, street…
∮Festival/ Celebration ……
Sum up: Music is everywhere! Music is always with us!
Step 3 Task: Forming your own band
Forming your own band in groups of four. And discuss and decide the following things:
1. The name of the band.
2. What kind of band it will be. Rock band? Pop music band?
3. What kinds of instruments will be used? Who plays it ? Who sings?
4. Who will be the composer of your band?
5. Where will you pracise singing and hold performances?
Step 4 Task: Asking for and making suggestions
You are the monitor of the class, your school is going to hold a concert next month, every class should choose a song to sing , your class teacher ask you to ask for the advice of a music teacher, Lily. Now Lily is calling back.
Try to make a dialogue with your partner.
You may use the following expressions to express yourself.
Ask for suggestions Make suggestions
Could you give me some suggestion on…?
I’d like your suggestions about?
What do you think I should do?
What would you do if you were me? Don’t you think it might be a good idea to…?
I think you’d better…
If I were you, I’d …
How /What about…?
Have you ever thought…?
Possible Version:
A: Hi, this is Lily. Sandy told me that you needed some advice.
B: Hi, Lily. Thank you for your calling. Sandy has told me you are an expert at music .Yes, I do need your advice. There will be a school concert next month. The class has asked me to pick a special song that will represent our class. It has to be a song that everybody likes and that shows the spirit of our class. Can you help me?
A: Hmm, that sounds difficult, but I’ll try. First of all, let’s think about what kind of music your classmates like.
B: Well, many students like pop music. Maybe we should choose a pop song?
A: Ok. What about the theme? What should the song be about?
B: I suggest it should be about friendship.
A: Well, Don’t you think it might be a good idea to choose Friendship Forever.
Have the Ss think hard and summarize how to make suggestions and give advice and possible responses.
Step 5 Task: Your idea of music
Get the Ss to think: What is your idea of music, Try to use some adjectives to describe it, The initial letter should begin with MUSIC, like this:
M magic ,musical
U universal
S skillful
I impressive, important, imaginative
C calm cheerful classical comfortable
Step 6 Task ：Mini Survey
Show the result of the survey the Ss did before class. Ask them two questions according to the result:
① Which style of music do you like best? Why?
② Which style of music is the least popular? Why?
Step 7 Homework
1. Practise ways of giving advice or making suggestions in pairs or in groups about certain situations.
2. Try to find some sayings about music.
Period 6 Writing & Assessment
Focus: Writing
Teaching Goals
1. To develop the Ss’ ability of writing.
2. To get to know some learning strategies.
3.To help the Ss to reflect on how and what they have learned from this unit.
Important points
1. Writing an e-mail.
2. Learning strategies.
Teaching Procedures
Step 1 Revision
Checking the homework: finding some sayings about music.
For examples:
“Without music, life is a journey through a desert.”
---Pat Conroy
“Stick to it and stay with what is true in your heart. Music is fun, and is for your spirit! Try many different styles of music, and always remember that music will never be a waste of time.”
---Robin Spielberg
Step 2 Before writing
Task: You and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. Try to use the expressions you learned. And pay attention to the writing of e-mail.
Group discussion:
What kinds of questions should be in the e-mail?
How to persuade Freddy to help you?
How to finish the letter politely? How to thank Freddy?
Step 3 Writing
1)Allow the Ss enough time to write the e-mail.
2)Get the Ss to do group work: exchange their own letters and share.
3)Group assessments.
4)Presentation
Step 4 Learning strategies
Music is more than just sound. It is a way of thinking. When you listen to music, sing or play an instrument, you are also becoming better thinkers. You can learn English from songs too. While singing a song, you are learning English grammar and vocabulary. Try to use them in your everyday English conversations when it is suitable.
Step 5 Self-assessment
items for unit 5 Class: Name: No.:
In this unit, you have learned about music and musicians. How well do you feel like practicing each of the skills below?
1= bad 2= so-so 3= quite good 4= very good
Skills Level
1.会使用与“音乐”相关的词汇（音乐种类、乐器） 1 2 3 4
2. 能谈论有关“音乐”的话题 1 2 3 4
3. 掌握带介词的定语从句的用法 1 2 3 4
4. 掌握有关“建议”与“偏好”的表达方式 1 2 3 4
5. 了解“音乐”的概念，中外音乐的区别 1 2 3 4
反思
本单元你学习的最重要的东西是什么？
什么东西（环节）给你留下最深刻的印象？
你在哪方面学习得最好？
哪些是你学习的难点？
你在哪方面还需继续努力？
你在课堂上足够积极吗？
你进步了吗？
进步 原因： □重视英语学习□上课专心
□课后多复习□同学互助
□改善学习方法 其他 _________
退步 原因： □不重视英语学习□缺乏恒心
□ 上课分心 □ 少复习
□基础差 其他 _________
Step 6 Homework
1. Ask the Ss to go over the whole unit and prepare for the unit quiz.
2. Write an article entitled Music and Life.
【教学反思】(或【教学设计说明】)
评析与反思：
1、本单元主要采用新课标提倡的任务性教学，整个教学过程让学生积极主动地探究，生动活泼地发展。群体性主体参与率较高，创新性思维活跃，使学生真正获得了自主学习的成功乐趣。整个教学过程的突出特点是精心创设情境，促进学生主动发展。
2、课堂活动的主要组织形式是小组合作学习。教师根据教学内容的特点精心设计了小组合作学习的“问题”，为学生提供适当的、带有一定挑战性的学习任务，把学生领近了“最近发展区”。小组活动给了学生自主、合作的机会，目能培养学生团体的合作和竞争意识，发展交往与审美的能力，在促进学生间的情感交流、互帮互学、共同提高，发挥学生学习的主动性方面起着积极的作用。
3、教学目标达成较好。特别是在知识目标与情感目标达成方面，学习策略还需在平时的教学中进一步加强与提高。
4、多媒体辅助教学较恰当，效果较好。课件中直观、形象生动的图片、录像、音效等的出现，帮助学生迅速融入课文故事情景，从而更好地理解文章旨意，使语言输入变得有意义。
5、任务设计较新颖，与学生的生活经历与兴趣相联系，能激发学生用语言做事的内驱力。但由于学生与教师是初次见面，需要一个磨合期，而本节课的学生活动较多，因此，在教学时间上显得较仓促。
6、文章中出现了较多的新词汇，学生虽然能通过上下文猜测出部分词汇的意思，但仍有一部分词汇对于学生而言有难度，若能在教学环节中穿插学习词汇的一个环节，相信效果会更好。
教学启迪：
1、激发学生学习兴趣是前提。学习是学生的自主行为。我们的教学更重要的是唤醒和激发学生主动参与学习的意识，使学生产生学习需求。因为兴趣是儿童认知活动的动力，最好的学习是学生对所学有内在兴趣。从上面的教学过程可以看到， Jumbels 与Memory challenge 等环节，使学生激动不已，他们都能精心准备，全身心地投入，主体性参与极高。这样就激活了学生的内驱力，变“要我学”为“我要学”，由被动地学转为主动地学。真正体现了教学的艺术不在于传授本领，而在于激励、唤醒、鼓舞。
2、营造和谐的课堂氛围是保证。现代教学论认为，民主、和谐、宽松的课堂教学氛围是促进学生自主学习、主动发展的关键所在。上述教学过程充分体现了师生间的民主合作性。课堂上师生合作、生生合作、平等讨论、相互补充的气氛极浓。给学生提供充分展示自己的机会，张扬自己的个性。学生们无拘无束地表现自己的感受，轻松愉快地用语言表达自己的见解。在言语实践中学习语言，在积极思维中发展思维，在交流表达中提高表达能力。
3、让学生获得成功的喜悦是关键。苏霍姆林斯基说：“成功的欢乐是一种巨大的情绪力量，它可以促进儿童好好学习的愿望。请你注意无论如何不要使这种内在力量消失，缺少这种力量，教育上的任何巧妙措施都是无济于事的。”要想促进学生主动发展，在教学过程中就要创设使学生能够获得成功的条件和情境，才能有效地培养学生的自信心，才能激发学生的学习主动性。在本课例中，教师以情景为基本原则，重点放在学习活动的开展上，让学生在恰当的情境中学会用英语交流，从而获得学习的成就感。
总之，教师只有立足于学生的发展，从根本上转变教育观念，树立新的素质观、人才观、质量观，变课堂为学堂，变灌输为引导，变指令为合作，真正确立学生的主体地位，才能使学生学习的潜能得到极大的发挥，促进学生积极主动、生动活泼地学习，从而全面提高学生的素质。
【背景资料】
Material References for you:
www.music.indiana.edu/music_resources/
【测试性评价】单元测试题及参考答案 (共120分)
第一卷
听力部分（共20分）
第一节（共15小题，每小题1分，满分15分）
听下面对话或独白。每段对话或独白下面有几个小题，从题中所给A，B，C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前,你将有时间阅读各小题,每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第1段材料，回答第1至3题
1. What’s the probable relationship between the two speakers?
A. Son and mother. B. Classmates C. Husband and wife
2. Why does Peter listen to music on cassettes?
A. Because he doesn’t like CD player.
B. Because he only stays at home.
C. Because he can’t afford to buy a CD player.
3. Which word is best to describe Lucy?
A. jealous B. helpful C. upset
听第2段材料，回答第4至6题
4. Who gave New York its nickname?
A. Musicians B. painters C. Singers
5. What is the woman interested in seeing?
A. A painting show B. A play C. A concert
6. When did New York get its nickname?
A. in the 20’s B. in the 30’s C. in the 40’s
听第3段材料，回答第7至9题
7. Where is the conversation take place?
A. in the library B. in the shop C. at home
8. How much is the blouse?
A. $ 15 B. $ 150 C. $50
9. What does Betty really want to buy?
A. a skirt B. a blouse C. a coat
听第4段材料，回答第10至12题
10. What surprised the woman?
A. A car B. A girl C. A bike
11. Why didn’t the man see that?
A. He was driving the car.
B. He was behind the woman
C. He was looking in another direction.
12. Where did the accident take place?
A. in the middle of the block
B. in the park
C. outside the shop
听第5段材料，回答第13至15题
13. What does the man want to learn? ________.
A. computer science B. skills, such as driving C. a language
14. How long does the course last? _________.
A. about 20 days B. about 35 days C. about 30 days
15. When can he take the final exam? ________.
A. from August 15 to 17 B. from August 16 to 18 C. from August 16 to 19
第二节 听取信息（共5题；每小题1分 ，满分5 分）
听下面一段独白。请根据题目要求，从所听到的内容中获取必要的信息，填入答题纸标号为16至20的空格中，录音读两遍，你有两分钟的做答时间。
16. Life without music would not be __________. I realize that this is not true for everybody.
17. Music __________________ everyone’s life, whether he realizes it or not.
18. But if we look at some parts of music more closely, we _________them in our everyday life too.
19. Of course, it has special meaning for _________ have spent all their lives working on playing or writing music.
20. “Through music a child enters a world of beauty, expresses himself from his heart, feels the joy of doing things alone, learns to take care of others, _________his mind and makes his body strong.”
笔试部分(80分)
I 单项选择：（20 x 1 =20）
21. When asked by his headmaster, he often pretends as if he______ ill.
A. is B. was C. had been D. were
22. He slept well _______ all the windows ________.
A. with, open B. with ,opened C. while, opening D. as, open
23.It’s too crowed here, Let’s go ________.
A. else somewhere B. else’s somewhere
C. somewhere else D. somewhere else’s
24.I know that more than one ________ the job ahead of time.
A. person have finished B. persons have finished
C. person has finished D. persons has finished
25. Those tourists were pleased with this trip, _______ that they would come for another trip in the year .
A. added B. and adding C. adding up to D. adding
26. The reason _______ he complained was ________ the service of the shop was too bad.
A. why , because B. why, / C. why, that D. / , which
27. The TV set has _______ wrong. We have to get it repaired.
A. gone B. come C. become D. grown
28. For years Mike kept _______ new and good ideas for designing.
A. coming up B. rising C. coming up with D. being raised
29. This is one of the questions _____ at the meeting yesterday.
A. being discussed B. to be discussed C. discussed D. discussing
30. The lady ________ a new coat is my friend’s sister.
A. having on B. is wearing C. dressing D. dressing in
31. You can’t go home your teacher you to do so.
A. unless; agrees B. until; allows C. unless; lets D. if; tells
32. Li Hua has succeeded in the entrance examination and his dream ______ being a university student will ______.
A. about; be true B. from; turn into practice
C. in; become a fact D. of; come true
33. It was about 600 years ago ______ the first clock with a face and an hour hand was made.
A. that B. until C. before D. when
34. She for what she has done.
A. ought to praise B. ought to praised
C. ought be praised D. ought to be praised
35. He up early since his childhood.
A. used to get B. is used to get
C. has been used to get D. has been used to getting
36.I thought her nice and honest _________ I met her.
A. first time B. for the first time
C. the first time D. by the first time
37. The lady insisted that the young man ________ her wallet and insisted on ________ to the police station at once.
A. had stolen ; be sent B. should steal ; sending him
C. had stolen ; his being sent D. should steal ; sending
38. Peter has two daughters , _______ work at a hospital.
A. either of whom B. neither of whom
C. both of whom D. all of whom
39. Finally , the thief handed everything _______ he had stolen to the police.
A. after B. what C. whatever D. that
40. She likes to use words ________ is clear to her.
A. of which the meaning B. of which meaning
C. whose of meaning D. meaning of which
II．完形填空：（20 x 1 = 20）
One evening, long after most people had gone to bed, a friend of mine and I were making our way home happily through the 41 street. We had been to a musical comedy (音乐喜剧)and was talking about the people we had seen and heard in it.
“The show__42__ him a star overnight.” said my friend about one of them, “He was completely___43__before. And now thousands of people sent him gifts and letters.” “I thought him quite good,” I said, “but not __44__thousands of letters. As a matter of __45__ , one of his songs gave me a shock(震惊). It was too noisy.” “What was that?” my friend asked me. “__46_ it to me.” I began to sing. “Do be quiet. You will give everybody a shock and __47__ them up for miles away; besides, there will be a policeman in front of us.” My friend gave me a __48__ look.
“Never mind. I don’t care. What is the matter?” I said and went on singing at the___49__of my voice.
Before long there came a policeman, __50_ in front of me, with his notebook __51_.“ Excuse me , sir.” he said, “You have a very good voice, if I _52_ say so. Who taught you singing? I'd very much __53_to find someone who can give my daughter singing lessons. Would you be ___54__ enough to tell me your name and address? Then my wife and I would __55__on you and we could discuss it.”
根据文章内容，选择正确答案：
41. A. calm B. crowded C. silent D. quiet
42. A. called B. turned C. named D. made
43. A. famous B. forgotten C. stranger D. unknown
44. A. worthy B. worth C. received D. accepted
45. A. fact B. facts C. a fact D. the fact
46. A. Read B. Sing C. Say D. Tell
47. A. call B. pick C. wake D. join
48. A. surprised B. happy C. angry D. worried
49. A. end B. foot C. most D. top
50. A. running B. going C. standing D. walking
51. A. closing B. closed C. open D. opened
52. A. may B. can C. must D. don’t
53. A. prefer B. want C. like D. eager
54. A. brave B. kind C. willing D. honest
55. A. try B. visit C. invite D. call
III 阅读理解 (20分)
Passage A
I’m sure you know the song “ Happy Birthday” . But do you know who wrote the song and for whom it was written ?
The retired professor , Archibald A. Hill in Lousciville , USA could tell us the story. Ninety - seven years ago , two of Mr. Archibald Hill’s aunts , Miss Patty Hill and Miss Mildred Hill were asked to write some songs for a book called “ Song Storied for the Sunday Morning .” Miss Patty Hill and Miss Mildren Hill were both kindergarten teachers then. They loved children very much and wrote many beautiful songs for the book . One of them was the famous “ Good Morning to you.” the song said , “ Good morning to you , good morning to you , dear children , good morning to all.” This song was very popular at that time among kindergarten children . But not many grown-ups knew it . A few years later little Archibald was born . As his aunt , Miss Patty Hill sang the song “ Happy Birthday” to the melody (曲调) of “ Good Morning to you” to her little nephew (侄儿) . She sang the song like this :
Happy birthday to you !
Happy birthday to you !
Happy birthday , dear Archie !
Happy birthday to you !
Miss Patty Hill and her sister had never expected that this song would become so popular , but it really did . People all over the world like the song because of its simplicity in tune (曲调简单) and friendiness in words.
56. Archilbald A. Hill was ________ .
A. English B. American C. Russian D. Australian
57. Miss Patty Hill and Miss Mildred Hill wrote ________ for the book “ Song Storied for the Sunday Morning .”
A. a song B. some songs C. many songs D. no songs
58. Professor Archibald A. Hill was Miss Mildred Hill’s ________ .
A. son B. student C. brother D. nephew
59. The song “ Happy Birthday” has a history of _______ years.
A. 97 B. more than 90 C. less than 90 D. about 90
60. The sentence “ it really did” means ________ .
A. The song really became popular
B. Their wish would really come true
C. People all over the world like to listen to the song
D. Yes , the song didn’t become popular
Passage B
Americans have contributed(做贡献) to many art forms, and jazz, a type of music, is one of the art forms that were started in the United States. Black Americans, who sang and played the music of their homeland, created jazz.
Jazz is a mixture of music of Africa, the work songs, the slaves sang, and religious(宗教的) music. Improvisation (即兴演奏) is an important part of jazz. This is why a jazz song might sound a little different each time it is played.
Jazz bands formed in the late 1800s. They played in bars and clubs in many towns and cities of the South, especially New Orleans. New Orleans is an international seaport, and people from all over the world come to New Orleans to hear jazz.
Jazz became more and more popular. By the 1920s, jazz was popular all over the United States. By the 1940s, you could hear jazz not only in clubs and bars, but in concert halls as well. Today, people from all over the world play jazz. Jazz musicians from the United States, Asia, Africa, South America, and Europe meet and share their music at festivals on every continent. In this way jazz continues to grow and change.
61. What can be the best title of the passage?
A. American Art Forms B. The Development of Jazz
C. The Music of Black Americans D. The Birthplace of Jazz
62. From the text we can learn that____ .
A. New Orleans is the place where jazz was first produced
B. the American people are all jazz lovers
C. jazz is merrily sung by black people when working
D. jazz may become less popular as time goes on
63. It took about ____ years to make jazz popular in the United States.
A.200 B.120 C.80 D.40
64. Which is Not the correct word to describe Jazz?
A. religious B. improvisatory C. African D. gentle
65. Where can you hear Jazz?
A. clubs B. bars C. concert halls D. All of the above
Passage C
One of the most popular American singers of the twentieth century was Elvis Presley. He made the Rock & Roll music popular around the world. He sold millions of records and made many successful films, and he helped change the direction of popular music in the 1960s.
Elvis Presley was born in a poor family in 1935. His parents were simple country people who often took him to church, where he learned to sing and he never forgot the kind of songs that he used to sing in church as a child.
When he was a teenager, Elvis moved from Tupelos to Memphis in Tennessee, where he attended high school, but he was not a good student. His only real interest was singing. He began to sing in the style that is called “country and western”.
In 1955 he recorded some songs for his mother's birthday. The people at the recording studio(录音棚) liked his singing and his music. There was something different about it. It was country and western music, but it also sounded a little like the music, which black people used to sing in the American South, music known as “blues”.
Shortly after that, Elvis met Tom Parker, who became his manager and arranged(安排)concerts for him across the United States and new recordings as well. Soon Elvis rose to fame all over the country. Later, Elvis went to Hollywood and began to appear in films like Love Me Tender and King Creole.
But Elvis found it hard to live with success, like many other entertainment personalities (娱乐圈内的人士) .He began to take drugs and his health began to suffer. When he died at an early age of 42 in 1977, his many millions of fans were shocked. “The King Is Dead!” the newspaper said. But today his memory and his music live on and he will always be remembered as the King of Rock & Roll.
66. Which is the right order of Elvis Presley's life?
a. Elvis went to high school in Memphis.
b. Elvis was born in Tulepo, Mississippi.
c. Tom Parker became Elvis's manager.
d. Elvis recorded some songs for his mother's birthday.
e. Elvis learned to sing at church.
f. Elvis gave concerts all across America.
A. b, e, a, d, c, f
B. b, e, a, c, d, f
C. a, b, e, d, c, f
D. f, a, b, e, d, c
67. Judging from the passage, we may conclude____ .
A. Elvis forgot his church music at a later age
B. his church songs helped his development in his singing
C. Elvis didn't get any help from his parents in singing
D. his church songs didn't help develop his own style
68. What was Elvis's style of singing like most probably?
A. Only country and western.
B. Only country and blue.
C. Both western and country.
D. Not only country and western but also a bit “blues”.
69. What was the main reason for death?
A. A car accident B. Killing by others
C. Taking drugs D. Heart attract
70. What do the fans regard Elvis Presley as?
A. King of Rock and Roll B. King of Blues
C. King of Rap D. King of Country music
Passage D
Laws for children are good things. One hundred years ago in some countries, children worked eighteen hours A day in A factory at age seven. The factory owner could beat a child who fell asleep or was not fast enough. Both parents and teachers could do the same.
Today, there are many laws about children all over the world. Some people think if children do something wrong, they should he punished. Other people do not agree. The Eskimos in Alaska almost never punish their children. The parents do not beat them. If the children go too far, their parents will punish them by making fun of them.
Children in other parts of the world are not as lucky as Eskimo children. American parents can beat their children at home, but a teacher can’t beat a child in school. This is also true in Germany. Instead, in Sweden it is against the law for anyone to beat a child. Swedish parents can’t beat their children. The children also have a government official who works for their rights. There is even a plan for children to leave their parents, though this is not a law yet !
71. Which is the best title for the passage ?
A. Children In Different Countries
B. Children In Different Times
C. Laws About Children
D. Laws In Different Countries
72. Where and when did children work eighteen hours a day ?
A. In factories all over the world now.
B. In some countries a hundred years ago.
C. On farms in America hundreds of years ago.
D. At the age of seven in Germany today.
73. “If the children go too far ” means “_______ ”.
A. If the children make many mistakes
B. If the children are far away from home
C. If the children do something against the law
D. If the children walk farther than others
74. From the passage, we know parents can beat their children _____.
A. all over the world
B. in Eskimo families in Alaska
C. in Sweden
D. in Germany
75. The passage implies that ______.
A. Laws for children are good things.
B. Parents don’t love their children.
C. The children are not so lucky as those in Eskimo.
D. Teachers can beat children everywhere.
新题探究：篇章结构（共5小题，每题 1分，共5分）
下面是一篇杂志文章，请将标有A 至 F 的段落插入文章中标号为76 到80 的合适位置，使这篇文章意义完整，结构连贯，其中有一个段落是多余的。
In the 13th century, the famous Italian traveller, Marco Polo, travelled a long way to China. _________________76_________________ One of the things he discovered was that the Chinese used paper money. In western countries, people did not use paper money until the 15th century. However, people in China began to use paper money in the 17th century.
A Chinese man called Cai Lun invented paper almost 2,000 years ago. He made it from wood. He took the wood from trees and made it into paper. ________77________________
Now paper still comes from trees. We use a lot of paper every day. If we keep on wasting so much paper, there will not be any trees left on the earth. ____________78_________ Every day, people throw away about 2,800 tons of paper in our city. It takes 17 trees to make one ton of paper. This means that we are cutting nearly 48,000 trees every day. Since it takes more than 10 years for a tree to grow, we must start using less paper now. ________79__________
_________80_________ We can use both sides of every piece of paper, especially when we are making notes. We can choose drinks in bottles instead of those in paper packets. We can also use cotton handkerchiefs and not paper ones. When we go shopping, we can use fewer paper bags. If the shop assistant does give us a paper bag, we can save it and reuse it later.
Everyone can help to save paper. If we all think carefully, we can help protect trees. But we should do it now, before it is too late.
A. So how can we save paper?
B. He then put these pieces of paper together and made them into a book.
C. If we don’t, we will not have enough time to grow more trees to take the place of those we use for paper.
D. During his stay in China, he saw many wonderful things.
E. Paper is very important in our daily life.
F. If there are no trees, there will be no paper.
第二卷（20分）
I 单词拼写 根据句子内容填写本单元出现的适当词汇（每格0.5分, 共5分）
1.His victories in the war e______ him the title of “The Great”.
2. Actors p_________ Twelfth Night at the theater.
3.Listening, speaking, reading and writing are four important a_________.
4.There they f______ an army of about 5000 men.
5.The boat r ______ so heavily that we all felt sick.
6.Mozart is a very great __________ (音乐家) in the world.
7.It is very important for a company to own good _______ (声誉) in the society.
8.Whether he will come or not remains __________ (未知的).
9.Only in this way can you earn some ________（额外的） money.
10.He was so ________ （吸引人的）that everyone was clapping for him.
II 句子翻译. 根据课文内容提示，完成句子。（每小题1分, 共5分）
11. 我想租一间现代、舒适的房子，更重要的是，要有一个安静的环境。
I would like to rent a house, modern, comfortable and _______ ________ in a quiet environment.
12. 她梦想着能出国深造。
She is ________ ________ going abroad to have further study.
13. 如果你对别人诚实，他们就会乐意帮助你。
If you are ________ ________ others, they will be ready to help you.
14. 我们不得不承认我们是偶然获胜的。
We had to admit that won _______ _________.
15. 如果你坚持真理，你就没有什么可害怕的。
If you _______ ________ the truth, you have nothing to fear.
Ⅲ 书面表达（共10分）
请你以“”Music and Life”为题，用英语写一篇100词左右的短文，要点如下：
1、音乐无处不再，音乐是我们生活的一部分。
2、音乐的形式与种类是十分丰富的，如，流行音乐、古典音乐、乡村音乐、民族音乐等。
3、音乐的功能也是多种的，在不同的场合听不同的音乐，会有不同的心情。如，音乐能让人快乐、激动，也能让人悲伤、失望等。
4、我对音乐的感觉。
参考答案
第一卷
听力答案
1-5 B C B A A 6-10: A B C A A 11-15: C A C B B
16．exciting 17 plays an important part in 18 discover 19 those who 20 develops
笔试部分
单项选择 21-25: D A C C D 26-30: C A C C A
31-35: B A A D D 36-40: C C C D A
完形填空 41-45: D DD BA 46-50: B C D D C 51-55: C C C B D
阅读理解 56-60 :B C D D A 61-65 : B C B D D
66-70: A B D C A 71-75: C B A D A
76-80: D B F C A
第二卷
I单词拼写
1. earned, 2. performed,3. abilities, 4.formed,5. rocked, 6.musician,7. reputation, 8.unknown, 9.extra, 10.attractive
II 句子翻译
11. above all, 12. dreaming of, 13. honest with, 14. by chance/ by accident, 15. stick to
听力原文:
听第1段材料，回答第1至3题
(The bell for a break)
Peter: Hi, Lucy.
Lucy: Hi, Peter.
Peter: What’s that?
Lucy: It’s my new minidisk player.
Peter: Let me have a look. Oh-cool!
Lucy: Have you got one?
Peter: A minidisk player? No way! They’re too expensive. I only have cassettes.
Lucy: You can borrow my CD Discman if you like.
Peter: Really ? Thank you!
听第2段材料，回答第4至6题
M: Are you ready for the trip to “The Big Apple”?
W: “The Big Apple”? What are you talking about?
M: “The Big Apple” is the nickname for New York City. You are going to New York with us, aren’t you?
W: Yes, I’m going. I’m looking forward to seeing a special show on modern American painters there. But tell me, where did the nickname come from?
M: Some musicians in the 20’s gave it the name. When they played a concert in New York.
W: Wonderful! New York is such an interesting place and it even has an interesting nickname.
听第3段材料，回答第7至9题
M: Oh, Better! Look at this blouse! Isn’t beautiful? And it’s your size.
W: How much is it?
M: $ 50.
W: $ 15. That’s not bad. Mike.
M: I didn’t say $ 15, I said $ 50.
W: Oh, dear. That’s too expensive. Dad said I could use his card. But he won’t be happy if I spend $ 50. Besides, I need a skirt, not a blouse.
听第4段材料，回答第10至12题
W: How about that?
M: What? What happened?
W: Did you see what the man did?
M: No, I was looking the other way.
W: He made a U-turn right in the middle of the block and almost hit a girl on a bicycle.
M: Drivers get crazier every day.
W: Right. Nobody wants to drive by the rules any more.
听第5段材料，回答第13至15题
M: Excuse me, Miss.
W: Yes, young man. May I help you?
M: Yes. I’d like to get some information about the summer course at the English Training Center.
W: Sure, what can I tell you?
M: Can you tell me the starting and finishing time of the course, please?
W: Yes. The course begins on July 15 and runs until August 20.
M: Right. And what course will we learn?
W: Well, you have varieties of courses. You have listening and speaking courses, reading and writing. There are also classes in audio-visual training and chances to use the language laboratory as well.
M: Right and what time will the classes be held?
W: Well, most of them are in the morning. There are only a few classes in the afternoon.
M: Right. Do you have a timetable?
W: I’m sorry. My workmate isn’t here at the moment, so I can’t get a timetable for you yet.
M: That’s OK. And when will the final exams be held?
W: At the end of the term. They begin on August 16 and run until August 18.
M: OK. Well, thank you, Miss.
W: Sure.
第二节 听取信息（共5题；每小题1分 ，满分5 分）
To me, life without music would not be exciting. I realize that this is not true for everybody. Many people get along quite well without going to the concert or listening to the record. But music plays an important part in everyone’s life, whether he realizes it or not. Now, we have been speaking of music in its more common meaning - the kind of music we hear in the concert hall. But if we look at some parts of music more closely, we discover them in our everyday life too - in the rhythm (旋律) of the sea, the melody of a bird in the woods and so on. So music surely has meanings for everyone in some way or other. And, of course, it has special meaning for those who have spent all their lives working on playing or writing music.
Once a great man said, “Through music a child enters a world of beauty, expresses himself from his heart, feels the joy of doing things alone, learns to take care of others, develops his mind and makes his body strong.”
篇7：高一英语新教材教案Revision（ Units 9-10 ）(新课标版高一英语下册教案教学设计)
StepⅠ Words and phrases
.disagreement absolutely appointment behavior emergency environmental measure original amount material
Step ⅡLanguage points
1.appointment n.
by appointment
have an appointment with sb.
keep /break one’s appointment
make an appointment with sb.
2.remind v.
remind sb.of …
remind sb. to do …
remind sb. that …
3.unexcepted adj . <___>excepted adj .
as excepted
than excepted
except vt .
1).expect ﹢ n /pron
2).expect ﹢that
3)expect ﹢so/not
4).expect ﹢to do sth
5)expect ﹢sb . to do sth
4.measure n. vt
measure against
made to measure
take sb’s measure
5.environmental adj . →environment n.
natural environment
social environment
6. want v.
want doing /to be done
a typist wanted
the wanted man
Step Ⅲ Exercises
1. It’s a pleasant day for a picnic , I’m sure we’ll _____
A have a fun B have fun
C enjoy fun D.get funny
2. Tom has always thought of himself for a good cook and never fails to ______everyone of it .
A. remind B. remember C. know D. introduce
3. In summer we usually keep the window ______so that cool air come in.
A opened B to be open C open D opening
4.You must stand it , and see it through ,________it costs .
A no matter what B no matter how
C what D how
5. Mobile phones make it possible for people to stay ______very easily .
A in touch B in connection
C in communication. D in talk
6. I ______the cell phone in school, because it will be taken away from me .
A. daren’t to use B don’t dare to use
C not dare use D dare to not use
7. I really don’t think Tom will be angry ,but I’ll go and see him in case he______
A will be B does
C is D has been
8. The doctors devoted themeleves ________a better cure for the terrible disease .
A to find B finding Cto finding D in finding
9. Many people came to the meeting ,of whom _______left early .
A numbe B. the numbers
C the number D a number
10. Eating good breakfest keeps you ______for the rest of the day .
A alone B.asleep C. alive D.living
11. Put the flowers in warm rooms to _______them _________
the freezing cold.
A stop ;from B keep;from C protect;from D.rescue ;off
12. Many animals and plants ,which couldn’t ______the sudden change of the climate , die out Dinosaurs are one such example.
A.suit to B keep to C get to D.adapt to
13.The police officer wants to know what measures _____-to find the murders as soon as possible .
A to take B to be taken C taken D.being taken
14.These animals ______their environment;______, they hav learned how to live successfully in their habitat .
A are all used to ;that is
B all used to ; that is
C are all used to ;for example
D a ll used to ; for example
15.The work we are doing is quite difficult, so your support will certainly ________>
A make any difference
B make a difference
C be very different
D be of some difference
key Ⅲ1----5BACAA
6----10BCCDC
11 ----15CDAAB
StepⅥ Important drills
<1>… make it possible for us to do …
not only … but also …
… as much /many as …
It’s time to do …
The plans make it possible fou us to have a good rest.
He can speak not only English but also French.
Our school has as many books as your school.
It’s time go to school.
StepⅦ Grammer
<1>The Present Continuous Passive Voice
He is being operated on in the hospital.
They are being taught English At present.
The naughty boy is always being scolded by his father.
Mary is always being praised by the teacher
<2>Review Direct and Indirect Speech
StepVIII Homework
篇8：unit 22 Word study(新课标版高一英语下册教案教学设计)
Type of lesson: Word study
Teaching Contents: Vocabulary: thrill, educate, divide, prevent, risk and it seems/ed.
Teaching Aims：Help the students grasp the usages and meanings of the above words or phrases.
Teaching procedures:
Step I . Present the words to be learned to the students.
Ask the students to discuss in group and get the meanings of the underlined words or phrases
1. Many people come to theme park looking for thrills and entertainment.
2. A good example of a theme park that both educates and entertains is Ocean Park in Hong Kong.
3. The park is divided into two sections.
4. It seems that people just cannot get enough of scary rides and exciting adventures.
5. New technology allows us to experience almost anything without actually being in danger or risking injury.
6. He cut off the electricity quickly and prevented an accident.
Step II: Learn each word in detail
1. thrill
Ask the Ss to read the following sentences and match the underlined words with their proper meanings.
1) The magic of his music continues to thrill audiences.
2) Although Mary has been acting for years, she still get a thrill out of going on the stage.
3) Stories of adventure thrilled him.
A. To give great pleasure to; delight.
B. To cause to quiver, tremble, or vibrate.
C. A sudden strong feeling of excitement and pleasure.
Practice: complete the following sentences.
这位旅行者的经历使我们惊骇不已。
1) The travelers ___________________ his stories. (thrilled us with)
我得知考试及格后很高兴。
2) It ____________________ to know I had passed the examination. (gave me a thrill/ is a great thrill for me)
2. educate
Ask the Ss to read the sentences and discuss the meanings and usages of “educate” in a group of 4.
1) educate sb: 教育，指导某人
School teachers educate children.
2) educate oneself自学，自修
Some children educate themselves because their parents can’t afford them to the school.
3) educate sb about/ on sth 就。。。对。。。进行教育，指导
The campaign will educate the public about the dangers of smoking.
4) be educated for... 为特定目的而提供知识或进行训练，培训
I was educated for an English teacher.
Ask Ss to translate the following phrases.
①自学, 自修educate oneself
②受大学教育; 上大学be educated at [in] a college
③培养音乐兴趣educate one's taste in music
④攻读法律be educated for the law.
⑤大学教a college education.
3. divide
1) 分开；划分（常与in, into连用）
Let's divide ourselves into several groups.
This class is too large; we shall have to divide it for oral practice.
2) 分开把…跟别的东西分开；分离：divide... from...
The teacher divided the boys from the girls for gym class.
3) 分，分食 （常与out连用）
“Children, divide the cake up between / among you.”
4) 除
15 divided by 3 is 5.
Three will not divide into eleven.
5) 使意见不合；使不和
Please don't let such a small matter divide us.
On some minor points members of the committee divide with one another.
Practice:
4. prevent
1) To keep from happening: 预防使防止发生：
It is the job of the police to prevent crime.
The government took steps to prevent the strike.
2) v. intr. To present an obstacle: 阻挠，阻止呈现出阻碍：
There will be a picnic if nothing prevents.
3)stop or hinder（常与from连用）阻止；制止；妨碍
We were prevented by heavy smog from seeing anything.
What prevented you from joining us last night?
4) To come before; proceed. 在…之前在…之前来；先于
Tom’s study always prevents his peers.
Practice: make up sentences according to the given key words and pictures.
Possible answers:
1) Your prompt action prevented a serious accident.
2) Italy famous football flayer Barkier has a leg injury that may prevent him from playing in tomorrow’s game.
3) Class 2’s basketball players tried their best to prevent us from winning.
5. risk
v. Ask the Ss to observe the following sentences and discuss the usage of risk.
1) risk sth
You should not have risked the confrontation with the government.
His action risked a sharp reprisal.
2) risk doing sth
Are you prepared to risk traveling without an guard?
Although he risked getting caught in a storm, Jim kept the appointment on time.
3) risk sth on sth
You’d be crazy to risk your money on an investment like that.
Tom’s Dad is a gambler. He once risked everything on a single throw.
4) risk one’s life
He risked his life when he saved the child from the river.
Martina risked her life to save her dog from the fire.
n. Ask the Ss to translate the risk-phrases in the following sentences.
1) He took a risk when he crossed the old bridge.
2) The firm’s reputation is at risk.
3) Anyone traveling without a passport runs a risk of being arrested.
4) At the risk of sounding stupid, can I ask a simple question?
5) You leave your wallet in the classroom at your own risk.
Practice
Complete the following blanks using what we learned about “risk”.
Last summer vacation, Xiao Ming _________________ (独自冒险旅行)to the Huang Long Virgin Forest. Before his journey, he told his plan to his parents. Xiao Ming’s Dad agreed with him and said: “Being a man, we should ___________（冒险）to become stronger.” But, his mother was worried about him, because she thought Xiao Ming was too young to travel the virgin forest alone and he just____________.（冒生命危险）
Xiao Ming explained his plan and said he had been well prepared. He wouldn’t _________（处于危险中）. At last Mum gave in and said: “OK. Be well prepared! Once you are in danger, do call the police and us for help. ”
Three days later, Xiao Ming came back home safely. Although Tom was very tired, he said to his parents: “___________________.（这值得冒险）”
Possible answers:
risked traveling alone, take a risk , risked his life ,
be at risk. It’s worth the risk
6. It seems/seemed...
Ask the Ss to read following sentences and discuss the sentence pattern.
1) it seems that...
It seems to me that it will snow.
It seemed that he was ill. So I called in the doctor.
2) it seems as if/ like / though...
It seems as if it is going to rain.
“At that time, it seemed as if I couldn't think of the right word anyhow.”
3) ...seem + adj.
He seems quite happy.
Mary didn’t seem very sure about tomorrow’s exam.
4) sb/sth seems/ed to be/do/ have done
Danger seems to attend everything they have tried.
I seemed to hear a voice in the distance.
Practice: use “seem” to make up as many sentences as you can according to the pictures.
1)
2)
Practice
Choose the following words or phrases and use their proper forms to fill in the blanks: admire...for..., thrill, educate, divide...into..., base...on..., prevent, risk and it seems/ed.
Ocean Park Hong Kong
Ocean Park, situated on the southern side of Hong Kong Island, is one of the world’s acclaimed _________ theme parks covering more than 870,000 square meters of land. With 24 years of history, Ocean Park has established itself as one of the major tourist attractions in Hong Kong and Asia. Aside from entertainment through _______ rides and a wide variety of shows, the park _____________ its education and conservation programmers.
Ocean Park is divided into two sections: the Headland and Lowland. At the Headland, the visitors can ______ its many rides including the Crazy Galleon, Flying Swing, Raging River, space wheel, and so on. Another attraction is Dolphin Aquarium. Unlike some aquarium where the visitors ____________________ touching the dolphins, it allows the visitors to dive and play with the dolphins. ________________ people just can’t get enough entertainment and education in Ocean Park.
Possible answers:
educational, thrill, is based on, risk,
are prevented from, It seems that
篇9：高一英语新教材教案Unit 8 Sports(新课标版高一英语下册教案教学设计)
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of sports and the Olympics;
b. Learn to express likes and interests and hobbies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
the passive voice
Period 1
Main points
1.Words
stand for; well-known; host; shooting; interest; test; examine✓ match; sport; congratulation; fill in; information; while; beat&win
2.Sentence patterns
would rather…
be worth…
prefer…to…
3.Functional item
talk about interests&hobbies
Difficult points
would rather…
prefer…to…
Teaching procedures
Step 1 lead-in
Ss : talk about sports
T : Do you like sports?What sports do you know?
How much do you know about the Olympic Games?
Many of you are sports fans.And we all know China will host the Olympics in .Next I will give you a quiz to see which of you knows most about the Olympics.
Step 2 Warming up
1.Ss finish the multiple choices in given time.
2.Check the answers
Step 3 Listening
T : Most sports fans like to listen to sports news.How about you?Next you’ll listen to three sports reports.
1.Go through each task and understand what to do.
2.Play the tape two or three times as necessary.Pause at important points and give the students help as necessary.
3.Let the Ss discuss in pairs and then check the answers.
Steps 4 Speaking
1.Go over the useful expressions listed.T asks and Ss answers.
2.Ss practice asking and answering in pairs.
3.Set an example of an interview.
4.Ss practice in groups of 4.Using the expressions.
Step 5 Language points
1.would rather
(1)+do (d’rather do)
EP:He said he would rather play football.
I’d rather stay here with you.
(2)+not do sth
EP:He would rather not listen to jazz.
2.Prefer to do rather than do
EP：I prefer to write to her rather than telephone her.
I prefer to stay at home rather than go out.
Homework :Review useful expressions and practice.
Period 2
Main points
1.Words
take part in; competitor; rank; prtpare; every 4 years; in modern times; further&farther; event; history-making; make change; whole&all; honour.
2.Sentence patterns
…the same as…
following…
Difficult points
…the same as…
every 4 years
Teaching procedures
Step 1 Recision
Ask students to talk about interests and hobbies.
Step 2 Pre-reading
1.T:Which sport event do you like to watch most?Why?
2.T:Are the Olympic Games important to our society?Why or why not?
Possible answer:Yes,they are important.It is an opportunity to show how strong you country is and how much the people in your coutry love sports.
Step 3 Reading
Today we are going to learn more about the Olympic.Ask students to read quickly in silence and find the answer to the following question.
Q :Which would be another title for the text?
A .The Summer Olympic Games
B .The Winter Olympic Games
C. The World’s Greatest Sports Games
D. A Great Victory for China (c)
Step 4 Post-reading
Ask students to read the text again and answer the following questions.
1.How have the Olympic Games changed since the old Olympic Games were held in ancient Greece?
A :The Olympics have changed in many ways.Many sports are the same,but new sports have been added.Women are now allowed to take part in the Games.In ,over 10,000 athletes form 227 countries participated in the Olympics.
2. What will be done in preparation for the 2008 Olympics in Beijing?
A :New buildings and sports venues will be built,more trees will be planted and new roads will be built.
Step 5 Language points
1.take part in; join in; attend
(1) John takes part in many school activities. He takes an active part in politics.
(2) Join in sth./join sb in sth.
All the family join me in wishing you a happy future.
(3) attend a meeting;
attend the concert ;
attend a class
2 .in modern times time pl.
Times have changed,and we shouldn’t fall behind them.It is the fastest computer of modern times.
3. the same as…
The jacket is the same as mine.
She goes to the same university as her father did.
Step 6 Listening to the tape
Homework:Review words and language points in the text.
Period 3
Revision
Ask several students to say something about what he will do for the 2008 Olympics.
Grammar : The Future Passive Voice
1. Structure:will+be+v.-ed
2. Model-making
T:The classroom is very dirty.I will clean it.So it will be cleaned.
3. Drill&practice
Do exercise on P54-55 in book.Grammar Ex 1.
Homework :Ex 2 on P55.
Period 4
Main points
1.Words
height; point; skill; facial; live; live his dream; speed
2.Sentence patterns
more than
Difficult points
more than
Theaching procedures
Step 1 Recision
Review the structure of the future passive voice.
Step 2 Lead-in
Ss talk about their favorite sports stars.
You have your favorite sports stars.Would you like to know something about Yao Ming.
In this period,we’ll read the profile of Yao Ming.
Step 3 Ask students to read the profile and make a summary.
Step 4 Teach students how to read and write a profile.
Step 5 Language points
1. height n.
What is its height?(What height is it?)
It has a height of 5cm,a length of 10cm and a width of 4cm.
2. more than
We were more than happy to hear of your success.
He is more than our teacher.He is also our best friend.
Step 6 Listening
Homework : Revise all the words and expressions in this unit.
篇10：必修2 Unit 2 the Olympic Games全单元教案(新课标版高一英语必修二教案教学设计)
The Olympic Games
Teaching aims:
1. Topic
Ancient and modern Olympic Games; physical education
2. Useful words and expressions:
honest ancient compete competitor medal host Greece Greek magical interview athlete admit set (n.) slave stadium gymnasium replace prize silver physical root relate sail poster advertise foolish promise golden
take part in a set of as well as one after another
3. Functional items:
I. Talking about interests and hobbies
What are your hobbies?
What do you like doing in your free time?
How do you become good at them?
What is enjoyable about this hobby?
What have you learned from this hobby?
II. Agreement and disagreement
I think that….
I don’t think that ….
I agree…
I don’t agree…
I’m sure that ….
I’m not sure whether…
Do you think that…?
There is no doubt that….
4. Structures
The future passive voice
When and where will the next Olympic Games be held?
The 2008 Olympics will be held in China.
Teaching procedures
Period 1 (Reading)
Step 1. Warming up
1. Show the Ss the video of the opening ceremony of the 28th Olympic Games held in Athens on August 14th, .
2. Ss say something about the Olympic Games.
3. Ss finish the chart on page 9.
Step 2. Pre-reading
1. Let the Ss discuss the three questions in pre-reading.
2. Collect answers from the Ss.
Step 3. While-reading
1. First listen to the tape, paying attention to pronunciation and intonation, and try to get the general idea of the passage.
(It tells us the differences and the similarities about the ancient and modern Olympics.)
2. Ss read the passage and answer the following questions:
1). What upsets Pausanias about the modern Winter Olympic Games?
2). What amazes Pausanias about the modern summer Olympic Games?
3). Why does Pausanias think Athens, Greece and Beijing, China should feel proud?
4). Why does Pausanias think people may be competing for money in the modern Olympic Games?
5). What makes Pausanias happy about the modern Olympic Games?
3. Ss read the whole passage and fill in the table on page 11.
Step 4. After-reading
1. Ss discuss what they have learned.
Suggested answer:
Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Know we can have a deep understanding of the games. From the passage, we can also know that the Olympic Games are developing and improving. It’s our duty to make the Olympic games better and healthier. We know that the principal in 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment. In the coming Olympic Games, what will you do?
2. Ss discuss: what will you do for the coming 2008 Beijing Olympic Games?
Homework
1. Recite the key sentences in the text.
2. Retell the text.
Period 2. (Language learning and grammar)
Step 1. Revision
Ss try to retell the text, using their own words.
Step 2. Language points
1. host (v.)
2. are to be held
3. admit (v.) admitted admitted
be admitted to be admitted as
4. as well as
5. marry sb. be/get married to sb.
6. make sure that
Step 3 Discovering useful words and expressions
1. Ss read the text and finish exercise 1 and 2 on page 11 and 12.
2. Ss read the passage on page 12, part 3 and try to complete it with appropriate words.
3. Ss do exercises 4 and 5 on page 12.
Step 4. Grammar: The future passive voice
1. Show the Ss the following sentences, then change them into passive voice.
1). I do my homework.
2). I have finished my homework.
3). I am doing my homework.
4). I will do my homework.
The basic form of the passive voice: be + P.P.
2. Ss read the sample on page 13 first and make one poster by themselves using the passive voice.
3. Ss finish the rules for the Olympic Games on page 13.
Step 5. Practice
Ss do Wb using structures: exercise 2 on page 50.
Homework
1. Review what they have learnt about the future passive voice.
2. Finish Wb exercises 1 and 2 on page 49.
3. Finish using structures, exercise 1 on page 49.
Period 3. Extensive Reading
Step 1. Revision
Check Ss’ homework.
Step 2. Reading (P14)
1. Ss listen to the tape to get the general idea.
The main idea:
The story is about a princess who races to marry the man that can run faster than her. In order to win the race, a man asks for help from the Goddess of Love.
2. Ss read and finish True of False questions.
3. Check the answers.
Step 3. Reading (page 51)
1. This reading material includes three different topic about the ancient Olympic Games. Now read the first part and tell the main idea of it.
The main idea:
It describes the opening ceremony of the ancient Olympic Games.
2. Ss read the second part and the third part and get the main ideas
Main idea for the second part:
It tells us the training life of a successful athlete and the records that he got for winning the match.
Main idea for the third part:
A woman was discovered in the Olympic Games. She aroused some argument. A law was passed that women were not allowed to take part in the Games.
3. Ss read again and fill the form on page 52.
Homework
Find the sentences which use the future passive voice from the passage.
Period 4. Listening
Step 1. revision
Check the homework
1. I will only be marries to a man who can run faster than me.
2. If he can’t run as fast as me, he will be killed.
3. No one will be pardoned.
4. Why will they let themselves be killed?
5. Throw an apple in front of Atlanta when she is running past and she will be relaxed.
Step 2. Listening (page 15)
1. Ss are asked to read fast the sentences in part 2 to get the general idea to choose the best answer.
2. Listen to the tape again to number the events.
3. Listen to the tape again and pause at key sentences. Then check the answer.
Step 3. Listening task (page 51)
1. Ss read the sentences in part 1 quickly.
2. Play the tape three times and check the answer.
Step 4. Listening (page 48)
1. Teacher can say something about marathon.
2. Ss listen to the tape and answer the questions on page 48.
Homework
1. Finish part 2 on page51.
2. Read the listening material after class.
Period 5. Speaking
Step 1. Revision
Check the homework
Step 2. Speaking (page 15)
1. Get the Ss carry out a survey of the interests in the class and write down the names of the Ss who have the same interests.
2. The Ss who have the same interests sit together and work in groups of four to talk about their interest.
3. Ask some groups to act their dialogue out.
Step 3. Talking (page 48)
Now turn to page 48. Look at the requirements first to know what you should do. Do you agree with this idea? Give your opinions using the following expressions.
I think that…
I don’t think that…
I agree…
I don’t agree…
I’m sure that….
I’m not sure whether…..
There is no doubt that ….
Do you think that…?
Step 4. speaking (page 52)
1. Divide the class into groups of three. Ss discuss their training plan.
2. Ss write their training plans in the form on page 53.
Period 6. Writing
Step 1. Pre-writing
Ss read the requirements on page 16.
Step 2. Writing (page 16)
Ss write down what they have to do to study a hobby and tell the others the good things and the bad things.
Suggested writing:
Swimming is my favorite sport. I like it because it can bring me much fun. The process of learning swimming is very interesting. You can try different ways of swimming, such as breaststroke and backstroke. You can swim at any time of the year if you like. In hokt summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. Even in cold winter, you can swim if you are brave enough. If you are a beginner, you must be careful. You’d better not swim alone and bring life buoy with you in case of danger. If you want to be a good swimmer, you must have a lot of practice and have great determination.
Step 3. Writing task (page 53)
1. Suppose you are a coach, and you are coaching a student to prepare for a coming competition. He has practiced for some days. You need to write a report to tell him what he needs to practice to improve further. Now talk about the form and discuss them with your team members.
2. Now write a report with suitable expressions according to what you have discussed just now.
3. Choose one to read his/her report in class,
Homework
Finish the project on page 53.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.
篇11：unit 13 Healthy eating 4th(新课标版高一英语下册教案教学设计)
示范教案一(Unit13Healthy eating 4th)
The Fourth Period
Teaching Aims:
1.Review the useful expressions learnt in this unit by making sentences with them.
2.Review how to use some Modal verbs to give advice or opinion about something.
3.Let students know how to write recipes for their favourite dishes by reading“SNACKS”and two examples of recipes.
Teaching Important Points:
1.How to master Modal verbs-had better(not),should(not),ought(not)to.
2.How to let the students understand the text“SNACKS”better and learn to write a recipe.
Teaching Difficult Point:
How to improve the students' integrating skills.
Teaching Methods:
1.Asking-and-answering activity to go through the reading material.
2.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.a projector 2.the blackboard
Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Revision
T:Yesterday we learned the grammar-Modal verbs:had better,should,ought to and their negative forms.We know we can use them if we give advice or opinion about something.And we also know“had better”is less strong than“should”or“ought to”.Now let's do some exercises to see if you have mastered them.Look at the screen.
(Show the following on the screen.)
Translate the following into English.
1.你最好休息。
2.你最好不要吃不熟的水果。
3.对水果你应该认真些。
4.你不应该吃那么多垃圾食品。
5.你应该更努力地学习，取得更大的成绩。
T:You are given five minutes to translate them.Then I'll ask some of you to read your translation.
Suggested answers:
1.You had better get some rest.
2.You had better not eat fruit that isn't ripe.
3.You should/ought to be careful with fruit.
4.You should not/ought not to eat so much junk food.
5.You should study harder and make greater progress.
Step Ⅲ. Test
T:Yeah.In this unit we have also learned some useful expressions.Maybe you still remember them.Yeah?
Ss:Yes.
T:OK.Now let's review them together.I speak Chinese,you speak English.
(Teacher writes the following on the Bb when students say them.)
all the time,in the future,plenty of,advise sb. to do sth.,too much,keep up with,be harmful to,go for,lose weight,be prepared for,be short of,have a fever
T:Now let's have a test to see whether you've mastered them or not.Take out a piece of paper.Write the answers on it and then hand it in.Look at the screen,please.
Complete the sentences using the expressions on the blackboard.
1.What he said about you__________(对我也适用).
2.What do you want__________(将来做个什么样的人)？
3.She was laughing__________(一直)just now.
4.His parents__________(劝他不要再吃)chocolate any more.
5.During this month of hard work,many of us__________(降低了体重).
6.There are__________(许多书)on the shelf.
7.He was often ill because he__________(饮食过量).
8.Jack was not good at maths and he__________(跟不上)the rest of the class.
9.Smoking can__________(对……有害)your health.
10.Yesterday evening he__________(发高烧)and was sent to hospital.
11.It's going to rain.It doesn't matter;he__________(已有准备)it.
12.I__________(这周钱不够开支);can you lend me some?
Suggested answers:
1.goes for me too
2.to be in the future
3.all the time
4.advise him not to eat
5.have lost weight
6.plenty of books
7.ate and drank too much
8.couldn't keep up with
9.be harmful to
10.had a high fever
11.was prepared for
12.am short of money
Step Ⅳ. Pre-reading
T:OK.As we all know,people have to have food in order to live.In our country,corn and wheat are the main crops in the north,while rice is the main food in the south.In western countries,bread is very important.Bread to western is just like rice to Chinese in the south.It is westerners' most widely eaten food and is often called “the staff of life”.But in actual life,snacks are also very important for chinese and foreigners.Do you often eat snacks?
Ss:No,sometimes.
T:Do you know what snacks are good and how to prepare a delicious snack?
Ss:No.
T:Yeah,today we'll learn a passage about snacks.Let's learn the new words and phrases.
(Show the following on the screen and explain them to the students.)
Step Ⅴ. Reading
T:Now open your books on page 6.Look at reading and writing.Now you are given four minutes to read the three passages.Then answer some questions.
(Students begin to read.After a while,teacher checks their comprehension.)
T:OK.Now from the text we know even if we choose nutritious food for our main meals,we still need to refud now and then.Who knows by what we can give our body and brain more energy?
S1:(One student stands up)I know.We can give our body and brain more energy by eating snacks.
T:Yeah.Sit down,please.What snacks are good?Can you give us an example?(Teacher comes up to another student.)
S2:Good snacks should not have too much fat or sugar.Fruits and vegetables are best snacks.Because they can give our body and brain much energy and much vitamins.
T:Very good.Sit down,please.Attention,please.Another question:Is it difficult to prepare a delicious snack,then?
Ss:No.Snacks are usually easy to make.
T:Is there any good for us to make a snack?
S3:(Another student stands up.)Yes,it can give us a chance to practise our cooking skills.
Step Ⅵ. Writing
T:OK.You are right.The text also shows us two recipes.We've known the ingredients of shaomai and Chicken Rooll-ups and how to do them.Now please write alone the recipe for your favourite dish or fast food,then you can exchange to check your writing in pairs.I'll collect your papers in eight minutes.Of course,when you write the recipe,you need to explain what ingredients will be needed and how they will be used.You must also be careful to explain each step carefully and in the right order.Are you clear?
Ss:Yes.
T:OK.Please do it.
Suggested recipe:
A Recipe of Wonton
Wonton Ingredients:Pork,Chinese Chives,Salt,Gourmet Powder,Wonton skins.Cut the pork and Chinese Chives into pieces.Mix the pork and Chinese Chives in a bowl.Put half a spoonful of salt and a little gourmet powder into the bowl and stir them with chopsticks.Fill and fold the skins.Boil Wonton in boiling water for 3 or 4 minutes.
Step Ⅶ. Summary and Homework
T:In this class,we've reviewed the useful expressions and the modal verbs in this unit.And we've also learned something about snacks and recipes.We practise how to write a recipe.After class,go over all the important points learned in this unit and try to write more recipes.Prepare for next unit.Class is over.
Step Ⅷ. The Design of the Writing on the Blackboard
Unit 13 Healthy eating
The Fourth Period
all the time,in the future,plenty of,advise sb. to do sth.,too much,keep up with,be harmful to,go for,lose weight,be prepared for,be short of,have a fever
Step Ⅸ. Record after Teaching
_____________________________________
_____________________________________
_____________________________________
_____________________________________
篇12：高一英语新教材教案Unit 7 Culture relics(新课标版高一英语下册教案教学设计)
Teaching Aims and Demands
Words and Phrases
cultural represent ruin burn unite period stone damage ancient project official population breath limit sincerely Pyramid include restore rebuild beauty photograph portrait recreate artist vase brick cave carbon
Spoken English:
1. Giving advice & Make suggestions
What shall we …? Maybe we could …
Shall we …? I’d like to …
Can’t we …? What/how about …?
Should we …? Why don’t you …?
Let’s … Why not …?
Grammar: The passive Voice
1. 描述事物已经受到某种影响或某种处理--使用现在完成时被动语态。例如：
Now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.
2. 描述人物已经被动地接受某种行为或某种处理--使用现在完成时被动语态。例如：
The sick woman has been sent to hospital, and now you can’t visit her.
Jack has been told about it, so you needn’t call him up.
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about cultural relics and finish the relative exercises and writing tasks, like write a report on the world’s cultural relics, write a brief introduction of my hometown.
Important points: The use of the Passive Voice
The cultural differences
Difficult points: Use of the Passive Voice
Teaching aids: Computer, tape-recorder
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1
Step 1 Warming-Up
Get the students to look at the pictures in their books: a pyramid in Egypt, the Great Wall in China, and Stonehenge in England. Ask the students to name more sites like these and ask what they have in common.
The answers may be: The pyramids, the Great Wall, the Stonehenge are not only the great places of interest but also the symbols of their countries and their cultures.
Step 2 Listening
First go through the listening part together with the students. Get the students to know what they are going to do.
Name of the site Why is it important? What is being done to protect it?
1
2
3
Step 3 Speaking
First get the students to know what they are going to do. Then explain that a “culture capsule” – an imaginary large box – will be sent into space. Ask the students to decide what objects to put in the box. The object should help whoever finds the box understand what and who human beings are. Students can work in pairs or groups. They have to decide what to put in the box and explain why they have chosen them. I.e. how the objects will help explain who we are and how we live.
Help the students to decide they want to put in the box and list the reason .
Step 4 Home work
Fish the exercise in the talking part in their workbooks.
Lesson 2
Step 1Revision and Introduction
Go over the homework.
List some cities like Beijing, Paris, Chang’an, Rome, then ask the students to discuss these questions with their partners.
1. Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?
2. What are your favourite cities? Why?
3. What cultural relics are there in the place where you live? How important are they?
Step 2 Fast-reading
First give a brief introduction of the text A City of Heroes.
Read the text fast and tell the following sentences true of false:
1. ( ) The city of St Petersburg was rebuilt by Peter the great.
2. ( ) The Germans attacked St Petersburg a hundred years ago.
3. ( ) A portrait of Peter the Great was destroyed by the Germans.
4. ( ) It was difficult for people to rebuild the old palaces.
5. ( ) Workers and painters used old photographs to help them rebuild the city.
6. ( ) St Petersburg will never be as beautiful as it was before.
The answers are: True: 3 4 5. False: 1 2 6.
Step 3 Carefully-reading
First tell the main idea of each paragraph.
Paragraph 1 St Petersburg lies on the banks of the river Lena in Russia. More than three hundred years ago, The Russian Czar, Peter the Great, built a new capital here. Peter the Great was a strong and proud man, and the city reflects his personality.
Paragraph 2 St Petersburg has been the center of many important historical events. These events are the reason why the city has become such an important part of Russian culture and history. The people of St Petersburg fought hard against the Nazis during World War II and were determined to rebuild the city when the Nazis had left it in ruins.
Paragraph 3 Rebuilding the great city was difficult, but the people of St Petersburg succeeded. Using old photographs and rescued pieces of the old city, they managed to restore St Petersburg to its former glory.
Paragraph 4 The people of St Petersburg are heroes because they managed to rebuild the city, proving that they are at least as great as Czar Peter.
Step 4 Retelling
Retell the text according to the above main ideas.
Step 5 Homework
Finish the exercise in the Post-reading Part on p46.
Find the sentences using the Present perfect passive Voice.
Lesson 3
Step 1 Revision
Check the homework..
Step 2 Word-study
Fill in the blanks with the proper words or phrases.
Step 3 Grammar
First list some sentences that are used in the Present Perfect Passive Voice.
1. It is true that many of the world’s greatest cities have been built on the banks of a river.
2. Many great palaces were built during his lifetime.
3. Building were destroyed, and paintings and …
4. Pieces of the palaces that had been hidden before the Nazis came could now be used to rebuild the city and its culture.
5. now, after years of hard work, parts of statues have been put back together and missing pieces have been replaced.
6. Old paintings, including a portrait of Peter the Great which was found in the snow outside St Petersburg, have been carefully recreated, and the old palaces have been made as wonderful as in the past.
Then ask the students to find the formation of the Present Perfect Passive Voice:
Be + pp → have/has been + pp
Step 4 Consolidation
Ask the students to finish the exercises 1-2 in part 1.
Step 5 Homework
Finish the exercise 2 in their workbooks.
Lesson 4
Step 1 Revision
Check the homework.
Step 2 Reading
Ask the students to read the passage in the Integrating Skills part. And they should find the way of a passage formation ---
That is how the passage is structured. The tips in their books may be used as a guide when they are reading.
Step 3 Writing
Ask the students to try to make their writing first orally. In the same while, ask several students to read their passage out and find the place where it may be written in other better way. Then show the students a sample writing and analysis the good of the passage.
Step 4 Homework
Leave the exercise of writing in their workbooks as the homework.
篇13：高一英语新教材教案Unit 1 Good Friends(新课标版高一英语下册教案教学设计)
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3 Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4
Step 1 Revision
Check the homework.
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
篇14：新课标模块4 Unit 2 Working the land 全单元教案(新课标版高一英语必修四教案教学设计)
教学过程： 1、组织教学（导言）
I.Language is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly
II. Discovering useful words and expressions
In pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.
2.复习提问：
3、讲授新课：
III. Learning about grammar
1. Read and identify
Read the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.
In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.
It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.
2. Consolidating by do exercises
To consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.
III. Ready used materials for The –ing form as the Subject & Object)
语法学习--动名词
1. 动名词作主语
1） 名词直接放在句首作主语。例如：
Using the right hand to shake hands is a convention in many countries.
用右手握手是许多国家的一种习俗。
2） 动名词在“It is no use/ no good/ fun / a waste of time/ a good pleasure 等名词 + doing”结构中作主语，it为形式主语。例如：
It is no good writing to him; he never answers letters.
写信给他不妥，他从来不回信。
It is no use your complaining; the company won’t do anything about it.
抱怨是没有用的，公司是不会管的。
3） 动名词在“It is useless/ nice/ good/ interesting/ worthwhile 等形容词 + doing”结构中作主语。例如：
It is good playing chess after supper.
晚饭后弈棋挺好。
It is useless speaking.
光说是没有用的。
4） 动名词在“There is(was) no + doing”结构中作主语。例如：
There is no denying that she is very efficient.
她效率高是不容否认的。
There is no telling what he is going to do.
他要做什么一点消息都没有。
2. 动名词作宾语
1） 有些动词后面要求跟动名词作宾语。常这样用的动词有：
admit 承认 ； excuse 原谅 ； postpone 拖延 ；anticipate 期望； fancy 想象
practise 练习； appreciate 欣赏； finish 完成； prevent 防止； avoid 避免；
forbid 禁止； propose 建议； consider 考虑； forgive 宽恕； recollect 回忆；
delay 耽搁； imagine 想象； resent 厌恶； deny 否认； involve 涉及；
resist 抵制； detest 厌恶； keep 保留； risk 冒险； dislike 讨厌； mind 在意； save 挽救； dread 害怕； miss 错过； suggest 建议； enjoy 喜欢； pardon 原谅；
understand 理解； escape 逃避；permit 允许
例如：
I recommend buying the dictionary.
我建议买这本词典。
I don’t anticipate meeting any opposition.
我估计不会遇到任何反对意见。
Will you admit having broken the window?
你承认不承认打破了窗户？
2） 有些动词短语后也要求跟动名词作宾语。常这样用的动词短语有：
can’t stand 忍不住； can’t help 忍不住； feel like 想，欲；
give up 放弃； put off 推迟
例如：
He put off making a decision till he had more information.
在获得详情之前，他没有急于作出决定。
Do you feel like taking a walk?
你要不要去散步？
3） 动名词常跟在介词或介词短语后做宾语。常这样用的介词短语有：instead of, look forward to, object to, keep on, see about, take to 等。
例如：
We are looking forward to coming to China.
我们期待着来中国。
We succeeded in getting over all the difficulties.
我们终于克服了所有的困难。
4） 在“have difficulty (trouble, problem, a hard time, fun, a good time) (+in) + 动名词； be busy (in) + 动名词；waste time (in) + 动名词；lost time (in) + 动名词；There is no point (in) + 动名词”等结构中，动名词做介词宾语，in常要省去。例如：
The children are busy doing their homework.
孩子们忙于做作业。
There is no point (in) making the simple experiments once again.
再做一次这种简单的实验是毫无意义的。
5） 在复合宾语中，用it作形式宾语，将动名词短语放在后面。例如：
I consider it a waste of time arguing about it.
我认为辩论这事是很浪费时间的。
6） 在“there be”结构当中，be为动名词时，该结构也是一种带逻辑主语的动名词形式。例如：
We can imagine there being a lot of fuss about it.
我们可以想象到人们对此大惊小怪。
Were you disappointed at there not having been more gifts?
你对没有更多的礼物感到失望吗？
3. 动名词的被动式
1） 动词need, require, want, deserve后，用动名词的主动形式表示被动意义。其用法相当于不定式的被动结构。例如：
The watch needs repairing. (=The watch needs to be repaired.)
这块表需要修理。
The problem deserves thinking about. (=The problem deservers to be thought about.)
这个问题值得考虑。
2） 在（be）worth后面只能用动名词的主动态来表示被动意义。例如：
His suggestion is worth considering.
他的提议值得考虑。
IV. Closing down by doing a quiz
4. 课堂练习
巩固练习: 动名词要点单项选择测验
1. While shopping, people sometimes can't help ________ into buying something they don't really need.
A. to persuade B. persuading C. being persuaded D. be persuaded
2. -How do you deal with the disagreement between the company and the customers?
-The key ________ the problem is to meet the demand ________ by the customers.
A. to solving; making
B. to solving; made
C. to solve; making
D. to solve; made
3. How about the two of us ________ a walk down the garden?
A. to take B. take C. taking D. to be taking
4. -What do you think made Mary so upset?
- ________ her new bicycle.
A. As she lost B. Lost C. Losing D. Because of losing
5. -We don't allow anyone ________ here.
-Well, I hate to say it again. We don't allow ________ here.
A. to smoke; smoking
B. smoking; to smoke
C. to smoke; to smoke
D. smoking; smoking
6. They thought there is no trouble ________ their favorite brand from other brands.
A. to tell B. telling
C. tell D. told
7. Some birds finally reach home by accidentally ________ landmarks which they recognize.
A. to come across B. coming around C. coming across D. to come around
8. Millions of pounds have been spent ________ the free state education system in Britain.
A. to improving B. in improving C. to improve D. to have improved
9. A large glass of water before you eat may help ________ too excited before delicious foods.
A. to keep you from getting
B. to carry you from getting
C. to prevent you to get
D. to stop you to get
10. ________ for school once in a while often makes Mr. Smith angry.
A. Tom being late B. Tom to be late C. For Tom being late D. Tom's being late
Key: 1-5 CBCCA 6-10 BCBAD
5、布置作业：
Finish Ex1,2,3 on P13
6、课堂总结：
Some verbs that can follow –ing form as object should be learnt by your heart.
板书设计： admit 承认 ； excuse 原谅 ； postpone 拖延 ；anticipate 期望； fancy 想象
practise 练习； appreciate 欣赏； finish 完成； prevent 防止； avoid 避免；
forbid 禁止； propose 建议； consider 考虑； forgive 宽恕； recollect 回忆；
delay 耽搁； imagine 想象； resent 厌恶； deny 否认； involve 涉及；
resist 抵制； detest 厌恶； keep 保留； risk 冒险； dislike 讨厌； mind 在意； save 挽救； dread 害怕； miss 错过； suggest 建议； enjoy 喜欢； pardon 原谅；
understand 理解； escape 逃避；permit 允许
教学反思：
篇15：Unit 20 全单元教案(人教版高一英语下册教案教学设计)
Period 1 Warming up & Listening
Type of lesson: warming up & Listening
Teaching aims：
1. Help the Ss talk about archaeological discoveries and describe the life of people in China during the periods of the Stone Age, the Bronze age, Han Dynasty and Tang Dynasty.
2. By listening to the material on Page 74, students can know what the tool looks like, what its use is and so on and by practice, students can master the ways to get the main idea of the passage and some important or useful details.
Teaching focus: Train Ss’ listening ability.
Teaching aids: tape recorder, worksheet & computer
*********************************************************************
Teaching Procedures:
I. Warming up
Step 1. Ask the students some questions and show them some pictures of archaeological discoveries. Introduce the words “archaeology, archaeologist.”
1) T: China is a country with an ancient civilization. It has a long history and brilliant culture. In which ways can we learn about its history and culture? (Archaeology)
2) What can archaeological discoveries bring us?
Step 2. Present some typical archeological discoveries and lead the Ss to talk about them.
1) T: Please look at the pictures and talk about them.
Questions for thinking:
----What are these important discoveries ?
----What period of time do they belong to?
Step 3. Help the Ss describe the life of people in China during the periods above.
1) T: What can they remind us of ?
Remind us of the history
1.What they ate
2.Where they lived
3.What their houses looked like
4.What kind of tools they used
5.What kind of entertainment they had
……2) Discuss and talk about the following items.
Stone Age Bronze Age Han Dynasty Tang Dynasty
Food
Housing
Home decoration
Tools
Artefacts
Entertainment
Step 4.Help the Ss get to know more important discoveries.
1) Match the time with the place where its relics are unearthed:
Stone Age Mawangdui
Han Dynasty the Banpo Ruins/ the Ruins of Hemudu
Bronze Age the Ruins of the Chang’An City
Tang Dynasty the Ruins of Yanshi Erlitou(1959, Henan)
2) Let the Ss enjoy the pictures and answer the questions.1. Where were they unearthed ?
2. Where can you go if we want to visit them?
II. Listening
Step 1. Pre-listening
1. Show students three pictures. And ask them in which period of time the people in the pictures lived. (Stone Age)
2. Show students some pictures of the tools used by the people in Stone Age. And ask them if they are asked to introduce one of these tools to other people, from which aspects they are going to describe them.
what it looks like
when it was found
where it was found
when it was used
usage
how to use it
…
Step 2 While-listening
1. First listening to get the main idea.
What are they talking about?
A. a short stick.
B. an ancient weapon to throw spears.
C. a little carved animal.
2. Second listening
Task: Listen and write down the questions asked by the students.
1) What ____________________________________________?
2) What ____________________________________________?
3) How ____________________________________________?
4) How ____________________________________________?
5) Where ___________________________________________?
3. Listen to the tape for the third time
Task: Get the answers to each of the questions.
Questions 1: What is it?
☆ Listen and fill in the blanks.
1) It looks like ____________ to me; about ___________.
2) At the top there’s a little ________________________.
3) At the bottom end there are __________ through the stick.
4) On the right there are __________of a young baby goat that is _________.
☆ Make a drawing of the tool.
Question 2: What was it used for?
☆ Listen and fill in the blanks.
1) It is an _____________. One of the __________________.
2) There were bears that ______________________________ and very large kind of _____________________________________________.
3) It was too dangerous to ______________________________ or even _____________.
Question 3: How did it work?
☆ Listen and finish the exercises.
1). How far can you throw a spear with our arm?
A. 15m B. 50m C. 45m
2). How far can you throw a spear with a tool like this?
A. 90m B. 300m C. 60m
3).By using this tool it could be thrown ___________________________________ and with _____________.There are three holes. One __________________________________, one __________________________, and ______________________was tied into the smallest one. A spear of about ________________ was laid on the stick, resting against the small piece of ____________ or leather. With a _________ on the string and a ________________ of the arm, the spear would be thrown.
Question 4:When and Where was it found?
☆ Listen and answer the questions
1) How old is it?
a) 1 to 2,000 years
b) 10 to 20,000 years
c) over 5000years
2) In how many places were this tool found?
Three.
3) How did people in South America and Australia know about this tool?
They invented it again.
Step 3 Post-listening
Task: Write a passage to introduce an ancient tool.
1) Show students a picture of different tools used by people in Bronze Age, and ask them to have a discussion about which one they are interested in.
2) According to the questions and answers in the listening material, students write a short passage to introduce one of the tools in the picture.
3) Present in class.
III. Homework
1) Revise their passage.
2) Preview the reading part of this unit.
Self-evaluation
Unit 20 Reading
Type of lesson: Reading
Teaching aims: Get the Ss to know about the King of Stonehenge
Improve the Ss’ reading ability
Important points: the Ss get a good understanding of the text
Difficult points: Ss’ reading ability get improved
Teaching aids: a tape recorder ,a computer and worksheets
Teaching procedures:
Step I. Pre-reading.（leading-in ）
1.Show some pictures about famous tombs in Chinese history
2.When we discover a tomb of a king in China, what can usually be found in it?
( clothing, knife, pottery, jewellery, tools etc. )(leading the Ss know more words about them.)
3.Why were these things buried with the dead king or emperor？
Key：A.To show off their power and wealth.
B. To protect these things.
C. Want the died people to use them after their death.
D. To be given to him for his use in the next life.
F. To show people’s respect to the death.
Step II. While -reading
A. Fast reading to get the main idea of each paragraph, and then divide it into parts
Part 1 (para. 1): The discovery of a grave.
Part 2 (para.2_to 3_): Objects found in the grave.
Part 3 (para. 4_-_5): The importance of the discovery.
Part 4 (para. 6_-7_): About Stonehenge and the King of Stonehenge.
B. Detailed reading:
1. Read the first three paragraphs to find out
1) Which objects were found in the grave of the King of Stonehenge?
Key: a pin, clothing, a coat, a knife, earrings, arrows and a bow tools, weapons, pottery & jewellery
2) Which materials were found?
Key: fur, stone, clay, pottery, copper, bone, and goldRead paragraph 4 & 5 to answer the following question:
1) What are the five reasons to show the importance of the discoveries ?
Key: a) His grave is the richest of any found from that period.
b) This was a time when the first metals were brought to Britain.
c) This man was buried with two gold earrings which are the oldest gold ever found in Britain.
d) He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.
e) He is an example of people who brought culture and new techniques from the European mainland to Britain.
3. Read Part 6&7. do T or F exercises
1) The biggest stones came from a long distance away.
2) Archeologists know how early man was able to construct Stonehenge without the use of modern constructions and machines.
3). The King of Stonehenge was likely to be involved in planning and
helping build the monument.
4). The King of Stonehenge came from Central Europe.
5). At first people thought that it was through was and armed conflict not
through trade and cultural links that the skills to make copper and bronze objects spread to Britain.
( Check the answers: F F T T T)
C. Language points:
1. Buried with him were the tools of a hunter or warrior.
该句为倒装句, 表语置于句首时, 倒装结构为“表语+系动词+主语”。
e.g. Present at the meeting were Professor White, Professor Smith and many other guests.
2. Some of the objects found in the grave give us an idea of how he was dressed when he was buried.
found in the grave是过去分词作定语
give sb. an idea of 使某人明白
e.g. The book will give you an idea of what everyday life of ordinary
Americans is like.
3.That would have made him a man of distinction.
must/may/might+have done (肯定) 对过去事实的推理
e.g. He might have given your more help, they were busy. I can’t find my pen
anywhere. I must have lost it.
can +have done 表示对过去事实疑问和否定的推测
e.g. He can’t have finished the work so soon.
could + have done 意为“过去能够,而事实上却没有”,表示一种遗憾
e.g. He always works hard. He could have passed the exam.
should / ought to +have done 意为“过去应该…但没有…”,有责备对方的意思
e.g. You should have told me the news an hour ago.
shouldn’t / oughtn’t to +have done 意为“过去不应该…，却…”,意在责备对方
e.g. You shouldn’t have told him the news. He was nearly sad to death.
needn’t + have done 意为“过去本没有必要..…却……”
e.g. There was plenty of time, she needn’t have hurried.
might + have done 表示“过去本可以….却没有…”
e.g. They might have given you more help, though they were busy.
Step III. Post reading.
1. From things that were found in the grave, archeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.
country or part of Europe material or object of trade
West Wales stones to build Stonehenge
Spain copper knife
France copper knife
Europe gold jewellery
2. For trade and cultural links as well as life in Britain and the construction of Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.
activity knowledge, science, inventions and tools needed
1. travel to Scotland roads, shoes, language
2.construction of Stonehenge hammers, ropes, sth. to transport heavy stones, architecture
3. hunting rope, string, bow, arrows, spear, sticks
4. trade with Europe money or goods to trade, boats, bags, maps, language
5. making copper knives fire, chemistry, physics, pots, hammers
Homework:
With the development of modern tourism, more and more culture relics were destroyed by human beings, read the passage below, and think about “what should we do to protect our cultural heritage.”
Saving Stonehenge Oct.22nd,
With almost a million people visiting the monument each year, Stonehenge has become surrounded by roads and parking lots.
Recently, a group archaeologists decided to to restore Stonehenge to its natural setting. One road will be removed, and another will be routed through an underground tunnel. Today’s parking lots will become open fields, and a new visitors’ center will be built four kilometers away.
Unit20. Word Study
Type of lesson: word study
Teaching Contents: spare, average, date, cover, dress, find
Teaching Aims：Help the students grasp the usages and meanings of the above
words or phrases.
Important points: use the above words or phrases correctly and freely
Teaching Procedures:
I. spare
A. Read the following sentences and point out the part of speech of “spare” and the meaning of the underlined part
1. The boy loves surfing the internet in his spare time. (在空闲的时间里)
2. You should carry a spare tire in the back of your car. .( 备用胎)
3. I can’t spare the time for a holiday at present. . (抽出，腾出)
4. Can you spare me just a few minutes? . ( 抽出，腾出 )
5. He doesn’t spare any effort on his studies. .( 不遗余力)
6. Spare the rod and spoil the child. （不打不成器)
B. Summarize the usages and the meaning of “spare”
Spare : Adj. 1.空闲的；2.不用的，闲置的；3.备用的，外加的；
Verb, 1.抽出，拨出，留出；2.不吝惜（时间，金钱）
C. complete the following sentences.
1.What do you usually do _____________________( 在你空余时间)？( in your spare time)
2.You’re driving to Tibet? It’s a long way. Be sure to ________________________ ( 带个备用胎) (bring a spare tire)
3.We can ________________________(给你腾出一间房)（spare one room for you ）
4. He _____________(想尽各种办法)to make her happy.(spares no effort)
II. average
A. present the following sentences.
1. The average of 4, 5 and 9 is 6.平均数
2. Tom’s work at school is above average, while Mary’s is below average. 高于/低于平均
3. The average age of the boys in the class is 17.平均的
4. What is the average temperature in Wuhan in August?
5. If you average 7, 14 and 6, you get 9. 均分
6. On average, there are 20 boys present every day.平均来说
B. Summarize the usages and the meaning of the word “average”
. average adj.平均的
verb .平均，均分。
Noun.平均数，平均值。
C. Complete the following sentences：
1.What is ______________(平均的年龄)the students in your class?
2.平均来说,每年大约有400人死于这种疾病.
On average 400 people die of the disease every year.
3.Temperatures in winter are __________ for the time of year.( 低于平均值) （below average ）
III. date
A. Present the following sentences.
1. What is date today? (日期 )
2. The vase is of an earlier date than that one.（时代）
3. Has the date for the meeting been fixed? （日期）
4. The boy asked her for a date, but was refused. （约会）
5. They’ve been dating for months and know each other better than before. （ 谈恋爱）
6. Don’t forget to date your letter. （注明日期）
7. Young people’s clothes date quickly nowadays, so if you want to be fashionable you have to keep a close eye on fashion.（过时，不流行）.
8. The property of the family dates from the war.（始于，追溯到）
9. The castle dates back to the 15th century. （始于，追溯到）
10. The information is out of date; you need to get the latest news.（过期了）
11. She likes to wear clothes that are up to date（.新式的, 现代的）
B. Ss read the sentences and point out the part of speech of the word
“date” and the meaning of the word and phrases.
date : 1) noun . 日期，时代，约会, 流行.
2）verb. 谈恋爱,注明日期, 过时,不流行. 始于，追溯到
C. Complete the following sentences
1. This kind of clothes is ______________.不流行了( out of date)
2. The church __________________. 始建于13 世纪.( dates back to / dates from the 13 century.)
3. Would you like to ___________ (定个日期开个舞会.)( fix a date for a party.)
IV. cover
A . Present the following sentences.
1. The small town which covers five square miles is famous for its
beautiful scenery. 占地
2. Not having been cleaned for a month, the desk was covered with
dust. 布满
3. Hundreds of reporters were sent to cover the Olympic Games held
in Greece. 采访
4. The noise was so loud that she covered her ears with her hands遮蔽
5. The doctor’s talk covered the complete history of medicine. 涉及
6. I can cover 100 miles before it gets dark. 走一段路
7. Will $50 cover the cost of a new shirt? 够付…钱
8. He always keeps a cover over his car. 覆盖物
9. May I have a look at the book whose cover is blue? 封面
B. Read the sentences above and pay attention to the meaning of the
word “cover”.
Cover : Verb占地,布满,采访, 遮蔽,涉及, 走一段路,够付…钱
noun 覆盖物,封面
C. Complete the following sentences.
1. Do you know _______________________. ( 这个国家占地多少) (how much the country covers )
2. His desk ___________________________ ( 堆满了书). ( is covered with books)
3. Who will be sent to __________________________ ( 采访这次运动会)？ ( cover the sports meeting)
4. His book, _______________________ ( 封面是绿色), was a birthday gift from his mother. ( whose cover is green / the cover of which is green)
V. dress
A. present the following sentences.
1. Jim isn’t old enough to dress himself. ( 穿衣服)
2. How long does it take you to dress yourself? 穿衣
3. He has to dress well in his position. 穿戴
4. She was in special dress for the ceremony. 套装
5. She was wearing a silk dress. 连衣裙
B. Read and observe the sentences and point out how the word dress is used.
C. Present more sentences with similar phrases and tell the differences.
1. He was dressed in white and was easy to be recognized in the crowd.
2. He put on his coat and went to the cinema.
3. The emperor had nothing on when he thought he was in his new clothes.
4. Nobody is allowed to wear a beard in that village.
5. What shall I wear to attend her birthday party?
6. she was all in black.
D. Choose the right phrase to complete the following sentences.
1. She was ___________ the white _______ her mother bought for her yesterday. ( wearing, dress)
2. Don’t forget to _________ your hat, or you’ll get burnt. ( put on)
3. We are going to be late. Please get __________ quickly. ( dressed)
4. The child is too small to _____________ himself. ( dress)
5. Do you think I need to ___________ any jewellery to attend her wedding? ( wear )
6. On Children’s Day, the children _____their best clothes ______. (have…on )
7. The girl _____ red is my former student.( in )
VI. find
A. Present the following sentences.
1. The most amazing find was two gold earrings.
2. The old painting is quite a find.
3. I found a ten-dollar bill on the road.
4. I found him asleep on the sofa.
5. Please find the key for me. = Please find me the key.
6. When a waiter asks a customer, “ How do you find the soup?” He wants to know what the customer thinks of the soup.
7. I find it difficult to understand this film.
8. I was disappointed to find him out.
9. After school I always find him waiting at the school gate.
10. The poor man found his house broken into.
11. You should find out the answer by yourself.
B. Read the sentences, and pay attention to how “find” is used.
C. Complete the following sentences.
1. ______________________________ ( 最有趣的发现) was two dolls lying in the drawer. ( The most interesting find)
2. ____________________________ ( 你觉得这个演讲怎么样？) ( How do you find the speech? )
3. He ___________________________ ( 发现很容易) to get along with his new classmates. ( finds it easy)
4. Whenever he comes back from school, he always _________________________________ ( 发现他的狗坐在门外) waiting for him. ( finds his dog sitting outside)
5. When he woke up the next morning, _________________________________ ( 他发现屋外的世界完全地改变了). ( found the world outside completely changed)
Unit20. Grammar
1. Teaching Goal:
Review the use of “it”. Let students learn how to use “it” by doing some practice in reading, writing and so on.
2. Teaching important points:
The usages of it in different situations.
3. Teaching difficult points:
How to teach the students to master the usages of it
4. Teaching methods:
Observe the materials given to them, generalize from the different examples.
5. Teaching aids:
a projector , a blackboard and paper
6. Teaching procedures:
Step1 Lead in.
Read the following the sentences, and pay your attention to the meaning and the function of “it” in each sentence.
1. It is likely that many of them will be born in northwestern Beijing. Textbook (P3)
2. With the right kind of body, it is possible to float around in the ocean. (P20)
3. Isn’t it amazing that a single substance can be so important to our planet and even the whole universe. (P20)
4. It is very relaxing to take a dip in the pool in summer. (P37)
5. It was during the “ Match on Washington DC” in 1963 that he gave the speech “ I have a dream”. (P28)
6. It was also in Atlanta that one of the great leaders of the Civil Rights Movement, Dr Martin Luther King, Jr, was born. (P44)
7. Zhongguanchun made it possible for him to follow his dreams and help the country he loves. (P3)
8. -“Relying on science, technology and knowledge to increase economic power” makes it clear that science and business can and must work together to build the future. (P4)
9. It was through trade and cultural links that European culture and new techniques were brought to Britain.
10. It has been proved that the copper knives came from the places as distance as Spain and western France.
Step 2 Learn the usages of “it” according to the following sentences, dialogues, and exercises.
1. -Where is your car?
-It is in the garage.
(指提到过的或正在谈论的动物或事情)
2. The young couple has a newborn baby. Do you know it is a boy or a girl?
(父母不会用it来指自己的孩子。it可以不区别他们的性别)
3. -It is seven o’clock. There is a knock at the door. Who is it?
-It is the milkman.
4. -Oh, by the way, there was a telephone call for you. Who was it?
-It was my Mum on the phone.
( it可以用来指时间，有人敲门，确认某人为何人，在电话里)
5. It is raining a whole day. It is perfectly cool. It has been a long time since the last rain.
(it可以用来谈论时间，日期，距离，天气等，但要作主语)
6. My grandmother kept telling me that I should help her with housework, but it didn’t help.
(it指前面的整个内容，即：祖母喋喋不休地让我帮助她做些家务)
7. It is no use quarrelling with such a man.
It’s hard for them to answer such difficult questions.
It seems that I have made the same mistake once again.
It is unclear what we should do next week.
It is reported that another big earthquake will happen in the area soon.
It will take you three hours to fly to Hong kong from Beijing.
(it作形式主语)
Exercise:
⑴. Is ______ necessary to finish the composition before May Day.
A. this B. that C. it D. he
⑵. Does ______ matter if I can’t finish the composition before May Day?
A. this B. that C. he D. it
⑶. ______ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
⑷. In fact ______ is a hard job for the police to keep order in an football match.
A. this B. that C. there D. it
⑸. It worried her a bit ______ her was turning grey.
A. this B. that C. there D. it
( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )
8. He is a heavy smoker. I find it difficult to persuade him to give up smoking.
We soon make it a rule to walk two miles a day.
We take it for granted that water is free at restaurants.
I don’t like it when you shout at your parents.
I don’t feel it my duty to do so.
I hate it when people talk with their mouths full.
(形式宾语)
Exercise:
⑴. They have made ______ a rule ______ in the room.
A. this; not to smoke B. it; smoking
C. it; to not smoke D. it; not to smoke
⑵. I don’t think ______ possible to master a foreign language without much memory work.
A. this B. that C. its D. it
⑶. The chairman thought ______ necessary to invite professor Smith to speak at the meeting.
A. this B. that C. its D. it
⑷. I think ______ to finish the work in such a short time is quite impossible.
A. it B. that C. this D. with
⑸ Don’t ______ that all those who get good grades in the entrance examination will prove to be most successful.
A. take as granted B. take this for granted
C. take that for granted D. take it for granted
(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )
9. 1). It was Tom who / that broke the window.
2). It was her whom you should ask.
3). It was because Li Ping was ill that he didn’t come to school last week.
4). It was where you come from that you should return to.
5). It was as you like that you must do everything.
6). It was not until 1920 that regular radio broadcasts began
7). It was in the library that was founded by Mr. Willians
that they finished reading the famous novel.
8). It was neither you nor he that is willing to go the park.
9). It was not only you but also he that is willing to go to the Great Wall.
10). It was his coming that made all of us very happy.
Exercise
⑴ It was the ability to the job ________ matters not where you come from or what you are.
A. one B. that C. what D. it
⑵ I have already forgotten _________ you put the dictionary.
A. that it was where B. where it was that
C. where was it that D. that where was it.
⑶ Was it _________ Sandy’s carelessness _________ your keys were all lost.
A. because; which B. for; what
C. because of; that D. since; why
⑷ It was not long _______ he was born ________ his mother died.
A. before; that B. since; when
C. until; when D. after that
⑸ It was in the factory ________ was owned by Mr. White ______ they learned a lot from the workers.
A. that; where B. which; that
C. what; that D. which; where
⑹ ______ was it in 1979 ______ I graduated from the University.
A. That; that B. It; that
C. That; when D. It; when
⑺ It was not until he finished all his homework _______ to bed last night.
A. did he go B. when he went
C. that he went D. then he went
⑻ ＿＿ Where did you meet Johnson?
＿＿ It was in the hotel ______ he stayed.
A. that B. where C. when D. while
(Keys: ⑴ B ⑵ B ⑶ C ⑷ A ⑸ B ⑹ B ⑺ C ⑻ B
10. 1. It is time for school.
2. It is time to go to school.
3. It is time for us to go to school.
4. It is time that we went to school.
综合练习:
1. It wasn’t until nearly a month later ______ I received the manager’s reply.
A. since B. when C. as D. that
2. Can ______ be in the desk ______ you have put my letter?
A. it; which B. I; where C. you; in which D. it; that
3. - ______ that he managed to get the information?
- Oh, a friend of his helped him.
A. Where was it B. What was it
C. How was it D. Why was it
4. It is what you do rather than what you say ______ matters?
A. that B. what C. which D. this
5. It was some time ______ we realized the true.
A. when B. until C. since D. before
6. It was in the lab ______ was taken charge of by professor Zhang ______ they did the experiment.
A. when; that B. which; where C. that; where D. which; that
7. I like ______ in the autumn when the weather is clear and bright.
A. this B. that C. it D. one
8. - He was nearly drowned once.
- when was ______?
- ______ was in when he was in middle school.
A. that; It B. this; This C. this; It D. that; This
(Keys: 1 D 2 D 3 C 4 A 5 D 6 D 7 C 8 A
Unit20. Integrating skills
Roots of Chinese Culture
Teaching aims:
1. Help the students get the general idea of the text.
2. Help students know the importance of the relics and have correct sense to protect them.
3. Teach the students how to create a flow chart.
Teaching procedures:
VII. Step1. Lead-in
Show students some pictures of unearthed objects in Snxingdui, and ask them questions such as: Have you seen the pictures? What do you think of them? When and where were they found?
VIII. Step2. Fast reading
Ask the students to read the text quickly and them summarize the main idea of the text.
Paragraph1. The discovery of Jinsha Relics.
Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.
Paragraph3. The importance of the discovery of Jinsha Ruins Relics.
Paragraph4.The discovery of Sanxingdui Relics.
Paragraph5. The importance of the discovery of Sanxingdui Relics.
Step3. Careful reading
1. Ask the students to listen and read paragraph by paragraph and then do the exercises.
Paragraph1.
1. What kind of special relics were unearthed in Jinsha Ruins?
2. Why could they take the archaeologists’ attention?
Because the ivory and animal bones found in Jinsha Village are important ,they will serve as important materials for the study of local geography, climate and the environment in ancient times.
3. Who was the first to discover the Jinsha Ruins and when?
Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, .
Paragraph2.
Why is cong special?
Because it was not made in Sichuan, but was transported there, which proved that Sichuan had trade links with the Yangtze and Yellow River valleys at that time.
Paragraph3.
What is the significance of the discoveries in Jinsha Village?
The discoveries there proves that the history of Sichuan is much longer than 2300 years.
Paragraph4.
True or false:
1. Sanxingdui Ruins were first discovered by farmers.
2. The farmers hesitated about whether to give the relics to the state.
3.The local teachers and officials persuaded them to turn in the relics.
Paragraph5.
1. Since 1920, what have been unearthed in Sanxingdui Ruins Site?
More than 10,000 relics dating back to between 5000 BC and 3000 BC have been discovered. 53 holes were dug up and over 1,200 pieces, including bronze and gold masks, bronze objects and images, jade and ivory had been found.
2. What do archaeologists hope to discover in the future?
They hope to discover some of the mysterious palaces, tombs of kings and bronze and jade workshops.
True or false:
1. From 1929 to 1986, 53 holes were dug and over 1200 pieces of objects were found.
2. Today, the work in Sanxingdui has already been done.
2. Then let students to fill in the blanks.
What’s the link between Jinsha Ruins and Sanxingdui Ruins?
Civilizations Jinsha Ruins Sanxingdui Ruins
time
Who found it
Objects found
3. Reading comprehension.
1. The passage suggests that ______.
A. Jinshan Relics and Sanxingdui Relics were found by chance
B. archaeologists knew there were a lot of treasures there long ago
C. Yan Kaizong is not a patriot.
D. archeologists will never find another relics again.
2. Which of the following statements is right according to the text?
A. Jinsha had no trade links with other areas.
B. The ivory and animal bones found at Jinsha are of no real value.
C. Sichuan has a history of more than 2300 years.
D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.
3. At Jinsha Relics, archaeologists found_________.
A. gold and jade
B. bronze and stone objects
C. many ivories
D. all of the above
4. Archaeologists are scientists who_______.
A.study nature
B. do research on animals
C. study the buried remains of ancient times
D. give instructions to students
5. We can infer from the passage that ________.
A. China has a long history with a rich culture
B. Yan Kaizong kept the relics found by his grandfather as his own
C. since 1986, archaeologists have stopped digging at Jinsha Relics
D. Sanxingdui Relics was first discovered by archaeologist
Keys: A C D C A
IX. Step4. Discussion
1. Why do you think the text is titled with “Roots of Chinese Culture” instead of “Sanxingdui Ruins”?
2. Do you think Yan Kaizong was foolish? Why?
X. Step5. Writing
1. After construction workers found ivory and jade in the mud when they were building roads there, what steps and decisions did they take? Then the teacher lists the all the steps and decisions on the blackboard.
2. Ask the students to decide in which order steps and decisions were taken.
3. Ask the students to create different shapes for different types for action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.
4. Then ask the students to draw the arrows to show the direction of the flow.
5. Ask the students to check for missing steps.
6. Just now we have made a poster showing a flow chart of “Jinsha Village”, can you make a poster showing a flow chart of “something has been stolen”? Please make it yourselves.
7. Please check your answer with the chart on page 80.
8. Ask the students to make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.
Example:
篇16：高一英语新教材(下)词组总汇Unit 13 Healthy eating(新课标版高一英语下册教案教学设计)
1. make choices about/make a choice about 做出选择
2. traditional diets 传统饮食
3. keep up with the high pace of modern life 跟上现代生活的快节奏
4. be good for /do good to 对…有好处
5. be harmful to/do harm to/do sb. harm 对….有害
6. help build our body 有助于构成我们的躯体
7. keep our body functioning well 使身体功能运转很好
8. choose …from/between/among 从…挑选出来
9. go for 可以适用于
10. in the right amounts 以合适的数量
11. weigh sth 称某物
12. be high/rich in 在…方面充足/含量高
13. be short of/be low in 在….方面缺乏/贫乏（含量低）
14. make sure 确信
15. fight disease 抵御疾病
16. go /be on a diet 节食
17. lose weight 减肥
18. keep a balanced diet 保持平衡饮食
19. not only/just 不仅仅
20. gain/put on weight 增重
21. be careful with 对…小心
22. in the future 将来
23. in future 以后
24. advise sb to do sth 建议某人做某事
25. base…on…/be based on 基于
26. I have a pain here. 我这里疼
27. give advice on 就……提(意见)建议
28. make suggestions 提建议
29. make a list of 列出一张……单子
30. have a fever 发烧
31. make up 编(拟定);创设
32. all the time 一直
33. be all right 正常;康复
34. lie down 躺下
35. plenty of 大量的
36. a bar of chocolate 一块巧克力糖
37. junk food 垃圾食物
38. ought to 应该
39. keep up with 赶上
40. no longer 不再
41. offer advice about 在……方面提供建议
42. keep fit 保持健康
43. in life 一生中
44. now and then 不时, 时而
45. cut…into pieces 把……切成一片片
46. roll up 卷起来
47. become part of 成为……的部分
Unit 14 Festivals
1. dress up 盛装、打扮
2. get together 聚会
3. have…(much, something, nothing, etc.)in common
（很多,一些，没有）共同点
4. used to 过去常常
5. believe in 信任
6. enjoy the spirit of the holidays 享受节日氛围
7. commercial activities 商业活动
8. in my opinion 在我看来
9. make a decision 作决定
10. as well as 也。。。
11. in fact 事实上
12. keep…alive 保持生机
13. compare…with… 与。。。做比较
14. give away 分发
15. play a trick on 耍伎俩
16. get off 下车
17. take off 起飞
18. care about 关心
19. the cycle of life 生命的轮回
20. take in 欺骗
21. send…away 分发
22. give thanks to 对。。。感恩
23. take place 代替
24. make others happy 使他人幸福快乐
25. learn about 了解
26. spend on 在……方面花费
27. so that 以便
28. speak for 为……说话
29. the spirit of ……的精神
30. by giving away 以放弃……的方式
31. have got to 必须
32. instead of 替代
33. get out of the car 下车
34. take off one's hat 摘下礼帽
35. look into the eyes 直视（某人的）眼睛
36. shake hands with sb. 与某人握手
37. a seven-day festival 一个七天的节日
38. get together 聚在一起
39. as…as one can 尽某人所能
40. allow sb.to do sth. 允许某人做某事
41. allow doing sth. 允许做某事
Unit 15 The necklace
1. fall asleep 人睡；睡着
2. a dark night in April 四月的一个黑夜
3. a scary place 一个恐怖的地方
4. create a short play 编一个短剧
5. on one’s way to school 在某人上学的路上
6. something unusual happened 发生了异常的事
7. another normal day 又一个普通的日子
8. walk towards sb. 朝某人走去
9. don’t look very well 看上去气色不好
10. look older than one’s age 看上去比年龄大
11. ten years of hard work 十年的辛劳
12. only a small cold room to live in 只有寒舍一间
13. for the past ten years 在过去的十年里
14. in a government office 在政府部门
15. accept an invitation 接受邀请
16. after all 毕竟
17. a man with a lot of money 有钱人
18. continue to do sth. 继续做某事
19. call on 访问；拜访
20. bring out 取出；拿出
21. a lovely diamond necklace 可爱的钻石项链
22. try it on 试戴
23. look wonderful on sb. 戴在某人身上看上去很美
24. the last moment of happiness 最后的快乐时光
25. look down 低头看
26. rush back to the palace 猛地跑回宫殿
27. without luck 不幸运，不凑巧
28. day and night 日日夜夜
29. pay off 还清
30. write a scene 写一个场景
31. precious stone 钻石
32. take up several jobs 找几份工作
33. wear a new ring 戴新戒指
34. animal products 动物制品
35. play different roles 扮演不同的角色
36. lines written like a dialogue 写得像对话的台词
37. of one’s own 某人自己的
38. come up with a very good story 编成很好的故事
39. give it a try 试一试
40. take sb. for a ride 带某人去兜风
41. a thousand years from now 从现在起一千年
42. be scared 害怕
43. do the same with 照……做
44. rehearse a play 排练话剧
45. have a hard time 过的很艰难
46. solve the mystery 揭开迷团
47. earn a lot of money 赚很多钱
48. at most 至多
49. act out 演出，实施
50. would rather do … 宁愿做……
Unit 16 Scientists at work
1. each field of science 每一个科学领域
2. car accident 车祸
3. in one’s opinion 在某人看来
4. a waste of money 浪费钱
5. in the future 在将来
6. spent money (in) doing sth. 花钱做某事
7. much too expensive 太贵
8. make noise 制造噪音
9. make use of 利用
10. advantages and disadvantages 利弊
11. be good for 对……有好
12. be bad for 对……有害处
13. be famous for 以……而闻名
14. make discoveries 发现
15. all over the world 全世界
16. conduct/do an experiment 做实验
17. a number of 许多
18. to attract lightning 吸引闪电
19. get/become charged 充电
20. a great deal of 许多
21. add…to… 往…上添加…
22. tie … to… 把…绑在…
23. protect…from… 保护……以防……
24. come on 过来
25. get wet 弄湿
26. take care 小心
27. pull…from… 把……吸引过来
28. stop…from doing… 阻止……做某事
29. pick out 挑选
30. tear down 拆毁
31. end in a tie 打成平局
32. be made up of 由……组成、构成
33. at least 至少
34. have…in mind 心里想到……
35. allow sb. to do sth. 允许某人做某事
36. test on 在…（身上）做实验
37. a way of doing /to do sth. 做某事的方法
38. work with 对……有效
39. work on 做工作；从事…
40. There is no doubt that… 毫无疑问……
41. take care of 照顾
42. have no right to do sth. 无权做某事
43. fight for 为……而战
44. the same…as… 和……一样
45. break the laws 犯法
46. be on one’s side 支持某人
47. in one’s own words 用自己的话说
48. go against 违背
49. fix…to… 把……固定在……
50. conduct the electricity 导电
50. sense of smell 嗅觉
Unit 17 Great women
1. become of sb 某人的情况(怎样)
2. get along well (with sb) 相处得好
3. make an impression on sb 给某人留下印象
4. as if 好象；似乎
5. be about to do 正要做某事
6. around the corner 即将来临
7. put up 搭起; 建起
8. blow away 吹走; 卷走
9. die down 变弱;平息
10. without warning 毫无预兆
11. drop out 陷下去; 掉落
12. in good health 身体好
13. give up 放弃
14. make a decision 作出决定
15. knock over 把某人撞倒
16. be thankful for 感谢……
17. take up 开始从事
18. be mean with 在…方面吝啬
19. run away 逃跑
20. take shelter 躲避(雨、灾难等)
21. highly value sb/sth 高度重视
22. thousands of 成千上万的
23. come to terms with 甘心忍受
24. be a good example for 成为某人的好榜样
25. rise to fame 成名,名声大振
26. hold no promise 毫无希望
27. so far 至今
28. in history 在历史中
29. within reach 够的着
30. work on 从事；做…工作
31. come true 成为现实
32. believe in 信任
33. all sorts of 各种各样的
34. no matter 无论
35. do well in 擅长
36. be interested in 对……感兴趣
37. in high position 地位很高
38. the South Pole 南极
39. the North Pole 北极
40. polar bear 北极熊
41. at the opposite end of 在……对面
42. pull one’s sled 拉雪橇
43. fall into 掉人
44. stand on one’s left leg 用左腿独立站好
45. solo travel 独自旅行
46. knock sb. over. 把某人撞倒
47. refer to 所指；参考
48. the host of a talk show 脱口秀主持人
49. fight for chances 设法寻找机会
50. best of luck to you 祝你好运
51. without a strong plan 没有详细的计划
52. always be the very best 总是做到最好
53. share with 与……分享
54. struggle to one’s knees 挣扎着站起来
55. on hands and knees 爬着，匍匐着, 伏在地上
56. self rescue 自救
篇17：unit 18 New Zealand Period 1-2(新课标版高一英语下册教案教学设计)
一、Teaching Content
Unit 18 Words and phrases; Warming up; Listening; Speaking;
二、Teaching Goals
1. Improve the students’ speaking ability by practising saying location.
2. Learn and master the new words and phrases
3. Improve the students’ listening ability.
4. Improve the students’ speaking ability by questioning and answering (interviewing).
三、Teaching Important Points:
1. Master the new words and make the student use these words.
2. Train the students’ speaking ability, competing ability and self-studying ability.
3. Train the students’ listening ability, and catch important information ability.
四、Teaching Difficult Points
1. How to develop the students’ competing ability, imitating ability and self-studying ability.
2. How to finish the task of speaking.
3. How to master the words.
4. How to develop the students’ catching important information ability in the part of Listening.
五、Teaching Methods:
1. Individual, pair or group competition before showing their own achievements.
2. Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
3. A computer for multimedia use
七、Teaching procedures
Step 1 Words study (see Page165-166)
Step2 Greetings and lead- in
T: Good morning! My boys and girls!
1unit18.1-2.(2)
T: Sit down, please!
T: Do you know something about our country?
T: OK. Let’s fill the table together.
Background to China:
Full country name______________________________
Location _________________________________
Area___________________________
□The largest country □ the 2nd largest country □ the 3rd largest country
Population ____________________
Capital city__________________
Languages___________________
Religions_________________
Minorities _______________________
Major products/industries_____________________
Answers: The People’s Republic of China
East Asia
9,600,000 square kilometers
1,286,975,468 (July est.)
Peking/Beijing
Standard Chinese
Buddhism
56 nations
Silk , iron, oil, coal, clothing, etc.
Step3. Warming up
T: Very good. Look at the map of China and the names of countries, islands and seas beyond China. What are the positions of the different places and waters in relation to China?
(Ask the Ss to list the names of countries neighboring China in four directions according to the map of Asia printed in the book. Then let the Ss say the positions of the different places and waters in relation to China like the examples on page 36.)
1.Look at the map of China and the names of countries, islands and seas beyond China. What are the positions of the different places and waters in relation to China?
beyond China 除中国外 beyond 的用法如下：
1)除了；除…以外
1unit18.1-2.(3)
I didn’t notice anything beyond his rather strange accents.
除了他那颇为古怪的口音以外，我没注意到别的。
2)越出…范围；超越；为…所不能及
The bicycle is beyond repair.
这辆自行车已不能修理了。
After 25 years the town center has changed beyond recognition.
25年后，市中心已变得认不出来了。
The news is beyond belief.
这一消息令人难以置信。
Her skill as a musician is beyond praise.
这位音乐家的技巧令人赞叹不已。
The result is beyond his hopes.
这一结果令他始料未及。
3)迟于、超过（某一时间）
It won’t go on beyond the midnight.
这不会持续到午夜以后。
4)在…的远处，向…的远处
The house is beyond the bridge.
房屋在桥的那一边。
相关短语：be beyond sb.使某人难以想象、理解、估计
It’s beyond me why she wants to marry Jim.
How people design computer games is beyond me.
in (with )relation to China 关于中国
relation 的用法如下：
1)(抽象)关系（=relationship）（不可数）
the relation between cause and effect因果关系
in(with)relation to that affair关于那件事
an answer with no relation to the question与问题无关的答复
bear no relation to something同某事无关
2）(具体)关系（常用复数）；利害关系；国际关系
1unit18.1-2.(4)
the foreign relations of a country国家的对外关系
have business relations with a person同某人有商业来往
3）亲属；亲戚（可数）（=relative）
a poor relation 穷亲戚
a close/near/distant relation of mine我的一个近亲、远亲
2 The East China Sea lies to the east of Zhejiang Province.
China lies/is in the east of Asia.（在范围之内）
Canada lies/is on the north of America.（接壤）
Japan lies /is to the east of China.（不接壤、在范围之外）
East /south/west/north of A lies/is B A的东南西北有一个B
North of the school lie/are two shops.
South of the toilet lies/is a post office.
N---Adj N---Adj
East-eastern west-western-westerner(N)
north-northern south-southern
northeast-northeastern southwest-southwestern
northwest-northwestern southeast-southeasternStep4. Listening
T: OK, I am sure you have known how to express the location.
T: Next, let’s listening to a passage about Dolphin Island. For the first time draw the cities with correct name and position on the map in the book. Listen again and check the answers. Then, listen again and do exercise 2 in the book. At last, listen again to check the answers.
T: Original artwork by Jeff Wilkie.
Features a scene of an ocean sunset. An island with palm trees appears on the left side. Four dolphins cavort in the water, surrounded by several species of tropical fish.T: I think some students will find it is difficult to them.
T: Ok. Let’s fill the table. And then go on doing the exercise
Location: 1500 kilometers off the coast olf Japan, in the middle of the Pacific Ocean.Length: Less than a hundred kilometers long.
Width: More than 80 kilometers wide.
1unit18.1-2.(5)
Made up of: Seven small islands.Capital: Winfield
Cities: Ashton Creek / Winfield /Turnpike / Epsom/ T: You all did very well
Step5 Speaking
T: Now let’s talk about the birthplaces of our grandparents, parents and ourselves. First, read and practise the dialogue in the book with your partner.
T: I think you can imitate to make a similar dialogue according to the useful expressions in the book.
(A few minutes later ask the Ss to act out the dialogue.)
Step6 Summary and Homework
1.Review the new words and phrases in Unit 18.
2.Do the Listening and Speaking on Page101-102.
八．黑板板书设计Blackboard:
Words and phrases explaining
Unit18New Zealand
九、Evaluation
篇18：高一英语新教材教案Unit 2 English Around the World(新课标版高一英语下册教案教学设计)
Teaching aims and demands:
a. Achieve language skills and related knowledge about the language of English;
b. Learn to communicate when in language difficulties:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson1
Step 1 Presentation
Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.
Step 2 Warming Up
Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?
Step 3 Reading
Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy? If necessary, explain some language points.
Step 4 Speaking
Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.
Step 5 Practice
Ask the students to make a similar dialogue.
Step 6 Listening
Listen to the tape and fill the blanks in the part LISTENING.
Step 7 Homework
Finish exercise1 on page 91 in the TALKING part.
Lesson2
Step 1 Revision
Check the homework.
Step 2 Presentation
Show the students some pictures in different situations in order to get them know everywhere English is needed.
Step 3 Reading
Ask the students to read the text. And find the topic sentence in each paragraph.
Step 4 Post-Reading
Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.
Step 5 Homework
Finish exercise in the part PRACTISING in their workbooks..
Lesson 3
Step 1.Revision
Check the home work.
Step 2 Word Study
Ask the students to match the words on the left with their meaning on the right.
Step 3 Grammar
Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.
Step 4 Practice
Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.
Step 5 Workbook
If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.
Step 6 Homework
Review the last part what is Direct Speech and what is Indirect Speech.
Lesson 4
Step 1 Revision
Check the homework. by doing exercise 1 in part Grammar in the workbook..
Step 2 Presentation
Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.
Step 3 Reading
Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.
Ask the students to read the text again carefully and finish the exercise on page 13.
Step 4 Retelling
Ask the students to say something about the difference between the American English and the British English according to what they just learned.
Step 5 Specific Reading
Students read the paragraph about American English and fill in the chart on page 14.
Step 6 Homework
Ask the students to write a short passage about the dialects in Chinese. They can use the text as a simple.
篇19：Unit 20 humour Reading Laughing matter(新课标版高一英语下册教案教学设计)
整体感知
Step 1 Presentation
Questions: In what performances do we enjoy humor?
Do you know any famous comedians?
What are they famous for ?
Step 2 Listening & understanding
Let the students listen to the tape more carefully and then do the following exercises .
① Match the following:
Para.1 Chinese crosstalk show
Para.2 clowns
Para.3 comedians
Para.4 and 5 comedies
② What is the topic sentence of each paragraph ?
Ask the students to find out the topic sentence of each paragraph
Step3 Scanning
Read the following sentences and decide if they are true (T) or false (F)
1. Shakespeare’s plays are no longer funny because English has greatly changed. ( )
2.Clowns often use words to make people laugh. ( )
3.Comedians always use the make-up that clowns use. ( )
4.The show of a comedian is completely different from the players of a comedy. ( )
5.The tradition of crosstalk has existed in China more than 2,000 years. ( )
Step3 Careful reading
There are four laughing matters in the passage. Comedy, Clown, Comedian, Crosstalk, show.
In what ways do they make people laugh? Let the Ss finish the following exercises
Choose the ways they make people laugh .
Comedies make people laugh by_____________ . Clowns make people laugh by_____________.
Comedians make people laugh by____________. Crosstalk make people laugh by____________ .
①ress up a little or act out smallsketches ②Use rhythm and rhythming words
③Use tongue twisters ④body language and their face
⑤acting out a situation -- a sketch ⑥using word play
⑦don’t use any words ⑧use their clothes, make-up and the way they walk, etc.
⑨Cross dressing men or women ⑩Stereotypes of nationalities or people speak with a foreign accent.
Step 4 Deal with the language points.
(The teacher lists them on the blackboard. Ask the students to say the Chinese meanings and give some examples. )
Step5 Enjoy performance
Enjoy a wonderful performance that some students have prepared for. After performing , ask the question, “ In what ways do they make you laugh .
Step6 Summary and Homework
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