高一英语必修课件

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高一英语必修课件16篇(荐)

　　在这个充满无限可能的学习旅程中，探索英语世界的奥秘是一次宝贵的经历。为了更好地掌握高一英语必修课程的内容，我们特别推荐几篇精选的课件范文。这些文档不仅涵盖了课本中的核心知识点，还融入了实用的语法技巧和丰富的词汇表达。通过阅读与学习这些范文，你将能够更深刻地理解语言的魅力，提升自己的听说读写能力。让我们一起踏上这段奇妙的英语学习之旅吧！

高一英语必修三课件篇1

　　新课标下的英语教学提倡Task-based Language Teaching也就是任务型教学方法。尤其是在阅读课的教学过程中，使用此方法更能培养学生综合语言运用能力。学生在体验、实践、参与、交流、合作的过程中，实现任务目标，从而感受成功，并达到使用语言的目的。为实现任务型教学，教师应科学地确立教学目标，精心设计任务及活动，遵循新课标之“采用活动途径，倡导体验与参与”的理念。本着“真实性、互动性、趣味性和素质能力培养”等原则，我结合教材内容设计了一堂高中英语阅读课教学，处理Module 3 中的Reading and Vocabulary。课堂设计主要以下列程序呈现：

　　　　一、Pre-task:激活学生已有背景知识，导入课题。

　　我设计了一段电影视频和一系列图片导入课题，以引发学生兴趣，集中其注意力。通过影片让学生认识自然灾害的威力，通过一组图片，让学生进一步学习有关灾害的名词及学会给事物下定义。

　　二、While-task:带任务阅读，训练技能。

　　对于本篇阅读材料，我遵循由浅入深、由表及里、由具体到概括的原则设计教学环节。在此过程中我设计了一系列阅读任务，如下定义（giving definitions），确定主题句（spotting topic sentences），回答问题（answering questions based on reading），判断正误（True-or-False statements），填表格（completing a chart）等。让学生带着任务，养成并逐步提高阅读技巧,即略读（skimming），跳读（scanning），细读（intensive reading）以及其他微技能，从而培养其良好的阅读习惯，使他们逐渐掌握阅读策略，那就是通过语篇而不是孤立的句子来获取信息和学习语言知识和技能。

　　　　三、Post-task: 以话题为核心，巩固并扩展语言知识。

　　在此环节中，我以本模块话题为中心，设计了Filling in the blanks, Revision 和Discussion等任务，学生们分组展开讨论，然后报告小组结果。通过这项活动，着重培养学生运用英语获取、处理信息，解决实际问题的能力，激发其学习兴趣，同时也进一步激励学生关爱生命、关爱地球，鼓励他们用文化知识和科学技术武装自己，为保卫我们的地球，改善人类的生存环境做贡献。学生们通过参与合作来完成任务，不但有利于促进知识与技能的进一步形成和巩固，还交流了感情；同时，他们也体验了团体精神的魅力和成功的乐趣，进而增强了自信心，达到了共同提高与合谐发展的目标。

　　四、Homework Assignments:学会积累，促进转化。

　　针对本节课教学内容，我设计了两项课后作业题。第一项是要求学生课后熟读课文，并复习生词及一些有用表达法。第二项是要求学生根据所给关键词（key words），发挥想象，写成一篇50-100词的小文章，旨在让学生在动笔的过程中对所学内容回头望、再思考，以达到熟练掌握，灵活运用，将语言知识转化为运用能力的目的。

　　总之，高效优质的英语课堂是一种理念，也是一种价值追求，它更是一种教学实践。我作为一名执教二十余载的英语教师，在这条路上一直在学习、在探索，但总感觉自己只是触到冰山一角。教学研究这条路尽管艰辛而漫长，但是为了能让自己的课堂行云流水，自然流畅，而学生们也能学在其中，乐在其中，我将继续走下去！

必修高一英语课件篇2

　　(1) 课题：friendship

　　(2) 教材分析与学生分析：

　　本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。warming up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；pre-reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；reading部分anne’s best friend以日记形式讲述了犹太女孩安妮的故事；comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; using about language 部分教学本课重点词汇和重点语法项目。

　　(3) 课时安排：

　　the first period:

　　speaking:

　　warming up and pre-reading

　　the second period： reading

　　the third period: grammar

　　the forth period：listening

　　the fifth period: writing

　　(4)教学目标：

　　① 知识与技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct speech and indirect speech; learn to write an essay to express and support an opinion.

　　②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的'基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：

　　1.描述朋友；

　　2. 结交网友；

　　3. 观点交流；

　　4. 不善交朋友;

　　5. 朋友的重要性。

　　③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。

　　(5) 教学重点和难点：

　　词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

　　短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

　　重点语法项目：直接引语和间接引语的互相转换

　　难点：understand the real meaning of friends and friendship;

　　discuss the answers to the questions (reading);

　　how to teach the ss to master the usage of direct speech and indirect

　　speech(statement and questions).

　　(6) 教学策略：

　　discussion, student-centered vocabulary, learning, listening, pair work, teach grammar in real situation

　　(7) 教学媒体设计：

　　a projector and a tape recorder.

　　(8) 教学过程：详见以下分课时教学设计。

　　(9) 课堂练习与课外作业设计：穿插于分课时教学设计中

　　（10）教学反思或值得改进的地方：见每个课时最后部分。

高一英语必修的课件篇3

　　I. Meeting your new Ss

　　* Getting to know your Ss & introducing yourself to the Ss

　　* Setting up necessary rules for classroom learning and for homework

　　II. Topics

　　* Friends and friendship

　　* Interpersonal relationships

　　III. Function

　　* Agreement

　　I agree. Yes, I think so. So do I. Me too. Exactly.

　　No problem. Sure.Certainly. Of course. All right.

　　You’re right/correct. Good idea.I think that’s a good idea.

　　* Disagreement

　　I don’t think so. Neither do I. That’s not right.Yes, but …

　　I’m afraid not. No way.I’m sorry, but I don’t agree.

　　Of course not. I disagree.

　　IV. Grammar

　　* Direct Speech and Indirect Speech (Part I. Statements and questions)

　　1. Reporting statements

　　“I don’t want to set down a series of facts in a diary,” said Anne.

　　---- Anne said that she didn’t want to set down a series of facts in a diary.

　　2. Reporting yes-no questions

　　“Does a friend always have to be a person?” the writer asks us.

　　---- The writer asks us if a friend always has to be a person.

　　3. Reporting wh- questions

　　“What do you call your diary?” Anne’s sister asked her.

　　---- Anne’s sister asked her what she called her diary.

　　V. Words and expressions

　　upset ignore calm concern loose Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat teenager exactly disagree grateful dislike tip swap item (32 words)

　　add up calm down have got to be concerned about

　　walk the dog go through set down a series of

　　on purpose in order to at dusk face to face

　　no longer suffer fromget/be tired ofpack sth. up

　　get along with fall in love join in(19 phrases)

　　* survey vet Amsterdam Jewish Nazi Kitty spellbind loneliness Margot gossip secondly (11 words)

　　VI. Time allotment

　　1st period – Warming up (P1) & Workbook Listening (P41)

　　2nd period –Pre-reading & Reading & Comprehension (P2-P3)

　　3rd & 4th period –Learning about Language (P4-5)

　　5th period –Using Language (P6 Reading & listening)

　　6th period–Using Language (P7 Reading & Writing)

　　7th period–Wb Listening Task & Reading Task (P43-44)

　　8th period–Writing Task & Project (P46-47)

　　The 1st period – Warming up & Using language

　　Goals for the 1st period:

　　1. Introduce yourself and set up some rules for learning

　　2. Talk about friends and friendship

　　3. Learn the new words and expressions:

　　upset ignore calm concern loose add up calm down have got to

　　be concerned about walk the dog

　　Teaching procedures:

　　Step 1 Beginning

　　1. Introduce yourself

　　2. Set up some rules for learning:

　　Before class: 1) Get into the classroom at the first bell.

　　2) Get everything and yourself ready for the class.

　　In class: 1) Follow the teacher closely and work with your mind.

　　2) Take an active part in classroom learning activities.

　　3) Take notes and raise questions.

　　4) Speak English as much as you can.

　　After class: 1) Finish your homework on time and hand it in as required.

　　2) Review what you’ve learned in class in time.

　　3) Preview your lesson as required.

　　Step 2 Warming up

　　1. Introduce the topic Friendship. Ask Ss if they have a very good friend and why he or she can be their good friends.

　　(Collect the adjectives/nouns Ss use to describe their friends on the Bb.)

　　Supplements:

　　Poem 1 Friends Poem 2 Auld Lang Syne

　　By Jill EgglestonBy Robert Burns

　　Friends care Should auld acquaintance be forgot

　　Friends share and never brought to mind?

　　We need friends Should auld acquaintance be forgot

　　Everywhere!and days of auld lang syne?

　　For auld lang syne, my dear,

　　Proverbs: for auld lang syne,

　　A life without a friend is a life withoutwe’ll take a cup of kindness yes,

　　a sun. --- French proverbfor auld lang syne.

　　You can buy friendship with friendship,

　　but never with dollars.Should auld acquaintance be forgot

　　--- Unknown and never brought to mind?

　　A friend is a person with whom I may be Should auld acquaintance be forgot

　　sincere. With him, I may think aloud. and days of auld lang syne?

　　--- Ralph Waldo Emerson And here’s a hand, my trusty friend

　　Real friendship is shown in times of trouble; And gie’s (give us) a hand o’thine

　　Prosperity is full of friends. We’ll tak’ a cup o’kindness yet

　　---EuripidesFor auld lang syne.

　　2. Think: What qualities and behaviors make a good friend?

　　(a. Let the Ss make a list of 3-5 qualities a good friend should have.

　　b. Have them work in group of four to collect the list of words.

　　c. Then ask one from each group to write the words on the Bb.)

　　3. Have the Ss do the survey in the Sb P1.

　　4. When they have completed it, have Ss look again at the list on the Bb to see whether it should be revised.

　　Explanation of each item:

　　Q1: A: 1 point B. 3 points C. 2 points

　　This question deals with how thoughtful you are towards others: How much do you value your friend? Would you change the time of the day to go to the cinema to fit in with him/her?

　　Q2: A: 1 point B. 2 points C. 3 points

　　This question is concerned with fairness: Is it fair for your friend to borrow something, break it and return it broken?

　　Q3: A: 1 point B. 2 points C. 3 points

　　This question deals with your concern for others: Should you make the troubles of your friend more important than your own responsibilities?

　　Q4: A: 3 point B. 2 points C. 1 points

　　This question is concerned with responsibilities to a friend. If you are asked to look after something and it is broken or harmed, what should you do?

　　Q5: A: 0 point B. 2 points C. 0 points

　　This question is concerned with honesty.

　　5. Quickly deal with the meaning of the new expressions in this part. We’ll later practice them in Ex 1, 2, 3 in Learning about language on Sb P.4

　　1) add up: v. to add sth. together

　　2) upset: adj. sad, unhappy

　　3) ignore: v. pay no attention to

　　4) calm…down: v. make sb. calm, comfort sb.

　　5) have got to …: v. have to do sth.

　　6) be concerned about: v. be worried about, care about

　　7) walk the dog: v. exercise the dog

　　8) loose: adj. not tight

　　重点词汇用法的学习，例如：

　　1. add: add ... to；add to; add up; add up to；

　　Eg. Will you please add some milk to my coffee?

　　The little baby adds to our enjoyment at the party.

　　Add up your score and see how many points you get.

　　Add up these figures foe me, please.

　　All the money I have in my pocket adds up to $ 125.

　　2. upset: adj. worried, annoyed; v. cause to worry, to be sad/angry

　　Eg. I was very upset because one of my friends was rude to me.

　　His cheating in the exam upset his teacher.

　　3. ignore: v. pay no attention to; to behave as if you had not heard or seen sb./sth. n. ignorance

　　Eg. You can’t ignore the fact that many criminals never go to prison.

　　These are the problems which we can’t afford to ignore.

　　Sam rudely ignored the inquiry.

　　He had completely ignored her remark, preferring his own theory.

　　4. calm: v. calm down

　　Eg. The mother calmed the baby by giving him some milk.

　　What the manager said calmed the fears of the works.

　　We tried to calm him down, but he kept shouting and crying.

　　Calm down. There’s nothing to worry about.

　　5. concern: v. concern sth.; be concerned about /with/ for sb. / sth.; n.

　　Eg. This case concerns the group of people greatly.

　　What I said at the meeting doesn’t concern you, so don’t worry about it.

　　Our head teacher is concerned about our study and health all the time.

　　He has never been concerned about/for what others think of him.

　　He seemed to be concerned with the case.

　　Your school work, rather than your private life, is my concern.

　　My greatest concern is the development of our school.

　　6. walk the dog: to take a dog for a walk

　　Eg. He is out walking the dog.

　　walk sb home/ to a place

　　It’s late --- let me walk you to the bus stop.

　　6. If necessary, the T may ask one or two Ss the following questions:

　　a. What kind of person are you according to the survey?

　　b. Do you think you can be a good friend to others? And how?

　　c. What do you think are the basic elements we need to keep our friendship?

　　Step 3 Listening

　　Workbook Listening on P41

　　1. Before you listen, discuss these questions with the class.

　　1) Do you think it is a good idea to make friends with people from other countries?

　　(to broaden one’s world outlook; to avoid national stereotypes etc.)

　　2) What are the advantages of this friendship?

　　(to practice another language with a native speaker; to learn new ideas and new ways of thinking; to find out more about another country etc.)

　　2. the 1st Listening of Part 1: Write down what Leslie does in China in one sentence.

　　(Leslie does some business in China and her company sells buses.)

　　3. the 2nd Listening of Part 1: Tick the things done by Leslie.

　　(going out for delicious dinners; visiting a mountain; going to people’s homes)

　　4. the 1st Listening of Part 2: What does Leslie say about the friends she made in China?

　　(1) Leslie says that she make friends but they are just business friends because she thinks one cannot make friends on a short visit.

　　(2) Leslie thinks some of the friends in China may have liked her, but others may try to be nice to her so as to gain a business advantage.

　　Step 4 Homework

　　1. Make sentences with the 8 new words and expressions.

　　2. Prepare and read aloud the rest new words.

　　The 2nd period – Pre-reading & Reading & Comprehension

　　Goals for the 2nd period:

　　1. Have Ss read the text and try their best to understand Anne’s eagerness for friends, friendship, nature and freedom.

　　2. Get Ss have some knowledge about the Nazi’s cruel deeds towards the Jews during the Second World War.

　　3. Train Ss’ reading ability of scanning and skimming. Learn to appreciate Anne’s Diary , the classic work.

高一英语必修的课件篇4

　　(1)课题：friendship

　　(2)教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。warming up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；pre-reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；reading部分anne’s best friend以日记形式讲述了犹太女孩安妮的故事；comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; using about language 部分教学本课重点词汇和重点语法项目。

　　(3) 课时安排：the first period: speaking: warming up and pre-reading the second period： reading

　　the third period: grammar

　　the forth period：listening

　　the fifth period: writing

　　(4)教学目标：

　　①知识与技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct speech and indirect speech; learn to write an essay to express and support an opinion.

　　②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友; 5. 朋友的'重要性。

　　(5) 教学重点和难点：

　　词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

　　短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

　　重点语法项目：直接引语和间接引语的互相转换

　　难点：understand the real meaning of friends and friendship;

　　discuss the answers to the questions (reading);

　　how to teach the ss to master the usage of direct speech and indirect

　　speech(statement and questions).

　　(6) 教学策略： discussion, student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

　　(7) 教学煤体设计： a projector and a tape recorder.

　　(8) 教学过程：

　　period one：speaking （warming up and pre-reading）

　　aims

　　talk about friends and friendship.

　　practise talking about agreement and disagreement.

　　step i revision

　　ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. then give some comments.

　　t: now, let's check up your homework for last class. i'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

　　step ii warming up

　　t: / think most of us have some good friends. do you know why people make friends with one another?

　　step iii talking(wb p41)

　　first get the students to listen to what a canadian say about making friends. then ask them to discuss the two questions.

　　t: now we're going to listen to what leslie clark, a canadian has got to say about making friends. after listening, please talk about the two questions in groups of 4. try to use the following expressions.

　　1 do you agree with her?

　　2 what do you think of people from foreign countries?

　　agreement disagreement

　　i think so, i don't think so.

　　i agree.i don't agree

　　that's correct.of course not.

　　that's exactly my opinion. i'm afraid not.

　　you're quite right. i don't think you are right.

　　step iv speaking(b p6)

　　first, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. ask them to fill in the form prepared before class. show the instructions and decide what kind of friends their classmates are. third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. show the instructions and decide what kind of friends other classmates are. they can share your questionnaire with one or two other groups and try each other's questionnaires.

　　at last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

　　t: friends come in many flavors. there are best friends, school friends, fair-weather friends, forever friends and many more. do you want to know what kind of friends your classmates are? now let's make a survey. first, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

　　1. your friend borrowed 100 yuan from you last week and hasn't returned it. you will

　　a. ask him / her to pay back as soon as possible; or you'll end the friendship.

　　b. ask him / her to pay back if he / she has.

　　c. tell him / her not to return it.

　　2. your friend said your bad words behind you. you will

　　a. ask him / her to say sorry to you , or you'll stop your friendship.

　　b. excuse him / her and forget it.

　　c. ask others to tell him / her that he/she is wrong.

　　3. you promised to meet your friend at five o'clock but your parents ask you to do homework at home. you will

　　a. tell him your parents ask you to do homework at home.

　　b. tell him / her a lie that you are ill.

　　c. say sorry to him / her and plan to meet him / her another time.

　　4. you borrowed a bike from your friend, but you had it stolen. you will

　　a. buy a new one which is the same as his / hers.

　　b. just tell him / her you had it stolen.

　　c. say sorry to him/her and buy him/her an old one

　　after they finish choosing the answers, show the scoring sheet on the screen.

　　instructions:

　　2-5 a fair-weather friend

　　only like them when they are happy and popular. if they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. you don't help your friends when they have problems. you are always thinking about yourself.

　　you should care more about your friends. if you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

　　6-11 a school friend

　　you see each other in school. you just study and play with them together in school. you may not know everything about each other. you take things smoothly. you seldom hurt your friends with your benefit considered. you'd better add more affection to your friends. friendship is about feelings and we must give as much as we take.

　　12-17 a best friend

　　you do everything together with your friends: study, read, watch tv, surf the internet, play sports and listen to music. if either one has a problem, the other is there to help. you know your friends very well. you understand and yield to each other. you help with each other and improve together. you have a lot of common benefit. your friendship is good to both of you. you are mutually beneficial.

　　18-21 forever friend

　　you will always listen to your friends and try to help them, even if you disagree or if you are having a problem. whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. you devote yourself to your best friends. you are willing to lose what you have, even your life.

　　课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

高一英语必修课件篇5

　　第一部分：英语知识运用（共三节，满分54分）

　　第一节：单项填空（共15小题；每小题1分，满分15分）

　　1. He sat at the desk, __________ a novel.

　　A. read B. to read C. reading D. reads

　　2. If you cheat in the exam, you could hardly _________ it.

　　A. throw away B. get away C. get away from D. get away with

　　3. No potatoes for me—I’m _______ a diet.

　　A. at B. in C. on D. with

　　4. The speed of cars and trucks is _____ to 30 kilometers per hour in large cities in China.

　　A. limited B. limiting C. limiting to D. limited to

　　5. Smoking is a bad habit. You should _________ it.

　　A. throw away B. get away with C. get rid of D. throw

　　6. I’m really tired _______ Tom. He had me _________ for two hours in the rain.

　　A. of, waiting B. with; wait C. of; waited D. with; waited

　　7. Bob ran the 100 meters in 9.91 seconds, and I have not seen ________ this year. (浙江 2005)

　　A. the best B. better C. the most D. more

　　8. Filled with anger, he didn’t shout or swear, but just ________ silently at me.

　　A. looked B. stared C. glared D. glanced

　　9. — Why was Tom scolded by our teacher? — For ________.

　　A. tell a lie B. telling lies C. told lies D. telling lie

　　10. — Anything new in the new regulations? — They will be ________ to us all.

　　A. of great benefit B. do harms C. do many good D. for the benefit

　　11. Must I get through the business in one evening? No, you ________.

　　A. mustn’t B. haven’t C. needn’t to D. don’t have to

　　12. Your article is too long. You must _______ to about 3000 words.

　　A. cut it off B. cut it up C. cut it down D. cut it into

　　13. If your knowledge can be in some way _______ with my experiences, we are sure to succeed.

　　A. joined B. united C. connected D. combined

　　14. The news was so ____ that all the people present at the meeting were _______ at it.

　　A. amazing, amazing B. amazed, amazed C. amazing, amazed D. amazed, amazing

　　15. You ______be sitting in this waiting room, sir. You see, it is for women and children only.

　　A. oughtn’t to B. dare not C. need not D. will not

　　第二节：完形填空（共15小题；每小题1分，满分15分）

　　阅读下面短文，掌握其大意，然后从1~10各题所给的四个选项（A、B、C和D）中，选出最佳选项，并把答案写在答题卷上。

　　Every person needs water and a diet of healthy foods. These foods should contain some fat, some fiber, a little salt and so on.

　　People need energy 16 . They eat different kinds of food which change into energy. The energy is 17 in calories. Even when you 18 , you are using energy – about 65 calories an hour. 19 you are at school, or walking home, your body is burning up 100 calories an hour. When playing football or basketball, you 20 be using 400 calories an hour. On Sports Day, during the relay race, you will use most of all, 21 as much as 650 calories an hour.

　　The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is 22 in fiber and low in sugar and fat. The Chinese eat less sugar than many other countries in the world. That is 23 lots of people in China have healthy white teeth.

　　People in the Western world do not eat such healthy foods. They eat 24 fat and sugar and don’t take enough 25 . Because of this, they 26 weight very easily. Their diet contains a lot of fat in the 27 of potato crisps, potato chips, butter, cream and chocolate. They eat a lot of sugar which exist in cakes, soft drinks, 28 and so on. The result is that many of them become fat. 29 some have bad teeth. In some parts of Britain, one person in ten, 30 the age of thirty, has no teeth left.

　　16. A. for lifeB. to live C. to live withD. for a living

　　17. A. measuringB. takenC. measuredD. measure

　　18. A. are asleepB. fall asleepC. go to sleep D. go to bed

　　19. A. WhileB. DuringC. AsD. If

　　20. A. mustB. canC. needD. might

　　21. A. surelyB. usuallyC. perhapsD. hardly

　　22. A. richB. poorC. goodC. bad

　　23. A. howB. whyC. whatD. that

　　24. A. much tooB. many tooC. too manyD. too much

　　25. A. exercisesB. foodC. workD. exercise

　　26. A. put onB. gain onC. get onD. put up

　　27. A. typeB. formC. kindD. sort

　　28. A. sweetsB. sweetC. candy barD. sweet thing

　　29. A. ButB. OrC. AndD. So

　　30. A. atB. forC. withD. by

　　第三节：阅读理解（共12小题；每小题2分，满分24分）

　　阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并把答案写在答题卷上。 A．

　　A car needs gas to run and your body also needs food to work for you. Eating the right kind of food is very important. It can keep your body strong, so take care of what you eat.

　　There are four main food groups altogether. The dairy products group has food like milk, cheese and sour milk. The other three groups are the meat and fish group, the fruit and vegetable group, and the bread and rice group. Each meal should have at least one food from all the four main groups. With all these food together you will be given enough energy during the day.

　　It is easy to get into bad eating habits. You may eat your breakfast in a hurry to get to school on time. Or you may not have time for a good lunch. It may seem easy to finish your supper with fish and chips all the time. But you will find yourself tired during these days and you can not think quickly.

　　Watching what you eat will help keep your body healthy and strong. It is also good to take some exercise. It will help you eat more if you take a walk or play games in the open air. Having a good eating habit with some exercise is the key to your health.

　　31. Which of the following diets do you think is the best one?

　　A. Eggs, tomatoes and chicken.B. Milk, bread, cabbages and beef.

　　C. Corn, fish, cream and pork. D. Rice, beancurd, apples, fish and chicken.

　　32. Which of the following is a good eating habit?

　　A. Going to school without any breakfast.B. Eating fish and chips for supper all the time.

　　C. Finishing your lunch in a very short time.

　　D. Having at least one food from all the four groups each meal.

　　33. In this passage the writer mainly tells us that ______.

　　A. every person needs food to grow wellB. taking exercise can keep your body strong

　　C. right kind of food with exercise will keep you healthy

　　D. enough energy helps people think more quickly

　　Good health is the most valuable thing a person can have, but one cannot take good health for granted. It is important to remember that the body needs proper care in order to be healthy. There are three things that a person can do to help stay in good shape: eat right food ,get enough sleep, and exercise regularly.

　　Proper nutrition (营养) is important for good health. Your body cannot work well unless it receives the proper kind of “fuel”(燃料).Don't eat too much food with lots of sugar and fat. Eat plenty of foods high in protein (蛋白质) ,like meat, fish, eggs and nuts. Vegetables and fruits are very important because they provide necessary vitamins (维他命) and minerals. However, don't overeat. It is not helpful to be overweight.

　　Getting the proper amount of sleep is also important. If you don't get enough sleep, you feel tired and easily get angry. You have no energy. Over a long period of time a little a amount of sleep may even result in a change of personality (人的个性).Be sure to allow yourself from seven to nine hours of sleep each night. If you do, your body will feel strong and refreshed, and your mind will be sharp.

　　Finally, get plenty of exercise. Exercise firms the body, strengthens the muscles, and prevents you from gaining weight. It also improves your heart and lungs. If you follow a regular exercise program, you will probably increase your life-span (寿命).Any kind of exercise is good. Most sports are excellent for keeping the body in good shapes: basketball, swimming, bicycling, running and so on are good examples. Sports are not only good for your body, but they are enjoyable and interesting, too.

　　If everybody, were to eat the right foods, get plenty of sleep and exercise regularly, the world would be a happier and healthier place. We would all live to be much older and wiser.

　　34. According to the passage,_________.

　　A .we should always keep fit

　　B. if we were healthy, we could spend our days in doing things with less sleep

　　C. one can eat a lot to stay in good shape

　　D. one needn't take any exercise if he is healthy

　　35.In order to keep good health, ___________ .

　　A. we should eat a lot of sweets B. one needs a large amount of fat

　　C. people should eat according to the foods nutrition D. we must try to sleep now and then

　　36. Eating more and sleeping less________.

　　A. can keep healthy B. is no good for you

　　C. gets you more energy D. will keep your personality

　　37.The writer explains ________in this passage.

　　A. how to eat B. the importance of doing exercise

　　C. how to keep healthy D. what to eat

　　38.The title of the article should be___________ .

　　A. Eating and Exercising B. How Vitamins Work in Man's Body

　　C. Staying Healthy D. Sleeping Well

　　Isn't it astonishing how much time we spend talking about food? “Have you ever eaten …?” “What did you have for lunch?” and so on. And yet when you travel from one country to another, you will find that people have quite different feelings about food. People often feel that what they eat is normal (正常) and that what other people eat is strange or silly. In most parts of Asia, for example, no meal is complete without rice. In England, people eat potatoes every day. In the Middle East, bread is the main part of every meal. Eating like so many things we do, becomes a habit which is difficult to change. Americans like to drink a lot of orange juice and coffee. The English drink tea four or five times every day. Australians drink a great deal of beer, and the French drink wine every day.

　　The sort of meat people like to eat also differs from one country to another. Horse meat is thought to be delicious in France. In Hong Kong, some people enjoy eating snakes. New Zealander eat sheep, but they never eat goat meat. The Japanese don't like to eat sheep meat be-cause of its smell, but they enjoy eating raw fish (生鱼).

　　So it seems that although eating is a topic we can talk about for hours, there is very little common sense in what we say it. People everywhere enjoy eating what they have always eaten, and there is very little we can do to change our eating habits.

　　39. Which of the following is true according to the article?

　　A. All people have the same feeling about food.

　　B. In most parts of Asia, people usually have rice for meals.

　　C. People often consider other people to be strange or silly.

　　D. The topic people spend time talking about is bread and meat.

　　40. People in different countries .

　　A. drink the same sort of wineB. have the same eating habit

　　C. eat different kinds of meatD. have the same tea at different time within a day

　　41. The Japanese don't like to eat sheep meat .

　　A. because they dislike its smellB. because it is too expensive

　　C. because it is easy to go badD. because they think it will do harm to their health

　　42. English people drink tea four or five times a day .

　　A. because they get thirsty easilyB. because there is plenty of tea in Britain

　　C. because of their drinking habitD. because they have enough time to do so

　　第二部分：英语技能运用

　　第一节：根据句子的意思，写出正确的单词，并注意词的正确形式。（共10小题；10分）。

　　1. He gained all his ________(力量) and was ready for a second try.

　　2. I patted her _______(温柔地) on the shoulder.

　　3. It is healthier to keep a b_______ diet every day.

　　4. This restaurant was not giving its ______(顾客) energy-giving food.

　　5. ________ (好奇心)drove Wang Pengwei inside Yong Hui’s restaurant.

　　6. Wang Pengwei stopped worrying and started advertising the _______(好处) of his food.

　　7. To succeed, we must ___________(结合) talent with working hard.

　　8. He has been working for a long time, but he is still full of __________.（energetic）

　　9. You should do some _________(研究) before making the final decision.

　　10. She is not _________(苗条的)enough to wear these tight trousers.

　　第二节：用正确的情态动词填空（共5小题；5分）

　　1. When we are cooking with a gas fire, we ________(can / must) keep the window open.

　　2. Mr. Joseph has stayed in the US for several years. He _____(may / can) speak English quite well.

　　3. Jack’s ill, so they ______ (must / have to) change their plans.

　　4. It _______ (can't / mustn't) be Miss Gao. I know she has gone to Beijing.

　　5. You say you ________ not do it but I say you ____________ (shall / will)

　　第三节：根据中文意思完成句子(共5小题；10分)。

　　1. 我用了一个月才摆脱咳嗽。It took me a month to _____ _____ _____my cough.

　　2. 她欠我100块钱。 She _______ ________ _______ to me for 100 yuan RMB.

　　3. 我们应该抛弃考试作弊的坏习惯。We should ________ _________ the bad habit of cheating in the exam.

　　4.他们没有打架，只是站在那怒视对方。They didn’t fight, but stood there _____ ______ one another.

　　5．David 靠给报社写文章维生。David ____ _____ ______ by writing articles for newspapers.

高一必修1英语课件篇6

　　After checking the WB Exx, the teacher asks the students to read the letter on Page 6 first, and then ask them to discuss what was upsetting Lisa.

　　T: Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please. Try to find out what was upsetting her with your partners, using the indirect speech.

　　S: Lisa made a friend with a boy in her class. But her classmates said they fell in love. Lisa said she didn't want to end the friendship. Lisa asked what she should do.

　　Step II Listening (Using language) The students will hear what Miss Wang says, then ask the students to answer the questions, using the indirect speech. At last, get them to spell out the words and fill in the blanks.

　　T: OK, we've already known the Lisa's problems on making friends. Miss Wang has suggested some possible solutions. Please look at page 6. We 're going to listen to what Miss Wang says, and then answer the questions of Ex 2. Go through the questions quickly.

　　Write down the key words as quickly as possible.

　　Listen again and check the answers with the whole class.

　　T: Now let's listen to it again and try to spell out the words and fill in the blanks.

　　Step III Listening (WB P41)

　　The students will hear a passage about Anne's best friend, her diary Kitty. They are asked to complete the passage according to the tape.

　　T: In the following part, we are going to listen to a passage about Anne's diary. Listen to the tape carefully and fill in the blanks.

　　Listen to it again and check the answers with the whole class.

　　Step IV Listening Task(WB P43)

　　The task can be divided into three parts. First, the students will hear a story about an argument between Anne and her father about her boyfriend. After listening, they just write down their different thoughts. Then they can have a debate to find out a better solution to solve Anne and her father's problem. The activity should be prepared carefully beforehand. During the class, the two teams just do the final preparations.

　　StepV Assignment

　　1. Today we have learnt how to solve the problems on making friends. For the homework, describe one of the problems between friends and how it is solved.

　　2. What does cool mean?

　　What do you think should do with your friends?

　　课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。通过训练逐步提高学生的听力能力。

　　Period 5: WRITING

　　Step I Revision

　　Check the homework, asking them to read out their ideas for the class.

　　T: Let's check the homework. I'd like some of you to read out their ideas.

　　For the class. Volunteer!

　　Step II Warming up

　　T: Have you ever read The 21st Century ?

　　S: Yes, I have. It's a popular paper among teenagers in China.

　　T: If you have any problem, you can write to the editor and ask for advice. Here is a letter from a student.

　　Step lII Writing (B P7)

　　This part asks the students to write their advice to Xiao Dong as an editor. First, let the students to discuss how to write a letter to offer some advice with their partners. Second, teacher shows the instructions on how to write a proposal letter on the screen. Third, ask the students to read the letter on Page 7. Ask them to discuss what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books. Fourth, give them ten minutes to write the letter. At last, ask some of the students to read their letters for the class while the teacher gives some comments.

　　T: Today we're going to write your advice to Xiao Dong as an editor. Do you know how to write a proposal letter? Now, let's have a discussion on it with your partners. Students are talking about how to write a proposal letter.

　　T: Who'd like to answer this question?

　　S: The problem should be presented first. Then we must analyze the reasons to cause the problem. Proposing the solution must be the main, which should be well explained.

　　T: Exactly. The discussion of the solution itself, based on the analysis of the problem, is the core of a proposal. I'll give you some instructions about how to write the body part of a proposal letter as follows.

　　T: AH right, let's read the letter on Page 7. And try to find out what Xiao Dong's problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books.

　　The students are discussing Xiao Dong's letter.

　　T: OK, who can tell me what Xiao Dong's problem is?

　　S: He is not very good at communicating with people. He wants to know how to make friends with others.

　　T: Quite right. Now please write your advice to Xiao Dong as an editor with the help of the points given on the books. I'll ask some of the students to read their letters

　　for the class in ten minutes. The students are writing the letters.

　　T: Have you finished? I'll ask some of the students to read their letters for the class.

　　课后反思：本课为写作课，写作一向是学生英语学习的薄弱环节。英语的写作与语文不同，语文写作注重篇章构思和文采，而英语的写作前提是把句子写对，避免出现重大的语法错误，在此基础上再尽量把句子润色得漂亮一些，这是更高层次的要求。大部分的学生如果能保证把句子写对，那就是很不错的事情了。所以在训练写作时，应该让注重理清句子成分和结构，关键要把谓语的形式写对。平时应该让学生多看别人优秀的文章，有可能的话可以多背一些优秀的范文。

高一必修1英语课件篇7

　　(1)课题：friendship

　　(2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。warming up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；pre-reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；reading部分anne’s best friend以日记形式讲述了犹太女孩安妮的故事；comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; using about language 部分教学本课重点词汇和重点语法项目。

　　(3) 课时安排：the first period: speaking: warming up and pre-reading the second period： reading

　　the third period: grammar

　　the forth period：listening

　　the fifth period: writing

　　(4)教学目标：

　　① 知识与技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions;

　　use direct and indirect ; learn to write an essay to express and support an opinion.

　　② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：

　　描述朋友；

　　2. 结交网友；

　　3. 观点交流；

　　4. 善不善交朋友;

　　5. 朋友的重要性。

　　③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。

　　(5) 教学重点和难点：

　　词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

　　短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

　　重点语法项目：直接引语和间接引语的互相转换

　　难点：understand the real meaning of friends and friendship;

　　discuss the answers to the questions (reading);

　　how to teach the ss to master the usage of direct and indirect

　　(statement and questions).

　　(6) 教学策略： discussion, student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： a projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计：穿插于分课时教学设计中

　　（10）教学反思或值得改进的'地方：见每个课时最后部分。

　　period one：speaking （warming up and pre-reading）

　　aims

　　talk about friends and friendship.

　　practise talking about agreement and disagreement.

　　step i revision

　　ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. then give some comments.

　　t: now, let's check up your homework for last class. i'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

　　step ii warming up

　　t: / think most of us have some good friends. do you know why people make friends with one another?

　　step iii talking(wb p41)

　　first get the students to listen to what a canadian say about making friends. then ask them to discuss the two questions.

　　1 do you agree with her? 找教案 zhaojiaoan

　　2 what do you think of people from foreign countries?

　　agreement disagreement

　　i think so, i don't think so.

　　i agree. i don't agree

　　that's correct. of course not.

　　that's exactly my opinion. i'm afraid not.

　　you're quite right. i don't think you are right.

　　step iv speaking(b p6)

　　at last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

　　1. your friend borrowed 100 yuan from you last week and hasn't returned it. you will

　　a. ask him / her to pay back as soon as possible; or you'll end the friendship.

　　b. ask him / her to pay back if he / she has.

　　c. tell him / her not to return it.

　　2. your friend said your bad words behind you. you will

　　a. ask him / her to say sorry to you , or you'll stop your friendship.

　　b. excuse him / her and forget it.

　　c. ask others to tell him / her that he/she is wrong.

　　3. you promised to meet your friend at five o'clock but your parents ask you to do homework at home. you will

　　a. tell him your parents ask you to do homework at home.

　　b. tell him / her a lie that you are ill.

　　c. say sorry to him / her and plan to meet him / her another time.

　　4. you borrowed a bike from your friend, but you had it stolen. you will

　　a. buy a new one which is the same as his / hers.

　　b. just tell him / her you had it stolen.

　　c. say sorry to him/her and buy him/her an old one

　　after they finish choosing the answers, show the scoring sheet on the screen.

　　2-5 a fair-weather friend 找教案 zhaojiaoan instructions:

　　you should care more about your friends. if you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

　　6-11 a school friend

　　12-17 a best friend

　　18-21 forever friend

高一英语必修1课件篇8

　　一、教学内容：

　　unit 1 of module i period one （lesson 1 & 2）

　　二、教学目标与要求：

　　1、在第一课和第二课里，我们学习了如何谈论我们的生活方式。话题的选择贴近我们的生活，能引起同学们共鸣，激发同学们的学习动机。

　　2、复习一般现在时态和现在进行时态，以及它们的用法和区别。

　　3、进一步了解不同文化背景下，不同的个人生活方式，引导同学们树立良好的学习和生活习惯。

　　4、学习策略：运用听力策略对所听内容进行预测。

　　5、掌握重点单词、短语、句式，在练习中能灵活运用。

　　三、本周重难点词汇讲解：

　　1、peaceful adj .和平的，平静的

　　peace (n.和平)+-ful（形容词后缀）

　　the peaceful uses of atomic energy will do good to human beings .

　　原子能的和平利用将造福人类。

　　it's peaceful at home when the children are at school .

　　孩子们在学校上学时，家里就安静了。

　　（1）反义词：unpeaceful adj. 不平静的，不和平的

　　派生词：peacefully adv. 和平地，平静地

　　（2）同义词辨析：peaceful 与calm

　　这些形容词表明没有激动兴奋或未被打扰。

　　calm 隐含远离情感冲动之意；

　　peaceful 意指未被打破的镇静。

　　2、relaxing adj .轻松的，放松的

　　relax(v. 放松)+-ing(形容词后缀)

　　all the students going for holidays, it is really a relaxing evening for the headteacher.

　　所有的学生都度假去了，对于班主任来说这真是一个使人感到轻松的夜晚。

　　同根词：relaxed意为"感到轻松的"。

　　有些现在分词和过去分词可用作形容词，现在分词意为"令人……的"，其逻辑主语是物；过去分词意为"感到……的"，其逻辑主语是人。类似用法的词有：surprised /surprising; excited/exciting; frightened/frightening; moved/moving;

　　puzzled/puzzling

　　he got/became bored by her boring .

　　他被她那些令人厌烦的话搞烦了。

　　3、suppose的`用法

　　1）suppose后接that引导的宾语从句，表示"认为／猜想……"。如：

　　as she's not here ,i suppose she must have gone home.

　　她不在这儿，我猜想她已经回家了。

　　scientists supposed that large dinosaurs lived in swamps.

　　科学家们认为大型恐龙栖居于沼泽地中。

　　2）be supposed to 是个固定词组，意思是"应该，有……的义务"。如：

　　i thought we were supposed to be paid today.

　　我以为我们今天会领到薪水呢。

　　3）suppose／supposing可以引导条件状语从句，相当于if 的作用。如：

　　supposing(that) you are wrong，what will you do then?

　　假设你错了，那你会怎么办?

　　4、prefer vt.更喜欢，宁愿

　　派生词：preferable adj .更可取的，更合意的；

　　preference n.喜爱，偏爱

　　-which would you prefer，tea or coffee? 咖啡和茶你更喜欢哪个?

　　-i prefer tea to coffee.我更喜欢茶。

　　1）请注意prefer的搭配及用法：

　　（1）prefer(doing)sth．to (doing) sth.……相比，更喜欢……如：

　　i prefer coffee to milk．和牛奶相比，我更喜欢咖啡。

　　i prefer listening to music to watching tv.

　　和看电视相比，我更喜欢听音乐。

　　（2）prefer to do sth. rather than(to) do sth.和做……相比，更喜欢做……如：

　　i prefer to listen to music rather than watch tv.

　　和看电视相比，我更喜欢听音乐。

　　（3）prefer+that从句。如：

　　we prefer that the plan shall be fully discussed.

　　我们想让这份计划被充分地讨论。

　　2）prefer sth．to sth．中的to是介词；prefer to do sth. rather than do sth .中to 是动词不定式的符号。

　　3）prefer to do…rather than do…＝would rather do than do…／would do…rather than do…

　　5、switch on=turn on把开关打开；接通

　　switch off=turn off关掉；关上

　　switch over (to)…转换频道；转变

　　then i get up, go downstairs and switch on the tv in the living room.

　　at weekends, he often switches on the computer early in the morning and doesn't switch it off until midnight.

　　周末，他一早就把计算机打开，直到半夜才关。

　　if there is not a good play on cctv8, i would switch over to cctv7.

　　如果中央八台没有好节目，我就换到七频道。

　　6、do some exercise =do some sports =take some exercise 锻炼身体

　　（exercise作不可数名词用时，意为"锻炼运动"，作可数名词用时，意为"练习、训练"。）

　　do morning /eye exercises做早操/做眼保健操

　　he is so fat that everyone advised him to take more exercise.

　　他太胖了，所以，大家都劝他多锻炼身体。

　　students have too many exercises to do after class.

　　学生课后要做的练习太多。

　　7、go off

　　1）爆炸；（爆竹、铃等）响

　　the gun went off with a bang. 枪砰的一声响了。

　　2）（食物等）变坏

　　this steak has gone off.这牛排坏了。

　　3）消失

　　the pain went off. 疼痛消失了。

　　4）进行情况；发生

　　the interview went off very badly. 访问进行得极不顺利。

　　5）睡着；失去知觉

　　has the baby gone off yet? 婴儿睡着了吗？

　　8、take up

　　1）to use up, consume, or occupy: 用尽，耗掉或占用（时间/空间）：

　　the extra duties took up most of my time.

　　额外工作耗费了我绝大部分时间。

　　2）to develop an interest in or devotion to: 喜欢，钟爱，对……产生了兴趣或钟爱：

　　now he takes up mountain climbing.

　　现在他喜欢上登山运动。

　　3）to enter into (a profession or business): 开始从事（一项职业或行当）：

　　he took up art while at school.

　　他在学校时开始对艺术感兴趣。

　　4）to begin again; resume: 再次开始；重新开始：

　　let's take up where we left off.

　　take down 拿起；拆除（构造物）；记下

　　take off (飞机等)起飞；脱下（衣帽等）；（观念，产品等）突然大受欢迎

　　take on 呈现（不用于被动语态）

　　9、be filled with… 装着……；装满…… fill… with… 把……装进……

　　be full of… 装满……

　　every minute of the day is filled with urgent matters.

　　每分钟都有很多急待处理的事情要做。

　　the bottle is filled with oil.

　　那瓶子里装满了油。/那瓶子里装着油。

　　the bottle is full of oil. 那瓶子里装满了油。

　　don't fill the bottle with oil. 别把油装进瓶子里。

　　10plain (to sb.) about/of sth. 向……抱怨……

　　1）vi. 抱怨；埋怨；

　　almost immediately she began to complain to me about his impoliteness.

　　她几乎马上就对我开始抱怨起他的无礼来了。

　　2）诉苦；叫屈；说自己有病（of）

　　the boy complained of a pain in his stomach.

　　这孩子说他肚子痛。

　　3）vt. 抱怨，控诉［常与that从句连用］

　　they complained that the wages were too low.他们抱怨工资过低。

　　they complained that the price of books had increased.

　　他们抱怨说书的价格提高了。

　　4）n. 抱怨;埋怨;不满

　　we have a number of complains about their service.

　　对他们的服务我们有些怨言。

高一英语必修2课件篇9

　　单元整体设计思路

　　第一课时：阅读课 warming up; pre-reading; reading; comprehending (pp. 1-2)

　　第二课时: 语法课 discovering useful structures (p. 4); using structures (p. 43)

　　第三课时：阅读与听说课 reading and listening; speaking (pp. 5-6)

　　第四课时: 词汇课 discovering useful words and expressions (p. 3); using words and expressions (p. 42)

　　第五课时: 听说课 listening; talking (p. 41)

　　第六课时: 读写课 reading and writing (p. 7)

　　第七课时: 单元评价课 self-test and self-evaluation; summary

　　第一课时阅读课

　　一、教学内容warming up; pre-reading; reading; comprehending (pp. 1-2)

　　二、教学目标

　　在本节课结束时，学生能够

　　了解文化遗产的基本概念、本质特点以及基本类型。

　　通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。

　　用归类法学习词汇。

　　用自己的话复述琥珀屋的故事。

　　运用本课时学习的内容和自己已有的知识讨论相关话题。

　　三、教学步骤

　　步骤一热身

　　1．请学生看学生用书p. 1或者ppt中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。

　　2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。

　　注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。

　　设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。

　　步骤二读前

　　1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。

　　2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。

　　设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。

　　步骤三读中

　　1. 请学生略读课文，核查自己预测的内容是否正确。

　　2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。

　　3．请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。

　　4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。

　　设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的`细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。

　　步骤四读后

　　请学生两人一组根据ppt表格中的提示复述课文，然后教师选两个学生当堂复述。

　　设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。

　　步骤五讨论

　　请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考ppt中的一些表达法。

　　设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。

　　步骤六作业

　　设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。

　　篇二：高一上学期英语必修2课件

　　高一上学期是高中教育的起始阶段，教学就显得尤为重要，为了使学生圆满完成各项学习任务，尽快适应新的环境，在各方面能够健康发展，把英语教学搞的有声有色，必须有一个切实可行的教学计划。特制定高一英语教学计划如下：

　　一．教材分析

　　教材是“课标”的具体表现，是学生学习的“蓝本”。现在使用的北师大版的英语教材高一上学期有俩个模块，必修一和必修二。必修一有三个单元，必修二三个单元，总共六个单元。每个单元里有四课，共二十四课。每个单元都围绕一个主要话题开展听说读写活动。比如第一单元就是围绕生活方式而开展的的阅读课，听力课，以及口语训练和写作课等。话题贴近学生实际生活，学生了解熟悉便于更好的掌握知识并运用到实际生活中。

　　二．教学目标

　　1. 使学生明确学习英语的目的性，发展自主学习的能力和合作精神。

　　2. 做好初高中的教学衔接工作，让学生了解和适应高中的英语学习。

　　3. 在培养学生的语言知识，语言技能，情感态度，学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，培养学生获取信息，处理信息，分析问题，解决问题的能力，以及运用英语进行思维和表达的能力。

　　4. 优化学生的英语学习方法，使他们能通过观察，体验，探究等主动学习的方法，充分发挥自己学习的潜能，形成有效的学习策略，提高自主学习的能力。

　　三．学生现状分析

　　针对我所带的高一3,5班学生成员构成复杂，大部分来自农村，城区学生少，普遍英语底子差，基础薄，英语水平参差不齐，发音不标准的实际情况，打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生的学习英语的兴趣和习惯养成。指导思想是坚持“狠抓双基，改进学法，激发兴趣，提高学习英语的能力”。

　　四．工作措施

　　1. 继军训后结合学生初中英语实际状况，用俩个星期复习初中教材，为平稳向高中教材过度奠定基础，梳理初中知识，配发相应练习，通过习题讲练，激发学生对新知识的求知欲，顺利进入新教材的学习。

　　2. 为了使学生打牢基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的时态，句式，定语从句，状语从句，动词不定式以及部分掌握不好的词汇，短语，句型分插于新课教学中。

　　3. 认真研究新课程标准，认真研究新教材，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。

　　4. 单词一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词

　　汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。使学生掌握科学的单词记忆方法和养成勤查词典的习惯。

　　5. 为了提高学生的听力水平，从高一就开始就对学生进行听力训练。除了利用课堂上的时间外，还坚持每周三次利用课余时间给学生集体放听力。

　　6. 坚持每周一次作文训练，训练题材、方法力求多样化，并能及时进行讲评。鼓励学生写英文日记，对个别英语特差的学生尽量多批改、多指导。

　　7. 阅读理解能力的培养是高中教学的重点，也是高考的重头戏。在单元教学中专门抽出一节课作为阅读课，并且有计划的指导学生掌握科学的阅读方法。

　　8. 集体备课是提高教学质量和整体教学水平的有力保证，有利于经验丰富的教师与年轻教师互为补充、共同提高。坚持每周一次的集体备课，集体备课前先确立一名中心发言人，由中心发言人先确定下周所教模块的重点、难点及在高考中的比重及为完成教学内容所用的教法，然后全组人员共同探讨，最后确定下来。每天的集体备课与说课，备课组长要负责组织，定时间、定地点、定主讲人。

　　9. 加强听评课。听课、评课，取长补短。教师教学各有风格，教师间应互相听课，可以听本校的，也可以到外校听课，做到取人之长，补己之短，共同提高。

　　10. 坚持教学研究和相互听课，向同行学习，积极上网，利用网络资源的优势，解决自己教学中的疑难和困惑。

　　五．专业成长计划

　　作为一名新教师，首先对教材吃透，对班里学生的英语水平详细了解。多去听其他老师讲课，学习讲课经验。多看教育学心理学方面的书籍。有助于掌握教学技巧，了解高中生的成长心理。积极参与备课。其次，多参与教研教改活动，了解教育动向。业精于勤荒于嬉，还要努力提高自己的专业知识水平。

　　六．教学进度

　　第1周：学习初高中衔接教材（语音基础知识，句子）

　　第2周：学习初高中衔接教材（句子，构词法）

　　第3周：学习必修一 unit 1

　　第4周: 学习必修一unit 1

　　第5周：学习必修一unit 1 （十一假期周日开始）

　　第6周：学习必修一unit 2

　　第7周：学习必修一unit 2

　　第8周：学习必修一unit 3

　　第9 周：学习必修一unit 3

　　第10 周：学习必修一unit 3 及期中考试

　　第11 周：学习必修二 unit 1

　　第12 周：学习必修二 unit 1

　　第13 周：学习必修二 unit 1

　　第14 周：学习必修二 unit 2

　　第15 周：学习必修二 unit 2

　　第16 周：学习必修二 unit 2 第17 周：学习必修二 unit 3 第18 周：学习必修二 unit 3 第19 周：学习必修二 unit 3

　　第20 周：学习必修二复习第21 周：复习迎接期末考试

高一英语必修三课件篇10

　　　　（一）听和说教学内容设计

　　1.听的教学内容设计：听力教学的内容一般应包括：

　　⑴ 语音训练

　　语音训练包括对听音、重读、意群等的训练，增强学生的语音辨别能力，对于造成听力困难的语音应专项训练。如：bed—bad, ship—sheep, chip—cheap, pin—pen, sit—seat 训练应从词到句，再到文。

　　⑵ 听力技巧训练

　　听力技巧包括听大意、听具体信息、猜词义、听细节、听隐含之意等。听力教学应包含训练这些技巧的各种听力活动。

　　⑶ 听力理解训练

　　听力技巧的培养是为理解服务的，除了语音和技巧的训练之外，听力教学更多的应是通过各种活动训练学生句子和语篇的理解能力，使学生的理解由“字面”到“隐含”再到“应用”，理解步步加深。

　　2.说的教学内容设计：说的教学内容一般应包括：

　　⑴ 发音

　　错误的发音会造成理解困难，甚至使听者无法理解，因此说的教学内容首先应是正确的发音，包括音节、重读、弱读、连读、失去爆破，辅音浊化，送气减弱、意群、停顿、语调等。

　　⑵ 语法、词汇

　　合乎语法的句子才容易理解，用词准确，有助于理解。缺乏必要的词汇常使说话者难以准确地表达自己的思想。因此说的教学应包含一定的词汇和语法教学。

　　⑶ 交际功能

　　通过说的教学，学生应能掌握“问候”“道歉”“抱怨”“邀请”“建议”“致谢”“信息询问”“征求意见”等各种交际功能。

　　⑷ 释疑技巧

　　释疑技巧是防止会话中断的必要手段。当听的一方未能听清楚对方的意思时，应能有多种方式询问对方的含义，使会话得以继续进行，当不能明白个别单词短语的意思时，可问 “what does…mean ？”, “could you tell me what…mean ？”如果有部分内容不能明白，比如没有听清楚怎么走，可问：“do you mean i should turn left?” “sorry, how far should i walk?”“you said the name of the street is...?” 如果不清楚自己是否真正明白对方的含义可以说：“do you mean...?” 要求对方解释自己说过的话可以用升调重复对方的话，等等。

　　⑸ 文化知识

　　交际不仅依赖于语言的准确性，同样依赖于语言的得体性。这就要求，说话者有必要了解一定的文化知识，使自己的语言符合其所适用的文化氛围，符合其所处的语言环境，符合其所担任的角色。

　　（二）听说课的教学模式

　　1. pwp 模式

　　现在我们很多课堂都倡导 pwp 教学模式。即：pre-listening, while-listening, post-listening.

　　为了更好地上好听说课，我们要掌握听说课的要领：

　　1) 听前：准备要充分，教师提前预设问题，为听力教学作好充分的铺垫。

　　① 扫清重要词汇障碍，做好背景知识、初步感知语言知识的导入。

　　② 利用课本资源进行听力预测：充分利用课本图片，通过听前讨论图片、根据图片回答问题等，培养学生听前看图进行听力预测的习惯；浏览文字：预习听力的题目、题干，图片、表格、选项、判断正误句子等。

　　③ 教师创造性地使用练习：教师要根据学情及听力难易度，整合教材中的听力题目，做到让学生听有所获。

　　2) 听中：知识输入要合情、听力操作要合理：

　　① 听几遍合适？播放磁带的遍数（听几遍录音）——由学情及听力材料的难易决定。

　　② 如果听力材料有好几段，教师要逐段播放，一个小对话结束后要暂停，让学生有时间做听力练习，然后再往下播放下一个对话的录音；

　　③ 如果听力材料太长，教师备课时就应该按意分成几个小段，播放时增加停顿，给学生留出做题时间。

　　④ 如果有很难的句子，且句子很重要，可以适当停顿，多次播放，这也是对学生的一种人文关怀。

　　3) 听后：输出要多样。教师应要求和鼓励学生用完整的英语句子进行说的练习。此外，听后的输出活动形式应该是多样的：如根据图、表格、听力题目等资源进行对话、写话；跟读，角色朗读和自编新的主题对话的形式。把听、说和听、写相结合，进行训练。

　　2. “3p”教学模式。即presentation—practice —production

　　1 ）presentation 阶段

　　教师通过解释、举例、示范、角色扮演等向学生介绍新的语言项目，包括语法、句法、功能、会话技能等，确定课堂的教学内容和教学目标。

　　2 ）practice 阶段

　　教师为学生提供各种机会，使学生运用所展示的内容。练习由易到难，由控制到半控制，逐步增加学生的'自主性。

　　3 ）production 阶段

　　教师给学生提供机会将其新学到的语言知识和交际技能融入已有的知识之中，使其能自由地运用语言进行交际。

　　3. 任务型学习模式

　　该模式采用交际会话的方式，使学生通过完成一定的交际任务，达到培养语言运用能力的目的。教学一般也是由三部分组成：

　　1）通过实景展示必要的语言知识和语言技能。

　　2）布置交际性任务，如到商店购物，到机场买票，到车站接人，参加面试等等。

　　3）活动之后是对任务完成情况的评估。

　　任务型学习模式使听说活动的设计尽量给学生自由发挥的余地；在真实的任务驱动下，增加听说材料的趣味性，在完成任务的过程中增加听和说的竞争成分；听说过程中也要加入适当的听说技巧的训练，由易到难的顺序排列；让学生在交际中得到充分的锻炼。

　　（三）听说教学设计案例分析

　　高中 module 1 unit 4 earthquake

　　课型：听说课

　　step i ： lead-in

　　1. 听歌曲《让世界充满爱》，同时展示在人民大会堂表彰抗震英雄的照片。

　　october 8th , 2008 the great hall of the people( 人民大会堂 ) ，top leaders paid tribute ( 称赞，歌颂 ) to heroes of the sichuan earthquake.

　　【设计思路】：激发学生兴趣及学习积极性，为本课主题和本节课活动的顺利开展做了一个很好的铺垫。

　　【实践过程】：大家都经历了为汶川地震捐款等活动，因此课堂气氛极为活跃。

　　【实践反思】：学生的积极性被激发出来，有利于整堂课的开展。

　　展示唐山、汶川地震的画面，提出问题：what do you know about earthquakes?

　　【设计思路】：通过这个问题引出灾难这一话题，继而引入这节课的主题 —— 地震。

　　【实践过程】：学生虽然对唐山地震不够了解，但汶川地震记忆犹新，课堂上学生的反应很快，他们能想到许多的有关地震灾害的描述。

　　【实践反思】：通过启发和联想让学生说出地震的相关句子扩展他们的思维。

　　step ii ： discussion

　　播放视频，看完有关地震的视频让学生讨论：

　　what may an earthquake cause?

　　【设计思路】：看视频之前给学生提问这个问题，使学生带着任务去观看，印象深刻，而且对地震带来的危害有更加深入的理解。

　　【实践过程】：虽然视频具有震撼力，但由于讨论时间较短，加上学生的思维有限，学生回答的答案比较局限。

　　【实践反思】：在此环节应该多给时间他们，给出一些关键词帮助他们充分讨论。

　　what can we do to help them after the earthquake? 让学生讨论。

　　【设计思路】：在了解地震的灾害后，引出如何帮助灾区人民从灾难中走出来，树立信心，重建家园，从而引出问题。

　　【实践过程】：通过讨论方式和小组计分形式使这个环节气氛热烈。

　　【实践反思】：学生应在解决问题的过程中通过讨论得到答案，这样学到的知识更能印象深刻。

　　step iii ：listening & speaking

　　1. please listen to the teacher's experience in earthquake and take notes. a will write down all the questions and b will write down the answers.

　　【设计思路】：播放一段学生采访本校心理教师的听力材料，姚老师在地震救援时赶到灾区做心理辅导，使学生了解如何在听中记录信息。

　　【实践过程】：两人一组分别记录采访的问题和姚老师的回答，然后各自和其他组的同学核对，所以这部分他们完成得很好。

　　【实践反思】：听力原本是学生感到困难枯燥的，但使用学生对本校教师的访谈材料，学生对听力内容非常感兴趣，有助于提高学生的听力。

　　what are you going to do if you interview other teachers?

　　group work：design the questions.

　　interview mr. zhang whose wife went to wenchuan to help people in earthquake.

　　【设计思路】：通过听力训练从而引出说的活动。

　　【实践过程】：学生通过小组活动设计新的问题，采访同年级的英语老师，他的夫人参加医疗队到汶川抢救伤员，学生和英语老师的互动将本节课的气氛推向高潮。但因学生知识面等原因，学生提出的问题有重复现象。

　　【实践反思】：此环节在增加知识性的基础上，通过现场采访更使积极互动，给课堂增加了趣味性。

　　同时学生在讨论的过程中，学会了和对方互动，提出更多问题，使交流更真实。

高一英语必修一课件外研版篇11

　　一、题材内容

　　本模块是通过旅游经历介绍风光，帮助学生学会关于交通工具和地貌等自然现象的词语，学会运用表示过去的用语作回忆、写游记、介绍风光。

　　二、教学目标

　　1）语言知识：

　　语音句子中的重音

　　词汇 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply

　　词组 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of

　　语法 -ed形式作形容词；表达过去时间的词语或词组

　　功能礼貌用语

　　话题介绍旅游经历；介绍童年故事

　　2）语言技能：

　　听听懂对事件的回忆、旅游介绍并获取信息

　　说礼貌地进行Everyday English中的对话；运用过去时间回忆；运用含有-ed句子介绍风光

　　读 Scanning, skimming, careful reading, generalization; inference等阅读微技能训练

　　写用所学的词汇、词组、及含-ed的句子写介绍旅游情况的文章和各种回忆

　　3）学习策略：

　　学生一定程度形成自主学习，有效交际、信息处理、英语思维能力

　　认知联系，归纳，推测，速读，略读，查读等技能

　　调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改

　　交际积极、有效同时礼貌地进行对话

　　资源积极有效阅读从网上及各种媒体所获取的有关旅游及介绍各地风光的信息

　　4）文化意识：了解我国现代化建设的最新成就；了解我国及各地不同的旅游文化

　　5）情感态度：热爱祖国河山；为祖国建设感动自豪；倡导文明礼貌

　　三、教学重点和难点

　　重点：1. 如何使用地道英语描述风光、事件或回忆

　　2. 正确理解并应用-ed形容词

　　3. 如何礼貌进行日常对话

　　难点: 能用得体的英语表达自己，描述过去的难忘经历

　　四、教学方法

　　基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习的课堂活动，强调合作探究与独立思考相结合，初步设计“P-T-P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）。

　　五、教材处理

　　核心任务：学生能利用照片、明信片、纪念品等向同伴介绍旅游情况。三个环节如下：

　　Pre-task: 学生回忆往事，激活背景知识，重温情感体验

　　Task-cycle: 通过整个模块听说读写的训练，强化“描述风光或一件难忘的事”的表达及语篇能力，为完成任务做好铺垫

　　Post-task: 达成任务，展示成果，反馈学习情况。

　　六、教学安排

　　根据学生学习英语的特点和规律，我们把本模块划分为6课时：

　　Period 1: Introduction, Reading and vocabulary (1.2)

　　Period 2: Reading

　　Period 3: Grammar 1&2, Function, Culture Corner

　　Period 4: Vocabulary, reading and speaking

　　Period 5: Listening, pronunciation, Everyday English

　　Period 6: Task, writing

　　注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

　　[教学设计]

　　Ss=students; T=teacher; =group work; = pair work; =individual work =screen

　　Period 1 Introduction, Reading and vocabulary (1.2)

　　Ⅰ、教材内容及教学目标

　　1、学习有关交通工具的名词和动词，回忆第一次旅游的快乐情景

　　2、通过查找信息，描述自己印象中的澳大利亚

　　3、学习部分有关Reading中将要出现的.生词(需要在文章中猜测的词汇除外)

　　Ⅱ、教学设计

　　Task 1: Describe a trip ( 15m) – Introducton

　　Pre-task Brainstorming

　　Try to bring out as many words about transportation as possible.

　　Task-cycle Learn different verbs and nouns about traveling.

　　Activity 1 Matching ( 1 )

　　Activity 2 Put me in the right place!

　　A: Draw a picture with road, rails, water and clouds on the blackboard. Put

　　different vehicles in the right position on the picture.

　　B: Ask and answer Qs in (2) according the picture.

　　Activity 3 Filling & Guessing game

　　get on (off)

　　get into (out of)

　　Ride

　　Drive

　　take off/ride

　　B: Show pictures taken in Hainan. Q: How did I get there? (different answers should be encouraged)

　　Post-task: Describe the first time you traveled a long distance

　　A: Q: When someone want to describe his first trip, what do you want to know?

　　5W & 1H ( who, when, where, what, why & how )

　　B: Describe the first trip Report to all

　　Task 2: Describe Australia ( 25m )-Reading & vocabulary

　　Pre-task: Search information about Australia before class

　　Task-cycle: Australia

　　Activity 1 Brain-storming (words about Australia)

　　Activity 2 Talking ( 1 )

　　A: Talk about the pictures on P22 + things about the country brought by Ss

　　B: Get questions in (1) solved

　　C: Dialogue between “Australians” and “tourists” Report to all

　　Activity 3 Vocabulary ( Part )

　　A: Choose the words which you think can be used to describe a train trip to Australia from the list shown on the screen (a dictionary is recommended)

　　B: Match the words with pictures (camels, cassette, desert, diamonds, sand, soil)

　　C: Choose a word in the blanket to match the underlined part in a passage (2)

　　Not long ago, I had a wonderful trip to Hainan. It’s not an area of dry land, because it’s surrounded by sea. There you can always enjoy the beautiful sunshine, green trees and blue water. On the beaches, you can’t find any valuable stones, but you can always touch the soft sand instead. On my way back, I made friends with some of the people traveling on the train.

　　Post-task: Display ( A brief make-up story about a trip to Australia using some of the new words)

　　Recalling(4m) Recall what we learn today. & Questions unsolved.

　　Homework(1m) Workbook P80 4. 5.

　　Describe your first time you travel to a place of interest.

　　Period 2 Reading

　　Ⅰ、教材内容及教学目标

　　1、学习在澳大利亚乘火车旅游的文章

　　2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，

　　学会运用想象、联想、逻辑分析和英语思维的能力

　　3、学会如何描述乘火车旅游的情形

　　Ⅱ、教学设计

　　Task Learn and retell the passage

　　Pre-task Content Prediction(2m) According to the picture and the title, try to predict what we will be able to learn from the passage.

　　Task-cycle Reading(40m)

　　Pre-reading Map reading Look at the map of the railways in Australia, discuss which city you would like to travel and how to get there.

　　While-reading

　　Activity 1 First ( Fast ) reading

　　A. Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan )

　　B. Main sentence in each paragraph.

　　C. Main idea

　　D. Guide Ss to find out the structure of the passage.

　　Activity 2 Second ( Detailed ) reading Deal with 6 questions in (4)

　　Activity 3 Third reading ( Reading Strategies Applying )

　　A. Find out appropriate information to fill in the form below:

　　Part One (1)

　　Who When Where What Why How

　　Part Two (2-3)

　　Food Scenery

　　First hundred kms After that Suddenly

　　B. Put me in the right order and form a passage, adding in the time signals.

　　Camels were trained to carry supplies back from the central part.

　　Camels were shot because of the new railway line built by the government.

　　They brought camels from Afghanistan.

　　Australians needed a way to the central country.

　　They tried riding horses, but failed.

　　C. Word-guessing ( abandon, diamond, supplies)

　　Post-task

　　Activity 1 Retelling Retell the passage with the help of the form

　　Activity 2 Discussion P24 (5)

　　Activity 3 Small debate “They should shot the camels”

　　Recalling(2m) Recall what we learn today. & Questions unsolved.

　　Homework(1m) Write a reading note

　　阅读格式卡

　　Title__________________________ Module _________ Date___________

　　General idea：

　　Words & Phrases:

　　BS:

　　BS=beautiful sentence

　　Period 3 Grammar 1&2, Function, Culture Corner

　　Ⅰ、教材内容及教学目标

　　1、学会通过合作探究，归纳总结出-ed形容词作定语及其定语的位置，

　　2、运用过去时间表达法

　　3、运用礼貌用语

　　4、了解Maglev，能说出与普通火车的区别

　　Ⅱ、教学设计

　　Task 1 Find out rules of “–ed adjectives”

　　Activity 1 Competition The group which write the most right –ed forms of the verbs given by teachers win.

　　Activity 2 Find out the rules of “-ed adj.”

　　A. Look, say, write and combine

　　a. T act out the sentences: I threw the paper away. The paper was used before.

　　b. Ss write out the sentences

　　c. Try to combine the sentences to one: I threw the _______ paper away.

　　d. Talk about the pictures using –ed form and write them down.

　　B. Observe, compare and find out the rules (Grammar 1 )

　　Activity3 Workbook P79 1. 2.

　　Task 2: Story-making using past tense time expressions

　　Activity 1 Brainstorming ( past tense time expressions)

　　Activity 2 Complete the sentences (2)

　　Activity 3 Story-telling Make stories according to the pictures given to different groups

　　Task 3: Polite conversation

　　Activity 1 Act and discuss 2 Ss act out the dialogue. Discuss Qs in (2)

　　Activity 2 Make new dialogues Suggestions given by Ss-Make new dialogues according to (3.4)

　　Task 4: Interview ( about Maglev )

　　Activity 1 Read and compare

　　Activity 2 Interview & Report (one interviewer + one mayor + designer + assistant)

　　Activity 3 Your idea of new transportations

　　Period 4 Vocabulary, reading and speaking

　　Ⅰ、教材内容及教学目标

　　1、学习表示地点和在该地点做事的词汇，训练联想的认知策略

　　2、学习有关回忆的文章，能叙述自己的回忆

　　Ⅱ、教学设计

　　Task Childhood memories

　　Pre-task Words and expressions

　　Activity 1 District map Draw an imaginary district map with names on it with Ss

　　Activity 2 Tell me your first time to...

　　I will never forget the day I ...

　　I remember the day I ...

　　my first visit to...

　　doing

　　Task-cycle Jigsaw reading & Interview 5 groups read, other groups bring out Qs.-Interview

　　Post-task Talk show Three famous persons & one TV host on a TV talk show talking about childhood memories.

　　Period 5 Listening, pronunciation, Everyday English

　　Ⅰ、教材内容及教学目标

　　1、听懂对话，抓住要点，获取信息

　　2、句子重音

　　3、训练根据对方话语作出回应、表达态度的技能

　　Ⅱ、教学设计

　　Task 1 Knowing things about her

　　Pre-task Getting information about Mary Lennon

　　Task-cycle Listening

　　Activity 1 When & Where & By what Get basic information from the first listening

　　Activity 2 Interview (Ex.1 & 2)

　　Post-task “I am Mary Lennon...” Suppose you are Mary, talk about your experience with the help of the Qs

　　Task 2: “My Pronunciation is better!”

　　Activity 1 Listen & Imitate

　　Activity 2 Competition

　　Task 3: Show your response!

　　Activity 1 Ex. 1 & 2

　　Activity 2 Show your response One of you is a superstar, the other is an interviewer. You’re having a talk on CCTV. (Try to use expressions to show your response or attitude towards the other person.)

　　Period 6 Task, writing

　　Ⅰ、教材内容及教学目标

　　1、借助一切可借助的力量介绍自己的一次旅游情况

　　2、写童年某一事件的过程，训练记忆、整理和归纳等逻辑思维能力

　　Ⅱ、教学设计

　　Task 1: Display one of your trips to a tourist spot

　　Pre-task: Things about the trips

　　A. Collect information about the tourist spot

　　B. Collect English signs in the tourist spot

　　C. Collect pictures, photos, postcards, magazines reports, maps or souvenirs about the tourist spot

　　D. Make notes on 5W & 1H

　　Task-cycle: Share & Choose

　　Activity 1 Share the things your collect with your partners

　　Activity 2 Choose the best S to do the talking, the others offer help when needed

　　Post-task: Display Talk about your first trips to a tourist spot with the help of all kinds of information. ( an album with comments on it is recommended )

　　Task 2: Writing

　　Pre-task: Choose topics

　　Task-cycle: Writing

　　Brainstorming --Writing ---Evaluation by oneself & partner ---Correction -- Choose the best one & Correct

　　Post-task: Show the best writing & Comment

　　Recalling Recall what we learn today & Questions unsolved.

　　Homework Composition ( Choose any topics on P27 )

高一英语必修四语法课件篇12

　　必修三

　　Unit1 Festivals around the world

　　1.基础梳理

　　clothing beauty harvest celebration hunter starve daily origin religious ancestor Mexico belief poet arrival gain independence gather produce agricultural parade cherry custom Christian carnival worldwide necessity parking apologize sadness obvious wipe magipe weep announcer remind herd Valentine’s Day look forward to turn up day and night keep one’s word hold one’s breath

　　2.词语归纳

　　1）starve

　　作不及物动词，表示“饿死，挨饿”。

　　starve for=be starve of/for，表示“渴望获得，迫切得到”。

　　2）plenty

　　作不可数名词，只用于肯定句中，表示“充足，大量，富裕”，可做主语，宾语或表语。

　　做主语时，谓语动词随着plenty所指的单复数形式作相应的变化。

　　plenty也可作副词，表示“充分地，十足地，好多”。

　　in plenty表示“大量的，丰富，充裕”可作表语，定语，状语。

　　3）satisfy

　　作及物动词，表示“满意，使满足”，直接跟宾语，若接that从句时，意思是“使相信”，从句前有间接宾语。

　　satisfywith以满足

　　be satisfied with对满足

　　satisfyfor向偿还

　　be satisfied to do sth满足于做某事

　　4）harm

　　作名词，意为“损害”，不与不定冠词连用，常与do，come，mean等动词搭配。

　　do more harm than good弊大于利

　　There’s no harm in（sb’s）doing sth=It does no harm for sb to do sth做某事无害处

　　作及物动词，表示“损害，伤害”。

　　5）lead

　　作及物动词，表示“领导，引导”其宾语常接介词短语或者副词作宾补。

　　表示“影响，致使”时，后接介词to，也可以接不定式。

　　lead sb into使某人陷入某种不良的状态。

　　lead sb away使盲从，常用于被动语态。

　　lead nowhere毫无结果，，对不起作用。

　　lead up to sth作为准备，导致。

　　lead sb by the nose牵着某人的鼻子，完全操纵某人

　　lead a dog’s life过困难的生活

　　lead sb believe that使某人相信（假的事情或不确切的事情）

　　lead the way带路，带头

　　lead作为名词，give sb a lead给某人做出榜样，提示某人

　　6）origin

　　是名词，表示“起源，起因，出身”。

　　be of origin起源于，出身于

　　7）event

　　是名词，表示“事变，事件”，既可以指历史上的，国际上的，国内的大事件，也可以指日常事件,复数形

　　式还可以指事态的发展和结局。

　　也可以指体育比赛中的“项目”。

　　常见词组：at all events/in every event总之，无论如何，不管怎样

　　in the event结果，终于 in the event of万一，如果，倘若 in that event若果那样的话

　　8）dress

　　作及物动词，表示“给穿衣”，后接人作宾语，也可以做不及物动词，表示“穿上衣服，穿着衣服”。 dress up穿上盛装，打扮

　　dress作不可数名词，表示“衣服”；作可数名词，表示“妇女及儿童的衣服”。

　　dress sth up修饰，掩饰

　　9）trick

　　play a trick on sb=play sb a trick开某人的玩笑，诈骗某人

　　do/turn the trick达到（预期的）目的，获得成功。

　　have a/the trick of doing sth（有）做的习惯/癖好。

　　be up to tricks，be at one’s tricks玩鬼把戏，闹恶作剧

　　trick可以做动词，trick sb into doing骗某人去做某事 trick sb out of骗取某人

　　10）memory

　　是名词，表示“记忆”时，接for而不接of。

　　复数形式memories可表示往事。

　　in memory of纪念，一般表示对死者的纪念。

　　lose one’s memory“失去记忆”，可能永远也想不起来；而slip sb’s memory指一般想不起来，可能不知道什么时候又想起。

　　within one’s memory=within the memory of表示“记忆所及的时间”。

　　11）gain

　　作及物动词，表示“获得”，指经过努力取得有价值的东西或想要的东西。

　　也可以表示“增加，增进；（钟，表）走得快”。

　　作不及物动词，表示“获得利益，增加，改善”。

　　作名词表示“收获，利益，增加”。常用的词组有“gain in增加 gain over说服 gain on sb/sth赶上

　　12）gather

　　作及物动词，意为“搜集，采集，恢复，积累，加速”。还可以表示“推断，得出（印象，想法”后常接从句。

　　作不及物动词，表示“聚集，群集”。

　　常用的词组有：gather oneself together振作精神 gather oneself up集中全力，鼓起勇气

　　13）admire

　　作及物动词，只能接名词或者代词作宾语，不能接宾语从句。

　　admire to do高兴做admire sb for sth在某方面钦佩某人 admire at对感到羡慕，对感到惊讶

　　14）forward

　　作副词，表示“向前地，向未来”。

　　look forward to盼望，期待 push one’s way forward挤着向前走 come forward走出来

　　put forward提出 backward and forward来回

　　forward作形容词，表示“在前面的，热心参与的”。

　　作名词，表示“（足球，曲棍球的）前锋”。

　　作动词，表示“转递，增进，发送，提高”。

　　15）take place

　　表示“发生”有计划的，有目的的，有准备的发生，是不及物动词，无宾语，不能用于被动语态。区别take place，happen，break out：

　　take place有计划的发生，多指运动，变化，进步，会议，婚礼等。

　　happen偶然发生或者意外事件的发生。

　　break out表示“突然发生，爆发”，强调出人意料，多指地震，火灾，火山，战争，疾病，瘟疫等的突然发生。

　　take one’s place表示“代替某人，执政，上台”。

　　take the place of表示“取代，代替”。

　　16）fool的短语

　　make fool of欺骗，捉弄 act/play the fool 瞎胡闹，逗乐

　　fool around/about无所事事，胡混 fool out of骗走 fool away把（时间）胡混掉 fool with胡摆弄

　　17）apologize

　　apologize to sb for doing sth因为做了某事向某人道歉

　　make an apology to sb for doing sth道歉

　　18）drown

　　表示“淹死，淹没，浸泡，沉浸于”。

　　drown one’s sorrow in drink借酒消愁

　　drown sth out淹没

　　19）wipe

　　wipe sth from/off sth把从上擦掉/擦净。

　　wipe out擦拭（盆，碗等的）内部，除去，消灭，摧毁。

　　wipe over 再擦一遍。

　　wipe the floor with sb（在辩论中，竞赛中）把某人打得一败涂地。

　　20）weep

　　weep about为而哭泣 weep at看到/听到而哭泣 weep away一直哭

　　weep for/over因而哭泣 weep out哭着抒发掉

　　21）forgive

　　作及物动词，表示“原谅，赦免”，有时可以接双宾语。

　　forgive sb for doing sth原谅某人做某事

　　22）有关word的短语：

　　give one’s word许诺 break one’s word to失信于 have a ward with sb和某人交谈

　　have words with sb和某人吵架 have word听到消息 eat one’s word认错，道歉

　　go back on one’s word食言 put in/say a good word for sb为某人说好话相助

　　say the word发指令，发信号 in short words简言之 in other words换句话说

　　in a/one word总之 word for word逐字地，一字不差地 by word of mouth口头上

　　without a word什么也没说

　　23）有关breath的短语：

　　catch one’s breath屏息 drawn breath歇口气 drawn one’s first/last breath出生/死亡

　　get one’s breath恢复正常呼吸 lose one’s breath气喘吁吁 save one’s breath不必浪费口舌

　　take one’s breath away使某人吃惊 waste one’s breath白费唇舌 out of/short of breath喘不过气，上气不接下气

　　24）set off

　　“出发，起程”，还可以表示“使爆炸，激发”。

　　有关set的短语：

　　set up建立，树立，创立 set forth出发，起程，公布 set out开始，着手，出发

　　set about着手，试图，开始 set fire to点火 set to doing sth开始做某事

　　setaside把放在一边 set sth down记下来 setfree将释放

　　25）as though

　　表示“好像，似乎”，引导的从句谓语动词多用于虚拟语气。

　　如果as though从句中所叙述的情况是事实或有可能发生，也可用于陈述语气。

　　其后面除了跟句子外，还可以跟名词，动词不定式，形容词（短语），介词短语或分词。

　　还可以表示感叹语气，来对某项建议、假设或推测表示不赞成，惊讶，不满和厌恶等。

　　3.语法

　　情态动词

　　定义:

　　情态动词是一种本身有一定的词义,但要与动词原形及其被动语态一起使用，给谓语动词增添情态色彩，表示说话人对有关行为或事物的态度和看法，认为其可能、应该或必要等。

　　情态动词后面加动词原形。

　　分类：

　　情态动词有四类：

　　①只做情态动词：must,can(could),may(might),ought to

　　②可做情态动词又可做实义动词：need,dare

　　③可做情态动词又可做助动词：shall(should),will(would)

　　④具有情态动词特征：have(had,has) to,used to

　　位置:

　　情态动词在句中放在谓语动词之前, 谓语动词前若有助动词,则在助动词之前,疑问句中, 情态动词则在主语之前。

　　特点：

　　情态动词无人称和数的变化, 情态动词后面跟的动词需用原形,否定式构成是在情态动词后面加 "not"。个别情态动词有现在式和过去式两种形式, 过去式用来表达更加客气, 委婉的语气, 时态性不强, 可用于过去，现在或将来。情态动词属非及物动词，故没有被动语态。

　　基本助动词与情态助动词最主要的区别之一是，基本助动词本身没有词义，而情态助动词则有自己的词义，能表示说话人对有关动作或状态的看法，或表示主观设想。

　　除此之外，情态助动词还有如下词法和句法特征：

　　1）除ought和used以外，其他情态动词后面只能接不带to的不定式。如果我们把ought to和used to看做是固定词组的话，那么，所有情态动词无一例外地只能接不带to的不定式。

　　2）情态助动词在限定动词词组总是位居第一。

　　3）情态助动词用于第三人称单数现在时的时候，没有词形变化，即其词尾无-s形式。

　　4）情态动词没有非限定形式，即没有不定式和分词形式，也没有相应的动名词。

　　5）情态助动词的“时”的形式并不是时间区别的主要标志。在不少场合，情态助动词的现在时和过去时形式都可以表示现在、过去或将来时间。

　　6）情态助动词之间是相互排斥的，即在一个限定动词词组中只能出现一个情态助动词，但有时却可以与have和be基本助动词连用。

　　用法

　　首先它是动词，而且不同于行为动词，行为动词表示的是可以通过行为来表达的动作（如写，读，跑），而情态动词只是表达的一种想法（如能，也许，敢）。

　　用法是：情态动词+行为动词原形

　　情态动词是一种本身有一定的词义,表示说话人的情绪,态度或语气的动词,但不能单独作谓语, 只能和其他动词原形构成谓语。

　　情态动词数量不多,但用途广泛,主要有下列:

　　can (could), may (might), must, need, ought to, dare (dared), shall (should), will (would),have (to) ,had better.

　　功能

　　助动词(auxiliary)主要有两类：基本助动词(primary auxiliary)和情态助动词(modal auxiliary)。基本助动词

　　有三个：do, have和be；情态助动词基本的有十四个：may, might; can, could; will, would; shall, should; must, need, dare, used to, ought to,had better 上述两类助动词的共同特征是，在协助主动词构成限定动词词组时，具有作用词的功能。

　　1）构成否定式。

　　2）构成疑问式或附加疑问式。

　　3）构成修辞倒装。

　　4）代替限定动词词组。

　　can和could的用法

　　1. 表示能力或客观可能性，还可以表示请求和允许。

　　注意：①could也可表示请求，语气委婉，主要用于疑问句，不可用于肯定句，答语应用can（即could不能用于现在时态的简略答语中）。

　　②can表示能力时，还可用be able to代替。

　　2. 表示惊异、怀疑、不相信的态度。（主要用在否定句、疑问句或惊叹句中）

　　3. “can(could) + have + 过去分词”的疑问或否定形式表示对过去发生的行为怀疑或不肯定。

　　4. 用在疑问句及否定句中，表示惊讶，不相信等。

　　5. cannottooenough表示“无论怎样也不过分”，“越越好”。

　　may和might的用法

　　1. 表示许可。

　　表示请求、允许时，might比may的语气更委婉一些，否定回答时(口语中常用) no , you can’t . or , yes, please 用mustn’t表示“不可以”、“禁止”、“阻止”之意(具有强烈禁止的意思)。

　　用May I征询对方许可在文体上比较正式，在口气上比较客气。在日常口语中，用Can I ... 征询对方意见在现代口语中更为常见。

　　2. 用于祈使句中表示祝愿。

　　3. 表示推测、可能（疑问句不能用于此意）。

　　4. “may(might) + have + 过去分词”表示对过去发生的行为的推测。

　　must和have to的用法

　　1. 表示必须、必要。（must表示主观多一些而have to则表示客观多一些）

　　回答must引出的问句时，如果是否定的回答，不能用mustn’t，而要用needn’t或don’t have to。

　　2. “must be + 表语”的结构表示推测，它的否定或疑问式用can代替must。

　　3. “must + have + 过去分词”的结构常用在肯定句中，表示对过去发生的行为的推测。它的否定或疑问式用can代替must。

　　4. have to的含义与must相似，两者往往可以互换使用，但have to有各种形式，随have的变化而定。must与have to有下列几点不同：

　　① must表示的是说话人的主观看法，而have to则往往强调客观需要。

　　② must一般只表现在，have则有更多的时态形式。

　　③ 二者的否定意义不大相同。

　　④ 询问对方的意愿时应用must。

　　注意：have to也可拼做have got to。

　　dare和need的用法

　　1. need表示“需要”或“必须”，作情态动词时，仅用于否定句或疑问句中，在肯定句中一般用must, have to, ought to,或should代替。

　　注意：needn't + 不定式的完成式“表示本来不必做某事而实际上做了某事”

　　2. Dare作情态动词时，主要用于疑问句、否定句和条件从句中，一般不用在肯定句中。

　　3. Dare和need常用作实义动词，有时态、人称和数的变化，所不同的是，作实义动词时，在肯定句中，dare后面通常接带to的不定式，在否定和疑问句中，dare后面可接带to或不带to的不定式。 shall和should的用法

高一英语必修四语法课件篇13

　　Unit1

　　1. take place：发生take place of 代替，取代 take place 指有计划安排“发生”“举行”

　　happen指没有计划安排“发生”

　　break out 指灾难、战争、疾病突然发生

　　1. starve ：饥饿starve to death 饿死

　　starve for 渴望

　　be starved of sth.急需，缺乏

　　1. in memory of 纪念，追念

　　in charge of 负责，掌管

　　in search of 寻找

　　in case of 万一

　　1. play a trick on sb. 给某人开玩笑（恶作剧）

　　2. 辨析gain ,win,get,earn,acquire Gain 指在斗争、竞争中做出很大努力而获得，所得到东西有一点价值

　　Win 含有取胜的一方具有优越的特质或条件而能克服各种障碍的'意思，意为“赢得” Get普通词，有时指不一定需要努力就能得到

　　Earn意为“赚的“有得到报酬

　　Acquire获得，取得一般指经过漫长过程而逐渐获得

　　1. gather与collectgather 强调分散的东西聚集在一起 collect 对某物进行收集

　　1. award,prize,reward award奖励，强调荣誉而不在乎奖品的大小或奖金的多少

　　prize 指各类竞赛、竞争或抽奖中赢得的奖

　　reward 指对某人的工作或服务等的报答（酬金，赏金） 1. admire:钦佩，admire sb. for sth.

　　2. look forward to 期待，期望

　　3. turn up 出现

　　turn in 上交

　　turn out 结果是 1. keep one’s word 守信用

　　2. apologize to sb. for doing/sth. 向某人道歉

　　3. set off 出发，动身

　　4. remind sb. of sth. 使某人想起。。。

　　remind sb. to do sth.提醒某人做某事

　　1. while 用法

　　（1）当。。。。时候 he fell asleep while he was watching TV

　　（2）只要 while there is life ,there is hope

　　（3）但是 You like sports,while I like reading

　　（4）虽然，尽管while I understand what you say,I can not agree with you Unit 2

　　1.balanced diet 均衡饮食 keep a balanced diet 保持均衡饮食

　　2.get away with 被放过，不受惩罚

　　get away from 逃离，离开

　　get along /on wellwith 相处的很好，进展顺利

　　get over克服

　　3.strengh,energy,power,force

　　Strength 指“体力，力气“

　　Energy 指 “精力，活力，能量“

　　Power 指电力，权力，能力

　　Force 指冲击力，暴力

　　4.have/get sth,done 让别人做某事（自己不做），主语遭受不好的事情

　　5.lie 与 lay

　　Lie 撒谎lied lied lying

　　Lie 躺卧laylain lying

　　Lay 下蛋，摆放laid laid laying

　　6.consult sb,sth. 咨询，请教

　　7.give用法

　　Give up放弃

　　Give away 分发，泄露

　　Give back 归还

　　Gieve in屈服

　　Gieve out 散发，消耗，用完

　　Give off 散发出

　　8.earn one’s living 谋生

　　9.in debt 负债

　　10.glare，stare，glance

　　Glance 瞥一眼

　　Stare 凝视 Glance 怒视 11.spy on 暗中检查，侦查

　　Spy sth. out 查明

　　12.limit…to… 限制。。。。。。到。。。。。。

　　13.benefit from 从。。。。。。获益

　　Have the benefit of 得益与。。。。。

　　14. conbine与connect

　　Conbine 合并，联合

　　Connect 连接，结合

　　conbine into … 联合成

　　Conbine …with把。。。。。。与。。。。。。结合起来

　　1. cut down 削减，删节，夺取。。。。。。生命

　　cut through 抄近路 cut away 切除cut in插嘴，cut out 删除

　　cut into 切碎

　　1. before long与 long befor

　　before long 不久以后long before 不久以前

　　1. as,when,while as 强调主从句的谓语动词所表示的动作同时进行，从句表示“随着时间推移”时，只能用as. 表示“一边。。。。。。一边。。。。。。”用as

　　when 使用最广表示“当。。。。。。。时候”

　　while表示两个延续性动作同时进行有对比意思，不能喝非延续性动词连用

　　unit3

　　1.bring up 抚养，培养 take up 占据grow up 长大

　　2. scene，scenery，view,sight

　　Scene 用作可数名词，表示“一场”，还可指事物发生地点，景色，景象，布景，场景View表示视野，眼界

　　Sight 表示“视力，情景”

　　3.permit sb.to do sth.

　　Permit doing sth.

　　4.by accident 偶然

　　5.spot 发现，认出

　　Spot sb. doing sth. 看到某人正在做某事

　　6.account for 对。。。。。。做出解释

　　On account of 由于，因为

　　By all accounts 大家都说

　　On no account 决不可以

　　7.seek for 寻找

　　8.on the contrary 与此相反

高一英语必修四语法课件篇14

　　unit 1

　　1an doing sth. 意味着; mean to do sth. 打算或企图做某事;

　　mean sb. to do sth. 打算让某人做某事 be meant for 打算作……用;

　　2.take place 发生；举行

　　3.of all kinds 各种各样的

　　4.starve to death饿死 be starved of 缺乏, starve for sth, starve to do,渴望

　　5.plenty of 大量; 充足

　　6.be satisfied with感到满意 to one’s satisfaction感到满意是

　　7.do harm to sb.=do sb. harm 伤害某人

　　8.in the shape of呈…的形状，以…的形式

　　9.in memory of/ to the memory of sb.纪念某人

　　10.dress up 穿上最好的衣服;打扮,化装

　　11.award sth.(to sb.)和award sb.sth.(for sth.) 给予、颁奖 reward sb. for sth. 因 …奖赏某人； reward sb. with sth. 用某物酬劳某人

　　12. admire sb. for sth在某方面钦佩某人

　　13.look forward to期望，期待，盼望

　　14,have fun with(与某人)玩得开心;过得快乐 ( have a good time, enjoy oneself.)

　　15. turn up.来；出现;把(收音机等)音量开大些 turn down 拒绝; turn off 关掉; turn on 打开; turn out 结果是...... turn to sb. for help 向某人求助

　　16．keep one’s word 守信用； break one’s word, 失信

　　17．it be obvious that-clause 显而易见；一目了然 18．set off 动身, 出发; 使（地雷、炸弹）爆炸; set in开始; set up建立，创立 ; set out to do = set about doing sth.着手做 set down 写下，记下 19．remind sb. of sth. 提醒，使想起

　　unit 2

　　1.a healthy diet健康饮食;

　　a balanced diet平衡的饮食

　　2.in different way用另外方式

　　3.most often最经常

　　4.feel frustrated感到沮丧

　　5.by lunchtime到午餐时间

　　6.must have happened一定发生过

　　7.at the end of the street在街道的尽头

　　8.be tired of 厌倦

　　9.be amazed at sth. 对...感到惊奇

　　10.throw away扔掉

　　11.get away with 逃脱

　　12.tell lies说谎

　　13.energy-giving food提供热量的食物

　　body-building foods提供营养的食物

　　14feel fit保持精力旺盛

　　15.the weakness of the diet饮食的弱点

　　the strength of the diet饮食的优点

　　16.do some research into做一些...方面的研究

　　17.earn one’s living谋生

　　18.be in debt负债

　　19.glare at怒视

　　20.move round绕过

　　21.spy on在暗中侦察；打探

　　22.upset sb.使......不安

　　23.look ill 感到不舒服feel sick感到恶心

　　24.heavy food不易消化的食物

　　25.chat(ting) about聊起关于......

　　26.serve with用......配

　　27.rather than而不是

　　28.cut down减少

　　29.before long不久

　　unit 3

　　1. know about 了解关于…事

　　2. make a bet 打赌

　　3. win or lose the bet 在打赌中赢或输

　　4. have bad luck运气不好

　　5. step inside 走进里面

　　6. lead the way带路

　　7. i wonder if 我想知道是否…

　　8. go right ahead说下去

　　9. as a matter of fact事实上

　　10. by accident偶然

　　11. sail out of the bay 驶出海湾

　　12. stare at 盯着

　　13. towards nightfall 到夜幕降临时

　　14. carry … out to sea 把…带到了大海

　　15. give oneself up for lost因为迷路而绝望

　　16. work as an unpaid hand免费劳动

　　17. account for 导致

　　18. to be honest 坦白地说

　　19. your idea of some kind of joke你认为的一种笑话

　　20. be on my way 上路

　　21. show sb. out 把某人带出去

　　22. be confident about对… 自信

　　23. the cost of a journey 旅行费用

　　24. give sb. a ride 让某人搭车

　　25. lose one’s patience 失去耐心

　　26. do fifty jumps without stopping 不间断地连续跳五十下

　　27. fall over 跌到

　　28. account for your behaviour 对你的行为做出解释

　　29. be jealous of the others’ success 嫉妒别人的成功

　　30. show a willingness to do sth.表示乐意做谋事

　　31. stay out of jail免坐牢

　　32. be reserved 被预定了

　　33. take the gentleman’s order 让那位绅士点菜

　　34. the look on the waiter’s face 服务员脸上的表情

　　35. take a chance 碰碰运气

　　36. read the bill 看帐单

　　37. in a rude manner 用粗鲁的方式

　　unit 4

　　1. think of…as 把……看作是

　　2．a cloud of energetic dust具有能量的尘埃

　　3. combine into…合成……

　　4. move around the sun环绕太阳运转

　　5. become violent变得激烈

　　6. the solid surface固体表面

　　7. explode loudly猛烈爆炸

　　8. in time及时，最终

　　9. produce the water vapor产生水蒸汽

　　10. make the earth’s atmosphere构成了地球的大气层

　　11.cool down冷却

　　12. on the surface在表面

　　13. be different from…与……不同

　　14.go round the sun环绕太阳运转

　　15. disappear from…从……消失

　　16. stay on…存留在……

　　17. show one’s quality显现某人的特性,

　　18.dissolve harmful gases分解，溶解有害气体,

　　19. become part of…变成……的一部分,

　　20. develop life发展生命,

　　21.grow in the water在水里生长,

　　22. encourage the development of…鼓励……的发展,

　　23 millions of years later几万年以后,

　　24.live on land在陆地上生活,

　　25. live in the sea在海里生存,

　　26. grow into forests长成森林,

　　27. produce young生出幼仔,

　　28. lay eggs下蛋,

　　29.animals with hands and feet长着手脚的动物,

　　30.spread all over the earth遍布全世界,

　　31.develop new methods发展了新的方法,

　　32.. move around迁徙,

　　33. go by过去，推移,

　　34.prevent…from…防止……做……,

　　35.escape from… into…从……逃离到……,

　　36.depend on….依靠，依赖，取决与……,

　　37. solve a problem解决

　　38 be lucky enough足够幸运,

　　39 make a trip 去旅行

　　40. visit the moon参观月球,

　　41. in the spaceship在太空飞船中,

　　42. explain to… that…向……解释……,

　　43. on the journey在旅程中,

　　44 be off启程,

　　45 rise into the air升人太空,

　　46. feel the pull of the earth感觉到地球的拉力,

　　47call…gravity称……为地球引力,

　　48. push…into the seat把……推向座位,

　　49. say…to each other向彼此说……,

　　50.fall back to…朝……落下去,

　　51.fall from a tree从树上掉下来,

　　52. fall to the ground朝地上落下去,

　　53. get close to…接近……,

　　54 cheer up高兴起来,

　　55 float weightlessly around失重飘来飘去,

　　56 in the spaceship cabin太空船舱,

　　57. watch…do看着……做,

　　58. move freely自由的活动,

　　59. climb down the steps从梯级上爬下来,

　　60. step forward向前迈步,

　　61.fall over摔倒,

　　62. need practice需要练习

　　63..get the hang of…掌握了……的诀窍,

　　64. enjoy oneself感到自如,

　　65. leave the moon’ s gravity摆脱月球引力

　　66. come back to…回到……

　　unit 5

　　1. frost on the ground地上覆盖了一层薄霜

　　2. around noon中午时分,

　　3. the most wealthy and biggest city in canada加拿大最大最富有的城市

　　4. leave for…离开去……

　　5. go on a tour of the city继续在市内游览一番

　　6. go up the tower登上塔顶

　　7. look across the lake俯瞰湖面

　　8. flow into…流人……

　　9. flow over…流经……

　　10. on one’s way to…在去……的路上

　　11. a covered stadium加顶的运动场

　　12. walk north向北走

　　13. phone… from a telephone booth到电话亭给……打电话

　　14. have dinner in downtown chinatown在市内的中国城吃晚饭

　　15. move to…移居到……

　　16. meet… at…在……迎接……

　　17. get good cantonese food吃到好吃的广东菜

　　18. come from south china来自中国南方

　　19. go as far as ottawa去到远至渥太华

　　20. about four hundred kilometers northeast of toronto距多伦多东北大约有400公里

　　21. take too long花费的时间长

　　22. at dawn黎明

　　23. at the train station在火车站

　　24. have english words in small letters有小字体的英文标注

　　25. go downtown到市区去

　　26. be close to…,接近……

　　27. spend the afternoon in the lovely shops整个下午在可爱的商店

　　28. visit… in…在……拜访……

　　29. sit in a café坐在咖啡馆

　　30. look over…眺望……

　　31. sit down with…和……坐在一起

　　32. on a train trip across…坐着火车上横穿……

　　33. have a french culture具有法国文化

　　34. speed along the river toward…沿着河流驶向……

　　35. dream of…梦想……

　　36. on a trip在旅途中)

　　37. on the atlantic coast在大西洋海岸

　　38. take the aeroplane乘飞机

　　39. fly from… to…从……飞行到……

　　40. take the train from… to…乘火车从……到……

　　41. from west to east从西到东

　　42. across canada横穿加拿大

　　43. cross the whole country横贯整个国家

　　44. at the airport在机场

　　45. take…to…把……带到……

　　46. catch the train乘坐火车

　　47. on the way to…在去……的路上

　　48. see great scenery看美丽壮观的风景

　　49. on the trip在旅途中

　　50. go eastward向东行驶

高一必修二英语课件篇15

　　(1) 课题：

　　friendship

　　(2)教材分析与学生分析：

　　本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的'。warming up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；pre-reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；reading部分anne’s best friend以日记形式讲述了犹太女孩安妮的故事；comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; using about language 部分教学本课重点词汇和重点语法项目。

　　(3) 课时安排：

　　the first period: speaking: warming up and pre-reading

　　the second period： reading

　　the third period: grammar

　　the forth period：listening

　　the fifth period: writing

　　(4)教学目标：

　　①知识与技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct and indirect ; learn to write an essay to express and support an opinion.

　　② 程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友; 5. 朋友的重要性。

　　③ 感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。

　　(5) 教学重点和难点：

　　词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

　　短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

　　重点语法项目：直接引语和间接引语的互相转换

　　难点：understand the real meaning of friends and friendship;

　　discuss the answers to the questions (reading);

　　how to teach the ss to master the usage of direct and indirect

　　(statement and questions).

　　(6) 教学策略：

　　discussion, student-centered vocabulary, learning, listening, pairork, teach grammar in real situation

　　(7) 教学煤体设计：

　　a projector and a tape recorder.

　　(8) 教学过程：

　　step iwarming up and pre-reading

　　aims

　　talk about friends and friendship.

　　practise talking about agreement and disagreement.

　　step i revision

　　ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. then give some comments.

　　t: now, let's check up your homework for last class. i'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

　　step ii warming up

　　t: / think most of us have some good friends. do you know why people make friends with one another?

　　step iii talking(wb p41)

　　first get the students to listen to what a canadian say about making friends. then ask them to discuss the two questions.

　　1 do you agree with her? 找教案 zhaojiaoan

　　2 what do you think of people from foreign countries?

　　agreement disagreement

　　i think so, i don't think so.

　　i agree. i don't agree

　　that's correct. of course not.

　　that's exactly my opinion. i'm afraid not.

　　you're quite right. i don't think you are right.

　　step iv speaking(b p6)

　　at last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

　　1. your friend borrowed 100 yuan from you last week and hasn't returned it. you will

　　a. ask him / her to pay back as soon as possible; or you'll end the friendship.

　　b. ask him / her to pay back if he / she has.

　　c. tell him / her not to return it.

　　2. your friend said your bad words behind you. you will

　　a. ask him / her to say sorry to you , or you'll stop your friendship.

　　b. excuse him / her and forget it.

　　c. ask others to tell him / her that he/she is wrong.

　　3. you promised to meet your friend at five o'clock but your parents ask you to do homework at home. you will

　　a. tell him your parents ask you to do homework at home.

　　b. tell him / her a lie that you are ill.

　　c. say sorry to him / her and plan to meet him / her another time.

　　4. you borrowed a bike from your friend, but you had it stolen. you will

　　a. buy a new one which is the same as his / hers.

　　b. just tell him / her you had it stolen.

　　c. say sorry to him/her and buy him/her an old one

　　after they finish choosing the answers, show the scoring sheet on the screen.

　　instructions:

　　2-5 afair-weather friend 找教案 zhaojiaoan

　　you should care more about your friends. if you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

　　6-11 aschool friend

　　12-17 abest friend

　　18-21 forever friend

北师大高一英语必修2教学课件篇16

　　Teaching aims:

　　Knowledge aims:

　　1.Enable ss know about the differences and similarities between the ancient and modern Olympics.

　　2.learn some important words and sentences.

　　medal; athlete; admit; host; replace; compete; every four years; as well, etc.

　　Only athletes who have reached the agreed standard for their event will be admitted as competitors.

　　There’s as much competition among countries to host the Olympics as to win Olympic medals.

　　Ablity aims:

　　1.Improve Ss’reading ability using some skills (skimming; scanning)

　　2.How to make an interview.

　　Emotion aims: Enable the ss to think about the effects of the Olympics.

　　Important points:

　　1.let students read the interview and learn about the similarities and differences between the ancient and the modern Olympic Games.

　　2.Get students to learn different reading skills.

　　Difficult points:

　　1.Develop students’reading ability.

　　2.Enable students to know about the style of the passage and how to make a new interview.

　　Teaching methods: skimming, scanning, pair work and group work,etc.

　　Teaching aids: multimedia and a computer.

　　Teaching procedures

　　The first period Reading (I)

　　Step 1 Leading-in

　　Enjoy some pictures and learn the new words.

　　Mascot; athlete; olive wreath; ancient; medal;motto; stadium.

　　Step 2 Skimming for the main idea

　　Ask ss to have a quick look at the whole passage especially the first paragraph. And answer the two questions.

　　1.The passage is an interview between Pausanias, a ______ writer and Li Yan, a _______ for the 2008 Olympic Games.

　　2.This interview is mainly about __.

　　A.A magic journey by Pausanias.

　　<B B.The similarities and differences between the ancient and modern Olympics.

　　C.The ancient Olympic Games in Greece.

　　Step 3 Scan (跳读) for specific information

　　Ask ss to scan the interview and find out the differences and similarities.

　　①.Differences:

　　differences Modern Ancient

　　Any Winter Olympics?

　　competitors from?

　　Men/Women athletes

　　Prizes(奖品)

　　Any Olympic villages?

　　(more/fewer)

　　events

　　②.Similarities:

　　1)Both are held every _________________.

　　2).______are allowed to take part in both in ancient and modern Olympics.

　　3).The athletes compete not for money but for _______.

　　4).The mottos are the same. They are:___________________.

　　5).Some events are the same, such as running _____________ .

　　③ ask ss to think of some words to describe Pausanias’ feelings about the modern Olympic Games?

　　Step 4 Deep reading: (two important sentences)

　　Which sentences in this passage have the similar meaning with the following ones:

　　①Only the athletes are good enough for their event, they can be allowed to be competitors

　　②Countries compete with each other to host the Olympics as well as to get Olympic medals.

　　Step 5 Make a new interview ( using the expressions in the interview and make a new interview.)

　　Notes: You ask Pausanias about the ancient Olympic Games.

　　How to start the interview:

　　Ask questions: (how often; who; compete for; events)

　　How to end the interview:

　　Step 6 Talking Bar(谈谈吧！)

　　What did the Olympic Games bring us?

　　Friendship; Cultrue exchange; Language learning;

　　Body-building; Tourism ……

　　Step 7 Homework:

　　Write a passage about their opinion: what did the Olympic Games bring us?

　　Remember the useful words and expressions.

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