第一篇：人教版高中英语必修一Unit1 friendship阅读课教案
Lesson Plan 学科英语
赖菲菲
2015120101 Background information: Students:40 senior high school students, Grade 1.Lesson duration:45mins Teaching objectives: Knowledge objective: By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on.Ability objective: By the end of this lesson, students will
1.learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like.2.learn about the formats of a diary or a letter.Emotion objective: To get the students to realize the importance of friends and friendship.Teaching contents:Unit 1 Reading: Anne’s best friend Teaching aids: PPT, blackboard, chalk Type of the lesson:reading Teaching procedures: Step1: Pre-reading(8mins)1.Warming-up(1min)Enjoy a piece of music and find out its theme.2.Divide students into 3 groups and ask them to discuss two questions.Afterwards, choose representatives to show their answers.(3mins)⑴Do you think friends are important to us? Why do you think so? ⑵Does a friend always have to be a person? What else can be our friend? 3.Go through the text quickly to find out:(1min)⑴how many parts it contains? ⑵what the different parts are about? 4.Get students exposed to the background information about the passage and introduce the reading methods about narration, that is, “5W1H”.(3mins)Step2: While-reading(24mins)1.First reading(8mins)Scan the text and find out some specific information according to the questions.And then fill in the form and join the correct parts of the sentences.Choose some volunteers to share their answers.2.Second reading(10mins)⑴Read the passage again and answer the following question.What were Anne’s deepest feelings and thoughts? Use some words to describe her feelings? ⑵Ask students to think about their feelings towards Anne’s experience.Select several students to show their answers.3.Third reading(6mins)Make students retell the stories sentence by sentence.Step3 Post-reading(10mins)Group discussion: Imagine you have to go into hiding like Anne and her family.What would you miss most? Give your reasons? Step4 Talk about quotes about friendship(2mins)1.True friendship is like sound health;the value of it is seldom known until it is lost.2.A friend is one who walks in when others walk out.3.A friend is one who believes in you when you have ceased to believe in yourself.4.A friend in need is a friend indeed.Step5 Homework and optional activity(1min)Homework: 1.Look up ''go through'' in the dictionary and find out all its usage.2.Write a diary about your good friends.Optional activity:Learn to sing the song“Auld Lang Syne” together.Reflection: 1.Ways to question students should be diversified and try to get more of them involved.2.While students are discussing, the teacher ought to walk around the classroom to ensure the atmosphere and give assistance when it is necessary.
第二篇：人教新课标高中英语必修1Unit2EnglishAroundtheWorld教案
Unit 2 English Around the World
Ⅰ单元教学目标
技能目标Goals
Talk about English and its development, Different kinds of English
Talk about difficulties in language communication
Learn to make dialogue using request & commands
Learn to transfer from direct into indirect speech
Learn to give opinions and organize ideas by way of brainstorming
Learn to make a poster showing your ideas clearly Ⅱ目标语言 功能句式
Talk about English and its development Refer to Introduction in the teachers’ book
Talk about difficulties in language communication
Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?
I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?
词汇
1.四会词汇
include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇
Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组
play a role(in)because of come up such as play a part(in)
语法
Command & request
Open the door.Please open the door.Would you please open the door? Indirect Speech
He told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析
本单元的中心话题是 “English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。
1．1 Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。
1．2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。
1．3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。
1．4 Comprehending主要是检测学生对课文基本内容的理解程度。
1．5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request & Command and Indirect Speech）。
1．6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。
2．教材重组
2．1 导入 把Warming Up 作为一堂课。
2．2 精读 把Pre-reading、Reading 和 Comprehending整合在一起作为一堂课精读课。
2．3 语言学习把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。
2．4 写作
2．5听和说 把课文中的听和说整合成一堂课。
2．6 练习课 workbook exercises & other Exx.3．课型设计与课时分配
1st period Warming Up
2nd period Reading &Language Study
3rd period Learning About Language r& grammar 4th period Writing
5th period Listening & Speaking 6th period Exercises
Unit 2 English around the world Period One Warming up
一、教学目标（teaching aims）student’s book;warming up
1、能力目标(ability aim)
a.Enable students to talk about the world Englishes
b.Enable students to talk about the differences between Am.English and Br.English
2、语言目标(language aim)
more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;
二、教学重难点(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教学方法(Teaching method)
a.Individual, pair or group work to finish each task.b.Listening c.Discussion
四、教具准备(Teaching aids)
a computer;a tape-recorder;a projector
五、教学步骤(Teaching procedure)Step I.Leading-in
Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“language”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”
1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading
教学目标（Teaching aims）
Get the students to know English language and its development and different kinds of English through this passage.教学内容(Teaching contents)
Get the knowledge of English language and its development and different kinds of English.能力目标(Ability aim)
Get some knowledge of different kinds of English 语言目标(Language aim)
Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教学重难点(Teaching important points)The indirect speech of the imperative clause 教学方法(Teaching methods)task-based approach 教具准备(Teaching aids)multi-media computer
教学步骤(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2
Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3
Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions
b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4
Discussions:
1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?
3, Do you think Chinese will become the most popular language in the world instead of English in the future?
Step 5
Extension
Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century
The UK colonized Ireland and joined with Scotland long ago
Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English
American colonial rulers also brought their English to:
Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language
L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6
Homework
1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world
Period Three Learning about Language
一、教学目标（teaching aims）student’s book;Discovering useful structures
1、能力目标(ability aim)
a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)
2、语言目标(language aim)
command;request;retell;polite;boss Indirect Speech(requests and commands)
二、教学重难点(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教学方法(Teaching method)
a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice
四、教具准备(Teaching aids)a computer;a projector
五、教学步骤(Teaching procedure Step 1.Warming-up(Revision)
Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth
Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing
教学目标（Teaching aims）
a.Let students get to know how to write a statement by using brainstorming
b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教学内容(Teaching contents)Write a statement
能力目标(Ability aim)
Using the brainstorming way to collect sentences and then arrange them properly 语言目标(Language aim)I think, I believe，In my opinion…
We learn English to do…
教学重难点(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教学方法(Teaching methods)Brainstorming way
教具准备(Teaching aids)multi-media computer
教学步骤(Teaching procedure)Step1 Leading in
Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation
Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster
Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay
The title is “Do we need to learn English?”
Step5 Display the structure on how to write the essay.1.State your points of view.2.Show the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…
Step7 Give them a simple example which is not complete Do we need to learn English?
I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking
一、学目标(Teaching aims)
教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached
1、能力目标(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、语言目标(Language aim)distinguish some words used in British and American English、some dialect and accent
二、教学重难点(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent
三、教学方法(Teaching method)listening and talking
四、教学准备(Teaching aids)tape recorder and get students’ answer sheet printed out
五、教学步骤(Teaching procedure)Step 1 Listening
Listening 2(text book p14)
Listen to the tape, getting to know American dialect and accent.Step 2 Speaking
After listening to different dialects and accents, see if Ss know how to pronounce the following words:
ask after either neither kilometer box……and more
Unit Two :English Around the World The Sixth period Exercises
一．教学目标：(Teaching aims)Finish the exercises on the workbook 1．能力目标：(ability aim)
a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．语言目标：(language aim)Full understanding of the readings
二．教学重难点(Teaching important points)Understanding the main ideas of the passages 三．教学方法(Teaching method)a.Fast and careful reading
b.Individual, pair or group work to finish each task c.Discussion
四．教具准备(Teaching aids)a computer
五．教学步骤(teaching procedure)Step 1.Warming up
Step 2: speaking task(Review commands and requests)
Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:
Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.
第三篇：高中英语必修2·Unit5·Music-Reading教案(人教新课
Unit 5 Music
Reading---教案
Contents:(1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming
up
(2)Developing their abilities to express their feeling on music and enlarge their
knowledge on music
Procedures:
Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fond of music ,Are
you good at singing, Can you play a musical instrument”
Ask students to answer the 4 questions in groups actively while introducing different kinds of
music in the world.Step 2 pre—reading
(1)Get the students to discuss the questions with their partners and then ask them to report their
work..Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if you have
(Beatles, Back—street boy, West—life)
2、Which one do you like best?
(2)Introduce something about “The Monkeys”
Step 3 skimming
Let the students listen to the tape and find out the answers to the following two questions.1、What are the benefits if students former a band to play in the street?
2、When did “The Monkeys” break up and when did it reunite?
Step 4 Second reading
In this part, students will read the text again and try to understand the sentences and the main idea of
each paragraph, and then finish the exercise 2 and 4 in Comp rending
Step 5 Homework: Fin out some language points in Reading and recite the new words in unit 5
Step 6:Feedback
第四篇：人教新课标高中英语必修一知识点详细归纳总结
人教版新课标高中英语必修一知识点归纳总结（按单元分）
新课标必修1 Unit1 Friendship 重点词组：
be good to 对….友好 add up 合计 another time 改时间
get sth done 使…被做 calm down 镇定下来 have got to 不得不 walk the dog 遛狗 make a list of 列出 hide away 躲藏；隐藏 be concerned about 关心；挂念 share sth with sb 和某人分享某物
go through 经历；仔细检查 set down 放下；记下 a series of 一系列；一套 be crazy about 对…着迷 on purpose 故意 in order to/ so as to 为了
face to face 面对面地 get along with 与…相处 pack up 收拾，打理行装
according to 按照；根据…所说 have trouble with sb/sth 同某人闹意见；做…有困难 communicate with sb 和…交际 throw away the friendship 放弃/终止友谊 try out 试验；试用 join in 参加（活动）far and wide 到处 look to sth 注意，留心某事 fall in love 相爱
ignorant of 无知的
cheat sb(out)of sth 骗取某人某物 have the/a habit of doing sth 有做…的习惯
句子归纳：
1.I wonder if… 我想知道是否….2.It’s because… 这是因为….此从句中because不能用since或as 代替
3.What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？ 4.While walking the dog, you were careless and it got loose and was hit by a car.=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）
5.Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？
6.I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.我已经
很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。
7.I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound.我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。
8.It was the first time in a year and a half that I’d seen the night face to face.这是我一年半以来第一次目睹夜晚。
9.I would be grateful if you could give me some advice.如果您给我提些建议，我会非常感谢的。grateful if… 委婉客气提出请求）
10.It’s a good habit for you to keep a diary.记日记对你来说是个好习惯。11.She found it difficult to settle and… 12.This series of readers is very interesting.13.A friend in need is a friend indeed.14.People are told that their actions should be as gentle as the wind that blows from the sea.新课标必修1 Unit2 重点词组：
in…ways 在…方面 such as 例如 believe it or not 信不信由你 come up with 提出 come up to a place 参观某地 ever before 从前 even if/ though 即使 at the end of 在…末期 be based on 在...基础上 close to 距离…近change…into 把…变成 in the early days 在早期 take…with…随身携带 the same…as 与…相同的 at present 目前 be absent from 缺席 be present at 在席；出席 carry out a rule 执行规则 be a native of 是…人 at sb’s request 应某人的要求 have a command of掌握 make a request 请求 request that …(should)+v原形 in one direction 朝一个方向 give commands 命令 be different from 与…不同 i n the 1600’s = in the 1600s as a rule 通常；照例 be native to 是…的土产动物/植物 as we know 正如我们所知
I would be（an international language 一门国际语言 an international organization 一个国际组织 play a role/ part(in)在…中担任角色；在…中起作用;扮演一个角色；参与 play an important role/ part 在…中起重要作用 because of 因为；由于 come up(vi)走进；上来；发生；被讨论 make(good/ full)use of（好好/充分）利用
from one place to another 从一处到另一处 present sth to sb / present sb with sth 句子归纳：
1.However, they may not be able to understand everything.（然而，他们可能不是什么都懂。）
2.This is because Britain ruled India from 1765 to 1947.(这是因为英国于1765年到1947年统治过印度。)3.All languages change when cultures communicate with one another.(当不同文化互相沟通时，所有的语言都会发生变化。)4.What the British call “petrol” the Americans call “gas”.(美国人把被英国人称作“petrol”的东西称作“gas”。此处what引导宾语从句)5.Actually, it was based more on German than present day English.(实际上，当时的英语更多地是以德语为基础的，而现代英语不是。)6.…those who reported the news were expected to speak excellent English.7.The US is a large country in which many different dialects are spoken.(in which= where, 其引导定语从句。美国是一个大国，国内说着许许多多的方言。)8.…there is more than one kind of English in the world.(more than one+单数可数名词，作主语时，谓语用单数)
9.It is not easy for a Chinese person to speak English as well as a native English speaker.(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是… 扩充：It is + adj+ of /for sb to do sth
当句式中形容词修饰to do sth 时用for;若形容词修饰sb，则用of.eg: It’s kind of you to help me carry the box.附：
1.either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。2.be different in 强调在某方面的不同
be different from 强调在各方面的不同 3.in the end 最后，最终 后无of 结构 三个表示最后最终的用法：
⑴finally: 按照顺序的最后，常与first, secondly 等连用 ⑵at last: 经过长时间等待直到最后
⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等
4.与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？ ⑴Pardon? ⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.对不起，我没听懂，请再说一遍好吗？
⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？ ⑷Could you speak more slowly, please? 请你说得慢一点好吗？ 5.include ─ including;included identity ─ identify actually ─ actual(adj);
apidly ─ rapid(v)
government(n)─ govern(v)wide(adj)─ widen(v);
broad(adj)─ broaden(v)foreign ─ foreigner;solve(v)─ solution(n)
6.petrol------gas;lift------elevator;flat------apartment film------movie;sweets----candy;post------mail
新课标必修1 Unit3 Travel Journal 重点词组：
one-way fare 单程票 round-trip fare 往返票 graduate from 从…毕业
care about 忧虑，关心 care for喜欢，照顾 care to do愿意/同意做某事give in(vt)上交 give in(to)投降；屈服；让步 give up 放弃
give up doing/sth as usual 像往常一样 at midnight 午夜 at an altitude of 在…海拔上 attitude to/ toward(s)对…态度 change one’s mind 改变主意 to my mind = in my opinion make camp 野营，宿营 make up one’s mind to do 决心干某事 put up one’s tents 搭起帐篷 sth be familiar to sb某事为某人所熟悉
dream of/ about doing sth 梦想做某事 go for long bike rides 做长途自行车旅行 persuade sb to do sth= persuade sb into doing sth 说服某人做某事 persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事 determine to do sth(动作)/ be determined to do sth（心理）决心干某事 get sb interested in 使某人对..感兴趣 insist on(one’s)sth/ doing sth 一定要；坚持要 the best way of doing sth/ the best way to do sth 干某事的最好办法 sb be familiar with sth某人熟悉某事
can’t wait/ can hardly wait to do sth 迫不及待想干某事
for one thing… for another（用来引出某事的理由）一则… 二则… take one’s breath away 使某人大吃一惊 句子归纳：
1.It was my sister who first had the idea to cycle along the Mekong River.强调句基本句型：it is/ was….that….其中指人时可用who(主)，whom(宾)。
2.Although she didn’t know the best way of getting to places, she insisted that we(should)find the source of the river.insist that….(should)+ v原形 坚持要；坚持要求
insist that….陈述语气 坚持说；坚持认为
3.Have you ever seen snowmen ride bicycles?(metaphor)4.To climb the mountain road was hard work but to go down the hills was great fun.5.Good luck on your journey.6.The lake shone like glass in the moonlight.(simile)新课标必修1 Unit4 Earthquakes 重点词组句子归纳总结 重点词组：
have time to do 有时间做某事 happen to do 碰巧做某事 shake hands with sb 握手 burst into tears/ laughter in ruins 成为废墟 cut across 穿过、横穿 blow away 吹走、刮走 fall down 倒塌
rescue workers 救援人员 be pleased to do 乐意做某事 make/ give a speech 发表演说 judging….from 根据……来判断 tens of thousands of 成千上万 dig out 挖掘
burst out crying/laughing突然哭/笑起来 think little of 对……评价低
be proud of / take pride in 以……而自豪 invite sb to do sth 邀请某人做某事 invite sb for/ to sth think highly of 对……评价高 one-third 1/3 two-thirds 2/3 seventy-five percent 75% agree with sb give out 发出（气味等）；分发；耗尽 a great/ large number of =a great many/good 大量的 be trapped in/ under 陷入……/ 陷在……下面 the high school speaking competition 高中演讲比赛
have sb do sth= make sb do sth= let sb do sth 让某人做某事
come to an end(vi)= put/ bring sth to an end = put/ bring an end to sth 结束某事 agree to sth give off 发出（气味等）give back 归还
give away 赠送；泄露 agree on sth 达成一致意见 agree to do sth
right away= right now= at once= immediately 立刻 as you know 正如你所知道的
be known as 作为……而知名as is known to all 众所周知 be known for 因……而出名 as could be expected 正如可以预料到的 it is useless doing sth 干某事是无用的 happen= take place= come about= break out 偶发 有计划 偶发 战争等爆发 句子归纳：
1.It is always calm before a storm.2.Now, imagine there has been a big earthquake.此句为There be 句型 3.Mice ran out of the fields looking for places to hide.现在分词表伴随 4.It seemed that the world was at an end.5.Water, food and electricity were hard to get.句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义 6.All hope was not lost.all 与not 连用 表示部分否定 7.It’s never too late to learn.活到老，学到老。附：分词用法 之 作定语
falling leaves 正在落的叶子 boiling water 正在沸腾的水 fallen leaves 已经落在地上的叶子 boiled water 开水 新课标必修1 Unit5 Nelson Mandela 重点词组句子归纳总结 重点词组：
lose heart 丧失勇气 worry about 担心 lose one’s heart to sb/sth 爱上，喜欢上 be worried about 担心（状态）in trouble 处于不幸中 be sentenced to 被判处 be out of work = lose one’s job 失业 be equal to 相等的，平等的 be proud of / take pride in 以……而自豪 invite sb to do sth 邀请某人做某事 invite sb for/ to sth think highly of 对……评价高 one-third 1/3 two-thirds 2/3 seventy-five percent 75% agree with sb
give out 发出（气味等）；分发；耗尽 as a matter of fact = in fact = actually 事实上
blow up 充气 爆炸 beg for 乞讨 set up 建立，创立；设置，竖起 send up 发射，使上涨 set about 着手做某事(set about doing sth)go up 上升，增长；被兴建 set off 出发，动身 set up 设立，建立；设置，竖起 set out 陈列，摆出；开始（set out to do sth）stop sb(from)doing sth be active in = take an active part in 积极参与，在……活跃 keep sb from doing sth阻止某人做某事 die for 为……而死 die from 死于（外因）prevent sb(from)doing sth die of 死于（内因 如：饥饿，寒冷，疾病等）be proud of / take pride in 以……而自豪 invite sb to do sth 邀请某人做某事 invite sb for/ to sth agree with sb think highly of 对…评价高one-third 1/3
two-thirds 2/3 seventy-five percent 75% give out 发出（气味等）；分发；耗尽 put sb in prison= throw sb into prison= send sb to prison 把……投入监狱 advise sb to do sth 建议某人做某事 advice 不可数 a piece of advice advise doing sth fight for 为争取……而斗争 advise sb on sth fight against 为反对……而斗争 advise that(should)+ v原
fight with 同……并肩作战/ 同……斗争 have problems/ difficulty/ trouble with sth work out 算出 have a go= have a try break the law 违反法律
have problems/ difficulty/ trouble(in)doing sth be willing to do sth 乐于做某事 realize one’s dream of 实现…… 的梦想 answer violence with violence 以暴制暴 come to power 当权，上台 social activities 社会活动
equal(adj)---equally(adv)---equality(n)violence(n)------violent(adj)cruelty(n)---cruel(adj)---cruelly(adv)educated(adj)------education(n)willing----unwilling 不愿意的 active----inactive 不活跃的 句子归纳：
1.Only then did we decide to answer violence with violence.only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。Only yesterday did his father tell him the truth.Only when his father came back did he go to bed.（从句无需倒装，主句要倒装）
2.He strongly believed in the three principles: nationalism;people’s rights;people’s livelihood.他主张三民主义：民主、民权、民生。3.I felt bad the first time I talked to the group.the first time 用法相当于连词用法，用来引导从句 链接：It’s the first time that 现在完成时 It was the first time that 过去完成时
4.He taught us during the lunch breaks and the evenings when we should have been asleep.（should have done 本应做而未做）
needn’t have done 本不应做而做了 can’t have done 过去不可能做过
新课标必修1 Unit6 重点词组：
in…ways 在…方面 such as 例如 believe it or not 信不信由你 come up with 提出 come up to a place 参观某地 ever before 从前 even if/ though 即使 at the end of 在…末期 be based on 在...基础上 close to 距离…近change…into 把…变成 in the early days 在早期 take…with…随身携带 the same…as 与…相同的 at present 目前
be absent from 缺席 be present at 在席；出席 carry out a rule 执行规则 be a native of 是…人 at sb’s request 应某人的要求 have a command of掌握 make a request 请求 request that …(should)+v原形 in one direction 朝一个方向 give commands 命令 be different from 与…不同 i n the 1600’s = in the 1600s
as a rule 通常；照例 be native to 是…的土产动物/植物 as we know 正如我们所知 an international language 一门国际语言 an international organization 一个国际组织 play a role/ part(in)在…中担任角色；在…中起作用;扮演一个角色；参与 play an important role/ part 在…中起重要作用 because of 因为；由于 come up(vi)走进；上来；发生；被讨论 make(good/ full)use of（好好/充分）利用
from one place to another 从一处到另一处 present sth to sb / present sb with sth 句子归纳：
1.However, they may not be able to understand everything.（然而，他们可能不是什么都懂。）
2.This is because Britain ruled India from 1765 to 1947.(这是因为英国于1765年到1947年统治过印度。)3.All languages change when cultures communicate with one another.(当不同文化互相沟通时，所有的语言都会发生变化。)4.What the British call “petrol” the Americans call “gas”.(美国人把被英国人称作“petrol”的东西称作“gas”。此处what引导宾语从句)5.Actually, it was based more on German than present day English.(实际上，当时的英语更多地是以德语为基础的，而现代英语不是。)6.…those who reported the news were expected to speak excellent English.7.The US is a large country in which many different dialects are spoken.(in which= where, 其引导定语从句。美国是一个大国，国内说着许许多多的方言。)8.…there is more than one kind of English in the world.(more than one+单数可数名词，作主语时，谓语用单数)
9.It is not easy for a Chinese person to speak English as well as a native English speaker.(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是… 扩充：It is + adj+ of /for sb to do sth 当句式中形容词修饰to do sth 时用for;若形容词修饰sb，则用of.eg: It’s kind of you to help me carry the box.附：
1.either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。2.be different in 强调在某方面的不同
be different from 强调在各方面的不同 3.in the end 最后，最终 后无of 结构 三个表示最后最终的用法：
⑴finally: 按照顺序的最后，常与first, secondly 等连用 ⑵at last: 经过长时间等待直到最后
⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等
4.与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？ ⑴Pardon? ⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.对不起，我没听懂，请再说一遍好吗？
⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？ ⑷Could you speak more slowly, please? 请你说得慢一点好吗？ 5.include ─ including;included identity ─ identify actually ─ actual(adj);
apidly ─ rapid(v)
government(n)─ govern(v)wide(adj)─ widen(v);
broad(adj)─ broaden(v)foreign ─ foreigner;solve(v)─ solution(n)
6.petrol------gas;lift------elevator;flat------apartment film------movie;sweets----candy;post------mail
第五篇：18164-人教新课标高中英语必修一 Unit 3. Travel Journal教案
教学内容
教材分析 4 periods for textbook and 3 for exercise
教学目标
1、知识目标：Traveling, Describing a journey
2、能力目标: Write a journal
3、德育情感目标: It is not easy to make a living
教学重点 The present progressive tense expressing futurity 教学难点 The present progressive tense expressing futurity 课型.warming-up 教学媒体 multi-media computer 教学方法：task-based approach
Teaching procedures: Step1.leading in
Brainstorming questions:
1)With the development of society, we are changing our way of life.The National Day’s just passed, what have you been ding all the 7 days?
2)I guess some of you must have gone to some place to travel.Yes , more and more people enjoy traveling nowadays.3)Do you like to explore some wild places ? 4).where do you want to go ? 2.Let me do a survey among you.Now you are going to an isolated island.There are 10 things for you to take.Make a list from the most important to the least.tell me the reasons.(they are on the power point.Step2Do the work in warming up
Step3 choose a place in the box to do the pair work.When are you leaving ? How are you going? When are you arriving? Where are you staying ? How ling are you staying ? When are you coming back?
Step4.Explain the grammar(they are on the power point of unit 3 P1)
Period 2 Reading Teaching procedures:
Step 1.Free talk about rivers.What will happen if there is no water? Where can you find water?
Do you know the 4 rivers in the world? The Yangtze River The Nile The Amazon The Mississippi Step 2 Questions
What other rivers do you know ? What river do you want to travel to ? Why? What the use of rivers?
How do people who live along a river use it?
The world has many rivers, if u could travel down one of them, which one would you choose ? Why?
Step3.Listening to the tape of the passage Step4 skimming
Answer the following questions
1)Who are Wang Kun and Wang wei? 2)What are their dream?
3)Who are Dao Wei and Yu hang? 4)Where is the source of the Mekong?
5)What can you see where you travel along the Mekong? 6)Is it a difficult journey to cycle along the Mekong? Why? Step 5 scanning
Fill in the blanks of the box.Step6 Who do you think was right about the trip? Why? Step 7 dealing with the language points 1.the river 2.dream 3.take a trip 4.graduate from 5.It was…that 6.persuade
7.insist on /insist that clause 8.details 9.determine 10.altitude 11.experience
12.give in/give up/give out/give away 13.keep on doing sth.14.enter
Period 3 grammar and listening
Step 1.Imagine it is October 1st again, you have 7 days’ holidays.You are going to a place to travel.do the pair work.When are you leaving ? How are you going? When are you arriving? Where are you staying ? How ling are you staying ? When are you coming back?
Step2 Grammar :The present progressive tense expressing futurity Step3 practice the exercise on textbook page 21.Step4 explain the exercise on the exercise book about the grammar.Period 4 Writing
Step1 Reading the passage on page 24 Step2 answer the following questions: What is a travel journal?
What is the difference between a diary and a travel journal? How to write a travel journal? Step3 homework Design a travel plan
Suppose you are going to a place to travel.you want to go there with one or two partners.So you would design it as beautifully as you can.The following should be included : Place When How long
Step 4 Feedback
Through the learning of the text, students are more interested in traveling and how to plan for their travel.
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