第一篇：人教版高中英语必修1Unit3说课稿
英语教学设计
教学课题：人教版高中英语 必修一
Unit 3 Travel journal Reading: Journey down the Mekong
一、设计思路
高中英语课程的总目标是使学生在义务教育阶段英语学习基础上，进一步明确英语学习目的，发展自主学习和合作学习的能力；形成有效的英语学习策略，培养学生的综合语言运用能力，使他们在学习过程中，促进心智、情感态度，学习策略，文化意识的发展，形成正确的人生观和价值观，提高人文素养。
该课程标准强调“使语言学习的过程成为学生形成积极地情感态度、主动思维和大胆实践的过程。”英语教学是一种教与学的双边活动，教学的实质是交际。从这个意义出发，阅读不应是传统意义上的接受性技能（receptive skill）,而是一个积极主动的思考理解及获取信息的过程，同时也是作者与阅读者双方参与的言语交际、思想交流的过程。信息时代的到来需要人们进行广泛而有效的阅读，因而对阅读技巧的培养也提出了更高的要求。
因此，我结合新课标和学生的实际，以任务型教学模式贯穿始终，引导学生自主或者合作完成。阅读活动由整体入手，由易到难，层层深入。教学过程中，发挥网络在教学中的优势，图文并茂让学生对主题信息有一个直观的了解。整个教学活动以教材为载体，以学生为中心，学生参与活动。
二、教学内容分析
（一）教材分析
1、这节课使用的教材是人教版高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。2.第3单元的中心话题是“旅游”，是一个时尚和热门的话题，不同地区的文化氛围、风土人情和地理特征都能引起学生浓厚的兴趣，激发他们的求知欲。本节课是这个单元的阅读部分，是王坤写的一篇日记，讲述了她和姐姐想骑山地车旅行，选定了湄公河作为旅游路线，文章具体谈到了他们为这次旅游做的各项准备工作。通过阅读，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生了解和学习有关旅行的知识，例如选择自己感兴趣的旅行地点，确定旅行路线，查阅相关信息，制定旅行计划等，激发学生旅游的兴趣。
（二）学生分析
高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。
高一的新生应该有较强的表现欲望和求知的欲望，具有了一定的英语语言知识和英语运用的能力，但是高一学生尚未养成较高的自主学习能力，口语表达能力和阅读理解技巧都有待提高。
（三）教学目标
1、认知目标：帮助学生利用略读等策略找出关键词；运用关键词和所预习的生词复述课文；认读东南亚国家名称，了解与湄公河相关的英语表达。
2、技能目标：通过skimming，careful reading，generalization，inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处理信息、运用信息进行推理、判断的能力；学会用英语来表达与旅游文化相关的话题；学会用英语设计旅游计划。
3、情感目标：学生通过学习，了解湄公河背景文化知识，开拓视野，增强学生在旅游中接受异国文化的能力，并让学生感受主人公做事认真，准备充分的态度和好的习惯。
（四）教学重点与难点 教学重点
1、提高学生对文章的整体理解能力，提高略读、寻读、详读技能。
3、通过课程资源的挖掘，丰富学生的文化内涵。教学难点：
1、如何利用略读、查读等阅读技巧来确定关键词、主题句、形成 阅读策略。
2、如何帮助学生运用阅读策略，促进学生自主学习。
3、怎样以阅读课的教学为依托，使学生学会用英语交流旅游计划，谈论旅游话题，训练学生的听、说能力。
（五）教学方法
情景教学法、讲授法、任务型教学法、分组讨论法、多媒体辅助教学
1、通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的背景文化，激发学生的兴趣，扩大学生的视野。
2、运用任务型教学法，通过课前、课中、课后的任务设计，引领学生理解文章主题，关注涉及主题的关键信息，深化理解语言背后的文化内涵及文化差异。
3、结合所给信息和图片，让学生分组讨论，在学生用英语进行表达及思维的同时，学会合作学习、自主探究。
（六）学习策略
通过pair work, group work等活动形式，培养学生的学习策略。
1、认知策略：通过Brainstorming发散学生思维，借助联想建立相关知识之间的联系。
2、交际策略：通过同桌、小组的讨论，利用各种机会用英语进行真实交际。
4、资源策略：让学生通过网络，图书馆、报刊杂志、互联网、等资源都给予学习内容相关的资料。
二、教学过程
Step 1 pre-reading 10’ 1.Warming up and leading-in 1.Present some pictures which I took of beautiful places to arouse their interest of traveling.Have a free talk with the students.Ask them a question: Do you like traveling? Why? 2.Share some pictures of rivers.Let them guess the names of these rivers.3.Ask students: “Have you visited the Mekong River?” If no, show a map to them, then introduce some information about Mekong River and show a video of Mekong River.设计意图：
通过展示我自己拍的旅游图片，采用谈话方式导入有关旅游的话题，拉近师生之间的距离，消除学生的紧张情绪，营造宽松的学习气氛。进一步给学生分享一些河流的图片，让学生猜测河流名称，引出湄公河这一主题，让学生看地图，并介绍湄公河的基本知识，激发学生的兴趣和好奇心，为全面的课堂参与作有力的铺垫。
2.Prediction 学生预测课文内容，教讲解预测策略。设计意图：
有意识地培养学生的预测能力，增加阅读的兴趣，提高阅读的效率。Step 2 while-reading 25’ Task1略读
快速阅读文章，帮助学生归纳文章大意。简单讲解略读策略。Task 2.跳读
教师把文章分成二个部分，学生分组阅读不同的内容，奇数排的学生阅读第一段回答以下问题：
1.Who have the journey down the Mekong River ? 2.What is the relationship between them? 3.Where did they go? 4.when did they get the chance to realize their dream? 5.How did they travel along the Mekong River? Why? 偶数排的学生阅读二，三段，找出问题答案。
Q1: Where is the source of the river and which sea does it enter? Q2: What difficulties did Wang Kun and Wang Wei find about their journey? Q3: What can you see when you travel along the Mekong? 将学生重新组合，奇数拍与偶数排组成一组，共分成若干小组，在一起讨论，问答，交换信息。
设计意图：利用信息差，是学生通过语言交际活动把所缺的信息补充完整，达到对课文内容全面了解的目的。Task 3 detail reading 学生详读课文，尝试概括总结王坤和王薇对待这场旅行的不同观点态度。Task 4 Language learning 让学生从文章里找出一些重要的单词和短语，并能够记住它们。1.Words and phrases that indicate people’s attitude and personality: dream about , be fond of, care about, determined, stubborn, insist, shortcoming, make up her mind, change her mind, give in, reliable 2.Words and phrases that relate to a trip plan ever since, persuade, graduate, cycle, organize, schedule, journey 3.Names of certain places glacier, rapids, valley, waterfall, delta 设计意图: 引导学生掌握有用的词汇和表达，并应用到实际语言交际中。Step 3: Post-reading 10’
运用本节课所学知识（单词，短语，be doing结构）制定旅行计划。Group discussion: A travel plan Destination: Reasons: Transport: Reasons: Budget: Preparations: 设计意图：创设一个真实的场景，让学生们在这个场景中用英语进行思考、表达及交流。该阶段也是学生们在课堂上运用英语的一个真实展示。Step 4 Homework 1.Make a travel plan for your summer holiday, use the words, phrases and sentences learnt from in this class.2.preview the tasks in learning about language.三、板书设计
主要罗列本节课所学重要单词及表达，突出知识重点
四、教学反思
本节课是阅读课，根据自己对教材的理解，紧扣主题设计了教学环节，以在帮助学生掌握阅读策略和阅读技巧，提高学生的阅读理解能力以及口头表达能力。整个教学过程采用教师设置任务后，学生个人活动、小组活动、师生活动等形式组织教学，将学生的自主学习作为课堂的主体，引导学生完成学习任务。
首先，本人在设计本课教学中，采用了不同的教学手段和思路，课堂活动多样。导入部分，充分发挥网络优势，搜集与主题相关资料，一起学生的学习兴趣。略读部分，给学生充分的阅读和思考时间，了解文章大意，提高概括能力。跳读部分，设定任务，设计问题，采用分组阅读和小组讨论的形式，提高学生获取信息和处理信息的能力，以及自主学习的能力。教学过程体现了层次性与任务设计的有效性。
其次，阅读文章篇幅较长，内容较多，学生如果预习不充分，可能会消化不了。没有完全注重到学生的个别差异。Discussion部分可再让两三个学生起来展示，结束得比较仓促。改进措施：
1.课前给学生提供充分的时间预习课文，并梳理好文章脉络，充分发挥学生 的主观能动性
2.注重学生的个体差异，面向全体学生，使不同程度的学生都能学有所获。
第二篇：人教新课标高中英语必修1Unit3词汇学习教案
Section 3 Words and expressions from Unit 3 Travel journal Transport
n.运输、运输工具；(常用复数）强烈的情绪、狂喜或狂怒 v.运输；流放；为强烈的情绪所激动
1.The transport of goods by air is very expensive.空运货物费用十分昂贵。2.Wheat is transported from the farms to the mills.把小麦从农场运到面粉厂。3.My car is being repaired so I'm without transport at the moment.我的汽车正在修理, 所以我现在没有代步工具了。
4.I normally travel by public transport.我出门通常乘坐公共交通工具。5.The role of the railways declined in the transport system.在运输系统中，铁路的重要性逐渐下降。
6.Please find alternative means of transport.请另外找一个运输方法。7.London Transport run extra trains during the rush-hour.伦敦运输公司在交通高峰时 间增开加班列车。
8.The goods have been cased up for transport.货物已装箱待运。cycle
n.循环,周期 v.骑自行车
1.This is the cycle of economic booms and slumps.这是经济繁荣和经济萧条的周期变化。2.He goes to work by cycle.他骑自行车上班。
3.A series or process that finishes at its starting point or continuously repeats itself;a cycle.循环，周而复始结束在其起点或持续重复其自身的系列或过程；循环。
4.The business cycle is a series of peaks and troughs.商业周期就是淡旺期交替。
5.Cycle across America? Sounds a bit dodgy to me.骑自行车横越美国? 听起来有些冒险。6.I am unable to cycle to school because my bicycle is broken.我不能骑车上学，因为我的自行车坏了。
7.The pedals of a cycle are attached to the crank.自行车的踏板与曲柄相连。8.Her latest stunt is riding a motor cycle through a ring of flames.她的最新特技表演是骑摩托车钻火圈。persuade
a.空闲的,有闲的 v.说服 vt.劝说,说服
1.How can I persuade you of my sincerity? 我如何能够让你相信我的诚意？
2.Can you persuade her out of her foolish plans? 你能劝她放弃她那些愚蠢的计划吗？ 3.I am not fully persuaded by the evidence.这证据不足以使我充分信服。4.How can I persuade you that I am sincere? 怎样才能使你相信我是真心实意的呢? 5.He persuaded his daughter to change her mind.他说服女儿改变主意。
6.We are persuaded of the justice of her case.我们确信对她案件的审理是公正的。7.He is easily persuaded.他这人好说话。
8.You try and persuade her(to come out with us).你去试试劝她（跟我们一起出去）吧。insist
v.坚持,强调
1.He insisted on paying for the meal.他坚持要付饭钱。2.He insisted that he had done right.他坚决认为自己做对了。
3.I insist on your taking/insist that you take immediate action to put this right.我坚决要求你立刻采取行动把事情处理好。
4.She kept insisting on her innocence/insisting that she was innocent.她坚持说她是清白的。
5.I always insist on whole meal bread.我一贯主张要吃全麦面包。
6.‘You really must go!’ ‘All right, if you insist.’
‘你真得走了!’ ‘好吧, 你一定要我走, 我就走。’
7.Since you insist, I must amend the letter of credit.既然你坚持，我就只好修改信用证。8.The bank will insist on collateral for a loan of that size.银行对这样的大笔贷款一定要有抵押物。
determine
v.决定,决心要 [计算机] 确定
1.We determined to go to the railway station at once.我们决定立刻去火车站。2.The court determined that the man was guilty of assault.法庭裁定那个人犯了侵犯人身罪。
3.That determined her against leaving home.那件事使她决定不离开家了。4.The exam results could determine your career.考试成绩可能会决定你的前途。5.Do heredity and environment determine one's character?
遗传与环境可以决定一个人的性格吗? 6.We determined on an early start/(that)we'd make an early start.我们决定早些出发。give in
屈服,让步
1.She's a gutsy player, she never gives in.她是个勇敢的选手, 从不屈服。2.The authorities showed no signs of giving in to the kidnapper's demands.当局对绑架者的要求丝毫没有让步的迹象。
3.Please give your examination papers in(to the teacher)when you've finished.考卷答完后请上交（给老师）。
4.The rebels were forced to give in.叛乱者被迫投降。
5.Do you think the President will give in to the terrorists' demand?
你认为总统会对恐怖分子的要求让步吗？
6.He will give in to his opponent's claim rather than wrangle over a disputed point.他会向对手的要求让步，而不会因争议点而大声争论。
7.The enemy were forced to give in.敌人被迫投降。8.‘Don't give in now,’ she urged.‘先别认输,’她鼓励道。camp
n.露营,帐棚 v.露营,扎营
1.The boys have decided to go camping next week.男孩子们已决定下个星期去露营。2.You and I belong to different political camps.你和我属于不同的政治阵营。3.We made camp under the shade of trees.我们在树荫下宿营。4.Her performance was pure camp.她的表现纯粹是演戏。5.I'm camping on the floor in a friend's flat for two weeks.我在朋友家地板上临时寄宿两个星期。6.Do you like camping? 你喜欢野营度假吗? 7.The boys went camping in Greece last year.那些男孩子去年到希腊去露营度假。8.Where shall we camp tonight? 我们今晚在哪里宿营? record
记录,唱片,履历 v.记录,将(声音等)录下
1.He has a long criminal record.他有长期犯罪记录。2.She holds the world record for long distance swimming.她保持着长距离游泳的世界纪录。
3.The broadcast was recorded, not live.这次广播是事先录音的，不是现场直播。4.I recorded the score in a notebook.我在笔记本上记下了分数。5.My voice records quite well.我的声音录下来很好听。
6.Just for the record, the minister's statement is wrong on two points.必须明确指出，部长的言论有两点是错误的。
7.Last summer was the wettest on record for 50 years.刚过去的这个夏季是50年来记录中雨水最多的。
8.To record, press both buttons.录音时须按双钮。
第三篇：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.
第四篇：高中英语必修1,说课稿
Good afternoon, dear teachers.My name is xxxx , I come from Kaifeng,a beautiful and historic city.I got my bachelor’s degree in English two years ago in xxxxUniversity.Now I’m a postgraduate student majoring in translation theory and practice.Since primary school I have a dream of becoming a teacher in the future because most of my teachers were very kind to me.They helped me a lot and I want to be someone like them one day.In this semester I took a part-time job as an English teacher in Zhengzhou University.I find that I am good at getting along with students and they like me very much.So this pleasant teaching experience strengthened my determination to become a teacher after graduation.I am standing here knowing that today’s interview is the basic foundation to be a teacher.I will try my best to perform well.Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit one---Anne’s Best Friend.My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.a)my understanding of the teaching material
The topic of unit 1 is friendship, a very familiar topic for students.The reading text---Anne’s best friend shows Ss a special kind of friendship, friendship between a girl and her diary.By reading the text, Ss can not only improve their language knowledge and ability, increase their awareness of the importance of friendship but also acquire some cultural and historic knowledge about the Jewish people and German Nazis.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions,and grammatical structures like “it’s the first time that”, and broaden their knowledge of the Jewish people’s sufferings in the history.Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to understand the importance of friendship, learn to cherish and maintain friendship b)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and
the difficult point is to help Ss master some complex grammars, such as the word it used as formal subject and present participle used as attributes.Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading(Unit 1)First, I’ll ask Ss some questions about their friends---“who is your best friend?” “What do you like most about your friends?” “Are you good to your friends?” then I will ask Ss to do the warming-up exercise.After that I will let them discuss in groups about their answers.After their discussion I will acquaint them with some background knowledge about German Nazis and the Jewish history to get them prepared for reading the text.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also help them better understand the true meaning of friendship.Step 4 homework I will ask Ss to finish the exercise on Page 4 and 5/to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.第二课
Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit two The Road to Modern English My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.a)my understanding of the teaching material
The topic of unit 2 is English language and its development.The reading text---The Road to Modern English tells about the development of English language in history and different English dialects.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some cultural and historic knowledge about English dialects.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions of racial discrimination in history.the difficult point is to make Ss fully understand the reading text by adding background knowledge
Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll give Ss some examples of English dialects, such as football and soccer, shop and store, and let Ss guess whether they belong to British dialect or American dialect.Then I will them videos taken from American and British movies.From the videos Ss could compare and discuss the differences between American accent and British accent.After their discussion I explain to them how these differences occur to get them prepared for reading the text.Then we will move on to : Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures andalso help them better understand how English language developed throughout the history and its role in modern society Step 4 homework I will ask Ss to finish the exercise on Page 11 and 12to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Untie three
Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit three Journey Down the Mekong
My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.b)my understanding of the teaching material
The topic of unit 3 is travelling.The reading text---Journey Down the Mekong is taken from a travel journal by a boy named Wang Kun.It describes he and his sister’s dream and their travel plan.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some geographic knowledge about Mekong River.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions ever since, persuade, make up one’s mind and emphatic pattern
Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to appreciate the beauty of rivers and other landscapes in our country and understand the importance of nature to our life, and therefore enhance their awareness of environmental protection.c)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions andthe difficult point is to help Ss master some important grammars, such as the emphatic pattern and present participle used as accompany adverbial.Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll ask Ss some questions related to the reading text.for example “have you ever travelled to some beautiful rivers in China?” I will spare 3 minutes for them to discuss with each other and answer my questions.Then I will show them some pictures of important rivers in the world and the map of Mekong River to arouse their interest in reading the text.Then we will move on to : Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also, to train their summarizing ability, I will ask them to describe the characteristics of Wang Kun and his sister.Step 4 homework I will ask Ss to finish the exercise on Page 20 and 21
to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Untie four
Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit four A Night the Earth Didn’t Sleep
My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.d)my understanding of the teaching material
The topic of unit 4 is basic knowledge about earthquakes and how to protect oneself and help others in disasters.The reading text---A Night the Earth Didn’t Sleep describes the Tangshan earthquake.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some knowledge about earthquake.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions as if, the number of and attributive clause and enlarge their knowledge of earthquake
Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to encourage Ss to help each other in disaster and recognize the signs of earthquake.e)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and1.the the difficult point is to let students master the use of attributive clause Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll let Ss watch a video taken from the movie Tangshan Earthquake as an introduction to the topic of the reading text.Then I will ask Ss some questions related to the topic, such as “do you know why earthquake happens?” “What will you do if an earthquake happens?” “What should we do to help those in quake-hit areas?”
I will give Ss 5 minutes to talk about these questions in pairs or in groups.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also let them list the some earthquake precursors, self-rescue measures and measures to help others in disaster.Step 4 homework I will ask Ss to finish the exercise on Page 28 and 29to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Unite five Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit five ELIA’S STORY My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.my understanding of the teaching material
The topic of unit 5 is the qualities of a great person and the lives of some great people.The reading text---ELIA’S STORY is the self-narration by a man named Elias.He describes how Nelson Mandela helped him and fought for the rights of black people.By reading the text, Ss can not only improve their language knowledge and ability, but also learn the good qualities of Nelson Mandela and how people fought for racial equality.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions and attributive clause and enlarge their knowledge of racial discrimination in history.Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to learn from the great people and cultivate them good qualities and attitudes towards life and work.f)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and the difficult point is to let students master the use of attributive clause Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll show Ss some pictures of great people in the world and ask them how much do they know about these people.Then I will ask them some questions related to the topic.“Do you know some other famous people?” “Among these great people who do you like best?” “What qualities do these great people have in common?” I will give Ss 5 minutes to talk about these questions in pairs or in groups.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and help them summarize the great qualities of Nelson Mandela and explain to them the painstaking efforts that black people made to fight for their rights throughout history.Step 4 homework I will ask Ss to finish the exercise on Page 36 and 37 to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.
第五篇：高中英语必修1_课文翻译(人教新课标)
高中英语必修1 课文翻译(人教新课标)
第一单元 友谊
Reading 安妮最好的朋友
你是不是想有一位无话不谈能推心置腹的朋友呢？或者你是不是担心你的朋友会嘲笑你，会不理解你目前的困境呢？安妮·弗兰克想要的是第一种类型的朋友，于是她就把日记当成了她最好的朋友。
安妮在第二次世界大战期间住在荷兰的阿姆斯特丹。她一家人都是犹太人，所以他们不得不躲藏起来，否则他们就会被德国纳粹抓去。她和她的家人躲藏了两年之后才被发现。在这段时间里，她唯一的忠实朋友就是她的日记了。她说，“我不愿像大多数人那样在日记中记流水账。我要把这本日记当作我的朋友，我要把我这个朋友称作基蒂”。现在，来看看安妮在藏身处躲了一年多之后的那种心情吧。
1944年6月15日 星期四
亲爱的基蒂：
我不知道这是不是因为我长久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自从我来到这里，这一切都变了。
„„比方说，有天晚上天气很暖和，我熬到 11点半故意不睡觉，为的是独自好好看看月亮。但是因为月光太亮了，我不敢打开窗户。还有一次，就在五个月以前的一个晚上，我碰巧在楼上，窗户是开着的。我一直等到非关窗不可的时 候才下楼去。漆黑的夜晚，风吹雨打，雷电交加，我全然被这种力量镇住了。这是我一年半以来第一次目睹夜晚„„
你的 安妮
亲爱的王小姐：
我同班上的同学有件麻烦事。我跟我们班里的一位男同学一直相处很好，我们常常一起做家庭作业，而且很乐意相互帮助。我们成了非常好的朋友。可是，其他同学却开始在背后议论起来，他们说我和这位男同学在谈恋爱，这使我很生气。我不想中断这段友谊，但是我又讨厌人家背后说闲话。我该怎么办呢？
Reading and writing 尊敬的编辑：
我是苏州高中的一名学生。我有一个难题，我不太善于同人们交际。虽然我的确试着去跟班上的同学交谈，但是我还是发现很难跟他们成为好朋友。因此，有时候我感到十分孤独。我确实想改变这种现状，但是我却不知道该怎么办。如果您能给我提些建议，我会非常感激的。
晓东
第二单元 世界上的英语
Reading通向现代英语之路
16世纪末期大约有5百万到7百万人说英语，几乎所有这些人都生活在英国。在17世纪英国人开始往世界其它地区迁移。于是，许多别的国家开始说英语了。如今说英语的人比以往任何时候更多了，他们有的是作为第一语言来说，有 的是作为第二语言或外语。中国也许是把英语作为外语来说的人数最多的国家。
以英语作为母语的人，即使他们所讲的语言不尽相同，也可以互相交流。然而，他们可能不是什么都懂。比方说，一个英国人可能对她的朋友说：“请到我的公寓（flat）里来坐坐，好吗？”她的一位美国朋友可能会问她，“到哪儿去？”她的加拿大朋友可能会解释说，“她的意思是要我们到她的房间（apartment）去。”
那么，英语在一段时间里为什么会起变化呢？当不同文化互相沟通时，所有的语言都会发生变化。从公元450年到1150年，人们所说的英语跟今天所说的英语就很不一样。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。然后大约在公元 1150年到1500年期间，英语的变化就更大了，它不那么像德语，而更像法语了，因为那时的英国的统治者讲法语，它变得更接近你们正在学习的这种语言。在17世纪，莎士比亚所用的词汇量比以前任何时期都大。英语用法发生了一次大变化，那就是在诺厄·韦伯斯特编纂《美国英语词典》的那个时期，这本词典体现了美国英语的特色。后来，有些英国人到了澳大利亚，那里的人也开始说英语了。如今，澳大利亚英语也有它自己的特色了。
英语在南亚也被当作外语或第二语言来使用。印度拥有众多讲英语的人，这是因为英国于1765 年到1947年统治过印度。在此期间，英语成了政府和教育的语言。在非洲和亚洲许多其它国家，比如南非、新加坡、马来西亚等国，人们也说英语。在中国，大约从1842年起，香港就开始用英语了。目前在中国学习英语的人数正在迅速增长。中国英语将来会不会成为世界英语中的一种呢？这只好由时间来回答了。
Using Language Reading and talking 什么是标准英语？是在英国、美国、加拿大、澳大利亚、印度、新西兰所说的英语吗？信不信由你，（世界上）没有什么标准英语。许多人认为，电视和收音机里所说的就是标准英语，这是因为在早期的电台节目里，人们期望新闻播音员所说的英语是最好的英语。然而，即使在电视和收音机里，你也会听出人们在说话时的差异。
当人们用不同于“标准语言”的词语时，那就叫做方言。美国英语有许多方言，特别是中西部和南部地区的方言，以及黑人和西班牙人的方言。在美国有些地区，相邻城镇的两地人所说的方言都可能稍有不同。美国英语之所以有这么多的方言是因为美国人是来自世界各地的缘故。
地理位置对方言的产生也有影响。住在美国东部山区的某些人说着比较古老的英语方言。当美国人从一个地方搬到另一个地方时，他们也就把他们的方言随着带去了。因此，美国东南部山区的人同美国西北部的人所说的方言就几乎相同。美国是一个大国，国内说着许许多多的方言。虽然许多美国人经常在搬家，但是他们仍然能够辨别彼此的方言。
第三单元 游记
Reading 沿湄公河而下的旅程
第一部分 梦想与计划
我的名字叫王坤。从高中起，我姐姐王薇和我就一直梦想作一次伟大的自行车旅行。到大学毕业时，我们终于有了机会。首先想到要沿湄公河从源头到终点骑车旅游的是我的姐姐。她喜欢在乡下作长途自行车旅行。两年前，她买了一辆价钱昂贵的山地自行车，然后她还说服我也买了一辆（山地车）。去年她（骑车）去看望了我们的表兄弟——在昆 明读大学的刀卫和宇航。他们是傣族人，在云南省西部靠近澜沧江的地方长大，湄公河在中国境内的这一段叫澜沧江，在其他国家（境内）叫湄公河。很快，王薇使表兄弟也对骑车旅游产生了兴趣。
王薇有时确实很固执。尽管她对到某些地方的最佳路线并不清楚，她却坚持我们要找到河的源头，并从那里开始我们的行程。她告诉我，她要把这次旅游安排得尽善尽美。于是，我就知道这个尽善尽美的方式总是她的方式。我问她是否看过地图。当然她并没有看过——我的姐姐是不会考虑细节的。于是，我告诉她，湄公河的源头在青海省。她给了我一个坚定的眼神——这种眼神表明她是不会改变主意的。我说，我们的旅行将从5, 000多米的高地出发，这时她似乎显得很兴奋。当我告诉她那里空气稀薄，呼吸困难，而且天气很冷时，她却说这将是一次有趣的经历。我非常了解我的姐姐，她一旦下了决心，什么也不能使她改变。最后，我只好让步了。
在我们旅行前的几个月，王薇和我去了图书馆。我们找到一本大型地图册，里面有一些世界地理的明细图。我老是问她，“我们什么时候动身？什么时候回来？”我们从图上可以看到，湄公河发源于西藏一座山上的冰川。起初，江面很小，河水清澈而冷冽，然后它开始快速流动。它穿过深谷时就变成了急流，流经云南西部。有时，这条江进入宽阔的峡谷，就形成了瀑布。我们俩惊奇地发现这条河有一半是在中国境内。当流出中国，流出高地之后，湄公河就变宽了，变暖了，河水也变成了黄褐色。而当它进入东南亚以后，河水慢慢地穿过小山和低谷，以及长着稻谷的平原。最后，湄公河三角洲的各支流流入中国南海。
Using Language Reading and speaking 夜晚的西藏山景
第二部分 山中一宿
虽然是秋天，但是西藏已经开始下雪了。我们感到腿又沉又冷，还以为腿结成冰了呢。你看到过雪人骑自行车吗？像往常一样，王薇在我的前面，我知道我用不着给她鼓劲儿。上山很艰难，而下山却很好玩。等我们到达山谷，天气就暖和多了，我们不得不把帽子、外衣、手套和长裤换成T恤衫和短裤。然后，当我们到达较冷的高地时，我们又得换衣服。刚到傍晚，我们就停下来宿营，先把帐篷支起来，然后吃饭。晚饭后，王薇就去睡觉了，而我却睡不着。半夜里，天空变得清朗了，星星很亮。山里非常安静——那天晚上几乎没有风，只有篝火的声音。我们已经走得很远了，马上就要到达云南的大理。在那里，我们的表兄弟刀卫和宇航将加入我们的行列。我们迫不及待地想要见到他们！
四单元 地震
Reading 地球的一个不眠之夜
河北省东北部的农村不断有些怪事发生：三天来，村子里的井水升升降降，起起伏伏。农夫注意到，水井的井壁上有深深的裂缝，裂缝里冒出臭气。农家大院里的鸡, 甚至猪都紧张得不吃食。老鼠从田地里跑出来找地方藏身。鱼缸和池塘里的鱼会往外跳。1976年7月28日凌晨3点左右，人们看到天上一道道明亮的光。即使天空没有飞机，在唐山城外也可以听到飞机声。在市内，有些建筑物里的水管爆裂开来。但是，唐山市的一百万居民几乎都没有把这些情况当一回事，当天晚上照常上床睡觉了。凌晨3点42分，一切都开始摇晃起来。世界似乎到了末日！二十世纪最大的一次地震就在唐山市正下方11公里处发生了，100公里以外的北京市都听到了地震声，全国1 / 3的地方都有震感。一条8公里长30米宽的巨大裂缝横穿房舍、马路和渠道。地上一些洞穴冒出了蒸气。石头山变成了泥沙河，在可怕的15秒钟内，一座大城市就沉沦在一片废墟之中。2/3的人在地震中死去或受伤。成千上万个完整的家庭遇难，许许多多的孩子变成了孤儿。死伤的人数达到40多万。
幸存的人们又怎么能相信这是自然现象呢？人们无论朝哪里看，哪里的一切都几乎被毁了。所有的市内医院、75%的工厂和建筑物、90%的家园都消失了。残砖就像秋天的红叶覆盖着大地，然而它们是不可能被风刮走的。两座大坝垮了，多数桥梁不是塌了就是无法安全通行了。铁轨如今成了一条条废钢。好几万头牛再也挤不出奶来。50万头猪和几百万只鸡全都死了。井里满是沙子，而不是水。人们惊呆了。接着，在下午晚些时候，又一次强烈的地震震撼着唐山。有些医生和救援人员被困在废墟下面。更多的房屋倒塌了。水、电和食物都很难弄到。人们开始纳闷，这场灾难还会持续多久。
不是所有的希望都破灭了。部队派了15万名战士到唐山来协助救援人员，数十万的人得到了援助。救援人员组成小分队，将受困的人们挖出来，将死者掩埋。在唐山市的北边，有一个万名矿工的煤矿，其中多数人得救了。援救人员为那些家园被毁的幸存者盖起了避难所，用火车、卡车和飞机向市内运来了水。慢慢地、慢慢地，这座城市又开始出现了生机。
Using Language Reading, writing and speaking中国唐山市政府办公室
亲爱的同学：
恭喜你！我们很高兴地告诉你，你在以新唐山为主题的中学演讲比赛中获得第一名。评委会的五位评委听了你的演讲，他们都认为你的那篇是今年收到的演讲稿中最好的一篇。你的父母亲和你的学校应该为你而骄傲！
下个月我们市将开放一个新公园，以纪念在那次可怕的灾难中死去的人们，并向那些曾经为幸存者提供过帮助的人们致敬。我们办公室想请你在7月28日上午11点给来公园的参观者进行演讲。你知道，二十（）年前的这一天正是唐山发生地震的日子。
在这个特殊的日子里，我们邀请你把家人和朋友一起带来。第五单元 纳尔逊·曼德拉——一位当代英雄伊莱亚斯的故事
我的名字叫伊莱亚斯。我是南非的一个穷苦的黑人工人。第一次见到纳尔逊·曼德拉的时候，是我一生中非常艰难的时期。当时我才12岁，那是在1952年，他开设了一家黑人律师事务所，为那些遇到麻烦的穷苦黑人提供咨询服务。
我六岁开始上学，我仅仅在那里读了两年的学校有三公里远。我不得不辍学，因为我的家庭无法继续支付学费和交通费。我既不会读，也不会写。几经周折，我才在一家金矿找到一份工作。那个时候你要想住在约翰内斯堡就非得要有身份证不可。非常遗憾的是我没有这个证件，因为我不是在那里出生的，我很担心我是不是会失业。
那天，纳尔逊·曼德拉告诉我该怎么做，而且还帮我的忙，这是我一生中最高兴的日子。他告诉我要在约翰内斯堡立住脚，应当如何获取所需文件。我永远也忘记不了他对我的恩情，当他组织了非国大青年联盟时，我马上就参加了这 个组织。他说：“过去30年来所出现的大量法律剥夺我们的权利，阻挡我们的进步，一直到今天，我们还处在几乎什么权利都没有的阶段。”
他说的是真话。当时黑人没有选举权，他们无权选择管理他们的人。他们在城里的住宅区都是由白人决定的。他们不能做自己想要做的工作。他们被打发去居住的地方是南非最贫穷的地区。在那儿，没有人能够种庄稼。事实上，就像拉尔逊·曼德拉所说的：
“„„我们被置于这样一个境地：要么我们被迫接受低人一等的现实，要么跟政府作斗争。我们选择向法律进攻。首先我们用和平的方式来破坏法律，而当这种方式也得不到允许时，„„只有到这个时候，我们才决定用暴力反抗暴力。”
事实上，我并不喜欢暴力，但是在1963年的时候，我帮助他炸毁了一些政府大楼。那是很危险的事情，因为如果我被抓住了，可能就要坐几年牢。但是，我乐于帮忙，因为我知道，这是为了实现我们的黑人和白人平等的梦想。伊莱亚斯的故事续篇
你无法想象罗本岛这个名字听起来多么令我们恐惧。那是一座任何人也逃不出去的监狱。在那里我度过了我一生中最艰难的岁月。但是我到那里时，纳尔逊·曼德拉也在那儿。从某种意义上讲，这倒帮了我的忙。曼德拉先生为我们那些几乎没有上过学的人开办学校。他在午餐后的休息时间以及晚上本来该睡觉的时间教我们学习。我们躲在毯子下面读书，我们用可以找到的任何东西作蜡烛来看书。我成了一名好学生，想要为我的学位而学习，但是别人不允许我这样做。我知道我是够聪明的，并且有能力拿到学位。曼德拉先生让狱卒参加我们一起学习。他说他们不应该被剥夺学习的权利。他们并不比我更聪明，却通过了考试，因此我就知道我也能够拿到学位。这让我觉得自己还不错。在监狱里呆完四年之后，我去找工作。因为我受过比较好的教育，我得到了一份坐办公室的工作。可是警察局发现了，告诉了我们那个行业的重要人物，说我因为炸政府大楼而坐过牢。于是我失业了。在曼德拉和非国大于1994年掌权之前，我有20年没有工作。在此期间，我的妻儿只得从亲戚朋友处讨饭吃，并乞求帮助。幸亏曼德拉先生还记得我，给了我一份工作，叫我带着旅行团去参观罗本岛上我住过的那座旧监狱。第一次给旅行团作讲解时，我的心情很不好。我回忆起那时所有的恐怖和令人畏惧的情景。我记起了狱卒的鞭打和暴行，我想到了我那些死去的朋友，我觉得我不能做这份（导游的）工作。但是我的家人却鼓励我，他们说，从南非新政府得到的这份工作和薪饷，是我毕生为争取黑人的平等权利而斗争所得到的回报。现在，我51岁了，我还能给参观者介绍有关监狱的情况，对此我感到非常骄傲，因为我曾经为黑人在自己的国土上争取自由而出过力。
必修二
Unit 1
寻找琥珀厅
弗雷德里克·威廉·我,普鲁士国王,从未想像过这恩赐与俄罗斯人会令人惊喜的历史。这个礼物,琥珀屋的,赐给这个名字,因为好几吨的琥珀被用来制造它。琥珀被选有一个美丽的黄棕色的颜色就像蜂蜜。房间的设计是别致的流行的日子。这也是一种珍惜用金子来装饰和珠宝,将国家的最好的艺术家们大约10年了。
事实上,这个房间没有是作为礼物送人的。它是设计出用于弗雷德里克的宫殿。然而,普鲁士的下一任国王弗雷德 10 里克威廉·我、就是琥珀属于,决定不去保持它。在1716他给了彼得最重要的东西。作为回报,沙皇送给他一群他最好的士兵。所以琥珀房成了沙皇的一部分在圣彼得堡冬宫。大约四米长,房间作为一个小接待大厅为重要的游客。
后来,凯瑟琳二世琥珀屋的搬到一座宫殿外面圣彼得堡她在她的夏天。她告诉她的艺术家添加更多的细节。在1770年房间是完成了她想要的。几乎六百蜡烛照亮了房间,它的镜子,图片闪闪发光。遗憾的是,尽管琥珀厅被认为是世界奇迹之一,现在不见了。
在1941年9月期间,纳粹军队近了圣彼得堡。这是一段时间,两国处于交战状态。在纳粹寒得赴颐和园,俄国人能够取消一些家具和小艺术品从琥珀厅。然而,一些的纳粹暗中偷了房间本身。在不到两天的时间内摆放了10万件27木箱里。毫无疑问,这些箱子然后穿上了Konigsberg的火车在那时波罗的海边的一个德国城市。在那之后,琥珀屋的发生了什么仍然是个谜。
Unit 2
面试
波塞尼亚斯,谁是希利尼人作家,大约有2000年前,取得了魔幻之旅3月18日,2007年了解现在的奥运会。他现在面试李岩,一名志愿者2008年奥运会。
病人:我的名字叫波塞尼亚斯。我住在你们称为古希腊时代,我过去总是写关于奥运会的很久以前的事了。我来你的时间了解现在的奥运会的到来,因为我知道2004年他们曾被关押在我的家乡。我可以问你一些问题现代奥运会? 李:天哪!你真的来自多久以前?当然你可以问任何问题你喜欢的地方。你想知道些什么呢? 你多久做一次紧握你的游戏吗? 李:每四年举行一次。主要有两套场比赛—冬季和夏季奥运会,两者都是每四年举办一次定期进行。冬季奥运会通常在夏季来临之前两年举行比赛。只有运动员,谁已达到签协议标准为他们的活动将参赛。他们可以来自任何地方在世界上。
病人:冬奥会?赛跑运动员怎么能享受的竞争在冬天吗?那马? 李:噢,不!没有赛跑或骑马的事件。取而代之的是比赛象滑雪、滑冰需要雪和冰的。这就是为什么他们被叫作冬季奥运会的原因。它是在夏季奥运会你所需要的赛跑,一起游泳、帆船、所有的团队性运动。
警:我明白。你说的早些时候:运动员被邀请来自世界各地。你的意思是希腊世界吗?我们的希腊城市使用互相竞争只是为了纪念胜利。没有其他的国家可以加入,也不可能或此妇女!李:目前任何国家参赛,只要它们的运动员是足够好的。有250多个运动和每一个项目都有它自己的标准。女人并非只允许,但方面起着非常重要的作用体操、田径、团队运动和„
警:请等一下!所有这些宇宙事件,所有的这些国家,甚至女人参加!居住运动员都到哪里去了? 李:每次奥运,有一个特殊的村庄供他们住在,一个主要的接待建筑、几个露天体育场体育竞赛,并一个体育成绩也很好。
顾客:听起来很贵。有人想举办奥运会吗? 李:作为一个事实,每个国家都想的机会。这是一个伟大的责任,但也是一个巨大的荣誉被选中。有尽可能多的国家之间的竞争,要主办奥运会赢得奥运会奖牌。2008年奥运会将在中国北京举行。你以前知道吗? 病人:噢,对了!你一定会感到很自豪。” 李:当然可以。以后主办2012年奥运会将在伦敦举行。他们已经开始计划。一个新的村庄的运动员和所有的球场将兴建东伦敦。新奖牌都将被设计当然和„
顾客:你是说奖牌吗?所以即使橄榄枝花环已经取代了!哦,天啊!你争夺奖金了? 李:不,我们没有。对一切都还能跑得更快、跳得更高、掷得更远。这是奥林匹克的格言,你知道的——“更快、更高、更强”。
顾客:好吧,那是好消息。多有趣啊!非常谢谢你的时间。
亚特兰大的故事
亚特兰大是希利尼人的公主。她长得非常漂亮,能跑得过有人在希腊。但却不让她跑赢的荣耀,为自己在奥林匹克运动会。她非常生气,她说她的父亲,她不会嫁给谁不能跑得过她。她的父亲说,她必须结婚,所以亚特兰大疯了便宜货。她说,“这是我的规则。当一个人说他想嫁给我,我要与他背道而驰。如果他不能跑得过我,就必被杀。没有人会得到宽恕。”
许多君王和首领想嫁给亚特兰大,但是当他们听说她的规则因为知道是不可救药了。他们中许多可悲的是回家了,但是其他人留下来参加比赛的。有一个人叫Hippomenes谁惊讶,当他听到亚特兰大的规则,“为什么这些人如此愚蠢呢?”他想。“为什么他们会让他们自己被杀,因为他们无法这公主跑得快吗?”但是,当他看见亚特兰大出来的她的房子跑,Hippomenes改变他的想法。”我要嫁给Atlanta-or死!”他说。
比赛开始了,虽然男人跑得非常快,亚特兰大跑得更快。作为Hippomenes曾看着他心想,“我怎么亚特兰大跑得快吗?”他走过去问希腊神的爱寻求帮助。她答应帮他,给他三次金苹果。她说,“抛出的苹果面前亚特兰大当她跑过。当她停 下来把它捡起来,你将能跑过去她赢球。”Hippomenes把苹果,就去找国王了。他说,“我想嫁给亚特兰大。”国王很伤心看到另一个人死亡,但Hippomenes说:“我要嫁给her-or死!”于是比赛开始了。
Unit 3
我是谁
长期以来,我已经改变很多。我刚开始的时候只是一个机器在法国1642年的计算。虽然我年轻的时候,我能够简化困难的总结。我养成了非常缓慢,它花了近两百年以前,我建造机器,作为一种分析查尔斯·巴贝奇。我由操作员可使用卡片上,我可以“思考”的答案,并且产生一个合乎逻辑的速度比任何人。那时,人们认为技术革命,开始准备我的“人工智能”。1936年我真正的父亲,艾伦·图灵,写了一本关于我怎么能够正常运做“通用机器”来解决任何困难的数学问题。从那以后,我保持快速增长无论大小和智力。在1940年代我成长一样大的房间,我怀疑是否能有更大的增长。然而,这个实相也担心我的设计师。随着时间的推移,我叫小。首先作为一个PC(个人电脑),然后又成为了一名笔记本电脑,我被使用在20世纪70年代以来,办公室和家庭。
这些变化是有可能的,因为我的记忆中提高。首先是储存在管,然后在晶体管和后来非常小的芯片。结果完全改变了我的形状。随着我的年龄增长我也变得渺小。随着时间的推移,我的记忆中进展得如此之多,就像大象,我永远都不会忘记告诉我该做的事情!和我的记忆变得如此大,即使我真不敢相信!不过我还是太孤独了站在那里我自己,直到20世纪60年代初他们给了我一个家庭网络连接。我能分享我的知识与另一些是通过万维网上。20世纪70年代以来,许多新的应用了我。我成了非常重要的通信、金融和贸易。我也被推到机器人和用于制造手机以及帮助与医疗操作。我也被向太空发射火箭和派去探索月球和火星。总之,我的目标是给人类提供了高质量的生活。我现在真正充满幸福的,我是一个忠实的朋友和帮手人类!安迪-机器人
„„
我的第一个足球比赛是在日本名古屋几年以前的事了。去年,我们的团队去西雅图,华盛顿在美国。我们获得第二名。我个人认为,球队赢得了第一名骗了。他们已经开发了一种新型的节目就在竞赛。所以我们需要鼓励我们的程序员来提高我们的智力也一样。我们决心要创造更好的系统。在某种程度上我们的程序员是喜欢我们的教练。她计划我们的所有可能的移动,看她已经看过了人类的游戏。然后她准备可靠的移动到使用如果出现新情况。我用这种方式可以使新动作使用“我的人工智能”。我真希望能够与其他人类的队伍,为我有程序来行动和他们一样。毕竟,在同学的帮助下,我电子脑过目不忘的,用我的智慧就是我的一切。
Unit4
戴西学会了如何帮助野生动植物
戴西一直渴望帮助种濒临绝种的野生动物。有一天,她醒来时,发现一飞行的地毯上被她的床上,“你想去哪里?”这问。戴西回答。“我想立刻喜欢看一些濒危野生动物。”她说。“请载我到遥远的地方我在哪里可以找到动物让皮毛上,让这 件毛衣。“在一旦地毯飞走,并带她到西藏去。戴西有看到羚羊面带愁容。它说,“我们被杀死在我们独羊毛胃。我们的毛皮是被用于制造件毛衣像你这样的人。因此,我们现在正在濒临灭绝的物种。”黛西喊道,“对不起,我不知道。我不知道是什么也没有采取什么措施来帮助你。飞行地毯,请给我一个地方,有一些野生动物保护。”
飞行地毯旅行了如此之快,下一分钟,他们在津巴布韦。戴西转身看见她是在注视着大象。“你来接受我的照片吗?”它问道。救助戴西哄堂大笑。“不要笑,”大象骄傲地说,:“我们曾经是濒临灭绝的物种。农民在我们不施怜悯。他们说我们摧毁了他们的农场,和金钱的游客潮只去了大型旅游公司。所以政府决定的帮助。他们允许游客去打猎只有一定数量的动物如果他们付这个农民。现在农民们快乐,我们的人数正在增加。如此美好的事物是正在做的来拯救当地野生动物。”
戴西微笑着说:“那是好消息。它显示的重要性,野生动物保护,但我想帮你同世界自然基金会建议。“地毯复活了,立刻在浓密雨林。一只猴子看到他们,因为它擦本身。“你在干什么? “问黛丝。“我保护自己免受蚊子,“这回答道,“当我找到了一个蜈蚣昆虫,我碰一下我的身体。它包含了一种影响的药物的蚊子。你应该多注意雨林在我住的地方和欣赏这些动物是如何生活在一起。没有雨林、任何动物和任何药物。”
黛西是惊讶。“会飞的地毯,请带我回家所以我能告诉世界自然基金会,然后我们就开始制造这个新的药物。猴子,请过来帮助。”猴子同意了。地毯飞回家。当他们着陆后,事情开始消失。两分钟后一切都gone-the猴子了。所以黛西是不能使她的新药物。但是体验!她已经学了那么多!世界自然基金会,总有„
动物灭绝 许多动物都有自己的历史长河中消失了地球。最著名的这些动物的恐龙。他们居住在地球上成千上万的年前,早在人类会笑之前形成、他们的未来却似乎安全。有许多不同种类的恐龙和许多随后被用于生活在中国。25物种的卵子中发现了西夏县、南阳、河南省。不久前,一罕见的新种类的问题似乎永远被发现在北京朝阳县,辽宁省。当科学家们检查了的骨头,他们吃惊地发现这些恐龙不但能跑得他人,而且爬树。他们意识到这一点的离开骨头就在一起了。
关于恐龙突然灭绝了65million年前。一些科学家认为这是出乎意料的事件当一块巨大的岩石上撞到了地球,从太空里放了太多的尘土变成了空中。其他人认为,地球没有太热为恐龙推向了住在了。没人确切知道为何及如何从地球上灭绝了恐龙在这么短的时间。
我们知道有很多其它的野生植物、动物、昆虫和鸟类已经灭绝了最近。根据一份联合国报告称,一些844动物和植物已经消失在过去的500年里。渡渡鸟就是其中之一。在岛上,它一直毛里求斯和是一个非常友善的动物。请听短篇小说渡渡鸟的以及它是如何从地球上灭绝了。
Unit 5
乐队那不是
你曾经想要的一部分作为一名著名的乐队歌手或者音乐家吗?你是否曾想过的前面玩耍的成千上万的人在音乐会上,每个人都鼓掌和欣赏你的音乐吗?你唱ktv,假装你是一个著名的歌手喜欢宋祖英或刘桓吗?老实说,很多人非常重视变得富有而著名的人交往。不过人们是如何形成一个乐队是? 许多音乐家见面,组成乐队,因为他们喜欢写,并且打他们自己的音乐。他们可能从一群高中生,就是练习他们的音乐在 某个人家是第一步名声。有时他们可能起为过路的人在街上或地铁,以便他们能额外挣些钱为自己还是来支付他们的乐器。后来他们可以在酒吧和俱乐部节目,因为他们是支取现金。当然,他们希望使记录在演播室里和销售的百万出版量相比,成为百万富翁!但是,有一个乐队的,开始以不同的方式去做。这就是所谓的Monkees,开始作为一个电视节目。玩笑的音乐家们都在互相以及播放音乐,其中大多数是是以“披头士”。电视组织者曾计划找到四的音乐家可以采取行动以及唱歌。他们把广告刊登在报纸上寻找的摇滚乐,但他们只能找到一个足够的好。必须使用演员另外三个乐队的成员。
这些演员的不能唱得够好了,他们不得不依靠其他音乐家帮助他们。所以在广播节目他们只是假装唱歌。总之演出,受到幽默够大了,可以复制其他组。他们是如此受欢迎,他们的球迷形成了俱乐部以赚取更多的熟悉他们的。一个星期电视、Monkees会唱歌,其他音乐家写的。然而,在一年左右的时间里,他们对自己的工作变得更严重,Monkees开始玩,吟唱自己的歌像个真正的乐队。然后他们产生了他们自己的纪录,并开始巡回演出和他们自己的音乐。在美国,他们就更甚于“披头士”乐队和甚至销售多个记录。乐队解散了的对1970年,但是幸而这些在mid-1980s团聚。他们上演了一个新记录,和他们在1996年庆祝他们的前任,时间是一种真正的乐队。
福瑞迪青蛙
不久之后福瑞迪和乐队成名了,他们参观了英国在简要之旅。显示他们的热情的球迷买到票等待了几个小时为他们的音乐会。福瑞迪现在很自信当他走进音乐厅。他喜欢唱歌和所有的祝贺你后来弄的!他最令人兴奋的邀请是履行在电视节目称为“上面的持久性有机污染物。他不得不去伦敦,穿一件昂贵的西服和出一个节目电视摄像机。感觉非常奇怪的。但是当节目就被电话,身处同一房间开始唱起歌来。每个人都问一问什么时候他们也能看到佛瑞迪和他的乐队一起了。他们是真正的明星。
那东西了。福瑞迪和他的乐队就可以不出去在任何地方没有被跟踪。甚至当他们戴著太阳眼镜或胡子的人认识他们的。球迷们发现他们,甚至当他们去厕所。他们试图藏在阅览室公共图书馆的兴起,但就是什么也想不起来。有人会在那儿。他们的个人生命还经常讨论的人都不知道他们,但交谈着,就好像他们是非常亲密的朋友。最后,感觉很沮丧和敏感,佛瑞迪和他的乐队一起意识到他们必须离开这个国家变得过于痛苦之前。于是离开英国,他们一去不复返,后,就回到了湖。
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