人教版高中英语必修一全套教案
Unit 2 English Around the World
I Teaching aims
1.Knowledge aim
2.Master the words and phrases and get a view of the road to modern English.
3.Ability aim
4.Train students‘ reading skill.
5.Emotion aim
6.Let students know more about English and inspire students to study English hard. IITeaching important points
The understanding and comprehension of the passage.
III Teaching difficult point
How to get to master the useful words and expressions.
How to improve students‘ ability to read an article.
IV Teaching Procedures
V Teaching Time
Seven Periods.
Period 1 Warming up and Reading
Step1. Warming up
1. Lead in: Show Ss a map of the world, and ask them the following questions:
1) How many languages are there in the world?
2) How many English-speaking counties are there in the world?
3) How are you ever heard some differences between American English and British
English?
Step2. Reading
(1)Skimming
Read the passage quickly and find out the answers of the questions in comprehension.
(2)Scanning
The cause Cultures communicate with one another Time Things that happened
Between AD
450 and 1150
Based on German
1150 to 1500 Less like German; more like French
In the 1600‘s Shakespeare broadened the vocabulary A big
changed in English
Later British people brought
English to Australia
(3)Listen to the tape and tell the meaning of each paragraph.
1. Para1: Brief introduction of the change in English.
2. Para.2: An example of different kinds of English.
3. Para3: The development of English.
Para4: English spoken in some other countries.
(4)Post reading
Step3. Discussion
Some people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?
Period 2 Language points
Language points：
1. Do you know that there is more than one kind of English in the world?
你知道世界上英语的种类并不止一种吗？
more than one +名词单数，后面的谓语动词用单数
例如：More than one student wants to go to swim.
2.In some important ways they are very different form one another.在某些重要的方面，它们彼此有些差异。
(1)in…way(s)/by…means 在……方面
We should solve this problem in a different way.
=We should solve this problem by a different way.
(2)one another/each other 彼此，相互之间
We should communicate with one another/each other.
我们应该相互交流。
We send card to one another/each other every year.
我们每年都相互寄卡片。
3.They include Canadian, British, American and India English.
include 包含、包括
The price includes dinner, beds and breakfast.
including(prep) included(adj)
The bill came to $450,including tax.
The bill came to $450, tax included.
contain 包含，容纳
contain指某物容纳在比其更大的东西之内
The basket contains a variety of fruits.
这篮子装有各种水果。
include指包括作为整体的一个部分或要素
The tour includes a visit to Paris这旅程包括游览巴黎。
4. English plays an important role as a first or second language.
plays a/an … role/part 扮演……的作用、角色
Monitor plays an important role in managing a class.
班长在班级管理中起着重要的作用。
5. Nearly all of them live in England.
他们几乎全部都住在英格兰。
almost与nearly
①两者都可以修饰all, every, always等词，都可以用于否定句中。
②在very, pretty, not后用nearly, 不用almost。
例如：I‘m not nearly ready.
③在any, no, none, never前用almost, 不用nearly。
例如：I almost never see her.
练一练：用nearly或almost填空
(1). He said ______ nothing interesting.
(2).______ 1000 people were here.
(3).There is not ________enough boo for the whole class.
解析(1)与nothing连用，所以填almost
(2).与具体数字连用，用nearly
(3).被not修饰时，用nearly
6. Native Eng lish speakers can understand each other even if they don‘t speak the same kind of English. 把英语作为母语的人相互之间可以交流，
即使他们说的不是同一种英语。
even if /even though即使，引导让步状语从句
Even though/if he had got a good job, he still wants to look for a better one.
即使他找到了一份好的工作，他还想找更好的。
7.Would you please come up to my flat for a visit?
来我的公寓坐坐怎么样？
come up 上来，走近，被提出，发芽
Strangers came up to him and asked how much his books are.陌生人走到他面前，问他课本值多少钱。
The problem came up in the meeting.
问题在会议中被提出来了。
8. Actually, it was based on German than present day English.
事实上，那时候的英语更象德语，而不是今天的英语。
(1)actually/in fact/as a matter of fact 事实上，实际上
(2)base on/upon… 以、、、为基础
This movie is based on facts.
(3)present (adj) 目前的、现在的
You should look clearly the present situation.
9. It became closer to the language you are learning now.
它和我们现在学的英语更加接近。
close to相近，靠近，几乎
Our house is close to the bus stop.
close(adv) 位置上接近
closely(adv) 抽象关系上的密切
Come close to me.
I looked into the matter closely.
10. Shakespeare made use of a wider vocabulary than ever before.
莎士比亚使用了比以前更为广泛的词汇量。
make (good/full/no…) use of 使用
We could make good use of our resources.
Every minute should be made good use of.
11. India has a very large number of English speakers.
印度有很多的人讲英语。
a number of 大量的（其后谓语动词用复数）
A number of people have came.
the number of……的数目（其后谓语动词用单数）
The number of homeless people has increased.
只能修饰可数名词的：
a large/ great/ good number of,
a good/ great many, dozens of,
scores of, quite a few
只能修饰不可数名词的：
a great deal of, a large amount of,
quite a little, a large sum of
既可修饰可数也可修饰不可数名词的：
plenty of, a lot of, lots of,
a large quantity of
12. Only time will tell. 时间会证明一切。
tell: 知道，判断
It‘s hard to tell whether he is right.
tell A from B: 区分，分别
Can you tell Tom from his twin brother?
Step3 Exercises
1.This bill adds up to 25 cents, ___B___
A. postage including
B. postage included
C. to include postage
D. and including postage
2. Mr.Huang will __A__ in the movement.
A.play a leading part
B. take parts
C. play leading part
D. take a part
3.__B__number of students taking part
in the training is 450.
A. A
B. The
C. A lot
D. Lots
4. Sometimes _____ English is quite different from ____ English in many ways. (A)
A. speaking, writing
B. speaking, written
C spoken, written D. spoken, writing
5. Using body language____ a proper way will help communicate ___others___ better. (A)
A. in, with, even
B. in, with, more
C. with, with, still
D. with, in, most
Period 3 Grammar
(把下列直接引语改为间接引语)
（1）.He said:― I‘ve left my pen in my room.‖→
He told me that he had left his book in his room.
（2）.She said: ―He will be busy.‖→
She said that he would be busy.
（3）.She said to Tom, ―Can you help me?‖→ She asked Tom if/whether he could help her. Revise the rules.
1.陈述句的间接引语—连接词用that，在口语中可省略。引述动词用said, told,等。
例如：He said: ―I‘ve left my book in my room.‖→
He told me that he had left his book in his room.
2.疑问句的间接引语。一般疑问句后连接词用if或whether，而引述选择疑问句时只能用whether，引述动词用asked，没有间接引语的可以加一个间接宾语me, him等.
例如：She said to Tom, ―Can you help me?‖→
She asked Tom if /whether he could help her.
3.特殊疑问句用原句中的疑问词作连接词，改为陈述语序。例如：The teacher asked, ―how did you repair it?‖ →
The teacher asked me how I had repaired it.
4.如何变时态：
直接引语在改为间接引语时、时态需要做相应的调整。现在时它需改为过去时态；过去时态改为完成时；过去完成时则保留原来的时态。如：
She said. "I have lost a pen.―→She said she had lost a pen
但要注意在以下几种情况下。在直接引
语变为间接引语时，时态一般不变化。
1)直接引语是客观真理。
"The earth moves around the sun an d the moon moves around the earth‖, the teacher told me.
→ The teacher told me the earth moves around the sun and the moon moves around the earth。
2)直接引语中有具体的过去某年、某月、某日作状语，变为间接引语时，时态不变。如：Xiao Wang said. "I was born on April 2l, 1980。"
→Xiao Wang said h e was born on April 20, 1980。
5.如何变状语：
直接引语变间接引语，状语变化有其内在规律，时间状语由―现在‖改为―原来‖
例：now变为then, yesterday变为the day before, today变为that day。地点状语，尤其表示方向性的，或用指示代词修饰的状语，由―此‖改为―彼‖
例：this 改为that,如：
He said, "These books are mine."
→He said those books were his.
要素三：祈使句的间接引语——采用―动词+宾语+不定式‖结构。told/asked/ordered sb.(not) to do sth.
如果祈使句是表示请求，间接引语的动词常用ask，如果是表示命令，间接引语的动词常用tell，order, command等例如:
1.The teacher said to the students, ―Don‘t waste your time.‖
→ The teacher told the students not to waste th eir time. 直接引语如果是以―Let?s‖开头的祈使句，变为间接引语时，通常用―suggest +动句词（或从句）
Do exercises
1.―Please close the window,‖ he said to me. (C)
→He ______ me _____ the window.
A. said to; to close
B. told to; closing
C. asked ; to close
D. said to; please close
2.He said, ―Don‘t do that again.‖ (D)
He _____ me _______ that again.
A. said to me; not to do
B. said to me; don‘t do
C. told me; don‘t do
D. told me; not to do
3.―Don‘t put it on my hat.‖ his wife said to him.
His wife told him ___put it on ___hat.
A. don‘t, his
B. don‘t, her
C. not to, his
D. not to, her
Homework
1.Finish Page50 in Workbook.
2.Make up a dialogue with your partner One use direct speech, the other use indirect speech. And act it out next class.
Period 4 Listening and speaking
I. Teaching aims
(1)Get more information on English dialect.
(2)How to help students improve listening skill.
II. Teaching important point
Understand the listening material.
III. How to improve listening skill.
(1)Listen and find out how many people are speaking and who they are.
(2) What does Buford think of Texas? How do you know?
(3). How large was the catfish?
(4). Why did Lester get out of the water very quickly?
(5)Why did Buford and Big Bob laugh?
(6)Who is the second speaker and where is she from?
Listening P48
Listening P51
(1).What do you think you will hear in their introduction?(2)The name of each student‘s country. Homework
Look up the words left in the vocabulary in the dictionary.
Period 5 Using language
Step 1 pre-reading
1.China is a very big country where different dialects are spoken. Can you list some of them?
2.Is there anybody who can speak a dialect from other place?
Step 2. Reading
(1)Words
(2)Reading
1.Why are there so many dialects in the US?
2.What‘s the standa rd English?
3.Can you tell an interesting or funny story that shows great difference between
dialects in Chinese/English?
Language points
1.What‘s standard English?什么是标准英语?
standard (n)标准,规格(adj)标准的
meet standard 符合标准
standard of living 生活水平
on a standard 根据某一标准
2. Believe it or not ,there‘s no such a thing as standard English. 信不信由你,世界上没有所谓的标准英语.
believe it or not 信不信由你
3.However,even on TV and radio you will hear differences in the way people speak. 然而,甚至在电视上或收音机里都会听到人们在说话时的差异.
the way后面接定语从句时,关系代词用that/in which或不用关系代词
4.America has many dialects, especially the midwestern, southern, African American and Spanish dialects.
美国有很多方言,尤其是在中西部,南部, 北美洲和西班牙等地的方言.
especially 尤其
specially 专门(指专为某一目的)
I go to visit him specially, especially in the busy days.5.Geography also plays a part in making dialects.
地理位置对方言的产生也有影响.
play a (adj) part 扮演…角色,起…作用6.Although many America move a lot, they still recognize each other‘s dialects.虽然许多美国人经常搬家,但他们
仍然能够辨认彼此的方言.
recognize 辨认,认出(pick out)
recognize sth./sb. as sth./sb. 把…认作…Drugs were not recognized as a problem then. Homework
Step4.Reading in Page 51
1.Review the words and language points we have learnt in this unit.
2.Translation
(1)他们已经请求国际援助.
(2)带着有礼貌的微笑,她走了出去.
(3)他出去工作了半年,因为有病没能结束工作就回来了.
(4)他喜欢发号施令,但没有人愿意听他的.
Period 6 & 7 Writing and summary
Teaching aims
I (1) Train writing skills.
(2) Show brainstorming and write a passage.
(3) Review the whole unit.
I.Teaching important and difficult point
How to improve stude nts‘ writing skill.
II.Teaching procedures
Step1.Greeting
Step2.Writing
(1)Brainstorm
?share ideas with others;
?decide which are the best ideas;
?make a list of those ideas;
?put those ideas into a map so that you can easily see them;
?use the map to help you as you write. Write a composition after class using the way brainstorming
.Topic: My experience of learning English
Step3.Summary
(1)The difference between American English and British English.
(2)Do some exercises about words, phrases and grammar.
Step4. Homework
1.Finish the composition.
2.Review this unit.
Unit 3 Travel journal
Teaching aims and demands
1. Topic: traveling; describing a journey
2. V ocabulary and useful expressions:
journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave change one‘s mind, give in
3. Function:
Good wishes：
Have a good day/time!
Have a good journey/trip!
Good luck!
Enjoy yourself!
Best wishes to you.
Happy New Year!
Merry Christmas!
Happy birthday!
Thank you.
You, too.
The same to you.
Means of transportation:
walking, cycling, horse riding, taking buses/trains/boats/planes
1. Grammar: 现在进行表将来
Where are you going on holiday?
I am going to Hawaii on holiday.
When are we coming back?
Teaching Time:
Seven Periods.
Teaching procedure:
Period 1 Warming up and Reading
Step 1.Warming up
1. Ask some questions:
Do you often travel? Where have you been?
2. Following the steps of the warm-up on page 17.
Step 2. Pre-reading
1. Show some traveling pictures of the teacher‘s.
2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China.
3. Ask Ss: how people who live along a river use it.
Step 3. While-reading
1. Scanning: Ss read quickly and answer:
What are they going to do?
2. Skimming: Ss read again and finish comprehending 1 on page 19.
3. Ss read and get the main ideas of each paragraph.
4. Ss list the countries that the Mekong River flows through.
Step 4. After-reading
Ss in pairs and discuss: Wang Wei‘s and Wang Kun‘s similar and different attitudes about the trip.
Similar attitudes about the trip Different attitudes about the trip
Both Wang Wei and Wang Kun think…
1. taking this trip is a dream come true.
2. that they will enjoy this trip a lot.
3. they should see a lot of the Mekong.
4. that most of the Mekong will be found in Southeast Asia. Wang Wei believes…
1. they must start in Qinghai where the river begins /see all of the Mekong.
2. that they don‘t need to prepare much Wang Kun believes…
1. it is too cold and high to start in Qinghai.
2. that using an atlas is very important.
Step 5. Assignment
1. surf the internet and get more information about the Mekong River.
2. retell the passage use your own words.
Period 2 Language Pionts
Step 1. Warming up
Ask some Ss to retell the passage that they have learnt last period.
Step 2. Learning about the language
Teacher explain some language points in the text on page 18.
1. persuade sb. into /out of sth.: cause sb (not) to do sth by arguing or reasoning with him 说服或劝说某人（不）做某事
He is easily persuaded.
Wang Kun couldn‘t persuade his sister to change her mind.
persuade sb (that clause): cause sb to believe sth; convince sb. 使某人信服
How can I persuade you that I am telling the truth?
1. insist(v. ): demand (sth) forcefully, not accepting a refusal 坚持或坚决要求；
Since he insisted, I had to stay.
insist on sth/doing sth: require or demand ; refuse to accept an alternative 一定要（某事物），坚决主张
She insists on getting up early and playing her radio loud.
2. care about: be worried, concerned or interested 忧虑，关心，惦念
don‘t you care about anybody?
I don‘t care about what happens to him.
care for /to do: be willing or agree to do sth.; wish or like to do sth.
Would you care a drink?
Would you care to go for a walk?
care for sb.
1). Like or love sb.
He cares for her deeply.
2). Look after sb; take care of sb; be responsible for sb
Who will care for your child if you are out?
4. Once she has made up her mind, nothing can change it. 她一旦下了决心，什么也不能使她改变。
once: adv.
1). for one time 一次
I have only been here once.
2). at some time in the past 一度；曾经
He once lived in Zambia.
3). all at once: suddenly 突然
All at once the door opened.
conj. = as soon as 一旦；一…就…
Once you understand this rule, you‘ll have no further difficulty.
Step 3. Practice
1. Ss finish Ex 1 and 2 on page 20 by themselves.
2. check the answer.
3. Ss do Ex 3. on page 20.
4. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Finish Wb. Ex1 on page 56.
3. Finish Wb. Ex 2 on page 57.
Period 3 Grammar
Step 1. Revision
Check the answers of Wb Ex 1 and 2 on page 56 and 57.
Step 2. Discoverig useful structures
1. Ss look at the following sentences and underline the verbs.
Are you working this evening?
We‘re having an English party this weekend.
He is leaving tomorrow.
Let Ss themselves find the rules and tell what tense they are used.
2. Ss finish the dialogue on page 21 and pay attention to the tense.
Suggested answers:
are going, going, going/traveling, staying, are coming, coming, are going,
3. Ss finish part 3 on page 21.
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 55.
2. Ss make a list about the objects: which is the most useful and which is the least useful and why.
the most useful objects the least useful objects
3.Ss show their result to the class.
Step 4. Speaking
1. Ss work in pairs and discuss: what do you think a dam does to a river and the people who live on it?
2. Make a list of some good and bad things a dam does.
3. Discuss your report with your classmates and then show it in class.
Step 5. Assignment
Finish Wb Ex 1 using structures on page 57.
Period 4 Reading
Step 1. Warming up
Ask Ss some questions about Journey Down The Mekong (I).
1. What was Wang Kun and Wang Wei‘s dream?
2. What can they see when they travel along the Mekong?
3. Will they have some difficulties in their journey? What are they?
Step 2. Reading
1. Ss read the passage : a night in the mountains and answer the following questions:
How does Wang Kun feel about the trip now?
What do you think has changed his attitude?
2. Ss make a dialogue about things happen the next morning before Wang Kun and Wang Wei leave their camp.
3. show the dialogue to the class.
Step 3. Reading
1. Ss read the passage: The End Of Our Journey on page 59
2. Ss fill in the form with the information from the travel journal.
Topic Laos Cambodia Vietnam
Population
Weather
Learning
Farming
Period 5 Listening and speaking
Step 1. Listening
1. Ss listen to part 3 and tick the words they hear on page 23.
2. Ss listen to the tape again and fill in the chart.
Topic Southwest China Laos Local name of the
river
Uses of the river
What to see
Scenery
Step 2. Listening
Ss listen to part 4 and finish Ex1 and 2 on Wb, page 55.
Step 3. Listening task
1. Ss listen to part 5 and finish Wb. Ex 1 on page 58.
2. Ss listen to the tape again and fill in the information on the chart.
Topic Laos
The river
Methods of land
transport
Life in the villages
Food
Period 6 Writing
Step 1. Pre-writing
1. Ss read the passage and get the general idea about it.
2. Ss make a list of details from the travel journal that you believe are real and you don‘t believe are real.
Step 2. While-writing
1. Ss write a short letter to Wang Wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using some of the following expressions:
Have a nice/good time.
Have a nice/good trip.
Good luck on your journey.
Say ―Hello‖ to …
Give my love/best wishes to…
Have fun.
Take care.
Write to me.
2. Ss read their writing and check the mistakes by themselves.
3. Ss exchange their writing and correct the mistakes.
4. Ss rewrite the letter again.
Step 3. After-writing
Choose some samples and show them in class.
Tips on writing:
Pay attention to the form of writing a letter.
Pay attention to the tense while writing.
Pay attention to the structures of the sentences.
Step 4. assignment
Ss in group 3-5, make an advertisement or finish the project on page 61.
Period 7 Summary
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn‘t understand very well in this uni t. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 61. It is very important to improve their learning.
Unit 4 Earthquakes
Teaching aims and demands:
1. Topic:
Basic knowledge of earthquakes; how to protect oneself and help the others in disasters
2. Useful words and expressions:
shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter,
fresh, percent, speech, judge, honour, prepare;
right away, (be) at an end, dig out, bring in, a (great )number of
3. Functions:
Talking about past experiences:
I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.
Sequence
4. Grammar:
The attributive clause (I)
由that, which, who, whose引导的定语从句
The number of people who were killed or injured reached more than 400,000.
It was heard in Beijing which is one hundred kilometers away.
Workers built shelters for survivors whose homes had been destroyed.
5.Teaching Time
Seven Periods.
Teaching procedures:
Period 1 Warming up and Reading
Step 1. Warming up
Ss discuss and answer some questions:
1. Which of the following may cause people the greatest damage?
A. earthquake
B. typhoon
C. flood
D. drought
2.Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?
Step 2. Pre-reading
Ss discuss and answer:
1. Do you know what would happen before an earthquake?
2. What can we do to keep ourselves safe from an earthquake?
3. Do you know anything about Tangshan Earthquake in 1976?
Step 3. Reading
1. Skimming and find the answers to the following questions:
a. What happened?
b. When and where did it happen?
2. Ss read again and fill in the following form:
Time What happened
Before the earthquake Wells:
Animals:
Lights and sound:
Water pipes:
While the earthquake Houses, roads and canals:
Hard hills of rock:
The large city:
The people:
After the earthquake Hospitals, factories and buildings:
The ground:
Dams:
Railway tracks:
Animals:
Wells:
3. Ss read the whole passage again and get the main ideas of each part:
Part 1. The natural signs of a coming earthquake
Part 2. The damage of the city after the earthquake
Part 3. The help to the survivors
Step 4. Comprehending
Ss finish Ex 1 and 2 on page 27.
Step 5. Assignment
1. Surf the internet and get more information about the earthquake.
2. Retell the text.
Period 2 Language points
Step 1. Warming up
1. Ss share more information about the earthquake.
2. Ask some Ss to retell the text by using their own words.
Step 2. Language points
1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态
The village lay in ruins after the war.
These machines have lain idle since the factory closed.
2. in ruins: severely damaged or destroyed 毁坏
an earthquake left the whole town in ruins.
His career is in ruins.
3. number (n.): a quantity of people or things 数目；数量
The number of people applying has increased this year.
We were fifteen in number.
a number of: a lot of
I have a number of letters to write.
A large number of people have applied.
4. injure (v.): to hurt oneself/sb./ sth. physically 受伤
He fell off the bicycle and injured his arm.
5. reach (v.): to achieve or obtain sth. 达成；达到；获得
You‘ll understand it when you reach my age.
At last we reached a decision.
6. rescue (n.): an act of rescuing or being rescued 搭救；解救
A rescue team is trying to reach the trapped mines.
Rescue (v.): to save or set free from harm, in danger, or loss 解救；救出
The rescued the man from drowning.
7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境
They were trapped in the burning hotel.
8. all …not… = not all…: some but not all 一些；但不是全部
Not all the girls left.
=Only some of them left early.
Not all the children are noisy.
=Some of the children are not noisy.
全部否定应用: none of…
None of us were allowed to go there.
None of these reports is very helpful.
Step 3. learning about language
1. Ss finish Ex 1,2 and 3 on page 27 and 28.
2. Teacher checks the answer and give the Ss some help if they have some difficulty.
Step 4. assignment
1. Finish Wb.Ex.1 on page 63.
2. Ss try to remember the useful words and expressions by hearts.
Period 3 Grammar
Step 1. Warming up
Ss read the passage again and try to find the sentences with attributive clauses.
e.g. Workers built shelters for survivors whose homes had been destroyed.
Step 2. Attributive clause
1. Give Ss more sentences and let the Ss to find the structures of the attributive clause.
2. Ss do some exercises about how to use that, which, who or whose.
3. Ss finish Ex 2 on page 28.
Some materials about attributive clause:
关系代词引导的定语从句
关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who, whom, that
这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：
Is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语）
He is the man whom/ that I saw yesterday. 他就是我昨天见的那个人。（whom/that在从句中
作宾语）
2）whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：They rushed over to help the man whose car had broken down.那人车坏了，大家都跑过去帮忙。
Please pass me the book whose （of which）cover is green.请递给我那本绿皮的书。
3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：
A prosperity which / that had never been seen before appears in the countryside.
农村出现了前所未有的繁荣。（which / that在句中作宾语）
The package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语）
Step 3. Using structures
1. Ss read the passage on page 64.
2. Ss try to complete the sentences by using who, whom, which, that or whose.
3. Check the answer and explain any questions that the Ss may ask.
Step 4. Assignment
1. Ss learn by heart about how the structures of the attributive clause.
2. Ss do some exercises about the attributive clause.
Period 4 Reading
Step 1. warming up
Ask the Ss:
Do you know anything about the earthquake in San Francisco?
Step 2. Reading
1. Ss reading the passage and finish Wb. Ex 1 on page 65.
2.Ss read the first paragraph in this passage. Then go back and read again the first paragraph of the passage on page 26. Compare the ways both writers give you details about the earthquakes and finish Ex 2 on page 65.
3. Listen to the tape and read the third paragraph with feeling.
Step 3. listening
1. Ss listen to the tape and finish the exercise 1 on page 6
2.
2. Ss listen to the tape again and then complete the following form:
Cause of earthquakes
Moving speed of the Pacific plate
In 1906 the Pacific plate suddenly
jumped
The Pacific plate pushes on
The Indian plate pushes on
Ways of reducing losses from
earthquakes
Period 5 listening and speaking
Step 1. pre-listening
Ss have a discuss about the earthquake in San Francisco in 1906 and answer:
1. What happened to the city?
2. What‘s the result?
Step 2. listening
1. Ss read the statement of part 1,on page 30.
2. Ss listen to the tape and make their choice.
3. Ss listen again and answer the questions of part 2, on page 30.
Step 3.talking
1. Ss read the short passage on page 62, and in pairs make up a story to explain how an earthquake happens.
2. Share the stories in class.
Step 4. listening task
1. Ss listen to the tape and write down the three ―things‖ that are mentioned in the passag e on page 66.
2. Ss listen again and give more detail about each of the ―things‖.
My earthquake plan
1st thing I must do:
2nd thing I must do:
3rd thing I must do:
Any other advice you think useful:
If you are outside, you:
If you are in the living room, you:
If you are in the house alone, you:
Step 5.talking task
1. Ss in pairs, choose eight things from the list on page 67 to put into their personal earthquake bag.
2. now join with another pair and discuss your choices. Make another list of items and put them into the following list:
my personal earthquake bag will contain:
1).___________ 2). ____________ 3). _______________ 4). ____________
5)._____________ 6).____________ 7). _____________ 8). _____________
Period 6 Writing
Step 1. Pre-writing
1. Ss read the letter on page 29.
2. Ss make a list about the points that they want to write for the speech.
Step 2. writing
1. Ss write some sentences about their speech.
2. Ss write a speech by using the sentences.
3. Ss read their writings by themselves and correct the mistakes.
4. Peer revising.
5. Show some good writing in class.
Step 3. Practice
Ss finish part 4 on page 30.
Step 4. writing task
1. Four Ss in one group have a discuss. They are going to prepare a poster to be put up around schools or hospital to explain to people what they should collect in a personal earthquake bag and why.
2. Ss design how many parts they will divide the poster.
3. Ss begin to write their poster.
4. Ss in groups show their poster in class.
Step 5. Assignment
Ss in groups finish the project on page 68.
Period 7 Summary
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn‘t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 61. It is very important to improve their learning.
Unit 5 Nelson Mandela
Teaching aims:
1. Topic
The qualities of a great person;
The lives of some great people.
2. Useful words and expressions:
人教版_高中英语必修一unit1_知识点总结
人教版_高中英语必修一unit1_知识点总结 Survey n. 纵览,视察,测量v. 审视,视察,通盘考虑,调查 1. we stood on the top of the mountain and surveyed the countryside. 我们站在山顶上,眺望乡村? 2. a quick survey of the street showed that no one was about. 扫视街道, 空无一人? Add v. 增加 1. he added some wood to increase the fire. 他加了一些木柴,使火旺些? 2. if you add 4 to 5, you get 9. 四加五等于九? 3. add up all the money i owe you. 把我应付你的钱都加在一起? Upset a. 烦乱的,不高兴 v. 颠覆,推翻,扰乱,使心烦意乱,使不舒服 1. i'm always upset when i don't get any mail. 我接不到任何邮件时总是心烦意乱? 2. he has an upset stomach. 他胃不舒服? 3. the news quite upset him. 这消息使他心烦意乱? Ignore v. 不顾,不理,忽视 1. i said hello to her, but she ignored me completely! 我向她打招呼, 可她根本不理我! 2. i can't ignore his rudeness any longer. 他粗暴无礼, 我再也不能不闻不问了? Calm n. 平稳,风平浪静 a. 平静的,冷静的 v. 平静下来,镇静 1. it was a beautiful morning, calm and serene. 那是一个宁静?明媚的早晨? 2. you should keep calm even in face of danger. 即使面临危险,你也应当保持镇静? 3. have a brandy it'll help to calm you (down). 来点儿白兰地--能使你静下来? Calm down vt. 平静下来(镇定下来)
高中英语必修一教案
高中英语必修一教案Unit 1 Friendship
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
人教版高中英语必修一短语归纳(全)
Unit 1 Friendship 1. 合计_____________________________________; 3. 不得不；必须______________________________; 5. 遛狗_____________________________________; 7. 记下；放下________________________________; 9. 故意_____________________________________; 11. 在黄昏时刻______________________________; 13. 不再…___________________________________; 15. 从…中恢复过来___________________________; 17. 将…装箱打包_____________________________; 19. 相爱；爱上_______________________________; 21. 参加；加入_______________________________; 23. 松开了__________________________________; 25. 付钱；付款；买单__________________________; 27. 对(某人)重要_____________________________; 29. 笑话；取笑（某人）_________________________; 31. 在日记中________________________________; 33. 对…着迷；迷恋____________________________; 35. 深蓝色的天空____________________________; 37. 太多____________________________________; 39. 在楼上__________________________________; 41. 肮脏的窗帘______________________________; 43. 记日记；写日记___________________________; 45. 绑起来__________________________________; 47. 在公路上________________________________; 49. 说…的闲话；______________________________; 51. 与…交朋友_______________________________; 53. 给…一些建议_____________________________; 55. 过去的事件______________________________; 57. 试一试；尝试一下_________________________; 59. settle____________________________________; 2. 使…镇静下来______________________________; 4. 关心；挂念________________________________; 6. 经历；经受________________________________; 8. 一连串的；一系列的_______________________; 10. 为了____________________________________; 12. 面对面地________________________________; 14. 遭受…___________________________________; 16. 对…厌烦_________________________________; 18. 与…相处；进展____________________________; 20. 对（某人）表示感激________________________; 22. 度假____________________________________; 24. 被车撞了________________________________; 26. 考试作弊________________________________; 28. 最深的感受______________________________; 30. 在二战中________________________________; 32. 在藏身之处______________________________; 34. 与自然有关______________________________; 36. 保持醒着________________________________; 38. 碰巧____________________________________; 40. 下楼____________________________________; 42. 积满灰尘的窗子__________________________; 44. 列一个单，列出___________________________; 46. 没注意到________________________________; 48. 与…有麻烦；有矛盾________________________; 50. 与人交流________________________________; 52. 改变这种状况____________________________; 54. 喜欢与不喜欢的事情______________________; 56. 表达你的感受与想法______________________; 58. concern__________________________________; 60. tip______________________________________;
高中英语人教版必修一汇总
高中英语必修一 Unit 1 △survey /'s??ve?/n. 调查；测验add up 合计 upset adj. 心烦意乱的；不安的；不适的vt. (upset, upset) 使不安；使心烦ignore [iɡ?n?:]vt. 不理睬；忽视 calm [kɑ:m]vt. & vi. （使）平静；（使）镇定 adj. 平静的；镇静的；沉着的 calm(…)down （使）平静下来；（使）镇定下来 have got to 不得不；必须 concern [k?n?s?:n] vt. （使）担忧；涉及；关系到; n. 担心；关注；（利害）关系 be concerned about 关心；挂念 walk the dog 遛狗 loose [lu:s] adj. 松的；松开的 △vet n. 兽医 go through 经历；经受 △Amsterdam n. 阿姆斯特丹（荷兰首都） Netherlands n. 荷兰（西欧国家） △Jewish [?d?u:??] 犹太人的；犹太族的 German [?d??:m?n] adj. 德国的；德国人的；德语的; n．德国人；德语 △Nazi n. 纳粹党人adj. 纳粹党的 set down 记下；放下；登记 series [?si?ri:z] n. 连续；系列 a series of 一连串的；一系列；一套 △Kitty n. 基蒂（女名） outdoors [?autd?:z] adv. 在户外；在野外 △ spellbind [?spel?ba?nd] vt. (spellbound, spellbound) 迷住；迷惑 on purpos e [?p?:p?s]故意 in order to 为了…… dusk [d?sk] n. 黄昏；傍晚 at dusk 在黄昏时刻 thunder [?θ?nd?] vi. 打雷；雷鸣n．雷；雷声 entire [in?tai?] adj. 整个的；完全的；全部的 entirely adv. 完全地；全然地；整个地 power [?pau?] n. 能力；力量；权力 face to face 面对面地 curtain [?k?:tn] n. 窗帘；门帘；幕布 dusty [?d?sti:] adj. 积满灰尘的 no longer/not…any longer 不再…… partner [?pɑ:tn?] n. 伙伴；合作者；合伙人 settle [?setl]vi. 安家；定居；停留vt. 使定居；安排；解决 suffer [ ?s?f?] vt. & vi. 遭受；忍受；经历 suffer from 遭受；患病
人教版高中英语必修一unit1经典教案
龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）
German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
(完整版)人教版高中英语必修三单词表
人教版高中英语必修三单词表Unit 1 take place 发生 beauty /'bju:ti/ n.美；美人 harvest /'hɑ:vist/ n. & vt. & vi.收获；收割 celebration /seli'brei?n/ n.庆祝；祝贺 hunter /'h?nt?/ n.狩猎者；猎人 starve /stɑ:v/ vi. & vt.（使）饿死；饿得要死 origin /'?rid?in/ n.起源；由来；起因 religious /ri'lid??s/ adj.宗教上的；信奉宗教的；虔诚的 △seasonal /'si:z?nl/ adj.季节的；季节性的 ancestor /'?nsest?/ n.祖先；祖宗 △Obon /?'b?n/ n. (日本)盂兰盆节 △grave /ɡreiv/ n.坟墓；墓地 △incense /'insens/ n.熏香；熏香的烟 in memory of 纪念；追念 Mexico /'meksik?u/ n. 墨西哥(拉丁美洲国家) feast /fi:st/ n.节日；盛宴 △skull /sk?l/ n.头脑；头骨 bone /b?un/ n.骨；骨头 △Halloween /h?l?u'i:n/ n.万圣节前夕；诸圣日前夕 belief /bi'li:f/ n.信任；信心；信仰 dress up 盛装；打扮；装饰 trick /trik/ n.诡计；恶作剧；窍门vt.欺骗；诈骗 play a trick on 搞恶作剧；诈骗；开玩笑 poet /'p?uit/ n.诗人 △Columbus Day哥伦布日 arrival /?'raivl/ n.到来；到达；到达者 △Christopher Columbus /'krist?f?k?'1?mb?s/ 克利斯托弗·哥伦布(意大利航海家) gain /ɡein/ vt.获得；得到 independence /indi'pend?ns/n.独立；自主 independent /indi'pend?nt/ adj.独立的；自主的 gather /'ɡ?e?/ vt. & vi. & n.搜集；集合；聚集 agriculture /'?ɡrik?lt??/n.农业；农艺；农学 agricultural /?ɡri'k?lt??r?l/ adj.农业的；农艺的 award /?'w?:d/ n.奖；奖品vt.授予；判定 △produce /'pr?dju:s/ n.产品；（尤指）农产品 rooster /'ru:st?/ n.雄禽；公鸡 admire /?d'mai?/ vt.赞美；钦佩；羡慕 energetic /en?'d?etik/ adj.充满活力的；精力充沛的；积极的 look forward to 期望；期待；盼望 △carnival /'ka:nivl/n. 狂欢节；(四句斋前的) 饮宴狂欢；嘉年华(会) △lunar /'lu:n?/ adj.月的；月亮的；阴历的 Easter /'i:st?/n. (耶稣)复活节 △parade /p?'reid/ n.游行；阅兵；检阅 day and night 日夜；昼夜；整天
人教版高中英语必修一翻译 打印版
UNIT 1 Anne’s best friend 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二十五个月之后才被发现。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”。 安妮从1942年七月起就躲藏在那里了，现在来看看他当时 的心情吧。 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… 不幸的是……我只能透过那满是灰尘的窗帘下那脏兮兮的窗 户看看大自然。只能隔着窗户看那大自然实在没意思，因为大自 然是需要真正体验的东西。 Using Language 亲爱的王小姐： 现在我同班上的同学有些麻烦事。我跟我们班里的一位男同学一直相处的很好。我们常常一起做家庭作业，而且很乐意互相帮助。我们成了真正好朋友。可是，其他同学却在背后议论起来，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？
(完整)人教版高一英语必修一单词表
人教版高一英语必修1单词表 Unit 1 1.survey 调查；测验 2.add up 合计 3.upset adj. 心烦意乱的；不安的，不适的 4.ignore不理睬；忽视 5.calm vt.&vi.（使）平静；（使）镇定adj.平静的；镇定的；沉着的calm...down（使）平静下来 6.have got to 不得不；必须 7.concern（使）担心；涉及；关系到n. 担心；关注；（利害）关系 8.be concerned about 关心；挂念 9.walk the dog 溜狗 10.loose adj 松的；松开的 11.vet 兽医 12.go through 经历；经受 13.Amsterdam 阿姆斯特丹（荷兰首都） https://www.wendangku.net/doc/6615341344.html,herlands 荷兰（西欧国家） 15.Jewish 犹太人的；犹太族的 16.German 德国的；德国人的；德语的。 17.Nazi 纳粹党人adj. 纳粹党的 18.set down 记下；放下；登记 19.series 连续，系列 a series of 一连串的；一系列；一套 20.outdoors在户外；在野外 21.spellbind 迷住；疑惑 22.on purpose 故意 23.in order to 为了 24.dusk 黄昏傍晚at dusk 在黄昏时刻 25.thunder vi 打雷雷鸣n. 雷，雷声 26.entire adj. 整个的；完全的；全部的 27.entirely adv. 完全地；全然地；整个地 28.power能力；力量；权力。 29.face to face 面对面地 30.curtain 窗帘；门帘；幕布 31.dusty adj 积满灰尘的 32.no longer /not …any longer 不再 33.partner 伙伴．合作者．合伙人 34.settle 安家；定居；停留vt 使定居；安排；解决 35.suffer vt &遭受；忍受经历suffer from 遭受；患病 36.loneliness 孤单寂寞 37.highway公路 38.recover痊愈；恢复 39.get/be tired of 对…厌烦 40.pack捆扎；包装打行李n 小包；包裹pack （sth ）up 将（东西）装箱打包
人教版高中英语必修一全册教案
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
完整word版,人教版高中英语必修一unit1教案最终版
Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives
最新外研版高中英语必修一教案模板
最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.
新人教版高中英语必修三完整课文译文
新人教版高中英语课文译文 必修三 第一单元世界各地的节日 Reading 节日和庆典 自古以来，世界各地就有各种各样的节日和庆典。最古老的节日总是庆祝严寒的结束、春季的种植和秋天的收割。有时，在猎人捕获猎物后，也举行庆祝活动。在那个时代，如果食物难以找到，特别是在寒冷的冬月，人们就会挨饿。现在的节日有很多由来，一些是宗教上的，一些是季节性的，一些是纪念特殊的人和事件的。 亡灵节 有些节日，是为了纪念死者，或使祖先得到满足，因为祖先们有可能回到世上（给人们）提供帮助，也有可能带来危害。在日本的盂兰盆节，人们要扫墓、烧香，以缅怀祖先。他们还点起灯笼，奏响乐曲，因为他们认为这样做可以把祖先引回到世上。在墨西哥，亡灵节是在11月初。在这个重要的节庆日子里，人们会吃制成颅骨形状的食物和装点有“骨头”的蛋糕。他们向亡者祭献食物、鲜花和礼品。西方节日万圣节也源自人们古老的信念，认为亡者的灵魂会返回人间。万圣节如今成了孩子们的节日，这天他们可以乔装打扮上邻居家要糖吃。如果邻居什么糖也不给，那么孩子们就可以捉弄他们了。 纪念名人的节日 也有纪念名人的节日。中国的端午节（龙舟节）是纪念古代著名诗人屈
原的。美国的哥伦布日是纪念克里斯托弗.哥伦布发现“新大陆”的日子。印度 在10月2日有个全国性节日，纪念莫汉达斯.甘地，他是帮助印度脱离英国 而独立的领袖。 庆丰收的节日 收获与感恩节是十分喜庆的节日。越冬的粮食收集起来了，农活结束了，人们都心怀感激。在欧洲国家，人们通常用花果来装饰教堂和市政厅，在一 起聚餐。有些人还可能因为他们的农产品（参加各种评选）而获奖，比如最 大的西瓜或最帅的公鸡。中国和日本都有中秋节，这时人们会赏月。在中国，人们还品尝月饼。 春天的节日 最富生气而又最重要的节日，就是告别冬天、迎来春天的日子。中国人 过春节要吃饺子、鱼和肉，还要给孩子们送红纸包着的压岁钱。（他们）舞 龙灯、狂欢，全家人聚在一起欢庆阴历年。在一些西方国家有激动人心的狂 欢节，通常在二月，复活节前的四十天。狂欢节期间，人们穿着各种艳丽的 节日盛装，伴随着鼓噪的音乐，在街头游行，昼夜跳舞。复活节是全世界基 督徒的一个重要的宗教和公众节日。它庆祝耶稣复活，也欢庆春天和新生命 的到来。再晚些时候，日本就迎来了樱花节，（节日里）整个国度到处是盛 开的樱花。看上去就像覆盖了一层粉红色的雪。 人们喜欢聚在一起吃、喝、玩耍。节日让我们享受生活，让我们为自己的习俗而自豪，还可以暂时忘掉工作中的烦恼。 Using Language 一段伤心的爱情故事 李方的心都碎了。这天是情人节，胡瑾说她下班后会在咖啡馆和他见面
(完整版)人教版高中英语必修一至必修五
文档贡献：smysl 必修一 Unit 1 Friendship 1)be good to 对….友好 2)add up 合计 3)get sth done 使…被做 4)calm down 镇定下来 5)have got to 不得不 6)be concerned about 关心；挂念 7)make a list of 列出 8)share sth with sb 和某人分享某物 9)go through 经历；仔细检查 10)hide away 躲藏；隐藏 11)set down 放下；记下 12) a series of 一系列；一套 13)be crazy about 对…着迷 14)on purpose 故意 15)in order to/ so as to 为了 16)face to face 面对面地 17)according to 按照；根据…所说 18)get along with 与…相处 19)pack up 收拾，打理行装 20)have trouble with sb/sth 同某人闹意见； 做…有困难 21)fall in love 相爱 22)try out 试验；试用 23)join in 参加（活动） 24)communicate with sb 和…交留 25)look to sth 注意，留心某事 26)cheat sb (out) of sth 骗取某人某物 27)have the/a habit of doing sth 有做…的 习惯 28)be ignorant of 无知的 Unit2 English around the world 1)in…ways 在…方面 2)be different from 与…不同 3)play a role/ part (in) 在…中起作用;扮 演一个角色；参与 4)play an important role/part在..中起重要 作用 5)because of 因为；由于 6)such as 例如 7)come up (vi) 走进；上来；发生；被讨 论 8)come up with 提出e 9)at the end of 在…末期 10)even if/ though 即使 11)be based on 在...基础上 12)close to 距离…近 13)make (good/ full) use of （好好/充分） 利用 14)change…into 把…变成 15)the same…as 与…相同的 16)at present 目前 17)as a rule 通常；照例 18)be present at 在席；出席 19)carry out a rule 执行规则 20)be absent from 缺席 21)provide sth to sb / provide sb with sth给 某人提供某物 22)at sb’s request 应某人的要求 23)have a command of掌握 24)give commands 命令 25)request that …(should)+v原形 26)in one direction 朝一个方向 27)as we know 正如我们所知 Unit3 Travel Journal 1)dream of/ about doing sth 梦想做某事 2)graduate from 从…毕业 3)persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事 4)get sb interested in 使某人对… 感兴趣 5)insist on (one’s) sth/ doing sth 一定要； 坚持要 6)the best way of doing sth/ the best way to do sth 干某事的最好办法 7)attitude to/ toward(s) 对…态度 8)care about 忧虑，关心care for喜欢， 照顾 9)change one’s mind 改变主意 10)to my mind = in my opinion我的观点 11)make up one’s mind to do 决心干某事
(完整版)【人教版】高一英语必修一课文
必修一 Unit1 Anne’s Best Friend Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? Or are you afraid that your friend would laugh at you, or would not understand what you are goi ng through? Anne Frank wanted the first kind, so she made her diary her best friend. Anne lived in Amsterdam in the Netherlands during World War Ⅱ. Her family was Jewish so nearl y twenty-five months before they were discovered. During that time the only true friend was her diary. She said, ”I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend, and I shall call my friend Kitty.” Now read how she felt after being in the hiding place si nce July 1942. Thursday 15th June, 1944 Dear Kitty, I wonder if i t’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy ab out everything to do with nature. I can well remember that there was a time when a deep blue sk y, the song of the birds, moonlight and flowers could never have kept me spellbound. That’s chan ged since I was here. … For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by my self. But as the moon gave far too much light, I di dn’t dare open a window. Another time five months ago, I happened to be upstairs at dusk when the window was open. I didn’t go downstairs until the window bad to be shut. The dark, rainy eve ning, the wind, the thundering clouds held me entirely in their power; it was the first time in a ye ar and a half that I’d seen the night face to face… … Sadly …I am only able to look at nature through dirty curtains hanging before very dusty windows . It’s no pleasure looking through these any longer because nature is one thing that really must be experienced. Yours, Anne 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”。安妮自从1942年7月起就躲藏在那儿了，现在，来看看她的心情吧。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
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