重大版高一教案unit

2024-11-07

重大版高一教案unit（共7篇）

重大版高一教案unit 篇1

I Teaching Aims and Demands

1.Words and expressions

1)words

honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;

deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion

2)useful expressions

be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with

2.Oral demand

Talk about friend and friendship in English

3. Grammar

1)the indirect speech led by if/what /who/where/how…

2)review the usage of nouns and articles

4. Written demand

write an E-mail about friendship

5.Moral demand

Teach the Ss how to get on well with friends and treasure friendship.

II Teaching method

Co-orperating teachong

III Study method

Self-study guided by the teacher

IV Teaching aids

Computer,tape recorder,slide shoe,etc.

V Teaching steps

Period 1

Step 1 1. Ask the Ss the following questions to review some

Warming up words they know to describe their friends:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends ?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance:

tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.

1) I think I am ______, ______ and _______.

I think I am ________ because I ________. So when you ______, you can _______.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.

Step 2 1. Listen to the tape and finish the three situations one

Listening by one. Then ask the Ss to check the answers with

their partners.

2. Go over Part 1 in Listening on Page 85.

3. Go over Part 2 in Listening on Page 85.

Step 3 Written work: Part 2 on Page 87 in the exercise book.

Homework Reading: Go over Speaking Part on Page 2 and finish

the table on Page 3.

Summary

Period 2

Step1 1. Ask the Ss to tell what they learned in the last period

Revision and their opinions about what a good friend should be.

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.

Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.

2. Let the Ss say what patterns we can use to make

apologies.

You said that you would … Why did / didn’t you …?

You promised to … Why didn’t you …?

Please forgive me.

I’m very sorry. …It won’t happen again.

I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then

with the whole class.

4. Go over Part 3. First ask the Ss to complete the role

cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.

Step 3 1. Go over Speaking part on Page 2 by checking the

Speaking list. First ask some Ss to read this part. Then check

The answers to the list.

2. Ask the Ss which of the six students they want to

make friends with and why.

3. Ask the Ss to discuss in groups of four: Are friends

very important in our life? Why?

Ask some groups to report the result of their discussion.

Step 4 Written work: Part 3 on Page 87.

Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Summary

Period 3

Step 1 1. Suppose you are alone on a deserted (empty, no one

Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.

2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.

3. Talk about the movie post of CAST AWAY.

Step 2 Ask the Ss to read the passage and find the answers

Reading to the questions:

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Step 3 1. Ask the Ss to find the answers to the first three

Post-reading questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

Step 4 Check the answers to the reading material on pages Workbook 88~89.

Step 5 1. Listen to and read the text again and again.

Homework 2. Find out the difficult sentences and go over the

notes to this text.

3. Look up the word learn in the dictionary and try to

find out different meanings of it.

Summary

Period 4

Step 1 1. Ask the Ss to tell what they have learned from the

Review text.

2. Ask some of the Ss to read the text paragraph by

paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:

on a deserted island, hunt for food, make a fire,

be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …

2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

3. Ask the Ss to put the follow sentences into Chinese.

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7)… we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

Step 3 Ask the Ss to think over and answer the question:

Discussing 1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Step 4 The usage of learn:

Word study 1. To gain knowledge or skill by study, experience or

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

They offered help as soon as they learned that we were in great trouble.

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

Step 5 Go over Part 1 in Vocabulary on Page 87.

Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Step 6 1. Finish Word Study on Pages 4~5.

Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Summary

Period 5

Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

Step 2 1. Ask the Ss to discuss the difference between Direct

Grammar Speech and Indirect Speech in pairs.

2. Summary:

In Statements

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

“I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

In General Questions:

“Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if she had seen his blue notebook.

In Special Questions:

“How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Step 3 1. Go over Part 2 on Page 88.

Workbook 2. Go over Part 3 on Page 88 first in pairs, and then

check with the whole class.

3. Go over Part 1 by asking some Ss to write down

their sentences on the Bb.

Step 4 1. Review the reading material.

Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.

3. Ask the Ss to think about in what ways we can make friends with others.

Summary

Period 6

Step 1 Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

Step 2 1. Read the short passage on Page 6 and tell the main

Reading and idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of

people do you think they are.

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message.

And then check each other’s message with the

partner.

Step 3 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 4 1. Go over Checkpoint 1.

Checkpoint 2. Ask the Ss to think about what they have learned in

this unit.

Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the

table correctly.

2. Go over Reflection and ask the Ss to finish the

sentences.

Step 6 1. Review the whole unit.

Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.

Summary

Period 7

Step 1 1. Dictate the following passage and then choose a

Dictation title for it.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.

1. ….

But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….

4. …. 5. …. 6. ….

But Lin Tao says they are doing OK.

Title: Students Running Bar

Study First or BUSINESS First?

2. Some words and phrases in the listening text:

solve a problem / problems, common problem,

get mad, communicate, in a different way,

deal with, apologize, apology, keep a secret,

in a difficult situation,

rumour 谣[流]言, 传闻

The rumo(u)r has turned out to be true.

这谣传结果是真的。

Step 2 Review the whole unit.

Summary

重大版高一教案unit 篇2

一、任务型教学法在词汇教学中的理论依据及意义

任务型教学 (Task-based Language Teaching) 是指教师通过引导语言学习者在课堂上完成任务来进行的教学。它强调“在做中学” (learning by doing) 的语言学习方式。具体来说, 任务型教学是“以完成具体的任务为学习动力和动机, 以完成任务的过程为学习过程, 以展示任务成果的方式来体现成就”。任务型教学法在很大程度上很好地把词汇教学从“教师强调音形义”向“学生重视听说用”的转化, 也让学生在完成词汇学习任务的同时激发学习兴趣、培养表达、思维等语言运用能力。

在当前高考考试改革不断深化的背景下, 英语词汇教学改革也成为英语教学课程改革的重要组成部分。要抓好词汇教学, 英语老师就要充分发挥自己的主导作用, 精心设计、加上适当的激励机制, 让学生在高效有趣的学习过程中领略到英语语言的魅力, 进而从“逼我学词汇”发展到“我爱学英语”。

二、词汇教学的三个有效步骤

任务型教学法指导下的高中词汇教学可以从以下三个步骤展开:第一是快速有效感知;第二是有效击破重点;第三是科学实践运用。

1.快速有效感知。快速有效感知主要针对读音任务。利用早自习时间和晚自习前二十分, 让学生大声跟读录音。如果部分学生对语音掌握不完善, 教师要给予他们系统地指导。教师要经常鼓励学生发扬小组合作精神, 你读我纠正, 同时开展组组竞争活动, 看看哪组读得好, 对表现好的同学和小组给予奖励。

2.有效击破重点。高中词汇教学一般包含以下几个基本内容:读音、词形拼写、词性、词义、使用规则和常见搭配等。但课堂教学时间有限, 教师实际上不可能对每个词汇都进行这样面面俱到的处理, 而且课程改革的需要, 也没必要要求学生将每个词汇都掌握地如此全面。加上随着课程学习的深入, 教材里的词汇量越来越多, 难度也逐渐加大。很多学生看到一个单元要学习那么多词汇, 在心理上会产生很大的畏难情绪, 他们很难在有限的时间里将这些词汇都熟记于心, 更不用说灵活、恰当的使用。其结果很可能造成部分学生逐渐放弃词汇的学习。因此, 教师在教授新单元词汇前, 要参照《课程标准》及《考试说明》的要求, 弄清单元的重、难点词汇, 以便在设计任务时着重体现。

如英语新课标模块1 unit5共有75个词汇。其中打三角形的有22个单词, 这些要求学生理解就可以, 教师可以指导学生将它们放在最后自行把握。而黑体词汇有19个, 这是学生必须在第一层次就学习和掌握的。教师可指导学生将这些重点词汇进行重组, 做重点理解和记忆。如按词性可重组如下:A.动词:devote, attack, escape, educate, beg, B.名词:quality, opinion, C.动词&名词:vote, reward, D.副词:nowhere, E.形容词:equal, active, F.短语:out of work, as a matter of fact, in trouble, turn to, lose heart, come to power, set up, be sentenced to.再通过在文本语境中不断复现, 对这些词汇学生就可以做到听得出, 读得准, 写得对, 记得牢, 用得好。如:要求学生阅读下面这个句子“when the judge read the sentence“According to the laws, you are sentenced to death”, the murderer said nothing.”学生在经过阅读、分析和推理后就能够得出“sentence”这个词既可以作名词也可以作动词, 有“句、句子;宣判、判决、判处”的意思。本单元最后剩下的其它34个词汇学生只要能够识别拼写和掌握大意, 在阅读中能做到“见其形, 知其义”即可。为扩大学生的词汇量, 教师也可适当指导学生了解这些词相关的近义词、反义词、基本用法。这些词汇可要求学生放在第二层次记忆。

这样的词汇重组有利于学生对本单元的单词学习有了主次之分, 也减轻了学生的负担, 增加学习英语的信心。

教师还可以进一步布置学生将单元词汇中由构词法 (派生词、复合词、转化词) 产生的词找出, 小组讨论后归类, 教师最后再引导和帮助学生总结出构词法相关规律。如self–selfish-selfless-selflessly、fair-unfair。这种纵向积累词汇的方式, 让学生在今后阅读中遇到相关词汇的延伸词时, 能根据构词法快速准确地猜测出它们的词义、词性和用法。

3.科学实践运用。词汇学习不仅要经过课时词汇学习的“小循环”过程 (理解、复现、模仿、识记、运用等) , 而且要经过单元词汇学习的“大循环”过程。教师应尽量创设情景, 让学生在其中运用并巩固所学词汇, 从而使新学的词汇纳入自己的语言和认知体系之中。因此教师在设置词汇应用任务时, 要体现新颖性和挑战性, 让词汇在“学中用, 用中学”, 并充分激发学生的参与热情, 培养自主学习的能力。以下是行之有效的实践运用应用实例。

(1) “I am the winner.”词汇接力比赛。以小组为单位, 给每个小组不同的词汇接力主题。如要求第一小组成员说出本单元的构词法单词, 每个同学说一个词汇并将它准确拼读出来, 同时把该词的意义也快速说出。如“peaceful”, “ p-e-a-c-e-f-u-l”, “和平的、平静的、安静的、爱好和平的”。下个同学马上接着说另一个不同的词汇。词汇读错、拼写错误、意思错误都要出局。这样一直循环, 坚持到最后的同学即为胜利者。教师带领同学为他/她鼓掌祝贺, 并给予一定的物质奖励, 如一只笔、一快糖等。词汇接力主题还可以让学生说出本单元表示人物性格品质的形容词、重点短语等。

分析:通过这样富有竞争性、活泼性的集中说词活动, 让全班同学都积极参加, 形成了你争我抢的热烈气氛。这个活动难度不大、操作简单但参与度高, 对全体同学特别是畏惧记忆词汇的学生特别有吸引力。

(2) “who is heshe?”竞赛活动。完成单元课程后, 利用本单元warming up里表示人物品质的词汇, 让学生自选三到四个词, 结合第一单元“friendship”的话题, 描述班级同学或老师, 让其他同学猜一猜“who is heshe?”。如学生A:“The classmate is warm-hearted and outgoing.When others are in trouble, she is selﬂess and willing to give us a hand.She would like to help us do cleaning.”

分析:这是一节复习课之前的热身导入部分, 这个环节的目的是用头脑风暴的方式培养学生的表达能力和提高对词汇使用的关注度。竞赛活动的设计难度适中, 能充分让多数学生参与进来, 同时为接下来的教学铺垫了轻松、活跃的课堂气氛。这种有话可说的词汇巩固方式, 能够让学生把所学的词汇在所熟悉的语言环境中得到很好的应用。

(3) 语篇填词。让学生根据语篇内容 (可以是课文的缩写或改写, 也可是其它内容的语篇) , 填上适当的单词或短语。如:Though the teaching condition is very tough.The selfless teacher devotes all his time and energy to teaching the students in the countryside.He believes the persons who are well-educated are of high quality men.He always encourages his students not to lose heart.Only by working hard can they achieve their dream.The teacher often asks them not to laugh at those in trouble.On the contrary, they should be willing to help them.

(4) 复述课文。教授完课文后, 教师在黑板上列出重点词汇, 将学生分成两组。其中一组学生从主人公Elias的角度用第三人称复述课文, 另一组从曼德拉的角度用第一人称复述。接着开展比比看活动, 看看哪组同学使用的词汇更多, 复述的更全面。

分析:实践经验告诉我们, 复述是最有效的了解篇章细节、熟记相关词汇的教学方法。复述不是背诵, 而是要让学生做到“心中有词, 词不离文”。它要求学生在复述时要经过逻辑思维将文本语言转化成自己的语言。通过复述, 学生不仅能最有效、快速地巩固目标词汇, 更好地理解课文, 而且还可以训练口语表达能力和谋篇布局能力。

三、结语

词汇的学习从认知到掌握再到熟练应用需要一定的时间和过程, 没有什么捷径可走。因此, 教师应科学运用任务型教学法, 发挥主导作用, 设计行之有效的任务, 培养学生的思维, 使他们掌握一定的词汇学习方法和技巧。同时, 教师要积极探索, 勇于进行教学改革, 使自己的教学形式多样化、生活化、情境化, 从而促进学生听说读写能力的全面发展, 最终提高综合运用能力。

参考文献

[1]教育部.普通高中英语课程标准 (实验) [M].北京:人民教育出版社, 2003.

[2]郑秋秋, 俞红珍.高中英语单元语言教学目标的分解与细化[J].中小学外语教学 (中学篇) , 2013, 36 (4) .

重大版高一教案unit 篇3

1.知识目标与技能

理解掌握价格变动对生活、生产的影响，熟练运用价格变动的影响分析相关经济现象，提高学生参与经济生活的能力。

2.过程与方法目标

运用实例分析法，自主学习，合作探究总结应对价格变化的

措施。

3.情感、态度与价值观目标

形成对价格变动认识的科学态度，用具体、明确、可操作的行为语言，描述本课的知识、能力、方法、情感、态度、价值观等方面的教学目标。

二、教学重点、难点

价格变动对生活的影响、价格变动对生产的影响。

三、教学方法

创设情景、教师引导、学生讨论。

四、新课引导

枸杞是我们宁夏的特产，在宁夏，很多人靠生产枸杞生活，李大山就是一个代表，李大山有个爱好就是创作打油诗，这节课我们将通过大山的打油诗学习价格变动给人们的生产和生活带来的

影响。

五、新课讲授

1.对生产的影响

师：每年夏季是枸杞收获的季节，作为枸杞生产者，枸杞的价格时刻牵动着大山的心，影响着他的心情，2012年的夏天，大山怎么也高兴不起来。

李大山的喜和忧（一）

种植枸杞已多年，靠它吃来靠它穿，

卖高卖低不由咱，到底由谁说了算？

今年价格又走低，我心犹如血在滴！

枸杞枸杞我爱你，就像老鼠爱大米。

师：原来是枸杞的价格让大山苦恼了，到底是什么因素导致了今年枸杞价格下滑呢？一起看看今年的枸杞行情。（看视频）

师：看来今年的枸杞行情确实不够乐观，是什么因素导致了枸杞价格下滑呢？

学生回答，教师总结：需求不足、质量不好。如果你是大山，面对这样的行情，面对外来枸杞的冲击，该怎么办呢？（生：讨论2分钟并交流）

师：下面我们一起把同学们的发言总结一下，看看价格变动对人们的生产会有哪些影响！

板书：价格变动对生产的影响：（1）调节生产规模；（2）提高劳动生产率；（3）生产适销对路高质量的产品。

教师总结：同学们的想法都非常好，我会把大家的想法带回去给大山，相信大山的腰包会越来越鼓，他的生活也会越来越红火。近些年，由于大山吃苦耐劳，再加上国家政策照顾，他的日子已经很红火了。

李大山的喜和忧（二）

感谢国家政策棒，我由温饱奔小康，

前年盖上大瓦房，去年买了电冰箱，

添了电脑连了网，城里农村一个样。

日子年年大变样，犹如心里吃了糖。

师：真为他的幸福生活感到高兴，此时，我们也发现大山的角色也由生产者转变成了消费者。那么，作为消费者会关注商品价格的变化吗？为什么？

学生讨论，教师总结：是的，商品价格的变化会对消费者的生活会产生重大影响，最直接的反应就是需求量的变化。一般情况下，商品价格变动会对消费者需求产生什么影响呢？

2.对生活的影响

板书：1.一般情况下，商品价格变化与需求的变化成反相关

学生活动：举例说明，并上黑板画曲线图。

教师：随着经济的发展，大山的日子确实好过了，可是物价的不断提高给大山增添了不少烦恼：

李大山的喜和忧（三）

老婆想要金手镯，粮油价涨不停歇，

老婆老婆听我说，生活计划还得做，

镯子咱再拖一拖，看看金价跌不跌。

师：金镯子之类的商品和食品有什么不同吗？这两类商品的价格变化对需求量的影响一样吗？（生：……）

板書：2.不同商品对价格的反应程度不同

学生活动：在同一区间画上对比函数图（对学生有点难度，教师可适当指导）

师：在人们收入一定的情况下，哪类商品的价格对人们生活水平和生活质量的影响比较大？（生：……）

教师总结：居民生活必需品的消费，尤其是食品的消费支出占家庭总支出的比例越小，越有利于居民生活水平的提高。经济发展带动物价上涨是正常的，但是，如果物价上涨的速度快于居民收入增长的速度，这就非常不利于居民，尤其是中低收入居民的生活水平的提高。因此，国家非常重视物价的稳定，在这方面也做了非常多的工作，当然，最重要的工作还是要发展经济，提高居民收入。

教师：近些年，我国经济发展的成就有目共睹，大山的收入确实增加了不少，今年大山又圆了自己一个梦，拥有了一辆汽车，可是，经历了短暂的喜悦，苦恼也随之而来：

李大山的喜与忧（四）

有了汽车真方便，买车容易养车难，

汽油改成天然气，谁知气价又翻倍，

开车成本实在贵，喜忧参半啥滋味？

电动汽车快普及，还是用电最实惠。

教师：大山为什么会有“买车容易、养车难”的体会？养车需要的东西和车是什么关系？

学生：互补品，概念，举例。

教师：如果两种商品为互补品，一种商品的价格会对另一种商品的需求量产生什么影响？（学生：……）

教师：大山为什么会油改气，甚至有换电动汽车的想法？油、气、电是什么关系？

学生：替代品，概念，举例。

教师：如果两种商品为替代品，一种商品的价格会对另一种商品的需求量产生什么影响？

板书：3.相关商品价格的变动对需求量的影响

互补品——反相关，替代品——正相关。（学生活动：举例说明，并画曲线图）

3.课堂总结（我们的收获……）

总之，价值决定价格，价格围绕价值上下波动这条经济规律是谁都无法改变的，若价格的变化在合理的范围内，只要人们能够按照价格的变化对他们的生产和生活做出科学的、合理的调整，那么，人们的生产效益和生活质量一定会像宁夏的枸杞一样越来越红！

（作者单位宁夏回族自治区中卫中学）

重大版高一教案unit 篇4

wish 后面跟宾语从句，从句中要用虚拟语气，即时态往前推一格， be动词改成过去式时，用 were。

I wish I ____were___ (be) as clever as you.(现在)

How he wishes that he ____had passed_____ (pass) the exam last term. (过去)

How I wish I _______would/could/might have____ (have) a good holiday.(将来)

2. in case conj. “以防，万一 ”，引导条件状语从句，或adv 置于于句末，作状语

in case of +名词或代词

in that case 要那样的话 in any case无论如何 in no case 决不

(1)John may phone tonight. I don’t want to go out ____in case___he phones.

(2)You’d better take an umbrella ___in case of__________ the rain.

(3)You’d better take an umbrella _____in case________it rains.

(4)I don’t think I’ll need any money but I will bring some___in case_____.

(5)I hope it will be fine tomorrow. ____In that case____, we can go out for a picnic.

(6)It’s too late in any case. 无论如何太晚了。

(7)In no case will I give in. 我决不投降。

3. arrange Vt./Vi. 安排，准备 arrangement n.

arrange sth. arrange to do sth arrange for sb. to do

(1) 我们会安排好一切的。 We will arrange everything.

(2) 我已经安排今晚同他们见面。 I’ve arranged to see them tonight.

(3) 我已经安排玛丽去机场接你。 I’ve arranged for Mary to meet you at the airport.

4.We eat and drink whatever they do

Whatever adv./conj. 可引导名词性从句和状语从句

(1) no matter +who(m) /where/which/what/how/when..=wh-+ever均能引导让步状语从句

Whenever he comes to Beijing, he will visit his teacher.=No matter when he comes…

(2) 引导主语从句和宾语从句只能用who(m)ever, whatever, whichever,不可用no matter who(m) , no matter what, no matter which

(3)however=no matter how引导让步状语从句时，常与形容词与副词连用

Have a try：

(1)No matter what he says, I won’t believe him.= Whatever he says, I won’t believe him.

(2) You can eat whatever you want.

(3) Whoever breaks the law should be punished.

(4) However/No matter how difficult the job is, we must try our best.

5. supply

v. 供应，供给supply sth to sb=supply sb. with sth

provide sth for sb=provide sb with sth 提供

offer sb sth=offer sth to sb(主动)提供

(1) The media supplies lots of information __to______us every day.

=The media supplies us ____with_____ lots of information every day.(2) A pipe line will be built to D some eastern provinces gas.

A. send B. provide C. supply D. offer

n.供应，供给，供给物 the supply of sth

(1)The water company cut off the _supplies____ of water for no good reasons.

6. scare vt.惊吓，使害怕，使恐惧 adj. scared惊恐的; scary令人惊恐

be scared at ….对…感到害怕. be scared to do 害怕做… scare away吓跑

1) His idea __scared_____ me. 2) She __was scared ___ at the strange noise.

3) People keep a dog _to scare away________ thieves.

4) He is scared to go out alone at night 他害怕晚上出去。

5) It was a __scary___ story and children were scared_____ after they heard it.

7. up close

close: adj(时间，空间上)接近;亲密的;仔细的，严密的 adv靠近地常与to连用

closely : adv 仔细地,严密地

Our new house is __close___to the school. Jane and I are __close____ friends.

It was raining heavily. Little Mary felt cold, so she stood _close_____to her mother.

She stood__close___ to her teacher so that she could watch__closely___.

The policeman examined his room__closely___.

Our health is closely related to (和…紧密相关)our diet.

8. tire vt. 使劳累/使厌倦 adj. tired 困倦的，厌烦的; tiring 令人厌烦的

be tired of ….厌倦… be tired from/with…因…疲劳

Too much work tired me (out)._____太多的工作使我筋疲力尽。___

I was tired from/with too much work._____我因为太多的工作而劳累。_______

He was very talkative and I was tired of talking with him.__他太健谈了，我厌倦和他讲话。__

His speech was tiring. I can’t put up with it. 他的演讲令人厌烦。我无法忍受下去了。

9.It’s the biggest desert in the world--the size of the US.

the size of the US= as large as the US= the same size of the US

倍数表达法 A is once/twice/three times … as +原级+as +B

A is once/twice/three times … 比较级+than B

A is once/twice/three times … the +名词(size/ length) of B

新图书馆是老图书馆的4倍大。(3种表达)

The new library is four times as large as the old one.

The new library is three times larger than the old one.

The new library is four times the size of the old one.

9. The sun can be so brilliant that you’ll need to keep covered or you’ll get burnt.

get done 表被动

(1) His car got stolen (steal)at the weekend.

(2) Our car gets cleaned (clean) about once every two month.

(3) She got paid (pay) before she went on a holiday.

Word power, Grammar, Task

10. 强调句型基本形式为：It is/was +强调部分+that+其他部分

强调部分可以是句子的主语，宾语，状语，状语从句等。

其特征是去掉It is/was…that…句子依然成立。

Eg. It is in the garden that his party will be hold.

It is Tom that/who helped us in the accident.

It was because his father changed his job that they moved to California.

是他昨天送那个男孩回家的。 It was he that sent the boy home yesterday.

是上个星期天小张买了辆车。 It was last Sunday that Xiaozhang bought a car.

是因为他妈妈生病他昨天没来上课It was because his mother was ill that he didn’t come to school yesterday.

是直到他回来我们才知道这个消息It was not until he came back that we knew the news.

11. total adj. 完全的，全然的，全部的，总计的

It’s a total failure ._这是一次彻底的失败. The room is in total darkness.__房间里一片漆黑。

Can you tell me the total number? 总数

n.总数，总计

What does the total come to?__总共有多少___There are 50students in total.__总共50名学生。

Project

12. reach: v/n够得着，延伸，达成

(1) Vt. We reached Beijing to reach an agreement yesterday__到达 ____;达成(协议)到达某地：reach sp.= arrive in/at sp.=get to sp.

Can you reach the book for me? __拿______

You letter reached me yesterday. __寄到_____

Vi. The land reaches as far as the river.________延伸 _______________

比较：The baby reached for the apple but he couldn’t reach it.

reach for 伸手去拿(不强调结果); reach 拿到; reach out for 设法抓住(拿到)

(2) n. 够到

out of one’s reach 够不着

beyond the reach of sb. =out of the reach of sb.某人手够不到的地方

within one’s reach某人手够到的地方

He reached out for the book on the shelf, but failed. = The book on the shelf was beyond /out of his reach.

13.view视野;风景，景色;观点

The house has a view over the sea.__视野______

You can get a good view of the city from the tower.___景色_______

What’s your view on school punishment? ____观点_____

14. tower vi 高耸，屹立

He is the tallest in class; that’s to say, he towers over/above any other boy._远比…高

He did best in that exam. He towered over/above his classmates._____ 远比…好

15. surround v. 环绕;围绕;包围 surroundings n. 复数周围的环境

Tall trees surround the lake.

The lake is surrounded with /by tall trees.

The police surrounded the house./The house was surrounded with the police.

With the mountains __surrounding____the village, it is not easy for villagers to go to town to buy things.

___Surrounded_____by the students, the teacher explained the problems patiently.

16. harmony n. 调和,一致;和谐 in harmony 和睦地;和谐地harmonious adj 和谐的

be in harmony with 和……一致，和谐

be out of harmony with 与……不一致

live/work in (perfect) harmony 一起生活，工作得(十分)融洽

人类应该和大自然和谐相处。 Human beings should live in (perfect) harmony with nature.

他们之间不和谐，经常吵架。 They are out of harmony with each other. They often quarrel.

他们一起工作十分融洽。 They work in perfect harmony.

17. In this perfect world lived people who had discovered how to stay young forever.

(1)完全倒装句: 表示位置，位移的副词及介词短语充当的状语位于句首;

在以here, there, out, up, down, away, now 等副词位于句首而且主语是名词时，用倒装

From the window came the sound of music. The sound of music came from the window(正常语序)

一位老人坐在树下。 Under a tree sat an old man。

There comes the bus.____车来了__________

门口站着一个小男孩。Standing at the gate is a little boy

(2) perfect: adj. 完美的，极好的 be perfect in 精通……

Nobody is perfect. 人无完人。熟能生巧。Practice makes perfect

18. form v. 形成;组成;构成;养成

form sth (from) form the habit of 养成……习惯

n. form 形式;外形;格式，表格

in the form of 以 ……形式

这个女孩养成饭前洗手的好习惯。The girl formed the habit of washing hands before meals. 这个集训是以讲座的形式。The training is in the form of lectures.

19. be covered with 被覆盖 cover v.

(1)报道,采访 The journalist is covering the Olympic Games in Beijing.

(2)走完(一段路程)The Red Army covered 25,000 li on their Long March.

(3)占有(多少面积) The city covers an area of ten square miles.

重大版高一教案unit 篇5

Step 1 warming up

Activity 1 talking about some signs used everyday

T: Most of you have been to many places whether big or small , far or near , and I’m sure you must have seen many signs . Now I’d like you to see some signs used everyday , and tell me what they represent , ok ?

Ss: Ok .

(show the signs on the screen)

T: What does Sign1 mean ?

Ss: Be quiet

T:Where do you usually see it ?

Ss: bus / railway station

T: what about sign 2 (sign2/3/4…the same as above)

Activity 2 : talking about the pictures on Page 15

T: turn to page 15 and have a look at the pictures ,I’ll give you two minutes to discuss with your partner and see whether they are doing wrong and write your answers on the line .there is already an example in picture 1, the man is driving too fast , he should drive at the speed of 30 km an hour , but he is driving at 60 km per hour .

(2 minutes later)

T: S5, is she doing anything wrong in picture 2?

S5: Yes

T: What’s that ?

S5: She is littering

T: Why?

S5: Because there is a sign in the tree saying Don’t litter/No littering.

(picture 3 and 4 the same as above)

T : Very good , Whenever you go on a trip , we shouldn’t do what we aren’t allowed to do , is that clear ?

Ss : Yes

step 2 an open discussion

T: How do you usually go to school? Or what kind of means of transportation do you take to go to school ?

( Bb : means of transportation : a means of carrying people or goods from one place to another)

Ss: By bus / by bike

T: Why ?

Ss: Because it’s not far.

( Bb : by bus –not far - distance)

T: Does anybody of you live in Dongtou Island?

Ss: No

T: Then suppose you live in Dongtou Island , and now it’s the weekend , how are you going home ?

Ss: By ship

T : why ?

Ss : because there is a lot of water around it .

( Bb : by ship-water - location)

T: suddenly the typhoon comes , how are you going home ?

Ss: By bus

T: So the weather is very important . Ok , what you said is reasonable

T: so from the above we can have a conclusion : before we decide which means of transportation we have to consider many things , now comes the question : what have we to consider ? ( an open question)

Ss: weather , time , distance, location …

( Bb : consider : think about , follow by sth ./doing sth /wh-to do sth /clause)

( show the map of PRC)

T : look at the third part of warming up , there are 4 situations and now discuss how you’d like to go to the places , by train , by boat , by air or others , and give reasons , the map can help you , please work in group of 4.

T: how would you go from shanghai to London( pointing to the map)what about from Beijing to Guangzhou / chongqing to chengdu / dalian to qingdao

Ss: By plane / train or bus / ship

Step 3 Speaking

Activity1 pre-speaking :ask and answer

T : do you know which actor I like best in Hongkong ?

Ss: …

T: I like him best , he plays an important part in this series (show the picture of Looking back into the Tang Dynasty on the screen)

T: What does this series talk about ?

S8:

( show on the screen “ a modern man traveled into the past ”)

T: what will you travel by if you want to go to the past or the future ? I have a machine which can take you to wherever you like and whichever year. (show the picture of the machine) I’m quite generous , if you want to borrow it from me , I’m glad to lend it to you.now I’ll give you 2 minutes to the place you’d like to visit best , the years when you would go and the reasons

( 2 minutes later)

T :Ok, who’d like to borrow it from me ?

( several students respond)

T: Ok, S9,which year would you like to go to ?

S9 :

T: where would you go ?

S9:

T: why ?

S9:Because…

T: Good , now take my machine , I wish you a good journey

T: OK ,S10, what about you ? Now S9 has come back , she said my machine was wonderful , which year would you like to go to ? ( S10/11 the same as above)

(the answers to each student are written on the blackboard)

Activity 2 making dialogues

T: Just now , I have made three examples for you . now please look at the examples in your books . it’s a dialogue between 2 students . They are talking about traveling to the future , read the dialogue by yourself first and two of you are to make a new dialogue using the information on the screen

(show the questions on the screen :Which year would you like to go to? Where would you go ? Why ? )

and make as many sentences as possible . I’ll give you 4 minutes to prepare and then I’ll ask 2 pairs of you to act out your dialogue , any questions ?

Ss: No.

( 4 minutes later )

T: who’d like to have a try ? S11 and your partner ,please ( 2 pairs)

Step4 debate

T : each of you wants to go somewhere else to have a trip , but not all the local people like you to go there , some thinks tourism is good for them ,others think it bad , now suppose you live in a village , some of you want to develop the lake and turn it into a tourist resort (胜地) while some not .

( show the two parties on the screen :)

A :You think tourism will be good for your village because

B :You think tourism will be bad for your village because

T: now group 1and 2 are A , and groups 3 and 4 are B , you can think out as many reasons as possible , then we’ll have a debate to which party will win I’ll give you 3 minutes to prepare

Step 5 summary and homework

Activity 1 : summary

Today we’ve done some speaking and know how to choose means of transportation , also we’ve used my machine and traveled to many places to the future and the past , besides we’ve learned some new words

Activity 2 : homework

Preview the reading text on page 17 and underline the new words and expressions

Do the exercises on page 101

Period 2 : Reading

Step 1 greetings

Greet the whole class as usual

Step 2 pre- reading

Activity 1 : pre-reading : questions

T : In the last period we’ve learned something about traveling , do you like traveling

Ss : Yes

T :why ?

Ss: because

T: where would you most like to go ? S1

S1: …

T: Why ?

S1 : because

( 2 students )

T : Do you want to experience something different ?

T : now turn to page 17 , look at the picture , what are they doing ?

Ss : they are walking

T : yes , and what are they carrying ?

Ss : Large bags

T : yes , or we can say it’s backpack . in front of them ,there is a high mountain , they are to climb them .

T: One of my friends went to Qingzang Plateau in the summer holiday .And he told me that he was making an adventure travel , do you think so ?

Ss : Yes

T : Then in your opinion , what’s an adventure travel ?

( S2 answers the question , 2 or 3 others add the answers)

T: Yes ,quite right . what are the two popular activities ?

Ss : hiking and rafting ( since some of them may have previewed the lesson , so they may know the answer )

Activity 2 : main idea

T : is it right ? now listen to the tape to find out whether hiking and rafting are the two popular activities , and to find out the main idea of the text , are you clear ?

( show the questions on the screen to make sure they won’t forget the questions)

( play the tape)

T : now all together , it’s right or not ?

Ss: Right

T : who ‘d like to tell us the main idea of the text . Ok , S3

S3 :

( generalize his answer and show the answer on the screen)

T : Very good . ok , we watch TV a lot , and from the TV , what other kinds of adventure travels do you see ?

Ss : ( climbing , diving , mountain biking , sailing , downhill snowboarding ,camping ,bungeeing)

Step 3 While reading

Activity 1 extensive reading

T: ok , now let’s turn to the text , This time , let’s read the text quickly and do the true or false questions on the screen .

T : first read through the questions

( 1minute later)

T : You can start reading now I’ll give you 3 minutes to do the job . if it’s false , correct it , ok?

( 3 minutes later )

T : ok , now , No. 1 …

( check the answers )

1.Hiking and rafting are both very dangerous.

2.When you are hiking , you should wear a life jacket .

3.People make adventure travels because they are looking for unusual experiences

4. The name “ whitewater” comes from the fact that the water is white Activity 2 intensive reading

T: turn back to page 17 . read the first paragraph carefully and find out the main idea of the paragraph , or what’s it about ? and find out the reasons of traveling , understand ?

( 1’ later)

T : ok , all together , what’s the main idea of the text

Ss: Why do many people travel ? ( shown on the screen )

T : yes , good . well , what are the reasons ?

Ss :see other countries , visit places …( shown on the screen)

T : yes , people travel for many different reasons , what do you travel for ? S4

S4:

T : what about you S5 ?( S 6 /7 the same as above)

S5/6/7 :

T : any problems about paragraph 1 , if not let’s go on

T : turn to page 18 , here is a chart , now you are wanted to read the following two paragraphs carefully and do the chart , finding out the similarities and differences between hiking and rafting , remember if the item is not mentioned in the text , just escape it , ok ? I’ll give you 3 minutes to do it.

( 3’ later ) ( ask one of the students who does the work more quickly to write the answers on the blackboard)

( then check the answer in accordance to the screen)

`Activity 3 : talking

T : can you go rafting in wenzhou?

Ss: Yes ,

T : where can you go rafting ?

Ss : nanxi river

T : who has ever been to nanxi river ?

Ss :

T : What can you do in nanxi river ?

S1 :

T : ok , now look at the pictures on the screen, can you tell me which picture is more likely to be the rafting in the nanxi river ?

Ss : the left one .

T :Do you think going rafting in nanxi river is the same as the rafting in the picture ?

Ss: No

T : what is the difference ?

Ss:more dangerous….

( the differences between normal rafting and whitewater rafting )

Step 4 post reading

T: now you have known a lot about the text , turn to page 18, there are 5 multiple choices here, after you have read them choose one of them , ok ?

Ss ; ok

T : I’ ll give you1.5 minutes to do it .

( 1.5’ later)

T : No1, adventure travelers want to ________

( check the answers just in the book)

Step 4 summary and homework

Activity 1 : summary

In this class , we’ve read a passage about adventure travel. And we’ve learned something about hiking and rafting . I hope you’ll go hiking and rafting if there’s a chance .What’s more ,in your spare time , read some passages about other adventure travels to know something about them .

Activity 2 : homework

Preview the integrating skills part

Workbook : do the related exercises (the reading parts)

( time permitting , options :check the exercises of reading on page 101

discuss the tips of other adventure travels)

Period 3 : Reading Integrating skills and writing

Step 1 revision [reading ( useful expressions) ]

T :yesterday , we have got the general idea of the reading part , who can tell us what it is mainly about ?

S1: It’s mainly about the adventure travel , rafting and hiking .

T : Yes , very good . now let’s have a quick look at the text and explain some language points of the text .

( teacher retells some main sentences of the text which have language points and the language points will be shown on the screen )

T : Are you clear now ?

Ss :Yes .

T ; Very good . look at the blackboard , there are several multiple choices , you are to do the exercises to make sure that you all know them .

Step 2 integrating skills

Activity 1 reading

T : When people travel , what kind of travel do they usually make ?

S1 : hiking .

T : And what kind of travel is hiking ?

S1 : adventure travel

T : Yes , besides adventure travel , what is the other kind of travel ? you just go to Beijing to see the Great Wall , what’s it ?

S1: normal travel .

T : Good , have you ever heard of another kind of travel-eco-travel ?

Ss : No .

T : In yesterday ‘s debate , B said that tourism was bad for the ecology , for people had to cut trees to develop the lake . ( ecology )so in your opinion , does eco-travel have sth to do with ecology ?

Ss : Yes

T : look at the two words , do they have something in common ?

( write the words on the Bb)

Ss : the beginning 3 letters of the 2 words are the same .

T : Yes , the prefix eco – usually means “ o f ecology ” “ 生态的 ”

T : Now guess what an eco-travel is ? what do people make an eco-travel for ?

Ss :

T : Good , now turn to page 20 and read out the words above the table loudly ,try to find out the meaning of eco-travel and the differences between normal travel and eco-travel . I’ll give you 2 minutes .

( 2 minutes later)

T : Ok , S1 have you found out what eco-travel is ? ok , what’s it ?

S1 : Eco-travel is a form of travel that combines normal tourism with learning.

T : S2, can you tell us the differences ?

S2: normal tourism is bad for the environment and eco-travel can make the environment better , or at least understand it better .

Activity 2 talking about the eco-travel

T :Yesterday I surfed the Internet and noticed 2 places , they are very suitable for us to make an eco-travel , do you want to see what they are ?

( show the pictures on the screen )

T : How are they ? Are they good ?

Ss : yes .

T : One is the red river village in Viet nam , the other is snow mountain , it is longgu mountain

T : S2 , which one do you like better ?

S2 : Red river village .

T : suppose now you are making an eco-travel in the red river village , what can you do ? What can you learn ? What can you help do ?

( 3 students are required to do it .)

T : Good , now discuss in group of four , you can choose one of the 2 places and finish the red box , then send us a representative t o make a report to us , ok ?

You can do as _______

I think we should go to ________ , because we can __________and we can learn about _______

If we visit Red river village ,we can help __________

Step3 writing

T :Above all , wherever you go , you must make a schedule everyday . In that case , you will make good use of time and have a good time . Naturally , you will not waste money . I like traveling very much and have been to many places , last night I went to Japan and I had a good time so I wrote a letter to you , ( in my dream) , have you received it ?

( show a letter on the screen )

Qs : How many time points have I told you in the letter ?

What did I do yesterday ?

What am I doing today ?

What will I do tomorrow ?

( 4 Ss are to answer it )

T : Good , in writing a letter , you should use the past tense to indicate the things happend in the past , ( so does the present and future tense ) and pay attention to the form of the letter

T : Now look at my letter carefully and see whether there is anything wrong with it ?

S3 : the date , comma

T : Yes ,very good , thank you very much , so next time when you write a letter , pay attention not to make mistakes

Step 5 homework

T : Now comes your homework , please write a letter to your friend or teacher about the schedule of your trip like mine .before you start writing , you need to think about what you are going to write , list good ideas and make notes , you should pay attention to the form of a letter ( shown on the screen )

( option : do the exercises on useful expression and the tenses)

1.The girls _________(下班) work at five p.m.

2.______(当心)that you don’t get into trouble .

3.Clothing can _______(保护)us _____cold .

4.I __________(进行锻炼)every morning on the playground .

5.He ______(细心)with his homework .

6.He has _____________(徒步旅游)

7.He is tired , let me go _____(代替)

8.He is tired , let me go ________(代替) him .

9.Don’t _________(靠近) the tiger , it’s dangerous .

Period 4 :Listening

Step 1 greeting

T : Good morning , boys and girls

S: Good morning ,Miss Huang

Step 2 pre-listening

Activity 1 : listening to a song

(play a piece o f song 2 or 3 minutes before the bell rings )

T : Is it a lovely song ?

Ss: Yes .

T: what’s the beautiful place in the song

Ss: California hotel

T: California is a lovely place for us to travel . If you want to go there , how can you make it ,by plane or by train ?

Ss: By plane

Activity 2 : talking about boarding calls

T : ok, now listen to me carefully , and tell me where you usually hear it ?

“ Ladies and gentlemen , attention please , Flight BA 432 from Shanghai to Wenzhou is boarding at Gate A2 in 20 minutes , please get ready .”

T : Have you heard of it before ?

Ss : Yes

T : Where do you usually hear about it ?

S1 : In the airport

T : When does it usually happen ?

S2 : Before people get on the plane .

T : Yes , very good . we can also say “ board the plane = get on the plane”

T : Now listen to me again and try to find out how many messages there are in my broadcast

( the same as the above)

T : now can you see how many messages ?

Ss : 3

T : yes , very good , what are they ?

S3 : the flight number , the destination , gate number

T : yes, ok now look at the screen , do you know what it is

Ss: Boarding pass

T : yes , now let’s go through the pass and find out the flight number , the destination , and the gate

T : ok , now altogether

Ss :

Step 3 : listening

Activity 1 : listening to the tape and doing the exercises on P15 -1

T : now turn to page 15 , there are 3 boarding calls , you will listen to them once and write down the destination , the flight number and the gate of each call , and pay attention to some details , make notes while listening

( play the tape once )

T: Have you got it ?now , all together .

( if necessary , play it again )

T : Good , you have done a wonderful job , among the 3 calls , which one isn’t changed ? What is the origin of each flight ? What happens to No.3 flight ?

( play again for the details)

Activity 2 : arrange the order of the pictures on page 97

T : We can see that things always change without expectation , so when you want to go somewhere by plane , please arrive at the airport earlier . you can wait in the waiting hall , when you hear the boarding calls , you can begin boarding the plane , now comes the question , when you hear the boarding calls what other things will you have to do before you get on the plane ?

S1:

T : Ok, turn to page 97 , what are they doing ?

Ss:

T : yes , very good , arrange the pictures first by yourself before listening

T : S5 , what’s your result ?

S5 :

T : Ok , now let’s listen to the tape to see whether it’s right or not

( play the tape )

T : arrange the right order

Activity 3 : listening to the tape and doing the exercises on P16-2

T : Do you know how to board a plane now ?

Ss : yes

T : Good , since you know how to board a plane , so going abroad becomes much easier , if you have a lot of money , where would you most like to go , at home or abroad ?

S6/7/8 :

T : Ok , you have many choices and we can’t say which is better , which is worse . I have been to many places , I think I could be a good guide for you , now look at my suggestions to see whether you like it or not.

( show pictures and describe the pictures : the Forbidden city , tian anmen, mona lisa , Eiffel Tower – how can we go up to the top of the tower , penguine , polar bear , yangliwei )

T : 5 world travelers like them very much , they take my suggestions and they wrote 5 postcards for us about their trip , now turn to page 16 , listen to the tape and find out the answers to the table

( listen to each card after talking about each picture on the screen )

( play the tape again if necessary)

( listen to it again one by one and discuss some other information)

NO.2 What’s the color of the flag?

Do you know where the painting is kept ?

What’s France called in the postcard ?

NO3 . How long is the plane ride ?

NO 4 . How high can we jump ?

NO5 : How long have we had to swim to get here ?

Is there enough air below ?

Step 5 : homework

do the exercises on page 18 : word study

Page 99-100 practising

Period 5 :Language study

Step1 word study

T : ok , now open your book ,turn to page 19 , match the words and phrases . Yesterday I have asked you to finish it , have you done your homework ?

Ss : Yes .

T :Good , now let’s have a check .

Step 2 grammar

Activity 1 do some exercises to review the tenses

T :We have learnt a few tenses before ,such as the present tense , the past tense , the past perfect tense and so on . Now look at the screen , we’ll do an exercises to review them . I think 2 minutes is enough for you .

( 2 minutes later , check the answers )

T : Ok , are you ready ? let’s have a check .

( explain the tenses and list the table of 12 tenses on the screen )

1.Unless he ________(promise ) to help us , we shall lose the games .

2.It is five years since my dear aunt _____(leave) here .

3.I don’t know when he _________(come) , but when he _____(come), I’ll speak to him.

4.She___(be) poor in French , but she _______(do) her best to improve it .

5.I’m sorry I ______( forget) to tell him to come here for the meeting .

6.I ________(have) the bad cold for a week ,still I can’t get rid of it.

7.Tom told me that he _______(meet ) John and ______(give) him he message already .

8.She __always _______(work) when I go to see her .

9.He ________(do)his lessons from seven to nine last night .

10.He said he _______( be) free the next week

Activity 2 : talking about the changes of life in different time , using 3 different tenses

T : Look at me carefully , am I different today ?

Ss : yes

T : Ok , now what are the changes ?

Ss : Hair style

T :yes , things are always changing . times change and so does the way we live , many things we often do become easier and faster ,such as writing , reading , shopping and so on , do you know the ways of doing things in the past ? can you imagine the ways in the future .

T :ok , now look at the red chart on page 19 , for example , in the past we traveled by horse , today we travel by car/plane , in the future, we will perhaps travel by spaceship . try to fill in the blanks and read out yours answers as the examples in part three . are you clear ?

Ss: yes.

(teacher copies the chart on the Bb ,4 students are required to do it ,T write down the answers on the blackboard)

T : look at part 3 ,When you make the report , follow this :

In the past people…

Today people…

In the future , people will …

Activity 3 the future tense

T : so we can say , to express the future tense , we can use “ will do ”, what else ways can we use to express the future tense ?

Ss : be going to , be to do

T : Yes , quite right , now we’re going to learn another kind of expression about the future tense .

( Bb : will do, be going to , be to do ; while explaining the grammar , use Chinese properly)

T : turn to page 19, Jane and Betty are going on separate holidays in a few days’ time , ok, S1 and your partner , can you read out the dialogue for us

( S1 and his partner read the dialogue)

T : thank you , sit down please

There are quite a number of expressions to express the future tense , now please underline the verbs that express future , I’ll give you 2 minutes to do the job

(2’later)

T : S2 , please .

Ss : are off, be getting to …

( when S2 is speaking , write down the answers in the blackboard and explain some important phrases)

T : Very good , the verbs used are 移动性动词, can you think out other移动性动词 like go

Ss : arrive , reach.. come, stay , return, leave , start …

T : yes , usually , when present continuous tense is used as the future tense , it aims to function as

1) 表示即将发生的或预定中计划好的活动。

Are you staying with us this weekend? 这周和我们一起度周末吗?

We are leaving soon. 我们马上就走。

2) 渐变动词如：get, run, grow, turn become, begin及die。

Eg :He is dying.

移动性动词：go,come,return,arrive,get,reach,leave,meet,see off,take off,start,fly,stay等

3)与always, constantly, forever 等词连用，表示反复发生的动作或持续存在的状态，往往带有说话人的主观色彩。

You are always changing your mind

( shown on the screen)

Step 3 expressions for good wishes

T : If it’s my birthday today , what will say to me ?

SS : Happy birthday

T : In our everyday life , we often have to wish others

now read the dialogue again ,try to find out some expressions for good wishes .

( 30 seconds later)

T : Are you ready ?

T : What are they ?

Ss : Have a nice time in Guangzhou & have a good trip .

T : How should we respond ?

Ss : Thanks & the same to you .

( when Ss finish answering , show the answers on the screen )

T : and we have a lot of other expressions . How can we say“ 祝你好运 ”“新年快乐”， “圣诞快乐”，“ 国庆节快乐”…

( shown on the screen )

Step 4 homework

Finish the exercises on page 99-101(完成课后99-101练习)

Finish workbook(完成同步练习)

Step 5 consolidation ( option)

T : Now we’ll do an exercise to consolidate the tense reviewed and learnt today .

( shown on the screen )

1.There ___ an English evening next Saturday.

A will have B is to have

C is going to do D is going to be

2.You’d better set about doing your homework now , or it __ too late .

A is B was C has been D will be

3.The boy is ill , he ___ absent from school for at least a week .

A has to B is to C will have to D will have to be4. They don’t buy any new clothes because they ____money to buy a big house

A save B are saving

C is saving D were saving

5.How ___ you ___ on with your work recently ?

A do ;get B have ;got

C are ; getting D were ;getting

6. He __ out when it began to rain .

A is going B was going

重大版高一教案unit 篇6

1. Talk about amusement parks

2. Practice asking and giving directions

3. Learn to use the -ing form (3) as adverbial

4. Write a description

Period 1 word study

Word study

Period 2 listening

Step 1 Warming up

1. Show some pictures on the screen about some extreme sports or fun

2. Questions:

Where can you experience such activities?

Have you ever been to an amusement park?

Have you ever tried sitting a roller coaster or a Bungee jumping or something else like these?

How did you feel?

Do you like it ? why?

3. Fill in the blacks. (individual work). Then share the answer on the screen.

4. Students tell about other activities, such as rock-climbing, rafting, skiing,

surfing, skydiving and so on.

5. There are such thrilling activities in some parks. You may experience some of

them if you are interested. I hope all of you can experience what you like.

Step 2 Listening

1. A theme park must have a special theme.

2. Pre-listening: Go over the questions or sentences that have something to do

with the listening materials at P.64 and P65 and guess

3. While-listening:

1). Listen for the first time with the book closed

2). Listen again with the book open and individually answer the questions

and complete the sentences at P.64 and P.65.

4. Check the answers in pairs. Then with the class.

5. Which of the parks do you think is better?

Name Theme Your reason and ideas

Lots of fun company The environment 1.have entertainment

2.visit museums and exhibitions

3.learn about environment

4.learn how to protect

environment

Merry Rides Limited The ocean 1.Perople have jobs

2.Learn about life in the ocean

3.Have fun and learn

Step 3 Summary

1. Summary:

T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people.

Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so?

2. Homework

a. Recall all the new words and expressions that occur in this period.

b. Write about your own experiences in a theme park

c. Oral homework: talk about one of your experience in a theme park.

Period 3 Speaking

Step 1 Revision & Warming-up

1. Review the new words

2. Check oral homework: a report about your experience to a theme park.

3. If you want to go to a theme park, how can you get there?

Step 2 Listening

Listen to 2 dialogues and answer the following: (book closed)

(Bb) Where is she/he going?

How to get there?

Step 3 Speaking

1. Pre-speaking

1.T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…

Please write about how we can get there, according to page 65.

2.practice: Make up dialogues, using the information above.

Make up dialogues, talking about their own destinations.

Step 4 Homework

Surf the Internet and find some information about theme parks, the Ocean Park of Hong Kong, Walt Disney and Disneyland, and so on. Then write a few sentences about what you’ve got. Make a copy of 10 wonderful pictures that you find about theme parks, and your copies will be shown to others before the following lesson.

Period 4 Reading

Step 1 Revision

1. New words

2. Check the students’ homework and show the finest copies of theirs to the

whole class. After the class watch the nice pictures on the screen, the teacher

gets students to discuss the following:

1). What do you think you can see in a theme park?

2). What do you think about adventure sports?

3). Do your town or city have an amusement park? What can you do there?

4). Is a theme park different from a traditional park? Why?

Step 2 Reading

1. Skimming

Question 1. How many theme parks does the writer tell us?

What are they ? Where are they?

Question 2. What are the themes about?

2. Scanning

Question: What attract people in these theme parks?

3. Then fill in the form below.

Title Theme Parks (People can have fun and experience sth. different.)

Par. Parks Themes Attractions

1 The World Park To teach visitors sth…

to help experience sth Buildings, castles, statues,

customs of Chinese minorities,

cartoon characters, animals

2 The Ocean Park To get visitors to know more about the idea..

to help people to explore the past. Thrills and entertainment;

Rides, opportunities to learn about life in the ocean,

a conversation center,

the dinosaur exhibition,

the two giant pandas…

3 Disneyland Walt Disney and his characters. Cartoon characters, rides, games, exhibitions; Universal

4 New theme parks are being built.

4. Check the reading comprehension on the screen.

5. Dictate these sentences and explain their structures and meanings:

(1) What they all have in common is that they combine fun with the opportunityto learn something.

这些公园所拥有的共同特点是把娱乐和学习的机会结合在一起。

(2) But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.

但是主题公园也尽力保证游客们在离开时已对公园主题有更深的了解。

(3) .Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.

游客在高地车乘之后，可以坐穿梭车去低地。

(4)Entering one of the attractions at Universal Studios is like stepping into the world of your favourite movie.

走进Universal Studios其中一个吸引人的场地就象步入你最喜爱的电影中的一个画面。

Entering one of the attractions at Universal Studios是动名词结构作主语;

stepping into the world of your favourite film是动名词结构作宾语。

(5) Visitors can go on exciting rides where they can feel what is it like to do the things they have seen their heroes do in the movie.

游客们可以乘车参加令人刺激的兜风，感受他们在电影里看见的主角所经历的感觉。

Where they can feel …是rides的定语从句

What it is like to do the things 是feel的宾语从句

They have seen their heroes do in the movie 是things的定语从句

(6) The parks are becoming more advanced and new technology allows us to experience almost anything without actually being in danger or risking injury.

主题公园越来越先进，新的技术保障我们几乎能经历一切，但又不必冒受到伤害的危险。

Step 3 homework

1.Finish the reading part of the workbook.

2.Get on line to search the information of a certain theme park that one is interested in and write a short description about that.

3.List ideas for an “English-Speaking World Park”, using the form of Page 67.

Period 5 language study

Step 1 Revision

1. Words

2. Have a dictation about the text

Step 2 Exercises about words

Step 3 Grammar

1. Study the example:

2. Compare with another example:

After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. →

Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland.

Summary: This Having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times.

重大版高一教案unit 篇7

1. the effect of… “……的结果”

the harmful effects of smoking吸烟的害处

2. have an effect on “对……有影响”

The parents’ behaviour has an effect on their children.

父母的行为对孩子产生了影响。

3. have/achieve the desired effect “取得所期望的结果”

The plan failed to achieve the desired effect of diverting traffic from the city.该计划未能如期望的那样分流城里的车辆。

拓展：

1. put/bring sth. into effect “实施计划；落实想法”。如:

It won’t be easy to put the changes into effect.

2. come into effect/take effect “（纪律/规则/制度）生效”

3. be of no effect “无效”

4. in effect “实际上；事实上”

5. effective adj. “产生预期效果的；有效的；引人注意的；醒目的；生效的”。如：an effective use of colour “引人注目的颜色使用”。

The ads were simple, but remarkably effective.

这些广告很简单，但效果出奇的好。

effectively adv. “有效地，实际上；事实上”。如：

Effectively, it has become impossible for us to help.

事实上，我们已不可能帮忙了。

二、 cause

基本词义用法：

1.用作名词

(1)the cause of… “原因；起因”

What was the cause of the accident? 那场事故的起因是什么？

(2)“理由；根据；缘故”

cause for complaint/concern“抱怨/担心的理由”

(3)“事业；原则；目标”

Her lifelong devotion to the cause of women’s rights received high praise from the public.

她对女权事业的毕生追求赢得了公众的高度赞扬。

3.用作动词

“导致；使发生；引起”。如：

Heavy traffic is causing long delays on the freeway.

拥挤的交通正造成高速公路上长时间的延误。

拓展：

1.cause sb./sth. to do sth. “使某人（某物）做……”

2.cause concern/embarrassment “使人感到担忧/难为情”

3.cause sb. trouble/problems/inconvenience “给（某人）惹麻烦/造成问题/带来不便”

辨析：

excuse/reason/cause

excuse主要强调为了避免受责备和推卸责任而找的借口，缘由；reason用来解释某种行为，现象和结果，使之听起来合理；cause指产生某种结果的直接原因，强调“没有这原因就没有这结果”。如：

I’ve got no cause for complaint—I’m doing all right.

我没有理由抱怨——我一切都好。

He didn’t have a good excuse for his absence so he made up one.

他为无故缺席编了个理由。

The reason why she preferred to live in Shanghai was that she liked the climate there. 她愿意住在上海是因为喜欢那里的气候。

三、bring in/bring about/bring back/bring out/bring up/bring down

辨析：

bring in“盈利；赚钱；使某人参加；宣判”。如：

It all became very serious and police were brought in.

事态很严重，警察也被叫来了。

bring about“引起；导致；造成”。如：

Computers have brought about many changes to our lives.

电脑给我们的生活带来了很大的变化。

bring back “使恢复；使想起；使回忆起”。如：

The smell of popcorns brings back my memories of living in the countryside. 爆米花的香味使我想起在乡下生活的日子。

bring out“使……明显；显示出；使……得以发挥；推出；使更自信；使开朗”。如：

When he went to college it really brought him out.

上了大学后他的自信心增强了。

bring up “提出（议题）；养育；教养”。如：

I shall bring up this question at the next meeting.

我将在下次会议上提出这个问题。

bring down “使（飞机）降落；放下；打落；推翻；撞倒”。如：

Handuan was brought down on the edge of the field.

韩端在球场边缘被撞倒了。

考题：

His idea of having weekly family meals together, which seemed difficult at first, has ____ many good changes in their lives.（2005重庆卷）

A. got through B. resulted from C. turned intoD. brought about

四、method/means/way/approach

辨析：

method着重系统地，科学地，有条理地办事的方法或解决问题的思路，它的后面接of doing sth.； means指任何用来达到目的的东西，可指器具、工具、机器等，也可指行动；方法策略，手段等，其单复数形式相同，其前有a, one, this, that, every等时表单数意义；其前有such, these, those, all等时表复数意义，多指抽象或概括性的意思，其后可接不定式或of+动名词（名词）； way一般用语，可指人们解决问题的具体办法或途径，也可指个人特殊的“方法；方式”； approach强调的是思考问题的方法，一般与介词to搭配。如：

You need to improve your teaching method. 你需要改进教学方法。

Mobile phone is an effective means of communication.

手机是一种有效的交流沟通手段。

One of the best ways for people to keep fit is to develop healthy eating habits. 保持健康的最好方法之一就是养成良好的饮食习惯。

The school has decided to adopt a different approach to discipline.

学校决定采取另外一种方式来解决纪律问题。

考题：

At the meeting they discussed three different ____ to the study of mathematics. （2006湖北卷）

A. approachesB. meansC. methodsD. ways

五、long, for long与for a long time

三者均可用于否定句，但long和for long仅指谓语动词的主动词（即不包括not），而for a long time指的是整个谓语动词（包括not）所表达的意思。for a long time可用于肯定句，而long和for long较少用于肯定句。

He didn’t work (for) long. 他并没工作多长时间。

They haven’t been here for a long time. 他们很长时间没来这儿了。

——Have you been working long? 你在这儿工作多长时间了？

——No, not long, but my brother has been in the company for a

long time. 不，不是很长，但我的弟弟在这家公司工作很久了。

六、allow, permit与let

permit是根据法令,规章,制度的“许可”，通常表示积极而又正面的允许，同意或准许，多用于正式场合；allow含有同意某人要求，不禁止某种行为的消极意味，是普通用词；let含有听任或容许的意味，可用于积极的场所，具有口语色彩。

The nurse allowed the visitors to remain beyond the hospital visiting hours though it was not permitted. 尽管是不许可的，护士还是让那些看望者呆过了医院规定的探病时间。

Please let me know what happened yesterday.

请告诉我昨天这儿发生了什么事。

七、as many as与as much as

“as many as+数词+可数名词复数”表示某人或某处拥有物品的数量；“as much as+数词+可数名词复数”表示金钱、距离、时间、重量、水量、热量等各方面的程度或数量；as much as可用来修饰动词或不可数名词，而as many as不能；在不表示具体事物时，用as many as和as much as均可。

The great fire burned down as many as twenty buildings.

那场大火烧毁的建筑物达20栋之多。

Most of the stones weigh as much as 15 tons. 大多数石头重达15吨。

You can eat as much as you can. 你爱吃多少就吃多少。

I like cats as much as dogs. 我喜欢猫和狗程度相同。

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