必修一英语friendship

必修一英语friendship（共7篇）

必修一英语friendship 篇1

Unit1 Friendship

Key words and phrases

1.2.3.4.5.6.7.8.9.add up 合计 24.on purpose故意 calm down 使冷静下来 25.in order to 为了 have got to 不得不 26.have a good look at好好看看be concerned about 担心27.by myself 我独自一人 after class 下课后 28.at dusk在黄昏 go on holiday去度假 29.face to face面对面 take care of照顾 30.be able to 能够做 walk the dog遛狗 31.suffer from遭受 take the end-of-term exam参加期末32.recover from从。。中恢复过来 考试 33.get tired of 厌烦。。

10.work hard努力学习/工作 34.pack up my things整理我的东西

11.cheat in the exam考试作弊 35.have some trouble with SB/ in doing

12.look at 看看 sth做。。有困难

13.someone else’s paper别人的试卷 36.at the moment目前，现在14.laugh at 取笑 37.get along well with与。。相片得很

15.go through经历 好

16.hide away躲藏 38.enjoy helping each other乐于互相

17.true friend 真心朋友 帮助

18.set down记下，放下 39.fall in love with SB爱上。

19.a series of一系列 40.be good at擅长。。

20.as most people do像大多数人那样41.communicate with sb与。。交流 做 42.talk to sb与。。说话

21.hiding place藏身之处 43.make friends with与。。交朋友

22.grow crazy about 对。。疯狂无比 44.be grateful to对。。很感激

23.stay awake 不睡觉

1.I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.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。

2.I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.我非常清楚地记得，那时，湛蓝的天空，鸟儿的歌唱，月光和鲜花，从未令我心驰神往过。

3.It was the first time in a year and a half that I’d seen the night face to face.这是我一年半以来第一次目睹夜晚.

必修一英语friendship 篇2

关键词：高中英语,综合语言,课程,案例设计

引言

高中英语教育的主要目标是在基础英语教育的同时促进学生自学能力和合作学习能力的提升, 同时完善学生的学习策略, 提高学生的英语综合语言运用能力。因此, 教师必须从学生的英语语言技能、情感态度、学习策略、语言知识以及文化意识出发完善教学。在这些要素中, 语言技能极其重要。

语言技能是指学生的听、说、读、写能力以及这四种技能的综合运用能力。听、说、读、写是英语综合语言运用能力的重要组成部分, 也是人们进行情感与信息交流的重要途径 (王蔷2015) , 它们彼此促进、相互依存。在高中英语教学中, 教师必须采用多种方式提高学生的综合语言运用能力。教师需要加强对教材的利用, 创造性地使用教材, 将四种能力的培养相结合, 设计高效的综合语言运用课。

一、高中英语综合语言运用课的教学现状

在高中英语综合语言运用课中, 教师需要将听、说、读、写等语言技能融合在一起进行教学, 在教学的过程中激发学生学习英语的兴趣, 提升学生的英语应用能力, 使学生获得英语思维。但是, 在实际教学过程中, 综合语言运用课的教学特点却很难得以体现, 主要表现在以下两个方面。

(一) 教学目标偏离

在设计高中英语综合语言运用课的教学目标时, 不仅要强调对语言知识的输出, 还要培养学生的英语语言技能与英语思维能力。但是, 在综合语言运用课的教学实践中, 教师设置的教学目标往往偏离了教学内容。

在综合语言运用课教学中, 有的教师重视讲解相关知识, 使得语言产出以及信息加工的时间受到严重挤压, 将听、说、读、写教学分离开来, 这种教学方式必然会影响学生英语综合语言运用能力的培养;还有的教师对教材缺乏必要的了解, 导致在实际的教学过程中不管教材的内容是否合适、学生是否能够接受, 统一进行详细的教学, 不能准确抓住教学重难点, 偏离教学目标。

(二) 教学模式僵化

部分教师由于不能完全驾驭教材, 同时缺乏整体眼光, 无法实现对教材的创造性使用, 而仅仅根据教材内容对学生进行僵化的教学。在这种情况下, 有的教师在教授综合语言运用课时, 经常采用僵化的教学模式进行教学。如果学生不能理解相关内容, 教师就反复讲解, 这样做容易使学生产生厌烦心理, 在一定程度上降低学生的学习兴趣。

二、高中英语综合语言运用课的设计理念及思路

Using Language部分提供了与话题紧密相关的综合性练习, 包括Listening and writing, Reading and speaking, Reading, Listening and speaking等。该部分的语言材料与该单元的主题存在较为紧密的联系, 同时也有许多与之相关的教学情景。此外, 该部分有许多相关话题的跨文化信息, 可以在一定程度上开阔学生的视野, 为学生提供综合语言运用的空间。

根据高中英语综合语言运用课的教学现状和教材相关内容, 笔者认为, 在实际教学中, 教师应采用听、说、读、写四种语言能力相结合的教学方式进行综合语言运用课教学。在综合语言运用课中采用听、说、读、写相结合的方式进行教学的前提是所选择的教学内容与教学话题之间必须存在一定的内在联系, 同时还必须在同一堂课中完成。那么, 在满足上述前提的条件下, 教师必须将四种技能进行穿插教学, 同时以单元话题为教学主要线索, 将课堂串联起来 (黄纪针2013) 。

三、高中英语综合语言运用课设计的具体策略

笔者以人教版高中《英语》必修一Unit 1 Using Language为例进行综合语言运用课设计, 主要步骤如下:

Step 1:Warming up

【课堂实录】

在正式上课前, 笔者播放一首较为流行的苏格兰民歌Auld Lang Syne, 同时要求学生回答以下问题:

T:Hello, everybody, how do you think of this song?

Ss:This song sounds very beautiful.

T:What is the name of it?

Ss:Sorry, I don’t know.

T:This song is called“友谊地久天长”.

【设计意图】

音乐是日常生活中的重要组成部分, 可以体现人们的情感特质, 同时较为优美的音乐还可以让人产生愉悦感。利用关于友谊的歌曲导入新课, 可以引起学生的共鸣, 让学生感受到友谊的魅力。

Step 2:Lead in

【课堂实录】

笔者利用PPT将下列问题罗列出来, 并组织学生进行讨论。

1.Do you have some good friends?

2.Does he/she have some special qualities?

3.Do you want something from your friend?

4.How does he or she act towards you?

然后, 笔者将全班学生进行分组, 要求各小组讨论上述问题, 同时每个小组需要推选一名代表回答问题。

【设计意图】

通过对上述问题的分析, 可以将单元话题“友谊”引入课堂, 从而调动学生关于“友谊”的相关知识, 为听、说、读、写教学奠定基础。

Step 3:Reading and listening.

【课堂实录】

在授课时, 笔者要求学生回答问题“Now, Lily has some trouble in making friends, so she writes to Miss Wang for some advice.Please read the letter and the following questions.”

1.What trouble does Lily have in this letter?

2.How does Lily feel?

【设计意图】

该部分阅读内容与听力内容有一定的联系。学生通过讨论可以在大脑中存储一些与听力教学相关的内容, 从而为接下来的听力教学做好准备。

【课堂实录】

笔者将全班学生分成四个不同的小组, 每个小组讨论一个与上文相关联的话题。各小组选出代表向全班学生汇报, 笔者负责记录。

【设计意图】

听、说训练存在较为紧密的联系。笔者要求学生根据听力内容分组讨论, 并要求各小组发表意见, 这样可以提高学生说的能力。

【课堂实录】

笔者播放录音, 要求学生带着问题听相关录音, 并回答相关问题。

【设计意图】

本环节旨在培养学生听的能力。“听”的训练的主要目的是增加学生的英语输入量和加强学生的听力技能。笔者设计的练习主要是为了检查学生对所学内容的理解程度, 并训练学生捕捉关键信息的能力。

Step 4:Speaking and writing

【课堂实录】

笔者将学生组织起来对Miss Wang的相关意见进行讨论, 并要求学生利用教材中所提供的相关交际用语记录相关内容。此外, 笔者在板书中将部分学生的观点列举出来, 如下所示:

Question:Do you think Miss Wang’s suggestion is good?

S1:I think Lily should not give up her friendship, but I also think she should not ignore her classmates, she should communicate with the teacher, her teacher will deal with it.

S2:Tell the students is not very good, so it is more rude, maybe her parents should tell her students parents, they can solve this problem.

S3:Sorry, I do not agree with Miss Wang’s point of view, she should solve the problem, rather than to their parents and teachers for help.

【设计意图】

相比听和读, 说与写的要求相对更高, 学生需要根据一定的指示进行表达, 完成某种任务, 因此, 该环节旨在提高学生的口语表达能力。

结束语

提高学生的综合语言运用能力是现阶段高中英语教育的重要内容, 也是重要的教学目标。在实际教学过程中, 教师需要根据教学内容以及学生的实际情况创造性地使用教材, 创设综合语言运用课教学模式, 将听、说、读、写等各部分内容进行穿插教学, 从而提高学生的英语综合语言运用能力。

参考文献

黄纪针.2013.大学入校新生质量调查研究——一项基于新课标综合语言运用能力七级标准的调查分析[J].外语教学, (5) :65-69.

必修一英语friendship 篇3

阅读下面短文,掌握其大意,然后从1—10各题所给的A、B、C和D项中,选出最佳选项。

There was a time when Whitney didnt have a lot of friends. She was a bit shy. She never really wanted to be___1___, but she did want to have someone to share secrets and laughs with.

When it was time to go to college, Whitney was quite___2___. She had no idea how she was going to make friends in this new environment.

The first week of classes, something happened that ___3___Whitneys life forever. In her English composition class, she was asked (as were all the students) to___4 ___a little about herself. She told everyone where she called home and all of the other ordinary details that students share in such___5___ . The final question for each student was always the same: “What is your goal(目标) for this class?” Now, most of the students said it was to get a good ___ 6 ___, pass the class or something similar, but for some reason, Whitney said something ___7 ___different. She said that her goal was to make just one good friend.

While most of the students sat in silence, one student came to Whitney and held out his hand and___8___himself. He asked if she would be his friend. The whole room was ___9 ___ all eyes focused on the Whitney and the hand was just in front of her. She smiled and put her hand out to take his and a___10 ___was formed.

1. A. brave B. lonely

C. popular D. happy

2. A. excited B. nervous

C. sad D. interested

3. A. changed B. improved

C. made D. save

4. A. say B. think

C. write D. share

5. A. situations B. environments

C. ages D. conditions

6. A. reasonB. friend

C. grade D. college

7. A. exactlyB. surprisingly

C. partly D. entirely

8. A. showed B. introduced

C. talked D. enjoyed

9. A. noisy B. pleased

C. surprised D. silent

10. A. relationship B. scholarship

C. friendship D. membership

二、语法填空

阅读下面短文,按照句子结构的语法性和上下文连贯的要求,在空格处填入一个适当的词或使用括号中词语的正确形式填空。

Long, long ago, there was a war between the birds and the beasts.?The bat (蝙蝠) did not know___11 ___ side he should take. He thought and thought, then decided he must try to be on the side of the___12 ___ (win).

The bat kept away from the battle, and when he thought the beasts ___13 ___ (win) the battle, he went among them. ___14___ they saw him, they said, “Oh, you are a bird. Well eat you up.”

“No, no,” said the bat. “Look at my body ___15___ (cover) with fur, and look at my mouth___16___sharp teeth.”

After a few days, there was___17 ___second battle. This time the birds seemed to win. And then the bat flew over to the birds. One of the birds said, “You are a beast. I must kill you.”

“No, no,” said the bat. "I am not a beast. I am a bird. “Look, I have wings, just like you.”

When the beasts and the birds saw neither side could win, ___18___ decided to stop fighting.

___19___beasts nor birds would have the bat as their friend, so he was afraid to leave his home. Ever since then, he comes out only___20___ night.

三、阅读理解

阅读下列短文,从每题所给的A、B、C和D项中,选出最佳选项。

A reader wrote in to say that she was feeling lonely at recess because her best friend wasnt around. Heres our advice to her — and to all kids who feel lonely sometimes.

Its hard when a best friend isnt around — maybe because she moved to a different school or a different class, or maybe shes just home sick for the day. Recess or lunchtime can feel lonely without her. Will it ever feel the same? You want to have new friends, but how do you make them? Maybe it seems like everybody else already has their friends. But remember, there's always room for more friends.

Start by looking around your classroom — think about which kids youd like to play with at recess. Look for chances to say hi to them, smile, and be friendly. Offer to share something or give a compliment(称赞). Invite someone to play with you or say “Do you want to sit here?” in the lunchroom. When youre at recess, walk over to kids you want to play with, act friendly, and say “Hi, can I play, too?” or just join in.

If you have trouble doing this or if youre feeling shy, ask your teacher to help you make new friends. Teachers are usually pretty good at matching up friends. The best way to make friends is to be a friend. Be kind, be friendly, share, say positive things, offer to help — and pretty soon, youll have one, or two, or even more new friends.

You might still miss that special best friend. But when you see each other, you can share something you didn't have before she left: You can introduce her to your new friends!

21. What does the underlined phrase “at recess” in the first paragraph mean?

A. At breakfastB. At break

C. At night D. At school

22 The reader wrote to the writer because ____________ .

A. her best friend is ill in bed

B. she doesnt have any good friend

C. her best friend is not with her now

D. her best friend has moved to a different school

23. The writer gives the following advice on making new friends EXCEPT __________ .

A. ask parents for help

B. asking teachers for help

C. finding new friends in the classroom

D. making new friends during meal time

24. After you make new friends, _________ .

A. you will forget about your best friend

B. You will no longer miss your best friend

C. You may make your best friend angry

D. You can introduce them to your best friend

25. The writer of the passage is probably __________ .

A. a teacherB. a parent

C. an editor D. a classmate

四、基础写作

假定你是李华,希望通过外籍教师Peter找一位英语笔友。请写一封短信,描述一下你理想中笔友的条件,并说明为什么选这样的笔友。内容包括:

[写作要求]

1. 只能使用5个句子表达全部内容;

2. 书信格式和尾句已经给出,不计入总句数。

[评分标准]

句子结构准确,信息内容完整,篇章结构连贯。

Dear Peter,

_________________________________________

_________________________________

I look forward to hearing from you soon.

Best regards,

Li Hua

五、读写任务

阅读下面的短文,然后按照要求写一篇150词左右的英语短文。

One man met Socrates(苏格拉底) and said, “Do you know what I just heard about your friend?”. “Hold on a minute,” Socrates replied. “Before telling me anything Id like you to pass a little test. Its called the Triple(三重) Filter(过滤) Test.”Socrates continued, “Before you talk to me about my friend, it might be a good idea to take a moment and filter what youre going to say. Thats why I call it the triple filter test. The first filter is Truth. Have you made sure that what you are about to tell me is true?” “No,” the man said, “actually I just heard about it and...”. “All right,” said Socrates. “So you don't know if its true or not. Now lets try the second filter, the filter of Goodness. Is what you are about to tell me about my friend something good?” .“No, on the contrary...”. “So,” Socrates continued, “you want to tell me something bad about him, but youre not certain its true. You may still pass the test though, because theres one filter left: the filter of Usefulness. Is what you want to tell me about my friend going to be useful to me?”“No, not really.” “Well,” concluded Socrates, “if what you want to tell me is neither true nor good nor even useful, why tell it to me at all?”?

[写作内容]

1. 以约30个词概括这段短文的内容;

2. 然后以约120个词以“How to deal with gossip”为题发表你的看法,内容包括:

(1) 人们说闲话的原因;

(2) 听到有人说你朋友的闲话时,你应该怎么做;

(3) 得知有人背后说自己的闲话时,你应该怎么做。

[写作要求]

1. 在作文中可以使用自己亲身的经历或虚构的故事,也可以参照阅读材料的内容但不得直接引用原文中的句子;

2. 作文中不能出现真实姓名和学校名称。

[评分标准]

概括准确,语言规范,内容合适,篇章连贯。

答案与解析

一、完形填空

腼腆的Whitney没有朋友,在大学的作文课上,她勇敢地说出自己的目标是交一个真正的好朋友,一名男生走上来与她握手,友谊开始了。

1. C。 “她并不想广受欢迎,但的确希望有一个可以分享秘密和欢笑的人”,所以选C。而lonely与句中but语气不符,所以排除B。

2. B。由下句“had no idea”可知,她对上大学感到“紧张,不安”。

3. A。纵观全文,Whitney上大学后终于交到了一个好朋友,所以是“改变了她的一生”。

4. D。因下句提到“She told everyone”以及“student share in such...”,用share比say更合文意。

5. A。在这种“情形”下。

6. C。取得好成绩,为“get a good grade”。

7. D。由上下文可知,Whitney的目标与大多数同学的目标“完全”不同,所以选D。

8. B。“自我介绍”,为introduce oneself。

9. D。根据语境,整个教室“静悄悄”的,全班同学目光集中在Whitney身上。

10. C。友谊开始了。

二、语法填空

很久以前,鸟类和兽类发生战争,蝙蝠投机取巧,总想站在胜利者一边。战争结束后,鸟类和兽类都不把蝙蝠当作朋友,所以它只好晚上出来活动了。

11. whose/which。引导宾语从句。句意:蝙蝠不知道他应该站在哪一方。

12. winners。名词,意思是“胜利者”。

13. would win。表示“将会赢”,因主句谓语动词thought为一般过去时,从句用过去将来时。

14. When。引导时间状语从句,“当……的时候”。

15. covered。过去分词作定语,修饰名词body。因是“被覆盖”,用过去分词表被动,相当于定语从句“which is covered”。

16. with。介词,意为“带有、具有”。

17. a。表示“又一,再一次”,序数词前用不定冠词。

18. they。指代the beasts and the birds。

19. Neither 。表示“两者都不”,为neither…nor…。

20. at。表示“在晚上”,为at night或in the night,此处没有定冠词,所以用at而不用in。

三、阅读理解

读者来信说,好友不在身边时感到孤独,作者建议结交新朋友。

21. B。词义猜测题。文章前三段出现四次“Recess”,综合各语境,可知“at recess”意为“休息时间”,与“at break”同义。

22. C。细节理解题。由第一段“because her best friend wasnt around”可知。其余三项只是作者对好友不在身边的原因进行猜测。

23. A。细节理解题。在第三段中可以找到C、D两项的内容;第四段可以找到B项内容。A项文中未提及,故选A。

24. D。细节理解题。由最后一段第一句可知。

25. C。推理判断题。根据第一段“A reader”可知,作者为“编辑(editor)”。

四、基础写作(One possible version)

Dear Peter,

I am writing to ask whether you are able to introduce a pen friend to me.

I hope my pen friend is a girl one or two years older than me, so she can instruct/help me in my studies and life. In my mind, she is someone who is interested in collecting stamps, traveling, swimming, and playing table tennis. With such a pen friend, I can share with her our experience in hobbies. Besides, it would be better if she has time to spend several hours on the Internet every week so that I can improve both my written and spoken English by writing her emails and chatting with her online.

I look forward to hearing from you soon.

Best regards,

Li Hua

五、读写任务(One possible version)

One man wanted to talk to Socrates about his friends, so Socrates tested it with “the Triple Filter”. When he found what the man wanted to say was neither true nor good nor useful, he wouldnt listen to him.

From the story we know that some people like gossiping. Some gossip just for fun, while others do it on purpose in order to hurt the people they dislike.

If I happen to hear a rumor about my friend, I will not repeat it - and even not listen to it; instead, Ill tell people to stop gossiping. If they dont listen to me, Ill stay away from them.

If I know someone is gossiping about me, Ill try to tell them the truth and ask them not to say that again. If they still dont listen to me, Ill ignore them, or, if I feel too upset to calm myself down, Ill try to talk to a close friend, parent, or teacher who can help me feel better.

必修一英语friendship 篇4

Period 5 Friendship in Hawaii(Reading task in the Workbook)

整体设计

从容说课

This is the fifth teaching period of this unit.We should first get the students to review what they learned during last period.To test whether the students have understood and grasped the roles of Direct Speech and Indirect Speech, the teacher can offer them some revision exercises.This period mainly deals with Reading task on Page 44 in the Workbook.Friendship is valued in all cultures;it is often expressed in different ways.The reading passage introduces the way Hawaiians express friendship.Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side.Places they might mention include Hong Kong, Macao, Singapore, the Philippines, and San Francisco.Ask them to describe what they imagine life to be like in such a place.Then have students read the passage.After they read it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another.Besides friendship, you may want to have students think of another way to communicate better with people from other cultures.教学重点

1.Get the students to learn about the way Hawaiians express friendship.2.Get the students to learn to use the pattern:It is+p.p.+that...教学难点

Get the students to be able to realize the cultural differences in the values of friendship.教学方法

1.Task-based teaching and learning 2.Cooperative learning 3.Discussion 教具准备

The multimedia and other normal teaching tools 三维目标

Knowledge aims: 1.Get the students to learn about the way Hawaiians express friendship.2.Get the students learn to use the pattern:It is+p.p.+that...Ability aims: Get the students to be able to realize the cultural differences in the values of friendship in addition to its importance in all cultures.Emotional aims: 1.Get the students to share different opinions on friendship in different cultures.2.Develop their ability to deal with and cooperate with others.教学过程

设计方案

（一）→Step 1 Revision

1.Check the homework exercises.2.Let the students do some grammar exercises.Show the students the exercises on the screen.1)Change the following direct speech into indirect speech and indirect speech into direct speech.(1)Mary said, “I came here last week.”

(2)Tom said to his mother, “I will help these children with their math next week.”(3)Mother asked me whether I had finished my homework before I watched TV.(4)The man asked Julie what she had done recently.(5)Our teacher said to us, “The sun travels around the earth.” 2)Choose the right answer.(1)She asked______________ for the house.A.did I pay how muchB.I paid how much C.how much did I payD.how much I paid

(2)Jone said that light______________ much faster than sound.A.travel B.travels C.is traveling D.traveled(3)The teacher asked me______________ I was interested in music.A.that B.what C.whether D.which Suggested answers: 1)(1)Mary said(that)she had gone there the week before.(2)Tom told his mother(that)he would help those children with their math the next month.(3)Mother asked me, “Had you finished your homework before you watched TV? ”(4)The man asked Julie, “What have you done recently? ”(5)Our teacher told us(that)the sun travels around the earth.2)(1)D(2)B(3)C →Step 2 Lead-in 1.Talk about different ways of showing friendship of minority groups in China.2.Compare Chinese ways of showing friendship with western ways.And discuss why there is a big difference.Therefore, show the sentence:Every culture has its own ways to show friendship.3.Ask students if they can think of any place in the world where Chinese and Western cultures live side by side.They may think of Hongkong, Macao, Singapore.And the teacher will add one more—Hawaii by showing the students a picture of views in Hawaii.→Step 3 Fast reading

Tell the students:It is said that Hawaii is a place where the east truly meets the west.Consider how people show their friendship in Hawaii.1.Show the students a picture which describes a girl is giving leis to others.Get them to find the information from the textbook.(Giving leis to one another is a way Hawaiians show their personal friendship.)2.Ask the students to read fast and find out more ways to show friendship in Hawaii to fill in the form.Word Meaning aloha

3.According to the form, ask them to consider what friendship is in Hawaiians.→Step 4 Careful reading

Get the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home?(Hawaii is a place where people make one big community from many smaller communities.It means Hawaii has a rich cultural diversity.)→Step 5 Discussion

Get the students into groups to discuss questions.1.Why do many different peoples call Hawaii their home? 2.How can people in Hawaii live in peace? 3.Can you find similar things in your hometown? How do you show friendship to visitors? →Step 6 Language Points

Useful sentence pattern:It is believed that the islands can be a paradise when people live in peace.The pattern is “It is+p.p.+that...”.It’s very useful and common.For example, It is said that.../It is reported that.../It is considered that.../It is thought that.../It is regarded that.../It is believed that.../...Translate the following sentences.1)大家坚信我们一定会成功。2)据说他是一个诚实的人。

3)据报道在那场比赛中中国队大胜美国队。

4)人们认为朋友和朋友之间的友谊非常重要，没有友谊就像生活中没有阳光。Suggested answers: 1)It is believed that we are sure to succeed.2)It is said that he is an honest man.3)It was reported that Chinese team defeated American one in the match.4)It is regarded that friends and friendship are very important and a life without friendship is a life without a sun.→Step 7 Consolidation Get the students to write a short passage about the way Hawaiians express friendship.→Step 8 Homework

1.Finish off the workbook exercises.2.Review the language points and the grammar in the last two periods.设计方案

（二）→Step 1 Revision

1.Check the homework exercises.2.Let the students do some grammar exercises.→Step 2 Lead-in 1.Talk about different ways of showing friendship of minority groups in China.2.Compare Chinese ways of showing friendship with Western ways.And discuss why there is a big difference.3.Ask students if they can think of any place in the world where Chinese and Western

cultures live side by side.→Step 3 Fast reading

Tell the students:It is said that Hawaii is a place where the east truly meets the west.Consider how people show their friendship in Hawaii and what friendship is in Hawaiians.→Step 4 Careful reading

Get the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home? →Step 5 Discussion

Get the students into groups to discuss questions.1.Why do many different peoples call Hawaii their home? 2.How can people in Hawaii live in peace? 3.Can you find similar things in your hometown? How do you show friendship to visitors? →Step 6 Language Points Important pattern:It is believed that the islands can be a paradise when people live in peace.→Step 7 Consolidation

Get the students to write a short passage about the way Hawaiians express friendship.→Step 8 Homework

1.Finish off the workbook exercises.2.Review the language points and the grammar in the last two periods

板书设计 Unit 1 Friendship Friendship in Hawaii The ways Hawaiians express friendship Patterns 1.Saying “aloha” to each other shows 1.Today many different peoples call Hawaii friendship.their home.2.“Lokahi” means “oneness with all people”.2.It is believed that the islands can be a 3.They give visitors a “lei” to make them feel paradise...at home.活动与探究

Get the students to make up a dialogue on how to design a questionnaire to find out what kind of friends their classmates are.And ask them to act it out with their partners.The purpose of this activity is to encourage independent thought and action in matters of immediate concern and interest to students.They can have a discussion or refer to the questionnaire in Warming up.Sample dialogue: A:Now let us design a questionnaire to find out what kind of friend one is.B:OK.First we must think of five questions and three possible answers to each question.C:What about the first question? Have you got one in mind? D:Suppose your friend has taken away your book by mistake.What will you do or say to him/her? C:That’s a good question.Let me put it down.“Your friend has...” B:Then how about the three possible answers? A:Well, the answer I think should be “You will ask your friend to be more careful next time.”

D:I agree.The worst choice may be “You will get upset and won’t talk to him/her any

more.”

A:All right.One more choice.Listen, I’ve got one.“You will ask your friend to return it to you.”

必修一英语friendship 篇5

Ⅰ.完形填空

Alfred Nobel became a millionaire and changed theways of mining，construction，andwarfare as the inventor of dynamite (炸药).OnApril 12,1888，Alfred’s brother Ludwig died of heart attack.A major Frenchnewspaper 1 his brother for him and carried anarticle 2 the death of Alfred Nobel.“The merchant of death is dead，” the article read.“Dr.AlfredNobel，whobecame 3 by finding ways to kill more peoplefaster than ever before，died yesterday.”Nobel was 4 to find out not that he had died, butthat，whenhis time was up，he would bethought of only as one who profited from 5 anddestruction.

To make sure that he was 6 withlove and respect，Nobel arranged in his 7 togive the largest part of his money to 8 the Nobel prizes，whichwould be awarded to people who made great 9 tothe causes of peace，literature，and thesciences.So 10 ，Nobelhad to die before he realized what his life was really about.

1.A.foundB.misunderstood

C.mistook D.judged

解析：选C。句中提到是Alfred的兄弟的死让人们误以为是Alfred死了。mistake...for...误以为……是……。

2.A.introducing B.announcing

C.implying D.advertising

解析：选B。报纸上“宣布”死讯用announce，即“公开宣布”的意思。

3.A.famous B.sick

C.rich D.popular

解析：选C。由首句“became a millionaire”以及报纸上称他为“the merchant ofdeath”可知，Alfred是因为发明炸药(即找到了比以前更快的致人死亡的杀人方式)而致富的，因此rich符合题意。

4.A.upset B.anxious

C.excited D.pleased

解析：选A。Alfred看到自己死亡的报道，并且报道说Alfred是通过“kill more people faster”而致富的，这当然令他感到“upset(沮丧)”。这里应该用一个描写负面情绪的形容词，所以excited与pleased应首先排除。

5.A.death B.disease

C.trouble D.attack

解析：选A。他因发明炸药而从“死亡”与毁灭中获益。此处death与destruction对应，上下文中也反复提到kill，death等信息词。

6.A.repaid B.described

C.supported D.remembered

解析：选D。Alfred要确保自己被别人充满爱和尊敬地“记住”，所以用be remembered。

7.A.book B.article

C.will D.contract

解析：选C。由“...to give the largest part of his moneyto...”可知，诺贝尔在“遗嘱”中对他大部分的钱财作出了安排。

8.A.establish B.form

C.develop D.promote

解析：选A。根据词组搭配与常识，应为establish the Noble prizes(设立诺贝尔奖)。

9.A.additions B.sacrifices

C.changes D.contributions

解析：选D。make contributions to意为“对……作出贡献”;make sacrifices作出牺牲。

10.A.generally B.basically

C.usually D.certainly

解析：选B。该题难度较大，只有充分理解了句意才能得出答案。句意：所以“从根本上来说”，诺贝尔只有死了才意识到他生活的真正意义是什么(正是因为人们误以为他死了而表达了对他否定的看法，从而让他意识到他应该做点什么才能让人们带着爱和尊敬记住他)。

Ⅱ.语法填空

You may have noticed that you feel hungry a lot evenif you eat three meals a day.This is normal.You need to pay attention to 11 you eat.Stuffing your face with a largepackage of potato chips after class may give you a quick boost， 12 a snack that is high in fat and calories willonly slow you down in the long run. 13 (choose) healthy snacks means shoppingsmartly.Be careful of the health claims on food packages.The following are somethings to watch out for.Just because something says “allnatural” or “pure”， 14 doesn’talways mean that it’s good foryou.For example，“all natural”juice drinks or sodas can be 15 (fill) with sugar 16 isnatural.If the fat has been cut back，the amount ofsugar in the food may have been increased to keep the food 17 (taste) good.Keep 18 (health) snacks with you.Keep plenty of freshfruit at home，so you 19 take them with you when yougo out. 20 you want something salty，eatwhole grain biscuits instead of potato chips.

11.解析：what引导一个名词性从句，作pay attention to的宾语。

答案：what

12.解析：前后两个分句之间有转折意思，故填but。

答案：but

13.解析：考查动名词短语作主语。

答案：Choosing

14.解析：it在这儿指代前面提到过的“all natural” or “pure”。

答案：it

15.解析：考查固定搭配：be filled with。

答案：filled

16.解析：因先行词是物，故填which引导一个定语从句。

答案：which

17.解析：keep the food tasting good意思是“让食物有好味道”。

答案：tasting

18.解析：snacks是名词，名词前面应用形容词修饰，故填healthy。

答案：healthy

19.解析：当你出门的时候可以带着它们。

答案：can[来源:学|科|网Z|X|X|K]

20.解析：考查if引导的条件状语从句。如果你想吃咸的东西，请吃谷物饼干，而不要吃薯片。

答案：If

Ⅲ.阅读理解

A

Many Chinese use instant messenger tools such as MSNor QQ，listento music on MP3 players and log on the Internet using ADSL—without knowing theliteral Chinese translation of the abbreviations(缩写).

But they don’thave to，asmany English letters have become part of the local lexicon(词典).

A dozen abbreviations including GDP，NBA，IT，MP3，QQ，DVDand CEO are among the 5,000 mostfrequently used words in the Chineselanguagemedia last year，accordingto a report on the Language Situation in China，whichwas released in Beijing.

The report said some parents are so keen on Englishletters that recently a couple tried to name their baby “@”，claimingthe character used in email addresses reflected their love for thechild.

While the “@” is obviously familiar to Chinese email users，theyoften use the English word “at” to pronounce it，which soundssomething like “ai ta”，or “lovehim”，to Mandarin(普通话)speakers.

The study collected more than one billion languagesamples from newspapers，magazines，TV，radioand websites.The annual report is compiled (编辑) by theMinistry of Education and the State Language Commission.[来源:Zxxk.Com]

“Nowadays，moreand more English abbreviations are being used in Chinese，makingthem an important part of the contemporary language，”said Hou Min，a professor atCommunication University of China.

“The abbreviations have gainedpopularity because of the convenience of usage，”Housaid.

For example，DNA is muchsimpler to use than its Chinese version tuoyang hetang hesuan.

“As more Chinesepeople learn foreign languages，especially English，in recent years，usingabbreviations has become a trend among educated people，”she said.

Some language scholars fear such usage will contaminate the purity of Chinese and cause confusion incommunication.

21.Why do so many Chinese like to use English abbreviations?

A.Because they don’thave to know the literal Chinese translation.

B.Because that’s abetter way to learn English.

C.Because these abbreviations are part of their locallexicon.

D.Because it’sconvenient for them to use the abbreviations.

解析：选D。细节理解题。从文章第八段和第九段可以看出选D项。

22.A couple want to name their child “@”because of its __________.[来源:学*科*网Z*X*X*K]

A.popularity B.pronunciation

C.meaning D.usage

解析：选B。推理判断题。由文章第四段和第五段的内容我们不难发现这对夫妇用@的发音来表达对孩子的爱意。

23.The underlined word “contaminate” in the last paragraph probably means ________.

A.make impure B.smoothaway

C.make clear D.make up

解析：选A。词义猜测题。从文章最后一段的内容可以看出人们担心这样使用语言会“污染、弄脏”中文的纯净性。所以这里选A项。

24.The usage of English abbreviations will be ________in China.

A.limited by the Ministry of Education

B.encouraged by most language scholars

C.more popular among educated people

D.officially forbidden by the government

解析：选C。细节理解题。从文章倒数第二段的内容可以看出选C项。

25.The passage aims to tell us ________.

A.English abbreviations become popular in China

B.English abbreviations will take the place ofMandarin

C.the arguments about English abbreviations[来源:学#科#网Z#X#X#K]

D.how we can use abbreviations properly

解析：选A。主旨大意题。从全文可知，本篇文章主要告诉我们现在有越来越多的英文缩写在中国得到了广泛的使用。由此可以推断选A项。

B

If you are a male and you are reading this，congratulations:you are a survivor.According to statistics，you are morethan twice as likely to die of skin cancer than a woman，andnine times more likely to die of AIDS.Assuming you make it to the end of your natural term，about78 years for men in Australia，you will die on average five years before a woman.

There are many reasons for this-typically，mentake more risks than women and are more likely to drink and smoke but perhapsmore importantly，men don’toften go to the doctor.

Two months ago Gullotta saw a 50yearold man whohad delayed doing anything about his smoker’scough for a year.

“When I finallysaw him，ithad already spread and he has since died from lung cancer，”he says.“Earlierdetection and treatment may not have cured him，but it wouldhave prolonged his life.”

“A lot of menthink they are invincible (不可战胜的)，”Gullottasays. “They only comein when a friend drops dead on the golf course and they think，‘Geez，if it could happen to him，__________.’”

Then there is the ostrich approach，“some men are scared of what might be there and wouldrather not know，”says Dr.Ross Cartmill.

“Most men gettheir cars serviced more regularly than they service their bodies，” Cartmill says.He believes most diseases thatcommonly affect men could be addressed by preventive checkups.

Regular checkups for men would unavoidably placestrain on the public purse，Cartmill says.“Butprevention is cheaper in the long run than having to treat the diseases.Besides，thefinal cost is far greater: it is called premature death.”

26.The average life of Australian women is ________.

A.about 75 years B.about73 years

C.about 78 years D.about83 years

解析：选D。推理判断题。根据第一段最后一句话可知女性的平均寿命比男性的平均寿命长五年，而男性的平均寿命大约是78岁，因此女性的平均寿命就大约是83岁。

27.What does the author state is the most importantreason that men die earlier on average than women?

A.Men drink and smoke much more than women.

B.Men don’tseek medical care as often as women.[来源:学_科_网]

C.Men aren’t ascautious as women in face of danger.

D.Men are more likely to suffer from fatal diseases.

解析：选B。推理判断题。根据第二段的内容可知最主要的原因是男性不太喜欢看医生。由此可知，B项符合题意。

28.Which of the following best completes the sentence“Geez，if it could happen to him，________”?

A.it could happen to me，too.

B.I should avoid playing golf.

C.I should consider myself lucky.

D.it would be a big misfortune.

解析：选A。逻辑推理题。结合上下文内容可知这时他们便会想：既然这种事情能够发生在他身上，那就也有可能发生在我身上。可见A项最合理。

29.What does the underlined phrase “ ostrich approach”mean?

A.A casual attitude towards one’s health conditions.

B.A new illness for certain psychological problems.

C.Refusal to get medical treatment for fear of thepain involved.

D.Unwillingness to find out about one’s disease because of fear.

解析：选D。词义猜测题。根据后面的描述可推知，文中划线词组的意思是因为害怕有问题所以不愿意知道。

30.What does Cartmill say about regular checkups formen?

A.They may increase public expenses.

B.They will save money in the long run.

C.They may cause psychological strains on men.

D.They will enable men to live as long as women.

高一英语必修一教案 篇6

1. 能力目标：

① Listening: gain useful information and clear views from the listening material;

② Speaking: express one’s attitude or views about friends and friendship in appropriate words.

③ Reading: let Ss summarize the main idea

④ Writing: write a letter about how to make friends

2. 知识目标：

① Talk about friends and friendship; how to BE friends; how to gain friendship

② Use the following expression:

so do I / neither do I

I think it is a good idea

All right

Yes，but…

③ to get the Ss to master direct speech and indirect speech

④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once

3. 情感目标:

① To arise Ss’ interest in learning English;

② To encourage Ss to take part in the activities and make Ss confident;

③ To develop the ability to cooperate and communicate with others.

4. 策略目标：

① To develop Ss’ cognitive strategy: making notes when listening carefully;

② To develop and improve Ss’ communicative strategies.

5. 文化目标：

To enable the Ss to come to know different opinions about making friends from different countries.

6. 现实目标

① To make Ss respect each other and friendship

② To make them get well with one another in society

Teaching steps:

Period one

Step 1. warming up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….

3. To let Ss make a correct choice about their questions that they meet in warming up.

Step 2. practice speaking

1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.

2. Self-introduction or work in pairs

3. Ss can ask some questions about life or learning

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …

2. Report to the class: who will probably be your friend why.

Step 4. Do a survey

Ss do the survey in the text on P1

Step 5. Listening and talking

Do Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions.

I am afraid not exactly I agree I think that is a good idea of course not

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why?

Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

I want to find the answer to the question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a piece of clear sky.

When I’m crying, I think friendship is a white handkerchief.

It can wipe my tears dry.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.

Step 8. Evaluation

Ss finish the following evaluation form. Standard: A, B, C

Contents 自评 他评

1. I’m active in talking with others.

2. I’m active in cooperating with others.

3. I can express myself fluently, accurately and appropriately.

4. I know more about friendship after the lesson…

5. Do you think you need to improve yourself in some ways? Which ways?

Homework:

1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two

Step 1. Warming up

Activity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.

How would you feel?

What would you do?

Four students a group discuss with each other for 2 minutes.

Activity 2: Play a short part of the movies

Step 2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step 3. Skimming

Students skim the passage in 2 minutes to get the main idea:

Who is Anne’s best friend?

When did the story happen?

Step 4. Scanning

Students work in pairs to find the information required below:

Anne in World War Ⅱ

Step 5. Intensive reading

Students work in groups of four to discuss the following open questions:

1. Why did the windows stay closed?

2. How did Anne feel?

3. What do you think of Anne?

4. Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).

5. Which sentences attract you in the passage?

Step 6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends?

Step 7. Assignment

Task 1. Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Task 2.Ex 2.3 on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

1. add (v.)

1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

Add up these figures for me, please.

add to something: to increase 增加

The bad whether added to our difficulties

add up to总计、加起来共是

Having a big breakfast adds up to 112

add…to…把…加到…

Please add the names to your list

2. Cheat v.

1). To act in a dishonest way in order to win 欺骗;作弊

2). (of, out of) to take from (someone) in a dishonest way 骗取

The boss has cheated out of his money

1). an act of cheating 作弊行为

2). one who cheats 骗子

3. Go through

1).To examine carefully 仔细阅读或研究

I went through the students’ papers last night.

2).To experience 经历，遭受

They went through the terrible earthquake at night

4. Crazy (adj.)

1). mad, foolish 疯狂的，愚蠢的`

It’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂热的，着迷的

She is crazy about music

5. Lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的

He has been very lonely since his wife left him.

Lonely/alone

alone

1). without or separated from others单独的

She lives alone.

2). only 仅仅，只有。用于名词或代词之后。

The gloves alone cost $ 80.

Leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事

Leave that alone. It’s mine.

She has asked to be left alone.

6. be concerned about/for: be worried about 担心

We’re all concerned about her safety

Concern oneself in something 从事或参与某事

He concerned himself in the case

Be concerned with… 与…有关

The car accident was concerned with my carelessness

7. upset:

1). Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气

He is upset about the little things。

2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气

His cheating on the exam upset his mother

8.well n.井 adj. 身体好 adv. 好 Int. 噢，

George was well and truly drunk.

I couldn’t very well say no when there was no one else she could ask.

9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷

The children watched spellbound as the magician took rabbits from his hat.

Step 3. Learning about language

1. Finish Ex.1, 2 and 3 on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice

Using structures on Page 42: ask the Ss to use indirect speech to retell the story.

Step 5. Assignment

Finish Workbook. Ex, 1 and 2 on page 41 and 42.

Period four

Step 1. Revision

Check the Ss’ assignment.

Step 2. Reading

Ss read the letter on page 6 and tell each other how to help the student named Lisa

Notes:

1. get along with

2. fall in love with

Step 3. Listening

Ss should take notes while they are listening.

1 .first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Workbook. Ex 1 and 2 on page 43 and page 44.

Step 5. Speaking

Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the warming up to help them.

Step 6. Assignment

1. Ss prepare the reading task on page 44.

2. Surf the internet and find some material about friendship in different countries.

Period five

Step 1. Warming up

Ss say something about making friends and how to maintain friendship.

Step 2. Listening

Ss listen to a short passage and fill in the blanks on page 41 (listening).

Step 3. Reading

1. first reading: Ss read the passage about friendship in Hawaii and finish Workbook.Ex1.on page 45.

2. second reading: Ss read again and discuss the questions on page 45.

3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

Step 4. Discussion

What do you and your friends think is cool?

Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.

Ask Ss to use the following sentences while they talk:

I think that… is cool/ isn’t cool because ….

I think so.

I don’t think so.

I agree with you.

I don’t agree with you.

Step 5. Assignment

Ss collect some proverbs about friendship.

Period six

Step 1. Pre-writing

1. Read a letter from a student called Xiao dong.

2. Go over the advice on page 7 and be ready for writing.

Step 2. While-writing

Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.

1. Ss make a list of the important information they can need

2. Ss begin to write the letter to Xiao dong.

3. Ss revise their letters by themselves.

4. Ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures….)

5. Ss get back their own writing paper and write the letter again.

Step 3. Post-writing

Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

Step 4. Writing for fun

1. Ss read the passage on page 7 by themselves.

2. Ss try to write a few lines to describe their best friends or a person they know.

3. Show some Ss’ writings in class.

Step 5. Assignment

Do Workbook. writing task on page 46.

Period seven

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 47. It is very important to improve their learning interests and abilities。

必修一英语friendship 篇7

关键词：地理图像,图像类型,发展趋势

地理教科书中的图像系统直到现在还没有一个标准的分类, 根据地理图像的表现形式和性质, 地理图像可包括:地图、地理示意图、地理景观图、地理统计图、卡通图及漫画。地图按内容分为普通地图和专题地图, 如世界年降水量分布图、矿产资源分布图、主要农作物分布图等。地理示意图按其表现形式分为地理剖面图、地理过程图、地理关联图和地理概念图。在地理教材中如:东西半球分界线、冷暖锋、褶皱、断层示意图等。地理景观图是按内容可分为自然地理景观和人文地理景观。人教版《高中地理 (必修一) 》第五章《自然地理环境的整体性与差异性》, 地理教材以各幅自然带景观图片与陆地自然带分布图展现。地理统计图分为柱状图、扇形图、曲线图等。地理统计图多出现在教材“活动”环节之中。地理教材中漫画表示某种地理概念、地理现象、地理规律, 有利于学生对地理事物和本质的认识, 但地理教材中对漫画的使用越来越少。

一、地理图像系统在地理教材中的分布现状

俗话说“无图不成地理”, 可见地理图像在中学地理教学中的重要地位。从人教版《高中地理 (必修一) 》教材中统计得出:该教材共103页, 共5章16节内容, 含有各类图像合计151幅, 平均每章含有图幅31幅。各类图像的数量及分布见下表:

1. 地图在本册书中的比重偏小, 分布不均。

从表1可以看出, 地图在必修一中的比重偏小, 共有21幅, 只占全书图像总数的13.9%, 其中21幅地图中有12幅出现在《地球上的大气》一章, 由于其他章节教学内容的不同, 地图出现的次数较少。如:世界气候类型的分布, 表示全球气候分布规律及特点。专题地图一般反映地理事物的地理位置及分布规律, 以普通地图作为地理基础, 突出表示某种或几种自然或社会经济要素的地图。

(单位:幅)

2. 地理示意图和景观图数量多, 分布广。

表1中地理示意图的数量在地理图像的总数中最多, 共有59幅, 主要分布在“太阳系的层次”、“岩石圈物质循环”、“水循环示意”等内容, 约占39%。地理示意图是用来说明某种地理原理或某种地理原理现象成因、发展演化过程及演化规律的比较简明形象的图形。“水循环示意”反映海洋水和陆地水之间通过一系列过程所进行的相互转换运动。使用示意图代替文字阐述, 使地理过程具体、形象、直观, 有利于激发学生的学习兴趣和学习的主动性, 培养学生的读图技能。地理景观图有56幅, 主要分布在侵蚀地貌景观、堆积地貌景观、黄土高原景观图, 约占37%。由于地理的综合性、区域性等特点, 不能直接观察到地理事物。地理景观图的使用把地理现象直观形象地展示在学生面前, 拓展了学生的视野, 培养了学生的空间想象能力。

3. 地理统计图篇幅少, 分布均匀。

统计图表广泛应用于地理教学及地理考试中, 认识和阅读统计图表是学生必备的地理技能之一。在必修一教材中地理统计图共15幅, 约占10%, 较多出现在“活动”环节, 几乎在各章中都有使用, 地理统计图反映地理事物数量变化、地理事物间数量关系的各种抽象的地理数据。地理统计图反映的地理事物具有科学性、系统性、直观性的特点。地理统计图的在地理教学中起着重要作用。

4. 卡通图及漫画在本册书中未使用。

根据初中生和高中生个性心理差异性, 在高中地理教材中, 卡通图及漫画没有使用。从感性地了解地理现象上升到理性地认识地理规律成因, 所以较多出现地图、示意图及统计图表, 更具有理性特点和地理逻辑思维的培养。

二、人教版《高中地理 (必修一) 》图像系统的发展趋势

地理知识的图像化已成为一种趋势, 从20世纪80年代初到21世纪初新课程改革, 经历三十年的发展, 人教版地理教科书的图像体系正在逐步完善, 地理图像系统也呈现不同的特点。

1.地理图像由单幅地图向同一原理的多幅地图趋势发展, 增大地理图像的图幅, 丰富图像的类型, 降低图片的难度, 减少了单幅图载的信息量, 突出了所要表达的地理信息。

2.在上世纪80年代的地理教材中图像色彩主体内容全是黑白色, 从90年代到现在使用的人教版《高中地理 (必修一) 》中的图像全是彩色图像, 教材中的地理图像清晰、布局科学、美观, 更加形象直观性。

3.随着多媒体技术的发展, 电子地图的使用在中学地理教学中已成为趋势, 尤其是以GIS为技术的电子地图。《普通高中课程标准 (实验) 》已经把地理信息技术纳入必修课程内容, 并在选修课程中设置以GIS为主的《地理信息技术应用》课程。以GIS技术为基础的电子地图, 比传统的纸质地图有着更大的优势:GIS精确的空间定位和空间分析功能, 灵活、方便的地图缩放和综合图解, 有利于培养学生空间想象力和提高学生的空间思维能力, 有利于突破教学中的难点和重点。把GIS引入课堂教学, 有利于优化教学过程, 提高教学效率, 电子地图的教学方法可以帮助教师清晰展现地图空间思维认知过程, 使学生对地理事物空间关系认识更加直观、具体, 提高学生的认知结构。

4.地理学具有空间性和地域性的特点, 学生要学好地理需要具备良好的空间思维能力和想象力, 三维立体图就是培养这一能力的重要的方法。地理教科书的图像系统都是采用平面图的组合, 缺乏与立体图的组合, 这不利于培养学生空间思维能力, 因此增设立体图与平面图组合或立体图的组合是地理教科书发展的必然趋势。

5.人教版《高中地理 (必修一) 》不同于其他版的地理教科书, 其新增了“阅读、活动、案例、读图思考”四个板块, 地理图像贯穿于地理教材中的各个板块。图像功能加强, 图文结合、以图代文、以图释文, 用图像分析地理现象、地理空间分布及要素之间的关系。有利于培养学生探究能力、培养学生的地理科学素养。

三、结语

地理图像是中学地理教材的重要组成部分, 地理图像系统在各章节的分布状况是由于各种地理图像的特点和功能决定。地理图像是传递知识和辅助理解教材的工具, 在地理教学过程中应将地理图像与教学内容紧密配合, 二者在教学中相辅相成, 共同阐明地理特征、地理现象、地理成因和地理规律等内容。有利于培养学生的读图、技能, 培养学生的地理知识, 培养学生素养、培养学生地理科学思维方式。

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