Lesson one
新概念英语Lesson one 知识点总结
新概念英语知识点总结Lesson One：1.private: adj. ⑴私人的 a～letter/house ⑵不公开的,秘密的It’s ～⑶个体的,民办的a～school,～educationprivacy：n. 隐私,私人权利 protect our ～ // 反义词→public: adj. 公共的～education，a～place/library2.seat：⑴n.座位 take a ～坐下⑵v.就坐be seated(尤用于被动) Please be seated，ladies and gentlemen.3.angry: adj. 生气的,发怒的(→angrier→angriest) be ～ with sb at/about sth // adv. angrily 生气地4.attention：⑴n.注意,留心 pay ～ to(+ sth/doing sth),attract one’s ～吸引注意⑵interj. 召唤人们注意 Attention please! The bus will leave in 5 minutes.5.bear：⑴n. 熊 a polar ～北极熊，a ～ market熊市(反义词→a bull market牛市)，～ hug 熊抱(紧紧搂抱)⑵v.(→bore→borne)①容忍,忍受(=stand) I can not ～ it. ②支持,支撑 The ice is too thin to ～your weight. ③负起,负担～ the cost/responsibility ④生育～ a child生孩子，be born 出生注：borne作生育讲不用于被动语态，另一个过去分词born仅用于被动语态. He was born in 2000.6.business：n. ⑴商业,贸易 We do ～ with foreigners. ⑵理应关心的事 none of your ～不关你的事词句：～ is ～公事公办，get down to ～开始干正事，be on ～出差，～ card名片，～man 商人7.cross：⑴n. 十字形或叉形记号 mark the place with a ～ on the map. the Cross 十字架⑵v. ①横穿～ the road/river ②交叉～ one’s leg盘腿, ～ one’s arms 交叉双臂⑶adj. 生气的,恼怒的 I was ～ with him for being late. What are you so ～ about?crossing：n.十字路口,交叉道口 Turn right at the 2nd ～在第二个十字路口向右转across：prep.(从表面)穿过 go ～ the road // 易混词→through (从中间)穿过 go ～ the forest/tunnel8. 课文词组：a private conversation 一次私人谈话；go to the theatre 去剧院,去看戏；have a very good seat有一个很好的座位；sit behind me 坐在我后面；talk loudly 大声谈话；get angry 生气；turn round/around 转身；pay attention to 注意；in the end 在最后；none of your business 不关你的事；say rudely 粗鲁地说9. 课后词句：The policeman arrested the thief.警察逮捕了小偷；in the corner of the garden 在花园的角落； borrow a book from the library从图书馆借了一本书；eat an apple greedily 贪婪地吃苹果；The bad weather spoilt our holiday.坏天气破坏了我们的假期；The little girl is terribly spoilt.这个小女孩被宠坏了；receive a letter from sb 从某人那收到一封信。
Lesson one (问候与告别)
Lesson one (第一课) 编写：LiciaGreetings and Farewell(问候与告别)1，初次见面打招呼：Tom: How do you do. I am Tom, nice to see you. / 你好，我是汤姆，很高兴见到你Ford: How do you do, Tom. My name is Ford, nice to see you. / 你好，汤姆，我是福特，很高兴见到你。
注意：初次见面打招呼的特殊用语：How do you do2，熟人见面打招呼：Tom: Hello, Ford. How are you? / Nice to see you again. How have you been? / Hello. It’s a lovely day, isn’t it? / Good morning, sir. 你好，福特，最近怎么样？很高兴见到你，最近好吗？你好，今天天气很好，不是吗？先生，早上好。
Ford: I fine, Thank you. And you? / Nice to see you. / Yes, sunny. 我很好，谢谢，你呢？见到你真高兴。
是啊，今天是个大晴天。
Tom: I fine too. (Not bad, very well, good, great, just so-so, about the same as usual, not very well…..)我也很好。
不错，很好，非常好，马马虎虎，和平时差不多，不是很好…..3，送别与告别：Good-bye! / Bye. / See you next time. / See you. 再见Give my best regards to…. 请代我向…..致意I’d better be on my way. 我得上路了Keep in touch. 保持联系Hope to see you again. 希望能再见到你Have a nice day. 祝你愉快I wish you a pleasant journey. / 祝你一路顺风4，情景对话：（让参与者分组，用每一个情景提供的句子编成一组完整的对话，并且加上自己的称谓。
Lesson One 词汇补充练习参考答案
Lesson One How to Get the Poor off Our ConscienceSupplementary ExercisesI. Morphology: Fill in each blank with a proper derivative of the word in the brackets.1.This research seems to give/lend some validity to the theory that the drug mightcause cancer. （valid）2.H e’s been very preoccupied recently because her mother has been very ill.(preoccupy)3.Textbook writing can be an intellectually and financially rewarding activity.(reward)4.Problems arise if the parents’ approach to discipline is inconsistent. （consistent）5.There have been calls for the drug’s immediate suspension, following reports thatit has dangerous side effects. （suspend）6.You can rest assured (= feel confident) that I shall be there as promised. （assure）7.The road to happiness is paved with adversities. (adverse)8.We need to incentivize our sales managers to achieve these targets. (incentive)9.While she was at home looking after her children, she felt deprived of intellectualstimulation. (stimulate)10.Scientists have established the relationship between lung cancer and smoking.(relation)11.The nuns have an hour for silent contemplation every morning. (contemptlate)12.He was penalized early in the match for dangerous play. (penal)II. Collocation: Fill in each blank with a proper preposition or adverb.1.I prefer teaching methods that actively involve students in learning.2.I didn’t like red wine before but I acquired a taste for it (= started to like it as Ibecame familiar with it) while I was living in France.3.Would you stop making jokes at my expense?4.She’s always bringing up her health problems.5.Despite what you think, I’m only acting in your best interests (= doing what isbest for you) .6.After thirty years as a judge, her reflections on/about justice were well worthlistening to.7.He’s usually quite polite in my presence.8.Her voice took on a troubled tone.9.She’s come up with some amazing scheme to double her income.10.To some degree I think that’s right, but there are other factors which affect thesituation.11.I stayed at home on the night in question.12.Even a low level of noise interferes with my concentration.13.Don’t give way to your fears.14.His dancing technique is good, but he needs to work on his fitness.15.Police dogs can discriminate between the different smells.16.This car has an engine replete with the latest technology.17.She was given to staying in bed till lunchtime.18.The unions assured the new owners of the workers’ loyalty to the company.19.They were seduced into buying the washing machine by the offer of a free flightto the United States.20.The pickpocket delicately relieved him of his wallet.21.Her preference is for comfortable rather than stylish clothes.22.The paper charged her with using the company’s money for her own purposes.23.The beauty of air travel consists in its speed and ease.24.When she didn’t answer the telephone, I resorted to standing outside her windowand calling up to her.25.Although richer people may be more likely to express a desire to migrate within agiven country, the reported desire to migrate is also higher in poorer countries as compared with richer countries.26.The company resolved to take no further action against the thieves.27.Sales have fallen badly this year, to the extent that we will have to close some ofour shops.28.I suppose it’s because I live in a city that I have this yearning for open spaces.(yearn)III. Synonym discrimination: Discriminate the differences in meaning between the synonyms and fill in each blank with the best choice.1. The family have a history of mental disorder. (ailment disease disorder) Ailment, disease and disorder all mean a deranged bodily state usually associated with or amounting to a loss of health. Disease in its usual and broadest use implies an impairment of the normal state of the living body or of one or more of its parts marked by disturbance of vital functions and usually traceable to a specific cause. Disorder is commonly interchangeable with disease but typically it stresses the disordered state without regard to the cause. Ailment often suggests a trivial or chronic disorder.2. Should the opportunity arise, I’d love to go to China. (arise rise)Rise and arise mean to move or come up from a lower to a higher level. Rise is used in reference to persons or animals that get up from a lying or sitting position or to things that seem to come up into view or to lift themselves up. Arise comes close to rise but is somewhat more rhetorical or poetic.3. They were debating the proposition that “All people are created equal”. (proposal proposition)Proposal and proposition are comparable when they denote something which is proposed to another for consideration. Proposal usually carries a clear suggestion of the act of proposing; thus one receives a proposal, or entertains a proposal, or listens to a proposal. It also commonly implies an offer. Proposition applies primarily to ausually affirmative statement that is propounded for discussion, argument, proof, or disproof.4. The final answer to this question is still to be found. (last eventual final) Last, eventual and final are comparable when they mean following all the others in time or order or in importance. What is last comes at the end of a series, especially of things of the same kind or class; the term usually implies that no more will follow or have followed. What is final definitely closes a series or process not only because it is the last in order of individuals or details but because it is decisive or conclusive. What is eventual is bound to follow as the final effect of causes already in operation or of causes that will be operative if a given or understood contingency occurs.5. The artisan, for example, ranks no doubt lower than the professional man; but no one maintains that he is a different kind of being. (maintain assert justify) Maintain, assert and justify are comparable when they mean to uphold as true, right, just, valid, or worthy of notice or acceptance in the face of opposition. When this implication is the only one, maintain usually means to argue in the spirit of one who does not admit any weakness in his contention. Often, however, the term additionally implies persistence or insistency in upholding in defiance of all opposition. Assert so strongly implies a determination to make others accept or recognize what one puts forward as the truth, or as a claim, or as a right, that it often suggests aggressiveness or obtrusiveness. Justify implies that the thing concerned can no longer be oppsed or ignored because it has been conclusively shown to be true, valid, or proper by irrefutable arguments or on inescapable grounds, such as its consequences or its successful operation.6. Able boys and girls will submit willingly to severe discipline in order to acquire some coveted knowledge or skill. (able competent capable qualified)Able, competent, capable and qualified are close synonyms when they denote having marked power or fitness for work and are used attributively. Able suggests ability markedly above the average; it often connotes power of mastery; it does not exclude the connotation of promise even when the emphasis is on performance. Capable stresses possession of qualities such as adaptability, resourcefulness, versatility, industry, or efficiency and seldom indicates, apart from its context, the specific ability involved. Competent and qualified are used especially to characterize a person or his activities in relation to a specific calling. Competent implies the ability to satisfy capably all the special demands or requirements of a particular situation, craft, or profession, but it does not necessarily imply, as qualified usually does, compliance with set standards such as special training and the testing of one’s competence at the end of such training.7. Few men are placed in such fortunate circumstances as to be able to gain office. (Get obtain procure gain )Get, obtain, procure and gain are often interchangeable when they mean to come intopossession of. Get is very general in its meaning and simple and familiar in its use. Obtain may suggest that the thing sought has been long desired or that it has come into possession only after the expenditure of considerable effort or the lapse of considerable time. Procure is likely to suggest planning and contriving over a period of time and the use of unspecified or sometimes questionable means. Gain often implies competition in acquiring something of value.8. The universe is presumed to contain many other planets with some form of life. (presuppose presume assume)Presuppose, presume and assume are comparable when they mean to take something for granted or as true or existent especially as a basis for action or reasoning. Presuppose, the most inclusive of these words, need not imply dubiousness about what is taken for granted. Presume may imply conjecture but ordinarily carries the implication that whatever is taken for granted is entitled to belief until it is disproved. Assume stresses the arbitrary acceptance as true of something which has not yet been proved or demonstrated or about which there is ground for a difference of opinion. 9. The hotel is in a tranquil rural setting. (calm tranquil peaceful)Calm, tranquil and peaceful all mean quiet and free from all that disturbs or excites. Calm is primarily applied to sea or weather, usu conveys an implicit contrast with its opposite: stormy, and suggests freedom, real or assumed, from agitation of whatever sort. Tranquil implies a more settled composure, a more inherent quiet, than calm with less suggestion of previous agitation overcome. Peaceful implies repose or the attainment of undisturbed tranquility.。
lesson one 单词
an [æn] art. 一（在元音字母前）a art. 一；任一；每一the [ði] art. 这；那adv. 更加（用于比较级，最高级前）student ['stju:dənt] n. 学生；学者is [iz] v. 是（be的三单形式）apple ['æpl] n. 苹果；[俚]家伙John n. 约翰（男子名）green [ɡri:n] n. 绿色；青春adj. 绿色的；青春的vt. 使变绿色vi. 变绿色bike [baik] n. 自行车；脚踏车New Y ork 纽约No. abbr. 号码；编号（等于number）fourteen ['fɔ:'ti:n] num. 十四adj. 十四的middle ['midl] adj. 中间的，中部的；school [sku:l] n. 学校；tree [tri:] n. 树banana [bə'nɑ:nə] n. 香蕉；factory ['fæktəri] n.工厂She [ʃi:] pron. 她（主格）three [θri:] n. 三，三个num. 三adj. 三的，三个的has [hæz] vt. 有；family ['fæmili] n. 家庭group [ɡru:p] n. 小组team [ti:m] n. 队police [pə'li:s] n. 警察clothing ['kləuðiŋ] n. 衣服furniture ['fə:nitʃə] n. 家具wood [wud] n. 木料meat [mi:t] n. 肉wine [wain] n. 酒gas [ɡæs] n. 气体piece [pi:s] n. 片,枝,块,张cup [kʌp] n. 杯bag [bæɡ] n. (袋),bottle ['bɔtl] n. (瓶)等表示计量的名词。
人教版二年级英语lesson one
人教版二年级英语lesson one人教版二年级英语lesson one是初学英语的孩子们接触英语课程中的第一课。
这节课主要是通过简单的英语单词和短语，以及日常用语来让孩子们初步了解英语的基础知识。
在这一课中，学生们将学到一些简单的问候语和自我介绍的表达方式，建立起对英语语言的兴趣和学习动力。
在lesson one中，学生们将学会用英语进行简单的问候和自我介绍。
他们会学习到“Hello, my name is…”，“What's your name?”，“Good morning/afternoon/evening”等常用的日常问候语。
这些简单而常用的句子将为他们今后的英语学习打下良好的基础。
在lesson one中，学生们将学会认识一些简单的英语单词和短语，比如“apple”、“banana”、“book”、“pen”等。
通过简单的单词学习，他们可以初步认识到英语语言的字母和发音，并且能够通过这些单词构建一些简单的句子来表达自己的想法和需求。
人教版二年级英语lesson one是一个非常基础且重要的课程。
通过这节课的学习，学生们将初步接触到英语语言，建立起对英语学习的兴趣和信心。
在今后的学习中，他们将会逐渐加深对英语语言的理解，提高自己的英语水平。
对于这一课程，学生们应该认真对待，多加练习，在老师的指导下逐步提高自己的英语能力。
对我个人而言，人教版二年级英语lesson one的重要性在于，它是孩子们初次接触到英语学习的开始，为他们未来的英语学习奠定了基础。
在学习这一课程时，我会注重帮助学生们掌握基础的英语表达能力，同时激发他们学习英语的兴趣，让他们乐于学习英语，建立自信心。
我会引导学生通过多种方式来学习、练习lesson one中的内容，比如通过唱歌、玩游戏等形式来加深他们对英语的记忆和理解。
总的来看，人教版二年级英语lesson one是孩子们学习英语的第一步，它的重要性不言而喻。
现代大学英语精读Lesson One Half a Day原文及翻译
现代大学英语精读Lesson One Half aDay原文及翻译Lesson One: Half a DayAs I XXX。
XXX his right hand。
My new black shoes。
green school uniform。
and red cap did not bring me any joy。
Today was the day I would be forced to attend school for the first time.XXX us from the window。
and I looked back at her。
hoping she would save me。
We walked down a street with gardens and fields filled with pears and date palms.Why do I have to go to school?" I asked my father。
"What did I do?"He chuckled and replied。
"I'm not punishing you。
School XXX men。
Don't you want to be useful like your brothers?"XXX from my home and thrown into a large。
high-walled building would do me any good.When we reached the gate。
the courtyard XXX me to go in alone and join them。
XXX to his hand。
he urged me to be brave and start this new chapter of my life。
Lesson One 第一课
2.语法方面——时态的用法
（2）时态 科技英语中的常用时态有： 一般现在时（最常用） 一般过去时（科技发展史） 现在完成时 （某些科技报告、杂志）
2.语法方面——广泛使用被 动
（3）广泛使用被动的原因： 尽量避免第一、二人称，以免造成主 观臆断。 主要信息提前，通过主语传递主要信 息
2.语法方面——广泛使用被 动
Ⅵ 同义词 synonym differentiate and analyse
electrical 电的，与电有关的，电气科学的，与用电有 关的事物，被修饰词本身一般不能带电。 Example: electrical engineer, electrical energy Buy an electric guitar and an electrical book for me. Exception 例外 Electric(al) engineering /engineer / capacity 电气工程/ 电气工程师 / 电容
Ⅵ 同义词 synonym differentiate and analyse
3.factory,plant, works, mill的区别 factory 最普通的工厂用语 factories and stores 工厂和商店 factory building 厂房
Ⅵ 同义词 synonym differentiate and analyse
Example: The capacitance of a capacitor is measured in farads. 电容器的电量以法拉为单位来测量。 We measure the capacitance of a capacitor in farads. 我们以法拉为单位来测量电容。
LESSON ONE 语篇精讲
语篇精讲：The Pleasure of Learning 学习的乐趣As more schools are set up today, learning is compulsory. It is an Ought, even worse, a Must, enforced by regular hours and rigid discipline. And the young sneer at the Oughts and resist the Musts with all their energy. The feeling often lasts through a lifetime. For too many of us, learning appears to be a surrender of our own will to external direction, a sort of enslavement.This is a mistake. Learning is a natural pleasure, inborn and instinctive, one of the essential pleasures of the human race. Watch a small child, at an age too young to have had any mental habits implanted by training. Some delightful films made by the late Dr. Arnold Gesell of Yale University show little creatures who can barely talk investigating problems with all the zeal and excitement of explorers, making discoveries with the passion and absorption of dedicated scientists. At the end of each successful investigation, there comes over each tiny face an expression of pure heartfelt pleasure. ...But if the pleasure of learning is universal, why are there so many dull, incurious people in the world? It is because they were made dull, by bad teaching, by isolation, by surrender to routine, sometimes, too, by the pressure of hard work and poverty, or by the toxin of riches, with all their ephemeral and trivial delights. With luck, resolution and guidance, however, the human mind can survive not only poverty but even wealth.This pleasure is not confined to learning from textbooks, which are too often tedious. But it does include learning from books. Sometimes when I stand in a big library like the library of Congress, or Butler Library at Columbia, and gaze around me at the millions of books, I feel a sober, earnest delight hard to convey except a metaphor. These are not lumps of lifeless paper, but minds alive on the shelves. From each of them goes out its own voice, as inaudible as the streams of sound conveyed by electric waves beyond the range of hearing, and just as the touch of a button on our stereo will fill the room with music, so by opening one of these volumes, one can call into range a voice far distant in time and space, and hear it speaking, mind to mind, heart to heart. But, far beyond books, learning means keeping the mind open and active to receive all kinds of experience. One of the best-informed men I ever knew was a cowboy who rarely read a newspaper and never a book, but who had ridden many thousands of miles through one of the western states. He knew his state as thoroughly as a surgeon knows the human body. He loved it. Not a mountain, not a canyon which had not much to tell him, not a change in the weather that he could not interpret. And so, among the pleasures of learning, we should include travel, travel with an open mind, an alert eye and a visit to understand other peoples, other places, rather than looking in them for a mirror image of oneself. If I were a young man today, I should resolve tosee ?nbsp;no, to learn ?nbsp; all the 50 states before I was 35.Learning also means learning to practice, or at least to appreciate, an art. Every new art you learn appears like a new window on the universe; it is like acquiring a new sense. Because I was born and brought up in Glasgow, Scotland, a hideous 19th-century industrial city, I did not understand the slightest thing about architecture until I was in my 20s. Since then, I have learned a little about the art, and it has been a constant delight. ... As for reading books, this contains two different delights. One is the pleasure of apprehending the unexpected, such as when one meets a new author who has a new vision of the world. The other pleasure is of deepening one's knowledge of a special field. ... Learning extends our lives (as Ptolemy said) into new dimensions. It is cumulative. Instead of diminishing in time, like health and strength, its returns go on increasing, provided ...Provided that you aim, throughout your life, as you continue learning, to integrate your thought, to make it harmonious. If you happen to be an engineer and also enjoy singing in a glee club, connect these two activities. They unite in you; they are not in conflict. Both choral singing and engineering are examples of thearchitectonic ability of man: of his power to make a large plan and to convey it clearly to others. Both are aesthetic and depend much on symmetry. Think about them not as though they were dissociated, but as though each were one aspect of a single unity. You will do them better, and be happier.Much unhappiness has been suffered by those people who have never recognized that it is as necessary to make themselves into whole and harmonious personalities as to keep themselves clean, healthy and financially solvent. Wholeness of the mind and spirit is not a quality conferred by nature, or by God. It is like health, virtue and knowledge. Man has the capacity to attain it; but to achieve it depends on his own efforts. It needs a long, deliberate effort of the mind and the emotions, and even the body.During our earthly life, the body gradually dies; even the emotions become duller. But the mind in most of us continues to live, and even grows more lively and active, enjoys itself more, works and plays with more expansion and delight. Many people have played themselves to death, even eaten and drunk themselves to death.Nobody has ever thought himself to death. The chief danger confronting us is not age. It is laziness, sloth, routine, stupidity ?nbsp; forcing their way in like wind through the shutters, seeping into the cellar like swamp water. Many who avoid learning, or abandon it, find that life is drained dry. They spend 30 years in achair looking glumly out at the sand and the ocean; on a porch swing waiting for somebody to drive down the road. But that is not how to live.No learner has ever run short of subjects to explore. The pleasures of learning are indeed pleasures. In fact, the word should be changed. The true name is happiness.You can live longest and best and most rewardingly by attaining and preserving the happiness of learning.《学习的乐趣》这篇文章是美籍苏格兰作家吉尔伯特·哈厄特（Gilbert Highet）写。
Lesson One 第一课
I had a very good seat. The play was very interesting. I did not enjoy it.
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否定句中“not”单独写出表示强调否定语气；雅思作文中为了体现语言的 正式性不要写缩写，一律写not； I didn’t enjoy it. Vs. I did not enjoy it. I couldn’t hear the actors. Vs. I could not hear the actors
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★private adj.私人的 ① adj. 私人的 private life 私生活 private school 私立学校 It's my private letter. （如果妈妈想看你的信） It's my private house. （如果陌生人想进你的房子） ② adj. 普通的 private citizen 普通公民 I’m a private citizen. （citizen n. 公民） private soldier 大兵 《Private Ryan》（《拯救大兵瑞恩》）
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A young man and a young woman were sitting behind me. They were talking loudly.
was/were doing 表示“在过去某段时间内一直做某事” 表示“在过去某段时间内一直做某事” eg: They were talking loudly. The baby was crying all night.
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2 Lesson One 字母概述
Lesson One 字母概述英语中共有26个英文字母，其中有5个元音字母，它们是Aa Ee Ii Oo Uu,其它为辅音字母，元音字母与辅音字母共同拼写成单词。
一、26个字母及名称音。
二、26个字母按音素分类。
[ei] 音四家族 Aa Hh Jj Kk[i:]音八大家 Bb Cc Dd Ee Gg Pp Tt Vv[e]音七颗星 Ff Ll Mm Nn Ss Xx Zz[ju:]氏三兄弟 Qq Uu Ww[ai]音俩姐妹 Ii Yy[əu] Oo[a:] Rr 无依靠三、26个英文字母在单词中的常见发音。
Aa [æ] [æ] [æ] Nn [n] [n][n]Bb [b] [b] [b] Oo [ ] [ ] [ ]Cc [k] [k] [k] Pp [p] [p] [p]Dd [d] [d] [d] Qq [kw][kw][kw]Ee [e] [e] [e] Rr [r] [r] [r]Ff [f] [f] [f] Ss [s] [s] [s]Gg [g] [g] [g] Tt [t] [t] [t] Hh [h] [h] [h] Uu [Λ][Λ][Λ]Ii [i] [i] [i] Vv [v] [v] [v]Jj [ ][ ] [ ] Ww [w] [w] [w]Kk [k] [k] [k] Xx [ks][ks][ks]Ll [l] [l] [l] Yy [j] [j] [j]Mm [m] [m] [m] Zz [z] [z] [z]练习∶1.朗读五个元音字母：Aa Ee Ii Oo Uu2.将字母大小写连线。
I o u a e3.圈出单词中的元音字母1.mum2.good3.cat4.desk5.dog6.pig7.goat8.hen9.ruler 10.sheep4.根据音标写大小写字母。
[ei] [i:] [ai] [əu] [au ]5.找出与所给字母含有相同因素的字母在（）内打“﹀”1. H A( ) C( )2. E K( ) B( )3. F M( ) P( )4. U Q( ) O( )5. I S( ) Y( )。
搜一篇英语三年级下册lesson one的思维导图
搜一篇英语三年级下册lesson one的思维导图
单词
首先我们来看单词部分，可以打开课本最后的单词页面，黑体词汇需达四会（听、说、读、写）目标，课本表上的白体词汇需达到三会（听、说、读）目标，其它生词汇达到二会（读、说）目标。
我们可以根据自己的实际情况把单词整理在思维导图上，可以适当分类，尤其是后面要学习的单词越来越多，用思维导图分类整理也是一种很好的记忆方法。
句型
重点句型这里指的是反复出现在课文中的句子，也是本单元主要学习的句型，对于孩子自己整理可能还有难度，建议家长写前面的句型，让孩子自己把课本的例子抄写上去，为了更好记忆也可以加一些小方框把课文的小对话抄上去。
语法
可能三年级还没有专门语法这个概念，但是每个单元都有要求孩子需要掌握的一些语法知识点，可以慢慢把同个语法知识点整理在一起。
本次主要是以课本单元的内容为主来做的思维导图，可能比较适合小学生，中学生的话，我建议可以一个语法知识点一张思维导图，单词也可以按照分类来做思维导图，比如像水果我们如果来做思维导图的话，可以按照水果的颜色来分，慢慢把学习到的水果英文画在思维导图上，也可以按照单词的首字母来分。
《Lesson One》 教学设计
《Lesson One》教学设计一、教学目标1、知识与技能目标学生能够掌握本节课的重点词汇，如_____、＿____等；能够理解并正确运用基本句型，如_____；能够听懂与课程主题相关的简单对话，并进行简单的口语交流。
2、过程与方法目标通过课堂互动、小组讨论等活动，培养学生的合作学习能力和语言表达能力；通过听力、阅读、写作等多种练习方式，提高学生的综合语言运用能力。
3、情感态度与价值观目标激发学生学习英语的兴趣，增强学习自信心；培养学生的跨文化意识，了解英语国家的文化背景。
二、教学重难点1、教学重点重点词汇的发音、拼写和用法；关键句型的结构和运用；课文内容的理解和掌握。
2、教学难点如何引导学生正确运用所学词汇和句型进行口语和书面表达；如何帮助学生理解英语国家的文化差异，避免在交流中出现文化误解。
三、教学方法讲授法、讨论法、练习法、情境教学法四、教学过程1、导入（5 分钟）通过播放一段与本节课主题相关的英语视频或展示一些图片，引起学生的兴趣，导入新课。
提问学生关于视频或图片的内容，引导学生用英语表达自己的想法。
2、词汇学习（15 分钟）利用多媒体展示本节课的重点词汇，教师领读，学生跟读，注意纠正发音。
通过图片、例句等方式帮助学生理解词汇的含义和用法，让学生进行简单的词汇练习，如填空、造句等。
3、句型讲解（15 分钟）呈现本节课的关键句型，讲解句型的结构和用法。
创设情境，让学生在情境中运用句型进行对话练习，鼓励学生积极参与，教师及时给予指导和反馈。
4、课文学习（20 分钟）播放课文录音，让学生边听边理解课文内容。
教师对课文中的重点和难点进行讲解，帮助学生更好地理解。
学生分小组朗读课文，并进行角色扮演，模仿课文中的对话进行交流。
5、练习巩固（15 分钟）布置相关的练习题，如听力练习、阅读理解、书面表达等，让学生巩固所学知识。
学生完成练习后，教师进行讲解和点评，针对学生的错误进行重点讲解。
6、课堂总结（5 分钟）教师与学生一起回顾本节课的重点内容，包括词汇、句型和课文，强调学习要点和容易出错的地方。
音标Lesson One
Lesson One 学习元音[i:] [i] [ә:] [ә]Name:_________________(1)/i:/• /i:/发这个音的字母和字母组合e ea ee • e: m e b e sh e h e w e e vening • ee: sw ee t b ee sw ee p sh ee p s ee sl ee p thr ee gr ee n • ea: m ea t l ea f s ea p ea t ea ch ea t cl ea n • 根据发音规则，圈出下列单词中元音字母组合发音相同的两个词。
• 1. seat rain bean cat• 2. gift feet teacher dog• 3. pig star tree jeep• 4. sweet sea fish the(2)/i/口诀：拉拉拉面，E 绕口令：Can you see the green leaves of each tree in the field. 口诀：吃饱打嗝, /i/ /i/ /i/ 绕口令：Be quick! Be quick! We ’ll go to the cinema. What is it? It is a ticket.• /i/ 发这个音的字母和字母组合i e y ey• i: p i g f i sh i n f i fteen s i x sh i p th i n• e: b e gin b e hind jack e t bask e tball• y: happ y heav y bus y carr y sunn y lovel y stud y thirst y twent y thirt y wind y rain y• ey: monk ey mon ey• 根据发音规则，圈出每组中元音字母发音不相同的单词。
• 1. sofa sit kick lip• 2. ink gift jam ship• 3. hand picture big sister• 4. hot lick pig jelly(3)/ ɜ:/• / ɜ:/ 发这个音的字母和字母组合er ir ur ear or • er: h er s er ve t er m • ir: b ir d g ir l sk ir t f ir st d ir ty sk ir t sh ir t • ur: n ur se Th ur sday t ur tle p ur ple c ur tain• ear: ear ly l ear n • or: w or d w or k w or ld口诀：肚子饿不饿，饿 绕口令：The nurse saw a turtle on her purple curtain.• 根据发音规则，圈出每组中元音字母组合发音相同的单词。
(完整版)lessonone
a o e i u üb p m f d t n l g k h j q x zh ch sh r zc s y wai ei ui ao ou iu ie üe er an en in un ün ang eng ing ongzhi chi shi ri zi ci si yi wu yu ye yue yuan yin yun ying顺序a o e i u üb p m f d t n g k h j q x zh ch sh r z s y w ai ei ui ao ou iu ie ue er an en in un ün ang eng ing ongzhi chi ri zi ci ri ye yue ying yuan yi wu yu yinLesson One1. I see．我明白了。
Wo ming bai le2. I quit! 我不干了! Wo bu gan le3. Let go! 放手! Fang shou4. Me too．我也是。
Wo ye shi5. My god! 天哪! Tian a6. No way! 不行! Bu xing7. Come on．来吧(赶快) lai ba!(gan kuai)8. Hold on．等一等。
Deng yi deng9. I agree。
我同意。
Wo tong yi10. Not bad．还不错。
Hai bu cuo11. Not yet．还没。
Hai mei12. See you．再见。
Zai jian13. Shut up! 闭嘴! Bi zui14.Hello! 你好ni hao15. Why not? 好呀! (为什么不呢?) hao ya! Wei shen me bu ni?16. Allow me．让我来。
Rang wo lai17. Be quiet! 安静点! An jing dian18. Cheer up! 振作起来! Zhen zuo qi lai19. Good job! 做得好! Zuo de hao20. Have fun! 玩得开心! Wan de kai xin!。
第一课 Lesson One_七年级英语教案
第一课 Lesson One_七年级英语教案第一课Lesson One一、教学内容1．词汇（略）。
2．句型：能口、笔头运用以下句型：1) Welcome back to school! 2) Let me call your names. 3．日常交际用语：[表示请求、道歉及应答的用语] 1) May I come in, please? 2) I’m sorry I’m late. It doesn’t matter.二、教具录音机；一大张白纸，上面写有全班同学的姓名（用汉语拼音）。
三、课堂教学设计1．复习（注1）。
2．教师在黑板上书写Lesson One及The first lesson,引导学生猜测The first lesson的意义。
用英语向学生大声说：Welcome back to school!并用汉语加以解释（见难点讲解1）。
教师领读，学生跟读，到学生初步掌握为止。
教师出示事先准备好的写有全班姓名的白纸，教授a piece of paper这一短语及其他部分生词：T：What’s this in English? It’s a piec e of paper. I have all your names on this piece of paper. Now let me call your names.教师借助手势，用较慢语速重复两至三遍，并板书出现的生词及短语，引导学生猜测这些句子的意思。
领读生词。
3．准备放课文第1段录音。
教师板书（注2）两个听前提问(Pre-listening questions)：1) Who is their English teacher? 2) Does he know the student s’ names?放课文第1段录音（一至两遍，学生不看书），指导学生回答黑板上的两个问题。
再放录音，学生打开书跟读，反复三遍。
4．教师讲解this/a piece of paper及Let me call your names（见难点讲解2、3）。
lesson one 原音辅音
【综合英语】-----Lesson One：元音辅音教学-----1、元音和辅音的定义：发音时声带振动，呼出的气流通过口腔时不受阻碍，这样形成的语音称为元音。
不论声带振动与否，发音时呼出的气流通过口腔或鼻腔时受到一定的阻碍，这样形成的语音称为辅音。
发音时声带不振动的辅音称为清辅音；发音声带振动的辅音称为浊辅音。
2、元音概述：元音是有噪音的语音。
形成元音时，声带振动，气流经由咽腔和口腔逸出时，不受到任何阻碍，没有可以听得到的摩擦声。
英语里共有20个元音（单元音１２个，双元音８个）。
元音之间的差异，是由发音时各发音器官所采取的不同位置形成的。
所谓“不同位置”，指的是舌头的高低与前后，牙床的开合程度，以及唇形的大小和圆扁。
但其中决定的因素是舌头的位置：舌头是在口腔的前部、中部或者后部，决定所发的音是前元音、中元音还是后元音；舌身隆起的高度以及舌的哪一部分隆起最高，决定发出的元音是开口元音、半开元音、合口元音、还是半合元音。
牙床开合的程度是由舌位的高低所决定的，而双唇的圆扁和大小对形成不同的元音也有相当的影响。
因此，描述一个元音的发音部位，主要是描述它的舌位和唇形。
单元音和双元音：单元音在发音时唇形和舌头不变。
双元音由两个元音组成，发音时由一个元音向另一个元音滑动，唇形和舌位要作相应变化。
3、英语各个辅音的描述辅音共有28个，可分为：爆破音（6个）：/p，b；t，d；k，g/摩擦音（12个）：/w；f ，v；W，T；s，z；r；F，V；j; h/鼻音（3个）：/ m，n，N/舌侧音（1个）：/l /破擦音（6个）：/ ts，dz；tr，dr；tF，dV/其中摩擦音/j /，/w/又称半元音。
英语辅音分清辅音与浊辅音，发音时声带不振动的是清辅音；发音时声带振动的是浊辅音。
英语中清浊成对的辅音共有10组：p→b t→d k→g （此3组为爆破音）f →v W→T s→z F→V （此4组为摩擦音）ts→dz tr→dr tF→dV （此3组为破擦音）（1）爆破音的特点①爆破音是用下列方式形成的：参加发音的器官互相接触形成阻隔，将气流逼住，然后突然取消阻隔，使气流冲出，形成爆破音。
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In the United Kingdom there is no written set of rules; whether an action is recognised as being in conformity with the law is determined by a consideration of the authorities. determine v. 确（决、裁、测）定，决心，终止（结）见搭配：to ~ controversies 解 确（决、裁、测）定，决心，终止（结）见搭配：to 决争议（端、吵、论等）/to 决争议（端、吵、论等）/to ~ particular cases according to law 依法断案/to ~ the 依法断案/to nature of an offence 确定犯罪性质/to ~ the tenancy 结束租赁 [纸也有] 确定犯罪性质/to 纸也有] consideration（ consideration（good consideration友善对价（指以家庭关系、爱情、情感为基础的对 consideration友善对价（指以家庭关系、爱情、情感为基础的对 价，其不能构成可强制执行之合同，也称为 meritorious consideration, moral consideration），合法对价，有价对价（指对一方当事人带来经济利益或对另一方当 consideration），合法对价，有价对价（指对一方当事人带来经济利益或对另一方当 事人造成经济损失之对价，其正好与前面的“友善对价”意思相对） the authorities 【C， often pl. = person or group having the power to give orders or take action】法律依据（可指宪法、法规、先例、规则、条例、法学著述、法官意见等） action】 这里是下文these的喻，具体就是 这里是下文these的喻，具体就是 ++Statutes@@ ++Statutes@@ ++ Statements by legal expert ++Reports of decided cases ++Reports + If none of these fits the circumstances, the judge makes his decision^_^ by analogy [analogous, adj. ~ to/with sth; n. analogue: US analog; analogy: ~ between A and B; ~ with sth类推 ] with the past decisions made in somewhat similar circumstances. sth类推
6Common law
Common law: when the English legal system first began to take shape, judges were appointed to administer the “law and custom of the realm". They built up their won set of rules and principles based on general custom; (起 (起 初区别于canon/ecclesiastical 初区别于canon/ecclesiastical law or local custom) (essence: grew through judicial decisions recorded by lawyers and is not based on express enactment 注意： The Scottish common law is different from that of England and Wales because ancient differences were perpetuated by the 1707 Act of Union见下Background幻 Union见下Background幻 灯片 recorded （v. 登记，记录，记载，叙述to ~ a deed登记 登记，记录，记载，叙述to deed登记 地契/~ mortgage登记按揭/~ 地契/~ a mortgage登记按揭/~ a telephone conversation 记录电话谈话 ） express （n. 法令（律、规）制定程序，制定法 P. ~ of law制定法，法的制定 enactment明文法) law制定法，法的制定 ）enactment明文法)
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++ Statements by legal experts （见注释 P13， P13， 1。2。） ++Reports of decided cases + If none of these fits the circumstances, the judge makes his decision^_^ by analogy with the past decisions made in somewhat similar circumstances. 【analogy [analogous, adj. ~ to/with sth; n. alalogur: US alalog; analogy: ~ between A and B; ~ with sth类推 ] 】 sth类推
3
++Statutes (e.g. Royal proclamations王室公告，起先是 proclamations王室公告，起先是 立法手段，然而17Cen始没有了立法效力。Usu 立法手段，然而17Cen始没有了立法效力。Usu 召集、解 散议会，宣布和平、战争，建立新殖民地，宣布戒严法， 指定感恩节的日期 or Acts of Parliament act 主要是指由立法机关所制定的法律 （the formal product of a legislative body 常用作单一的 法律的名称，翻译时可译为ＸＸ法，如 Criminal Law Act （《刑法法》）、Anti-competitive Act（《反不当竞争 刑法法》）、AntiAct（ 法》）等。相比之下，law可用作指单部法律或法规，如： ）等。相比之下，law可用作指单部法律或法规，如： a law 或 laws，又可用作表示一般和抽象的含义（the laws，又可用作表示一般和抽象的含义（the law），但它一般不用作某个特定的法律命令的名称， law），但它一般不用作某个特定的法律命令的名称， 如 Uniform Law on the International Sale of Goods 则不应 译为《统一国际商品销售法》，而只能译为《 译为《统一国际商品销售法》，而只能译为《国际商品销 售统一法规编纂》 售统一法规编纂》，这样可避免人们将其误认为是一部具 体的法规（事实上，它是欧共体的一部示范性法典）。）
5The bases of the legal system, in historical order
Common law; Case law; and Statute law [ ──Com.：case law和 common law均可译为“判例法”，case law包 ──Com.： law和 law均可译为“判例法”，case law包 括法官解释制定法时所创制的新规则（new rules）和司法判决 括法官解释制定法时所创制的新规则（new rules）和司法判决 （judicial decisions）两部分内容，也称为decisional law, decisions）两部分内容，也称为decisional adjudicative law, jurisprudence或organic law；common law在与制定 jurisprudence或 law； law在与制定 法（statute）相对时可译为“判例法”，但其只包括司法判决（court 法（statute）相对时可译为“判例法”，但其只包括司法判决（court decision）部分而不包括规则部分，故可以说case law的含义比 decision）部分而不包括规则部分，故可以说case law的含义比 common law的含义更广，它是在common law基础上发展起来的。此 law的含义更广，它是在common law基础上发展起来的。此 外，在法律英语中，common law（“普通法”，其最早是与“专门 外，在法律英语中，common law（“普通法”，其最早是与“专门 法”special law相对）还有其他一些译法，在与statutory law（成文 法”special law相对）还有其他一些译法，在与statutory law（成文 法、制定法）相对时，common law应译为“不成文法”；与civil 法、制定法）相对时，common law应译为“不成文法”；与civil law （大陆法）相对，common law为“英美法”；与equitable law（衡 （大陆法）相对，common law为“英美法”；与equitable law（衡 平法）相对，其为“普通法” ]
L1^_^
Bases of the Legal System
1^_^
The law is the set of rules by which the citizens of a country regulate their conduct in relation to their fellow citizens and to the State. set 【C, ~ of sth: group of similar things】 way】 conduct (capacity~ for civil conduct 民事行为能力 full (capacity capacity~ capacity for civil conduct完全民事行为能力 civil disability conduct完全民事行为能力 无民事行为能力 ＝ no capacity for civil conduct；) conduct； fellow citizens 【fellow partner共同合伙人同胞fellow partner共同合伙人同胞fellow countryman; compatriot: our compatriots in Tainwan】 Tainwan】