高一英语学案units 13-14
高一上Unit 13 教案(4)
高一上Unit 13 教案（4）一、教学目标1.了解和掌握本课时的重点单词和短语；2.掌握使用谈论目标、计划和愿望的句式；3.通过听、说、读、写的活动提高学生的英语综合运用能力；4.培养学生的合作学习能力。
二、教学重点1.掌握使用谈论目标、计划和愿望的句式；2.培养学生的听说读写能力。
三、教学难点1.使用目标、计划和愿望的句式进行口语表达；2.运用所学知识进行写作练习。
四、教学过程1. Revision（5 minutes）•复习上一课时所学的重点句型，并对生词进行复习。
2. Presentation（15 minutes）•引导学生学习本课时的重点单词和短语，并帮助学生理解其用法和意义。
3. Practice（20 minutes）•配对练习：学生根据提示进行配对练习，使用目标、计划和愿望的句式进行对话交流。
•小组讨论：学生分组，讨论他们未来的目标、计划和愿望，并用英语表达出来。
4. Reading and Listening（20 minutes）•学生阅读一篇关于理想职业的文章，并回答相关问题。
•学生听一段关于理想职业的对话，并回答相关问题。
5. Speaking（15 minutes）•学生根据自己的理想职业，进行小组讨论。
讨论内容包括职业的要求、优势和劣势等。
6. Writing（20 minutes）•学生基于自己的理想职业，完成一篇短文。
短文要求包括理想职业的原因、对该职业的期望和计划等。
7. Summary（5 minutes）•教师对本节课的重点内容进行总结，并强调学生需要继续巩固所学知识。
五、教学反思本节课通过各种形式的练习，如配对练习、小组讨论、阅读和听力练习、口语表达和写作等，很好地激发了学生的英语学习兴趣。
通过这些形式的练习，学生不仅巩固了所学的知识，还提高了英语综合运用能力。
然而，在教学过程中，发现部分学生在听力和口语表达方面还存在一定的困难，需要进一步加强相关练习。
高一英语教案Unit-13
高一英语教案Unit-13高一英语教案Unit 13Period 1（一）明确目标1. Warming up to arouse the students'' love in talking.2. Do some listening to improve the students'' listening ability.3. Making simple dialogues to train the students'' speaking ability.(二) 整体感知Step 1 PresentationEvery day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we''re going to learn something about food.（三）教学过程Step 2(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.(2) Ask your classmates what they like to eat. And fill the table.Step 3Now let''s have some listening training.Step 4Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we'' re ill, we'' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.（四）总结扩展Step 5Today we''ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.（五）随堂练习用动词的适当形式填空：1. Tomorrow(be) Friday.2. The geography teacher told me tile earth(move) around the sun.3. He thinks it(grow) taller next year.4. He is always (think) of himself never thinking of others.5. How you (get) along with your classmates?6. Look! There (come) a bus.参考答案：1. is2. moves3. will grow4. thinking5. are getting6. comesPeriod 2（一）明确目标1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.2. Develop the students'' reading ability.（二）整体感知Step 1 PresentationToday we come to the Reading. It''s about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.Step 21. What do traditional diets often have?A. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy?A. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein?A. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people become vegetarians?A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, ifA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.参考答案：CADADStep 3Read the text carefully again, and give the students some explanations.Step 4Play the tape for the students to listen and follow.Step 5l. Do post-Reading 1.2.2. Discuss the questions below, first in pair, then with the rest of the class.(1)Why do people go to fast food restaurant?(2)Why is it not good for you to eat too much sugar and fat?(3)Why are crash diets and supplements so popular?(4)What can we do to keep a balanced diet?（五）随堂练习单句改错l. They made some Chinese friends in Beijing so as to improve their Chinese better.2. He advised my giving up smoking.3. They try to keep a balancing diet.4. Only in this way we will be ready for the challenges in life.5. If our diet including foods from all the food groups, we do not have to buy any supplements.参考答案：1. 去掉better2. my giving 改为me to give3. balancing 改为balanced4. we will 改为will we5. including 改为includesPeriod 3（一）明确目标1. Review the text learnt in the last period including useful words and expression.2. Learn how to use "had better", "should" and "ought to" while giving advice. （二）整体感知Step 1 PresentationIn the class we’re going to review the words we learnt and also learn how to give advice using "had better, should, and ought to".（三）教学过程Step 2Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.Step 3After finishing the word-matching, the teacher can tell the students when people use "had better or had better not", "should or should not", "ought to or ought not to". Then have the students fill in the blanks in a right way.（四）总结扩展Step 4We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not)'', "ought (not) to or should (not)''.（五）随堂练习完成句子1. The teacher advised him __ (不要在马路上玩)。
高一Unit13教案（新课标版高一英语下册教案教学设计）
高一Unit13教案（新课标版高一英语下册教案教学设计）Type of lesson: New LessonTeaching aims: Learn to use functional sentences, key structures, and words to giving advice and making suggestions by listening, speaking, reading and writing.Teaching contents:1. Topic: Healthy eating(1) Talk about eating and health.(2) Practise giving the advice and making suggestions(3) Use the modal verbs had better, should, ought(4) Learn some useful cooking terms(5) Read and write recipes2. Functional Sentences: Seeing the doctor.Giving advice and making suggestions3. Vocabulary:Words: pain, hurt, ache, examine , check, advice, advise , suggest, health ; healthy, diet, base, prepare,Phrases: had better, ought to, be careful, take care4. Grammar: Modal VerbsPeriod 1: Warming-up & ListeningType of lesson: ListeningTime: 40 minutesTeaching aims: 1. T alk about eating and health.2. Improve the students’ abilities of listening.Teaching aids: computerTeaching procedures:Step 1: Lead inAsk students to answer the following questions:1. What do you often have for breakfast / lunch / supper?2. What do you care most about your food?Step 2: group discussion.Ask every group to choose one picture on page 1 and finish the following tasks:1. List out the names of the food.2. Identify the healthy food, junk food and the food both good and bad for health, and then give out the reasons.3. Fill in the form.4. Each group choose one student to report the result of their discussion.names of the food healthy food, junk food,food both good and bad for health, reasonsStep 3 : Listening comprehension1. Go through the task with the students and make sure what to do before the teacher plays the tape.2. Play the tape for 3 or 4 times and give specific instructions of what to do each time.Listening text 1( 1 ) Answer the question 1, 2 on Page 2.( 2 ) Filling the blanks.Hmm, let me see, I had two _____________, two large orders of __________ ________, an _______ _________, and a large ____________.( 3 ) Discuss the question 3 on Page 3.Listening text I1( 1 ) Answer the questions on Page 2.( 2 ) Filling the blanks.Now, let’s see. No, your temperature is ____. Your mum’s _________ ----- you probably ____ ate ____ _____. Here, take these pills tonight and tomorrow morning and see if you feel _____. If _______ changes or you don’t feel _____, give me a call.3. Let students check their answers in pairs and then with the whole class.Step 4: role- playAsk the students to act as a doctor and a patient to make dialogues.Homework:Ask the students to discuss the following questions after class.1. How important is it to control the amount of food for your meals?2. How do we keep a balanced diet?Period 2 SpeakingTeaching aims:1. To train Ss’ speaking ability2. The Ss are able to describe what’s wrong with him when seeing a doctor and practise a doctor’s suggestions.Teaching proceduresStep 1. Leading inLet the Ss read a short joke and answer some questions.How old is she?A woman was having some trouble with her heart, so she went to see the doctor. He was a new doctor and didn’t know her, so he first asked some questions, and one of them was “ How old are you?”“Well”, she answered “I don’t remember, doctor, but I will try to think.” She thought for a minute and then said , “ Yes, I remember now, doctor. When I married, I was 18 ,and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, is n’t it?”1) What was the relationship between two people?2) What’s wrong with the woman?3) What are the questions a doctor usually asks when you first meet him?4) What other problems does the woman have besides heart trouble?Step 2 Functional sentences learning1. Ask the Ss to brainstorm on functional sentences about seeing the doctor and list them on a piece of paper.1) What’s wrong/matter with you?2) I don’t feel well./ I’ve got pain here.3) There’s something wrong with my…4) Let me have a look. Show me your …2. Ask the Ss to go over the functional sentences on P3 by themselves.3. Let the Ss read the situations and make up a dialogue in a pair or in group of 3 or4.4. Ask the Ss to sum up the functional sentences they have used in their dialogues.Patient DoctorI’ve got a pain here. This place hurts. Lie down and let me examine you.There’s something wrong with … Let me have a look.展开全文阅读I don’t feel well. Drink plenty of water and get some rest.5. Read the sample dialogue and try to learn it by heart.Step 3 . Task: Make up a dialogue by using the situations given on P72.Sample: 1A: Excuse me , waiter! Could I order, please? I’m very hungry!B: Of course. What would you like?A: Oh, I like all kinds of food. I’ll eat anything as long as I get a lot of it!B: I see. Well, in that case, I recommend that you order a steak.A: Well,yes, but I’m worried that it may not be enough. What does it come with.B: It comes with two vegetables and your choice of French fries or bread rolls.A: Can I have both fries and bread rolls?B: Sure. And perhaps you’d like a salad?A: Good idea! I’d like a regular house salad. Oh, and I’d like some dessert, too.B: We have apple pie and ice cream.A: Great. I’ll take the apple pie, please.Step 4 Summarizing the functional sentences of giving advice and making suggestions they have used in their dialogues.a. You’d better (not)…You should /ought to …You need (to )…b. Shall we…?Let’s…What/How about…Why not…?Why don’t you …?Period 3: ReadingType of lesson: ReadingTime: 40 minutesTeaching content: Text---We Are What We EatTeaching objectives: 1. Students can understand the whole passage by reading it.2. Students will learn to know how to make the right choices about what and how we eat.Teaching focus: Im proving the students’ abilities of reading.Teaching aids: computerTeaching procedures:Step Ⅰ: Pre-readingShow students the following questions on the screen and let students discuss them in pairs.1) Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2) How many meals do you have every day? Which meal do you think is the most important? Why?3) How much water do you drink every day?4) What kind of snacks do you have?Step Ⅱ: While-reading1. Reading for general information.Ask the students to read the passage quickly for the first time and find out the answers to the following questions.1) Why should we learn to make the right choices about what and how we eat?2）How will we be ready for the challenges and opportunities in life?2. Reading for the meaning of the words.Ask the students to read the passage for the second time and find the words that fit the following descriptions.1) ________________ Found in food and necessary for good health.2) ________________ The kind of food that someone eats each day.3) ________________ Part of plants that you eat but cannotdigest, which help food to move quickly through your body.4) ________________ Found in food and are important for good health. They help to build our bones, teeth and blood.5) ________________ Found under skin. Our body needs it for energy. It can keep us from feeling cold.6) ________________ Bad for your teeth and can make you gain weight.7) ________________ Found in milk and meat. Our body needs it to grow and keep healthy.8) ________________ Unit for measuring how much energy the food can give us.3. Reading for understanding specific information.Let students do the T or F exercises.1) Our eating habits have changed because we need more food than before.2) We can buy all kinds of food in the stores, but we had better choose healthy food to buy.3) Protein, Calcium, Vitamins and some other nutrients help to build up strong bodies.4) Vegans don’t eat meat because they hate hunting.5) More and more people realize that organic vegetables are good for health because the vegetables are grown without chemicals.6) Supplements and crash diets can help people lose weight.7) If we eat less fat, sugar and exercise more we will keep ourselves fit.8) The passage mainly talks about what to do to make oneself healthy.4. Reading for sentence problem solvingLet students read the passage with the tape on and underlinethe sentences that they can not understand. After the students finish reading, teacher should help them to solve their problems and make sure everyone can understand the following sentences.(The explanations to the following sentences are on page 132)1) Our eating habits have changed, as our way of life, and the fuel we need for our bodies is also different.2) The same goes for “crash diets” that some companies say will make us lose weight fast.3) We ought to learn more about our body and the fuel it needs to keep fit. Only in that way will we be ready for the challenges and opportunities in life.Step Ⅲ: Post-reading.1. Ask students to work in pairs to complete this table.Nutrients functions Sources2. Students work in groups of four and discuss the questions below. When they have finished, they can discuss their answers with the rest of the class.1) Why do people go to fast food restaurants?2) Why is it not good for you to eat too much sugar and fat?3) Why are crash diets and supplements so popular?4) What can we do to keep a balanced diet?3. A taskEvery student makes a balanced diet of one week for their families according to the passage and the chart on page 73 Period 4: Word StudyI. Type of lesson: Word StudyII .Teaching aim: Help the Ss understand the meaning of the given key words and phrases , learn to use the words by themselves.III. contents: pain, hurt, diet, advice, advise, examine , prepare, health, , fit, offerIV. Difficult point: write a passage with the words and expressionsV. Teaching aids: projectorVI. Teaching procedures:一，painStep 1: learn to understand the word by asking the Ss to find out the sentences in the dialogue and try to explain the meaning in another way.Situation 1:Suppose you are a patient. You said, “I’v got a pain in the head”. But the doctor doesn’t understand the word “pain”. You have to express yourself in different ways.I’v got a headache or my head hurts.Step 2 : learn to use the word:1). pain1. I’v got a pain here.展开余文2. His harsh words caused her much pain.3. No pains, no gains.4. She took great pains to keep the house clean.5. Tom took great pains with his English lesson and got high marks.6. My foot is still paining me.pain 多用于名词，可数或不可数，指“肉体上的痛苦”也指“感情上的痛苦”；表示“辛劳，努力”时复数。
高一英语教案Unit14
Unit 14Speaking课题名称：Speaking教学目的与要求：Ss can use the dialogue in speaking.Ss can use the new words and expressions.教学内容：the dialogue on P135教学重点与难点：1. Excuse me, but aren't you Mr.chen from China?2. How do you do?3. How was your journey?4. Thank you for coming to meet me.5. How about the trip?教学方法：teaching and practice教学工具：recorder授课类型：新授课课时：授课时间：教学进程：复习：主句与从句时态一致的问题。
在时间状语从句和条件状语从句中，主句和从句之间的时态一致问题一般分下列两种情况：1. 若主句是祈使句，或主句中有情态动词，或主句中谓语动词是一般将来时，那么从句用一般现在时表示一般将来时。
例如：Be careful when you cross the road. 过马路时要小心。
Put up your hand if you have any questions to ask. 如果你们有问题要问的话，请举手。
The traffic must stop when the lights are red. 红灯亮时，车辆必须停下。
2. 若主从句谓语动词都是陈述过去，那么主从句都可以用一般过去时。
例如：She could sing when she was four years old. 她四岁的时候就会唱歌。
新课教学：Step1Ss read the dialogue themselves, find out the new words in it.Step2Ss read dialogue again to revise the knowledge, then explain:Excuse me, but aren't you Mr.chen from China?So you must be ....How do you do?I'm glad to meet you.How was your journey?Not too bad. But I need a good restThank sb for doingHow about the trip?I had a pleasant flight.Let me help you with...I'm afraid I must go now.Why don't you stay a little longer?Please give my regards to your...课堂总结：1. When you want to thank somebody you should know how to say.作业：Revise the dialogue on P135教后记：New Words课题名称：The Gentle Tiger教学目的与要求：Ss can use the new words and expressions on P138. 教学内容：the new words on P138.教学重点与难点：gentle sail harm steal cook cartch beat shut recognize rub lick教学方法：teaching and practice教学工具：chalk授课类型：新授课课时：授课时间：教学进程：复习Revise the dialogue on P135.1. Excuse me, but aren't you Mr.chen from China?2. How do you do?3. How was your journey?4. Thank you for coming to meet me.5. How about the trip?新课教学：Step 1Ss spell the new words themselves first, then teach Ss read the content on P138.Step 2Ss read the new words together.Step 3Explain the new words and expressions:1.gentle adj.和善的；温和的柔和的；和缓的a gentle wind 和风2.sail vi., vt. 航行；驾船，行船His ship sails today. 他的船今天航行。
高一英语学案Units13-14（B1）（人教版高一英语教案教学设计）
高一英语学案Units13-14（B1）（人教版高一英语教案教学设计）【知识网络】一、重点词汇与短语1．way: 在表示“方式，方法”的意思时，要注意其搭配：way of doing somethingway (for somebody) to do somethingin this way=by this meansby the way：顺便说说；顺便提起way of life：生活方式to my way of thinking：依我看来Some women like the older ways of doing things.有些女性喜欢处理事务的老办法。
Can you suggest a good way for us to ask people to send us the money, and let us buy the gift when we get to the mainland?您能不能给我们建议一个好办法,让我们请大家送钱给我们,然后让我们在回到大陆时再购买礼物?Stress is a natural part of everyday life and there is no way to avoid it.压力是日常生活中不可分割的一部分,无法逃避。
In this way, Americans 'send their climates' to people in other states.这样美国人把'本地的气候'传送给其它州的人。
In this way, he has begun his own private 'telephone' service.就这样,他开始了自己的私人'电话'业务。
Each successful manager has a way of his own in bringing his views to bear.每一个成功的经理都有他自己独特的方式使别人接受他的意见。
高一英语Unit13至Unit14单元单词讲解 人教版 教案
高一英语Unit13至Unit14单元单词讲解junk n. old useless things 垃圾You should get rid of all the old junk in the room. 你该把室内的所有破烂清除掉。
junk food 垃圾食品junk mail垃圾junk market废旧品市场nothing but junk in the annual report.年度报告中除了一些废话什么都没有fat n. a substance like oil which is used in cooking脂肪；油脂obese,stoutThey have a lot of fat under their skin. 它们的皮肤下面有很多脂肪。
fat salary高薪vitamin n. any one of several chemical substances necessary for health维生素，维他命Oranges contain vitamin C. 橘子含有维生素C。
snack a small meal; a little food n. 快餐，小吃snack bar I'm not hungry but I'd like a snack. 我并不饿，不过我倒喜欢来点小吃。
He feels like a snack. 他想吃点stomach n. place in the body where food goes when one eats it 胃；肚子stomach ache What a stomach he has got! 他真是一个大腹便便的人! a loaded stomach吃得很饱fever n. an illness when you have a high temperature发烧；发热He has a fever and a temperature of 38.5 degree. 他发烧，体温摄氏度。
2019-2020年高一英语学案Unit13-Unit14(B1)新课标 人教版
2019-2020年高一英语学案Unit13-Unit14(B1)新课标人教版【知识网络】一、重点词汇与短语1．way: 在表示“方式，方法”的意思时，要注意其搭配：way of doing somethingway (for somebody) to do somethingin this way=by this meansby the way：顺便说说；顺便提起way of life：生活方式t o my way of thinking：依我看来Some women like the older ways of doing things.有些女性喜欢处理事务的老办法。
C an you suggest a good way for us to ask people to send us the money, and letus buy the gift when we get to the mainland?您能不能给我们建议一个好办法,让我们请大家送钱给我们,然后让我们在回到大陆时再购买礼物?Stress is a natural part of everyday life and there is no way to avoid it.压力是日常生活中不可分割的一部分,无法逃避。
In this way, Americans 'send their climates' to people in other states.这样美国人把'本地的气候'传送给其它州的人。
In this way, he has begun his own private 'telephone' service.就这样,他开始了自己的私人'电话'业务。
Each successful manager has a way of his own in bringing his views to bear.每一个成功的经理都有他自己独特的方式使别人接受他的意见。
高一上Unit 13 教案
高一上 Unit 13 教案一、教学目标1.了解和掌握谚语和习语的定义和用法。
2.提高听说能力，能够流利地运用一些常用的谚语和习语。
3.学会如何运用谚语和习语进行写作和口语表达。
4.培养学生的团队合作能力和创造力。
二、教学重点与难点重点：1.熟练掌握谚语和习语的用法。
2.运用谚语和习语进行写作和口语表达。
难点：1.运用谚语和习语表达个人观点和情感。
2.掌握谚语和习语的多样性和灵活运用。
三、教学过程1. 导入（5分钟）•引入谚语和习语的概念，让学生思考有多少个习语和谚语被大家使用。
•引导讨论，谚语和习语在我们的日常生活中有何作用。
2. 展示与讨论（15分钟）•分发谚语和习语的列表，让学生团体活动，讨论列表中的每个谚语和习语的含义和用法。
•学生展示他们的讨论结果，让全班一起探讨和补充。
3. 案例分析（20分钟）•提供一些真实的案例，让学生思考如何运用谚语和习语来描述这些情况。
•学生分组讨论，并在小组内展示他们的谚语和习语。
4. 练习与表达（25分钟）•学生个人练习，根据给定的主题写一篇短文，要求运用谚语和习语。
•学生相互交流，并互相评价彼此的作品。
5. 总结与展望（15分钟）•教师总结学生在本节课中的表现和进步。
•引导学生思考和讨论谚语和习语的更多应用场景。
四、教学资源1.谚语和习语列表。
2.真实案例。
3.学生个人写作材料。
五、课后作业•学生继续探索谚语和习语的用法，并尝试在日常生活中应用。
•学生写一篇300字的文章，以“谚语和习语在我的生活中的应用”为主题。
六、教学反思本节课通过引导学生讨论与实际情况结合的案例分析，培养了学生的逻辑思维和表达能力，并通过写作和口头表达的练习提高了学生的英语实际运用能力。
但在教学过程中发现，部分学生对一些谚语和习语的理解和应用仍存在困难，需要进一步加强辅导和指导。
因此，下节课将重点解析一些难懂的谚语和习语，并结合实例进行讲解。
高三英语一轮学案units 13-14
高三英语一轮学案Units 13-14 (B3)【知识网络】一、重点词汇与短语1．astonish vt.使惊讶，使震惊The news astonished everyone.It astonished me that no one had thought of it before.astonished adj.astonishing adj.astonishment n.2．convince vt.使确信，说服convince sb. that …使某人相信convince sb. of sth.使某人明白某事convince sb. to do sth.说服某人干某事How can I convince you of her honesty?What convinced you to vote for them?3．assume vt.假定；设想；假装；承担We can assume profits of around 5%.assume a false name用假名字assume control of sth.得到某物的控制权4．cancel vt.取消，废除cancel (sth.) out抵消；中和She cancelled her trip to New York as she felt ill.The losses of four overseas section cancel out the profits made by the company at home. 5．remark n.&vi.评论；评述remark on/upon sb./sth.说/写/评论（关于某人/某事物）A lot of people have remarked on the similarity between them.make a rude remark说出无礼的话6．commit vt.犯；（不合法的、错的或愚蠢的事）commit a crime/suicide犯罪/自杀commit sb.(oneself) to sth/doing sth承诺某事/做某事commit sb./sth. to sth.将某人（事）交给某处保留（处理）7．tell…apart识别，辨别Can you tell Jane and Lucy apart? For they look so alike.tell A from B把A与B区别开tell the difference between A and B区分ABA be different from BA与B不同A differs from BA与B有别8．come to light发现，暴露Much more new evidence has come to light, so the judges have to sentence the man to death.When the old woman died, it came to light that she was actually very rich.come out出版，发行；come down下降come into effect (force)开始生效；come into sight被望见c ome to a conclusion做结论；come to an end结束；come to life活跃，起来；come tooneself恢复知觉，正常；come to the point谈正题；come off从……掉下来二、词义辨析except, except for, except that与besidesexcept将一个或几个人或物从同一类或普通的种类中除外；其后可接名词、代词、副词、介词短语、不定式（短语）或whbesides意为“除……之外（尚有……）”，except是它的反义词；except表示“减云”，而besides表示“加上”。
高一英语上册Units;13-;14单元专题复习教案
高一英语上册Units;13-;14单元专题复习教案高一英语上册units 13- 14单元专题复习教案units 13- 14study aim: grasp the following words and sentence structure and remember how to use them.study guide: read the new words and fill in the blanks in about 20 minutes.☆重点难点☆1. fit adj. 安康的，相宜的v. 适合be fit for be fit to doproper exercise every day keeps us fit.is he fit for the job? the weather is not fit to go out.this pair of shoes doesn’t fit me. 这双鞋我穿不合脚。
区分：fit与sutfit 多指衣服尺寸、大小相宜，suit指〔发式，衣服款式等〕相配；适合〔职业；年龄等〕练习：thi s coat doesn’t ___________me----it’s so big. 这件上衣不适合我穿----太大了。
the new dress ____________ her very well.那套新服装和她很相配。
although the shirt _____ me well, the colour doesn’t_____me. so i don’t want to buy it.a. fits; fit forb. fits; suitc. fits for; suitd. is fit for; fit2. only in this way will we be ready for the challenges anti opportunities in life.只有用这种方法我们才能准备迎接生活中的机遇和挑战。
高考英语一轮复习学案 Unit13-14(高一部分)
Units 13～14 Healthy eating FestivalsⅠ.单项填空1．John was ________ to spend his summer holidays in that mountain village.A．suggested B．advised C．demanded D．hoped解析：此题考查advise sb.to do sth.句式的被动语态。
suggest，demand和hope均不能跟动词不定式的复合结构。
答案：B2．Juliet is one of the women who always ________ the latest fashions.A．make up for B．get along with C．keep up with D．put up with解析：make up for “补偿”；get along with “和……相处；进展”；keep up with“跟上；紧跟”；put up with“忍耐，忍受”。
句意是“朱丽叶是紧跟最新时尚的女人之一。
”答案：C3.Even after hours of work his ________ never seems to give out.A．energy B．force C．power D．fuel解析：energy “精力；能源”；force “暴力；军力”；power “动力；权力；能力”；fuel “燃料；油料”。
题意是“即使工作几个小时后，他的精力似乎仍没用尽。
”答案：A4．A hurricane hit the city last night and a large ________ of damage was done in a very shorttime.A．number B．deal C．amount D．sum解析：a large number of修饰可数名词；a great/good deal of或a large amount of 修饰不可数名词；a large sum of通常指大量的钱。
高一英语上册unit13-14复习课件
[填空题]国内外普遍使用的罐藏容器为（）、（）、（）。 [单选]对多发性骨髓瘤诊断具有决定性意义的检查是（）A.骨髓穿刺涂片形态学检查B.外周血涂片检查C.血沉测定D.血清钙、磷和碱性磷酸酶测定E.血清免疫电泳 [问答题,简答题]简述汽油机和柴油机的着火和燃烧方式。 [单选]论文得不到公认，就是不科学的：（）A、对B、不全对C、错 [判断题]一般在车辆事故中，导致驾驶人和乘员受伤的主要是一次碰撞。（）A.正确B.错误 [填空题]双组分涂料混合后固化作用开始，必须在（）内用完，超出（）的产品不能继续使用。 [单选]强调发展中国家经济中特有的市场不完全性、刚性、短缺、过剩、低供给弹性等固有经济特点，这正是发展中国家经济现实与西方传统经济理论的（）A.内在联系的表现B.基本相同之处C.重要区别D.毫不相干的论述 [单选]港口与航道程施工总承包特级资质企业近3年年平均工程结算收入应为（）以上。A.8亿元B.10亿元C.15亿元D.20亿元 [填空题]通风机和鼓风机是化工厂常用的气体输送机机械，大体可分为（）和（）两类。 [单选]诺成合同和实践合同是以（）条件划分的。A.按照合同表现形式划分B.按照合同的成立是否以标的物的交付为必要条件划分C.按照当事人是否相互负有义务划分D.按照相互之间的从属关系划分 [单选]施工项目管理规划应包括对目标的分解与研究及对()的调查与分析。A．合同B．法律C．环境D．成本 [单选]导致胎膜早破的因素中，不包括（）A.绒毛膜羊膜炎B.双胎C.胎位异常D.巨大儿E.胎儿生长受限 [单选,A2型题,A1/A2型题]康复定义叙述不正确的是（）A.重新获得生活能力B.台湾省定义为复健C.中国内地定义为康复D.香港地区定义为复康E.恢复原来的权利、资格、地位、尊严 [名词解释]大同之世 [单选,A2型题,A1/A2型题]《灵枢·天年》认为人体胚胎产生以母为（）A.基B.本C.楯D.根E.标 [单选]信息产业分为（）部门。A.1个B.2个C.3个D.4个 [单选,A2型题,A1/A2型题]胰岛素与受体结合后细胞内的特征性变化是（）。A.热休克蛋白自激素结合区水解B.IP3、DAG浓度增高C.cAMP减少D.cAMP增加E.受体β亚单位上酪氨酸磷酸化 [单选,A2型题,A1/A2型题]下列哪种情况尿中胆素原族排泄量会减少（）。A.肝功能轻度损伤B.肠道阻塞C.溶血D.碱中毒E.胆道阻塞 [问答题,简答题]分子筛吸附器的性能指标？ [单选]定额计算法的公式中R代表（）。ABCD [问答题,简答题]列举页面之间传递值的几种方式。 [单选,共用题干题]患者女，25岁，因“闭经、溢乳3个月”来诊。入院后2次查血PRL升高，分别为210μg/L和240μg/L；血清钙分别为3.4mmol/L和3.2mmol/L，血磷正常值低限；PTH水平升高，分别为180ng/L和200ng/L；尿常规BLD（+++）。垂体MRI：微腺瘤。无须进一步做的检查是（）。A.空腹 [单选,A1型题]28岁初产妇，妊娠39周胎儿经阴道娩出后，立即出现多量阴道流血，色鲜红，持续不断。最可能的病因诊断应为（）A.子宫收缩乏力B.软产道裂伤C.凝血功能障碍D.植入胎盘部分剥离E.以上都不是 [单选]教育培训培养人才具有（）的特点，要求课程开发具有超前性A、前瞻性B、多元性C、实践性D、周期性 [单选]甲公司得知乙公司在与丙公司进行一个项目的商谈，甲公司向乙公司发函，表示愿以更高的价格购买。乙公司遂中断了与丙公司的谈判。但甲公司反悔，拒绝与乙公司进行谈判。后查明，甲公司根本不需要该项目，其目的只是排挤丙公司，则甲公司应承担（）。A.侵权责任B.缔约过失责任 [单选,A2型题,A1/A2型题]LD酶有几种结构不同的同工酶（）.A.2B.3C.4D.5E.6 [单选]下列对于性病性淋巴肉芽肿的诊断有意义，但除了()A．有不洁性交史或配偶感染史B．衣原体培养阳性C．男性龟头、包皮处可见小丘疹、疱疹，无自觉症状D．低丙种球蛋白血症 [单选,A2型题,A1/A2型题]女孩从月经初潮至生殖器官逐渐发育成熟的时期称为（）A.月经期B.青春期C.性成熟期D.发育期E.排卵期 [单选]按拣货单位分区的目的是将（），使拣取与搬运作业单元化，并简化拣取作业。A.储存单位与拣货单位分类统一B.拣货单位分类C.储存单位分类D.物品分类统一 [单选,A2型题,A1/A2型题]男性，54岁，近年来腰臀部疼放射到左足跟处，MRI示有L5，S1椎间盘突出，查体可能发现的体征是（）。A.左提睾反射消失B.左膝反射减弱或消失C.左跟腱反射减弱或消失D.左跖反射消失E.左肛门反射消失 [单选]下面哪一项是学龄期儿童的主要特点()A．好奇多问，模仿性强B．理解、分析、综合能力逐步完善C．易发生营养不良D．患感染性疾病E．易发生营养不良和消化紊乱 [判断题]为了保证錾子具有良好的硬度，应对錾子进行热处理，即淬火。（）A.正确B.错误 [问答题,简答题]励磁变接线组别？ [单选]某建设工程施工合同无效、被撤销后，应当返还财产的方式是（）。A．原价返还B．溢价返还C．赔偿返还D．折价返还 [单选]患者，男性，20岁，患狭窄性腱鞘炎，下面哪项体征不会出现（）A.弹响指B.弹响拇C.扳机指D.鼓槌指E.握拳尺偏试验阳性 [单选,B1型题]糖尿病母亲婴儿多见（）A.剖宫产儿B.早产儿C.过期产儿D.巨大儿E.小于胎龄儿 [单选]动脉瘤最有效的治疗方法是（）A.控制高脂饮食B.体育锻炼C.手术切除D.降低血压E.降血脂药物 [单选,A2型题,A1/A2型题]患者男性，66岁。慢支30年，近3年来下肢水肿，平时活动气短，3天前受凉后加重，神志恍惚、嗜睡。血气分析：pH7.15，PaCO280mmHg，PaO245mmHg。进一步的检查结果显示：AG18mmol/L，HCO3-20mmol/L，提示患者（）.A.合并呼吸性酸中毒B.合并代谢性酸中毒C.合并 [问答题]可以办理公务卡附属卡吗？ [单选]游乐园的（）应该执行国家有关标准和规范。A、计划、设计、施工B、引进、安装C、制造、安装D、规划、设计、施工
高一英语上册Units 13- 14单元专题复习教案
高一英语上册 Units 13-14 单元专题复习教案一、教学目标本教案旨在帮助学生系统地复习高一英语上册 Units 13-14 的相关知识点，提升学生的听、说、读、写和翻译能力，并通过课堂练习和口头交流来巩固所学内容。
二、教学内容1.课文复习：回顾 Units 13-14 的课文，包括重点句子和单词的翻译；2.语法复习：复习本单元的语法知识，包括比较级和最高级的用法；3.听力练习：通过听录音，进行听力训练，加强学生的听力理解能力；4.口语练习：组织学生进行口语练习，鼓励用英语进行问答和对话；5.阅读理解：进行阅读理解练习，提升学生的阅读理解和答题技巧。
三、教学活动1.活动一：课文复习–让学生自主阅读 Units 13-14 的课文，并标注重点句子和生词；–学生之间相互讨论并互相翻译重点句子和生词；–教师对重点句子和生词进行讲解和解释。
2.活动二：语法复习–教师简要复习比较级和最高级的用法，并举例说明；–学生完成相关练习，巩固所学的语法知识。
3.活动三：听力练习–播放录音，让学生听录音并完成相关听力练习；–教师给予学生反馈，并解答学生的疑问。
4.活动四：口语练习–学生分组进行问答和对话练习，运用所学知识进行交流；–教师鼓励学生积极参与，并给予适当的指导和帮助。
5.活动五：阅读理解–给学生发放阅读材料，并让学生独立阅读并回答相关问题；–学生交流答案，并核对正确答案。
四、评估方式1.课堂参与：评估学生在课堂上的积极程度和参与度；2.练习成绩：收集学生的练习册和作业，评估学生对所学知识的掌握程度；3.阅读理解：评估学生对课文的理解和答题技巧。
五、教学反思通过本单元的专题复习教案，学生能够系统地复习 Units 13-14 的知识点，并通过各种练习来巩固所学内容。
课堂上的互动和口语练习有助于学生的英语口语能力的提升，而阅读理解练习则能训练学生的阅读理解和答题技巧。
在评估方面，综合考虑了学生的课堂参与、练习成绩和阅读理解情况，以便全面评估学生的学习效果。
高一英语教案：下学期Unit 13
学情分析
The Ss can finish the task. But there may be a little difficulty in listening.
教具课件
1. A recorder 2. A projector 3. A computer
Cabbages, tomatoes, carrots, cucumbersBeans, peanuts, nuts and fried bread
Bananas, apples, pears, oranges and grapesBeef, chicken, pork, fish
Ice cream, candy, chocolatesTofu, mushrooms
1. Did you eat a lot during Spring Festival?
一碗面条a bowl of noodles五个西红柿five tomatoes
一串葡萄a bunch of grapes一条巧克力a bar of chocolate
一盆水a basin of water……的理由the reason for
4. Pyramid of food
Warming up
1. Have the students open their books at Page 1 and look at the eight pictures of different kinds of food. Tell the names of the food first. Then discuss in pairs:
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高一英语学案Units 13-14 (B1)【知识网络】一、重点词汇与短语1．way: 在表示“方式，方法”的意思时，要注意其搭配：way of doing somethingway (for somebody) to do somethingin this way=by this meansby the way：顺便说说；顺便提起way of life：生活方式t o my way of thinking：依我看来Some women like the older ways of doing things.有些女性喜欢处理事务的老办法。
C an you suggest a good way for us to ask people to send us the money, and let us buy the giftwhen we get to the mainland?您能不能给我们建议一个好办法,让我们请大家送钱给我们,然后让我们在回到大陆时再购买礼物?Stress is a natural part of everyday life and there is no way to avoid it.压力是日常生活中不可分割的一部分,无法逃避。
In this way, Americans 'send their climates' to people in other states.这样美国人把'本地的气候'传送给其它州的人。
In this way, he has begun his own private 'telephone' service.就这样,他开始了自己的私人'电话'业务。
Each successful manager has a way of his own in bringing his views to bear.每一个成功的经理都有他自己独特的方式使别人接受他的意见。
By the way, what happened to the money?顺便问一句，那笔钱后来怎么样了？2．likely可以用作形容词，意思是“预期的，可能的”。
常用于下列句型：It is likely that somebody does/do somethingSomebody is/are likely to do somethingIt is very likely that she will ring me tonight.今晚她很可能给我打电话。
She is very likely to ring me tonight.It isn’t likely to rain tomorrow.明天不大可能下雨。
Note: 许多同学认为以-ly结尾的是副词，其实这是一个误区。
如果一个形容词后加-ly，那么常常是一个副词，但是如果在名词后加上-ly，那往往是一个形容词。
例如：lovely, friendly, manly, comradely 等都是名词加上-ly后变成的形容词。
那个骗子擅长骗人。
3．examine的用法小结：（1）examine 作及物动词，意思是“检查；细看”。
例如：All the machines will be examined.所有机器都将检查一遍。
"Yesterday the firemen examined the ground carefully, but were not able to find any broken glass.""昨天,消防队员们仔细地检查了地面,但未能找到任何碎玻璃。
"（2）examine还有“对…进行考试”的意思，此时常在表示测试科目名词前加介词in 或on。
例如：He examined the boys in English.他考孩子们的英语。
The teacher will examine the class on everything they have learnt this year.教师要考学生今年学过的所有知识。
（3）examine还可以表示“询问；查问；对…进行审查”。
例如：He was examined by the police.他被警察查问。
（4）同义词：test vt. 测试quiz：n. 测验二、词义辨析1．for example, for instance, such as, like（1）for example用来举例说明。
为句中插入语，其前后需用逗号隔开。
它可用于句首、句中或句末。
Fox example, liquid has no definite shape.例如，液体没有固定的形状。
Noise, for example, is a kind of pollution.例如，噪音是一种污染。
Many great men have risen from poverty—Lincoln and Edison, for example.许多伟人是从贫困中崛起的—比如林肯和爱迪生。
（2）such as用来列举同类人或事物中的几个例子。
such as后切不可用逗号，如：Some of the European languages come from Latin, such as French, Italian and Spanish.有些欧洲语言来源于拉丁语，例如法语、意大利语和西班牙语。
Note: 使用such as来举例子，只能举其中一部分，不能全部举出。
若全部举出，要改用namely或者that is to say(意为：即)。
如：He knows four languages, namely(=that is to say) Chinese, English, Russian and French.他精通四门语言，即汉语、英语、俄语和法语。
（3）like也常用来举例，可与such as互换。
如：Some cold-blooded animals, like(=such as) the cat, the dog or the wolf, do not need to hibernate.such as 用于举例时可以分开使用，这是不能与like互换。
Such people as you described just now are very common these days.像你刚才描述的那种人这些日子很常见。
（4）for instance经常与for example互换。
如：There are occupations (which are) more dangerous than truck driving; for instance (for example), training tigers. 比开卡车危险的职业还是有的，比如说驯老虎。
2．opportunity ，occasion与chance的区别：opportunity, occasion, chance这组词的一般含义是“时机”或“机会”。
不管在口语中或者在文学作品中，这几个都是常用的词。
（1）opportunity表示某时机符合自己想干某事的意愿、目的、雄心甚至野心。
常与动词have, get, find, create, take, miss等连用。
例如：They are waiting for an opportunity to take action：他们正在伺机而动to avail oneself of the opportunity to say a few words：借此机会说几句话I took the opportunity of visiting my aunt while I was in Shanghai.我利用在上海的机会探望了我的姑姑。
Perhaps there is an element of truth in both these pictures, but few of us have had the opportunity to find out.或许这两种想象中都有一定的真实成分，但是我们中很少有人有机会去发现它。
（2）occasion含有opportunity所能表达的这样一层意思：某时机能激发或唤起某人的某种行为，如：在“必要时”一语中便包含着激发某行为的时刻，此语可译为When occasion demands…；“这不是哭泣的时候。
”这句话可译为It's no occasion for crying。
在to have no occasion to do…固定词组中，occasion之所以能够引申为reason或cause的含义，也是与occasion的上述基本词义有关的。
再如：This sort of thing is usual on occasions like this. 这类事情在这种场合是常见的。
This is not an occasion for laughter.这不是笑的时候。
（指不适合于笑，或不是笑的场合。
）（3）chance表示幸运或偶然的时机，还可以指可能性的程度。
例如：What are your chances of being promoted?你升职的可能性有多大？N o one discovers a rarity by chance. 侥幸发现一件珍品的人是没有的。
三、重点句型1．-What’s the matter?-I’ve got a pain here.询问某人身体如何，除了用以上的表达方式，还可以用“What’s wrong with you?”。
其中，wrong是形容词，而例句中的the matter为名词。
在口语中都是很常用的。
例如：--What’s wrong with you? （你怎么了？）--I’ve had a bad headache ever since this morning. (自从今天早晨我的头就很痛。
)2．A healthy diet should include a variety of food, most of which should be rich in nutrients. 此句中的most of which引导非限定性定语从句，这是考试中常考的一类题目。
再如：There are all kinds of trees in the forest, most of which are tall ones.There are all kinds of trees in the forest, and most of them are tall ones.森林里有各种各样的树木，它们中大部分是很高的树。