人教课标版高中英语必修1教案：Unit1_单元词汇复习

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(完整版)人教版高中英语必修一unit1词汇

suffer from
遭受；患病
loneliness
n.孤单；寂寞
highway recover
n.公路；大路；<美>高速公 [ˈhaɪweɪ]
路 vi.&vt.痊愈；恢复；重新获
[rɪˈkʌvə] 得
get/be tired of pack
对……厌烦 vi.&vt.捆扎；包装；打行李
[pæk] n.小包；包裹
n.荷兰（西欧国家）
adj.犹太人的；犹太族的 ['dʒuːɪʃ] n.德国人；德语 adj.德国
[ˈdʒɜːmən] 的；德国人的；德语的
n.纳粹党人 adj.纳粹党的 ['nɑːtsi]
放下；记下；登记
n.连续；系列
[ˈsɪəriːz/ ]
一连串的；一系列；一套
n.基蒂（女名）
adv.在户外；在野外
课本主题
单词
必修 1 必修 1
Unit 1 Unit 1
survey add up
必修 1 Unit 1 upset
必修 1 Unit 1 ignore
必修 1 Unit 1 calm
必修 1 Unit 1 calm (...) down 必修 1 Unit 1 have got to
必修 1 Unit 1 concern
必修 1 Unit 1 German
必修 1 必修 1 必修 1 必修 1 必修 1 必修 1
Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1
Nazi set down series a series of Kitty outdoors
必修 1 Unit 1 spellbind

人教版高中英语必修一unit1教案最终版

人教版高中英语必修一unit1教案最终版人教版高中英语必修一unit1教案最终版一、课程介绍本单元为人教版高中英语必修一的第一单元，主题为“问候与介绍”。

通过本单元的学习，学生能够掌握基本的英语问候与介绍用语，提高口语表达能力。

二、教学目标1、学生能够准确、流利地使用英语进行问候与自我介绍。

2、学生能够理解并运用基本的问候与介绍用语。

3、学生能够根据情境进行角色扮演，提高口语表达能力。

4、通过学习，学生能够增强自信心，主动与他人交流。

三、教学内容1、课文阅读：本单元提供了一篇关于问候与介绍的短文，学生需要理解并掌握其中的重点词汇和语法结构。

2、听力练习：通过听一段对话，学生能够理解并掌握日常问候与介绍的用语。

3、口语表达：学生需要进行多次口语练习，包括个人介绍、两人对话、小组讨论等，提高口语表达能力。

4、写作训练：学生需要写一篇关于自己或他人的介绍文章，巩固所学知识。

四、教学步骤1、导入新课：通过简单的问候，引导学生进入本单元的主题。

2、讲解新词：学习本单元的新单词，包括生词、词组和习惯用法。

3、课文阅读：阅读本单元提供的短文，并回答相关问题。

4、听力练习：听一段对话，并回答相关问题。

5、口语表达：进行多次口语练习，包括个人介绍、两人对话、小组讨论等。

6、写作训练：写一篇关于自己或他人的介绍文章。

7、复习巩固：回顾本单元所学内容，加深印象。

五、教学评价1、课堂提问：通过提问，检测学生对本单元重点内容的掌握情况。

2、小测验：进行小测验，检测学生对本单元重点词汇、语法和习惯用法的掌握情况。

3、课后作业：布置课后作业，让学生巩固本单元所学内容。

六、教学反思1、成功之处：通过多种教学方法的运用，本节课取得了良好的教学效果，学生积极参与，课堂氛围热烈。

2、不足之处：部分学生的口语表达能力还有待提高，需要加强针对性的训练。

3、改进措施：针对学生的不足，制定个性化的教学方案，加强针对性的训练，提高学生的口语表达能力。

高中英语人教版必修一unit1 知识要点整合

Unit1知识要点整合一、重点单词1.volunteer n.志愿者vt./vi 自愿做，志愿adj.志愿的自愿、无偿做某事volunteer to do sth2.debate. n.辩论、争吵vi / vt辩论、争吵argue指提出理由或证据为自己或自己一方的看法或立场辩护，着重说理、论证和企图说服。

debate侧重指意见等对立的双方之间正式或公开的争辩。

discuss最常用词，指就某一或某些问题表明观点、看法等，以便统一认识，解决问题。

reason指据理力争以说服对方或求得对问题作更深入的研究。

3.prefer v.更喜欢（perfers—perferred—preferring ）preference n. 偏好(1)比起A更喜欢B prefer A to B(2)比起做A事更喜欢做B事prefer doing A to doing B(3)比起做A事，更愿意做B事prefer to do sth rather than do sth(4)更喜欢做某事，更愿意做某事prefer to do sth(5)”宁愿```”虚拟，表示对将来的期待prefer that sb (should ) do sth“宁愿```”虚拟，表示与现实相反用法同wish4.movement n.动作，运动，活动move v. 移动moved adj. 感人的moving adj. 令人感动的5. suitable adj.适合的suit v. 适合be suitable for 对···合6.actually adv.的确地actual adj. 的确的7.challenge n.挑战vt.向```挑战8.confusing adj.令人困惑的confused adj.感动困惑的confuse v.使···困惑confusion n..困惑8. fluent adj.流利的fluency n.流利；(1)在```很流利be fluent in9.graduate v.毕业n.毕业生graduation n.毕业(1)从```毕业__graduate from10. recommend v. 建议recommendation n.建议(1)向某人推荐、介绍``` recommend sth to/with sb(2)推荐某人做``` recommend sb for ```(3)推荐某人为``` recommend sb as ```(4)推荐某物做``` recommend sth for ```(5)建议做``` recommend doing ```(6)建议某人做``` recommend sb to do ```(7)建议``` recommend that sb (should ) do ```“一坚持，二命令，三建议，四要求”---insist/order/command/advise/suggest/recommend/ask/require/request/demand 11.advance n.进步v. 推动advanced adj.先进的，高级的in advance 事先，提前in advance of 在……前面，超过，比……进步on the advance 在上涨12.obviously adv.显然地obvious adj.显然的13. responsible adj.有责任的responsiblity n. 责任(1)对```负责___be responsible for_____14. editor n.编辑edit v.编辑15.schedule n. 工作计划，日程安排v.安排，预定(1)按时__on schedule(2)提前__ahead of schedule16.expert vi担任专家；n.专家adj.熟练的，内行的(1)在```上很内行__be expert in /be an expert in 17. behavior n.行为、动作behave v.行为17.attract v.吸引attraction n.吸引力attractive adj.有吸引力的(1吸引至```___attract to(2)吸引注意力___attract one’s attention19. addict vt. 使上瘾n.瘾君子addiction n. 上瘾addictive adj. 使人上瘾的addicted n. 上瘾的(1)对``上瘾be addicted to _20. wealth n. 财富wealthy adj. 富有的二、重点短语1. enjoy doing 喜欢做某事2. make all the difference 改变一切，大不相同3. clean up 打扫4.sign up签约sign up for 报名参加、注册5.on one’own 独自6.hand out 分发7. in the community 在社区中8. be used to doing sth 习惯于做某事9.keep up with追赶10. be prepared for 准备好```11. do well in 在```做得好12. try out for 参加```的选拔13.practice doing 练习做某事14. make the team 组队15. make a fire 生火16. learn sth from sb向某人学习```17. give a speech 做演讲18. get started 开始19. have fun 玩得开心20. focus on 集中注意力在21. encourage sb to do sth 鼓励某人做某事22. feel lonely 感到孤独23. in a good order 井然有序地24. quit doing 放弃做某事25. work out 算出，解答出26. drop out of school 辍学27. be grateful to sb for sth 对某人做某事表示感激28. be pleased to do sth 很高兴做某事29. introduce sb to sb 把某人介绍给某人30. aim to 目的在31. be the same as 和```一样32. be similar to 和```相似33. agree with sb/sth 同意某人/某事三、重点句型1. since 因为I am sure he will listen to you, since you are his good friend.2.be+adj+to dothe handwriting is easy to read.。

(完整版)人教版高中英语必修一单词表和重点短语

必修1 Unit 1 重点单词1.add vt.增加；添加；补充说vi加；加起来；增添2.upset vt&vi.使不安；使心烦adj.心烦意乱的；不适的；不舒服的3.ignore vt.不理睬；忽视4.calm adj.平静的；镇静的；沉着的vt.&vi.（使）平静；（使）镇静5.concern vt.关系到；涉及n. 关心；关注；（利害）关系6.cheat n.欺骗；骗子vt.&vi.欺骗；骗取；欺诈；作弊7.list vt.列出8.share vt.分享；均分；分担n.一份；份额9.series n.连续；系列10.crazy adj.疯狂的；狂热的11.purpose n.目的；意图12.dare vt.&v.aux. 敢；胆敢13.thunder n.雷；雷声vi打雷；雷鸣14.entirely adv.完全地；全然地；整个地15.power n.能力；力量；权力16.according adv.依照17.trust vt.&vi.信任；信赖18.suffer vt.&vi遭受；忍受；经历.19.questionnaire n.调查表；问卷20.quiz n.测验；提问vt. 对…进行测验21.situation n.情形；境遇；（建筑物等的）位置municate vt.交际；沟通；传达（感情、信息等）23.habit n.习惯；习性重点短语1.calm down 平静下来；镇定下来2.be concerned about 关心；挂念3.make a list of 列出…4.be crazy about 对…着迷5.according to 根据…所说；按照6.get along with 与…相处；进展7.fall in love 相爱；爱上8.try out 试验；试用9.add up 合计10.set down 放下；记下；登记11.get sth. done 做…；使…被做；12.share sth. with sb. 和某人分享某物13.go through 经历；经受；14. a series of 一连串的；一系列；一套15.on purpose 故意16.in order to 为了…17.join in 参加；加入municate with 和…交流19.face to face 面对面地20.suffer from 遭受。

人教课标版高中英语必修1Unit1_单元重难点词汇课堂

had to move. 安妮的妹妹玛戈特因为她们不得不搬家而感到很烦恼。人教①–1 ③ (be) upset about / at / by / over sth: My parents were in a huge argument, and I was really upset about it. 我的父母在激烈地争吵，为此我感到非常心烦。 ④ be upset with sb: You’re not still upset with me, are you? 你不再生我的气了，对吧？
concern
范仲淹的《岳阳楼记》中，“先天下之忧而忧，后天下之乐而乐”这句名言已成为千古名句，在古往今来历来传诵。今天我们先来看一看他的几种英文翻译。 1. Be the first to feel concern about state affairs and the last to enjoy yourself! 2. Be concerned about the affairs of state before others, and enjoy comfort after others. 3. All Party cadres should be concerned about the country and the people before anything else. They should be the first to bear hardships and the last to enjoy. 通过上面的翻译我们发现诗句中的“忧”可以翻译成concern或者 concerned。
他迟到了一个小时，打乱了我们的计划。
使生气；使心烦意乱 to make sb worry or feel unhappy：

人教新课标高一英语必修一Unit 1 Friendship Period One Words an

Unit 1 FriendshipPeriod One Words and expressions一、教材分析1．本单元的主题是“友谊”，贴近学生生活，所以大部分的内容都是围绕该主题展开的。

本节课的课型为词汇课，新课标要求学生掌握与友谊、交友有关的词汇；本节内容旨在一方面扩展学生的词汇量，一方面帮助学生学会审视自己，引导学生形成正确的价值观和处事原则，培养其高尚的品格。

2．学本节内容，首先是帮助学生学习更多有关友谊的知识；其次是增加与本单元主题相关的词汇。

二、学情分析“友谊”这一话题对学生而言是非常熟悉的，但本单元所选语言材料是原汁原味的英美人士所写的文章，词汇量大，句子结构复杂，长难句较多，对于刚刚进入高中学习的高一新生来说难度是很大的。

三、教学目标1. 帮助学生学习更多有关“友谊”的知识；2. 增加与本单元主题相关的词汇。

四、教学重点和难点1. Understand the meaning of Friendship.2. Learn some new words about Friendship and friends.五、教学过程Step 1 Warming UpActivity1: Doing a survey1.Get the students to do a survey quickly and and add up the scoreand then see how many points they can get.2. Present some new vocabulary in warming up and the explanation on the screen.(1)、survey n. 调查，概述；v. 测量，检查；e.g. a. A recent survey showed most of those questioned were for the plan.最近的民意测验显示大多数调查对象同意这项计划。

高中英语人教版必修第一册unit1重点句型背诵和语法讲解

Unit 1PEOPLE OF ACHIEVEMENT本单元重点句子1.Artemisinin has become a vital part of the treatment for malaria,and is thought to save 100,000 lives a year in Africa alone.青蒿素已成为治疗疟疾的重要组成部分,仅在非洲一年就可以挽救10万人的生命。

2.Tu Youyou,a committed and patient scientist,was born in Ningbo,China,on 30 December 1930,and graduated from Peking University Medical School in 1955.屠呦呦,一位忠于职守、有耐心的科学家,1930年12月30日出生于中国宁波,1955年毕业于北京大学医学院。

3.Her team examined over 2,000 old medical texts,and evaluated 280,000 plants for their medical properties.她的团队查阅了2,000多份旧的医学文献,并对28万株植物的医学特性进行了评估。

4.They then tried boiling fresh wormwood,and using the liquid obtained from this to treat malaria,but this did not work either.然后,他们尝试煮沸新鲜的青蒿,并使用从青蒿中获得的液体来治疗疟疾,但这也不起作用。

5.However,Tu Youyou would not acknowledge defeat.然而,屠呦呦不承认失败。

6.Tu Youyou and her team members even insisted on testing the medicine on themselves to make sure that it was safe.屠呦呦和她的团队成员甚至坚持要在自己身上测试这种药,以确保它的安全性。

高中英语人教版必修第一册unit1单元知识总结

UNIT 1 TEENAGE LIFE1.I prefer helping others.我更喜欢帮助他人。

【词汇精讲】prefer vt.较喜欢;宁愿。

prefer是及物动词,后面通常跟doing或者to do的形式。

2.Which club do you think is suitable for Adam?你认为哪个俱乐部适合亚当?【词汇精讲】suitable为形容词,意为“合适的;适用的”。

suitable for意为“对……合适的”。

3.He says that they mostly help clean up parks and give directions to visitors.他说他们主要帮助清理公园和给游客们指路。

【词汇精讲】clean up表示“打扫(或清除)干净”。

4.Actually,I like acting better,but my friends go to the Ballet Club and I want to be with them.事实上,我更喜欢表演,但是我的朋友们要参加芭蕾俱乐部并且我想和她们待在一起。

【词汇精讲】actually为副词,意为“事实上;的确”。

5.One reason is that teenagers are too young.一个理由就是青少年还太年轻。

【句式剖析】本句中that引导表语从句,that只起连接作用,在从句中不充当任何句子成分,一般不能省略。

【句式拓展】(1)可接表语从句的连系动词有be,look,seem,sound,appear 等。

(2)if不可以引导表语从句。

(3)在一些表示“建议、劝说、命令”的名词后面的表语从句中,谓语动词用虚拟语气,即“should+动词原形”,sho uld可省略。

(4)名词reason作主语时,其后的表语从句只能由that引导,不能用because。

6.Going from junior high school to senior high school is a really big challenge.从初中过渡到高中真是一项巨大的挑战。

人教新课标高中英语必修1Unit1教案1

Unit 1 Friendship1.Teaching aims and demands类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely poweraccording trust indoors suffer teenager advice questionnaire quiz situation editorcommunicate habitadd up calm down have got to be concerned about walk the dog gothrough hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in功能态度(attitudes)Are you afraid that---?---I’ve grown so crazy about---I didn’t dare2. 同意和不同意（agreement and disagreement）I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3.肯定程度（certainty）t.That’s correct. Of course no语法直接引语和间接引语(1): 陈述句和疑问句陈述句Said Anne.want to set down a series of facts in a diary.”“I don’ｔwant to set down a series of facts in a diary.-----Anne said that she d idn’t一般疑问句He asked, “A re you leaving tonight?”---He asked us whether we were leaving that night.特殊疑问句“When did you go to bed last night?” father said to Anne.--- Father asked Anne when she went to bed the night before.1.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the Germankil ling in world war 2. she treats the diary as her best friend, and in it reveals her Nazis’　longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendshipwith particular attention to that one can develop with oneself, i.e., the comfort andsupport one seeks from an imaginary friend. Students are expected to come to be trulyaware of the qualities and conducts that make a good friend, display and develop theability to cope with misunderstanding, conflicts and problems related to friendship,and give advice on it. The concept that even an ordinary thing can be a friend shouldbreak down the traditional belief in the interpersonal nature of friendship. Also, thecomparison of similarities dissimilarities in friendship comprehension between theEast and the West leads studen ts to know better the values of friendship in Westerns’　eyes. All in all, this unit promises to unveil the true essence of friendship and helpsstudents to lead a more friendly and harmonious life. Thus, based on the theme,contents and teaching objectives, the whole teaching procedures can fall into fiveperiods as follows:Period 1 Warming up and speakingPeriod 2 ReadingPeriod 3 GrammarPeriod 4 Integrating skills (WB)Period 5 Using language3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think……　I (don’t) think so. I (don’t) agree.I believe……　That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using some phrases andstructures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in Senior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describe one of your friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arousethe students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays? How did you feel? What did you do in yoursummer holidays? What did you do in your spare time?2.What do you think of our new school? Do you like it? Could you say something about it?3.Do you like making friends? How do get in touch with your friends? Do you have manyfriends? Where are they now? Do you have any old friends in our school? Have you madeany new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases and structures may behelpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys ……and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have? Please tick them out. Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four tofind out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in common and list them on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assess t heir values offriendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do w wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, orn youryou fail to show enough concern for your friend’s needs and feelings. Try to strike a balance betw friend’s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balanceyour needs and your friend’s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases:I (don’t) think……　I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……　What to do reasons2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor,choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am,s but still know you can call them and wake them up, and they’ll still want to talk to you ,that’friendship. To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class sharetheir ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best Friend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends fromfalse friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object? Why or why not?Step 2.Reading1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?tell me what the diary is about 5) We are going to read o ne of Anne’s diaries .but before reading ,can youwith the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______?3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explainwhy, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about friends and friendship today, can you write one or two sentences to expressyour understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewife to find out theiropinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: Let’s sing this song about friends togetherPeriod 3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult point.Learn about t he special cases in which the tenses shouldn’t be changed4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inriends—you andT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her fTom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect spee Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne. →Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to go outdoors.“I don’t want to set down a series of facts in a diary,” said Anne.→want to set down a series of facts in a diary.Anne said that she didn’ｔ“What do you call your diary?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 Grammarch into Indirect Speech, whatT: Now let’s look at these sentences again. If we want to change Direct Speeshould be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed. T: Quite right. Look at the form on the screen. These are the rules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。

人教版选择性必修第一册Unit1 People of Achievement重点单词短语总结

Unit 1People of Achievement【话题词汇】1.physicist n. 物理学家2.astronomer n. 天文学家3.technologist n. 技术专家4.biologist n. 生物学家5.zoologist n. 动物学家6.botanist n. 植物学家7.certificate n. 证明；证(明)书8.qualification n. 资格；学历9.responsibility n. 责任；负责10.undertake v t. 承担；从事；负责11.establishment n. 建立12.inspiration n. 灵感13.potential adj. 潜在的14.creative adj. 创造性的15.determined adj. 意志坚定的16.reliable adj. 可信赖的【话题短语】1.make great contributions to 对……做出突出贡献2.become involved in 参与……3.devote oneself to 致力于4.get over varieties of difficulties 克服各种各样的困难5.play a leading role in 起着重要的作用6.achieve one's dream 实现某人的梦想7.have made rapid progress in 在某方面取得很大的进步8.scientific research 科学研究9.face the challenge 面对挑战10.set out a new scientific idea 开创科学新观点【话题佳句】1.There is no doubt that we benefit a lot from the scientific advancements in many different ways.毫无疑问，我们在许多不同的方面受益于科学的进步。

2019新人教版高中英语必修一unit1词汇表重点知识点拓展总结(复习必背)

必修一Unit1Teenage Life词汇知识点归纳总结①黄色部分为本单元重点词；
②红色部分为短语、同根词，注意汉译英；
③蓝色部分为词块，注意英译汉
向某人推荐
从地震中幸存下来
vt&vi(使)聚焦;(使)集中;调节(...的)焦距
focus on/upon...集中/聚焦于；特别关注
focus one’s mind/attention on...集中注意力于……
【拓展】表示“集中注意力/精力于…”的短语还有
concentrate one’s attention on...
fix one’s attention on...
put one’s heart into...
【同根词】focus(s)ed adj注意力集中的
40.addict v使入迷，使上瘾
addict oneself to(doing)sth沉溺于(做)...
n[C]吸毒上瘾的人;对.......着迷的人
【同根词】●addicted adj上瘾的;入迷的
be/get/become addicted to(doing)sth沉溺于(做)...；专心(做)...
●addiction n.上瘾；沉溺
have an addiction to doing sth做某事上瘾
41.adult n[C]成年人。

(word完整版)人教版高中英语必修一Unit1教案.doc

Unit 1 FriendshipWarming up1.be good tobe good for=do good tobe good at2.following adj. 下面的，下列的the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后)3. add v. add...to...add toadd upadd up toaddition n.in addition=besides +句子in addition to +n./doing 同类用法联想： because & because ofinstead & instead of “而且，其次”“附加给 ..., 除了 ...还有 ...”additional adj. 附加的additionally adv.4. 分数 score grade point mark (full marks)5. until6. with 和...一起，附带着，用without 不...within在...内，不出 ...E.g. write with a peneat with hands/ spoon/chopsticks/knife and forkHe left without saying goodbye.He left with the water running.分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

翻译练习：(1)他今天去上班没带领带。

Today, he went to work without (wearing) his tie.(2)他在没有其他人帮助的情况下自己完成了作业。

7.pay for payto do sth8. get sb to do sth(make/have/let sb do sth)get sb/sth doneget done get lost/prepared/dressed/involved9.形容词做状语，表示句子主语的特征、属性和状态副词做状语，表示谓语动词的完成方式E.g. He returned home last night, sad and disappointed.He left hurriedly.10. concern n. 担心，忧虑concern about/for/over...E.g. She hasn’ t been seen for four days and there is concern for her safety.That is a big concern.v. 涉及，与 ...有关be concerned withconcerning E.g. He asked several questions concerning the future of the company.翻译练习：不要问女人们涉及她们年龄的问题。

人教版_高中英语必修一unit1_知识点总结

Survey n. 纵览,视察,测量v. 审视,视察,通盘考虑,调查1. We stood on the top of the mountain and surveyed the countryside. 我们站在山顶上，眺望乡村。

2. A quick survey of the street showed that no one was about. 扫视街道, 空无一人。

Add v. 增加1. He added some wood to increase the fire. 他加了一些木柴，使火旺些。

2. If you add 4 to 5, you get 9. 四加五等于九。

3. Add up all the money I owe you. 把我应付你的钱都加在一起。

Upset a. 烦乱的,不高兴v. 颠覆,推翻,扰乱,使心烦意乱,使不舒服1. I'm always upset when I don't get any mail. 我接不到任何邮件时总是心烦意乱。

2. He has an upset stomach. 他胃不舒服。

3. The news quite upset him. 这消息使他心烦意乱。

Ignore v. 不顾,不理,忽视1. I said hello to her, but she ignored me completely! 我向她打招呼, 可她根本不理我!2. I can't ignore his rudeness any longer. 他粗暴无礼, 我再也不能不闻不问了。

Calm n. 平稳,风平浪静 a. 平静的,冷静的v. 平静下来,镇静1. It was a beautiful morning, calm and serene. 那是一个宁静、明媚的早晨。

2. You should keep calm even in face of danger. 即使面临危险，你也应当保持镇静。

英语人教版高中必修一(新课标)教案Unit1 Reading for Writing 教案

Unit 1 Teenage LifePeriod 5 Reading for Writing教材分析该板块设计了读写结合的活动，活动主题是“写一封建议信”(Write a letter of advice)。

阅读文本是一封青少年咨询师Susan Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。

青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个年龄段会面临各种问题。

该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟等问题，并讨论解决的方法，最终落实到一封建议信的书写。

旨在让学生能够体会到互相沟通、真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。

教学目标1. 能正确理解使用下列词汇：behaviour, generation, attract, focus, addict, adult。

2. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。

3. 熟悉并掌握建议信的常见结构，掌握提建议的常用表达方式。

4. 能够写一封针对解决青少年问题的建议信。

5. 能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。

教学重难点【教学重点】帮助学生掌握建议信的常见结构和语言特征，并能写出一封语义连贯、结构清晰的建议信。

【教学难点】掌握建议信的语言特征并能够写出一封语义连贯、结构清晰的建议信。

教学过程Task Writing a letter of adviceStep 1 Reading1. Read the letter. Then answer the following questions:(1) What is Worried Friend’s problem?(2) What suggestions does Susan Luo give to Worried Friend?(3) Besides suggestions, what else does Susan Luo say in her letter?Step 2 Pre-writing2. Work on Activity 1. Students discuss the last 2 questions in groups.3. Work on Activity 2. Study the organisation and language features. Then summarize the expressions used to make suggestions.设计意图：该环节属于语言输入阶段，活动一关注阅读文本内容，活动二关注文本结构和语言特点。

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T:We have divided our class into 6 groups before this lesson.
Now you have 2 minutes to discuss the usage of these words.
Then let us give your presentation group by group.
Master some methods of reciting words and expressions
Key points:upset ignore concern entire recover disagree power
add up calmdown get along with go through exactly get/ be
老师指导与学生活动
设计意图
StepⅠGreeting
T:Good afternoon,buys and girls.It's pleasure to meet youagain.Today we willreview the vocabulary of until in Book 1.
StepⅡIntroduction
Preview the words and expressions in unil2
Unit 1单元词汇复习课教学设计
课时教学设计
课题
Review of vocabulary in Unit1
三维教学目标
知识与能力
Recite and use the words and
expressions:calm down
go through face to face
suffer from entire exactly
StepⅢStudentsFra bibliotekpresentation
学生自主学
习，利用擅
长的方式记
忆单词，生
动有趣，轻
松掌握单词
的用法。
第一组图片记忆
Group presentation
words and
expressions
calm down
go through
disagree
Key points
Usage
区分
calm,quiet,silent用法；
第二组用
谐音法
第三组用
肢体语言表
演
go through用
法；
第四组构
词法讲解
ignore
recover
dis-否定前缀
Ignore用法
r-前缀
第五组情
景演绎
第六组情景
演绎
upset
concern
Upset词性及
用法
entire
exactly
power
be concerned
about
构词法
j变adv.
power get tired of
add up
get along with
disagree
ignore recover upset concern
备课时间
2018
上课时间
2018
过程与方法
生本模式，让学生学会多种记忆
单词的方法：图像法、谐音法、
词缀法
教学方法
Explanation
and practice
学法指导
Individual
work,pair
work and
group work.
情感态度价值观
让学生了解有声语言的学习的
技巧，利用特长多种方法体验学
习语言的成就感。
课型
review
教学重点及分析
Recite and use the words and expressions
Grasp2 word affixes
tired of face to face suffer from
教学难点
Grasp some word affixes.
Master some methods of reciting words and expressions
Difficult points:re-dis--ly-ful
教学过程
教学环节
face to face Suffer from
suffer fromheadache
get tired of
add up
get along
with
We get tired of
the life style.
Step IV Summary
T:Trough your presentation,we can enrich our methods of
3.I tried to tell her but she_________(不理睬)me.
4.The___________(令人心烦意乱的）news made her ratherupset.
5.The old man wentt_______ many wars.
6.After the terrible hurricane,the whole house was destroyedc______
reciting(image,homophone,affix).
作业课后反思
Step V Practice
Iill in the blanks.
1.It was quite terrible.It took me some timeto c________down
myself.
2.Parents are alwaysc________much about their children.