高一英语下学期unit 教案
【教案】高一英语下学期人教版2019必修第三册 Unit1 词汇教案
significance n.意义重大
significantly adv.重要地，显著地
It is significant that …很显著
be of great significance=be very significant
有重大意义的
例：Food safety is a significant issue.
10.reflect v.显示;反映;反射;思考
reflection n.反映;映像;反射;深思
be a reflection of是…的反映
reflect on/upon...认真思考;沉思
1)Usually a child's behavior is a _______ of his family environment.
I realized the significance of honesty.
The factory is of great significance to this area’s economy.
1)The discovery of the new drug is _______________/____________
show/have respect for sb.尊敬某人
respect sb for因为……而尊敬某人
1)He is a _________ professor and every student ______ him.
利用做某事的机会
1)I’m going to ____________ (利用) this tour to explore the history of the castle.
高一英语下册Unit4单元复习教案
高一英语下册Unit 4 单元复习教案一、教学目标1.复习巩固本单元所学的词汇和句型。
2.提升学生听、说、读、写的能力。
3.培养学生的合作与沟通能力。
二、教学准备1.教师准备：复习课件、复习资料、黑板、白板。
2.学生准备：笔记本、课本、笔。
三、教学流程第一部分：词汇复习1.教师将本单元的重点词汇列在黑板上。
2.教师念词汇，学生齐读跟读。
3.分组小比赛：学生分成若干小组，每组派一名代表上台念英文词汇，其他同学在纸上写出对应的中文意思，时间限制为3分钟。
比赛结束后，检查答案并宣布得分最高的小组。
第二部分：句型复习1.教师将本单元的重点句型列在黑板上。
2.学生分组讨论每个句型的用法并举一到两个例子。
3.分组展示：每个小组选取一个句型进行展示，其中包括句子构造、语音语调以及表情动作。
4.整理总结：教师带领学生总结本单元的重点句型，学生将其记录在笔记本上。
第三部分：对话练习1.教师分发对话练习题。
2.学生阅读对话并默读，理解对话内容和语境。
3.分组角色扮演：学生按照对话角色进行分组，并进行对话练习。
4.教师巡视指导，关注学生的表达和交流情况，给予必要的帮助和反馈。
第四部分：写作训练1.教师提供写作题目：假设你是外国交换学生John，在中国的一次经历中，与中国同学一起参观了名胜古迹。
请写一篇短文描述此次经历，并谈谈你的感受。
2.学生个人撰写短文。
3.学生互相交换短文，进行修改和评论。
4.部分学生上台展示自己的作品，并进行点评和建议。
第五部分：复习反思1.教师带领学生回顾本节课的学习内容。
2.学生个人进行反思：我在这节课中学到了什么？还有哪些地方需要进一步提高？3.学生和教师共同反思：本节课的教学有哪些亮点和不足之处？有什么可以改进的地方？四、课后作业1.完成课堂上未完成的练习题和作业。
2.复习本单元的单词和句型，预习下一单元的内容。
以上是本节课的教案，希望能够帮助到您。
如果还有其他问题，请随时向我提问。
高一英语下册Unit3单元复习教案
高一英语下册 Unit 3 单元复习教案教学目标•复习和巩固高中英语课程中 Unit 3 的词汇、语法和交际用语；•提高学生的听、说、读、写、译等综合语言运用能力；•培养学生的团队合作精神和自主学习能力。
教学准备•教材和教辅资料：高中英语教材《English Book 2》和习题册；•教学工具：投影仪、电脑、白板、黑板、录音机等。
教学流程第一课时：词汇和语法复习1.铺设词汇基础–通过投影仪展示 Unit 3 的生词，学生大声读出并模仿发音。
–分别向学生展示单词、动词短语和固定搭配，鼓励学生用英文解释其意义。
–强调学生要通过多次复习记忆生词，可以将生词制作成记忆卡，进行背诵。
2.语法巩固练习–通过投影仪展示语法练习题，学生针对每一个题目进行讨论和答题。
–着重强调动词时态、语态和句型的运用。
第二课时：听力和口语训练1.听力训练–播放一段与 Unit 3 相关的听力材料，提问学生相关内容，确保学生完整理解材料。
–给学生一定的时间再听一遍材料，然后组织学生进行听力理解题的小组讨论。
–随后，学生将听力理解答案写在纸上，收集并检查答案。
2.口语训练–分组进行对话练习。
老师给学生分发对话卡片，每组两人进行对话练习。
–鼓励学生自由发挥，尽量运用本单元学到的交际用语进行对话。
–选取几组进行表演展示，并共同评价表演的内容和表达的流利程度。
第三课时：阅读和写作训练1.阅读理解–分发阅读材料给学生，让学生先独立阅读，再与同桌进行讨论。
–提问学生关于文章的问题，引导学生深入理解文中的细节和观点。
–随机选择学生回答问题，鼓励学生用英文回答，提高学生的口语表达能力。
2.写作训练–鼓励学生运用所学的知识和表达方式，书写一篇与 Unit 3 相关的短文。
–强调学生应注意文章的结构、连贯性和语法正确性。
–学生归交作文后，学生之间可以互相交换作文进行修改和评价。
第四课时：复习和测试1.复习总结–回顾本单元所学内容，引导学生复习生词、语法和交际用语。
高一英语下册优秀教案
高一英语下册优秀教案一、教学内容本教案选自高一英语下册教材，具体章节为Unit 3: TheViolence of Nature。
详细内容包括：1. 阅读理解：课文The Violence of Nature，了解自然灾害的种类、特点及其对人类的影响。
2. 词汇学习：学习与自然灾害相关的词汇，如typhoon, earthquake, avalanche等。
3. 语法学习：现在完成时与过去完成时的区别及用法。
二、教学目标1. 理解课文内容，了解自然灾害的种类、特点及其对人类的影响。
2. 掌握与自然灾害相关的词汇，并能灵活运用。
3. 学会现在完成时与过去完成时的区别及用法，提高语言表达能力。
三、教学难点与重点1. 教学难点：现在完成时与过去完成时的区别及用法。
2. 教学重点：课文内容的理解，与自然灾害相关的词汇及语法。
四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。
2. 学具：教材、笔记本、字典。
五、教学过程1. 导入：通过展示自然灾害的图片，引发学生对主题的兴趣。
2. 阅读理解：学生阅读课文，教师提问，检查学生对课文内容的理解。
3. 词汇学习：教师讲解与自然灾害相关的词汇，学生做好笔记。
4. 语法讲解：教师讲解现在完成时与过去完成时的区别及用法，结合例句进行说明。
5. 例题讲解：教师给出典型例题，讲解解题方法，学生跟随思考。
6. 随堂练习：学生完成课堂练习，巩固所学知识。
7. 小组讨论：学生分组讨论，运用所学知识描述自然灾害的场景。
六、板书设计1. 自然灾害种类及特点2. 现在完成时与过去完成时的区别及用法3. 课堂练习答案七、作业设计1. 作业题目：根据本节课内容，写一篇关于自然灾害的短文。
2. 答案：参照板书设计及课堂讲解，完成短文。
八、课后反思及拓展延伸2. 拓展延伸：鼓励学生查阅更多关于自然灾害的资料，提高英语阅读能力。
同时，学会关注自然，关爱地球。
重点和难点解析1. 教学难点：现在完成时与过去完成时的区别及用法。
高一英语下册Unit1单元复习教案(精选7篇)
高一英语下册Unit1单元复习教案（精选7篇）高一英语下册Unit1单元复习教案（精选7篇）高一英语下册Unit1单元复习教案篇4高一英语下册Unit1单元复习教案篇5高一英语下册Unit1单元复习教案篇6高一英语下册Unit1单元复习教案篇7unit2 基础巩固练习（新人教版必修四）ⅰ. 单词拼写1. he has made a ________(总结)of the main points in the secretary general’s speech.答案：summary2. he made some ________(评论)about my dress，and then carried on reading his book.答案：comments3. his work can’t be appreciated by all the audience，whose attention may focus on only some ________(超级的)stars.答案：super4. in all，columbus made three more voyages during the next ________(十年).答案：decade5. he returned from paris and found his office was under someone else’s ________(占据).答案：occupationⅱ. 易错模块1. (XX年高考江苏卷)—i’m sure andrew will win the first prize in the final.—i think so. he ________ for it for months.a. is preparingb. was preparingc. had been preparingd. has been preparing解析：选d。
新课标高一英语下unit22全单元（新课标版高一英语下册教案教学设计）
新课标高一英语下unit22全单元（新课标版高一英语下册教案教学设计）Period 1 Warming-up & ListeningGoals:1. Talk about amusement parks and our experiences.2. Learn to express likes and dislikes about the amusing activities.3. Be able to listen for information and understanding.Teaching Procedures:Step 1 Warming-upTask 1 Talk about the topic and the word FUNStudents talk about fun things use Adjs to describe fun thingsQuestion 1. What is fun? (snowing, sailing, hiking, rafting---)2.What do fun things have in common?Cooking is fun because it is challenging ( interesting, relaxing---).3. Where can we have fun? ( cinemas, amusement parks, theme parks---Fun is everywhere if we can enjoy it.)Task 2 Talk about our own experiencesQuestions: 1. Have you ever been to an amusement park? What did you see?2. Have you ever tried sitting in a roller coaster?3. How did you feel?4. Do you like it? Why?Task 3 Watch pictures and talk about likes and dislikes1. Look at the pictures and name the activitesQuestion: Do you like these activities? Why / Why not?2. Do an interview to find others’ ideas (make up a dialogue).The dialogue can be like this:Student A: Hello, .... Have you ever been to an amusement park?Studen t B: Oh, yes. I have tried…Student A: Do you like it?Student B: Sure. I like it because it’s really exciting and …Step2 ListeningPre-listening Talk about the theme of the theme parksA theme park must have a special theme.Questions: If you are to build a theme park, what theme will you have? Why?While-listening: Listen and finish the exercises 1 and 2Post-listening: 1. Fill in the following form.Which of the parks do you think is better?Name Theme Your reason and ideas2. Act out and make decisionsSituation: Two presidents of different colleges in England come to China to try to persuade Chinese students to study in his college in England. Have two students prepare in advance and make a report in class.Other students listen to the report and make their own decisions.Students can also think up their own situationsHomeworka. Recall all the new words and expressions that occur in this period.b. Finish the exercise Talk on the workbook.c. Preview ReadingPeriod 2 ReadingGoals:1. Learn some expressions about theme parks.3. Read through the material and have a good understanding of theme parks.Step 1 Pre-readingTask 1. Watch some pictures of some parks and have fun2. Lead-in questions:a. What do you think you can see in a theme park?b. Do you like scary rides? Why?c. What do you think of adventure sports?Step 2 ReadingTask1 Students read the text and find necessary information.Q: What is a theme park?A: As we all know, a theme park is a wonderful park. It has its own theme. It has a collection of rides, exhibitions and other attractions.T: What are the activities based on?Ss: The activities are based on a common theme.Task 2 SkimmingQuestion 1. How many theme parks does the writer tell us?What are they ? Where are they?Task 3 ScanningQuestion: What are the themes about?What attract people in these theme parks?Read through the passage, then fill in the form below.Par Parks Themes Attractions1234Notes: Pay attention to the new phrases and sentencesEntering one of the attractions at Universal Studios is like steeping into the world of your favorite film.It seemed like people just cannot get enough of scary rides and exciting adventures.The parks are becoming more advanced and new technology allow us to experience almost anything without actually being in danger or risking injury.Ask certain questions to check students’ understanding to these sentences.Task 4 Discussing1. Which of the theme parks mentioned in the text will you visit? Why?2. Why are theme parks so popular throughout the world ?这是一个大话题，可集思广益。
Unit20Humor（人教版高一英语下册教案教学设计）
Unit 20 Humor(人教版高一英语下册教案教学设计)一、单元小结1、词汇2、短语3、交际用语表达打算和计划（Expressing intentions an plans）4、语法(The –ing Form-used as Attribute and Object Complement)二、重难、难点内容讲解humor (=humour) 幽默；诙谐；心情；情绪 He has no sense of humour. (感受幽默的能力)out of humor 心情不好；不高兴 humored adj. 具有心情的good-humored 情绪良好的 ill-humored 心情不佳的humorous adj. 富于幽默感的；滑稽的 bitter adj. 苦的;The soup is bitter.a bitter pill (to swallow)不得不接受的苦衷chalk [C & U] 粉笔① a piece of cha lk 一支粉笔②a box of coloured chalks 一盒彩色粉笔③as different as chalk and cheese 截然不同的④not by a long chalk 一点也不；丝毫不The problem isn’t solved yet, not by a long chalk. 问题还没解决，还差得远呢。
intend 想要；打算；①what do you intend to do/doing today? 你今天打算做些什么？ (intend to do/doing)②They intend that this reform shall be carried through this year. (intend that…)他们计划今年完成这一改革。
③I intend them to see the result soon. 我打算让他们早点看到结果。
高一英语下册Unit1单元复习教案
高一英语下册Unit 1单元复习教案一、教学目标通过本次复习教案，学生将能够：1.复习和巩固Unit 1中的重点词汇和短语。
2.通过复习Unit 1的语法知识，可以正确使用现在完成时态和一般过去时态。
3.能够运用所学的语言知识进行口头和书面表达。
二、教学准备1.教师准备：复习课件，词汇卡片，教案及教材。
2.学生准备：课本、笔记本、笔等。
三、教学步骤第一步：导入新课（5分钟）教师和学生互相问好，并回顾并复习上次课学习的内容。
然后提出本节课的学习目标，并给出本单元复习的大致流程。
第二步：复习重点词汇和短语（15分钟）教师出示词汇卡片，快速复习本单元的重点词汇和短语。
学生看到卡片后，快速回忆该词汇或短语的中文意思，并将其用英语表达出来。
教师可以适时进行纠正。
第三步：复习语法知识（25分钟）1.教师出示现在完成时态的用法和句型的相关课件，复习学生在上节课上学习的知识点，并通过例句进行讲解。
2.学生根据所学的现在完成时态的知识，完成几道相关的练习题。
教师可以适时展示答案，并讲解解题思路。
3.继续复习一般过去时态的用法和句型，提供例句并进行讲解。
4.学生根据所学的一般过去时态的知识，完成几道相关的练习题。
教师可以适时展示答案，并讲解解题思路。
第四步：听力练习（15分钟）教师播放一段与本单元话题相关的听力材料，学生在听完后，根据听力内容回答问题。
教师可以随机抽查几名学生回答问题，并给予相应的反馈和评价。
第五步：口语练习（20分钟）学生分成小组，每个小组选择一个话题，进行小组讨论。
学生可以使用所学的现在完成时态和一般过去时态进行交流和表达。
教师可以在小组之间，进行互相交流和切磋。
第六步：书面表达（20分钟）学生选择一个话题，按照所学的语法知识和词汇进行书面表达。
教师可以提供一些写作的提示和范文供参考。
学生写作完成后，可以互相交流和修改，然后选择几篇优秀的作品进行分享。
四、教学总结通过本节课的复习教案，学生复习了Unit 1的重点词汇和短语，并巩固了现在完成时态和一般过去时态的用法。
高一英语下册Unit1单元复习教案
高一英语下册Unit1单元复习教案一、教学目标1、学生能够熟练掌握本单元的重点词汇、短语和句型。
2、学生能够正确运用所学语法知识，如定语从句。
3、学生能够听懂、读懂与本单元主题相关的听力和阅读材料，并能进行简单的口头和书面表达。
二、教学重难点1、重点重点词汇：culture, relic, rare, valuable, survive, remain, state, dynasty, belong to 等。
重点短语：in search of, be worth doing, take apart, think highly of 等。
重点句型：The Amber Room was designed for the palace of FrederickI It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make语法：定语从句（关系代词和关系副词的用法）2、难点理解和运用定语从句，尤其是关系副词引导的定语从句。
正确区分及运用一些易混淆的词汇和短语，如 worth 和 worthy 的用法。
三、教学方法1、讲授法：讲解重点词汇、短语、句型和语法知识。
2、练习法：通过练习题巩固所学知识。
3、讨论法：组织学生讨论相关话题，提高口语表达能力。
4、情景教学法：创设相关情景，让学生在实际情境中运用所学知识。
四、教学过程1、词汇复习教师带领学生回顾本单元的重点词汇，通过举例、造句等方式帮助学生理解词汇的用法。
组织学生进行词汇拼写和词义匹配的练习，加强记忆。
2、短语复习讲解重点短语的含义和用法，结合例句让学生体会其在句子中的作用。
给出一些句子，让学生用所学短语进行填空，巩固短语的运用。
3、句型复习分析重点句型的结构和语法点，引导学生模仿句型进行造句练习。
人教版高一英语下册unit1cultural relics教案
人教版高一英语下册Unit 1 Cultural relics 教案Subject: Cultural relics Teaching goals1). Ability goalsa. To improve students’ logical reasoning and creative thinking abilities by learningthe difference among facts, opinions and evidences,b. To i mprove the students’ ability of get the main information and solving problemsby listening.c. To enhance the ability of talking cultural relics and ways to protect them.d. To enhance students’ writing ability.2). Learning ability goalsSelf-learning and cooperative- learning abilities.3) Emotional goals:By reading and debating, the students are required to learn the history,political and economical knowledge of different places under the guidance of their cultural relics. It is by language learning that students should get a rich reservation of knowledge from different fields.Teaching contents:1) Words:Prove, trail, rather than, explode, entrance, informal, debate2) Phrases:Think highly of, rather than.3).Sentence patterns:a. There is no doubt that…..b. This gift was the Amber Room, which was given this name because almost seven thousand tons of amber was used to make it.4). Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.Teach the students to speak out their opinions about cultural relics. Teaching aidsComputer, projector, chalks, ppt.Teaching procedures:Step1--Warming up:a. Get a fast review of what have learned at the last class.b. tell the students a piece of the latest news and give several different views and ask them which belongs to opinions ,which belongs to facts and evidences. In this way, not only can they get aware of the current news but also they are interested in the class.c. After the discussion, ask the students to read the passage and find if their answers are true..Step2—Reading and answering the questions.1)Read the first passage to get a clear idea of what is a fact or an opinion and findtheir differences. The teacher can give some examples to students to check whether they have got it.2)After that, teach the new words and phrases to the class, which includes itspronunciation, spelling and usage.3)With the understanding of fact and opinion, students are required to read the nextstory quickly and fill in the blanks. They can first do it by themselves and discuss the answer with their partner in English. Then, the teacher gives them the correct answer.Step3—Listening and answering the questions.1)ask the students to read the questions first and guess what it might be going totalking about, then assisted with them the unfamiliar words which are important in the listening process.2)The first time listening, students do not need to finish the task, just relax and tryto get the main information of the listening material.3)While listening for the second time, they are required to finish the task.4)Then check the answer.5)Listen for the third time to find out the information they have missed.Step4---speaking1)divide the students in to groups about 3 to four students according to their seats.2)Afford the possible sentence structures to help them.3)After the discussion, choose two to three groups to share their answers.Step5—Reading, debating and writing1)Read and answer the questions, there are no certain answers to the questions, thistask is designed to improve students’creative and critical thinking ability and express them in English.2)After knowing the importance of creative and critical thinking, then the classcome to the next part—debating. First, showing a short video of English debating to raise students’ interest. Then give a piece of news about the destroyed cultural relics. Next, give them a topic to debate and the requirement of good debating,then, divide them into groups .After the debate, students are required to write a report on the debate. They can first write an outline of their writing and finish it after the class.Step6—summary1)Ask students some questions about cultural relic’s protection to use English inreal class.2)Reveal the important words, phrases, and sentences to students.Step7---HomeworkRequired homework•Keep in mind the new words and expressions in this unit•Retell the story with the words and grammar tips you have leaned.•Preview the next lesson.Suggested homework●Watch the video Heart of the Dragon(龙之心)/The World Natural Heritage（世界自然遗产系列）on the internet.●Try to introduce the local history of your hometown or city to your classmatesin English.。
高一英语教案：下册第三单元教案
高一英语下册第三单元教案Skills building 1: listening for the gistTo listen for the gist or general idea of a passage, you need to find out how many people there are, where they are, what they are doing and what they are talking about. You need only focus on the specific required information. If you hear a word you don’t understand, do not stop to think about what it means----keep listening. Remember that you are listening for the gist, not the details.1. You have conversations with your friends, your relatives and other people every day. What decides the topic you are talking about? Will the topic be different if someone else joins your conversation? Will the topic be different if you move to another place to talk? Will it be different if you are doing something else while you are talking? Think about the past experience. To quickly understand what others are talking about and get involved in a new conversation, what do you usually listen to or pay attention to? Now let’s have a free group discussion. Then each group will report the result to the whole class.2. Let’s read the four points in Skills building 1 on page 52. Please focus on what to find out about while listening for the general idea. Try to understand the instructions here. Listen to the tape and complete the note sheet. After we check the answers, I’d like all of you to think about your answers and the previous discussion. I want to see if you can find a useful listening strategy. Step 1: finding useful expressionsWhen you practice listening, you are trying your best to improve your listening skills and to get the gist and sometimes the details. Now let’s listen to the conversation. Please take some notes while listening to the conversation in order to find out the general idea of the conversation. You need to circle the right words or expressions and fill in the blank. By listening, you will find useful expressions for giving a talk.1. Have you ever given a talk? If you have, where did you do it? What was your topic? What did you say at the beginning and at the end of your talk? Did you ask someone for suggestions before the talk?2. Next we will listen to the tape and do the exercise in Part A. Then we will check your answers as a whole class. Pay attention to the useful expressions used to give a talk.3. Listen to the tape again and do the exercise in Part B. Think about the topic and add more useful expressions for giving a talk.Skills building 2: describing illustrationsIn this part you will learn how to describe illustrations. When you are asked to illustrate something, you must first learn to briefly mention the subject and then focus on the related background information about the illustration. You need to understand that general information is preferred to details when describing an illustration. So you should pay attention to the following points:1. First please answer my questions: How would you describe an illustration? From an audience's point of view, what do you want to know most when seeing an illustration? How do you decide whether a description is good or not? Study the sample illustration and have a discussion.Sample illustration:This is a cave painting in the 112th cave of the Mogao Caves. Thecaves are located in Dunhuang, Gansu Province, on the famousSilk Road.2. When you are describing an illustration, you do not wish to point out every detail of it. The audience will not be interested in something they can see for themselves. They are more interested in things that are related to the illustration in a significant way. Therefore, when you are describing an illustration, you may briefly mention the subject of the illustration first, and then focus on the related background information about the illustration.3. Now let’s come to page 54 and read the illustration and description in Part A. Please point out the subject and the background information in the description. Discuss whether or not this is a good description.4. Look at the illustrations in Part B and then write a description using the key words.Step 2: writing descriptions for your illustrationsSince you have learned how to write descriptions for illustrations. Look at the information on a website on page 55. Use it to describe the illustrations and write out your descriptions. In doing this you are to pay attention to the following:1. First try to list things you know about the attack on Pearl harbor. For example, do you know about the attack on Pearl Harbor? When and where did it take place? What was the result?2. Read the information on the web page carefully. Try to understand the website article.3. Study the illustrations together in groups of four. Discuss what information you can use from the web page to describe the illustrations. Decide what makes a good description. Pay more attention to the time, place names and the people.4. Write your own descriptions for the four illustrations on page 55. Then check the answers. I’ll choose some of you to introduce your illustrations in class.Skills building 3: planning an outline for a speech1. Read the instructions in this part. You must be sure to understand each point.2. Consider the following questions with your partners: When you prepare a speech, what should you first think about? Will you do anything to interest your audience? How and what will you do then? How do you start your speech? What do you say to greet your guests? How do you finish your speech?3. Read the instructions for the exercise on page 56 and organize the notes into an outline for a speech. And then we’ll check the answers as a whole class.Step 3: giving your talkIn this part, you are required to give a talk based on the information in Steps 1 and 2.1. First I will divide you into small groups and choose some sets of illustrations. Every member of each group contributes to planning an outline according to a set of illustrations. Different groups are asked to prepare different topics. Make sure you know what to do and write down your outline in Part A on page 57.2. Consider the suggestions in Part B carefully. And I’ll ask several groups to give your talks in class.3. Read Part A in Writing on page 113 in your Workbook, and then finish Part B.。
高一英语下册Unit2全单元教案1
教案1Unit2 Healthy eatingTeaching Aims of this unit1. Talk about healthy eating2. Making suggestions or giving advice on diet3. Distinguish the meanings of Modal verbs4. Make a balanced menu5. Vocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practiceseeing the doctor.Teaching importance: The use of ought to1.Statements2.Y ou ought to cook fresh vegetables and meat without too much fat if you want tostay slim.Y ou ought not to eat the same kind of food at every meal.3.Difficulty4.Distinguish and summarize the usage of ought to and should.5.Teaching methods: skimming, scanning, discussing.6.Teaching aids: a tape recorder, a projector and a computer.The first period Warming up and readingStep ⅠWarming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step ⅡPre-readingGet the students to discuss the questions with their partners in this pa rt. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partn ers. Then I’ll ask you to report your work. Are you clear?Which food contains more… Examples of foods AnswerSugar Chocolate or grapesCakes or bananas ChocolateFat Cream or riceChocolate or chicken CreamChocolateFiber Peas or nutsPork or cabbage NutsCabbageprotein Potato crisps or hamEggs or cream HamStep ⅢReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.1. Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.a. The two restaurants supplied the healthy diet.b. The reason why Yong Hui’s restaurant was so popular with customers.c. Wang Pengwei found out why he had lost his customers and decided to win them back2. Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.a. Usually Wang Pengwei’s restaurant was full of people. (T )b. Yong Hui served a balanced diet. ( F)c. Yong Hui could make people thin in two weeks by giving them a good diet. (F)d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T)e. Yong Hui’s menu gives them energy foods. (F )f. Wang Pengwei’s menu gives tem foods containing fiber. (F )g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F )h. Wang Pengwei decided to copy Yong Hui’s menu. (F )Step Ⅳ ComprehendingBy now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your pa rtner.disadvantages advantagesWang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foodsYong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foodsT: Until now we have known what’s wro ng with both restaurant. What does it matter if you only eat at one of the restaurant?T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with hi s competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?Ss: Yes.T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:a. Wang Pengwei sat in his empty restaurant feeling very frustrated.This sentence m eans that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.c. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step ⅤHomework1. Try to retell the text.2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)。
高一英语第二学期unit-1教案
B. are to survive
C. would survive D. will survive
2. explaining explain后接名词、代词、从句、wh-+to
do作宾语。
She explained to us why she was late.
explain不能跟双宾语结构, 不能说explain sb. sth. 而只能说explain sth. to sb. 或explain to sb. sth.
Para. 3
Q1. Was it easy for a woman to get
medical education at that time? Why?
No, it wasn’t. Because at that time women’s education was always placed second to men’s. Q2. What made Lin Qiaozhi famous? It was not her success at university that had made her famous. It was her kindness and the consideration she showed to all her patients.
3. care for 照顾，照看，喜爱
Would you care for some tea? The nurse is caring for babies. care about 在乎，在意 I don’t care about what people think. Take care not to drop it! Please take care of the baby for me. 4. intend计划，意欲 I intend to go. 我有意思要去。 I intend them to go. 我的意思是要他们去。 I intend that they should go.
高一英语教案：下学期Unit17d
The necklace (reading) 课堂设计教学-----想做蓝天一、教材分析本课是全日制高中英语教科书高一下册Unit 15 The necklace 第二课时Reading 部分的教学设计。
在完成热身、听力、口语部分后，为本节课做好了准备。
本课时要求学生初步熟悉戏剧，学会剧本的欣赏、写作和表演。
二、学生分析这一课时的内容有一定难度，主要因为学生对戏剧这种体裁形式接触不多，为此，在教学中分别为不同层面的学生设计了不同的学习任务，让他们都能有所得。
三、设计思路本可采用任务型教学途径，以人为本，让学生带着任务学习，在完成任务的过程中逐渐生成知识，形成技能。
四、教学教案Unit 15 The necklace (Reading)Teaching aims:To strengthen students’ ability of reading;To develop writing ability in the form of writing a short play;To develop communicating ability through making up a play and performing it.Teaching important and difficult points:Make sure students understand the importance of feelings and tones ina play.Enable students to write a play in the correct way.Teaching procedures:Step 1Greeting and leading in:Introduce background of the playT: The short play The necklace comes from the famous short story The Diamond Necklace. Who wrote it?Ss: Guy de Maupassant.(continue to talk about the writer as much as they know.)T: The necklace is a short play. What should be included in a play?Ss: Time, place, characters, stage directions…(Lead in the text and enable students to know the main elements of a play)Step 2 Reading and understanding1.Students read the three scenes quickly ,meanwhile, get the gist ofeach scene and give a title to each scene.Scene 1: Meeting with an old friendScene 2: An invitation to a ball in the palaceScene 3: The story of a lost necklace2.Students read the play carefully and get the clue of the story.Getting the invitation→Borrowing a necklace →losing thenecklace →buy a new necklace →returning the necklace →learning the truth3.Students read the play silently and try to retell the story with thehelp of the clue.4.Students analyze the characters in the play and provide the proof.Mathilde: a young lady, pretty but vain.Pierre: a government worker, not rich but ambitious. Jeanne: a young lady, rich and warm-hearted.5.Moral education: Ask students to read the play with their partnersin roles and discuss the question:What lesson have you learnt from the story in the play?(All of us are vain, or too proud of ourselves, in some way or another. In this short play, a woman discovers that her great desire to look her finest at a ball has cost her the best years of her life.) Step 3 Writing and performing1.Students read the tips “steps to help you write and perform ashort play”①Talk to the other students in your group and decide what theaction of the play should be. Write an outline of the plot.②Decide what each person should be like. Make a short list if hisor her qualities.③Write down the dialogue.④Decide which role each group member will play. Rehearse theplay and then perform your play in front of the class.(Student s may be given some explanation if they don’t understandthe meaning.)2.Divide the students into groups of 2 and ask them to create ascene in which Mathilde comes back home to tell her husbandabout her meeting with Jeanne.3.Ask 1 or 2 groups to perform their play with proper feelingsand tones, and then give brief comment of their performance. From their performance , we should pay attention to feelings and tones when write and perform a play.Step 4.ConclusionToday, we learnt the play The necklace and the skills of writing a play. We learnt the steps to write and perform a play.We should pay attention to the feelings and tones of thecharacters.五、教学效果预测本节课是读写课，读威胁作铺垫和准备。
高一英语下学期unit 5教案
Unit 5 MusicPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT W ASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let‟s listen to some music. Let‟s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I‟m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let‟s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.2.Listening, talking and sharingLet‟s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.Do you know anything about “The Monkees”?III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text T HE BAND THAT WASN‟T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, PeterTork, Mike Nesmith & Davy Jones4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when they did not singor write their own songs? Why?Do you agree that the jokes were more important than the music for this band? Give a reason.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.Period 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates‟.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me th e text of THE BAND THAT W ASN‟t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees”started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can‟t be used. Look at the screen. Here are more examples on this kind of structure.Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters, on which the film is based, the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can‟t use who in place of whom, and you can‟t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...)∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim‟s footballing ability, which he was noted for, had been encouraged by his parents.∙The playground wasn‟t used by those children who it was built for.In this case we prefer who rather than whom(although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don‟t usually put the preposition at the beginning:∙Your essay is one of those (which/that) I‟ll go through tomorrow. (rather than...through which I‟ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: ∙A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can‟t use of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: A sample lesson plan for Using LanguageAimsTo read the story about Freddy and then enjoy and understand Beatles‟ songs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1.Reading and translatingRead more about Freddy‟s life and translate it into Chinese paragraph by paragraph.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Doing exercisesNow you are going to do exercises No. 3, 4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1.Freddy and his band always loved being pop stars.2.His favorite program was “Top of the Pops”.3.Things went wrong because Freddy and his band hid themselves.4.They realized they had to go because they were painful.Exercise 4 Answer these questions:1.This is an open question by which students are asked about their opinions.Answers may vary.2.Answers may vary but there is information in the reading passage that may include:--- becoming rich;--- doing a job you want to do;--- having many fans;--- people enjoying your music.3.Answers may vary but information may include:--- peaceful and quiet;--- a private life away from crowds;--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea, while all the others reflect just part of the main idea. At first, Freddy and his band wanted to be famous, but when he became famous, they were always being followed wherever they went, which they found painful.III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let‟s read the instructions.You‟d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.2.Reading Freddy’s replyLet‟s read Freddy‟s reply and answer the questions:--- How was Freddy‟s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner andwrite notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.Closing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. Who‟d like to speak first?Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaII. A tree diagramIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band?Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money, which is also a chance to realize their dreams of becoming famous.However, There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music, loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so, The Monkees became more serious of their work, playing their own instruments and writing their own music. Though it broke up in 1970, it reunited in the mid-1980s and is still popular today.Section 2: Background information on music, musicians and the band The MonkeesI. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned the songs from their families, relatives, neighbors and friends in the same village. These songs were about the country life, the seasons, animals and plants, and about love and sadness in people‟s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt pla ys an important part in people‟s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt‟s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known,” he said. The two were friends until Mozart‟s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beeth oven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. Ashe grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music?•Make things more lively and interesting•Make things better for people to understan d and enjoy•Express people‟s feeling•Make people feel good•Help people forget their pain•Attract people‟s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT W ASN’TI. Words for Readingclassicaladj.(of music)put together and arranged(composed) with serious artistic intentions; having an attraction that lasts over a long period of time(as opposed to popular or folk music)（音乐）古典的Bach and Beethoven wrote classical music. the classical music of India/ the classical symphonyrollvt.&vi.1. to (cause to) move along by turning over and over（使）滚动We rolled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as) on wheels(车轮)滚动；转动The train rolled slowly into the station. The waves rolled over the sand. 3. (of a ship)to swing from side to side with the movement of the waves摇摆;摇晃The ship rolled so heavily that we were all sick.4. keep the ball rolling: to keep things active and moving（使事情，工作等）继续进行下去；不松懈5.set the ball rolling: to be the first to do something, hoping that others will follow带动；带头（希望他人跟随）I‟ll sing a song first, just to set the ball rolling. folkadj. of, connected with, or being music or any other art that has grown up among working and/or country people as an important part of their way of living and belongs to a particular area, trade, etc., or that has been made in modern times as a copy of this（音乐；艺术）民间的；民俗的folk music/ folk songs/ Chinese folk art/ give a folk concert/a folk singerjazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz bandmusician n.音乐家a fine musiciandreamn. 1. a group of thoughts, images, or feelings experienced during sleep梦2. sth. imaged, not real, but believed in or greatly and hopefully desired理想；梦想v.梦见；梦想dream of/about (doing) sth./ dream a dreamclapvi.鼓掌Clap one‟s hand in time to the music/ clap sb. on sth./ clap sb. on the back/clap eyes on sb.be honest with = be frank with/ to tell you the truthformvt.&n.（使）组成；形成form some ideas or opinion about sth./ form a nation/ form a line/ form goodhabits/ in the form of/ in form/ fill in the form/ take the form ofpasser-by n. 过路人；行人passers-by/ ask the passer-byearnvt. 1. to get (money) by working赚；挣（钱）He earns $10000 a year(by writing stories).2.to get(sth. that one deserves)because of one‟s qualities博得；赢得He earned the title of “The Great” by his victories in the war. earn money/ earn one‟s living / earn sb. successloosely adv.宽松的；松散的loosely speaking/ loosely translatedadvertisementn. also ad--a notice of sth. for sale, service offered, job position to be filled, room to let, etc., as in a newspaper, painted on a wall, or made as a film广告the advertisement page/ advertisement for sb./sth./ put an advertisementactor n. 男演员；行动者actor and actress/ an excellent actorattractiveadj.having the power to attract有吸引力的The idea is very attractive. sound attractive/ at attractive pricefann. 1.扇子turn the fan on 2.a very keen follower or supporter, as of a sport, performing art, or famous person迷；狂热者fan clubinstrumentn.工具；器械；乐器play an instrument/ the instruments of the orchestra/ a ship‟s instruments II. Words for Learning about Languagehitn.（演出等）成功；打击a direct hit on an enemy ship/ a final score of two hits and six misses/ a hit with everyone/ His film is quite a hit/ They sang their latest hit./ make a hitsortn.& vt.种类；类别；分类；整理the sort of person I really dislike/ What sort of paint are you using?/ sort sth. out (into) sth./ sort through sth.III. Words for Using Languageafterwardsadv. later; after that以后;后来Let‟s go to the theatre first and eat afterwards.performvt.& vi. 1. to do; carry out(a piece of work)实行；做The doctor performed the operation. 2. to fulfill (a promise, order, etc.) 履行；执行(允诺，命令)3. to give, act or show(a play, a part(role)in a play, a piece of music, tricks, etc.) esp. before the public表演perform a task/ perform one‟s duty/ perform an operation to save one‟s life/ perform the piano/perform skillfully on the flute/ perform live on television/ perform a ceremonyperformancen.表演；履行faithful in the performance of one‟s duty/ the evening performance/give a performance of “Hamlet”/ in performancestickvi 1. to (cause to) be fixed with a sticky substance粘贴；张贴Stick a piece of paper over the old address and write the new one on it.stick to one‟s fingers/ stick a stamp on a letter 2. stick to: to refuse to leave or change/stick up a note on the note-board/ stick the pen behind the ear坚持;固守stick to one‟s plan/to stick to one‟s promiseabilityn. power and skill, esp. to do, think, act, make, etc.（尤指工作, 思考，行动，创造等）能力a machine with the ability to copy with large loads/ have the ability to do the work/ a woman of great ability/ have a great musical abilitysayingn.话；俗话…More haste, less speed,‟ as the saying goes.reputationn. (an) opinion held by others(about someone or sth.); the degree to which one is well thought of 名誉；名声: a school with an excellent reputation/ a good reputation as a doctor/ have a reputation for laziness/ ruin sb.‟s reputation/ make a reputation for oneself/ live up to one‟s reputation unknownadj.& n. 不知道的；未知的人或物unknown forces/ an unknown actor/ unknown to sb./ a journey into the unknown。
高一英语下学期unit教案
高一英语下学期unit 18教案高一下知识归纳( U18)(1)．run vi ．(物)延伸，扩展；(事情)继续。
[ 举例](1) The road runs along the river. 那条道路沿着河流延伸。
(2)The ivy runs along the hedge. 常春藤沿着篱笆攀爬。
(3)The musical play has been running for five years.那出音乐剧已经连续演了五年。
[ 搭配] run across 偶然遇见；跑过run after 追求，追逐run against与..相撞run at 向... 冲去run away 逃跑，跑run back to 追溯到run out of用完run up to (数目)达到.(2)b e made up of 由．．．．组成[举例] Our class is made up of six groups. 我们班由六个小组组成。
[比较] be made up of / be made with / be made out of / be made into⑴be made with指制成品中包含的某种原材料，是由……做成的”的意思。
A fruit cake is made with fruit. 水果蛋糕是用水果制成的。
(2)be made out of 指做成整个成品的材料，多用于口语，意思和be made of／from 差不多，只是语气强一些。
The shirt is made out of the material. 这衬衫是用这种料子做成的。
(3)be made into 是指“某种原料制成某种成品”。
Wool has been made into sweaters. 羊毛已做成羊毛衫了。
(3)S urround vt ．包围、环绕[ 用法]surround 指一物四周被另一物围绕或完全覆盖；也可指人(尤指土兵或警察)包围一个地方。
高一英语教案：下册第三单元教案
高一英语下册第三单元教案Skills building 1: listening for the gistTo listen for the gist or general idea of a passage, you need to find out how many people there are, where they are, what they are doing and what they are talking about. You need only focus on the specific required information. If you hear a word you don’t understand, do not stop to think about what it means----keep listening. Remember that you are listening for the gist, not the details.1. You have conversations with your friends, your relatives and other people every day. What decides the topic you are talking about? Will the topic be different if someone else joins your conversation? Will the topic be different if you move to another place to talk? Will it be different if you are doing something else while you are talking? Think about the past experience. To quickly understand what others are talking about and get involved in a new conversation, what do you usually listen to or pay attention to? Now let’s have a free group discussion. Then each group will report the result to the whole class.2. Let’s read the four points in Skills building 1 on page 52. Please focus on what to find out about while listening for the general idea. Try to understand the instructions here. Listen to the tape and complete the note sheet. After we check the answers, I’d like all of you to think about your answers and the previous discussion. I want to see if you can find a useful listening strategy. Step 1: finding useful expressionsWhen you practice listening, you are trying your best to improve your listening skills and to get the gist and sometimes the details. Now let’s listen to the conversation. Please take some notes while listening to the conversation in order to find out the general idea of the conversation. You need to circle the right words or expressions and fill in the blank. By listening, you will find useful expressions for giving a talk.1. Have you ever given a talk? If you have, where did you do it? What was your topic? What did you say at the beginning and at the end of your talk? Did you ask someone for suggestions before the talk?2. Next we will listen to the tape and do the exercise in Part A. Then we will check your answers as a whole class. Pay attention to the useful expressions used to give a talk.3. Listen to the tape again and do the exercise in Part B. Think about the topic and add more useful expressions for giving a talk.Skills building 2: describing illustrationsIn this part you will learn how to describe illustrations. When you are asked to illustrate something, you must first learn to briefly mention the subject and then focus on the related background information about the illustration. You need to understand that general information is preferred to details when describing an illustration. So you should pay attention to the following points:1. First please answer my questions: How would you describe an illustration? From an audience's point of view, what do you want to know most when seeing an illustration? How do you decide whether a description is good or not? Study the sample illustration and have a2. When you are describing an illustration, you do not wish to point out every detail of it. The audience will not be interested in something they can see for themselves. They are more interested in things that are related to the illustration in a significant way. Therefore, when you are describing an illustration, you may briefly mention the subject of the illustration first, and then focus on the related background information about the illustration.3. Now let’s come to page 54 and read the illustration and description in Part A. Please point out the subject and the background information in the description. Discuss whether or not this is a good description.4. Look at the illustrations in Part B and then write a description using the key words.Step 2: writing descriptions for your illustrationsSince you have learned how to write descriptions for illustrations. Look at the information on a website on page 55. Use it to describe the illustrations and write out your descriptions. In doing this you are to pay attention to the following:1. First try to list things you know about the attack on Pearl harbor. For example, do you know about the attack on Pearl Harbor? When and where did it take place? What was the result?2. Read the information on the web page carefully. Try to understand the website article.3. Study the illustrations together in groups of four. Discuss what information you can use from the web page to describe the illustrations. Decide what makes a good description. Pay more attention to the time, place names and the people.4. Write your own descriptions for the four illustrations on page 55. Then check the answers. I’ll choose some of you to introduce your illustrations in class.Skills building 3: planning an outline for a speech1. Read the instructions in this part. You must be sure to understand each point.2. Consider the following questions with your partners: When you prepare a speech, what should you first think about? Will you do anything to interest your audience? How and what will you do then? How do you start your speech? What do you say to greet your guests? How do you finish your speech?3. Read the instructions for the exercise on page 56 and organize the notes into an outline for a speech. And then we’ll check the answers as a whole class.Step 3: giving your talkIn this part, you are required to give a talk based on the information in Steps 1 and 2.1. First I will divide you into small groups and choose some sets of illustrations. Every member of each group contributes to planning an outline according to a set of illustrations. Different groups are asked to prepare different topics. Make sure you know what to do and write down your outline in Part A on page 57.2. Consider the suggestions in Part B carefully. And I’ll ask several groups to give your talks in class.3. Read Part A in Writing on page 113 in your Workbook, and then finish Part B.。
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高一下知识归纳（U18）1．run vi．(物)延伸，扩展；(事情)继续。
[举例](1) The road runs along the river. 那条道路沿着河流延伸。
(2) The ivy runs along the hedge. 常春藤沿着篱笆攀爬。
(3) The musical play has been running for five years.那出音乐剧已经连续演了五年。
[搭配] run across 偶然遇见；跑过run after 追求，追逐run against与……相撞run at 向……冲去run away 逃跑，跑run back to 追溯到run out of 用完run up to (数目)达到……2．be made up of 由．．．．组成[举例] Our class is made up of six groups. 我们班由六个小组组成。
[比较] be made up of / be made with / be made out of / be made into(1) be made with指制成品中包含的某种原材料，是“由……做成的”的意思。
A fruit cake is made with fruit. 水果蛋糕是用水果制成的。
(2) be made out of 指做成整个成品的材料，多用于口语，意思和be made of／from差不多，只是语气强一些。
The shirt is made out of the material. 这衬衫是用这种料子做成的。
(3) be made into是指“某种原料制成某种成品”。
Wool has been made into sweaters. 羊毛已做成羊毛衫了。
3．Surround vt．包围、环绕[用法]surround指一物四周被另一物围绕或完全覆盖；也可指人(尤指土兵或警察)包围一个地方。
[举例](1) The house was surrounded by high walls.房屋四周围着高墙。
(2) The whole cake is surrounded by a thick coat of jelly.整个蛋糕覆盖着一层厚厚的果冻。
(3) The village was surrounded by troops.村庄被部队包围了。
(4) They have surrounded the town with troops.他们动用部队包围了这座城镇。
4．same adj．同一的，同样的[搭配] the same.., as 与……一样the same.., that 是……同一个at the same time 同时all the same 尽管，如此，仍然[举例](1)We are the same age. 我们同岁。
(2)Let's meet at the same place as yesterday.我们在跟昨天一样的地方见面。
(3)That jacket is the same as mine. 那上衣与我的一样。
(4)This is the same pen that I lost. 这正是我遗失的那支钢笔。
(5)They began to laugh at the same time. 他们同时笑了起来。
(6)He has faults, but I like him all the same.他有缺点，然而我还是喜欢他。
5．be famous for以……闻名[举例] He is famous for his fine acting.他以演技精湛著称。
China has been famous for its silk trade.中国以丝绸贸易著称。
[比较] be famous for／be famous as，be famous as表示“以……身份闻名”，be famous for是“以……而著名”。
[举例]The town is famous as a gambling resort. 该城是个著名的赌场。
He is rather famous as a speechmaker. 他作为一个演说家是相当有名的。
The boy is famous for his handwriting. 这个男孩以他的书法而闻名。
6．settle安排；料理；解决；决定；使平静；安静；安家；家居[举例](1) The moment she got up, she settled her room.她一起来就整理房间。
(2) That settles the matter.事情就这样定了。
(3) He settled in the country after his retirement.他退休后定居在乡下。
(4) The family finally settled down in Canada.这一家最后定居加拿大。
7．by不迟于，到……为止[用法]by表示“不迟于某时”，“在某时之前(已经完成)”，常与完成时态连用；若指“到过去的某一时候止”，则用过去完成时；有时by后接将来时间，也用将来时。
[举例](1) Perhaps she has recovered by now.或许到现在她已康复了。
(2) By next Friday I ought to have finished the job.到下周五，我应完成这项工作。
(3)By the end of last term，We had studied more than five hundred English words．到上学期末为止，我们已经学了500多英语单词。
(4) Your son will be all right by supper time.你儿子到晚饭时会好的。
8．sign vt.vi.署名、签字(约)[举例](1) He signed the check.他签发了支票。
(2) Please sign here.请在此签名。
(3) He signed his name on the painting which he had just finished.他在刚刚完成的画上写上了自己的名字。
(4) She signed with the company. 她与那家公司签署了合约。
[拓展]sign也可以用作名词，作“记号、标识、信号、迹象”等。
例如：(1) maths signs 数学符号(2) the sign of a barber's shop理发店的标志(3) The teacher made a sign to us to be quiet.老师做了一个手势叫我们安静。
(4) There were no signs of life on the island.那个岛上没有生物存在的迹象。
9．refer to涉及；说到；查阅；参考[用法]refer to中的to为介词，表示“提及、涉及”的对象。
[举例](1) what are you referring to ?你指的是什么?(2) I thought that he had referred to the boy.我想他指的是那个男孩。
(3) The speaker often referred to his notes.那位演讲者常看他的笔记。
(4) He referred to the dictionary.他参考了那本词典。
[比较]refer．．to．．．为“把……提交”“指点…‘交付”，其中的t。
也为介词，例如：(1) We referred her to a doctor.我们把她交给了医生。
(2) He referred me to the dictionary.他吩咐我查字典。
10．population人口[用法]population，作“人口”解时是集体名词，一般不用作复数。
当我们说一个城市，地区或国家的人口时，常加冠词。
如：人口众多：has a large population，有……人口has a populationof．．．。
表示人口多、少一般不用much，little，而用large，small来修饰。
问有多少人口时应用疑问词what。
[举例] Our country has a large population.我国人口很多。
The city has a population of 100,000.那城市有十万人口。
What is the population of your province?你们省有多少人口?[注意] 当population作主语指人，且宾语或表语是表职业或身份的词，那么其谓语动词应用复数形式。
例如：Most of the population in this factory are women workers.这个工厂大部分职工都是女职工。
11．Take place发生[比较] happen与take place都有“发生”的意思，但用法有所不同。
(1)happen指事情的发生，往往带有“偶然”，或“未能预见”的意思。
(2)take place指事先布置或策划好而后发生，没有“偶然”的意味。
[举例](1) If anything happens to the patient, let me know at once.如果这位病人发生什么意外，请马上告诉我。
(2) I happened to meet him in the park that day.那天我碰巧在公园遇到了他。
(3) The December Ninth Movement took place in 1935.“一二·九”运动发生在1935年.[注意]take place与happen都是不及物动词，不能用于被动语态，例如：Great changes have taken place in my hometown.我的家乡发生了巨大的变化。
12．compare比较[搭配]：compare.., to...把......比作compare., with...把......进行比较[举例](1) A beginner's painting can't be compared to that of an expert.初学者的画不能同专家的相比。
(2)If you compare her work with his，you，11 find hers is much better．要是把他俩的工作比较一下，就会发现她好得多。
[注意](1)co mpared with(to)“和……比较”，常位于句首或句尾，作状语。