人教版高中英语必修一全套教案

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人教版高中英语必修1教案5篇

人教版高中英语必修1教案5篇人教版高中英语必修1教案篇1Where’s your pen pal from?一、单元教材分析本单元的中心话题是pen pals。

主要语言功能项目是talk about countries, cities and languages。

语法结构为 Where…from; Where…live and whatlanguage…speak。

先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过人教版高中英语必修1教案篇2教学目标知识与技能(1)熟练掌握下列词汇：rules, arrive, late, hall, dinning hall, listen, , fight, sorry outside,wear, important, bring, uniform, quiet(2)熟练掌握下列短语：dining hall, arrive late for school, (be) on time, listen to music break the rules, in class, be/ keep quiet, a lot of, bring …to…，weara hat, have to, music players(3)掌握下列句型：1. Dont eat in class.2. You must be on time.3. Eat in the dining hall.4. 正确使用情态动词can, can’t——Can we wear a hat in school?——Yes, we can./No, we can’t.5. 能正确使用have to 和 must 谈论规章制度We must be on time/ We also have to be quiet in the library. 教学重难点重点：1) 肯定祈使句是省略掉主语的原形动词开头;2) 否定祈使句则是在肯定祈使句前加上“don’t”。

高一英语必修一教案(优秀5篇)

高一英语必修一教案（优秀5篇）高一英语教案人教版篇一教学准备教学目标Teaching aims:1) Get the students to master some important words, phrases and sentence patterns.2) Enable the students to use the language points by themselves.教学重难点Teaching important points:Master the usages of “more than , come up, over, be based on, present, a/ the number of”Teaching difficult points:present: v adj教学工具课件教学过程1 Do you know that there is more than one kind of English?more than one不止一个eg：More than one girl in this school holds such a view.more than one后跟___________,作主语时，谓语动词要用______。

more than1). more than +num(数词) :overShe showed the visitors around themuseum,__________________________________________________________________________(其建造花了3年多时间) 2)more than +n: not onlyMusic is more than just a sound--- it’s a way of thin king.3) more than +adj/v : very听到这个消息我很高兴。

人教版必修一英语教案

人教版必修一英语教案【篇一：人教版高中英语必修1～5精品教案】目录人教版高中英语必修1精品教案－－－2 人教版高中英语必修2精品教案－－－87 人教版高中英语必修3精品教案－－－171 人教版高中英语必修4精品教案－－－241 人教版高中英语必修5精品教案－－－308人教版高中英语必修1精品教案人教版高中英语必修1精品教案unit 1 friendshipwarming up, pre-reading and readingreading ―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 from false 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 procedures:1. please enjoy three pieces of music and find out what they are about.2. does a friend always have to be a person? what else can be your friend?3. what do you know about the world war ii?4. background introductionstep 2 fast reading1. who is anne?who/what was anne‘s best friend?when and where did the story happen?1. answer the following questions:ade her diary her best friend?what is an ordinary diary like according to anne? what about her diary?why was she so crazy about things to do with nature?why did she stay awake on purpose until very late one evening?why didn‘t she dare open the window when the moon was too bright?how do you understand the expressions ―spellbound‖and ―held me entirely in their powder‖?2. reading to summarise the main idea of each paragraph.skim the text and summarise the main idea of each paragraph in one sentence.four students a group to discuss the situation:suppose you four have to hide yourselves for 3 months. during the three months, you will be offered the basic food, water and clothes. your group can take 5 things with you.what will you take? why?how will you spend the 3 months?how will you treat each other and make friends ?step 6. homework1. review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.2. finish ex.1-3 on p4.unit 1 friendshipvocabulary and useful expressionslearning about languageteaching aims:1. to discover and learn to use some words and expressions.2. to enable students to rewrite sentences using direct or indirect speech3. to learn more information about anne.4. to cultivate the spirit of cooperation, self-teaching and self-exploring.teaching procedures:step 1 revision1. review something about ―anne‘s best friend‖ by using some true-or-false sentences1) a friend would laugh at you. f2) anne lived in amsterdam in the netherlands during world war ii. t3) she and her family hid away for one year before they were discovered. f5) she was fond of nature. t2. collect the sentences students think wonderful or difficult to understand.sample sentences1) she and her family hid away for nearly twenty-five months before they were discovered.2) i wonder if it‘s because i haven‘t been able to be outdoors for so long that i‘ve grown so crazy about everything to dowith nature.3) there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.4) the dark, rainy evening ,the wind, the thundering clouds held me entirely in their power.5) it was the first time in a year and a half that i‘d seen the night face to face.step 2 language points1. grow crazy about sth.对…狂热,痴迷be crazy about …eg. my cousin grows crazy about computer games.2. go through1). to examine carefully 仔细阅读或研究i went through the students‘ papers last night.2). to experience 经历，遭受或忍受you really don‘t know what we went through while working on this project.3.stay v. to continue to be in a particular state or situatioin系动词，表是状态。

新课标人教版高中英语必修一全部教学案

新课标人教版高中英语必修一全部教学案一、教学目标1. 通过研究本单元的教学内容，帮助学生掌握必修一中的英语知识和技能。

2. 培养学生的英语听、说、读、写的综合能力。

3. 培养学生的团队合作意识和自主研究能力。

二、教学内容教学内容包括以下几个方面：1. 语法：复和巩固现在时态、过去时态、将来时态等基本语法知识。

2. 词汇：通过阅读和听力练，掌握本单元中的重点词汇和短语。

3. 阅读：通过阅读文本和相关的阅读理解题目，培养学生的阅读理解能力。

4. 听力：通过听对话和听文章练，提高学生的听力能力和听觉理解能力。

5. 口语：通过各种口语练，提高学生的口语表达能力。

三、教学方法1. 任务型教学法：通过让学生完成一系列任务，激发学生的研究兴趣，加强学生的实际运用能力。

2. 合作研究法：引导学生在小组内进行合作研究，促进学生之间的互动和交流。

3. 归纳法：通过教师引导和学生参与，将教学内容进行总结和归纳，提高学生的研究效果。

四、教学步骤1. 导入：通过引入生活例子或相关资料，唤起学生对新学知识的兴趣。

2. 语法讲解：教师通过讲解和示范，介绍本单元的语法知识。

3. 词汇研究：通过词汇游戏和词汇练，帮助学生记忆和掌握本单元的重点词汇。

4. 阅读训练：教师通过指导学生阅读文本和做阅读理解题目，提高学生的阅读理解能力。

5. 听力训练：教师播放相关听力材料，学生进行听力训练和听觉理解练。

6. 口语练：教师引导学生进行口语练，提高学生的口语表达能力。

7. 总结归纳：教师对本节课的教学内容进行总结和归纳。

8. 作业布置：教师布置相应的作业，巩固学生对本节课的研究。

五、教学评价1. 教师根据学生的课堂表现、作业完成情况和考试成绩等，进行教学评价。

2. 学生之间进行互评，促进学生之间的交流和研究成长。

六、教学资源1. 教材：新课标人教版高中英语必修一教材。

2. 多媒体设备：投影仪、电脑、音响设备等。

3. 课外资料：相关的练册、参考书和教育软件等。

人教版高中英语必修一全册教案设计

人教版高中英语必修一全册教案设计人教版高中英语必修一全册名师教案设计Unit One FriendshipTeaching goals语言知识1.to talk about friends and friendship, and interpersonal relationship2.to practise expressing attitudes, agreement and disagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions5.to learn about communication skills语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities likediscussion and oral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice文化意识1.to know about friend and the real meaning of friend2.to learn how to get along with others情感态度1.to arouse the interest in learning English2.to learn to express their feeling of friends and friendshipTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the Direct Speech and Indirect Speech(1):statements and questions3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how to improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:Computer词汇教学：1. survey n. 调查；测验;测量；检查；鉴定They were pleased with their wild survey of his work.他们广泛审查了他的工作，很满意。

人教版高中英语必修1全部教案设计

Unit 1 Friendship 1.Teaching aims and demands语法直接引语和间接引语（1）:陈述句和疑问句陈述句“I don ' want to set down a series of facts in a diary.Said Anne.-- Anne said that shedidn ' Want to set down a series of facts in a diary.一般疑问句He asked Are you leaving tonigh?”---He asked us whether we were leaving that night.特殊疑问句“ When did you go to b edast nigh?” fathe said to Anne.---Father asked Anne when she went to bed the night before.1)Suggested teaching notes2). 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 about friendship, get to know the problems between friends and seek solutions, which makes preparations forthe further teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be afriend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her life during her family ' s shelter in Amsterdam from the GermanNazis ’ lkliing in world war 2. she treats the diary as her best friend, and init revealsher longing for a normal life and close contact with nature, which helpsher get through the days.Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching.Learning about language---It teaches the important expressionsand structures andgrammar: direct and indirect speeches.Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especiallythe problems with misunderstanding, and unfriendliness, thusstrengthening students ’ abilities to practice language, discover, and solveproblems.Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writing a diary.Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in additionits importance in all cultures.3)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 the ability 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 should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:4)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 theproblems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using somephrases and structures.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 MiddleSchool.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 inyour summer 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 somethingabout it?3.Do you like making friends? How do get in touch with your friends? Do you havemany friends? Where are they now? Do you have any old friends in our school?Have you made any new friends in our class?Step 2 Think it over1.Give a brief description of one of your friends. The following phrases and structuresmay be helpful: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?Pleasetick 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 generations unusual 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 to find 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 theboard.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 assesstheir values of friendship:★4~7 points: You are not a good friend. You either neglect your friendor just do what he/she wants you to do. You should think more about what a good friend needsto do.★8~12 points: You are a good friend but you sometimeslet your friendship become too important, or you fail to show enough concern for your friend feelings. Try to strike a balance between your friend ' needs and your own responsibilities.★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your 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, ........2.A British newspaper once offered a prize for the best definition（义）of a friend. If youwere the editor, choose the best one from the following entries保目）,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, but still know you can call them and wake them up, and they 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 ' better to stimulate the students to expresstheir 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 Friend1.Teaching objectives:1)To develop the students r’ eading ability, learn to use some reading strategies such asguessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to telltrue friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazyabout 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 friendshould 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 titleand 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?5)We are going to read one of Anne ’ s diaries .but before reading ,can you tell me what the diary is about with 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? Giveyour reasons.2.Group workWork in groups to decide what you would do if your family were going to be killedjust 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)incontrol.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 happenins people ’ s daily lives.Step 4.Talking about friends and friendship1.T here are many proverbs about friends and friendship. Choose the one you agree with and explain why, 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僦奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2.W e have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1.I nterview a high school student, a businessman, a police officer and a housewife to findout their opinions about friends and friendship. Write a report to share itwith 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 pointLearn about the special cases in which the tenses shouldn ed. ’ t be chang4.Teaching methodsDiscussing, summarizing and practicing.5.Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank ’ s story. She is telling herstories to twher friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne ’ s sentences, using indirect speech. Sometimes you explain Tom 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.Anne said that she didn ’ t want to set down a series of facts in a diary.“What do you call your diary?” Tom asked. —Tom asked what she called her diary.Ss go on this topic by themselves.Step 2 GrammarT: Now let ’ s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should 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。

人教版高中英语必修1教案

人教版高中英语必修1教案教案标题：人教版高中英语必修1教案教学目标：1. 通过本单元的学习，学生能够掌握必修1单元中的词汇、句型和语法知识。

2. 培养学生的听、说、读、写的能力，提高他们的英语综合运用能力。

3. 培养学生的自主学习和合作学习能力，激发他们对英语学习的兴趣。

教学重点：1. 学习并掌握本单元的词汇和句型。

2. 进行听力和口语训练，提高学生的听说能力。

3. 进行阅读和写作训练，提高学生的阅读和写作能力。

教学难点：1. 学习并掌握本单元的语法知识。

2. 进行听力和口语训练，提高学生的听说能力。

3. 进行阅读和写作训练，提高学生的阅读和写作能力。

教学准备：1. 教材：人教版高中英语必修1教材。

2. 多媒体设备：投影仪、电脑等。

3. 教具：单词卡片、图片等。

教学过程：Step 1：导入新课（5分钟）通过引入一幅有关本单元话题的图片或一个与话题相关的问题，引起学生的兴趣，激发他们的学习欲望。

Step 2：词汇和句型学习（15分钟）1. 呈现本单元的重点词汇和句型，通过图片、单词卡片等多种方式进行词汇和句型的学习。

2. 利用课堂互动，让学生进行词汇和句型的操练和运用。

Step 3：听力和口语训练（20分钟）1. 播放相关听力材料，要求学生仔细听，并回答相关问题。

2. 分组进行口语训练，让学生运用所学词汇和句型进行对话练习。

Step 4：阅读和写作训练（20分钟）1. 学生阅读本单元的相关文章，理解文章内容，并回答相关问题。

2. 学生根据所学内容，完成相关写作任务，如写一篇关于旅行的短文。

Step 5：语法知识学习（15分钟）1. 呈现本单元的语法知识，通过示例和练习的方式进行讲解。

2. 让学生进行语法知识的操练和运用。

Step 6：课堂小结和作业布置（5分钟）对本节课的学习内容进行小结，并布置相关的课后作业，如完成课后习题或写一篇关于旅行的短文。

教学反思：通过本节课的教学，学生能够在听、说、读、写各方面得到全面的训练，提高他们的英语综合运用能力。

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Unit 2 English Around the WorldI Teaching aims1.Knowledge aim2.Master the words and phrases and get a view of the road to modern English.3.Ability aim4.Train students’ reading skill.5.Emotion aim6.Let students know more about English and inspire students to study English hard. IITeaching important pointsThe understanding and comprehension of the passage.III Teaching difficult pointHow to get to master the useful words and expressions.How to improve students’ ability to read an article.IV Teaching ProceduresV Teaching TimeSeven Periods.Period 1 Warming up and ReadingStep1. Warming up1. Lead in: Show Ss a map of the world, and ask them the following questions:1) How many languages are there in the world?2) How many English-speaking counties are there in the world?3) How are you ever heard some differences between American English and BritishEnglish?Step2. Reading(1)SkimmingRead the passage quickly and find out the answers of the questions in comprehension.(2)Scanning(3)Listen to the tape and tell the meaning of each paragraph.1. Para1: Brief introduction of the change in English.2. Para.2: An example of different kinds of English.3. Para3: The development of English.Para4: English spoken in some other countries.(4)Post readingStep3. DiscussionSome people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?Period 2 Language pointsLanguage points：1. Do you know that there is more than one kind of English in the world?你知道世界上英语的种类并不止一种吗？more than one +名词单数，后面的谓语动词用单数例如：More than one student wants to go to swim.2.In some important ways they are very different form one another.在某些重要的方面，它们彼此有些差异。

(1)in…way(s)/by…means 在……方面We should solve this problem in a different way.=We should solve this problem by a different way.(2)one another/each other 彼此，相互之间We should communicate with one another/each other.我们应该相互交流。

We send card to one another/each other every year.我们每年都相互寄卡片。

3.They include Canadian, British, American and India English.include 包含、包括The price includes dinner, beds and breakfast.including(prep) included(adj)The bill came to $450,including tax.The bill came to $450, tax included.contain 包含，容纳contain指某物容纳在比其更大的东西之内The basket contains a variety of fruits.这篮子装有各种水果。

include指包括作为整体的一个部分或要素The tour includes a visit to Paris这旅程包括游览巴黎。

4. English plays an important role as a first or second language.plays a/an … role/part 扮演……的作用、角色Monitor plays an important role in managing a class.班长在班级管理中起着重要的作用。

5. Nearly all of them live in England.他们几乎全部都住在英格兰。

almost与nearly①两者都可以修饰all, every, always等词，都可以用于否定句中。

②在very, pretty, not后用nearly, 不用almost。

例如：I’m not near ly ready.③在any, no, none, never前用almost, 不用nearly。

例如：I almost never see her.练一练：用nearly或almost填空(1). He said ______ nothing interesting.(2).______ 1000 people were here.(3).There is not ________enough boo for the whole class.解析(1)与nothing连用，所以填almost(2).与具体数字连用，用nearly(3).被not修饰时，用nearly6. Native English speakers can understand each other even if they don’t speak the same kind of English. 把英语作为母语的人相互之间可以交流，即使他们说的不是同一种英语。

even if /even though即使，引导让步状语从句Even though/if he had got a good job, he still wants to look for a better one.即使他找到了一份好的工作，他还想找更好的。

7.Would you please come up to my flat for a visit?来我的公寓坐坐怎么样？come up 上来，走近，被提出，发芽Strangers came up to him and asked how much his books are.陌生人走到他面前，问他课本值多少钱。

The problem came up in the meeting.问题在会议中被提出来了。

8. Actually, it was based on German than present day English.事实上，那时候的英语更象德语，而不是今天的英语。

(1)actually/in fact/as a matter of fact 事实上，实际上(2)base on/upon… 以、、、为基础This movie is based on facts.(3)present (adj) 目前的、现在的You should look clearly the present situation.9. It became closer to the language you are learning now.它和我们现在学的英语更加接近。

close to相近，靠近，几乎Our house is close to the bus stop.close(adv) 位置上接近closely(adv) 抽象关系上的密切Come close to me.I looked into the matter closely.10. Shakespeare made use of a wider vocabulary than ever before.莎士比亚使用了比以前更为广泛的词汇量。

make (good/full/no…) use of 使用We could make good use of our resources.Every minute should be made good use of.11. India has a very large number of English speakers.印度有很多的人讲英语。

a number of 大量的（其后谓语动词用复数）A number of people have came.the number of……的数目（其后谓语动词用单数）The number of homeless people has increased.只能修饰可数名词的：a large/ great/ good number of,a good/ great many, dozens of,scores of, quite a few只能修饰不可数名词的：a great deal of, a large amount of,quite a little, a large sum of既可修饰可数也可修饰不可数名词的：plenty of, a lot of, lots of,a large quantity of12. Only time will tell. 时间会证明一切。