“爬行钢炮”通过精心收集，向本站投稿了15篇新高三年级课本重点词组（全册）(人教版高三英语上册教案教学设计)，下面是小编整理后的新高三年级课本重点词组（全册）(人教版高三英语上册教案教学设计)，欢迎大家阅读分享借鉴，欢迎大家分享。
- 目录
- 第1篇：新高三年级课本重点词组（全册）(人教版高三英语上册教案教学设计)第2篇：新高三年级课本重点词组（全册）第3篇：unit7 的重点词组(人教版高三英语上册教案教学设计)第4篇：人教版语文(上册)全册教案 教案教学设计第5篇：新高一英语上全册要点综述(人教版高一英语上册教案教学设计)第6篇：高二上册全册听力原文(人教版高二英语上册教案教学设计)第7篇：人教版新高三词汇学习(人教版高三英语上册教案教学设计)第8篇：Unit 3-6 重点词组U5(人教版高二英语上册教案教学设计)第9篇：Unit 3-6 重点词组4词组(人教版高二英语上册教案教学设计)第10篇：Unit 3-6 重点词组U3(人教版高二英语上册教案教学设计)第11篇：Unit 3-6 重点词组U6.(人教版高二英语上册教案教学设计)第12篇：新高三 Unit 6 Reading(人教版高三英语上册教案教学设计)第13篇：高一下学期全册教案(人教版高一英语下册教案教学设计)第14篇：高三英语Unit4-6教案(人教版高三英语上册教案教学设计)第15篇：初二上词组(人教版八年级英语上册教案教学设计)
篇1：新高三年级课本重点词组（全册）(人教版高三英语上册教案教学设计)
Unit 1 That must be a record!
1. settle an argument about…
2. a best-seller
3. send in
4. set down the records
5. keep track of
6. a length of 1.6 metres
7. an area of about 40 hectares
8. set a world record
9. celebrate Hong Kong’s return to China
10. stand out
11. in a row
12. in the first place
13. apply for
14. win the bid for the 29th Olympic Games in 2008
15. over the past two decades
16. be fascinated to do sth.
17. burst into cheers
18. get a better understanding of China
19. try new tricks on …
20. capture the hearts and minds of people
21. be willing to do sth.
22. centre on
23. concentrate on
24. everything/ all goes well
Unit 2 Crossing limits
1. in the name of
2. take possession of
3. masses of fuel
4. do research on a state project
5. in exchange for
6. be taken prisoner
7. under the command of
8. set sail to / from / for
9. in return
10. in darkness
11. a large sum of money
12. bring up
13. in all
14. show respect for sb.
15. do observations
16. apart from
17. adjust to these extreme conditions
18. a couple of days
19. at such a great height
20. refer to
21. run out
22. have no chance of surviving
Unit 3 The land down under
1. a 10-day trip to Australia
2. stand for
3. a highly-developed country
4. as a consequence
5. have a strong influence on
6. transform… into
7. benefit from
8. differ from
9. heal its racial wounds
10. be forced to do sth.
11. sense of responsibility
12. be connected to
13. feed … on
14. give birth to
15. cover an entire continent
16. a wealthy country
17. round up
18. all the year round
19. be delighted to do sth.
20. on an open fire
21. off the northeast coast
22. have access to water
Unit 4 Green world
1. a bunch of flowers
2. classify … into …
3. base on
4. at first sight
5. develop a lifelong friendship
6. lead a cosy life
7. have / show an appetite for
8. look out for
9. on a large scale
10. make two more voyages
11. be involved in
12. year after year
13. pass away
14. name … after
15. lead sb. to do sth.
16. calculate the distance between
17. pass on from on generation to the next
18. form the belief
19. in view
20. adapt to the new environment
21. in detail
22. be involved in
Unit 5 Getting the message
1. hand in hand
2. accuse… of
3. large amounts of money
4. appeal to their emotions
5. take sth. into consideration
6. get the messages across
7. keep an eye out for
8. make good choices
9. 9 out of ten
10. take a critical attitude towards advertisements
11. with the purpose of
12. a series of
13. point out
14. make sense
15. at a loss
16. profit by / from
Unit 6 Going West
1. be more of a leader than a follower
2. be honest with
3. lose heart
4. take it easy
5. keep up
6. common sense
7. leave behind
8. by day / by night
9. pass through
10. be on one’s feet
11. be accustomed to
12. in anxiety of
13. reach the promised land
14. come to an end
15. a relay of dog teams
16. take up to 13 days
17. tie … up
18. at stake
19. go for
Unit 7 A Christmas Carol
1. care for
2. want all day off
3. leave alone
4. bring in profits
5. open one’s hearts freely
6. this very night
7. in want of
8. be badly off
9. be concerned with
10. display one’s deep sympathy
11. have no eye for the need
12. an immediate success
13. comment on everything
14. as follows
15. take one’s place
16. twice the size of
17. toast to the New Year
18. harmony with others
Unit 8 Learning a foreign language
1. come across
2. make progress
3. mother tongue
4. communicate with
5. make sense of
6. be equipped with
7. regardless of
8. in other words
9. self-confident
10. experiment with
11. everyday use
12. pile of homework
13. thanks to
14. be familiar with
15. in my teens
16. put an end to
17. all of a sudden
18. knock down
19. at various academic levels
20. stay in touch
21. broaden one’s horizons
22. fall behind
23. be concerned about
Unit 9 Health care
1. take measures to do sth.
2. a laid-off worker
3. have an income of
4. to make matters worse
5. take a bank loan
6. put extra pressure on the family
7. keep a healthy diet
8. live in poverty
9. make ends meet
10. look forward to
11. ready-made clothes
12. cure many diseases
13. a story of hard work
14. search for
15. clean up
16. in a good mood
17. set a goal
18. be effective in
Unit 10 American literature
1. at a time
2. attend to
3. worthy of the honour
4. take pride in
5. do up
6. a tear or two / one or two tears
7. works of art
8. come into being
9. side by side
10. be burdened with
11. fix one’s eyes on / upon
12. live through
13. be good to sb.
14. make mistake about
15. be upset
16. in tears
17. at length
18. put away
19. recommend … to
Unit 11 Key to success
1. stick with
2. on one’s own
3. have a part-time job
4. take evening classes
5. for the sake of
6. in reality
7. accomplish a task
8. a long period of time
9. attach to
10. be aware of
11. as with sports team
12. keep an eye on
13. guard against
14. take … into account
15. as a matter of fact
16. work on self-improvement
17. as a whole
18. be of great importance / value
19. carry out a survey
20. by means of
21. look back
22. congratulate … on
23. do make-up
24. in demand
25. live up to
26. hand-on experience
27. take a few deep breaths
Unit 12 Education
1. make a commitment
2. to begin with
3. drop out
4. take in many more students
5. a shortage of teachers
6. result in
7. attend school
8. be of benefit
9. in other aspects
10. take a hands-on approach to education
11. concentrate on
Unit 13 The mystery of the Moonstone
1. be set in …
2. live a sad, lonely life
3. in an act of revenge
4. fasten … to
5. the loss of such a valuable jewel
6. a wedding banquet
7. be shocked to do sth.
8. have no choice but to do sth.
9. pay a high price for …
10. lack of sleep
Unit 14 Zoology
1. again and again
2. go on
3. tell … apart
4. over and over again
5. a far-away place
6. in a straight line
7. come to light
8. be awarded a Nobel Prize
9. divide … into
10. be up to 1.2 metres tall
11. feast on sth.
Unit 15 Popular youth culture
1. give a short presentation about
2. a bad side to youth culture
3. graduate from
4. get a lot of satisfaction
5. open up
6. raise money for a good cause
7. sever the local or national community
8. fit in with
9. make the adjustment to
10. a great loss to all
11. out of fashion
12. have a reputation for
13. add … to
14. a symbol of
Unit 16 Finding jobs
1. a professional football player
2. a famous mid-field player
3. have good team spirit
4. as a paid member of staff
5. up to date
6. apply to
7. take responsibility for
8. a response to a specific question
9. a addition to the company
10. make a good impression
11. create a positive effect
12. hold back
13. be careful with
14. get on well with
15. set off
篇2：新高三年级课本重点词组（全册）
高三词组
Unit 1 That must be a record!
1. settle an argument about…
2. a best-seller
3. send in
4. set down the records
5. keep track of
6. a length of 1.6 metres
7. an area of about 40 hectares
8. set a world record
9. celebrate Hong Kong’s return to China
10. stand out
11. in a row
12. in the first place
13. apply for
14. win the bid for the 29th Olympic Games in 2008
15. over the past two decades
16. be fascinated to do sth.
17. burst into cheers
18. get a better understanding of China
19. try new tricks on …
20. capture the hearts and minds of people
21. be willing to do sth.
22. centre on
23. concentrate on
24. everything/ all goes well
Unit 2 Crossing limits
1. in the name of
2. take possession of
3. masses of fuel
4. do research on a state project
5. in exchange for
6. be taken prisoner
7. under the command of
8. set sail to / from / for
9. in return
10. in darkness
11. a large sum of money
12. bring up
13. in all
14. show respect for sb.
15. do observations
16. apart from
17. adjust to these extreme conditions
18. a couple of days
19. at such a great height
20. refer to
21. run out
22. have no chance of surviving
Unit 3 The land down under
1. a 10-day trip to Australia
2. stand for
3. a highly-developed country
4. as a consequence
5. have a strong influence on
6. transform… into
7. benefit from
8. differ from
9. heal its racial wounds
10. be forced to do sth.
11. sense of responsibility
12. be connected to
13. feed … on
14. give birth to
15. cover an entire continent
16. a wealthy country
17. round up
18. all the year round
19. be delighted to do sth.
20. on an open fire
21. off the northeast coast
22. have access to water
Unit 4 Green world
1. a bunch of flowers
2. classify … into …
3. base on
4. at first sight
5. develop a lifelong friendship
6. lead a cosy life
7. have / show an appetite for
8. look out for
9. on a large scale
10. make two more voyages
11. be involved in
12. year after year
13. pass away
14. name … after
15. lead sb. to do sth.
16. calculate the distance between
17. pass on from on generation to the next
18. form the belief
19. in view
20. adapt to the new environment
21. in detail
22. be involved in
Unit 5 Getting the message
1. hand in hand
2. accuse… of
3. large amounts of money
4. appeal to their emotions
5. take sth. into consideration
6. get the messages across
7. keep an eye out for
8. make good choices
9. 9 out of ten
10. take a critical attitude towards advertisements
11. with the purpose of
12. a series of
13. point out
14. make sense
15. at a loss
16. profit by / from
Unit 6 Going West
1. be more of a leader than a follower
2. be honest with
3. lose heart
4. take it easy
5. keep up
6. common sense
7. leave behind
8. by day / by night
9. pass through
10. be on one’s feet
11. be accustomed to
12. in anxiety of
13. reach the promised land
14. come to an end
15. a relay of dog teams
16. take up to 13 days
17. tie … up
18. at stake
19. go for
Unit 7 A Christmas Carol
1. care for
2. want all day off
3. leave alone
4. bring in profits
5. open one’s hearts freely
6. this very night
7. in want of
8. be badly off
9. be concerned with
10. display one’s deep sympathy
11. have no eye for the need
12. an immediate success
13. comment on everything
14. as follows
15. take one’s place
16. twice the size of
17. toast to the New Year
18. harmony with others
Unit 8 Learning a foreign language
1. come across
2. make progress
3. mother tongue
4. communicate with
5. make sense of
6. be equipped with
7. regardless of
8. in other words
9. self-confident
10. experiment with
11. everyday use
12. pile of homework
13. thanks to
14. be familiar with
15. in my teens
16. put an end to
17. all of a sudden
18. knock down
19. at various academic levels
20. stay in touch
21. broaden one’s horizons
22. fall behind
23. be concerned about
Unit 9 Health care
1. take measures to do sth.
2. a laid-off worker
3. have an income of
4. to make matters worse
5. take a bank loan
6. put extra pressure on the family
7. keep a healthy diet
8. live in poverty
9. make ends meet
10. look forward to
11. ready-made clothes
12. cure many diseases
13. a story of hard work
14. search for
15. clean up
16. in a good mood
17. set a goal
18. be effective in
Unit 10 American literature
1. at a time
2. attend to
3. worthy of the honour
4. take pride in
5. do up
6. a tear or two / one or two tears
7. works of art
8. come into being
9. side by side
10. be burdened with
11. fix one’s eyes on / upon
12. live through
13. be good to sb.
14. make mistake about
15. be upset
16. in tears
17. at length
18. put away
19. recommend … to
Unit 11 Key to success
1. stick with
2. on one’s own
3. have a part-time job
4. take evening classes
5. for the sake of
6. in reality
7. accomplish a task
8. a long period of time
9. attach to
10. be aware of
11. as with sports team
12. keep an eye on
13. guard against
14. take … into account
15. as a matter of fact
16. work on self-improvement
17. as a whole
18. be of great importance / value
19. carry out a survey
20. by means of
21. look back
22. congratulate … on
23. do make-up
24. in demand
25. live up to
26. hand-on experience
27. take a few deep breaths
Unit 12 Education
1. make a commitment
2. to begin with
3. drop out
4. take in many more students
5. a shortage of teachers
6. result in
7. attend school
8. be of benefit
9. in other aspects
10. take a hands-on approach to education
11. concentrate on
Unit 13 The mystery of the Moonstone
1. be set in …
2. live a sad, lonely life
3. in an act of revenge
4. fasten … to
5. the loss of such a valuable jewel
6. a wedding banquet
7. be shocked to do sth.
8. have no choice but to do sth.
9. pay a high price for …
10. lack of sleep
Unit 14 Zoology
1. again and again
2. go on
3. tell … apart
4. over and over again
5. a far-away place
6. in a straight line
7. come to light
8. be awarded a Nobel Prize
9. divide … into
10. be up to 1.2 metres tall
11. feast on sth.
Unit 15 Popular youth culture
1. give a short presentation about
2. a bad side to youth culture
3. graduate from
4. get a lot of satisfaction
5. open up
6. raise money for a good cause
7. sever the local or national community
8. fit in with
9. make the adjustment to
10. a great loss to all
11. out of fashion
12. have a reputation for
13. add … to
14. a symbol of
Unit 16 Finding jobs
1. a professional football player
2. a famous mid-field player
3. have good team spirit
4. as a paid member of staff
5. up to date
6. apply to
7. take responsibility for
8. a response to a specific question
9. a addition to the company
10. make a good impression
11. create a positive effect
12. hold back
13. be careful with
14. get on well with
15. set off
篇3：unit7 的重点词组(人教版高三英语上册教案教学设计)
I. Warming up
1. care for 喜欢，照顾
2. care about 关心，担心
3. safety measure 安全措施
4. fake food product 假冒食品
5. fake milk powder 假冒奶粉
6. an increasing problem 不断增加的问题
7. social conscience 社会良知
II. Reading
1. want/have a day off = ask for a day’s leave 1 请一天假
2. pick a man’s pocket 掏某人口袋
3. leave sb alone别管他
4. do good to sb对某人有好处
5. bring in profit带来利润
6. be in want/need of急需
7. raise money 筹款
8. make a contribution 捐赠，作出贡献
9. afford to do sth供得起
10. be badly off穷困
11. make it short 长话短说，简而言之
12. close up （尤指暂时）关闭，使靠近
Language study
1. love (n. ) for the poor 对穷人的爱
2. have no eye for 没眼力，没眼光，不关心，不注意
3. far from 远离，远远不，完全不
4. comment on 评论
5. of Dickens’ times 狄更斯时代
6. in favour of 支持，赞成
7. in praise of 表扬
8. in honour of 为纪念，为庆祝
9. in the face of 面对
10. in hopes of= in the hope of = in the hope that 怀着。。。的希望
11. in search of 搜寻
12. in memory of 纪念，追念
13. turn the whole room upside down 把整个房间翻了个遍
14. turn down my suggestion拒绝接受我的建议
15. believe in信任某人
16. admit doing sth承认做了某事
17. end up with 以…结尾
18. as follows 如下
Integrating skills:
1. take one’s place 代替某人的位置
2. have an eye for：有眼力；有眼光；对…感兴趣
3. be content to do 满足于做某事
4. of late 最近，近来
5. on the contrary 相反地
6. toast to 为…举杯庆祝
篇4：人教版语文(上册)全册教案 教案教学设计
五年级上册语文教材分析
一、教材的基本结构
教材继续按专题组织单元，共设计了八个专题。依次是：我爱阅读，月是故乡明，学习说明性文章，生活的启示，遨游汉字王国，父母之爱，不忘国耻、振兴中华，走近毛泽东。其中第一单元“我爱阅读”和第五单元“遨游汉字王国”还安排有不同呈现形式的综合性学习内容，使学习内容与形式更加丰富多彩。
每个单元包括导语、课例、口语交际习作和回顾拓展四大部分，各部分相互联系，构成一个有机的整体。其中，“遨游汉字王国”单元采取了全新的编排方式，包括“活动建议”和“阅读材料”两大部分。每组开头的导语点明本组的专题，并提示学习要求和学习重点。课例由4篇课文组成，其中精读课文2篇，略读课文2篇。精读课文后有思考练习题，略读课文前有连接语，将前后课文从内容上连接起来，并提示略读课文的学习要求。根据教学的需要，在一些课文后面安排有“资料袋”或“阅读链接”，以提供课文的背景资料，并丰富学生的阅读。口语交际习作独立成一个栏目，并在有的单元中提供多个角度供教师和学生选择。回顾拓展由3个栏目组成，其中有2个固定栏目：“交流平台”“日积月累”，另有“展示台”“成语故事”“课外书屋”“趣味语文”穿插安排，其中“展示台”“成语故事”“课外书屋”各两次，“趣味语文”一次。
本册共有课文28篇，其中精读课文14篇，略读课文14篇；教材后面还附有8篇选读课文，总共32篇。这些课文从精读、略读到选读，按三个层次编排，体现了逐步放手培养阅读能力的设计思路。
二、教学目标
（一）认字200个，会写150个，会使用字典、词典，有一定独立识字的能力。
（二）能用钢笔书写楷书，行款整齐，并有一定的速度。能用毛笔书写楷书，并体会汉字的优美。
（三）能用普通话正确、流利、有感情地朗读课文。
（四）默读有一定的速度，并能抓住文章的大意。
（五）能联系上下文和自己的积累，体会课文中含义深刻的句子。
（六）在阅读中揣摩文章的叙述顺序，体会作者的思想感情，初步领悟基本的表达方法。阅读说明性文章，能抓住要点，了解文章的基本说。
（七）学习浏览，根据需要搜集信息。
（八）养成读书看报的习惯，课外阅读总量不少于25万字。
（九）乐于参加讨论，敢于发表自己的意见。学习辩论、演讲的一些基本方法。
（十）能写简单的记实作文和想象作文，内容具体，感情真实。能修改自己的习作，书写规范、整洁。
（十一）学写简单的读书笔记、学写内容梗概。
（十二）在综合性学习活动中，能初步了解查找资料，运用资料的方法。并能策划简单的社会活动，学写活动计划。
三、每组教材中应注意的问题
第一组
本组教材以“我爱阅读”为专题进行编排，选编的课文内容丰富，形式多样，都紧密地围绕着阅读。本组教材将其作为一个专题，目的一是要引导学生把握主要内容，体会作者对书的深厚情感；二是要在阅读中能够结合学习和生活实际，习得一些读书和习作的方法。更重要的是让学生明白阅读的重要意义，激起阅读的兴趣，逐步养成阅读的习惯，从而受益终生。这也是对《课程标准》中提出的“要让学生多读书，读好书，好读书，读整本的书”的具体实践。配合本组专题，安排了“综合性学习”“阅读链接”，《窃读记》生动、细致地刻画了窃读的心理和乐趣，表达对读书的热爱与渴望。教学本课前，教师可让学生交流课外阅读所带来的快乐与享受。本文教学的重点是抓住主要内容，体会作者的情感，领悟一些表达方法本文语言朴实而又生动感人，教学时要重视朗读，尽可能地引导学生绘声绘色地朗读。要让学生充分感受到窃读的滋味虽是苦乐交织，忧喜并存，但乐大于苦，喜大于惧，知识和智慧的丰收弥补了身体的劳累。教师相机组织学生开展一次综合性学习，让学生自己组成小组开展活动，搜集名人读书故事或读书名言；去图书馆或书店了解图书有哪些种类；给自己的图书归类，做个书目；找一本喜欢的书阅读，读书时做摘抄或填写阅读记录卡，为后面“语文园地”中的“口语交际习作”和“展示台”做好准备。《小苗和大树的对话》本文作为略读课文，且是对话形式的访谈录，没有复杂的句式、过多的修辞和深奥的词句，完全口语化，所以更应放手让学生自学，自读自悟。 本文是访谈录，通篇都是对话，在反复自读把握主要内容后，可以进行分角色朗读或模拟采访。在朗读中要把握住人物对话的基调。
《走遍天下书为侣》本文是一篇说理性的散文，“形散神不散”是本文的特点。可以采用以下教学步骤：（1）初读全文，重点交流对主要内容的把握，作者走遍天下以书为侣的理由和方法。然后再交流印象深刻的地方，还可提出不懂的问题。（2）“你总能从一本书中发现新东西，不管你看过多少遍”这一观点，作者是如何表达出来的。（3）反复地读一本书的方式方法有哪些，你受到了哪些启发？《我的“长生果”》本文为略读课文，内容与学生的学习生活紧密相关，可放手让学生自学。按阅读提示，先自读自悟，把握主要内容，想想作者写了少年读书、作文的哪几件事，从中悟出了什么道理。然后，把感受最深的部分多读几遍做一些批注，再同小组的同学交流体会。最后，全班交流，明确一些读书和习作的方法，并适当迁移运用。《口语交际 习作一》教材中提供了三个可供选择的角度：说写自己在读书经历中的故事；交流采访经过和体会，整理采访记录；围绕“开卷是否有益”展开辩论，再写下经过或自己的看法。教学时，教师可引导全班学生共同交流一个感兴趣的话题。学生阅读口语交际和习作的要求后，商量一下对哪个话题最感兴趣，能够使用大多数同学在综合性学习中搜集的资料，就围绕这一话题展开深入的交流。还可先让学生对自己综合性学习的成果加以整理，根据自己在课外学习的收获选择一个角度，然后再请选同一个角度的同学组成小组进行交流。以小组为单位，进行互说互评，互相启发。教师也可参与其中，了解学生在课外关于阅读的综合性学习情况。然后选有代表性的在班上汇报交流，师生共同评议。最后，在交流的基础上，指导学生写下来。《回顾 拓展一》结合本单元的专题学习内容，就课内和课外的学习与活动进行交流，让学生在交流中进行思维的碰撞，受到方法的启示。在交流和对比中，初步学习理性地分析、总结自己的学习，并进行改进。教师可组织学生从课内学习和课外综合性学习两个方面进行回顾和总结。可先在小组内，就课文学习，语言积累，口语交际能力和习作能力，结合课内学习交流自己的体会和提高;然后就课外的综合性学习，交流对读书乐趣的体会和学到的读书方法。还可以在小组内提出自己觉得欠缺的地方，请大家帮助。最后，教师再引导全班交流，共同回顾。
第二组
家乡，在游子的心里，永远是最温馨、最难以割舍、最令人梦绕魂牵的地方。本组选编的一首首诗词，一篇篇散文，可以说，都是游子们思乡怀乡的绝唱。编排这组教材的目的，一是让学生通过读书体会作者对家乡的思恋、挚爱的思想感情；二是通过对比阅读，使学生领悟到，思乡的情是一样的，思乡的方式、寄托的对象却是因人而异的，引发乡思的事物也是各不相同的，从而体会到作者的感情是通过一些景物或事情表达出来的；三是通过读书，引导品味语言，丰富学生的语言积累。《古诗三首》学生应该是积累了一些表达思乡怀亲的诗词，要善于利用学生的积累，引入新课的学习。三首古诗词所要表达的主题是一样的，是表达的方法各异，《泊船瓜洲》是写景抒情，《秋思》则是叙事抒情，《长相思》则融写景与叙事于一体，来表达作者的思想感情。基于这个特点，可以在初读课文、理解内容之后，把三首诗词放在一起进行比较教学。在体会相同感情的同时，感受语言的各自特点，揣摩表达方法的不同。当然，也可以按顺序一首一首地进行教学，要有导有放，以第一首诗为例，学习理解诗的大意，体会作者的思想感情，揣摩作者的表达方法，二、三首诗则放手让学生自学，通过交流来理解诗意，通过讨论和教师的点拨来比较写法，通过诵读来积累语言。《梅花魂》课前，可以让学生搜集有关赞美梅花的诗文读一读，对梅花的品格有所了解，以便理解外祖父对梅花的感情。本文教学的重点是引导学生体会人物的思想感情，领悟作者的表达方式，可以采用以下思路展开教学：首先，在学生自读自悟、读通课文的基础上，请学生说一说，作者回忆了外祖父生前的几件事，从这些事中体会到了什么？使学生对文章有个初步的、比较全面的了解，对人物的思想感情有个初步的体会。然后，引导学生围绕“从课文的哪些地方体会出外祖父思恋祖国的感情”这个问题，深入读书，交流讨论。在交流中，相机引导学生读好有关的段落。在读书交流的过程中，学生从具体语句中，就可以对怎样表达人物的思想感情有所领悟。
《桂花雨》教学过程可以安排如下。首先，通过自读自悟，认读生字，了解课文大意，知道桂花给作者带来了哪些快乐。然后，再读课文，体会“这里的桂花再香，也比不上家乡院子里的桂花”的含义，体会作者的思想感情。有了自己的想法后，与同学进行交流，教师在学生交流时进行适当点拨。使学生体会到，作者的思想感情，正是从“我”对有关桂花的童年小事的回忆及母亲的话里表达出来的。最后，引导学生有感情地朗读课文，进一步体会作者是怎样表达自己的思想感情的。读出摇花带给作者的快乐，以及无穷的回味。《小桥流水人家》本文是略读课文，教学时要让学生充分地自读自悟，结合课文前的阅读提示，边读书边思考。在交流中，教师相机点拨学生思考“那段日子，是什么样的日子？那些美好的印象，是哪些美好的印象？”来帮助学生了解课文内容，想象作者家乡景色的美好，人们生活的惬意。《口语交际习作二》本次口语交际的话题是策划一次主题为“浓浓的乡情”的活动。目的是激发学生热爱家乡的思想感情，借助策划活动，学习怎样和别人围绕着一个话题来讨论，商量出一个结果。在教学本组课文时，教师应有意识地引导学生搜集有关乡情的诗词、歌曲、文章等，一是加深对课文内涵的体会，二是为这次活动做准备。策划这次活动，学生重点讨论的问题是活动的内容：表演哪些节目，由哪些同学表演，怎样表演才能使节目更精彩。在讨论过程中，要引导学生不仅要积极地参与，把自己的想法说清楚，还要注意倾听其他同学的发言。《回顾 拓展二》教学交流平台的目的是引导学生体会抒发感情的方法。交流的时候，除了联系课文，联系自己的习作，也可以联系读过的其他诗文，这样话题会更展开一点。交流时，可以一边谈表达方法，一边读相关的段落或句子，这样一是避免交流时语言枯燥，二是与文章紧密联系，会加深对表达方法的体会。当然，这个内容可以根据教学实际来灵活安排。比如，可以分成几个层次来交流：在教学的过程中初步交流一篇课文是怎样表达思想感情的；在课文都学完之后，整体交流几篇课文分别是怎样表达思想感情的，为学生习作奠定基础；在学生写完了习作后，安排交流习作中是怎样表达思想感情的，进一步学习并掌握课文的表达方法。
第三组
本组教材编排了4篇培养学生科学素养、人文素养的说明文，《鲸》和《松鼠》介绍了有关动物的一些知识，向学生开启了一扇探索动物世界的科学之门；《新型玻璃》介绍了一些新型玻璃的特点和用途，以使学生感受科学技术的神奇和威力；《假如没有灰尘》揭示了科学家们的重大发现，阐释了灰尘与人类的重要关系。
本组教材的几篇课文是以前学习说明性文章的延伸与发展。选编本组教材的目的，一方面是为了让学生了解一些科学知识，唤起学生探索自然、科学奥秘的兴趣，激发学生学习的自觉性；另一方面是要让学生了解说明的方法，体会作者怎样准确地用词、形象地表达，并在习作中加以运用。教学本组教材，应注意以下几点：1.要有拓展课程资源、加强学科整合的意识，一方面鼓励学生利用多种渠道搜集有关信息以扩展知识面；另一方面在科学课教师的帮助下，努力提高学生的科学素养。2.在教学内容上要统筹安排，把课文的学习与口语交际、习作、交流平台和课外书屋有机整合起来。如，一进入本组课文的学习，就推荐优秀科普著作，引导学生阅读，在本组教学即将结束时召开读书交流会；在学习每篇课文时，要指导学生认真做好笔记或卡片，总结从课文中获取的知识和信息，列出课文中运用的表达方法及例子，为“交流平台”中的单元小结做好准备。3.不要把语文课上成科学常识课，对于课文中涉及的一些科学知识，在语文课上不宜深究，应把教学的着眼点放在理解语言文字所表达的主要内容和学习说明文的表达方法上。《鲸》要重视读写有机结合，使学生在读中理解吸收，又在写中练习运用，以加深对课文内容的理解和对表达方法的领悟。在感悟课文内容、体会作者的表达方法之后，可以让学生再补充介绍一些课前搜集的有关鲸的资料，教师也可以为学生展示白鲸、虎鲸、蓝鲸、座头鲸等不同种类的鲸的图片。之后出示一些随文练笔作业，请学生任选其一完成。《松鼠》探究本文与《鲸》在表达上的异同，是本课的教学重点。在学习了两篇介绍动物的文章后，可以进行一次改写练习，引导学生将课文《鲸》仿照本文的表达方法进行改写，也可以让学生将本文仿照《鲸》的表达方法改写成一般性说明文。
《新型玻璃》教学本课前，可以布置学生搜集有关新型玻璃的资料，观察现实生活中新型玻璃的广泛应用，以扩展知识、开阔视野，为课堂教学做好准备。为了激发学生的学习兴趣，教学伊始，教师可先告知学生这堂课将要召开新型玻璃展销会，前提是要学好《新型玻璃》这篇课文。在学生熟读精思，基本消化了课文的内容和语言后，便可组织召开“新型玻璃展销会”。《假如沒有灰尘》领悟说明文的表达方法，是本课的教学重点。在学生理清线索、理解内容之后，教师应引导学生运用精读课上学到的阅读方法自读自悟。
《口语交际习作》这次习作是围绕本组专题设计的，在阅读了四篇说明文之后，让学生也来练习写一写说明文，旨在鼓励学生将阅读中体会到的说明文的表达方法及时运用到习作中去，使学生在习作实践中不断提高表达能力，受到热爱科学的教育，陶冶热爱生活的情趣。
第四组
本组所选的四篇课文，情节性强--学生爱读；语言质朴简洁--学生能读；含义深刻--也许会影响学生一辈子，可他们不一定能真正读懂，这正是本单元课文教学的重点所在。好在每篇课文，特别是两篇精读课文，都有直接点明文章主旨的重点句，我们可以凭借这些关键词句，引导学生深入体会，不仅读懂课文本身，而且能延伸到生活，从中有所发现，得到启示--这也是本单元重点要培养的语文能力和需要落实的情感、态度、价值观的目标。
教学本组课文，首先要引导学生走进文本，为文本中的人和事所感动，从中受到启发和教育；然后，带领学生走出文本，回到多彩的现实中，联系生活实际，感悟待人真诚、诚实做人的重要，师生共同努力，一起为生活这本书增添新的美好的篇章。最后，还得再回到文本：对于课文中给人深刻启示的重点语句，能够熟读成诵，牢记于心，自觉用这些富有哲理的话来指导和规范自己的行为，做一个诚实善良、乐观向上、有益于社会的人。
《钓鱼的启示》理解课文中含义深刻的词句，从中得到启示，是本单元学习的重点。在落实这一单元重点时，需从学生的实际出发，首先应基于课文--结合课文内容读懂句子的意思，然后适度联系学生生活实际，切实受到教育，引导学生学习课文中的爸爸和“我”，用自己平凡的行动为生活这本书增添新的篇章。《落花生》深入学习时，重点应放在理解爸爸说的“所以你们要像花生，它虽然不好看，可是很有用”这句话上，由落花生的特点体会做人的道理。文章采用的是借物喻人的写作方法，教学时应突出这一特点。《珍珠鸟》学习课文的过程中，可以引导学生发挥想象，体会作者和珍珠鸟之间的感情。学完全文，建议回读文前的“学习提示”，落实提示中提出的“结合生活实际，和同学交流对‘信赖，往往创造出美好的境界’这句话的体会。”以加深对课文重点句的理解和认同。
《口语交际习作》在这次“口语交际”及“习作”中，编者安排了丰富的内容，分别从三个不同的角度，为学生提供了说话和习作的思路：可以是一件小事，也可以从一条警句格言、一幅漫画说起、写起。为了降低习作难度，让学生有话好写，写自己想写的内容，建议：（1）将“回顾拓展四”提到“口语交际”和“习作”前进行教学，这样可以更好联系本单元内容，进一步发挥课文的范文作用，也可以为学生提供一些警句格言做参考；（2）可预先布置学生搜集一些有意义的名言和有趣的漫画，以进一步丰富本次“口语交际”和“习作”的内容。《回顾 拓展》这一板块的教学可参考以下步骤进行。（1）回顾本组四篇课文的课题。选择一篇自己印象最深或自己最感兴趣的课文，说说主要内容和所得到的启示。（2）独立摘抄各课的重点词句。（3）选背自己最喜欢的句段，联系生活实际，说说从中受到的启发。（4）拓展。说说学了本单元课文后其他方面的收获（例如，对作者的了解，所引起的联想，对课文表达上的感悟。
第五组
本组教材围绕着“遨游汉字王国”这个主题，引导学生进行综合性学习，初步了解汉字的特点和发展历史，加深学生对汉字和中华传统文化的感情，提高正确运用汉字的自觉性。同时培养学生策划和开展活动、查找和运用资料的能力。“遨游汉字王国”分成“有趣的汉字”和“我爱你，汉字”两大板块。每个板块的主体是“活动建议”，希望学生根据这些建议的提示，按照当地实际情况自主地开展活动。“阅读材料”供学生在开展活动时阅读，对于了解必要的知识、启发思路是很有帮助的。当然，开展活动的材料不止于此，学生可以自己去搜集，教师也可以补充提供。这是学生第一次开展较长时间的综合性学习，为保证活动的效果，活动前要制订计划；活动结束后，要展示和交流活动成果。每个板块后面有一些要求认读的字，第一个板块后有10个字，第二个板块后有13个字。让学生结合阅读学会认读，也可以在活动结束后集中认读。这次综合性学习可以开展的活动主要有：（1）小组讨论和制订活动计划。（2）举行猜字谜游戏；搜集有汉字谐音特点的歇后语、笑话；搜集有关汉字来历的资料，了解汉字的起源。（3）搜集汉字字体特点及变化的资料，了解汉字的历史；进行社会用字调查，写简单的调查报告；搜集书法作品，举办书法展览。（4）用多种方式展示综合性学习的成果。
实施要点：
1.制订活动计划。为了让活动有序开展，需要制订活动计划，使小组每个成员明确活动时间、内容、方式、分工等。活动计划是一种应用文，有一定的格式，教师要对怎样制订活动计划加以指导。一般来说，活动计划分标题、正文两部分。标题要写清什么单位、开展的是什么活动。正文要写清“什么时间”、“做什么”（目标、任务）、“做到什么程度”（要求）和“怎样做”（措施办法），以及“由谁做”（参加人员和分工），也可以把要做的事逐项列出，看起来有条不紊。末尾写上制订计划的日期。
2.猜字谜是学生喜爱的游戏。开展这项活动重在让学生感受汉字的有趣。所以，要鼓励学生把活动设计得有趣味，吸引同学。对猜出来的字要求学生说说是怎么想的，注重思考的过程。有时还需要教师举例说明思考的方法。在自编字谜时，鼓励学生一字多编，活跃思维。
3.谐音的表现形式很多，歇后语是比较常见的，可以让学生通过工具书、网络等去搜集。有些笑话比较低俗，学生搜集之后需要加以选择，避免把低俗的笑话向全班介绍。
4．《仓颉造字》和《“册”“典”“删”的来历》两篇短文可以让学生略读。《仓颉造字》可以在阅读的基础上做两件事：一是谈谈没有文字的不便，鼓励学生想象“结绳记事”、“物语”的好处和问题，体会文字发明的重要性；二是讲讲仓颉造字的故事，培养学生的口头表达能力。
5.了解汉字演变的过程。开展这项活动，要尽量利用两则“阅读材料”。
6.认识错别字产生的危害，防止和纠正错别字。这项内容可以开展以下活动：（1）阅读《一点值万金》，再交流自己的感受。（2）搜集有关写错别字闹出的笑话或造成严重后果的事例。（3）走上街头，调查招牌、广告等用字情况；检查电视字幕用字不规范的情况。
7.汉字书法欣赏。这项活动可以从阅读课本开始：先欣赏课本上提供的优秀书法作品，说说自己为什么喜欢它们；然后拓展到课外，搜集碑帖，参观书法展览，访问当地有书法特长的人，举办小型书法展览等。
8.习作。活动结束后，鼓励学生把活动的收获用笔写下来。
9.汇报、交流和总结。在本次综合性学习结束之前，要进行汇报、交流和总结。汇报、交流的形式有多种，教材中提示的有编小报、办展览、开成果汇报会，此外还可以开展“汉字知识竞赛”。
10.综合性学习的评价。综合性学习的评价应着重考察学生的探究精神和创新意识。既评价个人，也评价小组，关注个人在活动中的合作态度和参与程 度。这次综合性学习，可以采用“成长记录评价”。
第六组
在本组教材的教学中，要紧紧扣住“父母之爱”这一专题，整合全组教学资源，把阅读、口语交际、习作等语文实践活动有机结合起来。学习课文，应引导学生重点抓住人物的外貌、语言、动作和心理描写，品读文本，再现情境并联系生活实际体验文本，体会课文表达的思想感情。口语交际要让学生充分发表意见，引导学生正确认识父母的爱。习作应在联系生活、表达真情上下功夫，让习作源于生活，服务于生活，通过习作加强与父母的沟通。《地震中的父与子》深入阅读时，要抓住牵一发而动全身的关键词句引导学生理解，深究为什么说是“了不起的父与子”。通过对人物外貌、语言、动作描写的重点句的品读，理解内容，体会情感。还要抓住课文中有特色的语言，在阅读中学习表达。《慈母情深》在读通、读熟课文的基础上，让学生默读课文，理清作者思路，勾画出描写的语句，体会课文是怎样表现母亲的深情的。然后组织学生交流自己读懂了什么，有哪些感受和体会，还有什么没有解决的问题。教师相机指导。在理解内容的基础上，要注重朗读。让学生在读中再现情境，在读中体会感情。《“精彩极了”和“糟糕透了”》先让学生练读课文，读正确，读流利。然后将课文分成童年的故事和后来的认识两部分，引导学生精读。然后，让学生联系实际，想一想，家长对自己的鼓励和批评，在自己的成长中起到了怎样的作用。《学会看病》在学生初读课文的基础上，让学生按照课文前的阅读提示，边读书边勾画出描写母亲语言和心理的句子，体会母亲感情的变化，然后交流。体会母亲的感情，有感情地朗读是重要的手段。指导学生有感情地朗读，应穿插在学生交流感悟体验之中。《口语交际习作》先通过出示三则生活中的小故事，引出话题，让学生评说，提出自己的看法。“口语交际”的另一个话题，是把自己与父母之间发生的小故事讲给同学听，并谈谈看法。这是前一个话题的拓展，与生活联系得更紧密。教学中，结合三个故事谈看法，要广开言路，畅所欲言。口语交际过程中，要让学生打开思路，充分交流。同时，要注意搜集反馈信息。在教学的全过程，教师都要加以引导。习作教学中，首先要引导学生打开思路，选好写的内容，这是习作能否做到真实具体、言之有物的关键。第二是沟通要真诚，只有真诚，才能做到表达真情实感。把习作读给爸爸妈妈听，这个环节一定要做好，目的是让孩子加强与父母的沟通，增进了解，融洽关系，形
成良好的家庭育人氛围。这也是语文学习与生活紧密联系，为生活服务的具体体现。
第七组
一个民族，一个国家，要有高瞻远瞩、面向未来的宽广胸襟，但前事不忘后事之师。只有牢记历史教训，只有保持清醒的头脑，我们的事业才能长盛不衰，我们的民族才能绵延不息。课文，应在阅读课文的过程中，引导学生抓住语言文字体会文章的思想感情，结合相关资料让学生了解中华民族受尽屈辱的历史，勿忘国耻；通过整合阅读、口语交际与习作等教学内容，使学生受到爱国主义的熏陶感染，增强历史责任感与使命感；还要从课文中领悟写作方法，提高表达能力。同时，还要引导学生总结交流整理资料的方法，提高搜集与处理信息的能力。《圆明园的毁灭》介绍“圆明园辉煌的过去”（第二至四自然段）是文章的重点内容，也是难点，可以引导学生自主探究。探究要有个主题，可找出文章中三个高度评价圆明园的历史地位和文化价值的句子。教学“毁灭”这一自然段，要利用好课后思考题。可采用换词、删词法。《狼牙山五壮士》教学时，再通过全班交流与教师点拨，明确这些语句所体现的五壮士的伟大精神，并通过有感情的朗读把自己的感受表达出来，课文中的插图可以充分利用起来，图文结合感受五壮士的高大形象与伟大精神；最后在理解课文内容的基础上，概括各部分的小标题。另一方面要引导学生从课文的叙述中领悟到一些写人记事的表达方法：如，按事情发展顺序写；突出人物特点与中心思想的部分详写，其余内容略写；抓住人物的动作、神态、语言写具体；有多个人物时既突出重点人物，又兼顾其他人物等。
《难忘的一课》在教学中，要引导学生在了解内容的基础上结合文中语句体会思想感情，激发学生对侵略者的痛恨和对祖国的热爱之情，做到披文入情，入境动情。在理解内容、体会感情的过程中，要多让学生朗读，在朗读中加深感悟，把理解出的内容和体会出的感情通过朗读表达出来，从而受到爱国主义情感的陶冶与感染。《口语交际习作》本次口语交际是以“不忘国耻，振兴中华”为主题，开展一次演讲活动。其目的在于培养学生初步的演讲能力，增进学生对近代中国屈辱历史的了解，培育学生的民族精神与爱国热情，增强学生的历史责任感。公开演说能力，是学生未来生存与发展的重要能力，要从小培养。但小学生演讲，主要是一项口语交际的练习，因此要求不要过高，能围绕一个主要意思作一两分钟的发言，语言比较流畅，态度比较大方，感情比较真挚即可。本次习作是学写读后感。经常写读后感，可以提高阅读和作文的能力；还可以增长见识，提高认识事物的能力。教学时，可以参照下列步骤引导学生进行习作。第一步：让学生阅读提示，了解什么是读后感及写读后感的作用。第二步：赏析范文，引导学生自主发现读后感的写法。第三步：明确要求，开启思路。本次习作主要是围绕本单元课文或同专题文章写读后感，把习作与单元专题结合起来，把写读后感与整理、运用资料结合起来，提高学生的语文综合素养。第四步：引导学生自改互评，教师及时批阅反馈。
第八组
毛泽东--中国人民的伟大领袖，中华人民共和国的缔造者之一。本组走进毛泽东，让学生去感受他伟人的风采和凡人的情怀，是本组教学的主要目标，同时，在感受的过程中，要重点帮助学生体会文章的思想感情，学习场面描写和人物描写的一些基本方法。感受毛泽东伟人的风采和凡人的情怀，对学生而言，有诸多困难，加上本组是本册的最后一组教材，更要注重已有语文能力的综合运用。教学时，一是要尽可能地组织学生搜集与课文相关的材料，以帮助学生读懂课文；二是要尽可能地帮助学生运用已获得的知识和方法自读课文；三是要注意把握理解的要求，不要盲目求深求透，如，对《长征》一诗的理解，学生有所感悟、大体读懂即可。《七律 长征》本课教学可按下列步骤进行：（1）简要介绍长征，如，时间，经历的省份、山水，一些重要的战斗等。可让学生根据自己的了解介绍，老师作必要的补充。（2）初读全诗，交流阅读收获。初读时要尽可能地多读几遍，力求读准字音，读通句子。交流的内容可以是质疑，可以是点滴的体会，也可以是印象深刻的地方。（3）细读全诗，理解每句诗的意思。弄清每句诗的意思时，应引导学生结合查阅的资料（如，文字、图片、影 视资料），深刻体会红军长征途中的“难”以及红军战士的“不怕难”，不要仅仅就字就词孤立地分析讲解。（4）有感情地朗读和背诵诗句，在诵读中进一步体会红军的战斗豪情。（5）拓展延伸，读读所搜集到的毛泽东的其他诗词。《开国大典》透过一个个场面，体会人民群众激动、自豪的心情，是本课教学的重点，也是难点。怎样帮助学生体会这种思想感情呢？一是要提供一些与课文相关的材料，是要尽力引导学生去想象场面情景，把心放到课文中去，设身处地地去读、去想。引导学生想象时，要注意抓住一些关键词、句，通过对这些关键词、句的揣摸来体会人们的思想感情。三是要指导学生有感情地朗读课文。《青山处处埋忠骨》感受毛泽东常人的情感世界和超人的博大胸怀，这是本课教学的重点，也是难点。教学时，让学生交流自己深受感动的地方，抓住一些细节描写，联系、调动学生的家庭亲情指导学生去感受。本课教学要以读为主，读读、议议、读读，特别是学生交流了自己深受感动的地方后，要安排时间自由朗读课文，在读中进一步感受毛泽东的情感，在读中升华学生自己的认识。《毛主席在花山》本课的叙述通俗易懂，又是一篇略读课文，可按照课文前面“导读”要求，安排学生自读课文，教师重点组织学生交流讨论：你从毛主席在花山的几件事中体会到了什么。组织学生交流讨论时，要注意不要脱离课文，要紧紧抓住那些细节描写，扣住具体的词、句来体会。《口语交际习作八》教学前，要布置学生回顾观看（听过、阅读过）的有关毛泽东或其他革命领袖、英雄人物的影视片（故事）。可搜集相关资料制成卡片，如，自己喜爱的影视作品的名称、主要人物、故事梗概、精彩情节。教学时，要对推荐者和听众提出明确要求：推荐者要讲清楚作品名称、主要人物、故事梗概、精彩情节、观（读、听）后感想；听众听时要认真，抓住要点，有不清楚的地方可直接询问，还可以补充相关情节或谈自己的感想。可以先分组活动，然后在全班举行“革命领袖、英雄人物影视作品推介会”。推介会中，要充分体现双向互动的特点，教师要注意从口语表达、交际态度等方面加以指导，以达到本次口语交际的要求。这次习作，安排了两个内容供学生选作：一是学习《开国大典》场景描写的方法，按时间顺序描写一个场景；二是从最近读过的文章或看过的影视作品中，选择一个写梗概。写场景。这对学生而言并不生疏。本次习作要求把场景写具体，写清楚，这正是学生写场景的难点。指导时，要充分利用范文《开国大典》，可选择《开国大典》中的一个场景描写组织学生再阅读感悟，看看《开国大典》一文是如何把场景写具体，写清楚的。学生习作过程中，要体现先说后写的原则，学生说时，教师要发挥主导作用，组织学生互评、互帮，或教师指导，让学生把选择的一个场景说具体，说清楚，说后即写。写梗概。过去训练不多，属新学内容。写梗概一般要经历如下过程：①熟悉文本（作品）；②理清脉络，抓住重点；③用简洁的语言归纳概括。指导时，可先以学生熟悉的课文为例，写出梗概，给学生予以示范。再组织学生试写梗概，写后评议、修改、完善。由于是新学内容，不必要求过高。
1窃 读 记
学习目标
a.认识“窃、腋”等7个生字，会写“窃、炒”等14个生字，正确书写“支撑、倾盆大雨、饥肠辘辘”等词语.
b.正确、流利、有感情地朗读课文，把握课文主要内容，体会作者热爱读书的思想感情.
教学重点： 感悟描写“我”动作和心理活动的语句，体会作者遣词造句的精妙.
教学过程
课前准备
1.课前发动学生搜集名人读书的故事或读书名言.
2.自学生字新词.
3.课件出示相关句子.
第一课时
直奔“窃读”.整体感知
1.同学们，我们已经预习了课文，知道“窃读”可以换成一个什么词?(偷读)，你知道课文记叙了一件什么事?
2.整体感知课文.
a．自读课文，注意生字的读音.
b．认读生字词.
c．指名分段读课文，看看字音是否读准，句子是否读通顺.
d．再读课文，想一想课文记叙了一件什么事?(“我”因无钱买书而偷偷躲在书店看书.)
品味“窃读”,感受渴望
1.边默读课文边用“_____”划出描写“我”是怎样“窃读”的语句.读一读句子，说一说体会.(小组交流、汇报.)
2.重点品读文中描写“我”的动作和心理活动的语句.
a．“我跨进店门……踮起脚尖，从大人的腋下钻过去.哟，把短发弄乱了，没关系，我总算挤到里边来了.”
(1)画出句中表示动作的词.
(2)感悟形象：从这一系列的动作中，你仿佛看到了什么?
b．“急忙打开书，一页，两页，我像一匹饿狼，贪婪地读着.”
(1)这句话把什么比作什么? (2)“饿狼”给我们留下的是不太美好的形象，可“我”却把自己比作“饿狼”，那样“贪婪地读着”，这样写有什么好处?(表现出作者如饥似渴地读书.)
(3)你在生活中有这样的体验吗?说一说.(4)结合生活体验，相机指导朗读.
c．“我有时还要装着皱起眉头，不时望着街心，好像说：‘这雨，害得我回不去了.’其实，我的心里却高兴地喊着：‘大些!再大些!’”
(1)读了这句话，你发现了什么?(一般人物的神态和内心是一致的，从神态描写可以看出心理活动，可这句话中，神态和内心是不一致的.)
(2)这样写有什么好处?(突出了作者酷爱读书已经达到了入魔的程度.)
d．美读升华：你能把自己对“窃读”的理解与感悟读出来吗?生读，师评：同学们的朗读，把一个渴望读书、热爱读书的孩子展现在我们的面前.那大家知道，“窃读”时，“我”的心理有一种怎样的感受吗?
3.自主品读“窃读”的滋味.
a．课件出示句子：“我很快乐，也很惧怕--这种窃读的滋味!”
b．从课文中找到有关语句，自主交流：“我”为何快乐，又惧怕什么?
c．相机指导朗读.
深悟“窃读”，回归整体
观察课文插图，刚才我们跟随作者一起走进书店“窃读”，在你的眼里，她是一个怎样的孩子?(生答.)确实是这样，她为了读书可以忍受饥肠辘辘、腿酸脚木，为了读书可以连跑几家书店才看完一本书，为了读书可以克服任何的困难!让我们再次读好课文，共同品味“窃读”的“快乐”与“惧怕”.
第二课时
复习旧课，导入新课
1.导人：上节课我们了解了“我”是怎样“窃读”的，请同学们把印象深刻的句子再读一读.
2.学生自由读文.
3.这节课我们要探究是什么原因鼓励“我”窃读.
合作探究，深入研读
1.合作小组研读最后一个自然段，要求(课件显示)：
a．联系课文和生活实际，谈自己对这句话的理解.
b．交流课前搜集的读书名言，谈自己对这句话的理解.
2.汇报交流.
3.总结：“书籍是人类进步的阶梯”，一个人如果放弃了读书，那是多么可怕的事!让我们时刻铭记这句至理名言--“记住，你们是吃饭长大的， 也是读书长大的!”
4.诵读句子.
回归整体，理清层次
1.同学们，课文学到这里，大家明白了作者是按什么顺序记叙这件事的吗?
2.尝试分段，说说每段的主要意思.
积累内化，课外拓展
1.自选感兴趣的、最欣赏的描写“我”的动作和心理活动的语句，进行美读积累，并摘抄在作业本上.
2.根据综合性学习的要求，自选活动，感受阅读的快乐.
2小苗与大树的对话
教学过程
学习目标
1.认识本课生字.
2.朗读课文.
3.理解课文内容，懂得应该多读书、读好书，感受读书的乐趣.
课前准备
1.收集有关季羡林先生的资料.
2.布置学生列出自己喜欢的课外书清单.
揭示课题.质疑问难
1.齐读课题：小苗与大树的对话.
2.质疑问难：读了课题，你想知道些什么?小苗是谁?大树又是谁?
3.互相交流：把收集到的有关季羡林先生的资料与大家分享.
4.这篇课文的形式与我们以前读的课文有什么不同?
初读课文.感知内容
1.自由读课文，读准字音，读通句子，想想苗苗和季先生对读书有哪些见解，做好批注.
2.同桌互相检查读课文，互相评议.
3.指名朗读课文，提出不理解的字词，大家帮助解答，或查字典，或联系上下文理解.
4.交流汇报：苗苗和季先生对读书有哪些见解?你是从哪些词句了解到的?
深入感悟，明白道理.
1.小组合作学习：边读课文，边完成表格.
2.各小组派代表汇报，其他组员可以补充.
3.重点围绕以下句子交流自己的感受.
a．文学家鲁迅曾经讲过，要把文章写好，最可靠的还是要多看书.
b．21世纪的青年，要能文能理.
c．三贯通，这才是21世纪的青年.
d．古文也很重要.我觉得，一个小孩起码要背两百首诗，五十篇古文，这是最起码的要求.
积累运用.培养能力
1.把自己感受最深的句子画下来多读几遍.
2.结合自己的学习生活实际，谈谈多读书、读好书的体会.
拓展活动
向大家介绍自己喜欢的书.
3走遍天下书为侣
学习目标
1.认识“侣、娱”等4个生字，会写“侣、娱”等9个生字.
2.正确、流利、有感情地朗读课文，背诵课文第7自然段.
3.理解课文内容，体会读书乐趣，学习一些读书方法.
教学过程
课前准备
生字词卡片.抄有重点词句的小黑板.
第一课时
谈话导入，激发兴趣
1.一本好书，蕴含着丰富的知识和美好的情感.古今中外有成就的人，都喜欢阅读，从童年时的“窃读”，到季先生对读书的见解，可以看出他们都善于从书中汲取营养.今天，我们学习第3课“走遍天下书为侣”.
2.齐读课题.释题.(侣：伴侣.)
3.用自己的话说说课题的意思.
朗读课文，整体感知
1.自由读课文，读准字音，读通句子，不理解的词语做上记号.
2.指名分自然段读课文，正音.
3.提出不理解的字词，大家帮助解答，或查字典，或联系上下文理解.
4.默读课文，想想作者选择一本书陪伴自己旅行的理由是什么，在书上作批注.
再读课文.理清层次
1.小组合作读课文，交流：作者选择一本书陪伴他旅行的理由；作者“一遍又一遍地读那本书”的方法分别在课文的哪些段落.
2.齐读课文第5自然段，与大家交流读懂了什么.
3.课件出示关键句子：
a．“你喜爱的书就像一个朋友，就像你的家.”
b．“你已经见过朋友一百次了，可第一百零一次再见面时，你还会说：‘真想不到你懂这个! ’”
c．“你每天都回家，可不管过了多少年，你还会说：‘我怎么没注意过，灯光照着那个角落，光线怎么那么美!’”
把这些句子多读几遍，再充分说说自己的感受.(鼓励学生畅所欲言，抓住“朋友”“家”“一百次”“多少年”，发表不同的见解.)
4.齐读第6自然段，联系上下文说说“新东西”指的是什么.
5.有感情地朗读第4～6自然段，再次感受作者选择一本书陪伴自己旅行的理由.
第二课时
激趣读文，深入感悟
1.朗读课文第1～6自然段.
2.自由读第7自然段，想一想“我”读那本书的方法到底是怎样的?从哪些词句看出“我”是在“一遍又一遍”地读.(抓住“首先、然后、最后”这三个表示顺序的词语感悟.)从这“一遍又一遍地读”，你们感受到什么?
3.联系实际交流作者读书的方法.用上“首先……然后……最后……”说一说.
4.默读最后一段，想一想：作者除了把书比作一位朋友，还比作什么?为什么会这样比?这样比的好处是什么?5.有感情地朗读最后一个自然段.
积累运用，升华认识
1.画出自己喜欢的段落多读几遍.试着背一背第7自然段，再与伙伴比赛，看谁记得又快又牢，并谈谈自己的感受.
2.思考交流：作者读一本书的方法对你有什么启示?说说如果有一本书陪伴你去旅游，你会怎样去读?(用上首先……然后……最后……)
3.还有什么感兴趣的问题?提出来与大家交流.
拓展活动
1.读一读“阅读链接”--《神奇的书》，把自己的感受用几句话写下来.
2.向大家介绍你怎样读一本自己喜爱的书，并说说你喜爱它的原因.
布置作业
1.背诵第7自然段.
2.抄写生字词.
3.完成课后“小练笔”
第二单元
4.我的“长生果“
学习目标
认识“扉、瘾”等12个生字.学生互相提醒认清字型，读准字音.朗读课文，把握课文主要内容，重点感悟作者从读书和作文中受益的语句.
课前准备
学生预习课文，遇到不理解的字词查字典.
教学过程
谈话导入
1.同学们听说过“长生果”吗?(板书：长生果)吃了长生果会怎么样?板书课题，并指名读课题.
2.读了课题以后，你想知道什么?这是一篇略读课文，同学们要运用平时学到的方法自己读懂课文.
初读课文，整体感知
1.自由朗读课文，读准字音，读通句子，并标好自然段的序号.
2.提醒需注意的字音：心扉的“扉”读第一声，水浒的“浒”不读许，过瘾的“瘾”是前鼻音，馈赠的“馈”声母是k.
3.默读思考：“我的‘长生果’”是什么?作者写了童年读书、作文的哪几件事，从中悟到了哪些道理?找到有关的部分画下来.
细读课文.感悟体会
1.“我”的“长生果”是什么?(书是“我”的“长生果”.)
2.作者写了童年读书、作文的哪几件事?
a．作者是怎样读这些书的?(板书：津津有味、如醉如痴、牵肠挂肚)
(1)从作者这样读书中，你体会到了什么?(作者非常喜欢书.)
(2)指导朗读相关的句段.
b．作者从作文中悟到了什么道理?读ll、14自然段.理解“别出心裁、呕心沥血”等
词语.
3.读书和作文有什么联系吗?从文中找到有关的句子，并谈谈理解.
4.作者为什么说书是“我”的“长生果”?(书像长生果一样，对我有好处.)
为什么又把书称为人类文明的“长生果”呢?(书是．-j-~流传下来的，我们通过读书可以知道过去发生的事情，书就像“长生果”一样不老.)
积累语言.交流感受
1.认真读自己感受较深的句子或段落，与同学交流体会.
2.课外积累有关读书的格言警句.
口语交际习作一
学习目标
通过讲述读书故事、交流读书体会、介绍采访心得、开展辩论等活动，增强学生表达、倾听和与他人交往沟通等能力，促进学生养成多读书读好书的 良好习惯.根据开展活动的情况，选择一个角度进行习作，学习运用平时积累的语言材料.练习修改自己的习作.
课前准备
自由组成小组开展“我爱读书”综合性学习活动，感受阅读的快乐.
教学过程
第一课时 口语交际
激发兴趣，明确目标 在这次“我爱读书”综合性学习活动中，大家一定有不少收获吧?今天，我们就来交流一下.组内讨论，人人参与
1.你们小组开展了哪些活动，有什么收获呢?请同学们在组内交流.
2.学生在组内交流.教师巡视检查、督促，要求人人发言.对个别表达、交流有困难的学生，可采用个别辅导或同学互助的方法，鼓励他们积极发言.
3.互听互评，互相修正，共同提高口语交际水平.
4.推荐代表参加全班交流.为了使代表的发言能取得好的效果，小组成员可集体出主意、想办法，使发言的内容更全面、更精彩.
全班互动，交流评价
1.先集中分享各自的读书故事，再引导学生交流别人的读书经历.
2.你对谁说的话有同感?学生自由交流评价，感受阅读的快乐.
开展辩论.启迪思维
1.人们常说：“开卷有益.”但也有人说：“开卷未必有益，看了那些不健康的书反而有害.”你对这个问题怎么看?请同学们摆事实、说道理，展开一次辩论.
2.学生分成正、反两方展开辩论，教师及时指导、点拨.
3.师总结：好书会像营养品一样滋润我们的心灵，像朋友一样陪伴我们的人生，像窗户一样打开我们的世界，给我们力量、勇气和智慧.我们有什么理由不和好书交朋友呢?让我们养成爱好阅读的习惯，一生都与好书相伴吧!
第二、三课时 习作
谈话导入.激发兴趣
在口语交际课上，同学们通过讲述读书故事、交流读书体会、介绍采访心得、开展辩论等活动，体会到读书带给我们的乐趣.大家的发言都各有见地.把你们交流的内容进行加工整理，写下来就一定会成为一篇篇佳作.下面就请大家选择一个角度，把自己感受最深的内容写下来吧!阅读提示.明确要求 投影出示习作内容：
读书故事；
采访记录；
记一次辩论活动.
试写初稿，反复修改
1.学生进行习作，教师对有困难的学生进行个别指导.
2.学生完成初稿后，自己认真进行修改.
3.组内互读互改，提出修改建议.
4.按照小组同学的建议，再次修改自己的习作.
朗读佳作，共同赏评
每小组推荐一至两名同学，分别朗读各自的习作，可以是全文，也可以是片段.教师引导学生进行赏析.誊写作文，制作小报
1.再次修改自己的习作，满意后抄写在作文本上.
2.整理习作和收集到的资料，小组合作办一期以“读书乐”为主题的手抄报.
回顾拓展一
学习目标
1.通过回顾、交流学习本组课文后的收获，引导学生体会读书的乐趣，并学习一些读书的方法.
2.读背古诗句，积累古诗句，品味读书的好处及方法.
课前准备
查找有关介绍读书方法的资料.
教学过程
回顾“词语盘点”
1.学生自读“词语盘点”中的词语.
2.组织记忆竞赛、抄写竞赛，引导学生积累本组所学词语.
交流平台
1.围绕教材中提示的不同角度，小组内交流本组语文学习的收获和体会.
2.全班交流、展示.引导学生口头交流这段时间课外阅读的收获、综合性学习的收获：所了解的新的读书方法等，再把文字或其他形式的学习成果加以展示.
日积月累
1.激情导入.
我们中华民族是礼仪之邦，素以乐学好读为高尚美德，古代许多贤人学士写了许多这方面的警句，激励我们做个热爱读书的人.
2.出示日积月累中的句子.
a．学生自由诵读，注意读准字音.
5古诗词三首
学习目标
1.识记本课四个生字并正确书写、运用.
2.体会诗人借不同景物抒发情怀的写法.
3.感受诗人暗藏于诗中无限的思乡之情.
课前准备
1.了解王安石的生平.
2.了解宋朝诗人张籍、清朝纳兰性德.
教学过程
第一课时
导游介绍，激趣导入
(出示地图，标明“瓜洲”“京口”的大略位置.)
1.谈话：今天老师给你们当导游，好不好?
a．“汴水流，泗水流，流到瓜洲古镇头.”这首传唱了千年的歌谣向我们介绍的是瓜洲.瓜洲位于江苏省扬州南面，长江北岸.川流不息的长江水见证了瓜洲的兴衰，瓜洲曾经是“江北重镇、千年古渡”.
. b．而“京口”不仅是东汉吴国第一古都，更是文气洋溢的灵秀之地.许多诗人在此留下了千古绝唱的诗句：王昌龄的“洛阳亲友如相问，一片冰心在玉壶”，苏东坡的“但愿人长久，千里共婵娟”，(if-件展示诗句.)还有一首广为传诵的就是--王安石的《泊船瓜洲》.
2.板书诗题，读题.
3.过渡：为什么人们喜欢这首诗呢?先去读一读吧.
整体感知.直奔重点
1.学生用自己喜欢的方式读古诗.
2.指名读，正字音.尤其注意“一水间、数重山、照我还”.
3.反复多读几遍这首诗，结合课文注释，想想诗句的意思.你会有怎样的感受呢?
4.指名交流.(我觉得诗写得很关，写出了诗人想念家乡的感情.)
5.你最欣赏诗中的哪一句呢?
赏析诗句.感悟诗境
1.刚刚同学说得最多的就是这句诗，(课件出示“春风又绿江南岸，明月何时照我还”.)我们一起来读一读吧.(生齐读.)
2.能说说为什么喜欢这句诗吗?(指名答.)
3.有同学说，这句诗写出了江南美丽的景色.那就和你的同桌再互相读一读，说一说：在你的头脑中出现了怎样的一派景色呢?想到什么说什么.
4.同桌之间互读、练说.
5.指数名学生说.
6.小结：你们的回答很精彩!原来短短一句诗可以在人的头脑中出现这么多不同的画面，文字的魅力真是无法想象.
7.那就用朗读把感受表达出来吧.小组内练读，指名读.
8.听了同学们的描述，我仿佛看见了一派色彩斑斓的绮丽风光.
种“绿”色呢?仔细观察书上的插图，对你会有所帮助的.
9.指名答.(在江岸两边大面积出现的是草地、树木、青山……)
1◆.是呀，作者放眼望去，看见了--
练习题：你能填入表示不同绿色的词吗?
近处( )的小草( )的柳树，远处( )的树林( )高山.(学生口述)
11.诗人此时正遇早春时节，站在小船上举目四眺，满眼皆是绿色，让作者明显地感受到春天到了.
12.可别小看了这个“绿”字，它仅仅是告诉你春天来了吗?它还能让你感受到什么呢?
13.指名答.(感受到春天里的“绿”有着层次关，远近各不相同；“绿”还写出了春天景物的变化……)
14同学们理解得多丰富呀!把你感受到的“绿”读出来吧.男女生赛读.
15.小小的“绿”字却有大大的文章!引导阅读“资料袋”，介绍王安石推敲用“绿”字的故事.
16.听完“绿”字的故事后，你感受最深的是什么?(指名答.)
17.小结：是呀，一位如此优秀的诗人能为了一个字修改十多次，难道我们在平时的习作中不能做到吗?“世上无难事，只怕有心人.”
18.这首诗正是因为这个故事，让人们更加赞赏.那就让我们一起读出你的赞叹吧.
品评诗句.升华情感
1.过渡：这么美的绿，这么迷人的风光，谁不想多看两眼?谁不想留恋其中?诗人和我们一样陶醉在景色中忘乎所以了吗?(指名答.)
2.诗人想回哪里去?诗中的家乡是指哪儿?引导从课题“泊船瓜洲”和诗句“钟山只隔数重山”等处理解.
3.你能在地图上找到它大概的位置吗?先好好读读古诗.
4.学生上台指明.(老师点击课件，显示“钟山”的位置.)
简介：王安石的父亲曾在江苏南京为官，王安石是在那里长大的，对钟山即现在的南京
有着深厚的感情，可以说那里是他的第二故乡.
5.你从哪里能读出诗人急切地想回到家乡呢?
6.引导学生从“一水间”“只隔数重山”“又”“何时照我还”这些词句理解.(指名答.)
7.练习读出诗人无限的思乡情绪和急切盼望回家的感情.
回归整体.深化体验
1.这真是“露从今夜白，月是故乡明.”漂泊在外的游子对家乡是多么的牵肠挂肚呀!让
我们一起再来有感情地朗读这首诗.
2.练习背诵.
3.王安石，北宋时期著名的文学家、诗人、政治家，立志于国家改革.这首诗是他第二次出任宰相途经瓜洲时所写.短短28个字，展现了早春江南的一片嫩绿，抒发了久思故乡的一寸衷肠，更暗示了他对自己前途的担忧.此去京城，真能大展宏图吗?千头万绪涌上心头
……更让我们惊叹的还是他对文字的讲究，一个“绿”字令人不得不佩服他的风范!
第二课时
乐调情
1.播放歌曲《故乡的云》.
2.听!来自远离家乡游子们的声声呐喊.故乡的云总是那样的白，故乡的人总是无比的亲!王安石借春风问明月，何时才能荣归故里?那么，宋朝诗人张籍、清朝的纳兰性德又是如何表达胸中满溢的情怀呢?
读入情
1.读一读《秋思》和《长相思》，要求读准、读通，看看注释或借助字典查不懂的词.
2.指数名学生读，正音.(注意读准“意万重”“聒”.)
3.看看诗词的题目，你能发现什么?(指名答.)
4.这相同的两个“思”表达了诗人怎样的感情呢?和你的伙伴一起反复读上三遍之后，再好好想想.
5.读了这么多遍，让你感受最深的是什么?任选一首说.(指数名答.)
品悟情
1.诗人那浓厚的化不开的思乡之情，都藏在哪个句子中呢?默读，画出来.
2.指名答.
3.“洛阳城里见秋风，欲作家书意万重.”从这句诗中你读懂了什么?
4.学生同桌互相说一说；指名说.
5.指导朗读，读出诗人满腹惆怅、心事重重的感觉.
6.这句诗中诗人是借什么景物来抒发情感的呢?(指名答.)
7.你能用自己的话说说下面那句诗的意思吗?小组内交流.
8.引读“复恐匆匆说不尽，行人临发又开封”.
9.这一次又一次的封信、拆信、封信的过程，让我们深深感受到了诗人对家乡亲人的
挂念.
1◆.就让我们一起走入作者的情感中，去感同身受一番吧.(齐读.)
11.王安石见明月而惆怅，张籍见秋风而感慨.那么，清朝的纳兰性德又是如何将情巧妙的藏与诗中的呢?你能感受到吗?
12.小组内讨论交流，各抒己见.
13.全班交流，师引导注重体会“风一更，雪一更，聒碎乡心梦不成，故园无此声”.
议深情
1.学生任选一首配乐背诵.
2.在你背诵时，眼前出现了怎样的画面呢?(指名答.)
3.总结：读诗的人不同，想象到的画面就不同.我们不可能到诗人生活当中去，不可能看到那个朝代诗人面前真实的景色，但是，诗人们那份浓浓的思乡情，我想无论是谁都能感悟得到!因为诗中的字字句句无不包含着对故乡的想念、对家乡的思念.让我们一起再来背
一背这首感人的诗词吧.
记生字
1.找到本课四个生字，读读相关句子.
2.说说你有什么好办法记住它们?(指名答.)
3.指导书写：都是左右结构的字，注意写得左窄右宽.
4.学生练写.
6 梅 花 魂
学习目标
1.认识“魂、幽”等12个生字，会写“魂，缕”等14个生字，能正确读写“幽芳、漂泊”等词语.
2.有感情地朗读课文，读懂课文，感受外祖父的思乡之情.
3.领悟梅花不畏“风欺雪压”的品格.
课前准备
1.查找有关梅花的资料.了解梅花的特点.
2.自学生字词.
教学过程
第一课时
导入揭题
1.(教师板书“梅花”二字.)你见过梅花吗?你知道梅花的品格吗? 学生相互交流课前查找的有关资料.
2.(教师板书“魂”字.)查字典说说“魂”字的意思.
3.揭题释题.
a．读课题，你的心中有疑问吗?
b．学生针对课题进行质疑.
教师过渡语：是啊，梅花只不过是一种植物，它何来之魂?让我们带着疑问走进课文，解答心中的困惑.
初读感知
1.自由朗读课文，注意读准字音，读通句子，画出生字新词.
2.小组伙伴之间互相读课文，交流自读生字新词的效果.
3.全班交流，指名分段读.
4.用较快的速度再次阅读全文，想一想课文主要写了几件事?(五件事：a．外祖父常常教“我”读唐诗宋词，还常流眼泪.b．外祖父对墨梅图分外珍惜，“我”不小心弄脏，他竞大发脾气.c．外祖父因不能回国而难过得哭了.d．外祖父将最宝贵的墨梅图送给了“我”.e．分别那天，外祖父又把绣着梅花的手绢送给“我”.)
合作交流
1.讨论交流：比较课文中首尾两段，你发现了什么?(第一自然段作者由梅花想到了外祖父，最后一个自然段作者又由梅花图想到了外祖父那颗眷恋祖国的心.在写法上这是首尾呼应.)
2.过渡：是啊，看到梅花，看到那朵朵冷艳、缕缕幽芳的梅花，会让作者忆起已葬身异国的外祖父，外祖父留下的一方梅花图与手绢，让作者永远感受到外祖父那颗眷恋祖国的心.让我们和作者一起穿越时空隧道，走近外祖父，去感受一下吧!
3.分小组学习课文，画出令自己深受感动的句子，在旁边做简单的批注.
4.全班交流.
第二课时
听写词语
(“词语盘点”中“读读写写”里的词语.)
读“三哭”.感悟真情
1.读课文，画出有关描写外祖父哭了的语句，读一读，共有几处?(共有三处：教我读诗词时；得知不能回国时；送“我们”上船时.)
2.学生听录音跟读第2自然段，交流体会外祖父第一次哭时的情感.
a．了解外祖父教我吟诵的三句诗的出处，读懂它们的意思.
b．体会外祖父教我读唐诗宋词的用意所在.(这三句诗都表达了游子对家乡的思念之情，外祖父教“我”的目的在于借诗句表达他对家乡的思念.)
c．说说“外祖父哭了”的原因.(因为这些诗句触动了他思乡的情感，教“我”读着诗句，他心里涌动的是对家乡、对家乡亲人的怀念，泪水就不知不觉流了下来.)
3.探究外祖父的第二次落泪，体会他无法回到家乡的伤感.
a．教师朗读这部分内容，学生闭上眼睛想象：你看见了什么?用自己的话说一说.
b．你能理解这位老人此刻的心情吗?
久居异乡的外祖父日夜思念着自己的家乡，然而由于种种原因，他无法回到故里，于是他将这种思乡之情寄托在某种事物之上，请大家再认真读 读课文，想一想：
(1)从哪些词句中可以看出外祖父对梅花的珍爱?找到有关的句子读一读，读出体会和感受.
“唯独书房里那一幅墨梅画，他分外爱惜，家人碰也碰不得.”
◆出示一个句子进行比较：“书房里那一幅墨梅画，他很爱惜.”
◆说说这两个句子的异同，哪个句子更好?为什么?
“有生以来，我第一次听到他训斥我妈：‘孩子要管教好，这清白的梅花，是玷污得的吗?’
训罢，便用保险刀片轻轻刮去污迹，又用细绸子慢慢抹净.”
◆从外祖父的话中你感受到了什么?从外祖父的动作中你看出了什么?你能读好这句话吗?
(2)品读外祖父送画时的话，体会老人对梅花别样的情感.
“旁的花，大抵是春暖才开花，她却不一样，愈是寒冷，愈是风欺雪压，花开得愈精神，愈秀气.”
◆这句话中哪个词用得最多?
◆再读一读这句话，说说有怎样的感受?
◆此刻，在你的心目中，梅花具有怎样品格呢?用外祖父的话来回答.(她是最有品格、最有灵魂、最有骨气的!)
“他们就像这梅花一样.”
◆“他们”是指谁?为什么把他们比喻成“梅花”?
◆你知道中华民族有哪些有气节的人物?学生交流之后指导朗读.
◆你知道中华民族有哪些有气节的人物?学生交流之后指导朗读.
“一个中国人，无论在怎样的境遇里，总要有梅花的秉性才好!”
◆作为一个中国人，你怎样理解外祖父的这句话?
◆在外祖父的眼里，梅花代表着什么?(外祖父把梅花看做是中华民族精神的象征，是千千万万华夏子孙的“魂”.他珍爱梅花，赞美梅花，实则是在表现他那颗拳拳爱国之心.)
◆美读升华：你能似外祖父般把他的这番话读出来吗?
4.在何情况下，外祖父第三次掉泪?读一读，深人体会外祖父的思想感情.
a．哪个词使我们感受到了老人的“哭”?(泪眼朦胧.)
b．外祖父把珍爱的梅花图及手绢送给“我”，是不是不再思念家乡了?你如何理解外祖父的这一举动?
品语句，升华情感
1.从外祖父的一言一行中，我们不仅深深体会到了他对梅花的爱，对具有梅花秉性的中华儿女的爱，更体会到了他的爱是对中华民族精神的爱，是对祖国的深深的眷恋.请你有感情地朗读外祖父说的话和外祖父为作者送行的有关语句.
2.面对这样一位身居异乡的老人，我们的心中能不对他产生敬意吗?让我们饱含敬意朗读课文中首尾两段.
归整体，理清层次
1.读到这里，你发现课文首尾两个自然段有什么联系吗?这样写有什么作用呢?
2.尝试分段，说说每部分的意思.
重积累，延伸拓展
1.把文中使自己感动的语句或段落抄写下来.
2.故乡，祖国，让多少身居在外的旅人、游子产生了无尽的思念与眷恋；几千年来，多少文人墨客吟诵出了无数思乡爱国的诗篇，你会吟诵吗?
3.学生吟诵熟知的有关诗篇.
7桂 花 雨
学习目标
1.学会“箩、杭”2个生字.
2.正确、流利、有感情地朗读课文.
3.学会边读边想象课文描述的情景，边读边体会作者通过景物表达的思想感情.
4.培养热爱生活的情趣和热爱家乡的思想感情.
课前准备
1.按要求预习课文，自学生字词.
2.查找有关桂花的资料.
3.准备“摇花乐”的课件.
教学过程
第一课时
自读提示明要求
◆师生谈话：说说在儿时曾发生过哪些有趣的事?
◆教师导语：童年曾发生过的趣事令我们难忘，只要一想起它，我们仍会感受到一种快乐.今天我们要读的课文的作者就用手中的笔把童年趣事记录了下来，让我们走进课文，共同感受作者表达的情感.(板书课题：桂花雨)
◆交流课前查找的有关桂花的资料后，针对课题说说想了解哪些内容.
初读课文知大意
◆用较快的速度默读课文，一边读一边想：课文主要写了什么内容?
◆小组合作交流学习：伙伴之间互相读课文，纠正字音，再说一说课文的主要内容.
◆全班交流：指名分自然段读课文，概括课文的主要内容.
N品读语句悟情感
◆读课文，看“摇花乐”的挂图，在课文中找出有关的语句画下来.
a．“这下，我可乐了，帮大人抱着桂花树，使劲地摇.”
b．“摇呀摇，桂花纷纷落下来，我们满头满身都是桂花.”
c．“我喊着：‘啊!真像下雨，好香的雨啊!”’
◆分小组读所画的句子，边读边想象语句所描绘的情景，再说一说此刻在脑海中出现了一幅怎样的画面，从画面中感受到了什么.(有感情朗读“摇花乐”这一段.)
◆教师导语：多么令人难忘的摇花乐，它同样也把童年的快乐带给了我们.然而，作者
仅仅为了写摇落的阵阵桂花雨吗?联系上下文，读读有关语句，再说说你的感受.
a．“我喜欢的是桂花.”
b．“可是桂花的香气，太迷人了.”
c．“桂花盛开的时候，不说香飘十里，至少前后十几家邻居，没有不浸在桂花香里的.”
d．“全年，整个村子都浸在桂花的香气里.”
◆学生边读有关语句，边谈自己的体会.教师适时引导学生通过这几句话，联系上下文，如与“梅花、梅树”的对比，体会出作者对家乡的怀念.
◆体会母亲对故乡的怀念.
a．找出有关描写母亲的语句.
b．读母亲的话“这里的桂花再香，也比不上家乡院子里的桂花”.说说自己的感受.
试着用“这里的--再--，也比不上--”这样的句式说说母亲还可能会说些什么.
c．与同学交流：母亲的话要表达怎样的情感?
◆【听着母亲的话，“我”不禁又想起了“摇花乐”，你能通过朗读向同学们表达出“我”的思乡之情吗?(引导学生练习有感情地朗读课文最后一段.)
◆难忘童年的画面，难忘母亲的话语，更难忘故乡的桂花，读读课文中的语句，想一想，课文中是否还有让你回味无穷的句子?找出来并有感情地读一读，再交流为什么要这样读.
积累语言求发展
◆读了这篇课文，你的内心产生了怎样的感受呢?
◆在课外阅读中，在你的生活实际中，你有没有感受到人们对家乡的怀念呢?说一说.
◆把自己的感受记录下来.
8小桥流水人家
学习目标
1.认识7个生字.
2.正确、流利、有感情地朗读课文.
3.把握课文主要内容，体会作者是怎样表达思乡之情的.
4.欣赏课文中优美的语言积累.
课前准备
1.学生预习课文，遇到不理解的词查字典理解.
2.学生搜集表达思乡之情的古诗句.
3.老师准备古诗文《天净沙》.
教学过程
读诗，了解课题出处
◆谈话：(板书课题：小桥流水人家)读一读课题，说一说看到这个课题你有什么想法?(或想说点什么?)
◆出示古诗文《天净沙》，全班齐读.
“枯藤老树昏鸦，小桥流水人家，古道西风瘦马.夕阳西下，断肠人在天涯.”
◆请读过这首诗的同学试着说说对这首诗的理解.
◆导题：这篇以古诗句为题的文章写的是什么呢?让我们一起翻开书读一读.
初读，把握课文主旨
◆自主学习：读准字音，读通句子，想一想课文主要写了什么内容?表达出作者怎样的
情感?
◆同伴互助：同桌轮读课文，相互正音，说说课文主要写了什么内容，表达了怎样的情感.
◆全班交流：
a．指名分自然段朗读课文，师生共同正音.
b．概括课文主要内容，说说课文表达的情感.
交流.探究表达方式
◆默读课文，想象文章描写的情景，体会作者是怎样表达思乡之情的，边读边在句段旁作批注.
◆小组交流，合作探究.
◆展示交流探究学习的成果.以小组为单位派出中心发言人汇报探究学习中的发现和体会.
◆根据学生发言，老师相机点拨，引导学生体会作者表达思乡之情的方法.
a．“婀娜的舞姿，是那么美，那么自然……当水鸟站在它的腰上歌唱时，流水也唱和着，发出悦耳的声音.”(运用拟人的手法，描绘溪边飘动的柳枝、小鸟的叫声、溪水流动的声音，表达了作者对家乡景物的喜爱与赞美.)
b．“一条小小的木桥，横跨在溪上.我喜欢过桥，更高兴把采来的野花丢在桥下，让流水把它们送到远方.”(先写了桥的样子，再描绘在小桥上丢花的情景，给人一种诗情画意的享受，令人神往.)
c．“我家只有几间矮小的平房，我出生的那间卧室，光线很暗，地面潮湿……那是一座空气流通、阳光充足、有东南两面大窗的漂亮房子.”(用对比的方法写出了农家卧室与书房的不同特点，让人感到家的亲切，引发美好回忆.)
d．“大家过着‘日出而作’‘日入而息’‘守望相助’的太平生活.那段日子，深深地印在我的脑海中.”(用三个成语概括了农村人家日常生活的特点，“深深地印在’’表达了作者对它的留恋和热爱.)
赏读，积累优美句段
◆配乐朗读：作者用生动的语言，向我们描绘了一幅优美的乡村画卷，让我们一起随着音乐有感情地朗读全文.
◆选择自己喜欢的句段读几遍，熟读成诵.
◆摘抄课文中生动优美的语句.
◆拓展：你知道哪些表达思乡之情的古诗句?读一读，说一说.
口语交际习作二
教学过程
学习目标
1.能围绕“浓浓的乡情”这个主题讲清楚自己的活动安排.
2.能与同学进行商讨，培养自主合作的参与意识.
3.通过活动，培养对家乡的热爱之情.
4.能就口语交际的内容，大胆发挥想象，写出家乡的变化，表达对家乡的热爱之情.
课前准备
◆收集与“浓浓的乡情”相关的诗词、歌曲、故事等.
◆了解班级同学的特长，以便策划活动.
◆通过书籍、电视、网络等媒介，了解怎样策划才能搞好一次活动，可以事先参阅一些好的经验.
第一课时 口语交际
黧谈话导入.激发兴趣
俗话说得好：一方水土养一方人.每个人对自己的家乡都有着深厚的感情.大诗人李白用诗句“举头望明月，低头思故乡”来表达自己对家乡的思念，而这诗句也成了表达思乡之情的千古名句.今天也让我们来畅谈一下对家乡的热爱之情吧.
畅所欲言.抒发情感
1.同学们，请你们来说说对家乡的热爱之情吧.
2.现然大家都这么热爱家乡，那么我们就以“浓浓的乡情”为主题来策划一次活动.既然是活动，形式就要丰富多彩，要通过丰富的内容、精彩的节目来表达对家乡的热爱之情.
小组交流讨论
◆明确小组讨论的内容：表演哪些节目；由哪些同学表演；怎样表演才能使节目更精彩.
◆重点讨论怎样演才能使节目更精彩，根据讨论情况列出节目表.老师参与部分小组的交流，给予指导.
◆小结过渡：刚才老师参与了部分小组的讨论，看得出来同学们事先都做了精心的准备，而且在讨论的过程中非常热烈，方方面面的问题都能考虑到.每个小组都希望通过策划这次活动来表达对家乡的热爱，那现在就请同学们来展示一下你们小组策划的活动方案吧.
展示活动方案
◆以小组为单位展示活动方案.
◆其他同学可以质疑，也可以和同学进行深入的交流.
◆师生共同评议.综合大家的意见，全班制定一个活动方案.
总结
同学们，这节课，通过策划“浓浓的乡情”这个活动，不仅锻炼了我们的组织策划能力，而且还激发了大家对家乡的热爱之情，相信“浓浓的乡情”这个活动一定能够获得成功.
第二、三课时 习作
谈话导课，激发兴趣
在策划“浓浓的乡情”活动中，同学们尽情抒发了自己对家乡的热爱之情.是呀，谁不爱自己的家乡呢?今天让我们大胆地想象一下，通过我们的努力，二十年以后的家乡会是什么样子?
大胆想象
◆想象家乡发生的巨大变化.
◆想象儿时的小伙伴会是怎样的.
◆想象久别重逢的亲人会有怎样的感慨.
阅读提示，明确要求
学生默读提示，明确习作要求及内容.
小组互说.打开思路
全班交流，教师适时点拨.
试写初稿.自行修改
◆回忆这组课文中作者运用的表达感情的方法，试着在自己的习作中加以运用.
◆要求书写工整，语句通顺.
小组评议，互改
◆小组内互读互改，提出修改建议.
◆根据同学的建议再次进行修改.
佳作赏评
每个小组推选好的作品进行全班赏评，可以是全文，可以是片断.
赏评.
回顾拓展二
学习目标
◆回顾本组课文内容，引导学生用心体会课文作者是怎样用具体的景物或事情表达思乡之情的.
◆拓展学生视野，引领学生积累有关抒发思乡之情的诗文、佳句、激发学生热爱家乡之情.
教学过程
谈话导入，明确内容
◆“望着云彩，思念故乡.思念故乡，望着云彩”这诗句表达了一种什么情感?
◆这思乡情是人世间一种美好的情感，本组课文表达的都是思乡之情.通过课文的学习，我们收获了什么呢?让我们共同走进.(板书课题：回顾拓展)，赏读片段.感悟乡情
◆读着一篇篇思乡的课文，一些感人的描写深深地印在了我们的脑海里，下面这些内容还记得吗?出示相关语句.
“春风又绿江南岸，明月何时照我还.”
“我很小的时候，外祖父常常抱着我，坐在梨花木大交椅上，一遍又一遍地教我读唐诗宋词.每当读到‘独在异乡为异客，每逢佳节倍思亲’‘春草明年绿，王孙归不归’‘自在飞花轻似梦，无边丝雨细如愁’之类的句子，常会有一颗两颗冰凉的泪珠落在我的腮边、手背.”
“夏天，凉爽的清风从南窗里吹进来，太舒服了!更美的是，我由东窗可以望到那条小溪和小桥，还有那几株依依多情的杨柳.”
◆这些语句出自哪些课文?从这些描写中我们感受到了什么?(诗人触景生情；通过写具体的事表达外祖父的思乡之情；通过写景物抒发怀念故乡之情.)
过渡：课文中这样的描写还有哪些呢?本组的几篇课文是通过哪些人、事、景、物来表达思乡之情的?
互相交流，各抒己见
◆回顾课文内容，找出作者或写事或写景表达思乡之情的内容读一读，边读边批注.
◆你找到了哪些这样的描写?小组里互相交流，畅所欲言.
◆全班交流.小组派代表发言.
a．课文中通过描写具体的事物表达思乡之情的语句.
b．课文中通过写景表达思乡之情的语句.
◆小结：表达思乡之情不是空泛地抒情，应通过描写具体的事物或景物来体现.作家的作品是这样，我们的习作也要这样.
◆平时我们的习作是怎样表达感情的?(结合本次习作中的典型例子进行交流.)
诗文链接，内化积累
◆回顾课文的学习，通过充分交流，我们收获了很多，不仅明白了抒情要用具体的事物
或景物来表达，还积累了不少感人的片段.谁能背诵一两段?
◆表达思乡情的诗文还有很多很多，读一读下面的诗句(日积月累中的)，你能把它们印在脑海里吗?练习背诵.(个人背，同桌背.)
◆你还读到过这样的诗文吗?能向同学们介绍介绍吗?(指名读背.)
趣味语文.激发兴趣
◆学生自读“推敲的来历”一文，不认识的字查字典.
◆同桌互读，纠正字音；小组互问，解决不懂的问题.
◆全班交流对“推敲”的理解，以及在生活中对语言文字进行推敲的实例.
9 鲸
学习目标
1.认识本课3个生字，会写10个生字.
2.朗读课文，了解鲸的形体、种类、进化过程和生活习性.
3.培养学生热爱科学，探索自然奥秘的兴趣.
课前准备
1.搜集一些有关鲸的资料.
教学过程
第一课时
一、激发兴趣，导入新课
1、 出示鲸的图片：同学们你们认识这种动物吗?你们对它有什么了解吗?请和同桌谈一谈，自由发言.
◆今天，我们就来一起学习《鲸》这篇课文，看看通过学习，你对鲸有了什么更深的了解.
一、学习生字，读顺课文
◆自由读课文，认准本课生字，不认识的字查字典解决.有些字的音容易读错，需要注意. 出示要求写的字，注意重点指导容易写错的字.如：“肺”字右边不是“市”.
◆认识生字后再读一遍课文.看看哪些词语的意思不理解，就把它画出来，一会儿提出来大家讨论.教师根据学生讨论的情况，再根据讲读课文的需要，提出一些重点词语，请同学们查字典或联系上下文来理解.
◆自读课文，看看课文一共有几个自然段?每段主要讲了什么?指名朗读课文，检查是否读得正确、流利，重点指导难读的句子.
二、整体感知，了解内容
1、 默读课文，边读边思考，你对鲸有了哪些了解?
2、精读课文.体会写法
◆自由读第l自然段，你从哪儿看出鲸很大，画出有关语句，然后读一读.指名汇报，大家补充，读出体会.
出示句子：目前已知最大的鲸约有十六万公斤重，最小的也有两千公斤.
◆从这两个数字我们体会到了鲸确实很大，这段话中还有描写鲸很大的数字吗?
出示句子：我国发现过一头近四万公斤重的鲸，约十七米长，一条舌头就有十几头大肥猪那么重.
自己试着读一读，想想应该怎样读，才能表达出鲸的确很大.体会用列举数字方法来说明的好处.
◆你还从哪儿看出鲸很大，把有关语句读一读.自由读第1自然段，读出自己的体会.
◆小结写作方法：作者运用了作比较和举数字的方法把鲸的大描写得非常具体.
◆引导学生找出课文中还有哪些地方运用了举数字的方法.
◆全班交流，试着用举数字的方法说明一事物.
第二课时
、围绕重点，全班研讨
◆自由读第2自然段，说一说鲸是怎样进化的?把你自己当作鲸，给同组同学说一说“你”的进化过程.
学生汇报：我们鲸在很远古的时代，和牛、羊一样生活在陆地上.后来环境发生了变化，就生活在了靠近陆地的浅海里.又经过了很长时间，我们的前肢和尾巴渐渐变成了鳍，后肢完全退化，就成了现在的样子，适应了海里的生活.所以，我们并不是鱼，而是哺乳动物.
◆快速读第3自然段，说说你知道了什么?指名汇报，你是从哪里了解到的，把这些读给大家听一听.
◆鲸生活在海洋里，可它又不是鱼，这真是太神奇了，它在生活习性方面又有什么特点呢?默读4～7自然段，想想课文从哪几个方面介绍了鲸的生活习性?(课文从吃食、呼吸、睡觉、生长这四个方面介绍了鲸的生活习性.)
◆鲸分为两类，它们在生活习性上有什么不同吗?自由读第4、5自然段用“--”画出须鲸的生活习性；用“~~~~~”画出齿鲸的生活习性.填好表后在小组内交流.
吃食(吃什么，怎么吃，特点) 呼吸(用什么怎么呼吸
共同点 都吃鱼虾 用肺呼吸浮上海面从鼻孔喷气
须鲸
小鱼小虾 吞进 吃的多 喷出的水柱垂直细高
齿鲸
大鱼海兽 咬住 凶猛喷出的水柱倾斜粗短
◆鲸在睡觉时是什么样呢?学习第6自然段，想像一下鲸睡觉的样子，并把它画下来.
◆轻声读一读第7自然段，说一说你还知道了什么?
二、回顾内容，朗读记忆
我们对鲸的生活习性已经有了一些了解，哪个方面给你留下的印象最深，你就把这部分读给小组的人听，看看哪个同学能把自己喜欢的内容背下来.
出示资料，延伸扩展
◆出示“资料袋”的内容，自由朗读，谈谈感受.
◆通过学习课文，我们对鲸已经有了一些了解.其实，我们人类对鲸还有许多地方都不够了解，这些都等待着同学们去探索.布置同学搜集课外资料，以“鲸的自述”为题，围绕某一方面的内容写一篇短文.
10 松 鼠
学习目标
1.学会本课的11个生字.
2.朗读使学生了解松鼠的外形特征、生活习性.
3.了解本文的说明顺序，方法.
4.增长学生的知识，激发学生仔细观察小动物的兴趣.
课前准备
1.关于松鼠形态及生活习性的资料.
2.学生自读课文，准备字典帮助扫清生字障碍.
教学过程
一、激发兴趣.导入新课
◆出示松鼠的图片：同学们，你了解松鼠吗?请把你知道的给大家说一说.
今天，我们学习法国著名博物学家布封所写的《松鼠》，让我们读一读，他给我们介绍了松鼠哪些方面的内容.
二、初读课文，自学生字
◆自读课文，找出文中的生字，分小组自学生字、巩固生字.自己读书，画出不懂的词语，利用查字典或联系上下文的方法解决问题.
◆自由朗读课文，做到正确、通顺.标出自然段序号，再想一想，每个自然段主要说的是什么?
三、默读思考，合作交流
◆默读课文，边读边想：松鼠是一种怎样的动物?课文是从哪些方面介绍小松鼠的?
◆在学生独立思考后，在小组内交流、讨论自学结果，教师参与交流，适当点拨.
四、围绕重点，全班研讨
学生围绕提示问题在小组内交流后，在全班发言.
◆松鼠是一种怎样的动物?齐读第一句话，体会它统领全文的作用.
◆课文是从哪些方面介绍小松鼠的?鼓励学生从不同方面回答，教师加以归纳.
漂亮：从面容、眼睛、身体、四肢、尾巴、形体等方面表现它的特点.
驯良：在高处活动、不接近人的住宅、晚上活动、常吃的食物等，是从活动的范围、时间、吃食物方面表现它的特点.
乖巧：从过水、警觉、跑跳、叫声以及搭窝、窝口设计方面表现它的特点.
最后写繁殖、换毛等方面是补充说明其习性.
五、阅读感悟.体会写法
◆松鼠为什么讨人喜欢?你喜欢它哪些方面?选择你最喜欢的段落或语句读一读，说一说为什么喜欢这段话.学生自由朗读课文，找出文章多处运用比较的语句，体会表达特点.
◆把你最喜欢的段落或语句进行摘抄、积累.
思维拓展.练习表达
◆作者向我们准确、生动地介绍了松鼠的特征及生活习性.除了文章中介绍的松鼠特点外，你知道松鼠还有哪些特点吗?请学生补充课外资料.
◆假如你是一只可爱的小松鼠，你该如何介绍自己呢?
11 新 型 玻 璃
学习目标
◆学习本课的生字生词.
◆朗读课文.了解课文介绍的五种新型玻璃的特点、作用及介绍各种玻璃时运用的说明方法.
◆想象自己将要创造设计的新型玻璃，说清楚这种玻璃的特点和作用.
教学过程
第一课时
一、揭示课题，激发兴趣
◆同学们，你能说说日常生活中玻璃有什么作用吗?
◆教师板书课题点明“新型”.“新型”是什么意思?
◆“新型玻璃”是什么意思?看到这个题目你想提出什么问题?
◆教师抓住学生的质疑，进一步启发学生学习课文的兴趣：学习课文后我们就明白了.
二、自学生字.读顺课文
◆读课文，在文中画出生字、新词及不理解的词.
◆不认识的字可在小组解决，也可查字典解决，注意要读准字音.
◆运用自己喜欢的方法，记住难写的生字.
◆巩固练习，教师可出示小黑板或投影片，检查学生生字掌握的情况.
认识生字后再读一遍课文.看看哪些词语的意思不理解，把它画出来，提出来和同学们讨论.教师根据学生讨论的情况，再根据讲读课文的需要， 提出一些重点词语，请同学们查字
[人教版语文(上册)全册教案 教案教学设计]
篇5：新高一英语上全册要点综述(人教版高一英语上册教案教学设计)
高一第一单元Good friends要点综述
加入日期：2004-3-2 点击次数： 130
Unit 1 Good Friends
I.Teaching aims and demands
1.topic: 1>talk about friends and friendship
2>discuss problems occuring in a friendship and suggest solutions
3>write an e-mail to find an e-pal
2.function: 1>likes and dislikes
2>making apologies
3.vocabulary: honest;brave;loyal;wise;hansome;smart;argue;classical;
fond;match;mirror;fry;gun;hammer;saw;rope;movie;cast;
deserted;hunt;share;sorrow;feeling;airplane;lie(n.);
speech;adventure;notebook;error
be fond of;hunt for;in order to;care about;such as;drop ab a line
4.grammar: direct and indirect speech
1>statements
2>questions
II.Key points
1.listening and speaking
1>Learn to make apologies.
make apologies
[用法]道歉
[注意]因某事向某人道歉 make an apology(or apologies) to sb for sth
[联想]apologize vi. 道歉;认错,赔不是(+to/for)
[举例]I owe you an apology for my rudeness last night.
昨天晚上我太粗暴,应该向你道歉。
He apologized to her for not going to her party.
他因为没有出席她举行的宴会而向她表示歉意。
2>What qualities should a good friend have?
quality
[用法]n.1. 质量[U] 2. 特性[C] 3. 品质
[举例]Quality often matters more than quantity.
质量往往比数量更重要。
3>What are they arguing about?
argue
[用法]vi.1. 争论,辩论;争吵(+with/over/about) 2. 提出理由(+for/against)
vt.1. 辩论;议论 2. 主张,认为[+that]
[举例]I m not going to argue with you tonight.
我今晚不想与你争辩。
He argued against the plan.
他据理反对这个计划。
4>I don t enjoy singsing,nor do I like computers.
nor
[用法]conj. 1. (用在neither之后)也不 2. (用在not,no,never之后)也不 3. (用在句首,句子须倒装)也不
[举例]I have never spoken nor written to her.
我跟她从来没说过话,也没写过信。
You do not like him, nor do I.
你不喜欢他,我也不喜欢。
5>I hate hiking and I m not into classical music.
be into
[用法]【口】对...(极)有兴趣,热衷于,入迷
[举例]She s really into pop music.
她很迷流行音乐。
He is very deep into computers.
他对电脑兴趣很浓。
6>I m fond of singing.
be fond of
[用法]喜欢...;爱好...
[举例]Tom is fond of music.
汤姆喜爱音乐。
She is very fond of ballet.
她很喜欢芭蕾。
7>I surf the Internet all the time.
surf the Internet
[用法]上网(冲浪)
[联想]上网的其他说法:go on the Internet;
8>Rock music is OK,and so is skiing.
so is skiing
[用法](so后用倒装结构)也如此,也一样
[举例]I was tired, and so were the others.
我累了,其他人也一样。
I like dancing; so does my sister.
我喜欢跳舞,我姐姐也喜欢。
[注意](so置于句首,后面不倒装)确是如此,正是那样
2.reading
1>Imagine you are alone on an island.You have to survive without friends..
alone
[用法]a. 单独的,独自的 ad. 单独地
[举例]She watches TV when she is alone.
独自一人时,她便看电视。
For years Mary lived alone in New York.
玛丽孤身一人在纽约生活了好几年。
[联想]lonely
[用法]a.1. 孤独的,孤寂的 2. 偏僻的,人迹罕至的
survive
[用法]vt. 在...之后仍然生存,从...中逃生 vi. 活下来,幸存;
[举例]Only two passengers survived the air-crash.
这次飞机失事只有两名乘客幸免于死。
Few survived after the flood.
洪水后极少有人生还。
2>Tom Hanks plays a man named Chuck Noland
play
[用法]扮演(角色) (此处意同act)
[举例]I am to play Juliet.
我将演朱丽叶。
3>Chuck is a businessman who is always so busy that he has little time for his friends.
so...that...
[用法]如此...以至于...,that在此引导结果状语从句(有时可能省略)
[注意]1.这里的so后接形容词或副词或形容词加冠词加名次,另有固定搭配so few/many/much/little/等.
2.so加形容词或副词置于句首引起倒装
4>He is a successful manager that sends mail all over the world.
successful
[用法]a. 成功的
[联想]相关词形succeed/successfully/success
that
[用法]关系代词,引导定语从句,指代先行词(人或物),在从句中做主语或宾语或标语
[注意]定语从句将在后面的单元正式学习,相关句型在近几个单元里会多次出现,请留意.
5>Chuck is survive the crash and lands on a deserted island.
crash
[用法]vi.1. (发出猛烈声音地)碰撞,坠落 2. (飞机等)坠毁,撞坏 3.【电脑】死机
n.[C] 相撞(事故);(飞机的)坠毁,迫降
[举例]The motorcycle crashed into the fence.
摩托车猛地撞在围栏上。
An airliner crashed west of Denver last night.
昨夜一架客机在丹佛西边坠毁。
desert
[用法]n. 沙漠;荒野
a.1. 沙漠的 2. 荒芜的;无人居住的
vt. 抛弃;遗弃;离弃
[举例]All his friends have deserted him!
他所有的朋友都抛弃了他!
Nobody likes to live in that desert region.
没有人喜欢生活在那个沙漠地区。
6>He has to learn to collect water,hunt for food,and make fire.
hunt
[用法]vt.1. 追猎,猎取 2.搜索;寻找 3. 追捕
vi.1. 打猎 2. 搜寻(+for/after)
[举例]November is a good time to hunt deer.
十一月正是猎鹿的好时节。
I m hunting a job.
我在找工作。
7>In order to survive ,Chuck develops a friendship with an unusual friend.
in order to
[用法]为了...
[举例]We started early in order to arrive before dark.
为了在天黑前到达,我们很早就动身了
[联想]1.so as to...,和in order to...同义,但前者一般不用于句首
2.否定式在to前加not
3.相应的目的状语从句由so that...或in order that...引导.
8>He talks to him and treats him as a friend.
treat
[用法](此处)vt. 对待;看待,把...看作[O][(+as/like)]
[举例]Do not treat this serious matter as a joke.
不要把这件严肃的事情当作笑料。
She treated me all right.
她对我还不错。
9>Chucks learns that we need friends to share happiness and sorrow,and it is important to have someone to care about.
share
[用法]vt.1. 均分;分配(+out/among/between) 2. 分享;分担;共同使用(+with/among/between)
vi.分享;分担[(+in)]
[举例]He shared with his friends in distress.
他和朋友共患难。
We shared in his joy.
我们分享了他的喜悦。
care about
[用法]关心;担心;在乎,介意
[联想]care for,除具有care about的意思外还可表示”对...感兴趣“,”喜欢“之意.
[说明]对这两个短语,很多词典解释不一,界限比较模糊.
10>When he makes friends with Wilson,he understands that friendship is about feelings.
makes friends with
[用法]和...交朋友
[联想]make enemies with 与...为敌
11>Most of our friends are human beings.
human
[用法]a.1. 人的;人类的 n. 人[pl.humans]; human being 人;人类
[举例]This meat is not fit for human consumption.
这种肉不适合人食用。
It s only human nature to want a comfortable life.
人的本性就是要过舒服的生活。
Wolves will not usually attack humans.
狼通常不会袭击人。
12>The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
[讲解]本句包含三个从句:
we can learn from Chuck为定语从句,修饰the lesson,关系代词that或which在从句中做宾语,可以省略.
who have unusual friends为定语从句,修饰all the others,关系代词做主语不可省略.
that friends are teachers,此为that引导的表语从句,其构成和大家比较熟悉的宾语从句基本相似.
13>My friend is honest.He never tells lies.
tell lies
[用法]撒谎,为固定搭配
[比较]tell/say/speak/talk,其用法各有侧重,也有各自的一些搭配,学习重要注意区分和积累.
高一第一单元Good friends要点综述
加入日期：2004-3-2 点击次数： 131
3.integrating skills
1>I like to have fun.If you re interested in being friends,drop me a line.
fun
[用法]n.[U]1. 娱乐,乐趣 2. 玩笑,嬉戏 3. 有趣的人(或事物)
[举例]What fun we had!
我们玩得多开心!
His uncle is fond of fun.
他的叔父喜欢开玩笑。
Mr. Smith is great fun.
史密斯先生是一个很有趣的人。
drop me a line
[用法]给某人写短信
[联想]drop in/by
[举例]Would you drop by when you are in town?
I d like to drop in and see you sometime next week.
我想在下周什么时候顺便来看看你。
2>An e-mail is less formal than a letter,but there are still a few things to keep in mind.
keep...in mind
[用法]记住
[举例]Keep in mind that you ll have to practice economy.
记住要厉行节约。
These are the very duties we should keep in mind.
这些责任正是我们要记在心上的.
4.workbook
1>My telepone wasn t working.
work
[用法]vi.1. 工作(+at/on) 2. (机器等)运转,活动 3. 起作用;行得通
[举例]She works in a restaurant.
她在一家饭店工作。
The machine won t work.
机器不转了。
Your suggestion works well.
你的建议很有效。
2>My bike had a flat tire but I had no time to fix it.
flat
[用法]a.1.平的,平坦的 2.(轮胎)泄了气的 ad.平直地,仰卧地
[举例]Of course, no one now believes that the earth is flat.
当然如今无人相信地球是平的。
Our car had a flat tire.
我们那辆汽车有一只轮胎漏了气。
Lie down flat and breathe deeply.
平躺下,作深呼吸。
fix
[用法]vt.1. 使固定;牢记 2. 确定;决定[(+up)][+wh-][+to-v] 3. 修理;整理;
[举例]Her image was fixed in his mind.
她的形象深深印在他的脑海里。
[搭配]fix one s eyes/attention upon...注意力集中在...
3>When I arrived at school,I ran into my friend Jonna.
ran into
[用法]1. 撞到 2. 偶遇
[举例]The bus got out of control and ran into a wall.
公共汽车失去控制,撞上了墙。
I ran into an old girlfriend yesterday. It brought back memories.
昨天我无意中遇见旧时女友,唤起一些昔时的记忆。
4>They told me they were proud of me.
proud
[用法]a.1. 骄傲的,有自尊心的 2. 傲慢的,自负的 3. 自豪的,得意的(+of)/+to-v/+(that)
[举例]He s too proud to speak to poor people like us.
他太骄傲了,从不与我们这样的穷人说话。
5>Sometimes we have to skip classes to keep an eye on the restaurant.
skip
[用法]此处为vt. skip classes意为逃课,逃学
keep an eye on
[用法] 照看;注意
[举例]Would you keep an eye on my baby for a while?
请你照看一下我的婴儿好吗?
6>When Sarah was in the third grade,some of the other students were making fun of her.
make fun of
[用法]取笑某人
[联想]laugh at...,基本同义
7>She helped Sarah overcome her shyness.
overcome
[用法]vt.战胜;克服
[举例]The learner of a second language has many obstacles to overcome.
第二语言学习者有许多障碍要克服。
8>Despite the fact that they have never met each other,Michel and Xiaoli are best friends.
Despite
[用法]prep.不管,尽管;意同in spite of
[举例]He went to work despite his illness.
尽管生病,他还是去工作。
Despite advanced years, she is learning to drive.
尽管年事已高,她还在学开车。
that they have never met each other
[讲解]此为同位语从句,表示fact的内容.模样酷似定语从句,试着比较一下?
9>Xiao Li is also curious about life in France.
curious
[用法]a.1. 好奇的,渴望知道的;(+as to/about)/+to-v/+wh-
2. 奇怪的;稀奇古怪的,难以理解的
[举例]The boy was curious about everything he saw.
那男孩对所见的一切都感到好奇。
I heard a curious noise last night.
昨晚我听见一个奇怪的响声。
10>We go to different schools,but we always get together after school to talk and have fun.
get together
[用法]聚集;聚会
[举例]When can we get together?
我们何时相聚?
高一第二单元English around the world要点综述
加入日期：2004-3-4 点击次数： 228
Unit 2 English around the world
I.Teaching aims and demands
1.Topics
1>.interview the headmaster and other teacher about the school rules
and the ways to learn all the subjects
2>.make a world map of English-speaking countries
3>.collect words different in spelling,pronunciation,or meaning between
British English and American English,to make a list
2.Function: language difficulties in communication
Can you spell that?
Could you repeat that,please?
What do you mean by...?
Could you speak a bit slowly,please?
Sorry,I didn t follow you.
I beg your pardon?
How do you say...in English?
How do you pronounce...?
What does...mean?
Can you say that in a different way?
3.Vocabulary
bathroom;towel;closet;pronounce;broad;repeat;majority;native;total;tongue;
equal;government;situation;international;organization;trade;tourism;global;
communicate;communication;exchange;service;signal;movement;commander;tidy;
stand;independent;fall;expression;typhoon;publish;southern;president;European;
hhowl;cookbook;compare;replace
make oneself at home;in total;except for;stay up;come about;end up with;
bring in;a great many;at the same time
4.Grammar direct and indirect speech:imperative(requests and demands)
II.Key points
1.listening and speaking
1>Write a passage comparing American and British English.
compare
[用法]vt.1. 和...比较,对照(+with/to) 2. 比喻为,把...比作(+to)
[举例]Compared with him, I am a bungler.
与他相比,我只能算是一个笨拙的人。
2>What is it that Joe can t find in the bathroom?
[解析]本句为特殊疑问词开头的强调句型.强调句型的基本构成如下:
It + is(was) + 被强调部分 + that(who) + 句子剩余部分.
[举例]It was in the street that I found the purse.
It is I who should be responsible for the incident.
Why was it that you used to skip classes?
3>Oh,there you are.
there you are
[用法]行了.好了.这是一句表示一种事情告一段落或有了最终结果的用语.
还可以表示”瞧!“”对吧(果然如此)!“等语气.
[举例]There you are!Then let s have some coffee.
好了,那我们来点咖啡吧.
There you are!I knew we should find iot at last.
对吧!我就知道我们一定能找到的.
4>You must be very tired.
[用法]这是一种推测,表示”一准是“,”一定是“
[注意]否定式为can t be
5>We flew all the way direct from Seattle to London.
all the way
[用法]从远道;一路上
[举例]He was so happy that he sang all the way home.
6>You don t need to ask,just make yourself at home.
need
[用法]n. 需要;要求(+of/for)/+to-v
vt. 需要,有...必要
v.aux. (多用于疑问句和否定句)需要,必须
[举例]We have no need to be afraid of them.
我们不必怕他们。
The garden needs watering.
花园该浇水了。(说明:该用法相当于need to be done)
7>Is there anything that isn t clear to you?
[解释]本句中包含定语从句的一种特别情况,即当先行词为不定代词时,关系代词最好使用that.
8>Make up another dialogue for three students and act it out in class.
Make up
[用法]1. 补足 2. 编造 3. 组成
[举例]The whole story is made up.
整个故事完全是虚构出来的。
The medical team was made up of twelve doctors.
医疗队由十二名医生组成。
act ... out
[用法]1. 把...表演出来 2. 把...付诸行动
[举例]We roared when Mary acted out the episode.
当玛丽绘声绘色地描述那件事时,我们哄然大笑起来。
They are determined to act out their ideal.
她们决心把自己的理想变成行动。
9>What do you mean by...?
[解释]本句意为”你说(做)...什么意思?“这里的介词需要注意.
2.reading
1>There are more than 42 countries where the majority of the people speak English.
majority
[用法]n. 多数,过半数,大多数
[举例]The majority were on Ben s side.
大多数人都站在本的一边。
The majority of boys like football and basketball.
2>An equal number of people learn English as a second language.
a number of
[用法] 很多,后接复数名词,谓语动词亦为复数.
[比较]The number of students absent is five.
有五名学生缺席。
3>The number of people who learn English as a foreign language is more than 750 million.
the number of
[用法]后接复数名词,谓语动词为单数
4>In China students learn English at school as a foreign language,except for those in Hong Kong.
except for
[用法]1.除了...以外 2. 要不是由于
[举例]The composition is quite good except for the spelling.
这篇文章除了拼写以外,其他都不错。
I would go to the party with you except for my broken leg.
要不是因为我腿断了,我想与你一起去参加聚会。
[说明]关于except for和except的用法区别,本栏目有详细解答.搜索可得.
5>English has developed into the language most widely spoken and used in the world.
develop
[用法]vt.1. 使成长;使发展 2. 开发 3. 逐渐产生;逐渐养成; 5.使显影,冲洗(底片)
vi.1. 生长;成长;形成 2. 进步;进化 3. 发展
[举例]Swimming develops the muscles.
游泳能使肌肉发达。
The builders are developing that part of the city.
建筑商正在开发这座城市的那个地区。
6>You can use English to communicate with people around the world through the Internet.
communicate
[用法]vt.1. 传达;传递;传播(+to)
vi.1. 交流思想(或感情,信息等);交际,交往(+with) 2. 通讯,通话(+with)
[举例]Did she communicate my wishes to you?
她有没有把我的祝福转告你?
We learn a language in order to communicate.
我们学习语言是为了交流思想。
He had no way to communicate with his brother.
他没有办法与他兄弟联系。
7>With so many people communicating in English every day,it will become more and more important to have a good knowledge of English.
With so many people communicating
[用法]此为with的复合结构,现在分词(宾补)和people之间有逻辑上的主谓关系.
关于with复合结构,论坛有详解,欢迎前往查看.
have a knowledge of
[用法]对...有所了解
8>In which countries do we find most native speakers of English?
native
[用法]a.1. 天生的 2. 出生地的,祖国的,家乡的 3. 本土的,本国的,土生的 4. (某地)特有的,原产的
n.1. 本地人,本国人 2. (某地)原有的动(植)物
[举例]They are native speakers of English.
他们的母语是英语。
He has been away from his native Poland for three years.
他离开故土波兰已有三年了。
9>The young father told his children to stand still.
stand still
[用法]站在那儿一动不动,stand意为处于某种状态,也有人认为这是一种双重谓语结构.
10>Mother told me to not to leave the door open after midnight.
leave...open
[用法]leave意为听任,使处于某种状态
[举例]He left the windows open.
他让窗子开着。
He will never leave a job unfinished.
他干什么事从来没有不干完的.
11>turn down the radio.
turn down
[用法]关小(音量等);拒绝
[举例]You d better turn down the radio,for the baby is sleeping.
His proposal was turned down.
他的提议被拒绝了。
12>Don t stay up too late.
stay up
[用法]熬夜,不去睡觉
[举例]She stayed up reading until midnight.
她看书看到半夜才睡。
高一第二单元English around the world要点综述
加入日期：2004-3-4 点击次数： 229
3.integrating skills
1>How did the difference come about?
come about
[用法]发生
[举例]How did this come about?
这事是怎么发生的?
2>There is no quick answer to the question.
[注意]问题的答案,介词常用to
3>In 1776 America became an independent country.
independent
[用法]a.1. 独立的,自治的,自主的(+of) 2. 有独立心的;自立的(+of)
[举例]Many colonies in Africa became independent nations in the 1950 s.
非洲许多殖民地在二十世纪五十年代成了独立国家。
My elder sisters and brothers have moved away from home and are now independent.
我的哥哥姐姐已从家里搬了出去,现在都自立了。
4>For a long time the language in America stayed the same.
stay the same
[用法]stay意为”继续,保持“,连系动词
[举例]I hope the weather will stay fine.
我希望天气能持续放晴。
5>British and American English started borrowing words from other language,ending up with fifferent words.
end up with
[用法]以...为结局;结果会...
[举例]It is not right to laugh at the disabled.Maybe some day you will end up with disabilities.
嘲笑残疾人是不对的.也许有一天你也会成为有残疾的人.
6>Except for these difference in spelling,written English is more or less the same.
more or less
[用法]或多或少,有点儿;大约
[举例]His explanation was more or less helpful.
他的解释多少有些帮助。
7>However,most of the time people from the tow countries don t have difficulty in understaning each other.
have difficulty in understaning
[用法]做什么有困难,difficulty可用trouble替代,这里均用作不可数名词
[举例]I had no difficulty in getting in touch with him.
我和他取得联系没有什么困难。
8>American English has changed over the centuries.
over
[用法]在...期间
[举例]My grandchildren will stay over Christmas.
我的孙儿孙女们圣诞节期间将呆在这儿。
9>They started to use English,but they also brought in some words from their own language.
bring in
[用法]产生(利润、进息、收入);进口;引进
[举例]In America,pop singers may bring in millions of dollars each year.
在美国,流行歌手每年可以有数百万的收入.
When we bring in new technology,we also bring in new ideas.
我们在引进新技术的同时,同样引入了新的观念.
4>workbook
1>Hi,long time no see.
[用法]好久不见了.口语用法.
2>It s been nice talking to you.Bye.
[用法]also It s nice talking to you or It s nice to talk to you
[注意]前者多见于分手时使用.后者见面也可以使用.
3>She tole him to shut up.
shut up
[用法]】(使)住口
[举例]Will you children shut up?! I can t concentrate on my work.
孩子们可以请你们闭嘴吗?我没法子专心工作。
Can t you shut your friend up?
你不能叫你朋友闭嘴吗?
4>He told me to move my chair a little bit closer to his bed.
a little bit
[用法]有点;有几分
[举例]You d better speak a little bit slowlier so that you can make yourself understood.
你最好说慢点,这样别人可以听懂你的意思.
你的建议很有效。
5>He has married a Chinese girl.
marry
[用法]vt. 娶;嫁,和...结婚 vi. 结婚
[举例]He is going to marry Jane.
他将与简结婚。
[注意]和某人结婚多长时间了,即表示状态要用be married (to)
6>I wish we could see each other more often,but that s too difficult.
wish
[用法]wish后面的从句应使用虚拟语气,其构成取决于时间
[举例]I wish (that) I had never met her.
我要是没遇见过她就好了。(对过去而言)
7>Not only did Xiaohua learn a lot of English from her Canadian teacher,she also became very interested in Canadian.
not only...but also...
[用法]not only...but also...在连接句子时,not only后面的句子要使用倒装结构.
另外,but also有时仅用but或also或but...too或but...also或but...as well
8>I try to read as many books as I can find about Canadian.
as many as
[用法]和...一样多(复数相关)
[举例]You may take as many as you want.
你要多少就可拿多少。
9>Write a letter in the name of Wang Ning to Mr Smith,who works for the newspaper 21st Century.
in the name of
[用法] 以...的名义
[举例]Stop doing that, in the name of God!
看在上帝的分上,别干了!
高一第二单元English around the world要点综述
加入日期：2004-3-4 点击次数： 229
Unit 2 English around the world
I.Teaching aims and demands
1.Topics
1>.interview the headmaster and other teacher about the school rules
and the ways to learn all the subjects
2>.make a world map of English-speaking countries
3>.collect words different in spelling,pronunciation,or meaning between
British English and American English,to make a list
2.Function: language difficulties in communication
Can you spell that?
Could you repeat that,please?
What do you mean by...?
Could you speak a bit slowly,please?
Sorry,I didn t follow you.
I beg your pardon?
How do you say...in English?
How do you pronounce...?
What does...mean?
Can you say that in a different way?
3.Vocabulary
bathroom;towel;closet;pronounce;broad;repeat;majority;native;total;tongue;
equal;government;situation;international;organization;trade;tourism;global;
communicate;communication;exchange;service;signal;movement;commander;tidy;
stand;independent;fall;expression;typhoon;publish;southern;president;European;
hhowl;cookbook;compare;replace
make oneself at home;in total;except for;stay up;come about;end up with;
bring in;a great many;at the same time
4.Grammar direct and indirect speech:imperative(requests and demands)
II.Key points
1.listening and speaking
1>Write a passage comparing American and British English.
compare
[用法]vt.1. 和...比较,对照(+with/to) 2. 比喻为,把...比作(+to)
[举例]Compared with him, I am a bungler.
与他相比,我只能算是一个笨拙的人。
2>What is it that Joe can t find in the bathroom?
[解析]本句为特殊疑问词开头的强调句型.强调句型的基本构成如下:
It + is(was) + 被强调部分 + that(who) + 句子剩余部分.
[举例]It was in the street that I found the purse.
It is I who should be responsible for the incident.
Why was it that you used to skip classes?
3>Oh,there you are.
there you are
[用法]行了.好了.这是一句表示一种事情告一段落或有了最终结果的用语.
还可以表示”瞧!“”对吧(果然如此)!“等语气.
[举例]There you are!Then let s have some coffee.
好了,那我们来点咖啡吧.
There you are!I knew we should find iot at last.
对吧!我就知道我们一定能找到的.
4>You must be very tired.
[用法]这是一种推测,表示”一准是“,”一定是“
[注意]否定式为can t be
5>We flew all the way direct from Seattle to London.
all the way
[用法]从远道;一路上
[举例]He was so happy that he sang all the way home.
6>You don t need to ask,just make yourself at home.
need
[用法]n. 需要;要求(+of/for)/+to-v
vt. 需要,有...必要
v.aux. (多用于疑问句和否定句)需要,必须
[举例]We have no need to be afraid of them.
我们不必怕他们。
The garden needs watering.
花园该浇水了。(说明:该用法相当于need to be done)
7>Is there anything that isn t clear to you?
[解释]本句中包含定语从句的一种特别情况,即当先行词为不定代词时,关系代词最好使用that.
8>Make up another dialogue for three students and act it out in class.
Make up
[用法]1. 补足 2. 编造 3. 组成
[举例]The whole story is made up.
整个故事完全是虚构出来的。
The medical team was made up of twelve doctors.
医疗队由十二名医生组成。
act ... out
[用法]1. 把...表演出来 2. 把...付诸行动
[举例]We roared when Mary acted out the episode.
当玛丽绘声绘色地描述那件事时,我们哄然大笑起来。
They are determined to act out their ideal.
她们决心把自己的理想变成行动。
9>What do you mean by...?
[解释]本句意为”你说(做)...什么意思?“这里的介词需要注意.
2.reading
1>There are more than 42 countries where the majority of the people speak English.
majority
[用法]n. 多数,过半数,大多数
[举例]The majority were on Ben s side.
大多数人都站在本的一边。
The majority of boys like football and basketball.
2>An equal number of people learn English as a second language.
a number of
[用法] 很多,后接复数名词,谓语动词亦为复数.
[比较]The number of students absent is five.
有五名学生缺席。
3>The number of people who learn English as a foreign language is more than 750 million.
the number of
[用法]后接复数名词,谓语动词为单数
4>In China students learn English at school as a foreign language,except for those in Hong Kong.
except for
[用法]1.除了...以外 2. 要不是由于
[举例]The composition is quite good except for the spelling.
这篇文章除了拼写以外,其他都不错。
I would go to the party with you except for my broken leg.
要不是因为我腿断了,我想与你一起去参加聚会。
[说明]关于except for和except的用法区别,本栏目有详细解答.搜索可得.
5>English has developed into the language most widely spoken and used in the world.
develop
[用法]vt.1. 使成长;使发展 2. 开发 3. 逐渐产生;逐渐养成; 5.使显影,冲洗(底片)
vi.1. 生长;成长;形成 2. 进步;进化 3. 发展
[举例]Swimming develops the muscles.
游泳能使肌肉发达。
The builders are developing that part of the city.
建筑商正在开发这座城市的那个地区。
6>You can use English to communicate with people around the world through the Internet.
communicate
[用法]vt.1. 传达;传递;传播(+to)
vi.1. 交流思想(或感情,信息等);交际,交往(+with) 2. 通讯,通话(+with)
[举例]Did she communicate my wishes to you?
她有没有把我的祝福转告你?
We learn a language in order to communicate.
我们学习语言是为了交流思想。
He had no way to communicate with his brother.
他没有办法与他兄弟联系。
7>With so many people communicating in English every day,it will become more and more important to have a good knowledge of English.
With so many people communicating
[用法]此为with的复合结构,现在分词(宾补)和people之间有逻辑上的主谓关系.
关于with复合结构,论坛有详解,欢迎前往查看.
have a knowledge of
[用法]对...有所了解
8>In which countries do we find most native speakers of English?
native
[用法]a.1. 天生的 2. 出生地的,祖国的,家乡的 3. 本土的,本国的,土生的 4. (某地)特有的,原产的
n.1. 本地人,本国人 2. (某地)原有的动(植)物
[举例]They are native speakers of English.
他们的母语是英语。
He has been away from his native Poland for three years.
他离开故土波兰已有三年了。
9>The young father told his children to stand still.
stand still
[用法]站在那儿一动不动,stand意为处于某种状态,也有人认为这是一种双重谓语结构.
10>Mother told me to not to leave the door open after midnight.
leave...open
[用法]leave意为听任,使处于某种状态
[举例]He left the windows open.
他让窗子开着。
He will never leave a job unfinished.
他干什么事从来没有不干完的.
11>turn down the radio.
turn down
[用法]关小(音量等);拒绝
[举例]You d better turn down the radio,for the baby is sleeping.
His proposal was turned down.
他的提议被拒绝了。
12>Don t stay up too late.
stay up
[用法]熬夜,不去睡觉
[举例]She stayed up reading until midnight.
她看书看到半夜才睡。
高一第二单元English around the world要点综述
加入日期：2004-3-4 点击次数： 230
3.integrating skills
1>How did the difference come about?
come about
[用法]发生
[举例]How did this come about?
这事是怎么发生的?
2>There is no quick answer to the question.
[注意]问题的答案,介词常用to
3>In 1776 America became an independent country.
independent
[用法]a.1. 独立的,自治的,自主的(+of) 2. 有独立心的;自立的(+of)
[举例]Many colonies in Africa became independent nations in the 1950 s.
非洲许多殖民地在二十世纪五十年代成了独立国家。
My elder sisters and brothers have moved away from home and are now independent.
我的哥哥姐姐已从家里搬了出去,现在都自立了。
4>For a long time the language in America stayed the same.
stay the same
[用法]stay意为”继续,保持“,连系动词
[举例]I hope the weather will stay fine.
我希望天气能持续放晴。
5>British and American English started borrowing words from other language,ending up with fifferent words.
end up with
[用法]以...为结局;结果会...
[举例]It is not right to laugh at the disabled.Maybe some day you will end up with disabilities.
嘲笑残疾人是不对的.也许有一天你也会成为有残疾的人.
6>Except for these difference in spelling,written English is more or less the same.
more or less
[用法]或多或少,有点儿;大约
[举例]His explanation was more or less helpful.
他的解释多少有些帮助。
7>However,most of the time people from the tow countries don t have difficulty in understaning each other.
have difficulty in understaning
[用法]做什么有困难,difficulty可用trouble替代,这里均用作不可数名词
[举例]I had no difficulty in getting in touch with him.
我和他取得联系没有什么困难。
8>American English has changed over the centuries.
over
[用法]在...期间
[举例]My grandchildren will stay over Christmas.
我的孙儿孙女们圣诞节期间将呆在这儿。
9>They started to use English,but they also brought in some words from their own language.
bring in
[用法]产生(利润、进息、收入);进口;引进
[举例]In America,pop singers may bring in millions of dollars each year.
在美国,流行歌手每年可以有数百万的收入.
When we bring in new technology,we also bring in new ideas.
我们在引进新技术的同时,同样引入了新的观念.
4>workbook
1>Hi,long time no see.
[用法]好久不见了.口语用法.
2>It s been nice talking to you.Bye.
[用法]also It s nice talking to you or It s nice to talk to you
[注意]前者多见于分手时使用.后者见面也可以使用.
3>She tole him to shut up.
shut up
[用法]】(使)住口
[举例]Will you children shut up?! I can t concentrate on my work.
孩子们可以请你们闭嘴吗?我没法子专心工作。
Can t you shut your friend up?
你不能叫你朋友闭嘴吗?
4>He told me to move my chair a little bit closer to his bed.
a little bit
[用法]有点;有几分
[举例]You d better speak a little bit slowlier so that you can make yourself understood.
你最好说慢点,这样别人可以听懂你的意思.
你的建议很有效。
5>He has married a Chinese girl.
marry
[用法]vt. 娶;嫁,和...结婚 vi. 结婚
[举例]He is going to marry Jane.
他将与简结婚。
[注意]和某人结婚多长时间了,即表示状态要用be married (to)
6>I wish we could see each other more often,but that s too difficult.
wish
[用法]wish后面的从句应使用虚拟语气,其构成取决于时间
[举例]I wish (that) I had never met her.
我要是没遇见过她就好了。(对过去而言)
7>Not only did Xiaohua learn a lot of English from her Canadian teacher,she also became very interested in Canadian.
not only...but also...
[用法]not only...but also...在连接句子时,not only后面的句子要使用倒装结构.
另外,but also有时仅用but或also或but...too或but...also或but...as well
8>I try to read as many books as I can find about Canadian.
as many as
[用法]和...一样多(复数相关)
[举例]You may take as many as you want.
你要多少就可拿多少。
9>Write a letter in the name of Wang Ning to Mr Smith,who works for the newspaper 21st Century.
in the name of
[用法] 以...的名义
[举例]Stop doing that, in the name of God!
看在上帝的分上,别干了!
高一第三单元Going places要点综述
加入日期：2004-3-4 点击次数： 140
Unit 3 Going Places
I.Teaching aims and demands
1.Topics
1>.make a plan for a trip
2>.tips on a trip
3>.design an eco-travel for local tourism
4>.travel on holiday and write postcards or travel notes
2.Function:
1>intensions and plans
Where would you prefer going...? Where are you going off to...?
How would you like to go to...? How are you going to...?
2>wishes
Have a good/nice/pleasant trip!
3.Vocabulary
consider;means;transportation;board;experience;simply;vacation;nature;basic;
equipment;simple;tip;poisonous;paddle;stream;normal;excitement;adventurous;
handle;similarity;particular;poison;separate;combine;task
get away from;watch out;protect ab/sth from;see sb off;on the other hand;
as well as
4.Grammar:present continuous tense
1>describe actions happening now
2>describe actions in the near future
II.Key points
1.listening and speaking
1>What do you have to consider before you decide which means of transportation you will use?
means
[用法]n. 手段,方法;工具(单复数相同)
[举例]It is all a means to an end.
这只是达到目的的一种手段。
Every possible means has been tried,but none proved successful.
所有可能的方法都已经试过了,没有成功的.
2>Listen to the following boarding calls and write down the correct flight number and destination.
board
[用法]n.1. 木板;板 2. 牌子;布告牌;黑板;(棋)盘 3. 膳食;伙食[U]
vt.上(船、车、飞机等)
vi. 搭伙,包饭;膳宿
[举例]We will provide room and board for them.
我们将提供他们的食宿。
The passengers boarded the plane at 9 a.m.
旅客们上午九时登上飞机。
destination
[用法]目的地,终点;目标,目的
[举例]We reached our destination, tired and hungry.
到达目的地时,我们又累又饿。
The destination of her study is medicine.
她打算学医。
2.reading
1>People travel to meet friends,to experience life or simply to get away from cold weather.
experience
[用法]n.1. 经验,体验[U] 2. 经历,阅历[C]
vt.1. 经历;体验
[举例]She had no experience of life at all.
她毫无生活经验。
get away from
[用法]侥幸逃脱;逃离
[举例]Do you think you can get away with it?
你认为你能逃避责罚吗?
How did she get away with cheating?
她是怎么作弊成功的?
2>Instead of spending your vacation on a bus or in a hotel,you may try hiking.
Instead
[用法]ad.1. 作为替代 2. 反而,却
[举例]He is too busy, let me go instead.
他太忙了,让我去吧。
try hiking
[用法]尝试,试行[+v-ing]
[举例]Let s try knocking at the back door.
咱们敲后边的门试试。
2>You will get close to nature and take exercise at the same time.
close
[用法]a.1.近的,接近的(+to) 2. (关系)密切的,亲密的 3. (尤指比赛)势均力敌的
ad.1. 接近,靠近地(+to) 2. 紧密地,紧紧地
[举例]His house is close to the factory.
他家靠近该厂。
She is a close friend of theirs.
她是他们的挚友。
3>The basic equipment for hiking is simple.
equipment
[用法]n.[U]1. 配备,装备 2. 设备;器械;用具
[举例]The complete equipment of the new hospital will take a year.
把这个新医院的设备配齐要化一年时间。
The store sells tents and other camping equipment.
这家商店出售帐篷和其他野营用具。
4>Here are some tips for successful hiking....Watch out for dangers...Wear a hat to protect yourself from the sun.
Watch out
[用法]当心;密切注意(+for)
[举例]Watch out -- There s a car coming.
小心!有车来了。
protect
[用法]vt.1. 保护,防护(+against/from)
[举例]May God protect you from harm.
愿上帝保佑你免受伤害。
Wearing dark glasses can protect your eyes from the sun.
戴墨镜可以保护眼睛不受阳光刺激。
5>Another exciting adventure is rafting.
exciting
[用法]令人兴奋的;令人激动的
[举例]We went to an exciting football game last week.
我们上周看了场激动人心的足球比赛。
That is an exciting book.
那是本有趣的书。
[联想]excite vt./excited a./excitedly adv./excitement n.
adventure
[用法]n.1. 冒险[U] 2. 冒险活动(或经历)[C]
vt.1. 冒险去做;使冒险 vi. 冒险(+to-v)
[举例]He is a man full of adventure.
他是一个充满冒险精神的人。
6>As with hiking,you should always think about your safety.
as with
[用法]正如...一样
7>You need to learn how to handle the raft.
handle
[用法]vt.1. 触,摸;拿;弄;搬动 2. 操作;操纵;指挥;管理 3. 对待,处理 4. 经营,经销
[举例]Do not handle the exhibits.
请勿触摸展品。
He knows how to handle the machine.
他会操作这台机器。
8>How are you getting to the airport?Is anybody seeing you off?
[解释]本单元语法重点是进行时表示将来,还有不少类似例句,请大家注意体会.
高一第三单元Going places要点综述
加入日期：2004-3-4 点击次数： 141
3.integrating skills
1>Eco-travel is a form of travel that combines normal tourism with learning.
eco-
[用法]表示”生态(的)“,”环境(的)“
combine
[用法]vt. 使结合;使联合(+with) vi.
[举例]Some films combine education with recreation.
有些电影把教育与娱乐结合起来。
We are going to combine the three departments soon.
我们很快就要合并这三个部门了。
The two old schools are to combine to form one big new school.
这两所旧学校将合并组成一所新的大学校。
2>Normal travel is often bad for the environment.Eco-travel,on the other hand,is a way to travel responsibily.
be bad for
[注意]对...有害
[举例]Reading in a dim light is bad for the eyes.
在暗淡的光线下看书有损视力。
on the other hand
[用法]另一方面
responsibily
[用法]ad. 负责地;有责任感地
[联想]responsible a.1. 负责任的,承担责任的(+for/to) 2. 认真负责的;可信赖的
[举例]Politicians are responsible to the voters.
政治家应对选民负责。
We should learn to be responsible for the society.
我们应该学会对社会负责。
3>Eco-tourists want to learn about the world so that they can make it better.
so that
[用法]1.为了(表示原因,多带有情态动词);2.结果是(表示结果)
4>Eco-travel is a way to help animals and plants as well as people.
as well as
[用法]1. 不但...而且(强调重点为as well as前的内容) 2. 和...一样;和;也
[注意]这种结构在主语位置时,动词的数取决于前面的词.
5>By staying at hotels,tourists can help the villagers make money.
by doing
[用法]通过做什么
[举例]He used to make a living by selling newspapers.
他以前靠卖报纸为生.
4>workbook
1>Try to get the other student to agree with you.
get..to do
[用法]让...做,四个”使“动词中唯一用to do做补语的,很值得关注.
[举例]I got him to stay for the night.
我说服他留下过夜。
the other student
[用法]the other+单数名词,表示两个当中的另外一个
[比较]the other students 所有其余的同学;another student 另一个同学(总数在三个以上);other students 其余同学(泛指)
agree with
[用法]1. 同意某人(观点,说的话等) 2. 适合;相宜 3. 和...一致(相符)
[比较]agree to 同意计划,建议等;agree on(about) 在...问题上意见一致
[举例]I don t agree with Phil on many things.
我和菲尔在许多事情上意见不一致。
This bill does not agree with your original estimate.
这张帐单与你当初的估计不符。
2>You can also exchange role cards with another pair.
exchange
[用法]vt. 交换;调换;兑换(+for/with)
vi. 交换;兑换;调换职务(或位置)
n. 交换;交流;交易
[举例]I d like to exchange some pounds for dollars.
我想把一些英镑兑换成美金。
3>I want to get up early,but my alarm clock didn t go off.
go off
[用法]1. 响起 2. 变质 3. 入睡 4. 进行
[举例]The alarm went off.
警铃骤然响起。
This milk has gone off.
牛奶变坏了。
4>Swimming with dolphins changed the way I think about myself.
I think about myself
[用法]此为定语从句.当way为先行词并在从句中做状语时,关系词可以用in which或that或省略
[举例]I did not like the way he talked to me.
我不喜欢他跟我讲话的方式。
5>If a dolphin comes near you,don t reach out and try to touch it.
reach out
[用法]伸出
[举例]The monkey reached out a hand through the bars and took the banana.
猴子从栏杆里伸出手拿走了香蕉。
6>Pay attention to how dolphins use body language to communicate.
pay attention to
[用法]关心;注意
[举例]You should pay attention to your spelling.
你要注意拼写。
[注意]该句的被动态.
7>Add any other ideas that you may come up with.
come up with
[用法]1. 赶上 2. (针对问题等)想出;提供
[举例]We came up with a group of tourists.
我们赶上了一群旅游者。
9>Present your ideas to the class.
present
[用法]vt.1. 赠送,呈献(+to/with) 2. 引起(问题),造成(困难)(+to/with) 3. 提出,提交,呈递(+to)
[举例]They presented him with a bunch of flowers.
他们献给他一束鲜花。
All this presented new safety problems.
所有这些都造成了新的安全问题。
Some 300 papers were presented at the conference.
会上提出了大约三百篇论文。
高一第四单元Unforgettable experiences要点综述
加入日期：2004-3-6 点击次数： 112
Unit 4 Unforgettable Experiences
I.Teaching aims and demands
1.Topics
1>.Talk about unforgettable experiences
2>.Describe people,things and events
3>.Talk about natural disasters
2.Function:
1>describing emotions
Help! Don t worry. Well done. Come on!
I m afraid to... Don t be afraid. You can do it. That s better./Keep trying.
I m afraid. It scares me. It s all right. I ll be OK/all right.
2>describing sequences
First...;next....;then....;finally.
3.Vocabulary
unforgettable;king;host;scare;disaster;finally;rescue;advance;upon;seize;
swallow;drag;struggle;fight;flow;fright;shake;strike;destroy;tower;national;
deadling;fear;opportunity;article;agent;temple;touch;naughty;peanut;note
take place;on fire;pull sb up;get on one s feet;go through;on holiday;travel agency
4.Grammar:the Attributive Clause(1)
1>能够用英语描述人物的特征,行为等---由who/whom/that/whose引导
2>能够用英语描述事物,事件的性质,内容等---由which/that引导
II.Key points
1.listening and speaking
1>Describe people,things,events and people s feelings.
event
[用法]n.1. 事件,大事[C] 2. (比赛)项目[C]
[举例]Winning the scholarship was a great event in the boy s life.
赢得这项奖学金是这个男孩一生中的一件大事。
Which events have you entered for?
你参加了哪些比赛项目?
2>get the chance to host the 2008 Olympic Games
host
[解析]n.[C]主人,东道主;旅馆老板;(广播,电视的)节目主持人
vt.1. 作...主人(或东道主),主办,主持 2. 以主人身份招待
[举例]Yesterday we were hosts to a few friends.
昨天我们接待了几位朋友。
We attended a dinner party hosted by the president of the company.
我们出席了公司总裁举办的宴会。.
3>A strong earthquake took place.Hank was caught in the earthquake.
take place
[用法] 发生;举行
[举例]When will the basketball game take place?
篮球赛何时举行?
be caught in
[用法]被困住;被卡住;遭遇
[举例]淋雨 be caught in the rain
4>Look at the pictures and create a dialogue.
create
[用法]vt.1. 创造;创作;设计 2. 引起,产生
[举例]An artist should create beautiful things.
一个艺术家应该创造美丽的东西。
2.reading
1>Flora heard somebody shouting.She saw Jeff running.
[解释]这两句中都含有现在分词做宾语补语,和宾语之间有逻辑上的主谓关系.而且,谓语动词皆为感官动词.
现在分词的出现将越来越多,是高中重点和难点之一,应注意积累和体会.
2>Before she could move,she heard a noise,which grew to a terrible roar.
before
[用法]在...之前;还没来得及数.
[解释]前面有逗号隔开的定语从句为非限制性从句,which可以指某个词或前面整个句子,并起补充说明作用.
that不能做非限制性定语从句关系词.尚有其他情况,请留意观察.
3>Before she could think twice,the water was upon her.
think twice
[用法]重新考虑;三思
[举例]You need to think twice of the matter.
这事你要三思。
4>The next moment the first wave swept her down,swallowing the garden.
sweep
[用法](风等)刮起;(浪等)冲走;席卷(+off/along/away/down)
[举例]The wind swept the leaves away.
风把树叶刮走。
5>Jeff pulled her up.He was standing,holding onto a tree.
pull up
[用法]1. 向上拉;拔 2. (使)停下来
[举例]Don t try to pull up the plant!
别拔那棵植物!
The driver pulled up at the gate.
司机在大门前停下车子。
6>She struggled,but could not get on her feet.
struggle
[用法]vi.1. 奋斗;斗争(+for/against/with)(+to-v) 2. 努力;使劲;挣扎(+for)(+to-v) 3. 竞争;对抗
[举例]They struggled for peace.
他们为和平而战。
The old man has been struggling with illness.
这位老人一直在与病魔斗争。
get on one s feet
[用法] 起立发言;站起来;病后身体复原
7>Jeff and Flora looked into each other s face with a look of fright.
look into
[用法]朝...里面看; 在...里查资料;调查
8>Another wave struck the house,and a strange cracking noise began.
strike
[用法]vt. 打, 撞击, 冲击, 罢工, 打动, 划燃, 敲钟点, 侵袭
vi. 打, 打击, 罢工, 抓, 敲, 搏动, 打动, 穿透
crack
[用法]vt.1. 使爆裂,使破裂 2. 砸开,砰地一声打开;强行进入
vi.1. 发出爆裂声 2. 裂开,爆裂;断裂
n.[C]1. 裂缝,裂痕 2. 爆裂声
9>Trees were cut down by the water,which must have been three metres deep.
must have been
[用法]must加完成式表示对过去发生事情的比较肯定的推测.否定式为can t have done
10>Can you work out what the underlined words refer to?
refer to
[用法]提到;查阅;涉及
[举例]Don t refer to this matter again, please.
请别再提这件事。
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高一第四单元Unforgettable experiences要点综述
加入日期：2004-3-6 点击次数： 113
3.integrating skills
1>During the first week of May I went on a holiday to Sichuan.
go on
[用法]举行;为...而去
[举例]go on strike 举行罢工;go on a picnic 去野餐; go on a trip 去旅行
2>Try to put your sentence in the order in which you want to tell your story.
in which you want to tell your story
[解释]本定语从句是由介词加关系词构成的.有时候,关系词不能在从句中做主语或宾语,又不能直接做状语,那么可以加上适当的介词,
使结构成立,介词的来源可能是和从句动词的某种搭配,也可能是和先行词构成的某种搭配.介词后的关系词一般为which或whom.
4>workbook
1>Many people were killed in their cars,but a few lucky ones were not hurt.
one
[用法]代替上文中的单数名词(带不定冠词)
[举例]I need a pen. Can you lend me one?
我需要笔。你能借我一支吗?
[比较]the one 代替上文中的单数名词(带定冠词)
2>As a result of the movement of these plates,west America has always been a bad place for earthquakes.
as a result of
[用法]由于
[举例]He was late as a result of the snow.
由于大雪他迟到了。
3>The population in and around San Francisco is ten times larger than it was in 1906.
population
[用法]人口
[举例]The population of this country rose by 10 percent.
这个国家的人口增长了百分之十.
Eight percent of the population of the country are farmers.
4>How many people were injured?
injure
[用法]vt. 伤害;损害;毁坏
[举例]I hope I didn t injure her feelings.
我希望我没有伤害她的感情。
His back was injured.
他背部受伤了。
[联想]injury n.1. (对人,动物的)伤害;(对健康的)损害 2. (精神上的)伤害;损人的事
[举例]He escaped from the train wreck without injury.
他在这次火车事故中没有受伤。
Most people protect themselves from injury to their self-esteem.
大多数人保护自己使自尊心不受伤害。
高一第五单元The silver screen要点综述
加入日期：2004-3-6 点击次数： 120
Unit 5 The Silver Screen
I.Teaching aims and demands
1.Topics
1>.Talk about films:famous actors and directors
2>.Make comments and give opinions on film
2.Function:
1>提出看法或作出评价(Giving oipinions and making comments)
I think...
The actors/actress are...
How do you like...?/what do you think of...?
Wahat do you feel about...?
We think highly of...
2>时序(Sequence)
First...,and then...
What did you do next?
Finally...
Later on...
How long have you been working as...?
3.Vocabulary
silver;hero;scene;law;career;drama;role;actress;award;prize;choice;degree;
director;speed;script;actor;academy;studio;creature;outer;adult;follow-up;
crulty;peace;industry;owe;happiness;accept;icy;primary;leader;determine;
live(a.);boss;comment;action
silver screen;take off;go wrong;owe sth to sb;in all;stay away;primary school;
lock sb up;run after;bring sb back;on the air;think highly of
4.Grammar:the Attributive Clause(2)
1>描述特定的时间特征---由when或介词+which引导
2>描述特定的地点特征---由where或介词+which引导
3>描述特定的原因或理由的内容---由why或介词+which引导
II.Key points
1.listening and speaking
1>Practise making comments and giving opinions.
practise
[注意]also practice,后接非谓语动词用-ing形式.
[举例]He practises speaking English every day.
他每天练习说英语.
comment
[用法]n.1. 注释,评注(+on/about) 2. 批评,意见,评论(+on/about)
vi.1. 做注解,做评注(+on/upon) 2. 发表意见,评论(+on/upon)
vt. 注释,解释;评论[+(that)]
[举例]He made no comments on our proposal.
他对我们的建议没有作评论。
He did not comment on what I said.
他对我的话未作评论。
2>Interview each other using the information in the short biographies.
interview
[解析]n.[C]1. 接见,会见 2. (记者的)采访,访谈; 3. 面谈,面试
vt.1. 接见,会见;访问,采访 2. 对...进行面谈,面试
[举例]We are now going to interview the Minister of Education.
我们现在就去采访教育部长。
She has interviewed most of the applicants for the job.
她已和大部分申请这份工作的人面谈过。
3>While still a student,she played roles in many plays.
While still a student
[解释]在英语中有些表示时间,方式,条件,让步的从句有时可以省略一些成分:
如果主从句主语一致或从句主语为it,而且从句谓语含有be动词,那么,
从句得主语和be动词可以省略.
4>After graduating,she started working as an actress and won the Theatre World Award.
graduate
[用法]vt.1. 准予...毕业;授予...学位 vi.1. 大学毕业;毕业(+from)
[举例]Mary was graduated from Oxford.
玛丽毕业于牛津大学。
[联想]graduation (from...)
award
[用法]vt. 授予,给予(+to)
n.[C] 奖,奖品;奖状
[举例]Phil was awarded the top prize.
菲尔获得头奖。
The novel earned him a literary award.
这部长篇小说为他赢得文学奖。
5>She won many prizes while acting in some famous films.
while acting
[解释]现在分词前加上while或when,强调动作同时发生.前提是,分词的逻辑主语和句子主语一致.
6>He left high school without a degree when he was 17.
degree
[用法]n.1. 度,度数[C] 2. 程度;等级[C][U] 3. 学位;学衔[C](+in)
[举例]Water freezes at zero degrees Centigrade.
水在摄氏零度结冰。
Our teacher has a high degree of responsibility.
我们老师有高度的责任感。
7>He took many small jobs to make money.
take many jobs
[解释]此处take意为”就职“
2.reading
1>The reason why he could not go there was that his grades were too low.
The reason why...is that...
[用法]这是特定句型,why引导定语从句,is后的用词为that,一般不用because.
[举例]The reason why she did it is that she wouldn t let her parents feel disappointed.
她为什么做那件事是因为她不想让父母失望。
2>Here he worked on a short film.
work on
[用法]从事某工作
[举例]She has been working on her novel since she came to the city.
自从来到这个城市,她一直在写小说.
3>This was the moment when Spielberg s career really took off.
take off
[用法]1. 脱下; 2. 起飞 3. 休假 4.(此处)成名
[举例]The plane will take off soon.
飞机马上就要起飞了。
He took two weeks off in August.
他在八月份休假了两个星期。
4>When the park is hit by a storm,things started going wrong.
go wrong
[用法]弄错;出问题了
[举例]The sum is wrong, but I can t see where I went wrong.
总数错了,可是我看不出哪里算错了。
5>Spielberg is one of the top directors in the film industry.
top
[用法]最高的;最优良的;最重要的;居首位的
[举例]We pay top prices for used cars.
我们出最高价收购旧汽车。
They agreed to give the matter top priority.
他们同意优先考虑这件事
6>When asked about the secret of his success,Spielberg said that he owes much of his success to his wife and children.
When asked about...
[用法]连词加过去分词结构,注意,这是分词和句子主语有逻辑上的动宾关系.
[举例]Even if invited,I won t go to her party.
即使受到邀请,我也不会参加她的聚会.
owe
[用法]vt.1. 欠(债等)(+to/for) 2. (应)感激(+to) 3. 应该把...归功于(+to)
[举例]I owe the landlord one hundred dollars./I owe one hundred dollars to the landlord.
我欠房东一百美元。
We owe a great deal to our parents.
我们深受父母之恩。
We owe to Newton the principle of gravitation.
我们全靠牛顿才知道引力的原理。
7>While watching Titanic,most people couldn t help crying when it came to the scene.
couldn t help doing
[用法]情不自禁做...;忍不住做...
[举例]On hearing the news,she couldn t help bursting into tears.
听到这个消息,她忍不住放声大哭.
高一第五单元The silver screen要点综述
加入日期：2004-3-6 点击次数： 121
3.integrating skills
1>Mr Gao has to stay away for a month to take care of his sick mother.
stay away (from)
[用法]1. 离开 2. 缺席 3. 不在家
2>The village leader asks Minzhi to take his place until he comes back.
take one s place
[注意]准备好;各就各位;取代某人
[举例]Take your place for the next dance.
各就各位,准备跳下一只舞。
3>She tries to keep the students in the classroom by locking them up and running after those who escape.
run after
[用法]追赶,追踪;追逐(对象等)
[举例]The dog is always running after children.
这条狗总是在追小孩.
escape
[用法]vi.1. 逃跑;逃脱(+from) 2. 避免(+from/out of) 3. 漏出;流出(+from/out of)
vt.1. 逃避;逃脱;避免[+v-ing] 2. 没有被...注意到;被...忘掉
[举例]The soldier escaped from the enemy s prison.
这个士兵从敌人的监狱里逃了出来。
He escaped the trials after the war.
战后他逃过了审判。
Her name escapes me.
我记不起她的名字了。
4>She becomes worried and determines to bring him back safely.
determine
[用法]vt.1. 决定[+to-v][+(that)] 2. 使决定,使下决心
[举例]She determined to go that very afternoon.
她决定就在那天下午走。
My mom s encouragement determined me to go on with my study.
我母亲的鼓励使我决心继续学业。
They have determined where the new school will be built.
他们已确定这所新的学校将建造在什么地方。
5>Minzhi wants to go to town,but she can t afford to buy a bus ticket.
afford
[用法]vt.1. (常与can,could,be able to连用)买得起;有足够的...(去做...)[+to-v]
[举例]They did not consider whether they could afford the time or not.
他们没有考虑是否抽得出时间。
We can t afford to pay such a price.
我们付不起这个价钱。
6>She wants them to let her appear live on the air.
live
[用法]此处意为 实况播送的 (a./adv.)
[举例]We watched a live television show.
我们观看了一场电视现场直播的表演。
The football game was televised live.
足球比赛由电视现场直播。
7>If you think highly of the film you may enourage other people to go and see it.
think highly of
[用法]高度赞扬;高度评价
[联想]类似意思的短语还有think well of;sing high praise of等等.
4>workbook
1>Fast Internet connections and computers lead to people downloading and watching films on line.
lead to
[用法]1. 通到 2. 导致
[举例]This road leads to the hotel.
这条路通到旅馆。
Smoking can lead to lung cancer.
抽烟可能导致肺癌。
2>Those people forget that in that way pop singers,films stars and directors cannot make a living.
make a living
[用法]谋生,同earn one s living
3>Things were not the same when it became known that she was a princess.
[注意]这里,the same后不接as,因为这里不存在定语从句问题.千万不要”过敏“啊.
4>Before coming to America,Chan made his career in Hong Kong..
career
[解释]n.1. (终身的)职业[C] 2. 经历;生涯;历程[C]
[举例]He wasn t interested in her stage career.
他对她的演戏职业不感兴趣。
He found it both interesting and instructive to learn about the careers of great men.
他觉得了解伟人的生平既很有趣又有教益。
5>Chan prefer his Hong Kong films.
prefer
[用法]vt.1. 宁可,宁愿(选择);更喜欢[+v-ing][+to-v][+(that)]
[举例]I prefer the quiet countryside to the noisy cities.
我喜欢安静的乡村胜过喧闹的城市。
So you prefer living abroad?
那么你是宁愿旅居海外啦?
高一第六单元Good manners要点综述
加入日期：2004-3-6 点击次数： 143
Unit 6 Good manners
I.Teaching aims and demands
1.Topics
1>learn about good table manners
2>learn to make apology
3>learn to express your gratitude
4>make a contrast study on table manners in Chinese and Western cultures
5>be a student with good manners
2.Function:
道歉和致谢(Apologising and Expressing thanks)
Excuse me. Forgive me.
I m (very/so/terribly) sorry. That s all right./That s OK./No problem.
I apologize for... Oh, well that s life.
I m sorry. I didn t meanto...
Oops. Sorry about that.
Thank you. It s beautiful.
3.Vocabulary
interrupt;apologise;fault;introduce;apology;forgive;culture;
manner(s);impression;toast; behave;napkin;roll;dessert;unfold;lap;
damp;cloth;custom;starter;pray;course;breast;flesh;
bone;raise;advice;spirit;impolite;mix;wing;extra;childhood;stare;disabled
4.Grammar:the Attributive Clause(3)
1>能够用英语描述人物,事件,时间,地点,原因等--使用限制性从句
2>能够用英语对特定的人物,事件,时间,地点等作补充说明--使用非限制性从句
II.Key points
1.listening and speaking
1>Express your gratitude.
gratitude
[用法]n. 感激之情;感恩图报之心
[举例]My heart is full of ~ to him.
[联想]gratefulness感激; ingratitude忘恩负义
2>The man who greeted me is my teacher.
greet
[用法]vt. 和某人打招呼;迎接;祝贺
[举例]She ~ed us with a smile.
We re going to the airport to ~ our distinguished guests.
We sincerely ~ed our chairman s successful visit.
3>Write a than-you letter
[联想]a letter of thanks 感谢信
4>make use of the expressions
make use of
[用法]利用
[举例]You should make good use of your spare time.
The result depends on the use we make of the energy.
5>May I interrupt you for a moment?
interrupt
[用法]vt/vi 打断;打扰;中断
[举例]I m sorry to ~ you.Can I ask you a question?
Traffic was ~ed by a severe flood.
I m sorry to ~ but I wonder whether you want some coffee.
6>I am terribly sorry.
terribly
[用法]adv 非常地;可怕地
[举例]They stood in the dark,trembling ~.
7>What does Bill say to apologize for taking the bike without telling Cliff?
apologize
[用法]~ to sb for (doing) sth 因(做)某事向某人道歉
[联想]make an zpology to sb for sth
7>It was you who took the bike.
It was...who...
[用法]此为强调句型.对人强调时可以用who
8>Just ask me next t
篇6：高二上册全册听力原文(人教版高二英语上册教案教学设计)
Listening Texts to Unit One (Students?Book)
1 This woman is one of the greatest scientists of all times. Even her name tells you that she likes science: a good scientist should want to find out answers and ask many questions --- in other words they should be curious. This woman was certainly curious. Together with her husband, she tried to learn the secrets of radioactivity. The couple were awarded the Nobel Prize for Physics in 1903. Eight years later, she received a second Nobel Prize, this time for chemistry.
2 It is said that this English gentleman was sitting in his garden one day when suddenly he was hit by a falling apple. The story is probably not true, but this man did mention that he got one of his best-known ideas while watching apples fall from a tree. His name makes you think that he was not too interested in old things. He discovered the force of gravity, and he drew up a system of how objects move. His laws for motion are still used in physics today, at least in schools and universities.
3 Food is what sets this great mind on fire. Rice, to be exact. This great mind has spent most of his life looking for ways to help farmers grow more rice so that all of us will have enough food to eat. He is known as the father of modem rice, but because of his long friendship with all the farmers in China, he would rather be known as 搕he farmer?
Listening Texts to Unit One (Workbook)
Part 1
Scientists often look at nature in order to find new ideas. In ancient times, Chinese scientists studied how spiders make silk. Modem scientists are interested in the spider, too. A spider can make silk that is much stronger than most man-made materials. A spider抯 silk doesn抰 break easily. Instead of breaking, it gets longer. Best of all, the spider produces the silk without the use of dangerous or poisonous chemicals. If we could learn to use the technique, we might be able to use the strong silk to make things like seat belts and wires that hold up bridges.
Part 2
There are many other examples of how new technology has been developed by learning from nature. A group of German scientists wanted to find out why leaves and flowers are able to stay so clean. They decided to take a closer look at the white lotus, a flower that is known for its clean leaves. At first, the scientists believed that a very flat leaf would be better at staying clean. However, when they looked closely at the white lotus, the scientists saw that the leaf was in fact covered with tiny hairs and needles. The needles and hairs collect the dust that falls on the leaf so that a raindrop can easily wash it off. The German scientists used this technique to design a new kind of paint. The new paint could keep houses looking clean for years.
Scientists also believe that the butterfly could teach us a way to keep our computers cool. A computer must be kept cool to function well. The fans we use today are not always good enough. The butterfly is cold-blooded and must change its body temperature all the time. Scientists have found that there are small parts on its wings that the butterfly uses to change its temperature. If scientists can learn how this is done, it may be possible to use the same method to keep computers from becoming too hot.
Listening Texts to Unit Two (Students?Book)
Part 1
R: Reporter K: Mr Keller
R: Good morning, Mr Keller. My name is Harry Hunter and I work for the Daily Times. I would like to ask you a few questions about Jim Gray.
K: Good morning, Mr Hunter. What would you like to know a1抩ut Mr Gray?
R: Well, I want to know if it is true that Mr Gray no longer works for your company.
K: Yes, that抯 true. Mr Gray was fired today. He has been having problems lately and it was time for him to leave.
I see. What kind of problems?
K: Mr Gray was too slow and it took him too long to do his job. He talked too much and was noisy and sometimes even wild. He was not serious enough. Instead of thinking about work, he would spend too much time disturbing the other workers with questions and comments.
R: So the other workers didn抰 like Mr Gray?
K: Mr Gray was very nosy, always trying to find out what other people were doing. Many people were also unhappy with Mr Gray because he was rude and said bad things about people.
R: I see. Were there any other reasons why you fired him?
K: Yes, Mr Gray was also careless with his money. Now if you will excuse me, I have to get back to work.
K: Thank you for answering my questions.
Part 2
P: Paul W: Wendy
P: Hi, Wendy. Did you hear that Jim was fired today?
W: Yes, I did. Isn抰 it awful! I have worked with him for ten years and he is one of my best friends. I can抰 believe that he was fired.
P: I don抰 understand it, either. Jim faced many difficulties but wouldn抰 give up. He was careful and always took the time to do a job well.
W: Even when he was very busy, Jim always found time to speak to others. He was funny and happy and liked to make others laugh. He always had a kind word for me.
P: Yes, he was always interested in other people and cared about their life and problems. When my wife was ill, he always asked me about her and tried to cheer me up.
W: Jim was always so generous. He was happy to spend money on good meals and gifts.
P: Yes, he was. And he was also very honest and always told people what he thought about something.
W: I suppose we won抰 see him very often in the future. I抣l miss him.
F? I抣l miss him, too.
LISTEN1NG TEXT to Unit Two(for workbook):
The chief editor of a daily newspaper is having a meeting with the journalists. She is telling them what she wants them to do today
Good morning, everybody. Listen carefully. This is what I want you to do.
Mick, Jane Scott, the sportswoman, is arriving at the airport this morning. Her plane arrives at 11. Will you be there please? I want you to get a good photograph of her. See if you can talk to her. Ask her what her future plans are, OK?
Bob, the medical conference opens today at the Capital Hotel. It starts at 9 o抍lock, so you抣l have to hurry. I want you to listen to the opening talk and make some notes. Get a photograph too of the person giving the talk.
Susan, I want you to interview someone at the Home Office. These new traffic plans are very interesting. I want you to set up an interview today. I want you to put your report in tomorrow抯 paper. Get as much information as you can. Try to collect some plans or diagrams. They will be very useful.
LISTENING TEXT to Unit Three (for Students?book):
S = Shop assistant A = Amy D = Danny
S: Can help you? What is it you are looking for? Furniture for the bedroom, the kitchen or the living room?
D: We抮e looking for a few things, but we aren抰 very sure yet. We bought a new flat, and we already have some furniture, but the new house is so big. We can use a few more things, and perhaps replace some very old pieces.
A: I think we need a kitchen table, one that is large enough to have dinner with five or six people.
S: Very well. If you would like something modern, I suggest you think of something like this. The legs of the table are silver coloured while the table top Is made of thick glass. Very 1抏autiful and very easy to clean.
D: Yes, I really like that.
A: No. I don抰 like such cold and hard things. I think a table made of wood would look much nicer. Wood is warm, and makes you feel comfortable.
D: Honey, I know you like that, but I抦 afraid it抣l be too expensive.
S: That抯 no problem. I can show you some really nice modern tables that look as if they were made of wood.
A: Great! We are also looking for something on the wall. There抯 a Hg piece of white wall over the sofa.
S: Were you thinking of a painting or perhaps a poster or something
D: Yes. Could you show us something?
S: Something classical?
A: Oh, no. You can show us something modern. I like classical things in the kitchen and the bed room, but our living room is quite modern, isn抰 it, Danny?
D: By the way, we are also still looking for two comfortable chairs, something modern and classic at the same time. Would you have anything like that?
S: Oh dear! Oh dear! What do you mean by that?
A: Well, something classic and fine but also cool, you know.
LISTENING TEXT to Unit Three (for Workbook):
The history of architecture in China and most European countries is very different. As a result, the way people look at art and architecture has also developed along different lines.
Much of China抯 ancient architecture was constructed of wood. Only the Great Wall and city walls were made of large bricks. Earthquakes have occurred quite often in China抯 history. Besides that, many temples were destroyed by fire. Sometimes the fires were caused by accident. However, it also happened that emperors would destroy temples and architecture that were built in the past. They wanted to get rid of all architecture that reminded people of the former emperor. After burning the old temples and palaces, the emperor would have everything built new in the style that he preferred. That抯 why all over China we find many temples that were rebuilt or restored about 250 to 300 years ago, during the age of Qianlong. Few temples are left over from earlier times.
Much of Europe抯 ancient architecture is 300 to 1,000 years old. Architects used natural materials, such as stone and brick to construct their buildings. There weren抰 many earthquakes, and unlike China, European kings would usually not burn the churches and other architecture built before their time. They constructed new buildings in the style they preferred at other places.
Wood is not a very strong material. Weather conditions make repairs necessary and by the end of about 100 years usually every part of a wooden construction has been replaced. So, although the design can be hundreds of years old, every part of the building may have been made less than a hundred years ago. Stone and brick are strong enough to stand the test of time. These materials do not need to be replaced. So when looking at old buildings in Europe, we are actually looking at what was built many centuries ago. While in China the architecture may be old, what we look at is in fact quite new.
LISTENING TEXT to Unit Four (for Students?book):
A Dialogue between a librarian and a student
S: Hello. Could you help me, please? I want to read some poems.
L: Have you read any poetry before?
S: Yes, we read some at school, but I didn抰 like it very much. I want to find something nice.
L: There are different ways to choose a poem. If you have a favourite writer, you can choose a book with his or her poems, but if you don抰 know any names, you抎 better start with books that are collections of poems. In such books you usually find poems by different writers. You see here抯 a book called A Garden of Poems, or this one, 1001 Songs and Poems in English.
S: Should I read all those poems?
L: No, don抰 worry. What most people do is to go through them until you see a poem that you like. Maybe you like the title, or the topic, or you might like the first or last lines of the poem.
S: I see. What else have you got?
L: Some books bring together the work of writers from a certain period of time. You see, English Poems of the Early Seventeenth Century or Poetry between the World Wars. Other books have poems about a certain topic. The topic can be human feelings, such as humour or love. There is also poetry about nature, you can look for poems about flowers, trees and plants or, about the sea or the countryside. So, what would you like to read?
S: I don抰 know. Shakespeare, maybe?
L: I think Shakespeare is a little bit difficult for you. It抣l be easier if you choose something modern. What kind of topic would you like?
S: I like reading about nature.
L: Have a look at this book. It抯 called The Earth is Painted Green. If you have any more questions. you can come and ask me.
S: Yes, I抣l do that. Thank you very much for your help.
LISTENING TEXT to Unit Four (for Workbook):
People invented poetry as a help to remember things. Before the invention of writing there was no other way to remember important things. People early discovered that rhyme and rhythm were very helpful when they were trying to remember things. So, they made poems to help them remember all the things they needed to know and sass on from generation to generation. For example. to remember their history they recited great stories about their ancestors and the wars that were fought. But people
also needed to remember practical things such as where to find good caves to sleep, where to find water that could be drunk or when to plant crops.
We no longer need poetry to remember things. But that doesn抰 mean that we shouldn抰 or couldn抰 use it to help us remember and learn things better. In fact, there are a number of quite famous short poems that can help us with things that are difficult to remember.
We can learn and remember important dates in history using rhyme. The most famous of these is: 慖n fourteen-ninety-two, Columbus sailed the ocean blue.?To remember that it was in 1492 that Columbus discovered the Americas. There are also short rhymes to remember how many days each month has.
30 days has September,
April, June, and November.
All the rest have 31. Fine!
February 28 except when 29.
We can even learn how to spell English words from a short poem. The word 搑eceive?sounds like 揵elieve? but the spelling is not the same. Listen to the following short poem. It is very useful to help students learn and remember how to spell some difficult words in English and it always works.
I before e except after c
or when sounding like a
as in neighbour and weigh.
LISTENING TEXT to Unit Five (for Students?book):
Good morning and welcome to the Language School at Dublin University. I抦 very happy to greet you all to our Summer Programme and hope that you will not only learn a lot more English, but also learn about the Irish way of life. Before you go to your classrooms, I want to have a quick look at your weekly timetable with you. Classes are taught from Monday to Friday with four classes in the morning and three classes in the afternoons. One lesson takes up 50 minutes. We start every morning with two lessons of what we call Language Study, which will mostly be grammar and vocabulary. The rest of the morning classes are either spent in the computer lab, or in workshops. There抯 a Conversation Workshop to practise your speaking skills, one lesson on Tuesday, directly after the Language Study class and there抯 a Reading Workshop of two times fifty minutes on Friday morning. There are also two fifty minutes classes in the computer lab which form the third class on both Wednesdays and Thursdays.
Lunch is from half past twelve till one o抍lock. Each afternoon, except for Wednesday, starts with two lessons of skills practice. In those classes you will mostly practise listening and speaking. On Monday and Tuesday they are followed by a class of fifty minutes at the language lab.
The language lab is open Monday to Friday from half past eight in the morning until eight o抍lock in the evening, while the library is open every day, including the weekends, from eight am till ten pm.
Language Study and the classes in the computer lab are taught by Dave. Conversation and skills are taught by Flora and Sarah. Reading is taught by Andrew and the teacher who will be with you in the language lab is Julia. If for some reason you cannot come to class, you have to phone your teacher half an hour before class begins.
LISTENING TEXT to Unit Five (for Workbook):
Wales is one of the four countries that form the United Kingdom. The Act of Union in 1536 combined West and East Wales into a single state. Wales was considered by the English and later Great Britain and the United Kingdom governments as a separate part of England and Cardiff was named in 1955 as its capital. Since then we speak of 揈ngland and Wales?where before only 揈ngland?was used.
Travelling from England, you will know when you are in Wales, because all street signs and names of railway stations are written in two languages: English and Welsh. Welsh is the original language of the people in Wales. The landscape in Wales is also different from England. While England is mostly hilly, the central parts of Wales are mountainous. It is here that we find the highest mountain in the UK. As it is impossible to grow crops on the mountains, Welsh farmers keep sheep instead. It is difficult to get around the steep mountain slopes, even in a jeep. So the Welsh sheep farmers use dogs to move the sheep from one field to another.
The weather in Wales is warmer and wetter than in other parts of Britain. This is because of the high mountains. The wind here usually comes from the southwest. As it moves across the warm Atlantic Ocean, the wind carries water from the sea. When this wind hits the mountains of Wales, the air rises causing rain to fall.
Wales is popular with holiday visitors. They go hiking in the mountains, or spend their summer days by the sea, swimming or sailing. People interested in history and architecture can visit some of the many historical sites in Wales. Most ancient castles and churches are open to the public. During the holidays, there are festivals too, with singing and dancing. Wales is often called 搕he Land of Song?and its people are famous for their love of poetry and music.
LISTENING TEXT to Unit Six (for Students?book)
Part 1
Hello! Greetings from the future! My name抯 Mekanika and I live in the year 3044. Well, that抯 what you would call it. We call it the year 58 AL. AL means 揂fter Leaving? You see, 58 years ago, people on the earth decided that they had to do something to save the people on the planet. There were so many people on the earth, and there was so much pollution, that the only way to keep the planet from dying was to send
people into space. My family was one of the chosen ones. About one third of the earth抯 population was left back home, and the rest of us went into space. We抮e now living in a new city on the planet Mars. Life here is very nice, and we are happy in our new home. We still keep in touch with the people on earth and some of us go back for short visits. The earth is better now, and the people back home are doing their best to clean up the planet. I was born here on Mars and I抳e never been to earth. My grandparents and parents tell me about the earth and it sounds like a beautiful place. When my science teacher told me that we could use our school抯 time machine to send messages to the past, I wanted to send one to you and tell you about life here.
Part 2
Every morning, I have to get up at two o抍lock. That probably sounds very strange to you, but, you see, we have a different time system here. We divide the day into eight parts. Two o抍lock in the morning here on Mars is almost like six o抍lock on earth. I eat breakfast with my family before I go to school. The food here is different from your food: we eat pills and drink juice to stay healthy. My history book says that you ate something called bread
and even ate meat from other animals! That sounds very strange to me. We don抰 eat any animals here and I抳e never even seen bread. At three thirty I catch the school spaceship and fly to class. We don抰 have schools and classrooms. We meet our learning guides (you called them teachers) in different places and solve problems together. I love school. My friends are wonderful and I like to think about the world in new ways. I also like creating things with my mind box (you called it a computer). I抦 very interested in what you call 損ainting?and 搒inging? Can you please tell me more about what they are? I抳e read about your life in my history book, but it抯 difficult to understand how you lived such a long time ago. Could you please write to me and tell me about your life? Thank
you. I have to get back to work. I have a test in Mars geography next week, so I need to prepare for it.
Best wishes,
Mekanika
LISTENING TEXT to Unit Six (Workbook)
Here is the news for Saturday, the 14th of April.
The first group of Chinese tourists have returned from the moon. A group of 25 tourists landed last night at the Space Research Centre in Qinghai Province. They had been in space for one week. Their trip included a visit to three different places on the moon. Each of the tourists paid one and a half million yuan for the trip.
Anew speed record had been set for the underground railway that joins Chengdu and Xi抋n. The railway was completed last year. Yesterday a train reached a speed of 821 kilometres per hour. The train was carrying 1,200 passengers. The journey of 842 kilometres took one hour and eleven minutes.
A new type of lemon tree for cold countries has been developed by the Agricultural Research Service of Liaoning Province, where research has been going on for seven years. The new lemon tree will be grown in cold parts of China. Normal lemon trees are killed when the temperature falls below 0 degrees Centigrade.
LISTENING TEXT to Unit Seven (for Students?book)
The Disease Detective
Jane is one of the experts at the Center for Disease Control and Prevention. People at the Center study how diseases start and spread and, as the name shows, try to control and prevent diseases. We asked Jane about her work.
J = Jane; I = Interviewer
Part 1
J: Well, I have to be a detective: I go to a place where a disease has broken out and look for clues about the disease. I try to find as much information as I can about what happened. Who is sick? What are the signs ?do they have a fever, a headache or a sore throat? When did they get sick? When I have collected the information, I use it to find out what caused the problem. We can use what we learn to prevent others from getting sick.
Jane and other disease detectives at the Center do their jobs in different ways. Some detectives work in laboratories where they examine tests and samples. Others travel to towns or villages where there are diseases and talk to people who are sick. All of the experts at the Center know that their work is important. If they do their jobs well, they will save lives.
Part 2
I: How often do you actually go to places where a new disease has broken out?
J: Oh, it happens every now and then. Probably about every three months or so.
I: How do you find out about new diseases?
J: We will usually hear from doctors and hospitals. If they notice anything strange, they will give us a call and ask for help. If we think it is necessary, we抣l go to the place where people are getting sick.
I: Aren抰 you afraid of catching the diseases you are studying?
J: Well, yes, sometimes. But we are always very careful. If you know what you are doing, you can protect yourself. Besides, I抦 more afraid of what might happen if we don抰 find out what kind of disease it is.
What can ordinary people do to protect themselves?
J: The best thing you can do is simply to wash your hands often and try to avoid crowded places. Wearing a mask over your face may help, but it is probably not necessary unless you are caring for a sick person. It is also important to see a doctor if you get sick, so that you don抰 spread a disease without knowing it.
LISTENING TEXT to Unit Seven (Workbook)
K = Ken; W = Dr Watts
Part 1
K: Hello, Pr Watts. Thank you for letting me interview you.
W: You抮e welcome. Now, what would you like to know?
K: Well, my first question is about the name of the disease. What does AIDS stand for?
W: When we talk about AIDS, we often use the term HIV/AIDS. HIV is the virus that causes AIDS. AIDS stands for 揂cquired Immune Deficiency Syndrome?
K: Acquired Immune Deficiency Syndrome. OK, got it. But I抦 not sure I understand what it means.
W: Well, to 揳cquire?something is to get something, so 揳cquired?means that you can get infected with the disease. 揑mmune?comes from 搃mmune system? the system that protects our body from diseases.
K: So 揳cquired immune?tells us that this is a disease that we can get from other people and that has something to do with our immune system. What exactly does AIDS do to our immune system?
W: That抯 what the next word tells us. If something is 揹eficient? it means that it isn抰 functioning properly, it isn抰 working the way it should. So 揳cquired immune deficiency?means that even though we were both with a good immune system, we have now got a disease that breaks down the immune system.
K: Wow, that抯 terrible! So what happens when someone抯 immune system doesn抰 work?
W: Well, to put it simply, he or she gets sick a lot. The last word in AIDS, 搒yndrome? means all the bad things that happen to your body when the immune system doesn抰 work.
Part 2
People who die of AIDS actually don抰 die of AIDS. When a person infected with HIV develops AIDS, he or she easily gets sick. A person with AIDS has a very weak immune system. Many common diseases can be cured in patients whose immune system functions well, but when they enter the body of a person with AIDS, they can kill him or her. Many AIDS patients die of infections or serious colds, but there are also many diseases that we have never heard of. If your immune system is working, they may not be able to do any harm, but because the immune system has been weakened, the diseases can抰 be cured. They will grow stronger and stronger until one day they kill the patient with AIDS. Therefore, much of the treatment an AIDS patient receives is meant to help the body defend itself against diseases.
LISTENING TEXT to Unit Eight (for Students?book)
Two people have just arrived at the hospital, each with a child. A nurse is asking them questions.
Part 1
N = Nurse; F = Father; H = Harry
N: Can I help you?
F: Yes. I wonder if you could look at Harry抯 leg.
N: What抯 the matter with it?
F: He was bitten by a dog yesterday evening. It was bleeding quite badly.
N: Let抯 have a look at it then. I see. What did you do before bringing him here?
F: I washed the wound under running water for a few minutes. Then I dried it with a clean cloth and tied another piece of clean cloth around it.
N: Have you had any pain? Does it hurt?
H: Yes, it does hurt a bit.
N: Was it your dog?
H: No. It belongs to a neighbour.
N: This is very important. The dog must be examined immediately.
F: Why is that? The dog is usually very friendly.
N: If the dog has a disease that makes it bite people, your son could die.
Part 2
N = Nurse; M = Mother
N: Can I help you?
M: Yes. This is my daughter Jill. She抯 two and a half. She抯 drunk some ink.
N: Some ink? When did this happen?
M: About half an hour ago.
N: Did you give her any first aid?
M: No, I didn抰 know what to do. I thought it might be poison so I t9rought her here at once.
N: Have you got the bottle with you?
M: Yes, here it is.
N: Do you know how much she drank?
M: Well, the 1,ottle was almost empty, so I think not very much.
N: Right. I抣l take you to the doctor. Come this way, please.
LISTENING TEXT to Unit Eight (Workbook)
Part 1
C = Police Captain; 0 = Police Officer
C: Johnson, come here, please. I have a job for you.
O: Yes, sir. What抯 happened?
C: There抯 been a traffic accident on West Side. A boy seems to have been hit by a car. Three policemen are there already and there are two eyewitnesses. Please go down there and see if you can find out exactly what happened and who caused the accident.
0: Yes, sir. When did the accident happen?
C: About half past four.
0: And how many people were involved in the accident?
C: Only two, as far as we know. The boy was already sent to hospital with minor injuries:
0: Where are the other policemen?
C: They are by the intersection, on the east side.
Part 2
P = Officer Pei; W = Officer Wang; A = Driver A; B =Woman on bicycle
(Traffic noise in the background; not very loud, but in the pauses the occasional horns or bells can be heard. Driver A is shocked and scared; the woman on the bike is angry and upset.)
P: Miss, please tell me what happened.
B: I was on the eastern side of the crossing, turning north. Ahead of me in the bike lane was the poor boy. He was crossing the street to go to the western side when that man just ran straight into him. Oh, it was awful!
P: Can you please tell me what the car was doing?
B: It was waiting to turn right.
P: I see. Where was the boy?
B: He was standing behind the white line in the bike lane, waiting for the light to turn.
P: Was he moving when the car hit him?
B: No. He was just standing there. Poor boy! The car was moving much too fast and the driver didn抰 even look to see where he was going!
W: Sir, please tell me what happened.
A: Oh, it was terrible! I抦 so sorry. It wasn抰 my fault!
W: We抣l see about that later. Please just tell me what happened.
A: I was waiting on the eastern side. I was turning right, heading north. I started turning right and suddenly this boy ran out in front of me on his bike. I had no time to stop. there was nothing I could do.
W: Did you see the boy before you turned?
A: No, no! He must have been riding too fast. There was no one waiting to cross the street when I looked.
W: How fast would you say you were going?
A: Oh, not very fast. I had stopped and was just beginning to turn when I hit the boy. Really, you know how boys are ?they don抰 watch where they抮e going!
LISTENING TEXT to Unit Nine (for Students?book )
Part 1
Ladies and Gentlemen,
Today we are celebrating Earth Day. Earth Day is a day for reflection and action. Today, people in countries all over the world get together to discuss the earth and our future, and to take action to improve the current situation. Earth Day is a chance for us to learn about the world and change our behaviour. It helps me understand that we must act. If I had known more about the earth in the past, I would have made different choices about what to do and what to buy. It is never too late to change. I am here today to talk about one of the most important problems we are facing. In my view, the most important challenge ahead of us is to find a way to protect the water on our planet. 75% of the earth is covered by rivers, lakes and oceans, so it is truly a water planet.
Unfortunately, most of the water cannot be used for drinking. The earth is already becoming a thirsty planet, but there is still time to do something about the problem. If we want to have enough water in the future, we must learn to take better care of our water. We must stop polluting our water. We must learn to save water in our daily life.
Part 2
We should take better care of our water. Most of the fresh water on the earth is being used for farming. We use clean water to grow food. We need food, of course, but we must be more careful when we use our water. Too much water is being wasted because we are using old ways of watering our plants. We must solve this problem if we want to have enough water in the future. The best way to solve the problem is to use the knowledge and technology that some countries have already developed. If we work together and share what we know, we will be building a better future for all of us.
We must stop polluting our water. Even if we succeed in making more water available to us, we must still do something about water pollution. We are polluting water at an alarming pace. Cars, factories, and air conditioners pollute the air and the water. We must change the way we think and the way we live. Let抯 not drive if we can walk or ride a bike. Let抯 try not to use air conditioners more than what is absolutely necessary. Let抯 not buy products that cause pollution. Let抯 make new rules and use new technology to make sure that factories are green and clean. Keep in mind that we ?you and I ?are the ones who must change. This brings me to my final point: we must stop using too much water in our daily life.
LISTENING TEXT to Unit Nine (for Integrating Skills )
Speech 1
Hi. We are three children from three different continents and we抎 like to tell you what we think about the environment. The children of the world are disappointed because too many adults are too interested in money and wealth to take notice of serious problems that affect our future. Young people from all over the world have many things to say about the environment, but we all agree on one serious problem most leaders don抰 listen. We are here today because we want you to listen ?to listen to everybody.
Here抯 what the children of the world are saying:
Governments of the world must:
?make sure that all people from developing countries
have free access to clean drinking water;
?limit the number of cars per family;
?stop cutting down trees without replacing them.
People of the world must:
?make use of alternative transportation such as walking, biking and car-pooling;
?reduce, reuse, and recycle as much as possible.
We are worried that many governments listen too much to those who care very little for the environment and people. Remember, we cannot buy another planet, and our lives and those of future generations depend on this. We are not asking too much! You said this Summit is about taking action! We need more than your applause and comments of 搘ell done?or 揼ood speech? We need ACTION!
Thanks for having us here and for listening to the voices of children.
Speech 2
Ladies and Gentlemen,
Thank you for giving me the opportunity to speak to
you today. I wish, however, we could do more than just talk. The Earth Summit is not just about good speeches and big words; it is about doing something about the problems we are facing. I will try to do something right now, right here. That抯 why I have brought this big bag. What do you think is in it? Well, I抣l show you. Yes, that抯 right, rubbish! On my way over here, I picked up the rubbish I saw in rubbish bins on the street so that I could talk to you about what rubbish really is. Some of you might think that rubbish is what we throw away, something useless that only causes problems. Well, I say that that抯 rubbish. Let me explain what I mean. What is really in this bag? Resources, possibilities, money, jobs and solutions! What we call rubbish today is actually the resources of tomorrow. Let me tell you how we can use rubbish ?some left-over food, a milk carton, and an empty bottle ?to make the future greener, cleaner, and better, and to make money.
LISTENING TEXT to Unit Nine (Workbook)
1= Interviewer; C = Carl
Part 1
I: Can you tell me about the project you worked on in Egypt?
C: Egypt has developed a large programme to clean up and protect its water. One of the projects is to help small farmers build small channels to make sure that the water supplied by the government can be used in the best way possible.
I: So what was the problem?
C: It was often difficult for farmers to keep the channels clean and in good order. The channels were used as rubbish bins and too many plants grew where the water should flow.
I: How did you solve the problem?
C: At first, we thought that the farmers simply didn抰 understand the situation and that we could solve the problem by educating them. But just to make sure, we interviewed some farmers and observed what they were doing.
I: What did you do to learn more about the farmers and their work?
C: Well, we visited many farmers and their families. We also formed small discussion groups in which we talked about the problem and what could be done about it.
I: What did the farmers think and do?
C: We found that the farmers did know a1抩ut the problem and had paid a company to clean the channels. But they didn抰 do it often enough.
Part 2
I Why didn抰 the farmers clean the channels often enough?
C They thought that the government was responsible for the channels and they only cleaned them up when there was too much rubbish. They felt that this was unfair and didn抰 believe what the government said.
I: And how did the government react to this?
C: Well, they were very surprised. They decided to show the farmers that they were serious about the problem. Farmers and the government would work together. The farmers formed a group that would oversee the work. A special channel cleaning day was chosen and the farmers and the government decided to share the costs. The farmers would pay for the cleaning equipment and the government would pay for taking the rubbish away.
I: That sounds like a good solution.
C: It was. Working together also gave people a chance to understand the dangers of throwing rubbish in the channels. It stopped the water from flowing and made it dangerous for children to swim in the channel and for women to use the water at home.
I: Were the farmers happy about the solution?
C: Yes, they were. The project was a success. By working together, more things were achieved and everybody learnt from the experience.
LISTENING TEXT to Unit Ten (for Students?book)
And now the weather forecast for Tuesday, June 24. Cooler and drier air over the Northwest will advance towards the East on Tuesday. But as it does so, it will meet with warm and moist air already in place resulting in showers and thunderstorms.
Thunderstorms are possible in areas from the Southern states to the Northeastern states where we might see some pretty bad weather, with wet snow and strong winds, perhaps even some storms.
The showers and thunderstorms that hit the Midwest on Monday may still be around part of Tuesday, but will disappear during the afternoon.
Comfortable temperatures around 75 degrees are forecast for the South, 68 to 72 for the Midwest and similar temperatures for the Northeast, while higher temperatures, up to 88 will be found in the east along the coast. While the Southwest may see some rain or even thunderstorms, the rest of the West will be hot with temperatures over 100 degrees and no hope of a cooling shower. Far to the Southeast, the storm, which had looked as if it would grow into a hurricane, fell apart on Monday. This year has already seen an unusually high number of hurricanes. Hurricane Danny in the Atlantic Ocean last week has put 2003 in third place behind 1997 and 1959 for having the most tropical storms or hurricanes this early in the season. The fourth storm usually arrives towards the end of August, so Danny, formed on Wednesday, came a month and a half early.
If the fifth named storm - the 揈?storm - develops before July 22, this year will have the hurricane season with the fastest start. Its name would be Erika. The hurricane season is from June 1 till the end of November. A typical Atlantic hurricane season has 10 named storms, six hurricanes and two major hurricanes. The latter can be a real disaster when they hit the coast. Tropical storms such as hurricanes and typhoons are given names to avoid confusion. Their names start with letters in the order of the alphabet. The first five storms in 2005 will be named Arlene, Bret, Cindy, Dennis and Emily.
LISTENING TEXT to Ten (for Workbook)
K = Kate L = Linda
K: Hi, Linda, how抯 your life in Taiwan? Po you like it there?
L: It抯 fine, Kate. Thanks. Bill and I like China very much.
K: I抳e heard that Taiwan is quite often hit by typhoons. How do you feel about that?
L: That抯 right. They are quite common between the months of May and November.
K: Terrible. I would not want to live in a place like that.
L: Oh well. You抣l get used to it. With a Ht of common sense and taking the right measures, typhoons need not l2e a Hg problem.
K: So what should you do when you know a typhoon is coming up?
L: You should always keep some plastic sheets ready to cover furniture. Important papers are best kept in plastic boxes or bags that don抰 let any water through. Buy some extra food in metal or in glass containers, and keep a torch, batteries, a first-aid kit, a radio and such things ready.
K: What else do you do when you know there will be another typhoon?
L: If a typhoon is expected to hit within 24 to 48 hours, you should make some extra ice to keep food cooled when the electricity falls away. Fill the bath with water for cooking, and make sure there is enough drinking water; move furniture away from windows; put loose objects, such as furniture and plants in pots, baskets or boxes from the balcony and the yard into the shed. You must close the curtains and take shelter where you cannot be hit by glass that is flying around, for example the hall or a room without windows.
K: Have you ever experienced a big one?
L: Oh, yes. It was a very frightening experience.
K: What happened?
L: When the storm hit, we heard all the windows breaking and furniture being pushed around. The roof made a cracking noise. We thought it would be blown away. Then the storm seemed to die down. But it was the eye of the storm. A few minutes later it came back with full force. I was afraid the whole house would be swept away.
K: Have you thought of moving to another part of the country, where there are fewer natural disasters such as earthquakes and typhoons?
L: My husband and I have thought about that. But we really like Taiwan, and we prefer to stay here.
篇7：人教版新高三词汇学习(人教版高三英语上册教案教学设计)
Unit 1
conclude
vt.
1. 结束[(+by/with)]
We concluded our meeting at 9 o'clock.
我们九点钟结束了会议。
2. 推断出,断定 [+that]
What can you conclude from these observations?
你从这些观察中能得出什么结论?
3. 缔结(条约)[(+with)]
4. (最后)决定(为)[+to-v][+that]
He concluded that he would wait a little longer.
他决定再等一会儿。
He concluded to quit on pay day.
他决定在发薪水这天辞职。
vi.
结束,终了[(+with)]
The meeting concluded after two hours.
两小时后会议结束了。
Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.
as引导让步状从，句子倒装。
Angry as he was, he listened to me patiently.
他很恼怒，却能耐心地听我说话。
Strange as it seems, it is so.
看似不可思议，事实却是如此。
fade
vi.
1. 凋谢,枯萎
The flowers faded for want of water.
花儿因缺水而凋谢了。
2. (颜色)褪去
The color fades when exposed to light.
这颜色曝光后会褪色。
3. (声音等)变微弱;(光等)变暗淡;逐渐消失[(+away)]
The sound of the footsteps faded away.
脚步声渐渐消失了。
4. 【美】【俚】离去,跑掉
vt.
使褪色
Sunshine faded the tapestry.
阳光晒得挂毯褪了色
Whether we are out to set a new record ourselves or simply enjoy reading about champions, the Guinness Book of World Records makes for interesting reading.
make for可造成，可成为，有好处
The large print makes for easier reading.
大字排版使阅读轻松一些。
Does early rising make for good health?
早起有利于健康吗？
attempt
vt.
1. 试图;企图;试图做[+to-v][+v-ing]
They attempted to finish the task before July.
他们试图在七月以前完成这项任务。
2. 试图攻占
They attempted the life of the dictator.
他们试图杀死这个独裁者。
n.[C]
1. 企图,尝试[(+at/on)][+to-v]
He made an attempt on the world record.
他试图打破世界纪录。
Her attempt at poetry was a failure.
她尝试写诗失败了。
2. 攻击[(+on)]
Several attempts have been made on the president's life.
已经有人三番五次试图谋杀总统。
confirm
vt.
1. 证实;确定[+(that)][+wh-]
His letter confirmed everything.
他的信证实了一切。
2. 坚定;加强
The latest developments confirmed me in my belief.
最新的发展使我坚信我的信仰。
3. 批准,确认
The queen confirmed the treaty.
女王批准了此项条约。
fascinate
vt.
1. 迷住,使神魂颠倒;强烈地吸引[(+by/with)]
I watched her, fascinated.
我瞧着她,完全被她迷住了。
The child was fascinated with his new toy.
那孩子对他的新玩具着了迷。
2. 慑住...使动弹不得,使呆住
The snake fascinated its prey.
那条蛇震慑住了它的捕获物。
vi.
有吸引力;迷人
burst
vi.
1. 爆炸;破裂
The balloon burst.
气球爆炸了。
2. 冲,闯
Her door was thrust open, and Mrs. Page burst in.
她的门被猛地推开,佩奇太太冲了进来。
3. 突然出现;突然发生,爆发
4. (用进行时)塞满,几乎要胀破[(+with)]
I am bursting with pride.
我自豪极了。
vt.
1. 使爆炸;使破裂
After ten days of rain the river burst its banks.
下了十天雨后河堤决口了。
2. 突然打开;冲出;炸出
3. 使胀破
underline
vt.
1. 在...的下面划线
The key words are underlined.
关键的字下面划了线。
2. 强调;使突出
This example underlines the consequences of bad management.
这个例子突显了管理不好的后果。
center on/ upon/ around
集中; 居中[(+on/upon/around)]
Their talks always center around politics.
他们的谈话总是围绕着政治。
concentrate
vt.
集中;聚集,集结[O][(+on/upon)]
We must concentrate our attention on efficiency.
我们必须把注意力集中在效率上。
Our population is concentrated in the big cities.
我国人口集中在大城市里。
vi.
全神贯注;专心致志于；全力以赴[(+on/upon)]
She couldn't concentrate on a book very long.
她不能长时间专心读一本书。
delight
n.
1. 欣喜,愉快[U]
To our delight, our football team won.
令我们高兴的是,我们的足球队赢了。
She ran back home with delight.
她兴高采烈地跑回家。
2. 乐事,乐趣[C]
He enjoyed the delights of New York's night life.
他喜欢纽约夜生活的乐趣。
vt.
使高兴；使愉快
I'm delighted that you are back.
你回来了,我很高兴。
We were delighted to read your novel.
我们很高兴拜读你的小说。
The clown delighted the audience.
小丑逗乐了观众。
register
vt.
1. 登记,注册,申报
Waldo went to the city hall to register the birth of his son.
沃尔多去市政厅为他儿子作出生登记。
2. (仪表等)标示,指示;记录
The thermometer registered 70 degrees.
温度计显示七十度。
vi.
登记,注册
I registered at a hotel near the train station.
我在靠近火车站的一家旅馆登记住宿。
篇8：Unit 3-6 重点词组U5(人教版高二英语上册教案教学设计)
1.an advertising firm; advertise for 登广告征求、找寻
2.complain to sb of/ about sth; make complaints
3.persuade sb (not) to do sth说服了; persuade sb into/ out of doing sth
4.in order (of) 按(….的)顺序
5.take … into consideration
consider doing考虑 consider sb/ sth to be/ as 认为，看作
6.make/take notes of 做笔记
7.make a list of = list
8.in charge of管理-in the charge of 在…的管理下
charge要价，索价charge (me) 300 for a haircut
charge sb with doing sth 指控某人accuse sb of sth
9.be to blame 应受到责备 Who is to blame for the broken glass?
blame sb for sth; blame sth on sb 把某事怪到某人的头上
10.be concerned about关心，担忧
be concerned with 和..有关
concerned adj. 担忧的，担心的 concerned parents
有关的（后置定语）the people concerned
concerning 关于(介词) Concerning your request, I am pleased to inform you that…
11.take (full) advantage of 充分利用 have an advantage over sb 比…
12.on/ over the radio, by radio on the phone; over the phone; by phone
13.post张贴 poster海报 Please post up the notice.
14. react to起反应 (respond to); react on有影响，有作用
15.inform sb of sth通知 informed了解情况的，见闻广识的
16. critic n.批评者 criticize (vt.) criticism n.
critical adj. 批评性的;
危急的，紧要关头的，关键时刻的
at the critical moment
a matter of critical importance极为重要
a critical stage in his illness
17.associate …with联系 (NBA association)
结交Don’t associate with bad boys.
18.get across传播;被理解，让…听懂
19.appeal to投合（兴趣）The idea appeals to me.
呼吁，恳求I appeal to your sense of justice/ responsibility.
The government is appealing to everyone to save water.
求助于He appeals to me for help.
上诉 He appeals against the judge’s sentence.
n. His appeal for forgiveness went unanswered.恳求，呼吁
The game has lost its appeal.吸引力
上诉权the right of appeal
20.keep an eye out for 当心，警惕
keep an eye on照看，照料
21.attract one’s attention to
pay attention to
draw one’s attention to吸引
devote one’s attention to专心于
fix one’s attention on
22.we differ from/ with(和) them on/about/over (关于)the question.
We differ in interests.(在某方面)
make a/ no/ some difference 有影响，有关系
23. attach …to…
1) 使附属于，使参加（某个团体）
The school is attached to (ZNU) Zhejiang Normal University.
I got lost so I attached oneself to another agency.
2)重视，认为…有重要性
He attaches great importance to study.
3)与…有关联
No blame attaches to him for the accident.
No blame can be attached to him…
be attached to喜欢，依恋
24.make a bargain with sb over sth关于sth和sb达成协议，做成交易
25.make sense有意义的 makes no sense 毫无意义
26.name sb as任命，指定
27.distinguish between A and B; distinguish A from B区别，辨别
distinguish oneself 表现突出
28.hand in hand 手拉手，密切关联的
篇9：Unit 3-6 重点词组4词组(人教版高二英语上册教案教学设计)
U1.fix one’s attention/ eyes on集中注意力于
2.Identification Card 身份证
3.at first sight; lose one’s sight; at the sight of ;catch sight of;
out of one’s sight/beyond one’s sight/ in one’s sight
景色，景象（可数，常用复数）The sunrise is a beautiful sight.
4. have an appetite for (knowledge) 求知欲
5. at the appointed time
keep/break one’s appointment
make/fix an appointment with sb
6.be calculated to旨在，用意在
calculate on 指望
7.on purpose故意地; for the purpose of 为了…的目的
8.at one’s expense由某人负担费用
at the expense/ cost of牺牲，以…为代价
9. supply sth to/for sb; supply sb with sth
provide sth for sb; provide sb with sth
10.look out! = watch out!
look out for sth小心;留心, 找寻
11.be involved in (trouble) 卷入,忙于
12. the private/ state enterprise (私营/国营)企业
a spirit of enterprise 进取精神, 事业心
13. abandoned practice抛弃了的，废弃了的做法
14.a large amount of/ amounts of +u.n
15.experiment with/ on (animals)用…做实验
16.You deserve punishment/ punishing/ to be punished.
(同need/ want/require)
deserve attention值得注意
17.or else否则
18.be designed to do / for sth/sb专为…设计的，打算
be intended for/ to do
19.在脑海中出现某种想法A good idea occurred to me.
It occurred to me that…
20.in view可以看到，在望，临近
in view of 考虑到，鉴于
21.a bunch of 一束
22.lead a cosy life; a cosy little house
23.on a large scale大规模的
24.name after以…命名
25. in detail 详细地
篇10：Unit 3-6 重点词组U3(人教版高二英语上册教案教学设计)
1. warn sb of (the danger)
2. 结果as a consequence= as a result= in consequence
因为as a consequence of= as a result of = in consequence of
3. have an influence/ effect on
4. transform into
5. differ…from
6. be sure to (说话人推测)一定，必然 He is sure to succeed.
be sure of（主语感到）有把握，确信 He is sure of success.
7. feed…on: The farmers feed the sheep on grass.
feed on 以…为食：Sheep feed on grass.
8. give birth to
9. I am in entire agreement with you. the entire day/ life
10. on purpose故意
11. keep out the wind/ cold…把…挡在门外
12. round up聚拢
13. go on a spring outing 春游
14. a roast duck
15. a medium size中等尺寸 He is of medium height/ weight…
16. barrier to
篇11：Unit 3-6 重点词组U6.(人教版高二英语上册教案教学设计)
1. quit sth/ doing sth
2. apply…to 把…应用到…
apply oneself to专心致志于，埋头于
apply for a job
3.on a scale of 按…的等级
on a large scale大规模的
4. add A to B 把A加到B 上
add to 增加了
add up 把…加起来
add up to 总计
5.more…than是…而不是,与其说…不如说
6.stand for支持，主张，提倡，拥护；代表; 容忍（否，疑）
7.circumstances 环境，情况（surroundings；conditions）
Circumstances permitting, I’ll go abroad to study.
in/under the circumstances在目前情况下
in/under no circumstances在任何情况下都不 (倒装)
8.fail to do sth succeed in doing sth; manage to do sth
9.lose heart 失去信心
lose one’s heart to sb 爱上sb
10.assess 评价，估计（价值，数值等） assessment
11.take it easy别紧张，放轻松点
Take your time. 慢慢来
12.keep up保持，继续; 使居高不下，保持高昂
She keeps up her spirits by singing.
in high/low/ good/ bad spirits心情，情绪
13.be cast away (被动)因沉船而流落于某地
14.on a desert island; a deserted street
15.do something oneself
16.the years to come = the coming years
17.leave…behind忘带，留下
18.be hard on够…受的;磨得厉害;对…苛刻;紧跟
19.in need of
20. be desperate for sth/ to do sth 急需…
21. accustom oneself to (介)习惯于
be accustomed to doing / sth = be used to doing sth
22.be lined with排列
23. anxiety for knowledge/ (to do sth) 求知的渴望
She was waiting for her son’s return with anxiety. /with joy
in despair / in surprise
be anxious about/ for担心
24.live through经历…（还活着）
25.the coming day; the day to come
26.to one’s relief 令人宽慰的是
relieve sb of sth减轻，解除某人的痛苦
27.go for 想法得到go for a job
go for a gold medal
喜欢 I don’t go for man of his type.
出去(进行某种活动) go for a walk
28.have difficulty (in) doing sth/ with sth
篇12：新高三 Unit 6 Reading(人教版高三英语上册教案教学设计)
Comprehend the text
Pre-reading
As we all know, there are many people who are from other places in our city. They come here for different reasons, some because of the war, some because of the poor soil and some because of the bad weather in their places. There are many difficulties for them going from one place to another. Can you imagine what difficulties did they go through? At that time, there are no cars and trains. And the transport is not so convenient.
Now, read the test in your books, you will learn about something about the settlers from other places.
Before reading, look at the questions.
History counts many cases in which settlers moved into areas that belonged to other people. Can you give some examples? What happened?
The TianWan people, the Americans etc. are from other places. They come here for life. On their way here, they may meet many difficulties, because the journey is long and difficult.
Now, let’s learn the text, then you will know more about moving.
Reading
Read the text then answer some questions.
1 When did we decide to move to another place?
2 How long did the journey last?
3 What is our first destination?
4 Is the journey hard? Can you make some examples about it?
Keys:
1>1845,10 2>About a year 3>India Greek in Kansas 4>Yes, it is hard. You can make many examples.
Listening
Listen to the tape carefully then do these exercises.
Post-reading
Exercise1. True or False
( )1 We traveled alone.
( )2 We traveled day and night.
( )3 During walking through the desert, we couldn’t ride the wagons.
( )4 For many weeks we had suffered from heat, thirst and starvation.
( )5 During the long journey, we could help each other.
( )6 When a young man in our group suggested that I stay behind with the children and wait for help, I agreed.
( )7 When the animals smelt the water, they all ran.
Keys:1F with many other families 2F by day 3T 4T 5F The situation was so desperate that, in most cases, no one could help another. Each had all he could do to save himself and his animals. 6F I didn’t agree. 7T
Exercise 2
Questions:
1 Where in the text do you find evidence that the wagons were not he most suitable means of transport?
2 Why did the travelers call their ninety mile-drive through the Salt Lake Desert the “long drive”?
3 What can you learn from this reading passage? What impresses you most?
Keys:
1 You can find your answers in paragraph 3.
2 We had to travel long without water or grass for the animals to eat. It was hard.
3 1>After suffering from many difficulties, we can live a better life. Facing the hardship, never give up, etc.
2>The courage of the people impresses me most.
篇13：高一下学期全册教案(人教版高一英语下册教案教学设计)
Unit 13 Healthy eating
Teaching Aims and Demands
1.Words and Phrases
Four Skills: stomach fever ought to examine plenty of diet keep up with make a right choice short of fit gain now and then.
2.train the students’ listening ability.
3.develp the students’ speaking ability by describing, talking and discussion.
Three Skills:
energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you? What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorite.
2. Learn the basic knowledge of healthy eating.
3. Learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
PERIOD 1
Teaching aims and demands
1. Aims of knowledge:
Learn and master the phrases
2. Ability aims:
1. Train the students’ listening ability.
2. Develop the students’ speaking ability by describing, talking and discussion.
3.Moral aims:
Teaching important point:
1. Train the students’ listening ability.
2. Master the new phrase, sentence patterns and everyday English and make the students be free to talk about their favourite food and give reasons for their decisions.
Teaching difficult point:
1. How to improve the students’ listening ability.
2. How to finish the task of speaking.
Teaching methods:
1. Listening and answering activity to help the students go though will the listening material.
2. Individual, pair or group work to make every student work in class.
Teaching steps:
Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their textbooks and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepare a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Language points:
1. Does Mike have a fever?
fever
发烧,发热;热度;狂热,高度兴奋
He had a slight fever. 他有点发烧。
Everyone was in a fever of excitement. 所有的人都兴奋之极。
Feverish a.1. 发热的,发烧的 2.狂热的,兴奋的
You're a bit feverish, you should go to bed. 你有点发烧,你该上床去。
They worked with feverish haste to finish the job.
为了完成此事他们以狂热的速度工作着。
2.My left arm is broken. It really hurts.
hurt
vt.1. 使受伤 2. 使疼痛 3. 伤...的感情;使(感情)受到伤害 4. 损害,危害
vi.1. 疼痛n.1. (精神上的)创伤 2. 伤;痛
No one was seriously hurt in the traffic accident.
在这次交通事故中没有人受重伤。
The tight shoe hurt my foot. 这只鞋太紧,把我的脚挤疼了。
He inadvertently hurt her feelings. 他无意中伤了她的感情。
The scandal hurt the government's image badly.
这丑闻严重损害了政府的形象。
My right leg hurts. 我右脚疼。
It was a real hurt to her vanity. 这对她的虚荣心真是一个打击。
The massage made the hurt go away. 按摩使疼痛消失了。
3. ---What's the matter?---I have a pain here.
Ask the patient what is wrong and give him some advice.
What's the matter 怎么啦？有什么毛病？
pain
n.1. 疼痛;痛苦 2.辛苦,努力[-s]
vt.1. 使烦恼, 使痛苦 2. 使疼痛
vi.1. 引起疼痛, 感到疼痛
The death of her son gave her infinite pain. 她儿子的去世使她悲痛欲绝。
She has a pain in her stomach. 她胃痛。
No pains, no gains. 不劳则无获。
It pained me to see my child suffer like that.
看到我的孩子受这样的罪,我心里非常难过。
My arm is paining. 我手臂疼痛。
4.Was the peach ripe or green? You ought to be careful with fruit.
ought to
1.应当,应该 2. (表示可能性、期望)该
Students ought to study hard.
学生应该努力用功。
You ought to read his novels.
你应该读读他的小说。
It ought to be a fine day tomorrow.
明天该是好天气。
careful
a.1. 仔细的;\\小心的
2. [(+of/about/with)][+to-v][+v-ing][+Wh-][+(that)]
John was careful not to say anything about this to her.
约翰小心翼翼,避免向她提及此事。
Be careful with the dynamite.
当心这炸药。
A good writer is careful about details.
凡是优秀作家都重视细节的描写。
I am always careful when crossing a street.
我过马路时总是很小心的。
5.You'd better get some rest.
had better
(劝告、建议说)最好做某事;比较有用的办法是...
否定、疑问、反意问句的使用.
6.I advise you not to eat fruit that isn't ripe in the future.
advise
vt. 劝告,忠告[(+sb+todo)][+doing][+that+(should)do]
We advised her that she (should) wait.
我们劝她等。
We advised him not to act in haste.
我们劝他不要匆忙行事
7.Lie down and let me examine you.
examine
vt.1. 检查;细查;诊察 2. 审问;盘问[(+on)] 3. 测验[(+in/on)]
The doctor examined the boy and found there was nothing the
matter with him.
医生检查了男孩的身体发现他是健康的。
The lawyer examined the witness.
律师讯问了证人。
The teacher examined the students in physics.
教师考学生物理。
8.Drink plenty of water and get some rest.
plenty
n.丰富;充足;大量[(+of)]
He has plenty of humorous stories to tell.
他有许多幽默故事可讲。
Holmes and he had plenty in common.
他与福尔摩斯有许多共同之处。
Step 4 Homework
In this class we’ve done some listening and that food we eat is healthy food and which food is junk food .Of course we’ve also learned some useful phrase .I hope you can master them after class preview the reading material “we are what we eat”. So much for today. Goodbye, everyone.
Prepare for the next class.
Collect some menus if possible for the next class.
The design of the writing on the blackboard
Unit 13 healthy eating
The first period
All the time, have a fever, be careful .in the future, advise sb. To do sth.
PERIOD 2
1.Aims of knowledge:
Learn and master the phrases
2.Ability aims:
1．Train the student’s reading ability.
2．Develop the students’ speaking ability by describing, talking and discussion.
3. Moral aims:
Enable the students to understand the best way to make sure that we will fell and look fine is to develop healthy eating habits by learning the reading text.
Teaching important points:
1. Improve the student’s reading ability.
2. Master the following phrase: keep up with, too much, make choices, be harmful to, lose weight, be prepared for.
Teaching difficult points:
How to make the students understand the reading material better and answer some questions on the passage.
Teaching steps:
Step 1 Introduction
Yesterday we learned something about food. And we’ve3 known what food we eat is healthy food and what food is junk food. Who can give us an example? You try, please.
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the foods contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be divided into?
(Three parts.)
What’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
PERIOD 3
Language points
1.Our eating habits have changed, as has our way of life.
as+倒装句
...也一样,即...and our way of life too.
2.If we want to keep up with the high pace of modern life, we’d better
make the right choices about what and how we eat.
keep up with
1. 跟上 2. 和...保持联系
They walked so fast that I could not keep up with them.
他们走得那么快,我没法跟上。
She has kept up with some of her friends since her retirement.
她退休后一直同一些朋友保持着联系。
3.Some nutrients help build our body and make it stronger.
build
vt.1. 建筑; 造 2. 建立;发展;增进[(+up)]
4.Fish, meat and beans contain a lot of protein.
contain
5.Other nutrients help keep our body functioning well.
function
n.[C] 1. 功能,作用 2. 职务,职责
vi.1. (机器等)工作,运行 2. 起作用[(+as)]
The teacher did not explain its grammatical function.
老师没有解释它的语法功能。
What is his function on the committee?
他在委员会里担任什么职务?
The refrigerator is not functioning well.
冰箱有点问题。
The sofa functions as a bed at night.
这沙发在夜里可以当床。
6.Vitamins help our body fight disease.
fight
vt.1. 与...作战;与...斗争
fight with 和...斗争;fight for 为争取...而斗争
7.But the choice we make are not just about nutrition..
not just
同not only
8.Many people make their choices about eating habits based on
what they believe.
based on
9.Organic vegetables are those that are grown without chemicals that
can be harmful to human beings or the environment.
chemical
a.1. 化学的, 化学上的,化学用的 n.1. 化学制品;化学药品[C]
He devoted his life to chemical research.
他一生从事化学研究。
He is experimenting with a new chemical.
他正在实验一种新的化学制品。
be harmful to
对什么有害(also 'do harm to')
Smoking is harmful to health.
吸烟有害健康。
10.Because we have so much to choose from, many companies offer advice about what we eat.
to choose from
11.It is probably better if we spend our time and money on buying keeping a balanced diet.
probably
ad. 大概,或许,很可能（比可能性大，而且常有一定依据）
He will probably refuse the offer.
他很可能会拒绝这一提议。
spend
spend...(in)doing; spend...(on)doing; spend...on/for sth
12.The same goes for 'crash diets' that some companies say they will make us lose weight fast.
go for
适合于；对...适用
What he said about you goes for me too.
他关于你的一席话对我也适用。
lose weight
体重减轻
I think she might have lost a bit of weight.
我想她体重可能减轻了一些。
长胖 put on weight; gain weight
13.We ought to learn more about our body and the fuel it needs to keep fit.
fit
此处：健康的;强健的
You look very fit, Mike.
麦克,你看上去很健康。
14.Only in this way will we be ready for the challenges and opportunities in life.
Only in this way will we...
only+状语放在句子开头要引起主句倒装
Only when you grow up will you understand the importance of learning.
Only then could he thought of me.
15.Sugar is bad for your teeth and can make you gain weight.
be bad for
对什么有害
be bad for 对什么有好处
be good/bad to 对某人好/不好
18.You have a bit of a fever.
a bit
有点
在修饰名词时要加of
Period 4
Teaching aims:
1.aims of knowledge:
1. Review the words learned in the last two periods.
2. Learn and master modal verbs:
had better, should, ought to
3.Ability aims:
1.How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.
Teaching important points:
1. How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “should, ought to, had better and their negative forms” to give advice.
Teaching difficult points
How to correctly use “should, ought to, had better and their negative forms” to give advice.
Teaching procedures:
Step 1 Revision
Check the homework.
Step 2 Grammars
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the exercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought (not) to, should (not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
PERIOD 5
Teaching aims;
1. Aims of knowledge:
1>Review the useful expressions learnt in this unit by making sentences with them.
2>Review how to use some Modal verbs to give advice or opinion about something.
2.Ability aims:
Let students know how to write recopies for their favourite dishes by reading “SNACKS” and two examples of recipes.
Teaching important points:
1. How to master Modal verbs
-had better, should, ought to
2. How to let the students understand the text “SNACKS” better and learn to write a recipe.
Teaching difficult point:
How to improve the students’ integrating skills.
Teaching procedures:
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Pre –reading and Reading
As we all know, people have to have food in order to live in our country, corn and wheat are the main crops in the north, while rice is the main food in the south. In western countries, bread is very important. Bread to western is just like rice to Chinese in the south. It is westerners’ most widely eaten food and is often called “the staff of life”. But in actual life, sancks are3 also very important for Chinese and foreigners. Do you often eat snacks?
Read the text on P6 and then get the students to find the main idea of it (Snacks is also important. we need to learn something about snacks and the way to prepare it.)
Language points:
1. Even if we choose nutritious food for our main meals, we probably still need to refuel now and then.
Even if
同even though，即使；尽管
now and then
同a little now and a little then; every now and then，有时候
2. Most fruits are naturally sweet and we can eat them just the way they are.
just the way thay are
意同in the way that they are
3.There are many recipes for simple and healthy snacks that taste great
and keep us going.
taste
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussions
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
RECORD AFTER TEACHING
4>workbook
1>May I take your order, please?
take your order
[用法]餐馆常用语，order：叫(菜或饮料)
2>What do you recommend?
recommend
[用法]vt.1. 推荐,介绍[(+as/for)]
Can you recommend me some new books on this subject?
你能推荐一些有关这个学科的新书给我吗?
3>A hamburger is a dish while the others are not.
while
[用法]而，强调对比关系
4>You should avoid eating vegetables that are grown with too many chemicals.
avoid
[用法]避免，后接ing形式
5>You must pass your driving test next time you take it.
next time
[用法]连词用法
6>There is a species of inactive people, namely the 'mouse potato.'
namely
[用法]ad. 即,那就是
[举例]Only one person can answer the question namely you.
只有一个人能回答这个问题,那就是你。
7>The best source for calories is carbohydrates.
source
[用法]n.[C]1. (河的)源头;水源 2. 根源;来源 3. 提供消息(或证据)者;消息(或证据)来源 4. 出处;原始资料
[举例]Do you know the source of Amazon River?
你知道亚马逊河的源头吗?
They are required to publish the sources of their campaign funds.
他们必须公布自己竞选经费的来源。
The news comes from a reliable source.
这消息来自一位可靠人士。
The library has quantities of reference sources.
该图书馆藏有大量可供参考的原始资料。
8>A healthy diet should include a variety of food, most of which should be rich in nutrients.
include
variety
be rich in
[用法] 富于...的,有很多...的
[举例]The country is rich in resources.
这个国家资源丰富。
9>Vegans do not eat or use any animal products.
product
[用法]n.[C]产品,产物;产量;出产
[举例]They came here in search of new markets for their products.
他们来此为他们的产品寻找新市场。
Unit 14 Festivals
Part 1 Topic : Festivals
I （ Knowledge）
1. Can remember the following words and expressions (by pronunciation, spelling and writing):
theme, parade, holy, Easter, symbol, fighting, conflict, argument, opinion, destruction, major, probably, honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.), similar, generation, salute, kiss, cheek, nod, celebration, respect, gift, cycle, fool, invitation, self-determination, reminder
dress up, in one’s opinion, play a trick on /play tricks on, take in, in common
2. Can use the following structures in different situations:
1) Useful expressions in the text
in my opinion, play a trick on /play tricks on, take in, in common, have something/nothing in common with …,as well as, get together.
2) Expressions on expressing and supporting an opinion
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
3) Modal verbs (2): must, have to, have got to.
3. Can be familiar with the following world festivals and talk about them:
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
4. Can read the reading materials correctly, including pronunciation, intonation, pause and fluency. And recite five to eight beautiful or important sentences.
5. Can understand the teaching material well, and retell the text and have a discussion according to the text after class.
6. Can get further information about festivals through classes, magazines, newspapers, related books, Internet and so on.
II ( Affect )
1. To get Ss to enjoy festivals and customs from different countries, and enlighten Ss to enjoy the beauty and the importance of festivals and customs.
2. To encourage Ss to show positive and healthy attitude towards festivals and customs from different countries.
3. To get Ss to know how to hold effective and successful festivals.
4. To get Ss to further understand the differences between Chinese and foreign cultures by comparing Chinese and foreign festivals and customs.
III 技能目标 ( Skills )
1. To train Ss’ four skills (listening, speaking, reading and writing) in different periods.
2. To make Ss’ know how to write an invitation in English.
3. To help Ss to develop the ability of learning English through different ways, such as reading newspapers, magazines and books, surf the Internet, etc.
Part 2 Pre-unit Activities: Preview Task
1. Find information about the following festivals as much as possible through newspapers, magazines, related books and Internet.
Chinese festivals: the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…
Foreign festivals: Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…
2. Read the following introductions of some famous foreign festivals.
Mardi Gras The America's most favorite celebration, and famous Mardi Gras takes place in New Orleans, Louisiana. Carnival has religious roots associated with Judeo-Christian tradition. Mardi Gras is set to occur 46 days (the 40 days of Lent plus six Sundays) before Easter and can come as early as February 3 or as late as March 9. Known as the ”biggest free show on earth“, people there dress up in costumes for these events and enjoy this celebration by going to public parades where they catch ”beads, doubloons, cups, and trinkets“ that are all thrown from floats. They also have private celebrations, masquerade balls, held by clubs called krewes. The official colors of Carnival are purple, green and gold, chosen in 1872 by that year's Rex. The colors have meaning: purple for justice, green for faith and gold for power. King Cakes are eaten during this holiday.
Valentine’s Day February 14th, Valentine’s Day, is sweethearts’ day, on which people in love with each other express their tender emotions. People sometimes put their love message in a heart-shaped box of chocolates, or a bunch of flowers tied with red ribbons. Words or letters may be written on the flower covered card, or something else. Whatever the form may be, the message is almost the same -“ Will you be my valentine?” The symbol of valentine is a picture with a Heart and Cupid armed with bow and arrow. Many universities, high or elementary schools hold a sweethearts’ Ball for the young students to celebrate Valentine’s Day.
Bon Odori Festival (Ghost Festival) Japanese has been looking upon Ghost Day Ceremony originating in Buddhist Ullambana. These two festivals were not only public holidays with enthusiastic festivities but also times when people gave presents to each other and enhance amity between them. The custom of giving presents might root in the transfer from the kind-heartedness of giving alms to the concern for the living families and friends. The Japanese also hang lanterns on July 15 to lead the spirits back to the earthly world and have them enjoy grand banquet. It is like our custom of releasing water lanterns and firing lanterns. Besides, they hold a “pot” ceremony, called “pot-reciting”, which praises Buddhist sutras, singing and dancing, receiving the departed spirits and sending away the solitary ghosts. Today, there are various scales of “pot ceremony” all over Japan, which is kind of an amusement gathering. However, current Ghost Day Ceremony is not full of gloomy atmosphere in its form, remaining only enjoyable sentiment in spite of the existing original meaning.
Halloween 1,000 years ago, the Celts living in the Great Britain believed that human is mastered by gods. They also believe that Samhain, the death god, would come back to the earthly world with the dead at the night on October 31. The Celts built bonfires and fired animals as sacrificial offerings to the death god. Some Celts were dressed in costumes made from animal heads or furs, which was the origin of contemporary Halloween masquerade. The night of the death god was a horrifying time that signified the coming of winter and was the beginning of Halloween eve. Today, the religious meaning of Halloween has been weakened; instead, the holiday expresses man’s cherishing memory of Halloween via innovative, ever-changing modern masquerade.
Day of the Dead, Mexico On November 2nd, each house roasts bread of animal forms, broiling chicken, hot chocolate and sweet corns, plus laying some toys on the altar because Mexicans believe that the dead children will come back to their own homes in the midnight. The altar for the dead elder is stocked with belongings of the merriment as they do; therefore, their Ghost Festival is just like a carnival when people walk around with masks, eating skull-shaped candies. And even a ghost image is put on the bread. In the evening, the whole family goes to the cemetery and clears the grave. Women praise all night in kneeling or sitting position while men are talking or singing. The flickering midnight candlelight is filling up the cemetery whereas walking singers are chanting for the dead Spirits.
Easter Easter, with its religious character, falls on the first Sunday after the full moon that occurs on or after March 21st. Therefore, Easter happens sometimes in March, and sometimes in April. It commemorates the resurrection of Jesus Christ from the tomb where he had lain for three days following his Crucifixion. His rise after three days indicates that he would accomplish his promise to rise again from the dead as proof of eternal life. As Christ’s return to life had occurred during the season of spring, some of the rites of Spring were still retained. Therefore, we see that although Easter is based on the events in the life of Christ, it has been influenced by older traditions. For example, the custom of dyeing eggs is still very popular among American children. Originally the egg symbolized fertility for the ancient Persians and Greeks who exchanged eggs at their spring festivals. But up to the Christian time, the egg symbolized the tomb from which Christ rose. For Christian lamb is the symbol of the sacrifice of Christ and pig the symbol of good luck. That is why both in Europe and in America, people have lamb and ham as their main meat on Easter Sunday. In all the spring season, people enjoy the Easter message of hope, joy and the resurrection of spirit.
Thanksgiving Day Thanksgiving Day, which originated in America and was first celebrated in 1621 by the pilgrims of the Plymouth Colony, is the most typical and true national holiday of all the holidays observed in the United States of America. Because of the religious persecution by the established church in England, the pilgrims left their native land with the purpose of enjoying religious freedom. They first fled to Holland, and then sailed to America on a ship called the Mayflower. When they arrived at Plymouth, Massachusetts, it was November, 1620. The first winter was very difficult for them and over half of them died because of hunger and illness, hard work and severely cold weather. In the spring of the next year, 1621, a friendly Indian named Squants, who had been captured and released by other English men, came to help them in planting the corn and fertilizing the soil. Then Squants brought the Indian chief called Massasoit who also treated them in a friendly way. With the help of the Indians, the pilgrims had a bumper harvest that year. They thought the harvest was a kind of deliverance by God, so they decided to have a day of celebration after their harvest to express their thanks to God. And they also invited the Indian chief Massasoit in gratitude and prepared a grand dinner out-doors. The celebration lasted for 3 days. On October 3rd, 1863, Lincoln issued the first National Thanksgiving Proclamation. Since then it has been the custom for the President of the United States to Proclaim annually the fourth Thursday of November as Thanksgiving Day. The Thanksgiving dinner is mainly stuffed with roast turkey, squash and corn, pumpkin pie and Indian pudding a custard made from corn), etc. Today, American people have four days for this holiday, although the first Thanksgiving lasted three days. One is probably surprised to find the uniformity in the holiday scene of every family, wherever one goes in the United States. People go back home to enjoy the reunion of their family at the arrival of Thanksgiving Day.
Christmas Christmas Day, which is the greatest of the Christian festivals, falls on December 25th on which Christian people believe Jesus Christ was born, although no one can tell the exact date of his birth. This is the biggest and best-loved holiday in the United States, which is full of joy and gaiety, love and laughter, hospitality and good will. People usually have two weeks for this holiday. They begin to prepare Christmas long before the holiday comes. Small families and large business firms prepare the holiday differently. Stores are decorated with the traditional Christmas colors of green and red. Goods associated with Christmas become best sellers at this time. People like to decorate their stores and homes with Christmas tree, which is usually covered with strings of colored lights and a star fixed on top representing the star in the East which guided the three Wise Men to where Jesus was born. And Christmas food is special: peppermint-flavored red and white striped canes of sugar, bright colored hard sweets, chocolate bonbons, creamy homemade fudge and clusters of chocolate-covered raisins, walnuts or pecans, etc. On Christmas Eve families have a big dinner. Children hang their stockings by the fireplace, hoping that Santa Claus will fill them with sweets and toys.
Part 3: While-unit Activities: Five Separate Periods
Period 1: Warming up & Listening
Before having this period, the Students (Ss) are asked to collect information about the three festivals: Halloween, Bon Odori Festival, Day of the Dead.
Step 1 Lead-in
1. First, greet Ss with the questions “How are you feeling today?” “ Do you feel happy today?”
Then, Teacher (T) can lead in the topic festival/ holiday by asking some questions such as:
When do you usually feel happy? (Ss can give different answers)
Do you feel happy when there is a festival and you have holidays?
Then which festival or holiday do you like best? And why?
2. Chinese have many festivals. How many Chinese festivals do you know? And what are they?
( the Spring Festival, the Lantern Festival (Yuanxiao), Tomb Sweeping Festival (Qingming), Dragon Boat Festival (Duanwu), Mid-Autumn Festival, Double Ninth Festival (Chongyang), National Day, New Year’s Day, Chinese Youth Day, Party’s Day, Army’s Day, Teachers’ Day, Tree-planting Day…)
Which is the greatest and the most important festival to our Chinese people? When do Chinese celebrate the Spring Festival? How long does the Spring Festival last? Why do Chinese people celebrate it? What is the theme of the Spring Festival? How is it celebrated?
3.Different cultures have different kinds of customs and festivals. How many foreign festivals do you know? And what are they?
( Christmas, Halloween, Thanksgiving Day, Easter, Valentine’s Day, April Fool’s Day, Ramadan, Day of the Dead (from Mexico), Bon Odori Festival/ Ghost Festival (from Japan) (盂兰盆节), Mardi Gras, Kwanzaa…)
Step 2 Warming up
1. Show the Ss three pictures and ask them to discuss in pairs according to the following guiding questions:
Q1: Do you know the names of the festivals? (Halloween, Bon Odori, Day of the Dead)
Q2: Do you know which countries the festivals come from?
Q3: What are the people in the pictures doing? Why are they doing this?
2. Ask individual students to talk about the three festivals. The information of the festivals should include the name of the festival, when, where and how to celebrate it.
3. Which Chinese festival is similar to the three festivals? (Tomb Sweeping Festival)
Then get Ss to compare the Chinese Tomb Sweeping Festival with one of the three festivals. (Differences: time, people, place, the way of celebrating, etc. Similarity: ghost festival)
Step 3 Dialogue
Get Ss to work in pairs to make up a dialogue. One describes his/her favorite Chinese festival and the other describes his/her favorite foreign festival. Trying to compare them.
(The following form is presented for Ss to prepare.)
Festival
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes, e.g.“family” and “peace”?
How old is the festival?
Step 4 Listening
1. Pre-listening: Present three pictures about Mardi Gras, Ramadan and Easter and let Ss to guess out the names of the festivals from what they can see from the pictures.
2. While-listening: Do the three festivals one by one. For each one, Ss can listen to it twice. The first time, Ss’ task is to find correct answers to the choices in the book. The second time, Ss’ task is to check their answers and T check the correct answers with the whole class.
3. Post-listening: Get Ss to listen to each festival again. While listening, try to take notes and get more information about the festival. Then ask Ss to describe the three festivals in their own words.
Step 5 Summary
Help Ss to have a revision of the festivals learnt in this class.
T: Different histories and cultures have different kinds of festivals and customs. We should get to know they all play important parts in learning a country’s language. We should respect and show positive attitudes towards foreign festivals and customs as well as Chinese ones.
Step 6 Homework
1. Listening work: Listen to the listening material about Christmas in workbook on page 77.
2. Written work: Write a description of your favorite festival. The description should include 1) the name 2) the time 3) characteristics 4) activities, etc.
Period 2: Reading
Step 1 Revision
Get Ss to work in pairs to match the festivals in Column A with the information in Column B.
Column A Column B
1.Ramada A. celebrated on the 15th day of the first Chinese lunar month
2.the Lantern Festival B. chocolate, bunnies, colored eggs for its symbols
3.Mardi Gras C. Muslims fast during the daylight day
4.Dragon Boat Festival D. catching “beads, doubloons and cups” thrown by parades
5.Valentine’s Day E. honoring love and lovers
6.Halloween F. eating Zongzi to honor Qu Yuan
7.Double Ninth Festival G. the time of ghosts, spirits, gravestones
8.Thanksgiving Day H. meaning clear and bright, mourning the dead
9.Easter I. offering thanks, family gatherings and meals
10.Tomb Sweeping Festival J. on the 9th day of the 9th lunar month as Senior
citizen’s Day
Step 2 Pre-reading
1. Make a comparison of Chinese Spring Festival and Christian
Christmas.
T: Which is the greatest and the most important festival to Chinese people? (the Spring Festival) And which is the greatest and the most important festival to Christian people in western countries? (Christmas)
Both of them are quite popular in the world. What are the differences between them?
Festival
Different
aspects
Chinese Spring Festival
Christmas
Time From the 1st day to the 15th day of the first Chinese lunar month
On Dec. 25
Preparation Do spring cleaning, do Spring Festival shopping (new clothes, delicious food, fireworks, New Year paintings, etc.), decorate the houses with Spring Festival couplets, paper cuts, Chinese knots… Do cleaning, do Christmas shopping (gifts, cards, sweet, cookies, etc.), decorate the houses with Christmas tree and colored lights…
Special Food New Year’s cake, dumpling ( jiaozi) , sweet dumpling (tangyuan)…
Candies, cookies, pudding…
Gifts Anything (foods, fruits, clothes, drinks…) Anything (foods, fruits, drinks, desserts, Christmas decorations)
Major Activities Have family reunion dinner on New Year’s Eve, pay New Year’s visits, recreational activities (dragon dance, lion dance, stilt-walking…)
Family reunion, have a big dinner on Christmas Eve…
purpose Bidding farewell to the old year and welcoming the new year, hoping for the best and the good future.
Celebrating the birth of Jesus Christ
Note: The italicized words in the form above are suggested answers.
Step 3 Reading
T: Do you know there is another festival which follows Christmas Day in America. It is an important festival to African Americans. Is there any one who knows the name of the festival? (Kwanzaa)
1. Fast reading: Read the text on page 10 fast and try to get a general idea of Kwanzaa from the text. T can present a diagram of the information about Kwanzaa to help Ss to finish this task.
(Questionnaire: When is Kwanzaa celebrated? How long does it last?
Who created the festival of Kwanzaa? (Dr Maulana Karenga) Who usually celebrates Kwanzaa? Why is it celebrated? What are the characteristics of Kwanzaa?)
2. Careful reading: Get Ss to read the text carefully to get more details. After reading, Ss are asked to do True or False exercises.
1) African Americans have a long history and a rich culture, so Kwanzaa is an old festival. ( F ) (a young festival)
2) People created Kwanzaa to celebrate American culture. ( F ) ( to celebrate African culture)
3) The word Kwanzaa means first fruit in Swahili, one of the largest languages in Africa. ( T )
4) The African first-fruit festivals are completely different from each other. ( F ) ( to have many things in common )
5) Kwanzaa is celebrated on Christmas Day. ( F ) ( from Dec. 26 to Jan. 1 )
6) Kwanzaa is based on old African festivals. ( T )
7) People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )
3. Dialogue.
Suppose you are the reporter of Overseas Wind Programme of Huipu Students’ Broadcasting. Now you are chosen to interview the foreign teacher John about the festival of Kwanzaa. Make up a dialogue with your partner. One acts the role of the reporter, and the other acts the role of John. The dialogue can begin like this:
Reporter (R): Good afternoon, everyone. Here is our Overseas Wind Programme. Today, we have a foreign guest in our progamme. He is our foreign teacher John. Hello, John.
John (J): Hello.
R: Welcome to our Overseas Wind Programme. Today we have a topic about the festival of Kwanzaa. So would you like to introduce Kwanzaa to us? …
J: …
Step 4 Discussion
Topic1: Do you agree festivals can help us understand our history and culture? How do they help us understand our history and culture?
Topic2: Nowadays more and more festivals have been created in my cities for various purposes, such as developing local economy, making the city well-known, etc. Our city Linhai created the Festival of the Great Wall in the South. It has been celebrated for three years. However, some Linhainese think holding such a festival causes some problems to the city. What effects does the Festival of the Great Wall in the South bring to us? Make a list
Good Effects Bad Effects
… …
Step 5 Homework
1. Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written Work: Suppose you are the journalist of Huipu Sunshine Magazine. You are going to write a passage about Kwanzaa.
Period 3 Language Study & Grammar
Step 1 Revision
Get Ss to have revision of the text The Birth of Kwanzaa. Ss are required to answer the following questions about Kwanzaa.
Q1: Who created Kwanzaa?
Q2: Is it a young or an old festival? When was it born?
Q3: When is Kwanzaa celebrated?
Q4: Who celebrate the festival of Kwanzaa?
Q5: Why is it celebrated?
Q6: What are the characteristics of Kwanzaa?
Then T can ask individual Ss to give a short talk about Kwanzaa according to the questions above.
Step 2 Language points (in the text The Birth of Kwanzaa)
T: Now we have a good knowledge of Kwanzaa by reading the text. And there are some useful and important words and expressions in the text as well. It is necessary for us to learn and master them well. What useful words and expressions have you found from the text?
1. Let Ss do a word matching exercise to check whether Ss master the new words well.
1. nation A. a strong wish to succeed in doing something
2. faith B. large community of people; country
3. determination C. belief in something or someone
4. purpose D. an action meant to deceive (欺骗) someone
5. generation E. a reason for doing something
6. ancestor F. the people born at a certain time
7. peace G. a person in your family who lived a long time ago
8. trick H. quietness and calm
(suggested answers:1-B 2-C 3-A 4-E 5-F 6-G 7-H 8-D )
Then check answers to the exercises in Word Study on Page 13.
(suggested answers: theme, faith, purpose, nations, determination, joy, ancestors, birth, peace, treated)
2. Deal with the language points in the text. Get Ss to enjoy the text by listening to the tape. Ask Ss to read after the tape in low voice, and pay attention to the pronunciation, intonation and pause while listening.
1) Kwanzaa is a seven-day festival celebrating the culture and history of African Americans.（现在分词作后置定语，表示名词中心词与分词是主动关系。）
Kwanzaa is a seven-day festival created to celebrate the culture and history of African Americans.（过去分词作后置定语，表示名词中心词与分词是被动关系。）
e.g.那只跟着王老师进来的狗是我家的狗。
The dog following Mr. Wang into the room is my dog.
被一群学生跟在后面的那个男人是我们的王老师。
The man followed by a group of students is our teacher, Mr. Wang.
2) The week following Christmas Day, many African-American families get together to greet the new year and think about the past.
get together: 聚会
e.g. On New Year’s Eve we Chinese get together for a family reunion dinner
get somebody together:把…聚集起来
e.g. Every Monday morning, our school leaders get all the students together to have a meeting.
get-together n.聚集
e.g. Every year my classmates in junior middle school have a get-together.
3)…so that… 表示目的
e.g. He works hard so that he can get high marks in the exam.
…so+adj.+that 从句
e.g. He works so hard that he gets high marks in the exam.
4) in common 共同
e.g. Mr. and Mrs. Li own the store in common.
have something/nothing in common (with sth.) （与…）有共同点
e.g. I have nothing in common with my sister.
5) honour (=honor Am.E) n./v.
n. [ C ] “ 荣幸，使感到光荣的人或事”, 一般用单数形式。
e.g. To host the 29th Olympic Games is a great honour for China.
v. Every year we honour our past relatives and ancestors before a memorial in Tomb Sweeping Festival.
I felt highly honoured when the teacher spoke highly of me before classmates.
in one’s honour; in honour of something/somebody.为了纪念、尊敬某人/某事
e.g. Dragon Boat Festival is created in honour of the famous poet Quyuan.
6) as well as 与…一样好， 不仅…而且
e.g. She cooks as well as her mother.
Christine can speak Japanese as well as English
His children as well as his well were invited to the party.
（A as well as B …谓语动词单复词由A决定）
7）nation, country, state 三者的区别
三个都有“国家”的意思，但侧重点不同。
nation着重指人民、民族、国民。
e.g. The whole nation was in deep sorrow at this bad news.
country着重指疆土、国土、家园，也可指一个人的祖国或国籍所在， 还可指乡村。e.g. The soldier fought bravely for their country.
state着重指政策、政权、政府和国家机器， 还可指组成国家的州，特别是美国。e.g. Highways in China belong to the state./ How many states are there in the United States of America.
8) purpose: with/ for the purpose of (doing) something 表目的
e.g. He went to the supermarket for the purpose of buying something to eat.
on purpose 故意地，特意地
e.g. I came here on purpose to see you .
9) faith: have/ lose faith in…对…有/失去信心
e.g. I have faith in you, you will do it well.
Keep/break faith with somebody 对…某人守/不守信用
e.g. We will not treat him as our friend as he breaks faith with us.
10) believe in … 信仰，信任，赞成
e.g. We believe in his good character.
11) light v. (lighted/ lighted; lit/ lit)
Step 4 Grammar
1. Presentation : Present a sign “No Rubbish”
Ask Ss “What can you see in the sign?” “What does the sign tell us?” “Can we throw rubbish in this place?”“Where must we throw the rubbish?” “What should we do if we cannot find a dustbin at once?”
T presents the following two sentences on the screen.
①We mustn’t throw the rubbish in the place with a sign“No Rubbish”, and we must throw the rubbish into the dustbin.
②We have to keep the rubbish in hand or in a plastic bag until we find a dustbin, if we cannot find a dustbin at once.
2. Get Ss to compare the two sentences above and explain how to use the modal verbs“must” & “have to”.
must is often used when you think that it is necessary to do something. have to is often used when someone else thinks it is necessary or there seems to be no other choice.
must is used to talk about an obligation that depends on the person speaking or listening, while have to is generally used to talk about obligations that come from “outside”.
must--subjective have to --objective
e.g. I must be back by ten every night.( I think it is necessary for me to be back by ten every night.)
I have to be back by ten every night. ( I don’t want to be back by ten every night, maybe my mother thinks it’s necessary.)
3. Tell Ss in informal English, “have got to” can be used instead of “have to”. e.g. It is getting late, I’m afraid I have got to (=have to) go.
4. Forms in tense & Negative form
forms in tense: must, must have to, had to
negative form:
must--must not(mustn’t)(=not be allowed=be forbidden)
have to -- do not have to (don’t have to)(=needn’t)
e.g. It is a secret, you mustn’t tell others.
It is none of your business, I don't have to tell you about this.
Step 5 Practice
1. Look at the following table of greeting manners. Decide which are necessary and which are not. Make sentences using must, have to or negative forms.
Greeting manners
get off the bike when you greet someone salute
bow kiss on the cheek
nod hug
smile look into the eyes
take off your hat shake hands
Example: When you greet a friend who you know very well, you don’t have to shake hands.
If you want to make friends with someone, you have to smile more often.
2. Suppose you are spending the Spring Festival at your grandparents’ house. Complete the sentences with have got to.
1) Your school starts tomorrow, so you have got to go back today.
2) You broke your grandma’s favourite vase, so
3) Your parents went back to work three days ago, so
4) Your grandparents have give you quite a lot of money, so
5) You have done your homework all wrong, so
6) You do not know when you should go to school tomorrow, so
7) _______________________, so ______________________
8) ______________________, so________________________
Step 6 Discussion
Ask Ss to have a discussion of Dos and Don'ts at school, using the modal verbs: must & have to
Dos Don’ts
We must keep the classroom clean. We mustn’t jump the queue in the dining
hall.
We have to wear school uniforms We don’t have to use credit card in the every day. school store.
… …
Step 7 Homework
1. Make sentences with the following expressions: get together, in common, honour (v./n.), as well as, with/for the purpose of (doing) sth., have/lose faith in …
2. Finish off the grammar exercises in Workbook
3. Collect information about Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day.
Period 4 Speaking & Integrating Skills
Step 1 Lead in
In this unit, we have learnt a variety of festivals in the world, and as we know all of them celebrate different things, so their themes are quite different. What themes of the festivals do you know? ( peace, family, environment, nature, memory of great men, etc.)
Step 2 Reading (Integrating skills)
1. Get Ss to read the four festivals Earth Day, Martin Luther King, Jr Day, Day of the Dead, and April Fool’s Day, and try to get information about each one as much as possible.
2. Ask Ss following questions about each festival.
(Earth Day): When is Earth Day celebrated? What does it celebrate?
What does it tell us? What could we do to celebrate Earth Day?
(Martin Luther King, Jr Day): When is Martin Luther King, Jr Day celebrated? When did it become a national holiday? What is the theme of the 2002 holiday? What do you think “A Day On, Not A Day Off!” means? Martin Luther King, Jr Day is created in honour of Martin Luther King, are there any other great men or women whose memory should be celebrated? How would you celebrate the memory of them?
(Day of the Dead):Is it an old festival? What does it come from? What’s the theme of Day of the Dead? What do people do on that day? Why do so many festivals honour our ancestor?
(April Fool’s Day): What do people do on April Fool’s Day? Have you ever heard of an April Fool’s trick? What happened? What do we call the person who is taken in?
Step 3 Speaking
Suppose our country is going to create a new holiday, and there are four choices. They are Peace Day, Happiness Day, Friendship Day, and Nature Day. What Day of the four days do you think is the best one?
Fist, get Ss to discuss in pairs.
Then, ask individual Ss to report their decision using the following structures:
I think that the new holiday should be________. On this day, ________are allowed. People will __________. The holiday will be celebrated on _________and people will celebrate by______________. I think this is the best idea because___________.
Step 4 Tasks
Task 1: Design your new favourite holiday or festival and give reasons.
Report your new holiday or festival, using the following expressions:
In my opinion, we should… I believe we should…
I don’t think it is necessary to… We must decide…
I hope we can make a decision. If we do this, we can…
Task 2: Create your own festival. Get Ss to write a short description of their created festival according to the form below.
Name of the festival: ________________________________
Date: __________________________________________
Meaning: _________________________________________
Principles: __________________________________________
How is the festival celebrated? ___________________________
What is the symbol of the festival? _______________________
Step 5 Writing
T: Now you have created your new festival, you may want your friends to join the celebration of your new festival. So you should invite your friends to attend your celebration activity. Then how will you invite your friends? Here an invitation is needed.
T can present a sample of invitation and tell Ss how to write an invitation. Information needed in an invitation should include: what, when, who, why, and where? (see tips on page14)
(Sample:
Dear Mr. and Mrs. Silver,
We are having a small At-home party with a few close friends at our house on Tuesday, February 3rd, at 7:00 o’clock.
We should be very pleased if you could honour us with your company.
Sincerely yours,
John Brown)
Step 6 Homework
1. Writing: Use the information about the festival you have created to write an invitation. Your invitation letter should explain your festival and tell the guest how it will be celebrated.
2. Finish off all the exercises in Workbook.
Unit 15 The necklace
Ⅰ.Teaching Goals:
1.Talk about drama and theatre.
2.Use the modal verbs:must,can/could,may/might
(1)ask for permission;(2)ask about possibilities
3.Write and act a simple play.
Ⅱ.Teaching Time:
Five periods
Ⅲ.Background Information：
1.About the Author
Guy de Maupassant,the well-known French shortstory writer and novelist,was born on August 5,1850.When he was young,he had a great interest in literature.He practised writing literary works under the guidance of the famous novelist Flaubert.And Balzac was another teacher of his.So he wrote in the tradition of 19th century French realism,and became one of the most famous French critical realists of the late 19th century.
Maupassant's stories were built around the everyday life of the simple humble people.He had a fine use of irony.His style was direct and simple,with attention to realistic details.He saw clearly the toil,sufferings and the bitterly ironic happenings in human lives.At his best,he was able to put into a few pages a life story which would take other writers a whole volume to describe.
Most of Maupassant's works are about the peasant life in Normandy,the France-Prussian War and the life of the petty bourgeoisie.As he had held a number of government positions in Parice since 1871,he became familiar with the life of the government workers.And this experience helped him create his best short story“The Diamond Necklace”,from which our present text is adapted.Almost a hundred years after its first publication the story still touches the readers deeply to their hearts.
Maupassant suffered a great deal from illness in his late life.Yet he struggled to continue writing with tremendous will power.He had but a short life,and died at the age of 43(on July 6,1893).
2.About the Text
This short play is a stage version of The Necklace,one of Maupassant's best-known short stories.It tells about a vain woman,wife of a small clerk,who borrowed a diamond necklace to go to the palace ball.But unfortunately she lost the necklace.Then she and her husband had to work ten long years to pay for it.
The heroine was named Mathilde,who used to be a pretty girl.Being born in a clerk's family,she had no hope of marrying a man of wealth and position.So she let herself be married to Pierre Loisel,a small clerk in a government office.They were not rich and lived a simple life.
One evening her husband brought home an invitation for the palace ball.It was the first time in their lives that they had been invited to an important occasion like this.But the wife did not feel happy at all,because she had no dress for the ball.As the ball was very important to Pierre,he decided to buy her a new dress,which cost about four hundred francs.That was all he had saved.But Mathilde had no jewellery and she didn't want to go to the palace without jewelley.Her husband suggested that she should go and borrow some jewellery from a rich friend of hers,Jeanne Forrestier.Jeanne was very kind and friendly.She brought out her jewelry for Mathilde to choose from.Mathilde borrowed a diamond necklace.
Mathilde was the prettiest woman that night at the palace.She was a great success.All the men wished to dance with her.She danced madly,forgetting herself,her husband,her home and all.
On the way home Mathilde found that the necklace was gone.She and her husband returned to the palace and looked for it in every room but couldn't find it,and they never saw it again.They had to borrow thirty-six thousand francs,buy a diamond necklace exactly like the one they had lost and return it to Jeanne.Then they worked hard for ten years to pay for the money.
At the end of ten hard years,Mathilde had changed a great deal and looked so old that Jeanne couldn't recognize her when they met in a park one day.When Jeanne heard Mathilde's story,she was amazed.She told Mathilde that the necklace she had lent her ten years before was made of glass.It was worth five hundred francs at the most.
The First Period
Teaching Aims:
1.Learn and master the following words:
footprint shoeprint fingerprint tire mystery mysterious scary dormitory
2.Do some listening.
3.Do some speaking by acting out some short plays.
Teaching Important Points:
1.Do listening and speaking practice.
2.Improve the students' listening ability.
3.Improve the students speaking ability by acting out some short plays in English.
Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to make up short plays.
Teaching Methods:
1.Warming up to arouse the students' interest in creating good stories.
2.Listening-and-choosing activity to help the students go through with the listening material and understand it.
3.Making and acting out simple plays to practise the students' speaking ability.
4.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.a slide projector
3.a computer for multimedia use
Teaching Procedures:
Step Ⅰ. Greetings
Greet the whole class as usual.
Step Ⅱ. Lead-in
T:Have you read thrilling and exciting stories?
S1:Yes,I've read one.It is Huckleberry Finn.It was written by Mark Twain.It tells us something about a boy who met with much danger and trouble.
T:Have you seen the soul-stirring film?
S2:Yes.I have seen the film“Titanic”.It tells us that the largest and finest ship at that time sank because it hit an iceberg.It is terrible to see the ship sink under the sea.
T:I think most of you have seen the film.It is really a good and soul-stirring film.It won its Oscar.It is well worth seeing.OK.Which of you had adventurous experience?
S3:I had one.
T:Would you like to tell us your experience?
S3:I'd love to.One afternoon when I went home after school,I found our door open.Suddenly I felt something happen.It was a thief who broke into my house.I was about to leave for help when the thief saw me,He tied me to a chair and took away our money and some valuable things.It took me an hour to untie the rope and call the police.
T:What an advanture experience!Sometimes,all of us are likely to be in trouble.What should we do when we get into trouble?Now we'll have a discussion in pairs.Begin,please.
(After two minutes,teacher collects some advice from the students and shows them on the screen.)
Dos
Find a good chance to get rid of dangerous situation
Call 110 for help.
Ask neighbours for help.
Use your clever head to defeat the other.
…
Don'ts
Don't enter the dangerous situation.
Don't fight with him,for you are weak.
…
T:Your advice is very good.
Step Ⅲ. Warming up
T:Today a foreign senior boy and a Chinese senior girl are travelling on a small island.They have adventurous experience.Now open your books and look at the pictures in Unit 15.Make up a story about something happening to the boy and the girl.Prepare it in four groups.
(Teacher gives students enough time to prepare it.Then ask one group to read the story.)
T:(After some minutes.)Are you ready?Now I'll ask one group to read the story to the whole class.Which group will try?
Group 2:A foreign senior boy and a Chinese senior girl were travelling on a small island when they met an old wise man with long beard.They talked with the man,who had a map in his hand.He told them there were valuables in a certain castle according to the map.So the boy and the girl came to a secret chambers in a mysterious castle on the island and they found a box full of jewellery.They were very excited.And they were thinking about what to do when a huge monster appeared.The monster was angry with them and began to run after them.They were frightened and ran quickly.But the monster went on running after them and they couldn't get away from the monster.At that time the wise old man suddenly appeared before them and helped them leave the dangerous situation.At last he told them that everyone liked treasures.But only when we worked hard by hand to get treature could we own them.
T:Thank you for your story.
Step Ⅳ. Listening
T:Now let's do some listening.Listen to a short play on the tape.The play has three scenes.There are two questions for each scene.First we'll learn some new words on the blackboard.(Write the words“footprints,shoeprints,fingerprints”on the blackboard.)We have known“print”means“a mark mad e on a surface showing the shape pattern of a thing”.Can you guess the meaning of the words?
S4:I'll try.I think“footprint”is a mark made by the foot of a person or an animal.
S5:I think“shoeprint”is a mark made by a sole of a shoe.
S6:“fingerprint”is a mark or pattern of lines made by the end of a finger.
T:(Teacher shows some pictures on the screen.)
Yes.You are right.Look at the pictures.(Teacher points at them.)This is a footprint.This is a shoeprint and this is a fingerprint.
footprint shoeprint fingerprint
(Teacher writes the words“tire,mystery”on the blackboard and explain them.)
T:Now look at your books on Page 11 and go through the information and make sure you know what you must do before listening.
(After a while.)
T:Now,do you know what you should do after you listen to the tape?
Ss:Yes.
T:I'll play the tape three times.For the first time
篇14：高三英语Unit4-6教案(人教版高三英语上册教案教学设计)
Reading:
Warming up
Look at the pictures and match each flower with its correct name
Which flower is your favorite? Explain why.
Pre-reading
Why was Carl Linnaeus important to the history of botany as a science?
His system of grouping plants in families was unique, which based on the arrangement of the male and female organs in the flowers.
While-reading
Fast reading
How many people are mentioned in the passage?
Carl Linnaeus Daniel Solander Joseph Banks Captain Cook
Careful reading
1. Before Linnaeus botany was ________．D
A．studied by doctors B．unknown to anyone C．fully developed D．a branch of medicine
2. Some economic species plants such as____ could help to develop local economies．C
A．rose and peony B．tea and apple C．cocoa and hemp D．Cocoa and lemon
3. It was ____ who made Kew a centre of scientific and economic research．A
A．Joseph Banks B．Captain Cook C．Linnaeus D． Daniel Solander
4.Paragraph one of the text mainly tells us ___ ．C
A．the importance of botany B．how to classify plant species into groups
C．Linnaeus’contribution to botany D．Linnaeus’discoveries about different species
5.Captain Cook made ___voyages altogether around the world. C
A．one B．Two C．Three D.four
Post-reading
1. How did scientists classify plants before Linnaeus?
Some scientists classified plants into herbs and trees, or according to the shape of the fruit, or whether they had flowers or not.
2. What were the goals of James Cook’s first voyage around the world?
To study the passing of the planet Venus across the sun; to record, classify and describe all plant and animal life observed during the trip; to search for an unknown southern continent.
3. Why did Joseph Banks have to supply his own money to equip part of the expedition?
Because the government would not pay for such a new field of science as botany.
4. What could be a possible explanation for the name “strawberry”?
When people plant strawberry, they spread straw under the fruit to reduce the necessary amount of watering.
Integrating skills
Scanning
Find out the important people mentioned in the text.
Charles Darwin From England Gregor Mendel From Austria
Gote Turesson From Sweden
Choose the best answers according to the passage
1. The research by Darwin, Mendel and Turesson shows that_ . C
A. genetics is more important than the environment to plants
B. genetics is less important than the environment to plants
C. both genetics and the environment are important to plants
D. neither genetics nor the environment is important to plants
2. Darwin observed that the birds with _ _ would eat_ . B
A. small beaks l hard seeds B．broad beaks；hard seeds
C. hard beaks；hard seeds D．broad beaks；soft seeds
3.Darwin joined the scientific expedition on _____ ． C
A. the Endeavour B.Tahiti C．the Beagle D．space
4. Scientists of the nineteenth century believed that . D
A．the development of new species was behind the influence of the environment
B．the development of new species and the influence of the environment were hand in hand
C．the development of new species had nothing to do with the influence of the environment
D the influence of the environment was behind the development of new species .
5. Darwin studied physics，chemistry and botany because_________ . B
A．he was invited to join scientific expedition
B．he was interested in them
C．he could do a lot Of experiments
D．he wanted to finish his book“On the Origin of Species”
Fill in the following blanks
Scientist
Research/experiment
Result
Charles Darwin
The wild life of Galapagos, many varieties of garden roses
There were differences between the species of the different islands’yet all showed a clear relationship with those of America’ differences in habitat could lead to different species in birds as well as in plants.
Gregor Mendel
Flowers and peas
Many characteristics were passed on from one generation to the next, without influence by the environment. His research gave birth to the science of genetics.
Gote Turesson
A wild plant found on the Swedish west coast
Found evidence for the existence of stable varieties within species in nature. He showed that differences between plants of one species occurred as a result of the environmental conditions in their habitat.
The text can be divided into four parts
Part I Pa1-3: Darwin and his research.
Part II Pa4-5: Mendel and his experiment.
Part III Pa6: Turesson and his study
Part IV Pa7: the importance and significance of the research of the three.
Important sentences in the passage
1. It was Darwin’s visit on the Beagle to the Galapagos Isles that gave him the key to his new theory.
2. Back home, in England, Darwin realized that differences in habitat could lead to different species in birds as well as in plants.
3. As a result of Darwin and Mendel’s research, scientists of the nineteenth century formed the belief that that influence of the environment was behind the development of new species.
4. It would take a next generation of scientists to bring the importance of the environment on species back in view.
Translate the following phrases into English:
详细地 in detail 处于支配的地位，负责 in charge of
由……负责 in the charge of 任命某人为……appoint sb. as
将……分类成classify…into… 计算……之间的距离 calculate the distance between…
一代一代传下去pass on from one generation to the next 建于…；以…为基础be based on
参与; 陷入 ……的活动be involved in 根据;视……而定；按照according to
搜索；寻找 search for 总而言之 altogether
match…with （在品质；颜色；设计等方面）相等，相当，相配
at the age of 在……岁时 look out for 警惕;留心;守侯
on a large scale 大规模地;大范围地 year after year 年年;年复一年
pass away 逝世 name…after 给……取名;命名
take care of 关心;照顾 classify…into 分类;归类
develop a lifelong friendship with 与……结存了终生好朋友 born into 出生
have an appetite for knowledge 有求知欲 a great deal of 大量;许多(用于不可数名词)
lie in 在于 related to 与……有关
the key to 关键是(在于) adapt to 适应于
be sunken into 堕入 a bunch of flowers
at first sight lead a cosy life
make two more voyages be involved in
lead sb. to do sth. calculate the distance between
pass on from on generation to the next form the belief
in view adapt to the new environment
Unit 5 Getting the message
Reading:
Look at the pictures on page37 and fill in the chart
Items
Ad 1
Ad 2
Ad 3
The products they persuade you to buy
Advanced electronic roducts
Shampoo
Soft drinks
How to persuade
By using abstract design, slogan and pictures
By using wonderful pictures ,slogan and realistic products
By using wonderful pictures, slogan and products
The message each ad gives
High quality,
Help customers to succeed
Create beauty,bring happiness and love to customers
Help athletes to refresh themselves.
How is the information conveyed
Pictures, slogan, spokesman
Products,slogan, pictures
Pictures,slogan, products
Words related to advertising
advertise, advertisement advertiser, brand, post, spokesman, spokeswoman, designer, entertain, promote, customer, slogan, text, writer mislead, humorous, persuasive, broadcast, annoy, appeal to
Pre-reading
Collect advantages and disadvantages of advertisements from the students
Advantages Disadvantages
Provide information Mislead customers
Increase sales Give false or incorrect information
Make the public aware of social problem Raise the price of products
…
1.the first form of advertising : in Greece and Egypt around 1500 B.C.
2.the first printed advertisement: in London 1477
3.the first commercials on radio: about 1920
4.the first commercial on TV: after World War 2
Reading Find out the main idea for each paragraph
Pa1: Ads are found almost everywhere
Pa2: People react to advertisements in different ways.
Pa3: The basic principle of advertisements is to influence customers’ choices.
Pa4: Ads help companies and customers n a variety of ways.
Pa5: the most important function of advertising is to introduce new products.
Pa6: Governments and other organizations use ads to make people aware of government policies and social problems.
Pa7: Customers should be careful of illegal ads.
Pa8: Customers should learn to protect themselves from false ads and make smart choices.
Answer the following questions
Fast reading
1.What is people’s reaction to ads.? P2
2.What is the basic principle of advertising? P3
3.What is the most important function of ads? P5
4.what’s the advantage of good ads? P8
Careful reading
1.Why is advertising popular?
2.How does advertising help consumers and companies?
3.What is the basic principle behind advertisements?
4.Why do advertisers often have to work hard to attract people’s attention?
5.What is a “bait-and-switch” a?
6.How can we protect ourselves from misleading ads?
Choose the best answers:
1.The word “advertising” means to make a product known to . D
A managers through broadcast B leaders by radios
C firms by printed notices D people in various ways.
2.One advantage of advertising is that it helps . A
A increase product sales B make a product more expensive
C increase production D reduce the costs of a product
3.Advertising is a highly developed . B
A information B industry C trade D science
4.The development of radio, television, cinema, magazines and newspapers has with the development of advertising. B
A followed up B gone hand in hand C gone behind D taken place
5. The best chance to reach customers is to . C
A sell them the product B sell them what money can not buy: love, happiness and success.
C appeal to their emotions D reduce the price of the products.
6．The development of media has gone hand hand the development of advertising. C
A. by; by B. by; with C. in; with D. in; by
8.People react to advertisements in different ways.Because . 答案：A
A. ads are useful and entertaining to some people while annoying to others
B. ads are useful and entertaining C. ads are annoying
D.ads are not only useful and entertaining but annoying
9.When we buy an expensive product, can help us make the right decision. 答案：B
A. sellers B. ads C. our friends D. defenders
10.“Not all ads are used to promote a product or to increase a company’s profits” means . 答案：D
A. all ads are used to promote a product or to increase a company’s profits
B. few ads are used to promote a product or to increase a company’s profits
C. no ads are used to promote a product or to increase a company’s profits
D. all ads are not used to promote a product or to increase a company’s profits
11.In order not to become easy target for ad makers, we must . 答案：A
A. distinguish between fiction and facts B. watch TV more often
C. believe all the ads D. never believe any ads
12.The best chance to reach customers for the advertisers is to . 答案：A
A. appeal to their emotions B. make interesting pictures
C. give customers proper prices D. send messages to customers
13.Paragraph 4 is mainly about . 答案：C
A. ads must increase the production B. ads must reduce the price of the production
C. ads must help companies and customers D. ads must make a product more expensive
14.Which sentence tells us the main idea of Paragraph 5? 答案：C
A. The most important function of advertising is to introduce the prices of the products.
B. The most important function of advertising is to introduce the types of the products.
C. The most important function of advertising is to introduce new products.
D. The most important function of advertising is to introduce the company where the products come from.
15.Why is advertising popular? 答案：C
A. Because ads are found in newspapers. B. Because ads are found on the Internet.
C. Because ads are found on TV. D. Because ads are found everywhere.
16.We can infer from the last sentence of the text that . 答案：C
A. we must learn to believe ads B. we must learn to accept ads
C. we must learn to analyse ads D. we must learn to accuse ads
T or F
1.People react to advertisements in different ways.( )
2.The basic principle of advertising is fairly difficult.( )
3.Since an increase in sales means an increase in production, the price may be increased, too. ( )
4.Truthful ads provide good information that helps customers to decide whether they want or need the advertised product.( )
5.Perhaps the most important function of advertising is to increase a company’s profits. ( )
6.By using the techniques developed by the advertising industry, governments and other non-profit organizations can spread knowledge, change attitudes and improve society.( )
7.All ads are not used to promote a product or to increase a company’s profits.( )
Difficult sentences
1.The development of radio ,television and other media has gone hand in hand with the development.
2.Customers see so many ads every day that advertisers must work hard to get their message across.
3.The best chance to reach customers is to appeal to their emotions.
4.First of all ,we should always keep an eye out for “hidden information”.
Integrating skills
Fill in the blanks for the revision
Advertising is a highly developed industry. It has gone hand in hand with radio, television and other media.
People react to ads in different ways. Some think ads are useful and help consumers
make informed choices while others accuse companies of using ads to mislead us. Companies can influence customers’ choices by introducing a brand name and by associating products with customers’ needs. There are so many ads for customers that advertisers must try to get their message across by appealing to their emotions.
Ads help companies and customers in all kinds of ways. They can help companies increase sales . At the same time , they help customers choose among all the available products. In fact, truthful ads provide good information,and help customers compare feathers, functions and costs. Some governments name a famous person as their spokesman or spokeswoman to make people aware
of their social problems and policies.
Customers should protect themselves by keeping an eye out for bad ads, telling false information from real facts and making good choices.
II Lead-in
1 what product do they persuade you to buy?
2 what information about product can you get?
3 How is the information conveyed?
4 What are the skills of making good ads?
III Reading
1 How do the ad-makers create a positive image of the product they are promoting?
2 How do ad-makers choose a name for the product?
3 What kind of slogans should be used to make the consumers to form a positive image? Can you give an example?
4 How are the ads presented ?
How to create a positive image of the product
Choose the words and brand names A good slogan
1 tell the consumer about 1 should be catchy
the advantages of the product 2 easy to remember
2 choose a funny name 3 convey a message
3 use a well-known word
4 choose names from old stories
5 invent a new word
Ads are started with a puzzle or question
And presented in a humorous way
in order to 为的是;目的在于 take …into consideration 考虑某事物
compare…with…把……与……比较(对比) complain about 对某人与某物抱怨
in charge of… 负责;处于控制或支配的地位 hand in hand 手拉手;密切关联的
with the develop of 随着……发展 on the other hand 另一方面
get… across 传播或为人理解 instead of 代替(后面接名词代词动名词或介词短语)
appeal to 呼吁;上诉;投合(兴趣或心愿) armed with用…… 做准备;备有
make sb. aware of 使人明白;觉察;意识到 keep an eye out for留心或注意到某人或某事物
protect…from… 防护而不受 at the right time 在恰当的时候
point out to (向某人)指出;使注意 make sense 有意义;有道理;讲得通
accuse…of… 指责;控告 attach to 系;贴;固定;附着
differ from 不同于 attach importance to 给予重视
start with 以 开始 with the purpose of 以 为目的
point out 指出 refer to 指/参考
think twice 慎重考虑 large amounts of money
make good choices out of ten
take a critical attitude towards advertisements with the purpose of
a series of at a loss
profit by / from
Unit 6
Reading
Lead-in and Pre-reading
1． Who the Native Americans were? Where did they live and what do you know about their life?
The Native Americans were the Indian. They lived in the vast land of West America and their life was simple and hard. They hunt for food and rode on horses.
2. History counts many cases in which settlers moved into areas that belonged to other people. Can you give some examples? What happened?
The American continents were peopled as a result of two long-continuing immigration movements, the first from Asia, and the second from Europe and Africa. The first movement began probably 25, 000 years ago when Siberian tribes, in search of new hunting grounds or of refuge from pursuing enemies, crossed over the Bering Strait to Alaska. By 1492, over 10-20 million people, mistakenly called Indians by Christopher Columbus, inhabited the Americans. They developed their own aboriginal cultures, which ranged from the simple to the complex, from those of the primitive tribes to the brilliant civilizations of the Aztecs, the Incas and the Mayas. The second migration to the Americas began with the expansion of Europe at the start of the modern period from the 16th century.
3. The new settlements in America soon became known as the Wild West. Why?
Because the western states of the US during the years were settled by the first Europeans. There was not much respect for the law there.
Read the text then answer some questions.
1 When did we decide to move to another place? 1845,10
2 How long did the journey last? About a year
3 What is our first destination? India Greek in Kansas
4．What does “account” in the first line means?
The “account” here means description. For example, “She gave the police a full account of the incident.”
5. In paragraph two, the author mentioned Indian Greek. Where was it and was it very important?
It was in Kansas. It was the frontier at that time and also the meeting place for people moving to the west.
6. Do you know what difficulties they ran into during the journey?
They entered the desert and lost their way, and didn’t have enough water to drink. Their animals died from lack of water.
7. According to the fourth paragraph, why do people call the desert Death Valley?
People showed coldness and were not willing to help others in trouble. They abandoned everything they could. Valley is in chaos and full of dead animals. Therefore, we called it Death Valley.
8. Is the journey hard? Can you make some examples about it?
Yes, it is hard. You can make many examples.
9. What is the theme of this passage?
If you make unremitting efforts, you will achieve your goals. Don’t give up before difficulties.
Listening
Listen to the tape carefully then do these exercises.
Post-reading
Exercise1. True or False
1 We traveled alone. (F with many other families)
2．When a young man in our group suggested that I stay behind with the children and wait for help, I agreed. (F I didn’t agree.)
3. When the animals smelt the water, they all ran.
Exercise 2
Choose the best answers
1.The reason why my father wanted to go to California is that . 答案：C
A. California was in desert B. California was far away
C. California was a wonderful land described in a book
D. California was the largest state in the USA
2.People moving to the west would meet in . 答案：A
A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert
3.On which day did the author enter the Salt Lake Desert? 答案：B
A. April 12. B. November 4. C. October 15. D. December 25.
4.Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”? 答案：D
A Because the landscape was dry and barren. B. Because water was salty and not drinkable.
C. Because their water supply was so low. D. All of the above.
5.After the travelers burnt their wagons, they had to go on their feet with another miles to go. B
A.2 500 B.500 C.90 D.45
6.Why didn’t the author stay behind with the children and wait for help? A
A. Because that meant he/she would die.
B. Because he/she knew that children were tiresome.
C. Because he/she knew that there was a wagon waiting for him/her.
D. Because he/she felt he/she could get a prize by his/her father.
7.The animals almost ran when the travelers reached the edge of the desert, why? 答案：C
A. Because they were tired and weak. B. Because they had no burden.
C. Because they must have smelt the water. D. Because they went back to their home.
8.How long did the author spend finishing the journey? 答案：A
A. More than 40 months. B. About 2 months.
C. About a year. D. About a year and a month.
9.From the text, we can infer . 答案：D
A. the author and the travelers had to go all day and all night long
B. there was no oxen left when the travelers reached California
C. many travelers died when their days of hardship came to an end
D .it’s a long way to travel from the author’s hometown to California
10.The best title of the text is . 答案：B
A.A Journey To California B. Long Drive
C. The Salt Lake Desert D. Enjoy Your Life
Questions:
1 Where in the text do you find evidence that the wagons were not he most suitable means of transport? You can find your answers in paragraph 3.
2 Why did the travelers call their ninety mile-drive through the Salt Lake Desert the “long drive”?
We had to travel long without water or grass for the animals to eat. It was hard.
3 What can you learn from this reading passage? What impresses you most?
1)After suffering from many difficulties, we can live a better life. Facing the hardship, never give up, etc.
2)The courage of the people impresses me most.
Passage analysis
1. What the writing techniques of this text are?
A. Use of the chronological order to narrate the story.
B. Use many participles to make the text readable and concise.
C. The landscape of the Salt Lake Valley sharply contrasts with that of the Salt Lake Desert. The scenery of the Salt Lake Valley is very beautiful, however, that of the Salt Lake Desert is dry and barren. Use the sharp contrastive scenery, expressing the hero’s optimism about the life that he dreamed of in the West and coming across the difficulties on the way to the West.
2. What is the writing style of the text?
The text is a narrative writing, which related a story that the hero’s family and other many families moved to the West. They ran into many difficulties on the way to the West. Finally they got to the West and started a new life. The text, which uses the first person to relate the hero’s true experiences, gives us a vivid description.
3.What is the main idea of the text?
The text related a story that the hero’s family and other many families moving to the West. They ran into many difficulties on the way to the West. Finally they got to the West and started a new life. When they came across the problems, they didn’t escape them. However, they faced reality and solved the problems. They insisted on and made unremitting efforts, so they made their dream come true. Moreover, An iron pestle can be ground down to a needle - perseverance will prevail.
4. What’s the purpose of the writer?
The writer wanted to tell us “When one comes across the problems, one shouldn’t escape them. However, he should learn to face reality and solve the problems. As long as he overcomes the difficulties and never gives up, he will achieve his goals and succeed. Moreover, he has dreams in his heart. As long as he insists on and makes unremitting efforts, I believe he will make his dreams come true some day. In fact, life itself is a battle. Natural environment and nature are your enemies. If you defeat them, you can live in the world, or it is death that is waiting for you.”
5. What can we learn from this text?
We learned that during our lifetime, we may run into many difficulties. When we come across the problems, we shouldn’t try to escape. Instead, we should learn to face reality and solve the problems. As long as we overcome the difficulties and never give up, we will achieve our goals and succeed. Moreover, we all have dreams in our heart. As long as we insist on and make unremitting efforts, we will make our dreams come true one day.
Integrating skills
Lead-in
What did he describe in the novel The Call of Wild by Jack London? And where did the story happen?
This story happened in Alaska, a far and cold land. It described the life of a dog named Buck as well as other dogs’ encounter.
Reading
1. Who do you think the three persons are? What are they talking about?
I think Mr. Rivers is the host of a program. I guess Mr. Parks is a historian or something else. Ms. Welch is the granddaughter of Dr Welch. And Dr Welch was a doctor of a small city called Nome.
2. Where did the story happen? And what happened to the children?
The story happened in a small city called Nome. Some children in the city had a terrible disease and they would die if they couldn’t get enough vaccine.
3. Where could they get the vaccine that would save the children?
A hospital in Anchorage had a good supply of vaccine. It was far away from Nome.
4. What difficulties did they meet on the way and how did they overcome them?
They faced many difficulties. First, the time was limited. The children would die if their treatment was delayed too long. Second, at that time, the sea was frozen and the only two planes had been stored, nothing got to Nome quickly. Third, The Arctic winter was very cold and there were terrible storms.
Difficulties with the medicine delivery
Their attitudes and solutions
Traffic problems: The sea frozen; the only two planes stored; no quick traffic
A train took the medicine from Anchorage to Nenana; A relay of dog teams between Nenana and Nome
Snow storms and low temperature
Kept going without stop
Time limitation
Covered almost 700 miles in little more than 127 hours
Post-reading
Questions on P53 and P54.
Suggested answers:
1. Flu and diphtheria
2. As we all know, SARS spread through the world in 2003. SARS is short for Severe Acute Respiratory Syndrome.
3. Dr Welch could save the children if he could get enough vaccine as quickly as possible.
4. Relay is an act of passing something along from one person, group, or station to another. We have relay race in sports, and torch relay.
5. A relay of dog sleds was chosen as the best transportation because in 1925, nothing got to Nome quickly, the sea was frozen, and the only two planes had been stored.
Phrases
believe in 信任;信耐 stand for 代表;代替
adapt to 适宜 lose heart 灰心;泄气
be cast away (被)抛弃 give up 放弃
less than 少于;不足 set off for 开始(旅程;赛跑);出发
move on 继续前进 take the way 出发;首途
lose one’s way 迷路 hang out 伸出
in desperate need of 在极度需要的(时候) on our feet=on foot 步行
be accustomed to doing sth. (通常用于被动语态)习惯于 suffer from 患病;遭受……之苦
hurry on to (with) 赶紧办理;急急忙忙地去做某事 stop to do sth.停下来去做某事
start doing sth. 开始做某事 go on all fours 用四肢
(at)the edge of of (在)……边缘 stare at 瞪视; 凝视
come to an end 结束;终止 a race against time 与时间赛跑
save…from 挽救……免于 take up to 占用(时间;空间)
at stake 在危险中;关系重大 risk one’s life to 冒险去做某事
apply…to… 运用;应用 add up (两个或两个以上的数量或量)加起来
take it easy 别紧张;放松点 keep up 维持;保持;使某事处于高水平
common sense 常识;情理 leave behind 忘带;留下
live through sth. 经历某事物而幸存 tie up 系;拴;捆
go for 为……去;努力获取 be more of a leader than a follower
be honest with by day / by night
pass through be on one’s feet
be accustomed to in anxiety of
reach the promised land come to an end
a relay of dog teams take up to 13 days
篇15：初二上词组(人教版八年级英语上册教案教学设计)
do well in
...做得好
be good at
善长于。。。
in fact
事实上
play football
踢足球
play video game
玩电子游戏
get angry
生气了
be sad
感到悲观
2003/12/11
第六课
have a nice weekend
周末过得愉快
last Friday
上星期五
be sick
感到恶心，病了
ask for leave
请假
what is wrong with you
你怎么啦
have a bad cold
得了重感冒
stay at home
呆在家里
kind of boring
有点令人生厌
lend sb. sth.
把某物借给某人
lesson notes
课堂笔记
how was the score
比怎么样
there goes the bell
铃响了
it is time to do sth.
该做某事了（do）
it is time for sth.
该（做）某事了。（名词）
2003/12/11
第七课
新高三年级课本重点词组（全册）(人教版高三英语上册教案教学设计)（共15篇）
