unit 1 phrases(人教版高一英语上册教案教学设计)

【导语】“这个名字我用啦”通过精心收集，向本站投稿了17篇unit 1 phrases(人教版高一英语上册教案教学设计)，下面是小编为大家整理后的unit 1 phrases(人教版高一英语上册教案教学设计)，欢迎阅读与收藏。

篇1：unit 1 phrases(人教版高一英语上册教案教学设计)

Phrases:

1. the then director of the Guiness Brewery

2. settle an argument

3. conclude that-clause

make/draw a conclusion

4. be popular with

5. hire sb to do sth

=employ sb to do sth

6. ever since

7. send in

8. set down the records

9. keep track of

10. in other ways

11. sth be put into different categories

12. amazing feats

13. live to be 100 years

14. reach a length of 10 meters

15. 10 meters long

16. blance a thing weighing 100 kilogrammes on his head

17. with an area of about 10 hectares

18. the most remote city

19. celebrate Hong Kong’s return to China

20. stand out

stand for

21.a moving life story

22.the fastest average speed

23.Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.

24.the then No.1 cyclist in the world

25.be diagnosed with cancer

26.mean the end of one’s career

27.go on to do sth

28.six years in a row

three times in a row

29.the same … that…

the same … as…

eg. This is the same pen as I lost.这只笔跟我丢的那只一样。

This is the same pen that I lost.这是我丢的那只笔。

30.lead sb to do sth导致/带领/使某人做某事

31.in the first place

32.be entertained by…

33.deeds and facts

34.be out to do sth 决心/企图做

35.make for interesting reading算的上是有趣的读物

make for good health对健康有好处

36.set a record创下一个记录

37.be dangerous to sb

38.contact sb

39.if all goes well,…

40.apply for the record

apply to sb for the job

41.inspect your attempt

42.a world record holder

43.try new tricks 尝试新的花样滑板

44.on the park’s skating ramp 在公园溜冰场

45.head down to sp 朝某地方走去

head for sp 前往某地方

46.hang ten玩滑板

47.a skilful skateboarder

48.give sb one’s permission

49.hold a grand opening 举行一个盛大的开幕式

50.see what it was all about 看个究竟

51.be around

52.sb be familiar with sth

sth be familiar to sb

53.be willing to do sth

54.overcome one’s fears

55.certer on

56.have fun

It is fun for sb to do sth 对于某人来说做某事是有趣的

57.fly through the air 在空中穿梭

58.wear helmet

59.enjor every minute 每分钟都很开心

60.a strong feeling of friendship

61.start a club 创办一个俱乐部

62.a new generation of sports 新一代的运动项目

Unit 1

1. 胡须；络腮胡子(n) 44.首先；第一；原先(p)

2. 钢丝(n) 45.突然猛烈地发出(p)

3. 八字胡(n) 46.将某人当中心(p)

4. 结束时说；达成；结束(v) 47.专心致志于(p)

5. 运动员的；体格健壮的(a)

6. 叙述；帐目；帐户(n)

7. 合适的；恰当的(a)

8. 长度；长(n)

9. 检查；视察(v)

10. 证实，确认(v)

11. 证明书(n)

12. 逐渐的；渐变的(a)

13. 空白；空隙(n)

14. 吸引；俘获；占领(v)

15. 熟悉的(a)

16. 因素；要素(n)

17. 头盔；安全帽(n)

18. 精力充沛的；充满活力的(a)

19. 外向的；爽直的(a)

20. 小心的；谨慎的(a)

21. 登记；注册；记录(v)

22. 航行者(n)

23. 峡谷(n)

24. 版本；版次(n)

25. 啤酒厂(n)

26. 租用；雇佣(v)

27. 技艺；功绩；伟业(n)

28. 公顷(n)

29. 凋谢；褪色；变弱(v)

30. 尝试；努力；试图(v)

31. 热情的；热心的(a)

32. 十年(n)

33. 委员会(n)

34. 迷住；使神魂颠倒(v)

35. 地球仪；球体(n)

36. 斜坡弯道(n)

37. 熟练的(a)

38. 滑板(n)

39. 管理；行政（机关）；经营(n)

40. 许可；同意(n)

41. 寄送某处进行处理(p)

42. 记下，写下；让某人下车(p)

43. 一个接一个地；连续不断地(p)

篇2：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)

I Teaching Aims and Demands

1.Words and expressions

1)words

honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;

deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion

2）useful expressions

be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with

2.Oral demand

Talk about friend and friendship in English

3. Grammar

1）the indirect speech led by if/what /who/where/how…

2）review the usage of nouns and articles

4. Written demand

write an E-mail about friendship

5.Moral demand

Teach the Ss how to get on well with friends and treasure friendship.

II Teaching method

Co-orperating teachong

III Study method

Self-study guided by the teacher

IV Teaching aids

Computer,tape recorder,slide shoe,etc.

V Teaching steps

Period 1

Step 1 1. Ask the Ss the following questions to review some

Warming up words they know to describe their friends:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends ?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance:

tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.

1) I think I am ______, ______ and _______.

I think I am ________ because I ________. So when you ______, you can _______.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.

Step 2 1. Listen to the tape and finish the three situations one

Listening by one. Then ask the Ss to check the answers with

their partners.

2. Go over Part 1 in Listening on Page 85.

3. Go over Part 2 in Listening on Page 85.

Step 3 Written work: Part 2 on Page 87 in the exercise book.

Homework Reading: Go over Speaking Part on Page 2 and finish

the table on Page 3.

Summary

Period 2

Step1 1. Ask the Ss to tell what they learned in the last period

Revision and their opinions about what a good friend should be.

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.

Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.

2. Let the Ss say what patterns we can use to make

apologies.

You said that you would … Why did / didn’t you …?

You promised to … Why didn’t you …?

Please forgive me.

I’m very sorry. …It won’t happen again.

I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then

with the whole class.

4. Go over Part 3. First ask the Ss to complete the role

cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.

Step 3 1. Go over Speaking part on Page 2 by checking the

Speaking list. First ask some Ss to read this part. Then check

The answers to the list.

2. Ask the Ss which of the six students they want to

make friends with and why.

3. Ask the Ss to discuss in groups of four: Are friends

very important in our life? Why?

Ask some groups to report the result of their discussion.

Step 4 Written work: Part 3 on Page 87.

Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Summary

Period 3

Step 1 1. Suppose you are alone on a deserted (empty, no one

Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.

2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.

3. Talk about the movie post of CAST AWAY.

Step 2 Ask the Ss to read the passage and find the answers

Reading to the questions:

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Step 3 1. Ask the Ss to find the answers to the first three

Post-reading questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

Step 4 Check the answers to the reading material on pages Workbook 88~89.

Step 5 1. Listen to and read the text again and again.

Homework 2. Find out the difficult sentences and go over the

notes to this text.

3. Look up the word learn in the dictionary and try to

find out different meanings of it.

Summary

Period 4

Step 1 1. Ask the Ss to tell what they have learned from the

Review text.

2. Ask some of the Ss to read the text paragraph by

paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:

on a deserted island, hunt for food, make a fire,

be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …

2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

3. Ask the Ss to put the follow sentences into Chinese.

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7)… we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

Step 3 Ask the Ss to think over and answer the question:

Discussing 1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Step 4 The usage of learn:

Word study 1. To gain knowledge or skill by study, experience or

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

They offered help as soon as they learned that we were in great trouble.

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

Step 5 Go over Part 1 in Vocabulary on Page 87.

Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Step 6 1. Finish Word Study on Pages 4~5.

Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Summary

Period 5

Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

Step 2 1. Ask the Ss to discuss the difference between Direct

Grammar Speech and Indirect Speech in pairs.

2. Summary:

In Statements

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

“I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

In General Questions:

“Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if she had seen his blue notebook.

In Special Questions:

“How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Step 3 1. Go over Part 2 on Page 88.

Workbook 2. Go over Part 3 on Page 88 first in pairs, and then

check with the whole class.

3. Go over Part 1 by asking some Ss to write down

their sentences on the Bb.

Step 4 1. Review the reading material.

Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.

3. Ask the Ss to think about in what ways we can make friends with others.

Summary

Period 6

Step 1 Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

Step 2 1. Read the short passage on Page 6 and tell the main

Reading and idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of

people do you think they are.

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message.

And then check each other’s message with the

partner.

Step 3 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 4 1. Go over Checkpoint 1.

Checkpoint 2. Ask the Ss to think about what they have learned in

this unit.

Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the

table correctly.

2. Go over Reflection and ask the Ss to finish the

sentences.

Step 6 1. Review the whole unit.

Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.

Summary

Period 7

Step 1 1. Dictate the following passage and then choose a

Dictation title for it.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.

1. ….

But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….

4. …. 5. …. 6. ….

But Lin Tao says they are doing OK.

Title: Students Running Bar

Study First or BUSINESS First?

2. Some words and phrases in the listening text:

solve a problem / problems, common problem,

get mad, communicate, in a different way,

deal with, apologize, apology, keep a secret,

in a difficult situation,

rumour 谣[流]言, 传闻

The rumo(u)r has turned out to be true.

这谣传结果是真的。

Step 2 Review the whole unit.

Summary

篇3：Unit 1 That must be a record (phrases)(人教版高三英语上册教案教学设计)

Unit 1

1.a reporter for the school newspaper 受雇于学校报纸的记者

2.the first edition 第一版

3. the then director 当时的厂长

4. settle an argument

解决一场争辩

5.a best seller 畅销书

6.send(sent, sent)

send in寄送某处进行处理

send up 发射

send for a doctor 派人去请医生

send out 分发

7. set down = write down=put down=take down 记下，写下

set about doing=set out to do着手做某事

set out for=set off for动身出发去某地

set aside因为某种用途留出；放在一边不加理会

set up建立

8.keep track of 保持联系；记录

9.put into different categories 放入不同的类别

10. reach a length of 长达

reach a width of/ a depth of/ a weight of/a distance of/a height of

11. with an area of 面积有…..

12.celebrate Hong Kong’s return to China庆祝香港回归

13.stand out 突出，显著

14.next to 紧邻，仅次于，

15.be diagnosed with cancer

被诊断为癌症

16.achieve/reach his goal 达到目标

17.in a row 排成一队；连续；

18.lead sb to do 促使某人做某事

19. in the first place 首先

in place 在适当的地方

in place of=in sb’s place 代替某人

20. make for 向…走去；有助于，导致

21.set a record 创造纪录

break a record打破纪录

keep a record 保持记录

22.apply for sth. 申请…

apply to sb. for sth.向某人申请…

23 celebrate winning the bid for the 29th Olympic Games in 2008 申奥成功

24 burst into cheers 突然欢呼

burst into tears=burst out crying突然哭起来

burst into laughter=burst into laughing突然笑起来

25 get a better understanding of 更好地了解

26.head down to=head for前往

27.give sb permission 给予某人准许

28.hold a grand opening

举行一个盛大的开幕式

29. be around

遍布各地；深入人心;流行

30.sth. be familiar to sb 某物为某人所熟悉

sb. be familiar with sth.某人熟悉某事

31.be willing to do

乐意做某事

32.center on 以…为中心

33.overcome(get over) your fears

克服你的恐惧

34.regular sports 常规运动

35.heart beats faster 心跳加速

36.concentrate on

集中；全神贯注于

37.in the air 在空中；悬而未决

on the air 在广播

by air 坐飞机

38.to one’s delight(joy)使某人高兴的是

be delighted to do做某事高兴

be delighted that

take delight in sth. 以…为乐

39.形容词/副词/动词/不加冠词的名词+as/though+主语+谓语

尽管…

Impressive as the record, it faded next to Armstrong’s struggle against disease.

Child as he is, he knows much.

=Though/although he is a child, he knows much.

篇4：高一英语上册《Unit 1 Friendship》教案教学设计

一、教材分析

1.本单元的主题是“友谊”，贴近学生生活，所以大部分的内容都是围绕该主题展开的。本节课的课型为词汇课，新课标要求学生掌握与友谊、交友有关的词汇;本节内容旨在一方面扩展学生 的词汇量，一方面帮助学生学会审视自己，引导

学生形成正确的价值观和处事原则，培养其高尚的品格。

2.学本节内容，首先是帮助学生学习更多有关友谊的知识;其次是增加与本单

元主题相关的词汇。

二、学情分析

“友谊”这一话题对学生而言是非常熟悉的，但本单元所选语言材料是原汁原味的英美人士所写的文章，词汇量大，句子结构复杂，长难句较多，对于刚刚

进入高中学习的高一新生来说难度是很大的。

三、教学目标

1. 帮助学生学习更多有关“友谊”的知识;

2. 增加与本单元主题相关的词汇。

四、教学重点和难点

1. Understand the meaning of Friendship.

2. Learn some new words about Friendship and friends.

五、教学过程

Step 1 Warming Up

Activity1: Doing a survey

1.Get the students to do a survey quickly and and add up the score

and then see how many points they can get.

2. Present some new vocabulary in warming up and the explanation on the screen.

(1)、survey n. 调查，概述;v. 测量，检查;

e.g. a. A recent survey showed most of those questioned were for the plan.

最近的民意测验显示大多数调查对象同意这项计划。

b. The governor surveyed the damage caused by the tsunami.

州长查看了海啸引起的破坏情况。

思维拓展： a.. make a survey of sth. 调查…

make a general survey of sth 纵观…

b. survey sth. 调查，评述，检查

survey the equipment 检查设备

(2)、add v. 增加，增添

e.g. a. Shall I add your name to the list? 我可以把你的名字写进名单吗?

b. A new wing was added to the building. 这座大楼新添了一座边房。

思维拓展： add up sth 把……加起来

add sth to sth 把……加到…… add to sth = increase 增加了…

add up to 合计;总共

指点迷津：a.. add sth to sth 是“把……加到……上去“，add to 不能分开用，意为“增加了……”, 相当于increase 或raise. 如：

e.g. a. He added some sugar to the coffee. 他给咖啡里加了些糖。

The bad weather added to our difficulty. 坏天气增加了我们的困难。

b. add还可表示“补充说“，后常接从句。

e.g. He added that he was satisfied with the talk. 它补充说他对会谈很满意。

词汇派生： addition n. 附加物 additional adj. 附加的

adding machine 加法机 in addition to 除……之外

(3)、upset v. 使不安，打乱adj. 心烦意乱的

e.g.a. His strange behavior upset his father. 他的奇怪行径困扰着他父亲。

b. I understand how upset you must be feeling. 我理解你心里有多难受。

思维拓展： a. upset sb. 使某人不安

upset the plan 搅乱了计划

upset the cup 打翻了杯子

It upsets sb that 让某人心烦的是……

It upsets sb to do sth 做……使某人不快。

b. be upset about 对……赶到心烦

指点迷津：(1). upset 指由于某事的发生而心烦意乱。

(2). nervous 在做某事的过程中紧张害怕的感觉。

(3). anxious 因担心某事的发生或不发生而焦虑不安。

词汇派生：upset-upset-upset-upsetting

(4.)、concern n. 担心，关心，关系;v. 涉及，有关

e.g. a. There is growing concern about violence on TV. 人们对电视上的暴力内容日见担忧。

b. Don’t be involved in what doesn’t concern you. 不要管那些与你无关的事。

思维拓展：a. show/express concern about/ for 对……表示关心/担心

b. concern oneself about/ for 担忧/关心……

concern oneself with 从事，参与……

concern sb./ sth 与……有关

词汇派生：concerned adj. 有关的;担心的

be concerned about/ over/for 关心;挂念

be concerned with/ in 牵扯进/参与……

as/so far as …be concerned 就……而言

e.g. As far as I’m concerned, the sooner, the better. 就我而言，越快越好。

(5)、cheat v. 欺骗,作弊 n. 骗子, 作弊者

eg. He is accused of cheating the taxman. 他被控欺骗税务员.

eg. The two cheats set up tow looms. 这两个骗子支起两架织布机.

思维拓展： cheat sb. (out) of sth 骗取某人某物

cheat sb. into doing sth 骗某人做……

cheat sb. into the belief that 骗某人相信

catch sb. cheating in an exam 作弊被抓

[设计思路]本活动旨在引出话题，检测学生对友谊这个主题有哪些认识。问卷内容涉及日常生活中朋友之间可能发生的真实问题以及解决问题的办法帮助学生学会审视自己，引导其形成正确的价值观和处事原则。同时渗透与“友谊”有关

的一小部分词汇。

Step 2 Vocabulary learning

Activity2: Guessing game

Find the words or phrases for each of the following meanings from unit1.

1.______not insidde a building

2.______feeling disturbed

3.______to be worried about

4.______free, not tied up

5.______to experience something

6.______to take no notice of

7.______staying close to and looking at somebody

8.______to become quiet after nervous activity

9.______number of things that happen one after another

[设计思路]本活动属于利用英语解释本单元重点词汇，旨在训练学生用英语思维的能力。

Step3 Vocabulaary recitation

Sstudents will be asked to recite the following key words and try their best to set down them in the blanks.

________________ vt. 增加;添加;补充说 vi. 加;加起来;增添

________________ n. 点;尖端;分数

____________vt.& vi. (_______ ______ ______) 使不安;使心烦

adj. 心烦意乱的;不适的;不舒服的

____________ vt. 不理睬;忽视

____________adj.平静的;镇静的;vt.&vi.使)平静;(使)镇定

_____________ vt. 涉及;关系到 n. 关心;关注;(利害)关系

______________adj. 松的;松散的;松开的

_____________n. 欺骗;骗子 vt.&vi. 欺骗;骗取;欺诈;作弊

________________ n. 理由;原因

________________ vt. 列出

________________ vt. 分享;均分;分担 n. 一份;份额

________________ n. 感觉;感情

________________ n. 荷兰

________________ n. 德国人;德语 adj. 德国的;德国人的;德语的

________________ n. 连续;系列

________________ adv. 在户外;在野外

________________ adj. 疯狂的;狂热的

________________ n. 自然;自然界

________________ n. 目的;意图

________________ vt. &v. aux 敢;胆敢

________________ n. 雷;雷声; vi. 打雷;雷鸣

________________ adv. 完全地;全然地;整个地

________________ n. 能力;力量;权力

________________ adv. 依照

________________ adv. 按照;依据

________________ vt. & n. 信任;信赖

________________ adv. 在室内;入室内

________________ vt.& vi. 遭受;忍受;经历

________________ n. 十几岁的青少年

________________ n. 忠告;建议

________________ n. 调查表;问卷

These words are new to students, so make explanations if necessary.

[设计思路] 通过此任务，旨在提高学生的瞬时记忆能力。

Step 4 Practice:

Activity3： Group competition (group work)

1.Divide the class into 3 groups, and students should guess the words from the picture as soon as they can (The quickest student who tells right will get one score)

2. Hold a Competition in groups trying to write down words related to Friendship as many as possible and the group which can set down more words than any other groups will be the winner.

[设计思路] 通过小组间的活动能够进一步激发学生的学习词汇的热情，这是一个很好的方法。

Step5 Summary

Get a group to sum up this class and the teacher can add something if necessary.

[设计思路] 通过小节，强调本节课的重要内容。

Step6 Homework

Try to remember the vocabulary that the students have learned in class.

[设计思路]通过作业，巩固所学。

六、板书设计

Competition in groups

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

____________ ____________ _____________

七、教学反思

本课设计了若干情景与活动，旨在让学生积极参与学习活动，在活动中学习。

1. 从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。本堂课总共设计了3次活动，每一次都有所侧重，要求由浅入深，在保证大部分学生能按时按质完成任务的同时，又能体现选拔的效果，鼓励一部分学生积极的展现自我。避免了活动流于形式，单纯地追求

“快乐”。

2. 课前做了大量的资料收集和整理，有选择的在教学中有效地使用图片和视频，大大提高了学生对学习的兴趣。

3. 不抛弃优秀的传统教法。在任务型教学中，也考虑融入传统的板书和语言形

式的操练，令到学生的操练更具目的性、指引性。

总体上，本设计以小组活动为桥梁，将英语学习与现实生活紧密结合，体现了以学生为中心、教师为指导的新课程理念，有效地完成了该堂课的任务，是一个不错的教学设计。

篇5：unit 10 Phrases(人教版高三英语下册教案教学设计)

Unit 10 Expressions

1. weep over/for one’s failure

weep one’s fate悲叹命运

weep bitter tears

weep oneself to sleep

feel weepy感到想哭

a weeping willow垂柳

2. rent a furnished house at $8 a week

3. attend to his sick mother

have an urgent personal matter to attend to

attend to her cheeks with the powder rag

4. be dressed in rags

a beggar in rags

5. take pride in/ be proud of

6. do herself up for the party

do up the buttons/ the house/ the parcel

7. be worn out穿坏了；筋疲力尽

8. let alone=not to mention; even less更不必说

let sb./sth. alone别管；别搅挠

let sb./sth. be别管，别干涉；别骂

let go放手

let down（衣服）加长；使失望

let off原谅；不处罚

let out(衣服)加宽;泄露;表达; 放出

let up停止；逐渐停止

9. fix one’s mind/attention on全神贯注于

fix one’s eyes on凝视

pay attention to注意

10. approve the plan批准

approve of the plan赞成；认可；

don’t approve of wasting time

11. at length最后；终于;详细地;冗长地

12. one’s reaction to the news

13. take part in activities

14. make English learning great fun

15. people present at the meeting

be present at the meeting

present the class with the outcome

present the outcome to the class

16. read for pleasure/ read for school

17. save one or two pennies at a time

save a penny or two at a time

18. a card which bears his name

=a card bearing his name

19. stand by the window

20. buy Jim a present with the left money

need money with which to buy a present

21. go far有除夕；成功；经用；够用

22. be worthy of mention值得一题

be worthy of being mentioned

be worthy to be mentioned

be well worth mentioning

23. pull down her hair披散

let it fall to its full length让它完全垂下

24. make itself almost a garment使看来象

make (him)a person like his father使成为

25. hesitate for a minute

26. run up one flight of stairs跑上一段楼梯

27. life the mass with a practiced hand

28. search the stores for Jim’s present

turn all the shops inside out

29. be just right for sb.

30. be properly anxious about

31. look at sth. in the mirror for a long time

32. take a second look at sb.

33. have her hair cut out of love for him

34. at the butcher’s /the tailor’s /the baker’s/ the barber’s/ the grocer’s/ the chemist’s

35. get accustomed to the northern weather

36. on the final day

37. be noted for 记住

38. make some coffee/ tea

39. sit on the corner of the table

40. be burdened with 担负有…

41. with a smile on his face

with a strange expression in his eyes

42. live through hard times度过难关

43. look about the room环顾

44. go cheap/ go for so little money

go on food and clothes花在…

45. make some mistake about sb.误会

46. in the way of …这类东西 在…方面

47. give a scream of joy

48. break out in tears and cries

burst into tears

burst out crying

49. hug them to her breast紧拥在胸口

50. throw himself down on the couch

51. put his hands under the back of his head

52. forget all about it

53. recommend the story to others推荐

54. on a friendly/ weekly basis在友好/周的基础上

55. (an idea) flash into one’s mind

56. show his concern(关心) for me

57. It was not long before he came to realize

58. time and (time) again多次；屡次

59. live alone on the farm all her life

60. at the age of twenty

61. be accompanied by在…陪伴下

62. carry a baby in her arms

63. Don’t keep silent when spoken to

64. in a loud and commanding tone of voice

65. one and all=every one

66. fall(fell, fallen) asleep

67. a woman of little experience

68. grow quite used to it

69. (sb/ time) draw near走近

70. as for the baby至于

71. scream with delight高兴地尖叫

72. at (the) sight of一看见

catch sight of看见

73. all over the country全国

be wet all over全身湿透了

be all over结束了

74. in the distance在远处，从远处

75. make a mess扰乱；弄成一团糟

make a mess of my holiday plan弄乱我的假期计划

in a mess 乱成一团

76. seat oneself beside the table

be seated, please

find them all seated at the back of the room

a hall seating/holding/admitting 200 people

篇6：高二unit 1 语言点教案(人教版高一英语上册教案教学设计)

Warming up

1. Make a/no/some difference 有作用，关系，影响

The rain didn’t make much difference to the game. 这场雨对比赛没多大影响。

Your age shouldn’t make any difference to whether you get the job or not. 你能否得到工作与你的年龄无关。

Changing schools made a big difference to my life. 转学对我的一生有重大影响。

I don’t think it makes a lot of difference what color it is. 我认为颜色无关紧要。

2. undertake(undertook，undertaken) vt．承担 ，从事，负责；（允诺，答应 undertake to do ）

例：He undertook the difficult task willingly．他欣然承担那项困难的工作。

1 will undertake the responsibility for you．我会为你负起责任。

He undertook to finish the job by Friday. 他答应星期五或之前完成这项工作。

Speaking

3. There is no doubt that． 毫无疑问 ．．

例：There is no doubt that our team will win．我队获胜是毫无疑问的。

I don't doubt that we will win the game．(否定句用that)我不怀疑我们将会赢得这场比赛。

Do you doubt that he has passed the final examination ? (疑问句用that)你怀疑他已通过期末考试了吗?

I doubt whether he is the best man for the job．(肯定句用whether)我怀疑他是否是担任那项工作的最适当人选。

Reading

4. imagine 用法 (imagine (sb) doing, imagine that …. )

5. promising (形) 有希望的，有前途的，前途光明的

例：a promising actress有前途的女演员

6. give up

7. dream of /about /that

8. hope for / to do /that

9. There didn't seem much point in working on my PhD-I didn't expect to survive that long

取得博士学位对我来说没有什么意义，我没有期望活那么久。

1）PhD(Doctor of Philosophy ) 指“博士学位”

2）There is no point in doing sth．表示“做某事没有作用或没有意义”。

例：There is no point in arguing further． 继续争执下去没有意义了。

There is no point in protesting．It won’t help much．抗议没有什么用处，于事无补。

Expect 预料，预计，期待，盼望；期望 常用搭配：expect (sb) to do, expect that

3）Survive vi. 生存，存活 vt. 幸存，挺过，艰难度过

She was the last surviving member of the family. 她是这家人中仅存的一员。

Of the six people injured in the crash, only two survived. 因车祸受伤的6人中， 只有2人幸存。

The company managed to survive the crisis. 公司设法度过了危机。

Many birds didn’t survive the severe winter. 许多鸟死于这次严冬。

4）that在此处为副词，意为“那么”，可以修饰形容词。

例：I didn't expect he was that rude． 我没料到他会那么粗鲁。

10. In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．事实上，事情发展得还挺顺利。我和一位非常好的女孩简怀尔得订婚了。

get／be engaged to sb．“与某人订婚”

Did you hear they have got engaged last month? 你有没有听说他们上个月订婚的消息?

Be engaged in(on)+n．／doing sth．从事(工作)的，忙于……的

例：She was engaged in protecting wild birds．她从事保护野生鸟类的工作。

He is now engaged on his second novel. 他正埋头写他的第二部小说。

be engaged (电话等)通话中的，占线中的，相当于美国英语的busy．

例：The line／number is engaged。线路被占用。

engagement n．订婚(to)

例：announce one's engagement to…宣布与…订婚

break off one's engagement解除婚约，解约

engagement ring订婚戒指(戴在左手无名指上)

11. Since then，Hawking has continued to seek answers to questions about the nature of the universe．从那时起，霍金就继续寻求关于宇宙特征的问题的答案。

seek+(for after)+名词 搜寻，寻找；寻求，探求；追求

例：They sought shelter from the rain．他们找寻避雨的地方。

He found it worthless to seek fame．他发现追求名声是不值得的。

We must seek (for) a solution to the problem 我们必须寻求解决问题的方法。

Seek to do 试图，设法

They quickly sought to distance themselves from the protester. 他们迅速设法远离抗议者。

12. Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．

霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论，也可能是错误的。

Turn out to be“结果是”“最后的情况是”+副／+形／+to do／+that．．

The weatherman said it was going to rain this afternoon but it turned out to be very lovely．天气预报说今天下午有雨，其实今天天气非常好。

Despite our worries everything turned out well. 尽管我们很担心， 一切都很顺利。

The lecture turned out to be very dull．讲座结果很无聊。

The rumor turned out (to be) true．那谣言后来证明是真的。

It turned out (that) two travelers had been killed 后来证实(查明)有两位旅客丧生。

turn out vt. (可分开用 ) 生产 (产品)，出产

The factory can turn out l000cars a day． 这家工厂一天能生产1000辆汽车。

13. observe vt.观察，看到，注意到

She has observed the stars all her life. 她一生观察星体。

They observed the thief stealing /steal the money. 他们看见这个小偷偷了钱。（observe sb do /doing sth.）

vt. 遵守（规则，法律等）

language study

14. use sth up 用光

Making soup is a good way of using up leftover vegetables. 把剩下的蔬菜全部用来做汤是个好主意。

Integrating skills

15. Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．

每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。

Only修饰介词短语或从句时，要求倒装。

例：Only at that time did I realize its importance． 直到那时我才意识到它的重要性。

Only in this way can you make progress in your English study． 只有这样你才能在英语学习上取得进步。

Only修饰主语时，通常置于主语之前。

例：Only you understand me．只有你了解我。

Only修饰主语以外时，通常置于动词之前(有be动词、助动词时，则置于其后)

例：She only eats vegetables．她只吃蔬菜。

I only lent you the money．那笔钱我只是借给你(不是给你)。

He only works when he’s got homework． 他只在有家庭作业时才做功课。

I’ve only seen him once． 我只见过他一次。

语法：不定式易错点

1） 不定式动词在介词but，except，后面时，如果这些介词之前有行为动词do的各种形式，那么，这些介词后的不定式不带to，否则要带to。

例如： She could do nothing but cry．她只会哭了。

I have no choice but to go．我不得不走。

2）作定语的不定式如果是不及物动词，或者不定式所修饰的名词或代词是不定式动作的地点工具等，不定式后面须有相应的介词。例如：

He is looking for a room to live in ． 他在找一个房间住。

There is nothing to worry about． 无什么可担心的。

Please give me a knife to cut with． 请给我把刀子来切东西。

3）当作定语的不定式所修饰的名词或代词是不定式动作的承受者时，不定式既可以用主动语态，也可用被动语态，但其意义有所不同。试比较：

A)Have you anything to send?你有什么东西要寄吗?(不定式tosend的动作执行者是you)

B)Have you anything to be sent?你有什么要(我或别人)寄的东西吗?(不定式to be sent的动作执行者是已被省略的me或someone else)

4）不定式修饰的名词或代词和不定式逻辑上构成主谓关系时，不定式往往用主动形式。

Have you got a key to unlock the door? 你有开门的钥匙吗?

5）不定式和它前面被修饰的名词或代词构成逻辑上的动宾关系，又和该句主语构成逻辑上的主谓关系时，不定式常用主动形式。

I have got a letter to write． 我有封信要写。

He needs a room to live in． 他需要间屋子住。

6）不定式作表语形容词的状语，和句中的主语构成逻辑上的动宾关系时，不定式多用主动形式，这是因为人们往往认为形容词后省去了for one或for people．例如：

He is hard to talk to．很难跟他交谈。

The book is difficult to understand．这本书很难懂。

但如果强调句中的受事者时，亦可用不定式被动句。例如：

The handwriting is very difficult to be read． 这字太难认读了。

The box is to heavy to be lifted． 这箱子太重举不起来。

7）在there be结构中，当说话人考虑的是必须有人去完成某件事时，不定式用主动形式，如果说话人强调的是事情本身必须完成，则用被动形式。

There is a lot of work to do． (Somebody has to do the work．)

There is a lot of work to be done．(The work has to be done．)

请注意下面两个句子的含义是不同的：

There is nothing to do．意为无事可做，感到十分乏味。

There is nothing to be done．意为某东西坏了，无法使之恢复正常。

Unit 1 知识清单

Warming up

1. Make a/no/some difference 意义是什么？

The rain didn’t make much difference to the game.

Your age shouldn’t make any difference to whether you get the job or not.

Changing schools made a big difference to my life.

I don’t think it makes a lot of difference what color it is.

2. undertake过去式和过去分词形式是什么？两个常用意思是什么？

例：He undertook the difficult task willingly．

1 will undertake the responsibility for you．

He undertook to finish the job by Friday.

3. There is no doubt（毫无疑问 ．．） 后面的同位语从句的连词是什么？．

There is no doubt_______ our team will win．我队获胜是毫无疑问的。

I don't doubt_______we will win the game．(否定句用_______)我不怀疑我们将会赢得这场比赛。

Do you doubt_______ he has passed the final examination ? (疑问句用that)你怀疑他已通过期末考试了吗?

I doubt_______ he is the best man for the job．(肯定句用_______)我怀疑他是否是担任那项工作的最适当人选。

Reading

4. imagine 用法是什么？

5. promising (形) 是什么意思？

例：a promising actress

6. give up是什么意思？

7. dream 常用搭配有哪些？

8. hope for / to do /that 分别是什么意思？

9。 PhD(Doctor of Philosophy ) 指“__________”

10. There is no point in doing sth．表示“__________”。

例：There is no point in arguing further．

There is no point in protesting．It won’t help much．

11. Expect 有哪些意思？ 常用搭配有哪些？

12. Survive vi. ________ vt. _________________

She was the last surviving member of the family.

Of the six people injured in the crash, only two survived.

The company managed to survive the crisis.

Many birds didn’t survive the severe winter.

13. There didn't seem much point in working on my PhD-I didn't expect to survive that long 这里that 用法是什么？

14. get／be engaged to sb．意思是“_____________”； 而 Be engaged in(on)+n．／doing sth．意思是_____________________.

Did you hear they have got engaged last month?

例：She was engaged in protecting wild birds．

He is now engaged on his second novel.

be engaged (电话等________________，相当于美国英语的busy．

engagement n． (to) 是什么意思？

例：announce one's engagement to; break off one's engagement; engagement ring

15. seek+(for after)+名词 意思是什么？

例：They sought shelter from the rain．

He found it worthless to seek fame．

We must seek (for) a solution to the problem

Seek to do 意思是什么？

They quickly sought to distance themselves from the protester. 他们迅速设法远离抗议者。

16. Turn out to be+副／+形／+to do／+that．．是什么意思？

The weatherman said it was going to rain this afternoon but it turned out to be very lovely．

Despite our worries everything turned out well.

The lecture turned out to be very dull．

The rumor turned out (to be) true．

It turned out (that) two travelers had been killed

turn out vt. 还有什么意思？

The factory can turn out l000cars a day． 这家工厂一天能生产1000辆汽车。

17. observe vt. 意思是_____________ 作为感官动词常用的搭配是_________

She has observed the stars all her life.

They observed the thief stealing /steal the money.

vt. ______________ 如：observe the law

18. use sth up 意思是___________

Making soup is a good way of using up leftover vegetables.

19. only 在句子中的位置一般在哪里？另外，只要在句首就倒装吗？

20. 语法：不定式易错点

1） 不定式动词在介词but，except后面时，要注意哪些问题？

例如： She could do nothing but cry．

I have no choice but to go．

2）研究以下例句，说出做定语的不定式需要注意的问题。

He is looking for a room to live in ． 他在找一个房间住。

There is nothing to worry about． 无什么可担心的。

Please give me a knife to cut with． 请给我把刀子来切东西。

3）试比较下面的例句，它们在意义上有什么区别？

A)Have you anything to send?

B)Have you anything to be sent?

4）不定式修饰的名词或代词经常用主动形式还是被动形式？

如：Have you got a key to unlock the door?

I have got a letter to write．

He needs a room to live in．

6）不定式作表语形容词的状语，和句中的主语构成逻辑上的动宾关系时，不定式多用主动形式还是被动形式？

如： He is hard to______．A talk to B be talked with 很难跟他交谈。

The book is difficult to． A understand B be understood 这本书很难懂。

7）在there be结构中，to do 做定语要注意些什么？

There is a lot of work to do． (Somebody has to do the work．)

There is a lot of work to be done．(The work has to be done．)

请注意下面两个句子的含义是不同的：

There is nothing to do．

There is nothing to be done．

篇7：unit 1 good friends(Period 1)(人教版高一英语上册教案教学设计)

Teaching objectives and demands:

1. The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.

2. Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.

3. Language use: Manipulate listening, speaking practice

Key points:

1. Everyday English for communication.

2. Words and useful expressions

Teaching procedures:

Step 1. Warming up

Students are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.

Which words can be used to describe the characteristic?

Brave: courage fearless heroic

Scared : astonish fearful frightened horrified shocked terrified timid

Loyal: devoted faithful

Wise: bright clever cute gifted intelligent smart well-learned witty

Foolish: silly stupid

Beautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking

graceful inviting lovely neat pretty splendid stunning

Rich: wealthy plentiful

Funning: amusing humorous

Happy: carefree cheerful contented delighted glad high merry pleased

Unhappy: bitter blue discouraged displeased heavy miserable sad upset

Step 2. Listening

The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.

Key

1. Peter is often late for football practice. I think that he should try to be on time in the future.

2. Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.

3. Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.

Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.

Workbook P85

Listening

a) Students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumours?

b) Listening text Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.

c) Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can’t keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation - they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesn’t become a rumour is simply to keep it to yourself - don’t tell anyone.

d) Answers to Exercise 1

e) Problem: Friends get angry with each other when they try to talk about something difficult.

f) Solution: Try to understand your friend/Try to talk about the problem in a different way.

g) Problem: Friends don’t know how to apologize.

h) Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.

i) Problem: Some friends don’t know how to keep secrets.

Solution: Keep your secrets to yourself.

Step 3 Speaking

The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.

P3 work in pairs

Name John Steve Peter Ann Sarah Joe

Age 15 14 15 16 14

Gender boy boy boy girl girl boy

Likes football skiing singing dancing reading novels surfing the

reading singing rock music computers football Internet

reading computer rock music singing rock music

skiing

Dis- singing hiking football hiking rock music football

ikes computers football classical music dancing dancing hiking

rock music rock music dancing classical music computer

Extension The students are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.

Step 4. Talking Workbook P85

The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation.

Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.

Step 5. Homework

(1) Finish off the exercises of Unit1 in the workbook.

(2) Revise the key points of this unit.

(3)List the friend they get to know in class and write down some thing they want to know.

Evaluation of teaching:

篇8：Phrases for unit 1 Module 1 (新课标版高一英语必修四教案教学设计)

Phrases for unit 1 Module 1

Unit 1 School life 35.the best way to do / of doing sth

1.tell the differences between…and 36.achieve high grades/ success

2.know of / about sb/sth 37.a bit challenge

3.(be) at ease with 38.at first

4.be happy with sb / sth 39.spend… (in) doing

5.on (the ) average 40.at the end of this month

6.used to do sth 41.miss doing

7.be used to doing sth 42.as well (as )

8.for free 43.word by word

9.such as 44.at the beginning of …

10.encourage sb to do sth 45.according to…

11.introduce A to B 46.first of all

12.pass sth on (to ) sb. 47.do like eating desserts

13.be available for 48.think of

14.(be) far ( away) from 49.learn about

15.make sure that…. 50.the quickest way to get to the canteen

16.graduate from 51.go straight on

17.upon/on doing 52.be late for…

18.surf the internet 53.get/be/become interested in

19.donate sth to sb 54.develop an interest in

20.forget to do sth 55.miss the chance to do sth

21.forget doing sth 56.instead of (doing) sth

22.inform sb of sth 57.pay attention to

23.prepare for 58.as… as possible

24.make preparations for 59.finish doing

25.in preparation for 60.compare …with

26.do… for preparation 61.regret to do

27.be responsible for 62.regret doing

28.be made up of 63.songs sung by the students

29.consist of 64.stop to do / doing

30.come up with 65.read …out aloud

31.mean to do 66.have something done

32.mean doing

33.than usual / as usual

34.attend assembly

Unit 2 Module 1

36.keep … in mind

1.turn up 37.get … tidied up

2.force sb to do sth 38.clean …up

3.an unpleasant experience 39.either…or

4.can’t wait to do… 40.not…. at all

5. be supposed to do 41.ask for sth

6.be gong/ missing /lost 42.at the moment

7.do with… 43.refuse to do …

8. deal with 44.insist on doing

9.leave sb in charge 45. be to do …

10. be in charge of 46.at present

11.act like an adult 47.prevent doing

12.expect sth from sb 48. prevent … from doing

13.go unpunished 49.allow sb to do…

14.go out 50.keep doing

15.have sth done 51.help …with

16.not … any more 52.shout at

17.deserve to do 53.like crazy

18.be hard on… 54.every time

19.be rude to … 55 forbid …from doing

20.be different from… 56. search for

21. than ever (before ) 57.waste .. doing

22.make sb do 58.invite sb to do…

23.even if 59.now that…

24.without being punished 60.feel like doing

25. should have done 61.in the form of…

26.explain to sb sth/ that… 62.suggest doing

27.on one’s holiday / vocation

28.argue about sth with sb

29. a little bit expensive

30. be proud of

31.stay up

32.after all

33.mix…up with…

34.in fact

35.keep doing

Unit 3 Module 1

1.by doing …

2.keep sb doing…

3.cause sb to do ….

4.hear from

5.for weeks

6.three times a week

7.work out

8.stay slim

9.be ashamed of…

10.lose weight

11.keep doing

12.regret doing

13.follow sb’s advice

14.be amazed about

15.go on diets

16.learn from

17.in secret

18.keep fit

19.side effect

20.unlike what Jeff said

21.by the way

22. join sb in sth

23.help do …

24.be surprised to do…

25.prepare sb for…

26. as a matter of fact

27.in no time

28.along with

29.come cross

30.in the long term

31.give out

32.be dying for sth/ to do sth

Unit 1 Module 2

page 1 Page 7.

1. a sunken ship 31. dream of

2,run into 32.come true

3. reason for building the pyramids 33 separate…from…

4. believe in 34..take off

page 2 Page 11

5.step up 35.so far

6. search for 36.get…done

7.go missing page 18---19

9.due to 37.be said to be hairy

10.because of 38.run after

11.stay out late 39.on average

12.show up=turn up 40.footprints made by men

13.the next day /next day 41.cause ...to do

14.in fact 42.could have done

15. did return home 43.become convinced

16.see/hear/… doing/do 44.make one’s way to…

17.go straight home 45.have the chance to …

18.put on Sentences’ structures:

19.according to… 1.Mr Foster was surprised that his son did not

20.outside the window tell anyone that he was staying out late.

Page 3 2. However, police found that Justin did in fact

21.full moon return home on Friday night .

22. strange looking creatures with large black eyes 3.Witnesses also say they saw Justin walking towards his home at 10.45 p.m.

23.so that/ so …that…

24.do research on

25.rule out

26.look into

27.make up

28.take charge of=be in charge of/ in the charge of

29.look at…

30.give up

Unit 2 Module 2

p 22 -23 an animal to sit on make a fire

be busy doing… lose one’s way

spend… (in) doing run out

be ready to do… a piece of equipment

on camels/ by camel when needed

be the size of … P 28 over a period of time

sleeping bags p 31 be disappointed at…

so that (conj) in total silence

on clear nights (prep) at dawn

in the dark (prep) p33 look out for …

in case (conj.) at the foot of…

in case of …(prep) p35 up to $ 2,000

in that case (prep) in total

turn upside down P 38

get turned join together

including cows’ blood reach to the sky

close to…. stay young

as …as possible be covered with…

worry about…. feed on…

refer to…. in harmony with

p 25 can’t wait to do… provide …with…

sound like…

look forward to doing…

be worth doing…

P 27 as well

1. I’ll bring a torch with me so that I’ll be able to see in the dark.

2. You have to wear special clothing just in case your raft gets turned upside down or sinks.

3. We’ll try to get as close as possible to the animals, even though they’re dangerous.

4. The weather report says that it will be raining when we arrive in London.

5. As you can see, my schedule for June is full and I cannot go to London for the festival.

6. Lakes , surrounded by vast grasslands, look like jewels.

Unit 3 Module 2

p 41 within seven years

of all time have something/nothing to do with…

have an effect on… at the age of

p42 result in/ result from

during one’s lifetime in advance

teach sb to do … based on…/ base…on

be curious about p 45

at the age of … pay off/ back/for…

set sail (for….) make a great contribution to…

search for later on

be known as… p50

a city called Luxor set foot on…

as well as /as well at full speed

by the 1920s pay (little/ much ) attention to…

right away P58

upon doing… in orbit

fall ill not only….but also

lead …to / lead to win somebody something

P45 in control

fall ill with a fever be proud of

at the moment of… look up to …

hear of… manage to do...

the following day

die of…

shortly after….

Sentences :

p42.By the time we left, it was empty.

Upon entering the tomb, Carter’s lucky pet bird was eaten by a snake.

p43 If breathed in, the viruses can result in illness or even death.

What is certain, though, is that the mystery of Tutankhamun’s tomb has never been fully explained.

P58 Born in 1965, Yang Liwei has wanted to fly since he was young boy.

The team spent the next five years being trained.

It was his high scores on the psychological tests that finally won him his position as China’s first astronaut.

Unit 3 Module 3

be known as

take over

continue to do…

turn to …

be covered with/by

a pair of binoculars

be off to …

by the time…

together with….

prevent …from….

be involved in…

brush away

prepare oneself to do…

in good condition

carry out

lead to…

on board

in memory of….

be in use

in return for….

once again

no more

in the following hundred years

arrange for…

go on a cultural expedition to….

run through

refer to….

pay attention to…

have the chance to do/ of doing….

throughout the world

focus on….

in history

Unit 1 Module 3

page 2-3 that far lose sight of…

glance at continue doing

in sight sweat with fear

set off all of a sudden

by the time ring out

feel a rough hand brush her face page 16---17 work out a plan

feel here heart beating with fear be used to do …

wish for according to…

hold her still a chair to sit on

reach out ( for …) fall asleep

stare (up) at look up (at …)

rest on … bang into

watch out (for…) in a beautiful dress

be off offer sb sth

a fog this bad page 18 mainly because

pay back the chance of being attacked by a shark

get across the road feed on..

except in a fog like this be known as

have … in common find out

page 5 follow one’s advice be fit to do…

weather that bad the latter type of attacks

be frozen with be likely to do…

believe in over a long distance

page 6 go hungry be attracted to sth

page 9 be related to… the following tips

be linked to… hit… on the nose

a question to be answered stick sb in the eye

page 11 have something/nothing to do with..

overall health as well sign language even if

make the most of at lunchtime sleep deeply manage to do..

rather than +V in the distance be grateful to…

make one’s way to… in the near future

can’t help doing/do 名词性从句：主语从句 宾语从句

warm ..up 表语从句 同位语从句

get close to

Unit 2 Module 3

p 22-23 throughout history due to…

so many confusing rules differ from

be made up of as a whole

a language called Celtic turn into

mix…with… combine …and/with …

be different from

consist of…

pick up

lift up

contribute to…

take control of…

despite the fact

have an impact on…

result in..

by the latter half of the 14th century

mother tongue

because of…

continue doing…

P 24 take the place of…

p 25 depend on…

p26.a lauge number /amount of…

in addition

take my concerns into consideration

have a word with…

right away

sort out

p 28-29 dream of…

come tre

look up the word

a waste of…

what if.

keep changing

disagree about sth

agree with sb

care about…

keep their language pure

Unit 1 Module 4

page 1. be aware of, be tired of…

be similar to... be available to….

Project Hope on sale

page 2 encourage sb to do.. be popular with…

be used to +N/Ving ( V) of high quality/ importance/help..

in a day p 8 the following day

do research on… the previous day

share sth with sb over and over (again)

believe in an idea p 13 consider doing

for free be attractive to sb

be intended to do… p 16 regret not having done…

protect ….from…. up to 6 hours

even if/ even though be bored with….

be proud of… Page 18

connect ….to…. get sb to do…

fall for …. be concerned with

play tricks on … care about

the public get …across

be meant to do…. depend on…

lead better lives appeal to

Knowledge changes life

deal with….

live healthy lives

Smoking is committing suicide slowly

follow the advice

be smart about….

be supposed to do…

warn...against…

page 5 offer sb sth

be satisfied with…

trick….into…

take drugs

keep away from….

persuade sb into doing….

page 6 at low price

Unit 2 Module 4

save time for 词汇拓展

in honour of honour n adj adv

from around the world delight n adj adv

come to one’s attention significance n adj

under the name of brief adj adv

recognize …as… athlete n adj adv

get sth doing marry v adj n

be designed to… compete v n adj

come up with peace n adj adv

look out for contribute v n

enter…into… absence n adj

be of great use excite v n adj

call an ambulance Asia n adj

meet the requirements move v n

(keep …)under control glory n adj

make way for attract v n adj

hope for orgin n adj adv

take part in act v adj adv n

side by side require v n

break the record practise v n

make contributions to associate v n

play a role in support v n

be popular with… involve v adj n

at least

plenty of

no matter wh-…

be delighted to do

look forward to doing

hope for + N

every two years

compete for…

the opening ceremony

across the world

realize one’s dream

Unit 3 Module 4

come true end in failure

virtual reality make money

not only…but aslo P 49

pass on at the moment

thousands of last but not least

be connected to on display

give out throughout the week

put forward P 51

depend on set up

last but the not least concertrate on

set up be bored with

be accused of…. accuse …of be disappointed at /by

close down be impressed at/by/with

concentrate on be situated in/ on

in my opinion be surprised at/by

come across P 53

instead of at one time

P 42---43 in my opinion

pass on in worse condition

be connected to P 59

thousands of come across

give out tell of…

add to… recognize …as

upon doing… at a speed of…

not only …but also with the help of….

provide …with…

play the role of ….

put forward

in reality

bring…alive

P 45

take the risk of….

P 46

make a profit

篇9：unit 1 good friends 全单元(人教版高一英语上册教案教学设计)

By Yin Qingguo

一、Goals & Contents

1. Knowledge

A. words (basic)

honest, brave, loyal, wise, handsome, smart, classical, fond of, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane, lie, speech, adventure, notebook, drop a line, error ,survive, be into

B. words (optional)

solution, compass, , parachute, scared, formal, hike

C. Sentences

I don’t enjoy singing, nor do I like computers.

I hate hiking and I’m not into classical music.

Chuck is a businessman who is always so busy that he has little time for his friends.

Chuck is on a flight across the Pacific when suddenly his plane crashes.

He realizes that he hasn’t been a very good friend because he has always been thinking about himself.

He also learns that he should have cared more about his friends.

D. Phrases

have little time, surf the Internet, all the time, on a flight, survive the crash, a deserted island, all alone, collect water, hunt for food, make fire, develop a friendship, share happiness and sorrow, have someone to care about, to give as much as to take

E. Grammar

Direct speech and Indirect speech.

2. Ability & Function

① Learn how to describe friends.

② Learn how to express your likes and dislikes

③ Learn how to make / offer apologies

④ Learn how to change the direct speech into indirect speech and vice visa.

⑤ Learn how to compose an e-mail.

二、Schedule and Procedures

1. Time Allotment

Period 1---Warming up & Speaking

Period 2---Listening & Talking

Period 3&4---Reading (plus“Pre-”&“Post-”& language study)

Period 5&6---Language study& Practicing

Period 7&8---Integrating skills &Assessing

2. Procedures

Period 1

Warming up & Speaking

Step One：Warming up

Teaching aims: how to describe a good friend

talking about likes and dislikes

1. Words to be studied

honest, brave, loyal, wise, handsome, smart, classical, be fond of, be into, classical, hobby

2. Making sentences using the words above, for example,

I think a friend should be honest. He or she never tells lies.

A good friend is someone who is brave. He or she is not afraid of difficulties.

………………

How to carry it out:

1. Greetings to the Ss:

Good morning, everyone! Stand up! Sit down, please! Class is over!

How are you today?

2. Do you have a good friend?/ what do you think should a good friend be like?/ what qualities should a good friend have? The students are asked to describe one of their good friends. Let them use as many adjective words as possible. At the same time I will write these words on the blackboard.

Then I will explain some new adjective words. And ask Ss. to make sentences using them.

Step Two: Speaking

Teaching aims: learn how to express your hobbies: likes and dislikes

1. Words and phrases to be studied

be into, fond (of), classical, all the time, surf the internet

not……nor/neither……

2. Useful expressions

love sth./ to do / doing doesn’t/don’t like/ love sth

like sth. /to do / doing I think that……is terrible or boring.

enjoy sth./ doing sth. hate to do/doing sth.

be into sth. be not into sth.

be fond of sth./ doing sth. I can’t stand……

be crazy about sth. don’t/doesn’t enjoy sth./doing sth.

How to carry it out:

1. Ask them to make a self-introduction

Hi, my name is……. I am ……years old. And I like ……, I don’t like……, etc.

2. How to introduce their friends

Hi, everybody. …… is my good friend. He is ……. He likes ……. He doesn’t like ……. We’re friends because we have the same interests.

3. First ask the Ss. to read the text themselves. And then fill in the chart on page three. After that I will check the answers together. Then I will divide them into several groups and let them discuss the question who can be good friends. After about 5 minutes, I will ask them to answer it trying to use the useful expressions and tell the reasons. ( A group survey )

Name Terry

Gender Male

Age 24

Quality Optimistic

Honest

Likes Basketball

Traveling

Music

Dislikes Swimming

Telling lies

Period 2

Listening & Talking

Step One: Listening

Teaching aims: how to deal with the problems or misunderstandings happened among good friends.

How to carry it out:

1. Ask the Ss. to listen and find out what they (two friends) are arguing about and give suggestions to them in oral or written form.

2. Go on listening on WB on page 85.

3. Ask the Ss. if they have some other ways/methods to solve such problems. First divide them into several groups and then give them 5 minutes to discuss it. Let them decide what the most effective way to solve such problems is.

Keys to textbook on page 2

1. Peter is often late for football practice. I think that he should try to be on time in the future.

2. Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.

3. Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.

Keys to workbook on page 85

1. Solution: Try to understand your friend/Try to talk about the problem in a different way.

2. Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.

3. Solution: Keep your secrets to yourself.

Step two: Talking

Friends often help each other. But sometimes there are some misunderstandings or unpleasant things occurring among them. To learn the skills or strategies is very important to keep good friendship. Under such circumstances, a simple apology is enough and works well. But how to make apologies?

Teaching aims: how to make apologies between friends when some unhappy/unpleasant things or misunderstandings occur.

Words and useful expressions:

work vi. 工作，起作用，行得通

a. She works in a restaurant.

b. The machine won’t work.

c. Your suggestion works well.

why did/didn’t you……？

You promised to ……

I am very sorry……

Please forgive me.

I forgot.

It won’t happen again.

You said that you would……

How to carry it out:

1. Study the example on page 85.

First, hand out cards. Divide the Ss. into several groups, and let them choose their cards and make a short conversation using the expressions on page 86. Then I will check it one by one.

2. Finish the exercises 2 on page 86.

3. Think of some other situations and let the Ss. discuss and find out the solutions and then act them out.

Homework:

a. copy some words

b. make a name card.(full name, age, likes, dislikes……)

Period 3&4

Reading

How to carry it out:

Pre-reading:

1. Ask the Ss. to read the questions of pre-reading. First I will explain some new words.

Match: a piece of short wood which can be used to make fire.

Some phrases: strike a match; put a match to sth; matchbox (box for holding matches). Mirror: a piece of glass which can be used to reflect images.

Some phrases: a driving-mirror; a hand mirror; look at yourself in the mirror.

Fry: to cook or be cooked in boiling fat or oil.

Gun: a kind of small weapon, which can be used to kill both persons and animals and of course you may use it to protect yourself.

Hammer: you may use a hammer to hammer a nail into the wood.

Saw: this is a kind of tool that can be used to cut the wood into two or pieces, but it is not a knife.

Rope: 绳子

Compass: the instruments that can be used to distinguish the directions.

2. Then let them make up sentences using the new words.

3. I have to divide the class into seven groups, in each group there will be eight students. And I will make them discuss the questions and illustrate their reasons. I will make the students elect one captain for each group and report their reasons. The captain of each group can have a same idea or a different one. Then if the other groups don’t agree with the speaking group, they can debate.

I think a knife is the most useful, because I could use it to cut things, to fight animals, and to …….

Andy thinks that a box of matches is the most useful, because ……

Reading the whole text:

1. Brief introduction to Tom Hanks

2. Some background knowledge to this famous film Cast Away

3. List some simple questions on this passage to let the Ss. find the answers while reading the text. And then make them answer them.

Who is Chuck Noland?

Why did he land on a deserted island?

How many years had he stay there?

Is he alone?

…………

4. Finish the first two questions of post-reading on page 4.

5. Divide the whole class into several groups to discuss Question 4 of post-reading on page 4 or hold a debate among them.( Divide them into four groups. Each group represents one view of points.)

6. Explain the language points in the text one by one. At the same time, make them make up sentences using what they have learnt.

Homework:

a. Try to memorize the new words & expressions.

b. Try to recite the third paragraph.

c. Write a composition: words limits: 100

If you were alone on an island, what would you do in order to survive?

7. Some knowledge points:

a. In the movie Cast Away, Tom Hanks played a man named Chuck Noland.

Cast: cast, cast. To throw sth. on purpose or with force.

Cast sb. away: usually used in the passive voice. It means that leaving sb somewhere because of the wreck.

Play: to act the role of sb. e.g. he is playing Hamlet on the stage

b. Chuck is a businessman who is always so busy that he has little time for his friends.

So +adjective / adv. + that + a sentence 如此. ……. 以至于……..

e.g. That shirt is so nice that I have to buy it even if I have to borrow some money from my friends.

He did so well that he was praised by the boss.

c . (phrase) a successful manager

all over the world / country

d. One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

“When” means “just at that time”. It is usually used in the following structures:

a. be + prep. Phrase + when

e.g. we were at work that afternoon when suddenly a fire broke out.

b. be doing sth. + when…

e.g. we were having a meeting when someone broke in angrily.

c. be about to do sth. + when …..

e.g. I was about to go out when someone knocked at the door.

e. Chuck survives the crash and lands on a deserted island.

Survive: continue to live or exist in spite of nearly being killed or destroyed.

Survive an earthquake, accident, etc.

幸存的人或物+survive+事故 / 事件

e.g. the plants may not survive the frost.

Deserted: with no one present. A deserted street, area, etc.

Desert n. 沙漠

d. all alone: all by himself or it means that only by himself.

e. He has to learn how to collect water, hunt for food, and make fire.

f. challenge: N. invitation or call to take part in a game, contest, fight, etc. to prove who is better or stronger, etc.

challenge (to sb)(to do sth.)

to issue / accept a challenge.

Challenge V. challenge sb (to sth.) e.g. challenge sb to a game of tennis.

Challenging adj. 具有挑战性的，激励的 e.g. a challenging job, test.

g. In order to survive, Chuck develops a friendship with an unusual friend---a volleyball he calls Wilson.

In order to do sth. means “ so as to” but “so as to” could not be used in a negative sentence.

Develop a friendship with sb.

h. He realizes that he hasn’t been a very good friend because he has always been thinking about himself.

Realize(se): understand e.g. I realized that they had told the secret the others before they told it to us.

Have / has been doing sth. 现在完成进行时

Think about and think of:

作“考虑”和“想起”解时两者同意，可以互换使用。但是作“对……有看法”或“评价”时则只能使用think of.

e.g. do you ever think about your childhood?

What do you think of the film?

i. even if is equal to even though. 让步状语从句

j. He talks to him and treats him as a friend.

Treat……. as(pre.)….. e.g. I decided to treat his words as jokes.

k. share happiness and sorrow

share: to have or use sth. with others.

share sth. (with sb.) e.g. there is only one bedroom, so we have to share. I mean I have to share the bedroom with you.

Sorrow: great sadness

l. it is important to have someone to care about

it is +adj. +to / for sb to do something

e.g. it is difficult for us to pass CET 4

it is very kind of you to help me with my homework.

m. Care about: be worried, concerned or interested. 忧虑，关心，惦念

e.g. People all over the world are caring about the future of Iraq.

They don’t care about what will happen to the family.

Care for: （一般用于疑问句和否定句） 喜欢或爱某人；照看，照顾某人；（否定句）对某人或某事物爱好或喜爱

e.g. he cares for her deeply.

Who will care for him if his wife dies?

I don’t care much for opera.

n. He also learns that he should have cared more about his friends.

Should have cared: should have done, this is the subjunctive mood. It means that you should do something, but really you didn’t do that.

o. We must give as much as we take.

As + adj. / adv. +as + noun. / a sentence

e.g. You should finish the work as early as possible.

We will do the work as well as we can.

Can you give me the apple as big as yours?

p. human being: man, woman or child; person

q. The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

此句的基本结构是the lesson is……..that……..

Who 引导的是定语从句修饰的是all the others, 但that 引导的是表语从句，在表语从句中必须使用陈述语序。

e.g. the trouble is that I have lost his address.

r. such as and for example: such as + noun. For example, +noun or sentence and the phrase for example can be used at the end of a sentence.

e.g. many people, such as children and old men, lost their lives in the war.

Many soldiers, for example, Lei Feng, have done very great deeds in their lives.

s. friendship helps us understand who we are.

help sb +to do / do sth.

You may help me to finish the job.

Period 5&6

Language study& Practicing

Teaching aims: Learn the rules of transformation of the Direct and Indirect Speeches and transform them fluently and correctly.

How to carry it out:

1. Greetings to the Ss.

2. Dictation of words & phrases.

3. “Word study” on Page 4. Fill in and then translate them.

4. “Vocabulary” on page 87 in WB.

5. Give instructions on the translation work and do “Vocabulary 3”. Let the Ss. hand it in.

Grammar Study

当我们引用别人的话时。如果我们引用别人的原话，那么被引用的部分就叫直接引语，一般用“ ”引起来。如果我们用自己把意思转述出来，那么这样的话称为间接引语。间接引语在多数情况下都构成一个宾语从句。由直接引语转化成间接引语可以分成下面几种情况：

1、如果直接引语是一个陈述句，在变成间接引语时一是要用连词把主句和从句连接起来，that可省略。二是根据意思改变人称，三是直接引语的动词的时态要作相应的变动。四是根据意思将指示代词、地点及时间状语等作必要的变动。

⑴Lin Tao said, “I am ready.”

Lin Tao said (that) he was ready.

⑵He said (to me), “I have left my book at home”

He told me that he had left his book at home.

⑶She said, “I will come here again tonight.”

She said (that) she would come there again that night.

2、在引用一个疑问句时，要用连词whether或if连接起来，不能省略。此外还要把人称、时态，时间和地点状语作相应的变化，从句一定要用陈述语序。

He asked, “Can you come here tomorrow.”

He asked (me) if I could go there the next day.

He asked, “ are you a teacher?”

He asked me whether / if I was a teacher.

3、如果直接引语是特殊疑问句，那么特殊疑问句作连词，连词不能省略，然后人称、时态、时间状语等仍需适当的变化，引语的语序为陈述语序。

⑴.He asked, “How are you getting along with your studies.”

He said me how I was getting along with my studies.

⑵.She asked, “Where will you have lunch ,Tom.”

She asked Tom where he would have lunch.

(3) She said, “ what are you doing?”

She asked me what I was doing.

时间改变可以用下表表示：

直接引语 间接引语

一般现在时 一般过去时

现在进行时 过去进行时

一般将来时 过去将来时

一般过去时 过去完成时

现在完成时 过去完成时

过去完成时 过去完成时

现在完成进行时 过去完成进行时

注意：如果直接引语表达的是客观事实，或当时直接转述，时态不用变。如：

The teacher told us that the earth turns around the sun.

4、一些常用词改变规律表：

在直接引语中 在间接引语中

指示代词 This That

These Those

表时间的词 Now Then

Today that day

This week(month ,etc) that week(month)

Yesterday the day before

Last week(month) The week (month etc) before

Three days (a year, etc) ago three days (a year etc) before

Tomorrow the next (following)day

Next week(month) the next (following)week

地点 Here There

动词 Come Go

5、如果直接引语是祈使句，将say变为ask或tell等，直接在动词前加“to” 。否定式加not to，这个请求或命令由一个复合宾语表示出来。

He said, “Come in, please.”

He asked me to come in.

He said, “Don’t do that again ,Peter.”

He told Peter not to do that again.

Grammar exercises 1:

Ask someone to answer.

1. Do “Grammar” 1 on Page 5 in SB, paying enough attention to the students’ common errors.

2. Do “Grammar” 1 on Page 87 in WB.

3. Do “Grammar” 2 & 3 individually, in pairs, or in groups. Of course, this part can be assigned for the students’ homework.

4. “Grammar” 2 on Page 5-6 in SB is optional. You may do it by way of pair work or group work, or even simply omit it. But in this part, I should emphasize some words and phrases:

be angry with sb.

miss sth / sb.

reef: 焦，焦脉.

not any longer=not any much

take care of =look after

I am scared.

Homework:

Finish Question 2 on page 87 after class. And check it next period.

Period 7 & 8

Integrating skills &Assessing

Teaching aims: how to compose an E-mail

How to carry it out:

1. Greetings to the Ss.

2. Homework checkup/analysis

Point out some common problems coming forth in Ss.’ homework.

3. Reading and Writing on page 6 & 7 on the Ss.’ Book.

Study the instruction and read the two quoted messages to decide whom of the two to make friends with.

Pay special attention to the following words and phrases:

e-pal, click it away, drop sb. line

4. “E-mail” writing formula

To:

Subject:

Attachments:

The body: Date

Hi/Dear……

………………

………………

………………

Your signature

5. Get the Ss. finish writing on page 7 & 90.

6. Finish “Reading” on page 88 & 89.

7. Assessing

Handouts for Ss. to self assess. Add some other items.

Homework:

1. Ask the Ss. to write an E-mail to me.

2. Preview the new unit especial the new words.

篇10：高一英语unit 1-4 所有课型教案1(人教版高一英语上册教案教学设计)

Type of the lesson: New lesson

Teaching aims : Learn to use functional sentences ,key structures,

and words to introduce one’s friends

by listening ,speaking, reading and writing .

Content of the lesson:

1. Topic: Friends .

2. Functional sentences: likes and dislikes.

3. Grammar: Direct speech and Indirect Speech.

4. Vocabulary:

Teaching focus: Functional sentences and words which are used to describe friends .

Teaching aids: A computer , OHP.

*********************************************************** Period 1 Warming up

一.Teaching aims :

1. To talk about oneself and his/her friends .

二．Teaching Procedure :

Step 1. Self introduction .

A: Self introduction of the teacher .

T: Good morning students! I’d like to introduce myself first .

I’m … .My surname/family name is… .

Now could you describe me ?What am I like ?

Am I tall/short ? Am I thin/fat ? I like … .

I am a warm hearted person . I am always ready to help others .

B: Self introduction of the students themselves.

Step 2:Ask the students to get to know each other .

(Before the students begin to ask for each other’s information ,ask them to read the given words .)

Task 1 : Classify the following words into different groups.

red, pale, sad, weak, healthy, round,

big, beautiful, poor, happy, small , tall,

foolish, short, kind, brave, loyal, funny,

quiet, gentle, wise, honest, smart , pleased.

rich, handsome, bright excited, strong. disappointed, bored, interested, surprised,

Answers:

Appearance(相貌)：

handsome, beautiful, red, pale, weak, healthy, round, big, small , strong, tall, short…

Characteristic(性格,特征 )：

kind, honest, brave, loyal, funny, quiet, gentle

wise, smart, rich, poor, foolish, bright…

Mood(情绪)：

excited, surprised, sad, happy, disappointed, bored, interested, pleased…

Task 2 : Ask the Ss to make a self-introduction by using the following structures in a group of four. Describe the other students in his/her group.

A: Self introduction of the students themselves.

T:Could you tell me something about yourself ?

I’m _________and__________.

I think I’m __________and ________________.

B: A representative is chosen to describe his/her partner in class.

He /She is ________and ___________.

I think he /she is ________and _________.

Guess who he or she is.

Task 3:Ask the Ss to tell each other something about his or her friends in pairs. And then present their speech in class.

I think he /she is my good friend ,because she/he is _______and ______.A good friend should be_______ and ________.

Task4: Ask the Ss to write a paragraph about his/her friends.

参照Wb. P87

______is my good friend .He/She is ____and ______.I think a good friend should be_________ and ___________.

At least ,each one should write down the three sentences, more writing is welcomed)

Task5:Display the structures writing on the wallpaper after class.

四．Homework:

1. On Wb P87 .2

2. On Wb P87. 3

Blackboard Arrangement

Unit One Period 1 Warming up

1.I’m _________and__________.

2.I think I’m __________and ___________

3.He /She is ________and ___________.

4.I think he /she is ________and _________.

5.A good friend should be_______ and ______.

***********************************************************

Period 2 Listening

一.Teaching aims :

To train students’ listening skill.

二Teaching Procedure :

Learn Dialogue 1.

Step 1: Ask the students to listen to the tape and then circle the information they hear.

A. Peter is often late for the football practice.

B. Jim is often late for the football match.

C. Jim wants Peter to be on time in the future .

D. Peter is not happy because Jim is late .

E. Peter doesn’t fell sorry for being late .

Answers :ACE

Step2: Ask the students to listen to the tape again and answer the following questions orally.

1) What’s wrong with Peter ?

He is late for the football practice .

2) What does Jim want Peter to do ?

He wants him to be on time .

3) Does Peter fell sorry for being late ?

No.

4) How do you know that ?

(A group work can be organized to work out the answers.)

Present the questions on the screen or on the blackboard.)

Step 3: Ask the students to listen to the tape for the third time and then fill in the blanks with suitable information. Do it individually first and then check them in pairs.

(目标练习P2)

Step 4:Read the dialogue and check the answers by themselves according to the listening material.

Learn Dialogue 2:

Step 1.Warming up :

What is a calculator ?

Do you know this word ?

upset=unhappy ,disappointed

Step 2: Ask the students to listen to the tape and answer the following questions .

1)Who are talking ?

Ann and Mary

2)What are they talking about ?

Calculator

3)Whose calculator is it ?

Ann’s (the first listening )

4)Who borrowed a calculator ?

Mary

5)Did Ann know Mary borrow her calculator ?

No

Step 3.Ask the students to discuss the questions .

1).How do you know that ?

2).What’s Ann’s problem ?

Step 4: Ask the students to listen to the tape for the third time ,try to fill in the blanks with the suitable words.

(目标练习P2)

Step 5:Check the answers by listening to the tape again.

Step 6. Ask the students to read the dialogue in pairs in order to understand it.

Learn Dialogue 3:

Step1. Ask the students to listen to the tape for twice , tick the information they’ll hear.

( )1.John and Adam are talking .

( )2.Adam borrowed a CD player.

( )3.John has a CD player .

( )4.The CD player works well .

( )5.The CD player is broken .

( )6.Adam broke the CD player .

( )7.Adam will ask his uncle to fix the CD player .

( )8.The CD player hadn’t worked before John lent it to Adam.

Answer:1,2.3.5.6.7

Step 2. Ask the students to listen and write

Step 3.Listen and fill in the blanks individually.

Step 4.listen and check the answers individually.

Step 5. Check the answers in pairs.

Step 6. Check the answer by going over the written material individually.

Step 7. Ask the students to read and act the dialogue.

Homework:

*******************************************************

Period 3 Speaking

一. Teaching Aims :

1.To improve the students’ listening and speaking ability.

2.To talk about likes or dislikes, and to practice giving reasons for their opinions.

二．Teaching Procedure :

Step 1:Warming up :

Do you have a friend ? Why do you like him or her ?

Now read the dialogue and see why these people like or dislike the person.

Step 2 :Read the dialogue and find out the information according to the chart.

1).Do it in a group of five .Each one makes a list of one person and reports it in the group .

2).Choose 2-3 group to present their work in class.(Each student makes a report of one given person.)

3).Ask 1-2 students to present a complete report .

Step 3.Practise the dialogue .

1) listen to the tape and read the dialogue after it .

2) Read the dialogue by themselves .

3) Check the reading in class.

4) Practise reading in a group of 7

5) Check the reading.

Step4. Fulfill the task of deciding who you think could be friends by using the chart and all the given structures .

1) Work in pairs orally to decide who your friend could be and why you think he /she is .

2) Tell your partner your best friend and why you like her/him or the person you don’t like .

Step 5. Write a passage about what you think your best friends should be .

I have a good friend. He/She is always dressed ________, and looks __________. He/She never_______, or he/she always __________. He/She … .

Model: Teachers’ book P4

I have a good friend. He is always dressed neatly and clearly, and looks like Zhou Runfa. He never tells lies ,or he is always ready to help. He is not afraid of danger or difficulty. He always has very clever ideas when others do

not know what to do.

Homework:

******************************************************

Period 4 Reading

一．Teaching Aims:

1. To train the students’ reading skill.

2. To help the students understand the passage .

二．Teaching procedure :

（一）Pre-reading ：

Step1.Warming up :

Do you know what are they ?(show objects )

Could you name them?

Step2.Complete Pre-reading task on the book.

Ask the Ss to read the instruction and then to tell what are the things they will take with them to survive on a deserted island .(work it out in pairs )

(二)Reading :

Step1.Warming up :

Have you seen the film Cast Away ?

If you haven’t seen it ,read the text and try to get some information of the film .

Step 2. Help the students to understand the text .

1)Read the text and answer the questions.

Who is the character of the film ?

What happens to him ?

Where is he now ?

2) Read the text with the tape on ,underline the words, phrases or sentences you don’t understand .

3) Help the Ss to find out the meaning of the words and phrases .

A: Context meaning

1.crash a. chase and catch and kill

try to find

2.hunt b. have the same felling

use the same feeling

1. land c. have an accident

2. share d.(cause to )arrive at a place

3. sorrow e .something sad

4. care about f. be concerned about ,

5. deserted be worried

6. such as g. survive all alone ,nobody

else to live with

h. for example

(Answers: c, a, d, b, e, f ,g, h )

B. Suffix and prefix

happy---happiness

unusual ---special

C. Show the sentences to the students, sum up the meaning of the underlined words.

I have never done the job, this job offers me a real challenge .

His mother died, could you tell me what kind of feeling he has ?

4) Help the Ss to understand the complex sentences

a. Even though( Although)

b. Attributive clause目标练习P9 (三)

so busy that …

Chuck is too busy to have any time to meet his friends.

5)Read the text again and answer some more questions.

(1)What is Chuck before the flight accident ?

(2)What happens to him after the plane crashes?

(3)What must Chuck learn to do to survive on the island ?

(4)What does Chuck learn about himself when he is alone

on the island ?

(5)What does Chuck think of his friend volleyball ?

(6)What is the meaning of friendship ?

(7)If you were alone on an island ,what would you do ?

in order to survive ?

(8)Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist. There is only one parachute. Decide who should get the parachute and explain why.

(Questions should be on the screen and the activity can be carried out in a group of 4 (Q6) )

6) Write down a short paragraph to describe what you will do if you survive on a deserted island .(3-5sentences .)

Step 3.Homework :

Ask the students to pick out the usage of “learn” in the text and sum them up next day. Underline any other words, sentence structures they would like to learn further .

******************************************************

Period 5 Language study

一． Teaching Aims:

Learn to use the following words and expressions.

learn, so…that , think about ,learn about ,make fire,

make friends with, fond,

二.Teaching procedure :

Ⅰ.Learn:

1. Ask the students to pick out the sentences with the word “learn” and say the meaning of the word “learn”.

2.Ask the student to sum up the structures of “learn” .

1) On the island ,Chuck has to learn to survive all alone .( )

2) He has to learn how to collect water.( )

3) Chuck learns a lot about himself when he is alone on the island .( )

4) Chuck learns how to be a good friend to Wilson ( )

5) Chuck learns that we need friends to share happiness and sorrow.

6) He also learns that he should have care more about his friends.

7)The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers .( )

a .learn to do sth

b. learn how to do sth

c. learn a lot about sth

d .learn that (clause)

e. learn from sb

3.Make sentences with the given situation

1)今年冬天我打算学滑雪。

I am going to ______________this winter.

2）在美术课上，学生们学习如何画国画。

The students __________the Chinese paintings in an art class.

3)我们跟一位美国老师学的英语。

We ______________an American English.

4)他认识到埋怨别人是没有用的。

He ________ it is no use blaming other people .

(Answers: 1.learn to ski ; 2.learn how to paint;

3.learned English from; 4.learns that .)

Ⅱ.so…that… , so that .

1. Ask the students to match the sentences with the same meaning .

1) I got up early so that I could catch the first bus.

2) I got up so late this morning that I didn’t catch the first bus.

A.I got up too late to catch the first bus .

B.I got up early in order to catch the first bus .

Answers: 1) B, 2) A .

2 .Fill in the blanks with suitable phrases.

so that, so…that, such…that, too…to, in order to

1) The teacher must speak clearly______ his students can understand well.

2) She worked______ hard ______ she could catch up with others.

3) We started _____late______ get there on time .

4) They were _______ pleased to see each other_______ they forgot everything else.

5) __________survive ,Chuck develops a friendship with an unusual friend–a volleyball he calls Wilson.

6) It was ____ cold weather ____ there was nobody on the street .

Answers :1) so that , 2) so…that , 3)too…to, 4) so…that ,

5)In order to ,6) such…that

Ⅲ. care about, think about, learn about

Ask the students to put the underlined phrases into Chinese.

1.He doesn’t care a bit about clothes. ( )

2. I don’t care about what he’ll say. ( )

3. Don’t you ever think about other people ? ( )

4. She is thinking about changing her job. ( )

5.I’m sorry to learn about your illness . ( )

Ⅳ.make fire, make friends with

Step 1.Ask the students to tell the different meaning of

the two phrases.(Show pictures)

Step 2. Ask the students to make a sentences according to the picture .

Answers: 1)Chuck is trying to making fire.

2) Chuck makes friends with a volleyball .

like. be fond of, enjoy

Ⅴ. Fill in the blanks with suitable phrases.

a) Which do you _______ better, coffee or tea ?

b) I went to the Summer Palace last weekend ,

I________ myself there.

c) He listens to the music while he does his homework,

He _______of music very much .

(Answers: like, enjoyed, is fond of)

Ⅵ. Integrating practise

Step1.Complete the passage with the proper words.

Chuck learn a lot about himself when he is a_____ on the island .He realises that he hasn’t been a very good f_____ because he has always been thinking about himself .During his five years on the i_______. Chuck learns how to be a good friend to Wilson. Even though Wilson is just a volleyball. He becomes f______ of him . He t_____ about to him and treats him as a friend. Chuck learns that we need friends to s_____ happiness and s______. And that it is important to have someone to care about. He also learns that he should have c______ more about his friends. When he m_____ friends with Wilson, he understands that friendship is about f______ and that we must give as much as we take.

Step 2. check the answer in class.

(Answers: alone, friend, island, fond, talks ,share, sorrow, care, makes, feelings )

三.Homework:

Write a short passage by using at least words learned today.

*****************************************************

Period 6 Grammar

一. Teaching Aims:

To learn to use the Indirect Speech

二.Teaching procedure:

Step 1.Ask the students to read the models and find out the characteristics of the Indirect Speech.

1) Individual work.

2) Pair work to check each other’s answers.

Step 2 .Complete exercise 1: 1,3,5,7,9. (P5)

1)Present the examples and ask the Ss if they understand how to do the exercise or not .

2) Ask the students to finish 1,3,5,7,9 in 3 minutes by oneself both written and spoken form .Check the answers in class

Step 3 Do exercises

. 1) Wb P87 1

2) Check the answers in pairs .

Step4.Finish the exercise 2 (p5) in a group of 3 (10 minutes )

1)Discuss the exercises in group of 3 .

2) Ask each group to present one answer .

Step5 . Go over the checkpoint 1 (p7)

1) Ask the students to do them first.

2) Read the sentences in pairs.

3) Ask the students to check their written form according to the given answers on the screen.

Step 6.Sum up the characteristic of the Indirect Speech.

(on the screen)

Step 7. Homework

On the Wb. P88: 2

***********************************************************

Period 7 Integrating skills

Step 1.Read the instructions and discuss the following questions

in pairs:

1) What is an e-pal?

2) What is an e-mail?

3) What is the advantage of an e-mail?

4) What does “click it away” mean ?

Step 2.Check the answers.

Step 3 :Read each of the two e-mail messages and find out what you are asked to answer them. First of all, according to the information you’ll get (names , places, ages, professions , hobbies and interests, purpose of the e-mail , look ,character )

name place age profession Hobby

interest Purpose

of the e-mail look character

1 Jane

2 Jack

3 yourself

( check the answer on the screen )

1) Do it individually.

2) Check it in pairs.

3) Present the answers in class.

Step 4 .Ask the students to sum up the sentence structures

used in the message .

Structures:

be, live, like doing , be interested in , love doing ,

make sb do , like to do , like sth

Step5.Ask the students to write down their own information in the form and then exchange the information with their partners orally .

Step 6.Ask the Ss to write a e-mail message to either of the two .

Step 7.Evaluation:

Ask the students to exchange their written e-mail messages and correct them for each other .

Step 8 .Ask some of them to read their message in class or some of their messages will be shown on the screen to be evaluated by the whole class.

Step9.Home work:

Finish the exercise on Page 90.Answer an e-mail message according to the instruction.

篇11：人教版高一上英语教案Unit 1 Good Friends(人教版高一英语上册教案教学设计)

I. Teaching aims and demands学习目标和要求：

1.topic话题:

1>talk about friends and friendship

2>discuss problems occurring in a friendship and suggest solutions

3>write an e-mail to find an e-pal

2.function功能:

1>likes and dislikes

2>making apologies

3.vocabulary词汇:

honest; brave; loyal; wise; handsome; 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语法:

Direct and Indirect Speech 直接引语和间接引语

1>statements

2>questions

5.language usage语言运用

运用所学语言，围绕结交朋友这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “Good friends” 并联系生活中的实际，书写一封电子邮件。

II. Difficult points 难点

III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法:

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the 限listening material.

3. Use both individual work and group or pair work to make every student work and think in class

Ⅴ. Periods: 7-8 periods.

Ⅵ. Teaching procedures 教学过程

Period 1

1. PRESENTATION & REVISION

We all have friends, and we also value others’ friendship. In this period, we’ll talk about what kind of person you are and what kind friends you like, and then listen to the tape about the solutions to the problems of some friends. Finally we’ll learn to talk about friendship.

2. WARMING-UP

Introduction The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.

Instruction Ask the students to describe a good friend and give examples of situations where friends have helped them. You can use the activity as a brainstorming session done either in groups or with the whole class.

1. Ask the Ss the following questions to review some words they know to describe their friends:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance: tall short thin fat strong slim beautiful pretty handsome (attractive, fair) smart (quick, bright)

Qualities: kind kind-hearted / warm-hearted polite helpful gentle noble honest trustworthy frank openhearted brave great full of courage / courageous loyal true faithful to a friend dependable wise clever bright learned

In the second part of the activity, students are asked to describe themselves and a friend. You can use these questions in at.1east two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.

3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.

1) I think I am ______, ______ and _______.

I think I am ______ because I _____. So when you ______, you can _____.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

3. LISTENING

Introduction In this activity, the students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions.

Instruction Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.

LISTENING TEXT:

Situation 1

A: Hi, Peter.

B: Hi, .Jim.

A: Peter, I’m hot happy about this. This is the third time you are late for football practice! You have to do something about this

B: Uh, I’m sorry, Jim. What's the big deal? So I’m a fewminutes late, what difference does it make?

A: What difference does it make? We have to wait for you. Look, everybody is here and ready to play. We don't like waiting for you. Please try to be on time in the future.

B: OK, I will try.

Situation 2

A: Hi, Ann. Have you seen my calculator?

B: Hi, Mary. Oh, I forgot to tell you. I needed a calculator yesterday and I borrowed yours. I hope you don't mind.

A: What? You borrowed my calculator without asking? How could you do that? You always do this, borrowing things from me without asking. And then you don't return things on time either.

B: I'm sorry. I didn't know you were so upset about it.

Situation 3

A: Hi, John.

B: Hi, Adam. How s it going?

A: Pretty good. Look, I have something I need to tell you.

B: OK, what's up? A: Well, you know I borrowed your CD player yesterday.

B: Yes?

A: Well, um, I think it's broken.

B: What? Broken! What happened?

A: I didn't do anything. I was just listening to some music when suddenly it stopped. I can't make it play again.

B: Hm, that's strange. I’ve never had any problems with it before. Are you sure you didn't do anything to it?

A: Yeah, I just listened to it. But don't worry. I'll ask my uncle to fix it when he comes back.

Suggested Answers:

1 Peter is often late for football practice. I think that he should try to be on time in the future.

2 Ann usually borrows things without asking and she doesn't return things on time. She should ask the owner if she wants to borrow something and try to return it on time in the future.

3 Adam borrowed John's CD player yesterday and now it is broken. Adam can ask his uncle to fix it.

Extension You can ask the students to think of other situations / problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.

4. SPEAKING

Introduction The students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions.

Instruction Tell the students to work in pairs. Ask the students to complete the chart on SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.

Extension You can ask the students to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends.

Sample dialogue:

A: I'm sure John and Steve could be friends, because they both like reading.

B: I'm not so sure about that, because John said that he .likes reading, but he also said that he likes football. Steve said that he thinks football is boring.

A: Perhaps John and Sarah could be friends, because they both like reading and playing football. Sarah said that she doesn't like computers. John doesn't like computers either.

B: I think that ...

5. SUMMARY & HOMEWORK

1. Preview the reading text

2. Learn the new words and expressions by heart.

3. Get ready to be examined in the speaking activities.

Period 2

1. PRESENTATION & REVISION

1. Ask the Ss to tell what they learned in the last period and their opinions about what a good friend should be.

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how they solved it.

3 Check up some pairs to act out their opinions about “SPEAKING” Today, we’ll read an interesting story about a pair of strange friends. Can you tell me what can be your good friend besides a person?

2. PRE-READING

Introduction The activity is designed to get the students to think about what it would be like to be alone on a deserted island. The activity is not directly linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. The pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.

Instruction Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. Make sure that each group member gets an opportunity to speak. Encourage the students to use the structures I think... because ... / I could use it to ... / it could be used to ... /... would be more important than... because...

Ask one student from each group to write their answers on the blackboard. Compare answers from different groups and have a short discussion.

For example:

1 I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood.

2 I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me.

3 I think a book would be more useful than a radio, because you don't need batteries to read. And when I read, I would learn about life and the world and forget my loneliness.

Extension 1 Ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest.

Extension 2 Let the students talk about how they would feel in an extreme situation. How would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid, etc.) What would they do to try to overcome these feelings?

Extension 3 Ask the students if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and Seven Nights, etc. How did the main characters survive? How were they rescued?

Extension 4 After the discussion, you can ask the students to consider the similarities and differences between spiritual and material and spiritual needs, i.e. the things we need and the social interaction we need.

3. READING

CHUCK'S FRIEND

Introduction The film Cast Away, starring Tom Hanks, depicts a man's struggle with solitude and his journey towards self-knowledge. The film shows us how Chuck, a busy manager who never has“ enough time,” ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson.

Ask the Ss to read the passage and find the answers to the questions:

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Summary

1 Chuck Noland, a successful businessman, lands on a deserted island after a plane crash.

2 Chuck has to learn basic survival skills on the is land. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson.

3 Five years' life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck's friendships in the past.

4 Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.

Instruction

1 Tell the students to read the text silently. Encourage the students to read without using a dictionary. If the students can't guess the meaning of a word or phrase in the text, tell them to mark the word or phrase.

2 Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.

3 Ask the students to list words or phrases that they don't know. Explain important ones if necessary, but try offering more context of certain words until the students can guess the meaning. Don't spend too much time going through the new words.

4 Ask the students to answer questions about the story. e.g. How can a volleyball become Chuck's friend? What does Chuck learn about himself when he is alone on the island?

5 Have a short discussion about one or more ideas in the text:

1) What can we do to be good friends even if we are very busy?

2) Does a successful man or woman need friends?

3 ) The text talks about giving and taking. How do friends give and take?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Student-centered vocabulary learning:

It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions.

I Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.

2 Ask the students to show their list to a partner and explain why they chose these words or expressions.

There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves - either by using clues, pair work, or group discussion - they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour - the best way to help is to provide clues and examples. If you“ explain” the w<;>rd or simply translate it, you are not giving the students an opportunity to learn.

1 Encourage the students to try different ways to fix the words in their minds.

2 Some words may have different meanings. You can help the students decide which meaning fits the context.

4. POST-READING

1. Ask the Ss to find the answers to the first three questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

Suggested answers to the questions:

1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has to learn to live without friends.

2 He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn't been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that...)

3 Open for discussion. The students can list basic survival skills.

4 Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute.

5. SUMMARY & HOMEWORK

1. Listen to and read the text again and again.

2. Find out the difficult sentences and go over the notes to this text.

3. Look up the word learn in the dictionary and try to find out different meanings of it.

Period 3

1. PRESENTATION & REVISION

Ask the Ss to think over and answer the question:

1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

2. LANGUAGE POINTS IN THE READING TEXT

(Omitted)

3. LANGUAGE STUDY

Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

Answers to the exercises:

1 honest 2 classical 3 sorrow/unhappiness 4 argue/quarrel/disagree 5 loyal/good/true

6 hunt for 7 fond of/interested in 8 brave/fearless 9 in order tot so as to 10 smart

4. GRAMMAR

Brief explanation of “Direct Speech and Indirect Speech” (1): Statements & Questions

* You use Direct Speech when you want to show the exact words someone said or wrote. Use quotation marks to show that you are reporting the exact words a person used and a reporting clause to include information about the speaker and the situation.

e.g. “1 had a great time at the picnic,” she told her mum (direct speech) (reporting clause)

* The reporting clause may come before, within, or after the direct speech. When the reporting clause comes after the direct speech, the order of the subject and the verb may be changed, e.g. Jane said/said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.

e.g. Jane said, “I’ve got a new e-pal. He is from Germany. ”

“I’ve got a new e-pal,” Jane said / said Jane /she said, “He is from Germany. ”

I’ve got a new e-pal. He is from Germany, “Jane said / said Jane / she said.

* Use a comma to connect the direct speech and the reporting clause.

* When you change a sentence from Direct Speech to Indirect Speech, you sometimes need to change the verb tense. You may also need to change pronouns in order to keep the same meaning.

DIRECT SPEECH INDIRECT SPEECH

present past

past past or past perfect

present perfect past perfect

past perfect past perfect

e.g. ”I’ll take care of you,“ Chuck said. → Chuck said he would take care of him.

”Did you get e-mails from your friends?“ she asked.

→ She asked if I had got e-mails from my friends.

”Have you got any e-mails from your parents? “ she asked.

→ She asked if I had got any e-mails from my parents.

* When you use Indirect Speech to report what some one said, you can sometimes change the exact words without changing what the speaker actually said.

e.g. Wilson asked, ”How long have we been in this place?“

→ Wilson asked how long you had been here.

1. Ask the Ss to discuss the difference between Direct Speech and Indirect Speech in pairs.

2. Summary:

In Statements 1 “I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

2 “I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

In General Questions: 1 “Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if she had seen his blue notebook.

In Special Questions: 1 “How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

2 “What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Answers to Grammar Exercise 1:

1 The visitor said that he was very glad to visit our factory.

2 ”I don't like American movies very much,“ the woman said to / told us.

3 Uncle Wang said that there was something wrong with the front wheel.

4 The teacher said to the students, ”We are going to have a meeting at three o'clock.“

5 The students asked when they should go outing that autumn.

6 ”I'll try to finish reading the book by the end of this week, “ she said.

7 The daughter told her father that mum had gone to the supermarket.

8 ”Are you going to mail the gifts to your parents?“ Sarah's friend asked her.

9 Tom asked Bob why he had been so excited that day.

10 ”How can I solve the problem?“ Sandra asked her friend.

Instruction to Grammar Exercise 2:

In this exercise, the students have to imagine that they' are helping Chuck ”hear“ what Wilson ”says.“ The students use Chuck's answers to guess what Wilson is asking and then write down the question as reported speech. Let the students look at the example and point out that they don't need to change the verb tense. When they have completed the written part of the exercise, they can use the questions and answers to talk to each other.

Answers to Grammar Exercise 3:

Chuck: I know, I know. You are angry with me. You think we should wait longer, but we have waited long enough already.

Wilson: Why do you want to leave this island?

You: Chuck. Wilson asks why you want to leave this island.

Chuck: I want to leave the island because I miss my friends.

Wilson: Am I not your 'friend?

You: Chuck. Wilson asks whether or not he is your friend.

Chuck: Yes, you are my friend, but I miss the others.

Wilson: How long have we been here?

You: Chuck, Wilson asks how long you have been here.

Chuck: We have been here for almost five years.

Wilson: How will we leave?

You: Chuck. Wilson asks how you will leave.

Chuck: How will we leave? We will wait for the wind to change. Then we will go out over the reef.

Wilson: That might be dangerous. ,

You: Chuck. Wilson says that might be dangerous.

Chuck: Yes, it might be dangerous, but we have to try. We can't stay here any longer.

Wilson: Will you take care of me?

You: Chuck. Wilson asks if you will take care of him.

Chuck: Of course I will take care of you.

Wilson: I'm scared. Chuck.

You: Chuck. Wilson says he is scared.

Chuck: I'm scared, too.

5. SUMMARY & HOMEWORK

1. Review the reading material.

2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and on Pages 177~180.

3. Ask the Ss to think about in what ways we can make friends with others.

Period 4

1. PRESENTATION & REVISION

1. Ask some of the Ss to read the text paragraph by paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

2. Ask the Ss to find out the following phrases in the Paraphrasing text on a deserted island, hunt for food, make a fire, be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …

3. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

4. Ask the Ss to put the follow sentences into Chinese.

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend -volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7) … we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

2. GRAMMAR EXERCISES

Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

3. INTEGRATING SKILLS

Ask the students to read the e-mail ads in Unit 1 and choose one to reply to. Before the students start writing, they should think about what they want to write.

Extension Use real e-pal ads from the Internet and let the students find a real e-pal from another country. If your students do not have easy access to the Internet, you can simply copy more e-pal ads and bring them to class.

1. Read the short passage on Page 6 and tell the main idea of it.

Questions: 1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of people do you think they are. Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message. And then check each other’s message with the partner.

Sample E-mail:

Hi Jane,

My name is Xiao Fei and I come from Hunan. Hunan is in the south of China. I am a middle school student and I like speaking English. I read your e-pal ad and I would like to be your e-pal. You wrote that you like rock music. Can you tell me what bands you like? Have you ever heard any Chinese rock bands? You also wrote that you like talking and joking around. I do too! I think you and I can be good friends. Please send me an e-mail as soon as possible.

Xiao Fei

Assessment Criteria:

An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from. Try to encourage the students to use indirect speech to refer to the e-pal ad.

CHECHPOINT

Answers:

He told me that he had broken my CD player. He asked if I was sure that I hadn't done an .n to it. Mother told me that a friend in need is a friend indeed.

4. LANGUAGE POINTS IN THE READING TEXT

(Omitted)

5. SUMMARY & HOMEWORK

1. Write a clear and beautiful short passage in the Exercise-book.

2. Preview WORKBOOK.

Period 5

1. PRESENTATION & REVISION

Ask some students to come to the blackboard to have a dictation of new words.

2. LISTENING

Introduction The students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions.

Instruction Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumours?

LISTENING TEXT:

Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don't know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.

Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about friends who can't keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn't a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation - they may have to lie to other friends to keep the secret. The best way to make sure that a secret>doesn't become a rumour is simply to keep it to yourself - don't tell anyone.

Answers to Exercise 1:

1 Problem: Friends get angry with each other when they try to talk about something difficult.

Solution: Try to understand your friend / Try to talk about the problem in a different way.

2 Problem: Friends don't know how to apologize.

Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.

3 Problem: Some friends don't know how to keep secrets.

Solution: Keep your secrets to yourself.

3. TALKING

Introduction The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the ”useful expressions“ . They are also asked to think of a third situation, prepare role cards for it, and act it out.

Instruction Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modelling part of a situation.

1. Ask the Ss to go over Part 1 in Talking on Page 85. Talking first in pairs, then in class.

2. Let the Ss say what patterns we can use to make apologies.

You said that you would …. Why did / didn’t you …?

You promised to … Why didn’t you …? Please forgive me.

I’m very sorry. …It won’t happen again. I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then with the whole class.

4. Go over Part 3. First ask the Ss to complete the role cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.

Sample Dialogue:

A: Um, I'm sorry, but I have to ask if you could pay back the money you borrowed from me last week? I really need it.

B: Oh, I forgot. Now I remember that I borrowed 10 yuan from- you last week. I'm very sorry, I can't pay back the money until next week.

A: What? You promised to pay me back this week./You said that you would pay me back this week. Why did you say that?

B: Please forgive me. I thought that I would get some money from my parents today, but I forgot to ask them.

A: Well, what am I going to do?

B: I'm really sorry, but I'll bring it tomorrow morning.

Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act them out in pairs.

4. SUMMARY & HOMEWORK

1. Written work: Part 3 on Page 87.

2. Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Period 6

1. PRESENTATION & REVISION

1. Ask some pairs to act out the talking activities.

2. PRACTISING

Vocabulary

Go over Part 1 in Vocabulary on Page 87. First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Exercise 1: LISTENING TEXT:

1 ”The books are too heavy! I think it's going to break.“

2 ”Oh no! I forget where I put it! I have written down all the important phone numbers in it.“

3 ”You have bought it at last. We can have fried fish for dinner. Mmm ... I can't wait to put this fish in it. “

4 ”Hands up! Don't move or I'll shoot. Give me all your money.

5 “Ooooh! I look very nice in this new dress!!!”

6 A: I think we're lost. What should we do now?

B: Don't worry. I have it here and I know how to use it.

7 “Ouch! I hit myself with it.”

8 A: Hurry up! It's so dark here. I can't see anything.

B: Sorry, I can't use it to make a fire. It's all wet.

9 “It is shaking badly. Am I going to die? Help! ... Oh, thank God!”

10 “I feel sad when it comes to the part in which the two friends become enemies.”

Answers

1 rope 2 notebook 3 pan 4 gun 5 mirror

6 compass 7 hammer 8 match 9 airplane 1 0 movie

Exercise 2

Suggested sample sentences

1) My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake. .

2) My friend Bob is loyal. He wouldn't talk to Charles whom I don't like at all.

3) My friend David is wise. He always gives me the best advice.

4) My friend George is a handsome boy, but he doesn't like to study and always dreams of becoming a model.

5) My friend Harry is a smart student. He always asks good questions in class.

Answers to Exercise 3

Translation

Dear Aunt,

Hi! I have made many friends at my school. We are getting along very well. But one day one of my friends lost 100 yuan. He thought I had taken his money and he told others about it. They are not as friendly to me as they were before. I'm very unhappy.

I need your help. Can you give me some advice?

Yours / your nephew,

Gao Fei

Sample letter:

Dear Xiao F ei,

I am sorry to hear about your problem and thank you for your trust. Both your uncle and I are fond of you, because you are a nice and honest boy.

It is always easier to make friends than to keep them. You are feeling bad about losing their friendship, and they may feel the same way. In my opinion, you should go to talk to your friends and honestly tell them that you didn't do it. You may also need to work together with your friends in order to find out who took the money.

I hope my advice is helpful and I wish you good luck.

Yours truly,

Aunt Betty

Grammar

Answers to Exercise 1:

1 Mary told Yang Mei that she was doing a biology experiment then.

2 Mary told Yang Mei that she was not free that day.

3 Mary told Yang Mei that she must / had to finish her paper that week.

4 Mary told Yang Mei that she would have to stay in the lab until the next day. .

5 Mary told Yang Mei that she was going to write a report the next week.

6 Mary told Yang Mei that she had watched a very interesting TV programme the day before.

7 Mary told Yang Mei that She must / had to wait there that afternoon.

8 Mary asked Yang Mei if she would go to the lecture that afternoon.

9 Mary told Yang Mei that she had visited her teacher the day before.

10 Mary asked Yang Mei who was going to study abroad the next year.

Answers to Exercise 2:

Sept 1, Monday

It's my first day in senior high school. Mother told me to get up early. Father asked me to tie my hair up. I told myself not to worry too much.

When I arrived at school, I ran into my friend Joanna. She said I looked great. (1)1 asked her where she had spent her holiday. (2)She said that she had gone to Shanghai and it had been wonderful. (3)She also asked me if I had enjoyed my holiday.

We went to the classroom for our first lesson. (4)Mr. Yu asked us if we had had a pleasant holiday. (5)Then he said that he wanted to get to know us. and he asked us to write a short description of ourselves. I wrote it in English. When Mr. Yu read it, (6)he said it was well written.

After school I went back home. I told my parents about my first day in school. (7)They told me that they were proud of me.

1 “Where did you spend your holiday?” I asked /said to her.

2 “I went to Shanghai and it was wonderful,” she said.

3 “Did you enjoy your holiday?” she asked.

4 “Did you have a pleasant holiday?” Mr. Yu asked us.

5 “I want to get to know you. Could you please write down a short description of yourselves?” he asked.

6 “It's well written,” he said.

7 “We are proud of you,” they said to me.

Answers to Exercise 3:

1 Change Direct Speech into Indirect Speech and Indirect Speech into Direct Speech.

1 Hu Ming, the manager says that they run that restaurant to make friends.

2 “We are unhappy about this,” the students' parents said.

3 Hu Ming says, “A teacher has already told me that I should spend more time on study.”

4 “Running a business takes a lot of time,” all the managers say.

5 Liu Tao says that they don't have the money to hire enough waiters or waitresses, so they do most of the work themselves.

6 Another boy tells me that sometimes they have to skip classes to keep an eye on the restaurant.

7 “We are doing OK,” Liu Tao says.

2 Try to write a news story in about 100 words.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students. “We run this restaurant to make friends,” says the manager, Hu Ming.

But the students' parents say that they are unhappy about this. “We can't stop them but we want them to put study in the first place.” Teachers do not support them, either. Hu Ming says that a teacher has already told him that he should spend more time on study.

All the managers say that running a business takes a lot of time. “We don't have the money to hire enough waiters or waitresses, so we do most of the work ourselves,” says Liu Tao. “Sometimes we have to skip classes to keep an eye on the restaurant,” says another boy.

But Liu Tao says they are doing OK.

3 Answers may vary. Possible titles / headlines include “Study First or Business First?” “Students Running Restaurant”

3. INTEGRATING SKILLS

Reading

Instruction The reading describes different kinds of friends. Let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. You can also tell the students to choose words from the 5-star friend activity in the student's book.

Extension What does it take to make a friendship work? The students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friendship. What problems might arise? How could they be solved? (The students can refer to the listening activity).

Suggested answers:

1 C

2 A fair-weather friend will only like you when you are happy and popular; a forever friend is a true friend and will help you when you are in trouble.

3 List the characteristics of each kind of friend:

A fair-weather friend only likes you when you are happy and popular, doesn't help you when you have problems. (students can add more)

A school friend studies and plays together with you, sees you in school. (students can add more)

A forever friend knows everything about you, always listens to you. (students can add more)

4 Sarah helped Janet overcome her shyness and deal with her classmates. Janet helped Sarah study math.

5 Various answers are possible.

6 You can make friends with people from other countries by reading e-pal / pen pal ads in newspapers or on the Internet.

7 One of the advantages of having friends in other countries is that you can learn more about the world. You can also learn more about other languages and cultures. There are a few disadvantages, including the fact that it can be difficult to be friends if you live far away from each other.

8 Answers may vary. One possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.

4. WRITING

Ask the students to read the e-mail and find out what the girl wants to know more about. Tell the students to think about what they want to tell the girl. As a pre-writing activity, the students can list the things they want to include in the e-mail. When the students have written the e-mail, you can compare what they have written.

Assessing

A learner log is a set of questions that will help the students to reflect on how and what they have learnt. The students are asked to rate their” comfort level“ and summarize what they have learnt. You can use this as an activity in class or let the students complete the log at home. Throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. Learner logs and other similar assessment tools are simple to use and have a positive effect on the students' learning and learning habits over time. The students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. Once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.

5. SUMMARY & HOMEWORK

1. Finish Word Study on Pages 4~5.

2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Period 7

1. PRESENTATION & REVISION

2. GOING OVER SUPPLIMENTARY EXERCISES

3. SUMMARY & HOMEWORK

Period 8

1. PRESENTATION & REVISION

2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2

3. SUMMARY & HOMEWORK

篇12：Unit 1 Useful words, expressions and Structures(人教版高一英语上册教案教学设计)

(一)必会词

1． 动词：admit, argue, cast, collect, crash, develop, fry, hate, hunt, imagine, play, share, solve, survive, treat

2． 名词：adventure, airplane, challenge, error, feeling, friendship, fun, gun, hammer, interest, lie, match, mirror, movie, notebook, opinion, quality, reason, rope, saw, sorrow, speech

3． 形容词、副词：alone, brave, classical, deserted, especially, fond, handsome, honest, loyal, smart, , wise

4． 其他：into

(二)必会短语、结构

fill in, be fond of, surf the Internet, on a flight, all alone, hunt for, in order to, think about, care about, make friends (with…), such as, be quick in, drop sb. a line, drop sb. a line

(三)经典范句

1. What should a good friend be like?

2. A good friend is someone who makes me happy.

3. What do you think they should do to solve their problems?

4. I don’t enjoy singing, nor do I like computers.

5. My interests are reading novels, playing football and singing songs.

6. Rock music is OK, and so is skiing.

7. In the movie Cast Away, Tom Hanks plays a man named Chuck Noland.

8. Chuck is a businessman who is always so busy that he has little time for his friends.

9. He has to learn how to collect water, hunt for food, and make fire.

10. In order to survive, Chuck develops a friendship with an unusual friend-a volleyball he calls Wilson.

11. He realizes that he hasn’t been a very good friend because he has always been thinking about himself.

12. Even though Wilson is just a volleyball, he becomes fond of him.

13. Chuck learns that we need friends to share happiness and sorrow, and that it is important to have someone to care about.

14. He also learns that he should have cared more about his friends.

15. When he makes friends with Wilson, he understands that friendship is about feelings and that we must give as much as we take.

16. The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

篇13：台州市交流教案Unit 1(人教版高二英语上册教案教学设计)

制作单位：三门中学

制作者： 金莉萍 吴亚琴 赵定翠

叶 华 王银萍

Ⅰ.Teaching aims and demands

1.Topic:

Talk about science and scientists

2. Function: describing people and debating

That’s correct. It’s clear that…

I doubt that …

There is no doubt that…

It’s hard to say.

Well, maybe, but…

That’s true.

What’s your idea?

Have you thought about…?

3.Vocabulary

undertake analysis within gravity similar paragraph

debate scan boundary incurable engage promise

exploration disable theory seek that(adv.) misunderstand

scientific method observe match predict astronomer

curious microscope telescope punish intelligent patient

be similar to work on go by be/get engaged to sb. use up

go on with dream of turn out be satisfied with

take a look at the other way round on fire

make a difference be curious to do sth./ about sth. / that –clause

4. Grammar

The infinitive used as predictive/ adverbial / attribute / subject/ object

Ⅱ.The analysis of the teaching material

The topic of this unit is “ making a difference”. In this unit, first we can learn about the science subjects and know the importance of each subject. Second, we can get familiar with some great scientists and their famous quotes and achievements, such as Stephen Hawking, Galileo, Albert Einstein, ZhangHeng and so on. Third, we will know how the discoveries and inventions of the great scientists help us better understand the world and improve our life. By knowing this, students are encouraged to study hard, and their love of science and their hope of becoming scientists are inspired..

1.Warming up: It offers us five pictures of foreign great scientists with their famous quotes. By learning their quotes and talking about their achievements, students can know about the key to success and make their minds to be successful.

2. Listening: It contains 4 great minds including the students. In fact, it provides three passages and the students are asked to have a guess who they are, which is so interesting that it may further arouse the students’ enthusiasm in science.

3. Speaking: The students are asked to have a debate about which branch of science is the most important and useful to society. By doing so, students can practice debating skills and use some useful expressions freely. At the same time, they will find that knowledge plays an important part in our daily life.

4.Pre-reading The three questions in pre-reading pave the way for reading.

5.Reading: The text describes Hawking’s disease, dream, achievements and opinions on science and scientific research.

6. Post-reading: The exercises help the students further understand this great scientist.

7. Language study It contains word study and grammar. Students will have a better knowledge of the uses of the infinitive in this part.

8.Integrating skills It includes reading and writing. In the reading passage, students can learn about characteristics of five scientists and their scientific spirit. In the writing part, students are asked to write a paragraph to describe a favourite scientist.

9. Tips Unit One also gives students some advice on how to use the scientific method to learn English.

10. checkpoint

It sums up the uses of the infinitive.

Teaching arrangements

Period 1&2: Warming up, listening and speaking

Period 3&4: reading

Period 5: Language study

Period 6: Integrating skills and writing

Notes:

1. Amending In warming up, it’s too abstract for the students to talk about the quotes, so we deal with it as a unit task to the students at the very beginning―make up a column about scientists and their quotes.

2. Replacement In speaking, the text gives the students the debate: Which branch of science is more important and useful to our society?

It’s too difficult and abstract for the students to carry it out. The reasons are as follows:

1) Their vocabulary is not large enough.

2) It’s too difficult to divide each branch of science in our daily life.

In fact, each branch can’t be divided from the others. Only by combining them together, can we make our world more beautiful.

So we change the topic, and ask the students to talk about what has happened in our daily life. That is , should a nuclear power station be built in Sanmen? This topic can give the students lots of space to talk about.

3. Adding This unit doesn’t give a good sample for the students to write about a scientist. So it is also very difficult for the students to do the writing well. Because of this, we add a research task to the students after finishing the reading material No Boundaries. (What is science and what is the spirit of a scientist? Do research on your favorite scientist and try to find out what makes him /her successful. The students are asked to finish the task by surfing the Internet.) With the help of the first unit task--- to make up a column about scientists and their quotes, it’s possible for the students to write a good article about a favorite scientist.

Teaching procedures

Period 1&2: Warming up, listening & speaking

Goals:

1.To encourage the students talk about the science and scientists

2.To develop the students’ ability of listening for information

3.To enable the students to have a better understanding of the importance of science

Teaching procedures

Step1. Warming up

Task 1. Class work

T: Nice to see you again. I miss you very much. And I’m glad to meet some new students here! Nice to meet you!

T: What makes you get together here/ get apart with your former classmates ?

Some of us learn arts/ science while others learn science / arts.

Task2 Class work

1. What are arts subjects? What are science subjects?

Task3. Pair work

Why do you learn arts/ science?

I’m good / poor at…

I prefer … to…

I’m into…

Because I like/ dislike...

I want to be

My parents want me to…

My dream is…

Task4. Individual work

What is your dream? What will you do to make your dream come true?

Step2. Listening

Pre-listening

Having heard your dreams, I am glad to know all of you have great mind. I’m sure one day you’ll become great minds (great men /women).Before we realize our dreams, we should learn about some great minds first so that we can follow them, do you think so?

Task1. Class work

What great scientists do you know?

scientists

Task2. Individual work

Enjoy the video, listen carefully and find out who are mentioned in the video.

(Copernicus, Galileo, Kepler and Newton.)

Task3 Pair work

Enjoy once more. What are they famous for?

Task4 Individual work

Listen to the three passages , finish the exercises and talk about the scientists.

Enjoy a video and do the listening comprehension on the screen.

Step3. Speaking

Thanks to the discovery of Madam Curie---- Uranium ( show the slide) and the equation of Einstein ( slide ), nuclear power station can be built nowadays. It is reported a nuclear power station is being built in Sanmen. Someone says it is a good thing, while others don’t think so. (Show slides to help the students learn more about the disadvantages and advantages of it.)

Task1 Group work

Debating (Should a nuclear power station be built in Sanmen?)

The following useful expression may give the students help.

That’s correct. It’s clear that… I doubt that …

That’s true. It’s hard to say. Well, maybe, but …

There is no doubt that… What’s your idea? Have you thought about …?

Step4. Homework

1. Finish off the WB listening.

2. Make up a column about scientists and their quotes

Period 3 & 4 : Pre-reading , reading & post-reading

Goals:

1. To get to know something about the famous scientist Stephen Hawking.

2. To learn the spirit of Hawking

3. To develop some basic skills of reading

Teaching Procedures

Step1. Pre-reading

Task1: Class work

During the last period, we talked about a lot of scientists and their great achievements.

Can you use one adjective to describe science?

Do you know any disabled scientist?

Today we are going to talk about a disabled scientist.

Task2. Class work

Enjoy the video and guess who he is.

Does he move his lips while speaking?

Task3. Individual work

Listen and answer:

1). How does he make a speech without moving his lips?

(through a speech computer)

2) What is it that Hawking doesn’t like about his speech computer?

(It gives him an American accent.)

Step2. Reading

T: Do you want to know more about Hawking? S: Yes.

T: What do you want to know about him? S: his family, his achievements…

T: Turn to P3

Task1: Group work

Skim the text and give one word to each paragraph.

Disease----- dream ---- achievements ---- opinions ---problem

Para1. Para2. Para3-4 Para5-6 Para7

Task2: Individual work

1) How would ordinary people feel when they were told that they had an incurable disease?

2) What did Stephen Hawking do when he was told that he had an incurable disease?

3) What is Hawking’s dream?

4) Read Para3 and Para4. Fill in the blanks.

5. What are the steps of the scientific method?

6. How do people misunderstand science?

7. What is Hawking’s opinion about science?

Task3. Group work

Now we know that in Hawking’s opinion even the best theory can turn out to be wrong.

1. Suppose Hawking’s theory of Black Holes was found wrong by himself, would he admit it ? Have a discussion and give your reasons.

2. Show the students the fact with the slide.

Task4. Class work

How do you understand the title “No boundaries”?

Suggested answers:

Unanswered questions have no boundaries.

science

in thinking.

imagination.

There are no boundaries

between truth and falsehood (谬误)

the healthy and the disabled.

Step4.Homework:

Group work research work

What is science and what is the spirit of a scientist? Do research on your favorite scientist and try to find out what makes him /her successful.

Use a library or the Internet to finish the research work.

www.generationterrorists.com/quotes/abhotswh.html

news.qq.com/a/20040513/000320.htm

www.edu.cn/20020926/3069093.shtml

www.luminarium.org/sevenlit/bacon/

www.c-science.com/txt/sc/un/ot/9909unot01-01.htm

www.blupete.com/Literature/Biographies/Science/Copernicus.htm

www.blupete.com/Literature/Biographies/Science/Scients.htm

Period 5 Word Study ＆Grammar

Goals:

1. To get the students to reflect on the useful words and phrases in this unit

2. To enable the students to have a better knowledge of the uses of the Infinitive

Teaching Procedures:

Step 1. Individual work

1.Ask the students to tell the spirits of disabled people and what they can learn from them.

2.Finish the exercises in the SB Page 5

Suggested answers:

1.(A)这对夫妇花光了所有的钱去找他们六个月前失踪的五岁儿子.

2.(C)大家很容易看出她不高兴.

3.(B)牛顿自言自语: “为什么苹果会落到地上,而不会飘向空中?”。后来，他发现了万有引力定律.

4.(A)科学家预言在未来的十年内,环境污染会更加严重.他们告诫人们如果不采取措施解决这个问题，我们将会毁灭我们的星球.

5.(B)哈利观察这个物体的运动已有多年了,并且预测它每76年回来一次.

6.(A)警察发现这个人的指纹和在犯罪现场提取的不一样后,就放他走了.

Step 2 Class work

A. (Look at the sentences on the screen. Ask the Ss to tell the function of the underlined part in each sentence.)

1. We’re surprised to hear the news. (Adverbial)

2. We have to get up early to catch the first train. (Adverbial)

3. He is considered to be a great scientist. (Object)

4. To see is to believe. (Subject, Predictive)

5. I have a lot of words to say. (Attribute)

6. It’s impossible for him to go there alone. (Subject)

7. She promised to make no mistakes at all. (Object)

8. I find it difficult to understand him . (Object)

B. Summarize the form of the Infinitive:

不定式的简单式由to+动词原形构成,其动作与主要动词同时发生或者发生在主要动词之后.

不定式的进行式由to be +现在分词构成,表示在主要动词的动作发生时,不定试的动作正在进行中.

不定式的完成式由to have+过去分词构成,表示不定式的动作发生在主要动词的动作之前.

Show the video of the explanation of the uses of the Infinitive to the students. Help the Ss master the Infinitive better.

Step3 Class work

Exercises高考回顾:

1. The purpose of new technologies is to make life easier ________ it more difficult. (MET99)B

A. not make B. not to make C. not making D. do not make

2. I’ve worked with children before, so I know what ______ in my new job. (MET2000)B

A. expected B. to expect C. to be expecting D. expects

3. Having a trip abroad is certainly good for the old couples but it remains ______ whether they will enjoy it. (MET2001)B

A. to see B. to be seen C. seeing D. seen

4. Charles Babbage is generally considered ____the first computer. (MET1993)C

A. to invent B. inventing

C. to have invented D. having invented

5. Allen had to call a taxi because the box was _______ to carry all the way home. (MET2003)A

A. much too heavy B. too much heavy

C. heavy too much D. too heavy much

6. The boy wanted to ride his bicycle in the street, but his mother told him ______. (MET95)A

A. not to B. not to do C. not do it D. do not to

7. Little Jim should love _____ to the theatre this evening. (MET 92)A

A. to be taken B. to take C. being taken D. taking

8. There are five pairs ___, but I'm at a loss which to buy.(1999上海高考)B

A. to be chosen B. to choose from C. to choose D. for choosing

9.____late in the afternoon, Bob turned off the alarm. (北京春季高考)A

A. To sleep B. Sleeping C. Sleep D. Having sleep

10. With a lot of difficult problems ____, the newly-elected president is having a hard time.(上海春季高考)C

A. settled B. settling C. to settle D. being settled

11. She will tell us why she feels so strongly that each of us has a role ___in making the earth a better place to live. (2003上海春季高考)B

A. to have played B. to play C. to be played D. to be playing

12. In order to gain a bigger share in the international market, many state run companies are trying ___their products more competitive.

( 2002上海春季高考)A

A. to make B. making C. to have made D. having mad

13. The teacher asked us___ so much noise. (2003北京春季高考)D

A. don't make B. not make C. not making D. not to make

14. I've worked with children before, so I know what ____in my new job.

( 高考)B

A. expected B. to expect C. to be expecting D. expects

Step4 Individual work

Do Ex.3 Page6

Suggested answers

1.Is there anything to eat?

2.I need a pen to write with.

3.Do you have anything to add?

4.He is looking for a box to put the two rabbits in.

5.It would be a comfortable house to live in .

Step5 Homework

Finish off the exercises in WB.

Preview Making a Difference

Period 6 Integrating skills & writing

Goals:

1. To revise the language points and grammar-the Infinitive in this unit.

2. To learn more about the characteristics of scientists

3. To write a paragraph about a scientist.

Teaching Procedures:

T: yesterday we learned the grammar-the Infinitive. We know that the infinitive can be used as the Subject, Object, Adverbial and so on. Now let's do some exercises to see if you have mastered them well enough. Fill in the blanks, using the Infinitive。(Show the following on the screen）

Look at the screen.

Step 1 Individual work

1.The goal of Stephen Hawking’s research is to ____and to___is his greatest dream.

2.The doctor thought he only had three more years to _____, which turned out ____.

3.We took a taxi to ___.We hurried there ,only to ____.We were unhappy to___.

4.He studied hard to _____.

5.Lunch is ready. Let’s stop to _____.

Suggested answers:

1.discover nature of the universe; get married

2.live; be wrong

3.catch the train; find the train had gone; miss the train

4.pass the examination

5.have lunch

T: Now let’s revise the useful expressions in this unit together.

Fill in the blanks with the right phrases in the box

1.He __one day becoming a famous singer

2.John __Mary.

3.Two weeks slowly_____.

4.His suggestion ____to be a good one.

5.We ____ our money.

6.For we can’t finish copying the essay today, we have to ____it tomorrow.

7.Tom ____a story-book.

Suggested answers:

1.dreams of 2.is engaged to 3.went by 4.turned out

5.have used up 6. go on with 7.is working on

Step 2 Reading

T: There were many scientists in the world in the past. They made great contributions to our society. They help us understand the world better. Do you know why and how they made these important discoveries or inventions? OK. Today we are going to read a passage. It will tell us what makes the scientists make their discoveries.

Task1 Individual work

Who are mentioned in the text? (Hawking, Bacon, Zhang Heng, Galileo, Copernicus)

Task2 Class work

Match the following:

Hawking Telescope

Bacon Seismograph

Zhangheng A Brief History of Time

Galileo the solar system with the sun as its center

Copernicus knowledge is power

Task3 Class work

What characteristics should a scientist have?

suggested answers: creativity

strong will curiosity

observation intelligence

imagination diligence confidence

Step 3 Group work

Discussion

How do you understand the title?

(* have a great effect on something *make contributions to the world

* make good changes to the world *gain achievements)

Step 4 Individual work

Playing games

Aims: to practice the students’ observations, imagination, curiosity, creativity & intelligence.

Game 1: Count the number of squares you see in this graphic

Game 2: Can you make this equation correct by moving only one digit(阿拉伯数字) and not moving or adding signs?

26-63=1

Game 3: Name all the uses for a brick

(a paper weight, a doorstop , to build a building, to break a window , to use as a weapon, to write on the wall , to …)

Game 4: to find differences (show two pictures &find the differences)

Step 5. Homework

T: Who is your favourite scientist?

( The students may have different answers.)

Write a paragraph about a favorite scientist according to what they have done about the famous scientists.

Tips: What do you want to write?

What does the reader need to know about the scientist?

How can you best describe him or her?

What is the most important or interesting fact about the scientist?

Why do you like him or her?

( write a description of a scientist according to the tips)

篇14：Unit 1 Making a difference教案(人教版高二英语上册教案教学设计)

The First Period

Teaching Aims:

1.Learn and master the following words:

Inspiration, perspiration, undertake, analysis, obvious, within, quote

2.Talk about science and scientists.

3.Listen to the description of some scientists.

4.Do some speaking, describing people and debating.

Teaching Important Points:

1.Train the students’ listening ability by listening practice.

2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to help students finish the task of speaking.

Teaching Methods:

1.Warming up to arouse the students’ interest in science.

2.Listening-and-answering activity to help the students go through the listening material.

3.Individual, pair or group work to make every student work in class.

Teaching Aids:

1.a multimedia

2.a tape recorder

3.the blackboard

Teaching Procedures:

Step I Warming up

T: There are many outstanding scientists in the world, who made great contributions to society and science. What great scientists do you know? And what are they famous for?

S: Maria Curie is famous for her discoveries of radium and polonium and Zhang Heng is famous for his seismograph.

S: Thomas Alva Edison is famous for the invention of the light bulb.

(Bb) Scientists Contributions

Charles Darwin The Theory of Evolution

Albert Einstein The Theory of Relativity

…

T: Well done. I think you are all interested in science and scientists. What do you think makes a successful scientist? Have a discussion in pairs or groups of four. Then report the results of your discussion.

S: I think it is the way he uses his tools that makes a successful scientist.

S: I think a successful scientist must have much imagination and intelligence and he must be creative and hard-working.

S: I think a successful scientist must be confident, curious and careful. But what I like to know is what made him/her interested in science.

T: Now look at the photos on the screen. And tell me who they are.

S: They are Einstein, Madame Curie and Edison.

T: Good. They are all very famous in the world. You must have read some quotes from them. For example, never leave that until tomorrow, which is from Benjamin Franklin. Now look at the quotes on the screen. Whom do you think these quotes from and do you know what they mean?

S：I think it is from Edison. It means that if we make great efforts to do sth, we’ll succeed. And no matter how clever he is, a person will fail if he doesn’t try his best. In Chinese, it means 天才就是百分之九十九的汗水加上百分之一的灵感。

T: Do you agree with it?

S: Yes.

S: It is from Einstein. It means if you want to succeed, it’s more important for you to have imagination than knowledge. In Chinese, it means 想象力比知识更重要。

S: It is from Madame Curie. It means there are only things to be understood in the world, while there is nothing to be feared. In Chinese, it means 生活中没有什么可怕的东西，只有需要理解的东西。

T: Do you know any other quotes about science and thinking?

S: Wisdom is only found in truth. -- Johann Wolfgang von Goethe.

S: Knowledge is power. –Francis Bacon.

Step II Listening

T: OK. Now lets do some listening practice on P2. We are going to listen to the descriptions of some famous scientists. Read the requirements by yourselves quickly. Listen to the tape for the first time to get a general idea, and then try to finish the exx.

Step III Speaking

T: Now let’s look at the speaking part on P2. Work in groups of five. Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science. You are going to debate each other to see which branch of science is the most important and useful for society. First you should decide who will represent each branch and then prepare your role card to debate. You can use the expressions.

S: I think biology is the most important because it is essential to protecting the ecological balance and environment. People can’t live without living things. And it goes hand in hand with our life. If there is no science of biology, there would not be medicine.

S: Well, maybe, but I think that chemistry is the most important. Because it is the key to the progress of the human being. Besides, it is chemical reaction that produces many new things.

S: It’s hard to say. There are many physical products. And physics is widely used in many fields, such as medicine, Industry and agriculture. There would be no life without physics.

S: That’s true. But maths is the basic science. You can’t learn physics or chemistry well without a good knowledge of maths. It is a tool in science and engineering.

S: Well, there is no doubt that maths is an important. In my opinion, computer science is the most important in our modern information society. The computer is now an indispensable tool in many fields. It can settle all kinds of problems at a high speed and can help people work easily.

Step IV Homework

Preview the reading material.

Step V The Design of the Writing on the Bb

Unit 1 Making a difference

The First Period

Scientists Contributions

Madame Curie Radium/Polonium

Zhang Heng Seimograph

Darwin The Theory of Evolution

Edison The light bulb

Einstein The Theory of Relativity

…

Some words describing scientists:

creative, hard-working, curious, careful, confident…

The Second Period

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn from Stephen Hawking.

Teaching Important Points:

1.Master the following phrases and sentence pattern:

work on, go by, be engaged to, go on with sth, dream of, turn out

There is no point (in) doing sth.

2.Enable the students to understand the text better.

3.Improve the students’ reading ability.

Teaching Difficult Points:

1.How to make the students understand the reading text better.

2.How to make the students understand the following sentence.

There didn’t seem much point in working on the PhD.

Teaching Methods:

1.Scanning the text to get some information about Hawking.

2.Careful reading to answer some detailed questions.

3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.

4.Individural, pair or group work to make every student work in class.

Teaching Aids:

1.a computer

2.a tape recorder

3.the blackboard

Teaching Procedures:

Step I Lead-in and Pre-reading

T: Yesterday we learnt some quotes from some scientists. Look at the picture in our books. Do you know who the person is?

S: He is Stephen Hawking.

T: Yes. Very good. He is one of the greatest physicists of our time. Do you know what book he published in 1988?

S: Yes. A Brief History of Time, which is very popular.

T: OK. I think maybe you know sth about Hawking. Do you want to know sth more about him?

S: Yes.

T: OK. Today we are going to learn a passage about Stephen Hawking. It will tell us Hawking’s determination, thoughts and some theories. First let’s learn some new words and phrases. Then turn to P3. Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.

T: Why did Stephen Hawking need a PhD?

S: Because he wanted a job.

T: Right. When did Hawking become famous?

S: Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.

T: Good. When did Hawking visit Beijing?

S: In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing.

Step II Reading

T: Well done. Now read the passage once as carefully as possible. Then answer some detailed questions on the screen. You may discuss them in pairs if necessary.

T: What did Stephen Hawking do when he was told that he had an incurable disease?

S: Instead of giving up, Hawking went on with his research, got his PhD and married a girl. He continued his exploration of the universe and traveled around the world to give lectures.

T: How would most people feel when they were told that they had incurable disease?

S: They would probably feel very sad and give up their dreams and hopes for the future.

T: What did Hawking write in 1988?

S: He wrote A Brief History of Time in 1988.

T: What did Hawking explain in the book ?

S: In the book, Hawking explains both what it means to be a scientist and how science works. He tells readers about how discoveries are made and how they change the world.

T: According to Hawking, how do people misunderstand science?

S: According to Hawking, people often think that science is a number of “true” facts and never changes.

T: What are the basic steps of the scientific method?

S: First, scientists observe what they are interested in. To explain what they have seen, they build a theory about how things happen and the causes and effects. Finally, the scientists test the theory to see if it matches what they have seen and if it can predict future events.

T: What is it that Hawking doesn’t like about his speech computer?

S: Hawking doesn’t like his speech computer giving him an American accent.

T: OK. Now you have understood the detailed information. Please pick out the phrases or the sentences that you don’t understand. First have a discussion with your partner and exchange your different points. Then I’ll explain some language points to you.

Useful expressions:

work on +n./pron. /doing, go by: pass, be/get engaged (to sb.): be bound by a promise to marry, go on with sth: continue with sth, dream of: imagine, turn out: prove(to be),

Sentence pattern:

There is no point (in) doing sth.=There is no good reason for doing sth.

Step III Listening and Consolidation

T: Now I’ll play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation. Then do exx in Post-reading.

Step IV Homework

T: Learn the words and phrases by heart and try to use them freely and correctly. Read the text fluently and recite some important sentences. What’s more, preview Word study and Grammar.

Step V The Design of the Writing on the Bb

Unit 1 Making a difference

The Second Period

Useful expressions:

work on +n./pron. /doing,

go by: pass,

be/get engaged (to sb.): be bound by a promise to marry,

go on with sth: continue with sth,

dream of: imagine,

turn out: prove(to be),

Sentence pattern:

There is no point (in) doing sth.=There is no good reason for doing sth.

The Third Period

Teaching Aims:

1.Learn and master the phrase: use up

2.Review the words learnt in the last two periods.

3.Learn how to explain the words in English.

4.Learn and master the usages of the Infinitive.

Teaching Important Points:

1.Master the phrase: use up

2.Master the usages of the Infinitive.

Teaching Difficult Points:

1.How to help the students learn to explain words in English.

2.How to help the students master the usages of the Infinitive.

Teaching Methods:

1.Review method to help the students remember what they have learnt beore.

2.Explanation and inductive methods to make the students master the usages of the Infinitive.

3.Individual work or pair work to make every student work in class.

Teaching Aids:

1.a projector and some slides.

2.the blackboard

Teaching Procedures:

Step I Revision

T: What did you learn from Hawking?

S: We should have a strong will whatever we do. We should have an indomitable spirit when we want to achieve great success. As long as we have this spirit, we can do it successfully no matter what we want to.

Step II Word Study

T: Now let’s have a dictation of some words.

T: OK. Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences. Please turn to P5. Let’s do the ex in Word Study. Choose the closest meaning to the underlined word in each sentence. First we’ll learn a new phrase: use up. Do it by yourself and you can discuss in pairs.

Step III Grammar

Bb:1. He hoped to visit China again .

2. It took a lot of time to finish the report .

3. Please give the boy sth to play with .

4. He went home to see his sick mother .

5. Her wish is to become a pop singer .

T: Tell me the function of the underlined part in each sentence.

S: No.1 is used as the object.

S: No.2 is used as the subject. It is more usual to use formal subject “it” and the infinitive phrase is usually placed at the end of the sentence, that is “it is…to do sth.”.

S: No.3 is used as the attribute.

S: No.4 is used as the adverbial for purpose.

S: No.5 is used as the predicative.

T: Now let’s do an ex on the screen. Group the infinitives according to how they are used.

1.Some things need (1) to be believed (2) to be seen .

2.The doctor told him that he may not have more than twelve months (3) to live .

3.(4) In order to get married ,I needed a job, and (5) in order to get a job , I needed a PhD.

4.Readers were pleased and surprised (6) to find that a scientist could write about his work in a way that ordinary people could understand .

5.He traveled around the world (7) to give lectures .

6.What does it mean (8) to be a scientist?

7.People who listen to Hawking’s lectures sometimes find it difficult (9) to understand him .

8.(10) To explain what they have seen , they build a theory about how things happen and the causes and effects.

S: Subject:(8)

Attribute(2)(3)

Object(1)(9)

Adverbial(4)(5)(6)(7)(10)

Step IV Practice

T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with “to be done” or “to have been done”.

He wanted the nurses to take care of the patient.

-He wanted the patient to be taken care of.

Because “the patient” is the logical object of “take care of”, the passive infinitive should be used in the second sentence.

The car was reported to have been stolen.

But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.

Step V Consolidation

T: Now look at the pictures. Who can tell me what Hawking’s dream is from the picture?

S: He wants to get married.

T: Right. Do you know how Hawking made his dream come true according to the passage we learnt in the second period?

S: Hawking said, “In order to get a job, I need a PhD.”

T: Very good. Now let’s look at another picture. And tell me what the girl’s dream is and how she makes it realized.

S: Her dream is to get a doctor’s degree, she needs to go to university, she needs to study hard now.

T: Very good. Now please tell your partner what your dream is and how to realize it. You can use “in order to” to express it.

Step VI Homework

T: Finish all the exx in Grammar. Preview the content in Integrating skills.

Step VII The Design of the Writing on the Bb

Unit 1 Making a difference

The Third Period

Phrase: use up

Grammar: the Infinitive

1. He hoped to visit China again .

2. It took a lot of time to finish the report .

3. Please give the boy sth to play with .

4. He went home to see his sick mother .

5. Her wish is to become a pop singer.

6. He wanted the nurses to take care of the patient.

7. He wanted the patient to be taken care of.

The Fourth Period

Teaching Aims:

1.Revise the language points and grammar-the Infinitive.

2.Learn and master the following phrases:

take a look at, what if, the other way around

3.Do some reading and writing practice to improve the students’ integrating skills.

4.Learn how to write a descriptive paragraph.

Teaching Important Points:

1.Improve the students’ integrating skills.

2.Help the students write a descriptive paragraph.

Teaching Difficult Points:

1.How to help the students understand the passage better.

2.How to help the students learn to write a descriptive paragraph.

Teaching Methods:

1.Doing exx to revise what we’ve learnt before.

2.Asking-and-answering activity to go through the reading material.

3.Discussion to help the students understand the passage better.

4.Individual, pair or group work to make every student work.

Teaching Aids:

1.a projector

2.a tape recorder

3.the blackboard

Teaching Procedures:

Step I Revision

T: We know that the infinitive can be used as the subject, object, adverbial and so on. Now let’s do some exx to see if you have mastered them well enough. Look at the screen.

1.(1)To learn about the universe , you need (2)to have a telescope (3)to observe the stars with .

2.It takes time (4)to know a man .

3.Please remember (5)to bring me a book.

4.I’ve got a lot of work (6)to do .

5.(7)In order to catch the first bus ,she got up early.

6.It is important for us (8)to learn English .

Subject:(4)(8)

Object:(2)(5)

Attribute:(3)(6)

Adverbial:(1)(7)

T: Let’s do another ex. Fill in the blanks, using the Infinitive.

1.The goal of Stephen Hawking’s research is to and to is his biggest dream.

2.The doctor thought he only had three more years to , which turned out .

3.We took a taxi to .We hurried there, only to . We were unhappy to .

4.He studied hard to .

5.Lunch is ready. Let’s stop to .

T: Now let’s revise the useful expressions. Do an ex to see whether you have mastered them well.

1.He one day becoming a famous violinist.

2.Tom Ann.

3.Two weeks slowly .

4.His suggestion to be a good one.

5.He his ink.

6.If we don’t finish painting the room today, we can it tomorrow.

7.He a novel.

Step II Reading

T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better. Can you say out the names of some scientists and their discoveries?

S: Yes. Einstein – the Theory of Relativity; Madame Curie – Radium, Polonium…

T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries. Turn to P7. Read the passage quickly and then answer some questions on the screen.

1.What’s the characteristic of Galileo Galilei?

2.Why could Stephen Hawking make contributions to science work?

3.What can be described as the ability to use knowledge?

4.What’s the most important thing if we want to make a difference?

5.How can we hope to reach our goals and truly make a difference?

T: I’ll explain some expressions and sentence structures.

1. take a look at

2. what if

3. the other way round

4. …it was only later that the world recognized his greatness.

5. …only by discovering what we do best can we hope to reach our goals and truly make a difference.

Step III Listening and Discussion

T: Listen to the tape twice. Then discuss the questions in pairs or groups.

1. Of all the characteristics mentioned in the passage, which do you think is the most important? Why?

2. What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists?

Use the questions below to get started.

What is the scientific spirit?

How do scientists solve problems?

How do scientists make a difference?

What can we learn from great scientists?

S: Being creative, I think, is the most important. Because scientists can make new discoveries by using their imagination all the time.

S: I think being curious is the most important. Only when someone is curious about sth can be come up with new idea.

Step IV Writing

T: Who is your favourite scientists? Write a paragraph. Before writing, think about what you want to write and what the readers need to know. How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage. Then write some useful sentences to help them.

Step V Homework

Go over all the important points learnt in this unit and finish your writing.

Step VI The Design of the Writing on the Bb

Unit 1 Making a difference

The Fourth Period

A good scientists must be curious and careful .

Great scientists use their creativity and imagination to come up with new ideas.

Scientists must also be intelligent and patient .

The experiment proved that her theory was correct.

Other scientists were surprised by her discovery and called it a success .

She used a model to solve the problem .

篇15：高二英语期中复习Unit 1(人教版高二英语上册教案教学设计)

I. Words

1. _________ (显然) , what you have said is not true.

2. He is such an _________ (有才智的) student that we all like him.

3. I have been waiting for my boss _________ (耐心) for 2 hours.

4. She is _______ (好奇) about space.

5. The curtain doesn't ________ (相称) the wall.

6. You ________ (误会) him, for he did nothing wrong.

7. The accident ________ (使丧失能力) him to speak.

8. What are you ________ (争论) about with him?

9.He promised that the roof should be prepared w________ two days.

10 We u__________ the task of cleaning the house.

Ⅱ. Phrases

1. 对……充满热情________________ 2. 与……相似的________________

3. 壮心无涯________________ 4. 有发展前途的研究生________________

5. 不治之症________________ 6. 继续工作________________

7. 过去，走过 ________________ 8.和……订婚________________

9. 梦想________________ 10. 另一方面________________

11. 放弃________________ 12. 做讲座，做报告________________

13. 用尽，用完________________ 14. 与众不同,有影响________________

15.对。。。满意________________ 16. 从一季到另一季 ________________

17.信任，信仰________________ 18.在20世纪70年代早期__________________

19. 相反地，从相反方向________________ 20.达到目标________________

21.have … in common ________________ 22. seek answers to the questions______________

Ⅲ. Sentences

1.______________ (毫无疑问)that he is right.

2.___________ (没有) giving up, Hawking _____________(继续从事) his research, got his PHD, and married Jane.

3.We were pleased and surprised to find that a scientist could write about his work ________________ordinary could understand. 我们感到惊喜的是，科学家竟能够以普通人理解的方式来阐述自己的工作。

4.Even the best theory can ___________(证明是)wrong.

5.If _________________(知识就是力量), _____(正如) Sir Francis Bacon wrote in 1597, then perhaps creativity can ___________(被描述为)the ability to use that power.

6.Nor _______ the disease ________________ the kind of life he had dreamt of.

他没有让疾病防碍他过梦寐以求的生活。

7.________only later _____ the world recognized his greatness.直到后来世人才承认他的伟大。(强调句)

8.He ______________to make people believe that his theories were correct.他发现难以让人们相信他的理论是正确的。

9.________________ to be a great scientist to make a difference.要有所作为，不一定非要成为大科学家。

Ⅳ. Multiple choice.

1.Only by imagining and creating ____ a difference.

A. can make B. you can make C. make D. can you make

2.Since then, the philosopher has ______ in seeking solutions to social problems.

A. engaged B. engaging C. been engaged D. been engaging

3.----Can I help you?

----I want to buy a blue tie to ______ my shirt.

A. fit B. compare C. match D. suit

4. -----_______ we move the picture over there? Do you think it’ll look better?

----I can’t agree more.

A. What you think B. What if C. Even if D. Only if

5.He had tried everything but it made little ______.

A. use B. difference C. point D. sense

6.It _____ unusual courage and determination to make the break with his family.

A. took B. needed C. spent D. shared

7.There is no ___in protesting. It won’t help.

A. cause B. need C. point D. law

8.Only in this way ______ progress in your English.

A. you make B. you can make

C. you will be able to make D. will you be able to make

9.Having done his Chinese exercises, he went on _____a letter _____Russian.

A. to write, with B. with, with C. writing, in D. to write , in

10.-----What should we do? There’s no bus any more.

-----Missing the bus means _____home. Let’s go.

A. to walk B. walking C. walked D. walk

11.----Have you decided where to go today, Alice?

----I feel like ____to the Natural Museum. Would you like ____with me?

A.to go, to go B. to go, going C. going, going D. going, to go

12.The professor spoke very clearly to make his speech easy _____.

A. to understand B. understand C. understood D. understanding

13.I’ve worked with children before, so I know what _____ in my new job.

A. to be expected B. to expect C. to be expecting D. expects

14.Paul doesn’t have to be made _________.He always works hard.

A. learn B. to learn C. learned D. learning

15.The boy wanted to ride his bicycle in the street, but his mother told him_________

A. not to B. not to do C. not do it D. do not it

16.-Mum, why do you always make me eat an egg every day?

----________enough protein and nutrition as you are growing up.

A. Get B. Getting C. To get D. To be getting

17.----Are you used to ____up early now ?

----Yes, I am. But I used to _____ up late.

A. getting, getting B. get, get C. get, getting D. getting, get

18.The teacher came into the classroom, _____of the students in it.

A. only to find none B. finding no one C. to find no one D. finding some

参考答案：

I.

1.Obviously2. intelligent3. patiently4. curious5. match6. misunderstood7. disabled8. debating

9.within 10.undertook

II.

1. be on fire 2. be similar to 3. no boundaries 4. a promising graduate student

5. an incurable disease 6. work on 7. go by 8. get engaged to 9. dream of

10. on the other hand 11.give up 12.give lectures 13. use up 14. make a difference

15. be satisfied with16. from season to season 17. believe in 18.in the late 1970s

19. the other way around20. reach one’s goal 21与…有共同点 22.寻求问题的答案

III.

1.There is no doubt

2. Instead of, went on with

3. in a way that

4. turn out to be

5. knowledge is power, as

6. did he let,stop him from living

7. It was, that

8. found it difficult

9. It is not necessary

IV.

1-5DCCBB6-10ACDDB11-18BABBACDA

篇16：高二 Unit 1 Useful expressions(人教版高二英语上册教案教学设计)

make a list of be on fire for be similar to…

a branch of science sth is important to sb a promising graduate student

have an incurable disease give up one’s dreams and hopes for the future

speak through a computer in the early 1970s make new discoveries

seek answers to questions about the nature of the universe according to …

the causes and effects predict future events in a practical way

use up all their money fall to the ground in the next ten years

take measures take steps take action

ruin our planet the crime scene make one’s dream come true

be happy with sth make a difference be curious about sth

change from season to season believe in sb. the other way around

a magic lamp download papers come into power

take sides in the war be respected as the leading scientist of the century

the First World War from that time on an atomic bomb

suffer from a disease observe the safety rules observe Christmas

the Law of Gravity give lectures scientific pioneers

II. Sentence Structures

1.It takes a very unusual mind to undertake analysis of the obvious.

2.What makes a scientist successful?

3.What do these three great minds have in common?

4.There did not seem much point in working on my PhD.

There is no point in complaining. There is not much point in arguing.

5.I did not expect to survive that long.

6.Yet two years had gone by and I was not that much worse.

7.1)In fact, things were going rather well for me and I had got engaged to a girl.

2)His father is engaged in writing a book.

8.1)Nor did he let the disease stop him from living the kind of life he had always dreamt of.

2)Never did I dream of seeing him in America.

3)Nowhere could I see him.

9.Hawking explains both what it means to be a scientist and how science works.

10.1)Scientists, on the other hand, Hawking writes, know that their job is never finished and that even the best theory can turn out to be wrong.

2)He was praised by his teacher on (the) one hand, but blamed by his friends on the other hand.

11.What is it that Hawking does not like about his speech computer?

12.The speech computer sounds just like a human voice.

13. 1)Only by discovering what we do best can we hope to reach our goals and truly make a difference.

2)Only in that way will we be ready for the challenges and opportunities in life.

14. It was only later that the world recognized his greatness.=

15.It appeared to scientists on earth that the stars had moved. =

16.Food is what sets this great mind on fire. (set…on fire)

The orator set the audience on fire.

篇17：Unit 1 That must be a record 教案(人教版高三英语上册教案教学设计)

Reading ( 1 )

I Teaching aims and demands

1. Improve the students’ reading ability.

2. Grasp the key words, phrases and important sentences in the reading firmly.

3. Make sure the students can understand the text well.

II Key words , phrases and important sentences

1. Words

conclude, hire, inspect, confirm, recently, familiar, delight, equip, fade, attempt, suitable, gradual, enthusiastic, bid, fascinate, permission, cautious, outgoing.

2. Phrases

send in , set down, in a row, in the first place, apply for, burst into, centre on/ upon, concentrate on, keep track of, stand out.

3. Important sentences

1)The Guinness company hired two Englishmen to write what later became the Guinness Book of World Records.

2)We want to know what is possible and find out just how far we can push ourselves.

3)You can learn that the oldest………………………………

4)Impressive as the record is , it fades next to the story………..

5)No records that are dangerous to the person who is attempting it or to others are allowed.

6)There are, however, some records that…………………..

III Teaching steps

Step 1 Lead-in

When we talk about the world records of Guinness, we must be very excited, can you give us some exciting records?( Let them tell us), let’s read a text about it.

Step 2 Fast Reading

Scan the text and answer the following questions on page 3.

Step 3 Grasp the topic sentence in each paragraph

Step 4 Let the Ss read the text loudly

Step5 Post –reading( T or F )

1. Sir Hugh Beaver decided to write the book as the result of an argument with a friend. T

2. The Guinness Book of World Records are put into different categories. T

3. There are not many Chinese records in the Guinness book F

4. That Lance Armstrong was diagnosed with cancer meant the end of his career, maybe even his life. F

5. The Guinness book accept all kinds of records. F

Step 6 Vocabulary and sentences

1. Find out some key words and phrase

2. Analyze the important sentences

Impressive as the record is, it fades next to……..

Adj / adv/ n + as/ though +S+ V,

Tired as they were, they went on working.

Strange as it seems, it is so. Much as he tried, he still failed.

A child as he is, he knows a lot. ( ? )

We want to know what is possible and find out just how far we can push ourselves.

Our hometown is no longer what it used to be ten years ago.

The new museum is built in what was the old temple.

Reading ( 2 )

Step 1 Answer the following questions on Page 8 . 1

Step 2 Listening to the tape and read them for a few minutes.

Step 3 Find out some words and phrases

head down to, centre on, concentrate on,

Step4 Translate some sentences

1. Skateboards have been around since the 1970s, but they have recently become popular again.

2. These new spots are called” extreme sports ”and all centre on the “ X-factor”---the pure joy of doing something that you didn t think you could do and overcoming your fears.

3. Watching Lin Yong and his friends fly through the air makes you wonder whether the sport is too dangerous.

4. Once you are Xperienced, your life will truly change.

Step 5 Homework

Do two reading comprehensions and one cloze test.

Language study

1. conclude ( vt ); draw a conclusion( 得出结论 )

2. be familiar with sth / be familiar to sb

The English is familiar ___ us; We are familiar __ the song

3. attempt / try to do sth

4. to one’s delight / be delighted by

5. burst into sth( tears / laughter) / burst out crying/ laughing

6. gradual ____, he knew how to communicate with others.

7. make for 有好处， 可成为， 可造成

Does early getting up make for good health?

Reading English in the morning can make for improving English.

8. fade: to lose colour or disappear gradually

The strong sunlight faded the curtain.

Will the colour in this material fade?

The colour of my shirt ran.

The sound of the cheering faded away in the distance.

9．head down to : head for

We are heading down to Hannan to enjoy the sunshine on the beach.

10. centre on / upon , concentrate on

Our thoughts all ___________________the new idea.

If you _________________your work, you shall solve the problem.

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unit 1 phrases(人教版高一英语上册教案教学设计)（共17篇）

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