人教版 高一 unit 1 good friends 全单元（通用6篇）
篇1：人教版 高一 unit 1 good friends 全单元
Period 1 Warming up & Listening
Type of lesson: warming up & Listening
Teaching aims：
1. Help the Ss talk about archaeological discoveries and describe the life of people in China during the periods of the Stone Age, the Bronze age, Han Dynasty and Tang Dynasty.
2. By listening to the material on Page 74, students can know what the tool looks like, what its use is and so on and by practice, students can master the ways to get the main idea of the passage and some important or useful details.
Teaching focus: Train Ss’ listening ability.
Teaching aids: tape recorder, worksheet & computer
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Teaching Procedures:
I. Warming up
Step 1. Ask the students some questions and show them some pictures of archaeological discoveries. Introduce the words “archaeology, archaeologist.”
1) T: China is a country with an ancient civilization. It has a long history and brilliant culture. In which ways can we learn about its history and culture? (Archaeology)
2) What can archaeological discoveries bring us?
Step 2. Present some typical archeological discoveries and lead the Ss to talk about them.
1) T: Please look at the pictures and talk about them.
Questions for thinking:
----What are these important discoveries ?
----What period of time do they belong to?
Step 3. Help the Ss describe the life of people in China during the periods above.
1) T: What can they remind us of ?
Remind us of the history
1.What they ate
2.Where they lived
3.What their houses looked like
4.What kind of tools they used
5.What kind of entertainment they had
……2) Discuss and talk about the following items.
Stone Age Bronze Age Han Dynasty Tang Dynasty
Food
Housing
Home decoration
Tools
Artefacts
Entertainment
Step 4.Help the Ss get to know more important discoveries.
1) Match the time with the place where its relics are unearthed:
Stone Age Mawangdui
Han Dynasty the Banpo Ruins/ the Ruins of Hemudu
Bronze Age the Ruins of the Chang’An City
Tang Dynasty the Ruins of Yanshi Erlitou(1959, Henan)
2) Let the Ss enjoy the pictures and answer the questions.1. Where were they unearthed ?
2. Where can you go if we want to visit them?
II. Listening
Step 1. Pre-listening
1. Show students three pictures. And ask them in which period of time the people in the pictures lived. (Stone Age)
2. Show students some pictures of the tools used by the people in Stone Age. And ask them if they are asked to introduce one of these tools to other people, from which aspects they are going to describe them.
what it looks like
when it was found
where it was found
when it was used
usage
how to use it
…
Step 2 While-listening
1. First listening to get the main idea.
What are they talking about?
A. a short stick.
B. an ancient weapon to throw spears.
C. a little carved animal.
2. Second listening
Task: Listen and write down the questions asked by the students.
1) What ____________________________________________?
2) What ____________________________________________?
3) How ____________________________________________?
4) How ____________________________________________?
5) Where ___________________________________________?
3. Listen to the tape for the third time
Task: Get the answers to each of the questions.
Questions 1: What is it?
☆ Listen and fill in the blanks.
1) It looks like ____________ to me; about ___________.
2) At the top there’s a little ________________________.
3) At the bottom end there are __________ through the stick.
4) On the right there are __________of a young baby goat that is _________.
☆ Make a drawing of the tool.
Question 2: What was it used for?
☆ Listen and fill in the blanks.
1) It is an _____________. One of the __________________.
2) There were bears that ______________________________ and very large kind of _____________________________________________.
3) It was too dangerous to ______________________________ or even _____________.
Question 3: How did it work?
☆ Listen and finish the exercises.
1). How far can you throw a spear with our arm?
A. 15m B. 50m C. 45m
2). How far can you throw a spear with a tool like this?
A. 90m B. 300m C. 60m
3).By using this tool it could be thrown ___________________________________ and with _____________.There are three holes. One __________________________________, one __________________________, and ______________________was tied into the smallest one. A spear of about ________________ was laid on the stick, resting against the small piece of ____________ or leather. With a _________ on the string and a ________________ of the arm, the spear would be thrown.
Question 4:When and Where was it found?
☆ Listen and answer the questions
1) How old is it?
a) 1 to 2,000 years
b) 10 to 20,000 years
c) over 5000years
2) In how many places were this tool found?
Three.
3) How did people in South America and Australia know about this tool?
They invented it again.
Step 3 Post-listening
Task: Write a passage to introduce an ancient tool.
1) Show students a picture of different tools used by people in Bronze Age, and ask them to have a discussion about which one they are interested in.
2) According to the questions and answers in the listening material, students write a short passage to introduce one of the tools in the picture.
3) Present in class.
III. Homework
1) Revise their passage.
2) Preview the reading part of this unit.
Self-evaluation
Unit 20 Reading
Type of lesson: Reading
Teaching aims: Get the Ss to know about the King of Stonehenge
Improve the Ss’ reading ability
Important points: the Ss get a good understanding of the text
Difficult points: Ss’ reading ability get improved
Teaching aids: a tape recorder ,a computer and worksheets
Teaching procedures:
Step I. Pre-reading.（leading-in ）
1.Show some pictures about famous tombs in Chinese history
2.When we discover a tomb of a king in China, what can usually be found in it?
( clothing, knife, pottery, jewellery, tools etc. )(leading the Ss know more words about them.)
3.Why were these things buried with the dead king or emperor？
Key：A.To show off their power and wealth.
B. To protect these things.
C. Want the died people to use them after their death.
D. To be given to him for his use in the next life.
F. To show people’s respect to the death.
Step II. While -reading
A. Fast reading to get the main idea of each paragraph, and then divide it into parts
Part 1 (para. 1): The discovery of a grave.
Part 2 (para.2_to 3_): Objects found in the grave.
Part 3 (para. 4_-_5): The importance of the discovery.
Part 4 (para. 6_-7_): About Stonehenge and the King of Stonehenge.
B. Detailed reading:
1. Read the first three paragraphs to find out
1) Which objects were found in the grave of the King of Stonehenge?
Key: a pin, clothing, a coat, a knife, earrings, arrows and a bow tools, weapons, pottery & jewellery
2) Which materials were found?
Key: fur, stone, clay, pottery, copper, bone, and goldRead paragraph 4 & 5 to answer the following question:
1) What are the five reasons to show the importance of the discoveries ?
Key: a) His grave is the richest of any found from that period.
b) This was a time when the first metals were brought to Britain.
c) This man was buried with two gold earrings which are the oldest gold ever found in Britain.
d) He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.
e) He is an example of people who brought culture and new techniques from the European mainland to Britain.
3. Read Part 6&7. do T or F exercises
1) The biggest stones came from a long distance away.
2) Archeologists know how early man was able to construct Stonehenge without the use of modern constructions and machines.
3). The King of Stonehenge was likely to be involved in planning and
helping build the monument.
4). The King of Stonehenge came from Central Europe.
5). At first people thought that it was through was and armed conflict not
through trade and cultural links that the skills to make copper and bronze objects spread to Britain.
( Check the answers: F F T T T)
C. Language points:
1. Buried with him were the tools of a hunter or warrior.
该句为倒装句, 表语置于句首时, 倒装结构为“表语+系动词+主语”。
e.g. Present at the meeting were Professor White, Professor Smith and many other guests.
2. Some of the objects found in the grave give us an idea of how he was dressed when he was buried.
found in the grave是过去分词作定语
give sb. an idea of 使某人明白
e.g. The book will give you an idea of what everyday life of ordinary
Americans is like.
3.That would have made him a man of distinction.
must/may/might+have done (肯定) 对过去事实的推理
e.g. He might have given your more help, they were busy. I can’t find my pen
anywhere. I must have lost it.
can +have done 表示对过去事实疑问和否定的推测
e.g. He can’t have finished the work so soon.
could + have done 意为“过去能够,而事实上却没有”,表示一种遗憾
e.g. He always works hard. He could have passed the exam.
should / ought to +have done 意为“过去应该…但没有…”,有责备对方的意思
e.g. You should have told me the news an hour ago.
shouldn’t / oughtn’t to +have done 意为“过去不应该…，却…”,意在责备对方
e.g. You shouldn’t have told him the news. He was nearly sad to death.
needn’t + have done 意为“过去本没有必要..…却……”
e.g. There was plenty of time, she needn’t have hurried.
might + have done 表示“过去本可以….却没有…”
e.g. They might have given you more help, though they were busy.
Step III. Post reading.
1. From things that were found in the grave, archeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.
country or part of Europe material or object of trade
West Wales stones to build Stonehenge
Spain copper knife
France copper knife
Europe gold jewellery
2. For trade and cultural links as well as life in Britain and the construction of Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.
activity knowledge, science, inventions and tools needed
1. travel to Scotland roads, shoes, language
2.construction of Stonehenge hammers, ropes, sth. to transport heavy stones, architecture
3. hunting rope, string, bow, arrows, spear, sticks
4. trade with Europe money or goods to trade, boats, bags, maps, language
5. making copper knives fire, chemistry, physics, pots, hammers
Homework:
With the development of modern tourism, more and more culture relics were destroyed by human beings, read the passage below, and think about “what should we do to protect our cultural heritage.”
Saving Stonehenge Oct.22nd,
With almost a million people visiting the monument each year, Stonehenge has become surrounded by roads and parking lots.
Recently, a group archaeologists decided to to restore Stonehenge to its natural setting. One road will be removed, and another will be routed through an underground tunnel. Today’s parking lots will become open fields, and a new visitors’ center will be built four kilometers away.
Unit20. Word Study
Type of lesson: word study
Teaching Contents: spare, average, date, cover, dress, find
Teaching Aims：Help the students grasp the usages and meanings of the above
words or phrases.
Important points: use the above words or phrases correctly and freely
Teaching Procedures:
I. spare
A. Read the following sentences and point out the part of speech of “spare” and the meaning of the underlined part
1. The boy loves surfing the internet in his spare time. (在空闲的时间里)
2. You should carry a spare tire in the back of your car. .( 备用胎)
3. I can’t spare the time for a holiday at present. . (抽出，腾出)
4. Can you spare me just a few minutes? . ( 抽出，腾出 )
5. He doesn’t spare any effort on his studies. .( 不遗余力)
6. Spare the rod and spoil the child. （不打不成器)
B. Summarize the usages and the meaning of “spare”
Spare : Adj. 1.空闲的；2.不用的，闲置的；3.备用的，外加的；
Verb, 1.抽出，拨出，留出；2.不吝惜（时间，金钱）
C. complete the following sentences.
1.What do you usually do _____________________( 在你空余时间)？( in your spare time)
2.You’re driving to Tibet? It’s a long way. Be sure to ________________________ ( 带个备用胎) (bring a spare tire)
3.We can ________________________(给你腾出一间房)（spare one room for you ）
4. He _____________(想尽各种办法)to make her happy.(spares no effort)
II. average
A. present the following sentences.
1. The average of 4, 5 and 9 is 6.平均数
2. Tom’s work at school is above average, while Mary’s is below average. 高于/低于平均
3. The average age of the boys in the class is 17.平均的
4. What is the average temperature in Wuhan in August?
5. If you average 7, 14 and 6, you get 9. 均分
6. On average, there are 20 boys present every day.平均来说
B. Summarize the usages and the meaning of the word “average”
. average adj.平均的
verb .平均，均分。
Noun.平均数，平均值。
C. Complete the following sentences：
1.What is ______________(平均的年龄)the students in your class?
2.平均来说,每年大约有400人死于这种疾病.
On average 400 people die of the disease every year.
3.Temperatures in winter are __________ for the time of year.( 低于平均值) （below average ）
III. date
A. Present the following sentences.
1. What is date today? (日期 )
2. The vase is of an earlier date than that one.（时代）
3. Has the date for the meeting been fixed? （日期）
4. The boy asked her for a date, but was refused. （约会）
5. They’ve been dating for months and know each other better than before. （ 谈恋爱）
6. Don’t forget to date your letter. （注明日期）
7. Young people’s clothes date quickly nowadays, so if you want to be fashionable you have to keep a close eye on fashion.（过时，不流行）.
8. The property of the family dates from the war.（始于，追溯到）
9. The castle dates back to the 15th century. （始于，追溯到）
10. The information is out of date; you need to get the latest news.（过期了）
11. She likes to wear clothes that are up to date（.新式的, 现代的）
B. Ss read the sentences and point out the part of speech of the word
“date” and the meaning of the word and phrases.
date : 1) noun . 日期，时代，约会, 流行.
2）verb. 谈恋爱,注明日期, 过时,不流行. 始于，追溯到
C. Complete the following sentences
1. This kind of clothes is ______________.不流行了( out of date)
2. The church __________________. 始建于13 世纪.( dates back to / dates from the 13 century.)
3. Would you like to ___________ (定个日期开个舞会.)( fix a date for a party.)
IV. cover
A . Present the following sentences.
1. The small town which covers five square miles is famous for its
beautiful scenery. 占地
2. Not having been cleaned for a month, the desk was covered with
dust. 布满
3. Hundreds of reporters were sent to cover the Olympic Games held
in Greece. 采访
4. The noise was so loud that she covered her ears with her hands遮蔽
5. The doctor’s talk covered the complete history of medicine. 涉及
6. I can cover 100 miles before it gets dark. 走一段路
7. Will $50 cover the cost of a new shirt? 够付…钱
8. He always keeps a cover over his car. 覆盖物
9. May I have a look at the book whose cover is blue? 封面
B. Read the sentences above and pay attention to the meaning of the
word “cover”.
Cover : Verb占地,布满,采访, 遮蔽,涉及, 走一段路,够付…钱
noun 覆盖物,封面
C. Complete the following sentences.
1. Do you know _______________________. ( 这个国家占地多少) (how much the country covers )
2. His desk ___________________________ ( 堆满了书). ( is covered with books)
3. Who will be sent to __________________________ ( 采访这次运动会)？ ( cover the sports meeting)
4. His book, _______________________ ( 封面是绿色), was a birthday gift from his mother. ( whose cover is green / the cover of which is green)
V. dress
A. present the following sentences.
1. Jim isn’t old enough to dress himself. ( 穿衣服)
2. How long does it take you to dress yourself? 穿衣
3. He has to dress well in his position. 穿戴
4. She was in special dress for the ceremony. 套装
5. She was wearing a silk dress. 连衣裙
B. Read and observe the sentences and point out how the word dress is used.
C. Present more sentences with similar phrases and tell the differences.
1. He was dressed in white and was easy to be recognized in the crowd.
2. He put on his coat and went to the cinema.
3. The emperor had nothing on when he thought he was in his new clothes.
4. Nobody is allowed to wear a beard in that village.
5. What shall I wear to attend her birthday party?
6. she was all in black.
D. Choose the right phrase to complete the following sentences.
1. She was ___________ the white _______ her mother bought for her yesterday. ( wearing, dress)
2. Don’t forget to _________ your hat, or you’ll get burnt. ( put on)
3. We are going to be late. Please get __________ quickly. ( dressed)
4. The child is too small to _____________ himself. ( dress)
5. Do you think I need to ___________ any jewellery to attend her wedding? ( wear )
6. On Children’s Day, the children _____their best clothes ______. (have…on )
7. The girl _____ red is my former student.( in )
VI. find
A. Present the following sentences.
1. The most amazing find was two gold earrings.
2. The old painting is quite a find.
3. I found a ten-dollar bill on the road.
4. I found him asleep on the sofa.
5. Please find the key for me. = Please find me the key.
6. When a waiter asks a customer, “ How do you find the soup?” He wants to know what the customer thinks of the soup.
7. I find it difficult to understand this film.
8. I was disappointed to find him out.
9. After school I always find him waiting at the school gate.
10. The poor man found his house broken into.
11. You should find out the answer by yourself.
B. Read the sentences, and pay attention to how “find” is used.
C. Complete the following sentences.
1. ______________________________ ( 最有趣的发现) was two dolls lying in the drawer. ( The most interesting find)
2. ____________________________ ( 你觉得这个演讲怎么样？) ( How do you find the speech? )
3. He ___________________________ ( 发现很容易) to get along with his new classmates. ( finds it easy)
4. Whenever he comes back from school, he always _________________________________ ( 发现他的狗坐在门外) waiting for him. ( finds his dog sitting outside)
5. When he woke up the next morning, _________________________________ ( 他发现屋外的世界完全地改变了). ( found the world outside completely changed)
Unit20. Grammar
1. Teaching Goal:
Review the use of “it”. Let students learn how to use “it” by doing some practice in reading, writing and so on.
2. Teaching important points:
The usages of it in different situations.
3. Teaching difficult points:
How to teach the students to master the usages of it
4. Teaching methods:
Observe the materials given to them, generalize from the different examples.
5. Teaching aids:
a projector , a blackboard and paper
6. Teaching procedures:
Step1 Lead in.
Read the following the sentences, and pay your attention to the meaning and the function of “it” in each sentence.
1. It is likely that many of them will be born in northwestern Beijing. Textbook (P3)
2. With the right kind of body, it is possible to float around in the ocean. (P20)
3. Isn’t it amazing that a single substance can be so important to our planet and even the whole universe. (P20)
4. It is very relaxing to take a dip in the pool in summer. (P37)
5. It was during the “ Match on Washington DC” in 1963 that he gave the speech “ I have a dream”. (P28)
6. It was also in Atlanta that one of the great leaders of the Civil Rights Movement, Dr Martin Luther King, Jr, was born. (P44)
7. Zhongguanchun made it possible for him to follow his dreams and help the country he loves. (P3)
8. -“Relying on science, technology and knowledge to increase economic power” makes it clear that science and business can and must work together to build the future. (P4)
9. It was through trade and cultural links that European culture and new techniques were brought to Britain.
10. It has been proved that the copper knives came from the places as distance as Spain and western France.
Step 2 Learn the usages of “it” according to the following sentences, dialogues, and exercises.
1. -Where is your car?
-It is in the garage.
(指提到过的或正在谈论的动物或事情)
2. The young couple has a newborn baby. Do you know it is a boy or a girl?
(父母不会用it来指自己的孩子。it可以不区别他们的性别)
3. -It is seven o’clock. There is a knock at the door. Who is it?
-It is the milkman.
4. -Oh, by the way, there was a telephone call for you. Who was it?
-It was my Mum on the phone.
( it可以用来指时间，有人敲门，确认某人为何人，在电话里)
5. It is raining a whole day. It is perfectly cool. It has been a long time since the last rain.
(it可以用来谈论时间，日期，距离，天气等，但要作主语)
6. My grandmother kept telling me that I should help her with housework, but it didn’t help.
(it指前面的整个内容，即：祖母喋喋不休地让我帮助她做些家务)
7. It is no use quarrelling with such a man.
It’s hard for them to answer such difficult questions.
It seems that I have made the same mistake once again.
It is unclear what we should do next week.
It is reported that another big earthquake will happen in the area soon.
It will take you three hours to fly to Hong kong from Beijing.
(it作形式主语)
Exercise:
⑴. Is ______ necessary to finish the composition before May Day.
A. this B. that C. it D. he
⑵. Does ______ matter if I can’t finish the composition before May Day?
A. this B. that C. he D. it
⑶. ______ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
⑷. In fact ______ is a hard job for the police to keep order in an football match.
A. this B. that C. there D. it
⑸. It worried her a bit ______ her was turning grey.
A. this B. that C. there D. it
( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )
8. He is a heavy smoker. I find it difficult to persuade him to give up smoking.
We soon make it a rule to walk two miles a day.
We take it for granted that water is free at restaurants.
I don’t like it when you shout at your parents.
I don’t feel it my duty to do so.
I hate it when people talk with their mouths full.
(形式宾语)
Exercise:
⑴. They have made ______ a rule ______ in the room.
A. this; not to smoke B. it; smoking
C. it; to not smoke D. it; not to smoke
⑵. I don’t think ______ possible to master a foreign language without much memory work.
A. this B. that C. its D. it
⑶. The chairman thought ______ necessary to invite professor Smith to speak at the meeting.
A. this B. that C. its D. it
⑷. I think ______ to finish the work in such a short time is quite impossible.
A. it B. that C. this D. with
⑸ Don’t ______ that all those who get good grades in the entrance examination will prove to be most successful.
A. take as granted B. take this for granted
C. take that for granted D. take it for granted
(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )
9. 1). It was Tom who / that broke the window.
2). It was her whom you should ask.
3). It was because Li Ping was ill that he didn’t come to school last week.
4). It was where you come from that you should return to.
5). It was as you like that you must do everything.
6). It was not until 1920 that regular radio broadcasts began
7). It was in the library that was founded by Mr. Willians
that they finished reading the famous novel.
8). It was neither you nor he that is willing to go the park.
9). It was not only you but also he that is willing to go to the Great Wall.
10). It was his coming that made all of us very happy.
Exercise
⑴ It was the ability to the job ________ matters not where you come from or what you are.
A. one B. that C. what D. it
⑵ I have already forgotten _________ you put the dictionary.
A. that it was where B. where it was that
C. where was it that D. that where was it.
⑶ Was it _________ Sandy’s carelessness _________ your keys were all lost.
A. because; which B. for; what
C. because of; that D. since; why
⑷ It was not long _______ he was born ________ his mother died.
A. before; that B. since; when
C. until; when D. after that
⑸ It was in the factory ________ was owned by Mr. White ______ they learned a lot from the workers.
A. that; where B. which; that
C. what; that D. which; where
⑹ ______ was it in 1979 ______ I graduated from the University.
A. That; that B. It; that
C. That; when D. It; when
⑺ It was not until he finished all his homework _______ to bed last night.
A. did he go B. when he went
C. that he went D. then he went
⑻ ＿＿ Where did you meet Johnson?
＿＿ It was in the hotel ______ he stayed.
A. that B. where C. when D. while
(Keys: ⑴ B ⑵ B ⑶ C ⑷ A ⑸ B ⑹ B ⑺ C ⑻ B
10. 1. It is time for school.
2. It is time to go to school.
3. It is time for us to go to school.
4. It is time that we went to school.
综合练习:
1. It wasn’t until nearly a month later ______ I received the manager’s reply.
A. since B. when C. as D. that
2. Can ______ be in the desk ______ you have put my letter?
A. it; which B. I; where C. you; in which D. it; that
3. - ______ that he managed to get the information?
- Oh, a friend of his helped him.
A. Where was it B. What was it
C. How was it D. Why was it
4. It is what you do rather than what you say ______ matters?
A. that B. what C. which D. this
5. It was some time ______ we realized the true.
A. when B. until C. since D. before
6. It was in the lab ______ was taken charge of by professor Zhang ______ they did the experiment.
A. when; that B. which; where C. that; where D. which; that
7. I like ______ in the autumn when the weather is clear and bright.
A. this B. that C. it D. one
8. - He was nearly drowned once.
- when was ______?
- ______ was in when he was in middle school.
A. that; It B. this; This C. this; It D. that; This
(Keys: 1 D 2 D 3 C 4 A 5 D 6 D 7 C 8 A
Unit20. Integrating skills
Roots of Chinese Culture
Teaching aims:
1. Help the students get the general idea of the text.
2. Help students know the importance of the relics and have correct sense to protect them.
3. Teach the students how to create a flow chart.
Teaching procedures:
VII. Step1. Lead-in
Show students some pictures of unearthed objects in Snxingdui, and ask them questions such as: Have you seen the pictures? What do you think of them? When and where were they found?
VIII. Step2. Fast reading
Ask the students to read the text quickly and them summarize the main idea of the text.
Paragraph1. The discovery of Jinsha Relics.
Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.
Paragraph3. The importance of the discovery of Jinsha Ruins Relics.
Paragraph4.The discovery of Sanxingdui Relics.
Paragraph5. The importance of the discovery of Sanxingdui Relics.
Step3. Careful reading
1. Ask the students to listen and read paragraph by paragraph and then do the exercises.
Paragraph1.
1. What kind of special relics were unearthed in Jinsha Ruins?
2. Why could they take the archaeologists’ attention?
Because the ivory and animal bones found in Jinsha Village are important ,they will serve as important materials for the study of local geography, climate and the environment in ancient times.
3. Who was the first to discover the Jinsha Ruins and when?
Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, .
Paragraph2.
Why is cong special?
Because it was not made in Sichuan, but was transported there, which proved that Sichuan had trade links with the Yangtze and Yellow River valleys at that time.
Paragraph3.
What is the significance of the discoveries in Jinsha Village?
The discoveries there proves that the history of Sichuan is much longer than 2300 years.
Paragraph4.
True or false:
1. Sanxingdui Ruins were first discovered by farmers.
2. The farmers hesitated about whether to give the relics to the state.
3.The local teachers and officials persuaded them to turn in the relics.
Paragraph5.
1. Since 1920, what have been unearthed in Sanxingdui Ruins Site?
More than 10,000 relics dating back to between 5000 BC and 3000 BC have been discovered. 53 holes were dug up and over 1,200 pieces, including bronze and gold masks, bronze objects and images, jade and ivory had been found.
2. What do archaeologists hope to discover in the future?
They hope to discover some of the mysterious palaces, tombs of kings and bronze and jade workshops.
True or false:
1. From 1929 to 1986, 53 holes were dug and over 1200 pieces of objects were found.
2. Today, the work in Sanxingdui has already been done.
2. Then let students to fill in the blanks.
What’s the link between Jinsha Ruins and Sanxingdui Ruins?
Civilizations Jinsha Ruins Sanxingdui Ruins
time
Who found it
Objects found
3. Reading comprehension.
1. The passage suggests that ______.
A. Jinshan Relics and Sanxingdui Relics were found by chance
B. archaeologists knew there were a lot of treasures there long ago
C. Yan Kaizong is not a patriot.
D. archeologists will never find another relics again.
2. Which of the following statements is right according to the text?
A. Jinsha had no trade links with other areas.
B. The ivory and animal bones found at Jinsha are of no real value.
C. Sichuan has a history of more than 2300 years.
D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.
3. At Jinsha Relics, archaeologists found_________.
A. gold and jade
B. bronze and stone objects
C. many ivories
D. all of the above
4. Archaeologists are scientists who_______.
A.study nature
B. do research on animals
C. study the buried remains of ancient times
D. give instructions to students
5. We can infer from the passage that ________.
A. China has a long history with a rich culture
B. Yan Kaizong kept the relics found by his grandfather as his own
C. since 1986, archaeologists have stopped digging at Jinsha Relics
D. Sanxingdui Relics was first discovered by archaeologist
Keys: A C D C A
IX. Step4. Discussion
1. Why do you think the text is titled with “Roots of Chinese Culture” instead of “Sanxingdui Ruins”?
2. Do you think Yan Kaizong was foolish? Why?
X. Step5. Writing
1. After construction workers found ivory and jade in the mud when they were building roads there, what steps and decisions did they take? Then the teacher lists the all the steps and decisions on the blackboard.
2. Ask the students to decide in which order steps and decisions were taken.
3. Ask the students to create different shapes for different types for action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.
4. Then ask the students to draw the arrows to show the direction of the flow.
5. Ask the students to check for missing steps.
6. Just now we have made a poster showing a flow chart of “Jinsha Village”, can you make a poster showing a flow chart of “something has been stolen”? Please make it yourselves.
7. Please check your answer with the chart on page 80.
8. Ask the students to make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.
Example:
篇2：人教版 高一 unit 1 good friends 全单元
Type of lesson: warming up & Listening
Teaching aims：
1. Help the Ss talk about archaeological discoveries and describe the life of people in China during the periods of the Stone Age, the Bronze age, Han Dynasty and Tang Dynasty.
2. By listening to the material on Page 74, students can know what the tool looks like, what its use is and so on and by practice, students can master the ways to get the main idea of the passage and some important or useful details.
Teaching focus: Train Ss’ listening ability.
Teaching aids: tape recorder, worksheet & computer
*********************************************************************
Teaching Procedures:
I. Warming up
Step 1. Ask the students some questions and show them some pictures of archaeological discoveries. Introduce the words “archaeology, archaeologist.”
1) T: China is a country with an ancient civilization. It has a long history and brilliant culture. In which ways can we learn about its history and culture? (Archaeology)
2) What can archaeological discoveries bring us?
Step 2. Present some typical archeological discoveries and lead the Ss to talk about them.
1) T: Please look at the pictures and talk about them.
Questions for thinking:
----What are these important discoveries ?
----What period of time do they belong to?
Step 3. Help the Ss describe the life of people in China during the periods above.
1) T: What can they remind us of ?
Remind us of the history
1.What they ate
2.Where they lived
3.What their houses looked like
4.What kind of tools they used
5.What kind of entertainment they had
……2) Discuss and talk about the following items.
Stone Age Bronze Age Han Dynasty Tang Dynasty
Food
Housing
Home decoration
Tools
Artefacts
Entertainment
Step 4.Help the Ss get to know more important discoveries.
1) Match the time with the place where its relics are unearthed:
Stone Age Mawangdui
Han Dynasty the Banpo Ruins/ the Ruins of Hemudu
Bronze Age the Ruins of the Chang’An City
Tang Dynasty the Ruins of Yanshi Erlitou(1959, Henan)
2) Let the Ss enjoy the pictures and answer the questions.1. Where were they unearthed ?
2. Where can you go if we want to visit them?
II. Listening
Step 1. Pre-listening
1. Show students three pictures. And ask them in which period of time the people in the pictures lived. (Stone Age)
2. Show students some pictures of the tools used by the people in Stone Age. And ask them if they are asked to introduce one of these tools to other people, from which aspects they are going to describe them.
what it looks like
when it was found
where it was found
when it was used
usage
how to use it
…
Step 2 While-listening
1. First listening to get the main idea.
What are they talking about?
A. a short stick.
B. an ancient weapon to throw spears.
C. a little carved animal.
2. Second listening
Task: Listen and write down the questions asked by the students.
1) What ____________________________________________?
2) What ____________________________________________?
3) How ____________________________________________?
4) How ____________________________________________?
5) Where ___________________________________________?
3. Listen to the tape for the third time
Task: Get the answers to each of the questions.
Questions 1: What is it?
☆ Listen and fill in the blanks.
1) It looks like ____________ to me; about ___________.
2) At the top there’s a little ________________________.
3) At the bottom end there are __________ through the stick.
4) On the right there are __________of a young baby goat that is _________.
☆ Make a drawing of the tool.
Question 2: What was it used for?
☆ Listen and fill in the blanks.
1) It is an _____________. One of the __________________.
2) There were bears that ______________________________ and very large kind of _____________________________________________.
3) It was too dangerous to ______________________________ or even _____________.
Question 3: How did it work?
☆ Listen and finish the exercises.
1). How far can you throw a spear with our arm?
A. 15m B. 50m C. 45m
2). How far can you throw a spear with a tool like this?
A. 90m B. 300m C. 60m
3).By using this tool it could be thrown ___________________________________ and with _____________.There are three holes. One __________________________________, one __________________________, and ______________________was tied into the smallest one. A spear of about ________________ was laid on the stick, resting against the small piece of ____________ or leather. With a _________ on the string and a ________________ of the arm, the spear would be thrown.
Question 4:When and Where was it found?
☆ Listen and answer the questions
1) How old is it?
a) 1 to 2,000 years
b) 10 to 20,000 years
c) over 5000years
2) In how many places were this tool found?
Three.
3) How did people in South America and Australia know about this tool?
They invented it again.
Step 3 Post-listening
Task: Write a passage to introduce an ancient tool.
1) Show students a picture of different tools used by people in Bronze Age, and ask them to have a discussion about which one they are interested in.
2) According to the questions and answers in the listening material, students write a short passage to introduce one of the tools in the picture.
3) Present in class.
III. Homework
1) Revise their passage.
2) Preview the reading part of this unit.
Self-evaluation
Unit 20 Reading
Type of lesson: Reading
Teaching aims: Get the Ss to know about the King of Stonehenge
Improve the Ss’ reading ability
Important points: the Ss get a good understanding of the text
Difficult points: Ss’ reading ability get improved
Teaching aids: a tape recorder ,a computer and worksheets
Teaching procedures:
Step I. Pre-reading.(leading-in )
1.Show some pictures about famous tombs in Chinese history
2.When we discover a tomb of a king in China, what can usually be found in it?
( clothing, knife, pottery, jewellery, tools etc. )(leading the Ss know more words about them.)
3.Why were these things buried with the dead king or emperor?
Key：A.To show off their power and wealth.
B. To protect these things.
C. Want the died people to use them after their death.
D. To be given to him for his use in the next life.
F. To show people’s respect to the death.
Step II. While -reading
A. Fast reading to get the main idea of each paragraph, and then divide it into parts
Part 1 (para. 1): The discovery of a grave.
Part 2 (para.2_to 3_): Objects found in the grave.
Part 3 (para. 4_-_5): The importance of the discovery.
Part 4 (para. 6_-7_): About Stonehenge and the King of Stonehenge.
B. Detailed reading:
1. Read the first three paragraphs to find out
1) Which objects were found in the grave of the King of Stonehenge?
Key: a pin, clothing, a coat, a knife, earrings, arrows and a bow tools, weapons, pottery & jewellery
2) Which materials were found?
Key: fur, stone, clay, pottery, copper, bone, and goldRead paragraph 4 & 5 to answer the following question:
1) What are the five reasons to show the importance of the discoveries ?
Key: a) His grave is the richest of any found from that period.
b) This was a time when the first metals were brought to Britain.
c) This man was buried with two gold earrings which are the oldest gold ever found in Britain.
d) He was buried three miles from Stonehenge at the time when the great stones were being brought to Salisbury to build it.
e) He is an example of people who brought culture and new techniques from the European mainland to Britain.
3. Read Part 6&7. do T or F exercises
1) The biggest stones came from a long distance away.
2) Archeologists know how early man was able to construct Stonehenge without the use of modern constructions and machines.
3). The King of Stonehenge was likely to be involved in planning and
helping build the monument.
4). The King of Stonehenge came from Central Europe.
5). At first people thought that it was through was and armed conflict not
through trade and cultural links that the skills to make copper and bronze objects spread to Britain.
( Check the answers: F F T T T)
C. Language points:
1. Buried with him were the tools of a hunter or warrior.
该句为倒装句, 表语置于句首时, 倒装结构为“表语+系动词+主语”。
e.g. Present at the meeting were Professor White, Professor Smith and many other guests.
2. Some of the objects found in the grave give us an idea of how he was dressed when he was buried.
found in the grave是过去分词作定语
give sb. an idea of 使某人明白
e.g. The book will give you an idea of what everyday life of ordinary
Americans is like.
3.That would have made him a man of distinction.
must/may/might+have done (肯定) 对过去事实的推理
e.g. He might have given your more help, they were busy. I can’t find my pen
anywhere. I must have lost it.
can +have done 表示对过去事实疑问和否定的推测
e.g. He can’t have finished the work so soon.
could + have done 意为“过去能够,而事实上却没有”,表示一种遗憾
e.g. He always works hard. He could have passed the exam.
should / ought to +have done 意为“过去应该…但没有…”,有责备对方的意思
e.g. You should have told me the news an hour ago.
shouldn’t / oughtn’t to +have done 意为“过去不应该…，却…”,意在责备对方
e.g. You shouldn’t have told him the news. He was nearly sad to death.
needn’t + have done 意为“过去本没有必要..…却……”
e.g. There was plenty of time, she needn’t have hurried.
might + have done 表示“过去本可以….却没有…”
e.g. They might have given you more help, though they were busy.
Step III. Post reading.
1. From things that were found in the grave, archeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Give examples of such links and what was traded.
country or part of Europe material or object of trade
West Wales stones to build Stonehenge
Spain copper knife
France copper knife
Europe gold jewellery
2. For trade and cultural links as well as life in Britain and the construction of Stonehenge, people in the Bronze Age must have had knowledge about certain things and certain fields of science. Work in groups to talk about the inventions and kinds of science they must have had, based on the reading passage.
activity knowledge, science, inventions and tools needed
1. travel to Scotland roads, shoes, language
2.construction of Stonehenge hammers, ropes, sth. to transport heavy stones, architecture
3. hunting rope, string, bow, arrows, spear, sticks
4. trade with Europe money or goods to trade, boats, bags, maps, language
5. making copper knives fire, chemistry, physics, pots, hammers
Homework:
With the development of modern tourism, more and more culture relics were destroyed by human beings, read the passage below, and think about “what should we do to protect our cultural heritage.”
Saving Stonehenge Oct.22nd,
With almost a million people visiting the monument each year, Stonehenge has become surrounded by roads and parking lots.
Recently, a group archaeologists decided to to restore Stonehenge to its natural setting. One road will be removed, and another will be routed through an underground tunnel. Today’s parking lots will become open fields, and a new visitors’ center will be built four kilometers away.
Unit20. Word Study
Type of lesson: word study
Teaching Contents: spare, average, date, cover, dress, find
Teaching Aims：Help the students grasp the usages and meanings of the above
words or phrases.
Important points: use the above words or phrases correctly and freely
Teaching Procedures:
I. spare
A. Read the following sentences and point out the part of speech of “spare” and the meaning of the underlined part
1. The boy loves surfing the internet in his spare time. (在空闲的时间里)
2. You should carry a spare tire in the back of your car. .( 备用胎)
3. I can’t spare the time for a holiday at present. . (抽出，腾出)
4. Can you spare me just a few minutes? . ( 抽出，腾出 )
5. He doesn’t spare any effort on his studies. .( 不遗余力)
6. Spare the rod and spoil the child. (不打不成器)
B. Summarize the usages and the meaning of “spare”
Spare : Adj. 1.空闲的;2.不用的，闲置的;3.备用的，外加的;
Verb, 1.抽出，拨出，留出;2.不吝惜(时间，金钱)
C. complete the following sentences.
1.What do you usually do _____________________( 在你空余时间)?( in your spare time)
2.You’re driving to Tibet? It’s a long way. Be sure to ________________________ ( 带个备用胎) (bring a spare tire)
3.We can ________________________(给你腾出一间房)(spare one room for you )
4. He _____________(想尽各种办法)to make her happy.(spares no effort)
II. average
A. present the following sentences.
1. The average of 4, 5 and 9 is 6.平均数
2. Tom’s work at school is above average, while Mary’s is below average. 高于/低于平均
3. The average age of the boys in the class is 17.平均的
4. What is the average temperature in Wuhan in August?
5. If you average 7, 14 and 6, you get 9. 均分
6. On average, there are 20 boys present every day.平均来说
B. Summarize the usages and the meaning of the word “average”
. average adj.平均的
verb .平均，均分。
Noun.平均数，平均值。
C. Complete the following sentences：
1.What is ______________(平均的年龄)the students in your class?
2.平均来说,每年大约有400人死于这种疾病.
On average 400 people die of the disease every year.
3.Temperatures in winter are __________ for the time of year.( 低于平均值) (below average )
III. date
A. Present the following sentences.
1. What is date today? (日期 )
2. The vase is of an earlier date than that one.(时代)
3. Has the date for the meeting been fixed? (日期)
4. The boy asked her for a date, but was refused. (约会)
5. They’ve been dating for months and know each other better than before. ( 谈恋爱)
6. Don’t forget to date your letter. (注明日期)
7. Young people’s clothes date quickly nowadays, so if you want to be fashionable you have to keep a close eye on fashion.(过时，不流行).
8. The property of the family dates from the war.(始于，追溯到)
9. The castle dates back to the 15th century. (始于，追溯到)
10. The information is out of date; you need to get the latest news.(过期了)
11. She likes to wear clothes that are up to date(.新式的, 现代的)
B. Ss read the sentences and point out the part of speech of the word
“date” and the meaning of the word and phrases.
date : 1) noun . 日期，时代，约会, 流行.
2)verb. 谈恋爱,注明日期, 过时,不流行. 始于，追溯到
C. Complete the following sentences
1. This kind of clothes is ______________.不流行了( out of date)
2. The church __________________. 始建于13 世纪.( dates back to / dates from the 13 century.)
3. Would you like to ___________ (定个日期开个舞会.)( fix a date for a party.)
IV. cover
A . Present the following sentences.
1. The small town which covers five square miles is famous for its
beautiful scenery. 占地
2. Not having been cleaned for a month, the desk was covered with
dust. 布满
3. Hundreds of reporters were sent to cover the Olympic Games held
in Greece. 采访
4. The noise was so loud that she covered her ears with her hands遮蔽
5. The doctor’s talk covered the complete history of medicine. 涉及
6. I can cover 100 miles before it gets dark. 走一段路
7. Will $50 cover the cost of a new shirt? 够付…钱
8. He always keeps a cover over his car. 覆盖物
9. May I have a look at the book whose cover is blue? 封面
B. Read the sentences above and pay attention to the meaning of the
word “cover”.
Cover : Verb占地,布满,采访, 遮蔽,涉及, 走一段路,够付…钱
noun 覆盖物,封面
C. Complete the following sentences.
1. Do you know _______________________. ( 这个国家占地多少) (how much the country covers )
2. His desk ___________________________ ( 堆满了书). ( is covered with books)
3. Who will be sent to __________________________ ( 采访这次运动会)? ( cover the sports meeting)
4. His book, _______________________ ( 封面是绿色), was a birthday gift from his mother. ( whose cover is green / the cover of which is green)
V. dress
A. present the following sentences.
1. Jim isn’t old enough to dress himself. ( 穿衣服)
2. How long does it take you to dress yourself? 穿衣
3. He has to dress well in his position. 穿戴
4. She was in special dress for the ceremony. 套装
5. She was wearing a silk dress. 连衣裙
B. Read and observe the sentences and point out how the word dress is used.
C. Present more sentences with similar phrases and tell the differences.
1. He was dressed in white and was easy to be recognized in the crowd.
2. He put on his coat and went to the cinema.
3. The emperor had nothing on when he thought he was in his new clothes.
4. Nobody is allowed to wear a beard in that village.
5. What shall I wear to attend her birthday party?
6. she was all in black.
D. Choose the right phrase to complete the following sentences.
1. She was ___________ the white _______ her mother bought for her yesterday. ( wearing, dress)
2. Don’t forget to _________ your hat, or you’ll get burnt. ( put on)
3. We are going to be late. Please get __________ quickly. ( dressed)
4. The child is too small to _____________ himself. ( dress)
5. Do you think I need to ___________ any jewellery to attend her wedding? ( wear )
6. On Children’s Day, the children _____their best clothes ______. (have…on )
7. The girl _____ red is my former student.( in )
VI. find
A. Present the following sentences.
1. The most amazing find was two gold earrings.
2. The old painting is quite a find.
3. I found a ten-dollar bill on the road.
4. I found him asleep on the sofa.
5. Please find the key for me. = Please find me the key.
6. When a waiter asks a customer, “ How do you find the soup?” He wants to know what the customer thinks of the soup.
7. I find it difficult to understand this film.
8. I was disappointed to find him out.
9. After school I always find him waiting at the school gate.
10. The poor man found his house broken into.
11. You should find out the answer by yourself.
B. Read the sentences, and pay attention to how “find” is used.
C. Complete the following sentences.
1. ______________________________ ( 最有趣的发现) was two dolls lying in the drawer. ( The most interesting find)
2. ____________________________ ( 你觉得这个演讲怎么样?) ( How do you find the speech? )
3. He ___________________________ ( 发现很容易) to get along with his new classmates. ( finds it easy)
4. Whenever he comes back from school, he always _________________________________ ( 发现他的狗坐在门外) waiting for him. ( finds his dog sitting outside)
5. When he woke up the next morning, _________________________________ ( 他发现屋外的世界完全地改变了). ( found the world outside completely changed)
Unit20. Grammar
1. Teaching Goal:
Review the use of “it”. Let students learn how to use “it” by doing some practice in reading, writing and so on.
2. Teaching important points:
The usages of it in different situations.
3. Teaching difficult points:
How to teach the students to master the usages of it
4. Teaching methods:
Observe the materials given to them, generalize from the different examples.
5. Teaching aids:
a projector , a blackboard and paper
6. Teaching procedures:
Step1 Lead in.
Read the following the sentences, and pay your attention to the meaning and the function of “it” in each sentence.
1. It is likely that many of them will be born in northwestern Beijing. Textbook (P3)
2. With the right kind of body, it is possible to float around in the ocean. (P20)
3. Isn’t it amazing that a single substance can be so important to our planet and even the whole universe. (P20)
4. It is very relaxing to take a dip in the pool in summer. (P37)
5. It was during the “ Match on Washington DC” in 1963 that he gave the speech “ I have a dream”. (P28)
6. It was also in Atlanta that one of the great leaders of the Civil Rights Movement, Dr Martin Luther King, Jr, was born. (P44)
7. Zhongguanchun made it possible for him to follow his dreams and help the country he loves. (P3)
8. -“Relying on science, technology and knowledge to increase economic power” makes it clear that science and business can and must work together to build the future. (P4)
9. It was through trade and cultural links that European culture and new techniques were brought to Britain.
10. It has been proved that the copper knives came from the places as distance as Spain and western France.
Step 2 Learn the usages of “it” according to the following sentences, dialogues, and exercises.
1. -Where is your car?
-It is in the garage.
(指提到过的或正在谈论的动物或事情)
2. The young couple has a newborn baby. Do you know it is a boy or a girl?
(父母不会用it来指自己的孩子。it可以不区别他们的性别)
3. -It is seven o’clock. There is a knock at the door. Who is it?
-It is the milkman.
4. -Oh, by the way, there was a telephone call for you. Who was it?
-It was my Mum on the phone.
( it可以用来指时间，有人敲门，确认某人为何人，在电话里)
5. It is raining a whole day. It is perfectly cool. It has been a long time since the last rain.
(it可以用来谈论时间，日期，距离，天气等，但要作主语)
6. My grandmother kept telling me that I should help her with housework, but it didn’t help.
(it指前面的整个内容，即：祖母喋喋不休地让我帮助她做些家务)
7. It is no use quarrelling with such a man.
It’s hard for them to answer such difficult questions.
It seems that I have made the same mistake once again.
It is unclear what we should do next week.
It is reported that another big earthquake will happen in the area soon.
It will take you three hours to fly to Hong kong from Beijing.
(it作形式主语)
Exercise:
⑴. Is ______ necessary to finish the composition before May Day.
A. this B. that C. it D. he
⑵. Does ______ matter if I can’t finish the composition before May Day?
A. this B. that C. he D. it
⑶. ______ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
⑷. In fact ______ is a hard job for the police to keep order in an football match.
A. this B. that C. there D. it
⑸. It worried her a bit ______ her was turning grey.
A. this B. that C. there D. it
( Keys ⑴ C ⑵ D ⑶ D ⑷ D ⑸ B )
8. He is a heavy smoker. I find it difficult to persuade him to give up smoking.
We soon make it a rule to walk two miles a day.
We take it for granted that water is free at restaurants.
I don’t like it when you shout at your parents.
I don’t feel it my duty to do so.
I hate it when people talk with their mouths full.
(形式宾语)
Exercise:
⑴. They have made ______ a rule ______ in the room.
A. this; not to smoke B. it; smoking
C. it; to not smoke D. it; not to smoke
⑵. I don’t think ______ possible to master a foreign language without much memory work.
A. this B. that C. its D. it
⑶. The chairman thought ______ necessary to invite professor Smith to speak at the meeting.
A. this B. that C. its D. it
⑷. I think ______ to finish the work in such a short time is quite impossible.
A. it B. that C. this D. with
⑸ Don’t ______ that all those who get good grades in the entrance examination will prove to be most successful.
A. take as granted B. take this for granted
C. take that for granted D. take it for granted
(Keys: ⑴ D ⑵ D ⑶ B ⑷ B ⑸D )
9. 1). It was Tom who / that broke the window.
2). It was her whom you should ask.
3). It was because Li Ping was ill that he didn’t come to school last week.
4). It was where you come from that you should return to.
5). It was as you like that you must do everything.
6). It was not until 1920 that regular radio broadcasts began
7). It was in the library that was founded by Mr. Willians
that they finished reading the famous novel.
8). It was neither you nor he that is willing to go the park.
9). It was not only you but also he that is willing to go to the Great Wall.
10). It was his coming that made all of us very happy.
Exercise
⑴ It was the ability to the job ________ matters not where you come from or what you are.
A. one B. that C. what D. it
⑵ I have already forgotten _________ you put the dictionary.
A. that it was where B. where it was that
C. where was it that D. that where was it.
⑶ Was it _________ Sandy’s carelessness _________ your keys were all lost.
A. because; which B. for; what
C. because of; that D. since; why
⑷ It was not long _______ he was born ________ his mother died.
A. before; that B. since; when
C. until; when D. after that
⑸ It was in the factory ________ was owned by Mr. White ______ they learned a lot from the workers.
A. that; where B. which; that
C. what; that D. which; where
⑹ ______ was it in 1979 ______ I graduated from the University.
A. That; that B. It; that
C. That; when D. It; when
⑺ It was not until he finished all his homework _______ to bed last night.
A. did he go B. when he went
C. that he went D. then he went
⑻ __ Where did you meet Johnson?
__ It was in the hotel ______ he stayed.
A. that B. where C. when D. while
(Keys: ⑴ B ⑵ B ⑶ C ⑷ A ⑸ B ⑹ B ⑺ C ⑻ B
10. 1. It is time for school.
2. It is time to go to school.
3. It is time for us to go to school.
4. It is time that we went to school.
综合练习:
1. It wasn’t until nearly a month later ______ I received the manager’s reply.
A. since B. when C. as D. that
2. Can ______ be in the desk ______ you have put my letter?
A. it; which B. I; where C. you; in which D. it; that
3. - ______ that he managed to get the information?
- Oh, a friend of his helped him.
A. Where was it B. What was it
C. How was it D. Why was it
4. It is what you do rather than what you say ______ matters?
A. that B. what C. which D. this
5. It was some time ______ we realized the true.
A. when B. until C. since D. before
6. It was in the lab ______ was taken charge of by professor Zhang ______ they did the experiment.
A. when; that B. which; where C. that; where D. which; that
7. I like ______ in the autumn when the weather is clear and bright.
A. this B. that C. it D. one
8. - He was nearly drowned once.
- when was ______?
- ______ was in when he was in middle school.
A. that; It B. this; This C. this; It D. that; This
(Keys: 1 D 2 D 3 C 4 A 5 D 6 D 7 C 8 A
Unit20. Integrating skills
Roots of Chinese Culture
Teaching aims:
1. Help the students get the general idea of the text.
2. Help students know the importance of the relics and have correct sense to protect them.
3. Teach the students how to create a flow chart.
Teaching procedures:
VII. Step1. Lead-in
Show students some pictures of unearthed objects in Snxingdui, and ask them questions such as: Have you seen the pictures? What do you think of them? When and where were they found?
VIII. Step2. Fast reading
Ask the students to read the text quickly and them summarize the main idea of the text.
Paragraph1. The discovery of Jinsha Relics.
Paragraph2. The similarities between Jinsha Relics and Sanxingdui Relics.
Paragraph3. The importance of the discovery of Jinsha Ruins Relics.
Paragraph4.The discovery of Sanxingdui Relics.
Paragraph5. The importance of the discovery of Sanxingdui Relics.
Step3. Careful reading
1. Ask the students to listen and read paragraph by paragraph and then do the exercises.
Paragraph1.
1. What kind of special relics were unearthed in Jinsha Ruins?
2. Why could they take the archaeologists’ attention?
Because the ivory and animal bones found in Jinsha Village are important ,they will serve as important materials for the study of local geography, climate and the environment in ancient times.
3. Who was the first to discover the Jinsha Ruins and when?
Construction workers from a local company found ivory and jade in the mud when they were building road there on February 8, .
Paragraph2.
Why is cong special?
Because it was not made in Sichuan, but was transported there, which proved that Sichuan had trade links with the Yangtze and Yellow River valleys at that time.
Paragraph3.
What is the significance of the discoveries in Jinsha Village?
The discoveries there proves that the history of Sichuan is much longer than 2300 years.
Paragraph4.
True or false:
1. Sanxingdui Ruins were first discovered by farmers.
2. The farmers hesitated about whether to give the relics to the state.
3.The local teachers and officials persuaded them to turn in the relics.
Paragraph5.
1. Since 1920, what have been unearthed in Sanxingdui Ruins Site?
More than 10,000 relics dating back to between 5000 BC and 3000 BC have been discovered. 53 holes were dug up and over 1,200 pieces, including bronze and gold masks, bronze objects and images, jade and ivory had been found.
2. What do archaeologists hope to discover in the future?
They hope to discover some of the mysterious palaces, tombs of kings and bronze and jade workshops.
True or false:
1. From 1929 to 1986, 53 holes were dug and over 1200 pieces of objects were found.
2. Today, the work in Sanxingdui has already been done.
2. Then let students to fill in the blanks.
What’s the link between Jinsha Ruins and Sanxingdui Ruins?
Civilizations Jinsha Ruins Sanxingdui Ruins
time
Who found it
Objects found
3. Reading comprehension.
1. The passage suggests that ______.
A. Jinshan Relics and Sanxingdui Relics were found by chance
B. archaeologists knew there were a lot of treasures there long ago
C. Yan Kaizong is not a patriot.
D. archeologists will never find another relics again.
2. Which of the following statements is right according to the text?
A. Jinsha had no trade links with other areas.
B. The ivory and animal bones found at Jinsha are of no real value.
C. Sichuan has a history of more than 2300 years.
D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.
3. At Jinsha Relics, archaeologists found_________.
A. gold and jade
B. bronze and stone objects
C. many ivories
D. all of the above
4. Archaeologists are scientists who_______.
A.study nature
B. do research on animals
C. study the buried remains of ancient times
D. give instructions to students
5. We can infer from the passage that ________.
A. China has a long history with a rich culture
B. Yan Kaizong kept the relics found by his grandfather as his own
C. since 1986, archaeologists have stopped digging at Jinsha Relics
D. Sanxingdui Relics was first discovered by archaeologist
Keys: A C D C A
IX. Step4. Discussion
1. Why do you think the text is titled with “Roots of Chinese Culture” instead of “Sanxingdui Ruins”?
2. Do you think Yan Kaizong was foolish? Why?
X. Step5. Writing
1. After construction workers found ivory and jade in the mud when they were building roads there, what steps and decisions did they take? Then the teacher lists the all the steps and decisions on the blackboard.
2. Ask the students to decide in which order steps and decisions were taken.
3. Ask the students to create different shapes for different types for action, for example: triangles for decisions, circles for the discoveries, boxes for things that are going on and diamonds when calling in other people.
4. Then ask the students to draw the arrows to show the direction of the flow.
5. Ask the students to check for missing steps.
6. Just now we have made a poster showing a flow chart of “Jinsha Village”, can you make a poster showing a flow chart of “something has been stolen”? Please make it yourselves.
7. Please check your answer with the chart on page 80.
8. Ask the students to make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground.
篇3：人教版 高一 unit 1 good friends 全单元
关键词：单元导语,学习要求,特点
单元导语是教材中助读系统的重要组成部分之一,是教与学的导航仪。笔者对人教版小学语文教材单元导语中的学习要求进行初步解读,希望能够对它的特点与不足挖掘一二,以期在教育教学上,有所获益和启发。
一、学习要求的内容
学习要求是本组课文学习的方向性指导,需要教师在教学中因课制宜地细化。表达学习要求的短句基本皆为动宾结构,凝练明确。下面简单介绍各个年段单元导语中学习要求部分的内容。
低年段:观察与发现,思考与解决问题,关爱别人,热爱祖国与家乡,探索大自然和科学。侧重于良好习惯的养成和德育的简单培养。
中年段:侧重于对课文的初步把握,还注意培养学生搜集课外信息和资料的习惯、进行课外阅读的习惯,引导学生观察事物,发现思考和解决问题。三年级主要集中于感知课文内容,简单涉及搜集课外资料,拓展课外阅读,培养观察意识、问题意识和人文修养方面的要求。四年级则从课文内容理解的关注上逐渐过渡到对语言文字表达的侧重。由体会描写、留心表达方法,品味语言,比较语言特点,逐步地详细和丰富为理解重点语句和段落并体会表达效果,体会作者怎样用语言表情达意的,体会人物描写方法,等等。同时开始要求学生进行语言积累,学习复述、观察方法等。此外,育德育人等非功利性目标依然占有一席之地。
高年段:课文内容更加丰富,导语中的学习要求随之增加,层次性也提高了。单元导语中学习要求仍以阅读为主,并且阅读板块的学习要求中,理解文意体会情感退居次要地位,语言表达形式方面的学习要求占主体。学习要求在承接中年段的各个要求基础上,增加数量,层次更加丰富,尤其是阅读板块,在上一年段的基础上,增加了了解叙述顺序并运用,等等。
有导语提供的明确主题和重点学习要求,教师和学生的教和学才能取舍有度,有的放矢,实现师生和教材编者的跨时空对话。
二、人教版单元导语学习要求的特点
1. 对新语文课程标准积极落实。
人教版小学语文教材编写依据《语文课程标准》(2011),新课标的理念和要求渗透在教材的方方面面。新课标指出:“工具性与人文性的统一,是语文课程的基本特点。”小学语文教育目标的工具性和人文性分别体现在:“培养学生的听、说、读、写能力,为‘终身学习’打好基础,即打‘学习底子’;培养学生的人文关怀、人文素质,为‘立人’、‘做人’打好基础,即打‘精神底子’。”[1]
低年段是语文学习的初始阶段,重在激发学生学习语文兴趣和培养良好的审美情趣,学习要求侧重人文性,随着年级的提升逐步增加工具性的学习要求比重,整体呈现出工具性学习要求和人文性学习要求和谐统一,因地制宜地分布在各个主体单元里。此外,对学生观察力的培养,发现、思考和解决问题及一些情感态度和价值观方面的人文性学习要求,也体现出对学生综合素养和语文素养全面培养的意识,以及为学生“形成良好个性和健全人格打下基础”和“全面发展和终身发展打基础”的特征[2]。这种紧跟新课标精神的编者意图在整个单元导语的学习要求系统中处处可见。在述及学习要求前,无不先表示类似“让我们跟随本组课文的学习”的邀请。38个(逾半数)的单元导语的学习要求叙述角度以“我们”为主语、语气平和亲切,比如三年级下册第五单元“让我们阅读这组课文,通过一个个生动的故事,共同感受人间真情”,以及“当你……”“你知道吗,……”“在……你会……”无不体现着尊重学生的平和委婉。而且,学习要求中的“还可以……”“如果有条件,还可以……”温和而又殷切的建议,是教材编者对小读者们学习主体地位尊重的细微体现。这些无不体现着新课标“以学生为主体”的理念。
2. 学习要求的多维性和立体化。
单元导语除了揭示主题外,最主要的是通过学习要求指明教与学的方向,基于全面提高学生的语文素养的目标,导语中的学习要求也必须呈现多维性和立体化的特点。
学习要求主要包括阅读、写作、口语交际方面的听说读写知识、能力训练和综合性学习及情感态度、价值观方面。此外,兼顾育德育人,对于学生信息的搜集和处理,知识面的扩展,以及思考解决问题方面等也有涉及。格局上呈现出多维和立体化的特点。尤其体现在阅读模块,从低年段至高年段,单元导语中的学习要求涉及把握主要内容,体会作者情感,联系上下文理解词句意思,体会含义深刻的句段,品味语言特点,学习表达方法,了解和学习叙述顺序,学习刻画人物的描写方法,学习作者如何通过语言表情达意,等等。学习要求的立体与多元非常切合新课标“全面提高学生的语文素养”的基本理念,旨在更好地促进学生语文素养的全面发展及综合素质的培养。
3. 学习要求的整体性梯度设置。
义务教育语文课程标准修订组召集人温儒敏先生指出:“这次语文课程标准修订,重新强调了教学的梯度,也意在抑制功利化焦躁症。”[3]依照新课标修订的人教版小学语文教材,导语中学习要求的数量和难度相应依年段整体呈现出递进的趋势,这是非常值得肯定的。学习要求总体呈现出数量、层次和难度的递增趋势,递增过程中注意平缓过渡。且这些学习要求在不断复现中逐渐上升梯度,体现出教材编者对学习规律的科学把握。
从低年段每个主题单元的导语只涉及情感态度和价值观的一个简单的学习目标,到中年段增加理解课文主要内容,体会作者情感,同时,还注意培养学生搜集课外信息和资料的习惯、进行课外阅读的习惯,引导学生观察事物,发现思考和解决问题的学习要求。再到高年段数量的再度增加,难度的加大和层面的丰富。
具体来说,在人教版所有的贯穿低中高各个年段的16个单元主题中,我们选取最常见的“自然景物”主题打开一个切面,探究低中高不同年段这同一主题单元学习要求的梯度变化。
低年段:二年级下册第一、第三、第五单元皆是自然景物单元,学习要求切合新课标中低年段写话和综合性学习中留心观察周围事物和大自然的学习要求,以及德育中爱国爱家乡的要求。主要涉及过程与方法、情感态度与价值观方面,较为简单。
中年段:三年级上册第三、第六单元,“进一步发现她的美丽,感受她的美好,并用手中的笔,描绘我们心中的秋天”,“去感受祖国的美丽和富饶”,体现出对上一学段的承接,在平缓过渡中,逐步提高。在三年级下册第一单元,就提出进一步的学习要求,“去感受大自然的美好,并留心观察家乡的景物,记下自己的感受和发现”。四年级上册第一、第四单元,下册第一单元:“让我们一边读课文,一边想画面,感受大自然的魅力,体会作者生动的描写。在学习本组课文的过程中,还可以搜集有关自然奇观的资料,以丰富我们的见闻。”“具体感受作者笔下栩栩如生的动物形象,还可以试着比较课文在表达上的不同特点。”“去欣赏祖国的大好河山,去体会作者对山山水水的热爱之情,并体会作者是怎样用优美词句表情达意的。”涉及感知内容,体会情感,体会作者的表达描写,搜集资料丰富见闻等层面。学习要求的数量和层次都有所提高,呈现出一个逐步丰富的趋势。
高年段:五年级下册第一单元:“要把握主要内容,还要联系上下文,体会优美的语言和含义深刻的句子,想想这样写有什么好处。如果有不懂的问题,提出来和老师同学讨论。”六年级下册第一单元:“要注意体会作者怎样细心观察大自然的,有哪些独特的感受;还要体会作者是怎样展开联想和想象,表达这些独特感受的。”让学生从语言角度体会课文表述特征,更加侧重课文形式方面的把握,而不是内容意义的获得。
4. 听、说、读、写要求的比例失调。
听说读写是语文课程基本的工具性目标,听和读是输入,说和写是输出,输入和输出方面的能力是相辅相成的。但是我们发现阅读方面学习要求细化的程度和数量都远超另外听、说、写其他三个方面。一本中年段教材单元导语中阅读模块的学习要求几乎和整个小学阶段的听、说、写相关学习要求数量相当。整套教材所有单元导语中,关于“听”的学习要求笔者没有发现;关于“说”的学习要求,只有二年级下册第三单元“让我们一起来夸夸家乡,让我们一起把祖国歌唱”;四年级下册第七单元“和同学交流从故事中获得的启示”;第八单元“我们还要练习复述,并搜集一些故事,让故事长廊变得更加丰富多彩”;五年级下册第一单元“如果有不懂的问题,提出来和老师同学讨论”;第四单元“如果有条件,还可以搜集一些感人的故事,和同学进行交流”等共5个。关于“写”的学习要求,十九个单元导语提到关于写作的,涉及观察、想象联想、表达独特感受、学习作者的表达方法四个角度的学习要求。相对来说,数量和涉及角度多些,但完全没有达到四分之一的数量。
如此重视阅读方面的能力培养,对其他方面的兼顾程度远远不够,如此下来,学生的语文素养能否得到全面提高,令人担心。
三、对人教版小学语文教材导语编写的反思与探索
结合语文课程标准基本理念及现行人教版小学语文教材的特点,笔者通过反思与探索,对小学语文教材导语编写,提出以下一些见解及建议:
1. 加强训练点和训练程度的梯度分布和递进设置。
教材编者为防止教师功利化的教学,对学习要求进行了模糊处理,所以无法很好地呈现出各个学习要求中不同训练点和训练程度的梯度分布和递进,导致一些教师在教学训练点的系统性把握上很难通过组织把控好,学生在课堂教学缺乏针对性和层次性实践。比如关于问题的发现、思考和解决这一学习要求:低年段二年级下册第七单元的表述为,“碰到问题,我们要认真想想,找到解决问题的办法,做个善于思考的好孩子”;中年段三年级上册第七单元的表述是,“这些故事会告诉我们怎样看问题,怎样想问题。让我们多读读,多想想”;下册第三单元的表述是,“我们该怎样看问题,怎样想问题。读了这些故事,我们一定会受到一些启发”;四年级上册第七单元则为,“思考成长中的问题”。由此看出,思考解决问题这一学习要求没有呈现任何层次和梯度,教师如何锻炼,从哪些训练点着手,无从得知。因此,这一学习要求在教学实施中落实的效果就无从保障。
笔者认为,同一类学习要求在不同单元要有不同的训练或者学习重点,同时,随着时间的推移,学生智力能力的发展,学习要求不断多元,且同一学习要求要在复现中呈现螺旋上升的设置,在教师教学用书中应对教学目标进行细化,使学生每个学段语文素养水平都有一个等级性的培养要求。在每个主题单元中应设置相宜的教学和训练点,让教师教得有方向,学生学得有目标。比如在阅读习惯的培养上,依照新课标的阶段性学习目标,各个年级梯度衔接上升。一年级侧重阅读兴趣的激发和爱护图书习惯的培养;二年级侧重培养学生经常阅读、广泛阅读的习惯,学习默读、诵读,背诵优秀诗篇,养成积累词语的好习惯;三年级侧重泛读、精读、跳读、细读、略读等读书方法的培养,以及学做读书笔记;四年级侧重于学生对阅读材料的理解和体会的深入,养成读书看报的习惯,并乐于分享交流;五年级进行标注、对比阅读等方法指导,能写出有独特感悟的读后感;六年级对阅读速度和广度进一步拓展,品味不同题材阅读材料的语言和表达艺术之美。
对整个小学阶段学生语文素养的培养应包括哪些方面,何时达到何种程度;整套小学语文教材、每一册、每一单元的教学目标应该涵盖哪些方面,以怎样的序列,相互之间应怎样各有侧重,怎样有梯度地相互照应,教材编者都应该处理到位。然后用教材中的单元导语对全局进行内化其中的螺旋式上升的目标系统的统摄,指导教师和学生科学全面而层层递进地教与学。
2. 听说读写兼顾,全面提高语文能力。
新课标指出:语文课程是实践性课程,应着重培养学生的语文实践能力。因而,应该让学生多读多写,日积月累,在大量的语文实践中体会、把握运用语文的规律[2]。另外,语文课程是学生学习运用祖国语言文字的课程。祖国的语言文字的运用包含听说读写,是四种相对独立而又密切相关的方面,是相辅相成的。所以,只有通过听说读写的综合实践,丰富学生的语言积累、培养情感、发展思维,才能使他们具有适应实际需要的识字写字能力、阅读能力、写作能力、口语交际能力,达到理解掌握、运用祖国文字能力的目的。所以,在小学语文教学中应听说读写兼顾。
教材本身服务于教学,服务于学生语文素养的全面提高,这一点是毋庸置疑的,教材的编写要始终围绕学生语文素养的全面提高。方向上人文性和工具性要统一,具体学习要求的设置上,听说读写要全面兼顾,不可偏废。
四、结语
单元导语是关于教什么、学什么和怎么教、怎么学的提示和指南针。人教版小学语文教材的单元导语的学习要求有自身的价值、构成和特点,值得教材编者和教育者认真挖掘和利用其价值,并为更好地发挥其价值而作进一步努力。
参考文献
[1]李山林,华婷.论语文课程目标的人文性内涵[J].湘潭师范学院学报:社会科学版,2005,27(4).
[2][4]中华人民共和国教育部:全日制九年义务教育语文课程标准[S].北京师范大学出版社,2011.
篇4：人教版 高一 unit 1 good friends 全单元
【关键词】有效教学；实践；反思
新课程标准指出，学生的数学学习内容应该是现实的、有意义的、富有挑战性的，在教学过程中，我采用了“问题情景——建立模型——探究——解释——应用——拓展”的模式展开，也就是说，在课堂教学中，尽力做到教材的内容尽量与现实生活中问题相挂钩，让学生感觉到数学就在身边，显示数学的实用性。这方面，人教A版已经做出了很好的示范。教材编写了很多实例，如集合的含义与表示，一开始就以实例入手，引出元素和集合的含义，而有效教学的理念要求教师在教学中，体现自己的个性，才能促进学生的个性形成和发展。以下是本人教学实践的个案
一、抽象的教学内容与直观化、通俗化、具体化教学之间的关系的反思
案例一：“函数单调性”，由f（x）=x2的图象观察y随x变化情况。
函数的单调性，教材编写的很好，从图形语言——文字语言——数学语言，一步一个台阶，可在实施过程中，我先让学生自己探究后，犯错、徘徊后才提醒，教学过程中发现，文字语言：“当x>0时，y随x的增大而增大”，学生在初中里用过，一下就能说出来，而最后一个台阶，学生却很难跨上，即数学语言：“当0
因此，数学教学中问题的设计和选择，应尽可能地来源于学生们的实际生活经历，应找出更多的机会让学生们接触各种各样的现实问题，捕捉学生的生活的疑点、兴奋点，社会生活和热点，同时使抽象的教学内容更直观、更通俗、更具体。
二、堂上合作探究学习的时间与自主技能训练的时间之间的关系的反思
也就是说，要合理分配两者的时间。一节课中，如果教师为了让学生多点的时间进行笔头练习，自己过早地抛出题设结论和过程，就会使学生失去探究学习和求知的兴趣，这与新课标的精神不相符。但数学科有它自己的特点，它强调的是培养学生的逻辑思维能力、推理论证能力、空间想象能力和解决问题的能力，而这些能力的形成需要有牢固的知识技能作基础。
案例二：在研究几类不同增长的函数模型时，我讲完课本的例1后，就让学生自己去探究y=2x，y=2x，y=x2，y=log2x在（0，+∞）的增长情况进行比较，让学生找出关键点，找出交点，在课内的探究，时间有限，数字运算不可能太复杂。新课程提出要赋予学生更多自主活动、实践活动、亲身体验的机会，以丰富学生的直接经验和感性认识，宗旨在引导学生通过动口、动手与动脑，在亲自体验过程中获得发展，而一节课的时间很有限，处理好探究学习的时间与自主技能训练的时间之间的关系，是提高上课效率的关键。
三、学生实际水平与新的教学内容之间的关系的反思
新课程标准指出，学生的个体差异表现为认知方式与思维策略的不同，以及认知水平和学习能力的差异。我充分利用教材，同时也大胆地整合教材，使我的课堂教学更适合我的学生。
案例三：“函数”，初中到高中，初中的函数，教材采用“变量说”，高中提出了“对应说”，人教A版采用了从实际例子中抽象概括出用集合与对应的语言，定义函数的方式介绍函数概念，把“映射”作为“函数”的一种推广，这种安排我在实践中觉得更有利于学生集中精力理解函数的概念。而具体教学过程，我为学生设计他们熟悉的“行程问题”、“比例问题”、“价格问题”，利用图表、图形（如课本第26页的练习2），让学生探究用集合与对应的语言来刻画，从学生熟悉实际背景和定义两个方面，帮助学生理解函数的本质。要求学生认识、描绘以及概括模式。
到了第三章，函数的应用，尽量挖掘与其它学科的联系以及实际生活的联系，如电话费、水电费、出租车费与用时的关系，银行利息与存款时间的关系，保险、物价、抽奖、股票、债券等等。引导和组织学生以学习小组的形式，进行调查和研究，让学生经历丰富的情感体验和实践活动，在情境中展开想象的翅膀，充分发挥思维的潜能，在生活中发现数学，提炼数学，应用数学。
总之，在教学反思的行动中，我坚持：一是保持敏感而好奇的心灵，“好奇心‘唤起关心’，唤起对现在存在或可能存在的东西的关心。正是好奇心使人们摈弃熟悉的思维方式，用一种不同的方式來看待同一事物。二是要经常、反复地进行反思，通过反思来理解对象、理解自己，让自己与对象对话、与自己对话
参考文献：
[1]章水云.新课标下高中数学“有效教学”的策略探究.中学数学研究，2006
篇5：人教版 高一 unit 1 good friends 全单元
Word study:
1. stick with: 忠于，支持，和…在一起
I know you are new in this job, but stick with me and you’ll be all right.
我知道你干这工作是新手，不过和我在一起你会没事的。
We stuck with him as our candidate.
我们继续支持他为候选人。
be stuck with sth./sb.被…缠住
Bill left and I was stuck with the debt. 债务缠身
拓展：
stick out伸出，坚持到底，忍下去
stick up竖立，向上突出
stick to: 坚持(原则，计划，决定，意见)，继续干，坚持干
He is still sticking to his story that his car was stolen and later returned.
他仍在坚持说他的汽车是失而复得的。
2.through thick and thin 同甘共苦，祸福与共，忠贞不渝
I’ll going to love you through thick and thin no matter what happens
不管发生什么事，我都始终不渝地爱你。
A true friend sticks though thick and thin.
同甘共苦的朋友才是真正的朋友。
3.suspect:
v. 1) 怀疑;猜疑;不信任，常用于suspect sb. of sth.
We suspected him of removing the cashbox.
我们怀疑他拿走了钱箱。
He was suspected and accused of selling states secrets.
他被怀疑与指控出卖国家机密。
2)猜想,觉得，疑有
suspect sth
suspect sb. to do
suspect sb. to be…
suspect that clause
If you don’t go, they’ll suspect something.
如果你不去，他们会产生怀疑。
I suspect him to have done it.
我疑心这是他干的。
I suspect him to be the pickpocket.
我怀疑他是个小偷。
I strongly suspect that they’re trying to get rid of me.
我强烈地感觉到他们要除掉我。
n. 嫌疑犯， 可疑对象
The police are questioning two suspects.
警察正在审讯两个嫌疑犯。
adj. 不可靠的，不可信的，可能有假的，可疑的
His statements are suspect. 他的说法不可靠。
4.for the sake of 由于某种缘故，也可以说 for sb.’s sake 意为看在某人份上
Stop crying, for God’s sake.
看在老天的份上，请你别哭了
He moved to the seaside for the sake of his health.
他由于健康的原因而搬到了海边。
I’ll help you for your sister’s sake.
看在你姐姐的份上，我来帮助你。
拓展：
for one’s own sake 为了自身的缘故，为了自身的利益
for the sake of it 因为自己喜欢，由于自身的缘故
for the sake of argument 为了便于讨论(非正式)
I just like car trips for my own sake.
我喜欢轿车旅行仅仅是因为我喜欢这样。
I am sure she agrees with you really---she just likes arguing for the sake of it.
我确信她实际上同意你的观点，她只是因为好辩而与人辩论。
5. individual
adj.1) 个别的，个体的，单独的，作定语
She didn’t read well so her teacher gave her individual help.
她读得不好，因此老师对她进行个别辅导。
2) 独特的，有特性的，有个性的
Alice has an individual style of arranging her hair.
艾丽斯有独特的发式。
n. 个人，个体，个别的人，是可数名词
Handwriting varies from individual to individual.
笔迹因人而异。
6.expectation n.
1) (u) 此时常与介词of连用，表示“期望，希望;预计”。常以every, great, little, no, utmost作修饰语
It greatly surpassed my utmost expectation.
它远远超过了我的最大期望。
2)(pl)希望，预计要发生的事;
预期(从某人那儿)继承遗产，常与介词from连用
Our Party has great expectations of you young people.
我们党对你们年轻人寄予很大期望。
He has expectations from a rich uncle.
他有希望从他一个有钱的伯父那儿得到遗产。
fall short of/not come up to sb’s expectations 为臻理想
His film performance didn’t come up to our expectations.
他在影片中的表演有负众望。
7.embarrass vt.(尤用语被动语态)
1)使人觉得不自然，忸怩，尴尬或害羞
I was embarrassed by his comments about my clothes.
他评论我的衣服是我很尴尬。
2)使某人不安或焦虑
be embarrassed by lack of money.
因缺钱而苦恼
拓展
embarrassing adj.令人困窘的，令人尴尬的
embarrassment n.
8.resign.
Vt.1).辞去，放弃 后面一般接表示职务的名词
Robert resigned the Chairmanship.
罗伯特辞去了主席的职务。
2)把…交托给，常与介词into，to等搭配
I resign my children to your care.
我把孩子委托你照顾。
3) resign oneself to do顺从于，屈从于
You must resign yourself to waiting a bit longer.
你只好耐心多等一会儿。
vi. 1). 辞职
She resigned from the government.
她辞去了政府职务。
2)屈从于，听任
resign to sb’s will 屈从于某人的意志
resignation n.
7. pursue vt.
1) 从事，进行，实行
Many people went to pursue their studies abroad in those days.
那时候很多人出国留学
2)追踪，追捕
The police are pursuing an escaped prisoner.
警察在追捕一名逃犯。
3)跟随，纠缠
Bad luck pursued us all through the year.
一年来我们厄运连续不断。
Pursue the path you have been treading and you will do well.
顺着你走的路走下去，你会干的不错。
The boy pursued his father with questions.
那孩子纠缠住他父亲问问题。
9.. complement
vt. 与(某事物)结合(相辅相成)
His business skill complements her flair for design.
他的经营技巧和她的设计才能相辅相成。
n. 1)~ to 相配合的事物，补充物，补足物
Rice makes an excellent complement to a curry dish.
有咖喱的菜配米饭最妙。
2)需要或允许的数额
We’ve taken on our full complement of new trainees for this year.
我们今年招收的新学员已经满额了。
3)补语
subject complement 主语补足语
10.decline
1) vt/vi 拒绝(接受某物)，谢绝
decline an invitation to dinner 谢绝宴请
I invited her to join us, but she declined.
我邀请她和我们在一起，可是她婉言谢绝了。
He declined to discuss his plans.
他拒绝讨论他的计划。
2)vi. 变小，变弱，变少
Her influence declined after she lost the election.
她落选后其影响力大为降低。
3).n. ~ (in sth.) (力量，权力，数量等的)削减
a decline in population/prices/popularity人口/价格/声望的降低
拓展
fall/go into a decline 失去力量，影响
After his wife’s death, he fell into a decline.
他在妻子死后一蹶不振。
on the decline 在削减，在衰退
The number of robberies in the area is on the decline.
这地区的劫案在减少。
Warming-up, listening and speaking
1. While working there you discover that the management does not take proper measures to ensure hygiene and safety of the food products that are prepared in its kitchens and will be delivered to the customers.
在那儿工作时，你发现管理部门没有采取适当的措施来保证食品的卫生和安全，这些食品都是在饭店的厨房加工并运往顾客手中的。
1) take measures to do sth.= take steps to do sth.采取措施干某事
What measures were taken to prevent fires?
采取了什么措施来防止火灾?
get/take the measure of sb.= take/ get sb.’s measure
给某人量尺寸，估量某人的能力和力量
Before I could get in, he had taken my measure.
我还没来得及插嘴，他就给我量好了尺寸。
measurement n.
(u) 测量，计量
We can know the size of something by means of measurement.
我们可以通过测量得出物体的尺寸。
(c) 丈量的结果
What are the measurements of the living room?
客厅的尺寸是多少?
2)ensure
vt. 保证，保证发生/获得，
ensure sth.
ensure sb. sth.
ensure doing dth
endure that clause
ensure sb. against sth.保证不，安全，确保不
I cannot ensure his being on time.
我不能保证他能准时。
All the necessary steps had been taken to ensure their safety.
已经采取了所有必要的措施以确保他们的安全。
The present contract cannot ensure you a job.
现有的合同不能确保你获得一份工作。
We should ensure workers against accidents.
我们应保护工人们不出事故。
拓展:
比较ensure, insure 和assure
在美国英语中，endure=insure，即insure 也可以用来作“保证”“确保”，此时用法与ensure同
More care will insure you against making so many mistakes.
多加注意会确保你不犯这么多错误。
但insure还可作“给…保险”
The actress insured her life for one hundred thousand dollars.
这个女演员给自己保了十万美元的人寿险。
assure 表示“向…保证”，“肯定地说”
I assure you that you are mistakn.
我肯定地说你弄错了。
The doctor assured me that the injury was not serious.
医生向我保证，伤势并不严重。
assure还可以用做“保人寿险”
assure 和insure 还可作“确保”“保障”
assure/insure peace 保障和平
assure/insure security 保障安全
2.What is the moment for you to pull out of a friendship?
你会在什么时候离开朋友?
pull out of 从…中退出
They are trying to pull out of the agreement.
他们正试图解除协定。
The project became so expensive that we had to pull out of it.
这个计划耗资太大，我们只好退出。
拓展：
pull down 毁坏，摧毁(如旧建筑物)
pull (sth) over (使车辆等)闪到一边
pull … up (使车)停下，纠正某人
Reading and Integrating skills
Teaching aims and demands:
1. Get the Ss to read the two passages, knowing something about the key to success and improving their reading ability.
2. Get the Ss to know some important words, phrases and sentences.
Teaching difficult points:
Phrases: stick with through thick and thin for the sake of attach to
live up to hands-on …
Sentences:
1. Especially at school, it sometimes feels as if we are being asked to work in teams for the sake of just that.
2. Each offers gifts and processes that complement the others, contributing in a unique way to the qualitative functioning of the whole, whether the ‘whole’ is a team, a class, a family or a society.
Time allocations: 3 periods
Step I lead in
T: I want to move this desk to the 4th floor. But I can’t do it by myself. Who can help me? ( a student comes) we two did this job together. and what we can call the job?
-----it is team work.
T: where else do we need team work?
-----football, basketball, rugby, working…
Step 2 fast-reading what is team work? ( Para. 2)
Step 3 careful- reading
what kinds of team do the writer write? try to compare them.
Rugby team Project team
Similarities team work: individual people brought together, common goal , has a clear role, cooperate
Differences 1. made up of a certain number
2. goal---to win a match
3. members have different skills
4. coach
5. atmosphere
6. members should respect, help and support each other 1. members: people of different personalities and abilities (Para. 7)
2. take into account how each individual member works best
Step 4. Summary : ask students to divide the passage into 3 parts.
part 1: Para 1-2 general introduction of team work
part 2: Para 3-6 sports teams ( rugby teams)
part 3: Para 7-10 project teams
Step 5. Further understanding
Para1: 1. Especially at school, it sometimes feels as if we are being asked to work in teams for the sake of just that.
特别是在学校里,有时我们感觉好象是为了团体活动而组织团体活动。
Para3: 2. It is important that all members of the team feel that each of them makes an equal contribution and that they help and support each other.
Para6: 3. As with sports teams, group work can …when group members respect…, while the work division…at the right level in the role that is …
Para7: 4. 整个段落用了三种不同的表达方式表达类似的意思
people who… people…are the ones… some are…
Step 5. record after teaching
Language points
1. What if you feel comfortable about doing a task by yourself?(P94 Para1)
假如你觉得你一个人干某项工作感觉更舒服些?
What if you should fall sick?
What if he gets angry?
要是他生气怎么办?
含if的短语
only if 只有
if only要是…就好了
as if 好像
2. Although the coach is usually not counted as a team member, his role is to discuss
strategy and make decisions about the composition of team.(P94 Para3)
虽然教练通常不算作队员，他的作用是讨论策略，并确定运动员的组成。
count:
v. 1): 把…看作…，常与as连用，此时as可省
I count him (as) one of my closest friends.
我把他看作是我最好的朋友之一。
I am afraid we must count him (as) missing.
恐怕我们只好算他失踪了。
2). 起作用，是重要的，应予重视
For them what counted is money.
对他们来说，金钱才起作用。
It is not how much you read but what you read that counts.
重要的不是你读了多少书， 而是你读的是什么书。
3). 把…计算在内
Six people are on the trip if you count the children.
如果算上孩子就是六个人去旅行。
There are ten guests, not counting the members of the family.
一共是十位客人，还不算自家的人。
4). 数数，点数
I counted all the people; there were fifty present.
我数了数，总共来了五十个人。
3. As with sports teams, group work can only be successful when group members respect, help and support each other.(P94 Para6)
正如运动队一样，小组活动只有在组员们相互尊重，相互帮助和相互支持的情况下才能取得成功。
as with
1). 正如…一样
As with hiking, you should always think about your safety.
就象徒步旅行一样，你要时刻考虑到你的安全。
2)就…而言，至于…，类似用法有as to ;as for
Kitty’s got so thin, And as for Carl, he always seems to be ill.
Kitty长的瘦小，至于Carl, 他好象总是在生病。
He was very uncertain as to whether it was the right job for him.
他还不确定这工作是否适合他
4. Teams requires leaders and people who creates ideas
团队需要领袖以及出主意的人。(P95 Para7).
require: v. 需要，要求
require sth.
require doing sth/ to be done
require sb. to do sth.
require that (should) + do
That matter requires careful thought.
这件事需要慎重考虑。
This wall requires repairing/ to be repaired.
这面墙需要修理了。
His health requires that he (should) go to bed early.
他的健康状况需要他早睡。
The police required him to keep it a secret.
警察要他对此事保密。
5.People full of action and ideas are often the ones to bring new energy to the group, while people who are mainly listening and commenting are often the ones to keep an eye on procedures that must be followed.
那些富于实干和思路开阔的人常常是给小组以新的活力的人，而那些主要是倾听或评论的人则常常是监管工作流程的人。(P95 Para7)
keep an eye on 或keep one’s eye on 照料，留神，密切注意，也可以说成keep a watch/ look out on
Can you keep an eye on my suitcase for a minute.
你能帮我看一会儿手提箱吗?
They kept a close watch on his activities.
他们密切监视他的活动。
类似的说法还有
keep one’s eyes open for;
keep an eye out for
keep one’s eyes peeled/skinned for
关于eye的一些词组：
have an eye for 对…有鉴赏眼光
shut/close one’s eyes to 不理会，闭眼不见
an eye for an eye 以眼还眼，报复
get the eye 引人注目
catch one’s eyes 引起注意
by all eyes 聚精会神地
fix one’s eyes on 盯着
6. Working in a team, we have to taken into account how each individual member works best. 在团队中工作，我们必须考虑个人如何充分地发挥作用。(P95 Para8)
take sth. into account 考虑，
take account of sth.
take sth. into consideration
We must take local conditions into account.
我们必须考虑本地的条件
There are the factors we must take into consideration.
这些都是我们必须考虑的因素。
7. As the years went by, she worked in many places…(P97 Para2)
几年过去了，她在许多地方工作过…
go by
1) (时间)过去
Two years went by.
两年过去了。
2)经过(某地)，从旁边经过
Tom usually goes by the theatre on his way to school.
汤姆上学时通常经过剧院。
3)遵照，受指导
You should go entirely by what the doctor says.
你应该完全按照医生的话去做。
4)从…判断
You can’t go by what he says--- he’s very untrustworthy.
你不能根据他的话判断-----他是很不可靠的。
8.She decided to put that money to good use. (P98 Para2)
她决定把这笔钱派上好用场。
put… to use 利用，使用，也可以说成 put…into use
We must put everything to its best use.
我们一定要充分利用一切。
拓展：
put to bed/sleep 使睡着
put to test 考虑
put to flight 使逃走
put to trouble 造成麻烦
put to inconvenience 造成不便
put to sea 出海
The enemies were soon put to flight.
敌人不久就给打跑了。
One of these pills will put you to sleep in an hour.
这个药吃一小片一个钟头之内就可以睡着。
11. Many people tend to listen to their parents or to their teachers and they often have expectations that are hard to live up to. (P98 Para3)
很多人倾向于听家长或教师的意见，但是他们所期望的往往是学生难以办到的。
live up to 依照某事物行事,表现出符号某事物的标准
He didn’t pass the NMET, failing to live up to his parents’ expectations.
他未通过高考,辜负了父母的期望
12. Not going to university is not a shame.(P98 Para4)
shame的一些搭配:
feel shame (at/for) 感到羞耻
put…to shame 使感到羞耻,使蒙羞
bring shame on sb. 给某人带来耻辱
What a shame to do sth.
What a shame that…
It’s a shame (that)…
It’s a shame to do sth.
13. We make the most of our special talent and interests.(P98 Para)
make the most of =make the best use of
最好/最大限度地利用
make use of 利用,使用
make good/full use of 好好利用,充分利用
We’ve got one day in Paris, so we’d better make the most of it.
篇6：人教版高一语文第一单元作文
今天，你微笑了吗?
有人说，“我找不到微笑的理由”。可微笑需要理由吗?要记得，在任何时候都要给自己心中种个小太阳，用我们的热情去拥抱生活，笑对人生。
我妈妈就是这样一个乐观爱笑的人。只是她的笑声十分怪异，刺耳又响亮，所有认识她的人对她印象最深的便是她的笑声。只要一听到那笑声，别人在没看到人的情况下都知道是她来了。
我不止一次劝她，“笑小声点，含蓄点”。可她仍然我行我素，还对我说“多笑会变得幸福的，不要在意别人的态度”。她每天都是笑呵呵的，在别人异样的目光中，骄傲而快乐地活着。微笑吧，发出属于你的笑声，绽放属于你的笑容。
微笑拥有巨大的能量。在人生的历程中，困难总是不期而至。我们会迷惘，会失望，会放弃。但请你抬头对太阳微笑吧!对困难微笑吧!它会让你成长，它会让你坚强。坚强，不是面对悲伤不流一滴泪，而是擦干眼泪后微笑着面对。
对讨厌的人微笑，是一种宽容。对陌生的人微笑，是一种礼貌。对亲爱的家人微笑，是一种关爱。对困难微笑，是一种坚强，对误解微笑，是一种骄傲，对死亡微笑，是一种无悔，对荣誉微笑，是一种淡泊。
请你一路微笑，时刻微笑，忘记哭泣，做个坚强的人，“记得微笑的样子，把那哭丧的脸从自己生活中抹去……人生是大部分在等待，为何不在等待的空档微笑?相信下一站，会更加地精彩。”让我们微笑地面对生活，面对下一次挑战。
笑，永远比哭好。
蒙娜丽莎的微笑，一直被人们认为十分神秘美好。我不禁猜想：如果蒙娜丽莎并不是在淡淡的微笑，而是嘴角下撇，她是否还会如此迷人，让人难忘呢?
微笑吧，扬起嘴角，此刻的你是最迷人的。微笑吧，歌颂你所度过的每一分每一秒。带着你的微笑，向着太阳，一路狂奔。慢慢地，习惯微笑。因为不知道快乐什么时候会来临，所以我们要时时刻刻以微笑的方式等待它的来临。给自己一个大大的微笑，给世界一个美好的笑容。
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