人教版高一英语必修1-Unit1-Friendship教学设计（共8篇）
篇1：人教版高一英语必修1-Unit1-Friendship教学设计
Unit 1 Cultural relics
单元整体设计思路
第一课时：阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
第二课时: 语法课 Discovering useful structures (p. 4); Using structures (p. 43)
第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6)
第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)
第五课时: 听说课 Listening; Talking (p. 41)
第六课时: 读写课 Reading and writing (p. 7)
第七课时: 单元评价课 Self-test and self-evaluation; Summary
第一课时 阅读课
一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
二、教学目标
在本节课结束时，学生能够
了解文化遗产的基本概念、本质特点以及基本类型。
通过找读(scanning)关键词、略读(skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。
用归类法学习词汇。
用自己的话复述琥珀屋的故事。
运用本课时学习的内容和自己已有的知识讨论相关话题。
三、教学步骤
步骤一 热身
1. 请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。
2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。
注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。
设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。
步骤二 读前
1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。
2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。
设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容;通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。
步骤三 读中
1. 请学生略读课文，核查自己预测的内容是否正确。
2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。
3. 请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。
4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。
设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解;练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度;通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据;通过填表让学生学会根据时间、人物等关键词快速确定主要信息;通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。
步骤四 读后
请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。
设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。
步骤五 讨论
请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法;讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。
设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力;同时也增强学生保护文化遗产的意识。
步骤六 作业
设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调;通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。
篇2：人教版高一英语必修1-Unit1-Friendship教学设计
2. Give advice and make suggestions
3. description-----describe
4. be based on…
based on=according to
5. What is being done to protect the cultural sites?
6. Your job is to make a culture capsule.
7. It will be sent into space so that anyone who finds it will understand who we are.
8. represent Chinese culture
9. You may include a short message in any language in the box, but remember that those who find the capsule may not understand your language.
10. In your opinion, what makes a great city?
11. Where there is a river, there is a city.
12. during one’s life in one’s lifetime
13. It was under attack for 900 days, but the people of the city never gave in.
14. be almost in ruins
15. lie in pieces on the ground
16. Restoring the city and its culture relics seemed impossible, but the people of the city would not give up.
17. We will not let our history and culture be destroyed, and we will do everything we can to save our city.
18. rebuild the city
19. bring the city back to life
20. bring back the beauty of their culture and history.
21. with the help of
22. old paintings, including a portrait of
23. look out over the city
24. Dreams can come true.
25. over a period of 150 years
26. The king wished to pull down the city wall and replace it with a stone building.
27. the city’s largest ever cultural relics repair project
28. keep the same look as the old one
29. To make your voice heard, you can write a letter to a newspaper editor.
30. The carbon dioxide from their breath is damaging the paintings.
31. The number of visitors should be limited.
篇3：人教版高一英语必修1-Unit1-Friendship教学设计
《高中英语课程标准》强调高中英语教学应根据高中学生认知特点和学习发展需要, 在进一步发展学生基本语言运用能力的同时, 着重提高学生用英语获取信息、处理信息、分析和解决问题的能力;逐步培养学生用英语进行思维和表达的能力;为学生进一步学习和发展创造必要的条件。
高中英语课程还强调要使学生通过观察、体验、探究等积极主动的学习方法, 充分发挥自己的学习潜能, 形成有效的学习策略, 提高自主学习的能力;要有利于学生学会运用多种媒体和信息资源, 拓宽学习渠道, 形成具有个性的学习方法和风格。
同时, 高中英语课程关注学生的情感, 引导学生在英语学习的过程中, 提高独立思考和判断的能力, 发展与人沟通和合作的能力, 增进跨文化理解和跨文化交际的能力, 树立正确的人生观、世界观和价值观, 增强社会责任感, 全面提高人文素养。
基于以上说明, 本课将Warming-up和Reading进行整合, 旨在帮助学生提高阅读能力, 帮助学生更好地、更全面地了结伟人的优秀品质, 并进一步学习曼德拉作为领袖人物的非凡魅力, 提高自身的品格修养;同时, 本课设计了各种活动, 让学生进行自我探究和分组合作, 着重提高学生用英语获取信息、处理信息、分析和解决问题的能力, 最终达到提高学生自主学习能力的目的。
二、教学背景分析
本单元是人教版新课程标准试验教材中必修第一册的第五单元, 中心话题是“伟人的品格”。本课内容是“伊莱亚斯的故事”, 借穷苦的黑人工人伊莱亚斯的口吻, 叙述发生在他身边的纳尔逊·曼德拉的故事。这样的写法有别于惯常所采用的平铺直叙式, 因此在教学过程中, 要让学生能从伊莱亚斯普通的话语中感受曼德拉的伟大。课文是词汇、语法和文化的载体, 文章中大量定语从句的出现, 也给初步学生留下了直观的印象, 为后面的语法学习奠定了良好的基础。
学生们对曼德拉都有所了解。因此, 教师要利用学生的已知引出更多的未知, 并通过对文章的分析, 引导学生从更深的层次去理解曼德拉的伟大之处。
三、教学目标分析
1. Help students learn the structure and thecontent of the reading.
Help students learn and understand somediffi cult sentences:
a. The last thirty years have seen the greatestnumber of laws stopping our rights and progress.
b. We were put into a position in which we hadeither to accept we were less important, or fi ght thegovernment.
2. Instruct the students to understand long anddiffi cult sentences in two ways:
a. fi nding the new meaning of a learned word
b. breaking down a long sentence with anattributive clause into two short sentences
I n s t r u c t t h e s t u d e n t s t o l e a r n t h e h i d d e nmessages through careful reading.
3. Instruct students to observe, experience, thinkand explore using task-based teaching.
Instruct students to learn the historical background from plain statement and think about the root ofproblems.
4. Under the guidance of the teacher, thestudents must fi rst be willing to learn.
Students should learn the good qualities ofMandela and apply them to daily life.
四、教学重点、难点分析
(一) 教学重点
Some diffi cult sentences in the reading.
How to analyse and understand the article.
(二) 教学难点
1. How to analyse a long and diffi cult sentence.
2. The strategies of understanding an article.
五、教学过程设计
步骤1:学习目标展示 (30’’)
Learning aims:
1. To learn about Elias’ life and great qualities ofMandela.
2. To understand long and diffi cult sentences inthe passage.
设计意图:展示学习目标, 让学生明确学习任务, 有助于提高学生的学习效率。
步骤2:导入 (4’30’’)
Show some pictures of famous or great people.The students are free to choose any person they like, say whether he is famous or great and present thereasons.
Show the students a sentence structure to helpthem:
In my opinion, he is a famous/ great person, because…
After the students’ presentation, show them apicture of another great person-Nelson Mandela.Ask them what they know about him and show someinformation about him.
He spent 67 years struggling for the equal rightsof the black, including 27 years in prison.
He won the Nobel Peace Prize in 1993.
He was the fi rst black president of South Africa.
July, 18th every year is International NelsonMandela Day.
设计意图:用几幅学生熟知的人物图片导入文章, 有助于激发学生的学习兴趣和好奇心。
步骤3:阅读理解 (30’)
1. Read paragraph 1 and predict the generalidea of the passage:
A. Mandela’s growing experience.
B. Elias’ working experience.
C. How Elias changed with Mandela’s help.
设计意图:通过读第一段预测大意的任务, 让学生了解多数情况下文章的结构, 以及如何快速获取文章大意。学生们读完第一段后, 并不给出答案, 让学生带着问题继续学习。
2. Read paragraph 2 quickly and fi nd out thetopic sentence:
Answer: I needed his help because I had verylittle education.
From Elias’ bad situation, draw a conclusion thatblack people’s situation was bad.
Show some pictures about black people’s lifeand introduce more.
设计意图:在利用主题句来总结此段段意的同时, 让学生了解伊莱亚斯的状况;在此基础上, 让学生进一步了解在斗争胜利前整个黑人群体的悲惨遭遇, 从而从侧面理解曼德拉的伟大。
3.Read paragraph 3&4 carefully and fi ll in the form.
There are many long and difficult sentencesin these two paragraphs. Before reading the twoparagraphs, help the students learn how to analyselong and diffi cult sentences.
设计意图:这两段中的长难句比较多, 因此在学生阅读前应该先指导学生如何分析长难句, 为阅读扫清障碍。
a. The last thirty years have seen the greatest number of laws stopping our rights and progress, …
Paraphrase this sentence: In the last thirty years, there have been a great number of laws stopping our rights and progress, …
Exercises:
(1) The golden week has seen a sharp increasein tourists.
答案:In the golden week, there has been a sharpincrease in tourists.
(2) Last thirteen years has seen big changes ofHan Han.
答案:In last thirteen years, there have been bigchanges of Han Han.
设计意图:旧词新意是学生无法理解句子的关键原因。在这里不仅要讲解词义, 关键是要把含有该词的句子变为另外一个简单的句式, 使学生更容易接受。通过看图片变句式的情景训练让学生学以致用, 进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。
b. We were put into a position in which wehad either to accept we were less important orfi ght the government.
Sentence one: We were put into a position.
Sentence two: In that position we had to acceptwe were less important or fi ght the government.
Exercieses:
(1) Shijiazhuang No.1 Middle School is a schoolin which many famous people studied.
答案:Sentence one: Shijiazhuang No. 1 MiddleSchool is a school.
Sentence two: Many famous people studied inthis school.
(2) November 11 will be the lucky day when GuoJingjing and Huo Qigang will get married.
答案:Sentence one: November 11 will be the lucky day.
Sentence two: On that day Guo Jingjing and HuoQigang will get married.
设计意图:用拆分法将含有定语从句的长难句分成两个单独的句子可以使句子变得容易理解。通过看图片变句式的情景训练让学生学以致用, 进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。
After reading the two paragraphs, let the studentsfi ll in the form.
答案:
1. papers
2. the ANC Youth League; active, brave, wise
3. attack; violence; brave, determined
设计意图:让学生从曼德拉的话语和做法里体会曼德拉的美好品质。
4. Read paragraph 5 carefully and fi ll in the blanks.
Why did Elias help Mandela to blow up buildings?Because he knew it would help them _____ _________ of making black and white people ______.
答案:achieve their dream; equal
5. Complete the chart (group work) .
After fi nishing the chart, draw a conclusion:
Elias changed from a ____, _____, _____ workerinto a _____ fi ghter with Mandela’s help. And checkthe students’ prediction.
答案:poor, worried, helpless; determined
设计意图:有了前面对每一段含义的理解作铺垫, 学生可以更好地从整体上文章的内容, 有助于学生更深层地理解文章, 以及曼德拉所起的作用和他个人的品质。
步骤4:语言总结输出 (5’ )
What kind of person is Nelson Mandela? Whatcan we learn from him?
Some adjectives will be offered to help thestudents: determined; wise; active; generous; brave;selfl ess; devoted; active.
设计意图:语言表达部分是本节课的升华部分。首先, 播放潘基文在曼德拉国际日发表的演讲, 让学生回顾曼德拉一生感人的事迹;然后通过这节课的学习, 让学生说出自己对曼德拉的认识, 以及自已的收获。目的是:
1. 把语言知识和励志教育结合在一起。激励学生要有远大理想, 胸怀国家, 并为理想努力拼搏。
2. 指导学生积累语言知识。
步骤5:布置作业 (1’)
1. Must: Retell the story of Elias using the third person.
Tips:
Who was Elias?
How did he meet Nelson Mandela?
What did he do later?
Why did he do that?
2. Optional: Make a poster about Mandela byyourself using what we’ve learnt.
设计意图:必做作业的目的是为了总结和巩固课内所学知识, 力求将所学知识内化为实际的语言运用能力。选做作业是为那些学有余力的学生准备的, 扩大并加深他们对曼德拉的认识。
六、教学评价设计
评价内容:学生在课上所表现出来的文章理解的具体情况;学生对曼德拉伟大品质的理解情况, 以及能否具体清楚的表达出来;学生是否发挥了主体意识, 学习任务的完成度、小组活动的参与度以及表达交流能力。
篇4：人教版高一英语必修1-Unit1-Friendship教学设计
【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：人教版高一英语必修1-Unit1-Friendship教学设计
be good to 对….友好
add up 合计
another time 改时间
get sth done 使…被做
calm down 镇定下来
have got to 不得不
be concerned about 关心；挂念
walk the dog 遛狗
make a list of 列出
share sth with sb 和某人分享某物
go through 经历；仔细检查
hide away 躲藏；隐藏
set down 放下；记下
a series of 一系列；一套
be crazy about 对…着迷
on purpose 故意
in order to/ so as to 为了
face to face 面对面地
according to 按照；根据…所说
get along with 与…相处
pack up 收拾，打理行装
have trouble with sb/sth 同某人闹意见；做…有困难
fall in love 相爱
throw away the friendship 放弃/终止友谊
try out 试验；试用
join in 参加（活动）
communicate with sb 和…交际
far and wide 到处
look to sth 注意，留心某事
cheat sb (out) of sth 骗取某人某物
have the/a habit of doing sth 有做…的习惯
be ignorant of 无知的
1. I wonder if… 我想知道是否….
2. It’s because… 这是因为…. 此从句中because不能用since或as 代替
3. What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？
4. While walking the dog, you were careless and it got loose and was hit by a car.
=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。
（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）
5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？
6. I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我已经很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。
7. I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound. 我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。
8. It was the first time in a year and a half that I’d seen the night face to face.
这是我一年半以来第一次目睹夜晚。
9. I would be grateful if you could give me some advice. 如果您给我提些建议，我会非常感谢的。 （I would be grateful if… 委婉客气提出请求）
10. It’s a good habit for you to keep a diary. 记日记对你来说是个好习惯。
11. She found it difficult to settle and…
12. This series of readers is very interesting.
13. A friend in need is a friend indeed.
14. People are told that their actions should be as gentle as the wind that blows from the sea.
Unit2 English around the world
in…ways 在…方面
be different from 与…不同
play a role/ part (in) 在…中担任角色；在…中起作用;扮演一个角色；参与
play an important role/ part 在…中起重要作用 because of 因为；由于
such as 例如
believe it or not 信不信由你
come up (vi) 走进；上来；发生；被讨论
come up with 提出
come up to a place 参观某地
ever before 从前
at the end of 在…末期
even if/ though 即使
be based on 在...基础上
close to 距离…近
make (good/ full) use of （好好/充分）利用
change…into 把…变成
in the early days 在早期
from one place to another 从一处到另一处
take…with…随身携带
the same…as 与…相同的
at present 目前
as a rule 通常；照例
be present at 在席；出席
carry out a rule 执行规则
be absent from 缺席
be a native of 是…人
present sth to sb / present sb with sth
be native to 是…的土产动物/植物
at sb’s request 应某人的要求
have a command of掌握
make a request 请求
give commands 命令
request that …(should)+v原形
in one direction 朝一个方向
an international language 一门国际语言 an international organization 一个国际组织
in the 1600’s = in the 1600s
as we know 正如我们所知
1. However, they may not be able to understand everything.
（然而，他们可能不是什么都懂。）
2. This is because Britain ruled India from 1765 to 1947.
(这是因为英国于1765年到1947年统治过印度。)
3. All languages change when cultures communicate with one another.
(当不同文化互相沟通时，所有的语言都会发生变化。)
4. What the British call “petrol” the Americans call “gas”.
(美国人把被英国人称作“petrol”的东西称作“gas”。 此处what引导宾语从句)
5. Actually, it was based more on German than present day English.
(实际上，当时的英语更多地是以德语为基础的，而现代英语不是。)
6. …those who reported the news were expected to speak excellent English.
7. The US is a large country in which many different dialects are spoken.
(in which= where, 其引导定语从句。 美国是一个大国，国内说着许许多多的方言。)
8. …there is more than one kind of English in the world.
(more than one+单数可数名词，作主语时，谓语用单数)
9. It is not easy for a Chinese person to speak English as well as a native English speaker.
(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)
句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是…
扩充：It is + adj+ of /for sb to do sth
当句式中形容词修饰to do sth 时用for; 若形容词修饰sb，则用of.
eg: It’s kind of you to help me carry the box.
附：
1. either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。
2. be different in
强调在某方面的不同
be different from 强调在各方面的不同
3. in the end 最后，最终 后无of 结构
三个表示最后最终的用法：
⑴finally: 按照顺序的最后，常与first, secondly 等连用
⑵at last: 经过长时间等待直到最后
⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等
4. 与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？
⑴Pardon?
⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.
对不起，我没听懂，请再说一遍好吗？
⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？
⑷Could you speak more slowly, please? 请你说得慢一点好吗？
5. include ─ including; included
identity ─ identify
actually ─ actual (adj); rapidly ─ rapid (v)
government (n) ─ govern(v)
wide (adj) ─ widen (v); broad (adj) ─ broaden (v)
foreign ─ foreigner;
solve (v) ─ solution (n)
6. petrol------gas ;
lift------elevator;
flat------apartment
film------movie; sweets----candy;
post------mail
Unit3 Travel Journal
one-way fare 单程票
round-trip fare 往返票
dream of/ about doing sth 梦想做某事
graduate from 从…毕业
go for long bike rides 做长途自行车旅行
persuade sb to do sth= persuade sb into doing sth 说服某人做某事
persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事
get sb interested in 使某人对… 感兴趣
insist on (one’s) sth/ doing sth 一定要；坚持要
the best way of doing sth/ the best way to do sth 干某事的最好办法
at an altitude of 在…海拔上
attitude to/ toward(s) 对…态度
care about 忧虑，关心 care for喜欢，照顾
care to do愿意/同意做某事
change one’s mind 改变主意
to my mind = in my opinion
make up one’s mind to do 决心干某事
determine to do sth ( 动作) / be determined to do sth （心理） 决心干某事
give in (to) 投降；屈服；让步
give in (vt) 上交
give up 放弃
give up doing/sth
as usual 像往常一样
at midnight 午夜
make camp 野营，宿营
put up one’s tents 搭起帐篷
sth be familiar to sb某事为某人所熟悉
sb be familiar with sth某人熟悉某事
can’t wait/ can hardly wait to do sth 迫不及待想干某事
for one thing… for another （用来引出某事的理由）一则… 二则…
take one’s breath away 使某人大吃一惊
1. It was my sister who first had the idea to cycle along the Mekong River.
强调句基本句型：it is/ was…. that….其中指人时可用who(主)，whom(宾)。
2. Although she didn’t know the best way of getting to places, she insisted that we (should) find the source of the river.
insist that….(should)+ v原形 坚持要；坚持要求
insist that….陈述语气 坚持说；坚持认为
3. Have you ever seen snowmen ride bicycles? (metaphor)
4. To climb the mountain road was hard work but to go down the hills was great fun.
5. Good luck on your journey.
6. The lake shone like glass in the moonlight. (simile)
Unit4 Earthquakes
have time to do 有时间做某事
happen to do 碰巧做某事
shake hands with sb 握手
burst into tears/ laughter
burst out crying/laughing
突然哭/笑起来
in ruins 成为废墟
cut across 穿过、横穿
blow away 吹走、刮走
fall down 倒塌
rescue workers 救援人员
be pleased to do 乐意做某事
make/ give a speech 发表演说
judging….from 根据……来判断
tens of thousands of 成千上万
dig out 挖掘
a great/ large number of =a great many/good 大量的
be trapped in/ under 陷入……/ 陷在……下面
the high school speaking competition 高中演讲比赛
have sb do sth= make sb do sth= let sb do sth 让某人做某事
come to an end (vi) = put/ bring sth to an end = put/ bring an end to sth 结束某事
be proud of / take pride in 以……而自豪
invite sb to do sth 邀请某人做某事
think little of 对……评价低
invite sb for/ to sth
think highly of 对……评价高
one-third 1/3 two-thirds 2/3
seventy-five percent 75%
agree with sb
give out 发出（气味等）；分发；耗尽
agree to sth
give off 发出（气味等）
agree to do sth
give away 赠送；泄露
agree on sth 达成一致意见
give back 归还
right away= right now= at once= immediately 立刻
as you know 正如你所知道的
be known as 作为……而知名
as is known to all 众所周知
be known for 因……而出名
as could be expected 正如可以预料到的
it is useless doing sth 干某事是无用的
happen= take place= come about= break out
偶发 有计划偶发 战争等爆发
1. It is always calm before a storm.
2. Now, imagine there has been a big earthquake. 此句为There be 句型
3. Mice ran out of the fields looking for places to hide. 现在分词表伴随
4. It seemed that the world was at an end.
5. Water, food and electricity were hard to get.
句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义
6. All hope was not lost. all 与not 连用 表示部分否定
7. It’s never too late to learn. 活到老，学到老。
附：分词用法 之 作定语
falling leaves 正在落的叶子 boiling water 正在沸腾的水
fallen leaves 已经落在地上的叶子 boiled water 开水
Unit5 Nelson Mandela----a modern hero
lose heart 丧失勇气
worry about 担心（动作）
lose one’s heart to sb/sth 爱上，喜欢上
be worried about 担心（状态）
in trouble 处于不幸中
be sentenced to 被判处
be out of work = lose one’s job 失业
be equal to 相等的，平等的
as a matter of fact = in fact = actually 事实上 beg for 乞讨
blow up 充气，爆炸
set up 建立，创立；设置，竖起
send up 发射，使上涨
set about 着手做某事 (set about doing sth)
go up 上升，增长；被兴建
set off 出发，动身
set up 设立，建立；设置，竖起
set out 陈列，摆出；开始（set out to do sth）
be active in = take an active part in 积极参与，在……活跃
keep sb from doing sth阻止某人做某事 die for 为……而死
stop sb (from) doing sth
die from 死于（外因）
prevent sb (from) doing sth
die of 死于（内因 如：饥饿，寒冷，疾病等）
put sb in prison= throw sb into prison= send sb to prison 把……投入监狱
advise sb to do sth 建议某人做某事
advice 不可数 a piece of advice
advise doing sth
fight for 为争取……而斗争
advise sb on sth
fight against 为反对……而斗争
advise that (should)+ v原
fight with 同……并肩作战/ 同……斗争
have problems/ difficulty/ trouble with sth
work out 算出
have problems/ difficulty/ trouble (in) doing sth have a go= have a try
be willing to do sth 乐于做某事
realize one’s dream of 实现…… 的梦想
answer violence with violence 以暴制暴
break the law 违反法律
come to power 当权，上台
social activities 社会活动
equal (adj)------equally (adv)------equality (n) violence (n)------violent (adj)
cruelty (n)------cruel (adj)------cruelly (adv)
educated (adj)------education (n)
willing----unwilling 不愿意的
active----inactive 不活跃的
1. Only then did we decide to answer violence with violence.
only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。
Only yesterday did his father tell him the truth.
Only when his father came back did he go to bed. （从句无需倒装，主句要倒装）
2. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.
他主张三民主义：民主、民权、民生。
3. I felt bad the first time I talked to the group.
the first time 用法相当于连词用法，用来引导从句
链接：It’s the first time that 现在完成时
It was the first time that 过去完成时
4. He taught us during the lunch breaks and the evenings when we should have been asleep.
should have done 本应做而未做
needn’t have done 本不应做而做了
篇6：人教版高一英语必修二教案
1) 语言知识目标
词汇：defeat attend expose cure outbreak control absorb severe valuable strict pump 等
语法：过去分词作定语和表语
2) 语言技能目标
练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力
3) 情感目标
培养学生的科学探索精神，培养学生科学人文精神相融合的素养
4) 学习策略目标
学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源
5) 文化意识目标
3、学重点和难点
重点：理解所读课文;把握过去分词的用法
难点：利用所学词汇、句型，围绕主题进行叙述
二、说教法
根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。充分发挥学生在教学活动中的主观能动性。以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。通过互动的学习方式，培养学生的合作学习精神。
三、说教学设计
根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤
Task 1
为导入教学环节，是学生进入阅读材料和完成各项教学任务的热身活动。通过这个活动，激发学生学习动机，调动其主观能动性。具体作法如下：让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。完成此任务将使学生学到知识、尝到乐趣、获得聪明、受到鼓舞。
T: Name some famous scientists you know and tell something about them.
S: Charles Darwin---He was British. He wrote the Origin of Species.
S: Thomas Edison---He was an American inventor. He invented electric light bulb.
S: Stephen Hawking---He is a British. He studied black holes of space.
Task 2
呈现教学材料，设计学习任务，要求学生按时完成学习任务。练习学生阅读方法，利用Scanning阅读法，阅读课文，学生通过自主学习的方式，通过探究，独立思考，观察和分析，浏览课文，寻找相关信息，在下表填写，并口头叙述。达到听说读写综合能力练习的目的。
Task 3
再读课文，完成以下判定正误题。要求学生对读到的信息进行理解和整理，通过讨论的学习方式，在学生语言交流的互动过程中，重组信息，作出判定。从而提高学生学会分析问题、处理问题和解决问题的能力。
Task 4
课后作业。要求学生查阅有关霍乱知识的文章，向医生了解什么是霍乱，人类感染后回出现什么症状。并说出还有哪些传染病。
教学反思：整个教学过程均以任务型教学法贯穿。任务的设计都以教材的特点作为重要依据，同时考虑到学生的认知规律。任务的编排依照了从简入繁，从浅入深，从易到难的原则。符合学生实际，符合教学实际，符合认知规律。学生通过完成教学任务的同时，自然而然地习得了语言知识，培养和形成了语言技能，提高了阅读理解能力。而且，通过对文章的理解，加强了对学生品格情操的培养。同时，提高学生自我完成任务的能力和策略。学生在讨论学习和合作学习中形成用英语获取信息、处理信息、分析问题和解决问题的能力。
篇7：人教版高一英语必修一教案
The health of the famous picture, painted by Leonardo Da Vinci in 1505, is getting worse by the year, according to the Louvre Museum(卢浮宫博物馆) where it is housed.
“The thin, wooden panel on which the Mona Lisa is painted in oil has changed shape since experts checked it two years ago,” the museum said. Visitors have noticed changes but repairing the world’s most famous painting is not easy. Experts are not sure about the materials the Italian artist used and their current chemical state(化学状态).
Nearly 6 million people go to see the Mona Lisa every year, many attracted by the mystery of her smile. “It is very interesting that when you’re not looking at her, she seems to be smiling, and then you look at her and she stops,” said Professor Margaret Livingstone of Harvard University. “It’s because direct vision (视觉) is excellent at picking up detail, but less suited to looking at shadows. Da Vinci painted the smile in shadows.”
However, the actual history of the Mona Lisa is just as mysterious as the smile. Da Vinci himself loved it so much that he always carried it with him, until it was eventually sold to France’s King Francis I in 1519.
In 1911, the painting was stolen from the Louvre by a former employee, who took it out of the museum
一日暴之,十日寒之,未有能生者也。《孟子》
hidden under his coat. He said he panned to return it to Italy. The painting was sent back to France two years later.
During World War II, French hid the painting in small towns to keep it out of the hands of German forces.
Like many old ladies, the Mona Lisa has some interesting stories to tell.
11. What does the writer mean by “time is catching up with the Mona Lisa”?
A. The painting woman is not so beautiful any more.
B. Ageing is something that affects us all.
C. The painting needs repairing.
D. At such an old age, she is no longer popular.
12.. What makes the repair work difficult?
A. The wooden panel is thin and old.
B. No one knows exactly what materials were used to create the painting and how it might respond to treatment. C. The health of the painting is suffering.
D. Experts can’t agree on how to carry out repairs.
13. What makes her so mysterious according to Professor Livingston?
A. The materials the Italian artist used. B. The way she smiles.
C. The way Da Vinci painted the smile. D. It plays a trick upon the human eyes
(3)Habits, whether good or bad, are gradually formed. When a person does a certain thing again, he is driven by some unseen force to do the same thing repeatedly, then a habit is formed. Once a habit is formed, it is difficult, and sometimes impossible, to get rid of. It is therefore very important that we should pay great attention to the formation of habits. Children often form bad habits, some of which remain with them as long as they live. Older persons also form bad habits lasting as long as they live, and sometimes become ruined by them.
There are other habits which, when formed in early life, are of great help. Many successful men say that much of their success has something to do with certain habits in early life, such as early rising, honesty and so on.
Among the habits which children should not form are laziness, lying, stealing and so on. These are all easily formed habits. Unfortunately older persons often form habits which could have been avoided(避免).
We should keep away from(远离) all these bad habits, and try to form such habits as will be good for ourselves and others.
14. ________ are formed little by little.
篇8：人教版高一英语必修1-Unit1-Friendship教学设计
本单元的话题是“Women of Achievement” (取得成就的优秀女性) , 通过介绍几位不同国度、不同时代、不同职业、不同理想与追求、不同经历的杰出女性, 探讨女性对社会、对人类的价值和贡献, 展示女性的风采和她们在社会各个领域的成就。单元结构包括: Warming-up, Pre-reading, Reading, Comprehending, L e a r n i n g a b o u t L a n g u a g e , U s i n g L a n g u a g e , Summing up, Learning Tip, Reading for Fun.
词汇的教学不应该只是意思的展示或用法的讲解, 更重要的是学会正确的使用。只有通过运用, 学生才能掌握所学到的词汇。本节课的整体思路, 就是通过各种有趣的活动, 不断地认识新词汇, 运用新词汇。笔者特别设计了几个小环节, 包括用生动形象的图片展示单词, 系统地、反复地学习单词, 最后的小作文写作设计等等。所有的设计都紧紧围绕着所学的词汇, 真正做到词不离句, 句不离段, 段不离篇。
二、教学背景分析
教学内容分析:本人抽取的是本单元的黑体词汇, 词汇是构成语言的三大要素之一, 是语言的基本材料, 离开了词汇, 学生就无法正确地表达思想。黑体词汇是课程标准要求掌握的, 是教学重点。黑体词汇贯穿于整个单元的教学过程, 不理解和掌握这部分词汇, 就无法准确地理解本单元的两篇阅读话题, 所以黑体词汇的教学是一项艰巨的任务。使学生掌握科学的学习和记忆方法, 激发学生的学习兴趣, 使学生能精确地理解、灵活地运用词汇, 是提高本单元教学效率的必要前提。
学生情况分析:笔者所任教的班级在普通高中, 虽然是年级的重点班, 但是班里学生对基础知识的掌握普遍不扎实。主要表现为:学生词汇量不丰富, 不能准确地记住单词并灵活运用, 许多学生对学英语的热情很高, 但是不愿意下功夫花时间去记单词。本节课是词汇课, 大部分学生能够正确拼读单词, 但在词汇的运用和表达方面还需要有更大的提高。预期在学完本节课后, 学生不仅能正确的读准单词, 记住单词, 还能将单词正确地应用到具体的场景里。
三、教学目标分析
具体的教学目标是:大部分学生能记住所有单词, 会在具体情景下运用这些单词和短语, 能力强一点的学生能运用这些词汇写小短文。教学指导:将知识直观呈现, 从易入手, 使学生容易理解, 容易掌握;通过看图片说词汇、头脑风暴等游戏方式激起学生学习的兴趣; 通过小组合作、竞赛的方式培养学生的自主学习能力、互助合作能力;通过设计梯度练习, 培养学生根据上下文猜词和理解词语的能力。这里可以用学过的单词替换文章中出现的新单词, 也可以为了引出新单词的讲解, 用本单元所学新单词去替换旧单词。同时注意该词在句中的用法, 让学生反复用所学词汇造句、模仿, 记住单词;让学生小组合作, 编句子写短文。这样一来, 学生既掌握了单词又学会了应用, 词汇的运用能力比过去有所提高, 一举两得。
四、教学重点、难点分析
教学重点:能够认读, 拼读, 逐渐掌握本单元的黑体词汇, 并能在特定的句型下, 准确地选择这些黑体词汇。
look down upon, come across, refer to, deliver, behave, observe, intend, argue…
教学难点:学生能准确而灵活地运用这些黑体词汇, 并用这些词汇写一篇小短文。
五、教学过程设计
Step1: Leading-in. (2mins)
T: Show a famous beautiful woman’s picture andask who she is?
Ss: Answer the question; “She is a famousactress: Audrey Hepburn.”
T: Introduce Audrey Hepburn’ famous works, andlead in the class: “We are going to know other greatwomen in different fields in this unit. At first, let uslearn about new words.”
设计意图:通过奥黛丽赫本的图片导入课文, 激起学生学习本单元的兴趣。
Step 2: First impression on the new words. (10mins)
首先让学生给所学的词汇分类, 然后再进行以下活动 :
Classify the words into groups.
n: human being
n&v: campaign, shade, respect, crowd, support
v: behave, observe, argue, intend, deliver
phrases: move off, lead a ..life, refer to, lookdown upon/on, by chance, come across
Activity 1: Guess the meaning of each picture.
T : S h o w s t u d e n t s s o m e p i c t u r e s a n d a s kstudents what it is or what they are doing to lead tothe new words.
设计意图:通过图片引起学生兴趣, 直观形象地引出新单词:human being, crowd, shade, campaign, respect, argue, observe, 给学生留下深刻的印象。
Activity 2: Brainstorming. (系统记忆法)
Dialogue 1:
T: Can you express “respect” using another wordor phrase?
Ss: Look up to.
T: Good, and what is its opposite meaning?
S: Look down upon/on.
T: Well done, can you think of other phrases withthe verb “look”?
Ss: Look at, look for, look into, look through, lookout…
Dialogue 2:
T: I came across Zhang Xue in the street yesterday.That means that I met her unplanned. Do you knowthe meaning of “come across” in this sentence?
Ss: It means“偶然遇见”.
T: Great! You are very clever! Can you think ofmore phrases about “come”?
Ss: come out, come in, come up with, come into, come by…
设计意图:通过已知词汇“respect”, 引出其近义词“look up to”, 又引出新单词“look down upon”。这个动词, 让学生回忆起以前学过的所有关于这个动词的搭配, 既学了新短语, 又巩固了已经学过的短语, 扩充了词汇量。
Activity 3: Give the word correct meaningaccording to the sentences. (情境记忆法)
根据语境猜词义:
1. A. 投递, 运送B. 发表 ( 演讲等 ) C. 宣布, 助产, 接生
(1) The mailman delivers the mail twice a day inthis area. ( )
(2) She delivered a healthy baby. ( )
(3) She will deliver a speech about how to studyEnglish tomorrow. ( )
2. A. 参考, 参阅B. 把……称作C. 指…而言
(1) Complete the exercise without referring toyour notes. ( )
(2) When I said someone is stupid I wasn'treferring to you. ( )
(3) Don't refer to your sister as a silly cow. ( )
设计意图:让学生学会在具体的情境下灵活运用词汇, 注意一词多义。
Activity 4: Filling in the blanks. (6mins) (重复记忆法)
(1) 过着幸福的生活lead a ________ life
(2) 过着简朴的生活lead a ________ life
(3) 过着艰苦的生活lead a ________ life
(4) 过着凄惨的生活lead a ________ life
(5) 过着舒适的生活lead a ________ life
设计意图:不同的句子, 相同的短语。通过更改短语前的修辞, 不断地重复, 让学生掌握“lead a…life”这一短语的用法。
Activity 5: Replace the words or phrasesusing new words. (以旧带新法)
(1) The guard waved the f lag and the train got away.
(move off)
(2) It happened quite by accident.
(by chance)
(3) She is in favor of the president’s opinion.
(support)
设计意图:以旧带新, 通过近义词帮助学生学会新单词。既复习旧单词, 又掌握新单词及短语。
Step3: Listen to the tape. (5mins)
T: Play the tape and make students pay attentionto the pronunciation of these words.
Ss: Listen to the tape and follow it to read in awhisper.
Ss: Read for each other and correct the mistakesin pronunciation.
设计意图:学生对单词已经有了初步印象, 再放单词录音, 学生更印象深刻。让学生跟着录音读, 同伴互读, 从根本上纠正发音。掌握标准的发音是学习词汇的关键。
Step 4: Some usages of the key words:behave, observe, argue, intend. (8mins)
Group work: Make students look up the usage ofthe following words by referring to their dictionaries.Then ask a speaker of each group to explain a wordto other students. (Each group chose one word toexplain) , students have right to ask questions.
设计意图:学生自己讲解单词能够发挥学生的学习主动性和小组合作精神, 激发其学习兴趣, 让学生真正成为课堂的主人, 注意力更加集中。有不到位的地方, 老师再加以完善和补充。
Step 5: Have a competition. (5mins)
Activity 1: Filling in the blanks.
(1) They were observed _____ (enter) the bank, so someone dialed 110.
(2) We are always arguing _____ each other_____ money.
(3) The book is intende ____ advanced learners.
(4) No matter what you have achieved, you haveno reasons to look down ____ others in your fi led.
(6) The lecturer move ____ before the audiencecould raise any questions to him.
Activity 2: Translate the phrases in English.
(1) 我知道在学校如何 ( 守规矩 ) 。
I knows how to ______________ in school.
(2) 你可以 ( 在字典里查 ) 这个单词的意思。
You can ______________________ to find themeaning of this word.
(3) We show ______________________ ( 非常尊敬 ) our English teacher.
(4) You’re to ___________________ ( 把这些花送到 ) before 10.
(5) 我昨天偶然碰到了一个老朋友。
I _________________________ yesterday.
(6) 我出生的时候, 我的祖父过着穷困潦倒的生活。
When I was born, my grandpa ______________.
(7) In the old days, his father was not able to earn enough money to ______ ( 支撑 ) his family.
设计意图:竞赛的练习题由易到难, 逐步加深。采用小组竞赛的方式, 不仅能够调动学生的积极性, 活跃课堂气氛, 还能帮助学生重复记忆所学词汇, 印象更深刻。
Step6: Try to make a short story using thewords we learnt today. (at least 8 words shouldbe included) (10mins)
T: First make students in groups to write one ortwo even more sentences including the words welearnt in the class. Then try to connect the sentencesusing conjunctions.
设计意图:通过不断的翻译、写句子、写短文, 逐步帮助学生加深对所学单词的印象, 逐步培养学生遣词造句的能力, 培养学生在特定情境下运用词汇的能力, 展示学生作品, 培养学生的小组荣誉感和胜利的自豪感。
范文展示:
六、教学评价设计
评价内容:
1. 小组词汇竞赛
2. 小组合作写出的小作文
评价方法:
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