下面小编给大家整理的高一英语第三单元教案（共含17篇），希望大家喜欢!同时，但愿您也能像本文投稿人“无情黄油”一样，积极向本站投稿分享好文章。
根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化，分别是：语言知识，能力目标，情感目标，文化意识，和学习策略。
1.语言知识目标
掌握并能运用下列词汇：
tient,serious,intelligent,energetic,amusing,nervous,shy,strict,impression,respect,organise,appreciate,admit…
2.语言技能目标
运用表示个性特征的词汇描述熟悉的人物;理解介绍教师风格的短文，了解不同教师的个性特征和教学风格，获取信息并掌握和理解作者的观点;简单描写自己身边的老师。
3.学习策略目标
搜集和运用所学词汇、短语;对介绍教学风格的材料进行理解、分析、比较和总结;体现自主合作探究相结合。
4.文化意识和情感态度目标
加深对老师的了解和热爱, 既发挥学习主动性也配合教师的教学工作，实现感情交流, 使师生关系更加融洽。
(三)教学重点与难点
重点：围绕学校生活对教师个性特征、教学风格进行描写。
难点：了解不同教师的教学风格，并运用于实际。
二、说学情
在教学过程中，对学情的了解是教师因材施教的关键。高中的学生注意力有一定的稳定性，观察能力很强，具有一定的目的性，系统性和全面性，已经初步实现从具体思维向抽象思维的过渡。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。同时，自我意识增强，拥有强烈的主观能动性。尤其是海南省新课改实施以后，他们更是拥有很强烈的自我展现意识与欲望，不但在乎别人对自己的评价，更渴望得到别人的关注和赞赏。他们已具有了一定的自主合作和探究的能力，具有了一定的英语语言知识和英语应用的能力，具备了基本的英语思考和英语表达的基本技能。
因此，设计这节课时，我充分考虑到学生的主体性，把自己作为与学生一起探讨的一员，以亦师亦友的身份走进他们，以基础的语言启发他们，以轻松的话题开始，以愉快的交流展开合作，充分创造机会让同学们都拥有成功的喜悦，在和谐的氛围中探究并完成教学任务。
三、说教学方法
新课程提倡运用任务型教学途径，围绕核心问题，设定小任务;围绕文章内容，尽可能提供训练学生技能的机会;开展自主性学习的课堂活动，强调合作探究与独立思考相结合。任务型教学：任务型教学强调语言学习应该是在“做中学”“用中学”。任务设计应该贴近学习者的生活，才能激发学习者的背景知识，激发他们的学习的兴趣，语言才能在经意中习得(incidental acquisition).
这节课本人主要采用任务型教学法和活动教学法，借助多媒体展开教学活动。通过运用阅读技巧，如查读等方式提高阅读能力，从而使学生掌握阅读策略，同时围绕文章设计多种语言活动，以自主合作等多种形式，引导学生根据不同的学习任务尝试使用不同的学习策略，使良好的学习习惯得以培养，自主学习和合作得以发展，交际能力和综合运用能力得以提高。
四、说学法
通过本课教学，我将主要培养学生掌握以下学习方法：
1.参与式学习法：培养他们从练中学，在学中用，通过设置符合学生知识水平的活动让学生参与、体验、实践，并从中品味在活动中的乐趣。
2.知识迁移法：培养学生善于运用所学知识来分析和解决问题的能力。
3.合作学习法：通过小组形式完成多种活动，培养探究和合作意识与能力。
五、说教学过程
Step1. Lead-in(Brainstorming)
让学生分成两大组，男生一组，女生一组，进行竞赛，使用学过的形容词描述老师，说出最多形容词的小组获胜。
T: What shall we talk about today?
S: My New Teachers.
T: You have already been students for about 9 years. During the 9 years, you must have met different teachers.
Could you use some adjectives to describe these teachers?
S: Yes.
T: Let’s play a game. I’ll divide the class into two parts. One part is boys, the other is girls. Let’s see which group gets more words.
第一环节：导入与复习。这部分起到复习旧知导入新知的作用。主要任务是使用学过的形容词描述老师，既复习了上节课涉及到的词汇，又很自然地进入到今天主要谈论的话题。为避免学生对词汇复习感到枯燥无味，于是采用游戏形式Brainstorming完成，程度地调动了学生的学习兴趣，所以这部分也属于激趣阶段。Step2: Pre-reading
1.把课文中的三位教师的图片扫描到电脑上展示给学生看，在课件中通过呈现照片使学生对课文中的三位老师产生亲切感，让学生描述着三位老师，并根据图片猜测三位老师的个性和风格，尽可能用学过的词汇表达自己对三位教师的第一印象。
2.让学生带着Reading Activity1中的两个问题，进行听力训练，使学生初步感知课文内容，训练学生的听力扑捉能力，为进一步的阅读理解打下基础。
T: Talking about teachers is an interesting topic for students all the time.
Now, we’ll read three compositions about three teachers written by their students. And we’ll know more about them. Let’s know them first.
S: Mrs Li, Mr Wu, Mrs Chen.
T: First, let’s listen to the tape and try your best to answer the two questions.
1. Which teachers do students like a lot?
2. Who is a very good teacher but is serious and strict?
Step3: While-reading
1.总体阅读文章，只要求理解，核对听力中的两个问题的答案。
2.每个学生一边阅读一边记下不懂的地方，然后两人一组，互相帮助解决语言形式引起的理解问题，如，生词或短语，完成课本上的Ativity2&3的词汇练习。
3.再一次阅读，回答课文中Ativity4的问题，培养查读技能。
(1) Which paragraphs tell us what the teachers look like?
(2) What subjects does each teacher teach?
(3) Who is the most popular teacher?
(4) Who is the kindest teacher?
(5) Which teacher is students most afraid of?
(6) Which teachers explain things clearly?
4.全班分为三大组，每一组分别对课文进行小结，完成表格。这一活动培养学生的合作精神和总结能力。利用表格进行读书摘记，使课文内容化繁为简，思路清晰，易于对比三位老师的个性特征和教学风格。
Name
Subject
Appearance
Personality
Examples
Mrs Li
Mrs Chen
Mr Wu
Step4.Post-reading
1.让学生两人一组，讨论下列问题：
Which teachers do you like best, Mrs Li, Mrs Chen or Mr Wu? Why?
2.呈现学生身边任课教师的真实照片，让学生运用所学词句描述自己熟悉的老师特征。让学生四人一小组讨论，然后写下要点进行汇报。
这一环节属于学生语言能力的拓展、知识的灵活运用。通过呈现学生身边任课教师的真实照片，让学生运用所学词句描述自己熟悉的老师特征这一活动联系了学生的真实生活，学生比较感兴趣，每个学生都有话要说。通过这一活动，使学生把所学语言运用于实践当中。
通过以上各个环节的设计与实施，从多方面强化语言技能的训练，全面培养学生的综合英语能力。
Step 5. Homework:
Write a composition about your favorite teacher.
六.板书设计
1. Words describing your teacher:
Team1(Girls) Team2(Boys)
Patien kind
Lively popular
... …
2.利用多媒体课件展示一些图片、阅读理解问题和读书摘记表格。
Good evening ,dear teacher, I'm pleased to have the chance to show you my teaching opinions. The topic I will talk about is from Book 4 unit 1 women of achievement . It consists of 6 parts.
Part I. The analysis of teaching material
First is my analysis of teaching material, this unit will talk about a few great women, and the article will focus on Jane Goodall, a great woman, as an animal lover, she tried her best to call for protection of wildlife. So we can see the article aims to enhance the students' awareness of wildlife protection.
Part II. Teaching aims:
According to the new standard curriculum and syllabus , and study the teaching material , I think the teaching aims are as follows:
1. Knowledge aims: (firstly) to master the new words, phrases ,and useful expressions
2. Ability aims: secondly to develop the ss' reading skills such as : listening , speaking , Reading and writing .
3. Moral aims: thirdly by learning the passage, let the students realize that everyone should have the responsibility to protect the wildlife.
Part III. Teaching and learning methods:
In order to achieve the teaching aims , I will use the task-based and students-centered methods , and the teacher acts as a director. I will also use encouraging words such as : have a try , a good job, excellent, and so on and make full use of modern equipments.
Part IV . Difficult and important points :
Now let's come to difficult and important points , It's about the great women, so we can learn a lot of good qualities of Jane Goodall, and the difficult point is to develop the students reading skills and communicate with each other fluently.
Part V. Teaching procedures:
Next part is the most important part, teaching procedures.
Step 1. Leading-in
At first, I will show some pictures about great women, and ask/encourage the students to guess who they are , and what makes them great. In the last picture , I will show some pictures about her work in the forest , According to the pictures, what did she do ? In this way , we will enter the passage.
Step 2.skimming.
43minutes to get the main idea of the passage, this step will train the students' fast reading ability. And grasp the key information of the passage.
Step 3 . Scanning
According to the main idea, we know Jane Goodall spent 40 years in the forest, .
1. Why did she go to Africa ?
2. What did she do there?
3. What did she achieve ?
According to these questions and a table , to complete the scanning .
Step 4 language points:
While they are reading , they may meet some new words , phrases, or even sentences, first they can underline it and then discuss it with your partner. And I will also show some useful expressions. Such as:
1. Worthwhile /worthy /worth
2.only after ...... Was she allowed ....
Step 5. Discussion .
Right now we know Jane Goodall devoted her most time to research, now what made her great ? And what did you learn from her ? 4 minutes to discuss in groups , and then some will present their opinions to us. This step will develop the students' ability of cooperation , communication and expression.
Step 6. Homework .
Finally , it is the homework , write a composition , try to introduce Jane Goodall , what did you learn from her? You can use words and phrases as many as you can you have learned in your passage.
Step 7 . The blackboard design.
A good design will have a better understanding. So here is the title , and on the left are the key words ,or phrases, on the right are some sentences.
Now a clear design will help them understand better.
So much for my teaching ideas. Thank you for your attention.
Lesson Plan Interpretation
NSEFC Book1 Unit3 Travel Journal
Hello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.
Ⅰ. The theoretical basis
First, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.
II. Understanding of the teaching material
My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.
At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.
That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:
a) Knowledge objectives
By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.
b) Ability objectives
Actually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.
c) Moral objectives
Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.
Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.
III. Teaching methods and studying ways
That’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.
Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.
I will use computer and blackboard as my teaching aids.
Ⅳ. Teaching procedure
Here comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.
Step I: Lead-in and pre-reading (7mins)
Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.
In activity one, I will ask Ss two questions “Do you know some great rivers in China?” and “Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.
In activity two, I will ask the Ss to discuss in pairs and answer the question ”How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.
In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.
Step II: While-reading (21mins)
While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.
1) Fast reading
During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.
2) Careful reading
After getting the general idea of each Para., I will deal with the details Para. by Para..
In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.
In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.
And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.
Step III: Consolidation (6mins)
After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.
Step IV: Post-reading (10mins)
That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.
The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.
The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation
Step V: Homework (1min)
Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..
Ⅴ. Blackboard design
On the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.
That’s all for my interpretation. Thank you for your att
高一英语第三单元教案
科目 英语
年级 高一
文件 high1 unit3.3.doc
标题 American English（美式英语）
章节 第三单元
关键词 内容
一.教法建议
【抛砖引玉】
在过去3左右的时间里，美国英语（American English）和英国英语（British English）都发生了很大的变化，它们的发展自然不尽相同，但二者之间区别并不是天壤之别。多数英国人和美国人可以很容易地互相听懂，两国的书面语言也非常近似。对于学习英语的中学生来讲，了解英语单词是美式拼写还是英式拼写，是美式发音还是英式发音，对知道某份书面材料到底是源出于美国还是英国是很有帮助的。从另一个角度来看，随着我国改革开和的步伐向21世纪的纵深加快，广播教学和录像教学日益普及，日常生活中对美国英语的直接接触更为广泛。目前中学英语中录制的各种英语教学磁带也多属美国英语。因而，特别注意对美语的学习，并不断扩充富有时代特色的美语式交际英语无疑是非常必要的。本单元将给同学们打开一扇了解美式英语的窗口，那就请同学们从本单元中边窥视它的区别点，边欣赏它们各自的独特魅力吧！
【指点迷津】
A.单元重点新词读音归类
1.[i:]wheel reason 2.[ ]plan gas Spanish character
3.[u]cookbook 4.[ ]fall store
5.[ei]explain tape pronunciation mail 6.[au]pronounce however howl
7.[ ]European 8.[ ]Indian
9.[ ]Europe European 10.[z]reason
11.[i]difficult movie Indian direct indirect explain character pronunciation British
12.[ ]difficult pronounce however western Europe European pronunciation character holiday Britain
B.单元重点新词透视
1.difficulty作不可数名是“困难，费力”；作可数名词是“难事，难点，具体困境”。
测试要点：
(1)have some (no, little, much, a lot of, a great deal of )difficulty/trouble+(in)+doing在……有困难 如：They have no difficulty in talking with each other in English. 他们用英语交谈毫不费劲。
(2)have some (no, little, much, a lot of, a great deal of, great )difficulty/trouble+
with+n.在……有困难 如：She has much difficulty with such a long speech.她作这样长的一个报告有很大困难。
(3)with difficulty“困难地，费劲地”是副词短语作状语。He breathed with difficulty.
(4)without difficulty容易地，不费吹灰之力地
(5)in difficulty“处于困境中”是介词短语起形容词的作用。
注意：sth+be+difficult+to do(习惯上不用to be done)。如：This play is difficult to enjoy.欣赏这部戏剧不容易。（不用to be enjoyed）
2.plan作可数名词是“计划，打算，规划，方案”。如：Fred is excited about his family’s plan for a vacation in California.弗雷德对于他一家人要到加利福尼亚去度假的计划感到非常激动。
作及物动词和不及物动词。其后可跟不定式、名词、代词或者what引导的宾语从句。如：
He plans to go to Australia some day.他计划有朝一日能去澳大利亚一次。
He began to plan what he would do with his Sundays.他开始计划怎样度过星期天。
测试要点：
(1)该词的过去式、过去分词和现在分词要双写字母“n”。如：Have you planned your trip?你打算作一次旅行吗？
(2)a five-year plan一个五年计划，in a planned way有计划地
(3)make plans for为制定计划
(4)plan on +doing打算 如：I am planning on going to Beijing next month.我打算下个月去北京。
(5)plan ahead提前计划
(6)在省略句中，plan后用to代替前面的宾语。如：
--Have you planned to go abroad?
--Yes, I’ve planned to.（省去了go to abroad）
3.medicine作不可数名词是“医学，医术，内科学”。虽然可作可数名词“药”，但通常指口服的药，不加-s。
测试要点：
(1)给某人一些药give sb some medicine
(2)吃药/服药take/have some medicine
(3)学医study medicine
(4)medicine的形容词为medical“医学的，医术的，医疗上的，医疗界的”。如：a medical college医学院，free medical service
4.British不列颠的，不列颠人的，英国的，英国人的 如：the British Museum大不列颠博物馆
He is German, but his wife is British.他是德国人，他的妻子是英国人。
Britain不列颠（英格兰、威尔士和苏格兰的总称） 英国的全称：the United Kingdom of Great Britain and Northern Ireland大不列颠及北爱尔兰联合王国
5.however作连词和副词，意思是“然而，可是，尽管如此，无论如何，不管怎样”。
测试要点：
(1)常把however置于句首，句子使用倒装结构，即把后部的形容词和副词直接跟在however之后。如：She always goes swimming, however cold it is不管天气多么冷，她总是去游泳。
However hard the work may be, we must finish it on time .无论这工作多么难，我们必须按时完成。
(2)however作副词时是插入语，可放在句首、句中或句末，往往用逗号和其它部分隔开。如：
However, we still look into the matter later.不过我们以后要调查这件事。
He was ill, however, he decided to go.他病了，然而他仍决定要去。
(3)He said that it was so, he was mistaken, however.他是这样说的，可是他错了。
6.movie“电影，电影院”，常用于美国英语中，英国英语中。如：
a movie fan电影迷，a movie star电影明星，a movie house电影院，moviegoers常看电影者，go to the movies=go to the cinema=go to see a film去看电影
7.mail是美国英语作名词是“邮政，邮递，邮件”，英国英语用post。作动词是“邮寄”。如：
测试要点：
(1)by mail通过邮寄 如：I sent her a dictionary by mail.我寄给了她一本字典。
(2)作不可数名词时常和a lot of , much, a large amount of连用，表示大量的信件。如：
There was much mail last week.上周邮件很多。
(3)作可数名词时常与定冠词the连用。如：
The ship sank and the mails were lost .船沉了，邮件全丢失了。
(4)作及物动词用，如：He mailed /posted a parcel last month.他上个月寄了那个包裹。
8.reason作可数名词是“理由，原因，道理”。如：
These are our reasons for doing it .这就是我们干此事的理由。
You have no reasons to get angry.你没有道理生气。
作不可数名词是“理智，理性，理解力，情理”。如：
There is a great deal of reason in his advice.他的劝告中有许多道理。
作动词是“推理，推论，评理”。如：
reason with sb for/against为了赞成或反对……和某人评理。
测试要点：
(1)the reason作主语其后的表语从句中用that连接。如：The reason why we are late is that our car did not come.那就是我们要你来的原因。（注意不要选why）
(2)the reason后的定语从句的连接词可以是why, that或者省略。如：That’s one of the reasons (why, that, ×)I asked you to come .那就是我要你来的原因。
(3)reason的形容词为reasonable。如：His words sound reasonable.他的话听起来有道理。
（注意不要用reasonably,因为sound为系动词要求形容词作表语。）
9.explain作及物动词和不及物动词是“解释；说明”。其名词为explanation.
测试要点：
(1)explain后不能紧接双宾语，应用：explain sth to sb。如：She explained the reason to ne carefully.她认真地向我解释了原因。（注意不要用：explain sb sth）
(2)explain后可以接that, how, why等引起的从句。如：
Please explain to me how this sentence is read .请给我解释一下这个句子怎么读。（不要用：explain me how …）
(3)注意explain和explanation在拼写上的变化很大。
(4)explain oneself交待清楚。如：She was made to explain herself at the meeting .会上要求她交待清楚。
10.character作可数名词是“汉字，字体；小说或者戏剧中的人物角色”。作不可数名词是“性格、品质、性质、特征”。
测试要点：
(1)in character在性格上 The twins are different in character.那对双胞胎的性格不一样。
(2)She is a woman of a firm character.=She is firm in character.她是个意志坚强的人。
(3)She is a woman of character.她是个有个性的人。
`C.单元重点词组扫瞄
1.(1)have some (no, little, much, a lot of , a great deal of )difficulty/trouble+(in)+doing在……有困难 如：They have little difficulty in mailing the letter. 他们向国外寄这封信毫不费劲。
(2)have some (no, little, much, a lot of, a great deal of ,great) difficulty/trouble+with+n.在……有困难如 She has lots of difficulty with her geography.她学习地理有很大的困难。
2.ask sb for sth向某人要某物，向某人询问某事。如：
He entered, asked for a coffee and sat down.
A student asks his or her parents for money and clothing.
You can write to BBC English and ask for any information you need.
注意：ask after问候，ask out邀请外出
3.more or less或多或少；大体上；差不多
The work is more or less finished.
This train arrived more or less on time.
注意：neither more or less正好，恰如其分
What you said is neither more or less.你说得恰如其分。
4.come about产生；发生=happen, take place
How did these differences come about ?
注意：come across越过，偶然碰见,come after跟踪而来，come alive活跃起来，come along一道来，进展，come around绕道而来
5.the same as; the same…as和……一样
At first, the language stayed the same as the language used in Britain.起初，这语言与英国使用的语言一样。
She is the same age as you.她和你同龄。
6.a great many=a good many=a large/great number of很多，相当多的
注意该词组修饰可数名词，后面有无of的用法请对比下面两句：
A great many books in the library are new.图书室中的很多书是新的。
A great many of the books in the library are new.图书室的书中有相当一部分是新的。
7.and so on等等
The clothes were red, green, blue, yellow and so on.
They spent their time visiting friends, reading, watching television, and so on.
注意：and so on =and so forth=etc.=and so on and so forth=and the like =and things
8.bring in引来，引进，介绍，收入，领……进来
Stick to the point;don’t bring in things that are not important.紧扣要点，不要把不重要的话题扯进来。
They started to use English, but they also brought in some words from their own languages.他们开始使用英语，但把他们自己语言中的一些词也带了进来。
Someone wants to see you .Shall I bring him in ?
注意：bring about带来，造成，bring back归还，bring up抚养，呕吐,bring down打落，使……降低，bring out发表，拿出
9.change…into=turn…into把……变成
Please change these sentences into indirect speech.把这些句子变成间接引语。
Heat changes water into steam.加热使水变成蒸汽。
I’d like to change these pounds into dollars.我很想把英镑换成美元。
注意：有时change into是指发生了化学上的变化。
10.over the centuries=in the past few centuries在过去的几个世纪中（注意句子的时态常用现在完成时）
American English has changed over the centuries, too . 在过去的几个世纪里，美国英语也发生变化。
D.大纲规定的单元日常核心交际用语指南
如何突破语言障碍（How to smooth away the language difficulties）
1.文化背景(Culture Notes)
◆作为外语初学者，与外国人交流时，难免有听不懂的时候。此时，最好不要哑口无言，要找一些恰当的话语使交流自然地进行，如必须把下列功能套用语熟烂于心，并朗朗上口：I beg your pardon?/Would you please repeat it ?/Could you say it more slowly and clearly?/Pardon ?/I’m sorry I know only a little English./ I’m sorry I don’t quite follow you./How do you pronounce the word ?/How do you spell your name?/What does“fall”here mean ?/I didn’t catch you./I don’t understand what you mean./May I ask a question ?Could you repeat what you said just now ?……
当对方听到这样的话语时，可能会换一种表达方式或附加一些解释语言以便使你容易地接受。
◆在跨文化交际中，语言障碍只是一个方面，如对方使用的词汇你没有学过，对方使用的句型你没有接触过，对方工作的生活状况你不了解，对方所处地域的习俗你一点不知，对方国家的文化背景、人生价值念等你一无所知，那这些都可能直接地影响着你的交际成功与否。
◆A：Please get me a drink from the fridge, Tang jing.
B：Pardon ?
A：Please--a drink--fridge.
B：What do you mean by“fridge”.
A：Oh, that’s the short form for“refrigerator”.
B：Oh, you mean“refrigerator”.
A：Yes .
B：Ok, just wait.
E.单元语法学习目标
直接引语变间接引语“四注意”
本单元是学习直接引语和间接引语，有些同学过分拘泥于那些规则，不敢变通，有时造成很大的失误。所以建议同学们从语言实际运用的角度注意以下几个方面：
（一）.间接引语即为宾语从句。间接引语是从直接引语转换来的，结构上就是宾语从句。可从以下四种句型去掌握。
1.直接引语是陈述句时，间接引语是由连词that引导的宾语从句，that常可省略。主句中的say to sb.常根据需要改为tell sb。
①He said, “I’m a doctor.”→He said(that)he was a doctor.
②She said to me, “I’m studying English these days.”→She told me that she was studying English those days .
2.直接引语是一般问句时，间接引语是由whether(if)引导的宾语从句。主句的谓语动词多用ask。
③She asked, “Are you preparing for it ?”→She asked whether(if)we were preparing for it .
如果问句是表示“建议”，可用动词suggest或advise加宾语从句或适当结构来完成。
④“Shall we meet at the theatre?”he said.
→He suggested that we should meet at the theatre.
→He suggested our meeting at the theatre.
3.直接引语是特殊问句时，间接引语为原来连接代间（副词）引导的宾语从句。
⑤He asked,“Which one do you like best？”→He asked which one I liked best .
4.直接引语为祈使句时，变成“ask /tell/order等动词+宾词+to不定式”。如直接引语是let引起的祈使句，改为间接引语用“should+动词原形”。
⑥He said,“Get everything ready in two hours.”→He asked us to get everything ready in two hours.
⑦Tom said, “Let’s have a cup of coffee.”→Tom said that we should have a cup of coffee.
(二)时态转化中的不变。
1.直接引语若表示的是客观事实或真理，变为间接引语时时态不变。
⑧The teacher said to the pupils, “The earth is round.”→The teacher told the pupils that the earth is round.
2.当引语中有表示某一具体的过去的时间的状语，谓语动词的时态情况不需要作调整。
⑨My father said to me ,“I was born in 1945.”→My father told me that he was born in 1945.
(三)其它方面转化中的不变
如直接引语要变为间接引语，转述发生在当天、当地的事，直接引语中的come here, tomorrow, this morning, today, yesterday等不必随着改变。
10.He said ,“I’ll come here this evening.”→He said he would come here this evening.
11.This morning he said ,“I’m leaving for Beijing tomorrow.”→This morning he said that he was leaving for Beijing tomorrow.
(四)结合实际，灵活使用。
学习语法要结合实际，提高运用语言的实际能力。直接引语变间接引语也要看情况，做到用适当的表达方式准确引述原话。请看下例：如果设A为听者，B和C为第三者，可根据转述者和听者的不同，分别转述为如下的间接引语。
12.He said,“You are in Class Two.”
→He said that I was in Class Two.(A对B、C转述)
→He said that you were in Class Two.(B或C对A转述)
→He said that he（he-指A）was in Class Two.(B对C或C对B转述)
如果说话者转述自己的话，人称也不需变化。
13.I said to her, “I have done my best.”→I told her that I had done my best.
同时，在变化时直接引语中有多种句型时，要根据实际灵活地运用，这样英语的表达才能更准确。
14.He said, “Will you do it ?”and I said ,“Yes .”→He asked if I would do it and I said that I would.
二.学海导航
【学法指要】
如何破解与汉语意义相反的特殊回答
请看下面两道考题：
1.--You haven’t been to Beijing, have you?
--. How I wish to go there!
A. Yes , I have B. Yes, I haven’t C. No, I have D. No, I haven’t
2.--Please don’t make a noise.
--___.I’ll be as quiet as a mouse.
A. Yes, I won’t B. No, I won’t C. No, I will D. Yes, I will
这两道题的答案分别为D和B。做这类题目时，首先要知道Yes后只能接肯定形式，No后只能接否定形式。如第1题中的B、C，第二题中的A、C，无论在任何情况下是不存在的；其次要知道这类题目的回答与汉语意义相反，即将Yes译成“不”，表示反对对方观点，“NO”译成“是的”，表示支持对方观点；最后根据语境揭示判断正确答案。
与汉语意义相反的特殊回答主要出现在下面三种情况。
(一)出现在陈述部分否定，疑问部分肯定的反意问句中。例如：
1.--You won’t go there by bus, will you ?
--No, I won’t .I’ll just walk.是的，我不会，我将步行。
2.--You never fall asleep in class, do you ?
--Yes, I do sometimes.不，我有时睡。
(二)出现在否定的祈使句或陈述句的对话中。例如：
3.--Please don’t be late for class.
--No, I won’t . I will be as early as possible.是的，我不会，我要尽可能地早到
4.--I hope you weren’t ill.
--No, Jeanne, I wasn’t ill.是的，让娜，我没病。
(三)出现在对否定的一般疑问句的回答中。例如：
5.--Didn’t you have a good time at the meeting ?
--Yes, a very good time.不，玩得很痛快。
6.--Can’t you remember doing the silly thing ?
--Yes, I can. I regret having done it.不，我记得，干了这件事我后悔。
【针对训练】
请根据语境提示选出正确答案。
1.--Tom doesn’t like dancing, does he ?
-- ,but he used to .
A. yes, he does B. Yes, he doesn’t C. No, he does D. No, he doesn’t
2.--The book isn’t easy for Jack to understand, is it ?
-- .His foreign language is far better than expected.
A. Yes, it is B. No, it isn’t C. I don’t think D. Yes, it does
3.--You didn’t go to the concert, did you ?
-- .I ought to have gone.
A. Yes, I did B. No, I didn’t C. Yes ,I didn’t D. No, I did
4.--Shouldn’t we invite more people to the dance ?
-- .A small dance is the most fun.
A. Yes, we should B. No, we should
C. Yes, we shouldn’t D. No,we shouldn’t
参考答案：1--4DABD
【妙文赏析】
A Story About Four People
This is a story about four people named Everybody, Somebody, Anybody and Nobody. There was a very important job to be done, and Everybody thought that Somebody would do it. Anybody could have done it, but Nobody did. Somebody got angry about that because it was Everybody’s job. Everybody thought that Anybody could do it, but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed（责备）Somebody when Nobody blamed Somebody when Nobody did what Anybody could easily have done.
关于四个人的故事
这是一个关于“人人”“有人”“任何人”和“没有人”四个人的故事。有一项很重要的工作要做，“人人”认为“有人”将做这项工作，“任何人”能完成这项工作，但“没有人”做这项工作。“有人”对此生气了，因为它是“人人”的工作。“人人”认为“任何人”能做这项工作，但“没有人”认识到“人人”不愿做这项工作，其结果是当“没有人”做了“任何人”能很容易完成的工作时，虽然“没有人”责备“有人”，但“人人”却责备“有人”。
【思维体操】
介词用法比较精选精练
在下列每组句子的空格处填入一个正确的介词。
1.(1)Do you know the difference the two verbs?
(2)The two words are different the Chinese meaning.
(3)The word“past”is different the word“passed”.
2.(1)Ted cut the apple half.
(2)Ted cut the apple halves.
3.(1)It’s very kind you to help me with my studies.
(2)Our neighbour is always king us .
4.(1)The teacher is writing a piece of chalk.
(2)The teacher is writing red ink.
(3)The teacher is writing a piece of paper.
(4)The teacher is writing an old friend of his.
(5)The teacher is writing a letter an old man who can’t write.
5.(1)Meat does not keep good hot weather.
(2)Our teachers are always good us students.
(3)The girl is good drawing animals.
(4)Fresh air is good your health.
6.(1)We had learned 1,000 words the end of last term.
(2)We have the final examination the end of every term.
(3)They all passed the entrance examination the end.
7.(1)The teacher is rather strict his pupils.
(2)The teacher is rather strict his work.
8.(1)Paper can be made wood.
(2)Wood can be made paper.
(3)The chairs and tables can be made wood.
(4)The football team is made twenty players and a coach.
9.(1)The children are waiting the railway station their mother.
(2)The children wait their sick mother hand and foot.
10.(1)Henry dropped in Mr Crossette yesterday evening.
(2)Henry dropped in Mr Crossette’s yesterday evening.
答案
1.between,in,from 2. in,into 3.of ,to 4. with,in,on,for 5. in,to,at,for 6.by,at,in 7.with,in 8. from,into ,of ,up 9.at,foron 10. on,at
三.智能显示
【心中有数】
美国英语和英国英语在拼写上的差别探微
1.词尾-or与-our的区别就是英式拼写为-our结尾，但美式拼写为-or。如：
colour=color,favour=favor喜爱，labou=labor劳动，neighbour=neighbor,honour=honor
2.词尾英式拼写为-re，但美式拼写为-er。如：
centre=center,metre=meter
3.词尾英式拼写为-ce，但美式拼写为-se。如：
defence=defense保卫，licence=license护照，practice=practise实践，练习
4.英式拼写中词尾要双写，但美式拼写中不双写。如：
traveller=traveler,travelling=traveling,travelled=traveled
5.英式中的名词以-se结尾，但美式中以-ze结尾。如：
organise=organize组织,realise=realize认识到
6.下面的这些难以归类，前者为英式拼写，后者为美式拼写：
cheque=check支票，tyre=tire轮胎，grey=gray灰色，luggage=baggage行李，
cigarette=cigaret香烟，axe=ax斧子，plough=plow犁，programme=program节目，程序，
storey=story楼层。
【动脑动手】
从A、B、C、D中选出可以填入空白处的最佳答案。
1.--What will Jimmy do next Sunday ?
--He plans_____fishing.
A. to go B. to go to C. going D. going to
2.--How about going for swimming this Sunday ?
--_____very much.
A. I’ll like it B. I’d like C. I’ll like to D. I’d like to
3.Tom is strong,_______his brother is weak.
A. when B. though C. however D. while
4.I don’t know how the result comes____.
A. about B. on C. out D. over
5.MissShut, who teaches us ____English language, is _____European.
A. the ;an B. the; a C. 不填；an D.不填；a
6.She didn’t find the word____to pronounce.
A. easily B. is easily C. easy D. to be easy
7.I’m going to buy the same dictionary ____you bought .
A. like B. as C. that D. if
8.--Shall I explain it again ?
--Yes, Please. I couldn’t quite what you said.
A. agree with B. know about C. think of D. follow
9.Could you ___how to use the new computer ?
A. explain me B. explain to me C. explain for me D. talk to me
10._____he was interested in medicine, but now he wants to practise____.
A. First;drawing B. At first;drawing C. First;to draw D. At first,;to draw
11.In our hometown, people grow wheat, rice ,cotton,____.
A. and so on B. on and on C. for example D. so far
12.The English_____their language with them when the travelled to other countries.
A. brought B. carried C. took D. taught
13.Have you any trouble _____this problem ?
A. in B. of C. with D. to do
14.It takes ____hard work to finish the experiment.
A. a great many B. a good many C. a number of D. a lot of
15._____English is a bit more difficult to master than _____English.
A. Speaking;writing B. Speaking;written
C. Spoken;writing D. Spoken;written
【答案与简析】1.选A。plan to do“打算干”和go fishing“去钓鱼”的结合。2.选D。当接受别人的邀请时常用：I’d like/love to。意思是“很乐意”。3.选D。因为是两个不同对象比较，while含有对比性。4.选A。 5.选B。6.选C。句型为：find+…+形容词+to do。形容词作宾语补足语。7.选B。the same…as“和……一样”（暗指同一类），the same…that“和……一样”（暗指同一个）。8.选D。从再需要解释可知是用follow表示“明白，听懂”。9.B。explain sth to sb。10.选B。first“首选”，at first“起初，开始时”，practise+-ing。11.A。and so on =etc.=and so forth。12.选C。bring去带……，carry运载……，take随身携带。13.选C。have…trouble/difficulty+(in)+ing=have…trouble/difficulty+with+名词。“在……有困难”。该句型中习惯上不用to do。14.选D。A、B、C都修饰可数名词。D可修饰可数和不可数名词。15.选D。spoken Enlish口语英语，written English书面英语。
【创新园地】
用间接引语将下列对话改写成短文。开关已给出，请续写。（Y--Yang Mei;S--Sara）
Y：Good morning, Sara. I’m Yang Mei.
S：Good morning, Yang Mei. Nice to meet you.
Y：Now we are in the same class. I come from China. I just learned a little English. I have some problems in pronouncing some of the words in English.
S：No, you are doing well. I can follow you.
Y：Thank you.
S：What are you going to do at the weekend ?
Y：I’m going to see a film. Will you go with me ?
S：Yes, with pleasure.
Sara and Yang Mei were new students in the same class at school in America. Before class they had a talk. First, they said“Hi”…
请同学们写完后，把你的答案反馈给我们。
SEFS1A
Unit 3
创新园地答案
Sara and Yang Mei were new students in the same class at school in America. Before class they had a talk, First they said“Hi”to each other. Then Yang Mei told Sara she came from China and she knew only a little English. She also said she had some problems in pronouncing some of the words in English. Sara said Yang Mei was doing fine and she could understand what she said. Yang Mei was thankful. Sara asked what she was going to do at the weekend. Yang Mei was going to see a film and asked Sara to go together.
科目 英语
年级 高一
文件 high1 unit3.doc
标题 American English（美式英语）
章节 第三单元
关键词 高一英语第三单元
内容
高中英语 第一册
Unit 3
一、【目地与要求】
掌握本单元出现的单词和词组
pronounce , medicine , British , however , European , reason , explain , have some difficulty in doing……, ask…for , and so on , more or less , change…into…, come about , bring in , a great many ,等等……。
二、【日常交际用语】
Would you please say that again more slowly ?
How do you pronounce／spell… ?
I’m sorry I know only a little English .
I have some difficulty in doing sth .
I’m sorry I don’t quite follow you .
What does this word mean ?
三、【知识重点与难点分析】
1.I have some difficulty in pronouncing some of the words in English .
在某些英语单词的发音上我有些困难。
have some difficulty (in) doing sth
这是一个很常见的句型。意思是“在做某事方面有困难”。
其中介词in常可省略。在此句型中difficulty是用作不可数名词，所以前面不能加不定冠词“a”，也不能改为复数形式。但difficulty前可加any , no等词，例如：
Do you have any difficulty in translating this sentence into English ?
你把这句子翻译成英语有困难吗？
WE HAD NO DIFFICULTY IN FINDING HIS HOUSE YESTERDAY EVENING . (=WE DIDN’T HAVE ANY DIFFICULTY……)
昨晚，我们毫不费劲地就找到了他的家。
2.When do you take your near exams ?
你们下一次考试是什么时候？
注意本句中用一般现在时表示将来发生的动作。本句相当于：When will you take your next exams ?
此句用法只限于将来的事件是“列入日程”的，也就是说，是按计划或时刻表将要发生的事，则可以用一般现在时来表示将来。
例如：
When does the winter vocation begin ?
寒假什么时候开始？
What time does the train leave for Shanghai ?
开往上海的列车几点开车？
The plane takes off at ten A.M.
飞机上午十点起飞。
3.Pardon ? Would you please say that again more slowly ?
对不起，请慢点再说一遍好吗？
Pardon ? =Beg pardon ? =I beg your pardon?
是“对不起，请原谅”的意思。这里当没听清楚或没听懂对方话时，希望对方重复一遍的礼貌用语。意思是“I didn’t hear／understand what you said”同下句“I’m sorry , I don’t quite follow you .”一样，也是希望对方重说一遍的用语。
4.Written English is more or less the same in both Britain and America , though there are some spelling differences .
在英国和美国，书面英语大体上是相同的，尽管在拼法上有些差异。
more or less 作“或多或少”、“大约”、“差不多”、“几乎”解。
例如：
This work is more or less finished .
这件工作大体上已经完成了。
I’ve more or less finished reading the book .
我差不多已经把这本书看完了。
It took more or less a whole day to paint the ceiling .
粉刷天花板用了大约一整天的时间。
I think it’s more or less a crime .
我认为这或多或少是一种犯罪行为。
5.How did these differences come about ?
这些差异是如何产生的呢？
come about意思是“发生”，“造成”。与happen , take place意思相近。
How did this accident come about ?
这个事故是怎么发生的？
Nobody knows how the change came about ?
没人知道这种变化是怎样发生的？
Can you tell me when it came about ?
你能告诉我这是何时发生的吗？
6.At first ,the language stayed the same as the language used in Britain ,but slowly the language began to change from one part of the world to another.
起初，这种语言同在英国使用的语言仍然相同，但是，慢慢地它开始在一个又一个地区发生变化。
1)句中的stay是连系动词，作“保持（某种状态）”解。相当于remain , keep的意思。通常后边跟形容词作表语。
例如：
This restaurant stays open till twelve o’clock .
这家餐馆一直营业到12点。
The temperature has stayed high this week .
这个星期气温一直都很高。
2)the same as／the same…as
是“和…一样”的意思。
例如：
Your bike is the same as mine .
你的自行车和我的自行车是一样的。
I have the same trouble as you(have).
我和你有同样的困难。
I feel just the same as you do .
我和你们的感觉是一样的。
Jenny looks the same as before .
珍妮看上去同过去一样。
Mary is about the same age as your mother .
Mary大约是和你母亲同岁。
7.Sometimes , the English spoken in America or Canada or Australia changed ; but sometimes the language spoken in these places stayed the same , while the language in England changed.
有的时候，美国，加拿大或澳大利亚所说的英语发生了变化；但有的时候，这些地方所说的英语保持不变，而英国说的英语发生了变化。
1)在句中“spoken in America or Canada or Australia”和“the language”，其作用相当于定语从句。
如：Sometimes , the English which was spoken in America or Canada or Australia changed ; but sometimes the language (Which was spoken)in England changed .
2.which在句中是并列连词，表示两种情况的对照，对比或相反的情况，意思是“进而”、“而”、“却”。
例如：
He is tall while his elder brother is short .
他个子高而他的哥哥个子却矮。
English is understood all over the world while turkish is spoken by only a few people outside turkey itself .
英语世界通行，而土耳其语离开本国就很少有人说了。
8.But Americans still talk about “fall” just as people do in some parts of western England .
但是，美国人还是说“fall”，就像英格兰有些地区的人说“fall”一样。
1)本句中的助动词do与下句“In the same way Americans use the expression”I guess “(meaning “I think ”) just as the British did 300 years ago .”中的did的用法是相同的。它们分别代替上文中出现过的谓语动词“talk”和“use”，以避免不必要的重复。
2)just as , as是连词，引导一个表示方式的状语从句，意思是“正如”，“恰似”，“按照”。
例如：
Please do as I’ve told you .
请按我说的去做。
I have changed it as you suggest .
我已按照你的建议作了修改。
She loves singing and dancing , just as her mother does .
正如她母亲一样，她也喜欢唱歌跳舞。
Please leave everything just as you find it .
请让一切都保持原状吧。
9.a great many + 名词／of代词，这里一个固定搭配用法，作“许多”，“非常多”解（=a large number of ）. many在句中可用作形容词，也可用作代词。
例如：
A great many workers went on stride last week .
上周许多工人举行了罢工。
Now a great many of them are out of work .
现在他们当中许多人都失业了。
10.There are several reasons for this .
这种情况的原因有几个。
1)the／ one’s reason for sth or doing sth是一个固定搭配的用法，作“…的原因、理由”解，the reason后不能用of。
the reason why +从句，意思也是“…的原因”。在口语中也可以用the reason that .
例如：
Give me your reasons for doing it .
告诉我你做那件事的理由。
What is the reason for your hurry ?
你为什么这么匆忙？
This is the reason why he didn’t pass the examination .
这就是他考试不及格的原因。
The reason that he didn’t pass the exam was that he didn’t work hard enough .
他考试不及格的原因是学习不够努力。
3)reason与cause的区别。
reason与cause作名词时都有“原因”和“理由”的意思。reason通常指产生某种行为 或想法的推理上的理由，而cause通常指导致某一事件发生的起因。reason常和for连用，而cause常和of连用。
例如：
Please give me your reason for absence .
请你把缺席的理由告诉我。
The cause of the fire is still unknown .
这场大火的起因还不知道呢。
11.…they also brought in some words from their own languages .
…他们也把自己语言中的一些词汇带到英国中来了。
bring in是动词词组。意思是“带进来”，“请进来”，“赚得”，“带来收入”。
例如：
We’ll bring in a professor to give us a lecture on the difference between American English and British English.
我们准备请一位教授来给我们讲一讲美国英语和英国英语的差异。
Don’t bring Peter in .He will do nothing to help us .
不要请Peter来，他不会帮我们什么忙的。
His orchards bring(him)in ＄ a year .
他的果园每年可赚二千美元。
He does odd jobs that bring him in ten to twelve pounds a week .
他做零工每月可赚十至十二英镑。
12.I have some difficulties with pronunciation .
我在发音方面有些困难。
在这句中difficulty是可数名词，意思是“sth difficult to do or understand =难事，难做的 事或难懂的事。”
例如：
She met with many difficulties when she was traveling in Japan .
她在日本旅行时遇到了许多伤脑筋的事。
I want to marry her , but my parents are making difficulties .
我想同她结婚，但我父母却从中阻挠。
13.I don’t have any more tapes .
我再也没有磁带了。
not…any more／no more 意思是“不再”，“再也不”。
例如：
She said that she wouldn’t go there any more .(=she said she would go there no more .)
她说她再也不会到那儿去了。
We couldn’t stand it any more .
我们再也忍受不了了。
I don’t want to see him any more .
我再也不想见到他了。
14.I practised writing them for homework .
我在作业中练习写这些（汉字）。
practise sth or doing sth 练习做某事。注意practise后要跟名词或动名词，不能跟不定 式。
例如：
They are practising speaking English with some foreigners now .
现在，他们正在同外国人练习说英语呢。
He practises running every morning .
他每天早晨都练习跑步。
四、【背景知识】
英国英语和美国英语之间的区别主要有以下几个方面：
1)在词汇方面的区别：
gas／gasoline(美)──petrol(英)； baggage(美)──luggage(英)；
package(美)──parcel(英)； mail(美)──post(英)；
movie(美)──film(英)； subway(美)──underground(英)；
stairway(美)──staircase(英)； soccer(美)──football(英)等。
2)在拼写方面的区别：
check(美)──cheque(英)； jail(美)──gaol(英)；
tire(美)──tyre(英)；
美国英语一般用-or词尾，英国英语用-our词尾：
color──colour； favor──favour；
labor──labour等。
美国英语用-er词尾，英国英语用-re词尾：
center──centre； meter──metre；
theater──theatre等。
美国英语不双写辅音字母l，英国英语要双定辅音字母l：
marveled──marvelled； quarreler──quarreller；
traveling──travelling等。
3)在读音方面的区别：
again[′gein](美)──[′gen](英)；clerk[kl:k](美)──[kla:k]；
laboratory[′lebrtri](美)──[l′brtri](英)；
此外，像dance , class , fast , half , past这些词中的元音字母a ，美国英语读作[ e ]，英国英语读作[ a :]，如[dens](美)──[da :ns](英)；[kl es](美)──[kla :s](英)；[f est](美)──[fa:st](英)等。
4)语法方面的区别：
在表示汉语“有”的概念时，美国英语多用动词have，英国英语多用动词完成式have got。
例如：I have a new car.(美)──I have got a new car.(英)。又如，美国英语说I insisted that everything be ready by six o’clock that evening，而在当前标准英国英语里，这类虚拟语气形式是“should”+动词原形，也就是：I insisted that everything should be ready by six o’clock that evening .
尽管美国英语和英国英语有着上述的一些区别，但这些区别并不影响相互之间的交际。
一、教学内容分析
本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。
Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地;震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking;Listening和Writing。Reading，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。
Summing up部分帮助学生整理、巩固本单元所学到的知识，包括学到的关于地震的知识，有用的动词、名词、表达方式和新的语法项目。Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.
二.教学目标和要求
根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。
1.知识目标(Knowledge)
① 词汇(Vocabulary)：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,
disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.
② 短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.
③ 语法(Grammar)：定语从句(The Attributive Clause).能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导;能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。
2.能力目标(Ability)
能运用所学语言知识描述地震前兆、危害及震后援救;根据已知信息推测将要听取的材料的内容;提高阅读技能和用英语进行思维、推理、判断的能力; 掌握演讲稿的格式及新闻报道的写作步骤和要点。
3. 情感目标Affect
学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神;在教学活动中培养学生的合作精神和互助精神。
三.教学重点和难点
1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare
2语法：The Attributive Clause
3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。
四.课时安排
本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。
Part1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对San Francisco地震的学习，从而进入听力部分。
Part2：Pre-reading, Reading, Comprehending and Learning about Language.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。
Part3：Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。
Part4：Using Language(Reading, Writing and Speaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。
五.教学步骤
Warming-up & Listening
Teaching goals:
1. Get a general idea of earthquakes and some other natural disasters;
2. Train students’ listening ability and try to improve their pronunciation;
3. Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.
Teaching important points:
Train the students’ listening ability and improve pronunciation.
Teaching aids:
A tape recorder; the blackboard; CIA课件
Teaching procedures:
Step1. Lead-in
----video of different natural disasters
T: Our hometown is a place full of a kind of disasters. What is it?
Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.
Q. what damage will they bring about?
---- everything in ruins/ death/ losses…
Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)
Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?
Q: How to avoid being hurt?? ----through games
Q: Have you heard of any land earthquakes?
----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.
Q: What do you know about these two earthquakes?
Step3: Listening
1. Pre-listening
----brief introduction of San Francisco Earthquake
Q: When did the quake happen?
---- 1906
Q: what damage did bring about?
---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…
2. While-Listening
----according to the exercises in the text book
3. Post-listening
----How can we reduce the damage of earthquake? What can we do?
Step4: Homework
---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unit
Reading
Teaching goals:
1. Target language 目标语言
Learn and master the new words and expressions in this period.
2. Ability goals 能力目标
Train the students’ reading and speaking ability.
Train the students’ ability to use the Internet to search for some useful information.
Train the students’ ability to cooperate with others.
Teaching important points:
Train the students’ reading ability—skimming and scanning.
Teaching difficult points:
Describe the disasters.
Teaching aids:
CIA课件
Teaching procedures:
Step1. Lead-in
T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.
T: At the very beginning, I want to know how much you know about an quake.
Q1: What would you take with you if a quake happened?
Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?
Q3: What kind of damage can an earthquake cause?
S: buildings are destroyed; people are killed; families are broken…
T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)
T: (The last picture is monument of Tangshan quake.) Do you know what this is?
Step2. Pre-Reading
T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?
T: Let’s read a news report about the famous quake.
Step3. While-reading
I. Skimming & scaring
Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.
II. While reading, divide the whole passage into 3parts and find out the main idea of each part.
Para.1 before the quake
Para.2-3 during the quake
Para.4 after the quake
II. Careful-reading
Read the passage again and try to get more detailed information.
T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)
T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)
T: here are some more work for you. You can work in groups.
T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.
Step 4 Post-reading (discussing)
T: After read the news report, and see so many pictures, what impresses you most? Why?
Or what do you learn from such a disaster?
(Self-rescue, environment protection, rebuilt, love and help)
I: self-rescue (a video game)
T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)
Let’s do little game to see how much you know about self-rescue.
II. What did they suffer and feel?
T: Can you understand what they suffer and what they feel after such a disaster?
T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?
III. Rebuilding
T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.
IV: environment protection
T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.
Look at these pictures. What can we students do to save the earth?
T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.
Step 5 Homework
1. Find more news reports about earthquake.
2. Write a piece of news about Tangshan. You can use the information in the passage.
News Writing
Teaching aims:
1. Get students to learn how to write news;
2. Train students the ability to cooperate with each other and to search for information;
3. Learn more about Tangshan earthquake and honor the people of Tangshan.
Teaching difficulties:
1. How to make students learn writing in a more practical and effective way;
2. How to help students understand the tips for writing.
Teaching procedure:
Step 1: Lead-in
----The 30th anniversary of Tangshan earthquake (news)
T: We have learnt the Tangshan earthquake. When did it happen? How many people died during the earthquake?
Step 2: Presentation of students’ news writing (homework of last class)
----point out the mistakes in news writing according to three aspects
T: You have finished the news writing of Tangshan earthquake, and now it’s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects.
----Three aspects: headline; content and language
T: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing?
Step 3: Tips for writing
1. Preparation ---- an outline
Preparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly.
Outline: A headline; a list of main ideas; A list of important details
2. Headline
⑴ Appreciation of headlines
New business regulations;
New tax on housing sales A Night the Earth didn’t Sleep;
Cyclists Ready to Go on the Road for Blind Kids;
China Marks 30th Anniversary of Tangshan Earthquake;
Does Beijing snack change its flavor?
Memories of quake die hard for Tangshan survivors;
Chao Chien-ming released.
(一) 明确目标
1. Get the students to know the importance of body language.
2. Train the students integrating skills.
(二)整体感知
Step 1
Show more gestures and let the students guess the meanings.
Step 2
Read the integrating skills.
(三) 教学过程
Step 3
Introduce Shuang huang.
Step 4
Work in pairs and make up a funny story.
Step 5
Practice Writing.
(四)总结扩展
Step 6
Compare the meanings of body language in China and the USA.
Meaning in China Body language Meaning in the USA
welcome a smile and a handshake welcome
Hello Goodbye ! waving one s hand Hello! Hi! Goodbye!
disagreement shaking the head disagreement
agreement nodding the head agreement
May I ask a question? putting up a hand May I ask a question.?
love kissing love
no such a gesture keeping ones fingers crassed hoping sth. good will happen
proud holding up ones head not afraid/proud
feeling sorry for having done hanging ones head feeling sorry for having done
feeling very happy waving ones arm feeling very happy
dislike, disagreement or pain making a face dislike, disagreement or pain
Im full/ I v eat stomachache touching ones stomach having a stomachache
(五)随堂练习
1. Choose the best answers according to the situations.
When you meet a foreign guest for the first time, you should say:
A. How do you do? B. How are you?
C. Hi! D. Hello! What can I do for you?
2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say “Can I help you?” If you need his help, you should say:
A. Of course, you can. B. Thats a good idea.
C. Yes, go ahead. D. Thanks. Thats very kind of you.
3. If you can carry the boxes yourself and don’t need his help, you should say to him:
A. No. I don’t need your help. B. Its none of your business.
C. No, thanks. I can manage it myself. D. Sorry, you can’t
4. When you see an old lady carrying a heavy bag and want to go over to help her, you should say:
A. Excuse me, madam. Would you like me to crazy it for you?
B. Hello! Let me carry the bag for you. It’s too heavy for an old lady like you.
C. Hi, Granny! Let me carry the heavy bag for you. You are old.
D. Excuse me. Is there anything else I can do for you?
2. Choose the right words for the blanks, using the right verb forms.
proud juice dining room realize were type comfortable.
(1) I hope you feel as __ as you are at home.
(2)The speaker ____ to the people in the hall before he left.
(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.
(4) Before you send your article to the publisher, you’d better____ it out with a computer or a type-writer.
(5)The students neednt go home for lunch, because there is a _____ in the school.
(6)I didnt _____ they were a couple (夫妻) until the party was over.
(7) She looked so __ at the party that few people talked to her.
3. Make gestures and guess what they mean.
(1) Raise your hand. (5) Kiss your hand to someone.
(2)Put up your hands. (6)Thumbs (大拇指) up.
(3)Wave your hand. (7)Thumbs down.
(4) Cup your ear. (8) Bite your nails ( 指甲 ).
参考答案：
1. (1)A (2)D (3)C (4)A
2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room (60realize (7)proud
3.
(1) To ask or answer a question. / To attract attention. / To say hello.
(2)To give up. / To surrender.
(3)To say goodbye.
(4)To say: “I beg your pardon. / Sorry, I can’t hear you.”
(5)To say “Goodbye” to a dear friend or relative.
(6)To say “Great! / Wonderful! / Well done! / Congratulations !”
(7)To say “No good! / Terrible!”
(8)To mean “thinking” or “worrying”.
人教版高一英语第三单元教案
Teaching aims：
1.improve the students’reading ability
2.let students learn to get the main idea of the text /each paragraph
3.improve the students’understanding of the history，the spirit of the Olympic Games and the relation between China and the Olympic Games.
Teaching important points：
1.how to improve the students’reading ability
2.how to let students join the class
Teaching difficult points
1.how to let students join the class
2.how to get the main idea
Teaching aids：
1. a recorder
2. pictures
Teaching procedure：
step 1. free talk
What is the English for“运动会”?
What is the greatest sports meeting in the world?
Step 2. lead-in
Ask students questions：
1. How many Olympic games have already been held ?
2. brain storms to think of something about the Olympic games.
Step 3 fast reading：
Make a list of the Olympic games mentioned in the text
1.the ancient Olympic games
2.the first Olympic games (the 1896 Athens Olympic games)
3.the 23th Olympic games in Los Angeles (the 1984 Los Angeles Olympic games)
4.the 27th Olympic games in Sydney (the Sydney Olympic games)
5.the 29th Olympic games in Beijing (the Beijing Olympic games)
step 4
Step 5 listen to the tape and get the main idea
Para 1. The Olympic games are held every four year
Para 2. It is about the ancient Olympic games
Para 3. It is about the first Olympic games
Para 4. The Olympic motto and the 1984 Olympic games
Para 5. It is about the 2008 Beijing Olympic games
The passage is about the development of the Olympic games
Step 6 homework：
In your free time，you can surf the internet . In order to prepare for the 2008 Beijing Olympic games， a lot of volunteers doctors，drivers，guides，translators are wanted. You can try!
Whenever you turn on a light,listen to recorded music,or watch a motion picture you are enjoying one of the discoveries of Thomas Alva Edison.
In fact,it's difficult to go through a single day without using one of his many important discoveries.
Having received 1093 patents in his lifetime,Edison helped us communicate better through his improvements to the telegraph and telephone.He brought music into our homes with his invention of the phonograph.
He lit our houses with electricity by designing and building the first indoor electric lighting system.
Experience Edison's music as it was originally recorded before CDs!
Credited with the invention of the first phonograph,you will hear Edison's early recordings played on vintage “hand-cranked” cylinder and diamond disc model phonographs.
Then try to guess the many different uses proposed by Edison for this remarkable invention.
Transmit messages in Morse Code via working telegraph keys.
Explore the period boarding room which depicts Edison's life in Louisville in 1866-67,and discover the significance of the telegraph.
高一第三单元英语作文4
When I'm free or in trouble, I always take out a book and read quietly. In no time, I've put my heart into it so that I'll forget all the troubles. It's in this way that I've formed the habit of reading in any time.
Little boys as I was, I was interest in picture books and storybooks. I was struck by them. No sooner had I entered the middle school than I began to read novel, plays, and essays and so on. I found I could get much from them. Little by little I took great interest in literature and last term I won the first prize in the composition contest among middle-school students in Zhe Jiang.
Reading “The Emperor's New Clothes”, I had to let out a burst of laughter over his fool. “The Little Match Girl” couldn't keep me from crying for her misery. “Robinson Crusoe” took me into a strange world full of danger. And I was also deeply impressed by Helen Keller's patience and perseverance… Besides these, books also tell me other thing -how to be a man and how to tell the difference between right and wrong. In a word, good books can make me know what I didn't before. So I think of a good book as my best friend.
I'll never forget this famous saying,“Good books are best friends who never turn their backs upon us.”
1. 教材的地位和作用
本单元教材在本册书中有极其重要的地位，在学生整体的知识结构中也有着不可或缺的作品：早在建国初期，体育英语显示了他重要的作用(乒乓外交);在现在，经济发展和SARS的入侵，人人注重体育锻炼，身体健康成为人们茶余饭后的重要话题(全民健身);在未来，北京举办奥运会，(志愿者)。
2. 教材重点的确立
重点为-----热身 热身一向是容易被忽略的部分，但我却有着不同的观点①引入本单元知识，带学生进入一个丰富多彩的体育世界。②介绍有关体育的基础知识，激发学生对体育的兴趣方面也起着重要的作用。从而提高学生对本单元知识学习的兴趣③引入大量本单元有关体育的新单词，为后面听说读写个方面奠定良好的基础(配课件图——根基最重要)总之，是要通过以激活学生已有的相关背景知识，补充必要和新的背景知识，以启发学生对话题的思考，同时，还为学生归纳和总结已有的语言知识，并为其预测，了解和讨论话题做了铺垫。
3. 教材难点的确立
难点为----听力
听力历来都是英语学习者很难突破的瓶颈 原因：发音部位和技巧的不同;历史文化背景的不同;词汇量的限制;练习机会较少
本课：体育赛事新闻 原因：语速较快;个人兴趣影响(背景知识的限制)
4. 通过本课教材要达到的教学目标(与新课标结合
文化意识：了解体育和奥运的基本文化知识
语言知识：掌握有关体育方面的大量单词及短语
能力策略：能从复杂的听力材料中快速的获取有效信息;灵活运用所学知识加强口语表达能力
情感态度：加强学生对体育知识以及体育锻炼的兴趣;通过介绍2008北京奥运的知识，培养其爱国主义情感
二. 说教学
1. 学法的指导
以“我”为心，注重能力，积极参与，总结分析
以“我”为心：在学习中不要以教师为中心，要使学生真正成为学习的主体。在日常生活中练习英语的机会较少，课堂教学就成了向学生提供可理解性语言输入的一个重要渠道，如果在这的渠道中还只以教师为中心，放弃了自己的学习机会，则无法达到良好的学习效果。
注重能力：让学生注重能力的提高，而不仅仅是知识的记忆。目前很多英语课上教师讲得过多，学生练的太少;学生也没有从思想上认识到，英语应该是一门实践课，是一种“技能”的培养，而不是“知识”的获取。我们应该尽可能使学生的注意力转移到信息和沟通上，而不是使用语言的形式上。
积极参与：充分调动学生参与课堂活动的积极性，并尽可能多的为学生创造独立思考的机会。在教师的指引下，多设置课堂活动，让学生在活动中知道，外语是自己学会的，练会的，而不是老师交会的。
总结分析：培养学生在丰富多彩的课堂活动后，学会自己总结所得到东西，使其自己悟出其中的道理，并总结学习方法。是与新课标所提到的学生自我评价体系相结合的过程。着重评价学生的综合语言运用能力，以及在学习过程中表现出的情感，态度和价值观。作为教师应该帮助学生设立自我评价的平台，尽力将评价体系具体和量化。(话题：国际奥运委员会要来我校参观，会询问你一些关于我国的全民健身和申办奥运的情况。)
2. 教学方法的选择及运用
①情景教学法：由我国特级教师李吉林创造。指导教师在教学过程中为学生创造一个具体，生动，形象的学习环境，以激发学生的兴趣，产生一定的内心情感体验，促进对知识的理解，记忆，并受到思想情感的陶冶。
②愉快教学法：是教师在教学过程中充分利用学生的好奇，疑问，求美，成就的心理特点，从教材的实际和学生的知识水平出发。列举趣味性的事例，提出引人入胜的问题，以激发学生的兴趣，求知欲望，提高学习效率。以兴趣为突破口，化难为易。
③暗示教学法：又称启发式外语教学法。首先，要求教师要善于设置诱发学生学习潜力的外部环境，激发学生的动机。其次，适当的采用音乐，电影等艺术途径，特别是发挥声调，节奏，音乐的刺激与感染作用，加强教学的情感效果
自己使用：自己综合，补充完善-----两点一线，四个方面
3.配合课件说明两点一线,四个方面的具体运用(重点的突破和难点的化解,以及学生活动的组织)
总原则：两点一线，四个方面
⑴ 两点：将课本的知识点与师生的兴趣点紧密结合
第一层面：着重使课本的知识点和学生的兴趣点结合起来。所有智力方面的工作都要依赖兴趣。只有充分调动学生的兴趣，才能培养学生自觉，主动学习英语的习惯。作为教师应该运用灵活的教学手段和方法，用兴趣的火花去点燃学生智慧的火焰。
第二层面：教师自己兴趣调动。言教不如身教，只有自己投入到教材中去，才能感染更多的学生。对与那些本身对体育感兴趣的学生，知趣相投，更容易投入到课堂中来。(体育生)对于那些本身对体育不太感兴趣的学生，要发挥教师本人和教学环境的感染力，去吸引他们投入到其中来。总之，教师全身心投入教材，是建立良好师生关系的必要条件，是调动学生学习兴趣的重要前提，也是教师传授知识的桥梁和润滑剂。
下面是结合课件展示我是如何集体将课堂内容的三个部分与兴趣点想结合的。
本课的知识第一部分为热身训练，这也是本节课的重点所在。我采取的是利用兴趣来突破重点。具体的方法是“两个游戏，解决难题”。
首先是让学生通过第一个游戏来进行自我测评即设计一些有关体育方面的选择，判断正误，以及问答题，每答对一道题就会得到相应的分数，然后根据最后的总分来判断自己对体育的了解到底有多少。从而让学生大量的了解有关体育和奥运的知识，当然在选题方面要简单并与学生的兴趣息息相关，比如北京申办奥运等。每道题都涉及到了一些本单元的新单词，在答题的过程中学生就掌握了相关单词，并激发了他们对体育和奥运的兴趣。通过第一个游戏我也基本的了解了班里每个学生对体育的兴趣水平(感染力)，更加有利与用自己的兴趣去感染学生。
由于本单元的单词很多都是体育项目的名称，学生在记忆时有一定的困难，因此我设计了第二个游戏，以学生一些耳熟能详的体育明星为突破口，由此让学生记忆他们所从事的体育项目。这样就解决了一些新单词的引入问题。
通过两个游戏我即完成了热身部分的教学任务，也完成了对教学重点的突破。
本课的第二部分时听力，这一部分主要是提高学生在听力过程中捕捉有效信息的能力，由此能听懂体育新闻及体育赛事的比赛结果。
听力是英语学习中比较枯燥的部分，但也是本节课的难点，在课堂上是学生最容易忽视的部分。我依旧是通过调动学生兴趣的方法来解决这一难题的。具体的措施有两点：①加强对每段听力背景知识的介绍，寻找听力内容与学生兴趣的结合点。例如在听NBA比赛之前，我先让学生自己介绍他们喜欢的球队。在这一部分学生有很多话可说，但用英语表达就显的颇为牵强了，于是我介绍了一些知名球队的英语表达法并介绍了一些有关篮球的专业术语(盖帽，扣蓝等)，从而提升了他们对NBA的兴趣，并扩展了知识和单词量，也在无形之中将本段听力的背景知识介绍给了学生。②加强听力技巧上的指导。让学生区别有效信息和干扰信息，尽力捕捉有效信息，例如听体育赛事的新闻要注重球队名称，比分输赢等。从而减少学生在听力过程中的盲目性。
通过听力背景知识的趣味性介绍和听力技巧上的指导，使学生在轻松愉快的气氛中，完成了听力部分的学习，并化解了本课的难点。
第三部分是口语练习。这一部分主要使学生能用所学的单词和句型通顺介绍自己喜爱的运动明星和运动。重点是让学生有话可说，有话能说。
有话可说主要是让学生找到自己感兴趣的话题。于是我以NBA明星迈克尔?乔丹为例，让学生能在自己最熟悉，最喜爱的明星身上找到共同话题，做到有话可说。但有话能说是对学生语言驾御能力的考验，在这一部分我是在学生零星的发言基础上，总结出对乔丹的介绍，并突出了其中的重点单词和句型，让学生在后面的发言中可以有所借鉴，使他们有话能说。
总之，在本课内容的各个部分我都加强了学生兴趣点与课本知识点的结合，以兴趣为突破口来带动学生情绪，突破教学难点。并使学生整堂课都能被所学知识吸引，激发其对英语学习的兴趣，并且学生活动的组织也是始终贯穿在其中的，突出了课堂的主体是学生。
⑵ 一线：就是让体育和奥运的主线始终贯穿与课堂之上，听说读写都以运动和奥运为主轴。做到由景生情，以情带义(解释)。这样即突出了教材的连贯性，也创造了层层递进的条件，使学生对此方面的知识更系统，更完整，此外还有利于培养学生热爱运动和积极从事体育锻炼的热情。
⑶ 四个方面：听，说，读，写
从个体来看： 听、说、读、写是语言学习不可缺少的四个方面，每一个各体在教学的过程中都必须涉及到。所以在本课之中，我尽力使学生在四个方面都有所练习，但由于本课是一节听说课，那么在四个方面要有侧重，以听说为主，读写为辅。
听和说已经在前面有所介绍，以下主要介绍我是如何将读和写两个方面溶入我的课堂中的。阅读主要是体现在阅读听力的背景知识以及说话练习的示范性总结中。而写的方面我则布置成为了作业，让学生写一篇自己喜爱的运动明星的介绍。这既是对课堂所学知识的延伸，也弥补了课堂时间上的不足，可以让每个学生都能充分的得到练习。
从整体来看：听，说，读，写四个方面有是一个有机的整体，是相互关联，相互影响的。每一个部分都不可能是单独存在的，必将会涉及到其它的几个方面。在教学的过程中要突出更方面知识的连带性，使学生全面的提高语言水平，断不可只见树木，不见森林。
一、首先要明确几个观点：
1、学英语的目的是使用英语，只能在用中体会它的规律，掌握它的方法，通过练习学会使用。因此我们要抓住每一个机会用英语。如课程表的书写用英语，学习学科的英文书写等。课上40个人，能有机会一定要抓住机会，而且要给自己创造机会练习口语，课下要寻找机会去练习使用英语。练习听、说、读等能力，做适量的练习巩固课内知识。
2、关于语法知识的学习：掌握一定的语法知识是必要的，它是基础，中国人学习外语要学点语法，但是过分地研究语法是不利于能力的培养的，这也是中国人学习英语的误区。有人说，那么高考怎么办?高考正是考查学生实际使用英语的能力，语法的考试也是在实际语境中考查，因此语篇的能力才是真正的能力。
3、语言的学习应听、说、读、写全面发展，在开始阶段应以听说为主。高一新学期1—2月内主要以训练自己的听与说的能力为主要目标，逐步加大阅读。
4、语言的学习与任何知识的学习一样，以自学为主。要有一定的自学能力，外语学习不是老师讲会的，是自己练会的。在使用中、练习中掌握规律。精讲多练，讲练结合，以练为主是外语教学的主要特点，仅仅靠老师是不够的。因此外语学习的过程是练功夫的过程，是长期坚持不懈的学习过程。在这个暑假尚未开学之前，希望大家要有一个英语学习目标，真正地行动起来做好新高一的准备工作。
二、听的练习的具体指导
(一)听力能力是重点
在高考中听力共20小题，每小题1.5分，一般为10段材料。其中1—5段为简单对话，读1遍。6—9段为较长对话，每段设计2—3题，读2遍。第10段为独白，设计2—3题，读2遍。一般来讲，后两段读速较快，要求较高。从现在社会环境要求方面看，听、说能力的高低是一个人英语水平高低的表现形式，与人交往离不开听、说的能力，因此重视听的能力是首要任务，听得懂才能说得出。每天应坚持听的练习20—30分钟，一定听的输入必然会有听的收获。
(二)听力能力的训练方法
1、模仿磁带，注意发音，学习准确的语音、语调，力求发音标准、漂亮。课本录音带及其它相关有声材料都是很好的训练材料。
2、坚持精听和泛听相结合。精听是指使用有材料的听力训练。可采取先听后看的方法，即在阅读听力材料之前先听2—3遍，再翻开材料边听边读，对已知和未知的内容有了一定了解，然后再合上书，边听边理解，直到全部材料都能听懂并跟上它的速度。泛听是指抽空随意地听，可以是无材料可循的内容。如收听英语广播，调频91.5兆赫，VOA(美国之音)《空中英语教室》节目，收看CCTV9，《新概念》第二册等，甚至在平时收看外国影片时也能学习英语，训练听的能力。
3、听的训练是在坚持不懈的努力中，循序渐进的，既不可操之过急，也不能只想不干。听力时间的保证也是提高听力能力所必需的。
三、说与读的训练指导
(一)说的训练
说的训练是高一阶段的训练重点之一，也是培养一个人与人交往能力的重要形式。
1、要敢于张口，大胆地练说。虽不如《疯狂英语》那样疯狂，也要把说英语像说汉语一样自如作为自己的追求。
2、多与同学交流，抓住课上机会练习说英语。利用课余时间，寻找机会，创造机会说英语。组成小组，参加英语角等。重复句、造句子、背诵、复述课文都是训练说的能力的好方法，只有简单的做到了，再难的任务也就不难了。
3、把练习一口气说出5句话没有错误作为训练说的能力的前期标准。话题可由感而发，也可以是看到周围的动态、静态的事物，张口而出。
4、留心观察周围的事物，如街头广告、标语也是学习英语的好材料，看到后说出来，也是训练的方法之一。
(二)读的指导
1、阅读能力是一切能力之本，也是高考要求的重中之重。在有了一定的听、说能力之后，培养阅读能力也是高一阶段的重要步骤。
2、从兴趣入手，以读自己感兴趣的英文小短文、小散文、小说入手，渐渐地语感增强了，词汇扩大了，能力提高了。
3、推荐读物
(1)由ChinaDaily主编21stcentury·SchoolEdition.每周发刊一期。话题覆盖面广，角度多，语言新活，是学习英语的好材料。
(2)外语教学与研究出版社出版的书虫系列，选择多，语言简单，生词量小，兴趣的发展得以保证。
4、阅读数量标准。每天应坚持30分钟，300—500字的阅读。可集中时间读，也可利用零散时间读。
5、精读、泛读相结合。精读是指认真处理生词、难句，对句子成份认真分析等，既学语言又学语法。泛读则是指重视了解文章大意，可采取略读、跳读等方法。不论是精读还是泛读都切忌边读边查字典，这样会打断阅读的整体思路不利于语言能力的提高。
四、几种不良倾向
1、有人认为高考成绩高就行了，不练说也没关系。其实我们现在学习英语已不仅仅是为高考了，而是要为高考后的生存与发展做准备，也为个人与社会大环境接轨打基础。更为个人向国外发展作必要的准备。
2、有人认为多做题就能解决问题。人们常说：量的积累可达到质的飞跃。但是盲目地追求数量而忽视质量是不可取也是无效的。死扣语法不重视在一定的语境中体会、运用知识也是不正确的。
3、有人常立志而不是立长志。英语学习最怕“三天打鱼，两天晒网”。高兴了干一阵，进步了就停下。走走停停只能导致成绩的起伏不定，最终导致兴趣降低，自信心丧失，造成恶性循环。
4、有人只会做或者是只做老师要求干的事。进入高中阶段，走向成熟的表现在学会自己学习，要学会安排自己的学习内容，要学会支配自己的学习时间。
五、学好英语，上好英语课的几个环节
1、尽快适应新环境、新同学、新老师，尽快适应高中学习。
2、课前认真做好预习工作。因为课时紧，内容多，强度大。不认真预习，课上会很被动。预习要做到认真听录音，模仿，掌握准确的语音、语调，了解单词意思，课文内容，找出疑难问题。
3、课上认真听讲，积极参与课堂活动，给自己更多的机会锻炼听、说能力，认真适当地记笔记。高效率听课，才能有高水平的收获。
4、课后要及时认真复习，按时完成作业是首要的。复习是为了巩固课堂知识，同时也应适当地做一些练习。遇到没有理解的内容应及时问老师，使问题尽快解决。
5、要有适应新环境的能力，同时应有承受压力的能力。要会调整自己，相信大家会以饱满的精神状态，充分的心理准备，顺利适应高中英语学习。
高二英语第三单元教案
高二英语第三单元教案 更多好的英语学习教案，尽在《战胜英语90天》，在《战胜英语90天》中不仅可以找到这些教案，并且能帮助我们运用自如，这也是《战胜英语90天》倍受中国人推崇的原因 ，它融合了中国人和外国人的双重思维模式，用母语的学习方式，采用沉浸式学习乐趣无穷，营造良好的学习环境，让大家边学习边交流，实践性特别强，轻轻松松张口说英语。像母语一样自然流畅！这样来达到了90天轻松搞定英语单词，英语语法，英语音标，英语阅读，英语听力，英语口语，英语写作，英语翻译也就不足为奇了。 他们的网址是www.eshop880.com，或者在百度都《战胜英语90天》都可以找到 科目 英语 年级 高二 文件 high2 unit3.3.doc 标题 Mainly Revision 章节 第三单元 关键词 内容一、教法建议 【抛砖引玉】 在不同的国家和地区，表达同一概念，体态语中的手势可能不同，相同的手势却表达不同的概念。例如：表达数字“1”的概念时，我们习惯伸出食指，而瑞士人则伸出拇指；当中国人伸出拇指时绝对不会表示“1”的意思，而是“好”的意思。据说由于手势语的不同，不但产生很多误会，还曾经引起过一些灾难。有一次，一些欧洲海员在地中海游水作乐时不知不觉地游到了海防基地，卫兵见到后向他们大声喊叫，并作出“过来”的手势。此时，海员们意识到离海防工事太近了，但是他们误将卫兵的手势理解为“走开”，于是就向远处游去。警惕的卫兵立即开枪打死了这些不幸者。 在西方国家，有一些特别的、人们都遵循的规矩。不敲门是不能打开关闭的门的；不受邀请是不能进入私人住宅的，当然你自己的住宅除外。在收到礼物时，西方人总是教孩子们说“谢谢”。对于西方人来说，吃饭出声音被视为是不礼貌的，然而在有些国家，这是合适地表达你爱吃主人给你的食物。看来，假如你不知道其它国家的这些规矩，你就会犯可笑的错误。 通过学习本单元，同学们将了解到一些有关身势语的.知识，这在跨国语言文化间的交际中具有十分重要的作用。 【指点迷津】 A.单元重点新词读音归类 1.[? ]manage handshake Arab manner 2.[ai]type dining-room 3.[d ]gesture juice 4.[ ]composition nod 5.[u:]communicate juice 6.[ei]handshake wave Asian communicate 7.[i:]agreement disagreement 8.[i]manage composition kiss distance fist 9. [ n]composition Asian 10.[ ]handshake Asian 11.[ ]composition agreement disagreement Arab custom manner distance communicate comfortable B.单元重点新词透视 1.manage (1)作及物动词用是“管理、经营；安排，运用；控制”。如： She has managed the company for many years and managed it very well . 她管理这家公司已经很多年了，而且管理得非常好。 Mike knows how to manage wife when she’s angry . 当他妻子生气时，迈克知道怎样对付。 (2)其后接不定式，作“设法做到……”（含成功的做某事）。如： We managed to finish the hard work in time . 我们设法及时完成了那项重活。 测试要点： (1)manage与try的辨异 manage常指“想方设法而成功地做成某事”，强调结果。try常指“试图或努力做某事，成功与否不清楚”。如： He manageed to get the housework done with very little help .在没有多少帮助的情况下，他把家务活干完了。 He tried to get the housework done with very little help .他企图在没有多少帮助的情况下，把家务活干完。 (2)在交际英语中常用I can manage to / I can manage . 2.wave (1)作可数名词是“波，波浪，波涛，光或者声的波”。如：The waves rolled on .波涛滚滚。sound waves声波。long / short waves长 / 短波。 (2)作及物或者不及物动词是“波动，漂动，挥手”。如：The flags waved in the winds .旗帜迎风飘扬。 (3)指“情绪的波动，人群的潮涌”。如：Waves of strikes hit the country .罢工的浪潮冲击着这个国家。 测试要点： wave sb sth = wave sth to sb向某人挥手…… She waved me a greeting . = She waved a greeting to me .她向我挥手致意。 He waved good-by to us .他向我们挥手告别。 3.agreement同意、一致 测试要点： (1)in agreement表示同意。如：She nodded her head in agreement . 她点头表示同意。 (2)in agreement with和…一致。如：Her opinion is in agreement with mine .她的意见和我的意见一致。 (3)agreement的反义词是disagreement。express one’s disagreement表示某人的不同意见。 4.kiss可作名词、及物动词和不及物动词。意思是“吻，亲吻，用吻表达；轻拂” The two balls kissed .两球轻轻相碰。 A soft breeze kissed her face . 轻风拂过她的脸。 测试要点： (1)kiss sb + on + the + check吻某人的脸蛋 (2)kiss sb goodbye = kiss goodbye to sb向某人吻别，kiss hello to sb向某人问好 (3)give sb a kiss吻某人一下 (4)习语：kiss the dust / ground承认彻底失败，kiss of life人工呼吸 5.custom习惯，习俗，风俗 Their customs and habits are different from ours .他们的风俗习惯与我们的不同。 测试要点： (1)区别custom与habit custom主要是群体性的不断演变而成的习惯，代表一个国家或者地区的传统，即“习俗、风俗”。habit是指一个动作反复发生，习惯成自然。如： Social customs are greatly different from country to country .各个国家的社会风俗习惯很不相同。 Biting his fingers is his habit .咬手指是他的习惯。 (2)customs常作“关税”，the Customs海关。 6.proud骄傲的；自豪的。该词的名词形式为pride . 测试要点： (1)be proud of对……骄傲 We are proud of our great motherland . 我们为我们伟大的祖国骄傲。 (2)be proud to do干……骄傲 She is proud to have taken part in the Asian Games .她为能参加了亚运会而自豪。 (3)feel proud that为……自豪 Our football team feels proud that it has won every match this year .我们的足球队今年每次比赛都赢了，这使全队都感到骄傲。 (4)take (a) pride in以……自豪，对……得意 He takes pride in his success .= He is proud of his success . (5)with pride = proudly骄傲地，自豪地 (6)谚语：Pride will have a fall .= Pride goes before a fall . 骄者必败。 7.manner方式；态度；举止。manners礼貌 测试要点： (1)用作单数是“方式，方法，风格，手法”。如：I love duck cooked in Chinese manner / way .我爱吃中国烧法的鸭子。I don’t like his manner of speaking .我不喜欢他的说话方式。 (2)with manners有礼貌，without manners没礼貌 (3)have good manners有礼貌，have no manners没礼貌 (4)区别下列表达“方法”的名词，注意各自的介词搭配：manner , way , means , method manner指“行为的特殊方式或独特的个人方法”。in the Western manner以西方式的，in a manner = in a way在一定程度上 way常指“一般方式，方法”。in this way用这种方法 means多指抽象或概括性意义的“手段，方法”。by this means有这种方法 method着重为达到目的或解决问题而采取的有系统、有步骤的方法，着重方法的准确有效。with this method用这种方法 8.distance距离 测试要点： (1)at a distance稍远一点，at a distance of two miles在2英里的距离处，in the distance在远方。如：This oil-painting looks beautiful at a distance .这幅油画站稍远一点看很好看。 In the dark night , we could a light in the distance at sea .在漆黑的夜晚，我们在海上能看到远处的灯光。 (2)distance的形容词是distant (3)What is the distance from…to …?哪离哪有多远？ (4)make a long distance call打长途电话 C.单元重点词组扫瞄 1.It is a pleasure to do …很高兴地干…… 2.Would you like me to do…?你想让我干……？ 3.I can manage it myself .我自己能解决。 4.help sb with cooking a meal帮某人做饭 5.show sb to the dining room领……去餐厅= lead sb to the dining-room 6.do the shooping购物，买东西 7.make oneself understood让别人理解自己 make oneself +过去分词“让自己被明白”make sb do让某人干…… 8.by words（抽象的）凭借语言，in words口头上，with words用具体的语言，in deeds行动上 9.not just不只是 You can go there not just by bus , but by train .到那里不仅可以坐汽车，还可以坐火车。 10.send messages to sb向某人传递信息 With the help of satellites, we can send messages to other parts of the world .借助卫星，我们可以向世界其它地区传递信息。 11.accept A as B认为 / 承认A是B The police accepted the story as true .警方认为这事是真的。 These gestures are accepted both by Chinese and English speakers as having the same meaning .这些手势和姿态对说汉语的人和说英语的人都是一样的意思。 12.take…for example以……为榜样，take…as an example以……为榜样 Take water for example , it is made up of two gases──hydrogen and oxygen .以水为例，它是由氢和氧两种气体组成的。 Let’s take Lei Feng as a good example for all of us to follow .让我们把雷锋当作我们大家学习的好榜样。 13.shake hands握手，shake hands with sb = shake sb by the hand和一、教学目标
情感目标：通过对音乐类型的介绍，让学生学会正确表达自己的情感，激发学生对音乐、对生活的热爱，培养学生健康的情感品质。
2、知识与技能目标：掌握词汇sweet、everyday、simple,理解词汇jazz、classical、folk;了解音乐的分类;学会用“It’s great! I love it! It’s not my favorite, but I don’t mind it. I hate this kind of music.”等句子表达自己的情感,提高听、说、读、写等综合运用语言的能力。
二、教学重、难点
1、教学重点：了解音乐的分类;学会用“It’s great! I love it!/It’s not my favorite, but I don’t mind it./I hate this kind of music.”等句子表达自己的真实情感。
2、教学难点：能用所学知识表达自己对音乐的喜好。
三、教学准备
1、根据课文内容准备一个话筒，CAI(课件)，录音机。
2、设计一张对不同音乐喜好的表格，设计两张表达情感的句式卡片。
四、教学过程
Step l Leading—in activities
用多媒体播放一首学生以前学过的英语歌，让学生共同跟随音乐演唱，营造轻松的学习氛围。问学生一些问题：Do you like music?Why?/What do you think of the music? Step 2 Role-task
(1)Task 1：呈现生词jazz、classical、folk，然后用多媒体播放相对应的音乐，让学生猜测jazz、classical、folk的意思，如有错误加以纠正。听过音乐之后，询问学生听音乐的感觉，引导学生认知sweet。
(2)Task 2：阅读2a短文内容，布置略读任务，提出简单的问题：How many kinds of music do you learn from the passage? What are they?学生回答问题后，让学生再读一遍课文，布置细读任务，提出更深层次的问题：Where do people usually enjoy classical music? What is pop music? Who is famous for folk music?请学生回答，然后纠正答案，跟着录音机读短文一遍。
(3)Task 3：前任务1：听录音，完成1b中的问题。
前任务2：学习1a对话内容，跟读对话，人机对话。
任务：听音乐，表达情感，播放三种类型的音乐，让学生分别表达情感，将学生
说出的句子呈现在黑板上。
Step 3 While-task
(1)Task 4：两人一组进行1a对话练习，当堂表演。然后以“Does he/she like music ?
Why?”为题进行讨论。
(2)Task 5：运用“It’s great! I love it!/It’s not my favorite, but I don't mind it./I hate this kind of music.”等句子，填充表格。
操作过程：1)两人一组，各自绘制好表格。
2)给每组内两学生各一张含有不同表达情感的句式卡片，让他们通过交际，
获得各自所需的句式，填补各自表格中的空缺。
CARD1 CARD2
3)用填充在表格中的句式，仿照1c的句式，四人一组互相交流。
4)模拟采访。运用下列句型：What do you do in your free
time? Do you like
listening to music? What kind of music do you like? What about???
Step4 Post-task
Task6：以“What kind of music is better for students, pop music or classical music?”
为题进行一次辩论
操作过程：(1)将全班学生按照不同意见分成辩论双方。
(2)学生自由发言，各自陈述观点或反驳对方观点。
(3)双方都不能说服对方，适时终止辩论，引导学生领悟到音乐的魅力不在于形
式，而在于音乐的实质—能让人得到美的享受。
Step 5 Project
Task 7：准备一次英文歌曲演唱会，课后全班同学参与筹备。
五、评析
(一)创设情景，激发兴趣。
用英语歌烘托气氛，使学生很快适应课堂，进入角色，以旧带新过渡自然。且用多媒体课件呈现新内容，简单明了，学生学起来轻松、自然;多媒体的“图、色、声、像”等功能，形象生动地展现给学生优美的画面，动听的旋律，吸引了学生的注意力，激发了学生的兴奋点，使得这 堂课呈现出轻松、活泼的气氛。
(二)任务具体，形式多样。
本课用多媒体技术向学生进行直观演示、课堂教学密度大，任务繁多，但任务具体，活动层次分明，适合全体学生参与。
(三)联系实际，突出实践
在教学过程中，利用学生最感兴趣的话题“音乐”来设计，“听音乐、谈音乐、唱音乐”一系列活动，给学生以真实的语言环境，同时讲究学习策略，通过合作学习法、交际语言法、角色表演法以及语言经历法，在完成任务中习得语言、发展能力。
总的来说，在这一节课教学中，体现了教师从学生的需要出发来设计教学，根据学生已有知识水平、生活实际、兴趣爱好设计活动，使教学过程呈现出师生互动，学生互动的和谐状态。并使得我们的英语课堂成为了陶冶情操、感悟美、欣赏美的音乐殿堂，让美的旋律流淌在每个学生心中，这是本课的成功之处。
Lesson 1：How's the Weather?
一 、Teaching content:(教学内容)
1. New words and phrases:shower,thunderstorm,thunder,sunrise,sunset,rise,set,exact,
weather report,be scared of.
2. Understand the meaning oh text.
3.Grammar:Word building.
二、Teaching goals：(教学目标)
1. Master the new words and phrases,understand the meaning of text.
2.How to talk about the weather in spring in English?
3.Learn to use the grammar to remember the words.
三、Key points:(重点)
Talking about the weather in spring.
四、Difficult points:(难点)
Use the grammar—word building to remember the words.
五、Teaching aids:(教学辅助) Recorder, pictures or cards.
六、Type of the lesson:(课程类型) New lesson.
七、Teaching procedure：(教学过程)
Step 1.Analysis of the student.(学生分析)
Greet the students in English and make sure they can response correctly.
Do the duty report: a student on duty can say whatever he/she likes to say.
Review:Now we are at the beginning of the school,new term is coming and spring is coming.Last term,we learned how to talk our hobby and our future,we learned transportation,we learned neighborhood,and now what will we learn?
Step 2. Lead in.(引入)
Ask some Ss to introduce the weather in Mangkang.
T:What's the weather like today?
S:It's sunny/windy/cloudy……
Come to “Think About It!”
How is the weather in your hometown in spring?
Have you ever heard a weather report?What expressions do they often use?
Step 3. New lesson.(新课)
No. 1 prepare lessons before class.
Teach the new words and phrases.make sure the Ss can read it correctly.
No. 2Text:Give them some time to read the text themselves. Then let them act out the dialogue in groups. Correct their pronunciation when necessary.
At last,the teacher explain the text in Chinese,make sure the Ss can understand the meaning of text.
No. 3Important sentences:
1.How is the weather? It's sunny/windy/cloudy……
2.What's the weather like today?
3.What's the temperature? The temperature is……
4.I'm scared of thunder. (be scared of)
No. 4Gammar:Word building.
Eg: thunderstorm,sunrise,sunset,hometown,basketball.
英语构词法主要有三种：合成法、转化法和派生法。掌握基本的构词法，有助于词汇的理解、记忆和积累。合成法，就是把两个或两个以上的词按照一定的次序排列构成新词的方法。用此法构成的词叫复合词。复合词主要包括复合名词、复合代词、复合形容词和复合副词等。
1、复合名词：
(1)名词+动词 headache(头疼)，daybreak(黎明)
(2)动词+名词 playground(操场)，postcard(明信片)
(3)名词+名词 basketball(篮球)，classroom(教室)
(4)形容词+名词 blackboard(黑板)，grandfather(爷爷)
(5)动名词+名词 waiting-room(候车室)，sitting-room(起居室)
2、复合代词：
(1)some(any，every，no)+body：somebody(有人，某人)，nobody(没有人)
(2)some(any，every，n o)+thing：something(某物，某事)，nothing(没有东西)
3、复合形容词有：
man-made(人造的)，kind-hearted(好心的)，hard-working(努力工作的)，fund-raising (筹集资金的)等。
4、复合副词有：
upstairs(到楼上)，downstairs(到楼下)，everywhere(到处)，maybe(或许)等
另外，复合动词有understand(理解)，复合介词有without(无，没有)等。
No. 5 Dig In
Here are some weather icons:
Sunny light rain moderate rain heavy rain
Cloudy windy thunderstorm lightening
Frosty foggy thunder shower snowy
No. 6 Finish “Let's Do It!”
Step 4. Play the tape for the Ss to follow.
Make the Ss listen the text,then let them read follow the tape.
Step 5.Summary. (小结)
Sum up the text what we learned,the new words,phrases,and sentences.
Sum up the grammar.
Step 6. Homework.(作业)
Finish the activity book and the practice.
Copy the new words and phrases twice.
Step 7.Blackboard-writing:(板书)
The new words,the master phrases,important sentences.
The grammar and practice.
八。Teaching reflection:(教后反思)
Lesson 2:It's Getting Warmer!
一 、Teaching content:(教学内容)
1. New words and phrases:neither,nor,boot,jasmine,blossom,sunshine,Tai Chi,swing,
neither…nor,winter jasmine,play on the swing,a field trip.
2. Understand the meaning oh text.
二、Teaching goals：(教学目标)
1. Master the new words and phrases,understand the meaning of text.
2.Talking about the weather in spring and the temperature.
3.Let Ss can describe outdoor activities in English.
三、Key points:(重点)
Talking about the weather in spring and the temperature.
四、Difficult points:(难点)
Let Ss can describe outdoor activities in English.
五、Teaching aids:(教学辅助) Recorder, pictures or cards.
六、Type of the lesson:(课程类型) New lesson.
七、Teaching procedure：(教学过程)
Step 1.Analysis of the student.(学生分析)
Homework check.
Review:In last lesson,we learned the weather in spring,and we can talk about the weather report,we know a lot of things about spring,now we will learn some interesting things in spring,and what do you know others about spring?
Step 2. Lead in.(引入)
1.Greet the students in English and make sure they can response correctly.
Do the duty report: a student on duty can say whatever he/she likes to say.
2.Think About It:
What do you know about spring?
Which season is your favourite?
Step 3. New lesson.(新课)
No. 1 prepare lessons before class.
Teach the new words and phrases.make sure the Ss can read it correctly.
No. 2Text:Give them some time to read the text themselves. Then let them act out the dialogue in groups. Correct their pronunciation when necessary.
At last,the teacher explain the text in Chinese,make sure the Ss can understand the meaning of text.
No. 3Important sentences:
1.It's getting warmer.
2.I need neither my heavy winter coat nor my boots now.
neither…nor…表示“既不……也不……”。其含义是否定的，可连接任意两个并列的成份。例如：
She likes neither butter nor cheese.(连接名词) 她既不喜欢黄油也不喜欢乳酪。
She is neither clever nor hardworking. (连接形容词)她既不聪明， 又不勤奋。
此句中neither…nor…连接两个宾语。当neither…nor…连接两个主语时，也应遵循“就近原则
例如： Neither he nor she is at home today. (连接代词 )今天他和她都不在家。
若将neither…nor…句型变为肯定句只需把neither…nor…改为both…and…即可，同时谓语动词必须用复数形式。
3.What do you like to do?
4.What's the temperature?
10℃----ten degrees Celsius/ten degrees centigrade
No. 4 Finish “Let's Do It!”
Step 4. Play the tape for the Ss to follow.
Make the Ss listen the text,then let them read follow the tape.
Step 5.Summary. (小结)
Sum up the text what we learned,the new words,phrases,and sentences.
Sum up the grammar.
Step 6. Homework.(作业)
Finish the activity book and the practice.
Copy the new words and phrases twice.
Step 7.Blackboard-writing:(板书)
The new words,the master phrases,important sentences.
The grammar and practice.
八。Teaching reflection:(教后反思)
Lesson 3:The Sun is Rising
一 、Teaching content:(教学内容)
1. New words and phrases:melt,hillside,wind,gently,one by one.
2. Understand the meaning oh text.
3.Grammar:word building.
二、Teaching goals：(教学目标)
1. Master the new words and phrases,understand the meaning of text.
2.Make the Ss can talk about spring in many different ways.
3.Let the Ss sing something about spring.
三、Key points:(重点)
Talking about spring and sing spring.
四、Difficult points:(难点)
Grammar:word building.
五、Teaching aids:(教学辅助) Recorder, pictures or cards.
六、Type of the lesson:(课程类型) New lesson.
七、Teaching procedure：(教学过程)
Step 1.Analysis of the student.(学生分析)
Homework check.
Review:Ask some Ss to talk about the weather in spring,then introduce some songs and poems about spring,make the Ss understand the spring is a favourite theme for songs and poems.
Step 2. Lead in.(引入)
Greet the students in English and make sure they can response correctly.
Do the duty report: a student on duty can say whatever he/she likes to say.
Come to “Think about It!”
How do you feel about the air,flowers and birds in spring?
Do you know any songs or poems about spring?
Step 3. New lesson.(新课)
No. 1 prepare lessons before class.
Come to the vocabulary.
Teach the new words and phrases.make sure the Ss can read it correctly.
No. 2Text:Give them some time to read the text themselves. Then let them act out the dialogue in groups. Correct their pronunciation when necessary.
At last,the teacher explain the text in Chinese,make sure the Ss can understand the meaning of text.
No. 3 Look at this poem:
Spring Dawn
Sleeping lazily at dawn in spring,
Sound of birdsong all around.
Last night's wind and rain still ring,
How many blossoms blown to the ground?
No. 4 Project:What do you like to do in spring?----outdoor activities.
No. 5Grammar: word building.
1.Review:复合词：
Eg:thunderstorm sunrise sunset hometown
something myself nobody somebody等等
2.派生词：
Eg:rain—rainy wind—windy cloud—cloudy snow—snowy
lazy—lazily easy—easily day—daily
teach—teacher act—actor invent—invention
No. 6Finish “Let's Do It!”
Step 4. Play the tape for the Ss to follow.
Make the Ss listen the text,then let them read follow the tape.
Step 5.Summary. (小结)
Sum up the text what we learned,the new words,phrases,and sentences.
Sum up the grammar.
Step 6. Homework.(作业)
Finish the activity book and the practice.
Copy the new words and phrases twice.
Step 7.Blackboard-writing:(板书)
The new words,the master phrases,important sentences.
The grammar and practice.
八。Teaching reflection:(教后反思)
教学难点 ：求亿以内数的近似数．
教具、学具准备：投影仪．
教学步骤
一、铺垫孕伏
1．口答：
(1)一个五位数，最高位是位，一个六位数最高位是()位．
(2)99864里面有()个万，101010里面有()个十万．
2．在○里面填上“＞”“＜”或“=”
999○1010601○564687○678
(先让学生填一填，然后指名同学说一说各是怎样比较，引导学生说出万以内数比较大小的方法)
二、探究新知
1．教学比较数的大小：
(1)导入 ：我们已经学习了比较万以内数的大小，那么亿以内数的大小如何比较呢？这节课我们就一起来探讨．
教师板书：比较数的大小
(2)教学例5
①出示例5：比较下面每组中两个数的大小
99864和101010356000和360000
②比较第一组数99864和101010
观察这两个数，并试着比较大小．
想一想：你是根据什么比较的呢？
引导学生说出比较方法，培养学生发散性思维．
第一种：通过读来比较：99864是九万九千八百六十四；101010是十万一千零一十，十万多比九万多大，所以99864＜101010．
第二种：通过位数来比较：101010是六位数，99864是五位数，因为六位数的最高位是十万位，而五位数的最高位是万位．所以，六位数比五位数大，99864＜101010．
教师对学生的回答进行小结，肯定两种方法道理相同，第二种方法比较简便．
③反馈训练：98965○10000096780○109650
④总结方法：刚才我们比较的几组数，每组的两个数位数有什么特点？那么这样的两个数如何比较大小呢？
使学生明确：位数不同的数，位数多的那个数就大．
教师板书：位数不同，位数多的就大．
⑤比较第二组数356000和360000
观察这两个数，想一想用刚才的比较方法行不行，为什么？该如何比较呢？同桌同学互相讨论．
启发学生想：比较万以内数的大小，当两个数的位数相同时，要比较左起第一位数，第一位数大的数就大．第一位数相同时，要比较左起第二位数，第二位在的数就大．第二位相同时，再比较第三位数……，现在，这两个数位数相同，左起第一位也相同，就比较左起第二位的数：
然后引导学生比较，第一个数左起第二位是5，第二个数左起第二位是6，所以，第二个数大．356000＜360000
⑥总结方法：位数相同的两个数，如何比较大小？
教师板书：位数相同的两个数，先比较左起第一位……
再比较左起第二位……
⑦反馈训练：70080○7010150140○63140
(3)总结比较亿以内数的大小的方法：
比较亿以内数的大小有几种情况？位数不相同的怎么比较？位数相同时，怎么比较？
结合板书，引导学生总结，培养学生的概括能力．
2．教学把整万的数改写成用万作单位的数．
(1)教师板书：50000和1800000
让学生读一读，想一想：这两个数有什么特点？
(这两个数都是整万的数)
(2)教师指出：为了读写方便，我们常常把整万的数改写成用万作单位的数，因为整万的数后面都有4个0，所以改写时，只要从后面去掉4个0，换上一个“万”字就可以了．
教师板书：50000=5万
(3)学生自己把1800000改写成用万作单位的数．并说一说改写方法．
180000=180万
(4)反馈训练：10页做一做．
3．教学求亿以内数的近似数．
(1)出示例6：
①读一读例6各数，想一想：整万的数可以改写成用万作单位的数，读、写都很方便，那么像例6这样不是整万的数，如果在不需要特别精确数据的情况下，也可用什么办法让它读、写方便呢？
(引导学生想：可以省略万位后面的尾数，求出近似数)
②求近似数用什么方法呢？(四舍五入法)，下面我们就用这种方法把下面各数千位后面的尾数省略，求出它们的近似数．
49269375
根据哪一位上的数进行四舍五入？学生做完后，请他们说一说．
③能不能用这种方法把例6各数万位后面的数省略，求出它们的近似数呢？
教师板书例6的题目要求．
同学试着做一做，边做边想：省略万位后面的尾数要根据哪一位上的数进行四舍五入？
(引导学生类推出：因为省略十位后面的尾数时，是根据百位上的数进行四舍五入的，所以省略万位后面的尾数时，要根据千位上的数进行四舍五入)
指名学生说出每个数的近似数，并说出自己是怎样求的？
教师板书；84380≈8万726310≈73万
(2)总结求亿以内数的近似数的方法：
讨论：怎样求一个数的近似数呢？
引导学生归纳出：求一个数的近似数，要根据要求确定尾数，然后根据尾数的最高位用四舍五入的方法，求它的近似数．
(3)反馈训练：11页做一做．
三、巩固发展
1．练习三1题后2小题．
38456○8354641020○409300
2．练习三第3题和4题．
3．练习三第2题．
四、全课小结：通过这节课的学习，你又掌握了哪些知识呢？五、布置作业 ：练习三第5题．
六、板书设计
比较数的大小
例5：比较下面每组中两个数的大小
99864和101010
356000和360000
99864＜101010
(位数不同时，位数多的数就大)
356000＜360000
(位数相同时，先比较左起第一位…再比较左起第二位……)
50000=5万
1800000=180万
近似数：
例6：把下面各数后面的尾数省略求出它们的近似数．
(1)84380(2)726310
84380≈8万
726310≈73万
(省略万后面的尾数看“千”位)
第二单元亿以内数的加法和减法
整体感知
本单元教材包括四项内容：口算、笔算加减法，加减法各部分间的关系及加减法的一些简便算法．
本单元教材内容是随着学生认数范围的扩展，计算数目的增长而安排的．因为学生在第四册已经掌握了万以内数加减法的计算方法，所以采用以学生自学为主的教学方法．加减法各部分间的关系是小学教学中重要的理论知识，学生掌握了这部分知识，可以加深对加减法的理解，并能利用这些关系对加减法进行验算；加减法的一些简便算法主要是教学一个数加减接近整十，整百数的简便算法．
总之，这四项内容是相互联系、相互制约的．教学运用多种教学手段，激发学生的参与意识，培养学生运用迁移、类推的方法主动获取新知，进一步提高学生自学、计算、表达、分析等多种能力及思维的灵活性．
口算加减法
教学内容：教材14页―15页，例1―例3，15页做一做练习四1～4题．
素质教育目标
(一)知识教学点
(1)使学生掌握几百几十加减几百几十的口算方法．
(2)学会整万数的口算方法．
(二)能力训练点
(1)培养学生正确、迅速的口算能力．
(2)培养学生的迁移类推能力及思维的灵活性．
(三)德育渗透点
激发学生积极向上的参与意识，培养学生不怕困难勇于创新的精神．
教学重点：使学生掌握几百几十加减几百几十及整万数的口算方法．
教学难点 ：口算几百几十数加减几百几十数过程中数的记忆方法．
教具、学具准备：投影仪、投影片．
教学步骤
一、铺垫孕伏(投影出示，抢答)
27＋38 64－38 29＋15 46－27
670＋80 530－400 780＋90 540－80
350＋200＋70 280＋300＋90 920－700－30
二、探究新知
1．教学例1：
(1)准备题：25＋47，学生口述计算过程．
导语 ：25＋47我们会算了，那么现在老师把这道题改变一下(在末尾添上一个0变成例2)又该怎样口算呢？
教师板书例2：250＋470
(2)引导学生观察这两个加数有什么特点？怎样把这道题化成以前学过的口算？
(3)同桌小声商量．
(4)启发学生说出不同的想法，教师把有代表性的想法板书出来．
①25＋47=72所以250＋470=720
②25个十加47个十是72个十，也就是720
③250＋400=650 650＋70=720
④250＋450=700 700＋20=720
⑤200＋400=600 50＋70=120 600＋120=720
⑥250＋500=750 750－30=720
(5)请学生打开书本，看哪种方法和课本中小明、小华的想法是一样的，然后引导学生分小组讨论：哪种方法最简便？
(6)讨论后，教师提示：以后做这样的口算题时，可以根据自己的具体情况选择口算方法，怎样算得快就怎样算．
(7)反馈练习：(15页最上面做一做中的部分题)
250＋490 520＋480
360＋180 260＋160
请学生说思考过程及得数，不拘限于一种算法．
2．教学例2
(1)准备题；170＋370怎样算？
(2)板书例2：口算540－370
导语 ：170＋370我们已经会口算了，那么540－370会算吗？
(3)鼓励学生抢答540－370的口算方法，教师给予适当点拔，激励学生积极参与．
(4)教师根据学生的回答简要板书：
①540－300=240 240－70=170
②54个十减去37个十是17个十，也就是170
③因为170＋370=540所以540－370=170
④540－400=140 140＋30=170
⑤540－340=200 200－30=170
(5)教师引导学生讨论：哪种方法最简便？
(6)反馈练习：(做一做中部分题目)
410－240 520－150 330－80
说出思考过程及得数．
3．教学例3
(1)准备题：把下列各数简写成用“万”作单位的数．
40000简写成( )，70000简写成( )
40000＋70000简写成( )＋( )得( )
(2)请学生打开书，把例3在书上填充完整，一生在胶片上做．
(3)集体订正，投影出示学生试做的式题，引导学生说说口算整万数加减时应注意什么？
(4)反馈练习：
口算：34万＋18万 23万－18万 24万＋6万
250万＋750万 50万－27万 15万＋35万
69万＋26万 82万－54万 40万－18万
(抢答：直接说出得数)
三、巩固发展
1．填空：(幻灯出示)
(1)370＋280=( )想：370＋( )=( )
( )＋( )=( )
520－360=( ) 520－( )=( )
( )－( )=( )
(2)250＋( )=720 ( )－480=290
520－( )=360 ( )－150万=390万
2．填上“＞”“＜”或“=”
170＋320()850－390 650＋180()860－47
910－180()502＋290 100－51()460－380
3．列式计算：
(1)一个数是390，另一个数比它多150，另一个数是多少？
(2)一个数是820万，另一个数比它少150万，这个数是多少？
4．比一比，赛一赛：
练习四第2、3题．
5．抢答：说出与下列各数组成1000的数，
470、290、380、990、860
6．开火车游戏：上面或下面的数每移动一格，口算上下两数的和差各是多少？
四、全课小结
这节课你学会了什么？整百整十数加减整百整十数，要想算得又对又快，必须记好每一步的得数，怎样算比较简便就怎样算．
五、布置作业 ：练习四．4．
六、板书设计
口算加减法
例1：250＋470=720想：①25个十加47个十得72个十
所以：250＋470=720
②250＋400=650
650＋70=720
③200＋400=600
600＋120=720
……
例2：540－370=170想：①54个十减37个十是17个十，
所以540－370=170
②540－300=240
240－70=170
③540－400=140
140＋30=170
……
笔算加减法
教学内容：教材25页－29页例1、例2、25页做一做，练习六1―8题．
素质教育目标
(一)知识教学点
(1)使学生掌握笔算多位数加法和减法的算法．
(2)能正确进行多位数连加的笔算．
(二)能力训练点
(1)培养学生养成认真细致和验算的良好习惯．
(2)培养学生迁移类推和自学能力．
(三)德育渗透点
通过讨论、抢答、竞赛等形式，培养学生的合作意识与参与意识．
教学重点：正确、迅速地进行笔算多位数加、减法及多位数连加法．
教学难点 ：多位数连加法的验算方法．
教具、学具准备：口算卡片、投影仪．
教学步骤
一、铺垫孕伏
1．口算．
6＋9＋47＋2＋89＋7＋1
5＋8＋58＋3＋79＋5＋5
2．笔算．
(1)练后订正，引导学生回忆计算法则．
(2)计算万以内数的加减法，我们常常要验算．启发学生回忆验算方法．
教师板书：
二、探究新知
1．教学例1．
导入 ：我们已经掌握万以内数的加、减法，请同学们自己阅读教材例1．
(1)学生阅读例1，把例1填完整．
(学生完成例1的同时，教师把例1板书在黑板上)
(2)启发学生把例1填完整，说一说是怎么计算的，并引导学生明确：
①亿以内数的加、减法的计算方法和万以内数的加、减法的计算方法是一样的；
②笔算加法时要特别注意哪一位上的数相加满十，向前一位进1；
③笔算减法时要注意哪一位上退位了，不要忘记退1；
④凡是要求验算的，一定要写出验算的竖式．
(3)反馈练习：25页做一做，做后同桌订正．
2．教学例2．
板书例26845＋14270＋9238=
这道连加法应该怎样计算？
(1)引导学生明确：①计算时注意相同数位上的数对齐；②从个位加起．
(2)启发学生想一想，怎样算比较快就怎样算．学生自己完成，填在书上，教师巡视．
(3)引导学生交流：哪种计算方法比较简便？
教师说明：几个数连加时，能凑十的先凑十．每一位上的数相加满几十，向前一位进几．
(4)教学连加法的验算方法．
导入 ：几个数连加时，也要验算．怎样验算连加法呢？同桌商量一下．引导学生回答：
①只用原来的坚式，从下往上再加一遍．这种方法适用于题目中没有明确要求验算的．
②调换加数的位置再加一遍，并提示学生验算例2，写在书上．
(5)反馈练习：25真做一做13465＋8972＋27035
三、巩固发展
1．计算并验算．练习六3、4题前两小题．(同桌相互订正．)
2．投影出示，手势判断对错．(练习六3、4后两小题的变式)
3．练习六第7题．
教师提示：谁知道我们国家的植树节是哪一天？
投影出示：3月12日植树节，某市少先队员今年计划植树25850棵，比去年多植树4156棵．去年植树多少棵？
4．填合适的数．
练习六1题的变式，投影出示．
5．争冠军．
练习六第11题．(学生在书上填，又对又快者为冠军)四、全课小结
这节课你学会了什么？笔算亿以内数的加、减法时应注意什么？计算连加法时怎样算比较快？
五、布置作业 ：练习六2、5题．
六、板书设计
笔算加、减法
例1
例2
6845＋14270＋9238=30353
加法各部分间的关系
教学内容：教材30－31页例1、例2及相应的“做一做”，练习七1－4题．
素质教育目标
(一)知识教学点
1．使学生掌握加法各部分间的关系，加深对加法的理解．
2．会根据加法各部分间的关系，对加法进行验算和求未知数X．
(二)能力训练点
1．培养初步的判断推理能力．
2．提高检查计算结果的能力．
(三)德育渗透点
1．在知识迁移、归纳整理过程中，渗透事物是相互联系的、变化的观点．
2．通过求未知数X，渗透方程思想．
教学重点：加法各部分间的关系．
教学难点 ：加法各部分间关系的应用．
教具、学具准备：投影片，学生课前准备20、30、50的数字卡片各3个，“＋”、“－”符号各2个．
教学步骤
一、铺垫孕伏
1．口算：35＋25 40－15 20÷5
66－18 640－80 80×60
2．填空：( )＋25=60 35＋( )=60
( )＋8=15 300＋( )=360
二、探究新知
1．课前引入：
请同学们用学具摆一摆，能摆出几种算式？
得出：20＋30=50
50－20=30
50－30=20
这样的3个数为什么可以组成不同的算式？它们之间存在着怎样的关系呢？这节课我们就学习加法各部分间的关系．
板书课题：加法各部分间的关系
2．教学例1．
(1)出示例1第1幅图．
互相讨论：理解图意，列式并注明各部分名称，你知道了什么？
引导学生明确：列式：35＋25=60(本)
名称：加数加数和
知道加法算式：加数＋加数=和
教师提示：算式也可以写成另一种形式：和=加数＋加数
交流后板书：35＋25=60(本)加数＋加数=和
加数加数和和=加数＋加数
(2)出示例1中的第(2)、(3)幅图：
讨论：通过看图与(1)题比较，你又知道了什么？
引导学生小结：通过看图知道(2)题已知的是和、第二个加数，求第一个加数；第(3)题已知的是和、第一个加数，求第二个加数．
归纳出：第一个加数=和－第二个加数
第二个加数=和－第一个加数
交流后教师板书上面两个关系式．
(如果学生说不全面，教师加以提示．)
启发学生思考：能不能用一个关系式来概括呢？为什么？使学生明确：不论求加法算式中哪个加数，都用和减去另一个加数进行计算．
归纳出：一个加数=和－另一个加数．
教师板书：一个加数=和－另一个加数．
3．用加法各部分间的关系验算加法：
(1)引导学生自读教材30页“做一做”上边一段话．
提问：知道了什么？
使学生明确：验算时，从和里减去一个加数，如果得另一个加数，加法就做对了．
(2)反馈练习：30页“做一做”验算加法．
学生试做，教师巡视，指导书写格式．
订正时强调：用减法验算时，先确定用哪个数减去哪个数，再用竖式计算．
4．教学例2：
(1)引入题：()＋15=40
请同学们思考：()里表示的什么数？
教师点拨：未知数可以用字母X表示．
(2)读、写X．
X是拉丁字母，读作〔eks〕，用汉字注音读“爱克斯”，一般用来表示未知数．
(3)把()＋15=40的未知数，换成X就变成例2．
出示例2：X＋15=40
引问：在加法算式中，根据什么求未知数X？用什么方法来计算？学生回答后，教师边说明书写格式，边板书：
X＋15=40
X=40－15
X=25
强调：①每一步等号必须对齐；②每一步X必须写下来．
(4)指导检验：把X=25代入原式中，看等式两边是否相等．
(5)反馈练习：学生独立做例2下面的做一做，教师巡视，如有不正确的格式，加以纠正．订正时，让学生说一说根据什么算的．
三、巩固发展
1．填空：
加数＋( )=和
一个加数=( )－( )
100＋80=( )
( )－80=100
180－( )=80
2．练习七1题．
3．练习七3题．
4．判断下列计算的格式对吗？结果不对请改正：
5．求未知数X：
X＋80=176 X＋361=890
6．练习七2题(填在书上)
四、全课小结
今天我们学习了加法各部分之间的关系，谁能说出它们之间的关系是什么？利用这种关系，怎样对加法进行检验和求未知数X？
五、布置作业 ：教材32页4题右边3个题．
六、板书设计
加法各部分间的关系
例1．(1)35＋25=60和=加数＋加数
加数＋加数=和一个加数=和－另一个加数
(2)60－25=35
和－第二个加数=第一个加数例2．X＋15=40
(3)60－35=25X=40－15
和－第一个加数=第二个加数X=25
减法各部分间的关系
教学内容：教材34－35页例4例5及相应的“做一做”，练习八1－4题．
素质教育目标
(一)知识教学点
1．使学生初步掌握减法算式中各部分间的关系，加深对减法的理解．2．会根据减法各部分间的关系，对减法进行验算和求未知数X．
(二)能力训练点
1．培养学生初步的判断推理能力．
2．提高检查计算结果的能力．
(三)德育渗透点
1．在知识的迁移、归纳整理的过程中，渗透事物是相互联系发展变化的观点．
2．通过求未知数X渗透方程思想．
教学重点：减法各部分间的'关系．
教学难点 ：减法各部分间关系的应用．
教具、学具准备：投影片．
教学步骤
一、铺垫孕伏
1．口算：
30－1835＋4818＋1225×40
350－170370＋15－98350÷70
2．填空：
加数＋()=和一个加数=和－()
3．求未知数X(口述)：
X＋25=60140＋X=760
二、探求新知
1．导入 ：出示减法算式：30－10=20
要求：把这个算式转化成其它关系的式子：
第一种：30－20=10
第二种：10＋20=30
这个减法算式能转化成其它两种算式，减法各部分间存在着怎样的关系呢？这节课我们就共同研究它．
板书课题：减法各部分间的关系
2．学习例4：
(1)出示例4的第(1)幅线段图：
互相讨论：理解图意，列式并标明各部分名称，你知道了什么？引导学生明确算式：30－18=12(米)
名称：被减数减数差
知道减法算式：被减数－减数=差
教师提示：上述减法算式也可以写成差=被减数－减数
交流后板书：30－18=12(米)被减数－减数=差
被减数减数差差=被减数－减数
(2)出示例4的第(2)、(3)幅线段图：
讨论：通过看图与(1)题比较，你又知道了什么？
(如果学生说不全面，教师点拨．)
引导学生小结：
通过看图知道②题已知被减数、差，求减数．
③题已知减数、差，求被减数
从而归纳出：减数=被减数－差
被减数=差＋减数
教师板书两个关系式．
启发学生思考：求减数和求被减数的方法为什么不同？
使学生明确：被减数中包括减数和差两部分，去掉一部分就得另一部分，所以求减数用减法．把减数和差这两部分合起来就得被减数，所以求被减数用加法计算．
3．用减法各部分之间的关系验算减法：
(1)引导学生自读课本34页的“做一做”上面两句话，知道了什么？使学生明确：验算时，如果用减数加差得到被减数，或者用被减数减去差得到减数，就是减法做对了．
教师说明：因为减数加差得被减数的验算方法以前就学过了，所以今天我们主要用减法来验算减法．
(2)反馈练习：34页“做一做”．
学生试做，教师巡视，要看学生验算的格式是否符合要求，对没有用减法验算的学生给予纠正．
4．教学例5．
(1)出示例5，求未知数X．
①X－48=35②135－X=98
引导学生观察：X在两个减法算式中各是什么数？根据什么求未知数X？用什么方法计算？
指名板演，全班齐练，教师巡视，注意学生的书写格式．
(2)引导学生口述检验过程．
(3)反馈练习：例5下面的“做一做”
学生独立完成，教师巡视．订正时指名口述求未知数X的根据．
三、巩固发展
1．填空：
(1)被减数－()=差
减数=()－差
被减数=()＋减数
(2)38－12=()
38－()=12
26＋()=38
2．练习八1题
3．练习八3题
4．判断：
5．求未知数X(口述解题根据)．
540－X=80－64=174
6．练习八2题
四、全课小结
今天我们学习了减法各部分间的关系，谁能说一说减法各部分间的关系是什么？应用这些关系，怎样检验减法和求未知数X？
五、布置作业 ：练习八4题最后2个．
六、板书设计
减法各部分间的关系
加、减法的一些简便算法
教学内容：教材43―44页例1－例3及相应的做一做，练习十1－5题．
素质教育目标
(一)知识教学点
1．使学生理解和掌握加数和减数接近整十、整百数的加减法的简便计算的算理．
2．使学生能根据简便计算的方法正确灵活地计算．
(二)能力训练点
1．培养学生的观察比较能力、类比迁移能力、概括能力．
2．培养学生思维的灵活性．
(三)德育渗透点
1．培养认真审题的良好的学习习惯．
2．在知识的迁移、归纳整理的过程中，渗透事物是相互联系和发展变化的观点．
教学重点：使学生能根据简便算法正确灵活地计算．
教学难点 ：理解算理
教具、学具准备：投影仪、投影片．
教学步骤
一、铺垫孕伏
1．填空．
78=80－()99=100－()87=90－()
101=100＋()56=60－()
2．口算．(出示两组算式，第一组为三位数加减整十或整百的数；第二组为三位数加减两位或三位数．)
第一组 113＋60 276＋100 574＋200 165－100 453－300
第二组 113＋59 276＋98 574＋198 165－97 453－299
要求：让两名学生到前面进行口算，比一比看谁算得又对又快，其他同
学和老师一起当好裁判．
订正后教师宣布结果．如果学生有想法，教师给予鼓励和肯定，并指出如果我们掌握了加减法的一些简便算法，第二组题照样能算得很快．
二、探究新知
1．导语 ：请同学们仔细观察第二组加数或减数有什么特点？(第二组题的加数、减数都是接近整十、整百的数．)
接近整十、整百的数的加减法，怎样计算简便呢？这就是我们这节课要研究的内容．
板书课题：加减法的一些简便算法
2．学习例1.113＋59
出示例1.113＋59
(1)引问：59接近几十？(60)可以把59写成几十减几(注意要使减数最小)？113＋59怎样算最简便？
引导学生回答：计算113＋59先算113＋60再减去1．
如果还有其它算法老师要给予鼓励，然后比较哪一种最简便，从而认识到113＋60－1最简便．
(2)追问：为什么加60？为什么再减1呢(多让学生说理由)
交流后板书113＋59=113＋60－1=172
多加1还要减1
教师指出，因为刚学习简算，过程要写出来．计算熟练后，思考过程可以省略不写．
(3)反馈：
①113＋58怎样简算？把58看成60，应写成113＋60－2=171
为什么减2而不减1呢？
根据学生的回答，教师把思考过程对应式子板书：多加2要减2．
②如果113＋57呢？把57看成60，如果113加60多加了3要减去3所以113＋57=113＋60－3=170
③计算：113＋67113＋77(口述)
3．学习例2．276＋98
(1)观察题的特点，怎样简算，把教材42页例2的简算过程补充完整．
(2)让学生说出思考过程．
教师板书：276＋98=276＋100－2=374
多加2要减2
4．观察比较．
引导学生观察例1和例2这两道题的第二个加数有什么特点，是怎么简算的，用语言概括一下．
引导学生概括出：在计算加法时，如果加数是一个接近整十、整百的数，把它们先看作整十、整百的数，然后多加了几就要减去几．
5．反馈练习．43页中间例2的“做一做”．
6．教学例3．165－97
(1)尝试练习：
互相讨论后，学生自己试算(教师巡视后，指名说出简算过程．)
可能出现的两种做法：
第一种：165－97=165－100－3=62
第二种：165－97=165－100＋3=68
比较两种算式哪一步相同，再讨论减去100后，究竟是减去3还是加上3？
(2)演示说明算理．
出示投影图(纸盒上标的数字是鸡蛋的个数)．
要取走97个鸡蛋怎么办？(先拿出大箱100个鸡蛋．)
思考：要取走97个鸡蛋，结果取走了100个，应再取走3个还是把多取的3个送回来(边说边演示)？
出示图：
师：指名说出正确的思考过程应该是哪个算式，并说明理由．
追问：多减3再加上3，如果多减去2呢？多减去1呢？
(3)总结规律：引导学生概括减去接近整十、整百的数怎样算简便．
得出：在计算减法时，如果减数是接近整十、整百的数，把它们看成整十、整百的数，多减了几就要加上几．
(4)反馈练习：43页下面例3的“做一做”．
三、巩固发展
1．练习十1题(填在书上)
2．板演．99＋36250－199
3．在○里填上＞、＜或=
195＋238○200－5＋238 386－199○386－200－1
357＋980○357＋100＋2 901＋577○577＋900－1
4．判断．
(1)X＋297=X＋300－3() (2)X－297=X－300－3()
(3)X＋799=X＋800－1() (4)X－799=X－800－1()
5．分组比赛：86＋89 54＋97 299＋435
155－99 148－791176－98
6．选择(把正确解法的序号填入括号内)．
197＋98=() 98＋299=()
(1)197＋98=197＋100－2 (1)98＋299=98＋300－1
(2)197＋98=197＋100＋2 (2)98＋299=98＋300＋1
(3)197＋98=98＋200－3 (3)98＋299=299＋100－2
(4)197＋98=98＋200＋3 (4)98＋299=299＋100＋2
(5)197＋98=200＋100－3－2 (5)98＋299=100＋300－2－1
四、全课小结
回顾加法和减法的一些简便算法，比较加、减法简算的异同点：
相同点：把加数或减数都看作整十、整百进行加减；
不同点：计算加法时多加几就要减去几，计算减法时，多减几就要加上几．
五、布置作业 ：练习十4题后2个5题．
六、板书设计
加、减法的一些简便算法
例1．113＋59=113＋60－1=172113＋58=113＋60－2=170
多加1要减去1 多加2要减去2
例2．276＋98=276＋100－2=374计算加法时，多加几要减去几
多加2要减去2
例3．165－97=165－100＋3=68计算减法时，多减几要加上几
多减3加上3
The importance of English rests with the language being used in most countries in the world as a communicating tool. For example, a German and a Chinese can't speak opposite side's language, but they both know English. And then there is no problem between their language communication. We must know the importance and learn the language earnestly.
The key to learn English well is to recite words. Words are the bricks of language building.Only keeping them in our mind, can we master them. To learn English well,we need to listen more English broadcast and contact with more foreingers so that we can practise our listening comprehansion. Only in this way, can we study for the purpose of application.
英语的重要性在于，它被世界上大多数国家作为语言交流的工具。例如一个德国人和一个中国人彼此都不会讲对方的语言，但他们都懂英语，于是他们之间的语言交流就不成问题。我们每个人都能够认识它的重要性，都能够认真学习。
要想学好英语，关键是背单词。单词是语言大厦的墙砖。认识了它们才能驾驭好他们。学好英语还要多听英语广播、多接触外国人，锻炼自己的听力，这样才能学有所用。
从踏入学校起，记忆里在学校似乎只哭过一次，是体育课上被一个同学不小心撞到，撞得我火冒金星，疼得我眼泪都出来了。其他的时间几乎都充满了快乐，不知道别人的感受，总之我是很喜欢上学的，并不是有多用功，有多喜欢学习，而是学校里实在是有太多有趣的事情啦。除去考试，学校对于我来说就是乐园，而乐园的源泉就是我那些调皮捣蛋活泼可爱的同学们，以及和蔼的，宽容的，美丽的，温柔的，严厉的老师们。
很小的时候因为调皮经常会碰得伤痕累累，自然免不了哭哦。妈妈总是漫不经心地说：“哎，宝贝，你哭什么呀，桌子没动，是你碰了它呀，你看看它哭了吗？真的哭了，看这里有眼泪！赶紧给它道歉吧。”其实桌子上是妈妈偷偷洒的水，狡猾的妈妈就是那样骗的我收回眼泪给桌子道歉的。
夏天里，我的膝盖经常摔得惨不忍睹，碘伏消毒的时候很疼的，睡一觉更疼，因为习惯了老妈另类的教育，疼的龇牙咧嘴也很少哭。
所以看到有的奶奶一边跺地，一边哄她家的宝贝：“我打死它，让我宝宝摔疼了，宝宝不哭哦，奶奶揍它了！”我都会不屑地说：“地又没动，是宝宝自己调皮碰到地啦。”
这样一个很少哭的我自然不理解经常哭的人啦。所以看到别人哭的表情留言，我通常是礼貌地留个：怎么了，不哭了啊，别难过哦。对于好友却经常是：哭什么！又怎么了，整天哭哭啼啼丢不丢人啊。其实我是想这样说他大概就不会难过了吧，可是现在我知道这样的劝慰真的不够朋友哦。
生活中是应该多一些快乐，才有趣，可是悲痛也并不是多余的表情啊。
如果总是把悲痛压抑到心里故作快乐，早晚有一天悲痛积多了就会爆发而不可收拾。
所以如果你实在是太难过了，就放声大哭吧，或者通过不妨碍不伤害别人的方式来释放痛苦。宣泄过了，心里一定就不会那么沉重了。那么，就擦干眼泪，笑一个吧，化悲痛为力量继续你快乐的生活吧。
如果你想度过一个完美的人生，笑就尽情地笑，哭也痛痛快快地哭吧。哭过笑过，踏上征程继续前行。
★ 高一英语13单元
