高二 Revision (Units 6-10)(人教版高一英语教案教学设计)

2023-10-08 08:19:27| 收藏本文下载本文作者：wuxinyu

下面是小编整理的高二 Revision (Units 6-10)(人教版高一英语教案教学设计)（共含15篇），欢迎大家阅读借鉴，并有积极分享。同时，但愿您也能像本文投稿人“wuxinyu”一样，积极向本站投稿分享好文章。

篇1：高二 Revision (Units 6-10)(人教版高一英语教案教学设计)

(Revision)

Step 1: Go over the words and expressions once again by a dictation or sentences making:

Forecast, major, trend, contemporary, indicate, urban, energy, ensure, system, consumer, reform, customer, goods, purchase, tiny, cash, remain, importance, regularly, physician, cure, biochemistry, educator, hopeful, reality

In general, keep in touch with, pay attention to, in store,

Virus, via, mosquito, prevention, persuade, defenseless, illness, treatment, liquid, unprotected, sex, lack, proper, discourage, cheer, network, specialist, meaningful, boyfriend, identify, billionaire, stranger, weep, cell, chemical, radiation, fighter, contrary.

Cheer….up, a great many, on the contrary

Drown, bleed, choke, prevent, electric, electrical, wire, container, scream, witness, calm, panic, ambulance, tip, slightly, chest, circulate, pulse, wound, blanket, manage, pale, motorcycle, sudden, worn-out, eventually, bite, tap, loose, bandage, explanation, first aid, keep in mind, roll over, manage to do sth, , in honor of

Coal, attend, issue, environmentalist, summarize, content, introduction, representative, killer, access, violence, premier, stress, equality, fairness, responsibility, willingness, harmony, suffering, unfair, wipe, worldwide, alternative, defend, incorrect, affect, advise, take notes, the United Nations, take action, air conditioner, in harmony with,, put an end to, wipe out , advise sb. Not to do sth,

Frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot, flee, urge, meanwhile, sheet, protect, severely, heart-breaking, giant, steady, steam, full-powered, steamship. Unbelievable, stillness, whisper, appropriate, at hand, knock about, all of a sudden, as though

Step 2: Come to the following topic and ask the Ss to say something about each topic:

life in the future; deadly diseases and attitude towards AIDS, cancer, etc.; first aid and medicine; nature ecology and the environment; natural disasters

Step 3: Review the new Grammar Items:

Noun Clauses:(2); Subjunctive Mood (虚拟语气); Inversion; Ellipsis

Noun Clauses:(2)

What life will be like in the future is difficult to predict.

They are careful about what they wear.

If we learn to accept change and appreciate what is new and different….

Subjunctive Mood (虚拟语气)

If everyone in the country knew first aid, many lives might be saved.

I wish that she were here with me and that we weren’t sick.

I wish I could remember more about my mum.

We wish we could have arrived there two hours earlier.

If I had not been tired, I would have helped her.

If he had known the news, he might have told you.

If it were to rain, I would stay at home.

Inversion

Not until we know more will we be able to improve the situation.

Only by changing how we live can we save the earth.

Had I known that air conditioners cause so much pollution, I would never have bought one.

There exist serious problems and there is still time to take actions.

Ellipsis

A word about your composition.

Though tired, he was not disheartened.

You would do the same.

Sit down , please.

We’ll do the best we can.

Everybody gone?

That letter was the last.

Step 4: Some exercises on the Grammar.

Step 5: Review Functional Items in the Units6-10

Making prediction/ Supporting an opinion/ Express dos and don’ts/ Express feelings

A. Making prediction:

What will life be like in the future?

How will people….

Where will people work….

It would be wonderful if …..

It would be bad for …. If…….

It’s possible/ impossible to …..

No one can predict what /when…...

B. Supporting an opinion:

I think that …. Because ….

First,….

One reason is that…..

For example, …..

If we/they were to …. We/ they could …..

Challenging an opinion

Perhaps, but what if/ about….

Have you thought about….

What makes you think that ….?

Could you please explain ….?

If I were you, I would …..

C. Express dos and don’ts:

You should always….

You ought to /should….

You must/ have to….

You should not …..

You should never….

You must never…

D. Express feelings

How terrible!

It makes me feel uneasy when…

I think it’s very unpleasant……

It makes me feel very worried….

I get very upset….

It’s a frightening thing….

I dare not….

I’m really scary….

It takes my hair stand on end.

Step 6: Some additional exercises.

篇2：revision teaching plan for unit1 (人教版高一英语教案教学设计)

Teaching Aims and Demands

Words and Phrases:

honest brave wise smart argue found hunt share lie feeling pronounce broad repeat native equal situation international trade communicate exchange service expression publish compare replace consider means experience vacation nature basic equipment simple normal excitement separate unforgettable disaster finally rescue advance seize swallow drag struggle fight flow fright shake strike destroy national fear opportunity touch note career role award prize choice degree speed creature adult industry owe happiness accept primary leader determine live action

fond of hunt for in order to care about such as drop sb a line make oneself at home in total except for stay up come about end up with bring in a great many at the same time get away from watch out protect sb/sth from see sb off on the other hand as well as

Spoken English: Revise the spoken English in the units 1-6.

Grammar: Direct and Indirect Speech, The Attribute Clause.

Teaching aids: Computer

Way of Teaching: dictation and exercises

Lesson 1

Step 1 Dictation

Dictate the key words and phrases in the six units.

argue share native equal situation international communicate compare experience vacation equipment excitement separate unforgettable rescue advance swallow struggle strike destroy opportunity career award degree creature owe primary determine

Step 2 Sentences

1. Chuck survives the crash and lands on a deserted island where there are no people.

2. On the island, Chuck has to learn to survive all alone.

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

4. You must be very tired.

5. People also travel to meet new friends, to try new kinds of food, to experience life in other parts of the world, or simply to get away from cold weather.

6.Wear a lot to protect yourself from yourself from the sun.

7. As with hiking, you should always think about your safety and wear good clothes.

8. Looking up at the large head and down at the large feet makes you feel small.

9.After that it still took seven years before they finally got married.

10. When drinking to someone’s health, you raise your glass, but the glasses should not touch.

Check the dictation with the students and explain the use of the underlined words or parts.

Lesson 2

Grammar

1. The Direct and Indirect Speech

A. Change the dialogue below into Indirect Speech.

The following dialogue is an excerpt from Mark Twain’s The million-Pound Bank Note.

Henry found there was a million-pound note in the envelope. HE thought the two brothers had made a mistake. HE hurried to their house and rang the bell. The servant appeared, Henry asked for the brothers.

Servant: They are gone.

Henry: Where?

Servant: To the Continent.

Henry: The continent?

Servant: I can’t say, sir.

Henry: When will they be back?

Servant: I can’t say, sir.

Henry: When will they be back?

Servant: In a month, they said.

Henry: A month! Tell me how to get word to them. It’s of great importance.

Servant: I can’t , indeed. I’ve no idea where they’ve gone.

Henry: Then I must see some member of the family. Servant: Family is away, too --- in Egypt and India, I think.

Henry: There’s been an immense mistake make. They’ll be back before night. Tell them I’ve been here, and that I’ll keep coming till it’s all right, and they needn’t worry.

Servant: I’ll tell them, if they come back, but I’m not expecting them. They said you’d be here in an hour to make inquires, but I must tell you it’s all night, they will be here on time to meet you.

B. Finish the dialogue

A: Attention, please, I’d like to tell you what to do in the coming sports meeting. Get to school a bit earlier, at 7:30 tomorrow morning.

B: What did she say?

C: (She told us to come to school a bit earlier tomorrow morning, at 7:30.)

A: Please wear your sports clothes.

D: What to wear?

E: (She asked us to wear our sport clothes.)

A: Su Peng, please don’t forget to bring your camera. (You have to take some photos.)

F: Pardon?

A: (I asked you not to forget to bring your camera.) I want you to take some photos

If it is necessary, explain the formation of Indirect and Direct Speech.

2. The Present Continuous Tense.

Fill in the blank with proper words

1). Jack ___ (work) in a network company now, and he ___ (like) it very much.

2). I can hear something outside the door. It ___ (sound) as if someone ___ (try) to open the door.

3). Grandma normally ____(live) with us, but she ____ (spend ) the last month in Hangzhou and ____ (go)to stay with uncle next week.

4). They ____ (play) really wonderfully. I ____ (think) they ____ (win) the game.

5). A: That is Alice. I ____ (not think) you ____ her before.

B: Oh yes. We ____ (know) each other, for we ____ (be) at the same school.

6). She ____ (grow) up in that farmhouse in the village. She ____ (miss) it very much and ____ (return) to have a look this weekend.

7). A: There ____ (be) a great film on this week. It _____ (be) an Oscar Prize winner. They ____ (ask) you to go with them tonight.

B: Thanks, but I ____ (see) it in only yesterday.

8). A: I ____ (try) to phone George, but he ____ (be) not at home.

B: He should be. He ____ (leave) school an hour ago.

Answers: 1). is working; likes 2). sounds; is trying 3). lives; spent; is going 4). are playing; think; will win 5). don’t think; have met/met; know; are 6). grew; miss; is returning 7). is; is; asked; saw 8). Tried; was; left

Then check the exercise with the students.

3. The Attributive Clause:

Read the text below and mark out the Attributive Clause and the noun modified by it. If necessary fill in the proper link pronouns.

Penicillin is a kind of medicine ___ is now widely used in hospital. It has played a very important part in saving those ____ have got serious diseases. But do you know anything about the person ____ discovered it?

Penicillin was discovered by a British scientist, Alexander, ____ was born on Aug. 6, 1881. After graduating from a medical university, he worked in a laboratory, where his research began. After World War I, he continued his research for the substances ____ would cure people without bringing harm to human bodies.

In the autumn of 1928, he found through his experiments that penicillin was not harmful to man but it would stop the growth of many dangerous germs. Fleming wrote a paper in ____ he described penicillin in detail. The paper was published in 1929.

The keys are: that/which who who who that which.

4. The Attributive Clause:

California, ____ official nickname is the Golden State, is one of the faster growing states in the United States. It covers an area of great physical diversity(多样性) ____ ____ uplands dominate the landscape. The first people ____ explored and settled California were the Spaniards, ____ gave Spanish names to its two great cities, Los Angels and San Francisco. 1849 was the year ____ Americans came and so was it the year ____ gold was discovered.

The reason ____ the men ____ made movies came to California was that the weather here is fine. The sun allowed them to take pictures outdoor nearly every day in the year. Hollywood, ____ lies in the northern part of the city of Los Angeles, became the movie capital of the world. When oil was discovered, people came to work in the oil field. World War II was period ____ many large airplane factories were built in California.

California, the coastline ____ ____ is 1,200 miles long on the Pacific Ocean, is also one of the country’s leaders in commercial fishing.

The highest mountain in California is Mt. Whitney, a 14,494-foot-high granite peak, ____ ____ one can look down on Death Valley to the east, the lowest point in the United States.

The answers are: whose, of which, who, who, when, when, why, who, which, when, of/in which, on/from which

Revise the Grammar the related to the above exercises.

Lesson 3

Step 1 Warming-up

Introduction of your good friend:

Get one of the students to give a brief introduction to his or her good friends.

Step 2 Writing

Get the students to write a short composition about their own experience.

Ask the students to read their composition out and go over the basic skills of writing.

Step 3 Reporting

Divide the students into several groups and get them to prepare for the film stars and the movies that they favour.

Get the students to report it out, while trying using some related words and the grammar learned in these unit.

Homework

Write another composition about Being a student with good manners.

篇3：unit1-5 revision(人教版高二英语上册教案教学设计)

(revision)

Step 1: Go over the words and expressions once again by a dictation or sentences making:

work on, go by, be/get engaged to sb. , go on with, dream of, turn out, take a look at, what if, the other way around, hope for, in fact, in the 1970s, mean to do sth. , according to , believe in, a number of, test the theory, use up, in order to , search for, stop sb. from doing sth.,

media, reliable, fire, face, difficulty, elect, injure, headline, editor, informed, relate, talented, switch, present, reflect, unique, spiritual, seldom, AIDS, addict, social, suffer, ignore, tolerate, affair, retire, awful, telegram, housewife, crowded, shopper, complete, bore, attitude, disappoint, responsible, citizen, polluter, arm, update, go up, for once, relate to, be addicted to, even if, draw attention to , on all sides, change one’s mind, current affairs, look up to, fall in love,

Prefer, share, furniture, stand, impress, despite, create, invite, seem, design, sale, block, preference, apartment, style, glance, ugly, modernism, construction, concrete, roof, dragon, fantastic, sail, stadium, net, nest, branch, structure, bold, stick, rent, reasonable, aid, aside, workshop, development, in a hurry, glance at, take examples, act as, fill up with, join… to…, set aside, prefer to do, prefer doing, prefer sb to do, share with, compare with, look as if, refer to.

Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;

Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.

Step 2: Come to the following topic and ask the Ss to say something about each topic:

Science and scientist; News and the media; Art and architecture; Literature and poetry; Geography

Step 3: Review the new Grammar Items:

The Past Participle and Noun Clauses

The Past Participle

1. My friends sent me some used stamps.

2. Books written by Cai Zhizhong are well received.

3. We are all interested in English.

4. He seemed confused at what I said.

5. Everybody thought the battle lost.

6. With my watch lost, I didn’t know what time it was.

7. He found two of the windows broken.

He found a number of people working there.

Greatly surprised, he couldn’t say a word.

8. When completed, the canal will connect the river with the lake.

9. Coated with sugar, bananas will taste better.

10. Even if invited, I wouldn’t go.

11. He stared at me, astonished.

Noun Clauses

What life will be like is the topic for today’s class discussion.

Can you imagine that what man will look like in 1000 years?

The reason why he didn’t come to school is that he was ill.

The news that our football team was defeated is known to all.

Step 4: Some exercises on the Grammar.

Step 5: Review Functional Items in the Units1-5

Describing people/debating; Expressing opinions/ preferences/ intention/ agreement and disagreement.

A. use the following sentence structures:

That’s correct /true.

There is no doubt that ……

It’s clear that…..

It’s hard to say.

I doubt that … …

Well, maybe, but … …

What’s your idea ?

Have you thought about … …

B. Practise expressing opinions, using the following sentence structures:

I would rather choose … ….

I don’t think we could choose … …

Maybe it would be better to choose… …

What do you think of … ….

What’s your opinion ?

Why do you choose… …?

C. Express preferences:

I’d prefer….

I prefer something that….

I’d rather…..

What I like is ….

I’m interested in….

I would feel happy if…

I can’t stand….

I don’t get very excited about…

D. Practise expressing intention and decision:

I’m interested to…

I’m interested but…

I think I might want…

I want to….

I’d like to,,,,

I think it will be too difficult to…

I think it will be boring…

I hope to find….

I don’t know much about… but….

I never heard of… so….

I’m not interested in…. so….

E. Practise expressing agreement and disagreement

a. agreement:

I believe that you have got it right.

Surely it must be….

Yes, you are right, but ….

Yes, I agree with you.

b. disagreement:

Don’t you think that…..?

Aren’t you confusing …..?

I don’t think that’s right ….

I don’t think so.

You must be mistaken……

No, you are wrong thinking that …….

I’m afraid you’re wrong …..

Step 6: Some additional exercises.

篇4：unit6 teaching plan(人教版高二英语教案教学设计)

I.Brief Statements Based on the Unit

The topic of this unit is about the human being’s 1ife in the future．This unit is made up of warming up，listening，speaking，pre-reading，reading，post-reading，language study and integrating skills．These tasks will be finished in five periods．

In the first period，we’ll do warming up，listening and speaking to improve the student’s listening and speaking abilities．At the same time．arouse the students’interest in the topic of this unit．

In the second period，we’ll finish the task 0f pre-reading,reading and post-reading．In post-reading，let the students give free rein to their imagination by discussing some questions．We’11 read a passage about 1ife in the future．It will tell us what the human being’s life will be like in the future．In the meanwhile we’ll learn some useful words and expressions．

The third period consists of two parts：Word study and Grammar-Noun Clauses．

Through word study we’ll revise some words and phrases，which are related to the topic of this unit．As to the grammar：Noun clauses,we can master them by doing more practical practice given in the textbook and workbook．

The main purpose of the fourth period is to train the students’reading and writing abilities by reading and writing a short pas-sage about 1ife in the future．

In the last period,we’ll deal with the grammer in this unit-Noun C1auses．

In a word,we can train the students’listening,speaking,reading and writing abilities by doing the exercises the textbook and the workbook provide．

Ⅱ.Teaching Goals

1．Talk about life in the future．

2．Practise making predictions．

3．Learn about Noun Clauses(2)．

4．Write a definition paragraph．

Ⅲ．Teaching Time：Five periods：

Ⅳ．Background Information

1.World in the Future

Scientists think that wonderful things may come true in the future．Future means a time that not yet come．It can be a short time from now or a long time from now．Some of the underwater wonders are almost ready to come true now．Others won’t come true,we think，until a long time from now．Some,of course．may never come true-but

who knows for sure?They may．What are some of the wonders that may come true in the future?

Let’s go back to dry land and take a future journey the other way--up instead of down．

Huge rocket liners take you into space to visit the Moon Camp．You walk around on the moon in s special moon suit．You visit an observatory where a giant telescope looks far into space--farther than anyone has ever been able to see from Earth．You go deep down into one of the moon mines．

After you have visited the moon,you visit the Mars Colony and the Venus Explo-ration Outpost．

Let’s go back to Earth．

In the far，far future，girls-and boys,too--may be playing with dolls that look like the people of the planets visited by our space-man．

To control or run all kinds of toys,boys and girls may learn to use special ccmputers--machines that answer questions and do arithmetic faster than you can think．

Bicycles and perhaps skates may be run by jet power,and a new thing to ride may be a small flying saucer．Imagine a race between them!

There may be telepathy helmets that send thought waves from your brain to that

of your friend miles away．You just think a thought and your friend knows it!You can have secrets with each other that nobody else can turn it on!

There will be other surprises in the future．How would you like to have a robot

playmate?

Having robot playmates may not be so much fun as it seems．But maybe a boy with a wrench and a screwdriver can fix the robot so that it won’t be too perfect!

What about the food of the future? Scientists think that much of it will be artificialmade in factories from such surprising things as coal．1imestone。air and water．

You don’t think that ice-cream or cake or candy or even bread and potatoes made out of these things will taste very good．You may be wrong．These artificial things will be blended so skillfully be food chemists that the food of the future probably wi11 be delicious．It probably will also be healthful be-cause life will be put into it．

Scientists of the future will almost certainly find other ways to make life last longer．They probably will find cures for most diseases．Hospitals will probably have“body banks”that can give you almost any new part you need to keep on living．People of the future may live to be a lot older than 100 years．

Are you wondering whether there’11 be television in the future? There’ll almost certainly be wonderful programs. Television screens probably wi11 be large and flat，hanging on the wall or going across the four walls of a room．People on the screen will look real as if they were right in the room with you．What about highways of the future? Well, a very small child probably will be able to drive a car．Nobody will need to steer．Electric signals will hold each car on the right road to get wherever the“Driver”wants to go．And it probably will be impossible for cars to smash together。Controllers that won’t even have to be touched will make all speeding cars miss each other or will put on the brakes．Driving in a car will be as safe as being at home．

But maybe the most wonderful surprise in the future will be weather control，Cities may have giant plastic domes over them to keep out snow，rain，or storms．

When you plan a picnic in a park。you won't have to worry about rain．It will rain only when the“ weatherman”thinks it is needed to freshen the air inside the city．All other days will be fair and warm．

The future should be a wonderful time in which to live．But the time you are living in now was also“ a wonderful future”to the people who lived 100 years ago．

2。Three Things That Will Change Your Life

Today our lives are changing faster than at any time in history．Here we report on three important changes that will have a big impact on our everyday lives in the future．

The cashless society Cash and bank-notes wi1l disappear almost completely．They will be replaced by smart cards--plastic cards with microchip processors“loaded”

with some money．When we pay for goods．the retailer w1l insert our smart card into a payment terminal and money w．1l be transferred from our card to the retailer's card．When all the money is used up，we will be able to“re-load”it by inserting it into a telephone，dialing our bank account and transferring money to the card from the account．1f we want to transfer money from our card to a bank ac-count．we will use the same method．Smart cards will be able to hold several different currencies at the same time．so if we go aboard．we will use our smart cards in the same way．

Interactive telephones Human telephone operators will be sharply replaced by talking computers．These computers will recognize speech．ask us what information we need，access the information from a database，and convert it to speech．If we want to book a flight or pay a bill by phone，we will interact with a talking computer to do SO．Of course，this won't happen until all the technology is

in place，but when it is we will soon get used to interacting with computers in this way．Human telephone operators will be used only for more complex operations

such as dealing with complaints or solving concrete problems．

Intelligent cars Traffic congestion in cities will be reduced because drivers will use electronic route maps to find the quickest route to their destination and avoid traffic jams．Congestion will also decrease when electronic systems start changing motorists for driving in cities．As soon as motorists have to pay to drive in cities，they will stop Using their cars and use public transport instead．

Speed control systems will be built into cars．These systems will automatically regulate the speed of the car to take account of traffic and weather conditions and prevent accidents．It will be many years before these changes bring results but when they do，there will be a titanic improvement in road safety．

The First Period

Teaching Aims：

1.EnCoLlrage the students to use their imagination to talk about life in the future．

2.Train the students'1istening ability．

3.Improve the students’ speaking ability by practising making predictions．

Teaching Important Points：

1. Train the studcnts'1istening ability．

2. Let the students give free rein to their1 imagination.

Teaching Difficult Points：

1．How do improve the students' listening ability．

2．How to finish the task of speaking.

Teaching Methods:

1．Listening-and-answering activity to help the students go through the listening material．

2．Individual，pair or group work to make every student work in class．

Teaching Aids：

1．some pictures

2．a tape recorder

3，a projector

4．the blackboard

Teaching Procedures：

Step I Greetings and Lead-in

T：Good morning／afternoon，everyone.

Ss：Good morning／afternoon，teacher.

T：Sit down，please．Now we're having a class in a bight and spacious class-room with modern equipment such as radios and computers．And we all live a happy life today．We can get whatever we want．Do you know how did people live in the past?

(One student stands up．)

S：When I was a child，my great-grandfather often told me the stories of him in the past. He often got hungry and didn’t have enough money to go to school and had no chance…I think people live a miserable life in the past.

T：Yeah．People lived a hard in the past．With the development of science and technology, people's life has changed a lot．Now we all live happily. What do you imagine life will be like in the future? Today we are going to study Unit 6 Life in the future. (Bb: Unit 6 Life in the future)It will tell us what life will be like in the future.

Step Ⅱ Warming up

T：Now let's first have a discussion about the future of one of the areas in our books．Discuss them in groups of four．After a while，I'1l ask one of you to re-

port the results．

T：Now please discuss some questions．(Show the picture and questions on the screen．)

How will people travel in the future?

Where will they go? Why?

(Give the students another two minutes to discuss．)

T：Who’d like to tell me how people will travel in the future and where they will

go and why?

(One Student puts up his hand．)

T：Oh，Li Jun，you have a try．

S：I think people will travel by using public transport．Electric cars will be

traveling through the streets day and night．Anybody will be able to stop one and take it．They can go wherever they want．

S：I think people will travel by car，which doesn't burn gas，but solar energy．In-

stead of wheels，the car needs a Cushion of air．Thus。it can float in the air．You

can go wherever you want as long as you press a button on the computer in the

car．What's more，it won't cause any pollution．

(And then ask some Students to re-port．)

How wi1l people communicate in the future?

S: People will communicate with each other with computers, which are set in the watches.

Where will people work in the future?

What kind of jobs will they have?

S：People wil1 work at home．The only thing that people do is to control the robots by pressing the buttons on t11e computer and let them work for us．

How will people do business in the future?

What kind of money will they use?

S：By the year 2l00，shops will no longer exist．Computers will have replaced them，and people will order goods from home．Instead of paper money，they will use credit cards．

What languages will people speak in the future?

Will people still speak Chinese and Eng1ish?

S：Instead of any language，people Will use code to talk with each other．If they use a language to communicate，I think t11ey Will speak Chinese．Because our country will be the strongest one．

What will schools be like in the future?

What subjects will people study?

S：Schools will be set up on the Internet．Students can stay at home and use computers to study．We can also down-load some information．We'll study social sciences，natural sciences and so on．Schooling wi11 be much more interesting and effective．

(After discussing all the questions，the teacher says the following．)

T：In spite of all these changes，man in the future will still have a lot in common with us．They wi1l have thoughts and emotions similar to ours．Anyhow，they will be human beings．

Step Ⅲ Listening

T：Now open your books at Page 42．Let's do some Listening．First Part 1．You're going to listen to a letter about Mekanika's life．Listen carefully and pay

attention to the year when she is living，the place where she 1ives,the things that happened to the people on the earth and the reason why she is writing you this letter．Write down what you hear．At last I'll check the answers with you．Is that clear?

Ss：Yes．

T：OK．Let's begin．

(Teacher plays the tape for the first time．Then plays for the second time，during which time teacher may pause for the students to write down the in-formation

．Finally teacher checks the answers in Part l with the whole class．)

T：Next listen to Part 2 and do the two exercises in them．

(Teacher lets the students go through the Exx in Part 2 and then plays the tape for the students．At last check the answers．)

Step Ⅳ Speaking

T：NOW look at the picture in Speaking Part．There are two girls in the picture．One girl is working on the computer．The other is making a phone call．Can you find anything different between them?

Ss：No．They are the same．Maybe they are twins．

T：No，they aren't twins．One of them is cloned．With the development of technology，scientists will be able to clone persons as well as animals．Suppose the year is 2089 and scientists have discovered how to make“doubles”，ex-act copies of a person that can do everything the original can do．Now work in groups of four to discuss the question whether the new techno1ogy should be used．First give your opinion and tell the reason．Write it in your textbooks．After that make up a short dialogue,

using the information in your books and the useful expressions on the blackboard.

(Bb：It would be wonderful if…

It would be bad for…if…

It’s possible/impossible to predict…

No one can predict what／when…

Just imagine if…

We can only guess…)

(Teacher gives the students four minutes to prepare in groups of four and then asks some groups to read their dialogues before the class．)

Sample dialogue：

SA：With the development of science and techno1ogy，the double would be made in the future．I think it would be a good idea to have a double. Because we could use the double to do the things we don't enjoy，for example, we could let the double finish our homework．

SC：I agree with you．I would 1ike to have a double, too，because I don't have time to do all the things I'd like to do．For example，if I didn't have time to watch an exciting football game, I would let the double watch it.

SB：I don't agree with you．I think having a double might be dangerous because you don't know what the double might do．For example，the double might steal what they what they want or kill the person they hate.

SD：Yes，they might do something wrong. What's more，having doubles would make people confused，because no one would know who the double really was or how to treat it．For example, the double wouldn’t have any parents and no one would see to them.

SC：But having a double would be wonderful，because you could let the double do whatever you want them to do．

SA：Having a double would also be good because the double could attend an important meeting instead of you if you were ill．

SD：But I think it would be bad for society if people had doubles because they would make trouble for our society.

Step V Summary and Homework

T：Today we've done some listening and speaking and known how to make pre- dictions．Besides，we've also learnt some useful expressions on the black- board．After class．write down the dialogue you made in your exercise books and preview the reading passage on Page 43．

Step Ⅵ The Design of the Writing on the Blackboard

Unit 6 Life in the future

The First Period

Useful expressions:

It would be wonderful if…

It would be bad for…if…

It's possible／impossible to predict…

No one can predict what／when…

Just imagine if…

We can only guess…

Step Ⅶ Record after Teaching

_____________________________________

______________________________________

篇5：unit4 teaching plan(人教版高二英语教案教学设计)

The Fifth Period

Grammar: The Past Participle Used as Adverbial

Teaching Aims:

1. Enable the students to master the usage of the Past Participle when it is used as Adverbial.

2. Enable the students to master the transformation between the past participle phrase and the adverbial clause.

Teaching Important Points:

1. How to use the Past Participle

2. How to tell the difference between the Present Participle and the Past Participle.

Teaching Difficult Point:

How to choose the Present Participle and the Past Parthciple.

Teaching Methods:

1. Comparision method to get the students to know how to use the participle clearly.

2. Discussion method to get the students to master what they've learned.

3. Pair work or group work to make the students active in class.

Teaching Aids:

1. a computer

2. a projector

Teaching Procedures:

Step II Greetings

Greet the whole class as usual.

Step II Revision and Presentation

T: In the third period of Unit 4, we learned the Past Participle used as Attributeand Adverbial. Now look at these sentences. Can you tell me which past participle is used as Attribute and which is used as Adverbial?

(Show the following on the screen.)

1. Most of the artists invited to the party were from South Africa.

2. Given more attention, the trees could have grown better.

3. The professor came into the classroom, followed by his students.

4. The first textbooks written for teaching English as a foreign language

came out in the 16th century.

Ss: Yes, we can.

T: Who can tell us in the first sentence what the Past Participle is sued as?

S1:I know. It is used as Attribute, modifying the noun “artists”.

T: Yes. OK. Li Lu, you try, please.

S2: I think it is used as Adverbial in the second sentence.

T：Good.

S3: It is used as Adverbial in the third sentence, too.

T: (To the rest of the class.) Is that right?

Ss: Yes.

T: Good. No problem. Now, the last sentence. Who knows?

S4: Let me have a try. I believe it is used as Attribute. It modifies “ the first

textbooks”.

T: (Ask another student.) Do you agree with him/her?

S5: No, I don't think so. I think it is used as Adverbial.

T: Yeah, now, we have two different opinions. which one is correct? Whose opinion do you agree with?

Ss: The first answer is correet. It is used as Attribute, not Adverbial.

T: Why?

Ss: Because it modifies the word, “textbooks”.

T: Good. It is used as Attribute. I agree with the first student.

Step III Explanation

T: We know that the Past Participle can be used as Adverbial. Now look at these sentences on the blackboard.

(Teacher writes the following on the blackboard.)

1. Don't speak until spoken to.

2. Given more time, we could do the work much better.

3. Destroyed by the earthquake, the house had to be rebuilt.

T: What are these past participle used us?

Ss: They are all used as Adverbial.

T: Yes, You're right. And we know that the Past Participle used as Adverbial can express different adverbials, such as: time, cause, condition, manner and so on. Do you know what the Past Participle in each sentence expresses? Who knows?

Sa: The Past Participle in the first sentence expresses time. The second one expresses condition. And the last one expresses cause.

T: Very good. Now, I'll give you a few minutes to discuss with your partner

about how to replace these past participles by using adverbial clauses.

T: (A few minutes later.) Who'd like to try the first sentence?

Sb: I'd like to. “Don't speak until you're spoken to. ”

T：Good. Please sit down. What about the second sentence? Who knows?

Sc: I know. If we were given more time, we could do the work much better.

T: OK. Sit down, please. Now, the last sentence. Who wants to have a try?

S: Beeause the house had been destroyed by the earthquake, it had to be rebuilt.

T: Good.

(Teacher writes the sentences above on the blackboard.)

Step VI Comparison

T: As we all know, the Past Participle and the Present Partieiple can be used as Adverbial, for example: (Teacher writes the following examples on the

blackboard. )

1. Seen from the hill, our school looks more beautiful.

2. Seeing from the hill, we can see our beautiful school.

T: Look at these two sentences carefully. Can you tell us the difference between them?

S: The first sentence uses the Past Participle as Adverbial while the second sentence uses the Present Participle as Adverbial.

T: Good. Do you know why?

S: Because the subject in the first sentence is “our school”, but in the second sentence the subject is “we”.

T: Very good. When we are using participles, we should pay attention to the subjects in the sentences, and the participle we use must have the same logical subject as the subject in the sentence. If the subject in the sentence receives the action, we should use the Past Participle as Adverbial; if the subject in the sentence does the action, we should use the Present Participle as Adverbial. Do you nderstand?

Ss: Yes.

Step V Practice

T: Look at the sentences on the screen. Join each of the following pairs of

sentences turning one of them into a participle phrase and making other

necessary changes. Do it in pairs or groups. Example: We were disturbed by the noise and had to finish the meeting early.

→Disturbed by the noise, we had to finish the meeting early.

Rewrite the sentences, using the Past Participle.

1. They were surprised at the idea and began to discuss it among themselves.

2. Mary was much interested and she agreed to give it a try.

3. I was deeply moved, and thanked them again and again.

4 The two men were delighted and they thought up many other ideas, too.

5. We had been taught by failure and mistakes and have become wiser.

6. I was shocked at the waste of money and decided to leave the company.

7. He was persuaded by his friends to give up smoking and threw his remaining cigarettes away.

篇6：unit 5 教案(人教版高一英语教案教学设计)

一、教学内容分析

(一)、知识背景及新课程、新教材

本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。

本单元所选的语言素材涉及中外名片、著名演员、著名导演，具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求。

（二）、教学重点难点

1. 语言知识重点与难点

（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句

（2）与影视相关的词汇

（3）有关发表个人观点的句型、结构

2. 综合知识重点与难点

（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。

（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。

（3）.对影视界名人及电影的评价（comments）如何写影评（review）。

二、教学目标

（一）.知识技能

1. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

2. 学习掌握一些有关影视的词汇：

如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。

掌握其他一些课文中涉及的词汇：

如：graduate, attack, creature, owe…to…, take off等。

3. 学习掌握一些用于讨论、评价电影的结构句式：

如：What’s the film about?

What do you think about the story of the film?

How do you feel about the film?

I like / don’t like the film because…

The film is about… I think the ending of the film is …

4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力?

（二）. 情感态度

1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。

2. 从Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。

3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。

4. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）.学习策略

1. 认知策略

能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。

2. 调控策略

利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。

3. 交际策略

充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。

4. 资源策略

通过了解影视知识，获得更广泛的英语信息，拓展所学知识。

（四）.文化意识

1. 了解英语国家影视界艺术家的成长经历、成就和贡献。

2. 通过学习，了解世界著名影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

三、教学步骤

(一) Warming up

这部分的重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。

活动步骤：

1．师生互动：教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。

2．小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。

3．班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。

（二）listening

本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.

活动形式：

1．师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题They received a lot of interviews。

2．小组活动：教师引出问题What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。

3．班级活动：完成听力练习

（三）Speaking

本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提

高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而对

演员的职业有所了解并增加学习趣味。

Task: To interview famous actors and directors in different ways.

活动形式：

1、师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了解程度，为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.

1．班级活动：教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段，并可展现他们主演的其它电影的海报，让学生在视觉上对这两位演员及他们的表演有所了解。

2．个人活动，但先把学生分成两组，分组阅读，然后完成下面表格中的信息。

Birth (time/place)

schooling

Beginning of the acting career

films

family

3．小组活动：选两位学生，一位当主持人，一位当Meryl streep/Keanu Reeves，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。

4．师生互动：教师可引导学生讨论下列问题：

1） Why are they so popular and successful?

2） What is needed to be an actor/actress?

3） Would you like to be an actor/actress one day? Why(not)?

6. 小组活动：教师播放电影“home alone”《小鬼当家》片段，将原声消去，让学生分组给出对白及表演，最后可让学生互评哪一组做得最好。

(四) Word Study(提前)：

本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等，对学生而言，有些生疏，因此教师可给出一些视觉上的帮助。

教学形式：

师生互动

在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报，学生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。

（五）Pre-reading

此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制

作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).

活动形式

1．师生互动：教师提问If you want to make a film, who do you

need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等

2．小组活动：

1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。

2）根据所选的各种角色交叉分组，发挥各自的作用。

Think of one scene you are quite familiar with and act it out.

a. What would the scene be like and what happens in it?

b. Who are the main actors in that scene and what do they do?

c. Write a short dialogue and act it out

（六）reading

本篇阅读材料是人物传记，介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1．小组活动

分别给出阅读材料中提到的五幅电影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的图片，把学生分成不同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大概内容及主题。

2．个人活动

快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信

息，并核对与自己猜想是否相符。

3．个人活动

阅读并查找有关Spielberg的信息：

1） When and where was he born?

2） When did he start making films?

3） What did he use to make films at first? and later?

4） What was his dream?

5） What did he study?

6） When and with what did his career take off?

7） What does Spielberg owe his success to?

（七） Post-reading

该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性 2）、不懈努力、持之以恒 3）、成功需要家人的支持，合作、互助精神。

（八）Language study

这部分的重点是学习掌握关系副词when，where，why 引导的定语从句及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.

活动步骤：

1．师生互动：教师提一些问题如What Chinese directors do you know?

What are their well-known films? 在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品，引出定语从句。

如Zhang Yimou is the famous director who successfully directed the film Hero.

2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角（main actor/actress）分别是谁。然后用定语从句知识来谈论。如：Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.

3．班级活动：给出几副图片及几个关键词（key words），用所学定语从句来描述图片。如：

北京申奥成功图 Beijing the city Beijing is the city where/in which the 2008 Olympic Games will be held.

4．大组活动：全班以座位为单位分4大组，开展竞赛。1）小组讨论，两人一组，一学生创设一个情景并给出2-3个关键词，另一名同学用定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组能正确描述的情景最多。教师给出评价。

（九）Integrating Skills

该部分主要阅读张艺谋的影片Not One Less并学习如何评价电影及写影评。Task: Make comments on films and write reviews about them.

1. 师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况，为接下来阅读Not One Less 作铺垫。问题可为 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同时呈现张的有关信息表格，为后面的Survey 作铺垫。通过提问谈论《一个也不能少》有关情节，为阅读作铺垫。

2．个人活动：阅读Not One Less ；回答问题，填写信息表。

3．班级活动：学习写review 的有关建议。并以Not One Less 作为例子写影评一篇。

4．个人活动：Survey--Your favorite director and his film in china

5．小组活动：讨论关于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...

6．个人活动：模仿前面所学，写一篇影评 My Favorite Film

7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。

8．班级活动：推荐一名学生在班上交流所写影评。

篇7：英语教案－At the shop(人教版高二英语上册教案教学设计)

Teaching Aims and demands

本单元通过学习马克吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解作者的风格。学生应能在教师的指导下，排演这个短剧。通过对话课的学习与操练，学生接触表示坚持个人意见的常用语句，并要求学生运用到实际会话中。学习并初步掌握as if和no matter引导让步状语从句的用法。

Teaching important and difficult points

1．单词

run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, excited

2．词组

shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to

3．交际用语

There seems to be something wrong with it.

I would like you to change this blouse.

You sold me a blouse that I can’t use any more.

I am afraid I can’t do that right now.

Why can’t you do something about it?

Is anything the matter?

4．语法

学习as if和no matter的用法。

教学建议

课文建议

在Lesson 38课，建议教师应组织学生1）以节目的形式演出这段对话。2）教师可选取录像或多媒体形式完成此课的教学任务。3）教师把学生分成三人一组，适当准备一些道具排演本课的最后结局的短剧。4）教师要求学生找出能刻画服装店老板人物特征和心理变化的相关语句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..

对话分析

本单元对话是讲述在服装店调换衣服的经过，学生对其内容较易理解，但一些新单词的用法应掌握，如：customer, run, insist, change…for…。本课中也提供了给学生做相应对话的练习，如：A pair of trousers, A radio的口语练习。

教学重点难点

1.serve的用法

1)serve(sb.) as sth.表示“为（某人）工作，（尤指）当佣人”。

He served as a gardener and chauffeur.他做园艺工人兼司机。

2)serve还可表示“供职，服役”。

He has served his country well.他为国尽职。

3)serve sb. (with sth.). 表示“将（饭菜）端上桌。”

Four waiters served lunch for us.有四位服务员招待我们吃午饭。

4)serve 还可用于“（在商店等处）接待（顾客）或为顾客取货物”的意思中。

Are you being served?有售货员接待您吗？

He served some sweets to the children.他为孩子们拿来了他们想要的糖。

5)serve 还指“（一份饭）够……”。

This packet of soup serves two.这包汤料够两个人食用。

2.judge的用法

1)judge用作动词，表示作“断定，估计，认为”解。其后可带宾语从句，也可带不定式或形容词、名词等引导的宾补成分。

We judge that they have finished.我们估计他们已经干完了。

We judge them to have finished.我们估计他们已经干完了。

She judged him about fifty.她估计他在五十岁左右。

The committee judged it better to start the investigation at once.委员会认为最好立即开始此项调查。

From his letter, we judged his visit to China a great success.从他的来信判断他对中国的访问非常成功。

2)judge用作“判断，断定”解时，还可接wh-分句或wh-加不定式结构。

I can’t judge whether she was right or wrong.我不能断定她是对还是错。

3)judge还可表示“评判，评价”，可说judge sb. / sth.

Don’t judge a man by his looks.勿以貌取人。

4)Judging by / from…（从……来看，据……来判断）是惯用短语，可用来引导独立分句。

Judging from his looks ,he may be sick.从外表看，他或许生病了。

Judging by his accent, he must be from Guangdong.听口音，他准是个广东人。

3.get off的用法

1)get off意为“脱下”。

It’s rather hot today, we must get off the jacket.今天太热了，我们必须脱下夹克衫。

2)注意：get off还可作“下车”；“离开”；“出发”；“起飞”解。

As soon as I got off the bus, I started for the village on foot. 我一下公共汽车，就开始步行到村里去。

We must get off at once or we II be late我们必须马上走，否则要迟到了。

We got off immediately after breakfast.我们一吃过早饭就出发了。

The plane got off on time. 飞机准时起飞。

4．favor的用法

1）in favor (of )表示“赞成、主张”，常用作表语或后置定语。

The students were in favor of reform. 学生赞成改革。

2）do sb. a favor或do a favor for sb. 是个正式的礼貌用语，意思是 “给某人以恩惠，帮某人的忙”。

Would you do me a favor? 帮我一下好吗？

Do me a favor by turning off the radio. 帮我把收音机关掉。

Do me the favor to come. 务请光临。

注：do sb. a favor后接of doing 或不定式时，应将不定冠词a改为定冠词the。

5．put down的用法

1）意为“写下；记下”。

Put down your name and your telephone number.写下你的名字和电话号码。

Put this down in your notebook for future reference.这点记在你的笔记本上，以供今后参考。

2）可作“镇压；扑灭”。

The fire was finally put down by the firemen.大火最后终于被消防队员扑灭了。

6.as if的用法

as if 是连词词组，作“好像”、“好似”解，引导表语从句，用于下列句型中：

It looks/seems as if ....表示“看起来似乎……”。其中It为无人称代词，本身并无词义。looks / seems是连系动词，as if引出表语从句。

It looks as if it is going to show. 看来，要下雪。

It seemed as if the suit was made to his own measure. 这套衣服看来似乎是按尺寸给他定做的。

除此之处，as if也可以引导方式状语从句，修饰主句的谓语，此时从句中的谓语动词常用虚拟语气。关于这一点，暂可不必向学生交代。

The woman loves the children as if she were their mother.这个妇女爱这些孩子，她好像就是他们的妈妈一样。

7. no matter 的用法

no matter作“无论”、“不管”解，用以引导表示让步的状语从句，常用在下列句型中：句型中的No matter what (who/when etc.)...分别表示“无论何事”、“无论何人”、“无论何时”等，这个从句可以置主句之前，也可以置主句之后。

由no matter + what等引导的让步状语从句。No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。

No matter what you do, you must be very careful.不管做什么事，你都必须非常细心。

No matter之后可用what以外的关系代词或关系副词。例如：

No matter who you are (=Whoever you are), I’ll never let you in.无论你是谁，我绝不让你进去。

No matter which…无论哪一个……

No matter which you choose(=Whichever you choose), you will be satisfied.不论你选择哪一个，你都会满意的。

No matter where…无论何处；不管在哪里……

No matter where I go (=Wherever I go) , I will be thinking of you. 无论我到哪里，我都会想着你。

No matter when …无论何时，不管什么时候……

I’ll discuss it with you no matter when you like(=whenever like). 你什么时候高兴，我愿意同你讨论这件事。

No matter how..不管……如何；无论……多么……

No matter how hard you try(=However hard you try), you will never be successful. 不管你如何努力，你都不会成功的。

8．drop in, drop in on 与drop in at的区别

drop in 意为“顺便走访” He often drops in for tea. 他经常顺便来喝茶。

drop in on 后接人意为“顺便拜访某人”。

She dropped in on me yesterday.

drop in at后接表示地点的名词意为“顺便来（去）某处看看”。

Tom usually drops in at my place on his way home. 答题时要注意drop in后所接的名词表示的意思。

Jane used to ____ the tailor’s on her way home from work.

A. drop in B. drop in on C. drop in at D. drop at

詹妮以前常下班后去成衣店看看。the tailor’s 表示地点，故正确答案为C。

9．run的用法

1）表示“跑，奔跑，赛跑”。

The boy ran off as soon as we appeared.我们一来，孩子们都跑了。

She used to run when she was at college.在大学时她经常练跑步。

2）run还可表示“（火车、汽车、轮船等）往来行驶”

Buses to Oxford run every half hour.去牛津的公共汽车每半小时一班。

The trains don’t run on Christmas Day.圣诞节火车停驶。

3）run可用业表示“（液体）流动”。

Could you run me a hot bath?你给我放盆热水洗澡好吗？

Your nose is running.你又流鼻涕了。

4）run表示“（衣服上的染料或颜色）掉色，扩散”。

I’m afraid the color ran when I washed your new skirt.很遗憾，我洗你那条新裙子的时候它掉色了。

5）run可表示“融化”。

It was so hot that the butter ran.天太热，黄油开始化了。

The wax began to run. 蜡开始融化了。

6）run还可表示“负责、经营、管理”。

He has no idea of how to run the successful business.他不知道把企业办好的方法。

Stop trying to run my life for me.我的生活用不着你来管。

10．Come, come. Get him his change. Tod. ( =Hurry up. Tod, Give the man his change.) 得了，得了，给他找钱吧，托德。

句中的come用作感叹语，表示“劝导”，“不耐烦”的情绪。come作感叹语用时，在不同的情况下，可以表示不同的感表，如“鼓励”、“惊异”、“命令”等。例如：

Come, come, Alice, you must be patient. 好了，爱丽丝，你得忍耐点。

本句中的change是不可数名词，作“零钱”，“找给的钱”解。又如：

Here is your change. 这是找给你的零钱。

change还可以用作及物动词，作“零钱”，“换钱”解。

Could you change a 10-yuon note, please? 你能换开10元钱吗？

教学设计方案Lesson 37

Teaching aims

1. Practise in pairs talking about buying clothes in a shop.

2. Study the language points in lesson 37.

Teaching procedures

StepⅠRevision

1. Check the homework exercises.

2. Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard.

Questions for the teacher to ask the students:

1) What words have you learned about clothes ?

trousers, coat, jacket, shirt, overcoat……

2) What color do you like best if you buy a blouse ?

a gray one, red one, blue one, black one, yellow one, white one ……

Step Ⅱ Warming-up

Look at the picture on P 55.

1. Ask the students to say something about the picture. Let the students know a new word: blouse.

Answer: It’s a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop.

2. Ask the students how different clothes are washed. Make a table on the blackboard if you like

as follows:

HOT WASH white cotton

WARM WASH coloured cotton

COLD WASH silk , wool

Step Ⅲ Listening and reading

Let the students listen to the dialogue once or twice and then answer same questions.

1. What did the customer buy last week?

… She bought, a blouse last weds

2. Whats wrong with the blouse?

… When doe washed the blouse, the color ran.

3. What did the customer ask the assistant to do?

…She asked the assistant to change the clothes or give the money back to her.

4. Did the assistant give the money back to the customer ? Why ?

…No, because the manager of the shop wasnt in. And the assistant couldnt decide whether to give it back to her or not.

Step Ⅳ Practice

Let students fill in the blanks of the dialogue.

SA: Good afternoon. Can I 1 you ?

C: Yea, please. I 2 this radio the day before yesterday. But there is something 3 with it. Last night it just couldnt. I 4 cant use it.

SA: Let me 5 . It scans as if it hasnt been 6 properly. Has it been left in the sun or__ 7_?

C: Of 8 not. How can I be 9 foolish ?

SA: 10 its the 11 of the factory that made it. I think I will send back to the 12 and get it repaired.

C: You may 13 it back to the factory, but I would like my money 14 .

SA: I’m 15 I cant do that.

C: Why cant you do 16 about it ? Id like you to change this 17 or else 18 me my money back.

SA: All right. You can 19 it for another one. Would you please 20 a look at these ones ?

Answers:

1. help 2. bought 3. wrong 4. work 5. see 6. used 7. rain 8. course 9. that 10. Maybe 11. fault 12. factory 13. send 14. back 15. afraid 16. something 17. radio18. give 19. change 20. have

Fill in the blanks.

1．这台收音机有问题吗？

Is there ______ _______ ________ the radio?

2．请把借我的书还我。

Please give me _______ the book that you _______from me.

3．天看上去要下雪了。

It _______ as if it’s going to_______.

4．他坚持要明天去那儿。

He _______ that he _______ there tomorrow.

5．别让孩子站在太阳底下。

Don’t _______ the child stand ________ the sun.

6．我想让汤姆的弟弟去做那项工作。

I would _______ Tom’s brother ________ do the work.

Answers

1. anything wrong with 2. back …borrowed 3. seems…snow 4. insists …go 5. have/ keep …in 6. like …to

StepⅤ Language points

Let students read the dialogue and ask them to pay attention to some key sentences and then the teacher gives some brief explanation.

1. There seem (s) to be…

2. like常见的句型是

like sb. to do sth./ like to do sth./ like doing sth.

3. I’m not that foolish =I am not so foolish.

4.It looks as if + 句子 =It seems as if + 句子

5. insist + that - clause + ( should ) + v

Step Ⅵ Further practise

1.Get good pairs of students to act out their dialogues in front of the class without their books if possible.

2. Provide a few situations for the Ss, let them practise the dialogues by dividing the different groups.

1)You have just bought a pair of shoes from a shoe shop. But later you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you.

2) You have just bought a tape-recorder. But it does not work as soon as you get home. So you go back to the shop and ask for a new one..

Step Ⅶ Exercise

Do exercises Ex 1--3. on Page 118.

A customer brought a blouse in a clothes shop last week. She found that the colours _____when she washed it. Thinking that there must be ______wrong with it, she went back to the shop. The shop_____ asked her whether she did not follow the ______and washed it in hot water. The ______said she was not ______foolish. It seemed that it was the ______of the company that produced it .The customer _______that the shop should give her money back, but the shop assistant refused. Finally the customer decided to change the blouse _______another one.

Key:

ran, something, assistant, instructions, customer, that (so), insisted, fault, for

StepⅧ Homework

1.Do exercises Ex 2--3. on Page 118.

2.Get the students to do the vocabulary preparation in Lesson 38 .

教学设计方案Lesson 38

Teaching Aims

1. Learn lesson 38 to get brief idea of the story.

2.The students are required to answer some questions.

Step I Revision

1）Check the homework exercises.

2）Oral practice.

1．你的手表有问题吗？ 2．我想让你去做这件事。

3．似乎看来这本书被他看完了。 4．我坚持让他把钱还我。

5．对不起，是我的错。 6．你为什么让他一直在田里工作。

Answers:

1. 1s there anything wrong with your watch?

2. I’d like you to do the work.

3. It seems as if the book has been finished reading by him.

4. I insisted that he (should) give me my money back.

5. Im sorry. Its my fault.

6. Why did you have him working in the fields?

StepⅡ Warm---up

Talk about Mark Twain.

1. What is Mark Twain?

Mark Twain is an American writer.

2. In our middle school text books. What articles were written by Mark Twain?

“Run for a Governor.” “A Million Pound Note”

Step Ⅲ Listening and talking

Today we are going to learn a dialogue, which is a part from A Million Pound Note. Listen to the tape and then talk about the pictures on P. 56 & P. 57.

Picture 1: A customer came into a tailors shop. The shop assistant looked at him up and down. From the clothes, the assistant thought he was a poor man.

Picture 2: After the tailor knew the man had one million pound note, he was very surprised. The manager measured him by himself. They changed their attitude to the man completely.

Step ⅣReading

Read the dialogue quickly and try to answer the questions.

1. What did the customer want?

2. How did the customer Tod?

3. What did the shop assistant show the customer?

4. How did the customer want to pay?

5. What made the manager fed excited?

6. What can we learn from the story?

Keys:

1.The customer wanted to buy a suit.

2.He looked poor. And his clothes were old.

3.He showed the customer the cheapest clothes

4.He wanted to pay with a large note.

5.The million pound note made the manager feel excited.

6.We should never judge a person by his clothes.

Step ⅤLanguage points

1.no matter + wh ---引导让步状语从句

2.Is anything the matter? 怎么回事？the matter =wrong

3. do sth. a favour =do a favour for do 帮某人一个忙；答应某人的要求

4.drop in on + 人/ drop in at + 地点

Step ⅥOral practise

Divide the Ss into a few groups to practise a play according to the text.

Step Ⅶ Exercise

Do Exercise 3 on Page 119

A customer went into a tailors shop to buy a new ______. All he had in his pocket was a million - pound ______. His wearies (衣服) were so worn - wit that the shop assistant looked ______ upon him and ______ him the cheapest clothes. In his mind, that was the best ______ for such a poor man.

When the customer ______ him the million - pound note, the shop assistant felt very ______ and didnt know what to do. Just then the manager went ______ to him and asked what was happening. Seeing the note, he got so _______ that he asked the customer to do him a ______ to get those cheap clothes ______ and ______on much better ones. Then he ______the gentleman and picked out nice _____for making a suit ______this mans own measure. The man said that he couldnt ______ the clothes unless they would wait or ______ the note. The manager promised to wait ______ his life. Finally, he told the assistant to ______ down the mans address. The gentleman said it was not necessary because he would drop ______ and leave his new address ______ he found another hotel.

Keys: suit; note; down; chose; choice; showed; surprised; up; exceed; favor, off; put; measured; material; to; order; change; all; put; in; when

Step Ⅷ Homework

1. Retell the story in your own words.

2.Prepare the next text.

探究活动

教师根据对话内容，可让学生设计买其它东西的场景，for example: You have just bought a recorder. But it does not work as soon as you get home. So you go back to the shop and you didn’t want it. 教师让学生自己进行复述发生的经过同时教师给学生提供部分的语句和提示：1）buy a recorder last week 2) It didn’t work 3) either change it or get money back 4)persuade you to change it for another one.

篇8：高一Units 19-20(人教版高考复习英语教案教学设计)

[教学目的]强化所学知识，温故知新，掌握一定的解题方法。

[教学重点]掌握重点词汇和短语。

[教学难点]同义词辨析

[重点词汇]：promise, pretend, offer, refuse, come out, include(contain), develop, describe, remove, support, cross, character, press, print, tie,

[重点词组]：pick up, agree to sth., lie to sb., throw away, call at, at the same time

enjoy doing, look down upon, to everyone’s surprise, find out, come out, cut…into, find out, the rest of., by doing sth., be+ adj.+ to do.

[重点句型和交际用语]：1. It seems that…. 6. I’m not sure.

2. I don’t think so. 7. Do you call that…?

3. That’s not fair. 8. How did… come out?

4. I believe…. 9. What’s the problem with…?

5. I guess…. 10. too+adj.+for sb./sth…(to do)

课时安排：第一课时：知识梳理

第二课时：词语归纳、拓展

第三课时：创新跨越训练

第四、五课时：《导学教程》练习

[重点语言点详解]

1. 1)agree with “同意,赞成” ，后接人或表示“意见；观点；看法”的词。

1>You’d better agree with your boss/her. 你最好还是同意老板/她的意见。

2>I completely agree with your views on this point. 在这一点上，我完全同意你的看法。

3>They don’t quite agree with my-methods(opinions,idea). 他们不太赞成我的办法。

>>agree with还可表示“与一致”（气候，食物等）适合。

1>The verb must agree with the subject in person and number.动词在人称和数上必须与主语一致。

2>The climate here doesn’t agree with me. 这儿的气候我不适应。

2)agree to意为“同意赞成”，后接表“提议；安排；计划”等的词。

1>Both of them agreed to my plan(proposal/suggestion) about the travel.

他们两个都同意我提出的关于旅行的计划（提议/建议）。

3)agree on“对取得一致意见；在方面同意或意见一致”，后常跟表具体的协议的文件、计划、行动等的名词。

1>Both parties agreed on the terms of the contract.双方就合同中的条款达成了一致意见。

4)agree to do sth.“同意做某事”

1>We agree to go there.

2>He agree not to attend the meeting.

5)agree + that表示“一致认为，同意”

1>We all agree that his idea is a fine one.我们一致认为他的主意不错。

2. cross

1)adj. 脾气不好的，易怒的

1>He has never heard cross words from his wife.他从妻子那里从没听见过气话。

2) vt. 跨过，穿过

1>If you cross the street alone, please be careful.你自己过马路，一定要当心。

3) n. 十字，十字架

1>The question is marked with a cross.那个问题被标了个十字。

3. pretend vt. + to do/that-clause（不定式和从句作宾语）

1>He lay down on the ground and pretended to be dead when the bear came near.

当熊走进时，他躺在地上装死。

2>She pretended not to have seen me when I saw her.

当我看到她时，她假装没看到我。

3>They pretended to be working hard when the old man entered the room.

当老人走进房间时，他们假装在努力工作。

4>I pretended not to know the secret.

我装着不知道这个秘密。

5>Before the enemy, he pretended that he didn’t know me.

在敌人面前，他假装不认识我。

6>Please don’t pretend that you know everything.

请你不要装着你什么都懂。

3．refuse vt. + n./pron./to do

1>She was sorry to refuse his invitation to the party.

她不好意思地拒绝了他发出的参加晚会的邀请。

2>He refused my help, and tried his best to do it himself.

他拒绝了我的帮助，尽力自己干了起来。

3>they refuses to tell us their address and telephone number.

他们拒绝告诉我们他们的地址和电话号码。

4>I received an invitation yesterday but I refused to accept it.

昨天我收到了一份请贴，但我拒不接受。

refuse+间接宾语+直接宾语

1>He refused me money.他不肯给我钱。

4．guess

1)动词guess 可直接带宾语，也可接at 介词短语，可接复合宾语或that从句。

1>Can you guess (at) the price?

2>Can you guess (at) his age?

3>I guess her to be over thirty.=I guess that she is over thirty.

注：习惯上在名词answer 或it前不用at。如：He guessed the right answer.（他猜出了正确答案。）You guess it.（你猜猜看。）

注：give a guess或 make a guess均表示“作一猜测”的意思。

2)guess 可用来表示“觉得”，“认为”，=think

1>I guess men’s hands and fingers are too big!

2>I guess it’s going to rain soon.

注：believe, suppose, guess, find, feel许多时候可接 that从句,在意思上相当于think。

5. character

1) a Chinese character意为“一个汉字”。

1>In the beginning (=At first) they used to carve Chinese characters on stones to record important dates in history.

起初他们常常把汉字刻在石头上以记载历史上的重要日子。

2) character表示小说、戏剧、电影等中的“人物，角色”。

1>I find all the characters in his new play amusing and interesting.

我觉得他着部新剧中的所有任务既逗人发笑又很有趣。

2>Jack was a remarkable character.杰克是个不寻常的人物。

3) character表示“特征”，“特性”。

1>What is the character of the chemical?这一化学物质有什么特性？

2>The two problems are quite different in character.

这两个问题在性质上是完全不同的。

4)character表示人的“性格”，“品质”。

1>He is a man of strong character.他是个性格刚强的人。

6. past

1) n.过去

1>He would like people to forget his past.

2)adj.过去的

1>The past week has been very interesting.

3)adv.（从旁）过去

1>They went past without noticing the board.

4)prep.过去，超过

1>It was five past eleven.

2>She is already past eighteen.

7. tie

1)tie to“捆，绑，拴”，也可引申为“约束，束缚”。

1>he tied the horse to the tree.

2>He is tied to his work all day.他整天都被工作缠着。

2)tie up“捆紧”；“绑起来”

1>Please tie up all these boxes.

2>The thief was tied up.

3) tie n.“领带，绳子”，也可引申为使人结合起来的某种“关系”。

1>He was wearing a red tie.

2>Please find me a tie to tie up all these books.

3)We are united by some invisible tie.我们被某种无形的纽带连结在一起。

8.invent

1)invent=create or design something not existing before，“发明”、“创造”

1>What happened before printing was invented? 在印刷术发明以前情况怎么样？

2>Edison invented the electric light. 爱迪生发明了电灯。

[注意]Invent指创造发明以前不存在的东西或方法，指发现不为人们所知但大自然实际存在的事物。

2)invent还可用来表示“虚构”或“捏造”一个情况，=make up or think of。

1>He invented an excuse for being late.他编造了一个迟到的借口。

2>The whole story was invented.整个故事都是虚构的。

9.press vt.& vi.按；挤；压

1>The shoe is pressing my toe.这只鞋挤我的脚趾。

2>If you want to start the computer, press this button.如果你想开电脑，请按此按钮。

3>The little boy pressed his nose against the shop window.

小男孩把鼻子紧贴在橱窗上。

4>He pressed my hand warmly when we met.我们见面时他热情地紧握我的手。

5>I don’t like shoes that press.我不太喜欢太紧的鞋子。

10.print vt. & vi.印，打上印记；印刷，付印，发表

1>The mark of the boy’s shoes is printed clearly in the mud.

哪个男孩的鞋印清楚地印在泥上。

2>That terrible accident was printed on my memory.那次可怕的事故牢记在我的心中

3>The top line of this page hasn’t been properly printed.这页上端一行印刷得不好。

4>This machine prints 2,000 pages in an hour.这部机器每小时印2,000张。

5>The new press prints rapidly.这台新的印刷机印得很快。

11.form

1)form v.“形成”、“建立”、“养成”的意思。

1>These pieces of bamboo or wood were tied together to form a book.

把这些竹片或木片系在一起就成了一本书。

2>A sentence is formed by putting words together in a proper order.

将单词以正确的顺序排列在一起就形成了一个句子。

3>Steam forms (is formed)when water boils.水一沸腾，蒸汽就形成了。

4>They formed(=set up) a trade union to organize all the workers.

为了把所有工人组织起来，他们建立了工会。

5>We have formed (=set up) a class for beginners in French.

我们成立了一个法语初级班。

6>His character was formed in his childhood.他的性格是从小养成的。

7>A good idea formed (was formed) in his mind.他脑子里有了一个好主意。

[注]form the habit of …=fall/get into the habit of…,在意思上接近。get used to…,表示“养成了习惯”。

He has formed the habit of taking notes in class.他已养成了上课记笔记的习惯。

2) n.“形状，形态”；“形式，方式”；“表格”。

1>Ice, snow and steam are different forms of water.冰、雪和蒸汽是水的不同形态。

2>This verb has two past forms.这个动词有两种过去时形式。

3>Please fill in the form in ink.请用钢笔填写这张表格。

搭配：take the form of…采取…的形式 in any shape or form无论什么形式

12.include

1)include vt. “包括”、“包含”

1>This plan includes most of your suggestions.这项计划里包括了你们的大部分建议

2>The group included two engineers and twenty workers.

这个队共有两名工程师和二十个工人。

[注] include +doing

My job doesn’t include making coffee for the boss.我的工作并不包括为老板煮咖啡。

2)including 作介词，后接名词、代词或名词性从句作宾语。 Included用作形容词，有被动含义，应放在名词/代词之后。试比较：

1>A lot people attended yesterday’s meeting, including 10 foreigners.

2>At least 20 persons got hurt, including 3 policemen.

3>All of us, Gary included, will make a trip to London next week.

13.by+doing “用……方式”、“凭靠……手段”

1>I make a living by teaching English at school.我以在学校教英语为生。

2>The boss has made a lot of money by selling building materials.

老板（通过）卖建筑材料赚了很多钱。

3>We can learn spoken English well by pactising speaking English a great deal both in and out of class. 通过课堂内外大量的讲英语训练，我们可以学好英语口语。

14.promise

1)vt. “答应”、“许诺”。

(1)promise+n./pron. promise sth., promise sb. sth.

1>He that promises too much means nothing.许愿太多的人是不打算兑现的。

2>I’m afraid I can’t promise you anything.恐怕我们什么也不能许诺给你。

(2)promise to do sth./promise sb. to do sth.

1>I never promised to obey her orders.我从未答应过要服从她的命令。

2>Promise me never to trouble me again.答应我决不再麻烦我。

(3)promise+that-clause,有时可带间接宾语。

1>He promised he would never do it again. 他答应以后再不这样干了。 2>He promised that he would pay back the money within two weeks. 他答应两周内还钱。

2)vi.

I’ll try to help him out, but I can’t promise.我将尽力帮助他，但我不能许诺。

3)link-verb, “预示着”、“有可能”

The clear sky promises fine weather tomorrow.请晴朗的天空预示着明天是个好天气

4.n. “诺言”，常作可数名词。

1>It’s easy to make a promise.许愿是容易的。

2>I’m sorry for having broken my promise.对不起，我食言了。

3>Give me your promise that you will never do it again.答应我以后再不那样干了。

[注]make a promise许诺, keep a promise遵守诺言, break a promise.违背诺言

15.too…for… 太过于

1>The dress is too small for me.

2>The question is too difficult for me.

3>The work was too much for him.

16.back to front穿反了

back to front是合成词，由“名词+介词+名词”构成，在句中作状语，如果词与词之间有连字符连接，相当于形容词。

The old man has on his sweater back to front.

联想：face to face 面对面的back to back背靠背的

side by side肩并肩的 hand in hand手拉手的

shoulder to shoulder肩并肩的 neck to neck齐头并进的，并驾齐驱的

相似词语辨析：

1. in surprise, to one’s surprise

1)in surprise意为“惊奇地”常位于动词之后作状语，表示方式。

1>John turned around and looked at me in surprise.约翰转过身来，惊奇地望着我。

2>“A farmer?” said the Frenchman in surprise.“农夫？”那个法国人惊奇地说到。

2)to one’s surprise /to the surprise of sb.意为“使人吃惊的是”、“出乎意料地”，常位于句首，作状语，表示行为的结果。类似的结构有：

to one’s joy/delight/pleasure使人高兴的是

to one’s sorrow使人悲伤的是

to one’s satisfaction使人满意的是

有时为了强调产生某种情感的程度，可在to 后面的名词前加great, deep 等形容词或在to前加副词much。

1>To the surprise of the young couple, they found the necklace missing.

使这对年轻夫妇惊奇的是，他们发现项链不见了。

2>To their great joy, the sailors saw land at last. 水手们终于见到陆地了，他们兴奋不已。

3>Much to my surprise, she failed in the examination.

使我非常奇怪的是，她考试没及格。

2. job, work, works,labour

1)job 常指具体一件工作，是可数名词。work泛指所有长期的或短期的需要体力或脑力的工作，是不可数名词，通常与job替换使用。如：

1>He did a lot of useful jobs/work.

2>I can not find work in this town.

3>Thousands of workers lost their jobs when the factory closed.

2)好的工作或特别困难的工作，习惯上用job,另外，quite a job也是表示特别困难的工作。如：

1>He has a good job in a bank.

2>It was quite a job (a difficult job) finding his lost child.

注：make a good/fine job of sth.做得好。

句型：look for a job寻找工作find a job找到一份工作ask for the job想要这份工作take the job接受这份工作

习惯用语：out of a job失业on the job工作着，忙碌着倒霉a bad(good)（幸运）事 do a job on sb./do sb’s job毁了某人

3)works 著作；作品 the works of Karl Marx卡尔*马克思的著作

The Complete Works of Lu Hsun 《鲁迅全集》works of literature and art文艺作品

>>works （建筑等）工程；[军]工事；[用作单或复数]工厂 e.g. public works公共建筑工程，市政工程the Ministry of Works 建筑工程部 defensive work(s) 防御工事 a cement works水泥厂

>>works活动的机件 e.g. clean the works of a clock擦洗钟的机件

>>works （神学用语）善行，德行

4)labour多指艰苦的、紧张的、劳累的体力劳动，也指脑力劳动。一般不用来指具体概念。如：

1>Labour creates the world. 劳动创造了世界。

2>He was well paid for his labour. 他干的活得到很好的报酬。

3. method, way, means

1>二者都可以表示“方法”。way是普通用语，指做事的方法，也可指思想方法，生活方式等。如：

<1>There’s only one way of doing this properly.

<2>The way she spoke hurt me.

<3>What is best way to make tea?

<4>That’s English way of living.

2) method 指系统的、具有一定理论性的方法，强调条理性和高效率。如：

>>method 后面可接to do sth./of doing sth.

<1>We must improve the method of teaching English.

<2>You should use different methods to solve different problems.

>>如果表达用什么方法，常用介词with或by搭配。

If you do it with this method, you’ll succeed.如果你用这种方法做，你会成功的。

>>way表示用什么方法时，常与介词in搭配而means则常与by搭配，也就是说in this way, by this means, with/by this method.

3. everyday, every day

1)everyday adj.常用作定语，意为“每日的；日常的”，如： everyday life（日常生活）,everyday English（日常英语）等。 2)every day是名词词组，常用作状语，意为“每天地；天天地”。

1>He can speak everyday English very well.

2>Teaching the students English is my everyday job.

3>I teach the students English every day.

4>The film is about American everyday life.

5>They go to school every day except Sunday.

[典型例题分析]

例1 I would love____ to the party last night but I had to work extra hours to finish a report.

A. to go B. to have gone C. going D. having gone

分析此题中would love/like后须跟不定式，不接动名词作宾语，由此可排除C 、D。又 would love to do sth.表示现在或将来的愿望，显然与本题语境不符，因而排除A 。正确答案为B 。大意为：昨天晚上我本想参加那个晚会，但我不得不加班了几个小时来完成一份报告。would love to have done表示希望做但未能做成。

如：I’d like to have come over to see you last night, but someone called and I couldn’t get away.昨晚本想来看你，但有人找我，脱不开身。

例2 The house ____ doors and windows are all closed is for sale.

A. of which B. whose C. its D. that

分析答案为B. 此题中的关系代词whose 指物，可与of which 替换，指人时可与of whom替换。如：

The new machine whose parts (=the parts of which) are too small to be seen is made in Shanghai.零件小得看不见的那部新机器是上海制造的。

>>如果用of which 代替题干中的whose,应写成：

The house the doors and windows of which are all closed is for sale.

门窗紧闭的那栋房子是出售的。

[高考真题选讲]

题1.She pretended _____ me when I passed by. (NMET89)

A. not to see B. no seeing C. to not see D. having not seen

分析 pretend后要跟不定式作宾语，不定式的否定形式是在 to 前加not。因此答案为 A 。

题 2 ---Do you think it’s going to rain over the weekend?

---_______.

A. I don’t believe B. I don’t believe it C. I believe not so D. I believe not

分析本题答案为D。注意I believe not是省略形式，其完整的含义是I believe that it isn’t going to rain over the weekend.

题 3 ---_____ the sports meeting might be put off. (NMET95)

---Yes, it all depends on the weather.

A. I’ve been told B. I’ve told C. I’m told D. I told

分析该题的考试目标是动词的时态和语态。从it all depends on the weather一句的时态和所告知的内容可以断定，应该用现在完成时的被动语态。答案为A。

题 4 _____ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It (NMET95)

分析在英语中为了保持句子平衡，常将较长的主语放在句尾（常由不定式短语或连接词引导的从句构成）。而将先行词it置于句首充当逻辑主语（或形式主语）。本题中真正的主语是that English is being accepted as an international language. 答案为D。

改错题： (carelessness)

1>He didn’t pass the driving test because of careless. After all, he is still a boy.

2>---How much does the book worth? ---$ 10. (is / worth-cost)

3>Do you still remember that afternoon when we spent together? (when)/-which/that

4>This is the girl his parents are both engineers. (whose)

5>He is ill in bed. Let’s go to call ^ him. (on)

6>To our surprises, he has got a good job in the company. (surprise)

7>At last the agreed with our suggestion about the work. (to)

8>He did do the work very well. That’s because he was praised. (why)

9>It’s very difficult of us to get there in time. (for)

10>The boy wanted to smoke, but his mother told him not ^. (to)

11>He gave me some informations on the computer. (information)

12>She is famous for her works and ^ a writer. (as)

13>Words written on animal bones are difficult to be read. ( be)

14>I’d like to be taking to the cinema to see the film. (taken)

15>---How long have you studied English? ---From 1990. (Since)

16>Now wood is used to making paper. (make)

对比填空：

1. job/work/works

1>In our factory he has a ____ as a cook. (job)

2>I have much ____ to do this evening. (work)

3>Teaching English at school is my _____. (job/work)

4>He’s been out of ____ for nearly two years. ( work )

5>The iron and steel ____ was closed for Christmas. (works )

6>The carved figure is an unusual ____ of art. (work)

2. included/including

1>A lot of students were praised at the meeting, Tom ___. ( included )

2>A lot of students were praised at the meeting, ___ Tom. ( including )

3>All kinds of food are ___ in the shopping list. ( included )

4>The rent is 70 dollars a month ___ water and electricity. ( including )

5>The price ____ postage then. ( included )

3. move/remove

1>He was ___ from his position as chairman. ( removed )

2>After entering the room, he ___ his hat and gloves. ( removed )

3>She ____the sofa to the corner. ( moved )

4>Don’t ___ about while I’m taking your phone. ( move )

5>What do you advise for ____ ink from my clothes. ( removing )

6>The audience were deeply ___ by the story. ( moved )

4. problem/question

1>The ____ is too difficult for him to answer. ( question )

2>The ____ is too difficult for him to work out. ( problem )

3>She couldn’t get the job, the ___ is that she’s a woman. ( problem )

4>---Can you make it that we must get there before 6 p.m.?

---No ______. ( problem )

5>There are many social ____ in America now. ( problems )

6>Last period our teacher ____ us on verbs. ( questioned )

单词拼写：

1. It’s impossible to stop the d_______ of society. (development)

2. He told all his friends about it, i_______ Jack. (including)

3. The wood f_______ tens of years ago. (formed)

4. I have never seen him and his name is also u_______ to me. (unknown)

5. The pot is made of m_______. (metal)

6. The farmers p_______ the oil from these beans. (pressed)

7. Wait a moment. The papers are being p_____ at present. (printed)

8. The teacher asked us to take out a s___ of paper and write words on it.(sheet)

9. The paper is made from fishing n________. (nets)

10. Is the ________ (发动机) made in China or in Japan? (engine)

篇9：unit 2全单元教案2(人教版高二英语教案教学设计)

I. Brief Statements Based on the Unit

The activities of this unit, including Warming-up, Listening, Speaking, Reading and Writing, center on the subject－news and the media, which are connected with our life closely. It provides the students an opportunity to learn the language in using it.

By talking about news and the media, the students get more knowledge about them－not only know about the important parts they play in learning about the world, but also the ways they are written and made. The students must be very interested in this subject. This way, they can learn the language points easily and freely. They will not only learn some useful words and phrases about news and the media, but also learn to express opinions.

Besides, the study of the Grammar－the Past Participle can help the students use the language more exactly. By finishing each task provided in the textbook and the workbook, the students' skills to use language can be well developed.

Ⅱ. Teaching Goals

1. Talk about news and the media.

2. Practise expressing opinions.

3. Learn about the Past Participle (1): used as Attribute and Predicative.

4. Write a comparison paragraph.

Ⅲ. Teaching Time: Four periods

IV. Background Information

1. RADIO

In ancient times the only way that men could send messages from village to village was on foot. When men learned to use the horse, communication became much quicker. However, compared to the modern world communication was still quite slow. Many parts of the world had no knowledge of events in other places. Later, the post was introduced and horse riders carried letters. This meant that communication was further improved. Horses drawn coaches could move people from town to town in quite a comfortable way. At the beginning of the last century the steam train was invented and for the first time really fast communication became possible. Not only could letters be sent easily from one part of a country to another, but travel was made easy, too. At about the same time, steam ships helped communication between countries.

The invention of the telegraph in the middle of the last century further increased the speed at which messages could be sent. In this system electrical signals, in code, are sent along metal wires. These signals travel so fast that they could go nearly eight times round the world in one second. A special device is needed to send the code. At the other end another device is used in order to receive the code. By this method messages can be sent over distances of several hundred kilometres. With the invention of the telephone the human voice could be sent over long distances. Because of this the telephone system replaced the telegraph for quick communication over long distances. The telegraph is still used, however, by newspapers in order to send news and for other purposes too.

At the beginning of this century radio was invented and in a few years communication was again improved. The main difference between radio and telephone is that radio uses no electrical signals which travel long distances along wires. Instead invisible waves, moving at the same speed as electrical signals, are used. A few years ago there were not many radio stations in the world. Today there are many hundreds of radio stations broadcasting in different languages and in all countries. The invisible radio waves can easily travel from one country to another. This means that listeners in one country can listen to programmes broadcast from another country. In this way information travels from country to country. Radio is often used by policemen to communicate with one another. In addition, police forces in one country can communicate with those in other countries in order to catch criminals. Ships at sea use radio so that they know exactly where they are. Aeroplanes use radio for the same reason and this makes it easier for them to find their way from place to place.

In the modern world there are many methods of communication. As well as radio there is television, for example. This enables information in the form of a picture to be broadcast from one place to another. Radio is often used as part of a telegraph system where distances are very large. Of the many modern methods of communication, radio probably remains the most important.

2. How the Program Is Broadcast?

We turn on the radio and a program comes to us from a broadcasting station miles and miles away. We know that words and music themselves haven’t traveled all that distance through space, but something certainly is bringing the program from the station. What is this silent carrier?

The answer is radio waves. We can not see radio waves or feel them or even hear them. In fact, nobody knows exactly what they are. But we do know that they are made by electricity, and we have learned how to use them.

At the broadcasting station people talk or sing, instruments (乐器) play, doors slam(砰) ,and all of these make sound waves. The sound waves reach the microphone, and here they are changed into electricity. Then from a tall tower called the broadcasting aerial (天线) ,electricity sends radio waves. The waves travel in every direction, and some of them reach our radio aerial. Now a wonderful thing happens. The radio waves start an electricity current (电流) in our aerial like the one that was first made in the broadcasting station. Finally, the loudspeaker in our set changes electricity into sound, and we hear the program.

The First Period

Teaching Aims:

1. Learn and master the following words and phrases:

media, reliable, fire, face, difficulty, elect, go up, burn down, injure

2. Practise expressing opinion using the following:

What do you think of…?

What's your opinion?

Why do you choose…?

Perhaps…is more important.

I would rather choose.…

I don't think we should choose…

Maybe it would be better to choose…

Our readers want to know about…

3. Talk about news and the media.

4. Train the students' listening and speaking abilities.

Teaching Important Points:

1. Master the useful words and expressions appearing in this period.

2. Train the students' listening and speaking abilities by talking about news and the media.

Teaching Difficult Points:

1. How to help the students understand the listening material exactly.

2. How to help the students finish the task of speaking.

Teaching Methods:

1. Listening-and-answering activity to help the students go through the listening material.

2. Individual, pair or group work to make the students finish each task.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings and Lead-in

T: Good morning/afternoon, class.

Ss: Good morning/afternoon, Miss/ Mr. X.

T: Sit down, please. Being the members of the society, we all cares for/about what happens around us or even what happens at home and abroad. How can you do so?

Ss: By reading newspapers and magazines, watching TV programmes, listening to the radio.

T: Are there any other ways? Think it over.

Ss: By a website.

T: Yes. It’s also a way to learn about the world. What do you call these things which help us know about to the world?

Ss:新闻媒体

T: In English, we call it news media. Today we'll begin to learn Unit 2 News media (Bb: Unit 2 News media). First, let's learn the new words in this period. Look at the screen.

(Teacher first asks some students to read the words on the screen. Correct the Ss' mistakes in prononciation. Then teacher gives brief explanations. At last, let the Ss read and remember them for a while.)

Step Ⅱ Warming up

T: Well, now please open your books at Page 9. Warming up first. Look at each of the pictures and tell me which kind of news media it shows?

Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.

T: Quite right! Now, please work in groups of four and discuss the five questions below the pictures. A few minutes later, I’ll cotleet your answers. OK?

Ss: OK.

T: You can begin now.

(A few minutes later. )

T: Are you ready now?

Ss: Yes.

T: Which group would like to talk about the first question? Choose one member of your group to answer the question.

S1: I think TV is the most reliable among the news media. TV consists of a series of lively consecutive pictures. For the people who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page. It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media.

T: The second question?

S2. I think TV programmes are easy for most people to understand. Radio, can only be heard and sometimes can’t be picked up clearly. Newspapers and magazines are only useful for people who can read. Websites have many different pages, but you should be careful to read some of the pages. who can read. Website have many different pages, but you should be careful to read some of the pages.

T: The third question?

S3 : I will check other sources.

T: The fourth question?

S4: Every morning, the newspaper chief editor and the journalists discuss the main events of the day. Reporters are then sent to cover the events. They usually do some interviews and then check the information. They must work very fast. Later in the day, everything is put together at the news desk. Then the editors read the stories and make any necessary changes and choose a good title for each story. At last, they print them quickly and deliver them. Making a magazine is more or less the same as making a newspaper. But the articles in a magazine are more like stories, which are written by all kinds of writers. Magazines are not published as quickly as newspapers.

T: The last question?

Ss: News broadcast, newspaper, magazine, radio programme, website, report, reporter, editor, interview, write articles…

Step Ⅲ Listening

T: Next, let's come to the Listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Now, look at Exercise 1: Listen carefully to what is said and tick the information you hear in each part. If necessary, I'll play it twice. (Teacher begins to play the tape, and checks the answers after listening. Then ask the students to finish the rest of the tasks. )

T: OK. Now, please listen to each part once again and then work in pairs to talk about the questions in Exercises 2,3,4 and 5. Are you clear?

Ss: Yes.

(Teacher allows them enough time to talk about the questions. Then ask some students to say their answers.)

Step IV Speaking

T: Well, now it's time for us to be the editors of a newspaper. Here is a list of ten things that happened today. Look at the screen. (Teacher shows the screen and read through the list to the whole class.)

200 people died in an earthquake in Turkey.

China beat Brazil 5-1 in football.

France elected a new President.

Three children from your city were killed.

Someone robbed a bank in Shanghai.

Food prices are going up.

A house in your town burned down. Nobody was injured.

2 000 people in your city were happy today and moved into new buildings.

A Chinese scientist has invented a new car engine that does not pollute the air.

There is a rumour that a large company wants to build a factory in your town:

(Bb :go up, burn down)

T: Now, you've known the ten things, but you only need to report five of them. So, first decide which events you are going to put in your newspaper. Then give reasons for your choices and compare with your classmates. Work in groups of four or five. And the following expressions on the screen can help you with your dialogue. After a while, I'll ask some of you to act out your dialogue.

(Teacher shows the screen. )

What do you think of'…?

I would rather choose.…

What's your opinion?

I don't think we should choose…

Why do you choose…

Maybe it would be better to choose…

Perhaps… is more important.

Our readers want to know about….

(Teacher goes around the Ss and checks their work. If necessary, teacher may join in them. ) Sample dialogue:

A: Hello! How is everything going? Have you finished your work?

B: I'm very busy today. I've chosen five events among ten things that happened today to report in our newspaper. But I'm not sure whether I made the best choices. I need your advice.

C: Tell us more about your choices.

B: The first event I chose is “France elected a new President”. It is an important event these days. I think it may have a great effect on international affairs. The second is “There is a rumour that a large company wants to build a factory in our town.” What is your opinion?

A: I agree with your first choice, but why do you choose the second one? We should report something true to our readers, not rumours. Maybe it would be better to choose “A Chinese scientist has invented a new car engine that does not pollute the air.” It shows our country's science advancement.

B: Good idea. Then I'd rather choose “2 000 people in our city were happy today and moved into new buildings. “ and” China beat Brazil 5-1 in football. “They are both exciting news. They also reflect the improvement of people's life and the achievement in sports.

D: I think you made a good choice. What about the fifth one? Have you decided yet?

B: I think two events are suitable. I really don't know which is more important. It is hard to choose. They are “Food prices are going up. “ and ”200 people died in an earthquake in Turkey.”

D: Perhaps the former is more important. Our readers want to know more about their life. And this thing is related to everybody's life.

B: It sound reasonable. Let's think them over. Thank you for your advice.

Step V Summary and Homework

T: Up to now, we've talked a lot about news media. By listening and speaking, we've become more familiar with news media. At the same time, we've learnt some useful words and phrases. You should remember them and practise using them freely and exactly. After class, please collect more information about news media and talk about them with your classmates. Besides, don't forget to preview the contents of the next period. So much for today. See you tomorrow V

Ss: See you tomorrow.

Step VI The Design of the Writing on the Blackboard

Unit 2 News media

The First Period

I : Five news media

website, radio, TV programme, magazine, newspaper

Ⅱ. Useful words and phrases

words., reliable, fire, face, difficulty, elect, injure

phrases., go up, burn down

Step Ⅶ Record after Teaching

篇10：新教材U14 Warming up and Listening (人教版高一英语教案教学设计)

Teaching aims: 1.Talk about unforgettable experiences

2. Describe people, things and events, using Attributive Clause.

3. Practice students’ listening skills.

Aids: Tape-recorder.

Step1: Warming up

1.T: You just came back from your National Day holiday. So I want you to tell me something about your holiday.

Q: What did you do in your National Day holiday?

Q: Would you please use one word to describe your holiday?

T: Some of you enjoyed your holiday because it’s interesting. Will you forget it easily? (No). So we can say it’s …(Unforgettable). Some of you just stay at home, they just eating, watching TV, and sleeping, and they feel it’s boring. Now let’s see some unforgettable people, unforgettable things and unforgettable places together.

2.Turn to page 22, and ask students to talk about the pictures, and then make sentences using the words and phrases in a sentence with an Attributive Clause.

3. Students discuss in groups.

4. Q: What other things do you think unforgettable?

Step2.Listening

1. Arouse students’ background knowledge on earthquake

Q: Have you been in an earthquake?

Q: What is it like when an earthquake happens?

2. Make predictions:

Can you guess what might happen to Hank Stram?

3. Listen and check their predictions.

First time: listen and find the main idea

Second time: listen and write down the key words to answer the questions in part 1.

Third time: listen and check the answers.

4. Listen to part 2 and fill in the blanks.

5. Check the answers

Step3. Workbook

1. T: Jill and Grace are in a party and they are going to meet four people.

2. Listen to the tape for the first time.

3. Talk about the story in the listening part. Make sure that students are clear about the relationship about the six people.

4. Listen for the second time.

5. Check the answers.

6. Listen again.

Homework:

1. Prepare for talking and speaking.

2. Collect information on things to do or not to do when meeting a disaster.

外语组:范艺

10月10日

篇11：高一英语学案Units 19-20 (B1)(人教版高一英语教案教学设计)

【知识网络】

一、重点词汇与短语

1．effect的用法小结：

（1）常用来表示“结果”的意思。例如：

Effects presuppose causes.

一种结果必然会有其原因。

One of the side effects of this drug is the easiness of habit-forming.

这种药的副作用之一就是容易上瘾。

（2）常用短语：

①in effect：正在实行；实际上

The old system is still in effect. 旧制度仍有效。

He is, in effect, my rival. 实际上他是我的竞争对手。

②take effect：开始；实行；开始生效

The medicine quickly took effect. 药很快见效了。

The contract has taken effect since October 1. 本合同从十月一日起已经生效。

③to... effect：大意是…。注意：此处的to为介词，它与effect之间经常有一个表示程度的词。

例如：

He called me a fool, or words to that effect. 他叫我呆子或诸如此类的话。

④have effect(s) on/upon sb./sth.：对某人某物有影响。

have no/good/bad… effect on/upon sb./sth.：对某人某物没有/有好的/坏的…影响。

例如：

Alcoholic drink can have a bad effect on your body.

含酒精的饮料会对你身体有很坏的影响。

The medicine had no effect on him. 这种药对他没有什么作用。

（3）effect: 作为动词，它经常用作及物动词，意思是“实现”。

例如：

The reform was effected. 改革实现了。

The new minister hopes to effect changes in the government's policy.

这位新部长希望改变政府的政策。

The new manager effected several changes in the company.

新来的经理在公司里促成了好几次改革。

2． certain的用法小结：

（1）certain常用作形容词，意思是：“确实的；无疑的；可靠的，一定会的。”

例如：

The evidence is certain and the facts are clear. 证据确凿,事实清楚。

I am certain he told me to come at two o'clock. 我肯定他告诉我两点来。

There's no certain cure for this illness at present. 现在这种病尚无确实可靠的疗法。

I'm certain she saw me. 我确信她看到我了。

We are certain of victory. 我们一定会获得胜利。

Are you certain that you'll get there in time? 你有把握及时赶到那里吗?

（2）certain：指“某个人/物”。

例如：

a lady of a certain age：某个年龄的女士

He was looking for a certain book. 他在找某本书。

（3）指“有些；一些”。

例如：

Certain plants will not grow in this country. 有些植物在这个国家不能生长。

People who smoke cannot travel in certain parts of the train.

吸烟的人不能在火车的某些地方走动。

二、词义辨析

1．effect, consequence, result的区别：

（1）这三个词作为名词在一起比较的一般含义是由某种原因所产生的结果。

effect 和原因的关系是立刻性的，即马上可以看到的

Jasper has put up “No Parking” signs outside his gate, but these have not had any effect.

贾斯珀“把禁止停车”的牌子挂在大门外，但这没产生什么效果。

The idea to have the capital moved so far inland will have a great effect on the future of Brazil.

把首都远迁内地的这一主张对巴西的未来将产生巨大的影响。

The drug has had an immediate effect on the patient.

此药对病人立刻产生了效果。

（2）consequence 和原因的关系没有那么紧密，并非马上可以可见。

You should be responsible for all the consequences.

你应当为这一切后果承担责任。

Do you know what the consequences of your action will be?

你知道你的行为将会产生什么后果吗？

The consequence was that he caught a bad cold.

结果是他得了重感冒。

（3）result 虽然和原因关系密切，却不是立即可见，而是最后才能显示出的。比方某人头部受到沉重的一击，马上产生的脑震荡(此为effect)。脑震荡后他的身体渐渐垮了(即consequence)，最后不能从事正常工作了(即result)

When the first radio messages have been received, the results of the trip will be announced immediately.

当收到第一批无线电信息时，这次太空之行的结果将立即公布出去。

His limp is the result of a car accident last year.

他的跛足是去年一次车祸所致的结果。

注：consequence 和result 都可以用复数形式，而effect 一般常用单数，有时也用复数形式表示“结果”。

2．Produce, product 与production的区别：

（1）produce: 主要作为动词使用，意思是“出产；生产；提出；拿出”等。有时也可以作名词使用，意思是“产物，产品”，多指农产品，为不可数名词。

to produce wheat：出产小麦

That factory produces cars. 那家工厂生产小汽车。

to produce one's ticket：出示票

Can you produce any proof of your nationality? 你能出示有关你国藉的任何证件吗?

The whisky bottle was marked 'Produce of Scotland'. 这瓶威士忌酒上标有'苏格兰出品'的字样。

（2）product意义较为广泛，也是最普通的表示“产品，产物”的词，它可以用来指天然的、人造的产品，也可以用来指农产品，还可以指脑力劳动的结果等。

例如：

Petrol is the most important product of many Middle-East countries.

石油是许多中东国家最重要的产品。

The company sells plastic products. 这家公司出售塑料制品。

Criminals are sometimes the product of less education. 犯罪有时是缺乏教育的结果。

（3）production：意思是“生产，产量”。指“生产”时侧重其行为，而指“产品”时，侧重“产量”，也可以指文学作品。

例如：

the production of wheat：小麦生产

The production of corn has increased. 玉米的产量已增加。

Production of computers has increased double in the last few weeks.

近几周来电脑的产量增加了一倍。

This new theatre is becoming known for its good productions.

这家新剧院因上演节目的质量好而渐渐出名。

This book on education is his latest production.

这本论述教育的书是他的最新作品。

三、重点句型:

1．What affects do you think the changes in eating habits will have on agricultural or nature?

此句中的do you think为插入语，句子的疑问语序由do you think来体现，所以其它成分就用陈述语序。

2．It is on this arable land that farmers produce food for the whole population of China.

此句为强调句型。句中的on this arable land为状语，是被强调的成分，值得注意的是其后的连接词只能用that，而不能用where；同样表示时间的状语被强调时，也只能用that，不用when。

例如：

It was on the morning of last Monday that I met Dr Johnson on the bus. 我是在上个星期一的早上在公共汽车上遇到的约翰逊博士。

3．Not only is food production important but also taking care of the environment.

Not only…but also…连接的句子中，当not only置于句首时，其后的句子用倒装语序。此句中，but also后的句子为省略句。

再如：

Not only will we have classes in the hall, but also the students of Class 19.

不仅我们要在大厅里上课，19班的学生也会（在大厅里上课）。

4．The temperature is controlled with computers, no matter how the weather is outside.

注意此句中的no matter how引导的是让步状语从句。be controlled with中“with”为介词意思是“用”。

再如：

No matter what I said, they wouldn’t let me in. 无论我说什么，他们也不让我进去。

The movement of the ball is controlled with a stick. 那个球的动作是用一根操作棒进行的。

四、语法复习

-ing形式作定语和宾语补足语：

1．-ing形式作定语：

（1）表示被修饰的名词是分词的动作的发出者。可以放在被修饰的词前，叫做前置定语；也可以放在其后面，叫做后置定语。单个的或者仅仅带有一个副词的分词常作前置定语；而分词短语通常作后置定语。前置定语通常表示一种相对的持久性、一种特征，更象一个形容词；后置定语比较突出分词的动作。

例如：

the weeping girl （哭泣的女孩）

a boring speaker （令人厌倦的演讲者）

freely falling body (自由落体)

the boys playing in the garden（在花园里玩耍的男孩子们）

the man standing behind her（站在她身后的男子）

（2）-ing形式短语作定语时，常常表示一个与谓语动词的动作同时发生的动作。

例如：

Do you know the man speaking to my sister?

你认识和我姐姐说话的那个人吗？

The young man sitting in the third row is a famous doctor.

坐在第三排的那个年轻人是个著名的医生。

（3）-ing形式短语在特指的名词之后作定语时，通常只含有“正在进行”的意思。但当用在一个泛指的名词之后作定语时，可以表示“进行”的意思，也可以表示一般的情况。

例如：

The students working in the factory will go back to school next week. （特指，表示正在进行。）

正在工厂工作的那些学生下周将回学校。

Matter is anything having weight and occupying space. （泛指，表示一般情况。）

凡是物质，都具有重量，并占有空间。

（4）being所引导的-ing短语不能作定语，但是其被动语态“being + v-ed”可以。

例如：

The car being repaired there is our headmaster’s.

那辆正在修理的车是我们校长的。

In Europe there are very few wooden houses being built today.

在欧洲，目前很少有人在建木头房子了。

2．-ing形式作宾语补足语：强调动作的进行。只有几类动词可以用-ing形式作宾语补足语：

表示知觉的：see, watch, notice, observe, find, think, feel, hear, smell, listen to, look at

表示“使役”的：have, make, get等。

表示“愿望”的：want, wish, expect, like等。

表示“致使”的：set, keep, catch, leave等。

表示“认为”的：regard, accept, think等。

His remark left me wondering. 他的话让我惊讶。

I hope I haven’t kept you waiting too long. 我希望我没有让你久等。

I saw her walking alone. 我看到她独自走着。

【考点透视考例精析】

[考点] 强调句与定语从句。

[考例1] --Is it that Tom often plays computer games ________ makes his parents worry about him?

--Yes, I think so.

A．what B．that C．when D．which

[解析] B 考查强调句型以及定语从句的混合结构。被强调的部分是that引导的定语从句。而要选的that是强调句中的连接词。

[考点] 可数名词与不可数名词。

[考例2] He is a man with ________ of staying in France for 20 years.

A．experience B．experiences C．an experience D．a experience

[解析] C experience表示“经验”时，为不可数名词；表示“经历”时为可数名词。本句中，“他是一个有…经历的人”，所以应为可数名词，前面加an。

[拓展] experience表示“经验”为不可数名词。例如：

Does he have much experience in teaching?

他教学经验丰富吗？

[考点] 疑问的强调句结构。

[考例3] Why! I have nothing to confess. __________ you want me to say?

A．What is it that B．What it is that

C．How is it that D．How it is that

[解析] A 注意的是：有时被强调的部分是疑问词，这时，除了注意分析疑问词的作用外，还要注意其它成分的语序。

【基础演练】

一、根据所给首字母或括号中的汉语意思填写句子空格中所缺的单词。

1．Her coat gave her p_________ from the rain.

2．The d__________ of oil on their land made the people rapidly rich.

3．Our teacher is showing us a new m__________ of writing.

4．This kind of medicine tastes b________ at first, but then it turns a little sweet.

5．It will not prove difficult to o___________ a machine like a small radio.

6． ___________(进口) of cars rose last month.

7．The playground of our school is in very good ___________(状况) now.

8．It is a __________(传统) that the young look after the old in their family.

9．___________(幸运), the planes appear to be quite safe.

10．In order to improve the ___________(产量) of grain, they have worked in the fields for 10 years.

二、单项填空：

1．“We can’t go out in this weather,” said Bob _________ out of the window.

A．looking B．to look C．looked D．having looked

2．In some parts of London, missing a bus means ____________ for another hour.

A． waiting B．to wait C．wait D．to be waiting

3．_______of the land in that district ________ covered with trees and grass.

A．Two fifth, is B．Two fifth, are C．Two fifths, is D．Two fifths, are

4．–It’s a good idea. But who is going to _________ the plan?

--I think George and Jack will.

A．set aside B．carry out C．take in D．get through

5．It’s not _______ so easy as you think.

A．nearly B．almost C．most D．very

6．He was born and ________ in the countryside, so he has got into the habit of _______ early.

A．risen, getting B．raised, rising

C．grown up, getting up D．brought up, rising up

7．In early _______ farmers in China moved around and ________ more sheep and cattle.

A． times, fed B．days, feed C．time, feeding D．age, raising

8．--Did you remember to give Mary the money you owned her?

--Yes. I gave it to her _________ I saw her.

A．while B．the moment C．suddenly D．once

9．Living abroad alone is hard for me. There is not enough money ______ me ________ pretty clothes, and I must save each coin to _________ my expensive cost of school.

A．allow, buying, spend on B．allowing, to buy, pay for

C． to allow, buy, cost D．allow, to buy, take

10． Our boss said that he had debts __________$20,000 at the moment.

A．in amount B．the full amount

C．o the amount of D．a large amount of

【能力拓展】

完形填空

I told her everything that had happened to me in Dr Webber's secret brain-research Lab, out on the other side of Crystal Town. I showed her the photos I had 1 taken with a hidden micro-camera. I told her about my best friend--Plummet, who had 2 with me. I told her how he was afraid to come to the police, She 3 again.

”Don't you worry, Mr Serge. You've got nothing to 4 from us. If you can take us to this Research Lab, we will come with you 5 and close the place down. This Dr Webber sounds very 6 . “ Her words were like music to my ears. I 7 with relief. Twenty minutes later, we were on a 8 boat, racing back across Piccadilly Lake, on our way back to the Research Lab, with six officers, all 9 with nerve guns.

The 10 of Dr Webber being shot with a nerve gun and arrested made me very 11 -but I was also frightened. 12 back to that place was the last thing I wanted to do. I suddenly felt very 13 . I lay down in the back of the boat and watched the paragliders(滑翔机) and balloons 14 by overhead. They must have banned (禁止) motor vehicles from the London sky 15 I was away. It was much more 16 up there. Better than the noisy jet-cars and helicopters that used to block out the 17 . My eyes closed and I fell asleep. I slept until I heard a voice 18 in my ear.

“Serge. Wake up !”

It was Plummet, talking into my tiny micro-radio. He had been 19 me from the roof of a nearby tower-block.

“ 20 ! You're in trouble!”

1． A．quickly B．secretly C．excitedly D．frequently

2． A．escaped B．stayed C．suffered D．struggled

3． A．stopped B．cried C．rested D．smiled

4． A．fear B．ask C．keep D．steal

5． A．after all B．on time C．at last D．right now

6． A．interesting B．powerful C．dangerous D．strange

7． A．chatted B．sighed C．laughed D．said

8． A．research B．fishing C．travel D．police

9． A．covered B．armed C．carried D．brought

10．A．thought B．idea C．sight D．dream

11．A．sleepy B．surprised C．happy D．nervous

12．A．Walking B．Sailing C．Going D．Running

13．A．hopeless B．tired C．excited D．sick

14．A．flying B．passing C．moving D．floating

15．A．while B．because C．where D．since

16．A．peaceful B．beautiful C．gentle D．natural

17．A．Lab B．boat C．sky D．place

18．A．shouting B．whispering C．speaking D．sounding

19．A．calling B．watching C．following D．expecting

20．A．Hurry up B．Get up C．Wake up D．Look up

参考答案

高一部分

Units 19-20 (B1)

基础演练

一、1. protection 2. discovery 3. method 4. bitter 5. operate 6. Imports 7. condition 8. tradition 9. Fortunately 10. production

二、1-5 AACBA 6-10 BABBC

能力拓展

1-5 BADAD 6-10 CBDBA 11-15 CCBDA 16-20 ACBBA

1．B 既然是hidden微型摄像机，那当然是偷偷地拍摄的。

2．A 从下文的内容可知我们是逃跑出来的。

3．D 从下文的“她的声音像音乐”可知这里不可选其他项。

4．A 不要害怕。

5．D 我们现在就和你一起去那个地方。

6．C 下文说他们带着枪，可见他们觉得这个人是危险分子。

7．B 我如释重负地长叹一口气。

8．D 下面提到警官和枪，因此本题选D。

9．B 这里用be armed with表示“用……武装”。

10．A 我们还在路上，当我想像这幕情景的时候。

11．C 这种想像的内容当然让我觉得很高兴。

12．C 我最不愿意回到那个鬼地方。

13．B 下文说我躺在船上看天空，后来睡着了，此举与B有关。

14．D 从头顶飘忽着过去。

15．A 当我不在的时候。

16．A 从下文说的内容可知选A，那里的天空很安静，比飞机的声音好些。

17．C 既然是直升飞机，当然是在天空。

18．B 从下文可知这里是冤家我们要找的人从附近高塔上对着我的小传声收音机说话’

19．B 他在塔顶看着我。

20．A 本题选A，“动作快点”。此时我已经醒了。

篇12：高一英语学案Units 21-22 (B1)(人教版高一英语教案教学设计)

【知识网络】

一、重点词汇与短语

1．manage 的用法小结：

（1）经常用作及物动词，意思是“管理；处理；支配”。常接名词作宾语。

例如：

He managed the supermarket when the owner was away.

当主人不在的时候，他管理这个超级市场。

She doesn’t know how to manage her children.

她不知道如何管理自己的孩子。

（2）表示“能应付，设法做成某件事”时，常用“manage to do sth.”结构，而且常用一般过去时态。

例如：

The pilot managed to circle the balloon for some time.

这位飞行员设法绕气球飞了一阵。

At first, no ready technical data were available, but we managed to go without.

起初,我们没有现成的技术资料,但也设法照样干下去了。

He managed to avoid an accident. 他设法避免了一场事故。

（3）manage to do sth. 与try to do sth.的区别：前者强调设法完成了某件事情，表示结果等于词组“succeed in doing sth.”；而后者强调尽力去做某件事情，表示动作;相当于“do one’s best to do sth”。

例如：

We managed to get there on time.

我们设法按时到达了那里。（结果是按时到达了。）

We tried to get there on time.

我们尽力想按时到达那里。（不知是否成功。）

2． ahead的用法小结：

（1）作为副词使用，ahead表示“在前；向前；提前”的意思。

例如：

Walk straight ahead until you reach the river. 一直朝前走到河边。

The road ahead was full of cattle. 前面的路上挤满了牛群。

（2）“ahead of”的意思是“在…之前，超过”。

例如：

Our company is ahead of other makers of spare parts for the airplane.

我们公司制造飞机零部件比别家的业绩好。

He is ahead of his times in his ideas. 他的思想走在时代的前列。

（3）get ahead表示“前进，成功，发迹”。

例如：

He got ahead in his study.

他在学习方面成功了。

（4）go ahead表示“前进，干吧，用吧”。

例如：

--May I borrow your bike?

--Yes, go ahead.

二、词义辨析

1．match, suit与fit的区别：这三个词都有“适合、匹配”的意思。

（1）match多指大小、色调、形状、性质等方面的搭配。

例如：

They are equally matched in their knowledge of Chinese.

他们在中文的造诣上相等。

This hotel can't be matched for friendliness.（引申意义）

这家旅馆良好的服务态度是无与伦比的。

（2）suit多指合乎需要、口味、性格、条件、地位等。

例如：

That'll suit me fine. 那对我太合适了。

No dish suits all tastes. 众口难调。

（3）fit多指尺寸、形状合适，引申为“吻合、协调”。

例如：

Her new coat didn't fit, so she took them back to the shop and changed them for another one.

”她那件上衣不合穿,所以她去商店换了一件。“

Your trousers fit well. 你的裤子很合身。

The shoes don't fit him, they are too small.

这双鞋子他穿不合脚，太小了。

2．unlike与dislike、like的区别：

（1）unlike可以作介词和形容词，意思是“不相似的、不同的”。

例如：

She is unlike her mother; she is tall and her mother is very short.

她不像她妈妈；她很高，而她妈妈很矮。

They gave unlike accounts of the incident.

他们对这件事情的描述各不相同。

（2）dislike可以用作动词和名词，但不能用作介词，是“不喜爱、厌恶”的意思。

例如：

Some people dislike big cities. （作动词）

有些人不喜欢大城市。

She strongly disliked being spoken to like that. （作动词）

她很不喜欢别人对她这样说话。

I felt a strong dislike of the new teacher. （作名词）

我感到很不喜欢这个新教员。

（3）dislike与like不同。后接动词时，dislike习惯上只接动词-ing形式，不能接动词不定式，特别在英国英语中更是如此。

例如：

I dislike having to get up so early.

我不喜欢那么早起床。

三、重点句型

1．There are also differences as to how often we touch each other, how close we stand to someone we are talking to, and how we act when we meet and part.

注意此句中how引导的几个并列结构；另外，名词difference的复数形式表示具体的不同点，如果difference表示“不同”这个概念，则是不可数名词，无复数形式。

2．And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.

“There is nothing better than to do…”此处表示“没有比…更好的了”。

例如：

There is nothing better than to sit in a pub drinking.

没有比坐在酒吧里喝酒更好的事了。

3．Words a are important, but the way a person stands, folds his or her arms, or moves his or her hands can also give us information about his or her feelings.

此句中用了几个并列的谓语动词，要注意英语并列成分的规则：除了最后一个并列成分之前用一个并列连词以外，前面的并列成分都可以用逗号隔开。

再如：

While they were walking, they were talking, laughing and playing games. （并列的-ing形式）

Note: 要注意并列的成分的前后一致性，这是单项填空的常考题型。

四、语法复习

(一) 动词的-ng形式作主语、宾语和表语：

1）动词的-ing形式作主语时，常表示概括性的或者一般性的行为。例如：

Fighting broke out between the South and the North. 南方与北方开战了。

Losing her new bicycle made her so upset.

她的新自行车丢了，搞得她心烦意乱。

2）动词的-ing形式作宾语时，既可以作动词的宾语，又可以作介词的宾语。某些动词或者动词短语后常接动词-ing形式作宾语。

例如：

Would you mind turning on your radio, please? I want to hear the hour’s news.

请你打开收音机好吗？我想听听本时的新闻。

The sparrow was so lucky that it just missed being caught.

那只麻雀真幸运，它刚好没有被射中。

3）动词的-ing形式可以作表语，表示“什么事是某事”。

例如：

Her job is washing，cleaning and taking care of the children.

她的工作是洗衣服、打扫卫生和看小孩。

Seeing is believing. 眼见为实。

（二）动词的-ing形式作状语：

动词的-ing形式作状语时，其逻辑主语一定是句子的主语，动词的-ing形式可以表示时间、条件、原因、方式或者伴随等情况，v-ing与句子的主语构成主动关系。

例如：

As I didn't receive any letter from him, I gave him a call.

Not receiving any letter from him, I gave him a call.

由于没有收到他的信，我给他打了电话。

If more attention was given to them, the trees could have grown better.

如果多多护理的话，这些树本来能够长得更好的。

Given more attention，the trees could have grown better.

假如多给些照顾，那些树会长得更好。

Many people come to the theme parks, looking for thrills and entertainment.

许多人来到主题公园寻求刺激和娱乐。

（三）动词的-ing形式作定语：

单个动词-ing形式作定语，常位于被修饰的词前；-ing形式短语作定语，常放在被修饰的词后。

例如：

We can see the rising sun. 我们可以看到从东方升起的太阳

He is a retired worker. 他是位退休的工人

There was a girl sitting there. 有个女孩坐在那里。

This is the question given. 这是所给的问题（个别分词如given, left等，尽管是单个的，但常放在被修饰的词后面）

There is nothing interesting. 没有有趣的东西（修饰不定代词的词，常放在被修饰的词后）

（四）动词的-ing形式作宾语补足语：

-ing形式作宾语补足语时，通常在感官动词和使役动词之后，表示一个主动的动作正在进行。值得注意的是：过去分词也可以作宾语补足语，但它们一般表示被动和完成。

例如：

The missing boys were last seen playing near the river.

那些孩子在失踪之前，人们曾经看见他们在河边玩耍。

He found his radio missing. 他发现他的收音机不见了。

I'll have my watch repaired. 我想把我的手表修一下。

【考点透视考例精析】

[考点] 考查while表示“尽管…但是…”的意思。

[考例1] _________ model business is by no means easy to get into, the good model will always be in demand.

A．While B．Since C．As D．f

[解析] A本题的题意为“尽管模特行业根本不容易进入，但好模特总是紧缺”。此处只有while可以表达这个意思。

[拓展] while除引导时间状语从句以外，还可以引导表示转折、对比的句子。

例如：

I am a worker, while he is a student. 我是个工人，而他是个学生。（while引导句子表转折）

While I have many visitors every day, the one I have been expecting hasn’t appeared yet. 尽管我每天都有很多来访者，我一直盼望的人至今还没有出现。（while表示“尽管”的意思。）

[考点] 考查非谓语动词在具体语境中的理解。

[考例2] _________ such heavy pollution already, it may now be too late to clean up the river.

A．Having suffered B．Suffering C．To suffer D．Suffer

[解析] A非谓语动词在不同语境中，时态、含义都有不同。本句的含义为“河流已经遭受如此严重的污染，现在清理也许太迟了。”谓语动词的动作发生在having suffered之后，所以用的是动词-ing形式的完成式。

【基础演练】

一、根据所给首字母或括号中的汉语意思填写句子空格中所缺的单词。

1．It was extremely dangerous, but he m___________ to avoid the accident.

2．The idea of working for state-owned enterprises has little a_________ to young people nowadays.

3．You should have come to the party last night. What p_________ you from joining us?

4．You didn't really see it - it was just your i__________.

5．Let's d_________ ourselves into several groups.

6．Don’t say nonsense! I want a _________(具体的) answer.

7．The nation wants peace; only a _________(少数) want the war to continue.

8． ________(教育) is given to children by the government.

9．Can you tell me for what the church will use the money it gets from__________(收集，募捐)?

10．He held the boy _________(牢固地) in his arms and cried.

二、单项填空：

1．China Daily is _______ a newspaper, it can also help us to improve our English.

A．less than B．more than C．not more than D．no more than

2．__________ is very important.

A． Solve the problem B．How to solve the problem

C．How to be solved the problem D．What to deal with the problem

3．He didn’t move _________ the music went on, but got up _______ it ended.

A．when, while B．while, when C．while, while D．when, when

4．The athletes stood, _________ their national flag ____________.

A．seeing, raising B．watching, raising

C．looked at, rising D．seeing, rising

5．Jack spent as much time as he __________ over his lessons.

A. could going B. went C. could go D. would going

6．I meant ___________ you, but I was too busy.

A．to have called at B．calling on C．to call on D．to have called on

7. I am often told that too much work and too little rest often _______ illness.

A. leads to B. leads on C. leads into D. leads off

8．Every summer is the summit period(高峰期) during which university students ________ jobs, and the talents-exchange(人才交流) market will accordingly prosper(繁荣).

A. find B. hunt C. look for D. hunt for

9．Some passengers told the reporters about their ___________ in the burning train.

A. details B. trips C. events D. experiences

10．China’s genetic engineering(基因工程) industry __________ in the late 1980s, two decades after some other countries.

A. set off B. set in C. set to D. set back

【能力拓展】

完形填空：

I would like to suggest that for sixty to ninety minutes each evening all television broadcasting in the United states be forbidden by law.

Let us take a 1 , reasonable look at what the results might be if such a(an) 2 were accepted: families might use the time for a real family hour. Without the distraction of TV, they might 3 together after dinner and actually talk to one another. It is well known that many of our 4 --everything in fact, from the generation gap to the high divorce rate to some forms of 5 illness-are caused at least in part by 6 to communicate. By using the quiet family hour to 7 our problems, we might get to know each other better, and to like each other better.

On evening when such talk is 8 , families could discover more active pastimes(消遣，娱乐). Freed from TV, forced to find their own activities, they might take a 9 together to watch the sunset 10 they might take a walk together. 11 free time and no TV, children and adults might discover reading. There is more entertainment in 12 than in a TV program. 13 report that the generation growing up with television can hardly write an English sentence, 14 at the college level. 15 is often learned from reading. A more literate new generation could be a product of the quiet hour.

A different 16 of reading might also be done as it was in the past: reading aloud. The quiet hour could become the story hour. When the 17 ends, the TV net works might be forced to 18 with better shows in order to get us back from our newly discovered activities.

At first glance, this idea seems radical(激进的). How will we spend the time then? The fact is: it has been only twenty-five years 19 television came to control American free time. Those of us thirty-five and older can 20 childhoods without television. It wasn’t that difficult.

1． A．valuable B．pleasant C．quick D．serious

2． A．advice B．suggestion C．opinion D．offer

3． A．get around B．stand still C．meet D．sit around

4． A．problems B． trouble C．affairs D．misfortune

5． A． physical B．common C．mental D．familiar

6． A．attempt B．failure C．ability D．permission

7． A．discuss B．talk C．make sure D．see to

8． A．impossible B． unnecessary C．funny D．unpleasant

9． A．walk B． look C．ride D．rest

10． A．and B． or C．but D．while

11． A．At B． In C．For D．With

12． A．a fine poem B．a good book C．a quiet hour D．a composition

13． A．Professors B． Scientists C． Parents D．Educators

14． A．yet B．still C．even D．just

15． A．Writing B．Skill C．Speaking D．Listening

16． A．form B． kind C．method D．step

17． A．reading B．quiet hour C．activity D．program

18． A． come across B. come about C．come up D．broadcast

19． A．before B．since C．until D．after

20． A．remind B． remember C．recognize D．know

参考答案

高一部分

Units 21-22 (B1)

基础演练

一、1．managed 2．attraction 3．prevented 4．imagination 5．divide 6．specific

7．minority 8．Education 9．collections 10．firmly

二、1-5 BBBDA 6-10 DADDA

能力拓展

1-5 DBDAC 6-10 BABCB 11-15 DBDCA 16-20 ABCBB

1．D 作者在第一段提出了自己的建议。下面解释自己的理由。首先作者建议用认真理性的态度考虑这个建议被接受后的结果。根据reasonable的含义也可判断出。

2．B 从空白前的不定冠词可以排除advice。从文章第一句作者就表明自己要提出建议，因此选suggestion。

3．D 吃过饭，全家人坐在餐桌旁交流。

4．A 由many可以推断出该空应该填入可数名词，首先排除trouble，该空后的破折号是对空白处词的解释。

5．C 家庭缺少交流、理解而引起的往往是精神疾病。

6．B 根据上下文可以判断出答案。

7．A “discuss our problem”。家人坐在一起讨论问题，增进了解。

8．B 晚上家人聚会还可以找到新的消遣形式。

9．C 由下面的they might take a walk together可以排除A项。为了看日出，开车到某个地方是很可能的。

10．B 此题用or表示选择。

11．D with free time and no TV表示原因。

12．B 此题与前句是顺承关系。

13．D educator“教育者”。

14．C 教育者的研究显示：看电视长大的这一代人几乎不会写一个英语句子，甚至上了大学的人也不行。Even表示强调。

15．A 学生看电视过多，因此不会写句子。

16．A 朗读是读书的一种形式。

17．B 阅读的那种安静时间可以变成讲故事的时间，这时，电视网络系统就必须提供更好的节目以把人们再吸引回来。

18．C come up with “提出、提供”，不能用被动语态； come across：“偶遇”； come about：“发生，产生”； broadcast“广播，播放”，不与with连用。

19．B 主句用的是现在完成时，可以判断出该用since。

20．B 35岁及其以上的人还应该能记得没有电视的童年。

篇13：高一英语学案Units 15-16 (B1)(人教版高一英语教案教学设计)

【知识网络】

一、重点词汇与短语

1．recognize的用法小结：

（1）to know again (somebody or something ) that one has seen (or heard, etc) before 认出

I recognized Peter although I hadn't seen him for 10 years.

虽然我有没看到彼得了，但我认出了他。

I don't recognize this word -- what does it mean?

我不认识这个单词，它的意思是什么？

Many fail to recognize that all these things are in danger of denied.

许多人没有看到这一切正处于失去的危险之中。

（2）to accept as a fact; to admit承认；认可常用于以下结构：

recognize + object

recognize somebody to do something

recognize somebody as …

recognize + that从句

to recognize a new government

承认一个新政府

We all recognize him to be clever.

我们都承认他是非常聪明的。

We recognize that country as an independent state.

我们承认那个国家是一个独立的国家。

He didn’t recognize that he was wrong.

他不承认他错了。

（3）be prepared to admit or be aware of (something.); realize. 认清（某事）；认识到

He recognized his lack of qualifications/that he was not qualified for the post.

他认识到自己不够条件/没有资格担任那个职务。

2．marry的用法小结：表示“ 结婚；娶；嫁”的意思。

（1）marry为及物动词，宾语是somebody，不能加任何介词；而且是瞬时动词，不能与一段时间连用。

例如：

I am going to marry John. 我要和约翰结婚了。

（2）词组 somebody be married to somebody表示已婚的状态，这时可以与一段时间连用。例如：

Mary has been married to John for two years. 玛丽与约翰已结婚两年了。

（3）词组somebody get married to somebody表示的是瞬间的动作，不可与一段时间连用。

She got married to him last year. 她去年与他结婚了。

（4）词组 marry somebody to somebody: 使结婚；嫁（女）;把…嫁给…

He married his daughter to a businessman. 他把女儿嫁给了一个商人。

（5）主持…婚礼

The priest married them. 牧师主持他们的婚礼。

（6）“嫁给一个有钱人”可以有以下说法：

marry a man with a lot of money

marry a rich man

marry a fortune

marry well

3．worth的用法小结：

（1）后面跟表示“钱”的名词，意思是“值多少钱”。

例如：

How much is this bicycle worth? It's worth ￡50.

这辆自行车值多少钱？值50英磅。

（2）“值得…的”，可以用-doing这种主动形式表示被动的意义。

例如：

This book is worth reading. 这本书值得读。

This watch is worth repairing. 这只表值得修理。

（3）需要加强语气时，worth前可以用well，但不可以用very。

例如：

The film is very exciting. It is well worth seeing again.

这部电影很令人振奋。很值得再看一遍。

（4）it可以作be worth的形式主语。

It isn’t worth getting angry with him.

=He is not worth getting angry with.

犯不上跟他生气。

注意：（1）worthy后面要用“介词of + 动词-ing形式的被动式”或者“不定式的被动式”，表示“值得…的”。

例如：

This novel is worthy of being read a second time. = This novel is worthy to be read a second time. （这本小说值得再看一遍。）

（2）worthwhile也表示“值得…的”。要注意此结构：

It is worthwhile reading the novel a second time. ( 这本小说值得再读一遍 )

4．“祈使句＋ and /then /or /otherwise + 陈述句”结构的用法：

在此结构中，前两个起连接作用的词表示顺接关系，后两个表示逆接关系；前面的祈使句相当于一个条件状语从句，而陈述句表示结果；可以转换为带有条件状语从句的复合句；转换时要注意连接词的使用。

例如：

Work harder and/then you will succeed in your studies. （注意：此句中and和then只能用一个，不能一起使用。）

=If you work harder, you’ll succeed in your studies.

（如果你更加努力学习，在学习方面你就会成功。注意：and和then可以互换，只能用其中一个。）

Study hard, or/otherwise you’ll fail in your exams.

=If you don’t study hard, you’ll fail in your exams.

（如果你不刻苦学习，你就会考不及格。）

二、词义辨析

1．accept, receive与take的区别：

receive, accept, take这三个词都有“接受”的意思。

（1）receive表示被动地接受。

例如：

Then he smiled and told me I would receive an extra ￡100 a year!

后来他笑了，并且告诉我说，我将一年收到一百英镑的额外收入！

If you receive a request like this, you cannot fail to obey it!

如果你收到这样的一种请求，你不会不服从的！

A baby can only receive sense impressions, but it does not understand them.

婴儿只能接受感官方面的印象，而不能理解。

（2）accept总表示主动而且高兴地接受。

例如：

Please accept my apologies. 请接受我的歉意。

The villagers have told him that they will not accept the inn even if he gives it away.

村民们告诉他说，即使他把那小酒店白送给人家，也没有人会接受的。

She has received his present, but she will not accept it.

她收到了他的礼物，但她是不会接受的。

There is no accepted theory to explain the phenomenon.

没有公认的理论来解释这种现象。

（3）take所表示的接受包含着有人赠给的意思。

例如：

Did you take his advice? 你接受了他的建议了吗？

He takes anything he is given. 给他什么他就要什么。

（4）receive还表示“接待、接见”的意思。

例如：

The hotel is now open to receive guests. 这家旅馆现在开业接待客人了。

2．after all, above all, at all, in all

（1）after all: 置于句首时表示提醒对方注意，常翻译成“别忘了”；置于句末时表示“与预料的情况相反”。

例如：

Don’t be too strict with him. After all, he is only a child.

对他不要过于严格。别忘了，他还只是个孩子。

I thought I would fail in the last exam, but I passed, after all.

我原以为上次考试我会不及格，但是没有想到我竟然及格了。

（2）above all: 首先，重要的是。

例如：

Above all, I love taking a walk every evening.

首先，我喜欢每天晚上散步。

（3）at all:常用于否定句和疑问句，表示加强语气。常翻译成：“根本、丝毫”等。

例如：

I'm not at all sorry I came, I'm glad! 我来了一点也不遗憾，我很高兴。

There was nothing at all to eat. 根本就没有什么东西吃。

Are you at all worried about the forecast? 你对这项预报不担一点心吗？

（4）in all: 意思是“总计”。

例如：

There were twelve of us in all for dinner. 我们一共12人吃饭。

三、重点句型

1．I’d rather not tell you.

注意：somebody would rather do something表示“某人宁愿做某事”；它的否定句表示“某人还是别…”。

例如：

I would rather go there by bus. (我宁愿坐公共汽车去那里。)

I would rather not sit there doing nothing. (我不愿坐在那里什么都不做。)

2．on’t touch anything, unless your teacher tells you to.

unless引导的从句有时可以和if引导的否定条件句互换，此句可以改成：…, if your teacher doesn’t tell you to. 另外要注意句末的to后省略了touch something。

再如：

I won’t go with you unless you tell me who will be with us.

如果你不告诉我谁将和我们一起，我就不会和你一起去。

3．here’s no doubt that 100 years ago animal testing was cruel but today animals in experiments are very well taken of.

此句中There’s no doubt that…为固定句型，意思是“毫无疑问”。

再如：

There is no doubt that he is our model in work. 毫无疑问，他是我们工作中的模范。

四、语法复习

情态动词must, can/could, may/might表示推测、猜测、可能的用法。

1．表示对所发生的事情或情景作出“很肯定”的推测时，肯定式用must，否定式用can’t，意思是“一定，想必；不可能”。

例如：

The new term has just started. She must be very busy preparing her lessons.

新的学期刚刚开始。她现在一定是忙于备课。

They can’t be at home now. It is now 10 o’clock. They must be in the office.

他们现在不可能在家。现在是10点钟。他们一定在办公室。

2．表示对当前发生的事或者情况作出较有可能的推测时用can，相当于“可能是、也许会、会”。

例如：

It can be true.

这可能是真的。

Watching TV for a long time can damage your eyes.

看电视的时间长有可能损伤你的视力。

3．表示对当前发生的事或者情况作出“不太肯定”的推测时，用may/might/could，相当于“也许、有可能”。Might和could不是表示过去，它们和may一样，都表示“现在的推测”，但是语气较委婉，或者表示可能性更小一些。

例如：

George hasn’t come yet. He may/might/could busy today.

乔治还没有来。他今天可能忙。

I can’t see clearly. There may/might/could a person in the darkness.

我看不清楚。黑暗中可能有个人。

【考点透视考例精析】

[考点] 考查情态动词can的用法。

[考例1] How ______ you say that you really understand the whole story if you have covered only part of the article? （上海，29）

A．can B．must C．need D．may

[解析] A can用于疑问句或否定句中表示惊异、不相信等，意思是“可能、能够”。在此句中，can表示惊异的感情色彩。

[拓展] “can”表达一定的感情色彩的句子在口语中是很常见的。

再如：

How can you say that? After all, you are a student now, and you should study hard.

你怎么能够那么说？别忘了，你现在是个学生，你应该努力学习。

[考点] 考查表“发生”的词组的用法区别。

[考例2] An accident ___________ in the street. ____________ happened to me that I was on the spot.

A．took place, It B．happened, That C．happened, It D．broke out, That

[解析] C 本句牵扯到表示“发生”意义的词组的区别。Take place表示“必然、自然地发生”；happen表示“意外发生”；break out表示“（火、战争、瘟疫等）爆发”。从第二个句子的结构来看，that引导的从句为真正的主语，前面用形式宾语it来代替。所以选择答案C。

[考点] 本题考查推测结构的否定用法。

[考例3] –I heard they went skiing in the mountains last winter.（NMET北京，31）

--It ________ true because there was little snow there.

A．may not be B．won’t be C．couldn’t be D．mustn’t be

[解析] C couldn’t be true表示“这件事不可能是真的”。“There was little snow”说明了原因。

[考点] 本题考查否定转移时反意疑问句的用法。

[考例4] Maybe you’ve made a mistake. I don’t think he knows you, _________?

A．don’t you B．do I C．does he D．doesn’t he

[解析] C I/we don’t think后面跟宾语从句时，出现了“否定转移”现象，其反意疑问句应该根据从句来变。

【基础演练】

一、根据所给首字母或括号中的汉语意思填写句子空格中所缺的单词。

1．They c_______ you $20 just to get in the night club.

2．The operation p_______ a complete success.

3．The work is so important that you must be careful enough not to make any mistake. Even a small one may c______ you your job.

4．All schools are under the c_______ of the Ministry of Education.

5．He earned 200,000 dollars in only one month. Of course he was a s____________ businessman.

6．Sometimes a few words of c_____ to the one who has just failed may encourage him to stand up.

7．This new model is of high _________ （质量）and is not expensive either.

8．According to the weather report, the weather will ________（继续） fine till this weekend.

9．At the end of an hour's play the ________（优势） lay definitely with him.

10．I am ________（肯定） that I gave you his address.

二、单项填空：

1．Let’s keep to the point or we _______any decisions. (NMET I)

A． will never reach B．have never reached

C．never reach D．never reached

2．–Isn’t that Ann’s husomebodyand over there? (NMET 2004 I)

--No, it __________ be him. I’m sure he doesn’t wear glassed.

A．can’t B．must not C．won’t D．may not

3．The mayor of Beijing says that all construction work for the Beijing Olympics ________ by . (北京卷 2004)

A．has been completed B．has completed

C．will have been completed D．will have completed

4．–Who’s that speaking?

--Mathilde Loisel.

--Mathilde! Oh, yes. Sorry. I __________ your voice.

A．didn’t know B．don’t know C．didn’t recognize D．don’t recognize

5．Of all the books on the desk，________ is of any use for our study. [06 四川卷]

A．nothing B．no one C．neither D．none

6．Listen! There’s a lot of noise from next door. They _________ a party.

A．could have had B．must be having C．should have had D．can be having

7．“Put that away _________ it’s broken.” Mum said angrily when Johnny played with the precious vase.

A．unless B．before C．once D．until

8．______ in 1636, Harvard is one of the most famous universities in the United States.

A．Founded B．Founding C．Being founded D．It was founded

9．The police tried to find the _______ child. But without ________ luck, they didn’t find him.

A．lost, a B．missing, / C．losing, a D．missing, /

10．It started _______ and I was beginning _______ how important his decision was that I should take an umbrella.

A．to rain, to realize B．raining, realizing

C．raining, to realize D．to rain, realizing

【能力拓展】

完形填空：

George Pickens had been making a wish daily as a worker at Central Bank.

All over the country banks were being （1） . George thought, （2） this bank? Didn’t robbers hear of its four-million-dollar （3） ? Were they afraid of Mr. Ackerman, the old （4） guard, who hadn’t （5） his gun in twenty-two years?

Of course George had a(an) （6） for wanting the bank to be robbed. （7） , he couldn’t simply take bills that were under his （8） all day long. So he had thought of another （9） to get them. His plan was （10） . It went like this:

If Bank Robber A holds up Bank Teller B…

And if Bank Teller B gives Bank Robber A a certain sum of money…

What is to prevent Bank Teller B from （11） all the money left and （12） that it was taken away by Bank Robber A?

There were only one （13） . Where was Bank Robber A?

One morning George entered the bank. “Good morning, Mr Burrows,” he said （14） . The bank president said something in a （15） voice to George and went into his office.

At two o’clock Bank Robber A walked in. George （16） he was a bank robber. For one thing, he stole in. For another thing, he wore a mask(面罩).

“This is a holdup,” the man said （17） . He took a gun from his pocket. The （18） made a small sound. “You!” the bank robber said, “Lie down on the floor!” Mr Ackerman lay down. The robber stepped （19） to George’s cage.

“All right,” he said. “Hand it over.”

“Yes, sir,” George reached into his drawer and took all the bills from the top part close to six thousand dollars. He passed them through the window. The robber took them, put them into his pocket, and （20） to leave.

Then, while everyone watched Bank Robber A, Bank Teller B calmly lifted off the top part of the drawer and got the bills from the bottom part into his pockets.

1． A．repaired B．broken C．robbed D．built

2． A．Why not B．What about C．How about D．How is

3． A．money B．capital C．note D．bill

4． A．door B．body C．safety D．bank

5． A. pulled out B．got C．carried out D．kept

6． A. chance B．eason C．excuse D．time

7． A．Of all B．In all C．Above all D．After all

8． A．hands B．desks C．drawer D．control

9． A．man B．day C．way D．robber

10． A． perfect B．complete C．easy D．simple

11． A．robbing B．stealing C．keeping D．taking

12． A．telling B．thinking C．insisting D．imagining

13． A．secret B．problem C．thing D．puzzle

14．A．cheerfully B．calmly C．anxiously D．eagerly

15． A．loud B．low C．big D．worrying

16． A．trusted B．recognized C．supposed D．knew

17． A．angrily B．roughly C．firmly D．politely

18． A．robber B．manager C．guard D．customer

19． A．on B．above C．through D．over

20． A．turned B．decided C．signed D．drew

参考答案

高一部分

Units 15-16 (B1)

基础演练

一、1．charged 2．proved 3．cost 4．control 5．successful 6．comfort 7．quality 8．continue 9．advantage 10．positive

二、1-5 AACCA 6-10 BBABA

能力拓展

参考答案与解析：

1-5 CABDD 6-10 BDACD 11-15 CCBAB 16-20 DBCDA

1．C 从全文看来，整篇围绕着抢银行而展开， A. repair修理；B. “破坏”；D. build，建立，均不合题意。

2．A George作为Central Bank的一个员工，所惊奇的是在全国的银行都被抢劫时，为什么独独他所在的银行没有被抢。

3．B capital “资本，资金”，与题意相符。

4．D 在银行，明显为 bank guard，与前文一直提到的rob相照应。

5．A pull out “掏出，拔掉”。这家银行没有被抢劫，难道是因为他们害怕这个二十年没有掏出枪的老保安？

6．B reason 原因；上文说George想让银行被抢，下文便介绍他这种想法出现的原因。

7．D after all “毕竟”； B. in all 总计；C. above all “首先”。George 想得到所有的钱，显然是不可能的，表示退一步来说的，只有选择D。

8．A under one’s hand “在某人指示下，受某人支配、掌握”。

8．C 靠正常工资难以满足George，所以他想到另一条获得大钱的方法。所以是another way。

10．D 从后面的意思看，他的计划应该是“simple”。

11．C “keep something + done”“使…处于某种情况下”。

12．C insist“坚持”，表示强调。

13． B “万事俱备，只欠东风”。George所考虑的步骤有一个仅有的“问题”，即“Where was Bank Robber A?”

14．A cheerfully “欢悦地，高兴地”，与George当时的心情相配，他考虑了整个计划，想着马上就能实现多钱的梦想，自然高兴异常。

15．B in a low voice“以极低的声音”。

16．D 从下文，那个人破门而入，并戴着面罩，他“知道”是个robber，是断定。

17．B roughly“粗鲁地，粗暴地”，正符合robber的身份，符合语言环境。

18．C 显然与robber相对的，guard的作用突显出来。

19．D step over to 表示动作的趋向。

20．A turn to “转身”。Robber抢了钱，肯定是转身离开，扬长而去。

篇14：高一英语学案Units 11-12 (B1)(人教版高一英语教案教学设计)

【知识网络】

一、重点词汇与短语

1． express的用法小结：

（1）express主要作为及物动词使用，意思是“表达；表示”。

例如：

He can express himself in good clear English now after four years' hard learning.

经过四年的艰苦学习,现在他能用清楚流畅的英语表达自己的意思了。

Her face expressed great joy when Mrs White knew that her son had been admitted to Harvad.

怀特夫人听说自己的儿子被哈佛大学录取了,脸上显出非常高兴的样子。”

（2）express的常用短语：

express one’s thanks：表示谢意

express oneself：表达自己的意思

express one’s sadness：表达某人的悲伤

express one’s opinion：表达某人的观点

express one’s thoughts: 表达某人的想法

（3）express 的名词形式为expression。

2．with复合结构小结：

“with + 介词短语/名词/代词/现在分词/过去分词/不定式/副词/形容词等等”构成with复合结构，在句中作定语、状语等等。

例如：

With a book in his hand, he left the room.

手里拿着一本书，他离开了房间。

With so much homework to do, I don’t have any time to play computer games.

有那么多的作业要做，我一点玩电脑游戏的时间都没有。

With the robber caught, we were able to get a night’s sleep at last.

随着强盗被抓获，我们终于能够睡一晚上的好觉了。

3．turn 构成的词组小结：

turn … over: 把…翻过来

turn to: 转到，翻到

turn against: 背叛

turn away: 把…打发走

turn on: 开

turn off: 关

turn up: 开大

turn down: 调低，关小

turn in: 交出，上交

turn into: 把…变成…

4．desire：的用法小结：

（1）desire用做名词，意思是“渴望；希望；强烈的欲望”。

例如：

He has no desire for being famous. 他对出名没有什么欲望。

I had a desire to go swimming. 我很想去游泳。

He works hard from a desire to become rich.

他因为渴望致富而努力工作。

（2）desire作为动词，表示“渴望，愿望”的意思。有三种常用结构：

desire to do something

desire somebody to do something

desire that + 虚拟语气从句

例如：

I desire to go to San Francisco next month. 我非常渴望下个月去旧金山。

What do you desire me to do next? 下一步你想让我做什么？

I desire that you (should) complete your homework on time next time.

我希望你下一次按时完成作业。

（3）desire作为动词，还可以表示“请求”，为官方用语。

例如：

It is desired that this rule shall be brought to the attention of the staff.

要求全体工作人员注意本条规章制度。

二、词义辨析

1．if only 与only if的区别：

only if表示“只有”，为if的强调形式；if only则表示“如果……就好了”用于虚拟语气，有时也可用于陈述语气。例如：

I wake up only if the school bell rings .

只有学校的钟响了，我才会醒。

If only I had a million dollars.

我如果有一百万美圆就好了。

If only he comes back early.

但愿他早点回来。

2．by， with与 in表示工具或者手段时的区别：

（1）by表示“以…的方式”，表示利用某种手段或者通过某种方式，相当于“by means of”，后面通常跟名词原形或者动词-ing形式。

例如：

She earned money by writing. 她靠写作挣钱。

We went by air. 我们乘飞机走。

All the work had to be done by hand. 所有的工作都不得不用手工来完成。

（2）with表示使用有形的工具或者器官，其后的名词前一般用冠词。

例如：

I pity the orphans with all my heart. 我完全同情这些孤儿。

Many people like eating with a spoon. 很多人喜欢用勺子吃饭。

We always write with pens. 我们通常用笔写字。

He opened the door with his key. 他用钥匙开了门。

Simon filled the bucket with water. 西蒙把桶里装满了水。

（3）in 表示使用某种语言或者用墨水、颜色、颜料等原料或者材料，名词前也不用冠词。

例如：

The teacher require us to write in ink. 老师要求我们用墨水写字。

We are required to speak in English in his class. 要求我们在他的课上用英语讲话。

It is impolite to write a letter in red ink. 用红墨水写信是不礼貌的。

3．power, strength 与force的区别：

（1）power含义最广，指政治力量或能力。

例如：

Some animals have the power to see in the dark.

有些动物具有在黑暗中能看见东西的本领。

His powers are failing. 他的体力在衰退。

Power should be used wisely. 应明智运用权力。

（2）strength指某人或者某物所具有的内在力量，可以指体力、力气。

例如：

I haven't the strength to lift this table. 我没有力气抬这张桌子。

The boy gathered his strength to stand up. 那个男孩聚集力量站了起来。

3）force也可以指物质或者精神力量，多指为做某事而使用的力量，也可以指武力。

例如：

the force of the explosion：爆炸力

You must use force to open that bottle. 你必须用力打开那个瓶子。

The thief took the money from the old man by force. 小偷用暴力夺走了老人的钱。

the forces of evil：邪恶势力

三、重点句型

1．People have been playing the blues for many years, but the music has kept many of its characteristics.

本句是一个并列句，第一个分句用的是现在完成进行时，强调动作的持续进行；第二个分句用的是现在完成时，表示现在的结果。在使用时要注意这两个时态表示的重点。

2．Pop music makes people feel easy and forget about the real world; rock music makes people think about the world and how to make their life better.

这两个并列的分句都使用了动词make引导复合宾语结构，宾语补足语都是省略了to的动词不定式。

3．It’s a world of magic and wonders, a world where anything can happen.

此句中的where引导一个定语从句。Where引导定语从句与where引导地点状语从句的标记就是其前面有没有一个表示地点的名词。有名词的，往往是定语从句，没有名词的，往往是一个地点状语从句。

例如：

They reached a place where there were many trees and flowers. （where引导定语从句）

They were sent where they wanted to go. (where引导地点状语从句)

【考点透视考例精析】

[考点] 考查引导主语从句、表语从句的连接词的用法。

[考例1] _________ she couldn’t understand was _________ fewer and fewer students showed interest in her lesson.

A．What, why B．What, that C．That, why D．That, that

[解析] A 本句的主语从句缺少主语，that不能引导主语从句并同时作主语，所以只能选what；第二个空缺表语从句的连接词，根据句子的意思，应该是一个表示原因的连接词，所以就是why。

[拓展] 引导主语从句时，that不做成分，但是还不能省略，这是一个值得注意的问题。因为that在引导定语从句作宾语及其它从句中是可以省略的；而that引导表语从句时也不做成分。

再如：

That he is a good official is known throughout the country. （that引导主语从句，不做成分）

The reason why he was late was that he had an unexpected visitor. (why引导定语从句；that引导一个表语从句。

[考点] 并列连词or的用法。

[考例2] Start out right away, ________ you'll miss the first train. [06 四川卷]

A．and B．but C．or D．while

[解析] C 解析：并列连词or表达的意义是 “否则, 要不然”。

[考点] 考查at表示一个时间点的用法。

[考例3] Don’t call between 12 o’clock and 13 o’clock, _____________ I am usually having lunch.

A．at which B．at which time C． by which D．by which time

[解析] B 本题中的which引导一个定语从句，先行词为between 12 o’clock and 13 o’clock， at表示在12点和13点之间的某个时间，其表示的是一个“时间点”，所以选B。

[拓展] 英语中表示时间的介词大多是固定的，比如：in the morning/in the afternoon/in the evening, at noon/at night/at midnight, on the morning of next Wednesday/on the afternoon of last Monday, on August 16th等等。

【基础演练】

一、根据所给首字母或括号中的汉语意思填写句子空格中所缺的单词。

1．The actors who p__________ the play at the theatre were all students from our university.

2．I wasn't s_____________ with our treatment at that hotel, so I shall complain to the manager.

3．The two girls were w_____________ in order not to be heard by others.

4． Si Guangnan was a very famous Chinese ___________ and he wrote many famous songs that were popular in the 1980s.

5． All of them felt _________ when they lost the game which they could win.

6．He made the ________ （建议）that we go there at seven tomorrow morning.

7．There are also people who come to take such courses as Chinese _____(传统的) medicine, painting, etc.

8．As a middle school teacher, he has no___________(愿望)for wealth.

9．They are coming to the _________( 展览会) as my guests.

10．He waited for the _______________(宣布)of the result of the competition with bated breath.

二、单项填空：

1．Look at the trouble I am in! If only I _________ your advice.

A．followed B． would followed

C．had followed D．should follow

2．Today’s American music culture mostly ________ many different styles borrowed from other countries.

A．contained B．contains C．including D．included

3．We do think that it ______________ whether you love the performance or not.

A．makes no difference B．makes great difference

C．makes it different D．makes it differently

4．She _______ to have a rest and her motorbike _______ at the same time.

A．needs, needs to be repaired B．need, needs to repair

C．need, needs repairing D．needed, needs to be repaired

5．Mr. Johnson is looking for another job because he feels that nothing he does _________ his boss.

A．serves B．satisfies C．promises D．supports

6．While working in the countryside, the students ________ a great deal of knowledge on plant life.

A．looked up B．picked up C．put up D．called up

7．She was afraid _______ the big glass vase because she is afraid __________ it.

A．to carry, of breaking B． of carrying, to break

C．of carrying, of breaking D．for carrying, to break

8．I ________ shopping when a friend of mine came to see me.

A．am going B．has gone C．went D．was about to go

9．The woman takes good care of me as if I ____________ her own daughter.

A．am B．had been C．have been D．were

10．You can call me _________ you like. I will always be available to see you.

A．whoever B．whatever C．wherever D．whenever

【能力拓展】

完形填空：

Christmas was a wonderful time in Brooklyn. But holiday was in the air long before it came. The first sure (1) of it was the windows of the stores. You have to be a child to know the wonder of a store (2) filled with dolls, sleds and other playthings. And this wonder was (3) for a girl named Fancy. How (4) it was for Fancy to walk down the street and see another store all (5) for Christmas!

The clean (6) window was filled with cotton to look like snow. On this cotton snow (7) with dolls, dolls with golden hair, and other dolls which Fancy liked (8) better, their hair with the (9) of rich coffee with lots of milk in it, owned the deep blue eyes that (10) straight into a little girl’s heart. Fancy had never had such a doll. Her doll was a little (11) that cost only 5 cents.

Then there were the sleds for (12) across the snow. One sled had a flower (13) on it, a deep blue flower with bright green (14) . The sleds had wonderful (15) painted on them too, Rose Board, Megnolya, Snow King, the Flier and so on. Fancy thought,“ (16) I could only have one of those, I would never ask god for another thing (17) I live.” There were other beautiful toys in the store windows. And Fancy (18) weak from looking at so many wonderful things and thinking about them so hard. A week before Christmas, evergreen trees (19) in Fancy’s part of Brooklyn, Christmas tree sellers (20) ropes along the street. They put the green trees against the ropes and sold them to people who want to buy.

1． A．signal B．sign C．wonder D．mark

2． A． window B．living-room C．house D．store

3． A．expensive B．cheap C．free D．strange

4． A．exciting B． disappointing C．moving D．inspiring

5． A. good B．eager C．busy D．ready

6． A.shining B．recycling C．cleaning D．reflecting

7． A．boxes were filled B．were boxes filled

C．boxes were covered D．were boxes covered

8． A．fairly B．little C．ever D．even

9． A．factor B．kind C．color D．smell

10．A．focused B．went C．looked D．fell

11．A．girl B．one C．eye D．cotton

12．A．walking B．coming C．boating D．sliding

13．A．painted B．stuck C．tied D．pinned

14．A．fruit B．branches C．leaves D．grass

15．A．names B．flowers C． boxes D．dolls

16．A．until B．if C．unless D．before

17．A．as good as B．as far as C．as well as D．as long as

18．A． got B．felt C．became D．turned

19．A．stopped arriving B．began arriving C．died out D．grew up

20．A．kept B．cut C．tied D．broke

参考答案

高一部分

Units 11-12 (B1)

基础演练

一、1. performed 2. satisfied 3. whispering 4. musician 5. unhappy 6. suggestion 7. traditional 8. desire 9. exhibition 10. announcement

二、1-5 CBAAB 6-10 BADDD

能力拓展

1-5 BACAD 6-10 ABDCC 11-15 BDACA 16-20 BDBBC

1． B．圣诞节到来的第一可靠的标志（sign）是商店的窗户。

3． C．这个奇迹就是（橱窗里这些洋娃娃和其他的玩具）对小女孩Fancy是免费的（free）。

9． C．这些洋娃娃的头发的颜色（color）是深咖啡色参合有浓浓的牛奶色。

10．C．那双深蓝色的眼睛直接看透（look straight into）了小女孩的心思。

12．D．然后那些雪橇（sleds）在雪上滑行（sliding）。

13．A．结构have sth. done;它上面画（painted）有一朵花。

16．B．Fancy心里想如果（if）我仅有一个这样的雪橇，我一辈子（as long as I live）决不再要别的什么玩具。

18．B．Fancy因为一直在看那么多的精彩物品和苦苦的想着它们而感到（felt）虚弱。

19．B．圣诞节之前一个星期，常青树就开始出现在（began arriving）Fancy居住的Brooklyn街区，即有人开始卖买常青树了。

篇15：高一英语学案Units 13-14 (B1)(人教版高一英语教案教学设计)

【知识网络】

一、重点词汇与短语

1．way: 在表示“方式，方法”的意思时，要注意其搭配：

way of doing something

way (for somebody) to do something

in this way=by this means

by the way：顺便说说；顺便提起

way of life：生活方式

to my way of thinking：依我看来

Some women like the older ways of doing things.

有些女性喜欢处理事务的老办法。

Can you suggest a good way for us to ask people to send us the money, and let us buy the gift when we get to the mainland?

您能不能给我们建议一个好办法,让我们请大家送钱给我们,然后让我们在回到大陆时再购买礼物?

Stress is a natural part of everyday life and there is no way to avoid it.

压力是日常生活中不可分割的一部分,无法逃避。

In this way, Americans 'send their climates' to people in other states.

这样美国人把'本地的气候'传送给其它州的人。

In this way, he has begun his own private 'telephone' service.

就这样,他开始了自己的私人'电话'业务。

Each successful manager has a way of his own in bringing his views to bear.

每一个成功的经理都有他自己独特的方式使别人接受他的意见。

By the way, what happened to the money?

顺便问一句，那笔钱后来怎么样了？

2．likely可以用作形容词，意思是“ 预期的，可能的”。常用于下列句型：

It is likely that somebody does/do something

Somebody is/are likely to do something

It is very likely that she will ring me tonight.

今晚她很可能给我打电话。

She is very likely to ring me tonight.

It isn’t likely to rain tomorrow.

明天不大可能下雨。

Note: 许多同学认为以-ly结尾的是副词，其实这是一个误区。如果一个形容词后加-ly，那么常常是一个副词，但是如果在名词后加上-ly，那往往是一个形容词。

例如：

lovely, friendly, manly, comradely 等都是名词加上-ly后变成的形容词。

那个骗子擅长骗人。

3．examine的用法小结：

（1）examine 作及物动词，意思是“检查；细看”。例如：

All the machines will be examined.

所有机器都将检查一遍。

“Yesterday the firemen examined the ground carefully, but were not able to find any broken glass.”

“昨天,消防队员们仔细地检查了地面,但未能找到任何碎玻璃。”

（2）examine还有“对…进行考试”的意思，此时常在表示测试科目名词前加介词in或on。

例如：

He examined the boys in English.

他考孩子们的英语。

The teacher will examine the class on everything they have learnt this year.

教师要考学生今年学过的所有知识。

（3）examine还可以表示“询问；查问；对…进行审查”。例如：

He was examined by the police.

他被警察查问。

（4）同义词：test vt. 测试 quiz：n. 测验

二、词义辨析

1．for example, for instance, such as, like

（1）for example用来举例说明。为句中插入语，其前后需用逗号隔开。它可用于句首、句中或句末。

Fox example, liquid has no definite shape.

例如，液体没有固定的形状。

Noise, for example, is a kind of pollution.

例如，噪音是一种污染。

Many great men have risen from poverty-Lincoln and Edison, for example.

许多伟人是从贫困中崛起的-比如林肯和爱迪生。

（2）such as用来列举同类人或事物中的几个例子。such as后切不可用逗号，

如：

Some of the European languages come from Latin, such as French, Italian and Spanish.

有些欧洲语言来源于拉丁语，例如法语、意大利语和西班牙语。

Note: 使用such as来举例子，只能举其中一部分，不能全部举出。若全部举出，要改用namely或者that is to say(意为：即)。

如：

He knows four languages, namely(=that is to say) Chinese, English, Russian and French.

他精通四门语言，即汉语、英语、俄语和法语。

（3）like也常用来举例，可与such as互换。

如：

Some cold-blooded animals, like(=such as) the cat, the dog or the wolf, do not need to hibernate.

such as 用于举例时可以分开使用，这是不能与like互换。

Such people as you described just now are very common these days.

像你刚才描述的那种人这些日子很常见。

（4）for instance经常与for example互换。

如：

There are occupations (which are) more dangerous than truck driving; for instance (for example), training tigers. 比开卡车危险的职业还是有的，比如说驯老虎。

2．opportunity ，occasion与chance的区别：

opportunity, occasion, chance这组词的一般含义是“时机”或“机会”。不管在口语中或者在文学作品中，这几个都是常用的词。

（1）opportunity表示某时机符合自己想干某事的意愿、目的、雄心甚至野心。常与动词have, get, find, create, take, miss等连用。

例如：

They are waiting for an opportunity to take action：他们正在伺机而动

to avail oneself of the opportunity to say a few words：借此机会说几句话

I took the opportunity of visiting my aunt while I was in Shanghai.

我利用在上海的机会探望了我的姑姑。

Perhaps there is an element of truth in both these pictures, but few of us have had the opportunity to find out.

或许这两种想象中都有一定的真实成分，但是我们中很少有人有机会去发现它。

（2）occasion含有opportunity所能表达的这样一层意思：某时机能激发或唤起某人的某种行为，

如：

在“必要时”一语中便包含着激发某行为的时刻，此语可译为When occasion demands…；“这不是哭泣的时候。”这句话可译为It's no occasion for crying。在to have no occasion to do…固定词组中，occasion之所以能够引申为reason或cause的含义，也是与occasion的上述基本词义有关的。

再如：

This sort of thing is usual on occasions like this. 这类事情在这种场合是常见的。

This is not an occasion for laughter.

这不是笑的时候。（指不适合于笑，或不是笑的场合。）

（3）chance表示幸运或偶然的时机，还可以指可能性的程度。

例如：

What are your chances of being promoted?你升职的可能性有多大？

N o one discovers a rarity by chance. 侥幸发现一件珍品的人是没有的。

三、重点句型

1．-What’s the matter?

-I’ve got a pain here.

询问某人身体如何，除了用以上的表达方式，还可以用“What’s wrong with you?”。其中，wrong是形容词，而例句中的the matter为名词。在口语中都是很常用的。

例如：

--What’s wrong with you? （你怎么了？）

--I’ve had a bad headache ever since this morning. (自从今天早晨我的头就很痛。)

2．A healthy diet should include a variety of food, most of which should be rich in nutrients.

此句中的most of which引导非限定性定语从句，这是考试中常考的一类题目。

再如：

There are all kinds of trees in the forest, most of which are tall ones.

There are all kinds of trees in the forest, and most of them are tall ones.

森林里有各种各样的树木，它们中大部分是很高的树。

以上两句的意思基本相同，但是要注意：第一句是most of which引导非限制性定语从句，而第二句为and引导的并列句。做题时，关键要分析句子的结构，尤其是有关连词的问题。

3．Only in that way will we be ready for the challenges and opportunities in life.

only置于句首而且修饰状语时，句子用倒装语序；但是，如果only在句首修饰主语，那就用陈述语序。

例如：

Only people with tickets can go into the cinema. 只有那些有票的人才可以进电影院。

Only by the end of last month had they finished the difficult task.

只是到了上个月的月底他们才完成了那项困难的任务。

四、语法复习

情态动词had better, should, ought to,常被用来表示：义务、责任和规劝。

1．had better(提示：无人称的变化，不可用has/have替换它们；不用于第一人称。)意思是“最好”，后面跟动词原形，即had better do something；否定式是had better not do something。

如：

You’d better wait outside.

你最好在外面等着。

You’d better not stand in the street. There comes a car.

你最好别站在街上。来车了。

2．should用作情态动词时，各种人称单、复数通用。主要用法有：

（1）表示“义务、责任”，译为“应该”，

例如：

You should tell the students to respect their parents. 你应该告诉学生尊敬父母。

This is an important point that we should remember. 这是我们应该记住的要点。

（2）表示“可能性、推测或理论”，常翻译成汉语的“可能…，该…”。

例如：

They should be there by tomorrow, I think. 我想他们明天该到那儿。

It’s already three o’clock, the football game should begin soon.

已经三点钟了，足球比赛不久就该开始了。

（3）说话人在提出意见、建议、请求时，可用should表示委婉、谦逊的语气，有时相当于“可、倒是；想”等。

例如：

I should say it would be better to ask him about it again.

关于这件事我看最好再问他一下。（提出意见）

I should think so. 我也是这么想的。

（4）表“吃惊”。

例如：

I’m surprised that you should have been late.

你居然迟到了，真让我吃惊。

We are surprised that they should have been fooled by such a simple trick.

他们竟然被这么个简单的诡计所愚弄，真让我们吃惊。

3．ought to

ought to无人称和时态变化，只有ought to一种形式，后面跟动词原形，表示“有义务或责任”做某事，语气比should强，表示客观上应该做某事，也可表示“劝告”。否定式为ought not to

如：

You ought to obey your parents.

你应该听父母的话。

I knew that I ought not to tell him about it, so I didn’t.我知道我不该告诉他这件事，所以我没有告诉他。

Note：“should(ought to)+不定式一般式”用来谈论现在和将来“应该…”，若谈论过去“应该…”要用should(ought to)+不定式的完成式，即should/ought to have done。其否定式表示“过去不应做但做了”。

例如：

I should/ought to have done such a thing.

我本应该做这件事的。(却没有做)

You should not/ought not to have gone back to work without the doctor’s permission.

你不应该未经医生许可就去工作。（你却回去工作了）

【考点透视考例精析】

[考点] 考查情态动词的用法区别。

[考例1] According to the local regulations, anyone who intends to get a driver’s licence ______ take an eye test. (NMET2005年春季上海，29)

A．can B．must C．would D．may

[解析] B must根据句意，此处意思是“必须”，要获得驾驶执照必须进行视力测试。can为“能够”；would为“愿意”；may为“可以”。

[考点] 考查情态动词的意义区别。

[考例2] I often see lights in that empty house. Do you think I ________ report it to the police? (NMET2004年全国卷I, 21)

A．should B．may C．will D．can

[解析] A should表示“应该”。因为经常看见那座空房子里有灯光，所以征求对方的意见是否应该向警察报告。

[考点] 考查“should + have + done”的用法。

[考例3] Mr. White ______ at 8:30 for the meeting, but he didn’t turn up. (NMET2004全国卷，27)

A．should have arrived B．should arrive

C．should have had arrived D．should be arriving

[解析] A 此句所使用的是“should + have + 过去分词”结构表示本来应该做却没有做的事情。所提供的场景是but he didn’t turn up，说明他本来应该8：30来开会，但没有来。再如：

You should have done your homework by yourself.

你本来该独立完成作业。

【基础演练】

一、根据所给首字母或括号中的汉语意思填写句子空格中所缺的单词。

1．Young people usually have more ______(精力) than the old.

2．You have to _______（权衡） the advantages of living downtown against the disadvantages.

3．This drink is a m_______ of three different sorts.

4．A c________ change takes place in any substance when it burns.

5．The ________(作用) of an adjective is to describe or add to the meaning of a noun.

6．The Olympic Games begin with a _______（行进） of all the competing nations.

7．Two parties may have _______(冲突) of ideas or goals.

8．An a________ is a disagreement or problem between two people in which they use words to fight.

9． c________ college teaches things that would be useful in business.

10．Usually people don't _______(尊敬) those who are too compliant.

二、单项填空：

1．On a cold winter night, I ______ spend an evening watching TV.

A．have to can B．have to be able C．have be able to D．have to be able to

2．“May I sit here?” “No, you _______.”

A．must B．had better C．mustn't D．needn't

3． --“Why is he late?”

--“He _____ the bus.”

A．must miss B．had to miss

C．should have missed D．must have missed

4．We didn't see him at the lecture yesterday. He ______ it.

A．mustn't attend B．can't have attended

C．would have not attend D．needed have attended

5．The policeman told the pupil, “You _____ play football in the street.”

A．mustn't B．needn't C．can't D．shouldn't

6．--“What has happened to Peter?”

--“I don't know. He _____ lost.”

A．can't have got B．might have got C．might get D．can got

7．You _____ allowed the child to go alone.

A．mustn't have B．had not have to C．ought not to D．ought not to have

8．He says you ______ have his bike if you don't take good care of it.

A． shan't B．won't C．mustn't D．needn't

9．--“Are you still going to England for your holiday?”

--“Yes, but I really _____ because I don't have much money.”

A． can't B．won't C．shouldn't D．mustn't

10．–I’ll tell Mary about her new job tomorrow.

--You ______her last week. (NMET 2004年福建，32)

A．ought to tell B． would have told

C．must tell D．should have told

【能力拓展】

阅读理解：

It was one of the hottest August days, the fourth, and at twelve o’clock exactly, for a church clock was striking the hour, that a short, heavily built woman of about fifty, carrying a shopping bag, came out from the darkness of an old storehouse where she worked every morning as a checker, and set off along the narrow gray street to a bus stop. Most of the factories and offices in the town were closed for two weeks but the storehouse, which held foodstuffs(食品) and other goods, had remained open during the holidays. The heat, made worse by the heavy smell of petrol from the main street nearby and undisturbed by the slightest current(气流) of cooler air, surrounded her. She was neither dressed nor built for energetic activity on a hot day, being very short indeed, and fat, so that she had to roll a little in order to get along. Her shoes made loud footsteps in the silence of the empty street of closed buildings. The worn old bag she carried caused her to lean over slightly to her right as she walked, but it was clear that she was used to carrying such heavy weights.

Reaching her usual stop, she put down her bag and rested. Then, suddenly realizing being watched, she turned quickly round and looked sharply upward at the tall man behind her.

He was the only other person waiting, and indeed, at that moment, the only other person in the street. She had never spoken to him, yet his face was already familiar to her. She had seen it yesterday, the day before yesterday, and for all she knew, the day before that as well. For the last three or four days anyway, this great nervous lump of a man, waiting for a bus or hanging about on the footpath outside the storehouse, had become a figure of the street for her; and what was more, a figure of a certain definite（明确的） type, though she had yet to put her finger on exactly which type it was. More than once, she had felt his interest in her and she had wondered whether he was a policeman.

1．There were so few people out in this particular street. It was probably mainly because ________.

A．most workers were on holiday

B．it was too hot to be outside at midday

C．the lunch-time break had not yet started

D．very few people lived in the area now

2．From the passage we can know _________________.

A．the woman was fond of dressing up

B．something was wrong with the woman’s right leg

C．almost all the shops were closed except the store house

D．the woman had to walk fast as she was busy

3．The woman turned around at the bus stop because _____________.

A．she heard someone coming B．she thought the bus was coming

C．she thought of her heavy bag D．she felt someone looking at her

4．The underlined phrase “hanging about” in the 3nd paragraph means ___________.

A．thinking about B．walking around

C．looking around D．running about

5．The woman recognized the man by the bus stop because _______________.

A．he was the local policeman

B．he traveled on the bus quite regularly

C．he had been near the store house before

D．he was interested in her

参考答案

高一部分

Units 13-14 (B1)

基础演练

一、1．energy 2．balance 3．mixture 4．chemical 5．function 6．parade 7．conflict 8．argument 9．commercial 10．respect

二、1-5 DCDBA 6-10 BDACD

能力拓展

1-5 BCDBC

1．B 文章第一段第三、四句话为答案依据。

2．C文章第一段第二句话为答案依据。“Most of the factories and offices in the town were closed for two weeks but the storehouse, which held foodstuffs(食品) and other goods, had remained open during the holidays.”

3．D 文章第二段第二句话为答案依据。“suddenly realizing being watched, she turned quickly round and looked sharply upward at the tall man behind her”。

4．B 等车时动作肯定是走来走去，故选walking around。

5．C文章第三段第三、四、五句话。

★ 《白鹅》教学设计(人教新课标四年级教学设计)

★ 吃水不忘挖井人(人教新课标一年级教学设计)

★ 人教第九册《一件运动衫》教学设计

★ jqx教学设计 (人教新课标一年级上册)

★ 周长教学设计(人教新课标三年级教案设计)