高一人教版优秀作文

高一人教版优秀作文（共6篇）（共6篇）

1.高一人教版优秀作文 篇一

俗话说得好，没规矩不成方圆。日常生活随处必须标准。大家遵守纪律，日常生活才会出现纪律，不然便会乱成一锅粥。标准是时刻提示大家留意自身的一言一行。

世界杯赛便是从一开始的粗暴错乱到现在的遵循纪律，和睦，公平公正，必须得益于标准，要是没有标准，便会导致错乱，有可能会摆脱世界各国和睦相处，互相帮助的和睦关联，制订有关标准，还提升球类运动的观赏价值也推动了赛事的公平合理，促使赛事顺利开展。

有的人很有可能会感觉遵守纪律要一直墨守陈规地感觉好烦，很不自由，换一个层面去想，如果不遵守纪律了，社会发展便会很错乱，打架斗殴行凶会经常会出现。社会发展还会继续像如今那麼稳定吗?自然是不容易的。世界杯赛也是这般，没有标准就难以开展下来的，再再加各国语言不一样，沟通交流中存有着阻碍，如果没了标准，那么就真乱了套了。标准尽管限定着大家，可是换一个层面去思索，实际上它在大家日常生活只充分发挥了非常大的功效。

日常生活之中实际上有很多事例，不单是只在球类运动里能反映出去。就如平常大家都是做的排长队买饭了，如果我们不遵守纪律，随意排队，便会造成他人的损害，朋友之间的友情。反过来，如果我们遵循了标准，好好地排长队，就不容易导致错乱。另外，也会防止许多多余的不便，这也就跟世界杯赛足球比赛相近了，大家都遵循世界杯赛的标准，才能够使赛事顺利开展下来。

世界杯赛足球比赛的标准持续去健全，持续去又话升级足球运动员们就持续去遵循新标准，融入新标准标准人非常好的管束住自身，这就是在其中一个拼搏精神——标准精神实质，遵守纪律是每一位选手来源于是全球的老百姓都必须的，搞好的一件事，那就是以便社会发展的和睦稳定。以便各种各样事的顺利开展，没了标准，大家按自身意向办事。相互之间中间打打闹闹，你退我嚷，到处都是争执的响声。那样的全球，我敢确信也不会喜爱的，那就是一副令人厌烦的丑恶嘴脸，想起来就恐怖。

无规定不成方圆，不但是体育文化行业在各行各业上都是一样的标准，针对我们都是很重要的。

高一语文人教版必修四作文5

自古以来，规矩一直是人们生活中必不可少的行为准则，小到家规，大到国家法律法规，是人们必须遵守的。所以，不以规矩，不成方圆。没有规矩，就不会有现如今的井然有序的人类社会。

规矩可以规范人的行为举止。中国上下几千年，儒学在其他的学派中脱颖而出，成为统治者所推崇的。其中荀子认为性本恶，但人们不善的行为可以用礼乐教育来进行约束，从而使其向善，这就必定要制定规矩。这个规矩一直持续到当今社会，成了法律，有了它，社会才能更加和谐。法律越详细越完整，人民也会更加安分。一个强国的人民必定是行为举止规范的。

每个人都渴望成功。那么规矩便是成功路上的一块垫脚石。《昆虫记》的作者法布尔，完成这部作品不仅仅因为他观察敏锐，而更因为他有自己的规矩：自己懂得知识可以大方的展示出来，不懂或卫生如研究的东西也能直说，也就是知之为知之，不知为不知，这才是真知啊。规矩可以成为你成功的助推器，一个有规矩的人往往离成功只差一步，这也就是规矩的魅力。

当然，规矩不仅仅局限于人类社会，自然界也有着各种各样的规矩。万物发展的过程，动植物之间的食物链，正是一种规矩，如果一个动物没有天敌那么他们将泛滥的繁衍后代，这就会破坏自然界的生物链，甚至会影响人类正产生活，由此观之，规矩无处不在。

遵守规矩也是我们不可忽视的一方面。都说不以规矩不成方圆，而现如今有许许多多的人以身试法，毫无法律观念，不遵守规矩，势必会导致一些不可估量的损失。而法律的制定就是为了防止这些事发生，法律就是人们的道德底线，一个连法律都轻视的的人那就是毫无道德可言，这不仅会受法律制裁，更会被道德所谴责。只有每个人都遵守法律法规，社会才能更加和谐安定。所以，遵守规则是多么的重要。

仰观宇宙长天，俯察万物众生，规矩无处不在，于有形无形中，圈定着一切。它在预防并化解着矛盾，同时也滋生着矛盾。于是，宇宙社会历史人生无不如此，在前进中矛盾，在矛盾中前进。我们只有去遵守规则才能使社会更加安定。反之，不遵守规矩的人将失去尊严，失去安全，甚至失去生命。

2.高一人教版优秀作文 篇二

一、任务型教学法在词汇教学中的理论依据及意义

任务型教学 (Task-based Language Teaching) 是指教师通过引导语言学习者在课堂上完成任务来进行的教学。它强调“在做中学” (learning by doing) 的语言学习方式。具体来说, 任务型教学是“以完成具体的任务为学习动力和动机, 以完成任务的过程为学习过程, 以展示任务成果的方式来体现成就”。任务型教学法在很大程度上很好地把词汇教学从“教师强调音形义”向“学生重视听说用”的转化, 也让学生在完成词汇学习任务的同时激发学习兴趣、培养表达、思维等语言运用能力。

在当前高考考试改革不断深化的背景下, 英语词汇教学改革也成为英语教学课程改革的重要组成部分。要抓好词汇教学, 英语老师就要充分发挥自己的主导作用, 精心设计、加上适当的激励机制, 让学生在高效有趣的学习过程中领略到英语语言的魅力, 进而从“逼我学词汇”发展到“我爱学英语”。

二、词汇教学的三个有效步骤

任务型教学法指导下的高中词汇教学可以从以下三个步骤展开:第一是快速有效感知;第二是有效击破重点;第三是科学实践运用。

1.快速有效感知。快速有效感知主要针对读音任务。利用早自习时间和晚自习前二十分, 让学生大声跟读录音。如果部分学生对语音掌握不完善, 教师要给予他们系统地指导。教师要经常鼓励学生发扬小组合作精神, 你读我纠正, 同时开展组组竞争活动, 看看哪组读得好, 对表现好的同学和小组给予奖励。

2.有效击破重点。高中词汇教学一般包含以下几个基本内容:读音、词形拼写、词性、词义、使用规则和常见搭配等。但课堂教学时间有限, 教师实际上不可能对每个词汇都进行这样面面俱到的处理, 而且课程改革的需要, 也没必要要求学生将每个词汇都掌握地如此全面。加上随着课程学习的深入, 教材里的词汇量越来越多, 难度也逐渐加大。很多学生看到一个单元要学习那么多词汇, 在心理上会产生很大的畏难情绪, 他们很难在有限的时间里将这些词汇都熟记于心, 更不用说灵活、恰当的使用。其结果很可能造成部分学生逐渐放弃词汇的学习。因此, 教师在教授新单元词汇前, 要参照《课程标准》及《考试说明》的要求, 弄清单元的重、难点词汇, 以便在设计任务时着重体现。

如英语新课标模块1 unit5共有75个词汇。其中打三角形的有22个单词, 这些要求学生理解就可以, 教师可以指导学生将它们放在最后自行把握。而黑体词汇有19个, 这是学生必须在第一层次就学习和掌握的。教师可指导学生将这些重点词汇进行重组, 做重点理解和记忆。如按词性可重组如下:A.动词:devote, attack, escape, educate, beg, B.名词:quality, opinion, C.动词&名词:vote, reward, D.副词:nowhere, E.形容词:equal, active, F.短语:out of work, as a matter of fact, in trouble, turn to, lose heart, come to power, set up, be sentenced to.再通过在文本语境中不断复现, 对这些词汇学生就可以做到听得出, 读得准, 写得对, 记得牢, 用得好。如:要求学生阅读下面这个句子“when the judge read the sentence“According to the laws, you are sentenced to death”, the murderer said nothing.”学生在经过阅读、分析和推理后就能够得出“sentence”这个词既可以作名词也可以作动词, 有“句、句子;宣判、判决、判处”的意思。本单元最后剩下的其它34个词汇学生只要能够识别拼写和掌握大意, 在阅读中能做到“见其形, 知其义”即可。为扩大学生的词汇量, 教师也可适当指导学生了解这些词相关的近义词、反义词、基本用法。这些词汇可要求学生放在第二层次记忆。

这样的词汇重组有利于学生对本单元的单词学习有了主次之分, 也减轻了学生的负担, 增加学习英语的信心。

教师还可以进一步布置学生将单元词汇中由构词法 (派生词、复合词、转化词) 产生的词找出, 小组讨论后归类, 教师最后再引导和帮助学生总结出构词法相关规律。如self–selfish-selfless-selflessly、fair-unfair。这种纵向积累词汇的方式, 让学生在今后阅读中遇到相关词汇的延伸词时, 能根据构词法快速准确地猜测出它们的词义、词性和用法。

3.科学实践运用。词汇学习不仅要经过课时词汇学习的“小循环”过程 (理解、复现、模仿、识记、运用等) , 而且要经过单元词汇学习的“大循环”过程。教师应尽量创设情景, 让学生在其中运用并巩固所学词汇, 从而使新学的词汇纳入自己的语言和认知体系之中。因此教师在设置词汇应用任务时, 要体现新颖性和挑战性, 让词汇在“学中用, 用中学”, 并充分激发学生的参与热情, 培养自主学习的能力。以下是行之有效的实践运用应用实例。

(1) “I am the winner.”词汇接力比赛。以小组为单位, 给每个小组不同的词汇接力主题。如要求第一小组成员说出本单元的构词法单词, 每个同学说一个词汇并将它准确拼读出来, 同时把该词的意义也快速说出。如“peaceful”, “ p-e-a-c-e-f-u-l”, “和平的、平静的、安静的、爱好和平的”。下个同学马上接着说另一个不同的词汇。词汇读错、拼写错误、意思错误都要出局。这样一直循环, 坚持到最后的同学即为胜利者。教师带领同学为他/她鼓掌祝贺, 并给予一定的物质奖励, 如一只笔、一快糖等。词汇接力主题还可以让学生说出本单元表示人物性格品质的形容词、重点短语等。

分析:通过这样富有竞争性、活泼性的集中说词活动, 让全班同学都积极参加, 形成了你争我抢的热烈气氛。这个活动难度不大、操作简单但参与度高, 对全体同学特别是畏惧记忆词汇的学生特别有吸引力。

(2) “who is heshe?”竞赛活动。完成单元课程后, 利用本单元warming up里表示人物品质的词汇, 让学生自选三到四个词, 结合第一单元“friendship”的话题, 描述班级同学或老师, 让其他同学猜一猜“who is heshe?”。如学生A:“The classmate is warm-hearted and outgoing.When others are in trouble, she is selfless and willing to give us a hand.She would like to help us do cleaning.”

分析:这是一节复习课之前的热身导入部分, 这个环节的目的是用头脑风暴的方式培养学生的表达能力和提高对词汇使用的关注度。竞赛活动的设计难度适中, 能充分让多数学生参与进来, 同时为接下来的教学铺垫了轻松、活跃的课堂气氛。这种有话可说的词汇巩固方式, 能够让学生把所学的词汇在所熟悉的语言环境中得到很好的应用。

(3) 语篇填词。让学生根据语篇内容 (可以是课文的缩写或改写, 也可是其它内容的语篇) , 填上适当的单词或短语。如:Though the teaching condition is very tough.The selfless teacher devotes all his time and energy to teaching the students in the countryside.He believes the persons who are well-educated are of high quality men.He always encourages his students not to lose heart.Only by working hard can they achieve their dream.The teacher often asks them not to laugh at those in trouble.On the contrary, they should be willing to help them.

(4) 复述课文。教授完课文后, 教师在黑板上列出重点词汇, 将学生分成两组。其中一组学生从主人公Elias的角度用第三人称复述课文, 另一组从曼德拉的角度用第一人称复述。接着开展比比看活动, 看看哪组同学使用的词汇更多, 复述的更全面。

分析:实践经验告诉我们, 复述是最有效的了解篇章细节、熟记相关词汇的教学方法。复述不是背诵, 而是要让学生做到“心中有词, 词不离文”。它要求学生在复述时要经过逻辑思维将文本语言转化成自己的语言。通过复述, 学生不仅能最有效、快速地巩固目标词汇, 更好地理解课文, 而且还可以训练口语表达能力和谋篇布局能力。

三、结语

词汇的学习从认知到掌握再到熟练应用需要一定的时间和过程, 没有什么捷径可走。因此, 教师应科学运用任务型教学法, 发挥主导作用, 设计行之有效的任务, 培养学生的思维, 使他们掌握一定的词汇学习方法和技巧。同时, 教师要积极探索, 勇于进行教学改革, 使自己的教学形式多样化、生活化、情境化, 从而促进学生听说读写能力的全面发展, 最终提高综合运用能力。

参考文献

[1]教育部.普通高中英语课程标准 (实验) [M].北京:人民教育出版社, 2003.

[2]郑秋秋, 俞红珍.高中英语单元语言教学目标的分解与细化[J].中小学外语教学 (中学篇) , 2013, 36 (4) .

3.高一人教版优秀作文 篇三

关键词：教材；物理；课程改革

中图分类号： G632.3 文献标识码：A 文章编号：1672-3791（2016）06（a）-0000-00

教科书作为最基本、最重要的课程资源之一，其重要性不言而喻。教科书集中反映了一个国家或地区的意识形态和教育理念，是衡量其基础教育水准的重要标志。随着科学已成为当今世界的第一生产力，生产力迅猛发展，世界各国全方面竞争已日趋激烈，而归根结底就是人才的竞争，而教育是培养人才最基本而直接的途径，故教育的好坏直接关系到国民素质乃至整个国家的综合实力的高低，教育的改革已成为提高国家综合实力的杠杆支点，而科技离不开物理，科学人才的培养更离不开物理教材的改革创新。为更好地改革物理教材我们有必要对比国内外教材的差异，取其精华去其糟粕。这里仅对比加拿大10年级物理课程与国内高一物理必修1内容。因加拿大教材版本较丰富，没有统一固定要求使用的版本，故此文根据的沈阳加拿大国际学校使用的教材进行对比分析。

1 课程内容设置不同

加拿大10年级科学教材中物理占四个单元，第一单元运动学语言（The Language of Motion），第二单元直线运动（Linear Motion），第四单元运动学在生活中应用（Life in Motion），这四单元内容仅相当于必修一的前两章-运动的描述和匀变速直线运动的内容，如位移与路程、速度与速率、速度位移时间图像分析、简单的运用运动学公式做题等。可见加拿大10年级所学内容非常简单，只是一些基础知识，学习简单的物理语言及定义初步了解物理学的特点和研究方法，体会物理学在生活中的应用，为下一步选学11及12年级物理做准备。

国内教材内容设置上除了课程知识讲解内容还包含说一说、做一做、思考与讨论、科学漫步等开发学生思维的模块。加拿大教材中设置了what to do？ What did you discover？

Did you know？ Extend your knowledge等模块与中国教材相似外，还在每章开始时有以下三模块内容：“Key Concept”概括该章主要知识点，“Key Skills”提出学生学习本章时应掌握的技能，“Key Terms”指出本章主要的物理关键词汇等，国内将此部份作为教学大纲列入教师用书中而在教材中没有体现。

在国内教材中的“做一做”和“科学漫步”内容主要讲解一些物理知识在生活中的应用或与其他学科相联系而解决问题，只要求学生理解不要求必须会，而加拿大课程非常注重学生这方面能力的发展。例如必修1中第二章第一节探究小车速度随时间变化的规律中“做一做”讲解了如何用计算机描绘v-t图象，国内对此不作要求，而加拿大此部分内容作为单独一节课要求每个学生带笔记本电脑单独完成，与数学中直线斜率相结合讲解该知识点。

两国教材都在每小节后设置了练习题，加拿大教材在每章末还设置总结性复习题。题目分五个层次：1. Reviewing Key Terms-复习该章知识点并把主要定义及其解释列出来。2.Understanding Key Concept- 基础性习题，要求学生必须会。3.Developing Skills-开放性习题主观性较强。4.Critical Thinking-应用性题目需联系生活实际用物理知识解释现象。5.Pause and Reflect-提醒学生再次复习总结该章知识点。一步步提升题目层次练习学生思考能力，这点国内教材需要学习改善。

2 知识讲解方式不同

物理是比较抽象的学科，光凭学生苦学和教师机械式的讲解很难达到理想效果，这需要教材中有很多辅助性文字插图试验等来帮助学生理解知识点，当然文字表述是教材表现形式的主体，语言是思维的载体，所以文字在教材中占了主要地位，细读国内外教材我们发现在文字表述上还是存在着差异。国内教材物理量的定义中用词很难让学生理解，而国外教材定义更趋向于解释该物理量用途，用词简单描述通俗易懂。

例如在力学中根据力的平衡知识求未知力，国外教材常见的是图片习题形，所举例的题目都是日常生活中常见物体（鱼的受力分析；书的受力分析等），生动形象的把物理知识联系生活实践中。国内的教材中力学的典型题目模型，题目大都以理论图形来展示（如一个四四方方的物体房子锲型的斜面上），这样的题目很难让学生联系生活实际运用知识。

其次外国教材中插图较多，即使在问题中也较多运用插图（多半是实物图形）来形象的把题目和生活中的实例联系，在知识点旁边还会加以注明重点（key points），不仅提升学生学习兴趣还使题目更易理解。而我国的教材经改革后也非常注重插图的运用，且大都是彩图非常精美并有大量的实物照片，使学生充分感受物理学的强大力量和魅力。

3 实验方式不同

国内教材基本一章对应一节课实验，实验器材多为精密仪器不方便携带，如气垫导轨、示波器、打点计时器等需要学生去实验室集体实验。而国外教材中小实验较多且多用身边可方便找到的器材做实验，这样学生可以随时自主进行试验方便快捷。

在运动学实验中加拿大教材是用秒表、停表进行计时、用米尺测量长度的，如测量物体速度时除了用打点计时器外，在课堂上外教将学生分为若干组，每组学生自行测量该组成员走路速度并在纸上画出速度图像。另外他们还真正体现了“瓶瓶罐罐”做实验的理念，实验器材中包含了像地砖、垒球、硬币、玩具弹簧、咖啡罐、平底锅等生活中常见易得的物品。如果细心我们会发现国外物理教材中的实验插图部分，多是学生在做实验而且面带笑容，学生肤色也各不相同，而国内教材多是展现实验器材本身，这体现了国外编教材人员的用心良苦，不仅展现了实验本身知识，更让学生身心愉悦的投入到学习中。

4 总结

学习国外的先进教学模式，先进的教学理念是必须的，但也不能一味的否定我国传统的东西，经过多年的教学改革，我国物理教材的变革也经历了好几个阶段，就目前在全国广泛使用的人教物理教材而言，无论是教材的编写理念，还是教材结构和内容设计，相对于以往的教材有了很大的改进，特别是突出了学生的科学探究能力。通过对比国内外教材的不同点分析总结如下：

1）在课程内容方面我们的知识广度不够，内容不够丰富多彩，这点还需向国外教材学习。

2）在课程设计及实验设计方面应该学习国外教材通俗易懂、简单明确等特点进行进一步改正。

我们应吸取国外教材的优点，增大教材知识面的广度，使教材能够更加生动吸引学生。对于国际学校，以沈阳加拿大国际学校为例，我们完全复制加拿大高中课程，请加拿大本土教师来教课，配以双语教师给予辅助，虽然充分利用了国外优秀的教学资源和管理模式，但这种完全西方的教学模式并不完全适合我们中国学生。国外课堂气氛轻松愉快且学生压力没有国内大，这对于习惯于中国教育模式的学生来说过于轻松，从而学生变得过分懒散不易于形成良好的学习习惯。所以我们应该尽快制定适合我国基本国情又能充分利用国外优秀的教学经验的教学模式，更好的培养出国际性的人才。

参考文献：

[1]义务教育物理课程标准（2011年版）.

[2]仲新元.加拿大高中物理课程管窥[J] .外国中小学教育. 2007年第6期.

[4]钱颖.中英初中物理教材的比较研究[J]. 学科教学. 苏州大学2010（05）.

[5]沈小娟.中美科学教育标准比较研究[J]. 钱江学院. 外国教育研究2006（5）.

4.高一人教版优秀作文 篇四

浙江省宁波市鄞州正始中学 王 勇

一. 教学背景分析

1．学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

2. 单元背景分析

随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

二．教学目标分析

语言知识

词汇：学习并使用一些与science 和scientists有关的词汇。

语法：进一步了解一词多义现象与合成词的构成。

功能：学习如何就某一事物给予别人指导与说明。

话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

语言技能

听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

（1）.进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。

（2）.引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。

（3）.指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。

（4）.意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。

学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。

三. 教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家Franklin著名的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。

四. 教学重点与难点

重点

（1）.掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。

（2）.能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…

（3）.能继续运用各种阅读微技能进行有效的阅读， 同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。

（4）.能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。

（5）.能把事物的正反利益和理性的思考落实到笔头，即能清晰地就某一争论性话题发表自己的立场，阐明原因。并能进一步运用基本的协作技能学会argumentative essay的写作。

2．难点

（1）.如何有效的让学生就given topic进行合作，分析问题的利弊，并掌握相关的词汇。

（2）.如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。

（3）.如何更加有效的掌握并运用一些key words and expressions, such as make /do an experiment on…, comfort, conduct, charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on.

（4）.如何能使议论性作文表达的更加完整与流畅。

（5）.指导学生通过各种渠道如图书馆、网络等资源查找资料。

五、教学原则

（1）以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。

（2）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

（3）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。

（4）贯彻“教中学，学中用”策略，真正使学生学以致用。

六. 教材与任务安排

本单元计划为六课时：Warming up & Listening （1课时）， Speaking (1课时) ，Reading (2课时)， Grammar (1课时)， Integrating skills（1课时）。同时本单元安排的三大任务是（1）.为学校理化生实验室拟订英语实验室规则。并以墙报的形式进行比较后，选出其中最佳的规则，然后上报给学校。（2）.科学家创造发明故事比赛。要求学生在课外收集国内外发明家的故事，经过整理后，能以故事、小品、对话等不同形式表演出来。在全班同学 的共同评判下选出最佳故事及选手。（3）.当地热点争论问题讨论。搜集本地目前人们所争论的一些问题，并能采集到不同的人对于这一问题的不同看法与见解，并能进行思考后，发表自己的立场与观点。然后写一封书信给当地相应的管理机构或政府部门。

Teaching Plan

Period 1 Warming up & Listening

Learning Aims

1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.

2.To learn what should be paid attention to when doing an experiment in a lab and how to give instructions to others.

3.To train the students’ ability of listening for information.

Learning Procedures

Step 1 Warming up

Today, we are going to talk something about the subjects you are learning.

Q1: How many subjects are you learning now?

Q2: What are the subjects in which you learn science? Is it easy for you to learn them?

1). Group work

Divide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.

2). Class work

Enjoy some pictures about the facilities in labs and students doing experiments in labs.

Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?

Step2 Pre-listening

1).Group work

Is it necessary for you to do experiments in the lab? List the reasons in the card and see which group can find more.

2).Class work

Do you still remember what your teacher often remind you before, when and after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.

Step 3 Listening

1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.

2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.

3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.

DOS DON’TS

Follow / teacher’s /instructions Don’t come into / without …

Be careful about / when… Don’t touch… / unless…

Always listen carefully to… Don’t throw… / unless…

Clean…away and leave …clean and neat Don’t forget to…

You should tie…up Never put / nose directly into…

Remember that… Never put /fingers into/ and taste…

Make sure that…

Step 4 Post-listening

1). Group work

List what you can do and can’t do in a lab as much as possible in groups.

2). Individual work

Knowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.

3). Group work

Design the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.

Homework:

Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.

Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.

Period 2 Speaking

Learning Aims

1. To learn to cooperate with partners to analysis a problem in different views.

2. Enable students to describe the advantages and disadvantages of something in specific words.

Learning Procedures

Step 1 Warming-up

Daily report

1). Class work

Watch a video about the successful launch of ShenZhou V manned space flight in China.

Nowadays, more and more new inventions and discoveries are made all over the world.

2). Brainstorming

List the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.

Step 2 Pre-speaking

1). Pair work

Read the dialogue aloud to finish the following form:

inventions advantages disadvantages

Maglev train

2). Group work

Discuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.

Advantages Disadvantages

It’s good for… It is too expensive

It can help… It is dangerous to…

It is important for… It is unnecessary to..

It brings people… Some people will use it for…

It doesn’t pollute… It is bad / or harmful for…

Step 3 While speaking

1). Group work

Enjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.

2). Pair work

Make a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’m afraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.

Step 4 Post-speaking

1). Debate

The scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?

Divide the whole class into two groups to have a debate and see which group will perform better.

2). Imagination

If you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?

Homework:

Task 1. Read the following poem ,and then try to imitate it and write down a similar one, of course, about other inventions.

Compute

A compute is a machine. A computer is interesting.

A machine is useful. I can study a computer.

I can use it.

Who made it? Humans being made it.

I am a human being. am warm. I am wise.

I have empathies for animals and people.

I conductor a computer. A computer does not conductor me.

Task 2 Find out one interesting story about some famous scientists and retell it in your own words.

Period 3 & 4 Reading

Learning Aims

To get to know something about the story of famous scientists.

Enable students to understand the given material better using different reading skills.

To have a better understanding about the importance of experiments in science.

Learning Procedures

Step 1 Warming up

Daily report: Share your poems with the other students.

1). Group competition

In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.

Physics chemistry medicine biology

2). Group work

A match competition. Match Column B with Column A correctly.

Column A Column B

Alexander Bell the Theory of Relativity

Thomas Edison the first telephone

Wright Brothers the electric lamp

Madame Curie black holes in Universe

Heinrich Dreser electricity

Franklin the first plane

Steven Hawking the Theory of Gravity

Elbert Einstein Radium

Isaac Newton aspirin

3) Class work

Q1. Is it easy for the scientists to make these inventions and discoveries?

Q2. How could they succeed in their research?

It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.

Step 2 Reading

1). Individual work

Skimming: Read the material fast to find out the right picture about Franklin’s experiment.

2). Individual work

Scanning: Listen to the tape part by part to find out the topic for each one.

Para 1-3 the description of the experiment

Para 4 the equipment of the experiment

Para 5-6 the steps of the experiment

Listen with the questions below:

(1). Why did Franklin do this experiment?

(2). Was the experiment successful?

(3). What were needed when it was being done?

(4). How many steps were mentioned?

(5). What should be paid great attentions to when it was being done?

Step 3 Acting

1). Class work

With all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.

2). Individual work

After that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.

Step4 Further understanding

1). Pair work

Read through the passage to fill in the blanks in the form in pairs.

equipment usage

a kite

a key

a condenser

a sharp metal

strings

a silk ribbon

2). Class work

Listen to some sentences to judge whether they are true or false.

(1). In 1752 scientists already knew what electricity is.

(2). Franklin was helped by a friend to do the experiment.

(3). Franklin made the kite of silk because wet silk does not conduct electricity.

(4). A condenser was used in the experiment to store electricity.

(5). The key tied to the string was put into the door to stop the kite from flying away.

(6). The experiment can be done at any time.

(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.

Step 5 Post-reading

1). Pair work

Franklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.

2). Group work

Discuss the following questions in groups:

(1). Why did Franklin do his experiment with a kite?

(2). Why the kite made of silk is better than the one made of paper?

(3). Is it dangerous for Franklin to do the experiment? Why do think so?

(4). What can you learn from the experiment and also Franklin?

Step 6 Oral practice

1). Individual work

After you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.

2). Class work

During the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.

Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.

Step 7 Watching, reading and thinking

1). Class work

The teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.

Q: Does the mixture taste good? Why do you have a different taste from mine?

2). Individual work

Read the passage titled “Look carefully and Learn” to find out the reason.

Q 1: What do you learn after you read such a story?

Q 2: Do you think what is the most important when you are doing an experiment in the lab?

Q 3: If you want to be a scientist, what do you think are the most important qualities?

Homework:

Read the following passage with the questions below.

Flossie Wong-Staal

An interview with Emilio Alvarez and Ann Crystal Angeles

Flossie Wong-staal stays on the move. She moved with her family from China to Hong Kong when she was five. Later she moved to the United States to attend college. Now Wong-Staal is on the move to clone the virus that is believed to cause AIDS and to figure out how the molecules（分子）of the virus are arranged. Wang-Staal heads a team of scientists at the university of California, San Diego. They are trying to save lives by making an AIDS vaccine(疫苗).

Emilio: How did you decide that you wanted to become scientist?

Wong-Staal: At first my teachers made the decision. In high school they said I should study science because of my grades. By the time I graduated from college, there were so many exciting discoveries being made in molecular biology that I wanted to specialize it.

Emilio: What was your high school like?

Wong-Staal: I went to an all-girl high school in Hong Kong. I felt very free at an all-girl school, and I have fond memories of that time.

Anne Crystal: Would you explain your research?

Wong- Staal: Basically me colleagues and I are trying to understand how the AIDS virus is replicated, and then to develop ways to interrupt the replication process, By “replication” I mean the way in which the virus gets inside a cell and uses that cell as a sort of factory to make many many copies of itself.

Anne Crystal: Do you always enjoy your job in the laboratory?

Wong-Staal: Yes,, I think it’s very exciting work. Of course it’s not every day that you make a discovery and have that kind of reward. But when it does happen, it’s a real thrill. It’s exciting to know that you brought about knowledge that didn’t exist before.

Anne Crystal: What would you tell students who would like to become research scientists?

Wong- Staal: Stay with your interest, and get good information about the education you will need. I also have warning: Things are not always easy. There are frustrations in research; sometimes things don’t go the way you’d hoped. But when you make a discovery or a contribution to science, it becomes worthwhile. And I want to encourage all young people to be interested in science: We need you !

1. As you read, guess the meaning of the boldface words from the surroundings words and sentences.

Look back over the reading to find the following information:

(1). Where Wong-Staal was born: (2). What she is studying in her research:

(3). What she was the first person to do:

(4). This article is primarily about______________.

A. the scientist Wong- Staal B. making an AIDS vaccine

C. preventing the spread of disease

(5). Which question is NOT answered in the reading?

What college did Wong- Staal attend B. What type of biology did she specialize in

Where does she work now

(6). You can infer that Wong- Staal

A. didn’t want to become a scientist B. is happy she becomes a research scientist

C. plans to retire soon

Write about the following two questions in your journal.

(1). Wong- Staal says that there are frustrations in research. What do you think she means? What frustrations might there be in doing research? How would you deal with these frustrations?

(2). Wong- Staal says that here teachers decided she should become a scientist. Do you think teachers should make career choices for their students? Why or why not?

Period 5 Language study

Learning Aims

Enable students to have a better knowledge of the rules of word-formation.

Learning Procedures

Step 1 Warming up

Daily report: Show your opinions about the two problems mentioned in the reading passage.

Individual work

Show a tongue twister to students:

If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?

Practise the tongue twister for some times and see who can say it correctly and fast.

Q: Do all “doctors” in this sentence have the same meaning?

Conclusion: The meaning of the same word varies in different sentences and so does the gender.

Step 2 Reading and thinking

1). Pair work

Read the following sentences to distinguish the different meanings of the same word.

How much do you charge for repairing my CD player?

The frightened animal charged into the toy shop.

It usually takes one hour to get my call phone fully charged.

The man was charged for being irresponsible for the job in the court.

We gave her the charge of the house when we were away for holiday.

What is the charge for using the hall?

The guide conducted the tourists around the museum.

How well does this material conduct electricity or heat?

The concert on this Saturday evening will be conducted by a world famous conductor.

The teacher scolded him because of his bad conduct.

The manager conducted the business carefully.

He was surprise to see so many crosses marked in his Maths homework.

This fruit is a cross between an apple an d appear.

The river was too deep to cross.

The two main roads cross in the center of the town.

He crossed his name off the list.

2). Group work

Discuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.

Step 3 Imagination

Group work

Show some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.

Step 4 Compound words

Sometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:

Blackboard is compounded with two words:

Part 1= a kind of deep color Part 2= a piece of thin wood

Show the students the formulation: Part 1 + Part 2 = ?

1). Class work

The teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.

Part 1= part of the body used when we talk Part 2= a round thing to play with

Part 1= water of ten degrees below zero Part 2= medicine to put on your skin

Part 1= a liquid you need to make tea

Part 2= moving in snow with wooden thing tied to your shoes

2). Group work

Discuss to think of some some compound words in groups and then do the same game with the partners.

3) Class work

Have a competition about word guessing and see which team can give the most wonderful performance.

Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of the compound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.

Step 5 Post-learning

Read the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.

Homework:

Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.

Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.

Period 6 Integrating skills

Learning Aims

1. Get the students to have reading extension for scientific experiments.

Enable students to write an argumentative essay by discussion.

Learning Procedures

Step 1 warming- up

(1). Class work

Daily report: A short play about the relationship between humans and animals.

Q: What do you learn from it?

(2). Class work

Enjoy some pictures about animals killed by humans:

Q: Why do people kill so many animals? Can it be avoided?

(3). Class work

Q: Why do scientists do experiments on animals?

What would often be the result? Can it be avoided?

Step 2 Reading

(1). Individual work

Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.

Q: How many questions are mentioned?

( Does animals testing work? Do people have the right to use animals?)

(2). Individual work

People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?

Prepare to make a short speech and speak it out.

(3). Group work

As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.

(4). Group work

It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.

Step 3 Writing

(1). Pair work

Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.

(2). Individual work

Read the tips carefully to check if you have the same idea.

Title Choose a clear Pro or Contra animal testing title

Introduction Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist?

Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.

Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 cons

Conclusion Write what we should do with animals experiments in the future and why.

(3). Individual work

Then Write down your answers to the questions listed in the form one by one.

Why are animals used in the experiments?

Are you on which side of them?

Which views do you agree with? Why?

Which views don’t you agree with? Why?

What other ways can you think of to solve the problem in the future?

(4). Individual work

Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.

(5). Class work

To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.

比较说明常用词语：

similarly , the same as, similar to ,equal to, appear the same, both seem to, in the same way, in a similar way, in comparison with share…in common/ have….in common, compare …with…, be compared with, make a comparison between with… there are some similarities between…

对比说明常用词语：

nevertheless/nonetheless otherwise, whereas in contrast, on the contrary opposite to…, different from, on the other hand, have little/nothing in common there are some difference between…

举例常用词语：

for example/instance, as follows, such as, in particular in this case, one example is…and another example is… take ….as an example, the following examples will show that… there are many examples to show that….

表示总结的常用词语：

in a word, generally speaking, in my opinion, to sum up, on the whole ,

Homework:

Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.

Task 2. Fill in the assessment form below:

Self-assessment

Learner log for unit 16 Class Name No:

In this unit, you’ve learned about scientists and experiments. How comfortable do you feel like practicing each of the skills below?

1=Not comfortable 2=Need more practice 3=Comfortable 4=Very comfortable

Skills Comfort level

Talk about science and scientists 1 2 3 4 General assessment

Learn how to give instructions 1 2 3 4

Study some rules of word formation 1 2 3 4

Use new words and expressions 1 2 3 4

Learn to write an argumentative essay 1 2 3 4

Reflection

What is the most important thing you have learned in this unit?

What do you think you did best in this unit?

What do you find the most difficult in this unit?

Where do you see the best improvement?

Where do you need to work hard?

Group assessment

姓 名

小组发言次数

全班发言次数

提出问题个数

解决问题个数

查找资料个数

与人合作次数

总体评价

5.高一人教版优秀作文 篇五

1 be kind to sb 对某人友善

It’s kind of sb to do…eg,It’s really kind of you to let us use your computer.

Would you be kind enough to do sth? 劳驾，请您…好吗?

=Would you be so kind as to do sth? eg,Would you be kind enough to close the door,please?

2 be honest with sb/about sth对某人、某事坦诚

To be honest/Honestly speaking坦白说 make/earn an honest living正当谋生

3 be loyal to…对…忠诚

4 表喜欢:I like/love/enjoy/prefer/am fond of /am into/am keen on(热衷于)/am crazy about…

5 surf the Internet上网 chat online

6 be cast away(因沉船)流落(荒岛) a castaway一个流落荒岛的人

7 a car/bus/plane crash车、飞机撞毁，失事 crash a car/a plane 撞毁车，飞机

8 survive the crash在空难中幸存下来

9 land on a deserted island 降落在一座孤岛上

10 hunt for food/hunt for a job寻找食物，找工作

11 make/build a fire生火 light/put out a fire点火;灭火 catch fire着火 be on fire在燃烧

set sth on fire=set fire to sth放火烧,引燃… start a fire/fight a fire放火，纵火;救火，灭火

A fire breaks out.火灾爆发 play with fire玩火，做危险的事

go through fire and water 赴汤蹈火，冒一切危险

12 in order to do(句首，句中)=so as to do(句中)为了

13 develop a friendship with sb= make friends with同某人交朋友

14 even though(=although,though)虽然，尽管

eg,We decided to part,even though we loved each other.

even if (=no matter if)纵然，即使

eg,Even if I sell my house,I’ll keep my bussiness going.

15 treat/regard/look on/think of him as a friend把他视为，当成朋友

16 share happiness and sorrow分享痛苦和欢乐

share an interest/opinion有共同兴趣，持共同意见

17 care about 关注，在乎，在意

eg,The only thing you care about is money. eg,He doesn’t care about clothes.

care for①(否定，疑问句)喜欢，想要eg,I don’t care for coffee.

eg,Would you care for a cup of tea?

②照顾，照料eg,She cares for her sick mother.

18 表责备，遗憾：should(=ought to ) have done本该做(事实没有)

should not(=ought not to) have done本不该做(事实做了)

need have done本需要做(但没有) needn’t have done本不需要(但却做了)

19 be quick in mind=be quick-minded反应快

have a quick temper=be quick-tempered性情急躁

20 go outing外出郊游

21 be/get angry with sb生某人的气

22 drop sb a line=write a short letter to sb给某人写封短信

23 keep/bear sth in mind记住

have sth in mind在想，心里想 have sth on one’s mind有心事，担心

make up one’s mind(to do)下定决心(做) change one’s mind改变主意

come into one’s mind=come across one’s mind=cross/enter one’s mind

=strike sb(sb’ mind)=occur to sb(想法，念头)浮现，掠过脑海

bring/call sth to mind使想起，忆起

eg,The photo brings those good old days to mind.=…brings back those good old days.

这张照片使我想起过去的好时光。

a heavy load off my mind卸下包袱

my mind goes blank.我的大脑一片空白。

out of sight,out of mind.眼不见，心不烦

二 重点句子：

1 I don’t enjoy singing,nor (neither)do I like computers.

Rock music is OK,and so is skiing.

Mary enjoys pop music,and she is also a bookworm. So it’s with me.

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

I was about to cook when the telephone rang.

I was making coffee when the doorbell rang.

3 In order to survive,Chuck develops a friendship with a volleyball.

4 Even though Wilson is just a volleyball,he becomes fond of him.

5 Friendship is about feelings and we must give as much as we take.

6 Just write your message and click it away.(点击鼠标)

Unit2 English around the world

一 重点短语

1 all the way(一路上)一直，不停地eg,We flew all the way from Seattle to London.

2 make yourself at home别客气 help yourself (to sth) 请自己取用

3 drive sb crazy使发疯 Got it. 明白，懂了 Make it成功做到

4 forget to do忘记要去做(还未做) forget doing 忘记做过

remember to do 记得要去做 remember doing记得做过

regret to tell/say…遗憾地告知，说… regret doing 后悔做过

mean to do 意图，打算做 mean doing 意味着…

try to do 努力去做 try doing尝试着做

go on to do接着做(另一件事情) go on doing接着做(同一件事情)

4 the majority of …=most of ….大部分

5 in total=in all总共，总计

6 be equal to①与…相(平)等②能胜任的(able) eg,I’am sure she’s quite equal to the task.

7 a number of 大量的(谓语动词用复数) the number of…的数量(谓语动词用单数)

8 mother tongue/native language母语

9 global culture全球文化

10 have a good knowledge of 非常熟悉，充分了解 have a good command of 精通，掌握

11 turn down the radio调小(音量)

turn down one’s offer(request,invitation)拒绝某人提议，请求，邀请

12 stay/sit up(very late)熬夜

13 come about 产生，发生

How did it come about that… ? 对比：bring about导致，促成

14 stay/remain the same保持不变

15 end up with/as/in/doing以…告终

eg,British English started borrowing words from other languages,ending up with different words.

6.人教版高一英语教案 篇六

Teaching aims and demands:

a. Achieve language skills and related knowledge about the language of English;

b. Learn to communicate when in language difficulties:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson1

Step 1 Presentation

Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.

Step 2 Warming Up

Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?

Step 3 Reading

Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy? If necessary, explain some language points.

Step 4 Speaking

Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.

Step 5 Practice

Ask the students to make a similar dialogue.

Step 6 Listening

Listen to the tape and fill the blanks in the part LISTENING.

Step 7 Homework

Finish exercise1 on page 91 in the TALKING part.

Lesson2

Step 1 Revision

Check the homework.

Step 2 Presentation

Show the students some pictures in different situations in order to get them know everywhere English is needed.

Step 3 Reading

Ask the students to read the text. And find the topic sentence in each paragraph.

Step 4 Post-Reading

Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.

Step 5 Homework

Finish exercise in the part PRACTISING in their workbooks..

Lesson 3

Step 1.Revision

Check the home work.

Step 2 Word Study

Ask the students to match the words on the left with their meaning on the right.

Step 3 Grammar

Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.

Step 4 Practice

Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.

Step 5 Workbook

If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.

Step 6 Homework

Review the last part what is Direct Speech and what is Indirect Speech.

Lesson 4

Step 1 Revision

Check the homework. by doing exercise 1 in part Grammar in the workbook..

Step 2 Presentation

Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.

Step 3 Reading