高一必修二作文英语

高一必修二作文英语（精选8篇）

1.高一必修二作文英语 篇一

“假设你叫李华，欲与来自本校不同班级的另外4名同学组建一支乐队，但缺乏经验，请就以下情况或问题给知名音乐人卡曾斯(Cousins)先生发一封电子邮件，以寻求帮助。

1. 成员中有三名男生和两名女生，均喜欢流行音乐与现代舞蹈;

2. 每周周末排练是否足够?初期演唱的音乐宜多元化还是一种风格?

3. 怎样获得较多的表演机会?

4. 希望他能为乐队取个名字。

注意：

1. 词数：100左右;

2. 可适当增加细节，使行文连贯;

3. E-mail的开头和结尾已经给出，但不计入总词数。

2.高一英语必修二各单元作文 篇二

单元写作话题：文化遗迹

假如你是李华，最近，你的美国笔友莎莉(Sally)发邮件说想到你居住的城市北京来旅游，希望你给她简单介绍一下这座城市。请根据以下要点提示，给她回一封电子邮件。

1. 历史悠久;

2. 名胜古迹众多(places of interest) ;

3. 可以品尝美食。

注意：

1. 词数100左右;

2. 开头和结尾已经给出，但不计入总数;

3.高一必修二作文英语 篇三

1. look into 调查

2. insist on/upon sth/doing 坚持做，坚决做

3. belong to 属于

4. get /be lost ; be missing 迷路，丢失

5. do with 处理;对付

6. in search of ;in the/one’s search for 寻找

7. be used to do sth. 被用来做某事

8. be used to doing sth.习惯于做某事

9. be made into . . . 被制成;

be made of /from 用…制成(看得见原材料/看不见原材料)

be made for 为…制作

be made up of 由…组成

10. be of +抽象名词=be+该词的形容词

“be of +名词(词组)”表示主语的某种形状或特征

be of a(n) / the / the same “属于, 归于”

be of the size / weight / height / age / colour / kind…

11. work of amber art 琥珀艺术品.

12. as a gift of 作为…的礼物

13. in return 作为报答

14. become part of 成为…的一部分

15. serve as 充当，用作

16. add…to… 添加…到…

17. great wonders of the world 世界上的伟大奇迹

18. be at war 处于交战状态

19. less than 少于

20. no doubt 毫无疑问

21. remain a mystery 仍然是个迷

22. take apart 拆开

23. rather than 胜于, 而不是

25. tell the truth 说实话

26. pretend to do sth 假装做某事

27. give an example from your own life 举一个你生活中的例子

28. think highly of 看重，重视

29. search for =look for

30. agree with sb. 同意某人的意见

31.情态动词(could /might /must /should) +have done

表示对过去发生的事情的推测，批评，反悔等意思

32. have sth. done 表示 “请人做某事” “使遭遇某种(不幸的)事情”

Unit 2

1 take part in/join in 参加

2 the spirit of 精神、宗旨、灵魂

3 used to 过去常常

4 find out 查明，找出

5 every four years 每四年，每隔三年

6 two sets of 两套，两组

7 allow sb. in(out) 允许进入(出去);

8 allow sb. to do sth. 允许某人做某事(不能说allow to do)

9 allow doing sth. 允许干某事。

10 be/get married(强调状态)+ to(不能用with) sb 和……结婚

11 a set of 一套，一组

12 compete in… 在某方面竞争

13 compete for… 为……而竞争

14 compete with/against 与……竞争

15 be admitted to 获准做某事

16 be admitted as 作为…被接受

17 reach the standard 达到……水平、标准

18 play an important role/part in 在…方面扮演重要角色(起重要作用)

19 as well as 和……一样

20 thank you for your time 感谢您(能抽空……)

21 come from the same root 同根

22 have (no) chance of doing sth. 有(没)做……的机会

23 go with 伴随，与……搭配

24 relate…to… 把……与关联起来

25 relate with 和……有关

26 run against… 和……赛跑

27 hear of 听说

28 make sure 确定

29 take turns 轮流

30 one after another 一个接一个

31 make sure +that clause 确定

Unit 3

1. sound simple 听起来简单

2. a technological revolution 技术革命

3. artificial intelligence 人工智能

4. begin as 作为…开始

5. solve/settle a problem 解决问题

6. a simple-minded man 一个头脑简单的人

7. mathematical problem 数学问题

8. be totally changed 被完全改变了

9. share information with 与…信息共享

10. serve the human race 为人类服务

11. common knowledge 常识

12. deal with 处理

13. in my opinion 在我看来

14. public opinion 公众舆论

15 an analytical method 分析法

16. share a room with 与…共居一室

17. connect with 与…有关

18. go by (从…旁)走过

19. bring into effect 使生效

20. the common people 老百姓

21. get together 聚集

22. after all 毕竟

23. with the help of 在…的帮助下

24. make up 编造，化妆

25. a personal letter 私人信件

26. watch over 看守，监视

27. have a good time 玩得愉快

28. once a year 一年一度

29. make a decision 做出决定

30. allow sb. to do sth. 允许某人干某事

31. building materials 建筑材料

32. in fact 事实上

33. create a new building 创建一栋新楼

34. in a way 在某种程度上

Unit4

1. as a result 结果

As a result of= because of 由于

result in = cause 导致 result form 由于

2. die out (动，植物物种)灭绝

die of 死于…(多内因)

die from 死于…(多外因)

die down 变弱;逐渐消失

be dying for 渴望得到…

3. be at a loss = be puzzled at =be confused 迷惑的，不解的

suffer a loss (of) 蒙受损失 make up for a loss 弥补损失

be lost in one’s thought(陷入沉思) lose heart lose one’s heart to sb

4.in peace平静的(地);安静的(地)

in silence/ in quiet/in surprise/in a hurry

5. hunting for 搜索; 搜寻

6.be in danger of 有… 危险 be out of danger 脱离危险

endangered adj. 濒危的 dangerous 危险的

7.have / give an effect on / upon …

take effect(生效) come / go into effect 生效; 实施

8. be concerned about 担心.关心，挂念

9. get dressed 穿上衣服

get done强调动作，不能和表一段时间的状语连用;be done 表状态

10.turn round : 转过去，围绕…旋转

11.apply to应用 be applied to被应用于

apply for 请求,申请….. apply to sb. for sth.

12.protect ……from保护…..免受….危害

prevent from阻止(stop/ keep from)

13 .have a effect on 对...有影响

14. with a sad face looking at her. with + 宾语(O) + 宾语补足语

15.come into being: 形成;产生;开始存在

come into use：开始被使用 come into one’s mind / head: 突然想到

come into fashion: 开始流行come into consideration: 开始考虑

Unit 5

1.roll over 翻身, 打滚

roll up 卷起 roll down 滚下来

2.dream of / about (doing) sth 梦见, 梦想…

3.at a concert 在音乐会上

4.be honest with sb. 对…诚实

be honest about sth.

be honest in doing sth.

4.form the habit of 养成…的习惯

in the form of 以…的形式

in form 在形式上

5.passers-by 路人(复数)

6.earn extra money 赚外快

6.give sb. a chance to do 给某人做某事的机会

7.play jokes/a joke on sb. 捉弄

play tricks/a trick on sb.

laugh at / make fun of 嘲笑;取笑

8.base on 以….为基础, 基于….be based on

9.make music 做音乐

10.break up 破裂;拆散;停止;(战争等)爆发

break in/into 闯进

break off 中断;停止

break down 坏掉，发生故障;(身体)垮掉

11.hit sb. on/in the+身体部位 击中某人的…

12.by chance/accident 偶然，意外地

13.come across 偶然遇见

14.sort out 分类

15.be confident of/about/in 对……有信心

16.give/put on a performace=perform 演出，表演

17.go wrong 出了毛病

18.since then 从那时起

19.come up with 提出

20.stick to do=insist on doing 坚持做某事

21.above of all 首先，最重要的是 first of all 第一

22.play musical instrument 演奏乐器

4.高一英语必修二周周练_ 篇四

一、单项选择。

1.----Would you like some coffee?

-----Yes, and please get me some milk, too.I prefer coffee _____ milk.A.toB.thanC.withD.of

2.It is the fourth time that he ____ the first prize in the competition.A.winsB.has wonC.wonD.to win

3.Let’s __

A.add up toB.add toC.addD.add up

4．____ was 1988_____ I graduated from the university.A.That;thatB.It;whenC.That;whenD.It;that

realize how important it is.A.does youB.do youC.have youD.you did

6.His attitude________ his students is that of a friend.A.asB.toC.onD.for

7.The amount of money ___ for the areas suffering the snowstorm was soon 5 million yuan．

A．to raiseB．raisingC．raisedD．which raised

8.The doctor insisted that the patient _____ in great danger and _____ operated onimmediately.A.was;beB.be;beC.was;wasD.be;was

9.______ time went on, the weather got worse and worse.A.WhileB.WhenC.AsD.With

10.One minute she burst into______, and the next she burst out _____.We just couldn’tcatch her mood(情绪)at any moment.A.crying;laughterB.crying;laughing

C.tears;laughterD.tears;laughing

11._______ in thought, I didn’t notice what was happing.A.Having buriedB.BuryingC.BuriedD.To be buried

12.Frank_________ London by train which _______ at 8:30 next morning.A.is leaving for;will leaveB.is leaving for;leaves

C.will leave for;will leaveD.leaves for;leaves

13.The girl ________ I met in the street yesterday is Mary

A.whomB.whichC.asD.what

14.Is there anything ________ I can do for you?

A.whichB.whoC.thatD.whom

15.Is this school _____ you visited last year?

A.whereB.thatC.the oneD.which

二.完形填空。

My mom only had one eye.She cooked for students to during elementary school, my mom came.I was so“Your mom only has one eye?!?!” said a friend.I wished my mom would just from this world.“If you make mewhy don’t you just die？ ” I asked.My mom said

nothing.At that time, I felt to have said what I’d wanted to say.My mom didn’tme and I didn’t think that I had hurt her feelings very badly.in the kitchen, so quietly, as if she was afraid that she me.Even so, I hated her tears from one eye.Then I studied hard andmy mother.Now I’m living This happiness was getting bigger.One day I saw my mother.She was still with her one eye.Even my children ran away.“Who are you? How dare you come to y children!”I asked her.“Oh, sorry.I may have gotten the wrong!”She didn’t recognize me.One day,a letter about a school reunion(聚会)came.After the reunion, I went in her hand.It was a letter for me.“My son...I’m sorry that I only have one eye.When you were

very little,and lost your eye.As a mom, I couldn’tI gave you mine.I was neverat you for anything you did.I thought to myself，“It’s because Iyou.”

the time.36.A.careB.keepC.controlD.face

37.A.happyB.embarrassed（尴尬）C.coolD.dissatisfied

38.A.disappearB.changeC.comeD.go

39.A.cared aboutB.waited for

C.laughed atD.played with

40.A.worriedB.bad

C.goodD.frightened

41.A.defeatB.believeC.punishD.excuse

42.A.cookingB.workingC.readingD.crying

43.A.puzzleB.wakeC.hurtD.warn

44.A.protectedB.hatedC.leftD.supported

45.A.luckilyB.healthilyC.busilyD.happily

46.A.foolB.visitC.moveD.scare

47.A.numberB.addressC.ideaD.answer

48.A.houseB.schoolC.roomD.factory

49.A.breadB.woodC.paperD.cake

50.A.accidentB.eventC.troubleD.mistake

51.A.enjoyB.standC.helpD.believe

52.A.SoB.AndC.OrD.But

53.A.excitedB.surprisedC.angryD.amazed

54.A.dislikeB.loveC.wrongD.interest

55.A.look upB.date backC.pay backD.turn back

三、根据词意填空。

1.The English teacher is popular because she treats all her students(平等)

2.His father is a man of great(决心), whom he respects very much.3.After ___________ _______ the college, I worked in the school.(毕业于)

4.I was ______________ _____ become a famous writer.(决心)

5.What’s your __________ _________ this idea?(对……的态度)

6.He won’t __________ _____________ the enemies.(向……屈服)

7.Miller is a ___________ man and I think you can rely on him.(可信赖的)

8.His mother was __________ _____ hear the news.(震惊)

9.They _________ ___________ ______ the burning building yesterday.(被困在…中)

10.The suffering of the people was ______________.(极度的)

一．单项选择

1-5 ABDBB 6-10 BCACD 11-15 CBACC

二，完形填空（30分，每题1.5分）

36-40 BBACC

41-45 CDBCD

46-50 DBACA

51-55 BACBD

三、填空

1.equally 2.determination 3.graduating from 4.determined to

5.attitude to 6.give in to 7.reliable 8.shocked to 9.were trapped into

5.高一必修二作文英语 篇五

Unit 3 WHO AM I?

Over time I have been changed quite a lot.I began as a calculating machine in France in 1642.Although I was young I could simplify difficult sums.I developed very slowly and it took nearly two hundred years before I was built as an analytical machine by Charles Babbage.After I was programmed by an operator who used cards with holes, I could “think” logically and produce an answer quicker than any person.At that time it was considered a technological revolution and the start of my “artificial intelligence”.In 1936 my real father, Alan Turing, wrote a book about how I could be made to work as a “universal machine” to solve any difficult mathematical problem.From then on, I grew rapidly both in size and in brainpower.By the 1940s I had grown as large as a room, and I wondered if I would grow any larger.However, this reality also worried my designers.As time went by, I was made smaller.First as a PC(personal computer)and then as a laptop, I have been used in offices and homes since the 1970s.These changes only became possible as my memory improved.First it was stored in tubes, then on transistors and later on very small chips.As a result I totally changed my shape.As I have grown older I have also grown smaller.Over time my memory has developed so much that, like an elephant, I never forget anything I have been told!And my memory became so large that even I couldn’t believe it!But I was always so lonely standing there by myself, until in the early 1960s they gave me a family connected by a network.I was able to share my knowledge with others through the World Wide Web.Since the 1970s many new applications have been found for me.I have become very important in communication, finance and trade.I have also been put into robots and used to make mobile phones as well as help with medical operations.I have even been put into space rockets and sent to explore the Moon and Mars.Anyhow, my goal is to provide humans with a life of high quality.I am now truly filled with happiness that I am a devoted friend and helper of the human race!

ANDY-THE ANDROIDI’m part of an android football team.About once a year we are allowed to get together to play a game of football.I’m as big as a human.In fact, I look like one too.On the football team I’m a striker so I have to be able to run very fast.My computer chips help me to move and think like a human.For example, I have learned to signal to my teammates in computer language to give me the ball when I am open and have a good shot for a goal.My first football competition was in Nagoya, Japan several years ago.Last year our team went to Seattle, Washington in the USA.We won second place.Personally, I think the team that won first place cheated.They had developed a new type of program just before the competition.So we need to encourage our programmer to improve our intelligence too.We are determined to create an even better system.In a way our programmer is like our coach.She programs us with all the possible moves she has seen while watching human games.Then she prepares reliable moves to use if a new situation arises.In this way I can make up new moves using my “artificial intelligence”.I would really like to play against a human team, for I have been programmed to act just like them.After all, with the help of my electronic brain which never forgets anything, using my intelligence is what I’m all about!

6.高一英语必修五的第二单元知识点 篇六

1.Prepare to do sth 准备做某事

2.Get prepare 准备好

3.instead of 代替

4.a number of 大量的

5.thousands of 成千上万的

6.it seemed that Shake with 使受震惊

7.Shake hands with sb.与某人握手

8.Shake down 安顿下来

9.Be bursting to do sth.急于做某事

9.Burst into/in 闯入

10.Burst with anger 勃然大怒

11.Be in ruins 成为废墟

12.Ruin ones hopes 使某人希望破灭

13.Judge sb 评价

14.Judge by/from 从...看来

15.Be/feel honoured by 对...感到荣幸

7.高一必修二优秀作文 篇七

美国作家杰克·坎菲尔和马克·汉森写过一个书，名叫《心灵鸡汤》。在这本书中都是一些充满哲理的小故事，这些故事渐渐地成为了人们精神上和心理上的坚实的后盾，成为人们心目当中的“心灵鸡汤”。

在一次测试当中，我的成绩遭遇了“滑铁卢”。心情顿时沉重了下来，连续好几天都不在状态上，心不在焉的，家人天天劝我放下心来，想开点，不必自责，不要产生自负心理，怕我得病。可我的心情却怎么也改变不了，就这样，又过了好些天。

一天晚上，我见到了爷爷，爷爷跟我说了很多，不要把失败看得过于重，心情要放开点，正所谓“失败是成功之母”。失败后，要及时总结经验，不能在一棵树上吊死，要多想想办法，这次失败以后，该怎么做，应该有一个计划书。爷爷还给我讲了一些故事：爱迪生在发明电灯的过程中，失败了几百次，但他却不气馁，总结失败原因，总结一些经验，最后成功发明出了电灯。马云在高考失利后，并没有放弃，最终考入大学，成为了大老板……要记住，每个成功人士都会有一个失败的过程，而这个过程将会成为他获得成功奠定下基础、铺垫。最后走向成功……听了爷爷的话，我思考了许多，最后我战胜了我的“心魔”。

如今，在网络上出现了一些“反鸡汤党”，专门对心灵鸡汤进行调侃、解构、证伪。如：当你“又丑又穷”时，“鸡汤”则劝你只要努力就能“迎娶”“白富美”，“反鸡汤”却告诉你“别做白日梦”；当你没有把握时“鸡汤”则鼓励你“你是最棒的”而“反鸡汤”却会说“先掂量掂量自己吧”……

“鸡汤”喜欢进行心理按摩，“反鸡汤”则喜欢给你当头一棒。

同样是那次测试，爷爷鼓励我，要我相信自己一定能成功，而班上的一些同学却冷冷地对我说：“醒醒吧，你不可能成功”。

8.高一必修二作文英语 篇八

Period 1 Welcome to the unit

Teaching Aims:

1. Learn about traveling

2. Develop students’ speaking ability by talking about places in the world and traveling.

Teaching Important Point:

Develop students’ speaking ability.

Teaching Difficult Point:

How to get students to speak more and improve their speaking ability.

Teaching Methods:

1. Free talk to arouse students’ interest in traveling.

2. Discussion to make students finish the task of speaking.

Teaching Aids:

1. The multimedia

2. The blackboard

Teaching Procedures;

Step 1 Greeting and Lead-in

(Show the students some pictures on the screen)

1. Do you like traveling?

Do you want to visit these picturesque places?

Why do you want to visit these places?

Stpe 2 Welcome to the unit

(Show the students 4 pictures of Africa, Australia, Brazil, and Gobi Desert)

Which of these places would you like to visit most?

And why?

Step 3 Some questions about yourself

1. Have you ever been to some places?

2. What is the most exciting place you have ever been to?

3. Try to describe the place for us.

Step 4 Pair Work

Bob just come back from Sydney, and now Susan is asking him about his trip.

1. Work in pairs and try to use the following expressions.

Useful expressions:

What do you think of the city?

How do you find the city?

Are there any places of historic interest to see in this city?

What is the city famous for? Would you please tell me something about the historic art of the city?

I’d like to look around the city.

How I wish I could go there someday!

2. Act out your dialogue in front of the class.

Step 5 Discussion

-- talk about traveling

(show the following on the screen)

Bob likes traveling, but Jean thinks it too costly and she has a good idea about how to travel without paying too much.

Step 6 Homework

1.Find more information about places in the world and traveling.

2.Preview the reading text.

Good staying with you!Thank you for your cooperation!

Period 2 Reading

Teaching Aims:

Train the students’ reading ability and know how to write an informal letter.

1. Get the students to know the main idea of the text.

2. Develop the students’ creative, comprehensive and consolidating abilities.

Teaching Important Points;

1. Develop the students’ reading ability.

Teaching Difficult Points

1.How to make the students understand the passage better.

2. How to help the students finish all the exercises.

3.How to help the students develop their creative, comprehensive and consolidating abilities.

Teaching Methods:

1. Fast-reading method to get the general idea of the passage.

2. Careful -reading method to get the detailed information in the text.

3. Discussion after reading to help the students finish the tasks.

4. Acting to develop the students’ creative, comprehensive and consolidating abilities.

Teaching Aids:

1. the multimedia

Teaching Procedures:

Step1 Revision

Step 2 Free-talk and Lead- in

Show a map of Africa to students and ask them to discuss the following questions;

1. Can you tell me where the pyramids are located?

2. Apart from the grasslands, what else do you know about Africa?

Prepare some pictures. Encourage students to talk about Africa after watching them.

Step 3 Fast Reading

Ask students to skim the passage and answer the following questions:

1. who wrote the following letter?

Toby wrote this letter.

2. What animal is uncomfortable to sit on?

Camel

3. How long will the author stay in Africa?

About four weeks.

Step4. Guide students to the Reading Strategy of this unit and then ask them some questions:

1. Are address included? (Yes/No) (Yes)

2. Are dates included? ( Yes/No) (Yes)

4. Are friendly greetings usually used at the beginning of the letter?

( Yes/No) (Yes)

5.Is the reader’s surname addressed? ( Yes/No) (No)

Step 5 Reading

1.Reading the letter again carefully and then choose the best answer.

2.Then complete the following form:

Toby’s travel plan

Paragraph Rote How to travel What to take Why to take

Par.2 Through the Sahara Desert On camels a tent,a torch

a sleeping bag See sth in the dark

Par.3 Down the river Go white-water rafting Special clothing a helmet, a life jacket Not to get turned upside or sink

Par.4-5 In Kenya walking a backpack Carry food and water

P Par.6 Iii in Tanzania C climbing

Step 6

Try to put the activities in the correct order:

___3_______ travel down the River Nile

___2______travel on camels through the Sahara Desert

___5_______climb Mount Kilimanjaro in Tanzania

___4_______see wild animals in Kenya

___1_______fly to Morocco

___6______ go to the Himalayas

Step 7 Vocabulary

Choose the correct meanings for the words below. Write the letters in the blanks

on page 24.

Step8 Discussion

1. Which part of the world would you like to visit? Why?

2. Adventures such as mountain climbing and whit-water rafting can be dangerous. Do you think it is worth risking your life for adventures? Why or why not?

Period 3 Reading

Teaching Aims:

1. Revise the reading passage by retelling it.

2. Get the students to grasp the usage of some important words and expressions.

3. Get the students to practice two important drills.

Teaching Aids:

1. The multimedia

2. The blackboard

Teaching Procedures;

Step 1 Revision

1. Question:

What topic does this letter refer to?

2. Ask the students to retell the three adventurous activities the writer will do during his coming travel in Africa according to the following clues:

1) to travel on camels:

where to leave and how to go

how and where to travel

how long to travel

2) to travel down the Nile:

when and where to start

how to travel and why

what to wear

3) to travel to see wild animals:

where to live

what to drink and eat

what to buy and why

how to get close to wild animals

Step 2 Related language points ---- words and expressions

1. expect

e.g. I expect there would be strong agreement about this.

TIP:

expect + clause

expect + n. (sb. / sth.)

expect to do

expect sb. to do

expect so

expect not = don’t expect so

2. on camels

e.g. Watch out for dangers while traveling on camels.

TIP:

by camel / on the camel(s) / on camels

by bike / on the bike(s) / on bikes

by car / in the car(s) / in cars

3. so many exciting places

e.g. I feel shamed that I’ve made so many mistakes.

TIP:

1) so many + n. (countable)

so much + n. (uncountable)

so few + n. (countable)

so little + n. (uncountable)

2) such little toys

4. on clear nights

e.g. The newly-wedded couple often takes a heart-to-heart talk in the moonlight on clear nights.

TIP:

at night / in the night

on a cold night

on Saturday night

on the night of…

5. go white-water rafting

e.g. To our embarrassment, we turned ourselves upside down while doing white-water rafting.

TIP:

go mountain climbing

go house hunting

go Internet surfing

6. go on a trip

e.g. They are longing to go on a honeymoon trip to Venice.

TIP:

1) go on a visit (trip, tour, journey) / visits (trips, tours, journeys)

go on duty (strike, business, sale)

2) go on with a visit = continue …

7. include / contain

e.g. Whisky contains a large percentage of alcohol.

Detailed instructions are included in the booklet.

TIP:

All the persons, including him, got invited.

who include him

(with) him included

8. get close to

e.g. The firefighters couldn’t get close to the burning wreck on time.

TIP:

1) be (get) close to

adj.

2) follow sb. close behind

adv.

3) with one’s eyes closed

vt.

4) close v.s. closely

9. scare the animals away

e.g. The sight of the snake scared the boy away.

TIP:

1) scare…away (off, stiff, to death…)

2) scared / scary

3) scare = frighten

10. supplies of food

e.g. The draught-hit areas are more dependent upon supplies of food.

TIP:

1) n.

a supply of food

a food supply

supplies of food

food supplies

2) vt.

supply A to B

supply B with A

Step 3 Related language points ---- two important drills

1. in case + clause

e.g. In case anything important happens, please contact me in time.

TIP:

In case of fire, please call 119.

You’d better take an umbrella in case.

in this / that / on / any / many case(s)

2. whatever (however) + n.-clauses

e.g. I’ll just say whatever comes into my head.

Whoever breaks the law should be punished.

TIP:

whatever / however / … + adv.-clauses = no matter what / how / …

Keep calm, whatever happens.

= no matter what

Step 4 Multiple choice for consolidation

1. Those flowers are so special that I would do ___ I can to save them.

A. whatever B. no matter what

C. whichever D. that

2. He sat ___ against the wall and listened to the teacher ___.

A. close; close B. closely; closely

C. closely; close D. close; closely

3. John may phone tonight. I don’t want to go out ___ he phones.

A. as long as B. in order that

C. in case D. so that

4. We have ___ in your bill the cost of the teapot you broke just now.

A. increased B. included

C. contained D. charged

5. You should try to get a good night’s sleep ___ much work you have to do.

A. however B. no matter

C. although D. whatever

6. A middle-aged woman came ___ to the bus stop only ___ the bus had gone.

A. to run; to find B. running; to find

C. and ran; finding D. running; finding

7. – Have you heard from Janet recently?

-- No, but I ___ her over Christmas.

A. saw B. will be seeing

C. have seen D. have been seen

8. With ___ electrical equipment, wood and paper in one place, there is a danger of fire.

A. so many B. so much

C. such many D. such much

9. On seeing the accident, he felt ___.

A. scary B. scared

C. scare D. scaring

10.The car ___ he goes to school is made in Japen.

A. by which B. in which

C. by that D. with which

(suggested answers: ADCBA BBBBB)

Step 5 Homework

Finish exercises on page 94 to 95.

Period 4 Word power

Teaching Aims:

1. Improve the students’ speaking ability

2. Enlarge the students’ vocabulary

3. Get the students to know about adventures

Teaching Important Points：

1． Make the students talk about places, adventures and instruments freely

2． Learn the words by heart and try to use them

Teaching Different points:

1. How to develop the students’ imagination

2. How to use the new words to solve problems

Teaching Methods:

1. Talking to improve the students’ speaking ability

2. Practice to get the students to master what they’ve learnt

3. Discussion to make every student work in class

Teaching Aids

1. the multimedia

2. the blackboard

Teaching Procedures

Step1 Revision and Lead-in

Yesterday, we read a passage about Toby’s summer holiday trip

Which place would Toby like to visit？ Africa

What kind of trip will Toby have？ Adventures

What kind of things will you plan to take if you want an adventure holiday?

Step 2 Presentation

Ask students to read Part A and summarize the items Colin wants to

take on his holiday（show the diagram on the screen）

What to take Why to take them

1. tent to sleep in

2. sleeping bag to keep warm

3. life jacket the water may be dangerous

4. pan to cook food

5. parka and boots to keep warm in the mountains

Step 3 Vocabulary learning

Ask students to compare their answers with the items listed in Part

B , paying attention to students’ pronunciation and spelling

Step4 Practice

Ask students to read the letter in Part C, choosing the proper words to

make the letter meaningfull.

Jennifer suggested that Colin take a first aid kit on his trip. What

items should be included in a first aid kit？ Bandages, Aspirin

and a compass.

Step5 Discussion

What instruments will you take to：

1.climb a mountain?

2.explore a forest?

Step 6 Homework

Period 5 Grammar and usage (the first period)

Teaching Aims:

Learn the grammar:

1 future continuous tense

Teaching Points:

How to use the future continuous tense.

Teaching Methods:

1 Inductive method

2 Comparative method

Teaching Aids:

1 a multimedia

2 a blackboard

Teaching Procedures:

Step 1 lead-in

Let’s know about the future events

China will be holding the Olympic Games in

You will be attending the college Entrance Examination from July 7 to 10 in 2008

Guess what the tense is!

Future continuous tense

Step 2 make comparisons

Toby will be climbing in the Himalayas all next week.

(Talk about something that will be in progress over a period of time.)

Toby will not be in London next Tuesday. He will be climbing in the Himalayas.

(Talk about an action that stats before a point in time in the future and probably continues after it.)

The weather report says that it will be raining when we arrive in London.

(Express future without intention.)

(When used in this way, we want to indicate that something will happen naturally. It does not imply that the speaker has arranged the action.)

Will you be visiting your uncle in Tanzania?

(Make polite enquiries about other people’s future plans.)

Step 3 presentation

Consider how to form the future continuous tense after what we just learnt.

1 in statements by using will(not) be + verb-ing form

Toby and his brother, Colin, will (not) be flying to Morocco

2 in questions by inverting the subject and will

Will they be flying to Morocco in 15th July?

3 in short answers by using will(not) only

Yes, they will./no, they will not (won’t).

Step 4 Practice

Ask students to go over exercises on page 29

Part A：Translate the following sentences into English

1 今天下午三点到四点，我们要开会。

2 我想他马上就会到的。

3 今天下午我要去送一位朋友。

4 我不知道我们什么时候再在一起工作。

5 史密斯夫妇下个星期将去巴西。随后这个月里他们将在墨西哥旅游。

Suggested answers:

1 We will be having a meeting from 3 to 4 this afternoon.

2 I believe he’ll be coming soon.

3 I will be seeing a friend off this afternoon.

4 I don’t know when we will be working together again.

5 Mr and Mrs Smith are going to Brazil next week, and they will be traveling in Mexico later in the month.

Part B: Multiple choice:

1 Send for a doctor quickly, or the old man ________.

A will die B is dying C dies D died

2 Henry will not be able to attend the meeting tonight because ______.

A he must teach a class

B he will be teaching a class

C he teaches a class

D he will have been teaching

3 We ______ a basketball match at five tomorrow afternoon.

A will have watched

B watch

C can watch

D will be watching

4 If he _______, don’t interrupt him.

A still works

B is still working

C still has been working

D will still be working

5 If the horse wins tomorrow, he ______ twenty races in the past three years.

A will win

B would win

C will have won

D has won

Step 5 summary

The future continuous tense

Toby will be writing letter all afternoon tomorrow, because he wants to tell all his friends what he is going to do this summer.

(The whole afternoon tomorrow is a period of time in the future. It means the action write will continue for the whole afternoon.)

Toby won’t be at home at 9 o’clock this Sunday. He will be climbing in the Himalayas then.

(The action climb starts before this Sunday and probably continues after it.)

The future continuous tense is normally used with a period of time or a point of time in the future.

The simple future tense

Toby will write to Colin and tell him about his new plan.

(The words will write express intention. The speaker announces an intended future action in accordance with Toby’s wish.)

The simple future tense expresses a future action with intention while the future continuous tense expresses a future action as a statement of fact.

Step 6 homework

Finish workbook C1, C2, D1, D2, on page 96and page 98 reading Part A

Period 5 Grammar and usage (the second period)

Teaching Aims:

Learn the grammar:

future in the past

Teaching Points:

How to use the future in the past.

Teaching Methods:

1 Inductive method

2 Comparative method

Teaching Aids:

1 a multimedia

2 a blackboard

Teaching Procedures:

Step 1 lead-in

Look at the screens, ask students what the tense is.

Toby said that he would go and climb in the Himalayas soon.

Toby was busy packing, because he was leaving that night.

Toby phoned his friend and told him he was going to leave at 10.

Toby was just about to dive into the sea when he saw a shark.

Toby said goodbye to his friend, not knowing that they were never to meet again.

Step 2 presentation

We use future in the past or the past continuous tense to:

Report a n action in the future from a time when it was still in the future

They set off at 9 a.m. and would reach the airport an hour later.

Indicate a past intention

I was going to leave, but then it rained.

Indicate a past arrangement

Colin called Jennifer to say that he was seeing her later that afternoon.

Mean that the future action actually happened

The journey that was to change Toby’s life started in July that year.

Step 3 practice

1 Go over Point 2 on page 30 to familiarize students with how future in the past is used in statements.

2 Ask students to finish part B on page 31 and then check the answers with the whole class.

3 Finish the passage according to Paragraph 2 on Page 22.

Dear Karen,

How are you? I’m going to tell you something about Toby’s adventure in Africa.

He said they would leave London on 15th July and they would fly to Morocco, in North Africa. They were going to travel on camels through the Sahara Desert. It is the biggest desert in the world---about the size of the US! He expected it would be very hot, dry and dusty there. They would be traveling by camel, with local guides, camping in tents and sleeping on the ground in their big, thick sleeping bags. He had heard that could see beautiful stars on clear nights. He would bring a torch with him so that he would be able to see in the dark. The whole trip would take six days. That meant he would have to sit on a camel for almost a week. He said how uncomfortable it was. He hoped his camel liked him!

I will send you some post cards from Toby.

Love,

Aihua

Step 4 summary

Make sure students have a better understanding of the different predicate form and the tenses.

1 Toby was busy packing, because he was leaving for Africa.

To indicate a past intention

2 Colin called Jennifer to say that he was seeing her late that afternoon.

To indicate a past arrangement

3 Toby told Jennifer that he was climbing in the Himalayas the last week of last August.

To indicate a past action which continued for some time (used in the indirect speech)

4 While Toby and Colin were traveling in Africa, Jennifer was studying German in London.

To indicate a past action which continued for some time

5 When we arrived, Toby and Colin were having supper.

To indicate the action started before the action in the past and probably continued after it

6 Toby said that he and Colin would spend the summer traveling.

To indicate a past intention

7 Toby’s father would get up early and go fishing on Saturdays if the weather was fine.

To indicate a past routine

8 We all tried to stop him from climbing the snowy mountain but he wouldn’t listen to us.

To indicate a past obstinate insistence

9 Would you go to Africa with Toby?

To indicate an invitation by using the question form

10 I was going to leave, but then it rained.

To indicate a past plan

11 Toby said they were going to visit Africa first.

To indicate a past intention (used in the indirect speech)

12 Toby was just about to dive into the sea when he saw the shark.

To indicate the action which would happen in the immediate future in the past

13 Toby said they were to climb in the Himalayas after they traveled in Africa.

To indicate a past plan

14 They said goodbye, and didn’t know they were never to meet again.

To indicate a destiny in the past

Step 5 homework

Finish C1, C2, D1, D2, on page 96.

Periods 7-9 Task:

Planning a holiday for your family

The general idea of this part:

The aim of this part is to train Ss’ to get information about dates and places through listening; The activities are designed to train the Ss’ speaking skills; The Ss will write an e-mail about the family travel plan to the father.

Teaching aims:

1. Train the students’ listening and speaking abilities.

2. Get the students to talk about planning a holiday.

3. Get the students to write an e-mail.

Teaching important points:

1. Finish the task of listening to improve the students’ listening ability.

2. Finish the task of choosing a holiday destination to train the Ss’ speaking ability.

3. Finish the task of writing an e-mail.

Teaching procedures:

Step 1 Greeting

Step 2 Presentation: Skills building 1

1.Help the students review how to express time by asking them to say days, the year in English.

2.Have the Ss read the guidelines on page 32, get the Ss to know how to recognize dates and names of places.

4. Let the Ss listen to the tape. When listening, ask them to pay attention to some listening skills:

a. make a quick note of dates in Latin numbers;

b. take down important information by using simple symbols or marks;

c. learn to capture important information;

d. guess the tune of the text or dialogue according to the tune of the speakers .

Step 3 Listening: Listen and fill in the table.

Step 4 Reading travel leaflets

1. Ask the Ss to read the first travel leaflet in Part A on page 33,and circle the names of all the places mentioned while reading.

2. Have the Ss fill in Travel Plan 1 on page 34.

Step 5 Skill building 2: forming questions from prompts

1. Ask Ss to read Point 1, 2, 3 on page 34, let the Ss to make questions with who/where/how/when/why /what.

2. Ask the Ss to complete the six questions in skill building 2 on page 35.

Step 6 Choosing a holiday destination

Ask Ss to think of four questions about cost, places to visit, time and duration and fill in Part A in Step 2 on page 35. Then ask Ss to read Part C on page 35 and choose a holiday destination.

Step 7 Skill building 3: Writing an e-mail

1. Ask Ss to go over the six points about how to write an e-mail and various ways of ending an e-mail.

2. Ask Ss to read the e-mail written by a tourist in Singapore to her friend. Label the parts of the e-mail that illustrate those six points.

Step 8 Homework

Have Ss write an e-mail to their father. Six pieces of information about the family travel plan should be included in the e-mail.(where/ when/ what activities/ what …see/ the duration/ the cost )

Period 10 Project

Teaching Aims:

1. Train the students’ writing and speaking abilities.

2. Get the students to talk about making a travel leaflet.

3. Get the students to cooperate with others.

Teaching Important Points:

1. Finish the task of making a travel leaflet to train the students’ speaking ability.

2. Get the students to cooperate with others.

Teaching Difficult Point:

How to help the students finish the talks of writing and speaking.

Teaching Methods:

1. Reading, talking and writing to improve students’ integrating skills.

2. Individual, pair work and group work to make every student take an active part in class.

3. Discussion to help the students cooperate.

Teaching Aids:

1. The multimedia

2. The blackboard

Teaching Procedures;

Step 1 Greeting and Lead-in

(Show the students some beautiful pictures of Shangri-la on the screen)

Do you know where this is?

Shangri-la.

Are you tired of seeing the same view out of your window? Do you wish you could travel and see beautiful places all over the world? Today, you are going to do some research and make a travel leaflet for a place you want to visit.

Step 2 Read the passage and answer:

1.What information can you get from the titles?

It’s about the world famous Chinese Shangri-la. We can learn about its history, location, scenery, and weather.

2.Who first talked about Shangri-la?James Hilton, a British writer, wrote the novel Lost Horizon in 1933.

3.What does the word Shangri-la mean?

It means the sun and the moon in one’s heart. Today it has become a common English word, meaning heaven on the Earth.

4. Where is Shangri-la?It is in the southwest of China, 659 kilometers away from Kunming.

5. Try to find out the sentences used to describe the beauty of Shangri-la.

…from a beautiful picture that will make any viewers speechless.

…a beautiful kingdom where three rivers joined together, snow-capped mountains reached to the sky, and fields of long grass covered the earth.

Lakes, surrounded by vast grasslands, look like jewels. Sheep, cows and horses feed freely on the green grass and the forests around are home to lots of birds and animals.

Step 3 Read the passage again and find out the writing features of a travel leaflet.

brief introduction of the place

history and specialities

description of the scenery of the place

how to get to the place

what the weather is like

(1) Introducing the project:

Make a travel leaflet about the place you would like to visit most.

(2) Planning

Ask students to work in small groups. First let them answer the questions in this part to discuss the place to be designed in the leaflet. Then they should discuss the layout of the leaflet, and divide the work each group member will do to collect the information needed. At last they are to decide when they will finish what they should do.

(3) Preparing

Students meet, discuss and choose the information each group member has collected. Then they should find photos and artwork to illustrate the leaflet they had made.

(4) Producing

Students each write a section of the leaflet. They should put what they have written together and add photos or illustrations. They must proofread the story to correct mistakes if there are any. New ideas can be added. Now the leaflet is finished.

(5) Presenting

Students present their leaflets to the whole class by taking turns to talk about each section of their leaflets. Everyone in each group should have a chance to speak. Ask students to display the whole leaflet for the rest of the class to see. They can put up their leaflets on the walls in the classroom.

Step 4 Homework

1.Do Parts D1 and D2 on page 91 in Workbook.

2.Review words and phrases in this unit.