摘要：
高中英语课文comfortfood高尚的生活是受爱激励并由知识导引的生活，没有知识的爱与没有爱的知识，都不可能产生高尚的生活;下面我给大家分享一些高中英语选修七课文知识，希望能... 高中英语课文comfortfood
高尚的生活是受爱激励并由知识导引的生活，没有知识的爱与没有爱的知识，都不可能产生高尚的生活;下面我给大家分享一些高中英语选修七课文知识，希望能够帮助大家，欢迎阅读!
高中英语选修七课文知识1
Ⅰ. 常考单词必背
n. [C]长队;行列 vi. 排队等候
If we had booked a table earlier，we couldn't be standing here in a queue.
如果你早订张桌子的话，我们现在就不会站在这儿排队了。
vt. ①推荐;介绍 ②劝告;建议(接从句时常用虚拟语气)
I borrowed the book Sherlock Holmes from the library last week，which my classmates recommended to me.
上周我从图书馆借了本《夏洛克·福尔摩斯》，这是我同学推荐我看的书。
[快速闪记]
(1)recommend sb sth = recommend sth to sb 向某人推荐某物
recommend doing sth 建议(劝告)某人做某事
recommend sb to do sth 劝告某人做……
recommend sb as... 推荐某人当……
recommend that...(should) do... 建议某人……
(2)recommendation n. ①[U]推荐;介绍 ②[C]推荐信; 介绍信 ;劝告
a letter of recommendation 推荐信
n. 舒适;安慰 vt. 安慰
The old lady often comforts those who are in trouble.
这位老妇人经常安慰处于困境的人。
[快速闪记]
comfortable adj. 舒服的
comfortably adv. 舒适地
n. [C]代用品;代替者 vt. 用……代替
There is no substitute to hard work.
什么都替代不了努力工作。
[快速闪记]
a substitute for...……的代替者
substitute A for B=substitute B with A用A代替B
substitute for 代替
n. [C]需要;要求;需要的东西;必要的条件
We have to fit ourselves to the requirements of our jobs.
我们必须适应工作的需要。
[快速闪记]
(1)require sth of sb 向某人要求某物
require+doing/to be done(主语为动作的承受者) 需要做被......
require+to do(主语为动作的发出者) 需要做......
require sb to do sth 要求某人做某事
require that...(should) do要求……(虚拟语气)
(2)to meet/satisfy the requirements 符合/满足必备的条件
vt. 起草;制定;征募 n. 汇票;草稿;草案
Finally，my thanks go to my tutor，who has offered a lot of suggestions and comments on my paper and polished every page of my draft.
最后，我要感谢我的导师，因为他给我的论文提供了很多建议和评论，修改我的草稿的每一页。
'n?lId?/ vt. ①承认;确认 ②答谢;向……打招呼
It is widely acknowledged that students should be evaluated in terms of overall quality.
人们普遍认为应该通过综合素质来评价学生。
acknowledgement n. 承认;答谢
in acknowledgement of 为感谢……
vt. 占领;占用;使忙碌
He occupied his whole afternoon reading books.
他用了一下午的时间读书。
[快速闪记]
occupation n. [C]&[U] ①占领;占据 ②工作;职业
be occupied with sth 忙于某事
be occupied in doing sth 忙于做某事
n. [C]&[U] 常规;惯例;例行公事 adj. 例行的;常规的
Thus eating becomes an enjoyment instead of a routine work you have to do every day.
因此，饮食成为一种享受而不是一个每天你必须做的例行工作。
[快速闪记]
a routine report 例行 报告
adj. 丰富的;充裕的
We have abundant evidence that cars have a harmful effect on the environment.
我们有充分的证据证明汽车对环境有不良影响。
[快速闪记]
be abundant in (= be rich in) 富有……;……很丰富
abundance n. 大量;充裕
in abundance 丰富;大量
Ⅱ. 高频 短语 必会
to 适应;调节
it up 保持优秀成绩;继续干下去
[快速闪记]
keep an eye on 照看;留意;密切注视
keep a record (of) 登记;记录
keep back 保留;阻止
keep fit 保持健康
keep...from doing 阻止……做
keep...in mind 记住;想着
keep off 避开;防止;挡住
keep on 继续(干)
keep...out (of...) 遮挡;使不进入
keep to one's promise 信守诺言
keep up 保持;继续(某活动);不使(斗志)低落;维持
keep up with 跟上;不落在后面
keep (a) watch 注意;警惕;提防
in 相适应;相融合
far as one is concerned 就……而言
in and day out 日复一日
of the question 不可能的;不值得讨论的
out of question 毫无疑问
Ⅲ. 写作句式必学
was the first time she had ever left her motherland.
这是她第一次离开自己的祖国。
here is quite different from studying in China.
在这里学习跟在中国学习相当不同。
's not just study that's difficult.
困难不仅仅只是学习方面。
I miss my family，it's great comfort to have a substitute family to be with.
当我想家的时候，房东家就是我家的替身，和他们在一起给了我很大的安慰。
，as far as he was concerned，what other people thought was not the most important thing.
此外，他认为，别人想什么并不是最重要的事情。
have been so occupied with work that I haven't had time for social activities.
我一直忙于学习，以至于我没有时间去参与社会活动。
高中英语选修七课文知识2
Ⅰ. 常考单词必背
n. 观念;概念
adj. 有关的;贴切的;恰当的
It is a great honour for me to tell you some information relevant to the local life.我很荣幸告诉你一些和当地生活相关的信息。
When I am faced with a difficulty，I usually choose to refer to relevant learning materials or Web pages.当我面对困难时，我常常选择参考相关学习资料或网络。
'd??st/ vt.&vi. ①(使)适应;(使)校准;(使)调整 ②整理;使有条理
She carefully adjusted her clothes and her hair before going out.她出门之前仔细地整了整衣服和头发。
[快速闪记]adjust(oneself) to (doing) sth (使某人)适应(做)某事adjustment/?'d??stm?nt/ n.[C]&[U]调整;调节make an adjustment/adjustments to 调整……(以适应……)adjustable adj. 可调节的;可调整的
vi. (与in连用)参与;参加
Use an effective teaching style that allows people to participate in their learning.运用一种有效的培训风格让人们参与到学习中去。
conj. 否则;不然 adv. 用别的 方法 ;其他方面
Otherwise，you may have problems such as red eyes，pain in the eyes，or a more serious condition.否则的话，你可能会有这样的问题，像红眼、眼痛或更严重的情形。
n. 特权;荣幸
Having been born to privilege in old Hollywood，she was carrying on a family tradition by acting.她出身于过去好莱坞的名门，继承了当演员的家族传统。
v. 捐赠;捐献
She is willing to donate money to a worthy cause.她愿为高尚的事业捐款。
[快速闪记](1)donate...to... 把……捐给……同义短语：subscribe to，donate to，contribute to等。(2)donation n. 捐款;捐赠donor n. 捐赠者;输血者
adj. 自愿的;志愿的;无偿的
We run the meals-on-wheels service on a voluntary basis.我们根据自愿的原则，开展上门送饭的服务。
vt. 分配;散布;分开 distribution n. 分配;分发
vi. ①操作;运转 ②起作用;奏效 ③(常与on连用)动手术;开刀 vt. ①操作;开动 ②经营③对……动手术
For most people，it's almost impossible to operate a computer without a mouse...对大多数人而言，没有鼠标几乎无法操作电脑……
[快速闪记]operation n. [C] &[U]①操作;工作;运转 ②手术 ③作战(行动)operator n. [C]话务员;操作员;经营者;企业主
Ⅱ. 高频短语必会
from 接到……来信
2.(be) dying to 极想;渴望
other day 不久前的一天
out (使浸水之物等) 完全变干;干透
up (指河流、井等) 干涸
need 在困难中;在危急中
Ⅲ. 写作句式必学
for your letter，which took a fortnight to arrive.谢谢你的来信，这封信两星期才到。
is no electricity or water and even no textbook either.这儿没有电，也没有水，甚至连课本也没有。
the fire was going，he laid stones on it.一旦火着起来后，他往火里扔几块石头。
高中英语选修七课文知识3
Ⅰ. 常考单词必背
adj. 每年的;年度的 n. 年刊;年鉴
Our school's annual sports day took place yesterday in 30-degree heat.昨天，学校一年一度的运动会在30度的高温下举行了。
vt. 目击;当场见到 n. 目击者;证人
The driving we have witnessed was beyond belief.我们亲眼目睹的驾车场面令人难以置信。
adj. (无比较级) ①对面的;相对的②(截然)相反的;对立的 n. [C] 反义词 ;对立面 prep.在……的对面
We have opposite views on politics.我们的政治观点不同。
She observed a man walking on the opposite side of the way.她注意到一个人在路的对面走着。
n. [C]中止;停顿;暂停 vi. 中止;停顿;暂停
She talked for an hour and a half without pause.她连续说了一个半小时，中间没有停歇。
After you introduce the topic，pause to hear what your partner says.在你引入了这个话题后，停下来听听你的伙伴怎么说。
(fled，fled) vt. 逃离;逃避 vi. 逃走;逃避
Many of the people have fled to the mountains to escape the floods.许多人为躲避洪水都逃到了山上。
The smile fled from his face.他脸上的笑容倾刻时消失了。
vt. 拖拽;吃力地往前拉 vi.落后;缓慢前进 n. 拖，拉; 累赘
We all have a good laugh，so the time never drags.我们经常笑得很开心，所以时间过得快。
She dragged herself out of bed，still half asleep.她挣扎着起了床，还是睡眼惺忪。
vt. 催促;极力主张;驱策
They urged me to eat (into eating) the strange food.他们怂恿我吃那种奇怪的食物。
He urged that we (should) take such steps.他极力主张我们采取这些 措施 。
'b?nd?n/ vt. 放弃;遗弃 n. [U]放任;狂放
Don't abandon yourself to despair.不要自暴自弃。
[快速闪记](1)abandon...to... 把……遗弃给……with abandon 放肆地(2)abandoned adj. 被抛弃的;报废的(3)abandon oneself to(to为介词) 沉溺于;纵情
同义短语：apply oneself to，devote oneself to，resign oneself to等。
n. 目标;靶子;受批评的对象
I aimed the gun carefully at the target.我小心地用枪瞄准了目标。
adj. ①锋利的;尖的 ②敏锐的;机警的 ③尖刻的;严厉的
Mary，who has sharp eyes，can see through others.玛丽，目光敏锐，能看透别人。
[快速闪记]sharpen vt. 磨快;使敏捷;使尖锐sharpener n. [C]磨具;卷笔刀
Ⅱ. 高频短语必会
(...) out 帮助(某人)摆脱困境或危险
cannot help doing sth 禁不住做某事
aware of 对……知道、明白;意识到……
down 上下翻转
4.(be)scared to death吓死了
Ⅲ. 写作句式必学
I was sorting out my accommodation，I heard a loud noise coming from the bay.正在我找住处的时候，我听到从海湾那边传来一阵喧闹声。
was the call that announced there was about to be a whale hunt.这是宣告捕鲸行动马上就要开始的呼声。
badly wounded，the whale soon died.由于严重受伤，鲸鱼很快就死了。
高中英语选修七课文知识4
Ⅰ. 常考单词必背
n.渴望;愿望;欲望 v.渴望;向往;要求
We all desire happiness and health.
我们都想得到幸福和健康。
[快速闪记]
(1)have a strong desire to do sth 迫切想要做某事
(2)have a strong desire for sth 急于想得到某物
desire to do sth 渴望做某事
desire sb to do sth 想要某人做某事
desire that主语+should+动词原形，should可以省略。
(3)desirable adj. 令人满意的
desired adj. 渴望的;想得到的
n.警报;惊恐 vt. 使警觉;使惊恐;惊动
I forgot to set my alarm and I overslept.
我忘了定闹钟，结果睡过了头。
They were alarmed by a sudden attack.
突然袭击使他们大为惊恐。
n.同情
I have a lot of sympathy for him;he brought up his two children on his own.
我非常同情他，他独自把两个孩子养大。
[快速闪记]
(1)feel/have great sympathy for sb 对某人深感同情
with sympathy 同情地
(2)sympathetic adj. 同情的;支持的
sympathize/sympathise vi. ①同情;怜悯 ②体谅;赞同
(u)r n.[U]喜爱;恩惠;赞同 vt. 喜爱;支持;赞成
The idea is beginning to gain widespread favour.
这种意见开始赢得广泛赞同。
[快速闪记]
(1)in favour of 赞同;支持
in sb 's favour 对某人有利
do sb a favour/do a favour for sb 帮某人一个忙
ask sb a favour=ask a favour of sb 请某人帮忙
(2)favourable adj. 赞同的;有利的
favourite adj.&n.特别喜爱的(东西)
n.[C] ①一堆②大量 vt.&vi. 堆积;积聚
The leaves had been swept into huge piles.
树叶被扫成了一大堆一大堆的。
[快速闪记]
a pile of 一堆
piles of 一堆堆的
pile up 堆积
adj. 荒谬的;可笑的
He felt it was absurd to be filled with hatred for someone he had never met.
他觉得对从未见过的人充满仇恨可真是荒谬。
7. accompany vt. ①陪伴;伴随 ②伴随发生(with) ③伴奏(+on/at)
Friends，in this time of happiness，joy and goodwill to accompany you! 朋友，在这幸福的时光里，让快乐和美好永远陪伴着你!
[快速闪记]
(1)accompany sb to someplace 陪伴某人去某地
accompany sb on/at 用……给某人伴奏
accompany...with/by 与……同时存在或发生
(2)keep sb company 陪伴某人
in company with 与……一起
v.宣布(声明);申报;声明
He declared that he would fight for his right.
他宣称要为他的权利而斗争。
[快速闪记]
declaration n.宣言，布告，公告，声明
declare against 声明反对
declare sth to sb/sth 向……表明自己的观点
declare...open/close 宣布……开始/结束
declared war on 向……宣战
n.天才;特殊能力
Which of them has more musical talent is open to debate.
他们之中谁更有音乐天赋还未有定论。
vt.&vi.服从;听从;遵守
disobey v.不服从;违抗
A robot must obey the orders given to it by human beings.
机器人必须遵守人类的指令。
obey the rules 遵守规则
Ⅱ. 高频短语必会
out 实验;考验
up 给……打电话
around 转身;翻转
aside 将……放在一边;为……节省或保留
all 总共;总计
bound to 一定做……
Ⅲ. 写作句式必学
was disturbing and frightening that he looked so human.机器人如此通人性，这使她觉得心烦和害怕。
a favour Tony promised to help Claire make herself smarter and her home more elegant.
作为一个恩惠，托尼答应帮助克莱尔，使她更漂亮，使她的家更高雅。
fell off a ladder and even though Tony was in the next room，he managed to catch her in time.
她从梯子上掉下来，尽管托尼在隔壁房间里，他还是及时(赶过来)把她接住了。
高中英语选修七课文知识5
Ⅰ. 常考单词必背
n.雄心;野心ambitious adj. 有雄心的;有野心的
His only fault is that he lacks ambition.他唯一的不足是志向短小。
adj. 有益的;受益的benefit vt. 有益于 vi.受益;得到好处 n.好处;益处
Your medicine has benefited me much.你的药对我大有益处。
[快速闪记]benefit from 从……中受益be of benefit to 对……有益(=be beneficial to)for the benefit of 为……(的利益)
adj. 笨拙的
vt.&vi. ①(使)适应②改编;改写
I suggested he should adapt himself to his new conditions.我认为他应该使自己适应新的情况。
[快速闪记](1)adapt(oneself) to(doing) sth (使某人)适应(做)某事adapt...from... 根据……改编……be adapted for 为……而改编(2)adaptation n.[C] & [U] 适应;改编;改写本;改编的作品
n.①[C] & [U]缺席;不在②[U]缺乏
A stranger brought you this letter during your absence.你不在时，一个陌生人给你捎来了这封信。
[快速闪记](1)absence of mind 心不在焉in sb's absence 某人不在时in the absence of sth 缺乏某物(2)absent adj. ①缺席的;不在的 ②缺乏的be absent from 缺席……absent-minded adj. 心不在焉的
vi. 辞职;放弃 vt. 辞去;放弃;把……交付(给)
All the employees resign because the employer is too unreasonable.因为老板太不讲理，雇员全体辞职。She resigned her baby to the care of her neighbour.她把婴儿托付给邻居照管。resign from a job 辞职
adj. ①足够的②恰当的;胜任的
[快速闪记]be adequate for 足够……be adequate to do...... 胜任做……;足以做……
n.①接近/进入的方法;到达/进入的权利②通道;入口
Only a few people have access to the full facts of the incident.只有几个人可以知道事件的全部真相。
[快速闪记]have/gain/get/obtain access to 可接近;可进入;可使用accessible/?k'ses?bl/ adj. 容易取得的;容易接近的;容易受影响的be accessible to 能接近……，可使用……
n.[C] & [U]赞成;同意;批准
Do the plans meet with your approval?这些计划你赞成吗?
[快速闪记](1)approve vt. 赞成;同意approve of sb's doing sth 同意某人做某事(2)without approval 未经许可give one's approval to 同意;批准
n.[C] & [U]利润;收益;利益;益处 vt.&vi.有益(于);有利(于)
A company whose profits from home markets are declining may seek opportunities abroad.一家在国内市场利润下降的公司可能会去国外谋求机会。It will profit us nothing to do that.做那事对我们没有任何好处。
Ⅱ. 高频短语必会
other words 换句话说
[快速闪记]have a word with sb 与某人谈话keep/break one's word 遵守诺言/食言;失信beyond words 无法用语言表达
out 切下，裁剪
[快速闪记]cut across 抄近路cut away 切，剪，去掉cut down 减少，砍倒cut in 插嘴，插队cut off 切断，阻碍cut up 切碎，使悲痛，使伤心
of breath 上气不接下气
Reaching the top of the tower，he was out of breath.到了塔顶他就上气不接下气了。
catch/hold one's breath 屏息;憋住气lose one's breath 喘不过气
in all 总而言之 around 闲坐着 many ways 在很多方面 well as 也;和 fun of 取笑 mind 不必担心 with 遇到;经历;会晤
Ⅲ. 写作句式必学
time I returned after an absence，I felt stupid because I was behind the others.每次请过假之后，我觉得自己笨，因为比别人落后了一些。
，too，I was too weak to go to school so my education suffered.有时，我的身体也很虚弱，以至于不能去上学，因此我的学习受到了影响。
accept them for who they are，and give them encouragement to live as rich and full a life as you do.接受他们，给予他们鼓励，让他们能像你一样过得丰富多彩，充实美满。
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badforthewaistline,butcomfortfoodisgoodforthesoulComfortfoodmaybebadforthewaistlinebutitisgoodforthesoul,. 我们都知道，儿时学的成语“画饼充饥”的意思是：画个饼来解除饥饿。比喻用空想来安慰自己。特别是用来欺别人，并有“自欺欺人”的含义。然而，随着科学越来越发达，针对美食与心理学之间的研究成果越来越多，好事的科学家们竟然得出结论：画饼充饥并非用来形容自欺欺人用“空想”来安慰自己。据悉，专家证实，空想美食(比如鸡汤、巧克力布丁、土豆泥等等)都能达到“排解寂寞”以及身心健康的目的。结论解释，当我们处在焦虑的状态中，我们倘若能“意念”凭空想象一下美食的样子，这种美好的行为可以促发我们想起欢乐的时候，包括童年生活以及家庭其乐融融的景象。 Inanattempttomakeagroupofvolunteersfeellonely,. 在针对一群志愿者的调查中美国研究人员发现，当要求志愿者写下最希望和亲密的朋友做什么事情才不孤单时(来测试他们对孤独的反映，孤单程度)，很多人写到：享用美食、或者尝试新的食物。科学家认为，那些在两性关系中处于比较稳固状态的人，会通过写出与朋友分享美食来度过孤独的时光，这项研究发表在《心理科学》期刊上。 UniversityofBuffaloresearcherJordanTroisisaid:‘Itseemscomfortfoodisasortofready-madeeasyresourceforremedyingasenseofloneliness.’Curetoloneliness?Certainfoodsmakeusrememberbettertimes. 来自布法罗大学的研究员JordanTroisi说：“美食的效果很神奇，它可以唤醒人们对生活的美好的记忆，不失为戒除孤单的一种良药。”其实一直觉得西方人的食物都挺贫乏的。感恩节刚吃完火鸡、圣诞又接着吃，总不至于新年还吃吧？于是老外们就开口啦，我们新年可是有"幸运食物"的！那么这些"幸运食物"到底是哪些食物呢？自己煮一餐幸运食物，给自己来年添点运气。Formany,
《Comfort Food》（Thomas, Kitty）电子书网盘下载免费在线阅读
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书名：Comfort Food
作者：Thomas, Kitty
出版年份：2010-10
页数：192
高中英语课文comfortfood翻译
你好Women still have the strongest long-term influence over the couple’s diet and lifestyle, as they still have the traditional role of shopper and cook in most households.女性在她们伴侣的饮食和生活方式上有着最强的长期影响，由于她们在大多数家庭中仍然扮演传统的购物者和厨师的角色。附：long-term adj. 长期的Women also use food as a comfort when dealing with emotional stress and have been found to gain weight when a relationship ends, while the same finding has not been observed in men.女性还把食物作为应对精神压力的安慰剂，并且还发现女性在一段感情结束之时会增重，而相较之男性，这种情况则未发现。附： comfort n. 舒适, 安慰者, 安慰（这里我意译为“安慰剂”）gain weight vi. 增加体重observe v. 观察, 遵守, 观测; 注意, 评论 Many couples reported food as being central to their partnership, and eating together in the evening was particularly important to many.很多情侣都表示食物是维系他们关系的中心，而且一起在晚上出去吃饭（这件事情）对于很多（情侣）来说尤其重要。<这里的...to many 是对"to many couples"的省略> 附：partnership n. 合伙, 合股；伙伴关系particularly adv. 独特地; 显著地 Report author and registered dietician Dr. Amelia Lake said,作为报告的作者的注册营养师 Amelia 博士说到：附：adj. 注册的; 已挂号的; 登记过的; 附有血统证明的author n. 作者; 著作; 作家; 创办者, 创始人dietician n. 营养学家; 营养学 “The research has shown that your partner is a strong influence on lifestyle and people who are trying to live healthier lives should take this factor into consideration.”“研究已经显示你的伴侣对于你的生活方式是很重要的影响，而那些想要生活得更健康的人们则需把这一点也考虑在内。（即 择偶须谨慎，要选生活方式健康的配偶）”附：take into consideration 考虑到, 顾及, 体谅例句：The setting of mechanical specifications for catalysts should take into consideration the needs of the user.催化剂的机械测试技术规范的制定应考虑到用户的需要。希望你仍能满意
comfort foodn.（名词）Easily prepared plain food, such as macaroni and cheese, meat loaf, or puddings, sometimes prepackaged.方便的食物：容易准备的普通食物，例如空心面和干酪、肉面包或布丁，有时预先包装[英英]comfort prepared plain food, such as macaroni and cheese, meat loaf, or puddings, sometimes prepackaged.新词词典：comfort food以古法烹调，旨在引发思古幽情及怀旧的食物。
comfort food 心灵美食
到这里来用餐吧（2） 一周后，王鹏的餐馆几乎坐满了人，他感到高兴些了。也许他仍然能够谋生，而不至于关闭自己的餐馆。他不希望由于餐馆不受欢迎而负债。他微笑地站在门口热情地迎接他的客人。但他一见到雍慧走进来，脸上的笑容马上就消失了。雍慧瞪着他，看上去不太高兴。“请问你那天到我餐馆里来干什么？”她大声问道，“我本来以为你是一位新顾客，现在我才发现你只是过来打探我和我的菜谱的。”王鹏心平气和地解释说，“很对不起，上周我想知道我的顾客是上哪儿吃饭去了。我并不想让你心烦，不过我发现你的菜谱上的菜太少了，所以我也就不着急了，我也开始宣传我餐馆食物的好处。你为什么不坐下吃顿饭呢？” 雍慧同意留下来。没过一会，他们两人就津津有味地吃起饺子和蒜蓉及胸。当要吃冰激凌时，雍慧开始感到不舒服了。她说，“吃了这么多油腻的、难消化的食物，我都觉得恶心了。我想吃我的蔬菜和水果。”这时候，王鹏正在吃第二盘饺子，他叹了一口气，说道，“同样地，（如果在你的餐馆）我还想吃我的饺子和肥肉呢。你不觉得自己很容易疲乏么？”“是的，我的确经常需要休息；”雍慧承认了，“不过，难道你不认为你瘦一点更好么？我相信，那样你会觉得更健康些。” 他们开始谈论菜谱和平衡膳食的问题。王鹏解释道，“我的研究表明，你我两家所提供的都不是平衡膳食。我没有提供足够的纤维食物，而你提供的食物没有足够的营养和热量。也许我们应该把我们的想法综合起来，作出一份富于营养、热量和纤维的平衡食谱。”于是，他们就照此做了。他们用生蔬菜配汉堡包，煮土豆不是油炸土豆，还拿新鲜水果配上冰激凌。这样，他们减少了饭菜中的脂肪含量，增加了纤维素。他们的平衡食谱非常有效，王鹏很快就瘦了，而雍慧却胖了，过了不久，这两个人发现，他们生意上的合作变成了私人的合作了。最后，他们结了婚，过上了幸福美满的生活。
英语必修一comfortfood教案
【篇一】幼儿园中班英语词汇教案：“鸭”和“duck”
1.帮助幼儿理解和掌握中国的“鸭”字和外国的“duck”字。
2.通过表演、连线等游戏形式，复习以前所学的单词；加强对幼儿手指点读、按顺序传书能力的培养。
3.激发幼儿继续学习英语的兴趣。
活动准备
1.英文和中文字卡若干；教学图片4张。
2.连线图4张；笔4支。
3.幼儿围座成半圆形，每张椅子上贴有不同的英文字卡；幼儿每人胸前贴有不同的种文字卡。
4.幼儿双语用书每人一本。
活动过程
一.幼儿听音乐，进行游戏“我的位置在哪里”，引起幼儿兴趣。
1. 幼儿听音乐，根据自己身上的卡片，找相应的座位。
2.幼儿相互介绍自己身上的字和板凳上的字。
3.请幼儿向大家介绍自己身上和凳子上的字。
二.通过表演游戏“猜单词”，复习巩固以前所学的单词。
一名幼儿抽取卡片，通过动作或声音表演卡片中所写的单词，其它幼儿猜单词。
三.幼儿理解和掌握新词“鸭”和“duck”。
1.教师出示图片，介绍鸭宝宝；帮助幼儿认识中国的“鸭”字和外国的“duck”字并讲述故事。
2.通过提问的方式帮助幼儿熟悉中国的“鸭”字和外国的“duck”字。
3.幼儿与教师共同扮演鸭宝宝，引导幼儿理解中国的“鸭”字和外国的“duck”字。
4.幼儿找出图片中，中国的“鸭”字和外国的“duck”字。
5.教师手指中国的“鸭”字或外国的“duck”字，请幼儿用不同速度的鸭子走的动作来区别它们。
6.请幼儿找出黑板上的中国的“鸭”字和外国的“duck”字和他们一起做游戏。
7.引导幼儿认识外国的“duck”字
（1）引导幼儿看图片，讨论外国的鸭字里有哪些字母，
并启发幼儿做出动作。
（2）教师边讲故事边表演，引导幼儿观看，并告诉幼儿，
各个字母逐个点合成为外国的“duck”。
（3）引导幼儿扮演字母，表演故事。
四.引导幼儿看书，进一步认识中国的“鸭”字和外国的“duck”字。
1.引导幼儿传书，发展幼儿的良好的行为习惯。
2.引导幼儿翻书，并听录音带点读故事，从而进一步认识中国的“鸭”字和外国的“duck”字。
五.连线竞赛游戏，帮助幼儿复习所学单词，包括中国的“鸭”字和外国的“duck”字。
幼儿分成四组进行竞赛游戏。
【篇二】幼儿园中班英语词汇教案：Food
1、学习与食物有关的单词：egg(鸡蛋) 、milk（牛奶）、bread（面包）。
2、通过看、听、说等方式，让幼儿初步掌握单词的发音方法，鼓励幼儿积极、大胆地朗读单词。
3、激发幼儿学习英语的兴趣，体验活动快乐。
活动准备：
课件、单词卡、食物图片
教学过程：
一、准备部分。
1.组织幼儿坐好，并进行师幼问好。
如：师：good morning class! 幼儿：good morning teacher!
2.热身运动： 《Finger play》
二、基本部分。
1.谈话导入课题。
（1）师问：小朋友们想不想快快长大？要怎样才能长大呢？不吃东西能长大吗？
（2）教师小结：小朋友们回答得很对。食品，是人类不可缺少的东西。古人说“民以食为天”，说明食品和人类息息相关，人类无法离开食品。如果没有了食品，人类将会无法生存。今天我就让小朋友来认识一些常见的食物。
2.播放课件学习单词。
（1）先让幼儿通过看课件说出都有哪些食物（用汉语说出）。
（2）引导幼儿初步学习食物的英文名称。要求幼儿注意单词的发音方法。
（3）鼓励幼儿积极、大胆朗读单词。
3.单词巩固。
（1）播放ppt让幼儿跟着课件朗读单词。
（2）播放课件：让幼儿进一步认读单词。（依次出示食物图片，让幼儿尝试说出英语单词，教师及时给予纠正。）
4.游戏：找朋友
（1）出示课件：教师依次朗读单词，指名幼儿说出相对应的图片。并进行连接。
（2）给幼儿分发单词卡和食物图片，老师发出指令让幼儿根据图片内容找到自己的朋友。
三、结束部分。
1.教师小结：今天我们学习的内容是什么？并要求幼儿在生活中灵活运用。
【篇三】幼儿园中班英语词汇教案：postman
1、学单词Postman及短语He（I）is（am）a postman.
2、学会其读音及意义。
3、让孩子们对英语学习产生兴趣。
活动重点：
学习单词Postman读音及意义。
活动难点：
学会短语He（I）is（am）a postman.的读音及意义。
活动准备：
1、知识准备：（1）鼓励语：very very good, very very cool.（2）律动；（3）认识书信。
2、物质准备：邮递员图片、信、小兔图片、字卡、兔妈妈头饰。
活动过程：
一、问候
Good afternoon, everyone ！ I am your teacher ,Ella. Today is sunny, now follow me to do music and movement . ok? Please stand up and listen to the music,let us go.
二、律动
三、过程
（一）导入
1、小朋友今天很开心对不对，可是，有一个可爱的小伙伴今天就很伤心，来，我们看看是谁呢？
2、出示图片小兔Amma，his name is Amma ,下面老师要问了，what his name?（ ）小朋友真棒，我们鼓励一下她吧！
3、Amma手里拿着一封信，难过的说：“妈妈去外地出差了，我好想她，我给妈妈写了一封信，可是谁能帮我送信呢？呜呜呜呜……”
（二）学习单词。
师：Amma不要哭，你看，我们中二班有这么多小朋友帮你想办法。小朋友们，我们一起帮助Amma，好不好？小朋友们，我们一起想一想，谁可以帮助Amma送信呢？
幼：XXX XXX XXX帮你送信。
师：出示邮递员图片，He is a follow me:"postman".
幼：postman.
师：A postman.
幼：A postman.
师：He is a postman.
幼：He is a postman.
师：Well，“Postman”what is mean?哪个小朋友可以告诉老师？ 幼：邮递员。
师：小朋友真棒，我们一起鼓励一下她吧！
师：我是邮递员怎么说？（I am……）
幼：I am a postman.
师：小朋友真棒，我们一起鼓励一下她吧！
师：Ok，Let's ask him（指向邮递员图片）“Who are you?”
幼：Who are you？
幼：He is a postman.
师：ok,good.我们中五班的小朋友真棒，我们一起鼓励一下自己吧！
四、游戏。
1、ok, let us play a game！现在我们帮邮递员叔叔一起给小兔Amma送信好不好？
2、幼儿轮流扮演邮递员，当信从手中传过时，指着图片说：He is a postman.现在I am a postman,直到传递到兔妈妈手里！
3、小朋友轮流送信，巩固对单词的发音并理解其意义。
4、兔妈妈致谢并发放奖品。
师：兔妈妈给我们中五班的小朋友致谢了，小兔知道妈妈收到了信也高兴了起来！
活动延伸：
小朋友们，今天我们学会了一个新的单词是、、“postman”是邮递员的意思，请小朋友回家把这个单词告诉爸爸妈妈，并告诉他们邮递员职业是用来做什么的。
【篇四】幼儿园中班英语词汇教案：叔叔uncle阿姨aunt
1.理解词语含义发音准确。
2.踊跃地参加游戏，大胆大声练习单词。
教学准备
人物图片、 单词卡片
教学方法
实物教学法、全身动作反应法
教学过程
一、Step1: Greeting
T: Hello,boys and girs .
S: Hello,Miss Quan
二、warm up
Happy Happy 哈哈哈Angry. Angry哼哼哼CryCry呜呜呜SadSad恩恩恩
三、Teaching
1、 show the uncle picture
老师多示范读几遍，然后小朋友跟读。
2、practice 教师个别纠正发音。
3、 game
A: High and low voice.
B: 拍卡片游戏
C: Say it one by one.
D:Three times
【篇五】幼儿园中班英语词汇教案：feeling
1、认识形容心情的单词。
2、用句型I am____表达自己的心情。
3、用过活动感受英语课堂的乐趣。
活动重点：
认识心情的单词
活动难点：
用句型表达自己的心情。
活动准备：
大镜子、大卡片、小卡片
活动内容：
一、Greeting
T:Good morning everyone.
K:Good morning teacher
T:How are you today?
K:I am fine,thank you,and you
二、Chant 《hello，how are you》
三、 Preview
1、老师展示happy的卡片，让孩子观察卡片上人物的表情，老师带领孩子一起make a happy face，教授happy的发音，配上TPR动作。
2、如此类推教授sad、angry、scared单词。
3、注重口型教学，让孩子尝试说出正确的发音。
4、把大镜子给孩子们，对着镜子做出不同的表情并说出相应单词。
四、Sentence
1、听懂老师的问句“how do you feel today?” 并且根据问句教会孩子学习句子I am___进行回答。
2、Roll call,进行问答对话练习。
五、 Game time
1、《藏卡片》
老师先请出两名幼儿把眼睛闭好，并把卡片藏在教室其中一个位置，引导全班孩子一起读单词，当这两名寻找图片的孩子离藏卡处越近时则全体孩子就大声读出该单词，相反，当这两名孩子离藏卡处越远，全体幼儿则小声读出该单词；当这两名孩子顺利找到卡片时，需要回答老师的提问how do you feel today?孩子根据手上的卡片单词进行回答。
2、《拍卡片》
老师预先把卡片粘贴在教室不同的位置，请出两名孩子站在相应位置准备，当这两名孩子听到老师念出的单词后，需马上跑到相应单词的位置拍打卡片，并大声读出该单词，最快拍打者为胜利，获得奖励。
六、warm-up
1、带领孩子复习本节课教授的心情单词，全体朗读。
2、和心情卡片say goodbye.
1.高一年级英语上册优秀教案 篇一
一、教学设计意图
在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力;要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。网络学习是一种学习过程交互化的学习模式。学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。
二、教学目标设计：
知识与技能：掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
三、教材内容及重点、难点分析：
教材内容：本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。
教学重点：对课文内容的整体把握。学生组织语言、运用语言的能力。
教学难点：对课文内容中细节的理解。对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。
2.高一年级英语上册优秀教案 篇二
一、教材分析：
本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标：
1、知识目标：
引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2、能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3、德育目标：
用含过去分词的句子结构表达思想感情。
四、教学重点：
1、过去分词的用法。
2、过去分词的运用
五、教学难点：
1、结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2、过去分词在真实的生活语境中的使用。
六、教学策略：
通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法———任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略：
本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
3.高一年级英语上册优秀教案 篇三
一、教学目标
知识目标
1. Get students to learn some useful new words and expressions in thispart.
2. Get students to read the play.
3. Let students learn the expressions of ordering food.
能力目标
1. Develop students’ reading skills and enable them to learn how to usedifferent reading strategies to read different reading materials.
2. Enable students to understand and act out the play.
3. Have students learn how to use the expressions to order food.
情感目标
1. Stimulate students’ interests of learning English by reading and actingthis play.
2. Develop students’ sense of group cooperation and teamwork.
二、教学重点
1. Develop students’ reading and speaking skills.
2. Let students read and act the play.
3. Have students learn to use the expressions to order food.
三、教学难点
1. Enable students to learn to use reading strategies such as skimming,scanning, and so on.
2. Get students to act the play.
3. Have students make a dialogue at the restaurant.
4.高一年级英语上册优秀教案 篇四
一、教学重点：
Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。
二、教学难点：
如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。
三、课前准备
1.准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。
2.准备一些教师的照片或图片。
3.准备录音机及录音带。
四、教学过程
(热身)
(1) 播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。
(2)日常口语练习，内容可参考如下：
T：Hello, everyone! Welcome back to school! Nice to see you!
Ss: Nice to meet you!
(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：
T：Hi，everyone!Nice to see you grade are you in now?
Ss：We’re in Grade 5.
T：Do you like your new English books(new classroom, new teacher)?
Ss：Yes!
T： What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?
2. Presentation(新课呈现)
(1)出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。然后说：“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师?
(2)出示Let’s learn部分的图片，向学生介绍说：They are Sarah’s teachers. Describe these teachers.引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。
(3)可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。
(4)根据以下信息请学生判断会话中描述的教师是 Let’s learn配图中的哪一位： Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面铺垫的学习任务，让学生猜出哪位是Sarah的新教师。再引导学生利用 Let’s learn部分所提供的替换句型，描述Sarah的其他两位新教师，练习巩固所学新词。
(5)试着写单词。
范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。
’s play (趣味操练)
(1)Let’s find out (找一找)
指导学生用所学新词和句型描述Let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如：My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
(2)Let’s sing (唱一唱)
放歌曲“My new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。
and extension(巩固与扩展)
(1)让学生做本单元 A Let’s learn部分的活动手册配套练习。
(2)让学生模仿Let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。
(3)让学生参照 Let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： She is ’s ’s very all like ’s she?
(4)让学生把新学的歌曲唱给家长或朋友听。
板书设计：
Unit1 My new teachers old，short thin，tall，strong, young, funny, kind
5.高一年级英语上册优秀教案 篇五
教学准备
教学目标
1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors,Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through,hide away, set down, a series of, on purpose, in order to, face to face,according to.
2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。
3、了解《XX》的背景知识，在感受外国文化的同时，深刻理解XX的内涵，同时提高学生文化意识。
4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的自主学习能力。
5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。
6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。
教学重难点
教学重点:
1、了解《XX》的背景知识，在感受外国文化的同时，深刻理解XX的内涵，同时提高学生文化意识。
2、训练学生的阅读技巧，提高学生阅读速度和理解能力。
教学难点:
对所获得的信息进行处理、加工和学习，形成有效的学习策略。
教学工具
ppt课件
高一下册英语教案5篇
作为一名为他人授业解惑的教育工作者，通常会被要求编写教案，编写教案助于积累教学经验，不断提高教学质量。下面是我给大家整理的高一下册英语教案，希望大家喜欢！
教学目标
I. 单词和词组
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
II. 日常交际用语
1.请求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2.允许
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3.拒绝
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.语法
复习名词性从句作宾语和表语的用法。
教学建议
教材分析
The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.
重点词汇讲解
fire与be on fire
1)catch fire：begin to burn着火;烧着。catch fire有动态含义，揩“开始燃烧”。
例如：
Paper catches fire easily.纸容易着火。
The bed clothes catch fire and the whole house may be burnt down.铺盖着火了，整个房子都可能烧掉。
2)be on fire：be burning着火;失火。 be on fire有静态含义，指“燃烧的状态”。
例如：
The house was on fire.房子着火了。
She woke up at midnight and found the kitchen on fire.她半夜醒来发现厨房失火了。
一、利用表象，丰富想象
观察图画和实物作文符合英语作文起步阶段需要有一定的情景要求，也符合高中学生有意想象占优势的特点，同时避免了文字情节作文易使学生中译英的缺点，但若每一次训练都是刻板的再现材料，创造想象则难以增长。如果在教学设计时，在图中留有空白，或对实物设置悬念，不仅可以引发学生的好奇心，激发他们对英语作文的兴趣，减轻他们的惧怕心理，而且可以促使学生通过创造性的想象去填补空白，解决悬念。
如senior bookⅰ，unit 3 中的“help! help!”，可按发展顺序设计几幅救落水儿童的图，但只给学生展示第一、二两幅图，图画的内容大致与课文内容相同，但是后几幅的空白，使学生必须通过创造性的想象才能填补材料的空白。学生可以引用课文中的材料，也可以自由发挥。有学生这样写到：
last week， we had a picnic in forest park。 we found a shady place by the river。 as soon as we had sat down， tom suddenly got up and shouted， “someone has fallen into the river!" it was true。 a boy was struggling in the water， and the children in a boat looked hopeless。 tom and jack took off their shoes while running to wards the water。 they swam very quickly towards the boy who was sinking fast。 tom and jack got hold of the boy by the arms and lifted his head above the water。 together they pulled the boy to the shore。
之后，再给学生展示其中一幅图，或一句话的情景：……，a man/a woman/a child， etc。 has fallen into the river/the lake， etc。……。让学生自由选择自由发挥。有的根据曾在报上看到的新闻，称颂一身怀六甲的妇女勇救落水儿童的事迹，也有的谴责那些对落水者无动于衷的旁观者。学生的作文体裁记叙文、议论文不限。这样，既训练了他们书面的`表达能力，又发挥了他们的想象和创造能力、思维表达能力。同时也让他们思索了做人的道理。
二、精选图画，激发想象
处于英语作文起步阶段的学生的想象具有直观性，片面性和模仿性的特点，为其提供的观察材料越具体、越完整、越详实，他们的这些特点往往表现得越明显，有时甚至强化了他们的这些特点。换个方式，为他们提供一些抽象的图画，他们的创造想象反而被激活，因为他们必须在原有的图画上进行创造才可能有新的形象产生。而“抽象画作品所表现的物象与参照物相差甚远，它限度地把形与色对视觉作用的潜力发挥出来，直观效果非常强烈。它经过夸张、简化、分解、组合等变化手段，将客观事物的表象创造成为富于想象力。”如荷兰画家蒙德里安的表达百老汇街道的嘈杂与热闹的《百老汇爵士》(jazz in broadway)是一幅看上去比较抽象的图画，学生通过观察、运用合理的想象，写出了内容各异的作品。
有学生这样写到：
it is the downtown of shanghai。 the streets， such as nanjing road and huaihai road， etc are busy。 cars， buses and trucks with all kinds of advertisements are running。 people dressed in their best are walking happily or hurrying to work on their bikes。 beautifully decorated stores are crowded with people shopping。 they all look in high spirits。 the traffic policemen at the crossings are directing the traffic attentively and seriously。 everything is in good order。 such is our city。 i love our city。
而另有学生在他们的作文中认为这是一个“排污系统”(drain outlet system )或电路板(circuit board)或房屋平面图(a plane figure of a house)等等。
可见，由抽象的图画到生动画面的产生，到一篇作文的写作成功，是创造想象不断发展的过程，也是提高英语语言运用能力的过程。
三、借助音乐，拓宽想象
音乐能有效地丰富学生的精神生活，促进学生感知、情感、想象等方面的健康成长，能给学生提供想象和联想的广阔空间，有利于培养学生的发散性思维能力，促进人的全脑开发，为学生的创新精神和实践能力在各方面的延伸乃至终身发展提供良好的基础。因此，在英语写作训练中有时借助音乐等艺术形式，对丰富学生的想象力是一种有益的尝试。
如senior book ⅵ ，unit 7中的“the waltz king ”这一课文，根据内容，可设计让学生听一首beethoven的“命运”(fate)，让学生根据自己的理解，写一篇作文，一位学生这样写到：
i am a graduate from high school， and i will enter for the collage entrance examination。 whether i will be admitted to a collage， i will work harder than before ， since our country is still poor and weak。
从作品中我们可以发现，借助音乐，学生的想象力得到了较大幅度的拓展。“音乐艺术对学生的创造能力的发展具有独特的作用。
四、灵活方法，发展想象
“创造想象是严格的构思过程，它是由思维调节的。”想象会产生全新的物象与情景、独特的认识和感悟。一段文字、一篇文章，给不同的读者，就有不同的想象余地。正如：a thousand readers， a thousand hamlets。(一千个读者，就有一千个哈姆雷特。)在英语作文教学中根据一定的线索或情节，提供学生广阔的思维空间，让学生进行想象描述(创造性的描述)，会收到很好的锻炼效果。
例如 “after twenty years" (senior book ⅵ，unit 5) 这一课，可要求学生在学完之后， 简单续写一个结尾。这是一篇根据o。 henry 同名原作改写的文章。文章的故事情节虽然简单，但很能挖掘、发挥学生的创造想象力。学生这样写到：
as soon as the police officer wanted to catch bob by the arm， he took out a gun， aimed at the officer and said， “i knew i was wanted， but i don’t want to be arrested anyway。 tell jim wells i will come to visit him one day。" just at that time， the police officer found himself surrounded by some strong men， gun in hand， pointing to him。 bob then walked into the street and got into a car parking there， followed by those strong men。 the car soon disappeared。
另有学生这样写到：
the moment the officer caught bob by the arm， he got rid of it and ran away at once。 he was running down the street as fast as he could， when he was shot on the right shoulder。 he turned round。 to his great surprise， it was jim wells， his o ld friend。 he fell on the ground and fainted。
在作文教学中，通过对一定的语言材料进行不同方式的处理，确实是锻炼学生的思维，发展学生的想象力的一条重要途径。当学生对当前的语言材料进行阅读、处理时，进行了充分的分析、比较，又充分展示了自己的想象力，其思维得到了充分的发散。心理学研究已经证实，发散思维对个体的创造性有着重要影响，我们应该根据教材特点，结合教学内容，注意这种思维能力的训练，并创造一些行之有效的教学技术。可以说，续写结尾、续写故事、改写、扩写等，都是高中英语作文教学中锻炼学生思维，发展学生想象力的有效手段。
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
Three Skills: energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you?/What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their text books and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Step 4 Homework
Prepare for the next class.
Collect some menus if possible for the next class.
Lesson 2
Step 1 Introduction
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
does the “fuel ” mean in the first paragraph?
It means different kinds of materials, such as protein, Calcium that we need to keep healthy.
do we have to consider when we choose to buy or eat?
What kinds of nutrients that the food contain.
made our eating habit changing?
Many things: what people believe, advice from companies and stores.
4. How can we feel and look fine?
We ought to learn about our body and the fuel it needs to keep fit.
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be pided into?
Three parts.
What’s the main idea of each part?
eating habits are changing. the eating habits are changing best way to develop healthy eating habits.
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
Finish the exercise --- Vocabulary on P5. and P72-73
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Grammar
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
1 Finish the exercise on P5 and on P74
2Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better not, and oughtnot to, shouldnot. Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
Lesson 4
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Reading
Read the text on P6 and then get the students to find the main idea of it Snacks is also important . we need to learn something about snacks and the way to prepare it.
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussion
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? food and exercise etc.
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
Teaching goals
1 Target language
a. Key words
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… to
b. Key sentences
Watching a family of chimps wake up is our first activity of the day.
Everybody sits and waits while the animals in the group begin to wake up and move.
But the evening makes it all worthwhile.
…… we see them go to sleep together in their nest for the night.
Only after her mother came to help her for the first few months was she allowed to begin her project.
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
2 Ability goals
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks like
3． Learning ability goals
Teach Ss how to describe a person.
Teaching important points
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲 ）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
Teaching difficult points
Let everyone believe that all of us can become Jane Goodall.
Teaching methods
Inspiration, Questioning and Discussion.
1. Ability goals能力目标
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.
2. Learning ability goals学能目标
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
Teaching important points教学重点
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points教学难点
1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2. Help the Ss tell apart from Before, During and After in the story.
教学过程
Step1. Warming Up : Talk about animals under the sea.
1. Have you ever seen some marine animals?
2. What have you seen, and where have you seen them?
I have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
Step2. Fast-reading:
1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.
2. Find out the Main Idea of the passage: What’s the first story mainly about?
Step3. Careful-reading:
1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?
2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.
Stage1: before the hunt: (para. 2-6):
Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…
Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3: Dur ing and after the hunt: (para. 7-9):
Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.
Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion: They have amazing relationship. They work as a team
Step4 : Summary
Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.
Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.
课后习题
课后作业
Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.
高中英语课文课件
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高中英语课本课文
Elias’s story 1.My name is Elias. I am a poor black worker in South Africa. The time when I first met Nelson Mandela was a very difficult period of my life . I was twelve years old . It was in 1952 and Mandela was the black lawyer to whom I went for advice . He offered guidance to poor black people on their legal problems. He was generous with his time ,for which I was grateful.I needed his help because I had very little education. I began school at six . The school where I studied for only two years was three kilomertes away . I had to leave because my family could not continue to pay the school fees and the bus fare . I could not read or write well . After trying hard ,I got a job in a gold mine ,However,this was a time when one had got to have a passbook to live in Johannesburg. Sadly I did not have it because I was not born there , and I worried about whether I would become out of work. 2.The day when Nelson Mandela helped me was one of my happiest . He told me how to get the correct papers so I could stay in Johannesburg. I became more hopeful about my future. I never forgot how kind Mandela was . When he organized the ANC Youth League, I joined it as soon as I could.He said: “The last thirty years have seen the greatest numeber of laws stopping our rights and progress ,untill today we have reached a stage where we have almost no rights at all .”
My name is Elias. I am a poor black worker in South Africa. The time when I first met Nelson Mandela was a very difficult period of my life. I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice. He offered guidance to poor black people on their legal problems. He was generous with his time, for which I was grateful. I needed his help because I had very little education. I began school at six. The school where I studied for only two years was three kilometres away. I had to leave because my family could not continue to pay the school fees and the bus fare. I could not read or write well. After trying hard, I got a job in a gold mine. However, this was a time when one had got to have a passbook to live in Johannesburg. Sadly I did not have it because I was not born there, and I worried about whether I would become out of work. The day when Nelson Mandela helped me was one of my happiest. He told me how to get the correct papers so I could stay in Johannesburg. I became more hopeful about my future. I never forgot how kind Mandela was, When he organized the ANC Youth League, I joined it as soon as I could. He said: "The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all." It was the truth. Black people could not vote or choose their leaders. They could not get the jobs they wanted. The parts of town in which they had to live were decided by white people. The places outside the towns where they were sent to live were the poorest parts of South Africa. No one could grow food there. In fact as Nelson Mandela said: "... we were put into a position in which we had either to accept we were less important, or fight the government. We chose to attack the laws. We first broke the law in a way which was peaceful; when this was not allowed.., only then did we decide to answer violence with violence." As a matter of fact, I do not like violence ... but in 1963 I helped him blow up some government buildings. It was very dangerous because if I was caught I could be put in prison. But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.
