摘要：
高一英语免费培训课件你好： 我是一个高考的过来人，虽然高考多年，但直到上了大学，英语依然没有丢，我现在也快大学毕业了，前段时间有个哥们写英文简历都是叫我帮他翻译的呢！当然我... 高一英语免费培训课件
你好： 我是一个高考的过来人，虽然高考多年，但直到上了大学，英语依然没有丢，我现在也快大学毕业了，前段时间有个哥们写英文简历都是叫我帮他翻译的呢！当然我是很乐意做这样的工作的，因为我一直都很喜欢英语，对英语的自信从未减退！ 我觉得高中英语根本用不着什么网站，也不用报什么学校啊，培训班啊，浪费钱！那些什么个视频，也根本用不着！！那只是一些投机取巧的人懒惰的最好借口而已。比如对于网上学习来说，一方面在电脑上学习英语效率低下，另外一方面长期以来眼睛受害。另一方面，高考英语是不是在电脑上考，这和在纸上考是完全不同的啊！所以，我觉得在高考贵如油，有限的时间内，还是回归书本较为妥当。还有就是一个方法的问题 首先先你要端正心态，不要急躁，不管别人考多少分，你做你自己的事，这样才能静下心来学习。要成为英语高手就必须比别人走更多的路，做更多的事，所以单词和语法都要拿下。 首先，对于单词，有如下几种方法，第一个，是加强记忆的频度，也就是说，早上记了几个，隔几个小时又看一次，总之一天之内，记忆的间隔不要太长，否则你辛苦积累的记忆会随着时间的延长而淡化，第二个，是可以根据自己的理解编顺口溜，比如good morning 是狗摸你…（见笑了）…，第三个，最重要的是，记单词的时候，不要忘了阅读，一边记单词，一边看文章，这样可以把孤立的单词串联起来，记忆的效果会加倍，第四个。我建议你记单词要分门别类记忆，要形成一个意群，比如，重要性用magnitude magnificence ，表示非常，大大地有exceedingly，tremendously，extremely……这样做在你写作时，是十分有好处的，写作时不要尽写一些低级词汇，你要写高级词汇，比如重要性写magnitude，许多写a multitude of 或者handsome。 其次，是语法。学习语法，首先要明白什么是主谓宾定状补，什么是系动词，什么是直接宾语，间接宾语，这些是学习语法的基础，语法是房子，主谓宾定状补等是沙石砖瓦 最后，我建议你，平时读报，或者做题的时候，发现有好的句子好的词汇，你要抄下来，长期下来，你的作文会有提高的，需要说明的是，这个提高过程可能很缓慢，但是最后能收到很好的效果，以前25分的作文我都能保证在21-23这个级别，靠的就是对语法的熟练掌握和积累了许多较高级的词汇，句型，句子。我个人的理解是，在你的语法达到基本不会出错的程度上，作文便应该以词汇取胜，因为在这个层次上，大家的语法都差不多，没什么变化，唯一有变化的就是你的词汇！给你打个比方吧，很多想到“许多”就用many，但是你别忘了many a ；handsome；massive，innumerable；很多人想到“专家”就写expert，但很少人会想到specialist，很多人在想到“擅长”这词，就写be good at ，却不知还有更高级的表达法：be expert at 或者excel in ……高手和庸才，就体现在这些细微的差别上 我用我的方法。从高一时90多，到高考129 希望对你有帮助
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高一英语免费课件
我有书 等我去查 先占一位置.. 不要心急哈查到了 只要单词吗 天那真不少来 一页纸 我在给你打 ==晕 刷新一下 白打了 伤心死了 再一遍journaltransportpreferdisadvantagefareroutemekongflowever sincepersuadecyclegraduatefinallyschedulefondbe fond ofshortcomingstubbornorganizecare aboutdetailsourcedeterminedeterminedchange one's mindjournealtitudemake up one's mindgive inatlasglaciertibetanrapidsvalleywaterfallpacebandmeanderdeltaattitudeqomolangmaboilforecastparcelinsurancewoolas usualreliableviewyakpillowmidnightat midnightflamebendathlaoslaotiantemplecave
教材分析：
本单元围绕“野生动物保护”这一中心话题进行听说读写的训练，其中阅读部分“How Daisy Learned to Help Wildlife” 描述了一个名叫Daisy 的女孩以特殊的方式从濒危动物那里学到了野生动物保护的知识。Daisy 的学习方式，方法和过程非常奇幻，她乘着飞毯周游世界，首先来到了，同藏羚羊的对话中了解到了濒危野生动物的现状和原因。然后飞到了津巴布韦通过大象的介绍，明白了动物保护的重要性和措施，最后来到了热带雨林，从猴子口中懂得了保护野生动物还应该关注他们生活的环境，了解他们的习性。最后Daisy 在奇幻之旅结束时提高了保护野生动物的意识，表达了她的感受和决心。文章立意新颖，近似于童话，活泼有趣，行文结构清晰，层次分明。
设计思路：
学生阅读的过程就是随着Daisy学习动物保护的过程。学生是以听说读写的方式从课本，网络等课程资源中获取关于动物保护的信息。基于课文的形式和内容特点，我挖掘出了课文内容与学习方式的结合点，学习内容与实际应用的共性，因此采取了任务型教学的模式，制定出班级总任务是制作以保护各种濒危野生动物为主题的，题为 “Let’s Help Wild Life”的英文网站。这个网站是由若干网页组成，网页内容是以一种濒危动物的保护为主题，因此把全班以四人为一组分成若干组，小组任务是制作这张网页。
要完成任务，学生必须确定濒危动物是什么，内容和语言，以及设计制作，具体步骤是课前分组查找濒危动物有哪些，自主选择他们最关注的一种动物，课上学习与主题相关的内容，进行语言聚集，课后收集，整理，合成信息，完成网页的制作，这样，从课前准备到课中学习到课后延展，达成了知识的系统性，提高了学生用英语解决实际问题，综合运用语言的能力, 提高了自主学习的意识和能力。
学情分析：
所授课学生为我校高一学生，经过第一模块的学习，学生了解并学会了运用以小组合作的方式进行合作学习，学生具备基本的阅读能力，阅读技巧和方法。但尚未掌握有效的方法克服阅读中的生词障碍。濒危野生动物保护是学生熟悉和关心的话题，但用以表达话题的语言积累不足。此外，虽然学生的学习资源丰富，但未能恰当的利用资源进行语言学习。因此设计好学习任务，方法和步骤是提高阅读能力，进一步巩固和加强英 语学习策略的关键。
教学目标：
知识与技能目标：
1.学生通过回答问题，填写图表，连线，等方式获取并理解有关Daisy 如何学到的关于野生动物保护知识的信息。
2. 能够运用所获取的信息简单描述关于濒危动物，藏羚羊的保护情况。
3．利用资源策略，完成以保护野生动物为主题的网页制作。
情感与态度目标：
1. 通过获取野生动物保护知识，提高保护野生动物的意识。
2. 通过小组合作，学生提升了合作意识；学生增强了自信，维持并提高了对英语学习的兴趣。
教学重点和难点：
获取并理解关于Daisy 学到关于濒危动物保护的知识的相关信息，并迁移运用到谈论关于对藏羚羊的保护。
教学过程：
Pre-reading
I. Task presentation:
Class task: Build up a website about wildlife protection, called “ Let’s Help Wildlife”
Team task: Produce a web page about protecting one kind animal that you are concerned about.
II. Names collection:
Collect the names of endangered animals that they decide to protect.
III. Inquiry question:
Show the Ss two questions to think over and ask them to answer by the end of the
class.
Q1. Why should we protect wildlife?
Q2. What do you learn from the text to help wildlife?
设计意图：学生明确了学习目标，从而激发了学生的阅读动机，探究性问题使学生在学习过程中处于主动认知的状态，开启了他们的思维之门，知识之窗。
IV. Prediction.
1. Ss read the title and predict what the text talks about.
2. Ss compare the title of the text with their task.
设计意图：学生比较课文标题和任务标题，发现相似之处，使学生明确了其制作网页的内容就是来源于课本内容，要想完成任务就要学好课文，课文为其任务的达成提供了依据和帮助。
While reading--- Fast reading
Ss skim the text and answer the following questions:
Q1. Where did Daisy go?
Q2. How did she go there?
Q3. What animals did she meet?
设计意图：学生了解文章主要内容，培养学生快速浏览阅读材料确定主要信息的
技巧。图文结合的形式增强了学生的感性认识，使学生意识到动物保护是全球范围的行动。加深了对文章内容的印象。
While reading--- Detailed reading
Para 1.
I. Ss read the first paragraph and answer the following questions.
Q1. What is the situation of antelope in Tibet?
Q2. Why has the antelope become endangered?
Q3. Is there any protection provided?
Possible answers:
Situation: decrease
Reason: be killed for the fur beneath its stomach
no protection
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
II. Language understanding.
1. Ss understand the sentence by looking at the picture and choosing correct answer. “We’re being killed for the wool beneath our stomachs. Our fur is being used to make sweaters for people like you.
Q: Which part of an antelope is used to make wool sweater?
设计意图：并且利用非语言信息帮助学生理解文字信息。
2. Ss paraphrase the word “respond” andtalk about the method of guessing the new word.
“ Where do you…?”it asked. Daisy responded immediately. “I’d like to…”
Method: 利用动作的顺承关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。
III. Ss get to know more reasons why wildlife can be endangered.
1. Ss brainstorm the reasons
设计意图：学生通过头脑风暴进行发散性思维，激活学生的背景知识，积极主动地将自己已有的知识和经验，结合语篇中的信息产生新的思想。
2. Ss describe the pictures and talk about the reason why the animal is endangered.
The tiger becomes ______ because people ________.
People _____. As a result, the panda _____________
The weather ____________ , so the pole bear __________________.
设计意图：利用本段信息谈论其它濒危动物的现状和原因是对知识的拓展与迁移，提高了学生语言应用的能力。
IV. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in Tibet?
Possible answer: Situation and reasons of endangered animals
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。
Para 2.
I. Ss read the passage and match the time with its situation
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的技巧。
II. Language understanding.
Ss get the meaning of the word “used to” and talk about the method of guessing the new word.
“The elephant used to be an endangered species.”
Method: 利用对比关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。
III. Ss get to know more practical measures of protection.
Ss do group work to collect the measures of protection
1. Ss list the measures individually.
2. Ss discuss and collect the measures in a group of work.
3. Ss show the measures on the blackboard.
设计意图：通过合作学习，集思广益，有助于增强自信心，提高合作意识，竞争意识，积极主动地将自己已有的知识和经验与他人交流，结合语篇中的信息产生新的思想。
IV. Ss discuss the measures of antelopes’ protection.
1. Ss tick out the measures of protection from which that the student collected.
2. Ss talk about the practical measu
res.
设计意图：利用本段信息谈论对藏羚羊的保护是对本段知识的拓展与迁移，提高了学生语言应用的能力。
V. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in Zimbabwe?
Possible answer: Protection and solution of endangered animals
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。
Para 3.
I. Ss read the passage and find out the answer to the questions.
Q1. What is the relationship among wildlife according to the monkey?
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
关系图的设计帮助学生理解信息。
Q2. What does the relationship suggest?
II. Ss discuss the inquiry question asked at the beginning of the class.
Q: Why should we protect wildlife?
III. Language understanding.
Ss get the meaning of the word “appreciate” by choosing correct answer and talk about the method of guessing the new word.
“… and appreciate how the animals live together.”
A. admire B. understand C. thank
Method: 利用动宾关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。
IV. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in the rainforest?
Possible answer: Habitat and features of endangered animals
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。
V. Ss will talk about the antelope’s habitat and feathers according to the information given by the teachers.
Height 75cm
Weight 40kg
Habitat Only on cold desert, high mountains in Qinghai-Tibet plateau
Appearance Brown, like sheep, long and sharp horns, a little bag in the nose to help to breathe,
Life 8 years
设计意图：利用本段信息谈论对藏羚羊的栖息地和特点是对本段知识的拓展与迁移，提高了学生语言应用的能力。
Para. 4
Ss read the fourth paragraph and answer the following questions.
Q1. What did Daisy plan to do after going back home?
Q2. What did Daisy think of the experience?
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
关系图的设计帮助学生理解信息。
Post reading
I. Summary
1. Ss sum up the ways guessing new words.
利用顺承关系
利用对比关系
利用动宾关系
设计意图：掌握通过上下文猜词的技巧，学生就能够提高在阅读中处理生词的能力，提高逻辑思维能力，提高在语境中理解信息的能力，增强在阅读中克服生词障碍的信心。
2. Ss sum up the information about wildlife protection.
Ss recall the inquiry question asked at the beginning of the class.
Q: What do you learn from the text to help wildlife?
Situation and reasons
Protection and solution
Habitat and features
II. Discussion
Ss talk about the antelope’s protection.
Habitat and features
An adult antelope is about 40kg weigh and 75cm high. They are like brown sheep with long and sharp horns. There is a little bag in the nose to help to breathe. and their fur beneath the body is quite soft. They only live on cold desert, high mountains in Qinghai-Tibet Plateau. The life is no more than eight years.
Situation and reasons
The number of antelopes is decreasing rapidly. Most of them are being killed for the fur beneath its stomach to make sweater for people. There is not any protection, so thy are dying out.
Protection and solution
The government is establishing Antelope Reserve to prevent people from killing them. And there are some laws that has been passed to punish those people who hunt them or destroy their environment. Besides, people had better not buy any sweaters made of wool from antelopes. It is more important that people should know protecting wildlife is protecting themselves.
设计意图：学生能够运用阅读中已知的信息，再次经历信息的筛选，归纳，综合和概括的思维过程，使学生在信息的迁移过程中培养了灵活的思维方式。另外教学环节是学生完成任务的范例。
Homework:
1. Finish the web paper.
2. Give each group evaluation on their web paper.
Evaluation
Group Content Language Desi
gn Total
5 3 1 5 3 1 5 3 1
Group 1
Group 2
……
Notes:
Mark Content Language Design
5 完整充实 丰富，易懂，无误 合理新颖，可视性强
3 基本完整 易懂但有误 合理，有可视性
1 未完成 错误很多，很难读懂 不合理
设计意图：知识拓展以及资源策略的培养， 提高了自主学习的意识和能力。
板书设计：
Habitat and features
Learn to help wildlife Situation and reasons
Protection and solution
教学效果评价：
积极开发和合理利用课程资源是英语课程实施的重要组成部分，如何将各种形式的课程资源与英语教材有效的结合是教学过程实施的关键。本课力图将网络资源与教材内容合理地结合，并进行有效的利用和开发。主要体现在以下三点：
1．找到了课本内容与利用网络资源进行课题研究的共性和结合点，即以动物保护为话题的学习。
2．明确了学习课本内容与查找网络信息之间的关系， 即互补，互进，互通的关系。因此学生提高了利用课程资源对信息进行有效的筛选和收集的能力。
3．强调了英语教材是英语课程资源的核心部分。学生只有通过课本内容的学习， 之后才能确定其网页内容，而且教材为任务的完成提供了充足的语言支持，使学生明确了课本内容，课文阅读，课堂学习的重要性。
导语：只有知识才是有用的，只有它才能够使我们在精神上成为坚强忠诚和有理智的人，成为能够真正爱人类尊重人类劳动衷心地欣赏人类那不间断的伟大劳动所产生的美好果实的人。以下我为大家介绍外研高一英语课件必修文章，欢迎大家阅读参考!
第一部分：听力（共两节，满分30分）
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间往返答有关小题和阅读下一小题。每段对话仅读一遍。
1 .When is the man supposed to meet Linda?
A. On Tuesday. B. On Wednesday. C. On Thursday.
2.Where does this conversation probably take place?
A. On a plane. B. On a bus. C. In a taxi.
3.What does the man say about the grammar book?
A. It is easy to understand.
B. It is not worth reading.
C. It's difficult but it's worth reading.
4.What do we know about the woman?
A. She did not do the reading last night.
B. She has much trouble with the course.
C. She has a little trouble with the course.
5.What are the two speakers talking about?
A. Their TV sets. B. Their children. C. Their jobs.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白，每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6至8题。
6.Why does the woman look pale（苍白的）?
A. She was ill. B. She failed in the exam. C. She was too tired.
7.For whom was the party held?
A. The woman's aunt.
B. The woman's parents.
C. The woman's brother.
8.What did the woman do after the party?
A. She went to bed.
B. She went over her lessons.
C. She went to the garden.
听第7段材料，回答第9至11题。
9.What kind of sports do the girl's teachers often play with them?
A. Football. B. Tennis. C. Volleyball.
10.Where is girl from?
A. The USA. B. Australia. C. England.
11.When did the girl begin to play tennis?
A.About one year ago. B. About two years ago. C. About three years ago.
听第8段材料，回答第12至14题。
12.When can the man get the stereo（立体声音响设备） repaired for free?
A. During the first three months after purchase.
B. Any time when the stereo is out of order.
C. Any time of the first year after purchase.
13.What is Mitsuyo?
A. A store name. B. A repair shop. C. A stereo maker.
14.Where can the man get the stereo repaired?
A. At Mitsuyo service center. B. At the store. C. At a repair shop.
听第9段材料，回答第15至17题。
15.What is the probable relationship between the speakers?
A. Teacher and student.
B. Interviewer and interviewee.
C. Friends.
16.What is the man's idea of happiness?
A. Living with his family.
B. Having a lot of friends.
C. Being in good health.
17.What do we know about the man's father?
A. He was a teacher.
B. He had a flower shop.
C. He studied culture.
听第10段材料 回答第18至20题。
18.How did the first people communicate with each other?
A. They talked to each other.
B. They used simple words.
C. They used signs.
19.When did people first begin to use words?
A. About a thousand years ago.
B. About a million years ago.
C. About ten million years ago.
20.What words were not probably the first words in the human vocabulary?
A. Words that were names of important things in life.
B. Words that stood for things people met every day.
C. Words that were simple and short in spelling.
第二部分：词汇知识运用(共两节，满分40分)
第一节 单项选择(共10小题；每小题1分，满分10分)
21. -My uncle suggests I ________abroad.
-I would rather you ________at home.
A.go;stay B.went;stayed C.go;stayed D.went;stay
22. ________ about wild animals that they decided to make a trip to the mountainous village for further research.
A.So curious the couple was B.So curious were the couple
C.How curious the couple were D.The couple was such curious
23. _______with so much troublewe failed to complete the task on time.
A.Faced B.Face C.Facing D.To face
24．The professor has ______ 11-year-old boy who has______ gift for dancing.
A. a; a B. an; the C. an; a D. the; 不填
25-After two hours of walking they came to the camp site ______ .。
A. hungry and tiredly B. hungrily and tiredly
C. hungrily and tired D. hungry and tired
26 If we sit near _______ front of the classroom we’ll have _______ better view.
A. the; a B. 不填；a C. 不填；the D. the；the
27 ________for the students to read newspapersbut it is also a great way to improve their minds.
A.Not only for pleasure is it B.Not only it is for pleasure
C.Not only is it for pleasure D.It is not only for pleasure
28. Have you a lot of readings _____ before the end of this term?
A. finishing B. to finish
C. finished D. being finished
29 Is this the new machine ______ parts are too small to be seen?
A. that B. which C. whose D. what
30. I have played the computer game - it cost me a lot time.
A. shouldn’t B. needn’t C. couldn’t D. mustn’t
第二节：完形填空（共20 小题；每小题1.5分，满分30分）
阅读下面短文，从短文后所给各题的四个选项（A、B、C、D ）中选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
I was a single parent of four small children working at a low-paid job. Money was always tight but we had a 31 over our heads food on the table clothes on our backs and if not a lot always 32 . Not knowing we were poor my kids just thought I was 33 .I've always been glad about that..
It was Christmas time and although there wasn't 34 for a lot of gifts we planned to celebrate with a family party. But the big 35 for the kids was the fun of Christmas 36 .They planned weeks ahead of time asking 37 what they wanted for Christmas. Fortunately I had saved $120 for 38 to share by all five of us.
The big 39 arrived. I gave each kid a twenty-dollar bill and 40 them to look for gifts of about four dollars each. Then everyone scattered(散开). We had two hours to shop; then we would 41 back at the "Santa's Workshop".
Driving home everyone was in high Christmas spirits 42 my younger daughter Ginger who was unusually 43 . She had only one small flat bag with a few candies ------------- fifty-cent candies! I was so angry but I didn't say anything 44 we got home. I called her into my bedroom and closed the door 45 to be angry again. This is what she told me:
"I was looking 46 thinking of what to buy and I 47 to read the little cards on the 'Giving Trees'. One was for a little girl four years old，and all she 48 for Christmas was a doll (玩具娃娃 ). So I took the card off the tree and 49 the doll for her. We have so much and she doesn't have anything."
I never felt so 50 as I did that day.
31. A. roof B. hat C. sky D. star
32. A. little B. less C. enough D. more
33. A. busy B. serious C. strict D. kind
34. A. effort B. room C. time D. money
35. A. improvement B. problem C. surprise D. excitement
36. A. shopping B. travelling C. parties D. greetings
37. A. the other B. each other C. one by one D. every other one
38. A. toys B. clothes C. presents D. bills
39. A. day B. chance C. cheque D. tree
40. A. forced B. reminded C. invited D. begged
41. A. draw B. stay C. move D. meet
42. A. including B. besides C. except D. regarding
43. A. quiet B. excited C. happy D. ashamed
44. A. since B. after C. while D. until
45. A. waiting B. ready C. hoping D. afraid
46. A. out B. over C. forward D. around
47. A. forgot B. stopped C. failed D. hated
48. A. wanted B. did C. got D. played
49. A. made B. searched C. bought D. fetched
50. A. angry B. rich C. patient D. bitter
第三部分：阅读理解 （共20小题；每小题2分，满分40分）阅读下列短文，从每题所给的四个选项中，选出最佳答案。
(A) Son’s Help
Mr. Lang worked in a factory. As a driver he was busy but he was paid much. His wife was an able woman and did all the housework. When he came back she took good care of him and he never did anything at home. So he had enough time when he had a holiday. A few friends of his liked gambling() and he learned it soon. So he was interested in it and hardly forgot anything except gambling. He lost all his money and later he began to sell the television watches and so on. His wife told him not to do it but he didn’t listen to her. She had to tell the police. He and his friends were punished for it. And he was hardly sent away. After he came out of lockup(拘留所) he hated her very much and the woman had to leave him.
It was New Year’s Day. Mr. Lang didn’t go to work. He felt lonely and wanted to gamble again. He called his friends and they came soon. But they were afraid the police would come. He told his five-year-old son to go to find out if there were the policemen outside. They waited for a long time and didn’t think the police would come and began to gamble. Suddenly opened the door and in came a few policemen.
“I saw there weren’t any policemen outside daddy” said the boy “so I went to the crossing and asked some to come.”
51.Mr. Lang was paid much because _______.
A. he was a driver B. he worked in a factory
C. he had a lot of work to do D. he had worked there for a long time
52.Mrs. Lang did all housework because _______.
A. she couldn’t find any work B. she thought her husband was tired
C. her husband spent all time in gambling D. she wouldn’t stop her husband gambling
53._______ so he was put into lockup.
A. Mr. Lang often gambled B. Mr. Lang was late for work
C. Mr. Lang didn’t help his wife at home D. Mr. Lang wasn’t polite to the police
54.The woman had to leave Mr. Lang because _______.
A. he didn’t love her any longer B. he wouldn’t stop gambling
C. he had been put into lockup D. he was hardly sent away by the factory
（B）
“How can I learn English well?” This is a question many students ask. In my opinion the most effective way is to learn lessons by heart. If you can recite the text and write it out you’ve learned it fairly well. And if you can tell what the lesson says in your own words you’re a very successful learner indeed. Your English will be quite perfect.
This is a difficult task. However if you try to learn by heart only part of each lesson you’ll find it not half as hard as you might have thought. Learning this way you will make rapid progress. Of course writing is also necessary. It helps you a lot on our way to success in English.
Equally important is to feel the language. You should be able to laugh at jokes and be shocked at bad news. When using English try to forget your mother tongue. Instead of helping you your own language gets in your way. So never try to see English through translation.
55.In the writer’s opinion the most effective way in learning English is ____.
A.to practise speaking writing and feeling it
B.to forget your own native language
C.to translate everything into his own language
D.to memorize the English words and grammatical rules
56. “Instead of helping you your own language gets in your way.”This sentence means that memorizing your own language can ________.
A.help you to study English well B.stop you mastering English
C.make English easy to learn D.help you notice mistakes
57.Equally important is to feel the language. “to feel the language” here means________.
A.to get a knowledge of English by touching
B. to be able to read and write English
C.to translate English into your own by imagining
D.to be able to experience the rich sensation of the language
(C)
In America when people say “man’s best friend” they don’t mean another person. Instead they are talking about a lovely animal：A dog! These words show the friendship between people and animals. Dogs and other pets can give happiness to people’s lives. Some people think of their pets as their children. A few even leave all their money to their pets when they die!
Animals can help people too. Dogs can be taught to become the “eyes” for a blind person or “ears” for a deaf people. Scientists have found that pets help people live longer! They make people happier too. Because of that animals are brought into hospitals for “visit”.
Americans hold “Be-Kind-to-Animals Week” in the first week of May.
Pets shows are held during the week. Even if you don’t live in America you can do this too. How? First think about how animals make your life richer. If you have a pet take more time this week to play with it. Remember to give it delicious food. Also be sure to keep your pet from those unwanted babies.
If you don’t have a pet be kind to animals around you. For example if you see a street dog don’t kick it or throw things at it. Instead just leave it alone or better yet make friends with it. If others around you do bad things to an animal try to stop them. As people we must protect animals who can’t speak for themselves.
58. “A few even leave all their money to their pets when they die!” means that__________
A. pets have the right to inherit (继续) money. B. money can give pets happiness.
C. it’s the best way to spend money. D. some pets are taken as children.
59. Why are dogs brought to hospitals?
A. Because they are ill and need to see doctors.
B. Because they can make the patients happier.
C. Because they can find out the problems of the patients.
D. Because doctors can do experiments on them.
60. What’s the most popular activity in the “Be-Kind-to-Animals Week”?
A. Holding a pet show in the week. B. Playing with pets the whole week.
C. Cooking delicious food for pets. D. Making friends with other people’s pets.
61. What’s the passage mainly about?
A. A lot of people are interested in dogs. B. Dogs can help people do many things.
C. Pets are lovely and need care and protection. D. We have done a lot of things for pets.
62. The words“man’s best friends”shows____________.
A. the friendship between people. B. the friendship between people and animals.
C. the friendship between animals. D. the friendship between men and women
(D)
Ma Lili’s parents are going to give a birthday party for her. She’s going to be fourteen years old. Ma Lili has a lot of friends. They are going to come to the party. They are girls from Ma Lili’s school. There are twenty-five of them.
Ma Lili’s mother is making birthday cakes for the party. They are very nice cakes. Ma Lili says to her mother “Mum you’re very nice. Thank you for your nice cakes. ” Her father is going shopping. He buys a lot of apples bananas oranges and pears.
It’s four o’clock in the afternoon. Now everything is ready. The party begins in thirty minutes.
63. Who is going to give Ma Lili a birthday party?
A. Ma Lili B. Her friends C. Her teacher D. Her parents
64. How many people are coming to Ma Lili’s party?
A. Two B. Twenty C. Twenty-one D. Twenty-five
65. Her mother _____ for her party.
英语培训课件免费
你来这里看一看吧，里面很多都是免费的高中英语课件，自己再挑挑看：
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链接:
英语免费网课平台有：
沪江英语，
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扇贝9,
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趣配音，VOA英语,
新概念英语
线上英语网课培训的优点是:
1、个优势就是方便,省去了接送的麻烦,而且节约了路途时间。网课完全不需要路途奔波和接送,这点是*吸引家长的。
2、线上机构的老师一般都是非常专业的欧美外教,口语发音更加标准。还可以省去接送的麻烦比较方便。
3、上课时间的灵活性。网络英语课程都是统一设计好的,每个老师都可以胜任,所以学员可以自由选择有空余时间的老师。
4、价格优惠,性价比高。线上模式上课,省去了培训机构的场地成本,学生和老师也省去了交通成本,相比线下来说,课程价格会优惠很多。
线上英语网课培训的缺点是:
1、上课时间短,一般每次上课15-30分钟左右
2、互动性较弱,视频的方式,学生主要通过听讲、阅读、听与看、看老师展示等的方式学习,这些都属于被动学习,很难充分调动孩子的参与性,效果难以保证
3、师资没有统一的培训教研指导,老师上课更多的是靠个人能力
4、线上英语课程的老师经常更换,对孩子的情况完全不了解,只是按教学要求把电子讲义讲解一遍而已
5、趣味性低,视频互动,仅通过语言交流,特别是对于低幼年龄段的孩子,很难长期保持较好的兴趣和专注力
免费英语培训课件
你好： 我是一个高考的过来人，虽然高考多年，但直到上了大学，英语依然没有丢，我现在也快大学毕业了，前段时间有个哥们写英文简历都是叫我帮他翻译的呢！当然我是很乐意做这样的工作的，因为我一直都很喜欢英语，对英语的自信从未减退！ 我觉得高中英语根本用不着什么网站，也不用报什么学校啊，培训班啊，浪费钱！那些什么个视频，也根本用不着！！那只是一些投机取巧的人懒惰的最好借口而已。比如对于网上学习来说，一方面在电脑上学习英语效率低下，另外一方面长期以来眼睛受害。另一方面，高考英语是不是在电脑上考，这和在纸上考是完全不同的啊！所以，我觉得在高考贵如油，有限的时间内，还是回归书本较为妥当。还有就是一个方法的问题 首先先你要端正心态，不要急躁，不管别人考多少分，你做你自己的事，这样才能静下心来学习。要成为英语高手就必须比别人走更多的路，做更多的事，所以单词和语法都要拿下。 首先，对于单词，有如下几种方法，第一个，是加强记忆的频度，也就是说，早上记了几个，隔几个小时又看一次，总之一天之内，记忆的间隔不要太长，否则你辛苦积累的记忆会随着时间的延长而淡化，第二个，是可以根据自己的理解编顺口溜，比如good morning 是狗摸你…（见笑了）…，第三个，最重要的是，记单词的时候，不要忘了阅读，一边记单词，一边看文章，这样可以把孤立的单词串联起来，记忆的效果会加倍，第四个。我建议你记单词要分门别类记忆，要形成一个意群，比如，重要性用magnitude magnificence ，表示非常，大大地有exceedingly，tremendously，extremely……这样做在你写作时，是十分有好处的，写作时不要尽写一些低级词汇，你要写高级词汇，比如重要性写magnitude，许多写a multitude of 或者handsome。 其次，是语法。学习语法，首先要明白什么是主谓宾定状补，什么是系动词，什么是直接宾语，间接宾语，这些是学习语法的基础，语法是房子，主谓宾定状补等是沙石砖瓦 最后，我建议你，平时读报，或者做题的时候，发现有好的句子好的词汇，你要抄下来，长期下来，你的作文会有提高的，需要说明的是，这个提高过程可能很缓慢，但是最后能收到很好的效果，以前25分的作文我都能保证在21-23这个级别，靠的就是对语法的熟练掌握和积累了许多较高级的词汇，句型，句子。我个人的理解是，在你的语法达到基本不会出错的程度上，作文便应该以词汇取胜，因为在这个层次上，大家的语法都差不多，没什么变化，唯一有变化的就是你的词汇！给你打个比方吧，很多想到“许多”就用many，但是你别忘了many a ；handsome；massive，innumerable；很多人想到“专家”就写expert，但很少人会想到specialist，很多人在想到“擅长”这词，就写be good at ，却不知还有更高级的表达法：be expert at 或者excel in ……高手和庸才，就体现在这些细微的差别上 我用我的方法。从高一时90多，到高考129 希望对你有帮助
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新高一英语必修一免费课件
高一英语必修一unit1课件应该怎么写？课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面我给大家带来高一英语必修一unit1课件，欢迎大家阅读。
Student’s level: Senior 1, SEFC
Teaching material: Unit 1 Cultural Relics (listening and speaking part)
Teaching aims:
1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.
2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.
Teaching methods:
1、Review before listening to stimulate students’ memory and interests ;
2、To do the global, detail and global listening in turns with practices;
3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;
4、To let the students to judge the truth or lie in their daily life.
Teaching focus: to improve students’ listening and speaking ability;
Teaching aids:
1、video
2、diagram
3、pictures
Teaching Procedure
Ⅰ. Listening
1. Presentation
Lead in
T: Good morning boys and girls. How are you today?
S: Fine, thanks.
T: Look! What’s this?
S: The amber room.
T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?
S: Yes.
T: Good! Today we are going to listen to another story about the amber room. Do you want to know?
S: Yes.
Guessing
T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?
S: Some people’s names
T: Yes. What else?
S: Time words and something will happen.
T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?
S: Ok.
2. Listening
Global Listening
T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.
S: Boom.
T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?
S: 爆炸。
T: Yes. Now let’s do our global listening. (Do the global listening)
T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?
S: Jan Hasek
T: Good! Who can tell me when? You please.
S: In April 1945.
T: Excellent. How about the what? You please.
S: He heard something and saw some soldiers.
T: Good. Good!
Detailed Listening
T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?
S: Right.
T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?
S: Maybe I’d like to see what it is.
T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.
S: Maybe they were doing their commissions.
T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?
S: Yes.
(The teacher leads the students do the detail listening and stop in one segment.)
T: Who would like to share your opinion with us? You please the first question.
S: He heard something explode at midnight.
T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.
S: He got up and ran outside.
T: Good job! Who would like to try the last question? You please.
S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.
T: Excellent! Please give her a big hand. You all have really done a very good job.
Global Listening
T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.
Ⅱ. Speaking
Showing directions for discussion
T: Good morning, class!
S: Good morning, teacher!
T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?
S: Yes!
Showing the useful expressions
T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!
S: I think someone is telling the truth because…
T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!
S: Sorry, I don’t agree with you.
Group discussion
T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?
S; yes!
T: Now, ready, go!
(Five minutes later)
Demonstrating the students’ dialogues
T: OK, the time is up! Who want to show your discussion? Yes, you two please!
S: …
T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?
S: Yes!
T: Now, who want to tell a short story? Very good, you please!
S: I was washing my clothes at five o’clock yesterday.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her in the library at five o’clock yesterday!
T: Is her judgment right?
S: Yes!
T: OK, very good! Now, who want to tell another short story? Very good, you please!
S: I was playing computer games at eleven o’clock last night.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!
T: Is her judgment right?
S: Yes!
Summary
T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!
S: We have learnt how to discuss and judge who is telling the truth or telling a lie.
T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!
S: Bye!
Teaching objectives:
1. Ability to work:
A. listen: get information and ideas from listening materials;
Talk: express your attitude or attitude toward friends and friends in appropriate words.
C. Read: to get Ss to get the main idea
Write: write some advice about making friends
2. Knowledge target:
Talk about friends and friendship; How to make friends; How to maintain friendships
B. Use the following expressions:
I think so. / I don't think so.
I agree with you. / I don't agree.
This is correct.
Of course not.
Exactly.
I'm afraid not.
The ss can control direct speech and indirect speech
D words: add some cheating in the upset without careless reason list to share feeling think Germany series "outdoor crazy moonlight" is the purpose of bold, believe that indoor intelligence test by teenagers advice editor is used to communication
Add calm to the dog's care and the walk to the dog has a certain purpose, in face to face with the love
3. Project emotional goals:
Cultivate students' interest in learning English;
Encourage students to be proactive in their activities and make students confident.
Develop the ability to cooperate with others.
4. Strategic objectives:
A. Cognitive strategy for developing Ss: taking notes while listening;
B. develop the ss communication strategy.
5. Cultural objective: to make students understand different opinions and make friends from different countries.
Teaching steps:
Cycle is 1
Step 1. Warm up
1. Work Ss listen to an English song, AULD LANG SYNE.
2. Brainstorming: let students introduce some friendly, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible, helpful... .
Step 2. Talk about your old friend
Work in junior high school talk about their old friends, talk about their appearance, personality, hobbies and so on.
2. self-introduction
Step 3. Make new friends
1. The students went around asking for information about their new friends and filling in the following forms
Name age/hobby/favorite sports, books...
2. Report to the class: who will be your friend?
Step 4. Do an investigation
Do an investigation in the text, P1
On September 5. Listening and speaking
Do the bank P41. When the students listen to the tape, ask them to pay attention to the speaker's idea of making friends.
When Ss talks, ask them to try the following expressions.
I think so. / I don't think so. I agree with you. / I don't agree.
This is correct. Of course not. Exactly. I'm afraid not.
Step 6. To discuss
Ss 4 was divided into one group and each group chose a topic for discussion. There are four themes.
Topic 1: why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: there is an old saying, "to have a good friend, you need to be a good friend." "How can you be a good friend?"
Topic 3: is a friend always a person? What else can your friend do? Why is that?
Topic 4: make a list of qualities that are not easy to make friends with.
Step 7. abstracts
Work allows students to sum up what is friendship and what is most important to make friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find out the answer to this question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a clear sky.
When I cry, I think friendship is a white handkerchief.
It can dry my tears.
When I am sad, I think friendship is a warm word.
It can bring me happiness.
When I am in trouble, I think friendship is a powerful hand.
It can help me avoid difficulties.
When I sit in a quiet place, I think friendship is a wonderful feeling.
It cannot be torn and torn, because it is in everyone's heart.
It's from the beginning of our lives to the end.
3. Tell students: make new friends and keep old; One is silver and the other is gold.
Step 8. appraise
Complete the following assessment form. Standard: A, B, C
The content is self-rated
I am very active in talking with people.
2. I actively cooperate with others.
I can express myself fluently, accurately and properly.
4. After this lesson, I learned more about friendship.
5. Do you think you need to improve yourself in some way? What aspects?
Homework:
Find new words and phrases in your warm up and reading dictionary.
2. Write an essay about your best friend.
链接:
Teaching plan Unit one Friendship
Teaching aims:
1. 能力目标：
a. Listening: get information and views from the listening material;
b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. Reading: enable the Ss to get the main idea
d. Writing: write some advice about making friend as an editor
2. 知识目标：
a. Talk about friends and friendship; how to make friends; how to maintain friendship
b. Use the following expressions:
I think so. / I don’t think so.
I agree. / I don’t agree.
That’s correct.
Of course not.
Exactly.
I’m afraid not.
c. to enable the Ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. To arose Ss’ interest in learning English;
b. To encourage Ss to be active in the activities and make Ss to be confident;
c. To develop the ability to cooperate with others.
4. 策略目标：
a. To develop Ss’ cognitive strategy: taking notes while listening;
b. To develop Ss’ communicative strategies.
5. 文化目标： to enable the Ss to get to know different opinions about making friends from different countries.
Teaching steps:
Period one
Step1. Warm-up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
Step 2. Talk about your old friends
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form
Name Age/hobbies/favorite sports, books, …
2. Report to the class: who will probably be your friend why.
Step 4. Do a survey
Ss do the survey in the text ,P1
Sep 5. Listening and talking
Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I think so. / I don’t think so. I agree. / I don’t agree.
That’s correct. Of course not. Exactly. I’m afraid not.
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B,C
Contents 自评 他评
1. I’m active in talking with others.
2. I’m active in cooperating with others.
can express myself fluently, accurately and appropriately.
4. I know more about friendship after this lesson..
5. Do you think you need to improve yourself in some aspects? Which aspects?
Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two
up
Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity2: Play a short part of the movies Schindler’s List
Step2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step3. Skimming
Students skim the passage in 2 minutes to get the main idea :
Who is Anne’s best friend?
When did the story happen?
Step4. Scanning
Students work in pairs to find the information required below:
Anne
in World War Ⅱ
Step5. Intensive reading
Students work in group of four to discuss the following open questions:
did the windows stay closed?
did Anne feel?
do you think of Anne?
the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
sentences attract you in the passage?
Step6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends ?
the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
What he did has added to out difficulties.
add up to: to amount to 加起来等于；总计
The cost added up to 100 million yuan.
2. cheat v. 1). To act in a dishonest way in order to win 欺；作弊
2). (of, out of) to take from (someone) in a dishonest way 取
They cheated the old woman out of her money by making her sign a document she didn’t understand.
n. 1). an act of cheating 作弊行为
2). one who cheats
3. go through
1). To examine carefully 仔细阅读或研究
I went through the students’ papers last night.
2). To experience 经历，遭受或忍受
You really don’t know what we went through while working on this project.
4. crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的
It’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
She is crazy about dancing.
5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
He has been very lonely since his wife left him.
lonely/alone
alone
1). without or separated from others 单独的
She lives alone.
2). only 仅仅，只有。用于名词或代词之后。
The gloves alone cost $ 80.
leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
Leave that alone. It’s mine.
She has asked to be left alone.
6. be concerned about/for: be worried about 担心
We’re all concerned about her safety.
7. upset:
1). Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
He is upset.
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
His cheating on the exam upset his teacher.
8．well n. 井 adj. 身体好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.
Step 3. Learning about language
1. Finish , 2 and 3. on Page 4.
2. Direct speech and indirect speech: Ss do and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.
Step 5. Assignment
Finish Wb. Ex, 1 and2 on page 41 and 42.
Period four
Step 1. Revision
Check the Ss’ assignment.
Step 2. Reading
Ss read the letter on page 6
Notes:
1. get along with
2. fall in love
Step 3. Listening
Ss should take notes while they are listning.
1. first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.
Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.
Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because ….
I think so.
I don’t think so.
I agree with you.
I don’t agree with you.
Step 5. assignment
Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiaodong.
2. Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.
1. Ss make a list about the important information that they need.
2. Ss begin to write the letter to Xiaodong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss’ writings in class.
Step
Do Wb writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.
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