摘要：
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人教版高中英语选择性必修一音频在人教社官网下载，步骤如下：1、打开人教社官网。2、点击“数字出版物”。3、在“高中”下拉菜单中选择“英语”。4、找到“必修一”对应的教材，点击进入。5、在教材页面下方可以找到“电子课件下载”和“音频下载”两个入口，点击“音频下载”。6、根据提示选择下载方式，即可下载对应的音频文件。
这里全都是希望采纳
高中英语必修一unit1讲课视频
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.
要音、形、义放在一起记，而不是分开的，要朗读。英语有一个显著的特点就是读，要读得响，读得快，读得疯狂，这样，人就激奋，大脑皮层处于活跃的状态，更容易记忆。这种 方法 的确有用，不妨试试。以下是我给大家整理的 高一英语 第一单元总知识点归纳，希望大家能够喜欢!
高一英语第一单元总知识点归纳1
Humour
重点句型解析
do not think everybody will find my kind of humour funny.
我认为不是每个人都觉得我的幽默是滑稽可笑的.
(1)这是一个含有 that 引导的宾语从句的复合句.请注意汉语与英语在表示否定时位置的不同.在英语中，有一种否定转移现象，主句在形式上是否定的，而在意义上实际上是否定从句.这种情况常出现在think，believe，imagine，suppose 等作主句谓语的 句子 中.
don’t suppose he cares，does he?我看他不在乎，对吧?
She doesn’t believe he is at school.她认为他不在学校.
(2)当主句的谓语动词是think，believe 等与情态动词连用时，不存在否定转移.
couldn’t believe he was at home.我们真不能相信他当时在家.
We didn’t believe he was at home.我们认为他不在家.
(3)find+宾语+宾补，宾补可以是名词，形容词，过去分词，现在分词，动词不定式，介词 短语 ，副词等.
Will you find Mary her tennis racket?你愿意替玛丽找一找 网球 拍吗?
We found him (to be) dishonest.我们觉得他不诚实.
He found the door closed.他发现门被关上了.
He found a wallet lying on the ground.他发现一只钱包躺在地上.
I find it difficult to understand him.我觉得难以理解他.
comedians have in common with the players in a comedy is their way of playing with words.在喜剧中，喜剧演员同其他演员的共同之处是玩文字游戏.
(1)这是一个由what引导的主语从句，what充当have的宾语.
(2)have...in common(with)意思是“与……有共同之处”.
She has nothing in common with her sister.她和姐姐毫无共同之处.
(3)in common 意思是“公有，公用”.
They two own the factory in common.他俩共有这家工厂.
cycled as fast as I could.我尽可能快地骑.
(1)as fast as...意思是“尽可能快地……”.as...as意思是“如同……一样”，表正面比较，第一个as为副词，修饰中间的形容词和副词，第二个as后接名词时，作介词用;接从句时是连词，从句常为比较状语从句.否定形式是not so/as...as...意思是“不如……那样……”，“没有……那么……”.
It is as white as snow.像雪一样白.
I am as tall as you (are).我跟你一般高.
(2)cycle在本句中用作动词，意思是“骑自行车”.可用作名词，意思是“自行车，摩托车”.cyclist意思是“骑自行车的人”.
cycled in front of him.我骑车绕到他的前面.
Last night，I watched a cycle race.昨晚，我观看了一场自行车比赛.
I had to brake hard and I hit another cyclist.我不得不拼命刹车，结果撞上了另一个骑车的人.
was still so angry that I went up to tell him what I thought of him.
我仍然如此生气以至于我走上前把我对他的看法告诉他.
(1)so+形容词+that引导结果状语从句，意思是“如此……，以至于……”.
is so kind that I like him very much.他是如此和善，以至于我很喜欢他.
(2)go up to意思是“走上前去”，由so构成的短语：
go in for从事于，酷爱go all out全力以赴go against违背go ahead前进
All things went well.万事大吉.
高一英语第一单元总知识点归纳2
away毫不迟疑，立刻
seemed as if the world was at an end.世界似乎到了末日。
从句表示“(在某人)看来好像;似乎”
① It seems/looks/appears as if/though…看起来好像…
② Sb./ as if/though…
③ There seems/appears(to be)…
There appears to have been a mistake.
ruins.变为废墟
built shelters for survivors whose homes had been destroyed.
the weight of在……重压下，迫于
the open air在户外，在野外，露天
turns to do sth依次，轮流做某事
in turn依次地，轮流地
shocked at对……感到震惊
proud of以……为自豪
one’s thanks to sb/for sth…对/因……表示感谢
warning毫无预兆
to紧接着，相邻，次于
away from…避免，摆脱，离开
areas灾区
to English is a very important skill because it is only when we understand what is said to us that we can have a conversation with somebody.
听英语是一项很重要的技能，因为只有当我们懂得别人给我们说什么我们才能与他交谈。
is believed that人们认为…
up举起;托住;支撑列举，推举
up弥补,虚构,整理,和解,化妆,拼凑
trapped in被困于…
is said that…据说...
fixed to…被固定到……
tied to…被绑在……
高一英语第一单元总知识点归纳3
【Body language知识点】
重要词汇
1. statement; n. 陈述;说明
state-vt. 陈述;叙述;声明
问候，迎接，打招呼
greeting –n敬礼，致意
greetings 问候语 ，致词
.代表，象征
representative -n. 代表
4.. association;n. 社团;联系;联想
associate;vt. 使发生联系, 使联合
adj. associated联合的, 关联的
5. curious adj. 好奇的
curiously adv. 好奇地
–n 宿舍
7. approach;vi.&vt.接近;靠近
n.接近;方法;途径.
approachable -adj. 可到达的;可亲近的
8. defend -vt. 保护;保卫
defense- n. 防卫;防卫设备;防御
9. major--adj. 主要的
minor --adj. 较小的;次要的
猛冲，突进.
. 误解;误会
misunderstanding -n. 误解;误会
understanding --n. 谅解, 理解
成人，成年人
adj 成人的，成熟的
13. spoken- adj. 口语的
unspoken-adj. 非口语的;未说出口的
14. function-n 作用，动能，只能 v-起作用，运转
adj. 可能的
—adj 错误的，假的 true 真的，正确的
. 安逸;舒适vt.减轻(痛苦;忧虑)
easeful--adj.舒适的, 安逸的
18. truly-- adv. 真实地;真诚地;真正地
true--adj. 真实的, 真正的
19. anger- n. 怒气;怒火
angry-- adj. 生气的
重点短语
1. defend against保卫…以免受
sb tosb 向某人介绍某人
sb on somepart亲吻某人的某个部位
defence 防御，保障
with 与某人一起
likely to 很可能…;有希望…
one’s hand out to sth 把手伸出来取某物
the contrary 相反
at sb 向某人点头
sbwith/by 通过…向某人问候
one’s feelings表达某人的感情
12. in general 总的来说;通常
a job fair 在求职会上
nervousabout 对…感到紧张
15. at ease 舒适;快活;自由自在
16. lose face丢脸
one’s back to 背对;背弃
one’s head away 把头转过去
willing to 渴望…. , 愿意….
20. look upsetabout sth 对.. 感到沮丧
重点句型
1. I saw several young people enter thewaiting area looking around curiously.
我看见几个年轻人走进了等候区，好奇地向四周张望。
2. The firstperson to arrive was Tony Garcia from Colombia, closely followed by Julia Smithfrom Britain.第一个到达的是从哥伦比亚来的托尼?加西亚，随后紧跟着的是英国的茱莉亚?史密斯。
3. She steppedback appearing surprised and put up her hands, as if in defense.
她后退了几步，看上去有些吃惊，并举起了手，好像是在自卫。
4. Not allcultures greet each other the same way, Nor are they comfortable in the sameway with
touching ordistance between people.
各种 文化 背景下的人互致问候的方式不尽相同，身体接触和相互间距的程度也不尽相同。
5. We can often bewrong about each other, so it is an amazing thing that we understand each otheras well as we do.
尽管我们常常会彼此误解，但我们仍能做到彼此理解，这真是件令人惊奇的事。
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★ 高一英语必修一知识点总结
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《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，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《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，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
教学过程
...
板书
Uint1 Reading Anne’s Best Friend
Qualities: easy-going ,warm-hearted ,helpful,…
Questions:
Skimming
Summarize
Discussion: 1> style 2> ideas
教学准备
教学目标
■To help students learn to express attitudes, agreement & disagreement and certainty
■To help students learn to read the text and learn to write diaries in English
■To help students better understand “friendship”
■To help students learn to understand and use some important words and expressions
■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text
教学重难点
Words
upset, ignore, calm, concern, settle, suffer, recover, pack
Expressions
add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in
Patterns
“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.
I stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that I’d seen the night face to face…
教学工具
ppt
教学过程
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
1. Warming up
⑴ Warming up by defining friendship
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.
Then what is your opinion about friendship?
Do you think that friendship is important to our life? Why?
⑵Warming up by learning to solve problems
Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.
Common problems among teenagers
Solution
Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.
Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.
Situation 1: Friends get angry with each other when they try to talk about something difficult.
Try to understand your friend/ Try to talk about the problem in a different way.
Situation 2: Friends don’t know how to apologize
Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.
Situation 3: Some friends don’t know how to keep secrets.
Keep your secrets to yourself
Tips on being a good friend
Treat your friends the way you want to be treated. Keep secrets that are told to you.
Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.
⑶Warming up by doing a survey
Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.
To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).
Now please do the survey on page one.
Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.
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Module 1 GLOSSARY OF BOOK 31. across [əˈkrɔs] prep. 横过；穿过2. boot [bu:t] n. 长统靴；皮靴3. continental [ˌkɔntiˈnentl] adj. 大陆的；大洲 的4. face [feis] vt. 面向；面对5. range [reindʒ] n. 山脉6. landmark [ˈlændˌmɑ:k] n. 标志性建筑7. gallery [ˈɡæləri] n. 美术馆；画廊8. situated [ˈsitjueitid] adj. 坐落（某处）的； 位于（某处）的9. symbol [ˈsimbəl] n. 象征；符号10. located [ləʊˈkeitid] adj. 位于11. architect [ˈɑ:kitekt] n. 建筑师12. project [prəˈdʒekt] n. 计划；项目；工程13. sculpture [ˈskʌlptʃə] n. 雕刻；泥塑Module 229. hunger [ˈhʌŋɡə] n. 饥饿30. income [ˈinkəm] n. 收入31. poverty [ˈpɔvəti] n. 贫穷32. human [ˈhju:mən] n. 人33. development [diˈveləpmənt] n. 发展 14. birthplace [ˈbə:θˌpleɪs] n. 发源地15. civilization [ˌsivilaiˈzeiʃən] n. 文明16. ancient [ˈeinʃənt] adj. 古代的17. opposite [ˈɔpəzit] prep. 在……对面18. sign [sain] vt. 签署19. agreement [əˈɡri:mənt] n. 协议；契约20. whereabouts [ˌhwɛərəˈbauts] adv. 在哪里21. govern [ˈɡʌvən] vt. 统治；治理22. head [hed] n. 领袖；领导人23. representative [ˌrepriˈzentətiv] n. 代表24. parliament [ˈpɑ:ləmənt] n. 国会；议会25. region [ˈri:dʒən] n. 地区；区域26. geographical [dʒɪəˈgræfikəl] adj. 地理的27. feature [ˈfi:tʃə] n. 特点28. produce [ˈprədju:s] n. 产品；农产品34. index [ˈindeks] n. 指数35. measure [ˈmeʒə] vt. 测定；测量；评估36. goal [ɡəul] n. 目标37. expectancy [ikˈspektənsi:] n. （根据概率 得出的）预期数额 38. position [pəˈziʃən] n. 位置39. educate [ˈedju:keit] vt. 教育；培养；训练40. figure [ˈfiɡə] n. 数字41. household [ˈhaushəuld] n. 一家人；家庭42. homeless [ˈhəʊmlis] adj. 无家可归的43. charity [ˈtʃæriti] n. 慈善团体44. crowded [ˈkraʊdid] adj. 拥挤的45. freeway [ˈfri:ˌwei] n. 高速公路46. inhabitant [inˈhæbitənt] n. 居民47. similarity [ˌsiməˈlæriti:] n. 类似；相似48. unfortunate [ʌnˈfɔ:tʃənit] adj. 不幸的；遗 憾的49. location [ləuˈkeiʃən] n. 位置；所在地50. tourism [ˈtʊərˌizəm] n. 旅游业51. transport [trænsˈpɔ:t] n. 交通工具52. industrial [inˈdʌstriəl] adj. 工业的53. polluted [pəˈlu:tid] adj. 受到污染的54. smart [smɑ:t] adj. 漂亮的；整洁的；时髦 的55. vast [vɑ:st] adj. 巨大的；庞大的；浩瀚的56. entertainment [ˌentəˈteinmənt] n. 娱乐57. exchange [iksˈtʃeindʒ] n. 交换Module 358. disaster [diˈzɑ:stə] n. 灾难59. flood [flʌd] n. 洪水60. hurricane [ˈhʌrikən] n. 飓风61. lightning [ˈlaitniŋ] n. 闪电62. thunderstorm [ˈθʌndəˌstɔ:m] n. 雷暴63. tornado [tɔ:ˈneidəu] n. 龙卷风64. column [ˈkɔləm] n. 柱状物；柱状体65. experience [iksˈpiəriəns] vt. 经历66. cause [kɔ:z] vt. 引起；导致67. current [ˈkʌrənt] n. 海流；潮流 68. latitude [ˈlætitju:d] n. 纬度69. furniture [ˈfə:nitʃə] n. 家具70. bury [ˈberi] vt. 埋葬71. feather [ˈfeðə] n. 羽毛72. fur [fə:] n. （动物的）毛皮73. occur [əˈkə:] vi. 发生74. tropical [ˈtrɔpikəl] adj. 热带的75. equator [iˈkweitə] n. 赤道76. rotating [rəʊˈteitiŋ] adj. 旋转的；循环的77. violent [ˈvaiələnt] adj. 猛烈的；激烈的； 强烈的78. wave [weiv] n. 波浪79. strike [straik] vt.&n. (struck; struck/striken)（雷电、暴风雨等）袭击80. cemetery [ˈsemitəri] n. 墓地；公墓81. coffin [ˈkɔ:fɪn] n. 棺材82. ruin [ˈruin] vt. 毁坏83. ash [æʃ] n. 灰84. erupt [iˈrʌpt] vt. （火山的）爆发；喷发85. lava [ˈlɑ:və] n. 熔岩；岩浆86. tidal [ˈtaidl] adj. 受潮水影响的；有涨落 的87. volcano [vɔlˈkeinəu] n. 火山88. previous [ˈpri:viəs] adj. 以前的89. eruption [iˈrʌpʃən] n. （火山的）爆发； 喷发90. possibility [ˌpɔsəˈbiliti] n. 可能；可能性 91. earthquake [ˈə:θkweik] n. 地震92. terrifying [ˈterifaiiŋ] adj. 吓人的；可怕的93. luckily [ˈlʌkili] adv. 幸运地；幸亏94. thankfully [ˈθæŋkfulli] adv. 感激地；满怀 感谢地95. hopefully [ˈhəʊpfulli] adv. 满怀希望地； 有希望地96. sadly [ˈsædli] adv. 伤心地；不幸地97. fortunately [ˈfɔ:tʃənətli] adv. 幸运地；幸 亏98. warning [ˈwɔ:niŋ] n. 警告99. worldwide [ˈwə:ldwaid] adj. 全世界的100. active [ˈæktiv] adj. 积极的；活跃的101. damage [ˈdæmidʒ] n.& v. 损失；损害Module 4102. sandstorm [ˈsændˌstɔ:m] n. 沙尘暴103. frightening [ˈfraitniŋ] adj. 吓人的；可怕 的104. inland [ˈinlənd] adj. 内地的；内陆的105. mass [mæs] adj. 大量的；大规模的 106. campaign [kæmˈpein] n. 战役；活动107. dune [du:n] n. 沙丘108. desertification [diˌzə:tifiˈkeiʃən] n. （土 地的）沙漠化109. process [ˈprəuses] n. 进程；过程 110. citizen [ˈsitizən] n. 公民；市民111. ust [dʌst] n. 沙尘；灰尘112. forecast [ˈfɔ:kɑ:st] vt. 预报；预告113. strength [streŋθ] n. 力量；力气114. cycle [ˈsaikl] vi. 骑自行车115. mask [mɑ:sk] n. 面罩116. atmosphere [ˈætməsfiə] n. 大气；大气层117. carbon [ˈkɑ:bən] n. 碳118. dioxide [daiˈɔksaid] n. 二氧化物119. chemical [ˈkemikəl] n. 化学药品120. environment [inˈvaiərənmənt] n. 环境121. garbage [ˈɡɑ:bidʒ] n. 废料；垃圾122. melt [melt] vi. 融化123. pollution [pəˈluʃən] n. 污染124. recycle [ˌri:ˈsaikl] v. 重新利用；再循环 125. coastal [ˈkəʊstl] adj. 沿海的126. concerned [kənˈsə:nd] adj. 关心的；担心 的127. evidence [ˈevidəns] n. 根据；证明128. major [ˈmeidʒə] adj. 主要的；多数的129. urgent [ˈə:dʒənt] adj. 紧急的130. pollute [pəˈlu:t] vt. 污染131. complain [kəmˈplein] vi. 抱怨；发牢骚132. nutshell [ˈnʌtˌʃel] n. 坚果壳；简单的一 句话133. scary [ˈskeəri:] adj. 恐怖的；吓人的134. absolutely [ˈæbsəˌlu:tli] adv. 绝对地；完 全地135. protection [prəˈtekʃən] n. 保护Module 5136. equal [ˈi:kwəl] adj. 平等的137. importance [imˈpɔ:təns] n. 重要；重要性138. philosopher [fiˈlɔsəfə] n. 哲学家139. philosophy [fiˈlɔsəfi] n. 哲学140. teaching [ˈti:tʃiŋ]n. （常作复数）教导； 学说 141. thinker [ˈθiŋkə] n. 思想142. kindness [ˈkaindnis] n. 善良143. order [ˈɔ:də] n. 秩序144. principle [ˈprinsəpl] n. 原则；准则145. position [pəˈziʃən] n. 职位146. stress [stres] vt. 强调 147. resign [riˈzain] vi. 辞职148. adviser [ædˈvaizə] n. 顾问149. influential [ˌinfluˈenʃəl] adj. 有影响的150. love [lʌv] n. 仁爱151. honesty [ˈɔnisti:] n. 诚实152. justice [ˈdʒʌstis] n. 公正153. bark [bɑ:k] n. 树皮154. contribution [ˌkɔntriˈbju:ʃən] n. 贡献155. invent [inˈvent] vt. 发明156. leather [ˈleðə] n. 皮革157. monk [mʌŋk] n. 和尚 158. soft [sɔft] adj. 柔软的159. category [ˈkætiɡəri] n. 范畴；种类160. sutra [ˈsu:trə] n. （佛教的） 经161. inventor [inˈventə] n. 发明家162. argument [ˈɑ:ɡju:mənt] n. 争论；辩论； 议论163. freedom [ˈfri:dəm] n. 自由164. fuel [fjuəl] n. 燃料165. condition [kənˈdiʃn] n. 状况；条件；环 境Module 6166. bulletin [ˈbulitin] n. 小型报刊；短新闻；报告167. canal [kəˈnæl] n. 运河168. civil [ˈsivl] adj. 民用的；国内的169. cliff [klif] n. 悬崖；峭壁170. dam [dæm] n. 坝；堤；水闸171. engineering [ˌendʒiˈniəriŋ] n. （土木）工 程172. gorge [gɔ:dʒ] n. 峡谷173. hydro-electric [ˈhaidrəu-iˈlektrik] adj. 水 力发电的174. reservoir [ˈrezəvwɑ:] n. 水库175. structure [ˈstrʌktʃə] n. 建筑物；结构176. terminal [ˈtə:minəl] n. （机场的）集散 站；终点站；候机厅177. date [deit] vi. 始于（某一历史时期）178. accommodate [əˈkɔmədeit] vt. 容纳（乘 客等）179. carving [ˈkɑ:viŋ] n. （尤指木头、象牙等 的）雕刻 180. construction [kənˈstrʌkʃən] n. 建造；建设；建筑业181. relic [ˈrelik] n. （常作复数）（历史的） 遗迹；遗产182. site [sait] n. 场所；遗址183. Buddhist [ˈbudist] n. 佛教徒184. generate [ˈdʒenəreit] vt. 发（电）185. harness [ˈhɑ:nis] vt. 利用；将（自然力） 变成动力186. historical [hisˈtɔrikəl] adj. 历史的；有关 历史的187. narrow [ˈnærəu] adj. 狭窄的188. poem [ˈpəuim] n. 诗；诗歌189. submerge [səbˈmə:dʒ] vt. 浸入水中；淹 没190. global [ˈɡləubəl] adj. 全球的191. watchtower [ˈwɔtʃˌtaʊə] n. 望台192. remove [riˈmu:v] vt. 迁移；搬迁193. freezing [ˈfri:ziŋ] adj. 冷冰冰的；极冷的194. ridiculous [riˈdikjuləs] adj. 荒唐的；可笑 的195. enormous [iˈnɔ:məs] adj. 巨大的；庞大 的196. observatory [əbˈzə:vəˌtɔ:ri:] n. 观察台197. foggy [ˈfɔ:gi:] adj. 有浓雾的198. crash [kræʃ] vi. （飞机）失事；坠毁Phrase & ExpressionsModule 1199. because of 因为；由于200. be known as 作为……而出名/闻名201. ever since 自从……一直Module 2205. at the top of 在……顶端206. at the bottom of 在……底部 202. in terms of 据……；依据……203. on the other hand 另一方面；反过来说204. little by little 一点点地；逐渐地207. make effort 努力208. be connected with 与 …… 有联系； 与……有关 209. be close to 接近；靠近Module 3210. pick up 卷起；掀起211. ake off 去掉212. on average 平均起来213. end up 结果为……，以……结束214. set fire to 放火（焚烧）……Module 4219. cut down 砍倒220. be caught in 突然遭遇（风暴等）221. one after another 一个接一个地222. have a bad effect on 对……有坏影响Module 5227. be at war with 与……交战228. bring up 养育；抚养229. become interested in 对……感兴趣Module 6233. date from 起源于234. hold back 阻止235. come true （梦想等）变成现实 215. catch fire 着火216. put out 扑灭（火）217. take place 发生218. in all 总共；总计223. take in 吸收224. give out 放出；发出225. in a nutshell 简言之；概括地讲226. look through 浏览230. be proud of 为……自豪231. in conclusion 总之232. for the first time 第一次236. make sense 有意义；有道理237. bring an end to 结束；终止
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【 #高一# 导语】我们学会忍受和承担。 但我们心中永远有一个不灭的心愿。 是雄鹰，要翱翔羽天际！ 是骏马，要驰骋于疆域！ 要堂堂正正屹立于天地！ 努力！坚持！拼搏！成功！一起来看看 高一频道为大家准备的《高一英语必修一说课稿》吧，希望对你的学习有所帮助！ 【篇一】 一、 说课标 新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。(]指出：“教师在教学才过程中应与学生积极互动、共同发展。教师应尊重学生的人格，关注个体差异，满足不同学生的学习需要，创设能引导学生主动参与的教育环境，激发学生的学习积极性，培养学生掌握和运用知识的态度和能力，使每个学生都能得到充分的发展。因此，本课的设计重点是：帮助学生形成自主、合作、探究的学习模式，掌握阅读的一些基本技巧，让每个学生在原有的基础上都学有所得。 二、说教材 （一） 教材地位和教学内容分析 本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。Reading设计为本单元的第2课时。本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具体描写1976年唐山大地震的震前、震中和震后。本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。但文章的结构较明显，较容易归纳出各部分的中心词。 （二）教学目标 1. 语言知识目标： a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。 b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。 2. 语言技能目标： a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意；通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词；通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。 b) 让学生复述课文，分析、感悟作者的写作意图。 c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。 a）学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人和有关地震的形成和减少地震所造成的损失等一般知识。 b）懂得地震无情人有情，即使发生了多么可怕的灾难，国家和解放军兵都会不顾自身安危，奋力抢救，培养学生一方有难、八方支援的互助友爱精神。 c）了解自然灾害会给人类带来严重的破坏性后果，让学生进一步感悟、领会到人类应与自然界和谐共处。 d）培养学生的合作意识和“合作学习”的习惯。 e）欣赏课文中优美句子，了解一些英语修辞手法，使学生在学习完课文之后得到一次美的享受，一次心灵的愉悦和升华。 （三）教学重点和难点： 1． 重点 1）让学生了解唐山大地震，了解地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。 2）训练学生的阅读技巧，提高阅读能力。侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力： a.文章段落中心词把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.总结归纳能力。 3）重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。 2．难点 1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。 2) 如何使学生学会提取、筛选和重组文章中的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。 三、 说教学方法 1、任务型语言教学法 任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过“做中学”、“学中做”，使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，进行一次就地震后幸存者的访问。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。 2．直观法（视听教学法） 充分利用多媒体教学手段，通过播放影视剪辑，与课文主题相关的图片、图表等直观手段，在充分调动学生学习兴趣的同时，降低学习难度，突破重难点。 3．合作学习教学法 合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。因此，本课打破传统的教师单向灌输，采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。 四、说教学过程 STEP1 导入 lead-in 在课堂开始，我会给学生播放一段有冯小刚导演拍的*《唐山大地震》的片段节选，让学生能通过*能理解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去了解这篇文章的兴趣，积极加入课堂。 Step2 pre-reading 读前 在这个环节我会在学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环节的阅读中找出答案。 Step3 while reading 在这个环节当中我设计了3个活动 第一个活动 activity1 fast reading 给学生几分钟的时间，让后让学生快速阅读这篇文章，并找出在读前所给题的答案，在读完文章之后，让几个同学来进行回答。 第二个活动 activity2 scanning 放录音，让学生跟随录音快速阅读，并要求学生找出每一段落的中心句，并在读完之后，要求得出这篇文章的整体大意。并让学生起来进行回答 第三个答案：acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。 首先我会将整个班级分为若干个小组，每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题，（true or false）,要求学生以小组的形式进行抢答。并作出得分记录，最后还要评选出第一名。在抢答过程当中，我并不只单单是以游戏的形式来完成这一任务，只是简单的完成对错题，我会要求每组在抢答的过程当中，要对他们所选的答案进行解释说明为什么。让学生在这个过程当中真正玩有所得。 Step 4 post-reading 这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式，设计五道选择题，用幻灯片展示出来，并让学生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节当中对刚刚已经学习知识进行巩固。 Step5 summary 在这一环节中我会整堂课做一个简短的总结，并再一次强调本次课的重难点。让学生明确本课的重点，再一次明确课堂目标。和引导学生对这篇文章的情感态度进行升华。 Step6 homework 作业： 1、要求学生背诵本次课的重点词汇和短语 2、要求完成相应联系。 3、要求学生课后通过各种途径查到关于地震的常识，并去了解一些 逃生的小常识，下节课来全班同学一起分享。 【篇二】 一、教材分析： 1、教材的地位及作用： 第二册第六单元第五节课，本单元围绕表述个人特征，对人物进行比较这个题材开展多种教学活动，学会用形容词的比较级来对两个人的外貌及个性进行比较。本节课是堂阅读课，它通过前几节课学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过对与朋友间的相同及不同之处的描述，进一步提高学生听、说、读、写的综合素质能力。 2、教学目标 ：(知识目标、能力目标、情感目标、学习策略目标) 知识目标： (1)学习单词：opposite, view, interest, most of, though, opinion, really (2)掌握句子：Should friends be different or the same? I like to have friends who are like me. I like to have friends who are different from me. 能力目标：提高学生听、说、读、写及知识自学的综合能力。 情感目标： ①通过形象、生动的教学使学生掌握如何去比较两个人，并从中学会欣赏别人中，享受与不同的人交往的乐趣。 ②培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。 学习策略目标： ①善于抓住用英语交际的机会。 ②积极参于，善于合作。 确立教学目标 的依据： 根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。 3、重点与难点： 重点：学会用形容词的比较级来对两个人的外貌及个性进行比较。 难点：文章中较难句子的理解及应用。 确立重点与难点的依据： 根据课程标准的要求，及本课在教材中所处的地位和作用。 二、说教法： 为了更好地突出重点，突破难点，我主要采用了： 1.任务型教学法：新课标倡导的“玩中学，学中玩”的理念也很受学生欢迎。例如，阅读文章时我设计了一张表格，让学生阅读后完成表格并复述。培养学生逻辑分类与表述能力。 2. 竞赛教学法：根据初中生争强好胜的性格特征，我每堂课都进行俩俩对话，激发学生兴趣，给学生创造外语语言氛，培养学生集体荣誉感。实践证明这是个复习巩固旧知识的好办法。 三、说学法： 1.善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。例如，在复习环节，学生可以利用很多机会：One minute dialogue(每组都有一次机会)，Revise words and phrases(每人至少一次)，Act out the conversation(每组一次)。 2.积极参于，善于合作。例如，本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。 四、说流程： 1.总体设计及依据 课前准备和复习(10分钟)-阅读(20分钟)-任务应用(8分钟)-写作交流(6分钟)-作业 布置(1分钟) 依据： ⑴遵循人类认识过程的普遍规律和学生认识活动的特点。 ⑵教师为主导，学生为主体。 2.分步设计及依据 StepⅠ课前准备和复习(10分钟) 1. 一分钟俩俩对话。自由选择已学过或未学句型进行一分钟比赛。创设英语氛围，引进竞争机制，活跃课堂气氛，调动学习积极性。同时促进预习的开展，为新课导入 做准备。 2. 用卡片复习本单元重点词汇与短语。直观教学，加深印象，促进单词记忆，为新课的活动做准备。 3. 学生拿出课前准备好的自己小时候与现在的相片，然后进行比较，从而复习巩固本单元的重点：形容词的比较级。 StepⅡ阅读(20分钟) 1. 让学生自行阅读课文2分钟，找出难理解的词汇或句子。然后教师给与解答。为理解课文及3c的写作扫清语言障碍。 2. 划出文章中描写人物性格特征的词。复习巩固形容词的比较级的变化规律， 3. 完成表格，加深对文章的理解。 What kind of friend he/she likes The same as best friend Different from best friend James Green Huang Lei Mary Smith StepⅢ任务应用(8分钟) 根据所完成的表格，Say sth about James, Huang Lei, Mary and their friends.让学生学会交际使用，训练说的能力。 StepⅣ写作交流(6分钟) 对本堂课所学知识进行了综合运用，培养了学生听说读写能力。教师要引导学生从中学会欣赏别人，享受与人交往的乐趣。。 StepⅤ作业 布置(1分钟) 为了巩固课堂上所学知识，给学生布置课外作业 ：继续完成写作并完成自测部分练习。 3.板书设计 (根据本课的重难点) 本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用任务型教学，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。
高中英语必修一试讲视频
《英语语法视频教程大全小学初中高中大学英语语法全套讲解教学自学从入门到精通课程内容(4).rar》百度网盘资源免费下载
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语法都是浮云，高考根本就忽视了语法学习，同学背单词吧，单词才是硬道理
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