摘要：
高一英语必修一第2单元课文课文标题是In search of the amber room 【原文】Frederick William I, the King of... 高一英语必修一第2单元课文
课文标题是In search of the amber room 【原文】Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown colour like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country' s best artists about ten years to fact, the room was not made to be a gift. It was designed for the palace of Frederick I. However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return, the Czar sent him a troop of his best soldiers. So the Amber Room became part of the Czar' s winter palace in St Petersburg. About four metres long, the room served as a small reception hall for important , Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it. In 1770 the room was completed the way she wanted. Almost six hundred candles lit the room, and its mirrors and pictures shone like gold. Sadly, although the Amber Room was considered one of the wonders of the world,it is now September 1941 , the Nazi army was near St Petersburg. This was a time when the two countries were at war. Before the Nazis could get to the summer palace, the Russians were able to remove some furniture and small art objects from the Amber Room. However, some of the Nazis secretly stole the room itself. In less than two days 100,000 pieces were put inside twenty-seven wooden boxes. There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. After that,what happened to the Amber Room remain a , the Russians and Germans have built a new Amber Room at the summer palace. By studying old photos of the former Amber Room, they have made the new one look like the old one. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city. 【翻译】 寻找琥珀屋普鲁士国王威廉一世决不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了好几吨的琥珀。选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。琥珀屋的设计采用了当时流行的别致的建筑式样。它也是用金银珠宝装饰起来的珍品。一批国家最优秀的艺术用了大约十年的时间才把它完成。事实上，这个琥珀屋并不是作为礼物来建造的。它是为腓特烈一世的宫殿设计（制作）的。然而，下一位普鲁士国王，腓特烈·威廉一世，这个琥珀屋的主人却决定不要它了。在1716年，他把琥珀屋送给了彼得大帝。作为回赠，沙皇则送给他一队自己最好的士兵。这样，琥珀屋就成了沙皇在圣彼得堡冬宫的一部分。这间琥珀屋长约四米，被用作待重要宾的小型会客室。后来，叶卡捷琳娜二世派人把琥珀屋搬到圣彼得堡郊外她避暑的宫殿中。她叫她的工匠在原来设计的基础上增添了更多精细的装饰。1770年，这间琥珀屋按照她的要求完成了。将近600支蜡烛照亮了这个房间，里面的镜子和图画就像金子一样闪闪发光，可悲的是，尽管琥珀屋被认为是是世界上的一大奇迹之一，可是现在它却消失了。1941年9月，纳粹德国的军队逼近圣彼得堡。这是在两国交战的时期。在纳粹分子到达夏宫之前，俄罗斯人只能把琥珀屋里的一些家具和小件艺术饰品搬走。可是琥珀屋本身却被一些纳粹分子偷偷地运走了。在不到两天的时间里，10万个部件装进了27个木箱。毫无疑问，这些想在后来被装上火车运往哥尼斯堡，当时德国在波罗的海边的一个城市。从那以后，琥珀屋的去处便成了一个迷。近来，俄罗斯人和德国人已经在夏宫建起了一个新的琥珀屋，通过研究琥珀屋原来的照片，他们建造的新琥珀屋样子和旧的看起来非常像。2003年春，圣彼得堡人民就用它来庆祝该市建成300周年。
Different Countries, Different SchoolsIt is interesting to look at differences between schools in different countries. In many European countries, for example, the relationship between teachers and students is quite formal. This is true of France, Germany, and Spain, where discipline and respect for the teacher is considered very important. The same is true of Russia. In northern European countries, however, the relationship between teachers and students is much friendlier and more relaxed. In America, students and teachers are quite relaxed with each other. In Britain, relationships are quite relaxed, but teachers can have big problems with important difference is whether schools are state schools or private schools. State schools are paid for by the government, but in private schools, the parents pay for the education of their children. Germany and France have both state and private schools, but most students go to state schools, which are very good. Similarly, America has both state and private schools. Most American children go to state schools, but the private schools can be very good. Britain has both state and private schools.
THE ROAD TO MODERN ENGLISH At the end of the 16th century, about five to seven million people spoke Englis h. Nearly all of them lived in England. Later in the next century, people from Engla nd made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries. Today, more people speak English as their first, second or foreign language than ever before. 通向现代英语之路 在 16 世纪末,大约有五至七百万人讲英语.几乎所有这些讲英语的人都住在英格兰. 在其后的一个世纪中, 英格兰人为征服世界航海到了世界其他一些地方, 结果世界的其他地 方的人们也开始说英语了.今天,把英语作为自己的第一语言、第二语言或外语来使用的人 比以往任何时候都多. Native English speakers can understand each other even if they don’t speak th e same kind of English. Look at this example: British Betty: Would you like to see my flat? American Amy: Yes, I’d like to come up to your apartment. 以英语作为母语的人,即使他们所讲不是同一种英语,他们也能彼此听懂.请看看这个 例子： 英国人贝蒂：来看看我的公寓吗? 美国人艾米：好的,我来看看你的公寓吧. So why has English changed over time? Actually all languages change and de velop when cultures meet and communicate with each other. At first the English sp oken in England between about AD 450 and 1150 was very different from the Engl ish spoken today. It was based more on German than the English we speak at pr esent. Then gradually between about AD 800 and 1150, English became less like German because those who ruled England spoken first Danish and later French. T hese new settlers enriched the English language and especially its vocabulary. So by the 1600’s Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too. English began to be spoken in b oth countries. 那么, 随着时间的推移英语为什么发生了变化呢?实际上, 当不同文化相互交流渗透时, 所有的语言都会有所发展和变化.开始,英格兰人在大约公元 450 年到 1150 年之间所说的 英语与我们今天所说的英语很不一样. 当时的英语更多的是以德语为基础的, 不像我们现在 说的英语.后来,大约在公元 800 年至 1150 年之间,英语慢慢变得不那么像德语,因为统 治英格兰的那些人开始是说丹麦语,后来说法语.这些新来的定居者丰富了英语语言,尤其 是丰富了英语词汇.所以到 17 世纪初的时候,莎士比亚能够得以使用比以往任何时候都丰 富的词汇.1620 年一些英国定居者来到了美洲,后来到了 18 世纪的时候,一些英国人还 被带到了澳大利亚.英语也就开始在这两个国家使用. Finally by the 19th century the language was settled. At that time two big cha nges in English spelling happened: first Samuel Johnson wrote his dictionary and l ater Noah Webster wrote The American Dictionary of the English Language. The la tter gave a separate identity to American English spelling. 最后到 19 世纪的时候,英语这种语言就变得稳定了.当时,英语的拼写发生了两个很 大的变化：先是塞缪尔?约翰逊编写了他的英语词典,后是诺亚?韦伯斯特出版了《美国英 语词典》.后者使得美式英语的拼写有了其独特的个性. English now is also spoken as a foreign or second language in South Asia. F or example, India has a very large number of fluent English speakers because Brit ain ruled India from 1765 to 1947. During that time English became the language f or government and education. English is also spoken in Singapore and Malaysia a nd countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tel l. 现在英语在南亚地区也被作为外语或第二语言使用. 比如, 印度就有很多人说英语说得 很流利,因为在 1765 年到 1947 年之间英国统治着印度.在此期间,英语成了印度政府和 教育所用的语言.在新加坡和马来西亚以及像非洲的南非,人们现在也说英语.当今,在中 国学英语的人数正在快速增加,事实上,中国可能是学英语人数最多的国家.中国式英语是 否也能发展成一种具有自己独特个性的语言?这还有待时间去证明.
高一英语课文必修一第一单元
英语课文听起来就觉得害怕，每个人似乎都有类似的经历，看着就让人头疼，不能否认，背课文是学习英语的好方法，特别是对中学生，所以，我建议学生应该多背诵英语课文。
学习不光要有不怕困难，永不言败的精神，还有有勤奋的努力，下面给大家带来一些关于 高一英语 课文必修一原文，希望对大家有所帮助。
Unit1 ANNE’S BEST FRIEND
Anne’s Best Friend Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? Or are you afraid that your friend would laugh at you, or would not understand what you are going through? Anne Frank wanted the first kind, so she made her diary her best friend. Anne lived in Amsterdam in the Netherlands during World War Ⅱ. Her family was Jewish so nearly twenty-five months before they were discovered. During that time the only true friend was her diary. She said, ”I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend, and I shall call my friend Kitty.” Now read how she felt after being in the hiding place since July 1942. Thursday 15th June, 1944 Dear Kitty, I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. That’s changed since I was here. …For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by my self. But as the moon gave far too much light, I didn’t dare open a window. Another time five months ago, I happened to be upstairs at dusk when the window was open. I didn’t go downstairs until the window bad to be shut. The dark, rainy evening, the wind, the thundering clouds held me entirely in their power; it was the first time in a year and a half that I’d seen the night face to face… …Sadly …I am only able to look at nature through dirty curtains hanging before very dusty windows. It’s no pleasure looking through these any longer because nature is one thing that really must be experienced. Yours, Anne
Unit2 THE ROAD TO MODERN ENGLISH
the Road to Modern English At the end of the 16th century, about five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, people from England made voyages to conquer other parts of the world, and because of that, English began to be spoken in many other countries. Today, more people speak English as their first, second or a foreign language than ever before. Native English speakers can understand each other even if they don’t speak the same kind of English. Look at this example: British Betty: Would you like to see my flat? American Amy: Yes. I’d like to come up to you apartment. So why has English changed over time? Actually all languages change and develop when cultures meet and communicate with each other. At fist the English spoken in England between about AD 450 and 1150 was very different from the English spoken today. It was base more on German than the English we speak at present. Then gradually between about AD 500 and 1150, English became less like German because those who ruled England spoke first Danish and later French. These new settlers enriched the English language and especially its vocabulary. So by the 1600’s Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia to. English began to be spoken in both countries. Finally by the 19th century the language was settled. At that time two big changes in English spelling happened: first Samuel Johnson wrote his dictionary and later Noah Webster wrote The American Dictionary of the English language. The latter gave a separate identity to American English spelling. English now is also spoken as a foreign or second language in South Asia. For example, India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947. During that time English became the language for government and education. English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tell.
Unit3 Travel journal
Journey Down the Mekong My name is Wang Kun. Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. Two years ago she bought an expensive mountain bike and then she persuaded me to buy one. Last year, she visited our cousins, Dao Wei and Yu Hang at their college if Kunming. They are Dai and grew up in western Yunnan Province near the Lancang River, the Chinese part of the river that is called the Mekong River in other countries. Wang Wei soon got time interested in cycling too. After graduating from college, we finally got the chance to take a bike trip. I asked my sister, “Where are we going?” It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends. Now she is planning our schedule for the trip. I am fond of my sister but she has one serious shortcoming. She can be really stubborn. Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly. Now I know that the proper way is always her way. I kept asking her, “When are we leaving and when are we coming back?” I asked her whether she had looked at a map yet. Of course she hadn’t; my sister doesn’t care about details. So I told her that the source of the Mekong is in Qinghai Province. She gave me a determined look -- the kind that said she would not change her mind. When I told her that our journey would begin at an altitude of more than 5,000 meters, she seemed to be excited about it. When I told her the air would be hard to breathe and it would be very cold, she said it would be an interesting experience. I know my sister well. Once she has made up her mind, nothing can change it. Finally, I had to give in. Several months before our trip, Wang Wei and I went to the library. We found a large atlas with good maps that showed details of world geography. From the atlas we could see that the Mekong River begins in a glacier to move quickly. It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. Sometimes the river becomes a water fall and enters wide valleys. We were both surprised to learn that half of the river is in China. After it leaves China and high altitude, the Mekong becomes wide, brown and warm. As it enters Southeast Asia, its pace slows. It makes wide bends or meanders through low valleys to the plains where rice grows. At last, the river delta enters the South China Sea.
Unit4 ANIGHTTHEEARTHDIDN'TSLEEP
Strange things were happening in the countryside of northeast three days the water in the village wells rose and fell,rose and noticed that the well walls had deep cracks in smelly gas came out of the the farmyards,the chickens and even the pigs were too nervois to ran out of the fields looking for places to jumped out of their bowls and about 3:00 am on july 28,1976,some people saw bright lights in the sound of planes could be heard outside the city of Tangshan even when no planes were in the the city,the water pipes in some buildings cracked and the one million people of the city,who thiught little of these events,were asleep as usual that night.
At 3:42 am everything began to seemed as if the world was at an end!Eleven kilometres directly below the city the greatest earthquake of the 20th century had was felt in Beijing,which is more than two hundred kilometres of the nation felt huge crack that was eight kilometres long and thirty metres wide cut across houses,roads and burst from holes in the hills of rock became rivers of fifteen terrible seconds a large city lay in suffering of the people was of them died or were left without number of people who were killed or injured reached more than 400,000.
But how could the survivors believe it was natural?Everywhere they looked nearly everything was of the city's hospitals,75%of its factories and buildings and 90% of its homes were covered the ground like red autumn wind,however,could blow them dams fell and most of the bridges also fell or were not safe for railway tracks were now useless pieces of of thousands of cows would never give milk a million oigs and millions of chickens were now filled the wells instead of were that afternoon,another big quake which was almost as strong as the first one shook of the rescue workers and doctors were trapped under the buildings fell electricity were hard to begab to wonder how long the disaster would last.
All hope was not after the quakes,the army sent 150,000 soldiers to Tangshan to help the rescue of thousands of people were army organized teams to dig out those who were trapped and to bury the the north of the city,most of the 10,000 miners were rescued from the coal mines built shelters for survivors whose homes had been water was taken to the city bu train,truck and city began to breathe again.
Unit5 ELIAS'STORY
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 kilometers 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 my 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.
高一英语课文必修一原文相关 文章 ：
★ 高一英语必修一课文和翻译
★ 高一英语必修一课文Unit2
★ 高一英语必修一完整单词表
★ 高一英语必修一作文10篇
★ 高一英语必修一知识点归纳总结
★ 高一英语必修一单词表(完整)
★ 高一英语必修一语法
★ 高一语文必修一必背课文内容(人教版)
★ 高一英语单词表(unit1~2)
★ 高一英语必修一知识点汇总笔记
在高三复习的第一轮复习中，关于复习系会和语言点，一定要注意听，哪怕是一节课掌握几个短语也行，至于课后就自己拿起高中英语书，从单词背起，考英语一定要有词汇
第一单元
安妮最好的朋友
你想不想有一位无话不谈能推心置腹的朋友？或者你会不会担心你的朋友会嘲笑你，会不理解你目前的困境呢？安妮？弗兰克想要的是第一种类型的朋友，所以她把的日记视为自己最好的朋友。
在第二次世界大战期间，安妮住在荷兰的阿姆斯特丹。她一家人都是犹太人，所以他们不得不躲藏起来，否则就会被德国的纳粹分子抓去。她和她的家人躲藏了25个月之后才被发现。
亲爱的基蒂：
我不知道这是不是因为我太久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自从我来到这里之后，这一切都变了。
比如说，有一天晚上天气很暖和，我故意熬到晚上11点半都不睡觉，为的就是能独自好好地看看月亮。但是因为月光太亮了，我都不敢打开窗户。
还有一次，就在五个月以前的一个晚上，我碰巧在楼上，窗户是开着的，我一直呆到非关窗不可的时候才下楼去。漆黑的雨夜，刮着大风，电闪雷鸣，乌云滚滚，我完全被这种景象镇住了。这是我一年半以来第一次亲眼目睹的夜晚。
不幸的是……我只能透过那满是灰尘的窗帘下那脏兮兮的窗户看看大自然。只能隔着窗户看那大自然实在没意思，因为大自然是需要真正体验的东西。
你的安妮
英语学习方法
1、英语基础
要想学好高三英语，英语基础是必须学好的，英语基础没有想象中的那么难，不管是单词还是句型、语法。
在高三复习的第一轮复习中，关于复习系会和语言点，一定要注意听，哪怕是一节课掌握几个短语也行，至于课后就自己拿起高中英语书，从单词背起，考英语一定要有词汇基础，否则什么都是白搭。
2、词典不离手
当在学习高三英语的时候，遇到不会的单词就要查，看到相近的单词分不清也得查明白，不要求自己一遍记住，就看一看给自己一个印象，大概一个单词你查五遍的时候就能记住了。
另外，一定要看英文解释！这个是避免完形填空选项中英语翻译发生歧义很有用的方法，希望能够帮助到大家。
英语必修2第一单元
高中英语必修二unit1单词如下：
1、local：英文单词，形容词、名词，作形容词时意为“当地的，地方性的；局部的；局域的；本地通话的；（火车）慢车的”，作名词时意为“当地人；附近的小酒馆；慢车；当地的分支机构；炒股散户；本地新闻；局部”。
2、castle：英文单词，名词、动词，作名词时意为“城堡；象棋中的车；人名；(英)卡斯尔”，作动词时意为“置…于城堡中；筑城堡防御”。
3、sink：sink是一个英语单词，名词、动词、形容词，作名词时意思是“洗涤槽，水槽；洼地；污水坑；（技）汇，壑；贫困地区学校（或房产）；巢，藏垢的场所adj. 位于社会条件差的贫穷地区的，贫民窟的”，作动词时意思是“（在水或泥里）下沉。
4、remove：英语单词，名词、动词，作名词时意为“移动；距离；搬家”。作动词时意为“ 移动，迁移；开除；调动，移动，迁移；搬家”。
5、honey：英语单词，主要用作名词、动词、形容词，作名词时意思是“蜂蜜；宝贝；甜蜜”，作及物动词时意思是“对…说甜言蜜语；加蜜使甜”，作不及物动词时意思是“奉承；说甜言蜜语”。
如果说阻止他人获取知识就是扼杀知识，那么对扼杀知识习以为常，就会导致对杀害人习以为常——因为确切而言，人就是知识;还会导致对人的缺失习以为常。下面给大家分享一些关于 高一英语 必修二unit1知识点，希望对大家有所帮助。
高一英语必修二unit1知识1
重点词汇、 短语
1. survive 幸免，生存，生还
2. in search of 寻找
3. select 挑选
4. design 设计，图案，构思
5. fancy 奇特的，异样的，想象
6. decorate 装饰，装潢
7. belong to 属于
8. in return 作为回报
9. at war 处于交战中
10. remove 移动，搬动
11. less than 少于
12. doubt 怀疑
13. worth 值得的，相当于…的价值
14. take apart 拆开
15. explode 爆炸
16. sink 下沉，沉下
17. think highly of 高度评价
高一英语必修二unit1知识2
重点句型
1. There is no doubt that… 毫无疑问…
2. when的用法
was/were doing…when… 正在做某事…这时
was/were about to do… when…. 将要做某事…这时
had just done…when… 刚做完某事…这时
3. China is larger than any other country in the world. (同一范围内的比较)
She runs faster than any man in Greece. (不同范围内的比较)
4. the way的用法
The way___ he explained to us was quite simple. (that/which/省略)
The way ___ he explained the sentence to us was not difficult. (that/in which/省略)
5. worth的用法
be (well) worth doing sth (很)值得做某事
be worthy to be done = be worthy of being done
It’s worthwhile to do sth = it’s worthwhile doing sth
6. “疑问词+ to do” 结构，在句中做主语、宾语、表语
How to do it is a question.
I don’t know what to do next.
7. it做形式主语
It has been proved that pride goes before a fall.
事实证明骄必败。
8. what 引导主语从句，在从句中作主语
What he has said is of great importance.
What happened to him remained unknown.
高一英语必修二unit1知识3
语法 总结
非限定性定语从句
非限定性定语从句的作用是对所修饰的成分作进一步说明(注：通常和主句间用逗号隔开，不受主句 句子 结构的影响，将从句拿掉后其他部分仍可成立)
限制性定语从句与非限制性定语从句的六点区别
区别一：形式不同
限定性定语从句主句和从句之间不用逗号隔开，口语中使用时也不停顿;而非限定性定语从句与主句之间通常有逗号隔开，口语中使用时有停顿。
区别二：功能不同
限定性定语从句用于对先行词的意义进行修饰、限制和识别，如果去掉，就会造成句意不完整或概念不清;而非限定性定语从句用于对先行词起补充说明作用，如果省略，句意仍然清楚、完整。如：
People who take physical exercise live longer. 进行体育锻炼的人活得长些。(若把从句去掉句子就失去意义)
His daughter, who is in Boston now, is coming home next week. 他女儿现在在波士顿，下星期回来。(若把从句去句子意义仍然完整)
区别三：翻译不同
在翻译定语从句时，一般把限定性定语从句翻译在它所修饰的先行词之前，而把非限定性定语从句与主句分开。如：
He is the man whose car was stolen. 他就是汽车被窃的那个人。
I’ve invited Jim, who lives in the next flat. 我邀请了吉姆，他就住在隔壁。
区别四：含义不同
比较下面的两个句子：
I have a sister who is a doctor. 我有一个医生的姐姐。(姐姐不止一个)
I have a sister, who is a doctor. 我有一个姐姐，她是当医生的。(只有一个姐姐)
区别五：先行词不同
限定性定语从句的先行词只能是名词或代词，而非限定性定语从句的先行词则可以是名词或代词，也可以是短语或句子;另外，当先行词为专有名词或其他具有独一无二性的普通名词时，通常要用非限制性定语从句，而不用限制性定语从句。如：
Peter drove too fast, which was dangerous. 彼得开车很快，这是很危险的。(which指drive too fast)
He changed his mind, which made me very angry. 他改变了主意，这使我很生气。(which指整个主句)
区别六：关系词不同
关系词that和why可用于限制性定语从句中，通常不用于非限制性定语从句;另外，在限制性定语从句中，关系词有时可以省略(参见本章有关内容)，而在非限制性定语从句中关系词一律不省略。
高一英语必修二相关 文章 ：
★ 高一英语必修二知识点总结
★ 高一英语必修二作文
★ 高一英语必修一必修二知识点总结
★ 高一英语必修二各单元作文
★ 高一必修二英语作文
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★ 高二英语必修二Unit5必背知识
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★ 高一英语必修一单词
★ 高中英语知识归纳笔记
高一英语必修一课程第一单元
以下是 英文写作翻译频道为大家整理的《高一必修一英语课文翻译》，供大家参考。 第一单元 友谊 Reading 安妮的朋友 你是不是想有一位无话不谈能推心置腹的朋友呢？或者你是不是担心你的朋友会嘲笑你，会不理解你目前的困境呢？安妮·弗兰克想要的是第一种类型的朋友，于是她就把日记当成了她的朋友。 安妮在第二次世界大战期间住在荷兰的阿姆斯特丹。她一家人都是*人，所以他们不得不躲藏起来，否则他们就会被德国纳粹抓去。她和她的家人躲藏了两年之后才被发现。在这段时间里，她的忠实朋友就是她的日记了。她说，“我不愿像大多数人那样在日记中记流水账。我要把这本日记当作我的朋友，我要把我这个朋友称作基蒂”。现在，来看看安妮在藏身处躲了一年多之后的那种心情吧。 1944年6月15日 星期四 亲爱的基蒂： 我不知道这是不是因为我长久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自从我来到这里，这一切都变了。 ……比方说，有天晚上天气很暖和，我熬到 11点半故意不睡觉，为的是独自好好看看月亮。但是因为月光太亮了，我不敢打开窗户。还有一次，就在五个月以前的一个晚上，我碰巧在楼上，窗户是开着的。我一直等到非关窗不可的时候才下楼去。漆黑的夜晚，风吹雨打，雷电交加，我全然被这种力量镇住了。这是我一年半以来第一次目睹夜晚…… 你的 安妮 Using Language Reading, listening and writing 亲爱的王小姐： 我同班上的同学有件麻烦事。我跟我们班里的一位男同学一直相处很好，我们常常一起做家庭作业，而且很乐意相互帮助。我们成了非常好的朋友。可是，其他同学却开始在背后议论起来，他们说我和这位男同学在谈恋爱，这使我很生气。我不想中断这段友谊，但是我又讨厌人家背后说闲话。我该怎么办呢？ 莉萨 Reading and writing 尊敬的我： 我是苏州高中的一名学生。我有一个难题，我不太善于同人们交际。虽然我的确试着去跟班上的同学交谈，但是我还是发现很难跟他们成为好朋友。因此，有时候我感到十分孤独。我确实想改变这种现状，但是我却不知道该怎么办。如果您能给我提些建议，我会非常感激的。 晓东 第二单元 世界上的英语 Reading 通向 通向现代英语之路 16世纪末期大约有5百万到7百万人说英语，几乎所有这些人都生活在英国。在17世纪英国人开始往世界其它地区迁移。于是，许多别的国家开始说英语了。如今说英语的人比以往任何时候更多了，他们有的是作为第一语言来说，有的是作为第二语言或外语。中国也许是把英语作为外语来说的人数最多的国家。 以英语作为母语的人，即使他们所讲的语言不尽相同，也可以互相交流。然而，他们可能不是什么都懂。比方说，一个英国人可能对她的朋友说：“请到我的公寓（flat）里来坐坐，好吗？”她的一位美国朋友可能会问她，“到哪儿去？”她的加拿大朋友可能会解释说，“她的意思是要我们到她的房间（apartment）去。” 那么，英语在一段时间里为什么会起变化呢？当不同文化互相沟通时，所有的语言都会发生变化。从公元450年到1150年，人们所说的英语跟今天所说的英语就很不一样。实际上，当时的英语更多地是以德语为基础的，而现代英语不是。然后大约在公元 1150年到1500年期间，英语的变化就更大了，它不那么像德语，而更像法语了，因为那时的英国的统治者讲法语，它变得更接近你们正在学习的这种语言。在17世纪，莎士比亚所用的词汇量比以前任何时期都大。英语用法发生了一次大变化，那就是在诺厄·韦伯斯特编纂《美国英语词典》的那个时期，这本词典体现了美国英语的特色。后来，有些英国人到了澳大利亚，那里的人也开始说英语了。如今，澳大利亚英语也有它自己的特色了。 英语在南亚也被当作外语或第二语言来使用。印度拥有众多讲英语的人，这是因为英国于1765 年到1947年统治过印度。在此期间，英语成了政府和教育的语言。在非洲和亚洲许多其它国家，比如南非、新加坡、马来西亚等国，人们也说英语。在中国，大约从1842年起，香港就开始用英语了。目前在中国学习英语的人数正在迅速增长。中国英语将来会不会成为世界英语中的一种呢？这只好由时间来回答了。 Using Language Reading and talking 什么是标准英语？是在英国、美国、加拿大、澳大利亚、印度、新西兰所说的英语吗？信不信由你，（世界上）没有什么标准英语。许多人认为，电视和收音机里所说的就是标准英语，这是因为在早期的电台节目里，人们期望新闻播音员所说的英语是的英语。然而，即使在电视和收音机里，你也会听出人们在说话时的差异。 当人们用不同于“标准语言”的词语时，那就叫做方言。美国英语有许多方言，特别是中西部和南部地区的方言，以及黑人和西班牙人的方言。在美国有些地区，相邻城镇的两地人所说的方言都可能稍有不同。美国英语之所以有这么多的方言是因为美国人是来自世界各地的缘故。 地理位置对方言的产生也有影响。住在美国东部山区的某些人说着比较古老的英语方言。当美国人从一个地方搬到另一个地方时，他们也就把他们的方言随着带去了。因此，美国东南部山区的人同美国西北部的人所说的方言就几乎相同。美国是一个大国，国内说着许许多多的方言。虽然许多美国人经常在搬家，但是他们仍然能够辨别彼此的方言。 第三单元 游记 Reading 沿湄公河而下的旅程 第一部分 梦想与计划 我的名字叫王坤。从高中起，我姐姐王薇和我就一直梦想作一次伟大的自行车旅行。到大学毕业时，我们终于有了机会。首先想到要沿湄公河从源头到终点骑车旅游的是我的姐姐。她喜欢在乡下作长途自行车旅行。两年前，她买了一辆价钱昂贵的山地自行车，然后她还说服我也买了一辆（山地车）。去年她（骑车）去看望了我们的表兄弟——在昆明读大学的刀卫和宇航。他们是傣族人，在云南省西部靠近澜沧江的地方长大，湄公河在中国境内的这一段叫澜沧江，在其他国家（境内）叫湄公河。很快，王薇使表兄弟也对骑车旅游产生了兴趣。 王薇有时确实很固执。尽管她对到某些地方的路线并不清楚，她却坚持我们要找到河的源头，并从那里开始我们的行程。她告诉我，她要把这次旅游安排得尽善尽美。于是，我就知道这个尽善尽美的方式总是她的方式。我问她是否看过地图。当然她并没有看过——我的姐姐是不会考虑细节的。于是，我告诉她，湄公河的源头在青海省。她给了我一个坚定的眼神——这种眼神表明她是不会改变主意的。我说，我们的旅行将从5, 000多米的高地出发，这时她似乎显得很兴奋。当我告诉她那里空气稀薄，呼吸困难，而且天气很冷时，她却说这将是一次有趣的经历。我非常了解我的姐姐，她一旦下了决心，什么也不能使她改变。最后，我只好让步了。 在我们旅行前的几个月，王薇和我去了图书馆。我们找到一本大型地图册，里面有一些世界地理的明细图。我老是问她，“我们什么时候动身？什么时候回来？”我们从图上可以看到，湄公河发源于西藏一座山上的冰川。起初，江面很小，河水清澈而冷冽，然后它开始快速流动。它穿过深谷时就变成了急流，流经云南西部。有时，这条江进入宽阔的峡谷，就形成了瀑布。我们俩惊奇地发现这条河有一半是在中国境内。当流出中国，流出高地之后，湄公河就变宽了，变暖了，河水也变成了黄褐色。而当它进入东南亚以后，河水慢慢地穿过小山和低谷，以及长着稻谷的平原。最后，湄公河三角洲的各支流流入中国南海。 Using Language Reading and speaking 夜晚的西藏山景 第二部分 山中一宿 虽然是秋天，但是西藏已经开始下雪了。我们感到腿又沉又冷，还以为腿结成冰了呢。你看到过雪人骑自行车吗？像往常一样，王薇在我的前面，我知道我用不着给她鼓劲儿。上山很艰难，而下山却很好玩。等我们到达山谷，天气就暖和多了，我们不得不把帽子、外衣、手套和长裤换成T恤衫和短裤。然后，当我们到达较冷的高地时，我们又得换衣服。刚到傍晚，我们就停下来宿营，先把帐篷支起来，然后吃饭。晚饭后，王薇就去睡觉了，而我却睡不着。半夜里，天空变得清朗了，星星很亮。山里非常安静——那天晚上几乎没有风，只有篝火的声音。我们已经走得很远了，马上就要到达云南的大理。在那里，我们的表兄弟刀卫和宇航将加入我们的行列。我们迫不及待地想要见到他们！ 四单元 地震 Reading 地球的一个不眠之夜 河北省东北部的农村不断有些怪事发生：三天来，村子里的井水升升降降，起起伏伏。农夫注意到，水井的井壁上有深深的裂缝，裂缝里冒出臭气。农家大院里的鸡, 甚至猪都紧张得不吃食。老鼠从田地里跑出来找地方藏身。鱼缸和池塘里的鱼会往外跳。1976年7月28日凌晨3点左右，人们看到天上一道道明亮的光。即使天空没有飞机，在唐山城外也可以听到飞机声。在市内，有些建筑物里的水管爆裂开来。但是，唐山市的一百万居民几乎都没有把这些情况当一回事，当天晚上照常上床睡觉了。 凌晨3点42分，一切都开始摇晃起来。世界似乎到了末日！二十世纪的一次地震就在唐山市正下方11公里处发生了，100公里以外的北京市都听到了地震声，全国1 / 3的地方都有震感。一条8公里长30米宽的巨大裂缝横穿房舍、马路和渠道。地上一些洞穴冒出了蒸气。石头山变成了泥沙河，在可怕的15秒钟内，一座大城市就沉沦在一片废墟之中。2/3的人在地震中死去或受伤。成千上万个完整的家庭遇难，许许多多的孩子变成了孤儿。死伤的人数达到40多万。 幸存的人们又怎么能相信这是自然现象呢？人们无论朝哪里看，哪里的一切都几乎被毁了。所有的市内医院、75%的工厂和建筑物、90%的家园都消失了。残砖就像秋天的红叶覆盖着大地，然而它们是不可能被风刮走的。两座大坝垮了，多数桥梁不是塌了就是无法安全通行了。铁轨如今成了一条条废钢。好几万头牛再也挤不出奶来。50万头猪和几百万只鸡全都死了。井里满是沙子，而不是水。人们惊呆了。接着，在下午晚些时候，又一次强烈的地震震撼着唐山。有些医生和救援人员被困在废墟下面。更多的房屋倒塌了。水、电和食物都很难弄到。人们开始纳闷，这场灾难还会持续多久。 不是所有的希望都破灭了。部队派了15万名战士到唐山来协助救援人员，数十万的人得到了援助。救援人员组成小分队，将受困的人们挖出来，将死者掩埋。在唐山市的北边，有一个万名矿工的煤矿，其中多数人得救了。援救人员为那些家园被毁的幸存者盖起了避难所，用火车、卡车和飞机向市内运来了水。慢慢地、慢慢地，这座城市又开始出现了生机。 Using Language Reading, writing and speaking 200（ ）年7月5日 中国唐山市政府办公室 亲爱的同学： 恭喜你！我们很高兴地告诉你，你在以新唐山为主题的中学演讲比赛中获得第一名。评委会的五位评委听了你的演讲，他们都认为你的那篇是今年收到的演讲稿中的一篇。你的父母亲和你的学校应该为你而骄傲！ 下个月我们市将开放一个新公园，以纪念在那次可怕的灾难中死去的人们，并向那些曾经为幸存者提供过帮助的人们致敬。我们办公室想请你在7月28日上午11点给来公园的参观者进行演讲。你知道，二十（ ）年前的这一天正是唐山发生地震的日子。 在这个特殊的日子里，我们邀请你把家人和朋友一起带来。 张沙 第五单元 纳尔逊·曼德拉——一位当代英雄 Reading 伊莱亚斯的故事 我的名字叫伊莱亚斯。我是南非的一个穷苦的黑人工人。第一次见到纳尔逊·曼德拉的时候，是我一生中非常艰难的时期。当时我才12岁，那是在1952年，他开设了一家黑人律师事务所，为那些遇到麻烦的穷苦黑人提供咨询服务。 我六岁开始上学，我仅仅在那里读了两年的学校有三公里远。我不得不辍学，因为我的家庭无法继续支付学费和交通费。我既不会读，也不会写。几经周折，我才在一家金矿找到一份工作。那个时候你要想住在约翰内斯堡就非得要有身份证不可。非常遗憾的是我没有这个证件，因为我不是在那里出生的，我很担心我是不是会失业。 那天，纳尔逊·曼德拉告诉我该怎么做，而且还帮我的忙，这是我一生中兴的日子。他告诉我要在约翰内斯堡立住脚，应当如何获取所需文件。我永远也忘记不了他对我的恩情，当他组织了非国大青年联盟时，我马上就参加了这个组织。他说：“过去30年来所出现的大量法律剥夺我们的权利，阻挡我们的进步，一直到今天，我们还处在几乎什么权利都没有的阶段。” 他说的是真话。当时黑人没有选举权，他们无权选择管理他们的人。他们在城里的住宅区都是由白人决定的。他们不能做自己想要做的工作。他们被打发去居住的地方是南非最贫穷的地区。在那儿，没有人能够种庄稼。事实上，就像拉尔逊·曼德拉所说的： “……我们被置于这样一个境地：要么我们被迫接受低人一等的现实，要么跟政府作斗争。我们选择向法律进攻。首先我们用和平的方式来破坏法律，而当这种方式也得不到允许时，……只有到这个时候，我们才决定用暴力反抗暴力。” 事实上，我并不喜欢暴力，但是在1963年的时候，我帮助他炸毁了一些政府大楼。那是很危险的事情，因为如果我被抓住了，可能就要坐几年牢。但是，我乐于帮忙，因为我知道，这是为了实现我们的黑人和白人平等的梦想。 Using Language Reading 伊莱亚斯的故事续篇 你无法想象罗本岛这个名字听起来多么令我们恐惧。那是一座任何人也逃不出去的监狱。在那里我度过了我一生中最艰难的岁月。但是我到那里时，纳尔逊·曼德拉也在那儿。从某种意义上讲，这倒帮了我的忙。曼德拉先生为我们那些几乎没有上过学的人开办学校。他在午餐后的休息时间以及晚上本来该睡觉的时间教我们学习。我们躲在毯子下面读书，我们用可以找到的任何东西作蜡烛来看书。我成了一名好学生，想要为我的学位而学习，但是别人不允许我这样做。我知道我是够聪明的，并且有能力拿到学位。曼德拉先生让狱卒参加我们一起学习。他说他们不应该被剥夺学习的权利。他们并不比我更聪明，却通过了考试，因此我就知道我也能够拿到学位。这让我觉得自己还不错。 在监狱里呆完四年之后，我去找工作。因为我受过比较好的教育，我得到了一份坐办公室的工作。可是警察局发现了，告诉了我们那个行业的重要人物，说我因为炸政府大楼而坐过牢。于是我失业了。在曼德拉和非国大于1994年掌权之前，我有20年没有工作。在此期间，我的妻儿只得从亲戚朋友处讨饭吃，并乞求帮助。幸亏曼德拉先生还记得我，给了我一份工作，叫我带着旅行团去参观罗本岛上我住过的那座旧监狱。第一次给旅行团作讲解时，我的心情很不好。我回忆起那时所有的恐怖和令人畏惧的情景。我记起了狱卒的鞭打和暴行，我想到了我那些死去的朋友，我觉得我不能做这份（导游的）工作。但是我的家人却鼓励我，他们说，从南非新政府得到的这份工作和薪饷，是我毕生为争取黑人的平等权利而斗争所得到的回报。现在，我51岁了，我还能给参观者介绍有关监狱的情况，对此我感到非常骄傲，因为我曾经为黑人在自己的国土上争取自由而出过力。
第一单元
安妮最好的朋友
你想不想有一位无话不谈能推心置腹的朋友？或者你会不会担心你的朋友会嘲笑你，会不理解你目前的困境呢？安妮？弗兰克想要的是第一种类型的朋友，所以她把的日记视为自己最好的朋友。
在第二次世界大战期间，安妮住在荷兰的阿姆斯特丹。她一家人都是犹太人，所以他们不得不躲藏起来，否则就会被德国的纳粹分子抓去。她和她的家人躲藏了25个月之后才被发现。
亲爱的基蒂：
我不知道这是不是因为我太久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自从我来到这里之后，这一切都变了。
比如说，有一天晚上天气很暖和，我故意熬到晚上11点半都不睡觉，为的就是能独自好好地看看月亮。但是因为月光太亮了，我都不敢打开窗户。
还有一次，就在五个月以前的一个晚上，我碰巧在楼上，窗户是开着的，我一直呆到非关窗不可的时候才下楼去。漆黑的雨夜，刮着大风，电闪雷鸣，乌云滚滚，我完全被这种景象镇住了。这是我一年半以来第一次亲眼目睹的夜晚。
不幸的是……我只能透过那满是灰尘的窗帘下那脏兮兮的窗户看看大自然。只能隔着窗户看那大自然实在没意思，因为大自然是需要真正体验的东西。
你的安妮
英语学习方法
1、英语基础
要想学好高三英语，英语基础是必须学好的，英语基础没有想象中的那么难，不管是单词还是句型、语法。
在高三复习的第一轮复习中，关于复习系会和语言点，一定要注意听，哪怕是一节课掌握几个短语也行，至于课后就自己拿起高中英语书，从单词背起，考英语一定要有词汇基础，否则什么都是白搭。
2、词典不离手
当在学习高三英语的时候，遇到不会的单词就要查，看到相近的单词分不清也得查明白，不要求自己一遍记住，就看一看给自己一个印象，大概一个单词你查五遍的时候就能记住了。
另外，一定要看英文解释！这个是避免完形填空选项中英语翻译发生歧义很有用的方法，希望能够帮助到大家。
想要更好的学习必修一英语第一单元的知识点，首先要做的就是理解英语课本中的知识点，因此为同学们要整理好高一英语必修一第一单元的知识点。以下是我给你推荐的高一英语必修一第一单元知识点，希望对你有帮助! 英语必修一第一单元知识点 一、语法 Direct and Indirect Speech1 直接引语和间接引语 1.直接引语在改为间接引语时，时态需要做相应的调整。 eg: "I broke your CD player."一般过去时改成过去完成时 He told me he had broken my CD player. Jenny said,"I have lost a book."现在完成时改成过去完成时 Jenny said she had lost a book. Mum said,"I’ll go to see a friend."一般将来时改成过去将来时 Mum said she would go to see a friend. He said,"We hadn't finished our homework."过去完成时保留原有的时态 He said they hadn't finished their homework. 注意：直接引语是客观真理，过去进行时，时态不变。 2.在直接引语变间接引语时，如果从句中的主语时第一人称或被第一人称所修饰，从句中的人称要按照主句中主语的人称变化。如： Mary said,"My brother is an engineer." Mary said her brother was and engineer. 3.直接引语如果是反意疑问句，选择疑问句或一般疑问句，间接引语应改为由whether或if引导的宾语从句。如： He said,"Can you run, Mike?" He asked Mike whether/if he could run. 4.直接引语如果是祈使句，间接引语应改为“tellask, order, beg等 *** not to do sth”句型。如： "Pass me the water, please."said he. He asked him to pass her the water. 5.直接引语如果是以“Let's”开头的祈使句，变为间接引语时，通常用“suggest+动名词或从句”的结构。如： She said,"Let’s go to the cinema." She suggested going to the cinema.或She suggested that they should go to the cinema. 二、高频考点 1.倒装句型：前句为肯定句，后句用so+谓语+主语，意为“某人也……”。如： She likes dogs. So do I. 前句为否定句，后句用neither/nor+谓语+主语，意为“某人也不……”。如： The girl has no brothers or sisters. Neither/Nor have I. , alone和lone alone=by oneself, without others lonely=unhappy because one is always away from his family or friends，“孤独地”“寂寞的”，暗示主观上的“孤独”“寂寞”，渴望有伴。也可以表示“地方的荒凉”。 lone也有“孤独的，孤零零的一个”，作定语。 eg: I'm alone but I'm not lonely. I can see only one lone star in the cloudy sky. leave sth alone表示“不去理会，不要去管某事”。如： Leave me alone!别理我! Let alone“更不用说”。如： He can't speak Japanese, let alone write it. 作形容词时，alone不能与very连用, 而与much连用，即说much alone或very much alone或all alone;而lonely可与very连用：very lonely. *** . as ...把某人当作……来对待 The old man treated the orphan as his own son. “把某人看作……”有以下几种说法： regard *** as ...=consider *** as ...=think of *** as ... “把……误当作……”: take ... for ...如： People sometimes take a rope for a snake. about表示“关心，计较，在乎”，一般用于否定句。如： I don't care about going to the cinema. care for表示“关心，照料，喜欢”，如： She cared more for new clothes than for anything else. friends with *** .和……人交朋友。如： We have made a lot of friends with the different people all over the world. for“竭力寻找”，在很多情况下，look for与search for或hunt for互换。如： I hunted for the missing book everywhere. be after表示“搜寻”“寻找”的状态，不指具体的动作。如： That's what I am after. as用来列举同类人或事物中的几个例子，有时可与like互换，但such as用于列举时可分开使用。而for example一般只举同类人或物中的“一个”为例，作插入语，用逗号隔开，可置于句首句中或句末。 My brother likes collecting different kinds of things, such as coins, books. 三、常用词语和句型 into sth.对……感兴趣，非常喜欢……非正式英语 eg: I'm not into classical music. fond of酷爱，非常喜欢，与enjoy相近，比like感情强。 eg: In his life, he is fond of English. 主语为物，如： The book is boring. bored主语为人，如： He is bored. 幸存;活下来;残存;继续存在。 He survived the traffic accident. Only three hundred houses survived the earthquake in that city. survive作不及物动词，表示“残存;留传”的意思。 The custom still survives in that *** all village. 四、日常交际用语 Hi there. I'm Joe. I enjoy singing. I hate hiking and I'm not into classical music. I'm fond of dancing. I'm not sure that ... Perhaps ... He/She thinks that ... is boring/terrible. 英语必修一第一单元练习题 一、疑难解析题 ①So______that no fish can live in it. lake is shallow the lake is is the lake the lake shallow ②These wild flowers are so special I would do______I can to save them. ③The teacher wondered why_____many students had made______careless mistakes. ; so ; such ; so ; such 二、语法专练 A将下列句子由直接引语变为间接引语 1. “I am very happy to visit your factory,” he said. 2. “He was here a few weeks ago, and he came again yesterday,” she said. 3. She said to me, “Will you go with me?” 4. He said, “What do you think of the novel?” B填空完成间接引语，每空填一词 5. Jones said, “I visited Australia last year.” Jones said that _______ _______ _______ Australia _______ _______ _______ . 6. Shirley asked Mary, “Are you from America?” Shirley asked Mary _______ _______ _______ from America. 7. He said, “What are you doing over here?” He asked _______ _______ _______ doing over _______ . 8. I asked her, “Who bought you this new bicycle?” I asked her _______ had bought _______ _______ new bicycle. 三、词语辨析练兵场 A. 用beautiful; handsome; pretty 填空。 1 John is a _______ man. 2 Yang Yuhuan was a very _______ woman in the Tang Dynasty. 3 Your little daughter looks very _______ in that new skirt. B. 用clever; *** art; bright; wise 填空。 1 Jenny, though in her late thirties, still has _______ fingers. 2 The race is no longer for the strong, but for the _______ . 3 Abraham Lincoln is considered to be a _______ , honest man. C. 用care about; care for; care 填空。 1 I am glad to see that you are being well _______ . 2 I don't _______ who you are. 3 They don't _______ money, though they are not very rich.
在高三复习的第一轮复习中，关于复习系会和语言点，一定要注意听，哪怕是一节课掌握几个短语也行，至于课后就自己拿起高中英语书，从单词背起，考英语一定要有词汇
高一英语必修一第一单元课件
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.
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.
