摘要：
高中英语必修5unit5教案【 #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！... 高中英语必修5unit5教案
【 #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《高一英语必修三《Unit 5 Music》教案》吧，希望对你的学习有所帮助！ 教案【一】 教学准备 教学目标 1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage 2.语言能力目标： 1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading. 3.情感态度与文化意识目标： 1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students. 教学重难点 1、教学重点： understudend the passage better find the main idea of each paragraph 2、教学难点： the reading ability the skills of reading 教学过程 教学设计 本节课共45分钟，具体教学步骤如下： Step I Leading-in 播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。随后，展示几张国内外流行乐队的图片，转入对本课阅读内容的探讨。 Step II While reading Task I. Fast reading 快速大声阅读文章，完成练习1和2. 1. Read the passage and try to find out: 1) How many bands are mentioned in the passage? What are their names? _________________________________________________________ 2) Which band is “The Band That Wasn’t”? _________________________________________________________ the passage quickly and match main ideas with paragraphs. How the Monkees formed the band? Dreaming of being famous. How the Monkees became popular and developed as a real band? The common way that bands form. Task II. Careful reading 分段阅读。分别默读每一段，完成相应练习。 1. () Read carefully find out how do people form a band. Step 1 To practice music ____________________. Step 2 To play __________________________. Step 3 To give performances ____________________________. Step 6 To make records __________________. 2. (Para. 3&4) Put the following steps in the right order. 小组合作，比赛式进行。 A. Had to use actors B. Broke up, then reunited C. Produced their own records D. Produced a new record E. Relied on other musicians F. Sang their own songs G. To find four musicians H. Advertised in a newspaper I. Sang songs by others J. Pretended to sing The right order__________________________________ Step III Post-reading Task I. Promotion and discussion.小组讨论，分组展示。 This is a press conference and your favorite band The Monkees is here. What do you want to say to them or what else do you want to know about them? Work in groups and do a role play. Four of you play as members of The Monkees and the others work as journalists. And you can refer to the following questions. 1. How did your band start? 2. What are the differences between… and… ? did you change to sing your own songs? ’s your future plan? 5. What do you want to say to ....? Task II. Summary of the passage 归纳总结所学。 The article is _________ (main) about the band --______ Monkees. It _________(believe) that many people want to be famous singers or musicians, _______ they form a band through different ______(way) . However, there is a band ______ is different from others. At first, they sang the songs ________ (write) by other musicians. Later, they played and sang _____ (they) own songs. After _______(reunite) in the 1980s, they made _____ new record in the 1990s. Step IV Homework 1. write a news report about the Monkees based on the interview. the song I'm a believer by the Monkees. Step V enjoy the song I’m a believer by The are the lines. The Monkees------Now I'm A Believer 作词：Neil Diamond I thought love was only true in fairy tales Meant for someone else but not for me Love was out to get me, that's the way it seemed Disappointment haunted all my dreams Then I saw her face, now I'm a believer Not a trace of doubt in my mind I'm in love, I'm a believer I couldn't leave her if I tried I thought love was more or less a given thing Seems the more I gave the less I got What's the use in tryin'? All you get is pain When I needed sunshine I got rain Then I saw her face, now I'm a believer Not a trace of doubt in my mind I'm in love, I'm a believer I couldn't leave her if I tried 教案【二】 教学准备 教学目标 To learn to talk about kinds of music To learn to read about bands To study The Attributive Clause (in/ for/ with/ by+which/ whom) To learn to write an e-mail 教学重难点 To study The Attributive Clause (in/ for/ with/ by+which/ whom) To learn to write an e-mail 教学工具 课件 教学过程 I. Warming up Warming up by describing Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture. Warming up by discussing Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture. Classical music Country music Rock ‘n’ Roll Rap Orchestra Folk music Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another. II. Pre-reading and saying Have you heard about any of the famous bands in the world? List some if you can. For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”. , talking and sharing Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class. For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life. Do you know anything about “The Monkees”? For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them. III. Reading aloud to the recording Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. Collocations from THE BAND THAT WASN’T dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band to identify the topic sentence of each paragraph Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. 1st paragraph: How do people get to form a band? 2nd paragraph: Most musicians meet and form a band. 3rd paragraph: One band started as a TV show. 4th paragraph: “The Monkees” became even more popular than “The Beatles”. and transferring information Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band. How do people get to form a band? Members High school students Reasons They like to write and play music. Places They practice their music in someone’s home. Forms They may play to passers-by in the street or subway. Results They can earn some extra money. They may also have a chance to dream of becoming famous. How was The Monkees formed and became a real band? The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones beginning of the band It began as a TV show. style of the performance They played jokes on each other as well as played music. first music and jokes Most of them were based loosely on the band called “The Beatles”. development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music. changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band. 4. Reading and understanding difficult sentences As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me. IV. Closing down Closing down by doing exercises To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4. Closing down by having a discussion Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why? For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band. Do you agree that the jokes were more important than the music for this band? Give a reason. For reference: Yes. I think it is the jokes that really attract more fans. No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh. Closing down by retelling the form of the band The Monkees. I shall write some key words and expressions on the board. You are to retell the form of the band according to these words. 课后小结 学了这节课你有什么收获? 课后习题 完成课后习题一、二。 板书 Unit 5 Music
可以给你给个参考给你一份说课和讲课的范例。参考一下Module 1 Unit 2 Heroes Lesson 1 Modern Heroes说课教案（一） 教学内容1． 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero， History makers，Sports stars 和 Superhero。这几篇文章的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。2． 本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇；后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。3． 本课文出现了较多的定语从句，还有生词较多（有些单词表没有而初中又没有学过），在这样的困难前提下，我引导学生通过 culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感。（二） 学生分析1． 组成情况职业高中高一学生年龄都在14－16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。2． 学生的知识与技能水平职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。3． 学生已掌握的学习策略尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。（三） 教学目标1． 通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题与所给的headings联系起来。2． 通过仔细阅读，学生能够回答关于文章的细节问题。3． 通过进一步阅读，学生能够学生能用英语对采访自己心目中的民族英雄。并尝试复述课文。（四） 教学策略教学方法：使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。（五） 教学过程第一步 导入T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰)？Do you know one of his famous movie called HERO? What does ‘hero’ mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?第二步 介绍文章人物T: Open your books, and turn to page 100 and 101. Let’s read two passages about Shenzhou V and Yang V is China’s first manned spaceship. It lifted off at 9 . on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia Liwei is China’s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully.介绍文章时，展示文章中的生词，让学生猜测词意，带读并加以巩固。第三步 阅读文章（1） Fast Reading呈现六个headings，让学生快速阅读，要求归纳每段的主题。a. Astronaut lands safelyb. Welcome homec. International good wishedd. An exciting lift-offe. Introdutionf. During the flight学生单个回答并集体讨论改正错误。(2) Careful Reading学生通过fast reading,完成了headings后，基本对课文有一定的了解，然后呈现出五道问题，要求学生再进行第二次阅读，对课文进行更深入的了解。1. How did Yang Liwei feel duing the flight? How did he feel afterwards?2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?3. How many circles did the spaceship complete while Yang Liwei was sleeping?4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?5. What did Yang Liwei do when he came out of the spaceship?第四步 巩固练习通过两次阅读让学生对课文熟悉，训练学生的阅读速度和解题技巧，最后通过ask and answer in pairs，培养学生的口语能力，并强迫他们记住文章的主要内容，为下一步语言运用打下基础。第五步 语言运用为提高学生对生活中的热点问题发表自己观点的能力，让学生运用自己学过的语言知识，对自己心目中的民族英雄进行模拟采访。把全班同学分成若干个小组，每个小组有一名同学扮演“杨利伟”，其他同学为全国各地新闻媒体记者，他们自由设计问题，对“杨利伟”进行采访。教师巡视课堂，发现表现出色的小组，让他们到台前表演。教师总结评价。第六步 布置作业让学生准备复述杨利伟的故事，要求说出自己的民族自豪感。A Teaching Plan for Unit 3 Celebration Lesson 1 FestivalsHUANG SHUI PING General objectives: read to learn the main Chinese seasonal festivals and their history origin and help them learn some phrasal verbs and functional items about the topic and try to use aim: celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get sentences:The Mid-Autumn Festival is celebrated by Chinese Lantern Festival falls on the fifteenth day of the first lunar month. It marks the beginning of the hottest season of the aim:1).Improving the ability of getting the general information and specific information from reading a ). Using own words to describe some important Chinese aim:To promote students’ qualities of a patriotism(爱国主义精神，爱国心) by learning the main Chinese festivals and learn their history origin and their meanings。Teaching important points and difficult points:1).To get information from reading2).To talk about festivals freely in English. Teaching methods:Brainstorming, task-based teaching method , heuristic teaching method , group aids:a recorder, a computer, and blackboardTeaching procedures:Step1. Greeting and the class as : what we can celebrate in our life? Get students to answer using the key words in warming up. eg, Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat FestivalStep2. students many pictures of different seasons on the screen , asking: What’s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen during your favourite seasons? Show more pictures about different festivals on the screen to help them to answer. Students can work together to answer this question. Eg,T:What is your favorite season? What festivals happen during your favorite season? ( have a discussion)(S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s : My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas : ……T：Well done. Thank the differences between Day and Get students to read the text quickly, match the pictures with the . some describing sentences on the screen to let students read and guess the names of the three festivals .Activity3. Careful-readingThis time let students read the text carefully and get more detailed information to fill in the table of exercise3 on some students to report their answers to the . PracticePlay the tape for the students to listen and ask them to fill in the blanks according the Mid-Autumn Festival happens in September or______. it is important because it is a special _____ for . There are many different kinds of mooncakes ____ fruit, coffee, chocolate and so . The ____ ____ Festival falls on the fifth day of the fifth month of the lunar year. Dragon boat race marks the _____ of the hottest season of the marks the end of the Chinese New Year celebration. Step5. students discuss with a partner and answer the following festival in China is most important for children? Young people? Old people? Women and men?Then ask some students to give a . . do the exercise 9 on Page 372. remember the new words in Lesson . use your own words to describe a festival that you are familiar . Blackboard design. Lesson 1 FestivalsThe Mid-Autumn Festival is celebrated by Chinese Lantern Festival falls on the fifteenth day of the first lunar month. It marks the beginning of the hottest season of the year.提问者评价谢谢!
人教新课标必修五unit5重难点解析 一、重点单词 1. treatment ①不可数名词 “ 对待, 待遇,处理; 治疗 The workers received good treatment from the government. 工人们受到政府优厚的'待遇. ②可数名词 “ 疗法” They are trying a new treatment for cancer. 知识拓展 be under treatment 在治疗中 be under one’s treatment 接受某人的治疗 for treatment 进行治疗 treatment for + 疾病的名词 治…病的方法 2. sense sense of touch 触觉 sense of sight 视觉 sense of hearing 听觉 sense of taste 味觉 sense of smell 嗅觉 sense of humor 幽默感 sense of beauty 美感 sense of direction 方向感 sense of honor 荣誉感 sense of values 价值观 sense of justice 正义感 sense of hunger 饥饿感 sense of responsibility 责任感 the sixth sense 第六感 make sense 有道理;讲得通 n.礼物 ,目前 adj.在场，出席，当前的 v.颁发，授予，赠给 present sth. to sb. 授予/赠给某人某物 present sb. with sth 授予/赠给某人某物 at present 目前;现在 for the present 暂时;暂且 be present at 出席;到场 v.敷裹，包扎 . Immediately after his wound was dressed, he went to work. 知识拓展 dress sb. /oneself 给…穿衣服 be dressed in 穿着….. (颜色) dress up (as) 盛装打扮 ( 成….. ) 1. Tom had to return to the camp to_____ his injuries. 2. _______white/a white coat, Mary went to the party. 3. We _________to take part in the party. Key: 1 dress 2. Dressed in 3. dressed up 4. swell v. 膨胀，隆起 Her leg has swollen badly. 她的腿肿得很厉害。 The wind swelled the sails. 风鼓起了帆。
在海韩帝国可以看的，更新的也很快，v+这个321524，在航空公司以及各机票售票处，未能在乘坐飞机后7日内领取行程单的旅客，可以在购票站补打行程单。2、购票后至飞机起飞后的30天内打印行程单服务有效。机场领取行程单的旅客，务必在起飞后30天内领取。3、飞机起飞后的30天以后申请打印行程单服务无效。超过30天无法打印行程单。这时需要联系承运人(航空公司)或购票的销售商协商解决。4、在指定bai的机场柜台行程单领取，一般的航空公司都会在机场设置机行程单领取柜台。5、如有不明白的问题可以咨询机场工作人员，他们会给你详细的解答。1、为保护您的合法权益，在网上预订机票，须注意查看网站上是否具备工商局颁发的网上电子标识，电信主管部门颁发的ICP证号，国际航空运输协会（IATA）颁发的国际证书。2、正规的经营航空客运代理业务的旅du行社或票务代理公司除需有固定的经营场所外,还应具备以下条件：（1）具有'国际航空运输协会'颁发的IATA执照号码。（2）具有民航局颁发的经营航空客运代理业务的许可。只有国内客票代理权的公司不可经营国际票务业务。（3）具有固定的经营场所和民航预订终端系统。（4）具有经过民航和国际航空运输协会培训合格的票务专业人员。RTHTHRTH3、为保证查到正确的票价，请询价时告知准确的去程、回程日期，并要求书面确认报价。4、航空公司会不时推出促销价格和有关信息，敬请经常留意'最新消息'栏目。5、为避免机位紧张时订不到座位，最好尽可能提前将机位订好。预订机位是不收费的，届时如决定不购票可通知订票取消。
高中英语必修5unit5单词表
【 #高二# 导语】高二年级有两大特点：一、教学进度快。一年要完成二年的课程。二、高一的新鲜过了，距离高考尚远，最容易玩的疯、走的远的时候。导致：心理上的迷茫期，学业上进的缓慢期，自我约束的松散期，易误入歧路，大浪淘沙的筛选期。因此，直面高二的挑战，认清高二，认清高二的自己，认清高二的任务，显得意义十分重大而迫切。 无 高二频道为你整理了《高二英语必修五unit5知识点归纳》，希望对你的学习有所帮助！ 【词语】 1. first aid 的意思是“急救”，例如：first aid to the injured 给予伤员的急救。 短语联想 give/offer aid 援助 come to sb's aid 帮助某人 teaching aids 教具 medical aid 医疗救护 with the aid of 借助于 get injured 受伤，在现代英语中大量地出现了由“get + 及物动词不达意的过去分词”构成的被动语态，这叫 get - 型被动语态。又如： The computer got (was)damaged when we were moving. My bike is getting (is being)repaired row. 2. Protect 动词，“保护、维护”，用于句式“protect + 名词 + against/from + 名词”。 . He is wearing sunglasses to protect his eyes from the strong sunlight. 【短语联想】 Ø Keep... from... 不让/避免 Ø stop... (from) ... 阻止 Ø prevent...(from) ... 妨碍/防止 Ødisable... from... 使……失去(能力/资格) Øsave... from... 挽救、拯救 on 取决于。 . The amount you pay depends on where you live.词义拓展 depend on 依靠，依赖：His family depends on him. 他的一家人全靠他养活。 依赖，信任：We are depending on you to finish the job by Friday. 4. squeeze 动词，意思是“榨取”、“挤出”，例如：squeeze an orange 榨橘子 squeeze + 名词 + out(of/from) + 名词， . Those blackmailers intended to squeeze more money out of him. 5. hurt 既可作及物动词，作“伤害”、“使受伤”解，也可作不及物动词，作“疼痛”、“感到疼痛”解。既可表达身体的受伤，也可以表达情感的伤害。例如： . The little boy has fallen off a ladder and hurt himself. The driver hurt himself in the accident. 司机在事故中受了伤。 6. unless 除非……;如果不……。如： 7. icy adj. 冰凉的 -y 是个形容词后缀。如： windy 有风的 hilly 多小山的 sleepy 困倦的 greeny 略呈绿色 spicy 辛辣的 woody 树木茂密的 thirsty 饥渴的 dirty 脏的 snowy 下雪的 8. in place 放在适当的地方。如： . The librarian put the returned books in place. 图书管理员把还回的图书放到原处。 Yon'd better put things back in , it will be difficult to find things. 9. sense n. 感觉 Øsense of touch 触觉 sense of sight 视觉 Ø sense of hearing 听觉 sense of smell 嗅觉 Ø sense of humour 幽默感 sense of beauty 美感 Øense of hunger 饥饿感 the sixth sense 第六感 10. variety n. 多样, 种类, a variety of… 各种各样…… 【词语联想】 various a. 不同的, 各种的, 多方面的, 许多的 . Everyone arrived late at the party for various reasons. 【重点句型】 1. Remove clothing using scissors if necessary unless it is stuck to the burn. 除非衣服粘贴在烧伤面上，否则都要把衣服脱掉。如果需要的话，可以使用剪刀。 unless是连词，意为“如果不，除非”。在真实条件句中，unless引导的肯定条件状语从句，可以和if...not...引导的否定状语从句互换。 Unless you change your mind，I won，t be able to help you. =If you don?t change your mind，I won ’t be able to help you. 除非你改变想法，否则我不能帮助你。 I want you to keep working unless I tell you to stop. =I want you to keep working if I don’t tell you to stop. 如果我没说让你停，你就得继续干。 注意：unless 不可用于假想的事情，因此当if...not引导非真实条件状语从句时，一般不可改用unless。 例题：单项填空 ①All the dishes in this menu, ______ otherwise stated, will serve two to three people. A. As B. if C. though D. unless ②Don’t promise anything ______ you are one hundred percent sure. A. Whether B. after C. how D. unless 解析: ①选D。考查状语从句的引导词。句意为：在这份菜单上的所有菜，除非另外说明，会给两到三个人食用。 ②选D。句意为：除非你有完全的把握，否则不要做出。unless除非。 2. John was studying in his room when he heard screaming. 约翰正在房里学习，突然听到一声尖叫。 此句型中when作并列连词,相当于and then,意为“正当……时，突然”。 常用结构： be doing...when... 正在做……突然…… had done...when... 刚做了……突然…… be about to do...when... 刚要做……突然…… be on the point of doing sth. when... 刚要做……突然…… 例题：单项填空 ①She had just finished her homework _____ her mother asked her to practice playing the piano yesterday. A. When B. while C. after D. since ②We were swimming in the lake ______ suddenly the storm started. A. When B. while C. until D. before ③I ______ along the street looking for a place to park when the accident . A. went; was occurring B. went; occurred C. was going; occurred D. was going; had occurred 解析: ①选A。由句意可知此处when用作并列连词，意为“这时”。②选A。when作连词，表示“正在这时”。句意为：我们正在湖中游泳，突然暴风雨来了。③选C。主句要用过去进行时,表示当时正在路上走着;when引导的从句多用一般过去时。 【重点短语】 1. fall ill 生病 Hearing the bad news, he fell ill. 听到坏消息后，他病了。 联想拓展 fall behind 落后 fall sick 生病 fall asleep 入睡 fall down 掉下;倒塌 fall in love with ... 爱上…… fall off 脱落;减少;从……上掉下 fall into the habit of ... 养成……的习惯 fall over 跌倒;翻倒;落到……上 fall silent 沉默 2. in place 在适当的位置;适当 I like everything to be in place. 我喜欢所有的东西都放在原来的地方。 With everything in place, she started the slide show. 一切就绪，她开始放幻灯片。 联想拓展 be in/out of order 有条理/无条理;坏了 be in/out of control 正常/失控 be in/out of danger 有危险/脱离危险 in place of...=take the place of... 代替;取代 give place to 被……取代;让位于…… out of place 不在适当的位置; 不合适 3. make a difference 有很大差别;有很大不同;有很大的关系/影响 Whether he could get the support from his parents made a great difference to the plan. 他是否能得到父母的支持对这个计划的影响很大。 Does it any difference whether he?ll attend the meeting? 他出不出席会议有什么区别吗? 联想拓展 make a difference between ...and ... 区别对待…… make some difference to对…… 有些关系 make no difference to 对……没有关系 make all the difference 关系重大;大不相同
勤奋学习应体现在我们生活和学习中的每一个环节，按时起床，充分预习，认真听讲，积极思考，踊跃发言，及时复习，独立作业，敢于质疑，善于合作，勇于创新;摸索并掌握科学的，适合自己的 学习 方法 ，重视每一门学科，关注社会和时代的发展，并且坚持不懈，才能给自己的终身发展奠定坚持的基础，创造成功的机会。下面给大家分享一些关于高三 英语单词 必修五unit5，希望对大家有所帮助。
1、aid
n.&vt. 帮助、资助
aid sb. in(doing) sth. 帮助某人(做)某事
aid sb. with sth. 帮助某人某事
aid sb. to do sth. 帮助某人做某事
with the aid of... 在......的帮助下
in aid of... 为了帮助......
2、temporary
adj.暂时的
形近词：contemporary adj.当代的，同时代的
反义词 ：permanent adj.永久的;永恒的
3、injury
n.损伤、伤害
do an injury to sb.=do sb. an injury 对某人有害
an injury/injuries to sb./sth. 对某人/某事的伤害
4、choke
vi.&vt.(使)噎住;(使)窒息
choke back/down 抑制
choke off 制止，阻止
choke up 使装满;塞满
5、barrier
n.屏障
break down barriers 消除隔阂
6、poison
n.毒药、毒害 || vt.毒害、使中毒
poison...to death 毒死
poison the friendship of 破坏.....的友谊
poison one's mind 毒害某人的思想
7、variety
n.变化，多样
a variety of = varieties of 许多的，大量的
vary v.变化
various adj.多种多样的
辨析：a variety of/the variety of
a variety of：“大量的”，后接复数名词作主语时，谓语动词用复数
the variety of：“......的多样性”，后接复数名词作主语时，谓语动词用单数
8、squeeze
vt.&vi. 挤;压榨
squeeze out 榨出;挤出
squeeze through 挤过去
squeeze into 挤入;塞进
squeeze out of 从......挤出;榨出
squeeze one's way 勉强通过;挤过
9、vital
adj.至关重要的
be vital to/of 对......很重要
It is/was vital to do sth./that... ......是极其重要的
10、pour
vt.&vi. 倒入;灌入
pour cold water on/over... 对......泼冷水
pour down 流下;雨倾盆而下
pour oil on the flames 火上浇油
pour in/into 使流入
pour out 倾述;涌出
11、tight
adj.牢的;紧的;紧密的
tight也可以作副词，如hold tight to the rope (紧紧抓住绳子)
tightly是副词，指抽象得紧，如the windows tightly closed (紧紧关闭的窗户)
12、treat
vt.&vi. 治疗;对待 || n.款待，招待
treat sb. for sth. 给某人治病
treat sb. with sth. 用某物治疗某人
treat oneself to 尽情享受;自我款待
辨析：treat/cure
treat：强调过程，指对病人进行诊断和治疗，但不含“治好”的意思，常用于treat sb. for sth. 结构。
cure：强调结果，指治愈某种疾病或某人的病，常用于cure sb. of sth.结构
13、apply
vt.应用;运用 || vi. 申请、请求
apply sth. to 将某物用于......
apply (to sb.) for sth. (向某人)申请某物
apply to sb./sth. 适用于某人/某物(to为介词)
apply oneself to 致力于;专心于(to为介词)
apply 作“申请”讲是不及物动词，“向某人申请”应为apply to sb.
applicant n.申请人
application n.申请
applied adj.使用的
14、fallill生病
fall asleep 睡着;入睡
fall behind 落后
fall apart 土崩瓦解;崩溃
fall down 倒下;跌倒
fall off 下降;跌落
fall over 跌倒
15、overandoveragain反复;多次
once again 再次
over and over 一再地;反复地
again and again 反复地;再三地
time after time 多次;不断地
16、inplace在适当的位置;适当
out of palce 不合适的;不在适当的位置
17、anumberof若干;许多
辨析： a number of/the number of
a number of ：意为“许多的;大量的”，后边接复数名词作主语;谓语动词用复数。
the number of ：表示 “......的数量”，后接复数名词作主语;谓语动词用单数。
18、putone'shandson找到
lay hands on 得到;找到
put one's hands to 着手做
19、makeadifference
区别对待;有影响
make no difference 没有影响;没有关系
make some difference 有些影响
高三英语 单词必修五unit5相关 文章 ：
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1. give / offer / do first aid to sb
perform / carry out first aid on sb. 对某人实施急救
2. fall ill 生病
3. get injured / infected / burned 受伤 / 感染 / 烧伤
4. save one’s life 挽救某人的生命
5. sense of touch 触觉
6. electric shock 触电；电休克
7. take off 脱下；（飞机）起飞
8. squeeze out 榨出；挤出
9. over and over again 反复；多次
10. in place 在适当的位置；适当
11. put one’s hands on 找到
12. present sb. with sth.
present sth. to sb. 赠予/ 给予某人某物
13. a piece of jewellery 一件珠宝
14. cause / do damage to…. 使……受到危害/ 损害
15. a number of +n. (pl. ) 若干；许多
16. stick sth. to… 贴在…….上
17. make a difference 区别
II. Sentences:
1. Burns are called first degree, second degree or third degree burns depending on which layers of the skins are burnt.
根据皮肤烧伤的层次而有一度烧伤、二度烧伤和三度烧伤。
2. John was studying in his room when he heard screaming.
约翰正在房里学习，突然听到一声尖叫。
3. She was lying in her front garden bleeding very heavily.
她躺在前花园的地上，流血不止。
4. There is no doubt that John’s quick thinking and the first aid skills he learned at school saved Ms Slade’s life.
毫无疑问，是约翰敏捷的思维和在学校学到的急救技术，使得斯莱德女士的生命得救了。
5. It shows that a knowledge of first aid can make a real difference .
这说明了急救知识的`确能发挥重要的作用。
6. If burns are on arms or legs, keep them higher than the heart, if possible.
如果烧伤的部位在臂部或腿部，可能的话，就要把他们抬高到高于心脏的位置。
高中英语必修5unit5课文翻译
皮肤是人体的一个不可缺少的组成部分，也是人体最大的器官。人体的皮肤分为三层，作为阻隔病菌、有毒物质和太阳有害辐射的保护性屏障。皮肤的作用也是非常复杂的：保持人体的冷暖；防止散失过多的水分；感知冷、热、疼痛以及获得外部的触觉。所以你也就能够想象到，如果皮肤被灼伤（烧伤），会是一件非常严重的事情。在对待灼伤（烧伤）时，急救是非常重要的第一步。 皮肤灼伤（烧伤）引起的原因 引起皮肤灼伤（烧伤）的物质有很多，例如热的液体、蒸汽，火，辐射（当接近于热源或者火源时），太阳，电以及化学品。 皮肤灼伤（烧伤）的种类 共有3种，分别为一级、二级和三级。分类取决于皮肤灼伤（烧伤）的层数。 一级灼伤（烧伤） 仅仅影响到皮肤的最上层。这种伤害并不严重，通常一到两天就会见好。例如轻度的晒伤或者触碰到热锅、热炉等热的钢铁制品。 二级灼伤（烧伤） 伤及到皮肤的最上层和第二层。这种伤害以及很严重了，通常需要几个星期才能恢复。例如皮肤曝晒或者被热的液体烫伤。 三级灼伤（烧伤） 伤及到皮肤的全部三层以及皮下的组织或者器官。例如遭受电击灼伤，体表着衣起火或者遭受严重的汽油火灾。这类灼伤（烧伤）会引起严重的伤害，受害者须立即就医。 灼伤（烧伤）的特征 一级灼伤（烧伤） 皮肤 干燥、红肿或者轻度肿胀 轻度疼痛 挤压受伤处皮肤变白 二级灼伤（烧伤） 皮肤 粗糙、红肿或者肿胀 起水泡或者脓包 脓状表面 极度疼痛 三级灼伤（烧伤） 皮肤 发黑或者变白或者烧焦 脓肿；通常通过表皮能够看见皮下组织 无疼痛或者轻微疼痛（如果皮下神经组织已遭破坏）；受伤区域边缘可能会出现疼痛现象。以上回答你满意么？
烧伤的急救 皮肤是身体必不可少的部分，也是身体的最大器官。皮肤有三层，它们是防病，防毒，抵御太阳有害光线侵害的一道屏障。皮肤的功能十分复杂。皮肤可以保暖或御寒，保持体内水分。正是皮肤使你感到冷热，疼痛，它还使你有触觉。因此，你可以想像到，如果你的皮肤烧伤了，就可能非常严重。在治疗烧伤的过程中，紧急处理是非常重要的第一步。烧伤原因：你可能由于各种原因而烧伤：灼热的液体，水蒸汽，火，辐射（由于靠近高温或大火），阳光，电和化学物品。烧伤的种类：烧伤有三类。根据皮肤烧伤的层次分为一度烧伤，二度烧伤和三度烧伤。一度烧伤：只损伤皮层的最上层。这些烧伤并不严重，应当在一两天内就有好转。例如轻度的晒伤，由于短暂接触热锅，火炉或熨斗而导致的烫伤。二度烧伤;既损伤了皮层的最上层，又损伤了皮肤的第二层。这些烧伤属于严重烧伤，需几星期才能痊愈。例如严重的晒伤和灼热的液体所造成的烧伤。三度烧伤：所有三层皮质以及皮下的组织和器官都受到损伤。例如由电击引起的烧伤，因衣服起火引起的烧伤，或因汽油起火引起的烧伤。这些烧伤都属于严重的烧伤，受伤者必须立即送往医院。烧伤的特征：一度烧伤：干燥，发红，微肿 微痛 受压是变白二度烧伤：粗糙，发红，肿胀 起水泡 表层渗液 极其疼痛三度烧伤：黑白和焦色相间 肿胀，可以看到皮下组织 若损坏了神经，则没有疼痛或轻微疼痛，或者在创伤周围有痛感急救处理：1 除非衣服粘贴在创伤面上，否则都要把它脱掉。靠近创面的其他衣物和首饰也都要去掉。2 马上用凉水给出伤口冲凉，但不能用冰水。最好是把烧伤的部位放在慢速流动的自来水下冲洗大约10分钟。（凉水可以阻止烧伤的进程，可以防止无法忍受的疼痛，还可以减轻肿胀程度）。三度烧伤不可用冷水冲。3 对于一度烧伤的患者，要把清凉干净的湿布放在烧伤面上，直到疼痛感较轻为止。对于二度烧伤，要保持湿布清凉，需要把湿布放回冷水盆中，拧出水后在放在烧伤面上，这样要反反复复地做一个小时左右，直到不太痛时为止。4 轻轻的把烧伤面弄干净，但不要擦拭，因为这样做可能会擦破水泡，伤口会感染。5 用干净又不粘皮肤的绷带盖住烧伤面，用胶布把绷带固定。千万不要在烧伤处涂黄油，油或软膏，因为这样会使里面的热散不出去，而且还可能导致感染。6 如果烧伤的部位在臀部和腿部，尽可能把手臂或腿脚抬高到高于心脏的位置。如果是面部烧伤，伤者则应该坐起来。7 如果属于二度或三度烧伤，就必须立即把患者送往医院或送去看医生。
第一单元 伟大的科学家 Reading 约翰.斯诺击败“霍乱王” 约翰.斯诺是伦敦一位的医生—他的确医术精湛，因而成为照料维多利亚女皇的私人医生。但当他一想到要帮助那些得了霍乱的普通百姓时，他就感到很振奋。霍乱在当时是最致命的疾病，人们既不知道它的病源，也不了解它的治疗方法。每次暴发霍乱时，就有大批惊恐的老百姓病死。约翰.斯诺想面对这个挑战，解决这个问题。他知道，在找到病源之前，霍乱疫情是无法控制的。 斯诺对霍乱致人死地的两种推测都很感兴趣。一种看法是霍乱病毒在空气中腐殖着，像一股危险的气流到处漂浮，直到找到病毒的受害者为止。第二种看法是在吃饭的时候人们把这种病毒引入体内的。病从胃里发作而迅速殃及全身，患者就会很快地死去。 斯诺推测第二种说法是正确的，但是他需要证据。因此，在1854年伦敦再次暴发霍乱的时候，约翰.斯诺着手准备对此调研。当霍乱在贫民区迅速蔓延的时候，约翰.斯诺就开始收集资料。他发现特别在两条街道上霍乱流行的很严重，在10天之内就死去了500多人。他决心要查明其原因。 首先，他在一张地图上标明了所有死者住过的地方。这提供了一条说明霍乱起因的很有价值的线索。许多死者是住在宽街的水泵附近（特别是这条街上16、37、38、40号）。他发现有些住宅（如宽街上20号和21号以及剑桥上的8号和9号）却无人死亡。他以前没预料到这种情况，所以他决定深入调查。他发现， 14 ·起水泡 ·表层渗液 ·极其疼痛 三度灼伤：·黑，白和焦炭色相同 ·肿胀，可看到皮下组织 ·若损坏了神经，则没有疼痛或轻微疼痛，或者在创面四周有痛感 急救处理： 1. 除非衣服粘贴在烧伤面上，否则都要把它脱掉（必要时可用剪刀帮助）。靠近创面的其他衣物和首饰也都要取掉。 2. 马上那个用凉水给伤口冲凉，但不能用冰水。是把烧伤的部位放在慢速流动的自来水下冲洗大约10分钟。（凉水可以组织烧伤的进程，可以防止无法忍受的疼痛，还可以减轻肿胀程度）。三度烧伤不可用冷水冲。 3. 对于一度烧伤的患者，要把清凉干净的湿布放在烧伤面上，直到疼痛感较轻时为止。对于二度烧伤，要保持湿布清凉，需把湿布放回冷水盆中，拧出水后再放在烧伤面上，这样要反反复复地做一个小时左右，直到不太痛时为止。 4. 轻轻地把烧伤面弄干，但不要擦拭，因为这样做可能会擦破水泡，导致伤口感染。 5. 用干而清洁又不粘皮肤的绷带盖住烧伤面，用胶布把绷带固定，千万不要在烧伤处涂黄油、油或软膏，因为这会使里面的热散不出去，而且还可能导致感染。 15 6. 如果烧伤的部位在臂部或腿部，尽可能把手臂或腿部抬高到高于心脏的位置。如果是面部烧伤，伤者应该坐起来。 7. 如果属于二度或三度烧伤，就必须立即把患者送往医院或送去看医生。 Using Language 英雄青年获奖记 17岁的青年约翰.詹森昨晚在里弗镇的救生员颁奖大会上领奖，因为他在一次骇人听闻的持刀袭击案件发生后，为邻居实施了紧急抢救。 在颁奖大会上，约翰被授予奖赏。大会共表彰了抢救他们生命的十个人的勇敢行为。 （那天）约翰正在房里学习，突然听到一声尖叫声，他和父亲赶紧冲出去，发现一名男子从现场逃跑，而三个孩子的母亲安.斯莱德被人连捅了数刀。她躺在前花园的地上，流血不止。她的双手几乎被砍断了。 正是约翰快捷的动作和急救知识救了斯莱德女士的命。他立即向附近的一些人要绷带，当他们都找不到绷带的时候，他的父亲就从屋里拿出一些擦杯盘的布和胶带来。约翰就用这些东西把斯莱德手上最严重的伤口包扎起来。他使劲的按住伤口，使血流得慢些，一直等到警察和救护车的到来。 约翰说：“我为自己所做的事感到骄傲，不过，我所做的都是以前别人教会我做的事。” 约翰在读高中时就参加了青年救生员组织。该组织的主任艾伦.萨瑟顿先生在向约翰表示祝贺时说：“毫无疑问，是约翰敏捷的思维和在学校学到的急救技术，挽救了斯莱德女士的生命。这表明懂得急救知识的确能发挥重要的作用。” 约翰和其他九位救生员在昨晚颁奖前，还出席了由首相主持的特殊的招 16 待会。 Reading For Fun Unit1 重要的是要不停地提出问题。 --阿尔伯特·爱因斯坦 天才是百分之一的灵感加百分之九十九的流汗。因此，天才只不过是一个完成了全部家庭作业的聪明人。 --托马斯·爱迪生 如果说我比别人看得远一些，那只是因为我站在巨人的肩膀上。 --艾萨克·牛顿 Unit2 国外思乡 --摘自罗伯特·布朗宁（1812-1889） 四月来到了英格兰， 啊，到了英格兰。 早上一觉醒来似乎看到， 低矮的树枝和密集的灌木丛。 绕着榆树干， 布满了小嫩叶。 这时候，燕雀在果园的枝头上歌唱。 啊，现在来到了英格兰！ Unit3 梦 --雷切尔·伯恩斯 17 梦啊，梦见了明天， 明天会怎样？ 梦见了我的未来， 未来的生活会怎样？ 梦见了我所爱的人， 不知道他们在干什么？ 啊，我多么想念他们！ 梦见了那一天， 那一天，我确实找到了自己。 梦见了那一天，我所有的梦想都已实现。 梦啊，梦见了明天！ Unit4 那只小鹿仔跟我们不一样 吉林长春市附近有一个养鹿场，里面养着一群长满斑点的鹿，它们拒绝跟那头新生的全身长着白毛的小鹿一起玩，认为小白鹿跟他们不是同类。 养鹿场的主人刘先生说：“起初，就连那头母鹿也跟她的幼仔小白鹿保持距离，尽管小白鹿追着母鹿要吃食。过了好几天，它们才接受了小白鹿。” 长满斑点的鹿生产出一头全身白毛的幼仔，这还是头一次。 Unit5 防病胜过治病。 伤风宜食，发烧宜饿。 健康胜过财富。 18 吃什么，是什么。 一日一苹果，医生不找我。 有健康就有希望，有希望就有一切。 早早起，早早睡，聪明、健康又富贵。 一味奔忙不顾健康，犹如技工只顾干活不顾工房。
高中英语必修2unit2教案
在理解的基础上记忆并运用本单元重点词汇。接下来我为大家推荐的是高一英语必修二unit2 课件，欢迎阅读。
【高一英语必修二unit2课件】
【高一英语必修二unit2重点词汇、短语】
1. because of 因为、由于
2. come up 走近、上来、提出
3. actually 实际上、事实上
4. base 以…为基础，根基
5. at present 目前
6. make use of 利用
7. such as 例如
8. command 命令、指令、掌握
9. request 请求、要求
10. play a part/role in 扮演一个角色
11. recognize 辨认出、承认、公认
12. straight 直接、挺直、笔直的
13. be different from 与…不同
be the same as 和…一样
14. one another 相互，彼此（=each other）
15. at the end of 在…结束时
16. because of 因为（后接名词或名词性短语）
because 因为（后接句子）
17. be based on 根据，依据
18. at present 目前；当今
19. especially 特别，尤其
specially 专门地
20. make use of 利用…
make the best of 充分利用…
21. a large number of 大量的，很多（作主语时，谓语动词用复数）
the number of …的数量（作主语时，谓语动词用单数）
22. in fact = actually= as a matter of fact 事实上
23. make lists of… 列清单
24. included 包括（前面接包括的对象）
including包括（后面接包括的对象）
25. command sb. to do sth. 命令某人去做某事
command + that 从句（从句用should+V原）
26. request sb. to do sth. 要求某人做某事
request + that 从句(从句用should+V原)
【高一英语必修二unit2重点句型】
1. World Englishes come from those countries where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language.（定语从句）
世界英语来自那些以英语为第一或第二语言的国家，英语在这些国家起重要作用，或是因为外国的统治，或是因为其作为国际语言的特殊地位。
2. All languages change when cultures communicate with one another.
当不同的语言互相沟通时，所有的语言都会发生变化。
3. Actually, the English spoken between about AD 450 and 1150 was based more on German than present day English.
实际上，从公元450年到1150年，人们所说的英语更多的是以德语为基础的，而现代英语不是。
4. Would you please come up to my flat for a visit?
请到我的公寓里来坐坐，好吗？
5. Believe it or not, he cheated in the exams.
信不信由你，他在考试中作弊。
6. Native English speakers can understand each other even if they don’t speak the same kind of English.
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。
7. Today the number of people learning English in China is larger than even before.
目前在中国学习英语的人数比以往任何时候都多。
8. It is the duty of a government to provide education for the children of its country. （it作形式主语）
政府的责任是为其国家的小孩提供教育。
9. Reading is one of the best ways of improving your vocabulary and usage.
阅读是帮助你改善词汇及其用法的最好方法之一。
10. Giving commands is less polite than making a request.
发号命令比发出请求粗鲁。
11. We asked her for directions and she told us to go round the corner on the left and keep going straight for two blocks.
我们向她问路，她告诉我们往左边拐弯后直走两个街区。
12. He knows several languages, such as English, French and German.
他懂几种语言，例如英语、法语和德语。
你知道写一份优秀的教案都需要有哪些内容吗?下面是由我为大家整理的“高中英语优秀教学教案(通用5篇)”，仅供参考，欢迎大家阅读。
一、 教材分析：
学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Let’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from?做了铺垫，教师应充分注意这一点。
boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。
二、教学目标：
1、能够得简单地表达自己心情，如：nice to meet you welcome back to school
2、能够听懂并回答 Where are you from?
I’m from
3、认识、会说字母A——E
4、掌握A、B Ler’s talk中单词。
5、理解A、B Ler’s talk中内容。
三、教学重、难点：
能够听懂并回答 Where are you from?
掌握A、B Ler’s talk中单词。
理解A、B Ler’s talk中内容。
四、课时安排
第一课时 A lLet’s talk Let’s learn B Let’s sing
第二课时 A Let’s practise Let’s play Let’s chant
第三课时 B lLet’s talk Let’s learn
第四课时 BLet’ssay Let’spractise
第五课时 B Let’s Let’s
第六课时 C story time
教学目标
1、引导学生通过上下文理解生词的含义：
anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out
2、帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3、帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程
Step1 Lead –in &Warming-up(5mins)
问题导入——教师呈现问题和图片
T: Have you seen plants andanimals that live under the sea? Where did you see them? What’s this? Yes,they’re killer whales。 How much do you know about them? I’ll show you a shortvideo。
【意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。最后出现虎鲸的形象，以抛出问题What’sthis? How much do you know about them?来引出今天阅读的主角——虎鲸。先播放一段视频——“虎鲸捕猎”的场面。
Step2 Pre-reading (Predicting)(2mins)
T: Now please look at the title“Is Old Tom an old man?” Right, it’s notan old man。 It’s the name of a killer whale。 Here are two pictures of thekiller whale。 Can you guess what happened to him?
【意图说明】标题导读是指导英语阅读的重要方法。通过解读题目，观察文中的插图，让学生预测故事的内容，这样更能激起他们的阅读兴趣。
Step3 While-reading (28mins)
Task 1 Fast-reading(3mins)
What’s the main idea of the passage? Read the passage quickly and completethe following sentences。
The text consists of two ________written by Clancy。They are mainly about how Old Tom helped the whalers ________a whale and savedJames from the _______。
Explain new words:
anecdote: short, usuallyamusing story about a real person or event
【意图说明】采用完成句子的形式来给出文章的大意，这样很大程度上降低了难度，可以让更多的学生能够完成，从而产生成就感。
Task 2 Careful-reading(3mins)
Read the first story again and finish the chart。
Fill in the blanks。
【意图说明】训练学生寻找细节信息的阅读技能，同时突出本课的生词和短语。要求学生不看书来完成，这样更具有挑战性。
Task 3 Discussing and Speaking(5mins)
Discuss in pairs and answer the following questions。
What’s the relationshipbetween Old Tom and the whalers?
【意图说明】活动2的填表活动只是帮助学生对故事主要情节有大概的了解，而这个环节的提问是为了帮助学生进一步读懂文章,对文章有更深的理解和思考，培养他们的批判性思维，使他们能够正确对待动物与人类之间的关系。
Task 4 Read the second story again and finish the chart。(2mins)
Fill in the blanks。
Task 5 Discussing and Speaking(15mins)
Read the second story and answer the following questions:
1、How did Old Tom help James?
2、As far as you know , what other animals everhelp out human beings in history?
【意图说明】这里给学生时间去交流他们所知道的动物救人的奇闻轶事，然后请个别小组来汇报讨论结果，与全班同学来分享故事。如果学生知道的不多，教师可让他们阅读以下三个小故事。
(公元前5世纪，古希腊历史学家希罗多德记载过一件奇事：音乐家阿里昂乘船返回希腊时，水手们意欲谋财害命。阿里昂乞求水手们允诺他演奏生平最后一曲。他奏完乐曲就跳入大海，一头海豚游过来驮起这位音乐家，将他送到了伯罗奔尼撒半岛。
有一个车老板赶着马车从山上往山下走，这时辕马的套掉了，老板俯下身想拣起来，没想到穿在身上的棉大衣被压在车轮底下，将人带了下去。在这千钧一发之际，辕马一口将车老板叼起，随着巨大的惯性向山下跑去，一直跑到安全地带，车才慢慢停下来，把人轻轻放下，这时马跑了一身汗。”战兽医师说，“这个老板心地非常善良，平时与马很有感情，从来不打马，这次有难，是马救了他。
” 1999年《哈尔滨晚报》登载了这样一条新闻:黑龙江省阿城市有一个聋哑人，有一天坐在火车道上，当火车路过这里时，怎么鸣叫他也听不见。这时，在路边吃草的一只山羊见到了，它拼命地跑了过来，用角把这个人推出了道轨，而它来不及躲避，不幸壮烈牺牲。)
3、What conclusion can we come to after weshare these stories?
【意图说明】通过交流几个动物救人的感人故事，学生会由衷地产生对动物的喜爱和感激之情，会认识到大自然的一切，我们都要感恩，都要爱护，我们与动物要和谐相处，世界才会更美好。
Step4 Languageappreciation(10mins)
【意图说明】接下来这个环节是要引导学生学会鉴赏文章中语言的美，这也是本节课的一个重点部分。学生可根据自己的真实想法，给出他们认为写的精彩的'句子，以及给他们留下最深印象的场面。
In the first story, which sentences do you thinkbest describe the scene of the whale hunt and the actions of Old Tom? In thesecond story, what scene impresses you most?
在学生各抒己见之后，教师可着重分析以下几个句子。
We ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again。
我们及时赶到岸边，看到对面有一个庞大的动物猛力跃出水面，然后又坠落到水里。
throwing itself out of the water形象地表现了鲸跃出水面的动作。throw的用法很灵活，能表达出丰富的含义。如：
I felt discouraged when he threw cold water on myidea。
他给我的想法泼冷水时，我感到很沮丧。
She threw herself into a chair and began to cry。
她倒在椅子上，哭了起来。
The fire threw hundreds of workers out of work。
大火使几百个工人失业。
…when we approached him, I saw James being firmly held up in the water by Old Tom。
当我们靠近他的时候，我看到老汤姆在水中正稳稳地托着詹姆斯。
Step4 Homework
1、 Surf the Internet andlearn more about the killer whale and other marine animals。
2、Try to retell the story using your own words。
一、 课程类型：
高三复习课
二、 教学目标：
一) 认知目标
1.句型和语言点(见教学重点)。
2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。
二)情感目标
利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
三)智力目标
在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
三、 教材分析：
这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课
堂的语料输入量及学生的语言输出量。
四、 教学重点：
1. 学会审题和谋篇
2. 掌握多样化的表达方式
3. 熟练各段中的固定写作套路
五、 教学难点：
1. 如何帮助学生运用写作策略，促进学生自主写作。
2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。
六、 教学方法：
1、活动教学法：
2、任务型教学法：
《Unit 1 Friendship》
大家好!今天我说课的内容是高一英语新课程实验教科书必修1 Unit One， The first period。下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。
一、教材分析
(一)教材的地位和作用
本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。
(二)教学目标
英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。因此，我制定以下教学目标：
知识目标：
1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标：
1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
3、理解阅读文段，复述故事。
情感态度：
1、患难之交才是真朋友。
2、知音难得。
3、海内存知己，天涯若比邻。
文化意识：
认识德国纳粹党。让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。
(三)重点与难点
重点：
1、训练scanningand skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。
难点：
1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。
(四)教具
本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。
二、教法分析
在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法，主要采用小组合作讨论的方式。在读前阶段我就提出问题，让学生思考讨论是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，我再引导学生深入讨论几个与本课有关的话题，展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境，使学生在语言实践中把语言知识和技能主动转化为交流能力，变苦学为乐学，从而培养学生大胆用英语进行交际的能力。
三、学法分析
教务于学。传统教育的弊端是教师“满堂灌”，只重视怎么教而忽视怎样学，结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态，我通过创设话题，寓教于乐，引导学生自学、自做、自助、自悟，让学生学会自己动手，收集信息、处理信息，用所学语言去实践和解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。从而使学生真正成为学习的主人。
四、教学过程
新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型，更重要的是学会运用语言来交流思想，办实事。因此我精心设计了以下教学环节：
(一)激趣导入，务于新知
一节课的良好开始，对于整节课教学的顺利进行起着至关重要的作用。在Warming up 部分我分四步进行：
1、用问问题的形式导入(屏幕显示)。同时板书Unit 1 Friendship。
Do you have any friends? Are you good to your friends?
Which kind of friend do you think is the best friend?
2、做调查：在Warming up部分有5个问题，我让学生独立完成。然后在屏幕上显示下列表格。
3、调查结果：显示各得分情况所对应的调查结果，让学生自行对照。
Grade 1 (5分以下) 直截了当，做事果断，没考虑不良后果。
Grade 2 (10分以下) 能用更合理的方法处理问题，又不伤朋友之间的感情，但自己的利益有时会受损。
Grade 3 (10分以上) 不伤感情，又能保全自己利益。
通过调查问卷的形式，引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，最后的问卷调查结果让学生兴趣和热情倍增，这样能促使学生很快进入语言学习和探究活动中去，愉快的进入学习状态。
4、学习三句谚语，使学生明确对待朋友和友谊的态度。
A friend in need is a friend indeed. 患难之交才是真朋友。
Real friends are few and far between. 知音难得。
Long distance separates no bosom friends. 海内存知己，天涯若比邻。
(二)创设话题，教学新知
新课程指出，教师不再是居高临下的管理者，而是学生学习的促进者、组织者、合作者。
1、我布置Pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。接着让学生就问题进行小组讨论。然后让个别学生回答问题。
接着屏幕显示我补充的问题：
Why do you need friends?
What do you think a good friend should be like?
《Scientists at work》
一、教学背景分析
1. 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识
(1)进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
(2)引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
(3)指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
(4)意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三、教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
Reading讲述的是科学家 Franklin的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四、教学重点与难点
(1)能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
(2)掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。
(3)能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。
一、课程分析 该课大胆采用了新课标教学理念，创造性地使用教材，对课文内容进行创造性拓展与补充，改变传统教学过于注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。“Tomorrow’s World”的中心话题是“谈未来”，内容主要涉及人类对未来网络空间的想象、猜测和思考。该课旨在激发学生的想象力，探讨未来的世界，达到使学生学会用英语交流、培养实际运用英语的能力。 二、学情分析 这个班虽然为普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神还是可以在平时的教学中不断提高和培养的。根据这些特点，教师可以采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样面向全体学生便于调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。 三、学习目标 1、展望未来，激发学生的想象力；2、学习使用有关预测和猜测和表达方式；3、培养学生用英语表达未来的生活状况，达到用英语交流、培养实际运用英语能力的目的；4、运用所学英语写出具有丰富想象力的短文。 四、设计理念 “Tomorrow’s World”一课倡导英语新课标理念下的合作学习。根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标。教师要引导学生利用所学语言来完成任务，促进学生运用所学外语获取信息，处理信息，使用信息与人交流，让学生去发现问题、设计问题并解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。 五、教学媒体设计 指导学生将信息技术与英语学习相整合,教师鼓励学生利用网络资源及多媒体技术积极探索和运用知识。让学生展开想象，搜集有关资料，制成课件。多媒体及网络可使师生实现资源共享。通过多媒体及网络的运用，可以培养学生搜集和处理信息的能力，获取新知识的能力、分析和解决问题的能力以及合作与交流的能力，拓展学生学习的渠道。 六、教学流程 （一）课前准备 确定教学方式。采用“任务型”教学方式。首先让学生自愿分成几个学习小组，向他们提出要求，布置学习任务。在教师指导下，全班学生先分成正反两方,然后自愿组成5-6人的小组，教材Unit4的主要话题就是the future of cyberspace，故以该话题为核心，让学生从网络等渠道收集有关未来网络空间的材料,准备在课堂上交流。这个活动能够调动学生课外英语学习的积极性，锻炼学生以合作形式收集资料、处理信息的能力，为学生提供运用英语的机会。教师与各小组学生协商后，最后确定这个话题，即“Do you feel pessimistic or optimistic about the future of the internet? Why?”。各小组成员收集好素材，在教师的指导下进行取舍和整理，并制作成多媒体课件。教师课前对每组的课件进行审核，指导学生选取重要的信息。之后每组选一个代表准备上讲台讲解，教师要纠正学生的一些错误语法、发音以及不地道的语言，并对学生及时给予鼓励和表扬，鼓励学生即兴发挥，从而激发学生们更高的参与热情。 （点评：学生从收集素材到制作课件，充分展现了他们自主学习能力、合作探究与交流能力、富有个性的创造能力和表达能力。教师课前的指导作用是不容忽视的。教师要对每组的合作做出及时和积极的评价。） （二）导入 教师开始上课，首先让学生分成四个小组，抢答“How do you think computers and internet are going to affect our life?”。学生们积极举手回答，想象也非常丰富，一下子调动了学生们的积极性，使课堂气氛活跃起来。教师将几个可能用到的句型写在黑板上，如:“Suppose that…,imagine that…,It is likely that…,It is possible that…”指导学生运用。 (点评：如果能放一段有关未来网络空间的录像，导入“the future of cyberspace”主题,可能会收到更好的效果。） （三）实践 切入主题后，教师深入学生中间，给予激励性评价，询问学生是否分组准备好要说的话题，鼓励学生上台展示课件，讲解有关网络空间的未来。由每组学生派代表上讲台讲解，如,“I am optimistic about the future of the Internet, because the Net has become apart of our life. We do many things on it, such as…”etc.上台的几个学生代表表现得很好，有时还能即兴发挥,正反双方不时还有辩论。 （点评：当学生们看到同班同学能上台用英语结合图片资料，讲解未来网络世界时，表现出极大的兴趣。此时，教师应给予更多的激励性评价。上来发言的几个同学发挥得非常好。课堂充分体现了“以教师为主导，学生为主体”的教学理念。） （四）拓展 学生们探讨未来网络世界以后，教师又布置了一项任务，即分组讨论：“What you will be in the future”,将这堂课推向高潮，以小组的形式进行讨论、交流与合作，并选一名代表进行书写记录，最后读给全班听。学生讨论时，教师要给予指导，比如：What will you do? How will you prepare for? （点评：这样的合作学习能激励学生的创新热情，注重学生合作精神的培养。教师要多给予激励性评价。这种活动将英语教学的听、说、读和写四步有机地结合起来，充分培养了学生用英语交流和实际运用英语的能力。） （五）放音乐 最后放一首英文歌曲，名字叫“What will be, will be”,歌曲的主题也是:“What will you be in the future”,学生们跟着优美的旋律唱起来，没想到唱得非常好听。唱完后布置写作作业。 Home work: Write a passage about what you will be in the future. （点评：学生们唱得很好，这首歌刚好与这节课的主题相吻合，恰到好处，效果非常好，使课堂教学内容得以升华。从英语的角度来说，这首歌和作业的设计使整个教学流程达到了听、说、读、写完美的结合。从而获得和加强了学生实际应用英语的能力，使学生感悟学习英语的乐趣。） 结束语 此节课上得比较成功，虽然是普通平行班，但整个课堂气氛都很活跃。这堂课的亮点是充分体现了“以学生为主体”的教学理念，在教师的指导下将课堂“还”给学生，学生们发言及表演的时间占了整节课的三分之二，由过去的教师“教”为主转变为学生“学”为主。在学生们的发言及表演中看到了学生们每个人的闪光点，加强了师生之间的沟通与互动，调动了全体学生学习英语的积极性，培养了他们的合作精神和实际运用英语的能力。 课后反思 1、“Tomorrow’s World”一课无论从教学内容、教学方法还是从教学手段上都实行了创新设计与构思，同时有效地采用了课程标准中所倡导的“任务型”教学途径，激发了学生的学习兴趣，培养了学生的交际英语能力。如何变“接受性学习”为“创造性学习”，关键在于教师。在教学中教师要努力地创设民主和谐的学习氛围。英语教师的角色不再是单纯的知识传授者，而是学生学习的组织者、引导者、参与者和促进者。在课堂上，教师有时可以组织讨论，有时可以让学生辩论，有时甚至可以让学生上讲台当老师。 2、“Tomorrow’s World”一课是一次有益的教学方式的创新尝试。其巧用教材，对课文内容进行创造性拓展与补充；尤其是鼓励学生收集素材，制作课件，上台讲解，值得推广，此举可提高同学们的合作交流意识，同时还可不断改进同学们的口语表达能力和综合运用语言的能力，在“Tomorrow’s World”一课的基础上，今后可加大力度进一步培养学生的自主、合作与探究精神。教师要不断学习，拓宽课程设计的思维空间,发挥学生想象力,开启学生创新思维。在教学中，教师根据教材正确地诱发学生的想象力。比如，让学生想象“What will life be in the future”,通过想象，学生就能自由地表达他们的思想。 3、“Tomorrow’s World”教学过程中，教师应在各个环节进行及时评价，效果会更好。还可在各小组之间展开竞争，通过自评与互评的方式，评出课件、讲解员等，以此来激励学生的参与意识，更能使学生体验自信与成功的乐趣，从而激发学生更大的学习激情和参与热情。 4、该课是将信息技术与英语教学相整合的一个例子。以多媒体计算机及网络技术为核心的现代教育技术作为一种创新型教学手段，有利于适时拓展教学容量，限度地挖掘学生的创造力。例如，教师在教“Tomorrow’s World”一课时，引导学生按照各自的爱好，利用信息技术自主制作课件，根据讨论话题“the future of cyberspace”，设计了“Crime in cyberspace”,“Hackers”,“Shopping in the net”,and“Virtual reality”等几个板块，呈现出未来网络空间的各种状况，并用英语简单地描述未来情况。学生在这些课件呈现的课堂活动中丰富了想象，拓展了思维。注意信息技术与英语教学的整合，不仅老师、而且学生也将信息技术运用到英语的教与学当中。 教学有法，教无定法。不足之处还需加以改进，不断完善。教师在教学过程中应不拘一格，综合学生、教材、教法及自身教学风格，创造性地开展教学活动，激活学生的学习热情，激发学生的学习兴趣，激励学生的学习信心，永葆英语课的新鲜、趣味、活泼。因此，在英语教学中教师要精心设计课堂教学，注重教学方法，要重视让学生在创造性的学习活动中获得愉悦的心理体验，这种体验一方面来自教师对学生的评价，更主要的是让学生在自主发现的活动中获得。学生几个人一组，全身心地投入到活动中去，有的负责收集资料，有的负责制作课件，有的上台表演，创造力得到充分的体现。学生在体验中享受到了快乐，在快乐中发挥了创造力。 把信息技术引入英语教学，引起了英语教学方式和方法的革命性变革。但是，目前我们教师大量进行的课件设计，主要都是教学方式和方法方面的整合。实际上，信息技术更重要的是用于教学资源的开发，特别是指导学生将信息技术与英语学习相整合，比如收集资料，制作课件，并在课堂上交流。教育的过程本身就是一种探索与创造，教师要不断探索课堂教学的新思路、新方法，引导学生发现、探究、解决问题，才能培养学生的开拓精神和创新意识，逐步培养其独立获得知识、创造性运用知识的能力。
高中英语必修3unit1教案
教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。 篇一 教学准备
教学目标
知识目标:
复习两个阅读技能---scanning, skimming;
学习本单元的部分生词。
能力目标:
能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
情感目标:
学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;
学生能明白计划的重要性,并能收获一些与之相关的谚语。
教学重难点
形成文章的图式,并在图式的帮助下复述文章的主要内容。
教学工具
课件
教学过程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling
1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern I dream about traveling in/to
1). To arouse students’ interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim moreto find out the main idea of each paragraph.
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class
篇二
教学准备
教学目标
1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动旅游需要准备的物品
教学过程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
教学准备
教学目标
1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品
教学过程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V. Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要内容及重难点。
课后习题
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板书
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
教学准备
教学目标
知识目标:
复习两个阅读技能---scanning, skimming;
学习本单元的部分生词。
能力目标:
能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
情感目标:
学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;
学生能明白计划的重要性,并能收获一些与之相关的谚语。
教学重难点
形成文章的图式,并在图式的帮助下复述文章的主要内容。
教学工具
课件
教学过程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling…
1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”
1). To arouse students’ interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim more—to find out the main idea of each paragraph.
1) Students tell the main idea of each paragraph
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class
教学准备
教学目标
(1) 增进学生对中国节日的理解，了解和感悟外国的节日;
(2) 提高学生的社会文化素质，加强跨国文化素质;
(3) 培养学生运用资源策略。
教学重难点
(1) 本单元的生词和短语;
(2) 掌握一些情态动词的基本用法;
教学工具
课件
教学过程
Step 1. Leading-in
Purpose: To activate Ss and arouse them to express their opinions about a festival.
Lead Ss to the content of this unit. Teacher may say, “Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.”
Step 2. Warming Up
1. Ask Ss to turn to P1 and work in groups to complete the form on P1.
2. Ask Ss to discuss festivals they have filled in the form and their importance to the society. After that, ask Ss to present their opinions to all classmates.
Step 3. Pre-listening
Purpose: To help Ss learn about the context of the Listening text.
Ask Ss to talk about the following questions to get them prepared to listen to the reading text.
1. How many ancient festivals do you know?
2. Are foreign festivals different from Chinese festivals? In what part?
Step 4. Listening
Purpose: To get the main information in the listening part.
To develop Ss’ listening ability
To learn some information about the festivals around the world.
Ask Ss to listen to the tape, focus on the subjects mentioned in the passage and then answer the following question.
1. How many kinds of festivals were mentioned in the text?
Suggested Answer: Five.
2. What are they?
Suggested Answer:
Ancient Festivals
Festivals of the Dead
Festivals to Honor People
Harvest Festivals
Spring Festivals
Step 5. Pre- reading
Divide Ss into groups of four and ask them to discuss the following questions.
1. What’s your favorite holiday of the year? Why?
2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?
Step 6. Fast reading
Ask Ss to read the text quickly and answer the following questions.
1. What are festivals of the dead usually for?
2. What make autumn festivals happy events?
3. What do people usually do at spring festivals?
4. What is one important reason to have festivals and celebrations?
5. Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?
Suggested Answers:
1. Festivals of the dead are for honoring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.
2. Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.
3. At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.
4. It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.
5. The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ graves, and the Mexican offer food, flowers and gifts to the dead. However, there are some differences. The Mexicans eat special food that looks like bones, something the Chinese and Japanese do not do.
Step 7. Intensive reading
1. Ask Ss to read the text carefully and sum up the main idea of each part.
2. Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas.
Type of festival Example of festival Reasons for your choice
Most important
Most fun
Suggested Answer:
Various answers are acceptable.
3. Ask Ss the following question and encourage Ss to give some similarities that they think festivals have, and give their reasons. Then invites Ss to tell the similarities and then ask them to present them before the class.
What similarities can you find among these festivals?
Suggested Answer:
They most include food, music or entertainment, like dances, light or fire.
They are most together with family and friends.
Festivals exist everywhere.
Many of them celebrate similar ideas and important cultural events or remember event of people.
Human beings need to have things in life to celebrate and have a break from daily struggles and demands.
Step 8. Homework
Purpose: To get a further understanding of the text.
1. Ask Ss to continue discussing their opinions about festivals with their partners.
2. Ask Ss to read the text once again and try to retell the text.
3. Ask Ss to discover useful words and expressions in the text.
课后小结
学了这节课，你有什么收获?
课后习题
完成课后练习题。
板书
Unit 1 Festivals around the world
教学准备
教学目标
理解到爱的真谛是相互信任，相互理解
教学重难点
评测练习
巩固强化训练
1. This drawing is _____ to show the different shares each company takes up in the market.
A. decided B. determined C. meant D. remained
2. People ______ round, curious to know what was happening.
A. collected B. gathered C. selected D. elected
3. The boy had no other choice but ______ the woman ______ breaking the window.
A. to apologize to; for B. to apologize; for
C. apologizing for; to D. to apologize for; for
4. Beckworth shook his head __________ to say “Don't trust her.”
A. unless B. until C. even though D. as though
5. Traditionally, people make cakes __________ chicken, duck, tortoise, pig, cow or sheep with rice flour to celebrate the festivals.
A. in memory of B. in honour of C. in the shape of D. in the name of
6. I am sure something better will __________, but nobody believes me.
A. turn up B. turn down C. turn on D. turn off
7. — It was careless of you to have left the house without turning off the gas.
— My god! _______.
A. So were you B. So was I C. So did I D. So I did
8. _________ the Internet is of great help, I don’t think it’s a good idea to spend too much time on it.
A. If B. While C. Because D. As
9. In some places women are expected to earn money _________ men work at home and raise their children.
A. but B. while C. because D. though
__________ necessary to complete the design before National Day?
A. this B. that C. it D. he
教学过程
Learning objectives:
After this class, students will
the key words and phrases by heart:
e. g. obvious ,set off, turn up, apologize, remind, remind—of by guessing, reading them and making sentences with them.
2. get a general idea of the passage ,obtain key information by readinging，comprehend the text and fill in the blanks correctly
Part One：Before reading
I. 我爱记单词
1. forgive (forgave; forgiven)
2. set off
3. weep (wept; wept)
4. weave
5. wipe
6. obvious
7. drown
8. 屏息;屏气
9. prediction
10. 必要性;需要
11. custom
12. 玩的开心
13. 好像
14. energetic
15. 赞美;钦佩;羡慕
Ⅱ.短语找找看
1) 出现，露面
2) 取笑他
3) 守信
4) 盼望
5) 屏住呼吸
6) 借咖啡浇愁
7) 打开电视
8) 一个悲伤地爱情故事
9) 爱上，相爱
10) 与某人结婚
Ⅲ.句子疯狂背
1.他一整天都在盼望着见到她，而现在他拿着玫瑰花和巧克力独自一人守候着，像个傻瓜一样。
2. 他不想屏息等她来道歉，他要用咖啡来解愁。
3.很明显,咖啡馆里的经理在等李方离开……
4.在回家的路上，他神情失落地走过拐角处的一家茶馆，听到有人叫他的名字。
Part two： While reading
or false
Fang was sad because Hu Jin didn't turn up as she had said.( )
in China hope that it will be raining on Qiqiao Festival.( )
Hu Jin had prepared a gift for Li Fang，he gave her the flowers and the chocolates finally.( )
Ⅱ. Best choice
happened to Li Fang on Valentine's Day?
girlfriend said goodbye to him.
girlfriend cheated him.
girlfriend did not appear as expected.
did the manager of the coffee shop turn on the TV?
he was waiting for Li Fang to leave.
he knew what Li Fang needed.
he wanted to comfort Li Fang.
didn't Li Fang meet Hu Jin earlier?
Hu Jin didn't want to see him without a gift.
Hu Jin wanted to give him a surprise.
they waited for each other in different places.
Part three: After reading
Complete the following passage by filling in each blank with one word that best fits the context and using the correct forms.
A SAD LOVE STORY
Li Fang was heart-broken. It was Valentine’s Day and Hu Jin had said she would meet him at the coffee shop after work. But she didn’t turn up. She could be with her friends right now 1___________(laugh) at him. She said she would be there at seven o’clock, and he thought she would keep her word. He had looked forward to 2___________(meet) her all day, and now he was alone 3___________ his roses and chocolates, like a fool. Well, he was not going to hold his breath for her 4___________(apologize). He would drown his sadness in coffee.
It was obvious that the manager of the coffee shop was waiting for Li Fang to leave---he wiped the tables, then sat down and 5__________(turn) on the TV---just 6___________ Li Fang needed! A sad Chinese story about lost love.
The granddaughter of the Goddess of Heaven visited the earth. Her name was Zhinü, the weaving girl. While she was on earth she met the herd boy Niulang and they fell in love. (“Just like me and Hu Jin,” thought Li Fang.)They got married 7__________(secret), and they were very happy.(“We could be like that,” thought Li Fang.)When the Goddess of Heaven knew that her granddaughter was married 8___________ a human, she became very angry and made the weaving girl return to Heaven. Niulang tried to follow her, but the river of stars, the Milly Way, stopped him. 9_____________(find) that Zhinü was heart-broken, her grandmother finally decided to let the couple cross the Milky Way to meet once a year. Magpies make a bridge of their wings 10________ the couple can cross the river to meet on the seventh day of the seventh lunar month ……
Part four. 句式探究
was obvious that the manager of the coffee shop was waiting for Li Fang to leave….(P7)很明显，咖啡馆里的经理在等李方离开……
that引导的从句是______从句，其中it是_____主语。由于主语从句放在句首，往往显得头重脚轻。因此，常把它移到句子后面，而把it放在句首，作形式主语。
It is quite obvious that he didn't do it himself.
很显然他没有亲自去做。
【牛刀小试】
①显而易见老板高度评价这项计划。
____________the boss thinks highly of the plan.
②真奇怪，他今天竟然没来。
____________he doesn't turn up today.
③你做好这项工作很重要。
____________you do the job well.
④他很有可能已经去美国了。
____________he has gone to America.
【归纳】：
①. 句式_____________________________
②.常用于这种结构中的形容词有：_________、__________、__________、_________、_______、______、______、_______、_______、_________
she was on earth she met the herd boy Niulang and they fell in love.(P7)
她在人间遇见了牛郎，两人相爱了。
【牛刀小试】
①.______ _______ ____ the radio，I heard the bad news.
当我听收音机时，我听到了这个坏消息。
②._______ ______ ______your viewpoint，I don't agree with you.
虽然我了解你的见解，还是不能同意。
③.You'll want for nothing _____ _____ ____ alive.
只要我活着你就不会缺任何东西。
④尽管我明白你的话，但我还是不同意。
____________what you say，I can't agree with you.
⑤我喜欢打篮球而她喜欢弹钢琴。
I like playing basketball________she likes playing the piano.
课后小结
课后习题
评测练习
巩固强化训练
1. This drawing is _____ to show the different shares each company takes up in the market.
A. decided B. determined C. meant D. remained
2. People ______ round, curious to know what was happening.
A. collected B. gathered C. selected D. elected
3. The boy had no other choice but ______ the woman ______ breaking the window.
A. to apologize to; for B. to apologize; for
C. apologizing for; to D. to apologize for; for
4. Beckworth shook his head __________ to say “Don't trust her.”
A. unless B. until C. even though D. as though
5. Traditionally, people make cakes __________ chicken, duck, tortoise, pig, cow or sheep with rice flour to celebrate the festivals.
A. in memory of B. in honour of C. in the shape of D. in the name of
6. I am sure something better will __________, but nobody believes me.
A. turn up B. turn down C. turn on D. turn off
7. — It was careless of you to have left the house without turning off the gas.
— My god! _______.
A. So were you B. So was I C. So did I D. So I did
8. _________ the Internet is of great help, I don’t think it’s a good idea to spend too much time on it.
A. If B. While C. Because D. As
9. In some places women are expected to earn money _________ men work at home and raise their children.
A. but B. while C. because D. though
__________ necessary to complete the design before National Day?
A. this B. that C. it D. he
