_新教材高中英语Unit3CONSERVTIONSectionⅤLESSON3
2019_2020学年新教材高中英语Unit3TheinternetSectionⅣListeningandTalking
课时作业9
Unit 3 Section Ⅳ Listening and Talking & Reading for Writing
Ⅰ.单句语法填空
1．He was very upset(upset) because his pen pal didn't reply to his letters in
time.
2．The lecture will cover a number of cases where beginners of English fail to
use the language properly.
3．The shy woman felt embarrassed(embarrass) when she became the centre of
attention.
4．In my opinion, you'd better make an apology to him for your rudeness(rude)．
5．All the goods on show are sold at twenty percent discount.
6．Generally speaking, the more expensive the computer is, the better(good)
it
is.
7．Listening to his inspiring speech, we were inspired to make great efforts.
It gave us not only hope but also inspiration. (inspire)
8．She was so worried about the safety of her son that she couldn't fall asleep
the whole night.
9．She is trying her best to_bridge (bridge) the generation gap with her mother.
高中英语教材
高中英语教材
高中英语教材是中学英语教育的重要组成部分，它对学生的英语学习有着至关重要的作用。高中英语教材内容涵盖了英语语法、词汇、听说读写等各个方面，旨在培养学生综合运用英语语言的能力，以满足成为全球化人才的要求。
高中英语教材的编写遵循以下三点原则:
首先，教材要符合国家课程标准，根据国家对语言教育和培养全球化人才的要求制定。其次，教材要遵循时代发展潮流，更新知识和观念，在内容表现上反映新世纪的教育思想和教学法。最后，教材的编写者要注重实用性，既要考虑学生的语言能力和认知水平，又要注重语言环境和实际应用情景。
高中英语教材可以分为三个部分：语法、词汇和口语。
第一部分，语法教材。语法是英语学习的基础，通过学习语法规则，学生可以更好地掌握英语的逻辑结构和语言表达方式。语法教材之所以重要，是因为它涵盖了英语学习的基础知识，包括句子结构、时态、语态和语气等。语法教材的设置应该根据学生的学习进程和能力水平来分层次编写，使学生学习得更有条理、更有针对性。此外，随着技术的不断发展和全球化人才的需要，语法教材也需要适应新的英语环境和语言使用需求，加强对口语、写作和翻译等实用性方面的训练。
第二部分，词汇教材。词汇也是英语学习的重要组成部分。词汇教材的编写涉及到如何分类、如何学习、如何记忆等方面的问题，需要更具体、更系统的训练。在词汇教材的编写中，应该注重一词多义、同义词和反义词等方面的训练，以增强学生词汇的敏感度和应变能力。另外，随着新词汇的不断出现和流行，词汇教材也要不断更新、适应时代需求，才能更好地帮助学生构建英语交流的词汇系统，提高语言应用的能力。
第三部分，口语教材。口语教材是提高学生口语表达能力和自信心的关键部分。口语教材应该注重交际功能、语言环境、语音和措辞的练习，并通过组织切实可行的语言活动，如对话、演讲、口头报告和小组讨论等，让学生在实践中提高口语技能。当前，随着国际交流的增多和全球化人才需求的提高，口语教材的编写也需要更多地关注跨文化交流和实用性方面的训练，以培养学生具有跨越不同文化背景和语言环境的语言交流能力。
19-20学年新教材高中英语UNIT3THEINTERNETSectionⅢDiscoveringU
Section Ⅲ Discovering Useful Structures
Ⅰ 单句语法填空
1．A great many machines have_been_produced(produce) by the factory since the
technological revolution．
2．Great changes have_taken(take) place in my hometown and a lot of factories
have_been_set(set) up in the past ten years．
3．In the last few years, thousands of films have_been_produced(produce) all over
the world．
4．Up to now, a lot of highrise buildings have_been_built(build) in our city．
5．Over the past three years, more than $10 million has_been_spent(spend) carrying
out the project．
6．The robots have_been_used(use) to help humans do some dangerous work since
the late 1990s．
7．The English song has_been_sung(sing) for many years, but we still like it．
8．Professor Yang has_been_invited(invite) to the film festival twice so far．
9．Over time I have_been_changed(change) quite a lot．
新教材高中英语UNIT2HEALTHYLIFESTYLESectionⅡLearningAboutL
Learning About Language
Ⅰ. 单句语法填空
1.We firmly support the Asian, African and Latin American people in their struggle
for liberation (liberate).
2.A disturbing (disturb) thought crossed my mind.
3.If you have a specific problem that requires special skills, you need to hire a
specialist (special) who has those skills.
4.I know how busy you must be and naturally I wouldn’t want to take up too
much of your time.
5.For the sake of your health, you should keep taking exercise and cut out
all fatty foods and sugary drinks.
6.If you have any problems, please get in touch with an
experienced consultant
(consult).
7.It is said that more than ten surgeons (surgeon) are needed in the
new hospital.
8.Looking around, they saw a man with a little girl skipping (skip)
新教材高中英语UNIT5POEMSSectionⅡLearningAboutLanguage基础训练
Learning About Language
Ⅰ. 单句语法填空
1.She was very sympathetic (sympathy) to the problems of adult
students.
2.The new evidence will prove their innocence (innocent).
3.The editor welcomes correspondence (correspond) from readers on any
subject.
4.The firm has achieved a dominant (dominate) position in the world
market.
5.Poetry written from the perspective of the urban youth tends to reveal
their anxiety over a lack of sense of belonging.
6.I have the greatest admiration (admire) for all those involved in
the
project.
7.He also found some list of game fans looking for various versions
(version) of the game.
8.Forecasters say the storms may not be as bad as they initially (initial)
predicted.
9.Many foreign tourists fall in love with China the first time they pay
新教材高中英语Unit4NaturaldisastersSectionⅥTheRestPartsoftheUnit(P54～58)学案新人教版必修第一册
1 Section Ⅵ
The Rest Parts of the Unit (P54～58)
Ⅰ.单词语境记忆——根据英汉提示写出单词的适当形式
1.Her beauty struck(打动) him deeply and he decided to marry her.
2.There is a summary(小结) at the end of each chapter.
3.Emergency(紧急情况) line operators must always stay calm and make sure that they
get all the information they need to send help.
4.He still kept calm(冷静的) in face of danger.
5.In the car crash yesterday only one of the five people survived(存活).
6.He turned as someone tapped (tap) him on the shoulder.
7.A man in the river was shouting and waving(wave) his arms around desperately.
8.What happens when food and petrol supplies(supply) run out?
9.The fish can grow to a length(long) of four feet.
10.Good teamwork is a powerful(power) tool for effective management.
Ⅱ.短语语境填空——根据汉语提示写出适当的短语
1.We haven’t cleaned the house for a few days，because we don’t want to sweep
新教材高中英语WELCOMEUNITSectionⅣDiscoveringUsefulStructu
1 新教材高中英语WELCOMEUNITSectionⅣDiscoveringUsefulStructures基本句型学案新人教版必修第一册
Section Ⅳ Discovering Useful Structures——基本句型
1.主谓(S V)
在此句型中，谓词为不及物动词，不能接宾语，但能表达完整的意义。
The door opened.门开了。
2.主谓宾(S V O)
在此句型中谓词为及物动词或相当于及物动词的短语动词，它必须跟一个宾语，即动作的承受者，才能表达一个完整的意思。
She teaches English.她教英语。
3.主系表(S P)
在此句型中的谓词是系动词，后面必须接表语才能表达完整的意义。
The flower smells sweet.这朵花闻起来很香。
4.主谓宾宾(S V IO DO)
此句型中的谓词带两个宾语(双宾语)，前一个为间接宾语(通常指人)，后一个为直接宾语(通常指物)。
Mr Smith lent me his car.
→Mr Smith lent his car to me.
史密斯先生把他的车借给了我。
1 [名师提醒] 句子结构可以是：“主＋谓＋间宾＋直宾”或“主＋谓＋直宾＋to/for＋间宾”。
5.主谓宾宾补(S V O C)
此句型中的谓词是可以带复合宾语的及物动词，也就是说，这些动词除了有一个直接宾语外，还要加上宾语补足语，句子的意义才能完整。
The news made us surprised.
这消息使我们很吃惊。
[名师提醒] 可用下面方法来判断一个及物动词所带的是双宾语还是复合宾语：如果宾语与其后的成分之间存在着逻辑上的主谓或主表关系，则该动词接的是复合宾语，否则就是双宾语。
6.主谓状(S V A)
在此句型中，谓词也为不及物动词，但其后必须带有状语，否则结构不全，意义不完整。
They lived in Beijing.他们住在北京。
对新高中英语教材的新探索
对新高中英语教材的新探索
一、引言
现如今，倡导“素质教育、培养学生的创新精神和实践能力”的新一轮的教学改革正在全国各地如火如荼地进行着； 2003年秋季教育部又开始在全国各地颁布执行新的教学大纲和与之相配套的以话题为形式、功能与结构相结合的“任务型”新教材。该教材要求课堂以结构和功能为主线，组织学生进行听、说、读、写的活动。教材要求教师教学应该以启发启发学生思考为主，提倡创新，给学生思维和想象的空间。在培养听、说、读、写等各项能力的基础上，着力提高学生分析和解决问题的能力，以培养学生英语的综合能力作为主要目标。新的教材和课程不仅要求教师向学生传授知识，更要面授记忆，提高学生的英语应用的能力。因此，教师有必要对课堂上的教学内容、教学效果、学生反应等一系列的教学环节进行系统的思维创新，才能及时发现学生学习中的困难和教学过程中的不足，才能提高课堂质量，提高学生的英语能力，探索出一条适应新教材的要求和学生特点的全新教学模式。
二、教学理念的反思
面对新教材，首先思想观念要转变，有了新的观念才能接受新事物。才能避免“穿新鞋，走老路”；新课程的实施不能简单地被视为换一个大纲、换一套教材、调整一些课程内容。
在语言环境的欠缺中不仅要崇尚“苦读”、“勤教”，更要以人为本；对学生“乐学”的潜能大力的开发，英语教学过程既重视语法和词汇知识的讲解与传授，更要对学生实际语言运用能力的培养。这样才能使教学观念与新课程标准要求相适应。因此，要突出“以学生为主体”的思想，教师在教学活动中要做到：
1 ．培养学生自我激励学习动机。学生英语学习动机对学习兴趣的形成起着积极的促进作用，它是促进学生学习兴趣形成的基本条件。学习英语的兴趣越浓，学习的积极性就越高，学习的效果就越好。课堂教学是教师激发学生学习兴趣，提高学生参与行为的重要场所之一，教师应尽一切努力和方法培养学生对英语的兴趣。英语学习的兴趣产生之后，学生的学习态度和方法会逐步改善，继而产生强烈的参与愿望。学生在课堂教学过程中发挥出的主体作用反过来又促进了教师的课堂教学质量的提高，教与学真正进入良性循环。一个有强烈学习动机的人，才可以有强大的学习动力，也才能主动地投入到英语学习中去。
_新教材高中英语Unit3CONSERVTIONSectionⅥGrammar__口语化的习语学案北
1 Grammar ——口语化的习语
语法图解
探究发现
①I ’m way beyond a shy or reserved person, but I ’m wired up every day, like
most of my friends. (a short way past/a long way past)
②What is really worrying is that no one I know, including myself, could go cold
turkey. (something less frequently/stop doing something completely)
③Alcoholics who want to quit drinking can avoid booze, but how do we give up
our phones? (alcoholic drinks/soft drinks)
④We ’re hardwired in, but we ’re more disconnected than ever. (be born with
the character/work like a computer)
⑤I adore that singer. (like)
⑥You look so pretty in that dress! (attractive/beautiful)
⑦The game was pretty good. (very)
[我的发现]
口语化的习语从形式上可以为名词(短语)，如句①、句③；也可为动词(短语)，如句②、句④、句⑤；也可为形容词(短语)/副词(短语)，如句⑥、句⑦。
一、口语化的习语
英语的语言分为正式语与非正式语，口语化的习语属于非正式语，用在特定的语境中可以使句子更加形象生动。此类习语在英语学习中是比较难的一部分内容，掌握此类习语，首先要根据句子判断它是属于哪一类词汇，如名词(短语)、动词(短语)、形容词(短语)/副词(短语)等。其次要根据所在句子的语境，猜出它的含义。最后查词典进一步核实它的确切含义。
新教材高中英语Unit3ConservationPartⅥ单元语法专题—限制性定语从句和非限制性定语
Unit 3 Conservation
Part Ⅵ 单元语法专题——限制性定语从句和非限制性定语从句
定语从句体系构建图
语法精讲
限制性定语从句与非限制性定语从句
在复合句中用来限制、描绘或说明主句中某一名词或代词而起定语作用的从句叫定语从句；定语从句所修饰的名词或代词叫作先行词；引导定语从句的词叫关系词。按照关系词在定语从句中所作的成分，可将关系词分为关系代词和关系副词。根据定语从句与先行词之间关系的密切程度，定语从句可以分为限制性定语从句与非限制性定语从句。
一、定语从句的关系词
1．关系词在定语从句中的作用：①连接主句和从句；②指代先行词；③在从句中充当一定的句子成分。
2．关系词的分类：①关系代词that, which, who, whom, whose, as等；②关系副词when,
where, why等。
3．引导限制性定语从句的关系代词有that, which, who, whom, whose, as等；关系副词有where, when, why等。引导非限制性定语从句的关系代词有which, who, whom, whose,
as；关系副词有where, when。
[即学即练1] 单句语法填空 ①They were well trained by their masters ________ had great experience with
caring for these animals.
②If you look at all sides of the situation, you'll find probably a solution
________ suits everyone.
③We have entered into an age ________ dreams have the best chance of coming true.
④By opening a novel, I can leave behind my burdens and enter into a wonderful