英语:unit1《friendship》period two精品学案(新人教版必修1)

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人教版高中英语必修1《Unit1Friendship》教案

人教版高中英语必修1《Unit1Friendship》教案

⼈教版⾼中英语必修1《Unit1Friendship》教案 ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼀】 教学准备 教学⽬标 1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 2、进⼀步学习有关“朋友”的知识信息,启发学⽣对朋友和友谊的思考。

3、了解《安妮⽇记》的背景知识,在感受外国⽂化的同时,深刻理解安妮⽇记的内涵,同时提⾼学⽣⽂化意识。

4、训练学⽣⼀定的阅读技巧,使他们掌握⼀些有效的学习策略,从⽽提⾼阅读速度和理解的准确性,并养成⼀定的⾃主学习能⼒。

5、培养学⽣快速阅读的能⼒、捕捉信息的能⼒及运⽤语⾔进⾏交际的能⼒。

6、通过个⼈活动、⼩组活动和班级活动等⽅法,培养学⽣的合作互助精神,分享英语学习的经验,感受⽤英语交流的成功和喜悦。

教学重难点 教学重点: 1、了解《安妮⽇记》的背景知识,在感受外国⽂化的同时,深刻理解安妮⽇记的内涵,同时提⾼学⽣⽂化意识。

2、训练学⽣的阅读技巧,提⾼学⽣阅读速度和理解能⼒。

教学难点: 对所获得的信息进⾏处理、加⼯和学习,形成有效的学习策略。

教学⼯具 ppt课件 教学过程 ... 板书 Uint1 Reading Anne’s Best Friend Qualities: easy-going ,warm-hearted ,helpful,… Questions: Skimming Summarize Discussion: 1> style 2> ideas ⼈教版⾼中英语必修1《Unit 1 Friendship》教案【⼆】 教学准备 教学⽬标 ■To help students learn to express attitudes, agreement & disagreement and certainty ■To help students learn to read the text and learn to write diaries in English ■To help students better understand “friendship” ■To help students learn to understand and use some important words and expressions ■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点 Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night face to face… 教学⼯具 ppt 教学过程 Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 1. Warming up ⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. Then what is your opinion about friendship? Do you think that friendship is important to our life? Why? ⑵Warming up by learning to solve problems Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. Situation 1: Friends get angry with each other when they try to talk about something difficult. Try to understand your friend/ Try to talk about the problem in a different way. Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourself Tips on being a good friend Treat your friends the way you want to be treated. Keep secrets that are told to you. Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. ⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). Now please do the survey on page one. Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.。

学案:Unit 1《Friendship》精品学案(新人教版必修1)

学案:Unit 1《Friendship》精品学案(新人教版必修1)

Unit 1 Friendship看看吧单词n. German, point, loose, reason, list, feeling, purpose, thunder, power, teenager, advice, situation, editor, habit, series, nature,v. add upset ignore calm concern share dare trust suffer communicate cheat adv. accordingly 短语add up , calm down , have got to, be concerned about, go through, a series of, on purpose , in order to , face to face , according to , get along with, fall in love , join in句型1. not until / till 2. should have done 3. It is / was + 被强调部分+ that / who 4. happen to5. It is / was the first time (that ) …6. have … trouble with …7. could never have done功能1 态度 2 同意和不同意 3 肯定程度语法直接引语和间接引语学学吧Section I warming up要点解读I Add up your score and see how many points you get.把你的分数加起来,看看得分有多少。

add up = add together 加起来,合计Add up these numbers and write down your answer.Cao Chong wrote down the weight of each stone and then _____________ all the weights.曹冲击下了每一块石头的重量,然后合计了所有石头的重量。

人教版高一英语必修1-Unit1-Friendship教学设计

人教版高一英语必修1-Unit1-Friendship教学设计

高一英语人教版必修1 Unit 1 Friendship 教学设计人教版必修一 Unit 1 Friendship教学设计一、教材内容分析本单元是高中一年级的第一单元,刚开学没多久,大家相互之间还不是很熟识,需要了解、沟通,友谊是他们生活当中必不可少的,他们每个人对友谊的认识不同,见解不一。

1.本节课的Warming up 我采用情景描述法,让学生自己用几个单词描述自己心目中的朋友或写下朋友的三个特征,让其他学生猜猜他描述的是班上哪个人。

并把相关的词汇、句型写在黑板上,有利于词汇的积累。

第一种方法适合基础差的学生,第二种方法适合成绩好的学生。

2.在导入的时候我采用提问法,激起学生思考(1)Which kind of friend do you think is the best friend? (2)What else can be our friends besides human beings?对于第一个问题每个学生的答案不同,但有一个共识:患难见真情,他们需要的是永久的友谊而不是由于利益关系等短暂的友谊。

第二个问题,一般很少有学生把人类以外的事物当成最好的朋友,有个别的把宠物当成好朋友。

3.快速阅读:弄懂文章大意4.细读:弄清细节,找出生词、难句并完成课后的练习1、2。

5.精读:讲解新单词、有用的短语、句型,并让学生自己举例应用。

6.深入了解文章的思想、写作风格并提出相关问题。

(1).What's the advantages and disadvantages of the diary as a friend?(2).Why did Anne say that she had seen the night face to face on the dark, rainy evening?7.讨论如下问题:Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?8.课后练习Can you give us some background knowledge of World War and some historical material of Jews? You may use the library or the Internet.二、学生分析高中一年级的形式已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。

Unit 1 Friendship教学设计【人教版高中必修1】

Unit 1 Friendship教学设计【人教版高中必修1】

Unit 1 Friendship教学设计【人教版高中必修1】【人教版高中英语必修1 Unit 1 Friendship 教学设计】教学目标:1. 通过本单元的学习,使学生积累一些用于描述朋友的单词和短语,并能够熟练运用于实际情境中。

2. 培养学生的阅读技巧,能够理解文章主旨,捕捉关键细节,并进行推理判断。

3. 培养学生的写作能力,使其能够用英语写一篇关于友谊的短文。

4. 培养学生的合作意识和互相尊重的精神,使其能够团结合作,共同完成各种任务。

教学重难点:1. 通过阅读文本和进行听力练习,提高学生的读写能力。

2. 运用所学的单词和短语,描述朋友的外貌特征、性格特点、兴趣爱好等。

3. 通过小组合作学习和讨论,培养学生的合作意识和批判思维能力。

教学准备:1. 教材:人教版高中英语必修1 Unit 1 Friendship2. 多媒体设备:电脑、投影仪等3. 音频设备:录音机、音频CD等4. 录音材料:Unit 1 Friendship相关的听力材料5. 实物:图片、海报等教学过程:Step 1 导入新课(约5分钟)1. 向学生介绍本单元的主题——Friendship,并引导学生思考以下问题:你认为朋友是什么?你对友谊有什么看法?2. 让学生用几句话回答上述问题,并鼓励他们互相交流讨论。

3. 引入本单元的活动:学生们将在本单元学习如何谈论朋友,并通过小组合作练习互相了解彼此的朋友。

Step 2 阅读文本(约15分钟)1. 让学生阅读教材中的课文,并要求他们理解文章的主旨。

2. 学生们可以用关键词的形式记录下文章的主旨,并与同桌分享。

3. 引导学生找出文章中的生词和短语,并进行词义推测。

4. 学生们可以用自己的话对文章进行简单的概括,以检测其对文章的理解程度。

Step 3 听力练习(约15分钟)1. 播放与文章相关的听力材料,让学生进行听力理解练习。

2. 学生们可以用关键词的形式记录听到的信息,并与同桌分享。

新人教版高一英语必修一全册学案

新人教版高一英语必修一全册学案

新人教版高一英语必修一全册学案简介本学案是为高一学生编写的,旨在帮助学生系统地研究新人教版高一英语必修一全册的内容。

通过本学案,学生可以掌握必修一全册中的重点知识和技能,提高英语听说读写能力。

研究目标1. 熟练掌握必修一全册单词、词组和句型;2. 能够流利地运用所学知识表达自己的观点和意见;3. 能够阅读和理解与必修一全册相关的文章和材料;4. 能够进行简单的听力理解和口头交流。

研究内容1. Unit 1: Friendship- 单词: 单位1词汇表- 课文: A friend in need is a friend indeed- 阅读: 马晓惠的Christmas Surprise- 写作: 描述朋友特征的短文2. Unit 2: English around the world- 单词: 单元2词汇表- 课文: English is widely spoken- 写作: 介绍英语在全球的使用情况3. Unit 3: Travel journal- 单词: 单元3词汇表- 课文: An exciting trip- 阅读: My unforgettable journey to Australia - 写作: 记叙一次令人难忘的旅行经历4. Unit 4: Music- 单词: 单元4词汇表- 课文: The universal language of music- 阅读: The power of music- 写作: 描述自己对音乐的热爱和体验5. Unit 5: Restaurants- 单词: 单元5词汇表- 课文: Eating out- 阅读: A memorable dining experience- 写作: 描述一次难忘的就餐体验研究活动1. 单词记忆:通过单词卡片、背诵等方式掌握单元中的新词汇和词组;2. 课文阅读:逐段阅读课文,理解文章的主旨和细节;3. 阅读理解:完成与课文相关的阅读理解题,提高阅读理解能力;4. 听力训练:听录音,完成听力题,提高听力理解能力;5. 口语练:与同学进行口语交流,练流利表达自己的观点;6. 写作训练:完成与课文相关的写作任务,提高写作能力;7. 复和测试:定期复所学内容,并进行测试,巩固知识。

高中英语 Unit1 Friendship学案2新人教版必修1

高中英语 Unit1 Friendship学案2新人教版必修1

高中英语 Unit1 Friendship学案2新人教版必修1审批人:__________________班级:_____________ 姓名:________________ 组评:____________师评:_____________学习目标:1、记忆自主学习部分的重点词语。

2、理解课文大意。

学习方法:1、独自或结对记单词。

2、读课文掌握其大意。

学习过程:自主学习:Task1 写出下列单词并对其记忆,上课时上黑板考查。

心烦意乱的不理睬松的德国人在户外打雷整个的整个地能力窗帘积满灰尘的伙伴安家 Task2 写出下列短语并记忆,上课考查。

合计使平静下来不得不,必须关心,挂念遛狗经历,经受记下一连串的故意为了在黄昏时刻面对面的不再遭受合作探究Task1 Read the paragraph12 and write down the sentences、1、你想要一个能把你最深的感受和想法等的一切都可以倾述的朋友吗?2、或许你会害怕朋友嘲笑你,或是不能理解你的经历?3、由于是犹太人,所以安妮一家人不得不躲躲藏藏,否则就会被德国纳粹抓起来。

4、我不想像大多数人那样在日记里记流水账,我要让这本日记成为我的朋友,我把这个朋友称呼为吉蒂。

5、现在,来读一读安妮从1942年7月躲进藏身处是怎样的感受吧。

课堂检测Task1 读日记的1—3 补全下列句子。

1、I wonder if it’s because I haven’t been able to be for so long that I’ve grown so crazy about everything 、2、 One evening when it was so warm, I stayed awake until half past eleven the moon by myself、3、Another time five months ago, I upstairs when the window was open、4、The dark, rainy evening ,thewind ,the clouds held me in their ;it was the first time in a year and a half that I’d seen the night…5、I am only able to look at nature through dirty hanging before the very windows、 Task2 大声朗读这些句子。

高中英语_Unit1_Friendship_Period_2_Reading优秀教师版教学案_新人教版必修1

Unit 1 Friendship Period 2 Reading 整体设计从容说课This is the second teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class.In this period, the teaching emphasis will be put on developing the Ss’ reading ability and getting them to learn to use some reading strategies such as guessing, key sentences, skimming and so on. As to new words and phrases, the teacher can first find those the Ss find most difficult and help them to understand. One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of. A second way of helping them is to choose the words they maybe find difficult and pre-teach them before beginning the reading.In order to lead in the part Reading, the teacher can first ask the students to discuss whether they have ever considered making friends with animals, plants or even an object and why or why not. The students are supposed to analyze their reasons. The purpose of this activity is to begin to focus the students’ attention on the main topic of the reading passage.It is very important that the students learn to use all the clues in the text to help them understand the gist of what they are reading. So first encourage them to look at the pictures and the heading and guess what the text might be about. Then ask the class to read the passage silently. Sometimes ask them some questions to focus their reading. Alternately, ask them to tell what the main idea for each paragraph is. Make sure that they do it in one sentence. This is very useful because it is making them analyze what is important and what is not.While discussing the ideas put forward in the reading passage, the students should be encouraged to put forward their own ideas, either criticizing the text or using it as a support because they should think whether they agree or disagree with the writer. Besides, in order to help t he students’ own writing, it is also important to ask them to find out and remember some phrases and sentences.To consolidate the contents of the reading passage, the students should be required to retell the text. In order to arouse the students’ interes t, the teacher can hold a competition between groups.教学重点Get the students to learn different reading skills.教学难点Get the students to learn different reading skills for different reading purposes.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the following useful new words and expressions:reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors share. . . with. . . go through hide away set down a series of be crazy about on purpose in order to in one’s power face to face according to2. Help the students to find the words and phrases that they find most difficult and help them to understand.Ability aims:Help the students develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on.Emotional aims:Enable the students to realize the importance of friends and friendship, value the friendship between friends by learning the reading text and tell true friends from false friends in their lives.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some students what a friend is.→Step 2 Lead-inEnjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about.→Step 3 Pre-readingAsk the students the following questions so as to begin to focus students’ attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. )→Step 4 Readin g1. Get the students to try to guess what Anne’s friend was and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.22. Get the students to skim the first two paragraphs to confirm their guessing.3. Have the class to read the passage silently and then ask them to answer the following questions.1)What was Anne’s best friend? Why did she make friends with it?2)Did she have any other true friends then? Why?3)What is the difference betwe en Anne’s diary and those of most people?4)Do you keep a diary? What do you think most people set down in their diaries?5)We are going to read one of Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?4. Reading Anne’s diary1)While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.2)After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.3)Choose the best answer according to the diary.(1)Anne made friends with her diary because______________ .A. she didn’t like her other friendsB. she was a shy girlC. she trusted nobodyD. she didn’t have a chance to communicate with her friends(2)From the diary we can infer that______________ .A. Anne was a girl who loves natureB. Anne was good at writing diariesC. Anne was longing for a normal life and she especially missed going outside and enjoying natureD. Anne had good observation in her daily life(3)Why did Anne and her family have to hide?A. Because they were not Germans.B. Because they were asked to do so.C. Because they did something bad.D. Because they were Jewish.(4)What is the author’s attitu de towards Anne in this passage?A. Angry.B. Happy.C. Sorry.D. Disappointed.(5)What is Anne’s tone from her diary?A. Sad.B. Hopeful.C. DisappointedD. Angry.(6)What made Anne crazy about nature?A. Her interest in nature.B. She had no friends.C. She couldn’t get outdoors for a long time.D. She could do nothing but watch nature.Suggested answers:(1)D (2)C (3)D (4)C (5)A (6)C4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below:用心爱心专心3Sample retelling:The diary by Anne, a Jewish girl, gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in the Second World War. She treated the diary as her best friend, and in it she revealed her longing for a normal life and close contact with nature, which helped her get through the days.→Step 4 Reading aloudPlay the tape of the passage for the students to listen and follow. Make sure the students phrase long sentences correctly by pausing at suitable places.→Step 5 Post-reading1. Get the students to do the exercises in the part Comprehending.This part helps students further understand the text by doing multiple choices, questions and answers, and matching.2. Group workThink about and work in groups to discuss the following questions.1)What would you do if your family were going to be killed just because they did something the Emperor did not like?2)Where would you plan to hide?3)How would you arrange to get food given to you every day?4)What would you do to pass the time?→Step 6 Consolidation1. Books shut. Get the students to tell something about Anne.2. Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.Show the exercises on the screen or give out exercise papers.1)She has grown______________ about computer games.2)Was it an accident or did David do it on______________?3)From the beginning, Paul made it clear that he would be______________(完全地) in control.4)He used to work______________ even in the middle of winter.5)______________ get her boyfriend to find her, she______________ for many years.6)______________ what he said, we can draw a conclusion that he just told______________ white lies.7)Born in a poor family, the president______________ lots of hardships in his childhood.8)A diary is often kept to______________ what happens in people’s daily lives.49)When they met with each other on a quiet evening at the end of the street, they said nothing______________.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1)crazy 2)purpose 3)entirely 4)outdoors 5)In order not to, hid away 6)According to, a series of 7)went through 8)set down 9)face to face→Step 7 Homework1. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship.Ending Let’s listen and sing the song That’s What Friends Are For together 设计方案(二)→Step 1 Revision1. Check the homework exercises.2. Ask some students what a friend is.→Step 2 Lead-inEnjoy the song That’s What Friends Are For with the Ss. Ask the students to find out what it is about.→Step 3 Pre-readingAsk the students some questions so as to begin to focus students’ attention on the main topic of the reading passage.→Step 4 Reading1. Get the students to try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it.2. Get the students to skim the first two paragraphs to confirm their guessing.3. Have the class to read the passage silently.4. Reading Anne’s diary1)Ask the students how Anne felt in the hiding place.2)Guess the meanings of “spellbound”“hold me entirely in their power” from the discourse.3)Ask the students to read the diary again and try to retell it.→Step 5 Reading aloudPlay the tape of the passage for the students to listen to and follow.→Step 6 Post-reading1. Get the students to do the exercises in the part Comprehending.2. Get the students to work in groups to have a discussion of ideas.→Step 7 Consolidation1. Books shut. Get the students to tell something about Anne.2. Get the students to discover useful words and expressions from the part Reading.→Step 8 Homework用心爱心专心51. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship.Ending Let’s listen and sing the song That’s What Friends Are For together.板书设计Unit 1 FriendshipAnne’s Best FriendParagraphs Main Ideas Useful words andexpressionsParagraph 1 Anne made her diary her best friendwhom she could tell everything.Feeling go through. . .Paragraph 2 Anne’s diary acted as her true friendduring the time she and her family hadto hide away for a long time. hide away set down a series of. . .Anne’s diary Having been kept indoors for so long,Anne grew so crazy about everything todo with nature. crazy nature on purpose in order to dare face to face. . .活动与探究Go to your school library or surf 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. Then share the pieces and your feelings with the whole class. The purpose of this activity is to encourage students to make use of libraries and the Internet to enlarge their reading and enrich their knowledge. It can also make students understand more about the reading passage in this unit.One of Anne’s Diaries:Saturday, 15 July, 1944“For in its innermost depths youth is lonelier than old age. ” I read this saying in some book and I’v e always remembered it, and found it to be true. Is it true then that grownups have a more difficult time here than we do? No. I know it isn’t. Older people have formed their opinions about everything, and don’t waver before they act. It’s twice as hard fo r us young ones to hold our ground, and maintain our opinions. . .Anyone who claims that the older ones have a more difficult time here certainly doesn’t realize to what extent our problems weigh down on us, problems for which we are probably much too young, but which are continuous, until, after a long time, we think we’ve found a solution, but the solution doesn’t seem able to resist the facts which put it to nothing again. That’s the difficulty in these times:ideals, dreams, and cherished hopes rise within us, only to meet the terrible truth and be destroyed.It’s really a wonder that I haven’t dropped all my ideals, because they seem so unbelievable and impossible to carry out. Yet I keep them, because in spite of everything I still believe that people are really good at heart. . .6。

人教版高中英语必修1 Unit 1 Friendship 学案设计

Unit 1 Friendship【学习目标】掌握本单元的常用词汇表达。

【学习重难点】熟练记住常用词汇与词组。

【学习方法】速读、细读、归纳、练习【学习内容】一、重点词汇1. add vt. & vi. 增加;添加;补充说Add up your score and see how many points you get.把你的分数加起来看看你能得多少分。

(1) add up sth./add sth. up把……加起来add up to加起来共计/达(不用于被动语态)add to增加;增添(2) add sth.to sth.把……加到/进……里add that补充说[例句探源]①Add up all the money I owe you.把我欠你的钱全部加起来。

②The bad weather only added to our difficulties.恶劣的天气只是增加了我们的困难。

③He added that he was satisfied with the talk.他补充说他对会谈很满意。

[即境活用]1.The money she spends on clothes a month ________ ________ ________(加起来共计)$1,000.答案:adds up to2.The engine of the ship was out of order and the bad weather ________ the helplessness of thecrew at sea.A.added to B.resulted fromC.turned out D.made up解析:选A。

句意:船只马达失灵了,且恶劣的天气增加了全体船员的无助感。

add to增加,加强;result from由于;turn out结果是;make up编造,化妆。

2.upset adj. 心烦意乱的;不安的;不适的vt. 使不安;使心烦;弄翻,打翻;打乱,扰乱(计划等)Your friend comes to school very upset.你朋友来上学时很心烦。

高中英语 人教新课标必修一Unit 1 Friendship period 2 词汇教案

Unit 1 Friendship period 21.Contents analysis: The word lesson is mainly about importantwords and expressions from Unit 1 Friendship.2.Teaching aims:(1).Knowledge aim: Students can understand and use wordsand phrases appropriately in the context(2).Ability aim: Students can find their own style ofmemorizing words and build a network of English vocabulary knowledge.(3).Emotional aim:Students can think of memorizing wordsas a fun challenge rather than a headache.3.Teaching key points and difficult points:Key points: Teachers guide students to memorize key words and usage.Difficult points: Teachers guide the students to use thesewords in the context.4.Teaching and learning methods: PPT, Task-based Languageteaching.5.Teaching procedures:①Lead-in 2min: Through guessing game to test the effect ofstudents' vocabulary preview, and give the correct answerto the group.②Present 25min:present key words and usage on ppt, suchas: upset, ignore, concern, suffer, disagree, add up, gothrough, set down, get along with and so on。

人教版高中英语必修1教案Unit 1 Friendship

人教版高中英语必修1教案 Unit 1 Friendship一、教学目标1.知识目标:–学生能够掌握本单元的词汇并正确运用;–学生能够掌握本单元的重点句型和语法知识;–学生能够理解并运用本单元的听、说、读、写的技巧。

2.能力目标:–学生能够通过听力材料和阅读材料获取信息,并进行相关的交际;–学生能够正确进行口头表达,并和同伴进行有效的交流;–学生能够在语境中正确运用所学语言知识。

3.情感目标:–学生能够通过学习本单元的内容,增强对友谊的理解和重视;–学生能够通过合作学习和交流活动,培养合作精神和团队意识。

二、教学重难点1.教学重点:–本单元词汇的掌握和应用;–本单元重点句型的理解和运用;–本单元听、说、读、写的技巧训练。

2.教学难点:–本单元的语法知识的正确理解和运用;–阅读材料的理解和复述能力的培养。

三、教学准备1.教师准备:–教师需要准备教学课件;–教师需要准备教学素材,如课文和听力材料;–教师需要准备学生学习单元的相关资料。

2.学生准备:–学生需要准备课前预习课文和相关词汇;–学生需要准备听力材料的听力练习。

四、教学过程1.导入(5分钟)–利用一些图片和问题导入本单元的主题——友谊。

2.课堂讲述(20分钟)–通过课件展示本单元的重点词汇和句型;–教师讲解重点句型的用法和相关语法知识;–教师解释课文的重点内容和难点。

3.听力训练(15分钟)–播放听力材料,让学生听取关键信息并回答相关问题;–学生根据听力材料完成听力练习。

4.阅读理解(20分钟)–学生阅读课文,理解主要内容和细节;–学生回答问题,检测阅读理解能力。

5.语言运用(15分钟)–学生进行口语练习,运用本单元的句型进行对话和交流;–学生进行书面练习,运用所学语言知识完成任务。

6.合作学习(20分钟)–学生分成小组,完成合作学习任务;–各小组进行学习成果的展示和分享。

7.课堂总结(5分钟)–教师对本节课的重点内容进行总结;–学生对所学内容进行反馈和提问。

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Thegirl said,“I was born in Hong Kong in 1990.”
→Thegirl said that shewas born in Hong Kong in 1990.
(3)主句的谓语动词是一般现在时或将来时,变间接引语时,时态通常不变。 Theold gentleman often says,“Timeis life.” →Theold genteman often says that time is life. 3.指示代词、时间状语、地点状语和动词的变化一览表 直接引语 this 这 these 这些 now 现在 today 今天 yesterday 昨天 tomorrow 明天 间接引语 that 那 those 那些 then 那时,当时 that day 那天 the day before 前一天 the next (following)day 第
一般将来时
【提醒】
过去将来时
下列情况下,直接引语变间接引语时时态不变。 (1)直接引语如果陈述的是客观事实或真理,当其变为间接引语时,不管主句用什么时态,间
接引语的时态都不变。
Theteacher told the students,“Theearth goes around the sun” →Theteacher told thestudents that the earth goes around thesun. (2)直接引语中有明确的表示过去时间的状语时,变间接引语时,其时态仍保持过去时。
(1)He said,“I’m going to seea film this afternoon.” →He said that he was going to see afilm that afternoon. (2)Jack said to me, “I have waited for you for along time.” →Jack told methat he had waited for me for along time. (3)Theteacher said to us,“Wewill have an English party next week.”
(2)反意疑问句变间接引语时,只能用 whether 来引导。
(3)特殊疑问句变间接引语时,用原句中的疑问词作连词,将句子改为陈述语序。 Theteacher asked theboy,“Why are you late again?”
→Theteacher asked theboy why hewas late again.
two days later 两天后 there 那里 go 去
bring 带来
4.人称代词的变化
take 拿走
(1)“一随主”。若直接引语中有第一人称,变间接引语时应与主句中主语的人称相一致。 (2)“二随宾”。若直接引语中有第二人称,变间接引语时应与主句中宾语的人称相一致。 (3)“第三人称不更新”。直接引语中的第三人称变间接引语时不需要变化。 5.疑问句直接引语变间接引语 (1)直接引语为一般疑问句,变成间接引语时,常用 if 或 whether 引导,引述动词用 asked, 没 有间接宾语的可以加一个间接宾语 me,him 等。 He asked me, “Are you good at English?” →He asked me if/whether I was good at English.
I asked her,“When did you comehere?” →I asked her when shehad been there. 6.直接引语变间接引语时,还要注意几种特殊情况:
(1)陈述句由直接引语变为间接引语时,如果有两个或两个以上的宾语从句并列时,仅能省略
第一个 that,其余的均不可省略。 He said,“I want to visit the Great Wall,and my father will go with me then.” →He said (that) hewanted to visit the Great Wall and that his father would go with him then. (2)直接引语是祈使句时,变间接引语时常变为 ask/tell/order sb. to do sth.句型。如果是以 let’s
→Mr. Green suggested going to Beijing to watch theOlympic Games.
及时反馈
Ⅰ.句型转换
1.He said to me,“I brokeyour CD player yesterday.” He told me that he had broken my CD player the day before 2.He said to me,“What can I do for you?” He asked me what hecould do for me . .
1.“We’ve lived therefor two years,”hetold me.
He_told_me_that_they_had_lived_there_for_two_years. 2.“I was herea few weeks ago,”shesaid. She_said_she_had_been_there_a_few_weeks_before. 3.“I went to university in the 1960s,”Wang Hua told his students. Wang_Hua_told_his_students_that_she/he_went_to_university_in_the_1960s. 4.Theteacher asked Wang Ying why shehadn’t gone to schoolthe day before. “Why_didn’t_you_go_to_school_yesterday?”the_teacher_asked_Wang_Ying.
3.He said,“I haven’t seen thesechildren by now.” He said that he hadn’t seen those children by then 4.He asked me,“Can I go to see her tomorrow?” He asked me if he could go to see her the next day . Ⅱ.把下列直接引语变为间接引语或间接引语变为直接引语 .
二天
tonight 今晚 last week 上周 next week 下周 two weeks ago 两周前 the day before yesterday 前天 the day after tomorrow 后天 here 这里 come 来
that night 那天晚上 the week before 前一周 the next week 第二周 two weeks before 两周前 two days before 两天前
句的时态不变。o;如果在当天转述,则 today, yesterday,tomorrow 等时间状语也不必变化。
(5)有的疑问句并非提出疑问,而是表示请求、建议、劝告等意义。引述这类疑问句时,通常
用“ask/advise/want+宾语+不定式”的结构,表示建议时,通常用“suggest+动名词”等结构。 Mr. Green asked,“Shall wego to Beijing to watch theOlympic Games?”
英语:Unit1《Friendship》Period Two 精品学案(新人教版必修 1) Period Two Learning about Language
直接引语和间接引语(一)
当我们用引号引出别人的原话时,被引用部分称为直接引语;当我们间接地把别人的意思转述 出来时,被转述的部分称为间接引语,我们可以通过口诀来掌握直接引语变间接引语的方法。 1.陈述句直接引语变为间接引语的口诀: 去掉引号加 that,人称变化要灵活; 主从时态要一致,状语变化要明确; 客观规律永不变,动词变化有一个。
开头的祈使句,则通常变为 suggest doing 或 suggest+that 从句。
“Do it again.”the teacher said to us. →Theteacher told us to do it again. (3)直接引语中有 when,since,while 引导的从句,在变为间接引语时,只改变主句的时态,从
→Theteacher told us that wewould have an English party thenext week.
2.直接引语与间接引语时态变化对照一览表
直接引语
一般现在时 现在进行时 现在完成时
间接引语
一般过去时 过去进行时 过去完成时
一般过去时 过去完成时
过去完成时 过去完成时
太原租车 太原租车
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