英语必修1全套教案
人教版高中英语必修1教案5篇

人教版高中英语必修1教案5篇人教版高中英语必修1教案篇1Where’s your pen pal from?一、单元教材分析本单元的中心话题是pen pals。
主要语言功能项目是talk about countries, cities and languages。
语法结构为 Where…from; Where…live and whatlanguage…speak。
先以Activity1复习语言与国家的配对练习入手,Activity2a, 2b一个综合的听力训练来展示学生的听力能力,并以听力内容为基础,通过人教版高中英语必修1教案篇2教学目标知识与技能(1)熟练掌握下列词汇:rules, arrive, late, hall, dinning hall, listen, , fight, sorry outside,wear, important, bring, uniform, quiet(2)熟练掌握下列短语:dining hall, arrive late for school, (be) on time, listen to music break the rules, in class, be/ keep quiet, a lot of, bring …to…,weara hat, have to, music players(3)掌握下列句型:1. Dont eat in class.2. You must be on time.3. Eat in the dining hall.4. 正确使用情态动词can, can’t——Can we wear a hat in school?——Yes, we can./No, we can’t.5. 能正确使用have to 和 must 谈论规章制度We must be on time/ We also have to be quiet in the library. 教学重难点重点:1) 肯定祈使句是省略掉主语的原形动词开头;2) 否定祈使句则是在肯定祈使句前加上“don’t”。
高一英语必修一教案

高一英语必修一教案通过学习这篇课文,使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神,使学生了解到科学发现的全过程具有其科学的严密性。
该课文出现了英语重要语法知识--过去分词的用法。
一起看看高一英语必修一教案!欢迎查阅!英语必修一教案1一、说教材1、材的地位和内容该课文John Snow Defeats King Cholera 是人教版高中英语必修5第一单元的一篇文章,这是一篇阅读课。
文章介绍了有名医生John Snow 是如何通过考察、分析和探究的科学方法,发现并控制“霍乱”这种传染疾病的。
通过学习这篇课文,使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神,使学生了解到科学发现的全过程具有其科学的严密性。
该课文出现了英语重要语法知识--过去分词的用法。
2、教学目标根据该教材的特点以及高中英语课程标准,我拟定下列教学目标1) 语言知识目标词汇:defeat attend expose cure outbreak control absorb severe valuable strict pump 等语法:过去分词作定语和表语2) 语言技能目标练习并培养学生的听、说、读和写的能力,侧重培养和提高学生的阅读理解能力3) 情感目标培养学生的科学探索精神,培养学生科学人文精神相融合的素养4) 学习策略目标学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控,通过各种途径获取相关信息,并运用有效教学资源5) 文化意识目标3、学重点和难点重点:理解所读课文;把握过去分词的用法难点:利用所学词汇、句型,围绕主题进行叙述二、说教法根据高中英语课程标准,根据“整体语言教学”的理论和实践,以及当前教学改革的新理念,为达成上述的教学目标,运用“任务型”英语教学法。
在实际的教学活动中,充分体现教师在教学活动中的主导、组织和监控的作用。
充分发挥学生在教学活动中的主观能动性。
以学生为中心,开展自主性学习活动,促使学生通过探究、独立思考以及合作学习的方式,完成学习任务。
新课标高中英语1必修全册教案

新课标高中英语1必修全册教案一、教学内容1. Unit 1 My First Day at Senior High详细内容:描述了学生在高中的第一天,通过对话和阅读了解校园生活。
2. Unit 2 My New Teachers详细内容:介绍了几位不同风格的老师,学习如何描述人物特点。
二、教学目标1. 掌握本单元的重点词汇和短语,并能灵活运用到实际情景中。
2. 提高学生的听说读写能力,尤其是描述人物和事件的能力。
3. 培养学生学会尊重和理解不同的教学风格,增强团队合作意识。
三、教学难点与重点1. 教学难点:描述人物特点的词汇和句型,以及如何运用到实际情景中。
2. 教学重点:听说读写技能的培养,尤其是口语表达能力的提高。
四、教具与学具准备1. 教具:多媒体设备、PPT、黑板、录音机、卡片等。
2. 学具:课本、练习本、字典、笔等。
五、教学过程1. 导入:通过展示一组学生在高中第一天的照片,引发学生讨论,导入新课。
2. 新课内容展示:讲解Unit 1 My First Day at Senior High 的重点词汇和句型,进行角色扮演活动。
3. 例题讲解:针对Unit 2 My New Teachers,讲解如何描述人物特点,给出示例。
4. 随堂练习:让学生运用所学知识,描述自己的老师,进行小组讨论。
5. 口语练习:模拟情景,让学生进行对话练习,提高口语表达能力。
六、板书设计1. Unit 1 My First Day at Senior High重点词汇:nervous, excited, confused, helpful, friendly等。
重点句型:I felt when; The teacher is and he/she等。
2. Unit 2 My New Teachers描述人物特点的词汇:strict, patient, humorous, knowledgeable等。
描述人物特点的句型:My teacher is; He/She always等。
人教版高中英语必修一全套教案

Unit 2 English Around the WorldI Teaching aims1.Knowledge aim2.Master the words and phrases and get a view of the road to modern English.3.Ability aim4.Train students’ reading skill.5.Emotion aim6.Let students know more about English and inspire students to study English hard. IITeaching important pointsThe understanding and comprehension of the passage.III Teaching difficult pointHow to get to master the useful words and expressions.How to improve students’ ability to read an article.IV Teaching ProceduresV Teaching TimeSeven Periods.Period 1 Warming up and ReadingStep1. Warming up1. Lead in: Show Ss a map of the world, and ask them the following questions:1) How many languages are there in the world?2) How many English-speaking counties are there in the world?3) How are you ever heard some differences between American English and BritishEnglish?Step2. Reading(1)SkimmingRead the passage quickly and find out the answers of the questions in comprehension.(2)Scanning(3)Listen to the tape and tell the meaning of each paragraph.1. Para1: Brief introduction of the change in English.2. Para.2: An example of different kinds of English.3. Para3: The development of English.Para4: English spoken in some other countries.(4)Post readingStep3. DiscussionSome people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?Period 2 Language pointsLanguage points:1. Do you know that there is more than one kind of English in the world?你知道世界上英语的种类并不止一种吗?more than one +名词单数,后面的谓语动词用单数例如:More than one student wants to go to swim.2.In some important ways they are very different form one another.在某些重要的方面,它们彼此有些差异。
人教版高中英语必修1全册教案

人教版高中英语必修1全册教案
Unit1Friendship
Unit2Englisharoundtheworld
Unit3Traveljournal
Unit4Earthquakes
Unit5NelsonMandela-amodernhero
新课标高中英语1(必修)教学设计与案例
Unit1
(1)课题:Friendship
(2)教材分析与学生分析:本单元的中心话题是“友谊”,几乎所有的内容都是围绕这一中心话题展开的。
WarmingUp部分以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;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”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;Reading部分Anne’sBestFriend以日记形式讲述了犹太女孩安妮的故事;Comprehending 部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解;UsingaboutLanguage部分教学本课重点词汇和重点语法项目。
(3)课时安排:Thefirstperiod:Speaking:WarmingUpandPre-Reading
Thesecondperiod:Reading
Thethirdperiod:Grammar
TheforthPeriod:Listening
Thefifthperiod:Writing
(4)教学目标:。
新课标人教版高中英语必修一全部教学案

新课标人教版高中英语必修一全部教学案一、教学目标1. 通过研究本单元的教学内容,帮助学生掌握必修一中的英语知识和技能。
2. 培养学生的英语听、说、读、写的综合能力。
3. 培养学生的团队合作意识和自主研究能力。
二、教学内容教学内容包括以下几个方面:1. 语法:复和巩固现在时态、过去时态、将来时态等基本语法知识。
2. 词汇:通过阅读和听力练,掌握本单元中的重点词汇和短语。
3. 阅读:通过阅读文本和相关的阅读理解题目,培养学生的阅读理解能力。
4. 听力:通过听对话和听文章练,提高学生的听力能力和听觉理解能力。
5. 口语:通过各种口语练,提高学生的口语表达能力。
三、教学方法1. 任务型教学法:通过让学生完成一系列任务,激发学生的研究兴趣,加强学生的实际运用能力。
2. 合作研究法:引导学生在小组内进行合作研究,促进学生之间的互动和交流。
3. 归纳法:通过教师引导和学生参与,将教学内容进行总结和归纳,提高学生的研究效果。
四、教学步骤1. 导入:通过引入生活例子或相关资料,唤起学生对新学知识的兴趣。
2. 语法讲解:教师通过讲解和示范,介绍本单元的语法知识。
3. 词汇研究:通过词汇游戏和词汇练,帮助学生记忆和掌握本单元的重点词汇。
4. 阅读训练:教师通过指导学生阅读文本和做阅读理解题目,提高学生的阅读理解能力。
5. 听力训练:教师播放相关听力材料,学生进行听力训练和听觉理解练。
6. 口语练:教师引导学生进行口语练,提高学生的口语表达能力。
7. 总结归纳:教师对本节课的教学内容进行总结和归纳。
8. 作业布置:教师布置相应的作业,巩固学生对本节课的研究。
五、教学评价1. 教师根据学生的课堂表现、作业完成情况和考试成绩等,进行教学评价。
2. 学生之间进行互评,促进学生之间的交流和研究成长。
六、教学资源1. 教材:新课标人教版高中英语必修一教材。
2. 多媒体设备:投影仪、电脑、音响设备等。
3. 课外资料:相关的练册、参考书和教育软件等。
人教版高中英语必修一全册教案设计

人教版高中英语必修一全册教案设计人教版高中英语必修一全册名师教案设计Unit One FriendshipTeaching goals语言知识1.to talk about friends and friendship, and interpersonal relationship2.to practise expressing attitudes, agreement and disagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions5.to learn about communication skills语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities likediscussion and oral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice文化意识1.to know about friend and the real meaning of friend2.to learn how to get along with others情感态度1.to arouse the interest in learning English2.to learn to express their feeling of friends and friendshipTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the Direct Speech and Indirect Speech(1):statements and questions3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how to improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:Computer词汇教学:1. survey n. 调查;测验;测量;检查;鉴定They were pleased with their wild survey of his work.他们广泛审查了他的工作,很满意。
人教版高中英语必修1全部教案设计

Unit 1 Friendship 1.Teaching aims and demands语法直接引语和间接引语(1):陈述句和疑问句陈述句“I don ' want to set down a series of facts in a diary.Said Anne.-- Anne said that shedidn ' Want to set down a series of facts in a diary.一般疑问句He asked Are you leaving tonigh?”---He asked us whether we were leaving that night.特殊疑问句“ When did you go to b edast nigh?” fathe said to Anne.---Father asked Anne when she went to bed the night before.1)Suggested teaching notes2). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations forthe further teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be afriend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her life during her family ' s shelter in Amsterdam from the GermanNazis ’ lkliing in world war 2. she treats the diary as her best friend, and init revealsher longing for a normal life and close contact with nature, which helpsher get through the days.Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching.Learning about language---It teaches the important expressionsand structures andgrammar: direct and indirect speeches.Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especiallythe problems with misunderstanding, and unfriendliness, thusstrengthening students ’ abilities to practice language, discover, and solveproblems.Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writing a diary.Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in additionits importance in all cultures.3)Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendshipwith particular attention to that one can develop with oneself, i.e., the comfort andsupport one seeks from an imaginary friend. Students are expected to come to be trulyaware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:4)Teaching plans for each periodPeriod 1 Warming-up and Speaking1.Teaching objectives:1)Target languageI (don ' t) think ...... I (don ' t) think so. I (don ' t) agree.I believe ............. That ' s correct. In my opinion, ••2)Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve theproblems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using somephrases and structures.b.To learn to solve problems that may occur between friends.c.To cultivate the students to form the good habit of learning English in Senior MiddleSchool.2.Teaching important points:e the given adjectives and sentence structures to describe one of your friends.b.Learn to evaluate friends and friendship.3.Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4.Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5.Teaching aids:CAI6.Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arousethe students ’interests by showing a video of Auld Lang Syne.At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays? How did you feel? What did you do inyour summer holidays? What did you do in your spare time?2.What do you think of our new school? Do you like it? Could you say somethingabout it?3.Do you like making friends? How do get in touch with your friends? Do you havemany friends? Where are they now? Do you have any old friends in our school?Have you made any new friends in our class?Step 2 Think it over1.Give a brief description of one of your friends. The following phrases and structuresmay be helpful:His/Her name is .........He /She is ....... years old.He / She likes ....... and dislikes .......He /She enjoys ......... and hates .....He /She is very kind/friendly/ ...When /Where we got to know each other.2.What types of friendship do you have?Pleasetick them out. Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generations unusual friends like animals, books ...1). _____is /are most important to you.2). You spend most of your free time with .3). You will share your secrets with .4). When in trouble, you will first turn to .Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be ...In my opinion, a good friend is someone who ...1.Have a member of each group report on what their lists have in common and list them on theboard.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assesstheir values of friendship:★4~7 points: You are not a good friend. You either neglect your friendor just do what he/she wants you to do. You should think more about what a good friend needsto do.★8~12 points: You are a good friend but you sometimeslet your friendship become too important, or you fail to show enough concern for your friend feelings. Try to strike a balance between your friend ' needs and your own responsibilities.★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend ' s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing (work in pairs)1.If your best friend does something wrong, what will you do?Try to use the following phrases:I (don ' t) think ...... I (don ' t) think so.I (don ' t) agree. I believe ............That ' s correct. In my opinion, ........2.A British newspaper once offered a prize for the best definition(义)of a friend. If youwere the editor, choose the best one from the following entries保目),and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they still want to talk to you, that friendship. To' have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class sharetheir ideas. It ' better to stimulate the students to expresstheir own opinions about these questions.1.Do you think it is a good idea to borrow money from your friend?Why and Why not?2.What factors may cause the breakdown of a good friendship?3.What can be your unusual friend besides human beings? And why?Step 6 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.Prepare for the new lesson.Period 2 Reading Anne ’ s Best Friend1.Teaching objectives:1)To develop the students r’ eading ability, learn to use some reading strategies such asguessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to telltrue friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazyabout etc.;4). To learn the writing style of this passage.2.Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1.Please enjoy three pieces of music and find out what they are about.2..Why do you think friends are important to you?3.What do you think a good friend should be like? List the good qualities a good friendshould have.4.Have you ever considered making friends with animals, plants or even an object?Why or why not?Step 2.Reading1.Try to guess what Anne ’ s friend is and what the passage is about by reading the titleand having a quick at the pictures in this passage without reading it.2.Skimming the first two paragraphs to confirm your guessing.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 between 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 2nd paragraph?3.Reading of Anne ’ s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Giveyour reasons.2.Group workWork in groups to decide what you would do if your family were going to be killedjust because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?3.Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1)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)incontrol.4)He used to work ______ even in the middle of winter.5)Just the _____ of more food made her feel sick.6)You had better have a ________ talk with him.7)Born in a poor family, the manager _______ lots of hardships in his childhood.8)A diary is often kept to _____ what happenins people ’ s daily lives.Step 4.Talking about friends and friendship1.T here are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer僦奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2.W e have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1.I nterview a high school student, a businessman, a police officer and a housewife to findout their opinions about friends and friendship. Write a report to share itwith the whole class.2.Describe one of your best friends following the writing style of this passage.Ending: Let ’ s sing this song about friends togetherPeriod 3 Grammar1..Teaching objectivesLearn to use direct speech and indirect speech2.Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3.Teaching difficult pointLearn about the special cases in which the tenses shouldn ed. ’ t be chang4.Teaching methodsDiscussing, summarizing and practicing.5.Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank ’ s story. She is telling herstories to twher friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne ’ s sentences, using indirect speech. Sometimes you explain Tom sentences to Anne.“I have to stay in the hiding place." said Anne. —Anne said she had to stay in the hiding place.“ Do you feel sad when you are not able to go outdoors? ” Tom asked Anne.Tom asked Anne if/whether she felt sad when she was not able to go outdoors.I don ’ t want to set down a series of facts in a diary, said Anne.Anne said that she didn ’ t want to set down a series of facts in a diary.“What do you call your diary?” Tom asked. —Tom asked what she called her diary.Ss go on this topic by themselves.Step 2 GrammarT: Now let ’ s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T: Quite right. Look at the form on the screen. These are the rules.直接引语变成间接引语时,要注意以下几点:人称变化、时态变化、宾语从句要用陈述句语序。
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必修一Unit 1 Friendship 单元要点预览(旨在让同学整体了解本单元要点)Ⅰ.词语辨析(旨在提供完形填空所需材料)Ⅲ.重点词汇(旨在提供综合运用所需材料)1. upset adj. 心烦意乱的,不安的;不适的vt. (upset, upset)[典例]1). Our arrangements for the weekend were upset by her visit. 她一来把我们周末的安排给打乱了。
2). Don't upset yourself -- no harm has been done. 不要难过--并没有造成伤害。
3). He was horribly upset over her illness. 他为她的病而忧心忡忡。
4). The students really upset her. 学生们着实让她烦恼。
[重点用法]be upset by… 被…… 打乱upset oneself about sth 为某事烦恼[练习] 用upset的适当形式填空1). Is it ______ you, dear?2). She felt rather ______ on hearing the news.3). Is it an ______ message?4). Don’t be ______. It will be OK.答案: 1). upsetting 2). upset 3). upsetting 4).upset2. concern v.担忧; 涉及; 关系到 n. 担心,关注;(利害)关系[典例]1). The news concerns your brother. 这消息与你兄弟有关。
2). The boy's poor health concerned his parents. 那男孩健康状况不佳,使他的父母亲忧虑。
3). That's no concern of mine. 那不关我的事。
[重点用法]as / so far as … be concerned 关于;至于;就……而言be concerned about 关心be concerned at / over sth. 为某事忧虑be concerned in sth. 牵涉到,与……有关,参与[练习] 用concern的适当形式填空1). There is an article that _______ the rise of the prices.2). The children are rather _____ about their mother’s health.3). Officials should ______ themselves _______ public affairs.答案: 1). concerns 2). concerned 3). concern … with3. settle vt. 安家;定居;停留vt. 使定居,安家;解决[典例]1). He settled his child in a corner of the compartment. 他把孩子安顿在车厢的一个角落里。
2). The family has settled in Canada. 这家人已定居加拿大。
3). Both wanted to settle their scores. 双方都愿意捐弃前嫌。
[重点用法]settle down 镇定下来 settle in 在…定居[练习] 中译英1). 都十一点了,她安不下心来工作。
______________________________________________________________________________________ 2). 题目这么难,谁能解决?______________________________________________________________________________________答案: 1). It’s eleven o’clock now, but she cannot settle to work.2). Since it is so difficult, who can settle this problem?4. suffer vt.& vi.遭受;忍受;经历[典例]1). Do you suffer from headaches? 你常头痛吗?2). She's suffering from loss of memory. 她患有遗忘症。
[重点用法]suffer from/with/for sth 感到疼痛﹑不适﹑悲伤等; 受苦; 吃苦头:[练习] 中译英1).我们在金融危机中损失惨重。
______________________________________________________________________________________ 2).他的脚痛得不得了。
______________________________________________________________________________________答案: 1). We suffered huge losses in the financial crisis.2). He suffers terribly with his feet.5. disagree vt. 不同意[典例]1). Even friends sometimes disagree with each other. 即便是朋友也有时意见不一。
2). We disagreed on future plans. 我们对未来的计划产生了分歧。
[重点用法]disagree with sb/what sb says/sb's decision 不同意某人的观点[某人的话/某人的决定][练习] 中译英1). 罗马的报道与米兰的不符。
______________________________________________________________________________________ 2). 他不同意让我早些回家。
______________________________________________________________________________________ Key: 1). The reports from Rome disagree with those from Milan.2). He disagreed to let me go home early.Ⅳ.重点词组(旨在提供综合运用所需材料)1. add up 加起来[典例]1). Add up your scores and see how many points you can get.把你的得分加起来,看看你能得几分。
2). Tom, what do ten, twenty and five add up to?汤姆,10,20和5加起来是多少?[短语归纳]add (…) to …. (把什么)加入…中add up to … 加起来是[练习] 用add的适当形式或构成的词组填空1). Will you _____ some more students to this project?2). Small numbers _____ a large one.3). 50 _______ 50 equals 100.答案: 1). add 2). add up to 3). added2. go through 经历;经受[典例]1). The country has gone through too many wars. 这个国家经历了太多的战争。
2). She's been through a bad patch recently. 她最近经历了一段困难时期。
[短语归纳]go after追求,追赶go ahead前进;请说(做)吧go by走过,(时间)过去go along with向前,(与……)一起去go in for爱好,从事go out外出;(灯,火)熄灭go over越过;复习go up爬上,(价格等)上升[练习] 用go 构成的词组填空1). It is wise not to ____ with this plan.2). Prices ______ a little now. People are happy.3). Anyway, don’t always_______ at night by yourself.4). I am tired. I want to _____ now.答案: 1). go on with 2). go up 3). go home 4). go to bed3.on purpose 故意,有目的地[典例]The boy broke Jack’s window on purpose. He wanted to frigh ten Jack.那男孩是故意打破杰克的窗玻璃的,他想吓一下杰克。
[短语归纳]do sth. on purpose: 故意做某事on purpose 表示故意地、有企图、有目的地[练习]用 purpose的相关词汇填空1). He didn’t do it ______.2). What was your ____ ?答案: 1). on purpose 2). purpose4. get along with 与某人相处;(工作的) 进展[典例]1). He is not easy-going. It’s very hard to get along with him 他不是个随和的人,很难相处。
2). How are you getting along with your work? 工作进展如何?[短语归纳]get along/on well/ nicely/ badly with 与……相处得好/不好,……进展顺利/不顺利get away离开,逃离get down下来;写下,取下get down to (doing)开始认真干……get over克服,摆脱get through通过,做完get together聚集[练习] 中译英1). 你现在和同事相处得好不好?______________________________________________________________________________________ 2). 她已重新获得从前那份工作。