高一英语unit13课件

高一英语unit13课件（精选9篇）

篇1：高一英语unit13课件

高一英语unit13课件

Teaching Aims and Demands

Words and Phrases

Four Skills:stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then

Three Skills:energy soft bar fuel chemical balance tasty boil mixture

Spoken English:

In the clinic / seeing a doctor:

What’s wrong with you?/What’s the matter with you?

Lie down and let me examine you.

Let me have a look.

Where does it hurt?

Drink plenty of water and get some rest.

I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm.

I don’t feel well.

Grammar:

Use of Language:

1. Master the function use of language as defined above.

2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1. Talk about different kinds of food that one favorites.

2. learn the basic knowledge of healthy eating.

3. learn how to say in the clinic.

4. Grasp the language points and grammar in the text.

Difficult points:The use of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching:Communication way of teaching, discussion and group work.

Lesson 1

Step 1 Warming-Up

First show the students some pictures of dishes and so to introduce the topic of this unit.

And then show the pictures on their text books and let them to decide what is junk food and what is not.

Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

Step 2 Listening

Let the students listen to the tape and be prepared to answer the questions below.

Step 3 Speaking

Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

After that list the useful expressions in their dialogue.

Step 4 Homework

Prepare for the next class.

Collect some menus if possible for the next class.

Lesson 2

Step 1 Introduction

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the food contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

Step 3 Carefully-reading

How many parts can be divided into?

(Three parts.)

What’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

Finish the exercise --- Vocabulary on P5. and P72-73

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Grammar

First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

Step 3 Consolidation

(1) Finish the exercise on P5 and on P74

(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

Finish the exercise 3 on P74 in the students’ workbook.

Lesson 4

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Reading

Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)

Step 3 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 4 Discussion

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

Step 5 Homework

Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

篇2：高一英语unit13课件

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篇3：高一英语unit13课件

有效的教学设计是有效课堂教学的保证。笔者通过研究相关英语教学知识,并在教学中不断实践、总结,提出有效的英语阅读教学设计主要包括三个方面:首先,以学生为本,以学生的兴趣、经验为基础;其次,以提高学生综合语言运用能力为出发点;再次,层层递进,创设不同形式的任务和活动。

本文以一堂英语阅读教学研讨课为例,探讨阅读教学的有效设计。

一、教学设计案例

(一)教材分析

阅读材料选自人教版Go for it!九年级Unit 13We Are Trying to Save The Earth Section B部分的Rethink,Reuse和Recycle。文章主要介绍了三位在节能环保方面做出杰出贡献的人物,他们凭借灵感和创造性思维把生活中司空见惯的垃圾变成实用品或工艺品的故事。

(二)学情分析

学生原有的知识和经验:通过本单元前几课时的学习,学生对环保话题比较熟悉。本学期的劳技课中,学生参加了“变废为宝”的创意比赛,对废物回收利用有了独特理解。

能力和情感:通过前面几课时的学习,学生对文中的被动语态、某些相关词汇和表达基本理解,对文本内容和思想基本了解。根据学生的活动和学习经验,学生对文中提到的“变废为宝”的奇思妙想和创作有非常浓厚的兴趣,对通过灵感和才智来节能环保,拯救地球有认同感。

(三)教学目标分析

有效的阅读教学设计应以三维目标为指导,即通过阅读学习,积累语言知识,发展语言技能,掌握一定的阅读方法和阅读策略,在理解文本的同时体会文章所呈现的情感态度和价值观。以下是这次阅读课的具体阅读目标:

1. 通过阅读文章,学生能正确使用下列常用的词汇和表达:recycle,wooden,metal,bottle,throw...away,put sth.to good use,pull...down,upside down,bring back,能正确认读以下词汇:inspiration,iron,creativity。

2. 学生能借助文中的插图和标题,对文章内容进行合理的预测;能用略读的阅读方法,快速找出每段的段落大意;能用寻读的方法,找到文中的细节描述;能借助上下文和构词特征,猜测部分词汇的意思。

3. 通过阅读学习,学生能从中得到环保再生的灵感和启发。

(四)教学设计思路

以有效教学设计的要点为指导,在阅读的3个阶段(读前、读中、读后)设计符合学生认知的、感兴趣的、不同形式的任务和活动,引导学生运用多种阅读策略理解文本,理清文章脉络,形成对环保再生的积极态度。

学生在阅读学习过程中,通过预测、略读、寻读等阅读策略,完成文本结构的分析、段意的匹配、表格的填写、思维导图的填写、问题的回答、标题的深层剖析和小组讨论等一系列活动,深入理解文章。

二、教学过程

(一)读前活动

Activity 1:warming-up

上课前,教师准备一些实物:破牛仔裤、饮料瓶等。在课堂上,教师向学生提问:“What are they?How do you deal with these things?But after you see something you may change your mind.”然后,教师拿出另外两样实物,分别是用破牛仔裤做的包和饮料瓶做的花瓶,然后向学生提问:“这是用什么做成的?”

【评析】课前几分钟的预热让学生很快进入学习最佳状态。通过两类实物的对比,为学生进入话题埋下伏笔,这样的设计符合学生的认知。同时,实物给学生直观的视觉冲击,创造了真实的语境。在真实的情景中处理部分词汇和表达,如rubbish,iron,bottle,throw away,put...in good use,bring back to life等。

Activity 2:predicting

在这个环节中,学生通过读标题和看图片(见图1、图2、图3)来预测阅读内容。教师提问:

1. What does the title“Rethink,Reuse,Recycle”mean in literally?

2. What do you think might be talked about in the article after reading the three pictures?

【评析】通过上一个活动的铺垫,学生利用标题和插图进一步预测文章,这一任务的设计符合活动的递进性。预测和推断文本也是通过阅读教学对学生的阅读策略进行培养的目标之一,学生根据构词法通过re前缀猜测词意。

(二)读中活动

Activity 3:Choosing after Skimming

学生通过预测和略读(Skimming)的方法,检验文章的主要内容是否与预测相符。教师给出两个小任务。

1. Please choose the way in which the passage is organized.

A.(1)—(2)(3)(4)B.(1)(2)—(3)(4)

2. Please find the topic sentence.

【评析】教师通过自上而下的方式处理文本,有利于学生从宏观的角度把握文章的组织结构,训练学生用略读(Skimming)策略了解文章结构布局和topic sentence。文章的“总—分”结构相对明显,学生能够顺利完成第一个任务。学生了解文章的“总—分”结构后,能快速地从总起段找到中心句:Nothing is a waste if you have a creative mind.

Activity 4:Matching

教师要求学生运用略读和寻读的技巧,对文章的主体部分进行快速阅读,并对以下信息进行匹配。

【评析】此任务的设计是让学生进一步理解文章的主体结构和主要内容。文章通过三个杰出人物的例子进一步围绕主题句展开探讨。在配对的活动中,学生的寻读和略读技巧得到了运用,同时引导学生学习文章主体部分是如何围绕中心段展开叙述的。

Activity 5:Fill in the table after careful reading

细读第一个例子,完成表1,并提醒学生关注Amy Hayes的环保再生创作,同时品读文章的细节描述。

【评析】学生通过表1了解作者是如何对环保作品做具体描述和介绍的,并体会创作者的灵感。这一活动训练了学生寻读的技能,有助于把握和整理细节。同时,从前一个任务的整体感知到此任务的具体分析,符合学生从整体到局部的认知规律,体现了任务设计的层层递进性。

Activity 6:Finish the mind-map after careful reading

教师要求学生细读第3段,完成下面的思维导图。在完成思维导图的同时,关注动词不定时to do这一语言结构。

【评析】此项活动是对文章局部信息的理解。在阅读中,学生关注频繁出现的语言结构to do这一不定式,使学生在语用中感知语言,真正做到在用中学。

Activity 7:Answer the questions after careful reading

教师要求学生阅读最后一个例子,并完成以下四个问题:

1.Wang Tao is known for_________________.

2.He_______makes larger pieces that look like animals and humans______small pieces that can be put at home.

3. Why does he hope to set up a“metal art”theme park?

4. What can art bring according to the last sen-tence?

【评析】此次任务虽然还是聚焦细节的阅读,但并不是简单的重复寻读的任务,在任务的形式上采用问答的方式,比起前两个任务的难度有所增加。学生在理解细节后,需要概括并用自己的语言进行回答。在问题2中,教师应提醒学生关注文中的连词。

(三)读后活动

Activity 8:Rethinking the meaning of the title

教师要求学生在通篇理解文章后,再次对文章标题进行挖掘和剖析。教师说:“Let’s return to the title and rethink the meaning of the title.Would you like to talk about your understanding after reading the whole passage?”引导学生对阅读做更深层次的解读,使学生对文本的理解不再局限于字面意思,鼓励学生欣赏文本的文艺性和所要传达的充满正能量的价值观,达到提升文本内涵,升华学生情感的目的。

根据学生的回答,教师以图片的形式进行最后总结(见图4)。Rethink:think again in one’s mind.Reuse:use again in one’s action.Recycle:cycle something again to get a positive result.即先有想法,然后付诸实践,最后达到良性循环,从而拯救环境,保护地球。

【评析】学生通过深度解读文本,不仅获得了文字表面信息,而且有利于关注文本的人文性。同时,此任务与预测标题的任务达到了前后呼应的效果。

Activity 9:discussion

这个任务链中包括三个小任务:学生在小组内讨论生活中有哪些垃圾可以被回收、如何将回收的垃圾变废为宝、模仿阅读文本写出有关垃圾再利用的创意。

【评析】该任务为开放性讨论,小组成员可以集思广益,交流和谈论各自的创作,在完成任务的过程中自然地运用所学的目标语言,内化语言学习知识。

三、有效阅读教学设计要点

有效英语阅读教学设计必须坚持以学生为中心,以“可理解的语言输入(comprehensive input:克拉申i+1公式)”为出发点,根据学生现有的语言认知水平和生活经验(i),设计略高于现有水平的课堂教学活动(1),让学生获得最佳的学习效果(刘玉屏、孙晓明2010)。案例中的活动设计充分考虑了学生在不同阶段的认知水平和经验,设置学生“跳一跳”就能够得着的任务。比如,任务Activity 2的设计既对学生有挑战性,又不超出学生的认知水平。

有效英语阅读课堂设计,要挖掘文本的工具性和人文性,制订综合的三维教学目标,即知识能力、方法策略、情感态度和价值观(教育部2012)。案例中的每个活动都有明确的目标,且各有侧重。如Activity 4的设计既训练了学生寻读的阅读技能,又强调了学生对语言知识点的学习;Activity 8的设计凸显了文本所要传递的情感和价值观。

有效英语阅读课,应设计层层递进的任务链,在循序渐进的语言运用中自觉获得语言能力(龚亚夫、罗少茜2003)。在案例中,阅读的9个任务贯穿于3个环节的真实语境中,难度从低到高,层层递进。

参考文献

龚亚夫,罗少茜.2003.任务型语言教学[M].北京:人民教育出版.

教育部.2012.义务教育课程标准(2011年版)[S].北京:北京师范大学出版社.

篇4：高一英语unit13课件

1.examine

检查,含有仔细观察、调查的意味,以确定其质量、状况等是否正常。例如:

We have our suitcases examined at the airport. 我们的行李在机场已经检查过了。

【拓展】

(1)测验;考试,与test相比,examine 是个比较正式的单词。指用口试或笔试的方式考查某人的知识或者技能。例如:

They were first examined in their knowledge of history. 他们首先被考查的是历史知识。

(2)可用于对机器、病人等的检查、诊断。例如:

Now, let me examine your chest once more. 好吧,让我再检查一下你的胸部。

【注意】examine的近义词为check和test,其区别如下:

(1)check 可以作及物动词,指对某物进行核对,以避免出错。例如:

Will you check your homework yourself first? 你能自己先检查一下你的家庭作业吗?

① check也可以相当于examine使用,表示“对……进行检查”。例如:

She checked/examined the door lock carefully before she left.

她在离开之前仔细的检查了门锁。

② check还有“(老师)批改作业”的意思。例如:

Teachers spend a lot of time preparing their work and checking students’ homework.

老师们花费大量的时间备课和批改学生们的家庭作业。

(2)test作为动词使用的频率不高,意为“检查;测试”。例如:

You’d better have your eyes tested/examined without delay. 你最好马上去检查你的眼睛。

另外,test还作名词使用,多指临时采取口试、笔试或现场作业方式来测验某人的知识或技能;有时也可表示对事物的检查和实验。例如:

We often have a test on the old lessons before the new ones. 上新课之前,我们常常要先测验学过的课。

2.energy

1.n.能量;精力。例如:

The sun’s energy will last for billions of years. 太阳能将维持数亿年。

You’ll need to devote all your energies to this job.

你需要把你的全部精力投入到这项工作中去。

2.n.活力;力量;干劲。例如:

Young people usually have more energy than the old. 青年人通常比老年人有活力。

【辨析】energy, power, strength, force

(1)energy 精力;活力;能量。指人生理上的“精力”和物理学定义中的“能量”。例如:

His work seemed to lack energy. 他的工作似乎缺少干劲。

(2)power用途最广,和strength同义。侧重“能力;权利”。例如:

I shall do everything in my power to help you. 我将尽我的能力去帮助你。

(3)strength力,体力,是指内部的力量,着重人的“体力”。例如:

It was with the greatest difficulty that the boy gathered the strength to speak.

那个男孩艰难地,费了很大的气力才说出话。

(4)force 力,是strength 所展示出来的力,强调外部的力,常表示“势力”。例如:

The force of public opinion is important. 舆论的力量是很重要的。

3.diet

diet 日常饮食,为抽象名词。例如: go on a diet节食

【辨析】diet, food

(1)diet指一般的饮食,也可指起医疗作用所规定的饮食。例如:

The doctor advised him to take a special diet to lose weight.

那个医生建议他吃特殊的饮食来减肥。

(2)food 指凡是能吃的、能喝的食物。它通常是不可数名词。在表示食品种类时,也可以用复数形式。例如:

Healthy food includes fruits, eggs, vegetables and soft drinks.

健康的食物包括水果、鸡蛋、蔬菜和软饮料。

4.fit

adj.健康的;适合的。例如:

This food was not fit to eat. 这种食物不适宜吃。

He keeps himself fit by running 4 miles every day. 他每天跑4英里以保持身体健康。

【拓展】

(1)fit n.某物适合的样子;合身(通常前面有形容词修饰,用单数形式)。例如:

All these clothes are a nice fit. 所有这些衣服都很合身。

(2)fit对某人(某事物)适宜,合适,适当,通常作表语。例如:

To keep fit, we must eat certain kinds of nutritious food.

为了保持健康,我们必须吃一些有营养的食物。

fit vt.& vi. 合身;合适;试穿(衣服);大小适合某处;与……相符、相称、相协调;胜任某事。例如:

The coat fits me quite well. 这件大衣很适合我。

Unit 14

1.honour

vt.=(honor)尊敬;给以荣誉。honour sb./sth. (with sth.)向某人、某事致敬;给某人荣誉。例如:

Will you honour me with a visit? 承蒙造访则荣幸之至。

【拓展】

(1)honour也可作名词,意为“光荣”,an honour to sth./sb.给某事/某人增光的人或事物。例如:

She is an honour to her profession. 她是同行的光荣。

(2)in honour of sb./sth.出于对某人/某事的敬意。例如:

It is only a chance in honour of his birthday. 这仅是纪念他生日的一次机会。

2.principle

n.法则;原则;原理。例如:

This course teaches the principles of cooking. 本课程讲授烹饪原理。

He has no principles, he will do anything, however bad, as long as it’s profitable.

他没有丝毫的道德准则,只要有利可图,不管事情有多坏他都做。

【固定短语】in principle原则上;大体上;基本上,on principle根据自己的(道德)原则或所确定的信念。例如:

His proposal sounds fine in principle, but there are a few points I’m not happy about.

他的建议听起来大体上不错,但有几点我不太满意。

3.celebration

n.庆祝;庆典。例如:

They held a big birthday celebration. 他们举行了一个盛大的生日庆祝会。

【拓展】

(1)celebrate庆祝;庆贺。例如:

celebrate Christmas庆祝圣诞节

It’s my birthday today. Let’s celebrate!今天是我的生日,我们庆祝吧!

(2)赞扬;赞美。例如:

The heroic deeds of those people are often celebrated in ancient and modern poems.

那些人的英雄事迹经常在古代和现代诗中被赞美。

【注意】celebrate的形容词形式是celebrated,意为“著名的;驰名的”。例如:

Peng Liyuan is a celebrated singer. 彭丽媛是一个著名的歌唱家。

【辨析】celebrate, congratulate

celebrate意为“庆祝;祝贺”,用来庆祝节日、胜利、结婚纪念日、生日等,是指以仪式、典礼等活动庆祝令人欢乐的事或日子。congratulate指对人进行祝贺,如表示“就某事祝贺”,其后介词应用on。

4.respect

vt.尊敬;尊重。例如:

The professor was respected by his students. 那位教授受到了他学生的尊重。

【拓展】

(1)respect可作名词,意为“尊敬”时是不可数名词,但可以和不定冠词a连用。例如:

I have a great respect for my teacher. 我非常尊敬我的老师。

(2)名词respect可以和动词have, show连用,后接介词for。例如:

They show no respect for the law. 他们不尊重法律。

(3)respect意为“问候,敬意”时要用复数形式。例如:

篇5：高一英语unit13课件

unit 13

△junk n 拉*

junk food 拉*食品

fat n 脂肪

△vitamin n 维他命;维生素

△snack n 小吃;快餐

stomach n 胃;肚子

fever n 发烧;狂热

△sharon 莎伦(女子名)

salad n 色拉;凉拌生菜

peach n 桃子

ripe adj 熟的;成熟的

ought v.aux 应当;应该

ought to应当;应该

examine vt 检查

plenty n 充足;大量;富裕

plenty of 许多;大量的

energy n 精力;能量

soft adj 不合酒精的

bar n 条;棒

fuel n 燃料;营养物

diet n 日常饮食

△calorie (=calory)卡路里(热量单位)

keep up with 跟上;赶上

pace n (一)步;速度;步调

make a choice 做出选择

△nutrient n 营养物质 adj 有营养的

△nutrition n 营养

△nutritious adj 有营养的;滋养的

△protein n 蛋白质

△muscle n 肌肉

bean n 豆;豆科植物

△calcium n 钙(元素)

△dairy n 奶牛场;奶制品

△product n 产品 ,产物

△carbohydrate n 碳水化合物

fibre n 纤维;纤维制品

mineral n 矿物;矿石

function n 起作用;运转n 功能;作用

△vegetarian n 素食者

△vegan n 严格的素食主义者

△yoghurt n 酸乳;酸奶

△eco-food n 生态食品

△organic adj 有机的

chemical n 化学制品;化学药品

balance vt&vi&n平衡

△supplement n 补充

fit adj 健康的;适合的

unit n 单位;单元

digest vt 消化(食物);领会

gain vt 增加;获得

sleepy adj 瞌睡的;困乏的

△annie 安妮(女子名)

△refuel vi 补给燃料;补充能量

now and then 时而;不时;偶尔

brain 脑;头脑

peel vt 剥;削;剥落 n 果皮;蔬菜皮

△recipe n 食谱;烹饪法

△roll-up n 卷;卷状食品

roll up(使)成卷(或筒、球)形

tasty adj 好吃的;可口的

△ingredient n 烹任原料;成分

mushroom n 蘑菇

△chop vt 剁碎;砍

steam vt 蒸 vi 蒸发

boil vt&vt 煮沸

bacon n 咸肉;熏肉

lettuce n 生菜

mixture n 混合;混合物

spoonful n 一匙的量

slice vt&vi 将某物切成薄片, 片;薄片;切片

△dice vt&vi 将某物切成小方块：切成丁 n 小方块

篇6：高一英语unit1课件

Unit 1 Good Friends

Teaching aims and demands:

a、Achieve language skills and related knowledge about the topic of friends and friendship;

b、Learn to express likes and dislikes and make apologies

c、Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d、Grammar:

Direct and indirect speech

Lesson 1

Step 1 Presentation and discussion (warm-up)

Put some new words on the blackboard and tell them something about a friend。

Kind honest brave loyal happy wise strong

beautiful handsome rich smart funny

Then ask some questions around the class and discuss with them。

What should a good friend be like?

What qualities should a good friend have?

Should they be funny， smart and strong?

Step 2 Reading

Ask the students to read the dialogue in the part SPEAKING。 Ask some questions:

1。What doesn’t John like?

2。What does Joe think of music and skiing?

And then fill in the form on page 3。

Then ask the students to express their ideas freely。 Encourage the students to say more about friends。

Step 3 Listening

Ask the students to listen to the tape and fill in the blanks in the listening part。

Step 4 Talking/Practice

Ask the students to page 85。 Make a similar dialogue as in exercise 2。

Some useful expressions :

Why did you…? Why didn’t you…? You said that you would…

Please forgive me。 You promised to … I’m very sorry… It won’t happen again。 I forgot。

Step 5 Homework

Finish Exercise 3 in the workbook。

Lesson2

Step1 Revision

Ask several students to present a speech about friends as a revision。

Step 2 Pre-reading

Present the students a picture to illustrate the situation on a lonely island。 Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3。

Step 3 Reading

Before asking the students to read the text， first give the students a brief introduction about Tom Hanks， his films and the film Cast Away。

Then students read the text， and answer the following questions。

1。How does Chuck Noland come to a deserted island?

2。 In order to survive on the island alone， what does he need to learn?

3。 What does he understand at last?

4。 For us， what lesson we can learn from Chuck?

At the same time explain the language points if necessary。

Step 4 Post-reading

Discuss the following questions in the Part POST-READING。

Step 5 Homework

Prepare a talk about Tom Hanks or something about one of his film。

Lesson3

Step 1 Revision

Get the students to give a talk about Tom Hanks or something about one of his films。

Step 2 Language Study

Ask the students fill in the blanks with proper words。

Step 3 Grammar

Illustrate to the students the use of Direct and Indirect Speech。

Then ask the students to do the exercise in the Part Grammar on P5。

Step 4 Practice

Ask the students to act the exercise2 in the part Grammar out。

Step 5 Homework

Ask the students to finish the exercise2 in their workbook。

Lesson4

Step 1 Revision

Check the homework。

Step 2 Presentation

Present simples of e-mail to get the students a general idea of e-mail。

Step 3 Explanation

Tell the students some tips of writing an e-mail by learn the above e-mail simple。

Step 4 Writing

Ask the students to write an e-mail message。

Step 5 Homework

篇7：高一英语unit 7sea课件

Teaching aims:

①.To read sections of a story and sequence then use prediction strategies and linking words.

②.To use linking expressions related to time and sequencing.

③.To use wordbuilding techniques to form nouns, verbs, adjectives and adverbs.

④.To talk about and give opinions of films.

⑤. To practise using the second conditional for speculation

Teaching difficult and main points:

To master the wordbuilding.

To use the linking words.

Teaching aids:

CAI

Teaching procedures:

Ⅰ. Warm up

To look at a pictures of Titanic then raise a question: .Have you seen the film Titanic? Where did the story happen?

Ⅱ. Speaking

Work in groups of four to discuss the two questions: Have you seen any other films about the sea? What did you think of them? Tell your classmate.

Ⅲ. Pre-reading

Look at the key words and find them in the pictures.

Ⅳ. Reading

Task1: Now please put Part A, B&C in the correct order.

?We can put the paragraphs in order according to (根据):

?the pictures

?the linking words (连接词) ：上下文相关词语的连接

Task2: Read the story again and answer these questions.

1. Why did the writer’s younger brother fall into the sea?

2. Why did the boat go towards the whirlpool?

3. Why did the writer tie himself to a barrel?

4. Why didn’t his brother do the same?

5. Why did his old friends not recognise him?

Ⅴ. Language points:

1. It took less than a single day to change my hair from black to white.(B)

2. …

3. …

Ⅵ. Please find out the phrases about time sequence in the text

Ⅶ. Word building

Ⅷ. Speaking

篇8：高一英语unit13课件

这一组词都表示“帮助”。help和aid都可用作名词。help是最常用的说法, 指为达到某种目的所必须的援助。aid是比较正式的说法, 在日常生活中不常用, 主要指在危险和困难情况下需要的援助或资助。在“急救 (first aid) ”、“国家援助 (state aid) ”、“外援 (foreign aid) ”中, 不能用help。help和aid也可用作动词, help后的宾语或宾语补足语都可以是不带to的不定式。aid的宾语后面也可跟不定式作宾语补足语, 但不定式符号to不能省略。aid后也可跟in doing sth.。assistance为名词, 意为“援助, 帮助”, 但语体更正式、庄重, 在某些场合又有独特的意思, 指来自下级或辅助性的配合援助, 其动词是assist。如:

Without your help, I can't finish the task.没有你的帮助我是不能完成这项任务的。

The car does not go.My father has gone to the garage for help.

汽车抛锚了, 我父亲已去汽车修理厂找人来修理。

The stricken ship sent an SOS for immediate aid.

遇难船只发出了失事信号, 请求立即救援。

Nurses learn to give first aid to people who are hurt.护士学习给受伤的人急救。

A surgeon's success depends on the expert assistance of nurses.

外科医生的成败取决于护士所给予的专业配合。

The pilot needed the copilot's assistance in landing the plane.

着陆时, 驾驶员需要副驾驶员的辅助配合。

We help him (to) do the work.=We aid him to do/in doing the work.

我们帮助他做这项工作。

He assisted me to clean the rooms.他协助我收拾房间。

2.pretend, assume, affect

这三个动词意思接近, 用法不同。pretend为“假托, 借口, 假装”, 本身是假的装作真的, 给人以假相, 用意在欺骗。pretend的含义比affect更含坏的意味。assume为“假定, 设想, 装作”, 通常指表面上装腔, 不一定指坏的。affect为“假装, 假冒, 喜爱”, 自己不具有的东西装作有, 通常含有坏的意味。另外还有“影响, 感动”之意。如:

Don't pretend you don't understand.别装不懂。

He pretended not to have heard about it.他假装没听说过这事

Let us assume that it is true.先让我们假设这是真的。

He assumed a look of innocence.他装出一副天真无邪的样子。

She felt, without knowing why, that the gaiety was assumed.

不知为什么她觉得这种快乐是装出来的。

We must assume that they are innocent.我们必须假定他们是无罪的。

He affected not to hear her.他假装没有听见她。

Tom affected ignorance of the affair.汤姆假装不知此事。

The entire country was affected by drought.全国都受到旱灾的影响。

All the people in the room were affected to tears.屋里所有的人都感动得流了泪。

3.accurate, exact, precise

这三个词都有“精确的, 准确的, 确切的”之意。accurate往往含有小心谨慎, 做到与事实或真情相符合之意;exact强调与事实、真相或标准绝对相符, 严格吻合;precise指连详情细节都精确无误, 分毫不差, 因此有时含有过于讲究细节, 甚至吹毛求疵的意味。如:

He gave us an accurate account of the event.他给我们准确地叙述了事情的经过。

The figures given in this book are accurate.这本书中提供的数字精确无误。

He is always exact in his words.他说话总是很严谨。

I can hardly find an exact word to express it.我简直找不出一个确切的字眼来表达它

What is the precise figure?精确的数字是多少?

It is hard to give a precise definition to it.很难给它下一个确切的定义。

4.assume, suppose

assume为“假定, 设想”, 主要指把一件尚未证实的事作为事实或真理, 常用于assume sth., assume sb./sth.to be… (假定某人/某物是……) , assume that…, assuming=supposing (that) … (假设, 假定……) 。assume还有“装出, 假装”的意思。suppose有时仅用于陈述自己的意见, 意为“想, 认为”;有时指有一定依据的“猜想, 设想, 假定”。suppose还常用于be supposed to do sth.结构, 意思是“应该/应当做某事”。如:

I didn't see your car, so I assumed you'd gone out.

我没有看见你的汽车, 所以我认为你出去了。

Assuming/Supposing that the proposal is accepted, when are we going to get the money?

假定这个建议被采纳, 我们什么时候能拿到钱?

I assumed them to be brothers from their appearances.

从他们的相貌来看, 我猜想他们是兄弟。

She assumed a look of innocence.她装出一副天真无邪的样子。

Come to think of it;I suppose that is my fault.细想一下, 我觉得是我不对。

Let's suppose a second flood.假定再有一次水灾。

You are supposed to be responsible for them.你应当对他们负责。

5.come to light, throw light on

come to light意为“发现, 暴露”, 相当于不及物动词;throw light on意为“阐明……, 使……显得清楚明白”, 相当于及物动词。如:

It came to light that the old man had ten sons after his death.

老人死后, 人们发现他有10个儿子。

New facts about the ancient Egypt have recently come to light.

有关古埃及的史实, 最近已有多个新发现。

Your statement does not throw light on the subject.你的发言并没有说明问题。

Can you throw any light on the formation of the Dead Sea?

你能阐明死海是如何形成的吗?

6.doubt, suspicion

这两个词都表示“怀疑”, 有时可互换。doubt为“怀疑, 疑惑”, 普通用语, 概念一般, 用途十分广泛。指由于资料不够充分, 因而对某种信仰、意见、说法或事实持怀疑态度, 可理解为“not believe so”。doubt在生活中也被广泛使用, 表示对某事没有十足把握, 有疑虑。suspicion为“怀疑, 疑心, 猜疑”, 普通用语, 语气较强烈。指对某事或某人起疑心, 怀疑这件事是否真实、是否正当、是否有犯罪的可能性等, 而不单纯指对一件事有无把握, 可理解为“believe so”。如:

There is some doubt whether he will come on time.他是否能准时来, 还值得怀疑。

He says he can cure me, but I still have my doubt.

他说他能治愈我的病, 但我还是怀疑。

He has doubt about the existence of God.他怀疑上帝是否真的存在。

The behavior of the stranger aroused our suspicion.那陌生人的行为引起了我们的怀疑。

He felt he had grounds for the suspicion that the thief was a member of his own family.

篇9：高一英语unit13课件

知识点 contain的用法

vt. 包含;容纳;控制、抵制(情感)。例如:

What does the medicine contain? 这药含有什么成分?

The hall can contain five hundred people. 这个大厅可容纳500人。

I could hardly contain laughter. 我几乎控制不住自己大笑。

[拓展]include vt.包括;包含……在内。例如:

The price include the tax. 这价格含有税金。

He included a watch on the shopping list. 他的购物单包括了一块手表。

The team is made up of ten, including the captain/the captain included.

包括队长在内,这个队由10人组成。

[注意]contain表示“包含”时,其被动结构常用be contained in来表示;contain表示“容纳”时,相当于hold,不用于进行时。

[辨析]contain, including, included

(1)contain指作为某一内容的一个组成部分而被“包含”或“容纳”在内,是指某物容纳在比其更大的东西之内,封闭的意义强烈。include指作为整体的一部分或要素被“包括在内”。例如:

My collection contains 1,000 stamps, including those used ones.

包括那些使用过的邮票在内,我的邮集中有1000张邮票。

(2)including是现在分词,在许多情况下用作介词,后可跟宾语,含补充说明之意。例如:

Thirty passengers were hurt, including 5 children. 三十名旅客受伤了,包括5个孩子。

(3)included是过去分词,意为“包括……在内”,常放在被修饰的名词或代词之后,起补充说明的作用。例如:

They will send you the book for $15, postage included.

他们将把那本书以15美元的价格寄给你,包括邮资在内。

2. Which side of Mike’s stomach hurts? 迈克的胃哪一边疼?

知识点 hurt的用法

(1)hurt用作及物动词,意为“疼痛”。例如:

My shoe is pressing against my left foot; it hurts a lot. 我左脚的鞋子挤脚,脚很疼。

It won’t hurt to try again. 再试试也无妨。

(2)hurt还可以译为“伤害;使受伤;使疼痛;伤害感情”。例如:

He fell off his bike and hurt his leg. 他从自行车上摔下来伤了腿。

What you said hurt her. 你的话伤害了她。

[拓展]表达“某部位受伤”可以用hurt进行如下表达:“人+hurt+身体部位”;“身体部位+be/get hurt”;“人+be/get hurt in+身体部位”;“人+hurt oneself in+身体部位”。

[注意]在结构“主语(人)+hit/strike…in/on…+the+身体部分”中,定冠词不能用物主代词代替。例如:

I hit him in the face. 我打了他的脸。

[辨析]hurt, injure, wound, harm, disable, damage

(1)hurt指精神上的伤害,也指肉体上的伤害,有疼痛感。injure指身体机能、外貌的伤害、损害,意外事故造成的伤害。wound指由外界暴力造成的创伤,主要指刀、枪伤及战场上所受的伤。例如:

In this accident caused by nuclear radiation, many people were injured.

在这次核辐射事故中,许多人受伤了。

The battle left a large number of soldiers wounded or even killed.

大批战士在这次战斗中受伤乃至牺牲。

(2)harm损害;伤害;危害,是普通用语。主要用在比喻用法中,指对有生命的东西或无生命的抽象事物的损害,强调造成痛苦或苦恼的后果。还可作名词,也表示“危害;伤害”。例如:

I’ll go with her to make sure she comes to no harm. 我将要和她同去以免她受到伤害。

(3)disable使无能力;使残废;减损,指受到严重伤害,从而短期或永久地失去正常活动的能力或能量。强调部分受到伤害,或许是永久性的,但并不一定影响使用。常与介词for和from连用。例如:

He is a soldier disabled by leg wounds. 他是一名腿部受伤致残士兵。

(4)damage损伤;毁坏,主要指对价值或功能的损坏,虽然可以用于有生命的东西,但更多用于无生命的东西。还可用作名词,意为“损失;损坏”。例如:

The accident did a lot of damage to the car. 这一事故把那辆汽车损害得很厉害。

3. Choosing what to eat is no longer as easy as it once was. 选择吃什么东西不再像以前那么容易了。

知识点 once的用法

(1)once在此处是副词,意为“曾经;昔日;过去”。例如:

He once knew her, but they are no longer friends. 他曾经认识她,但他们不再是朋友了。

(2)作副词还可意为“一次”,比one time常用。例如:

I’ve only been there once. 我只去过那里一次。

[拓展]“两次”用twice表示,三次或三次以上用“数字+times”表示。

[固定搭配]

once or twice一两次once and again再三地;反复地

once in a while偶尔;有时once more=once again再一次;又一次

once upon a time曾经;以前all at once突然

at once立刻;马上(=right away);同时

(3)once作连词,意为“一旦……;一经……便……”,引导时间状语从句,但比as soon as更含有条件意味,而as soon as侧重两个动作的接连发生。另外,once引导的从句经常可以采用省略形式。例如:

Once seen, the place will never be forgotten. 一旦见过,这个地方便不会被忘记。

Once you begin, you must continue. 一旦开了头,你就应当继续下去。

[辨析]ever, once

(1)ever意为“曾经”,也可不译,常用于疑问句中。有时可用于过去分词前,多用于完成时态中。例如:

Have you ever seen UFO? 你曾经见过飞碟吗?

It is the best design that I have ever seen. 它是我见过的最好的设计。

(2)once意为“曾经;一次”,可与现在完成时连用,表示时间的频率。例如:

He has been to England once, but it was on a foggy day.

他曾经去过英格兰,但那天正好是个雾天。

4. Our eating habits have changed, as has our way of life, and the fuel we need for our body is also different. 就像我们的生活方式一样,我们的饮食习惯已经发生了变化,我们身体所需要的营养物也不同了。

知识点as的用法

(1)作连词,意为“由于;鉴于”,引导原因状语从句。用来表示人们已经知道的或显而易见的原因或理由,常位于句首。例如:

As he was not well, I decided to go without him. 因为他身体不好,我决定独自去了。

(2)作连词,意为“像……一样”,引导比较状语从句。例如:

The work is not so easy as you imagine. 这项工作不像你想象的那么容易。

(3)作连词,意为“按照,如同”,引导方式状语从句。例如:

When in Rome, do as Romans do. 入乡随俗。

Leave it as it is. 保持原状,不要动它。

(4)作连词,意为“当……的时候”,引导时间状语从句。例如:

As a young man, he joined the Party. 他在青年时期就入党了。

As time went on, he forgot what he was seeking. 随着时间的推移,他忘了他的追求。

(5)作连词,意为“尽管;虽然”,引导让步状语从句,并且使用倒装语序。例如:

Young as he is, he is well-informed. 尽管他很年轻,但他知识广博。

Much as I like it, I will not buy it. 虽然我非常喜欢它,但我不会买它。

(6)作介词,意为“作为”。例如:

He got a job as an engineer last year. 去年他找了一份当工程师的工作。

(7)作代词,引导限制性定语从句或非限制性定语从句。前边的先行词前常有such, the same与之呼应,构成such…as, the same…as…。例如:

I’m reading the same book as you. 我读的与你读的是相同的一本书。

当引导非限制性定语从句时,as常作主语、定语、表语等,在这种情况下as指的是前面或后面的整个句子。例如:

As everybody knows, all that glitters is not gold.=All that glitters is not gold, as everybody knows. 大家知道,闪光的东西不全都是金子。

[注意]which引导的定语从句,代替主句时,不能位于句首。

5. Calcium, which is found in eggs, milk and other dairy products, is good for our bones and teeth. 在鸡蛋、牛奶及其他乳制品中发现的钙对我们的骨骼和牙齿有好处。

知识点1 product的用法

n. 产品;产物。例如:

Coffee is the chief product of Brazil. 咖啡是巴西的主要产物。

That dictionary is the product of much work by many people.

那本词典是许多人努力工作的结果。

[拓展]

(1)produce的用法

①v. 生产;制造;生长;引起;导致。例如:

These plants can produce good fruit. 这些植物能结出好的果实。

Hard work produces success. 努力工作可以成功。

②n.(无复数形式)农产品。例如:

My cousin sells her garden produce in the market.

我表姐在市场上卖她菜园里产的农产品。

(2)production不可数名词,意为“生产;制造”;可数名词,意为“作品”,production line意为“生产线”。例如:

The factory has a production line. 这家工厂有一条生产线。

[辨析]produce, product, production

produce作名词时,是田园产品的总称;product作名词,指天然、农、工产品,也指思想产物;production指“生产;产量”时是不可数名词,指精神产物如诗、绘画、电影等文艺作品时是可数名词。

知识点 2 good的用法

1.作形容词,意为“美好的;有益的;善良的;仁慈的;令人愉快的;有益身心的;精通的”。例如:

This is a good play. 这是一个好剧本。

He always does good deeds. 他总是做善事。

She’s always been good to me. 她一向待我很好。

I wish you a good time at the party. 祝你晚会玩得开心。

Milk is good for you. 牛奶对你有益。

He’s good at languages. 他精通多种语言。

2.作名词,意为“善良;善行;利益;好人”。例如:

He does a lot of good for the town by giving money to build new schools.

他捐钱建新学校,为这个乡镇做了很多善事。

You have to drink the medicine, not because I want you to, but for your own good.

你必须喝药,不是因为我要你喝,而是为了你自己好。

Christians believe the good will go to heaven when they die.

基督教徒们相信好人死后会上天堂。

[拓展]

(1)be good with sth./sb.意为“善于使用某物或善待某人”,后常接表示工具、人或人体器官的名词。例如:

She is good with her hands and head. 她心灵手巧。

She understands children, so she is good with them. 她了解孩子,所以与他们相处得很好。

He is good with these tools. 他善于使用这些工具。

(2)be good for意为“对……有益;值得;适于;有效的”。例如:

This dictionary is good for your English study. 这本词典对你的英语学习有益。

It’s not a good film, but it’s good for a laugh. 那不是一部好电影,但可博人一乐。

(3)as good as意为“实际上等于;和……一样”。例如:

The house is as good as destroyed. 这所房子实际上已经完全损坏了。

He is as good as refused. 他实际上等于被拒绝了。

(4)in good with sb.意为“获得某人好感或好评”。例如:

It’s nice to be in good with your boss. 能得到你们老板的赏识真好。

(5)no good/not much good意为“无用;无益”,后接动词-ing形式或to sb.。例如:

It’s no good talking to him because he never listens. 跟他谈没用,因为他从来不听。

A car’s not much good to me. I can’t drive. 汽车对我没多大用途,我不会开车。

6. If we eat healthy food in the right amounts, we… 如果我们吃适量的健康食品,我们……。

知识点 amount的用法

1.n.数;数量;总额;总数。例如:

He likes a large amount of sugar in his coffee. 他喜欢在咖啡里放很多糖。

[固定搭配]

a large amount of=a great deal of大量a small amount of少量

in large amounts大量地in small amounts少量地

2.v. 达到;合计。amount to达到;合计;等于(to为介词)。例如:

His debts amounts to $ 1,000. 他负债达到1000美元。

That amounts to saying he is a cheat. 那等于说他是一个骗子。

[辨析]amount, number

“the amount of+不可数名词”;“the number of+可数名词复数”。“a large/small amount of+不可数名词”,谓语动词用单数;“a large/small number of+可数名词复数”,谓语动词用复数。“large amounts of+不可数名词”,谓语动词用单数;“large numbers of+可数名词复数”,谓语动词用复数。

7.People celebrate Mardi Gras by dressing up and watching parades. 人们穿上盛装,观看游行来庆祝“油腻的礼拜二”。

知识点 dress的用法

dress vt. & vi.(给……)穿衣服。例如:

Hurry up and get dressed!快点穿上衣服!

[固定搭配]

(1)dress sb.给某人穿上衣服(动作)。例如:

She hurriedly dressed her son and drove him to the nearest hospital.

她匆忙给儿子穿上衣服,然后开车送他到最近的医院。

(2)dress oneself自己穿上衣服(动作)。例如:

After the bath, he dressed himself. 洗完澡后,他穿上了衣服。

(3)get dressed穿上衣服,相当于dress(动作)。例如;

The boy got dressed quickly and telephoned for help. 那个男孩赶快穿上衣服打电话求救。

(4)be(well/badly/smartly…)dressed穿着(漂亮/褴褛/帅气……)(状态)。例如:

He is smartly dressed when I saw him at the dinner. 我在宴会上见到他时,他衣着帅气。

[注意]

(1)dress表示穿衣服的动作,其过去分词dressed可作be动词的表语,表示状态,即穿着状况,但get dressed仍表示动作,相当于dress (oneself)。例如:

She likes to be dressed in red (clothes). 她喜欢穿红色衣服。

(2)dress用作不及物动词作谓语时,表示自己穿衣服这个动作;用作及物动词时,接反身代词作宾语仍表示自己穿衣服,接名词或代词作宾语则表示给别人穿衣服。dress之后不直接接衣服类名词,而是接“in+表示衣服的名词”。

[辨析]dress, put on, wear, have on

(1)dress表示动作,意为“(给自己或帮别人)穿衣服”,可用作不及物动词,也可用作及物动词接表人的名词、代词、反身代词作宾语。

(2)put on表示动作,意为“穿上;戴上”,是终止性动词短语,其宾语一般是衣服、鞋帽、袜子、手套、眼镜等。

(3)wear表示状态,意为“穿着;戴着”,用一般现在时或过去时表示经常性状态,用现在进行时或过去进行时表示一时的状态;用现在完成时或过去完成时表示把衣服穿到了什么程度。除接普通衣服类名词作宾语外,wear还可指佩戴手表、首饰、徽章、花儿以及留发型、胡须等。含义最广。

(4)have on表示状态且是静态,意为“穿着;戴着”,多用于口语中,是比较普通的用语,无进行时,常用结构为have sth. on或have on sth.。

8.Since Kwanzaa is a time for learning as well as joy,…因为宽扎节既是喜庆的日子,同时也是学习的机会,……

知识点 as well as的用法

1. as well as除……以外还……;和……一样也……。as well as作为一个固定短语,连接两个相同成分,即as well as之前和之后的两个词成分相同,同为主语、宾语或表语,其说话重点在前,as well as之后是附加信息。例如:

The girl is lively as well as healthy. 这个女孩既健康又活泼。(连接两个表语)

He wants a pen as well as some paper. 他想要一些纸,还有一枝钢笔。(连接两个宾语)

As well as in Canada, the weather changes from season to season in China.

和在加拿大一样,在中国气候随季节变化。(连接两个状语)

2.as well as 可表达同级比较,意为“和……一样好”,其中well为副词原级。例如:

He speaks English as well as a native speaker. 他英语说得同本族语是英语的人一样好。

9.It is not a sad day, but rather a time to celebrate the cycle of life.这不是悲伤的日子,而是一个庆祝生命轮回的时刻。

知识点 rather的用法

rather adv.相当;颇;多少有点儿;宁可;宁愿。例如:

She fell and hurt her leg rather badly. 她跌倒了,腿伤得相当严重。

[拓展]

(1)“rather+a/an+单数可数名词”。例如:

It’s rather a pleasure that you’ve come to our party. 你来参加我们的晚会相当令人高兴。

(2)“rather+a/an+adj.+单数可数名词”或“a+rather+adj.+单数可数名词”。例如:

They made a rather disappointing discovery./They made rather a disappointing discovery.

他们有一个相当令人失望的发现。

(3)“the+rather+adj.+单数可数名词”。例如:

Who is the rather tall boy in the front of the classroom?

教室前面那个相当高的男孩是谁?

[拓展]下列副词或短语可以与比较级连用。

rather相当;非常,有点儿;even甚至,还;still仍然,仍旧;much多;a lot许多;a great deal许多;a little一点儿,有点儿;by far……得多;far很,非常;yet仍,还。

would rather do宁愿做……

would rathernot

do宁愿不做……do…than

do宁愿做……,不愿做……

+从句(谓语had done/did)宁愿……(虚拟)

would do…rather than do宁愿做……,不愿做……

[注意]than后可接名词、代词、副词、介词或不带to的不定式,would rather后接从句用虚拟语气。

[辨析]rather, fairly

rather多与贬义词连用,指程度过分而不合适;与褒义词连用多表强烈的赞许,与very同义;rather可与too连用,也可与比较级连用。fairly须与褒义词连用,不能与too或比较级连用,不定冠词只能放在fairly之前。例如:

It’s rather hot today. 今天天气相当炎热。(有令人不舒服的感觉)

It’s fairly warm today. 今天天气相当暖和。(有心中愉快的感觉)

This hat is rather too expensive. It’s rather more expensive than yours.