作为一位杰出的教职工，总归要编写教案，教案是教学活动的总的组织纲领和行动方案。写教案的时候需要注意什么呢？有哪些格式需要注意呢？那么下面我就给大家讲一讲教案怎么写才比较好，我们一起来看一看吧。
高一unit4词汇课教案篇一
n.
1.) 动力，动机
the motivation for learning
学习的动力
2.) 积极性;干劲
she insists her success is due to motivation rather than brilliance.
她坚称自己取得的成就靠的是干劲，而不是才智。
stick
vt.
1.) 刺;戮;刺死
stick a pig 宰猪
2.) 钉住;插牢
stick a butterfly钉制蝴蝶标本
3.) 粘贴;张贴
they stuck the notice on the wall.
他们把通知贴在墙上。
4.) 【口】放置
her younger sister helped her stick a flower in her hair.
她妹妹帮她把一朵花插在头发上。
5.) 伸,伸出
dont stick your head out of the train window.
不要把头伸出火车窗外面。
6.) 使停止;阻塞
the ship has been stuck here for a week by bad weather.
由于天气恶劣，船只被阻在此已经一周。
vi.
1.) 粘住;钉住
this stamp wont stick.
这张邮票贴不上。
2.) 陷住;梗塞;被困住
a fish-bone stuck in his throat.
他喉咙里卡了一根鱼刺。
acquire
vt.
1.) 取得,获得
the museum has just acquired a famous painting by pablo picasso.
该美术馆刚刚获得一幅毕加索的名画。
gradually we acquired experience in how to do the work.
我们逐步获得了做这工作的经验。
2.) 学到;养成
she has mastered english grammar and acquired a large vocabulary without the help of a teacher.
她在没有老师指导的情况下,掌握了英语语法,学到了大量词汇。
acquisition
n.
1.) 获得,取得[u]
he devotes his time to the acquisition of knowledge.
他把时间用在获取知识上。
2. 获得物;增添的人(或物)[c]
this dress is amys new acquisition.
这衣服是艾米新添置的。
instruct
vt.
1.) 指示,命令,吩咐
he instructed me to deliver it to a customer.
他吩咐我把东西送去给顾客。
2.) 教授;训练;指导[(+in)]
my job is to instruct her in english.
我的工作是教她英语。
3.) 通知,告知
my agent has instructed me that you still owe me $150.
我的代理人告诉我你还欠我一百五十美元。
anxious
adj.
1.) 焦虑的,挂念的[(+about/at/for)]
im anxious about her safety.
我对她的安全担心。
2.) 令人焦虑的
the week of the flood was an anxious time for all of us.
闹水灾的那一星期是使我们大家都焦虑不安的日子。
3.) 渴望的[f][(+for)][+to-v][+that]
were anxious for your safe return.
我们盼望你平安归来。
we were anxious that there be no misunderstanding.
我们极愿没有误解。
i could see that she was anxious for laura to go.
我看得出她巴望劳拉去。
im really anxious to see him.
我急于见他。
secure
adj.
1.) 安全的,无危险的[(+from/against)]
now my house is secure against burglary.
现在我的房子无被盗窃之危险。
2.) 安心的,无忧虑的[(+about)]
you have made me feel secure.
你使我觉得放心。
3.) 有把握的,确定无疑的[(+of)]
our success is secure.
我们的成功是有把握的。
adopt
vt.
1.) 采取;采纳;吸收
after much deliberation, the president decided to adopt her suggestion.
总经理再三考虑之后,决定采纳她的建议。
2.) 过继,收养[(+as)]
mr. kern adopted the orphan as his own son.
克恩先生将那孤儿收养为自己的儿子。
3.) 正式通过,接受
the agenda was adopted after some discussion.
经过讨论,议事日程获得通过。
level
n.
1.) 水平线;水平面[c]
the village is 1,000 meters above sea level.
这村子海拔一千米。
2.) 高,高度[c][u]
the flood rose to a level of 50 feet.
洪水涨到五十英尺高。
3.) (文化等的)水平,程度,标准[c][u]
these students have not reached an advanced level yet.
这些学生尚未达到高级班的程度。
4.) 级别;地位[c]
they are holding a conference at ministerial level.
他们正在举行部长级会议。
association
n.
1.) 协会,公会,社团[c]
have you joined the teachers association?
你加入教师协会了吗?
2.) 联合,结合;交往[u][(+with)]
i benefited much from my association with him.
我跟他的交往中获益匪浅。
3.) 联想,联想物[c][u]
what association do you have with the color green?
绿色会使你产生什么联想?
appropriate
adj.
适当的,恰当的,相称的[(+to/for)]
she picked up a dress appropriate for the occasion.
她挑了一件适合该场合穿的衣服。
高一unit4词汇课教案篇二
care for
1.) 喜欢
would you care for a drink?
你想来点喝的吗?
2.) 照料
who will care for the house while the family is away?
全家人都不在时,由谁照料这间房子呢?
3.) 计较,在意
he doesnt care for what he eats.
他对吃的东西并不计较。
conscience
n.
良心;道义心;善恶观念[c][u]
i got nothing to hide. my conscience is clear.
我没有什么隐瞒的。我问心无愧。
anyway
adv.
1.) 【口】无论如何,不管怎样,至少,反正
that wasnt my fault, anyway.
反正那不是我的过错。
it may rain, but we shall go anyway.
也许会下雨,可我们无论如何要去。
2.) 不论以何种方式,不论从何种角度
you can do the job anyway you want.
这工作你想怎么干都行。
3.) 随便地,草率地
he dumped the tools in the box just anyway.
他把工具随随便便往箱子里一扔。
admit
vt.
1.) 承认[+v-ing][+(that)]
you must admit the task to be difficult.
你得承认这个任务是艰巨的。
we have to admit that hes a highly competent man.
我们必须承认他是个非常能干的人。
i admitted breaking the window.
我承认打破了窗子。
2.) 准许进入;准许...进入(或加入)[(+into/to)]
no one but ticket-holders was admitted.
只有持票者方可入内。
3.) 容许;可容纳
the theater admits 1000 people.
这剧院可容纳一千人。
vi.
1.) 承认[(+to)]
i must admit to feeling ashamed of my conduct.
我得承认因自己的行为而感到羞惭。
2.) 容许,有余地[(+of)]
this matter admits of no delay.
这事不容耽搁。
clap
vt.
1.) 拍(手),鼓(掌);为...鼓掌
the audience clapped the pianist heartily.
听众热情地为钢琴演奏者鼓掌。
2.) 轻拍,击[(+on)]
he clapped the champion on the back and congratulated him.
他拍拍冠军的肩背,向他祝贺。
vi.
拍手,鼓掌
the chairperson clapped to attract our attention.
主席拍手以唤起我们的注意。
n.
1. 拍手喝彩(声)[s]
they gave the speaker a clap.
他们向演讲人鼓掌。
2. 霹雳声;破裂声;拍击声[c]
a clap of thunder reverberated through the house.
一声雷鸣在屋子里回响。
abundant
adj.
1.) 大量的;充足的
abundant rainfall
充沛的雨量
2.) 丰富的;富裕的[(+in)]
the country is abundant in natural resources.
那个国家自然资源丰富。
occupy
vt.
1.) 占领,占据
the enemy soon occupied the town.
敌人很快占领了这个城镇。
2.) 占(时间,空间);占用;住
reading occupies most of my free time.
阅读占去了我空闲时间的大部分。
the bathroom is occupied.
浴室有人在用。
3.) (常与oneself连用或作被动式)使忙碌,使从事[(+in/with)]
this game will keep the children occupied.
这个游戏让孩子有得忙了。
she is occupied in writing a novel.
她忙于写小说。
he occupied himself with various research projects.
他终日从事各种研究计划。
ambition
n.
1.) 雄心,抱负[u][c]; 野心[u][c]
her son was filled with ambition to become a great inventor.
她儿子一心想成为伟大的发明家。
2.) 追求的目标[c]
her ambition was to become a film star.
她一心追求的是做电影明星。
高一unit4词汇课教案篇三
unit 1
conclude
vt.
1. 结束[(+by/with)]
we concluded our meeting at 9 oclock.
我们九点钟结束了会议。
2. 推断出,断定 [+that]
what can you conclude from these observations?
你从这些观察中能得出什么结论?
3. 缔结(条约)[(+with)]
4. (最后)决定(为)[+to-v][+that]
he concluded that he would wait a little longer.
他决定再等一会儿。
he concluded to quit on pay day.
他决定在发薪水这天辞职。
vi.
结束,终了[(+with)]
the meeting concluded after two hours.
两小时后会议结束了。
impressive as the record is, it fades next to the story of armstrong’s struggle against disease.
as引导让步状从，句子倒装。
angry as he was, he listened to me patiently.
他很恼怒，却能耐心地听我说话。
strange as it seems, it is so.
看似不可思议，事实却是如此。
fade
vi.
1. 凋谢,枯萎
the flowers faded for want of water.
花儿因缺水而凋谢了。
2. (颜色)褪去
the color fades when exposed to light.
这颜色曝光后会褪色。
3. (声音等)变微弱;(光等)变暗淡;逐渐消失[(+away)]
the sound of the footsteps faded away.
脚步声渐渐消失了。
4. 【美】【俚】离去,跑掉
vt.
使褪色
sunshine faded the tapestry.
阳光晒得挂毯褪了色
whether we are out to set a new record ourselves or simply enjoy reading about champions, the guinness book of world records makes for interesting reading.
make for可造成，可成为，有好处
the large print makes for easier reading.
大字排版使阅读轻松一些。
does early rising make for good health?
早起有利于健康吗？
attempt
vt.
1. 试图;企图;试图做[+to-v][+v-ing]
they attempted to finish the task before july.
他们试图在七月以前完成这项任务。
2. 试图攻占
they attempted the life of the dictator.
他们试图杀死这个独裁者。
n.[c]
1. 企图,尝试[(+at/on)][+to-v]
he made an attempt on the world record.
他试图打破世界纪录。
her attempt at poetry was a failure.
她尝试写诗失败了。
2. 攻击[(+on)]
several attempts have been made on the presidents life.
已经有人三番五次试图谋杀总统。
confirm
vt.
1. 证实;确定[+(that)][+wh-]
his letter confirmed everything.
他的信证实了一切。
2. 坚定;加强
the latest developments confirmed me in my belief.
最新的发展使我坚信我的信仰。
3. 批准,确认
the queen confirmed the treaty.
女王批准了此项条约。
fascinate
vt.
1. 迷住,使神魂颠倒;强烈地吸引[(+by/with)]
i watched her, fascinated.
我瞧着她,完全被她迷住了。
the child was fascinated with his new toy.
那孩子对他的新玩具着了迷。
2. 慑住...使动弹不得,使呆住
the snake fascinated its prey.
那条蛇震慑住了它的捕获物。
vi.
有吸引力;迷人
burst
vi.
1. 爆炸;破裂
the balloon burst.
气球爆炸了。
2. 冲,闯
her door was thrust open, and mrs. page burst in.
她的门被猛地推开,佩奇太太冲了进来。
3. 突然出现;突然发生,爆发
4. (用进行时)塞满,几乎要胀破[(+with)]
i am bursting with pride.
我自豪极了。
vt.
1. 使爆炸;使破裂
after ten days of rain the river burst its banks.
下了十天雨后河堤决口了。
2. 突然打开;冲出;炸出
3. 使胀破
underline
vt.
1. 在...的下面划线
the key words are underlined.
关键的字下面划了线。
2. 强调;使突出
this example underlines the consequences of bad management.
这个例子突显了管理不好的后果。
center on/ upon/ around
集中; 居中[(+on/upon/around)]
their talks always center around politics.
他们的谈话总是围绕着政治。
concentrate
vt.
集中;聚集,集结[o][(+on/upon)]
we must concentrate our attention on efficiency.
我们必须把注意力集中在效率上。
our population is concentrated in the big cities.
我国人口集中在大城市里。
vi.
全神贯注;专心致志于；全力以赴[(+on/upon)]
she couldnt concentrate on a book very long.
她不能长时间专心读一本书。
delight
n.
1. 欣喜,愉快[u]
to our delight, our football team won.
令我们高兴的是,我们的足球队赢了。
she ran back home with delight.
她兴高采烈地跑回家。
2. 乐事,乐趣[c]
he enjoyed the delights of new yorks night life.
他喜欢纽约夜生活的乐趣。
vt.
使高兴；使愉快
im delighted that you are back.
你回来了,我很高兴。
we were delighted to read your novel.
我们很高兴拜读你的小说。
the clown delighted the audience.
小丑逗乐了观众。
register
vt.
1. 登记,注册,申报
waldo went to the city hall to register the birth of his son.
沃尔多去市政厅为他儿子作出生登记。
2. (仪表等)标示,指示;记录
the thermometer registered 70 degrees.
温度计显示七十度。
vi.
登记,注册
i registered at a hotel near the train station.
我在靠近火车站的一家旅馆登记住宿。
高一unit4词汇课教案篇四
reception
n.
1.) 接待,接见;欢迎[s1]
jim had an enthusiastic reception when he returned home.
吉姆回家时受到了热情的接待。
2.) 接待会;欢迎会;宴会[c]
our school gave a reception to our new principal.
我们学校为新校长举行了欢迎会。
3.) 接受;接纳;感受,反应[u]
her calm reception of the bad news surprised her friends.
她听到坏消息镇定自若,令她的朋友们惊奇。
4.) 【英】接待处[u]
leave your key at reception.
把你房门的钥匙留在接待处。
5.) (无线电、电视的)接收;接收(传真)品质,收听(或收视)效果[u]
reception improved because of the new antenna.
接受效果因有新天线而得到改善。
considerate
adj.
体贴的;体谅的;考虑周到的[(+of/to/toward)]
he was considerate of everyone.
他对大家都很体贴。
splendid
adj.
1.) 有光彩的;灿烂的
the king was wearing a splendid golden crown.
国王戴着光彩夺目的金王冠。
2.) 壮丽的;辉煌的
we won another splendid victory.
我们又赢得了辉煌的胜利。
3.) 显著的;杰出的
4.) 【口】极好的;令人极其满意的
my kid sister has a splendid memory.
我小妹记忆力极好。
coincidence
n.
1.) 巧合;巧事;同时发生[u][c]
it was a coincidence that he was born on his mothers birthday.
他在他母亲生日那天出生,真是巧事。
2.) 符合,一致[u]
is there any coincidence between his opinions and your own?
他的意见与你自己的意见有没有一致之处?
tension
n.
1.) 拉紧,绷紧[u]
the tension was so great that the rope broke.
绳子拉得太紧绷断了。
2.) (精神上的)紧张[u]
he is suffering from nervous tension.
他正受神经紧张之苦。
3.) 紧张局势,紧张状况[p1][u]
she felt the tension as soon as she entered the room.
她一进房间就感觉到了这种紧张气氛。
theft
n.
偷窃,盗窃[u]
he was accused of theft.
他被指控偷窃。
stubborn
adj.
1.) 倔强的,顽固的;不听话的
he is as stubborn as a mule.
他像骡子一般执拗。
2.) 顽强的,不屈不挠的
the defenders put up a stubborn resistance.
防守将士进行了顽强的抵抗。
3.) 难处理的,难对付的
this locks rather stubborn; it needs oiling.
这把锁很难开;得给它加点油了。
4.) (病)难治好的
i had a stubborn cold and coughed day and night.
我得了很难治的感冒,日夜咳嗽。
5.) (污渍)难去掉的
this detergent can remove stubborn stains.
这种去污剂能去除难洗的污渍。
enquiry
n.[u][c]
1.) 询问;打听[(+about)]
make enquiries of somebody about something
向某人询问某事
2.) 调查[(+into)]
an official enquiry into the incident was launched.
官方对这一事件进行了调查。
after months of enquiry we finally discovered the truth.
经过几个月调查,我们最后发现了真相。
assistance
n.
援助,帮助[u][(+in)]
your technical assistance in the project is greatly appreciated.
您对这个项目的技术援助大受赞赏。
vital
adj.
1.) 生命的;维持生命所必需的
growth and decay are vital processes.
生长和衰亡是生命过程。
2.) 充满活力的,生气勃勃的
the chinese i knew were trusting, open, and vital.
我所认识的中国人信赖别人,坦率,充满活力。
3.) 极其重要的,必不可少的[(+to/for)]
the questions put forward at the meeting are of vital importance.
会上提出的那些问题极其重要。
4.) 致命的;生死攸关的
he committed a vital error.
他犯了一个致命的错误。
n.[the p]
1.) (人体的)重要器官
he was lucky that the bullet missed the vitals.
他很幸运,子弹没有击中要害器官。
2.) 重要部分,要害
guilty
adj.
1) 有罪的,犯...罪的[(+of)]
he was found guilty.
他被判有罪。
2.) 有过失的[(+of)]
the manager was guilty of an important misjudgment.
经理犯了一个重大的判断错误。
3.) 自知有过错的,内疚的[(+about)]
i felt guilty after breaking my promise.
我违背诺言后感到内疚。
stain
vt.
1.) 沾污,污染[(+with)]
blood stained the blanket.
血沾污了毯子。
2.) 玷污,败坏
his crimes stained the family honor.
他的罪行玷污了家庭的名誉。
3.) 给(木材,玻璃等)染色,给...着色
she stained the table brown.
她将桌子涂成了棕色。
vi.
变脏;被沾污
his character is without stain.
他的人品纯洁无瑕。
these carpets wont stain easily.
这些地毯不易弄脏。
n.
污点,污迹,瑕疵[c]
hes got an ink stain on his shirt.
他衬衫上有块墨渍。
convince
vt.
使确信,使信服;说服[(+of)]
he convinced me of his innocence.
他使我相信他是无辜的。
i was convinced that he knew the truth.
我确信他知道事实。
assume
vt.
1.) 以为;假定为;(想当然地)认为[+(that)][o2][o8][o9]
i assumed that he had gone for a stroll.
我想他去散步了。
2.) 承担;就任;取得
the prince assumed power when he was only fifteen.
王子在十五岁时就掌权了。
3.) 呈现;采取;采用
his illness assumed a very grave character.
他的病显得非常的严重。
4.) 装出,假装
he assumed a look of surprise.
他装出吃惊的神色。
cancel
vt.
1.) 删去,划掉;勾销,盖销(邮票等)
you should cancel this preposition in the sentence.
你应该删去句子中的这个介词。
2.) 取消,废除;中止
the game was cancelled because of the rain.
比赛因为下雨而取消了。
3.) 抵消,对消[(+out)]
this will cancel your debt to me.
这可抵消你欠我的债务。
4.) 【数】约去,消去[(+out)]
5.) 销(帐)[(+out)]
vi.
1.) 【数】相约,相消
2.) 互相抵消
the $5 i owed him and the $5 he owes me cancel out.
他与我各欠对方五元,正好相互抵消。
3.) 取消;中止
n.[c]
删除;取消;撤销
remark
vt.
1.) 谈到;评论;说 [+(that)]
a local newspaper remarked that crime was on the decrease.
一家地方报纸评论说犯罪案件在减少。
2.) 注意,看到;觉察
i remarked the tense atmosphere as soon as i entered the room.
我一走进房间,就觉察到了紧张的气氛。
vi.
谈论,议论;评论[(+on/upon)]
prof. smith remarked on the difference between the two dictionaries.
史密斯教授谈到了这两本词典的不同之处。
n.
1.) 言辞;谈论,评论[c][(+on/upon/about/at)]
he had a habit of making humorous remarks.
他有说幽默话的习惯。
2.) 注意;察觉[u]
he saw nothing worthy of remark at the exhibition.
他在展览会上没有看到值得注目的东西。
innocent
adj.
1.) 无罪的,清白的[(+of)]
he was pronounced innocent of the charge.
他被宣告无罪。
2.) 无害的
the butterfly is an innocent insect.
蝴蝶是一种无害的昆虫。
3.) 天真的,单纯的
4.) 幼稚的;头脑简单的,愚钝的
dont be so innocent as to believe everything he says.
不要这么天真,竟相信他所说的一切。
commit
vt.
1.) 犯(罪),做(错事等)
i committed an error in handling the business.
我在处理这一业务时犯了一个错误。
2.) 使承担义务;使作出保证;使表态[(+to)]
he didnt commit himself to anything.
他没有作任何承诺。
3.) 把...交托给;把...提交给;把...付诸[(+to)]
the child was committed to the nurses care.
孩子被交给护士照顾。
4.) 把...押交;把...判处[(+to)]
the judge committed him to ten years imprisonment.
法官判处他十年徒刑。
straightforward
adj.
1.) 一直向前的;径直的
they took a straightforward route to the lake.
他们走了一条笔直通向湖的路。
2.) 正直的;老实的;坦率的
i must insist on your giving me a straightforward answer.
我一定要你给我一个直截了当的回答。
im quite a straightforward man.
我是一个非常直率的人。
3.) 简单的;易懂的;易做的
the issue is not quite straightforward as it seems.
这个问题不像看上去那么简单。
4.) 明确的,肯定的
their responsibility is straightforward.
他们的职责是明确的。
roundabout
adj.
绕道的;(说话,做事等)绕圈子的,不直截了当的
as usual, he reached her house in a roundabout way.
一如往常,他绕道来到她的家。
she suggested it in a very roundabout way.
她很婉转地提出了这个建议。
高一unit4词汇课教案篇五
convey
vt.
1.) 运送,搬运,转运[(+from/to)]
passengers are conveyed by bus to the air terminal.
用公共汽车载送旅客前往航空站。
2.) 传播(声音等)
a wire conveys an electric current.
电线传导电流。
3.) 传达,传递,表达[(+to)][+(that)][+wh-]
i found it hard to convey my feelings in words.
我觉得难以用言语表达我的感情。
4.) 转让(财产等)[(+to)]
the old farmer conveyed his farm to his son.
老农夫将其农场转让给儿子。
advertise
vt.
1.) 为...做广告;为...宣传
if you want to sell your product you must advertise it.
如果你要推销自己的产品,你就必须做广告。
2.) 公布;通知
he advertised them of his decision to withdraw from the election.
他告知他们自己要退出选举的决定。
vi.
做(登)广告,作宣传[(+for)]
the company is advertising for typists in the newspapers.
那家公司在报纸上登广告征聘打字员。
blame
vt.
1.) 责备,指责[(+on/for)]
he blamed you for the neglect of duty.
他责备你玩忽职守。
i dont blame you; i blame myself.
我不怪你;怪我自己。
2.) 把...归咎(于);归因于[(+on/onto)]
don’t blame the failure on him, but on me.
别把失败归咎于他，该怪我。
n.[u]
1.） 责备,指责[(+for)]
i am ready to take the blame for the mistake.
我准备承担这一错误的责任。
2.） 责任[(+for)]
the judge put/ laid the blame for the accident on the driver of the car.
法官把事故归罪于小轿车司机。
react
vi.
1.) 作出反应,反应[(+to)]
how did she react to the news?
她对这个消息反应如何?
2.) 影响,起作用[(+on/upon)]
the two react upon each other.
这两者互相影响。
3.) 抗拒,反抗[(+against)]
children tend to react against their parents by going against their wishes.
孩子们通常以违背父母的意愿来反抗他们。
4.) 起反作用,回过来起作用[(+on/upon)]
unkindness often reacts on the unkind person.
恶人往往有恶报。
5.) 【化】起化学作用;【物】反应[(+with/on)]
how do acids react on metals?
酸对金属会起怎样的化学反应?
an acid can react with a base to form a salt.
酸和碱反应会产生盐。
vt.
使起(化学)反应;使发生相互作用[(+with)]
we make superphosphate by reacting rock phosphate with sulphuric acid.
我们使磷酸盐岩同硫酸发生化学反应制造过磷酸钙。
annoy
vt.
1.) 惹恼,使生气;使烦恼[(+by/at/with)]
his mother was annoyed with him for being so rude to their neighbors.
他母亲因为他对邻居如此粗暴无礼而生他的气。
2.) 打搅,困扰
these flies are annoying me.
这些苍蝇一直在打搅我。
vi.
令人讨厌(或不快)
accuse
vt.
1.) 指控,控告[(+of)]
she accused him of stealing her watch.
她控告他偷她的表。
he accused his boss of having broken his word.
他指责老板不守信。
he was accused of murder.
有人指控他谋杀。
2.) 指责,把...归咎(于)
man often accuses nature for his own misfortunes.
人类常把自己的不幸归咎于天。
associate
vt.
1.) 联想,把...联想在一起[+with]
they associate turkey with thanksgiving.
他们把火鸡和感恩节联系在一起。
2.) 使联合,使结合[+with]
3.) 使有联系 [+with]
i didnt want to be associated with it at all.
我根本不想与这事有牵连。
vi.
结交,交往[+with]
he associates with all sorts of people.
他与各种各样的人交往。
never associate with bad companions.
千万不要与坏人为伍。
get across
传播，使...被理解
i couldnt get my point across in the debate.
在辩论中我无法清楚地表明自己的观点。
he found it difficult to get his idea across to them.
他发现他难以使他们了解他的想法。
appeal
vi.
1.) 呼吁,恳求[(+to/for)][+to-v]
he appealed to me for help.
他向我求援。
he appealed to his friends for support.
他请求朋友支持。
2. )诉诸,求助[(+to)]
we will appeal to a great variety of sources of information.
我们将求助于多种资料来源。
3.) 有吸引力,迎合爱好[w][(+to)]
the idea appealed to mary.
这主意正合玛丽的心意。
4.) 【律】上诉[(+to/against)]
he appealed against the five-year sentence he had been given.
他对被判五年徒刑提出上诉。
vt.
【美】将...上诉,对...上诉
he appealed his case to a higher court.
他向上一级法院申诉。
n.
1. 呼吁,请求[c][u][(+to/for)]
he made one last appeal to his father to forgive him.
他最后一次恳求父亲宽恕他。
2. 吸引力,感染力[u]
these subjects have lost their appeal for most students.
对多数学生来说,这些学科已经失去了吸引力。
figure
n.[c]
1.) 外形;体形;人影
i saw a figure in the darkness.
我看到暗处有一个人影。
2.) 体态;风姿
she has an attractive figure.
她有迷人的曲线。
she has a slender figure.
她身材苗条。
3.) 人物;名人
he has become a figure known to everyone.
他已成了一个知名人物。
4.) 数字
where did you get those figures?
你从哪儿得到那些数字的?
5.) 数量;金额;价格
his work now commands huge figures.
他的作品现在值大价钱。
6.) 图表;图解;插图
our textbook has many figures to help explain the lessons.
我们的教科书有许多图表帮助解释课文。
7.) 画像;塑像
vt.
1.) 计算
please help me to figure out my income tax.
请帮我算一下我的所得税。
2.) 认为,以为;估计[y][+(that)];料到
how do you figure that?
你如何料到的?
i figure that youd want your coffee.
我想你要喝咖啡了。
profit
n.
1.) 利润,盈利;收益,红利[c][u]
he made a profit of fifty thousand us dollars on his house.
他卖掉房子获利五万美元。
2.) 利益,益处;得益[u]
we gained a lot of profit from your advice.
我们从你的建议中获益匪浅。
vt.
有益于
telling lies wont profit you.
撒谎对你无益。
vi.
1.) 有益,有利
2.) 得益,获益[(+by/from)]
he learned to profit by his mistakes.
他学会了从自己的错误中获益。
we profit from the work of the specialist.
我们从专家的工作中得到益处。
attach
vt.
1.) 装上,贴上,系上[(+to)]
hell attach the label to your luggage.
他会把标签系在你的行李上。
2.) 使依附;使附属[(+to)]
this hospital is attached to the medical college nearby.
这个医院附属附近的那所医学院。
3.) (与oneself连用)使参加;使附着[(+to)]
he attached himself to the expedition.
他参加了那个探险队。
4.) 把...归于[(+to)]
how can you attach the blame for this accident to the taxi-driver?
你怎么能把这次事故的责任归于出租车司机呢?
vi.
1.) 附属;附加[(+to)]
2.) 归属[(+to)]
the blame for this accident attaches to the man who drove under the influence.
这起事故的责任应由酒后开车的那个人承担。
3.) 伴随[(+to)]
those are advantages that attach to the profession.
那些都是从事该职业的种种有利条件。
discount
n.[c][u]
折扣;打折扣
we give a special discount of 10 per cent for cash.
如用现金购买,我们给予九折优待。
vt.
1.) 将...打折扣;将商品打去...折扣
that store discounts all its slow-selling goods.
那家商店削价出售所有滞销货。
2.) 不全相信;怀疑地看待
you must discount much of what he says.
他说的好些话,你必须打个折扣听。
vi.
打折扣出售商品
many stores do not discount at all.
许多商店出售商品一概不打折扣。
make sense
有意义;有道理；讲得通
this sentence doesnt make sense.
这句子毫无意义。
it makes sense to take care of your health.
好好照顾自己是有道理的。
高一unit4词汇课教案篇六
unit 3
fellow
n.[c]
1. 【口】男人;家伙;人
a fellow must eat.
人总得吃饭。
2. 伙伴;同事
they are my fellows at school.
他们是我的同学。
adj.
同伴的;同事的;同类的
he recalled his fellow traveller with pleasure.
他愉快地回忆起他的旅伴。
criminal
adj.
1. 犯罪的,犯法的
robbery is a criminal act.
抢劫是犯罪行为。
2. 刑事上的
scotland has its own criminal law.
苏格兰有它自己的刑法。
n.
罪犯[c]
resemble
vt.
像,类似 [(+in)]
she was not beautiful; she did not resemble her mother.
她不漂亮;她不像她的母亲。
the two sisters resemble each other in appearance.
这两姐妹在外表上彼此相像。
spanerse
adj.
1. 不同的,互异的
john and his brother have spanerse interests.
约翰和他兄弟的兴趣迥然不同。
2. 多种多样的;多变化的
the program deals with subjects as spanerse as pop music and ancient greek drama.
这档节目涉及包括流行音乐、古希腊戏剧在内的各种题材。
transform
vt.[(+into)]
1. 使改变;使改观;将...改成
the greggs have transformed their garage into a guest house.
格雷格一家把他们的车库改成了客房。
2. 改造;改革;改善
the situation has been greatly transformed.
形势已经大大好转。
3. 使变换
a generator transforms mechanical energy into electricity.
发电机将机械能变成电。
differ
vi.
1. 不同,相异[(+from)]
our tastes differ from each other.
我们的嗜好不同。
2. 意见不同[(+from/with)]
thats where we differ.
那是我们有分歧的地方。
chew
vt.
1. 嚼,咀嚼,嚼碎
he chews gum.
他嚼口香糖。
2. 深思,细想,熟虑[(+over)]
ill chew the problem over for a few days.
这个问题我会仔细思考几天。
he chewed over the problem for several days before making his decision.
他对这个问题详细考虑了好多天才做出决定。
vi.
1. 咀嚼[(+on)]
he cant chew without his false teeth.
他没有假牙就嚼不动。
2. 深思,细想[(+on/upon)]
he took my offer after chewing on it.
仔细考虑后他接受了我的提议。
roast
vt.
1. 烤,炙,烘
he roasted a chicken for dinner.
他烤了一只鸡作晚餐。
2. 烤得使变热(或烫),烘暖
the sun was roasting us.
太阳炙烤着我们。
3. 【口】严厉批评,痛斥
they got roasted for losing the game.
他们因比赛失利而遭到严厉批评。
vi.
1. 烤,炙.烘
the beef is roasting in the oven.
烤箱里正烤着牛肉。
2. 烤得变热(或烫)
can we open the window? im roasting.
我们能开窗吗?我都热死了。
n.
1. 烘烤[u][s]
give the duck a good roast.
把这鸭子好好烤烤透。
2. 烤肉,炙肉[c][u]
well do a roast for dinner.
我们晚餐吃烤肉。
3. 【美】野外烤肉聚会[c]
they had a hot dog roast last sunday.
他们上星期天举行了一次烤热狗野餐会。
adj.
烘烤的
he is very fond of roast duck.
他很喜欢烤鸭。
barrier
n.[c]
1. 障碍物;路障,栅栏
the police put up barriers to control the crowd.
警察设置障碍物,借以控制人群。
2. 障碍,阻碍[(+to)]
they soon overcame the language barrier.
不久他们便克服了语言上的障碍。
3. 界线[(+between)]
4. 剪票口;海关关卡
mike was stopped at the barrier because he forgot to show his ticket.
麦克在剪票口被拦住了,因为他忘记出示车票。
pointed
adj.
1. 有尖头的,尖的
his daughter has a pointed nose.
他女儿长着一个尖鼻子。
2. 尖锐的;深刻的;中肯的
pointed criticism
尖锐的批评
claw
n.[c]
1. (动物的)爪,脚爪;(蟹、虾等的)钳,螯
the owl swooped down and picked up the mouse in its claws.
猫头鹰猛扑下去用爪子抓起了老鼠。
2. 爪形器具;羊角锤;拔钉锤
3. 【贬】手
vt.
1. 用爪子抓(或撕、挖、拉等)
the rooster clawed a hole in the earth.
那只公鸡在地上扒出个洞来。
2. 费力地夺回[(+back)]
vi.
用爪子抓(或挖)[(+at)]
she clawed at my shirt in her temper.
她大发脾气一把抓住我的衬衫。
高一unit4词汇课教案篇七
comprehend the text
pre-reading
as we all know, there are many people who are from other places in our city. they come here for different reasons, some because of the war, some because of the poor soil and some because of the bad weather in their places. there are many difficulties for them going from one place to another. can you imagine what difficulties did they go through? at that time, there are no cars and trains. and the transport is not so convenient.
now, read the test in your books, you will learn about something about the settlers from other places.
before reading, look at the questions.
history counts many cases in which settlers moved into areas that belonged to other people. can you give some examples? what happened?
the tianwan people, the americans etc. are from other places. they come here for life. on their way here, they may meet many difficulties, because the journey is long and difficult.
now, let’s learn the text, then you will know more about moving.
reading
read the text then answer some questions.
1 when did we decide to move to another place?
2 how long did the journey last?
3 what is our first destination?
4 is the journey hard? can you make some examples about it?
keys:
1> 1845,10 2> about a year 3>india greek in kansas 4> yes, it is hard. you can make many examples.
listening
listen to the tape carefully then do these exercises.
post-reading
exercise1. true or false
( )1 we traveled alone.
( )2 we traveled day and night.
( )3 during walking through the desert, we couldn’t ride the wagons.
( )4 for many weeks we had suffered from heat, thirst and starvation.
( )5 during the long journey, we could help each other.
( )6 when a young man in our group suggested that i stay behind with the children and wait for help, i agreed.
( )7 when the animals smelt the water, they all ran.
keys:1f with many other families 2f by day 3t 4t 5f the situation was so desperate that, in most cases, no one could help another. each had all he could do to save himself and his animals. 6f i didn’t agree. 7t
exercise 2
questions:
1 where in the text do you find evidence that the wagons were not he most suitable means of transport?
2 why did the travelers call their ninety mile-drive through the salt lake desert the “long drive”?
3 what can you learn from this reading passage? what impresses you most?
keys:
1 you can find your answers in paragraph 3.
2 we had to travel long without water or grass for the animals to eat. it was hard.
3 1> after suffering from many difficulties, we can live a better life. facing the hardship, never give up, etc.
2>the courage of the people impresses me most.
高一unit4词汇课教案篇八
teaching aims and demands
类别 课程标准要求掌握的项目
话题 1． talk about sports
2． talk about interests and hobbies
3． talk about the olympics
4． write a sports star’s profile
功能 interests and hobbies
which do you like…or …?
what’s your favorite sport?
which sport do you like best?
which do you prefer…or…?
what about…?
are you interested in…?
词汇 continent well-known athlete gold medal torch badminton tie final spane shooting
greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法 future passive voice
the people of beijing will plant more trees and build new roads.(陈述句)
more trees will be planted and new roads will be built by the people of beijing.
beijing will hold the 29th olympic games in the year .（疑问句）
when will the 29th olympic games be held in beijing.
period arrangements:
warming up reading materials
period 1 listening period 2,3
speaking language focus
listening (wb) complementary listening material
speaking
period 4 speaking period 5 complementary reading material
writing(wb)
integrating skill(writing) assessment
teaching procedures of period 1:
g up (15 mins)
ss know a lot about sports from everyday life and media, so i arrange such a task -discussion(group of 4):
q: what do you know about sports?
during this process, if ss can’t express themselves in english, chinese is also all right. besides, it is a
good chance to present new words. if necessary, i will make some complements. at the same time, i will present them as many pictures about sports as possible.
possible response:
school sports meet
sports meet the national games
the asian games
the olympic games
the world cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, american football, ice hockey etc
events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/spaning/aquatic sports etc
sport stars : beckham, mike owen, michael jordan etc
purpose: this activity is designed to encourage students to think about sports and activate
relevant vocabulary.
step 2. speaking(15 mins)
task1(pair work): talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(see sb p52)
task2(pair work): a survey about physical fitness (see postscript 1)
task3(group work): add up their total scores and spanide by the number of people. then get their group’s average scores. discuss their survey answers.
1). do you think your group is doing well or not? why ?
2). how can you become fitter?
purpose: the students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
step 3. listening (15 mins)
task 1: brainstorming(encourage ss to tell me as many words about that as possible)
purpose: to work as a guide of listening part.
task 2: listen to three sports reports and fill in the missing information
purpose: in this activity, the students will hear three sports reports about basketball, football table tennis. it is what they are interested in and to learn to understand sports news report.
step 4. homework assignment
task: find out some background information about the olympics. t will offer them some websites as well:
/
/
purpose: this activity is related to the reading material of next period. to encourage ss to find out the information by themselves.
teaching procedures of period 2
step1. lead-in(10 mins)
task 1. collect the information ss have found, and this is a good chance to present new words. if necessary, warming up ex can work as a guide. at the same time t will display some relevant pictures.
five rings aisa europe africa america oceania
ioc international olympic committee
headquater lausanne switzerland
motto swifter higher stronger
present president jac ques rogge
official language english french spanish russian german
host city of olympics sydney australia
host city of olympics athens greece
host city of 2008 olympics beijing china
host city of the first olympics athens greece
sort winter olympics summer olympics
purpose: to help ss get as much background knowledge about the olympics as possible
task work to discuss any of following questions:
1).why do so many athletes want to take part in the olympic games?
2).are the olympic games important to our society? why or why not?
purpose: the activity is designed to get ss to think about the olympics as a preliminary activity related to the reading material.
step2. reading(10 mins)
ng to find out what is the reading material going to talk about.
possible answer: the olympics
task2. scanning to find the topic words
possible answer: the winter olympics , the summer olympics, the ancient olympics,
the modern olympics, the olympic motto, the 2008 olympics
purpose: to train ss to glance through the passage quickly to get a general idea.
task3. careful reading to find out the main idea of each paragraph.
purpose: to train ss how to find out the main idea of a paragraph.
idation(10 mins)
task1. play the passage through once and ask ss to underline some words and phrases they think useful.
the new words and their meanings(see wb ex)
in a form about the passage
olympics year location china’s gold medals competitors
old greece
no female competitors
1st in modern times
23rd
2000
2008 ? ?
purpose: to have a better understanding of the passage and note some useful words and phrases.
sion(15 mins)
task1: group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.
topic1. what is the spirit of the olympic games? what can you learn from it?
topic2. do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? why?
it important to win in a sports match? why or why not?
s the causes and effects of some serious problems of the olympics and think of the possible solutions.
task2: debate
hosting the olympic games is a great honour and a great responsibility. since china has won the bidding
of hosting the 2008 olympics, what will the olympics bring to china, good effects or bad effects.
good effects bad effects
promote the economy costing a large amount of money
make china better known to the world cause disorder to our society
… …
purpose: to have a further understanding about the olympics.
rk assignment
write a report based on the debate carried out in class about the good effects and bad effects of the olympics. and encourage ss to express their own idea in the report.
purpose: to cultivate them how to write discussed topics
teaching procedures of period 3
step1. extensive reading (wb) (15 mins)
task 1. read the passage and have a discussion about some related questions.
1).what are some problems that unknown athletes have to deal with?
2).why are the olympic games so important to many athletes?
3).why do stars like michael jordan make more money than other athletes?
task work compare the sports listed. are they popular in china? why or why not?
sports popular /not very popular reasons
tennis
soccer
table tennis
badminton
purpose: to know more about sports and the olympics.
ng(5 mins)
task 1. china is going to host the 2008 olympic games. to make it the most wonderful and successful one, what will be done ? if necessary, t can display two pictures for contrast.
task 2. as for ss, chinese, what will they do for the 2008 olympics?
purpose: to make ss note the use of future passive voice and future active voice.
step3. language focus (25 mins)
task1. group work to get a conclusion of the future passive voice and give t more examples.
structure: subject+ will be done
task2. show ss a passage about the olympics, and ask them to change it into passive voice.(see postscript 2)
task3. pair work to ask questions about the passage with what , when, where, how etc.
task4. t has left a note to you ,asking you to write a notice for the students in future passive voice. work with their partners and write down the notice. then report it to class orally.
next week we are going to clear the school as follows:
monday--- classroom building no.1
tuesday--- classroom building no.2
wednesday--- the computer center and language lab
thursday--- the science labs
friday--- the library
purpose: to consolidate their understanding about the future passive voice.
rk assignment
task1. finish some consolidation ex of the future passive voice
task2. find out as much information as possible about their favourite sports stars
purpose: to encourage ss to do what they are interested in
teaching procedures of period 4
ing(5 mins)
ss will hear something about some sports stars and make their own decision according to what they have heard.
ng (10 mins)
guessing game. check what ss have got about their favourite sports star.. ask some ss to come up to the front to tell what they have found while others guess the names of the sports stars.
purpose: to work as a preliminary step of writing.
g (30 mins)
task torming. ask ss to think out information about yao ming as much as possible.
task 2. read the profile about yao ming and find out what are the useful information for writing a profile.
purpose: this activity is to let ss find out how to write a profile by themselves.
task 3. write similar profiles about their favourite sports stars and check some typical ones in class.
rk assigment
suppose the chinese olympic committee is inviting applications for volunteer jobs for the 2008 olympic games and ss want to apply for the to write a profile to introduce themselves.
teaching procedures of period 5
ing(10 mins)
complementary listening material: it is important to be able to recognize and understand numbers quickly when listening to spoken sports listening tasks involve to the speakers and extract the numbers which are needed to complete these tables.(see postscript 3)
purpose: to make ss get used to listening to english sports news in daily life.
ng(10 mins)
imagine the world in the year 5,000. what will our life be like then? make a list of the things that you think will be done differently. try to use the passive voice as much as possible.
example sentences:
eating food i think all food will be turned into juice and chopsticks won’t be used.
drinking water
wearing clothes
building houses
driving cars
reading books
purpose: to revise the language focus in this unit.
g(10 mins)
read a complementary reading material about sports and finish the relevant ex.(see postscript 4)
purpose: to offer ss further information about sports so that they will have better understanding.
g(15 mins)
task 1: group work to talk about the sports as the sample. one member of the group write down what they have got during their discussion and another report what they have written down.
sport: soccer
objective:
shoot the ball into the other
team’s goal
number of players:
two teams of eleven players:ten outfielders and a goalkeepers
sports field:
grass playing field
equipment:
football,two goals
basic rules:
1. players are not allowed to use their hands.
2. … sport: table tennis
objective:
number of players:
sports field:
equipment:
basic rules: sport:
objective:
number of players:
sports field:
equipment:
basic rules:
sport:
objective:
number of players:
sports field:
equipment:
basic rules:
task 2: write a short essay in which you compare two sports
rk assignment
task1: since ss have learned the whole unit, they must know more about sports. after class, ask ss to find some scenes which have make them moved and tell us the reasons.
purpose: this activity is designed to check what ss have learned from this unit.
task2: assessment
purpose: to help ss to reflect on how and what they have learned from this unit.
through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and as a whole unit, i design such two forms to let ss clearly know their own performances.
form 1: (total score 5)
listening speaking reading writing
self assessment
peer assessment
teacher assessment
form 2: set improvement goal
your name date
a. what were your goals for this unit?
b. did you reach your goal?
c. what different ways of learning did you use?
d. which did you like best?
e. what your goals for the next unit?
f. how do you plan to reach them?
g. will you ask some of your classmates for ideas and try new ways of learning?
the olympic games
our country will
高一unit4词汇课教案篇九
explain some sentences and language points.
1951,the then director of the guinness brewery, …
在1951年，当时吉尼斯啤酒厂的总裁…
then （作定语）当时的，the then ruler 当时的统治者
can learn that the oldest person is a woman who lived to be 122 years and 164 days, that the longest moustache reached a length of 1.6 metres and that the longest poisonous snake is 5.71 metres long.
你能了解到寿命最长的是一位妇女，她活b到了122岁零164天，最长的胡子达到了1.6米，最长的毒蛇有5.71米长。
reach vt. 到达 when will we reach beijing?
伸手拿下来 can you reach me that box?
递 will you reach me the sugar?
打动，影响 reach one’s conscience 打动良心
与――取得联系；接触 how can i reach you?我怎么和你联系？
vi.延伸，达到 the woods reach as far as the river.树林一直延伸到河边
伸出手（或脚） i can’t reach so high. 我够不到这么高。
are also strange records, like the englishman who balanced a small car weighing 159.6 kilogrammes on his head for thirty-three seconds!
也有奇特的记录：一位英国人头上顶着一辆重159.6千克的小汽车有33秒之久。
balance vt. 1>称，平衡
2>权衡，对比 balance the tow plans 把这两个计划对比一下
3>使平衡；使（力量等）均等
vi.平衡；相抵 my accounts balance. 我的帐收支相抵
n.(c) 天平；秤a pair of balances一副天平
(u)平衡；均衡 be out of balance不平衡 keep one’s balance保持平衡
weigh vt.1>称（――的重量） weigh oneself称体重
2>权衡；考虑weigh one’s words 斟词酌句 weigh sth. in one’s mind考虑某事
vi.1>（＋表语）重若干；称分量 weigh heavy(light) （称起来）重（轻）
2>有意义，有分量，有影 响you advice weighs heavily with her. 你的建议对她很有 影响。
of the records in the guinness book of world records come from the world of sports.
吉尼斯世界纪录中的许多纪录来自于世界体育运动。
many of 许多，后接代词时，后不加 “the”, many of them后接名词时，后加 “the”, many of the people。
关于many的几个词组
a good many很多
a great many许许多多
many a（后接单数名词）许多 many a student 许多学生
the brilliant athletic achievements, a few records stand out because of the moving life stories behind them.
在这些辉煌的运动成就当中，一些记录由于它们背后感人的生活故事而出色。
stand out (v.+ad.=vi.)
1>显眼 a tall man stands out in a crowd.个子高的人在人群中引人注目。
2>出色 john stood out as a track star.约翰是一个杰出的径赛明星。
sive as the record is, it fades next to the story of armstrong’s struggle against disease.
尽管记录是给人留下深刻印象的，比起armstrong与疾病抗争的故事来，显得逊色了。
as（表示让步）虽然，尽管，tired as they were, they walked on.尽管很累，他们还继续走着。
next to
1>紧挨
2>几乎 he has eaten next to nothing.
3>仅次于 new york is the largest city next to london.
editors will decide if your idea is suitable and then send you rules and the form you need to apply for the record.
编辑将对你的主意作出决定，然后，给你发去申请记录需要的规则和表格。
apply for 申请
apply vt.
1> 应用，使用
2> 敷用，涂―― apply a paste to a wound给伤口涂上膏药
3>专心，注意
vi.1>适用2>申请 apply for a fob求职
词组
apply oneself to致力于 apply one’s mind to专心于
if you are successful, the official will confirm the record and you will get a certificate from the guinness book of world records stating that you are a world record holder!
如果你成功了，官员就会批准你的记录，你就会得到一个吉尼斯世界纪录的证书，表明你是世界纪录的保持者。
state n.1>(c) 状态，状况 the three states of matter物质三态
2>(c;u)国家；政府 a welfare state 福利国家
3>(c)（美国等的）州the 50 states of the united states
vt.陈述，说明，声明the prime minister stated his view on the subject. 首相陈述了他对该问题的见解。
exercises
sb.p5 language study exercise 2
keys: 1> fade 2>apply for 3>suitable 4>athletics 5>inspect 6>announced 7>certificate 8>confirmed 9>in the first place 10>opportunities
高一unit4词汇课教案篇十
、●学习目标
ⅰ.单词和词组
interest,hobby,stand for,well-known,score(v.),beat,tie,would rather,compete,allow,born,join in,rank,host(v.),prepare,light(v.),in preparation for,honour,responsibility,effect,by hand,skill,live ones dream,professional,in ones eyes
ⅱ.日常交际用语
which do you like/prefer,…or…?
what your favourite sport?
which sport do you like best?
are you interested in…?
,very much./no,not very.
id rather watch it than play it.
ⅲ.语法
学习将来时被动语态
●学习障碍
ⅰ.单词及短语
interest,score,beat,tie,would rather,allow,join in,prepare,honour,effect
ⅱ.语法
将来时的被动语态
●学习策略
ⅰ.单词及短语部分
st
纵向归纳法：
(1)interest n.兴趣；爱好
he no longer takes any interest in his stamp collection.
her main interests in life are music,tennis,and cooking.
(2)interest vt.对……感兴趣
thats a topic that interests me greatly.
(3)interesting adj.有趣的
thats an interesting book.
(4)interested adj.（对……）感到有兴趣的
are you interested in history?
有些动词有两种分词形容词,-ing表示“使人感到……的”，-ed表示“（人）对……感到……的”。
如：tire,surprise,excite,puzzle,encourage,frighten,move,disappoint,satisfy,please,astonish等。 联系语境法：
用puzzle的适当形式填空：
his ________ look suggested he felt ________at the ________ question.
答案：puzzled,puzzled,puzzling 表示人流露出的表情、声音（如look,expression,voice）用-ed形容词修饰。
纵向归纳法：
(1)score n.（比赛、考试）分数
whats my score?
(2)二十
i want two score of eggs.
(3)scores (of)许多（的）
-how many people were there?
-there were scores (of them).
score v. 得（分）
she scored 120 in the iq test.
横向比较法：
(1)dozen n. 十二
i want two dozen eggs.
(2)dozens （of） 许多（的）
联系语境法：
(1)改错:he got 80 scores out of 100 for geography.
答案：scores改为marks。mark“分”，score“分数”。此句还可说“he made a score of 80 out of 100 for geography.”
(2)there are ________ eggs left in the refrigerator.
a.3 dozen b.3 scores of
c.3 score d.3 dozen of
答案：a score和dozen表示“二十”“十二”时，单复数同形，而且“score”后需有“of”再接名词。b、c选项若是“3 score of”就是正确的。
v.
纵向归纳法：
(1)tie （用绳等）固定
i tied the sticks together.
(2)tie 打成平局
the two teams tied for the first place.
横向比较法：
(1)fix v. 使固定
he fixed the picture on the wall.
(2)fasten v. 使牢固
fasten a horse to a tree.
联系语境法：
用介词填空：
(1)he tied the book ________ string.
(2)he tied the dog ________ a tree.
答案：（1）with (2)to 第一句指“用”绳捆，第二句表示“把狗捆到树上”。“把……和……固定到一起”为“tie…to…”。
rather 宁愿
纵向归纳法：
(1)would rather (not) do
i would rather stay here.
(2)would rather 接从句（从句用虚拟语气）
i would rather you told me the truth now.
(3)would rather do …than do 宁愿……也不愿……
he would rather play than work.
横向比较法：
its time,wish和would you mind接从句时，从句也需虚拟语气。
击破定式法：
(1)i wish i ________ a bird.
(2)its time we ________ lunch.
答案：（1）b be动词的虚拟语气用were (2)a
vt.
纵向归纳法：
(1)allow 允许
we dont allow smoking in this house.
passengers are not allowed to smoke.
(2)allow sb. in/out/up 允许某人进入（离开，起来）
she wont allow children in until theyve wiped their shoes.
(3)allowance n. 津贴，零用钱
i didnt receive any allowance from my father.
横向比较法：
permit v.
(1)permit 允许 （与allow,forbid和advise用法相同：直接加“-ing” 或加“sb. to do”） (2) permit 使（某事物）有可能性
the windows permit light and air to enter.
(3)permit /′p:mit/ n.通行证
we cannot enter the base without a permit.
(4)permission n. 允许，许可
they entered the area without permission.
联系语境法：
the heavy rain forbade me ________ to school.
my coming come
coming
答案：b
in
纵向归纳法：
（1）join in 参加（活动）
can i join in (the game)?
(2)join sb.(in doing/to do sth.) 与某人一起做某事
he joined us to sing “happy birthday” to the teacher.
(3)join…to/onto… 连结
the island is joined to the mainland by a bridge.
(4)join up 参军
we both joined up in 1939.
联系语境法：
during the break she began to sing an english song and we all ________.
part in ed in 答案：c a选项take part in需要接宾语，而join in可接宾语也可不接。
e v.
纵向归纳法：
(1)prepare sth.准备
i have a speech to prepare.
(2)prepare for sth.为……做准备
hope for the best and prepare for the worst.
(3)be prepared for 为……做好准备
they are prepared for the worst.
(4)be prepared to do 准备做/愿意做某事
he is prepared to leave the country.
he wasnt prepared to help me.
(5)make preparations for 为……做准备
she is making preparations for her marriage.
(6)in preparation for
they put chairs in the hall in preparation for the concert.
联系语境法：
bob ________ the coming test while his mother ________ supper.
ed ed for
答案：b，a prepare接准备的事物；如“lesson,meal”等；prepare for接名词表目的，“为……做准备”，如“test,party”等。
n.
纵向归纳法：
(1)honour 光荣，荣幸，荣誉
my great-grandfather won honour in the war.
(2)honour 尊敬，敬重
one must show honour to ones parents.
(3)in honour of 为了纪念（……）
this monument was built in honour of the general.
击破定式法：
改错：it is great honour to be invited.
答案：在“great”加前“a”。honour指“荣誉，光荣”不可数，但指具体的“使人感到光荣的人或事”则可数，常用单数。
ⅱ.语法部分 将来时被动语态的用法
纵向归纳法：
（1）结构：will/shall be done
be to be done
be going to be done
he will teach us english soon.→we will be taught english (by him) soon.
he is to hold a birthday party.→a birthday party is to be held (by him).
she is going to name the child lucy.→the child is going to be named lucy.
(2)短语动词应看作一个整体不能分开
i will take care of the child.→the child will be taken care of.
everybody is to hand in their homework.→homework is to be handed in. (3)wont+及物动词作不及物动词用，表示事物的性质、特点。常用此主动表被动结构的动词有act,bend,burn,wash,lock,cut,read,close,open等。
the door wont lock.
this wood wont burn.
this saw wont cut.
横向比较法：
将来时的被动语态应注意以下几点：
（1）表示将来发生的行为或存在的状态，常与soon,tomorrow (morning…);next week(year…）,some day,from now on,the day after tomorrow,in(the) future等表示将来的时间状语连用。
●方法实践
ⅰ.单项选择
visited a lot of different places and stayed in lots of different hotels,but none of them ________ this one.
es s
2.-how much is the t-shirt ________?
-65 dollars.
3.________ full preparations,we decided to put off the meeting till next week.
did not make not made
had not made having made
4.-have you ever been to rome?
-no,but thats the city ________.
i most like to visit
most like to visit
i like to visit most
id like most to visit
5.-________ in the workshop,please stop it.
-sorry,i ________.
smoking;am not sure
smoke;have no idea
g is not allowed;dont know
g is forbidden;didnt know
teacher took the naughty boy by surprise and he ________ to think of an excuse.
no time d
prepared afraid
,the worlds most populous nation,________ the wto on november 10,,
________ china a new place at the table of nations.
ed;given ed;offering
;offered part in;giving
gh she had the hope of winning the first prize in the oral english contest,the girl refused to ________ in it.
part it
a part in part
9.-were you busy last weekend?
- than ________ time playing cards as usual,i devoted every effort to ________ an advertisement.
;make ting;making
waste;make d.a waste of;making
10.________ the big snake,the little girl stood under the tree ________ out of her life.
;frightened ;frightening
;frightened see;frightening
was so excited that he could say nothing but hold his sisters hand sister said nothing either,________ tears coming into her face.
sing sed
ng d
12.i ________ it myself ________ your homework.
to do;rather than copy
doing;than copy
do;rather than copy
rather do;than to copy
13.-she seems a ________ waitress.
-yes,each of us always feels ________ with her good manners and service.
d;pleased nt;pleasant
d;pleasant nt;pleased
1 foreign minister walked on the platform,seated himself in a chair and ________ for answering questions.
prepared prepared
ed ing
had a nature that quickly ________ the friendship of her classmates.
16.-you tie looks ________ with your shirt perfectly.
- glad you like it.
s
may not understand it,but this is a kind of thing we policemen ________ as a secret.
of of it
it over about
had ________ me to do this,but he didnt.
ed d
ted ld
you mind if i leave the window open?well,id rather you ________.
nt
time that you ________ the whole book.
go over you over
nt over gone over
y after the accident,two ________ police were sent to the spot to keep order.
of
of
went to the market and bought ________ the eggs i told him to buy.
dozen of dozen
dozens dozens of
new law will come into ________ on the day it is passed.
nce
2 class named ________ lei feng is one of the best classes in this school.
honour of the place of
favor of the way of
you ________ me ________ out this problem myself?
;working ;work
d;to work ;to work
ⅱ.完形填空
after lunch,without permission from parents,the two boys set off to explore the part of the beach which lay beyond the headland（陆岬，伸出海面尖形高地）.they had persuaded their young sister to 1 ,saying that the long walk would be too 2 for they had got in the headland,the beach reached away endless before was like 3 a new were damp,dark caves to 4 ,there were many 5 among the rocks,full of sea creatures(生物);and,here and there along the beach were those 6 objects,washed up and 7 by the tide.
the afternoon passed 8 .the sun was already 9 when the boys reluctantly (恋恋不舍地) 10 to make their 11 long before they reached the headland,they could see that the tide had come in so suddenly that they were now 12 from either end of the only chance of 13 was to find a way up the cliff(悬崖) nearby. they soon found a narrow path 14 the cliff half way up,their path was 15 by a large rock which they could not climb 16 .the two boys had to 17 at the top of their voices, 18 that someone might 19 over the top of the rock,and finally came their father with two policemen. 20 of them climbed down a rope which was lowered over the boys were then pulled to safety,and thus saved from spending a miserable night on the cliff.
quiet behind
a rest them
ng
resting ible
ering
ng ing
up e
in
falls
e
d
aten
y ctedly
y ly
g ng
g
d
ded
off behind
back away
g off g clear
g away g to
ng g
up g to
d d
d
h
g ng
ing
ed
d
ⅲ.短文改错
i cant swim because i have a strong fear of water.
look back at my childhood experience,i think 1.________
that three reason might explain the first reason 2.________
is that i was not allowed to go near the water 3.________
when i was a child,for my mother had unreasonable 4.________
fear of ,even as a child i was taught see 5.________
the water as something ,my eyes 6.________
became bad ones when i was i took off 7.________
my glasses in the water,i couldnt see anything,but 8.________
this increased my worst part of your experience 9.________
is that as a child of ten i see a neighbor drowned. 10.________
since then i have more frightened.
ⅳ.书面表达
上面六幅图记载的是peter上星期五早上在上学路上经历的事情。你是《上海学生英文报》的学生记者，你目睹了这一过程。请你将这一过程整理成文字发表在报纸上。
注意：
1.短文应包括所有图画内容；
2.词数在100字左右。
ⅴ.同步语法专项练习（将来时被动语态）
are not to leave ________.
you are told you are told
you will be told you are told
2.a new cinema ________ hope to finish it next month.
be built built
been built being built
reported that a new school ________ here next year.
be set up going to set up
be set up going to set up
judge ordered that the thief ________ punished.
be to be
be be
5.i insist that a doctor ________ immediately.
been sent for be sent for
sent for for
6.i promise that the matter ________.
taken care be taken care of
take care of been taken care
volleyball match ________ if it ________.
put off;rains be put off;will rain
be put off;rains to put off;rains
8.-are you going to the movies tonight?
- then this painting ________.
finished be finished
have been finished finish
can certainly buy a new house if more ________ next year.
be built built
built
next morning the boy ________ lying in bed,dead.
found found
be found
sports meet ________.
put off to put off
to be put off s off
is said that he ________ sent to austria to improve his english.
be to be
been been
13.i shall have finished reading the novel by dinner time.=this novel ________ reading (by me) by dinner time.
be finished to have finished
be finished have been finished
are about to write a poem,arent you?=a poem (by you),________?
about to be written,arent you
about to be writing;isnt it
about to be writing;arent you
about to be written;isnt it
novel ________ by the time the author comes back from abroad.
have published be published
have been published been published
maths problem ________ among the students soon.
going to to have been discussed
to discuss
about to discuss
going to be discussed
the homework ________ before class is over.
hand in to be handed in
handed going to be handed
18.-where is george going this afternoon?
-he ________ to see the newly-built factory.
taken to be taken
taken going to take
exhibition of paintings ________ at the museum next week.
to be held to be held
hold holding
20.-did you telephone the governors office?
-yes,he ________ back before tomorrow noon.
s expected
be expected to expect
参考答案
ⅰ.单项选择
1.d match表示“与……相匹敌”。
2.a be worth接钱数。
3.d 逗号分开两部分，没有连词，所以前半句不是句子，而是状语。v.-ing作状语，否定时not在前。
4.b 定语从句修饰the city。关系词在从句中作visit宾语，可以省略。
5.d b、c、d第一个空的答案都可以。“我”过去不知道，现在知道了，故选d。
6.a 据题意，老师让这个小男孩很吃惊，所以他“没有时间想出借口”。
7.b attend表示“出席”；take part in表“参加（活动）”；join表“加入（组织）”。-ing表伴随，表结果。
8.a take part (in sth.)参加。
9.b 本句应用rather than doing to doing，表示“比起做……更愿意做……”。
10.a 分词作状语，主动或被动由主语决定，主语the girl与see是主动关系，故用seeing。
-ed形容词表“使人感到……”。
11.d 据题意，姐弟二人都很兴奋。-ed形容词接tears,look，voice等表示“人流露出……的”眼泪，表情。
12.a prefer to do rather than do，表示“愿……也不愿……”。
13.d pleased表示“人感到满意的/高兴的”，pleasant表示“（使人/令人）愉快的”。
14.c and并列连接的是两个词语，seated…和prepared…。
15.b win表“赢得”。seize表“抓住”。
16.d match表“与……相配”时，是及物动词，不用with。“go with”表示“与……配合良好”“与……协调”。
17.a think of sth. as…表示“认为某事……”。
18.a
19.b would rather接从句时，从句用虚拟语气。
20.c its time接从句时，从句用虚拟语气。
21.c dozen表“十二”时，用作单数，直接接名词。若名词前有冠词或指示代词则需加of。
22.a
23.a come into effect表示“开始生效”。came into use表示“开始被使用”。
24.a in honour of表示“为了纪念……”；in favour of 表示“赞成，支持……”。
25.b permit sb. to do;let sb. do。c选项allow时态错误。
ⅱ.完形填空
1.b 从上下文看，a、c、d不符合，故不选。
2.a 上文说劝阻young sister不去，只能说long walk would be too tiring。
3.b 通过上下文看，facing是作like的宾语。表示“面对”的意思。
4.b explore指探索。
5.d 岩石间应是pools。
6.c two boys没有见过海里的东西，故选strange。
7.d 被潮水冲上来，并留下的东西用leave。
8.a quickly可指时间过得飞快。
9.d 太阳落山用set。
10.b 没有turn to do这个搭配，succeed in doing,forget to do语境不对。
11.a make ones road homewards指找道回家。 12.a
13.c get away指逃走，离开，run off吓跑，撵走。turn back返回，打退堂鼓，故选c。 14.d reach指到达，lead指通向。
15.a be blocked指阻塞。
16.b climb over the rock指爬上岩石。
17.a shout at the top of ones voice指高声地喊。
18.d hoping 表伴随，希望。
19.b appear指希望某人出现在岩石上。
20.c one of them,them指their father and two policemen。
ⅲ.短文改错
→looking →reasons 3.√ 后加an 后加to →dangerous 7.去掉ones →and →my →saw
ⅳ.书面表达
on the morning of last friday,peter went to school as was walking along the road when he saw a well which was not thought it was dangerous for passers-by,so he decided to cover the cover was so heavy that he took great trouble to remove last he covered the well with had he turned his back and gone when he heard a cry for help coming from the he returned to the well and moved the cover his surprise,a worker was inside the tried his best to pull the worker out of the that peter covered the well again.
ⅴ.同步语法
1.d 时间状语从句一般现在时表将来。
2.d 据题意“他们希望下个月建完新电影院”，可知电影院正在被建。
3.c d选项若改为is going to be set up，则正确。
4.c order表“命令”接从句时，从句用（should） do，故不选其他项。
5.c insist此句中表示“坚决要求”，从句用（should） do。医生与send for是被动关系。 6.b take care of是固定短语，变被动时应作为一体。
7.c
8.c by短语作状语时，句子用完成时，故选c。
9.b
10.a the next morning是过去时间状语，表“第二天早晨”。
11.c 将来时被动语态be to be done。
12.c 主句为现在时，从句与其保持一致，故不选a、b、d。
13.d by短语与完成时搭配。此题是把主动语态变为被动语态。主动语态为将来时，变为被动时时态不变。
14.d 主动变被动时态不变。被动句中，主语为a poem,故反义疑问句用isnt it。
15.c by短语与完成时搭配，且novel与publish是被动关系。
16.d problem与discuss是被动关系。时间状语soon表明用将来时态。
17.b hand in表示“上交”，变为被动时应视为一体，故不选d。
18.b he与take是被动关系，表示“他将被带去参观新建的工厂”。
19.b exhibition(展览)与hold是被动关系。
20.b expect表“期待”。he指the governor,别人expect the governor back,所以he与expect是被动关系。谈话当时别人就期待着了，故不用将来时。
高一unit4词汇课教案篇十一
outcome
n.
结果;结局;后果[s1][(+of)]
i think there can be but one outcome to this affair.
我认为这件事只可能有一种结局。
she was satisfied with the outcome of her efforts.
她对自己努力的结果很满意。
weep
vi.
1.) 哭泣,流泪[(+over/for)]
the girl wept over her sad fate.
那女孩为自己悲惨的命运而哭泣。
mother wept for joy.
母亲高兴得流眼泪。
2.) 悲叹,哀悼[(+over/for)]
we all wept in silence for the deceased.
我们都默默为死者哀悼。
vt.
流(泪);哭泣
the little girl wept herself to sleep.
小女孩哭着哭着入睡了。
n.
哭泣
furnish
vt.
1.) 给(房间)配置(家具等);装备[(+with)]
how are you going to furnish the house?
你将如何布置房子?
2.) 供应;提供[(+with/to)]
i’ll furnish you with all you need.
我将提供你所需要的一切。
attend to
1.) 注意;致力于
you should attend better to your studies.
你应该更专心于学习。
2.) 关心;照料;护理
the nurse is attending to a sick man.
护士正在照料病人。
do up
1.) 修理
the room needs doing up.
这房子需要修缮。
2.) 使穿上
she was done up in her sunday best.
她穿着节日盛装。
3.) 使精疲力尽
he was done up after the long trip.
长途旅行后他精疲力尽。
pale
a.
1.) 苍白的,灰白的
she was pale with fear.
她吓得脸色发白。
2.) (颜色)淡的
her beauty seemed pale beside mary’s.
她的美貌与玛丽的相比似乎显得黯然失色。
he wore a pale blue tie.
他戴一条浅蓝色的领带
approve
vt.
1.) 赞成,同意;赞许
the professor does not approve the government’s foreign policy.
那位教授不赞成政府的外交政策。
2.) 批准;认可
the city council has now approved the scheme for the erection of a new public library.
市议会业已核准建造一座新的公共图书馆的计划。
vi.
赞成;赞许 [(+of)]
i’m afraid your parents won’t approve of your going there.
我担心你父母不会赞成你到那儿去。
shave
vt.
1.) 剃去...上的毛发;刮(脸)等
shave one’s face
刮脸
2.) 刮(胡子等)[(+off/away)]
he shaved off his beard.
他剃掉了胡须。
vi.
1.) 修面,刮脸
he shaves every morning.
他每天早晨刮脸。
2.) 挤过,勉强通过
he shaved through the math exam.
他勉强通过了数学考试。
n.[c]
1.) 剃刀,刮胡刀;刨刀
2.) 修面,刮脸[s]
i need a shave.
我需要修面。
comb
n.[c]
1.) 梳子;(羊毛等的)毛刷,马鬃刷
2.) 女人头发上梳状的饰物
3.) (用梳子)梳理[s]
my hair needs a good comb.
我的头发需要好好梳理一番。
vt.
1.) 用梳子梳理
the mother combed the child’s hair.
母亲梳理了孩子的头发。
2.) 彻底搜查[(+for)]
we combed the city to look for our lost dog.
我们搜遍了全城寻找我们走失了的狗。
at length
1.) 最后,终于
at length, we began to understand what she wanted.
最后,我们总算弄清楚她到底要什么。
2.) 详细地
he talked at length about his work.
他详细地谈了他的工作。
flash
vt.
1.) 使闪光;使闪烁[(+at)]
why is that driver flashing his lights at me?
那个司机为何用灯照我?
2.) (向...)闪现出[(+at)]
i flashed a warning glance at them.
我向他们投去警告性的一瞥。
3.) (火速地)发出(电报,电讯等);使迅速传遍
the news was flashed around the world.
这一消息迅速传遍世界各地。
vi.
1.) 闪光,闪烁
the stars flashed in the night sky.
夜空中群星闪烁。
2.) (想法等)掠过,闪现
a thought flashed through my mind.
我脑子里闪过一个想法。
3. 飞驰,掠过
a car flashed by.
一辆汽车疾驰而过。
n.
闪烁,闪光[c]
there was a flash of lightning a moment ago.
刚才有一道闪电。
simplify
vt.
简化,精简;使单纯;使平易
the subject is immensely complex, and hard to simplify.
这个题目非常复杂,并且很难简化。
unit 11
criterion/ criteria(pl)
n.
(判断、批评的)标准,准则,尺度[c]
what criteria do you use when judging the quality of a student’s work?
你用什么标准来衡量学生的学业?
summary
adj.
1.) 概括的,扼要的
he gave a summary report of the day’s events.
他对一天的事件作了简要的报告。
2.) 实时的;草率的;即决的,简易的
the government took summary action to aid the earthquake victims.
政府即刻采取行动救济地震灾民。
n.
总结,摘要,一览[c][(+of)]
he made a summary of the case.
他为这个案件做了一个摘要。
percentage
n.
1.) 百分率,百分比[c] [(+of)]
what percentage of children were absent?
缺席的学童占百分之几?
2.) 比例;部分[c]
each of them got a percentage of the profits.
他们每个人都得到一部分利润。
3.) 【口】好处,利益[u]
there is no percentage in arguing with him.
同他争论于事无补。
suspect
vt.
1.) 疑有,察觉
the tiger suspected danger and ran away.
老虎意识到危险便逃跑了。
2.) 怀疑,不信任
we suspected their honesty.
我们不相信他们是诚实的。
3.) 怀疑(某人犯有过错)[+of] [+(that)]
the police suspected that bill did it.
警察怀疑那件事是比尔干的。
4.) 猜想;料想 [+(that)]
i suspect they’ll come.
我想他们会来的。
n.
嫌疑犯;可疑分子[c]
adj.
可疑的;受到怀疑的;不可信的[(+of/to/with)]
his motives were suspect with others.
他的动机受到其他人的怀疑。
cater
vi.
1.) 提供饮食;承办宴席[(+for)]
he runs a restaurant and also caters for weddings and parties.
他经营饭店,还承办婚礼和宴会酒席。
2.) 满足需要(或欲望);迎合,投合[(+for/to)]
those newspapers cater to the lowest tastes.
那些报纸迎合最低级的趣味。
vt.
为...提供饮食,承办(宴会等)的酒席
who’s catering your daughter’s wedding?
谁给你女儿承办婚宴?
temporary
adj.
临时的;暂时的,一时的
ellen has got a temporary job.
艾伦找到一份临时工作。
n.[c]
1.) 临时工,临时雇员
she works in the office as a temporary.
她在办公室做临时雇员。
2.) 临时事物;临时房屋
the wartime temporaries will be replaced by permanent homes.
那些战时临时住房将被永久性住宅代替。
expectation
n.
1.) 期待;预期[u][c]
the dog wagged its tail in expectation of a bone.
那条狗摇着尾巴,巴望吃肉骨头。
2.) 期望,预期的事物(pl.)
the reward fell short of our expectations.
奖励不符我们的希望。
3.) 前程(pl.)
a young artist with great expectations
有远大前程的青年艺术家
spanision
n.
1.) 分开,分割[u][(+into)]
the compilers agreed upon a spanision of the textbook into twelve units.
编写者都同意把教科书分成十二个单元。
2.) 分配,分派[u][(+between/among)]
the thieves quarrelled about the spanision of their stolen goods.
这些贼为分偷来的物品而争吵。
3.) 【数】除(法)[u]
the boy has learnt to do spanision.
这个小男孩已学会做除法。
compromise
n.
1.) 妥协,和解[c][u][(+between)]
i hope we shall come to a compromise.
我希望我们能达成妥协。
2.) 妥协方案,折衷办法;折衷物[c]
the interior decoration of the house is a compromise between chinese and foreign styles.
这所房子的内部装饰是中西两式的折衷物。
vt.
1.) 互让解决(分歧等)
2.) 连累,危及
you will compromise your good name if you associate with these people.
你如果与这些人交往就会损害你的好名声。
3.) 放弃(原则等);泄露(秘密等)
he refused to compromise his principles.
他拒绝放弃原则。
vi.
妥协,让步[(+on)]
they found it wiser to compromise with her.
他们觉得与她妥协更明智。
dynamic
adj.
1.) 力的;动力的
a dynamic load
动力荷载
2.) 能动的;动态的
a dynamic verb
动态动词
3.) 有活力的;有生气的;强有力的
a dynamic young businessman
生气勃勃的年轻商人
embarrass
vt.
1.) 使窘;使不好意思,使局促不安 [(+with/by)]
arthur seemed embarrassed by the question.
亚瑟似乎被这个问题弄得有些窘迫。
2.) 使负债;使拮据
a large family embarrassed him.
他子女多,这使他经济拮据。
3.) 妨碍,阻碍
wearing the heavy coat embarrassed his movements.
穿着厚大衣妨碍了他的行动。
contradictory
adj.
1.) 矛盾的,对立的[(+to)]
the prisoner’s statement was contradictory to the one he’d made earlier.
那个囚犯的供词与早些时候说的相矛盾。
2.) 好反驳的,喜争辩的
a contradictory nature
爱斗嘴的讨厌本性
n.[c]
1.) 矛盾因素,对立物
2.) 【逻】矛盾命题;否定项
violent
adj.
1.) 激烈的;猛烈的;强烈的
the boat sank in a violent storm at sea.
船在海上强烈的风暴中沉没。
2.) 由暴力引起的;暴力的[z]
she died a violent death.
她惨遭横祸。
3.) 极端的,极度的
a violent impatience overcame him.
他变得极不耐烦。
4.) 狂暴的,凶暴的
the madman was violent and had to be locked up.
这疯子十分凶暴,只好把他锁起来。
resign
vt.
1.) 放弃,辞去
the general resigned his commission.
将军辞去了他的职务。
2.) 把...托交给,委托[(+to/into)]
she resigned her children to the care of her sister.
她把孩子交给她妹妹照管。
3.) 使听从,使顺从[(+to)]
he is resigned to his fate. 或 he resigned himself to his fate.
他听天由命。
vi.
辞职[(+from)]
the simplest thing is for him to resign at once.
最简单的做法就是他立即辞职。
definite
adj.
1.) 明确的,确切的
she made no definite answer.
她没有作确定的回答。
2.) 一定的,肯定的
it’s definite that he’ll be late again.
他肯定又要迟到。
3.) 限定的
congratulate
vt.
1.) 祝贺;恭喜[(+on/upon)]
i congratulate you on your great discovery.
我祝贺你的伟大发现。
i want to congratulate you with all my heart.
我衷心地祝贺你。
2.) (后接oneself)自我庆幸[(+on)]
he congratulated himself on having survived the air-crash.
他庆幸自己在空难中幸免于死。
finance
n.
1.) 财政;金融;财政学[u]
he got the position on the strength of his skill in finance.
他凭着自己的理财本领得到了这个职位。
2.) (对事业的)资金支援[u]
3.) 财源;资金;(国家的)岁入;财务情况[p]
the country’s finances have improved.
这个国家财政状况改善了。
vt.
供资金给;融资,为...筹措资金
our project is adequately financed.
我们的工程资金充足。
vi.
筹措资金
we are financing for the housing project.
我们在为住宅计划筹措资金。
decline
vi.
1.) 下降,下跌;减少;衰退,衰落
as one grows older one’s memory declines.
人的记忆力随着年龄增长而衰退。
unemployment declined to 4 percent last month.
上个月失业率降至百分之四。
2.) 【书】倾斜;下垂
3.) 婉拒;谢绝
vt.
1.) 婉拒;谢绝[+to-v]
she declined their invitation.
她婉拒了他们的邀请。
she declined to have lunch with her friend, saying that she wasn’t feeling well.
她说她身体不舒服,婉拒了与她的朋友共进午餐。
2. )【语】使发生词尾变化,使变格
n.
1.) 下降;减少[s1]
there is a decline in real wages.
实际工资有所减少。
2.) 衰退,衰落[the s]
3.) 倾斜[the s]
oral
adj.
1.) 口头的,口述的
an oral agreement is not enough; we must have a written promise.
只有口头协议是不够的;我们必须有一个书面承诺。
he passed his german oral exam.
他通过了德文口试。
2.) 口的,口部的
the oral opening in an earthworm is small.
蚯蚓的口是很小的。
3.) (药)口服的
the doctor prescribed an oral dose of medicine.
医生开了一剂口服药。
高一unit4词汇课教案篇十二
1. unit 1 festivals around the world
2. teaching aims of this unit
talk about festivals and celebrations
talk about the ways to express request and thanks
learn to use modal verbs
write a similar story with a different ending
3. sentence patterns:
request:
could/ would you please…?
could i have…?
could we look at…?
i look forward to…
may i see…?
thanks:
it’s very kind of you…
thank you very much/ thanks a lot.
i’d love to.
it was a pleasure…
don’t mention it.
you are most welcome.
4. modal verbs:
may might, can could will would shall should must can
the first period speaking
1. teaching aims:
vocabulary: take place, lunar, festival, army day, christmas, dress up
phrases: would you like … could i have…?
might i offer help…? may i see…?
you should try…could we like at…?
can you suggest…? we might take…
teaching procedures
step i leading in
t: hello, everybody! welcome back to school! did you have a good time in your winter holidays?
ss. yes. of course!
t: when did you feel most happy and excited?
ss: at the spring festival.
t: who can tell us why? any volunteers?
s1: because it is the most important festival in our country.
s2: because i got a lot of lucky money from my parents.
s3: because i needn’t study at festivals and there was a lot of delicious food to eat. how great.
s4: because i met my cousins and friends who i hadn’t seen for a long time.
t. very food! i am glad to hear that. today we will talk about festivals, which are meant to celebrate important events. please think about some other festivals. can you name just a few?
ss: new year, yuan xiao festival…
:t: quite right. that’s called the lantern’s festival. how about some other festivals?
ss: the army day, international labour’s day, national day, tomb sweeping festival, dragon boat festival, mid-autumn day…
t: you have done a good job, boys and girls! .
step ⅱwarming –up
festivals are meant to celebrate important events. different countries have different festivals. work in groups and lost five chinese festivals that you know. discuss when they take place, what they celebrate and one thing that people do at that time. the first one is given to you as an example.
festivals time of year/date what does it celebrate what do people do
mid-autumn festival autumn/fall the beauty of the full moon, harvest, time with family and friends give/eat mooncakes and watch the full moon with family and friends
step ⅲ pre- reading
discuss in groups of four
1. what’s your favourite holiday of the year? why?
2. what festivals or celebrations do you enjoy in your city or town? do you like spending festivals with your family or with friends? what part of a festival do you like best---the music, the things to see, the visits or the food?
step ⅳassignment
1. consolidation
2. listening to the material again after class to be familiar with it.
3. homework: collect as much information about festivals as possible.
the second period reading
teaching aims
lary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural european custom awards watermelon handsome rooster admire look forward to religious as though have fun with daily
enable the students to know the earliest festivals with reasons for them and four
different kinds of festivals that occur in most parts of the world
enable the students to master some english expressions and phrases about festivals.
4. teach the basic reading skills: skimming and scanning.
5. try to compare and make conclusion s of different festivals.
step ⅰrevision
1. greetings.
2. review the new words of this part.
3. check the students’ homework---festivals
step ⅱreading
ng
t: open your books and turn to page one. i’d like you to do the scanning. read the text quickly and accurately to get the main idea and answer the 6 questions on page3.
( ask the student to look through the questions and then read the text silently.)
( four minutes later, check the answers with the whole class. show the suggested answers on the screen.)
ive reading
( allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)
t: read the text loudly for a second time and them try to tell if these sentences are true or false.
1. the ancient people needn’t worry about their food. ( f )
een used to be a festival intended to honor the dead. ( t )
yuan was a great poet who people honor a lot in china. ( t )
-autumn festival is held to celebrate the end ot autumn( f )
celebrates the birth of jesus. ( f )
g and discussion
t: read the text a third time and then work impairs to do exercise 2 on page 3.
( let the students have enough time to read the passage carefully and discuss the chart with their partners. encourage them to expand their answers according to their own experiences.)
ation
(in this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)
t: now i will discuss some important sentences and phrases in the passage.
a. some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.
b. in memory of
c. in india there is a national festival on october 2 to honor mahatma gandhi, the leader who helped gain india’s independence from britain.
d. people are grateful because their food is gathered for the winter, and because a season of agricultural work is over.
e. the most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.
f. the country is covered with cherry flowers so that it looks as though it might be covered with pink snow.
the suggested explanation:
a. an attributive clause.
the sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.
b. in memory of … serving to recall sb, to keep him fresh in people’ minds.
he wrote a poem in memory of his dearest wife, who died in an accident.
in honor of ( showing great respect or high public regard)
in hopes/the hope of (hoping)
in defence of (defending)
c. a noun phrase followed by an attributive clause as the appositive
d. two clauses for reason
e. energy→energetic adj. ( full of or done with energy)
look forward to ( to is a preposition here.)
devote to, be/get used to, get down to , stick to
e.g. i’m looking forward to hearing from you.
step ⅲ listening
t: now i will play the tape for you. you can just listen with your books closed or look at your books or read in a low voice together with the tape. it’s up to you. after listening, please write down three things that most festivals seem to have in common.( comprehending ex.3 on page 3).
the third period learning about language
teaching aims:
1. let the students know the usage of modal verbs.
2. enable the students to recognize the words and expressions in the reading passage according to what mean the same as them.
step ⅰ greeting and revision
( ask some students to retell the text we learned .)
stepⅱ. practicing the useful words and expressions
t: as we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. but many intransitive verbs have the structure “verb+preposition+objects ” can you give me some examples?
ss: sure. such as look at the picture, hear from my friends, listen to the radio and so on.
t: ok. now turn to page 4, ex. 4. you are to make some sentences of your own, using the words given.
s1. i’m looking forward to hearing form my friend
s2: we are talking about verbs.
s3: would you like to talk with me?
s4: who can think of an effective solution to the problem?
s5: please think about my proposal.
step ⅲ useful structures
t: let’s come to the next part. this part is about modal verbs. you are to read the sentences in ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. if you have any difficulty in understanding them you can refer to grammar in pages 92---94
step ⅳ summing up and home work
t: boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. i think it is not easy for you to master them, after class you should review them.
homework
1. practice of wbp42ex.1,2,3.
2. please find out10 sentences with modal verbs, and try to get their meanings.
the fourth period listening
teaching aims:
1. vocabulary: go with, the big bands, musicians, over and over again, for sale, get used to, the winners of this year’s awards for the best costumes
2. enable the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened and express request and thanks.
step ⅰ revision
after checking the wb ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.
step ⅱ warming up
t: by the way, what’s the topic of this unit?
ss: festivals around the world.
t: would you like to know something more about festivals around the world?
ss: of course.
t: now i will show you several pictures. what’s the festival called?
ss: carnival.
t: yes. this class we will listen to a dialogue about carnivals. first look through the four questions in listening part to find out the listening points.
step ⅲ listening
t: i will play the tape for you twice. please listen carefully and pay much attention to the important points. for the first time you are to make notes beside the questions. for the second time, you should write down the answers and then check them with your partners.
( it’s important to encourage the students to adapt their present knowledge any
skill to a variety of situations wherever they can. make sure to allow various
expressions of the answers. do not demand the same words form all students.)
step ⅳ speaking
this part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. the polite form of english are important and should be practiced in a variety of situations.
step ⅴ listening task
t: there are about 10 minutes left. let’s come to listening task. turn to page 43
and look at the pictures. they have something in common. can you find it out?
ss: they are all about festivals bout the dead.
t: that’s right. i will play the tape for you. for the first time you should try to
write down the name of the country where the festival are held. for the next two times you should do ex2. you can make a brief note first and then complete the chart, according to which you can make a report.
the fifth period extensive reading
teaching aims:
1. vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drown one’s sadness in coffee, set off for, remind somebody of something,
2. learn to compare the festivals in china and in western countries.
step ⅰrevision
check homework
step ⅱreading (1)
t: as we know, there are all kinds of festivals around the world. we have talked about two chinese festivals for the dead. today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival-qi qiao and valentine’s day. now please read it quickly and find out the sentence below are true or false.
the girl li fang loved and waited but she didn’t turn up. but he didn’t lose heart.(f….)
because her most lovely daughter got married to a human secretly, the goddess got very angry. .(…t.)
zhinv was made to return to heaven without her husband. they were allowed to meet once a year on the seventh day of the tenth lunar month, .(f….)
hu jin had been waiting for li fang for a long time with a gift for him. .(…t.)
t: i think you have got the general idea of the passage. now please read the passage once more and answer the questions on page 8.
some language points:
1. turn up: appear
her word: keep her promise
his breath: wait without much hope
one’s sadness/sorrow in coffee: drink coffee in order to forget the sadness/ sorrow
sb of sth: make sb think of sth
step ⅲ discussion and writing
t: that’s for the reading part of the passage. please think about the ending of the story. are you satisfied with the ending? different people have different opinions to a matter. now any one of you have an opportunity to make up an ending to the story. please engage imaginatively in the story and use your own ideas. try to use the vocabulary and structures you have learned of you like.
step ⅳ reading(2)
t: let’s come to another passage about carnival in quebec. please turn to page 44, read it quickly and answer the questions in page 45. five minutes for you.
added material:
thanksgiving day
fourth thursday in november is celebrated as ‘thanksgiving day’ people thank god for his blessings. people can ‘thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. pilgrims celebrated the first thanksgiving day in america during the second winter in the new world. the first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. but the following year, with the help of indians who showed them how to plant indian corn, the pilgrims had successful harvest. governor william bradford decided that december 13, 1621 be set aside for feasting and prayer. the indians were invited to share the festival. since than, thanksgiving day is been celebrated in america. however, it was only in 1941, the congress in a joint resolution named the fourth sunday in november as the official thanksgiving day.
dating back, it is known that the council thought to appoint and set apart the 29th day of june, as a day of solemn thanksgiving and praise to god for his goodness and favour. the first thanksgiving proclamation was however on june 20, 1676. the governing council of charlestown, massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. by unanimous vote they instructed edward rawson, the clerk, to proclaim june 29 as a day of thanksgiving, it is also known that the pilgrims set ground at plymouth rock on december 11, 1620. their first winter was devastating. at the beginning of the following fall, they had lost 46 of the original 102 who sailed on the mayflower. but the harvest of 1621 was a bountiful one. and the remaining colonists decided to celebrate with a feast -- including 91 indians who had helped the pilgrims survive their first year. it is believed that the pilgrims would not have made it through the year without the help of the natives the feast was more of a traditional english harvest festival than a true “thanksgiving” observance. it lasted three days.
thanksgiving, as we know it today, has come a long way from the pilgrims harvest festival in 1621. it is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.
halloween
the ancient druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒 who inhabited what we now call great britain placed great importance on the passing of one season to the next, holding “fire festivals” which were celebrated for three days (two days on either side of the day itself). one of these festivals was called samhain (pronounced sha-von) and it took place on october 31 through to november 1. during this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. in order to make themselves and their homes less inviting to these wayward spirits, the ancient celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. there was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the druidic fire that was kept burning at usinach, in the middle of ireland.
samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between summer and fall/winter. for the druids, this was the last gasp （喘息, 气喘）of summer (it was also the celtic new year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.
they would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and other offerings to the druidic deities（神, 神性）. it is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.
this tradition was later brought to the north american continent by irish immigrants who were escaping the potato famine in their homeland. in addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with halloween -- the jack o lantern.
according to irish folklore, there once lived a man named jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. one night jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. jack then made him promise that, in exchange for letting him out of the tree, the devil would never tempt him to sin again. he reluctantly agreed, but was able to exact his revenge upon jacks death. because of his mischievous ways in life, jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. so he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬） (carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way. in ireland, they originally also used turnips for their “jack lanterns”, but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.
easter
on good friday, jesus christ was executed by crucifixion. his body was taken down from the cross, and buried in a cave. the tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. on the following sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. jesus himself was seen that day, and for days afterwards by many people. his followers realised that god had raised jesus from the dead.
hot cross buns
hot cross buns are still made all over england around easter time. at one time, buns with a cross on them were made all through lent. they were banned by oliver cromwell and brought back again at the time of the restoration. for a time they were only available on good friday but now they can be bought during the month leading up to easter. whole meal hot cross buns are becoming more popular each year.
the easter egg
as with the easter bunny and the holiday itself, the easter egg predates the christian holiday of easter. the exchange of eggs in the springtime is a custom that was centuries old when easter was first celebrated by christians.
from the earliest times, the egg was a symbol of rebirth in most cultures. eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.
today, children hunt colored eggs and place them in easter baskets along with the modern version of real easter eggs -- those made of plastic or chocolate candy.
o-bon festival
bon dance
during o-bon, bon odori (folk dances) are held all over japan. the kind of dance varies from area to area. people wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. anyone can participate in the dance. join the circle and imitate what others are doing. awa odori of tokushima and bon odori at yasukuni shrine, tokyo are very famous.
also, toro nagashi (floating paper lanterns) are held in some areas. on the evening of the 15th, people send off ancestors spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. fireworks displays (hanabi-taikai) are often held during o-bon. it is a typical japanese summer scene to see hanabi.
since o-bon is an important family gathering time, many people return to their hometowns during o-bon. most businesses are closed during this time. although it is crowded everywhere, it is common for many people take trips during o-bon, too. the beginning and end of o-bon are marked with terrible traffic jams. airports, train stations, and highways are jammed with travelers. i recommend you do not travel around o-bon!
unit2 healthy eating
teaching aims of this unit
1. talk about healthy eating
2. making suggestions or giving advice on diet
3. distinguish the meanings of modal verbs
4. make a balanced menu
5. vocabulary:
6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on
7. speaking: practice talking about your ideas; practice giving suggestions and advice, practice
seeing the doctor.
8. the use o f ought to
the first period warming up and reading
step ⅰ warming up
review the words of foods by showing their pictures. first, ask students to list the foods they like best. then tick off 3 of them they eat most often. second, show the three groups of foods and see which group their foods belong to. third, ask the students to tell us in what ways their foods help them grow.
step ⅱ pre-reading
get the students to discuss the questions with their partners in this part. then ask them to report their work. this part will help the students understand the text.
t: please look at the slide show and discuss the questions with your partners. then i’ll ask you to report your work. are you clear?
which food contains more… examples of foods answer
sugar chocolate or grapes
cakes or bananas chocolate
cakes
fat cream or rice
chocolate or chicken cream
chocolate
fiber peas or nuts
pork or cabbage nuts
cabbage
protein potato crisps or ham
eggs or cream ham
eggs
step ⅲ reading
get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. give the students a couple o f minutes to look through the whole passage. tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. encourage the students to express their ideas.
1. fast reading
in this part ask the students to read the text quickly for the first time and find out the main idea of the text. then ask them to read the text again carefully to obtain some details. before reading show the tasks and let the students read the tasks first. this text will help them have a good understanding of the text.
a. the two restaurants supplied the healthy diet.
b. the reason why yong hui’s restaurant was so popular with customers.
c. wang pengwei found out why he had lost his customers and decided to win them back
2. careful reading
t: now it is time for us to read the text carefully and decide which sentences are true. then correct the false ones. first read the sentences.
a. usually wang pengwei’s restaurant was full of people. (t )
b. yong hui served a balanced diet. ( f)
c. yong hui could make people thin in two weeks by giving them a good diet. (f)
d. wang pengwei’s customers often became fat after eating in his reataurant. (t)
e. yong hui’s menu gives them energy foods. (f )
f. wang pengwei’s menu gives tem foods containing fiber. (f )
g. wang pengwei admired yong hui’s restaurant when he saw the menu. (f )
h. wang pengwei decided to copy yong hui’s menu. (f )
step ⅳ comprehending
by now, the students have had a further understanding of the text. let the students read the text again and find out the differences between the two restaurant.
t: now please read the text again and fill in the chart together with your partner.
disadvantages advantages
wang pengwei’s restaurant not giving enough foods containing fiber provide plenty of energy foods
yong hui’s restaurant not giving enough energy foods providing plenty of fiber foods
t: until now we have known what’s wrong with both restaurant. what does it matter if you only eat at one of the restaurant?
s1:…
s2:…
s3:…
t: you all have a point here. but what will they do? we will see it next period. facing the serious competiton wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. he went to the library to learn more about healthy eating and made his menu better than yong hui’s menu. do you think we should follow his example?
ss: yes.
t: now let’s deal with some language points. turn to page 10, let’s look at the sentences:
a. wang pengwei sat in his empty restaurant feeling very frustrated.
this sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. pay attention to the form (v-ing) of the second action.
b. nothing could have been better.
this sentence tells us that everything has worked out the way you would like. it’s a sentence that we can use in any situation.
c. he couldn’t have yong hui getting away with telling people lies!
this sentence means that he will punish yong hui for her telling lies.
step ⅴ homework
1. try to retell the text.
2. prepare for the language learning and do using words and expressions on wb (page 49-50)
the second period language study
step ⅰrevision
1. check the students’ homework.
2. ask some of the students to retell the text.
step ⅱ word study
this part is a consolidation of the words in the text. ask the students to do the exercise inspanidually.
t: now please open your books and turn to page 11. fill in the chart using the correct forms of the words which have the same root. next activity is to match the definitions with the words we have learnt form the text. i necessary, you can discuss with your partners.
…
step ⅲ grammar
the students will learn the usage of modal verbs. first try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. then give them some examples.
t: please pick out all the sentences containing modal verbs in the text.
a. by lunchtime they would have all be sold---it indicates possibility.
b. his restaurant ought to be full of people.---it indicates possibility.
c. what could have happened?--- it indicates possibility.
d. nothing could have been better.--- it indicates possibility.
e. something terrible must have happened if maochang was not coming to eat with him as he always did.---it indicates guessing.
f. he could not believe his eyes. ---it indicates intension.
g. he wonder if he should go to the library to find out ---it indicates duty.
h. he wouldn’t have yong hui getting away with telling people lies!---it indicates intension.
…
step ⅳ homework
1. review the rules of word formation and the meanings of modal verbs.
2. prepare the using structure on page 50 by making a dialogue in pairs.
the third period listening
step ⅰ revision
1. check the using structure on page 50.
2. ask the students to make a short dialogue in pairs.
step ⅱ listening( using language)
the students will hear what wang pengwei did after leaving yong
hui’s restaurant. ask the students to finish the chart and answer the questions.
t: ok. we have studied the text and know neither of the restaurant supplied a balanced diet. let’s listen to the tape and see how the story went on. go through the text quickly on page 14.
( play the tape. students write down the answers and check the answers with their partners.)
t: now listen to it again and try to make sure your answers are right.
energy-giving body-building protective
rice meat fruit
noodles fish vegetables
nuts tofu
butter
step ⅲ listening (wb p48)
the students will heat a conversation between hong mei and the doctor. they are asked to do exercise according to the tape.
t: doctor know that there are illnesses you may get if you do not eat properly. in the following part, we are going to listen to a dialogue. hong mei is going to see the doctor. let’s see how the doctor gives her some advice. listen carefully and do the exercises.
red foods: stop (only a little) orange foods: be careful( some every day) green foods: go( more every day)
butter, cream, nuts, cakes, foods fried in fat bread, noodles, rice, neat, cheese, egg, tofu all vegetables( potato, cabbage, carrots..)
step ⅳ homework
1. pre-view the reading(2) and reading task on page 52. see how the story ended.
2. find some information about healthy eating on the internet.
the fourth period extensive reading
step ⅰrevision
1. check the homework
2. share the information the students have got form the internet.
step ⅱ pre-reading
ask the students to read some proverbs and translate them into chinese.
t: today we are going to see the end of the story. first, please look at the blackboard and try to translate the proverbs into chinese.
a. you are what you eat.
b. an apple a day keeps the doctor away.
c. first wealth is health.
the students discuss with their partners.
a. 人如其食.
b. 一天一个苹果,医生不来找我.
c. 健康是人生的第一财富.
step ⅲ reading
the purpose of this reading is to complete the story of wang pengwei and yong hui and show the students that it is never too late to change bad eating habits and begin afresh. after the fast reading, let the students do the exercises on page 15. then let them match the words with their definitions.
t: eating healthily means that no food in itself is good or bad. eating properly depends on eating the right variety of foods in the right amount. let’s read the passage quickly and say what they did with their menu.
ask the students to report their work.
what did they do? result
combine their menu and provide a balanced one
1. raw vegetables with hamburgers
2. the boiled potatoes, not fried
3. fresh fruit with ice cream 1. cut down the fat
2. increase the fibre
3. a big success
then find the words from the text to match the definitions.
definitions words
stare angrily or fiercely glare
take a long deep breath sigh
keep alive in a certain style earn one’s living
advantage or profit benefit
join or mix together to form a whole combine
owe a lot of money in debt
step ⅳ homework
1. collect eating attitudes from the internet
2. practice presenting reasons to support your ideas.
the fifth period speaking
step ⅰrevision
check the students’homework.
step ⅱ warming up
t: work in pairs to act out the dialogue on page 13. one plays as the role of jane and the other plays the role of susan. you are shopping in a supermarket.
first let the students make a good preparation themselves. then ask several pairs to act out the dialogue before the class. in this part the, try to make the class get active.
step ⅲ talking
if young people are too thin or too fat, it shows that they are not eating a balanced diet. so this exercise is to encourage the students to discuss how their diets may affect their quality of life.
( spanide the class into two groups: team a and team b.)
t: now team a will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. team b will take the role of the doctor and advise the patient how to change his or her diet. here are some useful expressions. imagine what you will say to the doctor or patient. discuss with your group members.
doctor patient
what’s the matter? what should i do ?
how long have you been like this? what seem to be the trouble?
i think you ought to.. do you think you could give me some advice?
perhaps you should…
i suppose you had better…
step ⅳ speaking task
this is the opportunity for the students to discuss their reaction to the information they have received. it allows students to have their own point of view and to practice explaining why they think as they do.
t: in the reading task we have read two speakers’arguments. now it is your turn to discuss what you have heard at the meeting in groups of four. two of ou argue for and two against building the restaurant. the following is useful to you. please look at the table.
i don’t agree that’s a good idea.
i’m afraid not certainly/ sure.
of course not. all right.
i don’t think so. no problem.
yes, i think so.
step ⅴ homework
1. review the sentence structures, new words and expressions.
2. imagine the old local restaurant has gone. what do you think should be built there. present the advantages of your idea.
the sixth period writing and re-viewing
step ⅰrevision
check the homework and take a dictation.
step ⅱ writing
this is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. the idea of a new library is chosen because it would be very useful in a town.
t: you know, we have mad ea decision that we won’t build a mcdonal’s. but what do you think should be built on the land? can you write an article to support your idea? give you 20 minutes and finish your articles. pay attention to the orders.
1. describe the new design
2. draw a plan
3. explain the advantages of your ideas
unit three the million pound bank-note
teaching aims:
1. talk about short stories and dramas.
2. learn how to act out a play
3. learn how to request and order food
4. learn noun clauses as the object and predicative
the first period intensive reading
step g up
twain is probably one of the few american writers with whom students are already familiar. this exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
t: do you know something about the american writer mark twain?
ss: a little.
t: today we will learn something about this great writer in the american history. now please read “about mark twain” on page 23 so that you can know more about him.
3. students read the passage about mark twain and answer the questions given in the form on page 23.
a. what’s the real name of mark twain?
b. when was he born and when did he die?
c. do you know all the places where he lived?
d. can you name three of his famous stories?
t: as we know, mark twain is known as a humorist during his life. and this is reflected in the million pound bank-note. so, today we will learn some parts of this famous play.
step ⅱpre-reading
get the students to discuss the question with their partners and then ask them to report their work. encourage to express their opinions freely.
t: if a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? why?
( students have a discussion on this question. whatever choice students make here, they should be ready to offer their classmates a good reason for it.)
…
t: i think all of you have a good idea. do you want to know what happened to henry adams in the million pound bank-note written by mark twain? have you ever read the story? so this class we will learn the story together.
step ⅲ while reading
1. scanning
get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. give the students some time to read through the scenes and then answer some questions
a. how did henry adams come to england?
b. where did henry work before? how much did he have?
c. what did the two gentlemen give henry?
d. when can henry open the letter.
2. after the students discuss the questions and then check the answers with the whole class.
t: listen to the tape and try to find out the characteristics of the whole passage.
ss: this is part of a play. so, the narration is written in the present tense.
t: ok. all of you have done a good job. next, let’s read the scene again and do some exercises.
step ⅳ post-reading
do comprehending exercises and explain :
a. a large amount of: a large quantity of; a great deal of
e.g. they bought a large amount of furniture before they moved their new house.
b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.
e.g. we made a bet on the result of the match.
c. permit sb to do something: allow somebody to do something
e.g. my mother doesn’t permit me to ride in the street after it rained.
d. by accident: as a result of chance
e.g. i only found it by accident.
e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)
f. to be honest: to tell you the truth; to be frank
e.g. to be honest, i don’t think we have a chance of winning.
step ⅴ homework
1. review the key sentences in this part
2. preview the words in the second period.
3. act out the play in groups
the second period: acting
step i acting
t: are you ready to act out the play now< class?
ss: yes.
t: good. let’s welcome the first group and the second group please get prepared.
…
t: class, we should pay attention to some examples of mark twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. do you agree with me?
ss: yes, of course.
step ii homework
review what we learned in this unit
the third period watching the movie the million pound banknote
unit 4 astronomy: the science of stars
teaching aims:
1. talk about the science of stars
2. practise giving instructions
4. learn to use noun clauses as the subject
5. learn to write an essay to show your problems and the way to overcome them.
6. vocabulary: astronomy, atmosphere, violent, explode, surface, disappointed, gradually, cheer, mass, harmful, presence, in time, prevent …from… depend on, now that, get the hang of, break out
the first period intensive reading
step ⅰ presentation
t: hello, everyone! today we will come to unit 4, astronomy. before that i have a question: where do we come from? or we can say: who are our ancestors?
s1: monkeys!
s2: beijing ren who lived many years ago.
s3: dinosaurs
…
t: very good! do you know what it was like before life appeared on earth?
s4: full of water…
bs: i don’t know.
t: do you want to get more information?
ss: yes, we do.
t: today we will learn something about how life began on earth. turn to page 25. let’s come to warming up first.
step ⅱ warming up
5. read the three questions, while the students listen and follow.
6. give the students several minutes to discuss the questions.
7. collect answers from the class.
8. check answers while discussing.
step ⅲ pre-reading
get the students to discuss the questions on page 25 with their partners. then ask the students to tell their stories. encourage them to tell different stories, if they don’t know any, tell them some.
t: now discuss these questions with your partners. then i will ask some of you to tell us your stories. are you clear?
ss: yes.
a. do you know each religion or culture has its own ideas about the beginning of the universe? give an example if you know.
b. do you know what a scientific idea is?
read some stories to the students.
pangu separates the sky from the earth;
the biblical account;
india;
japan;
europe;
…
step ⅳ reading
1. scanning
get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading. give the students a couple of minutes to look throuth the whole passage. tell them to read silently and then ask some detailed questions about the text. encourage them to express their ideas.
t: we are going to learn a passage about how life began on the earth. now read the text quickly and then answer my questions.
a. what was there on the earth before life began?
b. why do scientist think there has never been life on the moon?
c. why do animals first appear in the sea?
d. why do green plants help life to develop?
e. why were mammals different from other animals?
discuss the answers with the whole class.
2. skimming
in this part, students will read the text again and finish part 1,2,3
t: now skim the passage fast to finish part1,2,3,4 then we will check the answers together.
key to part 1: dbigehacfj
discuss the rest with the students.
step ⅴ listening
listen to the tape for the students to follow and have further understanding of the passage.
t: read after the tape, then answer me some questions with your book closed.
a. how did water come into being on the earth?
b. why is water important on earth?
step ⅵ language points
t: turn to page 25. let’s look at the sentences:
a. it exploded loudly with fire and rock, which were in time to produce the water vapour.
which leads non-restrictive attributive clause.
in time: sooner or later; eventually
i will see him in time.
in time ( for sth/to do sth): not late
she will be back in time to prepare dinner.
in/out of time: in/not in the correct time
the audience clapped in time to the music.
b. nobody knew that it was going to be different from other planets going around the sun.
be different from: not like someone or something else in one or more ways
city life is quite different from country life.
c. whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
to come: serves as attributive
she is the last person to do such a thing.
depend on: something might only happen or be true if the circumstances are right for it
our success depends on whether everyone works hard or not.
d. walking does need a bit of practice now that gravity has changed.
now that: because of the fact that
now that i am free, i can enjoy music for a while.
now that you have grown up, you can decide it by yourself.
step ⅶ homework
1. retell the passage
2. remember important language points
the second period language study
step ⅰ revision
1. check retelling of the passage
2. translate the following sentences.
a. 你迟早会成功的.
b. 我的车与你的不一样.
c. 站在门旁边的那个人是谁?
d. 他总是第一个来,最后一个走.
e. 既然你已经长大了,你自己决定吧.
suggested answers:
a. you will succeed in time.
b. my car is different from yours.
c. who is the person standing by the door?
d. he is always the first to come and the last to go.
e. now that you have grown up you can decide it yourself.
step ⅱ word study
this part is a consolidation of the words learnt in this unit. ask the students to do the exercises inspanidually.
a. page 27. first let students finish part 1,2
b. check the answers with the whole class.
c. give students 3minutes to finish part 3.
d. let the students read part 4 for a while and finish it.
e. turn to page 63. first let the students finish 1and 2 and check the answers.
step ⅲ preparation
show some sentences on the blackboard.
a. a tree has fallen across the road.
b. you are a student.
c. to find your way can be a problem.
d. smoking is bad for you.
e. “how do you do?” is a greeting.
f. what she said is not yet known.
g. that we shall be late is certain.
h. it’s certain that we shall be late .
t: what part does the underlined part serve as in each sentence? or find its subject in each sentence.
step ⅳ grammar
1. give the students some time to find the sentences in the passage. the collect answers from the class.
2. show typical examples of how to make a subject clause. guide the ss to find out what changes we have to make when we make a sentence or combine two sentences using subject clause. teacher shows the example and ss write down the sentences.
3. turn to page 64. read the following passage quickly and finish the eight sentences.
4. have a discussion in pairs. the topic is my dream. one talks about the problems in his study or life, another gives some advice. remind the students to use the following structures
a. my problem is…
b. my trouble is…
c. the question is…
d. my advice is…
e. what i think about it is…
f. the fact is…
g. my suggestion is…
step ⅴhomework
1. finish part 3(p23)
2. finish part 3(p64)
added material:
什么是黑洞？
就是在宇宙中有那么一些点，这些点的体积趋向于零而密度变得无穷大，由于具有强大的吸引力，物体只要进入离这个点一定距离的范围内，就会被这个强大的引力吸收掉，连光线也不例外。因此任何进入这个范围的物体都无法再逃出来，就是说，没有任何信号能够从这个范围内传出，因此这个范围的界限被称作视界，里面的情形人类无法看到。所以科学家给它起了个名字叫黑洞，英文就是black hole。 一颗燃烧尽了的恒星由于自身的重力而不断坍缩，最后就会形成黑洞。
历时30年霍金改观点 称黑洞能“吸”能“吐”
从事宇宙黑洞研究近三十年的世界天体物理学泰斗斯蒂芬霍金在前不久承认“黑洞悖论”有误之后，21号，他在爱尔兰都柏林举行的一个学术研讨会上终于就自己的新发现向外界进行了详细阐述。
黑洞是宇宙中引力极强的区域。19世纪70年代，霍金首次提出黑洞能够辐射能量的理论，但是在引入这一理论的同时，霍金也制造了物理学上的一个巨大难题，因为他认为
黑洞辐射不包含以前吸入物质的相关信息，而且随着黑洞的消失，曾经存在的黑洞的相关信息也会消失于无形。这与量子力学中认为物质信息不会完全消失的理论相矛盾。对此，过去近30年来，霍金的解释是：黑洞中的量子运动是一种特殊情况，这种说法受到了许多科学家的质疑。
如今，霍金终于改变了观点，在当天召开的学术研讨会上，霍金说，根据他的最新发现，黑洞并非只是吞噬物质。除了会在星系形成的过程中扮演重要角色外，在经过一段相当漫长的时间后，黑洞也会把一些曾被它吸入的物质信息向外界释放出来。
霍金的最新阐述被不少人称为黑洞理论的一个重要逆转。美国加州理工学院的理论物理学家约翰普雷斯基就是其中之一。20多年前，霍金提出黑洞辐射理论时，普雷斯基就一直坚持物质信息不会完全消失，当时两人还因此打赌。所以，在当天结束演讲后，霍金将一本百科全书赠予普雷斯基，作为打赌输了的代价，而普雷斯基则获得了全场的热烈掌声。
black holes
(1) what is a black hole? well, its difficult to answer this question, since the terms we would normally use to describe a scientific phenomenon are inadequate here. astronomers and scientists think that a black hole is a region of space (not a thing ) into which matter has fallen and from which nothing can escape---- not even light. so we cant see a black hole. a black hole experts a strong gravitational pull and yet it has no matter. it is only space ---- or so we think . how can this happen?
(2) the theory is that some stars explode when their density increases to a particular point; they collapse and sometimes a supernova occurs. form earth , a supernova looks like a very bright light in the sky which shines even in the daytime. supernovae were reported by astronomers in the seventeenth and eighteenth centuries. some people think that the star of bethlehem could have been a supernova. the collapse of a star may produce a white dwarf or a neutron star--- a star , whose matter is so dense that it continually shrinks by the force of its own gravity. but if the star is very large (much bigger than our sun) this process of shrinking may be so intense that a black hole results. imagine the earth reduced to the size of a marble, but still having the same mass and a stronger gravitational pull, and you have some idea of the force of a black hole. any matter near the black hole is sucked in. it is impossible to say what happens inside a black hole. scientists have called the boundary area around the hole the “ event horizon.” we know nothing about events which happen once objects pass this boundary. but in theory, matter must behave very differently inside the hole.
(3) for example , if a man fell into a black hole, he would think that he reached the center of it very quickly. however an observer at the event horizon would think that the man never reached the center at all. our space and time laws dont seem to apply to objects in the area of a black hole. einsteins relativity theory is the only one which can explain such phenomena , so that there is no “ absolute” time and space depend on the position of the observer. they are relative. we do not yet fully understand the implications of the relativity theory; but it is interesting that einsteins theory provided a basis for the idea of black holes before astronomers started to find some evidence for their existence. it is only recently that astronomers have begun specific research into black holes. in august 1977, a satellite was launched to gather data about the 10 million black holes which are thought t be in the milky way. and astronomers are planning a new observatory to study the inspanidual exploding stars believed to be black holes.
(4) the most convincing evidence of black holes comes from research into binary star systems. binary stars, as their name suggests ,are twin stars whose position in space affects each other. in some binary systems, astronomers have shown that there is an invisible companion star, a “partner” to the one which we can see in the sky. matter from the one we can see is being pulled towards the companion star. could this invisible star, which exerts such a great force , be a black hole? astronomers have evidence of a few other stars too, which might have black holes as companions.
(5) the story of black holes is just beginning . speculations about them are endless. there might be a massive black hole at the center on our galaxy swallowing up stars at a very rapid rate. mankind may one day meet this fate. on the other hand, scientists have suggested that very advanced technology could one day make use of the energy of black holes for mankind. these speculations sound like science fiction. but the theory of black holes in space is accepted by many serious scientists and astronomers .they show us a world which operates in a totally different way from our own and they question our most basic experience of space and time.
read the passage carefully and choose the best answer for the following questions
1) black holes are related to ____
a. geography b. astronomy c. physics d. economic
2) a black hole is ____
a. a dark star b. a large heavenly body
c. a region of space d. a great mass of matter
3) what causes some stars to explode, theoretically speaking ?
a. their density b. their gravity. c. their movement d. their light
4) scientists call the area around the black hole ____.
a. a white dwarf b. a supernova
c. the event horizon d. the star of bethlehem
5) according to einsteins relativity theory, there is no “absolute ” time and space. is it true or false?
a. true b. false
6) which of the following statements is not true? the story of black holes in space____
a. is accepted by many serious scientists and astronomers
b. has to some extent been proved by research into binary star system
c. is questioning our basic idea of space and time
d. sounds like science fiction
7) according to the passage , our earth may be swallowing by the black hole one day, is it true or false ?
a. true b. false
8) according to the passage , the human being one day may make use of the energy of black hole by advanced technology. is it true or false?
a. true b. false
unit 5 canada---the true north
teaching aims:
1. talk about the basic information about canada.
2. learn how to read a traveling report and use maps.
3. learn to express locations and directions.
4. master the noun clauses--- appositive clause
5. vocabulary: minister, continent, surround, dawn, booth, slightly, settle down, have a gift for, figure out, as far as, all the way, rather than
the first period
step ⅰ revision
1. check the students’ homework
2. check the assignment.
step ⅱlead-in and warming up
show the students the maple flag and ask them some questions.
t: do you know which country uses this national flag?
ss: canada.
t: what continent is canada in?
ss: in north america.
t: how large is it?
ss: it is the second largest country in the world.
t: yes. it occupies an area of 9,984,670 square kilometers. it is a bit bigger than china. which country is its neighbor?
ss: the united states.
(show a map of canada to the students)
t. right. the united states is . canada is a beautiful country. first let’s have a quiz and see how much do you know about canada.
( give the ss one minute to finish the quiz.)
t: ok. time is up. let’s check the answers.
1.c 2.d 3.a 4.b 5.a
step ⅲ pre-reading
t: now i want to ask you a question: do you like travelling?
ss: yes.
t: i know most of you do. so have you ever been abroad?
ss: yes/no.
t: what’s the longest trip you have ever taken?
…
t: very good. if we want to make our motherland more beautiful and more developed, we should know more about other countries. here are two questions, you may ask your partner for answers and give your answers to him/her.
a. if you take a trip to canada, what do you expect to see?
b. what three words would you use to describe canada?
(ask some pairs to tell their ideas to their classmates.)
step ⅳ fast reading
get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading.
t: do you feel puzzled when you read the title? what is the true north? now read the passage and get the general idea of the passage. underline the main places mentioned in the text.
give the ss 5 minutes for reading.
a. what the passage is mainly about?
b. what are the main places mentioned in the text?
c. draw the traveling route of the two girls on the map.
t: do you have any difficulty in reading? now let’s discuss some difficult points together.
step ⅴ homework
1. remember the underlined sentence.
2. write a short passage to report what li daiyu and liu qian saw in canada.
the second period
step ⅰrevision
1. have a dictation.
2. ask two students to write on the blackboard.
3. ask one student to make a short report.
step ⅱ lead-in
t: li daiyu and liu qian were on the train yesterday. the train rushed across the top of the lake superior. which is the next city it runs towards?
ss: toronto.
t: toronto is an important city. it is the finance center of canada. it has rich popular arts and culture. how much do you know about toronto?
ss: there are chinatowns where you can buy chinese medicine.
t: quite right. do you want to know more about toronto?
ss: yes.
step ⅲ reading
t: read the passage on 38. in this passage, you can learn a lot about toronto, and montreal, which is canada’s second largest city. i will give you four minutes to read the passage, then answer the questions on 37-38.
four minutes later, check the answers with the class.
step ⅳ intensive reading(reading task)
t: read the passage and fill in the chart using the information of the text.
points in the passage what beth thought information in passage
the temperature
how to travel
holidays
how people live
what the inuit do
daylight hours
t: you can have a discussion with your partner.
step ⅴ discussion
t: we have known a lot about canada. now let’s compare china with canada.
same as china different from china
large land six time area
weather is different from area to area, long and hard winter no places as hot as south china
different people speak different languages canada has two official languages, smaller population
many rivers and lakes world famous rivers and lakes
much coal, oil gas and other natural resources much fresh water, a lot of forest
step ⅵ homework
2. read the two passages again and find the main characters of toronto, montreal and iqaluit.
3. read fun reading by yourself.
高一unit4词汇课教案篇十三
reading:
warming up
look at the pictures and match each flower with its correct name
which flower is your favorite? explain why.
pre-reading
why was carl linnaeus important to the history of botany as a science?
his system of grouping plants in families was unique, which based on the arrangement of the male and female organs in the flowers.
while-reading
fast reading
how many people are mentioned in the passage?
carl linnaeus daniel solander joseph banks captain cook
careful reading
1. before linnaeus botany was ________．d
a．studied by doctors b．unknown to anyone c．fully developed d．a branch of medicine
2. some economic species plants such as____ could help to develop local economies．c
a．rose and peony b．tea and apple c．cocoa and hemp d．cocoa and lemon
3. it was ____ who made kew a centre of scientific and economic research．a
a．joseph banks b．captain cook c．linnaeus d． daniel solander
aph one of the text mainly tells us ___ ．c
a．the importance of botany b．how to classify plant species into groups
c．linnaeus’contribution to botany d．linnaeus’discoveries about different species
n cook made ___voyages altogether around the world. c
a．one b．two c．three
post-reading
1. how did scientists classify plants before linnaeus?
some scientists classified plants into herbs and trees, or according to the shape of the fruit, or whether they had flowers or not.
2. what were the goals of james cook’s first voyage around the world?
to study the passing of the planet venus across the sun; to record, classify and describe all plant and animal life observed during the trip; to search for an unknown southern continent.
3. why did joseph banks have to supply his own money to equip part of the expedition?
because the government would not pay for such a new field of science as botany.
4. what could be a possible explanation for the name “strawberry”?
when people plant strawberry, they spread straw under the fruit to reduce the necessary amount of watering.
integrating skills
scanning
find out the important people mentioned in the text.
charles darwin from england gregor mendel from austria
gote turesson from sweden
choose the best answers according to the passage
1. the research by darwin, mendel and turesson shows that_ . c
a. genetics is more important than the environment to plants
b. genetics is less important than the environment to plants
c. both genetics and the environment are important to plants
d. neither genetics nor the environment is important to plants
2. darwin observed that the birds with _ _ would eat_ . b
a. small beaks l hard seeds b．broad beaks；hard seeds
c. hard beaks；hard seeds d．broad beaks；soft seeds
joined the scientific expedition on _____ ． c
a. the endeavour c．the beagle d．space
4. scientists of the nineteenth century believed that . d
a．the development of new species was behind the influence of the environment
b．the development of new species and the influence of the environment were hand in hand
c．the development of new species had nothing to do with the influence of the environment
d the influence of the environment was behind the development of new species .
5. darwin studied physics，chemistry and botany because_________ . b
a．he was invited to join scientific expedition
b．he was interested in them
c．he could do a lot of experiments
d．he wanted to finish his book“on the origin of species”
fill in the following blanks
scientist
research/experiment
result
charles darwin
the wild life of galapagos, many varieties of garden roses
there were differences between the species of the different islands’yet all showed a clear relationship with those of america’ differences in habitat could lead to different species in birds as well as in plants.
gregor mendel
flowers and peas
many characteristics were passed on from one generation to the next, without influence by the environment. his research gave birth to the science of genetics.
gote turesson
a wild plant found on the swedish west coast
found evidence for the existence of stable varieties within species in nature. he showed that differences between plants of one species occurred as a result of the environmental conditions in their habitat.
the text can be spanided into four parts
part i pa1-3: darwin and his research.
part ii pa4-5: mendel and his experiment.
part iii pa6: turesson and his study
part iv pa7: the importance and significance of the research of the three.
important sentences in the passage
1. it was darwin’s visit on the beagle to the galapagos isles that gave him the key to his new theory.
2. back home, in england, darwin realized that differences in habitat could lead to different species in birds as well as in plants.
3. as a result of darwin and mendel’s research, scientists of the nineteenth century formed the belief that that influence of the environment was behind the development of new species.
4. it would take a next generation of scientists to bring the importance of the environment on species back in view.
translate the following phrases into english:
详细地 in detail 处于支配的地位，负责 in charge of
由……负责 in the charge of 任命某人为……appoint sb. as
将……分类成classify…into… 计算……之间的距离 calculate the distance between…
一代一代传下去pass on from one generation to the next 建于…；以…为基础be based on
参与; 陷入 ……的活动be involved in 根据;视……而定；按照according to
搜索；寻找 search for 总而言之 altogether
match…with （在品质；颜色；设计等方面）相等，相当，相配
at the age of 在……岁时 look out for 警惕;留心;守侯
on a large scale 大规模地;大范围地 year after year 年年;年复一年
pass away 逝世 name…after 给……取名;命名
take care of 关心;照顾 classify…into 分类;归类
develop a lifelong friendship with 与……结存了终生好朋友 born into 出生
have an appetite for knowledge 有求知欲 a great deal of 大量;许多(用于不可数名词)
lie in 在于 related to 与……有关
the key to 关键是(在于) adapt to 适应于
be sunken into 堕入 a bunch of flowers
at first sight lead a cosy life
make two more voyages be involved in
lead sb. to do sth. calculate the distance between
pass on from on generation to the next form the belief
in view adapt to the new environment
unit 5 getting the message
reading:
look at the pictures on page37 and fill in the chart
items
ad 1
ad 2
ad 3
the products they persuade you to buy
advanced electronic roducts
shampoo
soft drinks
how to persuade
by using abstract design, slogan and pictures
by using wonderful pictures ,slogan and realistic products
by using wonderful pictures, slogan and products
the message each ad gives
high quality,
help customers to succeed
create beauty,bring happiness and love to customers
help athletes to refresh themselves.
how is the information conveyed
pictures, slogan, spokesman
products,slogan, pictures
pictures,slogan, products
words related to advertising
advertise, advertisement advertiser, brand, post, spokesman, spokeswoman, designer, entertain, promote, customer, slogan, text, writer mislead, humorous, persuasive, broadcast, annoy, appeal to
pre-reading
collect advantages and disadvantages of advertisements from the students
advantages disadvantages
provide information mislead customers
increase sales give false or incorrect information
make the public aware of social problem raise the price of products
…
first form of advertising : in greece and egypt around 1500 b.c.
first printed advertisement: in london 1477
first commercials on radio: about 1920
first commercial on tv: after world war 2
reading find out the main idea for each paragraph
pa1: ads are found almost everywhere
pa2: people react to advertisements in different ways.
pa3: the basic principle of advertisements is to influence customers’ choices.
pa4: ads help companies and customers n a variety of ways.
pa5: the most important function of advertising is to introduce new products.
pa6: governments and other organizations use ads to make people aware of government policies and social problems.
pa7: customers should be careful of illegal ads.
pa8: customers should learn to protect themselves from false ads and make smart choices.
answer the following questions
fast reading
is people’s reaction to ads.? p2
is the basic principle of advertising? p3
is the most important function of ads? p5
’s the advantage of good ads? p8
careful reading
is advertising popular?
does advertising help consumers and companies?
is the basic principle behind advertisements?
do advertisers often have to work hard to attract people’s attention?
is a “bait-and-switch” a?
can we protect ourselves from misleading ads?
choose the best answers:
word “advertising” means to make a product known to . d
a managers through broadcast b leaders by radios
c firms by printed notices d people in various ways.
advantage of advertising is that it helps . a
a increase product sales b make a product more expensive
c increase production d reduce the costs of a product
ising is a highly developed . b
a information b industry c trade d science
development of radio, television, cinema, magazines and newspapers has with the development of advertising. b
a followed up b gone hand in hand c gone behind d taken place
5. the best chance to reach customers is to . c
a sell them the product b sell them what money can not buy: love, happiness and success.
c appeal to their emotions d reduce the price of the products.
6．the development of media has gone hand hand the development of advertising. c
a. by; by b. by; with c. in; with d. in; by
react to advertisements in different e . 答案：a
a. ads are useful and entertaining to some people while annoying to others
b. ads are useful and entertaining c. ads are annoying
are not only useful and entertaining but annoying
we buy an expensive product, can help us make the right decision. 答案：b
a. sellers b. ads c. our friends d. defenders
10.“not all ads are used to promote a product or to increase a company’s profits” means . 答案：d
a. all ads are used to promote a product or to increase a company’s profits
b. few ads are used to promote a product or to increase a company’s profits
c. no ads are used to promote a product or to increase a company’s profits
d. all ads are not used to promote a product or to increase a company’s profits
order not to become easy target for ad makers, we must . 答案：a
a. distinguish between fiction and facts b. watch tv more often
c. believe all the ads d. never believe any ads
best chance to reach customers for the advertisers is to . 答案：a
a. appeal to their emotions b. make interesting pictures
c. give customers proper prices d. send messages to customers
aph 4 is mainly about . 答案：c
a. ads must increase the production b. ads must reduce the price of the production
c. ads must help companies and customers d. ads must make a product more expensive
sentence tells us the main idea of paragraph 5? 答案：c
a. the most important function of advertising is to introduce the prices of the products.
b. the most important function of advertising is to introduce the types of the products.
c. the most important function of advertising is to introduce new products.
d. the most important function of advertising is to introduce the company where the products come from.
is advertising popular? 答案：c
a. because ads are found in newspapers. b. because ads are found on the internet.
c. because ads are found on tv. d. because ads are found everywhere.
can infer from the last sentence of the text that . 答案：c
a. we must learn to believe ads b. we must learn to accept ads
c. we must learn to analyse ads d. we must learn to accuse ads
t or f
react to advertisements in different ways.( )
basic principle of advertising is fairly difficult.( )
an increase in sales means an increase in production, the price may be increased, too. ( )
ul ads provide good information that helps customers to decide whether they want or need the advertised product.( )
s the most important function of advertising is to increase a company’s profits. ( )
using the techniques developed by the advertising industry, governments and other non-profit organizations can spread knowledge, change attitudes and improve society.( )
ads are not used to promote a product or to increase a company’s profits.( )
difficult sentences
development of radio ,television and other media has gone hand in hand with the development.
ers see so many ads every day that advertisers must work hard to get their message across.
best chance to reach customers is to appeal to their emotions.
of all ,we should always keep an eye out for “hidden information”.
integrating skills
fill in the blanks for the revision
advertising is a highly developed industry. it has gone hand in hand with radio, television and other media.
people react to ads in different ways. some think ads are useful and help consumers
make informed choices while others accuse companies of using ads to mislead us. companies can influence customers’ choices by introducing a brand name and by associating products with customers’ needs. there are so many ads for customers that advertisers must try to get their message across by appealing to their emotions.
ads help companies and customers in all kinds of ways. they can help companies increase sales . at the same time , they help customers choose among all the available products. in fact, truthful ads provide good information,and help customers compare feathers, functions and costs. some governments name a famous person as their spokesman or spokeswoman to make people aware
of their social problems and policies.
customers should protect themselves by keeping an eye out for bad ads, telling false information from real facts and making good choices.
ii lead-in
1 what product do they persuade you to buy?
2 what information about product can you get?
3 how is the information conveyed?
4 what are the skills of making good ads?
iii reading
1 how do the ad-makers create a positive image of the product they are promoting?
2 how do ad-makers choose a name for the product?
3 what kind of slogans should be used to make the consumers to form a positive image? can you give an example?
4 how are the ads presented ?
how to create a positive image of the product
choose the words and brand names a good slogan
1 tell the consumer about 1 should be catchy
the advantages of the product 2 easy to remember
2 choose a funny name 3 convey a message
3 use a well-known word
4 choose names from old stories
5 invent a new word
ads are started with a puzzle or question
and presented in a humorous way
in order to 为的是;目的在于 take …into consideration 考虑某事物
compare…with…把……与……比较(对比) complain about 对某人与某物抱怨
in charge of… 负责;处于控制或支配的地位 hand in hand 手拉手;密切关联的
with the develop of 随着……发展 on the other hand 另一方面
get… across 传播或为人理解 instead of 代替(后面接名词代词动名词或介词短语)
appeal to 呼吁;上诉;投合(兴趣或心愿) armed with用…… 做准备;备有
make sb. aware of 使人明白;觉察;意识到 keep an eye out for留心或注意到某人或某事物
protect…from… 防护而不受 at the right time 在恰当的时候
point out to (向某人)指出;使注意 make sense 有意义;有道理;讲得通
accuse…of… 指责;控告 attach to 系;贴;固定;附着
differ from 不同于 attach importance to 给予重视
start with 以 开始 with the purpose of 以 为目的
point out 指出 refer to 指/参考
think twice 慎重考虑 large amounts of money
make good choices out of ten
take a critical attitude towards advertisements with the purpose of
a series of at a loss
profit by / from
unit 6
reading
lead-in and pre-reading
1． who the native americans were? where did they live and what do you know about their life?
the native americans were the indian. they lived in the vast land of west america and their life was simple and hard. they hunt for food and rode on horses.
2. history counts many cases in which settlers moved into areas that belonged to other people. can you give some examples? what happened?
the american continents were peopled as a result of two long-continuing immigration movements, the first from asia, and the second from europe and africa. the first movement began probably 25, 000 years ago when siberian tribes, in search of new hunting grounds or of refuge from pursuing enemies, crossed over the bering strait to alaska. by 1492, over 10-20 million people, mistakenly called indians by christopher columbus, inhabited the americans. they developed their own aboriginal cultures, which ranged from the simple to the complex, from those of the primitive tribes to the brilliant civilizations of the aztecs, the incas and the mayas. the second migration to the americas began with the expansion of europe at the start of the modern period from the 16th century.
3. the new settlements in america soon became known as the wild west. why?
because the western states of the us during the years were settled by the first europeans. there was not much respect for the law there.
read the text then answer some questions.
1 when did we decide to move to another place? 1845,10
2 how long did the journey last? about a year
3 what is our first destination? india greek in kansas
4．what does “account” in the first line means?
the “account” here means description. for example, “she gave the police a full account of the incident.”
5. in paragraph two, the author mentioned indian greek. where was it and was it very important?
it was in kansas. it was the frontier at that time and also the meeting place for people moving to the west.
6. do you know what difficulties they ran into during the journey?
they entered the desert and lost their way, and didn’t have enough water to drink. their animals died from lack of water.
7. according to the fourth paragraph, why do people call the desert death valley?
people showed coldness and were not willing to help others in trouble. they abandoned everything they could. valley is in chaos and full of dead animals. therefore, we called it death valley.
8. is the journey hard? can you make some examples about it?
yes, it is hard. you can make many examples.
9. what is the theme of this passage?
if you make unremitting efforts, you will achieve your goals. don’t give up before difficulties.
listening
listen to the tape carefully then do these exercises.
post-reading
exercise1. true or false
1 we traveled alone. (f with many other families)
2．when a young man in our group suggested that i stay behind with the children and wait for help, i agreed. (f i didn’t agree.)
3. when the animals smelt the water, they all ran.
exercise 2
choose the best answers
reason why my father wanted to go to california is that . 答案：c
a. california was in desert b. california was far away
c. california was a wonderful land described in a book
d. california was the largest state in the usa
moving to the west would meet in . 答案：a
a. kansas b. california c. salt lake valley d. salt lake desert
which day did the author enter the salt lake desert? 答案：b
a. april 12. b. november 4. c. october 15. d. december 25.
did the travelers call their ninety-mile drive through the salt lake desert the “long drive”? 答案：d
a because the landscape was dry and barren. b. because water was salty and not drinkable.
c. because their water supply was so low. d. all of the above.
the travelers burnt their wagons, they had to go on their feet with another miles to go. b
a.2 500 b.500 c.90 d.45
didn’t the author stay behind with the children and wait for help? a
a. because that meant he/she would die.
b. because he/she knew that children were tiresome.
c. because he/she knew that there was a wagon waiting for him/her.
d. because he/she felt he/she could get a prize by his/her father.
animals almost ran when the travelers reached the edge of the desert, why? 答案：c
a. because they were tired and weak. b. because they had no burden.
c. because they must have smelt the water. d. because they went back to their home.
long did the author spend finishing the journey? 答案：a
a. more than 40 months. b. about 2 months.
c. about a year. d. about a year and a month.
the text, we can infer . 答案：d
a. the author and the travelers had to go all day and all night long
b. there was no oxen left when the travelers reached california
c. many travelers died when their days of hardship came to an end
d .it’s a long way to travel from the author’s hometown to california
best title of the text is . 答案：b
a.a journey to california b. long drive
c. the salt lake desert d. enjoy your life
questions:
1 where in the text do you find evidence that the wagons were not he most suitable means of transport? you can find your answers in paragraph 3.
2 why did the travelers call their ninety mile-drive through the salt lake desert the “long drive”?
we had to travel long without water or grass for the animals to eat. it was hard.
3 what can you learn from this reading passage? what impresses you most?
1)after suffering from many difficulties, we can live a better life. facing the hardship, never give up, etc.
2)the courage of the people impresses me most.
passage analysis
1. what the writing techniques of this text are?
a. use of the chronological order to narrate the story.
b. use many participles to make the text readable and concise.
c. the landscape of the salt lake valley sharply contrasts with that of the salt lake desert. the scenery of the salt lake valley is very beautiful, however, that of the salt lake desert is dry and barren. use the sharp contrastive scenery, expressing the hero’s optimism about the life that he dreamed of in the west and coming across the difficulties on the way to the west.
2. what is the writing style of the text?
the text is a narrative writing, which related a story that the hero’s family and other many families moved to the west. they ran into many difficulties on the way to the west. finally they got to the west and started a new life. the text, which uses the first person to relate the hero’s true experiences, gives us a vivid description.
is the main idea of the text?
the text related a story that the hero’s family and other many families moving to the west. they ran into many difficulties on the way to the west. finally they got to the west and started a new life. when they came across the problems, they didn’t escape them. however, they faced reality and solved the problems. they insisted on and made unremitting efforts, so they made their dream come true. moreover, an iron pestle can be ground down to a needle - perseverance will prevail.
4. what’s the purpose of the writer?
the writer wanted to tell us “when one comes across the problems, one shouldn’t escape them. however, he should learn to face reality and solve the problems. as long as he overcomes the difficulties and never gives up, he will achieve his goals and succeed. moreover, he has dreams in his heart. as long as he insists on and makes unremitting efforts, i believe he will make his dreams come true some day. in fact, life itself is a battle. natural environment and nature are your enemies. if you defeat them, you can live in the world, or it is death that is waiting for you.”
5. what can we learn from this text?
we learned that during our lifetime, we may run into many difficulties. when we come across the problems, we shouldn’t try to escape. instead, we should learn to face reality and solve the problems. as long as we overcome the difficulties and never give up, we will achieve our goals and succeed. moreover, we all have dreams in our heart. as long as we insist on and make unremitting efforts, we will make our dreams come true one day.
integrating skills
lead-in
what did he describe in the novel the call of wild by jack london? and where did the story happen?
this story happened in alaska, a far and cold land. it described the life of a dog named buck as well as other dogs’ encounter.
reading
1. who do you think the three persons are? what are they talking about?
i think mr. rivers is the host of a program. i guess mr. parks is a historian or something else. ms. welch is the granddaughter of dr welch. and dr welch was a doctor of a small city called nome.
2. where did the story happen? and what happened to the children?
the story happened in a small city called nome. some children in the city had a terrible disease and they would die if they couldn’t get enough vaccine.
3. where could they get the vaccine that would save the children?
a hospital in anchorage had a good supply of vaccine. it was far away from nome.
4. what difficulties did they meet on the way and how did they overcome them?
they faced many difficulties. first, the time was limited. the children would die if their treatment was delayed too long. second, at that time, the sea was frozen and the only two planes had been stored, nothing got to nome quickly. third, the arctic winter was very cold and there were terrible storms.
difficulties with the medicine delivery
their attitudes and solutions
traffic problems: the sea frozen; the only two planes stored; no quick traffic
a train took the medicine from anchorage to nenana; a relay of dog teams between nenana and nome
snow storms and low temperature
kept going without stop
time limitation
covered almost 700 miles in little more than 127 hours
post-reading
questions on p53 and p54.
suggested answers:
1. flu and diphtheria
2. as we all know, sars spread through the world in . sars is short for severe acute respiratory syndrome.
3. dr welch could save the children if he could get enough vaccine as quickly as possible.
4. relay is an act of passing something along from one person, group, or station to another. we have relay race in sports, and torch relay.
5. a relay of dog sleds was chosen as the best transportation because in 1925, nothing got to nome quickly, the sea was frozen, and the only two planes had been stored.
phrases
believe in 信任;信耐 stand for 代表;代替
adapt to 适宜 lose heart 灰心;泄气
be cast away (被)抛弃 give up 放弃
less than 少于;不足 set off for 开始(旅程;赛跑);出发
move on 继续前进 take the way 出发;首途
lose one’s way 迷路 hang out 伸出
in desperate need of 在极度需要的(时候) on our feet=on foot 步行
be accustomed to doing sth. (通常用于被动语态)习惯于 suffer from 患病;遭受……之苦
hurry on to (with) 赶紧办理;急急忙忙地去做某事 stop to do sth.停下来去做某事
start doing sth. 开始做某事 go on all fours 用四肢
(at)the edge of of (在)……边缘 stare at 瞪视; 凝视
come to an end 结束;终止 a race against time 与时间赛跑
save…from 挽救……免于 take up to 占用(时间;空间)
at stake 在危险中;关系重大 risk one’s life to 冒险去做某事
apply…to… 运用;应用 add up (两个或两个以上的数量或量)加起来
take it easy 别紧张;放松点 keep up 维持;保持;使某事处于高水平
common sense 常识;情理 leave behind 忘带;留下
live through sth. 经历某事物而幸存 tie up 系;拴;捆
go for 为……去;努力获取 be more of a leader than a follower
be honest with by day / by night
pass through be on one’s feet
be accustomed to in anxiety of
reach the promised land come to an end
a relay of dog teams take up to 13 days
高一unit4词汇课教案篇十四
lesson 29
period: the first period
content: lesson 29
properties: tape recorder
teaching objectives: enable the students to grasp some useful expressions and something about christmas day.
language focus:
1. useful expressions
merry christmas!
i’ve never been out of china before.
teaching procedures:
i. organizing the class.
greeting and make a duty report.
ii. revision
1. revise the infinitive.
2. check the homework.
iii. presentation
ask the students to look at the title of this unit and ask: do you know what “christmas” mean? find out what the students know about christmas and how people celebrate christmas.
iv. read and act
close books and listen to the tape. then ask some questions:
1. what’s the date?
2. what are lin tao and jim doing?
play the tape again and make sure the students can answer then correctly.
explain the useful expressions.
v. practice
read the dialogue in groups and pairs.
then with the books closed, ask the students to act it out in pairs.
vi. ask and answer
do the first one as an example, then let the students work out the answers in pairs to use the question of part 1 to help, see if they can answer the question correctly.
vii. workbook
discuss the exercise 3 and 4 in small groups. if there is time, ask some students to talk about their idea.
viii. homework
finish exercise 1 and 2
lesson 30
period: the second period
content: lesson 30
properties: recorder
teaching objectives:
1. master some useful expressions
2. get the students to know more about christmas day.
language focus:
1. useful expressions: be based on, as well, climb down…
teaching procedures:
i. organizing the class
1. ask the students to get ready for class.
2. greeting and a duty report.
ii. revision
1. check homework.
2. revise the dialogue of lesson 29, read and act out the dialogue in pairs.
iii. presentation
give the words connected with christmas and have the students discuss the christmas.
then encourage the students to use the words.
iv. pre – reading
ask students to discuss the questions in small groups, write down the answers and ask one of each group, to read their answers.
v. reading
close books and listen to the tape, then answer the question in exercise 1.
play the tape again and ask questions.
books open. go through the questions of exercise 1 in the workbook.
explain the useful expressions.
vi. practice
have the students read the text together, then in groups.
have the students retell the story of christmas day, make sure every student can say something about christmas day.
vii. workbook
do exercises 2 inspanidually and check the answers with class.
viii. homework
write a short passage about your spending spring festival
ix. exercises in class
choose the right answer.
1. christmas eve is ___________.
a. the night before december 24
b. the night after december 25
c. the night of december 25
d. the night of december 24
2. father christmas often puts the presents _________.
a. into children’s hate b. into children’s stockings
c. under children’s beds d. into children’s shoes
3. father christmas comes into the house through the ________.
a. window b. front door c. chimney d. back door
4. on the morning of christmas day, children wake up their parents very early and say “_____”.
a. good morning! b. happy new year!
c. best wishes to you! d. merry christmas!
5. on christmas day, people often _________ to each other.
a. give money b. ask for money
c. ask for presents d. give presents
lesson 31
period: the third period
content: lesson 31
properties: recorder.
teaching objectives:
1. enable the students to master the useful expressions.
i. the infinitive
language focus:
lin tao asked jim where to go.
lin tao asked jim how to celebrate christmas.
lin tao asked jim when to go to the christmas play.
teaching procedures:
i. organizing the class
greetings and a duty report.
ii. revision
1. revise the useful expressions
2. check homework
iii. presentation
present this dialogue:
a: excuse me, could you tell me how to go to…?
b: go along this road. turn left at the second crossing.
have the students practise this dialogue in pairs, and then make up their own dialogues. pay attention to the usage of the infinitive.
iv. ask and answer
part 1. have the students understand “how to go to…”. remember the structure of this sentence.
have the students ask and answer in pairs.
v. practice
play the tape for the students to listen and repeat.
books open, read the dialogue in pairs.
then out it out. make up a similar dialogue in pairs, act out their own dialogues.
vi. talk and write
ask a student to read the first part of part 3 aloud to the class. read over the questions with the students and make sure they understand them.
explain the words: western, traditional have the students discuss the questions in groups ask students to talk about their ideas. ask students to pick out infinitives used in the short passage.
vii. workbook
do exercise 1 in class. first have the students read the note inspanidually. then read over the model, and practise the sentences.
viii. homework
write down exercise 2.
ix. exercise in class
make up dialogues as the models.
models: 1. a: keep quiet, please!
b. sorry! what did he tell me do?
c: he told you to keep quiet.
1. give polly some food very day.
2. cover her cage every night.
3. remember to clean her age.
4. take good care of polly.
5. give your family my best wishes.
高一unit4词汇课教案篇十五
unit1
1. settle an argument: put an end to an argument解决争端、纠纷
2. send in寄去（处理）
3. set down:○1 write down记下，写下 ○2放下，停车让乘客下车 联想短语：set about doing开始，着手
set out to do着手开始，出发
set off（for）动身，起程（去）
set aside留出，把…置于一旁
set up建立，树立
set back 退步，挫折，阻碍
4. keep track of: keep in touch with与…保持联系 lose track of 失去联系
che: 上嘴唇的胡子
beard:下巴上的胡子，络腮胡子
6. draw/reach a conclusion得出结论
: employ雇佣 fire
a lengthheightdepthwidth of
长度、高度、深度、宽度（名词）
eg.○1water was found at a depth of 30meters.
○2they dug down to a depth of 2 meters.
○3it’s about 10meters in depth.
=it’s about 10meters deep.
=it has a depth of 10meter.
suitable for适合，恰当
/hold/break a record
out显眼，突出，杰出
outstanding(a.)优秀的，杰出的，出色的
sive as the record is, it fades next…
=though the record is impressive, it fades...
as引导的让步状语从句，应倒装，把从句中的状语和表语提到as之前，如果从句的表语是名词，则在名词前不加任何冠词。
as he is, he has to make a living by himself.=though he is a child, he has to…
比较：as he is a child, he doesn’t have to worry about life.由于他还是个小孩子……
diagnosed with被诊断为
a row连续几次地
sb. to do导致、诱使某人做某事
lead to(prep.) sth/doing导致
the first place:○1用于句尾，当初○2用于句首，第一，首先(in the second/third/… place)
(to sb.) for 申请，请求
ate深深吸引、迷住 fascinated(a.)入迷的，极感兴趣的
/break into 突然开始（笑、哭等）
trate on 集中精力于，聚精会神
/focus on把…当中心,使成为中心
be familiar to sb.熟悉的
sb. be familiar with sth.
(v.) （for）前往，朝向
sth to do with和…有关
unit2
possession of:占有拥有 possess(vt.)
in possession of某人拥有……
in the possession of某物被某人拥有，占有
the name of sb.=in one’s name 以…名义
of +可数/不可数名词: 大量
rich in含有丰富的…，大量含有
up挖出，挖掘
to do期待；预料，预计
one’s life冒生命危险
equipped with: be armed with用…装备
/lay the foundation(for)（为…）奠定基础
(n.&vt.)谜，使困惑，使迷惑
puzzled(a.)感到困惑的，迷惑的
puzzling(a.)令人困惑的，迷惑的
11. before long：soon不久
long before很久以前
it was not long before+句子 ：不久就…
is well known that…众所周知
exchange for交换
p into发展成为
taken prisoner被俘虏，被关起来
a voyage/journey/trip
go on a voyage/journey/trip
ripe for时机成熟
○1高度○2最高水平，最强点
d/order sb. to do 指挥，命令
command/order that sb.(should) do
under one’s command在某人的指挥下
=under the command of sb.
sail (from/for/to)起航
(vt.)激发，引发，引起
se(n.) to(prep.) 回复，回答
respond(vi.) to(prep.)
return (for)作为（对…的）回报，回应
in turn 依次，轮流，逐个
24.建议：suggest doing
suggest that sb.(should) do
表明，暗示：suggest that+真实语气的从句
an altitude of=at a height of在…的高度
from○1except for除了（排除在外）
○2besides, in addition to除了…还（包括在内）
to(prep.)适应
ideal/perfect for完美的，理想的
first（…） to do 第一个做某事的…
an attempt to do试图，尝试
in an attempt to do
to○1提到，谈及○2指的是○3查阅，参考
out: be used up耗尽，用光
-arose-arisen(vi.)发生，产生，出现
rise-rose-risen(vi.)上升，升起
raise-raised-raised(vt.)升起，饲养，筹措
/upon (one’s) return/arrival一回来/到达就
sb. for/as表扬
up抚养，养育；提出
bring in引进
unit3
up○1组成 be made up of=consist of由…组成○2弥补○3化妆○4编造，虚构
○1民族，种族。复数为peoples
○2人们，前不加the 单复数
○3人民，前需加the 同形
harmful to(prep.)=be bad for对…有害
do harm (n.)to(prep.)
harm (vt.)sb./sth
a consequence/result(of)因此，作为…的结果
an influence/effect on=
influence/affect(vt.)sb./sth.对…产生影响
orm…into/to :change into转换
7.a&b differ (from each other)
=a differs from b不同，相异
=a is different from b
out突然爆发
been separated from other continents for millions of years, australia …
现在分词的完成式作状语，状语的动作比谓语动词的动作早.
10. lay(vt.)-laid-laid-laying 放；下蛋
lie(vi.)-lay-lain-lying 躺
lie-lied-lied-lying 说谎
(…)on喂养，饲养
birth to生孩子，产仔
13.倍数的表达法：
○1tom is twice as old as jerry.
○2tom is twice older than jerry.
○3tom is twice the age of jerry.
○4tom’s age is twice that of jerry.复数用those
out (of)不进入，留在外面，把…关外面
up: gather together使聚集，聚拢
unit4
1. classify into: group分类 class等级，种类
后缀-fy(vt.)：identify/satisfy/terrify/horrify
2. be born into/to出生于
3. lead/live a cozy life过着舒适的生活
4. have an appetite for: have a strong desire for有强烈的愿望
5. appoint sb. as任命，委任
6. firstly, secondly, thirdly：同first, second, third（用于列举）第一，第二，第三
7. look/watch out (for)当心，留心寻觅
8. on a large scale大规模，大范围
9. from behind his desk幕后
10. involve卷入 be involved in有关联
11. elect sb. (as) sth选举，推举
12. a great deal of+不可数名词。大量
13. at great/vast /little/no expense花费大/小
at one’s expense:paid for by sb.由某人花钱
14. pass away/on（婉辞）去世，亡故
15. name after按…命名
16. in one’s youth在某人年少的时候
17. deserve sth值得，应得，不用进行时
deserve to do sth
18. carry out /conduct/do/ perform an experiment做实验
19. concern(v.)○1涉及○2使担忧
concerning(prep.): about关于，涉及
20. pass on○1转交，传给○2去世
21. consider (to be)+a./n.认为
consider doing考虑
24. year after year年年
25. in detail详细地
高一unit4词汇课教案篇十六
pre-reading reading & post-reading
teaching aims:
the students reading ability especially the skills of summarizing and scanning.
and have a good grasp of some keywords and phrases.
to analyze some difficult long sentences.
pre-reading:
we have learned several articles about introducing a country before, so before reading please try to finish the exercise on sb p21. try to tick the questions that you think will be answered in the passage.
reading:
step i. reading the article quickly and then check the answer that you ticked before reading.
keys: 2,3,4,7,9
step ii: reading the article carefully to grasp some important facts and try to answer some questions.
read part one the portrait of a nation and answer question 1-3.
1. what oceans are around australia?
2. what’s the capital city of australia? is it also australia’s most famous city?
3. how many stars are there in the australian flag?
keys:lia is surrounded by many oceans: the indian ocean, the southern ocean and the pacific ocean. 2. canberra is the capital city of australia, but it is not the most famous city. sydney is australia’s most famous city. 3. there are six stars.
read part two the first australians and answer question4-5.
are the first australians?
they have their own culture?
keys: 4. the first australians were the aborigines and torres strait islanders
澳大利亚最早的居民是土著居民和托雷斯海峡的岛上居民。
, and their culture was highly developed.
read part three a nation of prisoners? and answer question6-10.
european explorers began arriving on the continent?
claimed the east coast of the continent for the british crown?
so many prisoners and criminals were sent to australia?
day is australia day? what happened on that day?
many aborigines and islanders were moved?
keys:
the seventeenth century. 7. captain james cook. 8. because of the american war of independence, it was impossible for england to send prisoners to north america. y 26. the british governor landed on the continent on that day. newcomers came and introduced new plants and animals that were harmful to the australian ecosystems. as a consequence, the original australians suffered.
read the last two parts and do the following t or f exercises:
the early twentieth century, australia was a “new world” society without a ruling class.
ines and other non-europeans enjoyed the same rights.
13. the first world war had a great influence on australia.
14. in the early 1960s, the government passed laws to strengthen the rights of aborigines and islanders to improve their living condition.
15. french is the official language of australia.
16. australian english is different i spelling from british and american english.
17. “down under” means “in australia”.
18. some of the aboriginal language have been lost.
keys:t:11,13,17,18
f: 12,14,15,16
step iii. books closed and listen to the tape. try to imitate the pronunciation.
discuss in groups and answer the questions on sb p23.
step iv. explain some words in the text and then finish the exercise on sb p 24.
newcomer: people who come to a place later the originals 后来者，新来者
differ: be different 不同于
spanerse: be various 不同的，多种多样的
govern: be in the charge of 统治，控制
immigration: people who go to the another country 移民
resemble: looks like 看来象
transform: change 改变，变动
strengthen: make …strong 强化，加强
the aborigines have been living in australia for thousands of years. their present lifestyle and culture(1)_____little from those of their ancestors. however, after the early european explorers set foot on this vast land in the seventeenth century, the aborigines, who (2)______the native americans during the same period of time, were forced to leave their own land. the white (3)______ took their land and killed many of them. many more aborigines had to move to inland areas. the continent was (4)________ by the white settlers. towns and farms were built rapidly. after world war ii, a mass (5)_______ from nearly 200 countries (6)______ australia in to a modern nation.
in a struggle that lasted for many years, the aborigines claimed equal rights for all australians, but it was not until the 1960s that the australian government came to realize the importance of passing laws to (7)________ the rights of the “first australians”. only in this way could the people in australia build a society of (8)________ cultures.
keys: differ, resembled, newcomers, governed, immigrations, transformed, strengthen , spanerse
homework:
read the text .
高一unit4词汇课教案篇十七
单元要点
word study
1. bacteria 2. powder 3. standard
4. conscience 5. nephew 6. frost
7. handwriting 8. overcoat 9. wage
10. anyway 11. god 12. admit
13. foolish 14. clap 15. partner
16. abundant 17. warmth 18. taxpayer 19. personally 20. occupy 21. constant
22. welfare 23. clerk 24. composer
25. novelist 26. firm 27. shadow
28. ambition 29. noble 30. gain
31. bond 32. indeed 33. goose
34. selfish 35. bishop 36. choir 1. 细菌 2. 粉末 3. 标准 4. 良心
5. 侄子，外甥 6. 霜 7. 笔迹 8. 外套 9. 工资 10. 无论如何 11. 上帝
12. 承认 13. 愚蠢的 14. 拍手
15. 伙伴，搭档 16. 丰富的 17. 温暖
18. 纳税人 19. 就自己而言，亲自
20. 使忙碌，占有 21. 经常的 22. 福利 23. 职员 24. 创作者 25. 小说家 26. 公司 27. 影子 28. 雄心
29. 高贵的 30. 获利 31. 契约
32. 的确 33.. 鹅 34. 自私的
35. 主教 36. 合唱队
useful expressions 1. care for 2. leave alone 3. in want of
4. close up 5. pick sb’s pocket 6. have eyes for 7. make money 8. do sb good
9. take sb’s/sth’s place 1. 喜爱，照顾 2. 不管，随……去
2. 需要 4. 关闭，使靠近5. 扒窃
6. 喜欢 7. 挣钱 8. 对某人有好处
9. 代替某人/某物
sentence
patterns & communicative english
表示祝愿：
god save you! god bless it! merry christmas! a merry christmas! long life to him!
grammar 状语(adverbial)
1. 状语可以由副词、介词短语、不定式或不定式短语、分词或分词短语、形容词、词组、复合结构及从句来表示，间或可以用名词作状语。
he got up early to catch the early train.
the boy lay on the ground, with his eyes staring at the ceiling.
2. 分词或分词短语作状语时，要考虑分词或分词短语与其逻辑主语（即句子的主语）的逻辑关系。主动的用现在分词，被动的用过去分词。
scolded by his father, the boy was very sad.
walking through the woods, the two men came across a big bear.
3. 状语从句根据其作用分为时间状语从句、条件状语从句、目的状语从句、结果状语从句、原因状语从句、让步状语从句、方式状语从句、地点状语从句和比较状语从句。
he didn’t attend the meeting, because he was ill.
you must do everything the way i do.
topic &
writing 掌握谈论有关社会责任感的话题的方法。
warming up
…the time in which he lived 他所生活的时代
[点拨] in which he lived是定语从句，修饰the time。这里是“介词+关系代词”引导定语从句，关系代词which代指the time。
e.g. i will never forget the day on which i first met him.
我永远都不会忘记我4第一次见到他的那一天。
[点拨] time 名词，表示（与某情况、经历等有关的）时期。
e.g. university is a good time for me. 我的大学时期十分愉快。
listening
during our sleep we often have dreams. 我们睡觉时经常做梦。
[点拨] dream 用法小结：
1. 名词：梦，梦想 have a dream (of/about …) 做梦，梦（见…）
realize one’s dream实现梦想
e.g. i have a recurrent dream that i’ve turned into an elephant.
我屡次梦见自己变成了大象。
my son’s dream is to be an astronaut. 我儿子的理想是当宇航员。
3. 动词：做梦，梦想 过去式和过去分词是dreamed 或者dreamt.
dream of/about sth/doing sth 梦见某事物。
e.g. i dreamt about flying last night. 我昨夜梦见我在飞翔。
was it real or did i dream it?是真的还是当时我在做梦？
he dreams of one day becoming a famous violinist.
他梦想有朝一日成为著名的小提琴家。
what does scrooge have to do to avoid jacob’s fate? 斯克罗奇要怎样做才能避免雅各布的命运？
[点拨] avoid 动词 “stop (sth) happening, prevent” 防止发生（谋事），预防
avoid sb’s fate 避免某人的厄运。
the reason why jacob marley appears in scrooge’s dream to warn him is probably because…雅各布玛利出现在斯克罗奇的梦里警告他的原因可能是……
[点拨] why jacob marley appears in scrooge’s dream to warn him是定语从句修饰先行词the reason。当定语从句的先行词是reason 时，定语从句可以用why, for which 或者that（关系副词） 引导。
speaking
scrooge has no friends except his partner, marley 除了他的合伙人玛利以外，斯克罗奇一个朋友也没有。
[点拨] except 介词，意思是“除了…以外”。except用法小结：
1. except +名词
e.g. the restaurant is open everyday except monday.
这家商店除星期一外，每天都营业。
2. except +代词
e.g. everyone except me got an invitation.
除了我以外，所有人都收到了请柬。
3. except +介词短语
e.g. he looked everywhere for the book except in the bedroom.
除了卧室以外，为找那本书他到处都找遍了。
4. except +v-ing形式
he does everything except washing clothes.
他除了洗衣服外，什么活都赶。
5. except+动词不定式
he desired nothing except to go abroad for further study.
他只求出国深造，别无他求。
6. except + that从句
he has no special bad habit except that he smokes too much..
他没有什么特别的坏习惯，就是烟吸得太多。
7. except + when/where/why等从句
it happens every day, except when it rains.
除非是下雨天，天天如此。
i understand everything except why she killed him.
我一切都明白，只是不理解她为什么把他杀死。
8. except for + 名词/代词
e.g. your composition is very good except for a few spelling mistakes. 你的作文除有几个字拼错外，其余都很好。
neither scrooge nor marley care for other people. 斯克罗奇和玛利都不喜欢别人。
[点拨] care for sb 意思是“喜欢某人，照顾某人”。
e.g. i really care for the students in my class.
我确实喜欢我班里的学生。
the child is well cared for. 这孩子被照顾得很好。
[点拨] care for sth 意思是“愿意或同意（做某事），希望或喜欢（做某事）”，用于否定句或疑问句，尤与would 连用。
e.g. would you care for some coffee? 来点咖啡好吗？
they do not care about their employees, their families or poor people in society. 他们不关心他们的雇员、家人和社会上的穷苦的人们。
[点拨] care about 意思是“感兴趣，关心”，多用于否定句和疑问句。
e.g. don’t you care about anybody? 你难道谁也不关心吗？
i don’t care about what happens to him. 我才不管他的事呢。
…some people forget that business is not only about making money and profits. 一些人忘记了做生意不只是为了赚取金钱和利润。
[点拨] 此处，make 意为earn, gain, acquire 赚取（某事物）；获得；取得。
e.g. she makes $15 000 a year. 她一年挣15 000美圆。
he made a fortune on the stock market. 他在股票交易中发了财。
…to protect the people working for them. 保护为他们工作的人们。
[点拨] working for them “为他们工作”在这里是现在分词短语作定语，修饰the people。
e.g. the boy talking with mary is my son.
正和玛丽谈话的那个男孩是我儿子。
there are also cases of food polluted with poisons or bacteria. 也有一些食品受毒药或细菌污染的事例。
[点拨] case 此处意为“事例，事实，实例”。
e.g. could you give us a concrete case? 你能给我们举个具体事例吗？
另外，case 还可意为“状况，情形；病例，患者；案件等”。
e.g. this is not the case in our country.在我国情况不是这样的。
he is the first case of cancer the young doctor has treated.
他是这位年轻医生医治的第一位癌症患者。
the case is in fovor of the defendant. 案情陈述有利于被告。
[点拨] case 短语总结
1. in case +从句 或者in case 作状语
意思是“because of the possibility of sth happening”“以防万一，万一”。
e.g. it may rain-take an umbrella with you in case (it does).
可能下雨---你最好带把伞，以防万一（下雨）。
2. in case of sth 意为“if sth happens” “假如，如果发生某事”。
e.g. in case of fire, ring the alarm bell. 遇火警时立即按警铃。
3. in any case意为“whatever happens or may have happened” “无论如何，总之”。
e.g. be sure to try your best in any case. 无论如何都要尽你最大的努力。
4. in that case意为“if that happens or has happened; if that is the state of affairs” “既然那样；假如那样的话”。
e.g. you don’t like your job? in that case why don’t you leave?
你不喜欢这份工作？那你怎么不辞掉呢？
5. in no case意为“in no circumstances” “在任何情形下决不，无论如何都不”。
e.g. he would in no case give in.他决不会屈服的。
reading
frost stands on the window. 窗户上结着霜冻。
[点拨] stand 此处意为“在某处，位于”。
e.g. a tall poplar tree once stood here. 这儿曾经有过一棵高大的白杨树。
if i hear another word from you, you will go where it is really cold. 我要是再听你说一句，我就让你到真正冷的地方去
[点拨] 本句中where it is really cold 是状语从句，表示地点。
本句也可以这样表示：if i hear another word from you, you will go to the place where it is really cold.
e.g. bamboo grows best (in the place) where it is warm and cold.
竹子在温暖潮湿的地方长的好。
put the raincoat (in the place) where you can easily find it.
把雨衣放在你容易找到的地方。
that’s a poor excuse for picking a man’s pocket every twenty-fifth of december! 每年的十二月二十五日掏人腰包，这个借口不充分。
[点拨] poor 此处意为“不好的，不充分的，不充足的”。
e.g. we had a poor crop of wheat this year. 今年我们小麦歉收。
[点拨] pick sb’s pocket ---steal money, etc from sb’s pocket 扒窃
have one’s pocket picked 遭扒窃
e.g. he had his pocket picked in the supermarket. 他在超市里遭扒窃了。
anyway i suppose i will have to let you have it. 不管怎么说，我想我会答应你的。
[点拨] anyway 副词，意思是“无论如何，即使如此(whatever the facts may be; in spite of this)”。
e.g. whatever you say, i’m going anyway. 不论你说什么，无论如何我也要去。
let me leave it alone, then. 我才不管它呢.
[点拨] leave sb/sth alone/be ---not disturb or interfere with sb/sth 不打扰或不干预某人[某事物]。
e.g. i’ve told you to leave my things alone. 我告诉过你不要动我的东西。
much good may it do you. 愿它能给你带来好处！
[点拨] do sb good = do good to sb ---benefit sb “有益于某人“。
e.g. eat more fruit; it will do you good. 多吃水果，对你有好处。
…women and men open their hearts freely and think of other people男人女人们自由地敞开心扉为别人考虑。
[点拨] open one’s heart “敞开心扉”
open one’s heart to sb “同情；向……讲心里话”。
e.g. mr. smith opened his heart to the poor little boy.
史密斯先生对那个可怜的小男孩充满了同情
mary felt much better after she opened her heart to her mother.
玛丽向母亲讲了心里话之后，感觉好多了。
…you will celebrate christmas by losing your position. 你就会通过丢了你的工作来庆祝圣诞节了。
[点拨] by losing your position 是介词短语作状语，表示方式。
e.g. you switch the radio on by pressing this button.
按这个按钮就能打开收音机。
by working hard he gained rapid promotion.
他工作努力因而晋级很快。
…many of us enjoy abundant comfort 我们很多人都非常舒适
[点拨] abundant---more than enough; plentiful 丰富的；充裕的。
e.g. we have abundant proof of his guilt.我们有传充分的证据证明他有罪。
many thousands are in want of basic needs. 有几千人需要基本的必需品
[点拨] in want of sth---needing sth “需要某事物”。
e.g. the house is in want of repair. 这所房子需要修了。
personally, i don’t care. 就我而言，我才不管呢。
[点拨] personally ---as far as i am concerned; for myself 意为“就我来说，就自己而言”，常用语一句话的开始，后有逗号。
e.g. personally, i don’t like him at all. 就我而言，我一点都不喜欢他。
my business occupies me constantly. 我自己的事整天都忙不了了。
[点拨] 此句中occupy 意为“使忙碌，使从事”。
e.g. he was occupied with /in writing a novel. 他忙于写小说。
[点拨] occupy 用法小结：
1. occupy意为 “take up or fill (time, space, sb’s mind, etc)” “占据，充满（时间，空间，某人的头脑等）”。
e.g. the speech occupied three hours. 发言工占去了三个小时。
a bed occupied the corner of the room. 一张床占去了房间的一角。
2. occupy意为 “take possession of and establish troops in (a country, position, etc)” “（军事）占领（国家、阵地等）”。
e.g. the army occupied the enemy’s capital. 军队占领了敌国首都。
3. occupy意为 “live in or have possession of (a house, land, etc)” “占用，占有（房屋、土地等）”。
e.g. the family have occupied the farm for many years.
这家人在农场已居住多年。
they occupy the house next door. 他们住在隔壁。
4. occupy oneself (in doing sth/with sth) “忙着（做某事）；忙（于某事）”。
e.g. how does he occupy himself now he is retired?
他既已退休，都如何打发日子呢？
they are all gone.他们都走了。
[点拨] gone 此处是形容词，意为“离开，离去”，另外，gone 还有“过去”之意。
e.g. gone are the days when you could buy a three-course meal for under $1.
一顿饭吃三道菜不到一美圆，这日子一去不复返了。
and make it short, because it’s time to close up. 快点说，该关门了。
[点拨] close (sth) up “（尤指暂时）关闭（某事物）”。
e.g. sorry madam, we’re closing up for lunch.
很抱歉，小姐，我们现在要关门吃饭。
he closes the shop up at 5.30.
他在5点30分停止营业。
close up 还可以指伤口愈合。
e.g. the cut took a long time to close up. 伤口经过很长时间才愈合。
alone is what you are, and what you have been. 你是孤单的，你一直都是孤单的。
[点拨] 此句是倒装。alone 是副词，在句中作表语，这里是表语前置；其的主语为what you are 和what you have been.
integrating skills
these are but shadows of the past. 这些只是过去的影子。
[点拨] but 此处是副词，意为“只，仅仅”。
e.g. he is but a boy. 他不过是个孩子。
i don’t think we can succeed. still we can but try.
我想我们不会成功，但是，不妨试一试。
another idol has taken my place. 另一个偶像取代了我。
[点拨] take sb’s/sth’s place`; take the place of sb/sth 代替某人/某事物
e.g. she couldn’t attend the meeting so her assistant took her place.
她不能出席会议，所以由助手替她。
nothing could take the place of the family he had lost.
他失去了家庭，这一损失是无法弥补的。
that’s not what life is about! 钱不是生活的全部！
[点拨] what life is about 是从句作表语。
you only have eyes for money. 你就只爱钱。
[点拨] (only) have eyes for sb/sth. ; have eyes (only) for sb/sth---only be interested in or in love with (a specified person) （只）对……感兴趣；（只）爱恋/喜欢……
e.g. in amsterdam, i had eyes only for the rembrandts.
在阿姆斯特丹，我只想看伦勃朗的名画。
all the girls liked fred, but he had eyes only for helen.
姑娘们全都喜欢弗雷德，但是他却只对海伦感兴趣。
[点拨] have an eye/a good eye for… 意为“对……有眼光”。
e.g. he has an eye for the fair and the beautiful. 他有审美眼光。
you’ve got it all wrong. 你全弄错了。
[点拨] 此句中 all 副词，意为“completely 完全地”，修饰 wrong；wrong 是形容词，作it 的宾语补足语。
nobody knows it better than you do, poor fellow. 没有人比你更了解他了，可怜的人。
[点拨] know sb/sth well 对……熟知，对……很了解；do 代指knows。
