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高一英语课件

发表时间：2024-09-09

高一英语课件13篇。

教案课件是老师需要精心准备的，这就需要我们老师自己抽时间去完成。教案是促进学生课堂互动和沟通的重要工具。请看下面栏目小编为您搜集的有关“高一英语课件”的资讯，期盼你在这里获得所需的知识谢谢阅读！

高一英语课件篇1

示范教案一(Unit13Healthy eating 4th)

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review how to use some Modal verbs to give advice or opinion about something.

3.Let students know how to write recipes for their favourite dishes by reading“SNACKS”and two examples of recipes.

Teaching Important Points:

1.How to master Modal verbs-had better(not),should(not),ought(not)to.

2.How to let the students understand the text“SNACKS”better and learn to write a recipe.

Teaching Difficult Point:

How to improve the students' integrating skills.

Teaching Methods:

1.Asking-and-answering activity to go through the reading material.

2.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.a projector 2.the blackboard

Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Revision

T:Yesterday we learned the grammar-Modal verbs:had better,should,ought to and their negative forms.We know we can use them if we give advice or opinion about something.And we also know“had better”is less strong than“should”or“ought to”.Now let's do some exercises to see if you have mastered them.Look at the screen.

(Show the following on the screen.)

Translate the following into English.

1.你最好休息。

2.你最好不要吃不熟的水果。

3.对水果你应该认真些。

4.你不应该吃那么多垃圾食品。

5.你应该更努力地学习，取得更大的成绩。

T:You are given five minutes to translate them.Then I'll ask some of you to read your translation.

高一英语课件篇2

Student’s level: Senior 1, SEFC

Teaching material: Unit 1 Cultural Relics (listening and speaking part)

Teaching aims:

1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.

2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.

Teaching methods:

1、Review before listening to stimulate students’ memory and interests ;

2、To do the global, detail and global listening in turns with practices;

3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;

4、To let the students to judge the truth or lie in their daily life.

Teaching focus: to improve students’ listening and speaking ability;

Teaching aids:

1、video

2、diagram

3、pictures

Teaching Procedure

Ⅰ. Listening

1. Presentation

1.1 Lead in

T: Good morning boys and girls. How are you today?

S: Fine, thanks.

T: Look! What’s this?

S: The amber room.

T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?

S: Yes.

T: Good! Today we are going to listen to another story about the amber room. Do you want to know?

S: Yes.

1.2 Guessing

T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?

S: Some people’s names

T: Yes. What else?

S: Time words and something will happen.

T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?

S: Ok.

2. Listening

2.1 Global Listening

T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.

S: Boom.

T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?

S: 爆炸。

T: Yes. Now let’s do our global listening. (Do the global listening)

T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?

S: Jan Hasek

T: Good! Who can tell me when? You please.

S: In April 1945.

T: Excellent. How about the what? You please.

S: He heard something and saw some soldiers.

T: Good. Good!

2.2 Detailed Listening

T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?

S: Right.

T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?

S: Maybe I’d like to see what it is.

T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.

S: Maybe they were doing their commissions.

T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?

S: Yes.

(The teacher leads the students do the detail listening and stop in one segment.)

T: Who would like to share your opinion with us? You please the first question.

S: He heard something explode at midnight.

T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.

S: He got up and ran outside.

T: Good job! Who would like to try the last question? You please.

S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.

T: Excellent! Please give her a big hand. You all have really done a very good job.

2.3 Global Listening

T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.

Ⅱ. Speaking

2.1 Showing directions for discussion

T: Good morning, class!

S: Good morning, teacher!

T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?

S: Yes!

2.2 Showing the useful expressions

T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!

S: I think someone is telling the truth because…

T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!

S: Sorry, I don’t agree with you.

2.3 Group discussion

T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?

S; yes!

T: Now, ready, go!

(Five minutes later)

2.4 Demonstrating the students’ dialogues

T: OK, the time is up! Who want to show your discussion? Yes, you two please!

S: …

T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?

S: Yes!

T: Now, who want to tell a short story? Very good, you please!

S: I was washing my clothes at five o’clock yesterday.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her in the library at five o’clock yesterday!

T: Is her judgment right?

S: Yes!

T: OK, very good! Now, who want to tell another short story? Very good, you please!

S: I was playing computer games at eleven o’clock last night.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!

T: Is her judgment right?

S: Yes!

2.5 Summary

T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!

S: We have learnt how to discuss and judge who is telling the truth or telling a lie.

T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!

S: Bye!

高一英语课件篇3

(Revision)

Step 1: Go over the words and expressions once again by a dictation or sentences making:

Forecast, major, trend, contemporary, indicate, urban, energy, ensure, system, consumer, reform, customer, goods, purchase, tiny, cash, remain, importance, regularly, physician, cure, biochemistry, educator, hopeful, reality

In general, keep in touch with, pay attention to, in store,

Virus, via, mosquito, prevention, persuade, defenseless, illness, treatment, liquid, unprotected, sex, lack, proper, discourage, cheer, network, specialist, meaningful, boyfriend, identify, billionaire, stranger, weep, cell, chemical, radiation, fighter, contrary.

Cheer….up, a great many, on the contrary

Drown, bleed, choke, prevent, electric, electrical, wire, container, scream, witness, calm, panic, ambulance, tip, slightly, chest, circulate, pulse, wound, blanket, manage, pale, motorcycle, sudden, worn-out, eventually, bite, tap, loose, bandage, explanation, first aid, keep in mind, roll over, manage to do sth, , in honor of

Coal, attend, issue, environmentalist, summarize, content, introduction, representative, killer, access, violence, premier, stress, equality, fairness, responsibility, willingness, harmony, suffering, unfair, wipe, worldwide, alternative, defend, incorrect, affect, advise, take notes, the United Nations, take action, air conditioner, in harmony with,, put an end to, wipe out , advise sb. Not to do sth,

Frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot, flee, urge, meanwhile, sheet, protect, severely, heart-breaking, giant, steady, steam, full-powered, steamship. Unbelievable, stillness, whisper, appropriate, at hand, knock about, all of a sudden, as though

Step 2: Come to the following topic and ask the Ss to say something about each topic:

life in the future; deadly diseases and attitude towards AIDS, cancer, etc.; first aid and medicine; nature ecology and the environment; natural disasters

Step 3: Review the new Grammar Items:

Noun Clauses:(2); Subjunctive Mood (虚拟语气); Inversion; Ellipsis

Noun Clauses:(2)

What life will be like in the future is difficult to predict.

They are careful about what they wear.

If we learn to accept change and appreciate what is new and different….

Subjunctive Mood (虚拟语气)

If everyone in the country knew first aid, many lives might be saved.

I wish that she were here with me and that we weren’t sick.

I wish I could remember more about my mum.

We wish we could have arrived there two hours earlier.

If I had not been tired, I would have helped her.

If he had known the news, he might have told you.

If it were to rain, I would stay at home.

Inversion

Not until we know more will we be able to improve the situation.

Only by changing how we live can we save the earth.

Had I known that air conditioners cause so much pollution, I would never have bought one.

There exist serious problems and there is still time to take actions.

Ellipsis

A word about your composition.

Though tired, he was not disheartened.

You would do the same.

Sit down , please.

We’ll do the best we can.

Everybody gone?

That letter was the last.

Step 4: Some exercises on the Grammar.

Step 5: Review Functional Items in the Units6-10

Making prediction/ Supporting an opinion/ Express dos and don’ts/ Express feelings

A. Making prediction:

What will life be like in the future?

How will people….

Where will people work….

It would be wonderful if …..

It would be bad for …. If…….

It’s possible/ impossible to …..

No one can predict what /when…...

B. Supporting an opinion:

I think that …. Because ….

First,….

One reason is that…..

For example, …..

If we/they were to …. We/ they could …..

Challenging an opinion

Perhaps, but what if/ about….

Have you thought about….

What makes you think that ….?

Could you please explain ….?

If I were you, I would …..

C. Express dos and don’ts:

You should always….

You ought to /should….

You must/ have to….

You should not …..

You should never….

You must never…

D. Express feelings

How terrible!

It makes me feel uneasy when…

I think it’s very unpleasant……

It makes me feel very worried….

I get very upset….

It’s a frightening thing….

I dare not….

I’m really scary….

It takes my hair stand on end.

Step 6: Some additional exercises.

高一英语课件篇4

Teaching goals

1. Talk about amusement parks

2. Practice asking and giving directions

3. Learn to use the -ing form (3) as adverbial

4. Write a description

Period 1 word study

Word study

Period 2 listening

Step 1 Warming up

1. Show some pictures on the screen about some extreme sports or fun

2. Questions:

Where can you experience such activities?

Have you ever been to an amusement park?

Have you ever tried sitting a roller coaster or a Bungee jumping or something else like these?

How did you feel?

Do you like it ? why?

3. Fill in the blacks. (individual work). Then share the answer on the screen.

4. Students tell about other activities, such as rock-climbing, rafting, skiing,

surfing, skydiving and so on.

5. There are such thrilling activities in some parks. You may experience some of

them if you are interested. I hope all of you can experience what you like.

Step 2 Listening

1. A theme park must have a special theme.

2. Pre-listening: Go over the questions or sentences that have something to do

with the listening materials at P.64 and P65 and guess

3. While-listening:

1). Listen for the first time with the book closed

2). Listen again with the book open and individually answer the questions

and complete the sentences at P.64 and P.65.

4. Check the answers in pairs. Then with the class.

5. Which of the parks do you think is better?

Name Theme Your reason and ideas

Lots of fun company The environment 1.have entertainment

2.visit museums and exhibitions

3.learn about environment

4.learn how to protect

environment

Merry Rides Limited The ocean 1.Perople have jobs

2.Learn about life in the ocean

3.Have fun and learn

Step 3 Summary

1. Summary:

T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people.

Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so?

2. Homework

a. Recall all the new words and expressions that occur in this period.

b. Write about your own experiences in a theme park

c. Oral homework: talk about one of your experience in a theme park.

Period 3 Speaking

Step 1 Revision & Warming-up

1. Review the new words

2. Check oral homework: a report about your experience to a theme park.

3. If you want to go to a theme park, how can you get there?

Step 2 Listening

Listen to 2 dialogues and answer the following: (book closed)

(Bb) Where is she/he going?

How to get there?

Step 3 Speaking

1. Pre-speaking

1.T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…

Please write about how we can get there, according to page 65.

2.practice: Make up dialogues, using the information above.

Make up dialogues, talking about their own destinations.

Step 4 Homework

Surf the Internet and find some information about theme parks, the Ocean Park of Hong Kong, Walt Disney and Disneyland, and so on. Then write a few sentences about what you’ve got. Make a copy of 10 wonderful pictures that you find about theme parks, and your copies will be shown to others before the following lesson.

Period 4 Reading

Step 1 Revision

1. New words

2. Check the students’ homework and show the finest copies of theirs to the

whole class. After the class watch the nice pictures on the screen, the teacher

gets students to discuss the following:

1). What do you think you can see in a theme park?

2). What do you think about adventure sports?

3). Do your town or city have an amusement park? What can you do there?

4). Is a theme park different from a traditional park? Why?

Step 2 Reading

1. Skimming

Question 1. How many theme parks does the writer tell us?

What are they ? Where are they?

Question 2. What are the themes about?

2. Scanning

Question: What attract people in these theme parks?

3. Then fill in the form below.

Title Theme Parks (People can have fun and experience sth. different.)

Par. Parks Themes Attractions

1 The World Park To teach visitors sth…

to help experience sth Buildings, castles, statues,

customs of Chinese minorities,

cartoon characters, animals

2 The Ocean Park To get visitors to know more about the idea..

to help people to explore the past. Thrills and entertainment;

Rides, opportunities to learn about life in the ocean,

a conversation center,

the dinosaur exhibition,

the two giant pandas…

3 Disneyland Walt Disney and his characters. Cartoon characters, rides, games, exhibitions; Universal

4 New theme parks are being built.

4. Check the reading comprehension on the screen.

5. Dictate these sentences and explain their structures and meanings:

(1) What they all have in common is that they combine fun with the opportunityto learn something.

这些公园所拥有的共同特点是把娱乐和学习的机会结合在一起。

(2) But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.

但是主题公园也尽力保证游客们在离开时已对公园主题有更深的了解。

(3) .Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.

游客在高地车乘之后，可以坐穿梭车去低地。

（4）Entering one of the attractions at Universal Studios is like stepping into the world of your favourite movie.

走进Universal Studios其中一个吸引人的场地就象步入你最喜爱的电影中的一个画面。

Entering one of the attractions at Universal Studios是动名词结构作主语；

stepping into the world of your favourite film是动名词结构作宾语。

（5） Visitors can go on exciting rides where they can feel what is it like to do the things they have seen their heroes do in the movie.

游客们可以乘车参加令人刺激的兜风，感受他们在电影里看见的主角所经历的感觉。

Where they can feel …是rides的定语从句

What it is like to do the things 是feel的宾语从句

They have seen their heroes do in the movie 是things的定语从句

(6) The parks are becoming more advanced and new technology allows us to experience almost anything without actually being in danger or risking injury.

主题公园越来越先进，新的技术保障我们几乎能经历一切，但又不必冒受到伤害的危险。

Step 3 homework

1.Finish the reading part of the workbook.

2.Get on line to search the information of a certain theme park that one is interested in and write a short description about that.

3.List ideas for an “English-Speaking World Park”, using the form of Page 67.

Period 5 language study

Step 1 Revision

1. Words

2. Have a dictation about the text

Step 2 Exercises about words

Step 3 Grammar

1. Study the example:

2. Compare with another example:

After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. →

Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland.

Summary: This Having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times.

高一英语课件篇5

【知识网络】

一、重点词汇与短语

1．way: 在表示“方式，方法”的意思时，要注意其搭配：

way of doing something

way (for somebody) to do something

in this way=by this means

by the way：顺便说说；顺便提起

way of life：生活方式

to my way of thinking：依我看来

Some women like the older ways of doing things.

有些女性喜欢处理事务的老办法。

Can you suggest a good way for us to ask people to send us the money, and let us buy the gift when we get to the mainland?

您能不能给我们建议一个好办法,让我们请大家送钱给我们,然后让我们在回到大陆时再购买礼物?

Stress is a natural part of everyday life and there is no way to avoid it.

压力是日常生活中不可分割的一部分,无法逃避。

In this way, Americans 'send their climates' to people in other states.

这样美国人把'本地的气候'传送给其它州的人。

In this way, he has begun his own private 'telephone' service.

就这样,他开始了自己的私人'电话'业务。

Each successful manager has a way of his own in bringing his views to bear.

每一个成功的经理都有他自己独特的方式使别人接受他的意见。

By the way, what happened to the money?

顺便问一句，那笔钱后来怎么样了？

2．likely可以用作形容词，意思是“ 预期的，可能的”。常用于下列句型：

It is likely that somebody does/do something

Somebody is/are likely to do something

It is very likely that she will ring me tonight.

今晚她很可能给我打电话。

She is very likely to ring me tonight.

It isn’t likely to rain tomorrow.

明天不大可能下雨。

Note: 许多同学认为以-ly结尾的是副词，其实这是一个误区。如果一个形容词后加-ly，那么常常是一个副词，但是如果在名词后加上-ly，那往往是一个形容词。

例如：

lovely, friendly, manly, comradely 等都是名词加上-ly后变成的形容词。

那个骗子擅长骗人。

3．examine的用法小结：

（1）examine 作及物动词，意思是“检查；细看”。例如：

All the machines will be examined.

所有机器都将检查一遍。

”Yesterday the firemen examined the ground carefully, but were not able to find any broken glass.“

”昨天,消防队员们仔细地检查了地面,但未能找到任何碎玻璃。“

（2）examine还有“对…进行考试”的意思，此时常在表示测试科目名词前加介词in或on。

例如：

He examined the boys in English.

他考孩子们的英语。

The teacher will examine the class on everything they have learnt this year.

教师要考学生今年学过的所有知识。

（3）examine还可以表示“询问；查问；对…进行审查”。例如：

He was examined by the police.

他被警察查问。

（4）同义词：test vt. 测试 quiz：n. 测验

二、词义辨析

1．for example, for instance, such as, like

（1）for example用来举例说明。为句中插入语，其前后需用逗号隔开。它可用于句首、句中或句末。

Fox example, liquid has no definite shape.

例如，液体没有固定的形状。

Noise, for example, is a kind of pollution.

例如，噪音是一种污染。

Many great men have risen from poverty-Lincoln and Edison, for example.

许多伟人是从贫困中崛起的-比如林肯和爱迪生。

（2）such as用来列举同类人或事物中的几个例子。such as后切不可用逗号，

如：

Some of the European languages come from Latin, such as French, Italian and Spanish.

有些欧洲语言来源于拉丁语，例如法语、意大利语和西班牙语。

Note: 使用such as来举例子，只能举其中一部分，不能全部举出。若全部举出，要改用namely或者that is to say(意为：即)。

如：

He knows four languages, namely(=that is to say) Chinese, English, Russian and French.

他精通四门语言，即汉语、英语、俄语和法语。

（3）like也常用来举例，可与such as互换。

如：

Some cold-blooded animals, like(=such as) the cat, the dog or the wolf, do not need to hibernate.

such as 用于举例时可以分开使用，这是不能与like互换。

Such people as you described just now are very common these days.

像你刚才描述的那种人这些日子很常见。

（4）for instance经常与for example互换。

如：

There are occupations (which are) more dangerous than truck driving; for instance (for example), training tigers. 比开卡车危险的职业还是有的，比如说驯老虎。

2．opportunity ，occasion与chance的区别：

opportunity, occasion, chance这组词的一般含义是“时机”或“机会”。不管在口语中或者在文学作品中，这几个都是常用的词。

（1）opportunity表示某时机符合自己想干某事的意愿、目的、雄心甚至野心。常与动词have, get, find, create, take, miss等连用。

例如：

They are waiting for an opportunity to take action：他们正在伺机而动

to avail oneself of the opportunity to say a few words：借此机会说几句话

I took the opportunity of visiting my aunt while I was in Shanghai.

我利用在上海的机会探望了我的姑姑。

Perhaps there is an element of truth in both these pictures, but few of us have had the opportunity to find out.

或许这两种想象中都有一定的真实成分，但是我们中很少有人有机会去发现它。

（2）occasion含有opportunity所能表达的这样一层意思：某时机能激发或唤起某人的某种行为，

如：

在“必要时”一语中便包含着激发某行为的时刻，此语可译为When occasion demands…；“这不是哭泣的时候。”这句话可译为It's no occasion for crying。在to have no occasion to do…固定词组中，occasion之所以能够引申为reason或cause的含义，也是与occasion的上述基本词义有关的。

再如：

This sort of thing is usual on occasions like this. 这类事情在这种场合是常见的。

This is not an occasion for laughter.

这不是笑的时候。（指不适合于笑，或不是笑的场合。）

（3）chance表示幸运或偶然的时机，还可以指可能性的程度。

例如：

What are your chances of being promoted?你升职的可能性有多大？

N o one discovers a rarity by chance. 侥幸发现一件珍品的人是没有的。

三、重点句型

1．-What’s the matter?

-I’ve got a pain here.

询问某人身体如何，除了用以上的表达方式，还可以用“What’s wrong with you?”。其中，wrong是形容词，而例句中的the matter为名词。在口语中都是很常用的。

例如：

--What’s wrong with you? （你怎么了？）

--I’ve had a bad headache ever since this morning. (自从今天早晨我的头就很痛。)

2．A healthy diet should include a variety of food, most of which should be rich in nutrients.

此句中的most of which引导非限定性定语从句，这是考试中常考的一类题目。

再如：

There are all kinds of trees in the forest, most of which are tall ones.

There are all kinds of trees in the forest, and most of them are tall ones.

森林里有各种各样的树木，它们中大部分是很高的树。

以上两句的意思基本相同，但是要注意：第一句是most of which引导非限制性定语从句，而第二句为and引导的并列句。做题时，关键要分析句子的结构，尤其是有关连词的问题。

3．Only in that way will we be ready for the challenges and opportunities in life.

only置于句首而且修饰状语时，句子用倒装语序；但是，如果only在句首修饰主语，那就用陈述语序。

例如：

Only people with tickets can go into the cinema. 只有那些有票的人才可以进电影院。

Only by the end of last month had they finished the difficult task.

只是到了上个月的月底他们才完成了那项困难的任务。

四、语法复习

情态动词had better, should, ought to,常被用来表示：义务、责任和规劝。

1．had better(提示：无人称的变化，不可用has/have替换它们；不用于第一人称。)意思是“最好”，后面跟动词原形，即had better do something；否定式是had better not do something。

如：

You’d better wait outside.

你最好在外面等着。

You’d better not stand in the street. There comes a car.

你最好别站在街上。来车了。

2．should用作情态动词时，各种人称单、复数通用。主要用法有：

（1）表示“义务、责任”，译为“应该”，

例如：

You should tell the students to respect their parents. 你应该告诉学生尊敬父母。

This is an important point that we should remember. 这是我们应该记住的要点。

（2）表示“可能性、推测或理论”，常翻译成汉语的“可能…，该…”。

例如：

They should be there by tomorrow, I think. 我想他们明天该到那儿。

It’s already three o’clock, the football game should begin soon.

已经三点钟了，足球比赛不久就该开始了。

（3）说话人在提出意见、建议、请求时，可用should表示委婉、谦逊的语气，有时相当于“可、倒是；想”等。

例如：

I should say it would be better to ask him about it again.

关于这件事我看最好再问他一下。（提出意见）

I should think so. 我也是这么想的。

（4）表“吃惊”。

例如：

I’m surprised that you should have been late.

你居然迟到了，真让我吃惊。

We are surprised that they should have been fooled by such a simple trick.

他们竟然被这么个简单的诡计所愚弄，真让我们吃惊。

3．ought to

ought to无人称和时态变化，只有ought to一种形式，后面跟动词原形，表示“有义务或责任”做某事，语气比should强，表示客观上应该做某事，也可表示“劝告”。否定式为ought not to

如：

You ought to obey your parents.

你应该听父母的话。

I knew that I ought not to tell him about it, so I didn’t.我知道我不该告诉他这件事，所以我没有告诉他。

Note：“should(ought to)+不定式一般式”用来谈论现在和将来“应该…”，若谈论过去“应该…”要用should(ought to)+不定式的完成式，即should/ought to have done。其否定式表示“过去不应做但做了”。

例如：

I should/ought to have done such a thing.

我本应该做这件事的。(却没有做)

You should not/ought not to have gone back to work without the doctor’s permission.

你不应该未经医生许可就去工作。（你却回去工作了）

【考点透视考例精析】

[考点] 考查情态动词的用法区别。

[考例1] According to the local regulations, anyone who intends to get a driver’s licence ______ take an eye test. (NMET春季上海，29)

A．can B．must C．would D．may

[解析] B must根据句意，此处意思是“必须”，要获得驾驶执照必须进行视力测试。can为“能够”；would为“愿意”；may为“可以”。

[考点] 考查情态动词的意义区别。

[考例2] I often see lights in that empty house. Do you think I ________ report it to the police? (NMET全国卷I, 21)

A．should B．may C．will D．can

[解析] A should表示“应该”。因为经常看见那座空房子里有灯光，所以征求对方的意见是否应该向警察报告。

[考点] 考查“should + have + done”的用法。

[考例3] Mr. White ______ at 8:30 for the meeting, but he didn’t turn up. (NMET全国卷，27)

A．should have arrived B．should arrive

C．should have had arrived D．should be arriving

[解析] A 此句所使用的是“should + have + 过去分词”结构表示本来应该做却没有做的事情。所提供的场景是but he didn’t turn up，说明他本来应该8：30来开会，但没有来。再如：

You should have done your homework by yourself.

你本来该独立完成作业。

【基础演练】

一、根据所给首字母或括号中的汉语意思填写句子空格中所缺的单词。

1．Young people usually have more ______(精力) than the old.

2．You have to _______（权衡） the advantages of living downtown against the disadvantages.

3．This drink is a m_______ of three different sorts.

4．A c________ change takes place in any substance when it burns.

5．The ________(作用) of an adjective is to describe or add to the meaning of a noun.

6．The Olympic Games begin with a _______（行进） of all the competing nations.

7．Two parties may have _______(冲突) of ideas or goals.

8．An a________ is a disagreement or problem between two people in which they use words to fight.

9． c________ college teaches things that would be useful in business.

10．Usually people don't _______(尊敬) those who are too compliant.

二、单项填空：

1．On a cold winter night, I ______ spend an evening watching TV.

A．have to can B．have to be able C．have be able to D．have to be able to

2．”May I sit here?“ ”No, you _______.“

A．must B．had better C．mustn't D．needn't

3． --”Why is he late?“

--”He _____ the bus.“

A．must miss B．had to miss

C．should have missed D．must have missed

4．We didn't see him at the lecture yesterday. He ______ it.

A．mustn't attend B．can't have attended

C．would have not attend D．needed have attended

5．The policeman told the pupil, ”You _____ play football in the street.“

A．mustn't B．needn't C．can't D．shouldn't

6．--”What has happened to Peter?“

--”I don't know. He _____ lost.“

A．can't have got B．might have got C．might get D．can got

7．You _____ allowed the child to go alone.

A．mustn't have B．had not have to C．ought not to D．ought not to have

8．He says you ______ have his bike if you don't take good care of it.

A． shan't B．won't C．mustn't D．needn't

9．--”Are you still going to England for your holiday?“

--”Yes, but I really _____ because I don't have much money.“

A． can't B．won't C．shouldn't D．mustn't

10．–I’ll tell Mary about her new job tomorrow.

--You ______her last week. (NMET 20福建，32)

A．ought to tell B． would have told

C．must tell D．should have told

【能力拓展】

阅读理解：

It was one of the hottest August days, the fourth, and at twelve o’clock exactly, for a church clock was striking the hour, that a short, heavily built woman of about fifty, carrying a shopping bag, came out from the darkness of an old storehouse where she worked every morning as a checker, and set off along the narrow gray street to a bus stop. Most of the factories and offices in the town were closed for two weeks but the storehouse, which held foodstuffs(食品) and other goods, had remained open during the holidays. The heat, made worse by the heavy smell of petrol from the main street nearby and undisturbed by the slightest current(气流) of cooler air, surrounded her. She was neither dressed nor built for energetic activity on a hot day, being very short indeed, and fat, so that she had to roll a little in order to get along. Her shoes made loud footsteps in the silence of the empty street of closed buildings. The worn old bag she carried caused her to lean over slightly to her right as she walked, but it was clear that she was used to carrying such heavy weights.

Reaching her usual stop, she put down her bag and rested. Then, suddenly realizing being watched, she turned quickly round and looked sharply upward at the tall man behind her.

He was the only other person waiting, and indeed, at that moment, the only other person in the street. She had never spoken to him, yet his face was already familiar to her. She had seen it yesterday, the day before yesterday, and for all she knew, the day before that as well. For the last three or four days anyway, this great nervous lump of a man, waiting for a bus or hanging about on the footpath outside the storehouse, had become a figure of the street for her; and what was more, a figure of a certain definite（明确的） type, though she had yet to put her finger on exactly which type it was. More than once, she had felt his interest in her and she had wondered whether he was a policeman.

1．There were so few people out in this particular street. It was probably mainly because ________.

A．most workers were on holiday

B．it was too hot to be outside at midday

C．the lunch-time break had not yet started

D．very few people lived in the area now

2．From the passage we can know _________________.

A．the woman was fond of dressing up

B．something was wrong with the woman’s right leg

C．almost all the shops were closed except the store house

D．the woman had to walk fast as she was busy

3．The woman turned around at the bus stop because _____________.

A．she heard someone coming B．she thought the bus was coming

C．she thought of her heavy bag D．she felt someone looking at her

4．The underlined phrase “hanging about” in the 3nd paragraph means ___________.

A．thinking about B．walking around

C．looking around D．running about

5．The woman recognized the man by the bus stop because _______________.

A．he was the local policeman

B．he traveled on the bus quite regularly

C．he had been near the store house before

D．he was interested in her

参考答案

高一部分

Units 13-14 (B1)

基础演练

一、1．energy 2．balance 3．mixture 4．chemical 5．function 6．parade 7．conflict 8．argument 9．commercial 10．respect

二、1-5 DCDBA 6-10 BDACD

能力拓展

1-5 BCDBC

1．B 文章第一段第三、四句话为答案依据。

2．C文章第一段第二句话为答案依据。“Most of the factories and offices in the town were closed for two weeks but the storehouse, which held foodstuffs(食品) and other goods, had remained open during the holidays.”

3．D 文章第二段第二句话为答案依据。“suddenly realizing being watched, she turned quickly round and looked sharply upward at the tall man behind her”。

4．B 等车时动作肯定是走来走去，故选walking around。

5．C文章第三段第三、四、五句话。

高一英语课件篇6

1．recognize的用法小结：

（1）to know again (somebody or something ) that one has seen (or heard, etc) before 认出

I recognized Peter although I hadn't seen him for 10 years.

虽然我有没看到彼得了，但我认出了他。

I don't recognize this word -- what does it mean?

我不认识这个单词，它的意思是什么？

Many fail to recognize that all these things are in danger of denied.

许多人没有看到这一切正处于失去的危险之中。

（2）to accept as a fact; to admit承认；认可常用于以下结构：

recognize somebody to do something

recognize somebody as …

We all recognize him to be clever.

我们都承认他是非常聪明的。

We recognize that country as an independent state.

我们承认那个国家是一个独立的国家。

He didn’t recognize that he was wrong.

他不承认他错了。

（3）be prepared to admit or be aware of (something.); realize. 认清（某事）；认识到

He recognized his lack of qualifications/that he was not qualified for the post.

他认识到自己不够条件/没有资格担任那个职务。

（1）marry为及物动词，宾语是somebody，不能加任何介词；而且是瞬时动词，不能与一段时间连用。

例如：

I am going to marry John. 我要和约翰结婚了。

（2）词组 somebody be married to somebody表示已婚的状态，这时可以与一段时间连用。例如：

Mary has been married to John for two years. 玛丽与约翰已结婚两年了。

（3）词组somebody get married to somebody表示的是瞬间的动作，不可与一段时间连用。

She got married to him last year. 她去年与他结婚了。

（4）词组 marry somebody to somebody: 使结婚；嫁（女）;把…嫁给…

He married his daughter to a businessman. 他把女儿嫁给了一个商人。

The priest married them. 牧师主持他们的婚礼。

（1）后面跟表示“钱”的名词，意思是“值多少钱”。

例如：

How much is this bicycle worth? It's worth ￡50.

这辆自行车值多少钱？值50英磅。

（2）“值得…的”，可以用-doing这种主动形式表示被动的意义。

例如：

This book is worth reading. 这本书值得读。

This watch is worth repairing. 这只表值得修理。

（3）需要加强语气时，worth前可以用well，但不可以用very。

例如：

The film is very exciting. It is well worth seeing again.

这部电影很令人振奋。很值得再看一遍。

（4）it可以作be worth的形式主语。

It isn’t worth getting angry with him.

=He is not worth getting angry with.

犯不上跟他生气。

注意：（1）worthy后面要用“介词of + 动词-ing形式的被动式”或者“不定式的被动式”，表示“值得…的”。

例如：

This novel is worthy of being read a second time. = This novel is worthy to be read a second time. （这本小说值得再看一遍。）

（2）worthwhile也表示“值得…的”。要注意此结构：

It is worthwhile reading the novel a second time. ( 这本小说值得再读一遍 )

4．“祈使句＋ and /then /or /otherwise + 陈述句”结构的用法：

在此结构中，前两个起连接作用的词表示顺接关系，后两个表示逆接关系；前面的祈使句相当于一个条件状语从句，而陈述句表示结果；可以转换为带有条件状语从句的复合句；转换时要注意连接词的使用。

例如：

Work harder and/then you will succeed in your studies. （注意：此句中and和then只能用一个，不能一起使用。）

=If you work harder, you’ll succeed in your studies.

（如果你更加努力学习，在学习方面你就会成功。注意：and和then可以互换，只能用其中一个。）

Study hard, or/otherwise you’ll fail in your exams.

=If you don’t study hard, you’ll fail in your exams.

1．accept, receive与take的区别：

receive, accept, take这三个词都有“接受”的意思。

（1）receive表示被动地接受。

例如：

Then he smiled and told me I would receive an extra ￡100 a year!

后来他笑了，并且告诉我说，我将一年收到一百英镑的额外收入！

If you receive a request like this, you cannot fail to obey it!

如果你收到这样的一种请求，你不会不服从的！

A baby can only receive sense impressions, but it does not understand them.

婴儿只能接受感官方面的印象，而不能理解。

（2）accept总表示主动而且高兴地接受。

例如：

Please accept my apologies. 请接受我的歉意。

The villagers have told him that they will not accept the inn even if he gives it away.

村民们告诉他说，即使他把那小酒店白送给人家，也没有人会接受的。

She has received his present, but she will not accept it.

她收到了他的礼物，但她是不会接受的。

There is no accepted theory to explain the phenomenon.

没有公认的理论来解释这种现象。

（3）take所表示的接受包含着有人赠给的意思。

例如：

Did you take his advice? 你接受了他的建议了吗？

He takes anything he is given. 给他什么他就要什么。

（4）receive还表示“接待、接见”的意思。

例如：

The hotel is now open to receive guests. 这家旅馆现在开业接待客人了。

2．after all, above all, at all, in all

（1）after all: 置于句首时表示提醒对方注意，常翻译成“别忘了”；置于句末时表示“与预料的情况相反”。

例如：

Don’t be too strict with him. After all, he is only a child.

对他不要过于严格。别忘了，他还只是个孩子。

I thought I would fail in the last exam, but I passed, after all.

我原以为上次考试我会不及格，但是没有想到我竟然及格了。

Above all, I love taking a walk every evening.

首先，我喜欢每天晚上散步。

（3）at all:常用于否定句和疑问句，表示加强语气。常翻译成：“根本、丝毫”等。

例如：

I'm not at all sorry I came, I'm glad! 我来了一点也不遗憾，我很高兴。

There was nothing at all to eat. 根本就没有什么东西吃。

Are you at all worried about the forecast? 你对这项预报不担一点心吗？

There were twelve of us in all for dinner. 我们一共12人吃饭。

1．I’d rather not tell you.

注意：somebody would rather do something表示“某人宁愿做某事”；它的否定句表示“某人还是别…”。

例如：

I would rather go there by bus. (我宁愿坐公共汽车去那里。)

I would rather not sit there doing nothing. (我不愿坐在那里什么都不做。)

2．on’t touch anything, unless your teacher tells you to.

unless引导的从句有时可以和if引导的否定条件句互换，此句可以改成：…, if your teacher doesn’t tell you to. 另外要注意句末的to后省略了touch something。

再如：

I won’t go with you unless you tell me who will be with us.

如果你不告诉我谁将和我们一起，我就不会和你一起去。

3．here’s no doubt that 100 years ago animal testing was cruel but today animals in experiments are very well taken of.

此句中There’s no doubt that…为固定句型，意思是“毫无疑问”。

再如：

There is no doubt that he is our model in work. 毫无疑问，他是我们工作中的模范。

情态动词must, can/could, may/might表示推测、猜测、可能的用法。

1．表示对所发生的事情或情景作出“很肯定”的推测时，肯定式用must，否定式用can’t，意思是“一定，想必；不可能”。

例如：

The new term has just started. She must be very busy preparing her lessons.

新的学期刚刚开始。她现在一定是忙于备课。

They can’t be at home now. It is now 10 o’clock. They must be in the office.

他们现在不可能在家。现在是10点钟。他们一定在办公室。

2．表示对当前发生的事或者情况作出较有可能的推测时用can，相当于“可能是、也许会、会”。

例如：

It can be true.

这可能是真的。

Watching TV for a long time can damage your eyes.

看电视的时间长有可能损伤你的视力。

3．表示对当前发生的事或者情况作出“不太肯定”的推测时，用may/might/could，相当于“也许、有可能”。Might和could不是表示过去，它们和may一样，都表示“现在的推测”，但是语气较委婉，或者表示可能性更小一些。

例如：

George hasn’t come yet. He may/might/could busy today.

乔治还没有来。他今天可能忙。

I can’t see clearly. There may/might/could a person in the darkness.

我看不清楚。黑暗中可能有个人。

[考点] 考查情态动词can的用法。

[考例1] How ______ you say that you really understand the whole story if you have covered only part of the article? （上海，29）

[解析] A can用于疑问句或否定句中表示惊异、不相信等，意思是“可能、能够”。在此句中，can表示惊异的感情色彩。

[拓展] “can”表达一定的感情色彩的句子在口语中是很常见的。

再如：

How can you say that? After all, you are a student now, and you should study hard.

你怎么能够那么说？别忘了，你现在是个学生，你应该努力学习。

[考点] 考查表“发生”的词组的用法区别。

[考例2] An accident ___________ in the street. ____________ happened to me that I was on the spot.

A．took place, It B．happened, That C．happened, It D．broke out, That

[解析] C 本句牵扯到表示“发生”意义的词组的区别。Take place表示“必然、自然地发生”；happen表示“意外发生”；break out表示“（火、战争、瘟疫等）爆发”。从第二个句子的结构来看，that引导的从句为真正的主语，前面用形式宾语it来代替。所以选择答案C。

[考点] 本题考查推测结构的否定用法。

[考例3] –I heard they went skiing in the mountains last winter.（NMET北京，31）

--It ________ true because there was little snow there.

A．may not be B．won’t be C．couldn’t be D．mustn’t be

[解析] C couldn’t be true表示“这件事不可能是真的”。“There was little snow”说明了原因。

[考点] 本题考查否定转移时反意疑问句的用法。

[考例4] Maybe you’ve made a mistake. I don’t think he knows you, _________?

A．don’t you B．do I C．does he D．doesn’t he

[解析] C I/we don’t think后面跟宾语从句时，出现了“否定转移”现象，其反意疑问句应该根据从句来变。

一、根据所给首字母或括号中的汉语意思填写句子空格中所缺的单词。

1．They c_______ you just to get in the night club.

2．The operation p_______ a complete success.

3．The work is so important that you must be careful enough not to make any mistake. Even a small one may c______ you your job.

4．All schools are under the c_______ of the Ministry of Education.

5．He earned 200,000 dollars in only one month. Of course he was a s____________ businessman.

6．Sometimes a few words of c_____ to the one who has just failed may encourage him to stand up.

7．This new model is of high _________ （质量）and is not expensive either.

8．According to the weather report, the weather will ________（继续） fine till this weekend.

9．At the end of an hour's play the ________（优势） lay definitely with him.

10．I am ________（肯定） that I gave you his address.

二、单项填空：

1．Let’s keep to the point or we _______any decisions. (NMET I)

A． will never reach B．have never reached

2．–Isn’t that Ann’s husomebodyand over there? (NMET 2004 I)

--No, it __________ be him. I’m sure he doesn’t wear glassed.

A．can’t B．must not C．won’t D．may not

3．The mayor of Beijing says that all construction work for the Beijing Olympics ________ by . (北京卷 2004)

A．has been completed B．has completed

C．will have been completed D．will have completed

4．–Who’s that speaking?

--Mathilde Loisel.

--Mathilde! Oh, yes. Sorry. I __________ your voice.

A．didn’t know B．don’t know C．didn’t recognize D．don’t recognize

5．Of all the books on the desk，________ is of any use for our study. [06 四川卷]

A．nothing B．no one C．neither D．none

6．Listen! There’s a lot of noise from next door. They _________ a party.

A．could have had B．must be having C．should have had D．can be having

7．“Put that away _________ it’s broken.” Mum said angrily when Johnny played with the precious vase.

A．unless B．before C．once D．until

8．______ in 1636, Harvard is one of the most famous universities in the United States.

A．Founded B．Founding C．Being founded D．It was founded

9．The police tried to find the _______ child. But without ________ luck, they didn’t find him.

A．lost, a B．missing, / C．losing, a D．missing, /

10．It started _______ and I was beginning _______ how important his decision was that I should take an umbrella.

A．to rain, to realize B．raining, realizing

C．raining, to realize D．to rain, realizing

完形填空：

George Pickens had been making a wish daily as a worker at Central Bank.

All over the country banks were being （1） . George thought, （2） this bank? Didn’t robbers hear of its four-million-dollar （3） ? Were they afraid of Mr. Ackerman, the old （4） guard, who hadn’t （5） his gun in twenty-two years?

Of course George had a(an) （6） for wanting the bank to be robbed. （7） , he couldn’t simply take bills that were under his （8） all day long. So he had thought of another （9） to get them. His plan was （10） . It went like this:

If Bank Robber A holds up Bank Teller B…

And if Bank Teller B gives Bank Robber A a certain sum of money…

What is to prevent Bank Teller B from （11） all the money left and （12） that it was taken away by Bank Robber A?

There were only one （13） . Where was Bank Robber A?

One morning George entered the bank. “Good morning, Mr Burrows,” he said （14） . The bank president said something in a （15） voice to George and went into his office.

At two o’clock Bank Robber A walked in. George （16） he was a bank robber. For one thing, he stole in. For another thing, he wore a mask(面罩).

“This is a holdup,” the man said （17） . He took a gun from his pocket. The （18） made a small sound. “You!” the bank robber said, “Lie down on the floor!” Mr Ackerman lay down. The robber stepped （19） to George’s cage.

“All right,” he said. “Hand it over.”

“Yes, sir,” George reached into his drawer and took all the bills from the top part close to six thousand dollars. He passed them through the window. The robber took them, put them into his pocket, and （20） to leave.

Then, while everyone watched Bank Robber A, Bank Teller B calmly lifted off the top part of the drawer and got the bills from the bottom part into his pockets.

1． A．repaired B．broken C．robbed D．built

2． A．Why not B．What about C．How about D．How is

3． A．money B．capital C．note D．bill

4． A．door B．body C．safety D．bank

5． A. pulled out B．got C．carried out D．kept

6． A. chance B．eason C．excuse D．time

7． A．Of all B．In all C．Above all D．After all

8． A．hands B．desks C．drawer D．control

10． A． perfect B．complete C．easy D．simple

11． A．robbing B．stealing C．keeping D．taking

12． A．telling B．thinking C．insisting D．imagining

13． A．secret B．problem C．thing D．puzzle

14．A．cheerfully B．calmly C．anxiously D．eagerly

15． A．loud B．low C．big D．worrying

16． A．trusted B．recognized C．supposed D．knew

17． A．angrily B．roughly C．firmly D．politely

18． A．robber B．manager C．guard D．customer

19． A．on B．above C．through D．over

20． A．turned B．decided C．signed D．drew

一、1．charged 2．proved 3．cost 4．control 5．successful 6．comfort 7．quality 8．continue 9．advantage 10．positive

参考答案与解析：

1-5 CABDD 6-10 BDACD 11-15 CCBAB 16-20 DBCDA

1．C 从全文看来，整篇围绕着抢银行而展开， A. repair修理；B. “破坏”；D. build，建立，均不合题意。

2．A George作为Central Bank的一个员工，所惊奇的是在全国的银行都被抢劫时，为什么独独他所在的银行没有被抢。

3．B capital “资本，资金”，与题意相符。

4．D 在银行，明显为 bank guard，与前文一直提到的rob相照应。

5．A pull out “掏出，拔掉”。这家银行没有被抢劫，难道是因为他们害怕这个二十年没有掏出枪的老保安？

6．B reason 原因；上文说George想让银行被抢，下文便介绍他这种想法出现的原因。

7．D after all “毕竟”； B. in all 总计；C. above all “首先”。George 想得到所有的钱，显然是不可能的，表示退一步来说的，只有选择D。

8．A under one’s hand “在某人指示下，受某人支配、掌握”。

8．C 靠正常工资难以满足George，所以他想到另一条获得大钱的方法。所以是another way。

10．D 从后面的意思看，他的计划应该是“simple”。

11．C “keep something + done”“使…处于某种情况下”。

12．C insist“坚持”，表示强调。

13． B “万事俱备，只欠东风”。George所考虑的步骤有一个仅有的“问题”，即“Where was Bank Robber A?”

14．A cheerfully “欢悦地，高兴地”，与George当时的心情相配，他考虑了整个计划，想着马上就能实现多钱的梦想，自然高兴异常。

15．B in a low voice“以极低的声音”。

16．D 从下文，那个人破门而入，并戴着面罩，他“知道”是个robber，是断定。

17．B roughly“粗鲁地，粗暴地”，正符合robber的身份，符合语言环境。

18．C 显然与robber相对的，guard的作用突显出来。

19．D step over to 表示动作的趋向。

20．A turn to “转身”。Robber抢了钱，肯定是转身离开，扬长而去。

高一英语课件篇7

第二章探究匀变速直线运动规律

第一、二节探究自由落体运动/自由落体运动规律

记录自由落体运动轨迹

1.物体仅在中立的作用下，从静止开始下落的运动，叫做自由落体运动(理想化模型)。在空气中影响物体下落快慢的因素是下落过程中空气阻力的影响，与物体重量无关。

2.伽利略的科学方法：观察→提出假设→运用逻辑得出结论→通过实验对推论进行检验→对假说进行修正和推广

自由落体运动规律

自由落体运动是一种初速度为0的匀变速直线运动，加速度为常量，称为重力加速度(g)。g=9.8m/s2

重力加速度g的方向总是竖直向下的。其大小随着纬度的增加而增加，随着高度的增加而减少。

vt2=2gs

竖直上抛运动

1.处理方法：分段法(上升过程a=-g，下降过程为自由落体)，整体法(a=-g，注意矢量性)

1.速度公式：vt=v0—gt位移公式：h=v0t—gt2/2

2.上升到最高点时间t=v0/g，上升到最高点所用时间与回落到抛出点所用时间相等

3.上升的最大高度：s=v02/2g

第三节匀变速直线运动

匀变速直线运动规律

1.基本公式：s=v0t+at2/2

2.平均速度：vt=v0+at

3.推论：1)v=vt/2

2)S2—S1=S3—S2=S4—S3=……=△S=aT2

3)初速度为0的n个连续相等的时间内S之比：

S1：S2：S3：……：Sn=1：3：5：……：(2n—1)

4)初速度为0的n个连续相等的位移内t之比：

t1：t2：t3：……：tn=1：(√2—1)：(√3—√2)：……：(√n—√n—1)

5)a=(Sm—Sn)/(m—n)T2(利用上各段位移，减少误差→逐差法)

6)vt2—v02=2as

第四节汽车行驶安全

1.停车距离=反应距离(车速×反应时间)+刹车距离(匀减速)

2.安全距离≥停车距离

3.刹车距离的大小取决于车的初速度和路面的粗糙程度

4.追及/相遇问题：抓住两物体速度相等时满足的临界条件，时间及位移关系，临界状态(匀减速至静止)。可用图象法解题。

第三章研究物体间的相互作用

第一节探究形变与弹力的关系

认识形变

1.物体形状回体积发生变化简称形变。

2.分类：按形式分：压缩形变、拉伸形变、弯曲形变、扭曲形变。

按效果分：弹性形变、塑性形变

3.弹力有无的判断：1)定义法(产生条件)

2)搬移法：假设其中某一个弹力不存在，然后分析其状态是否有变化。

3)假设法：假设其中某一个弹力存在，然后分析其状态是否有变化。

弹性与弹性限度

1.物体具有恢复原状的性质称为弹性。

2.撤去外力后，物体能完全恢复原状的形变，称为弹性形变。

3.如果外力过大，撤去外力后，物体的形状不能完全恢复，这种现象为超过了物体的弹性限度，发生了塑性形变。

探究弹力

1.产生形变的物体由于要恢复原状，会对与它接触的物体产生力的作用，这种力称为弹力。

2.弹力方向垂直于两物体的接触面，与引起形变的外力方向相反，与恢复方向相同。

绳子弹力沿绳的收缩方向;铰链弹力沿杆方向;硬杆弹力可不沿杆方向。

弹力的作用线总是通过两物体的接触点并沿其接触点公共切面的垂直方向。

3.在弹性限度内，弹簧弹力F的大小与弹簧的伸长或缩短量x成正比，即胡克定律。

F=kx

4.上式的k称为弹簧的劲度系数(倔强系数)，反映了弹簧发生形变的难易程度。

5.弹簧的串、并联：串联：1/k=1/k1+1/k2并联：k=k1+k2

第二节研究摩擦力

滑动摩擦力

1.两个相互接触的物体有相对滑动时，物体之间存在的摩擦叫做滑动摩擦。

2.在滑动摩擦中，物体间产生的阻碍物体相对滑动的作用力，叫做滑动摩擦力。

3.滑动摩擦力f的大小跟正压力N(≠G)成正比。即：f=μN

4.μ称为动摩擦因数，与相接触的物体材料和接触面的粗糙程度有关。0

5.滑动摩擦力的方向总是与物体相对滑动的方向相反，与其接触面相切。

6.条件：直接接触、相互挤压(弹力)，相对运动/趋势。

7.摩擦力的大小与接触面积无关，与相对运动速度无关。

8.摩擦力可以是阻力，也可以是动力。

9.计算：公式法/二力平衡法。

研究静摩擦力

1.当物体具有相对滑动趋势时，物体间产生的摩擦叫做静摩擦，这时产生的摩擦力叫静摩擦力。

2.物体所受到的静摩擦力有一个最大限度，这个最大值叫最大静摩擦力。

3.静摩擦力的方向总与接触面相切，与物体相对运动趋势的方向相反。

4.静摩擦力的大小由物体的运动状态以及外部受力情况决定，与正压力无关，平衡时总与切面外力平衡。0≤F=f0≤fm

5.最大静摩擦力的大小与正压力接触面的粗糙程度有关。fm=μ0·N(μ≤μ0)

6.静摩擦有无的判断：概念法(相对运动趋势);二力平衡法;牛顿运动定律法;假设法(假设没有静摩擦)。

第三节力的等效和替代

力的图示

1.力的图示是用一根带箭头的线段(定量)表示力的三要素的方法。

2.图示画法：选定标度(同一物体上标度应当统一)，沿力的方向从力的作用点开始按比例画一线段，在线段末端标上箭头。

3.力的示意图：突出方向，不定量。

力的等效/替代

1.如果一个力的作用效果与另外几个力的共同效果作用相同，那么这个力与另外几个力可以相互替代，这个力称为另外几个力的合力，另外几个力称为这个力的分力。

2.根据具体情况进行力的替代，称为力的合成与分解。求几个力的合力叫力的合成，求一个力的分力叫力的分解。合力和分力具有等效替代的关系。

3.实验：平行四边形定则：P58

第四节力的合成与分解

力的平行四边形定则

1.力的平行四边形定则：如果用表示两个共点力的线段为邻边作一个平行四边形，则这两个邻边的对角线表示合力的大小和方向。

2.一切矢量的运算都遵循平行四边形定则。

合力的计算

1.方法：公式法，图解法(平行四边形/多边形/△)

2.三角形定则:将两个分力首尾相接,连接始末端的有向线段即表示它们的合力。

3.设F为F1、F2的合力，θ为F1、F2的夹角，则：

F=√F12+F22+2F1F2cosθtanθ=F2sinθ/(F1+F2cosθ)

当两分力垂直时，F=F12+F22，当两分力大小相等时，F=2F1cos(θ/2)

4.1)|F1—F2|≤F≤|F1+F2|

2)随F1、F2夹角的增大，合力F逐渐减小。

3)当两个分力同向时θ=0，合力最大：F=F1+F2

4)当两个分力反向时θ=180°，合力最小：F=|F1—F2|

5)当两个分力垂直时θ=90°，F2=F12+F22

分力的计算

1.分解原则：力的实际效果/解题方便(正交分解)

2.受力分析顺序：G→N→F→电磁力

第五节共点力的平衡条件

共点力

如果几个力作用在物体的同一点，或者它们的作用线相交于同一点(该点不一定在物体上)，这几个力叫做共点力。

寻找共点力的平衡条件

1.物体保持静止或者保持匀速直线运动的状态叫平衡状态。

2.物体如果受到共点力的作用且处于平衡状态，就叫做共点力的平衡。

3.二力平衡是指物体在两个共点力的作用下处于平衡状态，其平衡条件是这两个离的大小相等、方向相反。多力亦是如此。

4.正交分解法：把一个矢量分解在两个相互垂直的坐标轴上，利于处理多个不在同一直线上的矢量(力)作用分解。

第六节作用力与反作用力

探究作用力与反作用力的关系

1.一个物体对另一个物体有作用力时，同时也受到另一物体对它的作用力，这种相互作用力称为作用力和反作用力。

2.力的性质：物质性(必有施/手力物体)，相互性(力的作用是相互的)

3.平衡力与相互作用力：

同：等大，反向，共线

异：相互作用力具有同时性(产生、变化、小时)，异体性(作用效果不同，不可抵消)，二力同性质。平衡力不具备同时性，可相互抵消，二力性质可不同。

牛顿第三定律

1.牛顿第三定律：两个物体之间的作用力与反作用力总是大小相等、方向相反。

2.牛顿第三定律适用于任何两个相互作用的物体，与物体的质量、运动状态无关。二力的产生和消失同时，无先后之分。二力分别作用在两个物体上，各自分别产生作用效果。

高一英语课件篇8

运用所学语言，围绕体育活动这一题材，完成教科书和练习册中规定的听、说、写的任务。阅读课文“the olympic games”，认真理解，并完成有关课文内容的练习。

熟练who / which / that / whom以及介词 + whom / which引导的定语从句

i quite like football / i like to skate with my friends / i enjoy watching tv .

i prefer vegetable to meet / my favorite song is “right here waiting” / what’s your favorite ? / which do you prefer , …or…? / i prefer sth .

better do it later / i think it’s better if you do it later / what about going there by bus ? / i prefer to do…

how about a cup of coffe ?

－would you please let me know your address ? －sure . no.5 street .

－will you please give me some fish ? －certainly . / sure . / no problem .

1.do you often have sports at school ? 你在学校常做运动吗？

sport指户外游戏或运动，仅限于体力锻炼，包括娱乐性的及竞赛性的；不以胜负为目的。而game则指有一定规则的.，双方竞争的游戏或运动，既可以是体力运动，也可以是脑力劳动，以输赢为主要目的。sports和games都表示“运动会”，但有大、小之分，如school sports（校运会），the asian games（亚运会），the olympic games（奥运会）

2.which do you prefer , horse riding or shooting ?

prefer意为“宁愿要”或“更喜欢”，与“like…better”意思比较接近，但使用不同。prefer后面可以接名词，不定式或v·ing形式构成动宾结构，还可以用prefer (doing) sth. to (doing) sth .的句型表示比较级，常用句型如下：

▲prefer a to b . 喜欢a胜于b。相当于like a better than b . to为介词，后面可接名词或动词。

①i prefer tea to milk . 我喜欢茶不太喜欢奶。

②he told me he preferred the country life to the city life . 他告诉我，和城市生活相比，他更喜欢乡村生活。

③even on holidays , she prefers doing something to doing nothing . 即使在假日里，她也愿意干点什么事，而不愿意闲着。

▲prefer单独使用时，相当于like very much .后面可接名词、代词、不定式。

①she preferred to work and live with the common people . 她喜欢工作在普通人中间。

②do you prefer staying with your children on holidays ? 你喜欢和孩子们一起度假吗？

▲prefer to do sth. rather than do . 宁愿做…，也不愿做…。

①i preferred to stay behind rather than go with you . 我宁愿留下来不愿和你们去。

②she preferred to write to him rather than telephone him . 她宁愿给他写信也不愿给他打电话。

3.what about wrestling and sailing ? 摔跤和赛舰又怎么样呢？

高一英语课件篇9

一、学习目标：

1．抓住关键句，理解“雅舍”之“陋”以及雅舍之“雅”。

2．理解文句，体会作者的人生旨趣，培养学生乐观、积极的心态。

3．欣赏本文生动、诙谐的语言风格。

1．导入新课：（板书：陋室--雅舍）投影1：《陋室铭》齐读。刘禹锡说：斯是陋室，惟吾德馨。陋室因主人旷达、乐观的人生态度而高雅之气弥漫其中。一千多年后，梁实秋写了散文《雅舍》，那么，这“雅舍”又如何呢？现在，我们就来共同学习欣赏梁实秋的《雅舍》。

《雅舍》全文之精髓便着一“雅”字上，如此“雅致”之文又岂可不读？我们不妨请几位同学来为大家读读。这么有味道的文章，我也忍不住读上两段。

（学生个别朗读1、2、3段，老师范读4、5两段，全班一起读6、7段）

2.正音，出示几个难理解的词语解释（投影3），帮助学生读懂课文内容。

3．此文既题为“雅舍”，则作者写作重点自为“雅舍”，那么大家能否快速浏览第一段，找出一句最能体现“雅舍”特点的语句来？（学生读读，找找，划划）

明确：纵然不能蔽风雨，“雅舍”还是自有它的个性。有个性就可爱，这“个性”两字足以概括雅舍的特点，因而这两字也就成了全文的文眼所在。

3．既然“雅舍”的可爱之处在于它有个性，那么“雅舍”到底具有怎样的个性呢？

提示：综观全文，我们可以发现一个极其有趣的现象，文中所有出现的“雅舍”两字上都标有引号，大家有没有思考过：这引号是否和“雅舍”的个性有关？“雅舍”到底是“雅”还是“陋”呢？

请大家跳读全文，品味雅舍之独特个性。找找雅舍之“陋”与雅舍之“雅”分别体现在哪里？请同学找找体现“雅舍”之陋及“雅舍”之“雅”的语句，并作简要的概括。

小结：这不就是一栋典型的陋室吗？这样一个居所究竟“雅”在何处呢？

（1）若说地点荒凉，则月明之夕，或风雨之夜，亦常有客到，大抵好友不嫌路远，路远乃见情谊。（第2段）

（到如此荒凉之所访友的必是主人的知己，俗话说“人以群分”，这梁实秋乃是典型的文人，这客想必定是雅客，如此一群雅人点缀此居所，何陋之有呢？）

（2） “雅舍”最宜月夜--地势较高，得月较先……此时尤为幽绝。

（面对月夜幽绝之景、细雨生趣之情，我们油然想到的是……这样的情景不就只能用一个字来概括吗？雅）

（4）“雅舍”所有，毫无新奇，但一物一事之安排布置俱不从俗。（第5段）

（好一句不复他求，好一句俱不从俗，屋内陈设简朴却脱俗，而这简朴陈设的内涵便是梁实秋思想情趣之雅，如此雅人才能欣赏雅舍，才能以雅舍命名之。）

小结：可见“雅舍”之“雅”体现在自然风光之雅、陈设脱俗之雅，更体现在主人思想情趣之雅上。

（三）深入思考，体会本文中所蕴藏的作者的人生旨趣。

思考：如此“个性”突出的陋室，作者身居于此却处之泰然，更欣欣然命名为“雅舍”，这其中表现了作者怎样的人生旨趣？我们不妨通过几个难句的理解来体会这种旨趣。

出示（投影5）：

（1）到四川来，觉得此地人建造房屋最是经济。

--经济便体现在砖柱、木头架子、竹蓖墙、泥灰以及孤零零、瘦骨嶙峋、单薄、可怜等词语中，从中我们可以体会到作者的无奈之情。

（2） ……现在住了两个多月，我的'好感油然而生。

--无奈的自嘲式幽默便体现在这里，其实也是一种苦中作乐。

（3） ……我则久而安之。

--坡度甚大，每日由书房走到饭厅是上坡，饭后鼓腹而出是下坡。逼真细腻地再现了房子的简陋和不方便，但作者却以近似于赞美的笔调描绘它，幽默自嘲，别有味道。

（4）比鼠子更骚扰的是蚊子。……在雅舍则格外猖獗……但是我仍安之。

--对现实不满、无奈，但能安然对待，一种豁达心胸也油然突现了。

（5）……试问还有什么法子？洋鬼子住到“雅舍”里，不也是“没有法子”？

--没有直接表示对战争、对生活的不满，转而欣赏清风明月，这便是随遇而安的超脱了。

（6）我此刻卜居雅舍，雅舍即似我家。其实似家似寄，我亦分辨不清。

--梁实秋却能从苦难中寻觅诗意，安然视“雅舍”为家，可见雅舍对于梁实秋已经超出了一种物质的寄托，已然成为了他心灵的家园，精神的依附。这里，梁实秋身上那种豁达平和、苦中作乐、随遇而安的心态体现得非常突出。

（提示：抗战次年，即1938年，梁实秋先生被迫内迁重庆，在那他购平房一栋，命曰雅舍，这一住便是整整八年）

点拨：本文命名为“雅舍”，实际上是记述半山腰的一间陋室。明明是“陋”，却偏要称“雅”，其间自然存在着作者对所处战争年代的无奈，对自己生活环境的自嘲、自讽，但更多得表现了作者随遇而安、豁达乐观、苦中作乐的生活态度。

《雅舍》之所以动人，还因其行文的幽默诙谐。这种语言风格体现在那些文字上？请大家找一找，读一读。

点拨：本文语言风格无外乎典雅清朗而又富于幽默感。文笔轻松洒脱，或自嘲自解，或正话反说，或文白相间，或巧用典故。文中第4段堪称经典。（稍加分析，集体朗读）

据说《雅舍小品》这部散文集至今已经重版了五次，可见其受欢迎的程度。通过这节课的学习、欣赏、品味，我相信《雅舍》这篇散文已经给同学们留下了深刻的印象，同时，老师也希望作者豁达乐观、苦中作乐的生活态度会对同学们今后的人生产生积极的影响。

现在，请同学们自由朗读全文，再次品味文中语言的风格、作者的人生旨趣。

为自己的居室、宿舍取一能够体现其独特个性的“雅”名。

高一英语课件篇10

提问是阅读教学中使用得最频繁的教法之一。目前语文教学中已形成众多流派,不管哪一派都离不开设计问题、提出问题、运用问题,开启学生心智,引导学生理解课文。那么究竟应该如何提问呢?本人认为,要研究阅读教学如何提问,首先要探讨何以要提问。

作为一种教法,提问是师生课堂会话的方式。提问是一种言语行为,属“语用”范畴,提问时使用的问句属“语形”范畴,而问句中包含的问题属“语义”范畴。

二十世纪科学哲学的一个重要成果,是发现智力活动的起点在发现和提出问题。英国科学家波普尔科学发现的模式就是:“问题(1 )--假设(猜测)--验证--问题(2)”。因此, 问题也是教师启发学生, 打开思路,开发智力的钥匙。布鲁纳的“发现法”,第一步设卡,即让学生认识上产生矛盾,发现问题;第二步设法,就是让学生运用已有知识框架或认识结构,在教师点拔下试作解答;第三步验证,如果解答正确,也即动用旧框架同化了新信息,进一步丰富了已有的框架,如果错了则帮助学生调整或转换旧框架,形成新框架 ;第四步小结,即反馈、总结。认识心理学中的“SQ4R阅读方法”,首先是预习或概观,在此基础上即是“提问”,然后精读(阅读、思考),最后是复述和复习,以加深记忆;其主要特征就在于提出问题、回答问题, 对教材进行细致、深化的加工。

阅读理解有不同层次。章熊先生分为:(1 )复述性理解(着眼于表层信息,侧重记忆);(2)解释性理解(通过信息加工, 由表及里、由此及彼,转化为自己的认识);(3 )评价性理解(对文章价值作用评价) ;(4)创造性理解(超越本文,探索新问题,提出新见解)。按章先生的意见,四个层次由低到高排列,而中学阶段的阅读理解应以一、二两项为本(注:《特级教师--专家学者之选》。)。理解的层次不同,问题的层面和提问方法也会有所不同。例如,在低年级使用的谈话法适用于复述性理解,提出反常问题,克服学生思维定势使用于创造性理解。本人认为,狭义的理解应指“解释性理解”,是实现阅读目标的关键,也是阅读智力活动的核心,想象、欣赏、评价、记忆、创造、应用都以此为基础。

西方解释学是关于文本意义的解释和理解的一种理论与方法或哲学,有助于探讨“解释性理解”的本质。解释学认为,阅读是读者和本文的对话、交流。伽达默尔说:“使留传下来的本文成为解释的对象,就意味着它向解释者提出问题,……理解本文也就是理解这个问题”;而“问题的重建变成了我们自己的提问,这种重建可以把本文意义理解为其回答”,“我们这些努力要求理解的人,必须通过自己让本文讲话”(注:《哲学译丛》1986年第三期。)。作为接受者总是以提问者身份出现,而作为本文则以对答者身份出现,双方建立起问答的伙伴关系;而理解就是通过对话、问答而达到“视界融合”的过程。所谓视界是一个从已有知识框架出发所能理解的可能范围,读者不断从自己已有视界出发,进入本文的视界,形成一个既非自己也非本文的新视界,具有新的可能性。达到理解的标准就是解释学家所说的“解释学循环”--整体只有通过理解它的部分才能得到理解,而对部分的理解又只能通过对整体的理解。“解释学循环”有两层意思:

(一)古典解释学认为,作品自身作为整体包括意义、风格、结构等,作品的各部分诸如章节、词句等, 必须放在这个整体中才获得理解与意义;而作品相对于产生它的整个历史文化背景而言,又是这一文化背景的部分,作品必须放在这一历史文化背景的整体关系中才能得到理解。对这一层次的“解释学循环”,钱钟书先生表述得最为清楚:“乾嘉‘朴学’教人,必知字之诂,然后识句之意,而后通全篇之义,进而窥全书之指。虽然,是特一边耳,亦祗初桄耳。复须解全篇之义乃至全书之指(“志”),庶得以定某句之意(“词”), 解全句之意,庶得以定某字之诂(“文”),或并须晓会作者立言之宗尚,当时流行之文风,以及修词异宜之着述体裁,方概知全篇或全书之指归。积小以明大,而又举大以贯小,推末以至本,而又探本以穷末;交互往复,庶几乎义解圆足而免于偏枯,所谓‘阐释之循环’者是矣。”(注:钱锺书《管锥篇》第一册,中华书局出版。)

(二)当代解释学认为,更重要的是解释者的前理解(已有知识框架)形成的视野(整体)与作品(部分 )的关系。读者已有的知识框架是向本文敞开的倾向性,在已有框架引导下进行理解活动,同时也在理解活动中受到检验、调整、修正,使本文的意义显现出来,因此理解决不是消极地复制本文,而是一种“生产性”、 “构成性”的努力。伽达默尔认为,理解永远是由整体(读者的前理解)运动到部分(作品),又回到整体( 读者所达到的新的理解)的理解。而所有部分与整体的和谐状态便是正确理解的标准。

根据当代认知科学研究成果,阅读理解同时存在两种信息加工方式:资料驱策加工和概念驱策加工(注: J.R.安德森《认知心理学》,吉林教育出版社出版。)。“资料驱策加工”是对来自本文的信息加工,本文从低到高有如下分析平面:语音平面、书写平面、词汇语义平面、句法平面、语篇平面和语篇所指平面。对本文各平面从高到低,从低到高的加工相当于“解释学循环”的第一层意思。可是读者的心智并不是一张“白纸” ,本文仅仅是信息的一个来源,其它信息还来源于读者头脑中已有的知识,一个人对有关本文的知识越多,理解效果越好,就能以最短时间、最少努力,有选择地使用最有成效的线索探索文章语义和句法制约关系,从本文中构造出意义,这种加工方式称为“概念驱策加工”。读者头脑中已有的知识相当于解释学家说的“前理解 ”,因此这种加工方式也相当于“解释学循环”的第二层意思。任何认识的发生、发展都是认识的外源因素和认识的内源因素双向作用的结果,阅读也是双向建构,阅读理解要达到两个平衡:作为客观的本文的整体和部分的协调,作为主体认知框架的平衡。

阅读教学中,教师的主导作用在于通过提问,引导学生达到“解释性理解”,起导读作用。这就要遵循“ 解释学循环”的原则,启发学生同时进行两种方式的信息加工,提高理解水平,培养迁移能力。

以上主要从解释学维度讨论了何以要提问,阅读教学中如何提问就有了根据。

课堂提问的组成是阶梯式的:最高层次是“课”,其次是“课段”,再次是“回合”(一次问和答),最低层次是“话步”(教师的“问”和学生的“答”)。

我们先讨论“回合”。教师和学生的对话并没有信息沟,教师提问并不是要从学生那里获得信息,而是要启发学生获得信息或检查学生是否已获得信息。一般会话结构是两话步:一种是A(问)--B(答),A(再问 )--B(再答);一种是A(问)--B(答),B(问)--A(答)。而课堂会话结构是三话步:T(教师问 )--S(学生答)--T(教师评价小结)。第三话步是信息的反馈, 即使有学生能作出正确回答,但不等于所有学生都能回答,应重复学生的回答以面向全体学生。

由回合到课段,提问有一个开始到结束的框架,每次提问都有一个焦点,如何组织一个课段的提问呢?遵循“解释学循环”的原则,大致有两种方式。

(一)由浅入深,由表及里。

1、由表层到深层,由具体到抽象。于漪老师《七根火柴》第21 节的提问设计是:(1)无名战士留给人间的最后话语是什么?(2)无名战士留给人间的最后动作是什么?(这两个是表层问题。)(3 )这些言行显示了他怎样的心灵、怎样的精神?(4)和一般人相比, 他的伟大之处是什么?(这两个是深层问题。)《截肢和输血》第1 节提问:(1)白求恩同志是在怎样的气候下赶路的?(冷)(2)作者怎样描写冷?(这两个是具体的问题)(3)作者着力描写气候寒冷的用意是什么?(这个问题较抽象。)

2、层层深入。如钱梦龙老师《捕蛇者说》第1节的提问:(1 )这种蛇特别,文中用了哪一个字?(“异 ”)(2)“异”在哪里? (归纳为:色、毒、用)(3)作者突出了哪一个?(“毒”)(4)为什么?(陪衬赋敛之毒)(5)为什么永州人民还“争奔走焉”? (将捕蛇和纳税联在一起)后一问句的焦点以上一问句提供的新信息为依托,层层递进。

(二)整体--部分--整体。

本人在教《白杨礼赞》第7节的提问设计是:(1)上一节从外形上写白杨树不平凡,本节从哪一方面赞美白杨树的不平凡呢?(内在气质)(2)作者调动哪些手段赞美白杨树的内在气质?(排比、比喻、拟人、对比、欲扬先抑)(3)“伟丈夫”和“好女子”对比, 这个“好”是什么含义?(美丽)(4)为什么要用这样的对比和隐喻? (突出其壮美,并由赞美树过渡到赞美人)(5 )作者用什么手法进而揭示其象征意义?(反问排比句)(6)这几个排比句之间有什么联系? (由外到内,层层深入)(7)四个反问句句式上有什么变化,

怎样逐步深化点出象征意义?(略)(8)这一节在全文起什么作用? (赞美的高潮所在,精华所在)。

在组织课段提问时,要防止孤立式的提问。一位新教师教读《挖荠菜》第2节提了三个问题:(1)“馋” 是什么意思?(2 )馋到什么程度? (3)饿到什么程度?关键要问:为什么要写馋(突出饿)和写“饿”反映了什么,才能由表及里。

在课堂上,提问的展示由“回合”到“课段”,再到“课”;可是教师在设计提问时是从“课”到“课段

高一英语课件篇11

PERIOD ONE

1 WARMING UP

1) Introduction: unit 3 is about travel.

Do you like traveling?

Where you’ve been?

Would you share with us some of your unforgettable experience?

I’ve been to these places. Can you recognize them? Show some pictures and let students guess where they are.

2) Page 15, WARMING UP ex. 1

Leave nothing behind except your footprints.

Take nothing away except your good memory.

We should always pay attention to our behaviors; otherwise we may damage the environment and ruin the scenery.

3) Page 15, WARMING UP ex. 2

How many means of transportation do you know?

What are their advantages and disadvantages?

4) Page 15, WARMING UP ex. 3

Group discussion: Which mean of transportation would you choose in the following four situations respectively? Think about money, time, security, easiness, sickness, and procedure. Support your idea with reasons.

2 LISTENING

1) Page 15, ex 1

We’re going to listen to 3 boarding calls. They are commonly heard in airports. While listening, please fill in the chart of ex. 1. The information required is flight number, destination and gate number.

Play the tape and check the answer together.

Play the tape again and ask the students to retell the boarding calls.

2) Page 97, LISTENING

Do you know the procedure in the airport? It’s a long process you have to get through. If you were not clear about that, it would take years to finish the procedure. Now look at the six pictures on page 97. They are 6 steps leading your to your flight.

(1) Airport tax

(2) Security check, make sure that you don’t bring anything dangerous onto the plane

(3) Gate

(4) Check-in counter

(5) Security check, check your name

(6) Pick up bags

While listening to dialogue, put them into correct order.

Play the tape and check the answer together.

3) Page 16, ex. 3

We will hear 5 travelers talk about their trips to fill in the chart. The places they are at are not given out directly. We have to guess the answer from the clues.

Play the tape twice and check the answer.

3 SPEAKING (Page 98)

Read the words on the 2 role cards.

Group discussion: brainstorm more supporting details for the 2 different opinions.

4 HOMEWORK

1) Write a report of your group’s ideas. Finally arrive at a conclusion.

2) Preview READING

PERIOD TWO

1 REVIEW

Homework: Pick up some groups to share their conclusion with the class.

2 PRE-REDING

Group discussion:

Why do people travel?

If you go travel, you prefer going with travel agency or by yourself? Why?

If you go by yourself, how could you insure yourself against dangers?

If you go with a travel agency, which factors would you take into account in choosing one?

3 READING

1) Scanning

Scan through the text, and answer 2 questions: what is hiking and what is rafting?

Hiking is a way to travel close to nature on foot.

Rafting is a kind of adventure travel along a stream or river by boat/ in small boats.

2) Explain the structure of the text.

Para 1: why do people travel?

Para 2: what is hiking?

Para 3: basic tips for successful hiking.

Para 4: what rafting is

Para 5: how do you go rafting safely?

3) Wile-reading activity

While reading, fill in the chart on page 18, ex. 2 about the differences

4) Further comprehensive questions

What are the aims for people to travel?

In your opinion, which is the most important one of the given tips for successful hiking?

What’s the origin of the word “whitewater”?

5) Language points

ü Experience (it happens to you or affects you)

People also travel to experience life in other parts of the world. (Verb)

–We experienced SARS in the year of .

–The year of 2003 witnessed SARS.

–Experience sth. at first hand

l A memorable /unforgettable etc experience

l Learn form your experience

l In my experience, these things never last very long. 从我的经验来看

ü Watch out for

Watch out for dangers, such as spiders, snakes or poisonous plants. (to be careful of something)

–While traveling in London, you must watch out for the traffic.

–Watch out for the man in black. (to keep looking and waiting for someone or something)

–Watch out! There’s a car coming.

l The prisoners watched for a chance to escape. (to wait and be ready for sth. 等待)

l Watch the time. 留意时间(to avoid being late)

l Watch your step.

ü Adventurous

Whitewater rafting is more adventurous and difficult than normal rafting. (eager to do exciting or dangerous things)

–Andy is an adventurous cook. (not afraid of trying new things)

–Life is like an adventure. (a kind of experience)

–Nobody ventured to put forward different ideas. (to say sth. though you are afraid of how someone may react to it)

ü As with

As with hiking, you should always think about your safety and wear god clothes.

–As with = as it’s the same with

–As with drawing a picture, you should be patient and careful in doing this job.

–As with running, learning English needs perseverance.

ü Handle (to control the movement of a tool, vehicle etc)

You also need to learn the basic skills of rafting, such as how to handle the raft.

–She is very good at handling difficult customers. (deal with people)

–She could not handle the pressures of her new job. (deal with difficult situation)

l handle (noun) 把手

6) Important phrases

Get away from

Instead of

Get close to

Take exercise

Protect…from

Paddle down

Quiet stream

Life jacket

Unless

4 HOMEWORK

1) P18, post-reading ex1

2) P18, language study, word study

3) P99, practicing, vocabulary 1,2

PERIOD THREE

1 REVIEW

1) P18, post-reading ex1

2) P18, language study, word study

3) P99, practicing, vocabulary 1,2

2 TENSE REVIEW

Work Past Past future Present Future

Simple Worked Would workWas / were going to work Work / works Will workAm/is/are going to work

Continuous Was / were working Would be working Am / is / are working Will be working

Perfect Had worked Would have worked Have / has worked Will have worked

Perfect continuous Had been working Would have been working Have / has been working Will have been working

3 GRAMMAR

1) Page 19, grammar ex1

Group work. And then check the answer together.

2) Presentation

Some present continuous tense is used for future actions. This kind of usage only can be applied to certain verbs. Such as: go, come, leave, get, arrive, meet, see off, take off, return, start, fly, stay, etc.

Eg. The train is leaving in 5 minutes.

Eg. I’m coming soon.

Present tense is also used for future actions. This usage always appears in adverbial clauses introduced by when, if, before, till, until, every time, by the time, as soon as, the moment, etc.

Eg. The class will not be over until we finish all the exercises.

Eg. You will be pretty tired by the time…

Ask the students to make sentences.

3) Page 100, ex 3

4) Page 19, ex 2

Group discussion. Fill in the chart and check the answer together.

5) Demonstrate ex 3

In the past, people read scrolls / books written on paper make from bamboo. Today, people read stories in books or on the Internet. In the future, people will perhaps read books and news on cellphones or in electronic newspapers.

4 INTEGRATING SKILLS

1) Scanning

What is eco-travel?

It’s a form of travel that combines normal tourism with learning.

What are its traits?

It’s a way to protect the environment, namely to travel responsibly. People learn about the world, understand it better, and even make it better. It’s also a way to find out what can be done to help animals, plants, and people.

5 INTEGRATING SKILLS

1) Introduction

The text describes another form of adventure, swimming with dolphins. It explains why people enjoy it and gives tips on how and where to swim with dolphins.

Read through the text and finish P101, ex 1

2) Group discussion

P101, ex 3

Discuss with your partners and fill in the chart.

6 HOMEWORK

1) Page 99, GRAMMAR ex 1

2) Page 19, GRAMMAR ex3

3) Page 21, WRITING Friday one

PERIOD FOUR

1 REVIEW

1) Two new ways of expressing future actions

Page 100, ex 2

2) Homework:

Page 99, GRAMMAR ex 1

Page 19, GRAMMAR ex3

2 REVISE COMPOSITION: Page 21, WRITING Friday one

1) Explain criteria

Tense

Proper usage of words

Proper sentence patterns

Spelling, capitalization, punctuation

Clear time adverbials

2) Change your composition with your partner. Sign your name at the bottom after revising his or her letter.

3) Give the letter back to the writer. And explain your comment to him or her.

4) Hand in your final draft tomorrow.

3 DICTATION

4 CREATVIE WRITING

Put students into groups of 4 to 5.

P101, WRITING

Brainstorm with your partners in class. Try your best to find reasons why they must choose you. Stretch your wits. J

For example: love adventure, love animals, love Australia

5 HOMEWORK

Write the letter.

高一英语课件篇12

1.be used for 被用于… be used as 被用作…

2. It depends. 要看情况而定。

5. make it possible for sb to do sth 使得某人做某事成为可能

7. more than 不仅，多于；

8. add to 增添；增加 add…to… 给…增加…

9. remind sb of/about sth 提醒某人某事

remind sb of doing sth 提醒某人已做过某事

remind that...

10．have an appointment with sb. 和…有预约

keep /break one's appointment 守约／违约

make an appointment with sb. 和…约定

11. obey /break the rules 遵守／违反规定

13. dare not do = don't dare to do 不敢作…(同need)

14. take sth/sb away from… 把….从….带／拿走

14. stay/keep in touch with sb.; /keep track of

16. in case (of an emergency) 万一；以免

17. do whatever he wants to do 想干什么就干什么

19. the negative/positive effect of ….的负面/正面影响

21. (in) the way that/in which… …的方法

The few surviving human beings are being used (in) the way (that) we use machines today.

24. fail to do sth; fail in doing sth 没能做到…

25. force sb to do sth 强迫某人做某事 oblige sb to do sth

27. take steps /measures/action to do sth 采取措施

28. look up the words in the dictionary 在字典上查单词

29. go for a job interview 去面试找工作

35. on the way 在路上 on one’s way to 在去...的路上

in the way 妨碍；挡道 in a way 在某种程度上

by the way 顺便问一下（in）this/that way 这样

the way to do/of doing sth 做...的方法

37. We are still a long way from being able to do sth.

=It will take us a long time to be able to do sth.

38. It is possible (for sb) to do sth

It is likely/possible/probable that...

Sb is likely to do sth.

39. The more we know, the more we can imagine.

越..., 就越....

The more you listen to English, the easier it will become.

The longer you live in this place, the less you will like it.

高一英语课件篇13

creative,decide,image,add to,latest,remind,obey,dare,spend,call of,whatever,material,in the way,survive,allow,defeat,force,instead,succeed,imagine,describe,solve,call phone,mobile,role,

function,behavior,disturb,emergency,wear,shape,rule,wonder,expect,culture

I think …

-What does it looks like?

-It looks like…

decide,word,add to,remind,allow,spend,call for,wear,material,in the way,defeat,force,succeed,

1.decide v.-decision n.

纵向归纳法：

(1)decide to do sth.

We have determined to get the work done before October 1.

(5)be determined to do sth.(determined起形容词作用，说明一种状态，即：坚定不移的决心)

He is a man of few words.(=He doesn't say much.)

There's been no word from her for weeks.

Can I have a few words with you/a word with you?

I heard that they had words with each other.（我听说他们吵嘴了。）

横向比较法：

If you add 5 to 5,you get 10.

She added sugar to her tea.

This adds to our difficulties.

(3)add up to ①（数量）总计……；②（总起来看）说明……

The money I spend every month adds up to 1 000 yuan.

综合运用法：

Can you tell me what five ________,eighty is,boy?

纵向归纳法：

(1)remind sb. (of sth.):提醒……，使……想起……

I've forgotten his name ________ will you remind me of it?

Remind me to write to Mother.

She reminded me that I hadn't written to Mother.

Warn him of the danger.

I wasn't informed of the decision until too late.

The man robbed the old lady of her bag.

纵向归纳法：

We spent our holiday in Beijing.

Would you spend 0 on a new coat?

Would you spend 0 (in) buying a new coat?

横向比较法：

(2)sb.+pay+金钱+for+sth.

I spend 20 yuan on the book/(in) buying the book.

I paid 20 yuan for the book.

The book cost me 20 yuan.

It took me 20 yuan to buy the book.

联系语境法：

Saving the boy ________ him his life.

答案：B “cost”除了指“花费”，还指“使……付出……代价”解。

纵向归纳法：

That chair is in the way.Move it please.

I did the experiment in the way you told me.

I will come to Paris on my way back to England.

Better weather is on the way.

The new machine you ordered is on its way.

He is on the way to success.

In this way,you can get rid of the flies.

Oh,by the way,have you seen John lately?

I came by way of London.

(5)in a way 在某种程度上；in some way(s) 在某（些）方面，在某种程度上

The work is well done in a/some way.

We can in no way allow this to happen.

综合运用法：

（1）________from Paris to London,the plane stopped.

(2)I cooked this ________ you showed me.

(3)________,where is my coat?

(4)Yes,________he has been very successful.

(5)Children get ________ during the holidays.

答案：(1)On the way (2)in the way (3)By the way (4)in a way (5)in the way

纵向归纳法：

Take health for example,it can't be lost.

(2)set an example to sb. 为……树立榜样

Lei Feng set a good example to us.

(3)for example=for instance/for example=e.g.

突破定式法：

改错：Parents should set a good example for their children.

Can you imagine life on the moon?

You can't imagine how I missed the bird.

Try to imagine being on the moon.

横向比较法：

The difficulty is beyond my imagination.

This is imaginative writing.

All the characters in this book are imaginary.

纵向归纳法：

The soldiers forced their prisoners to give up their arms.

I've lost the key to my house,so I'll have to force an entry.（破门而入）

It's foolish to force your foot into a shoe that's too small for you.

Although he was in great pain,he forced a smile.

The force of the explosion broke all the windows in the building.

The thief took the money from the old man by force.

Both land and sea forces were employed in the war.

10.latest adj.

横向比较法：

（1）latest adj. 最新的；也是late(晚,adj./adv.)的最高级，最晚的/地

（2）later adj./adv. 后来（的），过后。也是late的比较级。

(5)later adj. 后者的，后面的 the former（前者），the latter（后者）

(1)I was ________ for the meeting.

(2)His ________ novel(小说) is a great success.

(3)I'll call you again ________.

(4)I haven't seen him ________.

(5)He often sits up ________ at night.

(6)Two visitors came to see me.The former is Lucy and the ________ is Jim.

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