高中高一英语Wish you were here教案设计。
教案课件是我们老师的部分工作，每个老师都需要将教案课件设计得更加完善。尤其是老师想要浓郁课堂氛围，高质量的教案课件是必要的。那大家是不是在为写教案课件发愁呢？在此，你不妨阅读一下高中高一英语Wish you were here教案设计，仅供你在工作和学习中参考。
高一英语Wish you were here教案
M2 U2 Wish you were here-----language points
Welcome scary令人惊恐
be scared at ….对…感到害怕. be scared to do 害怕做… scare away吓跑
1) His idea __scared_____ me. 2) She __was scared ___ at the strange noise.
3) people keep a dog _to scare away________ thieves.
4) He is scared to go out alone at night 他害怕晚上出去。
5) It was a __scary___ story and children were scared_____ after they heard it.
7. up close
close: adj(时间，空间上)接近;亲密的;仔细的，严密的 adv靠近地 常与to连用
closely : adv 仔细地,严密地
Our new house is __close___to the school. Jane and I are __close____ friends.
It was raining heavily. Little Mary felt cold, so she stood _close_____to her mother.
She stood__close___ to her teacher so that she could watch__closely___.
The policeman examined his room__closely___.
Our health is closely related to (和…紧密相关)our diet.
8. tire vt. 使劳累/使厌倦 adj. tired 困倦的，厌烦的; tiring 令人厌烦的
be tired of ….厌倦… be tired from/with…因…疲劳
Too much work tired me (out)._____太多的工作使我筋疲力尽。___
I was tired from/with too much work._____我因为太多的工作而劳累。_______
He was very talkative and I was tired of talking with him.__他太健谈了，我厌倦和他讲话。__
His speech was tiring. I can’t put up with it. 他的演讲令人厌烦。 我无法忍受下去了。
9.It’s the biggest desert in the world--the size of the US.
the size of the US= as large as the US= the same size of the US
倍数表达法 A is once/twice/three times … as +原级+as +B
A is once/twice/three times … 比较级+than B
A is once/twice/three times … the +名词(size/ length) of B
新图书馆是老图书馆的4倍大。(3种表达)
The new library is four times as large as the old one.
The new library is three times larger than the old one.
The new library is four times the size of the old one.
9. The sun can be so brilliant that you’ll need to keep covered or you’ll get burnt.
get done 表被动
(1) His car got stolen (steal)at the weekend.
(2) Our car gets cleaned (clean) about once every two month.
(3) She got paid (pay) before she went on a holiday.
Word power, Grammar, Task
10. 强调句型 基本形式为：It is/was +强调部分+that+其他部分
强调部分可以是句子的主语，宾语，状语，状语从句等。
其特征是去掉It is/was…that…句子依然成立。
Eg. It is in the garden that his party will be hold.
It is Tom that/who helped us in the accident.
It was because his father changed his job that they moved to California.
是他昨天送那个男孩回家的。 It was he that sent the boy home yesterday.
是上个星期天小张买了辆车。 It was last Sunday that Xiaozhang bought a car.
是因为他妈妈生病他昨天没来上课It was because his mother was ill that he didn’t come to school yesterday.
是直到他回来我们才知道这个消息It was not until he came back that we knew the news.
11. total adj. 完全的，全然的， 全部的， 总计的
It’s a total failure ._这是一次彻底的失败. The room is in total darkness.__房间里一片漆黑。
Can you tell me the total number? 总数
n.总数，总计
What does the total come to?__总共有多少___There are 50students in total.__总共50名学生。
project
12. reach: v/n够得着，延伸，达成
(1) Vt. We reached Beijing to reach an agreement yesterday__到达 ____;达成(协议)
到达某地：reach sp.= arrive in/at sp.=get to sp.
Can you reach the book for me? __拿______
You letter reached me yesterday. __寄到_____
Vi. The land reaches as far as the river.________延伸 _______________
比较：The baby reached for the apple but he couldn’t reach it.
reach for 伸手去拿(不强调结果); reach 拿到; reach out for 设法抓住(拿到)
(2) n. 够到
out of one’s reach 够不着
beyond the reach of sb. =out of the reach of sb.某人手够不到的地方
within one’s reach某人手够到的地方
He reached out for the book on the shelf, but failed. = The book on the shelf was beyond /out of his reach.
13.view视野;风景，景色;观点
The house has a view over the sea.__视野______
You can get a good view of the city from the tower.___景色_______
What’s your view on school punishment? ____观点_____
14. tower vi 高耸，屹立
He is the tallest in class; that’s to say, he towers over/above any other boy._远比…高
He did best in that exam. He towered over/above his classmates._____ 远比…好
15. surround v. 环绕;围绕;包围 surroundings n. 复数 周围的环境
Tall trees surround the lake.
The lake is surrounded with /by tall trees.
The police surrounded the house./The house was surrounded with the police.
With the mountains __surrounding____the village, it is not easy for villagers to go to town to buy things.
___Surrounded_____by the students, the teacher explained the problems patiently.
16. harmony n. 调和,一致;和谐 in harmony 和睦地;和谐地harmonious adj 和谐的
be in harmony with 和……一致，和谐
be out of harmony with 与……不一致
live/work in (perfect) harmony 一起生活，工作得(十分)融洽
人类应该和大自然和谐相处。 Human beings should live in (perfect) harmony with nature.
他们之间不和谐， 经常吵架。 They are out of harmony with each other. They often quarrel.
他们一起工作十分融洽。 They work in perfect harmony.
17. In this perfect world lived people who had discovered how to stay young forever.
(1)完全倒装句: 表示位置，位移的副词及介词短语充当的状语位于句首;
在以here, there, out, up, down, away, now 等副词位于句首而且主语是名词时，用倒装
From the window came the sound of music. The sound of music came from the window(正常语序)
一位老人坐在树下。 Under a tree sat an old man。
There comes the bus.____车来了__________
门口站着一个小男孩。Standing at the gate is a little boy
(2) perfect: adj. 完美的， 极好的 be perfect in 精通……
Nobody is perfect. 人无完人。 熟能生巧。practice makes perfect
18. form v. 形成;组成;构成;养成
form sth (from) form the habit of 养成……习惯
n. form 形式;外形;格式，表格
in the form of 以 ……形式
这个女孩养成饭前洗手的好习惯。The girl formed the habit of washing hands before meals. 这个集训是以讲座的形式。The training is in the form of lectures.
19. be covered with 被 覆盖 cover v.
(1)报道,采访 The journalist is covering the Olympic Games in Beijing.
(2)走完(一段路程)The Red Army covered 25,000 li on their Long March.
(3)占有(多少面积) The city covers an area of ten square miles.
(4)足以支付，够付 Will 10,000 dollars cover the bill?
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高中高一英语《Why do you do that》教学设计
教学目标
教学目标 与要求
通过本单元教学，使学生学会使用表示目的用语，并运用到日常交际。复习一般现在时，一般过去时和含有情态动词的被动语态的用法。使学生学会写种植西红柿的过程。
教学的重点和难点
Words and expressions
burn, free, operate, obey, punish, so that, in order to, make sure, stop. . . (from) doing
Daily expressions
1）I’ll keep the box in the shade so that the sun doesn’t bum the little plants．
2）I’ll water them to stop the soil getting too dry．
Grammar
1.Ways of expressing purposes
2.Revision of the passive Voice
教学建议
能力训练
1．利用对话、课文，组织学生进行听、说、读、写的训练。
2．利用新单词、词组及日常交际用语，组织学生造句、编对话、叙述课文、表达思想等。
德育教学
通过对话和课文的学习，唤起学生对大自然的爱心，使他们认识到保护环境的重要性。
互动活动
1、听、读 2、问答练习3、造句4、编演对话5、讨论6、复述课文7、讲故事
听力建议
1．建议教师在听之前，大概介绍所听材料的内容或背景知识，这样学生们能够抓住要点，同时教师也为了让学生们理解得更清楚，也可提前把问题写在黑板或让学生们先看问题，然后听磁带。
2．在20课131页的听力练习，主要内容讲解一对英国夫妇的农场，教师在放磁带之前，让学生们看一看每道练习题的大致问的内容，放完一遍后，教师可问一到两个学生农场的概况，然后教师根据问题的内容在分别放磁带。
口语建议
1、教师坚持用英语组织课堂教学的方向，尽量给学生创造英语的真实情景。帮助学生听懂课堂用语和日常交际用语。
2、本单元是对于表示目的一些交际用语，教师可以按以下程序：看、听老师演示→听录音→ 训练学生典型句型→ 读课文 → 学生运用。
教材分析
本单元的内容是围绕播种，植树这一题材，让学生了解植树造林的意义。日常交际用语运用了陈述目的基本表达法，同时在对话及课文阅读中使用了主要词汇的用法，如;shade, in order to, in fact, stop, cut down, known down等。同时本单元出现的语法重点是复习被动语态及表示目的句型结构。
教学重点难点
take, bring, carry, fetch
这四个动词都有“带”的意思，但动作的方向不同。
1）take意为“拿去，带去”，如图所示：
It’s going to rain. You’d better take your umbrella with you. 要下雨了，你带上雨伞。
2）bring意为“带来，拿来”，如图所示：
Bring me the newspaper, please．请把报纸给我拿来。
3）carry意为“携带”，无方向性。如：
He always caries a small notebook in his pocket．他口袋里老是带着一个小笔记本。
4）fetch意为“去拿来”，如图所示： 含有一去一来的意思。
如：people had to walk many kilometers in order to fetch wood．人们要砍柴得走很远。
burn v．－－烧毁，焚毁．烧伤；（由酸类）灼伤；燃烧（以取火或热）
l）此词指正在燃烧的状态而不表示“点燃”的动作，“点燃”一词应是light。
I will keep the box in the shade so that the sun doesn't burn the little plants．我将把盒子放在阴凉处以防太阳晒坏小苗。
The two men had their limits burning all night long in order that everyone might see how hard they were working on the Emperor’ s new clothes. 这两个人点了一夜灯以便让大家知道 他们赶做皇帝的新装是多么卖力。
2）对其过去式、过去分词有两种形式burned，burned或burnt，burnt。但是过去分词burnt常用作adj.，如
He took a burnt stick up from the ground．他从地上捡起一个燃烧过的棍子。
强调动作时多用burned，其后常接宾语。
They had burned all the old letters before they left．他们在离开前把所有的信都烧了。
feed．作为食物喂养；以……为食
In fact they grow better if you feed them. 事实上如果你们喂养他们，他们就能生长得更好。
She feeds her baby on (with) cows’ milk. =She feeds cows’ milk to her baby.
The sheep feed chiefly on grass. 羊主要以草为食。
soil, earth, ground ,land 和 field的区别
earth作“泥土”解，与soil通用。它还可以作“地球，大地”解，相对于天空而言，如：
He filled the hole with earth. 他用泥土填洞。
soil 指土壤，耕地，国土等。
Soil is earth in which flowers, trees and other plants can grow. 土壤是花草、树木及其他植物得以生长的泥土。
land 指相对于大海而言的“陆地”，也可以指土地、 国土等。
After along journey, they found the rich land. 经过长途跋涉，他们找到了这块沃土。
ground主要指地面、地板（floor）,也可指田地（与land可通用），如：
There is a large play ground in front of our building.在我们楼前有一个大操场。
field指田地、原野、场地（=ground）。如：
They are working in the fields. 他们正在地里干活。
The rest are left to grow even taller. 余下的被留下来以让它们长得更高。
1）the rest作“剩余部分，其余”讲。它作主语时，其谓语动词的数要依据它所指代的名词的数来确定。例如：
The rest of the money was left to his son. 剩余的钱留给他儿子。
Only Tom is in the classroom. The rest of the students are still at play.只有汤姆在教室里。其余的学生还在玩。
2）句中的副词even修饰比较级taller, 它没有实际意义，只起加强语气的作用。可用来修饰形容词或副词比较级的词或短语还有much, far, still, rather, a lot, a great, deal, a little, a bit等。例如：
It’s a bit cold today. 今天有点冷。
His book is far more interesting. 他的书更加有趣。
so that he can catch the first bus.
in order that he can catch the first bus.
so as to catch the first bus.
in order to catch the first bus.
to catch the first bus.
本单元重点的语法项目是表示目的的方式，下面将表示目的的几种方式归纳如下。
1、动词不定式（包括 so as to，in order to）。
2、用so that和 in order that引导目的状语从句，从“句中一般含有情态动词can，could，may，might等。下面以“为了能赶上第一班车，他每天都起得很早”为例。
He gets up early every morning
以上是用肯定句结构。
用否定结构，注意“不定式的否定结构在to前加not; so that/ in order that 只有在主句主语和从句主语一致的情况下可以换成 so as to／in order to；in order to可放于句首，so as to则不可）
so that he can’t miss the first bus.
in order that he can't miss the first bus.
so as not to miss the first bus.
in older not to miss the first bus.
so that也可用来引导结果状语从句。在so that引导的结果状语从句中，谓语动词前不用情态动词，主从句间可有逗号隔开。例如：
Everyone said no, so that the plan was dropped. 大家都反对，计划就不再讨论了。
cut down, cut in, cut off与cut out的区别
cut down意为砍倒，削减，指将树砍倒或裁军
to cut down a tree with an axe 用斧头把树砍倒
cut in 意为打断，指从语言中打断
Don't cut in while I'm talking. 我说话时别插嘴。
cut off意为“切断、切下”指切断电源，水源，煤气等。
He cut off the gas when a fire breaks out.
cut out意为切下，删下，指删掉，剪下文章等。
He cut out an article from the newspaper.
教学设计方案 Lesson 17
一、Teaching Aims
1. To learn how to plant things from this dialogue.
2. To learn to use the following useful words and expressions.
Burn, so that, stop. . . (from) doing, make. . . do
3. To make sure that the students can act out the dialogue publicly and that they can make a similar dialogue.
二、Teaching procedures
Step 1Revision
1.Check the homework exercises
2.Ask some Ss to read aloud the travel diary
Step 2 presentation
T: We have many kinds of flowers on our campus which make our school very beautiful. But do you know how to plant flowers?
possible answers: First dig a hole in the earth. put some flower seeds in the hole. Cover the hole with some soil and then water it.
Then tell the Ss that in this period we are going to learn how to plant things.
Step 3 listening
1. The Ss to listen to the tape with the books closed.
Ask this question: Where is Mum sowing cabbage?
2. Allow the Ss to listen to the tape again. Ask the following questions.
1) Why does Mum keep the box in the shade?
Answer: Mum keeps the box in the shade so that the sun doesn’t burn the little plants.
2) What will make the cabbage plants grow big and strong?
Answer: The powder
Step 4 Reading
Ask them to try to match the pictures with the steps.
1. put some soil in the box.
2. Sow the seeds and cover them with more soil.
3. Keep the box in the shade.
4. put the plants in the earth and water them.
5. plant them in rows in the field.
6. Feed them with some powder.
Step 5 practice
1. Let the Ss read the dialogue twice in pairs.
2. Ask the Ss to make a similar dialogue with the following topics.
How to plant tomatoes. How to plant potatoes.
How to plant peanuts. How to plant sunflowers.
How to plant cucumbers How to plant eggplants.
Step 6 Language points
T gives the Ss the language points and further explains them
cabbage seed, so that, stop the soil from getting too dry, like you feed chickens
Step 7 Workbook
1. Do part 2. on page 17 in the textbook. Here we will deal with the grammar: to express one’s purpose with the phrase “to do”.
Step 8 Summary and further practice
1. Summary
Go over the useful words and expressions and make sure the Ss have learnt how to use them.
2. Ask the Ss to make some other dialogues in which there is the phrase “to do” to express one’s purpose.
possible topics:
Why do you like collecting stamps?
Why do you like the pop music?
Step 9 Homework
Wb Lesson 17 Ex. 1,2 and 3.
教学设计方案Lesson 1８
一Teaching Aims
1. To help the Ss to understand the text completely.
2. To help the Ss to know how to skim the text to find the general idea and to help them to scan the text to locate specific information quickly.
3. To help the Ss to recognize the importance of good environment.
二Teaching procedures
Step 1 Revision
1.Check the homework exercises.
2.Revise how to grow a plant. Get the Ss to tell you the process.
Step 2 Introduction
1.T: Today we are going to read about some village people. They decided to grow some new trees. Let's find out why.
2.Ask the Ss to look at the pictures and ask the following questions.
1)What are the women doing?
2)Can you guess why the housewives are planting trees?
Step 3 Listening
1 T plays the tape twice. and try to understand the text at last
2.After that, ask them some questions below.
1)Was it easy for the village people of Tansa to fetch wood in the past? How do you know?
2).Is the programme of planting trees operated by men or women in this area?
Answers:1).It was very difficult for them to do so. They had to walk many kilomeres in order to fetch wood.
2).By women in this area.
Step 4 Reading
1. T gives the Ss 10 minutes to read loudly and carefully, then T draws two columns on the Bb: Get Ss to answer what has changed in the past few years or today?
Answers:
In the past
No trees left; people walked a long way to fetch wood; when it rained, the soil was carried away; no new trees were planed
Today
forest programme; plant thousands of trees; people are not allowed to cut down small trees; everyone looks after the forests; the forests have grown, larger and better.
2.Ask the Ss to discuss this question in groups. What do you think of the women in Tangsa?
Answers:
They have a strong sense of responsibility. They are foresighted and hardworking. They know the importance of forests. They are willing to do things for other people.
Step 5 Discussion
1. Ask the Ss to discuss the fallowing question in groups.
If you are one of the villagers, what will you do?
2. Ask the Ss to discuss the importance of forests and ask this question: Why should we protect the environment and reduce the pollution?
Step 6 Workbook
Read the text again and try to answer the questions of Ex. 1 on page 78
Step 7 Language points
T deal with any difficult points at this stage. For examples:
obey, cut down , carry away, forest programme, so on.
Step 8 Homework
1. Do Ex. 2and3on page 78
2. Retell the text.
3. Tell a story about protecting the environment.
探究活动
教师组织学生们进行讲述自己种植蔬菜，花和树木的经过，教师可给学生们种植西红柿的简单过程，如：
First put some soil in a box, sow the seeds carefully, and then cover them with more soil. After that keep the box in the shade so that the sun does not burn the little plants. Later ,after a few week’s time put the little plants in the earth. Don’t forget to water them, so that the soil will not be too dry.
高中高一数学对数函数教案设计
教学目标：①掌握对数函数的性质。
②应用对数函数的性质可以解决：对数的大小比较，求复合函数的定义域、值 域及单调性。
③ 注重函数思想、等价转化、分类讨论等思想的渗透,提高解题能力。
教学重点与难点：对数函数的性质的应用。
教学过程设计：
⒈复习提问：对数函数的概念及性质。
⒉开始正课
1 比较数的大小
例 1 比较下列各组数的大小。
⑴loga5.1 ,loga5.9 (a>0,a≠1)
⑵log0.50.6 ,logЛ0.5 ,lnЛ
师：请同学们观察一下⑴中这两个对数有何特征?
生：这两个对数底相等。
师：那么对于两个底相等的对数如何比大小?
生：可构造一个以a为底的对数函数，用对数函数的单调性比大小。
师：对，请叙述一下这道题的解题过程。
生：对数函数的单调性取决于底的大小：当0
调递减，所以loga5.1>loga5.9 ;当a>1时，函数y=logax单调递
增，所以loga5.1
板书：
解：Ⅰ)当0
∵5.1<5.9 ∴loga5.1>loga5.9
Ⅱ)当a>1时，函数y=logax在(0，+∞)上是增函数，
∵5.1<5.9 ∴loga5.1
师：请同学们观察一下⑵中这三个对数有何特征?
生：这三个对数底、真数都不相等。
师：那么对于这三个对数如何比大小?
生：找“中间量”， log0.50.6>0，lnЛ>0，logЛ0.5<0;lnЛ>1，
log0.50.6<1，所以logЛ0.5< log0.50.6< lnЛ。
板书：略。
师：比较对数值的大小常用方法：①构造对数函数，直接利用对数函
数 的单调性比大小，②借用“中间量”间接比大小，③利用对数
函数图象的位置关系来比大小。
2 函数的定义域, 值 域及单调性。
例 2 ⑴求函数y=的定义域。
⑵解不等式log0.2(x2+2x-3)>log0.2(3x+3)
师：如何来求⑴中函数的定义域?(提示：求函数的定义域，就是要使函数有意义。若函数中含有分母，分母不为零;有偶次根式，被开方式大于或等于零;若函数中有对数的形式，则真数大于零，如果函数中同时出现以上几种情况，就要全部考虑进去，求它们共同作用的结果。)生：分母2x-1≠0且偶次根式的被开方式log0.8x-1≥0，且真数x>0。
板书：
解：∵ 2x-1≠0 x≠0.5
log0.8x-1≥0 ， x≤0.8
x>0 x>0
∴x(0,0.5)∪(0.5,0.8〕
师：接下来我们一起来解这个不等式。
分析：要解这个不等式,首先要使这个不等式有意义，即真数大于零，
再根据对数函数的单调性求解。
师：请你写一下这道题的解题过程。
生：<板书>
解： x2+2x-3>0 x<-3 或 x>1
(3x+3)>0 , x>-1
x2+2x-3<(3x+3) -2
不等式的解为：1
例 3 求下列函数的值域和单调区间。
⑴y=log0.5(x- x2)
⑵y=loga(x2+2x-3)(a>0,a≠1)
师：求例3中函数的的值域和单调区间要用及复合函数的思想方法。
下面请同学们来解⑴。
生：此函数可看作是由y= log0.5u, u= x- x2复合而成。
板书：
解：⑴∵u= x- x2>0, ∴0
u= x- x2=-(x-0.5)2+0.25, ∴0
∴y= log0.5u≥log0.50.25=2
∴y≥2
x x(0,0.5] x[0.5,1)
u= x- x2
y= log0.5u
y=log0.5(x- x2)
函数y=log0.5(x- x2)的单调递减区间(0,0.5]，单调递 增区间[0.5,1)
注：研究任何函数的性质时，都应该首先保证这个函数有意义，否则
函数都不存在，性质就无从谈起。
师：在⑴的基础上，我们一起来解⑵。请同学们观察一下⑴与⑵有什
么区别?
生：⑴的底数是常值，⑵的底数是字母。
师：那么⑵如何来解?
生：只要对a进行分类讨论，做法与⑴类似。
板书：略。
⒊小结
这堂课主要讲解如何应用对数函数的性质解决一些问题，希望能
通过这堂课使同学们对等价转化、分类讨论等思想加以应用，提高解题能力。
⒋作业
⑴解不等式
①lg(x2-3x-4)≥lg(2x+10);②loga(x2-x)≥loga(x+1),(a为常数)
⑵已知函数y=loga(x2-2x)，(a>0,a≠1)
①求它的单调区间;②当0
⑶已知函数y=loga (a>0, b>0, 且 a≠1)
①求它的定义域;②讨论它的奇偶性; ③讨论它的单调性。
⑷已知函数y=loga(ax-1) (a>0,a≠1),
①求它的定义域;②当x为何值时，函数值大于1;③讨论它的
单调性。
5.课堂教学设计说明
这节课是安排为习题课，主要利用对数函数的性质解决一些问题，整个一堂课分两个部分：一 .比较数的大小,想通过这一部分的练习，
培养同学们构造函数的思想和分类讨论、数形结合的思想。二.函数的定义域, 值 域及单调性，想通过这一部分的练习，能使同学们重视求函数的定义域。因为学生在求函数的值域和单调区间时，往往不考虑函数的定义域，并且这种错误很顽固，不易纠正。因此，力求学生做到想法正确，步骤清晰。为了调动学生的积极性，突出学生是课堂的主体，便把例题分了层次，由易到难，力求做到每题都能由学生独立完成。但是，每一道题的解题过程，老师都应该给以板书，这样既让学生有了获取新知识的快乐，又不必为了解题格式的不熟悉而烦恼。每一题讲完后，由教师简明扼要地小结，以使好学生掌握地更完善，较差的学生也能够跟上。
湘教版高中高一数学对数函数教案设计
教学目标：①掌握对数函数的性质。
②应用对数函数的性质可以解决：对数的大小比较，求复合函数的定义域、值 域及单调性。
③ 注重函数思想、等价转化、分类讨论等思想的渗透,提高解题能力。
教学重点与难点：对数函数的性质的应用。
教学过程设计：
⒈复习提问：对数函数的概念及性质。
⒉开始正课
1 比较数的大小
例 1 比较下列各组数的大小。
⑴loga5.1 ,loga5.9 (a>0,a≠1)
⑵log0.50.6 ,logЛ0.5 ,lnЛ
师：请同学们观察一下⑴中这两个对数有何特征?
生：这两个对数底相等。
师：那么对于两个底相等的对数如何比大小?
生：可构造一个以a为底的对数函数，用对数函数的单调性比大小。
师：对，请叙述一下这道题的解题过程。
生：对数函数的单调性取决于底的大小：当0
调递减，所以loga5.1>loga5.9 ;当a>1时，函数y=logax单调递
增，所以loga5.1
板书：
解：Ⅰ)当0
∵5.1<5.9 ∴loga5.1>loga5.9
Ⅱ)当a>1时，函数y=logax在(0，+∞)上是增函数，
∵5.1<5.9 ∴loga5.1
师：请同学们观察一下⑵中这三个对数有何特征?
生：这三个对数底、真数都不相等。
师：那么对于这三个对数如何比大小?
生：找“中间量”， log0.50.6>0，lnЛ>0，logЛ0.5<0;lnЛ>1，
log0.50.6<1，所以logЛ0.5< log0.50.6< lnЛ。
板书：略。
师：比较对数值的大小常用方法：①构造对数函数，直接利用对数函
数 的单调性比大小，②借用“中间量”间接比大小，③利用对数
函数图象的位置关系来比大小。
2 函数的定义域, 值 域及单调性。
例 2 ⑴求函数y=的定义域。
⑵解不等式log0.2(x2+2x-3)>log0.2(3x+3)
师：如何来求⑴中函数的定义域?(提示：求函数的定义域，就是要使函数有意义。若函数中含有分母，分母不为零;有偶次根式，被开方式大于或等于零;若函数中有对数的形式，则真数大于零，如果函数中同时出现以上几种情况，就要全部考虑进去，求它们共同作用的结果。)
生：分母2x-1≠0且偶次根式的被开方式log0.8x-1≥0，且真数x>0。
板书：
解：∵ 2x-1≠0 x≠0.5
log0.8x-1≥0 ， x≤0.8
x>0 x>0
∴x(0,0.5)∪(0.5,0.8〕
师：接下来我们一起来解这个不等式。
分析：要解这个不等式,首先要使这个不等式有意义，即真数大于零，
再根据对数函数的单调性求解。
师：请你写一下这道题的解题过程。
生：<板书>
解： x2+2x-3>0 x<-3 或 x>1
(3x+3)>0 , x>-1
x2+2x-3<(3x+3) -2
不等式的解为：1
例 3 求下列函数的值域和单调区间。
⑴y=log0.5(x- x2)
⑵y=loga(x2+2x-3)(a>0,a≠1)
师：求例3中函数的的值域和单调区间要用及复合函数的思想方法。
下面请同学们来解⑴。
生：此函数可看作是由y= log0.5u, u= x- x2复合而成。
板书：
解：⑴∵u= x- x2>0, ∴0
u= x- x2=-(x-0.5)2+0.25, ∴0
∴y= log0.5u≥log0.50.25=2
∴y≥2
x x(0,0.5] x[0.5,1)
u= x- x2
y= log0.5u
y=log0.5(x- x2)
函数y=log0.5(x- x2)的单调递减区间(0,0.5]，单调递 增区间[0.5,1)
注：研究任何函数的性质时，都应该首先保证这个函数有意义，否则
函数都不存在，性质就无从谈起。
师：在⑴的基础上，我们一起来解⑵。请同学们观察一下⑴与⑵有什
么区别?
生：⑴的底数是常值，⑵的底数是字母。
师：那么⑵如何来解?
生：只要对a进行分类讨论，做法与⑴类似。
板书：略。
⒊小结
这堂课主要讲解如何应用对数函数的性质解决一些问题，希望能
通过这堂课使同学们对等价转化、分类讨论等思想加以应用，提高解题能力。
⒋作业
⑴解不等式
①lg(x2-3x-4)≥lg(2x+10);②loga(x2-x)≥loga(x+1),(a为常数)
⑵已知函数y=loga(x2-2x)，(a>0,a≠1)
①求它的单调区间;②当0
⑶已知函数y=loga (a>0, b>0, 且 a≠1)
①求它的定义域;②讨论它的奇偶性; ③讨论它的单调性。
⑷已知函数y=loga(ax-1) (a>0,a≠1),
①求它的定义域;②当x为何值时，函数值大于1;③讨论它的
单调性。
5.课堂教学设计说明
这节课是安排为习题课，主要利用对数函数的性质解决一些问题，整个一堂课分两个部分：一 .比较数的大小,想通过这一部分的练习，
培养同学们构造函数的思想和分类讨论、数形结合的思想。二.函数的定义域, 值 域及单调性，想通过这一部分的练习，能使同学们重视求函数的定义域。因为学生在求函数的值域和单调区间时，往往不考虑函数的定义域，并且这种错误很顽固，不易纠正。因此，力求学生做到想法正确，步骤清晰。为了调动学生的积极性，突出学生是课堂的主体，便把例题分了层次，由易到难，力求做到每题都能由学生独立完成。但是，每一道题的解题过程，老师都应该给以板书，这样既让学生有了获取新知识的快乐，又不必为了解题格式的不熟悉而烦恼。每一题讲完后，由教师简明扼要地小结，以使好学生掌握地更完善，较差的学生也能够跟上。
高中高一英语《English programmes》教学设计
教学目标
Teaching Aims and Demands
本单元的教学目标 是使学生熟练掌握有关提出建议的常用语句，并运用到日常交际中，学习并掌握动词不定式作主语的用法。通过对课文的学习，了解有关英语广播电视节目的一些常识。
Difficult and important teaching points
1．单词和词组
advice, special, do receive ,go with, write to, pick up, such as
2．日常交际用语与句型
1）That’s easier said than done.
2) Thanks. I must try to do that.
3) Do you think that would help?
4) You’d better find an English pen friend.
5) Why not…?
6) Why don’t you…?
7) I’m sure…
8）The more …, the…
9）find + n. + adj.
10）be of help
3．语法
学习动词不定式作主语的用法。
教学建议
对话建议
在Lesson 45对话中，建议教师围绕如何提高学生听英语的技能的话题以及给学生播放一些英语节目为主要内容，如：
方法一、教师给学生播放BBC，VOA及CRI等英语广播作为导入 课。
方法二、教师组织学生观看视频内容，进行问答练习，用Why not…You’d better….Why don’t you…. 组织造句。
方法三、教师提供给学生一些话题，进行口语练习，如：在听、说、读、写方面如何给出一些建议和方法等。
课文分析
本篇课文从内容上讲述了英语广播和电视节目的一些常识，而且本课着重介绍英国BBC英语广播、学习英语节目，如：语法，书面语和口语的差别，另外介绍中国中央电视台和广播电台的英语节目。在关键词语中，运用了不定式作主语，a short-wave radio, pick up等。
重点和难点
辨析cost, spend与pay
a. cost (cost, cost)的主语是“物”或“事”，表示“花费”“耗费”；
The book cost me ten yuan.
b. spend （spent, spent）主语是“某人”，后接“钱”“时间”“精力”.
She spends a lot of money on clothes.
c. pay (paid, paid)主语是“某人”后接“钱”，表示“支付”之意.
I paid two hundred yuan for the bike.
辨析advice与advise
a. advice 为不可数名词，可用some, much, a little, a piece of等修饰，但不可说an advice 或many advices. 常与动词give, take, follow, ask for等连用。
Let me give you a piece of advice.
b. advise 为动词，常用于以下结构中：
I advise waiting here. (动名词作宾语)
They advise me not to do that. (不定式作宾语补足语)
I advise that she (should) go there at one. (接宾语从句)
辨析look for, find, find out
1）look for (v. + prep.) “寻找”，指寻找的动作，未说明是否能找到，是延续性动词。
—What are you looking for?
—I am looking for my watch.
2）find “找到”“发现”，指找到、发现的结果，是终止性动词。
Have you found the book you need?
3）find out (v. + adv.) “打听出”“查询出”，指经过打听询问后得知。
—What time is the plane taking off?
—I don’t know but I can go and find it out.
辨析another day和the other day
1）another day 可表示近期将来的某一天，意为“改天”，也可表示过去或状态延续的“又一天”。它在句中作状语。
She says she is coming another day instead of today.她说她今天不来，改天来。
2）the other day 指“前几天”，“几天前”，一般用于过去时，如：
I met her in the hospital the other day. 前几天我在医院碰见过她。
辨析on the air, in the air ,by air 和 in the open air
on the air 意为“（正在）广播，播送”。
What's on the air now? 正在广播什么？
in the air指“在空中”
Some kites are flying in the air. 一些风筝在空中飞舞。
by air意为“乘飞机；通过航空”(=by plane).
They often travel by air. 他们经常坐飞机旅行。
in the open air指“在户外，在露天”。
Grandpa walks in the open air for an hour every morning. 爷爷每天早晨在户外散步一小时。
Lesson 45
1. The more you listen to English, the easier it becomes. 英语你听得越多，就越容易听懂。
“the十比较级……，the+比较级……”这个句型结构的意思是“越……，就越……”或“愈是……，则愈是……”。此结构中的比较级可以是形容词，也可以是副词。
The more one has, the more one wants. 越是有，就越想要。
The sooner you do it, the better it will be. 你越早做那件事就越好。(The sooner, the better 愈早愈好。)
2．向朋友提出忠告或建议时，可以用以下三个句型：
l) Why don’t you…? (为什么你不……?)
2 )Why not…?(为什么不……?)
3)You’d better…(你还是……)
第二个句型实际上是第一个句型的省略。在 “Why not” 后直接跟谓语动词。Why don't you go for a walk? (Why not go for a walk?) 为什么不去散散步呢？
第三个句型You’d better是You had better 的省略，意思是“你还是……”、“还是……为好”。had better是一个固定词组，had不可用 has / have代替。它的后面跟不带to的不定式，即had better do sth.，意指“(现在/将来)干某事”，而不指过去。它的否定形式是 had better not do sth., 也就是否定词not放在 had better之后。如：
We'd better wait a little longer.我们再等一会儿。
Lesson 46
1. If you do have difficulties, it is better to try again another day. (=…you’d better try again another day.) 如果你的确有困难，改天再收听。
句中的do是语气词，用来加强语气，常用在肯定句中，根据情况有不同译法。例如：
Do write me soon. 一定早点写封信给我。
2. 注意构词法：
1) “形容词+后缀ly”构成副词，如本课的clear (adj.) + ly → clearly (adv.)。又如：
注意：以y结尾的形容词加ly时，要将y变成i, 然后加ly.
2) “动词+tion”构成名词，如本课中的explain (v.) + tion→explanation (n.)。又如：
inform (v. 告知 ) + tion → information (n.信息)
invent (v.发明) + tion → invention (n.发明)
congratulate (v. 祝贺 ) + tion → congratulation (n.祝贺)
instruct (v. 指示) + tion → instruction (n. 指示)
suggest (v. 建议) + tion→ suggestion (n. 建议)
Lesson 47
本课及下课着重讲授和练习 it作形式主语的句型：It is (was) + adj./n. + to do sth. 除了在 Language Study中所给例句外，还可增补以下例句：
It is necessary to ask her for help. 要求她帮忙是必要的。(=To ask her for help is necessary.)
通过举例和随后的练习，最后可归纳以下三点：
1)it在句中是形式主语，而真正的主语是句子后部的不定式或不定式短语(to do sth.)。
2）当这个不定式很短的时候，可以把这个不定式放在主语的位置，而无需借助于形式主语(见上述两例的括号中的句子)。又如：
It is easy to do, but it is difficult to understand. → To do is easy, but to understand is difficult. 做起来容易，要理解却很难。(知难行易)
3) 但是，如果作主语的不定式短语较长，则通常将形式主语it放置句首，而将真正的主语置于句尾，以避免句子“头重脚轻”，如：
To pick up BBC programmes on the radio is easy. 应该改作：
It is easy to pick up BBC programmes on the radio.
动词不定式在句中作主语
1)不定式或不定式短语作主语时，可直接放在句首。如：
To learn a foreign language is necessary. 学习一门外语是必要的。
2)当不定式短语较长时，通常用it作形式主语放在句首，将真正主语不定式结构放在句子后部。其常见句型有：
a. It is /was+形容词/ 名词+ to do sth.做……是（如何的）。
b. It takes sb. some time to do sth. 做某事花费某人……
It is easy to pick up China Radio International programmes.
收听中国国际广播电台的节目很容易。
It took me 3 days to read the book.
读这本书花了我三天时间。
3）当不定式需要带上自己的逻辑主语时，须用介词for / of, 即for / of sb. to do sth. （它被称为不定式的复合结构。）其基本句型为：
A)it is+ 形容词+of sb.+ to do sth. ==sb.+ be+形容词+to do sth.
该句型中形容词用来描述不定式行为者的性格、品行等，形容词多为brave, careless, clever, polite, wrong, kind, good, nice, foolish, rude (粗鲁的), selfish(自私的)等。如：
It’s very kind of you to say so. ==You're kind to say so. 谢谢你这样说。
B) It is + 形容词+ for sb. to do sth.
=It’s + 形容词 + that + sb. do sth.
在此句型中，形容词只对不定式行为者作某种描述，而不涉及其品行。这类形容词有： difficult, hard, easy, important, dangerous, possible, impossible, necessary 等。如：
It is impossible for him to carry a big box.
( =It's impossible that he carries a big box. )
4）如果是疑问句或感叹句，则只能用it作形式主语的形式，如：
Is it important to practise listening? 练习听力很重要吗？
教学设计方案Lesson 45
Teaching Aims
1.To learn how to improve the four skills in English.
2.To learn to use the following useful words, expressions and sentence structures; advice; find + n. +adj.; The more..., the...
3.To make sure that the students can use the functional sentences and make a similar dialog.
Step I Warming-up
T: You have learnt English for several years. Do you think you have learned English well? If not, what do you think hardest in English － listening, speaking, reading or writing?
Step II Reading and listening
1.Allow the Ss to listen to the tape with their books closed and ask the question;
1).What does Zhou Lan find hardest in English?
2).Why does Bruce suggest that Zhou Lan buy a radio?
Answers:1) Zhou Lan finds listening really hard.
2)You can listen to China Radio International or BBC on the radio.
2.After reading, do the following True or False exercises
1). The more you listen to English, the more difficult it becomes. F
2).Why don’t you buy a radio? T
3).Why not buy some English tapes and some books to go with them? T
4).You needn’t find an English pen friend.F
Step III Language points
1).find +n.+adj.
2).The more…., the….
3).go with---be together with
4).advice
5).help---make better
Fill in the following blanks
1) What do you find______ in English?
2) The ________you listen to English, the _________it becomes.
3) Do you think that would_________?
4) And _______ ________buy some English tapes and some books to _______ with them?
5) Well, ______ _______, you’d better find an English _______friend.
Keys: hardest , more, easier, help, why not , go, for that, pen
Step IV practice
1). Do part 2 on page 45 in the textbook.
T: Here we'll learn how to give advice to your friend By using the following functional sentences.
Why not. . . ; You'd better. . . ; Why don't you. . .
2). Do part 3 on page 45 in the textbook.
Ask the Ss to have short dialogues with their partners using the following sentence structures.
What do you find hardest in English?
I find. . . hardest.
The more. . . , the. . .
3). Ask the Ss to make a similar dialogue with the following topics.
Give advice to your friend on how to improve his/her English.
Give advice to your friend on how to write an English composition.
Give advice to your friend on how to lead English newspapers.
Give your friend some advice on how to listen to the on the radio.
Step V Summary
Go over the useful words, phrases and sentence structures to make sure the Ss have learnt how to use them.
StepVI Homework
The Wb; Lesson 17 Ex. 1, 2 and 3.
教学设计方案Lesson 46
Teaching Aims
1.To help the Ss to understand the text completely.
2.To help the Ss to know how to skim the text to find the general idea and to help them to know how to scan the text to locate specific information quickly.
3.To explain some difficult points in understanding.
Step I Listening
Ask the students to lock at the pictures on page 46 and answer the following questions.
1) What is the building at the top of the page?
The CCTV office
2)What is the building at the bottom of the page?
Bush House, the home of BBC
3)What does BBC stand for?
British Broadcasting Corporation
4)What does CCTV mean?
China Central Television Station
Step II Reading
1. Tell the students the topic of this period.
T: Today we are going to learn “English On The Air”. Now read the passage fast to find out what kinds of there are in the air.At this moment) the students are scanning the text.
Answers: BBC English, China Radio International, Radio English on Sunday, CCTV .
2. Ask the Ss to read the text and judge if the following statements are true or false. Now, the Ss are slamming the text.
Step III Languages points
Explain some phrases meaning on the Bb.
1). in the air =on the radio or on TV
2). from month to month; Every month there is a change.
3).If you do have difficulties, it's better to try once again, (“do” is used here to emphasize the special situation.
4). it’s better =you’d better
5).be well received =be popular
2.用所给的动词或动词短语填空
go, point, out, serve, be, meet, make, ask, for, pick up, receive, think
1.Not only he but I ____ interested in reading novels.
2.He ____ that the road was not safe.
3.By the end of 1995, he ____ in the army for 20 years.
4.Tie foreigner said to me, “Good night! I am glad ____ you.”
5.We were asked ____ a study plan.
6.He ____ Chicago on the radio.
7.He had written to his friends in America, ____ information.
8.Why not ____ and ____ him ____ help?
9.I like to ____ presents on my birthday.
10.He was going to leave school, but later he ____ better of it.
Step IV Further practice
Ask the Ss to make a dialogue based on the text.
Step V Homework
1. Do Ex.2,3 and 4 on page 113.
2. Retell the text.
探究活动
1．Someone can not read the English text aloud. Whenever he reads the text aloud, he has to stop very often and he can never give a complete sentence. please give some advice.
2.教师组织学生讨论，如何利用一些英语节目学好英语，如：BBC，VOA， CRI，TV等
高中高一英语《Extensive Reading》教学设计
教学设计方案
Teaching Aims:
1.Get the Ss to grasp the main meaning of the whole text.
2..Ask the Ss to retell the text according to the questions.
Teaching procedures:
Step I Lead in
1.Check homework:
2.Show the map of Egypt and Africa
3.Get the Ss to respond the teacher’s questions:
T: Where is Africa ?
Where is Egypt ?
What is the river?
What is the dam ?
4.Ask one student to say something about Egypt.
Step II. Watch the video
1.可以在(探索)中查找关于埃及或金字塔或阿司旺大坝或阿布神庙.
2. 或者观看本文的录象资料。
Q: Is the High Dam a successful project ? (No)
Step III. presentation
1.Read the text again and give them three questions ,
Qs: (1).Why was the High Dam built ?
(2).What is the High Dam like ?
(3).What were the problems with the building of the dam?
2.Discuss the answers in pairs.
3.Discuss the answers in class.
4.Try to help the Ss to be able to retell the text in their own words.
The possible answers:
1) The River Nile used to flood large areas every year and destroyed houses and crops. The new dam can control the waters of the Nile so that they run regularly all through the year. Electricity(20-50%of the electricity which Egypt needs )can be produced from the water which runs through the base of the dam.
2) The High Dam is the biggest in the world. It is 3830 meters long, 980 meters wide an the base and 40 meters wide at the top. The lake made by the dam is 500 kilometers long.
3) The water level of the lake was going to rise by 63 meters. It would be necessary to move 53000 people from their villages. A lot of important old temples dated from about 1250 BC would be covered by the water of the new lake so they would be in danger.
Step III Discuss
The Three Gorges Dam project and the problems.
建议：提供有关三峡工程的一些数据（开始，进程，及规模）
三峡工程全称为长江三峡水利枢纽工程。整个工程包括一座混凝重力式大坝，泄水闸，一座堤后式水电站，一座永久性通航船闸和一架升船机。三峡工程建筑由大坝。水电站厂房和通航建筑物三大部分组成。大坝坝顶总长3035米，坝高185米，水电站左岸设14台，右岸12台，共装机26台，前排容量为70万千瓦的小轮发电机组，总装机容量为1820千瓦时，年发电量847亿千瓦时。通航建筑物位于左岸，永久通航建筑物为双线五包连续级船闸及早线一级垂直升船机。
图为：三峡工程效果图。
朝辞白帝彩云间，千里江陵一日还。
两岸猿声啼不住，轻舟已过万重山。
—— 唐 李白 下江陵
关于三峡的资料：
船出了西陵峡，经过一段宽谷的航行后就进入了长江三峡的另一座古城巴东。长江三峡的巫峡就从巴东县的官渡口开始，结束于四川省巫山县的大宁河口，全长42km，巫峡以巫山得名。她幽深秀丽，千姿百态，以俊秀著称天下。峡谷内长年云遮雾绕，细雨蒙蒙，及易形成巫山云雨的奇妙景观。谷深峡长，奇峰突兀，江流曲折，百转千回，船行其间，宛若进入奇丽的画廊，充满诗情画意，令人叹为观止。不少观光游客游过巫峡之后，感触颇深地说：“要知中国画与中国山水的关系，不到巫峡不明白。”唐朝诗人元稹曾赋诗曰：“曾经沧海难为水，除却巫山不是云。”可见巫山云雨乃是天下云雨之冠了。
要求学生模仿课文，叙述三峡工程。
Step III practice.
根据问答提示，写一篇短文。(可做口头练习)
1. Where is the palace Museum ? (in the center of Beijing)
2. How big is it ? (an area of 72 hectares)
3. When was it first built? (in the early 15th century)
4. How many people did it take to work on it? (1,000,000)
5. How long did the building of the project last? When was it finished? (14 years,1492)
6. What happened to some of the houses during the later years? (rebuild)
7. Who used to live in it ? (twenty-four emperors)
8. When didi it become a museum and open to the public ? (1925)
答案：
The palace Museum is in the center of Beijing. It covers an area of 72 hectares(公顷). It was first built in the early 15th century. It took 1,000,000 people to work on it. The building of the project lasted 14 years and was finished in 1420. During the later years, some of the houses were rebuilt. Twenty-four emperors used to live in it. It was not until 1925 that the palace Museum became a museum. Since then the place has been open to the public.
Step IV practice
p90 Ex 3.
Step V Homework
1.If we have no time to do the writing above in class, we can leave it as homework
2.Read the text again and again.
高中高一英语《Mainly revision》教学设计
教学目标
Teaching Aims全面复习第1至第7单元所出现重点词语，日常交际用语项目，重点复习有关命令和请求、语言困难、表示目的和发出通知的常用语句。复习1-7单元所出现的语法项目，时态、被动语态、直接引语和间接引语、定语从句等有关语法。Teaching important and difficult points1.Wordsroom ,offer, discover, arrive2.phrasestake turns, make into , a piece of , help oneself to, get angry2．Revise（1～7words and phrases）3.Useful expressionsWould you like...? How about some more. . . ?Just a little, please. No, thanks. I’ve had enough.I’m full. Thank you. Help yourself to. . .Let me give you. . .4．Grammar复习1～7单元出现过的语法项目1）各种时态2）直接、间接引语3）被动语态（特别是将来时）4）目的状语5）定语从句the Attributive Clause
教学建议
对话建议
方法一：教师要充分利用教材上提供的用餐话语，食物名称对学生进行口语方面的训练, 把表达用餐的日常用语、词组编对话，编类似情景的对话并表演。方法二：教师组织学生分成几组，用竞赛形式把食物的名称用英文让学生写出来；看哪一组学生对食物名称的了解多，可写：蔬菜、肉类、水果、饮料及其他食物。方法三：教师准备好图片，让学生们说出自己喜欢的食物并且采取互问，比如：西红柿、豆腐、 咖啡等，增加对所学的单词的记忆。
课文建议教师把这堂课的内容简述给学生：教师通过听磁带，阅读，问答，分组讨论，图片显示来完成本堂课的教学任务，教师在讲解此课时，特别是在谈论corn, 重点说明discovery, spreading, usage and the way of making food with it.
教材分析本文的交际用语为用餐的表达法，如：Would you like…? How about…? Help yourself..这些词语较简单，学生能够容易运用，同时教材中列出不同的食物名称，短语，练习分别让学生们掌握和分组讨论。阅读课仅用一篇文章说明世界各地的日常食物的来源及产生的背景，如：玉米的发现，土豆、水果的种植。同时本单元是一个复习课，Lesson 31重点复习了定语从句中的先行词指人、物时，关系代词的使用。重点难点1．discover vt.—看出；发现（存在而尚未为人所知之物）1)跟名词或代词：It w as Madame Curie who discovered the element radium.是居里夫人发现了镭元素。Columbus discovered America in 1492．哥伦布于1492年发现了美洲。2)跟从句：It was discovered that our food was running short. 我们发现粮食快完了。We discovered that he was an enemy spy. 我们发现他是一名敌特。3)跟带连接词的不定式：We never discovered how to open the box. 我们找不出打开盒子的方法。4)跟复合宾语：We discovered him to be an enemy spy. 我们发现他是一名敌特。
2．discover 和invent的区分1） 这两个及物动词虽然意义不同，但在具体使用时可能搞混。discover意为“发现”，invent意为“发明”。Coal was first discovered and used in China．煤是最先在中国被发现和使用的。He has invented a new machine．他发明了一种新机器。2）discover可跟从句作宾语，还可以带复合宾语；invent则不能。3）discover的名词形式为discovery（发现、发现物），而invent的名词形式为invention。Columbus’ discovery of America took place by accident．哥伦布发现美洲是偶然事件。Watt’s invention of steam engine brought about a great change in human life．瓦特发明蒸汽机使人类生活发生了巨大变化。
3.prepare v. —预备，准备1)跟名词或代词(可有较活译法)：①please prepare the table for dinner. 请摆好桌子吃晚饭。②Mother is preparing us a meal.母亲正为我们做饭。2)跟不定式：①They are busy preparing to go on holiday. 他们正忙着准备休假。3)prepare for引起的短语表示“为……做好准备”。①We were given two days to prepare for the examination.给了我们两天时间准备考试。②Hope for the best and prepare for the worst.[谚]存的希望，准备应付最坏的情况。
4. dinner与mealdinner意为“正餐”，一般用作不可数名词，通常不与冠词连用。西方国家在星期一至星期五时，正餐一般是晚餐；在周末时，一般是午餐。dinner还可指“宴会”，通常作可数名词，如：They were at dinner when I called.当我去拜访时，他们正在吃饭。The city government will give a dinner to welcome the foreigners.市政府将设宴招待这些外宾，以示欢迎。meal意为“一顿（餐）饭”，可指一天早、中、晚中的任何一餐，是可数名词，如：What time do you usually have your meals? 你通常什么时候吃三餐？
5.offer和supply的区分从意义上来讲：offer多表示主动提出给对方某物或主动提出做某事supply 则多表示供给对方生活必需品从搭配上来讲：offer后可接：名词或代词；直接宾语和间接宾语；to do。supply多用于下列结构：supply sth. to /for sb. ; supply sb. with sth.。但当offer表示“提供出售”之意时，它可与supply替换使用。例如：He offered me a cup of coffee. 他给我端来一杯咖啡。He offered to help me.他表示愿意帮助我。Cows supply us with milk.奶牛向我们提供牛奶。The school supplies books to/for children.学校向孩子提供书本。The bookstore offers/supplies all kinds of books. 那家书店出售各种书籍。
6．be made of, be made from 和 be made into1) be made of意为“由（看得见的原料）制成”。The desk is made of wood. 这张桌子是由木头制成的。2) be made from 意为“由（看不出的原料）制成”。This paper is made from wood. 这种纸是由树木制成的。3）be made into意为“（原料）被制成……”。Wood can be made into paper and desks. 木材能被制成纸和桌子。注：从以上例子可看出不管原料能否看得见，也就是说不管是be made of还是be made from, 均可与be made into转换。
7.room的基本用法1)room可以用作不可数名词，意为“(未占用的或可利用的)空间；地位；余地”。例如：①Is there room for me? 还有我的地方吗？②It's polite for the youth to make room for the old in the bus.在公共汽车上为老人让路是有礼貌的。③There's plenty of room for the desks. 有足够的空地方放课桌。④There's room for three more. 还有三个人的位置。⑤I haven't much room to move about here.我这儿没有多少活动余地。⑥Can you make room for another?你还能腾出一个(或一件东西)的地方吗？⑦This table takes up too much room----we'd better put it out. 这张桌子占的地方太大，我们把它搬到外头去。2)room可以用作可数名词，意为“房间，室；一套房间；寓所”。例如：①How many rooms are there in this hotel? 这家饭店里有多少房间？②This room is a very pleasant one. 这个房间很舒服。【注意】与room常合成的词有：bathroom 洗澡间；sitting-room 起居室；dinning-room 饭厅；schoolroom教室
8.ship作为动词的用法1)ship作为及物动词，意思是“用船运送”、“运送”，如：①They shipped the machine from Shanghai to Tianjin last week.他们于上星期用船把那台机器从上海运到天津。②Did he ship the goods by train or by plane?他是用火车还是用飞机运送那批货物的？2)ship作为不及物动词，意为“上船”、“乘船”、“在船上工作”，如：①He said good - bye to his family and shipped out for England.他向家人道别，乘船到英国去了。②He shipped as a cook.他在船上当厨师。
9.offer的用法作为及物动词，有以下几种意思：1)提供，提出，如：①The young man offered the old woman his own seat.那位年轻人把自己的座位让给那位老大娘。2)出价，开价(常与介词for连用)，如：①I offered him ￡10,000 for the house.我出价一万英镑向他买那座房子。②I offered him the house for ￡10,000．我提出一万磅的价格把那座房子卖给他。3)表示愿意做某事(常与不定式连用)，如：①We offered to go with him. 我们表示愿意和他一道去。另外，offer也可作为名词用，意思是“提供”，“提供的事物”，如：①You ought to accept the offer. 你应该接受这个提议
语法重点——定语从句1．由which引导的定语从句：（which在从句中作主语或谓语动词的宾语）This is the store which opens all night.This is the pen which my brother bought for me.Is this the house in which Lu Xun once lived?(or: Is this the house which Lu Xun once lived in?)This is the magazine which you are looking for.Notes: which, whom在从句中作介词的宾语时，介词一般可置于关系代词之前或放在从句原来的位置。但在含有介词的动词固定短语中介词只能放在原来的位置上，而不能放在which之前，如例4则不能改为This is the magazine for which you are looking.2．由that引导的定语从句：在定语从句中that可以指人或物，代替who，whom，which；在从句中可以作主语、宾语，但不能放在介词后作介词宾语。This is the photo that (which) I took in Beijing last year.This is the man that/who lives next door.Is this the professor that you talked about yesterday? (about不能放在that前面)但下列情况只能用that。l）序数词或级形容词修饰先行词时用that。This is one of the best novels that I have ever read.The first English song that I learned was the ABC song.2）all ,much, everything, nothing, something, anything作先行词时用that。（但先行词是everybody，everyone时因应用who，one指人时也用who）Everything that we saw at the exhibition greatly interested us.Is there anything that belongs to you?All that we need is more time.Nothing that parents do doesn’t influence their children.3）先行词为any，no，only，every等修饰时用that。That is the only way that we can find at present.This is the very museum that we visited for the first time.4) that可以用来引导限制性定语从句，当它在从句中作介宾时，介词应后移。This is the good student that the teachers talked about just now.5）先行词为既指人又指物的并列名词时，用that．My mother and her old friends talked of the things and persons that they remembered in the school.
定语从句练习I．用适当的关系代词或关系副词填空1. Yesterday I met Doctor Wang, ____ told me the good news of his son's passing the examination.2. The two pupils ____ you taught three yeas ago have become teachers.3. He began to work in Beijing in the year ____ New China was founded.4. I don’t know the reason ____ she didn't agree to our plan.5. This is Carry ____ son died in the War of Resistance Against Japan.6. He told us everything ____ he had seen in the traffic accident.7. This was the best model of the TV set ____ the factory produced last year..8. They have visited the Museum of Chinese History ____ premier Zhou’s life and deeds are being shown.9. Alice, ____ dress is all red, looks very pretty.10. The first thing ____ I am going to do this evening is to write a report about the experiment.II．用关系代词which或as填空1. He is an American, ____ I know from his accent.2. She was not discouraged, ____ can be seen from her eyes.3. The sun heats the earth, ____ makes it possible for plants to grow.4. ____ was usual with him, the old man went out for a walk after supper.5. It was raining, ____ was a pity.6. He said he had been to America, ____ is untrue.7. ____ is well known, China is in Asia.8. Edison was one of the greatest scientist, ____ is well-known.9. He must be from Africa, ____ can be seen from his skin.10. Air, ____ we breathe every day, is a mixture of gases.教学设计方案Lesson 29
Teaching Aims
1. To train the students’ ability of listening and improve their spoken English.
2. To learn how to make an offer of food.
3. To learn how to use the following useful words and expressions: offer a piece of help oneself to.
4. To get the Ss to know some table manners.
Teaching procedures
Step I presentation
1.T: We are going to learn some table manners and new words. (Write these on the blackboard).
2. Competition: Write these columns on the Bb.
The Ss work in groups. They have to write down the names of as many items of food as they can think of in English. See which group can write down the most items for each category.
3. Teach the names of food, using some pictures on the projector or the real things. Then ask the Ss what kind of food they like to eat most.
Step 3 Listening
Tell the Ss that we are going to learn a dialogue. In the dialogue Jim and Bob are at Li Jia’s house for dinner.
1. Get the Ss to listen to the tape.
2. After listening, ask the Ss to answer the questions.
3. Get the Ss to listen to the tape again. This time listen and repeat.
Step 4 Reading
Ask the Ss to see how Li Jia offers food to the guests.
T: please listen to the tape carefully with your books closed. After that, you are to answer some questions.
1) How many kinds of food do the friends talk about in the dialogue? (five)
2) What are they? (beancurd, beef, chicken, pancake, soup)
Step 5 Language study
T allow the Ss enough time to discuss the difficult phrases or sentences. After that, ask some Ss to explain them. If they have any problems, the T explains them.
1) Do you like. . . ? (in general)
Would you like. .. ? (It’s more polite than “Do you want. . .now?”)
2) How about some more beef? (There is no main verb here. This is acceptable in speech, but not usually in written English. )
3) There’ s plenty more. =There’s plenty more beef.
4) Next time you must come to us. =We will invite you to have supper at our house next time.
5) Help yourself to. . . ==please take. . .for yourself.
6) another piece of =one more piece of
Step 6 practice
1. Get the Ss to read the dialogue in pairs. Then ask some Ss to read it.
2. Do Talking and Oral practice on page 29.
3. Watch the video - taped performance of the dialogue.
Step 7 Summary and further practice
1. Summary
Go over the useful words and expressions and ask some Ss to make up sentences.
2. Communicative activities
Allow the Ss enough time to make a similar dialogue using the expressions and structures.
3. Ask one or two pairs to act their dialogues out.
Step 8 Homework
Ask the Ss to finish the exercises on page 92.
教学设计方案Lesson 30
Teaching aims
1.To train the ability of skimming the text to find the general idea and scanning the text to locate the information quickly.
2. To learn how to use the following words and expressions:
room ,discover, arrive, make into
3. To review the Attributive Clauses.
4. To let the Ss know some farm products.
Step 1 Revision
1. Check the homework in the workbook first.
2. Revise some new words suiting the pictures.
Step2 presentation
1. Ask the Ss the following questions
1) What’s your favorite food?
2) What food do people like in Shanghai/Sichuan/Tibet/the USA, etc. ?
3) Do you like corn?
Step3.Listening
T play the tape to the Ss, then try to ask them the below.
1) When was corn first brought to China?
2) Can you name some of the plants that were found in America?
Answers: 1)Corn was first brought to China about 450 years ago. 2) For example, beans, potatoes and other different fruits.
Step 4 Reading
T will give the Ss a few minutes to read it, then say something about the useful plant corn.
2) Ask the Ss to skim the text to find the general idea.
Answers:
The passage talks about the food in the world. It tells us how corn, tomatoes and other plants were discovered. It mainly tells us how corn was discovered and taken to the other parts of the world and the my of making corn food.
Step 4. Language study
Get the SB to look through the text and explain some language points and difficult sentences, if necessary the T can explain them again.
1) There was not enough room.
2) discovered the tomato
3) an open fire =a fire that bums in the open air
4) got angry =become angry
Step 5Workbook
Get the Ss to do Ex.2 Sorry. I’m not used to that. Thank you. But you must eat up all the food put in your plate, finish all the wine put in your glass. Don’t make any noises while eating. Don’t put your plate close to your mouth or put you mouth into the plate. You should help your host/ hostess to set the table before the dinner. After the meal you ought to offer your host the help to clear the table.
高中高一英语《A new factory》教学设计
教学目标
一、Teaching aims
了解英语中通知的书写格式，学习并掌握一般将来时的被动语态的用法。
Teaching important and difficult points
二、Teaching important and difficult points
1.Words and phrases
as, supply, abroad, notice, spend, certain, take a look at, agree on, do a lot of walking, at least, at the beginning, all over the country, plenty of, begin. . .with. . . , set up, a training center, far away, as follows, a Sound Lab, put up, by sea
2.Daily expressions
How long have you had. . . ?
I say, let’s go out for a drive.
We’ll meet...
Don’t be late.
3.Grammar
1.Revision the passive Voice of the present and past.
2.Learning the passive Voice in the future tense.
教学建议
教材分析
本单元的对话是以围绕新车的话题而展开，对话内容较简单，容易理解和掌握，如：how far, how long等同时也给学生们介绍关于通知的一篇文章，本单元的课文是以新工厂的建立为话题，了解新工厂的建立给人们的影响。在23课中学习到将来时的被动语态，课文中给出了将来时被动语态的例子与练习。
教学建议
对话建议
1．教师采取对话练习、模仿对话和编造类似的对话，并将课文对话以第三人称进行转述。
2．教师应设置与本课对话内容相关的情景，鼓励学生进行对话，以训练学生们的听说能力。
课文建议
1． 教师组织学生针对课文内容进行问答对话练习，并能将课文内容进行缩写。
2． 教师要求学生通过对课文的整体阅读和快速阅读，提高阅读能力。
3． 教师组织学生进行针对当地某一新建工程，它对人民日常生活和经济生活的影响。
教学重点难点
build, put up , found 和set up 的区别
1）build建造，建立，建设，常指建造较大的物体，如：
They built their homes and made their farms there.他们在那儿建立了家园，办起了农场。
在表示建立一个商店、企业时，也可用start 和open. 如：start/open a factory (shop, business) 开办工厂（商店、公司）
2）set up意为“开办，建立”，常和表示组织、机构、团体等意义的名词连用，与found基本相同，但found更着重打基础。
set up a school (hospital, state ,government, shop, business) 建立学校（医院、国家、政府、商店、企业）
found a city ( state, party, university, etc. ) 兴建城市（建立国家、党派；创办大学等）
3）put着重指建造或搭起一个具有高度的具体的物体，口语中set up 和build也有此意。例如：
They put up (set up) a new house /tent.他们建了一座新房子/搭起一个帐篷。
wear, put on ,dress, have on的区别
1)wear 是“穿着”，“戴着”的意思，可用于穿衣、穿鞋、戴帽子，戴手套、佩戴首饰等，强调状态。
I don't wear glasses. 我不戴眼镜。
2)put on指“戴上”，“穿上”，表示穿衣服的动作，其反义词是take off。
put on your coat, it is cold today. 穿上外套吧，今天天气冷。
3)dress 可作及物动词，有“穿着”，“打扮”的意思，但只用于穿衣，它既表示动作，又表状态，常用于下列结构：dress sb / oneself(给某人穿衣服)、dress well和be dressed in 等
She always dresses well.她总是打扮得很漂亮。
4)have on 和 be in+颜色也是“穿着”的意思，都指穿的状态，但have on不用于进行时态。
He has a blue coat on. ( =He’s wearing a blue coat. )他穿着一件蓝衣服。
The building of a new car factory was agreed on last month. 建新汽车厂的协议已于上月达成，…
句中的building为动名词。动名词既有名词的功能也有动词的功能，即其后可以跟宾语等。例如：
Walking is a good exercise.
agree on 表示双方就某件事取得一致意见或达成共识。例如：
Finally they agreed on a cease-fire. 最后他们达成了停火协议。
agree to
agree to（接名词或动词不定式）意思是“赞同”某种提议、方法、计划，或“同意”做某事。
We agreed to leave at once.我们同意立即离开。
agree with（接名词、代词）意思是“同意”某人的意见或看法。
My mother doesn’t agree with me to make friends with him. 我妈妈不同意我跟他交朋友。
In the afternoon we’ll visit the factory which makes minibuses and trucks.下午我们将要参观生产小型公共汽车和卡车的工厂。
这是一个复合句，which makes minibuses and trucks 是宾语从句，修饰factory。此句的先行词factory，指地点，但由于引导词在从句中作主语，必须用which或that，不能用where，也不能省略，又如：
The house which stands ten yards from the road belongs to Tom. 离马路十码远的那座房子是汤姆的。
定语从句的引导词指代先行词并在定语从句中作主语，如果先行词是单数，定语从句的谓语用单数；如果先行词是复数，定语从句的谓语则用复数。本句的引导词which指代先行词factory，由于factory是单数，所以定语从句的谓语makes用单数，又如：
The park which is near the sea is very beautiful.位于海滨的那座公园很美。
The cars will be supplied to people all over the country. 汽车将向全国供应。
supply作及物动词，意思为“供应、供给、提供”等。它常用于以下用法：
supply sb. with sth. ; supply sth. to / for sb.
This river supplies water to/for people along it. 这条河流向沿岸人民供给饮用水。
The bookshop supplies textbooks to/ for students./The bookshop supplies students with textbooks. 这家商店供应学生教科书。
Milk is supplied to each house in bottles by the shop. 这家商店供应各家各户瓶装牛奶。
They will spend almost 100 million yuan on the project.这个工程将耗资他们1亿元。
“spend+表示钱的名词或短语+ on + n.”结构的意思是“花多少钱买某物”。例如：
He spent ten dollars on that jacket. 买那件夹克他花了１０美元。
“spend + 表示时间的名词或短语 + on + n”结构表示“花费多少时间做某事”。例如：
They spent five years on the bridge. 他们建那座桥用了5年时间。
“spend+表示时间的名词或短语+(in)doing”结构表示：“花费多少时间做某事”。例如：
She spent a whole morning ( in) learning English. 她一早上都在学习英语。
在英语中表示“约定时间做某事”的方法有：
Are／Will you be free tonight? 今晚你有空吗？
How about tomorrow morning? 明天早晨怎么样？
Shall we meet at 1:00 at...? 我们一点钟在……见面，好吗？
I wonder if we could…我想知道我们是否可以……
We’ll meet at 7：00 at…我们将在7点钟时在……见面。
Let’s gather at the gate of our school at …让我们……钟在校门口见／聚齐。
对于约定或预约的肯定应答语有：
Yes, that’s all right. That’s fine with me. I’ll be waiting for you here/ there. OK. That’s settled then.
对于约定或预约的否定应答语有：
I’m afraid I can’t make it tonight. I don’t think I can. I’m sorry, but…
双方就约会时间、地点等达成一致后的告别用语：
All right. See you then．
教学设计示例Lesson 21
Teaching Aims
1.To learn the following words and expressions:
How long have you. . . ?
Take a look at…. Let's go out for a drive.
Don’t be late. Do a lot of walking.
2.To learn how to write a notice and make an oral notice.
Teaching procedures
Step I Warm--up
1.Draw a car on the Bb or show a car picture to the Ss.
2. Suppose that it belongs to one of your students.
To the class: “This is XXX’s new car. Now, everyone, I want to ask him/her a few questions.
T: How long have you had it?
S: For six months.
T: Can I take a look at it?
S: Sure. /Of course. /Certainly.
T: It’s very nice. How far have you been in it?
S: ...
T: I say, shall we go out for a drive next Sunday?
S: . . . (the students may have different answers)
Step II Listening and reading
1.Get the Ss to listen to the tape without referring to the books.
T: What are they going to do next Sunday?
S: They are going out for a drive next Sunday for a picnic.
2.Repeat it if necessary. Then read the dialogue in groups or in pairs.
Step III practice
1. SB part 2, Lesson 21. Get the Ss to do similar dialogues withhis/her partner. Teach “minibus” . Explain to the Ss the meaning of “mini”
2. Before doing this practice, the teacher can ask his/her Ss to do Ex. 2 on page 82 first. It may help them make up their own dialogues. And the teacher may also encourage them to make longer ones by adding “How much did it cost? Who bought it for you? Do you like it? etc.”
3. Ask some pairs to act out their dialogues in front of the class.
Step Ⅳ Listening and reading
1. play the tape for the Ss to listen to the notice. After listening, get the Ss to guess the meanings of province, company, raincoat, railway”. etc.
2. Listen to the tape again, ask the students to try to catch the information.
Visit to : place where we meet:
place: what we shall see:
Date: Time we meet:
What to bring:
3.After that. Get the Ss to open the SB and read the notice and write down the information. Get them to check their answers in pairs. Finally collect the answers from the class and put them on the Bb.
Step ⅤOral practice
According to the information written on the Bb, get the Ss to make up dialogues of their own. For example:
A: What will the students of Grades 2 and 3 do on Monday, 26th October?
B: They will visit the new car factory in Hubei province.
A: When was it opened?
B: In last May.
Step Ⅵ Language points
1. take a look(at) go out for a drive
Explain to the Ss: Here look and drive are used as nouns.
2. notice n/v.
The T explains to the Ss that "notice" can be used as a noun and a verb. Let the Ss do the exercise.
3. do a lot of walking (reading, cooking, washing, shopping, sowing, etc.)
4. wear, put on and dress.
5. as, because, for, since.
Step ⅦFurther practice
First get the Ss to make an oral notice in groups. Then ask one group or two to tell theirs before the class. ( Each group can have one or two students as their representatives) If time permits, the teacher may demand more practice. For example:
1. Class 6, Grade One, see a movie, the Bohai Theatre, this afternoon, at 4:30, by bike, meet, at the gate of the school,
2. Class 4, Grade Two, go to the West Lake, the 25th of this month, by train, meet in front of the dining hall.
StepⅧ Workbook
Get the Ss to do Ex. 1,3 on page 82.
Step Ⅸ Homework
Get the Ss to do Ex. 2 on page 82. The teacher may tell the Ss that they should act out Ex. 2 in pairs after class.
教学设计示例Lesson 22
1. To help the Ss to gain the ability of fast reading.
2. To get the Ss to retell the passage by using their own words.
3. To learn some useful expressions.
Step I Introduction
1. With books open. Refer the Ss to the picture. Ask:
What can you see?
What kind of factory is it?
Where can you find car factories in China?
(Wuhan, Shanghai, Beijing, etc.)
2. The T may tell the Ss the picture is about the car factory built in Wuhan , and it was finished by the year 2000.
Step II Discussion
Get the Ss to discuss this question.
“What will be one of the results of the new car factory?”
Help them to answers: offering new jobs, bringing other new business, leading to the growth of economy, etc.
Step III preparation for reading
prepare the Ss for reading by teaching the new words in the passage. Get the Ss to say the new words or phrases after hearing their teachers explanation.
1. in or to a foreign country ( abroad)
2. to give sb. things needed (supply)
3. a piece of work (job)
4. a lot of; a large number of (plenty of)
5. a plan for building a school, a hospital or other things (project)
6. no less than (at least)
7. person who has finished studying at school and who wants to find jobs (school leaver)
Step Ⅳ Reading
Get the Ss to read the passage again. And answer the following questions.
1.As the result of the new car factory, there will be _____for workers.
A. a great many new cars
B. A lot of telephones and computers
C. a large number of new jobs
2.How many cars will be produced each year at the beginning? _____.
A.300,000 B.15,000 C. 150,00
3.More new companies will produce things like_______.
A. the lights and the windows
B. telephones and computers
C. new houses and new roads
4.Cars will be taken to many parts of the country_______.
A. by railway B. by sea C. by air
While the Ss are answering them, the teacher writes the answers on the Bb. 1.C 2.C 3. B 4. A
Step Ⅴ practice
Get the Ss to retell the passage and use their own words .They can use the passive voice in the future tense. At first they can do it with their partners and then encourage some of them to do it in front of the class.
Step Ⅵ Workbook
part 2 on page 83. Let the Ss do it alone. Before doing it, explain how to do it.
Step Ⅶ Homework
1. Rewrite the passage, and try to use the passive voice.
2. Review the grammar: Language Study “The passive Voice”
3. Go over the expressions on page 22.
探究活动
教师组织学生两人一组，从一个新汽车工厂的建立及它对整个城市及周边地区和国家带来的好处，进行讨论和发表自己的意见，比如：
There will be a great many new jobs for workers and school—leavers in this city. A lot of new cars will be supplied to people all over the country. At least some houses will be built for the workers. New roads will be built too. The port near the city will be opened to foreign ships so that the cars will be sent abroad by sea. The city will become rich. New business will be stated in the city. For example, factories and other buildings for more new companies ;they will produce things like telephones and computers. The new car factory can bring more jobs to the province.
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