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高一英语知识点
页次：1/19人教版八年级上册英语第一单元测试题附答案[4]
it's raining？Don't worry.Take an umbrella.When it's sunny，wear sunglasses.If it's hot，take some water with you.When it's cold，you always feel warm.And walking in the snow is of great fun!
Are you willing to walk？Don't wait! Just do it!
根据短文内容，判断句子正 (T)误 (F)。
36．Here are four reasons why walking is a great idea.
37．You must follow some rules while you are walking.
38．If you walk，you needn't buy expensive clothes.
39．Walking is boring and you can't walk on rainy days.
40．The passage tells us walking is a good way to keep healthy.
Sports can help us a lot.Taking exercise can make us strong.In collective (集体的)sports like basketball，volleyball，or football，we will learn the importance of cooperation.And sports can also help us relax after work or study.
However，as the saying goes，“There are two sides of everything.”Sometimes we may hurt other players or ourselves if we are not careful enough when participating (参加) in sports activities.What's more，too much or hard practice can be bad for our health.
Sports can make us healthy both physically and psychologically (心理地)．It is also a good way for people to know each other and can improve frie ndship between people.So long as we are careful enough，sports can do us nothing but good.
41．______ can make us strong.
A．Taking exercise
B．Singing
C．Sleeping
D．Makin g friends
42．Too much exercise can be ______ for
C．helpful
43．Sports can ______.
A．help people to know each other
B．improve friendship between people
C．do us nothing but good if we're careful
D．All of the above.
44．Which of the following is NOT true?
A．Basketball and volleyball are both collective sports.
B．Sports can help us relax after work or study.
C．Sometimes we may hurt other players or ourselves when participating in sports activities.
D．Sports can only make us healthy physically.
45．The best title for this passage can be “______”．
A．Sports and health
B．Everybody must do sports
C．Sports are nothing t新东方新概念英语网络课程
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高一英语人教版必修一unit 1 friendship
Friendshipthe 1st period: Warming UpPre-reading,Reading IComprehendingStoryA young deer and a wise oldcrow lived together in the wood.Pam, the deer had little experienceof the world, but Rob, the crow,knew all the ways of the otheranimals. One day, Pam saw Puk, afox, come out from a tree towardsher. “I need a friend,” said Pukhungrily.“I’ll be your friend,” replied Pam.They went for a walk together in thefield where Puk knew there was a trap.Pam was caught in it and could notmove. Puk watched the farmer arrivewith his knife to finish off Pam.Rob flew down to the field and saidto Pam, “Lie down, and pretend youare dead.” Seeing Pam motionless, thefarmer undid the trap. “Run!” shoutedRob and Pam went. Back at home, Robsaid to Pam, “You know a true friendby his acts not his words.”1. What does the story tell us?2. Do you think that friendship is important in our life? Why?3. What quality do you think a good friend should have? For example, should he/she be kind, honest, smart, funny or anything else?TalkList some qualities of a person you’d like as a friendpatient (耐心的)
careful (仔细的)modest (谦虚的)
reliable (可信赖的)open (坦率的)
talkative (善谈的)energetic (积极的)
tolerant (容忍的)caring
responsiblewarm-hearted
outgoinginterestinggenerous (大方的)humorous (幽默的)well-educated (受过良好教育的)self-respected (自重的)easy-going (随和的)good-temperedopen-mindedetcselfish (自私的) rigid (刚硬的)dull (迟钝的)
careless (粗心的)proud (骄傲的)
tricky (狡猾的)simple-minded (头脑简单的)dishonestbad-tempered
impatientlazy
noisygossipy
etcList some qualities of a person whowould not make a good friendPre-readingWhy do you need friends?What do you think a good friend shouldbe like?Does a friend always have to be a person?What else can be your friend?Can a diary become your friend?Why or why not?Background knowledge奥斯维辛集中营World War IIthe German NazisJewsReading
ANNE’S BEST FRIENDFast-reading (Part I)Who was Anne’s best friend?When and where did the story happen?What nationality was Anne?What happened to Anne and her family?Why did Anne made her diary her bestfriend?Careful-reading
(Part II: the diary)How long hadn’t Anne been outdoors?What was Anne feeling after being in thehiding place for so long?Why didn’t she dare open a window to havea good look at the moon by herself?Anne had enjoyed a deep blue sky as well asmoonlight face to face, hadn’t she?How do you understand this sentence: Thedark, rainy evening the wind, the thunderingclouds held me entirely in their
power.Think and sayWhat would you miss most if you wentinto hiding
like Anne and her family?Explain why.How would you describe Anne’s feelingas she was looking out into the night sky?DiscussionWhat do you think is the purpose of thispassage? Why did Anne write it?Is the author angry, sad, happy or thrilled?What is Anne’s point of view? Do youagree with it? If so, why? If not, why not?ComprehendingFinish off Part 1 and Part 2 at Page 3.HomeworkReview “Anne’s Best Friend” new wordsFinish making the survey at Page 1Retell the story at Page 42 in indirect speech(It all depends.)(可考虑writing)Unit 1
Friendshipthe second period:language learningActivity 1: Write useful expressions in Warming Upand Reading, according to
the givenChinese meaning.合计 ___________经历 ___________故意 ___________为了 ___________关心;挂念;__________躲藏;隐藏;__________进展;与…相处;_________放下; 记下;__________平静下来 __________面对面地 __________不得不;必须____按照; 根据…所说_______________一系列;一连串;_______________参加;加入______Activity 2
: Study carefully in groups and find asmany new words in Unit 1 as possible,see which group will be the best.Activity 3: Find the words and expressions with thefollowing meaning from Warming Up andReading.believe _______feeling disturbed _________ not tied up __________make one become calm ________staying close to and looking at somebody ________write down ________with the purpose of doing something ___________suffer something ____________as stated by somebody or something ___________Activity 4: Work in pairs and try to give thefollowing words proper explanationsor definitions:cheat _____________________________reason ____________________________ignore ____________________________teenager __________________________share _____________________________entirely ___________________________dare ______________________________advice ____________________________quiz ______________________________communicate _______________________Activity 5: sentence paraphraseEvery morning he goes out to let his pet dogenjoy itself.They divided the cost so that both couldafford it.The fans got greatly excited when the filmstar appeared.etcActivity 6: Fill in the blanks , using words fromWarming Up and Reading, to make thefollowing sentences complete.(适当运用间接引语)Activity 7: Complete the passage with theproper words from the new wordsin Unite 1.Activity 8: Work in pairs and find out otherexpressions or sentences that youthink are good and report them tothe whole class to let others sharewhat you’ve found.Summary: The teacher make up a shortpassage consisting of the importantnew words and expressions toensure the students know whatthey have learned and shouldlearn to use by themselves.HomeworkWB P41, Lising1-2 and so onetcUnit 1 Friendshipthe 3rd period: Grammar ---Direct speechand Indirect speechStep 1 : Study the following dialogues and answer questionsMike: Jack, we have only five minutes left.Jack:
Ok, let’s hurry.Question: What did Mike say?Answer: Mike said that they had only five minutes left.Sam: Why didn’t you say anything about it?Alice: For I have no interest at all.Question: What did Sam ask Alice?Answer: Sam asked Alice why she hadn’t say anythingabout it.etcStep 2: ImitatingWork in pairs. One makes up a dialogue and themask a question according to the dialogue, the other and then the students change their roles.( If possible, ask one or two pairs to do it as models.)Step 3: DefinitionDirect speech: speaker’s actual wordsIndirect speech: reported speech / reporting of whatsomebody has saidStep 4: Careful studyStudy carefully and discover the difference betweenDirect speech and Indirect speech. P5 Part 1Step 5: PracticeP5 Part 2Step 6: Research studyWork in groups of four and finish the following tables oneafter another.一般过去时态现在进行时态过去完成时态过去完成时态一般过去时态一般将来时态Table ITable IIStep 7: PracticePair work. Get the students to make different sentencesand take turns to practice Direct speech and Indirectspeech to get a deeper impression.( 其它还可考虑如造句、改句等形式。例句略。）HomeworkUnit 1 Friendshipthe 4th period: Reading, Listening andSpeakingStep 1: Lead-inTry to find out the students’ true attitude to makefriends of
different gender.e.g.Have you got any boy friends or girl friends?Will you feel unnatural if a girl or a boy talks to you?Will you feel strange when you see a boy classmate anda girl classmate get used to studying together or helpingeach other often?Are you afraid to talk to boy classmates or girl classmates?etcStep 2: Read Lisa’s letter and find out her problemLisaa school girlget along well with a boy in classdo homework togetherenjoy helping each othergood friendsother students gossipFALL IN LOVELisa’s problemnot want to end the friendshiphate others gossipWould you be so kind as to give Lisa some advice?Step 3: ListeningListen to what Miss Wang says and write down. Pay attentionto the Indirect speech.Do you agree with Miss Wang’s advice? If not, why?Do your parents forbid you to talk to boys or girls?Do you follow your parents’ orders or have differentopinion?Step 4: Preparations for more listeningWhy did Anne make her diary her best friend?What is special of a diary? Or Why many people wouldrather write something down than talk to human friends?etcNow let’s listen to Lisa’s problem with her father . P43Listening P41Step 4: Speaking放弃。理由：难，不适合我们的学生，放在第一单元是一种失误。可以另外改变，如write a reply letter togive Lisa your personal opinion about friendship. 多写写也是大有好处的。Listening and talking.1) First, listen to and understand what Leslie Clark said:why people make friends with one another.2) Discussion. Encourage the students to use expressionsfor agreement as well as disagreement.HomeworkUnit 1 Friendshipthe 5th period: Extensive reading andspeaking本节课设想：通过学习教材第４４页 “Friendship in Hawaii”和补充读物“The American Way: Friendship”, 让学生更多地了解中西方对于 “Friendship”全然不同的认识：the traditionalChinese friendship means a strong life-long bond between twopeople, while Americans use the word “friend” in a very generalWay. They may call both casual acquaintances and closeCompanions “friends”. Friendship are based on common interests.When the shared activity ends, the friendship may fade.本节不涉及任何语言知识，而是尽可能的提供不同国家的友谊观，让学生对比、了解和学习，突出信息量的摄入。教师可以通过边读边找、提问等手段达到此目的。如果能提供影视材料让国外的同龄人亲口讲出他们的想法，那就最佳。然后，提供类似于Ｐ４５上的situations, 让学生自主地陈述个人选择，进一步巩固本课主题．高中写作要求7级目标：能写出常见体裁的应用文；能描述人物或事件，并进行简单的评论；能填写个人情况的表格；能以小组形式根据课文改编短剧；能根据用文字及图表提供的信息写短文或报告；8级目标：能写出语意连贯且结构完整的短文，叙述事情或表达观点和态度；能在写作中做到文体规范、语句通顺。能根据所读文章进行转述或写摘要；9级目标：能用英文书写摘要、报告、通知和公务信函；能比较详细生动地用英语描述情景、态度和感情；能阐述自己的观点和评述他人的观点，文体恰当，用词语准确写作技能——以帮助学生表述事实、观点、情感、想象力，交流信息，培养规范的写作习惯为目的写的技能教学按教学特点分类：控制性的写提示性的写半开放性写作（近年高考命题基本趋向）自由写作/开放性写作按训练的目的分类：巩固型
组句操练型
成段指导型
成篇交际型
真实情景中交际写作教学的基本关注点把培养写作能力贯穿整个单元的教学过程从“注重结果”向“注重过程”转变, 采用过程性写作教学模式写作与听、读、说以及语言知识的教学相互结合进行重视交际性写作，把写作看成书面交际活动，形成习惯（如记日记、写便条、写信等）训练学生写多种题材和体裁的作文用激励的方法鼓励学生写作（如办作文 展、竞赛、评比、黑板报、投稿等）“过程性写作教学模式”的基本步骤确定题目(Deciding the title)审题构思(Brainstorming & organizing ideas)体裁--人称--时态主题—写作框架(段落主题句)—支撑要点细节—关键词语Brainstorming: 集体讨论议题，充分激活相关话题图式和写作灵感，捕捉有用信息，确定该写什么，不必写什么，哪些应详写，怎么串联信息，形成写作思路。撰写初稿(Writing a Draft)组词成句—组句成段—组段成文修改(Editing) （自改初稿、互改初稿）格式、主题、要点、布局、开头结尾、文法、语法、用词定稿(Finalizing)展示(Displaying)（组内宣读、全班交流、墙报展示）评价(Evaluating)（自我评价、同伴小组评价、教师评价）反馈（Giving feedback)（普遍性问题的点拨、范文的点评）写作三阶段活动形式：综合性写作训练形式Period I: Reading**Group discussion: Suppose you have to hide yourselves on a lonely island for 3months. During the three months, your group will be be allowed to take 5 things with you. Discuss the questions:1) What will you take and why?2) How will you treat each other and make friends? Please list what a good friend should do.**Report the ideas to the class and brainstorm the words & expressions on “ friends and friendship”.**Written work I: Please write something about one of the following two topics, trying to use some of the useful words and expressions on describing “ friends and friendship” .
(120 words)A) the friendship between you and your friendsB) your best friendPeriod I: Reading[设计说明]采用读写结合、说写结合的写作训练方式，实现课内的读、说训练向课外的写作训练过渡。通过 “阅读理解—小组讨论—课堂汇报—语言学习（集思广益） —话题写作”等系列环节引导学生建立友好关系，学会互相交往；同时，把所学语言知识的使用、阅读和写作技能的培养有机地结合起来，发展学生综合语言运用能力。Period 3: Learning about language II*Discovering useful structures--Asking some students to summarize the differences--Changing the following direct speech into indirect speech and indirect into direct (Ex.2)*Workbook(P42): Using structures1) Reading another page of Anne’s diary and use indirect speech--Listening: SA: Listen to a short conversation between George and Peter.Take notes of what they say. /
SB: Listen to a short paragraph and fill in the blanks.--Comparing the notes and find out the difference between the two sentence patterns. (Pair work)2) –Playing the game “What did he/she say” in groups of three*Revision of the new words & expressions in Reading & Warming-upPeriod 3: Learning about language IIWritten work II:请按照要点，运用所学词汇，使用间接引语写一封信。假设Ms Mary是21世纪报“Heart to Heart”栏目的主编，你遇到了困难，写信向她寻求帮助。信的内容包括：你是一位高一新生，同桌Jack是一个活泼聪明的男孩。你们平常相互信任、互相关心，而且都喜欢上网和踢足球，因此很快成了好朋友。一天下午，你们决定一起去踢球，但你迟到了半个小时。Jack很生气，你却说这又不是故意的，有什么什么大不了的。于是你们就此发生了争执。那之后，你们已经好几天没说话了。你感到很焦急。今天早上上课的时候，老师给你们讲了一个关于Anne的故事（请用3-4句话简要描述所学课文大意）。从这个故事中你明白了……（请用3-4话阐述你对友谊的理解）,你意识到自己错了，想向Jack道歉，但不知如何开口。希望Ms Mary能尽快给你回信并给你一些建议。 Period 3: Learning about language II[设计说明]1、该写作任务在设计形式上将提示性写作和半开放性写作有机结合起来。内容上有一定的真实性，写作主题贴近学生的生活实际，有助于激发学生的写作积极性。2、将写作和语篇的复习回顾以及语言基本要素的训练有机结合起来。学生在动笔写课文故事摘要之前需要再次回顾和深加工语言输入材料，从而达到复习所学内容的目的。3、写作前简要复习课文中的有关词汇、表达以及有关直接引语和间接引语的语法知识，这可以在一定程度上提高学生的选词用词能力，提高学生作文的准确性和连贯性。Period 6:Using language--writing[总体思路]1、充分考虑写作教学的二个基本点：一是要关注写作过程，二是要关注写作与听、读、说以及语言知识的教学相互结合进行。所以，写作教学课的设计在本质上就是要求教师在对教材内容进行重组的基础上综合设置任务，为学生提供更广阔的运用所学语言的空间。2、从写作部分教学内容分析，主要包括：读一封信、写信以及趣味写作。信的内容和趣味写作部分所提供的范文都与“交友中遇到的困惑”、“没有朋友的孤独寂寞”等问题相关。除此，workbook中P45“Speaking Task”部分Ex.1的二个情境也涉及这一话题。为此，在教学内容的选取上可将这三个涉及同一话题的不同材料进行组合使用。3、从教材中写作任务的设置形式看，既有真实语境支持，又有双向和交互特征。因此，教师可以鼓励学生使用交际策略先用口语交谈，再写成文章。总体上本节课可设计以下流程：语言复习（词组/句子翻译）--问题导入—交互性阅读(jigsaw-reading)—小组问题讨论—课堂汇报（达成对问题要点的共识）--编对话—尝试写作—话题总结和交流—互改互评(homework)。上述环节围绕话题环环相扣，层层递进，促使学生在活动中相互合作，共同探究并解决问题；促使学生用语言去做事，并在做事中学会语言，实现话题、功能、词汇和语言技能的有机结合。Period 6:Using language--writingStep 2: Led-in: Everyone needs friends. However, making friends is not easy and real friendship is no easy to come by.It is difficult at times to keep the friends we already have. Have you experienced any trouble in making friends or in keeping friends? Now, let’s read four short paragraphs.[设计说明]在这节以语言输出为目标的综合技能训练课中，学生既要完成读的任务，又要完成说写等综合性语言运用任务，所以导入环节的设计可简洁些，以问题的形式直入话题“交友问题”的探讨。Step 1: Revision of the key words & expressions-- translate some expressions and sentences on the topic of “friends & friendship”[设计说明]由复习启动新课，为后续语言输出活动做准备，使新知识的建构建立在已有知识的基础上。Period 6:Using language--writingStep 3: Jigsaw readingSituation 1-2: Speaking tasks --Ex. 1 (WB)Situation3: Reading & writing –the letter from Xiaodong (SB)Situation4: Writing for fun—the sample writing (SB)[设计说明]采用Jigsaw reading这种合作互动的阅读教学策略。通过阅读不同内容使小组成员间产生信息沟，然后通过阅读基础上的信息口头传递实现信息的交互和资源共享。学生在完成此任务时积极主动，交流也较真实。Work in groups. Read one of the following four situations and then describe to the others what is the trouble with each of the four persons.Period 6:Using language--writingStep 4: Group DiscussionStep 5: Class report: Ask two or three groups to report their advice & suggestions to the class.（汇报过程中列出说/写的框架要点及重点词汇表达）Q1: Will you go to the concert or the picnic? Give reasons for your decision. (Situation1)Q2: What will you say to your best friend? Give reasons for your answer. (Situation 2)Q3: What advice will you write to Xiaodong? (Situation 3)Q4: What will you say to George? (Situation 4)Discuss the following questions, trying to use some
functional items of expressing attitudes, certainty, agreement & disagreement in your discussionWhat suggestions will you make on how to make friends?Period 6:Using language--writing[设计说明]1、通过小组活动引导学生共同合作讨论，寻求交友中遇到的上述问题的解决办法。同时，要求学生利用单元中刚学过的语言及有关的交际功能，如态度(Attitudes)、同意和不同意(Agreement & disagreement)、肯定程度（Certainty）来表达自己的想法见解。此项活动既培养了学生解决问题和合作学习的能力，也让学生在解决问题过程中锻炼创造性思维。2、从过程性写作教学的基本程序分析，这也是一个集体讨论议题，充分激活相关话题图式，捕捉有用信息，规划口头交流/书面写作框架要点，确定写作内容，并为写进行语言准备的过程。Step 6: Pair work: Imagine you are the student Xiaodong and your partner is the editor. Please make up a short conversation. The following points & expressions may help you.Period 6:Using language--speaking & writingMake an effort to change the situation.Start talking to people about what you both like.Join in people’s discussion.Show your interest in their talk.Try to make friends with one or two classmates.Try to give some suggestions on how to make friends.be polite to, be friendly to, care about others more than yourself, trust,share, make… feel easy, try to talk to…, discuss…with…, lend sb ahand whenever…, help each other, pay attention to others’ pride,quarrel with, calm down, never lose your temper, be concerned about,help or support
when…, treat sb well, tell…about one’s deepest feeling,hurt one’s feeling, on purpose, go through tests of life and deathPeriod 6:Using language--writing[设计说明]这个步骤是学生根据汇报所列要点和所学语言进行自主使用语言的过程，这既关注了语言形式，又关注了语言内容，实现让学生在真实语境中运用英语，实践交际策略的目标，体现了“用语言做事，在做事中学会语言 ”的基本思想。Period 6:Using language--writingStep 7: Written work III: (Writing a draft)Step 8: Topic summary--Share your sentence or proverb
with the other students.[设计说明][设计说明] 根据过程性写作教学模式的基本程序，在议题构思和口头实践的基础上尝试书面写作。Write your advice to Xiaodong as an editor according to the given points.--Summarize your understanding of
“friends & friendship” with one sentence or proverb.在写作的基础上总结话题，表达对话题的理解。同时积累收集有关朋友和友谊的谚语，拓宽知识面，为后续“project”活动的开展做好准备。Period 6:Using language--writing*Homework:[设计说明]自改初稿是培养学生的语言监控能力、培养学生的元语言意识(linguistic awareness)，从而提高口头或书面表达的正确性的一个十分重要的环节，但目前这一学生自主监控学习的过程却往往为教师的批阅所取代。互改初稿这种教学方式不仅符合新课程所倡导的合作、交流和探究的学习方式，而且也是合作学习在写作教学中的实际运用。同样，互改初稿也应从格式、主题、要点、布局、开头结尾、文法、语法、用词等方面进行修改润色。在自改和互改的基础上进行定稿，以便同伴和教师对你的写作作出最终评价和反馈。1) Check your writing in pairs2) Write the final letter in your exercise books3）Assess your writing in pairs作文自评、互评表A:excellent
B: satisfactory
C: need improvementProject:[设计说明]Please design an English paper on friendship. The paper should include the following contents.--Description of your best friend--Collection of ten proverbs on friends and friendship--Comments on one of the proverbs that you agree or disagree--*Writing an English poem on friendshipYour article will be shown on the wall in your classroom. Please finish it in three days.1、充分体现自主探究，化静为动，学做合一。2、关注学习者差异和选择，给不同语言基础的学生以不同要求和难度的任务。Unit 1 Friendshipthe 7th period: Summing up本节设计目的：　熟练掌握本单元所学的单词、短语和句型；　能熟练运用赞成、反对的表达；　能使用直、间接引语表达、交流并能转述；　进一步巩固英语书信、日记体的运用；　全面正确了解 “Friendship”;　提高学生的判别能力；慎交友，交好友；教学过程设计：Brainstorming (words/phrases/contents of the text)Practice (Blank-filling/word spelling/translation/Multiplechoice, etc)Comparison(不同的“朋友”的歌曲的诠释；中外寓言故事；　　　　　　中外有关“朋友”的名句；“鲁宾逊漂流记”与　　　　　　旧教材中“荒岛余生”的视频对比，等）Introduction／Description ( introduce one of the students　own good friend,或是其它活动形式，如“我的朋友观”、　“与朋友之间的误会”等。）Summary (要求每个学生用一句English来概括一下“朋友”；　　　　　可以事先作为预习题布置来解决）