wwj快乐柠檬头
仰望天空时，什么都比你高，你会自卑;俯视大地时，什么都比你低，你会自负;只有放宽视野，把天空和大地尽收眼底，才能在苍穹沃土之间找到你真正的位置。无需自卑，不要自负，坚持自信。我高一频道为你整理了《高一人教版英语知识点 总结 》希望你对你的学习有所帮助!
高一英语 人教版第一章知识点
一、单词
1、重点单词讲解。
(1)add
① add …to… 把…添加…/把…加起来
② add up to 共计，总共
③ add to 增添
(2)upset
过去式：upset 过去分词：upset 现在分词：upsetting
adj.心烦意乱的，不安的，不适的
be upset about/over 为某事心烦、不安
be upset that 心烦
vt.使不安，使心烦
It upsets sb that 让某人心烦的是
It upsets sb to do sth 做某事使某人不安
(3)concern
vt. 使担心，顾虑，涉及，关系到
n. 担心，关注，利害关系
①as far as sb/sth + be concerned 就某人而言，对于某人来说
as far as I am concerned 就我而言，对于我来说
as far as he is concerned 对他来说
as far as English is concerned 关于英语，对于英语
②be concerned about/for 关心，挂念
have no concerned about/for
③be concerned in/with 涉及到，与…有关
have no concerned in/with
(4)go through
①经历，遭受，忍受 go through one difficulty after another.经历一个又一个困难。
②仔细检查，审查 go through your paper 检查你的试卷。
③浏览，翻阅 go through all the related reference.浏览相关资料。
④通过，穿过=pass through go through a great forest.穿过一片大森林。
⑤完成 go through the task.完成任务。
(5)suffer
①suffer 作“遭受”时，后面直接接pain, loss, injury, harm或 punishment.
②suffer 作“受…苦”时，常常搭配：suffer from
(6)get/be tired of 厌烦…
get/be/feel tired of sb / sth / doing sth 厌烦
be tired from 由于…而疲劳(体力上的疲劳)，侧重原因
be tired out 精疲力竭的
(7)join in 参加，加入
区别join ,join in ,attend 与 take part in：
join：多指加入组织，团体，党派等，有作为其中一员的意思。例：join the army 参军
join in：参加某项游戏，活动，讨论等。常用结构：join sb in
例：Will you join us in a walk?
attend：参加会议，婚礼，葬礼，上课，讲座，听 报告 等。
例：attend a lecture 参加一个讲座。
take part in：多指参加群众性的活动，运动，战争等。
例：take part in the march.
二、 句子
(1)I wonder if/weather …我想知道是否…
(It’s) no wander if/weather…不足为奇，难怪。
It’s a wander if/weather that… 令人惊奇的是…
(2)强调句型的构成：it is/was…+被强调部分+that+ 其他成分
(3)It is/was the first time /second…+ time that…这是第一次/第二次…
注意：that 从句中的时态必须用完成时。如果前面是is，that从句中则用现在完成时;如果前面是was，that从句中则用过去完成时。
(4)in order to 以…为目的，用于引导目的状语，放在句首或者句中。
否定形式：in order not to
句式转换：in order to=so as to do (只放在句中)
=in order that+句子 (只放在句中)
=so that+句子(只放在句中)
三、本单元交际项目的重点是在与他人讨论问题时，如何友好地表达同意或不同意。
(1)表达同意的句子。 (2)表达不同意的句子。
Exactly.确实如此。 No way.没门儿。
No problem.没问题。 Of course not.当然不。
That’s right/true.那是对的。 I don’t agree (with you).我不同意。
Yes, I think so.对，我认为是这样。 No, I don’t think so.不，我不这么认为。
All right./OK.行，可以。 I’m afraid not.恐怕不是。
I believe (guess, hope) so. I don’t think it’s very practical.
我相信(猜想、希望)是这样的 我认为这不切实际
That’s a good idea.那是一个好主意。 I can’t accept that. 我不能接受。
I agree (with you).我同意。
高一英语人教版第一章知识点
Unit 1 Friendship知识点主要有以下单词以及词组的用法：
1、用于表示人的性格特征的词：active, brave, careful, clever, honest, helpful,
humorous, kind, smart, wise, hard-working ，generous, selfless, easy-going, reliable, considerate, patient, sincere, responsible
2、动词及动词词组： ignore, add up, walk the do，calm … down, have got to,be
concerned about, cheat in the exam， go through, set down
3、名词：Netherlands, German, thunder, power,
4、其他词组：a series of, on purpose, in order to, at dusk, face to face, no longer
Unit 1 Friendship优秀教案：reading 部分
一 教学目标：掌握基本的阅读技能，学会在 文章 中找出关键信息，并能够进行文章中的
总结。
二 教学重难点：如何用英文去描述人的思想感情。
三 教学过程：
1、引入：讲解关于第二次世界大战的情况。可以用多媒体课件进行演示，让学生懂得第
二次世界大战对人类所造成的危害，给人的心理带来的影响。
2、阅读：让学生自己阅读文章，然后让学生简单描述文章中安妮的悲惨遭遇。
3、在课本上把安妮的悲惨遭遇的句子圈划出来进行分析，让学生懂得如何去进行人物的
描写。
4、难句分析：
I wonder if it’s because I haven’t been able to be outdoors for so long that
I’ve grown so crazy about everything to do with nature. 翻译：我想知道，是不是
因为这么久我不能够出门所以我就对大自然中所有的一切变得如此狂热?解释：在句子中
if引导状语从句，而because引导也是状语从句。
For example, one evening when it was so warm, I stayed awake on purpose until
half past eleven in order to have a good look at the moon by myself. 翻译：例如，有一个夜晚，天气是暖的，我故意呆在外面，直到11点半，就是为了好好地看着天上悬挂的月亮。解释：词组 on purpose意思为“故意地”，在句子中做状语。
高一英语人教版第一章知识点
1. be good to 对......友好 be good for 对......有益;be bad to…/be bad for…
2. add up 加起来 增加 add up to 合计，总计
add… to 把......加到......
3. not…until/till 意思是“直到…才”
4. get sth/sb done 使......完成/使某人被...... 5. calm down平静下来
6. be concerned about 关心 关注
7. 当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。
While walking the dog, you were careless and it got loose. 8. cheat in the exam 考试作弊
9. go through 经历;度过;获准，通过 10. hide away 躲藏;隐藏 11. set down 写下，记下
12. I wonder if….. 我不知道是不是…. 12. on purpose 故意
13. sth happen to sb 某人发生某事
sb happen to do sth 某人碰巧做某事 it so happened that ......正巧 碰巧
14. It is the first (second…) that… (从句谓语动词用现在完成时) 15. in one’s power 处于......的控制之中 16. It’s no pleasure doing…. 做…..没有乐趣
It’s no good/ use doing sth. 做某事是没好处/没用的
17. She found it difficult to settle and calm down in the hiding place. it做形式宾语 18. suffer from 患…病;遭受 19. so…that… /such…thay…
20. get tired of…. 对…感到劳累 疲惫
21. have some trouble with sb/sth. 在......上遇到了麻烦 22. get along with sb/sth. 与某人相处
23. ask(sb)for advice. (向某人)征求建议
24. make 后接复合宾语，宾语补足语须用不带to 的不定式、形容词、过去分词、名词等。常见的有以下几种形式:
make sb. do sth.让 (使)某人做某事 make sb. /sth. +adj. 使某人/物…
make sb./ oneself +v-ed 让某人/自己被…
When you speak, you should make yourself understood. make sb.+n. 使某人成为…
25. alone /lonely. 单独的/孤独的
26. I would be grateful if… 委婉客气提出请求 27. Why not do….. = why don’t you do…
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楞大个肚兜
高一英语必修一unit1课件应该怎么写？课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面我给大家带来高一英语必修一unit1课件，欢迎大家阅读。
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!
Teaching objectives:
1. Ability to work:
A. listen: get information and ideas from listening materials;
Talk: express your attitude or attitude toward friends and friends in appropriate words.
C. Read: to get Ss to get the main idea
Write: write some advice about making friends
2. Knowledge target:
Talk about friends and friendship; How to make friends; How to maintain friendships
B. Use the following expressions:
I think so. / I don't think so.
I agree with you. / I don't agree.
This is correct.
Of course not.
Exactly.
I'm afraid not.
The ss can control direct speech and indirect speech
D words: add some cheating in the upset without careless reason list to share feeling think Germany series "outdoor crazy moonlight" is the purpose of bold, believe that indoor intelligence test by teenagers advice editor is used to communication
Add calm to the dog's care and the walk to the dog has a certain purpose, in face to face with the love
3. Project emotional goals:
Cultivate students' interest in learning English;
Encourage students to be proactive in their activities and make students confident.
Develop the ability to cooperate with others.
4. Strategic objectives:
A. Cognitive strategy for developing Ss: taking notes while listening;
B. develop the ss communication strategy.
5. Cultural objective: to make students understand different opinions and make friends from different countries.
Teaching steps:
Cycle is 1
Step 1. Warm up
1. Work Ss listen to an English song, AULD LANG SYNE.
2. Brainstorming: let students introduce some friendly, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible, helpful... .
Step 2. Talk about your old friend
Work in junior high school talk about their old friends, talk about their appearance, personality, hobbies and so on.
2. self-introduction
Step 3. Make new friends
1. The students went around asking for information about their new friends and filling in the following forms
Name age/hobby/favorite sports, books...
2. Report to the class: who will be your friend?
Step 4. Do an investigation
Do an investigation in the text, P1
On September 5. Listening and speaking
Do the bank P41. When the students listen to the tape, ask them to pay attention to the speaker's idea of making friends.
When Ss talks, ask them to try the following expressions.
I think so. / I don't think so. I agree with you. / I don't agree.
This is correct. Of course not. Exactly. I'm afraid not.
Step 6. To discuss
Ss 4 was divided into one group and each group chose a topic for discussion. There are four themes.
Topic 1: why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: there is an old saying, "to have a good friend, you need to be a good friend." "How can you be a good friend?"
Topic 3: is a friend always a person? What else can your friend do? Why is that?
Topic 4: make a list of qualities that are not easy to make friends with.
Step 7. abstracts
Work allows students to sum up what is friendship and what is most important to make friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find out the answer to this question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a clear sky.
When I cry, I think friendship is a white handkerchief.
It can dry my tears.
When I am sad, I think friendship is a warm word.
It can bring me happiness.
When I am in trouble, I think friendship is a powerful hand.
It can help me avoid difficulties.
When I sit in a quiet place, I think friendship is a wonderful feeling.
It cannot be torn and torn, because it is in everyone's heart.
It's from the beginning of our lives to the end.
3. Tell students: make new friends and keep old; One is silver and the other is gold.
Step 8. appraise
Complete the following assessment form. Standard: A, B, C
The content is self-rated
I am very active in talking with people.
2. I actively cooperate with others.
I can express myself fluently, accurately and properly.
4. After this lesson, I learned more about friendship.
5. Do you think you need to improve yourself in some way? What aspects?
Homework:
Find new words and phrases in your warm up and reading dictionary.
2. Write an essay about your best friend.
优质英语培训问答知识库
