俗话说，居安思危，思则有备，有备无患。教师在教学前就要准备好教案，做好充分的准备。教案可以更好的帮助学生们打好基础，帮助教师掌握上课时的教学节奏。那么一篇好的教案要怎么才能写好呢？下面的内容是小编为大家整理的Unit1Theworldofoursense教案，供您参考，希望能够帮助到大家。

Unit1Theworldofoursense教案
Wordpower---教案
Teachingaims:1.Enlargestudents’vocabulary
2.Letstudentsknowmoreaboutweather.
Teachingimportantpoints:
Rememberthesewordsandtrytousethemfreely.

Teachingprocedures：
Step1.Leadin
Writedownthefollowingsentencesontheblackboardorscreen.
1.Onceoutinthestreet,shewalkedquicklytowardsherusualbusstop.
2.‘Hereweare,KingStreet.’hestopped.
ThenaskSswhichwordisusedtwicebesidesthenounstreetinthetwosentences.
Inthefirstsentence,STOPisanoun,whichmeans“aplaceatwhichsomeoneorsomethingstops”,inthesecondsentence,stopisaverb,whichmeans“toputanendtowhatoneisdoing”.
Step2showmoreexamples
1.Readthestoryfogandfindmorewordsthatcanbeusedbothasanounandaverb.
2.Explainthemeaningsofthesewordswhentheyareusedasdifferentpartofspeech.
1.“Pollyleavesworkearly.”
“Pollyworksveryhard.”
2.“Shesensedshewasbeingfollowed.”
peoplehavefivesenses.
3.“pollyfeltaroughhandbrushherface...”
“Hewaspaintingthewallwithabrush”
4.“MaybeIcanhelpyou.whichroaddoyouwant?”heasked.
“itgivesmethechancetopaybackthehelpthatpeoplegiveme”

Step3Exercise1
Like“rest”inthedialogue,manywordsinEnglishcanhavemorethanonepartofspeech.Insomecases,differentpartsofspeech(usuallyanounandaverb)havethesamespellingbutdifferentmenings
Lookatthetablebelow,givetherightmeaningofthewords,andjudgewhichpartofspeechtheybelongto.
Exercise2
AFindthewordslistedbelowinthestoryandcompletethetable.
PartofspeechMeaningExample
rest(line16)nountheremainingpartHewantstoseetherestoftheworld.
(line50)verbrelaxMymothertoldmetorest.
once(line7)conjunctionwhenOnceshefinishesherwork,shecanhelpyou.
(line42)adverbAtsometimeinthepastIoncelivedinBeijing.
left(line2)verb(thepasttenseorpastparticipleof‘leave’)
went/goneawayfromapersonoraplaceIleftforworkearlierthismorning.
(line43)adverbOnthesideofyourbodywhichistowardsthewestwhenyouarefacingnorthLookrightandleftbeforecrossingthestreet.
still(line5)adverbcontinuingI’mstillhungrythoughI’vejusthadabighamburger.
(line28)adjectivenotmovingCan’tyousitstill?
BCompletethereportclearly.
答案：causescauseansweranswerhouseshouseincreasesincrease
Step4.Talkabouttheweather.
Whatwordsdoyouoftenusetodescribedifferentkindsofweather?(questions)
Answersmaybecloudy,sunny,drizzy,fine,cold,cool,warm,hot,dry,wet,rainy,snowyandfoggy
Sentencesusedinaweatherreport:
Itwillbecloudy/overcast/drizzly…
Themorning/afternoonwillbe…,withheavyshowersaroundlunchtime.
Athinmist/cloudyweatherwilldevelop.
Athinmistwillturntofog.
Practice:
Themorningwillbefine,withshowersintheafternoon.
Amist/fogwilldevelopinthemorningandtheafternoonwillbesunny.
Itwillbeovercastinthemorningandtherewillbesnowintheafternoon.

Step5.Finishtherelatedexercisesinthetextbook.
PartB
Answers:
(1)warm(2)fine(3)sunny
(4)cloudy(5)cooler(6)overcast
(7)rain(8)cold(9)thunder
(10)lightning(11)storm
Step6.Discussion.
1.Whatkindsofweatherdoyouprefer?
2.Pleaseforecasttheweatheroftomorrow.
Step7Consolidation
双基提要
Words:thunderstorm,floods,tornadoes,snowstorm,overcast,drizzly,fog,mist,showers,lightning,occasional,afford
Phrases:insomecases,sofar,gohungry,lookup,fetchmyumbrella,weatherforecast
课堂反馈
I.Fillintheblankswithwordsfromthesentences,changingtheformsifnecessary.
1.Pleasebe____________.Wehaveenoughseatsforeverybodytositon.
2.Everyyearwe___________treesonMay,12th.Treesandotherplantsprovideuswithfreshair.
3.Doremember_______________theflowerseveryday.Itwilldiefromlackofwater.
4.Go__________downthisroadandyou’llseeanotherstraightroadacrossit.
5.Thepolicemen_______________allthewitnessesbutnoneofthemcouldgiveadefiniteanswertothequestion.
6.Theoldman________________thetwoWorldWars.Heisamanoflotsofexperiences.
7.WhileIwas______________formyholidaylastnight,Ifoundapackofmyclothesmissing.
8.Don’tlookbackwhenawolfisalreadyonyour__________.
9.Theheadofourschoolare___________forHongKongonavisittoaschoolthere.
10.Theyareclosefriends.Theyalwaysstand__________toeachotherasiftheyweretiedtogether.
II.Translatethefollowing.
1.A:Beautifulday,isn’tit?
B:Yes,it’snotlikewhattheradiosaidatall.
A:Iwishitwouldstaythiswayfortheweekend.
B:Aslongasitdoesn’tsnow!
2.Whatbad/goodweather!
3.MostofNorthandSouthChinawillhaveacoldwetday.
4.Itwillbecloudy/rainyattimes.
5.Thetemperaturewillstayabovezerointheday-time,butatnightitwillfallbelowzeroagain.
6.Theweatherisimproving／worsening.

延伸阅读

高二英语Unit1Theworldofoursense教案

高二英语Unit1Theworldofoursense教案
Unit1Theworldofoursense
Reading---教案
TeachingAims:
1.ImproveSs’readingability.
2.EnabletheSstolearntoanalyzethestory.
3.HelptheSslearnreadingstrategy.
4.MakesureSscanlearntohelpeachotherintheirdailylife.
Teachingimportantanddifficultpoints:
1.Learnabouttheplotofthestory.
2.Retellastorywithasurpriseending.
Teachingmethods:
Discussionandtask－basedactivities
Teachingaids:
Acomputerandaprojector
Teachingprocedures：
StepⅠLead-in:
Questinslikethis:
What’stheweatherusuallylikeinsummer?
Dowehavefoggydayshere?When?
Howdoyoufeelonafoggyday?
Haveyoueverlostyourwayinthefog?Whatwouldyoudoifyougotlostinthefog?
Whatsensesdoyouthinkwecanuseonafoggyday?
StepⅡReadingstrategy
Aplot
Maincharacters
Acertaintimeperiod
Aplace
Aproblemoranissuetobesolved
Aclimaxorasurprisingending
StepIIIFast-reading
Gothroughthepassageasquicklyaspossible,trytofindtheanswerstothefourquestionsinPartA.
1.Ayoungladyinthefog
2.At86KingStreet
3.Bybus
4.Astick
TrueorFalse
1.Thefogwasverythickinthemorning.
2.WhenshegottoGreenPark,theweatherturnedouttobefine.
3.PollygottoGreenParkbytrain.
4.Theoldmancarriedanumbrellainhishand.
5.AtfirstPollythoughttheoldmancouldn’tseeherfacebecausehewasblind.
6.Afterarrivingathome,Pollyinvitedtheoldmantoherhomeforarestandheagreed.
Detailedreading
Part
Place
Time
weatherPerson(s)
WhathappenedPollysthoughtorfeeling
Part1
OutsidePollysworkplaceat4p.m.foggyPollySheleftworkearly.
Shewonderedifthebuswouldstillberunning.
Part2
Shewonderedifthebuswouldstillberunning.
ater
Polly;
thebus
conductor
ThefogwastoothickforthebustoruntoKingStreet,wherePollylived.

PartPart3

Part4

Part5
Where:inthestreet
Whenweather:Itwasdark
Who:Polly,Polly,anoldman
What:Theoldmantookherhandandhelpedherfindtheway
Polly’sfeelings:Shewishedforsomeonetocomealong.Fearheldherstill.Shebegantofeelfrightenedagain
Part6
Where:outsidePolly’shouseatKingStreet
Whenweather:latethatday
Who:Polly;theoldblindman
What:Theoldmanlefttohelpmorepeopleinneed
Polly’sfeelings:Pollywasthankful
PartIVPost-reading
Readthestorycarefullyandtrytofindtheroute(路线)thatPollytookhome.
Andretellthetextusingyourownwords.
PartV
DoexercisepartDE
1.d2.c3.e4.a5.b6.g7.h8.f

1.Fog2.frightened3.conductor4.deserted
5.Rare6.Taxi7.footsteps8.fear
9.rough10.blind11.Lost12.express
Homework
DoA1andA2onpage90oftheworkbook

Theworldofoursense学案

经验告诉我们，成功是留给有准备的人。作为教师就要在上课前做好适合自己的教案。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师营造一个良好的教学氛围。优秀有创意的教案要怎样写呢？经过搜索和整理，小编为大家呈现“Theworldofoursense学案”，仅供参考，欢迎大家阅读。

2012高一英语学案：Unit1Theworldofoursense（牛津译林版必修3）

一.单词应用
根据单词的首字母或汉语意思填写正确单词，注意形式变化。
1.AsPollyo_________thepassengersonthetrain,shesensedthatshewasbeingwatchedbyatallmaninadarkcoat.
2.WhenPollygottothestationentrance,itwasd___________.
3.Bythetimesher__________thecornerofthestreet,thefootstepsweregone.
4.Shecouldfeelherheartb__________withfear.
5.Afewsecondslater,ahandreachedoutandt___________herarm.
6.Pollyfoundherselfs___________(盯着看)upatamanstandingwithhishandr_________（靠）onherarm.
7.Yousee,afogthisbadisr_________.Itgivesmethec___________topaybackthehelpthatpeoplegivemewhenit’ssunny.
8.Ifanyoneknowsthiskindman,pleasecontactmethroughthenewspapersoIcanthankhimp_____________.
9.Thepossibilitythatpleasantsmellsmightr_________painhasrecentlybeensuggestedbynewresearch.
10.Duringtheexperiment,volunteerswereaskedtosniffpleasantsmellssuchasvanilla,andu_____________smellssuchasdurians.
11.Oneexplanationisthatwomen’ssenseofsmelldevelopedlongago,andisl________torecognizingthesmellofbabies.
12.Onereasonwhywebecomes_____________andhavehighbloodpressureisthatwemisuseoursensesinoureverydaylife.
13.IfeltsotiredthatIcouldn’thelpwonderingwhetherornotIcouldgettomyd________.
14.ThefactwasthatnowIwasf__________byfear,notbycold.
15.InthedistanceIcouldseethunderandl______________coming.
二．词形转换
1.observe(v.)→(n.)(adj.)
2.stressed(adj.)→(n./vt.)
3.confidently(adv.)→(n.)→(adj.)
4.accept(v.)→(n.)→(adj.)
5.truth(n.)→(adj.)→(adv.)
6.related(adj.)→(v.)→(n.)→(n.)
7.deeply(adv.)→(adj.)→(n.)→(vt.)
8.deadly(adj.)→(adj.)→(n.)→(v.)
三.补全佳句
1.有时不同的感觉互相影响。
Sometimessenses__________________.
oneanother/eachother
Ourteachersrequireusstudents__________________________________（互相尊敬）.
Youtwoshould________________________________________(互相帮助).
2.Thetruthisthat________________________________________________________(雾太大，公交车跑不了那么远).
1）too...to...
他太小不能自己过马路。___________________________________________________.
Thecaseis_________________________________________________(太重你搬不动).
2）that;this表程度，饰adj.;adv.
200kmperhour?I______________________________________(不可能开那么快的).
________________________________________(这么大的雾很罕见).
3.While______________________________(其余的乘客)weregettingout,sheglancedatthefacesaroundher.
1）rest
__________________________________________________(你们其余人做什么)?
Therestofthewater____________________________(被污染了).
Themanstoppedand_____________________________________(让马休息一下).
2）reston/upon/against
He__________hishead_________thebackofthechair.
4.with+O+todo/doing/done
Withhisleg___________(break),hehadtolieinbedforalongtime.
Withsomuchwork___________(do),Iamalwaysbusy.
Withthekitchen_______________(repair),theyhavemealsintheliving-room.
Withtheworkers_______________(repair)thekitchen,theyhavemealsintheliving-room.
Withnothing____________________(type),hetoldhissecretarytohavearest.
5....havenothing/little/anything/something/much/alottodowith....
Oursenses__________________________________________(和我们的全面健康有关).
Doyouhave_________________________________________(与...有关)theaccident?
Don’tblameher.Myfailure________________________________________(跟她无关).
6....Icouldn’thelpwondering...
Theboy_____________________________________________(看到妈妈忍不住哭了).
Youngpeopleoften_____________________________(禁不住跳起舞)assoonastheyhearthiskindofmusic.
7._______________________________________(被鲨鱼袭击的可能性)aresmall______________________(与...相比)otherdangers.
Seizeanychance_____________________________(显示你的能力).
chancev.碰巧=happen
ItchancedthathewashavinglunchwhenIwenttohishome.
=He________________________________________lunchwhenIwenttohishome.
8.Thelattertwotypesofattackaremorelikelytobedeadlyforhumans.
明天他可能要去广州度假。
________________________________________________________________________.
=________________________________________________________________________.
四．句型转换
1.Attimessenseshaveaneffectoneachother.
________senses_________one_________.
2.Wecouldn’tseethetallmananywhere.
Thetallmanwas________tobe_________.
3.Ashegrew,hisinterestinteagrew,too.
Ashegrew,_______________hisinterestintea.
4.Whenhewokeup,hefoundhehimselfwaslynginawarmbed.
Whenhewokeup,hefound______________inawarmbed.
5.Thetruthisthatthefogissothickthatthebuscan’trunthatfar.
Itistruethatthefogis______thick_______thebustorunthatfar.
6.Itismorepossiblethatthelattertwotypesofattackaredeadlyforhumanbeings.
Thelattertwotypesofattackaremore________tobedeadlyfor_______.
7.Peoplewhohavehearingproblemscanunderstandeachotherbyusingsignlanguage.
People________hearingproblemscanunderstandeachother_______signlanguage.
8.Manypeoplewanttoknowwhetheroursensesarerelatedtoouroverallhealth.
Manypeople________whetheroursenseshave_______todowithouroverallhealth.
9.Thescientistatlastprovedthathistheorywascorrectaftertheymadehundredsofexperiments.
After___________outhundredsofexperiments,thescientist__________provedthathistheorywascorrect.
10.HeknowsitwillbehardforLiuWeihai,butitishopedthatinthenextfewmonthshisbodywillacceptthehandashisown.
HeknowsitwillbehardforLiuWeihai,but_________inthenextfewmonthshisbodywillacceptthehandashisown.
五、单元话题作文
美文背诵
1）“地球一小时”发起于澳大利亚,并得到全球许多城市的响应。该活动旨在倡议人们在特定时间熄灯一小时，来表明他们对全球气候变暖的关注。2009年3月28日晚8：30分至9：30分，北京参与了“地球一小时”行动。许多著名建筑物如鸟巢、水立方以及宾馆、饭店、办公大楼等熄灯一小时；民众举行烛光晚餐，观星派对……请根据以上内容写一篇英语短文，描述这次活动并谈一下你对此事的看法（至少两点）。
EarthHour
EarthHourstartedinAustraliawithmillionsofhomesandbusinessesturningtheirlightsoffforonehour．Peoplearealljoiningtogetherinaglobalefforttoshowthatit’spossibletotakeactiononglobalwarming．
BeijingtookpartinEarthHourthisyear.The“Bird’sNest”NationalStadiumandthenearby“WaterCube”，usuallyilluminatedbyfloodlights，wentdarkat8：30p．m.，whiledozensofhotelofficebuildings，shoppingmallsandrestaurantsalsoswitchedtheirlightsoff．Peoplejoinedinactivitiessuchascandle-litdinnersandstar-gazingpattiesasaresponsetothecallfor“goingdark”．
Isupporttheaction．Inmyopinion,EarthHourisamessageofhopeandamessageofactor.Itwillhaveagreatinfluenceonpeople’sattitudetowardsglobalwarming．Weshouldtakeresponsibilityandgetinvolvedinworkingtowardsabrightfuture．Everyonecanmakeadifference．
2）目前中国越来越多的年轻人加入到了志愿者行动中。ChinaDaily正在举行一次以VoluntaryworkinChina为主题的征文活动。请你根据下面表格所提供的要点写一篇英语短文，向该报社投稿。
活动形式活动内容你的观点或看法
1.走进社区帮助孤寡老人，提供医疗服务
2.走进西部支援西部教育
3.加入环保行列宣传环保的重要性;或植树造林,清理河道等
Nowadays,inChinamoreandmoreyoungpeopleareengagedinvoluntarywork.Theyaredoingmanydifferentkindsofjobs.Somevolunteersgointocommunitiestocarefortheoldpeoplewholivealone,andofferthemfreemedicalcare,whichhelpstheeldersbecomemoreenergeticandoptimistic.Meanwhile,somejointheGoWestProject,tryingtoimprovethestandardofeducationinthoseremoteandlessdevelopedareas.What’smore,someothersorganizevariousactivitiestohelppeoplerealizetheimportanceandsignificanceofprotectingourenvironment,ortakeactiontoplanttrees,clearuprivers,recyclewasteandsoon..
Inmyopinion,doingvoluntaryworkwilldomuchgoodnotonlytosocietybutalsotothevolunteersthemselves.Also,allthevoluntarywork,nomatterhowsmall,canhelpmakeadifference.Therefore,volunteersarehonorable,and,withtheirefforts,theworldwillbemorebeautiful.

Unit1EatingaroundtheWorld教案

Unit1EatingaroundtheWorld教案
一、单元分析（UnitAnalysis）
（一）单元地位（UnitPosition）
1．本课在对各国各类食品描述时，教师可围绕“世界食品”这一主题，设计活动让学生参与口语讨论，了解他们的日常词汇的掌握程度，同时也考察他们对各国饮食文化的理解。
2．围绕本课主题“食品”，要求学生分组合作，调查研究中国人的饮食习惯，综合“喜爱的何种食品，外出就餐的频率，吃快餐的频率，对健康食品的定义”等各种因素，最后做一份调查报告。
3．本课中出现的语法现象——现在分词做状语。教师可通过分词做状语和状语从句的转换让学生了解分词的用法，然后再通过翻译进一步深化巩固这一语法点。

（二）单元目标（UnitTarget）
1了解东西方的饮食风格并能简单的描述不同的食物或烹饪过程。
2能理解分词做状语的结构，并能使用此结构翻译造句。
3能用英语恰当地表达邀请对方品尝食物并能作出相应的回复。
4能按时间顺序组织段落或文章。

（三）单元重点（UnitPoints）
1关键词：
语言知识类
havedifferentalternatives,inadditionto,animmensevarietyof,bewellknownfor,bekeenon,otherthan,lunchbreak,losepopularity,evenif,rushthrough,atahamburgerstand

交际功能类
1）Waysofcooking:bake,boil,deep-fry,pan-fry,stir-fry,smoke,simmer,stew,roast,steam
2）Westernfood:hamburger,pizza,KFCchicken,Frenchfries,fishandchips,applepies,sandwiches
3)Chinesefood:hotpot,sweetandsourfish,roastduck,tomatoomelette,hotandspicybeancurd,dumplings,springrolls
2功能：
1）ExpressingandRespondingtoHospitality(参考课本第8页UsefulLanguage)
A
1.Wouldyouliketotrysomeofthis?
2.Anotherpieceoffriedsteak?
3.Comeon,you’vehardlyeatenanything.
4.Wouldyouliketoeatalittlemorefish?
5.Sweetandsourporkistheirdailyspeciality.Youmusttrysome.
B
1.Allright.Justabit,please.
2.I’dloveto.
3.I’mafraidIcan’teatinanymore.
4.Thatwasabsolutelydelicious,butI’vehadenough.
5.Thankyouverymuchforthewonderfuldinner.
2）DescribingsometypicalChinesedishes
1.Washandpeelthefruit.
2.Chopthefruit.
3.Mixtogetherthepiecesoffruitandaddwater.
4.CookonHighfor4minutesuntilthewaterjustbeginstoboil.
5.Stirinacornstarchmixture.
6.Addsugar.
7.Cookonhighforanotherminuteandstir.
8.Servewarm.
3语法点：
本课出现了现在分词做状语，应作为本课的教学重点。

二、教学设计（TeachingDesigns）
教学内容教学实施建议教学资源参考
1Reading可以在本单元开始前，要求学生分为不同小组，采用“海报”的形式介绍不同国家的特色食品，以此作为“FOOD”这一主题的导入。既锻炼了同学们协作配合的团队精神，又能让全班同学对各国的食物及相应的词语有了最直观的理解。
[链接1]“设计海报”的操作建议。课本Highlights
2Listening作为教材第6-7页的听力部分，可让学生了解中西方不同的饮食习惯和特点。同时建议教师可利用选用和课文材料相关的听力文章，对学生进行听写的训练，既锻炼了学生的听力，又复习了课文内学习过的词汇。课本ListeningPractice

3Speaking以“食品”为主题设计口语活动。
活动一：介绍一道菜的制作过程。句型可参见“UsefulLanguage”
活动二：角色扮演。[链接2]
活动三：社会调查。采访家庭成员或亲戚朋友，了解上海人的饮食特点和习惯。采访结果可先在组内进行交流，后由小组推选代表在班内进行汇报。
[链接3]采访任务的一些具体教学建议。课本SpeakingPractice
4Writing本部分内容——按照时间顺序再组织构成段落。学生应学会按照事件或步骤的发生顺序来写段落或文章，学会使用表示事件或步骤变化的过渡词。[链接4]补充习题课本Writing
5Structure现在分词做状语是本课的语法教学内容。教师可通过分词做状语和状语从句的转换让学生了解分词的用法，然后再通过翻译进一步深化巩固这一语法点。课本
structure

6AdditionalReading本部分与课文内容相关，建议放在最后一课时。
本文出现的重要词汇与词组：pasta,tortilla,inseason,alltheyearround,forsure,otherthan,peel…off,expandone’shorizons,experiencedifferentcultures
课本AdditionalReading
[链接1]
说明：
这一环节的运用既能发挥学生的积极主动性，又能使学生在小组活动中互帮互助。以小组活动方式呈现合作结果，让全体学生都对有关“食物”的词汇加以回顾与复习，对新的词汇加以补充与学习
1.在课前，教师可以先设置六到八个有关“食物”的主题，比如:Mexicanfood,Japanesefood,Indiafood,Britishfood,etc.
2.将全班学生分成若干小组，选取相应的主题，然后围绕这个主题，介绍和这个主题相关的词汇，且必须找到相应的图片。在有多媒体条件的教室里，教师可以要求学生做成ppt来展示，一般教室则可让学生做成图文并茂的海报。
3.每个小组推选一名代表，在课上，一边展示海报，一边对该国的食物特点加以介绍。

[链接2]
说明：
角色扮演符合情景教学法的理念，学生在已经习得相关的句型以后，教师应为他们创设类似的场景，让他们在具体的情况中学会如何灵活运用这些句型。
1.结合第八页的usefullanguage，教师可补充下列常用的就餐用语.
2.在学生们熟悉这些常用句型后，要求两位同学相互配合，进行角色扮演。
可以是“主人--客人”的对话，也可是“顾客--侍者”的对话。

------就餐套语50句
●Findingatablefordinner(找餐桌)
1.Canwetakethattableoverthere?我们可以坐那边的那张桌子吗？
2.Haveyougotatableforfour?你们有供四人用餐的桌子吗？
3.Iprefertheoneinthatquietcorner.我喜欢在那安静角落里的那张桌子。
4.Isthetablefree,waiter?服务员，这张桌子空着吗？
5.No,thistableistooclosetothedoor.Idon’tlikeit.
6.Thisoneisgood.Let’stakeit.这张桌子不错。我们坐这儿吧。
●Seatingthediner(给就餐者安排座位)
1.Couldyoufollowme,please?请随我来。
2.Hereisyourtable.Isitallright?这儿是您的桌子。行吗？
3.I’mafraidthereisnootherplacefreeatthemoment.目前恐怕没有别的空位了。
4.I’msorry,sir,theonebythewindowhasbeenbookedbytelephone.Wouldyouliketositovertherenearthedoor?
5.There’satableforfouroverthere.Wouldyoulikeit?
●Askingifthedinerisreadytoorder(询问就餐者是否准备点菜了)
1.Wouldyouliketoordernow,sir?现在您想点菜吗，先生？
2.Haveyoudecidedwhatyou’dlike?您决定吃什么菜了吗？
3.Areyoureadytoorder,sir?您准备点菜了吗，先生？
4.CanItakeyourordernow?现在我可以请您点菜了吗？
5.Haveyouchosensomething?您选好菜了吗？
●Askingwhatthedinerwouldliketohave(询问就餐者想吃什么)
1.Andwhattofollow?接下来要上什么？
2.Whatsoupwouldyouprefer?Andwhatkindoffishdoyoulike?
3.Whatwouldyouliketostart/beginwith?您想开始先点些什么？
4.Wouldyoucareforadrinkbeforeyouorder,sir?点菜以前您想喝点饮料吗？
5.Whatdisheswouldyoulike?您要什么菜？
●Findingoutwhattherestauranthastoday(了解餐馆今天有什么菜肴)
1.Couldwehavealookatthemenufirst,please?我们先看看菜单好吗？
2.Whatdoyouhavetodayforbreakfast?今天早餐你们供应什么？
3.What’sspecialfortonight?今晚有什么特色菜？
4.Whatelsehaveyougotonthemenu?你们菜单上还有什么别的吗？
5.Whatkindofseafooddoyouhave?你们有哪些海味？
●Orderingameal(点菜)
1.Getmesomechickensalad,please.请给我来点鸡肉色拉。
2.Bringmetwobeers,please.请来两杯啤酒。
3.Anythingisallrightwithme.Iwillorderthesame.
4.IthinkI’llhavesouptostartwith.
5.Itsoundsgood.I’dliketotrythechicken.
●Askinghowthedinerwouldlikesomething(询问就餐者对菜肴有什么要求)
1.Doyoulikeyourteastrongorweak?您喜欢茶浓点还是淡点？
2.Howwouldyoulikethemprepared?你喜欢菜怎么做？
3.Wouldyoulikeitrare,medium,orwell-done?您喜欢做得嫩一点，中等程度还是老一点？
4.Youwantitnoworafterdinner?
5.Howwouldyoulikeitdone?
●Expressinghospitality(表示殷勤款待)
1.HavesomeandI’msureyou’lllikeit.
2.Helpyourselftoanythingyoulike.
3.Dohavesomemore,there’splentyleft.再吃点吧，还有很多呢。
4.Trysomeofthis,please.尝尝这个吧。
5.ShallImakeyouaglassofbeer?我给你倒一杯啤酒好吗？
●Respondingtohospitality(对殷勤款待的应答)
1.Idon’tthinkIcouldeatanotherbite.我想我一口也再吃不下去了。
2.Allright,butonlyasmallpiece.
3.It’sreallydelicious,butIhonestlycouldn’teatanymore.
4.I’vehadmorethanenough.
5.No,thanks.Idon’tdrinkanywine.
●Payingthebill(付帐)
1.CanIhavethebill,please?请把帐单给我好吗？
2.It’smytreatthistime.I’llpay.这次我请客。我来付。
3.Let’sgoDutchthistime.这次我们各付各的。
4.Waiter!Thebill/check,please.
5.Letmepaythistime.Youcanpaynexttime.
[链接3]
说明：
问卷调查是一个让学生接触社会，搜集所需信息的一种与人沟通的技巧。该活动是一个能体现语言社会交际功能的活动，是贴近学生生活、真实的任务。在小组交流过程中，信息交流也为学生提供了一个语言学习、语言锻炼的机会。

1.DesignaquestionnaireabouttheeatinghabitsamongShanghaipeople.
2.Prepareforabriefaccountofthesocialsurvey.
3.Exchangetheresultofthesurveyamonggroups.
4.Onerepresentativeofeachgroupistobeselectedtogiveapresentationintheclass.

[链接4]

Writing—ChronologicalOrder
Putthefollowingsentencesinacorrectordertomakeupapassage.Thefirstsentenceisgiven.
ANobleGift
A.Oneofthemostfamousmonumentsintheworld,thestatueofLiberty,waspresentedtotheUnitedStatesofAmericainthenineteenthcenturybythepeopleofFrance.
B.Thegreatstatue,whichwasdesignedbythesculptorAugusteBartholdi,tooktenyearstocomplete.
C.ThesitechosenwasanislandattheentranceofNewYorkHarbour.
D.BytheendofOctober1886,thestatuehadbeenputtogetheragainanditwasofficiallypresentedtotheAmericanpeoplebyBartholdi.
E.TheactualfigurewasmadeofcoppersupportedbyametalframeworkwhichhadbeenespeciallyconstructedbyEiffel.
F.By1884,astatuewhichwas151feettall,hadbeenerectedinParis.
G.Eversincethen,thegreatmonumenthasbeenasymboloflibertyforthemillionsofpeoplewhohavepassedthroughNewYorkHarbourtomaketheirhomesinAmerica.
H.Thefollowingyear,itwastakentopiecesandsenttoAmerica.
I.BeforeitcouldbetranslatedtotheUnitedStates,asitehadtobefoundforitandapedestalhadtobebuilt.

1.A2.___3.___4.___5.___6.___7.___8.___9.___

(keys:1.A2.B3.E4.I5.C6.F7.H8.D.9.G)

Unit1Gettingalongwithothers教案

老师在新授课程时，一般会准备教案课件，大家在用心的考虑自己的教案课件。写好教案课件工作计划，才能使接下来的工作更加有序！你们清楚有哪些教案课件范文呢？下面是小编为大家整理的“Unit1Gettingalongwithothers教案”，希望能为您提供更多的参考。

Unit1Gettingalongwithothers教案
Ⅰ.不定式句法功能
1.作主语：Thecatsaid,“Totakerollercoaster”isterrible.
不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。
→Thecatsaid,“It’sterribletotakerollercoaster.”
Howlongdidittakeyoutotakerollercoaster?
Howterribleitistotakerollercoaster?
不定式作主语常见句型：
a)Itis+adj.(easy,important,difficult…)+不定式
b)Itis+n.(apity,apleasure,one’sduty,ashame)+不定式
eg.It’smydutytoteachyouhowtobeastudentofNo.3MiddleSchool.
c)Ittakes/needs/requires+sometime(hours,months,days,patience…)+不定式
eg.Itrequirespatiencetobeagoodteacher.
2.作表语：当句子的主语是aim,idea,policy,question,suggestion,wish,task,duty,job,purpose等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。
eg.Ourmostimportanttasknowistomakeaplan.
注：作表语的不定式都带to，但当主语部分有实义动词do时，to可以省略。
eg.Theonlythingwecandonowiswaitandsee.
3.作宾语
Thecatsaid“Remembernottotakeitnexttime!”.
a)可以直接用不定式作宾语的动词很多，常见的有：agree,afford,tend,ask,decide,determine,expect,fail,hope,learn,intend,manage,offer,plan,promise,refuse,want,wish等
2005年天津卷12题：Idon’twant_____likeI’mspeakingillofanybody,butthemanager’splanisunfair.
A.tosoundB.tobesoundedC.soundingD.tohavesounded
当不定式短语比宾补长时，往往将不定式放到宾补后，而用先行代词it作形式宾语，常用动词有feel,think,find,believe,consider,make等。
Thecatfeltitterribletotakerollercoaster.
b)不定式一般不作介词的宾语，只有少数介词如but,except等后面可以跟不定式作宾语。一般情况下作介词宾语的不定式都带to，如果but或except所在句子里的谓语动词都是实义动词do,does,did时，通常省略to。
Eg.Wehavenochoicebuttowait.
Cf.Wecandonothingbutwait.
4.宾语补足语
在SVOC句型中，许多动词都可以按不定式作宾语补足语。
a)通常作宾语补语的不定式要带to，常用于以下动词之后：ask,tell,advise,allow,enable,expect,force,get,like,order,teach,want,invite,wish,beg等
Youshouldgetthemtohelpyou.
但在谓语动词believe,find,think,feel,consider,suppose,imagine,prove等后面跟tobe…作宾补，不跟todo…
eg.Theybelievehimtobehonest.
b)以下两类动词后跟不定式作宾补时不能带to
①一些表示“致使”意义的动词，如：let,have,make等
②一些表示感觉的动词，如：hear,feel,see,watch,notice等
Don’tletthechildrentroubleyou.
Iheardsomeoneopenthedoor.
但当这两类动词为被动态时，不定式就成了主补。作主补的不定式必须加上to
Hisfathermadehimgotobedearly.
→Hewasmadetogotobedearlybyhisfather.
5.作定语
不定式可以在句子充当后置定语，修饰名词。
以下几类情况常用不定式作定语：
①能带不定式作宾语的动词，其同源名词可以带不定式作定语。常见的有attempt,decision,promise,plan等
eg.Hehasn’tkepthispromisetowritetohisparentsregularly.
②常与不定式搭配的形容词，其同源名词一般可以用不定式作定语。常见的有ability,determination,anxiety,eagerness等
eg.Hiseagernesstofinishhishomeworkwasquiteclear.
③序数词形容词最高级或被only,last,next等修饰的名词可以用不定式作定语：
Shewastheonlypersontosurviveaftertheearthquake.
Tips:不定式在作定语时，有时与被修饰的名词有意义上的主谓关系、同位关系、动宾关系，如果该不定式是不及物动词，它后面需要加上适当介词。
Eg.He’salwaysthefirsttocomeandthelasttoleave.主谓关系
I’venotimetolistentoyourexcuse.同位关系
Shehasameetingtoattend.（动宾关系=attendameeting）
There’snothingtoworryabout.(动宾关系=worryaboutnothing)
6.作状语
不定式可以作状语，表示目的、结果、原因、条件等。
①to…,inorderto…,soasto…(不能放在句首)作目的状语
2005年辽宁卷22题：Allthesegiftsmustbemailedimmediately_____intimeforChristmas.
A.inordertohavereceivedB.inordertoreceiveC.soastobereceivedD.soastobereceiving
②在so…asto,such….asto,onlyto…结构中不定式作结果状语，其中onlyto…用于表示意想不到的结果。
Hehurriedtothestationonlytofindthetrainhadgone.
③enoughto,too…to结构
eg.Theboyisn’toldenoughtogotoschool.
=Theboyistooyoungtogotoschool.
④形容词（happy,glad,lucky,fortunate,surprised,angry,anxious,ready,quick,slow,cruel,clever等）+不定式结构
eg.I’mgladtomeetyou.
Thequestionisdifferenttoanswer.
Heishardtogetalongwith.
7.作插入语，用来说明说话人的态度、看法、对整个句子进行解释，如tobefrank（坦白地说），tobesure（确实）等。
Eg.Totellyouthetruth,Ihateyou.
8.作同位语
eg.Theordertostartthegeneralattacksooncame.
不定式的复合结构，以it为形式主语或形式宾语引导的复合结构，如果其前的形容词是指行为的性质就用：forsb.todosth.这种复合结构在句中可作主语、表语、宾语、定语、状语等。
ItisnecessaryformetolearnEnglishwell.
如果该形容词是指行为的性质，同时又指行为的人，则用ofsb.todosth.。这种句式中的常用形容词有：right,wrong,brave,careful,careless,clever,wise,stupid,cruel,foolish,good,honest,kind,nice,silly等。
eg.It’sverykindofyoutocometoseeme.
连接代（副）词+不定式（包括whether,what,which,whom,where,when,how,不包括why），在句中起名词的作用，通常跟在诸如tell,know,show,decide,learn,wonder,explain等动词后作宾、主语或表语。
Eg.NoonecantellmewheretofindJohn.
Whentotheexamisstillunknown.
Theproblemishowtogetenoughmoney.
不定式的进行式、完成式和被动式
①不定式的进行式由tobe+V-ing构成，用来表示谓语动词动作发生时，不定式的动作正在进行。
Eg.SomestudentspretendedtobereadingEnglishwhentheteachercamein.
②不定式完成式由tohave+V-ed构成，用来表示动作发生在谓语动作之前。
Eg.2005年江苏卷No.25
---IsBobstillperforming?
---I’mafraidnot.Heissaid_______thestagealreadyashehasbecomeanofficial.
A.tohaveleftB.toleaveC.tohavebeenD.tobeleft
答案是A
③不定式的被动式分为一般式被动tobeV-ing和完成式被动tohavebeenV-ed。当不定式的逻辑主语是不定式所表示的动作的承受者时，不定式要用被动语态。
Eg.Itisanhonourformetobeinvitedtotheparty.
Thebookissaidtohavebeentranslatedintomanylanguages.
2005年辽宁卷No.22
Allthesegiftsmustbemailedimmediately_____intimeforChristmas.
A.inordertohavereceivedB.inordertoreceiveC.soastobereceivedD.soastobereceiving
动名词
1.动名词的句法功能：动名词由动词加ing构成，与现在分词的形式相同。动名词主要起名词作用，在句中担任主语、表语、宾语和定语。
①作主语，可以直接放在句首，也可以用先行代词it作为形式主语，而把动名词后置。
eg.Seeingisbelieving.(眼见为实)
Sayingiseasierthandoing.
Collectingstampsisagoodhobby.(单个动名词短语作主语时，动词用单数)
动名词作主语还有以下两个习惯表答法：
Itisnouse(good)+动名词：做某事没有用
Eg.It’snousecryingoverspiltmilk.(覆水难收)
Thereisno+动名词(=Itisimpossibletodosth.)
Eg.Thereisnoknowingwhatmayhappen.（未来的事无法知道）
②作表语：通常是说明主语的内容，注意它与谓语动词进行时的区别
eg.Hishobbyiscollectingstamps.(此句为SVC结构)可改为：Collectingstampsishishobby.
Cf.Heiscollectingstamps.(iscollecting是谓语动词进行时，此句为SVO结构)
不能改为：Collectingstampsishe.
③作宾语
A.作及物动词的宾语(enjoy,mind,finish,appreciate,avoid,consider,delay,escape,pratise,suggest,keep(on),miss)
eg.2005年上海卷No.32
Hegotwell-preparedforthejobinterview,forhecouldn’trisk_____thegoodopportunity.
A.toloseB.losingC.tobelostD.beinglost
答案为B
有些动词（attempt,begin,continue,hate,like,love）后面既可以接不定式作宾语，也可以接动名词作宾语，意义差别不大。通常认为用动名词泛指一般的倾向性，用不定式则表示特定或具体某一种动作。
Eg.IlikeswimmingbutIdon’tliketoswiminwinter.
动词prefer后面接不定式作宾语时，句子结构与按动名词作宾语是不一样。
eg.Iprefertodriveratherthantobedriven.
Ipreferdrivingtoriding.
有些动词，如forget,remember,regret等，后面接动名词表示的动作先于谓语动词动作，不定式表示的动作后于谓语动词。
Eg.2005年北京卷No.30
Whenaskedbypolice,hesaidthatheremembered_____atheparty,butnot______.
A.toarrive,leavingB.toarrive,toleaveC.arriving,leavingD.arriving,toleave
在下列句型中动名词作真正宾语：
动词+it（形式宾语）+宾补+动名词（真正宾语）
eg.Ithinkitnousetellingthem.
Wethinkitnogoodinvitingtohim.
B.作介词的宾语
Eg.2005年浙江卷No.3
Thepresidentspokeatthebusinessmeetingfornearlyanhour______hisnotes.
A.bringingupB.referringtoC.lookingforD.tryingon
beusedtodoing习惯于做；lookforwardtodoing盼望做；devoteone’slifetodoing致力于做；spenttime(in)doing花时间做；befondofdoing喜爱做；begoodatdoing擅长做；beproudofdoing为做…而自豪；betiredofdoing对做…感到厌倦；feellikedoing欲想做；goondoing继续做（原来的事）；keepondoing不停地做；whataboutdoing做…怎么样；thinkofdoing考虑做；beinterestedindoing对做…感兴趣；havesomedifficulty/trouble(in)doing做某事有困难；bebusy(in)doing忙于做；insteadofdoing做…而不做…
eg.2005年江苏卷No.23
EverybodyinthevillagelikesJackbecauseheisgoodattellingand______jokes.
A.turningupB.puttingupC.makingupD.showingup
答案为C
④作定语
动名词可作前置定语，表示所修饰的词的用途或目的，可用for改写；而现在分词作定语时，可用定语从句改写。
swimmingpoolwaitingroomwalkingstick
asleepingcar=acarforsleepingasleepingchild=achildwhoissleeping
⑤作同位语
eg.That’sthequeen’sfull-timejob,layingeggs.这就是蚁后的专职工作——产卵。
2．动名词的逻辑主语
①人称代词做逻辑主语时应用所有格，即形容词性物主代词。
Eg.Doyoumindingmysmokinghere?
②逻辑主语是不定代词或指示代词时，很少用所有格，而用普通格。
Eg.Hewasawakenedbysomeoneknockingthedoor.
There’snoneedforthatbeingdone.
③逻辑主语是名词时，用所有格，但是如果名词为无生命物体时，则用普通格。
Eg.Mary’slaughingmadeTomangry.
Thereisnohopingofthefactorymakingprofit.
④在口语中，动名词如果不在句首，可以用名词普通格或人称代词宾格作逻辑主语。
Eg.2005年安徽卷No.34
Ireallycan’tunderstand_____herlikethat.
A.youtreatB.youtotreatC.whytreatD.youtreating
3.动名词的完成式、一般式被动和完成式被动。
Eg.Afterhavingfinishhiswork,hewenthome.
Heattendedthemeetingwithoutbeingasked.
Shenevertoldmeaboutherhavingbeeninterviewedbythepolice.

文章来源：http://m.jab88.com/j/39717.html

更多