㈠ 高中英語必修一三單元語法的經典例句
1．Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip.從高中起，我姐姐王薇和我就一直夢想作一次偉大的自行車旅行。
2．It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends. 首先想到要沿湄公河從源頭到終點騎車旅行的是我的姐姐。
3．When I told her the air would be hard to breathe and it would be very cold, she said it would be an interesting experience.當我告訴她那裡空氣稀薄，呼吸困難而且天氣很冷時，她卻說這將是一次有趣的經歷。
4．Once she has made up her mind, nothing can change it.她一旦下定決心，什麼也不能使她改變。
5．A determined person always tries to finish the job, no matter how hard it is.
有決心的人總是努力完成工作的，而不管它有多難。
㈡ 跪求高一英語必修一第三單元片語 人教版的
ever since從那以後 be fond of喜愛來；喜歡 care about關心；源憂慮；惦念 change one's mind改變主意 make up one's mind下決心；決定 give in投降；屈服；讓步 as usual照常 at midnight在午夜 right away立刻；馬上 as if彷彿；好像 at an end結束；終結 in ruins嚴重受損；破敗不堪 dig out掘出；發現 a(great) number of許多；大量的
㈢ 英語必修一第三單元總結，重點和短語。作業啊~
ever since從那以抄後 be fond of喜愛；喜歡 care about關心；憂慮；惦念 change one's mind改變主意 make up one's mind下決心；決定 give in投降；屈服；讓步 as usual照常 at midnight在午夜 ight away立刻；馬上 as if彷彿；好像 at an end結束；終結 in ruins嚴重受損；破敗不堪 dig out掘出；發現 a(great) number of許多；大量的
㈣ 初一下人教版英語第三單元語法重點
Unit 3 重點語法：
詞彙辨析.：1. take/spend/pay/cost
spend，cost，take和pay都可以表示「花費」，但用法卻不盡相同。
spend的主語必須是人，常用於以下結構：(1) spend time ／money on sth. 在……上花費時間（金錢）。例：I spent two hours on this maths problem. 這道數學題花了我兩個小時。
(2) spend time ／ money (in) doing sth. 花費時間（金錢）做某事。例：They spent two years (in) building this bridge. 造這座橋花了他們兩年時間。
cost的主語是物或某種活動，還可以表示「值」，常見用法如下：
(1)sth. costs (sb.) ＋金錢, 某物花了（某人）多少錢。例：A new computer costs a lot of money. 買一台新電腦要花一大筆錢。
(2) (doing) sth. costs (sb.) ＋時間,某物（做某事）花了（某人）多少時間。例：Remembering these new words cost him a lot of time. 他花了大量時間才記住了這些單詞。
注意：cost的過去式及過去分詞都是cost,並且不能用於被動句。
take後面常跟雙賓語，常見用法有以下幾種：(1) It takes sb. ＋時間＋to do sth. 做某事花了某人多少時間。例：It took them three years to build this road. 他們用了三年時間修完了這條路。
(2)doing sth. takes sb. ＋時間,做某事花了某人多少時間。例：Repairing this car took him the whole afternoon. 他花了一下午修車。
pay的基本用法是：(1) pay (sb.) money for sth. 付錢（給某人）買……。例：I have to pay them 20 pounds for this room each month. 我每個月要付20英磅的房租。(2)pay for sth. 付……的錢。例：I have to pay for the book lost. 我不得不賠丟失的書款。
(3)pay for sb. 替某人付錢。例：Don't worry! I'll pay for you. 別擔心，我會給你付錢的。
(4)pay sb. 付錢給某人。例: They pay us every month.他們每月給我們報酬。
（5）pay money back 還錢。例：May I borrow 12 yuan from you? I'll pay it back next week. 你能借給我12塊錢嗎？下周還你。
2. get to/ arrive in/arrive at/reach
reach後不用加介詞如 I reach school.
get要加介詞，但接副詞時不用如THERE HOME HERE
get to直接加地方
arrive in/at也直接加地方，但IN 是大地方，AT是小地方
reach,get,get to,arrive in/at都是及物動詞，但arrive 不加介詞時是不及物動詞，可以不加賓語.如:I arrive 我到達了。
不能說I reach,/get/,get to,它們後面要加賓語。
3. other/others/the others/the other/another
1.other可作形容詞或代詞，做形容詞時，意思是「別的，其他」，泛指「其他的（人或物）」。如： Do you have any other question(s)? 你還有其他問題嗎？ Ask some other people. 問問別人吧！ Put it in your other hand. 把它放在你另一隻手裡。
2.the other指兩個人或物中的一個時，只能用the other，不能用another，此時的other作代詞。如： He has two daughters. One is a nurse, the other is a worker. 他有兩個女兒，一個是護士，另一個是工人。 the other後可加單數名詞，也可加復數名詞，此時的other作形容詞。如： On the other side of the street，there is a tall tree. 在街道的另一邊，有一棵大樹。 Mary is much taller than the other girls. 瑪麗比其他的女孩高得多。
He lives on the other side of the river. 他住在河的對岸。
3.others是other的復數形式，泛指「另外幾個」，「其餘的」。在句中可作主語、賓語。如： Some of us like singing and dancing, others go in for sports. 我們一些人喜歡唱歌和跳舞，其餘的從事體育活動。 Give me some others, please. 請給我別的東西吧！ There are no others. 沒有別的了。
4.the others意思是「其他東西，其餘的人」。特指某一范圍內的「其他的（人或物）」。是the other的復數形式。如： Two boys will go to the zoo, and the others will stay at home. 兩個男孩將去動物園，其餘的留在家裡。.the others=.the other+可數名詞復數
5.another=an other，既可作形容詞，也可作代詞，只能用於三個或更多的人或物，泛指同類事物中的三者或三者以上的「另一個」，只能代替或修飾單數可數名詞。如： I don』t like this one. Please show me another. 我不喜歡這一個，請給我看看另一個。 I have three daughters. One is a nurse, another is a teacher and another is a worker. 我有三個女兒。一個是護士，另一個是教師，還有一個是工人
1. take的用法.
㊀、拿，取 I want to take some books to the classroom. 我想拿些書到教室。
㊁、吃，喝，服用，放 ① Take this medicine three times a day. 每天吃三次葯。 ② Do you take sugar in your milk? 你喝的牛奶里放糖嗎？
㊂、乘車(船)等 ① Shall we go there by bike or take ataxi? 我們是騎自行車去那還是坐計程車去？ ② They usually take a bus to work. 他們通常乘公交車上班。
㊃、常常和it連用，it在句子中作形式主語，真正的主語是後面的不定式。翻譯成「花費(時間、金錢)等」 ① How long will it take you to do yourhomework every day? 每天做作業要花費你多長時間？
② It usually takesher 20 yuan to buy books every week. 每周買書通常要花費她20元錢。
㊄、「做……事情」,常常和名詞連用，表示與該名詞意義相關的動作 例如：take a walk散步, take a rest休息一下, take a look看一看等等。 構成常用的重要片語：
1. take away 拿走 Tom takes the knife away from the little boy. 湯姆從小男孩手裡把刀拿走了。
2. take care (=be careful=look out) Take care! The caris coming! 小心！車來了！
3. take (good) care of (好好)照顧，照料 I can take care of the baby all bymyself. 我自己能照顧這個小孩。 4. take down 取下來 Take down the picture and put up the map of the world. 摘下這張圖畫，掛上一幅世界地圖。
5. takeout 拿出 Please take out apiece of paper and write down your names on it, OK? 拿出一張紙，在上面寫下你們的名字，好嗎？
6. takeoff脫下；飛機(等起飛) ① Sorry! You have to take off your shoesbefore getting into the computer room. 對不起，在進入微機室之前，先要把你的鞋子脫掉。 ② The plane is going to take off soon. 飛機馬上就要起飛了。
7. take one's temperature 量體溫 Ming Ming is ill. The doctor istaking his temperature now. 明明生病了，大夫正在給他量體溫。
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祝你學習進步、學習快樂。
㈤ 高二英語必修五第三單元教案
我有譯林牛津版高二英語必修五第三單元教案，希望可以幫到你。
Unit3 Science versus nature
Welcome to the unit
Teaching objectives:
1. To arouse students』 interest in the unit topic
2. To help students kwon more about cloning technology
3. To encourage students to participate in the discussion relevant to cloning
Teaching focus and difficulties:
1. Make sure that students can have the basic knowledge about cloning.
2. Make sure that each student can hold their own opinions towards cloning.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Brainstorming
1. Ask students to read the title of the unit Science versus nature. Draw students』 attention to the word 『versus』. Tell them that 『versus』 is usually used when discussing sports competitions or the law, which means that two teams or sides are against each other.
Encourage students to think why 『versus』 is used here. Ask students the following questions:
Do you think there is conflict between science and nature?
What might the conflict be?
2. Show a picture of the first cloned mammal, Dolly. Give some introction about the creation of Dolly. Tell students this new technology is called 『cloning』, which proces an exact of an animal or a plant from its own cells.
3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology.
Step2 Sharing information
1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conct the following activities.
(Picture2) Tell students that the mule in the picture is the world』s first cloned mule. It was born on 4 May 2003. His name is Idaho Gem and his brother, Taz, was a racing mule that has won many competitions.
(Picture3) Tell students that the kitten in the picture is called Cc. Its name is from 『Copycat』. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002.
(Picture4) The five little pigs』 names are Noel, Angel, Star, Joy and Mary.
(Picture5) The pair of calves were born on 5 July 1998 in Ishikawa, Japan. They were two years younger than Dolly, being the second alt animal clones in the world.
(Picture6) The name of the cloned monkey is ANDi. It is from 『inserted DNA』 spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly.
2. Get students to form groups of four or six to discuss the further questions:
From just these pictures, can you identify the differences between the cloned animals and normal ones?
In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals?
Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion.
3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas.
Step3 Homework
Assign students to surf the Internet or refer to other sources for further information relevant to cloning technology, so as to finish the first two questions below the pictures. Ask students to make as many notes as possible.
Reading (1)
Teaching objectives:
1.To reinforce students』 comprehension of the text and improve their other skills by participating in all the activities.
2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.
3.To enable students to master the reading strategy and become more competent in reading articles related to science.
Teaching focus and difficulties:
1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.
2. Students can hold their own opinions on the base of reading the article.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Lead- in
Check the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.
Step2 Reading strategy
Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.
Step1
Begin by reading the first and last paragraphs for an idea of what the article is about.
Step2
Circle any words you do not now. Question things you do not understand or that do not appear to make sense.
Step3
Read through the article a few times, and make sense of the scientific terms upon further readings.
Step3 First reading—Main idea
Ask students to refer to the reading passage and find out the main idea.
(The reading passage is made up of a newspaper article about cloning and two readers』 letters. We will be given information about how cloning is being researched and the different attitudes towards it.)
Step4 Second reading—Understanding scientific terms
Ask students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)
Step5 Third reading—Detailed information
Ask students to read only the article carefully, and finish the following exercises:
1. What are the different attitudes towards the success of cloning a human embryo?
On the one hand (valuable tissues and organs can be proced and be used to save human lives)
On the other hand (human beings may be on the way to procing a real-life monster)
Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.)
2. Who are the persons in the article related to cloning?
persons
introctions
relations to cloning
Ian Wilumt
a Scottish scientist who created Dolly, the first mammal to be cloned successfully from an alt cell
He was shocked when hearing some scientists were considering cloning human beings. He never intends to create copies of humans. Instead, he thinks the efforts of scientists should be directed towards creating new cells and organs that could be used to cure diseases like cancer.
Faye Wilson
a woman of 41 years old who cannot have a baby.
She is desperate to have a baby of her own, a child that is genetically related to her.
Severino Antinori
an Italian doctor, who is one of the leaders in the cloning research
He has declared that he wants to be the first to clone a human being.
Chinese scientists
who have focused their efforts on cloning animals and stem cells to be used in medical research
China has succeeded in procing clones of cows and goats, and continues to research the ways in which cloning can benefit mankind.
Ask students to read the two letters carefully, and judge whether the statements are true or false:
Pauline Carter thinks:
1. the nature will pay back if we interfere with nature. ( T )
2. we should clone fewer babies to rece Earth』s population. ( F )
3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )
Coline Jake thinks:
1. the news that the first human embryo has be cloned successfully is very terrible. ( F )
2. scientists have succeeded in challenging questions of morality. ( F )
3. human cloning is a good way to save her daughter who has died. ( F )
Step6 Further discussion
Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:
1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table below
Pro-cloning
Anti-cloning
1. proce valuable tissues and organs that could be used to save human lives
1. may proce a real-life Frankenshtein』s monster
2. cure disease like cancer
2. create more disease in the animal world
3. help those who are unable to have children
3. cloning shows no respect for human life
4. help those who want to clone their dead children
4. human life would no longer be unique
5. we should be having fewer babies in order to rece Earth』s population, not cloning more
2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a 『cloned』 human being?
3. What would the person that had the original cell feel about the cloned baby?
4. Think about the relationship between the title of the unit Science versus nature and cloning technology.
Step7 Homework
Think about the difficult scientific terms underlined before up on the text learning
㈥ 人教版高一英語必修一unit3語法是什麼
忘了，明天給你答復
㈦ 求人教版高一英語必修2第三單元computer詞彙教案
Teaching aims:
1. Topic
Information technology; history and basic knowledge of computers; robots
2. Useful words and expressions:
Calculate calculator PC notebook common analytical simple simple-minded technology technological revolution universal mathematical artificial intelligence anyway totally network truly race birth IT advantage disadvantage type disagree choice material personally create coach move arise brain mop wander
In common in one』s opinion go by so ……
deal with human race in a way make up after all
with the help of watch over
3. Functional items:
a)Making decisions
I think that…
In my opinion…
I believe that…
Let』s make our decision.
I』ve decided that…
b)Reasoning
The advantage/disadvantage is…
I think this one is better because….
I don』t think this one because….
What』s your reason?
Why do you think so?
4. Structures
The present perfect passive voice
I have been made smaller and smaller.
I have been used by millions of people.
I have truly been built to help the human race.
Teaching proceres
Period 1. Speaking
Step 1. Warming up
1. Ss talk about the pictures on page 17 with the teacher』s help.
An abacus is an old calculating machine used in China until now.
A huge computer is built to solve some mathematical problems. But it is too big.
A calculator is a new calculating machine which can solve a large number of mathematical problems.
A PC is a personal computer which can solve all kinds of problems and is used widely now.
A notebook computer is a kind of useful computer which can be taken conveniently like a notebook.
2. Now let』s discuss what they have in common in small groups. Remember to use some of the following expressions.
I think that…
In my opinion…
I believe that…
What』s your reason?
Why do you think so?
Step 2. Listening (page 55)
Ss are asked to read fast the requirement of Ex. 1 and 2 to fink out the listening points first. Then listen to the tape twice to complete Ex.
Step 3. Talking (page 56)
Imagine that your family is thinking of buying a robot. You can afford these three robots mentioned in the listening text. Please discuss which one is the best for you. Remember to discuss the advantages and disadvantages of each one. Them make your choice and give reasons.
Using the following expressions in discussion:
I believe that….
I think this one is better because…
Let』s make our decision…
In my opinion…
I』ve decided…
I don』t like this one because..
Period 2. Listening
Step 1. Revision
Ss talk about something about computers or robots.
Step 2. Listening and writing (page 21)
Ask the Ss to read through the directions and look at some pictures below and a form above on page 22. make sure they know what to do while listening.
Task1. Listen to a conversation about different kinds of information technology of IT.
Task 2. Discussion and filling
Ss discuss the advantages and disadvantages of each one in small groups and fill in the following form.
Type of IT Advantages Disadvantages
TV
Web
Radio
Book
Step 3. Listening task (page 58)
1. Ss will be asked to look at the picture and the form quickly to find out the important points.
2. Play the tape twice and ask the Ss to fill in the form.
Sally and Brenda』s problems
About their jobs
About changing their jobs
About who decides their future
About how they are different from people
About how they are the same as people
Homework
Ss discuss the use of computer chips in their spare time.
Period 3. Reading
Step 1. Pre-reading
Ss in groups discuss the following questions:
1. What do you know about computers?
2. How have computers changed our lives?
Step 3. Reading
1. Ss read the passage and get the general idea.
(The text is mainly about the history and development of computers. And it is also about the relationship of computers and humans.)
2. Ss read the passage and finish the timeline on page 19.
Suggested answer:
1642: The computer began as a calculating machine.
1822: The Analytical Machine was built by Charles Babbage.
1936: Alan Turing wrote a book to describe how computers could be made.
1960s: Computers had new transistors and become smaller.
1960s: The first family of computers connected to each other.
1970s: Computers were brought into people』s homes.
Now: Computers connect people all over the world together.
Step 4. After-reading
1. Ss discuss:
What changes have computers and the internet brought to schools?
What changes will they bring to schools in the future?
2. Debating
Topic:
Surfing the internet more is good for young students.
Surfing the internet more is bad for young students.
Homework
1. Recite the key sentences in the text.
2. Prepare for learning about language.
Period 4. (Language learning and grammar)
Step 1. Revision
Ss try to retell the text, using their own words.
Step 2. Language points
1. in common
have nothing in common
have little in common
have something in common
have a lot in common
2. simple-minded
absent-minded
open-minded
narrow-minded
single-minded
strong-minded
weak-minded
3. make a decision
4. in a way
5. after all
6. watch over
7. wander
Step 3 Discovering useful words and expressions
1. Ss read the text and finish exercise 1 on page 19.
2. Ss read the passage on page 20, part 2 and try to complete it with appropriate words.
3. Ss look at the sentences in exercises 3 on page 20, and tick the right word.
Step 4. Grammar: The present perfect passive voice
Show the Ss the following sentences, and then change them into passive voice.
1. We have made a plan.
2. He has fixed the computer.
Step 5. Practice (discovering useful structures)
Ss finish part 2 on page 20.
Homework
1. Review what they have learnt about the present perfect passive voice.
2. Finish Wb exercises 1 and 2 on page 56 and 57.
3. Finish using structures, exercise 1 on page 57.
Period 5. Extensive Reading
Step 1. Revision
Check Ss』 homework.
Step 2. Reading (P22)
1. Ss read the passage and discuss how to design their own android.
2. Ss answer the following questions:
1). What would you like it to look like?
2). What are some of the things you would like it to do?
3). Do you want it to be like a man or a woman, or neither?
4). How much would it cost?
3. Ss read and finish True of False questions.
4. Check the answers.
Step 3. Reading (page 58)
1. Ss read the passage on page 58 quickly.
2. Ss fill in the form of Ex.1 and keep a record of his performances.
Step 4. Speaking
1. Imagine you have been lucky enough to be allowed to interview Hua Fei in hospital for your school newspaper. Work out some questions.
2. Ss play roles in pairs. One of you will interview Hua Fei. The other will imagine he/she is Hua Fei. Then change roles. Finally, take notes of your partner』s answers to the questions.
Homework
Prepare your writing for the newspaper.
Period 6. Writing
Step 1. Speaking and writing (page 22)
1. T: Suppose you and your partner have been asked to help choose computers for your school. You have looked at several computers. Talk about the special things each computer has. Make a decision about which kind of computer to buy and explain why. There is a list of things your computer could have on page 22.
A fast PC the monitor is smaller
Improved disc storage used recycled materials
Internet a flat screen
2. Ss talk about the special things each computer can do and write a report.
3. Ss read their report in class.
Step 2. Writing (page 23)
1. T: suppose you are an android and work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are kind, but they often ask you tko watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you tell the child 「no」?
2. Ss write their passage with the beginning on page 23.
Step 3. Writing task (page 60)
Ss try to finish the writing task on page 60 if time permits.
Homework
Finish the project on page 60.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn』t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning