高一人教版作文指导

高一人教版作文指导（共6篇）

1.高一人教版作文指导 篇一

俗话说得好，没规矩不成方圆。日常生活随处必须标准。大家遵守纪律，日常生活才会出现纪律，不然便会乱成一锅粥。标准是时刻提示大家留意自身的一言一行。

世界杯赛便是从一开始的粗暴错乱到现在的遵循纪律，和睦，公平公正，必须得益于标准，要是没有标准，便会导致错乱，有可能会摆脱世界各国和睦相处，互相帮助的和睦关联，制订有关标准，还提升球类运动的观赏价值也推动了赛事的公平合理，促使赛事顺利开展。

有的人很有可能会感觉遵守纪律要一直墨守陈规地感觉好烦，很不自由，换一个层面去想，如果不遵守纪律了，社会发展便会很错乱，打架斗殴行凶会经常会出现。社会发展还会继续像如今那麼稳定吗?自然是不容易的。世界杯赛也是这般，没有标准就难以开展下来的，再再加各国语言不一样，沟通交流中存有着阻碍，如果没了标准，那么就真乱了套了。标准尽管限定着大家，可是换一个层面去思索，实际上它在大家日常生活只充分发挥了非常大的功效。

日常生活之中实际上有很多事例，不单是只在球类运动里能反映出去。就如平常大家都是做的排长队买饭了，如果我们不遵守纪律，随意排队，便会造成他人的损害，朋友之间的友情。反过来，如果我们遵循了标准，好好地排长队，就不容易导致错乱。另外，也会防止许多多余的不便，这也就跟世界杯赛足球比赛相近了，大家都遵循世界杯赛的标准，才能够使赛事顺利开展下来。

世界杯赛足球比赛的标准持续去健全，持续去又话升级足球运动员们就持续去遵循新标准，融入新标准标准人非常好的管束住自身，这就是在其中一个拼搏精神——标准精神实质，遵守纪律是每一位选手来源于是全球的老百姓都必须的，搞好的一件事，那就是以便社会发展的和睦稳定。以便各种各样事的顺利开展，没了标准，大家按自身意向办事。相互之间中间打打闹闹，你退我嚷，到处都是争执的响声。那样的全球，我敢确信也不会喜爱的，那就是一副令人厌烦的丑恶嘴脸，想起来就恐怖。

无规定不成方圆，不但是体育文化行业在各行各业上都是一样的标准，针对我们都是很重要的。

高一语文人教版必修四作文5

自古以来，规矩一直是人们生活中必不可少的行为准则，小到家规，大到国家法律法规，是人们必须遵守的。所以，不以规矩，不成方圆。没有规矩，就不会有现如今的井然有序的人类社会。

规矩可以规范人的行为举止。中国上下几千年，儒学在其他的学派中脱颖而出，成为统治者所推崇的。其中荀子认为性本恶，但人们不善的行为可以用礼乐教育来进行约束，从而使其向善，这就必定要制定规矩。这个规矩一直持续到当今社会，成了法律，有了它，社会才能更加和谐。法律越详细越完整，人民也会更加安分。一个强国的人民必定是行为举止规范的。

每个人都渴望成功。那么规矩便是成功路上的一块垫脚石。《昆虫记》的作者法布尔，完成这部作品不仅仅因为他观察敏锐，而更因为他有自己的规矩：自己懂得知识可以大方的展示出来，不懂或卫生如研究的东西也能直说，也就是知之为知之，不知为不知，这才是真知啊。规矩可以成为你成功的助推器，一个有规矩的人往往离成功只差一步，这也就是规矩的魅力。

当然，规矩不仅仅局限于人类社会，自然界也有着各种各样的规矩。万物发展的过程，动植物之间的食物链，正是一种规矩，如果一个动物没有天敌那么他们将泛滥的繁衍后代，这就会破坏自然界的生物链，甚至会影响人类正产生活，由此观之，规矩无处不在。

遵守规矩也是我们不可忽视的一方面。都说不以规矩不成方圆，而现如今有许许多多的人以身试法，毫无法律观念，不遵守规矩，势必会导致一些不可估量的损失。而法律的制定就是为了防止这些事发生，法律就是人们的道德底线，一个连法律都轻视的的人那就是毫无道德可言，这不仅会受法律制裁，更会被道德所谴责。只有每个人都遵守法律法规，社会才能更加和谐安定。所以，遵守规则是多么的重要。

仰观宇宙长天，俯察万物众生，规矩无处不在，于有形无形中，圈定着一切。它在预防并化解着矛盾，同时也滋生着矛盾。于是，宇宙社会历史人生无不如此，在前进中矛盾，在矛盾中前进。我们只有去遵守规则才能使社会更加安定。反之，不遵守规矩的人将失去尊严，失去安全，甚至失去生命。

2.高一人教版作文指导 篇二

一、拨开迷雾———高中生作文与作文教学的现状

1. 缺取米之能, 难成巧妇之炊

高中生正处在人生如花般灿烂的季节, 又生活在这样一个多姿多彩的世界里, 应该有丰富的经历、感受来叙写。但是, 沉重的学业负担使他们疏于观察沸腾的生活, 无暇思考美丽的世界。现在的学生普遍怕写, 为应付老师或考试所写的文章往往是套话、大话、空话连篇。

2. 失有效之法, 难解学生之困

多数教师在广种薄收的失望后, 往往热情日消, 最后无为收场。于是, 在作文教学中, 不少教师从高一便开始让学生阅读、仿写高考满分作文, 要按照一个比较狭隘的要求作文:内容紧跟高考题、形式四平八稳、主题“放之四海皆准”, 以不失分为原则, 杜绝求新求异。且不说学生们是否乐意这样写作, 我们只需要思考一下, 这样的做法是否真的符合作文教学的初衷。

3. 存不当之想, 难中有效之的

作文教学的目的到底是什么?对此, 我相信肯定有许多不同的声音。教者不同, 认识不同, 境界也便不同。有的教师认为, 作文教学就是为高考这一仗, 于是致力于指导学生揣摩高考作文的成功之道, 揣摩阅卷者的心理;也有教师认为, 作文教学是教给学生书面语言交流、沟通的本领, 因而大力指导学生作文要观点鲜明、文字畅通。对以上两种做法, 我都不是很赞同。把作文当做高考敲门砖的做法过于功利, 将严重影响学生的写作积极性, 损害作文教学的科学性和系统性。而后一种做法, 忽略了作文其实是学生情感抒发、心智成长的过程。

曹勇军老师提出, 欲“立言”, 先“立人”;“言”是叶是花, “人”是本是根———“人”立起来了, “言”之立便是自然而然的事。因之, 曹教师对于作文教学领域流传甚广甚久的一些经典说法提出了质疑。比如对于“作文与做人相结合”, 他认为二者不是一种“相结合”的关系, “作文”是“做人”的应有之义。曹老师在他的著述和讲座中也反复强调“以大于高考的基座为基座, 以高于高考的要求为要求”, 鼓励广大同仁解放思想、阔步前行。

这让我意识到, 只有超越应试, 才能真正战胜应试;只有让学生思想的成熟、人格的成长与“作文水平”同步, 才是写作能力真正提高的关键。而作为高中语文课程资源重要组成部分的教材, 是专家们精挑细选而成, 汇聚了中外多位名家的各类文章, 充满了丰富多彩的写作技巧和素材, 更蕴涵了异彩纷呈的思想精神。这便是教师们最应该认真利用的“立人立言”的范本, 更是“躲在学校成一统”的高中生们最应抓住的资源宝库。因此, 连锁语文教材与作文教学, 能让两者都“生活”起来。

二、上下求索———用语文教材之石, 攻作文教学之玉

“教材无非是个例子”, 在语文教学中, 教师通过讲解这些“例子”, 有意识地增长学生的“见识”, 提高其多方面的水平和能力。当然, 我这里提及的“见识”, 并不只是见闻的增多, 更多的是指对事物的见识、见解和辨别、理解事理的能力。而这条途径, 正是提高学生作文水平的有效教学手段。

1. 开垦课本土壤, 培养材料意识

在作文训练中, 我们常常指责学生的作文空洞无内容。然而, 一味指责学生, 无助于问题的解决, 设法帮助学生走出“无米之困”才是问题的关键。叶圣陶先生说过:“我们知道有了优美的原料可制成美好的器物, 不曾见空恃技巧却造出好的器物来。”优美的原料从哪里来?从教材中积累是最直接、最便捷的方式。

高一语文包含苏教版必修一至必修四共90多篇文章。教材中优美的句子、段落, 动人的人物事件, 或直接摘录、或灵活处理, 都可以变成作文素材。

在此, 我推荐曹勇军老师借鉴传统写作方法———“隐括”而来的“内容提要”法。曹教师将摘抄与课文学习联系起来, 采用“切问近思”的方式, 经常让学生在课文学习中进行“内容提要”, 借此提升他们的转述力和概括力。如学习了赫尔曼·黑塞《获得教养的途径》一文后, 他让学生写了《黑塞谈读书》;学习了高尔斯华绥的《品质》, 让学生尝试写小说人物格斯拉的“人物评传”。我在自己的教学实践中也借鉴了这种做法, 不仅在培养学生变课文为作文素材的意识方面, 取得了不错的效果, 而且提升了学生巧妙积累课外素材的能力。

2. 挖掘教材土壤, 孕育生活作文

也有教师会质疑, 仅仅将语文教材作为一个“僵死”的素材库是远远不够的。的确, 教材是一个固定的仓库, 更应是一眼流动的活泉。它不仅能丰润原本内容枯干的作文, 而且能引领学生去感知大千世界的美, 增强学生感受生活、理解人事的能力, 深化学生作文时对“意”的把握。然而, 如何将教材学习这种“吸纳”, 自然地过渡到写作这种“倾吐”上去呢?我认为, 以教材阅读教学为情境, 以学习体会与感悟为写作内容展开写作, 可以较好地解决这个问题。以下是我在高一教学中对一些课文所做的“学写结合, 生活作文”的几种尝试:

(1) 合理利用课文, 创设作文情境

其实不管是教师出题还是学生作文, 都需要一定的作文情境。以往, 部分教师往往毫无酝酿地抛出一个冷冰冰的题目, 而学生面对一个横空出世的题目, 往往缺少充分的准备, 局促成文。于是, 学生写作的进步不大, 作文课堂死气沉沉。我认为, 这是缺少作文情境和为文冲动的缘故。

在教授必修第一册《十八岁及其他》时, 多数教师请学生先写一封信给家长, 再请家长回一封信。但我的做法是先给家长发出一份作业———给自己的孩子写封信, 要求在心中对自己孩子的成长、教育和对他 (她) 未来的希望。等信收齐后, 在课堂上把信一封封地郑重地交到学生手中, 让学生当堂拆封阅读并写回信。之所以颠倒写、回的顺序, 是因为很多家长在养育、教育孩子的过程中有很多故事, 也有很多话, 而现在的学生对父母的观察和理解普遍不够细致、深入。看信的过程, 与其说是一种回顾, 不如说是一种唤醒。这堂专设的“回信课”将生活事件引入课堂, 是一次写作训练, 也是一场精神洗礼。由一篇课文, 引发一次“父 (母) 与子 (女) ”的沟通风暴, 赋予课堂真实的生活色彩, 学生的写作欲望也因此得到激发。

(2) 依托课文激发, 孕育作文个性

教授必修一《江南的冬景》时, 我重在让学生品味五幅图景背后的意蕴美、情趣美, 并指导学生将学生把眼光从课本挪转, 凝视窗外和校外, 漫步家边的街巷, 采撷江南独具特点的场景, 学习借鉴郁达夫的笔法写一幅“我心中的江南图”。在这次作文训练中, 没有严格的主题限制, 没有不少于800字的字数要求, 这既消除了一些学生的担心, 也让水平处于不同层次的学生都能自由发挥。学生们有的写烟雨古巷, 有的写夏日乘凉, 有的写黑白江南色, 还有的由江南之雨写到江南之人。

如学生张烨的《江南雨韵》:

生在江南, 长在江南, 却很少留意身旁的这块土地, 细细想来, 最美的当数江南之雨。

江南的雨, 滂沱之中不失温婉, 冷清之中不失俏皮, 绵腻之中不失洒脱。模模糊糊的几行叠加在一起, 落在黑瓦白墙、小桥流水、巷弄石板之上, 便构成了一幅简简单单, 但又意韵独具的水墨画。

江南之人, 被江南之雨浸润了几千年, 也早已从骨子里渗透出阵阵雨的味道:江南诗人的细腻, 江南女子的温婉……

当我撑着伞, 打从江南古桥上走过, 便总想雨的一生, 它似是和我一样同是这块土地上的过客, 但它却沉入数千年江南的文化中。

优秀课文的激发, 作家笔触的引领, 推动着学生对现实生活的思考, 生发、孕育了学生独立而鲜活的观点, 而这种思考的结果又推动着他们进一步反观课文, 使他们对课文的认识不断深化。这便形成了教材与作文之间的良性循环, 不仅使学生在写作、阅读上受益, 也能让教师在教学中更加轻松。

作为语文教师, 我们要努力挖掘教材中蕴藏的资源, 让教材与生活、与作文发生一系列连锁反应, 不断拉近教材、作文与学生生活的距离, 使学生直接、间接地从教材中获得丰富的生活体验和感悟, 得到心灵成长、人格提升的机会, 从而充盈作文的粮仓、提升作文的意蕴, 有效解决学生“作文难, 难作文”的棘手问题。

参考文献

[1].曹勇军《培养写作中的材料意识》, 《语文教学通讯·高中刊》2009年第9A期。

[2].李海新《新课改下高中作文教学摭谈》, 《考试周刊》2010年第18期。

[3].郭庆东《教材——作文素材的土壤》, 《中学语文》2011年第5期。

3.高一人教版作文指导 篇三

1.知识目标与技能

理解掌握价格变动对生活、生产的影响，熟练运用价格变动的影响分析相关经济现象，提高学生参与经济生活的能力。

2.过程与方法目标

运用实例分析法，自主学习，合作探究总结应对价格变化的

措施。

3.情感、态度与价值观目标

形成对价格变动认识的科学态度，用具体、明确、可操作的行为语言，描述本课的知识、能力、方法、情感、态度、价值观等方面的教学目标。

二、教学重点、难点

价格变动对生活的影响、价格变动对生产的影响。

三、教学方法

创设情景、教师引导、学生讨论。

四、新课引导

枸杞是我们宁夏的特产，在宁夏，很多人靠生产枸杞生活，李大山就是一个代表，李大山有个爱好就是创作打油诗，这节课我们将通过大山的打油诗学习价格变动给人们的生产和生活带来的

影响。

五、新课讲授

1.对生产的影响

师：每年夏季是枸杞收获的季节，作为枸杞生产者，枸杞的价格时刻牵动着大山的心，影响着他的心情，2012年的夏天，大山怎么也高兴不起来。

李大山的喜和忧（一）

种植枸杞已多年，靠它吃来靠它穿，

卖高卖低不由咱，到底由谁说了算？

今年价格又走低，我心犹如血在滴！

枸杞枸杞我爱你，就像老鼠爱大米。

师：原来是枸杞的价格让大山苦恼了，到底是什么因素导致了今年枸杞价格下滑呢？一起看看今年的枸杞行情。（看视频）

师：看来今年的枸杞行情确实不够乐观，是什么因素导致了枸杞价格下滑呢？

学生回答，教师总结：需求不足、质量不好。如果你是大山，面对这样的行情，面对外来枸杞的冲击，该怎么办呢？（生：讨论2分钟并交流）

师：下面我们一起把同学们的发言总结一下，看看价格变动对人们的生产会有哪些影响！

板书：价格变动对生产的影响：（1）调节生产规模；（2）提高劳动生产率；（3）生产适销对路高质量的产品。

教师总结：同学们的想法都非常好，我会把大家的想法带回去给大山，相信大山的腰包会越来越鼓，他的生活也会越来越红火。近些年，由于大山吃苦耐劳，再加上国家政策照顾，他的日子已经很红火了。

李大山的喜和忧（二）

感谢国家政策棒，我由温饱奔小康，

前年盖上大瓦房，去年买了电冰箱，

添了电脑连了网，城里农村一个样。

日子年年大变样，犹如心里吃了糖。

师：真为他的幸福生活感到高兴，此时，我们也发现大山的角色也由生产者转变成了消费者。那么，作为消费者会关注商品价格的变化吗？为什么？

学生讨论，教师总结：是的，商品价格的变化会对消费者的生活会产生重大影响，最直接的反应就是需求量的变化。一般情况下，商品价格变动会对消费者需求产生什么影响呢？

2.对生活的影响

板书：1.一般情况下，商品价格变化与需求的变化成反相关

学生活动：举例说明，并上黑板画曲线图。

教师：随着经济的发展，大山的日子确实好过了，可是物价的不断提高给大山增添了不少烦恼：

李大山的喜和忧（三）

老婆想要金手镯，粮油价涨不停歇，

老婆老婆听我说，生活计划还得做，

镯子咱再拖一拖，看看金价跌不跌。

师：金镯子之类的商品和食品有什么不同吗？这两类商品的价格变化对需求量的影响一样吗？（生：……）

板書：2.不同商品对价格的反应程度不同

学生活动：在同一区间画上对比函数图（对学生有点难度，教师可适当指导）

师：在人们收入一定的情况下，哪类商品的价格对人们生活水平和生活质量的影响比较大？（生：……）

教师总结：居民生活必需品的消费，尤其是食品的消费支出占家庭总支出的比例越小，越有利于居民生活水平的提高。经济发展带动物价上涨是正常的，但是，如果物价上涨的速度快于居民收入增长的速度，这就非常不利于居民，尤其是中低收入居民的生活水平的提高。因此，国家非常重视物价的稳定，在这方面也做了非常多的工作，当然，最重要的工作还是要发展经济，提高居民收入。

教师：近些年，我国经济发展的成就有目共睹，大山的收入确实增加了不少，今年大山又圆了自己一个梦，拥有了一辆汽车，可是，经历了短暂的喜悦，苦恼也随之而来：

李大山的喜与忧（四）

有了汽车真方便，买车容易养车难，

汽油改成天然气，谁知气价又翻倍，

开车成本实在贵，喜忧参半啥滋味？

电动汽车快普及，还是用电最实惠。

教师：大山为什么会有“买车容易、养车难”的体会？养车需要的东西和车是什么关系？

学生：互补品，概念，举例。

教师：如果两种商品为互补品，一种商品的价格会对另一种商品的需求量产生什么影响？（学生：……）

教师：大山为什么会油改气，甚至有换电动汽车的想法？油、气、电是什么关系？

学生：替代品，概念，举例。

教师：如果两种商品为替代品，一种商品的价格会对另一种商品的需求量产生什么影响？

板书：3.相关商品价格的变动对需求量的影响

互补品——反相关，替代品——正相关。（学生活动：举例说明，并画曲线图）

3.课堂总结（我们的收获……）

总之，价值决定价格，价格围绕价值上下波动这条经济规律是谁都无法改变的，若价格的变化在合理的范围内，只要人们能够按照价格的变化对他们的生产和生活做出科学的、合理的调整，那么，人们的生产效益和生活质量一定会像宁夏的枸杞一样越来越红！

（作者单位 宁夏回族自治区中卫中学）

4.人教版高一语文第一单元作文 篇四

青中带红的枣子在深褐色的枝头上星星点点地缀着，树枝因重量而微微弯曲着。奶奶身穿一件白色的凉衫，一尘不染，上面淡青色的花纹都已微微发白。

她手持着一根细长竹竿，一手提着一个斗大的竹筐，蹒跚地来到枣树下。她将大筐轻轻地放置在地上，仰起头，笑盈盈地望着树上结满的青枣子，接着用竹竿用力地敲击着树枝，却又小心翼翼，避免树枝被打折。

一颗颗枣子在树枝上抖动了几下，就哧溜一下滚落进筐里，一层两层三层，枣子越积越多。我则负责捡漏，背着小筐，轻巧的蹲下身子，捡起地上遗落的枣子，随手丢进箩筐中，边捡边哼着歌谣，很是惬意，直至光逐渐退隐变淡、形成黑夜，工作停止。

那时的我不喜欢吃枣，刚打下来的枣是没有甜味，但奶奶总是挑最大最红的枣子，用井水一个一个仔仔细细地洗干净，再浸泡在冰凉的井水中冰镇了给我吃。我们一起坐在小巧的竹椅上看着月亮，吃着月饼和枣，思念着远方的亲人。

那时的月亮是那么的鲜黄，那么明亮、美满。

如今，我跟随着父母来到城市，视线逐渐被钢铁丛林所吞噬。玻璃窗明明暗暗，筒子楼重重叠叠。我耳边是呼啸而过的风，作文眼前是川流不息的车流，再也听不到清脆悦耳的鸟鸣，见不到潺潺流淌的溪水。我有点想念那份美好与纯净了。

那时的日子慢的让人沉淀，而现在的时间快的让人抓狂。

又是一年中秋，桌上放着妈妈从超市里买来的包装精美、硕大圆润的台湾青枣，洗净一口咬下，发出清脆的“咔吱”声，乳白色的汁水充满整个口腔，好甜啊!

吃着吃着，我忽然有些难过，虽然买来的枣子个个甜脆多汁，但已经没有那种好不容易有一个是甜的，这样的惊喜和幸福了。我校想念奶奶的那棵老枣树，它是否已经被砍下当柴火了?自从我们走了之后，奶奶就再也不打枣了。

缓缓地拨着奶奶的号码，一长串嘟声让我一次次失望，又打了一通过去，等待着那万水千山外的小角落里最爱的人接起。终于，熟悉的声音响起，心中涌起一股热流，一阵酸楚，一阵呜咽。“奶奶，我想您了。”

我好想回到奶奶身边，再看看那个月亮，那个最圆最亮的月亮。

5.高一人教版作文指导 篇五

1.Words and expressions

1)words

honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;

deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion

2)useful expressions

be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with

2.Oral demand

Talk about friend and friendship in English

3. Grammar

1)the indirect speech led by if/what /who/where/how…

2)review the usage of nouns and articles

4. Written demand

write an E-mail about friendship

5.Moral demand

Teach the Ss how to get on well with friends and treasure friendship.

II Teaching method

Co-orperating teachong

III Study method

Self-study guided by the teacher

IV Teaching aids

Computer,tape recorder,slide shoe,etc.

V Teaching steps

Period 1

Step 1 1. Ask the Ss the following questions to review some

Warming up words they know to describe their friends:

1) Do you have good friends?

2) What do you think of them? / Why do you think he / she is your good friend?

3) What kind of people do you want them to be your friends ?

4) Are there any other words we can use to describe a friend?

2. Review and learn some useful words:

Appearance:

tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)

Qualities:

kind kind-hearted / warm-hearted polite

helpful gentle noble

honest trustworthy frank openhearted

brave great full of courage / courageous

loyal true faithful to a friend dependable

wise clever bright learned

3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.

1) I think I am ______, ______ and _______.

I think I am ________ because I ________. So when you ______, you can _______.

2) I think he / she is _______, _______ and ________.

I think he / she is _______ because __________.

4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.

Step 2 1. Listen to the tape and finish the three situations one

Listening by one. Then ask the Ss to check the answers with

their partners.

2. Go over Part 1 in Listening on Page 85.

3. Go over Part 2 in Listening on Page 85.

Step 3 Written work: Part 2 on Page 87 in the exercise book.

Homework Reading: Go over Speaking Part on Page 2 and finish

the table on Page 3.

Summary

Period 2

Step1 1. Ask the Ss to tell what they learned in the last period

Revision and their opinions about what a good friend should be.

2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.

Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.

2. Let the Ss say what patterns we can use to make

apologies.

You said that you would … Why did / didn’t you …?

You promised to … Why didn’t you …?

Please forgive me.

I’m very sorry. …It won’t happen again.

I’m sorry I forgot.

3. Go over Part 2 on Page 86, first in pairs and then

with the whole class.

4. Go over Part 3. First ask the Ss to complete the role

cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.

Step 3 1. Go over Speaking part on Page 2 by checking the

Speaking list. First ask some Ss to read this part. Then check

The answers to the list.

2. Ask the Ss which of the six students they want to

make friends with and why.

3. Ask the Ss to discuss in groups of four: Are friends

very important in our life? Why?

Ask some groups to report the result of their discussion.

Step 4 Written work: Part 3 on Page 87.

Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.

Summary

Period 3

Step 1 1. Suppose you are alone on a deserted (empty, no one

Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.

2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.

3. Talk about the movie post of CAST AWAY.

Step 2 Ask the Ss to read the passage and find the answers

Reading to the questions:

1) What is the movie about?

2) Who is Chuck?

3) What happens to Chuck one day when he is flying across the Pacific Ocean?

4) How many years has he spent on the deserted island?

5) What becomes his best friend there? Why?

Step 3 1. Ask the Ss to find the answers to the first three

Post-reading questions in Post-reading part.

2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.

Step 4 Check the answers to the reading material on pages Workbook 88~89.

Step 5 1. Listen to and read the text again and again.

Homework 2. Find out the difficult sentences and go over the

notes to this text.

3. Look up the word learn in the dictionary and try to

find out different meanings of it.

Summary

Period 4

Step 1 1. Ask the Ss to tell what they have learned from the

Review text.

2. Ask some of the Ss to read the text paragraph by

paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.

Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:

on a deserted island, hunt for food, make a fire,

be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …

2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …

3. Ask the Ss to put the follow sentences into Chinese.

1) Chuck is a businessman who is always so busy that he has little time for his friends.

2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

3) Perhaps the most difficult challenge is how to survive without friends.

4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.

5) … it is important to have someone to care about.

6) He also learns that he should have cared more about his friends.

7)… we must give as much as we take.

8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.

Step 3 Ask the Ss to think over and answer the question:

Discussing 1) How can a volleyball become Chuck’s friend?

2) The text talks about giving and taking. How do you and your friends give and take?

3) Does a successful man or woman need friends? Why or why not?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

Step 4 The usage of learn:

Word study 1. To gain knowledge or skill by study, experience or

being taught

learn a foreign language

We’re learning English now.

Have you learned how to drive a car?

One can learn from his mistakes.

2. fix in the mind or memory; memorize

Let’s try to learn the poem by heart.

3. realize; become aware

They learned that it was no use arguing with him.

4. know, get to know

They offered help as soon as they learned that we were in great trouble.

I learned of the accident only yesterday.

learn one’s lesson; learn a lesson from sb

learned a learned teacher

Step 5 Go over Part 1 in Vocabulary on Page 87.

Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.

Step 6 1. Finish Word Study on Pages 4~5.

Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.

Summary

Period 5

Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.

Step 2 1. Ask the Ss to discuss the difference between Direct

Grammar Speech and Indirect Speech in pairs.

2. Summary:

In Statements

“I like reading adventure stories,” said John.

John said (that) he liked reading adventure stories.

“I don’t like computers,” Sarah said to her friends.

Sarah told her friends (that) she didn’t like computers.

In General Questions:

“Ann, have you see my blue notebook?” Peter asked.

Peter asked Ann if she had seen his blue notebook.

In Special Questions:

“How can you do that?” Mary asked Ann.

Mary asked Ann how she could do that.

“What difference does it make?” Peter asked Jim.

Peter asked Jim what difference it made.

3. Go over Part 1 on Page 5.

4. Go over Part 2 on Page 6.

Step 3 1. Go over Part 2 on Page 88.

Workbook 2. Go over Part 3 on Page 88 first in pairs, and then

check with the whole class.

3. Go over Part 1 by asking some Ss to write down

their sentences on the Bb.

Step 4 1. Review the reading material.

Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.

3. Ask the Ss to think about in what ways we can make friends with others.

Summary

Period 6

Step 1 Ask the Ss some questions and let some Ss report Revision these questions:

1) Do you want to study English? Why?

2) Why do you think English is very important?

3) What do you think a good friend should be?

4) Do you have any good friends?

5) How can we make friends with others?

6) Would you like to say something about one of your friends?

7) What do you often do together with your friends?

8) What do you think are good ways to make friends with a stranger?

9) Do you know how to make a pen friend or a pen pal?

10) Can we use the Internet to make friends? How to use it to make friends?

Step 2 1. Read the short passage on Page 6 and tell the main

Reading and idea of it.

Writing Questions:

1) What is a pen friend or pen pal?

2) What is an e-pal or key pal?

3) What is the advantage of e-mail?

2. Read the two e-pal ads and tell what kinds of

people do you think they are.

Jane: funny, humour, frank, openhearted, friendly

Jack: friendly, funny, humour, openhearted, honest

3. Go over the tips and then write an e-mail message.

And then check each other’s message with the

partner.

Step 3 1. Read the e-mail on Page 90 and tell what it is about.

Workbook 2. Talk about how to write a response.

Step 4 1. Go over Checkpoint 1.

Checkpoint 2. Ask the Ss to think about what they have learned in

this unit.

Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the

table correctly.

2. Go over Reflection and ask the Ss to finish the

sentences.

Step 6 1. Review the whole unit.

Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.

Summary

Period 7

Step 1 1. Dictate the following passage and then choose a

Dictation title for it.

Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.

1. ….

But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….

4. …. 5. …. 6. ….

But Lin Tao says they are doing OK.

Title: Students Running Bar

Study First or BUSINESS First?

2. Some words and phrases in the listening text:

solve a problem / problems, common problem,

get mad, communicate, in a different way,

deal with, apologize, apology, keep a secret,

in a difficult situation,

rumour 谣[流]言, 传闻

The rumo(u)r has turned out to be true.

这谣传结果是真的。

Step 2 Review the whole unit.

6.高一人教版作文指导 篇六

1 be kind to sb 对某人友善

It’s kind of sb to do…eg,It’s really kind of you to let us use your computer.

Would you be kind enough to do sth? 劳驾，请您…好吗?

=Would you be so kind as to do sth? eg,Would you be kind enough to close the door,please?

2 be honest with sb/about sth对某人、某事坦诚

To be honest/Honestly speaking坦白说 make/earn an honest living正当谋生

3 be loyal to…对…忠诚

4 表喜欢:I like/love/enjoy/prefer/am fond of /am into/am keen on(热衷于)/am crazy about…

5 surf the Internet上网 chat online

6 be cast away(因沉船)流落(荒岛) a castaway一个流落荒岛的人

7 a car/bus/plane crash车、飞机撞毁，失事 crash a car/a plane 撞毁车，飞机

8 survive the crash在空难中幸存下来

9 land on a deserted island 降落在一座孤岛上

10 hunt for food/hunt for a job寻找食物，找工作

11 make/build a fire生火 light/put out a fire点火;灭火 catch fire着火 be on fire在燃烧

set sth on fire=set fire to sth放火烧,引燃… start a fire/fight a fire放火，纵火;救火，灭火

A fire breaks out.火灾爆发 play with fire玩火，做危险的事

go through fire and water 赴汤蹈火，冒一切危险

12 in order to do(句首，句中)=so as to do(句中)为了

13 develop a friendship with sb= make friends with同某人交朋友

14 even though(=although,though)虽然，尽管

eg,We decided to part,even though we loved each other.

even if (=no matter if)纵然，即使

eg,Even if I sell my house,I’ll keep my bussiness going.

15 treat/regard/look on/think of him as a friend把他视为，当成朋友

16 share happiness and sorrow分享痛苦和欢乐

share an interest/opinion有共同兴趣，持共同意见

17 care about 关注，在乎，在意

eg,The only thing you care about is money. eg,He doesn’t care about clothes.

care for①(否定，疑问句)喜欢，想要eg,I don’t care for coffee.

eg,Would you care for a cup of tea?

②照顾，照料eg,She cares for her sick mother.

18 表责备，遗憾：should(=ought to ) have done本该做(事实没有)

should not(=ought not to) have done本不该做(事实做了)

need have done本需要做(但没有) needn’t have done本不需要(但却做了)

19 be quick in mind=be quick-minded反应快

have a quick temper=be quick-tempered性情急躁

20 go outing外出郊游

21 be/get angry with sb生某人的气

22 drop sb a line=write a short letter to sb给某人写封短信

23 keep/bear sth in mind记住

have sth in mind在想，心里想 have sth on one’s mind有心事，担心

make up one’s mind(to do)下定决心(做) change one’s mind改变主意

come into one’s mind=come across one’s mind=cross/enter one’s mind

=strike sb(sb’ mind)=occur to sb(想法，念头)浮现，掠过脑海

bring/call sth to mind使想起，忆起

eg,The photo brings those good old days to mind.=…brings back those good old days.

这张照片使我想起过去的好时光。

a heavy load off my mind卸下包袱

my mind goes blank.我的大脑一片空白。

out of sight,out of mind.眼不见，心不烦

二 重点句子：

1 I don’t enjoy singing,nor (neither)do I like computers.

Rock music is OK,and so is skiing.

Mary enjoys pop music,and she is also a bookworm. So it’s with me.

2 One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.

I was about to cook when the telephone rang.

I was making coffee when the doorbell rang.

3 In order to survive,Chuck develops a friendship with a volleyball.

4 Even though Wilson is just a volleyball,he becomes fond of him.

5 Friendship is about feelings and we must give as much as we take.

6 Just write your message and click it away.(点击鼠标)

Unit2 English around the world

一 重点短语

1 all the way(一路上)一直，不停地eg,We flew all the way from Seattle to London.

2 make yourself at home别客气 help yourself (to sth) 请自己取用

3 drive sb crazy使发疯 Got it. 明白，懂了 Make it成功做到

4 forget to do忘记要去做(还未做) forget doing 忘记做过

remember to do 记得要去做 remember doing记得做过

regret to tell/say…遗憾地告知，说… regret doing 后悔做过

mean to do 意图，打算做 mean doing 意味着…

try to do 努力去做 try doing尝试着做

go on to do接着做(另一件事情) go on doing接着做(同一件事情)

4 the majority of …=most of ….大部分

5 in total=in all总共，总计

6 be equal to①与…相(平)等②能胜任的(able) eg,I’am sure she’s quite equal to the task.

7 a number of 大量的(谓语动词用复数) the number of…的数量(谓语动词用单数)

8 mother tongue/native language母语

9 global culture全球文化

10 have a good knowledge of 非常熟悉，充分了解 have a good command of 精通，掌握

11 turn down the radio调小(音量)

turn down one’s offer(request,invitation)拒绝某人提议，请求，邀请

12 stay/sit up(very late)熬夜

13 come about 产生，发生

How did it come about that… ? 对比：bring about导致，促成

14 stay/remain the same保持不变

15 end up with/as/in/doing以…告终

eg,British English started borrowing words from other languages,ending up with different words.