高一年级一模块第三单元（1-12）课时教案(译林牛津版高一英语必修一教案教学设计)（精选6篇）
篇1：高一年级一模块第三单元（1-12）课时教案(译林牛津版高一英语必修一教案教学设计)
Skills building 3: writing a dialogue
Teaching objectives:
u To develop writing skills by reading the tips.
u To understand the mood of the Mum’s and Jack’s feelings.
Important and difficult points:
Writing a dialogue.
Teaching procedures:
Step 1 Lead-in
The language you use in writing a dialogue:
l not too colloquialnot too redundant
l descriptive
Step 2 Reading
1 Read the instructions and know some tips of writing a dialogue.
2 Read Part A and discuss what is wrong with the underlined sentences.
a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue. b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’
3 Read again and do Part B.
A The sentences that show Mum is unhappy or angry:
Come and look.
Don’t you talk to me like that?
You should start cleaning now if you plan to leave!B The sentences that show Jack’s mood:
This is so unfair! I’ll never have enough time.
But I don’t think you’re being fair at all!
Step 3 Reading the Thank-you letter
1 Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know:
The following should be included in your dialogue. a. What happened between Christina and her mother?
b. What did Christina do then ?
c. How as the problem solved ?
Step 4 Consolidation
Role-play the dialogue in three.
Homework:
Finish Workbook Writing on page 93.
篇2：高一年级一模块第三单元（1-12）课时教案(译林牛津版高一英语必修一教案教学设计)
u To develop writing skills by reading the tips.
u To understand the mood of the Mum’s and Jack’s feelings.
Important and difficult points:
Writing a dialogue.
Teaching procedures:
Step 1 Lead-in
The language you use in writing a dialogue:
l not too colloquialnot too redundant
l descriptive
Step 2 Reading
1 Read the instructions and know some tips of writing a dialogue.
2 Read Part A and discuss what is wrong with the underlined sentences.
a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue. b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’
3 Read again and do Part B.
A The sentences that show Mum is unhappy or angry:
Come and look.
Don’t you talk to me like that?
You should start cleaning now if you plan to leave!B The sentences that show Jack’s mood:
This is so unfair! I’ll never have enough time.
But I don’t think you’re being fair at all!
Step 3 Reading the Thank-you letter
1 Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know:
The following should be included in your dialogue. a. What happened between Christina and her mother?
b. What did Christina do then ?
c. How as the problem solved ?
Step 4 Consolidation
Role-play the dialogue in three.
Homework:
篇3：高一年级一模块第三单元（1-12）课时教案(译林牛津版高一英语必修一教案教学设计)
课本重点单词(抓好课本，拿住基础分)：
experience n&vt 经历，体验 earn vt 获得，赚，挣得
respect n&vt尊敬，敬重 devote vt 致力于;献身
literature n 文学 literary adj 文学的
average adj 一般的，普通的;平均的
struggle n 难事;斗争;努力 vi 奋斗，努力;挣扎
encouragement n 鼓励 extra adj 额外的，外加的
donate vt 捐赠 independent adj 独立的
professor n 教授 inform vt 通知，告知
run vt 管理;操作 approve vt&vi 批准，通过;赞成，同意
charge n 负责，掌管 select vt 选择，挑选
vt 使承担责任，收费 poet n 诗人
composition n 作品;成分
课外补充单词(能力提升，轻松做阅读)：
fun n 有趣(注意：这是一个不可数名词，不可以说成a fun)
funny adj 有趣的
fix 固定，修理 achieve vt 赢得，获得，取得;实现，成就
achievement n 成就 drop vt 放弃 introduce vt 介绍
immediately adv 立即，马上 recently adv 最近，近来
culture n 文化 cultural adj 有文化的
development n 发展 display vt 陈列，展览
develop vt 培养，养成 anyhow adv无论如何
continue vt&vi 继续，持续 somehow adv不知为什么，不知怎么的
require vt 要求 somewhat adv稍微，有点
二. 短语与词组(基础提升，成就我的天下)：
inform sb of sth 通知某人某事 be made up of 由组成
on the first day 在第一天 next to在的旁边
for one thing首先，第一点 make good use of充分利用
surf the internet网上冲浪 make full use of充分利用
devote to致力于，献身于 make use of利用
donate to捐赠给 on average平均
the best way to的最好方法 have effect on对有影响
according to 根据 any time 任何时间
upon doing sth=on doing sth一就 escape doing sth退出做某事
compare with与相比较 for free 免费
in charge of负责 used to do过去常常做
take charge of负责 be used to doing习惯于
in the charge of 受管理，被照顾 be used to do被用于
come up with提出，想出 make a speech about做关于的演讲
forget doing sth忘记做过了某事 regret to do sth遗憾要去做某事
forget to do sth忘记(去)做某事 regret doing sth后悔做过了某事
remember doing sth记起做过了某事
remember to do sth 记起去做某事
三. 词形转换(掌握方法，轻松填单词)
achieve(vt)achievement(n) develop(vt)development(n)
nature(n)natural(adj) scary(adi)scare(v)
please(v)pleasure(n) require(vt)requirement(n)
experience
1经历(此时这一名词为可数名词，可用复数)
2经验(此时这一名词为不可数名词，不能用复数)
单词连接：experienced(adi)有经验的
such as如，像这样的
1. such as引导的是同位语，后面不能加逗号，但是for example是作插入语
单元语法
1. 定语从句：在复合句中修饰某一名词或是代词的从句
2. 关系代词的种类及用法
that：在句子中做主语、宾语抑或是表语，先行词一般是人或是物
which：在句子中充当主语、宾语、表语抑或是定语，先行词一般是物
who：在句子中做主语抑或是宾语，先行词是人
whom：在句子中做宾语，先行词是人
whose：在句子中做定语，先行词所指人或是物
as：在句子中做主语、宾语抑或是表语，先行词一般是人、物抑或是事
注意：当一些句子中没有关系代词时，要能看出此时的先行词在句子中做宾语，并且已经省略
例：The girl they are talking about is Amy=The girl whom they are talking about is Amy。
八种只用that不用which的情况
1.先行词是不定代词的时候，例all、much、little、something、anything，此时用that不用which
2.先行词前面有only、any、few、no、all、very修饰时，用that不用which
3.先行词是形容词最高级时抑或是它的前面是形容词最高级修饰时，用that不用which
4.先行词是序数词抑或是有序数词修饰时，例the first time，此时用that不用which
5.先行词既有人又有物时，用that不用which
6.当主句的主语是疑问词who或which时，用that不用which
7.复合句中，有两个定语从句，一个用which后，另一个宜用that
篇4：高一年级一模块第三单元（1-12）课时教案(译林牛津版高一英语必修一教案教学设计)
【教学内容与教学要求】
教学内容：
牛津高中英语模块一Unit 3（上）
二、教学要求：
2．学习e-mail的写作。
3．语法：非限制性定语从句、反意疑问句。
【知识重点与学习难点】
重要单词：
stay(系动词：保持), slim, figure, weight, ashamed, recover, failure, contain, chemical, seldom, damage, attractive, touching, embarrassed, pressure, overweight, diet, properly, skinny, consider, fit(强健的), pill, appearance, especially, amazed, archery, squash, aerobics(有氧运动), triathlon(铁人三项), category, partial(部分的), response, purpose, confirmation, actually, recognize.
二、重点词组：
work out锻炼、训练, go on diets/a diet实行节食, in secret私自, side effect副作用, put on weight体重增加, lose weight减肥, be ashamed of对….感到羞耻, an exact match for和….完全匹配的…， follow one’s advice听从某人的建议, sound fun听起来象是件有趣的事, team sport团队运动, build up增强, regret doing sth后悔做了某事, risk doing sth冒做某事的风险.
三、【语法术语】
non-restrictive attributive clause非限制性定语从句, question tag反意疑问句, positive statement肯定的陈述句, negative statement否定的陈述句, personal pronoun人称代词, auxiliary verb助动词, model verb情态动词, imperative clause祈使句.
【难点讲解】
1. What do you do to keep yourself looking good and feeling good？
询问别人怎样做某事的可以用“how do you…..?”也可以用“what do you do to….?”。例如：
How did you make the baby stop crying?
What did you do to make the baby stop crying?
Keep yourself looking good and feeling good是一个“动＋宾语+补语”结构，现在分词短语looking good and feeling good作宾补。
2. Dying to be thin….
这是个双关语，既可以理解成“差一点为瘦身而死”，也可以理解为“迫切希望瘦身”。课文主人公Amy因为急切希望保持苗条的身材服用了一种减肥药造成肝功能衰竭，差点丢了性命。用这个双关语作课文的标题非常巧妙。
Dying 的本意是“快要死去的，而dying to do/be+adj或dying for+n则表示“迫切希望…..”。例如：
He is dying to see his homeland again.
I’m dying for a drink of rum.
She is dying for a chance to be back on the stage.
3. I know the pressure to stay slim is a problem, especially for an actress.
我知道保持苗条的压力是一个，对于一位女演员来说更是如此。
I’m taking weight-loss pills called Fat-Less, which are quite popular among young women here.
我在服用一种叫“”的减肥药，这种药在年轻女性中很流行。
medicine 泛指药物，尤指内服药，表示“治疗…的药”时后面跟介词for: the medicine for cold。 Pill药片、药丸, ,表示“治疗…的药”时前面加定语：sleeping pills 。drug药剂、麻醉药、毒品，drug(s) 表示“治疗…的药”时和for/to treat连用。
4. She says health is priceless, and I agree, but then I look so slim at the moment.
她说健康是无价的，我同意她的说法，但是我现在看起来非常苗条。
后缀less加在名词之后表示“没有、缺乏”例如：hopeless, helpless, careless, homeless.注意， priceless和worthless, valueless的意思不同。Price指价格，加less表示“无法估价的”；worth, value指价值，加less则表示“没有价值的。
Then和but连用，起到增强语气的作用。
5. They contain a harmful chemical that caused my liver to fail.
那些药里含有一种有害的化学成分，导致我肝功能衰竭。
6. I think you look great as you are.
我认为你现在这样保持自然本色看起来就很棒。
As you are是状语从句意思是“以你本来的面目”
As作连词的用法较复杂，可以表示“当….时候、因为、既然、相比、虽然，按照…做、象…一样、当做，还可以用来指代上文中提到的事情以避免重复。其中作“虽然、用来指代上文中提到的事情”两种用法比较特殊，请看例句：
Alone as he is, he does not feel lonely.
Try as you would, you could not make him change his mind.
Harry is unusually tall, as are his brothers.
7. Remember to take it slowly at first and you will build your strength up quickly.
记住刚开始锻炼时要慢些，你的体力很快就会增强。
Take 在这里意思是“从事…活动”it 指代sport/exercise。
Build up增强、增加，名词build-up,例如：
The build-up of Japanese forces makes the neighboring countries very uneasy.
8. Some sports are usually done indoors, while others are done outdoors.
一些体育活动通常是在室内进行的，另一些则是在室外。
Indoor、outdoor是形容词，只能作定语使用; indoors/outdoors是副词，作地点状语。例如：
It is an indoor sport.
We can play the game indoors.
【语法】
一、非限制性定语从句
1) 定语从句有限制性和非限制性两种。限制性定语从句是先行词不可缺少的部分，去掉它主句意思往往不明确；非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开，例如：This is the house which we bought last month.这是我们上个月买的那幢房子。（限制性）The house, which we bought last month, is very nice.这幢房子很漂亮，是我们上个月买的。（非限制性）2) 当先行词是专有名词或物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的，例如：Charles Smith, who was my former teacher, retired last year. 查理史密斯去年退休了，他曾经是我的老师。My house, which I bought last year, has got a lovely garden. 我去年买的的那幢房子带着个漂亮的花园。This novel, which I have read three times, is very touching. 这本小说很动人，我已经读了三遍。3) 非限制性定语从句还能将整个主句作为先行词, 对其进行修饰, 这时从句谓语动词要用第三人称单数，例如：He seems not to have grasped what I meant, which greatly upsets me. 他似乎没抓住我的意思，这使我心烦。Liquid water changes to vapor, which is called evaporation. 液态水变为蒸汽，这就叫做蒸发。说明：关系代词that和关系副词why不能引导非限制性定语从句。
二、反意疑问句：
反意疑问句是由陈述句以及其后面的简略疑问句构成，前一部分为陈述句，后一部分由助动词或情态动词 + 主语(人称代词)构成，可表示真实的疑问。也可以表示说话者的某种倾向，强调或反问
It’s raining , isn’t it?
反意疑问句的前半部分陈述句是肯定的，则疑问部分为否定形式；反意疑问句的前半部分陈述句中若为否定，则疑问部分为肯定形式。
前半部分陈述句含有hardly, never, seldom, few, little等词时，疑问部分为肯定形式。
We hardly know each other, do we?
There is little left for us to do, there is?
反意疑问句的前半部分陈述句中若使用了助动词，情态动词或 be 动词，后半部分先重复这些动词，然后 + not +主语，构成简略句
You can read this , can’t you?
She should have a rest , shouldn’t she?
如果反意疑问句前半部分肯定句中谓语动词是实意动词，后半部分一般由 didn’t / doesn’t 和didn’t + 主语构成
We need some salad too , don’t we?
He looks like his father , doesn’t he?
祈使句后面的反意疑问句是will you/shall we?
Let’s stop quarreling and get down to business, shall we?
Come over to my house, will you?
【同步练习】
篇5：高一年级一模块第三单元（1-12）课时教案(译林牛津版高一英语必修一教案教学设计)
To give a brief introduction to attributive clause
To teach students the functions of relative pronouns and relative adverbs in attributive clauses
To develop students’ cognition in grammar, especially the basic elements of sentences
Teaching Important & Difficult Points:
The basic usage of the relative pronouns and learn to use them in different situations
How to apply relative clauses to situational use
Teaching Methods:
Introduction, task-based in-class activities; explanations of some rules of the attributive clause
Teaching Aids: a multimedia classroom
Teaching Procedures:
StepⅠRevision
1. Check students’ homework in writing on page 93. Ask some students to read their note of Part B on page 93.
2. Choose some words and expressions in Period 3 and dictate them before grammar is staged.
Step Ⅱ Lead-in
1. Ask Ss to recall what can be used to modify a noun in English and write down the following phrases on the blackboard.
a happy moment
blue sky
a girl student
bus station
a monkey in the tree
the article about your experience in the UK
T: A noun, an adjective or the prepositional phrases can be used to modify a noun.
2. Summarize the rules of the order in the examples above.
We put adjectives or nouns before nouns to modify them while we put prepositional phrases after nouns to modify them.
More examples(P8):
Adjective: the green team
Prepositional phrase: the team in green
Attributive clause: the team who are wearing green
T: The last sentence is an attributive clause. That means a sentence is used to modify a noun in the same way that an adjective or prepositional phrase does. The nouns they modify are called antecedents.
Step Ⅲ Introduction to attributive clause
Give some examples of AC on the screen and ask Ss to fill in the form below.
1. The girl who/that is standing next to our teacher is her daughter.
2. The girl whom/who /that my mother is talking to is my classmate.
3. The girl whose name is Rose sits next to me.
4. I can’t find the book which/that is borrowed from you.
5. I can’t find the book which/that you lent to me.
6. I can’t find the book whose cover/the cover of which is red.
Example Antecedent Attributive clause Function of the relative pronoun
1 the girl who/that is standing next to our teacher subject
2 the girl whom/who /that my mother is talking to object
3 the girl whose name is Rose possessive
4 the book which/that is borrowed from you subject
5 the book which/that you lent to me object
6 the book whose cover/the cover of which is red possessive
T: The nouns or the antecedent usually refers to a person /people or a thing/things, for example a story, a cake, books and so on. We use which/that as a relative pronoun to refer to things, while we use who/whom/that as a relative pronoun to refer to people. Which/that is used as the subject or object in the AC. Who/that is used as the subject and whom/who/that is used as the object in the AC. And they will know when which, that, whom, who can be left out if it refers to an object in the AC.
Step Ⅳ Identifying the attributive clause
1. Let students to read the guidelines in Point 2 on page 8.
2. Ask students to read the example sentences in Point 2 and let them say what function of the bold part in each sentence is. Then ask them to point out the attributive clause in sentence and put the whole sentence into Chinese, so they can compare the different ways in which the attributive clause is expressed in English and in Chinese.
Step ⅤPractice
1. To test how well they understand AC, the teacher is to give them a timely self check ---- tick the sentences with AC in C1 on P88. Puzzles like 3, 8 may be ignored for the time being, left to be thought over after class and solved in the next period.
2. Ask students to identify the attributive clauses in the article on P9. Show their findings on a screen, and ask them to mark “antecedents”, “relatives” and translate the sentences into Chinese. Explain some key words and expressions such as “upon”, “develop an interest in”, “donate”, “display”, “make a speech” etc. What’s more, students are asked to classify these marked relatives into “relative pronouns” and “relative adverbs”. As for relative pronouns, they are also required to tell the functions they play in each attributive clause.
1) David was one of the most important helpful students that we ever had. ( object )
2) In , he went to Oxford where he got interested in Chinese culture.
3) Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. ( object )
4) Most of the students that he taught have become his friends. ( object )
5) Some of the books were gifts that he got from his Chinese friends and students. ( object )
6) The paintings that David donated to the school are being displayed in the assembly hall. ( object )
3. Learn the new words from page 9 to page 11.
Ask students to turn to page 68 and study the new words (former-please).
Step Ⅵ Homework
Ask students to read the article on page 9 again and again
Ask students to finish C1 on page 88. Get them to point out the antecedent, the relative pronoun or relative adverb in the sentence with an attributive clause.
Period 6§Grammar and usage (2-2) Introduction to attributive clauses§
Teaching Aims:
To consolidate what’s learned the day before
To focus Ss’ attention on the usage of relative pronouns
To teach Ss in which situation who, whom, which or that can be left out.
Teaching Important & Difficult Points:
How to choose the right relative and use it properly
Teaching Methods:
Introduction, task-based in-class activities; explanations of some rules of the attributive clause
Teaching Aids: a multimedia classroom
Teaching Procedures:
StepⅠRevision
1. Check the homework with the students. Make sure that students know what an attributive clause is and the function of each relative word.
2. Have a dictation to go over the words we learnt last period.
Step Ⅱ Presentation
Question: What does a noun usually refer to?
(Students should know a person/people or a thing/things. For example, story, cake, and book are things, while friend, teacher and monitor are persons.)
Step Ⅲ Using relative pronouns
1. Ask students to read Point 1 on page 10 and point out the antecedent and the attributive clause in each sentence. Then ask: What does that/which function in each clause?
Ask students to read the tip box, so the student will know the difference between that and which.
2. Ask students to read Point 2 and point out the antecedent and the attributive clause in each sentence. Then ask: What does who function in each clause?
Ask students to read the tip box, so the students will know that can also be used to refer to a person/people.
3. Ask students to read Point 3 and Point 4, and point out the antecedent in each sentence.
4. Ask students to read the following sentences:
Bb: She has a bother. I can’t remember his name.
Question: What does his refer to? (His refers to a brother’s.)
Bb: She has a brother whose name I can’t remember.
Questions: Which part is the antecedent here? (a brother)
What is it used as in the attributive clause? (attribute)
Ask students to read Point 5 and point out the antecedent in each sentence. Then ask: What does the relative pronoun whose refer to in the two sentences.
5. Show the following table on the screen and ask students to fill in.
Antecedent Subject Object Attribute Note
For persons who/that whom/who/that whose A relative pronoun can be omitted when it is used as the object in an attributive clause.
For things which/that which/that whose/of which
Step ⅣSupplementation
注意that which在代物时常常可以通用,但有时只宜于用that ,不用which.
(1) 当先行词为不定代词all, much, little, only, just, every, last, one of, no, little, few, any, something, everything, anything，nothing, none, the one......及the very, the last, the next, the only或被不定代词修饰时
e.g.: Is there anything (that) I can do for you? You should hand in all that you have.
All that can be done has been done. In this factory I saw little / much that was different from ours.
The only thing that I want to do is to have a rest. This is the very book that I’m looking for.
We heard clearly every word that he said. She is the only person that understands me.
(2)当先行词为序数词、形容词的最高级或被它们修饰时
e.g.: He was the first person that passed the exam. This is the most interesting film that I have ever seen.
The first thing that should be done is to get the tickets. Is that the best that you can do?
That’s the most expensive hotel that we’ve ever stayed in.
This novel is the second best one that I have ever read.
When people talk about Hang Zhou, the first that comes to mind is the West Lake.
(3)当先行词既有人又有物时
e.g.: Do you know the things and persons that they are talking about?
The film star and her film that you have just talked about is really well-known.
She described in her compositions the people and places that impressed her most.
The guests spoke highly of the children and their performances that they saw at the Children’s Palace.
(4)由which或who等特殊疑问词引导的句子
e.g.: Which is the bike that you lost? Which is the car that killed the boy?
Who is the boy that won the gold medal? Who is the man that is reading the newspaper over there?
(5)当先行词在主句中作表语，而关系代词也在从句中作表语时
e.g.: Shanghai is no longer the city that it used to be. He is not the person that he used to be.
c.f.: Shanghai is no longer what it used to be.
(6)如果两个从句，其中一个关系代词用which, 另一个用that以避免重复。
e.g.: He built up a factory which produced things that had never been seen before.
Step ⅤPractice
1. Complete a conversation with “who, whom, which, that or whose” on P11. There might be more than one answer for some blanks.
2. Learn and consolidate by correcting errors in sentences.
1) My brother who is in the army he came to see us. 去掉he
2) A small amount of money was all which was taken in the robbery. which改为that
3) The path was made by walkers who crosses mountains each summer. crosses改成cross
4) The difficulties of living near a volcano are well understood by the people farm the land there.
people和farm中间加who，或将farm改为farming
5) The danger of driving is something which worries me each time I travel. which改为that
6) The park which I usually go running is across from the road. which改为where
7) I bought the present that I gave him it for Christmas in Japan. 去掉it
8) It’s one of the most interesting books which I have ever read this year. which改为that
Step Ⅵ Consolidation
Students are encouraged to conclude the usage of relative pronouns. Afterwards, the teacher gives a brief conclusion as follows.
She is the teacher who taught us English Literature.
I am going to see a friend who has just come back from the UK.
In attributive clauses, we use who to refer to people. that is less usual.
I sat next to a girl whose name is Diane.
The club whose members are music fans meet in the school garden every Saturday afternoon.
We use whose to mean possession. It usually relates to a person, but it can also relate to things.
I don’t know the name of the teacher who / whom I saw in the computer room the other day.
The student who / whom we saw at the school gate is from America.
When ‘who’ functions as the object, it can be replaced by whom. In this case, whom is more formal than who.
The girl (that/who/whom) you have just seen is very good at English.
I’ll tell you something (that) I have heard.
We can leave out who, whom, which and that when they are the objects.
All my classmates enjoyed the cake that / which I made.
The book that / which I borrowed from the library is very interesting.
In attributive clauses, that and which are used to refer to things. that is more usual but less formal.
Step Ⅶ Homework
◆ Ask students to make five sentences, each with an attributive clause.
◆ Do Part C2 on page 88 and do the first five exercises in their exercise-books.
篇6：高一年级一模块第三单元（1-12）课时教案(译林牛津版高一英语必修一教案教学设计)
2. turn up; turn down; turn off; turn on
3. a waste of time
waste/spend … on sth/(in) doing sth
4. try to do sth; try doing sth
5. force sb to do sth; be forced to do sth
6. be angry/upset with sb
7. cannot wait to do sth
8. look around the room
9. be supposed to do sth
10. bend to touch the dog
keep/get in touch with sb
lose/(be) out of touch with sb
11. what … do with sth
how … deal with sth
12. explain sth to sb; explain to sb sth
13. with a passa boxes on the floor
14. leave me alone
15. (be) in charge (of …)
take charge of …
charge the battery
charge sb … for …
free of charge=for free
16. act like an adult
take an active part in …
take action/steps/measures (to do …)
17. the reason why …/that …
reason with sb.
18. go unpunished
19. lights go out
20. have one’s arms crossed
21. not … any more
22. deserve to do sth
23. instead of …
24. (be) hard on sb
be strict with sb
25. now that …
26. be rude to sb
27. be different from …
28. in the form of …
form the habit of doing sth
29. pay (any/no) attention to sth
draw/attract one’s attention
30. treat sb like a child
31. make mistakes;make decisions; make comparisons
32. argue about sth with sb
33. spoken English; English-speaking countries
34. It’s raining cats and dogs
35. make a mountain out of a molehill.
36. be surprised at…; (much) to one’s surprise
From Welcome to Word power
1. 成长
2. (声音)调大、调小、关掉、开
3. 浪费时间
在…上浪费、花费时间
4. 设法做…;尝试做…
5. 迫使某人做某事;被迫做…
6. 生气、不安
7. 等不及要做…
8. 环顾四周
9. 理应做某事
10. 弯腰去抚摸小狗
保持、取得联系
失去联系
11. 如何处理
如何处理
12. 向…解释…
13. 地板上passa盒子的…(状语、定语等)
14. 别管我、别烦我;
15. (某人)负责某事
掌管、负责…
充电(电池)
因…向某人索要…(钱)
免费的
16. 像成年人一样行事
积极参加
采取措施做…
17. …的原因
与某人理论
18. 免于受到惩罚
19. 等熄灭了
20. 双臂交叉
21. 不再…
22. 应该做…、配做…
23. 而不是
24. 对…严格
同上
25. 既然、由于
26. 对…粗鲁
27. 与…不同
28. 以…的形式
形成、养成…的习惯
29. 注意…
引起某人注意
30. 把…像孩子样对待
31. 犯错误;做出决定;做比较
32. 就…与某人争论、争吵
33. 英语口语;说英语国家
34. 倾盆大雨
35. 小题大做
36. 对…感到惊奇;令某人惊奇的是，…
From Grammar to Project
37. give sb painting lessons
38. a little bit expensive
39. be proud of …
take pride in …
40. get good marks/achieve high grades
41. stay up
42. do a good job in …
43. regret that/doing
regret to do
44. be nervous about …
45. after all
46. mix up … with …
47. take one’s advice; follow one’s advice
ask (sb) for advice
48. be interested in …; develop/show an interest in
49. all the time
50. go out for a long walk
51. keep … in mind
52. what’s wrong with … ?
53. it takes sb … to do sth
54. make a bit of difference
55. provide sb with sth; provide sth for sb
56. be busy with sth/sb; be busy (in) doing sth
57. become upset with sb
58. at the moment
59. as though/ as if
60. insist on doing sth
insist that …
61. chat online with sb
surf the internet
62. at present
be present at …
63. prevent/stop sb (from) doing sth
keep sb from doing
keep sb doing sth
64. allow sb freedom
allow doing
allow sb to do sth
be allowed to do sth
65. or worse
worse still; what was worse
66. without harming one’s relatioship
67. help sb with sth
68. in one’s spare time
spare no efforts to do sth
69. suggest an idea
give sb a suggestion
70. fight like crazy
fight for …; fight against…
71. forbid sb to do
From Grammar to Project
37. 给某人上油画课
38. 有点儿贵
39. 对…感到自豪
同上
40. 取得好成绩
41. 熬夜、不睡觉
42. 在…(方面)做得好
43. 后悔做…
遗憾、抱歉地做…
44. 对…紧张
45. 毕竟
46. 把…与…混淆、混合
47. 听从某人建议
询求建议
48. 对…感兴趣
49. 一直、总是
50. 出去散步
51. 记住…
52. 出了什么事?
53. 花费时间做…
54. 有点影响
55. 为…提供
56. 忙于做…
57. 对…感到不安
58. 此刻、现在
59. 好像
60. 坚持做…
同上
61. 与…网上聊天
上网冲浪
62. 目前
出席(会议)
63. 防止…做…
同上
使某人一直做
64. 让某人有自由
允许做…
允许某人做…
被允许做…
65. 或者更糟糕
更糟糕的是
66. 而没有伤害某人关系
67. 帮助某人…
68. 在某人空闲时间
不遗余力地做
69. 建议一个注意
给某人建议
70. 发疯地;拼命地
为了…而战;为反对…而战
相关文章：
一年级上学期第三单元教案设计02-16
《第八单元 课题2 金属的化学性质》教案 (新版)新人教版02-16
示范教案(第五单元课题3_利用化学方程式的简单计算).doc02-16
课题：3.寻找遗传和变异02-16
教坛新秀理论考试试卷02-16
第一单元第三课时教案02-16
第三单元 分一分 教案(苏教版一年级上)02-16
第三单元图形的运动(一)教案02-16
一年级第一学期音乐教案第三单元02-16
一年级语文上册第三单元《数字》教案设计02-16
