Lost Civilization教案 (译林牛津版英语高一)

【导语】“此壶未开”通过精心收集，向本站投稿了13篇Lost Civilization教案 (译林牛津版英语高一)，下面小编为大家整理后的Lost Civilization教案 (译林牛津版英语高一)，欢迎阅读与借鉴!

篇1：Lost Civilization教案 (译林牛津版英语高一)

一，教学课型：阅读课

阅读课是学生综合运用所学语法、词汇和功能等知识，认真阅读文章，达到帮助其学习语言、文化等方面的知识，形成良好的阅读策略，提高阅读理解能力的课型。

教学任务有以下：

复习巩固所学词汇。

逐步阅读课文，达到深层次理解。

渗透阅读方法。

二，教材分析

教材内容（见课本page42）

教材处理

《牛津高中英语。学生用书》所选的文章不仅题材广泛、内容丰富、文化意识强、内涵丰富，而且体裁多样，涵盖了说明文、议论文、小说、戏剧、记叙文等，为学生学习语言提供了丰富多彩的素材。本课教材节选Ann一个加拿大女孩的五篇游记，把她在Pompeii和Loulan两处的所见、所闻、所感、所思展示出来。教师可以呈现出与这两处有关的简单的对错问题让学生轻松答题，然后过渡到具体的问题，达到深一层次理解，再者对两个古代城市进行比较归纳，对文章达到更深地理解，最后升华主题，唤起人们保护世界文化遗传的意识。

教学目标

(1)通过阅读短文，了解两处失落的文明--Pompeii和Loulan.

(2)提高学生阅读能力。

(3)提高学生语言运用能力。

教材重点和难点

(1)引导学生归纳短文、比较两个古代城市的异同。

(2)引导学生升华主题，增强人们保护世界文化遗产意识。

三，教学设计

（-）设计思想

本节课是在多媒体教学环境下实施的大容量、快节奏的课堂教学。教师首先让学生复习回顾与本篇文章相关联的词汇，接着运用略读、寻读、跳读等阅读方法，对所节选的五篇游记从不同层次，由浅入深、由表及里，逐层推进地进行阅读，从而达到对文章深层次的理解。根据文章的描述，培养学生保护世界各国文化遗产、文明古迹的意识，同时让学生思考如何去保护文化遗产和文明古迹：逐渐实现从语言的输入和内化到语言成果的输出，提高学生应用语言的能力。

（二）教学过程

Step1 .Revision

Go over the words

Match the words with their definitions

( ) 1.take over A place a dead body in a grave

( ) 2.erupt B rich

( ) 3.unfoutunately C huge

( ) 4.hawre D take control of

( ) 5.wealthy E sadly ,unluckily

( ) 6.ruins F provide space for

( ) 7.enormous G parts of a building that

remain after it has been badly

damaged or destroyed. .

( ) 8. .bury H (of a volcano)throw out lava and ash

[设计说明]

该教学步骤复习巩固所学的有关词汇，同时为接下来的阅读扫清了障碍。

Step2.leading-in

1. T: Now let’s talk about two questions with your partners?

Can you name some buildings that would represent ancient civilizations in China?

What does the title Lost Civilizations mean?

2.T:In this passage,, there are two lost civilizations .What are they? (showing some pictures of Pompeii and Loulan)

T: Do you know which place these pictures describe ?

S: Pompeii

T: Do you know which place these pictures describe ?

S: Loulan

T: Have you ever been to Pompeii and Loulan ?

S: _________

T: Have you known about them ?

S: _________

T: Would you like to visit them?

S: __________

Now let’s go with Ann together.

[设计说明]

通过问题讨论链接中国古代文明，感性认识现存文明与失落文明的含义。通过逼真的图片让学生初步认识Pompeii和Loulan，增强学生对课文的阅读兴趣，并自然地引出本课的话题，与作者一起游历两古城遗迹。

Step3 Reading

1读前(pre-reading)

教师通过放录音,让学生跟着录音浸入课文，初步了解大意，同时也注意了语音语调。

2读中（while-reading）

T: Now read the passage quickly and answer the following “T” or “F” questions.

A. The author is going to China by air next week.( Day1-15th July)

The city of Pompeii was founded in the 7th century BC.(Day2-16th July)

C. The city of Pompeii wasn’t found until the 18th century.( Day3-17th July)

D. Loulan was a stopping point on the famous silk road between the east and the west almost 2000 years age (Day10 –24th July )

E. Pompeii and Loulan were lost for the same reason.(Day11-25th July )

(2)T: Now read the passage carefully and answer the following wh-questions.

A. What happened to Pompeii in August AD79?

B How was the buried city discovered ?

C Where were the stepping stones along the road in Pompeii used for ?

D. Why was Loulan an important city about 2000 years ago?

How do many people think Loulan disappeared?

F. What is one main similarity between Pompeii and Loulan?

(3)T: Now read the passage more carefully and fill in the following blanks with proper words and phrases

Pompeii Loulan

Where was it located ① China

When was it founded? In the 8th century BC ②

What kind of city was it? A rich city ③

Why was it destroyed? ④ ⑤

How was it discovered In the 18 century ,a farmer found some stone with writing on it, then people started to dig ⑥

What can you find about the city now ? Streets with ⑦,houses with⑧,bodies of people that had been turned to stone the city walls,⑨, ⑩ that ran through the middle of the city

(4)Choose the best answer according to the passage.

( ) A. Which of the following statements is not true?

a. Both of the two cities were lost civilizations about 2000 years ago.

b. Both of the two cities were discovered by local people.

c. Pompeii was destroyed by a volcano while Loulan was gradually covered over by sandstorms.

d. Pompeii was in Italy while Loulan was in China.

( ) B. The purpose of writing this passage is ____

a. show how happy the writer was to have such a chance to visit the sites.

b. to arouse people’s sense of protecting civilizations.

c. to compare the civilizations of Pompeii and Loulan destroyed.

d. to tell us how Pompeii and Loulan were destroyed.

[设计说明]

该环节通过表面理解→深层理解→比较异同→归纳总结这样四个步骤对全文作全面理解。

3读后（post-reading）

T: As we all know there were lots of ancient civilizations in the world in history.

Some of them have disappeared while others remain today .such as the Great wall, the Terracotta Warriors ,the Hanging Gardens ,Pyramids and so on (showing some pictures of them)

Now let’s discuss in groups.

(1)If you have a chance ,which place would you like to visit most? Why?

T :From the passage we know Pompeii and Loulan were destroyed by nature.

But I think human may also destroy our civilizations. If we want to make our civilizations exist for ever, I think we should make people have the sense of protecting our civilizations

Now let’s discuss in groups.

(2) What can we do to make people have the sense at protesting our civilizations?

(设计说明)

以上两个问题展开小组讨论.该教学活动旨在提高学生用英语表达观点的能力,同时进行德育渗透，培养学生保护文化遗产的意识。并通过小组讨论培养学生的合作意识。

Step4 Consolidation

做学生用书Part E、F Page.45

Step5 Summary

通过本课时的学习，让学生全面深刻地理解了课文，提高了能力。

Step6 Homework

预习课文上的语言点，为阅读课第二课时作准备。

篇2：module1 unit1 教案 (译林牛津版英语高一)

牛津高中英语教学设计

单 元：Unit 1 School life

板 块：Reading 1

Thoughts on the design:

在完成了welcome板块的学习后，阅读一名从中国到英国的交换生的介绍文章。让学生在阅读过程中使用skimming理解文章大意，用scanning 获取细节信息，之后再对文章作综合回顾。然后，引导学生换个角度，从英国学生的角度来看待中国的学校生活，模仿课文，从不同的方面介绍中国的校园生活。

Teaching objectives:

1. to help the Ss master the reading skills of skimming and scanning.

2. to guide the Ss to understand the passage and learn about more details of school life in the UK.

3. to encourage the Ss to learn to view our school life in a different perspective.

Step 1. Lead-in

1. [Teacher] We’ve learned a little about the difference between schools in China and in the UK.

2. [Brainstorming] If you were an exchange student in a UK school, what would you enjoy most?

3. Collect answers from a few students.

4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua, who studied in the UK for one year. Let’s find out what she finds enjoyable.

[设计思路]：从上一课时涉及的中英学校生活差异谈起，问学生什么是他们心目中英国校园生活最让人喜欢的部分，从而引出课文的enjoyable experience。

Step 2. Reading for general ideas

1. Introduce the reading skill: skimming.

2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.

3. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.

[设计思路]：教师示范skimming的运用，让学生学会在快速浏览的情况下，抓住文章的要点。

Step 3. Reading for details

1. Introduce the reading skill: scanning.

2. Teacher can do Q1, Q2 in Part A first.

3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.

Check answers with the Ss.

4. [Listening and reading] Ask Ss to go through the questions in C2.

Then listen and read after the recording. Ask Ss to answer the questions using their own words.

[设计思路]: 示范传授scanning的运用，并辅以相关练习，让学生在阅读中掌握阅读方法。

Step 4. Consolidation

1. [Task-based reading] Ask the Ss to do the task-based reading and check answers.

Aspects Details

General impression It was a different but exciting and enjoyable 1. ______________

Assembly Students should attend it on the first day and the 2. ____________

Will tell the rules of the school during that period.

Class Our class is of the 3._______ size; we would never study in a fixed classroom.

Subjects English I practiced it every day, so it got 4. ________ a lot.

French I had an 5. _______ French class on Tuesday evenings.

Cooking I learned a lot and could make delicious cakes.

Selective ones Students can 6. _______ studying some subjects if they don’t like them.

7. _________ It was not heavy but a bit 8. ______________

Spare time I played football with others, 9. _______ under a tree and went to the Computer Club where I could send e-mails to my family and friends 10. _________ of charge.

Keys: 1-5 expericenced headmaster average improved extra

6-10 stop Homework challenging relaxed free

[设计思路：通过任务型阅读填空的形式，帮助同学进一步巩固课文内容并再次理清文章概要]

Step 5. Discussion

1. [groupwork] Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”. Discuss what will be covered in the passage. Draw the outline and present.

[设计思路]：了解了中国学生在英国的感受，让学生换个角度，谈一谈英国学生在中国学习的感受。一方面让学生创设了情境，让学生运用学到的语言，同时，也促使学生以新的视角来看待自己周围的学习、生活。

Step 6. Homework

1. Revise the text and do part E.

2. Prepare for an interview with Wei Hua.

篇3：牛津高中英语（译林）M2U3 project教案 (译林牛津版英语高一)

Teaching plan

Teaching aims:

Knowledge aims: Help the students to get some information about Yang Liwei;

Ability aims: Help students to know how to interview an expertise appropriately;

Help students to know how to create a wall poster.

Emotional aims: Lead students to realize the fact that they will succeed as long as they work hard.

Key points:

It’s hard to interview an expert and create a wall poster by their own, so teacher should lead students to master them step by step with the help of both teacher and their classmates.

Teaching Methods:

Individual, pair or group work to make every student work in class.

Teaching Aids:

The multimedia and the blackboard.

Teaching Steps:

Step 1-Pre-reading

Lead in with the VCR about Yang Liwei / about space/ 神州一号

Ask students that who is the first man..登月.. in China

Ask students: Is he born to be success or great?

so let’s know something about him from this passage.

Step2-Fast Reading

Read the whole passage as quickly as possible and to finish the following table:

1965 ____________________________________________________________

1983 ______________________________________________________________

1987 ______________________________________________________________

1998 ______________________________________________________________

Oct. 15 2003 __________________________________________________________

Step3-Careful reading

Read each paragraph carefully and try to find out the main idea.

At the beginning, I will give an example, then students need to finish the rest.

Paragraph 1: Introduction of Yang Liwei’s space exploration.

Paragraph 2:

Paragraph 3

Paragraph 4:

Paragraph 5:

Step4-Collection

问一下学生有没有突然对一个名人感兴趣然后就上百度去百度知道他或她的信息；

在PPT中显示一个剪切好的百度的关于一个人（例如Kobe Briant）的信息，想必大家基本都很熟悉资料简介的格式，因此参考这样一个格式4人小组将杨利伟的个人信息也总结一下然后列出一个表：(原创：鉴于英文不好，好一点的帮忙翻译一下)

例如：

Yang Liwei

Born:_____

Sex :_____

Nationality: _____

Education: 1983_______________________________________________

1987 _____________________________________________

Work experience: 1987_______________________________________

1998_______________________________________

1998--2003__________________________________

2003.10____________________________________

Personality: _________________________________________________

Influence:__________________________________________________

Step5 -Post-reading

Interview an expert

Pair-work：两人一小组学生选择一个自己喜欢的人进行互相采访，并将采访内容记录下来，学生可以参照之前的一些样板信息进行采访，同时也可以另外增加感兴趣又幽默得体的话题进行采访并做好记录。

Step6-Create a poster

Group-work：

一个小组四人合作设计poster 在设计之前先放一些比较有代表性的海报给予参考，学生自主讨论设计自己喜爱的,擅长画画的学生可以发挥自己的强项。

Step 7 Homework

Write a short story about a person you like.

篇4：浅谈如何提问和阅读理解(译林牛津版英语高一)

提问是阅读教学中使用得最频繁的教法之一。目前语文教学中已形成众多流派,不管哪一派都离不开设计 问题、提出问题、运用问题,开启学生心智,引导学生理解课文。那么究竟应该如何提问呢?本人认为,要研 究阅读教学如何提问,首先要探讨何以要提问。

作为一种教法,提问是师生课堂会话的方式。提问是一种言语行为,属“语用”范畴,提问时使用的问句 属“语形”范畴,而问句中包含的问题属“语义”范畴。

二十世纪科学哲学的一个重要成果,是发现智力活动的起点在发现和提出问题。英国科学家波普尔科学发 现的模式就是:“问题(1 )--假设(猜测)--验证--问题(2)”。因此, 问题也是教师启发学生, 打开思路,开发智力的钥匙。布鲁纳的“发现法”,第一步设卡,即让学生认识上产生矛盾,发现问题;第二 步设法,就是让学生运用已有知识框架或认识结构,在教师点拔下试作解答;第三步验证,如果解答正确,也 即动用旧框架同化了新信息,进一步丰富了已有的框架,如果错了则帮助学生调整或转换旧框架,形成新框架 ;第四步小结,即反馈、总结。认识心理学中的“SQ4R阅读方法”,首先是预习或概观,在此基础上即是“提 问”,然后精读(阅读、思考),最后是复述和复习,以加深记忆;其主要特征就在于提出问题、回答问题, 对教材进行细致、深化的加工。

阅读理解有不同层次。章熊先生分为:(1 )复述性理解(着眼于表层信息,侧重记忆);(2)解释性理 解(通过信息加工, 由表及里、由此及彼,转化为自己的认识);(3 )评价性理解(对文章价值作用评价) ;(4)创造性理解(超越本文,探索新问题,提出新见解)。按章先生的意见,四个层次由低到高排列,而中 学阶段的阅读理解应以一、二两项为本(注:《特级教师--专家学者之选》。)。理解的层次不同,问题的 层面和提问方法也会有所不同。例如,在低年级使用的谈话法适用于复述性理解,提出反常问题,克服学生思 维定势使用于创造性理解。本人认为,狭义的理解应指“解释性理解”,是实现阅读目标的关键,也是阅读智 力活动的核心,想象、欣赏、评价、记忆、创造、应用都以此为基础。

西方解释学是关于文本意义的解释和理解的一种理论与方法或哲学,有助于探讨“解释性理解”的本质。 解释学认为,阅读是读者和本文的对话、交流。伽达默尔说:“使留传下来的本文成为解释的对象,就意味着 它向解释者提出问题,……理解本文也就是理解这个问题”;而“问题的重建变成了我们自己的提问,这种重 建可以把本文意义理解为其回答”,“我们这些努力要求理解的人,必须通过自己让本文讲话”(注:《哲学 译丛》1986年第三期。)。作为接受者总是以提问者身份出现,而作为本文则以对答者身份出现,双方建立起 问答的伙伴关系;而理解就是通过对话、问答而达到“视界融合”的过程。所谓视界是一个从已有知识框架出 发所能理解的可能范围,读者不断从自己已有视界出发,进入本文的视界,形成一个既非自己也非本文的新视 界,具有新的可能性。达到理解的标准就是解释学家所说的“解释学循环”--整体只有通过理解它的部分才 能得到理解,而对部分的理解又只能通过对整体的理解。“解释学循环”有两层意思:

(一)古典解释学认为,作品自身作为整体包括意义、风格、结构等,作品的各部分诸如章节、词句等, 必须放在这个整体中才获得理解与意义;而作品相对于产生它的整个历史文化背景而言,又是这一文化背景的 部分,作品必须放在这一历史文化背景的整体关系中才能得到理解。对这一层次的“解释学循环”,钱钟书先 生表述得最为清楚:“乾嘉‘朴学’教人,必知字之诂,然后识句之意,而后通全篇之义,进而窥全书之指。 虽然,是特一边耳,亦祗初桄耳。复须解全篇之义乃至全书之指(“志”),庶得以定某句之意(“词”), 解全句之意,庶得以定某字之诂(“文”),或并须晓会作者立言之宗尚,当时流行之文风,以及修词异宜之 着述体裁,方概知全篇或全书之指归。积小以明大,而又举大以贯小,推末以至本,而又探本以穷末;交互往 复,庶几乎义解圆足而免于偏枯,所谓‘阐释之循环’者是矣。”(注:钱锺书《管锥篇》第一册,中华书局 出版。)

(二)当代解释学认为,更重要的是解释者的前理解(已有知识框架)形成的视野(整体)与作品(部分 )的关系。读者已有的知识框架是向本文敞开的倾向性,在已有框架引导下进行理解活动,同时也在理解活动 中受到检验、调整、修正,使本文的意义显现出来,因此理解决不是消极地复制本文,而是一种“生产性”、“构成性”的努力。伽达默尔认为,理解永远是由整体(读者的前理解)运动到部分(作品),又回到整体( 读者所达到的新的理解)的理解。而所有部分与整体的和谐状态便是正确理解的标准。

根据当代认知科学研究成果,阅读理解同时存在两种信息加工方式:资料驱策加工和概念驱策加工(注: J.R.安德森《认知心理学》,吉林教育出版社出版。)。“资料驱策加工”是对来自本文的信息加工,本文从 低到高有如下分析平面:语音平面、书写平面、词汇语义平面、句法平面、语篇平面和语篇所指平面。对本文 各平面从高到低,从低到高的加工相当于“解释学循环”的第一层意思。可是读者的心智并不是一张“白纸” ,本文仅仅是信息的一个来源,其它信息还来源于读者头脑中已有的知识,一个人对有关本文的知识越多,理 解效果越好,就能以最短时间、最少努力,有选择地使用最有成效的线索探索文章语义和句法制约关系,从本 文中构造出意义,这种加工方式称为“概念驱策加工”。读者头脑中已有的知识相当于解释学家说的“前理解 ”,因此这种加工方式也相当于“解释学循环”的第二层意思。任何认识的发生、发展都是认识的外源因素和 认识的内源因素双向作用的结果,阅读也是双向建构,阅读理解要达到两个平衡:作为客观的本文的整体和部 分的协调,作为主体认知框架的平衡。

阅读教学中,教师的主导作用在于通过提问,引导学生达到“解释性理解”,起导读作用。这就要遵循“ 解释学循环”的原则,启发学生同时进行两种方式的信息加工,提高理解水平,培养迁移能力。

以上主要从解释学维度讨论了何以要提问,阅读教学中如何提问就有了根据。

课堂提问的组成是阶梯式的:最高层次是“课”,其次是“课段”,再次是“回合”(一次问和答),最 低层次是“话步”(教师的“问”和学生的“答”)。

我们先讨论“回合”。教师和学生的对话并没有信息沟,教师提问并不是要从学生那里获得信息,而是要 启发学生获得信息或检查学生是否已获得信息。一般会话结构是两话步:一种是A(问)--B(答),A(再问 )--B(再答);一种是A(问)--B(答),B(问)--A(答)。而课堂会话结构是三话步:T(教师问 )--S(学生答)--T(教师评价小结)。第三话步是信息的反馈, 即使有学生能作出正确回答,但不等于 所有学生都能回答,应重复学生的回答以面向全体学生。

由回合到课段,提问有一个开始到结束的框架,每次提问都有一个焦点,如何组织一个课段的提问呢?遵 循“解释学循环”的原则,大致有两种方式。

(一)由浅入深,由表及里。

1、由表层到深层,由具体到抽象。于漪老师《七根火柴》第21 节的提问设计是:(1)无名战士留给人间 的最后话语是什么?(2)无名战士留给人间的最后动作是什么?(这两个是表层问题。)(3 )这些言行显示 了他怎样的心灵、怎样的精神?(4)和一般人相比, 他的伟大之处是什么?(这两个是深层问题。)《截肢 和输血》第1 节提问:(1)白求恩同志是在怎样的气候下赶路的?(冷)(2)作者怎样描写冷?(这两个是 具体的问题)(3)作者着力描写气候寒冷的用意是什么?(这个问题较抽象。)

2、层层深入。如钱梦龙老师《捕蛇者说》第1节的提问:(1 )这种蛇特别,文中用了哪一个字?(“异 ”)(2)“异”在哪里? (归纳为:色、毒、用)(3)作者突出了哪一个?(“毒”)(4)为什么?(陪 衬赋敛之毒)(5)为什么永州人民还“争奔走焉”? (将捕蛇和纳税联在一起)后一问句的焦点以上一问句 提供的新信息为依托,层层递进。

(二)整体--部分--整体。

本人在教《白杨礼赞》第7节的提问设计是:(1)上一节从外形上写白杨树不平凡,本节从哪一方面赞美 白杨树的不平凡呢?(内在气质)(2)作者调动哪些手段赞美白杨树的内在气质?(排比、比喻、拟人、对比 、欲扬先抑)(3)“伟丈夫”和“好女子”对比, 这个“好”是什么含义?(美丽)(4)为什么要用这样的 对比和隐喻? (突出其壮美,并由赞美树过渡到赞美人)(5 )作者用什么手法进而揭示其象征意义?(反问 排比句)(6)这几个排比句之间有什么联系? (由外到内,层层深入)(7)四个反问句句式上有什么变化,

怎样逐步深化点出象征意义?(略)(8)这一节在全文起什么作用? (赞美的高潮所在,精华所在)。

在组织课段提问时,要防止孤立式的提问。一位新教师教读《挖荠菜》第2节提了三个问题:(1)“馋” 是什么意思?(2 )馋到什么程度? (3)饿到什么程度?关键要问:为什么要写馋(突出饿)和写“饿”反 映了什么,才能由表及里。

在课堂上,提问的展示由“回合”到“课段”,再到“课”;可是教师在设计提问时是从“课”到“课段

篇5：高中英语教学随笔 (译林牛津版英语高一)

由于农村地区教育相对落后，对英语学习不够重视，还由于自身有自卑心理，不敢张口说英语，加之没有掌握适当的学习英语的方法，导致上课调动不起英语学习的积极性，学生只是消极被动地去接受知识，达不到预期的理想效果。然而，该年龄段学生的优点是上课积极活跃，动手动脑能力强，同学之间有相互竞争的意识。如何在教学过程中利用这些优点呢？在实践中我深切感到在课堂上设置游戏，能够激活课堂，调动学生自主学习的能力，培养学生对英语学习的兴趣，使他们变成课堂的主体。现在谈一下我对课堂游戏教学的一些浅显的认识和不成熟的看法

课堂游戏有利于培养学生的创新意识和创新能力

创新是现代社会对人的素质提出的又一基本要求。如何把创新精神贯穿于课堂教学的始终，使课堂焕发出生机和活力？关键一点就是教师在教学时应给学生营造一个创新的环境。课堂游戏恰巧从根本上改变了封闭教学的沉闷局面，让学生参与到了教学过程中来。游戏走进课堂，把教师传授知识的过程变成了在教师指导下、以学生为主体主动参与积极探索的过程；把重视传授知识变成了激发学生求知欲、好奇心、创造精神和开发学生潜能的学习过程；把教师从真理的代言人、至高无上的权威、传道授业解惑者，改变成学生民主、平等、自由地进行自我展现过程的操作者。一个宽松、广阔的创新环境悄然形成，它不断地启发、诱导学生在学到书本知识的同时，也培养了他们的创造能力。学生的个性在游戏中得到尊重，尊重个性就是尊重创造。面对学生，我们应永远充满信任和期待，以爱的春风绽放每一朵春蕾，用信任的目光开启每一个心灵的宝库，使创新教育在英语课堂上得到真正的体现。

课堂游戏有利于培养树立学生的合作精神和意识

课堂游戏帮助我们改变了老师的一言堂，开辟了师生间、学生间平等交流的好场所。知识、能力、性格等方面各有差异的学生集合在一起，去发现别人的闪光点来启迪自己的思维。在游戏中，知识、能力、性格得到了相互碰撞和升华。在游戏中，学生不仅学会了倾听，学会了赞美，学会了批评，学会了接受，而且还展现自我、认识了自我、完善了自我，使个性得到了和谐健康地发展，同时也养成了他们的合作精神。

课堂游戏可以让学生走进生活，开拓英语学习的新天地

在课堂游戏教学中，同样的教学内容，教师的教法不同，学生的学习效果就不同。教学得当，学生则学得轻松有趣、学的灵活，掌握的就好。反之，教师教法不当，学生就学的吃力、枯燥，甚至厌学。对学生的游戏效果应进行多方面的强化或者鼓励。在游戏过程中，应及时发现学生的闪光点并给予肯定和表扬，帮助他们在游戏中学习，学会总结、创新，从而进一步强化游戏效果。只有让学生在课堂上自主地发展，才会使他们具备创新人才所需要的品质。我们在课堂上设立游戏，不仅可以使学生在学习中享受到快乐，而且还可以发展学生的各项素质。因此，让游戏走进课堂，不但可以使我们的英语教学焕发出新的生命，而且还能够拓宽学生学习英语的新天地。我们在今后的教学中应不断进行探索与创新，让游戏走进课堂，让我们的英语课流光溢彩，活力四射。

篇6：译林牛津 高一 一模块一单元教案

Grammar and usage

Period one

Teaching aim:

To give a brief introduction to attributive clauses.

Teaching procedures:

1. Tell the students what is attributive clause.

2. Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why.

3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article.

4. Check the answers with the students.

5. Explain some language points in the article.

6. Give the students some more exercises of attributive clause.

7. Assignment.

Period two

Teaching aim:

To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.

Teaching procedures:

1. Check the homework with the students.

2. Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns.

3. Fill in the blanks on Page 11, check the answers with the students and explain the language points.

4. Tell the students several points that they must pay attention to when they use attributive clauses.

5. Some exercises which are to review what they learn in this lesson.

6. Assignment.

Unit 1 Project Starting a new after-school activity

Period One

Teaching aims:

To learn two articles about after-school activities in school

To learn the use of as and require

To find out how an activity attracts the students and helps the students

Teaching Procedures:

Step 1: Listen to the recording of the articles on page 18

True or False questions:

1. The radio station is run by the principal.

2. The radio station started 2 years ago when CD players were allowed in school.

3. Members of Poets of the Next Generation meet up on the last Friday of every month.

4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.

Step 2: Read the two articles and answer the following questions:

What do the student members in the radio station do during exam time?

What do they do when parents come to visit the school?

Who started “Poets of the Next Generation”?

What do the members of the group do when they meet?

Step 3: Fill in the blanks:

The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed.

We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____.

Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like.

When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read.

Step 4: Vocabulary and language points:

allow: permit sb./sth. to do sth.

principal: person with the highest authority in certain schools

generation: all people born at about the same time

select: choose sb./sth.

calm: not excited, nervous

require: order or command sth.

The use of as and require

Step 4: Discussion

How do these two activities attract the students?

How do they help the students?

Assignment:

Try to find the answers to the following questions:

What after-school activities do you have in your school?

Do you like them? Why/ Why not?

If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose?

Period Two:

Teaching aims:

To do the project of starting a new after-school activity

Teaching procedures:

Step 1: Check homework

Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.

Step 2: Plan

Discuss the tasks listed below and decide which group members will be responsible for what tasks.

Research information:

Make the poster:

Present the poster:

Step 3: Prepare

Members responsible for doing research need to find information from various sources about after-school activities and posters.

Activity: What does it do? How does it attract new members? How does it help members achieve their goals?

Poster: What does the poster consist of? How does it attract its viewers?

Step 4: Produce

Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.

When the draft is done, each member should read it carefully and give suggestions on its wording and design.

Assignment: (Assignment)

The poster makers finalizes the poster based on the suggestions of the other group members.

The entire group approve the poster before next period.

In next period, they are to present their poster to the class. Tell the class what is special about their activity.

Unit 1 Task

Teaching aims:

1. Use abbreviation to fill in timetable.

2. Compare information of two different sources.

3. Write a notice with important information and clear expression.

Procedure:

1-1. Introduce abbreviation.

1-2. Complete school programme timetables with abbreviation

1-3. Compare information of 2 different sources.

2-1 Report the timetable

2-2 Find out important information in a notice.

2-3 Write a notice to notify classmates.

by Miranda Gu

Unit One Word power

Warming-up

1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:

Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?

2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions

What do you think of our canteen? How about the gym? Is our car park ok in the school?

Encourage them to express their genuine opinions.

3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.

Vocabulary learning

1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class.

Sample answers

B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.

2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.

3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.

Answers

C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen

Vocabulary extension

1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.

2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments?

Answers

D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope

Homework

1. let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.

2. Do Part A and B in writing on Page 85.

3. Pick out attributive clauses in the passage of Part C.

Self-assessment(1)---Reflections on Unit Learning

Class:___________ Name:____________ Unit:____________

Think about this last unit and write your personal reflections on the following:

The ideas for English learning which I have picked up

The cultural information I have learned

The language I have learned

The strategies I have used to improve my English

The amount of effort I have put into using what I have learned

Other thoughts I have about my English learning

Self-assessment(2)---English Proficiency Test(60 minutes/100 points)

Class:___________ Name:____________ Score:__________

Ⅰ. Multiple choice(10 points)

Ⅱ. Close test(30 points)

Ⅲ. Reading comprehension(30 points)

Ⅳ. Vocabulary(10 points)

Ⅴ. Sentence patterns(10 points)

Ⅵ. Error correction(10 points)

篇7：译林牛津 高一Unit 1教案

Unit 1 School Life in the UK

To introduce and develop the theme of school life

To identify the differences between school life in different countries

To develop the reading skills of skimming and scanning

To learn some words about school facilities

To learn about attributive clauses and how to use relative pronouns

To develop listening, speaking, reading and writing by completing a task and a project

To form a positive attitude in a new and challenging situation

To learn to be cooperative and helpful when working together

Period 1 Welcome to this unit

Teaching objectives:

To introduce and develop the theme of school life

To develop listening and speaking by talking about life in the new school

To know more about classmates

Teaching procedures:

1. Brainstorming

2. Listening and speaking

3. Discussion

4. Further discussion

5. Introducing more information

6. Writing

7. Homework

Period 2 Reading

Teaching objectives:

To develop the skills of skimming and scanning

To know about school life in the UK

To compare school life in the UK and in China

To form a positive attitude in a new and challenging situation

Teaching procedures:

1. Presentation of homework

2. Skimming

3. Scanning

4. Detailed reading

5. Thoughts after reading

6. Group work (problem solving)

7. Introducing more information

8. Homework

Period 3 Language focus

Teaching objectives:

To understand new words and expressions and learn how to use them

Teaching procedures:

1. Presentation of homework

2. Review of the text

3. Words to be studied and reviewed

4. Phrases to be learned

5. Sentences to be attended to

6. A word quiz

7. Homework

Period 4 Word Power

Teaching objectives:

To learn some words about school facilities

Teaching procedures:

1. Presentation of homework

2. Warming up

3. Words about school facilities

4. Reading

5. Discussion

6. Writing

7. Group work (problem solving)

8. Homework

Period 5 Project

Teaching objectives:

To develop listening, speaking, reading and writing by completing a project

To learn to be cooperative and helpful when working together

Teaching procedures:

1. Presentation of homework

2. Background education in the US

3. Starting a project

4. Planning

5. Preparing

6. Producing

7. Homework

Period 6 Grammar and Usage (1)

Teaching objectives:

To learn about attributive clauses ( with that, which, who, whose)

Teaching procedures:

1. Presentation of homework

2. Review of the text

3. Searching for attributive clauses in the text

4. Learning grammatical structure of attributive clauses with that, which, who, whose

5. Identifying attributive clauses in a passage

6. Practice 1, 2, 3

7. Homework

Period 7 Grammar and usage (2)

Teaching objectives:

To learn about attributive clauses (with whom and without relative pronouns)

To practice more on the usage of attributive clauses

Teaching procedures:

1. Presentation of homework

2. Review of attributive clauses

3. Learning grammatical structures of attributive clauses with whom and then those without relative pronouns

4. Practice 1, 2, 3

5. Homework

Period 8 Task

Teaching objectives:

To develop listening, speaking, reading and writing by completing a task

To develop the skill of comparing information

To develop the skill of reading a timetable and a notice

To learn how to write a notice

Teaching procedures:

1. Presentation of homework

2. Introducing the task

3. Skill building 1 and task 1

4. Skill building 2 and task 2

5. Skill building 3

6. Homework

Period 9 Presentation of project

Period 10 Evaluation

Unit 1 School life

第二板块 难点剖析

[词汇点击]

Part A

A1 词语剖析

1．exciting

exciting : adj. 令人兴奋的, 使人激动的

excited: adj. 兴奋的：处于激动状态的；兴奋的；激昂的

excite: v. 刺激, 使兴奋, 使激动

1. It's so ＿＿＿＿ to skate in Pairs. Everyone skates so fast and shouts at the top of his voice

在巴黎溜冰确实激动人心。每个人都在疾速运转，拼命尖叫。

2．she has many new ways to make her students ___________.

她总有很多新奇的方式使孩子激动不已。

3. A successful speaker knows how to _________ the crowd.

一个成功的演讲者懂得如何打动人群。

Key: exciting; excited; excite

2． experience

experience: [C] 经历,阅历

[U] 经验

v. .经验, 体验, 经历, 阅历

1. Experience teaches; experience does it.

经验给人教训；经验给人智慧。

2. Yesterday afternoon Frank Hawkins was telling me about his experiences as a young man. 昨天下午,弗兰克.霍金斯给我讲述他年轻时的经历。

3. Some of the students had experienced what hardships meant before they entered the university.有些大学生在进入大学之前体验过艰苦的生活。

[即刻点击]

1. Jumping out of _______ airplane at ten thousand feet is quite ________ exciting experience. (NMET 2002, 26)

A. /; the B. /; an C. an ;an D. the ;the

2. Some of the passengers told the reporters about their _____ in the burning train.

A. details B. trips C. events D. experiences

Key: C; D

3. earn

earn v. 挣得，博得 earnings: n. 所得收入

earn one’s living 自行谋生

1． The workers earned less money because they had to pay medical insurance.

因为工人要交医疗保险,所以他们赚得的钱就少了。

2． The old man earned his living as a fisherman.

这老人以捕鱼为生。

3． As we know, it’s his honesty that earned the admiration of his friends.

正如我们所知，正是他的诚实得到了朋友们的赞扬。

4． It’s said that a person's intelligence and abilities have a direct effect on his or her earnings.

一个人的收入与其智商及能力直接有关。

注意： earn , gain , win

earn 指为钱（或任何其他报酬）而工作，含有报酬是应得的含义。

win 指在竞争、战争、比赛中获胜， 并可能由此得到奖赏。

gain指获得有用和需要的东西，常用于与钱没关系的场合。

1. He has________ a lot of money by working part-time job.

他通过做兼职，已经挣了好多钱。

2. He wants to ＿＿＿a trip to Europe in that competition, but he will be happy if he gets a new bicycle.

他想在那场比赛中得到一个去欧洲的旅游奖,但是如果他能得到一辆新自行车,他会非常高兴。

3. She ______ enough experience while working for the newspaper.

她在为那家报社工作期间取得了足够的经常。

Key: earned; win；gained

4. respect

n.(与of,for 连用)尊敬, 敬重；方面 respectful adj. 恭敬的, 尊敬的, 尊重人的, 有礼貌的

(pl.)敬意；问候 respectfully adv. 尊敬地, 谦恭地

in some/all/few/respects 在一些/所有/极少方面

vt. 尊敬, 尊重, 不防碍

1. We should show respect to those who are older. 我们应该尊敬长者。

2. The students have great respect for their history teacher. 学生们非常尊敬他们的历史教师。

3. Please give me respects to your wife. 请代我向你太太问好。

4. Respect yourself, or no one else will. 人必自敬，然后人敬之。

5. The words such as “ Respectfully，yours” can often be seen at the end of the letter. 信的末尾经常写上类似“Respectfully，yours”的字眼以表尊敬。

6. In what respect do you think he is worth praising? 在哪些方面你觉得他值得表扬？

[即刻点击]

I’m sure she will do as she promised; I’ve got great _________ her.

A. respect for B. respects of C. honor of D. faith in

Key: A

5. achieve

v. 完成, 达到 achievement: [U] 完成，达到；[C]成就, 功绩

make achievements 获得成绩，取得成就

1． We may have the feeling of satisfaction and achievement from our English study when we are able to say something simple in English。当我们可以说点儿简单的英语交谈时,我们就可以从英语学习中得到满足感和成就感。

2． The success of the experiment proves that we have made great achievements in the study of rocket. 那个实验的成功证明我们在火箭方面的研究取得很大成就。

3．The university has achieved all its goals this year. 这个大学今年已经实现了所有的奋斗目标。

［即学即用］

Jack London worked very hard and finally he _______ his goal.

A. made B. found C. developed D. achieved

Key: D

6．used to do

used to do 过去常常做某事

be used to do 被用来做。。。

be/get used to doing sth./ sth.习惯于/开始习惯于做。。。

there used to be 某地过去有某物

[即刻点击]

1．There _________ a swimming pool in our town. 我们镇上过去有一个游泳池。

2．In our school, candles ＿＿＿＿ give light when electricity is cut off. 在我们学校，停电时，就用蜡烛来照亮。

3．I _________ traveling by air and only on one occasion have I ever felt frightened.

我习惯了乘飞机旅行,只有一次我可给吓怕了。

Key: used to be; are used to；am used to

7. challenge

challenge n./v. 挑战 challenging adj. 引起挑战性兴趣的

1. He challenged me to play another tennis game. 他向我挑战要我跟他再打一场网球。

2. The present world is full of challenges as well as opportunities. 当今社会充满了机遇与挑战。

8. free

adj. 免费的；空闲的

a free meal. 免费的一餐 for free 免费的 free time 空闲时间

1．The girl 'gave' her mother a free dress once a week! 这个姑娘每周`给'她妈妈一件免费的衣服。

2．All the books were given away free. 所有的书都免费赠送。

9．prepare

prepare: v准备, 预备, 有能力而且愿意 preparation: n. 准备, 预备

prepare for…/prepare…for… make preparations for

be prepared for

1. Working on a part-time job can prepare them for a future career.

打工为大学生将来的工作作好准备。

2. Will you help me prepare for the get-together of the old classmates?

你能否帮我为这次老同学聚会做好准备工作?

3. Preparations for the top government officers' visit are almost complete.

迎接政府高级官员来访的准备工作差不多已全部完成。

[即刻点击]

1. He was _________ to do anything to save the local people.他已经做好一切准备来抢救当地群众。

2. The team __________ themselves for defeat. 这个队心理上已经做好了接受失败的准备。

Key: prepared; has prepared

10．fun

[U]愉快；开心 adj. funny 有趣的，可笑的

for fun寻找乐趣；当作玩笑；不是认真的 make fun of 捉弄

1．There's no fun in spending the whole evening playing cards. 整个晚上打朴克牌没有意思。

2．I felt unhappy whenever I was made fun of. 无论何时被人嘲笑，总让我不好受。

3．.Fifty years ago , wealthy people would rather hunt wild animals for fun than go sightseeing .五十年前，人们宁愿捕杀野生动物来寻开心也不愿意外出观光。

[即刻点击]

1．“Mr Alexander doesn't just write＿＿＿＿; in fact, writing is his bread and butter.”

“亚历山大从事写作不是为了好玩,事实上写作是他的谋生之道。”

2． Mary realized she ________.

A. was playing a joke about B. was making fun

C. was being make fun of D. was made fun

Key: for fun; C

11. drop

v. 1放弃；断绝（往来）；滴下, 落下 n. 滴；点

drop sb. a line 写封短信 drop in on sb. 造访某人 drop in at some place 造访某地

1. He seems to have dropped most of his friends. 他好像与大多数的朋友不再来往了。

2. He lifted a rock only to drop it on his own feet.他搬起石头砸了自己的脚。

3. A drop of ink may make a million think.（George G Byron）一滴墨水写成的文字可让千万人思索。(拜伦)

4．Don’t forget to drop me a line when you are free! 有空时写封信给我!

5．Sorry, we are late-we drop in at a pub on the way! 不好意思迟到了，我们中途去了一趟酒吧。

[即刻点击]

1．The headmaster asked me to _________ him at his office. 校长让我去他办公室。

2. __________ when you have time.有空时写封信给我。

3. I want to _______ out of math class, which is too hard for me. 我不想上数学课，它对我来说太难了。

Key: drop in on; Drop me a line; drop

12. miss

v. 错过；失去; 想念；思念

miss doing sth. 想念/错过做某事

1. He threw the ball to me, but I missed it and it landed on the ground. 他把球扔给我，但我没接住，球落在了地上。

2. Being too tired, he narrowly missed crashing into the tree. 太累了，他差一点撞到树上。

3．I'm sure that everybody will miss him very much. 我相信每个人都会怀念他。

[即刻点击]

My mind wasn’t on what he was saying so I’m afraid I ______ half of it.(NMET 2004, 30)

A. was missing B. had missed C. will miss D. missed

13．the way to do 做。。。的方式

the way to do sth.

＝the way of doing sth.

＝the way （that）

1. Unluckily, we had no way to prove he was stealing money. 不幸地，我们无法证明他在偷钱。

2. There is no way of getting in touch with her. 无法与她取得联系。

3. We feel shame of the way you talked with the old man. 我们为你与那位老人说话的方式感到羞耻。

[即刻点击]

1. What is the way George thought of ______ enough money to buy the house?

A. to get B. getting C. having got D. being got

Key: A

14. someday=some day

15 regret

regret n.遗憾, 悔恨, 抱歉, 歉意 without regret. 毫无遗憾地

vt. 为...感到遗憾, 后悔, 惋惜, 哀悼, 懊悔

vi. 感到抱歉

Much to my regret, I am not able to accept your invitation. 令我遗憾的是

Her regret was that she never had the chance of seeing him. 遗憾的事

注意：

regret to do 很遗憾地要做。。。

regret doing: 为已经做的事后悔

[即刻点击]

1. I _________(tell)you that you’re not fit for the job. 很遗憾地告诉你

2. To this day I do not _____________(make)the remark. 后悔做了某事

Key: regret to tell; regret having made

Part B

16. develop

develop v. 发展, 发达;洗印, 显影 developing: adj. 发展中的

development: n. 发展 developed: adj. 发达的

1．How can you believe that he developed that small scale shop into a worldwide business!

他把那家小厂发展为国际企业，让人难以致信。

2．At university he developed a good habit of reading loudly in the morning.

大学时，他养成了早晨大声读书的好习惯。.

3. Can you develop the film yourself?

你自己会冲洗胶卷吗？

[即刻点击]

Whether it’s a ______ or ______ country depends on the living standard of the common people。

Key:

developing; developed

16. donate

donate: v. 捐赠, 赠予 donation n. 捐赠品, 捐款, 贡献

donate …to… 把。。。捐赠给。。。

The businessman donated a lot of money to the hospital.

这个商人捐给医院很多钱。

17. close

v. 关, 关闭, 结束, 停止, 使靠近, 靠拢, 会合, 包围

n. 结束

adj.近的, 紧密的, 精密的, 齐根的, 封闭的, 亲密的, 闷气的

adv. 接近, 紧密地

1. I live close to the shops. 我住得离商店很近。

2. How close parents are to their children has a strong effect on the character of the children.父母与孩子有多亲近对孩子的性格有很大影响。

3. As everyone knows, Karl Marx and Engels were close friends. 众所周知，马克思和恩格斯是一对密友。

注意：close , closely的区别

close强调的是空间位置关系的“靠近”，而closely则强调的是两个人或事情关系上的“密切”。

［即学即用］

1. Come ______ . I want to tell you something secret. .

2. The police is watching the bank _____.

Key: close closely

18．含介词的短语归纳：

(1 )形容詞短语：

be happy with 因。。。感到开心 be challenging for 对。。。有挑战

get interested in 对。。。感兴趣

(2 )动词短语

sit next to 坐在。。。旁边 sound like 听起来像 graduate from 从。。。毕业

donate… to …把。。。捐赠给。。。 tell sb. about sth. 告诉某人某事 achieve high grades 获得高分

make a speech 做演讲 develop an interest 养成一种兴趣

(3 )介词短语

than usual 比通常 for free 免费 at lunchtime 在午餐时 at first 起初

on the school field 在操场上

［即学即用］ 请你做课本第78页A2试试吧！

Key:

1. with;

2. to, at ;

3. like;

4. to, at;

5. On;

6. for;

7. about;

8. at;

9. On, on

14. 词形变化

1. enjoy v. 欣赏，喜爱 enjoyable: adj. 令人愉快的, 可享受的

2. achieve v. 获得 achievement n. 成就，功绩

3. prepare. v. 准备 preparation n. 准备，预备

4. experience v. 体验 experience. [C] 经历 [U]经验

experienced. adj. 富有经验的

5．help v 帮助 help n. 帮助 helpful adj. 有帮助的

6. introduce v. 介绍 introduction n. 介绍

7. develop v. 发展 development n. 发展 developed adj. 发达的 developing adj. 发展中的

8. donate v . 捐赠，赠予 donation n.捐赠品，捐款

9. display v . 陈列，展览 display n. 陈列，展览

10. please v 使。。。喜欢 pleasure n. 愉快；乐事

pleased adj. 高兴的，满足的 pleasing adj. 令人高兴的，合意的

［即学即用］ 请你做课本第78页A1试试吧！

Key:

4. enjoyable

5. experience

6. challenging

7. e-mails

8. funny

9. drop

10. exciting

11. helpful

【难句导学】

Part A

1．… It was difficult to remember all the faces and names.（Page 2, Line 18）

很难记得所有人的脸和他们的名字。

It 做形式主语。在这种名词性从句中为了保持句子的平衡,往往用先行词it作形式主语或形式宾语,而把真正的主语或宾语放到后面,尤其是that引导的主语从句往往用先行词it作形式主语.此句也可以改写为:To remember all the faces and names was difficult.

【即学即用】

1. _______ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

2. ________ worried her a bit that her hair was turning gray.

A. That B. It C. What D. There

3. I like ______ is the autumn when the weather is clear and bright. (NMET2004, 27)

A. this B. that C. it D. one

【即学即用】答案

1. D 2. B 3. C

2.I found the homework was not as heavy as what I used to get in my old school…(Page 2 , Line 20)

我发现现在的家庭作业不如以前学校里布置得多。。。

1) 在以前学过的表示比较的句子中，as 或than 后接的多数是名词或代词来担任比较状语。

例如

The elephant is much heavier than the horse. 象比马重。

本句是 what I use to get in my old school 是由从句担任比较状语。

例如

You are as sweet as sugar. The situation is not so bad as you suggest.

你甜如蜜。情形不如你说的那样糟。

2)what是连接代词，不仅引导名词性从句，而且在从句中充当一定的成份，如主语、宾语或表语。

The important thing is what you do, but not what you say. 重要的是你做什么，而不是说什么。

What make school proud was that more than 90% of the students had been admitted to key universities. （2003上海春季,33）使学校引以为豪的是90%以上的学生被重点大学录取。

【即学即用】

1. A computer can only do _________ you have instructed it to do.

A. how B. after C. what D. when

2. Perseverance(坚定) is a kind of quality ---- and that’s _________it takes to do anything well.

A. whatB. that C. which D. why

3．After Yang Li Wei succeeded in circling the earth, _______ our astronauts desire to do is to walk in space.(上海 2004，37)

A. where B. what C. that D. how

4．No one can be sure _____ in a million years.

A. what man will look like B. what will man look like

C. man will look like whatD. what look will man like(91)

即学即用答案

1) C 2) A 3) B 4）A

Part B

3． Upon finishing his studies, he started traveling in China.

一完成学业，他就开始在中国旅行。

注意on / upon doing sth. = as soon as 引导的从句。作此意讲时on / upon后也可以接名词。如on his arrival…。

On hearing the news, he burst into tears. 一听到这个消息，他放声大哭起来。

【即学即用】

1. ______________(一看到这则消息)， I immediately rang to see if I could help.

Key: On reading the news

第三板块 语法讲练

语法链接

1．语法精讲

定语从句

用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。

关系代词引导的定语从句

关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。

1）who, whom, that 这些词代替的先行词是人的名词或代词，在从句中所起作用如下：

Is he the man who/that wants to see you?

他就是你想见的人吗？（who/that在从句中作主语）

He is the man whom/ that I saw yesterday.

他就是我昨天见的那个人。（whom/that在从句中作宾语）

2) Whose 用来指人或物，(只用作定语, 若指物，它还可以同of which互换）, 例如：

They rushed over to help the man whose car had broken down. 那人车坏了，大家都跑过去帮忙。

Please pass me the book whose (of which) cover is green. 请递给我那本绿皮的书。

3）which, that 它们所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等，例如：

A prosperity which / that had never been seen before appears in the countryside. 农村出现了前所未有的繁荣。（which / that在句中作宾语）

The package (which / that) you are carrying is about to come unwrapped. 你拿的包快散了。(which / that在句中作宾语）

小结

代替人 代替物 代替人或物

主语 Who which that

主语 Whom which that

宾语 Whose(=of whom) whose(=of which)

1． 语法专练

1． 请完成书上P11 练习！

Key:

1) which 2)whose 3)who 4)whom/who 5) who 6) which 7) who 8) which/that 9) who

2. 单选：

1. The house _________ the capitalist used to live in is now a nursery.

A. that B. where C. what D. when

2 .The book ______ cover is broken, is not mine.

A. which B that C whose D of which

3. I met a foreigner in the park yesterday afternoon _____ could speak Chinese very well.

A. who B. which C. when D. he

4．This is Mr Smith, ____ I think has something interesting to tell you.

A . who B whom C. that D. x

5. The radio set ___ last week has gone wrong.

A.I bought it B. which I bought it C.I bought D. what I bought

6. In the police station I saw the man from ___ room the thief had stolen the TV set.

A. whom B. which C. that D. whose

7. .His parents wouldn’t let him marry anyone ____ family was poor.

A. that B. whom C. of whose D. whose

8. A football fan(球迷) is _____ has a strong interest in football.

A. a thing that B. something that C. a person who D. what

9. A child _____ parents are dead is called an orphan.

A. who B. who’s C. whose D. which

10. He made another wonderful discovery ____ of great importance to science.

A. which is B. which it is C. who is D. it is

11. Those ___ _____ break the rule will be punished.

A that B who C they D whom

12. Do you still remember the days ______ we spent together then?

A when B during which C / D on which

13. 1) Do you know the girl _________ is talking with the director?

2) Do you know the girl _________ the director is talking with?

3) I like the flowers __________ you bought for me very much.

Key: 1-5 ACAAC 6-10 DDCCA 11-12. BC 13. that/who ; whom/who ; which/that

第四板块 单元演练

I 单选

1. Mother is _____ supper and the rest of the family are sitting at the table _____ it.

A preparing, prepared B preparing, prepared for

C preparing for, preparing D prepared for, preparing for

2. Businessman as he is, his main goal is not only to _______ a profit(利润).

A. earn B. challenge C. introduce D. develop

3. In our town, wood can ___________ a fire.

A. be used to make B. be used to making

C. use to make D. used to making

4. I _______ your making desserts after lunchtime.

A. miss B. prepare C. donate D. regret

5. Joe Jones, the eldest of the eight children, had to ____ out of high school at the age of 16 to help his father on the farm.

A．leave B. drop C. fall D. go

6. The students at colleges or universities are making ______ for the coming new year.

A. many preparations B. much preparation C. preparation D. preparations

7. Although it was really a difficult task, he decided to try his best to_______ success.

A. challenge B. host C. approve D. achieve

8 The boss ______ company I worked in two years ago has _________ in solving such kind of problem.

A. whose; many experiences B. who; many experiences

C. whose; much experience D. which; much experience

9. I don’t like _______ you speak to her.

A. the way B. the way in that C. the way which D. the way of which

10. Which sentence is wrong?

A. The professor lives in the room whose windows face south.

B. Don’t enter the house its roof has been destroyed in the hurricane.(飓风)

C．We prefer the students who like challenging themselves.

D. I still remember the name of the village we visited last year.

11．Charlie Brown is a ______ boy ____ has a dog and there are many stories of a lot of ______ happens between them.

A. funny; who; fun B. fun; he; fun

C. funny; he; fun D. fun; who; funny

12. Dr. Kelly walked ______ to the window to watch ________ the short man shopping on the street.

A. close; closely B. closely; close

C. close; close D. closely; closely

13. Marie Curie paid no attention _____ the prize that she won because of her achievements in physics.

A. to B. of C. about D. from

14. ----- I would join a party tonight!

----- _____________!

A. For free B. Have fun

C. Good luck! D. Don’t come back too late!

15. I found the homework was not so heavy as ______ I _____ to get in my old school.

A. that; was used B. what; used C. which; used D. that; used

II 用所给词或短语的适当形式填空：

earn respect pay attention to inform… of… on doing…

make preparations donate …to… graduate from develop recent

1. I would achieve higher grades if I ____ more ___________ the rules and requirements.

2．After _________ university, he began to earn his living by editing programmes.

3．Things got so bad ________that he decided to go on a diet. recently

4. With hard work, she _________ into a great writer.

5. The works that Guo Moruo ___________ are being displayed in the assembly hall.

6. The sales manager asked his men to ______ him ____ everything about the sales in time.

7. He has never done enough __________for his examinations.

8.______________(hear) that familiar song, he couldn’t help dancing to the music.

9. Give my _______ to your mother, please.

10. He has spent all his ________, so he has to borrow from all of his friends to live through the rest days.

III 动词适当形式填空：

experience achieve challenge prepare broadcast introduce continue respect please regret

1．Have you _______ Yoga? It’s really ___________ to learn from that _________ teacher!

2. Mother is busy in the kitchen, ____________ for the dinner.

3．It’s really a _______ role for him

4. German is a _________ country, while China is a ________ country.

5．We're ___ to listen to her __ voice.

6．You can hear the programme __________ every Wednesday. Don’t miss it!

7. Let me ____ myself first, my name is Jason.

8. According to the weather report, the weather will _________ fine till this weekend..

9. The success of the experiment proves that we have made great ______________ in the study of computer.

10. To our _________, the Japanese never feel _________ for what they did in the second war.

IV 中译英

1．政府批准了新建筑计划.

2．我很高兴经历了一种不同的生活方式。

3. 因为每天花几个小时读英语，我的英语进步了很多。

4. 要放弃自己喜爱的科目很难。

5．我们很遗憾地通知大家，科学馆在下周四关闭。

V 完形填空：20

At first I couldn’t believe it! There were no 1 in rows; no bells rang; no one had to go to class. Although we all lived “in”, nobody made us go to bed at a certain time; there was no “lights out”.

The 2 thing was that practically all the students went to class, and very few people stayed up late at night. Only the new people stayed up or 3 class. The new ones always went wild 4 , but this never lasted long. The 5 took some getting used to. Our teachers treated us like 6 ; never did we have to 7 “stand up”, “sit down” , “speak out”. I don’t 8 one student who didn’t try his best.

The subjects were the same as those in 9 school, but what a difference in the approach! For example, in botany we had 10 classes in the spring or fall, but instead we 11 two gardens, a vegetable garden and a flower garden. 12 in winter we each studied a few 13 things about what we had grown. In math the students built three different kinds of storeroom-small ones 14 , but usable. They did this instead of having lessons in the classroom. They really had a 15 time too, designing everything, drawing the blueprints, 16 the angles and so on . I didn’t take math. I can’t stand it! Besides, I could do the basic things with numbers. That’s 17 .

18 I think I am a better person for having gone to the school. I can read and write as well as anyone else my age, and I can think better. That’s probably a real big 19 between the free school and regular school-the amount of 20 .

1. A. desks B. lights C. students D. buildings

2. A. sad B. last C. good D. strange

3. A. attended B. took C. missed D. studied

4. A. from then on B. just then C. once more D. just then

5. A. freedom B. habit C. time D. people

6. A. workers B. pupils C. gardeners D. grown-ups

7. A. understand B. study C. play D. say

8. A. hear from B. feel like C. think about D. know of

9. A. night B. regular C. small D. real

10. A. all B. short C. no D. indoor

11. A. planted B. studied C. drew D. toured

12. A. Still B. Then C. Yet D. Next

13. A. wild B. successful C. usual D. particular

14. A. as well B. after a while C. of course D. as a result

15. A. funny B. great C. convenient D. thoughtful

16. A. looking out B. taking out C. finding out D. figuring out

17. A. dull B. interesting C. enough D. dangerous

18. A. On the whole B. Once again C. Sooner or later D. After a while

19. A. problem B. chance C. difference D. change

20. A. reading B. gardening C. teaching D. thinking

VI 选词填空：15

experience immediately literature average extra drop poet generation on of with lucky help miss use title

It is not a new thing to ______ the way ____ life in other countries. Three years ago I came to England for further study. _____ landing at the airport, I couldn’t help ________ China! ______, my roommate, a girl who was interested in ________, was very ________ and helped me get ________ to the new life soon. Besides learning, we often went to attend a speech ______ “Shakespeare and his tragedies” in our ______ time.

VII 阅读理解 20%

( A )

Although there are no state controlled survival courses in Britain or the United States, there are various independent organizations offering similar activities.

Students can participate ( take part ) in outdoor training courses through university clubs and societies . Anyone can register ( 登记 ) with such groups, which then organize courses ,training and trips for all members .

One of the most popular outdoor training programmes in both the US and Britain, is Outward Bound ( 户外训练 ). It was founded in 1941 in Wales and attracts hundreds of thousands of adventurous types every year.

The courses are to broaden minds through experiences that build confidence, self-esteem ( 自尊 ) and character. As well as specialist courses such as canoeing, leadership skills and sailing, participants can take part in week long adventure training camps which include a host of sports and survival training education skills.

Michael Williams, an American student, took part in an Outward Bound course last year. He said: “We learned lots of first aid skills, lots of natural history, lots of environmental facts , and participated in a wildlife preservation ( protecting ) programme. Beyond that, my favorite skills learned were sailing and rock climbing.”

Courses can last up to 40 days and are open to anyone over the age of 14. Students must be in general good health, but do not need to be experienced in outdoor-sports. There is no selection process; everyone is welcome, although new participants are advised to pick a course matching their physical power.

Most of the British courses take place in the Beacons in Wales. Another similar organization is the UK Survival School, which includes courses on learning to live with the environment, sailing and winter survival. On a basic survival weekend students will learn how to get water and food, how to make fire and cook with it, to find and build a shelter, control survival life support, how to cross rivers, send off an SOS signal, and to use compasses by day and night.

According to the leaders, such adventures are “an awakening, an exploration into unknown.” Outward Bound believes that participants will “use mind and body traveling some of the earth’s roughest wildness areas.”

( )1. The advantage of the training courses is that _________ .

A. participants can make friends with others

B. participants can visit some places of interest

C. participants can experience different adventures

D. participants can learn how wonderful nature is

( )2. In the Outward Bound course last year , the most exciting experience Michael Williams had was _________ .

A. learning first aid skills B. collecting facts of environment

C. preserving wildlife D. rock climbing and sailing

( )3. What’s the writer’s purpose to write this passage?

A. To introduce the training course to readers.

B. To persuade readers to take part in the training courses.

C. To tell readers the danger of this training course.

D. To introduce the wonders of the world to readers.

( B )

Many Chinese students who have learnt English for more than ten years are still unable to speak English very well when they meet a foreigner. They seem to have mastered the basic language structure(结构), but a conversation in English will make them feel uneasy. They are afraid that other people might find out their mistakes.

It's uncommon that many students who are bad speakers of English can write English perfectly. This proves that they are unable to organize their idea in English. The center of the problem is that they lack practice and confidence (自信).

Why should you be afraid? Do you fear those foreigners with whom you are speaking? Don't be shy, they will not laugh at you just for a little mistake you make. The best way to get rid of trouble is to learn to speak by speaking more. I am sure that constant practice will help you succeed.

4. What's the best topic for the passage?

A. How to Speak to Foreigners

B. How to Study English Well

C. How to Organize the Idea in English

D. Practise Speaking English All the Time

5. Many Chinese students can write English very well, but they cannot speak English fluently because

A. they seldom meet foreigners

B. they seldom practise speaking English

C. they had no chance to speak English

D. they think it's enough to master the basic language structure only

6. So many Chinese students are afraid speak to foreigners because

A. they are afraid they can't understand foreigners

B. they don't think their English is poor

C. they worry about making mistakes in their speaking

D. they didn't tike speaking to foreigners

7. According to the passage, which of the following is NOT true?

A. We can speak English fluently by doing more speaking.

B. If you can write English perfectly, you are able to organize your idea in English.

C. If you can write good English composition, you can speak English very well.

D. Any Chinese students can't speak English fluently because they are afraid of making mistakes.

8. In the last paragraph, the expression “get rid of” means_______.

A. throw away B. free oneself from

C. give up D. do with

VIII 作文 10%

常州电视台今年八月将举办中学生才艺大赛。你校将组织学生参加，请你用英语写一篇广播通知。要点如下：

比赛时间：8月20日

报名时间：截止7月底

报名地点：学生会

注意：

①广播稿约100词。

②应包括以上要点，但不要逐字翻译，要组织成一篇通顺连贯的短文。

生词：才艺大赛 --- talent show 学生会--the Student Union

Key:

I 单选：

1~5 C A A A B 6~10 D D C A B 11~15 A A A B B

II用所给词或短语的适当形式填空：

1. paid… attention to

2. graduating from

3. recently

4. developed

5. donated to

6. inform…of

7. preparations

8. On hearing

9. respects

10. earnings

III 动词适当形式填空：

1. experienced; an experience; experienced

2. preparing

3. challenging

4. developed; developing

5. pleased; pleasing

6. broadcast/broadcasted

7. introduce

8. continue

9. achievements

10. regret; regretted

IV 中译英

1. The government approved the new building plans.

2. I am pleased to experience a different way of life.

3. My English improve a lot as I spent several hours reading English every day.

4. It’s hard to drop some subjects which you like.

5. We regret to inform you that Science Laboratory will be closed next Thursday.

V 完形填空：

1~5 ADCBA 6~10 DCDBC 11~15ABDCB 16`~20 DCACD

VI 选词填空：15

experience; of; On; missing; Luckily; literature; helpful; used; titled; extra

VII 阅读理解

1~3 C D A 4~8 DBCCA

VIII 作文

May I have your attention, please? I am happy to inform you that a High School Students’ Talent Show will be held in ChangZhou Television Station on August 20th. This is really a good chance to show your singing , dancing, hosting and different talents. If you would like to have a try, you’ll have to go to the Student Union to sign up before the end of July.

Thanks for your kind attention!

篇8：unit2 reading 教案教学设计(译林牛津版英语高一)

Teaching aims & demands:

To develop students’ ability of reading a play

To know about American family life and problems that happen between American teenagers and their parents

To form a positive attitude towards solving problems between teenagers and parents

Teaching procedures:

Step 1: Lead-in

1. Revision: Guess the words

(1). a dirty or untidy state _______

(2). give a reason for something _______

(3). believe that somebody is good_______

(4). something worthless or of low quality_______

(5). a person between a child and a grown-up _______

(6). not polite_______

(7). without being punished_______

(8). grown-up_______

2. Group work

Talk about the four pictures on P21

List some problems with parents.

①____________ ②_____________ ③_____________

(2) How to solve these problems.

①____________ ②_____________ ③_____________

Step 2: Reading strategy

Please go through the Reading strategy and tell how to read a play.

1.It is often in the form of ___ _________.

2.It usually includes_________ ______, and each act can have_________ _______.

3.The words or speeches in a play are very________, and some of the words in a sentence are______ _____.

4.There are some helpful _____________in a play.

5.It should be_____ ________.

Step 3: Fast reading

Get students to read the play and finish Part A individually.

How many acts are there in this play? And how many scenes in each act?

Step 4: Detailed reading

1. Listening and complete C1 on P24.

2. Please read Act One of the play carefully and fill in the form

Characters Things they do Feelings

Mom and Dad

Eric

Daniel

2. Please read Act Two carefully and fill in form:

Characters Things they do Feelings

Daniel

Eric

Mom

Dad

Step 5: Careful reading

1. This passage is mainly about ________.

A. what Mom and Dad did after they returned from vacation.

B. what Daniel and Eric did at home.

C. the reason why the dog was tired and hungry

D. a big quarrel that an American family had

2. Mom and Dad left Daniel in charge at home because ______.

A. he was an adult B. he was the youngest

C. they liked him very much

D. they thought he could take good care of everything while they were away.

3. Which is NOT true according to the passage?

A. The children were very excited when their parents came back a day earlier than expected.

B. The children didn’t use the money for themselves.

C. Daniel was left in charge at home while their parents were away.

D. Eric wanted to tell his parents what had happened, but Daniel said they didn’t need to.

4. The main reason for their quarrel is that ______.

A. Daniel was too rude.

B. Eric didn’t tell his parents what had happened

C. the parents blamed Daniel without giving him a chance to explain

D. Daniel and Eric didn’t behave well at home.

Step 6: Post reading

Fill the missing words in the blanks to complete the summary of the play.

Mom and Dad arrived back from v_______ earlier than e_______ in order to give the boys a s_______. They got so a____. When they saw the house was in a m___ that Dad shouted at D____, the elder brother, who was in c______ of the house when they were away. Daniel s_______ the door to show his anger, because their parents never gave him a c_____ to explain. E___, the younger brother, wanted to explain to his parents what had h_______, but Daniel didn't think that their parents d______ to know the truth.

At the end of the play, both Mom and Dad thought maybe they were too h___on the boys. However, Dad decided to p_____ Daniel for his rudeness so that he would show r_____ for his parents in future.

Step 7: Discussion

1. If you were Eric or Daniel ,what will you do?

2. Find some adj. to describe good parents in your eyes.

They should be__________, __________, __________,__________...

3. How do you deal with the relationship between you and your parents?

We should _______, ________, _______, ________...our parents.

3. The word “family” means “f_______ a_____ m______ I l_____ y_____”.

Step 8: Homework

1. Role-play the dialogue in groups of five.

(Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.)

2. Reading comprehension

There are three kinds of goals: short-term, medium-range and long-term goals.

Short-term goals are those that usually deal with current (当前的)activities, which we can apply on a daily basis. Such goals can be achieved in a week or less, or two weeks, or possibly months. It should be remembered that just as a building is no stronger than its foundation, our long-term goals cannot amount to very much without the achievement of solid short-term goals. Upon completing our short-term goals, we should date the occasion and then add new short-term goals that will build on those that have been completed.

The intermediate goals build on the foundation of the short-term goals. They might deal with just one term of school or the entire school year, or they could even extend for several years. Any time you move a step at a time, you should never allow yourself to become discouraged or overwhelmed. As you complete each step, you will enforce the belief in your ability to grow and succeed. And as your list of completion dates grow, your motivation （动力）and desire（欲望） will increase.

Long-term goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing. We should never allow a long-term goal to limit（限制） us or our course of action.

1. Our long-term goals mean a lot ________.

A. if we cannot reach solid short-term goals

B. if we complete the short-term goals。

C. if we have dreams of the future

D. if we put forward some plans

2. New short-term goals are built upon________.

A. a daily basis B. your achievement in a week

C. current activities D. the goals that have been completed

3. When we complete each step of our goals, _____________.

A. we will win final success B. we are overwhelmed

C. we should build up confidence of success

D. we should have strong desire for setting new goals

4. What is the main idea of this passage? _____________

A. Life is dynamic thing. B. We should set up long-term goals.

C. Different kinds of goals in life. D. The limitation of long-term goals.

5. Which of the following statements is wrong according to the passage? _____________

A. The long-term goals cannot amount to very much without the achievement of solid short-term goals.

B. The intermediate goals build on the foundation of the short-term goals.

C. Life is a static thing, thus we should never allow a long-term goal to limit us or our course of action.

D. We should often add new short-term goals to those which have been completed.

篇9：dying to be thin 教案教学设计(译林牛津版英语高一)

Subject: unit3 reading: dying to be thin…

Teaching aims:

1 Students are able to grasp the main point of the three e-mails.

2 Students are able to know that nothing is more important than health.

3 Students are able to express their own opinions about the topic.

Important points & difficult points:

1 finding the main points in the three e-mails and express them

2 understanding the reading material

Teaching methods and means: fast reading, detailed reading, group work, discussion

Teaching aids: computer, ppt, pictures, blackboard, chalks

Teaching Procedures:

Step 1: Lead-in

T: Today we are going to learn the reading material of Unit 3. At first, I want to show you some pictures.

(showing pictures)

T: Is she beautiful? (showing the picture of Audrey Herben)

Ss: Yes.

T: Yes. She’s very beautiful and she has an attractive figure. What about the second picture?

Ss: Wow. He’s so fat.

T: Yes. He’s so fat.

T: What about this guy?

Ss: Wow. He’s handsome.

T: Yes. He’s handsome and he has also an attractive figure, too.

T: Now you have watched the four pictures. And can you tell me what kind of figure you prefer? The left ones or the right ones?

Ss: The left ones.

T: Obviously we will choose the left ones.

Discussion: Suppose you are a little overweight, how would you lose weight?

Ss: take weight-loss pills, eat vegetables, do exercise, and do operation.

T: Yes. In order to lose weight, we will exercise in the gym, take weight-loss pills, receive plastic surgery and have a diet.

(showing the pictures)

T: Now let’s analyze the reading material and find out how the character---Amy, loses weight. Now, please turn to page 42.

Step 2: Pre-reading

Predict: dying to be thin…?

Q: can you tell me the possible meaning of the title? Or can you give me your explanation to this title?

A: dying to be thin: 1 Amy wanted to be thin very much.

2 Amy nearly died because she had taken weight-loss pills to lose weight.

Skimming:

Skim the three e-mails and find out the main point of each e-mail.

T: I’ll give you 3 minutes to skim the whole lesson.

Main point:

Subject- Dying to be thin: in order to lose weight, Amy takes weight-loss pills and becomes slimmer and slimmer.

Subject- Recovering : Amy is recovering from liver failure.

Subject- Re: recovering: Zhou ling is sorry to hear about Amy’s problems and hopes that she and other people who’d like to lose weight will value the importance of health.

Step 3: Detailed reading:

1 finish C1( page 44)

2 fill in the blanks

Amy’s emotions Reasons for losing weight Results

happy

frustrated

hopeful Looking good is important.

be shamed of her body

prepare for a new TV show Have lost 7 kg

Feel tired and weak

Become slimmer

Reasons for frustration Reactions to illness

Be in hospital

Liver failure Regret taking pills

Realize the importance of health

Reasons for hope Lessons Amy has learnt

Getting better Don’t damage your health for a slim and attractive figure.

Zhou Ling’s Reply:

Zhou’ emotions: from sorry to glad

Zhou’s opinions: 1 We shouldn’t be embarrassed about our weight.

2 Nothing is more important than health.

Reading strategy:

Understanding sentences with ‘however’ or ‘but’

1 underline all the sentences that have ‘however’ or ‘but’

2 analyze the following two sentences:

1 I used to go to the gym three times a week, but I don’t work out any more.

2 I’ve lost 7 kg in the last two months. However, sometimes I don’t feel so energetic.

Question: What’s the difference in meaning between the sentences before and after ‘however’ and ‘but’?

Answer: The two sentences usually express something different and opposite.

The feeling expressed before ‘however’ or ‘but’ and the feeling after them are usually opposite.

We can use a comma after ‘however’.

Step 4: Post- reading

Discussion: suppose you are Amy’s best friend. If you’re going to write an e-mail to her, what will you say to her?

Conclusion: we can’t choose the appearance, but we can spread our smiling. Health is priceless.

Homework:

1. finish D1,D2,E.

2. preview word power.

篇10：growing pains 教案教学设计(译林牛津版英语高一)

Unit 2 Growing Pains

----Welcome to the unit

Teaching plan

I. The general idea of this period：

This period is about the warming up of this unit. It will help students learn more about growing pains mainly from the problems between parents and children. Students will learn how to bridge the generation gap with parents and get rid of the growing pains as possible as they can.

II. Teaching Aims:

1: To introduce and develop the theme of growing pain.

2：To exercise speaking ability of the students by talking about the problems between children and parents.

3：To help students form a positive attitude towards growing pains and learn to solve them.

III. Teaching difficult points：

1：Talk about problems between parents and children.

2：Enable the students to practice their spoken English.

3：Help students to form a positive attitude to towards relationships between their parents and them.

IV. Teaching procedure

Step 1 Lead-in

① Show several pictures of the famous TV series.

② The two TV series talk about the problems between parents and children.

③ Lead students to the topic of this unit---growing pains.

Step 2 Brainstorming

① Ask following questions to help the students recall their memory.

Have you ever quarreled with your parents?

What is your quarrel about?

② A short video will be presented.

③ Students are encouraged to talk about the problems between parents and children.

Step 3 Picture Discussion

Ask students to look at the picture and discuss what it talks about.

Picture1

① Why are the boys and girls around the pretty lady?

② What does the boy want to do? Is he allowed to do so? Why or why not?

③ What feelings may the boy have?

Picture2

① What is the boy probably doing?

② Did the boy do well in his exams?

③ How does his mother feel about the score? What feelings may the boy have?

Step 4 Further Discussion

1. Put up with the question: “What do you think is the biggest cause of arguments between parents and children?”

2. Analyze the different interests between parents and children to put up with the Generation Gap.

3. Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem? We may get many ways to bridge the generation gap, especially through communication and understanding.

Step 5 Summary

T: In this unit, we have talked about growing pains and have a discussion about the problems between parents and children. From the class, we know that understanding and communication can be the best way to bring parents and children together and help students out of growing pains.

Step 6 Homework

T: Write a letter to your parents about something you want to talk with them. Maybe you can begin like this：Dear Mom and Dad, I want to say

篇11：主谓一致 教案教学设计(译林牛津版英语高一)

Step I Lead-in

1. (have) your classmates finished his homework?

2. My friend and I (want) to play outside after watching TV.

3. (have) all of the cake been eaten?

Step II Subject-verb agreement

I语法一致原则

1. Between the two buildings (stand) a monument.

2. What he said (is/ are) right

3. What she left me (is/are) a few books.

4. Seeing (is/are) believing

5. To see (is/are) to believe.

6. Somebody(is/ are) using the phone.

7. Each of the books(cost) five yuan.

8. The students each (have) a copy of Jay’s new album.

9. The Greens (is / are) very fond of working on the farm.

10. Many a student (have/ has) passed the exam.

11. More than one person (is/ are) here.

II 意义一致原则

1. Three weeks (is/ are) allowed for making the necessary preparation.

2. Another five minutes(is/ are) enough.

3.Three miles (is/ are) nothing.

4.His family (is/ are)a happy one.

5.The whole family(is/ are) watching TV.

6.The police (is/ are) searching for the thief.

7. The population in China (is/ are) large.

8. 75% of the population in our class (is/ are) from countryside.

9. This glass works (be) set up in 1980.

10. These glass works (is/ are) near the railway station.

11. A sheep (is/ are)over there.

12. Some sheep (is/ are) over there.

13. Physics (is/ are) now taught in all schools.

14.The old (is/ are) taken good care of in our country.

15.The young (is/ are) required to respect the old.

16.“All ________ present and all _________ going on well.” Our monitor said.

A. is ; isB. are ; areC. are ; isD. is ; are

17. All of my classmates （like）music.

18. All of the water (is / are) gone.

8.相加原则

19. Walking and riding (is / are) good exercises.

20. A teacher and doctor (is / are) giving us a lecture.

21. A teacher and a doctor (is / are) giving us a lecture.

22. Every boy and girl (want) to go to the cinema.

23 No boy and no girl (is / are) allowed to swim in the lake.

24.Many a boy and many a girl (is / are) going to the zoo.

III就近原则

1. Tom or his brothers (is / are)waiting in the room.

2. Either you or he (is / are) to go.

3. There(is / are) an apple, two oranges and some bananas on the plate.

4. There (is / are) two oranges, an apple and some bananas on the plate.

5. John, together with his two friends, (was / were) at the party.

6.The teacher as well as the students was reading in the library.

IV找真实主语

1. Lots of damage (was / were) caused by fire.

2. About three-fourths of the earth’s surface (is / are) covered with water.

3. Three-fifths of the workers here (is / are) women

4. A number of students (have/ has) gone home.

5. The number of pages in this book (is / are) two hundred.

6. A large amount of damage (was / were) done in a very short time.

7. Large amounts of money (was / were) spent on the bridge.

8. This kind of men (is / are) dangerous.

9. Men of this kind (is / are) dangerous.

A pair of shoes (was / were) just what he wanted

Shoes (was / were) just what he wanted .

He is one of the students who(have/ has) been to Beijing.

He is the only one of the students who (have/ has)been to Beijing.

篇12：一般过去时复习教案 (译林牛津版英语七年级)

一般过去时

1. 一般过去时

结构：主语+动词过去式

表示：①过去(经常)发生的动作

②过去存在的状态

时间状语：yesterday, in the past, ... ago, the day before yesterday, the other day, this morning, last week, in +过去时间

2. 动词过去式的变化规则

(1)一般情况下，直接在动词词尾加-ed。

(2)动词以e结尾，直接在词尾加-d。如：save-saved，use-used。

(3)动词以y结尾，且y前是辅音，则变y为i再加ed。如：carry- carried ，cry-cried

(4)动词以重读闭音节结尾，且末尾只有一个辅音字母，则先双写这个辅音字母，再加ed。如：

stop-stopped，plan-planned

(5)不规则变化(见课本附录的表格)。如：put-put，write-wrote，spend-spent，leave-left…

【练】写出下列动词的过去式

1.is/am

2.Fly

3.3.plant

4.are

5.drink

6.play

7.go

8.make

10.dance

11.worry

12.ask

3. 一般过去时的否定句：

1、be动词构成的一般过去时的否定形式：在was和were后面直接加not.可以缩写成wasn’t和weren’t.

2、行为动词前加助动词didn’t

3、Be动词开头的一般疑问句以及回答方式

-Were you happy yesterday?

-Yes, I was.

4、行为动词构成的一般疑问句，在句首加did

Did she do well in Chinese when she was at school?

Yes, she did./No, she didn’t.

【随堂练习】

1.Lucy did her homework at home.(改为否定句）Lucy ______ ______ her homework at home.

2.He found some meat in the fridge.(改为一般疑问句）_____ he _____ _____ meat in the fridge.

3.She stayed there for a week.（对划线部分提问）

_______ ________ ________ she _______ there.

4.There was some orange in the cup.（改为一般疑问句）

________ there _______ orange in the cup?

5. We visited our teacher last night.(对划线部分提问)

_________ _________ you ________ last night?

6. Do you go to school by bus every Monday?(用 last Monday 替换 every Monday)

_________ you ___________ to school by bus ___________ ______________?

7.My family went to the beach last week.(对划线部分提问)

_________ ________ __________ family ___________ last week?

8. He cleaned his room yesterday. (对划线部分提问)

________ ____________ he__________ yesterday?

【一般过去时专练】

用括号中所给词的适当形式填空

1. I ___________ (have ) an exciting party last weekend.

2. --_______she ____(play) her guitar （吉他） yesterday?--No, she ____.

3.-What ___________Tom __________ (do) on Saturday evening?

--He _________(watch) TV and __________(read) an interesting book.

4. They all ____________(go) to the mountains yesterday morning.

5. She _____________(not visit) her aunt last weekend.

6. -When __________ you ____________(write) this song?

--I ____________(write) it last year.

7.My friend, Carol, _______(study) for the maths test and ____________(practise) English last night.

8. --____ Mr Li _____ (do) the project on Monday morning.--Yes, he ___.

9. -How _______________(be) Jim's weekend? --It ____________(be not ) bad.

10. --__________(be) your mother a sales assistant（售货员） last year?

--No, she ______________.

11. I ____________(go) to the park last weekend.

12. When ___________Sam ____________(do) his homework last night?

13. Linda _____________(clean) the room yesterday.

14. My grandfather _____________(be) sick last week.

15. He often ______(play) basketball after school when he was a student.

16. They ____________(be)very happy to hear the good news yesterday.

17. I _______________(see) him today. He went to see his grandmother.

18. I ______________(be) busy last week.

19. Mary ____________(not visit) her aunt last month.

20. There ____________(be) a lot of people in this village five years ago.

21. I _______________(buy) a new dictionary the day before yesterday.

22. She _______________(give) me a book a moment ago.

23. The girl _______________(get) up early this morning.

24. They _______________(take) photos near the river an hour ago.

25. He __________________(not draw) pictures yesterday evening.

26. Mr Green _____________(come) to visit me last night.

27. The teacher _______________(agree)（同意） to our idea yesterday.

28. He said he _________________(feel) terrible.

29. They _____________(make) him work twelve hours a day last year.

30. I _______________(see) him in the library two days ago.

31. She ________(write) her address on the blackboard ten minutes ago.

32. The government ______________(build) a new bridge last year.

33. Tom ___________(spend) the weekend with the animals into the zoo.

34. Linda _______________(know) the bad news right now.

35. The boss（老板） __________(drive) his car to London for a holiday.

一般将来时

1.一般将来时

结构：主语+will do

主语+am/is/are going to do

I/We+shall do

表示：①将来发生的动作

②将来存在的状态

时间状语：tomorrow, the day after tomorrow, this afternoon, this evening, soon, in+一段时间, someday, sometime,

in the future

一、一般将来时 be going to

1.be going to 意为“计划或打算做某事”它通常与表示将来的时间状语连用。

如:this morning, this afternoon, this evening

next week, next month, next year, the next day

tomorrow, soon

2.be going to 的一般疑问句，be动词随主语的变化而变化以及回答形式。

如：Are you/they going to bring some snacks to the party? Is he/she going to bring some snacks to the party?

Yes, we/they are. Yes, he/she is.

No, we/they aren’t.No, he/she isn’t.

be going to的特殊疑问句，由what,when.where,who 引导。

二、一般将来时will

1.一般将来时的定义

一般将来时表示某个时刻的动作或状态，或将来某段时间内经常的动作或状态。

2.构成方式：will+动词原形

3.表示将来的时间状语：tomorrow, next week, next month, next year, in the future等。

4.一般将来时的句型结构：

1).肯定句：主语+will+动词原形+其他成分 如：I will go to the library. 我将去图书馆。

2).一般疑问句：will+主语+动词原形+其他成分 如：Will you cook fish for me?

【随堂练习】

( )1.Look out! The train _____.

A.came B.will come C.is coming D.is going to come

( )2.My sister _____ nine years old in a month.

A.was B.is C.will be D.is going to be

( )3.--I am waiting here for an hour.

--Sorry, I _____ you were here.

A.don’t knowB.didn’t know C.won’t know D.am not knowing

( )4.--Look at the sign. You cannot smoke here.

--Sorry, I _____ it.

A.don’t see B.didn’t see C.won’t see D.am not seeing

( )5.Tom _____ his grandparents this afternoon..

A.visits B.will visitC.is visiting D.visited

( )6.Look at the clock! We _____ late.

A.were B.are going to be C.will be D.was

【任务型阅读】

（B）

A different way of learning is widely used in our English study.

Before class, we make study plans first. Then we look up the new words, listen to the recording and read the text. When we meet problem, we can’t solve by ourselves. We always write them down in our notebooks.

In class, we sit in groups to discuss the problems freely. The teacher always offers help when we need. After discussion, it is time for us to give a report to the class. We also make conversations in pairs and practise a lot. It is really good for our listening and speaking.

After class, we have less homework now so we can go to the library to read English books, magazines and newspapers. We can also surf the Internet for useful information.

In a word, we enjoy the new way of studying. We can make more progress in our study.

根据短文内容填空，完成表格:

Information card

Main idea A different way of learning is 1 used in our English study.

Changes Before class We make study 2 first.

3. class We sit in groups to 4 the problems freely.

After class We have 5 homework so we can go to the library.

Conclusion(结论) In a word, we can manke more progress in the new ways.

1. 2. 3. 4.5.

6. 7. 8. 9.10.

篇13：牛津高中英语词汇讲解 (译林牛津版高一)

M3 U2 words:

1. be made up of = consist of , be composed of

consist of的意思是“由……构成”，它与 make up of ， compose of 的区别在于：consist of不可用被动语态，而make up of和 compose of 可以用被动语态。例如：

1） The house consists of 6 rooms.

2） The medical team is made up of three doctors and a nurse.

3） The book is composed of 25 units.

2.occupy occupation n.占据、职业

1. occupy意为 “take up or fill (time, space, sb’s mind, etc)” “占据，充满（时间，空间，某人的头脑等）”。

e.g. The speech occupied three hours. 发言占去了三个小时。

A bed occupied the corner of the room. 一张床占去了房间的一角。

2. occupy意为 “take possession of and establish troops in (a country, position, etc)” “（军事）占领（国家、阵地等）”。

e.g. The army occupied the enemy’s capital. 军队占领了敌国首都。

3. occupy意为 “live in or have possession of (a house, land, etc)” “占用，占有（房屋、土地等）”。

e.g. The family have occupied the farm for many years.

这家人在农场已居住多年。

They occupy the house next door. 他们住在隔壁。

4. occupy oneself (in doing sth/with sth) “忙着（做某事）；忙（于某事）”。(be busy doing sth./with sth.)

e.g. How does he occupy himself now he is retired?

他既已退休，都如何打发日子呢？

n.

He is a bus driver by occupation_____________________________________

3.name after

She was named after her grandmother.

她是根据她祖母的名字命名的。

The new school was named after the famous Civil Rights leader.

by name名叫;用名字

in the name of以...的名义;代表Stop doing that, in the name of God! 看在上帝的分上,别干了

by the name of名叫 !

know sb. by name只知道某人的名字

4. aside from=apart from /

apart from在不同的上下文中，既有besides的含义，又有except和except for的含义，要根据上下文来判别。如：

Apart from English, he has a good command of Russian and French. 除英语外，他还精通俄语和法语。（= besides)

He has no interests, apart from his work. 他除了自己的工作外，没什么兴趣爱好。（= except )

It’s a good paper, apart from a few spelling mistakes. 这是一篇好论文，只是有几处拼写错误。（= except for)

aside from 类似于apart from的用法。

1除…之外

Everything was quiet, aside from the occasional sound of a car in the distance. 除了远处偶尔有汽车的声响外, 四周一片寂静。

Aside from being fun and good exercise, swimming is a very useful skill.

除了有趣与运动外，游泳还是个很有用的技能。

2既…又…

I didn't accept the job because it was badly paid and aside from that, it wasn't very interesting. 我没接受这个工作, 因为工资既少, 又非常乏味。

5.contribution contribute

make a great contribution to

contribute to捐（款）；投（稿）；贡献；有助于

contribute to a literary journal 向文学杂志投稿

contribute to the furtherance of. 对促进……的发展起作用。

Contribute to the Red Cross 捐助红十字会

6.defeat beat

beat和defeat属一组同义词，它们的宾语必须是人或一个集体，如a team, a class, an school, an army。defeat尤指在战场上打败敌人；beat是游戏、比赛的专门用词。二者常可换。 eg:

We beat their team by 10 points. 我们赢了他们队十分。

In the end their army was defeat/beaten. 最后他们的部队被击（打）败。

7.take control of

lose control of

beyond control 无法控制

in control (of) 控制(住),管理

out of control 不受控制

under control 被控制住

keep...under control 对...加以控制

under the control of 受...的管理(或管辖),受...的控制

have (no) control over (of)能(不能)控制...

8.lead to =result in

1. Such a mistake would perhaps lead to disastrous consequences.

这样一种错误可能导致灾难性的后果。

2. Too much work and too little rest often lead to illness.

过量的工作和过少的休息会引起疾病。

9.replace vt. 取代 =take the place of 放回原处

Nothing can replace a mother's love. 什么都无法取代母爱。

We've replaced the old adding machine with a computer

我们用电脑取代了老式的加法计算器

He replaced the book in the shelf

10. entire = whole

whole n.全部, 全体, 整体, 完全之体系

adj.所有的, 完整的, 完全的, 纯粹的, 未损伤的, 未打破的

adv.完全, 整个

entire adj.全部的, 完整的, 整个

entire 与 whole 在许多情况下可以通用。例如：

The people‘s government has the support of the entire(whole) population . 人民政府得到全民的支持。

whole 常用来强调某事物的完整性，即没有任何部分被忽略或舍去相当于 every part. 在日常语言中，whole 远比 entire 用得多。例如：

One day the police even used their sticks during a peaceful march by blacks , and this was seen across the whole country on TV . (也可用 entire) 有一天，黑人在进行和平进军的时候，警察使用了警棍，这个情景全国的电视上都看到了。

entire 可以修饰抽象名词，whole 则不能。如：

This would destroy the entire peace of the Middle East .

这将会破坏整个中东和平。

11.therefore

therefore有两种用法，一在整句中，一在分句中。therefore是副词，但有时具有连词作用。

一、整句中时一般不放句末，句首后要有逗号，句中1、按一般副词使用2、做插入语

eg.1、Therefore，we must learn English well.

2、They therefore can learn English well.

3、Many fast food restaurant ,therefore, have red furniture or walls.

二、用在分句中，即一个句子一部分表示原因一部分表示结果。

这时一般词前要用分号，其后用不用逗号无所谓。若第二个分句前是逗号或无符号，则要注意therefore是副词，和so不一样，要保持句子完整，应用and therefore。

eg.1、I had a headache; therefore I could not go to your party.

2、I was ill, and therefore could not come.

3、These birds are very beautiful and therefore liked by many people.

12. distinction n. 差别,区别;特性,特征;卓著,荣誉

the chief distinction of Chinese food

中国食品的主要特征

a writer of distinction

一位卓越的作家

academic distinctions

学术上的荣誉

There is no appreciable distinction between the twins.

在这对孪生子之间看不出有什么明显的差别。

His distinction of sound is excellent.

他辨别声音的能力很强。

distinguish v. 区分、辨别 distinguish...from... 辨别, 识别; 把...和...区别开

distinguish right from wrong

明辨是非

distinguish good from evil

分辨善恶

13. concern n. 关心、忧虑、vt.涉及、使担忧 对。。。感兴趣

Andrew expressed his concern. 安德鲁表示了他的关切。

be concerned about /for 关心，挂念；(没什么太大区别 几乎可以通用 但书面的正式用语多是be concerned about )

be concerned with 关系到，涉及 (指的是和某事或某人有联系 不涉及内心感受)

be concerned over sth. 为某事忧虑

be concerned in sth. 也是-- 和某事有牵连 有关联的意思

Ex: The conference was concerned ___ the global reforms of the financial system，and every leader present was concerned ___ interests of his own country.

A with；about B over；about C for；in D about；with

14.access have access to

1. 接近,进入;接近的机会,进入的权利;使用[U][(+to)]

Only a few people have access to the full facts of the case.

只有少数几个人能看到有关该案全部事实的材料。

2. 通道,入口,门路[C][U][(+to)]

The only access to their house is along that narrow road.

Ex: Translate the sentence:

市民可以免费使用这个图书馆。____________________________________

He is a man of easy access. _________________________________________

15.differ from = be different from

Tom ____his father in character and some everyday habits

16. stand for =symbolize /represent

What do the letters UN stand for?

The American flag stands for freedom and justice.

美国国旗代表自由及公平

16.simplify v. simple adj. simplified adj.

The subject is immensely complex, and hard to simplify.

这个题目非常复杂,并且很难简化。

17.as a whole

As a whole our efforts did not prove to be futile.

总体说来，我们的努力没有白费。

The population as a whole is/are in favour of the reform.

全体人民普遍拥护改革。

18.indicate vt. 显示、表示、象征、暗示

The results indicate the need for more work.

结果表明，还有更多的工作需要做。

The light above the elevator indicated that the elevator was then at the fifteenth floor.

电梯上方的灯指示那时电梯在十五楼。

19. convenient adj. convenience inconvenient

convenient意为“方便的”，常用于it is convenient (for sb) to do ….或sth. is convenient to sb. 结构.不可以说: if you are convenient

Will it be convenient for you to start work tomorrow? 明天就开始工作你觉得方便吗

Ex: Come and see me whenever _____ .

A: you are convenient B: you will be convenient

C: it is convenient to you D: it will be convenient to you

20. thus

A society is thus made up of people from all walks of life. thus在这里是“如此这样”的意思。就是说：社会就是这样的鱼龙混杂（由各种各样的人组成）。

He didn't work hard. Thus he was fired.

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