牛津高中英语模块三第三单元
Back to the past
Reading Lost civilizations
江苏省沭阳如东中学张长波
一、教学内容分析：
本案例是牛津高中英语教材模块三第三单元阅读的处理。本节课是以听、说、读为主的课文理解教学课。通过听课文，阅读课文和问答对文章进行初步理解。再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。希望通过该课的学习，学生能够对失落的文明有所了解，并对人类文明的发展及如何保护人类的文化遗产做出探讨，同时培养学生综合运用语言及听说读写的能力。
二、学生学情分析：
教学对象为江苏高中一年级下学期学生，学生思维活跃。高一学生已经初步实现从具体思维向抽象思维的过渡。他们不满足于教科书上的知识，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。他们的学习自主性很强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体。同时他们还主动扩展和利用学习资源（如电脑操作知识），从多渠道获取信息，并能用所获得的信息进行清楚有条理的表达。因此，设计这节课时，我充分考虑到学生的主体性，充分创造机会让学生拥有成功的喜悦，在和谐的氛围中探究并完成教学任务，让学生主动学习，学有所获。
三、设计思想(Thoughts on the design)
Reading主要是了解人类历史上两个非常著名的失落的文明——意大利的庞贝合中国的楼兰。本文是一片旅行日志，笔者根据自己对教材的理解，紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、巩固复述、拓展讨论、作业七个环节。在设计教学的过程中，运用复习‘文明’的定义作为本课的导入，激发学生兴趣。设计的任务由浅入深，环环相扣，并注重各教学环节的衔接。在整个教学过程始终贯穿人类文明这条主线，用图片的形式呈现Part B的词汇——温故知新，设计输入，激活记忆，借助于已学过的词汇建立起新旧知识之间的联系。以话题为中心重组教材。词汇教学离不开语境，设计一个中心话题，使教材为当堂的词汇教学所用，而不是按部就班地教教材。以词汇为主线展开教学，以运用为目标挖掘生成，创造机会促使学生运用目标词汇进行表达。以快乐为原则寓教于乐，促进学生在学习过程中的积极体验，从而达到多维的目标。
The article 'Lost civilizations' is about a cultural tour to sites of lost civilizations. The reading text is made up of several excerpts from the travel diary kept by a student about her travel experience in Pompeii in Italy and Loulan in China. Students are expected to gain some information about ancient civilizations, and to practise and reinforce their reading comprehension. The Reading strategy in this unit teaches students how to read diary entries. Students are expected not only to master this strategy, but also to apply it to their future study.
Teaching aims:
1. Make sure that student understand the text.
2. Help the students develop the ability of reading diary entries.
3. Make sure that students grasp the main idea of the text by retelling the text.
4. Enable the students to talk about the topic of civilization in English.
Teaching procedures:
Step 1 Lead-in
The teacher begins the lesson by showing the pictures of some civilizations, such as the Statue of Zeus, the Taj Mahal, the city of Pompeii and the Potala Palace.
Last period, what did we talk about?
——Civilization.
When we are talking about civilization, what will you think of?
——architecture, art, literature, thought, religion …
Who can give a definition on ‘civilization ’?
——It’s about a society, its cultur e and its way of life during a particular period of time or in a particular part of the world, including architecture, art, literature, thought, religion and so on. Then, what is lost civilization? Do you know the meaning of the word ‘lost ’?
——It means something doesn ’t exist any more. civilization literature art architecture thought religion It ’s about a s ociet y, it s cult ur e and it s way of life during a par t icular per iod of t ime or in a part icular par t of t he world.
Good. Now who can give a definition on ‘lost civilization ’?
——It means ancient buildings, cultures and countries that no longer exist now.
Can you list some lost civilizations that you know?
——The Hanging Gardens, the Lighthouse of Alexandria, the Temple of Artemis …
So we can see there are so many lost civilizations in the world. And this period, we will mainly focus on two famous lost civilizations; they ’re Pompeii and Loulan.
【设计说明】通过对上一节课的复习引入主题civilization ，展示和文明有关的图片，调动学生的学习热情和兴趣，寓教于乐，学生跟着图片一步一步地对人类文明展开了解，然后下定义，紧随其后，引入lost civilization 的话题，为文章的阅读做铺垫，同时也水到渠成导入了本课主题。
Step 2 Scanning & Reading strategy
Find the answers to the three questions. Work in pairs.
1. Where are Pompeii and Loulan?
Pompeii is in Italy and Loulan is in China.
2. What is one main similarity between the two cities?
Both of them became lost civilizations about 2,000 years ago.
3. What was Loulan buried beneath?
Loulan was buried beneath the sand.
After scanning the text, have you noticed that there are many dates and place names? Why? —— Yes. Because they ’re diary entries.
How do we read diary entries? What should we look for?
Later in our reading, let ’s pay attention to these points. Now, come back to the passage again. How many diary entries are there altogether?
Have a short discussion with your partners, and try to tell the main ideas of each diary entry. Main ideas: When you are reading diary entries recording someone ’s travels, you should look for:⑴⑵⑶Dates and place names Facts and historical information Personal feelings and opinions
Reading strategy:
Day 1: Telling the purpose of the trip and the two destinations.
Day 2:Attending a lecture about the city of Pompeii and the volcano eruption.
Day 3: Visiting the buried city-----Pompeii and getting amazed at it.
Day 10: Being excited to arrive in Loulan after several days of traveling.
Day 11: Introducing the discovery of the city-----Loulan and feeling it’s a pity.
【设计说明】通过快速阅读培养学生获取信息的能力，并在浏览的同时发现文章的明显特征(多个日期和地点),因为本文是由几篇旅游日志所组成，所以对每篇日志大意进行探讨，研究阅读策略。
Step 3 Reading & Listening
Task 1: Ask the students to read the first diary entry after the tape, and find out the route of their trip.
【设计说明】通过听录音朗读课文，找出旅行路线，对文章进行进一步的理解。
Task 2 ：Listen to the tape and read the diary entries Day 2 and Day 3, then finish the exercises about Pompeii.。
1. What happened to Pompeii on 24 August AD 79?
Mount Vesuvius erupted and lava, ash and rocks poured out of it onto the surrounding countryside. Many people in Pompeii were buried alive, and so was the city.
2. How was the buried city discovered?
It was discovered in the 18th century when a farmer discovered a stone with writing on it. People started to dig in the area.
3. What were the stepping stones along the road in Pompeii used for?
With the stones, people did not have to step in the mud on rainy days.
4.What happened soon after the ruins of Pompeii was foun d?
People started to dig in the area for treasure, which caused much damage.
Fill in the form according to the text.
Maybe it ’s hard for us to imagine how the peaceful volcano destroyed the whole city. Now I ’d like to play a short video to make sure you ’ll get a vivid impression on the disaster.
Free talk:
Can you imagine how people felt at their last glance at their cities?
【设计说明】通过问答，填表确保学生理解掌握课文。通过Free talk 让学生自由发表观点，面临着城市的灭亡和生命的终止，人们的内心会有哪些想法，人们会怎样挣扎。
Task 3: Read the diary entries Day 10 and Day 11, and finish the exercises about Loulan.
5. Why was Loulan an important city about 2,000 years ago?
Because it was a stopping point on the famous Silk Road between the East and the West.
6. How do many people think Loulan disappeared?
It was gradually covered over by sandstorms from AD 200 to AD 400.
7. According to the last sentence, how did the author feel about the loss of Loulan?
She felt that it was a pity! Step 4 Conclusion & consolidation Compare the two cities; let the students fill in the form. The scene before the city was buried The scene the author saw Discoverer Cause of disappearance Disappearance Foundation Destination to see the lost civilizations Purpose of the trip Pompeii in Italy in the 8th century BC about 2,000 years ago volcano eruption a farmer streets, houses and bodies of people a rich and busy city The scene before the city was buried The scene the author saw Discoverer Cause of disappearance Disappearance Foundation Destination to see the lost civilizations Purpose of the trip Loulan in China 2,000 years ago from AD 200 to AD 400sandstorms Sven Hedin, an European explorer city ruins and an ancient water system a small, wealthy commercial city,a stopping point and a green land
Compare the two cities
How was it destroyed ?What kind of city was it?
When was it founded?Where was it located?
LouLan Pompeii
Italy China th century
BC
about 2,000 years ago a rich and busy city a wealthy, busy commercial city the eruption of Vesuvius volcano
being buried by
sand
Consolidation:
Fill in the blanks with proper words:
Both Pompeii in ____and Loulan in China became ___ __________ about 2000 years ago. Pompeii was _______ in the 8th century BC and was _____ ____ by the Romans in 89BC. On 24th Aug. AD79, Mount Vesuvius _______ and many people were ______ _____. Then the city was ________ for many years ____ the 18th century when a ______ found some stone ____ ______ on it. People started to ____ in the area ___ treasure, _______ ( ______ ____ / ______ __ ) much damage. Today, everything is kept as it was before, streets with _______ stones along the road so you don’t have to ____ in the mud __ rainy days. The bodies ______ ______ and ___________, leaving empty spaces in the ____. Loulan, a __________ city, was a ________ _____ on the Silk Road. It disappeared under the _____. There are just a few _____ left. Some ________, including coins and _______ pots, were found. There are also material such as silk, __________ and wall _________.
Keys: Italy; lost civilizations; founded; taken over; erupted; buried alive; forgotten; until; farmer; with writing; dig for; causing(resulting in/leading to); stepping; step on; broken down; disappeared; ash; commercial; stopping point; sand; ruins; treasures; painted; documents; paintings.
【设计说明】
通过对庞贝和楼兰的对比巩固文章内容，缺词填空则使学生对文章的细节，小至单词，词组等，有更细致的掌握。填写完之后，学生基本可以将文章大致内容复述出来。
Step 5 Discussion
Discussion (1):
What caused the city of Loulan to disappear?
How can we avoid such tragedy （悲剧） happening again?
Discussion (2):
What happened to Japan on March 11th, 2011 ?Facing the disaster, what have people been doing nowadays?
Sample answers:
A terrible earthquake hit Japan. The earthquake also brought tsunami which washed away all the The city walls, p______, temples, w________ and towers, an ancient water s______ that ran through the middle of the city.
Streets with s______ stones along the road;several houses which were d_______ with wall paintings; bodies of people who had been b_____ alive.What can you find about the city now?Around 1900,the European e______ Sven Hedin discovered the r____ of it as well as a lot of t_______.In the 18th century, a f______discovered a stone with w_____ on it, then people started to dig.How was it discovered?armer xplorer uins reasures riting tepping ecorated uried alaces orkshops ystem
coast area. There’re many people killed in the disaster. Many people have lost family and friends. However, the survivors are very strong. They’re not crying by themselves but helping others in need. They are respectable.
After the earthquake, the further challenge Japan faces in the long term is recovering. And Japan also gets international support from other countries. I think people all over the world should help the survivors. We Chinese people should forget the bad things in the past and help them to live better. That’s what civilizes people do.
Further question:
Is it useful for people to study things from the past? Why or why not?
Sample answers:
From my point of view, it is useful for people to study things from the past because knowledge can be transferred and accumulated from generation to generation. People in the past have created magnificent civilizations that no longer exist. It would be a much better world if we had retained all their knowledge.
Besides, learning from the past also means learning to avoid making similar mistakes a second time.
People have suffered again and again from wars and diseases and perhaps much of the suffering could be prevented. We could have a more peaceful world if we learn from our past failure.
【设计说明】从课文主题展开讨论，深化文章内涵，促使学生真正运用语言进行思想交流，提升学生的情感态度，关注人与自然的和谐相处，不能一味地追求经济的发展，却以牺牲环境为前提。再之，引入当前日本地震牵动全球的话题，使学生意识到，因为人类破坏环境而导致的悲剧仍然在上演，激起大家的共同反思。同时，在灾难面前，全世界各国人民都应该互相帮助，作为文明社会的中国人，我们更应不计前嫌，伸出援助之手。
Step 6 Assignments
From the topic of the discussion ask students to think of the importance of protecting the civilizations? Why?
Write a short passage about 120 words.
【设计说明】通过讨论的话题引申出保护人类文明的重要性，启发学生思考，从课文内容向人文层面的提升，同时也激励学生树立正确积极的人生观与价值观。
【课后反思】
Advantages:
1．内容设计难度合理，生动有趣，使学生能够充分地、深入地、积极地参与到课堂教学的实践中。在内容的安排上，采用由知识输入到技能操练到深入的人文思考这样一个台阶式上升的模式，帮助学生在学习知识的同时，树立起正确的人生价值取向，关注人与人的交流、人与自然的和谐相处。在问题的设计上，力图提高学生的参与热情，同时留给学生充分的思考空间，而不是简单地做出正误的判断。在这堂课的内容安排上时刻注意调动学生参与的热情，激发学生的主动性思维。
2．文化背景知识的输入及人文的关怀。新课标突出了文化意识的要求，同时，也明确提出“高中英语课程关注学生情感，使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。”所以在本单元人类文明这一主题之下，内容的教授自然不能脱离文化背景知识的输入。并在课堂中适当体现了情感教育。3．学生能初步根据不同阅读目的，采用不同的阅读方法，阅读速度有所提高，阅读技巧有所改进．
4．新课标五个维度的自然整合。新课标在总目标中强调了培养学生的综合语言运用能力。而综合语言应用能力的形成必须建立在学生语言知识、语言技能、情感态度、学习策略、文化意识等素养整合发展的基础上。本节课的设计，在这五个维度上都有所关照，力求实现知识的内化、听说技能的操练、基于人本的情感关怀、融词汇于意境中的学习策略、以及异国文化的输入，为满足学生跨文化交际的需求打下基础。
Disadvantages:
1．在一开始的导入部分，让学生观看图片后对所看内容进行描述，感觉学生不太会总结，现在我考虑可能应该给学生一些句型结构或者关键词，这样导向性强一点，效果可能会更好一点，因为高一学生的水平毕竟有限。
2．有的学生回答不出问题，我就让他们坐下了，现在想想这样对他们可能是不利的，在可能的情况下应该让他们重复其他学生所回答的内容。因为重复是学习语言的基础，有了Repetition, 才会有Imitation, 才会有Application.
3．在“discussion”这一环节，留给学生们准备的时间稍微短了点，这一部分应该说是本节课的重点，是学生们学完本章节内容的一个水平检测，是体现英语学习终极目标的一个环节，
如果能再多留一点时间给他们准备和呈现的话，不但可以让他们更好的巩固本节课的所学内容，还可以更好的激发他们自主学习与相互学习的热情，加强团队合作的精神。
4．个别学生跟不上大家的速度，在公开课的情况下，只好任其听别人的现成答案。我现在觉得在一堂公开课时，教师是否完成教学任务可能并不是评价一堂好课的最终要求，而关键是要把课上实在了，开课教师更应该关注的是听课学生是否真正有所收获，而不是要作秀给其他的听课教师看的。
【结束语】
我国著名心理学家林崇德提出“优秀教师=教学过程+反思”的成长模式。可见，教学反思的重要性。教师应善于从经验反思中吸取教益。其实，教学反思对教师而言是一种有益思维和再学习的活动方式，通过不断的反思，激活教师的教学智慧，同时，促进教师钻研教材内容崭新呈现的教学方式，构建师生互动机制及学生学习的新方式。它是教师成长的“催化剂”，是教师发展的基础。
作为一名年轻教师，通过这堂公开课，我觉得自己成长了不少。准备过程中不停的思考，不断的改进是能磨练意志，让人成长的；开课过程中的师生互动，与学生智慧的碰撞让我充分享受到了教书的乐趣；课后反思过程中的苦思冥想，让我离一名出色教师的距离又进了一步。
牛津高中英语模块三第三单元 Back to the past Reading Lost civilizations 江苏省沭阳如东中学张长波 一、教学内容分析： 本案例是牛津高中英语教材模块三第三单元阅读的处理。本节课是以听、说、读为主的课文理解教学课。通过听课文，阅读课文和问答对文章进行初步理解。再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。希望通过该课的学习，学生能够对失落的文明有所了解，并对人类文明的发展及如何保护人类的文化遗产做出探讨，同时培养学生综合运用语言及听说读写的能力。 二、学生学情分析： 教学对象为江苏高中一年级下学期学生，学生思维活跃。高一学生已经初步实现从具体思维向抽象思维的过渡。他们不满足于教科书上的知识，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。他们的学习自主性很强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体。同时他们还主动扩展和利用学习资源（如电脑操作知识），从多渠道获取信息，并能用所获得的信息进行清楚有条理的表达。因此，设计这节课时，我充分考虑到学生的主体性，充分创造机会让学生拥有成功的喜悦，在和谐的氛围中探究并完成教学任务，让学生主动学习，学有所获。 三、设计思想(Thoughts on the design) Reading主要是了解人类历史上两个非常著名的失落的文明——意大利的庞贝合中国的楼兰。本文是一片旅行日志，笔者根据自己对教材的理解，紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、巩固复述、拓展讨论、作业七个环节。在设计教学的过程中，运用复习‘文明’的定义作为本课的导入，激发学生兴趣。设计的任务由浅入深，环环相扣，并注重各教学环节的衔接。在整个教学过程始终贯穿人类文明这条主线，用图片的形式呈现Part B的词汇——温故知新，设计输入，激活记忆，借助于已学过的词汇建立起新旧知识之间的联系。以话题为中心重组教材。词汇教学离不开语境，设计一个中心话题，使教材为当堂的词汇教学所用，而不是按部就班地教教材。以词汇为主线展开教学，以运用为目标挖掘生成，创造机会促使学生运用目标词汇进行表达。以快乐为原则寓教于乐，促进学生在学习过程中的积极体验，从而达到多维的目标。
Topic : Reading (1) Unit 3 Reading period 1 Teaching aims : To help the students know some background knowledge about the Internet technology . To learn some vocabulary about the Internet . To read a debate about the effects of the Internet on our lives . Teaching important points To read the passage and get a general idea of it by Fast reading . To finish C1 and C2 by careful reading . Teaching difficult points : To master the skills of reading a debate Teaching methods : Reading discussion practicing Teaching procedures : Step one : Greetings and revision Greet the whole class as usual . Revise the new words in reading and try to get students to read them correctly and know their meanings . Step two : Lead—in Yesterday we mainly talked about the convenience the Internet has brought to us . But do you think it always bring us good things ? (No.) Although it can give us much convenience , it can also have some bad effect on us .Yes , can you give me some Examples of the two effects the Internet has on our daily lives . (Give the students a few minutes to discuss with their classmates and then ask some to list their opinions .) From your answers , we can find that some students think it has good effects ; some think it’s bad .That’s what we will mainly learn today .Now please turn to page 34 and let’s learn the reading strategy first . Step three : Reading strategy
如皋中学高二英语第八模块第一单元语言点（教师） Unit one The written world Welcome to the unit 1. If you were asked to recommend a book to a friend, what book would you choose? (P ) ① The doctor recommended that I _stay_ (stay) a few more days in hospital. ② It is suggested that a lawyer _be sent for_ (send for) immediately. ③ 你能推荐一些有关这个学科的新书给我吗？ Can you recommend me some new books on the subject? ④ 医生劝病人接受他的忠告。 The doctor recommended the patient to take his advice. 2. Do you think that e-books will ever replace books in print? (P ) ① 所有的书都必须放回到书架上。 All the books must be replaced on the shelves. ② 我用新轮胎换了旧轮胎。 I replaced the old tyres with new ones. ③ 他失去了家庭，这一损失是无法弥补的。 Nothing can take the place of the family he had lost. Welcome to the unit 短语归纳： listen to music for entertainment in their spare time recommend a book to your friend in print Reading: Appreciating literature 1. … the language used in them is quite different from the language used today. (line 6-7) 它们当中所运用的语言与现在人们所运用的语言大不相同。 [句法分析] 本句为简单句，used in them 为过去分词短语作定语 过去分词短语作定语：单个的过去分词通常作前置定语，而分词短语作定语常后置，相当于一个定语从句。 He is an advanced teacher. 他是个先进老师。 The play performed by the students was a great success. = The play which was performed by the students was a great success. 由学生们表演的那个戏剧获得了巨大成功。 ① 你读过狄更斯写的小说吗？(在谓语动词所表示动作之前发生) Have you read the novels written by Dickens? ② 他是一个被所有人爱戴的人。(没有时间性，只表示被动) He is a man loved and respected by all. ③ 听！正在演唱的这首歌很受学生的欢迎。 Listen! The song being sung is very popular with the students. ④ 将在明天会议上讨论的问题非常重要。 The question to be discussed at tomorrow’s meeting is a very important one. 2. Many people do not read them because they think they are old-fashioned and boring, and have nothing to do with life today. (line 8-10) 许多人不读这些书，因为他们认为这些书已经过时了，让人厌烦，并且和现实生活没有联系。 [句法分析] 本句为复合句，because 引导原因状语从句。 ★ old-fashioned 复合形容词的构成： 形容词词干 + 名词-ed middle-aged 中年的 cold-blooded 冷血的 形容词词干 + 形容词词干 red-hot 炽热的 dark-blue 深蓝色的
M7 Unit 1 keep in touch with与……保持联系 evolution n.演变，发展；进化 device n.装置 drawback n.缺点，缺陷；不利条件 principle n.原理，法则；道德原则，行为准则 construct vt.制造；修筑，建造 delay vi. ＆vt.（使）推迟，延迟 black-and-white adj.黑白的 accessible adj.可使用的；可接触 satellite dish n.卫星电视碟形天线 distribute vt.使分布，分散；分发，分配；分销percentage n.百分率，百分比 receiver n.无线电视接收机；听筒，受话器；接受者 tube n.管子；管状物；伦敦地铁 disc n.唱片；（计算机）磁盘 wind上 vi. ＆vt.发条；缠绕；蜿蜒，曲折 wind up上发条 component n.组成部分，成分，部件 eventually adv.最后，终于 portable adj.便携式的，轻便的 cassette n.盒式磁带，卡式磁带 digital adj.数学信息系统的，数码的，数字式的 VCD n.影碟 storage n.存储，储藏（空间） foresee vt.预料，预见，预知 patent n.专利权；专利证书 adaptation n.适应；改编本，改写本 relay vt.播放，转播；接转，转发 n.接力赛，中继设备 skeptical adj.怀疑的 ample adj.足够的，充足的，丰裕的 casual adj.非正式的，随便的；漫不经心的，不经意的insurance n.保险；保障措施 obvious adj.显然的，显而易见的 all-round adj.功能齐全的；全面的 electronic adj.电子的 translation n.翻译；转化 idiom n.习语，成语，惯用语 gram n.克（重量单位） suitable adj.合适的，适当的 scan vi. ＆vt.浏览，粗略地读 elegant adj.（物品）雅致的，精美的；（人或其举止）优雅的battery n.电池 Christian adj.（信奉）基督教的；基督徒 carriage n.四轮马车；（火车）车厢 refrigerator n.冰箱 religious adj.宗教的，宗教信仰的vote vi. ＆vt.投票，选举，表决 n. 选票，选举，表决 reject vt.拒绝，拒收；不予考虑 tight adj.亲密的，紧密的；紧的 oppose vt.反对，抵制，阻挠；与……竞争 valid adj.符合逻辑的，合理的，有根据的；（法律上）有效的circumstance n.条件，环境，状况 merely adv.仅仅，只不过 dial vi. ＆vt.拨（电话号码），打电话 typical adj.平常的；典型的，有代表性的；特有的 text message n.（手机）短信 shallow adj.肤浅的，浅薄的；浅的 sacrifice vt.牺牲，献出 n.牺牲，舍弃；祭品 stable adj.稳定的；稳重的 dustbin n.垃圾桶，垃圾箱 for good measure额外 rid vt.摆脱；去除；丢弃
牛津英语模块3译文 Appendix I: Translation Unit 1 Reading 雾 比尔·洛 浓雾警报 那天早晨波莉离家时，整个城市已笼罩在灰色的薄雾中。午餐时分，收音机预报说，薄雾将会在下午变成浓雾。下午四点，波莉下了班，步入了浓雾中。她不知道公交车是否还会照常运行。 没有到国王大街的巴士 一走到街上，她就快步向平常乘车的公交车站走去。 “您要坐多远？”巴士售票员收下她的车费前问道。 “国王大街。”波莉答道。 “对不起，小姐，”售票员回答说，“现实情况是雾太浓了，公交车跑不了那么远。乘地铁到格林公园吧。那里的天气可能好一点，您也许能叫到一辆出租车。” 高个子男人 当波莉打量地铁车厢里的乘客时，她感到她正被一个穿着黑色大衣的高个子男人注视着。地铁终于到达了格林公园站。当其他乘客走出车厢时，她扫视了一下她周围的一张张面孔。那个高个子男人不见了。 脚步声 当波莉到达车站入口处时，那里空无一人。外面，她目光所及之处，雾像浓密的灰云一样聚积着。什么人也看不见。波莉朝着公园大街走去。当她沿着狭窄的街道行走时，她听到了由远及近的脚步声，但当她走到街道拐角处时，脚步声却消失了，突然，波莉感到有一只粗糙的手拂过她的脸颊'并且她还听到了一个男人在她耳边说“对不起”的声音。那个男人走开了。她能感到她的心脏因害怕而怦怦地直跳。 热心的陌生人 然后，她又听到了那种声音——在她身后响起的轻柔的脚步声。一分钟前，她曾希望有人跟着来。现在她则想跑开，可恐惧让她挪不动脚步。脚步声这会儿似乎很近了。接着，一个男人的声音从黑暗中传来：“有人吗？” 波莉犹豫了。最终她还是回答道：“你好，我想我是迷路了。” 几秒钟后，一只手伸过来抓住了她的胳膊。波莉抬头看去，发现是一位长着络腮胡子的老人。 “也许我能帮你。你想去哪条路？”他问道。 “我住在国王大街86号，”波莉答道。 “只要拉着我的手就成，”老人说，“跟着我走，不会有事的。”他拉住波莉的手。“小心这里的台阶。” 老人的另一只手里攥着一根手杖。波莉能听见它敲击台阶的声音。“我还记得几次糟糕的大雾，不过那可能都是在你出生之前的事了。我看不见你的脸，但你听起来挺年轻。你多大了？” “刚20岁，”波莉答道。 “啊，20岁，多好的年纪啊。我也年轻过。现在我们到了十字路口了。这里向左转。” “我是彻底迷路了。您肯定你认识路吗？”波莉又开始感到害怕了。 “当然肯定，你真的不用担心。”老人将她的手握得更紧了。 感恩的帮助者 “我们到了。国王大街。”老人停住了脚步。
牛津高中英语模块七单词表 Unit 1 1. 与??保持系n. 接力，中 2. n. 演，展；化29.adj. 疑的 3. n. 装置，30.adj. 足的，充足的，丰裕的 4. n. 缺点，缺陷；不利条件31.adj. 非正式的，随便的；漫不心的，不 5. n. 原理，法；道德原，行准意的 6. vt. 制造；修筑，建造32.n. 保；保障措施 7. vi. ＆vt. （使）推，延 n. 延，延33.adj. 然的，而易的 34.adj. 功能全的；全面的 8.adj. 黑白的35.adj. 子的 9.adj. 可使用的；可接触到的；可到达的；36.n. 翻；化 易理解的37.n. ，成，用 10.n. 星碟形天38.n. 克（重量位） 11.vt. 使分布，分散；分，分配；分39.adj. 合适的，适当的 12.n. 百分率，百分比40.vi. ＆vt. ，粗略地；，端； 13.n. 无接收机；听筒，受器；接受描 者41.adj. （物品）雅致的，精美的；（人或其 14.n. 管子；管状物；敦地止）雅的 15.n. 唱片；（算机）磁42.n. 池 16.vi. ＆vt. 上条；；蜿蜒，曲折43.adj. （信奉）基督教的； n. 基督徒 17. 上条44.n. 四；（火） 18.n. 成部分，成分，部件45.n. 冰箱 19.adv. 最后，于46.adj. 宗教的，宗教信仰的；信宗教的， 20.adj. 便携式的，便的虔的 21.n. 盒式磁，卡式磁47.vi. ＆vt. 投票，，表决 n. 票， 22.adj. 数学信息系的，数的，数字式的，表决 48.vt. 拒，拒收；不予考，不予用 23.n. 影碟49.adj. 密的，密的；的；身的； 24.n. 存，藏（空）密的 25.vt. 料，，知50.vt. 反，抵制，阻；与??争 26.n. 利；利51.adj. 符合的，合理的，有根据的；（法 27.n. 适；改本，改写本律上）有效的 28.vt. 播放，播；接，52.n. 条件，境，状况
牛津高中英语模块三语言点 Unit 1 The world of our senses 一、Reading 1. (Page 2, Line 7) Once out in the street, she walked…… 如果从句和主句的主语一致，或者从句的主语为it，同时从句中含有be的适当形式，可以省略从句的主语和be动词，留下分词、介词短语等成分作状语，表示时间、原因、方式、让步、伴随状态等含义。从句前可以加上适当的连词，使从句的含义更加明确。 ① Once（it is）seen，it will be never forgotten. ②When (you are) in the street, you’d better be careful. ③ While (you are) reading, underline the key words. 2. this: adv.这么that much: 那么多 that: adv.那么He isn’t this / that tall. 3. observe: vt. (1) 观察，注意到(2) 遵守(3) 庆祝 observer: n.目击者，观察者，观测员，观察员 ① She observed that the pond was drying up. ② observe the speed limit. ③ observe the Christmas Day. ④ The UN sent a team of observers to the peace talks. 4. glance at sth: 瞥一眼，匆匆看，扫视 at first glance: 乍一看 ① He glanced at nervously at his watch. ② At first glance, the palace seemed deserted. 5. stare at sth: 盯着，凝视 glare at sth: 怒目而视，瞪着 ① He stared at the diamond with great amazement. ② Tom didn’t shout. He just glared at me silently. 6. nowhere: adv.无处，到处都不 n. [U] 无处 be nowhere to be seen / found / heard: 哪儿也见∕找∕听不到 nowhere else: 没有别的地方 get nowhere: 没有结果∕进展 ① Such case is nowhere to be found. ② I have nowhere else to go. ③ It’s a good idea but it will get nowhere without more financial support. ④ Nowhere else can you find a more beautiful view. 7. narrow: adj.窄的，狭隘的；勉强的；精确的 vt. & vi. (使)变窄，缩小 ◆◆narrowly: adv. 勉强地；严密地，仔细地 ① He has a narrow mind. 他度量很小。 ② a narrow escape from death: 九死一生 ③ What does the word mean in its narrowest sense? ④ In order to widen the road he had to narrow the pavement. ⑤The road narrows here. ⑥He narrowly escaped drowning.
模块七第四单元Project教案 Project Preventing traffic accidents Step 1: lead-in. T: What do the two pictures above tell us? S: Terrible accidents happened. T: Every day we go to school and come back home by bus, by bike or on foot. We should know how to protect ourselves from the road accidents. Today we will learn a passage which tells us something about the traffic accidents and road safety. First, let’s discuss the following questions: 1. What should you pay attention to when you go to school by bike? 2. What do you need to do to avoid accidents on your way to school on foot? 3. If you are a bus driver, what do you think you should or shouldn’t do when you drive students to their school? 4. What are the possible reasons for the traffic accident? What do you think should be done to avoid a traffic accident? Discuss them in your groups and write your group answers down, then report them to the class. Step 2: Part A 1. Reading Now we are going to read an article entitled Traffic Accidents and Road Safety. From the title, what information do you think the reading passage will give us? (It will mainly talk about two things: the causes of traffic accidents and how to be safe on the road.) Now read the article carefully and find answers to first four questions in Part B.
高二英语第七模块第三单元课文教学案 制作人：审核人：使用时间：编号： —课前预习案—— Put the events in the reading passage into this timeline. (根据课文内容将下列时间排序) 1. The killer whale guided the team to the hunt. 2. The killers ate the lips and tongue of the baleen whale. 3. He heard a loud noise coming from the bay. 4. The men went to the boat and headed out for a whale hunt. 5. Clancy arrived at the whaling station. 6.Clancy and his men killed the baleen whale with the help of the killers. 7. He saw a huge animal in the water, which was Old Tom, the killer whale. 8. The men returned for the baleen whale the next day. 正确顺序为____________________________________________ 主旨大意 1. According to the text, which of the following is TRUE? A. The fierce killers would attack people when they were hungry. B. The author didn?t believe the killers helped the whalers catch whales at first. C. One of the whalers, George, liked being kept waiting. D. The killers could race whales as well as excited dogs. 2.What is the main idea of the first anecdote? A. About a hunting experience of old Tom. B. About how the killer whales helps the whalers to hunt a whale. C. About how the whalers killed Old Tom. D. About how the killer whales killed the whales. 3. What does the word “it” in the sentence “He let it g o and the harpoon hit the spot” refer to? A. The whale. B. The boat. C. The harpoon. D. The killer. 4. What?s the main idea of the second anecdote? A. Fierce killers, like Old Tom, could protect people. B. James was washed off the boat. C. It was hard to handle the boat in rough sea. D. Old Tom rescued James from other killers. 5. According to the text, the killer whales can protect men from being attacked by____. A. whales B. tigers C. enemies D. sharks
Unit 3 The world online Welcome to the unit 就各种话题搜索信息。 search verb 1) [I or T] to look somewhere carefully in order to find sth.: The police searched the woods for the missing boy. She searched his face for some sign of forgiveness, but it remained expressionless. 2) [I] to try to find the answer to a problem: Philosophers have searched for millennia but they haven't found the meaning of life. 3) [T] A police officer who searches you or your possessions looks for sth. you might be hiding: The men were searched for drugs and then released. a variety of variety noun 1) [C] a different type of sth.: The article was about the different varieties of Spanish spoken in South America. This variety of rose is especially hardy and drought-resistant. Our supermarket stocks apples in several different varieties. 2) [S] many different types of things or people: She does a variety of fitness activities. The equipment could be used for a variety of educational purposes. Manufacturers need large sales to justify offering a big variety in export markets. 2.Keep in touch with family members wherever you are in the world. (P33) 无论你在世界的任何地方读可以与家人保持联系。 wherever 1) adv., conj. to or in any or every place: We can go wherever you like. Wherever I go I always seem to bump into him. All across Europe, wherever you look, marriage is in decline and divorce rates are soaring. 2) adverb used instead of 'where' to add emphasis to a phrase, usually expressing surprise: Wherever did you find that hat! Wherever did you get that idea! Wherever does he get the money from to go on all these exotic journeys? Reading are about different effects of the Internet on our lives. 2. Two. 3. Uncontrolled information and the change in ?The Internet is a great help to people who are in need of various information. ?People use the Internet to build social ties. ?The amount of false information on the Internet becomes more of a problem every day. ?Spending too much time building relationships on the Internet can damage people’s abilities to live normal lives. 也就是说，我相信因特网对我们的生活产生正面的影响。 effect 1) the result of a particular influence: n. [C or U] The radiation leak has had a disastrous effect on/upon the environment.
Appendix I: Translation Unit 1 Reading 雾 比尔·洛 浓雾警报 那天早晨波莉离家时，整个城市已笼罩在灰色的薄雾中。午餐时分，收音机预报说，薄雾将会在下午变成浓雾。下午四点，波莉下了班，步入了浓雾中。她不知道公交车是否还会照常运行。 没有到国王大街的巴士 一走到街上，她就快步向平常乘车的公交车站走去。 “您要坐多远”巴士售票员收下她的车费前问道。 “国王大街。”波莉答道。 “对不起，小姐，”售票员回答说，“现实情况是雾太浓了，公交车跑不了那么远。乘地铁到格林公园吧。那里的天气可能好一点，您也许能叫到一辆出租车。” 高个子男人 当波莉打量地铁车厢里的乘客时，她感到她正被一个穿着黑色大衣的高个子男人注视着。地铁终于到达了格林公园站。当其他乘客走出车厢时，她扫视了一下她周围的一张张面孔。那个高个子男人不见了。 脚步声 当波莉到达车站入口处时，那里空无一人。外面，她目光所及之处，雾像浓密的灰云一样聚积着。什么人也看不见。波莉朝着公园大街走去。当她沿着狭窄的街道行走时，她听到了由远及近的脚步声，但当她走到街道拐角处时，脚步声却消失了，突然，波莉感到有一只粗糙的手拂过她的脸颊'并且她还听到了一个男人在她耳边说“对不起”的声音。那个男人走开了。她能感到她的心脏因害怕而怦怦地直跳。 热心的陌生人 然后，她又听到了那种声音——在她身后响起的轻柔的脚步声。一分钟前，她曾希望有人跟着来。现在她则想跑开，可恐惧让她挪不动脚步。脚步声这会儿似乎很近了。接着，一个男人的声音从黑暗中传来：“有人吗” 波莉犹豫了。最终她还是回答道：“你好，我想我是迷路了。” 几秒钟后，一只手伸过来抓住了她的胳膊。波莉抬头看去，发现是一位长着络腮胡子的老人。 “也许我能帮你。你想去哪条路”他问道。 “我住在国王大街86号，”波莉答道。 “只要拉着我的手就成，”老人说，“跟着我走，不会有事的。”他拉住波莉的手。“小心这里的台阶。” 老人的另一只手里攥着一根手杖。波莉能听见它敲击台阶的声音。“我还记得几次糟糕的大雾，不过那可能都是在你出生之前的事了。我看不见你的脸，但你听起来挺年轻。你多大了” “刚20岁，”波莉答道。 “啊，20岁，多好的年纪啊。我也年轻过。现在我们到了十字路口了。这里向左转。” “我是彻底迷路了。您肯定你认识路吗”波莉又开始感到害怕了。 “当然肯定，你真的不用担心。”老人将她的手握得更紧了。 感恩的帮助者 “我们到了。国王大街。”老人停住了脚步。 “非常感谢您帮忙，”波莉如释重负地说道，“您愿意进屋休息会儿么” “你真客气，”老人说道，“不过我还是得走了，可能今天还会有更多人迷路，我想帮帮他们。你瞧，像今天这么大的雾是很少见的。这给了我一个机会，来回报晴天时人们给我的帮助。像我这样的盲人没人
模块七Unit one I、单项选择 1After we compare the two, we find this design is __________ that one. A. more superior to B. far superior than C. more superior than D. far superior to 2.The teacher came to the classroom and demanded _________ what had happened. A. his students to tell him B. being told C. telling him D. to be told 3. The citizens demanded that the murderer ___________. A. to be punished B. being punished C. be punished D. punish 4. I had to go to work, in________ case my child would always live with his grandmother. A. this B. that C. which D. / 5. You may refer to your dictionary ________ difficulty. A. in the case of B. in case of C. in any case D. in no case 6. The weather turned out to be fine yesterday. I ____ the trouble to carry my umbrella with me. A. should have taken B. could have taken C. needn’t have taken D. mustn’t have taken 7. You ____ pay too much attention to your reading skill, as it is so important. A. can’t B. should C. must D. needn’t 8._______ I accept he is not perfect, I do actually like that person. A. While B. Since C. As D. If 9. The way he did it was different_________ we were used to. A. in which B. in what C. from what D. from which 10. When ________ help, one often says“Thank you”, or “It’s kind of you”. A. offer B. to offer C. to be offered D. offered 11.________ the danger from another attack of earthquake people had to overcome a shortage of food, drinking water, medicine and almost everything. A. As far as B. As well as C. As long as D. As much as 12.- Would you like to join us ? -Sorry, I am not ________ as any of you. A. so a good player B. so good a player C. a player so good D. a so good player 13.- Is everything going all right? - Well, ___________. A. not so smooth as expected B. not so smooth as expecting C. not so smoothly as expecting D. not so smoothly as expected 14. There was such a long line at the exhibition________ we had to wait for about half an hour.
牛津英语模块七第三单元Reading 教案 Reading The effects of the Internet on our lives Step1: Lead-in Nowadays, internet is playing an increasingly significant role in our society. Since its appearance, it has brought enormous changes to our lives. It seems that no one can escape from the influence of it. As to whether it is a blessing or a curse, there is a long-running controversial debate. Some people think that increased use of the Internet leads to social isolation and depression. People who spend more time on the Internet spend less time socializing with peers, communicate less within the family and feel more lonely and depressed. Have a discussion about the good and bad effects of the Internet in group. Try to fill in the table below: Step 2: Fast reading for general ideas Go through the passage as quickly as possible and try to find answers to the three questions in part A. Just focus on and identify the information needed to answer these questions.