高三英语第一轮复习教案Module 8 Unit 3
新课标单词
talented adj. 有才能的，有才华的architecture n. 建筑；建筑学photographer n. 摄影师，摄影家masterpiece n. 杰作
calculate vt. & vi. 计算
astronomy n. 天文学
range vi. （在一定范围或幅度内）变动，变化
float vi. & vt. （使）漂浮
pond n. 池塘
peaceful adj. 安宁的，宁静的；和平的；爱好和平的
weep vi. 哭泣，流泪
thunderstorm n. 雷暴
rainbow n. 彩虹
abstract adj. 抽象的
sunflower n. 向日葵
starry adj. 布满星星的
distribute vt. 传播，散布，发行
negotiate vi. 谈判，洽谈，协商vt. 通过谈判达成（或解决），谈成
adore vt. 喜爱；崇拜；爱慕
subjective adj. 主观的
appetite n. 爱好，欲望；食欲，胃口explore vt. 探索，探究，探测artistic adj. 艺术的
assistance n. 协助，援助
framework n. 框架，构架，结构
abandon vt. 放弃，丢弃；遗弃
scratch n., vt. & vi. 抓，挠，刮，擦ankle n. 踝；踝关节
reservation n. 预定，预约；保留dormitory n. 宿舍
highway n. 公路
eastern adj. 东方的，东部的
shore n. （江、河、湖、海等的）岸，滨fee n. 费，费用，酬金
bargain n. 便宜货；划算的买卖vi. 讨价还价，讲价；讲条件，谈判graduation n. 毕业
gallery n. 美术馆，画廊
scholarship n. 奖学金
experiment vi. 实验，试验
cloth n. 布，织物
height n. 高处，高地；高度；身高
cave n. 洞穴，岩洞
slice n. 薄片，切片
yummy adj. 美味的，可口的
apron n. 围裙
chef n. 厨师
cheese n. 奶酪hairstyle n. 发型，发式strawberry n. 草莓mushroom n. 蘑菇eggplant n. 茄子
ham n. 火腿
cube n. 小方块；立方体grocery n. 杂货店string n. 线，细绳
glue n. 胶，胶水pattern n. 图案；模式crayon n. 蜡笔
shell n. 壳，贝壳
stick vt. 粘住，粘贴
seashell n. 海贝壳
pillow n. 枕头
disgusting adj. 令人厌恶的，令人作呕的
print n. 印画
cardboard n. 硬纸板
dip vt. & vi. 浸，蘸
paint n. 颜料；油漆
repeat vt. & vi. 重复，反复
课文出现短语
1. a piece of artwork
2. make a lot of scientific discoveries
3. develop different styles of painting
4. share with
5. devote one’s whole self to
6. be subjective to
7. with the assistance of
8. a collection of
9. dip into 10. rather than
11. range from
12. distribute … to …
13. as well as
14. build up
15. focus on
16. talented artists
17. be amazed to
18. fly over
19. negotiate a successful sale
20. have an appetite for
21. be admitted to
22. stick onto
23. be with
24. be off 25. try hard
26. abstract artwork
27.on the way
28.so far
29.hurry back to
30. book full
31. make a reservation
32.twist one’s ankle
33. have a go
34. after graduation
35.set up astudio 36.three metres tall
37. win a scholarship
38. make pictures
39. take a photo of
40. try out
一．单词应用
根据单词的首字母或汉语意思填写正确单词，注意形式变化
1. Van Gogh created a lot of a________ artwork during the last years of his life.
2. They decided to take apart the machine and started again from s___________.
3. The oil company is d_________ for oil in this area.
4. We’re going to wash down our kitchen. A p______ will be invited to paint the wall.
5. The national flower of Japan is c______ blossom.
6. In the lab you must follow your teacher’s i_______ before doing your experiment.
7. Every year, he won s_________ at school because of his excellent study.
8. The boy p____ the button and the stuffed toy began to laugh.
9. I’ve only d____ into the book and haven’t read it all the way through.
10. I was a_____ to hear that you were leaving.
11. The children have gone ______ (探索) in the woods. The teacher told them to take notes of all the unknown things.
12. The explorers sailed on the ocean for two weeks and _____ (最终) found the mysterious land.
13.Tom hasn’t _______ (计算) the cost of the journey to Disney World, but he has made up his mind to go this summer.
14. There have been many great European painters, but it is ______ (主观) to say who was actually the best.
15. She has a lot of ______ (癖好), ranging from playing chess to canoeing.
16. She _______ (相似) her mother in the way she moves her hands when she talks.
17. If a film wins a _____ (胜利) at the Cannes Film Festival, everyone will hear about it.
18. He created his _______ (杰作)between 1503 and 1506.
19. ______ (考虑到) the history of our festival, we feel it is important not to favor films from any one country.
20. In the 1900s, he won a _______ (奖学金) to study in the USA.
二．词形转换
1. talent n ---____ (同义词)
2. architecture n. ---________（n.人）
3. calculate v. ---________ (n.物)
4. astronomy n. ---__________ (adj.)
5. peaceful adj. ---_____ __(n.)
6. abstract adj. ---______ ____(n.)
7. distribute v. ---________ (n. ) 8. negotiate v. ---_______ (n.), __ _ (adj.)
9. assistance n..---____ (v.) 10. adore v. --- _____ ___ (n.)
三．选词填空
1. ______ allow the vegetables to go bad, he sold them at half price.
2. His younger brother tried hard to sell and ______ Van Gogh’s painting ____ buyers.
3. Have you ________ how much the holiday will cost?
4. She ___________ getting what she wanted.
5. You need more protein to ______ yourself .
6. He is __________ reading.
7. Wanting to stay in a hotel in an old castle, we tried to _______.
8. They can see camels which ________ North Africa _____ Central Asia.
9. A soft eraser will also be needed _______ you make a mistake.
10. Some people feel that _______ animals causes unnecessary suffering.
11. The frozen river ________ a road throughout the bitter winter.
12. They walked because they couldn’t _______ take a taxi.
13. He __________ life and enjoyed exploring the workings of objects and animals.
14. I finally got everything for the Christmas party arranged _______ my parents.
15. Let’s _______ you in the taxi fare.
16. Tomorrow we ____ another country to further my study and I will miss all my friends at home.
17. In 2005, Mary took part in the entrance college examination and ______ Beijing University.
18. _______ fire, ring the alarm bell.
19. In fact, he abandoned them and ________, created a style of art known as cubism, which is a type of abstract painting.
20. The four sisters and brothers ________ look after the lonely old lady.
四．句型结构
1. talented adj. 有才能的，能干的
talented players/ youngsters天才运动员/神童
talent n. 天资, 才能, 禀赋;
literary talent文学才能
special talent特殊才能
have a talent for n./doing = have a gift for对...有天赋
He has a talent for music.他有音乐天赋。
[集合词]人材, 有才干的人
He is a great talent.他是一个伟大的天才。
There is a wealth of young talent in British literature. 英国文学年轻一代人才辈出。
2. architecture n. 建筑, 建筑学
She studies architecture in America. 他在美国学习建筑学。
architect 建筑师；设计师
An architect is a person who designs buildings.
3. amaze 使惊奇；使吃惊
Her knowledge amazes me. 她的学识令我吃惊。
be amazed to do / at (by) / that对...大为惊奇
We were amazed to hear the news.
I was amazed at/by the news of George's sudden death.
听到乔治突然去逝的消息,我感到惊愕。
I was amazed that he had made such rapid progress in English.
amazed / amazing adj.
4. represent vt. ①表现；描写；描画
This painting represents a storm. 这幅画描绘暴风雨。
②代表；象征; 代理；
A dove represents peace. 鸽子象征和平。
On this map what does a star represent? 这地图上的星号代表什么？
We chose a committee to represent us. 我们选出一个委员会来代表我们。
③声称represent + n +as/ to be
He represented himself as a philosopher. 他声称自己是哲学家。representative n.代表；代理人（与of连用）/ adj.典型的, 有代表性的
a representative of a company 公司的代表
a representative collection of ancient Greek art 古希腊艺术代表作品集
5. historic adj. 有历史意义的,有历史影响的
【注意】
historic和historical尽管在意义上有重叠的地方，但用法上有区别。
historic指历史上有重要意义的，产生重要影响的：
a historic spot古迹
a historic event 历史性事件
historical指不管重要与否而在过去存在的所有事物,和历史有关，一般和知识有关a historical novel 历史小说
historical research 历史研究
6. calculate vt. ①计算, 考虑, 计划, 打算
calculate the cost of a journey 计算旅行费用
You need to calculate how much time the assignment will take.
你需要计算一下要花多少时间才能完成被分配的任务。
It is calculated that... 据计算..
It is calculated that at least 47000 jobs were lost last year.
据计算，去年至少丧失了47000个工作。
②推测, 预测
It is possible to calculate what influence he had on her life.
现在无法估计他对她的生活产生过多大的影响。
be calculated to do/for sth 为适合...而设计的; 适合于
This advertisement is calculated to attract the attention of housewives.
这份广告是为引起家庭主妇们的注意而设计的。
calculate on (upon) 指望着, 期待着
We can’t calculate on having fine weather for the sports meeting.
我们不能指望着有好天气开运动会。
7. range vi. (在一定范围内)变化, 变动range from A to B/ range between A and B Prices ranged from 5 dollars to 10 dollars. 价格自五美元至十美元不等。
n. 行列, 范围, 射程
in the range of 在... 范围内; 在射程内/ out of [beyond] range 在射程外
a wide range of knowledge 广博的知识
the annual range of temperature每年的温度变化范围
range over v. 涉及, 包括，射程范围
The discussion ranged over various problem. 那次讨论涉及到种种问题。
The gun ranges over five miles. 这次枪的射程可达五英里多。
8. float vt. /vi. 漂浮[流], 浮起; 飘动
The ship was floated by the tide. 船被潮流冲走。
The boat floated down the river. 小船沿河漂流。
The smell of roses floated around. 玫瑰花的芳香在四周飘荡。
9. weep vi. (wept, wept) 流泪; 哭泣（常与for, over连用）
weep for the dead 哀悼死者
She wept when she heard the bad news. 当她听到这个坏消息时哭了。
He wept over his sad fate. 他为他的悲惨命运而哭泣。
10. scare vt ①恐吓，惊吓；使受惊；惊恐（常与of, to连用）
I was scared of the big dog. 我害怕这条大狗。
be scared to death 吓得要死
②把…吓跑（常与away, off, up连用）
The dogs scared the thief away. 那些狗把贼吓跑了。
11. devote vt. 献身；专心于…（与to连用）
devote …to…把...献给; 把...专用于
He devoted his life to literature.他专心致志于文学。
He has devoted his whole life to benefiting mankind.
他为全人类的利益献出了自己的一生。
devote oneself to 致力于, 献身于; 专心于
After he has retired, he will devote himself to gardening.
退休后,他将要致力于园艺。
be devoted to 忠诚于…
Everybody knows that our director is very devoted to his wife.
从都知道我们的厂长对妻子十分忠诚。
12. distribute vt. 分发, 分配, 散布, 分布
distribute sth. to/among 把某物分[配, 发]给...
to distribute books to students 给学生发书
The firm distributed its profits among its workers. 公司将利润分给工人。distribute...over ... 把...配给到[分配到, 散布于]..
distribute seeds over a field 在田间播种
distribution n 分发，分配, 分布，散布
They couldn’t agree on the distribution of profits 他们对于利润的分配意见不一致。
13. negotiate vi, vt 谈判；协商；商谈；达成协议（常与with连用）
The government will not negotiate with them. 政府不会和他们谈判。
They negotiated a peace treaty. 他们通过谈判达成和平协议。
negotiation n. 谈判；协商；商谈
carry on negotiation with sb. 与某人进行谈判
The issue is still under negotiation. 这个问题还在商讨之中。
14. adore vt 崇拜；喜爱；爱慕
adore doing喜爱做某事
He adores the cinema. 他非常爱看电影。
She adores going to the volleyball match. 她非常喜欢看排球比赛。
15. abstract adj. 抽象的，理论上的, 深奥的, 难以了解的
abstract noun 抽象名词
Astronomy is an abstract subject.天文学是一门深奥的学科。
16. subjective adj. 主观的反义词是objective
man’s subjective initiative 人的主观能动性
Everyone’s opinion is bound to be subjective. 每个人的意见都必定是十分主观的。
17. appetite n. 食欲, 欲望，嗜好
have an appetite for
She has an appetite for learning 她有求知欲(嗜好学习)。
to lose one's appetite 食欲不振
He has a good / poor appetite. 他胃口很好/不好。
18. assistance n.协助, 援助, 补助
financial assistance 经济资助
Can I be of any assistance to you? 我能帮你什么忙吗?
with the assistance of 在某人的帮助之下
come to sb.'s assistance 援助某人
give [render] assistance (to) 给以援助
assist v
assist sb with sth/ in doing sth/ to do
19. abandon vt 抛弃；舍弃；离弃
abandon one's home 离弃家园
He abandoned his wife and went away with all their money.
他抛弃了妻子还带走了两人所有的钱。
abandoned himself to陷入，沉湎于…
He abandoned himself to despair. 他自暴自弃。
abandoned adj. 被遗弃的
an abandoned house 被遗弃的房子
20. start from scratch从头做起, 白手起家
It was years since I’d learned any German, and I really had to start again fr om scratch.
我好多年没学德语了，真的要重新从头开始了。
21. Having twisted her ankle, our tour guide had to be taken to the hospital.
twist n. 一扭, 扭曲v. 拧,扭曲
twist one's ankle 扭伤了踝骨
The papers twisted everything I said. 报纸把我的话全都歪曲了。
22. reservation n. 保留; (旅馆房间等)预定, 预约
make reservations定座, 定房间(等);
without reservation 毫不保留地
I’d like to call the restaurant and make a reservation. 我要给饭店打个电话预定座位。
Some members of the committee expressed reservations about the proposal.
委员会一些成员对这项提议持保留态度。
reserve v. 预定，预约，保留
I’ve reserved a room in the name of Jones. 我已经以琼斯的名字预定了一个房间。
These seats are reserved for special guests. 这些座位是留给贵宾的。
23. However, that hotel was booked full.
book v. 预定，预约
Book early to avoid disappointment. 及早预约，以免失望。
The performance is fully booked up. 这次演出的票全预定出去了。
24.a couple of 两个, 几个
I have a couple of things to do. 我有几件事要做。
25. hardly … when … “一… 就…”
通常when 前面的动词用过去完成时，后面的用过去时；
Hardly had we begun when we were told to stop. 我们刚开始就被叫停。
当否定副词hardly放在句首时，主句的主谓用倒装语序，类似的结构还有No sooner … than … ；Scarcely … when … 等，如：
Scarcely had we gone out when it began to snow. 我们刚一出来就下起雪来了。
No sooner had she reached the station than the train left. 她刚到车站火车就开走了。
Sentences：
（Line 7）I was amazed to learn that…just a painter.
我惊讶地得知，毕加索一生创作了两万多件艺术作品，而且他不仅是一位油画家。
“that” 后面的整个句子做“learn”的宾语，其中，第二个宾语从句中“that he wasn’t just a painter”中的引导词“that”不可省。
（Line 16）In the Louver Museum is the … artist Leonardo da Vinci.
卢浮宫里有意大利画家奥纳多﹒达﹒芬奇著名的油画《蒙娜·丽莎》。
本句是一个倒装句，主语the famous Mona Lisa painting 放在谓语动词is 之后，在有些句子中，由于没有宾语，而主语又比较长，可将主语放句末，将谓语放在主语前面，而将状语或表语放句首，这是一种完全倒装形式，不需要借助助动词，本句就是这种类型的句子。如：
At the top of the mountain stands a temple. 山上有座寺庙。
From the distance came occasional shots. 远处传来零星的枪声。
（Line 19）This painting is so valuable that … wanted to sell it.
这幅画如此珍贵，如果博物馆想卖了它，都很难为它估价。
①“so … that …”如此… 以至于… 如对“so”后面的成分进行强调，放句首，“so”后面的从句要用部分倒装，即把助动词提前。
②“that”后面的从句使用的是if 引导的虚拟语气，表示与客观事实相反的情况。
（Line 23）Besides the works of Da Vinci, … to the 19th century.
除了达﹒芬奇的作品，卢浮宫里还藏有其他欧洲画家从13世纪到19世纪创作的六千余件作品。
复习一下“works”的用法
“range from … to … ”意思是“从… 到… ”，“在… 和… 之间”
Prices ranged from 5 dollars to 10 dollars. 价格自五美元至十美元不等。
（Line 44）The sad thing is that although … he died in 1890.
令人可悲的是：虽然凡﹒高把自己都奉献给了绘画，但在他1890年去世前他仅卖出了一幅画。
① “devote … to … ”
②“that”后面的整个从句是is的表语，“that”引导的是一个表语从句；其中，表语从句中又是一个“although”引导的让步状语从句。
完成句子
1. 那不会有什么好处，因此我们决不能允许它继续。
It won’t do any good, so we can ____ ____ ___ allow it ____ _____.
2. 她正在电话里和她男朋友交谈，线路突然被切断了。
She ___ ____ ____ while ___ ____ her boy friend ____ telephone.
3. 帮我个忙把收音机声音调低一点当我在打电话时。
___ ____ ____ ____ and ____ the radio _____ while I’m on the phone.
4. 你的作文很出色，就是有些拼写错误。
Your composition is very good_____ _____ there are some _____ _____.
5. 他远游到西藏，并了解了西藏人的文化。
He ____ ____ ____ ____ Tibet and ___ _____ the _____ of the Tibetans.
6. 那是我们无法忍受的，所以便决定到户外去游戏了。
That was ____ _____ we could _____, so we _____ ____ ____ ____ outdoors.
7. 三兄弟轮流照顾生病的妈妈。
The three brothers ___ _____ ____ ____ _____ their sick mother.
8. 不论困难多大，他决心去尝试一下这个实验。
____ _____ ____ ____ it is, he ____ _____ _____ _____ ____ ____ at the experiment.
9. 这里所有的人，包括老人，都参加了抗洪斗争。
Everyone here ____ ____ ____ the fight _____ the flood, _____ _____ ____.
10. 他一生致力于研究英语语法。
He ____ _____ ____ ____ _____ English grammar.
五．语法应用
谓语动词放在主语之前的这种语法现象称为倒装。从倒装的形来看，可分为全部倒装(full inversion)和部分倒装(partial inversion)两种。前者是指整个谓语置于主语之前，而后者仅是指助动词、情态动词或be 动词等功能置于主语这前。
一、全部倒装
1、句首为there be, stand, lie, exist, remain, appear, seem, come 等时，引出全部倒装。
There stands a stone bridge across the river.
There stands an old pine tree on the summit of the mountain.
2、句首为状语方位词或表示地点的介词短语：
Then from the portable radio in the corner came the announcer’s voice
从角落里的便携式收音机里传来了播音员的声音。
At his side lay Eva Brown. 在他的身旁躺着的是爱娃.布劳恩。
3、以here, there, now, then等开头的句子，位于常用be, come, go, begin, follow 等，引出倒装：
There goes the bell. 铃响了。
Here comes the bus. 汽车来了。
Now come your turn. 现在轮到你了。
但是，如主语是代词而不是名词时则不发生倒装。
4、在表示动作的简短句子里，为了生动可把副词放于句首引出倒装。
Out rushed the dog from the gate. 一条狗从大门里窜了出来。
Up went the rocket into the sky. 火箭嗖地一声飞上了天空。
5、在表达祝愿的句子里：
Long live the friendship between American and Chinese people!
中美人民的友谊万岁！
May you succeed! 祝你成功！
6、在强调表语时
Worst of all were the humiliations. 最令人难以忍受的是羞辱。
Such is the case. 情况就是这样。
二、部分倒装
1、省略if 的虚拟条件句中
Had I known what was going to happen，I would never have left her alone.
如果当时知道可能发生的事的话，我就不会撇下她一个人在那了。
Were there no air or water, there would be no life in the world.
没有空气和水，世界上就不会有生命。
2、在以so(肯定)和neither, nor(否定)的句子中
He didn’t fear new ideas, nor did he fear the future.
他不怕新想法，也不怕未来。
I’ve had some good ideas, so have other men.
我有些新的想法，别人也会有啊。
Distrust can be contagious, but so can trust.
不信任有传染力，同样信任也具有传染力。
3、当句首状语为否定词或带有否定意义的词语时，如never, little, often, not only, not until, hardly, scarcely, seldom, no sooner ... than …, in no way, at no time, under no circumstances, by no means, in no case.，采用部分倒装。
Little does he care about money. 他很少关心钱。
Not until recently did I know what he had done. 直到最近我才知道他所做的事。
4、句首状语由only+副词，only+介词短语，only+状语分词时
Only yesterday did he find out that his watch was missing. 直到昨天他才发现表丢了。
Only in our country can science serve the interests of the people. 只有在我们国家科学才能服务于人民的利益。
5、在强调宾语时
Still greater contributions should we make to our socialist construction.
我们应该为社会主义建设作出更大的贡献。
Useful chemical fertilizer can we make from the waste liquid.
从废弃液体中我们能提取有用的化学肥料。
6、在某些句型中
1). 以as 引出的让步状语从句
Poor as he was, he was honest. 他尽管贫穷，但很诚实。
Poor as I am, it is beneath me to steal. 我虽然穷，还不屑于去偷。
Much as I admire him as a writer, I don’t like him as a man.
他作为作家我虽然敬慕他，但作为人我不喜欢他。
Try as he may, he never seems able to do the work satisfactorily.
尽管他很努力，然而其工作却不令人满意。
2). 连词不位于句首的某些让步从句(把动词原形置于句首)
Object though you may, they will go on as usual.
尽管你反对，他们仍然我行我素。
3). 在某些相当于让步从句的固定结构中，动词置于句首
Be it right or wrong, we’ll still go. 无论对错，我一如既往。
4). 在so ... that 的结构中, so 位于句首
So fast does the light travel that it is difficult for us to imagine its speed. 光传播的很快我们无法测量其速度。
So loudly did he speak that he was heard upstairs.
他说话的声音很高连楼上的人都听得见。
So astonished was he that he could scarcely contain himself for joy.他如此吃惊竟然控制不住自己的喜悦之情。
巩固练习
1. Not until all the fish died in the river ____ how serious the pollution was.
A. the villagers realize
B. did the villagers realize
C. didn’t the villagers realize
D. the villagers did realize
2. The door opened, _______.
A. came in a pretty girl in
B. in came a pretty girl
C. came a pretty girl in
D. in a pretty girl came
3. Not only ____ polluted but _____ crowded.
A. was the city; were the streets
B. the city was; were the streets
C. the city was; the streets were
D. was the city; the streets were
4. I began to fall over my own feet. Down _____ again and again.
A. I went
B. did I go
C. went I
D. I did go
5. Against the wall on the opposite side _____ .
A. stand two cupboards
B. there stand two cupboards
C. two cupboards stand there
D. there two cupboards stand
6. —Did you know Jim quarreled with his brother? — I don’t know, _____.
A. nor do I care
B. I don’t care neither
C. nor don’t care
D. I don’t care also
7. ____ when to go there.
A. Only did he know
B. Only knows he
C. Only he knows
D. Only does he know
8. Never before in her life_____ such a strange man.
A. she met
B. she has met
C. has she met
D. did she met
9. Tom has never been to Paris, _____.
A. not have I
B. nor have I
C. I haven’t too
D. So have I
10. On the wall ____ her schoolbag.
A. hang
B. hanged
C. hangs
D. hanging
11. So hard ____ that all of us praised him.
A. does he work
B. he worked
C. he works
D. did he work
12. _____ , the crops would be saved.
A. It should rain
B. Rain it should
C. Should it rain
D. If it had rained
13. _____ Mother came home_____ I go to bed yesterday evening.
A. Not until; did
B. Until ; do
C. Until ; did C. Not until; do
14. —I have finished my homework. — Oh, did you? ______.
A. So I have
B. So have I
C. Neither I have
D. Neither have I
15. —Marx was born in Germany and German was his native language. —_____.
A. So it was with Engels
B. So was Engels
C. So Engels was
D. Engels was so
16. —Our teacher usually goes home late in the evening. — ______.
A. So does he
B. So is he
C. So he does
D. So he is
17. The doctor said, “Now, breathe deeply, Charlie” and ______.
A. Charlie did so
B. so did Charlie
C. so Charlie did
D. so it was with Charlie
18. _____, he knows a lot .
A. Child as he is
B. As he is child
C. A child as he is
D. As child he is
19. _____ come in the room ____ I heard the telephone rang.
A. Had I hardly; and
B. Hardly had I; when
C. Hardly I had; than
D. I hardly had; then
20. _____ do they go to the park on Sunday.
A. How often
B. Usually
C. Seldom
D. Sometimes
六．翻译句子
1. 他一到那儿就着手解决问题。（set about doing sth. ＝set out to do sth. ）
2. 只有刻苦努力学习我们才能通过考试（only by doing sth. ）
3. 除非被告知，否则不要离开办公室。（unless…）
4. 我不喜欢喝咖啡，我弟弟也不喜欢。（nor/ neither …）
5. 对于青少年来说，能够明辨是非是非常重要的。（distinguish …from …）
6. 每一次我看见他，他都显得很忧郁。（look depressed）
7. 我花了很长时间才让他相信我是诚实的。（convince sb. of sth. ）
8. 约翰的数学比迪克好。（be superior to）
9. 他所说的非常重要，一定要记住。（be of importance ＝important）
10. 虽然被打败了，但我们并没有泄气。（用省略句）
七．单项选择
1. —What is the cost of your shirts here, sir？
—It depends on which fashion you want to buy, and the prices from 100 dollars to 500 dollars.
A. increases
B. ranges
C. reaches
D. different
2. Phillip, can you see something red in the distance on the water?
A. flowing
B. flying
C. floating
D. wandering
3. This book is rather , can you give me an interesting one?
A. bored
B. boring
C. tired
D. uninterested
4. —Hurry up ! Alice and Sue are waiting for you at the school gate .
—Oh ! I thought they without me .
A. went
B. are going
C. have gone
D. had gone
5. —Hey, Wang Lin. Why did you get up so early this morning?
—I that the bell had rung.
A. think
B. thought
C. was thinking
D. had thought
6. He is good at drawing .
A. quiet things
B. still objects
C. still lifes
D. still lives
7. On the second day after her wedding, she sweets to all the students in the class.
A. distributed
B. provided
C. bought
D. gave away
8. John has a special talent drawing.
A. with
B. in
C. for
D. of
9. To my , I came first.
A. amaze
B. amazed
C. amazing
D. amazement
10. am more than to take you in my car.
A. happy
B. happier
C. happily
D. happiness
11. I that we would arrive there at 6:00 p.m.
A. counted
B. figured
C. calculated
D. evaluate
12. He devoted his life world peace.
A. to promote
B. to promoting
C. promoting
D. for promoting
13. Her son, to whom she was so , went abroad ten years ago.
A. loved
B. cared
C. devoted
D. affected
14. We negotiated the school master the tuition increase.
A. on; with
B. with; of
C. with; about
D. with; to
15. Tom adores classic novels and dreams a writer.
A. reading; being
B. to read; of being
C. reading; of being
D. to read; being
16. He is suffering from lack of . He didn’t feel like eating anything.
A. money
B. appetite
C. water
D. information
17. He is lazy. He has no for work.
A. interest
B. a desire
C. care
D. appetite
18. He asked us to them in carrying through their plan.
A. assist
B. assistant
C. assistance
D. help
19. The girl had to the journey because of her mother’s illness.
A. cut short
B. abandon
C. give up
D. all of the above
20. I’ll never forget the books that I read in my middle school, which left a deep on me.
A. impression
B. impressionism
C. expression
D. affect
21. We must all the possibilities of the solution to the problem.
A. search
B. explore
C. examine
D. discover
22. We found a little baby at the street corner.
A. abandoning
B. abandoned
C. abandonment
D. to be abandoned
23. Don’t abandon yourself the football match.
A. to watch
B. to observe
C. to watching
D. to observing
24. I’ve got an itch(痒) on my back. Can you it for me?
A. scratch
B. catch
C. grasp
D. get hold of
25. As we all know, cold is a very disease in winter.
A. common
B. ordinary
C. usual
D. general
26. I’d like to a table for three for eight o’clock.
A. book
B. reserve
C. order
D. A and B
27. I’ve made a for dinner at the restaurant.
A. fortune
B. difference
C. reservation
D. agreement
28. You should the money for future need.
A. put away
B. reserve
C. save
D. all of the above
29. The idea of happiness is extremely . People may have different views on it.
A. abstract
B. specific
C. subjective
D. mental
30. Cubism is a 20th century style of art, objects as geometric shapes.
A. that; represented
B. where; are
C. which; are presented
D. in which; are presented
八．Reading strategy
Reading a life story
When you are reading someone’s life story, which is sometimes called biography, you will usually find that the text goes in the order that things happened. It will begin bu talking about when and where the person was born, e.g., He was born in France in 1840. it may discuss their childhood and education and early influences. If the person is famous for their skills or work, the text will talk about their most famous works, the style of their works and what made them special. It may also compare them to other famous people in the same field. Then it will mention the date of their death and perhaps talk about what people thought about their work.
九．课文复述
1．Passage A（Reading）
1) There have been many great European painters, but it is subjective to say who was actually the best. One of the earliest was Lenardo da Vinci, an ___1___ painter, who was born in 1452. As well as being a painter, da Vince was also a sculptor, an architect , and an engineer. He had an ___2____ for life and enjoyed exploring the ___3____ of objects and animals. He was famous as a scientist, ____4____ for his discoveries in astronomy. His great artistic ____5____ was Mona Lisa, a painting whose value cannot be calculated, and which can be seen in Paris museum called the Louve. The Netherlands is another country with many famous artists, ____6___ van Gogh. He painted a lot of nature scenes, including Starry Night. He was known__7__ a style called Impressionism. Although we admire him today, he was never successful. With the __8____ of his brother, he sold one painting. Spanish artist Pablo Picasso was a ___9_____ painter. He worked outside the framework of accepted styles and rules of painting. In fact, he abandoned them and starting from ___10____, created a style of art known as cubism, which is a type of abstract painting.
2) Ming is telling Yang Yan all about his trip. First, Li Ming along with his aunt and grandmother, who are both very (1) t______________ artists, started in Spain and went to the city of Malaga, the (2) b________________ of Pablo Picasso. He was amazed to learn that Picasso was not only a painter, but also a sculptor and a (3) p________________. Second, they flew to Paris, where all the buildings are very (4) h___________________. During four days in Paris they spent one whole day at the Louvre Museum, where there is the famous Mona Lisa painting by the(5)I_________________ artist Leonardo da Vinci. Besides being a painter, da Vinci was also a sculptor, an (6) a_________________, and engineer and a scientist. He made a lot of scientific
(7)d_________________ that he shared with the world, particularly in the field of
(8)a__________________. Third, they went to Amsterdam. On the way there, they flew over a (9) t_________________. Some people were scared, but he liked seeing it. Yesterday they went to the Van Gogh Museum, where he knew something about Van Gogh and his paintings. Towards the end of his life, Van Gogh created more (10) a___________________ artwork. Fourth, tomorrow
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。
牛津高中英语教学设计 单元：Unit 1 School life 板块：Word Power Thoughts on the design: Word power 该板块设计的目的是引导学生通过以下两种方法学习词汇：一是让学生学习与单元话题相关的分类词汇；二是通过构词法学习单词。该板块设计了图表、对话或短文，用以拓展学生对于话题相关的词语的认识和运用。 Teaching aims: 1.to cultivate students’ ability of reading a map; 2.to develop and practice the way of asking and giving the way; 3.students are expected to gain a more general ideal of school facilities; 4.to enlarge students vocabulary and try to guide them to use correctly. Teaching procedures: Step One—Don’t tell me its name (Guessing game) [设计说明] Describe the features of the given place, but not to mention its name, let others guess)(通过此步骤使得学生充分熟悉有关school facilities的名词，为教学的下一步展开做好铺垫，同时激发学生学习热情。 e.g. (提示词) *Book stand；E-books；Abundant reading materials (library) *Pieces of equipment for specific purposes, as building up one’s body (gym) *Yummy Yummy (Picture Presentation) (students’ canteen) *Second Home (dormitory) Step Two—Drawing a map & looking for destination [设计说明] 学生按照老师口头所给路线画图，可请1-2名学生上黑板演示，充分锻炼学生“ASK AND GIVE THE WAY”的能力。 如： Now, everybody, welcome to our starting point. Try to imagine that you are right now facing the North. I’d like you to go along this road, which is called the Zhong Shan Road, and then turn left; you will find a city library on your right side … Step Three—Welcome our spokesman (Role-acting & Recommendation) [设计说明]角色扮演，学生按自我意愿在所给选择范围内挑选一名运动明星，并向大家推荐由其代言的某一运动项目。
Unit 1 This is me! Comic strip & Welcome to the unit I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. know the two cartoon characters, Eddie and Hobo, and the six students at Sunshine Middle School; 2. greet each other properly in English; 3. introduce oneself to others in English. II. Teaching contents 1. New words and phrases: master, e-dog, good morning/good afternoon/good evening/good night 2. New structures: What’s your name? My name is … Nice to meet you. Nice to meet you, too. III. Focus o f the lesson and predicted area of difficulty How to introduce each other and greet each other in English. IV. Teaching procedures Comic strip Step 1 Lead-in：Enjoy the video “make friends”. T: Today we’ll learn U nit 1 This is me! Do you like the song in the video? We are now new students at Donglin Middle School, and meet many new classmates. Do you want to make more friends? I’d like you to meet two new friends in our books. Do you want to know them? 【设计意图：由视频再到图片make friends引出不同人物的名字。】 Step 2 Presentation 1. Learn some new words (1) Show some pictures of the two cartoon characters.
《牛津高中英语》模块一Unit 1 一、教学课型: 阅读理解课 二、教材分析 1. 教材内容 见《牛津高中英语》模块一Unit 1 （Pages 2—3） 2. 教材处理 该篇文章主要介绍中国学生Wei Hua 在英国为期一年的留学经历。通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。但由于内容较多以及中英文化方 面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有 一定的困难。 针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正 误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出 的学习过程，达到培养学生阅读能力的目标。 3. 教学目标 ①知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。 ②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取 文章细节的阅读能力。 ③文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。 4. 教学的重点和难点 ①重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。 ②难点：如何培养学生运用略读（skimming ）和寻读（scanning）阅读技巧来快速获取主旨 大意和细节信息的能力。 三、教学设计 1. 总体思路 本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。 2. 教学过程 Step 1 Lead-in T: Now, Class, we have learned English since the primary school, and we have known some Britis h language, culture, history and some other British lives. But do you know what the British schoo l life is really like? If you want to know the answer, please watch the following video.
高中英语教学案例分析 王萃 摘要：在英语课程的改革中，方方面面都在提倡自主、合作与探究的学习方式，让学生成为学习的主人，使学生的主体意识、能动性和创造性不断得到发展。因此，培养学生自主、合作与探究的学习方式，是新课程改革中一个迫切的任务。 关键词：合作与探究英语阅读 一、前言 《牛津高中英语》Project是课堂教学的延伸和拓展,属于探究式学习,要求学生走出课堂,与同学分工合作。学生认真阅读所提供的阅读材料,从中得到启发,然后通过讨论、调查、专访、文献检索等活动,完成一个特定的课题。模块六第一单元Project的课题是Putting on a play.包括两个舞台剧:The invisible bench和The important papers。现将设计思路及教后反思与诸君交流,探讨如何让学生真正走出课堂、参与课堂、享受课堂。让学生参与“备课”，备教材在本课的两个舞台剧中,台词较为简单,但旁白和转场很多,人物表情和心理活动非常丰富。所以,同学们主要应在揣摩人物内心方面做足功课。 二、学生分析 根据《新课标》精神，高中英语教学要在培养学生的语言技能、语言知识、情感态度、学习策略和文化意识等素养的基础上培养综合语言运用能力。因此，高二学年的英语教学将继续培养和优化学生的
英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。同时，还要关注学生的情感，提高他们的人文素养，提高他们独立思考和判断能力，培养创新精神和实践能力，增进跨文化理解和交际能力。 三、教材分析 该板块引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外；它基于阅读文本，又超越文本信息。根据《课标》，《课标》在“使用建议”部分指出：教材内容、教学活动和教学方法应具有较大的灵活性和开放性。在不违背科学性原则的前提下，教材应该具有一定的弹性和伸缩性。允许使用者根据自己的实际需要，对教材内容进行适当的取舍和补充。因此，此教学设计着眼于把project 部分根据现在所教生源的实际情况，设当地化繁为简，让学生自己从两片喜剧中选择一个小组合作表演。并根据英语课程标准倡导的“任务型”教学途径，设计相应的教学任务，同时在整节课的教学设计中强化每个任务环节的有机结合。对学生而言，随着不同任务的转化，对他们构成了不同层次的挑战，以培养学生的综合语言运用能力，从而达到学以致用的目的。三是注重在语言材料的有效输入的基础上进行语言的有效输出。坚持先读（课文，课外阅读材料），后说（合作探讨如何表演），再演（完成舞台表演）的教学三部曲。 四、教学策略 该板块引导学生进行谈那就行学习，把英语听说读写的训练从课
牛津高中英语模块一（第1讲） 【教学内容与教学要求】 一、教学内容： 牛津高中英语模块一Unit 1 （上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building 学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。 Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3．学习阅读技巧：skimming&scanning。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪 【难点讲解】 1.What is your dream school life like? 你理想中的学校生活是什么样子? 这里dream表示心目中最理想的. 如dream team (梦之队)。
教学设计 学科高中英语 课题 教材 设计者 学校 Unit3 Celebrations Lesson1 Festivals( A reading lesson)
Ⅰ Analysis of Teaching Material This is the first lesson of this unit. Before this class, the teacher have taught the students vocabulary in Warm-up and Lesson 1. The reading passage titled FESTIVALS briefly describes three traditional festivals of China. Such a topic is closely related to students’life, thus it is very easy to arouse their interest in learning this lesson. The text covers 3 sections. Teacher should encourage students to skim for the general idea for each section, and scan for further understanding, because this lesson introduces a lot of useful new words and expressions which are only used for festivals. In order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in the each step to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. Moreover, homework is very important for an effective class. So the students are assigned to write a composition about Spring Festival, based on what they have learned in this lesson. Ⅱ Teaching Aims: 1.Learn and master the useful words and phrases. 2.Let the student learn about 3 traditional Festivals of China. 3.Train the students’ skimming and summarizing ability during reading the text. 4.Encourage students to learn more about Chinese festivals and cultivate their love to our traditional culture. Ⅲ Teaching Important Points: 1.Master the following words and phrases: be celebrated by, is said to do, be made with, fall on, the first lunar month, burn down, in many shapes and sizes, mark, many different kinds of, special food 2.Enable the students to understand the three Chinese traditional festivals, Mid-Autumn
《牛津初中英语》教学案例五年级：初二学科：英语学校：南京市第六十六中学执教：杨慧 8B Unit 4 Reading (I) Teaching aims: To read an e-mail about hosting a charity show. To improve the students’ reading skills. To make students know more about charities and what they can do for the charities. Teaching aids: Multimedia and a tape-recorder Teaching methods: 1.Imagine. 2. Listen and read. 3. Ask and answer. 4.Summarize 5.Free talk Important and difficult points: To know how to raise money for charities To learn about Ricky’s feelings before, while and after the show Emotional attitudes: By learning more about charities in China and what people do for the charities, let the students know our world is full of love. Teaching procedures: Step 1 Pre-reading 1.What is a charity?（showing this definition on the screen） It’s a system of giving money, food or help free to those who are in need because they are ill, poor or homeless, or any organization which is set up to provide money or help in this way. 策略：通过老师对charity这个词的最原味的英文解释，一下子把学生的思维跟本单元的话题拉近，也可以让学生从定义上初步获得一些我们可以为慈善事业做些什么的信息。 2.Revise the names of some charities in China and what these charities do.(showing them some pictures of these organizations) Project Hope helps schools and students in poor areas. Save China’s Tiger s protects tigers and other big cats in China. Spring Bud Project helps poor young girls return to school. Project Green Hope helps protect rivers and lakes in China. 3.Present some news.
Unit 1 Hello 一单元教学内容简析： 本单元是小学生学习英语的起始单元。小学生对学习英语大多怀有好奇、兴奋、期待的心情。英语学习的起始阶段，教师应在帮助学生进行知识积累的同时，特别重视激发和保护学生学习英语的热情，培养学生运用所学英语进行交际的意识和勇气。本着这一宗旨，本单元安排了“自我介绍”的功能项目，包括Story time,Fun time, Cartoon time, Letter time, Song time, Checking time, Ticking time等环节，训练学生综合运用语言的能力，这一安排有助于消除学生学习新语言的焦虑心理，进而激发学生参与教学的热情和信心。熟练掌握字母是认读单词的基础，本单元将教学Aa –Dd 四个字母。 二单元教学要求： 1.能听、说、读单词hello,hi,good,morning,afternoon,Miss,Mike和class。 2.能听懂、会说、会读日常交际用语Hi! Hello! Good morning/afternoon, …I’m… 3.能灵活运用句型Hi! Hello! Good morning/afternoon, …I’m…与他人进行日常交流。 4.能听、说、读并正确、规范地书写英语字母Aa,Bb,Cc,Dd。 5.能有感情地演唱歌曲Good morning。 三单元教学重难点： 见教学要求1、2、3、4. 四单元课时安排： 共计五课时 五单元教学安排： 共计五课时 第一课时Story time ＆ Song time 第二课时Fun time ＆ Letter time 第三课时Checkout time & Letter time 第四课时C artoon time & Ticking time＆ 第五课时单元检测 六友情提示 1 本单元是小学生学习英语英语的起始单元。教师应特别重视激发和保护学生学习英语的热情，培养学生运用所学英语进行交际的意识和勇气。 2 本单元Cartoon time 中出现的猫和老鼠将贯穿整册书，教师可提示学生根据它们的特征记住它们的名字。 3 字母是启蒙教学，教师要严格要求学生：一要发音准，二要书写规范，养成正确的书写习惯。
英语必修4译林牛津Unit 1精品学案（Project 第1部分） 教材：牛津高中英语(模块四)高一下学期 文档内容：教学设计—教案 单元：Unit 1 Advertising 板块：Project 1 课堂设计指导思想： 本堂课的宗旨是引导学生在“做中学”，通过让学生完成一份围绕本单元主题的传单来学习和使用英语。引导学生主动学习，帮助他们形成以能力发展为目的学习方式，鼓励学生通过体验、实践、讨论、合作和探究的方式发展自己的语言综合能力。 Teaching aims: 1. Get to learn and use English by doing a project. 2. Try to fully understand the two reading materi als and master the language items. 3. Learn to get enough information about ad campaigns from the reading materials. Teaching procedures: Step 1 Lead-in Show students two groups of pictures and draw their attention to the importance of ads. 【设计说明】通过两组图片将学生的思绪带回本单元主题，重新引发他们对广告的注意力，以旧带新，自然导入本课。 Step 2 Listen and understand Have students listen to the recording of the handout and answer the three questions to get a general idea of this reading material. 【设计说明】帮助学生通过听录音和回答问题初步理解阅读材料，并获取有关广告宣传单的基本信息。 Step 3 Reading for detailed information Ask students to read the material again carefully to get detailed information about developing an ad campaign. 【设计说明】引导学生通过详读阅读材料，更好地理解文章并了解策划广告宣传活动的主要环节。 Step 4 Main idea of each paragraph Ask students to work in pairs to focus on each paragraph of the handout and then report the main idea of each paragraph to the class. 【设计说明】启发学生注意文章的段落结构，复习说明文的阅读策略，为策划宣传单做准备，
牛津高中英语教学设计与反思 单元：Unit1 School life 板块：Reading 靖江市第一高级中学闻震宇 一·教学设计指导思想： 第一模块第一单元的主题为“School Life”, 整个单元内容的设计围绕高中生活这一主题展开，本节课的教学内容为“Reading School life in the UK”课文理解。在这一部分，学生将学会skimming &scanning阅读策略，并对英国学生的在校生活有所了解。 Teaching aims: 1. to read a magazine article about school life in the UK; 2. to learn to apply two basic reading skills: skimming and scanning; 3. to learn some expressions about school life; 4. to get some information about what school life in the UK is really like. Teaching procedures: Step1 Lead-in Play the song of ‘High School Life’ and show students’ photos. Can you guess the name of the song? What can you think of when we talk about school life? Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there. Let’s first preview the words that will be used in the article, the definition of the word is given, please match the meaning with the word. Step2 reading Before we read the article, we are going to learn the reading strategies: skimming and scanning. 1. Reading strategy－scanning We scan the text when we want to find certain information in a text quickly. Apply scanning to finish PartC1.C2. 2. Reading strategy－Skimming We skim a text when we want to get a general idea of what it is about. Apply skimming to find the key sentences of the paragraph. Find out the main idea of each paragraph and answer questions concerning the content of each paragraph. Part1: School hours: 1. Was she happy with the school hours? ______________ 2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。
译林版小学英语三年级下册教案 Unit 1 In class 第一教时 教学目标： 1. 能听懂、会说、会读、会写词汇open, the, door, close, window。 2. 能听懂、会说、会读词汇in class,sta nd up,Mr, sit dow n, please, sorry,come in. 3. 能听懂、会说、会读日常用语与句型Ope n the door/the wi ndow. Close the door/ the win dow . Sta nd up. Sit down. Come in, please. I ' m sorry. 教学重点 1. 句型：Open the door/ the win dow. Close the door/ the window . Stand up. Sit dow n. Come in, please. I ' m sorry. 2. 词汇：in class,sta nd up,Mr, sit dow n, please, sorry,come in. ope n, the, door, close, win dow. 教学难点： 1. 句型：Open the door/ the window. Close the door/ the window .Stand up. Sit down. Come in, please. 的正确读 法和在情境下的正确运用。 2. 词汇：ope n, close的用法 教学准备： 1. 第一单元Story time部分的挂图、多媒体、磁带、录音机。 2. 人物Mr Gree n, Liu Tao, Mike, Wang Bi ng 的头像卡片。 3. 句型：书写Open the door/the window. Close the door/ the window . Stand up. Sit down. Come in, please. I sorry.的条形卡。 4. 在黑板上画好四线三格。 教学过程： 一、Greetings T: Good mornin g/aftero on, class. Ss: Good mornin g/aftero on,... 出示人物头像， T: Who ' s he? S: He ' s Liu Tao/ Mike/ Wang Bing. T: Who ' s he? S: He ' s Mr Gree（引导学生说） 领读并教学Mr,区别Mr与Miss的用法。 二、Listen and act 1. 事先安排一名学生站在门外，教会迟到了说I ' m sorry. 教师关门上课。 门外学生敲门， T: S1, please open the door.（做手势） S1: Yes, Mr/ Miss ... S2 （门外学生）：I ' m sorry Mr/ Miss ... T: Come in ,... 出示句型条形卡，边做动作边领读： Please ope n the door. I ' m sorry. Come in . 2. T:（教师指门）What ' s this? S: It ' s a door.
牛津高中英语教学设计 教材：牛津高中英语(模块三)高一下学期 文档内容：教学设计—教案 单元：Unit 2 Language 板块：Project（第一课时） 作者：孙小朵 教案背景：新课改背景下，素质教育的真谛：创新与合作,着重于孩子能力的培养，鼓励在创新中成长。本课时的设计为Project的第一课时，主要是侧重于文本的处理，同时也把文章的重点短语一并完成，学生在课前做好充分的预习准备。对于Project的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于Reading的阅读，Project的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本，本文主要是讲述了中国汉字的发展历程：汉字的出现.象形字.会意字.形声字.以及简化字。 Teaching aims: 1.Let the students know the development of Chinese characters. 2.Let students know the formation of Chinese characters. 3.Learn to explain the process of the Chinese character Teaching procedures: Step 1 Lead-in Ask students a question "Can you recognise these Chinese characters?"and Show the students some pictures about developing process of the Chinese characters and introduce the topic “The development of Chinese characters”. 【设计说明】作为文本阅读的导入，首先要找一些关于课文的图片来挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。 Step 2 Skimming Skim the text and think about how many parts we can divide the whole text into,then match the main idea with each part: A The origin of Chinese characters. B Simplified Chinese characters. C. Brief introduction of Chinese characters. D. Form and development of Chinese characters. para.1 C Para.2A Para.3-4 D Para.5 B 【设计说明】通过快速阅读掌握文本的结构划分，对于文本实现整体性的粗线条把握,在文本划分基础上概括每部分的总体大意。 Step 3 Reread the text and answer the following questions Part１
牛津高中英语教学案例 ------M3,U3,Reading: Lost Civilizations 引言 近几年来，高中英语教学改革在逐步的加快和深入。新课程的实施、新教材的使用、新教法的提倡、以及改变“死读书，读死书”的问题，让学生自主学习等，已成为广大高中教师普遍关注的教学热点。国家教育部颁发的《英语课程标准》倡导采用“任务型教学”的途径，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，逐步达到教学目标规定的要求。因此，在设计教学的过程中，如何才能体现新的课程理念、培养学生的思维能力、激发学生的学习热情，就成为高中英语教学中教师所面临的一个重要的必须解决的问题。 下面以笔者的一节课为例，对教师在这一节课所设计的过程进行案例分析，阐述在新的课程标准下，如何才能让课堂焕发“新课程、新理念”的光彩。 教学背景 教学对象是高一学生，英语基础知识和听说读写技能都处于一般水平，部分学生对英语学习兴趣不浓。因此，通过让他们积极参与实践、学习和使用英语，调动他们学习英语的兴趣，是本学期英语学习的主要目标。 教材分析 本课是高一必修第三模块里的unit3, back to the past 中的阅读课lost civilizations 这一主题。由于在welcome to the unit 部分，学生已经获取了一部分关于历史文明的内容，因此在学习此部分内容时，学生就比较容易能接受。本部分内容的学习，主要是通过图片和视频，让学生了解庞贝古城、楼兰王国，并比较它们之间的区别。通过分析和讨论，让学生在理解历史的基础上，明白保护历史遗迹的重要性，并能从自身作起，铭记历史，捍卫历史。但由于此部分内容中出现的时间、地点等生僻词过多，因此，在课前，我教他们读了一下，让他们能自行阅读课文，这样在学习课文时，就容易理解。 教学目标
牛津高中英语模块一（第1讲） 【教学容与教学要求】 一、教学容： 牛津高中英语模块一Unit 1 （上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期 Huge campus and low-rise building 学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3．学习阅读技巧：skimming&scanning。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪