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牛津高一模块1 Unit 1教案

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牛津高一模块1 Unit 1教案

篇1：牛津高一模块1 Unit 1教案

Unit One School life

Period I Welcome to the unit

I. Teaching aim:

Give the Ss some impression of the school life in the UK and inform the Ss of the differences between schools in China and the UK. Enlarge the Ss’ knowledge and make them know the importance of school life in one’s life.

II. Key point:

Encourage the Ss to talk about their former school life and about their dream school life.

III. Difficult point:

To ensure every student to have a chance to express himself/ herself.

IV. Teaching method:

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

V. Teaching Procedures:

I. Lead-in:

1. Greetings and self-introduction.

2. It’s the beginning of a new term. You have just finished junior high and are about to enter a new period in your studies. I am very happy to have all of you in my class and I hope we can be friends.

3. Let the Ss introduce themselves and describe their former school and school life.

Ask them some questions:

Q1: What’s your name please?

Q2: Which school did you graduate from? / Which school are you from?

Q3: Do you have any hobbies?

Q4: How do you often spend your spare time?

4. Introduce what studying at senior high will be like and the differences between junior high and senior high.

II. Brainstorming:

1. Ask the Ss to read the instructions and focus on the four pictures.

Today we are going to look at schools in the UK and try and work out if they are the same or different from schools in China.

2. Encourage the Ss to talk about each picture with the following diagram to help them.

Pic In the UK In China

1 Huge campus and low-rise buildings

2 Lockers for every student

3 Fewer students in each class

4 At ease with our teacher

III. Further Discussion:

1. Organize students into pairs or small groups.

2. Discuss the three questions below the pictures in groups.

3. Get small groups to report their conclusions back to the whole class.

4. Conduct a feedback activity.

IV. Summary and Homework:

1. Today we have a good beginning: We have introduced ourselves to each other, and know about the differences between the lives of Chinese and British high school students. We also give a brief description of our dream school life.

2. Find out more differences between the lives of Chinese and British high school students, say more about your dream school life.

3. Make a plan of their studies in the coming years and a list of goals that they want to achieve in the three years.

Period II Reading

School life in the UK

I. Teaching Aims:

Train the Ss’ reading abilities.

Learn some useful words and expressions.

Learn more about school life in the UK and the differences between school life in the UK and in China.

II. Key Points:

1. Help the Ss to understand the passage better.

2. Learn and master some important words and phrases in this period.

III. Difficult Points:

1. How to help the Ss improve their reading ability and understand the passage better.

2. How to master the important language points in this passage.

IV. Teaching Methods:

1. Fast reading to get the general idea of the text.

2. Careful reading to understand the passage better.

3. Discussion to help the Ss understand what they’ve learned better.

4. Explanation to help the Ss master some language points.

V. Teaching Procedures:

I. Lead-in:

1. Greetings.

2. Check the homework.

3. Differences between high schools in our country and the UK and opinions on many factors and reasons for such phenomena.

II. Presentation:

Reading strategies: skimming and scanning.

Skimming: We skim a text when we want to get a general idea of what it is about. We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.

Scanning: When we want to find certain information in a text quickly, we scan the text for key words and phrase, dates, numbers, etc. We do not need to read the whole text word by word.

II. Skimming:

1. Ask the Ss to go through the passage as quickly as possible and try to find answers to the three questions in Part A.

Answers: 1. For one year. 2. Mr Heywood. 3. A small table.

III. Careful reading:

1. Listening while dealing with C2.

Answers: C2: 1.T 2.T 3.T 4.F 5.F 6.T 7.F

2. Read the article carefully and answer the questions in C1.

Answers: C1: 1. School begins at around 9 a.m. and ends at about 3:30 p.m.

2. 29.

3. Because all the homework was in English.

4. She had an extra French class.

5. Lots of desserts.

6. Manchester.

IV. Language Points:

1.(L1) Going to a British high school for one year was a very enjoyable and exciting experience for me.

① Gerund as subject:

Working in these conditions is no easy job.

Meeting you has been a great pleasure.

* It’s no use/good sending him over. It’s too late already.

It’s a waste of time arguing about it.

② exciting / excited

e.g.: The children were excited at the very thought of the journey.

It’s an exciting experience to swim in the sea.

All the students were all excited at the exciting news.

*vt. excite n. excitement adv. excitedly

③ experience

※ 10.(L47) I was very lucky to experience this different way of life.

experience: n. & verb.

[u]n. Do you have any previous experience of this type of work?

My lack of practical experience was a disadvantage.

* learn from experience 从经验中学得/ in one’s experience据……的经验看

[c]n. an enjoyable / unforgettable / unusual experience

It was her first experience of living alone.

verb.:

e.g.: Everyone experiences these problems at some time in their lives.(经历，遭受)

I experienced a moment of panic as I boarded the plane.(感受，体会)

*adj.: experienced

an experienced teacher/doctor

He is experienced in looking after animals.

2.(L2) I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3 p.m.

be happy with/ about : be satisfied with 对…...满意

e.g. : Are you happy with this arrangement?

She was happy enough with her performance.

* 1. We are happy to announce the engagement of our daughter.

2. The story has a happy ending.

3. He will be more than happy to come with us.

4. by a happy coincidence, we arrived at exactly the same time.

5. That wasn’t the happiest choice of words.

3.(L6) On the first day, all students went to attend assembly.

* attend:

△ be present at an event 出席，参加

e.g.: The meeting was attended by 90% of shareholders.

~ a meeting / a wedding / a funeral / assembly

△ go regularly to a place 定期去，经常去

e.g.: Our children attend the same school.

How many people attend church every Sunday?

△ pay attention to what sb. is saying or to what you’re doing 注意，专心

e.g.: She hasn’t been attending during the lesson.

*attend to: deal with 处理，对付 take care of 照料，关心

e.g.: I have some urgent business to attend to.

A particular nurse attended to him / his needs while he was in hospital.

Are you being attended to , Sir? 先生，有人接待您吗？

n. attendance

c.f. join / join in / take part in

(1) Tomorrow I will go to ________ an important meeting.

(2) Would you please _______ our walking.

(3) He likes _______ all kinds of outdoor activities actively.

(4) Every weekend the old woman would go ________ church.

4.(L9) He also told us that the best way to earn respect from the school was to work hard and achieve high grades.

(1) way: 方法 way to do sth. / way of doing sth.

e.g. There are a lot of ways to make money.

Soon I got used to the American ways of doing things.

* in a way / in one’s own way / in no way / in the way / on the way/ on one’s way/ in this way

e.g.: Your answer is in a way correct.

He likes to attend to his affairs in his own way.

He is no help at all; actually he is in the way.

In no way can you tell him the truth.

Work hard! We are on the way to success.

On the way to the school, I found a man lying on the road.

A car was in the way. We couldn’t get through.

You can do it in your own way.

(2) earn: vt. ①get money for work that you do 挣得；赚得

e.g.: He earns about ￡10 000 a year.

She earned a living as a part-time secretary. (=make a living)

earn money / a fortune/

②get something that you deserve, usually because of sth good you have done or because of the good qualities you have. 获得；赢得

e.g.: He earned a reputation as an expert on tax law.

As a teacher, she had earned the respect and admiration of her students.

He has worked so hard that he’s earned a holiday.

* earn one’s keep:

e.g.: He worked hard but can’t earn his keep.

*n. earnings

(3) respect: n. ① a feeling of admiration for sb/sth because of their good qualities or achievements 尊重；尊敬；敬意 ~ for sb / sth

e.g.: I have the greatest respect for your brother.

A deep mutual respect and understanding developed between them.

self-respect

② polite behaviour towards or care for sb/sth that you think is important 重视；尊重

e.g.: He is so conceited that he show a lack of respect for authority.

He has no respect for her wife’s feelings.

* in this respect 在这方面 in respect of / with respect to (=concerning/ regarding / respecting) 关于；就……而言

With respect, sir, I can’t agree. 恕我直言

vt. have a very good opinion of sb/ sth: admire sb/sth 尊敬；尊重；仰慕 ~ sb/sth for sth

e.g.: I respect Jack’s opinion on most subjects.

She had always been honest with me, and I respect her for that.

* a much loved and highly respected teacher 备受爱戴和尊敬的老师

adj. respectful 表示敬意的；尊敬的 respectable 值得尊敬的；体面的

(4) achieve: vt.

e.g.: He had finally achieved great success in the experiment.

No one can achieve anything without effort. ( succeed in reaching a particular goal or standard)

Their background gives them little chance of achieving at school.(be successful)

adj. achievable 可以达到的 n. achievement 成绩；成就；功绩

5.(L16) This is about the average size for British schools.

* average: adj.

an average rate / cost / earnings平均的

above / below average intelligence 正常的；一般的

The average of 4,5 and 9 is 6.平均数

Parents spend an average of $220 a year on toys for their children.

(well) above / below /up to (the) average平均线；平均水平

on average平均

e.g.: After he became famous, he receives 50 letters a day on average.

6.(L20) I found the homework was not as heavy as what I used to get in my old school, but it was a bit difficult for me at first because all the homework was in English.

(1) as … as: → as + adj./ adv. as as + adj.+a/an + n. + as as+many/much…+n. +as

e.g.: He doesn’t speak as fluently as I do.

Our neighbour has as big a house as ours.

We’ve produced twice as much cotton as we did ten years ago.

* as long as / so long as / as well as / as far as / so far as / as good as / as early as / as … as possible / as … as sb. can

(2) what+noun-clause:

e.g.: What he does doesn’t agree with what he says.

No one told me what was happening on the night of last Sunday.

(3) used to:

e.g.: There used to be a river in front of our school gate, usen’t / usedn’t / didn’t there?

→Used there to be …? Or: Did there use to be …?

I used to smoke, but I gave up several years ago.

c.f.: be used to do 被用来 be / get used to sth./doing sth.习惯于;适应

e.g.: Wood can be used to make tables.

He isn’t used to the life / living in the big city.

Don’t worry--- you’ll soon get used to his sense of humour.

(4) a bit:

△ = a little I am a bit / a little tired.

Work a bit/a little harder and you’ll earn higher grades.

△c.f.: a little This will give us a bit of / a little time.

△ not a little : very much / not a bit: not at all

e.g.: He doesn’t work hard usually, so each time he is not a little worried about the exams.

He has been well prepared for the exam, so he is not a bit worried.

* bit by bit逐渐地 / a bit of 稍微，颇有几分/ every bit完全 / do one’s bit尽一己之力

7.(L26) My English improved as I used English every day and spent an hour each day reading English books in the library.

(1) as: conj.

e.g.: As he grew older, he lost interest in drawing.

Leave the papers as they are.

As she has been ill, perhaps she will need some help.

Young as he is, he knows a lot.

(2) spend: vt. (spent, spent)

* spend sth. on sth. spend sth. (in) doing sth.

e.g.: He spent ￥1000 on a new suit / updating his computer.

She spent too much effort on things that doesn’t matter.

c.f.: spend take pay cost worth

e.g.: How much does the book _______? How much is the book __________?

It ______ her twenty minutes to go to school on foot.

While studying in London, she _______ a lot of money on books.

He only _______ the owner half the price for the dictionary.

8.(L28) I joined the computer club at lunch time, so I could e-mail my family and friends back home for free.

free: adj. vt. & adv.

adj.: I have no ambitious other than to have a happy life and be free.(be free to do…)

“Can I use the phone?” “Please, feel free.”

He walked out of jail a free man.

We are offering a free gift so long as you come to our store.(for free)

Ensure there is a free flow of air around the machine.

He held out his free hand and I caught it.

If you are free for lunch, I will take you out.

This food is absolutely free from artificial colour and flavourings.

l free from…不受……影响的，没有……的

l free of…. 无……的，摆脱了……的（free of charge）

l set free 释放

IDM: free and easy 随变，无拘束 get / have a free hand 可以全权处理，有自主权

There is no such thing as a free lunch.没有免费的误餐。

vt.: free sb./sth. from / of sth.

e.g.: The hijackers agreed to free a further ten hostages.

These exercises help free the body of tension.

adv.: Children under five travel free.

9.(L30) Cooking was really fun as I learned how to buy, prepare and cook food.

(1)fun: [u]n. enjoyment, pleasure; a thing that gives enjoyment or pleasure快乐，乐趣，快乐的事

e.g.: We had a lot of fun at the Sarah’s birthday party.

What fun it is to jump into the river on a hot day!

* have fun / for fun /in fun / make fun of /

(2) prepare: vt.&vi. preparation: n.

prepare to do / prepare sth./ prepare for sth. / be prepared for sth. / prepare sb. to do /

make preparations for sth. / in preparation for

e.g.: I’m preparing to write a speech for the meeting.

Mother is preparing lunch in the kitchen.

They are busy preparing for their lessons.

Mother is preparing Father to go on a trip.

What will be done in preparation for the Olympic Games in Beijing?

V. Consolidation:

Page 5 Ex E ( 2 minutes’ preparation, then do it in chorus)

Answers: experiences / literature / desserts / headmaster / different / life / preparing

VI. Discussion:

Now you’ve known much about Wei Hua’s school life in the UK. From the text we know that they have a variety of subjects to choose from. You may be quite puzzled whether it is necessary for senior students to learn some of them, such as so many languages and woodwork. Here let’s have a discussion:

1. Should students learn more language? Why or why not?

2. What subjects would you like to take if you could choose? Why?

Example:

A: What subjects do you like best and least?

B: I really enjoy ……, because I ……. But I am not good at …….

A: I like ……. Do you think we should learn more foreign language?

B: Perhaps we should ……

After several minutes, ask the act out their discussion in pairs.

VII. Summary and Homework:

Today we’ve learned a text about Wei Hua’s experience in the UK. First we learned some reading strategies: skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum.

Read the passage after class and get familiar with these language points.

Have a further discussion with your partner about the topics in Part F.

Further exploration: Organize the Ss’ ideas to form a report on “ Interest is the best teacher in learning” and share it with others the next day.

Period III Word Power

I. Teaching Aims:

1. Learn to read a map.

2. Enlarge our vocabulary by learning about school facilities.

II. Key Points:

1. Review expressions of asking and answering the way.

2. Some common techniques to enlarge our vocabulary.

III. Difficult Points:

1. How to express themselves in English when finding the way.

2. Master some techniques to enlarge vocabulary.

IV. Teaching Methods:

1. Competition to stimulate them to act quickly and actively.

2. Association to increase their interest and enlarge vocabulary.

V. Teaching Procedures:

I. Greetings:

II. Lead-in:

1. Ask the Ss to recall the first day they came to this school. Ask them if they had any difficulty in finding their way to their classroom or any other buildings that day.

2. Encourage the Ss to think of the patterns they learned in junior high.

* Excuse me, can you tell me the way to ….?

Excuse me, which is the nearest way to ….?

Excuse me, how can I get to / arrive at / reach ….?

*Turn right/ left, and walk straight on. At the end of the first / second crossing, you will find it on your right/ left. You can’t it.

*Walk towards / past…, and then walk between … and …. You will find … at the end of the road.

III. Reading the map:

1. When we go the a place for the first time, a map is very helpful. It can help us to get familiar with the place soon and find our destinations quickly. Do you often take a map when you go to somewhere?

Show the map on Page 6 on the screen.

Questions: Where is Wei Hua now and where she wants to go? …

There is another route here on the map. Who’d like to explain it?

2. Hide-and-seek:

Ask each of the Ss to write a route and he or she asks another one to tell where you are at last.

IV. Notice Completion:

Part C

V. Vocabulary extension:

1. Ask the Ss where the gym is in the map. ( opposite the canteen)

2. Ask the Ss what kinds of equipment are usually provided in a gym and why gyms are popular nowadays.

3. Write the number of each piece in the correct box.

4. Stimulate the Ss to list related vocabulary.

VI. Summary and Homework:

1. Today we have covered word power. In this class we learned to express ourselves in finding ways. We have also learned some words for equipment in a gym.

2. After class do Part B in word power by yourselves and we’ll check it tomorrow.

篇2：牛津高一unit 1 reading教案

Period 2 Reading

The General Idea of This Period:

This period is about the reading of the passage School Life in the UK. It will help you to learn more about school life in the UK and the differences between that in the UK and in China. Meanwhile you can learn some reading strategies such as skimming and scanning.

Teaching Aims:

Train the students’ reading ability.

Learn some useful words and expressions.

Learn more about school life in the UK and the differences between school life in the UK and in China

Teaching Important Points:

Help the students to understand the passage better.

Learn and master some important words and phrases in this period.

Teaching Difficult Point:

How to help the students improve their reading ability and understand the passage better.

How to master the important language points in this passage.

Teaching Methods:

Fast reading to get the general idea of the text.

Careful reading to understand the passage better.

Discussion to help the students understand what they’ve learned better.

Explanation to help the students master some language points.

Teaching Aids:

A tape recorder.

A multimedia.

Teaching Procedures:

Step 1 Greetings

1. Greet the whole class as usual.

2. Check their home work if any

Step 2 Reading

T: Last time we learned about some differences between Chinese and British school life. Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.

T: This is the first time to read a passage, so first let’s share some reading strategies:

Reading strategies: skimming and scanning

We skim a text when we want to get a general idea of what it is about. We look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.

When we want to find certain information in a text quickly, we scan the text for key words and phrases dates, numbers, etc. We do not need to read the whole text word by word.

T: Now let’s skim the text quickly and answer these questions. Hand up when you get the answers.

(T show the questions on the screen.)

1. How long did Wei Hua stay in Britain?

2. What was the name of Wei Hua’s class teacher?

3.What did Wei Hua make in her woodwork class?

篇3：牛津高一unit 1 grammar教案

Period 4 Grammar and usage

The Attributive Clause

The General idea of this period:

This period will deal with the grammar part: the Attributive Clause. You will have systematic explanations of the Attributive Clause as well as some exercises to consolidate what you learn.

Teaching Aim:

Introduce attributive clause

Teaching important point:

The basic usage of the relative pronouns and learn to use them in different situations.

Teaching difficult point:

How to help the students to learn the grammar efficiently.

Teaching method:

Deduction to present the usage of the relative pronouns and then some exercises to consolidate what we have learned.

Teaching procedures:

Step1 Greetings

Step2 Presentation

Look at the picture at page8 and ask the students to speak out what they may think of.(Write down these three structures on the Bb or show them on the screen below the picture.)

Adjective: a green team

Prepositional phrase: a team in green

Attributive clause: a team who were wearing green

Attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.

Read Part2 at page8. Attributive clauses are usually introduced by relative pronouns like which, that, who, whom, and whose, or relative adverbs like where, why and when. In the clause these relative words usually function as the following: (page8)

Step3 Read the article at page9 and underline the attributive clauses you find in the article.

Relative pronouns: that, which, who, whom and whose. Read this part at page10 and grasp the usages of these relative pronouns.(show the screen) Then do the exercise at page11.

Step4 Consolidation

Finish the exercises at page88

Step5 Homework

Complete the Attributive Clause exercises

篇4：牛津版高一英语教案

Teaching aims and demands

类别课程标准要求掌握的项目

话题 1． Talk about sports

2． Talk about interests and hobbies

3． Talk about the Olympics

4． Write a sports star’s profile

功能 Interests and hobbies

Which do we like…or …?

What’s your favorite sport?

Which sport do we like best?

Which do we prefer…or…?

What about…?

Are you interested in…?

词汇 vocabulary

continent well-known athlete gold medal torch badminton tie final dive shooting

Greece competitor motto further rank gymnastics prepare preparation effect flame

compete flag weight position superstar point skill weigh title gesture facial

stand for because of speed skating track and field take part

in preparation for

语法 Future Passive Voice

The human of Beijing will plant more trees and build new roads.(陈述句)

More trees will be planted and new roads will be built by the human of Beijing.

Beijing will hold the 29th Olympic Games in the year .（疑问句）

When will the 29th Olympic Games be held in Beijing.

Period Arrangements:

warming up reading materials

Period 1 listening Period 2，3

speaking language focus

listening (WB) complementary listening material

speaking

Period 4 speaking Period 5 complementary reading material

writing(WB)

integrating skill(writing) assessment

Teaching Procedures of Period 1:

Step1.Warming up (15 mins)

Ss know a lot about sports from everyday life and media， so I arrange such a task -discussion(group of 4):

Q: What do we know about sports?

During this process， if Ss can’t express themselves in English， Chinese is also all right. Besides， it is a

good chance to present new words. If necessary， I will make some complements. At the same time， I will present them as many pictures about sports as possible.

Possible response:

school sports meet

Sports meet the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games: volleyball， basket ball， football， table tennis， tennis，，golf

badminton， bowling， baseball， American football， ice hockey etc

Events of sports track and field: relay race， long jump， high jump， pole jump， discus， shot， javelin etc

gymnastic: rings， double bars， high and low bars， horse ， free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham， Mike Owen， Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate

relevant vocabulary.

Step 2. Speaking(15 mins)

Task1(pair work): Talk about their favourite sports， favourite sports stars， and the reason why they like them， with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness (See postscript 1)

Task3(group work): Add up their total scores and divide by the number of human. Then get their group’s average scores. Discuss their survey answers.

1). Do you think your group is doing well or not? Why ?

2). How can you become fitter?

Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.

Step 3. Listening (15 mins)

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

Purpose: to work as a guide of listening part.

Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity， the students will hear three sports reports about basketball， football table tennis. It is what they are interested in and to learn to understand sports news report.

Step 4. Homework Assignment

Task: Find out some background information about the Olympics. T will offer them some websites as well:

www.olympic.org www.specialolympics.org/

www.athens.olympics.org/ www.beijing-2008.org

Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.

篇5：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6：牛津高一模块一单元 Word power教案

Warming-up

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.

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.

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.

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 , 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 , 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. （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：牛津高一模块一Unit 1 Project period 1 教案

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.

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

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.

篇9：译林牛津高一 unit 2 (1-10课时)教案

南师附中周平

Teaching objectives:

To introduce and develop the theme of growing pains

To form a positive attitude towards growing pains and learn to solve family problems wisely

To identify the difference between American English and British English

To learn about some colloquialisms and their origins

To develop the skills of how to read a play

To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses

To develop listening ability through a radio talk show

To develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant theme

To develop the ability of reading for gist

To develop writing ability by presenting a dialogue and an advice letter

To learn to be cooperative and helpful when working together

Teaching plans:

Period 1-Welcome to this unit

Period 2-Reading 1 (Comprehension focus)

Period 3-Reading 2 (Word focus)

Period 4-Reading 3 (Consolidation of words)

Period 5-Word power1

Period 6-Word power2

Period 7-Grammar & usage

Period 8-Consolidation of grammar

Period 9-Task presenting a dialogue1

Period 10-Task presenting a dialogue2

Period 11-Project writing an advice letter

Period 12-Exercises

Period 1 Welcome to this unit

Teaching objectives:

To introduce and develop the theme of growing pains

To develop speaking ability by talking about families and problems that happen between teenagers and parents

To know more about classmates and their families

Teaching procedures:

I. Lead-in:

1. Presenting family albums:

In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.

2. Brainstorming questions:

Do you always show respect to your parents?

Do you always do what your parents want you to?

Do you sometimes quarrel with your parents? Why do you quarrel?

II. Picture talking (pair work)

Ask Ss to look at the pictures. Imagine the situations and try to describe them as fully as possible with their own words.

Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.

Invite some Ss to report back their descriptions.

III. Sharing opinions (group work)

In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.

Questions for discussion:

What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.

*not doing homework,

*not getting up on time,

*spending too much time or money on …

*bad school behaviours

*not helpful with housework

*making friends with persons that parents don’t like

*…

What would you do if your behavior upsets your parents?

Who do you choose to talk to when you have a problem and want to talk to someone? Why?

Do you think there is a generation gap between you and your parents? How do you overcome the gap?

IV. Assignments:

1. Preview the new words of this unit on page 64 (from “act” to “rude”)

2. Think about this questions-What are growing pains? Do you have any pains? What are they?

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Period 2 Reading 1

(Comprehension focus)

Teaching objectives:

To develop the skills of how to read 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:

I. Lead-in:

Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?

II. Reading:

1. Remind Ss of the instructions on reading a play before reading

2. First reading and checking out Part A on page 22

3. Second reading (following the tape) and checking out C1 & C2 on page 24

4. More comprehension questions:

Why does Eric sound frightened when he sees his parents back?

How does Mom know that the dog is tired and hungry?

What does Dad mean by saying “This is not a family where bad behavior goes unpunished…”?

III. Thinking after reading:

Ask Ss to use their imagination and think of an end to the play.

Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?

If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind?

IV. Assignment:

1. Read the play aloud with partners.

2. Underline difficult words or sentences that need explaining.

3. Finish D1 & D2 on page 24.

4. Finish E on page 25.

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Period 3 Reading 2

(Word Focus)

Teaching objectives:

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

Teaching procedures:

I. HW checking out:

1. D1 & D2 on page 24

2. E on page 25

Ask Ss:

what they think of the way Daniel and his parents solve their problem

what kind of a boy Daniel is

II. Difficult points:

(In this part, Ss are encouraged to raise their questions.)

1. Eric runs in after it, followed by a big dog, walking very slowly.

2. …you weren’t supposed to come home until tomorrow!

3. Daniel, we thought you were an adult, …

4. Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.

5. …but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.

III. Words focus:

1.Word definition:

In this part Ss are to understand words and expressions in the text.

Ask Ss to match the expressions in Column I with the right definitions in Column II.

Column I Column II

a. be supposed to do 1. to talk about sb’s faults in an unfair way,

or to be too strict with sb.

b. deserve to do 2. to want to have sth. or do sth.

c. now that 3. used to ask or talk about how sb. should deal with sth.

d. in charge 4. used to say a light or fire is off or out

e. be hard on 5. used to say what is/was expected to happen,

esp. when sth. didn’t happen; used to say

that one should or should not do

f. go out 6.to hope that one will get sth. from sb.

g. expect…from… 7.in a position where you have the duty to make

decisions so that anything bad will not happen

h. feel like 8.used to say one should receive (a reward or

a special treatment) for what he has done

i. (what to) do with 9. because of sth. or as a result of sth.

2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.

1. The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)

2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong?

---It really doesn’t matter. That’s ________ and will soon pass. (growing pains)

3. His strange question made his friends feel surprised; that means his strange question ______ his friends. (surprised)

surprise-n./ vt.

surprised-adj.

surprising-adj.

surprisingly-adv.

My dad bought me an iPod on my birthday, which is a great ____ to me. (surprise)

What _____ me most was that flowers there were so cheap. (surprised)

He had a _____ look on his face at the news that she married John. (surprised)

---How was the exam?

---_____ easy. (surprisingly)

5. The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)

6. Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)

6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)

7.Mrs. Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)

8.Little Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)

9. The mother never praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)

10.Daniel thought his parents _______ him because they shouted at him before he could explain. (hard on)

11. The Chinese Women’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)

12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)

13. ---It is so hot. I _____ a big iced cola. What about you?

---Mineral water, please. (feel like)

IV. Assignments:

1. Finish A1 & A2 on page 86.

2. Finish D1 on page 89.

Make sure Ss read the text carefully and review what they’ve learned before doing exx.

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Period 4 Reading 3

(Consolidation of words)

Teaching objectives:

To consolidate the use of words and expressions through

Teaching procedures:

I. Checking out A1 & A2 on page 86:

II. Checking out D1 on page 89:

III. Assignments:

1. Memorize the new words in the text and get ready for a dictation tomorrow.

3. Read the play again and think about the question:

Is the play written in British English or American English? How do you know?

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Period 5 Word Power 1

Teaching objectives:

To identify the difference between American English and British English

To develop the ability of understanding words in context

Teaching procedures:

I. Lead-in: Dictation of words in the text:

(Ask a student to write on the blackboard.)

vacation

soccer

trash can

garbage

living room

behavior

adult

decision

explain

deserve

II. Word Power

1. focusing on the differences between American English & British English by checking out the dictation on the blackboard:

American English British English

vacation holiday

soccer football

trash can dustbin

garbage rubbish

living room sitting room

behavior behaviour

*Ask Ss “In which aspects does American English differ from British English from the examples above?”

(in vocabulary and spelling)

* Ask Ss “Does American English differ from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples.

Differences Examples

pronunciation

grammar

spelling

vocabulary

* Ask Ss to use the information on page 26 and practice the dialogue on page 26.

* Ask Ss to discuss the following questions:

The accents in American English and British English are partly different. Which do you prefer?

Do you think it helpful to know about these differences?

2. Understanding words in context:

* Letting Ss read “A” on page 90 so that they can learn more about this topic.

* Checking out the comprehension questions

* Understanding some new words from the context of the passage

He was the major reason for the program’s huge success.

major-very large or important

Mike kept making trouble but was always charming.

charming-very pleasing or attractive

From the first few episodes of “Growing Pains” Mike was always getting into trouble.

episode-part of a TV or radio program in which the same story is

continued

These stories are good examples of the two sides of Mike’s nature.

nature-qualities that make someone a particular type of person

He was naughty but also a caring and warm person.

naughty-(used by adults talking about children) bad, causing trouble

caring-thinking about what other people need or want and trying to

help them

III. Assignments:

1. For bonus: Find two more examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.

2. Do “B” on page 91.

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Period 6 Word Power 2

(Colloquialisms focus)

Teaching objectives:

To learn about some colloquialisms and their origins

Teaching procedures:

I. HW checking out:

1. Collecting examples of American English and British English

2. Checking out “B” on page 90

II. Colloquialisms

1. What is a colloquialism? How is it used?

2. Presenting sentences with colloquialisms:

I know you are busy, but could you just lend me an ear for a minute?

Meaning: to listen and pay attention to

Origin: In William Shakespeare’s time, around 1600, it was a common way of asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar”.

If we don’t win this basketball game by at least twenty points, I will eat my hat.

Meaning: a saying used when you are 100 percent certain that something will happen

Origin: Many great writers, including Charles Dickens, have this expression.

3. Ask Ss to focus on Part A and have them finish this exercise individually.

Origins of some colloquialisms:

a wet blanket

meaning: a person who spoils other people’s fun by being boring

origin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.

all ears

meaning: eager to listen; listening attentively

origin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.

pull my leg

meaning: to fool someone; to joke with someone

origin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.

4. Ask Ss to do Part B on page 27.

In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.

III. Assignments:

1. Work out the meanings of the following colloquialisms:

a. My parents and I don’t always see eye to eye about school issues.

b. I’ve got a major test tomorrow, so I better hit the books.

c. Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.

2. Review the attributive clause learnt in Unit 1.

3. Read the play again and pick out sentences containing attributive clauses.

Period 7 Grammar and Usage

Teaching objectives:

* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses

Teaching procedures:

I. HW checking out: understanding some colloquialisms

II. Grammar and Usage:

1. Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary.

2. Ask Ss to do “A” & “B” on page 29.

3. Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.

4. More practice should be provided to Ss.

The pen with which I write my homework every day is broken, so I’ll have to buy a new one.

Can you please give me a piece of paper on which I can write a note to Miss Liu?

Do you know the woman with whom/to whom/about whom our teacher is talking?

The man from whom/for whom I bought the old picture is over eighty.

The way (in which/that) she sang surprised all the judges.

* * * *

Do you still remember the day on which we first met each other?

Yesterday we visited a factory in which toys are made.

She didn’t tell us the reason for which she gave up her job.

5. relative adverbs: when, where and why

Do you still remember the day on which/when we first met each other?

Yesterday we visited a factory in which/where toys are made.

She didn’t tell us the reason for which/why she gave up her job.

6. let Ss read instructions on page 30

7. practice on page 31

III. Assignments:

1. Do C1 on page 88 (WB)

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Period 8 Consolidation of grammar

Teaching objectives:

To have more practice on the usage of attributive clauses

Teaching procedures:

I. Consolidation of Grammar:

1. HW checking out-C1

2. Additional practice-this part focuses on situations in which relative pronounces and relative adverbs are used

Tell Ss that when , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.

Examples are as follows:

Shanghai is the first city that Eric visited in China.

The city that/which gives Eric a deep impression in China is Shanghai.

Shanghai is the city where Eric’s grandfather used to work.

He will always remember the days that/which he spent in America.

He will always remember the days when he studied in America.

No one knows the reason why he changed his mind.

The reason that/which he gave us is not good enough.

3. Do C2 on page 88.

Ask Ss to do this exercise individually and check out in class.

II. Assignments:

1. Read the diary entries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)

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Period 9 Task presenting a dialogue (1)

Teaching objectives:

To understand how a speaker is feeling by identifying different tones

To develop listening ability through a radio talk show

To develop the skill of reading for gist through diary entries and a thank-you letter

To learn how to write a dialogue

Teaching procedures:

I. HW checking out:

1. Ask Ss to check with their partner about the main point and words showing the writer’s mood.

2. Invite some Ss to tell the class the main point of the entry.

II. Step 1: listening to a radio phone-in programme

1. Lead-in:

Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.

2. Understanding tones in spoken English

1) Ask Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:

the volume

the tones

stressed words

the pause

2) Have Ss listen to the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.

3) Have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:

If someone is happy about his coming, how will he say it?

If someone doesn’t want him to come, how will he say it?

If someone is excited about his coming, how will he say it?

If someone is frustrated or questioning, how will he say it?

4) Let Ss listen to the tape and finish Part A on page 32.

5) Ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.

3. Listening to a radio phone-in programme:

1) Ask Ss to listen to a radio phone-in programme and write the names of the callers in the space below.

2) Ask Ss to say something about the pictures.

Picture 1:

What did Jane call about last week?

Why did Jane call this time?

Picture 2:

What problem does Christina have with her mum?

What does the host advise her to do?

Picture 3:

What problem does Shirley have?

What is she supposed to do according to the host?

Picture 4:

What does Richard’s father want him to do?

What does Richard want to be when he grows up?

What advice does the host give Richard?

Picture 5:

What makes Patrick feel lonely?

What advice does Patrick get from the host?

Picture 6:

Why does William’s father want him to go out?

What is William supposed to do?

III. Step 2: reading a thank-you letter

In this part, Ss are asked to

read the letter and the sentences below

decide if the sentences are true or false

IV. Assignments:

1. Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.

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Period 10 Task Presenting a dialogue (2)

Teaching objectives:

To develop writing and speaking abilities by presenting a dialogue

To learn to work with others

Teaching procedures:

I. Presenting a dialogue:

1. skills building: writing a dialogue

1) Points about writing a dialogue:

In this part Ss are asked to read the guidelines on page 36

Don’t include words like “Umm” or “Hmm” in a dialogue.

Don’t repeat words that have just been said.

Use the words the characters say to show their feelings and moods.

2). Ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners

2. Presenting a dialogue in groups:

1) Let Ss read the guidelines on page 37.

2) Have Ss work in groups of three and each group makes up a dialogue with the information provided.

3) Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.

II. Assignment:

1. Read the two letters on page 38 and think about how you can advise them to solve their problems.

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Period 11 Project Writing an advice letter

Teaching objectives:

To develop the writing ability by producing a letter

To work together and help solve problems

Teaching procedures:

I. Project writing an advice letter:

1. Lead-in:

In almost every family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.

2. Have Ss answer some questions about the letters:

Why does the father write the letter?

What does the father think of his son?

What is the father worrying about?

Why does the son write the letter?

What are his problems?

How does he feel about his father?

How are you going to advise them to solve their problems?

3. Have Ss work in groups on Part B on page 39:

Let Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones.

Assign roles to each group member:

Task 1: doing research to find examples of advice letters

Task 2: writing an outline for the letter

Task 3: writing the letter

Note:

* Any of the tasks can be shared by two or three people.

* The letter is to be read to the group after it is written and group members make changes if necessary.

4. Producing the letter:

To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.

II. Assignments:

1. Finish the letter and have it typed on A4 paper.

2. Read the two letters again and work out the meaning of new words with the help of dictionaries.

3. Do B1 & B2 on page 87.

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Period 12 Exercises

Teaching objectives:

To develop listening ability through “Listening” on page 92

To consolidate the use of words in B1 & B2 on page 87

To learn to express opinions clearly by writing a report (optional)

Teaching procedures:

I. Listening practice on page 92

II. Checking out B1 & B2 on page 87

III. Writing practice on page 93 (optional)

篇10：译林牛津高一UNIT 3 整单元教案

主备人：牟娟侯中华

总课题 Advance with English Book 1 Unit 3 Looking good, feeling good

总课时 10 第1课时

课题 Welcome to the Unit

课型 speaking

教学目标

Make students pay attention to their health, and how to keep healthy.

Get the Ss to improve oral English by talking about the pictures.

教学重点

Students are expected to express their own opinions by comparing the importance of beauty and

health.

教学重点 Encourage students to speak freely.

教学过程

Step 1 Lead-in

Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”

Some questions about yourself:

Do you think appearance plays an important part in your life?

Which do you think is more important, looking good or feeling good?

Step 2 Talk about the pictures

“Wow! I think this blouse will make me look slimmer.”

“This is really difficult but I feel so strong.”

“You must get enough sleep to stay healthy.”

“Eating more fruit makes me feel better.”

Step 3 Discussion:

Choose one picture and have a free talk.

Who is the person?

(2) The reason why he/she does so as the picture shows

(3) Give some details about the picture

(An example： Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)

Step4 Talk about questions on P41

(1) Do you think we can change our appearance by wearing different clothes?

(2) Which do you think is more important, eating well or doing exercises?

(3) What do you do to keep yourself looking good and feeling good?

Step 5 Further discussion:

Looking good Feeling good

Advantages

Disadvantages

总课题 Advance with English Book 1 Unit 3 Looking good, feeling good

总课时 10 第2课时 Reading

课题 Looking good, feeling good

课型 reading

教学目标

Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.

Stimulate the Ss’ interest in learning English by talking about their own opinions when it

comes to the topic “To be beautiful or to be healthy ”.

教学重点

Understanding the text.

教学难点

Encourage students to speak freely.

教学过程

Step 1 Lead-in

(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.

(2) Discuss ways of losing weight.

going on a diet b) exercising in the gym

c) receiving surgical treatment d) taking weight-loss pills

(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.

Step 2 Reading comprehension

(1) General questions: (1st reading)

Where does Amy come from?

What kind of pills did Amy take?

What caused Amy’s liver to fall?

Ex C1 Choose the best answers. (2nd reading)

Questions: 1-6

Step 3 Further reading

(1) Ex C2 Find the main points in the three letters (3rd reading)

Subjects Main points

1 Dying to be thin

2 Recovering

3 Re: Recovering

(2) Ex D1 D2 Detailed understanding and learning new words in the context.

Step 4 Develop reading ability through usage

(1) Ex E Complete the letter based on the text.

Step 5 Consolidation and Expansion (Choose one of the following.)

(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?

(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?

(3) What do you think is the best way to keep healthy? Why?

Step 6 Homework

Read the whole text (1) to know what Amy had to stay slim and how she recovered.

总课题 Advance with English Book 1 Unit 3 Looking good, feeling good

总课时 10 第3课时

课题 Looking good, feeling good

课型 language points

教学目标 Master the usage of some important words and expressions in the play.

教学重点 the study of some language points

教学难点used to do sth be/ get used to sth/ doing sth work wotth

touching touched

教学过程

Step 1 Revision

Check the language usage in the text

(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’ (4) Question tags

Step 2 Language points (Learn and use)

1.die-died-died

dead adj. death n.

dying adj. 快要死的，快要消失的

Nothing can save the dying man.

什么都救不了那生命垂危的老人

These are dying traditions.

这些是即将消失的传统。

2.hear from 收到…来信

I’m looking forward to hearing from you

我期盼着尽快收到你的来信。

hear about 听到…消息

hear of sb/sth =be told about sb/sth 听说

I‘ve never heard of the place.

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

used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法

It used to be thought that the Earth was flat, but now everyone knows it is round.

Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?

I never got used to going to bed so early.

Computers are used to do a lot of work in many companies.

4.work out 锻炼；计算出，结果…

In order to keep a good figure my sister work out in the gym everyday.

我妹妹为了保持身材每天都去健身房锻炼。

Can you work out how much money it will cost?

你能计算出花了多少钱吗？

work 运转；有效，起作用

I bought the MP3 yesterday but it doesn’t work.

我昨天在这儿买了个MP3，但现在它坏了。

Your idea sounds god but won’t work..

你的注意听起来不错，但行不通。

5..I’m trying to lose weight because I’m so ashamed of my body.

be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…

6..Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.

Since /now thatyou have a three-day holiday, why not go to the countryside to enjoy the quiet life there?

7.become slimmer and slimmer 越来越瘦

become more and more beautiful

8.They contain a harmful chemical that caused my liver to fail.

contain / include区别和用法

To keep fit, we should always avoid food containing too much fat.

The price includes the postage charges.

9.keep doing sth 一直，反复干…

keep…from doing sth =prevent/stop..from doing

10.priceless =invaluable 无价的，贵重的

worthless=unworthy=valueless =useless 无用的

11.recover vt. 恢复，康复

I’m recovering my strength after a flu.

我得过流感后体力正在慢慢恢复。

vi. recover ..from 恢复到正常状态（健康，神智等）

Trade soon recovered from the effects of the war.

贸易摆脱了战争的影响而很宽复苏了

12.match. n. v. 搭配，匹配

This tie is a good match for you suit

I need a tie to match this suit.

13.advice [u]

take/follow/accept one’s advice. 采纳建议

ask sb for advice 征询建议

14.worth adj. 值

be worth +n

be worth doing

The car is worth 200.000.

His suggestion is worth nothing.

Shakespeare’s plays are worth reading.

Cf. be worthy to be done

be worthy of being done

The novel is worthy of being read a second time

… is worthy to be read..

15.This is really a touching story-a stranger who donated part of his liver to a girl he doesn’t even know!

The son and his parents are parting at the station with tears in their eyes. What a touching scene!

touching; exciting; moving; disappointing, interesting… (arouse the feeling…)touched; excited; moved; disappointed, interesting… (be made to feel…)

The excited children were opening their Christmas presents. (excite)

She was deeply moved when she watched the moving film. (move)

16.embarrass v.使窘迫，使人不好意思

He was embarrassed about the stupid mistake.

embarrassing adj. 令人局促不安的

17.come across 偶然遇到

I came across an old friend in the street yesterday

come up with sth提出或找到（答案，方法等）

come about=happen

come to oneself 恢复正常，醒过来

come out (指花朵等)开始长出，吐艳

Step 3 Consolidation

Read the text and find the sentences containing the language usages we have just learned.

Step4 Homework

(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.

总课题 Advance with English Book 1 Unit 3 Looking good, feeling good

总课时 10 第4课时

课题 word power

教学目标 Learn and master the new words about sports

Enlarge the knowledge about sport

教学重点Talk about sports to learn new words

教学难点Remember some new names of sports

Important points & difficult points:

(1). Talk about sports to learn new words

(2). Remember some new names of sports

教学过程

Step 1 Lead-in

Talk about the 10th National Sports in Nanjing:

(1) What have Nanjing people done for the 10th National Sports ?

(2) What can I do for this sports meeting?

(3) How many kinds of sports can you name ?

Free talk about yourself.

(1) Of all kinds of sports, which do you like most?

(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?

Step 2 Read and speak

(1) Part A on page 46

(2) Find all the names of clubs

Step 3 Further study

Talk about expressions of the pictures about sports:

badminton tennis boxing fencing

weightlifting squash shooting volleyball

basketball football aerobics triathlon

Step 4 Read and understand

(1) Complete the exercise of Part C on page 47.

(2) Some questions for you :

1) What suggestions does Zhou Ling give to Amy?

2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.

If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.

If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.

(3) Types of sports Part D (P47)

Do you know which are indoor sports and which are outdoor sports? Think more!

boxing beach volleyball fencing

gymnastics skiing baseball…

总课题 Advance with English Book 1 Unit 3 Looking good, feeling good

总课时 10 第5课时

课题Grammar and usage (1)

教学目标 Master the usage of non-restrictive Attributive Clause.

Practice about all kinds of Attributive Clause.

教学重点Non-restrictive Attributive Clause.

教学难点Remember some new names of sports

Important points & difficult points:

the usage of “which” and “that” in Attributive Clause.

Some special usage of “that” in Attributive Clause.

教学过程

Step 1 Lead-in

(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses

(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.

(3) Ask Ss to find out the differences between these sentences.

That is,

Comma;

The Non-restrictive Attributive Clause can be left out;

We can’t use “that” in this kind of sentence;

We can’t miss the relative words, either.

Step 2 Initial knowledge of Non-restrictive Attributive Clause

Find out the Non-restrictive Attributive Clause on page 42-43 (Reading).

Step 3 Non-restrictive Attributive Clauses

(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;

(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;

(3) More exercises.

Step 4 Further study of the Attributive Clauses

“That” must be used in Attributive Clause in the following cases:

(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.

(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.

(3).The antecedent is modified by an ordinal or superlative

(4). The antecedent is modified by only, very, last, etc.

(5). The antecedent refers to people and things.

(6). A sentence begins with who or which.

(7).A relative pronoun functions as predicative.

More examples are available in each part.

More exercises are available as well.

Step 5 Summary and homework

Complete the exercises on page 48-49.

总课题 Advance with English Book 1 Unit 3 Looking good, feeling good

总课时 10 第6课时

课题Grammar and usage (2) Question tags

教学目标Review the usage of intonation, and learn how to read question tags.

Learn and master the form of question tags.

教学重点question tags.

教学难点Some special forms of the question tags.

教学过程

Step 1 Lead-in

T shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.

T: Do you say “I love you” to your parents? And how do you say it?

S: …

T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.

Step 2 Question tags

T introduces the definition of question tags and the basic usage of question tag.

(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;

(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;

(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.

(4) We use an auxiliary verb, model verb or be in a question tag.

(5) After an imperative clause, we use will you. After Let’s, we use shall we.

Some exercises are available as well.

Step 4 Homework

P51, A, B; P104, C1, C2

总课题 Advance with English Book 1 Unit 3 Looking good, feeling good

总课时 10 第7课时

课题Task

教学目标 Practise students’ language skills of listening, reading, speaking and writing

Help students to learn 2 skills of finding information

教学重点Find and underline the main ideas

Find and circle the key words

教学过程

Step 1 Introduce two skills of finding information:

(1) Read the questions carefully before you begin.

(2) Skim the passage, and look for main points and key words.

Step 2 Practise

(1) Find the main ideas and key words in a passage:

Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.

Key words: cause liver failure; worried about her figure;

health is priceless; eat properly

(2) Read two pictures about “Better Body Gym”, and find the main points and key words.

(3) Passage understanding

Some questions about the above two pictures;

1.Membership fee:

__________________

2.Number of gyms in the city:

1.____ 2.____ 3.____

3.What do you get for free?__________________________________________

4. How big is each gym?

5.Can you get advice from a personal trainer?

Yes______ No______

6. How can you find out more?

____________________

Step 3 Practise listening

1.One in Jinshan Road; one near the King Hotel

2.No

3.Provide with your ID number

4.No

Step 4 Practise writing

(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .

(2) Write a letter to recommend a gym to a friend

Step 5 Homework

Find information about a club.

Invite your friend to join it.

总课题 Advance with English Book 1 Unit 3 Looking good, feeling good

总课时 10 第8课时

课题Task

教学目标Get the Ss to focus on note-taking skills by studying and practising.

Encourage the Ss to use key words and symbols in taking notes.

教学重点Use abbreviations & contractions. Write down the key words.

Use punctuations Interview classmates about exercise and taking notes

教学难点Use symbols

教学过程

Step 1 Lead-in

Guess the meanings:

Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥ ﹤ ↑↓ A Q ABC BA circamara SOHO contd Art Fest

Step 2 Note-taking

1 use abbreviations & contractions:

PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest

2 Write down the key words.

(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.

(2) Practice: Let’s try.

3 Use symbols

(1) Model: By swimming regularly, jogging, drinking lots of water and getting plenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier

(2) Practice: Let’s try.

Step 3 Listening practice:

1 The number seven bus is not on time. No. 7 bus isn’t on time.

2 Our department is increasing the number of teachers. Our dept is↑the no. of teachers.

3 I’d like to see the manufacturer. I’d like to see the mfr.

4 Senior High 1 has a bigger class than Senior High 2. SH1 has a ﹥class than SH2.

5 The People’s Republic of China was founded in 1949. PRC was founded in 1949.

Step 4 Interviewing classmates about exercise

(1) Listen to the speaker and take notes about the equipment available in the gym.

(2) Interview your partner. (3) Tell your class what exercise your partner does.

what basketball/dancing/football /gym / running / swimming

Why fit / fun / healthy / strong

When Often/sometimes/ seldom /never

Whom classmates / family /friends

Step 5 Using punctuation

(1)Do you know these punctuation marks? , . ? ! : ; ‘ ’ ’ - -

(2) Practice: Let’s try:

Step 6 Consolidation

Write an e-mail to your friend recommending Better Body Gym.

Step 7 Homework Exx D1 & D2

总课题 Advance with English Book 1 Unit 3 Looking good, feeling good

总课时 10 第9课时

课题Project

教学目标

Get the Ss to know about proper health and fitness so that they can take care of themselves.

Improve the students’ ability of making a survey and making a questionnaire.

教学重点Read the passage about health.

Make a survey about health.

教学难点Complete a report about health.

教学过程

Step 1 Lead-in

T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?

Step 2 Skimming

(1) Try to get the main idea of each paragraph.

(2) Try to get the general idea of the whole passage.

Step 3 Introducing the project

Make a booklet about how healthy the students in our school.

Step 4 The procedures of doing the project

Planning:

Get into groups(4-6)

Clear assignments

Decide which group your group will survey.

preparing:

Make a questionnaire.

Give out and collect the questionnaires.

Record and analyze the statistics.

Write the report.

(3) Producing:

a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you

A sample questionnaire is provided as a reference as well.

b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.

c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.

d. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

presenting:

Present the reports to the class

Step 5 Homework

Complete the project

总课题 Advance with English Book 1 Unit 3 Looking good, feeling good

总课时 10 第10课时

课题Project

教学目标

(1) Improve the students’ ability and provide practice.

(2) Make a booklet about health.

(3) Master the usage of some useful words and expressions.

教学重点Make a booklet about health.

教学难点Present a report about health to the whole class.

教学过程

Step 1 Lead-in

T shows Ss the rules of how to present.

1. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

2. Each group member should report on part of the results.

Step 2 Presentation

T values which group did a better job, and also invites the Ss to talk about which they like best, and why.

Step 3 How to make a booklet

A booklet will include…

cover

contents

reports

appendix

Step 4 Language points

T introduces some language points in the article to Ss.

(1) Word focus

life-style

regular

count

control

concentrate

words to be learned from old words

energy, skip

phrases to be noticed

along with

in the long term

a good amount of sleep

as a matter of fact

in no time

Step 5 homework Make a booklet

篇11：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12：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 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13：牛津高一uint 1 word power部分的教案

Period 4 Word power

编写：焦崇艳吴习红审核：徐觉庆

Teaching Aims:

Learn to read a map.

Enlarge our vocabulary by learning about school facilities.

Teaching Important Points:

Help the students to find the way and express themselves in English.

Some common techniques to enlarge our vocabulary.

Teaching Difficult Points:

How to express themselves in English when finding the way.

Master some techniques to enlarge vocabulary.

Teaching Methods:

Competition to stimulate them to act quickly and actively.

Association to increase their interest and enlarge vocabulary.

Teaching Aids:

A multimedia and the Bb.

Teaching Procedures:

Step 1 Greetings

1. Greet the whole class as usual.

2. Check their homework if any.

Step 2 Reading the map of the school

Introduce some words and expressions related to school facilities.

facilities library lecture hall offices dormitories medical centre classrooms

car park art room garden gym science laboratory stores swimming pool canteen

Review expressions of asking and answering the way.

A: Would you please tell me where the canteen is?

How can I get to the lecture hall?

What is the quickest way to get from the dormitories to Classroom 4?

B: Go along this road and turn left at the third crossing and go past…

Finish exercise A & B to familiarize them with the school facilities.

Step 3 Notice completion

Review the names of the buildings mentioned in part A and help Wei Hua finish the notice in part C. ( the whole class may check together for it is a revision.)

Step 4 Part D: Gym

T: What pieces of equipment can you think of in the gym?

Ss: basketball court, skipping rope, running machine, beam, rings…

T: Now let’s write the number of each piece in the correct box in part D.

Some ways to enlarge the students’ vocabulary:

1. some related words

e.g. words related to basketball: basket, backboard, rebound, ring, NBA/CBA, foul, player, basket support…

2. words of a same group: football, volleyball, golf, table tennis, soccer, baseball, softball, tennis…

3. words of similar meanings

e.g. 表示“可能，可能性”的同近义词： possible, probably, maybe, can, should, might, may, perhaps…

4. derivation

e.g. compete-competition---competitor---competitive