牛津高中英语M2U2 Welcome & Reading 教学设计

牛津高中英语M2U2 Welcome & Reading 教学设计（通用20篇）由网友“REBorn”投稿提供，以下是小编帮大家整理后的牛津高中英语M2U2 Welcome & Reading 教学设计，欢迎大家收藏分享。

篇1：牛津高中英语说课稿

精选牛津高中英语说课稿

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

Section 1 Analysis of the teaching material

The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Identifying the teaching aims

Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

The 1st aim: Students learn the skills and strategies to read a prolonged text.

The 2nd aim: Students get a better understanding of what a gap year is.

The 3rd aim: Students are encouraged to figure out the implied meaning.

The 4th aim: Students are familiar with various expressions or approaches to express the same idea.

Section 3 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1 Getting ready

Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.

The part consists of two tasks:

Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)

Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )

Part 2 Focusing on main facts

During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.

The part includes six tasks:

Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)

Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______

篇2：精选牛津高中英语说课稿

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

Section 1 Analysis of the teaching material

The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Identifying the teaching aims

Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

The 1st aim: Students learn the skills and strategies to read a prolonged text.

The 2nd aim: Students get a better understanding of what a gap year is.

The 3rd aim: Students are encouraged to figure out the implied meaning.

The 4th aim: Students are familiar with various expressions or approaches to express the same idea.

Section 3 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1 Getting ready

Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.

The part consists of two tasks:

Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)

Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )

Part 2 Focusing on main facts

During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.

The part includes six tasks:

Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)

Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______

A felt being part of another culture B be more independent

C found it challenging and rewarding D felt that it was a special experience

E ready to face challenges in the future F learnt how to deal with difficult situation

G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)

Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)

Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)

Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)

Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).

Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.

Task 1: Similar sentences The English language enjoys various ways of expressing the same thing or idea. As we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ⑴It (a gap year) is more than just a long holiday(Line 50) A gap year is more than just a year away from studying ⑵Employers say they prefer to hire graduates who have taken a gap year (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part)

Task 2: Guessing from the context I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of the pass (Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54) ________________________ (The task helps students to recognize that in most language-leaning situations they will come across vocabulary they don’t know. With the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings)

Task 3: Benefits Students are asked to collect advantages of taking a gap year in the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch □ teach students to be independent; □ help students develop and grow; □ learn new skills; □ see life in a different way; □ be ready to face challenges; □ gain life experience (The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part)

Task 4: Recognizing the implied message I play a fourth VCR. While listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important periods in life. (With the task, students will know about how to plan a gap year and what taking a gap year really means to them. It gets them ready for the next task.)

Task 5: Understanding the title After reading the whole text, I will get students to focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves)

Part 4 Responding to the text I encourage the students to answer the question—what does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.

Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be critical readers. The students should be encouraged to make judgment about the author's text)

Task 2: After the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college (The task aims to consolidate the information they have learnt and also improve speaking and writing skills)

OK, so much for my teaching plan. Thanks for your attention.

篇3：牛津高中英语说课稿

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.

My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Indentifying the teaching aims

Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

The 1st aim: Students learn the skills and strategies to read a prolonged text.

The 2nd aim: Students get a better understanding of what a gap year is.

The 3rd aim: Students are encouraged to figure out the implied meaning.

The 4th aim: Students are familiar with various expressi or approaches to express the same thing or idea.

Section 3 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1. Getting ready

Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part cists of two tasks:

Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.

After it, I give a summary of their presentati as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.

（With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.）Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.

（With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. ）

篇4：牛津高中英语说课稿

Teaching Objects:

1. To enable the Ss to understand the reading strategy and use it;2. To help the Ss get a better understanding of advertisements;3. To enable the Ss express their ideas about advertisements and help them to build a proper idea about being smart about advertisementsTeaching key Points:

1. To help the Ss understand the reading strategy and guide them to practice using the strategy.

2. To help the Ss discuss the topic about advertisements.

Teaching Procedure

Step 1  Lead-in

1.       Ask the Ss: What do you think of your school life?

----Try to connect the Ss’ answers with school clubs.

2.  Group work

Suppose you are the organizer of the English Club in the school, try to say something to attract more students to join you. You can only use three sentences at most.

Ask some students to give their sentences and tell the Ss “What you did just now is in fact a kind of advertising.”Ask the Ss: Have you realized what you did just now is actually a kind of advertisement? ----introduce the topic of the class---AdvertisementsStep 2  What is an advertisement?

1.       Ask the Ss “What is an advertisement?” Let them use their own words.

The Ss may have difficulty expressing it clearly and properly.----We are so used to advertisements that we often ignore them. So today we are going to read a passage about advertisements and try to learn more.

2.       Ask the Ss to read the passage （the part of “What is an advertisement?”）to get the author’s definition of advertisements.

An advertisement provides information and uses persuasive languages and exciting images to encourage people to buy a product or service or believer in an idea.

3.       More questions to help the Ss understand this part:

Where can we see advertisements? ---Media--- Billboard, newspapers, magazines, the Internet, radio, television…What types of advertisement do we have?---（1） Commercial ads （2）PSAs4.       Show the Ss some pictures of the two kinds of ads and ask the Ss to tell which type they belong to.

It is very easy for the Ss to tell the types. Then ask:

What’s the difference between commercial ads and PSAs?

Commercial ads--- To sell things; to get profits and money.

PSAs--- To educate people

Step 3 Does an advertisement tell people the complete truth?

Up till now, we have learned something about advertisements and it is true that we can get a lot of information from advertisements. But do you think all the ads are trying to tell us the complete truth?

1.       Ask the Ss to skim the text to get the author’s answer to this question “Does an advertisement tell people the complete truth?”-----Even if an ad does not lie, it does not mean it tells you the complete truth.

2.       Ask the Ss to have a more careful reading and ask the Ss the discuss how the writer support his idea---The writer uses two examples to support his idea.

3.       Then ask the Ss: Does the writer make any conclusion about this part?

---Yes. “We must not fall for this kind of tricks.”4.       According to the above three parts, explain to the Ss the structure of expository writing:

（1）    Even if an ad does not lie, it does not mean it tells you the complete truth--- Subject/topic（2）    Two examples --- Supporting details（3）    We must not fall for this kind of trick! ---ConclusionStep 4 Public service advertisements

Ask the Ss to use the idea of expository writing to read part 3. Ask them to find the topic, supporting details and conclusion of this part.

Subject/ topic―PSAs are meant to be helpful to educate people.

Supporting details―examples ---（1） Deal with large social issues（2） About public service projects

（3） Teach us how to live healthy lives

Conclusion --- All of these ads are meant to be helpful, and you can often learn a lot by following the advice they give.

Step 5 Structure of the whole passage

Now we’ve learned more about advertisements and the structure of the expository writing. Let’s come back to the whole passage to see whether the whole passage follows the structure or not.

Topic --- Advertisements

Supporting details---- （1） What is an advertisement?

（2） Does an advertisement tell people the complete truth?

（3） Public service advertisements

Conclusion ---- Be smart about advertisements!

You see, the whole passage also follows the structure and it will be easier for you to read or write an expository writing if you follow the structure. Now let’s have a practice.

篇5：牛津高中英语重点复习题

牛津高中英语重点复习题

牛津高中英语重点复习题

Reading(阅读部分)

es: 1. F (1992) 2. F (In 1995 he bre the M wrld recrd) 3. T

（三）

Iprtant phrases:

（四）

Hw t enter:

Language pints

1. Entering a sprt int the Olpics can be a lng prcess. (P38)

许多，大量 Man, an a / an,

(4).供养，抚养

(4).供养，抚养

（三）

Iprtant phrases:

Step2. Fill in the blans:

2. Entering a sprt int the Olpics can be a lng prcess. (P38)

使一个体育项目进入奥运会有时会是一个很长的过程。

can:. 这里can 用来描述特有的'行为或情形，常译为“有时会”

eg: Children can seties be ver tiring.

It can be ver cld here, even in Ma.

2. These sprts were usuall reved…t ae wa fr…(P38)

give wa t sth./ ae wa fr sth.

(1.) t be replaced b sth, esp. because it is better, cheaper, easier被取代替代

eg:

__________________________________________________.

商店倒闭了被一个新开的饭店所取代

(2.) allw space r a free passage 让路

As is nwn t all, all traffic has t ae wa fr fire-engine.

__________一路上，一直； 大老远 ___________顺便说一声；在途中

b wa f 经过，经由 find ne’s wa ______________

___________ 在某种程度上；有点，有几分 in n wa 决不

in the/ne’s wa挡路 lead the wa ____________

_____________ 迷路 ___________ （辛苦地）前进，行走

________ 没门 n the/ne’s wa (t)在途中；渐趋于

under wa （船只）航行中，（计划）进行中

篇6：牛津高中英语课堂教学实录

《Fit for Life》

Fit for Life

新课标单词

historian n. 历史学家 recipe n. 处方;食谱，菜谱 physician n. 医生，内科医师

bark n. 树皮;(狗)叫，吠 vi. (狗)叫，吠 chemist n. 药剂师;化学家

trial n. 试用;试验;考验 tablet n. 药片;写字板，书写板

standardize vt. 使符合标准，使标准化 best-selling adj. 畅销的

painkiller n. 止痛药，镇痛剂 author n. 作者 heart attack 心脏病发作

thin vt. & vi. (使)变稀，(使)变薄，(使)变淡;(使)变细

block vt. 阻塞，阻挡;妨碍 length n. 长度 contemporary adj. 当代的;同时代的

Scottish adj. 苏格兰的 note vt. 发现，注意到;记录 transparent adj. 透明的

application n. 应用，运用;申请 name vt. 命名，给……取名

unable adj. 不能的，不会的 chemical adj. 化学的 purify vt. 使纯净，净化，提纯

quantity n. 量，数量 widespread adj. 普遍的，普及的，广泛的 lung n. 肺

mass adj. 批量的，大量的，大规模的;群众的，民众的

n. 团，块，堆;较大部分，主体部分;体积，大小，群众，人群

rapidly adv. 迅速地，快速地 powerful adj. 效力大的，强效的

wonder adj. 非凡的，奇妙的，奇特的，神奇的

n. 奇迹，神奇;奇观;惊奇，惊讶

millions of 数百万的，大量的 relief n. 减轻，缓解;轻松，宽慰;救济，救助

potential adj. 潜在的，可能的 enquiry n. 询问，咨询 ward n. 病房

fundamental adj. 基础的，根本的;重要的，至关重要的

handful n. 少数，少量;一把 annual adj. 每年的，一年一次的

arrangement n. 安排;排列 receptionist n. 接待员，招待员

pleasure n. 愉快，快乐;乐事 eyesight n. 视力 adjustable adj. 可调节的

magic adj. 有魔力的，不可思议的，魔术的 needle n. 针 art n. 技艺，技术

sharp-edged adj. 有锋利边缘的 swollen adj. 肿胀的 arrowhead n. 箭头;箭头状物

sharp adj. 锋利的锐利的;尖的;突然的，急转向的;尖刻的，辛辣的;灵敏的，敏锐的

fine adj. 细的，纤细的 point n. 点，位置;尖端;要点;分数

insert vt. 插入;嵌入 symptom n. 症状 function n. 功能，作用

heartbeat n. 心跳 addiction n. 上瘾，沉溺，入迷 overeating n. 过量饮食

relieve vt. 减轻(病痛、忧虑、负担等)，缓解;救济，救助 unclear adj. 不清楚的

课文出现短语

1. keep us healthy 2. open up 3. carry out 4. give up 5. come true 6. figure out

7. go wrong 8. put off 9. put up with 10. make out 11. call back 12. look out for

13. at certain points 14. find out 15. if so 16. recommend doing

17. in contemporary society 18. in large quantities 19. trun into

20. be fundamental to (doing) 21. a disease called malaria 22. look into

23. look down upon 24. put through 25. come up 26. remind sb to do

27. be based on 28. block from doing 29. focus on 30. reduce the risk of

31. try out 32. due to 33. in addition to 34. have an influence on

35. leave behind 36. ask for 37. set up 38. put off

39. take measures to do 40. let … out of 41. be connected with

一.单词应用

根据单词的首字母或汉语意思填写正确单词，注意形式变化。

1. A p____________ is a person who has general skills to treat physical problems.

2. Penicillin was d___________ in the mould that grew on a special transparent jelly.

3. He is the a__________ whose books are best-selling this year.

4. Stoke is a type of serious illness when blood vessels in the brain b_____ suddenly

《Sailing the oceans》

Listening and Speaking

Teaching Aims: 教学目的

1. Review the words and structures in the last period.

2. Finish the listening exercises in this part and improve the students’ listening ability.

3. Talk about sailing.

Teaching Important Points:教学难点

Finish the listening exercises.

Teaching Methods:教学方法

1. Talking method to improve the students’ speaking ability.

2. Listening method to train the students’ listening ability.

3. Pair wok to make every student take an active part in class.

Teaching Aids:教学工具

1. a computer; 2. courseware

Teaching procedures

Step1 Greetings

Greet the whole class as usual.

Step2 Revision

Check the homework exercises.

Step3 Listening

Listen to the tape and ask the students to finish exercise 1—3 on page 19.

Suggested answers:

Answer key for Exercise 1:

maps; stars; clouds; waves; currents; birds

Answer key for Exercise 2;

Sailors from

Sea or Ocean

Skills

Phoenicia

Mediterra?nean

Used the sky to find their way

篇7：牛津高中英语课堂教学实录

《A Christmas Carol》

A Christmas Carol

I. Teaching aims:

1. Learn about Charles Dickens and his works.

2. Talk about social responsibilities.

3. Review the Adverbial.

4. Write a review of a play.

II. Teaching time:

1st Period Speaking

2nd Period Reading

3rd Period Language study

4th Period Extensive reading, Writing

The First Period Speaking

I. Teaching goals:

1. Enable the students to say something about Charles Dickens and his works.

2. Enable the students to learn how to discuss their social responsibilities.

3. Help the students learn to describe social responsibilities by using some key words and expressions.

II. Teaching important points

1. Describe Charles Dickens and his works.

2. Discuss the social responsibilities by using some key words and expressions.

III. Teaching methods

Cooperative learning.

IV. Teaching aids

1. A recorder; 2. A projector and some slides;

3. Multi-functional teaching equipment (CAI).

V. Teaching procedures && ways

Step I Lead In

First show the students a picture of Charles Dickens on the computer, then ask them some questions.

Step II Warming up

The Warming-up exercise makes the students know more about Charles Dickens and the novels that he wrote.

Step III Speaking

Task 1

Ask the students to finish the reading comprehension multiple choices.

Task 2

Discuss the responsibilities of business people towards both their employees and their customers .

Step IV Talking

Ask the students to discuss the two situations in groups of four.

Step V Homework

Ask the students to read the novel A Christmas Carol carefully. Then next class they will be checked.

篇8：牛津高中英语课堂教学实录

love Would you like to go to the cinema?

Step1 Greetings

T:Good afternoon, boys and girls!

Ss: Good afternoon, MrGao! T:How are you?

Ss: I’m fine, Thank you, and you?

T:I’m fine,too.What’s the weather like today? Ss:It’s sunny.

T:Very good.Sit down, please!

设计意图：以学生耳熟能详的英语问候语“Good afternoon.”“How are you?”以及天气等引入课堂,吸引学生的注意力.

Step 2 New words and expressions

The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them ,the others listen and check..

S1:(reads the new words and expressions)

The teacher teaches the new words and expressions,then the Ss read them and check each other.

设计意图：单词的教学，由学生自已拼读——互相检查帮助——教师检查辅导等方式方法改变原来单一的教师教学生跟着读，容易激发学生的积极性，且掌握得更好。真正地体现学生的自学互帮与老师的导学。

Step 3 resentation

T:Please look at the picture. What’s this in English? Ss:It is a cinema.

T: Very Good. Then would you like to go to the cinema? S2: Yes,I’d like to. S3:That’s a great idea. S4:That’s a good idea. T:What else? S5: Great idea. S6:Good idea. Theteacher takes out another picture and says this is a football match between Num.1 Middle Schooland Num.3 Middle School.They are playing football. Would you like to go to a football match?

S7:It’s a great idea.When is it? T:It’s on Saturday. S8:Let’s go on Saturday.

S9:Let’s go to the football match. S10:It’s a good idea.

T:Excellent! All of you have a good memory. Now all of you make dialogues “Would you like…? Let’s…” with your partners, then act in the front of the classroom.

(Five minutes later)

Call some groups to act out their dialogues.

设计意图：教师抓住现场的教学资源,从教师自身穿的dress入手,问“what colour is my dress?”到学生的衣服，最后到通过desk问答“what colour is it?”,从教师到学生再到物体,充分利用了现场的教学元素,生活化课堂自然生成.] Step4 Match the words with the pictures. six pictures and six words and expressions to the students. Show Work in pairs.

Step5 Listen and read 1. A game

T:Now, please look at our old friend.(Show Jackie Chan’s photo) Hello!

Ss:(huuu)Hello! T:Glad to meet you! Ss:Glad to meet you, too!

T:Listen! I am your friend. You can ask me some questions. Now, you please! S5:What is your name? T:My name is Tony. S6: How old are you? T:I’m one.

S7: what colour is it?

T:Listen! I am a brown bird. S8:Glad to meet you,Tony. T:Nice to meet you, Li Chong.

T:Now I ask questions, and you answer them. What colour am I? LiChong:Brown.

T:Very Good, Li Chong! Come here. You’re the little teacher. Read “brown”,please!

LiChong: (Point to the brown) One two begin, brown, brown

T:Thank you! Who’d like to be the little teacher? Would you like to have a try? (Some students hands up.)Li Chunlin,please.„

设计意图：整个过程,学生都处在教师创设的情境中,围绕“Brown Bird”展开教学.通过让学生提问brown bird到brown bird提问学生,操练了英语基本用语,给学生开口说英语提供了机会。教师还让学生尝试当小老师,带领全班同学一起学习,这既是对该生回答正确的肯定,让优生带动了全班同学，又充分调动了其他学生学习英语的热情. Step4 Presentation and Practice 1.Presentation

T:Let’s watch TV. What is this?

Ss:A butterfly.

T:Yes, it’s a butterfly.Please repeat, a lovely butterfly, a little butterfly.

T:(Show a green and red butterfly)What colour is this butterfly? Helen:It’s green and red.

T:Excellent.You will be the little teacher, come to the front. Helen:One two, begin! It’s green and red. Ss: (Read aloud after Helen) It’s green and red.

(Teacher sticks the green and red butterfly to the blackboard) T:(Show a pink and blue butterfly)What colour is this one? Bob：It’s a pink and blue butterfly.

T:Very good! Thank you. You will be the little teacher.Come here! Bob:One two, begin! It’s a pink and blue. Ss: (Read after Bob.) It’s a pink and blue.

[沿袭了单词brown教学中的little teacher,这种教学方法可谓是策略,对于激发学生的学习积极性较有效果.另外,教师在前部分教学的基础上,加大了难度,出现了butterfly,而且颜色都涉及到了两种.但于前部分内容仍旧环环相扣,循序渐进.课堂向深度,高度发展.] 2.Practice T:Today we will act one btterfly”. and .Read and do the actions after me!

T:OK! I say the words and you do the actions.

Ss:(Do the actions while singing.)

T:Iwant three students to act the butterflies. Any volunteers? Great! Come to the front. You are the lovely butterflies. All students answer my question.

T:What olour is it

Ss:(Doing actions while singing )It’s green and red. It’s pink and blue. It’s brown and yellow blue.

T:Thank you!

[唱歌是学生喜闻乐见的活动形式,教师将此部分内容安排在此处,一方面是与前面所学相挂钩,巩固所学;另一方面是在学生保持了较长时间的注意力之后,让学生得到些许放松,以便以更饱满的情绪进入下一阶段的学习,包括后面的act the butterflies,也是让学生动一动,抖擞抖擞精神.] Step5 Playing a game

T:Let’s play a game. Who wants to be my partner? Mike:Let me have a try.

T:(Throw a ball to Mike) What colour is it? Mike:It’s pink and blue.

T: Very good! I want two other pairs of students to do the game again. Toby:What colour is it? Sandra: It’s orange and black. Frank: What colour is it? Camilla:It’s brown and yellow.

[围绕butterfly,有了师生间,学生间的交流,虽然只是简短的对话,但是却为后面的Free talk做好了准备.] Step6 Free talk The teacher takes out a pen on a student’s desk, and makes a dialogue with the whole class.

T:Hello,every one! Ss:Hello,Mr.Gao!

T:What’s this in English?

(Students take out their school things and make up new dialogues by themselves. At last, Teacher chooses two groups come to the front act their dialogue.)

June: Hello! Lucy: Hello!

June:What’s your name?

Lucy:My name is Lucy.What’s your name? June:My name is June. How old are you? Lucy: I’m one. What colour is it?

June:It’s blue and pink. What colour is it?

Lucy:It’s brown and yellow. What day is it today? June: Monday.OK,bye-bye! Lucy:Bye-bye!

(Teacher asks two more pairs to act out their dialogues.)

[学生英语表达的细胞在此完全得到释放,而且教师引导学生拿出自己的玩具,互编新对话,培养了学生在真实场景中运用英语的能力.在此部分,我们可以看到学生思维的火花得以绽放.] Step7 Magic T:Look,what colour is it? Ss:It’s blue.

T:Look,what colour is it? Ss:It’s yellow.

T: (Mixing the two colours)Look,what colour is it now? Ss:It’s green.

T:How lovely!Listen,blue and yellow is green. Ss:Blue and yellow is green.

T:Now everybody takes out your colour oil pastel. Show me yellow. Ss:Yellow-yellow-yellow.(Read and hands up) T:Show me blue. Ss:Blue-blue-blue. T:Show me red. Ss:Red-red-red.

T:Mix the colours and then find out what you get. Talk with your partner about the colours.

Ss:(Doing the experiment and then have conversations in their group.) T: What do you get from what you did just now?Tell me together. Ss: Red and blue is purple. Red and yellow is orange. T:You’re clever.

Step 8 Everyday English

T:Let’s see what’s on TV. Blue in the face.What is the meaning? Ss:蓝色的脸。

T：脸变成了蓝色说明了什么? Ss:很生气。 T:Yes. Ss: Red.

T:Yes, red.可是在英语中要表示“气得脸发红”，应该怎样说呢? Ss:Blue in the face.

T:That’s right!You should remember it.注意可不要望文生义哟!

T:Time is up.We have to say good bye!

篇9：牛津高中英语课堂教学实录

一、歌曲导入

T：Let's sing a song.The song's name is“Let's play!Let's sing!”

评析：教学热身是英语课堂TPR教学方法的重要形式之一，教师采用歌曲来缓解学生的紧张情绪，建立轻松、和谐、民主的课堂氛围，为进一步的学习奠定了良好的基础。

二、师生问候

T：Class begins!Hello，everyone! Ss：Hello，Miss Chai ! T：How are you today? Ss：We're fine，thank you.

T：What's the weather like today? Ss：It's fine.

评析：简单的问候，可以帮助学生适应英语语感，使学生很自然地进入英语学习状态。

三、新授知识

T：A lovely day，isn't it?I have a piece of good news for you.We're going to visit the zoo.(贴出动物园的图片)Are you happy?

Ss：Yes!

T：Today we'll learn a lesson about the zoo.Please tell me.Which lesson shall we learn? Ss：Lesson 22.

T：OK!Now，let's count from one to twenty-two!

评析：在学生原有知识的基础上，以数字引入，使课题的出示别具特色，自然而不失趣味性。

T：Well，who can tell me what you can find in the zoo? Ss：Cats，dogs，birds...

T：Oh，we'll see so many animals.That's great!Now，please look here.We'll meet many animal friends today.What's this?(出示动物头饰)

S：It's a bird.

T：Oh，yes.This bird is for you!(S1带上头饰) (以下cat，dog，同上)

评析：用学生已经学过的动物引出“What's this?It's...”的新授句型。在运用中明白了句子的含义，也掌握了句子的用法，有一种润物无声的境界!

T：Now，we have three animals，they are our best friends!But look there，there is another friend.She's waiting to meet us.Who's she?(出示大熊猫玩具)

Ss：Da Xiongmao. T：Yes，it's a Da Xiongmao，but in English it's a panda.Now，please say after me，“panda”! T：Look there，I have a beautiful picture.What's this?(贴出大熊猫的图片) Ss：Panda.

T：Yes，but how to spell it?(出示单词卡) Ss：“P-A-N-D-A，panda!” T：Let's sing a song.(师生同唱并拼写，教师指图) T：What's this? Ss：It's a panda. (同法教单词tiger)

评析：运用头饰等教具，将学生喜爱的动物请到课堂上来，使学生产生了浓厚的兴趣，使抽象化的词汇学习具体化，易化了词汇这一教学难点。

T：We met so many animal friends.And would you like to go to the zoo with me?Are you ready?Let's go!OK?

T and Ss：One，two，three，go!(师生同看多媒体影片)

评析：从英语学科的实际特点出发，教者运用电脑多媒体再现课文内容，使学生犹如身临其境，培养了学生的观察能力和语言应用能力，也使课堂焕发出了生命的活力!

T：What did Ann say? Ss：“What's this?”

T：Yes，Ann说“这是什么?”，in English we should say，“What's this?”

T：Now，look at me please.What's this?It's a tiger.What's this?It's a panda.Do you understand?Please say after me.(教师手指教室内戴头饰的学生)

T：Now please point to an animal，ask and answer in pairs.(学生分组练习)

评析：这部分内容是教学的难点，教师通过TPR教学法最大限度地引导学生积极学习的兴趣，使句型操练这一枯燥的演练形式兴趣化。

T：Your pronunciations are fine.Now let's listen to the tape and read after it.(Listen and speak.)

评析：在英语教学中，原声语音的模仿是必不可少的步骤，有利于培养学生优美的语感，为英语的终身学习打下良好的基础。

T：We all like animals，but the zoo isn't the animals hometown.Where is their real hometown?

S：大自然。

T：Yes!Let's look at the animal.OK?(观看多媒体影片) T：Do you like animals? Ss：Yes!

T：The earth belongs to both animals and human beings.We should live peacefully together. We should try to give them a better living environment，and protect them from being hurt.Do you think so?

Ss：Yes!

T：OK!Let's begin from now on!

T：The time is up.Good-bye，everyone!

评析：结束语将知识性与思想性融为一体，既强调了本课知识的重点，又对学生进行了思想教育，使学生对所学内容有了一个更高层次的认识，使英语教学的目的得以充分的发挥。

篇10：牛津高中英语课堂教学实录

Unit 1 Would you like to go to the cinema?

授课教师：张丽群

授课对象：初一6班学生

授课地点：初一6教室

授课时间：-5-15

听课老师：明集初中全体英语教师

Step 1 Greetings

T: Good afternoon, boys and girls!

Ss: Good afternoon, Miss Wang!

T: How are you?

Ss: I’m fine, Thank you, and you?

T: I’m fine, too. What’s the weather like today?

Ss: It’s sunny.

T: Very good. Sit down, please!

设计意图：以学生耳熟能详的英语问候语 “ Good afternoon.” “ How are you?” 以及天气等引入课堂,吸引学生的注意力.

Step 2 New words and expressions

The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them , the others listen and check..

S1:(reads the new words and expressions)

The teacher teaches the new words and expressions, then the Ss read them and check each other.

设计意图：单词的教学，由学生自已拼读——互相检查帮助——教师检查辅导等方式方法改变原来单一的教师教学生跟着读，容易激发学生的积极性，且掌握得更好。真正地体现学生的自学互帮与老师的导学。

Step 3 Presentation

T: Please look at the picture. What’s this in English?

Ss: It is a cinema.

T: Very Good. Then would you like to go to the cinema?

S2: Yes, I’d like to.

S3: That’s a great idea.

S4: That’s a good idea.

T: What else?

S5: Great idea.

S6: Good idea.

The teacher takes out another picture and says this is a football match between Guqiao Middle School and Yanghe Middle School. They are playing football. Would you like to go to a football match?

S7: It’s a great idea. When is it?

T: It’s on Saturday.

S8: Let’s go on Saturday.

S9: Let’s go to the football match.

S10: It’s a good idea.

T: Excellent! All of you have a good memory. Now all of you make dialogues “Would you like…? Let’s…” with your partners,then act in the front of the classroom.

(Five minutes later)

Call some groups to act out their dialogues.

设计意图：教师抓住现场的教学资源,从教师自身穿的dress入手,问 “ what colour is my dress?” 到学生的衣服，最后到通过desk问答 “ what colour is it?”,从教师到学生再到物体,充分利用了现场的教学元素, 生活化课堂自然生成.]

Step4 Match the words with the pictures.

Show six pictures and six words and expressions to the students. Work in pairs.

Step5 Listen and read

1. A game

T: Now, please look at our old friend. (Show Jackie Chan’s photo)

Hello!

Ss: (huuu) Hello!

T: Glad to meet you!

Ss: Glad to meet you, too!

T: Listen!I am your friend. You can ask me some questions. Now, you please!

S5: What is your name?

T: My name is Tony.

S6: How old are you?

T: I’m one.

S7: what colour is it?

T: Listen! I am a brown bird.

S8: Glad to meet you, Tony.

T: Nice to meet you, Li Chong.

T: Now I ask questions, and you answer them. What colour am I?

Li Chong: Brown.

T: Very Good, Li Chong! Come here. You’re the little teacher. Read “brown”, please!

Li Chong: (Point to the brown) One two begin, brown, brown

T: Thank you! Who’d like to be the little teacher? Would you like to have a try?

(Some students hands up.) Hu Lingli, please.…

设计意图：整个过程,学生都处在教师创设的情境中,围绕 “ Brown Bird”展开教学.通过让学生提问brown bird到brown bird提问学生,操练了英语基本用语, 给学生开口说英语提供了机会。 教师还让学生尝试当小老师,

带领全班同学一起学习,这既是对该生回答正确的肯定, 让优生带动了全班同学，又充分调动了其他学生学习英语的热情.

Step 4 Presentation and Practice

1. Presentation

T: Let’s watch TV. What is this?

Ss: A butterfly.

T: Yes, it’s a butterfly. Please repeat, a lovely butterfly, a little butterfly.

T: (Show a green and red butterfly) What colour is this butterfly?

Helen: It’s green and red.

T: Excellent. You will be the little teacher, come to the front.

Helen: One two, begin! It’s green and red.

Ss: (Read aloud after Helen) It’s green and red.

(Teacher sticks the green and red butterfly to the blackboard)

T: (Show a pink and blue butterfly)What colour is this one?

Bob：It’s a pink and blue butterfly.

T: Very good! Thank you. You will be the little teacher. Come here! Bob: One two, begin! It’s a pink and blue.

Ss: (Read after Bob.) It’s a pink and blue.

(Teacher sticks the pink and blue butterfly to the blackboard. Do the same to the brown and yellow butterfly.)

[沿袭了单词brown教学中的little teacher,这种教学方法可谓是策略,对于激发学生的学习积极性较有效果.另外,教师在前部分教学的基础上,加大了难度,出现了butterfly, 而且颜色都涉及到了两种.但于前部分内容仍旧环环相扣,循序渐进.课堂向深度,高度发展.]

2. Practice

T: Today we will learn a new song: “A butterfly”. Stand up. Read and do the actions after me!

T: OK! I say the words and you do the actions.

Ss: (Do the actions while singing.)

T: I want three students to act the butterflies. Any volunteers? Great! Come to the front. You are the lovely butterflies. All students answer my question.

T: What colour is it?

Ss: (Doing actions while singing )It’s green and red. It’s pink and blue. It’s brown and yellow blue.

T: Thank you!

[唱歌是学生喜闻乐见的活动形式,教师将此部分内容安排在此处,一方面是与前面所学相挂钩,巩固所学;另一方面是在学生保持了较长时间的注意力之后,让学生得到些许放松,以便以更饱满的情绪进入下一阶段的学习,包括后面的act the butterflies,也是让学生动一动,抖擞抖擞精神.]

Step 5 Playing a game

T: Let’s play a game. Who wants to be my partner?

Mike: Let me have a try.

T: (Throw a ball to Mike) What colour is it?

Mike: It’s pink and blue.

T: Very good! I want two other pairs of students to do the game again.Toby: What colour is it?

Sandra: It’s orange and black.

Frank: What colour is it?

Camilla: It’s brown and yellow.

[围绕butterfly,有了师生间,学生间的交流,虽然只是简短的对话,但是却为后面的Free talk做好了准备.]

Step 6 Free talk

The teacher takes out a pen on a student’s desk, and makes a dialogue with the whole class.

T: Hello, every one!

Ss: Hello, Miss Wang!

T: What’s this in English?

(Students take out their school things and make up new dialogues by themselves. At last, Teacher chooses two groups come to the front act their dialogue.)

June: Hello!

Lucy: Hello!

June: What’s your name?

Lucy: My name is Lucy. What’s your name?

June: My name is June. How old are you?

Lucy: I’m one. What colour is it?

June: It’s blue and pink. What colour is it?

Lucy: It’s brown and yellow. What day is it today?

June: Monday. OK, bye-bye!

Lucy: Bye-bye!

(Teacher asks two more pairs to act out their dialogues.)

[学生英语表达的细胞在此完全得到释放,而且教师引导学生拿出自己的玩具,互编新对话,培养了学生在真实场景中运用英语的能力.在此部分,我们可以看到学生思维的火花得以绽放.]

Step 7 Magic

T: Look, what colour is it?

Ss: It’s blue.

T: Look, what colour is it?

Ss: It’s yellow.

T: (Mixing the two colours) Look, what colour is it now?

Ss: It’s green.

T: How lovely! Listen, blue and yellow is green.

Ss: Blue and yellow is green.

T: Now everybody takes out your colour oil pastel. Show me yellow. Ss: Yellow-yellow-yellow. (Read and hands up)

T: Show me blue.

Ss: Blue-blue-blue.

T: Show me red.

Ss: Red-red-red.

T: Mix the colours and then find out what you get. Talk with your partner about the colours.

Ss: (Doing the experiment and then have conversations in their group.) T: What do you get from what you did just now? Tell me together. Ss: Red and blue is purple. Red and yellow is orange.

T: You’re clever.

Step 8 Everyday English

T: Let’s see what’s on TV. Blue in the face. What is the meaning? Ss: 蓝色的脸。

T：脸变成了蓝色说明了什么?

Ss: 很生气。

T: Yes. 如果中国人很生气，脸变成什么颜色?

Ss: Red.

T: Yes, red. 可是在英语中要表示“气得脸发红”，应该怎样说呢? Ss: Blue in the face.

T: That’s right! You should remember it.注意可不要望文生义哟! T: Time is up. We have to say good bye!

Ss: Bye-bye! Miss Bai. Thank you!

[此部分内容,虽然是课堂的尾声,但却是此课的精彩部分所在.对于本课所学颜色类单词,教师精心设计了一个小活动和一个习惯用语的渗透.一个调色盘的游戏, 艳丽的色彩足以吸引学生的眼球,从英语课堂中培养了学生的艺术细胞;还有从 “ Blue in the face.”形象地告诉学生 “气得脸发红”就用 “Blue in the face”.表达,还告诉了学生不要望文生义.在此,英语课堂已完全突破了教材的限制,但又能立足于课堂,教师独具匠心的设计极为巧妙,值得学习.]

篇11：牛津高中英语模块一（第六讲）

主讲教师：邵磊

主审： 孙德霖

【教学内容与教学要求】

一、 教学内容：

牛津高中英语模块一Unit 3（下）

二、教学要求：

1．学会谈论有关健康生活的话题。

2．学习英语中标点符号的名称和用法。

3．学习调查、整理、分析信息。

4．缩略和简写。

【知识重点与学习难点】

一、 重要单词：

Guideline, highlight, lifestyle, advertisement, commercial(n), convey, , afford, , offer, yoga, branch, square, shape, figure, trainer, , brief, abbreviation, contraction, symbol, seldom, , proper, energy, count, concentrate, chemical, amount, booklet, survey, conduct, analyze, statistics, questionnaires, permission, give out, create, percentage, level, pin, persuade, omit, skip, virus, remove, item, recommend, mention, summary, conclusion, calorie.

二、重点词组：

Prompt box提词台, a reminder of提醒某人想起某事的人或事物, call sb names骂人, cheer up高兴起来, closely related紧密相关的, live(lead) a…. life过着….样的生活, , a headache to令人头疼的人或事, along with一起, in the long term(run)从长远角度看, give up on放弃, a good amount of适量的、许多, in no time很快, give out分发、发出, allow enough time for sb to do…留出充足的时间让某人做某事, skip meals不吃饭, membership fee会员费,

三、【标点符号的英文名称和用法】

punctuations: comma逗号, full stop/period句号, question mark问号, exclamation mark感叹号, colon冒号, semi-colon分号, quotation marks引号, apostrophe省略符号, hyphen连字符号, dash破折号, under bar下划线。

英语中的标点符号的使用和汉语相近，但也有一些区别：

1． 句号用在缩写中,例如：U.S.A, Mr., e.g，p.m等。

2．逗号在疑问句中引出说话人：

“I can come today,” she said, “but not tomorrow.”

逗号用于排列三个或以上的名词：

Green, blue, white and green are his favorite colors.

逗号用于非限制性定语从句：

Edison, who was the inventor of electric bulb, had over inventions.

写日期时，如次序是月－日－年，在日和年之间加逗号：

He was born on October 15,1983.

有些起连系作用的副词，如 however, therefore, hence, nevertheless, moreover

, thus, otherwise, besides等等：

China, however, is still at the primary stage of socialism.

3． Apostrophe ['] 表示所有:

This is David's computer.

Mary and Jim’s father/Mary’s and Jim’s fathers

The football players’ photo

4．破折号Dash [-]

在一个句子前作总结

Mild, dry, and clear - these are the characteristics of weather in Kunming.

在一个句子的前面或后面加入额外的注释

The kids－John, Bettie and Leo－were left behind while their parents went to church.

表示某人在说话过程中被打断

The woman said, “I want to ask - ” when the earthquake

began to shake the room。

5．连字符Hyphen [-]

连接两个单词

well-educated, kind-hearted, good-looking

加前缀

anti-Japanese, non-stop, semi-conductor

在数字中使用

one-quarter， twenty-three, two-fifths

【难点讲解】

1. You can highlight main points by underling them.

你可以通过下划线来强调要点。

Highlight本来是美术术语“高光点”，指画面上最亮、最显著的地方。这里highlight作动词，表示“强调”。Main points指文章的要点。

这句话的结构是：do sth by doing sth, 表示通过做某事达到某个目的，例如：

He keeps fit by going to the gym twice a week.

The students enlarged their vocabulary by reading English Novels.

2. Is there such a thing as being big boned?

有没有“骨架大”这么回事？

介词短语as being big boned在句子中作定语，“being big boned”是动名词短语，作介词as的宾语。类似的句子还有：Her friends all speak of her as being sweet-tempered。

As也可以作关系代词，在限制性定语从句中常和such, the same, so连用; 在非限制性定语从句中代指主句的整个内容，例如：

Such exercises as he does are good for old people.

I hold the same view as the majority does.

He is a teacher, as is clear from his manner.

As was his wont(习惯), he cleared his throat before starting the lecture.

Big boned 指“骨架大的”。

3. Walking and riding your bike count, and so do school sports.

步行和骑自行车都有用，学校里的体育活动也有用。

Count除“计数，计算”的意思外还有“被视为、在…之列、有…作用”等意思。例如：

His opinions don’t count.

Knowledge without common sense counts for little.

so do school sports是省略句，相当于：school sports also count.

4. When you sleep, your body prepares you for the day to come.

当你睡觉的时候，你的身体为新的一天做好准备。

Prepare sb for sth: 使….做好….的准备，例如：

Education prepares students for their future careers.

We must prepare her for the bad news so that it won’t come to her as too much a shock.

不定式短语to come在本句中作定语，修饰the day, 表示“即将来临的”

5. As a matter of fact, loss of sleep can make you look tired, and even cause you to put on weight.

事实上，睡眠不足会使你看起来疲倦，甚至导致你体重增加。

As a matter of fact: in fact。Loss 是lose 的名词形式，loss of sleep 意思是“睡眠不足”，不是“失眠”。Cause sb to do sth, 使某人做某事。

6. Many teenagers are surprised to learn that when you exercise, your body produces some chemicals that make you feel relaxed and increase your ability to concentrate when you study.

许多青少年听说体育锻炼可以使身体产生帮助放松精神、促进集中注意力的化学物质时都觉得吃惊。

Be surprised to learn得知某事感到惊奇，learn在这里是“得知、了解到”的意思。surprised to learn

【同步练习】

一、单项选择

1． He is a friend of______.

A. Mike’s brother’s B. Kate’s brother C. father’s of Mike D. Mike father’s

2. Encourage is a ____________ word.

A. 9-letters B. 9-letter C. 9-letter’s D. seven-letters’

3. The nurse is taking my ________ temperature.

A. mother’s-in-law B. mother-in-laws

C. mothers-in-law D. mother-in-law’s

4. This cup is ______big as that one.

A. half as B. as half C. three-seventh D. two as

5. Mr. Wolfe seldom speaks in a loud voice, _____ he?

A. does B. doesn’t C. is D. isn’t

6. Peter said he would practice yoga, and _________.

A. so did he B. so would he C. so he did D. so he does

7. ____ we all know, China is a big developing country.

A. what B. so C. which D. as

8. The old classmates talked of the things and persons ______ they remembered.

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

9. A good ______ of students have sign up for the outing.

A. amount B. deal C. many D. lot

10. You can’t ______ to neglect such an important client.

A. offer B. afford C. pay D. refuse

11. We put the food in the shade to ______ it cool.

A. remain B. prevent C. stay D. keep

12. Such a _______ person can never be trusted with so important a job.

A. worthless B. valueless C. priceless D. worthy

13. If you ______breakfast often, you will have no energy for the morning work.

A. leave out B. drop C. give up D. skip

14. Those _____ want to have a go please step forward.

A. that B. who C. they D. for whom

15. Her charm _____ well with those eager young gentlemen.

A. counts B. results C. works D. affects

二、用下列单词的适当形式填空：

Afford, proper, conclusion, persuade, create, advertisement, conduct, concentrate, offer, percentage

1. He always behaves _______ in front of the teacher.

2. You have to be very _______ if you want to become an inventor.

3. you can ask the _______ for help if you meet with any difficulties on the bus.

4. They ______ their products in several newspapers.

5. I ________ to lend him a hand, but he refused.

6. There is a high _________ of harmful chemicals in the water we have been drinking for years.

7. Only 25 _______ of high school students find their way to college.

8. It is rather hard for poor couples to find an _________ apartment.

9. She _________ her speech with a call for peace.

10. When he failed _______ her to accept his offer, he threatened her with force.

三、完形填空

China today is 1 a dragon that, 2 up after centuries of sleep, suddenly realizes many nations have 3 on its tail. With all 4 has happened to it over the past 200 years, China could be forgiven for awakening（醒来） as an angry nation, and 5 Beijing has declared that it will rise peacefully. This good disposition（脾气） comes 6 from China's awareness that it is 7 weak. But it is also a sign that Beijing has recognized the vision of progress 8 the United States has praised since World War II. States no longer need to have a strong army to prosper(富强), the theory goes; trade and economic integration（一体化） pave a surer path to growth. And Beijing has noted how much sticking to this idea helped Japan and Germany rise from the ruins(废墟)of World War II. __9__ the main architect（建筑师） of the world order today, the United States should be 10 the first to celebrate China's progress. For if Beijing continues to abide by（遵守） Washington's rules, peace and stability could stay, and the United States, as both a society and an economy, could benefit a great deal from the renaissance(复兴) of Chinese civilization.

1．A. for B. like C. with D. as

2. A. wake B. woke C. woken D. waking

3. A. stepped B. being stepped C. been stepping D. been stepped

4. A. what B. that C. which D. it

5. A. then B. yet C. so D. however

6. A. partly B. mainly C. exactly D. merely

7. A. rather B. relatively C. probably D. only

8. A. when B. where C. in which D. that

9. A. As B. with C. Be D. To be

10. A. between B. among C. within D. besides

四、阅读理解

The World Heart Federation(联合会) says heart disease kills seventeen million people each year.

The group urges people to be active and have a good, healthy diet. It also warns against activities known to increase a person's risk of heart attack or stroke.

Some of the warnings are directed at children. The World Heart Federation says about twenty-two million boys and girls under the age of five are obese（肥胖） -- severely overweight.

Children are normally energetic and active. However, two thirds of all children are not active enough. Such children greatly increase their risk of becoming obese. They also increase their risk of developing heart disease or other disorders.

One message of World Heart Day is to eat right. Children should eat a healthy and balanced diet. Also, limit sugary drinks, sweets and eating between meals.

The World Heart Federation urges parents to keep their children active. It says physical exercise helps to decrease the risk of obesity and keeps a child healthy. Obese children often become obese adults. If you believe your child is too heavy, talk with a health care provider.

The World Heart Federation also is concerned about the effects of tobacco on young people. It says the younger someone begins to smoke, the greater the chance of a health problem tied to smoking. Half of the young people who continue to smoke are likely to die later in life from a smoking-related disease.

1． What is the goal of the world heart Federation?

2． What are the risks for those less active children?

3． What does the organization urge parents to do?

4． Why is the federation worried about young people smoking?

【参考答案】

一、ABDAA, CDCCB, DAABC

二、1.properly 2. creative 3. conductor 4.advertised 5.offered 6. concentration 7. percent 8.affordable 9. concluded 10.to persuade

三、BDCBB, ABDAB

四、1．To help people decrease the risk of having heart diseases by having proper diets and healthy lifestyle.

2. Becoming fat and developing heart diseases.

3. To keep their children active.

4. Because people who starts smoking earlier have a greater chance of developing smoking related disease.

篇12：牛津高中英语模块一（第七讲）

主讲教师：邵磊

主审： 孙德霖

【教学内容与教学要求】

一、 教学内容：

牛津高中英语模块一（复习）

【知识重点与学习难点】

一、 重要单词：

attend, earn, achieve, respect, prepare, drop, miss, experience, introduce, develop, donate, display, please, regret, inform, run, approve, select, require, broadcast, continue, trust, leave, punish, upset, insist, suggest, forbid, stay, recover, contain, include, follow, consider, affect, risk, recognize, concentrate, count// assembly, grade, literature, dessert, article, field, culture, gift, speech, attention, flat, dynasty, host, generation, nature, vacation, trash, mess, charge, adult, reason, teenager, fault, scene, scenery, explanation, behavior, period, argument, relationship, figure, failure, chemical, match, damage, pressure, diet, effect, energy, calorie, system, amount, loss, suggestion// challenging, average, former, latter, recent, close, scary, crazy, rude, boring, valuable, spare, selfish, unloving, slim, ashamed, priceless, harmful, harmless, exactly, attractive, embarrassed, overweight, skinny, regular, relaxed// recently, mainly, truly, sincerely, seldom, properly.

二、重点词组：

at ease with 和….相处不拘束 school hours学校作息时间 earn respect from 赢得…的尊敬 sound like听起来象 for free 免费 get a general idea 了解大意 as well as 除….以外, 也 key words 关键词 word by word 逐字逐句地 find one’s way around 认识路 develop an interest in 培养对….的兴趣 surf the Internet网上冲浪, expect….from 期望

refer to 指 , , leave out省略 , relate to 和…相关 , pay attention to注意, in short form用宿略的形式, take place发生, make decisions作决定, make comparisons作比较, take turns轮流, be responsible for对…负责, consist of包含,由…构成, come up with想出, base on根据, have it approved by…征得…..的同意, inform sb of sth告知, sign up签名参加 common to对…来说很普遍, turn up调高声音, 出现 a waste of 浪费, spare time空余时间, force….to…强迫（某人）做 , can’t wait to.. 迫不及待地要 , be supposed to被期望或要求, 本应该， do with 处置, 忍受， 需要 be a mess/ in a mess乱成一团, leave sb in charge 委托 …..负责, act like行为举止象 …, go unpunished不受惩罚, go out熄灭, have one’s arm crossed双臂交叉抱在胸前, deserve to值得去做,常用否定形式表示“不配” be hard on对某人苛刻, now that既然, in the form of以 的形式, be angry at对某事生气, even if即使, treat sb like…象 一样对待 , argue about为 …而争吵, the cause of起因, differ in many ways在许多方面不同, fit badly非常不合身, rising/falling tone升调、降调, talk show谈话节目, main point要点, supporting information辅助性信息, a diary entry一篇日记, be proud of为….感到骄傲, stay up late熬夜, mix up混淆, after all毕竟, take one’s advice接受建议, miss doing sth怀念以前做的某事, keep in mind记住, get it tidied up把它整理好, clean up打扫干净, make a difference要紧, provide sb with sth/provide sth for sb为某人提供, provided that假如, to one’s surprise使某人惊奇的是, as though就好像, insist on doing坚持要做, allow him his freedom允许给他自由, send sb to bed叫某人去睡觉, forbid sb from doing sth禁止某人做某事, assign roles to分派角色,

work out锻炼、训练, go on diets/a diet实行节食, in secret私自, side effect副作用, put on weight体重增加, lose weight减肥, be ashamed of对….感到羞耻, an exact match for和….完全匹配的…， follow one’s advice听从某人的建议, sound fun听起来象是件有趣的事, team sport团队运动, build up增强, regret doing sth后悔做了某事, risk doing sth冒做某事的风险.

call sb names骂人, cheer up高兴起来, closely related紧密相关的, live(lead) a…. life过着….样的生活, , a headache to令人头疼的人或事, along with一起, in the long term(run)从长远角度看, give up on放弃, a good amount of适量的、许多, in no time很快, give out分发、发出, allow enough time for sb to do…留出充足的时间让某人做某事, skip meals不吃饭.

【语法难点解析】

一、 定语从句

1．关系代词和关系副词的区别：

在判断和使用引导词时，主要采用以下方法：判成分、看指代。首先，判断引导词在定语从句中所作的成分，如果引导词作主语、宾语、表语或定语，就用关系代词that（作主语、宾语或表语）, which（作主语或宾语）, who（作主语或宾语）, whom（作宾语）, as（作主语、宾语或表语）, whose（作定语），其中that, which, who, whom作宾语时，一般可省略; 如果作状语，就用关系副词when（作时间状语，相当于“介词+which”）, where（作地点状语, 相当于“介词+which”）, why（作原因状语, 相当于for which）。其次，看引导词指代什么，如果指物，就用which; 如果指人，就用 who, whom; that 和whose既可指人, 又可指物。试比较:

1. Do you think the reason that he gave us is reasonable?

Do you know the reason why he is so upset?

2. I like the café where I can buy different snacks.

I like the café which sells Italian coffee.

I like the café whose regular customers are young.

2．as和which引导非限制性定语从句时的区别：

as和which引导非限制性定语从句时，都可在从句中作主语或宾语, 指代整个主句。

which 引导的非限制性定语从句只能放在主句的后面，意为“这一点、这件事”；as引导的非限制性定语从句可以放在主句之前、之中或之后，经常用于as is said above, as we know, as is well known, as is often the case, as is reported, as was expected等结构中，as含有“正如、正像”之意。例如：

He is always asking Mum for money, which makes his mother very angry.

He asked Mum for money again, as was expected.

3．介词提前时，定语从句的引导词只能用 which, whom, whose,而不能用that或who。在判断使用什么样的介词时，一要看句意；二要看搭配关系，即看后面的谓语动词和前面被定语从句修饰的名词以确定应搭配什么样的介词。

4．一般情况下，关系代词that和which可以互换，但在下列几种情况下，常用that，而不用which：

① 当先行词是不定代词时；

② 当先行词被形容词最高级或序数词修饰时；

③ 当先行词被不定代词修饰时；

④ 当先行词被the very， the only等修饰时；

⑤ 当先行词既有人又有物时。

二、 反意疑问句

1．在肯定的祈使句后，为了使祈使句听起来比较婉转、客气可加一个简短的问句，如：will you？would you？won't you？can you？could you？can't you？最常用的是will you？或won't you？注意在否定的祈使句后，只能用will you？

2．陈述部分是含有宾语从语的主从复合句时，疑问部分中的动词和主语代词应和主句中的动词和主语保持一致。但是，如果陈述部分是“I don’t think（believe，…）+宾语从句”时，疑问部分中的动词和主语应和宾语从句中的动词和主语保持一致，并且要用肯定形式。

三、虚拟语气

虚拟语气是一种动词形式，表示说话人的一种愿望，假设，怀疑，猜测， 建议等含义，虚拟语气所表示的含义不是客观存在的事实。

1． 非真实条件句

1）时态：可以表示过去，现在和将来的情况。它的基本特点是时态退后。

a. 同现在事实相反的假设。

句型 ：

条件从句一般过去时+主句would/might/should(should 仅用于第一人称) +动词原形

If they knew that Soot was ill and we used the money to take him to the vet, (they would understand why the house was in a mess).

2． b. 表示于过去事实相反的假设。

句型： 条件从句过去完成时+主句would/might/should(should 仅用于第一人称)have+ 过去分词

If she had worked harder, she would have succeeded.

2．在宾语从句中的应用

在表示命令、建议、要求等一类动词后面的从句中：

order, suggest, propose, require, demand, request, insist, command, insist + that sb (should) do

1) I suggest that we (should) put off the meeting till next week.

2) He insisted that they (should ) be informed of our descision

3．. 用于wish后面的从句，表示与事实相反的情况，或表示将来不太可能实现的愿望。

1）I wish I knew the answer.

2) Iwish I had known you earlier.

4. if only

if only则表示“如果……就好了”。If only也可用于陈述语气。

If only Dad were here.

If only he comes early.但愿他早点回来。

5. would rather +从句（从句中的谓语动词用一般过去时表示将来）

1) I’d rather you left me alone.

2) I’d rather you didn’t tell he now.

6. should have/could have+完成时表示“本应该、本可以”

1) None of us stopped to think and we should have.

2) We could have been good friends.

【同步练习】

一、单项选择

1. My husband has lost so much weight that you can hardly _______ him if you see him.

A. realize B. aware of C. recognize D. hold

2. I was about to leave _______ the telephone rang.

A. before B. as C. while D. when

3. They spent as many hours as they could ______ their lessons.

A. to study B. study C. studying D. studies

4. He has made another wonderful discovery, ______ of great importance to science.

A. which I think it B. which I think it is

C. that I think is D. which I think is

5. It was in that house he used to live the secret meeting was held.

A．where；where B．that；that

C．what；where D．where；that

6. The foreign guests, were scientists, were warmly welcomed at the airport.

A．most of them B．most of whom

C．most of that D．most of those

7. Africa is actually connected with Asia at the spot the Suez Canal was dug.

A．when B．where C．which D．and

8. It is getting hotter and hotter in Florida, is usual.

A．and B．it C．as D．that

9. Finally, the thief handed everything he had stolen to the police.

A．which B．what C．whatever D．that

10. Such a problem should be settled first.

A．like that is B．as this

C．as that this is D．like this is

11. I, your friend ,will try my best to help you.

A．that is B．which am C．who is D．who am

12. The first place we visited in that city was a big factory.

A．where B．in which C．that D．which

13. He must be from Africa, can be seen form his skin

A．that B．as C．it D．what

14. Have you ever considered _______ on a diet?

A. go B. to go C. going D. gone

15. I think Jim should have told his mother the truth, _________?

A. shouldn’t he B. hasn’t he C. haven’t he D. do I

二、完形填空

The cold weather of the last weeks has had a surprising result. Forty thousand Russian red-necked ducks have 1 in Britain where the weather is like spring to them.

The Russian red-necked ducks manage perfectly well at temperatures down to thirty degrees 2 zero. They wouldn’t think of 3 home at minus forty. But，as the weather gets colder， they make a quick 4 to take off together all with a single thought 5 “Go somewhere 6 .”

Last Tuesday the small 7 near my house was invaded by about three hundred Russian red-necked ducks, a noisy lot， though I must say they were not troublesome. Our local birds were at first quite 8 by these 9 from far away，and there were some obvious language difficulties too. At nine o clock I went down 10 to the edge of the lake，with a little bread and milk 11 our own birds. I saw them standing up， 12 the foreigners to eat up everything. But my worry proved 13 : the red-necked birds didn’t like the bread at all. Many of them 14 a mouthful，and threw up. In fact they pushed and fought to get away from the food，15 own birds looked at them 16 . My wife had 17 me down the path with a hopeless cake she had made on Monday evening. She had forgotten to turn off the electricity in time，and the cake got 18 . Now that， the Russian birds 19 ，though our birds wouldn’t touch it. We realized then the visitors were used to 20 bread probably， and my wife agreed to make some for them.

1.A. reached B. got C. arrived D. left

2.A. below B. under C. over D. above

3.A. staying B. leaving C. getting D. making

4.A. conclusion B. plan C. advice D. decision

5.A. by heart B. in mind C. in heart D. on mind

6.A. hotter B. colder C. warmer D. cooler

7.A. lake B. village C. town D. hill

8.A. pleased B. delighted C. moved D. upset

9.A. strangers B. passengers C. enemies D. pioneers

10.A. as ever B. as usual C. as often D. as before

11.A. form B. on C. for D. to

12.A. expecting B. expected C. watch D. watching

13.A. untrue B. true C. unnecessary D. necessary

14.A. tried B. ate C. had D. managed

15.A. your B. our C. their D. his

16.A. in sadness B. in a line C. in excite D. in surprise

17.A. followed B. walked C. made D. advised

18.A. burnt B. burned up C. burning D. burned down

19.A. sucked B. drank C. loved D. hated

20.A. white B. black C. green D. red

【参考答案】

一、CDCDD, BBCDB, DCBCA

二、CABDB, CADAB, CACAB, DAACB

篇13：牛津高中英语模块二（第一讲）

主讲教师：邵磊

主审： 孙德霖

【教学内容与教学要求】

一、 教学内容：

牛津高中英语模块二Unit 1（上）

二、教学要求：

1．学会谈论有关宇宙空间的简单话题。

2．学习阅读英语新闻综述。

3．理解现在完成时和现在完成进行时的意义和用法。

【知识重点与学习难点】

一、 重要单词：

tale, unexplained, .alien, mystery, technology, monster, sunken(adj) stonehenge, pyramid, disappearance, multi-coloured, nightmare, detective, format, detail, paragraph, Yeti, puzzle(n&v), sighting, witness, creature, research, frighten, case, murder, convincing, evidence, typical, outer, progress, treasure, lately, website, wild, similar, hairy, strength, footprint, existence, inch, exploration, orbit, launch, artificial, astronaut, oxygen.

二、重点词组：

run into碰到, believe in相信（信仰、理论、说法等）, step up加紧, go missing失踪, show great interest in对….表现出极大的兴趣, due to因为, show up露面, according to根据, pull back拉开, do research on在….方面进行研究, rule out排除, look into调查, make up编造, take charge of负责, make a speech作报告, so far到目前为止, outer space外层空间, human beings人类, space shuttle航天飞机, Soviet Union苏联, carry out.完成, 实现, 贯彻, 执行, dream of梦想, come true实现, solar system太阳系, comic strip连环漫画.

三、【语法】

A.现在完成时

1．现在完成时态的构成：现在完成时是由助动词have/has+过去分词构成。

2．在现完成时 表示动作完成在过去，强调对现在造成的影响或结果，常与already，just，ever，never和yet等连用。表示曾去过某处have / has been；表示某人去某处（还没有回来）用have / has gone。

例如：I have just locked the door.

He has left London for York.

3．表示过去已经开始，持续到现在的动作或状态，有以下几种情况：

与for + 表示一段时间的词组连用。例如：I have worked here for 20 years.

与since + 表示过去某一时刻的词或词组连用。例如：They have had 4 meetings since the new term began.

4. 非延续性动词与可延续性动词

两者都可用于现在完成时，但非延续性动词用在现在完成时时不能与表示一段时间的

时间状语连用。如果必须这样用，就需要把非延续性动词转化为可延续性动词或状态动词。

He has been back for three days.

He has been back since three days ago.

It's three days since he came back.

Three days has passed since he came back.

B.现在完成进行时

构成：have/has been+doing

现在完成进行时是一兼有现在完成时和现在进行时二者基本特点的时态。由于它有现在完成时的特点，所以它可以表示某一动作对现在产生的结果或影响。由于它有现在进行时的特点，所以它也可以表示某一动作的延续性、临时性、重复性。现在完成进行时比较生动，有时含有明显的感情色彩,例如:

The couple have been quarreling ever since they got married.（说话人对这对夫妻的关系很不以为然）

You have been asking me questions for the last two hours.（不耐烦）

1． 现在完成进行时可以用来表示一个动作从过去某时开始一直延续到说话时刻还在进行。例如：

a. He has been working on the puzzle since early morning.

b. We have been waiting for the result for half a day.

2． 现在完成进行时可以用来表示一个动作从过去某时开始一直延续到说话时刻刚刚结束。例如：

a. Where have you been? We have been looking for you everywhere.

b. I have been wondering about your behavior.

3. 现在完成进行时可以用来表示过去刚刚完成的动作，其结果对现在有影响或联系，例如：

a. She has been crying(她现在眼睛还在红肿).

b. It has been snowing.(地上已经有了一层雪).

【难点讲解】

1. The world we live in today is full of mysteries unsolved even by today’s advanced science and technology.

我们生活的世界里充满了谜团, 这些谜团即使是当今发达的科学技术也无法解开。

过去分词短语unsolved even by today’s advanced science and technology是mysteries的定语，它的作用相当于定语从句which are unsolved even by today’s advanced science and technology。当定语从句是由关系代词＋be动词＋过去分词或现在分词短语构成时，关系代词和be动词可以省略。例如：

Stories (which were) made up by him didn’t sound very convincing.

People (who are) living in these areas believe in ghosts.

Advanced 先进的、发达的。

2. Police in America have stepped up their search for a fifteen-year-old boy who went missing in Dover, New Hampshire.

美国警方现已加紧对一名15岁失踪男孩的搜索，该男孩于两天前在新罕布什尔州的多佛市失踪。

step up加紧，如: step up production, step up the campaign, step up the lobby(加紧游说)

search在句中作名词，常见词组有one’s/the search for（对…的搜索、探求），in search of(为了寻求)。例如：

His search for truth has led to one discovery after another.

He risked his life in search of truth.

Police是集体名词，形式上永远是单数，和复数动词连用。

3. People have shown great interest in his disappearance due to sighting of puzzling lights in the sky and reports of alien visits around the time of his disappearance.

公众对男孩的失踪表现出极大的兴趣，原因是在他失踪前后有人声称看到天空中出现令人迷惑不解的亮光，还有关于外星人造访地球的报道。

4. Standing inside were lots of white-skinned, strange-looking creatures with large black eyes.

（飞碟）里面站着许多白皮肤、样子奇怪、长着黑色大眼睛的生物。

这是个倒装句，这句话的正常语序是：Lots of white-skinned, strange-looking creatures with large black eyes were standing inside. 当句子的主语部分太长，或说话人想要强调对动作的描写时，可以把现在分词短语和主语部分的位置交换，形成“现在分词短语＋be动词＋主语部分”的倒装结构。例如：

Lying there was a thin, black woman with untidy hair and stony face.

Coming up is a talk show by our famous host Peter Pan.

white-skinned白皮肤的，这是一个由形容词＋名词＋ed构成的复合形容词，中学阶段常见的还有: kind-hearted, bold-faced, ill-tempered等。

strange-looking样子奇怪的。形容词/副词＋动词＋ing也可以构成的复合形容词，例如：good-looking, easy-going(好相处的), never-ending, ever-lasting.

5. believe和believe in

believe+sb表示“相信某人的话”，believe+sth表示“相信某事的真实性”。例如：

I believe George, he has never told a lie.

Do you believe his story?

Believe in+sb表示“信任某人”，believe in+sth表示“相信某事的存在、信仰某种学说或宗教”。例如：

I believe in Ed, he will never let me down (让我失望).

I don’t believe in UFO.

He believes in Maxism.

6. search和search for

search+搜查的对象，例如：search the house, search the prisoner.

Search for+，例如：search for gold, search for food.

也可以是：search+搜查的对象＋搜索的目标。例如：search the house for the thief

7. make up编造, make up for补偿、弥补, be made up of由….构成. 例如：

We had to work day and night to make up for the lost time.

He made up this story simply to draw attention to himself.

The exploration team was made up of 4 scientists, a doctor and an Indian guide.

8. go作为系动词用法小结：

1） 表示“变得”，常和有关颜色、状态、质地的形容词或词组连用，例如：

a. His hair has gone gray.

b. He went purple（发紫）with anger.

c. The company went broke (破产)after such a heavy loss.

d. Milk goes bad (变质)very easily in hot weather.

e. The children went wild with excitement (高兴地发狂).

f. The project can be finished in a week if nothing goes wrong.

2） 表示“选择….样的方式、采用….的方法”，例如：go natural回归自然, go international国际化, go native融入当地社会, go green追求绿色生活。

3） 表示“未受到…”, 常和un+过去分词构成的形容词unpunished/ unnoticed/ unchallenged/ uncommented等连用，相当于“pass/get away without being＋过去分词”，例如：

a. Many important details have gone unnoticed while he was listening.

b. If his cheating goes unpunished, more students will follow suit（跟着学）.

【同步练习】

一、 单项选择

1． Nanjing is situated------- the Yangtse River.

A. to B. near C. on D. at

2． John will settle -------- after he gets a job and gets married.

A.down B. up C. about D. for

3． A large number of people -------- London each year.

A.visits B. visiting C. are visit D. visit

4． Most of the meat --------bad.

A. have gone B. have went C. has gone D. has went

5． We have got used to ------- together.

A.work B. works C. worked D. working

6． He isn`t the man he used to---------.

A.be B. is C. been D. being

7． He ------ himself ----- the improvement of workers` lives.

A. asked; for B. devoted; to C. paid; by D. put; in

8. This is the hotel -------- some German friends stayed yesterday.

A. which B. where C. the one D. what

9. All ----- glitters is not gold.

A. which B. what C. that D. it

10. Is that the woman ---------- daughter is in your class?

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

11. They left for Beijing last week and we -------- from them so far.

A. don`t hear B.didn`t hear C. won`t hear D.haven`t heard

12. Whenever he ------ these days, he always carries an umbrella with him.

A. will go out B. is going out C. would go out D. goes out

13.Would you be so kind --------make these calls for me.

A. as soon B. in order to C. for D. as to

14.If it isn`t too ---------- for you, could you open this window please?

A. many troubles B. much trouble C. much pleasure D. little difficulties

15. The window is broken, I will have it ----------.

A. to repair B. repairing C. repaired D. be repaired

二、用下列单词或词组的适当形式填空：

Believe, believe in, run into, step up, search, search for, carry out, frighten

existence, exploration, convince, witness, puzzle, late, sink.

1. The police ______ already _______ his house but haven’t found any evidence against him.

2. The local government has ________campaign against bird flu(禽流感).

3. I ___________ an old friend in the street the other day.

4. Scientists have been __________ the traces of Yetis in Tibet.

5. Do you _______ that we will run out of oil in a score of years?

6. As a businessman he __________ nothing but money.

7. It is highly impossible to ________ this plan.

8. There was a _______ look on his face when he heard his name called.

9. The roar of wild animals at night sounded very ________to the kids.

10. I’m fully _________ of his innocence(清白)

11. Have you heard from your parents _______?

12. She looked past me as if I did not _______.

13. There were lots of people _________ this historical event.

14. They found nothing of great value in the _______ ship.

15. Man has launched many spaceships _______ outer space.

三、完形填空

I went to my favorite restaurant one evening to have supper. I knew the owner very well. 1 I was waiting for the soup to arrive, I looked around to see if I knew anyone in the restaurant. It was 2 that I noticed a man sitting at the corner table 3 watching in my direction, as if he knew me. The man had a newspaper open 4 him, which he was 5 to read, though all the while I could see that he was keeping an eye on me. When the waiter brought the soup, the man was clearly 6 by the familiar way in which the waiter and I talked to each other. He became even more puzzled as time went on and it grew more and more obvious that I was well 7 in the restaurant. In the end he got up and went to the kitchen. After a few minutes he came 8 again, paid his bill and left without 9 looking in my direction.

When I finished and was 10 to pay my bill, I called the owner over and 11 him what the man had wanted. The owner at 12 didn’t want to tell me. I 13 “ Well”, he said “ that man was a detective.” “ 14 ?” I said, much surprised. “ he followed you here because he 15 you were the man he was looking for,” the owner said. “ He showed me a photo of the 16 man. He certainly looked 17 you! Of course since we know you here. I was able to make him 18 that he had made a mistake.” “ It’s 19 I came to a restaurant where I’m where I’m known,” I said, “ otherwise I 20 have been taken to police station!”

1.A. While B. After C. Before D. Until

2.A. time B. time C. here D. there

3.A. began B. enjoyed C. kept D. stopped

4.A. behind B. over C. in front of D. beside

5.A. pretending B. seen C. prepared D. hold

6.A. frightened B. surprised C. puzzled D. pleased

7.A. treated B. welcomed C. received D. known

8.A. around B. up C. in D. out

9.A. another B. a C. any D. each

10.A. able B. about C. willing D. anxious

11.A. told B. showed C. asked D. gave

12.A. last B. first C. least D. once

13.A. insisted B. apologized C. wondered D. regretted

14.A. Certainly B. Really C. Why D. How

15.A. knew B. found C. explain D. thought

16.A. strange B. famous C. wanted D. curious

17.A. for B. at C. after D. like

18.A. believe B. agree C. remember D. learn

19.A. necessary B. funny C. lucky D. clear

20.A. need B. will C. can D. might

【参考答案】

一、CADCD, ABBCB, DDDBC

二、1.have,searched 2. stepped up 3. ran into 4.searching for 5.believe 6. believes in 7.carry out 8.puzzled 9. frightening 10. convinced 11. lately 12. exist 13 to witness 14.sunken 15. to explore

三、ABCCA, CDDAB, CBABD, CDACD

篇14：牛津高中英语模块六word power 教案

牛津高中英语模块六word power 教案

Step 1: Lead-in (2分钟)  Review:   What is Ma Jie’s problem?  Have you think of some ways to help him? When you give advice ,what guidelines should you remember? What to do and why? [设计说明] 本环节既能复习上一课时的部分内容，同时又很快转入本课时的第一节，即理解skill building 3的内容。   Step 2 Skill building 3 （5分钟）   Guidelines What to do Why avoid judging   use positive, helpful language do not say, Its wrong for you to people want help but not judgment of their previous behavior. give examples   mention a similar situation where your advice works people will know how to use your advice. be specific   give the advice that can help people to solve their own problem. people can be helped to solve their problems.   [操作说明] 使用多媒体课件分项呈现各表格内容。   Step 3: Writing an article Task 1  （5分钟） Ask students to discuss and list what they should write in the article first. Use the guidelines to find some information  (for reference) ・Ma Jies problems ・the possible solutions Ma Jie has thought of and the reasons why they didnt work ・ the advice you gave to Ma Jie ・the advice his parents, teachers and coach gave him and why it works ・ your opinion about the best way to solve  problems that students have [设计说明] 本环节帮助学生应用前几个步骤所学的'内容，为学生的写作构建整体的框架,提供必要的写作要点。   Task 2 writing (group work) （12分钟） Have the students work in groups of four to write the article. Each member of group writes one part . After each member has finished his or her part, the group puts the four parts together to form the article and present it to the whole class. [设计说明] 本环节进入实质的写作程序，个人独立写作和小组合作相结合，既能促使学生独立思考，又能发挥集体的智慧。   Step 4  Writing (Individual work) （20分钟）  Have the students read the following letter, and try to write a reply to give her some advice.   Dear Sir or Madam:, I feel no one cares about me. My father and mother are always busy with working, so I often stay at home by myself. I feel very lonely. As my parents work so much, I hve to clean the house and do all the shopping by myself. I am only a little happier at school when I stay with my classmates and friends. I feel bored all the time and I feel sorry for myself. What should I do? I look forward to your advice .                                                           Yours                                                              Rose [设计说明] 此部分的写作训练要求学生独立给朋友写一封建议信。这样把语言知识的巩固、阅读和写作技能的培养以及学习策略的运用有机地结合起来，能够培养学生综合语言运用能力的发展。

篇15：牛津高中英语M2U2 Welcome & Reading 教学设计

牛津高中英语M2U2 Welcome & Reading 教学设计

【教学内容】

牛津高中英语 M2U2 Wish you were here (Reading: An anventure in Africa)。

【教学对象】高一学生（Students of Senior 1）

【学情分析】

高一学生通过M2U1 Tales of the unexplained 的学习了解一些世界未解之谜，激发了他们对世界神秘现象及神奇之地进行探索的动机。本单元主要是引导学生在已有知识的基础上，探讨旅行的话题，让他们了解非洲的风土民情。

【教学目标】

1. 知识与能力目标：引导学生在已有知识的基础上层层深入的了解新的话题，以便更好地接收和更深入的理解文本信息。在单元导入时充分激发学生对探险的渴望，在阅读文章时，培养学生运用阅读策略抓文章结构、快读、跳读、细读和归纳总结等多方面的阅读技巧。

2. 过程与方法目标：倡导学生课堂积极参与，合作探究，乐于表达，培养学生通过寻找关键词搜集和归纳信息的能力，小组合作学习的能力以及敢于创新的能力。

3. 情感态度和价值观目标：通过了解世界不同地方的特有风景以及Toby非洲探险的经历，培养学生的美感及探索新事物的兴趣和积极勇敢的探险精神。

【教学重难点】

教学重点：引导学生在已有知识的基础上，了解世界各地风情，尤其是非洲各国家的特有景色以及在此探险的经历，提高学生的阅读能力。

教学难点：文章中关于地名、动物名的专有名词较多、读音较难把握，课文内容承载的信息量较大，如何提高学生快速阅读并理解文章。

【教学方法】

基于任务的教学策略（task-based teaching method）：在教学过程各阶段向学生阐明其任务，让学生通过快速阅读搜寻信息，仔细阅读分析信息，相互合作完成任务。

交际的教学策略(communication teaching): 将课堂交际视为教师与学生，学生与学生之间的交际，激发学生通过所学内容尽可能多的产出。

【教具准备】

多媒体、黑板

【教学步骤】

Step 1. 导入（lead-in）

Greeting

Video show: Enjoy a short video about the beautiful scenery and animals in Africa.

Questions: Do you like travelling?

What is the most existing place you have ever been to?

Enjoy some pictures about some tourist spots around the world.

Questions: Which of these places would you like to visit most? Why?

Why do people travel?

Can you think of any other exciting places to visit? What are they?

设计思路：通过一段简短的非洲沙漠旅行的视频激发学生对本节课话题的学习动机，并向学生发问：你是否也喜欢旅行？让学生一开始上课就产生要表达自己的欲望。然后将本篇文章主人公Toby 描述为给我发邮件介绍其旅行经历的朋友，以让学生帮我识别照片来自哪个国家为由，让学生欣赏各国有代表性的风景，并问学生他们最喜欢的是哪里，还能想到那些想要去旅行的地方，拓宽学生的思路。接下来问学生Have you ever considered going to Africa to take an adventure? 将学生的焦点循序渐进的聚集在本节课的重点非洲探险。

Step 2. 阅读策略（Reading strategy）

Reading strategy: reading an informal letter

Questions: what are the features of a letter？

设计思路：让学生在读前了解本篇文章的文体特点以及阅读此类文章的技巧，以便在正式阅读时更有效获取信息，提高阅读能力。

Step 3. 任务一：快速阅读（Fast reading）

Read the passage quickly underline the place names and then put the following activities in correct order.

_____ travel down the River Nile

_____ ride camels through the Sahara Desert

_____ climb Mount Kilimanjaro in Tanzania

_____ see wild animals in Kenya

_____ take a flight to Morocco

_____ go to the Himalayas

设计思路：培养学生快速寻找特定信息的能力，同时学生在完成这一任务的同时能对整篇文章的主题线索有所把握。

Step 4. 任务二：精读（Careful reading）

1. Read the passage part by part, and underline the information about: Where will they go? What will they do there?

2. Deal with the detailed information in each paragraph:

Para 1: Read and decide whether the statement is true or false.

Toby would spend a few weeks traveling before he goes to university.

Para 2: Read and find out the information about:

Where to start:

Time:

Where to go:

How to go there:

What to take:

How long:

Para 3: Questions: 1.What adventure activity will the writer try?

2. What is white-water rafting like?

3.How to protect himself?

Para 4-5 Fill in the blanks.

Para 6: Questions: What will they do before they climb Mount Kilimanjaro? and why?

3. Traveling route (在地图上展示旅行路线)

设计思路：让学生仔细阅读文章的每一部分，处理相关细节问题，培养学生精读并发现信息的能力，然后在地图上展示非洲探险的整个路线，让学生对文章结构有清晰的思路。

Step 5. 任务三：采访（Interview）

Make students carry out an interview with their partner, one as Toby, the other as a reporter from our school magazine.

The reporter: interview Toby about his travel plan.

Questions: Where will you go first / afterward? How will you go there? What will you do there?What will you take? Is it exciting? Are you going to …?

Toby: say something about the travel plan in Africa.

设计思路：以分角色扮演的采访形式让学生巩固课堂所学的非洲探险的过程，事实上便是让学生以有趣的方式对文章进行复述。

Step 6. 任务四：自由讨论（Free talk）

Use your imagination and give an ending to the letter.

Questions: Do you think climbing the Himalayas is a bit challenging for Toby and Colin? What kinds of difficulties might Toby and Colin experience? Do you think they will overcome all the difficulties?

设计思路：让学生对Toby接下来的探险经历进行预测，让学生通过所学内容掌握描述探险经历的方法和技巧，培养学生口语表达的意识和能力。

Step 7: 任务五：辩论（Debate）

Topic:Adventures such as mountain climbing and white - water rafting can be dangerous. Do you think it is worth risking your life for adventures? Why or why not?

设计思路：引导学生对是否应该探险进行情感态度和价值观的思辨，培养学生辩证的思维方式和积极地生活态度。

Step 8: 课后作业：（Homework）

Finish the exercise of part C2 & part E on page 24-25.

设计思路：让学生课后完成课本配套练习，复习并巩固课堂所学知识。

篇16：牛津高中英语高一下学期期末考试全面复习

试题预览

牛津高中英语高一下学期期末考试全面复习

---源于课本 高于课本

一、单项选择(M3)

1.If you hold your nose when you eat, your sense of taste________work as well as________.(P1)

A.do not; common B.will not;usual C.does not;average D.can not;normal

2.Blind people can ________by touching letters in________dots called Braille.(P1)

A.see books;rising B.read book;raised C.look at books;risen D.read;raised

3.________,even if we have good senses, the senses can still________us.(P1)

A.However;confuse B.While;be confused C.But,be confusing D.While;confused

4.When________home that morning, the city was already in a gray mist.(P2)

A.leaving B.Polly leaving C.left D.Polly left

5.The truth is ________it is too foggy for the bus to run________far.(P2)

A.what;so B.that;that C./;very D.whether;so

6.As polly observed the passengers on the train, she had a feeling________she was________by a tall man in a dark overcoat.(P2)

A.where;watched B.in which;being watched

C.which;watched D.that;being watched

7.Nowhere________to be seen.(P2)

A.the tall man was B.did the tall man C.was the tall man D.would the tall man

8.As she walked along the narrow street, she heard the sound of the footsteps________, but by the time she reached the corner of the street, the footsteps________gone.(P2)

A.approaching;had B.approached;had been

C.approaching;were D.approached;would be

9.I can remember some terrible fogs, but maybe________was before your time.(P3)

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

10.“Thank you so much for coming to my aid”,said Polly in________.

A.relief B.general C.silence D.total

11.A blind person like me can’t get across the road without help,________in a fog like this.(P3)

A.except for B.but for C.except that D.except

12.Stories usually have the following things in______, ______a problem______.(P3)

A.common;including;to be solved B.average;containing;to solve

C.usual;included;solving D.ordinary;contained;solved

13.I can remember________the shops are, and I can easily find my way around by counting________steps I need to take in order to get from one place to another.(P5)

A.in which;how many B.where;how much

C.where;how many D.in which;how much

14.Now, the study________that for women, pleasant smells reduce pain.(P9)

A.has been proved B.proved C.was proved D.has proved

15.One explanation is______women’s sense of smell is better developed than______of men.(P9)

A.what;the sense B.which;the one C.that;that D./;one

16.Now, they have become________that the sense of smell also helps.(P9)

A.surely B.convincing C. septical D.convinced

17.When we tell a story with pictures, we can ________ words ________speech bubbles, sound bubbles and captions.(P14)

A.add to;and using B.add;using C.add up to;and use D.add up;by using

18.________his hand is weak, he can now feel hot and cold.(P16)

A.Because of B.Although C.As a result of D.In spite of

19.Liu Weihai was attacked by a wild animal 3 months ago while________a group tourists in the mountains, and________his left hand.(P16)

A.leading;lost B.he leading;losing

C.he was leading;was losing D.led;lost

20.Animals have developed their own unique senses over the long process of evolution, ________help them________their environments.(18)

A.it;survive from B.which; survive C.and it;survive D.that;survive from

21.________to what many people might assume, evidence shows that sharks seldom attacks .(P18)

A.Contrary B.Compared C.Familiar D.Similar

22.If________shark attacks you, follow the advice below: hit the shark on________with your fist.(P18)

A.a;a B.a;the C.the;a D.the;the

23.Do not wear bright clothing or jewellery, because sharks are________to the flash of colors and bright objects.(P18)

A.attracted B.fond C.crazy D.puzzled

24.Don’t be frightened by sharks:you are 30 times more________to be hit by lightning than________attracted by a shark.(P18)

A.possible;be B.probable;to be C.likely; be D.maybe;to be

25.He rolls up the paper and puts it into a small case, and then________into a case and ________a bird.(P19)

A.reaching; getting B.reaches; getting C.reaching; gets D.reaches; gets

26.________the message to its leg, he sets the bird________,which immediately flies into the air and disappears in the dark.(P19)

A.Attaching;loose B.To attach;loosely

C.Attached;loose D.Having attached;loosely

27.Though it may seem hard________, the bird the officer uses is the same bird often _______in public parks---the pigeon.(P19)

A.to be believed;seeing B.to believe;seen

C.believing;being seen D.believed;seen

28.Instead, pigeons have been known________home from as far away 1,800 kilometers, ________ is________pigeons have been used since ancient times.(P19)

A.which,for which B.what;why C.that;for which D.which;why

29.However, it was in war________they found the greatest use of pigeons.(P19)

A.where B.in which C.that D.what

30.During both World I and II, pigeons were employed by armies ________messages to and from the front line, ________the lives of many soldiers and even helping win some important victories.(P19)

A.to carry; saving B.carrying;to save C.carrying; saving D.to carry;to save

31.______this compass works_______a mystery.(P19)

A.Why; is B.How;still C.Whether;known as D.How;remains

***********************************************************************************

32.Language, in a ________sense, is the way information is expressed.(P21)

A.wide B.long C.deep D.broad

33.Braille, ________by a Frenchman, is a language ________for the blind.(P21)

A.discovered; designed B.created; meaning

C.invented; meant D.produced; intended

34.All creatures, ________animals and insects, can talk, for example, bees fly in circles to ________their partners about food or danger.(P21)

A.including; inform B.included;informing

C.involved; inform D.involving;be informed

35.All through________history, people from many different countries and cultures ________together in Britain.(P22)

A./;are living B./;have lived C.the;live D.the; have lived

36.The English________of the grammar and vocabulary these people brought to Britain.(P22)

A.consisting B.is made up C.is consisted D.made up

37.When we speak English today, we sometimes feel puzzled about which words or phrases ________.(P22)

A.we to use B.to be used C.to use D.we supposed to use

38.Middle English is the name ________to the English ________from around the 12th century to the 15th century.(P22)

A.giving; using B.given; used C.giving; used D.giving; used

39.However, the Norman Conquest did not affect English as much as the Angles and the Saxons’ victory about 600 years earlier, which led to Old English________Celtic.(P23)

A.taking place of B.replacing C.take the place of D.replace

40.Only a few words ________, such as man/men and child/children.(P23)

A.did their Germanic plural forms B.kept their Germanic plural forms

C.kept their Germanic plural forms D. their Germanic plural forms kept

41.In ________1399,Henry IV became________King of England.(P23)

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

42.The question of________English will keep on changing in the future is easy ________.(P23)

A.if;to answer it B.whether;to answer C.that;to be an

篇17：浅谈任务型教学在牛津高中英语中应用

【摘 要】 随着新的《英语课程标准》的颁布，“以学生自主学习为中心”而设定的英语学习目标也应运而生。如何改革传统的课堂结构模式，使师生角色互换，让课堂教学环节更加轻松愉快，最终使学生轻松的掌握阅读技巧呢？新标准中明确指出“任务型”的教学途径适合培养学生的综合语言运用能力。本文中作者从设计原则及任务形式等发面进行分析，对牛津高中英语教学中的任务型教学进行讨论。

【关键词】 牛津高中英语 任务型 设计

高中英语新课程标准的总目标之一就是培养学生的自主学习能力和语言综合运用能力。在老师的指导下能够让学生通过体验、参与、实践、讨论、合作等方式，达到学习目标所规定的要求。如何能够激发学生对学习的热情，培养学生的思维能力，提高学生综合运用语言能力，这也是“任务型教学”所采用的新的课程理念，也就成为教师课堂教学设计的核心问题。

一、任务型教学的含义和目的

《英语新课标中》中提出，高中阶段的英语课程的最终目标是培养学生的综合语言运用能力。而任务型教学就是提出一个任务，让学生们去执行。而在此过程中，学生始终处在一种积极主动的学习状态里，在完成任务的过程中同时掌握学习内容。高中年龄段的学生正处于青春期，他们对周围的事物都有着自己独特的观点和看法。他们并不满足与教科书上的知识，而是对周围方方面面的信息都比较敏感。而对于英语的学习上，他们更多的是想要学习到更多知识性与趣味性皆有的内容，而不是用死记硬背这一方法来学习英语，他们更多的是想在英语这门课程的学习中获得更多的知识和能力。任务型教学更多的是强调因材施教，激发学生们的自主学习能力，让他们真正掌握课堂内容，有所收获。

二、任务型教学的特点

2.1 目的性

在课堂教学中，要运用任务型的语言教学模式，让学生们亲自体验，逐步实现目标，这样可以培养学生们积极踊跃的学习态度，使学生们的语言综合运用能力得到提高。

2.2 互动性

课堂应以学习任务为主线，学生为主体，重视学生们的讨论、实践体验。教师在课堂中主要起“设计者、促进者、协调者的作用。把语言教学真实化和任务化，让学生用英语去完成真实情境中的应用。

2.3 合作性

教学中，师生之间想和合作，同组之间相互配合，要注重情感和策略的调整，过程中鼓励学生们多说，多想，多讨论，以过程与结果并重的方式激励学生进步。

三、任务型课堂教学在牛津版高中英语教学中的实施

本文中以牛津高中英语教材The Olympic Games Reading为教学案例进行分析。

3.1 明确教学目标：

1）通过任务型教学了解学生们的阅读难点，引导学生调整心态，集中注意力读懂细节，推断文章深意。同时通过讨论奥林匹克运动发展史来提高学生的英语综合运用能力。

2）通过文章了解“更高、更快、更强”的奥利匹克精神。让学生们思考奥运冠军能够为他们树立怎样的榜样，从奥运冠军身上能学到哪些可贵品质。

3.2 任务型课堂教学步骤

1）课前预习：学生们运用所学知识独立完成课前预习，自主探究部分。

2）教学目标解读：首先由同学们自己思考本节课的教学目标延伸，随后找同学大声朗读出屏幕上所展示的本课教学目标。

3）分组讨论：同学们每四人为一组，归纳总结他们通过文章阅读对奥林匹克运动所了解的相关知识，根据各组的回答情况给予鼓励。

4）质疑解析：每个小组派一名代表向全班总结本组所归纳的信息，然后由其他组通常提出质疑、补充、辩论。对于学生们争执不下，理解困难的问题，教师进行适当的提示、点拨，使学生能够突破难点，彻底掌握关键部分，提高学生能力。

5）实践演练：教师围绕本单元话题，对学生关于演讲体裁文章的理解和运用进行训练，指导学生关于演讲文所要掌握的重点难点。对文章所表达的深层意义进行同学们概括，教师总结。让学生们对本节课的课堂知识加以巩固。

四、对任务型教学的反思

1）教师更应该从学生角度出发，设计出可操作性强的课堂任务化活动。

2）运用多媒体教学，制作精美的课件，为学生们展示丰富的与课堂内容相关图片和视频，充分调动了学生们的课堂参与积极性，让学生们多看、多说、多想，同时创造了良好的英语交际环境。

五、结束语

任务型教学不但能促使学生们语言能力的提高，也能促进英语各学科方面的互相渗透。课堂中采用了任务型教学，使学生的主观能动性得到了充分发挥。学生们积极参与各类型的教学活动，不但能培养他们观察、思考、记忆、创新的能力，也能促进学生们相互配合，了解团队的重要性。能使学生们的综合语言素质得到提高，也让英语课堂变得更加生动，充满乐趣。

[1] 赵才欣． 任务型课程与学科教学中任务性学习的探讨[J]． 上海教学研究， （10）.

[2] 中华人民共和国教育部制订． 英语课程标准（实验稿）． E京师范大学出版社， 2001.

篇18：牛津高中英语模块一复习单词拼写句子翻译

一、 单词拼写（每小题1分，共10分）

1.He has been teaching for ten years, so he is very e______________ in teaching.

2. The film hasn’t been d_____________（冲洗） yet. Would you please come tomorrow to get the pictures?

3. We have a good plan for the weekend, but we don’t know whether the teacher will agree to it or not. We are trying to get his a____________ .

4.It is r______________（要求） that everybody should be there on time.

5.A _____________ （教授）from Nanjing University will give us a talk on how to learn English well.

6.He promised to keep me i_______________ of what happened.

7. He is not a good doctor because he is short of e.

8. About 300 students from our school athe lecture given by the famous professor.

9. She is gaining weight because she likes eating dtoo much.

10. Hanson is going to study lin a university because he wants to be a writer in the future.

11. His grandfather was a kind man rby all the neighbors, men and women, old and young.

12. Among all the subjects, Jack likes mathematics best, which, I think, is the most c_____________ one.

13. It is said that the mboy has not been found yet.

14. Our school science laboratory is equipped with the latest laboratory e.

15. The boy felt _____________(窘迫) in front of such a big crowd.

16. I can’t _____________(集中精神) with all that noise going on.

17.Mona Lisa’s m_____________ smile attracts so many people in the world.

18. The first thing you do when meeting someone is to greet the person and make a self i_____________.

19.All the children listened to his thrilling a___________ in Africa with eager attention.

20.These chairs may look good, but they’re u_____________ to sit on.

21._______________(令人惊讶地), Mrs.Hall did not know her guest’s name.

22. An anonymous businesswoman ___________(捐献) one million dollars to the charity.

23.There were at least three_______________(代) ---grandparents, parents and children at the wedding

24. You weren’t ______（应该，应当）to come home until tomorrow.

25. Will you be __________（惩罚） by your parents if you can’t get well-prepared for the coming English test.

26. The car accident was not the driver’s f_________ as there was a man suddenly running across the road.

27. This kind of film is suitable( 适合的) for both children and a_________.

28. Please take the g ________ or rubbish with you when leaving the theatre.

29. The first s_________ in the second act contains a very long speech.

30. The policeman followed the person whose_________ ( 行为 )

was so strange for a while and then caught him.

308. “T_________” usually refer to the boys and girls between 13 and 19.

31. I had better say a few words by way of __________( 解释 )

32. I think that you should accept the plan without __________(争辩).

33. Children are ___________ ( 禁止 ) to smoke.

34. The tsunami ( 海啸 )_________（毁坏）many trees and buildings

so that the local people lost their homes.

35. He wastes so much of his valuable time__________（聊天）on line.

36. The village where they live is very_______(令人厌倦的,乏味的）.

37. I want to do things that__________ me(感兴趣）.

38. He also told us that the best way to earn respect is to d_________ ourselves to study and achieve high frades.

39. I look back on my time in the UK with ____________（满意）, and I really hope to go back and study in Manchester again.

40. I have a good friend, who is very thin, yet he wants to be a great _____________（运动员）.

IV 句子翻译（每空0.5分，共15分）

1.在我拜读你的文章之前，我还不知道英国的学校与中国的学校是如此不同呢。(not until, be different from)

2.虽然那位司机在事故中受伤严重，但他仍然能打电话。(although; be badly hurt)

3. 他们给我们的不仅是帮助；他们给了我们度过困难时期的自信。(more than; live through)

4. 我真的很喜欢读书。正因为如此，我最喜欢的科目是文学。(be fond of; that’s why )

5. 回顾我的学生时代， 我觉得那些是我最快乐的日子之一。(look back on; among)

6. 无论我遇到什么困难，你总是给予我鼓励和支持。(whatever/no matter what; meet with)

7. 我很遗憾地说， 你的建议一点儿都不令人满意。（regret; far from）

8. 我不清他们当时所争论的人和事了。（定语从句）

9. 会议应该在星期二召开，但是我们不得不推迟。(be supposed to; put off)

10. 我迫不及待想看那本小说，据说非常有趣。(can’t wait to; be said )

11. 我右眼有点不舒服，所以我要去医院检查一下。( have sth. done )

12. 那就是我所知道的全部情况，我再也告诉不了你什么了。(not any more)

13. 与这些生理变化同时发生的，还有很多心理上的变化。(along with )

14. 别浪费你的时间试着劝他学习了，他从来不听的。(waste time doing )

15. 你真是愚蠢，竟然相信那个陌生人的话。(it is/was+adj.+of sb. to do sth.)

16. 这项工作比预料的要难。（turn out）

17. 这就是你向老师解释的你听讲座迟到的理由吗？（定语从句）

18. 我们因为笑话而笑，但很少思考过他们是如何使人发笑的。（seldom，倒装，work）

19. Black先生很高兴，因为他的工厂生产的服装从未这么受欢迎。(过去分词作定语)

20. 据发现，吸烟对吸烟者和附近的人的'健康有不良影响。（ have an effect on ）

21. 他们都在努力用功准备即将到来的期末考试。（prepare sb. for）

22. 我想如果孩子们被迫练钢琴，他们会对它失去兴趣。(make sb. do sth)

23. 骑自行车走路都算，学校的运动也算。（so…）

24. 当她躺在医院的时候，她后悔没有听从母亲的劝告。(regret doing)

25. 和她多谈几次你就会发现她不像你原来认为的那么坏。(not as …as )

26 他们都认为我是第一次来到这个城市。 实际上， 我曾在这里生活过两年。(as a matter of fact)

27.尽管他家人不让他这么做，但他坚持要去非洲研究野生动物。(insist on)

28. 他们的球队是这个国家最棒的，当然应该打赢这场比赛。 (deserve to )

KEY:1. experienced2. developed3.approval4. required.5.professor6. informed7. experience8. attend9. desserts10. literature11. respected

12. challenging13.missing14. equipment15.embarrassed16concentrate17.mysterious18. introduction19.adventure(s)20.uncomfortable21.Surprisingly22. donated23. generations24. supposed,25. punished;26. fault;27. adults;28. garbage;29. scene;;30. behaviour;31. explanation;32. argument;33. forbidden34.destroyed,35. chatting ;36. boring.37. Interest.38. devote39 satisgaction40. athlete

1. I didn’t realize schools in the UK are so different from schools in China until I read your article.

2. Although badly hur in the accident, the driver was still able to make a phone call.

3. What they gave is more than help; they gave us the confidence to live through hard times.

4. I am really fond of reading books, and that’s why my favourite sybject is literature.

5. Looking back my school days, I feel they were among the happiest in my life.

6. No matter what difficulties I meet with, you always give me encouragement and support.

7. I regret to say that your suggestions is far from satisfying.

8. I can’t remember the people and things that they argued about at that monent.

9. The meeting was supposed to take place on Tuesday, but we had to put it off.

10. I can’t wait to read that novel. It is said to be interesting.

11. There is something wrong with my right eye, so I’ll go to the hospital to have it examined.

12. That’s all I know. I can’t tell you any more.

13. Along with these physical changes, there come many psy chological changes.

14. Don’t waste time trying to persuade him to study; he never listens.

15. It was foolish of you to believe what the stranger had said.

16. The job turned out to be harder than expected.

17. Is this the reason you explained to the teacher why/ for which you were late for the lecture?

18. We laugh at jokes, but seldom do we think about how they work.

19. Mr. Black is happy because the clothes made in his factory have never been so popular.

20. Smoking has been found to have a bad effect on the health of the smoker and the people nearby.

21. They are working hard preparing themselves for the coming final examination.

22. I think that if children are made to practise the piano, they will lose interest in it.

23. Walking and riding your bike count, and so do school sports.

24. When she was lying in hospital, she regretted not following her mother’s advice.

25. Talk to her more, and you will find that she isn’t as bad as you thought she was.

26. They all thought that it was my first visit to the city. As a matter of fact, I had lived here for two years.

27. She insisted on going to Afric to study wild animals there, although her family asked her not to.

28. They are the best team in the country. They certainly deserve to win the match.

篇19：《牛津高中英语》阅读课第二课时教学案例及分析

一、教学课型: 语言操练及运用课

二、教材分析

1. 教材内容

见《牛津高中英语》模块一 Unit 3 （Pages 42-43）

2. 教材处理

阅读文章讲述加拿大籍女演员Amy由原先的运动瘦身到后来的药物瘦身，经历了病痛，最终，因为有来自中国的好心人捐肝的帮助而产生许多感触，因而形成的两份电子邮件以及一封回信。

因为在第一课时，学生已经能够了解文章大意并知道了生词的意思。本节课的教学目的在于让学生通过各种语境的帮助，为练习并习得语言提供充分的机会。

3. 教学目标

① 知识目标: 学习关于瘦身的词汇及文章中出现的重要句式。

②能力目标: 使学生形成能够用新学词汇表述自己观点的能力。

③ 文化目标: 帮助学生树立正确的审美观和健康观。

4. 教学的重点和难点

① 重点：课文中出现的常用的语言现象。

② 难点：如何使学生高效地习得语言，并创造性地使用语言。

三、教学设计

1. 总体思路

本课的教学设计采用：任务前活动（巩固、讨论）、任务中活动（情景、操练、运用）、任务后活动（运用）三部分。

2. 教学过程

Step 1 Making up a conversation

T：Hi, everybody. (S：Hi, John.)

Oh, excuse me. Today, I’m not John. Instead, I’m your friend, Zhou Ling. And you’re Amy. OK? (S：OK.)

Hi, Amy. (S：Hi, Zhou Ling.)

I heard you were ill and you were in hospital. What happened? (S：My liver failed. And the doctor told me that I would die if I couldn’t get a new liver.)

I’m so sorry to hear that. But what caused your liver to fail? (S：I took some weight-loss pills. They contain a harmful chemical.)

You see, this is a conversation between Amy and Zhou Ling. And please make up a conversation with your partner. One of you should be Amy and the other is Zhou Ling. Remember, you have to use the phrases or questions on the screen. And I’m going to give you four minutes. Please have a try.

幻灯片1：

- be in hospital – dying to be thin

- weight-loss pills – contain a harmful chemical

- lose weight / stay slim / be ashamed of

- used to work out

- Did your mother support you?

- an exact match

- priceless

(设计说明:

阅读课第二课时的开始，设计这样的对话活动，其实是对第一课时学习内容的复习，也是用一种变化的方式来复述课文。同时也是对本节课中一些重点要练习的单词、词组及重点句型的一种操练形式。

往往，我感觉到学生对复述课文很是头疼，觉得困难且枯燥无味。所以，教师需要设计一种情景，并且在很短的时间内让学生自然的进入到课文内容的复述，还需给出例子，以便于学生更好的在教师指导下完成相应任务。）

Step 2 Free talk

Ask Ss the following questions:

1) Will you take weight-loss pills?

2) As we know, some women take weight-loss pills, why?

3) Do you think that looking good is important to women?

4) What is important to women? What is important to gentlemen?

5) Do you want a slim figure?

6) Are you dying to be thin? I’m dying to …

7) How can you stay slim / healthy? (work out in the gym regularly)

8) Health is priceless, isn’t it? Besides health, what do you think is priceless? (… is priceless.)

(设计说明:

如果说，Step 1编对话的形式，对学生的能力来说有困难，或者说，学生自己编的对话没有达到教师旨在让学生准确地用英语表述的目的时，不妨在第二步安排这样的对话练习。一方面，这是师生间轻松环境和氛围下的对话，另一方面，这是学生在教师完全调控下的语言练习。以上所设计的每一个问题，都与本节课的学习要求相关，应该说，这是让学生掌握课文关键词汇和句型的有效途径。

从内容上看，教师所问问题应该是广泛的，应该是跨文化的。不仅仅问学生从书本中得来的信息，也可以询问当今世界和社会的热点问题，更包括学生自己的观点，以帮助学生形成更好的人生观。)

Step 3 Word practice

幻灯片2

Topic: What Amy says

1. I am d____ to know why you didn’t write me back.

2. Nowadays, every woman wants a slim f____. They are dying to lose weight because they are a____ of their bodies.

3. If you want a slim figure, you’d better exercise more in the g____ very often.

4. =If you want a slim figure, you’d better ____ ____ in the gym r____.

5. In my opinion, beauty is important. However, health is p____, isn’t it?

(设计说明:

在经过Step 2这种口语上的练习后，Step 3试着让学生运用口语练习中反复使用的词汇。在做这一个步骤时，教师也可以带领学生共同记忆一些较难拼写的单词，最大限度的帮助那些因单词拼写困难而落后的学生。所设计的情景是“What Amy says”，意图是让学生更好的了解阅读文章中的人物以及他们写文章时的感受，为后面的步骤做好铺垫。)

Step 4 Key structures

幻灯片3

What did Amy say to Zhou Ling

1) Looking good is important to women, ____ ____? (line 5)

2) I was very lucky, ____ ____? (line 24)

3) We shouldn’t be ashamed of the way we look, ____ ____? (line 29)

4) No one has found the CD , ____ ____?

5) Everyone has been advised not to go on a diet, ____ ____?

6) Post a letter for me, ____ ____?

7) Let’s have a break, ____ ____?

8) We forgot to bring our tickets, but please let us enter, ____?

A. do you B. can we

C. will you D. shall we

(设计说明:

由Step 3最后一个句子，以及第二步Step 2中最后一个问题，可以在本步骤中安排阅读文章中一个至两个重点句型结构。值得注意的是，教师应当先让学生有足够的操练机会，再让学生总结规律，真真实实地还给学生习得语言的过程。)

Step 5 Word usage

幻灯片4

What did Zhou Ling say

1. I haven’t seen Amy for a long time. I’m dying ____ (see) her.

2. Amy used to ____ (go) to the gym three times a week. But after she took the weight-loss pills, she didn’t ____ ____ (= exercise) any more.

3. I came to Canada to see Amy. And I’ve been here for a week. I’m not used to ____ (live) here.

4. What did Zhou Ling say

5. I think Amy should not be a____ of her figure and that we needn’t be too e____ about our weight.

(设计说明:

在Step 1到Step 4这四个步骤中，学生有过口语上的操练，单词拼写及语境下用法的操练和重点句型练习。Step 5重点操练重要词汇和词组的用法。所设立的语境由前面步骤中“What did Amy say”转移到“What did Zhou Ling say”，还是需要学生更好的了解阅读文章中的人物，同时练习语言。)

Step 6 Completing the letter and practicing the language

幻灯片5

Dear Zhou Ling,

I’m now in hospital r____ from liver f____. I regret ____ (take) those weight-loss pills. They c____ a harmful c____ that caused my liver ____ (fail). The doctor told me that I ____ (die) if I couldn’t get a new l____. My mother is too old for ____ (so / such) a long operation. I thought I was going to ____ (die).

(设计说明:

往往在阅读课的第二课时，出现的状况是教师拼命讲解语言点，学生奋笔疾书，其结果是一讲就懂，一做就错。最大的原因是学生没有操练或运用要学的语言知识。

我一直喜欢 Step 6这样的练习方式，看似简单，都是课文上的。可只有通过这样的方式，让学生踏踏实实学好书本内容，才能够造就学生灵活使用语言的能力。同时，教师才可以更好的了解学生学习过程中出现的问题，找出学生作业中做错题的根源。

在练习方式中，需要让学生把自己置身于所设情景中，去感受写信人心里的状况，并试着用语言表述出来。而为了使学生能够更加熟练，教师也可以根据需要，对学生的做题速度做出相应的要求。)

Step 7 Language practice

幻灯片6

This is what Amy said:

1. My doctor regretted ____ (tell) me that the weight-loss pills caused my liver to fail.

2. I regret t____ those weight-loss pills.

3. Now, I have just r____ from my liver failure.

4. I sat in my room ____ (think) about my lucky experience and keeping fit.

5. To keep fit, we should always avoid food ____（包含）too much fat.

6. All the people said that I was lucky, ____（包括）you.

幻灯片7

Amy in my eye

1. Amy is really lucky. The doctor found that someone out of her country, w____ name is Wu Dong, was an exact m____ for her. In this way, Amy was saved!

2. Amy is clever and she is good at chess. I think I’m not a good m____ for her.

3. Since Amy was preparing to act in a new TV play, she took weight-loss pills called Fat-less, _____ are quite popular among young women.

4. It’s the same in China-many people, some of _____ are not overweight at all, are always going on diets or taking weight-loss pills, _____ are often dangerous.

5. Amy’s mother, _____ Zhou Ling met last year, kept telling Amy not to take the weight-loss pills because they were dangerous.

(设计说明:

Step 6中，学生进一步复习了课文，并且比较好地掌握了单词和词组在课文中的用法，Step 7是对Step 6中重点单词用法的延伸，也是传统讲授内容的变体。所给的情景“This is what Amy said”和“Amy in my eye”仍然给学生以实践语言的机会。重要的词汇，学生可以在教师指导下，借助英语词典找到答案，也促使学生形成更好的英语学习方法。)

Step 8 Using the language

Making up stories using these words:

a touching story-be embarrassed about-regret doing-follow one’s advice

work out-be ashamed of-regret doing-donate to

take weight-loss pills-contain-overweight-damage one’s health

(设计说明：

本节课之前所有的步骤，其实都是为了使学生达到本步骤的境界，即自由地、灵活地、准确地使用所学课文中的语言知识。本步骤要求学生四人一组为单位，在小组合作的基础上，就本节课重点学习的单词、词组和重点句型进行创造性的练习。）

本课时从两人一组的编对话开始，经过师生间的对话，生生间的对话到最终的四人一组的小组活动，形式多样，精彩纷呈，体现了新课程的理念：让学生“为用而学，在用中学，学了就用”，不断提高他们的综合语言运用能力。

篇20：译林版牛津高中英语单元结构介绍-新课标[]

译林版牛津高中英语单元结构介绍

单元结构介绍

1 Welcome to the unit

Welcome to the unit板块通过照片、图片等引出一个或几个相关的话题，由下面的三个问题引发讨论，既是一种读前热身，也是对本单元话题的一种导入，有利于激活学生已有的相关知识，激发学习兴趣，为接下来的阅读和后面的一系列活动做好铺垫。所选择的图片和照片涉及学生比较感兴趣的话题，下面的三个问题大多是开放性的，容易引发讨论、引起兴趣。

2 Reading

Reading包括:读前问题（A），阅读材料本身(B)、读后练习(C--F)和紧跟在阅读文章后面的Reading strategy。

A-三到四个问题，练习快速阅读。

B-阅读文章。对话或短文，跨两页。

C-关于文章的更多问题，有时分C1,C2…等，从更多的细节到文章的深层理解。

D-根据上下文猜测和理解词义。

E-根据课文意义完成短文，综合理解。

F-拓展延伸练习。依据与课文相关的话题或细节开展讨论。

3 Word power

Word power从两个方面帮助学生学习新的单词，力求快速、高效地扩大他们的词汇量。一是通过介绍英语单词的构词方法(合成、派生、转化等），帮助学生对所学过的单词进行归纳，从中发现规律，同时，根据这些规则向他们介绍更多的符合这些规则的生词；二是根据本单元的有关话题，从Word family的角度，向学生介绍该话题的更多生词。如：

Module 2 Making discoveries

Unit 1 Wish you were here Going on an adventure holiday

Unit 2 Amazing people Different jobs

Unit 3 Tales of the unexplained Space exploration

4 Grammar and usage 高中学生的英语学习已经接近成年人学习英语的特点，所以语法教学一直受到高中老师的重视。该板块根据课程标准对高中语法的教学要求，系统讲授语法知识，并通过及时的练习加以巩固和提高。基本思想是，归纳演绎并举，讲练结合，讲求实效。

5 Task

该板块顺着本单元的话题，以任务的最终产品为目标，设计了一系列的活动，学生通过结对、或小组活动的方式，亲历语言实践，在完成任务的过程中获得语言运用能力。任务分三个步骤：

Step 1 听或读的活动（Receptive）

Step 2 双人或小组的互动（Interactive)

Step 3 口头或书面产品（Productive）

另外， 每个Step都有一个技能训练（Skills building ）, 确保学生顺利完成三个步骤。三个步骤在内容和能力训练上既相对独立，又相互联系，可操作性强。

6 Project

Project 是一种开放性探究学习活动，学生在老师的指导下，通过小组协作，利用课外时间完成他们自己选定的课题。Project 有A、B两个部分，A部分是阅读材料，为B部分提供范例，或者引发课题内容。B部分是Project本身，设计有四个步骤：

Planning: 在老师指导下确定课题；组内分工

Preparing: 查找资料、收集信息、调查、讨论

Producing: 拿出初稿，对其进行加工、完善

Presenting: 展示各个小组的成果

Project既有利于发展学生的语言能力，也有利于开发学生的非语言能力，提高他们的综合素质。

7 Self-assessment

该板块分为A、B两部分。

A部分要求学生对该单元的各项学习目标，如：阅读、听说、写作、语法、词汇、语言运用等，分五级（Not confident，Slightly confident，Confident，Quite confident和Very confident）进行自我评估。学生通过自我评估，可以体验自己在英语学习过程中的进步与成功，不断建立信心，同时发现存在问题，及时调控自己的学习策略。

B部分要求学生对自己学习过程中不足的方面提出改进意见，调整学习策略，争取不断进步。

★ 教学计划英语

★ 三年级英语教学计划

★ 牛津初中英语9b说课稿

★ 牛津初中英语说课稿

★ 牛津1AM3U2《In the fruit shop》说课稿

★ 牛津高一英语M3U2 Language复习学案（1）(译林牛津版英语高一)

★ 牛津英语教案

★ 译林牛津模块5 重点词组教师版(译林牛津版高一英语必修五教案教学设计)

★ 8B牛津unit1复习教案

★ 上海牛津英语高三（上）Unit4.语言点(沪教牛津版高三英语上册教案教学设计)

《牛津高中英语M2U2 Welcome & Reading 教学设计.doc》

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