牛津英语高一模块4各单元词组(译林牛津版高一英语必修四教案教学设计)（推荐14篇）由网友“豆芽”投稿提供，下面就是小编给大家整理后的牛津英语高一模块4各单元词组(译林牛津版高一英语必修四教案教学设计)，希望您能喜欢！
篇1：牛津英语高一模块4各单元词组(译林牛津版高一英语必修四教案教学设计)
Unit 1:
1.in order to=so as to(用在句中) 为了
2.be particular about 对……挑剔
3.hold one’s breath 屏住呼吸
4.at one’s service 听候某人吩咐,为某人服务
5.persuade sb. into doing/to do sth. 说服某人做某事
persuade sb. of sth. 使某人相信某事,强调结果
6.cure sb. a disease 治愈某人的病
cure … of … 治愈……
7.introduce…to… 向……作介绍
8.have sth. in mind 把……记住
9.agree with sb. on sth. 在某事上同意某人的意见
10.be of good/high quality 高质量
11.make an announcement 宣布
12.No comments 不加评论,无可奉告
13.market leader 领头羊
14.agree on 达成共识
15.give me a hand 帮助
16.under the leadership of our Party 在党的领导下
17.on the contrary 相反
18.share sth. with sb. 和某人分享某物/共用某物
share (in) sth. 分享,分担
share sth.(out) among/between 在……之间分配某物
share out 分配,合用
19.fight for freedom 为自由而战
fight for 为(事业,自由,真理,权利等)斗争(战斗)
fight with 接表示人或国家的名词,意为“同……战斗(斗争)”
拓展:在含fight against的句子里出现with,这时还表示“和……一起战斗”.
fight against 接人,国家名词时,意为“和(同)……斗争,战斗”
后接事物名词时,意为“为反对……而斗争”
20.used to be 过去曾经是
There used to be 曾经有
21.do some research on=make some research about 对……进行调查
22.believe in 信任,信赖(人的品格,作风,为人),信奉(宗教,神等)
23.pay a visit 访问
pay off 还清,成功
pay back 报复
24.give place to 让位给
in the first place 首先
in place 适当的在原处
out of place 不合适的
25.mean to do sth.=intend to do sth./doing sth. 打算做……
mean sb. to do sth. 打算让某人做某事
mean doing sth. 意味着(必须要做某事或导致某种结果)
be meant to do sth. 得做某事,必须做某事
be meant for 打算给予,打算作……用
26.make a claim for 对……提出要求
claim sth./to do sth./that clause 宣称,声称
27.serve in the army 参军,服役
28.a variety of 多种的
29.reach an understanding 达成理解
30.make an earnest request 恳求,呼吁
31.intend to 意欲,意旨,存心
be intended to do/for sth. 有计划做……,故意做……
intend sth./sb. for (as) 打算做某事/某人用作/成为
32.fall behind 落后
fall off 从……落下
fall down 倒下
33.live one’s dream 实现梦想
34.go up by 5 percent 按5％比例上涨
35.devote oneself to doing sth. 下定决心做……
devote … to … 把……奉献给……
拓展:own … to … 应该把……归功于……
contribute to 给……作出贡献;把(时间)投入
36.set up in 建成
37.magnificent structures 宏伟的建筑
38.arrange for sb. to do sth. 安排某人做某事
39.poor out of 从……喷出
40.the surrounding country 周围的乡村
41.cause much damage 造成很大损失
42.a stopping point 歇脚点
43.get a close look at 仔细看
44.run through 流经
45.feel lucky to have a place 有幸赢得一个名额
46.have access to 能够进入
47.be similar in sth. 在……方面相似(像)
look similar to 看起来与……相似/像
48.protect sb./sth. from (against) sth. 保护某人/某物不受某物的伤害
49.become aware of 发觉,开始意识到
50.connect sth. (up) to sth. 把某物连到某物上
connect sth. (up) with sth. 把某物与某物连起来
connect sb. (with sb. / sth.) 使某人(与某人/某事)有联系,使有关系
be connected (up) with 与……有关系
51.deal with sth. 处理,对付,应付,论述;涉及
deal with sb. 对待,对付某人
a fair/square deal 公平交易
a ram/rough deal 不公平交易
52.commit a mistake(error) 犯错误
commit murder 凶杀
commit a child to the care of a nursery 把孩子托给托儿所
commit a matter to a committee 把一件事提交委员会(讨论)
commit sb. to prison (hospital) 把某人送进监狱(医院)
commit sb. to five years’imprisonment 判处某人五年徒刑
53.present sth. to sb. 将某事物提请某人考虑
at present 现在,目前
for the present 目前,暂时
up to the present 直到现在,至今
present sb. with sth./present sth. to sb. 赠送某人某物
be present at a meeting 出席会议
54.consider … to be 看作
55.appeal to 借助,诉诸,投合……的心意,引起……的兴趣
appeal to sb. 对某人有吸引力
appeal to sb. for sth. 为某事向某人呼吁
appeal to sb. to do sth. 呼吁某人做某事
56.apply for 请求,申请
57.get across 被传达,被理解,使(通过),(把……)讲清楚
get… across 使……被理解,传达
58.get away 逃跑
get through 完成
get in 收割
get down (从……)下来;下车;写下;咽下,吞下
get over 越过(墙等),克服(困难;偏见等)
get around 规避,回避(法律,规章等);(尤指病后)走动;旅行;(消息,谣言等)传开来
59.come up with 赶上;提出,想出
60.advise sb. of sth. 通知/某人某事
61.drink deep 痛饮
62.attach to 认为有(重要性等);把……归于
63.give out 分发,发出(气味,热等)
give in 屈服,让步
give away 送掉,分发(奖品等)
64.give sb. advice on … 给某人关于……的建议
65.reduce … to … 让……陷入到某种状态
66.make the most of ability 尽全力
67.be ignorant of/about 对……不了解
68.standard habits 标准的习惯(种族习惯)
69.let alone 更不用说
70.catch sb. doing sth. 看见……正在做
Unit 2:
1.be delighted to do sth. 高兴地做某事
be delighted that … 高兴于……
take delight in 以……为乐
2.do sth. an honour 对……表示敬意
do honour to sb.=do sb. honour 成为……的荣幸,礼遇某人
be honour for/as… 因为/作为……受到尊敬
honour sb.(with sth.) 尊敬某人
have the honour to do/of doing sth. 有做……的宠幸,有幸做某事
in honour of 纪念，向……表示敬意
3.come to one’s attention 成为某人注意的对象
attract/catch/draw/get one’s attention 吸引某人注意
focus/fix one’s attention on/upon 专心于
devote one’s attention to 专心于
turn one’s attention to 将注意力转向
hold one’s attention on 将某人的注意力集中于
4.break the world record 打破世界记录
set/establish a record 创造/建立记录
hold/keep a record 保持记录
beat/cut/break a record 打破一项记录
make a record 录制唱片
keep a record of sth. 保持……的记录
a record holder 记录保持者
5.be absent from 缺席
6.follow one’s train of thoughts 随着某人的思绪
7.at the opening ceremony 在开幕式上
8.group…into different categories 把…按不同类别分类
9.play leading roles in 起主导作用
play the leading role 起主导作用, 起带头作用
play an important role in 在……中起重要作用,在……中扮演一个重要的角色
play the role of the captain 扮演队长的角色
play the part…in… 在某方面起……的作用
10.daily routine 日常工作,日常安排
11.every four years 每四年，每隔三年
(1) every other+单数名词 每隔一……
eg: every other day 每隔一天
every other tree 每隔一棵树
(2) every +基数词+复数名词/every +序数词+单数名词 每隔……
eg: every three days=every third day 每隔两天(或译为每三天)
every two days=every other day 每隔一天(或译为每两天)
(3) every few +复数名词 每隔几……
eg: every few days 每隔几天
12.side by side/should by should 一起，共同，肩并肩
shoulder to shoulder 并肩地,齐心协力地
拓展:hand in hand 手拉手地
nose to nose/face to face 面对面地
13.be recognized as 被认为是
consider…as… 认为……是……
14.set an example to 树立榜样
15.maintain a balance 保持平衡
16.be involved in 涉及
get involved 投入
17.meet requirements 满足需求
18.compete with/against sb. for sth. 于某人竞争而获得某物
compete for 竞争,争夺……
compete with 与……匹敌,与……不相上下
compete in … 参加……的比赛
19.be relevant to=(be) related to 和……有关
20.go outdoors 户外旅行
21.make an attempt to do sth.
=make one’s attempt to do sth. 尝试做……
attempt sth. 尝试……
attempt to do sth.=try to do sth. 尝试做某事(不一定获得成功)
manage to do sth. 设法做某事(往往获得了成功)
22.separate … from … 指将一个整体的物品分开或两个靠近的物品分开
divide …into … 指把人或物分成若干等份
23.beyond control 无法掌握,无法控制
in control of sth. 管理
in the control of sb. 被……控制/管理
lose control of 无法控制,对……失去控制
out of control 不受控制,失去控制
take control/charge of 控制,管理
keep/bring/get … under control 使……处于控制之下
24.under attack 遭受袭击
under discussion 在讨论中
under repair 在修理中
under construction 在建设中
under consideration 在考虑中
25.make way for 给…让路
all the way 一路上,一直
by the way 顺便说一声
be way of 经过
find one’s way 找到路,设法到达
in no way=in no case 决不
in the one’s way 挡路
lead the way 领路,带路
lose one’s way 迷路
no way 没门,不行
on the/one’s way 在途中,渐趋于
under way (船只)航行中
26.refer to 涉及
set to 开始
27.get it ready 使某人为某事做好准备
28.enter into+抽象名词 表示进入某种状态,意为进入,参加
29.well-paid 得到优厚报酬的,有高薪的
well-founded 基础牢故的;有充分事实根据的
well-informed 博学的,消息灵通的
well-fed 营养充足的,吃得好的;胖胖的
well-done 干得好的,做得出色的
well-worn (衣服等)用旧的,磨损不堪的
well-known 著名的,闻名的
30.put together 把……放在一起;把……加起来;使构成整体;组合;装配
put together a dictionary 编成一部字典
put one’s thoughts/ideas together 整理思路
put an machine together 把机器装配起来
put up 举起,建造,搭起
put up with 忍受
31.look forward to sth./doing sth. 盼望/欣然期待某事物/做某事
32.natural resources 自然资源
resource of labour force 劳动力资源
33.require sth. 需要某事物
require doing 需要(被)……
require sb. to do sth. 要求某人做某事
require that + 主语 + (should) + 谓语(原形) + 其他成分
34.advanced techniques 先进的技术
farming technique 农业技术
35.be of use=be useful 有用的
be of + 抽象名词 = be + 相应的形容词
be of value=be valuable 有价值的
be of importance=be important 重要的
be of significance=be be of significant 有意义的,意义重大的
be of help=be helpful 有帮助的
36.break down 出故障;分解;跨掉;捣毁;失败
break out 爆发;逃脱;突然出现
break in 闯入;侵占
break up 拆散;打碎;驱散;颓丧
37.but for 要不是
38.on top of 加之,更糟糕的是
39.no later than 在……之前
40.think out 想出
think of 考虑
think back 反思
think about 回想
Unit 3:
1.be accused of 被控告犯有……罪
2.the viewer’s senses 观众的感觉
3.a character in an interactive film set 交互电影中的角色
4.go on a virtual trip to 虚拟旅行
5.developments in science and technology 科技方面的发展
6.a feeling of happiness 幸福感
7.a world of 3D animation 立体动画世界
8.move round inside the film 在电影中四处移动
9.the sense of touch 触摸感
10.deliver into 送进
deliver sb. from sth. 把……从……解救出来
deliver sth. to/over sb. 把某物交付某人
deliver a speech 发表讲话
deliver a message 带个口信,传话
deliver oneself of an opinion 发表意见
deliver over (up) (to) 移交,交给
be delivered of sb. 生(小孩)
11.score the winning goal 得到制胜分
12.send sb. on a trip to 送某人去旅行
13.bring history alive 历史再现
14.leave sb. with a deep impression 给某人留下深刻印象
make a … impression 留下……的印象
be impressed on 让……记住
15.take the risk of 冒……危险
risk doing sth. 冒……的风险
at the risk of doing sth. 冒……的危险
16.make a profit/money 获取利润/赚钱
17.win the admiration of 赢得……的敬佩
18.gather information from the Web 从网页上收集信息
19.the latest wave of new technology 最新技术浪潮
20.complete studies into natural plastic 把研究的东西制成天然塑料
21.write computer code 写计算机编码
22.go bankrupt 破产
23.take sb. on the journey to 带某人一起去旅行
24.at a speed of … kilometers per second 以每秒……公里的速度
25.teach oneself sth. 自学……
26.a sense of achievement 成功感
27.sign one’s name for 给……签名
28.invest in 投资于
29.voice one’s opinions 表达某人的看法
30.have letters missing 使得字母丢失
31.be trapped in 被困在……
32.end in failure 以失败告终
33.force sb. to do sth. 强迫某人做
34.be set in 以……为背景
set a stage 为舞台布景
35.pass on … to … 把……传给
pass the exam 通过考试
pass a law 通过法律
pass away 死亡,(时间等)消逝,(不安等)消失,(习惯等)革除,度(时间)
pass by 通过(……的旁边),忽视,避开
pass down 把……传给后世
pass off 消逝
pass through 穿过,经历
拓展:pass on
1).=pass away (委婉)死去,逝世,去世
2).=hand on 把……传(递)下去
36.add … to … 把……增加
add to 增加了
add A and B/add A to B 把A和B相加
37.offer sb. sth.=offer sth. to sb.
supply sb. with. Sth.=supply sth. to sb.
provide sth. for sb.=provide sb. with sth. 供给某人某物
38.get into an argument with… 和……争论起来
put forward an argument 提出论点
It is beyond argument that… ……是无可争辩的
argue with sb. about sth. 就某事与某人争论
argue against 为反对某事而争论
argue for the right 为正义而争论
39.put … together 把某物结合成一个整体,装配或修配某物
put aside 放在一旁,存储
put back 放回,送回,拨回(钟表)的针
put forward 向前移,提出,拨快(钟表)
put off 延期
put out 熄灭
put up 举起,建造
put up with 忍受
put down 写下来,记下来,放下
put on 穿上,放上,盖上
put away 收拾,处理
40.base … on/upon 建立于……之上,以……为根据
41.come across=meet by chance 偶遇
come over 走过来
come out (书被)出版,(消息,秘密)被传出,结果是
come about 发生,出现,造成
come down 下跌/落/降,传下来,坍塌,着陆
come into 开始……
come along 一到来,赶快
come to 达到,苏醒,合计,总共是
come up 走近,被提出(讨论)
come back 回来,会想起,东山再起,再度流行
come into being/existence 开始存在,建立
come into power 开始执政
come near 不亚于,差一点就
come off 脱落
come to light 被发现,被大家知道
come before 被提交给某人进行讨论,作出决定或判决;比……更重要
come between 干预,离间,妨碍
come by 得到,偶然获得
come forward 站出来;自告奋勇;挺身而出
come along 进展,进步;(尤指健康)好转
come at sb. 攻击某人
come through (消息)传来
42.beyond imagination 出乎意料
have a good/bad imagination 想象力好(差)
enrich one’s imagination 丰富某人的想像力
43.upon my word 我发誓
depend upon it 没错
44.be out of one’s senses 神智不清
come to one’s senses 神智恢复正常
common sense 常识
in a sense 在某种意义上
there’s no sense in doing sth. (做某事)没有道理
a sense of honor/ humor / justice 荣誉/幽默/正义感
45.be connected to 与……相连接
be connected with 与……有联系的,和……有关
connect A with (to) B=join A to B 指两物有形的连接
connect with 相连,衔接
A be connected with B A与B有联系
46.all… except one “所有的……中只有一个除外”,语气偏重在one
all… but one “除一个以外其他都……” 语气偏重在all
47.set down 记下,写下
set foot in/on 踏进/踏上
set the table 摆桌子
set up 建立组织,国家,政权等
set out to do sth. 开始做某事
set off 出发,使(地雷,炸弹等)爆炸
set sb. off doing sth. 使某人开始干某事
set about sth./doing sth. 开始做某事,着手干某事
set aside 留出,不顾,取消,驳回,存储
注意:set up a night school/an organization/a telephone line/a small lab/home/a new record
成立夜校/成立组织/假设电话线/建起一个小型实验室/建立家园/创一项新记录
48.the accused 被告
be under an accusation 被控告
49.build a house/bridge/road/railway/hospital/school/factory/lab/ship/machine/ fence/garage
建房子/建桥/修路/修铁路/建医院/建学校/建工厂/建实验室/造船/造机器/筑栅栏/建车库
build socialism/friendship/one’s country/(up) one’s body (health)/up a good business
建设社会主义/建立友谊/建设国家/使身体强壮/是生意兴隆
注意:build sb. sth./build sth. for sb. 给某人建造某物
build China into a powerful country 把中国建设成一个强大国家
be built of wood/bricks 用木头/砖建成
50.found a school/a country/a party/a theory
创办学校/建立国家/成立政党/创立理论
51.put up a tent/a factory/a new school 搭起帐篷/建起工厂/建起一所新学校
52.form a company 创办公司
form a society 成立协会
53.generally speaking 一般来说
54.give out 用尽,耗尽
put out 扔掉,熄灭
55.hold up 支撑
use up 用尽
56.get + 过去分词 除表示被动意义,还可表示自身做某事
如:get charged 更衣
get dressed 穿衣服
get washed 洗刷
57.make for 为……而做
58.put away 把……收起来放好
throw away 扔掉,放弃
give away 放弃
carry away 带走
59.take in 接受,吸收,理解
60.get through 做完,通过,接通电话
61.carry out 执行,实现,完成
62.be well received 很受欢迎
63.bring about 导致,造成,带来
bring out 推出,显示出
bring back 使恢复,使想起,把……带回
bring up 抚养,提出,吐出
64.come alive 变得活跃
65.pick up the story 继续讲故事
66.only on 通过
67.be sent for 派人去请
68.run a restaurant 开酒店
69.die out 濒临灭绝
70.live in harmony with 和平相处
篇2：M4 Unit3 全单元教案(译林牛津版高一英语必修四教案教学设计)
Part One: Teaching Design
第一部分 教学设计
Aims and requirements
Read a formal proposal and summaries of three science fiction novels.
Listen to facts and opinions and an interview about computer use.
Discuss your views on technology and interview a classmate about his or her computer use.
Write a proposal for a computer room and a short science fiction story.
Procedures
● Welcome to the Unit
Step 1: Brainstorming
1. As is known, most people love reading science fiction stories. These stories allow people to use their imagination and think about what life will be like in the future. What do you like most about science fiction stories? In order for all of us to have a good understanding of the text, try to design and make a poster for one of the science fiction stories you were asked to brought to class. How did you feel when you were reading the story? Draw several pictures which highlight the main characters and scenes in the story. You may also choose one scene in the story that you liked the most and draw one picture of this scene.
2. Please tell your science fiction story in groups of four. Then I’ll ask a few students to tell your stories in front of the class.
3. Now I’d like to ask you some questions which will help you to find out the main characteristics of science fiction stories.
What do you like most about science fiction stories, the characters, plot or the language used?
Why do you think so many people are interested in science fiction stories?
( Because they allow people to use their imagination and think about what life will be like in the future.)
4. Now look, here’s a stick in my hand. This stick is a ‘magic wand” and it can be used to make things happen in the future. Please have a discussion about the following questions and express your opinions freely.
What will life be like in the year 2080?
What would you like to happen by 2080?
What would you not like to see in 2080?
If you could use the magic wand to make one thing happen in the future, what would it be?
5. Read the instructions and focus on the four pictures. Discuss the pictures in pairs. (P41)
Picture 1:
What is the robot doing in this picture? (Serving dinner for the master.)
What else can a robot do?
Do you think robots can do everything for humans? Why or why not? (Robots can do a lot of repetitive or tedious things for human beings, for example, they can help people do housework; with the help of robots, more high-tech products can be produced, which will make people’s lives more convenient; what’s more, robots can help people do boring or dangerous work so that people can have time to relax.)
Do you think you will have a robot at home in the future?
Picture 2:
Where are the passengers going? (To the Moon or to Mars.)
Do you believe that one day traveling to the Moon or to Mars would be just like traveling to another city? Why or why not?
If you had a chance, would you like to fly to the Moon or another planet?
Picture 3:
What are the people in this picture doing? (Having a birthday party.)
How old is the man? (200 years old.)
What do you think a 200-year-old man would look like? Do you think the man in the picture looks that old?
Do you think people can live that long in the future? Why or why not? (With the development of genetic research, scientists can find out the secret of living longer. In the future, human beings can live much longer than we live today.)
Picture4:
Can you tell where these “people” are and what they are doing there? (In the office.)
Can you tell who these “people” are and what they are doing there? (Apparently some of the people sitting in the office are not human beings. They are aliens from outer space. The aliens and the human beings are discussing something in the office.
What problems are the aliens and the people probably talking about? (They are probably discussing peace issues in the Galaxy or trade affairs between other planets and the Earth.)
What is the relationship between them? (Workmates.)
Step 2: Sharing information
1. Form your own groups and discuss the three questions listed under the four pictures first.
2. Express your opinions freely and report your responses back to the whole class.
Sample answers
1. Yes. With the development of science and technology, human beings could travel wherever they want in the future. The Moon and other planets could eventually become tourist destinations. Travelling to the Moon or to another planet might be as easy as traveling to another city. You might just have to book a ticket, get packed and think about what present you would like to bring back to your friends on the Earth.
2. In my point of view, robots could do almost everything in the future. With the development of science and technology, they may be designed almost the same as humans. They could help people do boring and dangerous work. For example, it would be possible for robots to be lowered to the ocean floor and left to explore the ocean; robots could play an important role in exploration missions to other planets; they could also be the companions of humans and assist humans physically and psychologically, that is, they could perform more useful functions than just entertainment. All in all, robots could do much more in the future than we can imagine today.
3. New technology seems like magic, it can do a lot of amazing things that we could never imagine before, I’d like to see that a virtual world could be created with the help of technology so that people could live in both a real world and a virtual one. We could not only play games, travel or experience excitement in the virtual world, but also we could do whatever we can do in reality.
4.
3. More questions for you to answer:
Do you think robots will replace human beings in the future?
What things do you think robots can’t do?
Resources
Robots
One high-tech industry that is growing quickly in the 21st century is robots. Nowadays scientists are doing research and trying to build humanoid robots with arms and legs that can move freely. It has been reported that modern robots can even have thoughts and facial expressions. Robots can do a lot of work autonomously for humans. For more information about robots, you may check the following website:
www.frc.ri.cmu.edu/~hpm/project.archive/robot.papers//SciAm.scan.html
●Reading Not just watching a film
Resources
Virtual reality cinema
A virtual reality cinema is one where computer graphics, sound effects, chemically produced odours and electrical sensors are used to create a complete environment, giving people the opportunity to have an enhanced interactive experience by exciting all five of their senses. Sensors that are triggered by movement are used to make the participant feel as if they are moving through this artificial environment. If you need more information, you can visit the following website:
www.crystalinks.com/virtual_reality.html
Step 1: Leading-in
1. The reading material is a business proposal about RealCine, a virtual reality cinema which is supported by extraordinary technology. You are required to learn some information about how this product works, why it is better than ordinary cinema, and how it can be used in many other ways.
Ok, now some questions for you:
Do you like reading novels?
What kind of novel do you like best? What about science fiction novels?
Why do you like them or not?
2. Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination. Let’s watch the extracts from the film Alien.
What kind of feelings do you have after watching it?
Maybe you can strongly feel the rapid development of science and technology after watching the film. We will sense more advanced technology in the film industry.
Step 2: Fast reading for general ideas
1. The article in this section is a business proposal which introduces a new business idea. Skim and scan the proposal and try to find answers to the three questions in Part A. Focus on the most important information needed to answer the questions. Pay attention to the structure of the passage.
Answers
1. A virtually reality cinema called RealCine.
2. All five of our senses.
3. My ninety-year-old grandfather.
2. Read the proposal carefully and complete Part C1. Questions in Part C1 are to check your ability of locating specific information.
Answers
1. The proposal is about a virtual reality cinema: RealCine.
2. The technology behind this product is virtual reality.
3. They wear special VR headsets and gloves.
4. A straw sensor delivers the special food and drink chemicals into the viewer’s mouth.
5. He attended a World Cup final as the captain of the Brazilian football team and scored the winning goal. He was asked to sign his name for his fans.
6. Because VR is not real.
7. They could be trained using RealCine without the risk of being sent into a burning building.
3. Discuss the article and analyse the structure. Conclude the main idea of each part of this article.
Structure
Main idea
Introduction
(Para1) The abstract of the proposal
Main body
(Paras2-7) How RealCine works;
Why RealCine is better than ordinary cinema;
How it can be used in other ways.
Conclusion
(Para 8)
Conclusion of the proposal
Step 3: Detailed reading for important information
1. Do Part C2. You can refer to the chart you analyzed before.
C2 1. Paragraphs 3and 4.
2. Paragraphs 2, 5 and 6.
3. Paragraph 7.
2. Answer the following question and fill in the chart according to the proposal.
How can RealCine excite the viewers’ five senses?
Sense Things needed Effect in RealCine
Sight Special VR headsets Viewers can see a world of 3D animation all around them.
Sound Special VR headsets Viewers can hear the sounds clearly all around them.
Smell Small openings in the headset Smells are given out.
Touch Special gloves Viewers can touch people and objects in the film.
Taste A straw sensor Special food and drink chemicals are placed into the viewer’s mouth.
3. Read the following sentences and think about the characteristics of the language used in this article.
I believe you will be amazed by the RealCine experience, and will agree that this is an extraordinary technology that must be developed further.
Viewers will be surprised at how real it feels.
RealCine works by making the viewers feel that they are actually in the film.
I am sure you will agree that RealCine provides a fantastic opportunity for the film-maker industry.
What do you think of the language used in these sentences? Don’t you think that the language used here is quite attractive and persuasive and clear as well?
As a decision maker, do you think you would finally be persuaded to invest or develop RealCine? Why or why not?
The purpose of a business proposal is to plan or suggest a new idea. The goal is to help the customers or the investors make their decisions. Therefore, clear and persuasive language is often used.
4. Read the Reading strategy. See if you will learn something from it. A is often the case, a successful business proposal needs to be objective and that detailed information and convincing facts or examples together with the passive voice are frequently used to achieve this purpose. Therefore, when reading a business proposal, you can focus on these features.
5. Read the article again and underline the sentences using the passive voice in the passage. Give some explanations why the passive voice is used.
6. Complete Part D, referring to the text.
Answers
D 1g 2f 3d 4c 5h 6a 7b 8e
7. Part E is a reply to the proposal, which serves as a summary of the article about RealCine. Please complete it individually.
Answers
E (1) virtual reality (2) viewers
(3) character (4) low
(5) via (6) football
(7) thrilled (8) adventures
(9) fantastic (10) risk
Step 4: Post-reading activities
1. Now I’d like you to hold a group discussion. Imagine what special effect you hope to have if you can see a popular film like “Harry Potter” in RealCine.
Do you think watching a Harry Potter film in RealCine is more exciting and interesting than in an ordinary cinema? Why or why not?
Please make an advertisement poster for this imaginary virtual reality film. Then make an oral presentation of your advertisements in class. You can vote and choose the best one from all the ads. State your reasons for your choice.
Write an introduction to RealCine. In the introduction, you may state your own opinions on RealCine.
Here’s two opinions, what do you think of them? Let’s hold a debate activity in two groups. Please State your reasons freely.
1) Those who support virtual reality believe that, with this technology, people can do almost everything, even things that cannot be realized in normal life. We don’t need to travel any more or spend so much time with friends any more. Virtual reality can provide any necessary features that we need in our life.
2) Others insist that, real life and interpersonal communication should never be replaced by imaginary scenes. People should take off the headsets and experience the real life themselves.
2. Do Parts A1 and A2 on page 96 in your workbook.
3. Read the instructions for Part F and discuss with your partners the questions closely related to new technology. Share your opinions and report your answers to the class.
4. Read Part A first and then do Part B in the writing section of this unit on page 103 in your workbook.
●Word power
Word power deals with different expressions related to computers. By learning rules of word formations, such as adding suffixes to verbs, and adjectives to form abstract nouns, you’ll increase your vocabulary more easily.
Brainstorming
1. Revise the common suffixes that are used to form adjectives learnt in Unit 1.
2. Compare the following two groups of words. You need to decide which part of speech each word is, and think about the similarities and differences between the two groups.
Group1: house, milk, driver; game
Group2: revision, preparation, decision, difference, information,
All the words are nouns, but words in Group1 refer to physical things and those in Group2 refer to ideas, actions, and qualities. The nouns in Group2 are called abstract nouns, and we always use them to say something we cannot see or touch directly.
For reference (www.usingenglish.com/glossary/abstract-noun.html)
A concrete noun refers to objects and substances, including people and animals that exist physically. They can be either an uncountable noun or a countable noun.
eg: Clocks and watches exist physically and are Concrete Nouns. Time is a concept that has no physical existence; it is not a Concrete Noun but an Abstract Noun.
An abstract noun refers to states, events, concepts, feelings, qualities, etc. that have no physical existence.
eg: Freedom; happiness; idea; music are all abstract nouns that have no physical existence.
An abstract noun can be either a countable noun or uncountable noun. Abstract nouns that refer to events are almost usually countable: a noise; a meeting.
For reference (www.arts.uottawa.ca/writcent/hypergrammar/nouns.html)
Concrete Nouns
A concrete noun is a noun which names anything (or anyone) that you can perceive through your physical senses: touch, sight, taste, hearing, or smell. A concrete noun is the opposite of a abstract noun.
Abstract Nouns
An abstract noun is a noun which names anything which you can not perceive through your five physical senses, and is the opposite of a concrete noun. The highlighted words in the following sentences are all abstract nouns:
Vocabulary learning
1. Think about more abstract nouns you know. You may use a dictionary if necessary.
For reference Abstract Nouns
friendship peace civilization romance humor
hate liberty love charity hope
faith bravery comfort talent memory
childhood impression success failure law
skill feelings humor happiness sadness
loyalty joy strictness belief pride
honesty truth calm sympathy sleep
principle thrill wit sensitivity power
2. Read the words on the blackboard carefully and try to find the rules of forming abstract nouns from verbs and adjectives. You may notice that a suffix is used at the end of each word.
Nouns Adjectives suffix
activity
loyalty
cruelty
popularity active
loyal
cruel
popular -ty
illness
carelessness
darkness
happiness
tiredness ill
careless
dark
happy
tired -ness
Nouns Verbs Suffix
confusion
impression
invasion revision confuse
impress
invade
revise -sion
association
attention
attraction
civilization
destination
direction
explanation
imagination
operation
preparation
production
promotion
suggestion associate
attend
attract
civilize
destine
direct
explain
imagine
operate
prepare
produce
promote
suggest -tion
argument
advertisement
development
judgement
requirement
treatment argue
advertise
develop
judge
require
treat -ment
dependence
difference depend
differ -ence
assistance
entrance assist
enter -ance
failure pleasure fail
please -ure
cooking
feeling
fencing
filling
mailing
opening
packaging
programming
smoking
running
warning
wrestling
writing cook
feel
fence
fill
open
pack
program
smoke
run
warn
wrestle
write -ing
3. Read the instructions on page 46. Compare the words on the blackboard with the words in the tables. Pay attention to the usage of abstract nouns. Most abstract nouns are uncountable. Only a few of them are countable, e.g., a hope, an idea, and a situation.
4. Do exercise on page 46 individually.
Answers
(1) development (2) popularity (3) failure (4) connection
(5) improvement (6) presentation (7) achievement (8) admiration
Vocabulary extension
1. Look at the pictures of different parts of a computer. Please identify words about computers and understand the functions of different parts of a computer.
2. Read carefully the picture on page 47 and name the different parts of the computer on the blackboard. Describe the functions of each part of a computer.
Part Function
floppy disc a flat piece of plastic for storing information
CD-ROM/DVD-ROM a CD or a DVD on which large amounts of information, sound and pictures can be stored
keyboard a set of keys for typing
printer a machine that puts the words and pictures onto paper
mouse a small device moved by hand to move the cursor on a computer screen
mouse mat a small square of plastic that is the best kind of surface on which to use a computer mouse
hard drive this can store more information than a floppy disc
monitor a screen that shows information from a computer
screen a part where you can see the words and pictures
speaker a part of the computer where the sound comes out
3. Read the instructions and do the exercises on page 47.
Answers
(1) keyboard (2) mouse (3) data (4) floppy disks (5) CD-ROMs
(6) CPU (7) connect (8) e-mails (9) information (10) Web
● Grammar and Usage
The grammar in this unit deals with the passive voice. You are expected to learn the basic verb forms of the passive voice and some special passive patterns
Step 1: Relative knowledge presentation
1. Passive Voice
The passive voice is used when focusing on the person or thing affected by an action.
The Passive is formed: Passive Subject + To Be + Past Participle
It is often used in business and in other areas where the object of the action is more important than those who perform the action. For Example: We have produced over 20 different models in the past two years. Changes to: Over 20 different models have been produced in the past two years.
If the agent (the performer of the action) is important, use “by.” For Example:
Tim Wilson wrote The Flight to Brunnswick in 1987.
The Flight to Brunnswick was written in 1987 by Tim Wilson.
Only verbs that take an object can be used in the passive.
Tense or Model Passive Sentence
Simple Present The TOEFL exam is given every six months.
Simple past The TOEFL exam was given last month.
Simple Future The TOEFL exam this year will be given on October15.
Present Continuous The TOEFL exam is being given every year.
Present perfect The TOEFL exam has been given every year since 1950.
Past perfect The TOEFL exam had been given before the Vietnam War occurred.
Simple Modal The TOEFL exam should be given to every Foreign student.
Past Modal The TOEFL exam should have been given to all to enter US colleges.
The following chart includes sentences changed from the active to the passive in the principal tenses.
Active Passive Time Reference
They make Fords in Cologne. Fords are made in Cologne (科隆). Present Simple
Susan is cooking dinner. Dinner is being cooked by Susan Present Continuous
James Joyce wrote Dubliners. Dubliners was written by James Joyces. Past Simple
They were painting the house when I arrived. The house was being painted when I arrived. Past Continuous
They have produced over 20 models in the past two years. Over 20 models have been produced in the past two years. Present Perfect
They are going to build a new factory in Portland. A new factory is going to be built in Portland. Future Intention with Going to
I will finish it tomorrow. It will be finished tomorrow. Future Simple
2. Passive Verb Formation
The passive forms of a verb are created by combining a form of the “to be verb.” with the past participle of the main verb. Other helping verbs are also sometimes present: “The measure could have been killed in committee.” The passive can be used, also, in various tenses. Let’s take a look at the passive forms of “design.”
Tense Subject Auxiliary Past Participle
Singular Plural
Present The car/cars is are designed.
Present perfect The car/cars has been have been designed.
Past The car/cars was were designed.
Past perfect The car/cars had been had been designed.
Future The car/cars will be will be designed.
Future perfect The car/cars will have been will have been designed.
Present progressive
(Present continuous) The car/cars is being are being designed.
Past progressive
(Past continuous) The car/cars was being were being designed.
3. The passive Voice of phrasal verb
Generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.
But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:
At last they put out the fire. At last the fire was put out.
They will put up a notice on the wall. A notice will be put up on the wall.
Have you sent for a doctor? Has the doctor been sent for?
I have never heard of such a thing before. Such a thing has never been heard of before.
We must take good care of the children here. The children must be taken good care of here.
His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.
Step 2: Detail explaination
You’ve learned the basic verb forms of the passive voice. Please pay attention to some of the rules when using the passive voice and some special passive patterns.
1. Look at some sentences on the blackboard. Point out the verb, the subject and the object in each of these sentences.
We keep food in the fridge. (The verb in this sentence is keep. The subject is we, and the object is food.)
The boy broke the glass. (The verb in this sentence is broke. The subject is the boy, and the object is the glass.)
You must close the windows and the door. (The verb in this sentence is close, and must is a model verb. The subject is you, and the object is the windows and the door.)
The three sentences can be used in the passive voice. In the three sentences, the subjects are the doers of the actions, and the objects are things that are affected by the actions. Change the three sentences into the passive voice.
Food is kept in the fridge.
The glass was broken by the boy.
The windows and the door must be closed.
Here we use the auxiliary verb be+ the past participle of the verb to form the passive voice. As different tenses are often used, the auxiliary verb be is used in the same tense as the active verb.
2. Read Part 1 on page 48 to find out the difference between the active voice and the passive voice.
3. Read the article Not just watching a film in the Reading section again and point out the sentences in the passive voice. Work out in what tenses these passive sentences are, and how the different tenses are formed.
4. Go over Part 2 and make a list of the passive voice in different tenses.
5. Go over the six points in Part 3 one by one.
Point 1
Usually the doer of the action needn’t be mentioned in the passive sentence, but if it is needed, we use by to introduce the doer of the action. Point out the passive sentences without mentioning the doer in Not just watching a film and say why the doers of the actions are not used in these sentences. For example,
…How it can be used in other ways. (It is difficult to say who the doer is.)
Upon reaching the top of the mountain, a feeling of happiness and a sense of achievement will be experienced. (It is not necessary to mention the doer.)
Point 2
When a verb is followed by two objects, either of the objects can be used as the subject in the passive sentence. However, you should know the difference between using the person and the thing as the subject. Read the two sentences in this point and identify the difference. Change the sentences on the blackboard into the passive voice, using both objects as the subjects. For example,
Our teacher often tells us some interesting stories in English.→
We are often told some interesting stories in English.
Some interesting stories are often told to us in English.
My friends gave me some nice presents on my birthday.→
I was given some nice presents on my birthday by my friends.
Some nice presents were given to me on my birthday by my friends.
My mother will make us a cake this Saturday.→
We will be made a cake by my mother this Saturday.
A cake will be made for us by my mother this Saturday.
In the first sentence of each group, the emphasis is on the person, whereas in the second sentence the focus is on the thing.
Point 3
When an infinitive is used as an object complement after some verbs, such as make, see or hear, in the active voice, the infinitive maker to should be omitted, but if the sentence is changed into the passive voice, to should be used before the infinitive. More examples:
I often hear the girl play the piano in the afternoon.→
The girl is often heard to play the piano in the afternoon.
The teacher makes his students write a composition every week.→
The students are made to write a composition every week.
Point 4
get/become can also be used in the passive voice instead of be. For example,
get broken, get burnt, get dismissed, get hurt, get killed, get lost, get married, get injured, get attacked, get paid
My bike got stolen last night.
You’d better get changed quickly, for the party will begin soon.
This window seems to have got broken.
Point 5
Some verbs used in the active give a passive meaning. For example,
This sweater washes well.
The pen writes smoothly.
This kind of English dictionaries sells well.
Point 6
Some transitive verbs cannot be used in the passive voice, for these verbs indicate states not actions. For example,
I like pop songs and often listen to them.
He has a big house near the river.
You can depend on her to deal with the situation.
6. Go over Part 4 and the tip box here. You will find out that there are two special sentence patterns which can be used in the passive voice. More examples for you:
It is hoped that he will be better soon.
It is reported that another manned satellite will be sent into the moon next month.
It is believed that the three missing sailors have drowned.
It was once thought that the sun traveled around the Earth.
Use the other patterns to say the above sentences.
He is hoped to be better soon.
Another manned satellite is reported to be sent into the moon next month.
The three missing sailors are believed to have drowned.
The sun was once thought to travel around the earth.
7. Read the four pieces of information about the top four exhibits on page 49. Tell which sentences in it can be changed into the passive voice. Underline the sentences and put them into the passive voice.
Complete the report. When doing it, you should pay attention to the different tenses used in the passive voice and complete the report according to the given information.
Answers
(1) are being (2) Electric Wear (3) been developed (4) teenagers
(5) was invented (6) are used (7) been completed (8) will be produced
(9) will be (10) was announced (11) was shown (12) are cleaned
Step 3: Modal verbs and the passive voice
We’ll learn how to use modal verbs in the passive voice to express ability, possibility, duty, permission, etc., and also learn to use modal verbs in the passive voice in the present and the past tenses.
1. Go over Parts 1 and 2 on page 50 and tell how to form the passive voice with modal verbs. Read the example sentences in Part 2.
2. Read the first report in the exercise and you should know what the report is used for. Complete the second report by referring to the information in the first one.
Answers
(1) can be reduced (2) must be taken (3) should be made (4) must be worn
(5) may become (6) ought to be reduced (7) might be cured
3. Do C1 and C2 in your workbook.
Step 4: Verbs often used in the passive voice
Some of the verbs that are often used in the passive voice function as adjectives.
1. Complete some sentences by choosing one of the two words given.
The children are getting ____ about the coming holiday. (exciting; excited)
Don’t you get ____ of arguing about the same thing all the time? (tiring; tired)
Joan isn’t very good at Physics, so everyone was ___ when she passed the exam. (surprising; surprised)
All of us were very ___ last Saturday because our team lost the game. (disappointing; disappointed)
My parents are quite ___ with my best results. (pleasing; pleased)
Both of them are ___ with the arrangement. (satisfying; satisfied)
The correct answer for the blanks are the words ended in –ed, all of which functioned as adj., expressing one’s feeling about something.
2. Read the instructions of the exercise on page 51 and the timeline. Complete the article with suitable verbs in their proper forms.
Answers
(2) bored with (3) interested in (4) was written by (5) was set up
(6) were employed (7) was surprised at (8) was accused of (9) was questioned by
(10) was closed down
Resources
1. Intransitive verbs cannot be used in the passive voice because they do not have objects. However, some transitive verbs cannot be used in the passive, either. These verbs usually refer to states, not actions, such as have, fit, want, like and lack. For example,
At least he had the good sense to turn the gas off.
That jacket fits you perfectly.
Do you want me to take you to the station?
He just lacks a little confidence.
I like it when a book is so good that you can't put it down.
The box can hold all your clothes.
The trip will cost you $1000.
2. Not all prepositional verbs, that is, verb + a preposition, can be used in the passive voice.
For example,
We all argued about it for hours and eventually arrived at a decision.
All of the people at the meeting agreed with me.
The dog belongs to my cousin.
After getting off his car, he walked into the house.
The Princess was photographed shaking hands with AIDS victims.
She doesn't usually take part in any of the class activities.
3. In some situations, a past participle should be used after be. (When we want to say how we feel about something, we use the past participle; when we want to talk about someone or something that makes us feel something, we use the present participle.) For example,
I’m tired of doing the same thing day after day. The job is really tiring.
I didn’t think the story was frightening, but Helen was frightened by it.
A: I think the film is really interesting.
B: That’s why so many people are interested in it.
3. Consolidation
I. Relative items in recent years’ college entrance examination:
1. All the employees except the manager _____to work online at home. （04广东）
A. encourages B. encourage C. is encouraged D. are encouraged
2. The number of deaths from heart disease will be reduced greatly if people _____to eat more fruit and vegetables. （04上海）
A. persuade B. will persuade C. be persuaded D. are persuaded
3. The mayor of Beijing says that all construction work for the Beijing Olympics _____by . （04 北京)
A. has been completed B. has completed
C. will have been completed D. will have completed
4. -Why did you leave that position?
-I _________ a better position at IBM. (05北京)
A. offer B. offered C. am offered D. was offered
5. More patients _____in hospital this year than last year. （04江苏）
A. treated B. have treated C. had been treated D. have been treated
6. The crazy fans______ patiently for two hours, and they would wait till the movie star arrived.（04重庆）
A. were waiting B. had been waiting C. had waited D. would wait
7. More than a dozen students in that school _______ abroad to study medicine last year.（05上海卷）
A. sent B. had sent C. were sent D. had been sent
8. ---George and Lucy got married last week. Did you go to their wedding? (04湖北)
---No. I _______. Did they have a big wedding?
A. was not invited B. have not been invited
C. hadn’t been invited D. didn’t invite
9. When and where to go for the on-salary holiday ____ yet. (03上海春)
A. are not decided B. have not been decided
C. is not being decided D. has not been decided
10. By the end of last year, another new gymnasium ____ in Beijing. (03上海春)
A. would be completed B. being completed
C. has been completed D. had been completed
11. No permission has _________ for anybody to enter the building. (MET88)
A. been given B. given C. to give D. be giving
12. The police found that the house ________ and a lot of things___________. (MET90)
A. has broken into, has been stolen B. had broken into, had been stolen
C. has been broken into, stolen D. had been broken into, stolen
13. ---Have you moved into the new house? (MET91)
---Not yet, the rooms _________.
A. are being painted B. are painting C. are painted D. are being painting
14. If city noises _________ from increasing, people ________ shout to be heard even at the dinner table 20 years from now. (MET 92)
A. are not kept; will have to B. are not kept; have to
C. do not keep; will have to D. do not keep; have to
15. I don’t know the restaurant, but it’s _____to be quite a good one. (MET95)
A. said B. told C. spoken D. talked
16. --____the sports meet might be put off.
--Yes, it all depends on the weather. (MET95)
A. I’ve been told B. I’ve told C. I’m told D. I told
17. Cleaning women in big cities usually get _____by the hour. (NMET98)
A. pay B. paying C. paid D. to pay
18. The hero’s story _______ differently in the newspaper. (NMET05)
A. was reported B. was reporting C. reports D. reported
19. Sarah, hurry up. I’m afraid you can’t have time to _______ before the party.（NMET 04全国）
A. get changed B. get change C. get changing D. get to change
20. According to the art dealer, the painting _______ to go for at last a million dollars. (NMET04)
A. is expected B. expects C. expected D. is expecting
II. Translation:
1.我很困, 因为我被蚊子搅了一整夜。
2. 任务的所有准备工作已经就绪，我们已经准备开始。
3. 我有十分钟来决定是否拒绝那个提议。
4. 据报道，到去年年底又一个体育馆在北京竣工了。
5. 一般说来，没人喜欢在众人面前被捉弄。
6. 昨天的会议一定被推迟了，因为恶劣的天气使得许多专家无法及时赶到。
Keys: 1-5 DDCDD 6-10 BCCDD 11-15 A DAAA 16-20 ACAAA
1. I am sleepy becauseIwas worried by mosquitoes all night
2. All the preparations for the task have been completed, and we're ready to start.
3. I was given ten minutes to decide whether I should reject the offer.
4. It was reported that another new gymnasium had been completed in Beijing by the end of last year,
5. Generally speaking, no one likes being made fun of in public.
6. The meeting must have been put off yesterday because many specialists could not arrive in time because of /due to the bad weather.
●Task writing a proposal
This section consists of a series of activities which provide us opportunities to learn and practice our language skills of listening, reading, speaking and writing. It is divided into three steps and each step is preceded by a skills building activity. You are expected to learn how to distinguish between facts and opinions, and how to ask for information and how to write formally. Besides, you are expected to complete a note sheet, to find out more about the computer room and write a proposal for a new computer room.
Skills building 1: distinguish between facts and opinions
In this part you will learn how to distinguish facts from opinions in order to make good judgements and draw safe conclusions. You will first learn to tell what a fact is and what an opinion is.
1. Read the guidelines and the two parts in Skills building 1 on page 52. You will know what a fact or an opinion is.
2. Read the seven sentences in Part A on this page and decide whether they are facts or opinions and say why you think so.
Answers
A 1. Fact 2. Fact 3. Opinion 4. Fact 5. Opinion 6. Opinion 7. Fact
3. Listen to the recording and finish Part B. Give your reason why you think the speaker is expressing a fact or an opinion.
Tapescript
1. The technology behind RealCine is virtual reality. This is a new way of filming that makes people and things appear real and lifelike.
2. RealCine excites all five of our senses, but especially they senses of hearing and sight. That is a new way to make us feel part of the film.
3. It seems that virtual reality can help us achieve our goals. We can be anything we want to be in the film, from a famous footballer to a character from history.
4. Experiments have shown that virtual reality can make teenagers work harder. They will work harder because they can see and feel their studies and their results get better.
5. I would like to see more films made with virtual reality as they would be exciting and full of wonderful sights and sounds.
6. It looks like virtual reality could be the most important technology in the world. I imagine that the new computer software for ReadCine will be really wonderful to use.
Answers
B. 1. Fact 2. Fact 3. Opinion 4. Fact 5. Opinion 6. Opinion
Step1: Completing a note sheet
You will read a letter concerning problems with the school computer room. In the letter, the writer expressed her opinions first and then she used some examples to support her opinion. You are asked to complete a note sheet according to what you have read in the letter.
Read the letter and underline the sentences which show the facts of the computer room and the opinion of the writer. Complete the note sheet below.
Answers
Name of Student: Cao Ying
Class: Senior High 1
Date of visit to computer room: Sunday, 2nd March.
Time: 10 a.m.- 2 p.m.
Computer number: PC No. 7
Problems with computer: the keyboard had letters missing, the mouse wouldn’t move the cursor around the screen property, would not print.
Solution tried: tried other PCs, but they were in worse condition.
Other problems: Old and slow, often crash, not connected to the Internet, can only run one programme at one time, many keyboards with missing letters, mice not working properly.
Comments: need to have new computers.
Skills building 2: asking for information
Here you will learn how to ask for information when carrying out an interview. You can also practice using suitable wh-words to ask proper questions.
1. Read the guidelines and the first five points on page 54, so you will know what information is usually needed when you are interviewing someone. Make up some questions to ask for information about the five points.
2. Read the questions given in this part to check whether you have asked your questions correctly and properly.
3. Finish the exercises on page 54.
Answers 1. When 2. How often 3. Why 4. What problem 5. What
Step 2: finding out about the computer room
Here you will first listen to an interview, and then you will use this interview as a model and try to find more information about the computer room by interviewing others.
1. Listen to the recorded interview in Part A and finish the interview form on page 54. You should pay close attention to the questions the editor asks to get prepared for the interview you are to conduct later while you listen to it again.
Tapescript
Editor: Good afternoon, I see you have just finished working in the computer room. Would you please answer some questions about the computers?
Student: With pleasure. What would you like to know?
Editor: How many times do you use the computer room a week, and at what time?
Student: Oh, I usually come here in the afternoon, three times a week, on Monday, Thursday and Friday.
Editor: Why do you use the computer room? Is it for personal use or for school work?
Student; Always for school work. I do my homework and I use programmes to make pictures for Art class. This week, I made a picture and wrote a speech for next week’s English project.
Editor: So, you’re quite good with computers then?
Student: Yes, I am. My parents would like to see me use computers more so I can get a good job in the future.
Editor: Would you tell me what problems you have had in the computer room?
Student: Wow! There are so many. Well, the keyboards need to be replaced and the CPUs need to be updated along with the RAM, and we should have DVD-ROM drives.
Editor: Keyboards, CPUs, RAM, DVD-ROM drives, anything else?
Student: Yes, the hard drives are too small. It would also be good if we had the Internet to do some research and send e-mails, and a sound card because some websites have listening programmes. Also the PCs are very slow and they look ugly.
Editor: Really? What do you think should be done about the computers so that you would use the computer room more often?
Student: I think we should buy new machines to replace the present computers. We should buy some new software too.
Editor: Well, thanks for all your comments. Goodbye.
Student: Bye.
Answers
A
1. in the afternoon
2. three times a week: Monday, Thursday, Friday
3. for school work
4. keyboards, CPUs, RAM, no DVD-ROM drives, too small hard drives, no Internet connection, no sound card, slow and ugly PCs, very old software
5. buy new computers and new software
2. Read the instructions of Part B on page 55. This part is designed for you to practice your spoken English and improve your interviewing skills. Go over the vocabulary listed on page 55, which will help you carry on your interviewing.
3. Practise the dialogue in pairs.
Look at the picture. Suppose one of you is a student who has just used the computer in the computer room and feels quite disappointed at the present state of the computer room. And the other is a reporter for school newsletter who wants to find out more about the computer room to support his opinion that computers should be changed for new and better ones. Now the reporter is interviewing the student.
4. Fill in the interview form below according to the information you get from your dialogue.
Sample answers
S1：I know you often go to the computer room. How often do you go there? And what type of activities do you do there?
S2: I usually go there four times a week. I like to do my homework and some revision work there. Sometimes I surf the Internet to search for information. I’m interested in, such as sports news and pop music. I also send and receive e-mails. I have some e-pals in the USA and Australia.
S1: When do you usually use the computer room?
S2: We have computer lessons twice a week, when I can use the computer there. I sometimes go there at lunchtime or after school.
S1: Since you often go there, what problems have you found with the computer room?
S2: The computer room is always busy since there are not enough computers. And it is closed too early. The worst thing is that the computers there are too old and work too slowly. There is something wrong with keyboards, CPUs, RAM, DVD-ROM drives and hard drives. And the printer doesn’t work well.
S1: You certainly want the computer room to be improved. How do you think it can be improved?
S2: I think the school should buy more and better computers, replace keyboards and mice, and buy and install new software. The computer room should be open for longer hours.
Answers
1. in computer lessons, at lunch time or after school
2. four times a week
3. for homework and revision work, surf the Internet, send and receive e-mails
4. too busy and there are not enough computers; closed too early; the computer are too old and work too slowly; there are something wrong with keyboards, CPUs, RAM, DVD-ROM drives and hard drives; the printer doesn’t work well.
5. buy more and better computers; replace keyboards and mice, and buy and install new software; the computer room opening hours should be longer
Skills building 3: formal writing
When you write a business proposal, a report or a letter to a stranger, you should follow some general rules.
1. Read the general rules for formal writing on page 56 and also the eight sentences below and decide which ones are formally written and which ones are informally written. Give the reasons why you think so.
Answers
Formal: 2, 4, 6
Informal: 1, 3, 5, 7, 8
2. More example sentences for you to have a better idea of the difference between formal and informal writing.
Formal Informal
1 It gave much pleasure to inform you. I’m pleased to tell you.
2 Every consideration will be given to your request. Your request will be carefully considered.
3 Mr Brown informed me of your decision. Mr Brown told me that you had made up your mind.
4 We are writing with reference to… We are writing about…
5 We do not anticipate any increase in prices. We do not expect prices to rise.
6 We would like to take this opportunity to… We are pleased to…
Step 3: writing a proposal for a new computer room
Complete the summary of the survey, and then write a proposal by using the information you have got from steps 1 and 2.
1. Read the guidelines in Part A on page 56 and complete the summary of the survey according to the given information.
Answers
Problems Suggested solution
1. Because of impractical design, It should be redesigned.
students do not want to study there.
2.The monitors, keyboards and mouse They should be replaced.
are too old.
3. There are not enough computers. More should be bought.
4. There is only one printer. More should be bought.
5. Software is outdated. It should be updated.
6. There is no Internet access. Computers should be connected to the Internet.
7. The RAM and hard drives are They should be updated.
too small.
8. It is too hot in summer in the room. Air-conditioning should be installed.
9. The room closes too early. Opening hours should be extended.
2. Read the guidelines in Part B on page 57, so you can learn what you need to write in the proposal to your principal. Pay attention to the writing style you should use in the proposal.
Possible example
Dear sir,
Recently, a survey about the school computer room was carried out in our school. The students find the design of the computer room impractical. They are not interested in studying there because of this. I’m writing this proposal to you to voice our opinion that the computer room needs improving.
There are not enough computers in our computer room. The computers that we use at the moment are old and slow, and they often crash, which wastes a lot of time. The computers there are not connected to the Internet, so we cannot get the information that we need for our homework. There is only one printer in the room, which always goes wrong. In addition, the room is too hot in summer. As more and more subjects involve IT, the computer room is playing a more important role in our studies nowadays. We are encouraged to use computers to do our homework and get information from the Internet. Now many factories and companies cannot work without computers, so those who have computer skills are easier to find a job. In order to get ourselves well prepared for the future, we need a well-equipped computer room. I am sure that most parents would agree with our proposal that our school should improve the computer room.
The government says we should have more IT in all subjects, and more subjects are developing rapidly with the help of IT. Computer skills are becoming more and more important in further studies. We will not keep up with the development of society it we are not good at using computers. So we really need to have a new computer room and hope that you will seriously consider our request.
Best wishes,
Senior High1
( student’s own name )
Project-Writing a science fiction story
This section here is designed to help you improve your English through doing a project. In Part A, you will read three summaries of the science fiction stories written by some famous science fiction writers. You will learn what a science fiction story is like and how to write a science fiction story. The purpose of this section is to let you use what you have learnt to finish a project by working together. Use your imagination to think about what will happen in the future with the rapid development of science and technology. You can work in groups to discuss what kind of story you are going to make up. You are expected to know how to cooperate and how to fulfill each part of the work.
Reading
1. Read the first summary of the science fiction story. Answer the following questions:
Where do the German professor and his nephew travel to? (They travel to the centre of the Earth.)
What do they see during their journey? (During the journey, they see a big underground ocean, a beautiful forest, ancient animals that have already disappeared in the world above.)
How do they come back to the world above? (A volcano in southern Italy brings them back to the Earth’s surface.)
2. Read the second summary of the science fiction story. Find out answers to the following questions:
What has the scientist invented? (He has invented a machine that can take him into the future.)
What does he find when he travels to year AD 802,701? (He finds two kinds of creatures---the Eloi and the Morlocks. The Eloi are gentle and lazy people who are served by the Morlocks. The Morlocks are a group of people who work very hard and come out in the evening to eat the Eloi.)
What is the world thirty million years into the future like? (The sun no longer shines in that world, so it is cold and scary.)
3. Read the third summary and answer the following questions:
What has happened to the three young people? (They are trapped in a lost spaceship which is traveling towards the planet Centaurus, at a speed of 40,000 kilometres per second.)
How do they come back to the Earth? (They reach themselves astrophysics and with the help of force from a black hole, they are able to guide the lost spaceship safely back to the Earth.)
4. Read the book review in Part A in your Workbook on page 100 and the essay in Part B on page 101 to know more about science fiction stories.
5. Do Parts B1 and B2 on page 97 in your workbook, so you will be more familiar with the usage of some prepositions and the same words in different parts of speech.
6. Do Parts D1 and D2 on page 99 in their Workbook as homework.
Writing a science fiction story
Planning
Discuss the four questions given in this part in groups of four, especially the third and fourth questions. Decide which topic from the list you are going to choose and write about.
Preparing
You can sit together and brainstorm on the topic first and try to make the plot as interesting as possible. You can also surf the Internet to get much information as you can on this topic. You can discuss the information and decide the setting, storyline and characters of the story you are going to write. One of the group members can make an outline of the story, and each member of the group will be responsible for a part of the story.
Producing
Write the science fiction story based on the outline. After you have finished your part, put your parts together. Then you can proofread the story together and make necessary changes.
Presenting
Each group orally presents the general idea of your story to the whole class. Type your stories and make them into a book of science fiction stories, which will be the first book of your own and everyone in the class can share the interesting and exciting stories. After reading all the stories, you will have a discussion about the stories. Decide which story is the best.
Resources
Jules Verne (1828-1905)
As a popular French writer, Jules Verne is regarded as the father of science fiction, whose famous science fiction stories, such as Journey to the Centre of the Earth, Twenty Thousand Leagues Under the Sea, Around the World in Eighty Days, Five Weeks in the Balloon and From the Earth to the Moon, are liked by not only children but also adults all over the world. For more information, you can visit the following website:
www.online-literature.com/verne/
H G Wells (1866-1946)
As an English novelist, H G Wells is well known for his science fiction stories, among which are The Time Machine, The Invisible Man, The War in the Air and The War of the Worlds. For more information, you can visit the following website:
www.online-literature.com/wellshg/
20,000 Leagues under the Sea
Zheng Wenguang (1929-)
Beginning to write science fiction stories in the 1950s, Zheng Wenguang is regarded as the father of Chinese science fiction. For more information, you can visit the following website:
21stcentury.chinadaily.com.cn/article.php?sid=9765&q=Zheng%Wenguang
●Self-assessment
The self-assessment section aims to let us determine what we have achieved, and what else we can do to improve our study. In Part A, some items are presented to us so that we can check how well we think we have developed these skills. Each item corresponds with one or more parts in this unit. For example, by doing Parts A and B on pages 56 and 57, we will know whether we can use the information we have collected to write a proposal in the formal writing style. We have the opportunity to evaluate our own skills and abilities in English. If we feel very confident about one item, we will give ourselves a score of 5. If we feel only slightly confident about another item, we get a 2. After going over all the items in this part, we need to add all the scores and divide the total amount by the total sum. We will get a percentage, which shows our level.
If we feel there are some items we are not confident of or just slightly confident about, we can think about how to improve on them. In Part B, we will make an action plan, so we will know what to do and take some effective measures. Teachers can also have a better understanding about their students, enabling them to help students study English more effectively.
Part Two Teaching Resources
第二部分 教学资源
Section 1: A text structure analysis of TOMORROW’S WORLD
I. The summary of the text
Main idea of the passage This is a business proposal about an extraordinary technology, RealCine. It works by making the viewers feel that they are actually in the film. It may provide a fantastic opportunity for the film-making industry.
Main idea of 1st paragraph The abstract of the business proposal about RealCine, an extraordinary technology.
Main idea of 2nd paragraph By using the technology of VR, RealCine can excite all five of our senses and bring the viewers surprisingly real feeling while seeing the film.
Main idea of 3rd &4th paragraph Wearing some special instruments, such as VR headsets and gloves, the viewers feel that they are actually in the film.
Main idea of 5th paragraph VR can provide teenagers with another way to experience the world and make them work harder to make their dreams come true.
Main idea of 6th paragraph Unreal as it is, VR will help people do some things that could never be achieved in real life.
Main idea of 7th paragraph Besides films, VR might be used to in other fields, such as training firefighters or teaching students different subjects.
Main idea of 8th paragraph A persuasive conclusion of the proposal, proposing RealCine be used in future films.
II. A tree diagram of the text
Not just watching a film…
amazing VR cinema technology
VR cinema excites all five of our senses
sight hearing smell touch touch
VR cinema makes the viewers feel they are actually in the film
special VR headsets special gloves a straw sensor
encourage teenagers do sth. never achieved in real life other uses
burning buildings classrooms
VR-a technology to be used in future films
III. A retold version of the text
RealCine is virtual reality cinema which, unlike ordinary cinema, excites all five of our senses. Viewers will be surprised how real it feels. To make the viewers feel that they are actually in the film, special VR headsets are designed to enable the viewers to see a world of 3D animation and hear the sounds clearly all around them. Special gloves are also worn so that people and objects in the film can be touched. Both the headsets and the gloves are connected to the RealCine computer system.
In scientific studies it has been shown that VR can provide teenagers with another way to experience the world and make them work harder to make their dreams come true. Unreal as it is, VR will help people do some things that could never be achieved in real life.
Besides films, VR might also have some other uses, such as training firefighters, teaching students.
RealCine provides a fantastic opportunity for the film-making industry. It is a technology which should be used in future films.
●Section 2: Background information
I. The 10 Greatest Scientist-fiction Movies Ever Made
A Space Odyssey (2001太空漫游)（1968）. The movie tells the story of a crew of people going on a dangerous mission in space, but soon their highly intelligent computer becomes a threat to them.
Alien （异形）. The story is about a team of people going to a strange planet to do scientific research, but soon they find themselves surrounded by terrible aliens.
Back To The Future （回到未来）（1985）. The movie is about a time machine invented by a crazy scientist. A boy goes in time to change the present, and on the journey, he faces all sorts of exciting adventures.
Blade Runner (银翼杀手)（1982）. Blade Runner deals with the relationship between men and robots. The story is set in the future, where highly intelligent robots do most of the physical work for us. A cop goes on a mission to get rid a few bad robots, but as the story develops, he finds out more than he expected.
E.T.（ET外星人）（1982）. A great scientific movie that is suitable for both child and adult audiences. When an alien spaceship crash-lands on Earth, a young alien gets lost. Through the help of a kind boy on Earth, E.T. (extra-temestrial) successfully goes back home in the end.
Jurassic Park（侏罗纪公园）(1993). This movie is not just an excellent scientific movie, it is also a milestone in the history of movie making!
Planet Of The Apes （人猿星球）(1968). This movie has the greatest ending in all scientific movies. After an astronaut wakes up in his spaceship, he lands on a strange planet. The whole planet is ruled by apes that keeps humans as slaves. After fighting against the apes he escapes at last, but in the end he finds an unbelievable truth.
Stars Wars（星球大战）(1977). Set in an imaginary universe, the movie tells the classic story of good against evil. Already six Stars Wars movies have been released.
Terminator2: Judgement Day （终结者2）(1991). The story is about a terminator being brought back in time to kill john Conner, who will be the leader of mankind in the future.
The Matrix（黑客帝国）(1999). In the future, humans are energy sources for machines. People lie in big glass boxes and dream of a world just like we now live in. But some people have found out the truth and they want to fight the machines and free mankind.
II. An Introduction to Around the world in 80 days.
This version of the classic novel set in 1872 focuses on Passepartout, a Chinese thief who steals a valuable jade Buddha and then seeks refuge in the traveling companionship of Phileas Fogg. An eccentric London inventor, Fogg has come up with the secrets to flight, electricity, and even roller-blades, but the world has dismissed him as a crackpot. Desperate to be taken seriously, Fogg makes an outlandish bet with Lord Kelvin, the head of the Royal Academy of Science: to circumnavigate the globe in no more than 80 days! Joining them is Monique (De France), A young French artist who decides that a trip aro
篇3：module4 unit2 全单元教案(译林牛津版高一英语必修四教案教学设计)
教案（牛津版）Module 4
Unit2 Grammar and usage
南京市人民中学 毛文斌 04 22
Teaching Aims:
1、Learn that modal verbs can be used to talk about ability,obligation,certainty or permission, to make requests, suggestions, offers and to give advice.
2、Enable students to learn that some modal verbs can be used with the continuous form and the perfect form to talk about current affairs or past actions.
Teaching Important Points:
1、Develop the students’ ability of using modal verbs.
2、How to make students master the usage of modal verbs.
Teaching Difficult Points:
Develop the students’ ability of using modal verbs and how to make students master the usage of modal verbs.
Teaching Methods:
Explanation and exercise
Teaching Aids:
1. The multimedia
2. The blackboard
Teaching Procedures:
Step1 Warming up
Say some sentences to warm up students: Can you drive ? He can jump 2 meters.
You must work hard ,or you have to live a hard life.
Step2 Lead in
Let students say sentences including modal verbs as many as possible.
Step3 Activities: (1)Introduce modal verbs with the following: Now, many of us can speak English quite well, but a few years ago, we couldn’t. If we talk about the ability someone has now , we use “can”. If we talk about the ability someone had in the past, we usually use “could”.
Ask students: If we talk about the ability in the future, what modal verbs do we use ?
( will, shall, be able to )
(2) Ask students to make sentences using these words to talk about ability.
Show the usage of the modal verbs on the screen.
(3) Talk about obligation of the modal verbs “should, ought to, have to, must ”,
Show the usage of the modal verbs on the screen.
Step4 Write the following sentence on the blackboard :
I might/may/could/should/ought to/will/must watch the TV programme tonight.
Explain the usage of these modal verbs, showing more examples on the screen.
Step5 Explain the usage of permission of the modal verbs “Can, could, might”
Show the examples on the screen
Step6. Ask students to read Part 1 on page 28 to find out how modal verbs are used to talk about ability, obligation, certainty and permission, showing more examples to the students and explaining the usage to the students.
Step7 Ask students to read Part 2 about the modal verbs of making requests, suggestions or offers, and give advice.
Step8 Ask students to read the instructions for the exercise on page 29, complete the article individually, and then check the answers in class. Ask students to give reasons for each choice they make.
Step 9 Ask students to read Part 4 on Page 28. Make sure that they understand why the continuous form or the perfect form is used in the example sentences.
Homework: Part C1 on page 100 of the workbook
篇4：译林牛津模块3 Unit 2 词组(译林牛津版高一英语必修三教案教学设计)
Module3 unit2 language
Welcome
1. in a broad sense从广义上讲
2. transmit information传播信息
3. various forms of language语言的各种形式
4. stand for a beaming smile代表灿烂的微笑
5. all over the world/ throughout the world全世界
6. fly in circles 绕圈飞行
7. inform sb of/ about sth.通知某人某事
keep sb informed of sth使某人被通知
8. including sth/ sth included包括某事
9. share sth with sb与某人分享某物
10. make a special Internet language构成一种特殊的因特网语言
11. have some effective methods for studying the English language
有一些学习英语的特殊方法
Reading
1. throughout history贯穿历史；throughout the world/ all over the world
2. be made up of/consist of由…组成
3. a language with some confusing rules 一种带有令人迷惑规则的语言
4. bring sth with sb to sp将某物待在身边带到某地
5. at the end of the 9th Century 在九世纪晚期
6. a language called Celtic一种叫做凯尔特的语言
7. be different from与……不同
8. It’s certain that… …是确定的
9. the official language of England英国官方语
10. sb find it hard to do sth觉得做某事很难
11. This is because…/ That is why…表语从句句型
12. have similar meaning in …有类似的意思
13. contribute to / result in/ lead to/cause the development of……导致……的发展
14. sb take control of控制
15. sb lose control of失去控制
16. be replaced by/ with；设备sb take the place of sb 被…代替
17. despite the fact/ in spite of the fact尽管事实如此
18. have an impact on(the English language)对…巨大冲击
19. at this point在此期间
20. raise animals 饲养动物
21. the upper/lower class上(下)层阶级
22. common people普通人（地位相对低的）
23. by the latter half of the 24th century到24世纪下半叶
24. be adopted by被…采用
25. one’s mother tongue/ one’s native language母语
26. undergo huge changes(underwent, undergone)经历巨大变化/ undergo treatment接受治疗
27. continue doing/ continue to do sth继续做某事
28. a sequence of events一系列事件
29. relate… to…与…相关
30. official occasions官方正式场合
31. modern English/life/science and technology现代英语/生活/科技
32. make a promise; keep /break one’s promise做许诺；遵守诺言/食言
33. promise to do sth许诺做某事
34. a promising boy一个有前途的男孩
35. disagree with what =everything that =all that sb say
1.The English language is made up of/consists of the rules and vocabulary each group of people brought to Britain with them.
英语是由每个进入不列颠的人群所说语言中的规则和词汇构成的。
2.They brought with them their languages, which also mixed with Anglo-Saxon.
他们带来了自己的语言，与盎格鲁萨克森语混合起来
3.The language they created is what we now call Old English.
他们创造的语言就是我们现在所说的古英语。
4.Middle English is the name given to the English used from around the 12th to the 16th century.中古英语这个名词是指大约12世纪至16世纪期间所使用的英语
5.However, the Norman conquest did not have the same result that the Germanic invasion had had about 600 years earlier.
然而，诺曼征服并没有给英语带来大约6前日耳曼入侵所带来的相同后果。
6.The question of English will continue changing in the future is easy to answer.
英语在未来是否会继续变化这个问题其实很容易回答
7.Where a person comes from will affect their style of speech.
一个人来自哪里会影响他们说话的风格
8.There are many different dialects of English depending on where people live.
根据人们居住的地方（的不同）有许多不同英语方言。
9. We sometimes find it hard to decide which words or phrases to use
我们有时发现很难决定用何词和短语。
10.This is where I disagree.
This is what I disagree to.这就是我不赞同的地方。
Word power & Grammar & Task
1. spoken English/written English口语、书面语
2. a large amount of / a great deal of+不可数n
3. a large number of/ a great(good) many+可数n复
4. a large quantity of/plenty of+可数/不可数n
5. sort out=arrange安排
6. discard=throw away丢弃
7. I regret to inform you我遗憾地通知你
8. in addition=plus除此之外
9. have a word with=speak to与某人谈话
10. have words with sb与某人吵架
11. take sth into consideration考虑某事
12. five permanent members of the UN Security Council五个联合国安理会常任理事国
13. take action/measures to do sth采取行动做某事
14. set high standards for设一个标准
15. below standard在标准以下
16. up to the required standard超过被要求的标准
17. make a decision做决定
18. at one time曾经（at times 有时候）
19. at a time一次
20. keep … pure使…纯化
21. due to/because of/thanks to/ as a result of/owing to由于
22. ban sb from doing sth阻止某人做某事
23. easily accessed television programs容易接受的电视节目have access to
24. get along/on with sb与某人相处
25. There is no need to do sth没有必要做某事
26. waste time doing sth浪费时间做某事
27. It’s a waste of time to do/doing sth
28. shorten the distance缩短距离
29. embarrass sb into doing sth做某事使某人尴尬
30. refuse to accept an idea拒绝接受一个主意
31. from across the world从全世界
32. adopt one’s suggestion/a new teaching method
采纳某人的建议/一种新的教学方法
project
1. A differ greatly from B in size and shape
A与B 在尺寸及形状方面大大不同
2. the very first Chinese characters真正第一批简体中文
3. change over time随着时间改变
4. as a whole作为整体
5. on the whole（常用于句首）
6. combine two or more elements together把两种及更多种元素结合起来
7. the symbol for a man代表人类
8. be the opposite of sth是…的相反
9. Opposite our school are two shops.（倒装句）
10. Opposite our school is a shop.
11. be highly complex非常复杂
12. reflect one’s thought反应某人的思想
13. simplified Chinese characters简体中文
14. be widely used in mainland China在中国大陆广泛使用
15. The way a written language developed can tell us just as much about a culture as the history of a spoken language.书面语发展方式表示出来的文化就像口语的历史表示出来的文化一样。
16. The Chinese language differs from many Western languages in that it uses characters which have meanings and can stand alone as words.
汉语和许多西方语言不同，区别在于汉语使用本身就有意义，可以独立成字的汉字。
17. Not all characters are used to describe objects.=
All characters are not used to describe objects.=并非所有汉字都用来描述事物的。
篇5：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)
模块五 重点词组
Unit 1
1） 与某人相处融洽；某事进展顺利 get along/on well with sb./sth.
2） 有麻烦；处与困难中 in trouble
3） 集中注意力于。。。。。。 focus/concentrate (one’s attention) on…
4） 结果，。。。。。。 as a result,…
5） 冲某人大吼 yell at sb.
6） 某人应该因某事而受责备；某人应该对某事负责sb. be to blame for sth.
7） 当众；在公众场合 in public
8） 推迟做。。。。。。 delay/put off doing…
9） 说服某人做某事 persuade sb. to do/persuade sb. into doing…
10) 劝阻某人做某事，使某人因气馁而不去做某事 discourage sb. from doing…
11）（电话等）接通 get through
12）全神贯注于。。。。。。；专心致志于。。。。。。 be absorbed/lost/buried/involved in sth.
13）对做某事犹豫不决 hesitate to do/hesitate about doing…
14）不管/不顾。。。。。。 regardless of…
15）遭受巨大损失 suffer heavy losses
16）彼此 one another; each other
17）因。。。。。。而原谅/宽恕某人 forgive sb. for sth.
18）记笔记 take/make notes (of…)
19）对。。。。。。采取积极态度 take a positive/an active attitude toward(s)/to…
20）感到内疚 feel guilty
21）情不自禁地做。。。。。。 can’t help doing…
22）对。。。。。。感到羞愧 be/feel ashamed of…
23）熬夜 stay up
24）迫不及待地做。。。。。。 can’t wait to do…
25）在。。。。。。后不久 soon/shortly after…
26）给某人提供实用的建议 offer/give sb. practical advice
27）认真对待某人/某事 take sb./sth. seriously; be serious about…
28）在不久前某天 the other day
29）与某人分享。。。。。。 share sth. with sb
30）基于。。。。。。之上 be based on/upon…
31）一方面，。。。。。。另一方面，。。。。。。 on the one hand,…;on the other hand,…
32）第一个做。。。。。。 the first to do…
33) 毫不犹豫地 without hesitation
34）be determined to do…决心做。。。。。。
35) keep one’s word/promise信守诺言
36) apologize to sb. for sth.因某事而向某人道歉
Unit 2
1） 自然灾害natural disasters
2） 发表意见voice one’s opinions
3） 除此之外还有in addition(to…)/besides/as well as/apart from
4） 扫除；消灭wipe out
5） 对。。。。。。有持久影响have a lasting effect upon/on…
6） 对。。。。。。有益be beneficial to…;be good for; do good to; do sb. good; benefit…
7） 担忧。。。。。。 be concerned/worried about…
8） 把。。。。。。排放到。。。。。。pour…into…
9） 为。。。。。。付出沉重代价pay a high price for sth
10） 有意做。。。。。。/专门针对。。。。。。be meant/intended to do…
11） 对。。。。。。负责 take responsibility for/be responsible for…
12） 用完；耗尽 sb. run out of sth; sth. run out; sb/sth give out
13） 只要。。。。。。 so/as long as…; if only…
14） 就我个人而言，。。。。。。personally (speaking),…
15） 对。。。。。。造成破坏/损害cause damage to…
16） 仔细观看。。。。。watch…closely/carefully
17） 在过去 in the past,…
18） 采取措施 take measures/steps to do…; do something to…
19） 鼓励某人做某事encourage sb. to do …
20） 同。。。。。。作斗争 fight against…; struggle against
21） 贮备，备有。。。。。。be stocked with…
22） 取得进步 make progress
23） 到目前为止so far; up to now
24） 引起国内外关注raise/arouse concern both nationally and internationally
25） 导致。。。。。。result in…; lead to…
26） 给某人提有关。。。。。。的建议advise sb. on sth.; give sb. advice on sth
27） cut back on… 削减/缩减。。。。。。
28） rely/depend on sb. for sth.在。。。。。依靠/依赖。。。。。。
29） set up 设立/建立
30） be prohibited from… 被禁止做。。。。。。
Unit 3
1） 超乎想象beyond one’s imagination
2） 指出 point out
3） 干涉；干预。。。。。。interfere with…
4） 因某事而表扬某人praise sb for sth
5） 即使 even though; even if
6） 与。。。。。。有关 be related to…
7） 对。。。。。。感到遗憾feel sorry for…
8） 对。。。。。。做出评论comment on…; make comments on…
9） 完全同意。。。。。。be in complete agreement with…; totally agree with…
10） 毕竟 after all
11） 偶遇。。。。。。come across
12） 讲得通；有意义make sense
13） 与自然作对； 违背自然go against nature
14） 以。。。。。。而告终end up doing…; end up with sth; end up in sp.
15） 实现一个突破 achieve a breakthrough
16） 在科学领域in the field/area of science
17） 局限在。。。。。。范围内be limited to…
18） 对。。。。。。有害be harmful to…; be bad for…; do harm to…; do…harm
19） 抱怨/控诉。。。。。。complain about/of...
20） 开展调查conduct a survey; carry out a survey
21） 在过去几年里over/in the past/last few years
22） 环保environmental conservation/preservation
23） 满足…的需要meet/satisfy/supply/serve one’s needs(requirements/demands/requests)
24） 招致灾难spell disaster
25） 做出选择 make choices
26） 结果是。。。。。。turn out ( to be)…; turn out that…
27） 恢复正常 return to normal
28） 送报纸 deliver newspapers
29） 医疗 medical treatment
30） 得益于。。。。。。benefit from/by…
31） 对。。。。。。要求严格be strict with sb in sth
32） 表现好，守规矩 behave oneself
33） 提倡做。。。。。。advocate doing…
34） 将。。。。。。付诸实践put sth into practice
35） 构建和谐社会construct/build a harmonious society
36） 与某人争论某事argue with sb about/over sth
37） concentrate/focus one’s efforts on…致力于。。。。。。
38） do sth with the intention of…怀着。。。。。。目的去做。。。。。。
39） perform tests on… 在。。。。。。上进行试验
40） follow in one’s footsteps 效仿。。。。。
41） in favour of…赞成/支持/有利于。。。。。。
42） from one’s point of view,…在某人看来
43） decades of…几十年
44） use up 用完；耗尽
45） rather than而不是
46） at a fast rate以很快的速度
47） in general一般来说；大体上
48） push ahead with…义无反顾地进行；努力推进
49） figure out想出；理解；弄明白；计算出
50） go off/to the point跑题/切题
51） beyond all praise赞美不绝
52） in desperate need of…极其需要。。。。。。
53） adopt one’s suggestions采纳某人的建议
54） deliver a speech作演讲
55） be involved in…卷入
56） seek one’s fortune寻出路；去淘金
57） seek after the truth追求真理
58） seek shelter from the rain找躲雨的地方
59） seek advice from sb.向某人请教
60） the/common practice惯常做法
61） perform tasks执行任务
62） under construction在建设中
63） in one’s favor受某人欢迎；对某人有利
64） do sb. a favor帮某人一个忙
65） ask a favor of sb.请某人帮个忙
66） argue sb into/out of doing…说服某人做/不做某事
篇6：译林牛津模块5 重点词组学生版(译林牛津版高一英语必修五教案教学设计)
模块五 重点词组
Unit 1
1） 与某人相处融洽；某事进展顺利
2） 有麻烦；处与困难中
3） 集中注意力于。。。。。。
4） 结果，。。。。。。
5） 冲某人大吼
6） 某人应该因某事而受责备；某人应该对某事负责
7） 当众；在公众场合
8） 推迟做。。。。。。
9） 说服某人做某事
10) 劝阻某人做某事，使某人因气馁而不去做某事
11）（电话等）接通
12）全神贯注于。。。。。。；专心致志于。。。。。。
13）对做某事犹豫不决
14）不管/不顾。。。。。。
15）遭受巨大损失
16）彼此
17）因。。。。。。而原谅/宽恕某人
18）记笔记
19）对。。。。。。采取积极态度
20）感到内疚
21）情不自禁地做。。。。。。
22）对。。。。。。感到羞愧
23）熬夜
24）迫不及待地做。。。。。。
25）在。。。。。。后不久
26）给某人提供实用的建议
27）认真对待某人/某事
28）在不久前某天
29）与某人分享。。。。。。
30）基于。。。。。。之上
31）一方面，。。。。。。另一方面，。。。。。。
32）第一个做。。。。。。
33) 毫不犹豫地
34）be determined to do…
35) keep one’s word/promise
36) apologize to sb. for sth.
Unit 2
1） 自然灾害
2） 发表意见
3） 除此之外还有
4） 扫除；消灭
5） 对。。。。。。有持久影响
6） 对。。。。。。有益
7） 担忧。。。。。。
8） 把。。。。。。排放到。。。。。。
9） 为。。。。。。付出沉重代价
10） 有意做。。。。。。/专门针对。。。。。。
11） 对。。。。。。负责
12） 用完；耗尽
13） 只要。。。。。。
14） 就我个人而言，。。。。。。
15） 对。。。。。。造成破坏/损害
16） 仔细观看。。。。。
17） 在过去
18） 采取措施
19） 鼓励某人做某事
20） 同。。。。。。作斗争
21） 贮备，备有。。。。。。
22） 取得进步
23） 到目前为止
24） 引起国内外关注
25） 导致。。。。。。
26） 给某人提有关。。。。。。的建议
27） cut back on…
28） rely/depend on sb. for sth.
29） set up
30） be prohibited from…
Unit 3
1） 超乎想象
2） 指出
3） 干涉；干预。。。。。。
4） 因某事而表扬某人
5） 即使
6） 与。。。。。。有关
7） 对。。。。。。感到遗憾
8） 对。。。。。。做出评论
9） 完全同意。。。。。。
10） 毕竟
11） 偶遇。。。。。。
12） 讲得通；有意义
13） 与自然作对； 违背自然
14） 以。。。。。。而告终
15） 实现一个突破
16） 在科学领域
17） 局限在。。。。。。范围内
18） 对。。。。。。有害
19） 抱怨/控诉。。。。。。
20） 开展调查
21） 在过去几年里
22） 环保
23） 满足。。。。。。的需要
24） 招致灾难
25） 做出选择
26） 结果是。。。。。。
27） 恢复正常
28） 送报纸
29） 医疗
30） 得益于。。。。。。
31） 对。。。。。。要求严格
32） 表现好，守规矩
33） 提倡做。。。。。。
34） 将。。。。。。付诸实践
35） 构建和谐社会
36） 与某人争论某事
37） concentrate/focus one’s efforts on…
38） do sth with the intention of…
39） perform tests on…
40） follow in one’s footsteps
41） in favour of…
42） from one’s point of view,…
43） decades of…
44） use up
45） rather than
46） at a fast rate
47） in general
48） push ahead with…
49） figure out
50） go off/to the point
51） beyond all praise
52） in desperate need of…
53） adopt one’s suggestions
54） deliver a speech
55） be involved in…
56） seek one’s fortune
57） seek after the truth
58） seek shelter from the rain
59） seek advice from sb.
60） the/common practice
61） perform tasks
62） under construction
63） in one’s favor
64） do sb. a favor
65） ask a favor of sb.
66） argue sb into/out of doing…
篇7：译林牛津模块2 Unit 1 词组(译林牛津版高一英语必修二教案教学设计)
Phrases in unit 1 Tales of the unexplained
Welcome to Reading
1. a missing boy; a lost boy 一个失踪的男孩
2. conduct/carry out/make an interview 进行采访
3. be full of unsolved mysteries 充满未解之迷
4. today’s advanced science and technology 当今先进的科技
5. run into sth/sb =come across sth/sb偶然遇见
6. believe in the existence of aliens 相信外星人的存在
7. step up the research 加速研究
8. show interest in=show an interest in 对…感兴趣
9. go to sleep early/late 早睡/晚睡
10. stay out late 在外面呆得很晚
11. show up=turn up 出现
12. put on his favorite CD播放他最喜爱的CD
13. strange-looking creatures 样貌奇怪的生物
14. do/make research on sb.对…进行研究
15. rule out the possibility that+句子/of sth 排除…的可能性
16. look into…调查
17. make up a story/an excuse/a lie/ a dialogue 编造
18. take charge of 负责
19. find convincing evidence 找到令人信服的证据
20. according to 根据
21. make much progress 取得很大进步
22. be disappointed with sb; be disappointed at/about sth. 对…感到失望
23. search for other witnesses 寻找其他目击证人
Word Power to Grammar
1. begin with 从…开始
2. carry out outer space explorations 进行外太空探险
3. launch sth into space 把…发射到太空
4. the first human to travel in space 第一个太空旅行者
5. so far=up to now直到现在
6. go on to do; 接着做另一事go on doing;继续做原来的事 go on with 继续某事
7. dream of doing sth 梦想做某事
8. come true 梦想等的实现
9. look like an aero-plane看起来象一架飞机
10. separate from 从…分离
11. pick them up把它们拾起; pick up some English学得一些英语; pick up the news收听新闻
12. take off their spacesuits;脱下航空服 (a plane)take off起飞; take a day off;休假一天
13. the solar system 太阳系
14. be connected to 与相关
15. many sunken ships许多沉船
16. chat in an internet chat room在网络聊天室聊天
17. take the underground 乘地铁
Task：
1. conduct a survey制作问卷调查
2. at a time;一次 at one time;曾经 at times; 有时at no time;决不 in no time立即
3. divide…into;把…分成… separate …from…把…和…分开
4. avoid doing sth/sth 避免做
5. follow a rule 遵循规则
6. point out 指出
7. go shopping at Smith’s 在Smith店买东西
8. buy a new top 买一件外套
9. inappropriate questions 不恰当的问题
10. in the last/past few months 在过去的几个月里
11. greet sb in an appropriate manner 恰当地问候某人
12. in return 作为回应
13. shake hands with 和…握手
14. intend to do; be intended for; had intended to do=intended to have done打算做但没做
15. be included in the next issue 包含在下一期
16. ask questions in an order 一某一次序问问题
17. a number of questions;许多 the number of …的数目
18. draw a conclusion; come to a conclusion得出结论
19. arouse the students’ interest in doing…引起学生们做某事的兴趣
20. take measures/steps to do sth. 采取措施做…
21. the most popular activity最受欢迎的活动
22. be willing to do 甘心做
23. make recommendations 提出建议
Project：
1. in a remote area 在偏远地区
2. a man-like creature 一个长得象人的生物 3. run after 追赶
4. on average平均 5. play a joke on sb 开某人玩笑
6. run with amazing speed and strength 以惊人的速度和体力奔跑
7. one of the few pieces of hard evidence supporting the existence of Yeti
8. make its way to…
9. be six feet tall with huge shoulders 六英尺高，宽大的肩膀
10. live on 继续存活
11. solve the mystery 解迷
12. exist ---没有被动结构
13. see sth with one’s own eyes 亲眼所见
14. leave out 删除
15. a description of sth 对…的描述
Work book:
1. step up the train 2. only two weeks’ away
3. environmental problems
4. all sorts of information 5. look into the cause of the accident
6. be good at making up stories 7. stay out until midnight
8. be knocked down by a car 9. the largest animal on land/at sea
10. go missing 11. be said to be doing/to do/to have done
12. be covered with 13. build up one’s strength
14. believe in the existence of Father Christmas
15. according to his description 16. in one’s view
17. live on in deep oceans 18. play chess
19. develop one’s mind 19. die from/of AIDS
20. die of hunger/cold/sadness/sorrow 21. die of a wound
22. make up one’s mind to do 23. expect there to be a film
24. to my surprise; much to my surprise; to my great surprise
25. in the last few months; every few meters
26. attract a lot of attention
27. put away the books 28. the first two pages
29. due to the bad weather 30. be admitted to a famous university
31. start a toy firm on the Internet 32. argue with sb about/over sth
33. in history 34. be moved by art
35. play with one’s emotions 36. have/take pity on sb; show pity to sb
37. It’s a pity that… 38. far too large
39. get away from the policemen 40. in the 1980’s
41. be attached to sb 爱慕，依恋 42. be seriously ill
43. be worried about terrorism 44. the outbreak of SARS
45. shoot at 46. describe … as
47. at the thought of 48. watch news on the television
49. a faraway place 50. the other day
51. get hold of 52. be worn out
53. gather one’s strength 54. drag oneself along the road
55. run in all directions/run every direction 56. pat sb on the shoulder
57. what is going on
篇8：高一英语牛津版必修4 Unit2 全单元教案
高一英语牛津版必修4 Unit2 全单元教案
牛津高中模块4全单元教案 Unit 2 Sporting events Period 1 Welcome to the unit教案 Teaching Aims: 1. Participate in a discussion to find out why sports are popular around the world. 2. Develop students’ speaking ability by expressing their opinions in the discussion. Teaching Important Point: Develop students’ speaking ability. Teaching Methods: Individual, pair or group discussion to make every student work in class. Teaching Aids: 1. The multimedia 2. The blackboard Teaching Procedures; Step 1 Greeting and Lead-in 1. Do you like sports? What sports can you play?2. What sports do you know?Who is your favorite sportsperson? 4. Do you like playing sports? How much time do you usually spend exercising or doing sports every week? Stpe 2 Welcome to the unit Sport plays a very important role in our lives. We see or do sports almost everyday. Look at the following pictures. Are you familiar with these sports? 1. table tennis Can you play table tennis? Do you like it? Is it your favourite sport? Why? 2. Wrestling How much do you know about wrestling? (a short introduction of wrestling) 3. Boxing Do you like watching it? (a short introduction of boxing) 4. In your opinion, do you think these Sports are too violent?5.Kung fu is a traditional sport in China? Are you interested in it? 6.Which do you prefer, Kung fu or boxing? 7.Itroduction of gymnastics and diving. Step 3 Pair Work 1. To become a professional gymnast or a diver, you have to sacrifice(牺牲) a lot. What do you think these sacrifices would include?(group discussion) 2.basketball and football, which do you prefer? 3.No matter what kind of sport you take part in ,what are the basic qualities you need to possess in order to be successful in that sport?) (video of Jordan) Step 4 Group Work1. Why do you think sport is so popular?2. How often do you play sport? What sports do you usually play?3. What is your favourite sport? Why?Step 5 Homework 1.Find more information about the business of sport. 2.Preview reading text. Unit 2 Sporting events Reading Period 1 Teaching Aims: 1. Check and enhance students’ reading abilities. 2. Train Ss to gain an overall understanding of the article and learn to adopt different reading strategies. Teaching important points: 1. Help Ss know some background knowledge about the history and the development of the Olympic Games about. 2. Help them learn some language items. Teaching difficult points: 1. how to read a speech 2. how to grasp the new words. Teaching methods: 1. Improve the students’ reading comprehension. 1. Practice to get the students to master what they’ve learnt. 2. Discussion to make every student work in class. Teaching aids: 1. the multi-media 2. the blackboard. Teaching procedures: Step 1.lead in 1. Talk about the Olympics: ask some questions. 2. Encourage the students to share their information they have already know and to express their opinions freely.. Step 2. Reading 1. Ask Ss to skim the article and answer the three questions in Part A. 2. Ask Ss to reread the passage and do C1 individually. 3. Get Ss to scan the article again and do C2. 4. Help Ss to get the idea of the reading strategies. 5. Ask Ss to answer four questions: 1).What characteristics do the ancient Olympics and modern Olympics share? 2).What are the differences between the ancient and modern Olympic Games? 3).Muhammad Ali and Michael Jordan are mentioned in the passage. What do these two sports people have in common? 4).Do you think Chinese athletes such as Deng Yaping and LiuXiang are as great as Muhammad Ali or Michael Jordan? Step 3. Language items. 1. Do D in class. 2. Do E in class Step 4. Homework. 1． Do Part E. 2． Prepare for the language items. Period 2 Language Focus Teaching aims: 1. To understand new words, phrases and sentence patterns in the reading passage; 1. To learn how to use them. Teaching Important Points: 1. To help the students to understand the text better. 2. To help the students master the use of some important language points. Teaching Difficult Points: 1. The usage of some words, phrases and sentence patterns. Teaching Procedures: Step 1.Lead-in Discuss the following questions: 1.Do you think the Olympic Games help countries and people live peacefully side by side? 2.Who do you think are the greatest Olympic athletes and why? 3.What kind of example do you think athletes like Liu Xiang and Muhammad Ali have set for young people around the world?Step 2 Words and phrases to be learned Delighted, significance, briefly, compete, allow, honourable, no matter what, separate, side by side, light, be recognized as, record, contribution, absence, attempt Step 3 Practice Do PartA1and A2 on page98 Step 5 Assignments: 1. Keep in mind the useful words, phrases and sentence patterns and know how to use them. 2. Finish some additional exercises Brief teaching plan Teaching Objectives: 1. To enlarge students’ vocabulary by applying the rules of making compound words. 2. To get students to learn some words and expressions related to Olympic sports. 3. To improve students’ speaking ability. Teaching Important and Difficult Point: To master the formation rules of compound words. Teaching Approaches: Task-based approaches Form of Activities: Individual, pair or group work .. Teaching Aids: The multimedia and the blackboard Teaching Procedures: Step 1. Lead-in Ask the students to read the following dialogue: A: Did you know that Liu Xiang was the first Asian to win a gold medal for the men’s 110-metre hurdles in the Olympic Games? B. Yes! Everyone knows that he is a very hard-working sportsperson. He is a well-trained winner. Let the students study the italicized words and ask them two questions: 1. Do you know the meanings of the words? 2. Do you know how the words are made? Give them a few minutes to think. They may discuss with their partners if necessary. 110-metre(n.)--- 110 (num.), meter (n.) hard-working (adj.)--- hard (adv.), working(v-ing) sportsperson (n.)--- sports(n.), person(n.) well-trained (adj.)--- well(adv.), trained (v-ed) Step 2. Compound words 1. Tell students that the above words are called compound words. Ask them to give the definition of a compound word: A compound word is made when two or more than two words are joined together to form a new word. 2. Ask students to think about other words that are created this way. Organize them into groups of four and have a competition. Write all the compound words that students can think of on the blackboard. The winning group is the one that comes up with the most words. 3. Have students study the words that they have listed and then read the words on page26 to understand the formation rules of compound adjectives and compound nouns. To form compound adjectives: Formation Compound (adj.) adj.+n.+-ed warm-hearted, cold-blooded adj.+v-ing easy-going, ordinary-looking adv.+v-ing hard-working, long-lasting n.+adj. tax-free, world-famous n.+v-ed air-conditioned, man-made adj.+ v-ed Soft-boiled, well-paid adv.+ v-ed Well-educated, well-paid To form compound nouns: Formation Compound n.+n. handbag, bookmark, website, motherland n.+ v-ing sightseeing, window-shopping, house-keeping 4. Ask the students to match the words in column A with the ones in column B. A B 1.black a. room 2.broad b. eyed 3.every c. cast 4.bed d. case 5.blue e. where 6.suit f. board . 7.radio g. ground 8.bus h. throw 9.reading i. driver 10.passer j. by 11.play k. paper 12.over l. active 13.news m. room 5. Ask the students to translate the words into Chinese. Explain that some English wo篇9：unit2 reading 教案教学设计(译林牛津版英语高一)
Teaching aims & demands:
To develop students’ ability of reading a play
To know about American family life and problems that happen between American teenagers and their parents
To form a positive attitude towards solving problems between teenagers and parents
Teaching procedures:
Step 1: Lead-in
1. Revision: Guess the words
(1). a dirty or untidy state _______
(2). give a reason for something _______
(3). believe that somebody is good_______
(4). something worthless or of low quality_______
(5). a person between a child and a grown-up _______
(6). not polite_______
(7). without being punished_______
(8). grown-up_______
2. Group work
Talk about the four pictures on P21
List some problems with parents.
①____________ ②_____________ ③_____________
(2) How to solve these problems.
①____________ ②_____________ ③_____________
Step 2: Reading strategy
Please go through the Reading strategy and tell how to read a play.
1.It is often in the form of ___ _________.
2.It usually includes_________ ______, and each act can have_________ _______.
3.The words or speeches in a play are very________, and some of the words in a sentence are______ _____.
4.There are some helpful _____________in a play.
5.It should be_____ ________.
Step 3: Fast reading
Get students to read the play and finish Part A individually.
How many acts are there in this play? And how many scenes in each act?
Step 4: Detailed reading
1. Listening and complete C1 on P24.
2. Please read Act One of the play carefully and fill in the form
Characters Things they do Feelings
Mom and Dad
Eric
Daniel
2. Please read Act Two carefully and fill in form:
Characters Things they do Feelings
Daniel
Eric
Mom
Dad
Step 5: Careful reading
1. This passage is mainly about ________.
A. what Mom and Dad did after they returned from vacation.
B. what Daniel and Eric did at home.
C. the reason why the dog was tired and hungry
D. a big quarrel that an American family had
2. Mom and Dad left Daniel in charge at home because ______.
A. he was an adult B. he was the youngest
C. they liked him very much
D. they thought he could take good care of everything while they were away.
3. Which is NOT true according to the passage?
A. The children were very excited when their parents came back a day earlier than expected.
B. The children didn’t use the money for themselves.
C. Daniel was left in charge at home while their parents were away.
D. Eric wanted to tell his parents what had happened, but Daniel said they didn’t need to.
4. The main reason for their quarrel is that ______.
A. Daniel was too rude.
B. Eric didn’t tell his parents what had happened
C. the parents blamed Daniel without giving him a chance to explain
D. Daniel and Eric didn’t behave well at home.
Step 6: Post reading
Fill the missing words in the blanks to complete the summary of the play.
Mom and Dad arrived back from v_______ earlier than e_______ in order to give the boys a s_______. They got so a____. When they saw the house was in a m___ that Dad shouted at D____, the elder brother, who was in c______ of the house when they were away. Daniel s_______ the door to show his anger, because their parents never gave him a c_____ to explain. E___, the younger brother, wanted to explain to his parents what had h_______, but Daniel didn't think that their parents d______ to know the truth.
At the end of the play, both Mom and Dad thought maybe they were too h___on the boys. However, Dad decided to p_____ Daniel for his rudeness so that he would show r_____ for his parents in future.
Step 7: Discussion
1. If you were Eric or Daniel ,what will you do?
2. Find some adj. to describe good parents in your eyes.
They should be__________, __________, __________,__________...
3. How do you deal with the relationship between you and your parents?
We should _______, ________, _______, ________...our parents.
3. The word “family” means “f_______ a_____ m______ I l_____ y_____”.
Step 8: Homework
1. Role-play the dialogue in groups of five.
(Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.)
2. Reading comprehension
There are three kinds of goals: short-term, medium-range and long-term goals.
Short-term goals are those that usually deal with current (当前的)activities, which we can apply on a daily basis. Such goals can be achieved in a week or less, or two weeks, or possibly months. It should be remembered that just as a building is no stronger than its foundation, our long-term goals cannot amount to very much without the achievement of solid short-term goals. Upon completing our short-term goals, we should date the occasion and then add new short-term goals that will build on those that have been completed.
The intermediate goals build on the foundation of the short-term goals. They might deal with just one term of school or the entire school year, or they could even extend for several years. Any time you move a step at a time, you should never allow yourself to become discouraged or overwhelmed. As you complete each step, you will enforce the belief in your ability to grow and succeed. And as your list of completion dates grow, your motivation （动力）and desire（欲望） will increase.
Long-term goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing. We should never allow a long-term goal to limit（限制） us or our course of action.
1. Our long-term goals mean a lot ________.
A. if we cannot reach solid short-term goals
B. if we complete the short-term goals。
C. if we have dreams of the future
D. if we put forward some plans
2. New short-term goals are built upon________.
A. a daily basis B. your achievement in a week
C. current activities D. the goals that have been completed
3. When we complete each step of our goals, _____________.
A. we will win final success B. we are overwhelmed
C. we should build up confidence of success
D. we should have strong desire for setting new goals
4. What is the main idea of this passage? _____________
A. Life is dynamic thing. B. We should set up long-term goals.
C. Different kinds of goals in life. D. The limitation of long-term goals.
5. Which of the following statements is wrong according to the passage? _____________
A. The long-term goals cannot amount to very much without the achievement of solid short-term goals.
B. The intermediate goals build on the foundation of the short-term goals.
C. Life is a static thing, thus we should never allow a long-term goal to limit us or our course of action.
D. We should often add new short-term goals to those which have been completed.
篇10：dying to be thin 教案教学设计(译林牛津版英语高一)
Subject: unit3 reading: dying to be thin…
Teaching aims:
1 Students are able to grasp the main point of the three e-mails.
2 Students are able to know that nothing is more important than health.
3 Students are able to express their own opinions about the topic.
Important points & difficult points:
1 finding the main points in the three e-mails and express them
2 understanding the reading material
Teaching methods and means: fast reading, detailed reading, group work, discussion
Teaching aids: computer, ppt, pictures, blackboard, chalks
Teaching Procedures:
Step 1: Lead-in
T: Today we are going to learn the reading material of Unit 3. At first, I want to show you some pictures.
(showing pictures)
T: Is she beautiful? (showing the picture of Audrey Herben)
Ss: Yes.
T: Yes. She’s very beautiful and she has an attractive figure. What about the second picture?
Ss: Wow. He’s so fat.
T: Yes. He’s so fat.
T: What about this guy?
Ss: Wow. He’s handsome.
T: Yes. He’s handsome and he has also an attractive figure, too.
T: Now you have watched the four pictures. And can you tell me what kind of figure you prefer? The left ones or the right ones?
Ss: The left ones.
T: Obviously we will choose the left ones.
Discussion: Suppose you are a little overweight, how would you lose weight?
Ss: take weight-loss pills, eat vegetables, do exercise, and do operation.
T: Yes. In order to lose weight, we will exercise in the gym, take weight-loss pills, receive plastic surgery and have a diet.
(showing the pictures)
T: Now let’s analyze the reading material and find out how the character---Amy, loses weight. Now, please turn to page 42.
Step 2: Pre-reading
Predict: dying to be thin…?
Q: can you tell me the possible meaning of the title? Or can you give me your explanation to this title?
A: dying to be thin: 1 Amy wanted to be thin very much.
2 Amy nearly died because she had taken weight-loss pills to lose weight.
Skimming:
Skim the three e-mails and find out the main point of each e-mail.
T: I’ll give you 3 minutes to skim the whole lesson.
Main point:
Subject- Dying to be thin: in order to lose weight, Amy takes weight-loss pills and becomes slimmer and slimmer.
Subject- Recovering : Amy is recovering from liver failure.
Subject- Re: recovering: Zhou ling is sorry to hear about Amy’s problems and hopes that she and other people who’d like to lose weight will value the importance of health.
Step 3: Detailed reading:
1 finish C1( page 44)
2 fill in the blanks
Amy’s emotions Reasons for losing weight Results
happy
frustrated
hopeful Looking good is important.
be shamed of her body
prepare for a new TV show Have lost 7 kg
Feel tired and weak
Become slimmer
Reasons for frustration Reactions to illness
Be in hospital
Liver failure Regret taking pills
Realize the importance of health
Reasons for hope Lessons Amy has learnt
Getting better Don’t damage your health for a slim and attractive figure.
Zhou Ling’s Reply:
Zhou’ emotions: from sorry to glad
Zhou’s opinions: 1 We shouldn’t be embarrassed about our weight.
2 Nothing is more important than health.
Reading strategy:
Understanding sentences with ‘however’ or ‘but’
1 underline all the sentences that have ‘however’ or ‘but’
2 analyze the following two sentences:
1 I used to go to the gym three times a week, but I don’t work out any more.
2 I’ve lost 7 kg in the last two months. However, sometimes I don’t feel so energetic.
Question: What’s the difference in meaning between the sentences before and after ‘however’ and ‘but’?
Answer: The two sentences usually express something different and opposite.
The feeling expressed before ‘however’ or ‘but’ and the feeling after them are usually opposite.
We can use a comma after ‘however’.
Step 4: Post- reading
Discussion: suppose you are Amy’s best friend. If you’re going to write an e-mail to her, what will you say to her?
Conclusion: we can’t choose the appearance, but we can spread our smiling. Health is priceless.
Homework:
1. finish D1,D2,E.
2. preview word power.
篇11：growing pains 教案教学设计(译林牛津版英语高一)
Unit 2 Growing Pains
----Welcome to the unit
Teaching plan
I. The general idea of this period：
This period is about the warming up of this unit. It will help students learn more about growing pains mainly from the problems between parents and children. Students will learn how to bridge the generation gap with parents and get rid of the growing pains as possible as they can.
II. Teaching Aims:
1: To introduce and develop the theme of growing pain.
2：To exercise speaking ability of the students by talking about the problems between children and parents.
3：To help students form a positive attitude towards growing pains and learn to solve them.
III. Teaching difficult points：
1：Talk about problems between parents and children.
2：Enable the students to practice their spoken English.
3：Help students to form a positive attitude to towards relationships between their parents and them.
IV. Teaching procedure
Step 1 Lead-in
① Show several pictures of the famous TV series.
② The two TV series talk about the problems between parents and children.
③ Lead students to the topic of this unit---growing pains.
Step 2 Brainstorming
① Ask following questions to help the students recall their memory.
Have you ever quarreled with your parents?
What is your quarrel about?
② A short video will be presented.
③ Students are encouraged to talk about the problems between parents and children.
Step 3 Picture Discussion
Ask students to look at the picture and discuss what it talks about.
Picture1
① Why are the boys and girls around the pretty lady?
② What does the boy want to do? Is he allowed to do so? Why or why not?
③ What feelings may the boy have?
Picture2
① What is the boy probably doing?
② Did the boy do well in his exams?
③ How does his mother feel about the score? What feelings may the boy have?
Step 4 Further Discussion
1. Put up with the question: “What do you think is the biggest cause of arguments between parents and children?”
2. Analyze the different interests between parents and children to put up with the Generation Gap.
3. Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem? We may get many ways to bridge the generation gap, especially through communication and understanding.
Step 5 Summary
T: In this unit, we have talked about growing pains and have a discussion about the problems between parents and children. From the class, we know that understanding and communication can be the best way to bring parents and children together and help students out of growing pains.
Step 6 Homework
T: Write a letter to your parents about something you want to talk with them. Maybe you can begin like this：Dear Mom and Dad, I want to say
篇12：主谓一致 教案教学设计(译林牛津版英语高一)
Step I Lead-in
1. (have) your classmates finished his homework?
2. My friend and I (want) to play outside after watching TV.
3. (have) all of the cake been eaten?
Step II Subject-verb agreement
I语法一致原则
1. Between the two buildings (stand) a monument.
2. What he said (is/ are) right
3. What she left me (is/are) a few books.
4. Seeing (is/are) believing
5. To see (is/are) to believe.
6. Somebody(is/ are) using the phone.
7. Each of the books(cost) five yuan.
8. The students each (have) a copy of Jay’s new album.
9. The Greens (is / are) very fond of working on the farm.
10. Many a student (have/ has) passed the exam.
11. More than one person (is/ are) here.
II 意义一致原则
1. Three weeks (is/ are) allowed for making the necessary preparation.
2. Another five minutes(is/ are) enough.
3.Three miles (is/ are) nothing.
4.His family (is/ are)a happy one.
5.The whole family(is/ are) watching TV.
6.The police (is/ are) searching for the thief.
7. The population in China (is/ are) large.
8. 75% of the population in our class (is/ are) from countryside.
9. This glass works (be) set up in 1980.
10. These glass works (is/ are) near the railway station.
11. A sheep (is/ are)over there.
12. Some sheep (is/ are) over there.
13. Physics (is/ are) now taught in all schools.
14.The old (is/ are) taken good care of in our country.
15.The young (is/ are) required to respect the old.
16.“All ________ present and all _________ going on well.” Our monitor said.
A. is ; isB. are ; areC. are ; isD. is ; are
17. All of my classmates （like）music.
18. All of the water (is / are) gone.
8.相加原则
19. Walking and riding (is / are) good exercises.
20. A teacher and doctor (is / are) giving us a lecture.
21. A teacher and a doctor (is / are) giving us a lecture.
22. Every boy and girl (want) to go to the cinema.
23 No boy and no girl (is / are) allowed to swim in the lake.
24.Many a boy and many a girl (is / are) going to the zoo.
III就近原则
1. Tom or his brothers (is / are)waiting in the room.
2. Either you or he (is / are) to go.
3. There(is / are) an apple, two oranges and some bananas on the plate.
4. There (is / are) two oranges, an apple and some bananas on the plate.
5. John, together with his two friends, (was / were) at the party.
6.The teacher as well as the students was reading in the library.
IV找真实主语
1. Lots of damage (was / were) caused by fire.
2. About three-fourths of the earth’s surface (is / are) covered with water.
3. Three-fifths of the workers here (is / are) women
4. A number of students (have/ has) gone home.
5. The number of pages in this book (is / are) two hundred.
6. A large amount of damage (was / were) done in a very short time.
7. Large amounts of money (was / were) spent on the bridge.
8. This kind of men (is / are) dangerous.
9. Men of this kind (is / are) dangerous.
A pair of shoes (was / were) just what he wanted
Shoes (was / were) just what he wanted .
He is one of the students who(have/ has) been to Beijing.
He is the only one of the students who (have/ has)been to Beijing.
篇13：module1 unit1 教案 (译林牛津版英语高一)
牛津高中英语教学设计
单 元：Unit 1 School life
板 块：Reading 1
Thoughts on the design:
在完成了welcome板块的学习后，阅读一名从中国到英国的交换生的介绍文章。让学生在阅读过程中使用skimming理解文章大意，用scanning 获取细节信息，之后再对文章作综合回顾。然后，引导学生换个角度，从英国学生的角度来看待中国的学校生活，模仿课文，从不同的方面介绍中国的校园生活。
Teaching objectives:
1. to help the Ss master the reading skills of skimming and scanning.
2. to guide the Ss to understand the passage and learn about more details of school life in the UK.
3. to encourage the Ss to learn to view our school life in a different perspective.
Step 1. Lead-in
1. [Teacher] We’ve learned a little about the difference between schools in China and in the UK.
2. [Brainstorming] If you were an exchange student in a UK school, what would you enjoy most?
3. Collect answers from a few students.
4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua, who studied in the UK for one year. Let’s find out what she finds enjoyable.
[设计思路]：从上一课时涉及的中英学校生活差异谈起，问学生什么是他们心目中英国校园生活最让人喜欢的部分，从而引出课文的enjoyable experience。
Step 2. Reading for general ideas
1. Introduce the reading skill: skimming.
2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.
3. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.
[设计思路]：教师示范skimming的运用，让学生学会在快速浏览的情况下，抓住文章的要点。
Step 3. Reading for details
1. Introduce the reading skill: scanning.
2. Teacher can do Q1, Q2 in Part A first.
3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.
Check answers with the Ss.
4. [Listening and reading] Ask Ss to go through the questions in C2.
Then listen and read after the recording. Ask Ss to answer the questions using their own words.
[设计思路]: 示范传授scanning的运用，并辅以相关练习，让学生在阅读中掌握阅读方法。
Step 4. Consolidation
1. [Task-based reading] Ask the Ss to do the task-based reading and check answers.
Aspects Details
General impression It was a different but exciting and enjoyable 1. ______________
Assembly Students should attend it on the first day and the 2. ____________
Will tell the rules of the school during that period.
Class Our class is of the 3._______ size; we would never study in a fixed classroom.
Subjects English I practiced it every day, so it got 4. ________ a lot.
French I had an 5. _______ French class on Tuesday evenings.
Cooking I learned a lot and could make delicious cakes.
Selective ones Students can 6. _______ studying some subjects if they don’t like them.
7. _________ It was not heavy but a bit 8. ______________
Spare time I played football with others, 9. _______ under a tree and went to the Computer Club where I could send e-mails to my family and friends 10. _________ of charge.
Keys: 1-5 expericenced headmaster average improved extra
6-10 stop Homework challenging relaxed free
[设计思路：通过任务型阅读填空的形式，帮助同学进一步巩固课文内容并再次理清文章概要]
Step 5. Discussion
1. [groupwork] Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”. Discuss what will be covered in the passage. Draw the outline and present.
[设计思路]：了解了中国学生在英国的感受，让学生换个角度，谈一谈英国学生在中国学习的感受。一方面让学生创设了情境，让学生运用学到的语言，同时，也促使学生以新的视角来看待自己周围的学习、生活。
Step 6. Homework
1. Revise the text and do part E.
2. Prepare for an interview with Wei Hua.
篇14：Lost Civilization教案 (译林牛津版英语高一)
一，教学课型：阅读课
阅读课是学生综合运用所学语法、词汇和功能等知识，认真阅读文章，达到帮助其学习语言、文化等方面的知识，形成良好的阅读策略，提高阅读理解能力的课型。
教学任务有以下：
复习巩固所学词汇。
逐步阅读课文，达到深层次理解。
渗透阅读方法。
二，教材分析
教材内容（见课本page42）
教材处理
《牛津高中英语。学生用书》所选的文章不仅题材广泛、内容丰富、文化意识强、内涵丰富，而且体裁多样，涵盖了说明文、议论文、小说、戏剧、记叙文等，为学生学习语言提供了丰富多彩的素材。本课教材节选Ann一个加拿大女孩的五篇游记，把她在Pompeii和Loulan两处的所见、所闻、所感、所思展示出来。教师可以呈现出与这两处有关的简单的对错问题让学生轻松答题，然后过渡到具体的问题，达到深一层次理解，再者对两个古代城市进行比较归纳，对文章达到更深地理解，最后升华主题，唤起人们保护世界文化遗传的意识。
教学目标
(1)通过阅读短文，了解两处失落的文明--Pompeii和Loulan.
(2)提高学生阅读能力。
(3)提高学生语言运用能力。
教材重点和难点
(1)引导学生归纳短文、比较两个古代城市的异同。
(2)引导学生升华主题，增强人们保护世界文化遗产意识。
三，教学设计
（-）设计思想
本节课是在多媒体教学环境下实施的大容量、快节奏的课堂教学。教师首先让学生复习回顾与本篇文章相关联的词汇，接着运用略读、寻读、跳读等阅读方法，对所节选的五篇游记从不同层次，由浅入深、由表及里，逐层推进地进行阅读，从而达到对文章深层次的理解。根据文章的描述，培养学生保护世界各国文化遗产、文明古迹的意识，同时让学生思考如何去保护文化遗产和文明古迹：逐渐实现从语言的输入和内化到语言成果的输出，提高学生应用语言的能力。
（二）教学过程
Step1 .Revision
Go over the words
Match the words with their definitions
( ) 1.take over A place a dead body in a grave
( ) 2.erupt B rich
( ) 3.unfoutunately C huge
( ) 4.hawre D take control of
( ) 5.wealthy E sadly ,unluckily
( ) 6.ruins F provide space for
( ) 7.enormous G parts of a building that
remain after it has been badly
damaged or destroyed. .
( ) 8. .bury H (of a volcano)throw out lava and ash
[设计说明]
该教学步骤复习巩固所学的有关词汇，同时为接下来的阅读扫清了障碍。
Step2.leading-in
1. T: Now let’s talk about two questions with your partners?
Can you name some buildings that would represent ancient civilizations in China?
What does the title Lost Civilizations mean?
2.T:In this passage,, there are two lost civilizations .What are they? (showing some pictures of Pompeii and Loulan)
T: Do you know which place these pictures describe ?
S: Pompeii
T: Do you know which place these pictures describe ?
S: Loulan
T: Have you ever been to Pompeii and Loulan ?
S: _________
T: Have you known about them ?
S: _________
T: Would you like to visit them?
S: __________
Now let’s go with Ann together.
[设计说明]
通过问题讨论链接中国古代文明，感性认识现存文明与失落文明的含义。通过逼真的图片让学生初步认识Pompeii和Loulan，增强学生对课文的阅读兴趣，并自然地引出本课的话题，与作者一起游历两古城遗迹。
Step3 Reading
1读前(pre-reading)
教师通过放录音,让学生跟着录音浸入课文，初步了解大意，同时也注意了语音语调。
2读中（while-reading）
T: Now read the passage quickly and answer the following “T” or “F” questions.
A. The author is going to China by air next week.( Day1-15th July)
The city of Pompeii was founded in the 7th century BC.(Day2-16th July)
C. The city of Pompeii wasn’t found until the 18th century.( Day3-17th July)
D. Loulan was a stopping point on the famous silk road between the east and the west almost 2000 years age (Day10 –24th July )
E. Pompeii and Loulan were lost for the same reason.(Day11-25th July )
(2)T: Now read the passage carefully and answer the following wh-questions.
A. What happened to Pompeii in August AD79?
B How was the buried city discovered ?
C Where were the stepping stones along the road in Pompeii used for ?
D. Why was Loulan an important city about 2000 years ago?
How do many people think Loulan disappeared?
F. What is one main similarity between Pompeii and Loulan?
(3)T: Now read the passage more carefully and fill in the following blanks with proper words and phrases
Pompeii Loulan
Where was it located ① China
When was it founded? In the 8th century BC ②
What kind of city was it? A rich city ③
Why was it destroyed? ④ ⑤
How was it discovered In the 18 century ,a farmer found some stone with writing on it, then people started to dig ⑥
What can you find about the city now ? Streets with ⑦,houses with⑧,bodies of people that had been turned to stone the city walls,⑨, ⑩ that ran through the middle of the city
(4)Choose the best answer according to the passage.
( ) A. Which of the following statements is not true?
a. Both of the two cities were lost civilizations about 2000 years ago.
b. Both of the two cities were discovered by local people.
c. Pompeii was destroyed by a volcano while Loulan was gradually covered over by sandstorms.
d. Pompeii was in Italy while Loulan was in China.
( ) B. The purpose of writing this passage is ____
a. show how happy the writer was to have such a chance to visit the sites.
b. to arouse people’s sense of protecting civilizations.
c. to compare the civilizations of Pompeii and Loulan destroyed.
d. to tell us how Pompeii and Loulan were destroyed.
[设计说明]
该环节通过表面理解→深层理解→比较异同→归纳总结这样四个步骤对全文作全面理解。
3读后（post-reading）
T: As we all know there were lots of ancient civilizations in the world in history.
Some of them have disappeared while others remain today .such as the Great wall, the Terracotta Warriors ,the Hanging Gardens ,Pyramids and so on (showing some pictures of them)
Now let’s discuss in groups.
(1)If you have a chance ,which place would you like to visit most? Why?
T :From the passage we know Pompeii and Loulan were destroyed by nature.
But I think human may also destroy our civilizations. If we want to make our civilizations exist for ever, I think we should make people have the sense of protecting our civilizations
Now let’s discuss in groups.
(2) What can we do to make people have the sense at protesting our civilizations?
(设计说明)
以上两个问题展开小组讨论.该教学活动旨在提高学生用英语表达观点的能力,同时进行德育渗透，培养学生保护文化遗产的意识。并通过小组讨论培养学生的合作意识。
Step4 Consolidation
做学生用书Part E、F Page.45
Step5 Summary
通过本课时的学习，让学生全面深刻地理解了课文，提高了能力。
Step6 Homework
预习课文上的语言点，为阅读课第二课时作准备。
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