一模块二单元period 7 task 3教案(译林牛津版高一英语必修一教案教学设计)

一模块二单元period 7 task 3教案(译林牛津版高一英语必修一教案教学设计)（锦集14篇）由网友“跨虎归山”投稿提供，下面是小编收集整理的一模块二单元period 7 task 3教案(译林牛津版高一英语必修一教案教学设计)，供大家参考借鉴，欢迎大家分享。

篇1：一模块二单元period 7 task 3教案(译林牛津版高一英语必修一教案教学设计)

Skills building 3: writing a dialogue

Teaching objectives:

u To develop writing skills by reading the tips.

u To understand the mood of the Mum’s and Jack’s feelings.

Important and difficult points:

Writing a dialogue.

Teaching procedures:

Step 1 Lead-in

The language you use in writing a dialogue:

l not too colloquialnot too redundant

l descriptive

Step 2 Reading

1 Read the instructions and know some tips of writing a dialogue.

2 Read Part A and discuss what is wrong with the underlined sentences.

a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue. b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’

3 Read again and do Part B.

A The sentences that show Mum is unhappy or angry:

Come and look.

Don’t you talk to me like that?

You should start cleaning now if you plan to leave!B The sentences that show Jack’s mood:

This is so unfair! I’ll never have enough time.

But I don’t think you’re being fair at all!

Step 3 Reading the Thank-you letter

1 Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know:

The following should be included in your dialogue. a. What happened between Christina and her mother?

b. What did Christina do then ?

c. How as the problem solved ?

Step 4 Consolidation

Role-play the dialogue in three.

Homework:

Finish Workbook Writing on page 93.

篇2：一模块二单元period 7 task 2教案(译林牛津版高一英语必修一教案教学设计)

Skills building 2: reading for gist

Teaching objectives:

To develop reading skills by reading four diary entries.

To understand the mood of the writer.

Important and difficult points:

Reading for gist.

Teaching procedures:

Step 1 Lead-in

Get students to read the instructions and know how to read for gist.

catch the gist or the main pointfocus on descriptive words or expressions

Step 2 Reading

1 Read the four diary entries and fill in the form.

Entries Main points The words telling the writer’s mood

The first diary entry

The second diary entry

The third diary entry

The fourth diary entry

2 Read again and answer:

1.Why did Christina call the radio show last week?2. What advice did George give ?3. Did Christina follow his advice? What did she do?4. How do they get on with each other?

Step 3 Reading the Thank-you letter

1 Get students to read and answer:

a What is the main idea of this thank-you letter?bWhich words or expressions are used to make the main point?

Step 4 Consolidation

Have you ever had a problem with your parents similar to Christina’s?

If so, how did you solve it?

If not, write a letter to Christina in the name of George.

Homework:

1 Finish Workbook Exx B & C on page 84.

2 Review the words and expressions in this unit.

篇3：译林牛津 高一一模块二单元period 7 task 3教案

Period 8 Task 3

Skills building 3: writing a dialogue

Teaching objectives:

u To develop writing skills by reading the tips.

u To understand the mood of the Mum’s and Jack’s feelings.

Important and difficult points:

Writing a dialogue.

Teaching procedures:

Step 1 Lead-in

The language you use in writing a dialogue:

l not too colloquialnot too redundant

l descriptive

Step 2 Reading

1 Read the instructions and know some tips of writing a dialogue.

2 Read Part A and discuss what is wrong with the underlined sentences.

a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue. b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’

3 Read again and do Part B.

A The sentences that show Mum is unhappy or angry:

Come and look.

Don’t you talk to me like that?

You should start cleaning now if you plan to leave!B The sentences that show Jack’s mood:

This is so unfair! I’ll never have enough time.

But I don’t think you’re being fair at all!

Step 3 Reading the Thank-you letter

1 Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know:

The following should be included in your dialogue. a. What happened between Christina and her mother?

b. What did Christina do then ?

c. How as the problem solved ?

Step 4 Consolidation

Role-play the dialogue in three.

Homework:

Finish Workbook Writing on page 93.

篇4：Period 3：Reading, Speaking &Writing Task (译林牛津版高一英语必修三教案教学设计)

Period 3：Reading, Speaking &Writing Task

一、教学目标

1. 语言知识目标

1)学生能够正确读写及运用以下单词：

catalogue; donate; voluntary; purchase; anniversary; seed; sew; ox; trunk; tractor; Kenya; click; tailor; political; distribute; distribution; security; operate; clinic

2)学生掌握下列词组的意思并能在句子中熟练运用：

in need; sewing machine; trunk library; choose from

2. 语言技能目标

1)强化略读、查读等阅读微技能，训练通过寻找关键词等方式更快速并准确地确定文章的大意，理清文章的总体框架与脉络的技能。

2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。

3)根据提纲，快速构思完成英语习作的技能。

3. 语言能力目标

增强阅读理解能力和书面表达能力。

4．情感态度与文化意识目标：

1）帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。

2）在小组合作互动中，增强学生的团队合作精神与分享意识。

二、重点难点

1. 教学重点：阅读能力、写作能力的培养和提高

2. 教学难点：训练用英语获取信息、处理信息、分析问题和解决问题的能力; 用英语说明自己学习生活情况的能力

三、教学准备

1．学生的学习准备：熟读本单元的单词词组，想一想如何用英语向别人介绍自己的情况

2．教师的教学准备：查找“希望工程”的相关信息

3．教学用具的设计和准备：制作与课文相关的多媒体课件。

四、教学过程

Step 1 Pre-reading

Several questions: 1. What can we do for the children in poor areas or countries?

2. Have you ever tried to send a gift or something to the children in poor areas or countries? How can you send the gift to them?

Now let’s read the passage”The World’s Most Useful Gift Catalogue”

[设计说明] 通过几个问题直接引入要学习的内容。由于第一篇课文介绍志愿者在巴布亚新几内亚共和国部落教书的经历，所以提问What can we do for the children in poor areas or countries?学生可能会回答：teach the children，也可能会出现这样的答案，如：send some clothes/some money/some gifts to them.这样教师可以顺利地进入下面的问题：How can you send the gift to them?随后进入课文的阅读。

Step 2 Reading and speaking

1. Read the passage and answer the following questions:

1)What’s the passage about? (How to send a gift to those who need them.)

2)Where is the list of the gifts? (It is on the left side of the page.)

3)What’s the purpose of the Internet page? (Let people give an unusual gift to the poor.)

4)In the Internet Page, there’s a card on the right.How can you get it?

(When you choose from the catalogue a gift for some of the world’s poorest.)

5)What occasions(场合)can you use the cards for?

(Weddings, births, birthdays, Christmas or anniversaries,etc..)

6)In what kind of order are the gifts listed? (In order of price.)

2. On the Internet page, when you click on each gift, you get a description of that gift. In pairs, write the correct gift(A to U)from the Internet page next to each description below.

1) This gift allows a woman who is a trained tailor to make some income,giving her and her family a better future.(India, Tanzania, Kenya)

2)This gift gives a person the opportunity to acquire basic reading and writing, and life skills. Adults develop the confidence to partcipate in the social, economic and political lives of their communities. (Nepal, India, Bangladesh, Uganda)

3)This gift covers the cost of production and distribution of seedling, as well as training in tree care for the local villagers who are working hard to prevent their land from turning into desert. (Kenya, Tanzania, India)

4)This gift buys a goat. A goat gives milk and is a valuable income. Goats increase in mumber quickly and add much to a family’s food and financial security. They are easy and fun for children to care for. (Nepal, India, Uganda)

5) This gift covers the cost of exercise books and textbooks for community primary schools that operate in poor or remote villages. (Southern Sudan)

6) This gift gives a child a good start in life. Community schools provide good quality education for children who would otherwise have no opportunity to attend school. (Bangladesh, Kenya, Uganda)

(Key: 1.N 2.G 3.A 4.J 5.F 6.I)

[设计说明]作为语言运用部分的阅读文章，“世界上最有用的礼物清单”通过图文结合的方式，介绍了一些特殊的礼品，阅读难度不大。所以只设计了两个练习来帮助学生理解课文内容。第一个练习是学生快速阅读后回答问题，第二个练习是仔细阅读后找出合适的捐赠项目。之后，可以简单提提文中出现的短语：in need, choose from，及两个名词短语sewing machine, trunk library。

Step 3 Writing (p75 in Workbook)

1. Introduce some information about Hope Project

T: In fact, not only in PNG, India, Kenya, but also in China, many children in poor areas still need help. Their parents have no money to afford to keep them at school,although they are so dying for school. In some areas, the classroom are badly-equipped.(Show some pictures to the Ss and then introduce Hope Project.)

2. Shanshan is a 11-year-old girl from Gansu Province whose family cannot afford to keep her at school. You have just decided to sponsor(资助) her. Shanshan loves practising English. Write a short letter to her in English. The following points should be included in your letter.

A writing sample:

Hello Shanshan,

My name is Steve and I’m really pleased that I can help you stay at school.I’ve heard that you love practising English so I’m also practising my English in this letter.

Let me tell you a bit about myself.I’m 16 years old and I go to No.2 Middle School in Bejing. My favourite subjects at school are maths and science. I have a great group of friends that I play soccer with every lunchtime. In my spare time I like going to the movies and reading.

I live with my mum and dad in an apartment on the 15th floor. I have two sets of grandparents. My mum’s parents live far away in Shandong, but I see my othere grandparents often as they live near us.

I’d live to get a letter from you and to learn about your life in Gansu.

Yours sincerely,

Yang Xiaoping

[设计说明] 由捐助说到了中国农村很多孩子因贫困无法上学，介绍”希望工程”，再过渡到如果你捐助了一个学生，给她写封信，介绍你自己的学习和生活情况。信的提纲已经给出，这便于学生快速构思，有助于学生在课堂上规定的时间内完成习作。如果时间不够，学生仅仅完成初稿，可以把修改和誊抄的工作作为家庭作业布置下去。

篇5：译林牛津模块1 Unit 1 Task(1 & 2)(译林牛津版高一英语必修一教案教学设计)

Teaching Aims:

To teach students how to use abbreviations to fill in a timetable

To develop students’ ability of listening to and identifying dates, day, time, venue and events or activities

Teaching Important & Difficult Points:

How to note down information while listening

Teaching Methods: Discussion in pairs or in groups, task-based in-class activities

Teaching Aids: a multimedia classroom; a tape-recorder

Teaching Procedures:

StepⅠRevision

Check the students’ home work: 1) Ask some students to read their five sentences out and let other students make comments about these sentences.

2) Ask students to take out their textbooks and turn to page 88 to check their answers of Part C2.

Step Ⅱ Presentation

1. Students are introduced what a program is and what a program usually includes. “A program is a plan of activities to be done or things to be achieved. It usually includes time, day, date, venue and a description of the event.” And then tell them how to shorthand a program quickly and correctly in order to save time and space. Test them by asking several students to write some short forms of the following on the blackboard and read the short forms aloud.

1. Friday 2. Thursday 3. the third floor 4. January 31

5. April 3 6. September 22 7. 3 o’clock in the afternoon 8. 6:45 in the morning

The short forms are:

1. Fri 2. Thur 3. 3rd Floor 4. Jan 31/ 31 Jan/ Jan 31st

5. Apr 3 6. Sept 22/ 22 Sep/ Sep 22nd 7. 3 p.m./ 15:00 8. 6:45 a.m.

2. Ask the students to practice writing down such detailed information in a real situation in which a famous scientist is being interviewed by a school newspaper reporter about his program for next week. They are listening to the interview and complete the timetable on P12. Just to make sure they have enough time to write down what’s required and self check, allow some time for another time of listening. Later on, check the answers by asking the students to report in full sentences. For example, they should say “On Oct 21, Monday, the scientist will be giving a talk at Datong High School at 9:30 in the morning.” They may need some minutes to prepare in pairs.

Step Ⅲ Listening

1. Let students read the guidelines on page 13 to know what they are asked to do. Then ask them to go over the timetable to get a general idea about the talk.

2. Ask students to listen to the recording twice and complete the timetable individually. Then let them check the answers with their partner to see if they have got the same answers. Let them listen to the recording again if they have got some different answers and want to listen to it once more. Then check the answers with the whole class.

Step Ⅳ Speaking

Ask some students to talk about what talk will be held at what time and what place and who will give the talk. For example:

a) On Friday, the 8th October, a famous writer will come to give a talk at 1:20 p.m. in Room 201, Building 4. He will talk about how to read a novel.

b) A talk about fire prevention will be given by a fireman in Room 503, Building 3 at 2:15 p.m. on Monday, the 11th October. …

Step ⅤPractising (do the listening exercises on page 92)

In the recent years, many countries have opened their doors to Chinese students, and therefore a great many students have decided to go abroad to study. In the past, overseas Chinese students used to study for a bachelor or a higher degree, but nowadays many senior schools students who haven’t finished their study yet are choosing to go abroad, which means young teenagers are now joining in those marching their way towards a new world outside China. Keling is one of them. Now read the guideline on P92. Then listen to the tape and complete the notes.

Step Ⅵ New words from page 12 to page 17

Ask students to turn to page 68 and read the new words (title-run).

Step Ⅶ Homework

Ask students to preview Skills building 2 on page 14 and Step 2 on page 15.

Ask students to preview Skills building 3 on page 16 and Step 3 on page 17.

Period 8 §Task(2-2)§

Teaching Aims:

To help students learn to compare information before making decisions

To develop students’ speaking ability by doing question and answers

To teach students how to write a notice

To develop students’ writing ability by writing a notice to inform their classmates

Teaching Important & Difficult Points:

How to get students to work in pairs in reporting the talks

Teaching Methods: Discussion in pairs or in groups; task-based in-class activities

Teaching Aids: a multimedia classroom; a tape-recorder

Teaching Procedures:

I Skills building 2 and Step 2

StepⅠWarm-up

To make students well prepared for the activities of comparing information and to trigger their interest and curiosity as well, the teacher offers an IQ test.

1. What is it that appears once in a second, once in a month, once in a century, yet not at all in a year or a week? “n”

2. A boy and a pig weigh as much as five boxes. The pig weighs as much as four cats. Two cats and the pig weigh as much as three boxes. How many cats weigh as much as the boy? 6 cats

3. Mr. and Mrs. White have seven children. From the eldest to the youngest, they’re A, B, C, D, E, F and G. A has three younger sisters. B has an elder brother. C is a girl and she has two younger sisters. D has two younger brothers. E has two elder sisters and F is a girl, too, but she and G have no younger sister. Which of them are boys and which are girls? A, B, E, G are boys and C, D, F are girls

Ask them to work them out separately, and then give them some time for discussion. Key information is also to be circled. For example, in No. 3, from “B has an elder brother”, we can infer that A must be a boy. The statements “C is a girl and she has two younger sisters” “F is a girl, too, but she and G have no younger sister” imply that D or E is a girl. At the same time “D has two younger brothers” indicates clearly E and G are boys. So far, we have decided A, E, G are boys while C, D, F are girls. The last crucial piece of information “A has three younger sisters” unveils B’s identity as a boy. From this experience, students must be convinced that comparing information is important and it requires full-scale consideration.

StepⅡ Presentation

1. Ask students whether they could understand the meaning of each sentence in Skills building 2 when they were doing previewing. Let them point out sentences that they don’t understand.

2. Ask students to read the guidelines and the two points again. Show the two points briefly on the screen.

When comparing: 1) read all the in formation carefully

2) make as many comparison as possible

StepⅢ Practising

1. Ask students to read the guidelines above the list table to know clearly what they are asked to do. Then ask them to go over the list table.

2. Write down the following on the blackboard. Ask students to read the e-mail and find out the related information:

The title:

The price:

The year:

The writer:

Ask some students to tell what information they can find about the above in the e-mail, and write down their answers on the blackboard.

The title: with the word Dynasties

The price: having the figure 8

The year: after

The writer: a famous professor

Ask students to compare the information written on the blackboard with the list table to see if they can find the book now.

StepⅣ Reporting

1. Ask students to read the guidelines and the class timetable in Part A in Step 2 and underline the classes that they can choose not to have. Then let them compare the timetable on page 13 with the class timetable and write down the topics of the talks they can attend under the class timetable.

(Generally speaking, in this step students are asking and answering questions in pairs with one pretending to be the class teacher, which sounds interesting, but actually proves quite dull in the practice. So the teacher can attempt to transform it into a memory-honing game that is simple to carry out. Allow students some time to prepare. Ask the students who are going to answer questions to memorize as much information about one talk as possible in the given time (say, 30 seconds). Then partners exchange the identities. Allow the same time for the students who take the turn to answer questions. The students who can answer more questions than their partners are the winners. For the second round, they can try to remember the details of two talks at a time. Also they can change partners at their will as well. At last, a final competition can be held in the whole class. It may be another round game between boys and girls. (8 minutes))

2. Ask students to read the guidelines in Part B and work in pairs talking about the talks according to the programme time table on page 13 and the note in Part A. One of them acts as the class teacher, the other act as the monitor. They should take turns.

II Skills building 3 and Step 3

StepⅠPresentation

1. Say the following to students:

Now, you are going to write a notice to inform your classmates of the talks that they are going to attend. Do you know how to write the notice and what should be included in it. (Write down their answers on the blackboard.)

2. Ask students to read the guidelines and the three points in Skills building 3. Let them compare the three points with their answers on the blackboard.

3. Ask students to read the notice on page 16 and tell what they can know from the notice. Ask them to point out the important information in it.

The important information (Write the following on the blackboard):

Event: Library closed

Time: next Wednesday to Friday, 16th to 18th November

Reason: The sports meeting will be held.

When to reopen: Sat.(19th. Nov)

The new opening hours: Monday-Friday: 8 a.m.-6 p.m.

Saturday & Sunday: 10a.m.-5 p.m.

Public holidays: closed

Person that gives the notice: Zhong Shengxiao, a staff member of the school library

4. Let students talk about what to do to make a notice attractive. For example, the notice should be written in big and colour words, and one or two pictures or photos are used, etc.

StepⅡ Evaluating

Students share their writings in groups of four, and choose the best one within 5 minutes. The teacher can decide how many to be shared in the whole class. Many criteria can be adopted, such as the handwriting, the length, the degree of its attractiveness, the over-all impression it gives, etc. Stick the picked ones on the blackboard after reading them aloud in class. The voters have some time to take a close look at them and then vote for the “Top Three”. During this period of time, the other students can state their opinions and the reasons for the support.

StepⅢ Writing

1. Ask students to read the guidelines in Step 3 and know what to write in the notice.

2. Ask students to write a notice about the talks in October individually. Then ask two students to present their notices on the blackboard. Ask other students to make comments about these notices. (If time doesn’t permit, let the students write the notice in their exercise-books after class.)

Sample:

Notice

I am happy to inform you that in October we are going to attend five interesting talks. I think we will learn a lot of information. Read the following to get the detailed information about the five talks.

Date Day Time Venue Subject Speaker

8th Oct Fri 1:20p.m. Room201, Building4 How to read a novel Famous writer

11th Oct Mon 2:15 p.m. Room503, Building3 Five prevention Fireman

13th Oct Wed 3 p.m. Room404, Building1 School life in the USA USA student

19th Oct Tue 8 a.m. Room105, Building2 Outer space Scientist

21st Oct Thu 2:30 p.m. Room306, Building2 Fighting AIDS Doctor

22nd Oct Fri 1:20 p.m. Room204, Building3 Famous Football Players Newspaper reporter

27th Oct Wed 10:10 a.m. Room401, Building2 Traffic signs Policeman

29th Oct Fri 10a.m. Room303, Building4 Australian Pop Songs Famous singer

III Homework

Write a notice based on the following information

由于学校要举行运动会，原定于12月6号举行的演讲比赛将被推迟到12月8 号。请你带学校办公室写一则通知，告诉同学们。

Memorize the words learnt in the Section of Task

Translate the sentences in D2, P89 into English on their exercise books

Ask students to preview Part Project

篇6：译林牛津 高一 一模块一单元教案

Grammar and usage

Period one

Teaching aim:

To give a brief introduction to attributive clauses.

Teaching procedures:

1. Tell the students what is attributive clause.

2. Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why.

3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article.

4. Check the answers with the students.

5. Explain some language points in the article.

6. Give the students some more exercises of attributive clause.

7. Assignment.

Period two

Teaching aim:

To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.

Teaching procedures:

1. Check the homework with the students.

2. Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns.

3. Fill in the blanks on Page 11, check the answers with the students and explain the language points.

4. Tell the students several points that they must pay attention to when they use attributive clauses.

5. Some exercises which are to review what they learn in this lesson.

6. Assignment.

Unit 1 Project Starting a new after-school activity

Period One

Teaching aims:

To learn two articles about after-school activities in school

To learn the use of as and require

To find out how an activity attracts the students and helps the students

Teaching Procedures:

Step 1: Listen to the recording of the articles on page 18

True or False questions:

1. The radio station is run by the principal.

2. The radio station started 2 years ago when CD players were allowed in school.

3. Members of Poets of the Next Generation meet up on the last Friday of every month.

4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.

Step 2: Read the two articles and answer the following questions:

What do the student members in the radio station do during exam time?

What do they do when parents come to visit the school?

Who started “Poets of the Next Generation”?

What do the members of the group do when they meet?

Step 3: Fill in the blanks:

The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed.

We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____.

Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like.

When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read.

Step 4: Vocabulary and language points:

allow: permit sb./sth. to do sth.

principal: person with the highest authority in certain schools

generation: all people born at about the same time

select: choose sb./sth.

calm: not excited, nervous

require: order or command sth.

The use of as and require

Step 4: Discussion

How do these two activities attract the students?

How do they help the students?

Assignment:

Try to find the answers to the following questions:

What after-school activities do you have in your school?

Do you like them? Why/ Why not?

If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose?

Period Two:

Teaching aims:

To do the project of starting a new after-school activity

Teaching procedures:

Step 1: Check homework

Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.

Step 2: Plan

Discuss the tasks listed below and decide which group members will be responsible for what tasks.

Research information:

Make the poster:

Present the poster:

Step 3: Prepare

Members responsible for doing research need to find information from various sources about after-school activities and posters.

Activity: What does it do? How does it attract new members? How does it help members achieve their goals?

Poster: What does the poster consist of? How does it attract its viewers?

Step 4: Produce

Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.

When the draft is done, each member should read it carefully and give suggestions on its wording and design.

Assignment: (Assignment)

The poster makers finalizes the poster based on the suggestions of the other group members.

The entire group approve the poster before next period.

In next period, they are to present their poster to the class. Tell the class what is special about their activity.

Unit 1 Task

Teaching aims:

1. Use abbreviation to fill in timetable.

2. Compare information of two different sources.

3. Write a notice with important information and clear expression.

Procedure:

1-1. Introduce abbreviation.

1-2. Complete school programme timetables with abbreviation

1-3. Compare information of 2 different sources.

2-1 Report the timetable

2-2 Find out important information in a notice.

2-3 Write a notice to notify classmates.

by Miranda Gu

Unit One Word power

Warming-up

1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:

Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?

2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions

What do you think of our canteen? How about the gym? Is our car park ok in the school?

Encourage them to express their genuine opinions.

3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.

Vocabulary learning

1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class.

Sample answers

B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.

2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.

3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.

Answers

C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen

Vocabulary extension

1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.

2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments?

Answers

D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope

Homework

1. let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.

2. Do Part A and B in writing on Page 85.

3. Pick out attributive clauses in the passage of Part C.

Self-assessment(1)---Reflections on Unit Learning

Class:___________ Name:____________ Unit:____________

Think about this last unit and write your personal reflections on the following:

The ideas for English learning which I have picked up

The cultural information I have learned

The language I have learned

The strategies I have used to improve my English

The amount of effort I have put into using what I have learned

Other thoughts I have about my English learning

Self-assessment(2)---English Proficiency Test(60 minutes/100 points)

Class:___________ Name:____________ Score:__________

Ⅰ. Multiple choice(10 points)

Ⅱ. Close test(30 points)

Ⅲ. Reading comprehension(30 points)

Ⅳ. Vocabulary(10 points)

Ⅴ. Sentence patterns(10 points)

Ⅵ. Error correction(10 points)

篇7：译林牛津 高一一模块二单元period 7 task 2教案

Period 7 Task 2

Skills building 2: reading for gist

Teaching objectives:

To develop reading skills by reading four diary entries.

To understand the mood of the writer.

Important and difficult points:

Reading for gist.

Teaching procedures:

Step 1 Lead-in

Get students to read the instructions and know how to read for gist.

catch the gist or the main pointfocus on descriptive words or expressions

Step 2 Reading

1 Read the four diary entries and fill in the form.

Entries Main points The words telling the writer’s mood

The first diary entry

The second diary entry

The third diary entry

The fourth diary entry

2 Read again and answer:

1.Why did Christina call the radio show last week?2. What advice did George give ?3. Did Christina follow his advice? What did she do?4. How do they get on with each other?

Step 3 Reading the Thank-you letter

1 Get students to read and answer:

a What is the main idea of this thank-you letter?bWhich words or expressions are used to make the main point?

Step 4 Consolidation

Have you ever had a problem with your parents similar to Christina’s?

If so, how did you solve it?

If not, write a letter to Christina in the name of George.

Homework:

1 Finish Workbook Exx B & C on page 84.

2 Review the words and expressions in this unit.

篇8：Period 9 §Project(2-1)§ (译林牛津版高一英语必修一教案教学设计)

Period 9 §Project(2-1)§

Teaching Aims:

To help the students get some information about after-school activities and school clubs

To develop students’ integrated skills of using English

Teaching Important & Difficult Points:

To learn how to note down information while listening

To know the importance of arrangement and teamwork in starting a club

To learn how to start a new school club and design a poster for it

To understand the outline of starting a new school club

To ensure every student to have a chance to express himself or herself

Teaching Methods:

Discussion in pairs or in groups; task-based in-class activities, explanation of some language points

Teaching Aids: a multimedia classroom; a tape-recorder

Teaching Procedures:

StepⅠGreetings and Revision

Check the homework exercises first.

Brainstorm what the students learned in the last class.

Step Ⅱ Lead-in

In the last period, we learned a lot about school activities. We know after-class activities are important to personal development. Having proper after-class activities can even help you go to a good university. So in order to hold school activities conveniently, schools often have some clubs, for example football club, English club, radio club and so on. Does our school have some school clubs? (Yes.) Today, we are going to read two articles about school clubs. Please turn to page 18, look at Part A in Project: Starting a new school club.

Step Ⅲ Reading

Read the passage and try to get the idea what a school club is.

To achieve this purpose, ask the students to read the two short passages on P18.

1. Ask the students to go through the passage and then do some true or false exercises.

(1) The radio station is run by the principal. F principal→students

(2) The radio station started 2 years ago when CD players were allowed in school. F Not

(3) Members of Poets of the Next Generation meet up on the last Friday of every month. T

(4) Everyone was nice and friendly in the group. They liked the first poem Bob read to them. T

2. Go through the passage again and answer the following questions.

(1) What do the student members in the radio station do during exam time?

(2) What do they do when parents come to visit the school?

(3) Who started “Poets of the Next Generation”?

(4) What do the members of the group do when they meet?

3. After the students have got a general idea of what a school club is, ask them to decide what makes a school club. To know it, I will ask them to find out the following facts of a school club.

What (the name of the club): A radio club

Who (who is it that started it): Kate Jones, the writer

When (when was it started): two years ago

Why (the reason why it was started): CD players were not allowed in school; to play music during break time

What (activities students do):

every morning: tell about the weather, the recent news, special messages the teachers want to broadcast

during exam time: the special programme telling students what they should do and what they shouldn’t do

at the end of the school year: graduating students giving messages to their friends and teachers

when parents come: playing songs sung by students, special messages to inform events

(I will give them several minutes to get ready for it. Then I’ll ask one of the group members to present their answers. )

4. Ask students to read the second passage and find out as much information as they can about it.

What: (Poets of the Next Generation)

Who: (Mr. Owen, the English teacher)

When: (the last Friday of every month)

why: thy all love poetry

Things they do: (talk about poems and poets they like, select poems, read out aloud, listen to each other talking about poems)

Step Ⅳ Language points

1. It is great because it is run by the students for the school. (Page18, line2)

run vi.&vt. (ran, run, running)

○1跑，奔e.g.: He ran across the road. 他跑过马路。

○2(机器)运转，转动 e.g.: This machine is not running correctly.这台机器运转得不正常。

○3(公共车辆)行驶 e.g.: The buses run every ten minutes.公共汽车每10分钟一班。

○4流动 e.g.: The river has run dry. 这条河已经干涸了。

○5经营，管理 e.g.: run a school 办一所学校

【相关短语】

run through贯穿，匆忙看一遍

run over（车辆）撞倒并碾过

run out of用完

run out（=given out）被用完

run short 快用完，将耗尽

run away 走掉，跑掉

run away with 偷走，大量消耗

run after 追赶

run for 竞选

run into = run across碰到

run down说坏话，用坏

run around/ round 围绕着（延伸），东跑西跑

2. ……I was required to write a poem and I had to read it out to the group. (Page18)

require v. = to demand by right

○1需要，作为必需品拥有 e.g.: Most plants require sunlight. 大部分植物需要阳光。

○2要求 require sb. to do sth

sth. require doing/ to be done

require that sb. should do sth

e.g.: Students are required to attend classes. 学生必须按规定上课。

The floor requires washing. 地板该洗了。

It is required that all the passengers should show the tickets. 所有乘客都必须出示车票。

3. I am lucky as I am one of the hosts. (Page18)

It was started two years ago as CD player were not allowed in school. (Page18)

(1) adv. e.g.: He runs fast, but I run just as fast. 他跑得快， 但我跑得同样快。

(2) conj. ○1（用于比较）与……一样 e.g.: He can run as fast as I can. 他能跑得和我一样快。

She works in the same building as my sister. 她和我的妹妹在同一大楼上班。

such animals as cats and dogs 诸如猫、狗之类的动物

○2当，正值 e.g.: He dropped the glass as he stood up. 他站起来时，把杯子摔了。

(3) pron. 正如，照 e.g.: as you know正如你知道的

(4) prep. 像….(指处于某种状态、性质、情况、工作等之中) e.g.: He works as a driver. 他以开汽车为业。

as if/ though 好象，好似 e.g.: She spoke to me as if she knew me. 她和我说话的神情，好象她早就认识我似的。

as /so long as 只要 e.g.: You may borrow this book as long as you promise to give it back.

只要你答应归还，你就可以把这书借走。

as to 关于，至于 e.g.: I don’t know anything as to the others. 至于其他，我一无所知。

4. He approved the idea……(Page18)

approve vt. & vi. 批准，通过；赞成 approval n. 反义词： disapprove v disapproval n.

approve of sth/ approve of sb. doing sth赞成，满意

e.g.: The committee didn’t approve of the decision. 委员会不赞成这个决定。

My parents don’t approve of me smoking cigarettes. 我的父母不准许我吸烟。

approve (doing) sth. 批准（做）某事 e.g.: approve a plan/bill批准一个计划/一项立案

5. Our club is much more than just music. (Page18)

more than

○1 多于， 比…多 e.g.: I have more books than you.

○2 more than 可放在数词之前，意为“超过；不止；以上”，相当于over 。

e.g.: Altogether more than 70 percent of the surface of our planet is covered by water.

整体说来，我们这个星球表面有 70% 以上都为水所覆盖。

○3 more than 可放在名词之前，表示“不只是；不仅仅”。

e.g.: Hibernation is more than sleep. 冬眠不仅仅是睡眠。

Bamboo is used for more than building. 竹子不只是用于建筑。

○4 more than 用于形容词或副词前，作“非常；十分”解，与 very 同义。

e.g.: She is more than careful in doing things. 她做事非常细心。

In class, he listens more than attentively. 在课堂上，他听讲十分认真。

○5 more … than 之后接含有 can 的从句时，同样表示否定意义。

e.g.: Tom has more insolence than I can stand. = Tom's insolence is more than I can stand.

汤姆的傲慢使我难以忍受。

This secret is more than we can let out. 这个秘密我们是不能泄露的。（主语 secret 是 let out 的逻辑宾语）

○6more … than 意为“与其……不如……”；“是……而不是……”，常可与“ rather than ”或“ not so much … as ”互换e.g.: He is more like a spear than anything else. = He is like a spear rather than anything else.

= He is not so much like anything else as like a spear. 与其说他（指大象）像别的什么东西，不如说他像一根长矛。

He is more poltroon than cautious.与其说他谨慎，不如说他是怯懦。

Step Ⅴ New words.

Ask students to turn to page 68 and study the new words that appear on page 18.

Step ⅥHomework

Memorize the words and expressions included in the articles on P18 and get ready for a dictation.

篇9：译林牛津英语模块10 Unit 3 全部教案打包（学英语报）● Task (译林牛津版高一英语必修一教案教学设计)

1. Do not leave any medicine lying around in the house in case children get them. (Page 42)

case: a particular situation or example of something:

Over a hundred people were injured, in several cases seriously.

Jobs are hard to find but in his case that's not the problem because he has so much experience.

I wouldn't normally agree but I'll make an exception in this case.

The number of new cases of the illness appears to be declining.

We have lots of applications from people who want to study here and in each case we consider the candidate very carefully.

in case because of a possibility of something happening, being needed, etc:

I don't think I'll need any money but I'll bring some just in case.

Bring a map in case you get lost.

常用短语:

in case (that) 以防，万一

in case of 以防，万一

in that case 在那种情况下

in some cases 在某些情况下

in no case 决不

Take an umbrella in case it rains/ in case of raining!

You don’t like that job? In that case why don’t you leave?

In some cases we don’t need to do morning exercises.

高考链接：

______ fire, all exits must be kept clear.( 天津)

A. In place of B. Instead of C. In case of D. In spite of

答案：C

Leave your key with a neighbor ______ you lock yourself out one day. (北京2007)

A. ever since B. even if C. soon after D. in case

答案: D

2. Several months later, Mrs. Tang was promoted at work by the chairwoman of her company. (Page 43)

promote: verb

(1) to raise someone to a higher or more important position or rank:

If I'm not promoted within the next two years, I'm going to change jobs.

She's just been promoted to senior sales rep.

If Coventry City win this match, they'll be promoted to the Premier League.

NOTE: The opposite is demote.

(2) to encourage the popularity, sale, development or existence of something:

Advertising companies are always having to think up new ways to promote products.

The Institute is intended to promote an understanding of the politics and culture of the Arab world.

Greenpeace works to promote awareness of the dangers that threaten our planet today.

It has long been known that regular exercise promotes all-round good health.

Test yourself:

用promote及其相关词的适当形式填空

1. It has long been known that regular exercise ______ good health.

2. There was a ______ in the supermarket and they were giving away free glasses of milk.

3. How can you expect to be ______ without working hard?

4. The author organized a ______ tour for the sale of his new book.

答案：

1. promotes 2. promotion 3. promoted 4. promotional

3. The box was blank, but she swallowed the pills anyway. (Page 43)

swallow: verb

(1) [I or T] to cause food, drink, pills, etc. to move from your mouth into your stomach by using the muscles of your throat, or to use the muscles of your throat as if doing this:

My throat is so sore that it really hurts when I swallow.

He put a grape into his mouth and swallowed it whole.

(2) [I] to use the muscles of your throat, as if moving something from your mouth into your stomach, because you are nervous or frightened, or are about to say something:

He swallowed hard and said, “Dad, I've got something to tell you.”

(3)noun [C] a small bird with pointed wings and a tail with two points, which flies quickly and catches insects to eat as it flies

相关短语：

Swallow up 吞没；消失在……中

Swallow one’s words 收回自己的话

Swallow one’s pride 放下架子，不顾自己的尊严

Test yourself:

说出下列swallow的词义

1. My throat is so sore that it really hurts when I swallow.

2. She swallowed the insult without comment.

3. The story about her father being rich is hard to swallow.

4. Though she was really angry, she swallowed her anger and turned to face him.

5. There were two swallows nesting above our front door.

6. Peter book a long swallow of his drink and then ate some cookies.

答案：

1. 吞下，咽下 2 忍受 3 相信 4 抑制，掩饰 5 燕子 6 一口，一次吞咽的量

4. One day, Mrs. Tang’s nose started bleeding and she fainted while make a salad. (Page 43)

bleed: verb bled, bled to lose blood:

Your arm is bleeding.

He was bleeding heavily.

faint:

(1) verb [I]

to suddenly become unconscious for a short time, usually falling down:

He faints at the sight of blood.

I nearly fainted in the heat.

She took one look at the hypodermic needle and fainted away (= lost consciousness immediately).

(2) adjective feel faint to feel weak, as if you are about to lose consciousness:

She felt faint with hunger.

(3) noun [S] when someone suddenly becomes unconscious:

On receiving the news, she fell into a dead faint.

篇10：Period 2, Unit 3 Reading(译林牛津版高一英语必修二教案教学设计)

学习目标：1. To understand and retell Amy’s weight-loss experience；

2. To find different opinions about heath & beauty by reading the text carefully;

3. To discuss and show your own ideas about health and beauty.

技能训练：1. To practise reading skills by finding certain information and reading for gist;

2. To practise speaking skills by discussing and presenting opinions;

3. To practise communicating skills by cooperating in groups to finish the tasks;

4. To practise writing skills by summing up some ideas for the writing task.

重点难点：1. Retell Amy’s weight-loss experience after reading the text;

2. Present different opinions about heath and beauty;

3. Write to give advice on how to keep looking good and feeling good.

自主预习任务提示：

1. 识记课本单词表中与本课文相关的词汇和短语。

2. 理解本课中的阅读策略提示，即关注带有however和but的句子，其前后表达的意思和情感都是相反的。在读课文时把带有however或but的句子都标注出来，仔细理解和体会。

3. 通读P42---43课文，并独立完成文前A部分和文后C1、C2部分的练习。与小组内同学讨论交流，以核对练习答案的准确性。

4. 与班内或组内同学交流，积累一些和课文中提到的相似或相反的事例，并就“美与健康”这一话题思考得出自己的结论，组织语言，为课内的活动做准备。

学习过程：

Step 1. Warm up (热身)

Music or daily report or other regular tasks to warm up for English class.

Step 2. Revision (复习)

Homework checking. Or review what we’ve learned in last period.

Step 3. Presentation(导入)

Topics: 1. Do you want to look more attractive? What to do?

2. Are you worried about your weight or your figure?

3. Have you tried any weight-loss pills? Why or why not?

Here our text introduces a girl named Amy who has tried some weight-loss pills, let’s read and see what happened to her.

Step 4. Reading(阅读)

1. Reading for gist:

Read the text & find answers to the following questions as quickly as possible:

Why does Amy take the weight-loss pills?______________________________________

Does her mom agree with her? ______________________________________________

What does her mom say?__________________________________________________

Do the weight-loss pills help her to lose weight?_________________________________

Do the weight-loss pills get her in trouble? What happens?_________________________

_______________________________________________________________________

Who has helped her a lot when she is in trouble? And how? _______________________

_______________________________________________________________________

2. Reading for details:

Read again more carefully and fill in the blanks to finish the table below.

Amy’s weight-loss experience Reasons 1. ___________ is important to women, esp. in Canada.

2. She feels __________ of her body.

3. She is preparing to act ________________________.

Ways 1. She used to ___________ to ________ 3 times a week.

2. She has been taking ______________ and her goal is to lose at least _____ kg.

Results 1st mail 1. She has lost ____kg in the last ____ months.

2. She feels _____ and _____ sometimes.

2nd mail 1. The harmful __________ in the pills causes her ____ to fail. So she needs an operation to live.

2. luckily, a man is willing to __________________ to Amy to save her life.

Opinions towards weight-loss Mum’s 1. The pills are ____________ to Amy’s health.

2. Health is ________ .

Zhou Ling’s 1. Nothing is more important than ________ .

2. It’s often dangerous to take weight-loss pills or _______.

Amy’s (after operation) Mum is right. It’s not worth __________________ for a __________________ figure.

After you finish filling the blanks, discuss with your partners about the answers.

Step 5. Consolidation (巩固)

Suppose you’re Zhou Ling, can you tell us the story of your friend Amy’s weight-loss experience?

(If you feel the task challenging, use the form you’ve just finished to help you, or find useful sentences from the text to help you retell the story.)

Step 6. Extension (拓展)

Group discussion work: Which is more important, beauty or health? Why?

Give examples to support your idea and try to persuade others to agree with you.

Step 7. Assignment(作业)

Work in groups of four to make up a talk show and present it in next period of class.:

The characters(角色): Amy, Zhou Ling, Amy’s mom, George (host of the talk show). Topic: “Health and Beauty”.

You’ll have to mention:

1. Amy’s weight-loss experience

2. Different opinions on which is more important, health or beauty,

3. Give advice to the young girls how to keep beautiful as well as healthy.

自主复习内容建议：

1. 认真完成布置的表演任务，通过小组交流，把每个角色的台词斟酌商定好，背诵下来，以备下一节课上表演。

2. 将自己或组内同学关于如何对待减肥问题以及如何保持健康等相关的想法整理下来，在日记中尝试表述。

篇11：Module4 unit 1 全单元教案Period 7&8 Task(译林牛津版高一英语必修四教案教学设计)

Advance With English Module 4

Unit 1 Advertising

Analysis of the teaching material:

This is the 7&8th periods of Unit One. In this period we’ll deal with the task part and learn some useful skills.

Objectives:

1. To learn how to listen for statistics and descriptions

2. To learn how to state opinions and give supporting reasons

3. To learn how to use different sentence types correctly.

Teaching important point:

How to help the students learn and practice the skills of listening, reading, speaking and writing together.

Teaching approaches:

Teaching approaches is the key step for class teaching. Visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson . Emphasis will be put on Ss’ ability of speaking, expressing and brainstorming. Language is best learned through activities. I’ll introduce a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.

Interaction Patterns: Teachers -class, individuals, pairs

Ss’ ability to work both independently and together is very important to their success in the future. It is therefore important for Ss to have opportunities to develop their English skills and knowledge independently, in pairs, in groups and as a class.

Teaching Aids: multimedia and a blackboard

Procedures for teaching:

Step 1 Skills building 1: listening for statistics and descriptions

1. how to read statistics correctly

2. when listening we should care about:

(1) an increase

(2) a decrease

(3) no change

(4) trends

(5) a range

(6) a limit

3. listening practice on Page 12

4. Step One: completing a bar chart

Step 2 Skills building 2: stating opinions and giving supporting reasons

1. how to state opinions and give support reasons

2. pair-work

3. step 2: talking about advertisements:

(1) Ask Ss to finish A---conduct a survey.

(2) Help Ss to finish B---role-play.

(3) Make Ss to finish C---writing.

Step 3 Skills building 3: using different sentence types correctly

1. Help Ss to understand different sentences types with the help of the table.

2. Ask Ss to finish the practice on Page 16.

3. Step 3: writing an advertisement

(1) Ask Ss to finish Ex.A on Page 17.

(2) Have Ss to finish Ex.B on Page 17.

Step Four: Homework

1 Finish your article.

2 Make good preparation for Project.

（撰写人：南京五中 黄祖明 方玉勇）

篇12：牛津高一英语模块1 Unit 3 表格式教案(译林牛津版高一英语必修一教案教学设计)

主备人 Swan 授 课

时 间 .10．

教 学 目 标 (1) Make students pay attention to their health, and how to keep healthy.

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

教学重、难点 Students are expected to express their own opinions by comparing the importance of beauty and health

Encourage students to speak freely

教、 学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁注

Step 1 Lead-in

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

(2) Some questions about yourself:

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

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

Step 2 Talk about the pictures

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

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

“You must get enough sleep to stay healthy.”

“Eating more fruit makes me feel better.”

Step 3 Discussion:

Choose one picture and have a free talk.

(1) Who is the person? (2) The reason why he/she does so as the picture shows

(3) Give some details about the picture

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

Step4 Talk about questions on P41

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

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

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

Step 5 Further discussion:

Looking good Feeling good

Advantages

Disadvantages

Step 6 Homework

(1) Preview the reading text.(2) Choose one picture on P41, and write down the details about it.

Step 1: Do the following tasks:

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

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

2: find more examples:

3.Discuss

Choose one picture and have a free talk.

(1) Who is the person? (2) The reason why he/she does so as the picture shows

课 题 M1U3 课时 10-2 Reading 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.

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

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

教学重、难点 Find the main points in the three letters and express them.

Find the main points in the three letters and express them.

教、 学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁注

Step 1 Lead-in

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

(2) Discuss ways of losing weight.

a) going on a diet b) exercising in the gym

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

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

Step 2 Reading comprehension

(1) General questions: (1st reading)

Where does Amy come from?

What kind of pills did Amy take?

What caused Amy’s liver to fall?

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

Questions: 1-6

Step 3 Further reading

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

Subjects Main points

1 Dying to be thin

2 Recovering

3 Re: Recovering

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

Step 4 Develop reading ability through usage

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

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

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

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

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

Step 6 Homework

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

(2) to learn some language usages

Step 1: Discuss ways of losing weight.

a)going on a diet b) exercising in the gym

c) receiving surgical treatment d) taking

stepII Talk

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

.

课 题 M1U3 课时 10-3 Reading language points 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Encourage the Ss to raise reading ability by focusing on language points.

(2) Get the Ss to grasp the new language usage in the text by learning them.

教学重、难点 Language usage:

used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth

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

教、 学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁注

Step 1 Revision

Check the language usage in the text

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

Step 2 Language points (Learn and use)

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

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

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

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

I never got used to going to bed so late.

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

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

Many famous actors keep fit by working out in the gym every day.

The room smelled wonderful but they could not work out where the smell was from.

(3) I’m trying to lose weight because I’m so ashamed of my body.

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

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

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

(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法

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

The price includes the postage charges.

My pet dog has caused me a lot of trouble. What caused him to fall off his horse?

Step 3 Consolidation

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

Step4 Homework

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

(be made to feel…)

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

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

Step 3 Consolidation

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

Step4 Homework

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

Step 1: Discuss ways of losing weight.

2.have a dictation

Take notes.

课 题 M1U3 课时 10-4 Word power 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1). Learn and master the new words about sports

(2). Enlarge the knowledge about sport

教学重、难点 Talk about sports to learn new words

Remember some new names of sports

教、 学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁注

Procedure:

Step 1 Lead-in

Talk about the 10th National Sports in Nanjing:

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

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

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

Free talk about yourself.

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

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

Step 2 Read and speak

(1) Part A on page 46

(2) Find all the names of clubs

Step 3 Further study

Talk about expressions of the pictures about sports:

badminton tennis boxing fencing

weightlifting squash shooting volleyball

basketball football aerobics triathlon

Step 4 Read and understand

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

(2) Some questions for you :

1) What suggestions does Zhou Ling give to Amy?

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

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

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

(3) Types of sports Part D (P47)

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

boxing beach volleyball fencing

gymnastics skiing baseball…

Step 5. Homework

(1) Learn all the new words by heart.

(2) Make sure you know how to use it.

Step 1:Answer the following questions

Read and speak

(1) Part A on page 46

(2) Find all the names of clubs

Take notes.

课 题 M1U3 课时 10-5 Grammar and usage 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Master the usage of non-restrictive Attributive Clause.

(2) Practice about all kinds of Attributive Clause.

教学重、难点 (1) Non-restrictive Attributive Clause.

(2) The usage of “which” and “that” in Attributive Clause.

(3) Some special usage of “that” in Attributive Clause

Remember some new names of sports

教、 学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁 注

Procedure:

Step 1 Lead-in

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

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

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

That is, Comma;

The Non-restrictive Attributive Clause can be left out;

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

We can’t miss the relative words, either.

Step 2 Initial knowledge of Non-restrictive Attributive Clause

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

Step 3 Non-restrictive Attributive Clauses

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

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

(3) More exercises.

Step 4 Further study of the Attributive Clauses

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

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

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

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

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

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

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

(7).A relative pronoun functions as predicative.

More examples are available in each part.

More exercises are available as well.

Step 5 Summary and homework

A brief summary of the usage of Attributive Clauses

Complete the exercises on page 48-49.

Step 1 know the

knowledge of Non-restrictive Attributive Clause

Further study of the Attributive Clauses

Take notes.

课 题 M1U3 课时 10-6 Grammar 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Master the usage of non-restrictive Attributive Clause.

(2) Review the usage of all kinds of Attributive Clause.

(3) Review the usage of intonation, and learn how to read question tags.

(4) Learn and master the form of question tags.

教学重、难点 Some special forms of the question tags.

教、 学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁 注

Procedure:

Step 1 Lead-in

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

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

S: …

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

Step 2 Question tags

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

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

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

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

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

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

Some exercises are available as well.

Step 3 Language points

T asks Ss to read out the answers and T introduces the important language points as well.

(1). consider

a. 考虑consider sth./doing sth.

b. consider 认为 +that clause/ sb. to be

c. consider as 认为……是……

(2). be skinny= be very thin

(3). lift weights(4). side effect

(5). achievement(6). take the risk

(7). read your post

Step 4 Homework

P51, A, B; P104, C1, C2

Step tells a story of “shmily”

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

Take notes.

课 题 M1U3 课时 10-7 Task 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Practise students’ language skills of listening, reading, speaking and writing

(2) Help students to learn 2 skills of finding information

教学重、难点 教学重点： Find and underline the main ideas

教学难点： Find and circle the key words

教、 学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁注

Procedure:

Step 1 Introduce two skills of finding information:

(1) Read the questions carefully before you begin.

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

Step 2 Practise

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

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

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

health is priceless; eat properly

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

(3) Passage understanding

Some questions about the above two pictures;

1.Membership fee:

__________________

2.Number of gyms in the city:

1.____ 2.____ 3.____

3.What do you get for free?__________________________________________

4. How big is each gym?

5.Can you get advice from a personal trainer?

Yes______ No______

6. How can you find out more?

____________________

Step 3 Practise listening

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

2.No

3.Provide with your ID number

4.No

Step 4 Practise writing

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

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

Step 5 Homework

(1) Find information about a club.

(2) Invite your friend to join it.

and look for main points and key words.

Find the main ideas and key words in a passage:

Main idea:

Practise writing

课 题 M1U3 课时 10-8 Task 2 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Get the Ss to focus on note-taking skills by studying and practising.

(2) Encourage the Ss to use abbr, key words and symbols in taking notes.

教学重、难点 教学重点：

(1) Use abbreviations & contractions.

(2) Write down the key words.

(3) Use symbols

教学难点：

(4) Use punctuations

(5) Interviewing classmates about exercise and taking note

教、 学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁 注

Procedure:

Step 1 Lead-in

Guess the meanings:

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

Step 2 Note-taking

1 use abbreviations & contractions:

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

2 Write down the key words.

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

(2) Practice: Let’s try.

3 Use symbols

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

(2) Practice: Let’s try.

Step 3 Listening practice:

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

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

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

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

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

Step 4 Interviewing classmates about exercise

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

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

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

Why fit / fun / healthy / strong

When Often/sometimes/ seldom /never

Whom classmates / family /friends

Step 5 Using punctuation

(1) Do you know these punctuation

(2)

(3) marks? , . ? ! : ; ‘ ’ ’ - -

(2) Practice: Let’s try:

Step 6 Consolidation

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

Step 7 Homework

Exx D1 & D2

Guess the meanings

Listening practice:

Listen to the speaker and take notes

课 题 M1U3 课时 10-9 Project 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Get the Ss to know about proper health and fitness so that they can take care of themselves.

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

教学重、难点 教学重点： (1) Read the passage about health.

(2) Make a survey about health.

教学难点： (3) Complete a report about health.

教、 学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁 注

Procedure:

Step 1 Lead-in

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

Step 2 Skimming

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

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

Step 3 Introducing the project

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

Step 4 The procedures of doing the project

(1) Planning:

Get into groups(4-6)

Clear assignments

Decide which group your group will survey.

(2) preparing:

Make a questionnaire.

Give out and collect the questionnaires.

Record and analyze the statistics.

Write the report.

(3) Producing:

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

A sample questionnaire is provided as a reference as well.

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

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

d. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

(3) presenting:

Present the reports to the class

Step 5 Homework

Complete the project

课 题 M1U3 课时 10-10 Project 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Improve the students’ ability and provide practice.

(2) Make a booklet about health.

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

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

Present a report about health to the whole class.

Make a survey about health

教、 学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁 注

Procedure:

Step 1 Lead-in

T shows Ss the rules of how to present.

1. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

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

Step 2 Presentation

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

Step 3 How to make a booklet

A booklet will include…

Cover contents reports appendix

Step 4 Language points

T introduces some language points in the article to Ss.

(1) Word focus

life-style regular count control concentrate

(2) words to be learned from old words

energy, skip

(3) phrases to be noticed along with

in the long term a good amount of sleep

as a matter of fact in no time

Step 5 homework

Make a booklet

report on part of the results

make a booklet

Take notes

篇13：模块1 Unit 1 Period 4-10教学案3(译林牛津版高一英语必修一教案教学设计)

Period Ten Self-Assessment

第一部分：听力(共两节，满分15分)

第一节(共5小题；每小题1.5分，满分7.5分)

1. Why is the woman calling？

A. She needs more information about the apartment .

B. She wants the man to give her some good advice .

C. She wants to buy an apartment with three rooms .

2. Where will Janet probably go tonight ?

A. To Tom’s home. B. To her hometown. C. To the concert .

3. What does the woman mean?

A. Jack’s performance is disappointing.

B. She doesn’t agree with Jack.

C. Most people think basketball boring.

4. Where are the speakers?

A. At the supermarket. B. In a hotel. C. In a restaurant.

5. What are they talking about?

A. A company where the man works.

B. A travel experience the man has.

C. A new job the man will have.

第二节（共5小题；每小题1.5分，满分7.5分）

听第6段材料，回答第6至7题。

6. What are they going to do?

A. To get some money from the shop.

B. To collect various kinds of telephones.

C. To buy a cheap telephone in the shop.

7. How much did they spend?

A. ＄127. 50. B. ＄59. 95. C. ＄89.

听第7段材料，回答第8至9题。

8. Who is Teddy Jones?

A. A doctor. B. An actor. C. A reporter.

9. What happened to the main character?

A. He suffered from cancer.

B. He got married to a girl.

C. He wanted to be a doctor.

10. What can we learn from the dialogue?

A. TV audiences know many famous doctors.

B. Barbara played a role on the TV show.

C. Teddy liked the role he played very much.

第二部分：英语知识运用(共两节，满分35分)

第一节: 单项填空(共15小题；每小题1分，满分15分)

从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。

11. Great changes ______ in my hometown in the past few years.

A. took place B. were take place C. have taken place D. have been taken place

12. “I wish I had not made that mistake.” has the similar (相似的) meaning to “I regret ______ that mistake.”

A. having made B. to make C. made D. not to have made

13. Do you know the person who we referred ______ just now.

A. with B. at C. for D. to

14. ______ the news that our team won the game, we all jumped with joy.

A. As soon as hearing B. Upon we heard

C. On hearing D. Once hearing

15. I am not used to _____ like that.

A. be spoken to B. being spoken C. being spoken to D. speaking to

16. The boy _____ the piano has got five prizes in the international children’s piano contests.

A. playing B. is playing C. plays D. played

17. Could you explain _______?

A. the sentence for us B. for us the sentence

C. the sentence to us D. us the sentence

18. I have two bikes, _______ are broken.

A. all of them B. both of them C. all of which D. both of which

19. People always wish that they _____ 10 years younger.

A. are B. had been C. were D. have been

20. Rather than ______ a bike in the freezing winter, she prefers ______ a bus.

A. ride; to take B. riding; taking C. to ride; to take D. to ride; take

21. She often helps those students ____ she thinks are not quick at their studies.

A. whom B. who C. when D. because

22. -I can’t find Mr. Smith. Where did you meet him this morning?

-It was in the hotel _____ he stayed that I met him.

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

23. My brother is very tall. The little bed won’t _____ for him.

A. prepare B. match C. fit D. do

24. There has to ____ a well-developed system (系统) that can give people a warning (警告) when a tsunami (海啸) is _____ the way.

A. have; in B. be; on C. have; on D. be; in

25. John swims very well, but I don’t like the way ____ he always shows off in public. Which one is wrong?

A. which B. that C. / D in which

第二节：完形填空（共20小题；每小题1分，满分20分）

阅读下面短文，掌握其大意，然后从26～45各题中所给的四个选项（A、B、C和D）中选出最佳选项。

We were late as usual. My husband had 26 watering the flowers in the garden by himself, and 27 he discovered that he couldn’t manage, he asked me for 28 at the last moment. So now we had only an hour to get to the 29 . Luckily there were not many cars 30 buses on the road and we were 31 to get there just in time. We checked in and went straight to a big hall to wait for our 32 to be called. We waited and waited 33 no announcement was made. We asked for 34 and the girl there told us that the 35 hadn’t even arrived yet. In the end there came an announcement telling us that those waiting for Flight JJ108 could get a 36 meal voucher and that the plane hadn’t left Spain 37 technical problems. We thought that meant 38 it wasn’t safe for the plane to fly. We waited again for a long time until late 39 when we were asked to report again, this time we were 40 free vouchers to spend the night in a 41 hotel.

The next morning after a bad night because of all the planes 42 off and landing, we were reported back to the airport. Guess 43 had happened while we were asleep. Our plane had arrived and taken off again. All the other 44 had been woken up in the night to 45 the plane, but for some reasons or other we had been forgotten. You can imagine how we felt!

26. A. stopped B. insisted on C. finished D. given up

27. A. when B. before C. while D. until

28. A. food B. advice C. praise D. help

29. A. field B. station C. airport D. road

30. A. and B. but C. or D. since

31. A. possible B. necessary C. able D. unable

32. A. plane B. flight C. names D. numbers

33. A. so B. but C. otherwise D. if

34. A. time B. advice C. help D. information

35. A. policeman B. driver C. plane D. train

36. A. nice B. expensive C. free D. cheap

37. A. for B. since C. because D. from

38. A. when B. which C. what D. that

39. A. evening B. midnight C. morning D. afternoon

40. A. reported B. given C. asked D. taken

41. A. faraway B. nearby C. distant D. silent

42. A. turning B. putting C. taking D. keeping

43. A. what B. where C. it D. that

44. A. workers B. drivers C. passengers D. reporters

45. A. get B. drive C. catch D. ride

第三部分：阅读理解（共10小题；每小题2分，满分20分）

阅读下列短文，从每题中所给的A、B、C、和D四个选项中，选出最佳选项。

A

In the southeastern corner of the United States lies the state of Florida. It is one of the most famous places in the USA.

Among the fifty states, Florida ranks twenty-second in size and ninth in population. It was the twenty-seventh state to become a part of the USA (in 1845). The capital is Tallahassee, but the largest city is Jacksonville. Florida has a pleasant climate. It has so many sunny days that its nickname is the Sunshine State. A Spaniard named Ponce de Leon discovered Florida in 1513. The word Florida in Spanish means “flowery”. He might have given the area this name because of numerous flowers in the area. Pone de Leon went back to Spain but returned in 1521 to colonize the area. However, Spain underestimated the power of the Indians and the Indians killed Ponce de Leon. Two more Spanish groups arrived and were quickly defeated. Finally, in 1565 the Spanish were able to found the city Saint Augustine. This is the oldest permanent（永久） European settlement in the USA.

46. The best title for this passage is____________.

A. The Sunshine State B. Spaniards in the USA

C. A Pleasant Climate D. The History of Florida

47. The author suggests that _________________.

A. Florida has a small population.

B. No one really knows why Ponce de Leon chose the name Florida.

C. the Spaniards had a very easy time trying to set up a colony in Florida.

D. two Spanish groups defeated the Indians and finally founded the city of the Saint Augustine.

48. Florida is the ninth US state in ___________.

A. size B. population C. sunshine D. order of time to join the USA

49. Two Spanish groups that the Indians defeated arrived between_________.

A. 1513 and 1521 B. 1845 and 1865 C. 1565 and 1845 D. 1521 and 1565

50. Florida became a part of the USA in _________.

A. 1845 B. 1521 C. 1556 D. 1876

B

I was very disappointed not to be able to go to the Jazz concert last Friday. The announcement in the paper said that you could buy tickets at the theatre box office in Richland Hills any day between 10:00 and 4:00. Since I work from 9:00 to 5:30, the only time I could go to the theater was during my 45-minute lunch break. Unfortunately, the theater is on the other side of the town, and the bus service between my office and Richland Hill is not very good. But if you are lucky, you can make the round trip in 45 minutes. Last Monday, I stood at the bus stop for fifteen minutes waiting for a bus. By the time I saw one come around the corner, there was not enough time left to make the trip--- so I gave up and went back to the office. The same thing happened on Tuesday, and again on Wednesday. On Thursday, my luck changed, I got on a bus right away and arrived at the theatre in exactly twenty minutes. When I got there, however, I found a long line of people at the box office. I heard one man say he had been waiting in line for over an hour. Realizing I would not have enough time to wait in line, I caught the next bus and headed back across the town. By Friday I realized my only hope was to make the trip by taxi. It was expensive, but I felt it would be worth it to hear the concert. The trip by taxi only took 10 minutes, but it felt like an hour to me. When I got to the theatre, I was relieved to see that nobody was waiting in line. The reason, I quickly discovered, was that they had already sold all the tickets.

51. The writer is probably______________.

A. a worker B. a college teacher C. manager of a company D. a clerk

52. He learned ____________ that there would be a concert last Friday.

A. from his friends B. from one of his colleagues

C. over the radio D. from the newspaper

53. He could go and buy the ticket___________.

A. any day before work hours B. both before and after work hours

C. only during lunch time D. on Saturday

54. He tried to go to the theatre every day but only managed to get there________.

A. once B. twice C. three times D. four times

55. One day the writer took _______ to get to the theater by bus.

A. 45 minutes B. 15 minutes C. exactly 20 minutes D. over an hour

第四部分：（共两节，满分30分）

第一节：对话填空（共10小题；每小题1分，满分10分）

A: You are lucky to be working in (1) s____ a big city that everything here is (1)__________

wonderful.

B: I don’t think so. Actually I don’t have (2) i____ in city life. (2) __________

A: Why? City life seems to be very interesting and comfortable.

B: Not really. They can (3) h _____enjoy sunshine because of tall buildings (3) __________

around their houses. They can hardly know (4) w____ season it is. What’s (4) __________

going on in nature seems to have nothing to do with them.

A: That’s terrible. Sunshine and fresh air are quite (5) v________. It seems that (5) __________

rural life is better. But working in a big city (6) m_____ much more money (6) __________

(7) w__________ hard work like farming, doesn’t it? (7) __________

B: Yes, perhaps, but there is another problem. The cost of (8) l______ (8) __________

in the city is much higher than that in the countryside. Sometimes people

can’t make ends (9) m________ these years. (9) __________

A: So that’s how it is! I hadn’t thought of that. I had wished to ask you to help

(10) m___ find a job here. Now I give it up. I’d rather live in my village (10) _________

all my life.

第二节：书面表达 （满分20分）

明天（星期五）全班同学将去参观科学博物馆，由你（班长）通知全体同学。内容如下：

1、早上8点钟在校门口集合，步行前往。

2、下星期一交一份有关参观的报告。

3、参观时要认真听，仔细看并记下有趣的东西。

4、不可在博物馆内大声喧哗及拍照。

5、带笔和笔记本。

要求：①不要逐句翻译。 ②字数60～80。

Reference key for Period 10

Text 1

W: Hello, I’m calling about the apartment you advertised. Could you tell me more about it?

M: Well, there are three rooms and a bath.

Text 2

M: Would you like to come over and study tonight, Janet?

W: Oh, I’m sorry, Tom. I forget to tell you that my parents are in town and want to take me to the concert tonight.

Text 3

M: Jack seems to think that this year’s basketball season will be disappointing.

W: That’s his opinion. Most others think differently.

Text 4

M: Good morning. My name is Max. I believe you have a room reserved for me.

W: Just a minute, Mr. Max. Let’s see-Max-yes, Mr. Max, Room 101. Would you just fill in this form, please?

Text 5

W: Look, it sounds they want a junior sales manager and it seems like it’s a big company. That’d be good, so you might have to travel a lot.

M: Do they say anything about experience?

Text 6

M: Well, here we are. There’s certainly plenty to choose from.

W: I’m finding it hard to know where to start. Would you like to look at the answering machines?

M: Let’s start there. I like this one.

W: We have a lot to buy, Tom. We can’t afford to pay ＄129 for an answering machine. And we can’t afford to pay ＄127. 50 for one, either.

M: Alright. We’ll buy a cheaper one then. There’s this one for ＄89 or the smaller one for

＄59.95.

W: I like the square shape of the smaller one. It’ll fit nearly on my desk.

M: And it’s the cheapest. Okay. We’ll buy that one.

Text 7

W: Welcome to TV Talk. Today’s guest is Teddy Jones. Hi, Teddy.

M: Hi, Barbara.

W: Teddy, you play the lead role on Inner - City Doctors, the popular new TV show. How do you like it?

M: Well, it’s great, Barbara, just great. When I first read the story, I knew I couldn’t miss out on this special show.

W: And now TV audiences are popular with these doctors’ stories.

M: Right. And the show deals with some big topics. We have a sad event soon. My character is told that he gets a cancer.

W: Oh, no. And just after he gets engaged?

M: Yes. My character learns that life is very precious, and something that most people take for granted.

W: A good lesson for a doctor! Well, we’re out of time. Thanks!

M: Bye!

1-5. ACBBC 6-10. CBBAC

11-15.CADCC 16-20.ACDCA 21-25. BCDBA

26-30. BADCC 31-35.CBBDC 36-40. CADAB 41-45.BCACC

46-50. ABBDA 51-55DDCBC

对话填空：

(1) such (2) interest (3) hardly (4) what (5) valuable (6) means (7) without (8) living (9) meet (10) me

书面表达：

Fellow students，

We are going to visit the Science Museum tomorrow. We will meet at the school gate at eight in the morning and we will go there on foot. Take your pens and notebooks with you. We should listen and watch carefully and write down something interesting when you visit the museum. Please don't make any noise in the museum and don't take any pictures. You'll have to hand in a report about the visit next Monday.

Thank you.

篇14：模块一第一单元school life(译林牛津版高一英语必修一教案教学设计)

一． 单词掌握（夯实基础，打好地基）

课本重点单词（抓好课本，拿住基础分）：

experience n&vt 经历，体验 earn vt 获得，赚，挣得

respect n&vt尊敬，敬重 devote vt 致力于；献身

literature n 文学 literary adj 文学的

average adj 一般的，普通的；平均的

struggle n 难事；斗争；努力 vi 奋斗，努力；挣扎

encouragement n 鼓励 extra adj 额外的，外加的

donate vt 捐赠 independent adj 独立的

professor n 教授 inform vt 通知，告知

run vt 管理；操作 approve vt&vi 批准，通过；赞成，同意

charge n 负责，掌管 select vt 选择，挑选

vt 使承担责任，收费 poet n 诗人

composition n 作品；成分

课外补充单词（能力提升，轻松做阅读）：

fun n 有趣（注意：这是一个不可数名词，不可以说成a fun）

funny adj 有趣的

fix 固定，修理 achieve vt 赢得，获得，取得；实现，成就

achievement n 成就 drop vt 放弃 introduce vt 介绍

immediately adv 立即，马上 recently adv 最近，近来

culture n 文化 cultural adj 有文化的

development n 发展 display vt 陈列，展览

develop vt 培养，养成 anyhow adv无论如何

continue vt&vi 继续，持续 somehow adv不知为什么，不知怎么的

require vt 要求 somewhat adv稍微，有点

二． 短语与词组（基础提升，成就我的天下）：

inform sb of sth 通知某人某事 be made up of 由组成

on the first day 在第一天 next to在的旁边

for one thing首先，第一点 make good use of充分利用

surf the internet网上冲浪 make full use of充分利用

devote to致力于，献身于 make use of利用

donate to捐赠给 on average平均

the best way to的最好方法 have effect on对有影响

according to 根据 any time 任何时间

upon doing sth=on doing sth一就 escape doing sth退出做某事

compare with与相比较 for free 免费

in charge of负责 used to do过去常常做

take charge of负责 be used to doing习惯于

in the charge of 受管理，被照顾 be used to do被用于

come up with提出，想出 make a speech about做关于的演讲

forget doing sth忘记做过了某事 regret to do sth遗憾要去做某事

forget to do sth忘记（去）做某事 regret doing sth后悔做过了某事

remember doing sth记起做过了某事

remember to do sth 记起去做某事

三． 词形转换（掌握方法，轻松填单词）

achieve（vt）achievement（n） develop（vt）development（n）

nature（n）natural（adj） scary（adi）scare（v）

please（v）pleasure（n） require（vt）requirement（n）

四． 语法与用法（掌握规则，看透考题）

experience

1经历（此时这一名词为可数名词，可用复数）

2经验（此时这一名词为不可数名词，不能用复数）

单词连接：experienced（adi）有经验的

such as如，像这样的

1. such as引导的是同位语，后面不能加逗号，但是for example是作插入语

单元语法

定语从句之关系代词

1． 定语从句：在复合句中修饰某一名词或是代词的从句

2． 关系代词的种类及用法

that：在句子中做主语、宾语抑或是表语，先行词一般是人或是物

which：在句子中充当主语、宾语、表语抑或是定语，先行词一般是物

who：在句子中做主语抑或是宾语，先行词是人

whom：在句子中做宾语，先行词是人

whose：在句子中做定语，先行词所指人或是物

as：在句子中做主语、宾语抑或是表语，先行词一般是人、物抑或是事

注意：当一些句子中没有关系代词时，要能看出此时的先行词在句子中做宾语，并且已经省略

例：The girl they are talking about is Amy=The girl whom they are talking about is Amy。

八种只用that不用which的情况

1．先行词是不定代词的时候，例all、much、little、something、anything，此时用that不用which

2．先行词前面有only、any、few、no、all、very修饰时，用that不用which

3．先行词是形容词最高级时抑或是它的前面是形容词最高级修饰时，用that不用which

4．先行词是序数词抑或是有序数词修饰时，例the first time，此时用that不用which

5．先行词既有人又有物时，用that不用which

6．当主句的主语是疑问词who或which时，用that不用which

7．复合句中，有两个定语从句，一个用which后，另一个宜用that

8．当先行词在主语中作表语而关系代词也在主语中作表语时，用that不用which

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