模块2 Unit 3 Word power(译林牛津版高一英语必修二教案教学设计)
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篇1：模块2 Unit 3 Word power(译林牛津版高一英语必修二教案教学设计)
Teaching plan for Unit 3 Word Power
Step1. Lead-in
Ask the students:
1. What am I?
2. What are you?
3. Could you tell me what is your father/mother?
Step2 Presentation
1. Tell the students: When you ask sb: “ What is …….” , you are asking about his job. We usually end a job with -er, for eg: worker, farmer, teacher, writer.
Sometimes we end a word with –or. Eg: editor, actor, visitor, conductor, sculptor.
We can also add –ant to a verb, such as servant, assistant
-ent, such as; student
-ist, such as: typist
2. We can also add suffixes to a noun, -ist such as: scientist, artist, pianist
We can call pianist or the person who play violin musician, What do you call a person who works in a library? Librarian. So we also can add –ian to a noun
-er, such as: photograph
3. adj.+ ist such as: specialist
+ ian electrician, technician
4. we have other ways to form a job for example: sportsman, businessman, policeman, postman
5. If we want to refer to a woman’s job, what can we use? For example: actor----actress, waiter---waitress, host---hostess, prince----princess.
Step3 Practice
Look at page 46, Part A. Fill in the blanks. Check the answers with each other. Each student read one sentence.
Step4 Presentation.
I. Let’s play a game: Please guess the job I’m talking about according to my description:
1. What do we call a person who makes works out of a stone or wood?------sculptor
2. What do we call a person who is in charge of a company?------- manager
3. What do we call a person who is in charge of a school?-------- headmaster/ principal
4. What do we call a person who can write music?----- composer
5. What do we call a person whose job is to keep and check financial accounts?---- accountant
6. Who works in a library?------- librarian
II. Turn your books to page 47. Look at Exercise B. Go through the words together.
III. Can you put these jobs into different categories?
Arts: computer, musician, sculptor
Education: librarian, headmaster, professor
Business: accountant, manager, dealer, seller
Step5. Discussion
Work in pairs: What kind of job would you like to do in the future? Why? Discuss for one minute, then I will ask you to report your idea or your partner’s idea.
Step6. Homework
Preview the grammar
篇2：牛津英语模块2 Unit 3 reading(译林牛津版高一英语必修二教案教学设计)
Teaching Design for Unit 3 Amazing people
Reading: The curse of the mummy (comprehension)
By Li Chen on Dec 26,
Aims and requirements
Read an article about a famous explorer and an article about a Chinese astronaut
Listen to a list of requirements
Talk about famous people and unknown places, and introduce a person
Write a biographical article
Interview a professional
Summary of the passage
The passage is about a famous explorer who, with the assistance of Lord Carnarvon, led a team to Egypt and made some unexpected discoveries in tombs. It still remains a mystery how one of his discoveries led to illness and death for many of his team members.
Procedures
Step 1: Leading-in
1) Do you still remember something from our discussion on Egypt in Unit 1 and Unit 2?
We talked about Toby traveling in Egypt and people’s curiosity about how the pyramids were built. Though we don’t know exactly how people at that time built them, we are quite sure of one thing, that is, all the pyramids were built for kings and queens. They expected to be buried there after their death. In spite of the harsh conditions, the Egyptians created this wonder of the world with their hands. It’s said the pyramids are as magnificent as a palace inside.
2) Have you ever read or thought about what is inside the pyramids?
3) Are there any people buried in them?
4) What do people nowadays call those buried in tombs?
5) What are mummies and how are they made?
6) Apart from mummies, are there any treasures inside the tombs of the pyramids?
7) Have the tombs ever been robbed of treasures by people?
8) What happened to these people after they entered the tombs?
9) Were they rich overnight?
10)What may explain the disasters that happened to those people?
Step 2: Fast reading for general ideas
1. Pay attention to the Reading strategy first before skimming the passage.
1) The article you are going to read is about a famous explorer who worked in Egypt. Read the article and make connections between the title and the explorer. Use your imagination and express your opinions freely with each other.
What might be the connections between ‘The curse of the mummy’ and the famous explorer?
Why does the writer choose ‘The curse of the mummy’ as its title here? Do you think the title can grab your attention and arouse your interest?
From your point of view, what might be dealt with in the following article? Can something like the explorer’s hobbies, his experiences of adventures, his achievements be covered in the article?
2) You’ve done a good job, expressing your opinions about the relationship between the title and the explorer and predicting the main contents of the article. That’s great. But to be more specific, can you anticipate what might be covered in the first paragraph of the article?
3)Please read the first paragraph and discuss how the first paragraph agrees or disagrees with your predictions.
What’s the first paragraph about? Is it the beginning of a story?
What does the writer tell us about the explorer in the first paragraph?
What words do you think are useful for you to predict the ideas included in the passage?
Now you may find the first paragraph serves as a general introduction of Howard Carter, and please pay attention to the key words in the first paragraph on the blackboard:
famous, brave, adventurous, amazing
4) With the help of the key words, you may predict the content of the paragraphs that follow.
What are the following paragraphs likely to do?
Will they give specific examples to support the
general description of Howard Carter?
Exchange your ideas with your partners and then check your prediction by reading the following paragraph.
5) Now let’s focus on Reading strategy to review the skills of how to predict information in an article.
2. Skim the passage and complete the three questions in Part A.
Step 3: Detailed reading for important information
1. Now please reread the passage and identify which statements are true and which are false. Then complete Part C1 on P44 individually.
2. Part C2 on P44. Match the summaries of the paragraphs in the article
3. While reading please identify the relationships between these characters and try to retell the passage according to the following diagram.
Characters Who was he? What did he do? How did he die?
George Gould a friend of Carnarvon visited the tomb a high fever
Lord Carnarvon a British man interested in Egypt offered Carter money to explore the mysterious;
be present at the opened tomb a fever
Howard Carter a famous explorer especially for the discovery of King Tutankhamun’s tomb in 1891 set sail for Alexandria, Egypt
by the 1920s searched for the tombs of the Egyptian kings
in 1922 found the tomb of King Tutankhamun seemed nothing to do with the tomb
Richard Bethell Carter’s secretary entered the tomb heart trouble
Step 4: Post-reading activities
1. interview
A---the spokesman of Howard Carter
B---a journalist
B will ask A the following questions:
1) What kind of person do you think Howard Carter is? Why?
2) To be a qualified explorer, what kind of personality do you think he/she should have?
3) Do you think the personality of Howard Carter has had a positive effect on his discoveries?
4) As for students, what sorts of personalities does a student have to possess?
5) Compared with the amazing persons such as Mother Teresa, Bill Gates, Beethoven, Zhang Heng, do you think Howard Carter is as great as them?
6) Do you think the mummy’s curse really exists? Why?
Step 5: Homework
1. Parts D and E on P44 and P45.
2. Write a summary about Howard Carter in a few sentences.
篇3：牛津英语模块10 Unit 2 Welcome to the unit & Word Power(译林牛津版高一英语必修一教案教学设计)
Period One Welcome to the unit &Word Power(for students)
Previewing exercises for Period One:
I.Questions:
1. What’s the topic of the unit we are going to learn now?
2. What do you think people “on the move” means?
3. Can you think of any reasons why people are on the move?
II. Let’s study the five pictures on P17 and try to discuss the following questions in groups of four.
Where the people move and why they move?
Picture 1
I just got a new job in another country. I think it’ll be fun to experience a new culture
We are moving to _________________
The reason for moving is ______?______
Picture 2
We want to live somewhere warm. We’re tired of the snow!
We are moving to _________________
The reason for moving is ______?______
Picture 3
I’m going abroad to study. I hope to get a better job when I return home.
I am moving to _________________
The reason for moving is ______?______
Picture 4
I have to move to a city. There are no jobs in this small town where I live.
I am moving to _________________
The reason for moving is ______?______
Picture 5
We’re moving to a new flat. We need more space so we can all live together.
We are moving to _________________
The reason for moving is ______?______
III.Choose the right definition for each word:
1. industry a. producing goods in factories
2. agriculture b. the process by which a place starts to develop industries
3. industrialization c. the countryside
4. rural area d. a way of measuring how good people’s lives are
5. urban e. growing goods on farms
6. urbanization f. area covered by a town or city
7. population g. the number of people in an area or a country
8. migration patterns h. how expensive people find it to live their everyday life
9. modernization i. the process of introducing new ideas to the development of an area
10. living standards j. the mass movement people form one place to another
11. cost of living k. the process of areas of countryside turning into industrial cities
Language points for Period One:
1. It’ll be fun to experience a new culture_______________
2. be tired of ______________
be tired from/with _______________
He was tired of answering his little son’s continual questions.
I am tired from running as fast as I can.
3. go abroad _______________ 4. in a positive way ______________5. other than除了
Other than, except, apart from, besides, but 辨析：
1）except和besides都可作“除……之外” 但含义不同。
except “从所提到的人或物中除去，即从整体中除去一部分”，表示递减，含义是否定的
besides “除了…之外，还有…”，指“在整体中加入一部分”，表示递加的概念，含义是肯定的。
①We all went except him. 除他之外，我们都去了。(他没有去)
②We all went besides him. 除他之外，我们大家也都去了。(他也去了)
(1)besides常与other／more／else等词连用 ，except常与all／every／everyone／none／nobody／everything／nothing等总括词连用。
eg. He had other people to take care of besides me.
All the students in Class One went to the cinema except Li Ping.
(2)若句中没有实义动词do的某种形式，except后接不定式，而besides后接动词的-ing形式。
eg. I had no choice except to obey／besides obeying his order.
(3)若句中有实义动词do的某种形式，二者后面都可以接动词原形。
eg. She has nothing to do except／besides go with him.
(4)二者后面都可以接从句。
eg. ①Besides that he explained the theory he gave us some examples.
②He is a good student except that he sometimes comes late to school.
(5)except后面可接for(构成短语except for)或其他介词短语，而besides不能。
except for主要有三层含义：
①表示对整体主要部分的肯定和对局部的否定，起部分修正主要意思的作用。
eg.Your composition is quite excellent except for several spelling mistakes.
②表示非同类事物进行比较。 eg. The street is empty except for several cars.
③置于句首，表达except的含义。eg. Except for this, everything is in order.
except for后接名(代)词，可以转移为except＋从句或其他介词短语。
eg. The climate here is good except for some rainy days.(except when it rains；except that it sometimes rains；except on the rainy days)
2). apart from兼有besides和except for两种含义，后接名词、代词或动名词。
3). but含义与except相同，都表示递减的概念，二者在多数情况下可以互换，但稍有区别。
①except可以代替but，但but并不一定都可以代替except，如果句中有no、all、nobody、who、where等不定代词或疑问词时，多用but；后跟宾语从句时，多用except。
②but for含义有时与except for相同，但主要表示“要不是…”，常用于虚拟句，表示假设。
③but位置的变化会引起人称代词主、宾格的变化。
No one but I (＝except me) knows it. No one knows it but me (＝except me).
4) other than含义与except／but相同，表示从总体中除去一部分，后接名词、代词或不定式。
eg. In that case there is nothing you can do other than wait. (上海春季高考题)
7. Therefore, these places gradually come to have more and more similarities with the industrialized, urban areas. (P22)因此，这些地方逐渐和那些工业化的市区有了相似处。
1.) come to: 逐渐，慢慢的
I have come to realize that life is just like playing basketball. (第四次周练 完型填空)
come常用短语及用法
come across ______________: to find (something or someone) by chance
He came across some old love letters
come up with_____________:to suggest or think of (an idea or plan)
Reublinger came up with a great idea for the ad campaign.
come at: to move quickly (someone) to attack them
He came at me with a knife.
come on (HURRY)___________ : to move or act quickly or more quickly
Come on -- we're going to be late if you don't hurry!
come to (BECOME CONSCIOUS)__________:to become conscious again after an accident or medical operation
She sat by the child's bedside until he came to.
____________: to reach (a particular point) His hair comes down to his shoulders.
We haven't come to a decision on the matter yet.
If you come to terms with something, you learn to understand and accept it: ________
He's trying to come to terms with his wife's death.
If something comes to light, it becomes known: ___________
Fresh evidence has recently come to light.
If something comes to rest, it stops: _________
The car hit the curb and came to rest in a ditch.
come true_____________: If something you desire comes true, it happens:
I'd always dreamed of owning my own home and now my dream has come true
The Second Period Reading
I: Words and phrases
1. look at: to examine or judge something to find out whether it is good or correct
eg. I asked the engineer to look at my car because I didn’t like the noises it was making. ________
The committee wouldn't even look at my proposal. 委员会对我的提议甚至_________.
I haven't had time to look at your essay yet. 我还未得空__________你的文章.
2. on the move「解析」 在旅途中，在迁徙中； 在运动中, 在发展中； 在忙碌中 如：
We’ll be on the move next week, so you won’t be able to reach us. ______________________
It’s an industry on the move. ______________________________
He’s always on the move and never has time to talk. _______________，根本没有时间说话。
常用短语： make a move 移动；挪动 make no move 不做任何事 如：
Don’t make a move; they’ll see you. _______，它们会看见你的。
She made no move to help with the cleaning. ______________________。
3. head south「解析」 head 这里是动词（及物或不及物），通常有以下几种意思：
（1）____________ e.g.Who headed the department?
（2）__________________ e.g.We're heading home.
（3）（常与for连用）______________ e.g.The thirsty animals headed for the water.
（4）（常与for连用）____________ e.g.You're heading for an accident if you drink and drive.
4. aged: adj. 1). at the age of, …years old
eg. A woman aged about 60 won the lottery last night. ________________________
2). very old, used before a person or some people
eg. Who took care of the aged couple after their only son died? ________________________
For the next ten years, Jane lived together with her aged mother until her mother died. _____
5. account for
「解析」account for 分别有四种不同用法： 如：
（1） account for sth. _____________________
A number of factors account for the differences between the two scores.
account for sb./sth. _______________________
Repeated purchases account for 73% of our sales. 重复购买__我们销售量的73%。
（2） account for sth. ______________________
You will be brought before the discipline panel to account for your behaviour.
（3） 弄清……下落（常用被动语态）
One small child was still not accounted for. 还有一个小孩子下落不明。
6. give a reason __________7. less changeable than ___________8. make sense ______________
9. trend trend: n. a general tendency, change or development
eg. Young men seem to be following the trend of wearing pink T-shirt this summer. ____________
The company’s shares are following the general trend, and starting to climb again. ________
His clothing designs are popular with women because they don’t follow any trend. _____
10. cater to _______ 11. make a change ___________
12. elderly: adj. & n. old; people who have passed middle age
eg. The students in our school often go to help the elderly in the community. _________
A well-dressed elderly lady announced the opening of the ceremony. __________________
13. adaptation: n. the process of changing something
eg. He had made some adaptations to the car to make it go faster. ________________________
The children’s quick adaptation to the new environment meant that they were very happy in the kindergarten. ________________________
14. flesh and blood _______________ 15. seek excitement ________________
16. speak with one voice: a group of people all agree and have the same opinion on a certain topic
eg. The family argue a lot and do not usually speak with one voice about anything.
The parents agreed that they had to speak with one voice when their children were naughty.
17. partner: the person that you are married to; a boyfriend or girlfriend; a person who does an activity or sport with you.
eg. The children had to each have a partner when they went on a school trip to the zoo. _________
18. get married______ 19.have fun_______ 20. drive…to_______ 21. bring a text to life______
II. Important sentences:
1.Older Americans are on the move. Throughout the Midwest and the North-east, people aged 60 over are packing their bags and heading south along the freeway to states like Florida.(page 18)
2. The question is, though, why are so many people retiring and spend their pensions in Florida? (page 18)
3. Recently, there has been a boom in population mobility, and according to the national population survey of , 17 percent of the population moves every year. (page 19)
5. However, as the number of older Americans moving there increases, more changes are made to cater to them.(page18.)
6. I have to go where the big companies are because I want to be a top accountant.(page19)
7. Ambition can drive some young people to the city to be ‘where the big companies are’. (page19)
Unit 2 People on the move
(for students)
Period One
Previewing exercises for Period One:
Sample answers:
1. people on the move
2. It means “move to another place”
3. to study in a university
to work in a company/school
to be with their family
to live in a nicer environment
to move somewhere for a better quality of life
II. Group work. Look at the five pictures below. Let’s study them one by one and try to discuss the following questions in groups of four.
Where the people move to Why the people move
● to another country
● to a warm place
● to a university abroad
● to a city
● to a new flat ● have got a new job there; to experience a new culture
● have become tired of snow
● to study so as to get a better job when returning home
● cannot find jobs in the small town
● need more space to live together
III. Answers;
1. a 2. e 3. b 4. c 5. f 6. k 7. g 8. j 9. i 10. d 11. h
Language points for period one:
1体验新的文化真有趣。 2 厌倦；因…疲倦 3出国 4 积极地
7 偶然遇见，提出, 袭击, 表示一种催促，鼓励，
苏醒过来， 达到，提到 ， 接受 ；明了，变清晰 ； 停止； 实现
Period Two
1.仔细检查；不予考虑 ；仔细地读
2. 下周我们将出游，因此你找不到我们。
这是个发展迅猛的产业；他总是忙个不停 ； 别动 ； 她没有帮忙打扫
3. 1）为首；率领； 主持；领导 （ 谁主管着这个部门?）
2）朝着…方向走去 （我们正朝着家走。）
3）往…去 （干渴的动物向水走去。）
4）走向…；势必会遭遇
（如果你酒后开车，势必会发生车祸。）
4 1）60岁左右 2）老年夫妇； 年老的母亲
5. 1）是……原因；引起；导致 （若干因素导致了这两个分数之间的不同。）
2）（在数量或比例上）占，占据 ；占
3）对（尤指所负责之事）作出解释
（你将被带到纪律委员会面前对你的行为作出解释。）
6 给出理由 7 变化较少 8 有意义；有道理 9 流行； 大势； 潮流
10 迎合 11 改变
12 老人；一位穿着整齐的年长的女士 13 修整 ；孩子们很快适应了
14 骨肉，亲人 15 寻找刺激 16 用同一个声音说 17 伙伴
18 结婚 19 玩得开心 20 驱动…到 21使复活/活跃
篇4：Phrases in Unit 2 (译林牛津版高一英语必修二教案教学设计)
Phrases in Unit 2
Welcome to the Unit1 to Reading
on Australia’s famous beaches 在澳大利亚著名的海滩上
explore the amazing Brazilian rainforest 探索令人惊异的巴西雨林
3. in detail详细地
4. go travelling 去旅游
5. challenge yourself 调整自我
6. think of想到, 考虑;
7. so long很长时间
8. be busy doing sth忙于做…
9. go to university上大学
10.through the Sahara 穿越撒哈拉沙漠
11. in case 万一
12. take six days 花费六天时间
13. in advance 提前，预先
14. my supplies of food and water 水和食物的供给
15. even though 即使
16. up close 靠近
17. make sure that 确保
18. can’t wait to do sth. 等不及做某事
19. of one’s own 某人自己的
20. look forward to 期盼某事
Word power
21. it is worth doing 值得做某事
22. take extra clothes 带上额外的衣服
23. remind sb. of sth.提醒某人某事
24. make a fire 生一堆火
25. lose one’s way 迷路
26. in the open air 在野外
Grammer and usage
27. remember to boil the water 记得去烧开水
28. be in progress 在进步中
29. places of interest 名胜古迹
30. arrange to do sth. 安排做某事
31. set off出发; 使爆炸; 动身
32. than usual 相比以前
Task
33. in total silence 沉默
34. three pieces of information 三条信息
35. be filled with the wonders of nature 充满了大自然的奇迹
36. at the foot of the mountain 在山脚
37. a little bit 有一点儿
38. up to 达到
39. first name 名字（非姓）
Project
40. on a business trip 出公差
41. be tired of 厌倦
42. be covered with 被覆盖着
43. at a loss 茫然，不知所措
44. be home to … … 的所在地
45. in perfect harmony with协调一致; 相配
46. make use of 利用
Phrases in the Unit
Welcome to the Unit1 to Reading
1. on Australia’s famous beaches
_________________________________
2. explore the amazing Brazilian rainforest
_________________________________
3. in detail _________________________
4. go travelling _____________________
5. challenge yourself _____________________
6. think of _____________________
7. so long _____________________
8. be busy doing sth____________________
9. go to university _____________________
10.through the Sahara _____________________
11. in case_____________________
12. take six days _____________________
13. in advance_____________________
14. my supplies of food and water
_____________________
15. even though _____________________
16. up close _____________________
17. make sure that_____________________
18. can’t wait to do sth.
_____________________
19. of one’s own _____________________
20. look forward to _____________________
Word power
21. it is worth doing _____________________
22. take extra clothes _____________________
23. remind sb. of sth. _____________________
24. make a fire _____________________
25. lose one’s way _____________________
26. in the open air _____________________
Grammer and usage
27. remember to boil the water _____________________
28. be in progress _____________________
29. places of interest _____________________
30. arrange to do sth. _____________________
31. set off_____________________
32. than usual _____________________
Task
33. in total silence _____________________
34. three pieces of information _____________________
35. be filled with the wonders of nature _____________________
36. at the foot of the mountain _____________________
37. a little bit _____________________
38. up to _____________________
39. first name _____________________
Project
40. on a business trip _____________________
41. be tired of _____________________
42. be covered with _____________________
43. at a loss _____________________
44. be home to … …_____________________
45. in perfect harmony with_____________________
46. make use of _____________________
篇5：模块5 Unit 3 Word power(译林牛津版高二英语必修五教案教学设计)
Teaching objects:
1. learn prefix and suffix and learn to guess meanings based on prefix and suffix
2. learn organs of the body
Teaching procedures:
I Prefixes and suffixes
Step1 Lead-in
Please use the proper form of the words below to answer questions!
able agree lead appear novel regular respect
1. You can’t find your pen. What happened to your pen?
2. You want to get the book on the top shelf, but you are not tall enough. Do you think you will be able to reach the book?
3. The two groups don’t agree with each other. They argued fiercely. So what is the problem between them called?
4. Many people respect Mr. Li and think he is a good man. He helps people out and is a good citizen and friend. So can you find a word to describe him?
5. Mr. Wang has published several books. He loves his job writing novels. So what is Mr. Wang’s occupation (职业)?
6. You can’t find the order of the numbers in a group of members. So can you find a word to describe the order of the numbers?
7. Some ads say that if you take their pills, you’ll be healthy, look younger, become smarter and sleep better. What can you say about these ads?
Step2 Prefixes and suffixes
Sometimes you can guess what a word means by looking at its prefix or suffix. Look at the left-hand column of each table. Try to find some examples and work out the meanings.
Prefix Example Meaning
anti-
dis-
in-
il-
im-
ir-
pro-
re-
un-
Suffix Example Meaning
-able
-ful
-ist
-less
-ment
-ness
Step3 Practice
1. Do you think we should protect nature? Complete what an environmentalist is saying below. Use the following words.
disrespect hopeless illegal uncertain understandable
I think cutting down trees should be made ________and tighter laws should be introduced. So many people are showing their _________ for nature; they don’t seem to care that they are destroying the environment. Sometimes I think we’re fighting a _________battle against people who just don’t listen. I know scientists have worked hard to achieve scientific breakthroughs but it’s ___________whether they’ll ever succeed totally. Although it’s _______________ that they want to advance technology, I think some things are best left the way they are.
2. More practice about prefixes and suffixes
Ⅱ Organs and the body
Step4 Learn organs and the body through the picture
Step5 Practice
Complete the following passage using the names of the organs above:
Think of the body like a school. At the top of the school is the headmaster, known as the (1) _______. This is the organ that controls the rest of the organs, just like the headmaster controls the school. After this comes the (2) ________. It is like a teacher. This organ passes the blood around the body so it can run well. This is similar to the knowledge a teacher gives to students. Next is the (3) _______, which is the student. This organ is the only one that can re-grow itself. It helps to clean the blood. This is like knowledge students get from teachers. Students always grow with newly found knowledge. The (4) _________are the organs of the body that use the oxygen we breathe. Think of the oxygen as the life you lead at school. The (5) ____________ is very useful as it stores the food we eat until we can digest it properly. This is similar to the learning process. We store the information until we need to use it. So this organ is like a notebook. The (6) ___________are the organs that remove waste products from the blood and produce urine.
Step6 Homework
1. Try to remember as many words and expressions about prefixes and suffixes.
2. Keep the names of the organs in mind.
篇6：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7：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8：模块2 Unit 1 Reading 教案(译林牛津版高一英语必修二教案教学设计)
Module2 Unit1 Reading
Shaxi Senior High School, Jiangsu
Li Jingyan
Lesson：
Boy missing, police puzzled Duration:
45mins Teaching aid:
Computer, projector and handout
Period: 1st period Class: Class7, Senior 1
Learning Objectives:
to learn some new words
to grasp the outline of the passage
to develop the students’ ability to collect and organize information in the process of reading
to cultivate the ability of making a newspaper article and giving a short oral presentation. Teaching Objectives:
to ensure that the instructions for each session are clear and that the students are motivated
to offer help and guidance when necessary
Content Purpose
Pre-task Brain Storm
1. present two short news reports
2. features of a newspaper title and article 1. to create the atmosphere that class begins.
2. to arouse the previous information on news.
While-task 1. complete the title
2. find out six features of this newspaper article
3. complete Table 1 and learn some new words and expressions
4. magic cube-to face the challenge in the cube (choose one word and answer the questions, then get proper points) 1. to know the title’s features
2. to develop the skimming and scanning abilities.
3. to help Ss draw the outline of the whole text and enlarge vocabulary and enhance the ability of guessing when they meet with some new words in reading
4. to cultivate their ability of facing a challenge and develop their practical ability
Post-task 1. team work: write an ending report to the news
1. to cultivate the team spirit and Ss’ imagination and practical ability.
Assignment 1. read the text several times and finish C1 and D on page4
2. write a short news report. 1. to consolidate the understanding of the text
2. to put theories into practice
教学说明：本节课为新授第一课时，是导入及课文内容理解部分。以常用的任务型教学方法（Task-based Method）为中心，采用新闻报告的常规要点为切入口，从title和五个“W”一个“H”这几个方面来理解本文内容并构画出新闻报道清晰的框架结构。通过表格的形式来了解文章的outline并初涉课文新授词汇。教学方法还是通过预测、略读和寻读等技巧了解课文内容。并以游戏的形式来深层了解和巩固加强课文知识点并锻炼学生对新闻报道信息的有效捕捉能力。最后为学生设计了一个任务，开拓思维，锻炼学生的预测能力，并对新闻报道进行具体的实践练习。
具体说明：
1. 阅读技巧的落实。
学生对于新闻报告的结构思路已有一定的认识，从新闻的基本特点引入，结合明确的阅读任务，抓住该新闻的主要信息。使学生对新闻报道的结构认识能有深层次的写作意识。
2. 词汇理解
由于是新授课，虽有学生对文章的预习，但是只停留在似懂非懂的基础上，在学习课文的过程中必然会出现理解不到位或有偏差的现象，因此，新词汇的正确理解是必要的，同时也是为后来的教学环节做准备。
3. 魔方
使用魔方形式，提高学生学习的趣味性，同时更主动地记忆文本内容，使他们再完成魔方中问题的同时，把课文的内容覆盖，并实践操练对新闻报道的信息捕捉，为他们后面的任务做了热身活动。
4. 任务设计
虽然以写结尾的方式来布置任务，实际就是要求学生写一篇简短的新闻后续报道。开阔思路，却又不松散而难度大。运用所学词汇，结合文体特征，学以致用。
5. 作业
巩固第一课时内容，为第二课时做准备。能看新闻了，也要会实践写写新闻。所以最后布置一篇小练笔，主要体现新闻报告的要素特点，并结合学生实际，区别新闻和通知的写法。
Persons investigated Supporting details
Justin’s parents His mother thought…spending…；his father was …that…without telling anyone. They were…when Justin didn’t …at…the next day
Justin’s sister, Kelly She heard her brother…home and …his favorite CD. At first, she thought the… light was that of the full moon, but then she…it was…and she saw a spaceship…outside and many…creatures with….then she heard Justin…UFO…it is not a…
Other witnesses
(two friends, some people in Dover) Friends said that Justin went home after the game at about 11 pm.
Someone said the…took Justin away so that they could …him and such a …….had happened to himself. They show great … in humans.
Police’s conclusion Justin …in fact return home on Friday night.
The …that Justin was taken by…hasn’t been …out, but they are also……other…including…Peterson, who…the case said they would not …until they found…evidence.
篇9：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10：module 2 unit 3 language points(译林牛津版高一英语必修二教案教学设计)
1. of all time 自古以来，有史以来
鲁迅是自古以来最著名的作家之一。
2. the world “世界上的人，人类”作主语，谓语用单数。
全世界的人都在关注着这次奥运会。 watch the Olympic Games.
3. ever adv.
用于比较方式状语从句或与最高级连用来加强语气。
Faster than ever // work as hard as ever
①曾经，以前（用于疑问句，if从句）② 无论什么时候都（否定句）③到底，究竟（特殊疑问句）④永远（肯定句）
(1) Have you ever heard of such a thing?
(2)None of us will ever forget this unusual day.
(3) If you ever have any problems, let me know.
(4) You will find me ever ready to help you.
4. adventurous adj. ①(人)有冒险精神的②(事)充满危险的，惊险的
那是一次惊险的旅行。That is______ journey.
她的生活方式充满刺激。 She lives in _______lifestyle.
她不够胆大。She isn’t_______ enough.
5. bright adj. 光明的，明亮的，鲜艳的，聪明的， 快乐而生气勃勃的
The leaves on the trees are bright green in spring.
Don’t be so sad about your future. You should see the bright side of things.
The doctor has a bright future before him.
His teacher didn’t think Edision bright.
She gave me a bright smile.
The sun is brighter than the moon.
6. curious adj.①好奇的，求知欲强的 be ＊curious about sth , be curious to do, be curious that
小孩子会自然地对周围每一件事感到好奇。Children are naturally curious about everything around them
我很想知道他们在谈论什么。I’m curious to know what they are talking about.
我很想知道他如何处理这事的。I’m curious how he will deal with it.
②奇特的，难以解释的 It is/ was curious that -----
真奇怪，他不辞而别。It is curious that he left without saying goodbye.
curiously（副词） curiosity (名词)
Don’t be too about things you’re not supposed to know.
A. strange B. amusing C. curious D. conscious
If you are about Australian cities, just read the book written by Dr. Johnson.
A. interested B. anxious C. upset D. curious
7. set sail for sp. 启程去某地 have / take a sail
他们绕岛进行了一次航行。They took/had a sail around the island.
sail vi. 航行，起航 He likes go sailing.
船何时起航？When does the ship sail? 船沿着海岸航行。The ship sailed along the coast.
他已乘船去纽约了。He has sailed for/ to New York.
set about sth/doing sth 开始/着手做....
set sth aside (为…)留出，节省（某物）/ 把。。。放到一边 set some money for the holiday
set off (vi)动身，起程
(vt)使爆炸 The bomb could be set off at any time.
引起，触发 His words set off a wave of anger.
Set out 起程动身 set out for
Set out to do sth 开始做某事
Set up 竖起，建立
8. gold/golden
gold coins/ gold medal
golden crown/ golden hair
9. by the 1920s , he had become an explorer, searching for the …
by: no later than or before
Mike must have made some friends in his school by now.
The new suspension bridge _________ by the end of last month.
A. has been designed B. had been designed C. was designed D. would be designed
By the time (conj.) doctor arrived, the woman had given birth.
By the time (conj.) you get there, it will be dark.
10. preserve v. ①保护，维护 preserve … from …保护…以免…②保持，维持原状
我们必须保护视力。We must preserve our eyesight.
盐能防止食物腐烂。Salt preserves food from decay.
人类应保护森林。Man should preserve forests.
他设法保持住自己的独立性。He has managed to preserve his independence.
Preserved是过去分词作定语,表示动作已经完成,含有被动之意.
n.专门领域，禁区
足球不再是男人的专利了。
Football is no longer the preserve of men .
No hunting is allowed in the preserve.
Preservation (n)保存，保护，储藏
11. be known as/for/to
Einstein was known for his Theory of Relative.
Is he known as a poet or novelist?
The West Lake is known as the paradise on earth.
It is known to all that theory comes from practice.= As is known to all, theory comes from practice.
12. riches n. 财富
Reaches are worth nothing without health.
works sands manners arms times papers goods means
rich:adj 富有的，肥沃的，
be rich in…
enrich:使。。。富有
enrich his mind with knowledge
13. as well as conj.
①as well as 连接并列主语时，谓语动词与前面的主语保持一致；若连接并列谓语，后一个动词用动名词形式。
A，B as well as C (×)
② A as well as B and C (√)
A and B as well as C (√)
besides(prep.) = as well as
③ as well (adv.) = too=besides (adv.)
as well as (well adv.) 做的一样好
Tom plays football as well as basketball.
Tom plays football as well as playing basketball.
A as well as B (侧重点在前)
④
not only B but also A (侧重点在后)
14. empty v. &adj.
我向教室里看了看，但发现里面空无一人。I looked into the classroom but found it empty.
她把包里的书都拿出来了。She emptied the bag of the books.
15.“一……就……”句式归纳
on/upon(doing) sth.
as soon as/once
the moment/minute/second/…
immediately/directly/instantly…
no sooner…than
hardly…when
at/with+n.
[注意]
在no sooner…than, hardly…when结构中，主句常用过去完成时，从句常用一般过去时；若no sooner, hardly置于句首，须用部分倒装语句。
16. lead v.带领,通往,导致,过(某种生活),领先
If you lead, I will follow.
All roads lead to Rome.
His actions lead me to distrust him .
I want to lead a quiet life .
He leads his class in physics.
lead sb by the nose
n.领先,榜样
If you take the lead in this, others will follow.
n.铅
adj. leading 重要的，
v. mislead adj. misleading
17.present ①adj.出席，到场（做表语或后置定语）；现在，目前（做前置定语） ②n. 礼物；目前，现在
at present / for the present
All the people at the party were his supporters.
A. present B. thankful C. interested D. important
Oxygen is present in the air. How many people were present at the meeting?
In the present case, we can do nothing but wait. He is in Shanghai at present.
I can’t remember it for the present. I buy it for a present. They exchange presents at Christmas.
18. fall ill with a fever
fall ill with 患病（终止性动作）
be ill with 患病（延续性动作）
fall in love with 爱上某人（终止性动作）
be in love with sb. 爱上某人（延续性动作）
fall asleep 睡着（终止性动作）
be asleep 睡着（延续性动作）
19. die of 因…而死,死于疾病，情感，饥饿，寒冷，年老等原因
die from 因…而死,死于除了疾病，情感，饥饿，寒冷，年老等原因以外，尤指环境，事故等
die for为…而死； die out（物种）灭绝，（风俗）消失 ；die off 相继死去
die down渐渐减弱平息； die away（声音，风，光线）渐渐消失
be dying for 极想得到。。。。。。
be dying to do sth 极想做某事
20. have something/nothing/much/little/a lot
to do with
The suspect insisted that he had nothing to do with the murder. He said he was at home at that time watching TV.
你与那场事故有关系吗？ Do you have anything with the accident?
爱迪生问了许多与功课无关的问题。Edision asked many questions that have nothing to do with his lessons.
21. the resting place of the dead.
（1）“the + 形容词/现在分词/过去分词”相当于名词，指人时，做主语时谓语动词用复数
如：the rich（富人），the young（年轻人），the public（公众），the wounded（伤员），the employed（被雇者），the dying（即将死的人）等。
（2）有时“the+形容词/分词”指物时，相当与抽象名词，看作单数，谓语动词用单数。
如：the beautiful（美），the good（善），the true（真），the right（是），the wrong（非）等。
22. When a tomb is opened, fresh air disturbs the viruses.
(1) change the usual or natural condition of something
A light wind disturbed the surface of the water.
She has disturbed all his plans for going abroad.
(2) make someone worry; to upset someone
He was disturbed to hear her illness.
(3) move something or change its position
Don’t disturb the papers on my desk.
(4) interrupt someone, especially a person who is working or sleeping.
Did the storm disturb you in the night?
adj: disturbing 令人烦恼的
disturbed 情绪紊乱的，不正常的
n : disturbance**/干扰/精神紊乱
23. If breathed in, they can result in illness or even death.
=If (the viruses are ) breathed in, they can cause illness …
He will come if (he is) asked. If (it is) taken correctly, the medicine should work.
result in造成某种结果，导致=lead to / cause / bring about
车祸导致两名乘客死亡。The accident resulted in the death of two passengers.
如果不治疗的话，这病将导致完全失明。The illness will result in total blindness if (it is) left untreated.
result from由于…而产生，作为….的结果=be caused by
疾病往往是因吃的太多而致。
Illness often results from eating too much. / Eating too much results in illness.
as a result 结果……
as a result of …的结果（后接内容为原因）
=because of
It rained heavily; as a result we had to stay at home. We had to stay at home as a result of the heavy rain.
24. though在本句中作副词，意思、为“可是，倒是，然而”（=however），一般置于句尾，常与句子用逗号隔开。
①though做“虽然，尽管”解时是连词，连接一个表示让步的状语从句，从句可置于句首或句尾。
②although仅作连词而不能作副词使用。
20. pay off ①（尤指冒险的计划或行动）成功，奏效，达到目的，回报②遣散，解雇pay sb. off③vt.付清，还清
长远看，辛勤劳动最终会有好结果。Hard-working pays off in the long term.这确实冒险，但有效果。It was a risk but it paid off.
他通过努力工作把债务还清。He paid off his debt by working hard.
21.compare vt. ~ … to… ~… with/ to …
He began to compare himself with the other students. Young people are compared to the rising sun.
The poet compared his lover to a rose.
compared with/to 与…，作状语，可放于句首或句末
和许多女孩相比，你很幸运。
(1) the size of the whole world, the biggest ocean doesn’t seem big.
A. Compare B. when comparing C. Comparing D. When compared
22. express 表达，表现 express … to sb, express oneself
我发觉难以表达我的感情。 她向我们致谢。
我无法用语言表达当时的感受。 他仍然不能用英语表达他的意思。
expression
23. would rather 情态动词“宁愿”①would rather … than ②后接从句，用虚拟语气，用一般过去时表示现在或将来，用过去完成时表过去。
我宁愿呆在家里，也不愿出去。 我不想游泳，我宁愿打网球。
我真希望你昨天在那里。 我宁愿你留在家里。
---Do you mind if I keep pets in this building?
--- .
A. I’d rather you didn’t ,actually. B. Of course not, It’s not allowed here.
C. Great! I love pet D. No, you can’t.
篇11：模块2 Unit 3 Amazing people-Project设计案例(译林牛津版高一英语必修二教学案例)
苏州工业园区第二高级中学 徐申叶
[教材分析]
本节课是《牛津高中英语》模块二第三单元的Project板块。该板块引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外；它基于阅读文本，又超越文本信息。教材提供了一篇人物传记，描写杨利伟从一个平民家庭的小孩通过个人的努力和奋斗终于成为中国的航天英雄的故事，学生对于杨利伟的航天事迹比较熟悉，而对于其家庭背景和学习成长过程相对比较陌生，因此，教师充分利用学生的已有信息，调动其对未知信息的探求欲望，激发其学习兴趣，顺利展开一系列的教学活动，力求培养学生在快速阅读人物传记时获取信息的能力以及在学习人物传记后综合分析、处理信息的能力，熟悉简单的人物传记的撰写格式。
[教学目标]
1. 知识目标
在阅读中正确理解以下词汇及句型：
单词：orbit, astronaut, northeastern, army, fighter, pilot, project, candidate, survival, rocket, commander etc.
短语：make the dream a reality, survival skills, be qualified for, be described as, go down in history, look up to sb, live ones dream etc.
句型：Born in 1965, Yang wanted to fly since he was a young boy.
It was his high scores…that finally won him his position as China’s first astronaut.
Because of these qualities, his commanders were sure he would be successful.
2. 能力目标
1). 培养学生在阅读人物传记时把握细节、理解全文的能力。
2). 引导通过学习范文，模仿写作简单传记文体的能力。
3. 情感、态度价值观目标
激励学生向杨利伟学习，树立远大理想，懂得要通过自我勤奋努力来实现自己的梦想。
[教学重点]
1). 通过不同的阅读方法获取有关杨利伟的信息并进行信息处理。
2). 对杨利伟的故事进行深层理解、并对此用英语进行思考和表达。
[教学难点]
1). 如何引导学生快速、准确地获取中心人物的相关信息。
2). 如何培养学生快速记录所读信息并用英语组织表达的能力。
3). 如何引导学生把握人物传记的篇章结构、掌握简单的人物传记的写作格式。
[教学过程]
1. 总体思路
本课主要采用“读、说、写”-三段教学模式来学习本单元的Project板块。首先，通过组织学生对什么是探险者(explorer)的讨论，引出本课的学习主题：杨利伟，经过对文章的快速阅读和细节寻读，获取更多有关杨利伟的人物信息，然后，组织学生讨论本文的篇章结构特点，并在此基础上要求学生对文章进行简单的缩写，让学生初步体会传记文体的写作特点。为了进一步加深学生对人物传记文体结构的理解，更好地掌握本章的写作技能，教师提供了补充阅读材料，让学生根据自己的阅读速度从中选择一篇或两篇人物传记，要求快速阅读并体会其写作方式，这样，通过对教材内容的引导式阅读和对补充内容的自主式阅读，使学生基本掌握了人物传记的阅读方法和写作方法，在此基础上，通过采访、组织材料写作、相互修改等教学方式，达到学以致用，初步实现从语言输入到语言输出的目标。
2. 教学过程
Step 1 Lead-in
开场白：Good morning everyone! What a special day it is! How lucky we are to have our English lessons on Christmas. So at the very beginning, I’d like to wish you a merry Christmas and a Happy New Year.
导入：By the way, have you got any new year resolutions yet? What do you plan to do in the coming new year? Have you ever thought of reading some English books on famous explorers? You know the word “explorer”? What kind of people can be called “explorers”? Who is a typical example in your opinion? What makes you think so?
学生根据实际情况回答或简单讨论后回答。
[设计意图]
模块二第三单元已进入年末，通过同学生讨论新年计划：比如阅读一些文学作品来引出本课主题：探险者。同时，通过对什么是真正的探险者，谁是典型的探险者，以此来复习本单元中其他的一些著名探险人物，如：霍华德.卡特（Howard Carter）。在有效复习课文的基础上，激发学生对相关内容的兴趣，同时引出本课的主题，起到承上启下的教学功能。
Step 2 Fast reading
教师：Today the explorer we are going to come close to is a very famous Chinese. Look at the screen. Do you recognize the person in the picture?
学生：Yes, it’s Yang Liwei.
教师：Now let’s find out more information on Yang. Try to find out the answers to the following two questions.
学生快速阅读并回答以下问题：
1. How long did Yang’s space journey last?
2. What should be learnt in order to be an astronaut?
[设计意图]
笔者要求学生带着两个具体的问题快速阅读，理解文章的主要内容，为后续的环节做铺垫。
Step 3 While reading
学生通过略读完成以下信息：
1) Try to finish a CV for Yang Liwei on the paper.
Name: Yang Liwei Sex: Male
Born: ____________ Nationality: ____________
Education: - Trained to be an ____________
1983-1984 ____________ from the No.8 Aviation College
Work experience:
2003 Became China’s first astronaut
1998 Became a ____________ of Project 921
1983 Joined the ____________
Interests: Loves science and technology
[设计意图]
本环节的设计有两个方面的考虑：一是为了培养学生略读（Scanning）的能力，快速搜寻相关的信息，进一步熟悉文章。二是为了复习巩固在Task（任务）专题中撰写个人简历的语言技能，以此体现出提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力。
2) Interview practice
教师：Suppose your partner is Yang Liwei. Interview him to get some useful information. Try to take notes while interviewing.
学生根据要求进行模拟采访，例如：
What is your job now, a pilot or an astronaut?
When were you sent into space?
Were you afraid before the sending up?
Where and when were you born?
What were you interested when you were young?
Is it easy to be an astronaut?
...
[设计意图]
通过完成杨利伟的个人简历，并在此基础上的采访训练，目的是为了让学生巩固已有知识，在模拟采访过程中练习快速提问与速记，切实提高语言运用能力，做到在练习中提升能力。同时，再次为最后环节中课外人物的采访和写作奠定基础。
3) Mini-discussion
学生分组讨论（教师根据需要提供帮助）：What spirit can we find in Yang Liwei? Which of Yang’s personalities attracts you most? Why?
[设计意图]
在掌握文章细节的基础上, 组织学生围绕“主人公的哪一方面的特质最吸引你？为什么？”这一话题进行讨论，引出对人物的正确评价, 提升理解的深度，并以此激励学生通过自己的奋斗实现自己的梦想。
Step 4 Post-reading
教师：Now let’s have a look at the whole passage again, paying special attention to the writing structure of the biography. How many parts can we divide the passage into? What are they about? 学生完整阅读课文，了解文章结构。如果学生有困难，则适当降低任务难度，要求学生完成以下填空，同样也能达到了解文章结构的目的：
Part One: The most important achievement of the main character.
Part Two: The main character’s hard struggle to success. Usually it is written in time order.
Part Three: A thought-provoking conclusion: Yang is really worth our respect.
教师：You’ve all done a great job! Now let’s try to write a summary of Yang Liwei in pairs. One student writes the introduction in 3 sentences and the conclusion in 2 sentences, while the other student writes the body in 5 sentences.
学生合作对文章进行缩写。
教师：Now let’s share some of your writings. （呈现部分学生习作）
[设计意图]
此环节为本课之关键环节。第一个教学环节的设计有两个方面的要求。一方面要求学生做到对杨利伟一文的总体把握，训练学生对文章主旨的把握，培养学生能够在理解全文的基础上具备提纲挈领的概括能力。另一方面强化学生理解传记文体的三段式的写作特点，即：第一部分为人物简介部分，突出强调其主要成绩或卓越之处，明确写作的目的，同时也以此来吸引读者的注意。第二部分为文章的主体，主要突出其通向成功的历程，通常以时间为主线。第三部分为结论部分：通常以发人深思，或激励读者的语气来结尾，起到画龙点睛的作用。第二个教学环节设计的作用是通过即学即用的方式让学生及时训练传记文体的写作，突出此类课型以读、写为主，听、说为辅的特点，从获取信息到处理信息，最后到信息输出，强调学以致用，并在训练中提高语言综合运用能力。
Step 5 Extensive reading, interviewing and writing
教师：First read the biography you’ve got and then take turns to interview your partner to get the information about the main character, eg. career, achievements, struggle, education and so on. Take down the information you have got from your partner. Write a brief biology based on the information you’ve taken down.（教师提供补充阅读材料并要求学生首先利用本节课前面环节中所学的方式进行阅读，此后通过采访式提问交换信息。）
学生：学生选择不同的文章阅读，通过相互采访交换信息并快速记录。
[设计意图]
此部分活动安排如下：发给每位同学两篇英文的人物传记：Hellen Keller(海伦 凯勒)和 Jay Zhou(周杰伦)，要求学生以pair work 的形式各选其中一篇，先各自独立进行快速阅读获取文章信息，然后通过相互采访的形式获取另外一篇文章的信息，并做好相应的记录， 在此基础上借助所记录的内容仿写一篇简单的人物传记，学生也可以另选自己喜欢的人物，搜集信息并按照格式进行仿写。该环节旨在全面巩固本节课的阅读技能、促成学生能力迁移。
Step 6 Homework
1) Write down the biography in 3 paragraphs. Check your writing again by going through your partner’s original passage.
2) Read the passage carefully again, taking down the useful phrases and beautiful sentences.
[设计意图]
此环节以写作的形式进一步把本单元和补充阅读中的知识运用于写作实践，从而在充分的语言输入之后实现有效的语言输出。同时要求学生通过朗读课文和摘记培养学生正确的语感和词汇与句型的理解能力，为下一节课进一步的语言学习做好准备。
[板书设计]
板书主要呈现以下两部分：一是采访的常用句型以供学生模仿使用；二是传记文体的三步结构段落，以此来加深学生的印象，明确该类文体的写作特点。主要内容如下：
Possible questions:
What is your job now, a pilot or an astronaut?
When were you sent into space?
Were you afraid before the sending up?
Where and when were you born?
What were you interested when you were young?
Is it easy to be an astronaut? …
( 该部分位于黑板左侧。)
Main structure of the passage:
Part One: The most important achievement of the main character.
Part Two: The main character’s hard struggle to success. Usually it is written in time order.
Part Three: A thought-provoking conclusion: Yang is really worth our respect.
( 该部分位于黑板右侧。)
[教学反思]
笔者依照上述教学设计，在常规教学时间（45分钟）内完成了学习任务，基本达到了预定的教学目标。在教学过程中，笔者始终以“导演”的角色，用自己的亲和力、感召力唤起学生的求知欲望。通过个人阅读、小组讨论、采访练习等多种方式调动学生的学习积极性，因此，课堂气氛较好，教学效果良好。在此课的教学设计中我遵循了以下三个原则：
一是根据《课标》，《课标》在“使用建议”部分指出：教材内容、教学活动和教学方法应具有较大的灵活性和开放性。在不违背科学性原则的前提下，教材应该具有一定的弹性和伸缩性。允许使用者根据自己的实际需要，对教材内容进行适当的取舍和补充。因此，此教学设计着眼于把project 部分根据现在所教生源的实际情况，设当地化繁为简，将自由地采访各类专业人士改为指定的两篇人物传记，并在此基础上训练采访、速记、构思传记文体段落的初级写作等能力。
二是根据英语课程标准倡导的“任务型”教学途径，设计相应的教学任务，同时在整节课的教学设计中强化每个任务环节的有机结合。对学生而言，随着不同任务的转化，对他们构成了不同层次的挑战，以培养学生的综合语言运用能力，从而达到学以致用的目的。
三是注重在语言材料的有效输入的基础上进行语言的有效输出。坚持先读（课文，课外阅读材料），后说（问题回答，相互采访，讨论），再写（完成初级的人物传记的写作）的教学三部曲。
在教学过程中发现的遗憾之处有两点：一是因为教学的容量较大，为及时完成所有的教学计划，导致教学节奏偏快，学生课堂注意力有点过度集中，影响其自主创新能力的充分发挥；二是对于文章中新的语言知识处理还有点欠缺。在今后的课堂教学设计中还应更加合理地定位学生水平，灵活调节课堂教学环节，向精炼、高效、和谐的课堂教学境界迈进！
（徐申叶：中学一级教师，苏州工业园区英语教学能手）
篇12：牛津英语模块5 Unit 2 Word Power(译林牛津版高二英语必修五教学案例)
Module 5 Unit 2 The Environment
Word power
Teaching aims:
1. Enlarge students’ vocabulary about the environment protection.
2. Practice students’ reading and speaking ability.
3. To know something about how to protect the environment.
Difficult & Important points:
1. To learn how to form new words related to “eco”, “bio” and “astro”. Learn their meanings.
2. Enlarge students’ vocabulary.
Teaching methods:
1. Task-based teaching,
2. Group competition.
Teaching aids:
1. A projector.
2. A computer.
Procedure:
Step I Greetings
Greet the whole class as usual.
Step II Revision
Fill in each blank with proper word, the first letter of which is given.
1. A good diet is b________ to health.
2. If you want to enjoy the night with your girl friend, you can use music and lighting to create a romantic a___________.
3. It is quite o_______ that he is pretending to sleep.
4. If you a________ the picture closely, you can see it clearly.
5. We must take m______ to reduce crime in this area.
6. The chemical factory poured lots of p________ waste into the river.
7. I am perfectly w______ to discuss this problem with you.
8. All citizens have r________ for keeping our city clean.
Keys: 1. beneficial 2. atmosphere 3. obvious 4. approach 5. measures 6. poisonous 7. willing 8. responsibility
Step III Lead-in
1. Discussion: Can you design a hotel that is environmentally friendly?
1) What type of energy does an environmentally friendly hotel use?
Natural, safe energy from the sun, solar energy, instead of digging up Earth to find fossil fuels.
2) How does an environmentally friendly hotel wash the sheets?
Eco-friendly washing power .
3) What other features does an environmentally friendly hotel have?
2. Show a picture to the students and ask them to answer the following questions:
1) Do you think this looks like an environmentally friendly hotel?
2) Does it look like the picture you had in your head of an environmentally friendly hotel?
3) Which parts do not look like the picture you had in your head?
Step IV Reading
1. Read this brochure about a new, environmentally friendly hotel which is opening
Ecotourists are people who visit an area and do not harm or damage the ecosystem. They are interested in environmental protection. If you are this kind of tourist, you will love Ecoville. We use natural, safe energy from the sun, solar energy, instead of digging up earth to find fossil fuels. Nothing in our hotel causes pollution. We even use eco-friendly washing powder to wash your sheets. Don’t have your next holiday in a city full of factories that create harmful waste. Come to Ecoville, where you and Earth will be safe together.
2. Now, please try to find as many words about environment protection. For example:
ecotourists, ecosystem, ecoville, eco-friendly, ecoville
3. Can you guess the meanings of all these words with “eco”. The prefix ‘eco- ’ comes from Greek and means ‘earth’. It is used in many words to talk about the environment, such as ‘ecology’ and ‘eco-tourism’. Write six words that include the prefix ‘eco- ’. Use your dictionary if you need to.
ecofriendly, eco-travel, eco-trip, ecotourists, ecoville, ecosystem
Now let’s do more practice.
The prefix ‘bio- ’ means ‘life’. Write six words that include the prefix ‘bio- ’. Use your dictionary if you need to.
biology biochemist biologist biophysics biosphere biotechnology
The prefix ‘astro- ’ means ‘star’. Write six words that include the prefix ‘astro- ’. Use your dictionary if you need to.
astronaut astronomical astrology astrophysics astronomer astrologer
Step V Words related to the environment
1. When we talk about things that are bad for the environment, many of the words that we use are compound nouns. Use the compound nouns in the box to label the pictures.
Clear-cut logging opencast mining
slash and burn farming ozone layer
acid rain global warming
2. Do you know the following compound nouns?
acid fog/acid mist(酸雾), domestic sewage（生活污水）, ecological crimes（破坏生态罪）, endangered species（濒于灭绝的物种）, climatic scourge（气候灾害）
Step VI Competition
We have learned a lot of words and phrases about environmental preservation. Look at the following pictures and try to use as many words and expressions on environment as you can
I will divide you into two groups. The group which has more ideas will be the winner.
First of all, I’ll give you an example. Look at the picture on the screen. Then the phrases about it.
Example: water pollution.
put waste water into rivers.
kill sea creatures
fish die by pollution
not enough fresh water to drink
recycle waste water
turn off the tap when cleaning your teeth.
save water
Then look at the second picture, let’s have a group competition.
Step VII Write an advertisement.
Help the management of Ecovilla write an advertisement.
Fill in the blanks with the words from the previous page.
The concept behind our hotel is(1) ______________ protection. It is safe and fun for the whole family, even Mother Earth.
Ecoville was the idea of Li Zheng, a scientist. He was worried about global warming and the hole in the (2)______________. He wanted a chance to have a holiday in beautiful part of the world, but not to cause damage to the(3)_____________ of the area. One night he saw a television show about a village in Africa. The whole village uses (4)____________ from the sun. No (5)______________ are burnt in people’s homes. There is no harmful waste from the factories because it is changed back into fuel and used to power the factories. The cars are all electric and can be plugged into normal outlets. Even things like soap powder are(6)_______________ products.
Mr Li was very excited about like idea, and decided to build Ecoville exactly the same way. Nothing you find in Ecoville causes any (7)__________ at all. We even built our hotel around the trees--- you can relax and be sure that there was no damage done to make space for you room. We even checked to make sure that the metals we used to build were not obtained from companies that practice opencast mining.
So come and join us, because part of the new generation of tourists, (8)____________, and spend your next holiday in beautiful Ecoville.
Step VIII Translate the following phrases into English.
1. 环境保护 environmental protection 2. 矿物燃料fossil fuels
3. 全球变暖global warming 4. 减少污染reduce pollution
5. 温室效应greenhouse effect 6. 露天采矿opencast mining
7. 确保，核实make sure 8. 酸雨acid rain
9. 臭氧层ozone layer 10. 新一代new generation
Step IX Task
Eco-travel is a form of travel that combines normal tourism with learning. Instead of simple traveling for pleasure, you can use your trip as a way to protect the environment. Normal tourism is often bad for the environment, and tourists often cause problems. Eco-travel, on the other hand, is a way to travel responsibly. Eco-tourists want to learn about the world so that they can make it better, or at least understand it better. Eco-travel is a way to find out what can be done to help animals and plants as well as people. Read about the following eco-travel destinations and complete the tasks below.
Red River Village
Swim in the Red River.
Look at the birds.
Go for a walk along the river.
Go boating on the river.
Plant trees on the river.
Learn about water and the fish in the river.
Learn how to keep the water clean.
Learn about the birds by the river.
By staying in the hotels in Red River Village, tourists can help the villagers make money so that they can take care of the river and the birds.
Snow Mountain
Go hiking in the mountains.
Look at the birds.
Look at other animals.
Go skiing in winter.
Plant trees on the mountain.
Learn about nature.
Learn about the changes in each season.
Learn about the old trees on the mountain.
If you visit Snow Mountain, you can help the people there to keep the mountain clean and to take good care of the birds and other animals.
Work in groups of four. Imagine that the four of you are going on an eco-trip. Prepare role cards for the discussion and decide where you are going. Each group member has to prepare reasons for visiting one of the places above.
Student A: Red River Village
I think we should go to Red River Village because we can ______________________________.
And we can learn about______________________________
If we visit Red River Village, we can help_______________________________________
Student B: Snow Mountain
I think we should go to Snow Mountain because we can _________________________________.
And we can learn about______________________________
If we visit Snow Mountain, we can help_______________________________________
Step X Homework
1. Finish Part A1, A2 , B1, B2 on P98-99 on workbook.
2. Collect as many words that describe the environment as you can
篇13：牛津译林高一unit 1 school life Word power(译林牛津版高一英语必修一教案教学设计)
Unit One 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.
篇14：译林牛津英语模块10 Unit 3 全部教案打包学英语报Word Power(译林牛津版高一英语必修一教案教学设计)
1. First of all, Daniel should stay away from food containing a lot of sugar. (Page 38)
stay away from: 离开，远离
As he has been ill he has stayed away from work for the past week.
Ask the children to stay away from the fire!
contain verb to have something inside or include something as a part:
How much liquid do you think this bottle contains?
I've lost a file containing a lot of important documents.
Try to avoid foods which contain a lot of fat.
The allegations contained in this report are very serious.
2. I also think that Daniel should break the habit of sleeping until noon at the weekend. (Page 38)
break: verb [I or T] broke, broken to destroy or end something, or to come to an end:
Eventually someone spoke, breaking the silence.
She laughed and that broke the tension.
The enemy were unable to break the code.
She broke the record for the 5000 meters.
Outside workers were brought in in an attempt to break the strike.
They tried to break his will but he resisted.
He thought she would break under the strain.
3. He said that he was trying to quit doing there, but it seems that he has not been able to yet. (Page 38)
quit: verb [I or T] quitting, quit, quit to stop doing something or leave a job or a place:
Would you quit your job if you inherited lots of money?
[+ ing form of verb] I'm going to quit smoking.
Quit wasting my time!
Press Q to quit the program.
He has not quit smoking, but is holding down to three cigarettes a day.
One friend of mine has decided to quit his highly-paid but demanding position in his company recently.
4. I think that Daniel will give up his bad habits, but it will not happen overnight and it will not be easy. (Page 38)
overnight: adjective, adverb
(1) for or during the night:
an overnight stop in Paris
You can stay overnight if you want to.
(2) suddenly and unexpectedly:
She became a star overnight.
The book was an overnight success.
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