牛津 高一 Unit3 Tales of the unexplained
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篇1：牛津版高一英语教案
Teaching aims and demands
类别 课程标准要求掌握的项目
话题 1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能 Interests and hobbies
Which do we like…or …?
What’s your favorite sport?
Which sport do we like best?
Which do we prefer…or…?
What about…?
Are you interested in…?
词汇 vocabulary
continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法 Future Passive Voice
The human of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the human of Beijing.
Beijing will hold the 29th Olympic Games in the year .（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2，3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media， so I arrange such a task -discussion(group of 4):
Q: What do we know about sports?
During this process， if Ss can’t express themselves in English， Chinese is also all right. Besides， it is a
good chance to present new words. If necessary， I will make some complements. At the same time， I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball， basket ball， football， table tennis， tennis， ，golf
badminton， bowling， baseball， American football， ice hockey etc
Events of sports track and field: relay race， long jump， high jump， pole jump， discus， shot， javelin etc
gymnastic: rings， double bars， high and low bars， horse ， free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham， Mike Owen， Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports， favourite sports stars， and the reason why they like them， with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of human. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity， the students will hear three sports reports about basketball， football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
篇2：高一牛津英语课件
模块一（第3讲）
【教学内容与教学要求】
一、教学内容：
牛津高中英语模块一Unit 2 （上）
二、教学要求：
1．学习谈论青少年经常遇到的问题 。
2．学会戏剧脚本。
3．了解英语口语和书面语的差别。
4．语法：定语从句（三）
【知识重点与学习难点】
一、重要单词：
act(n), scene, curtain, trash, garbage, charge, adult, , behavior, teenager, punish, period, argument, relationship, force, unpleasant, character, explain, slam, vet(veterinarian), style, mess, thumb, vs(versus), plus, competition, sink, fault, boring.
二、重点词组：
common to对…来说很普遍, turn up调高声音, 出现 a waste of 浪费, no more不再, spare time空余时间, force….to…强迫（某人）做 , can’t wait to.. 迫不及待地要 , be supposed to被期望或要求, 本应该， do with 处置, 忍受， 需要 be a mess/ in a mess乱成一团, leave sb in charge 委托 …..负责, act like行为举止象 …, go unpunished不受惩罚, go out熄灭, have one’s arm crossed双臂交叉抱在胸前, deserve to值得去做,常用否定形式表示“不配” be hard on对某人苛刻, now that既然, in the form of以 的形式, than ever before比以前任何时候都, be angry at对某事生气, even if即使, treat sb like…象 一样对待 , argue about为 …而争吵, the cause of起因, differ in many ways在许多方面不同, fit badly非常不合身。
【难点讲解】
1. Eric runs in after it, followed by a big dog, walking very slowly.
埃里克跟着球跑进来，后面跟着一条大狗，狗走得很慢。
这句话里有两个不同层面上的状语：过去分词短语“followed by a big dog” 是谓语“runs in”的伴随状语，而现在分词短语“walking very slowly”描述的是大狗跟随埃里克进来的行走方式，是动词“follow”的状语。
伴随状语通常由现在分词短语、过去分词短语或介词短语承当。当伴随动作由主语发出时，用现在分词，当伴随动作由其他人或物发出时用过去分词。例如：
He ran after the thief, shouting angrily.
She sat nervously in the grand sitting room, watched closely by the butler.
The soldiers stood silently along the pass, rifles in hand.
2. You weren’t supposed to come home until tomorrow.
你们应该明天才回家的。
be supposed to do sth:被期望或要求去做, 本应该去做。例如;
You are supposed to hand in your articles this Friday.
Girls are supposed to behave more quietly in this country.
在肯定句中until 必须和持续性动词连用时，在否定句里它主要和短暂性动词连用也可以和持续性动词连用，表示直到某时某个动作才开始。Until 还可以用在强调句中。Not until 放在句首时，句子要倒装。例如:
He slept until 8 o’clock.
He didn’t wake up till e8 o’clock.
It was not until 8 o”clock that he woke up.
Not until 8 o’clock did he wake up.
I won’t be free till Friday.
3. The money with which you were to buy dog food is gone, but Spot looks so hungry.
本该用来买狗食的钱不见了，但斑点狗看起来饿得厉害。
“with which you were to buy dog food” 是定语从句, 当关系代词是介词宾语时,介词常放在关系代词之前。例如:
the village we used to live in→the village in which we used to live
主语＋be动词+不定式表示“按计划将要做”，例如;
We are to hold up the enemy while our troups retreat.
The presidential candidate is to make a speech in our town on his way to Washington.
4. We thought you were an adult, a person from whom we could expect good decisions.
我们原以为你是个成年人，一个我们可以指望他做出正确决定的人。
划线部分是“an adult” 的同位语， 它 和“an adult”所指相同，句法功能也相同，是对“an adult”含义进一步的说明。这个同位于本身又带有定语从句from whom we could expect good decisions 。
Expect sth from sb: 期望从某人那里得到或看到某事，例如: You can never expect generosity from a miser.
5. This is not a family where bad behavior goes unpunished.
我们家不是一个放纵不良行为的家庭。
根据上文，this是指 our family。动词go 后面可以跟形容词，表示“变得”，例如：
go bad（变质）, go dry（变干）, go mad（发疯）, go international （国际化）。Go 和一些含否定意义的形容词连用，则表示“不受……的, 未被…的”,如: go unchallenged, go unnoticed.
His theory has gone unchallenged in the world for half a century.
It’s strange that such a mistake can go unnoticed in the textbook.
6. If they knew that Spot was ill and we used the money to take him to the vet…
假如他们知道Spot得了病, 而我们用那笔钱带他去看兽医的话……..
这句话用的是虚拟语气, 省略的部分是: they would understand why the money is gone and the house is a mess. 当说话人只表示一种假设的情况、一种主观愿望，即认为动词所表示的动作或状态并非真实时，使用虚拟语气。表示和现在事实相反时，主句用过去将来时，条件从句用一般过去时。例如:
If I were you, I should wait till next week.
I she saw you now, she wouldn’t recognize you.
7. None of us stopped to think and we should have.
我们本应当停下来想想，而我们都没有那么做。
Stop to do表示停下来去做另一件事， stop doing则表示停止正在做的事情。 should have
也是一种虚拟语气，表示过去本应当做的事情。这里完整的句子应该是:
We should have stopped to think, but none of us did.
8. Can you explain to me now why the house was a mess and what you did with the cash we left?
你现在能向我解释为什么家里乱成一团，而你又把我们留下的钱拿去干什么了吗?
Be (in) a mess表示“乱成一团”； do with 表示“处理、处置”常和what 连用，它和deal with 不同，deal with 表示“处理、应付” we left 虽然只有两个单词，却是一个定语从句，它前面省略了作宾语的关系代词that或which。
篇3：高一牛津英语unit2课件
高一牛津英语unit2课件
高一英语牛津英语模块1 Unit2学案
M1U2 Grammar and usage
Attributive clauses 2
Teaching objectives:
To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
Important and difficult points:
How to choose suitable prepositions in an attributive clause.
Teaching procedures:
Step 1. Revision
Fill in the blanks with “who, whom, whose, that and which”.
1. One fails to reach the Great Wall is not a true man.
2. Is this the shop sells children’s clothing?
3. This is the boy football was lost.
4. That you borrowed from me wasn’t a real diamond necklace.
5. He is no longer the shy boy he was.
Step 2. Grammar and Usage
Preposition +which and preposition +whom
?Read point1 and make sure students know when to use attributive clause with preposition.
1.The pen is broken, so I’ll have to buy a new one. I write my homework with it every day
2.The pen with which I write my homework every day is broken, so I’ll have to buy a new one.
3.The man is over eighty. I bought the old picture for him.
4.The man for whom I bought the old picture is over eighty .
5.Read point 2, get them to write the sentences in formal English.
6.The Maths teacher is the person from whom I got an A plus.
7.Art is the subject about which I know little.
8.They refused to take on anyone ___ eyesight was poor.
9.The gentleman ______you told me about yesterday proved to be thief.
10.Who is the student was late for school ?
?Read point 3 and 4,and ask them to write the sentences in different ways.
1.Dad is a person to whom I can easily talk.
2.Dad is a person whom/who/that I can easily talk to.
3.Dad is a person I can easily talk to.
Appendix
1) “介词＋关系代词“可以引导限制性定语从句，也可以引导非限制性定语从句。“介词＋关系代词“结构中的`介词可以是 in, on, about, from, for, with, to, at, of, without 等，关系代词只可用whom或 which,不可用 that 。
2) 像listen to, look at, depend on, pay attention to, take care of等固定短语动词，在定语从句中一般不宜将介词与动词分开。例如：
This is the boy whom she has taken care of.
3)当先行词是way的时候,我们可以使用that 或in which引导定语从句.在这种情况下that 或in which也可以省略.
Fill in the blanks with proper words
1.The teacher______ ______ I learnt most was Mrs Zhu.
2. This is the house______ ______ LuXun once lived.
3. He will never forget the day _____ ______ he came to Beijing.
4.The reason _____ ______ I came here is that I want to get your help.
5. The fellow ______ _____ I spoke made no answer.
6. The West Lake,_______ ______Hangzhou is famous ,is a beautiful place.
7. This is the shop _______ _______ my daughter works.
8. The pencil_____ ___ he wrote was broken.
9. She has three children, all______ ______ are at school.
10.The policeman______ _____ the thief was caught is an old man.
11. I was surprised at the way______ ______ he treated the old man
Relative adverbs: when, where, and why
?If the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause.
Eg；
1.I will never forget the day when we first met.
2.I will never forget the day on which we first met.
?If the antecedent refers to a place and is used as the adverbial of place in the attributive clause,where is used to introduce the clause.
Eg；
1.He doesn't’t remember the name of the farm where his father once worked.
2.He doesn't’t remember the name of the farm on which his father once worked.
?When the antecedent is reason ,why is used to introduce the clause.
Eg；
1.Please tell me the reason why you were late again.
2.Please tell me the reason for which you were late again.
Exercises:
1.After living in Paris for fifty year as he returned to the small town____he grew up as a child.
A.which B. where C. that D. when
2. The film brought the hours back to me_____ I was taken good care of in that far-away village.
A.until B. that C. when D. where
3. The reason______they quarreled is quite clear.
A. that B why C. when D. in which
Relative adverbs: when, where and why
Please compare the following sentences and fill in the blanks.
1. I still remember the days we visited the country-side.
2. I still remember the days we spent together.
3. I return to the village I was brought up.
4. I return to the village we paid a visit to last week.
5. I don’t know the reason he was late.
6. I don’t know the reason he explained to the teacher.
To combine the two sentences into one sentence using “when why and where”.
1.I’ll never forget the day. I joined the PLA on that day.
2. Li Fang lives in that street. Do you know the street?
3. Can you explain the reason .you acted in that way for it.
常见错误类型举例
一、在定语从句中加了多余的宾语。如
1．Some of the boys I invited them didn’t come．
2．The book that you need it is in the library．
二、把定语从句谓语动词的单、复数弄错。如：
1.Anyone who break the law will be punished．（breaks）
2.Those who has finished may go home． (have)
3.He is the only one of the teachers who know French in our school． (knows)
4.This is one of the rooms that is free now． (are)
三、误省略了定语从句中作主语的关系代词。
1.The key ^opens the bike is missing． (which/that)
2.Children ^eat a lot of sugar often have bad teeth．(who/that)
四、定语从句中加了多余的关系副词或介词。如：
1.The house where he lives in needs repairing．
2.I still remember the day on when I first came to Beijing．
五、在作先行词的时间名词或地点名词后错用了关系代词或关系副词。
1.I still remember the day when we spent together. (which/that)
2.This is the house where we lived in last year．(which/that)
六、在先行词reason后错用关系副词why。
1.Have you asked her for the reason why may explain her absence？(which/that)
2.I don’t believe the reason why he has given for his being late．(which/that)
七、误将强调句型当定语从句。如：
1.It was in the kitchen where the fire broke out．(that)
2.Was it because it snowed last night when you didn’t come？ (that)
?Multiply choice
1.____ have plenty of money will help their friend.
A. Those who B. He who
C. That who D. You who
2.This is the longest train _____ I have ever seen.
A. which B. that C. what D. whom
3.____ we all know, swimming is a very good sport.
A. Which B. That C. As D. Who
4.I shall never forget those years ____ I lived in the farm __ you visited last week.
A. when, where B. which, which
C. when , which D. which , where
5.The radio set ___ last week has gone wrong.
A. I bought it B. which I bought it
C. I bought D. what I bought
6.He paid the boy $10 for washing ten windows, most of ____ hadn’t been cleaned for at least a year.
A. these B. them C. that D. which
7.The day will come _____ the people all over the world will win liberation.
A. that B. where C. which D. when
8.Mr. Herpin is one of the foreign experts who ____ in China.
A. works B. is working
C. are working D. has been working
9.They talked for about an hour of things and persons ____ they remembered in the school.
A. which B. that C. who D. whom
10.My glasses, ____ I was like a blind man, fell to the ground and broke.
A. which B. with which
C. without which D. that
11.He is a man of great experience, _____ much can be learned.
A. who B. from him
C. from whom D. whom
12.I have bought the same dress ____ she is wearing.
A. as B. that C. which D. what
13.A harvester is a machine ____ we harvest crops or a person ____ is harvesting.
A. which , who B. that , that
C. with which , who D./, that
14.In the police station I saw the man from ___ room the thief had stolen the TV set.
A. whom B. which C. that D. whose
15.This is the very reason ___ we all know.
A. why B. that C. for which D. what
16.Please put the letter _____ he can easily find it.
A. in which B. where
C. the place where D. in the place
17.The house ______ there is a big tree was built more than 1000 years ago.
A. which B. in front of which
C. that D. in the front of which
18.Antarctic, ____ we know very little is covered with thick ice all the year round.
A. which B. where
C. that D. about which
19.The reason ____ I was away from school is ____ I was ill yesterday.
A. that, that B. why, why
C. why, that D. that, why
20.It was a meeting ______ importance I didn’t realize at that time.
A. which B. of which C. that D. whose
21. This is the store _____we visited the famous shop assistants.
A. where B. there
C. that D. which
22.They have decided to stay at home, ____ , I think , ___ a wise choice.
A. which , are B. which , is
C. that , are D. that , is
23.All the apples ___ fell down were eaten by the pigs.
A. those B. that C. which D. what
24.Did you see the man ____ ?
A. I nodded just now
B. whom I nodded just now
C. whom I nodded to him
D. whom I nodded to
25. These houses are sold at such a low price ________ people expected.
A. like B. as C. that D. which
26. I've never heard so interesting a story ________ you told me.
A. as B. that C. of which D. about which
27. I've seen the same film ________ you saw yesterday.
A. that B. which C. as D. like
28. I'll buy the same coat _____ you wear.
A. that B. which C. as D. like
29. He made another wonderful discovery, ________ of great importance to science.
A. which I think is B. which I think it is
C. which I think it D. I think is
30. ____ is known to everybody, the moon travels round the earth once every month.
A. It B. As C. That D. What
31. This is the first time _______ he has been here.
A. that B. when C. at which D. which
32. I don't like ______ you speak to her.
A. the way B. they way in that
C. the way which D. the way of which
33.I don't think the number of people ______ this happens is very large.
A. whom B. to whom
C. on whom D. which
34.Ahead of me I saw a woman ______ I thought was my aunt.
A.who B. whom C. of whom D. whose
35.The man and the horse ______ fell into the river were drowned.
A. which B. who C. that D. of which
36.We put the corn _____ the birds could find it easily.
A. which B. where C. of which D. there
37._____ has already been pointed out, grammar is not a set of dead rules.
A. It B. As C. That D. Which
38. I, who ___ your best friend, will do what I can to help you.
A. is B. am C. be D. were
39.I don’t believe the reason _____ you just gave to me.
A. what B. why C. that D. for which
40. He is one of the students who ____ late this morning.
A. is B. was C. are D. were
41. He is the only one of the students who _____ this morning.
A. is B. was C. are D. were
42.Recently I bought an ancient Chinese book, and ____ was very reasonable.
A. which price B. the price of which
C. its price D. the price of whose
篇4：牛津 高一 Unit3 Tales of the unexplained
Tales of the unexplained
Task Conducting a survey
Teaching aims: 1. Provide the students with a good chance to practice their English in listening, speaking, reading and writing.
2. Help the students to realize the importance of cooperation, and encourage them to communicate with each other in obtaining useful information.
3. Enable the students to conduct a survey, make conclusions and give recommendations.
Teaching Procedures:
Step 1
Skills building 2: Greeting others and making introductions:
Good morning, class. In the last period, we learned a new task. It’s about conducting a survey. This is a good way to collect information and help make decisions. In order to complete our survey successfully and accurately, what do we need to do first? (design our questionnaire.) That’s right. Can you remember what is important for completing a questionnaire? (Ss give their answers.) Good. You have a good memory. And I’m sure you are ready to put your questionnaire into practice, right?
At the end of the class, you were asked to complete another questionnaire about our interests and hobbies. Have you got the answers to the question? Can I have a look? (Read to the whole class.) By the way, did you speak English when you were interview others? (No?)
It’s important that we conduct our survey in English. But before we start, we’d better have a quick review about how to begin the interview. Usually it’s easy and natural for us to greet a person we know well.
How do you greet each other or your teachers on the way to school in the morning? (Who would like to perform first?)
What do you say when you are introduced to someone for the first time at a formal situation, a party, for example?
Page 54 Greeting a friend or classmate
Hello! / Hi!
Greeting someone formally, e.g., in a job interview.
Good morning/afternoon. (You can also shake hands with the person.)
Nice to meet you. (Only used when meeting someone for the first time.)
But if we meet a stranger in the street, and we have no choice but to start a conversation with him, what shall we do to make both of you feel comfortable and at ease? How do you introduce yourself to them?
Greeting a stranger, e.g., before asking him/her questions.
Excuse me, (sir/madam) / Hello!
What else is important besides saying “excuse me, or Hello”? (Students give their own opinions, including body language, and facial expressions, also the mood, strategy)
Sentences for references:
1. I’m … from…. I’d like to ask you a few questions about your opinions about….
2. My name is…. I’m from….. I’d like to ask you a few questions if you don’t mind. It’s for / to….
Step 2 Practice
Now that we know how to greet others. It’s time for us to practice a dialogue with our partner. Here on the Bb are some sentences for us to make up our dialogue.
Ss may begin their conversation as follows:
S1: Good morning/ afternoon.
S2: Good morning/ afternoon.
S1: My name is … I’m a member of our school students’ union. I’d like to ask you a few questions if you don’t mind.
S2: Certainly not. What do you want to know?
S1: Your articles are often published in some newspapers and magazines. I know you were asked to write an article for our school magazine. Could you please tell me what you’re going to talk about?
S2: …. about the students’ interests and hobbies.
S1: Oh, that must be very interesting. Which…like best?
S2: ….
S1: Thank you. Which…like least?
More questions:
1. How do you know what other students think about their interests and hobbies?
2. How many students are interested in…?
3. What about …?
…
Remember you should greet him first and ask him/her the questions. The listeners should not look at your sentence, just listen and answer the questions.
Now let’s begin! (Ask two or three pairs to act out their dialogue before the class.)
Step 3 Skills building 3: Analyzing statistics
So you know, we can get information or statistics by asking questions or doing interviews. Here, as our homework, we also did an interview about our interests and hobbies. We’ve got the statistics we need. But that’s not the end of our task. We have the numbers, but what do all these numbers mean to us? What conclusions can we make from these numbers? And what should we do to improve some shortages, if there are any? What suggestions can we give to help with decisions? That’s the goal of our survey.
Look at this sentence: over 80 percent of the students in our school have an English-English dictionary.
Now analyse 80%. We can draw conclusions: An English-English dictionary is very useful.
It is easy to get an English-English dictionary.
(Ss can draw more conclusions)
After we draw conclusions from statistics, we have to make appropriate recommendations based on the conclusions. That is one of our major goals when conducting a survey. According to the conclusions we made above, we can make a recommendation:
Every student who is studying English should have an English-English dictionary.
(Ss give more recommendations.)
Here are some statistics gathered from a school survey about students’ hobbies and interests. Analyse the statistics and draw at least three more conclusions. Then make your recommendations. (See page 56 pie chart) (Ss write down the sentences in the book. They can discuss in pairs.)
(help the students to analyse the statistics and give conclusions and recommendations)
Conclusions:
1. Playing sports is the most popular activity for students in the school.
2. The second popular activity for Ss in the school is surfing the Internet.
3. Most Ss in the school do not like reading.
4. Only a few students in the school like playing musical instruments.
Recommendations:
1. The school should have more sports facilities.
2. The school should find ways to arouse Ss’ interests in reading.
3. The school should guide students in surfing the internet.
4. The school should take measures to make more Ss become interested in playing musical instruments.
This is our report about the survey, and it’s important we write a report after the survey.
Step 4 Practice
Now let’s look at the statistics we made just now. Let’s see what conclusions and recommendations we can make. Are they the same with the ones in our book?(draw chart on ppt.)
Ss analyse the statistics in pairs and give conclusions first, then recommendations.
Conclusions:
(Ss Write the sentences on the Bb)
Recommendations:
(Ss Write the sentences on the Bb)
(students discuss in pairs or groups. Put the conclusions and recommendations on either end of the Bb. Ss can come to the Bb and write down their answers without putting up their hands.)
Step 5 Writing a report
1. Page 53, questionnaire. Ss practice the interview in pairs, and get the answers. They can use the vocabulary on page 55.
2. In groups of four. One of the students will be the boss. Ask the rest of the members questions on page 55.
3. Page 57. Suppose you are the boss of the Best Book Club. Here are some statistics gathered from the survey. Try to analyse them and write down your report. Practice in pairs before speaking before the class. (look at the three charts)
Can you describe the statistics to the class?
What conclusions can you make?
What recommendations can you give?
(Ss practice orally. They can give their own opinions)
Step 6 Homework
Write the report about the survey of the Mystery Book Club.
此课为录像课
篇5：牛津 高一 模块1 Unit 1教案
Unit One School life
Period I Welcome to the unit
I. Teaching aim:
Give the Ss some impression of the school life in the UK and inform the Ss of the differences between schools in China and the UK. Enlarge the Ss’ knowledge and make them know the importance of school life in one’s life.
II. Key point:
Encourage the Ss to talk about their former school life and about their dream school life.
III. Difficult point:
To ensure every student to have a chance to express himself/ herself.
IV. Teaching method:
Individual, pair or group work to make every student work in class.
V. Teaching Procedures:
I. Lead-in:
1. Greetings and self-introduction.
2. It’s the beginning of a new term. You have just finished junior high and are about to enter a new period in your studies. I am very happy to have all of you in my class and I hope we can be friends.
3. Let the Ss introduce themselves and describe their former school and school life.
Ask them some questions:
Q1: What’s your name please?
Q2: Which school did you graduate from? / Which school are you from?
Q3: Do you have any hobbies?
Q4: How do you often spend your spare time?
4. Introduce what studying at senior high will be like and the differences between junior high and senior high.
II. Brainstorming:
1. Ask the Ss to read the instructions and focus on the four pictures.
Today we are going to look at schools in the UK and try and work out if they are the same or different from schools in China.
2. Encourage the Ss to talk about each picture with the following diagram to help them.
Pic In the UK In China
1 Huge campus and low-rise buildings
2 Lockers for every student
3 Fewer students in each class
4 At ease with our teacher
III. Further Discussion:
1. Organize students into pairs or small groups.
2. Discuss the three questions below the pictures in groups.
3. Get small groups to report their conclusions back to the whole class.
4. Conduct a feedback activity.
IV. Summary and Homework:
1. Today we have a good beginning: We have introduced ourselves to each other, and know about the differences between the lives of Chinese and British high school students. We also give a brief description of our dream school life.
2. Find out more differences between the lives of Chinese and British high school students, say more about your dream school life.
3. Make a plan of their studies in the coming years and a list of goals that they want to achieve in the three years.
Period II Reading
School life in the UK
I. Teaching Aims:
Train the Ss’ reading abilities.
Learn some useful words and expressions.
Learn more about school life in the UK and the differences between school life in the UK and in China.
II. Key Points:
1. Help the Ss to understand the passage better.
2. Learn and master some important words and phrases in this period.
III. Difficult Points:
1. How to help the Ss improve their reading ability and understand the passage better.
2. How to master the important language points in this passage.
IV. Teaching Methods:
1. Fast reading to get the general idea of the text.
2. Careful reading to understand the passage better.
3. Discussion to help the Ss understand what they’ve learned better.
4. Explanation to help the Ss master some language points.
V. Teaching Procedures:
I. Lead-in:
1. Greetings.
2. Check the homework.
3. Differences between high schools in our country and the UK and opinions on many factors and reasons for such phenomena.
II. Presentation:
Reading strategies: skimming and scanning.
Skimming: We skim a text when we want to get a general idea of what it is about. We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.
Scanning: When we want to find certain information in a text quickly, we scan the text for key words and phrase, dates, numbers, etc. We do not need to read the whole text word by word.
II. Skimming:
1. Ask the Ss to go through the passage as quickly as possible and try to find answers to the three questions in Part A.
Answers: 1. For one year. 2. Mr Heywood. 3. A small table.
III. Careful reading:
1. Listening while dealing with C2.
Answers: C2: 1.T 2.T 3.T 4.F 5.F 6.T 7.F
2. Read the article carefully and answer the questions in C1.
Answers: C1: 1. School begins at around 9 a.m. and ends at about 3:30 p.m.
2. 29.
3. Because all the homework was in English.
4. She had an extra French class.
5. Lots of desserts.
6. Manchester.
IV. Language Points:
1.(L1) Going to a British high school for one year was a very enjoyable and exciting experience for me.
① Gerund as subject:
Working in these conditions is no easy job.
Meeting you has been a great pleasure.
* It’s no use/good sending him over. It’s too late already.
It’s a waste of time arguing about it.
② exciting / excited
e.g.: The children were excited at the very thought of the journey.
It’s an exciting experience to swim in the sea.
All the students were all excited at the exciting news.
*vt. excite n. excitement adv. excitedly
③ experience
※ 10.(L47) I was very lucky to experience this different way of life.
experience: n. & verb.
[u]n. Do you have any previous experience of this type of work?
My lack of practical experience was a disadvantage.
* learn from experience 从经验中学得/ in one’s experience据……的经验看
[c]n. an enjoyable / unforgettable / unusual experience
It was her first experience of living alone.
verb.:
e.g.: Everyone experiences these problems at some time in their lives.(经历，遭受)
I experienced a moment of panic as I boarded the plane.(感受，体会)
*adj.: experienced
an experienced teacher/doctor
He is experienced in looking after animals.
2.(L2) I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3 p.m.
be happy with/ about : be satisfied with 对…...满意
e.g. : Are you happy with this arrangement?
She was happy enough with her performance.
* 1. We are happy to announce the engagement of our daughter.
2. The story has a happy ending.
3. He will be more than happy to come with us.
4. by a happy coincidence, we arrived at exactly the same time.
5. That wasn’t the happiest choice of words.
3.(L6) On the first day, all students went to attend assembly.
* attend:
△ be present at an event 出席，参加
e.g.: The meeting was attended by 90% of shareholders.
~ a meeting / a wedding / a funeral / assembly
△ go regularly to a place 定期去，经常去
e.g.: Our children attend the same school.
How many people attend church every Sunday?
△ pay attention to what sb. is saying or to what you’re doing 注意，专心
e.g.: She hasn’t been attending during the lesson.
*attend to: deal with 处理，对付 take care of 照料，关心
e.g.: I have some urgent business to attend to.
A particular nurse attended to him / his needs while he was in hospital.
Are you being attended to , Sir? 先生，有人接待您吗？
n. attendance
c.f. join / join in / take part in
(1) Tomorrow I will go to ________ an important meeting.
(2) Would you please _______ our walking.
(3) He likes _______ all kinds of outdoor activities actively.
(4) Every weekend the old woman would go ________ church.
4.(L9) He also told us that the best way to earn respect from the school was to work hard and achieve high grades.
(1) way: 方法 way to do sth. / way of doing sth.
e.g. There are a lot of ways to make money.
Soon I got used to the American ways of doing things.
* in a way / in one’s own way / in no way / in the way / on the way/ on one’s way/ in this way
e.g.: Your answer is in a way correct.
He likes to attend to his affairs in his own way.
He is no help at all; actually he is in the way.
In no way can you tell him the truth.
Work hard! We are on the way to success.
On the way to the school, I found a man lying on the road.
A car was in the way. We couldn’t get through.
You can do it in your own way.
(2) earn: vt. ①get money for work that you do 挣得；赚得
e.g.: He earns about ￡10 000 a year.
She earned a living as a part-time secretary. (=make a living)
earn money / a fortune/
②get something that you deserve, usually because of sth good you have done or because of the good qualities you have. 获得； 赢得
e.g.: He earned a reputation as an expert on tax law.
As a teacher, she had earned the respect and admiration of her students.
He has worked so hard that he’s earned a holiday.
* earn one’s keep:
e.g.: He worked hard but can’t earn his keep.
*n. earnings
(3) respect: n. ① a feeling of admiration for sb/sth because of their good qualities or achievements 尊重；尊敬；敬意 ~ for sb / sth
e.g.: I have the greatest respect for your brother.
A deep mutual respect and understanding developed between them.
self-respect
② polite behaviour towards or care for sb/sth that you think is important 重视； 尊重
e.g.: He is so conceited that he show a lack of respect for authority.
He has no respect for her wife’s feelings.
* in this respect 在这方面 in respect of / with respect to (=concerning/ regarding / respecting) 关于；就……而言
With respect, sir, I can’t agree. 恕我直言
vt. have a very good opinion of sb/ sth: admire sb/sth 尊敬；尊重；仰慕 ~ sb/sth for sth
e.g.: I respect Jack’s opinion on most subjects.
She had always been honest with me, and I respect her for that.
* a much loved and highly respected teacher 备受爱戴和尊敬的老师
adj. respectful 表示敬意的；尊敬的 respectable 值得尊敬的；体面的
(4) achieve: vt.
e.g.: He had finally achieved great success in the experiment.
No one can achieve anything without effort. ( succeed in reaching a particular goal or standard)
Their background gives them little chance of achieving at school.(be successful)
adj. achievable 可以达到的 n. achievement 成绩；成就；功绩
5.(L16) This is about the average size for British schools.
* average: adj.
an average rate / cost / earnings平均的
above / below average intelligence 正常的；一般的
n.
The average of 4,5 and 9 is 6.平均数
Parents spend an average of $220 a year on toys for their children.
(well) above / below /up to (the) average平均线；平均水平
on average平均
e.g.: After he became famous, he receives 50 letters a day on average.
6.(L20) I found the homework was not as heavy as what I used to get in my old school, but it was a bit difficult for me at first because all the homework was in English.
(1) as … as: → as + adj./ adv. as as + adj.+a/an + n. + as as+many/much…+n. +as
e.g.: He doesn’t speak as fluently as I do.
Our neighbour has as big a house as ours.
We’ve produced twice as much cotton as we did ten years ago.
* as long as / so long as / as well as / as far as / so far as / as good as / as early as / as … as possible / as … as sb. can
(2) what+noun-clause:
e.g.: What he does doesn’t agree with what he says.
No one told me what was happening on the night of last Sunday.
(3) used to:
e.g.: There used to be a river in front of our school gate, usen’t / usedn’t / didn’t there?
→Used there to be …? Or: Did there use to be …?
I used to smoke, but I gave up several years ago.
c.f.: be used to do 被用来 be / get used to sth./doing sth.习惯于;适应
e.g.: Wood can be used to make tables.
He isn’t used to the life / living in the big city.
Don’t worry--- you’ll soon get used to his sense of humour.
(4) a bit:
△ = a little I am a bit / a little tired.
Work a bit/a little harder and you’ll earn higher grades.
△c.f.: a little This will give us a bit of / a little time.
△ not a little : very much / not a bit: not at all
e.g.: He doesn’t work hard usually, so each time he is not a little worried about the exams.
He has been well prepared for the exam, so he is not a bit worried.
* bit by bit逐渐地 / a bit of 稍微，颇有几分/ every bit完全 / do one’s bit尽一己之力
7.(L26) My English improved as I used English every day and spent an hour each day reading English books in the library.
(1) as: conj.
e.g.: As he grew older, he lost interest in drawing.
Leave the papers as they are.
As she has been ill, perhaps she will need some help.
Young as he is, he knows a lot.
(2) spend: vt. (spent, spent)
* spend sth. on sth. spend sth. (in) doing sth.
e.g.: He spent ￥1000 on a new suit / updating his computer.
She spent too much effort on things that doesn’t matter.
c.f.: spend take pay cost worth
e.g.: How much does the book _______? How much is the book __________?
It ______ her twenty minutes to go to school on foot.
While studying in London, she _______ a lot of money on books.
He only _______ the owner half the price for the dictionary.
8.(L28) I joined the computer club at lunch time, so I could e-mail my family and friends back home for free.
free: adj. vt. & adv.
adj.: I have no ambitious other than to have a happy life and be free.(be free to do…)
“Can I use the phone?” “Please, feel free.”
He walked out of jail a free man.
We are offering a free gift so long as you come to our store.(for free)
Ensure there is a free flow of air around the machine.
He held out his free hand and I caught it.
If you are free for lunch, I will take you out.
This food is absolutely free from artificial colour and flavourings.
l free from…不受……影响的， 没有……的
l free of…. 无……的， 摆脱了……的 （free of charge）
l set free 释放
IDM: free and easy 随变，无拘束 get / have a free hand 可以全权处理，有自主权
There is no such thing as a free lunch.没有免费的误餐。
vt.: free sb./sth. from / of sth.
e.g.: The hijackers agreed to free a further ten hostages.
These exercises help free the body of tension.
adv.: Children under five travel free.
9.(L30) Cooking was really fun as I learned how to buy, prepare and cook food.
(1)fun: [u]n. enjoyment, pleasure; a thing that gives enjoyment or pleasure快乐，乐趣，快乐的事
e.g.: We had a lot of fun at the Sarah’s birthday party.
What fun it is to jump into the river on a hot day!
* have fun / for fun /in fun / make fun of /
(2) prepare: vt.&vi. preparation: n.
prepare to do / prepare sth./ prepare for sth. / be prepared for sth. / prepare sb. to do /
make preparations for sth. / in preparation for
e.g.: I’m preparing to write a speech for the meeting.
Mother is preparing lunch in the kitchen.
They are busy preparing for their lessons.
Mother is preparing Father to go on a trip.
What will be done in preparation for the Olympic Games in Beijing?
V. Consolidation:
Page 5 Ex E ( 2 minutes’ preparation, then do it in chorus)
Answers: experiences / literature / desserts / headmaster / different / life / preparing
VI. Discussion:
Now you’ve known much about Wei Hua’s school life in the UK. From the text we know that they have a variety of subjects to choose from. You may be quite puzzled whether it is necessary for senior students to learn some of them, such as so many languages and woodwork. Here let’s have a discussion:
1. Should students learn more language? Why or why not?
2. What subjects would you like to take if you could choose? Why?
Example:
A: What subjects do you like best and least?
B: I really enjoy ……, because I ……. But I am not good at …….
A: I like ……. Do you think we should learn more foreign language?
B: Perhaps we should ……
After several minutes, ask the act out their discussion in pairs.
VII. Summary and Homework:
Today we’ve learned a text about Wei Hua’s experience in the UK. First we learned some reading strategies: skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum.
Read the passage after class and get familiar with these language points.
Have a further discussion with your partner about the topics in Part F.
Further exploration: Organize the Ss’ ideas to form a report on “ Interest is the best teacher in learning” and share it with others the next day.
Period III Word Power
I. Teaching Aims:
1. Learn to read a map.
2. Enlarge our vocabulary by learning about school facilities.
II. Key Points:
1. Review expressions of asking and answering the way.
2. Some common techniques to enlarge our vocabulary.
III. Difficult Points:
1. How to express themselves in English when finding the way.
2. Master some techniques to enlarge vocabulary.
IV. Teaching Methods:
1. Competition to stimulate them to act quickly and actively.
2. Association to increase their interest and enlarge vocabulary.
V. Teaching Procedures:
I. Greetings:
II. Lead-in:
1. Ask the Ss to recall the first day they came to this school. Ask them if they had any difficulty in finding their way to their classroom or any other buildings that day.
2. Encourage the Ss to think of the patterns they learned in junior high.
* Excuse me, can you tell me the way to ….?
Excuse me, which is the nearest way to ….?
Excuse me, how can I get to / arrive at / reach ….?
*Turn right/ left, and walk straight on. At the end of the first / second crossing, you will find it on your right/ left. You can’t it.
*Walk towards / past…, and then walk between … and …. You will find … at the end of the road.
III. Reading the map:
1. When we go the a place for the first time, a map is very helpful. It can help us to get familiar with the place soon and find our destinations quickly. Do you often take a map when you go to somewhere?
Show the map on Page 6 on the screen.
Questions: Where is Wei Hua now and where she wants to go? …
There is another route here on the map. Who’d like to explain it?
2. Hide-and-seek:
Ask each of the Ss to write a route and he or she asks another one to tell where you are at last.
IV. Notice Completion:
Part C
V. Vocabulary extension:
1. Ask the Ss where the gym is in the map. ( opposite the canteen)
2. Ask the Ss what kinds of equipment are usually provided in a gym and why gyms are popular nowadays.
3. Write the number of each piece in the correct box.
4. Stimulate the Ss to list related vocabulary.
VI. Summary and Homework:
1. Today we have covered word power. In this class we learned to express ourselves in finding ways. We have also learned some words for equipment in a gym.
2. After class do Part B in word power by yourselves and we’ll check it tomorrow.
篇6：高一牛津英语模块1 unit 1
试题预览
高一牛津英语模块1 unit 1
一、重点单词 写出以下词语的英文
出席，参加 vt. 集会 n.
获得，赚，挣的vt. 尊敬，敬重n ; vt.
赢得，取得 vt 成绩
文学n. 一般的，普通的adj.
具有挑战性的adj. 午餐时间n.
给…发电子邮件vt. 经历，体验 V
额外的，外加的adj 做饭，烹饪n..
准备 v. 放弃vt.
西班牙人，西班牙语n 德国人，德语n.
木工工艺n. 思念，想念vt
甜点n. 运动场n.
文化n. 文章n.
笔友n. 介绍vt
立即，马上adv. 从前的，以前的adj.
最近，近来adv. 捐赠vt.
培养，养成vt 照片，相片n.
诗歌n. 增品，礼物n.
陈列，展览 善举，好意n.
客人，来宾n. 演说，演讲n.
套房n. 题目，篇名n.
注意 n 遗憾，抱歉，后悔v.
使满意，取悦vt 需求，需要vt.
亲密的，靠近的adj. 封面，盖子
继续v. 最近的，新近的adj.
教授n. 大自然 n.
通知，告知vt 管理，经营vt
主持人，主人 批准，通过，赞成v.
广播，播放vt; n. 准备，筹备 N
选择vt 远足n..
让人恐慌的 adj 诗人n..
一代人
二、重点短语
1 免费______ 2 注意
3 发表演讲_____4 通知某人某事 ________
5 和某人在一起很轻松6 在第一天
7 参加集会_________ 8 赢得尊敬_________
9 获得高分__________ 10英国文学
11 在午饭时候___________ 12 在学校操场上______
13平均 _________ 14 对某人有挑战性别
15 花时间做某事16体验不同的生活方式
17自我介绍__________ 18.做某事最好的方法
19. 首先 20. 上网_______
21. 培养兴趣 22. 被用来做某事
23..过去常做某事24. 遗憾地要做某事
25. 几天前26.与---相关___________
27.用简写形式_________ 28. 作出决定____________
29. 对---负责 30.由---组成______________
31. 把…捐赠______ 32.提出
33给予建议 34. 听起来象
三．重点句型
1．What is your dream school life like?
2. Going to a British high school for one year was a very enjoyable and exciting experience for me.
3. It was difficult to remember all the faces and names.
4 …the homework was not as heavy as what I used to get in my old school.
5. Upon finishing his studies, he started travelling in China.
6. Our club is much more than just music.
四、单项选择
1. ______it is to jump into a pool or go swimming in the sea when you visit Hawaii!
A. What fun B. What a fun C. How funD. How a fun
2． All the flowers smelling sweet look _______.
A. beautifully B. lovelyC. wonderfully D. well
3．Don’t you think you’ve spent too much time ______ playing computer games? Why not spend more time ___ something useful?
A．in ;on B．in; in C．on; inD．on; on
4．Upon________ the news, he jumped with joy.
A. he heard B. heardC．he was hearing D. hearing
5．I _______ that the job has been failed.
A．regret to say B．regret saying C．regret to have said D.regret having said
6．Is _____possible ____us to master a foreign language without much memory work? A．it; of B．that; ofC．that; for D．it; for
7. Was this museum _______ you visited last week?
A．where B．/C．the one D．when
8．John is one of the foreign teachers who ________ in our school.
A．teaches B．is teaching C．has been teaching D．are teaching
9. My mind wasn’t on what he was saying so I’m afraid I ______half of it .
A. was missing B. had missed C. will miss D.missed
10. To earn respect from teachers and students, you must first of all work hard and achieve high grades. Which of the following cam replace the underlined part?
a. gain b. win c. getd. receive
A. All are correct B. All are wrong
C. All are correct expect d D. Both a and b are wrong
11. Mr. Heywood is more than our teacher. He is at ease with us and often ______ us _____ our games and activities.
A. joins; in B. attends; in C. takes part in; in D. joins; /
12. This was such a _______test _____ few of the students could work out.
A. easy; that B. challenging; as C. tough; thatD. exciting; as
13. I found it _________ to read a poem in front of many people.
A. a bit scared; in B. not a bit frightened; out
C. a little scary; out D. not a little afraid; up
14. At that time, all the graduating students were sitting in the classroom ______ the coming tests.
A. prepared B. made preparations for C. preparing for D. getting ready for
15. Students, who are better at class, always ______ more attention to the teachers ______ are explaining something.
A. pay; who B. fix; whatC. attract; what D. catch; that
16. Hearing his travelling _______, I knew that he was an _____ traveller.
篇7：译林牛津 高一unit1 task1
郁艳
Period 8 Task ( Reporting school activities )
Teaching Aims:
1) Get Ss to understand what is a programme
2) Practise Ss listening ability
Teaching procedure:
Step 1. Review and lead-in
Ask Ss to remember a passage “My Final Year”. From this passage, let Ss understand after-school activities can also help Ss get into a good college. Then tell Ss
in the task we’ll report school activities in this unit and before learning it we must know the programme of school activities.
Step 2. Understand a programme
1. Ask Ss to read the introduction to programme, and find out:
a. What is a programme?
b. What does a programme include?
2. Take today for example. Ask Ss to complete the programme.
Date: 15th Sept.
Day: Thur.
Time: 3 p.m.
Venue: Classroom7
Event (activity): having English class
3. Listen to the tape
a. First make up a dialogue with a student. It’s about a programme of our school. At the same time, ask one student to the blackboard to fill in the form as the following.
Event Time
Get up 6.00 a.m.
Have breakfast 6.30 a.m.
Have classes 7.00 a.m. - 11.45 a.m.
Have lunch 12.00 a.m.
Have classes 2.20 p.m. – 6.00 p.m.
Have supper 6.30 p.m.
Do homework 7.00 p.m. – 9.00 p.m.
Go to bed 11.00 p.m.
b. Listen to the tape and fill in the timetable on page 12.
Ask Ss to listen twice, then check with desk mate, at last listen again and check the answers together.
Step 3. Complete a timetable for a school programme
1. Ask Ss to read the timetable on page13, then listen to the tape twice.
2. Check the answers.
Step 4. Assignment
Ask Ss to make up a dialogue according to the timetable.
篇8：牛津英语高一（上） chapter one
Chapter One
The Phantom of the Opera
Period 1
Background Note
The Paris Opera House was built between 1861 and 1875., and it does have a lake of water underneath it.
The French writer Gaston Leroux wrote his novel The Phantom of the Opera in 1911. This story of a mad musical genius and an innocent girl became very popular, and has inspired at least four film versions. The excellent stage musical (music by Andrew Lloyd Webber, Lyrics by Charles Hart) was first performed in London in 1986 and has now appeared in many other big cities.
Skimming and Scanning
Period 2~3
Reading
Words and Expressions
1. phantom n.---a mysterious figure; a spirit 幽灵，鬼魂
a phantom ship
2. opera house n.--- a big theatre especially for opera, which is a form of art in which
there is a play but all the words are sun，not spoken 歌剧院
3. ugly adj.--- unpleasant to look at; extremely unattractive 丑陋 (anti. Beautiful)
(plain: female’s not good-looking face)
ugly smell/ sky/ duckling (丑小鸭)/ customer
4. mask n.---something which covers most of your face 面具
The robbers all wore masks so that no one could recognize them.
5. force v. ---make (someone do something, against their will) 迫使，强迫
force sb. to do sth. = force sb. into doing
force/ get/ expect/ want sb. to do sth.
make/ let/ have sb. do sth.
forced landing紧急迫降
n．[U] by force凭暴力
[C] forces军队武装
the forces of a country； the air forces
the Royal Air Forces of Great Britain
6. Strong enough to kill with his hands, and yet he loved music and sang with a wonderful voice.
强壮得足以徒手杀戮, 然而他还酷爱音乐,并能用美秒的嗓音歌唱.
But/ and yet表示转折 He is old, and yet he he jogs every day.
Though he was strong enough to kill with his hands, he loves music and sang with a wonderful voice.
Unable to work out the problem, John turned to his teacher for help. (形容词短语作状语)
7. power: n. ability to control to control sb. or sth.
能力: the power of hearing/ to imitate human words
out of/beyond one’s power 力所不及
权利, 支配力: come into power执政; political power政权;
fight for powder争权; power politics
强国: Japan is among the great economic powers in the world.
有影响的人: He is a power in this town.
动力: electric power, water power
gain/ get/ lose power over
gain one’s respect/ wealth/ experience/
8. role n. a part in a play or film
Charles Liang played the role of Harmlet in our school play.
a leading role; the main role
n. play an important role in 起重要作用
The USA plays an important role in international relations.
9. Some place + be crowded with 挤满了……
crowd v. 涌入
When the opera ended, all the audience crowded into the street immediately.
crowd n. 人群 the crowd
a crowd waiting for the show
10. obey v.---do what someone ordered; follow instructions 服从，遵守
obey/ observe the traffic rules/ regulations
11. angel n. --- a messenger sent from God 天使
12. chandelier n.---a very big lamp, made of many pieces of glass to reflect the light 枝形吊灯
13. kidnap v. --- take someone as a prisoner by unlawful force and against one’s will
(usually to make other people pay money to have them released) 绑架，劫持
Three men kidnapped a millionaire’s son, and forced his father to pay them a lot of money.
kidnapping, kidnapper
14. capture v. ---catch; make (someone) a prisoner 捕获；浮虏
15. shock v.--- to cause usu. unpleasant or angry surprise to 使震惊
be shocked at: I was shocked at her death.
n. 电震,电击
If you touch that live wire, you will get a shock.
n. [C] 休克, 震惊
The news of her mother’s death is a horrible shock to her.
16. lonely adj.---feeling sad because you are alone or have no close friends
cf. alone 寂寞的，孤独的
e.g. Though he lives alone, he doesn’t feel lonely.
17. release v.--- set free; allow sb. to go 释放 release sb. from …
release a man from prison
release a bomb
v. allow (news) to be known 发布新闻
allow (a film) to be exhibited or (goods) to be placed on sale
recently released films/ discs
18. magically adv.---in a strange way which we cannot explain 神奇地
magic n.& a. 魔法; 有魔力的(作定语)
magical a. 有魔力的(作定语或表语)
magician n. 魔术师
The magician pulled a white rabbit out of his hat magically.
19. burst v. ---break violently; move suddenly 冲，胀裂
Some of the crowd burst through the force and ran onto the football pitch.
burst into + n./burst out + gerund
burst into tears/ laughter (burst out crying/ laughing) (突然)哭了/笑了
burst into/ out of the room
burst in 插嘴 Don’t bet him burst in.
突然出现 He will be bursting in on us at any moment.
Language Points in Reading
1. Underneath the building there was a strange, dark lake. 倒装
2. In the middle of this lake was an island, and on that island, one hundred years ago, lived the phantom. 倒装
3. Strong enough to kill with his hands, and yet he loved music and sang with a wonderful voice.
4. By now, a group of other people had reached the Phantom’s house, and burst in, ready ot kill him.
Difficult Sentences in Reading
1. The Paris Opera House was a huge building, with seventeen floors, of which seven were below the ground.
of which seven were below the ground 非限制性定语从句 which指代seventeen floors
在此注意below的用法
2. sing with a wonderful voice 用完美的嗓音唱
3. Christine’s kiss made him cry with joy. Christine的吻令他喜极而泣
Period 4
Language
倒装Inversion
一、倒装的种类
1. 完全倒装 （complete inversion）
整个谓语动词全部移到前面 (主谓一致)
e.g. Here comes the bus.
“ …” said John. = he said.
On the stair lay a bottle of aspirins.
2. 部分倒装 (partial inversion)
只把助动词、情态动词、系动词或表语放在主语之前。
e.g. Will you go with me?
Only in this way can we learn English well.
二、倒装结构的用法
1. 疑问句 ( partial inversion)
e.g. Has he seen John? But: I wondered whether he’d seen John. 间接疑问
2. 虚拟条件状语从句 (partial inversion)
e.g. If I were you→ Were I you (present)
Had I known what was going to happen, I would never have left her alone.
(=If I had known) (past)
Should he come tomorrow, he would help us with our work. (future)
(=If he should come tomorrow)
3. 在地点状语之后 (常跟come, lie, stand, walk, live, …) (complete inversion)
e.g. On the floor lay a bottle of aspirins.
In front of the hall stood a girl, waving to us.
*On our way home, we saw a big hall, in front of which stood a girl.
Round the corner walked a large policeman.
4. 在以here, there或out, in, up, down, away, back, then, now等副词打头的句子里 (complete inversion)
e.g. There come, be, lie, happen, appear, seem, stand, exist…
e.g. Here is a ticket for you.
Now comes your turn to recite the text.
Out rushed the student.
But: 主语是代词就不倒装
Here you are. There she comes.
5. 在so, nor, neither放在句首的句子中 (partial inversion)
e.g.. He has finished his work. So have I.
He can’t operate the recorder. Nor can I. (= I can not either)
She takes an active par in labour. So does everyone of us.
She doesn’t know it, nor does she care. (= she doesn’t care, either)
But: “ I think we should go and check in at the hotel now,” my dad said, and so we did.
She works hard at English. So she does.
“ That’s Isabel, look!” “So it is!”
后面的句子只是单纯重复前面一句的意思, 不表示也适合于另一个人或物
6. 在Only所修饰地副词,介词短语或状语从句放在句首的句子中 (partial inversion)
e.g. Only then did I realize what had happened.
Only after a year did I begin to see the results of my work.
Only when the war was over was he able to go to university.
But: Only you can solve the problem.
And: not only… but also后
e.g. Not only does he study hard, but also he is active in all kinds of activities.
7. 在以not only, never, seldom, rarely, little, nowhere, by no means, not until, no, not
hardly (scarcely)…when, no sooner… than等表示否定意义的副词获词组开头的句子中
1) 频率副词 (never, seldom, rarely, always, often)
e.g. Never have I read such a good book.
Seldom has he met us lately.
2) no sooner (past perfect)… than (past), hardly (scarcely)… when表示意见使紧接着另一件事发生
e.g. No sooner had she fallen asleep than someone knock at the door.
( = She had no sooner fallen asleep than someone knock at the door.)
Hardly had she fallen asleep when someone woke her up.
( = She had hardly fallen…)
Scarcely had we started lunch when the doorbell rang.
3) Others
e.g. Not until Mr. Smith came to China, did he know what kind of a country she is. (主句倒装)
Not until midnight did he solve the problem.
Little do they know about it.
4) *…no…
e.g. At no time was the teacher aware of what was happening.
(= The teacher was at no time aware of what was happening.)
(= The teacher was not aware of what was happening at any time.)
Under no circumstances and customers’ money be refunded.
In no way can Mrs. Smith be held responsible.
On no account are visitors allowed to feed the animals.
8. 强调表语 Such (complete inversion)
e.g. Such were the viewpoints of the students.
(= The viewpoints of the students were such.)
Such would be our home in the future.
(= Our home in the future would be such)
9. So (… that) 位于句首 (partial inversion)
e.g. So hard does he work he has no time for amusement.
10. 在as, no matter how, however等让步状语从句中 主谓不倒装
e.g. Busy as he was, he always found time to study.
However rich people are, they always want more. ( No matter how rich people are, …)
11. 表示祝愿
e.g. Long live Chairman Mao!
May you succeed!
Period 5
More language Input
1. The Blue Danube: a famous waltz, created by a famous Austrian composer, Johann
Strauss 蓝色多瑙河
2. create v.---cause to exist; produce 创造，创作
creation n. 创造 creative a 有创造力的
3. composer n.--- a person who creates a piece of music 作曲家
4. design v. --- make plans, drawings or models of it 设计
designer n. 设计师
5. support v. --- to bear the weight of 支撑
e.g. Do you think those shelves can support so many books?
v. --- to provide esp. money for (a person) to live on 供养
e.g. Her father supported her until she got married.
v. --- to approve of and encourage 支持
e.g. Do you support their demands for independence?
n.--- active approval aimed at helping the success of sth. 支持
e.g. The local people have given us a lot of support in our campaign.
6. decorate v.---paint sth. to make it more beautiful 装饰
decoration n.
7. magical a.--- being wonderful and charming 有魔力的，有魅力的
magic n.
Language Points in More Language Input
1. You might know that The Blue Danube waltz is a very popular piece of music, created by the famous Austrian composer, Johann Strauss.
2. It is decorated with patterns of piano keys in black and white, and a very interesting painting of an ear and an eye.
3. the magical effects its light creates on the lobby
Difficult Sentences in More Language Input
1. A huge and unusual crystal chandelier will immediately catch your eye.
在此处eye作不可数名词, 解释为目光, 顾不加 s
2. Think how bright it is when it is switched on!
think作imagine解释
3. It lights up the lobby of the theatre and throws light onto its floor, which is as unusual as the chandelier itself.
which引导的非限制性定语从句, which指代前面整句话
篇9：牛津 高一unit 1 reading教案
Period 2 Reading
The General Idea of This Period:
This period is about the reading of the passage School Life in the UK. It will help you to learn more about school life in the UK and the differences between that in the UK and in China. Meanwhile you can learn some reading strategies such as skimming and scanning.
Teaching Aims:
Train the students’ reading ability.
Learn some useful words and expressions.
Learn more about school life in the UK and the differences between school life in the UK and in China
Teaching Important Points:
Help the students to understand the passage better.
Learn and master some important words and phrases in this period.
Teaching Difficult Point:
How to help the students improve their reading ability and understand the passage better.
How to master the important language points in this passage.
Teaching Methods:
Fast reading to get the general idea of the text.
Careful reading to understand the passage better.
Discussion to help the students understand what they’ve learned better.
Explanation to help the students master some language points.
Teaching Aids:
A tape recorder.
A multimedia.
Teaching Procedures:
Step 1 Greetings
1. Greet the whole class as usual.
2. Check their home work if any
Step 2 Reading
T: Last time we learned about some differences between Chinese and British school life. Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.
T: This is the first time to read a passage, so first let’s share some reading strategies:
Reading strategies: skimming and scanning
We skim a text when we want to get a general idea of what it is about. We look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.
When we want to find certain information in a text quickly, we scan the text for key words and phrases dates, numbers, etc. We do not need to read the whole text word by word.
T: Now let’s skim the text quickly and answer these questions. Hand up when you get the answers.
(T show the questions on the screen.)
1. How long did Wei Hua stay in Britain?
2. What was the name of Wei Hua’s class teacher?
3.What did Wei Hua make in her woodwork class?
Suggested answers:
1. For one year.
2. Mr Heywood.
3. A small table.
T: Now let’s read the passage again carefully to check the answers. Underline new words in the text. Meanwhile, some more questions are waiting for you.
(First go through the questions so that they know what to find out. Give them a chance to discuss with their partners if they want)
1. What time do British Schools usually begin?
2. What time do they usually end?
3. On average, how many students are there in a class in the UK?
4. Why did Wei Hua find her homework difficult at the beginning of her study in the UK?
5. On Tuesdays, what did Wei Hua do in evening?
6. What do British students usually eat after their main meal?
7. Which British city did Wei Hua go to?
(Write down the new words the students have just listed.)
(T may begin with the T/F questions orally and this is also a good time to test their listening abilities as well as their comprehension of the text.)
T: First some true or false questions. If it is false, please try to correct it.
1. Wei Hua likes the school hours in the UK.
2. Chinese schools encourage students to work hard.
3. Wei Hua ‘s favorite teacher was Miss Burke.
4. British students have fixed classroom and classmates.
5. British students can only study two languages: English and French.
6. British students eat a lot of fruit.
7. Wei Hua enjoyed playing football.
Suggested answers:
1. 9 a.m
2. 3:39 p.m
3. About 29
4. Because all the homework was in English.
5. She had an extra French class on Tuesday evening. 6. Desserts.
7. Manchester. ( You may refer to football ot the football team there. )
( You may have some links on the screen when you want to explain those useful expressions , or just explain those on the Bb listed by the students . )
Language points :
1. experience
n. [ U] He is an old teacher with much experience.
c.f. He is an experienced teacher.
n. [C] My grandfather likes to tell us about his wonderful experiences in the war time.
v. During the war time , my grandfather experienced a hard time .
2. as : since : because
I could get up an hour later than usual as schools in China begin before 8 a. m .
I felt lucky as all my teachers were very helpful .
My English improved a lot as I used English every day .
Cooking was really fun as I learned how to buy , prepare and cook food .
3 sound link-v.
The music sounds so pleasant .
That sounds a good idea .
I hope I don’t sound as if I’m criticizing you .
It sounded like a train going under my house .
4. average
n. The average of 4, 5 and 9 is 6.
These marks are well above / below average .
On (the ) average.
We fail one student per year on average .
Adj. The average age of the students is 16 in our class .
Rainfall is about average for the time of year .
v. This car averages 40 miles to the gallon .
Meals average out at $ 10 per head .
5. attend : go to
6. earn : get something because you have done something good.
7. challenging : difficult in an interesting way that tests your ability
8. extra : more than usual
9. prepare : make something ready
10. drop : give up
11. desserts : sweet food eaten at the end of a meal .
12. Present attributive clauses and illustrate them to the students:
I sat next to a girl whose name was Diane .
Step 3 Listening and Consolidation
T:Now Let’s listen to the tape. You may follow it while listening,and please pay attention to your pronunciation.
(The teacher plays the tape for the students to listen. After that the teacher gives the students a few minutes to read aloud the passage.Meanwhile,the teacher asks the students to try to remember some details.)
T:Please turn to Page 5.Let’s do Exercise E. Complete the letter to Wei Hua using the words below.
Suggested answers:
1. experiences
2. literature
3. desserts
4. headmaster
5. different
6. life
7. preparing
Step 4 Discussion
T:Now you’ve known much about Wei Hua’s school life in the UK.From the text we know that they have a variety of subjects to choose from.You may be quite puzzled whether it is necessary for senior students to learn some of them,such as so many languages and woodwork. Here let’s have a discussion:Should students learn more languages? Why or why not?
What subjects would you like to take if you could choose? Why?
T:Use the conwersation below as an example:
A:What subjects do you like best and least?
B:I really enjoy Woodwork and Art classes,because I like making things,but I ‘m not very good at History.
A:I like English and Chinese best.Do you think we should learn more foreign languages?
Perhaps we should learn….
Step5 Summary and Homework
T:Today we’ve learned a text about Wei Hua’s experience in the UK.First we learned some reading strategies:skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum.Read the passage after class and get familiar with these language points.Have a further discussion with your partners about the topic in Part F.
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