高一化学必修1第四节氨硝酸硫酸2教学设计

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【简介】感谢网友“糍粑辣子鸡”参与投稿，以下是小编收集整理的高一化学必修1第四节氨硝酸硫酸2教学设计（共18篇），欢迎阅读与借鉴。

篇1：高中化学必修一 4.4 氨硝酸和硫酸教学设计

高中化学必修一 4.4 氨硝酸和硫酸教学设计人教版

【教学目标】

1．探究硝酸的物理性质和化学性质（酸性、强氧化性、不稳定性）。

2．通过学生实验手段，培养学生的实验能力、观察能力、分析能力。

3．在浓硝酸和稀硝酸的对比学习中，渗透“量变和质变”的辨证规律。

4．通过介绍化学家的故事，使学生树立热爱科学。尊重科学的品质，激发学生学习的兴趣。

【教学重点】

硝酸的不稳定性和强氧化性

【教学难点】

硝酸的强氧化性

【教学过程】

[故事导入] 玻尔巧藏诺贝尔金奖章

丹麦有位叫玻尔的科学家，37岁时他获得了1922年的诺贝尔奖。第二次世界大战期间，玻尔被迫离开即将被德军占领的祖国，为了表示他一定要返回祖国的决心，他决定将诺贝尔奖章留在实验室。玻尔把金奖章溶解在盛有王水试剂瓶里。后来，纳粹分子窜入玻尔实验室，那个试剂瓶就在他们的眼皮底下，他们却一无所知。战争结束后，玻尔从王水中把金还原出来，并重新铸成奖章。而玻尔配制王水的主要组成之一是“硝酸”。

一、硝酸的强氧化性

[设疑]硝酸有酸性，能否与金属反应放出氢气？

[演示]浓硝酸与Cu反应

[讲解]从实验现象“红棕色气体生成”判断生成物中是N02而非H2．进一步从氧化还原反应说明反应的本质是＋5价的氮得电子能力比H+1强。

[学生实验]比较浓硝酸、稀硝酸分别与Cu反应

[记录并讨论]

反应现象

产物

浓硝酸+Cu

1．Cu片：有大量气泡产生

2．溶液颜色：无色变为绿色

3．气体颜色：红棕色

4．反应剧烈程度：剧烈

5．触摸容器外壁：很热

Cu(NO3)2、NO2和H20

稀硝酸+Cu

1．Cu片：有气泡产生

2．溶液颜色：无色变为蓝色

3．气体颜色：无色

(打开止水夹后)无色变为红棕色

4．反应剧烈程度：缓慢

5．触摸容器外壁：温热

Cu(NO3)2、NO和H20

1．与金属反应：

Cu ＋4HN03(浓)＝Cu(NO3)2+ 2NO2↑+2H20

3Cu ＋8HN03(稀)3Cu(NO3)2+ 2NO↑+ 4H20

[讲述]除金、铂等少数金属外，硝酸几乎能与所有金属反应；当浓硝酸与浓盐酸按体积比为1：3混合时，就配制成玻尔的“王水”溶液，王水的.氧化性比浓硝酸强，可以溶解金。铂等不溶于硝酸的金属。

[设问]比较浓硫酸的性质，浓硝酸能否与非金属反应？

[练习]与非金属反应：C＋HNO3(浓)S＋HNO3(浓)P＋HNO3(浓)

2．与非金属反应：

C＋4HNO3(浓)＝CO2↑＋4NO2↑＋2H2O

S＋6HNO3(浓)＝H2SO4＋6NO2↑＋2H2O

P＋5HNO3(浓)＝H3PO4↑＋5NO2↑＋H2O

[提问]硝酸与哪些金属及非金属反应？产物是什么？硝酸浓度与还原产物有什么关系？

[小结]反应规律：

①除Au、Pt等少数金属外，硝酸几乎可能氧化所有的金属。

②常温下Fe、Al等金属在浓HNO3中发生“纯化”。

③硝酸越浓，其氧化性越强。如稀HNO3可使石蕊试变红，而浓HNO3可使石蕊试液先变红后褪色。

④一般来说，活泼金属与HNO3反应不生成H2，浓HNO3的还原产物为NO2，稀HNO3的还原产物为NO。活泼金属与极稀HNO3反应时，还原产物复杂，可为NO、N2O、NH4NO3等。

⑤非金属单质可被HNO3氧化为最高价氧化物或其含氧酸。

⑥王水（浓HNO3和浓HCl按体积比1：3配制）具有更强的氧化性，能溶解Au、Pt。

[强调]反应物或条件不同，硝酸产物发生变化：NO2、HNO2、NO、N2O、N2、NH3 。

如：4Zn+10HNO3=4Zn(NO3)2+N20+5H2O

注意：4Zn+10HNO3（稀）=4Zn(NO3)2+N20+5H2O

[设疑]浓硝酸与活泼金属反应是否也剧烈？

[学生实验]浓硝酸十铝片

[讲解]钝化原理：铁、铝与冷的浓硫酸或浓硝酸，表面被氧化为牢固的氧化物薄膜，阻止酸与内层金属进一步反应。

3．铁、铝与冷的浓硫酸或浓硝酸常温下发生钝化。

[提问]浓硝酸的运输和贮存可用何种物质制的容器？

[展示]一瓶呈黄色的浓硝酸，问为什么呈黄色？

4．不稳定性

4HN03 == 2H20+ 4NO2↑+02↑

[提问]硝酸应如何贮存？

[设疑]有人认为，“比较浓硝酸和稀硝酸的还原产物的化合价，浓HN03中的氮从＋5降为＋4而稀HN03，中的氮从＋5价降为＋2，从化合价变化可以判断稀硝酸的氧化性比浓硝酸强。”这种看法是否正确？为什么？

[提示]从浓硝酸、稀硝酸分别与Cu反应的反应条件。剧烈程度分析。

[讲述]硝酸用途：硝酸是一种重要的化工原料，可用于制造炸药、染料、塑料、硝酸盐等；在实验室里，它是一种重要的化学试剂。

篇2：化学必修一教学课件：硫酸、硝酸和氨

化学必修一教学课件：硫酸、硝酸和氨

教学目标

1.掌握氨和铵盐的性质、用途

2.学会氨的实验室制法

教学重难点

教学重点：

氨和铵盐的化学性质

教学难点：实验室制氨的化学反应原理

教学工具

烧杯、烧瓶、铁架台、滴管、导管、玻璃棒、试管、酒精灯、酚酞试液、棉花、试管夹、NH3、HCl、NH4Cl、Ca(OH)2

教学过程

新课导入

[新闻导课]杭州市一制冷车间发生氨气泄漏：出国留学网

4月20日上午10时，杭州市一制冷车间发生氨气泄漏事件，整个厂区是白茫茫的一片，方圆数百米，空气中弥漫着一股浓烈的刺激性气味，进入厂区呼吸都感到困难。厂区内寒气逼人。市消防中心接到报案后立即制定方案，出动上百名消防队员，十余量消防车…。

[问题]

1、为什么在氨气泄漏时工厂里会寒气逼人?

2、如何吸收弥漫在空气中的大量氨气?

3、被围困在污染区的群众怎样做才能保证不吸入氨气?

[板书]二、氨

1、NH3的物理性质：

[展示]一瓶氨气：无色，有刺激性气味，密度<空气，易液化，可作致冷剂。

[实验4-9] 成功关键：烧瓶干燥、密封。

现象：形成红色喷泉。证明：氨极易溶于水,水溶液显碱性。

[ 讲解]：1体积的水约溶解700体积的氨气，氨的水溶液叫做氨水。

[板书] 在通常状况下，氨是无色气体，有刺激性气味，比空气轻。氨易液化，极易溶于水。

[过渡]氨的水溶液是碱性的，但其中的水是中性的，氨分子也没有氢氧根离子。氨水为什么会显碱性呢?

[板书]2、氨的化学性质：

(1)NH3与水的反应：

[分析]

其中一水合氨很不稳定，受热会分解 NH3·H2O NH3↑+H2O

[板书]NH3+H2ONH3·H2ONH4++OH-

[思考]：分析NH3溶于水存在的过程，讨论氨水中的成份：分子、离子。

[板书](2)NH3与酸的反应：

[ 演示实验]氨与氯化氢反应

[观察]现象：大量白烟生成。

[思考]：生产Cl2的化工厂常用浓氨水来检查生产设备和管道是否漏气，如有白烟生成，则说明已发生漏气，这是为什么?

[板书]化学方程式： NH3+HCl=NH4Cl

NH3也可与其它酸反应，例：NH3+HNO3==NH4NO3、2NH3+H2SO4==(NH4)2SO4

[讲解] NH3在一定条件下可于O2、NO、NO2等发生氧化还原反应。

[板书](3)NH3与O2的反应： 4NH3+5O2 4NO+6H2O

[演示实验]实验室制取氨气：

[板书]3、NH3的实验室制法：

[讲解]原理：在实验室里常用铵盐和碱加热的方法来制取NH3。仪器：固+固加热(同制氧气);收集：排空气法。

[板书]2NH4Cl+Ca(OH)2 CaCl2+2NH3↑+2H2O

仪器：固+固加热(同制氧气);收集：排空气法。

[提问]：

1 能否浓硫酸干燥NH3?

2 能否使用NH4HCO3、NH4NO3 、NH4Cl?为什么?

3 使用碱石灰代替消石灰有什么优点?

[过渡]氨与酸反应形成氨盐，我们下面分析氨盐的性质

[板书]4、氨盐

[讲述]铵盐是铵根离子(NH4+)和酸根离子组成的化合物。铵盐都是晶体，能溶于水。

主要化学性质：

[板书](1)铵盐受热易分解：

[实验]加热NH4Cl观察现象，是否时升华?

[板书]化学方程式： NH4Cl NH3↑+HCl↑、NH3+HCl= NH4Cl

NH4HCO3 NH3↑+H2O+CO2 ↑

[讲解]铵盐能与碱反应放出氨气，例：(NH4)2SO4+2NaOH Na2SO4+2NH3↑+2H2O

[板书](2)铵盐与碱的反应：(NH4)2SO4+2NaOH? Na2SO4+2NH3↑+2H2O

[强调]这个性质是一切铵盐的共同性质，实验室可利用这个性质来检验NH4+的存在。

[注意事项]：实验条件：浓溶液或固体，加热。

较稀溶液中铵根离子的检验方法：先浓缩，后检验。

[板书]5.NH3的用途：

[讲述]可用于氮肥工业及其它化工产业上(如：制纯碱)，制冷剂。

[思考交流]自然界中氮的循环：

[点击高考试题]

1下面能实现人工固氮的是( )

A.豆科植物根瘤菌 B.用烧碱溶液吸收NO2

C.合成氨车间 D.闪电

解析：选C。豆科植物根瘤菌、闪电均能将游离态的氮转化成化合态，该过程属于自然固氮，A、D错误;烧碱溶液吸收NO2不属于氮的固定，B项错误;合成氨反应为N2+3H22NH3，属于人工固氮，C正确。

2.下列不属于铵盐的共同性质的是( )

A.易溶于水 B.与苛性钠共热产生NH3

C.都是晶体 D.受热分解都产生NH3

解析：选D。铵盐都是晶体，均易溶于水，与NaOH共热都能发生NH4++OH-NH3↑+H2O而产生NH3;部分氧化性酸对应的铵盐受热分解，发生氧化还原反应，不产生NH3。如NH4NO3。

3.为了更简便地制取干燥的NH3，下列方法中适合的是( )

A.NH4Cl与浓H2SO4混合共热，生成的气体用碱石灰进行干燥

B.N2+3H22NH3，用烧碱进行干燥

C.加热浓氨水，气体用碱石灰干燥

D.加热NH4HCO3，气体用P2O5干燥

解析：选C。A选项中的两种物质反应不生成氨气，B选项在一般的实验室中是不能实现的，C选项利用了浓氨水的.挥发性，同时可选用碱石灰干燥，D选项中的P2O5是不可以干燥氨气的。

4.已知氨气极易溶于水，而难溶于有机溶剂CCl4，下列装置不宜做氨气的尾气吸收的是( )

解析：选C。氨气极易溶于水，若用C装置，易发生倒吸现象。A、B、D均可避免此现象产生。

5.如图表示A、B、C、D、E五种含氮物质相互转化的关系图。其中A、B、C、D常温下都是气体，B为红棕色，写出A、B、C、D、E的化学式和各步反应的化学方程式。

(1)各物质的化学式

A________、B________、C________、D________、

E________。

(2)各步反应的化学方程式

①A→C_______________________________________________________________。

②D→C________________________________________________________________。

③B→E__________________________________________________________________。

④C→B_________________________________________________________________。

解析：本题的突破口B为红棕色气体，B是NO2，C与O2能生成气体B，故C为NO。E在常温下不是气体，故E为HNO3，由图转化关系进一步分析知A为N2，D为NH3。

答案：(1)N2 NO2 NO NH3 HNO3

课堂总结及评价：

通过引导学生观察、分析实验的现象，培养学生观察和分析问题的能力,进一步让学生体会实验对认识和研究物质性质的重要性，培养创新精神,氨气的实验室制法和铵根检验方法,了解氮的循环对自然界生态平衡的作用。

板书设计：

第四章第四节硫酸、硝酸和氨

第一课时

一、氨

1. 氨气的物理性质

2. 氨气的化学性质

a.与水反应

b.与酸反应

3. 制备

二、铵盐

1. 物理性质

2. 化学性质

篇3：人教新课标必修1 unit 1 and unit 2 教参(新课标版高一英语必修一教案教学设计)

封面扉页版权页编写人员

前言（Foreword）

Unit 1 Friendship

教学目的和要求（Teaching aims and demands）

教学建议（Suggested teaching notes）

补充参考资料（Supplementary reference materials）

Teaching guide for the Student's Book（学生用书教学指导）

Teaching guide for the Workbook （练习册教学指导）

Unit 2 English around the world

教学目的和要求（Teaching aims and demands）

教学建议（Suggested teaching notes）

补充参考资料（Supplementary reference materials）

Teaching guide for the Student's Book（学生用书教学指导）

Teaching guide for the Workbook（练习册教学指导）

Unit 3 Travel journal

教学目的和要求（Teaching aims and demands）

教学建议（Suggested teaching notes）

补充参考资料（Supplementary reference materials）

Teaching guide for the Student's Book（学生用书教学指导）

Teaching guide for the Workbook （练习册教学指导）

Unit 4 Earthquakes

教学目的和要求（Teaching aims and demands）

教学建议（Suggested teaching notes）

补充参考资料（Supplementary reference materials）

Teaching guide for the Student's Book（学生用书教学指导）

Teaching guide for the Workbook （练习册教学指导）

Unit 5 Nelson Mandela - a modern hero

教学目的和要求（Teaching aims and demands）

教学建议（Suggested teaching notes）

补充参考资料（Supplementary reference materials）

Teaching guide for the Student's Book（学生用书教学指导）

Teaching guide for the Workbook（练习册教学指导）

Unit 1 Friendship

教学目的和要求

（Teaching aims and demands）

类别课程标准要求掌握的项目

话

题 Friends and friendship; interpersonal relationships

词

汇 add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit

add up calm down have got to be concerned about walk the dog go through hide away

set down a series of on purpose in order to face to face according to get along with

fall in love join in

功

能 1．态度（Attitudes）

Are you afraid that ...?

I've grown so crazy about ....

I didn't dare ....

2．同意和不同意（Agreement & disagreement）

I agree．I think so．Exactly．

I don't agree．I don't think so．I'm afraid not．

3．肯定程度（Certainty）

That's correct．Of course not．

语

法直接引语和间接引语（I）：陈述句和疑问句

1．陈述句

“I don't want to set down a series of facts in a diary,” said Anne．

→ Anne said that she didn't want to set down a series of facts in a diary．

2．一般疑问句

He asked, “Are you leaving tonight?”

→ He asked us whether we were leaving that night．

3．特殊疑问句

“When did you go to bed last night?” Father said to Anne．

→ Father asked Anne when she went to bed the night before．

教学建议

（Suggested teaching notes）

一、教学内容分析

本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。

“热身”（Warming Up）部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法。

“读前”（Pre-reading）部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。

“阅读”（Reading）部分 ANNE'S BEST FRIEND以日记形式讲述了犹太女孩儿安妮的故事。二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。

“理解”（Comprehending）部分通过连句、多项选择和问答题的形式帮助学生对课文内容、细节进行更深入的理解。

“语言学习”（Learning about Language）部分教学本课重点词汇和重点语法项目。

“语言运用”（Using Language）部分的读两封信、听一段话、设计调查问卷、写信以及趣味写作，给学生提供了广阔空间去探讨友谊、友情，尤其是涉及到现实生活中被朋友误解、曲解，没有朋友的孤独寂寞等问题，既锻炼了学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

“小结”（Summing Up）部分引导学生从本单元的话题、词汇和语法等方面对所学内容进行总结（参考教学目的和要求栏目）。

“学习建议”（Learning Tip）部分鼓励学生养成写日记的习惯。这样，一方面可以习得语言，另一方面还可以将日记作为自己的朋友表达感情与思想。

本单元所涉及的要点是：

（一）朋友是不是仅限于人类，朋友的真正含义，以及如何与人相处的问题。

（二）陈述句和疑问句的直接引语和间接引语。

（三）对于个人观点、态度的一些表达方法。

（四）本单元所出现词汇的用法。

二、教学方法建议

（一）关于友谊与朋友的讨论一般人认为只有与人交朋友才算真正交朋友，本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题。例如：

1．描述朋友

示例：The teacher can ask students to describe one of their friends - their appearance, personality, hobbies, etc．

Sample description: I have a few good friends, but I think Miki is my best friend．We both read a lot and we're very interested in films．We spend a lot of time watching videos and talking about films and books．She works hard．She is very helpful．Whenever I am in trouble, she will help me out ....

2．结交网友

Sample questions: Have you made any friends over the Internet? / Do you have any epals? Do you think it's a good idea? / Do you agree that we should make friends over the Internet? Give your reasons．

Sample answers with reasons: Yes, I think so． / No, I don't think so．I agree ... because we can meet all kinds of people over the Internet． / I don't agree ... because you never know what kind of people you may meet over the Internet．

3．观点交流

示例：We all agree that to have a good friend, you need to be a good friend．

The teacher can write the statement on the blackboard and ask the students to have a group discussion．Ask them,”What do you think of this statement and how can you be a good friend?”

Students may have the following ideas and say,”That's right．（I agree．）If you want others to be kind to you, you should first be kind to them ....”OR“I don't think it is right．（I don't agree．）Sometimes if you are too kind to others, they may take advantage of you．

4．善交朋友

示例：The teacher may ask students to work in pairs or groups and list some qualities of a person they would like as a friend．

Students may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfless, tolerant, intelligent ...

5．不善交朋友

示例：The teacher can then ask the students to list some qualities of a person who would not make a good friend．

Students may list: selfish, tricky, dishonest, bad-tempered, mean, impatient, narrow-minded, noisy, lazy, gossipy ...

6．朋友的重要性

示例：The teacher can ask the students to work in pairs and discuss with each other,”What is / are the most important quality / qualities that a friend needs to have?”

Students may have a dialogue like this:

S1: I think what is important for me is that a friend is always around when I need him / her．If I feel sad or upset, he / she will comfort me．He / She won't leave me alone when I'm in trouble．He / She will help me．

S2: I agree, but I think a real friend should also tell you the truth．He / She should tell you what she really thinks about things．

S1: That's right．He / She should also be able to share with me what he / she has．For example, when I need some books or something like that, he / she lends them to me．

以上活动仅供参考。教师在可能情况下还可以让学生用间接引语转述其他学生说的话。

例如：1．S1: I don't agree with you．

S2: Wang Ping said he didn't agree with you．

2．S1: Is money very important between friends?

S2: Li Kai asked if （whether）money was very important between friends．

（二）口语训练开展本单元“语言运用”中的 Speaking 这项活动时，教师可根据实际情况组织学生按要求进行小组讨论。下面提供的例子，仅供参考。

A: Now let us design a questionnaire to find out what kind of friend one is．

B: OK．First we must think of four questions and three possible answers to each question．

A: What about the first question? Have you got one in mind?

B: Suppose your friend has taken away your book by mistake．What would you do or say to him / her?

A: That's a good question．Let me put it down．“Your friend has ....”

B: Then how about the three possible answers?

A: Well, the answer I think shoule be“You will ask your friend to be more careful next time．”

B: I agree．The worst choice would be”You will get upset and won't talk to him / her any more．”

A: All right．One more choice．Listen, I've got one．“You will ask your friend to return it to you．”

B: That's quite natural．How many points shall we give each choice?

A: The total score is two．The best should score two and the worst zero．

B: The third will score one．Shall we go on to the next question?

...

（三）阅读训练阅读课文摘自《安妮日记》，讲述了安妮把日记作为朋友倾诉自己内心感受的一段故事。二十世纪四十年代纳粹德国统治欧洲大部分地区，德国纳粹政策之一是对犹太人残酷迫害，包括杀害、送到集中营强迫劳动、驱逐出欧洲等。教师应该让学生了解这段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然地习得语言。只有了解当时的历史背景，才能理解她当时的心境和为什么将日记视为自己的朋友，才能深刻理解安妮日记的内涵。在此基础上，教师可引导学生对该文章进行全面整体理解，也可以给学生设置情景，引发他们的思考。例如：“如果你是安妮，你会怎么做？”“如果你三天不许出门，呆在一个小阁楼上，你会做什么？” 这样可以使学生通过体验学习，感悟语境、实践语言，以达到强化学生语言意识，积累语言经验的目的。

在此基础上请学生做“理解” （Comprehending）练习，效果会更好。在进行了较全面、深入的探究之后，学生已经将课文里的大部分内容融会贯通，消化理解。这阶段要尽量挖掘学生的学习潜能。让学生做学习的主人，学会自己解决问题。在交互学习、合作学习中，解决他们在理解课文的过程中产生的问题。通过讨论，发现和猜测文中生词、短语的意思。一些词、短语、难句、语法问题可以通过讨论得到解决。剩余的难点或学生讨论时忽略的重点，教师要及时补充。教师不要急于讲解课文、单词、短语、难句、语法等，要注意给学生提供充分的思维时间和空间，使学生的学习潜能得以最大限度的挖掘。

（四）词汇教学本单元的一些单词和短语要针对学生的不同需要、不同层次、不同情况给予不同的指导和训练。教师可适当培养学生根据语篇、语境猜词的能力。比如：I don't want to set down a series of facts in a diary as most people do, but ... 先问学生他们一般写日记写什么，多数情况下如何写？学生会提出许多种日记的写法，其中可能有“流水账”写法。学生自然会猜到set down a series of facts应该是“记流水账”的意思。再如cheat一词的学习，引导学生读原句 You are taking your end-of-term exam．Your friend, who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper．让学生考虑不用功的学生在考试中请别人“帮忙”，看别人的试卷是什么行为，那一定是“欺骗、作弊”。所以，使用新教材教学生单词，一定要改变过去那种教师照字典讲讲讲，学生在课堂上记记记的做法。因为语言学习不只是传授性的，而且具有体验实践性，要引导学生自学、自做、自助、自悟，即指导学生形成自主学习意识，掌握合适的学习策略；激发学生的学习热情，让学生学会自己动手，收集信息、处理信息，用所学语言去实践。通过自学、自做解决问题，同时帮助其他同学解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。

教师要根据学生的实际情况和需要进行讲解和操练。切忌面面俱到，照搬照抄。

（五）写的训练本单元写作训练的设计十分有利于“任务型”教学。如：一位学生写给编辑的信，谈了自己没有朋友的烦恼，请编辑帮忙。这一训练要求学生以编辑的身份给这位学生写一封回信，并给出了一些写作指导和建议。我们可以看到，这个任务的设置既有真实语境支持，又有双向和交互特征。教师可以鼓励学生使用交际策略先用口语交谈，再写成文章。此处教师可根据学生情况安排一个任务。

例如：The teacher can ask students to work in pairs,”Imagine you are the student Xiaodong and your partner is the editor．Now you have a chance to talk to the‘editor'instead of writing to him．Make a dialogue with your partner．”

（六）语法教学本单元的主要语法项目是陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。学生用书和练习册中已有比较充分的练习。教师在教学中注意提醒学生不要死记硬背直接引语转换为间接引语的一些简单规则，而是要启发学生从实际出发，灵活掌握、运用规律。

例如：My friend says,”I will come here tomorrow．”如果用间接引语表示，有许多不同的表达方式。

如果此时此地，你来转述，应该说：

My friend says she（he） will come here tomorrow．

如果时间变了，地点不变，你来转述，应该说:

My friend said she （he）would come here the next day．

如果地点变了，时间还是今天，你来转述，应该说：

My friend said she （he）will go there tomorrow．

如果时间地点都变了，你来转述，应该说：

My friend said she （he）would go there the next day．

如果由别人转述，时间地点都变了，应该说：

He （She）said he （she）would go there the next day．

由此可以看出，使用直接引语和间接引语要注意具体语境。

三、自我评价建议

（一）非测试性评价

学生学完本单元后，通过练习册中的Checking yourself 进行自我评价，主要评价一下自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题，学习策略有什么改进，还有什么地方需要加强。同时，使学生加深对友谊、友情、朋友的理解，以及如何正确交友处友，对待友谊友情，处理朋友间发生的问题等。

下面的两项补充评价活动供教师在教学中参考使用。

自我评价（1）最好用于期末：

Level - Senior 1 or 2

Time - 15-20 minutes

Materials - One copy of the questionnaire for each student

Questionnaire

WHAT LEARNING ACTIVITIES WERE MOST USEFUL TO YOU?

Number the following activities according to how much they helped you to learn English．（1 = most useful to you, 2 = useful to you, 3 = not useful to you）

Learning vocabulary lists by heart

Doing grammar exercises

Translating

Listening to people talking

Listening to tapes and answering questions

Listening to the radio or watching TV

Writing compositions or letters

Practising speaking with other people

Going to the language lab

Reading books or stories for pleasure □

□

Compare your answers with your partner and explain to each other why some activities are more useful to you．

自我评价（2）主要用于本单元：

Read the following statements and then tick Yes or No to show your opinions upon friendship．

Yes No

1．Friendship is very important to me．□ □

2．I have a lot of friends．□ □

3．There can be true friendship between a schoolboy and a schoolgirl．□ □

4．I am very kind to my friends．□ □

5．I think everyone should have friends．□ □

6．Friends must have the same character．□ □

7．I keep a diary and think it is my close friend．□ □

8．When my friend is in trouble, I am always ready to help．□ □

9．I don't like to talk to others very much．I like to be alone．□ □

10．I keep a pet animal and treat it like a friend．□ □

（二）测试性评价

1．Complete the sentences using the words below in their proper forms．

add point ignore reason dare

suffer advice communicate power

1）Can you explain the ________ behind the decision?

2）Jane, who grows up in a circus, is able to ________ with all the animals．

3）After the earthquake, people hardly ________ hope that their families were still alive．

4）I ________ from a bad headache after the operation．

5）I followed my teacher's ________ and bought an English-English dictionary．

6）Parts of the city had ________ cuts yesterday because of the big fire from the restaurant．

7）Please ________ your daughter's name to this list．

8）Air pollution is one of the problems that we can't afford to ________．

9）There are five important ________ in her speech．

参考答案：

1）reasons 2）communicate 3）dared（to）

4）suffered / was suffering 5）advice

6）power 7）add 8）ignore 9）points

2．Complete the short passage using suitable phrases you learned from this unit．When you finish, try working out a surprising ending of the story with a partner．

Paul and I are good friends．We always ________ each other．He can ________ in his head quite easily, but I have to ________ all the numbers on paper for calculations．Last week Paul took me to a newly opened small pub．I ________ it as soon as I stepped in．It was such a nice place with all kinds of lovely candles．While we were chatting happily together, someone came near at our table．He asked politely,”Can I ________ ?“...

参考答案：

get along （well）with; add up; set down; fell in love with; join in

补充参考资料

（Supplementary reference materials）

补充注释

（一）词汇注释

1．add（v．）

1）to put together with something else so as to increase the number, size, importance, etc 增加，添加。

Please add something to what I've said, John．约翰，请对我说的话做点补充吧。

2）to join numbers, amount, etc so as to find the total 相加。

Add up these figures for me, please．请帮我把这些数字加起来。

add to something：to increase 增加。

What he did has added to our difficulties．他的所作所为增加了我们的困难。

add up to：to amount to 加起来等于；总计（达）。

The cost added up to 100 million yuan．费用总计达一亿元。

2．cheat

用作动词，表示

1）to act in a dishonest way in order to win 欺骗；作弊。

Any student caught cheating will have to leave the classroom．任何被发现作弊的学生将被赶出教室。

2）to take from （someone）in a dishonest way 骗；骗取。

They cheated the old woman （out）of her money by making her sign a document she didn't understand．他们让那老妇人在她不懂的文件上签字，骗了她的钱。

用作名词，表示

1）an act of cheating 作弊行为。

2）one who cheats 骗子。

3．go through

1）to examine carefully 仔细阅读或研究。

I went through the students?papers last night．昨晚我仔细阅读了学生的作业。

2）to experience 经历；遭受或忍受。

You really don't know what we went through while working on this project．你的确不知道我们搞这个项目吃了多少苦。

4．crazy （adj．）

1）mad, foolish 疯狂的，愚蠢的。

It's crazy to go out in such hot weather．在这么热的天出门，真是愚蠢。

2）wildly excited; very interested 狂热的，着迷的。

She is crazy about dancing．她对跳舞十分着迷。

5．lonely （v．）: unhappy because of being alone or without friends 孤独的，寂寞的。

He has been very lonely since his wife left him．妻子走后，他十分孤独。

lonely 与alone 的区别

alone （adj．）

1）without any friends or separated from others 单独的。

She lives alone．她独自一人生活。

2）only仅仅；只有。用于名词或代词之后。

The gloves alone cost $ 80．光是手套就花了80美元。

3）leave / let sb or sth alone：not take, touch or interfere with sb or sth 不带走；不触摸；不干涉某人或某事。

Leave that alone．It's mine．不要动，那是我的东西。

She has asked to be left alone．她要求不要打扰她。

6．be concerned about / for：be worried about 担心。

We're all concerned about her safety．我们都为她的安全担忧。

（二）难句解析

1．Your friend comes to school very upset．你的朋友来上学，心情非常不好。

1）upset （adj．）: worried; annoyed 不安的；心烦意乱的。

2）upset （vt．）: cause to worry, to be sad, to be angry, not to be calm, etc 使不安；使心烦意乱。

His cheating in the exam upset his teacher．他在考试中作弊，这使他的老师很生气。

2．Your friend, who doesn't work hard, asks you to help him / her cheat in the exam by looking at your paper．

这里的who doesn't work hard 是非限制性定语从句。整个句子可译成“你的朋友不用功。他要在考试中（偷）看你的试卷，（要你）帮他作弊。”

3．Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你是不是想有一位无话不谈能推心置腹的朋友呢？

whom you could tell everything to 是定语从句，修饰friend。

此处的 like 相当于such as。

He has learned some foreign languages, like （such as）French and German．他已学会了几门外语，如法语和德语。

4．I can well remember that ... 我记得非常清楚……

well n．井 adj．身体好 adv．好；非常 int．喔，噢，这个……

本课这句话中的well 是副词，意思是“非常、彻底、完全”（quite, much, thoroughly）。

George was well and truly drunk．乔治喝得烂醉。

I couldn't very well say no when there was no one else she could ask．她没有别人可以求助，我实在是无法拒绝她。

He finished the exam well within the time allowed．他在规定时间之前很早就做完了试卷。

5.... flowers could never have kept me spellbound．……鲜花从未令我心迷神往过。

spellbind （v．）: to hold the complete attention of 吸引人，迷人；使入迷。

The children watched spellbound as the magician took rabbits from his hat．当魔术师从他的帽子里变出兔子时，孩子们都看得入了迷。

Teaching guide for the Student's Book（学生用书教学指导）

INTRODUCTION

This unit looks at different kinds of friendship．Of course, the unit explores friendship between people but it gives particular attention to the friendship one can develop with oneself．In other words, it shows how a person can find comfort and support with an imaginary friend．In these readings from The Diary of Anne Frank, students will see how a lonely and frightened teenager copes with a very unusually stressful situation．She does this by confiding in Kitty, the name for her diary．She examines her problems and tries to find a way to deal with them．

PERSONS

Mr Frank Anne's father who once worked in a trade office

Mrs Frank Anne's mother who stayed at home to look after the family

Margot Anne's older sister who was very intelligent, studious, and quiet

Peter Son of another family who lived with the Franks in the attic

BACKGROUND

This is a true story．It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe．The Nazi Party ruled Germany from 1933 to 1945．One of their key policies was to kill all the Jews in Europe．If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland．Families were separated and transported in trains．For many days, they went without food, water, sanitation or fresh air．To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends．This is what Anne's family did when Margot was told she must go to the railway station to be taken to a camp．Another Jewish family joined them in their hiding place in the attic of a house．It was very crowded there．Only three young people were there: Margot, Peter and, of course, Anne．Her diary shows that Anne felt she was the naughty one of the group since she was always being scolded．She felt she could not confide in Margot because her sister was always good．And she felt she could not confide in Peter because he was a boy．So she made a friend of her diary．Later, however, she did become closer to Peter and they took a liking to one another．Anne talks about their growing friendship in her diary．

______________________________________

SPECIAL NOTE: Many older houses in Amsterdam have more than one floor．The topmost floor is called an”attic? which is usually a place to store seldom-used things．Amsterdam is the capital of Holland, now more commonly called the Netherlands．The city lies near the sea and has many narrow man-made canals．The house where Anne's family hid was by a canal and bridge．Like most old houses in the city, it had two apartments on each floor: one set facing the canal and the other looking onto a garden．Anne's apartment faced the garden．Anne and her family hid there for over two years before they were discovered．They were taken to concentration camps in Poland where all of them died except Mr Frank．The house is now a museum for Anne．The primary school she attended in Amsterdam is now named after her．Every year she is remembered in a travelling exhibition that explains her life．

______________________________________

WARMING UP

The purpose of this part of the unit is to introduce the topic to the students in an interesting way．To ”Warm up“ means to do a bit of preparation for a large learning task．In particular, the students should begin to think about the topic．

This section of this unit begins with a survey．A survey is a way of finding out what people think and feel about a particular subject．This survey examines whether the students are good friends．In doing so, it should make them consider what qualities and behaviour make a good friend．This survey only considers a view of friendship common to people of the same age．It should be noted that this is the first of many activities designed for self-reflection in this textbook．

The following are suggestions for introducing the topic of this unit:

1 Get the students to make a list of three qualities a good friend should have．

2 Have students get into groups of four to find out what qualities each has listed．

3 Have a member of each group report on what their lists have in common and list them on the board．

4 Ask the class whether or not they agree with all the qualities listed．

5 Now have students do the survey in the textbook．

6 Have students look again at the list to see whether it should be revised．

Explanation of each item:

Question 1

This question deals with how thoughtful you are towards others．How much do you value your friend? Is it enough to help him / her? Would you change the time of the day you go to the cinema to fit in with him / her? The scoring reflects your concern for others．So one point for A gets the lowest score because it is the most selfish response．B gets the highest score because it shows a concern for your friend as well as your wish to go to see a film．C gets a slightly lower score because although it shows you want to go with your friend （because you change the plan）, you do not help your friend．

Question 2

This question is concerned with fairness．Is it fair for your friend to borrow something, break it and return it broken? A gets the lowest score because you are not giving your friend another chance to behave better this time．B gets a higher score because you let your friend borrow the camera again．This shows kindness and forgiveness for the trouble you had when it was returned broken．But you are not balancing his needs against your own．That is why C gets the highest score．You are showing your friend that you will trust him / her with the camera again but this time you are giving him / her rules in case it gets broken．

Question 3

This question deals with your concern for others．Should you make the troubles of your friend more important than your own responsibilities? A gets the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend．This is not responsible．You have things that you need to do．Of course your friend is important but not more important than your responsibilities．B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too．But it does not show any real interest in his / her problem．C gets the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too．

Question 4

This question is concerned with responsibilities to a friend．If you are asked to look after something and it is broken or harmed, what should you do? A provides the correct amount of responsibility to your friend．You recognize that it was your fault and will put it right and pay for the damage．So it gets the highest score．B provides some understanding that you are responsible．You put the situation right but you do not pay for the damage yourself．So it does not get the highest score．C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour．

Question 5

This question is concerned with honesty．If you let your friend look at your paper or somebody else's paper, you are helping them to cheat．That is not honest, so answers A and C get no marks．But it takes courage to tell your friend that they should have studied and that they cannot look at your paper．That is also the honest answer．So you get 6 points for B, which is more than any

other in the quiz．

Results

4-7 points: You are not a good friend．You either neglect your friend's needs or just do what he / she wants you to do．You should think about what a good friend needs to do．Think more about this．

8-12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend's needs and feelings．Try to strike a balance between your friend's needs and your own responsibilities．

13+ points: You are an excellent friend who recognizes that to be a good friend you need to balance your needs and your friend's needs．Well done!

PRE-READING

The purpose of the pre-reading activity is to begin to focus students?attention on the main topic of the reading passage．It should not be regarded as an optional activity or as an activity to do after the reading．In other words, the pre-reading activity serves its own useful purpose．It prepares students to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives．

READING

The reading introduces the students to Anne Frank after she had been in her hiding place for over a year．The part of the diary entry presented here reveals Anne's longing for a normal life．She especially missed going outside and enjoying nature．

1 Teaching new words and structures

The purpose of this step for teaching reading is to find the words and phrases that students find most difficult and help them to understand．Some of the more difficult words and phrases you will be able to pick out yourself, but some which seem easy to you may cause problems for your students．One way of helping them learn new words is to ask them to study the text before the lesson and find out the meaning of any word they are unsure of．The advantage of this is that the students will come prepared with any problems they have．You can then deal with these problems in the lesson and this is a very efficient way of identifying any student's misunderstandings．A second way of helping them is to choose the words you think they will find difficult and pre-teach them before you begin the reading．This approach is very effective for helping students to concentrate on the ideas of a reading passage and not worry about the meaning of unfamiliar words．

2 Understanding ideas

This is the purpose of the reading and so it is important that the students learn to use all the clues in the text to help them understand the gist of what they are reading．So encourage them to look at the pictures and the heading and guess what the text might be about．Then ask the class to read the passage silently．Sometimes you can ask them a question to focus their reading．It depends on the passage．When dealing with the story of Anne and her diary:

1 Help students imagine what it might be like if they had to stay in their bedroom for a whole year．They could not leave it even to go to the WC or get a cup of tea．How would they feel?

2 Ask students if they are only allowed to have five things with you in the hiding place because there is very little room, what would they choose?

3 Ask students to guess why the windows had to stay closed．

4 Consider what Anne means by the word ”crazy.“ In this context, ”crazy“ has the informal meaning of ”enthusiastic“ but its formal meaning is ”mad.“ However, be sure to give the students the chance to explore the possible meanings for this word before explaining it to them （if necessary）．

5 In the same way, ask the students to consider what ”spellbound“ means．In this context it means ”to concentrate with delight for some time.“

Alternatively, you could ask students to tell you what is the main idea for each paragraph．Make sure that they do it in one sentence．This is very useful because it is making them analyze what is important and what is not．It also makes them produce a concise answer．

3 Discussion of ideas

This is where the students should discuss the ideas put forward in the reading passage．They should think whether they agree or disagree with the writer．It does not matter whether they agree or disagree．What is important is that they have a reason for what they say．So encourage them to put forward their own ideas, either criticizing the text or using it as a support．Think about:

1 What you would do if your family were going to be killed just because they did something the Emperor did not like?

2 Where would you plan to hide?

3 How would you arrange to get food given to you every day?

4 What would you do to pass the time?

4 Discussion of style

This is where the students begin to use the text to help their own writing．So it is important to ask the students:

1 What do you think is the purpose of this passage? Why did Anne write it?

2 Do you think it is successful? Do you understand Anne's feelings?

3 What is Anne's tone? In other words, is the author angry, sad, happy or thrilled?

4 What is Anne's point of view? Do you agree with it? If so, why? If not, why not?

The last question you should ask is about the quality of the language．So ask students if there are any phrases or sentences that they feel explain a situation or problem, or describe a person or place particularly well．This is a part of the lesson that you can share with your students．There are no right or wrong answers．It is a time to enjoy the reading together．

COMPREHENDING

These exercises are intended to encourage students to be active readers．In other words, they should read and work out the answers．Not all the information can be found in the reading but there are certain clues that students can use to provide an appropriate answer．In fact, the questions go beyond literal understanding to give students practice in making inferences．

Answer key for Exercise 1:

1 C 2 A 3 B 4 E 5 D

Answer key for Exercise 2:

1 B 2 C 3 D 4 A 5 C

篇4：牛津高一英语模块1 Unit 2 表格式教案(译林牛津版高一英语必修一教案教学设计)

主备人 Swan 授课

时间 .9．

教学目标 Make students pay attention to their health, and how to keep healthy.

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

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

教学重、难点 (1) Find the main points in the three letters and express them.

(2) Understanding the text.

教、学具 A projector and some slides

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

教师活动内容、方式学生活动内容、方式旁注

Step 1 Lead-in

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

(2) Discuss ways of losing weight.

a) going on a diet

b) exercising in the gym

c) receiving surgical treatment

d) taking weight-loss pills

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

Step 2 Reading comprehension

(1) General questions: (1st reading)

Where does Amy come from?

What kind of pills did Amy take?

What caused Amy’s liver to fall?

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

Questions: 1-6

Step 3 Further reading

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

Subjects Main points

1 Dying to be thin

2 Recovering

3 Re: Recovering

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

Step 4 Develop reading ability through usage

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

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

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

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

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

Step 6 Homework

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

(2) to learn some language usages

Step 7: look at the four pictures carefully. You can begin the activity like this:

There are four pictures here. First of all, I would like yo7 to imagine the situation and try to describe it with your own words.

E.g.: last Sunday, after leaving school Li Ping went home feeling extremely tired. The wanted to have a good rest and relax. When his parents said hello to him, he was so impatient that he did not say anything and went straight to his own bedroom. Though his patents were very confused, they did not ask him why and continued with the cooking. After a while, loud music came front Li Ping’s bedroom. His mother was very angry and she rushed into his room.

Do the following tasks:

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

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

2: find more examples:

3.Discuss

Choose one picture and have a free talk.

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

Ask the students to use their imagination and talk about each pictures as fully as possible.

Ask them to share their opinions with the classes.

课题 M1U2 课时 9-2 Language points 主备人 Swan 授课

时间 2008.9．

教学目标 Learn the language points in the task

教学重、难点 Some words and phrases

The rest + cn.\\ un

教、学具 A projector and some slides

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

教师活动内容、方式学生活动内容、方式旁注

Step 1: revision and lead in:

Review how to find the gist and how to write a diary and thank you letter.

Step 2: language points

1: mix v.

eg: oil does not mix with water

mixed a.

His feeling about his daughter’s marriage are rather mixed.

Mixture n.

Air is a mixture of all kinds of gases.

2: score

n. make a score\\ keep the score

eg: the score in the final was 4-3.

Vt. Our team scored 3 points in the first half.

3: interest n. 1) have interest in

He does not have much interest in sports.

Lose (an) interest in

She lost interest in her work.

2) 利益（常用复数）

They looked after their won interest.

Phrases:

1： stay up

He stayed up all night, doing his experiment.

2: after all \\ in all \\ first of all \\ above all \\ at all

3: rising or falling tone

rising, falling 是现在分词作定语

tones used in Putonghua

4: be nervous about (of )

They are nervous about ( of ) their first trip abroad.

Be anxious to do \\ be worried about

5: clear up

The weather forecast says it will clear up this weekend.

After you have finished your meal, please clear up the table.

句子： 1： ````the rest of the writing is merely supporting information.

The rest of the books are````

The rest of the money is `````

2: I can ride my bike at the weekends instead of waiting so long for the bus.

Instead of ````

He will attend the meeting instead of his boss.

He stayed in bed instead of working.

3: I did not think my mum missed talking with me, but he did.

Miss doing sth

I missed buying the May number of the magazine.

课题 M1U2 课时 9-3 Language points 主备人 Swan 授课

时间 2008.9．

教学目标 Language points

教学重、难点 surprised/ surprising, 介词+关系代词

介词+关系代词

教、学具 A projector and some slides

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

教师活动内容、方式学生活动内容、方式旁注

Step 1:lead in:

Retell the text

Step 2: language points

单词1: surprise n.

eg:To our surprise, he could do it by himself alone.

Vt. Eg: What he did surprise us all.

Surprising news\\ exciting game\\

Surprised expression\\ excited people

2: touch vt.

Eg: I felt someone touch me on the shoulder.

His story touched all the people present.

The young man touched the keys of the piano.

3: explain v. explain sth. To sb.

Eg: He explained the outline of his plan to us.

Explain to sb. Wh-\\ that

Eg: Can you explain to us that she could not come because she was ill.

4: trust vt. trust sb.

Eg: You should not trust the man.

Trust sb. To do sth

Eg: you must trust him to do the work.

You cannot trust the bus to run on time.

n. (in)

eg: please put\\ place \\ have trust in her.

I have no trust in him.

6: Punish vt.

Punish sb. For ( doing )sth.

Eg: the angry father punished his boy for not obeying him.

n. punishment

eg: prison is a punishment for those who break the law.

Adj. Punishing

词组7: be supposed to

eg: we were supposed to be here at seven.

Who is supposed to look after the children?

8： deal with v.

Retell the text before the whole class.

Step 2: listen to the tape. While listening, follow the tape and find the difficult point in the book.

Ask the students to use their imagination and talk about each pictures as fully as possible.

Ask them to share their opinions with the classes.

课题 M1U2 课时 9-4

Language Points 主备人 Swan 授课

时间 2008.9．

教学目标 Get to know some differences between American and British English.

Get to know some colloquialisms.

教学重、难点 What is the meaning of the colloquialisms?

How to guess the meaning of a colloquialism.

教、学具 A projector and some slides

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

教师活动内容、方式学生活动内容、方式旁注

Step 1:Revision and lead in:

1: Revision: review the language points we learnt in the last class.

2: lead in: read some sentences. Let students judge whether they right or wrong. (You can choose American English and British English. So all of them are right). Then tell the students why.

Step 2: look more phrase and words. Use the word the change the underlined words. And then check the answer.

Step 3: colloquialisms:

1: Look at the pictures and the words. Guess the meaning of the words. Pare A)

2: guess and look up the meaning of the following italicized expressions mean and then look them up in a dictionary. (Part B)

Review the language points.

Guess the meaning and translate them into Chinese.

Guess and do the homework.

课题 M1U2 课时 9-5 Grammar 主备人 Swan 授课

时间 2008.9．

教学目标 Attributive clause

教学重、难点 Preposition + which \\ preposition + whom

Preposition + which \\ preposition + whom

教、学具 A projector and some slides

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

教师活动内容、方式学生活动内容、方式旁注

Step 1: revision: review some colloquialisms.( error correction)

1.These who have plenty of money will help their friend.

2.This is the longest train which I have ever seen.

3.Which we all know, swimming is a very good sport.

4.I shall never forget those years which I lived in the farm which you visited last week.

5.The radio set which I bought it last week has gone wrong.

Step 2: 1: lead in: (make a difference)

This is the house which I lived in two years ago.

This is the house where I lived two years ago.

This is the house in which I lived two years ago

Step 3: 介词+关系词

1: 说明：

1）介词后面的关系词不能省略。

2）that前不能有介词。

He lived in London for 3 months, during that time he learned some English.

3）某些在从句中充当时间，地点或原因状语的”介词+关系词“结构可以同关系副词when 和where 互换。

This is the house in which I lived two years ago.

This is the house where I lived two years ago.

Do you remember the day on which you joined our club?

Do you remember the day when you joined our club?

2：介词任何确定：

1）根据后面的动词搭配：

eg: The school in which he studied one year ago has become ruins.

2) 根据前面的名词：

eg: Do you remember the day on which you joined our club?

3) 根据前面的动词与后面的名词搭配：

eg: He made a hole in the wall though which he can see what was happening in the room.

课题 M1U2 课时 9-6 Grammar

and usage 主备人 Swan 授课

时间 2008.9．

教学目标 Attributive clause

教学重、难点 How to help the students to learn the grammar efficiently.

Differences between where, when, and which

教、学具 A projector and some slides

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

教师活动内容、方式学生活动内容、方式旁注

Step 1: revision

1: This is the house _____I was born.

2: she is the girl ____you lent your bike.

3: this is the pen ___ I wrote the letter.

4: here is the address _____you should write.

5: we love the village ___we worked for 2 years.

6: those are the books ____ we are talking just now.

7: he is the students _____I lent my dictionary.

8: can you lend me a chair ___ I can sit?

9: the bus _____I often go to school has not come yet.

10: he is just the student ____you want to make friends.

11: the library ____ I borrowed a magazine is not very big.

12: this is the shop ___ I bought the bike.

13: the train ___ she was traveling was late.

14: there is no dictionary ___ you can find everything.

15: I will show you a chop ____you may find all you want.

Step 2: 关系副词引导的定语从句

关系副词可代替的先行词是时间、地点或理由的名词，在从句中作状语。

1）when, where, why

关系副词when, where, why的含义相当于”介词+ which“结构，因此常常和”介词+ which“结构交替使用，例如：

There are occasions when (on which) one must yield. 任何人都有不得不屈服的时候。

Beijing is the place where (in which) I was born. 北京是我的出生地。

Is this the reason why (for which) he refused our offer? 这就是他拒绝我们帮助他的理由吗？

2）that代替关系副词

that可以用于表示时间、地点、方式、理由的名词后取代when, where, why和”介词+ which“引导的定语从句，在口语中that常被省略，例如：

His father died the year (that / when / in which) he was born. 他父亲在他出生那年逝世了。

He is unlikely to find the place (that / where / in which) he lived forty years ago. 他不大可能

找到他四十年前居住过的地方。

3 判断关系代词与关系副词

方法一：用关系代词，还是关系副词完全取决于从句中的谓语动词。及物动词后面无宾语，就必须要求用关系代词；而不及物动词则要求用关系副词。例如：

This is the mountain village where I stayed last year.

I'll never forget the days when I worked together with you.

方法二：准确判断先行词在定语从句中的成分(主、谓、宾、定、状)，也能正确选择出关系代词/关系副词。

例1. Is this museum ___ you visited a few days age?

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

例2. Is this the museum ____ the exhibition was held.

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

答案：例1 D，例2 A

例1变为肯定句： This museum is ___ you visited a few days ago.

例2变为肯定句： This is the museum ___ the exhibition was held.

在句1中，所缺部分为宾语，而where, that, on which都不能起到宾语的作用，只有the one既做了主句的表语，又可做从句的宾语，可以省略关系代词，所以应选D。

而句2中, 主、谓、宾俱全，从句部分为句子的状语表地点，既可用副词where，又因 in the museum词组，可用介词in + which 引导地点状语。而此题中，介词on 用的不对，所以选A。

关系词的选择依据在从句中所做的成分，先行词在从句中做主、定、宾语时，选择关系代词 (who, whom, that, which, whose)；先行词在从句中做状语时，应选择关系副词 ( where 地点状语，when 时间状语，why 原因状语)

Get Ss to fill in the blanks.

Learn the usage of when, where, why.

课题 M1U1 课时 9-7 Task 1 主备人 Swan 授课

时间 2008.9．

教学目标 Improve students’ listening ability

教学重、难点 How to improve students’ listening ability

How to understand tones in spoken English?

教、学具 A projector and some slides

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

教师活动内容、方式学生活动内容、方式旁注

Step 1: revision and lead in: （改错）

16.Please put the letter which he can easily find it.

17.The house in the front of which there is a big tree was built more than 1000 years ago.

18. Antarctic ,which we know very little is covered with thick ice all the year round.

19.The reason why I was away from school is because I was ill yesterday.

20.It was a meeting that importance I didn't realize at that time

step 2: understand tones in spoken English.

1: understand the meaning of volume, rising or falling tone, stress on certain words, pauses in the sentences.

2: listen to the sentences on the tape. Write the most correct emotional meaning in each blank.

3: listen to one more sentence. How do you think the speaker feels about the man?

Step 3: listen to the calls received by a radio talk show host and write the names of the callers in the spaces below. Step 1: do the following exercises.

Step 2: listen and do the exercises

课题 M1U1 课时 9-8 Task 2 主备人 Swan 授课

时间 2008.9．

教学目标 Improve students’ speaking reading ability

教学重、难点 How to improve students’ reading ability

How to get the main idea of a text

How to understand a thank you letter

教、学具 A projector and some slides

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

教师活动内容、方式学生活动内容、方式旁注

Step 1: revision and lead in

1: review the attributive clause（改错）

1Oh the wall hung a picture, which color is blue.

2.Whenever I met him , that was fairly often, I like his sweet and hopeful smile.

3.The visitor asked the guide to take his picture there stands the famous tower.

4.The boss whose department Ms King worked ten years ago look down upon women.

5.I don't like the way which you speak to her.

Step 2: students may be asked to work in groups of four. Have each of the group read and diary entry and find the main point and circle the words, which show the mood of the writer. Then ask them to tell in turn what they have learnt after reading.

Answer: 1: today has been a great day because my parents bought me an expensive bike. (happy)

2: we had a Maths test and do not I an nervous about my results.(tired, afrasid, nervous)

3: I failed the maths test and do not know how to tell my parents.(upset)

4: all that worrying was for njothing. (very happy, glad)

Step 3: read the thank you letter on page 35. Ask them to find the answers to the following questions:

1:who wrote the letter?

2: to whom is the letter written?

3: why is the letter written?

Step 4: listen to the letter again. Do true or false questions in the book.

Step 4: summary:

The most important part of reading is to be able to understand the gist or the main point. Often only a few words are used top make a main point, and the rest of this writing is merely supporting information. Good readers learn to quickly get the gist of what they read.

Step 1: Do the following tasks:

1: find some information about drama.

2: talk about the topic the teacher giving to them.

Step 2: read and answer the questions.

1) Scanning and skimming

2: read and fill in the blanks

Step 3: fast reading

Step 4: careful reading

Step 5: get to know how to find the gist of a text or the main idea of a text.

课题 M1U1 课时 9-9 Assessment 主备人 Swan 授课

时间 2008.9．

教学目标 Learn the language points in the task

教学重、难点 The form of a notice in English and understand the outline of starting a school club.

教、学具 A projector and some slides

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

教师活动内容、方式学生活动内容、方式旁注

Step 1: revision and lead in:

Review how to find the gist and how to write a diary and thank you letter.

Step 2: language points

单词1: mix v.

eg: oil does not mix with water

mixed a.

His feeling about his daughter’s marriage are rather mixed.

Mixture n.

Air is a mixture of all kinds of gases.

2: score

o. make a score\\ keep the score

eg: the score in the final was 4-3.

Vt. Our team scored 3 points in the first half.

3: interest n. 1) have interest in

He does not have much interest in sports.

Lose (an) interest in

She lost interest in her work.

2) 利益（常用复数）

They looked after their won interest.

词组 1： stay up

He stayed up all night, doing his experiment.

2: after all \\ in all \\ first of all \\ above all \\ at all

3: rising or falling tone

rising, falling 是现在分词作定语

tones used in Putonghua

4: be nervous about (of )

They are nervous about ( of ) their first trip abroad.

Be anxious to do \\ be worried about

5: clear up

The weather forecast says it will clear up this weekend.

After you have finished your meal, please clear up the table.

句子： 1： ````the rest of the writing is merely supporting information.

The rest of the books are````

The rest of the money is `````

2: I can ride my bike at the weekends instead of waiting so long for the bus.

Instead of ````

He will attend the meeting instead of his boss.

He stayed in bed instead of working.

3: I did not think my mum missed talking with me, but he did.

Miss doing sth

I missed buying the May number of the magazine.

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

1. grow up

2. turn up; turn down; turn off; turn on

3. a waste of time

waste/spend … on sth/(in) doing sth

4. try to do sth; try doing sth

5. force sb to do sth; be forced to do sth

6. be angry/upset with sb

7. cannot wait to do sth

8. look around the room

9. be supposed to do sth

10. bend to touch the dog

keep/get in touch with sb

lose/(be) out of touch with sb

11. what … do with sth

how … deal with sth

12. explain sth to sb; explain to sb sth

13. with a passa boxes on the floor

14. leave me alone

15. (be) in charge (of …)

take charge of …

charge the battery

charge sb … for …

free of charge=for free

16. act like an adult

take an active part in …

take action/steps/measures (to do …)

17. the reason why …/that …

reason with sb.

18. go unpunished

19. lights go out

20. have one’s arms crossed

21. not … any more

22. deserve to do sth

23. instead of …

24. (be) hard on sb

be strict with sb

25. now that …

26. be rude to sb

27. be different from …

28. in the form of …

form the habit of doing sth

29. pay (any/no) attention to sth

draw/attract one’s attention

30. treat sb like a child

31. make mistakes；make decisions; make comparisons

32. argue about sth with sb

33. spoken English; English-speaking countries

34. It’s raining cats and dogs

35. make a mountain out of a molehill.

36. be surprised at…; (much) to one’s surprise

From Welcome to Word power

1. 成长

2. （声音）调大、调小、关掉、开

3. 浪费时间

在…上浪费、花费时间

4. 设法做…；尝试做…

5. 迫使某人做某事；被迫做…

6. 生气、不安

7. 等不及要做…

8. 环顾四周

9. 理应做某事

10. 弯腰去抚摸小狗

保持、取得联系

失去联系

11. 如何处理

如何处理

12. 向…解释…

13. 地板上passa盒子的…（状语、定语等）

14. 别管我、别烦我；

15. （某人）负责某事

掌管、负责…

充电（电池）

因…向某人索要…（钱）

免费的

16. 像成年人一样行事

积极参加

采取措施做…

17. …的原因

与某人理论

18. 免于受到惩罚

19. 等熄灭了

20. 双臂交叉

21. 不再…

22. 应该做…、配做…

23. 而不是

24. 对…严格

同上

25. 既然、由于

26. 对…粗鲁

27. 与…不同

28. 以…的形式

形成、养成…的习惯

29. 注意…

引起某人注意

30. 把…像孩子样对待

31. 犯错误；做出决定；做比较

32. 就…与某人争论、争吵

33. 英语口语；说英语国家

34. 倾盆大雨

35. 小题大做

36. 对…感到惊奇；令某人惊奇的是，…

From Grammar to Project

37. give sb painting lessons

38. a little bit expensive

39. be proud of …

take pride in …

40. get good marks/achieve high grades

41. stay up

42. do a good job in …

43. regret that/doing

regret to do

44. be nervous about …

45. after all

46. mix up … with …

47. take one’s advice; follow one’s advice

ask (sb) for advice

48. be interested in …; develop/show an interest in

49. all the time

50. go out for a long walk

51. keep … in mind

52. what’s wrong with … ?

53. it takes sb … to do sth

54. make a bit of difference

55. provide sb with sth; provide sth for sb

56. be busy with sth/sb; be busy (in) doing sth

57. become upset with sb

58. at the moment

59. as though/ as if

60. insist on doing sth

insist that …

61. chat online with sb

surf the internet

62. at present

be present at …

63. prevent/stop sb (from) doing sth

keep sb from doing

keep sb doing sth

64. allow sb freedom

allow doing

allow sb to do sth

be allowed to do sth

65. or worse

worse still; what was worse

66. without harming one’s relatioship

67. help sb with sth

68. in one’s spare time

spare no efforts to do sth

69. suggest an idea

give sb a suggestion

70. fight like crazy

fight for …; fight against…

71. forbid sb to do

From Grammar to Project

37. 给某人上油画课

38. 有点儿贵

39. 对…感到自豪

同上

40. 取得好成绩

41. 熬夜、不睡觉

42. 在…（方面）做得好

43. 后悔做…

遗憾、抱歉地做…

44. 对…紧张

45. 毕竟

46. 把…与…混淆、混合

47. 听从某人建议

询求建议

48. 对…感兴趣

49. 一直、总是

50. 出去散步

51. 记住…

52. 出了什么事？

53. 花费时间做…

54. 有点影响

55. 为…提供

56. 忙于做…

57. 对…感到不安

58. 此刻、现在

59. 好像

60. 坚持做…

同上

61. 与…网上聊天

上网冲浪

62. 目前

出席（会议）

63. 防止…做…

同上

使某人一直做

64. 让某人有自由

允许做…

允许某人做…

被允许做…

65. 或者更糟糕

更糟糕的是

66. 而没有伤害某人关系

67. 帮助某人…

68. 在某人空闲时间

不遗余力地做

69. 建议一个注意

给某人建议

70. 发疯地；拼命地

为了…而战；为反对…而战

71. 禁止某人做…

篇6：译林牛津模块1 Unit 1 Task(1 & 2)(译林牛津版高一英语必修一教案教学设计)

Teaching Aims:

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

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

Teaching Important & Difficult Points:

How to note down information while listening

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

Teaching Aids: a multimedia classroom; a tape-recorder

Teaching Procedures:

StepⅠRevision

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

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

Step Ⅱ Presentation

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

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

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

The short forms are:

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

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

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

Step Ⅲ Listening

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

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

Step Ⅳ Speaking

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

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

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

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

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

Step Ⅵ New words from page 12 to page 17

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

Step Ⅶ Homework

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

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

Period 8 §Task(2-2)§

Teaching Aims:

To help students learn to compare information before making decisions

To develop students’ speaking ability by doing question and answers

To teach students how to write a notice

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

Teaching Important & Difficult Points:

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

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

Teaching Aids: a multimedia classroom; a tape-recorder

Teaching Procedures:

I Skills building 2 and Step 2

StepⅠWarm-up

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

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

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

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

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

StepⅡ Presentation

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

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

When comparing: 1) read all the in formation carefully

2) make as many comparison as possible

StepⅢ Practising

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

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

The title:

The price:

The year:

The writer:

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

The title: with the word Dynasties

The price: having the figure 8

The year: after

The writer: a famous professor

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

StepⅣ Reporting

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

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

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

II Skills building 3 and Step 3

StepⅠPresentation

1. Say the following to students:

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

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

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

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

Event: Library closed

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

Reason: The sports meeting will be held.

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

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

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

Public holidays: closed

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

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

StepⅡ Evaluating

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

StepⅢ Writing

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

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

Sample:

Notice

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

Date Day Time Venue Subject Speaker

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

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

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

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

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

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

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

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

III Homework

Write a notice based on the following information

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

Memorize the words learnt in the Section of Task

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

Ask students to preview Part Project

篇7：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8：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9：模块2 Unit 1 Reading I 教学设计(译林牛津版高一英语必修二教案教学设计)

Unit 1 Tales of the unexplained

The First Period Intensive Reading

临澧一中英语组张凤年

教材分析：本单元话题是神秘事件或现象，引发学生对一些神秘事件，例如，金字塔，雪人，巨石城，外星人等的兴趣，然后联系到课文中少年失踪与外星人有关，让学生有兴趣去学习课文。

教学步骤：

Step 1：Lead-in

当welcome to the unit作为Reading为热身，并且从互联网上下载一些有关的图片，让学生除了看教材以外还可以看多的图片更好的去了解那些神秘的事件。

Step2:Fasting-reading

从分析标题入手，引导学生思考文章内容，快速阅读教材回答3个问题

1. What is the article about?

The article is about a missing boy and aliens.

2.Who is missing?

Justin Poster is missing.

3. Do the police know what happened to Justin?

No.

Step3:Listening

快速阅读重要了解了课文中的人物和事件，可以使在听力时让学不不会感觉很吃力。

1.Why did Justin’s mother go to bed early.

Justin’s mother went to bed early because of a headache.

2.Does Justin have any brothers and sisters?

No.

3. What were the aliens like?

They were white-skinned, strange-looking creatures with large black eyes.

4.Who is in charge of the case?

Detective Sam Peterson is in charge of the case.

Step: 4careful reading

因为对于高一的学生来说，听一遍课文，然后对文章的主要内容的掌握还有一些难度。所以必须仔细的阅读，才能够读懂文章。问了更好的理解，所以把文章分为3部分。

Match each part with its main ideas

Part 1 (paras1-2) Justin Foster went missing.

Part 2 (para3-4) The police found that Justin returned home.

Part 3 (paras5-7) The boy was taken away by aliens.

细读各个部分。

Part 1 考虑到湖南高考题中，听力中有听材料，填信息的题型，平时多设计这方面的练习。对学生的听力的提高肯定有很大的帮助。

1. Police in America have stepped up their search for a fifteen-year- old boy _

who went missing two days ago in Dover , New Hampshire.

2. Justin Foster, a high school students, went missing Last Friday night.

3.Justin did not show up at the family lunch the next day.

Part 2 Read part 2 (Paras3-4) carefully and decided whether the following sentences are true or false. 仔细阅读，训练学生对于教材细节的处理。

( F )1. Justin left home to play football with two friends.

( T )2. Witnesses said that they saw Justin walking towards his home at 10:45 p.m.

( T )3. Kelly heard Justin put on his favorite CD after he went to his room.

Part 3 继续结合高考，阅读文章处理文章信息。

阅读文章第三部分，并填表格。

The _ 1__ that Justin was taken away by aliens

Conclusion Supporting details

The boy was taken away by aliens Kelly saw a large _ 2__ flying out side

Kelly saw lots of white– siknned strange –looking_ _ 3_

with large black eyes.

Kelly heard Justin _ 4_

Maris Wood said that the aliens took her away sothat the could do _ 5__ on her.

Answers ：1，possibility 2，spaceship 3，creatures 4，shout 5，

research

Step5: Language points

1，step up: speed up, increase

When John realized he was going to be late, he stepped up his pace.

2,search, 搜查,搜寻

search sp. for 搜查某地以寻找

in search of = in one’s search for

The police searched the man but found nothing.

They searched the woods for the little boy

Birds fly south in search of winter sun.

3 due

应付的,到期的

The electricity bill is due tomorrow.

预期的,应到达的

The next train to London is due at 4:00 p.m.

由于,因为 because of , caused by

Due to his rudeness, I didn’t say one more word to him.

His success is entirely due to hard work.

4 show up

We’ve been waiting for you to show up.

arrive, appear

The marks on the wall show up in the sunlight .

to be easily and clearly seen

When we go to parties, my husband always shows me up by telling rude jokes.

to make sb feel embarrassed or ashamed

5 rule out : get rid of

The police ruled out the possibility that the boy had been murdered by his step mother.

Step 6: Discussion

经过听力阅读，学生对课文内容已经有了很好的了解，而且也开始对 Justin 的失踪和外星人产生了好奇，所以可以让他们讨论。

If you met some aliens from outer space, what will you do? Go to outer space or not?

Step7: Homework

1. Finish Part D on page 4 and part E on page 5.

2. Review the new words and phrases.

篇10：人教新课标Unit 1 period 2 reading(新课标版高一英语必修一教案教学设计)

Period 2 Reading “Anne’s Best Friend”

1. Teaching objectives:

1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;

2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;

3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;

4). To learn the writing style of this passage.

2. Teaching method: Task-based teaching

3). Teaching procedures:

Step 1.Pre-reading

1. Please enjoy three pieces of music and find out what they are about.

2. Does a friend always have to be a person? What else can be your friend?

3. What do you know about the World War II?

4. Background introduction

Step 2 fast reading

1. Who is Anne?

Who/What was Anne’s best friend?

When and where did the story happen?

2. fill in the form below.

The time of the story

The place of the story

The heroine of the story

Anne’s best friend

The length of time they hid away

The date of the diary

Step 3. Careful Reading

1. Answer the following questions:

Why did Anne made her diary her best friend?

What is an ordinary diary like according to Anne? What about her diary?

Why was she so crazy about things to do with nature?

Why did she stay awake on purpose until very late one evening?

Why didn’t she dare open the window when the moon was too bright?

How do you understand the expressions “spellbound” and “held me entirely in their powder”?

2. Reading to summarise the main idea of each paragraph.

Skim the text and summarise the main idea of each paragraph in one sentence.

Para. One: Anne made her diary her best friend whom she could tell everything.

Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.

Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.

Step 4 Post-reading

1. Comprehending exercises (on paper)

Time Nature Feeling

Before hiding

After hiding

2. Discuss what kind of feelings of Anne the following words from the letter imply.

words Anne’s feeling

nature free, peaceful, relaxed

outdoors free

crazy anxious, eager, thirsty

didn’t dare scared, frightened

thundering, entirely, power helpless, depressed, lonely

Step5. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends ?

Step 6. Homework

1. Review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.

2. Finish Ex.1-3 on p4.

3. Discovering useful words and expressions

Complete the following sentences, using words and expressions from Reading

1) She has grown _______ about computer games.

2) Was it an accident or did David do it on _______?

3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.

4) He used to work _______ even in the middle of winter.

5) Just the _______ of more food made her feel sick.

6) You had better have a _________ talk with him.

7) Born in a poor family, the manager _________ lots of hardships in his childhood.

8) A diary is often kept to ________ what happens in people’s daily lives.

篇11：高中英语冀教版必修1全套教案Unit 2 Friendship (冀教版高一英语必修一教案教学设计)

Section One

Step I. Go over the new words.

Have a dictation to the following words.

teenager, get lost, confident, timetable, wallet, intelligence,

have fun, get used to, adult, junior, instead of, turn into

Step II. Lead-in by a poem

An English poem

Love is like the wild rose-briar,

Friendship like the holly tree

The holly is dark when the rose-briar blooms,

But which will bloom most constantly?

The wild rose-briar is sweet in spring,

It is summer blossoms scent the air,

Yet wait till winter comes again,

And who will call the wild-briar fair?

Then, scorn the silly rose –wreath now,

And the dark thee with holly’s sheen

That, when December blights thy brow

He still may leave the garland green.

Step III. Listen and read the test quickly, judge the following sentences.

1. Li Ming and Jenny have been communicating with each other through letters.

2. Li Ming is pretty good at English.

3. Li Ming and Da zhi are old friends.

4. When writing the letter, Li Ming has been a high school student for month.

5. Jenny feels more creative when she types on the computer.

6. Jenny and Pat are best friends.

7. In Jenny’s opinion, playing sports is a lot of fun and a good way to meet friends.

8. Jenny as well as 5 other girls will have a sleep-over party at School.

Step IV. 1. Ask the students read the text carefully and find out confusing language points and important sentences.

(1) It is always feels good to have friends to share the good times as well as the bad times.

(2) Friendship comes in all shapes, colors, and sizes.

(3) Her parents were not as angry as she had originally thought they would be.

(4) Although it was painful to lose such a close friend, it built me up into the individual person I am.

(5) It seems easier for me to express my thoughts and feelings.

2. Ask the students to ask some questions that they can not understand, then if other students can explain, make them answer. And if no one gives the answer, I will explain the confusing points to them, try my best to make the students learn more and be active.

Step V. Do exercises.

1. ⑴选择做 ________ ⑵需要 ________ ⑶想要做 ________

⑷由……组成 ________ ⑸过一种生活 ________ ⑹从旁边经过 ________

⑺压力重重 ________ ⑻由于,因为 ________ ⑼发生，进行 ________

⑽使某人逐渐成为_______ ⑾ 沉思 ________ ⑿喜欢做 ________

⒀上学 ________ ⒁集中于 ________

2. ⑴As the e_______ to the cinema, I met a friend of mine.

⑵ The news s_______ through the village quickly.

⑶ My father is not much a talker, and he is not good at e______ his feelings.

⑷ The encouraging speech a______ many people’s attention.

⑸ He has born in a w______ family, but he lived a poor life in his late life.

⑹ He is a very famous person, and he is always considered________(有创造力的)

⑺ He made an_________(通知)that he would go to Japan.

⑻ I am sure you will come to______(意识到)your mistakes

⑼ I am happy to have been_______(介绍)to the great scientist.

⑽ Our English teacher asked me to make a _______(相似的) dialogue.

Step VI. Homework

Preview section 2 and section 4

Section 2 and Section 3

Step I. Build the students’ comprehension

1. Have the students discuss the questions in groups of four.

2. Before I divide the class into groups for a short discussion on the this topic, practice the following language patterns.

3. When you agree someone you can use these words.

You are right.

That is true

You have got it

Sometimes you have to agree, but you do not want to. Use these words:

I am afraid I agree with you.

I hate to say it ,but I agree

When you strongly disagree, use these words:

I don’t think so.

I don’t agree

When you do not agree, but you want to speak less strongly, use these following words:

That is true, but there is a better way.

I see what you mean, but don’t you think …..

Let the students see the patterns on the screen, practice orally with the class. Keep the patterns on the screen, so that the students can refer to them when they are in groups discussing the topic.Then check the answer of the practice in this part.

Step II. Build your vocabulary

this can be assigned for homework

(Answers: 1. feel like 2. hate 3. agree with 4.go on the trip 5. feel good

6. choose/ chose)

Step III. Build the listening skills

With books closed, tell the students they will hear the tape once, then will be asked some true or false questions. Review the meaning of true or false.

Play one sentence at a time. After playing the sentence, ask for a volunteer to repeat what was said. If no one heard correctly, play it again. Ask if the statement is true or false.

Open the book to complete the listening activity.

(Answers: Part 1: 1. F 2. F 3. F; Part 2: 1. five 2. talk 3. friends 4. friendly)

Step IV. Build the speaking skills

1. First ask the students to read the dialogue with their desk mates and then ask some of them to act out in the class.

2. Than tell the students about the pronunciations of the vowel.

3. Now check other words on the screen, with each word, ask some students to pounce.

Step V. Build the writing skills

Ask the students to write a composition “my best friend”

Step VI. Grammar: attributive clause

1. 关系代词 who whom 和that

The girl______ is sitting next to me is my best friend.

The girl_______ I met just now is my best friend.

2. that 和which

The book______ I gave to my best friend is popular

The book_______ is popular was given to my best friend

3. whose

Do you know the girl______ name is Mary?

We are studying in the classroom______ door faces south

4. 关系副词 when ,where 和why.

I will never forget the day______ I was born.

I will never forget the place_______ I was born.

The reason_____ he went there is unknown.

Ask the students to study the above part and than ask them to do the exercise in the text book and workbook.

Section Four

Step I. Revision

Go over the following words.

Make friends, express, live a…life, entrance, agree with, type,

Indeed, find out, focus, consist of, wealthy, thanks to, consist of

Entry, thanks to

Step II. Ask the students listen to the type and check the following sentences.

1. At the beginning, the royal bull elephant enjoyed the poorly-fed stray dog’s company.

2. They soon got used to each other’s company.

3. One day, a man bought a dog and took it to a faraway village.

4. The royal bull elephant did not mind the dog’s absence.

5. The wise minister suggested the king make an official announcement to find the elephant.

6. At last the story has a happy ending.

Step III. Make the students read the text carefully and give the answers to the following questions.

1. Did you know that the elephants and dogs were “natural enemies”.

2. Is it impossible for natural enemies to become best friends?

3. What is the moral of this story? In other words, what truth or bit of wisdom does the writer want to show us through the story.

Step IV. Ask the students read the text carefully and find out confusing language points and important sentences. Then ask the students to ask some questions that they can not understand, then if other students can explain, make them answer. And if no one gives the answer, I will explain the confusing points to them, try my best to make the students learn more and be active.

Step V. Exercise

短语翻译：

1．像往常一样 ____________

2．使 …..平静 ____________

3．从旁边经过 ____________

4．同意某人 ____________

5．借宿别人 ____________

6．发现，弄明白 ____________

7．向…… 敞开大门 ____________

8． ….. 原因 ____________

单句该错：

1．I did not recognize your friend which came to our class.

2．Have you got everything which you need.

3. Can you think of a situation which you may use this expression.

4. She is one of the students who has won the prize money.

5. The doctor always worked heart and soul cured of me.

Step V. Homework

Review this unit and do the exercise.

篇12：模块1 Unit 2 Period 1-3教学案1(译林牛津版高一英语必修三教案教学设计)

Module One Unit Two Growing pains

Period One Welcome to the unit

（一）学习要求: 通过讨论，互相交流在成长过程中所遇到的烦恼，学会用英语联系自己的生活经历就这一话题表述自己的观点。

（二）读图说图:

Picture 1: ___________________________________________________________.

Picture 2: ___________________________________________________________.

Picture 3: ___________________________________________________________.

Picture 4: ___________________________________________________________.

（一）自学评价

Look at the four pictures on page 21 in the students’ book and try to answer the following questions:

1. When you are growing up, do you usually experience such pains shown in the four pictures?

2. Do you know what Growing Pains means?

3. What will we discuss in this unit?

（二）系列活动

I. Brainstorming

1. Talk about some family problems between parents and children.

2. Say something about your own experiences like these.

II. Discussing

1. Pair work:

Here are four pictures .Please imagine the situation and try to describe it in your own words.

2. Group work

Do you think there is a generation gap between you and your parents?

Does the generation gap really exist?

How do you overcome the gap?

III. Practicing:

Write a story about an unpleasant experience caused by misunderstanding between your parents and you.

Here are some words to help you: adult(成年人), quarrel(争吵), scold(责备), argument(争论), conflict(冲突), career(事业), interfere in(干涉), influence(影响), imagine(想象), force(强迫), disobey(不服从)

（三）释疑解难

1. turn up

1) 开大，调高; 增加速度、音量，强度或流量

Turn up the radio, please!

2) 出现；到达

Her name constantly turns up in art circles. 她的名字经常出现在艺术圈里

3) 发现，找到

The papers will turn up sooner or later. 文件迟早会找到的

2. a waste of time/money

It is really a waste of time to spend all of your spare time chatting. 你把所有业余时间花费在聊天上真是浪费时间.

Isn’t it a waste of money to buy so many new clothes? 买这么多新衣服, 难道不是浪费金钱吗?

3. choose 选择，挑选，决定；拿定主意

She chose to study chemistry. 她选择了学化学。

He chose not to go home. 他决定不回家了。

（四）追踪练习

Fill the blanks with correct words according to the Chinese. One word for each blank.

1、你那支丢失的钢笔终有一天会找到的。

Your lost pen will surely _______ _______ one day．

2、你企图说服他是在浪费时间, 他决不会加入我们的。

You're _______ your time trying to persuade him. He'll never join us.

3、他决定呆在家里。而其他人都看电影去了。

He _______ to stay home while all the others went to the cinema.

（一）背景介绍

Growing pains usually occur in young boys and girls from the ages of 9 to 14. The rapid growth of young children may result in pains particularly in the arms and legs. This condition can cause many unpleasant symptoms in the child. Some parents are at a loss and they send the children to see the doctor. Though it is not a disease, this condition can cause a lot of pains. For more information, you can visit the following website:

kidshealth.org/parent/general/aches/growing-pains.htmlReading

（二）网络搜索

《成长的烦恼(Growing pains)》是美国1985年至1992年间收视率最高的情景喜剧（sitcom）。这是一部经久不衰的电视佳作，更是一本最生动的相册，记录了一群孩子成长中的一切，更是为人父母的心路历程。如果你对此感兴趣，不妨到网上搜索相关信息，并用英语与你的同学交流。

www.52en.com/emule/tv/html/0314_011.html

www.wayabroad.com/chinese/homepage/1_good_hope_cape/tv/growingpains/

ent.qq.com/a/20040220/000108.htm

I. Multiple choice.

1. -What do you think makes him so cross?

- __________ the exam.

A. He failed B. He failing C. His failing D. To have failed

2. He said he would come to the party, but up till now he hasn't ____ yet.

A. turned up B. turned over C. turned in D. turned on

3. You'll have to leave _______ Monday at the latest.

A. at B. until C. by D. after

4. Have you chosen where _____ for your holiday yet?

A. to go B. will you go C. should go D. going

II. Reading comprehension.

A letter to Edward, a columnist (报刊专栏作家)

Dear Mr. Expert,

I grew up in an unhappy and abusive(辱骂的) home. I always promised myself that I'd get out as soon as possible. Now, at the age of 20, I have a good job and a nice house, and I'm really proud of the independence (独立) I've achieved.

Here's the problem: several of my friends who still live with their parents wish they had places like mine-so much that they make mine theirs.

It started out with a couple of them spending the weekends with me. But now they seem to take it for granted that they can shut up any time they like. They bring boyfriends over, talk on the phone and stay out forever.

I enjoy having my friends here sometimes-it makes the place feel comfortable and warm but this is my home, not a party house. I am old enough to move out on my own, so why can't I seem to ask my friends to respect my privacy (隐私)?

Joan

Dear Joan,

If your family didn't pay attention to your needs when you were a child, you probably have trouble letting others know your needs now.

And if you've gathered your friends around you to rebuild a happy family atmosphere ( 气氛), you may fear that saying no will bring back the kind of conflict (冲突) you grew up with-or destroy the nice atmosphere you now enjoy. You need to understand that in true friendship it's okay to put your own needs first from time to time.

Be clear about the message you want to send. For example, ”I really love your company but I also need some privacy. So please call before you come over.\"

Edward

1. We can learn from the first letter that Joan ______.

A. lives away from her parents B. takes pride in her friends

C. knows Mr. Expert quite well D. hates her parents very much

2. We can infer from the first letter that _______.

A. Joan considers her friends more important than her privacy

B. Joan's friends visit her more often than she can accept

C. Joan doesn't like the parties at all

D. Joan dislikes the boyfriends her friends bring over

3. According to Mr. Expert why can't Joan tell her friends her feelings?

A. She is afraid of hurting her friends. B. She does not understand true friendship.

C. Her family experience stops her from doing so. D. She does not put her needs first.

4. The second letter suggests that Mr. Expert _________.

A. is worried about Joan's problem B. wants Joan not to quarrel with her friends

C. advises Joan on how to refuse people D. encourages Joan to be brave enough

篇13：模块1 Unit 2 Period 1-3教学案2(译林牛津版高一英语必修一教案教学设计)

Module One Unit Two Growing pains

Period Three Reading: School Life in the UK（2）

（一）学习要求：在理解课文的基础上掌握重要单词、短语和句型的用法。

（二）语言点（请罗列课文中你费解的单词、短语和句型）：

Words: ___________________________________________________________________________

Phrases: ___________________________________________________________________________

Sentences: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

（一）自学评价

Fill in the blanks according to the play:

Act Characters Things they do Feelings

One Mom and Dad 1） excited, disappointed and

angry

Eric plays soccer at home 2）

Daniel stays in another room 3）

Two Daniel 4） angry

Eric 5） calm

Mom talk about the things that happened today 6）

Dad strong-willed/ stubborn

（二）系列活动

I. Students raise questions about the text and the teacher gives necessary explanations.

II. Listening and Consolidation

Listen to the tape. Follow it while listening, and please pay attention to the pronunciation.

Do Part E on page 25

III. Discussion

Have a discussion with your partners about the questions in Part F on page 25.

（三）释疑解难

1. vacation“假期”，指正式规定的较长的假期，不指假日或节日。

the summer／winter vacation暑／寒假

take a vacation休假 on vacation (在)度假

three weeks of vacation 三周的假期

[辨析]holiday与leave

(1)holiday既可以指假期(也可用复数)，也可指节假日。

(2)leave休假，准假，多指政府部门机关，尤指部队的休假。

on holiday (在)度假 holiday dress节日盛装

ask for leave请假

2. than expected“比预料的”, as expected“如预料的那样”。expect“预想, 预期，料想”。

There are more people present than expected. 到场的人比预料的要多。

3. surprise

vt.使惊奇；使惊讶

What surprised me most was that the little boy could speak English so well .

surprising adj.令人吃惊的 surprised adj. 吃惊的；受惊的

She wore a surprised face when she came in the room. 她进门时脸上是一副惊讶的表情。

n.令人惊奇的事（可数）吃惊；惊奇

It was a pleasant surprise to see them again.

To my surprise, he came back so soon.

4. Eric runs in after it, followed by a big dog，walking very slowly. 埃里克跑进来追球，后面跟着一只走得慢腾腾的狗。

(1) followed by 为过去分词短语作伴随或方式状浯，表示被动含义。

The boy spent the night locked in the room. 那个男孩被锁在房间里度过那一夜。

(2) walking very slowly 为现在分词短语作定语。

Do you know the boy (who is) lying under the big tree? 你认识那个躺在大树下的男孩吗?

5. be supposed to do

(1)表示按照义务、规则、规律或约定“理应，应该做……”。

(2)被认为，被看作是

He is supposed to arrive before six o'clock. 他应该6点以前到达。

Business is not as good as it was supposed to be. 生意不如想象的那么好。

6. The money with which you were to buy dog food is gone，but Spot looks so hungry! 你应该用来买狗食的钱不见了，但Spot好像还在挨饿。

be to do结构常用来表示计划、安排、指示，命令或要求等，它也可以表示可能性或注定要发生的事情。

Their daughter is to be married soon. 他们的女儿很快就结婚了。

You are to be back by 10 o'clock. 你必须10点以前回来。

7. leave“让……处于某种状态”，后跟复合宾语。能作其宾语补足语的除了介词短语之外，还可以是形容词、副词、分词、名词等。

Don't leave her waiting in the rain. 别让她在雨里等。

He seemed to have left something unsaid. 他似乎有些话没说。

He left all the windows open. 他让所有的窗户都开着。

Don't leave all the lights on. 别把所有的灯都开着。

The parents died，leaving the boy an orphan. 父母双亡，孩子成了孤儿。

I left him to explain it to them. 我让他给他们作解释。

8. in charge掌管，负责

take charge 接管，take charge of 接管……，in charge of 掌管……

in／under the charge of 在……的掌管下

Who is in charge here? 这儿谁负责?

The factory is in the charge of Li Hai. 这家工厂的厂长是李海。

When did you take charge of the company? 你什么时候接管的这家公司?

9. This is not a family where bad behavior goes unpunished and you…在这个家里，坏的行为就得受惩罚，而你……

(1)go与否定式过去分词连用，表示某动作未发生。

Her absence went unnoticed．无人注意到她缺席；

He is worried that many crimes go unreported. 他担心许多犯罪行为无人上报/汇报。

(2)go作连系动词，表示进入或处于某种状态(多为不好的变化)

go blind变瞎 go mad变疯 go bad变霉了 go pale变苍白

go grey变花白 go wrong出差错，出故障 go wild疯狂

go hungry挨饿

（四）追踪练习

Put the following into English:

1. 你别指望他会支持你。(expect)

_______________________________________________________________

2. 你要到哪儿度假? (vacation)

_________________________________________________________________

3. 他们经常让孩子一人在家。(leave)

_________________________________________________________________

4. 我们本应六点钟到达。但我们迟到了。(be supposed to do)

________________________________________________________________

5. 坐在右边的女孩是教授的女儿。

________________________________________________________________

6. 他坐在房间的角落里，伤心地哭着。

________________________________________________________________

7. 我对你刚才说的话感到很惊讶。(surprise)

_________________________________________________________________

8. 他担任我们的班主任。(in charge of)

_________________________________________________________________

9. 听到 “煤矿失事……”的消息，她的脸变得苍白。

__________________________________________________________________

10. 在这样干燥的天气里，要想让花活下来必须多浇水。 (be to do)

___________________________________________________________________

I. Fill in the blanks with the words or phrases from the box, using the correct form:

shout at, expect, in charge, trust, go out, cross, decide, punish

1. He reminded that not everybody is a person to__________.

2. He is a person who can make an immediate _______ whenever he faces difficulties.

3. Jenny made much better progress in her studies than_________.

4. You shall be ________ sooner or later if you go on like this.

5. I waited until all the lights ________ and had to leave disappointedly.

6. The old lady sat on a bench, with her arms _________ in front of her chest.

7. I owe it to the doctor _______ of the operation on me that I’m still alive.

8. When I know the truth, I can’t help ______________ him.

II. Cloze test:

I arrived in the United States on February 6,, but I remember my first day here very clearly. My friend was waiting for me when my plane landed at Kennedy Airport at three o'clock in the afternoon. The weather was very 1 and it was snowing, but I was too excited to 2 . From the airport, my friend and I took a taxi to my 3 . On the way, I saw the sky-line of Manhattan for the 4 time and I stared in astonishment at the famous skyscrapers and their man- made 5 . My friend helped me unpack at the hotel and then left because he had to go back to work. He promised to return the next day.

6 my friend had left, I went to a 7 near the hotel to get something to eat. Because I couldn't speak a single 8 of English, I couldn't tell the 9 what I wanted. I was very upset and started to make some 10 , but the waiter didn't 11 me. Finally, I ordered the same thing the man at the next table was 12 . After dinner, I started to walk along Broadway 13 I came to Times Square with its cinemas, theatres, neon lights, and huge crowds of people. I did not feel tired, so I 14 to walk around the city. I wanted to see everything 15 my first day. I knew it was 16 , but I wanted to try.

When I returned to the hotel, I was 17 ,but I couldn't fall asleep because I 18 hearing the fire and police sirens（警笛） during the night. I lay 19 and thought about New York. It was a very big and interesting city with many tall buildings and big cars, and full of 20 and busy people. I also decided right then that I had to learn to speak English.

1. A. warm B. hot C. cold D. cool

2. A. look B. listen C. enjoy D. mind

3. A. school B. hotel C. home D. office

4. A. first B. second C. last D. only

5. A. parks B. satellites C. beauty D. lakes

6. A. Long before B. Shortly after C. Just before D. Sooner after

7. A. restaurant B. sailor's shop C. bookstore D. post office

8. A. sentence B. language C. word D. phrase

9. A. boss B. cook C. waiter D. man

10. A. sounds B. noise C. voices D. gestures

11. A. listen to B. understand C. see D. serve

12. A. reading B. writing C. ordering D. eating

13. A. until B. when C. before D. after

14. A. stopped B. tried C. decided D. continued

15. A. for B. on C. at D. in

16. A. necessary B. important C. impossible D. right

17. A. tired B. excited C. surprised D. pleased

18. A. lased B. continued C. went D. kept

19. A. afraid B. awake C. aloud D. asleep

20. A. noise B. streets C. places D. rivers

篇14：模块2 Unit 1 读背内容归类(译林牛津版高一英语必修二教案教学设计)

Word study

1.puzzle n. 智力测试，难题，另人费解的人或事

vt.使迷惑不解

Their reason for doing this is still a puzzle to me.

对于他们为什么要做此事我仍然莫名其妙

His recent behavior puzzles me.他最近的行为令我迷惑不解

I’m puzzled about this situation.

They are puzzled (about) what to do next.

他们对接下来该做什么感到迷惑不解

adj. 令人困惑不解的 adj. 困惑的，茫然的

2.step up:

⑴ John waited until the teacher had finished speaking to Mary, and then he stepped up. 走上前来

⑵ The factory stepped up the production. 加快，加速

(3) Their social position had been much stepped up.加强，增加

step n. take a step forward/ back 向前走，向后走

take steps(action, measures) to do sth采取步骤、行动、措施做某事

mind/ watch your step谨慎的说话，做事

step by step 一步步，逐渐地

3．search vt.

search sth/sb.

search for sth.

search sp./sb. for sth

in search of 找寻（引起状语）

⑴ They searched every part of the forest.他们搜遍了树林的每一个角落

⑵ The policeman searched the prisoner to see if he had a gun.

警察给囚犯搜身看他是否携带了枪。

⑶ I must search for that lost money until I find it.

我一定要寻找丢失的钱直到找到为止

⑷ The police searched the city for the thief.警察搜索城市寻找小偷

⑸ They started at once in search of the missing girl.

他们立刻出发去寻找丢失的女孩

5. show up = appear, turn up

⑴ Did everyone you invited show up? 到场，出现，到达

⑵ White shows up against a blue background. （使）明显，使显现，显示出来

⑶ His speech showed him up as a selfish man. 揭发，暴露

拓展：show around / round 带（某人）参观（某地）

show in 领某人进来

show off 卖弄，炫耀

show out 把某人送到门口，送某人出去

(4) Most small children like to show off in front of visitors.

(5) When I am free, I will show you around my school.

on show/ display/ exhibit 在展览

6. witness n/v

(1). He witnessed the foundation of the People’s Republic of China.

(2) 谁目击了这场车祸。Who witnessed he accident.

(3) I was a witness to their quarrel.

7．according to 根据…（所说），按照，随着+ 名词/代词作宾语

According to the TV , it will be fine today.据电视报道，今天天晴

According to Tom, Jane got married last month.据Tom说，Jane上个月结婚了。

I′ll do it according to your instructions. 照你的指示去做

8. research vt./ n. research (into/on) sth.

do/ carry out /make (a) research into/ on 对。。。进行研究

He has done a good deal of research on that subject.

对那个学科他做了很多的研究

They are carrying out a research into the cause of cancer.

They are researching (into)the cause of the cancer他们正在研究癌症的原因

9．rule out 把…排除在外，不考虑

We mustn’t rule out the possibility of bad weather.

我们不能不考虑遇到坏天气的可能性。

10. possible adj. possibly adv possibility n.

a). It is possible that -------

他也许会及时来这里It is possible that he’ll come in time.

b). There is possibility of doing sth/that------

There is no possibility that the train will arrive late.__________________

Is there any possibility of our getting there in time. 我们有可能及时到那里吗

11． look into ⑴向…里面看 ⑵ 调查，观察，= research into/on

⑴He looked into the hole in the wall.

⑵The police are looking into the cause of the traffic.

look out ____小心_______

look through __浏览______

look on…as ___把。。。看作 (= consider/count …as)

look up ___查阅_______ look forward to sth. /doing ___期待__

①I _look on____ him _as____my best friend.

②_Look out____! The car is coming!

③__Look up_______ the word in the dictionary.

④Everyone is _looking forward to____ the festival.

12.make up

⑴She made up her face to look prettier. __化妆________

⑵The boy made up a story; it was not true. __编造___________

⑶make up the bed for our guest ____给客人铺床_________________

⑷30 boys and girls make up our class _____组成___________

⑸ Hard work can make up for a lack of intelligence(聪明，才智). 弥补

(6)Why don’t you make up with him? 和好

13.case ⑴情况（C） ⑵案子，案件（C）

⑴Take my case for an example ____以我的情况为例_____________________

⑵_The police is looking into the case. 警察正在调查这个案件

14. ⑴ lately adv. 最近地，近来，常用完成时态= recently

⑵ late adj. 晚的，迟的，接近末期

late last month /year 上个月/去年晚些时候

⑶ later adv. 之后，稍后，与时间状语连用时放在其后

⑷ latest adj. 最近的最新的

(5) latter adj. 后面的，较后的与the 连用表“后者”与the former 相对应

(6) later on 后来

①Has J.K. Rowling been writing her next Harry Potter _lately___?

②Bush visited Africa ___late__ last year.

③Everyone wants to see the _latest_ news. Nobody is interested in yesterday’s newspaper.

④Three years _later__, Tom graduated from Harvard University as a doctor.

⑤ Later on he got a job as a clerk at a bank

⑥ Sooner or later he will know the truth.

⑦ John and James are brothers. The former is a teacher; the latter is an engineer.

15. similar adj. 相似的，类似的

We have similar taste in music. 在音乐方面我和他有相似的品位

be similar to sb./sth. 与某人/物相似的

The dress she bought is similar to mine.___她买的裙子和我的相似__

16. run after

If you run after two hares, you’ll catch neither.

［谚］同时追赶两只兔子，一只也捉不到；脚踏两头船，必定落空

run across /into /out of/over/out

1). Today I ran across/into an old friend on the street.

2). I’m running out of money but still haven’t have found a job.

3) She ran over her notes before giving the lecture.

4). Tom lost control of his car and ran into a tree.

5). The petrol is running out

be after想得到，寻求/ go after追逐/ look after照顾照料/ take after长得像，性格上像

1). She is after a job in publishing.

2). The dogs went after the wounded deer.

3). She has been looking after the baby all the afternoon.

4). The boy takes after/looks after his father.

17. support vt. n. 支撑，支持，供养，维持

⑴He was weak with hunger , so I had to support him. ___搀扶/支撑____

⑵The American public stopped supporting the Iraq War. __支持/赞同____

⑶A scientist has to do lots of experiments to support his theory.

作为一个科学家需要做很多的实验来支持自己的理论

⑷As we grow older, we don’t need anyone to support us. ___供养_____

18. exist v. existence n.

There exists a big apple tree at the entrance to the valley.

在山谷的入口处有个大的苹果树

Problems also exist in education. 在教育领域也存在问题

The elephant is the largest animal in existence.

When did the world come into existence?

Module 2 unit 1 language points for reading

1.talk about aliens and conduct an interview

①conduct=lead or guide 领导、指导、引导

高小姐领着游客们参观了博物馆. Miss Gao conducted the visitors round the museum.

②conduct管理、主持、经营、指挥

conduct business 经营生意 conduct a meeting 主持会议

conduct a survey 进行一项调查

他处理公事很粗心. He conducts his business affairs in a careless way.

2.…full of mysteries unsolved 充满难以解释的神秘

无法解释的unexplained 未知的 unknown 未完成的unfinished

3.advanced science and technology

advanced adj. ①（文明,思想等）先进的,进步的 ②（学问等）高级的

advanced teaching methods 先进的教学方法

advanced ideas 先进的思想

the advanced education 高等教育

advanced mathematics 高等数学

in advance adv. 预先,事先事先制定计划

预知未来的发生是不可能的。

It is impossible to know in advance what will happen.

4.a sunken ship

sink-sank-sunken sunken adj. 已经沉没了的 sinking adj. 正在下沉的

比较：They tried in every way possible to rescue the sinking boat.

They tried to bring the sunken ship out of the sea.

又如：the rising sun the risen sun the falling leaves the fallen leaves

Last night, his house was destroyed by a fallen (fall)tree.

5.You might run into a Yeti.

①偶然遇见=run across =come across=happen to meet sb.=meet sb. by chance

②撞③跑进④流入

Guess whom I ran into today!遇见

He ran into the back of another car the other day.撞

We saw the boy run into the house.跑进

The river runs into a lake.流入

6.That’s why … 那就是为什么......,那就是......的原因

那就是它为什么被称为“不明飞行物”. That is why it is called a UFO .

That’s because… 那是因为......

他今天不在,那是因为他病了.

He is absent today. That’s because he is ill.

I had neither a raincoat nor an umbrella. That’s why I got wet through.

7. The reason for (doing) sth. / why

The reason for building the pyramids in Egypt is still unknown.

=The reason why people built the pyramids in Egypt is still unknown.

The reason why he was ill was drinking the polluted water.

=The reason for his illness was drinking the polluted water.

For what reason was he late again?= Why was he late again?

reason n. reasonable adj.合理的 unreasonable adj.不合理的

8.believe in unexplained things

believe in 信任 believe相信某人的话

We usually believe him , but this doesn’t mean we always believe in him.

10.Boy missing, police puzzled.男孩失踪,警察迷惑.

= A boy went missing, and the police were puzzled.

missing 和puzzled分别为现在分词和过去分词作表语.现在分词作表语和主语之间往往是主动关系,表示主语的性质；过去分词作表语和主语之间往往是被动关系,表示主语所处的状态 .

The news was exciting and the students were all excited at it.

消息很激动人心,所以听到这个消息学生们都很激动.

His shouting was frightening and the boys felt frightened.

他大吼一声把那些男孩都吓住了.

11. Police in America have stepped up their search for a fifteen-year-old boy who went missing .Page 2,lines(1-4)

go missing=go lost : go 作联系动词,变成某种状态（通常指不好的状态）

如:go mad (发疯) go wrong (出故障) go bad (变质)

His hair went grey (变得花白)after his son’s death.

夏天牛奶很容易变质. In summer milk can go bad easily.

12.People have shown great interest in his disappearance due to sightings of puzzling lights in the sky （天空中出现了让人迷惑不解的亮光）and reports of alien visits around the time of his disappearance.（在他失踪前后）. Page 2, lines(4-7)

本句中“due to…disappearance”作原因状语,due to后接了由and 连接的两个并列宾语.

appear vi. appearance n. disappear vi disappearance n

have an/no interest in take（no）interest in feel no/much interest in 对……有/无兴趣

develop (one’s) interest in 培养对……的兴趣

lose interest (in) （对……）失去兴趣

13.At first , Justin’s mother, who went to sleep early that evening because of a headache, thought that the teenager was spending the night with a friend. Page 2 lines(13-20)

这是一个复杂句,句中who went to sleep early that evening because of a headache作Justin’s mother的定语,而that the teenager was spending the night with a friend则是一个宾语从句.

14.Mr. Foster , who was working that night, was surprised that his son did not tell everyone that he was staying out late. Page 2 lines(20-22)

这是一个含有三个从句的复杂句,who was working that night是定语从句,that his son did not tell everyone是宾语从句,that he was staying out late也是一个宾语从句.

15.However , police found that Justin did in fact return on Friday night about 11p.m. Page 2 lines(27-29)

他确实喜欢流行音乐.He does enjoy listening to pop music.

请再喝杯咖啡吧.Do have another glass of coffee.

16.Witness also say they saw Justin walking towards his home at 10.45p.m. Page 2 lines(31-33)

see sb. do/ doing sth.

我拉开窗帘看见一个巨大的宇宙飞船正在外面飞行.

I pulled back the curtains and saw a large spaceship flying outside.

我看见他进了那家饭店. I saw him go into the restaurant.

有人看见他一小时前离开了. He was seen to leave an hour ago.

see sb. /sth. done

I’m very glad to see my son taken good care of in the nursery.

看到儿子在托儿所受到很好的照顾我很高兴.

The missing boy was seen playing (play)near the East lake.

相同用法的词：watch, look at, hear, listen to , notice, find, feel ,smell等等.

I smell sth.burning(burn) in the kitchen.

I heard him put on his favorite CD.

①穿上, 戴上

Why don’t you put on the dark grey suit today? 今天你为什么不穿那套深灰色的衣服？

②上演, 演出, 展出

A play written by Shakespeare was put on successfully at the theatre.

一出莎士比亚写的戏在剧院成功地上演了.

17. Standing inside were lots of white-skinned, strange-looking creatures with large black eyes. Page 3,lines(50-53) (这是一个倒装句)

=Lots of white-skinned, strange-looking creatures with large black eyes were standing inside.

①倒装句,结构是：doing+ be+ subj.

Standing over there was a girl.

Sitting at the back of the room was a shy girl with two big eyes.

那个湖周围种着各种各样的树. Growing around the lake are trees of different kinds.

Only when taken according to the direction will the medicine work well .

18.Police have not ruled out the possibility that Justin was taken by aliens, but are also looking into other possibilities. Page 3,lines(73-75)

本句中but前后为并列成分,that Justin was taken by aliens做the possibility的同位语, 是一个同位语从句.

The news that he had been killed surprised me.

We all know the truth that the earth goes round the sun.

19.We will not give up until we find convincing evidence. Page 3,lines( 80-82)

convince vt.使信服；说服（后接名词、代词、或从句）

convinced adj . 被确信的；坚信不移的；被说服的

convincing adj . 有说服力的;令人信服的

谁也没能说服他. Nobody could convince him.

All this convinced me that he was innocent(清白无辜的)

这些都使我相信他是清白无辜的.

注：convince+n./pron.+of… (使某人相信某事)

但我们没能使他相信他是错的.

But we failed to convince him of his mistake.

What convinced you of this. 什么使你相信这一点的呢.

That’s a convincing argument.这是一个有说服力的论点.

他的分析是那么令人信服.His analyses were always so convincing.

I’m convinced what you said is quite right.我相信你说的是对的.

20.I wonder where …. (P5)

①vt. 想知道,不知道,纳闷I wonder what you call these flowers.

② 感到奇怪,惊奇 feel surprised

外国人对中国人所取得的成就感到吃惊.

The foreigners wondered the progress made by the Chinese people .

③ I wonder if +从句

我想知道我能否用你的电话. I wonder if I could use your telephone.

④ U 惊奇C 奇迹,奇观

It’s a wonder that he didn’t lose his way in the forest.他没有在森林里迷路很惊奇.

The Great Wall of China is one of the wonders of the world.中国的长城是世界奇迹之一.

21. since conj. 因为，由于；从…以后，自…以来；

我想既然到了这里，就不妨顺便看看他们。

I think that since we come here, we might as well drop in on them.

It is already 3 years since she became a teacher. 她已经当了三年的老师了.

It is already 3 years since she was a teacher. 她不当教师已经有三年了.

Phrases in Unit 1

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

篇15：贾汪中学高考英语复习讲义：Module 2 Unit 1(新目标版高考复习英语必修二教案教学设计)

贾汪中学高三复习讲义(教案)

Module 2 Unit 1

I. 翻译词组：

1. 加紧搜索

step up their search

2. 在吃午饭时露面

show up at lunchtime

3. 感到害怕

get frightened

4. 编造如此令人惊异的故事

make up such amazing stories

5. 负责这起案件

take charge of the case

6. 播放他最喜欢的CD

put on his favorite CD

7. 做有关……的研究

do research on

8. 听到一架飞机飞过

hear a plane fly over

9. 在外面呆的很晚

stay out late

10. 对……表现出极大的兴趣

show great interest in

11. 先进的科学技术

advanced science and technology

12. 建造金字塔的理由

the reason for building the pyramids

13. 相信无法解释的事情

believe in unexplained things

14. 因为头疼

because of a headache

15. 拉开窗帘

pull back the curtains

16. 径直走到他的房间

go straight to his room

17. 据kelly所说

according to Kelly

18. 失踪

go missing

19. 梦想做某事

dream of doing sth.

20. 进行宇宙探索

carry out space exploration

II. 考点聚焦

21. 从……分离

separate from

22. 打捞

pick up

23. 保护……免受

protect…..from….

24. 进行一次调查

conduct a survey

25. 采访某人

interview sb.

26. 一次;每次

at a time

27. 避免做某事

avoid doing

28. 一条信息

a piece of information

29. 得出结论

draw a conclusion

30. 轮流做某事

take turns to do sth.

31. 被分成

be divided into

32. 愿意做某事

be willing to do sth.

33. 与…联系起来

be connected to

34. 详细的信息

specific information

35. 挑选信息

select information

36. 呈现、阐述你的想法

present your ideas

37. 设计一份调查问卷

design a questionnaire

38. 分配不同的任务

assign different roles

39. 对……自信

be confident of

40. 改进，提高

improve upon

search for The young lady has been searching for her lost necklace.

1. search search … for … 警察搜查树林寻找逃跑的囚犯The police searched the woods for the prisoner who escaped.

in search of… 他到厨房去找点喝的。He went to the kitchen in search of a drink.

in the /one’s search for…

①到期（应偿付、付给或举行等）My salary is due tomorrow.

2.due ②定于（某时）到达/做（某事）Mary is due to leave at two o’clock.

③due to （1）（作表语/定语）应属于、应给予Any money that is due to you will be paid before the end of the month.

（2）（作表语/状语）由于、归功于He arrived late due to the storm.

比较： due to / because of / owing to / thanks to

Eg: Their failure is largely due to a lack of care and attention.

Our flight was delayed ,due to /because of /owing to /thanks to the bad weather.

3. run into

1)猜我今天早上遇到了谁.Guess who I ran into this morning.

2)在建设过程中，他们遇到了许多麻烦。They ran into many difficulties in the course of construction.

3)洪灾的损失可能高达数百万. Flood damage could run into millions.

①make up a story 编写一个故事

②Seven members make up a group.七个成员构成一个小组

4. make up ③make up (for) lost time 弥补失去的时间

④make up one’s face 给…某人的脸化妆

⑤Why don’t you make (it) up with her?你为什么不和她握手言和

⑥make up a bottle of cough medicine 配制一瓶咳嗽药

make out ①勉强分辨出……②理解……③ (事物)顺利进行(with…)

我不明白他在说什么I couldn’t make out what he was saying.

I just make out the writing.我勉强辨认出这字迹

5.in return （for…）

他帮助别人不期待任何回报 He didn’t expect anything in return for his help.

比尔给了简一本书作为圣诞礼物，作为回报，简给他买了部相机。

Bill gave Jane a book for Christmas and in return, Jane bought a camera for him.

6. rule out

我们不能排除她是被她丈夫谋杀的这一可能性.

We can’t rule out the possibility that she was murdered by her husband.

7. put on

① （→take off） put on your coat 穿上 ② put on his favourite CD 播放

③ put on performances 上演 ④ put on weight 体重增加

⑤put on a look of not caring 装出一副不在乎的样子

8. show up

你邀请的人都出席了吗? Did anyone you invite show up？

笔迹在黄纸上不太显眼。The writing didn’t show up very well on yellow paper.

You are always showing me up in front of my friends. 你老是让我在朋友面前丢脸。

I decide to show up this deception.(骗局)我决定揭露这个骗局。

9．become convinced convince sb/oneself of sth. convince sb that… convinced sb to do

be convinced of /that….

我确信她会成功。 I’m convinced that she will succeed./I’m convinced of her success.

我一直在说服我那懒惰的朋友努力学习。I have been trying to convince my lazy friend to work hard.

III句型必背

Possibly we’ll meet again soon.

1. There is some possibility that we’ll meet again soon.

It is possible that we’ll meet again soon.

2. It could have made its way to other parts of the world and lived on until today.

说不定她已经去度假了。She could have gone on vocation already.

我本来能按时来的，但车在路上坏了。I could have come on time, but my car broke down on the way.

他们渡河前进。They made their way across the river.

数以千计的难民（refugees）正在跨越国境线。Thousands of refugees are making their way across the border.

3. Yetis are said to be heavily built and hairy.=It is said that Yetis are heavily built and hairy.

据说，运动会已经推迟了。

It’s said that the sports meet have been delayed.=The sports meet is said to have been delayed.

IV. 基础训练

单项填空

1. The old man said the accident _______ careless driving, so a lot of money________ be paid by the driver.

A. was due to; was due to B. due to; was due to C. is due to; was due to D. is due to; was dued to

2. He had no choice but to _________ an excuse to explain his being late.

A. make out B. make up C. make up for D. make over

3. The _______ are ten to one that we’ll win the match.

A. opportunities B. possibility C. chances D. ability

4. ―Have you worked out when the final payment is _______? ―Early next month.

A. found B. come C. due D. practical

5. Mr. Wang, who _____ in this city ever since thirty years ago, _____ a report for the last two years.

A. has lived; had prepared B. has been living; has been preparing

C. lived; has been preparing D. has been living; has prepared

6. He _______ me five dollars for it, but at first he said to me the work would be done ______.

A. charged ; free of charge B. charged for ; charged for nothing

C. charged ; out of the charge D. charged to ; free of the charge

7. When _____, the man said he went home at 2:00 a.m., _____ and only _____ his house broken into.

A. asked; tired; to find B. asking; tired; finding C. asked; tiredly; to find D. asking; tired; finding

8. Many policemen and soldiers are ______ the forest _____ the prisoner escaping from prison.

A. searching for; searching B. searching; searching C. searching; in search of D. in search for; searching for

9. You can go to the newspaper library and _____ any information you need for your new story.

A. look for B. look up C. look at D. look into

10. Don’t turn round. Go ______ this street till you see the school.

A. down B. to C. straightly D. straight

11. Give them a hand this time and I am sure they will offer theirs ______ in the future.

A. by turns B. in turn C. at turn D. in return

12. -Could I borrow that newspaper for a few moments? - _________.

A. No way B. Yes. You could C. No chance D. By all means

13. Xi’an is ______ most beautiful tourist city and I believe I’ll come for _______ second time.

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

14. Shall we _______ our discussion and have some tea or coffee?

A. break down B. break off C. break into D. break out

15. The happy children were making _______ the coast, where they would see the sea for the first time in their lives.

A. their way in B. their ways to C. their way in D. their way to

16. As time went on, the police _______ their search for the _______ student.

A. stepped up; missed B. stayed up; losing

C. stepped up; missing D. stayed up; lost

17. What she _______ is really _______. Now her teacher is _______ her.

A. does; disappointing; disappointed at B. has done; disappointing; disappointed about

C. does; disappointed; disappointed about D. has done; disappointing; disappointed with

18. All the books that have been contributed by the neighborhood are said ________ to the

city public library the other day.

A. being sent B. to be sent

C. having been sent D. to have been sent

19. After _______ the area for three hours, the police found the truck near a river.

A. searching B. searching for C. in search for D. looking for

20 I didn’t see her in the meeting room. She _________ at the meeting.

A. mustn’t have spoke B. shouldn’t have spoken

C. needn’t have spoken D. couldn’t have spoken

词组填空

根据句意，用所给的词组的适当形式填空：

rule out ; on average ; make progress;make one’s way; show up;

take charge of ; run into; step up; be full of;take away

1. When she looked at him her eyes were full of _tears.

2. Graham was very happy as he ran into someone he used to know at school the other day.

3. Following the bomb explosion, security has been stepped up at the airport.

4. We were expecting thirty people to come, but half of them never showed up.

5. This recent wave of terrorism has ruled out any chance of peace talks.

6. His boss asked him to take charge of the office for a few days while she was away.

7. Supermarkets are taking business away from small local shops.

8. I’m not making progress with my Spanish so I’m afraid that I can’t catch up with others.

9. On average there are 60 students in a class in our school.

10. It’s getting late –-- we should make our way home soon.

完形填空

Lose-Win is weak. It’s easy to get stepped on. It’s easy to be the nice guy. It’s easy to give in, all in the name of being a peacemaker.

A girl named Jenny once told me about her 16 in the world of Lose-Win during her eighth-grade year before she finally broke 17 :

My 18 with my mom all started one day 19 she said to me sarcastically (讽刺地) “Wow, you’re surely lively today.” I 20 it so literally (字面地) that then and there I decided to close off from her and never 21 back to her. So every time she would say something 22 I disagreed with her I would just say. “Okay, 23 you want, Mom.” But I really got cold quickly. And my 24 began to build. One night I talked to my mom about the school homework and she said, “Oh, that’s 25 ” and then went back to mop the floor.

“Don’t you ever 26 ?” I thought. But I didn’t say anything and stormed off. She had no idea I was 27 upset. She would have been willing to talk to me had I 28 her bow important it was to me.

At last I just blew up. “Mom, this has got to 29 . You tell me everything you want me to do and I just do it because it’s 30 than if fighting. Well, I’m sick of it.” This all came as a 31 to her.

After my blow up, we felt like we were 32 all over in our relationship. But it’s getting better all the lime. We discuss things now and I always 33 my feelings with her.

If you adopt Lose-Win as your basic 34 toward life, then people will wipe their dirty feet on you. You’ll also be 35 your true feelings deep inside. And that’s not healthy.

16. A. wanderings B. disappointment C. lessons D. helplessness

17. A. out B. down C. up D. free

18. A. relationship B. problems C. quarrels D. improvement

19. A. as B. since C. when D. before

20. A. regarded B. treated C. received D. took

21. A. fight B. struggle C. talk D. turn

22. A. even if B. only if C. which D. as though

23. A. however B. whatever C. so much D. too much

24. A. coldness B. anger C. disagreement D. hope

25. A. true B. impossible C. nice D. important

26. A. care B. see C. say D. listen

27. A. also B. still C. even D. already

28. A. warned B. shown C. asked D. told

29. A. end B. change C. last D. stop

30. A. worse B. easier C. more D. less

31. A. surprise B. pleasure C. gift D. harm

32. A. going B. starting C. thinking D. reviewing

33. A. share B. have C. discuss D. improve

34. A. way B. method C. attitude D. theory

35. A. hurting B. waking C. storing D. hiding

篇16：模块1 Unit 1 Period 4-10教学案2(译林牛津版高一英语必修一教案教学设计)

Periods Five & Six Grammar and Usage

（一）学习要求: 学习并掌握什么是定语从句以及关系代词在定语从句中的作用。

（二）词汇扫雷(写出下列单词的汉语意思)：

1. attributive 2. modify 3. antecedent

4. relative 5. pronoun 6. adverb

7. function 8. predicative 9. attribute ____

10. adverbial 11. clause 12. possession

（三）热身练习（划出下列复合句中的从句部分并说出是什么从句）：

1. I'll go with you as soon as I finish my work.

2. These photographs will show you what our village looks like

3. This is the best dictionary that I've ever bought.

4. The man who talked to you just now is an engineer.

（一）自学评价

1. What’s an antecedent in an attributive clause?

2. What’s the functions of a relative pronoun or a relative adverb in an attributive clause?

（二）系列活动

I. Presentation and Definition.

Look at the picture at page 8 and think of the following phrases or sentence.

Adjective: a green team

Prepositional phrase: a team in green

Attributive clause: a team who were wearing green

Get the idea of what is an Attributive Clause

Read Part 2 at page 8. Attributive clauses are usually introduced by relative pronouns like which, that, who, whom, and whose, or relative adverbs like where, why and when. In the clause these relative words usually function as the following: (see page 8)

II. Read the article at page 9 and underline the attributive clauses in the article.

III. Read the introductions to relative pronouns: that, which, who, whom and whose and grasp the usages of these relative pronouns (shown on the screen). Then do the exercise at page 11.

IV. Consolidation. Finish the exercises at page88

（三）释疑解难

1. Upon finishing his studies, he started traveling in China.

Upon finishing = as soon as he finished 这里的“Upon”也可以用“on ”来代替。

On reaching the city, he called up Lester. 一到了城里，他就打电话给里斯特。

2. donate vt捐赠；赠送

The businessman donated a lot of money to the hospital. 这个商人捐给医院很多钱。

Everyone was asked to donate a day’s pay to the city charities.要求每个人将一天的所得献

给城市慈善机构。

3. refer to v. 查阅, 提到, 谈到, 涉及到，打听，适用于

Who were you referring to just now. 刚才你们谈到谁了？

When I said some people were selfish, I wasn’t referring to you. 当我说有些人自私时，我

并非指你。

A person refers to a dictionary to find the meaning of words. 人们查阅词典找单词的意思。

This rule refers to everyone. 这规则适用于任何人。

4. in this case 在这种情况下，如果这样

In this case, I had no more to say. 如果这样，我没有什么可多说的了。

5. the other day 不久前的一天，几天前

I picked up a wallet the other day and handed it in to the teacher.

前几天我捡了个钱包交给了老师。

6. leave out 删掉，不用，不考虑，遗漏

Such a good article mustn’t be left out. 这样好的文章可不能删掉。

Don’t leave me out. I’ll go with you. 不要把我漏掉，我也要和你们一起去。

7. relate to 涉及，和……有关

He is related to the murder. 他与这起谋杀有关。

Please give an example (which is) related to the phrase. 请举个与该短语相关的例子。

8. besides 和except的用法

except表示“同类中除此以外”而besides 表示“除……外，其他的也”

We all went to the park besides Mary. 除玛丽外，我们也都去了公园。

We all went to the park except Mary. 除玛丽外我们都去公园了。

except 与but 的意思相同，用法也相同，但but 后不能接从句。

We all went to the park except (but) Mary.

beside表示“在……旁边”如：

There is a tree beside the house. 房子旁边有一棵树。

9. pay attention to 注意

You should pay more attention to your pronunciation. 你应该多注意你的发音。

（四）追踪练习

I. Complete the sentences.

1. The girl ____________________________(告诉我消息的) is not here now.

2. The man ___________________________(在这屋子工作的)is a chemist.

3. Here is the pen ___________________________(你昨天丢失的) .

4. I have lost the watch _______________________(我父亲给我的).

5. The writing-brush (毛笔) _________________________(他拿走的) was mine.

6. The play _________________________(我们昨天晚上看的)was wonderful.

7. He lives in the room ______________________(窗户朝南开的).

8. Do you know the boy _______________________(他的腿从树上摔下来时摔断了).

9. This is the story of a man ______________________________(他的妻子突然失踪了).

10. A man brought in a small girl ____________________________(她的手被割破了).

II. Find out the mistake in each sentence and correct it.

1. This is the factory where we visited last week.

2. This is the watch for which Tom is looking.

3. The person to who you spoke is a student of Grade Two.

4. The house in that we live is very small.

5. The sun gives off light and warmth, that makes it possible for plants to grow.

6. I’ve read all the books which I borrowed from the library.

7. This is the best film which I have ever seen.

8. My father and Mr. Smith talked about things and persons who they remembered in the country.

9. Everything which we saw was of great interest.

10. His dog, that was now very old, became ill and died.

11. The reason which he didn’t go to school is that he was ill.

12. Those who wants to go with me put up your hands.

13. The boy, his mother died last year, studies very hard.

14. I have two sisters, both of them are doctors.

15. We’re going to visit the school where your brother works there.

16. He is the only one of the students who have been invited to the English Evening.

17. That is the way which they work.

18. Those have questions can ask the teachers for advice.

19. Who is the man who has white hairs?

20. I will never forget the days which we had a good time together at the sea.

定语从句中关系代词that的特殊用法

引导定语从句的关系代词who, which有时可与that互换使用。但在下列情况下，一般只用that。

一、当先行词为不定代词anything, everything, nothing, any, little, one, few, much, all, none等时。如：a. There isn't much that I can do. b. He is one of the few that can work it out in five minutes.

二、当先行词是形容词最高级或被形容词最高级修饰时。如：a. The book is the best that I have read. b. This is the biggest laboratory that we have ever built in our university.

三、当先行词是序数词或被序数词修饰时。如：a. It is the third one that I've bought. b. This is the first place that I've ever visited.

四、当先行词被the very, the only等词修饰时。如：a. Is this the very museum that you visited the other day? b. This is the only book that I need at present.

五、当先行词包含了人和事物两方面的含义时。如：They talked of things and persons that they remembered in the school.

六、当先行词被same修饰，且指“同一事物”时。如：She is wearing the same dress that she wore yesterday.

七、关系代词在定语从句中作表语时。如：a. This is no longer the place that it used to be. b. He is not the man that he was.

八、当主句是以who, which开头的特殊疑问句或先行词是who时。如：a. Which is the book that he bought yesterday? b. Who is the boy that is standing there.

I. Multiple choices.

1. I’m one of the boys ____ never late for school.

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

2. A child ____ parents are dead is called an orphan.

A. which B. his C. whose D. with

3. Read only such books ____ you can understand.

A. as B. that C. what D. than

4. He gave me more money ____ was required.

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

5. We visited a factory ____ makes toys for children.

A. where B. which C. in which D. who

6. There is a mountain ____ the top is always covered with snow.

A. of that B. of which C. it's D. that

7. This is the only dictionary ____ he often turns to for help.

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

8. The car ran over a dog and a boy ____ was just crossing the street.

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

9. My hometown is not the same ____ it used to be.

A. like B. as C. that D. which

10.I don't like ____ you speak to her.

A. the way B. the way in that C. the way which D. the way of which

11. The place ____ interested me most was the Children’s Palace.

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

12. That is the reason ____ he wasn’t here yesterday.

A. why B. which C. on which D. in which

13. That is the reason ____ he can’t say.

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

14. You have no idea ____ worried I was.

A. how B. however C. that D. where

15. The factory ____ his mother works is in the east of the city.

A. that B. which C. on which D. where

II. Translate the following sentences into English.

1、那个经常帮助我的女孩是我的同学。

_______________________________________________________________

2、我上星期看的那本书很有趣。

_______________________________________________________________

3、这就是打破了窗户的那个房间。

_______________________________________________________________

4、他正在给昨天栽的那些树浇水。

_______________________________________________________________

5、他拿走的那本杂志不是我的。

_______________________________________________________________

6、那个去年去世了父母的孩子现在和他的老师住在一起。

_______________________________________________________________

7、从我们身旁走过去的那个女青年是我们的化学老师。

_______________________________________________________________

8、我把父亲给我的那块表丢了。

_______________________________________________________________

III. Reading Comprehension.

Six people were traveling in a compartment (包厢) on a train. Five of them were quiet and well behaved(举止文明), but the sixth was a rude young man who was causing a lot of trouble to the other passengers.

At last this young man got out of the station with his two heavy bags. None of the other passengers helped him, but one of them waited until the rude young man was very far away, and then opened the window to him, “ You left something behind in the compartment!” Then he closed the window again.

The young man turned around and hurried back with his two bags. He was very tired when he arrived, but he shouted through the window, “ What did I leave behind?”

As the train began to move again, the passenger who had called him back opened the window and said, “ A very bad impression!”

1. Of the six passengers in the compartment ___.

A. five of them were rude and badly behaved

B. one of them was rude and badly behaved

C. five were always causing trouble on the train

D. only one was quiet and well behaved

2. When the rude young man got off the train ___.

A. he left his two bags behind

B. he was thrown out through the window

C. the other five passengers didn’t help him

D. one of the other passengers opened the window for him

3. The young man hurried back because ___.

A. he found he had left something on the train

B. he found he had left his bags on the train

C. he heard a passenger calling him by his name

D. he heard a passenger shouting to him that he had left something behind

4. The passenger who had called him back wanted

A. to punish him for his bad behavior

B. to have a word with him about his behavior

C. to help him with his behavior

D. to return him the things he had left on the train

Reference key for Periods 5-6

一、（二）

1.定语的2. 修饰 3. 先行词 4. （有）关系的 5. 代词 6. 副词 7.作用 8.表语

9. 定语 10.状语 11.从句 12.拥有

（三）1. I'll go with you as soon as I finish my work. 状语从句

2. These photographs will show you what our village looks like 宾语从句

3. This is the best dictionary that I've ever bought. 定语从句

4. The man who talked to you just now is an engineer. 定语从句

二、(一) 1. An attributive clause modifies a noun in the same way that an adjective or prepositional phrase does. The noun it modifies is called an antecedent.

2. Relative pronouns or relative adverbs introduce attributive clauses and they usually function as the subject, object, predicative, attribute or adverbial in the clause.

（四）I．1. who/that told me the news. 2. who/that works/is working in the house.

3.（which/that）you lost yesterday. 4.(which/that）my father gave（to）me.

5. (which/that) he took away. 6. (which/that) we watched last night.

7. whose window/the window of which faces (the) south.

8. who had his legs broken when falling off the tree / whose legs were broken when he fell off the tree.

9. whose wife disappeared suddenly

10. who had her hand cut / whose hand had been cut

II.1. where→that/which或去掉where。 2. 把for放在looking之后。

3. who→whom。 4. that→which。 5. that→which。

6. which→that或去掉which 7. which→that或去掉which 8. who→that

9. which→that或去掉which。 10. that→which。

11. which→why/which前加for或去掉which。

12. wants→want。 13. his→whose。 14. them→whom或both前加and。

15. 去掉there。 16. have→has。

17. which→that/which前加in或去掉which。 18. Those后加who。

19. 第二个who→that。 20. which→when或which前加in。

四、I.1-5BCADB 6-10.BBCBA 11-15 AABAD

II. 1. The girl who often helps me is my classmate.

2. The book (which / that)I read last week was very interesting.

3. This is the room whose window / the window of which is broken.

4. He is watering the trees (which / that were) planted yesterday.

5. The magazine (which / that) he took away isn’t mine / doesn’t belong to me.

6. The child whose parents died last year is now living with his teacher.

7. The young woman who just passed / walked by us is our chemistry teacher.

8. I’ve lost the watch (which / that) my father gave (to) me.

III.1-4 BCDA

篇17：Module4 unit 1 全单元教案Period 2 Reading 1(译林牛津版高一英语必修四教案教学设计)

Advance With English Module 4

Unit 1 Advertising

Analysis of the teaching material:

This is the 2nd period of Unit One. The main purpose of this lesson is to make Ss fully understand the text and master the Reading Strategy.

Objectives:

1.To help Ss get a general idea about the text.

2. To make Ss become familiar with the detailed information about the text.

3. To help Ss master Reading Strategy.

Teaching important point:

1.How to make the students understand the passage better.

2.How to help the students finish all the exercises.

3.How to help the students develop their creative, comprehensive and consolidating abilities.

Teaching approaches:

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

Interaction Patterns: Teachers -class, individuals, pairs

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

Teaching Aids: multimedia and a blackboard

Procedures for teaching:

Step 1 Revision and lead-in

1. Review about different ads.

2. talk about more ads.

Step 2 Comprehension of the text

1. Ask Ss to skim the article and answer the questions on Page 2

2. Ask Ss to reread the passage and do C1 on P4 individually.

3. Help Ss to get the idea of the reading strategies.

4. Get Ss to scan the article again and do C2.

Step 3 Language items

1. Do D in class.

2. Do E in class.

Step 4 Debate

Hold debate in class.

Group A: Advertising has a positive effect on our lives.

Group B: Advertising has a negative effect on our lives.

Step 5 Homework.

1 Finish the article on Page 95.

2 List the difficult language points on your notebook.

Period 2 Reading 2: Language Focus

Analysis of the teaching material:

This is the 3rd period of Unit One. The main purpose of this lesson is to make Ss better understand the text and master these important language points.

Objectives:

1. Revise the reading passage by retelling it.

2.Get the students to grasp the usage of some important words and expressions.

3.Get the students to practice two important drills.

Teaching important point:

1.How to make the students have a better comprehension of the text.

2.How to help the students be familiar with the language points.

3.How to help Ss apply these points into practice.

Teaching approaches:

Interaction Patterns: Teachers -class, individuals, pairs

Teaching Aids: multimedia and a blackboard

Procedures for teaching:

Step One Revision and lead-in

1. Do the blank-filling

2.Ask some Ss to retell the text with the help of some key words.

Step Two Language points

Explain important language points to Ss with some simple tasks.

1 We are so used to them …(line 1)

2 I did some research on…（line 2）…to share with you.(line 3)

3 encourage people…believe in an idea(line 6)

4 …for free, and are intended to…(line 11)

5 China has strong laws to protect people from…(line 14)

6 from advertisements that lie or …(line 14)

7…must be aware of the methods(line 16)

8 …connect them to the food…(line 25)

9 We must not fall for this kind… (line 26)

10 …ads play tricks on …(line 28)

Step Three Practice for consolidation

Step Four Homework

1 Finish A1 and A2 on Page 90.

2 Make good preparation for Grammar part.

（撰写人：南京五中黄祖明方玉勇）

篇18：模块1 Unit 2 Period 1-3教学案3(译林牛津版高一英语必修一教案教学设计)

Module One Unit Two Growing pains

Period Two Reading: Home alone(1)

（一）学习要求：通过欣赏两幕戏剧，了解美国人的家庭生活及发生在美国青少年和他们父母之间的种种矛盾；初步了解戏剧的特点并初步掌握戏剧阅读的基本技巧。

（二）词汇扫雷(写出下列单词的汉语意思)：

1. vacation 2. surprise 3. explain

4. leave 5. reason 6. trust

7. behavior 8. teenager 9. fault

10. mad 11. rude 12. punish

（三）句型点击（朗读和翻译下列句型，并找出自己认为重要的其它句型）：

1. I can't wait to surprise the boys．

_______________________________________________________________________

2. Eric runs in after it, followed by a big dog，walking very slowly．

________________________________________________________________________

3. The money with which you were to buy dog food is gone，but Spot looks so hungry!

________________________________________________________________________

4. ________________________________________________________________________

（四）主旨理解

What’s the main idea of the play?

__________________________________________________________________________

（一）自学评价（Complete the diagram according to the context of the passage.）

Home alone

Characters: Dad, Mom, Daniel (elder son), Eric (younger son)

（二）系列活动

I. Lead-in

If you were left alone at home, can you imagine what might happen?

II. Presentation

Today, we’ll read a play about the big fight an American family had. Before that, let’s learn the reading strategy: reading a play.

1. Most of the play is in the form of a dialogue.

2. Read the dialogue aloud, paying attention to the instructions and tips.

III. Reading

1. Listen to the tape and finish Part A on page 22.

2. Read the dialogue aloud and do Parts C1&C2 on page24.

IV. Practice

1. Group work: Divide students into groups of five. One is the narrator and the others are the main characters. Role-play Act One and Act Two.

2. Pair work: Use your imagination to add an end to the play.

（三）追踪练习

Decide whether the following statements are true or false according to the play.

1. Mom and Dad were back from their holiday a week earlier.

2. Eric was happy when seeing his mother.

3. Parents left Daniel in charge.

4. The boys spent the money seeing the vet for Spot.

5. The room was very clean and tidy when their parents came back.

6. Daniel didn’t have a chance to explain what had happened.

7. Mom felt regretful for what they said to Daniel.

8. Boys didn’t use up the money from their parents.

A play

A play is quite different from an article in a magazine or a newspaper. It is a piece of work written to be performed by actors and actresses. It is great fun to watch a play performed on stage. The first thing to do when reading a play is to find out what kind of play it is. Is it sad or funny? Was it written a long time ago or is it modern? While reading a play, you have to check how many acts the play has and what each act is all about. Sometimes there are two or more scenes in one act. It is important to understand the main characters of a play. Also, identifying the relationships between different characters can help you understand the play better. If you have trouble understanding a passage from the play, try reading it out loud. For more information, you can visit the following website:

www.ehow.com/how_3650_read-play.html

I. Translate the following phrases from the play：

1、度假归来_________________ 2、迫不及待做_________________

3、在水池里_________________ 4、在垃圾桶周围_______________

5、转向．．．_________________ 6、负责．．．___________________

7、砰地关门_________________ 8、熄灭_______________________

9、给．．．机会_______________ 10、对．．．苛刻________________

II. Reading Comprehension:

Years ago ,when I started looking for my first job ,wise advised,” Barbara, be enthusiastic! Enthusiasm will take you further than any amount of experience. ”How right they were!

“Nothing great was ever achieved without enthusiasm.” wrote Ralph Waldo Emerson. It is the paste that helps you hang on there when the going tough. It is the inner voice that whispers, “I can do it!” when others shout, “No, you can’t !”It took years and years for the early work of Barbara McClintock, a geneticist who won the 1983 Nobel Prize in medicine , to be generally accepted. Yet she didn’t stop working on her experiments. Work was such a deep pleasure for her that she never thought of stopping.

We are all born with wide-eyed, enthusiastic wonder and it is this childlike wonder that gives enthusiastic people such youthful air, whatever their age was. At 90,cellist Palblo Cassls would start his day by playing Bach. As the music flowed through his fingers his stooped shoulders would strengthen and joy would reappear in his eyes . As author and poet Samuei Ulman once wrote, “ Years wrinkle the skin ,but to give up enthusiasm wrinkles the soul.”

Enthusiastic people also love what they do, regardless of money or power . Patricia Mellrath, retired director of the Missouri Repertory Theatre in Kansas City, was once asked where she got her enthusiasm. She replied, “My father ,a lawyer long ago told me , I never made a dime until I stopped working for money.”

If we cannot do what we love as a full-time career, we can as a hobby. Elizabeth Layton was 68 before she began to draw. This activity ended periods of depression that had troubled her for at least 30 years ,and the quality of her led one critic to say,” I’m tempted to call Layton a genius.”

We can’t afford to waste tears on “might-have-beens”. We need to turn the tears into sweat as we go after “what-can-be ”.We need to live each moment whole-heartedly, which all our senses-including pleasure in the sweet smell of a back-yard garden, the simple picture of a six-year –old ,the beauty of a rainbow.

1. What is the Chinese for “Enthusiasm”?

A.热情 B. 色彩 C. 惰性 D.金钱

2. Which of the following can best explain the underlined sentence in the second paragraph?

A. Enthusiasm can give you courage and strength in difficult times.

B. If you don’t have enthusiasm, you can achieve nothing.

C. Enthusiastic people never consider money and fame.

D. Enthusiastic people can gain great fame and honor.

3. The author mentions cellist Pablo Casals in the third paragraph to show that____.

A. music can arouse people’s enthusiasm

B. enthusiasm can give people inspiration needed to succeed

C. enthusiasm can keep people feel young

D. enthusiasm can keep people healthy

4. How many examples are given in the passage to show the importance of enthusiasm?

A. Three B. Two C. Four D. Five

5. The author mainly wants to say that _________

A. enthusiastic people never get old

B. enthusiasm can make you succeed and enjoy life

C. enthusiasm is more important than experience

D. enthusiasm can give people more success and fame .

高一化学必修1第四节氨硝酸硫酸2教学设计

篇1：高中化学必修一 4.4 氨硝酸和硫酸教学设计

篇2：化学必修一教学课件：硫酸、硝酸和氨

篇3：人教新课标必修1 unit 1 and unit 2 教参(新课标版高一英语必修一教案教学设计)

篇4：牛津高一英语模块1 Unit 2 表格式教案(译林牛津版高一英语必修一教案教学设计)

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

篇6：译林牛津模块1 Unit 1 Task(1 & 2)(译林牛津版高一英语必修一教案教学设计)

篇7：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)

篇8：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)

篇9：模块2 Unit 1 Reading I 教学设计(译林牛津版高一英语必修二教案教学设计)

篇10：人教新课标Unit 1 period 2 reading(新课标版高一英语必修一教案教学设计)

篇11：高中英语冀教版必修1全套教案Unit 2 Friendship (冀教版高一英语必修一教案教学设计)

篇12：模块1 Unit 2 Period 1-3教学案1(译林牛津版高一英语必修三教案教学设计)

篇13：模块1 Unit 2 Period 1-3教学案2(译林牛津版高一英语必修一教案教学设计)

篇14：模块2 Unit 1 读背内容归类(译林牛津版高一英语必修二教案教学设计)

篇15：贾汪中学高考英语复习讲义：Module 2 Unit 1(新目标版高考复习英语必修二教案教学设计)

篇16：模块1 Unit 1 Period 4-10教学案2(译林牛津版高一英语必修一教案教学设计)

篇17：Module4 unit 1 全单元教案Period 2 Reading 1(译林牛津版高一英语必修四教案教学设计)

篇18：模块1 Unit 2 Period 1-3教学案3(译林牛津版高一英语必修一教案教学设计)

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高一化学必修1第四节氨硝酸硫酸2教学设计

篇1：高中化学必修一 4.4 氨硝酸和硫酸 教学设计

篇2：化学必修一教学课件：硫酸、硝酸和氨

篇3：人教新课标必修1 unit 1 and unit 2 教参(新课标版高一英语必修一教案教学设计)

篇4：牛津高一英语模块1 Unit 2 表格式教案(译林牛津版高一英语必修一教案教学设计)

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

篇6：译林牛津模块1 Unit 1 Task(1 & 2)(译林牛津版高一英语必修一教案教学设计)

篇7：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)

篇8：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)

篇9：模块2 Unit 1 Reading I 教学设计(译林牛津版高一英语必修二教案教学设计)

篇10：人教新课标Unit 1 period 2 reading(新课标版高一英语必修一教案教学设计)

篇11：高中英语冀教版必修1全套教案Unit 2 Friendship (冀教版高一英语必修一教案教学设计)

篇12：模块1 Unit 2 Period 1-3教学案1(译林牛津版高一英语必修三教案教学设计)

篇13：模块1 Unit 2 Period 1-3教学案2(译林牛津版高一英语必修一教案教学设计)

篇14：模块2 Unit 1 读背内容归类(译林牛津版高一英语必修二教案教学设计)

篇15：贾汪中学高考英语复习讲义：Module 2 Unit 1(新目标版高考复习英语必修二教案教学设计)

篇16：模块1 Unit 1 Period 4-10教学案2(译林牛津版高一英语必修一教案教学设计)

篇17：Module4 unit 1 全单元教案Period 2 Reading 1(译林牛津版高一英语必修四教案教学设计)

篇18：模块1 Unit 2 Period 1-3教学案3(译林牛津版高一英语必修一教案教学设计)

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篇1：高中化学必修一 4.4 氨硝酸和硫酸教学设计