以下是小编收集整理的外研新标准book1 module 1 知识精讲(外研版高一英语必修一教案教学设计)，本文共10篇，仅供参考，欢迎大家阅读。本文原稿由网友“ZhGRLes”提供。
篇1：外研新标准 高一book1 module 1 知识精讲
知识精讲(一)
1．The teacher is a very enthusiastic woman called Ms. Shen.
这个非常热情的女老师是沈老师。
called Ms. Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关系，相当于定语从句who/that was called Ms. Shen。 如：
We visited the new library built three weeks ago.
我们参观了三周前建成的图书馆。
The first textbooks written for teaching English as a foreign language came out in the 18th century.
最早为外语教学而写的英语课本出现在十八世纪。
Most of the artists invited to the party were from South Africa.
被邀请来参加聚会的大多是南非艺术家。
2．And we have fun. I don't think I will be bored in Ms. Shen's class!
我们上课上得很开心，我认为我不会对沈老师的课厌烦的。
（1）have (great) fun 玩得开心
=have (a lot of) fun
= have a wonderful time
=enjoy oneself 如：
The children were having a lot of fun with the building blocks.
孩子们玩搭积木玩得很开心。
You're sure to have some fun tonight.
今晚你一定会玩得很开心。
They had a lot of fun chatting on the net.
他们在网上聊天聊得很开心。
fun/,是不可数名词，常用于be fun 结构中，相当于interesting。如
Seeing monkeys in the zoo is great fun.
在公园看猴子非常有趣。
What fun it is to play a game after work!
工作之余活动一下多么有趣！
注: 此处的what fun不能用how funny代替，因为“funny”是“滑稽的，好笑的”的意思。
［拓展］for fun=in fun 开玩笑地
make fun of 嘲笑，取笑。如
I'm not saying such a serious thing for fun.
我说如此严肃的事情绝不是开玩笑。
It's bad manners to make fun of the blind.
取笑盲人是不礼貌的。
（2） 我们要注意本句英汉表达的区别。英语中有些动词，如think, believe, expect, suppose, feel, guess, imagine 等，当它们后面接一个具有否定意义的宾语从句时，通常要把主句的动词变为否定式，而宾语从句中的谓语动词用肯定形式。这种现象称为否定的转移。如：
We don't think there is anything interesting in your pictures.
我们认为你的画并没有什么有趣的地方。
I don't believe what he said is true.我认为他说的不是真话。
I don't suppose they will object to my suggestion.
我想他们不会反对我的建议。
He didn't imagine that she would go abroad.
他料想她不会出国了。
I don't feel the food can last us through the winter.
我认为这食物是不够我们过冬的。
注：在反意疑问句中，若陈述部分是第一人称，think等词用一般现在进，则疑部部分需与从句中的主语和谓语保持一致，否则要与主句的主语和谓语保持一致。如：
I don't think it's going to rain tomorrow, is it?
我认为明不会下雨，对吗？
You don't think I have made mistakes, do you?
你并不认为我犯了什么错误，是吗？
（3）辨析: boring/bored 词均为形容词，但有区别
boring 意为“令人厌烦的、令人讨厌的”，常指事情的性质，指人时，意为“烦人”。
bored 意为“厌倦、讨厌”，主语常为人，指人具有的感受。
be bored to death/d厌烦的要死
be bored with 对……厌烦，厌倦
I found the book rather boring. 我发现这本书真令人讨厌。
Those relations of his are boring people.
他的那些亲戚们真烦人。
I was never bored with his stories. 他讲的故事我怎么听也不厌烦。
I'm getting bored and homesick, 我感到厌倦了，想家了。
知识精讲(二)
1.In other words, there are three times as many girls as boys.
换句话说，女孩是男孩的三倍。
（1）in other words 意为“换句话”，在句中用作插入成分。如：
In other words, she must give up singing.
换言之，她必需放弃唱歌。
I'm not used to the way you speak to me. In other words, I don't want to continue our conversations.
我不习惯于你对我谈话的方式。换句话讲，我不想继续我们的谈话了。
Beethoven wrote many world-famous musical compositions. In other words, he was a great musician.
贝多芬写过许多世界著名乐曲。换句话讲，他是一位伟大的音乐家。
①A + be+倍数 +as+ adj. +as+B
Asia is four times as large as Europe.
亚洲是欧洲的四倍大。
②A+be+倍数+ 比较级+than+B
Asia is three times larger than Europe.
亚洲比欧洲大三倍。
③A+be+倍数+the size/length/height/depth/width+ of+ B
Asia is four times the size of Europe.
亚洲是欧洲的四倍大。
注: time 表示倍数，一般只限于表示基数词在内的三倍或三倍以上，若表示两倍可用副词twice 或形容词double。 time 表示的倍数也可以用分数，百分数或某些表程度的副词替换。
The street is twice the length of that one.
这条街是那条街的两倍长。
Ten is double five.十是五的二倍。
This pencil is a quarter as long as that one.
这枝铅笔是那枝的四分之一长。
Our room is 60％ the size of theirs. 我们房间的面积是他们房间面积的60%。
知识精讲(三)
1.I'm looking forward to doing it！我非常渴望去做。
look forward to sth./doing sth. 意思是“期待着某事/做某事”，其中“to”是介词。
I look forward to hearing from you as early as possible.
我期待着早日收到你的来信。
Boys and girls are looking forward to Children's Day.
孩子们期盼着儿童节的来临。
I'm looking forward to his return just as much as he himself seeing me.
我期待他的归来同他盼望见到我的心怀一样强烈。
［链接］动词＋介词to构成的常用短语有：
look forward to 盼望…… turn to 求助于；转向；翻到……
pay attention to 注意…… stick to 坚持
get down to 开始认真干…… object to 反对
belong to 属于 refer to 谈到，涉及，参阅
point to 指向 see to 处理，料理
come to 共计；苏醒 reply to 答复
agree to 同意 add to 增加
devote…to… 贡献……给…… compare…to…把……比作……
2.And what do you think of? 你认为……怎么样？
（1）What do you think of…? How do you find…? How do you like…? What be…like? 都用于询句对方对某人或某事物的评价与看法，意思是“你觉得……怎么样？”“你认为……如何？”如：
How do you find the speech by Mr. Johnson?
你觉得约翰逊先生的演讲怎么样？
-What do you think of the film? 你觉得这场电影怎么样？
-Very disappointing.
非常令人失望。
（2）What be…like? 表达“……怎么样？”，用于对人和事物的性质，尤其是对持久特性的提问。也可以像 How do you like…? How do you find…? What do you think of…? 一样，询问人们对所经历的人、事有什么反应。How…?一般可和 What be…like? 通用，但询问变化的情况，暂时的情绪等。
What was the weather like in Beijing yesterday? (= How was the weather in Beijing yesterday?)
北京昨天的天气如何？
-What are Brown's family like?
布朗的家人如何？
-Oh, they are all kind and gentle.
啊，他们都很友好和蔼。
What's the educational system like in your country? (此时不宜用How…代替。)
贵国的教育制度怎样？
注:How much do you like…? 你有多么喜欢……?用来询问对方喜欢某人或某物的程度。回答时可用Very much. (非常喜欢) What do/does…like…?……喜欢什么？用来提问主语喜欢的人或事物。以上句型不能混淆。
知识精讲(四)
1.Secondary school in the U.S. usually covers seven years, grades six to twelve.
美国的中学有七年，从六年级到十二年级。
cover 此处意为“包含”=include。 cover 是个多义词。下面来看一下它的用法。
cover vt.
（1）用东西覆盖、遮盖，常与with搭配。如：
She covered her face with her hands. 她以手掩面。
The mother covered the baby with a blanket.
用毛毯盖着她的婴儿。
（2）行走一段距离，通常不用被动语态。如：
The Red Army covered 25 000 li on the Long March.
红军长征时走了两万五千里。
She covered 1 000 metres in less than 4 minutes.
她在不足四分钟内跑完了1 000米。
（3）看完若干页书。如：
How many pages have you covered? 你已读了多少页书？
（4）新闻记者的采访、报道。如：
Many journalists were sent to cover the medical conference.
许多记者被派去采访医学会议。
He used to be sent to cover the battles during the war.
他曾经被派去做战地采访。
（5）谈到、涉及，相当于 deal with, include。 如：
The discussion covered a wide range of subjects.
这次讨论涉及内容广泛。
What are the chief points you are to cover in your talk?
你的报告主要有哪些内容。
（6）占地多少，面积多大。如：
Our orchards cover 1 000 mu. 我们的果园有1 000 亩面积。
China stretches across a vast area covering the cold, temperate and tropical zones.
中国幅员辽阔，包括了寒带、温带和热带。
（7）掩护、保护、庇护。如：
Their planes covered their tanks which were attacking the enemy.
他们的飞机掩护他们的坦克向敌人进玫。
知识精讲(五)
1.The school year is divided into two semesters, the first of which is September through December, and the second is January through May.
一学年有两个学期，第一学期从九月到十二月，第二学期从一月到五月。
（1）be divided into “把……分成……”。如:
Our class is divided into four groups. 我们班分成四组。
America is divided into over 30 stales. 美国分成50多个州。
（2）the first of which…是定语从句，修饰 semesters. 如：
We live in a house, in front of which is a small river.
篇2：外研新标准book1 module 1 知识精讲(外研版高一英语必修一教案教学设计)
1．The teacher is a very enthusiastic woman called Ms. Shen.
这个非常热情的女老师是沈老师。
called Ms. Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关系，相当于定语从句who/that was called Ms. Shen。 如：
We visited the new library built three weeks ago.
我们参观了三周前建成的图书馆。
The first textbooks written for teaching English as a foreign language came out in the 18th century.
最早为外语教学而写的英语课本出现在十八世纪。
Most of the artists invited to the party were from South Africa.
被邀请来参加聚会的大多是南非艺术家。
2．And we have fun. I don't think I will be bored in Ms. Shen's class!
我们上课上得很开心，我认为我不会对沈老师的课厌烦的。
（1）have (great) fun 玩得开心
=have (a lot of) fun
= have a wonderful time
=enjoy oneself 如：
The children were having a lot of fun with the building blocks.
孩子们玩搭积木玩得很开心。
You're sure to have some fun tonight.
今晚你一定会玩得很开心。
They had a lot of fun chatting on the net.
他们在网上聊天聊得很开心。
fun/,是不可数名词，常用于be fun 结构中，相当于interesting。如
Seeing monkeys in the zoo is great fun.
在公园看猴子非常有趣。
What fun it is to play a game after work!
工作之余活动一下多么有趣！
注: 此处的what fun不能用how funny代替，因为“funny”是“滑稽的，好笑的”的意思。
［拓展］for fun=in fun 开玩笑地
make fun of 嘲笑，取笑。如
I'm not saying such a serious thing for fun.
我说如此严肃的事情绝不是开玩笑。
It's bad manners to make fun of the blind.
取笑盲人是不礼貌的。
（2） 我们要注意本句英汉表达的区别。英语中有些动词，如think, believe, expect, suppose, feel, guess, imagine 等，当它们后面接一个具有否定意义的宾语从句时，通常要把主句的动词变为否定式，而宾语从句中的谓语动词用肯定形式。这种现象称为否定的转移。如：
We don't think there is anything interesting in your pictures.
我们认为你的画并没有什么有趣的地方。
I don't believe what he said is true.我认为他说的不是真话。
I don't suppose they will object to my suggestion.
我想他们不会反对我的建议。
He didn't imagine that she would go abroad.
他料想她不会出国了。
I don't feel the food can last us through the winter.
我认为这食物是不够我们过冬的。
注：在反意疑问句中，若陈述部分是第一人称，think等词用一般现在进，则疑部部分需与从句中的主语和谓语保持一致，否则要与主句的主语和谓语保持一致。如：
I don't think it's going to rain tomorrow, is it?
我认为明不会下雨，对吗？
You don't think I have made mistakes, do you?
你并不认为我犯了什么错误，是吗？
（3）辨析: boring/bored 词均为形容词，但有区别
boring 意为“令人厌烦的、令人讨厌的”，常指事情的性质，指人时，意为“烦人”。
bored 意为“厌倦、讨厌”，主语常为人，指人具有的感受。
be bored to death/d厌烦的要死
be bored with 对……厌烦，厌倦
I found the book rather boring. 我发现这本书真令人讨厌。
Those relations of his are boring people.
他的那些亲戚们真烦人。
I was never bored with his stories. 他讲的故事我怎么听也不厌烦。
I'm getting bored and homesick, 我感到厌倦了，想家了。
知识精讲(二)
1.In other words, there are three times as many girls as boys.
换句话说，女孩是男孩的三倍。
（1）in other words 意为“换句话”，在句中用作插入成分。如：
In other words, she must give up singing.
换言之，她必需放弃唱歌。
I'm not used to the way you speak to me. In other words, I don't want to continue our conversations.
我不习惯于你对我谈话的方式。换句话讲，我不想继续我们的谈话了。
Beethoven wrote many world-famous musical compositions. In other words, he was a great musician.
贝多芬写过许多世界著名乐曲。换句话讲，他是一位伟大的音乐家。
①A + be+倍数 +as+ adj. +as+B
Asia is four times as large as Europe.
亚洲是欧洲的四倍大。
②A+be+倍数+ 比较级+than+B
Asia is three times larger than Europe.
亚洲比欧洲大三倍。
③A+be+倍数+the size/length/height/depth/width+ of+ B
Asia is four times the size of Europe.
亚洲是欧洲的四倍大。
注: time 表示倍数，一般只限于表示基数词在内的三倍或三倍以上，若表示两倍可用副词twice 或形容词double。 time 表示的倍数也可以用分数，百分数或某些表程度的副词替换。
The street is twice the length of that one.
这条街是那条街的两倍长。
Ten is double five.十是五的二倍。
This pencil is a quarter as long as that one.
这枝铅笔是那枝的四分之一长。
Our room is 60％ the size of theirs. 我们房间的面积是他们房间面积的60%。
知识精讲(三)
1.I'm looking forward to doing it！我非常渴望去做。
look forward to sth./doing sth. 意思是“期待着某事/做某事”，其中“to”是介词。
I look forward to hearing from you as early as possible.
我期待着早日收到你的来信。
Boys and girls are looking forward to Children's Day.
孩子们期盼着儿童节的来临。
I'm looking forward to his return just as much as he himself seeing me.
我期待他的归来同他盼望见到我的心怀一样强烈。
［链接］动词＋介词to构成的常用短语有：
look forward to 盼望…… turn to 求助于；转向；翻到……
pay attention to 注意…… stick to 坚持
get down to 开始认真干…… object to 反对
belong to 属于 refer to 谈到，涉及，参阅
point to 指向 see to 处理，料理
come to 共计；苏醒 reply to 答复
agree to 同意 add to 增加
devote…to… 贡献……给…… compare…to…把……比作……
2.And what do you think of? 你认为……怎么样？
（1）What do you think of…? How do you find…? How do you like…? What be…like? 都用于询句对方对某人或某事物的评价与看法，意思是“你觉得……怎么样？”“你认为……如何？”如：
How do you find the speech by Mr. Johnson?
你觉得约翰逊先生的演讲怎么样？
-What do you think of the film? 你觉得这场电影怎么样？
-Very disappointing.
非常令人失望。
（2）What be…like? 表达“……怎么样？”，用于对人和事物的性质，尤其是对持久特性的提问。也可以像 How do you like…? How do you find…? What do you think of…? 一样，询问人们对所经历的人、事有什么反应。How…?一般可和 What be…like? 通用，但询问变化的情况，暂时的情绪等。
What was the weather like in Beijing yesterday? (= How was the weather in Beijing yesterday?)
北京昨天的天气如何？
-What are Brown's family like?
布朗的家人如何？
-Oh, they are all kind and gentle.
啊，他们都很友好和蔼。
What's the educational system like in your country? (此时不宜用How…代替。)
贵国的教育制度怎样？
注:How much do you like…? 你有多么喜欢……?用来询问对方喜欢某人或某物的程度。回答时可用Very much. (非常喜欢) What do/does…like…?……喜欢什么？用来提问主语喜欢的人或事物。以上句型不能混淆。
知识精讲(四)
1.Secondary school in the U.S. usually covers seven years, grades six to twelve.
美国的中学有七年，从六年级到十二年级。
cover 此处意为“包含”=include。 cover 是个多义词。下面来看一下它的用法。
cover vt.
（1）用东西覆盖、遮盖，常与with搭配。如：
She covered her face with her hands. 她以手掩面。
The mother covered the baby with a blanket.
用毛毯盖着她的婴儿。
（2）行走一段距离，通常不用被动语态。如：
The Red Army covered 25 000 li on the Long March.
红军长征时走了两万五千里。
She covered 1 000 metres in less than 4 minutes.
她在不足四分钟内跑完了1 000米。
（3）看完若干页书。如：
How many pages have you covered? 你已读了多少页书？
（4）新闻记者的采访、报道。如：
Many journalists were sent to cover the medical conference.
许多记者被派去采访医学会议。
He used to be sent to cover the battles during the war.
他曾经被派去做战地采访。
（5）谈到、涉及，相当于 deal with, include。 如：
The discussion covered a wide range of subjects.
这次讨论涉及内容广泛。
What are the chief points you are to cover in your talk?
你的报告主要有哪些内容。
（6）占地多少，面积多大。如：
Our orchards cover 1 000 mu. 我们的果园有1 000 亩面积。
China stretches across a vast area covering the cold, temperate and tropical zones.
中国幅员辽阔，包括了寒带、温带和热带。
（7）掩护、保护、庇护。如：
Their planes covered their tanks which were attacking the enemy.
他们的飞机掩护他们的坦克向敌人进玫。
知识精讲(五)
1.The school year is divided into two semesters, the first of which is September through December, and the second is January through May.
一学年有两个学期，第一学期从九月到十二月，第二学期从一月到五月。
（1）be divided into “把……分成……”。如:
Our class is divided into four groups. 我们班分成四组。
America is divided into over 30 stales. 美国分成50多个州。
（2）the first of which…是定语从句，修饰 semesters. 如：
We live in a house, in front of which is a small river.
篇3：外研新标准 高一book1 module 2 period 1 教案
Module 2 My New Teachers
Period 1
Teaching content:
Introduction vocabulary and listening + SPEAKING + EVERYDAY ENGLISH
Teaching Aims and Demands
1.New words: amusing, energetic, funny, intelligent, lively, nervous, organized,
patient, popular, serious, shy, strict, stupid…
2.Speaking: Expressing preference
3.Everyday English: Have you got that? Take a look, kids.
That’s settled. It’s up to you.
Affection and attitudes
Understanding how to make a description of a new teacher in Senior High and forming positive attitudes towards the new teachers and their methods of teaching.
Learning Strategies
1.Learning the adjectives used to describe characters of people and forming the positive and negative attitudes.
2.Summing up more and more adjectives used to describe a person.
Cultural Awareness
Getting prepared for the descriptions of a teacher, and the relationship between teachers and students in China and other foreign countries.
Teaching Aids
Multi-media
Teaching designs
Teaching Procedures
I. Introduction vocabulary and listening
1. Revision
1) Brainstorming: Try to bring out as many adjectives used to describe a person as possible.
2) Help the Ss to use the adjectives to describe their favourite teachers, and then get the meaning of the positive adjectives or negative adjectives.
2.Lead in the study of the adjectives: Ask each of the groups to write down their positive adjectives and negative adjectives and check the answers themselves.
3.Activity 2
①Have a discussion about their own favourite teacher’s standard and tick or cross the following statements.
②What do you think of Alex’s about the statements? Now listen to the tape and tick or cross the statements.
③Compare yours with Alex’s and tell the reason why.
4.Go to Wb. Vocabulary p74. 5.
II. Speaking
1.Pre-task: Ask the Ss to describe their favourite teachers, using the adjectives they have just learned and tell the reasons why.
2.Pair work: Ask the Ss to talk about the parts of school life you enjoy most and why.
Guidance: I like… better than…, because I ….
3.Pair work: Make a dialogue, using the expressions of describing their likes:
I enjoy…, because….
I prefer…
I am not good at … because….
4.Exercises about the description of likes.
I’d prefer, I’d rather, you would prefer, would also prefer, would prefer
Jason: Hi, Mary. Do you have an English class this morning?
Mary: Oh, yes, Jason. This is our first English lesson. I hope that my new teacher is a young girl. (1) ________ to have a beautiful and lively English teacher.
Jason: Oh really? (2) _________ learn from an older teacher, because an older teacher is more intelligent I think.
Mary: No, I don’t think so. (3) _______ to talk with an energetic and amusing young girl, because I will become nervous if the teacher is strict. (4) ________ to have a relaxed class.
Jason: Perhaps you are right. I know Miss Li is a very popular teacher on this campus. Many students (5) ________ to learn from her. If she can teach us, (6) ________ learn from her.
Mary: But I think you (7) ________ to follow an older teacher?
Jason: Well, I guess that a popular teacher (8) ________ to teach popular students like me.
III. Everyday English
1.Revise the adjectives and the description of “I prefer…”.
2.Group work: Ask the Ss to complete the conversations with the expressions.
3.Ask the Ss to describe the meanings of the expressions, matching the following explanations with the expressions given.
have a look take a look
children kids
Have you been told about that? Have you got that?
several things a couple of things
It’s now decided that’s settled
4.Pair work:
Read the short dialogues aloud.
IV. Homework:
1.Make a description of the following pictures of teachers, using the adjectives used to describe a person and tell the reasons why.
点评：从课堂教学的策略来讲，本堂课突出了语言交际能力的培训，并为接下来的课堂教学做好了词汇方面的铺垫。有一点遗漏就是听力活动。从课堂教学活动的组织来看,Everyday English 的教学活动显得不连贯。
篇4：外研新标准book1 module 5互动 外研新标准 ┆ 高一
文本互动
Listen to the dialogues and answer the True or False questions.
I.A dialogue.
Susan (a girl) meets Peter (a boy) in the schoolyard and they begin a chat about how to study Module 5 better. Mr. Smith is their teacher of English.
Su = Susan; Pt = Peter; Sm= Mr. Smith
Pt: Hi, Susan.
Su: Hello, Peter.
Pt: You look worried, anything the matter?
Su: Oh…My English study.
Pt: But you do quite well in English?
Su: Thank you. Now some students are saying that this module is the most difficult that we have ever had．Don't you think so?
Pt: Not that hard, I think.
Su: But it's really too much for me, especially those dull words. They have been driven me mad．
Pt: Well, I have made some English labels with them, and Mr. Smith has managed to persuade the school committee to allow us to put the labels along with those in Chinese in the lab and on the equipment, as long as it's safe to have a label on it.
Su: Do you think it will help?
Pt: Sure, in this way, any time we go to do experiments, we can see the labels in English and it will absolutely help us remember them.
Su: Maybe it will work. But how about the experiment report . It appears easy, but it's really hard to be perfect work.
Pt: I feel the same way. But don't worry, I just said goodbye to Mr. Smith in the lab．Let turn to him for some advice.
Su: OK.
(Narrator): Then they go to the lab and Mr. Smith's still there.
SM: Hello, Peter and Susan, anything I can do for you.
Pt: Susan is worrying about her study of this module.
SM: You see, I have finished these labels. They will help you remember the new words.
Su: But how about the experiment report? It's really hard to do it well.
SM: But it's not so hard? Oh. I see. You've got nothing hard in your English, but in your concept.
Pt and Su: Concept, what do you mean by saying so?
SM: Let me explain it to you. You think it hard to write an experiment report in English. But the difficulty lies not in your English, but in your concept, as you have never thought you can do an experiment report in English.
You are frightened．
Su: Maybe so, I have not had the heart to start it, just because I don't think I can do it.
Pt: Me too.
SM: But you have done well in both chemistry and physics. You should be sure that you can do an experiment well not because it is in Chinese, but because you are able to do it well. So remember, you'll never know if you can do something unless you have the heart to have a try. You've got it?
Su and Pt: Yeah, that's the very point. We'll go back and do it right now. Thank you very much, Mr. Smith.
SM: I'm sure you can do it very well. Good luck.
Su and Pt: Bye.
SM: Bye.
True or false questions:
1．Susan doesn't do well in her English.
2．Concept is important.
3．Peter is more serious with his study than Susan.
4．Mr. Smith went to the lab to do an experiment.
5．It's really different between writing an experiment report in English and one in Chinese.
答案：F T F F F
Open discussion:
What can you learn from the case of Susan?
我的思路
We can only do something well when we are sure that we can do it well. So, we should learn to believe in ourselves.
Ⅱ.A dialogue from classic movie: The Lion King
The Lion King 狮子王
(Mufasa, the lion king is telling Simba, his son, an important rule of life.)
Mufasa: Look, Simba, everything the light touches is our kingdom.
Simba: Wow !
Mufasa: A king's time is ruler rises and falls like the sun. One day, Simba, the sun will set on my time here and rise with you as the new king.
Simba: And this will all of mine?
Mufasa: Everything !
Simba: Everything the light touches! What about that shadowy place?
Mufasa: That's beyond our borders. You must never go there, Simba．
Simba: But I thought a king can do whatever he want.
Mufasa: Oh, there's more to being a king than getting your way all the time.
Simba: There's more?
Mufasa: Simba, everything you see exists together in a delicate balance. As king, you need to understand that balance and respect all the creatures from the crawling ant to the leaping antelope.
Simba: But dad, don't we eat the antelope?
Mufasa: Yes, Simba. But let me explain. When we die, our bodies become the grass and the antelopes eat the grass, and so we are all connected in a great circle of life. Simba, let me tell you something that my father told me. Look at the stars the great kings of the past look down on us from those stars.
Simba: Really?
Mufasa: Yes, so whenever you feel alone, just remember that those kings will always be there to guide you, and so will I.
篇5：外研新标准book1 module 5文化交流`外研新标准 ┆ 高一
文化交流Ⅱ Fig Newton
Newton's Laws of Motion (or The Three Laws of Motion) are liberally quoted. Here are some of the things one hears from time to time: From people in general:
“That object is in equilibrium, so by Newton's First Law, there must be no forces acting on it.”
From a manager in response to observing a backlash to a recent business initiative:
“We should have known that would happen. Newton's Second Law predicts that for every action, there is an equal and opposite reaction.”
From a project manager, remarking on someone else's project:
“That project is definitely in free fall.”
Let's look at these one by one.
Misapplication of the First Law
Newton's First Law of Motion says:
A body at rest or in a state of uniform motion (constant velocity) will stay that way unless acted upon by an external force.
Note that this means there are no net external forces acting on the body unless precisely stated. Or, to put it another way, there may be external forces acting on the body, but they (the multiple external forces) cancel exactly. When these external forces balance each other, the object is in equilibrium: static equilibrium if the body is at rest, or else equilibrium in uniform motion-that is, in a straight line at constant velocity. So remember: Equilibrium does not mean “no forces acting”. Equilibrium means,“ all external forces balance exactly.” Of course, internal forces have no effect, as they cancel in pairs by Newton's Second Law, as we shall soon see.
Let us assume that a lump of coal is moving at constant velocity along the surface of a level table. Ignore for a moment how it came to be in motion, but let's assume it is moving at one inch per hour toward the west.
Newton's first law tells us that unless we impose some other horizontal force on the lump, it will continue to move at one inch per hour toward the west forever.
Now, as we pointed out earlier, this defies common sense. In our real world, we would expect the lump of coal to slow down for at least two reasons. One, there is air resistance, and two, there is friction with the table's surface; both of these will tend to retard the uniform westward motion. But of course, there is no violation of Newton's first law here at all; both air resistance and friction are external forces acting on the lump of coal, and the first law states very precisely that the rule does not apply if external (net) forces are acting on the body in question. Now a physicist, used to thinking about and stating conditions precisely, would understand that a force is a force, and you can't neglect any of them .To describe the case above precisely, you would have to state:“ The lump of coal will continue to move at one inch per hour to the west in a perfect vacuum on a perfectly level, frictionless, table.” The problem is, most of us are not so precise in describing daily phenomena, so it's easy to understand how ordinary folks might misapply Newton's First Law.
A member of the younger generation of physicists recently pointed out to me that these days; students use deep space as a theoretical framework for working out problems, so that they can quickly dispense with the effects of air resistance, friction, “tables,” and the gravitational pull of nearby massive bodies. Although this idealized context simplifies the requirements for understanding mechanics, one wonders what will happen when these students are called on to solve real problems “back on Earth.”
Misapplication of the Second Law
Newton's Second Law says:
For every applied external force on a body, the body exerts an equal and opposite force.
When something happens in the business world in reaction to an event, someone is sure to bleat out, “For every action there is an equal and opposite reaction.” In fact, it is they who are having a knee-jerk “reaction”. Rather than applying any thought to the situation, they quote Newton to justify or validate whatever backlash has taken place. The reaction is postulated as something that “had to happen” according to “the laws of physics.” In truth, however, what goes on has nothing to do with physics. Not only is the typical reaction unequal to the effect that produced it; often it is not even delivered in the opposite direction, but is rather off at some tangent. Moreover, it may not have been a result of the original action at all.
Once again, Newton's Law is correct, but we must be precise about the force and the body. Often the “equal and opposite” forces people cite in business situations are really an internal force pair that does not exert any external net force on the body. So whenever you hear someone intone,“ For every action there is an equal and opposite reaction,” my advice is to check to see what the forces are and what bodies these forces are being applied to.
Misapplication of the Third Law
The Third Law says:
A body will be accelerated by an external force in direct proportion to the force and inversely proportionally to its mass.
This one is often quoted as simply “F=ma,” which is just a formulaic restatement. I It is an unbelievably simple and elegant result that applies over an incredible range of phenomena.
But what does it mean to talk about a project “in free fall”? I think managers mean that it is accelerating under the influence of gravity, which means that it is gaining speed and will inevitably collide, inelastically and catastrophically, with Mother Earth. Splat! I “get” the notion that there are no parachute and no brakes, and a sense of rapidly impending doom. Yet, I see here a misuse of the physics analogy. Projects are subject to constraints just as surely as they have mass; the notion that management is so absent that we have effectively yanked the table out from under the lump of coal is certainly disheartening to say the least.
Practice:
Have you ever made any misunderstanding or misapplication of Newton's Newton's Laws of Motion (or The Three Laws of Motion)? If so, or even if you have never, would you mind taking up your physics book and reading this passage again help you get a better idea of this passage or Newton's Laws of Motion?
篇6：外研新标准book1 module 2 period 2 教案
Module 2 My New Teachers
Period 2
Teaching Content:
Reading And Vocabulary
Teaching Aims and Demands:
Language knowledge
1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…
2.Grammar: verbs followed by V–ing
Reading skill
Understanding how to describe a person
Affection and attitudes
Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.
Learning strategies
1.Categorizing adjectives used to describe characters of people
2.Summing up verbs followed by V-ing.
Cultural awareness
Getting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries.
Teaching Aids
Multi-media
Teaching Procedures
Ⅰ. Revision
Help students to revise words that is learnt in Period One of this module by answering questions:
1. Who was your favorite teacher in Junior High?
2. What adjectives will you use to describe your favorite teacher in Junior High?
Ⅱ. Pre-reading activities
Lead in the study of the text by carrying out the following activities.
1.What adjectives will you use to describe me –- your new English teacher? What about other teachers?
(Ask students to speak out as many words as they can)
2. Look at the pictures. What are your first impressions of the three teachers? (Prediction)
(Ask students to write down the adjectives and check with their partners)
Ⅲ. Reading for main idea
Help students to grasp the main idea of the text by doing the task..
1.Read the text fast and check your prediction.
Mrs. Li _______________
Mrs. Chen _______________
Mr. Wu _______________
2. Answer the following questions.
1) Who is the most popular teacher?
2) Who is the kindest teacher?
3) Which teacher are students most afraid of?
Ⅳ. Reading for detailed information
Make sure students get the detailed information by doing the following.
1.Read the text again and fill in the table.
Name Appearance/Character Subject Teaching style My feeling
Mrs.Li
Mrs.Chen
Mr.Wu
2. Read the text again. Ask and answer the questions in pairs:
1)What first impression did Mrs. Li give to the writer? Why?
2)Why don’t you feel completely stupid in her class?
3)Guess what faster students think of her class?
4)Are all the students on time for Mrs. Chen’s class? Why?
5)Why don’t some of the class like her?
6)What is Mr. Wu’s teaching style?
7)Why is he very popular among his students?
Ⅴ. Dealing with expressions
1.Read the text again and underline all the verbs followed by V –ing. Make sure students understand the meaning of each sentence.
2. Find words and phrases in the text that match the definitions below. (Activity 3, P13)
3. Pay attention to these sentences.
A.but Mrs. Li just smiles, so that you don’t feel completely stupid! (Line 8, Para.1)
1)All the people laughed at me, so that I felt embarrassed.
2)The girl practiced playing the violin very hard, so that she did a very good job at the concert.
3)The next morning my uncle got up early, so that he was able to catch the first bus.
Discussion: What does so that + clause show? Time, reason, purpose or result?
B. I’ll do well in the exam with Mrs. Chen teaching me. (the last sentence of Para.2)
1)I’ll make more progress in my English study with you helping me.
2)He really couldn’t work with a baby crying in the next room.
3)They walked on with the white snow shining under the sun. ……
Questions: 1)Do you understand these sentences?
2) Can you rewrite each sentence?
Ⅵ. Language use
1. Retell the text according to the key words in the table
Name Appearance/Character Subject Teaching style My feeling
Mrs.Li nervous, shy, kind, patient English explain,avoid,smile slowly for,wonderful formake progress
Mrs.Chen strictseriousnot smile physics well-organizedclearexplain exactly never be my favorite lessondo well in
Mr.Wu good-lookingenergeticamusing Chinese literature talkwavetell respect a lot
2. Discuss the following questions in pairs:
1) Of the three teachers which one do you like best? Why?
2) Would you like Mrs. Chen to be your physics teacher? Why or why not?
3. Ask students to describe their new teachers in groups of four and then give a presentation.
The following key words are given to help them:
name, appearance/character, teaching style, their goals in the new term
Homework
1． Exercises 2 and 4 (Textbook P13)
2． Exercise 5 (Workbook P74)
点评：本课突出了第二模块中的阅读文章。首先，文章中将要使用的词汇通过学生的口语活动得以复习巩固，为下一步的阅读任务做好了准备；接着，以看图预测的方式导入阅读活动，使学生能够较快地进入角色，开始积极地快速阅读，检测自己的预测。完成阅读后的任务练习题丰富、多样并具有一定的拓展性，很好地发掘了学生的语言潜能，同时培养了学生对教师的情感认识；也对教师本身有所启发。在学生对阅读文章已形成一个整体认识，建立语篇意向之后，再进行比较详细的句意分析，保证了大部分学生都能读懂文章。最后，总结性地巩固了该课中心词汇，并通过应用这些词汇让学生复述课文，从而有效地培养了学生口语表达能力。课后练习的处理也很合理，将课文中的练习同活动用书的练习一起当作作业来安排，就为课堂教学节约出时间来。
篇7：外研新标准book1 module 2 period 3 教案(外研版高一英语必修一教案教学设计)
Period 3
Teaching Content:
(Reading and vocabulary for revision, Grammar and Writing)
Teaching Aims and Demands:
Language knowledge
1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…
2.Grammar: verbs followed by V–ing
3. Writing: punctuation usage in writing
Reading skill
Understanding how to describe a person
Affection and attitudes
Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.
Learning strategies
1.Categorizing adjectives used to describe characters of people
2.Summing up verbs followed by V-ing.
3.Learning how to punctuate a paragraph.
Cultural awareness
Getting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries.
Teaching Aids
Multi-media
Teaching Procedures
Ⅰ. Revision
1． Help students to revise words that is learnt in Period Two of this module by doing Activity 2 P13.
2． Help the students to review the adjectives used to describe a person by doing Exercise 5 (Workbook P74).
3． Ask the students to read “My New Teachers” and then check their understanding of the passage by doing Activity 4 P13.
Ⅱ. Grammer learning
Lead in the study of grammar by carrying out the following activities.
1．What verbs have you found that can be followed by V-ing from the passage you’ve just read?
(Ask students to speak out the verbs like “like, avoid, hate, keep, admit ,enjoy”)
2．Look at the passage again. Ask the students to find the sentences with the verbs followed by V-ing.
(Ask students to underline the sentences in the passage and then Teacher shows them on the screen with the verbs underlined. )
3． Encourage the students to find out themselves why the sentences are written in this way by asking “What do you notice about the verbs that follow the underlined verbs?”
(The students may work in pairs.)
4． Collect the answers from the students.
( The verbs are followed by the gerund rather than the infinitive used as the object of the verbs underlined.)
5．Help the students to sum up the words they’ve learned which can be followed by V-ing.
Ⅲ. Language use
Help students to learn to use the verbs followed by V-ing as object.
1. Activity 2 P14.
2. Get the students to work in pairs introducing each other by using the verbs in Activity 2.
And then ask several pairs to act it out in class.
3. Activity 3 P14.
( Ask the students to write down 3 more true sentences about themselves using the words and then show their work on the screen.)
IV. Writing
1． Ask the students to read any paragraph in “Reading and Vocabulary” again first.
2． Give the students each a piece of paper with the paragraph they’ve just read but without any punctuations or any capitalized words. And ask the students to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary.
( Show the students’ work on the screen and see if the students can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are O.K.)
3． Get the students to discuss why they punctuate the passage like this by asking some questions.
a) Why do you punctuate your passage like this?
b) Why are punctuations important in writing
c) What is also important besides punctuations in writing?
( Help the students to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.)
V. Practice
1． Ask the students to punctuate the passage on P18.
(Get the students to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so the students may have a discussion about whose is better and why. In doing this they can practise what they’ve learned just now.)
2. If time is allowed, Teacher may prepare another passage without punctuations or capital letters to give the students more practice.
3. Ask the students to write a short description of their favourite teacher. Remind the students to use capital letters, commas and full stops where necessary.
( If there is still time in class, Teacher can show some students’ work on the screen, or else in the next period.)
VI. Summary
1． Give the students some time to recall what they’ve learned in this class.
( Ask the students to think by themselves first, then discuss in pairs and finally share in class.)
2． Ask the students to call out as many verbs as possible which can be followed by V-ing.
3． Get the students to say the adjectives used to modify a person.
VII. A test
1．To check the verbs followed by V-ing.( Maybe a blank-filling.)
2． To check the adjectives to modify a person.( Maybe orally, for example ask the students to describe their favourite winners of the Olympic gold medals or maybe film stars.)
3． sage without punctuations
Homework
1． Prefer to the dictionary and try to get more adjectives used to modify a person.
2．Sum up the verbs which can be followed by V-ing and write them down in notebooks.
3．Write a short passage describing their favourite sports stars or film stars, pay attention to punctuations and capital letters.
(Provided by Ms. Sun Jihua from Qingdao No.1 Middle School.)
篇8：外研新标准book1 module 5知识精讲
知识精讲(一)
1．The Reaction of Metals with Oxygen .
reaction n.反应 反作用力化学反应
reaction with和……反应
reaction to对……的反应
He made no reaction to my joke.
他对我的玩笑没有任何反应。
2．The reaction of metals with these substances can be put in order.
in order
（1）按照顺序；挨次
He put all the books in alphabet order on the shelf.他把所有的书按字母顺序放在书架上。
（2）整齐；整洁
（3）恰当，正确；符合程序
（4）in order that＋句子
为了……，目的在于……
（5）in order to do sth..
为了（做某事），以便（做某事）
（6）keep in order
使遵守秩序；维持秩序
（7）out of order
次序紊乱；（机器等）失灵，出故障，有病，违反议事规则
3．Here is a table with the metals that react most at the top，and the metals that react least at the bottom.
table表格，一览表；目录
a table of contents
The results of the experiments can be seen in the table.
实验结果可在表上看到。
知识精讲(二)
［注：上接知识精讲(一)］
4．Leave the tube for one week.
此处leave意为维持，使或允许在或保持某一特定状态 (To cause or al low to be or remain in a specified state)。如：
He left the lights on.
他让灯亮着。
leave作“离开”讲时，为及物动词；当其作“去、出发”讲时，为不及物动词。leave还用作“遗忘、忘掉”之意，与forget近义，但其后搭配不一样。leave＋sth.＋表示地点的短语，而forget后只接sth.，不可接地点状语。试比较：I left my English book somewhere.／I forgot my English book.
be leaving是进行时态形式，但表示“将发生的行为”。例如：
The train is leaving. You must hurry up. 火车就要走了，你必须快点。
5．This makes sure there is no air in the water.
sure是形容词，意为“肯定的，当然的”。常用来回答一般疑问句，等于Yes或Certainly。sure的用法：
（1）be sure＋不定式。常用于祈使句，表示要求，意为“务必、请一定”。指外界的看法。例如：
I think he's coming，but I'm not quite sure.
Be sure to telephone me and give me all the news.
（2）be sure＋of或about。意为“相信，对……有把握”，后接名词、代词或动词的-ing形式。常用来表示“人对某事的看法”，指主观上的看法。例如：
Are you sure of that meeting? He is sure about this answer.
（3）be sure＋从句。表示“某人对……有把握”。例如：
I'm sure that he is coming to help me.
The teacher is sure that these books are interesting.
（4）make sure意为“务必、确信”，其后也可接of或about或动词不定式或that从句。例如：
1 made sure (that) he was badly ill.
Will you make sure of his return?
Make sure to come to the party on time.
知识精讲(三)
［注：上接知识精讲(二)］
6．Add some oil to the water. This will keep air out of the water.
add（1）增加
to add more hot water多加点热水
Add a few more names of labourers to the list.
名单上再加上几个工人的名字。
（2）加；加起来
If you add 4 to 3 you get 7.
四加三得七。
Add up these figures，please.
请把这些数字加起来。
（3）补充说；又说
I should add that we are very pleased.
我要补充的是我们非常高兴。
I should like to add that we are pleased with the test result.
我还要补充说一下，我们对测试结果表示满意。
常用短语：
add fuel to the fire火上浇油
add up加算；合计
He wrote down the weight of each stone and then added up all the weights.
他把每一块石头的重量记下来，然后把所有的重量加在一起。
The various facts in their report just don't add up.
他们报告中的各方面材料根本串不起来。
add up to
总计为，总数达
7．It's getting brighter and brighter!
英语中两个比较级用and连在一起表示“越来越……”如：
He runs faster and faster.
他跑得越来越快。
知识精讲(四)
［注：上接知识精讲(三)］
8．The closer you are .the more you'll see .
The＋比较级……，the＋比较级……“越……越…”
The more I read，the more intensely interested l became.
The more he has，the more he wants.
The happier a human being is，the longer he lives.
人越开心，寿命越长。
在句意明确时，常以省略句的形式出现。
The sooner (you do it)，the better (it will be).
9．Go ahead!
go ahead的基本意思是“往前走；先走；走在前面”。在日常对话中，表示鼓励对方做某事，意为“干吧；说吧；尽管用吧”；与with连用表示“继续前进；着手进行”等。如：
The police examined the cars and allowed them to go ahead.
警察检查了那些汽车后，允许他们继续赶路。
You go ahead and tell them we'll be there soon.
你先走一步，告诉他们，我们马上就到。
-Could I have a look at your copy of China Daily?
我可以看一下你那份《中国日报》吗?
-Sure. Go ahead.可以。看吧。
If you think you can solve the problem，just go ahead.
如果你认为你能解决这个问题，那就干吧。
After the rain，we went ahead with our work of digging the canal.
雨停之后，我们继续挖渠。
He gave us the permission to go ahead with our building plan.
他允许我们着手制订建房计划。
知识精讲(五)
［注：上接知识精讲(四)］
10．It's your turn…
turn次序：依次轮流或按时间表的顺序排列的一系列机会中的一次She's waiting for her next turn at bat.
她在等她在棒球比赛中的下一次击球机会。
常用短语：
（1）at every turn＝in every place；at every moment
处处；时时
（2）by turns＝one after another；alternately
轮流地，交替地
“From the…testimony emerges a man by turns devious and honest，vulgar and gallant，scatterbrained and shrewd\" ( Life )
“从指证来看，一个人交替地表现为狡猾和诚实，粗鄙和豪侠，浮躁和精明”（生活）
（3）in turn依次地，轮流地
（4）out of turn未按照正当的次序或顺序地
No one is allowed to get his ticket out of turn.
任何人都不准不按次序买票。
（5）to a turn正好；恰好
The roast was done to a turn.
面包烤得恰到好处。
（6）It's one's turn (to do sth.) 轮到某人做某事了。
It is your turn now.
现在轮到你了。
11．Come a bit closer.
可修饰比较级的词
（1）a bit，a little，rather，much，far，by far，many，s lot，lots，a great deal，any，still，even等。
（2）还可以用表示倍数的词或度量名词作修饰语。
（3）以上词（除by far）外，必须置于比较级形容词或副词的前面。
12．so we should be very proud of that
be proud of以……为荣；以……自豪
do oneself proud养尊处优，自奉优厚
do sb. proud给面子，使某人感到荣幸；慷慨地款待某人；丰盛地招待某人
He is proud of his daughter's ability to speak four languages.
他为女儿能说四种语言而骄傲。
He's too proud to be seen in public with his poorly-dressed mother.
他非常傲慢，不愿在公共场所被人看见和衣衫褴褛的母亲在一起。
13．…as both are supposed to have good Physics Departments.
be supposed to:应该，必须，被认为，被期望
Athletes who competed in the Olympic Games were supposed to be amateurs.
在过去，奥运会的参赛运动员应该是业余选手。
篇9：外研新标准book1 module 2 period 4 教案
Module 2 My New Teachers
Period 4
教学目标
Listening and Vocabulary + Pronunciation +Function and speaking
Stressed sound
Expressing preference-----I’d prefer to do… / I’d rather do …(than) do….
To study the following words and expressions: choice, exam, headmaster, headmistress, timetable, topic, period, revision , translation, vocation, firstly, at present
教学重点：
Listening and vocabulary
Stressed sound
Expressing preference
教学难点：
Function and speaking
教具学具准备：
A tape recorder, dictionaries, textbooks and exercise-books
教学过程：
Step 1 Revision
Ask the students to show the class the dialogue they prepared in Everyday English on Page 18.
Step 2 Pre-pronunciation
Ask “What do you like to do before an exam, do some revision or do some translation?” Make the students choose their answers and ask them to pay attention to the following words and word formation.
revise→ revision translate → translation choose→ choice
Step 3 Pronunciation –Stressed sound
Open the books of Page 16.
1. Ask the students to listen and repeat the words and find the stressed sound in the words of Activity 1.
2. Listen again and check the answers.
3. Ask the students to underline the stressed sound in Activity 2. Then listen and check.
Step 4 Learning to learn
Ask the students to read “Learning to learn” on Page 16 and answer this question: “What do you remember when you listen to spoken English? Why?”
Step 5 Function and Speaking
1. Ask the students to tell which subject they like better, English or PE.
2. The teacher writes some of the students’ possible answers on the blackboard:
I like PE better.
I like PE better than English.
I dislike English.
My favorite subject is PE.
I prefer PE to English.
I’d like to study PE.
3. Introduce new expressions of preference:
I’d prefer to study PE.
I’d rather study PE.
I’d rather study PE than English.
4. Ask the students to make sentences with substitute words and encourage them to use different sentence pattern.
e.g. I’d prefer to play basketball. → He’d / She’d prefer to play baseball. →
They’d rather choose music than PE.
5. Ask them to open their books on Page 17 and do Activity 1, 2 and 3.
* Activity1→
Read the sentences, choose the right answers and then present their answers to the class.
* Activity 2→
ⅰ. Read the sentences to the students.
ⅱ.They can write the answers individually, and check with a partner.
ⅲ.Choose to do two or three sentences in this activity, the others can be done as homework if you have limited time.
* Activity 3
ⅰ.Read aloud the expressions, and make sure the students understand them all.
ⅱ.Ask the students to find a good friend in the class and do the questions and answers in pairs. They may choose anyone and leave their seats. Don’t forget to limit their time. Then encourage them to present their work to the class.
Step 6 Listening and vocabulary
* Activity 1→
ⅰ.Read the words in the box and have the students repeat them after you, paying particular attention to stress.
ⅱ.Ask the students to work in pairs to find the meaning of the words in the box first and then do questions and answers.
ⅲ. Check the answers in class.
* Activity 2→
ⅰ.Read the sentences and make sure they understand the words.
ⅱ. Ask the students to decide which words might go into the spaces. If necessary, explain the words or expressions.
ⅲ. Check the answers in class by listening to the conversation and ask a few students to write their answers on the blackboard.
* Activity 3→
ⅰ. Play the tape again, and ask them to choose the right answers individually, and then check with their partners in group of four.
ⅱ. Then ask the groups to give their answers in class.
ⅲ. If necessary, play the tape once more for a final check and ask them to pick out the sentences which begin with “ I’d …”.
e.g. I’d rather do translation than revision.
I’d like to do translation.
So the rest of you would prefer to do revision.
I’d rather do Life in the Future.
I’d prefer to do Travel.
Step 7 A short summary
Ask the students to tell something about what they’ve learned in this lesson. (esp. I’d prefer to do…./ I’d rather do….)
Step 8 Homework
1. Finish Activity 4, 5 and 6 on Page 16.
2. Preview “Cultural Corner”.
点评：本堂课在精心策划下，力求突出本课的重点，解决难点问题，先有词汇方面的铺垫，一方面复习上堂课中的部分单词，另一方面解决接下来将要进行的听说活动中的部分生词，使学生在接受本堂课重要任务之前做好热身。在个别课堂教学步骤中，如果能够再做一些调整，效果可能会更好。（例如：“Learning to learn”可以放在“Pronunciation”之前进行，这样，可以为学生在头脑中建立一个较明确的学习目的，使学生的目的性更强。再例如，“Listening and vocabulary”可以放在“Function and Speaking”之前进行。一方面，在强调注重听说中单词的重音后，引入听力练习，衔接到写，而且借此机会可让学生在具体的听力练习中体会单词的重读，另一方面，“Function and Speaking”中内容基于听力练习的部分内容，可为说的练习，提供一定的情景，但对于听力能力较差的学生来说，本教案中的安排比较合适。）
篇10：外研新标准book1 module 2 period 3 教案
Module 2 My New Teachers
Period 3
Teaching Content:
(Reading and vocabulary for revision, Grammar and Writing)
Teaching Aims and Demands:
Language knowledge
1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…
2.Grammar: verbs followed by V–ing
3. Writing: punctuation usage in writing
Reading skill
Understanding how to describe a person
Affection and attitudes
Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.
Learning strategies
1.Categorizing adjectives used to describe characters of people
2.Summing up verbs followed by V-ing.
3.Learning how to punctuate a paragraph.
Cultural awareness
Getting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries.
Teaching Aids
Multi-media
Teaching Procedures
Ⅰ. Revision
1． Help students to revise words that is learnt in Period Two of this module by doing Activity 2 P13.
2． Help the students to review the adjectives used to describe a person by doing Exercise 5 (Workbook P74).
3． Ask the students to read “My New Teachers” and then check their understanding of the passage by doing Activity 4 P13.
Ⅱ. Grammer learning
Lead in the study of grammar by carrying out the following activities.
1．What verbs have you found that can be followed by V-ing from the passage you’ve just read?
(Ask students to speak out the verbs like “like, avoid, hate, keep, admit ,enjoy”)
2．Look at the passage again. Ask the students to find the sentences with the verbs followed by V-ing.
(Ask students to underline the sentences in the passage and then Teacher shows them on the screen with the verbs underlined. )
3． Encourage the students to find out themselves why the sentences are written in this way by asking “What do you notice about the verbs that follow the underlined verbs?”
(The students may work in pairs.)
4． Collect the answers from the students.
( The verbs are followed by the gerund rather than the infinitive used as the object of the verbs underlined.)
5．Help the students to sum up the words they’ve learned which can be followed by V-ing.
Ⅲ. Language use
Help students to learn to use the verbs followed by V-ing as object.
1. Activity 2 P14.
2. Get the students to work in pairs introducing each other by using the verbs in Activity 2.
And then ask several pairs to act it out in class.
3. Activity 3 P14.
( Ask the students to write down 3 more true sentences about themselves using the words and then show their work on the screen.)
IV. Writing
1． Ask the students to read any paragraph in “Reading and Vocabulary” again first.
2． Give the students each a piece of paper with the paragraph they’ve just read but without any punctuations or any capitalized words. And ask the students to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary.
( Show the students’ work on the screen and see if the students can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are O.K.)
3． Get the students to discuss why they punctuate the passage like this by asking some questions.
a) Why do you punctuate your passage like this?
b) Why are punctuations important in writing
c) What is also important besides punctuations in writing?
( Help the students to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.)
V. Practice
1． Ask the students to punctuate the passage on P18.
(Get the students to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so the students may have a discussion about whose is better and why. In doing this they can practise what they’ve learned just now.)
2. If time is allowed, Teacher may prepare another passage without punctuations or capital letters to give the students more practice.
3. Ask the students to write a short description of their favourite teacher. Remind the students to use capital letters, commas and full stops where necessary.
( If there is still time in class, Teacher can show some students’ work on the screen, or else in the next period.)
VI. Summary
1． Give the students some time to recall what they’ve learned in this class.
( Ask the students to think by themselves first, then discuss in pairs and finally share in class.)
2． Ask the students to call out as many verbs as possible which can be followed by V-ing.
3． Get the students to say the adjectives used to modify a person.
VII. A test
1．To check the verbs followed by V-ing.( Maybe a blank-filling.)
2． To check the adjectives to modify a person.( Maybe orally, for example ask the students to describe their favourite winners of the Olympic gold medals or maybe film stars.)
3． sage without punctuations
Homework
1． Prefer to the dictionary and try to get more adjectives used to modify a person.
2．Sum up the verbs which can be followed by V-ing and write them down in notebooks.
3．Write a short passage describing their favourite sports stars or film stars, pay attention to punctuations and capital letters.
(Provided by Ms. Sun Jihua from Qingdao No.1 Middle School.)
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