以下是小编为大家准备的MODULE 1 Unit 3 语法(译林牛津版高一英语必修一教案教学设计)，本文共15篇，欢迎大家前来参阅。本文原稿由网友“么么么么逗逗呀”提供。
篇1：MODULE 1 Unit 3 语法(译林牛津版高一英语必修一教案教学设计)
一、教学课型：语法课
grammar and usage 是《牛津高中英语》七个单元结构的组成之一，它通过语法规则的讲解和多种图示的呈现,让学生比较全面系统地掌握语法知识。基本思想是：归纳演绎并举，讲练结合，讲求实效。
二、教材分析
1、学内容：Non-restrictive attributive clauses
2、教学目标:
（1） 知识目标：
A. 让学生了解什么是非限制性定语从句，其构成以及用法。
B. 让学生能够区分非限制性定语从句与限制性定语从句及关系词的使用。
（2） 能力目标：培养学生听、说、读、写的能力，尤其是培养学生在情境中和语篇中运用所学的语法知识的能力。
（3） 情感目标： 让学生认识到如何保持健康，青春延续的方式不应该只注重外表，更应注重内涵。3、教学重点和难点
（1） 非限制性定语从句的理解及运用。关系代词which .that 在定语从句中的正确使用。三、教学设计1、总体思路
按照《英语课程标准》：高中阶段的语法教学，应从语言应用的角度出发，把语言的形式、意义和语法有机地结合起来，引导学生在语境中了解和掌握语法的表意功能，通过在语篇中的练习加以巩固和提高。
2、学情分析：
（1） 学生在unit 2学了限制性定语从句。
（2） 学生unit 3的reading and word power已学习。
3、教学过程
Step I. lead in and revision
Carefully design the following questions relating to sleep ,exercise and diet, having a revision about the reading part “dying to be thin”.
Lead in :1. Did you have a good sleep last night?
2. Have you taken any exercise recently ?
3. You look so healthy .You have a balanced diet, don’t you ?
Revision: 1. Amy used to go to the gym to exercise, but what is she doing at present?
2. Who keeps telling her not to take them? Why ?
3. Which person donated more than half of his liver to save Amy ?
4. Are many people always going on diets or taking weight-loss pills?
【设计说明】
在轻松的日常会话中，逐步引入对上一单元结构reading 的复习，既检查了学生对课文内容的掌握情况，又为自然过渡到新内容-非限制性定语从句的学习埋下铺垫。
Step II. Presentation :
1. List the answers to the above questions
*She is taking weight-loss pills.
*Her mother keeps telling her not to take them.
*Li Dong donated more than half of his liver to save Amy.
*Many people are always going on diets or taking weight-loss pills.
2. Ask students to provide extra information for the underlined parts.
*She is taking weight-loss pills, which contain a harmful chemical
which are called Fat-less.
which are quite popular among young women in Canada.
Which keep her slim.
Which make her look good and feel good.
….
*Her mother, whom you met last year, keeps telling her not to take them.
Who knows nothing is more important than health, keeps …….
Who told us not to damage our health for a slim and attractive figure, keeps ….
…
*Li Dong, who is in China, donated more than half of his liver to save Amy
Who was an exact match for her, donated…..
….
*Many people, who are not overweight at all, are always going on diets or taking weight-loss pills.
Who are ashamed of their weight, are always …
Who are embarrassed about their weight
Who want slim figures
…. ……
【设计说明】
让学生给划线名词或代词添加extra information ,充分发挥他们的主观能动性，力除采用教师一言堂的模式，把学生的注意力引到形成语言运用能力上。这样的设计同时也是对教材的充分利用，学生在不知觉中又将课文内容复习了一遍，将语法教学与阅读、口语等技能训练相互融合，整合使用。
Step III. Make a comparison with the sentences learned in unit 2
Are you familiar with these sentences?
1. The money with which you were to buy dog food is gone.
2. Remember the day when we left you in charge?
3. We thought you were a person from whom we could expect good decisions.
4. this is not a family where bad behavior goes unpunished.
T: : what if we take away the underlined parts ?
S: The meaning is not so clear .
T: Yes , why ?
Because they provide very important information instead of extra information
Conclusion :The attributive clause providing important information is called restrictive clause .
The attributive clause adding extra information is called non-restrictive clause .
Besides , pay attention to the comma between non-restrictive clause .
【设计说明】
通过幻灯片引入unit 2 growing pains 已为学生熟悉的定语从句，让学生作一个比较和思考：什么是限制性定语从句，什么是非限制性定语从句。基于学生已对文章中的语言现象形成一定的感性认识，就能自然地引导学生归纳和总结出语法规则：对名词或代词提供重要信息，缺少会影响句意的从句是限制性定语从句，而对名词或代词提供额外信息的，则是非限制性定语从句，并注意标点符号的使用。
Step IV. practice （I）
I. Project the students’ sentences to see if there are any mistakes to correct by his or her classmates
*Join each pair of sentences to form one sentence, using one of them as a non-restrictive attributive clause with who , whom , whose, which , where or when
1. Li dong donated more than half of his liver to Amy to save her life. He is Chinese.
2. The doctor at the hospital tried their best to save Amy . Amy spent about two months in that hospital.
3. Amy eats lots of fruit and vegetables. All of them are good for her health.
4. Amy sometimes goes for a walk in the afternoon . It is fine and warm in the afternoon.
5. My uncle is an engineer and is working in Beijing. I told you about him yesterday .
6. Mike has decided to visit the Great Wall next month . His hobby is traveling.
II. Read the combined correct attributive clauses.
【设计说明】
学生对从句的理解不等同于对从句的正确运用，教师有必要通过基础练习，发现学生的掌握情况，并取得反馈，及时对错误加以纠正。
利用投影仪当堂投射学生合并的句子 ，既有时效性，又有代表性，还可当作改错题来处理。朗读正确句子以强化正确信息的输入。
Step V. explanations and practice (II)
I. explanations
1. I shall never forget these years when I lived in the country, which has a great effect on my life.
2. Do you know Tom., whom we talked about?
I had told them the reason , for which I didn’t attend the meeting.
3. He has two brothers and both of them are doctors.
He has two brothers, both of whom are doctors.
4. China has succeeded in defeating SARS, which /as we have expected.
II. practice (II)
1. Wilma became the first American woman to win 3 Olympic gold medals in track, ____ made her mother very proud.
A. it B. that C. / D. which
2. Dorothy was always speaking highly of her role in the play , ___ of course, made the others unhappy.
A. who B. which C. this D. what
3. Helen was much kinder to her youngest son than to the others, ___ made the others envy him.
A. who B. that C. what D. which
4. He paid the boy $10 for washing the windows, most of ___ hadn’t been cleaned for at least a year.
A. those B. these C. that D. which
5. The factory produces half a million pairs of shoes every year, 80% are sold abroad.
A. of which B. which of C. of them D. of that
6. There are altogether eleven books on the shelf, ___ five are mine.
A.. on which B. in which C. of which D. from which
7. Have you seen the film “Titanic “, ___ leading actor is world famous?
A. its B. it C. whose D. which
8. ____ is often the case, we have worked out the production plan .
A. Which B,. When C. what D. As
9. ___ is mentioned above, the number of the students in senior high schools is increasing,
A. It B. As C. That D. Which
10. It was an exciting moment for these football fans this year, ____ for the first time in years their team won the World Cup.
A. that B. while C. which D. when
【设计说明】
在努力达到课标要求的同时，充分考虑到当前高中教学的实际情况，如：相当一部分学生的求学目标是通过高考，所以还补充了关系词which 补充说明整个句子的用法时与as的区分等内容，并配有当堂练习。Step VI. Practice （III）
Group activities :choose a topic to talk about ，imagining yourself to be a salesman or the manager of a gym. and deliver a speech to your classmates.
1. Advertise a new weight-loss product
(you can introduce its name /taste /price /effect /safety ..ingredients …most important including at least 2 attributive clauses
2. or Advertise a gym you run …( you can introduce coach/ location/ equipment/ course / service…including at least 2 attributive clauses)
【设计说明】
通过设定任务，发挥了学生的能动性，合理组织和整合个人及他人所有的知识，通过语篇促使学生活学活用语法以达到运用目的，同时锻炼他们的口语表达能力，此环节诣在调动学生用英语表达观点的积极性，以表扬为主，不进行对或错的简单评判，并为写作和下一单元结构task作好铺垫。
Step VII. Homework
Write a composition to advertise a new weight-loss product or a gym you run .
【设计说明】
通过以上各教学环节，为学生的书面表达奠定了基础，写作也就是顺理成章的事。
4、教学效果与反思
(1). 由于给学生创设一个做中学的学习环境，充分发挥和体现学生的主观能动性，这节课的导入和结尾比较成功。
导入既加深学生对所学知识的印象，又不会对语法感到枯燥乏味。
reading （与减肥话题有关）和word power（与体育设施和运动项目关联）在这节课之前已经教授过，因此小组活动中学生参与意识强，气氛相当活跃 ，学生既掌握了新的句型，又运用和复习到了已学词汇，获得极大成就感，增强了学习的自信心。当时课堂上各小组争先恐后的情景我记忆犹新：有介绍减肥霜、药、膏、减肥腰带…下了课在过道还拉着我介绍减肥产品。
(2) 许多英语老师在公开课上尽量避开语法教学，这也是语法教学改革举步维艰的原因。事实上，只要教师能更新观念，正确领会新课程标准关于语法教学改革的精神，在教学设计也好，在课堂教学上也好，始终以学生为主体，更多地考虑通过怎样的方法和途径，给学生创设一个做中学的学习环境，充分发挥和体现学生的主观能动性，使语法教学充满趣味性、真实性、实用性，学生一定会更好地掌握语言基础知识，有效提高其语言交际能力。
篇2：Module 1 Unit 3 Phrases(译林牛津版高一英语必修一教案教学设计)
1. stay healthy/slim/still
stay up
2. be dying for sth
be dying to do sth
die very young
3. hear from
hear of
hear about …
4. used to do …
be/get used to doing …
be used to do …
5. work out; take/do some exercise(s)
work out some problems
work out a plan
work out the meaning of the word
6. a slim figure
a famous historical figure
figure out
7. lose weight
put on weight
take weight-loss pills
8. be ashamed of …
9. be popular with/among …
10. at the moment
the moment = immediately
11. (be) in hospital
go to hospital
(get/be) out of hospital
12. recover from …
13. regret to tell/say/inform …
regret doing …/having done …
regret that …
14. contain a harmful chemical
15. cause … to …
16. cause damage to sb/sth
17. do an operation on sb
18. an exact match for …
19. donate … to sb
20. save one’s life
21. follow/take sb’s advice/ suggestions
give sb a piece of advice on how to do …
22. at (the) least; at (the) most
23. look after; take care of; attend to sb.
24. (be) worth 200 yuan
(be) worth doing …
25. be embarrassed about …
26. not … at all
27. go on diets
28. learn from …
learn about …
learn … by heart
29. come across
30. according to …
31. in secret
Phrases from Page 46 to 51
1. now that …
2. get hurt/ married/ angry
3. would like to do …
would like a cup of tea
would like sb to do …
feel like doing …
4. build up one’s strength/body
5. do … on one’s own
one’s own house
a house of one’s own
6. consider (doing) sth
Phrases from Page 41 to 45
1. 保持健康、苗条、不动
熬夜；屹立
2. 极想；渴望得到…
极想做…
死得很早
3. 收到…来信
听到、知道
听到（消息）
4. 过去常常
习惯于
被用来
5. 锻炼身体
解出问题
制订计划
弄懂词义
6. 苗条身材
著名历史人物
计算；理解
7. 减肥
增肥
吃减肥药片
8. 对…感到羞愧
9. 受…欢迎
10. 此时
一…就
11. 住院
住院
出院
12. 从…中（疾病、灾难）恢复
13. 抱歉地告知、说、通知
后悔做过…
后悔做过…
14. 含有有害化学物质
15. 使…做…；导致…
16. 造成毁坏
17. 做手术
18. 与…完全匹配
19. 把…捐赠给…
20. 拯救…性命
21. 听从某人建议
给…关于…的建议
22. 至少；至多
23. 照顾
24. 值200元
值得做
25. 对…感到尴尬
26. 根本不
27. 节食
28. 向…学习
获悉
用心学、记
29. 偶然遇见
30. 根据…
31. 秘密地
Phrases from Page 46 to 51
1. 既然；由于
2. 受伤；结婚；生气
3. 想要做…
想喝杯茶
想要某人做…
想要做…
4. 增强体质
5. 独立地做…
某人自己的房子
自己的房子
6. 考虑做…
consider … to be/as
be considered (to be/as) …
7. have (side) effects on …
8. fall out
9. take a risk; take risks
risk doing …
10. in the future
11. expect sb to do …
expect … from …
12. agree with sb/one’s idea/ what sb says
agree to do …
agree to one’s plan/sugg estions/arrangement
13. be/get married
marry sb; marry sb to sb
have/has been married for many years
14. as usual
Phrases from Page 52 to 60
1. recommend sth to sb
2. (not) afford the price/cost of …
(not) afford one’s schooling
(not) afford to lose my job
3. …, including sth; … sth included
4. improve one’s shape/skin
5. what’s more
6. make the most/best of…
make (good/full) use of…
take advantage of …
7. make/take notes
compare notes with sb
8. call sb names
9. be different from …
differ in … from …
10. cheer sb up
11. live a happy life; live busy lives
lead a hard life
12. along with
as well as
together with
13. in the long term; in the short term
14. control one’s weight/ feelings
(be) in/under control
(be) out of control
lose control of …
take control of …
15. take in the correct number of …
16. come from …
17. Walking counts (for …)
count from one to ten
count on sb; depend on sb; rely on sb
18. be surprised to do …
be surprised at …
(much) to one’s surprise, …
19. feel relaxed
20. increase one’s ability of …
21. concentrate on …
fix one’s attention on …
22. a good amount of …
a great deal of …
a large number of …
23. as a matter of fact
in fact; actually
24. in no time
at no time
by no means
25. compare … with …
compare … to …
compared to/with …
认为…是…
被认为是…
7. 对…有（负面）影响
8. （头发）脱落
9. 冒险
冒险做…
10. 未来；以后
11. 期盼某人做…
期盼从…（处）得到…
12. 同意…观点
同意做…
同意…计划、建议、安排
13. 结婚
嫁给某人；把…嫁给某人
结婚多年
14. 像往常一样
Phrases from Page 52 to 60
1. 向某人推荐…
2. 付得起…价格、花消
供得起学费
丢不起工作
3. 包括…
4. 改善体形、皮肤
5. 而且
6. 利用
同上
同上
7. 做笔记
与…交流看法
8. 辱骂某人
9. 与…不同
在…（方面）不同
10. 使…高兴、快乐；振作
11. 过着幸福生活；过着繁忙的日子
过着艰苦生活
12. 连同、随同
同上
同上
13. 长期来看；短期来看
14. 控制体重、感情
处于控制中
失去控制
失去对…的控制
控制…
15. 吸收、吸取适量的…
16. 来自
17. （散步）有价值、有重要性
从1数到10
依靠
18. 吃惊的做…
对…感到吃惊
令某人吃惊的是…
19. 感到放松
20. 增强某人…能力
21. 集中注意力于
把注意力放在…上
22. 大量的（修饰不可数名词）
大量的（修饰不可数名词）
大量的（修饰可数名词）
23. 事实上
同上
24. 立即；很快
决不
决不
25. 比较…
把…比作…
与…比较而言
篇3：Unit 3, Module 1 学案设计(译林牛津版英语高一)
Unit 3, Module 1
I. 单项选择：
1. --- Are you______ the exam?
--- No,I need a few more hours; I still can’t remember all the new words.
A. preparing for B. preparing C. prepared for D. prepared
2. English words are not always spelt______ they are pronounced.
A. on the way B. by the way C. in a way D. the way
3. Ice used to______ used to______ the air in a room.
A. be; cool B. be; cooling C. being; cool D. being; cooling
4. Tom, a girl__________ herself Mary is looking for you.
A. called B. calls C. to call D. calling
5. You must do everything_____ you_______.
A. as; are told to B. as; are told C. like; are told D. when; are told
6. I’d like to buy a house---modern, comfortable and_______ in a quiet neighbourhood.
A. in all B. above all C. after all D. at all
7. ______ life pace continues to speed up, we are quickly losing the art of enjoyment.
A. WithB. WhenC. AsD. While
8. Listen! His family must be quarrelling, ____________?
A. Mustn’t it B. isn’t it C. aren’t they D. needn’t they
9. ---Alice, you feed the bird today, ________?
---But I fed it yesterday.
A. do you B. will you C. didn’t you D. don’t you
10. ---You are not a new member, are you?
---_________. I _________ only yesterday.
A. No, I am; was on the team B. No, I’m not; joined
C. Yes, I am; took part inD. Yes, I am; joined
11. ---It was fine yesterday.
---_________. And a very day for fishing, isn’t it?
A. So it was B. I was so C. So it is D. So is it
12. Experts suggest that teenagers______ at least 30 minutes______, five times a week, ______
is easy to do.
A. must spend; exercising; whichB. should spend; exercising; that
C. must spend; in exercising; thatD. spend; exercising; which
13. The man pulled out a gold watch, ________ were made of small diamonds.
A. the hands of whomB. Whose the hands
C. which the hands ofD. the hands of which
14. Large amounts of energy_______ wasted in our country every day, and _______ has caused a
great loss.
A. is; thatB. are; thatC. is , which D. are; which
15. The beautiful village, _________ we spent our holiday last month, lie at the foot of a
mountain.
A. where B. that C. which D. what
II. 单词填空：
1. He was once a leading f__________ in the community(社区).
2. The first impression really c______________ in the job interview.
3. Drinking water is good for your health; it can make your body s__________ clean.
4. Parents should teach their children to behave p__________ in public.
5.Though it was noisy outside, she sat there quietly with all her attention c__________ on her
homework.
6. You should have taken the weight-loss pills ___________ (遵循) the doctor’s instructions.
7. I know that the __________(压力) to stay slim is a problem, especially for an actress.
8. We have had large a__________ of help from people since we came here.
9. It can take many years to r__________ from the death of a loved one.
10. Her face turned red at the __________(尴尬) question.
11. Most girls today want to lose weight and have a__________ figures.
12. Success came after many f________.
13. These days I don’t feel so e___________, so I wonder if I am ill.
14. Many young girls, who want to lose weight, are always going on d__________.
15. Modern farming methods can have a negative e__________ on the environment.
16. During the past ten years, we have made many great a__________.
17. You’re only a few pounds o__________, so you needn’t take any weight-loss pills.
18. It's a _________ (宽慰) to know that she is safe.
19.The factory has a lot of modern ___________(设备).
20. He's e_________ at cooking good cheap meals.
21.The accident did a lot of d________ to the car.
22.We all went, Tom _________(包括).
23.I read the whole book without s_________ a page.
24.The _______(丧失)of his wife was a great blow(打击) to him.
Unit 3, Module 1
单项选择
CDADA BCCBD DDDBA
单词拼写
1. figure 2. counts 3. system 4. properly 5. concentrated
6. following 7. pressure 8. amounts 9. recover 10. embarrassing
11. attractive 12. failures 13. energetic 14. diets15. effect
16. achievements 17. overweight 18. comfort 19. equipment 20. expert
21. damage 22. included 23. skipping 24. loss
篇4：module 1 unit 3 words and expressions(译林牛津版高一英语必修一教案教学设计)
1. work“生效，起作用，行得通”；还可作“（机器等）运转，运作”解。
The medicine worked and then the doctor operated on the patient.
药物产生作用后医生对病人实施了手术。
The medicine worked and the pain went away.药效发挥，疼痛消失了。
Will these methods work?这些新方法会有效吗？
It doesn’t work well.这东西效果不好。
2．work out （1）vi.练习，锻炼
Whatever the weather is like, my sister works out in the gym. every day.我妹妹每天去体育馆锻炼。
（2）计算出。解决（问题）
Can you work out how much money it will cost?
（3）详细拟定（计划、方案等）
He worked out all the details of the plan.他详细拟定了那顶计划。
4）被努力完成，巧妙地处理
I hope the new project will work out well.我希望计划能顺利完成。
（5）（口）（结果）成为
How did his suggestions work out?他的提议结果怎么样？
3．figure n.人物，大人物；体形，身材；数字
an outstanding figure 一位杰出人物
have /keep a good figure拥有/保持好的身材
be good/poor at figures不擅长计算
figure out:理解；计算出
I can’t figure out why he said so.
figure sb to be 料想某人是。。。
figure in把。。。列入考虑
figure on期待，指望
4．weight n.
put on =gain weight增加体重，发福，发胖
lose weight 减肥，消瘦
weights and measures
in weight重量（是）
by weight按重量
watch one’s weight注意体重
be of a weight=be of the same weight一样重
be of an age=be of the same age年龄一样大
weigh vt.称。。。重量，量体重
The man weighed the fish by hand.那人用手估量那条鱼的重量。
vi. 重。。。， 有。。。重量
It weighs 6 pounds.那东西有6磅重。
5.be ashamed of 对。。。感到羞愧，因。。。而难为情
He is ashamed of his failure./He is ashamed of having failed./He is ashamed that he had failed.
be ashamed of oneself为自己感到羞愧
be ashamed for sb.替某人感到羞愧
be ashamed to do 对于。。。感到可耻
be ashamed at/of对。。。感到惭愧
be ashamed that感到惭愧
shame 作不可数名词“羞愧”，常用 feel shame at同义于 feel ashamed of
作可数名词“可耻的人，物”“可惜的事”
作V。使某人感到羞愧
To my shame, I never thanked him for his kindness.
You have shamed your family.你给你家丢脸了。
6.recover vt.康复，重新获得
I’m slowly recovering my strength after a flu.
We soon arranged our plan and recovered our losses.
vi. 与from连用。“回复到正常状态（健康，神智，繁荣）
Has the manager recovered from the shock yet?
7.failure 1)作不可数名词
His failure resulted from his carelessness.=His carelessness resulted in his failure.
2）抽象名词具体化“失败的人或失败的事”
As a teacher ,he is a great success; but as a father, he is a great failure.
fail 1)vt./vi失败，没通过
He failed in everything he tried.
She failed (in) the examination.
在表示“不及格”时Fail作 vi./vt. (in )可以省略。
2）没能够。后接to do sth/in doing sth。但接to do的情况较常见。
I failed in persuading /to persuade him.我没能说服他。
3）vi.健康、体力、视力等衰退；减弱；消失
His eyesight is failing.他的视力在衰退。
Fail in health健康衰退
The wind failed 风停了。
4)vt.辜负，使失望；对。。。不起作用
Her tongue failed her when she tried to reply.她想回答，舌头却不听使唤。
His heart failed him.他失去了勇气。
Words failed me.我激动得说不出话来。
8.match 棋逢对手，旗鼓相当的对手。
I’m no match for you at running.在赛跑方面我不是你的对手。
He has never met his match in judo.
Find/meet one’s match棋逢敌人，遇到对手，遭到（应付不了的）难题。
Vt.（在。。。）与。。。匹敌。成为。。。的敌人；势均力敌
No one can match her in her knowledge of classical music.
在古典音乐的知识方面没人比得过他。
9. operate vt/vi操作（机械等）。运作，使转动，转动，运转
Can you operate this computer?
operate in deep water在深水操作
起作用，见效果
The medicine began to operate at once. 药立即开始见效
Vi动手术
Operate on sb. for tumor(肿瘤)对某人施行切除肿瘤手术
10 advice
a piece of advice
refuse/turn a deaf ear to one’s advice 拒绝/不听某人的建议
take/follow/accept one’s advice
ask for one’s advice=ask sb for advice
give advice on sth./how to do sth.
advise
（1）n/pron the doctor advised (taking) a week’s rest
（2）sb (not) to do sth.
（3）doing
（4）sb against (doing) sth
（5）(sb) that+从句
suggest sth. to sb./to sb. sth.
~ doing sth
~sb/sb’s doing
that从句
~ to sb. that
11. damage n. v. 加害于，损害
smoking can damage your health.
cause /do damage to给某人带来伤害
suffer~蒙受损失
damage可指不同程度的损害破坏
destroy 毁灭性的破坏
harm指身心健康的伤害
pressure 压，压力，压迫感
under ~被迫，在压制下
bring/put pressure on给…压力
12. consider v. 考虑
~+n/pron/doing/wh-+to do
Vt.认为
~sb/sth. to be/as+n/adj.结构
affect 影响、感动
effect n. 影响
have/produce an effect on对……有影响
come into effect生效
bring/carry sth. into effect实施，使生效
be of no effect无效的
side effect副作用
take effect vi. 生效，凑效
12. contain/include
include只能用于表示所包含之物中的一部分
contain 可用于表示包含之物的全部或部分
The parcel contained a dictionary.那包裹里装的是一本字典
The parcel included a dictionary. 那包裹里还装了一本字典
Contain:里面有，装有，容纳，有时强调不可分割
The price includes postage charge.这个价格包括邮资在内
Sea water contains salt.
The book contains 12 units.
A foot contain 12 inches.一英尺等于12英寸。
Including…=…included
I will give you ten book, including a story book/a story book included.
We all went, me included.
The band played many songs, including some of my favorites.
篇5：牛津高一英语模块1 Unit 3 表格式教案(译林牛津版高一英语必修一教案教学设计)
主备人 Swan 授 课
时 间 .10．
教 学 目 标 (1) Make students pay attention to their health, and how to keep healthy.
(2) Get the Ss to improve oral English by talking about the pictures.
教学重、难点 Students are expected to express their own opinions by comparing the importance of beauty and health
Encourage students to speak freely
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
Step 1 Lead-in
(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”
(2) Some questions about yourself:
Do you think appearance plays an important part in your life?
Which do you think is more important, looking good or feeling good?
Step 2 Talk about the pictures
“Wow! I think this blouse will make me look slimmer.”
“This is really difficult but I feel so strong.”
“You must get enough sleep to stay healthy.”
“Eating more fruit makes me feel better.”
Step 3 Discussion:
Choose one picture and have a free talk.
(1) Who is the person? (2) The reason why he/she does so as the picture shows
(3) Give some details about the picture
(An example： Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)
Step4 Talk about questions on P41
(1) Do you think we can change our appearance by wearing different clothes?
(2) Which do you think is more important, eating well or doing exercises?
(3) What do you do to keep yourself looking good and feeling good?
Step 5 Further discussion:
Looking good Feeling good
Advantages
Disadvantages
Step 6 Homework
(1) Preview the reading text.(2) Choose one picture on P41, and write down the details about it.
Step 1: Do the following tasks:
Do you think appearance plays an important part in your life?
Which do you think is more important, looking good or feeling good?
2: find more examples:
3.Discuss
Choose one picture and have a free talk.
(1) Who is the person? (2) The reason why he/she does so as the picture shows
课 题 M1U3 课时 10-2 Reading 主备人 Swan 授 课
时 间 2008.10．
教 学 目 标 (1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.
(2) Stimulate the Ss’ interest in learning English by talking about their own opinions when it
comes to the topic “To be beautiful or to be healthy ”
教学重、难点 Find the main points in the three letters and express them.
Find the main points in the three letters and express them.
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
Step 1 Lead-in
(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.
(2) Discuss ways of losing weight.
a) going on a diet b) exercising in the gym
c) receiving surgical treatment d) taking weight-loss pills
(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.
Step 2 Reading comprehension
(1) General questions: (1st reading)
Where does Amy come from?
What kind of pills did Amy take?
What caused Amy’s liver to fall?
(1) Ex C1 Choose the best answers. (2nd reading)
Questions: 1-6
Step 3 Further reading
(1) Ex C2 Find the main points in the three letters (3rd reading)
Subjects Main points
1 Dying to be thin
2 Recovering
3 Re: Recovering
(2) Ex D1 D2 Detailed understanding and learning new words in the context.
Step 4 Develop reading ability through usage
(1) Ex E Complete the letter based on the text.
Step 5 Consolidation and Expansion (Choose one of the following.)
(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?
(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?
(3) What do you think is the best way to keep healthy? Why?
Step 6 Homework
Read the whole text (1) to know what Amy had to stay slim and how she recovered.
(2) to learn some language usages
Step 1: Discuss ways of losing weight.
a)going on a diet b) exercising in the gym
c) receiving surgical treatment d) taking
stepII Talk
Talk about the advantages, disadvantages & examples of the ways of losing ways.
.
课 题 M1U3 课时 10-3 Reading language points 主备人 Swan 授 课
时 间 2008.10．
教 学 目 标 (1) Encourage the Ss to raise reading ability by focusing on language points.
(2) Get the Ss to grasp the new language usage in the text by learning them.
教学重、难点 Language usage:
used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth
touching; exciting; moving; disappointing, interesting… (arouse the feeling…) touched; excited; moved; disappointed, interesting… (be made to feel…)
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
Step 1 Revision
Check the language usage in the text
(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’ (4) Question tags
Step 2 Language points (Learn and use)
(1) I used to go to the gym three times a week, but I don’t work out any more.
used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法
It used to be thought that the Earth was flat, but now everyone knows it is round.
Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?
I never got used to going to bed so late.
Computers are used to do a lot of work in many companies.
(2) I used to go to the gym three times a week, but I don’t work out any more.
Many famous actors keep fit by working out in the gym every day.
The room smelled wonderful but they could not work out where the smell was from.
(3) I’m trying to lose weight because I’m so ashamed of my body.
be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…
(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.
Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?
(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法
To keep fit, we should always avoid food containing too much fat.
The price includes the postage charges.
My pet dog has caused me a lot of trouble. What caused him to fall off his horse?
Step 3 Consolidation
Read the text and find the sentences containing the language usages we have just learned.
Step4 Homework
(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.
(be made to feel…)
The excited children were opening their Christmas presents. (excite)
She was deeply moved when she watched the moving film. (move)
Step 3 Consolidation
Read the text and find the sentences containing the language usages we have just learned.
Step4 Homework
(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.
Step 1: Discuss ways of losing weight.
2.have a dictation
Take notes.
课 题 M1U3 课时 10-4 Word power 主备人 Swan 授 课
时 间 2008.10．
教 学 目 标 (1). Learn and master the new words about sports
(2). Enlarge the knowledge about sport
教学重、难点 Talk about sports to learn new words
Remember some new names of sports
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
Procedure:
Step 1 Lead-in
Talk about the 10th National Sports in Nanjing:
(1) What have Nanjing people done for the 10th National Sports ?
(2) What can I do for this sports meeting?
(3) How many kinds of sports can you name ?
Free talk about yourself.
(1) Of all kinds of sports, which do you like most?
(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?
Step 2 Read and speak
(1) Part A on page 46
(2) Find all the names of clubs
Step 3 Further study
Talk about expressions of the pictures about sports:
badminton tennis boxing fencing
weightlifting squash shooting volleyball
basketball football aerobics triathlon
Step 4 Read and understand
(1) Complete the exercise of Part C on page 47.
(2) Some questions for you :
1) What suggestions does Zhou Ling give to Amy?
2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.
If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.
If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.
(3) Types of sports Part D (P47)
Do you know which are indoor sports and which are outdoor sports? Think more!
boxing beach volleyball fencing
gymnastics skiing baseball…
Step 5. Homework
(1) Learn all the new words by heart.
(2) Make sure you know how to use it.
Step 1:Answer the following questions
Read and speak
(1) Part A on page 46
(2) Find all the names of clubs
Take notes.
课 题 M1U3 课时 10-5 Grammar and usage 主备人 Swan 授 课
时 间 2008.10．
教 学 目 标 (1) Master the usage of non-restrictive Attributive Clause.
(2) Practice about all kinds of Attributive Clause.
教学重、难点 (1) Non-restrictive Attributive Clause.
(2) The usage of “which” and “that” in Attributive Clause.
(3) Some special usage of “that” in Attributive Clause
Remember some new names of sports
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
Procedure:
Step 1 Lead-in
(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses
(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.
(3) Ask Ss to find out the differences between these sentences.
That is, Comma;
The Non-restrictive Attributive Clause can be left out;
We can’t use “that” in this kind of sentence;
We can’t miss the relative words, either.
Step 2 Initial knowledge of Non-restrictive Attributive Clause
Find out the Non-restrictive Attributive Clause on page 42-43 (Reading).
Step 3 Non-restrictive Attributive Clauses
(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;
(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;
(3) More exercises.
Step 4 Further study of the Attributive Clauses
“That” must be used in Attributive Clause in the following cases:
(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.
(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.
(3).The antecedent is modified by an ordinal or superlative
(4). The antecedent is modified by only, very, last, etc.
(5). The antecedent refers to people and things.
(6). A sentence begins with who or which.
(7).A relative pronoun functions as predicative.
More examples are available in each part.
More exercises are available as well.
Step 5 Summary and homework
A brief summary of the usage of Attributive Clauses
Complete the exercises on page 48-49.
Step 1 know the
knowledge of Non-restrictive Attributive Clause
Further study of the Attributive Clauses
Take notes.
课 题 M1U3 课时 10-6 Grammar 主备人 Swan 授 课
时 间 2008.10．
教 学 目 标 (1) Master the usage of non-restrictive Attributive Clause.
(2) Review the usage of all kinds of Attributive Clause.
(3) Review the usage of intonation, and learn how to read question tags.
(4) Learn and master the form of question tags.
教学重、难点 Some special forms of the question tags.
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
Procedure:
Step 1 Lead-in
T shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.
T: Do you say “I love you” to your parents? And how do you say it?
S: …
T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.
Step 2 Question tags
T introduces the definition of question tags and the basic usage of question tag.
(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;
(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;
(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.
(4) We use an auxiliary verb, model verb or be in a question tag.
(5) After an imperative clause, we use will you. After Let’s, we use shall we.
Some exercises are available as well.
Step 3 Language points
T asks Ss to read out the answers and T introduces the important language points as well.
(1). consider
a. 考虑consider sth./doing sth.
b. consider 认为 +that clause/ sb. to be
c. consider as 认为……是……
(2). be skinny= be very thin
(3). lift weights(4). side effect
(5). achievement(6). take the risk
(7). read your post
Step 4 Homework
P51, A, B; P104, C1, C2
Step tells a story of “shmily”
introduces the definition of question tags and the basic usage of question tag.
Take notes.
课 题 M1U3 课时 10-7 Task 主备人 Swan 授 课
时 间 2008.10．
教 学 目 标 (1) Practise students’ language skills of listening, reading, speaking and writing
(2) Help students to learn 2 skills of finding information
教学重、难点 教学重点： Find and underline the main ideas
教学难点： Find and circle the key words
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
Procedure:
Step 1 Introduce two skills of finding information:
(1) Read the questions carefully before you begin.
(2) Skim the passage, and look for main points and key words.
Step 2 Practise
(1) Find the main ideas and key words in a passage:
Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.
Key words: cause liver failure; worried about her figure;
health is priceless; eat properly
(2) Read two pictures about “Better Body Gym”, and find the main points and key words.
(3) Passage understanding
Some questions about the above two pictures;
1.Membership fee:
__________________
2.Number of gyms in the city:
1.____ 2.____ 3.____
3.What do you get for free?__________________________________________
4. How big is each gym?
5.Can you get advice from a personal trainer?
Yes______ No______
6. How can you find out more?
____________________
Step 3 Practise listening
1.One in Jinshan Road; one near the King Hotel
2.No
3.Provide with your ID number
4.No
Step 4 Practise writing
(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .
(2) Write a letter to recommend a gym to a friend
Step 5 Homework
(1) Find information about a club.
(2) Invite your friend to join it.
and look for main points and key words.
Find the main ideas and key words in a passage:
Main idea:
Practise writing
课 题 M1U3 课时 10-8 Task 2 主备人 Swan 授 课
时 间 2008.10．
教 学 目 标 (1) Get the Ss to focus on note-taking skills by studying and practising.
(2) Encourage the Ss to use abbr, key words and symbols in taking notes.
教学重、难点 教学重点：
(1) Use abbreviations & contractions.
(2) Write down the key words.
(3) Use symbols
教学难点：
(4) Use punctuations
(5) Interviewing classmates about exercise and taking note
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
Procedure:
Step 1 Lead-in
Guess the meanings:
Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥ ﹤ ↑↓ A Q ABC BA circamara SOHO contd Art Fest
Step 2 Note-taking
1 use abbreviations & contractions:
PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest
2 Write down the key words.
(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.
(2) Practice: Let’s try.
3 Use symbols
(1) Model: By swimming regularly, jogging, drinking lots of water and getting plenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier
(2) Practice: Let’s try.
Step 3 Listening practice:
1 The number seven bus is not on time. No. 7 bus isn’t on time.
2 Our department is increasing the number of teachers. Our dept is↑the no. of teachers.
3 I’d like to see the manufacturer. I’d like to see the mfr.
4 Senior High 1 has a bigger class than Senior High 2. SH1 has a ﹥class than SH2.
5 The People’s Republic of China was founded in 1949. PRC was founded in 1949.
Step 4 Interviewing classmates about exercise
(1) Listen to the speaker and take notes about the equipment available in the gym.
(2) Interview your partner. (3) Tell your class what exercise your partner does.
what basketball/dancing/football /gym / running / swimming
Why fit / fun / healthy / strong
When Often/sometimes/ seldom /never
Whom classmates / family /friends
Step 5 Using punctuation
(1) Do you know these punctuation
(2)
(3) marks? , . ? ! : ; ‘ ’ ’ - -
(2) Practice: Let’s try:
Step 6 Consolidation
Write an e-mail to your friend recommending Better Body Gym.
Step 7 Homework
Exx D1 & D2
Guess the meanings
Listening practice:
Listen to the speaker and take notes
课 题 M1U3 课时 10-9 Project 主备人 Swan 授 课
时 间 2008.10．
教 学 目 标 (1) Get the Ss to know about proper health and fitness so that they can take care of themselves.
(2) Improve the students’ ability of making a survey and making a questionnaire.
教学重、难点 教学重点： (1) Read the passage about health.
(2) Make a survey about health.
教学难点： (3) Complete a report about health.
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
Procedure:
Step 1 Lead-in
T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?
Step 2 Skimming
(1) Try to get the main idea of each paragraph.
(2) Try to get the general idea of the whole passage.
Step 3 Introducing the project
Make a booklet about how healthy the students in our school.
Step 4 The procedures of doing the project
(1) Planning:
Get into groups(4-6)
Clear assignments
Decide which group your group will survey.
(2) preparing:
Make a questionnaire.
Give out and collect the questionnaires.
Record and analyze the statistics.
Write the report.
(3) Producing:
a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you
A sample questionnaire is provided as a reference as well.
b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.
c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.
d. Report should include the following parts:
the class, grade;
how many Ss answered the Qs;
comparison
(3) presenting:
Present the reports to the class
Step 5 Homework
Complete the project
课 题 M1U3 课时 10-10 Project 主备人 Swan 授 课
时 间 2008.10．
教 学 目 标 (1) Improve the students’ ability and provide practice.
(2) Make a booklet about health.
(3) Master the usage of some useful words and expressions.
教学重、难点 Present a report about health to the whole class.
Present a report about health to the whole class.
Make a survey about health
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
Procedure:
Step 1 Lead-in
T shows Ss the rules of how to present.
1. Report should include the following parts:
the class, grade;
how many Ss answered the Qs;
comparison
2. Each group member should report on part of the results.
Step 2 Presentation
T values which group did a better job, and also invites the Ss to talk about which they like best, and why.
Step 3 How to make a booklet
A booklet will include…
Cover contents reports appendix
Step 4 Language points
T introduces some language points in the article to Ss.
(1) Word focus
life-style regular count control concentrate
(2) words to be learned from old words
energy, skip
(3) phrases to be noticed along with
in the long term a good amount of sleep
as a matter of fact in no time
Step 5 homework
Make a booklet
report on part of the results
make a booklet
Take notes
篇6：模块1 unit 1 school life (语法)(译林牛津版高一英语必修一教案教学设计)
总 课 题：U1 课 时： 主 备 人：lilyyao
课 型：Grammar 授课时间：
教学目标: Introduce attributive clause
教学重点：The basic usage of the relative pronouns and learn to use them in different situations.
教学难点：How to help the students to learn the Attributive Clause efficiently.
教学过程：
Step 1.Revision:
Check homework.
Step 2. Presentation
Look at the picture at page8 and ask the students to speak out what they may think of.(Write down these three structures on the Bb or show them on the screen below the picture.)
Adjective: a green team
Prepositional phrase: a team in green
Attributive clause: a team who were wearing green
Attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.
Read Part2 at page8. 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: (page8)
Step3
Read the article at page9 and underline the attributive clauses you find in the article.Relative pronouns: that, which, who, whom and whose. Read this part at page10 and grasp the usages of these relative pronouns.(show the screen) Then do the exercise at page11.
Step 4.Introudction
1. 语法术语及基本概念：
(1). 先行词: 被定语从句所修饰的那个词。
(2). 关系代词/关系副词:用来引导定语从句的关联词。
(3). 定语从句:一个句子用作某一名词或代词的定语时，我们称这个句子为定语从句。被定语从句所修饰的那个词叫先行词。定语从句由关系代词who, whom, whose, that, which 以及关系副词when, where, why来引导，定语从句一般位于先行词之后。
2. 关系代词的用法：
(1). 先行词是人，关系代词在定语从句中做主语时，用who或that来引导。 e.g. Do you know the man who / that is standing over there?
The girl who / that took you to my place is my friend.
(2). 先行词是人，关系代词在定语从句中做宾语时，用whom或that来引导，但通常可以省略。先行词是人，关系代词在介词后面必须用whom，而且不能省略，也不能用that。
The boy (whom / that) we saw yesterday is Mr. Wang’s son.
The old man with whom I often go to the films is my grandfather.
(3). 先行词是物，关系代词在定语从句中做主语时，用which或that来引导。
e.g. The train which / that has just left is for Guangzhou.
The earthquake which / that happened in 1906 was the biggest in American history.
(4). 先行词是物，关系代词在定语从句中做宾语时，用which或that来引导，但通常可以省略。
e.g. The bird (which / that) we caught the other day flew away yesterday. The pen with which I am writing was bought in the Shopping Center.
（4）．关系代词whose的用法：
关系代词whose 意思是“谁的”，“什么的”；它是who和which的所有格形 式，它可以用来引导定语从句，并且在定语从句中做定语，修饰从句的主语或宾语。
e.g. This is the house whose door / the door of which / of which the door faces east.
The relative pronouns referring to function in the clause
who person(s) subject/object
whom person(s) object
that person(s)/thing(s) subject/object
which thing(s) subject/object
whose person(s)/thing(s)
(of whom/which) attributive
3.只能使用关系代词that引导的定语从句：
(1). 先行词是不定代词all, something, anything, everything, nothing, none, the one, little, much等，只能使用关系代词that。
e.g. Is there anything that I can do for you?
Do you mean the one that was bought yesterday?
All we have to do is to press the button.
(2). 先行词被only, any, few, little, no, all, one of, just, very 等词修饰时，只能使用关系代词that。
e.g. This is one of the presents that my boy friend gave me on my birthday.
(3). 先行词是形容词的最高级或被形容词的最高级所修饰时，只能使用关系代词that。
e.g. The most important thing that should be done recently is how to collect enough money for that poor student.
(4). 先行词是序数词或被序数词所修饰时，只能使用关系代词that。
e.g. This is the fifth book that he has ever written. When we talk about Hangzhou, the first that comes into mind is the West Lake.
(5). 先行词中既有人又有物，用who或which都不合适时，只能使用关系代词that。
e.g. The car and the driver that killed an old woman were held up by the police. They talked about things and persons that they remembered at school. The writer and his novel that you have just talked about is really well-known.
(6) 先行词为数词时，只能使用关系代词that。
e.g. He brought three children yesterday,.Now I can see the three that are playing in the garden.
(7) 复合句中含有两个修饰人的定语从句，其中一个已经用了who，另一个只能使用关系代词that。
e.g. Edison built up a factory which produced things that had never been seen before.
(8). 主句是there be 结构，如果需要修饰的主语是物，只能使用关系代词that。e.g. There is still a seat in the corner that is still free.
Step 5. Consolidation
定语从句专项练习
一．单项选择 定语从句的用法
1. This is the bag _____ my mother bought yesterday.
A. that B. who C. whom D. this
2. The man _____ lives next to us is my English teacher.
A. who m B. which C. who D. /
3. The girl _____ you saw in the street is Mary.
A. that B. whose C. which D. as
4. Is this the factory _____ a lot of students visited yesterday?
A. the one B. which C. who D. whom
5. Is this factory _____ a lot of students visited yesterday?
A. the one B. that C. which D. /
6. The only language _____ is easy to learn is the mother tongue.
A. which B. that C. / D. it
7. The girl handed everything _____ she had picked up in the street to the police.
A. which B. in which C. that D. all
8. _____ cleans the blackboard should be praised.
A. That B. Who C. The one who D. The students who
9. Please show me the book _____ you bought yesterday.
A. which B. whom C. whose D. this
10. This is the best book _____ I have been looking for all this year.
A. who B. whom C. which D. /
11. This is the only article of these that _____ written by him.
A. was B. were C. is D. are
12. The man _____ was here just now is a doctor.
A. whom B. who C. / D. he
13. The boy _____ has two lovely dogs.
A. who live next door B. which lives next door
C. whom lives next door D. that lives next door
14. Those _____ made no mistakes in today’s exercises please raise your hands.
A. which B. whom C. that D. who
15. Don’t go in, this is the shop _____ we have just been _____.
A. /, to B. that, / C. where, to D. which, there
16. He is the most careful boy _____ I know.
A. what B. which C. as D. ./
17. This is the school _____ Mr. Smith once taught.
A. in that B. when C. where D. there
18. Have you visited the house _____ the famous scientist was born?
A. where B. in that C. that D. which
19. The factory _____ Mr. Li used to work was closed last week.
A. when B. where C. that D. which
20. Do you still remember the day _____ we first met?
A. that B. when C. what D. on that
21. October 1,1949 is the day _____ we’ll never forget.
A. when B. that C. where D. in which
22. October 1,1949 was the day _____ the People’s Republic of China was founded.
A. which B. when C. where D. in which
23. Is this the shop _____ sells children’s clothing?
A. which B. where C. in which D. what
24. Is this museum _____ they visited last month?
A. that B. which C. where D. the one
25. I still remember the sitting-room _____ my mother and I used to sit in the evening.
A. what B. which C. that D. where
参考答案
一． 单项选择 定语从句1~5 A C A B A 6~10 B C C A D 11~15 C B D D A 16~20 D C A B B 21~25 B B A D D
Step 4. Homework
篇7：译林牛津模块1 Unit 1 语法：定语从句(译林牛津版高一英语必修一教案教学设计)
Teaching Aims:
To give a brief introduction to attributive clause
To teach students the functions of relative pronouns and relative adverbs in attributive clauses
To develop students’ cognition in grammar, especially the basic elements of sentences
Teaching Important & Difficult Points:
The basic usage of the relative pronouns and learn to use them in different situations
How to apply relative clauses to situational use
Teaching Methods:
Introduction, task-based in-class activities; explanations of some rules of the attributive clause
Teaching Aids: a multimedia classroom
Teaching Procedures:
StepⅠRevision
1. Check students’ homework in writing on page 93. Ask some students to read their note of Part B on page 93.
2. Choose some words and expressions in Period 3 and dictate them before grammar is staged.
Step Ⅱ Lead-in
1. Ask Ss to recall what can be used to modify a noun in English and write down the following phrases on the blackboard.
a happy moment
blue sky
a girl student
bus station
a monkey in the tree
the article about your experience in the UK
T: A noun, an adjective or the prepositional phrases can be used to modify a noun.
2. Summarize the rules of the order in the examples above.
We put adjectives or nouns before nouns to modify them while we put prepositional phrases after nouns to modify them.
More examples(P8):
Adjective: the green team
Prepositional phrase: the team in green
Attributive clause: the team who are wearing green
T: The last sentence is an attributive clause. That means a sentence is used to modify a noun in the same way that an adjective or prepositional phrase does. The nouns they modify are called antecedents.
Step Ⅲ Introduction to attributive clause
Give some examples of AC on the screen and ask Ss to fill in the form below.
1. The girl who/that is standing next to our teacher is her daughter.
2. The girl whom/who /that my mother is talking to is my classmate.
3. The girl whose name is Rose sits next to me.
4. I can’t find the book which/that is borrowed from you.
5. I can’t find the book which/that you lent to me.
6. I can’t find the book whose cover/the cover of which is red.
Example Antecedent Attributive clause Function of the relative pronoun
1 the girl who/that is standing next to our teacher subject
2 the girl whom/who /that my mother is talking to object
3 the girl whose name is Rose possessive
4 the book which/that is borrowed from you subject
5 the book which/that you lent to me object
6 the book whose cover/the cover of which is red possessive
T: The nouns or the antecedent usually refers to a person /people or a thing/things, for example a story, a cake, books and so on. We use which/that as a relative pronoun to refer to things, while we use who/whom/that as a relative pronoun to refer to people. Which/that is used as the subject or object in the AC. Who/that is used as the subject and whom/who/that is used as the object in the AC. And they will know when which, that, whom, who can be left out if it refers to an object in the AC.
Step Ⅳ Identifying the attributive clause
1. Let students to read the guidelines in Point 2 on page 8.
2. Ask students to read the example sentences in Point 2 and let them say what function of the bold part in each sentence is. Then ask them to point out the attributive clause in sentence and put the whole sentence into Chinese, so they can compare the different ways in which the attributive clause is expressed in English and in Chinese.
Step ⅤPractice
1. To test how well they understand AC, the teacher is to give them a timely self check ---- tick the sentences with AC in C1 on P88. Puzzles like 3, 8 may be ignored for the time being, left to be thought over after class and solved in the next period.
2. Ask students to identify the attributive clauses in the article on P9. Show their findings on a screen, and ask them to mark “antecedents”, “relatives” and translate the sentences into Chinese. Explain some key words and expressions such as “upon”, “develop an interest in”, “donate”, “display”, “make a speech” etc. What’s more, students are asked to classify these marked relatives into “relative pronouns” and “relative adverbs”. As for relative pronouns, they are also required to tell the functions they play in each attributive clause.
1) David was one of the most important helpful students that we ever had. ( object )
2) In , he went to Oxford where he got interested in Chinese culture.
3) Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. ( object )
4) Most of the students that he taught have become his friends. ( object )
5) Some of the books were gifts that he got from his Chinese friends and students. ( object )
6) The paintings that David donated to the school are being displayed in the assembly hall. ( object )
3. Learn the new words from page 9 to page 11.
Ask students to turn to page 68 and study the new words (former-please).
Step Ⅵ Homework
Ask students to read the article on page 9 again and again
Ask students to finish C1 on page 88. Get them to point out the antecedent, the relative pronoun or relative adverb in the sentence with an attributive clause.
Period 6§Grammar and usage (2-2) Introduction to attributive clauses§
Teaching Aims:
To consolidate what’s learned the day before
To focus Ss’ attention on the usage of relative pronouns
To teach Ss in which situation who, whom, which or that can be left out.
Teaching Important & Difficult Points:
How to choose the right relative and use it properly
Teaching Methods:
Introduction, task-based in-class activities; explanations of some rules of the attributive clause
Teaching Aids: a multimedia classroom
Teaching Procedures:
StepⅠRevision
1. Check the homework with the students. Make sure that students know what an attributive clause is and the function of each relative word.
2. Have a dictation to go over the words we learnt last period.
Step Ⅱ Presentation
Question: What does a noun usually refer to?
(Students should know a person/people or a thing/things. For example, story, cake, and book are things, while friend, teacher and monitor are persons.)
Step Ⅲ Using relative pronouns
1. Ask students to read Point 1 on page 10 and point out the antecedent and the attributive clause in each sentence. Then ask: What does that/which function in each clause?
Ask students to read the tip box, so the student will know the difference between that and which.
2. Ask students to read Point 2 and point out the antecedent and the attributive clause in each sentence. Then ask: What does who function in each clause?
Ask students to read the tip box, so the students will know that can also be used to refer to a person/people.
3. Ask students to read Point 3 and Point 4, and point out the antecedent in each sentence.
4. Ask students to read the following sentences:
Bb: She has a bother. I can’t remember his name.
Question: What does his refer to? (His refers to a brother’s.)
Bb: She has a brother whose name I can’t remember.
Questions: Which part is the antecedent here? (a brother)
What is it used as in the attributive clause? (attribute)
Ask students to read Point 5 and point out the antecedent in each sentence. Then ask: What does the relative pronoun whose refer to in the two sentences.
5. Show the following table on the screen and ask students to fill in.
Antecedent Subject Object Attribute Note
For persons who/that whom/who/that whose A relative pronoun can be omitted when it is used as the object in an attributive clause.
For things which/that which/that whose/of which
Step ⅣSupplementation
注意that which在代物时常常可以通用,但有时只宜于用that ,不用which.
(1) 当先行词为不定代词all, much, little, only, just, every, last, one of, no, little, few, any, something, everything, anything，nothing, none, the one......及the very, the last, the next, the only或被不定代词修饰时
e.g.: Is there anything (that) I can do for you? You should hand in all that you have.
All that can be done has been done. In this factory I saw little / much that was different from ours.
The only thing that I want to do is to have a rest. This is the very book that I’m looking for.
We heard clearly every word that he said. She is the only person that understands me.
(2)当先行词为序数词、形容词的最高级或被它们修饰时
e.g.: He was the first person that passed the exam. This is the most interesting film that I have ever seen.
The first thing that should be done is to get the tickets. Is that the best that you can do?
That’s the most expensive hotel that we’ve ever stayed in.
This novel is the second best one that I have ever read.
When people talk about Hang Zhou, the first that comes to mind is the West Lake.
(3)当先行词既有人又有物时
e.g.: Do you know the things and persons that they are talking about?
The film star and her film that you have just talked about is really well-known.
She described in her compositions the people and places that impressed her most.
The guests spoke highly of the children and their performances that they saw at the Children’s Palace.
(4)由which或who等特殊疑问词引导的句子
e.g.: Which is the bike that you lost? Which is the car that killed the boy?
Who is the boy that won the gold medal? Who is the man that is reading the newspaper over there?
(5)当先行词在主句中作表语，而关系代词也在从句中作表语时
e.g.: Shanghai is no longer the city that it used to be. He is not the person that he used to be.
c.f.: Shanghai is no longer what it used to be.
(6)如果两个从句，其中一个关系代词用which, 另一个用that以避免重复。
e.g.: He built up a factory which produced things that had never been seen before.
Step ⅤPractice
1. Complete a conversation with “who, whom, which, that or whose” on P11. There might be more than one answer for some blanks.
2. Learn and consolidate by correcting errors in sentences.
1) My brother who is in the army he came to see us. 去掉he
2) A small amount of money was all which was taken in the robbery. which改为that
3) The path was made by walkers who crosses mountains each summer. crosses改成cross
4) The difficulties of living near a volcano are well understood by the people farm the land there.
people和farm中间加who，或将farm改为farming
5) The danger of driving is something which worries me each time I travel. which改为that
6) The park which I usually go running is across from the road. which改为where
7) I bought the present that I gave him it for Christmas in Japan. 去掉it
8) It’s one of the most interesting books which I have ever read this year. which改为that
Step Ⅵ Consolidation
Students are encouraged to conclude the usage of relative pronouns. Afterwards, the teacher gives a brief conclusion as follows.
She is the teacher who taught us English Literature.
I am going to see a friend who has just come back from the UK.
In attributive clauses, we use who to refer to people. that is less usual.
I sat next to a girl whose name is Diane.
The club whose members are music fans meet in the school garden every Saturday afternoon.
We use whose to mean possession. It usually relates to a person, but it can also relate to things.
I don’t know the name of the teacher who / whom I saw in the computer room the other day.
The student who / whom we saw at the school gate is from America.
When ‘who’ functions as the object, it can be replaced by whom. In this case, whom is more formal than who.
The girl (that/who/whom) you have just seen is very good at English.
I’ll tell you something (that) I have heard.
We can leave out who, whom, which and that when they are the objects.
All my classmates enjoyed the cake that / which I made.
The book that / which I borrowed from the library is very interesting.
In attributive clauses, that and which are used to refer to things. that is more usual but less formal.
Step Ⅶ Homework
◆ Ask students to make five sentences, each with an attributive clause.
◆ Do Part C2 on page 88 and do the first five exercises in their exercise-books.
◆ Ask students to read the dialogue on page 11 again and again.
篇8：牛津高一英语模块一unit 1 words(译林牛津版高一英语必修一教案教学设计)
Words:
1. attend vt. 出席, 参加
1) 出席，参加 ，vt. 后跟的宾语一般是meeting, conference, lecture，school, ceremony, church (school, church前一般不加冠词)
如：Did you attend the meeting?
He will attend school till he is sixteen.
辨析：attend , join, join sb (in doing) sth. , join in, take part in
attend表示出席，参加（会议，讲座，婚礼，听报告等），去上学，法院等）
join表示成为某个团体的一员（如参军、入党等）
join sb. (in doing sth.)表示和某人一起做某事。
You are too young to join the army
I’ll join you in a few minutes
join in 表示参加某种活动
take part in 多指参加（讨论、辩论或群众性活动）
May I join in the game?
John takes part in many school activities.
2) 照料 （某人）爱护 （某人） vt&vi.
She has two nurses attending (on) her.
2. earn vt.赚, 挣得, 获得
earn + 名词
earned money by teaching
earn respect from school
She earned a reputation as a hard worker.
勤劳的工作使她享有声誉
He has earned a lot of money by working in the evenings.
他利用晚上工作，已经挣了好多钱。
earn+ 名词（人）+名词（物）
His achievements earned him great respect.
earn one’s living / make a (one’s) living 谋生
3. respect
n.尊敬, 敬重, 注意, 考虑, 尊重, 关系, 有关 (un)
have /show respect for …
to pay (have) respect to留心于…， 考虑…
Child should show respect for their teachers
We must have respect for/ pay respect to the needs of the general needs.我们必须考虑到一般读者的需要。
敬意，问候 (pl.)
pay one's respects.表示敬意
Give my respects to your wife.= Give my regards to your wife请代我向你太太问好。
in all respects无论从哪方面来看
in respect of关于；就…来说
vt. 尊敬；尊重
I respect his courage.我敬佩他的勇气。
I'll respect your wishes.我尊重你的愿望。
Usually people don't respect those who are too compliant.
“一般来说人们看不起那种唯命是从,唯唯诺诺的人。”
4. achieve vt.
完成；实现
The university has achieved all its goals this year.
这个大学今年已经实现了所有的奋斗目标。
达到；获得
He hopes to achieve all his aims soon.他希望尽快达到所有目标。
achievement n.成就；成绩；成功
5. average
n.平均,平均水平,平均数
The average of 4, 8, and 60 is 24.
adj.一般的, 通常的,平均的
What is the average rainfall for August in your country? 你们国家八月份的平均降雨量是多少?
The average age of the students is 16.
His study is average in our class.
on (the/ an) average 通常；按平均
We fail one student per year on average.我们平均每年有一个学生不及格。
6. for free--- without payment adv.免费地（=free of charge）
He got the ticket for free.他获得免费票
They put on the play free of charge.他们举行义演。
free adj.自由的, 大方的, 免费的, 免税的, 丰富的, 空闲的
freedom un.自由
give slaves their freedom= set slaves free
7. prepare vt&vi
prepare sth.
prepare a meal 准备饭菜 have everything prepared beforehand事先把一切都准备好。
prepare for sth.
I have prepared for trouble.
prepare sb. for sth. 使某人为某事做好准备
prepare yourself for a possible failure.
be prepared for sth.为某事做好准备 be prepared to do sth.能够并愿意做某事
I knew there were problems, but I was not prepared for this!
I am prepared to lend you the money if you promise to pay it back.
preparation n.准备, 预备
8. miss vt
想念；思念：
Do you miss your family? 你想念家人吗?
错过；失去：
miss a chance. 错过一次机会
I was late because I missed the bus.
我迟到了，因为我误了公共汽车。
miss doing sth.
narrowly missed crashing into the tree. 差一点就撞到了树
9.experience
n.经验 (un)
Experience is their preparation for giving advice. 经验为她们进行咨询作了准备。
He is a teacher with much/great/little experience.
经历，阅历 (cn)
Please tell us your experiences in America.请你告诉我们你在美洲的经历。
Yesterday afternoon Frank Hawkins was telling me about his experiences as a young man.
“昨天下午,弗兰克.霍金斯给我讲述他年轻时的经历。”
vt. 体验；感受
to experience fear经历恐惧
He experienced all sorts of difficulties and hardships.他经历过一切艰难困苦。
experienced adj. 有经验的
He is an experienced teacher.= He is a teacher with much experience.
He is much experienced in teaching.他有丰富的教学经验。
10. introduce vt.介绍, 传入, 引进, 提出
introduce sb. to sb.
He introduced his friend to me. 他把朋友介绍给我。
introduction un.
This book gives a brief introduction to American culture.
11. immediately.
adv.立即, 马上, 直接地
She came immediately.她立刻就来了
conj.（连接词）As soon as; directly:马上；直接地：
They phoned immediately they reached home.= … as soon as they reached home.他们到家后马上打了电话
12.develop
vi. 发展, 生长, 发育, 逐步显示出来
The child is developing well. 这孩子发育良好。
Our country is developing quickly since liberation. 自解放以来我们的国家一直在快速发展。
vt.
培养，养成；发展, 逐步展开(情节,音乐主题,方程式等)；洗印
develop a habit 养成一个习惯 develop one’s interest in sth… 培养对某事的兴趣
develop the film 冲洗胶卷
13. donate vt
The businessman donated a lot of money to the hospital. 这个商人捐给医院很多钱。
donation n.捐赠；捐款
a donation of money to the hospital捐给医院的钱
14. display
vt. (displayed, displaying) 展示；给看；表现
The children's work was displayed on the wall. 孩子们的作品在墙上展出来了。
Mr Brown seemed to display no feelings when they told him the news.“他们把消息告诉布朗先生时,他好象无动于衷。”
The peacock displayed its fine tail feathers when it noticed any gay colours.
孔雀看到鲜艳的颜色就开屏。
n. 展示；陈列；表现
On New Year's Eve the display of fireworks offers many attractions. 除夕之夜的焰火很吸引人。
展览品；陈列品
All the parents were looking at the display of children's work.所有的父母都在看孩子们的作品展览。
on display= on show正在展览中
15. pay attention to 注意;关注
to 为介词，后接名词或动名词作宾语
Please pay attention to what the teacher says in class!
Did you pay attention to speaking clearly in yesterday’s interview?
16. please vt. 使喜欢, 中...的意, 使满足, 取悦
please sb. 取悦某人
It is difficult to please everybody. 很难做到人人满意
He is a very difficult man to please.
sb. be pleased with sth/sb. 某人对…感到满意
He is pleased with his new position.
17. regret
n. 憾, 悔恨, 抱歉, 歉意
express/feel regret at/about a missed opportunity 对错过良机表示、感到懊悔
I heard his death with great/deep regret.我听到他去世的消息感到万分悲痛
vt.为...感到遗憾, 后悔, 惋惜, 哀悼, 懊悔
I regret spending so much money on a car.我后悔在一辆小汽车上花这么多钱。
I regret to say I cannot come.很抱歉，我不能来了。
I regret that I cannot help. 很抱歉，此事爱莫能助。
18. inform
v. ( of/about/that)告诉, 获悉, 告知
The sales manager asked his men to inform him of everything concerning the sales in time.
销售部经理让他手下的人把关于销售量的情况及时报告他。
We were informed by mail of the change in plans. 我们被信告计划的改变。
The nurse informed me that visiting hours were over. 护士告诉我们探视时间已经结束
19. approve
vt.& vi.批准, 通过,赞成
The mayor（市长）approved the new building plans.市长批准了新建筑计划。
I don't approve of wasting time.我不赞成浪费时间。
20. require
require sth.
Most plants require sunlight.大部分植物需要阳光
require sb. to do sth.
Students are required to attend classes.学生必须按规定上课.
require doing= require to be done 需要被…
The floor requires washing.= The floor requires to be washed. 地板需要清洗。
require that…(宾语从句用虚拟语气should)
The situation requires that I should be there.情况需要我在那里。
requirement n需求, 要求
篇9：unit 1 grammar教案(译林牛津版高一英语必修一教案教学设计)
The Attributive Clause
The General idea of this period:
This period will deal with the grammar part: the Attributive Clause. You will have systematic explanations of the Attributive Clause as well as some exercises to consolidate what you learn.
Teaching Aim:
Introduce attributive clause
Teaching important point:
The basic usage of the relative pronouns and learn to use them in different situations.
Teaching difficult point:
How to help the students to learn the grammar efficiently.
Teaching method:
Deduction to present the usage of the relative pronouns and then some exercises to consolidate what we have learned.
Teaching procedures:
Step1 Greetings
Step2 Presentation
Look at the picture at page8 and ask the students to speak out what they may think of.(Write down these three structures on the Bb or show them on the screen below the picture.)
Adjective: a green team
Prepositional phrase: a team in green
Attributive clause: a team who were wearing green
Attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.
Read Part2 at page8. 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: (page8)
Step3 Read the article at page9 and underline the attributive clauses you find in the article.
Relative pronouns: that, which, who, whom and whose. Read this part at page10 and grasp the usages of these relative pronouns.(show the screen) Then do the exercise at page11.
Step4 Consolidation
Finish the exercises at page88
Step5 Homework
Complete the Attributive Clause exercises
篇10：牛津高一英语模块1 Unit 1 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 1.Enable the Ss to pronounce the new words and expressions properly and freely.
2.Help the Ss to master the usages of some important new words and expressions.
3.Ask the students to learn the usage of the new words
教学重、难点 How to enable the Ss to master the pronunciations of some words and its basic usages.
Different forms of the new words.
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁注
语言点讲解
1.Attend .vt
（1）．Attend a meeting/school上课/a lecture/a class听课
（2）（take care of）照顾；护理；侍侯
n. attendance 出席；到场
attention: pay attention to
He is listening with attention.
Draw/attract one’s attention 引起某人的注意
2．Earn 赚得；earn one’s living 谋生/earn fame赢得名望
Earnings 工资，利润
3．Respect .vt
(1) respect sb for sth
I respect you for your honesty.
n. I have the greatest respect for you.
The new officer soon won/earned the respect of his men.
In respect of/to 关于，就……而言
I will give a speech in respect of the learning methods.
4. achieve success /victory/one’s purpose/aim
Achievement(n)
5.average .平均
Above (below) the average
The average temperature平均温度。
The average man普通的人
On average平均来说
6．Challenge :give a challenge挑战/accept a challenge应战
Beyond challenge无以伦比
Challenge sb challenge one’s intrest引起某人的兴趣
7．Free :set sb free 释放某人 be free to do be free
A free school 公费学校 free trade 自由贸易
free of charge=for free 免费
free kick (足球)罚球 free throw （篮球）罚球 free way高速公路
freedom of speech 言论自由
8．Extra :do extra work 加班
Extraordinary 非凡的，特别的。
9．Prepare one’s lessons/the table准备功课/准备开饭
Prepare for mental preparation 思想准备
In preparation for=prepare for
10．Drop sb a line 给某人写封便信
A few drops of rain drop asleep drop behind落后
Drop in on sb 顺便走访某人 drop off（一个一个地）走掉
11．Experience .n.经验（可数）；经历（不可数）
Learn by experience 从经验中学
Gain experience in teaching 获得教学经验
Vt. I experienced hard times
A experienced teacher 一位有经验的老师。
12．Immediately=at once
Conj: =as soon as=the moment
Immediately I arrived the airport, the plane took off.
13.gift :gift birthday
Have a gift for 对……有天赋
Gifted 有天赋的，有才华的。
14．Please .vt使满意，取悦 It’s difficult to please to him.
Be pleased with 对……满意
15．（1）掩盖,覆盖 be covered with
Lives can’t live up facts
（2）占（时间，空间）The city covers ten square miles.
(3)包括，涉及 His researches covered a wide field.
(4)走过，行（多少路程）cover twenty miles a day.
(5)对……进行采访，报道。The newspaper always covers the latest news.
16.regret to do
Regret doing regrettable. adj
17.inform sb that/sb of
He informed them of his arrival.
He is a well informed man .他是个消息灵通人士
Inform against sb控告某人 informer检举者。
18．Close .adj .
Be close to/a close friend
Adv. Stand/live close to (表示距离近)
Closely .adv(表示关系紧密，抽象)
The two questions are closely connected.
19.continue to do=continue doing
To be continued
Continuous .adj
20.select 慎重地选择适合自己的东西，精选 :select seeds
Choose 选择（普通用词）elect 选举
21．Require sb to do sth
Require that sb (should) do……
Require/need/want/doing=require/need/want to be done
n.requirement
22.scary adj 吓人的 /scare.vt使惊吓
The thunder scared the child.
Be scared to
Scare away/off吓走
Scare sb to death 把……吓死
23．Nature
Mother nature 大自然 go against nature 违背自然 return to nature
By nature 天生地 draw from nature写生
Chemists study the nature of gases.性质
课 题 M1U1 课时 16-2 Welcome 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Give the students some impression of the school life in the UK.
Enlarge the Ss’ knowledge and make them know the importance of school life in one’s life
教学重、难点 Encourage the Ss to talk about their former school life and about their dream school life
To ensure very student to have a chance to express himself /herself．
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 l Greetings and Self- introduction
( Teacher may ask several students to give a self-introduction. This is a good chance for them to make themselves known. Meanwhile, the teacher may know about their Enlish level,)
Step 2 School Introduction
After several students have given their self-introduction，the teacher may transfer to introduce the new school and some activities that they may often have in the future.
T：Just now some of you introduced yourselves and said something about your former schools．Now we are here,so 1et me show you around the campus and have a look at school activities you may have in the future.
After showing some pictures of school buildings；the teacher may present them two columns of pictures of school activities, asking whether they had such activities or not.( One is about the school activities that your school often offers and the other column about activities in the UK.)
T： Do you like Such activities?
What kind of school activities do you 1ike?
StepIII Futher Discussion:
T: Just now you saw different pictures of school activities in China and in the UK. As is shown, there are some differences between them.
Do you know of any other differences between the lives of Chinese and British high school students?
StepIV Expectation
T: I think there are also some differences between our school and your former school. Since this is a new beginning, I want to ask you:
What do you want to get from this new school?
What is your dream school life like?
Step V Summary and Homework
1. Ask the ss to find out more differences between the lives of Chinese and British high school students.
2. Ask them to Preview Reading.
The Design of the Writing on the Blackboard
Bb design
Unit1 School life
Period 1
1. Do you know of any other differences between the lives of Chinese and British high school students?
2. What kind of school activities do you 1ike?
3. What is your dream school life like?
教后记：
课 题 M1U1 课时 16-3 Reading 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Train the students’reading ability．
Learn some useful words and expressions．
Learn more about school life in the UK and the differences between school life in the UK and in China
教学重、难点 Help the students to understand the passage better.
Learn and master some important words and phrases in this period．
How to help the Students improve their reading ability and understand the passage better．
How to master the important 1anguage points in this passage．
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
The General idea of the period：
This period is about the reading of the passage Schoo1 Life in the UK. It will help you to learn more about school life in the UK and the difference
between that in the UK and in China．Meanwhile you can learn some reading
strategies such as skimming and scanning．．
Teaching Methods：
Fast reading to get the general idea of the text．
Careful reading to understand the passage better．
Discussion to help the students understand what they’ve 1earned better，
Explanation to help the students master some 1anguage points．
Teaching aids：
A tape recorder．
A multimedia
Teaching Procedures：
Step 1 Greetings
1．Greet the who1e c1ass as usual．
2。Check their homework if any。
Step 2 Reading
T：(Last time we learned about some difference between Chinese and British school life.today we are going to read a passage by Wei hua, who once studied in the UK .She will give us some detailed information about the school life in the UK.)
Let the ss skim the text quickly and answer these questions.(T shows the questions on the screen.)
1. How long did Wei Hua stay in Britain?(for one year)
2. What was he name of Wei hua’s class teacher?(Mr Heywood)
3. What did Wei hua make in her woodwork class?(A small table)
Then check the answers.Give the ss several minues to read the text and find more questions.
1. What time do British Schools usually begin?
2. What time do they usually end?
3. On average, how many ss are there in a class in the UK?
4. Why did Wei hua find her homework difficult at the beginning of her study in the UK?
5. On Tuesdays, what did Wei hua do in the evening?
6. What do British ss usually eat after their main meal?
7. Which British city did Wei hua go to?
(write down the new words the ss have just listed.)
(next,T may begib with the T/F questions orally and this is also a good time to test their listening abilities as well as their comprehension of the text.)
1. Wei hua likes the school hours in the UK.(T)
2. Chinese schools encourage students to work hard. (T)
3. Wei hua’s favorite teacher was Miss Burke. (T)
4. British students have fixed classrooms andclassmates.(F)
5. British students can only study two languages :Engliash and French. (F)
6. British students eat a lot of fruit. (T)
7. Wei hua enjoyed playing football. (F)
StepIII Homework
Ask the ss to read aloud the text
Ask them to finish the exercises
Blackboard design:
Period 3
1.How long did Wei Hua stay in Britain?
2.What was he name of Wei hua’s class teacher
3.What did Wei hua make in her woodwork class?
教后记：
课 题 M1U1 课时 16-4
Language Points 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Learn some useful words and expressions
教学重、难点 Introduction to attributive clauses
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
Teaching Procedures：
Step 1 Revision:
1．Have a dictation.
2.Check their homework if any.
Step2 Language points
1. Going to a British high school for one year was a very enjoyable and exciting experience for me.
此处Going to a British high school for one year是动名词短语作为主语，类似的：Seeing is believing.
Talking with foreigners is a good way to improve one’s English.
另外：动名词也可以作为表语和宾语。
e.g My job is teaching your English.
I can’t help expressing my good feeling about An Yi Middle school.
2.usual 意为：通常的；习惯上的
Coffee is the usual drink in Western countries.
This is his usual seat.
As usual
As usual, he didn’t pass the exam.
2. earn/gain/win/respect from
3. respectable,值得尊敬的；相当多的
He has respectable knowledge on universe. 相当多的
respectful尊敬的，有礼貌的 a respectful scientist.
4.Sound like 听起来像
That sounds like a good idea.
It sounds like the hurricane coming.
Sound 听起来……
What he said just now sounded reasonable.
5．So it was difficult to remember all the faces and names.
It is +adj.+to do sth.
It is necessary to learn about the weather forecast before you go out.
It is wrong to give the children whatever he like.
6. used to do
Be used to do
Get/be used to doing/sth
7.a bit of =a little 一点（修饰不可数名词
Not a little 很，十分 not a bit=not at all一点也不
8.as well as “除……还有”“不但，而且”
The teacher as well as his students was fond of classic music.
She is clever as well as beautiful
She had to support his family, as well as studying in the school.
stepIII erercises.
Ask the ss to finish the exercises ,then check the answer.
教后记：
课 题 M1U1 课时 16-5 Word Power 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Learn to read a map
Enlarge our vocabulary by learning about school facilities
教学重、难点 Help the Ss to find the way and express themselves in English.
Some common techniques to enlarge our vocabulary.
How to express themselves in English when finding the way.
Master some techniques to enlarge vocabulary.
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
StepI Revision
1.Review the exx.
2.Check their homework if any.
StepII. Lead-in:
1. Ask the Ss to recall the first day they came to this school. Ask them if they had any difficulty in finding their way to their classroom or any other buildings that day.
2. Encourage the Ss to think of the patterns they learned in junior high.
* Excuse me, can you tell me the way to ….?
Excuse me, which is the nearest way to ….?
Excuse me, how can I get to / arrive at / reach ….?
*Turn right/ left, and walk straight on. At the end of the first / second crossing, you will find it on your right/ left. You can’t it.
*Walk towards / past…, and then walk between … and …. You will find … at the end of the road.
StepIII. Reading the map:
1. When we go the a place for the first time, a map is very helpful. It can help us to get familiar with the place soon and find our destinations quickly. Do you often take a map when you go to somewhere?
2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions
What do you think of our canteen? How about the gym? Is our car park ok in the school?
Encourage them to express their genuine opinions.
3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.
StepIV.Vocabulary learning
1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class.
Sample answers
B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.
2. If possible, design some more samples for the students to practise. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.
3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.
Answers
C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen
StepV.Vocabulary extension
1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.
2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments?
Answers
D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope
StepVI. Homework
1. let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.
2. Do Part A and B in writing on Page 85.
3. Pick out attributive clauses in the passage of Part C.
课 题 M1U1 课时 16-6 Grammar
and usage 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Introduce attributive clause
Teaching important points：The basic usage of the relative pronouns and learn to use them in different situations.
教学重、难点 How to help the students to learn the grammar efficiently.
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
Teaching procedures:
StepI Revision
1.Review the Word Power
2.Check their homework if any.
StepII Presentation
Look at the picture at page8 and ask the students to speak out what they may think of.(Write down these three structures on the Bb or show them on the screen below the picture.)
Adjective: a green team
Prepositional phrase: a team in green
Attributive clause: a team who were wearing green
Attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.
Read Part2 at page8. 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: (page8)
StepIII.the usage of relative pronouns：
1． 作主语用who, which和that, 如：
He is the man who/that lives next door.
The train which/that has just left is for Shenzhen.
2． 作宾语用whom, who, which, that, 如：
The man (whom/who/that) we have just seen is a famous writer.
Where is the book (which/that) I bought last week?
注：在非正式文体中，用于指人的关系代词who whom, that 通常可以省略，但在正式文体中通常用whom, 不可省略；用于指物的关系代词which和that 在非正式文体中也通常省略，但在正式文体中一般不省略。
3． 作定语用whose, 如：
(a) He is the man whose car was stolen last week.
(b) It was a meeting whose importance I did not realize at that time.
注：“whose +名词中心词”这一结构在定语从句中既能作主语（如上a句），又能作宾语（如上b句）。whose 的先行词常用来指人，但有时也可以用来指具体事物或抽象概念，这时可以与of which 结构互换，词序是：“名词+of which”，如：
They came to a house whose back wall had broken down.. (= the back wall of which)
He’s written a book the name of which I’ve completely forgotten. (= whose name)
4． 作表语只用that ，它既可以指人，也可以指物，但时常省略。如：
He is no longer the man that he used to be.
This is no longer the dirty place (that) it used to be
StepIV. Read the article at page9 and underline the attributive clauses you find in the article.
Relative pronouns: that, which, who, whom and whose. Read this part at page10 and grasp the usages of these relative pronouns.(show the screen) Then do the exercise at page11.
StepV. Consolidation
Finish the exercises at page88
StepVI. Homework
Complete the Attributive Clause exercises
课 题 M1U1 课时 16-7 Task 1 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 To help the students 1earn the skills of reading a program and comparing information
教学重、难点 Skills of reading a program and comparing information
How to master the skill of reading a program and how to pick out the usefu1 information by comparing it.
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 I Revision
1.Review the Word Power
2.Check their homework if any.
Step II Presentation
T：These days we are very busy．Tom，do you know what is happening?
Sl：Teachers’Day is coming．
T，Got it．What is the date of Teachers’Day?
S2：Sept．10th.
T：What day is this Teachers’Day?
SS：Saturday．
T：Do you have any special activities?
S3：We’re going to have a ceremony to celebrate it．
T：Really? Where and when?
S4：We are going to have a party from 3 p.m．at the lecture hall．
T：Good，I will go there then．Thanks for telling me about your program．
A program is a plan of activities to be done or things to be achieved．Do you know what a program includes?
S5: date，day，dime，venue，event／activity
T：Very good，Dates in a program are usually presented in Short form to save space．For example：
1stJanuary一1st／1Jan
9th September--9th／9 Sept．
Days refer to days in a week．They can a1so be presented in short forms．
Do you know their shortforms?
S：：Yes．Sunday--Sun
Thursday-Thur.
T：Quite good ! Time can be presented in several ways．Let’s look at the screen：
9 a.m．／09．00
4 p．m．／16．00
8．50 a.m．／08．50
6．45p．m．／18．45
Events or activities are the most important part of a program．For example:
A speech on Chinese history
Art festival
sports meeting
Opening ceremony
At last 1et’s have a look at venue．Venue refers to the place where events take place．For example：
assembly hall
meeting room 7th floor, Park Hotel
Step III Listening
Deal with two forms of p12 and p13
Step IV Homework
Finish off the Exx.
教后记
课 题 M1U1 课时 16-8 Task 2 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 To help the students 1earn the skills of comparing information and writing a notice
教学重、难点 Skills of comparing information and write a notice
How to master the skill of comparing information and how to pick out the usefu1 information by comparing it.
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
StepI Revision
1.Review the grammar
2.Check their homework if any.
StepII Presentation
T: We often make decisions by comparing information.There are two main
points that you should note when making comparisons：
1．When comparing，you must read all the information carefully before you make any decisions.．
2 .It is better to make as many comparisons as you can．The more choices you have, the better your final decisions will be.
T：Compare your class time table with the program above.
(dealing with Step2 and skills building3.then check the answers.)
StepIII Summary and homework
T: today we’ve learned two skills: reading a program and comparing information. They are so practical so don’t forget them in your studies. Your homework is to prepare ab English edition of our school program of Teachers’Day.
教后记：
课 题 M1U1 课时 16-9 Assessment 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 To learn two articles about after-school activities in school
To learn the use of “as , require”
To find out how an activity attracts the students and helps the students
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: Listen to the recording of the articles on page 18
True or False questions:
1. The radio station is run by the principal.
2. The radio station started 2 years ago when CD players were allowed in school.
3. Members of Poets of the Next Generation meet up on the last Friday of every month.
4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.
Step 2: Read the two articles and answer the following questions:
What do the student members in the radio station do during exam time?
What do they do when parents come to visit the school?
Who started “Poets of the Next Generation”?
What do the members of the group do when they meet?
Step 3: Fill in the blanks:
The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed.
We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____.
Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like.
When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read.
Step 4: Vocabulary and language points:
allow: permit sb./sth. to do sth.
principal: person with the highest authority in certain schools
generation: all people born at about the same time
select: choose sb./sth.
calm: not excited, nervous
require: order or command sth.
The use of as and require
Step 4: Discussion
How do these two activities attract the students?
How do they help the students?
Step5 Homework:
Try to find the answers to the following questions:
What after-school activities do you have in your school?
Do you like them? Why/ Why not?
If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose?
教后记：
课 题 M1U1 课时 16-10 Project 1 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 To learn two articles about after-school activities in school
To learn the use of as and require
To find out how an activity attracts the students and helps the students
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: Check homework
Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.
Step 2: Plan
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research information:
Make the poster:
Present the poster:
Step 3: Prepare
Members responsible for doing research need to find information from various sources about after-school activities and posters.
Activity: What does it do? How does it attract new members? How does it help members achieve their goals?
Poster: What does the poster consist of? How does it attract its viewers?
Step 4: Produce
Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.
When the draft is done, each member should read it carefully and give suggestions on its wording and design.
Step5 Homework
The poster makers finalizes the poster based on the suggestions of the other group members.
The entire group approve the poster before next period.
In next period, they are to present their poster to the class. Tell the class what is special about their activity.
教后记：
课 题 M1U1 课时 16-11 Project 2 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 1.Enable the Ss to pronounce the new words and expressions properly and freely.
2.Help the Ss to master the usages of some important new words and expressions.
教学重、难点 How to enable the Ss to master the pronunciations of some words and its basic usages.
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: Check homework
Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.
Step 2: Plan
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research information:
Make the poster:
Present the poster:
Step 3: Prepare
Members responsible for doing research need to find information from various sources about after-school activities and posters.
Activity: What does it do? How does it attract new members? How does it help members achieve their goals?
Poster: What does the poster consist of? How does it attract its viewers?
Step 4: Produce
Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.
When the draft is done, each member should read it carefully and give suggestions on its wording and design.
Step5 Homework
The poster makers finalizes the poster based on the suggestions of the other group members.
The entire group approve the poster before next period.
In next period, they are to present their poster to the class. Tell the class what is special about their activity.
教后记：
课 题 M1U1 课时 16-12 Revision of the new words(I) 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 To have a revision of this unit
教学重、难点 The usage of the new words
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
StepI Revision
Check the homework
Step II Presentation
Step I Revision
1. attend vt. 出席, 参加
1) 出席，参加 ，vt. 后跟的宾语一般是meeting, conference, lecture，school, ceremony, church (school, church前一般不加冠词)
如：Did you attend the meeting?
He will attend school till he is sixteen.
辨析：attend , join, join sb (in doing) sth. , join in, take part in
attend表示出席，参加（会议，讲座，婚礼，听报告等），去上学，法院等）
join表示成为某个团体的一员（如参军、入党等）
join sb. (in doing sth.)表示和某人一起做某事。
You are too young to join the army
I’ll join you in a few minutes
join in 表示参加某种活动
take part in 多指参加（讨论、辩论或群众性活动）
May I join in the game?
John takes part in many school activities.
2) 照料 （某人）爱护 （某人） vt&vi.
She has two nurses attending (on) her.
2. earn vt.赚, 挣得, 获得
earn + 名词
earned money by teaching
earn respect from school
She earned a reputation as a hard worker.
勤劳的工作使她享有声誉
He has earned a lot of money by working in the evenings.
他利用晚上工作，已经挣了好多钱。
3. respect
n.尊敬, 敬重, 注意, 考虑, 尊重, 关系, 有关 (un)
have /show respect for …
to pay (have) respect to留心于…， 考虑…
Child should show respect for their teachers
We must have respect for/ pay respect to the needs of the general needs.我们必须考虑到一般读者的需要。
敬意，问候 (pl.)
pay one's respects.表示敬意
Give my respects to your wife.= Give my regards to your wife请代我向你太太问好。
in all respects无论从哪方面来看
in respect of关于；就…来说
vt. 尊敬；尊重
I respect his courage.我敬佩他的勇气。
I'll respect your wishes.我尊重你的愿望。
Usually people don't respect those who are too compliant.
“一般来说人们看不起那种唯命是从,唯唯诺诺的人。”
4. achieve vt.
完成；实现
The university has achieved all its goals this year.
这个大学今年已经实现了所有的奋斗目标。
达到；获得
He hopes to achieve all his aims soon.他希望尽快达到所有目标。
achievement n.成就；成绩；成功
5. average
n.平均,平均水平,平均数
The average of 4, 8, and 60 is 24.
adj.一般的, 通常的,平均的
What is the average rainfall for August in your country? 你们国家八月份的平均降雨量是多少?
The average age of the students is 16.
His study is average in our class.
on (the/ an) average 通常；按平均
We fail one student per year on average.我们平均每年有一个学生不及格。
6. for free--- without payment adv.免费地（=free of charge）
He got the ticket for free.他获得免费票
They put on the play free of charge.他们举行义演。
free adj.自由的, 大方的, 免费的, 免税的, 丰富的, 空闲的
freedom un.自由
give slaves their freedom= set slaves free
7. prepare vt&vi
prepare sth.
prepare a meal 准备饭菜 have everything prepared beforehand事先把一切都准备好。
prepare for sth.
I have prepared for trouble.
prepare sb. for sth. 使某人为某事做好准备
prepare yourself for a possible failure.
be prepared for sth.为某事做好准备 be prepared to do sth.能够并愿意做某事
I knew there were problems, but I was not prepared for this!
I am prepared to lend you the money if you promise to pay it back.
preparation n.准备, 预备
8. miss vt
想念；思念：
Do you miss your family? 你想念家人吗?
错过；失去：
miss a chance. 错过一次机会
I was late because I missed the bus.
我迟到了，因为我误了公共汽车。
miss doing sth.
narrowly missed crashing into the tree. 差一点就撞到了树
StepII exercises:
Do the workbook.
教后记：
课 题 M1U1 课时 16-13 Revision of the new words(2) 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Revise new words
教学重、难点 The usage of new words
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
StepI Revision
Check the homework
Step II Presentation
9.experience
n.经验 (un)
Experience is their preparation for giving advice. 经验为她们进行咨询作了准备。
He is a teacher with much/great/little experience.
经历，阅历 (cn)
Please tell us your experiences in America.请你告诉我们你在美洲的经历。
Yesterday afternoon Frank Hawkins was telling me about his experiences as a young man.
“昨天下午,弗兰克.霍金斯给我讲述他年轻时的经历。”
vt. 体验；感受
to experience fear经历恐惧
He experienced all sorts of difficulties and hardships.他经历过一切艰难困苦。
experienced adj. 有经验的
He is an experienced teacher.= He is a teacher with much experience.
He is much experienced in teaching.他有丰富的教学经验。
10. introduce vt.介绍, 传入, 引进, 提出
introduce sb. to sb.
He introduced his friend to me. 他把朋友介绍给我。
introduction un.
This book gives a brief introduction to American culture.
11. immediately.
adv.立即, 马上, 直接地
She came immediately.她立刻就来了
conj.（连接词）As soon as; directly:马上；直接地：
They phoned immediately they reached home.= … as soon as they reached home.他们到家后马上打了电话
12.develop
vi. 发展, 生长, 发育, 逐步显示出来
The child is developing well. 这孩子发育良好。
Our country is developing quickly since liberation. 自解放以来我们的国家一直在快速发展。
vt.
培养，养成；发展, 逐步展开(情节,音乐主题,方程式等)；洗印
develop a habit 养成一个习惯 develop one’s interest in sth… 培养对某事的兴趣
develop the film 冲洗胶卷
13. donate vt
The businessman donated a lot of money to the hospital. 这个商人捐给医院很多钱。
donation n.捐赠；捐款
a donation of money to the hospital捐给医院的钱
14. display
vt. (displayed, displaying) 展示；给看；表现
The children's work was displayed on the wall. 孩子们的作品在墙上展出来了。
Mr Brown seemed to display no feelings when they told him the news.“他们把消息告诉布朗先生时,他好象无动于衷。”
The peacock displayed its fine tail feathers when it noticed any gay colours.
孔雀看到鲜艳的颜色就开屏。
n. 展示；陈列；表现
On New Year's Eve the display of fireworks offers many attractions. 除夕之夜的焰火很吸引人。
展览品；陈列品
All the parents were looking at the display of children's work.所有的父母都在看孩子们的作品展览。
on display= on show正在展览中
15. pay attention to 注意;关注
to 为介词，后接名词或动名词作宾语
Please pay attention to what the teacher says in class!
Did you pay attention to speaking clearly in yesterday’s interview?
16. please vt. 使喜欢, 中...的意, 使满足, 取悦
please sb. 取悦某人
It is difficult to please everybody. 很难做到人人满意
He is a very difficult man to please.
sb. be pleased with sth/sb. 某人对…感到满意
He is pleased with his new position.
StepII exercises:
Do the workbook.
教后记：
课 题 M1U1 课时 16-14 Revision of new words(3) 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 Revision of the new words(3)
教学重、难点 The usage of the new words
教、学 具 A projector and some slides
预习要 求 Preview the new words and the expressions of this unit.
教师活动内容、方式 学生活动内容、方式 旁 注
Step I Revision
Check the homework
Step II Presentation
17. regret
n. 憾, 悔恨, 抱歉, 歉意 express/feel regret at/about a missed opportunity 对错过良机表示、感到懊悔
I heard his death with great/deep regret.我听到他去世的消息感到万分悲痛
vt.为...感到遗憾, 后悔, 惋惜, 哀悼, 懊悔
I regret spending so much money on a car.我后悔在一辆小汽车上花这么多钱。
I regret to say I cannot come.很抱歉，我不能来了。
I regret that I cannot help. 很抱歉，此事爱莫能助。
18. inform v. ( of/about/that)告诉, 获悉, 告知
The sales manager asked his men to inform him of everything concerning the sales in time.
销售部经理让他手下的人把关于销售量的情况及时报告他。
We were informed by mail of the change in plans. 我们被信告计划的改变。
The nurse informed me that visiting hours were over. 护士告诉我们探视时间已经结束
19. approve vt.& vi.批准, 通过,赞成
The mayor（市长）approved the new building plans.市长批准了新建筑计划。
I don't approve of wasting time.我不赞成浪费时间。
20. require
require sth.
Most plants require sunlight.大部分植物需要阳光
require sb. to do sth.
Students are required to attend classes.学生必须按规定上课.
require doing= require to be done 需要被…
The floor requires washing.= The floor requires to be washed. 地板需要清洗。
require that…(宾语从句用虚拟语气should)
The situation requires that I should be there.情况需要我在那里。
requirement n需求, 要求
Step II exercises: Do the workbook.
教后记：
课 题 M1U1 课时 16-15 Revision of the grammar(1) 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 To have a revision of the grammar
教学重、难点 The usage of the Attributive clause
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
StepI Revision
Check the homework
StepII Presentation
关系词的选择
1． 在非限制性定语从句中，关系代词作主语，只能用who 指人，which指物；关系代词做宾语，常用whom（口语中有时用who）指人，which指物，它们都不能用that代替。
2． 关系代词作介词宾语，不论是在限制性定语从句中，还是在非限制性定语从句中，当介词前置时，只能用whom指人，which指物；但如果介词后置，则不受这种限制，关系代词还可以省去，特别是在口语中。如：
Do you know the boy to whom she was talking?
Do you know the boy (that) she was talking to?
The pencil (which/that) he was writing with suddenly broke.
3． 在限制性定语从句中，当先行词指物时，关系词可用which或that，二者常可以互换；但在下列情况中，只能用that，不用which：
(1) 当先行词是all, a lot, (a) little, few, much, none, anything, something, everything, nothing等词时。如：
All that can be done has been done.
In this factory I saw little / much that was different from ours.
(2) 当先行词被all, any no, much, little, few, every等限定词所修饰时。如：
We heard clearly every word that he said.
(3) 当先行词是序数词或被序数词所修饰时。如：
The first thing that should be done is to get the tickets.
When people talk about Hangzhou, the first that comes to mind is the West Lake.
(4) 当先行词是形容词最高级或被形容词最高级所修饰，以及先行词被序数词和形容
词最高级同时修饰时，如：
Is that the best that you can do?
That’s the most expensive hotel that we’ve ever stayed in.
This novel is the second best one that I have ever read.
(5) 当先行词被 the very, the only, the next, the last等所修饰时。如：
This is the very book that I want to find.
(6) 当先行词为指人和指物的两个并列名词词组时。如：
The guests spoke highly of the children and their performances that they saw at the Children’s Palace.
She described in her compositions the people and places that impressed her most.
(7) 当主句是以which开头的特殊疑问句时。如：
Which is the car that killed the boy?
4. 在限制性定语从句中，当先行词指人时，关系词可用who(m)或that，二者常可互换。
但在下列情况中，用who(m)，而不用that：
(1) 当先行词是one, ones, any, few, anyone, anybody, someone, somebody, everyone,
everybody等词时。如：
Is there anyone who can answer this question?
He was among the few who managed to live through the enemy prison camp.
注：在非正式文体中可以说：You’re the one that knows where to go.)
(2) 当先行词是he, they, those, people, person等词时。如：
He who wants to catch fish just not mind getting wet.
Those who are against the proposal put up your hands.
注：在固定结构的谚语或习语中，可用he that…。如：
He that promises too much means nothing.
(3) 当先行词有较长的后置定语修饰时。如：
Do you know the writer in blue with thick glasses who is speaking at the meeting?
(4) 在分隔式定语从句中，若先行词指人，为了明确修饰关系，应当用who(m)。如：
A new master will came tomorrow who will teach you German.
There’s only one student in the school who/whom I wanted to see.
I was the only person in my office who was invited.
(5) 两个定语从句同时修饰一个指人的先行词，第二个定语从句常用who(m)来引导，如：
She is the only girl I know who can play the guitar.
5. 在限制性定语从句中，当先行词指人时，在下列情况中，一般用关系词that:
(1) 当主句是以who或which开头的特殊疑问句时。如：
Who is the man that is reading the newspaper over there?
Which of us that knows anything does not know this?
(2) 当先行词被形容词最高级或序数词所修饰时。如：
He is the greatest man that has ever lived.
(3) 当先行词被the only, the very, the last等词所修饰时。如：
She is the only person that understands me.
StepII exercises:
Do the workbook.
教后记：
课 题 M1U1 课时 16-16 Revision of the grammar(2) 主备人 Swan 授 课
时 间 2008.9．
教 学 目 标 To have a revision of the grammar
教学重、难点 The usage of the Attributive clause
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
StepI Revision
Check the homework
StepII Presentation
6. 当先行词被the same所修饰时，关系词既可以用as，也可以用that。在表示具体事物
时，有时两者有一定的区别。一般说来，表示同一种类多用as，表示同一事物多用that。
如：
This is the same instrument that I used yesterday. 这就是我昨天用过的那台仪器。
This is the same instrument as I used yesterday. 这台仪器跟我昨天用过的那台一样。
在抽象概念上，同种类和同一事物是没有绝对区别的，所以两个词可换用：
I have the same opinion as / that you have.
这里要注意的是：
（1） 使用as时，它引导的定语从句中的动词可以省略，但使用that时，定语从句中
的动词不可省略。如：
Women received the same pay as men.
Women received the same pay that men received.
(2) 在“the same…that”结构中，that只是用来加强语气，强调“相同”。that可以省去而不改变句子原意，甚至连名词前的same也可以省去。如：
This is the same instrument that I used yesterday.
= This is the same instrument I used yesterday.
= This is the instrument I used yesterday.
但在“the same…as”结构中，same和as都不能省略。
(3) 当“the same…that”结构中的that作为关系副词用时，不可以直接与as互换。
如：
He lives in the same building that I live.
= He lives in the same building as / that I live in.
Shall we meet at the same place that we last met?
= Shall we meet at the same place that / as we last met at?
7. 当先行词前有such, so, as时，关系词应当用as。如：
A wise man seldom talks about such things as he doesn’t understand.
He spoke in such easy English as everybody could understand.
At this time of the day, all buses and trolleys have to carry as many passengers as they can.
It is so easy a book as every schoolboy can read.
StepIII exercises:
Do the workbook.
’s discuss such things as we can talk of freely.
教后记：
篇11：module 3 unit 1 全单元教案(译林牛津版高一英语必修三教案教学设计)
Unit 1 The world of our senses教案设计
教材整体分析:
1. Welcome to the unit
In this part, students are encouraged to conduct a free discussion about the importance of five senses in their studies and daily life. Students are expected to express their opinions boldly and imaginatively.
2. Reading
The reading text deals with a story about what happened to a young lady on a thick foggy afternoon. The reading strategy of this unit teaches students how to comprehend a story better while reading it. Students will practice identifying these elements.
3. Word power
This section has two parts. In the first part, students will learn that many words in English can have different roles in different types of sentences. In the second part, students will review and learn words used to describe different kinds of weather.
4. Grammar and usage
The grammar focus in this unit is on noun clauses. Students are expected to learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.
5. Task
This section consists of a series of activities which will provide students with opportunities to practice the language skills. And through the three steps, students will learn how to plot a story, prepare a surprise ending and improve their language in storytelling.
6. Project
The project in this unit is designed to help students learn and use English through doing a project. The purpose of this section is to help students use what they have learnt to finish a project by working together.
7. Self-assessment
This section aims to help students determine the progress they have made.
Period 1. Welcome to the unit
Teaching goals:
Encourage students speak out to practice their oral English .
Arose their interest in learning this unit through activities.
Let them know the importance of senses in daily life.
Teaching important and difficult points:
Help students prepare for their discussion, making sure that they are fully prepared before the lesson.
Teaching Procedures
Step1. Brainstorming
Ask students the following questions:
1. With what do we see and hear?
2. How do we know whether a dish is delicious?
3. How do we know that a flower has a pleasant smell?
4. What do we do when we want to know whether the water in the basin is hot or cold?
5. How do we know about the world around us?
As we all know, almost everyone has five senses, which are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, work and relax, but there are some people who have lost one or more of their senses.
Step2 Presentation
1.What would happen if you lost one or two of your senses?
A person who cannot see is blind and someone who cannot hear is deaf..
2. Do you know how blind people can read?
(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)
3. How do the deaf communicate with each other?
(They use body language or sign language.)
Step3 Discussion
Look at the four pictures and answer the question below each picture.
1.What can you see in this picture?
2.How would you judge the length of the two lines?
3.How can you prove that the two lines are straight?
4.Can the symbols be read in only one way?
5.Why are people misled by their own eyes?
Step4 Language study
Fill in the blanks with words that have something to do with “senses”:
When he got there, he _________ that there was a dark hole. He ________ into it, but could ________ nothing. He ________ with his ears, he could _______ nothing, either. He _________ it for a long time. He _______ something strange. He ___________ the side of the hole. It ______ hot. Suddenly some noises were ________ from the hole. It ________ like someone was cooking inside.
Step5 Discussion
1. Read the three questions in the short passage and discuss them in groups of four.
2. Report your answers to the whole class.
Step6 Assignments
1. Preview the reading part, do exercise C1 and C2
2. Preview the reading strategy
Period 2 Reading
Teaching goals:
Improve Ss’ reading ability.
Enable Ss to master some important language points.
Make sure Ss can learn to help each other in their daily life.
Teaching important and difficult points:
Master the use of some language points.
( wish for; reach out ; watch out for; pay back…)
Retell a story with a surprise ending.
Teaching procedures
Step1: Lead-in
Ask students to talk about the climate or the weather in the place where they live:
What’s the weather usually like in spring in Liyang?
Which season do you think is the best? Why?
Do we sometime have foggy days here? When?
How do you feel on a foggy day?
Have you ever lost your way in the fog? What would you do if you got lost in the fog?
Which city has the name of “foggy city”?
Step2: Reading
1. Ask students to go through the passage as quickly as they can and try to find answers to the four questions in part A.
2. Ask students to read the passage again and complete partsC1and C2.
3. Ask students to fill in the blanks according to the text.
Step 3: Listening
Listening to the text and read together with it.
Step 4: Reading strategy
1. Guide students to read the Reading strategy for the article and teach them the elements of a story.
2. Give students another story to read and practice identifying the essential elements of a story.
Step 5: Practice
Ask students to complete Parts D and E.
Step 6: Assignments
1. Finish A1 and A2 on page 90 of the Workbook.
2. Retell the story in their own words.
3. Find out the difficult points in the passage.
Period 3 Language study
Teaching goals:
Help students understand fully of the text.
Deal with some difficult sentences and useful language points
Teaching important and difficult points:
mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, can’t help doing,
Teaching procedures
Step1 Revision
Retell the story:
Help the students retell the story Fog in their own words. Use the chart to help them:
Outside Polly’s working place-----at the bus stop on the street------ in the Underground train-----at Green Park station------- in Park Street------- at the corner of the street----- in the street near King Street------ at 86 King Street
Step2 Difficult sentences
Read and understand the following sentences, then remember in mind:
1. Once out in the street, she walked quickly towards her usual bus stop.
2. ‘Sorry, Miss,’ replied the man, ‘the truth is that the fogs too thick for the bus to run that far.
3. While the rest of the passengers were getting out, she glanced at the faces around her.
4. The tall man was nowhere to be seen.
5. As she walked along, she heard the sound of footsteps, but by the time she reached the corner of the street, the footsteps were gone.
6. Polly found herself staring up at a man standing with his hand resting on her arm.
Step3 Useful words and phrases
Step 4 Assignment
Finish the learning plan.
Period 4 Word power
Teaching goals:
Make sure students can know the different roles some words can have in different types of sentences.
Enable Ss to master the meanings of some words used to describe different kinds of weather.
Teaching important and difficult points:
Train Ss to guess and understand the meanings of the words according to the context and pictures.
Teaching procedures
Step 1 Revision
Check the homework assigned the day before.
Step2 Brainstorming
Step 2. Brain storming
Write down two sentences on the blackboard:
Once out in the street, she walked quickly towards her usual bus stop.
“Here we are, King Street.” He stopped.
Which word has two meanings and two parts of speech?
How many other words which have more than one part of speech can you think of?
Step 3. Parts of speech
1. Ask students to read the speech bubbles on page 6. Make sure that they pay attention to the word rest and get them to describe the f=different meanings of it in different parts of speech. Then have them read the instructions for Part A.
2. Ask students first to complete the table in Part A individually and then to discuss in pairs the answers. Encourage students to make different sentence.. Then check the answers with the whole class.
Step 4. Practice
Ask students to complete part B according to the instructions. Then have one or two of them read the short report.
Step5. Describing the weather
1.Ask students what words they use to describe different kinds of weather. Write down on the blackboard the word students say.
2. Ask students to practice reading in pairs the dialogue in Part A. They may look at the symbols in Part B for reference.
3. Have students first look at the symbols for different kinds of weather and then let them read the weather report in the first speech bubble.
4. Ask students to complete the second speech bubble by looking at the three pictures below it.
Step6. Assignments
1. Finish the learning plan exercise
2. Review the grammar and usage--- noun clauses.
Period 5-6 Grammar and usage
Teaching goals:
Make sure the students understand what the noun clauses are.
Ss should know the different use of noun clauses.
Learn to use conjunctions that, if/whether.
Teaching important and difficult points:
Noun clauses can be used as different parts in a sentence.
The use of that in subject clause and the different use of if and whether.
Teaching procedures:
Step1. Introduction to noun clauses
What is noun?
What is the use of noun?
What is noun clause?(by reading some sentences):
1.When we will start is not clear.
2.Mrs Black won’t believe that her son has become a thief.
3. My idea is that we should do it right now.
4.I had no idea that you were her friend.
Step2. Presentation
1. Ask students to read Part 1 on page8 so that they will know that a noun clause can be used as the subject of a sentence. More sentences can be given to the students.
1) That he will succeed is certain .
2) Whether he will go there is not known .
3) What he said is not true .
4) Where he hid the money is to be found out .
Have students read the sentence in which it is used as an empty subject:
Who will go makes no difference.
= It makes no difference who will go.
That she was able to come made us very happy.
=It made us happy that she was able to come.
2. Ask students to read Parts 2 so that they will know that a noun clause can be used either as the object of a verb or a preposition in a sentence.
1) They know that the habit will kill them.
2) He asked how much I paid for the violin.
3) He made it clear to the public that he did an important and necessary job .
4).I find it necessary that we should do the homework.
Ask students to read the two sentences in which it is used as an empty object.
3. Ask students to read Part 3 so that they will know that a noun clause can be used as the predicative after the link verb be.
1)The question is whether we can rely on him.
2)That’s because we were in need of money at that time .
3)He looked as if he was going to cry .
4)That’s why I was late
4.Explain to students what apposition means. Then have the students read Part 4.
Step3 Practice
Ask the students to read the article on page 9 and to describe the main idea in their own words. Make sure that they know what they need to do and that they can identify all the noun clauses.
Step4 Presentation
Noun clauses beginning with that or if/whether
1.Ask the students to read Part 1, which is about using that to introduce a noun clause.
2. Have students read Part 2, which is about using if or whether to introduce a noun clause.
When do we use if/whether to introduce a noun clause?
When can we only use whether bet not it?
Step5 Practice
Ask students to finish exercises on page11.
Step6 Assignment
1. Finish the exercises in learning plan.
2. Finish C2 on page 92 of the workbook.
Period7---8 Task: Telling a story
Teaching goals:
Make Ss know the sequence of a story.
Train Ss’ ability of telling a story effectively by using pictures with speech bubbles.
Improve Ss’ ability of writing a story by using adjectives and adverbs.
Teaching important and difficult points:
Make sure Ss know the importance of adjectives and adverbs in the story.
Enable Ss to write a story correctly.
Teaching procedures
Step 1 Revision
1. Check homework.
2. Do some exercises to revise the noun clauses.
Step 2 Skills building 1: Plotting a story
1. Ask students to read part A on page 13. They need to know what they have been asked to do and what information they should get when listening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary.
2. Ask students to listen to the conversation and answer the questions in Part B. After they finish this part, let them check their answers with their partners to make sure that they have got the correct answers.
3. Tell students that they will write the beginning of the story using their answers in Part B.
Skills building 2: identifying different elements of a comic strip
Step3: preparing a story with a surprise ending
1. Ask students to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually and then to check their answers with their partners. If they have different answers, have them discuss which answer is better.
2. In pairs, ask students to work out a surprise ending from the five pictures given in Part A. They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Encourage students to use their imagination and create any ending which is surprising. Choose some students’ pictures and show them to the whole class. Ask students to decide which is the best picture with a surprise ending.
Skills building 3: using adjectives and adverbs in stories.
Step 4: improving your story
1. Have students read the guidelines in Part A on page 17. Ask them to go over the adjectives and adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step 2.
2. Ask students to think about what good storytellers will do to make others interested and willing to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practise telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storyteller.
Ask students to read the story of Part A in Writing on page 97 of the Workbook, and then finish Part B. They can do Part B as homework.
Step5 Homework
1. Ask Ss to write a story.
2. Find out the difficult points in Project.
Period 9 Project: Producing a TV show
Teaching goals:
Do some reading.
Improve Ss’ ability of writing.
Get Ss to cooperate with others.
Teaching important and difficult points:
Know the general idea of the passage.
Make sure Ss know how to write an interesting story.
Teaching procedures
Step1 Reading
1. Ask students to read the article Shark attacks and find out as much information as they can about sharks.
2. Have students read the article again and ask them to find out what unique senses sharks have, what senses sharks use to attack humans and what people can do to protect themselves.
3. Ask students to do Part B1 and B2 on page 91 of the Workbook either in class or as homework, so they will have a better understanding of the usage of words and phrases learnt in this section.
4. Ask students to do Parts D1 and D2 on page 93 of the Workbook as homework to review the useful words, phrases and patterns they have learnt in this unit.
Ask students to do the listening exercises in Part A and B on page 96 of the Workbook to learn more about animals’ senses.
Step 2 Language points
I. Deal with some language points for Ss to understand the letters better.
II. If Ss still have questions, help to solve them.
Step3 Producing a TV show
Planning
Ask students to work in groups of four. First ask them to discuss and choose which animal they would like to focus on. Have them write down the animal’s name and one of its unique senses. As some students may keep pets at home, they will be quite familiar with some pet animals such as dogs, cats or fish. They can choose one of the animals that they are most familiar with. Students should also choose what type of show they will produce. Each group member will be responsible for researching information about one aspect of the animal.
Preparing
Students will go to a zoo, watch an animal documentary, read some books or surf the Internet to get the information they need. While they are doing such things, they need to take notes. They will get together to discuss what should be included in their show. They will make a list which focuses on how the animal uses its senses and think about how to present the information.
Producing
Students each work on a different part of the TV show. When the different parts are put together, each group member should read the writing carefully, correct the mistakes and add some new ideas.
Presenting
Each group will take turns presenting their TV show to the class by showing their work and narrating. Students can have a discussion to decide which group’s TV show is the best.
Step 4 Assignment
1.Finish the learning plan
2. Prepare for a test.
Period 10 Self-assessment
Teaching goals:
This part at the end of the unit aims to allow students to determine what they have achieved and what else they can do to improve their study.
Teaching procedures:
1. Do a review test to consolidate what Ss have learned in this unit.
2. Let Ss do the self-assessment. Know the situations and help those Ss who have trouble.
篇12：必修一Test for Unit 1 Module 1(译林牛津版高一英语必修一导学案)
一、单项选择（每小题1分，共20分）：
1. Jumping out of _______ airplane at ten thousand feet is quite _______ exciting experience.
A. /; the B. /; an C. an; an D. the; the
2. ______it is to jump into a pool or go swimming in the sea when you visit Hawaii!
A. What fun B. What a fun C. How fun D. How a fun
3. In order to earn more money for his new car, the young man has to work for three ______ hours in the evening.
A. extra B. many C. else D. another
4. My father _______ take a nap after supper, but now he’s ________ taking a walk.
A. got used to; used to B. used to; used to C. used to; got used to D. got used to; been used to
5. She described in her compositions the people and places __________ impressed her most.
A. where B. that C. which D. who
6. Mother Teresa devoted all her life _________ the weak and the dying.
A. to help B. to have helped C. to be helping D.to helping
7. He didn’t _________ the meeting because he had a bad cold yesterday.
A. show up B. attend C. join D. came
8. I have never been to Beijing, but it’s the place _________.
A. where I’d like to visit B. in which I’d like to visit
C. I most want to visit D. that I want to visit it most
9. I am afraid that I won’t be able to spend the weekend with you in Dalian. _________, I have no money and for another I am too busy.
A. For one thing B. After all C. Above all D. As well
10. __________ looking at the picture, he thought of his father.
A. Immediately B. As soon as C. The moment D. On
11. This is Mr. White _________ I think has something interesting to tell you.
A. which B. whom C. who D. /
12. ---- You were brave enough to raise objections (反对意见) at the meeting.
---- Well, now I regret __________ that.
A. to do B. having done C. to have done D. to be doing
13. The dictionary ________ is sold out in the bookshop.
A. you need B. what you need C. which you need it D. that you need it
14. She was so angry at all ________ I was doing _________ she shouted at me.
A. what; that B. that; what C. which; which D. that; that
15. The country life he was used to _________ greatly since .
A. change B changing C. has changed D. have changed
16. Do tell me the ways you think of __________ the problem as soon as possible.
A. to solve B. solving C. solve D. being solved
17. The old man has two sons, __________ works as a teacher.
A. both of whom B. all of whom C. none of whom D. neither of whom
18. Our football team lost the game again, __________ made us very disappointed.
A. that B. who C. which D. what
19. The club _________ members are music fans meet in the school garden every Saturday afternoon.
A. which B. whose C. that D. what
20. ---- What beautiful weather! Let’s go to climb the Purple Mountain this afternoon.
---- ____________.
A. Why not? B. All right! Go ahead. C. No, I won’t. D. Yes, you may.
请将答案写在下列表格中。
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
二、根据所给单词的中文或首字母完成下列各句，并注意其恰当形式（每小题1分，共20分）：
1. City people want to be outdoors on the weekend and do something ______________ (有挑战性的), like mountain climbing, cycling and so on.
2. On _____________ (平均), men are taller than women by several inches.
3. Finally, the headmaster ______________ (批准) our idea that we could play some music during break times.
4. To her ______________ (满意), she got high marks in the mid-term exams.
5. He often thinks that ___________ (捐赠) so much to the poor can make him very happy.
6. Great changes have taken place in our school in ____________ (最近的) years.
7. I still keep in touch with many of my _____________ (以前的) students who have become my friends now.
8. The BBC said it would ______________ (广播) part of the concert on 7 September at 14:30 BST.
9. So far, he hasn’t become used to _______________ (学术的，学业的) life in a British school.
10. He likes to work near the other glass artists in the school because they can _____________ (交流) ideas and methods.
11. When I got there, I found all the workers were busy making ______________ (准备) for the new project.
12. Nowadays, women are becoming more and more _____________ (独立) for most of them have their own work.
13. In this amusement park, you will have a(n) _____________ (有乐趣的，令人愉快的) day with your family or friends.
14. Everyone is responsible for protecting the environment for the coming ______________ (一代人).
15. Though he has studied in China for only one year, now he is able to speak f____________ Chinese.
16. He is a teacher with much e______________, so he is very popular with the students.
17. When I met her in the street, she was s____________ some gifts for her mother.
18. Our manager is on business, but we still keep him i____________ of how our business is going on.
19. I could never have achieved this without the e______________ of my family and friends.
20. After g_____________ from university, he first worked as a worker in a factory.
三、用所给动词的正确形式填空（10）：
1. According to a recent Us survey, children spent up to 25 hours a week _____________ ( watch ) TV.
2. In this club, all the members ___________________ (require) to attend the meeting every week.
3. I am very lucky ________________ (have) this chance of going abroad for futher education.
4. Students in our class ___________________ ( make ) great progress in the past few months .
5. We can’t use the library at present for its roof (屋顶)_____________________ (repair).
6. In some parts of London, missing a bus means _____________ (wait) for another hour.
7. Listening to some music is one of the best ways ______________ (relax) when you feel nervous.
8. ______________ (look) after a baby is as difficult as working on a new job. Do you think so?
9. Our radio club is great because it _________________ (run) by the students for the school.
10. When the teacher came in, all the students stopped _______________ (talk) and took out of their books.
四、选择合适的词组并用其恰当形式填空（10）：
be fond of look back on in charge of make use of for free
word by word develop in interest in more than be different from make sure
1. Tom was left _________________ the shop while the manager was away.
2. We can scan the text to find certain information instead of reading the whole text __________________.
3. I did not realize schools in the UK ______________________ schools in China until I read this text.
4. Lucy is ________________ our teacher. She is also our friends.
5. When I __________________ my time in the UK, I felt very satisfied and happy.
6. Nowadays, even small children ____________________ surfing the Internet.
7. _________________ you turn off the light when you leave the classroom.
8. As students, we’d better learn to ____________________ our spare time.
9. If you won the first prize in this game, you will have a trip to Australia __________________.
10. My aunt _________________________ teaching Chinese to some American students since she lived in America.
五、句型转换（每空1分，共20分）：
1. In fact, it is difficult for a child to remember all the faces and names in his class in such a short time.
→In fact, it is __________ ____________ for a child to remember all the faces and names in his class in such a short time.
2. When attending the meeting, I sat besides a girl who was called Amy.
→When attending the meeting, I sat __________ __________ a girl ___________ name was Amy.
3. All passengers could get some food and drink as soon as they got onto the ship.
→___________ _____________ onto the ship, all passengers could get some food and drink.
4. Can you tell me how Weihua liked her life in the UK?
→Can you tell me ___________ Weihua _____________ ___________ her life in the UK?
5. Usually, only when you respect others will others respect you.
→Usually, only when you show respect to others will you ___________ ____________ from others.
6. As soon as I got to Shanghai, I paid a visit to some of my old friends.
→____________ _____________ _________ Shanghai, I paid a visit to some of my old friends.
7. I thought you were such a person. We could expect good decisions from you.
→I thought you were such a person ____________ ____________ we could expect good decisions.
8. The old man used to live in a house whose window was broken.
→The old man used to live in a house, the window __________ ____________ ____________broken.
六、根据所给中文，完成下列各句（每小题2分，共20分）：
1、提高英语的最佳途径之一就是每天使用它。
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2、今天下午，我打算去看望一位从英国回来的朋友。
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3、体验这种不同的生活方式对我而言有一点挑战性，因为我不懂英语。
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4、我从图书馆借的那本书非常有趣。
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5、我发现现在的工作不像过去在工厂时的工作那么繁重。
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6、我们班的同学非常友好以至于我很快与他们成为了好朋友。
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7、作为学生，我们要努力学习，实现我们的目标。
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8、当我到家时，我发现爸爸比往常回来的要早。
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9、下周一，孙教授将给我们做一个关于如何学英语的演讲。
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10、校长要求我们所有老师和学生每周一都要参加晨会。
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篇13：模块3 unit 1 reading (译林牛津版高一英语必修三教案教学设计)
Time： Feb.12, No. 02
Topic: Unit 1 Reading
Teaching aims:
1.Words, expressions and sentences: truth, deserted, reach out, watch out for
2. Enable the Ss tolearn to analyze the story.
3. Help the Ss learn reading strategy..
Teaching important & difficult points:
Learn about the plot of the story.
Teaching methods: Discussion and task－based activities
Teaching aids: A computer and a projector
Teaching procedures & ways
Step I Lead-in
Talk about the climate or the weather:
What’s the weather usually like in spring / summer … here?
Which season do you think is the best? Why?
Do we sometimes have foggy days here? When?
How do you feel on a foggy day?
What would you do if you got lost in the fog?
Step II Practice
1. Go through the passage and try to answer the questions in Part A.
2. Read the passage again and complete Parts C1 and C2.
3. Fill in the chart.
Part Place Time & weather Person(s) What happened Polly’s thought or feeling
Part 1 Outside Polly’s work place At 4 p.m. foggy Polly She left work early. She wondered if the bus would still be running.
Part 2 At the bus stop in the street Later Polly; the bus conductor The fog was too thick for the bus to run to King Street, where Polly lived.
Part 3 In the underground train; at Green Park station Later Polly; a tall man A tall man in the dark coat is on the train. She sensed she was being watched.
Part 4 In Park Street;
At th ecorner of the street When Polly got to the station, the fog lay like a thik, grey cloud. Polly; a man A rough hand brushed her face. Her heart was beating with fear.
Part 5 In the street It was dark. Polly; an old man The old man took her hand and helped her find the way. She wished for someone to come along. Fear held her still. She began to feel frightened again.
Part 6 Outside Polly’s house at King Street Late that day Polly; the old blind man The old man left to help more people in need. Polly was thankful.
4. Reading strategy.
The elements of a story
Focus on what happened, when it happened, where it happened, why
it happened and who was involved in the event
5. Retell the story in their own words acording to the route that Polly took home.
Outside Polly’s working place → at the bus stop on the street → in the
Underground train → at Green Park station → in Park Street
→ at the corner of the street → in the street near King Street
→ at 86 King Street
Step III Homework
List all the language problems.
Read the article in Part B in Reading in the Wb.
篇14：模块3 Unit 1 Welcome to the unit(译林牛津版高一英语必修三教案教学设计)
Unit 1 the world of our senses
Period 1. Welcome to the unit
Teaching goals:
Encourage students speak out to practice their oral English .
Arose their interest in learning this unit through activities.
Let them know the importance of senses in daily life.
Teaching important and difficult points:
Help students prepare for their discussion, making sure that they are fully prepared before the lesson.
Teaching aids: candy, stone
Teaching methods: talking, discussion
Teaching Procedures
Step1. greetings and lead-in
Lead in the five senses by asking the students about their life experiences. Show the Ss sth like some candies, a stone. Ask the following questions:
1. what’s this?(a candy) with what can you see it?(eyes) sight
2. if we don’t use our eyes, how can we know it is a candy?
---it smells nice. I can tell it by using my smell sense.
3. who would like to taste it? Ask him/her to describe it.
---the candy tastes sweet. I taste it with my tongue.
4. give the student a stone to touch. Ask them to guess what it is, and tell how they can guess it.
--- the stone feels hard and cool when I touch it.
5. can you hear me? With what you can hear me?
---our ears. (hearing)
T: so , we know almost everyone has five senses: sight, hearing, taste, smell and touch. They are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, work and relax, but in fact, there are some people who have lost one or more of their senses. Today, we will learn something about our senses. Please turn to page 1.
Step2 Sharing information
Ask the students to read the instructions and the short passage. Ask them if there are any difficult sentences or phrases. Ask the students to answer some questions:
1. Do you know how blind people read?
(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)
2. How do the deaf communicate with each other?
(They use body language or sign language.)
3. can good senses sometimes confuse us? Yes.
Then ask the Ss to look at the four pictures and answer the questions below them.
P1: if they look at the white part, they can see a vase. black part---two faces.
P2: the two lines are of the same length. The different kinds of arrowheads may mislead our sight. How: A ruler to measure the lines./ cover both ends of the lines.
P3: yes, they are. How: place a ruler next to the line./ to draw more straight lines which run parallel to the lines. Not to be affected by the surrounding lines.
P4: the symbols in line b can be read as the letters K B R M . B/13 4.Can the symbols be read in only one way?
Then ask the Ss to think about them and answer the questions:
Q1: what can we learn from observing the four pictures?
Sometimes even if we have good senses, we can still be confused. So, when judging things, we should try our best to get the real features of the things.
Q2: why are people misled by their own eyes?
Because the background or other lines confuse the eyes. Also, what we expect to see can change what we see. (in fact, the brain is confused and not the eyes.)
Step 3 discussion
Then ask the Ss to discuss the 3 questions below, and to report their answers.
Suggested answers: 1. when we listen to our favorite music, we often close our eyes and just want to listen with our ears. 2. I think in learning english, the sense of sight and hearing help me a lot. I usually listen to the tape before I read. While I am listening to the tape, I will look at the text. And I often read english text aloud. The combination of the two senses helps me remember what I have learnt. 3. Beethoven 贝多芬: composer, deaf in 1818, the ninth symphony Blind Abing: erhu solo, 二泉映月 Hawking: the brief history of time black hole 张海迪：多种语言，会针灸，《轮椅上的梦》 helen keller: “if I had the power of sight for 3 days”
Step 4 activities
In order to improve the Ss’ speaking ability, ask the Ss to turn to Page5, and make up a dialogue to talk about senses. They can talk like the given sample dialogue.
Step5 explanation of language points.
Step6 summary and homework
1. Preview the reading part, do exercise C1 and C2
2．Review the talking of senses.
The design of the blackboard
Welcome to the unit
five senses
We … With… The sense…
See Eyes Sight
Hear Ears Hearing
Taste Tongue/taste buds Taste
Smell Nose Smell
Touch/feel Hands/feet/skin touch
Blind Braille deaf sign language/body language
The record after teaching
篇15：模块3 Unit 1 Welocme to the unit(译林牛津版高一英语必修三教案教学设计)
Teaching aims:
1. Enable the Ss toknow 5 senses and their usages.
3. Help the Ss learn how people can make better use of their senses.
Teaching important & difficult points:
Learn about the 5 senses.
Teaching methods: Discussion
Teaching aids: A computer and a projector
Teaching procedures & ways
Step I Free talk
Say something about their winter holidays:
Did you enjoy yourselves in the holidays?
How did you spend their holidays?
What is the most exciting part of your holidays?
What’s your plan for the nw term?
Step II Presentation
1. Ask the Ss the following questions:
With what can we see ang hear?
How can we know whether a dish is delicious?
How can we know that a flower has a pleasant smell?
What do we do when we want to know whether the water in the basin
is hot or cold?
2. Fill in the form:
We do With the sense
see Eyes sight
hear Ears hearing
Taste tongue/ taste buds taste
Smell nose smell
Touch/ feel everywhere of the body touch
Questions: people who can’t see --- blind
People who can’t hear --- deaf
What would happen if you lost one or two of your senses?
Step III Welcome to the unit
1. Read the instructions and the short passage.
Tick the sentences that they don’t understand.
Sometimes senses affect one another.
For example, people have trouble recognizing taste when the
food is the wrong color.
affect v. = have a bad effect on
Questions: What language is used by the deaf?
How do the blind communicate with each other?
2. Look at the 4 pictures and answer the questions below.
No 1: In the darkness, the sense of hearing & touch
become more sensitive because we can’t see anything; When
we listen to our favorite music, we will close our eyes and just
want to listen with our ears; Wneh we read an interesting story,
we’ll lose ourselves in it and hardly hear anything around
us; When we eat something, we not only taste or smell it, we look
at it as well.
Question: Why are people misled by their own eyes?
The background or other lines confuses the eyes. Also,
what we expect to see can change what we see.
It’s more the brain that is confused than the eyes.
3. Groupwork
Discuss the 3 questions
4. Read the article in Reading in their wormbook.
About Beethoven.
Beethoven / a German composer / deaf / symphony
Abing / Chinese / blind / erhu solos
Step IV Homework
1. Try to make a careful plan for the new term.
2. Preview the Reading.
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