模块3 Unit 2 teaching plan(译林牛津版高一英语必修三教案教学设计)

【导语】“taogates”通过精心收集，向本站投稿了16篇模块3 Unit 2 teaching plan(译林牛津版高一英语必修三教案教学设计)，今天小编在这给大家整理后的模块3 Unit 2 teaching plan(译林牛津版高一英语必修三教案教学设计)，我们一起来看看吧！

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

Teaching aims:

1 Encourage students speak out to practice their oral English.

2 Arose their interest in learning this unit through activities.

3 Deal with some words for the reading

Teaching important points

Know something about different kinds of languages

Teaching difficult points:

Encourage the students to share their opinions by fully participating in the discussion in order to realize how they and other people use their senses in their studies and daily life.

Teaching methods:

Pair and group work

Teaching aids:

Blackboard

Teaching procedures

Step 1 Lead-in

Show the students a piece of paper money,then ask them the following questions:

I.

How many languages are there on the paper money?Do you recognize all the languages on it?What are they ?

What is Braille?

Who invented Braille? II.

What does this sign mean in Britain?

Do you think the same sign means the same to people all over the world?

Can you show some examples and explain them?

Who needs to use sign language a lot in their daily life?

III

:- ) 1 What does this emoticon mean?

2 What is an emoticon?

3 When do people usually use this kind of language4 Can you give me some other emoticons?

:-( :-O :-D

:-P 8-) :~-(

IV.

Do you believe animals can ‘talk’?

How do animals communicate with others?

Can you give some examples?

How do bees communicate with each other?

Step 2 Learn more informationRead the article on Page 102 in their workbook. They will learn more information about the language of bees.

Step 3 Sharing informationEncourage them to discuss the three questions listed under the five pictures on P21.

Have students exchange their opinions and make sure each individual has a chance to express themselves.

Period 2 Reading Teaching aims:

1 know how to read a history article with the help of a time chart.

2 gain an overall understanding of the article and enhance reading abilities.

3 learn to adopt different ways to read different types of articles.

4 master the usage of the new words and phrases.

5 get a better understanding about English culture

Teaching important points

Teaching difficult points:

Teaching methods:

Pair and group work

Teaching aids:

Blackboard & multimedia

Teaching proceduresStep 1 Lead-inImagine one day if you talk with a person from ancient times, can you understand him easily?

God be with ye!

God bwye!

God be with you!Goodbye!

Step 2 Reading-comprehension

1. SkimmingQuestion:

If we divide the development of English into three parts, what are they?

Finish Ex.A on page 22

2. Scanning

1)What changes happened during three periods?

2)Where did the Angles, the Saxons and Jutes come from?

3)Why can similar pairs of words be found in the English language?

4) What was the German plural form replaced by?

5) Which King of England made English used as the official language?

6) When did Modern English appear?

3. Careful reading

Questions:

I. Fill in the form according the content of the article.Time Events

Before the middle of the 5th century

People in Britain all spoke a language called Celtic

At the end of the 9th century

The Vikings invade Britain and brought their language

By the 10th century

Old English was the official language of England

In 1066

The Normans conquered England and took control

By the latter of the 14th century

English was adopted by all classes in England

In 1399

Henry IV became King of London and used English for all official occasions.

During the Renaissance in the 16th century Modern English began

II. Fill in the chart

eventsInvaded by the

Three Germanic the Vikings Normans Henry Ⅳ the RenaissanceTribes invaded conquered became King

450 At the end of 9th 1066 1399 16thlanguage

Step 3 Reading strategy

Step 4 Exercise:

P24~25 Part C1, C2,D1, D2，E

P106 A1, A2

Step 5 ConsolidationActivities: Organize students into groups of four. One is a linguistic expert and the other three are journalists. An expert English linguist will make a brief introduction about the development of the English language.

If time permits, the teacher can select another article for students to practice reading history articles.

Period 3-4 Language Points

Teaching aims:

Deal with some words for the reading

Teaching important points

Useage of some words and phrases

Teaching difficult points:

Learn the useage of some words and phrases

Teaching methods:

Pair and group work

Teaching aids:

Blackboard

Teaching procedures

1 throughout 贯穿、遍及

(1) prep. He is famous throughout the world. 他闻名于世界。

It rained throughout the night. 雨下了一整夜。

(2) adv. The house was painted white throughout. 这所房子全都被粉刷成了白色。

2 be made up of 由---组成、构成

be made from 由--制成 Wine is made from grapes.

be made of 由---制作成 What’s your shirt made of?

be made up of 由---组成

3 confusing 令人困惑的 adj. confused 糊涂的，迷惑的 adj.

The instructions on the box are very confusing. 盒子上使用的说明令人费解。

People are confused about all the different labels on food. 人们被那些五花八门的事物标签搞得稀里糊涂。

confuse v. 使某人迷惑 confuse A with B.

confusion n.不确定，困惑，混淆

4 European

adj.欧洲的，全欧的 European languages 欧洲的语言

the European Union 欧盟

n. 欧洲人

Europe n. 欧洲

5 create v. 创造、创作、创建

The government plans to create more jobs for young people. 政府计划为年轻人创造更多的就业机会。

v. 引起，产生（感觉或印象）

The company is trying to create young energetic image. 这家公司正在试图塑造一个充满火力的年轻形象。

creator n.创造者 creation n. 创造、创建，创造物 creative adj. 创造性的

6 nowadays adv. 现今、目前

Nowadays most kids prefer watching TV to reading. 现在大多数孩子都喜欢看电视而不喜欢读书。

7 consist vi 组成，构成

consist of 由---组成（构成）

The United Kingdom consists of Great Britain and Northern Ireland.

联合王国包括大不列颠与北爱尔兰。

consist of doing sth.

His job consists of helping old people who live alone. 他的工作包括帮助无人照顾的独居老人。

consist in 在于，存在于

The beauty of the city consists in its building.

8 pick up / lift up 抬高、吊起

She went over to the crying child and picked(lifted) her up.她走到啼哭的孩子身边，把她抱起来

pick sb. up 接某人，让人乘车，搭载

pick sth. up. 偶然得到，听到，学会

9 contribute vi.& vt 贡献, 起作用，有助于促成，出力，做出贡献

(1) contribute sth. to sth. 捐献、捐助

contribute to the Red Cross向红十字会捐献

(2) contribute to sth. 是---原因之一

Medical negligence was said to have contributed to her death.

据说医务人员的玩忽职守是她死亡的原因之一

10 take control of 控制，取得对---控制

under control of 在---控制之下

lose control of 失去对---控制

in the control of 在---控制之下

11 rule vt. 控制

At that time John ruled England. 当时是约翰统治着英格兰。

rule over sb/sth. 控制、统治、支配

n. 常规，习惯，统治，管理

That’s why English is a language with so many confusing rules.

12 replace 取代，替换，代替，更新，把---放回原处

replace sb/sth with(by) sb/sth.

Teachers will never be replaced by computers in the classroom.课堂上电脑永远不会取代老师

Replace the magazines after reading. 阅读过后请把杂志放回原处。

13 raise vt. 饲养牲畜，抚养小孩

They were both raised in the south. 他们都是在南方长大的。

Many English people worked as servants who raised animals and cooked for the Normans.

vt. 增加，提高

I have never heard him even raise his voice. 我甚至从没听到他提高过嗓门儿。

vt.引起，导致, 使出现

The plans for the new development have raised angry protests from locals.

新的开发计划惹得当地居民愤怒反抗。

14 adopt v.

1). 采用, 采纳; 正式通过

adopt sb.'s methods of teaching 采用某人的教学方法

adopt an idea 采纳意见

adopt a report 接受报告 沿用, 借用(别国语言等)

English was adopted by all classes in England.

2).收养, 立嗣 adopt a child 收为养子

15 include verb. 包括；包含

The tour included a visit to the Science Museum.这次旅游包括参观科学博物馆。

We all went, me included. 我们都去了，连我在内。

including prep. 包括---在内

It’s ￡7.50, including tax. 包括税款在内共7.5英镑。

16 pronounce v. 发音，读音，正式宣布

Very few people can pronounce my name correctly. 很少有人能把我的名字念正确。

pronunciation n. 发音，读音

17 have an impact on sth. 对某事（物）有影响

impact n. 巨大影响，强大作用

Her speech made a profound impact on everyone. 她的讲话对每个人都有深远的影响。

impact v. 对某事物有影响，有作用

Her father’s death impacted greatly on her childhood year. 父亲去世对她的童年造成巨大影响。

18 result in sth. 导致，造成

Acting before thinking always results in failure. 做事不先考虑总会导致失败

19 upper class 上层，上流社会，上等阶层

Her family is very upper class. 她的家庭地位显赫。

20 undergo huge changes 经历，经受巨大的变化

undergo repairs 经历检修

undergo undergone

21 depend on (upon) sth. / sb. 依赖，依靠，确信，指望

He was the person you could depend on. 他是你可以信赖的人。

Can we depend on you coming in on Sunday? 我们能指望你星期天来参加吗？

在非正式英语中，在what, how 或whether等词前常用depend而非depend on.

在正式的书面英语中，depend 后总是跟on或upon, upon较正式，不如on 常用。

22 record vt. 记录，记载

Her childhood is recorded in the diaries of those years. 她的童年生活都记在当年的日记里。

record vt. 录制，录音，录象，复制

Did you remember to record ‘Friends’ for me? 你记得为我录下电视节目《朋友》了吗？

record n. 书面记录，唱片，（有关过去的）事实，记录，经历

You should keep a record of your expense. 你应该记下你的各项开支。

a record company 唱片公司

break the record 打破记录， set a new record 刷新记录

Sentences

1 Despite this fact, French still had an impact on the English language.

despite 不管，尽管 in spite of

Despite applying for hundreds of jobs, he is still out of work. 尽管申请了数百个工作，但仍然在失业中。

2 It is certain that this process will continue, and people will keep inventing new words and new ways of saying things.

It is certain ---这里it 是一个形式主语指that 所引导的名词性分句。

Period 5 Word PowerTeaching aims:

1 Enlarge their vocabulary by distinguishing formal English from informal English.

2 Know different countries and their official languages.

Teaching important points:

Remember some words and try to use them freely.

Teaching difficult points:

Distinguish formal English from informal English.

Teaching methods:

Pair and group work

Teaching aids:

Blackboard

Teaching procedures

Step1. Formal and informal English

I. Read the instructions to formal and informal English.

Questions:

1. What is formal English?

2. What is informal English?

II. Compare the formal English words with the informal English words listed in the chart on page 26.

III. Read the letter on page 26.

IV. Language points

1. a large amount/number of

2. sort out:

3. have a word with

4. take actions = take measures = take steps

5. stop/prevent sb. (from) doing = keep sb. from doing

.

V.ConsolidationRewrite a letter on Page 26Do Part A and Part B on Page 104.

I. Lead-in

Imagine that you have just finished your round-the-world travel, your friends are very interested in it. They are asking you a lot of questions about the countries.

II. Fill in this chartCountry Official language(s) People Capital

Australia English Australia Canberra

Greece

Athens

Spain

Madrid

Egypt

Egyptian Cairo

Russia

Moscow

France

Pairs

Mexico

Mexican Mexico City

Japan

Tokyo

Italy

Rome

German

Berlin

Canada

Canadian Ottawa

Switzerland French/German/Italian

Bern

Period 6 Grammar and UsageTeaching aims:

1 learn about what noun clauses introduced by question words are, the functions of each clause and the word order of the clause.

2 know the empty subject it acts as the grammatical subject of the sentence and in what situations it is often used.

Teaching important points

Noun clauses

Teaching difficult points:

Noun clauses introduced by question words

Teaching methods:

Pair and group work

Teaching aids:

Blackboard & multimedia

Teaching proceduresI. Noun clauses introduced by question words

Step 1 引导名词性从句的连词分为三种：

连词 that

连接代词 who, whom, whose, which, what

连接副词 when, where, how, why 等。

Step 2 从整句结构 和 从句结构的分析入手

1 Who was responsible for the accident is not yet clear?

连接代词

2 You can begin to see why English has such strange rules.

连接副词

3 My idea is that we should spend our holidays by the seaside.

连词 thatStep 3. Revise the definition of a noun clause

Go through and find as many noun clauses as they can.

Show them on the screen and let students read. Find out what sentence element each clause is.

Step 4 ConsolidationPart C1 on Page 100II. Empty subject it

Step 1 Try to find the real subject

It is important for us to learn English well today.

It is no use wasting your time reading such books all day.

Conclusion: the subject is a noun clause, a to-infinitive or a v-ing form. (Part A on Page 31)

Step 2 Translation:

1 要掌握一门外语是困难.

It is hard to master a foreign language.

To master a foreign language is hard.

Read Part 1 on Page 30.

Step 3 Rewrite the sentencesIt seems that he speak two languages.

= He seems to speak two languages.

My new neighbour happens to come from my hometown.

=It happens that my new neighbour come from my hometown.

Draw students’ attention to Part 2 on page 30.

Step 4 how to emphasize the element in a sentence by using Empty Subject it(先复习以前所接触的强调信息的一些方法)

Jane gave Mary a handbag at Christmas.

It was Jane that / who gave Mary a handbag at Christmas.

It was Mary that Jane gave a handbag (to) at Christmas.

It was a handbag that John gave Mary at Christmas.It was at Christmas that John gave Mary a handbag.

Conclusion: It + be的一定形式+被强调部分+that /who分句

形式主语和形式宾语的应用： 当主语从句比较长，主句比较短时，通常用形式主语it，而把从句放在后面，如： （1）It is said that they have succeeded in working out the problem.

（2）It was important that we should make the plan carefully.

（3）It remains a secret how the animals came to live in the sea.

当宾语从句后面有补语的时候,我们也需要用形式宾语it, 而将宾语从句放在补语之后,如： （1）I found it very difficult that one learns several languages at the same time.

（2）He thinks it necessary that we should be given more time practising oral English.

（3）He made it clear that he would leave the office soon.

Step 5 ConsolidationHave students do C2 on page 100 in their Workbook

Task(7-8) Teaching aims:

1. practice their language skills of listening, reading, speaking and writing.

2. learn how to anticipate a response, how to conduct a survey and how to write a report.

3. get the knowledge about body language and the customs of other countries.

Teaching important points

Noun clauses

Teaching difficult points:

Noun clauses introduced by question words

Teaching methods:

Pair and group work

Teaching aids:

Blackboard & multimedia

Period 7 Skills Building 1 Anticipating a response

Teaching procedures

Step 1 Lead-in

Talk about past experience and find out the differences on customs between Chinese people and Westerners.

Ask some groups to report their results.

Step 2 ListeningShow the questions on the screen.

Before reading, have Ss read Statements 1 to 9.

Listen to the tape and decide which one is right and which is wrong.

Step 3 Filling in a chart Have students listen to the recording confirm their predicted answers. Finish the chart on P33.

Step 4 Guess

Period 8 Skills building 2~3

Teaching proceduresStep 1 Revision

The meanings of different gestures.

Step 2

Read the guidelines on page34

Practise writing questions.( page34)

Step 3 Presenting the questionnaire

Students must present their questionnaire on the screen via the projector and the information they need.

Step 4 ResultsQuestion 1 Question 2

Total number of a _____ b ______ Total number of a _____ b ___

Question 3 Question 4

Total number of a _____ b ______ Total number of a _____ b ____Step 5 Organizing a report1 Introduction – What the report is about

2 Procedure/ Method- What you did to find the information.

3 Results/Findings –What you found out or proved in.

4 Conclusion – A summary of the report.

Organize the sentences on page36 into the appropriates.

Step6. Writing a reportAsk Ss to read the instructions in Step3.

2. Help the Ss write their reports.

Period 9 Project Teaching aims:

learn and use English through doing group works.

read and use the background information to complete their booklet.

learn how to design a booklet.

know more about the history of Chinese character.

learn and master the words and phrases in the article.

Teaching important points

know more about the history of Chinese character.

learn and master the words and phrases in the article.

Teaching difficult points:

learn and master the words and phrases in the article.

Teaching methods:

Pair and group work

Teaching aids:

Blackboard & multimedia

Step 1 Lead-inQuestions:

1 As a Chinese, do you know anything about the history of the Chinese Character?

2 Do you know the relevant simplified Chinese character of each of the following? (根据繁体字写出简体字)

Step 2 SkimmingWhen do we use the simplified Chinese characters?

Step 3 Scanning1 Why did Chinese people invent numerous characters?

We invented characters to represent ideas, objects or actions.

2 According to the legend, who invented Chinese characters? How did he get the idea?

3 How did we combine two or more elements to express ideas? Can you give us an example?

4 What charcaters are called pictophonetic ones?

Step 4 Main idea of each part

Subsections Main idea

Paragraph 1 Brief introduction of Chinese characters

Paragraph 2 The origins of Chinese characters

Paragraph 3-6 Form and development of Chinese characters

Paragraph 7-8 Pronunciation of Chinese characters and simplified Chinese characters

Step5 ConsolidationHave the group work and give more examples of how Chinese characters were formed.

Guess what kind of characters they are.

Step 6 Designing a bookletPlanning

Preparing

Producing

Presenting

Period 10 Language points

1 differ vi. 相异 differ from 相异，有区别，不同于

French differs from English in this respect. 在这方面法语不同于英语。

differ with sb. on sth. 与某人就某事意见相左，持不同看法

I have to differ with you on that. 在这一点上我不能同意你的看法。

difference n. 不同点 different adj. 不同的

2 represent vt. 代表，作为-象征，作为---代表

Each colour on the chart represents a different department.

图表中的每一种颜色都代表一个不同的部门。

The President was represented at the ceremony by the Vice-present.

副总统代表总统出席了这次庆典。

3 combine vt. 使结合，组合，联合，混合

combine A with B. 使---与---混合，结合

combine theory with practice 使理论与实际相结合

combine A and/ with B. 兼有，兼备，使并存

This model combines a telephone and a fax machine.这种型号同时具备电话机和传真机的功能

4 complex adj. 复杂的, 难懂的，费解的，（语法）复合的

the complex structure of the human brain 结构复杂的人脑结构

complex sentence 复合句

n. 建筑群，相关联的一组事物

The four-building complex will include a library, a museum, an auditorium and a planetarium.

由四栋房屋所构成的这座综合建筑将包括一个图书馆、一个博物馆、一个礼堂及一个天文馆。

5 as a whole adv. 总体上，作为一个整体

The festival will be great for our city and for the country as a whole.这次会演对我们城市乃至整个国家将是意义重大的。

6 original adj.起初的，原来的，最早的 an original painting 画的原作

n. 原作，原稿

originally adv. 起初，原来

The school was originally very small. 这所学校当初很小。

Originally, we had intended to go to Italy, but then we won the trip to Greece. 我们本来打算去意大利，但后来赢得机会去了希腊。

7 turn into 使变成，拐入，进入

8 reflect vt. 反映，反射，表达，显示

Her face was reflected in the mirror. 他的脸映照在镜子里。

Many newspapers reflect the opinions of the children. 许多报纸都反映了儿童们的看法。

reflect on / upon vi. 思考, 沉思, 反省

She was left to reflect on the implications of her decision.

由她负责考虑她这个决定会牵扯哪些问题。

带来不良影响; 丢脸, 谴责; 归咎; 有关系(on, upon)

The child's bad behaviour reflects on his home training.

这孩子的坏行为归咎于家教不严。

9 indicate vt. 表明；显示；象征；暗示；指出

Research indicates that eating habits are changing fast. 研究显示，饮食习惯正迅速改变。

A signpost indicated the right road for us to follow. 路标指给我们应走的路。

Fever indicates sickness. 身体发烧表明有病。

During our meeting, he indicated his willingness to cooperate. 在我们会晤期间，他体积了合作的意愿。

篇2：译林牛津模块3 Unit 2 词组(译林牛津版高一英语必修三教案教学设计)

Module3 unit2 language

Welcome

1. in a broad sense从广义上讲

2. transmit information传播信息

3. various forms of language语言的各种形式

4. stand for a beaming smile代表灿烂的微笑

5. all over the world/ throughout the world全世界

6. fly in circles 绕圈飞行

7. inform sb of/ about sth.通知某人某事

keep sb informed of sth使某人被通知

8. including sth/ sth included包括某事

9. share sth with sb与某人分享某物

10. make a special Internet language构成一种特殊的因特网语言

11. have some effective methods for studying the English language

有一些学习英语的特殊方法

Reading

1. throughout history贯穿历史；throughout the world/ all over the world

2. be made up of/consist of由…组成

3. a language with some confusing rules 一种带有令人迷惑规则的语言

4. bring sth with sb to sp将某物待在身边带到某地

5. at the end of the 9th Century 在九世纪晚期

6. a language called Celtic一种叫做凯尔特的语言

7. be different from与……不同

8. It’s certain that… …是确定的

9. the official language of England英国官方语

10. sb find it hard to do sth觉得做某事很难

11. This is because…/ That is why…表语从句句型

12. have similar meaning in …有类似的意思

13. contribute to / result in/ lead to/cause the development of……导致……的发展

14. sb take control of控制

15. sb lose control of失去控制

16. be replaced by/ with；设备sb take the place of sb 被…代替

17. despite the fact/ in spite of the fact尽管事实如此

18. have an impact on(the English language)对…巨大冲击

19. at this point在此期间

20. raise animals 饲养动物

21. the upper/lower class上(下)层阶级

22. common people普通人（地位相对低的）

23. by the latter half of the 24th century到24世纪下半叶

24. be adopted by被…采用

25. one’s mother tongue/ one’s native language母语

26. undergo huge changes(underwent, undergone)经历巨大变化/ undergo treatment接受治疗

27. continue doing/ continue to do sth继续做某事

28. a sequence of events一系列事件

29. relate… to…与…相关

30. official occasions官方正式场合

31. modern English/life/science and technology现代英语/生活/科技

32. make a promise; keep /break one’s promise做许诺；遵守诺言/食言

33. promise to do sth许诺做某事

34. a promising boy一个有前途的男孩

35. disagree with what =everything that =all that sb say

1.The English language is made up of/consists of the rules and vocabulary each group of people brought to Britain with them.

英语是由每个进入不列颠的人群所说语言中的规则和词汇构成的。

2.They brought with them their languages, which also mixed with Anglo-Saxon.

他们带来了自己的语言，与盎格鲁萨克森语混合起来

3.The language they created is what we now call Old English.

他们创造的语言就是我们现在所说的古英语。

4.Middle English is the name given to the English used from around the 12th to the 16th century.中古英语这个名词是指大约12世纪至16世纪期间所使用的英语

5.However, the Norman conquest did not have the same result that the Germanic invasion had had about 600 years earlier.

然而，诺曼征服并没有给英语带来大约6前日耳曼入侵所带来的相同后果。

6.The question of English will continue changing in the future is easy to answer.

英语在未来是否会继续变化这个问题其实很容易回答

7.Where a person comes from will affect their style of speech.

一个人来自哪里会影响他们说话的风格

8.There are many different dialects of English depending on where people live.

根据人们居住的地方（的不同）有许多不同英语方言。

9. We sometimes find it hard to decide which words or phrases to use

我们有时发现很难决定用何词和短语。

10.This is where I disagree.

This is what I disagree to.这就是我不赞同的地方。

Word power & Grammar & Task

1. spoken English/written English口语、书面语

2. a large amount of / a great deal of+不可数n

3. a large number of/ a great(good) many+可数n复

4. a large quantity of/plenty of+可数/不可数n

5. sort out=arrange安排

6. discard=throw away丢弃

7. I regret to inform you我遗憾地通知你

8. in addition=plus除此之外

9. have a word with=speak to与某人谈话

10. have words with sb与某人吵架

11. take sth into consideration考虑某事

12. five permanent members of the UN Security Council五个联合国安理会常任理事国

13. take action/measures to do sth采取行动做某事

14. set high standards for设一个标准

15. below standard在标准以下

16. up to the required standard超过被要求的标准

17. make a decision做决定

18. at one time曾经（at times 有时候）

19. at a time一次

20. keep … pure使…纯化

21. due to/because of/thanks to/ as a result of/owing to由于

22. ban sb from doing sth阻止某人做某事

23. easily accessed television programs容易接受的电视节目have access to

24. get along/on with sb与某人相处

25. There is no need to do sth没有必要做某事

26. waste time doing sth浪费时间做某事

27. It’s a waste of time to do/doing sth

28. shorten the distance缩短距离

29. embarrass sb into doing sth做某事使某人尴尬

30. refuse to accept an idea拒绝接受一个主意

31. from across the world从全世界

32. adopt one’s suggestion/a new teaching method

采纳某人的建议/一种新的教学方法

project

1. A differ greatly from B in size and shape

A与B 在尺寸及形状方面大大不同

2. the very first Chinese characters真正第一批简体中文

3. change over time随着时间改变

4. as a whole作为整体

5. on the whole（常用于句首）

6. combine two or more elements together把两种及更多种元素结合起来

7. the symbol for a man代表人类

8. be the opposite of sth是…的相反

9. Opposite our school are two shops.（倒装句）

10. Opposite our school is a shop.

11. be highly complex非常复杂

12. reflect one’s thought反应某人的思想

13. simplified Chinese characters简体中文

14. be widely used in mainland China在中国大陆广泛使用

15. The way a written language developed can tell us just as much about a culture as the history of a spoken language.书面语发展方式表示出来的文化就像口语的历史表示出来的文化一样。

16. The Chinese language differs from many Western languages in that it uses characters which have meanings and can stand alone as words.

汉语和许多西方语言不同，区别在于汉语使用本身就有意义，可以独立成字的汉字。

17. Not all characters are used to describe objects.=

All characters are not used to describe objects.=并非所有汉字都用来描述事物的。

篇3：必修3 Unit 3 project(译林牛津版高一英语必修三教案教学设计)

Project Creating an illustrated time chart

Part A

Step I Reading

Read the article and try to get the main idea of each paragraph

:Paragraph 1 Main events in Rome and China between 753 BC and 479 BC.

Paragraph 2 Similarities between China and Rome during the Han Dynasty.

Paragraph 3 Both Rome and China influenced areas between 212 BC and 100 BC.

Paragraph 4 Rome and China had a difficult time in the following hundred years.

Read the article again and answer the following questions:

1. When did Rome become a republic and what happened in China then?

2. When was China united and by whom?

3. Which city did Han Dynasty have as its capital? Where is it now?

4. What did China and Rome have in common during the Han Dynasty?

5. When was Silk Road was in use? And what was it used for?

6.When did the trade between China and Rome begin? What goods were traded?

7. When did Han Dynasty fall and what did it result in?

8.When was Roman Empire ended? Was it the same story for China?

Step 2 Time chart

Read the time chart carefully and answer the following questions:

1. What happened in both China and Rome in the year 509 BC?

2. What about the year 27 BC?

3. When was Confucius born?

4. How long did the Han Dynasty last?

Conclusion:

What is a time chart?A time chart should be a chart marked with time periods and important events that take place in certain time periods.

Part B Creating an illustrated time chart

Steps for creating an illustrated time chart

PlanningWork in small groups and do the following:

1. Discuss and research time periods in history you are interested in.

2. Choose one as the time period you will illustrate in your time chart.

3. Discuss the tasks for each member.

Research ________________

Write the outline _________________

Illustrate the time chart ____________

Present the time chart ______________

Preparing 1. Find information from various sources on the time period.

2. Sort the information by date.

3. Discuss the information and decide what to include in the time chart and what to leave out.

4. Write an outline, paying attention to the time period and its significance.

Producing5. Design the time chart based on the outline.

6. Proofread it and add new ideas, if any.

Homework

Complete the time chart

Do Parts B1, B2 on page 101 and D1, D2 on page 103 in the workbook.

篇4：牛津英语模块3 Unit 2 Phrases 词组(译林牛津版高一英语必修三教案教学设计)

1 in its broad/narrow sense 从广义/狭义上讲

Make sense 讲得通，有道理，有意义

Make no sense 讲不通，没意义

There is no sense / point in arguing with him.

跟他争论没有意义

There is no need to say sorry.

没有必要道歉

There is no time to meet you

没有时间见你

2 exchanging information 交流信息

3 stand for a beaming smile 代表微笑

4 all over the world = throughout the world

=across the world 遍及世界；世界各地

throughout history 整个历史期间

5 inform their partners about / of food 通知他的同伴有食物

regret to inform you 很遗憾地通知你…

6 effective methods for studying English

学习英语的有效方法

with this method 用这种方法

by this means用这种方法

in this way用这种方法

7 share sth with sb 与某人分享某物；和某人共用某物

8 a language with so many confusing rules

有如此多让人迷惑规则的语言

9 be made up of =consist of 由。。。组成

make up a story 编一个故事

make up a class 组成一个班级

make up for 弥补

10 develop into …发展成….

with the development of science and technology 随着科学技术的发展

under development 在发展中

develop into a developed country

发展成发达国家

11 mix salt with sugar 把糖和盐相混合

mix up 混合

12 bring sth with sb 某人随身携带某物

13 be different from French in pronunciation

在发音方面与法语不同

differ from French in pronunciation

在发音方面与法语不同

tell the differences between Chinese and Japanese 辨别汉语和日语的区别

14 It is certain that we would not be able to understand it. 我们一定不会明白的。

She is certain/sure to pass the exam。 她一定会通过考试

for some reason / for a certain reason

由于某个原因

make sure /certain that… 弄清楚，弄明白

be sure / certain about / of 对….有把握

15 official language 官方语言

mother tongue母语

master a foreign language 掌握一门外语

16 find it hard to make a decision 觉得很难作决定

17 contribute to

=make a contribution to sth / doing sth

造成，有助于，对…作出贡献

18 take control of the country 控制这个国家

under control 得到控制

under the control of King

在国王的控制/管理下

19 be replaced with/by French 被法语代替

take the place of sth: replace代替….

20 even though/if 即使

as though / if 好象

what if ..如果……的话，那该怎么办；倘使/假若….,该怎么办

21 have an impact / effect / influence on the development of English

对英语的发展有影响

22 result in sickness 造成/引起疾病

result from traffic jam 由交通拥挤造成

as a result 结果

as a result of sth 是…的结果,由于

23 work as servants 作为仆人

24 raise / keep animals 饲养动物

raise the national flag 升国旗

raise your hand 举手

25 upper class people 上层人

26 common people 老百姓

27 by the latter half of the 14th century

到14 世纪后半期

28 use English for all official occasions

把英语用于各种官方场合

English is used for all official occasions.

英语被用于各种官方场合

be used to communicate 被用于交流

be used as a tool 被用作工具

be used to life here/ living here.

习惯/适应这里的生活

China is no longer what it used to be.

中国不再是以前的样子了。

29 because of 由于，因为

due to由于，因为

owing to由于，因为

thanks to 幸亏，由于

30 undergo huge changes经历/发生很大的变化

31 during this period 在此期间

32 affect style of speech 影响语言风格

33 depend on 依靠，取决于，视……而定

rely on 依靠，依赖

34 refer to the text 参考课文

35 lose face 丢脸，丢面子

36 in everyday life 在日常生活中

37 a large/great number of phrases 大量词组

large numbers of departments 许多部门

a great / good many prisoners 很多犯人

A large amount of jewellery 很多珠宝

= a great deal of jewellery 很多珠宝

Plenty of methods/progress+ 可数/不可数

A large quantity of volunteers / information

Large quantities of + 可数/不可数

lots of +可数/不可数

a lot of +可数/不可数

38 have difficulty understanding local dialect

理解当地方言有困难

39 throw away rubbish 扔垃圾

40 right away 立刻，马上

41 in addition 而且: what’ more; besides

42 have a word with sb 和某人说句话

have words with sb 和某人吵架

in a / one word 总之

in other words 换句话说

receive / get word 得到消息

43 take my concerns into consideration

考虑到我的忧虑

take action to do sth 采取行动做某事

take measures to do sth 采取措施做某事

44 stop / prevent people (from) littering

Keep people from littering

阻止人们乱扔垃圾

45 look forward to meeting you. 期望看到你

look up new words in the dictionary

在字典里查单词

look down on / upon the poor

轻视/瞧不起穷人

look up to heroes 尊敬英雄

look into problems 调查问题

46 promise to give me money 同意给我钱

make a promise 许下诺言

keep one’s promise 遵守诺言

break one’s promise 违背/不遵守诺言

47 My dream came true. 我梦想成真

realize / live my dream 实现我的梦想

dream about / of becoming a pilot

梦想着成为一名飞行员

48 It is a waste of time. 这是浪费时间

waste time doing sth 浪费时间做某事

spend time doing sth 花费时间做某事

spend time on sth 在某件事上花时间

pass time : kill time打发时间，消磨时间

49 guess the meaning of unknown words from the context 根据上下文猜测生词意思

50 the increasing/growing number of borrowed words 越来越多的外来词

51 disagree with him about/ on this problem

关于这个问题与他意见分歧/不一致

agree with him about / on this thing

在这件事情上同意他的观点

agree with 与…一致，适合

52 set a standard for the English language

制定一个英语标准

53 care about 在乎，关心

care for 喜欢

54 government department 政府部门

55 at one time 曾经

56 ban/forbid people from smoking

禁止人们抽烟

ban n/doing 禁止某事/做某事

57 make communication between people much easier 使人们之间的交流更容易

58 have access to 能够接近/使用…

有使用…..的权利

59 take up a lot of time 占据很多时间

take up arms 拿起武器

take up a job as a teacher从事教师工作

60 turn out 结果，原来，证明

Turn up 出现；调高音量

Turn down 拒绝；调低音量

Turn off lights 关灯

Turn into : change into 变成…

61 make no difference 没有影响/区别

62 nod head up and down 上下点头

shake one’s head from side to side 左右摇头

63 point at 指着….

get to the point 说正题

on / upon the point of doing sth when….

正要做某事，就在此时…..

64 confuse Austria with Australia 把奥地利和澳大利要弄混淆

65 shorten the distance 缩短距离

In the distance 在远方

over a long distance 在很远的地方

66 look directly into his eyes 正视他的眼睛

67 look back down at his books 回头看他的书

68 back and forth 前前后后

69 it is suggested that we should follow the teacher’s directions when doing experiments

据建议，做试验时，我们应该遵循老师的指示

suggest (him) giving up smoking

建议他戒烟

take / follow one’s suggestions/advice

采纳/听取某人的建议

70 It seems likely that…似乎可能…..

It seems as if …..好像…..

It looks as if ….看起来好像….

be less likely to do sth 更不可能….

71 spoken language 口语

written language 书面语

body language 身体语言

72 in that 因为

73 change over time 随着时间的改变

74 simplified Chinese characters 简化字

75 as a whole 总体上，作为整体

on/upon the whole 大体上，基本上

77 combine two elements together

把两个成分结合在一起

78 in the direction of ….朝着….的方向

in all directions 向各个方向/四面八方

follow one’s directions 遵从老师的指示

79 turn out to be a big surprise for everyone

结果使每个人大吃一惊

80 set fire to the prison 放火烧监狱

set the prison on fire放火烧监狱

81 opposite to the bookshop 在书店对面

82 be supposed to congratulate me on my success 应该祝贺我的成功

83 be satisfied with their choice

对他们的选择很满意

84 be qualified / fit for his position

胜任/适合他的工作

85 over and over again 反复地，再三地

篇5：牛津英语模块2 Unit 3 reading(译林牛津版高一英语必修二教案教学设计)

Teaching Design for Unit 3 Amazing people

Reading: The curse of the mummy (comprehension)

By Li Chen on Dec 26, 2006

Aims and requirements

Read an article about a famous explorer and an article about a Chinese astronaut

Listen to a list of requirements

Talk about famous people and unknown places, and introduce a person

Write a biographical article

Interview a professional

Summary of the passage

The passage is about a famous explorer who, with the assistance of Lord Carnarvon, led a team to Egypt and made some unexpected discoveries in tombs. It still remains a mystery how one of his discoveries led to illness and death for many of his team members.

Procedures

Step 1: Leading-in

1) Do you still remember something from our discussion on Egypt in Unit 1 and Unit 2?

We talked about Toby traveling in Egypt and people’s curiosity about how the pyramids were built. Though we don’t know exactly how people at that time built them, we are quite sure of one thing, that is, all the pyramids were built for kings and queens. They expected to be buried there after their death. In spite of the harsh conditions, the Egyptians created this wonder of the world with their hands. It’s said the pyramids are as magnificent as a palace inside.

2) Have you ever read or thought about what is inside the pyramids?

3) Are there any people buried in them?

4) What do people nowadays call those buried in tombs?

5) What are mummies and how are they made?

6) Apart from mummies, are there any treasures inside the tombs of the pyramids?

7) Have the tombs ever been robbed of treasures by people?

8) What happened to these people after they entered the tombs?

9) Were they rich overnight?

10)What may explain the disasters that happened to those people?

Step 2: Fast reading for general ideas

1. Pay attention to the Reading strategy first before skimming the passage.

1) The article you are going to read is about a famous explorer who worked in Egypt. Read the article and make connections between the title and the explorer. Use your imagination and express your opinions freely with each other.

What might be the connections between ‘The curse of the mummy’ and the famous explorer?

Why does the writer choose ‘The curse of the mummy’ as its title here? Do you think the title can grab your attention and arouse your interest?

From your point of view, what might be dealt with in the following article? Can something like the explorer’s hobbies, his experiences of adventures, his achievements be covered in the article?

2) You’ve done a good job, expressing your opinions about the relationship between the title and the explorer and predicting the main contents of the article. That’s great. But to be more specific, can you anticipate what might be covered in the first paragraph of the article?

3)Please read the first paragraph and discuss how the first paragraph agrees or disagrees with your predictions.

What’s the first paragraph about? Is it the beginning of a story?

What does the writer tell us about the explorer in the first paragraph?

What words do you think are useful for you to predict the ideas included in the passage?

Now you may find the first paragraph serves as a general introduction of Howard Carter, and please pay attention to the key words in the first paragraph on the blackboard:

famous, brave, adventurous, amazing

4) With the help of the key words, you may predict the content of the paragraphs that follow.

What are the following paragraphs likely to do?

Will they give specific examples to support the

general description of Howard Carter?

Exchange your ideas with your partners and then check your prediction by reading the following paragraph.

5) Now let’s focus on Reading strategy to review the skills of how to predict information in an article.

2. Skim the passage and complete the three questions in Part A.

Step 3: Detailed reading for important information

1. Now please reread the passage and identify which statements are true and which are false. Then complete Part C1 on P44 individually.

2. Part C2 on P44. Match the summaries of the paragraphs in the article

3. While reading please identify the relationships between these characters and try to retell the passage according to the following diagram.

Characters Who was he? What did he do? How did he die?

George Gould a friend of Carnarvon visited the tomb a high fever

Lord Carnarvon a British man interested in Egypt offered Carter money to explore the mysterious;

be present at the opened tomb a fever

Howard Carter a famous explorer especially for the discovery of King Tutankhamun’s tomb in 1891 set sail for Alexandria, Egypt

by the 1920s searched for the tombs of the Egyptian kings

in 1922 found the tomb of King Tutankhamun seemed nothing to do with the tomb

Richard Bethell Carter’s secretary entered the tomb heart trouble

Step 4: Post-reading activities

1. interview

A---the spokesman of Howard Carter

B---a journalist

B will ask A the following questions:

1) What kind of person do you think Howard Carter is? Why?

2) To be a qualified explorer, what kind of personality do you think he/she should have?

3) Do you think the personality of Howard Carter has had a positive effect on his discoveries?

4) As for students, what sorts of personalities does a student have to possess?

5) Compared with the amazing persons such as Mother Teresa, Bill Gates, Beethoven, Zhang Heng, do you think Howard Carter is as great as them?

6) Do you think the mummy’s curse really exists? Why?

Step 5: Homework

1. Parts D and E on P44 and P45.

2. Write a summary about Howard Carter in a few sentences.

篇6：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, 2006 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7：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8：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.

篇9：模块3 Unit 2 基础知识学案3-2 2(译林牛津版高一英语必修三学案设计)

一、重点短语

1. formal and informal English 正式和非正式英语

2. in many situations 在许多情况下

3. a large amount/number of 大量的

4. in addition (to) 而且

5. take my concerns into consideration 把我关心的事考虑一下

6. have a word with you 有话对你说

7. take actions to solve the problem 采取措施解决这个问题

8. stop people littering 阻止人们乱丢东西

9. function as the subject 充当主语

10. in any cases in this/that case 在任何情况下、在这种\\那种情况下

11. promise to give me the novel 承诺给我小说

12. look up every word in the dictionary 每个单词都查字典

13. disagree about something 不赞成一些事

14. care about language 在意语言

15. set a standard 制定标准

16. make a decision 做决定

17. at one time 曾经

18. get to the point 说正题

19. look directly into your eyes 直视你的眼睛

20. make fun of you 开你的玩笑

21. raise his hand 举起他的手

22. on the Internet 在网上

23. in a word 总而言之

24. refuse to accept an idea 拒绝接受这个点子

二、经典句型

1. What I always dreamt of has come true.

2. Looking up every word will certainly be a waste of time.

3. I understand now, but the question is what if I still cannot understand the meanings.

4. What we should do about the increasing number of ‘borrowed’ words is something people disagree about.

5. Today, the spread of ‘borrowed words’ is due to easily accessed television and radio programs from across the world, and the Internet.

三、单词拼写

1. We don’t allow smoking here. That is to say, smoking is b_______ here.

2. With the development of science and technology, people’ living s_________ have been greatly improved.

3. Papermaking began in China and from here it s__________ to North Africa and Europe.

4. She p_______her brother that she would write to him.

5. People have some d__________ understanding my spoken English. Perhaps I still need more practice.

6. In Britain, there are many public libraries. People have free a________ to them whenever they like.

7. Whether the team will win the game or not still remains _________(未知).

8. He keeps reading new words and _________(短语) in order to keep them in mind.

9. The ________(种族) discrimination issue is a political hot potato.

10. Sometimes, we can guess the meaning of the new words from the _________(上下文)

11. She's the head of the firm's personnel __________. (部门)

四、选择

1. --Nancy won’t come to the party tonight.

--But she ____!

A. promised B. is promising C. would promise D. promises

2. --Your school is really wonderful.

--Yes, it’s fully equipped. And every student has free_____ to the library.

A. access B. chance C. use D right

3. My parents live in a small village. They always keep candles in the house ________there is a power out. （2007重庆）

A. if B. unless C. in case D. so that

4. The clear sky _____ a fine day. Let’s go outing.

A. allows B. expects C. wants D. promises

5. Sarah hopes to become a friend of _____ shares her interests.

A. anyone B. whomever C. whoever D. no matter who

6. Word _______ quickly about the accident.

A. spread B. spreaded C. was got round D. get round

7. I don’t ______ how far I’ll have to go.

A. care about B. care for C. care D. take care

8. “Goodbye, then,” she said, without even _____ from her book.

A. looking down B. looking up C. looking away D. looking on

9. Don't all speak at once! ________, please.

A. Each at one time B. One by one time

C. One for each time D. One at a time

10. I thought her nice and honest ________ I met her.

A. first time B. for the first time

C. the first time D. by the first time

11. You are saying that everyone should be equal, and this is ____ I disagree.

A. why B. where C. what D. that

12. What should I do with this passage?

_______ the main idea of each paragraph.

A. Finding out B. Found out C. Find out D. To find out

13. -I’m afraid Mr. Wood can’t see you until 4 o’clock.

-Oh, _________ I won’t wait.（2005浙江）

A. no doubt B. after all

C. in that case D. in this way

14. He has got himself into a dangerous situation _______he is likely to lose control over the plane. (2001, Shanghai, 37)

A. where C. which C. while D. why

15. The captain ordered the crew(船员) to throw _____ the side of the ship all heavy guns and even stores in order to raise the boat in the water.

A. on B. through C. across D. over

16. Let’s keep to the point or we ____ any decisions. （全国卷）

A. will never reach B. have never reached

C. never reach D. never reached

17. _________the price, you have to pay the sales tax on it.

A. In addition B. In addition to C. except D. except for

18. It is so nice to hear from her.________，we last met more than thirty years ago.

A. What’s more B. In a word C. In other words D. Believe it or not

19. The head teacher would take Mary’s recent illness into ________ when marking her exams.

A．concern B．consideration C．imagination D．thought

20. ________ is known to all is that the 2008 Olympic Games will take place in Beijing.

A. It B. What C. As D. Which

五、翻译句子

1. 我们建议政府采取措施来组织人们乱丢垃圾。

_____________________________________________________________________

2. 一个好老师被要求说正题以便使他自己能够很好的被明白。

_____________________________________________________________________

3. 他在意是你做的事而不是你说的话。（care）

______________________________________________________________________

4. 除了食物，你还应该把旅行的费用考虑进去。（additon, consideration）

______________________________________________________________________

5. 你能想到使用这个单词的一个语境吗？（situation）

_______________________________________________________________________

6. 总而言之，我们要制定一个标准以便每个学生都可以积极参加到这个活动中来。

_______________________________________________________________________

篇10：模块3 Unit 2 基础知识学案keys.(译林牛津版高一英语必修三学案设计)

Period 1

单词拼写

1. confused 2. vocabulary 3. replaced 4. raised 5. modern

6. consisting 7. European 8. official 9. differs 10. pronunciation

11. created 12. included

选择

1-5 BABDB 6-10 BBBBD 11-15 CDBBC 16-20 BACAA 21-23 DDD

翻译

1. Despite his illness, he managed to finish the work in time.

2. The government has adopted new methods to encourage more people to adopt homeless children.

3. Everyone is curious about what this sign stands for.

4. The book popular with students contains three parts, including a brief introduction to it.

5. Success depends on whether we work hard (or not).

6. He find it difficult to remember all the words he learnt just now at a time.

Period 2

一、单词拼写

1. banned 2. standards 3. spread 4. promised 5. difficulty

6. access 7. unknown 8. phrases 9. racial 10. context

11. department

二、选择

1-5 AACDC 6-10. AABDC 11-15 BCCAC 16-20 ABDBB

三、翻译句子

1. We suggest that the governmnet should take actions to stop people from littering.

2. A good teacher is required to get to the point so that he can make himself well understood.

3. What he cares about is what you do not what you say.

4. In addition to food, you should also take the expenses of the trip into consideration.

5. Can you think of a situation where/ in which this word can be used?

6. In a word, we have to set a standard so that every student can take an actvie part in this activity.

Period 3

一、单词拼写

1. symbol 2. eventually 3. represent 4. indicated 5. pronounce 6. simplified

7. opposite 8. characters 9. reflect 10. complicated 11. original

二、单选

1-5 BCADA 6-10 BABDA 11-15 ADAAD 16-20 BAAAB

三、翻译句子

1. His character is similar to yours in that you have a lot in common.

2. There are many spelling mistakes in your composition, but as a whole, it is well worth reading.

3. Once invented by Chinese people, paper was widely used all over the world.

4. Combining theory with practice helps us solve a lot of problems.

5. An accident happened last night, killing eight people, including two children.

篇11：Period 2, Unit 3 Reading(译林牛津版高一英语必修二教案教学设计)

学习目标：1. To understand and retell Amy’s weight-loss experience；

2. To find different opinions about heath & beauty by reading the text carefully;

3. To discuss and show your own ideas about health and beauty.

技能训练：1. To practise reading skills by finding certain information and reading for gist;

2. To practise speaking skills by discussing and presenting opinions;

3. To practise communicating skills by cooperating in groups to finish the tasks;

4. To practise writing skills by summing up some ideas for the writing task.

重点难点：1. Retell Amy’s weight-loss experience after reading the text;

2. Present different opinions about heath and beauty;

3. Write to give advice on how to keep looking good and feeling good.

自主预习任务提示：

1. 识记课本单词表中与本课文相关的词汇和短语。

2. 理解本课中的阅读策略提示，即关注带有however和but的句子，其前后表达的意思和情感都是相反的。在读课文时把带有however或but的句子都标注出来，仔细理解和体会。

3. 通读P42---43课文，并独立完成文前A部分和文后C1、C2部分的练习。与小组内同学讨论交流，以核对练习答案的准确性。

4. 与班内或组内同学交流，积累一些和课文中提到的相似或相反的事例，并就“美与健康”这一话题思考得出自己的结论，组织语言，为课内的活动做准备。

学习过程：

Step 1. Warm up (热身)

Music or daily report or other regular tasks to warm up for English class.

Step 2. Revision (复习)

Homework checking. Or review what we’ve learned in last period.

Step 3. Presentation(导入)

Topics: 1. Do you want to look more attractive? What to do?

2. Are you worried about your weight or your figure?

3. Have you tried any weight-loss pills? Why or why not?

Here our text introduces a girl named Amy who has tried some weight-loss pills, let’s read and see what happened to her.

Step 4. Reading(阅读)

1. Reading for gist:

Read the text & find answers to the following questions as quickly as possible:

Why does Amy take the weight-loss pills?______________________________________

Does her mom agree with her? ______________________________________________

What does her mom say?__________________________________________________

Do the weight-loss pills help her to lose weight?_________________________________

Do the weight-loss pills get her in trouble? What happens?_________________________

_______________________________________________________________________

Who has helped her a lot when she is in trouble? And how? _______________________

_______________________________________________________________________

2. Reading for details:

Read again more carefully and fill in the blanks to finish the table below.

Amy’s weight-loss experience Reasons 1. ___________ is important to women, esp. in Canada.

2. She feels __________ of her body.

3. She is preparing to act ________________________.

Ways 1. She used to ___________ to ________ 3 times a week.

2. She has been taking ______________ and her goal is to lose at least _____ kg.

Results 1st mail 1. She has lost ____kg in the last ____ months.

2. She feels _____ and _____ sometimes.

2nd mail 1. The harmful __________ in the pills causes her ____ to fail. So she needs an operation to live.

2. luckily, a man is willing to __________________ to Amy to save her life.

Opinions towards weight-loss Mum’s 1. The pills are ____________ to Amy’s health.

2. Health is ________ .

Zhou Ling’s 1. Nothing is more important than ________ .

2. It’s often dangerous to take weight-loss pills or _______.

Amy’s (after operation) Mum is right. It’s not worth __________________ for a __________________ figure.

After you finish filling the blanks, discuss with your partners about the answers.

Step 5. Consolidation (巩固)

Suppose you’re Zhou Ling, can you tell us the story of your friend Amy’s weight-loss experience?

(If you feel the task challenging, use the form you’ve just finished to help you, or find useful sentences from the text to help you retell the story.)

Step 6. Extension (拓展)

Group discussion work: Which is more important, beauty or health? Why?

Give examples to support your idea and try to persuade others to agree with you.

Step 7. Assignment(作业)

Work in groups of four to make up a talk show and present it in next period of class.:

The characters(角色): Amy, Zhou Ling, Amy’s mom, George (host of the talk show). Topic: “Health and Beauty”.

You’ll have to mention:

1. Amy’s weight-loss experience

2. Different opinions on which is more important, health or beauty,

3. Give advice to the young girls how to keep beautiful as well as healthy.

自主复习内容建议：

1. 认真完成布置的表演任务，通过小组交流，把每个角色的台词斟酌商定好，背诵下来，以备下一节课上表演。

2. 将自己或组内同学关于如何对待减肥问题以及如何保持健康等相关的想法整理下来，在日记中尝试表述。

篇12：模块2 Unit 3 Word power(译林牛津版高一英语必修二教案教学设计)

Teaching plan for Unit 3 Word Power

Step1. Lead-in

Ask the students:

1. What am I?

2. What are you?

3. Could you tell me what is your father/mother?

Step2 Presentation

1. Tell the students: When you ask sb: “ What is …….” , you are asking about his job. We usually end a job with -er, for eg: worker, farmer, teacher, writer.

Sometimes we end a word with –or. Eg: editor, actor, visitor, conductor, sculptor.

We can also add –ant to a verb, such as servant, assistant

-ent, such as; student

-ist, such as: typist

2. We can also add suffixes to a noun, -ist such as: scientist, artist, pianist

We can call pianist or the person who play violin musician, What do you call a person who works in a library? Librarian. So we also can add –ian to a noun

-er, such as: photograph

3. adj.+ ist such as: specialist

+ ian electrician, technician

4. we have other ways to form a job for example: sportsman, businessman, policeman, postman

5. If we want to refer to a woman’s job, what can we use? For example: actor----actress, waiter---waitress, host---hostess, prince----princess.

Step3 Practice

Look at page 46, Part A. Fill in the blanks. Check the answers with each other. Each student read one sentence.

Step4 Presentation.

I. Let’s play a game: Please guess the job I’m talking about according to my description:

1. What do we call a person who makes works out of a stone or wood?------sculptor

2. What do we call a person who is in charge of a company?------- manager

3. What do we call a person who is in charge of a school?-------- headmaster/ principal

4. What do we call a person who can write music?----- composer

5. What do we call a person whose job is to keep and check financial accounts?---- accountant

6. Who works in a library?------- librarian

II. Turn your books to page 47. Look at Exercise B. Go through the words together.

III. Can you put these jobs into different categories?

Arts: computer, musician, sculptor

Education: librarian, headmaster, professor

Business: accountant, manager, dealer, seller

Step5. Discussion

Work in pairs: What kind of job would you like to do in the future? Why? Discuss for one minute, then I will ask you to report your idea or your partner’s idea.

Step6. Homework

Preview the grammar

篇13：Phrases in Unit 2 (译林牛津版高一英语必修二教案教学设计)

Phrases in Unit 2

Welcome to the Unit1 to Reading

on Australia’s famous beaches 在澳大利亚著名的海滩上

explore the amazing Brazilian rainforest 探索令人惊异的巴西雨林

3. in detail详细地

4. go travelling 去旅游

5. challenge yourself 调整自我

6. think of想到, 考虑;

7. so long很长时间

8. be busy doing sth忙于做…

9. go to university上大学

10.through the Sahara 穿越撒哈拉沙漠

11. in case 万一

12. take six days 花费六天时间

13. in advance 提前，预先

14. my supplies of food and water 水和食物的供给

15. even though 即使

16. up close 靠近

17. make sure that 确保

18. can’t wait to do sth. 等不及做某事

19. of one’s own 某人自己的

20. look forward to 期盼某事

Word power

21. it is worth doing 值得做某事

22. take extra clothes 带上额外的衣服

23. remind sb. of sth.提醒某人某事

24. make a fire 生一堆火

25. lose one’s way 迷路

26. in the open air 在野外

Grammer and usage

27. remember to boil the water 记得去烧开水

28. be in progress 在进步中

29. places of interest 名胜古迹

30. arrange to do sth. 安排做某事

31. set off出发; 使爆炸; 动身

32. than usual 相比以前

Task

33. in total silence 沉默

34. three pieces of information 三条信息

35. be filled with the wonders of nature 充满了大自然的奇迹

36. at the foot of the mountain 在山脚

37. a little bit 有一点儿

38. up to 达到

39. first name 名字（非姓）

Project

40. on a business trip 出公差

41. be tired of 厌倦

42. be covered with 被覆盖着

43. at a loss 茫然，不知所措

44. be home to … … 的所在地

45. in perfect harmony with协调一致; 相配

46. make use of 利用

Phrases in the Unit

Welcome to the Unit1 to Reading

1. on Australia’s famous beaches

_________________________________

2. explore the amazing Brazilian rainforest

_________________________________

3. in detail _________________________

4. go travelling _____________________

5. challenge yourself _____________________

6. think of _____________________

7. so long _____________________

8. be busy doing sth____________________

9. go to university _____________________

10.through the Sahara _____________________

11. in case_____________________

12. take six days _____________________

13. in advance_____________________

14. my supplies of food and water

_____________________

15. even though _____________________

16. up close _____________________

17. make sure that_____________________

18. can’t wait to do sth.

_____________________

19. of one’s own _____________________

20. look forward to _____________________

Word power

21. it is worth doing _____________________

22. take extra clothes _____________________

23. remind sb. of sth. _____________________

24. make a fire _____________________

25. lose one’s way _____________________

26. in the open air _____________________

Grammer and usage

27. remember to boil the water _____________________

28. be in progress _____________________

29. places of interest _____________________

30. arrange to do sth. _____________________

31. set off_____________________

32. than usual _____________________

Task

33. in total silence _____________________

34. three pieces of information _____________________

35. be filled with the wonders of nature _____________________

36. at the foot of the mountain _____________________

37. a little bit _____________________

38. up to _____________________

39. first name _____________________

Project

40. on a business trip _____________________

41. be tired of _____________________

42. be covered with _____________________

43. at a loss _____________________

44. be home to … …_____________________

45. in perfect harmony with_____________________

46. make use of _____________________

篇14：一模块unit 2 period1教案(译林牛津版高一英语必修一教案教学设计)

Period 1 Welcome to this unit

Teaching objectives:

u To introduce and develop the theme of growing pains.

u To develop speaking ability by talking about families and problems that happen between teenagers and parents.

u To know more about classmates and their families.

Important and difficult points:

u Get students to understand what growing pains means.

u Make students know the relationship between parents and their teenage children in the USA.

u Help students to form a positive attitude towards relationships between their parents and them.

Teaching procedures:

Step 1 lead-in

Present family albums:

In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.

Who may have growing pains?

What are Growing pains?

When do they probably have growing pains?

How do you solve this problem?

Growing pains aren't a disease. You probably won't have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don't get growing pains anymore.

Growing pains also mean the troubles and difficulties that teenagers meet when they grow up.

Step 2 Brainstorming

Do you love your parents?

Do you always show respect to your parents?

Have you ever quarreled with your parents?

What is your quarrel about?

Step 3 Picture discussion

Ask Ss to look at the pictures and discuss each picture in groups of four.

Picture 1

What does the boy do?

What is the mother doing? How is she probably feeling?

What feelings may the boy have?

Picture 2

What happens to the girl with a bag?

What did her parents ask her to do?

Can you guess what might have happened to her?

What will she do?

Picture 3

Why are the boys and girls around the pretty lady?

What does the boy want to do? Is he allowed to do so? Why or why not?

What feelings may the boy have?

Picture 4

What is the boy probably doing?

Did the boy do well in his exams?

How does his mother feel about the score?

What feelings may the boy have?

Step 4 Picture discription

Imagine the situations and try to describe each picture as fully as possible with their own words. Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.

Invite some Ss to report back their descriptions.

Sharing opinions (group work)

In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.

Step 4 Further Discussion

Discuss the following questions in groups of four.

What do you do when you have family arguments with your parents?

Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?

Homework

1 Preview the Reading part.

2 Describe an unpleasant experience with your friends/teachers.

篇15：unit 3 teaching and learning planPeriod 1(译林牛津版高一英语必修二教案教学设计)

学习目标:

1. Discuss the pictures describing people’s opinions on looking and feeling good.

2. Share their own opinions by comparing the importance of beauty and health.

3. Discuss and show your own ideas about health and beauty.

技能训练：1. To practise speaking skills by discussing and presenting opinions;

2. To practise communicating skills by cooperating in groups to finish the tasks;

3. To practise writing skills by summing up some ideas to finish the writing task.

重点难点：1. Present different opinions about heath and beauty;

2. Give advice on how to keep looking good and feeling good.

3. Important words and phrases:

healthy, slim, appearance, do exercise.

4. Important sentences:

You must get enough sleep to stay healthy.

Eating more fruit makes me feel better.

自主预习任务提示：

1. 预习本单元课后单词表中的生词和短语。

2. 阅读《课课练》第33-34页的文章并完成相关练习，为上课的活动做准备。

3. 本单元的话题是“美与健康”。搜集关于如何保持美丽和如何保护自己身体健康的建议等，为上课的话题讨论提前准备语言素材。此处列出一些类似的阅读材料，仅供参考。还可以查看网站www.prevention.com.

Passage1

If you are overweight, and let's be honest, most people today are, first of all, do not feel bad about your body. This does not mean that you get a license（执照，许可证） to eat unhealthy and not work out but your weight and your perception about yourself should not be related. You have to focus on（集中注意力于---） the positive aspects（积极的方面） of you: your smile, your eyes, your waist, your legs, etc. Accentuate the positive and disguise the negative. Do not use clothes that do not fit. Many women think that if the clothes are tight they will look thinner. This is not true; they will only look fatter, instead. Your clothes have to fit your body; neither oversize nor undersize does the trick

Passage2

Some tips to help you have a healthy diet:

Eat a variety of foods

Maintain(保持）healthy weight

Choose a diet low in fat, saturated（含饱和脂肪酸的）fat, and cholesterol(胆固醇）

Choose a diet with plenty of vegetables, fruits, and grain products

Use sugars only in moderation

Use salt and sodium only in moderation (适量)

If you drink alcoholic beverages(饮料), do so in moderation

Passage3

If you don't like being on a team that much, you might consider individual sports. An individual sport means a kid does the sport on his or her own. You can do these sports competitively or just for the fun of doing them. Here's a list of some individual sports:

swimming / diving / running / ice skating /wrestling（摔跤）/ gymnastics（体操）/ golf / tennis / skateboarding(滑板) / biking / martial arts（武术）/ bowling

学习过程：

Step1: Lead-in (导入):

Topics: ①. Do you think appearance plays an important part in your life?

② Can we change our appearance by wearing different clothes?

③ Do you often do sports?

④ Which do you think is more important, looking good or feeling good?

Step2: Picture description(图片描述):

Everyone wants both to feel good and look good. Now look at the pictures on p41. Use your imagination to describe what happened in these pictures. Discuss in pairs and report them.

(e.g. P1: Jane is a high school student. She cares her appearance very much and wants to have a good figure. One day, a friend invited her to a party. She wanted to look more beautiful. She didn’t know which clothes to wear. She spent one hour selecting the clothes. At last, she chose a blouse because it would make her look slimmer.)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step3. Group Discussion:

Topic: how to make yourself look good and feel good?

Collect the ideas of your group members and list out them below.

_________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step4: Extension(拓展)

Suppose you are Jack. Your friend, Jane, gave you an email as follows. She has a problem and asks for help.

Dear Jack,

How are you? I haven’t seen you for ages. I miss you! I am not feeling good now. I am getting fatter and fatter. I know I like to eat, but I can’t resist (抗拒) the delicious food. Except eating, I have nothing to do. Now, I can’t wear beautiful clothes and I am not confident. Everything goes wrong.

I know you have a good figure. How do you keep slim? Please tell me, I need your help!

I hope to hear from you soon.

Love,

Jane

According to her email, can you give her some suggestions? List out here what you suggest that she should do.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Prepare your advice orally first according to what you’ve listed above.

Tell your partners what you’ve just prepared, help each other to improve your advice.

Present your work on class if time permits.

Step5. Assignments:（作业）

1. Write an advice letter to Jane according to what you’ve discussed and listed out.

2. Read the passages on P106+107, Workbook and finish the related exercises.

自主复习内容建议：

1． 在日记本上总结如何look good ,feel good的一些建议和想法，并尝试表达。

2． 搜集并阅读一些关于健康或健美方面的文章，如一些关于减肥产品的介绍，个人减肥的成功或失败的例子等，与同学们交流阅读所得或个人的不同观点。

3． 积累一些关于本单元话题的词汇或习惯表达，注意识记。

篇16：模块3 Entertainment Unit 5 Music(译林牛津版高一英语必修三教案教学设计)

Module Three Entertainment

Unit Five Music

Prepared by Richard

I. Objectives:

1. Goal of Knowledge:

1) To deal with the usage of some important words or phrases in the core lexical area..

2) To cope with the text and the additional reading

2. Goal of Ability:

1) To be able to grasp the gist of the text by listening.

2) To be able to talk about music and music appreciation by modeling the text.

3. Goal of Emotion:

1) To get the students out of the stress and pressure of daily studying and piles of, and spare them a chance to get entertained and unwound.

2) To share the pleasure of music appreciation and to exchange feelings about music in English.

4. Goal of morality:

To teach the students to face the music when they are faced with trouble or when they do anything wrong.

II. Important and Difficult Points:

1. To learn something about music and some famous musicians

2. To process the language points in the text and the noun clause: subject clause

3. To promote the students’ ability of the English application

4. To involve as many students as possible in the classroom activity

More material for optional use:

About the vocabulary:

1. conduct vt.

(1) 指挥

conduct a concert/an orchestra

(2) 组织，进行，执行

conduct an experiment/a survey/a negotiation/a meeting

进行试验 / 调查 / 谈判 / 会议

(3) 带领，为（某人）导游

a conducted/guided tour 有导游陪同的旅游

(4) 举止

conduct oneself=behave oneself

conduct n. 行为；管理方法

conductor n. 指挥；售票员，列车员

2. composition n.

(1) 作曲，创作 the acting of composing (U)

(2) 作品 one of Beethoven’s finest compositions 贝多芬最优美的音乐之一

(3) 作文 write a composition

(4) 成分，构成，组成 What’s the composition of the house?

compose v.

(1) 作曲；创作 compose music

(2) 组成，构成 be composed of 由 … 组成 be made up of consist of

3. quit (quitting quit quit/quitted, quitted)

(1) to leave your job, school, etc. 离开

He will quit because he has lost interest in the job.

He quit his job because his boss never gave him a rise.

(2) to stop doing sth 停止

quit sth/doing sth

The employees quit work when the bell rang.

Why not quit smoking?

4. passionate adj. filled with deep and strong feeling

a passionate interest in music

The chairman of the Students’ Union make a passionate speech of freedom.

passion n. 激情

5. interpretation n.

(1) explanation 解释，理解

Your interpretation of the notice is different from mine.

(2) 演绎，演奏方式

his passionate interpretation

I was strongly impressed by his wonderful interpretation of the symphony.

interpret v.

(1) to explain the meaning of sth 解释，说明；把 … 理解为

interpret a text/a poem/a dream

我不知该把他的沉默看作是接受还是拒绝。

I didn’t know whether to interpret her silence as acceptance or refusal.

(2) to perform a piece of music, a role in a play, etc. 演绎，演奏

He interpreted the role with a lot of humor.

interpret a piece music

(3) to translate one language into another as you hear it 口译

Will you please interpret for me?

interpreter n. 口译人员，演绎的人

6. score

n. (1). 得分，进球；分数

a high/low score

(2). 总谱

an orchestral score

管弦乐总谱

(3). 二十

v. 得分，记分；编总谱

7. loyalty n. 忠诚，忠实 the quality of being faithful

All the staff show great loyalty to their employer.

loyal adj. 忠诚的，忠实的

be loyal to sb/sth

She has always remained loyal to her politics. 信守自己的原则

a loyal friend/supporter

8. rehearsal n. 排演

rehearse v. 排演

rehearsed the orchestra 指挥交响乐团的排练

9. stamp

v. 1. 跺脚；重踩

Sam stamped his feet in anger. 萨姆气得跺脚

2. 在 … 上盖章

I will have my passport stamped.

n. 1. 邮票 , 印章

He has got a large collection of foreign stamps.

10. ban

n. 禁令

The government has placed a ban on its export.

v. 禁止 forbid

a campaign to ban smoking in public places

ban sb from sth/doing sth

He was banned from driving for six months.

About the text:

1. regard… as 把 … 看作

Abraham Lincoln is regarded as one of the greatest presidents in the United States .

Also: think of …as/ look upon…as/ consider…as/ see…as/ view…as/ judge…as/ …

2. with the highest honors 成绩优异

It is said that he graduated from Cambridge with the highest honors.

honor n. 荣幸，荣誉，尊敬

I feel it an honor to be invited.

the guest of honor 贵宾

in honor of sb 向 … 表示敬意

honorable adj. 可敬的，值得尊敬的

3. on a tour (in…) 在 … 巡回演出

The famous professor is on a lecture tour in America . 巡回演讲

The band is currently on a nine-day tour of France .

a concert tour 巡回音乐会

4. call in 请来，约请

Call in a doctor at once.

5. fill in as… take one’s place 代（某人）的职务

She in on holiday this month, so I am filling in as her.

Mary filled in as a secretary until Miss Brown came back.

fill in the blanks/ an application form

6. at （ very ） short notice not long in advance 仓促间（要求做某事）

Mr. Li was called in to replace the sick actor at very short notice.

They have to leave for Japan on business at very short notice.

7. greet v. 向 … 打招呼，欢迎 ; 给以做出反应

greet sb (with sth)

他的演讲得到了高声喝彩。

His speech was greeted with loud cheers.

She always greets me with a smile.

8. recall vt. to bring sth back 回忆起

She could not recall his name. 她想不起他的名字。

I can’t recall meeting her before.

He lay in bed recalling the details about the accident they had told him.

9. make use of 利用

We should make use of our recourses.

You’d better make use of your spare time.

10. tear v. (tore, torn) 撕碎，撕裂，撕开

tear…into pieces 把 … 撕成碎片

He tore the letter in two. 撕破的手帕

a torn handkerchief

tear a parcel open 把包裹撕开

He was so angry at the news that he tore all the important papers to pieces.

11. at a loss 不知所措

His comments left me at a loss.

I am at a loss what to do next.

12. meet/satisfy/answer one’s demands=meet/satisfy/answer one’s needs

Companies try to meet the demands of customers.

13. spare vt.

(1) 免除，省得

spare sb/yourself from sth

His parents spared him from punishment.

The doctor tried to spare him from pain.

(2) 拨出，抽出，提供（时间，钱 … ）

spare sb sth=spare sth for sb

Could you spare me a few minutes?

We can only spare one room for you.

14. protest v./ n. 抗议，反对

protest against sth

There was a large crowd outside protesting against the war.

They are holding a protest against the government’s economic policy.

More translation exercise:

1. 李先生以优异的成绩从上海医科大学毕业。

Dr. Li graduated from the Shanghai Medical University with the highest honors.

2. 这个故事发生在 Toscanini 在巴西巡游期间。

The story took place when was on a tour in Brazil .

3. 那位流行歌星的表演受到了歌迷们的热情欢呼。

The pop star’s performance was greeted with enthusiastic cheers by his fans.

4. Toscanini 的超凡魅力和他的对乐曲的完美演绎使他成为一位杰出的指挥家。

It was Toscanini’s charisma and his perfect interpretation of musical pieces that made him an outstanding conductor.

5. 他成功的秘密就是对教育事业的无私奉献。

The secret of his success is his unselfish devotion to the cause of education.

< 双新 >

1. It was because of what he had done for football that he was regarded as the king of soccer.

2. In 1931 Toscanini was physically attacked for refusing to play the fascist anthem, and for protesting against Hitler's ban on Jewish musicians.

3. Though he has suffered a lot/ gone through a lot of difficulties, his positive attitude towards his life is respectable.

4. The police tried everything they could to make the only witness recall the details of the murder.

5. He was so poor at French that he was at a loss when trying to explain how to get to the museum to the French visitor.

★ module1 unit1 教案 (译林牛津版英语高一)

★ Lost Civilization教案 (译林牛津版英语高一)

★ 牛津高中英语（译林）M2U3 project教案 (译林牛津版英语高一)

★ 语法复习三：名词性从句 学案设计(译林牛津版英语高一)

★ 牛津译林初三英语个人工作计划

★ 模块5 Unit 1 Word Power教案(译林牛津版高二英语必修五教案教学设计)

★ 牛津8A UNIT 1 FRIENDS教案(译林牛津版八年级英语上册教案教学设计)

★ 牛津英语9A unit 1 词组(译林牛津版九年级英语上册教案教学设计)

★ M2U1 单词精研 备课资料(译林牛津版英语高一)

★ 7B Unit 2 备课笔记(译林牛津版七年级英语下册教案教学设计)

模块3 Unit 2 teaching plan(译林牛津版高一英语必修三教案教学设计)（精选16篇）

欢迎下载DOC格式的模块3 Unit 2 teaching plan(译林牛津版高一英语必修三教案教学设计)，但愿能给您带来参考作用！

推荐度：

点击下载文档 文档为doc格式