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- 目录
- 第1篇：module1 unit1 教案 (译林牛津版英语高一)第2篇：Lost Civilization教案 (译林牛津版英语高一)第3篇：牛津高中英语（译林）M2U3 project教案 (译林牛津版英语高一)第4篇：unit2 reading 教案教学设计(译林牛津版英语高一)第5篇：dying to be thin 教案教学设计(译林牛津版英语高一)第6篇：growing pains 教案教学设计(译林牛津版英语高一)第7篇：主谓一致 教案教学设计(译林牛津版英语高一)第8篇：名词性从句 教案教学设计(译林牛津版英语高一)第9篇：直接引语变间接引语 教案教学设计(译林牛津版英语高一)第10篇：高一英语句子必背 (译林牛津版高一英语下册教案教学设计)第11篇：浅谈如何提问和阅读理解(译林牛津版英语高一)第12篇：高中英语教学随笔 (译林牛津版英语高一)第13篇：一般过去时复习教案 (译林牛津版英语七年级)第14篇：牛津高中英语词汇讲解 (译林牛津版高一)
篇1：module1 unit1 教案 (译林牛津版英语高一)
牛津高中英语教学设计
单 元：Unit 1 School life
板 块：Reading 1
Thoughts on the design:
在完成了welcome板块的学习后，阅读一名从中国到英国的交换生的介绍文章。让学生在阅读过程中使用skimming理解文章大意，用scanning 获取细节信息，之后再对文章作综合回顾。然后，引导学生换个角度，从英国学生的角度来看待中国的学校生活，模仿课文，从不同的方面介绍中国的校园生活。
Teaching objectives:
1. to help the Ss master the reading skills of skimming and scanning.
2. to guide the Ss to understand the passage and learn about more details of school life in the UK.
3. to encourage the Ss to learn to view our school life in a different perspective.
Step 1. Lead-in
1. [Teacher] We’ve learned a little about the difference between schools in China and in the UK.
2. [Brainstorming] If you were an exchange student in a UK school, what would you enjoy most?
3. Collect answers from a few students.
4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua, who studied in the UK for one year. Let’s find out what she finds enjoyable.
[设计思路]：从上一课时涉及的中英学校生活差异谈起，问学生什么是他们心目中英国校园生活最让人喜欢的部分，从而引出课文的enjoyable experience。
Step 2. Reading for general ideas
1. Introduce the reading skill: skimming.
2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.
3. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.
[设计思路]：教师示范skimming的运用，让学生学会在快速浏览的情况下，抓住文章的要点。
Step 3. Reading for details
1. Introduce the reading skill: scanning.
2. Teacher can do Q1, Q2 in Part A first.
3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.
Check answers with the Ss.
4. [Listening and reading] Ask Ss to go through the questions in C2.
Then listen and read after the recording. Ask Ss to answer the questions using their own words.
[设计思路]: 示范传授scanning的运用，并辅以相关练习，让学生在阅读中掌握阅读方法。
Step 4. Consolidation
1. [Task-based reading] Ask the Ss to do the task-based reading and check answers.
Aspects Details
General impression It was a different but exciting and enjoyable 1. ______________
Assembly Students should attend it on the first day and the 2. ____________
Will tell the rules of the school during that period.
Class Our class is of the 3._______ size; we would never study in a fixed classroom.
Subjects English I practiced it every day, so it got 4. ________ a lot.
French I had an 5. _______ French class on Tuesday evenings.
Cooking I learned a lot and could make delicious cakes.
Selective ones Students can 6. _______ studying some subjects if they don’t like them.
7. _________ It was not heavy but a bit 8. ______________
Spare time I played football with others, 9. _______ under a tree and went to the Computer Club where I could send e-mails to my family and friends 10. _________ of charge.
Keys: 1-5 expericenced headmaster average improved extra
6-10 stop Homework challenging relaxed free
[设计思路：通过任务型阅读填空的形式，帮助同学进一步巩固课文内容并再次理清文章概要]
Step 5. Discussion
1. [groupwork] Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”. Discuss what will be covered in the passage. Draw the outline and present.
[设计思路]：了解了中国学生在英国的感受，让学生换个角度，谈一谈英国学生在中国学习的感受。一方面让学生创设了情境，让学生运用学到的语言，同时，也促使学生以新的视角来看待自己周围的学习、生活。
Step 6. Homework
1. Revise the text and do part E.
2. Prepare for an interview with Wei Hua.
篇2：Lost Civilization教案 (译林牛津版英语高一)
一，教学课型：阅读课
阅读课是学生综合运用所学语法、词汇和功能等知识，认真阅读文章，达到帮助其学习语言、文化等方面的知识，形成良好的阅读策略，提高阅读理解能力的课型。
教学任务有以下：
复习巩固所学词汇。
逐步阅读课文，达到深层次理解。
渗透阅读方法。
二，教材分析
教材内容（见课本page42）
教材处理
《牛津高中英语。学生用书》所选的文章不仅题材广泛、内容丰富、文化意识强、内涵丰富，而且体裁多样，涵盖了说明文、议论文、小说、戏剧、记叙文等，为学生学习语言提供了丰富多彩的素材。本课教材节选Ann一个加拿大女孩的五篇游记，把她在Pompeii和Loulan两处的所见、所闻、所感、所思展示出来。教师可以呈现出与这两处有关的简单的对错问题让学生轻松答题，然后过渡到具体的问题，达到深一层次理解，再者对两个古代城市进行比较归纳，对文章达到更深地理解，最后升华主题，唤起人们保护世界文化遗传的意识。
教学目标
(1)通过阅读短文，了解两处失落的文明--Pompeii和Loulan.
(2)提高学生阅读能力。
(3)提高学生语言运用能力。
教材重点和难点
(1)引导学生归纳短文、比较两个古代城市的异同。
(2)引导学生升华主题，增强人们保护世界文化遗产意识。
三，教学设计
（-）设计思想
本节课是在多媒体教学环境下实施的大容量、快节奏的课堂教学。教师首先让学生复习回顾与本篇文章相关联的词汇，接着运用略读、寻读、跳读等阅读方法，对所节选的五篇游记从不同层次，由浅入深、由表及里，逐层推进地进行阅读，从而达到对文章深层次的理解。根据文章的描述，培养学生保护世界各国文化遗产、文明古迹的意识，同时让学生思考如何去保护文化遗产和文明古迹：逐渐实现从语言的输入和内化到语言成果的输出，提高学生应用语言的能力。
（二）教学过程
Step1 .Revision
Go over the words
Match the words with their definitions
( ) 1.take over A place a dead body in a grave
( ) 2.erupt B rich
( ) 3.unfoutunately C huge
( ) 4.hawre D take control of
( ) 5.wealthy E sadly ,unluckily
( ) 6.ruins F provide space for
( ) 7.enormous G parts of a building that
remain after it has been badly
damaged or destroyed. .
( ) 8. .bury H (of a volcano)throw out lava and ash
[设计说明]
该教学步骤复习巩固所学的有关词汇，同时为接下来的阅读扫清了障碍。
Step2.leading-in
1. T: Now let’s talk about two questions with your partners?
Can you name some buildings that would represent ancient civilizations in China?
What does the title Lost Civilizations mean?
2.T:In this passage,, there are two lost civilizations .What are they? (showing some pictures of Pompeii and Loulan)
T: Do you know which place these pictures describe ?
S: Pompeii
T: Do you know which place these pictures describe ?
S: Loulan
T: Have you ever been to Pompeii and Loulan ?
S: _________
T: Have you known about them ?
S: _________
T: Would you like to visit them?
S: __________
Now let’s go with Ann together.
[设计说明]
通过问题讨论链接中国古代文明，感性认识现存文明与失落文明的含义。通过逼真的图片让学生初步认识Pompeii和Loulan，增强学生对课文的阅读兴趣，并自然地引出本课的话题，与作者一起游历两古城遗迹。
Step3 Reading
1读前(pre-reading)
教师通过放录音,让学生跟着录音浸入课文，初步了解大意，同时也注意了语音语调。
2读中（while-reading）
T: Now read the passage quickly and answer the following “T” or “F” questions.
A. The author is going to China by air next week.( Day1-15th July)
The city of Pompeii was founded in the 7th century BC.(Day2-16th July)
C. The city of Pompeii wasn’t found until the 18th century.( Day3-17th July)
D. Loulan was a stopping point on the famous silk road between the east and the west almost 2000 years age (Day10 –24th July )
E. Pompeii and Loulan were lost for the same reason.(Day11-25th July )
(2)T: Now read the passage carefully and answer the following wh-questions.
A. What happened to Pompeii in August AD79?
B How was the buried city discovered ?
C Where were the stepping stones along the road in Pompeii used for ?
D. Why was Loulan an important city about 2000 years ago?
How do many people think Loulan disappeared?
F. What is one main similarity between Pompeii and Loulan?
(3)T: Now read the passage more carefully and fill in the following blanks with proper words and phrases
Pompeii Loulan
Where was it located ① China
When was it founded? In the 8th century BC ②
What kind of city was it? A rich city ③
Why was it destroyed? ④ ⑤
How was it discovered In the 18 century ,a farmer found some stone with writing on it, then people started to dig ⑥
What can you find about the city now ? Streets with ⑦,houses with⑧,bodies of people that had been turned to stone the city walls,⑨, ⑩ that ran through the middle of the city
(4)Choose the best answer according to the passage.
( ) A. Which of the following statements is not true?
a. Both of the two cities were lost civilizations about 2000 years ago.
b. Both of the two cities were discovered by local people.
c. Pompeii was destroyed by a volcano while Loulan was gradually covered over by sandstorms.
d. Pompeii was in Italy while Loulan was in China.
( ) B. The purpose of writing this passage is ____
a. show how happy the writer was to have such a chance to visit the sites.
b. to arouse people’s sense of protecting civilizations.
c. to compare the civilizations of Pompeii and Loulan destroyed.
d. to tell us how Pompeii and Loulan were destroyed.
[设计说明]
该环节通过表面理解→深层理解→比较异同→归纳总结这样四个步骤对全文作全面理解。
3读后（post-reading）
T: As we all know there were lots of ancient civilizations in the world in history.
Some of them have disappeared while others remain today .such as the Great wall, the Terracotta Warriors ,the Hanging Gardens ,Pyramids and so on (showing some pictures of them)
Now let’s discuss in groups.
(1)If you have a chance ,which place would you like to visit most? Why?
T :From the passage we know Pompeii and Loulan were destroyed by nature.
But I think human may also destroy our civilizations. If we want to make our civilizations exist for ever, I think we should make people have the sense of protecting our civilizations
Now let’s discuss in groups.
(2) What can we do to make people have the sense at protesting our civilizations?
(设计说明)
以上两个问题展开小组讨论.该教学活动旨在提高学生用英语表达观点的能力,同时进行德育渗透，培养学生保护文化遗产的意识。并通过小组讨论培养学生的合作意识。
Step4 Consolidation
做学生用书Part E、F Page.45
Step5 Summary
通过本课时的学习，让学生全面深刻地理解了课文，提高了能力。
Step6 Homework
预习课文上的语言点，为阅读课第二课时作准备。
篇3：牛津高中英语（译林）M2U3 project教案 (译林牛津版英语高一)
Teaching plan
Teaching aims:
Knowledge aims: Help the students to get some information about Yang Liwei;
Ability aims: Help students to know how to interview an expertise appropriately;
Help students to know how to create a wall poster.
Emotional aims: Lead students to realize the fact that they will succeed as long as they work hard.
Key points:
It’s hard to interview an expert and create a wall poster by their own, so teacher should lead students to master them step by step with the help of both teacher and their classmates.
Teaching Methods:
Individual, pair or group work to make every student work in class.
Teaching Aids:
The multimedia and the blackboard.
Teaching Steps:
Step 1-Pre-reading
Lead in with the VCR about Yang Liwei / about space/ 神州一号
Ask students that who is the first man..登月.. in China
Ask students: Is he born to be success or great?
so let’s know something about him from this passage.
Step2-Fast Reading
Read the whole passage as quickly as possible and to finish the following table:
1965 ____________________________________________________________
1983 ______________________________________________________________
1987 ______________________________________________________________
1998 ______________________________________________________________
Oct. 15 2003 __________________________________________________________
Step3-Careful reading
Read each paragraph carefully and try to find out the main idea.
At the beginning, I will give an example, then students need to finish the rest.
Paragraph 1: Introduction of Yang Liwei’s space exploration.
Paragraph 2:
Paragraph 3
Paragraph 4:
Paragraph 5:
Step4-Collection
问一下学生有没有突然对一个名人感兴趣然后就上百度去百度知道他或她的信息；
在PPT中显示一个剪切好的百度的关于一个人（例如Kobe Briant）的信息，想必大家基本都很熟悉资料简介的格式，因此参考这样一个格式4人小组将杨利伟的个人信息也总结一下然后列出一个表：(原创：鉴于英文不好，好一点的帮忙翻译一下)
例如：
Yang Liwei
Born:_____
Sex :_____
Nationality: _____
Education: 1983_______________________________________________
1987 _____________________________________________
Work experience: 1987_______________________________________
1998_______________________________________
1998--2003__________________________________
2003.10____________________________________
Personality: _________________________________________________
Influence:__________________________________________________
Step5 -Post-reading
Interview an expert
Pair-work：两人一小组学生选择一个自己喜欢的人进行互相采访，并将采访内容记录下来，学生可以参照之前的一些样板信息进行采访，同时也可以另外增加感兴趣又幽默得体的话题进行采访并做好记录。
Step6-Create a poster
Group-work：
一个小组四人合作设计poster 在设计之前先放一些比较有代表性的海报给予参考，学生自主讨论设计自己喜爱的,擅长画画的学生可以发挥自己的强项。
Step 7 Homework
Write a short story about a person you like.
篇4：unit2 reading 教案教学设计(译林牛津版英语高一)
Teaching aims & demands:
To develop students’ ability of reading a play
To know about American family life and problems that happen between American teenagers and their parents
To form a positive attitude towards solving problems between teenagers and parents
Teaching procedures:
Step 1: Lead-in
1. Revision: Guess the words
(1). a dirty or untidy state _______
(2). give a reason for something _______
(3). believe that somebody is good_______
(4). something worthless or of low quality_______
(5). a person between a child and a grown-up _______
(6). not polite_______
(7). without being punished_______
(8). grown-up_______
2. Group work
Talk about the four pictures on P21
List some problems with parents.
①____________ ②_____________ ③_____________
(2) How to solve these problems.
①____________ ②_____________ ③_____________
Step 2: Reading strategy
Please go through the Reading strategy and tell how to read a play.
1.It is often in the form of ___ _________.
2.It usually includes_________ ______, and each act can have_________ _______.
3.The words or speeches in a play are very________, and some of the words in a sentence are______ _____.
4.There are some helpful _____________in a play.
5.It should be_____ ________.
Step 3: Fast reading
Get students to read the play and finish Part A individually.
How many acts are there in this play? And how many scenes in each act?
Step 4: Detailed reading
1. Listening and complete C1 on P24.
2. Please read Act One of the play carefully and fill in the form
Characters Things they do Feelings
Mom and Dad
Eric
Daniel
2. Please read Act Two carefully and fill in form:
Characters Things they do Feelings
Daniel
Eric
Mom
Dad
Step 5: Careful reading
1. This passage is mainly about ________.
A. what Mom and Dad did after they returned from vacation.
B. what Daniel and Eric did at home.
C. the reason why the dog was tired and hungry
D. a big quarrel that an American family had
2. Mom and Dad left Daniel in charge at home because ______.
A. he was an adult B. he was the youngest
C. they liked him very much
D. they thought he could take good care of everything while they were away.
3. Which is NOT true according to the passage?
A. The children were very excited when their parents came back a day earlier than expected.
B. The children didn’t use the money for themselves.
C. Daniel was left in charge at home while their parents were away.
D. Eric wanted to tell his parents what had happened, but Daniel said they didn’t need to.
4. The main reason for their quarrel is that ______.
A. Daniel was too rude.
B. Eric didn’t tell his parents what had happened
C. the parents blamed Daniel without giving him a chance to explain
D. Daniel and Eric didn’t behave well at home.
Step 6: Post reading
Fill the missing words in the blanks to complete the summary of the play.
Mom and Dad arrived back from v_______ earlier than e_______ in order to give the boys a s_______. They got so a____. When they saw the house was in a m___ that Dad shouted at D____, the elder brother, who was in c______ of the house when they were away. Daniel s_______ the door to show his anger, because their parents never gave him a c_____ to explain. E___, the younger brother, wanted to explain to his parents what had h_______, but Daniel didn't think that their parents d______ to know the truth.
At the end of the play, both Mom and Dad thought maybe they were too h___on the boys. However, Dad decided to p_____ Daniel for his rudeness so that he would show r_____ for his parents in future.
Step 7: Discussion
1. If you were Eric or Daniel ,what will you do?
2. Find some adj. to describe good parents in your eyes.
They should be__________, __________, __________,__________...
3. How do you deal with the relationship between you and your parents?
We should _______, ________, _______, ________...our parents.
3. The word “family” means “f_______ a_____ m______ I l_____ y_____”.
Step 8: Homework
1. Role-play the dialogue in groups of five.
(Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.)
2. Reading comprehension
There are three kinds of goals: short-term, medium-range and long-term goals.
Short-term goals are those that usually deal with current (当前的)activities, which we can apply on a daily basis. Such goals can be achieved in a week or less, or two weeks, or possibly months. It should be remembered that just as a building is no stronger than its foundation, our long-term goals cannot amount to very much without the achievement of solid short-term goals. Upon completing our short-term goals, we should date the occasion and then add new short-term goals that will build on those that have been completed.
The intermediate goals build on the foundation of the short-term goals. They might deal with just one term of school or the entire school year, or they could even extend for several years. Any time you move a step at a time, you should never allow yourself to become discouraged or overwhelmed. As you complete each step, you will enforce the belief in your ability to grow and succeed. And as your list of completion dates grow, your motivation （动力）and desire（欲望） will increase.
Long-term goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing. We should never allow a long-term goal to limit（限制） us or our course of action.
1. Our long-term goals mean a lot ________.
A. if we cannot reach solid short-term goals
B. if we complete the short-term goals。
C. if we have dreams of the future
D. if we put forward some plans
2. New short-term goals are built upon________.
A. a daily basis B. your achievement in a week
C. current activities D. the goals that have been completed
3. When we complete each step of our goals, _____________.
A. we will win final success B. we are overwhelmed
C. we should build up confidence of success
D. we should have strong desire for setting new goals
4. What is the main idea of this passage? _____________
A. Life is dynamic thing. B. We should set up long-term goals.
C. Different kinds of goals in life. D. The limitation of long-term goals.
5. Which of the following statements is wrong according to the passage? _____________
A. The long-term goals cannot amount to very much without the achievement of solid short-term goals.
B. The intermediate goals build on the foundation of the short-term goals.
C. Life is a static thing, thus we should never allow a long-term goal to limit us or our course of action.
D. We should often add new short-term goals to those which have been completed.
篇5：dying to be thin 教案教学设计(译林牛津版英语高一)
Subject: unit3 reading: dying to be thin…
Teaching aims:
1 Students are able to grasp the main point of the three e-mails.
2 Students are able to know that nothing is more important than health.
3 Students are able to express their own opinions about the topic.
Important points & difficult points:
1 finding the main points in the three e-mails and express them
2 understanding the reading material
Teaching methods and means: fast reading, detailed reading, group work, discussion
Teaching aids: computer, ppt, pictures, blackboard, chalks
Teaching Procedures:
Step 1: Lead-in
T: Today we are going to learn the reading material of Unit 3. At first, I want to show you some pictures.
(showing pictures)
T: Is she beautiful? (showing the picture of Audrey Herben)
Ss: Yes.
T: Yes. She’s very beautiful and she has an attractive figure. What about the second picture?
Ss: Wow. He’s so fat.
T: Yes. He’s so fat.
T: What about this guy?
Ss: Wow. He’s handsome.
T: Yes. He’s handsome and he has also an attractive figure, too.
T: Now you have watched the four pictures. And can you tell me what kind of figure you prefer? The left ones or the right ones?
Ss: The left ones.
T: Obviously we will choose the left ones.
Discussion: Suppose you are a little overweight, how would you lose weight?
Ss: take weight-loss pills, eat vegetables, do exercise, and do operation.
T: Yes. In order to lose weight, we will exercise in the gym, take weight-loss pills, receive plastic surgery and have a diet.
(showing the pictures)
T: Now let’s analyze the reading material and find out how the character---Amy, loses weight. Now, please turn to page 42.
Step 2: Pre-reading
Predict: dying to be thin…?
Q: can you tell me the possible meaning of the title? Or can you give me your explanation to this title?
A: dying to be thin: 1 Amy wanted to be thin very much.
2 Amy nearly died because she had taken weight-loss pills to lose weight.
Skimming:
Skim the three e-mails and find out the main point of each e-mail.
T: I’ll give you 3 minutes to skim the whole lesson.
Main point:
Subject- Dying to be thin: in order to lose weight, Amy takes weight-loss pills and becomes slimmer and slimmer.
Subject- Recovering : Amy is recovering from liver failure.
Subject- Re: recovering: Zhou ling is sorry to hear about Amy’s problems and hopes that she and other people who’d like to lose weight will value the importance of health.
Step 3: Detailed reading:
1 finish C1( page 44)
2 fill in the blanks
Amy’s emotions Reasons for losing weight Results
happy
frustrated
hopeful Looking good is important.
be shamed of her body
prepare for a new TV show Have lost 7 kg
Feel tired and weak
Become slimmer
Reasons for frustration Reactions to illness
Be in hospital
Liver failure Regret taking pills
Realize the importance of health
Reasons for hope Lessons Amy has learnt
Getting better Don’t damage your health for a slim and attractive figure.
Zhou Ling’s Reply:
Zhou’ emotions: from sorry to glad
Zhou’s opinions: 1 We shouldn’t be embarrassed about our weight.
2 Nothing is more important than health.
Reading strategy:
Understanding sentences with ‘however’ or ‘but’
1 underline all the sentences that have ‘however’ or ‘but’
2 analyze the following two sentences:
1 I used to go to the gym three times a week, but I don’t work out any more.
2 I’ve lost 7 kg in the last two months. However, sometimes I don’t feel so energetic.
Question: What’s the difference in meaning between the sentences before and after ‘however’ and ‘but’?
Answer: The two sentences usually express something different and opposite.
The feeling expressed before ‘however’ or ‘but’ and the feeling after them are usually opposite.
We can use a comma after ‘however’.
Step 4: Post- reading
Discussion: suppose you are Amy’s best friend. If you’re going to write an e-mail to her, what will you say to her?
Conclusion: we can’t choose the appearance, but we can spread our smiling. Health is priceless.
Homework:
1. finish D1,D2,E.
2. preview word power.
篇6：growing pains 教案教学设计(译林牛津版英语高一)
Unit 2 Growing Pains
----Welcome to the unit
Teaching plan
I. The general idea of this period：
This period is about the warming up of this unit. It will help students learn more about growing pains mainly from the problems between parents and children. Students will learn how to bridge the generation gap with parents and get rid of the growing pains as possible as they can.
II. Teaching Aims:
1: To introduce and develop the theme of growing pain.
2：To exercise speaking ability of the students by talking about the problems between children and parents.
3：To help students form a positive attitude towards growing pains and learn to solve them.
III. Teaching difficult points：
1：Talk about problems between parents and children.
2：Enable the students to practice their spoken English.
3：Help students to form a positive attitude to towards relationships between their parents and them.
IV. Teaching procedure
Step 1 Lead-in
① Show several pictures of the famous TV series.
② The two TV series talk about the problems between parents and children.
③ Lead students to the topic of this unit---growing pains.
Step 2 Brainstorming
① Ask following questions to help the students recall their memory.
Have you ever quarreled with your parents?
What is your quarrel about?
② A short video will be presented.
③ Students are encouraged to talk about the problems between parents and children.
Step 3 Picture Discussion
Ask students to look at the picture and discuss what it talks about.
Picture1
① Why are the boys and girls around the pretty lady?
② What does the boy want to do? Is he allowed to do so? Why or why not?
③ What feelings may the boy have?
Picture2
① What is the boy probably doing?
② Did the boy do well in his exams?
③ How does his mother feel about the score? What feelings may the boy have?
Step 4 Further Discussion
1. Put up with the question: “What do you think is the biggest cause of arguments between parents and children?”
2. Analyze the different interests between parents and children to put up with the Generation Gap.
3. Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem? We may get many ways to bridge the generation gap, especially through communication and understanding.
Step 5 Summary
T: In this unit, we have talked about growing pains and have a discussion about the problems between parents and children. From the class, we know that understanding and communication can be the best way to bring parents and children together and help students out of growing pains.
Step 6 Homework
T: Write a letter to your parents about something you want to talk with them. Maybe you can begin like this：Dear Mom and Dad, I want to say
篇7：主谓一致 教案教学设计(译林牛津版英语高一)
Step I Lead-in
1. (have) your classmates finished his homework?
2. My friend and I (want) to play outside after watching TV.
3. (have) all of the cake been eaten?
Step II Subject-verb agreement
I语法一致原则
1. Between the two buildings (stand) a monument.
2. What he said (is/ are) right
3. What she left me (is/are) a few books.
4. Seeing (is/are) believing
5. To see (is/are) to believe.
6. Somebody(is/ are) using the phone.
7. Each of the books(cost) five yuan.
8. The students each (have) a copy of Jay’s new album.
9. The Greens (is / are) very fond of working on the farm.
10. Many a student (have/ has) passed the exam.
11. More than one person (is/ are) here.
II 意义一致原则
1. Three weeks (is/ are) allowed for making the necessary preparation.
2. Another five minutes(is/ are) enough.
3.Three miles (is/ are) nothing.
4.His family (is/ are)a happy one.
5.The whole family(is/ are) watching TV.
6.The police (is/ are) searching for the thief.
7. The population in China (is/ are) large.
8. 75% of the population in our class (is/ are) from countryside.
9. This glass works (be) set up in 1980.
10. These glass works (is/ are) near the railway station.
11. A sheep (is/ are)over there.
12. Some sheep (is/ are) over there.
13. Physics (is/ are) now taught in all schools.
14.The old (is/ are) taken good care of in our country.
15.The young (is/ are) required to respect the old.
16.“All ________ present and all _________ going on well.” Our monitor said.
A. is ; isB. are ; areC. are ; isD. is ; are
17. All of my classmates （like）music.
18. All of the water (is / are) gone.
8.相加原则
19. Walking and riding (is / are) good exercises.
20. A teacher and doctor (is / are) giving us a lecture.
21. A teacher and a doctor (is / are) giving us a lecture.
22. Every boy and girl (want) to go to the cinema.
23 No boy and no girl (is / are) allowed to swim in the lake.
24.Many a boy and many a girl (is / are) going to the zoo.
III就近原则
1. Tom or his brothers (is / are)waiting in the room.
2. Either you or he (is / are) to go.
3. There(is / are) an apple, two oranges and some bananas on the plate.
4. There (is / are) two oranges, an apple and some bananas on the plate.
5. John, together with his two friends, (was / were) at the party.
6.The teacher as well as the students was reading in the library.
IV找真实主语
1. Lots of damage (was / were) caused by fire.
2. About three-fourths of the earth’s surface (is / are) covered with water.
3. Three-fifths of the workers here (is / are) women
4. A number of students (have/ has) gone home.
5. The number of pages in this book (is / are) two hundred.
6. A large amount of damage (was / were) done in a very short time.
7. Large amounts of money (was / were) spent on the bridge.
8. This kind of men (is / are) dangerous.
9. Men of this kind (is / are) dangerous.
A pair of shoes (was / were) just what he wanted
Shoes (was / were) just what he wanted .
He is one of the students who(have/ has) been to Beijing.
He is the only one of the students who (have/ has)been to Beijing.
篇8：名词性从句 教案教学设计(译林牛津版英语高一)
Point out the function of each noun in the following sentences:
1.The world loves nature. （subject，object）
2.Knowledge is power . （subject， predicative）
3.We Chinese are peace-loving.(apposition)
名词性从句
名词性从句在功能上相当于名词名词从句的功能相当于名词词组, 它在复合句中能担任主语、宾语、表语、同位语等
主语从句
宾语从句
表语从句
同位语从句
His job is important.What he does is important
This is his job.This is what he does every day
I don’t like his job。 I don’t like what he does every day.
I don’t know about the man, Mr. White I don’t know about the fact that he is Mr.White.
That the earth is round is right.
I want to know whether he comes or not.
Pay attention to what I said.
The reason is that he was late for school.
The fact that he died made us sad.
如何判断从句的类别？根据从句的位置判断。
①主语从句（从句位于动词前作主语）(it 做形式主语放于句首，主从放句末)
②宾语从句（从句位于动词后或介词，adj作宾语）
③表语从句（从句位于系动词之后作表语）
④同位语从句（从句位于特殊的名词如idea,fact,news等后
补充说明前面的名词）
Ⅰ指出下列各名词性从句的种类
At lunchtime, the radio weatherman reported that the mist would become a thick fog in the afternoon.
She wondered if the buses would still be running.
The truth is that the fog is too thick for the bus to run that far.
When we will start is not clear.
I had no idea that you were her friend.
名词性从句中的连接词有:
连词: that / whether / as if(though);
连接代词: what / who/ which / whose /
whatever / whoever / whomever
/ whichever，
连接副词: where / when / why / how
/ wherever / whenever
Ⅱ句型转换（1.判断主句，从句 2.看主句是否完整，不完整，则用从句补充，若完整则从句代替其中一个成分）
1.They are good doctors. He told us.
He told us that they were good doctors.
2. He hadn’t said anything at the meeting. The fact surprised us.
The fact that he hadn’t said anything at the meeting surprised us.
总结：当从句原来是陈述句时，变成名词性从句用that引导。（that无意义，不做成分）
3.Does your sister get up early? Do you know?
Do you know if/ whether your sister gets up early?
4.Do animals have the same senses as humans? I often wonder.
I often wonder if/ whether animals have the same senses as humans.
总结：当从句原来是一般疑问句时，变成名词性从句用if或whether引导。
5.When did he buy this new bike? Could you tell me?
Could you tell me when he bought this new bike?
6.My question is this: where will the lecture be given?
My question is where the lecture will be given.
总结：当从句原来是特殊疑问句时，变成名词性从句还用原来的特殊疑问词来引导。
总结：名词性从句必须用陈述句语序。另外，一般情况下，名词性从句均看作单数概念。由what引导的一般看后面的表语。宾语从句的时态一般与主句保持一致。
1.What we need is more time.
2.What we need are more English dictionaries.
Ⅲ 改错
1.That the earth turns around the sun are known to all.
2.When the meeting will be held haven’t been known yet.
3.I didn’t know that you will come.
4.He said that he is writing a story.
5.Could you tell me when will he arrive?
6.You can begin to see why does English have such strange rules.
主语从句
连词（除了 as if ,because）
if 引导的主语从句不可居于复合句句首。
Whether he will come on Wednesday is not certain. 不用if
it 做形式主语(由连词 whether , 连接代词 what,who,which 和连接副词 when,where,why,how 等引导.也常常后置:
It’ possible/important/necessary/clear… that……很可能/重要的是…/必要的是…/很清楚…
It’s said/ reported… that..据说/据报道…
It’s announced/declared that..已经通知/宣布…
It seems/appears/happens.. that…显然、明显、碰巧..
It’s no wonder that…并不奇怪/无疑…It’s a pity/a fact /a common knowledge (众所周知）
/ a common saying….（俗话说）
3.主语从句中 ，谓语动词一般用单数What引导的主语从句，可根据表语决定
What he needs _is_ that book.
What he needs _are_ some books
When and where we meet hasn’t been decided.
When we meet and where we meet haven’t been decided.
4主语从句的 “that”不能省。
宾语从句
连词（除了as if ,because）
由that引导的宾语从句(that 通常可以省略)
She told me that she would accept my invitation.
I heard that be joined the army.
I am afraid (that) I’ve made a mistake.
注意：that 引导的从句常跟在下列形容词后作宾语：anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以将此类词后的that 从句的看作原因状语从句。
但是：He told me (that) he would attend the international maths Olympic competition and that he would win the gold medal.
2.Lily wanted to know if /whether her grandma liked the handbag .
Let’s see if /whether we can find out some information about that city .
表“是否”时，在下列情况下用whether。
a. 主语从句
b. 表语从句
c. 同位语从句
d. 介词后的宾语从句
e.后接动词不定式 (whether to do sth.)
f .whether or not 连在一起引导宾语从句时不用if
1. I asked her __________ she had a bike.
3. We’re worried about ________ he is safe.
4. I don’t know ___________ he is well or not.
5. I don’t know ________ or not he is well.
6. I don’t know _______ to go.
3.时态.与主句相呼应： 如果主句是现在的时态 （包括一般现在时 ，现在进行时，现在完成时），从句的时态可根据实际情况而定，（包括一般现在时，一般过 去时，一般将来时，现在完成时等）
I know he lives here .
I know he lived here ten years ago .
I have heard that he will come tomorrow
如果主句是过去的时态（包括一般过去时，过去进行时），那么从句的时态一定要用相对应的过去的某种时态（包括一般过去时，过去进行时，过去将来时， 过去完成时）
I knew who lived here.
I saw she was talking with her mother.
He asked whether his father would come back
tomorrow.
He said that he had seen it .
当从句是客观真理，定义，公理，定理时用一般现在时。
The teacher said that the sun travels around the earth .
4 it 可以作为形式宾语think，believe，find， make, consider, feel
I think it necessary that you should read English aloud.
5否定的转移
若主句谓语动词为think, consider, suppose, believe, expect, fancy, guess, imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如：
I don’t think he will come.
表语从句(可用as if ,because)不用if
The question is whether we can rely on him.
That’s because we were in need of money at that time .
He looked as if he was going to cry .
That’s why I was late .
That’s why + 结果
That’s because+原因
He is ill. That’s why he is absent.
He is absent. That’s because he is ill.
同位语从句（不用if ,because, as if）
同位语从句对于名词进一步解释，说明名词的具体内容，一般由that引导
He gave me a promise that he would buy a new car for me.
I have no idea whether he will come.
That 引导的同位语从句与定从的区别
The fact that he said nothing surprised everyone present.
The fact that he sais surprised everyone present.
(1)同位语从句--同位语从句和前面的名词是同位关系，对名词进行补充说明
定语从句 --定从和前面的名词是所属关系，对名词进行修饰，加以限定
(2) 同位语从句--that 只起连接作用，不作任何成分
定语从句 -- that 是关系代词，起连接作用和充 当宾语和主语
名词性从句中连词选择“三步法”
“一分二划三看”
一、“一分”即分清从句类型
二、“二划”即划分出从句（用括号表示从句）
（1）(That the erath is round) is true.（主语从句）
v
（2）Do you know（where he lives）?（宾语从句）
v
（3）My opinion is (that you should not go alone) .（表语从句）
v
（4）I don’t like the idea (that money is everything).（同位语从句）
n
三、“三看”即看从句句意是否完整：
1、句意不完整→缺连接代词 ①人 who,whoever（主语）
whom,whomever（宾语）
②物 what,whatever（主语、宾语）
which,whichever（主语、宾语）
2、句意完整
（1）缺连接副词 ：
①时间：when；②地点：where,wherever；③原因：why；④方式：how。
（2）缺不作成份的连词 ①有含义：if 、wherther（是否）；②无含义：that
篇9：直接引语变间接引语 教案教学设计(译林牛津版英语高一)
Step1 Lead-in
She said, “ They are using PSAs to educate people.”
She said that they were using PSAs to educate people.
“ We must not give up in the face of pressure.” she said.
She encouraged us not to give up in the face of pressure.
Step 2 Direct speech and reported speech (直接引语和间接引语)
I、定义
直接引语：
间接引语：
Practice:指出下列句子属于直接引语还是间接引语。
He said, ‘I will go to school tomorrow.’
He said that he will go to the school the next day.
She said to me , ‘I am going to London with my father.’
She told me that she was going to London with his father.
She said, “Do you often come here for a visit.”
She asked if I often went there for a visit.
II、直接引语如何变成间接引语
人称变化：
①He said, “I have been to Japan.”
He said that ___ had been to Japan.
②She said, “I'll give you an exam tomorrow.”
She told us that ______ would give ____ an exam tomorrow.
③She asked me, “When do they have their dinner?”
She asked me when _____ had _____ dinner.
时态变化
一般现在时 一般过去时
现在进行时 过去完成时
现在完成时 一般将来时
She said. ”I have lost a pen.“→
She said. ”We hope so.“ →
She said. ”He will go to see his friend。“→
注意：①The geography teacher said, “The sun rises in the east and sets in the west.”
→
②“I’ll never forget the days in the country.”
→
She says that
③My father said to me, “I read the book in 1986.”
→
④He said to me, “I have taught English since I came here.”
→
3.指示代词、时间状语、地点状语、及方向性动词的变化
指示
代词 this→ 地点状语 here→
that → 方向性
动词 come→
时
间
状
语 now→ bring→
today→
this week→
yesterday→
last week(month)→
Three day (month) ago→
tomorrow→
next week(month)→
1. ‘I will come and see you again this evening, Tom.’ he said.
2. ‘I will come here again today,’ she said.
The doctor said to the patient, ‘You will have to wait till 3 pm tomorrow.’
Practice
1. “I never eat meat.” he said.
He said that ______ never ______ meat.
2. “I’ve found my wallet.” he said to me.
He ______ me that he ______ ______ ______ wallet.
3. “I took it home with me.” she said.
She said that ______ ______ _______ it home with her.
4. The teacher said, “The sun rises in the east and goes down in the west.”
The teacher said that the sun ______ in the east and ______ down in the west.
5. “I met her yesterday.” he said to me.
He ______ me that he ______ met the day ______.
6. “You must come here before five.” he said.
He said that I ______ to go ______ before five.
7. “I bought the house 10 years ago.” he said.
He said that he _______ bought the house 10 years _______.
4句式的变化
⑴陈述句
He said, “I came to see you.”
⑵疑问句
一般疑问句
Tom said, “Do you have any difficulty with English?”
He said, “You are interested in English, aren't you?”
选择疑问句
He asked, “Do you speak English or Chinese?”
I asked, “Will you take bus or on foot?”
特殊疑问句
He said to me，“Where are you from?”
He asked us, “How many factories are there in your country?”
⑶祈使句
①She said to us, “Please have a break.”
②The teacher said, “Don't smoke in the classroom.”
③The officer said, “Go out!”
⑷感叹句
She said, “What a lovely day it is.”
Practice
1. Our teacher asked us _____ our dictionaries to school.
A. bring B. brought C. bring D. to bring
2. The teacher told the boy students ______ football on the grass.
A. not play B. not to play C. played D. playing
3. Betty asked her sister ____ to the railway station to see her off.
A. not to come B. not to go C. to not come D. to not go
4. The pupil asked his teacher _____ round the earth.
A. whether the moon goes B. that the moon went
C. whether the moon goes D. whether the moon went
5. She asked him ____.
A. whose dictionary this isB. whose dictionary that was
C. whose dictionary is this D. whose dictionary that is
6. Mary’s mother asked her _____.
A. that whether she had finished her homework
B. if she has finished her homework
C. if she had finished her homework
D. that if she had finished her homework
7. Do you know ____?
A. what is he doing B. what he doing
C. what he is doing D. what does he do now
8. I don’t know ____ to learn English.
A. when did he begin B. when he began
C. he when began D. when he begins
9. You can’t imagine ____ when they received these nice Spring Festival presents.
A. how excited they were B. how excited were they
C. how they were excited D. they were how excited
10. Do you remember how many times ____ to Australia?
A. had you been B. did you go
C. have you beenD. you have been
11. The boss asked his secretary ____ ____he had finished typing the report .
A. if; or not B. if; not
C. whether; or not D. whether; not
12. I wonder how much _____.
A. does he spend on his car B. did he spend on his car
C. he spent on his car D. he spent in his car
篇10：高一英语句子必背 (译林牛津版高一英语下册教案教学设计)
高一英语句子必背100句
1. My name is Lihua and I am a middle school student. I was born on March 10th 1990.
2. I work very hard.
3. I like reading books.
4. I saw a movie last night/ yesterday evening. It was one of the best films that I have ever seen.
5. Please call me on 123456.
6. It was my birthday yesterday. My mum gave me a birthday present.
7. There will be an English party at our school this evening.
8. The English party will start at 7.30.
9. I want to invite you to the English party this evening.
10. I am sure you will have a wonderful/fabulous time with us tonight.
11. A best friend is someone who can share happiness and sorrow with you.
12. This is the first time he has used e-mail to communicate with his pen pal.
13. A hobby is something that you never get tired of-the more time you devote to it, the more fun you have.
14. I’m grateful for everything you have done for me.
I really appreciate everything you have done for me.
15. Guangzhou is a big city with a history of over 2000 years.
16. At present, more than one million visitors travel to Guangzhou every year.
17. We have known each other for quite a long time./ We have got to know each other over quite a long time.
18. Our relationship was based upon years of open communication with each other.
19. We have been learning English for about ten years.
20. We have gradually become able to express ourselves fluently in English.
21. Even if it may take me six weeks, I am determined to finish the job.
22. I will try my best to sort out the problem.
23. No matter what may happen, I will never give up.
24. I always believe that attitude is everything./ I believe that having the right attitude is the key to success.
25. Life is just like a beautiful journey. We should always keep a positive attitude towards life.
26. Please be patient. The train is arriving now.
27. It seems that his career is at an end.
28. She has devoted all her life to teaching young kids.
29. The problem is worth discussing.
30. The mother is watching over her sleeping child now.
31. She gave us food and clothes and asked for nothing in return, which made us very grateful.
32. When the bell rang for lunch the students came out of classroom one after another.
33. He’s been training for a long time, so he deserved to win the race.
34. We shouldn’t always rely on our teachers.
35. We should take responsibility for our own learning.
36. Finally, I was able to do the work with the help of my friends.
37. Unless we clean up our environment, human beings may not survive.
38. The government has taken some measures to solve/address/reduce the environmental problems.
39. Because of over-hunting by human beings, many animals have died out.
40. We have only one earth, so we should protect it and always be environmentally friendly.
41. Always remember that prevention is more important than a cure when it comes to saving the environment. .
42. We experienced a lot during the flight.
43. After the plane landed safely, some people burst into laughter while others cried in relief.
44. When driving, you should pay attention to the road signs.
45. According to the weather report, it will be sunny today.
46. Never give up. Tomorrow will be another day.
47. I dream of traveling around the world one day in future.
48. I am independent and don’t like to always rely on others for help.
49. In addition to being confident, she is also attractive and sensitive.
50. We are good friends. I value your friendship above all else.
51. Swimming is pleasant ,especially in warm weather.
52. I love walking in the forest and getting close to nature.
53. I love sports. I’m interested in playing tennis.
54. The story was very funny. I couldn’t help laughing when I was reading it.
55. I’m looking forward to seeing you soon.
56. Music is wonderful. Listening to music helps me relax when I feel stressed/pressured.
57. The movie reminded me of my wonderful childhood.
58. It was obvious to everyone that he wasn’t telling us the truth.
59. The hospital was built in memory of Dr. Sun Yat-sen.
60. I was deeply touched by the story.
61. You will benefit greatly if you regularly consult with your teacher.
62. Unless you keep a balanced diet, you will put on weight.
63. You never know how far you can go until you try.
64. He was amazed at the great changes that had taken place in his hometown.
65. His ability to earn a good living is limited by his lack of education.
66. His greatest strength is also his most serious weakness.
67. This news report is based entirely on facts.
68. The government has accepted the good suggestions put forward by the young man.
69. We will have a picnic in the woods, weather permitting.
70. When I arrived, I found the school gate closed. I suddenly realized it was Saturday.
71. The atmosphere at the party yesterday was very joyful and everyone had a great time.
72. I often wonder why some parents allow their children to watch violent movies.
73. The news that our class won the basketball game was really a big surprise.
74. The collapse of America’s largest bank set off a chain reaction of bankruptcies and led to many people losing their homes.
75. This 6-year-old boy has a gift for telling stories.
76. This painting is a mixture of the traditional and the modern.
77. We soon fell in love with the thousand-year-old town, (which was) surrounded by green hills and blue water.
78. Standing at the top of the tower, I could see the mountains in the distance
79. I like the small town. This is the place where we spent our summer holiday last year.
80. What impressed me most in the small town was a big tree that is about 1000 years old.
81. I came across my friend by chance when I was leaving the supermarket.
82. My teacher’s words inspired me to work harder than ever before.
83. Thanks to everyone’s hard work, the performance was a great success.
84. I would rather struggle for my dream than give it up and regret it later in my life.
85. The president of the USA paid a visit to China with the hope of improving the relationship between the two countries.
86. I was able to overcome the problem with the help of my teacher.
87. I remember everything as if it happened yesterday.
88. In general, you cannot avoid making mistakes when learning a new language.
89. With the help of the people and the government it is likely that Wenchuan will eventually recover.
90. When the tree leaves turn yellow, we know that autumn is approaching.
91. France is famous for its fine food and wine.
92. The school provides modern teaching facilities for its students.
93. Computers and Internet have completely changed our lives and allow us to easily communicate with people all over the world.
94. Not only was he a famous playwright, but he was also an excellent actor.
95. Don’t expose yourself to the sun for too long or you will get sunburned.
96. My breakfast consists of chocolate-covered biscuits and milk.
97. I keep my reference books near my desk for convenience.
98. Born into a workers’ family in Beijing, she began to play table tennis at the age of five.
99. Everything in the world is constantly changing.
100. The headmaster presented him with the award for excellent students.
英语基础翻译100句
1. 我的名字叫李华。我是一名中学生。我出生于1990年3月10日。
2. 我很努力学习3. 我喜欢看书。
4. 昨天晚上我看了一场电影。这是目前为止我所看过的最好的电影中的一部。
5. 请打我的电话，我的号码是123456。
6. 昨天是我的生日。妈妈给了我一份生日礼物。
7. 今天傍晚学校将有一场英语晚会。
8. 英语晚会将于七点半开始。 9. 我想邀请你参加今天的英语晚会。
10. 我深信你一定能与我们共度一个愉快的夜晚。
11. 好朋友就是能和你分享快乐和忧伤的人。(share…with)
12. 这是他第一次用电子邮件与笔友交流。（the first time, communicate with）
13. 爱好是不会让你感到厌倦的--你投入的时间越长，乐趣越多。 (the more… the more; devote to; get tired of)
14. 我真的非常感激你为我所做的一切。
15. 广州是一个拥有2000 多年历史的大城市。
16．现在, 每年有超过100万的旅客来广州观光旅游. (at present, more than)
17. 我们已经相识有很长的时间了。(get to know each other)
18. 我们的友谊是建立在多年相互开放沟通的基础上的. (base on, communication)
19. 我们学习英语已经有大约十年的时间了。
20. 我们已经逐渐可以用英语流利地表达自己了. (gradually, express, fluently)
21. 即使这工作可能要花掉我六个星期的时间，我仍决心要完成这份工作。 (even if, determined )
22. 我会想尽办法来解决这个问题。
23. 不论发生什么事情，我将永远都不会放弃。 (No matter…)
24. 我始终相信正确的态度是成功的关键所在。
25. 生活就象是一个美丽的旅程。我们应该始终对生活保持一种积极的态度。
26. 请耐心点。火车很快就到了。(be doing 表将来)
27. 好像他的事业就快要结束了。(It seems…, at an end)
28. 她把自己毕生的精力都倾注于教育孩子。（devote …to…）
29. 这个问题值得讨论。( worth)
30. 这个母亲正看护着她熟睡的孩子。(watch over)
31. 她给我们食物和衣服，没有要求任何回报，这一切都让我们很感激。 (in return; which; be grateful )
32. 当午餐的铃声敲响的时候, 学生们一个接一个走出教室。(one after another)
33. 他训练了很长的一段时间，所以获得比赛的胜利是他应得的。（deserve, so）
34. 我们不能总是依赖老师。(rely on…)
35. 我们都应该对自己的学习负责。(take the responsibility for…)
36. 在朋友的帮助下，我最终完成了这项工作。(with the help of)
37. 除非我们净化我们的环境，否则人类可能将无法生存。（clean up, survive）
38. 政府已经采取措施解决环境的问题。（take measures, solve）
39. 由于人类的过度猎捕，许多动物都已经灭绝了。( die out,)
40. 我们只有一个地球。所以我们应该保护我们的地球，做到环保。
41. 永远记住对于环保，防护比治理更加重要。( cure)
42. 我们在飞行途中经历了许多。
43.飞机安全着陆之后，一些人喜笑颜开，而另一些人欣慰地哭了。(burst into laughter; while; cry in relief)
44. 开车的时候，你应该注意路标。( pay attention to; road signs)
45. 根据气象报告，今天将会是一个晴朗的日子。( according to)
46. 不要放弃。明天将会是更美好的一天。 47. 我梦想将来的某一天能周游全世界。(dream of)
48. 我很独立，不喜欢总是依赖别人来获得帮助。(be independent; rely on )
49. 除了自信，她还非常漂亮也非常敏感。(in addition to; confident; attractive; sensitive)
50. 我们是好朋友。我将与你的友谊视为是最重要的。（above all else）
51．游泳是非常快乐的，特别是在温暖的天气里。(pleasant)
52．我喜欢在森林里漫步和亲近自然的感觉。(get close to)
53．我喜欢运动。我对打网球有兴趣。(be interested in)
54．这个故事很有趣。但我读的时候，我情不自禁地笑了起来。(can’t help…)
55．我盼望着能很快见到你。(look forward to…)
56．音乐是美妙的。当我感到疲倦有压力的时候，听音乐能够帮助我放松。
57．这出电影让我婆想起了自己美好的童年。(remind … of …)
58. 大家都很清楚他没有告诉我们事实的真相。(obvious)
59. 这间医院是为了纪念孙中山先生而建的。 (in memory of)
60. 我被这个故事深深打动了。
61. 如果你时常请教老师的话，你将会受益匪浅。 (benefit，consult with)
62. 除非你保持均衡的饮食，否则将会增加体重。 (a balanced diet, put on weight )
63. 不尝试，你永远都不知道自己能走多远。 64. 他对家乡的巨变十分惊讶。(amaze)
65. 他谋求良好生活的能力受到了他缺乏教育的限制。(earn a good living, be limited by; lack of)
66. 他最大的优点也是他最严重的缺点。
67. 这篇新闻报道是完全根据实际情况写的。(base…on)
68. 政府已经接受了这个年轻人提出的好建议。
69．如果天气允许的话，我们将在树林里野餐。（weather permitting）
70. 当我到达的时候，我发现学校的门是关着的。我突然意识到那天是星期六。(find+宾语+补语)
71. 昨天晚会的气氛非常欢快，每一个人都度过了美好的时光。(atmosphere; joyful)
72 我经常感到疑惑，为什么有些家长允许自己的孩子暴力影片。（wonder ; allow）
73. 我们班获得篮球比赛胜利的消息真是一个很大的惊喜。
74美国最大银行的倒闭引发了(set off)连锁的破产现象(a chain reaction of bankruptcies)，导致了许多人失去了自己的家园。 (lead to, lose home)
75.这个6岁的小孩有讲故事的天赋。(have a gift for)
76 这幅画是传统与现代的结合。( a mixture; the traditional; the modern)
77. 我们很快就喜欢上了这个青山碧水环绕的千年古镇。 (surround)
78.站在塔顶上，我仍能看到远处的山 ( in the distance)
79. 我很喜欢这个小镇。这就是我们去年度暑假的地方。
80. 使我印象就深刻的是小镇上一棵百年老树。
81.当我离开超市的时候，我碰巧遇见了我的老朋友。（come across）
82.老师的话促使我比以前更努力工作。（inspire）
83. 多亏了每一个人的辛勤努力，表演取得了巨大的成功。(thanks to)
84. 我宁愿为理想奋斗，不愿意放弃而他日后悔。(would rather…than; struggle for)
85. 美国总统来华访问，希望改善两国之间的关系。(with the hope of…)
86.在老师的帮助下，我终于克服了困难。(overcome)
87.我对一切记忆犹新，好像是昨天发生的。( as if…)
88.一般而言，你在学习一门新的语言的时候总避免不了要犯错误。(in general, avoid)
89.在政府和人民的帮助下，汶川地区最终定能重建家园(it is likely that; recover)
90. 树叶变黄，意味着秋天来临。（approach）
91.法国以其精美的食品和葡葡萄酒驰名。(be famous for)
92.学校为学生提供了许多现代化的教学设施。(provide sth. for sb.; teaching facilities)
93. 计算机和网络已经彻底地改变了我们的生活，让我们可以很方便地与全世界的人交流。
94.他不仅是个有名的剧作家也是个非常优秀的演员。（Not only句首…but also…）
95. 别在太阳下晒得太久，否则你会被晒伤。(expose… to)
96. 我的早餐包括巧克力饼干和牛奶。(consist of)
97. 为了图方便, 我把参考书放在书桌前。（for convenience）
98 她出生于北京的一个工人家庭，5岁就开始打乒乓球。（过去分词作状语）
99. 世上的一切事情都在不断地发生着变化
100.校长为他颁发了优秀学生奖。( present sb. with the award )
篇11：浅谈如何提问和阅读理解(译林牛津版英语高一)
提问是阅读教学中使用得最频繁的教法之一。目前语文教学中已形成众多流派,不管哪一派都离不开设计 问题、提出问题、运用问题,开启学生心智,引导学生理解课文。那么究竟应该如何提问呢?本人认为,要研 究阅读教学如何提问,首先要探讨何以要提问。
作为一种教法,提问是师生课堂会话的方式。提问是一种言语行为,属“语用”范畴,提问时使用的问句 属“语形”范畴,而问句中包含的问题属“语义”范畴。
二十世纪科学哲学的一个重要成果,是发现智力活动的起点在发现和提出问题。英国科学家波普尔科学发 现的模式就是:“问题(1 )--假设(猜测)--验证--问题(2)”。因此, 问题也是教师启发学生, 打开思路,开发智力的钥匙。布鲁纳的“发现法”,第一步设卡,即让学生认识上产生矛盾,发现问题;第二 步设法,就是让学生运用已有知识框架或认识结构,在教师点拔下试作解答;第三步验证,如果解答正确,也 即动用旧框架同化了新信息,进一步丰富了已有的框架,如果错了则帮助学生调整或转换旧框架,形成新框架 ;第四步小结,即反馈、总结。认识心理学中的“SQ4R阅读方法”,首先是预习或概观,在此基础上即是“提 问”,然后精读(阅读、思考),最后是复述和复习,以加深记忆;其主要特征就在于提出问题、回答问题, 对教材进行细致、深化的加工。
阅读理解有不同层次。章熊先生分为:(1 )复述性理解(着眼于表层信息,侧重记忆);(2)解释性理 解(通过信息加工, 由表及里、由此及彼,转化为自己的认识);(3 )评价性理解(对文章价值作用评价) ;(4)创造性理解(超越本文,探索新问题,提出新见解)。按章先生的意见,四个层次由低到高排列,而中 学阶段的阅读理解应以一、二两项为本(注:《特级教师--专家学者之选》。)。理解的层次不同,问题的 层面和提问方法也会有所不同。例如,在低年级使用的谈话法适用于复述性理解,提出反常问题,克服学生思 维定势使用于创造性理解。本人认为,狭义的理解应指“解释性理解”,是实现阅读目标的关键,也是阅读智 力活动的核心,想象、欣赏、评价、记忆、创造、应用都以此为基础。
西方解释学是关于文本意义的解释和理解的一种理论与方法或哲学,有助于探讨“解释性理解”的本质。 解释学认为,阅读是读者和本文的对话、交流。伽达默尔说:“使留传下来的本文成为解释的对象,就意味着 它向解释者提出问题,……理解本文也就是理解这个问题”;而“问题的重建变成了我们自己的提问,这种重 建可以把本文意义理解为其回答”,“我们这些努力要求理解的人,必须通过自己让本文讲话”(注:《哲学 译丛》1986年第三期。)。作为接受者总是以提问者身份出现,而作为本文则以对答者身份出现,双方建立起 问答的伙伴关系;而理解就是通过对话、问答而达到“视界融合”的过程。所谓视界是一个从已有知识框架出 发所能理解的可能范围,读者不断从自己已有视界出发,进入本文的视界,形成一个既非自己也非本文的新视 界,具有新的可能性。达到理解的标准就是解释学家所说的“解释学循环”--整体只有通过理解它的部分才 能得到理解,而对部分的理解又只能通过对整体的理解。“解释学循环”有两层意思:
(一)古典解释学认为,作品自身作为整体包括意义、风格、结构等,作品的各部分诸如章节、词句等, 必须放在这个整体中才获得理解与意义;而作品相对于产生它的整个历史文化背景而言,又是这一文化背景的 部分,作品必须放在这一历史文化背景的整体关系中才能得到理解。对这一层次的“解释学循环”,钱钟书先 生表述得最为清楚:“乾嘉‘朴学’教人,必知字之诂,然后识句之意,而后通全篇之义,进而窥全书之指。 虽然,是特一边耳,亦祗初桄耳。复须解全篇之义乃至全书之指(“志”),庶得以定某句之意(“词”), 解全句之意,庶得以定某字之诂(“文”),或并须晓会作者立言之宗尚,当时流行之文风,以及修词异宜之 着述体裁,方概知全篇或全书之指归。积小以明大,而又举大以贯小,推末以至本,而又探本以穷末;交互往 复,庶几乎义解圆足而免于偏枯,所谓‘阐释之循环’者是矣。”(注:钱锺书《管锥篇》第一册,中华书局 出版。)
(二)当代解释学认为,更重要的是解释者的前理解(已有知识框架)形成的视野(整体)与作品(部分 )的关系。读者已有的知识框架是向本文敞开的倾向性,在已有框架引导下进行理解活动,同时也在理解活动 中受到检验、调整、修正,使本文的意义显现出来,因此理解决不是消极地复制本文,而是一种“生产性”、“构成性”的努力。伽达默尔认为,理解永远是由整体(读者的前理解)运动到部分(作品),又回到整体( 读者所达到的新的理解)的理解。而所有部分与整体的和谐状态便是正确理解的标准。
根据当代认知科学研究成果,阅读理解同时存在两种信息加工方式:资料驱策加工和概念驱策加工(注: J.R.安德森《认知心理学》,吉林教育出版社出版。)。“资料驱策加工”是对来自本文的信息加工,本文从 低到高有如下分析平面:语音平面、书写平面、词汇语义平面、句法平面、语篇平面和语篇所指平面。对本文 各平面从高到低,从低到高的加工相当于“解释学循环”的第一层意思。可是读者的心智并不是一张“白纸” ,本文仅仅是信息的一个来源,其它信息还来源于读者头脑中已有的知识,一个人对有关本文的知识越多,理 解效果越好,就能以最短时间、最少努力,有选择地使用最有成效的线索探索文章语义和句法制约关系,从本 文中构造出意义,这种加工方式称为“概念驱策加工”。读者头脑中已有的知识相当于解释学家说的“前理解 ”,因此这种加工方式也相当于“解释学循环”的第二层意思。任何认识的发生、发展都是认识的外源因素和 认识的内源因素双向作用的结果,阅读也是双向建构,阅读理解要达到两个平衡:作为客观的本文的整体和部 分的协调,作为主体认知框架的平衡。
阅读教学中,教师的主导作用在于通过提问,引导学生达到“解释性理解”,起导读作用。这就要遵循“ 解释学循环”的原则,启发学生同时进行两种方式的信息加工,提高理解水平,培养迁移能力。
以上主要从解释学维度讨论了何以要提问,阅读教学中如何提问就有了根据。
课堂提问的组成是阶梯式的:最高层次是“课”,其次是“课段”,再次是“回合”(一次问和答),最 低层次是“话步”(教师的“问”和学生的“答”)。
我们先讨论“回合”。教师和学生的对话并没有信息沟,教师提问并不是要从学生那里获得信息,而是要 启发学生获得信息或检查学生是否已获得信息。一般会话结构是两话步:一种是A(问)--B(答),A(再问 )--B(再答);一种是A(问)--B(答),B(问)--A(答)。而课堂会话结构是三话步:T(教师问 )--S(学生答)--T(教师评价小结)。第三话步是信息的反馈, 即使有学生能作出正确回答,但不等于 所有学生都能回答,应重复学生的回答以面向全体学生。
由回合到课段,提问有一个开始到结束的框架,每次提问都有一个焦点,如何组织一个课段的提问呢?遵 循“解释学循环”的原则,大致有两种方式。
(一)由浅入深,由表及里。
1、由表层到深层,由具体到抽象。于漪老师《七根火柴》第21 节的提问设计是:(1)无名战士留给人间 的最后话语是什么?(2)无名战士留给人间的最后动作是什么?(这两个是表层问题。)(3 )这些言行显示 了他怎样的心灵、怎样的精神?(4)和一般人相比, 他的伟大之处是什么?(这两个是深层问题。)《截肢 和输血》第1 节提问:(1)白求恩同志是在怎样的气候下赶路的?(冷)(2)作者怎样描写冷?(这两个是 具体的问题)(3)作者着力描写气候寒冷的用意是什么?(这个问题较抽象。)
2、层层深入。如钱梦龙老师《捕蛇者说》第1节的提问:(1 )这种蛇特别,文中用了哪一个字?(“异 ”)(2)“异”在哪里? (归纳为:色、毒、用)(3)作者突出了哪一个?(“毒”)(4)为什么?(陪 衬赋敛之毒)(5)为什么永州人民还“争奔走焉”? (将捕蛇和纳税联在一起)后一问句的焦点以上一问句 提供的新信息为依托,层层递进。
(二)整体--部分--整体。
本人在教《白杨礼赞》第7节的提问设计是:(1)上一节从外形上写白杨树不平凡,本节从哪一方面赞美 白杨树的不平凡呢?(内在气质)(2)作者调动哪些手段赞美白杨树的内在气质?(排比、比喻、拟人、对比 、欲扬先抑)(3)“伟丈夫”和“好女子”对比, 这个“好”是什么含义?(美丽)(4)为什么要用这样的 对比和隐喻? (突出其壮美,并由赞美树过渡到赞美人)(5 )作者用什么手法进而揭示其象征意义?(反问 排比句)(6)这几个排比句之间有什么联系? (由外到内,层层深入)(7)四个反问句句式上有什么变化,
怎样逐步深化点出象征意义?(略)(8)这一节在全文起什么作用? (赞美的高潮所在,精华所在)。
在组织课段提问时,要防止孤立式的提问。一位新教师教读《挖荠菜》第2节提了三个问题:(1)“馋” 是什么意思?(2 )馋到什么程度? (3)饿到什么程度?关键要问:为什么要写馋(突出饿)和写“饿”反 映了什么,才能由表及里。
在课堂上,提问的展示由“回合”到“课段”,再到“课”;可是教师在设计提问时是从“课”到“课段
篇12：高中英语教学随笔 (译林牛津版英语高一)
由于农村地区教育相对落后，对英语学习不够重视，还由于自身有自卑心理，不敢张口说英语，加之没有掌握适当的学习英语的方法，导致上课调动不起英语学习的积极性，学生只是消极被动地去接受知识，达不到预期的理想效果。然而，该年龄段学生的优点是上课积极活跃，动手动脑能力强，同学之间有相互竞争的意识。如何在教学过程中利用这些优点呢？在实践中我深切感到在课堂上设置游戏，能够激活课堂，调动学生自主学习的能力，培养学生对英语学习的兴趣，使他们变成课堂的主体。现在谈一下我对课堂游戏教学的一些浅显的认识和不成熟的看法
课堂游戏有利于培养学生的创新意识和创新能力
创新是现代社会对人的素质提出的又一基本要求。如何把创新精神贯穿于课堂教学的始终，使课堂焕发出生机和活力？关键一点就是教师在教学时应给学生营造一个创新的环境。课堂游戏恰巧从根本上改变了封闭教学的沉闷局面，让学生参与到了教学过程中来。游戏走进课堂，把教师传授知识的过程变成了在教师指导下、以学生为主体主动参与积极探索的过程；把重视传授知识变成了激发学生求知欲、好奇心、创造精神和开发学生潜能的学习过程；把教师从真理的代言人、至高无上的权威、传道授业解惑者，改变成学生民主、平等、自由地进行自我展现过程的操作者。一个宽松、广阔的创新环境悄然形成，它不断地启发、诱导学生在学到书本知识的同时，也培养了他们的创造能力。学生的个性在游戏中得到尊重，尊重个性就是尊重创造。面对学生，我们应永远充满信任和期待，以爱的春风绽放每一朵春蕾，用信任的目光开启每一个心灵的宝库，使创新教育在英语课堂上得到真正的体现。
课堂游戏有利于培养树立学生的合作精神和意识
课堂游戏帮助我们改变了老师的一言堂，开辟了师生间、学生间平等交流的好场所。知识、能力、性格等方面各有差异的学生集合在一起，去发现别人的闪光点来启迪自己的思维。在游戏中，知识、能力、性格得到了相互碰撞和升华。在游戏中，学生不仅学会了倾听，学会了赞美，学会了批评，学会了接受，而且还展现自我、认识了自我、完善了自我，使个性得到了和谐健康地发展，同时也养成了他们的合作精神。
课堂游戏可以让学生走进生活，开拓英语学习的新天地
在课堂游戏教学中，同样的教学内容，教师的教法不同，学生的学习效果就不同。教学得当，学生则学得轻松有趣、学的灵活，掌握的就好。反之，教师教法不当，学生就学的吃力、枯燥，甚至厌学。对学生的游戏效果应进行多方面的强化或者鼓励。在游戏过程中，应及时发现学生的闪光点并给予肯定和表扬，帮助他们在游戏中学习，学会总结、创新，从而进一步强化游戏效果。只有让学生在课堂上自主地发展，才会使他们具备创新人才所需要的品质。我们在课堂上设立游戏，不仅可以使学生在学习中享受到快乐，而且还可以发展学生的各项素质。因此，让游戏走进课堂，不但可以使我们的英语教学焕发出新的生命，而且还能够拓宽学生学习英语的新天地。我们在今后的教学中应不断进行探索与创新，让游戏走进课堂，让我们的英语课流光溢彩，活力四射。
篇13：一般过去时复习教案 (译林牛津版英语七年级)
一般过去时
1. 一般过去时
结构：主语+动词过去式
表示：①过去(经常)发生的动作
②过去存在的状态
时间状语：yesterday, in the past, ... ago, the day before yesterday, the other day, this morning, last week, in +过去时间
2. 动词过去式的变化规则
(1)一般情况下，直接在动词词尾加-ed。
(2)动词以e结尾，直接在词尾加-d。如：save-saved，use-used。
(3)动词以y结尾，且y前是辅音，则变y为i再加ed。如：carry- carried ，cry-cried
(4)动词以重读闭音节结尾，且末尾只有一个辅音字母，则先双写这个辅音字母，再加ed。如：
stop-stopped，plan-planned
(5)不规则变化(见课本附录的表格)。如：put-put，write-wrote，spend-spent，leave-left…
【练】写出下列动词的过去式
1.is/am
2.Fly
3.3.plant
4.are
5.drink
6.play
7.go
8.make
10.dance
11.worry
12.ask
3. 一般过去时的否定句：
1、be动词构成的一般过去时的否定形式：在was和were后面直接加not.可以缩写成wasn’t和weren’t.
2、行为动词前加助动词didn’t
3、Be动词开头的一般疑问句以及回答方式
-Were you happy yesterday?
-Yes, I was.
4、行为动词构成的一般疑问句，在句首加did
Did she do well in Chinese when she was at school?
Yes, she did./No, she didn’t.
【随堂练习】
1.Lucy did her homework at home.(改为否定句）Lucy ______ ______ her homework at home.
2.He found some meat in the fridge.(改为一般疑问句）_____ he _____ _____ meat in the fridge.
3.She stayed there for a week.（对划线部分提问）
_______ ________ ________ she _______ there.
4.There was some orange in the cup.（改为一般疑问句）
________ there _______ orange in the cup?
5. We visited our teacher last night.(对划线部分提问)
_________ _________ you ________ last night?
6. Do you go to school by bus every Monday?(用 last Monday 替换 every Monday)
_________ you ___________ to school by bus ___________ ______________?
7.My family went to the beach last week.(对划线部分提问)
_________ ________ __________ family ___________ last week?
8. He cleaned his room yesterday. (对划线部分提问)
________ ____________ he__________ yesterday?
【一般过去时专练】
用括号中所给词的适当形式填空
1. I ___________ (have ) an exciting party last weekend.
2. --_______she ____(play) her guitar （吉他） yesterday?--No, she ____.
3.-What ___________Tom __________ (do) on Saturday evening?
--He _________(watch) TV and __________(read) an interesting book.
4. They all ____________(go) to the mountains yesterday morning.
5. She _____________(not visit) her aunt last weekend.
6. -When __________ you ____________(write) this song?
--I ____________(write) it last year.
7.My friend, Carol, _______(study) for the maths test and ____________(practise) English last night.
8. --____ Mr Li _____ (do) the project on Monday morning.--Yes, he ___.
9. -How _______________(be) Jim's weekend? --It ____________(be not ) bad.
10. --__________(be) your mother a sales assistant（售货员） last year?
--No, she ______________.
11. I ____________(go) to the park last weekend.
12. When ___________Sam ____________(do) his homework last night?
13. Linda _____________(clean) the room yesterday.
14. My grandfather _____________(be) sick last week.
15. He often ______(play) basketball after school when he was a student.
16. They ____________(be)very happy to hear the good news yesterday.
17. I _______________(see) him today. He went to see his grandmother.
18. I ______________(be) busy last week.
19. Mary ____________(not visit) her aunt last month.
20. There ____________(be) a lot of people in this village five years ago.
21. I _______________(buy) a new dictionary the day before yesterday.
22. She _______________(give) me a book a moment ago.
23. The girl _______________(get) up early this morning.
24. They _______________(take) photos near the river an hour ago.
25. He __________________(not draw) pictures yesterday evening.
26. Mr Green _____________(come) to visit me last night.
27. The teacher _______________(agree)（同意） to our idea yesterday.
28. He said he _________________(feel) terrible.
29. They _____________(make) him work twelve hours a day last year.
30. I _______________(see) him in the library two days ago.
31. She ________(write) her address on the blackboard ten minutes ago.
32. The government ______________(build) a new bridge last year.
33. Tom ___________(spend) the weekend with the animals into the zoo.
34. Linda _______________(know) the bad news right now.
35. The boss（老板） __________(drive) his car to London for a holiday.
一般将来时
1.一般将来时
结构：主语+will do
主语+am/is/are going to do
I/We+shall do
表示：①将来发生的动作
②将来存在的状态
时间状语：tomorrow, the day after tomorrow, this afternoon, this evening, soon, in+一段时间, someday, sometime,
in the future
一、一般将来时 be going to
1.be going to 意为“计划或打算做某事”它通常与表示将来的时间状语连用。
如:this morning, this afternoon, this evening
next week, next month, next year, the next day
tomorrow, soon
2.be going to 的一般疑问句，be动词随主语的变化而变化以及回答形式。
如：Are you/they going to bring some snacks to the party? Is he/she going to bring some snacks to the party?
Yes, we/they are. Yes, he/she is.
No, we/they aren’t.No, he/she isn’t.
be going to的特殊疑问句，由what,when.where,who 引导。
二、一般将来时will
1.一般将来时的定义
一般将来时表示某个时刻的动作或状态，或将来某段时间内经常的动作或状态。
2.构成方式：will+动词原形
3.表示将来的时间状语：tomorrow, next week, next month, next year, in the future等。
4.一般将来时的句型结构：
1).肯定句：主语+will+动词原形+其他成分 如：I will go to the library. 我将去图书馆。
2).一般疑问句：will+主语+动词原形+其他成分 如：Will you cook fish for me?
【随堂练习】
( )1.Look out! The train _____.
A.came B.will come C.is coming D.is going to come
( )2.My sister _____ nine years old in a month.
A.was B.is C.will be D.is going to be
( )3.--I am waiting here for an hour.
--Sorry, I _____ you were here.
A.don’t knowB.didn’t know C.won’t know D.am not knowing
( )4.--Look at the sign. You cannot smoke here.
--Sorry, I _____ it.
A.don’t see B.didn’t see C.won’t see D.am not seeing
( )5.Tom _____ his grandparents this afternoon..
A.visits B.will visitC.is visiting D.visited
( )6.Look at the clock! We _____ late.
A.were B.are going to be C.will be D.was
【任务型阅读】
（B）
A different way of learning is widely used in our English study.
Before class, we make study plans first. Then we look up the new words, listen to the recording and read the text. When we meet problem, we can’t solve by ourselves. We always write them down in our notebooks.
In class, we sit in groups to discuss the problems freely. The teacher always offers help when we need. After discussion, it is time for us to give a report to the class. We also make conversations in pairs and practise a lot. It is really good for our listening and speaking.
After class, we have less homework now so we can go to the library to read English books, magazines and newspapers. We can also surf the Internet for useful information.
In a word, we enjoy the new way of studying. We can make more progress in our study.
根据短文内容填空，完成表格:
Information card
Main idea A different way of learning is 1 used in our English study.
Changes Before class We make study 2 first.
3. class We sit in groups to 4 the problems freely.
After class We have 5 homework so we can go to the library.
Conclusion(结论) In a word, we can manke more progress in the new ways.
1. 2. 3. 4.5.
6. 7. 8. 9.10.
篇14：牛津高中英语词汇讲解 (译林牛津版高一)
M3 U2 words:
1. be made up of = consist of , be composed of
consist of的意思是“由……构成”，它与 make up of ， compose of 的区别在于：consist of不可用被动语态，而make up of和 compose of 可以用被动语态。例如：
1） The house consists of 6 rooms.
2） The medical team is made up of three doctors and a nurse.
3） The book is composed of 25 units.
2.occupy occupation n.占据、职业
1. occupy意为 “take up or fill (time, space, sb’s mind, etc)” “占据，充满（时间，空间，某人的头脑等）”。
e.g. The speech occupied three hours. 发言占去了三个小时。
A bed occupied the corner of the room. 一张床占去了房间的一角。
2. occupy意为 “take possession of and establish troops in (a country, position, etc)” “（军事）占领（国家、阵地等）”。
e.g. The army occupied the enemy’s capital. 军队占领了敌国首都。
3. occupy意为 “live in or have possession of (a house, land, etc)” “占用，占有（房屋、土地等）”。
e.g. The family have occupied the farm for many years.
这家人在农场已居住多年。
They occupy the house next door. 他们住在隔壁。
4. occupy oneself (in doing sth/with sth) “忙着（做某事）；忙（于某事）”。(be busy doing sth./with sth.)
e.g. How does he occupy himself now he is retired?
他既已退休，都如何打发日子呢？
n.
He is a bus driver by occupation_____________________________________
3.name after
She was named after her grandmother.
她是根据她祖母的名字命名的。
The new school was named after the famous Civil Rights leader.
by name名叫;用名字
in the name of以...的名义;代表Stop doing that, in the name of God! 看在上帝的分上,别干了
by the name of名叫 !
know sb. by name只知道某人的名字
4. aside from=apart from /
apart from在不同的上下文中，既有besides的含义，又有except和except for的含义，要根据上下文来判别。如：
Apart from English, he has a good command of Russian and French. 除英语外，他还精通俄语和法语。（= besides)
He has no interests, apart from his work. 他除了自己的工作外，没什么兴趣爱好。（= except )
It’s a good paper, apart from a few spelling mistakes. 这是一篇好论文，只是有几处拼写错误。（= except for)
aside from 类似于apart from的用法。
1除…之外
Everything was quiet, aside from the occasional sound of a car in the distance. 除了远处偶尔有汽车的声响外, 四周一片寂静。
Aside from being fun and good exercise, swimming is a very useful skill.
除了有趣与运动外，游泳还是个很有用的技能。
2既…又…
I didn't accept the job because it was badly paid and aside from that, it wasn't very interesting. 我没接受这个工作, 因为工资既少, 又非常乏味。
5.contribution contribute
make a great contribution to
contribute to捐（款）；投（稿）；贡献；有助于
contribute to a literary journal 向文学杂志投稿
contribute to the furtherance of. 对促进……的发展起作用。
Contribute to the Red Cross 捐助红十字会
6.defeat beat
beat和defeat属一组同义词，它们的宾语必须是人或一个集体，如a team, a class, an school, an army。defeat尤指在战场上打败敌人；beat是游戏、比赛的专门用词。二者常可换。 eg:
We beat their team by 10 points. 我们赢了他们队十分。
In the end their army was defeat/beaten. 最后他们的部队被击（打）败。
7.take control of
lose control of
beyond control 无法控制
in control (of) 控制(住),管理
out of control 不受控制
under control 被控制住
keep...under control 对...加以控制
under the control of 受...的管理(或管辖),受...的控制
have (no) control over (of)能(不能)控制...
8.lead to =result in
1. Such a mistake would perhaps lead to disastrous consequences.
这样一种错误可能导致灾难性的后果。
2. Too much work and too little rest often lead to illness.
过量的工作和过少的休息会引起疾病。
9.replace vt. 取代 =take the place of 放回原处
Nothing can replace a mother's love. 什么都无法取代母爱。
We've replaced the old adding machine with a computer
我们用电脑取代了老式的加法计算器
He replaced the book in the shelf
10. entire = whole
whole n.全部, 全体, 整体, 完全之体系
adj.所有的, 完整的, 完全的, 纯粹的, 未损伤的, 未打破的
adv.完全, 整个
entire adj.全部的, 完整的, 整个
entire 与 whole 在许多情况下可以通用。例如：
The people‘s government has the support of the entire(whole) population . 人民政府得到全民的支持。
whole 常用来强调某事物的完整性，即没有任何部分被忽略或舍去相当于 every part. 在日常语言中，whole 远比 entire 用得多。例如：
One day the police even used their sticks during a peaceful march by blacks , and this was seen across the whole country on TV . (也可用 entire) 有一天，黑人在进行和平进军的时候，警察使用了警棍，这个情景全国的电视上都看到了。
entire 可以修饰抽象名词，whole 则不能。如：
This would destroy the entire peace of the Middle East .
这将会破坏整个中东和平。
11.therefore
therefore有两种用法，一在整句中，一在分句中。therefore是副词，但有时具有连词作用。
一、整句中时一般不放句末，句首后要有逗号，句中1、按一般副词使用2、做插入语
eg.1、Therefore，we must learn English well.
2、They therefore can learn English well.
3、Many fast food restaurant ,therefore, have red furniture or walls.
二、用在分句中，即一个句子一部分表示原因一部分表示结果。
这时一般词前要用分号，其后用不用逗号无所谓。若第二个分句前是逗号或无符号，则要注意therefore是副词，和so不一样，要保持句子完整，应用and therefore。
eg.1、I had a headache; therefore I could not go to your party.
2、I was ill, and therefore could not come.
3、These birds are very beautiful and therefore liked by many people.
12. distinction n. 差别,区别;特性,特征;卓著,荣誉
the chief distinction of Chinese food
中国食品的主要特征
a writer of distinction
一位卓越的作家
academic distinctions
学术上的荣誉
There is no appreciable distinction between the twins.
在这对孪生子之间看不出有什么明显的差别。
His distinction of sound is excellent.
他辨别声音的能力很强。
distinguish v. 区分、辨别 distinguish...from... 辨别, 识别; 把...和...区别开
distinguish right from wrong
明辨是非
distinguish good from evil
分辨善恶
13. concern n. 关心、忧虑、vt.涉及、使担忧 对。。。感兴趣
Andrew expressed his concern. 安德鲁表示了他的关切。
be concerned about /for 关心，挂念；(没什么太大区别 几乎可以通用 但书面的正式用语多是be concerned about )
be concerned with 关系到，涉及 (指的是和某事或某人有联系 不涉及内心感受)
be concerned over sth. 为某事忧虑
be concerned in sth. 也是-- 和某事有牵连 有关联的意思
Ex: The conference was concerned ___ the global reforms of the financial system，and every leader present was concerned ___ interests of his own country.
A with；about B over；about C for；in D about；with
14.access have access to
1. 接近,进入;接近的机会,进入的权利;使用[U][(+to)]
Only a few people have access to the full facts of the case.
只有少数几个人能看到有关该案全部事实的材料。
2. 通道,入口,门路[C][U][(+to)]
The only access to their house is along that narrow road.
Ex: Translate the sentence:
市民可以免费使用这个图书馆。____________________________________
He is a man of easy access. _________________________________________
15.differ from = be different from
Tom ____his father in character and some everyday habits
16. stand for =symbolize /represent
What do the letters UN stand for?
The American flag stands for freedom and justice.
美国国旗代表自由及公平
16.simplify v. simple adj. simplified adj.
The subject is immensely complex, and hard to simplify.
这个题目非常复杂,并且很难简化。
17.as a whole
As a whole our efforts did not prove to be futile.
总体说来，我们的努力没有白费。
The population as a whole is/are in favour of the reform.
全体人民普遍拥护改革。
18.indicate vt. 显示、表示、象征、暗示
The results indicate the need for more work.
结果表明，还有更多的工作需要做。
The light above the elevator indicated that the elevator was then at the fifteenth floor.
电梯上方的灯指示那时电梯在十五楼。
19. convenient adj. convenience inconvenient
convenient意为“方便的”，常用于it is convenient (for sb) to do ….或sth. is convenient to sb. 结构.不可以说: if you are convenient
Will it be convenient for you to start work tomorrow? 明天就开始工作你觉得方便吗
Ex: Come and see me whenever _____ .
A: you are convenient B: you will be convenient
C: it is convenient to you D: it will be convenient to you
20. thus
A society is thus made up of people from all walks of life. thus在这里是“如此这样”的意思。就是说：社会就是这样的鱼龙混杂（由各种各样的人组成）。
He didn't work hard. Thus he was fired.
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module1 unit1 教案 (译林牛津版英语高一)（共14篇）
