新课标下的高中英语教学反思 (译林牛津版英语高一)

“Azkaba”通过精心收集，向本站投稿了20篇新课标下的高中英语教学反思 (译林牛津版英语高一)，下面是小编给大家带来关于新课标下的高中英语教学反思 (译林牛津版英语高一)，一起来看看吧，希望对您有所帮助。

篇1：新课标下的高中英语教学反思 (译林牛津版英语高一)

“课堂教学永远是一门遗憾的艺术，而科学、有效的教学反思可以减少遗憾。”随着教师专业化的发展，教师的主体的自身实践活动已成为教师成长的根本动力。在教师的实践活动中，反思被广泛地看作教师职业发展的决定性因素。美国著名的学者波斯纳提出教师的成长公式是：教师成长=教学过程+反思；我国著名的心理学家林崇德也提出“优秀教师=教学过程+反思”的公式。教师只有通过不断反思，才能使自己从“教书匠”逐步成长为“教育家”。新课程要求教师不仅要成为教学研究的主体，更要成为反思的实践者。

有关研究证明，成功的和有效率的教师倾向于主动地和创造性地反思他们的教育目的、课堂环境，以及他们自己的职业能力。叶澜教授说：“一个教师写一辈子教案难以成为名师，但如果写三年反思则有可能成为名师。”在教师应该具备的各种能力中，反思能力不仅对教学工作，而且对教师的发展具有非常重要的意义。教学反思可以激活教师的教学智慧，探索教材内容的崭新呈现方式，构建师生互动机制及学生学习新方式，它是我们教师成长的“催化剂”是教师发展的重要基础。英语新课程标准的实施需要教师不断反思自己的教学行为是否体现新课程理念，是否有利学生的发展。

一、英语教学反思的主要特征

以追求教学实践合理性为目的。教学反思可以发现新问题，进一步激发教师的责任心，教学反思并不是一般地回想教学情况，而是在教学中不断发现问题，并针对这些问题调整教学方案，使教学方案更合理。教学反思追求更多更好的方法，提高课堂实效性。教学反思对教学理论和实践持有一种健康的怀疑，并及时地把思想变为行动。一个教师如果能不断进行教学反思，经常能研究总结，那么他的教学水平将不断提升。

教学反思具有探索性。任何教师都有理论上的迷茫，实践中的困惑。反思作为一种教学手段在探索中奋进。存在问题就整改，发现问题则深思，反思的真谛就在于教师要敢于怀疑自己，敢于善于突破、超越自我，不断地向高层次迈进。教学实践的过程，既是教师探索的过程，也是教师反思的过程。教学反思就是教师自觉地把自己的课堂教学实践，作为认识对象而进行全面而深入的冷静思考和总结，从而进入更优化的教学状态，使学生得到更充分的发展。

教学反思贯穿于整个教学活动。它既有对教学内容的反思，也有对教学方法的反思，如：探究性教学和任务型教学如何在英语课堂上得到合理运用？多媒体教学如何为课堂教学服务？既有常规课的反思，也有专题活动的反思，比如如何高效性地分析试卷？怎样提高学生的听力水平和写作水平，等等。教师既有通过自己实践后感受而进行的教学反思，也有借学生的眼睛作为“镜头”来质疑自己的教学行为的反思。

二、英语教学反思的内容

1、对教学理念的反思。新课程的核心理念是“为了每一位学生的发展”。在这种核心理念的指导下，课堂教学评价已经将关注的重心从教师的“教”转向学生的“学”。这就要求教师必须认真对待每一节课的课堂教学，必须在教学方式、学习方式的革新、备课方式和课前准备、自我教学能力的重新认识及课堂民主平等的师生关系的建设等几方面进行深入持久的努力。新课程标准还要求教师要从片面地注重知识传授转变到注重学生学习能力的培养。教师不仅要关注学生的学习结果，更要关注学生的学习过程，促进学生学会自主学习、合作学习、探究学习，让学生感受并理解知识产生和发展的过程，培养学生的科学素养和创新思维习惯，教师应通过广泛的理念学习，不断探索反思。

2、对教学方式的反思。传统的教学内容的安排，多以知识的逻辑为主线，忽视了教学的逻辑和接受逻辑，授课方式基本是“满堂灌”，灌知识，灌方法，少有师生互动探究，更谈不上激活体悟，启迪智慧，开掘潜能。教师在教学中是参与者，指导者、组织者、促进者，教师的教学活动应该是灵活多变的，教学过程应是师生共同发展的互动过程，应通过学生体验、实践、讨论、合作、探究等方式，引导学生积极主动地学习，发展学生听、说、读、写的综合语言技能，并创造条件让学生能够探究自己感兴趣的问题。总之，教师要转变传统的、单一的、以语言知识传授为主的“输入式”教学，代之以学生为活动主体的“输出式”教学；要转变单一的教学方式，关注学生学习方式、思维方式的差异，要着力研究学生的学法分层。

3、对学习方式的反思。现代学习方式的基本特征是：主动性、独立性、独特性、体验性、问题性。新课程理念要求学生在“实践中学习，促进学生在教师指导下主动地、富有个性地学习”。这说要求教师对学生如何学给予了更多的关注。学习方式不仅仅是具体的学习方法，而是指学习新知识或解决问题时采取的一贯方式。传统的模式是学生被视为“应试的机器”或是“可填塞知识的容器”，他们没有受到应有的尊重，得不到应有的发展“空间”，难以发挥主动性和创造性。新课程标准所倡导的自主学习、探究学习、合作学习、学习策略体现了学生学习方式的变革。

4、对教材的反思。以前教师把教材当作惟一的教学资源，“吃透教材，教好教材”成了对教师的最高要求。其结果是，教师被扼杀了自主精神和创新能力，限制了自身的发展，教学不能从实际出发，难以激发学生的学习积极性。新课标要求教师参与课程设制，积极开发和合理利用课程资源、搞好校本课程。由“教好教材”到“开发和利用教学资源教好学生”不仅会促进教学改革，还会有力地促进教师的发展。广博的课程资源会帮助教师不断“充电”，不断充实和提高自己。

5、对教学对象的反思。学生是学习的主体，这就要求教师必须充分关注学生，英语教师首先要摒弃传统的以“教案为本，以课本为本，以统一的标准评价为本”的传统观念，在教学过程中，对学生整齐划一，造成了学生“吃不饱，吃不了”的现象。英语教师必须树立 “以人为本”理念，课堂教学中一切活动设计都要符合学生的个性特征。只有这样，才能有利于学生的自我发展。另外，要充分了解学生的学习习惯，情感态度，知识能力；充分关注学生的学习动机，对英语学习的理解，对这门语言难易程度的期待等。只有这样，学生才能够独立自主地学习，从而大大提高教学效率。

6、对教师角色的反思。过去的教师相对学生而言，处于绝对的“权威”位置，学生只是被动接受知识的“容器”。而新课程改革就是要建立和谐的、平等的师生关系，这就要求我们不得不重新反思教师的角色定位。教师应该是平等的合作者，和学生要彼此尊重，互相信赖。教师在教学过程中，既要关注和赏识学生对知识的掌握和能力的提高，又要关注和赏识学生在学习过程与运用方法的优良行为，还要关注和赏识学生在情感、态度、价值观等方面的积极表现。

7、对课堂教学评价的反思。评价要从单一的针对语言知识掌握程度的知识性测试向关注学生综合语言运用能力的多样化评价方式转变；要充分调动不同的评价主体开展评价活动，尊重每个学生的不同意见，鼓励学生有创见的思想，特别是在有争议的问题上更要培养学生多元的思维能力，促进创新精神的形成和发展；要关注学生整体、全面的发展，不能仅仅关注学生学业成绩。

三、英语教学反思的途径

1、从学生的角度来反思自己的教学。学生时常用眼睛和心灵观察和思考着教师，从学生的行为、思想状态、学习成绩以及对老师的期待中都会反映出我们的教学状况。所以老师要时时注意观察学生的学习行为表现，分析现象，探究原因，从学生的角度思考施教中的利弊得失。

2、从教师的角度来反思自己的教学。从教师的角度来对我们自己的教学观念、行为、设计理念进行深刻审视，要抓关键事件，从而捕捉住发展自己的机会。

3、通过邀请同行或专家听评自己的课来反思教学。邀请同行或专家观察自己的教学，与他们交流和对话。可以用新的眼光看待自己的教学实践，有时会使自己的教育观念得到部分或全部的重建。

4、通过写课后反思来反思自己的教学。教师可以通过写课后反思，把每一堂课的成功之处、失误之处、意外收获、学生见解记录下来，不断积累经验，开辟和完善更适合学生发展的教学思路。

总之，高中英语教学反思以解决教学实际问题为基点，不是简单的课后回顾，而是不断提高和深化的过程。教师在“思”中学，在“改”中探索，在探索中发展和创新，使我们的教育教学能力不断提高。

．6

篇2：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3：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.

篇4：浅谈新课标下的高中英语课文的有效导入 (译林牛津版英语)

内容摘要：导入课是整个教学过程的一个重要环节。恰当地运用导入的方法，可以激发学生的求知欲，充分调动学生的主观能动性，提高课堂教学效果。本文探索了新课标下高中英语课文教学的有效导入和教学课文中导入这一环节的作用、方式和应注意的问题，冀以活跃课堂教学，提高英语课文的教学效果，优化英语的课堂教学。

关键词：英语教学；新课标；课文导入；有效性

一．导入的作用

导入是教师在新的课题或活动开始时引导学生进入学习行为的方法。在课堂教学中，学生对所授内容已有的知识或认知背景是他们学习的必要条件，它能对新知识产生同化作用，构成有意义的、高效的学习，使新知识更易于理解和牢固掌握。导入可以以旧带新，以易带难，使教学具有新鲜感和启发性。教师针对课文的类型和内容巧妙、灵活地引入新课，可以激发学生的学习兴趣和阅读愿望，并使其初步感知课文内容，从而为正式进入课文做好准备。正确而巧妙的导入可以激发学生的学习兴趣和求知欲，把学生的注意力吸引到特定的教学任务和教学内容中。成功的导课可以活跃课堂气氛，让学生提前进入学习状态，提高课堂教学的效率，为单元课文的教学抛砖引玉。

因而，课文的有效导入是适应学生的个性特点，符合学生对新知识的认知规律。优化英语课文的导入也是新课程对广大英语教师的其中一项要求。

二．导入的方式

在教学中，条件允许下，教师应该做到：利用音像和网络资源等，丰富教学内容和形式；利用计算机和多媒体教学软件，促进个性化学习；合理地开发和利用多种资源为学生创造自主学习的条件（教育部，）。而导入新课要巧用方法。新课标的高中英语课文题材广泛，体裁多种多样，教师可以针对不同的类型的课文，对其教学采用不同的方式导入。

1．看图导入

图片最大的优点就是直观、形象。高中英语教材都配有课文的插图，插图所能反映的思想内容与课文有着密切的联系。学生对彩图的观察和认识可以为新课文的教学做好准备，为进一步课堂教学的顺利进行打下基础。利用彩图导入课文，可以让学生了解单元话题，激发他们内在的学习动力，培养他们迅速组织语言的能力。这种导入方法尤其适合涉及地点和旅游方面的课文教学，例如在教授Module6,Unit3的Project部分的课文之前，教师可以利用课文中的四幅彩色插图，通过他们的装束、打扮，让学生初步了解这四个少数民族的风土人情。

2．情景导入

情景导入就是提供与课文有密切联系的案例、问题、情景等资料，激发学生兴趣，启动学生思维活动，引导学生主动探究知识；以辨析、评估、辨认等多种有效手段，分析情景，让学生经历“过程”，让学生对情景进行思索，主动学习。例如在导入课文“The perfect copy”时，教师可以创设一个一位男孩和他的克隆兄弟在一起生活、学习的情景，让学生们从个人以及社会角度去思考、探究、评价，从而引出本单元的话题。

3．视听导入

多媒体（multi-media）是英语课堂教学的重要资源，利用多媒体的音像技术来导入新课，如通过播放电影片段、听力录音、flash动画等方式，可以创设教学情景，提高学生的学习兴趣，培养他们运用语言的能力。用相关的视频导入新课，就可以让学生积极参与，激发他们的学习热情。例如一段有关埃及金字塔的视频可以帮助教师自然导入课文“The curse of mummy”的教学。

4．时事导入

时事是指国内外发生的重大事件以及发生在学生身边的事。现代中学生思维活跃，对世界局势和社会生活具有很强的参与意识，这就为把现实的生活环境引入英语课堂提供了一个平台。利用时事导入法首先要求教师要关心国内外时事，关心学校和身边发生的重要事件，同时还要求教师具有敏捷的应变能力。只有教师平时注意细心观察，才能巧妙地利用一些热点时事，为教学服务。时事导入既可以为课文的教学作了铺垫，也可以教育学生关心国内外局势，关心学校和周围发生的重大事件，课堂教学因而也就渗透了德育的理念，培养和熏陶了学生的品质素养。例如在引入Module5,Unit2中Reading部分“The economy or the environment－must we choose?”这篇课文时，可以利用当前气候异常、我国西南省份干旱等一系列的环境问题引起学生的关注，从而导入课文。

5．学生言谈、表演导入

利用学生好表演、想成功、敢创造等特点，把学生的自由谈（free talk）、演讲（speech）表演（acting）作为课堂教学的导入，可以激发学生的创新思维和培养他们的创新能力。言谈、表演导入既训练了学生的语言表达能力,又满足了学生的表演欲,使班上的学生在不知不觉中陶醉于英语学习之中。例如在引入“Growing Pains”这一单元的课文时，可以用“problem and solution”的形式，让部分学生自由畅谈他们与父母之间的一些矛盾与分歧，然后让其他学生给他们一些建议。

三、运用导入方法应注意的问题

“导入”将点燃学生的求知欲望，变“要我学”为“我要学”。“导入”可以以旧带新、以易带难、以熟带生，达到融会贯通、动静结合、循环往返的效果，使教学具有新鲜感、启发性和衔接性。这就要求教者熟悉教材，了解教材前后知识的内在联系，并以热情、简洁、富有吸引力的语言把学生导入学习的乐园。 教学中，通过合理的过渡，激发学生愉快的情感，教学就能自然流畅，虽难亦易。每个环节的引入，要合情、合理、合时，还应注意以下几点：

1.熟悉教材，把握教材中的转折点。教师引用新的单词、句子，应以学生所熟悉的句子作为载体或作铺垫，或提供有助于学生猜测其意的上下文，所举例子必须有启发作用。为此，教师要熟悉教材，包括教材内容、重点、难点。以及新知与旧知之间的连接点和转折点，能在新旧之间建立自然、平滑的链接。

2.熟悉学生的个性。现代英语强调情景教学，教学中往往需要学生配合去创设情景。如果教师对学生个性不了解，创设情景就不容易，教学就无法得心应手，无法达到预期的教学效果。

3.充分利用多媒体技术或现代化教学手段。彩色的幻灯片、彩图、录像、由英美人士朗读的文章、教材录音、真实情景中(如机场车站的广播)的录音、英美人士的对话录音等都较易激发学生的愉快情感，成为良好的过渡手段。

4.教师的语言要有趣味，有一定的艺术魅力，能引人入胜。这在很大程度上依赖于教师生动通俗的语言和炽热的感情。

四．总结

导入是课堂教学中承上启下、温故而知新的必然途径，旨在帮助学生了解新的课题和新的课堂活动并为之做好准备。课文教学的导入方式多种多样，教师可根据不同的类型和不同的课型去选择不同的导入手段。成功的导入可以使学生自然投入导新课的学习中，活跃他们的思维，提高他们参与语言交流的热情，降低新内容的难度，实现新旧知识的自然过渡。导入课文要注重培养学生的学习兴趣，关注学生学习的实际情况。新颖、高效的课文导入要求教师在课前充分研究教材、研究学生和研究教法，精心设计，合理安排，以达到教学效果的优化和学习效果的优化。

篇5：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6：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7：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 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8：英语教学反思 (新课标版英语)

摘要：新的课程改革确实在一定程度上活跃了我们的课堂：新的理念、新的课标、新的教材、新的教法，使我们的教师充满了激情，学生也充满了活力，课堂变的更加精彩。但是在一些“热闹”的课堂背后，存在一些不容乐观的问题。

关键词：新课程改革 高效课堂 教师 学生

伴随着我县进入新课程实验以来，全县老师积极投入，不断创新，用各自的智慧来诠释新课程改革的内涵，我们欣喜地看到：新的课程改革确实在一定程度上活跃了我们的课堂：新的理念、新的课标、新的教材、新的教法，使我们的教师充满了激情，学生也充满了活力，课堂变的更加精彩。但是在一些“热闹”的课堂背后，存在一些不容乐观的问题。冷静下来，反思那些已经被很多教师认同并积极采用的课堂教学模式：像自主学习、情景交际、小组合作、探究、交流等，可以看出我们教师在理解和和实施新课程上存在一定得误区，具体主要表现在三个方面：

一、不能真正理解“合作学习”的实质，忽视其实效性。

一些教师以为“合作学习”是体现新课改精神的最佳方式，不管有没有必要，合适不合适，都一律要采用分组讨论，合作探究的学习方式。特别是公开课、示范课或观摩课,更是让人觉得如此。一些教师却说，这是新理念的课堂。可我心存疑虑：这样的课堂能高效吗？而且合作讨论之前不仅没有留给学生一定的思考时间，甚至一些显而易见、学生一看就懂的问题也提出来让学生讨论。其结果很明显：课堂上热热闹闹，下课之后什么都不知道。一节课下来，收获显然不大。很明显，这样的课堂教学和新课改前的高耗低效又有何区别呢？

二、不能正确地处理教师与学生关系。

长期以来在课堂教学中，老师讲学生听，老师长时间霸占着课堂，而学生只是在被动的接受知识，因此新课标中指出：“教学活动时师生间的双边活动，要充分发挥学生的主体作用”，强调学生的自主学习，让学生在轻松愉快的环境下主动学习；“教师是学生学习活动的引导者和组织者”，强调了教师必须有效地引导学生去发现问题，探索知识，归纳规律，这样把教学重心以教师为主转变为以学生为主。但是有些教师还没来得及真正领会“主体”与“主导”二者实质关系，导致他们从一个极端走向了另一个极端，一味强调教师放手和学生的自主发展，有些活动教师不加以引导，不发挥教师在课堂教学中的主导作用，把教师的主导作用摆放在可有可无的位置。

三、不能真正地把握师生互动的内涵。

有些教师在整整一节课内，总是拿一些思维含量太低的问题来发问不止，用学生通过翻阅教材内容就能作出的响亮回答来代替自己的讲授，简单地以“满堂问”代替“满堂灌”，以问代讲、一问到底。看似师生互动频繁，教材的知识点也都涉及到了，可是有些问题，只在同一个浅层面上讨论，乱糟糟地无序无味重复浅显的表面问题，缺乏一定的思维容量，缺乏问题的渐进性，学生的思维能力并没有得到任何实质性的提升，使教学出现随意性和盲目性。

从以上三个现象来看，这样的课堂教学是不是对新课改的扭曲呢？怎么做才算高效的课堂教学呢？

课堂是学校开展教育教学活动的主阵地，构建高效的好课堂，是新课程背景下深化课堂教学改革、提高教育教学质量的需要。从新课程改革的角度讲，高效课堂是针对课堂教学的无效性、低效性而言的。课堂教学高效性是指在常态的课堂教学中，通过教师的引领和学生积极主动的学习思维过程，在单位时间内（一般是一节课）高效率、高质量地完成教学任务、促进学生获得高效发展。我们在新课程改革前进的历程中一直在探索着：如何真正达到高效的课堂教学？笔者根据自身的英语教学实践和观摩其他学科优秀教师的课，总结了下面的一些看法：

一、以有效的课前准备保障高效的课堂。

俗话说“台上一分钟，台下十年功”，教师要实现课堂高效，必须做到课前充分备课，备课不是单纯地写教案,而必须备教材、备学生，备媒介、备自己，做到充分的教学预设。这就给教师提出了几点要求：首先，花功夫钻研教材，仔细琢磨教学的重难点，明确三维目标；

其次，更要了解学生的实际情况，根据班级整体和学生个人的原有认知结构合理设计教学活动，分层次地设计高质量的有针对性的课堂练习；再次，，根据教学过程的设计和教学的实际需要制作好教学所必须的教具或课件、学生操作的学具等；再次，要考虑在课堂教学实际的进行中，教师自己的摆位问题，即课堂教学45分钟自己以什么状态出现在学生面前，是讲授者、指导者、组织者等等要有一个先期的考虑；最后，还要仔细考虑课堂教学中的细节问题，对于课堂上学生可能出现的认知偏差要有充分的考虑，针对可能发生的情况设计应急方案，确保课堂教学的高效、顺利的进行。

二、高质高效地激活课堂45分钟

作为教学的组织者、监控者，教师要责无旁贷地给课堂注入活力，高质高效地激活课堂。从激趣、创景、启发、探求到最后的交际，教师要始终把握师生互动和生生互动的频率和尺度，在各种情况下鼓励学生参与各项活动。

1、激发学生的学习兴趣，开发学习源动力。

兴趣来源于生活，从学生了解的生活常识入手比较容易激发学生的兴趣。例如，七年级（下）Where did you go on vacation？这一单元就可以从讨论学生的假期旅行开始。教师也可以通过一些小游戏和词汇比赛来激起学生的兴趣。

再如，在听语文教师教学《从百草园到三味书屋》一文时，教师将第二自然段中涉及到的动植物图片放到幻灯展示台上，让学生根据自己的思考来依次排列图片并说出理由，这极大地激发了学生学习的兴趣。学生以小组为学习单位，在不断争论中变换着自己小组的图片排列顺序，最终达成统一意见。在排列图片的过程中，学生始终兴趣高涨，既学到了知识又感到趣味无穷。同时，也发挥他们巨大的潜能，提高我们的教学效率。

2、采用灵活多变的教学方法, 让学生乐中学。

一堂成功的课, 能使学生如沐春风、如临胜境, 享受无穷的乐趣, 趣中学、学中乐, 从而形成稳定持久的学习动机。如何提高教学艺术和水平呢? 关键在于教学方法的灵活运用。除了原有的一些听、说、读、写训练外，还可以进行辩论、演讲、游戏、英文歌曲比赛等诸多形式。例如，八年级（上）unit 7 How do you make a milk shake？教师就可以在课堂上和学生一起制作，品尝“milk shake”，这样的教学学生一定记忆深刻。

再如在学习了“What does he look like? ”这个单元后，英语课上我 首先进行分小组对话，那些平时不怎么爱说话的同学这回可不甘示弱，碰到不会的单词就举手问老师，学生个体学习动机明显地增强， 接下来是竞赛，由学生自由组合，按课本内容进行表演，看哪个组说得最多，最好和最流利。他们可以随便坐，随便站，无拘无束，看他们的神态是多么的轻松，愉快。有的在互相纠正发音，有的在练表情，集体荣誉感及团队精神激励着学生，各组都争先恐后地举手。不仅培养了学生的语言表达能力, 又寓教于乐。

3、重视学法指导, 培养学生合作、探究的精神。

为了确立学生的主体意识，我们必须使学生的学习方法符合英语学科的认识规律，在研究“学” 法的基础上探索“教”法，从而使教师的教学方 法和学生的学习方法均符合英语学科的认识规律。教学的意义首先应该是“教学习”（to teach how to learn）,即教学习方法让学生知道怎 样学习， 进而善于学习因此英语教师就要特别注意研究学习英语的规律、特点和方法，让学生会学与学会。如形容词的排序问题对许多学生来说是个难题，笔者根据自己的观察和分析，总结出了“主（观）前客（观）后；为SASCNM。”一句话帮助记忆，即表达主观看法的形容词在前，客观描写的形容词在后， 客观形容词按大小 （SIZE）、新旧(AGE)、形状(SHAPE)、颜色 (COLOUR)、国籍(NATIONALITY)、材料(MATERIAL)的顺序排列。

我在教授单词时，除了让学生记住元音字母和元音组合发音规律外，还给学生灌输一些相关的知识：前缀（dis-, a-, un-, im-等），后缀(名词后缀：-er,-tion,-ian,-ment；形容词后缀：-ful,-able,-ous,-y,-less；副词后缀：-ly)等，重读(非重读)和音节（开音节和闭音节），让学生在短时间内快速高效地记下尽可能多数量的单词，如：peace--peaceful, wonder--wonderful, use-useful, help-helpful, amuse-amusement, attract-attraction, 这样，学生不仅能记下单词，而且能记下词性，在句中就会灵活运用了。

4、提炼文本育人价值，关注情感态度价值观

英语课程还要实现对学生情感态度价值观的正确引领，为了达到这一目标，教师就需要在英语教学中关注学生非语言目标方面的发展。在教授“We need to protect animals.”这一课时，在拓展运用环节，让学生分小组讨论动物遇到的危险，以及人类该如何去保护它们？如：How to protect animals?

Group 1: Set up more reserves.

Group 2: Shouldn’t eat wild animals’ meat.

Group 3: Make the place better and better.

Group 4: Stop the pollution.

Group 5: Be kind to them.

小组讨论给更多的学生提供了语言实践的机会，同时也培养了学生的合作意识。通过“动物保护”这一话题引导学生关心生活热点，关心环境变化，关注社会发展。

5、优选课后作业，激发学生继续探索。

一般情况下，我布置的课后作业已经不再是机械的抄写和数不清的练习题了，而经常是学习总结、预习报告、一份调查、一张邀请卡，一幅图画等等。目的是在帮助学生养成良好的学习策略的同时，通过做一些他们感兴趣的活动，保持他们英语学习的兴趣。比如：在讲完关于职业的单元后，让学生去调查你周围同学或朋友的理想，写一份报告。这样做把所学的英语与实际生活联系紧密，保护了学生的学习兴趣。

6、优化教学反思，改进提升教学水平。

“教”的反思是指导教师对自身教学的反思。教师在日常教学中，要写好课后记、单元后记、学期总结，不断总结经验教训，改进教学。每学期开学后，教师要根据班级情况对学生进行学情分析，并且要细化到每一个学生对每一个知识点的掌握情况；同时，月考，期中、期末考试结束后，要进行详细认真的质量分析，寻找前期教学中存在的问题，以便调整进度，改进方法，提高课堂效益；每学期结束，每个教师要进行教学反思，并形成书面材料。教师要整理自己的反思内容，努力提高教研水平。“学”的反思指学生的反思。要指导学生及时的反思自己的学习状况，改进学习方法，学生的反思也要形成文字，要有改进的措施。每次考试，每一位学生都要反思自己在哪个知识点上，在哪个环节上出了问题，是什么原因造成的，找出症结，从而寻求解决的办法。加强师生双方的反思将会使教与学沿着正确的轨道快速前进。

以上是我自己英语教学中的一点探索，应该能起到抛砖引玉的作用，其实，要构建高效的初中英语课堂，需要研究和思考的因素很多，如：教师的语言素质、教学基本功、课堂设计、教学手段的使用、组织教学的能力及教学效果的达成等等。我相信其他教师作为课堂教学的实践者也必将会总结出更多、更高效的教学方法，更好地促进各学科教学的发展。

篇9：Unit 1 Advertising(译林牛津版高一)

Words and Expressions

1.persuade v to give make sb do sth by giving them good reasons for doing it.说服，劝说；使信服

persuade sb to do sth/ into doing sth劝服某人做某事

persuade sb out of doing sth劝服某人不要做某事

persuade sb of sth 使某人相信某事

persuade sb that-clause 使某人相信

I persuaded him of its truth. 我使他相信这是真的。

I persuaded him to work hard. 我劝她努力工作

We persuaded him into taking the job. 我们说服她接受这份工作。

I persuaded my father out of smoking. 我劝服我父亲戒了烟。

I’m almost persuaded that he is honest. 我几乎相信他是诚实的。

persuasive adj.有说服力的 persuasion n. 说服

2. advertise

vt. 1) to make known; call attention to: 引起注意：使变得著名；引起对……的注意：

I advertised my intention to resign.渲染我要辞职的意向。

2) to warn or notify: 告诫，告知：

This event advertises me that there is such a fact as death.这件事告诫我有死亡这样的事实。

vi 1) to call the attention of the public to a product or business. 做广告：引起公众对产品或企业的注意

We advertised through the newspaper for the products of our factory.

我们通过报纸宣传我们厂的产品。

2) to inquire or seek in a public notice, as in a newspaper:

登广告：在公告，如报纸上询问或寻找：

He advertised for an apartment when he just arrived in this city.

在他刚到这个城市时他登广告寻求公寓房

advertisement n. 广告 advertiser n. 广告商 advertising n. 做广告；广告活动

3.be meant to: to be done ormade for a particular purpose旨在，目的是

This public service advertisement is meant to increase people’s awareness of enviornmental protection.

4. innocent adj.

1） not guilty of a crime 无辜的，清白的，无罪的

She was found innocent of any crime. 她获判无罪。

2）无辜受害的；成为牺牲品的

innocent victims of a bomb blast 炸弹爆炸中的无辜受害者

3） 天真无邪的，纯真的

an innocent young child

innocence n.

5.fool n. 傻瓜，笨人

Don’t be such a fool.

I felt a fool when I realized my mistake.

make a fool of sb 愚弄某人

act /play the fool 装傻，扮丑相

v. to trick sb into believing sth that is not true 欺骗愚弄

You don’t fool me. 别骗我。

fool sb into doing sth

Don’t be fooled into thinking they’re going to change anything.别上当受骗，以为他们打算做出任何变化。

6. cure v.

1)to make sb healthy again after an illness治疗 n. 治疗方法

cure sth 治好…

cure sb of a disease 治愈某人的疾病

When I left hospital I was completely cured. 当我离开医院的时候，我已经痊愈了。

The doctor cured me of my headache.

Antibiotics help to cure many diseases that were formerly fatal.

抗生素有助于治疗许多以前会是致命的疾病。

Penicillin cured him of pneumonia. 青霉素治愈了他的肺炎。

2) to stop sb from behaving in a particular way. 矫正，纠正

cure sb of sth 治愈某人…纠正某人恶习

Nothing can cure him of the bad habit.没有什么能纠正他的坏习惯

She tried every means to cure her child of the bad habit. 她想尽一切办法试图改掉她孩子的这个恶习。

cure n. a medicine or medical treatment 药，药剂;疗法

a cure for sth. 治疗…的方法

There is a cure for the common cold. …的治疗方法。

7.pleased adj.

1)feeling happy about sth高兴，满意，愉快

She was very pleased with her exam results.

I’m pleased to hear about your news.

I’m really pleased that you are feeling better now.

2）happy or willing to do sth 高兴，乐于

I’m pleased to inform you that the book you ordered has arrived.

pleasing adj. 令人满意的 a pleasing design/effect

pleasure n.

8.comment n.

[C][U]sth you say or write which gives an opinion on or explains sb/sth注释,评注,批评,评论[(+on/about)]

He made no comments on our proposal. 他对我们的建议没有作评论。

vi. To express an opinion about做注解,做评注,评论 [(+on/upon)]

He did not comment on what I said. 他对我的话未作评论。

He commented that it was an excellent film. 他评论这电影很精彩。

No comment 无可奉告

9. fall

1) fall for sb : to strongly attracted to sb; to fall in love with sb 被某人所吸引，爱上某人

e.g. They fell for each other at first sight and got married six weeks later. 他们一见钟情，六个星期后就结婚了。

2) fall for sth: to be tricked into believing sth that is not true （轻易）相信某事

e.g. The salesman said the car was in good condition, and I was foolish enough to fall for it. 推销员说这汽车状况

fall behind 落后 fall into the habit of 养成…习惯 fall in love with 爱上

10.trick n. 诡计， 恶作剧 v. 戏弄， 欺骗

trick sb into doing sth 诱使某人做某事

He tricked me into giving him the money. 他骗我给他钱

【常用搭配】

1) play tricks on sb/ play jokes on sb 捉弄某人

2) make fun of sb 取笑某人

3) trick sb out of sth 骗走某人的……

4) play a trick/tricks on sb=play jokes on 开某人玩笑，捉弄某人

【例 句】

The kids often play tricks on the old man. 孩子们经常戏弄老人。

It’s immoral to play a trick on the disabled. 作弄残疾人是不道德的。

She was tricked out of all her savings. 她被骗走了所有的积蓄。

People make fun of her because she wears a strange hat.人们取笑她因为她戴了顶奇怪的帽

Her partner tried to trick her out of her share. 她的合伙人企图骗走她的股份

11. aim

n. the purpose of doing sth 目的，目标

She went to London with the aim of finding a job.

achieve one’s aim

v. 1）to try or to plan to achieve sth 力求达到，力争做到 (at/for)

The government is aiming at 50%reduction in unemployment.

政府正力争达到减少50%的失业人口。

2） to have sth as an aim 目的是，旨在

These measures are aimed to prevent the water in this river from being polluted.

3) to point or direct a weapon at sth 瞄准， 对准

I was aiming at the tree but hit the car by mistake.

12. benefit

n. 利益, 好处; 恩惠; 退休金; 津贴; 救济金; 保险抚恤金 义演; 义赛

a public benefit 公益 be of benefit to the people 对人民有好处

disability benefits 残废抚恤金 a benefit match 义赛

This dictionary will be of great benefit to me. 这部字典将对我有很大裨益。

vt. to be good for 对…有益

Exercise benefits our health. 运动有益于我们的健康。

vi. to get sth good from 得益于

We benefit by [from] daily exercises. 每天做操对我们有益。

[习惯用法]

for the benefit of 为了……的好处

give sb. the benefit of one's experience 用自己的经验[知识]帮助某人

in benefit 有资格得到救济金(指生病、失业等津贴)

out of benefit 没有资格得到救济金

sick benefit 疾病津贴

beneficial adj. be beneficial to 对…有益

13. promote vt.

1)To help sth happen or develop促进

Promote economic growth/understanding

The government decided to promote public welfare. 政府决定发展公共福利。

2) to move sb to a higher rank or more senor job提升；推销（商品等）

Promote sb. to sth. 提拔某人/be /get promoted to 被提升为

be promoted to 被提升为…职位

He was promoted to a manager. 他被提升为经理。

3) to help sell a product or a service 宣传；

promote a product

This area is being promoted as a tourist destination. 这个地区正被推广为旅游点。

Promotion n.提升， 晋级，推销活动/promoter n. 发起人， 筹办人

14. consult v.

1） to go to sb for information or advice (sb about sth) 咨询；请教

If the pain continues, consult your doctor. 如果疼痛持续不消退，请医生诊治。

2）discuss sth with sb to get permission for sth 商讨，商量

I need to consult with my colleagues on the proposal.我需要与我的同事商讨这些建议。

consultant n. 顾问 consultancy n. 咨询公司

consultation n. 咨询，商讨，磋商

consulting room 诊疗室

15.recommend v. suggest; advise

recommend sb. sth.= recommend sth. to sb.

recommend sb./sth. for/as

recommend doing/ recommend sb. to do

recommend that sb. (should)

Our teacher recommended us some new books on this subject.

老师向我们推荐了这个学科的一些新书。

My English teacher recommended a good dicionary to me.

我建议先见他。I recommend meeting him first.

I recommend her as your secretary.

老师劝我们读那本小说。

The teacher recommended us to read the novel. =The teacher recommended that we (should) read the novel.

I recommend he should see a doctor. 我建议他去找个医生。

The old man should listen to the doctor’s recommendation that he stay in bed. 老人应听从医生卧床休息的建议。

16. bargain n.

1) a thing bought for less than the usual price 便宜货，减价品

The car was a bargain at that price. 那辆车价格真便宜。

2) an agreement between two or more people or groups 协议，交易。(with sb)

He and his partener had made a bargain to tell each other everything .他和他的合伙人约定互通有无，毫无保留。

Finally the two sides struck a bargain = (reached an agreement).双方最终达成了协议。

V. to discuss prices, conditions, ect with sb in order to reach an agreement that is satisfactory 讨价还价，商讨条件

He said he wasn’t prepared to bargain. 他说他不愿意讨价还价。

bargain away 做亏本交易，贱卖

bargain hunter 减价品搜索者；专买便宜货的人 bargaining power 谈判能力

bargaining n.

17.target n.

1）a result that you try to achieve 目标；指标

business goals and targets 经营的目的和指标

Set yourself targets that you can reasonably hope to achieve. 给自己制定有望达到的目标。

2) an object, a person or a place that people aim at when attacking (攻击的)目标，对象

He has become the target for a lot of criticism recently. 他最近成了众矢之的。

3）靶子

aim at a target 瞄准靶子 hit/miss the target 中/脱靶 target practice 射击练习

v. 1）to aim an attack or critism at sb/ sth 把……作为攻击目标；把……作为批评对象

The company has been targeted by animal groups for its use of dogs in drug trial.这家公司因用狗做药物试验而成为保护动物团体批评的对象。

2）to try to have an effect on a particular group of people 面向，瞄准

The campaign is clearly targeted on the young. 这场运动显然针对的是年轻人。

18..determine vt.

1) to decide or settle (a dispute, for example) conclusively and authoritatively.判定：结论性、权威性地决定或解决（纠纷等）

He determined to go. 他决意要去。

I am determined to do better than Mike. 我决心比迈克做得更好。

He determined to go [that he (should) go] at once. 他决心立刻就走。

2) to cause (someone) to come to a conclusion or resolution.

使（某人）得出结论，使得出解决方法

He has not determined what he will study. 他还没有决定学什么。

His advice determined me to drink and smoke no more. 他的劝告使我决定不再抽烟喝酒了。

3) to be the cause of; regulate: 成为……的原因；控制：

Demand determines production. 需求决定生产

determine a date for a meeting 确定会议日期

4) to give direction to: 定向：指出方向：

The management committee determines departmental policy. 管理委员会决定各部门的政策

vi. 1) to reach a decision; resolve.解决，决定：作出决定；

They determined on an early start. 他们决定早些出发。

I have determined on [upon] going to the countryside after graduation.

我已决定毕业后到农村去。

【常用搭配】

determine sth 决定某事 determine (sb) to do sth. （使某人）决定去做某事

determine on (doing )sth 就……做出决定

determined adj. 有决心的，决定的（在句中常作定语或状语）

【常用搭配】

be determined to do sth 下决心/决定做某事 be determined +从句

be determined to do “决定做某事”， 侧重有决心的状态，可与表示一段时间的状语连用。

determined 过去分词作状语或定语。

We determined to get the work done before May Day. 我们决定五一前完成这项工作。

We determined on an early start. 我们决定尽早出发。

determination n.决心

19.appeal vi.

1) to make a urgent and serious request呼吁；恳求

The government is appealing to everyone to save water. 政府呼吁每个人节约用水。

2) to make a formal request to a court of law. （常与to连用）上诉；诉诸于,申诉

The victims' families of the murder have appealed to the Supreme Court to have a definitive answer. 谋杀案的被害家属已经申诉最高法院作确切的答复。

He appealed against the judge's decision. 他不服法官判决而上诉。

3) to attract or interest sb （常与to连用）吸引；引起兴趣

She appeals to me. 我对她感兴趣。

Bright colours appeal to small children. 小孩喜欢鲜艳的颜色。

Does the idea of working for a venture company appeal to you?

你有没有兴趣到合资企业去工作?

n. 呼吁；恳求; 吸引力，魅力

an appeal for forgiveness恳求原谅

The teacher listened to his appeal.老师倾听了他的要求。

mass/wide/popular appeal 对大众的/广泛的/普遍的吸引力

The prospect of living in a city holds little appeal for me. 住在城里对我没有什么吸引力。

20. react vi.

behave differently or change as a result of sth; respond作出反应 (to sb./sth.)

The eye reacts to light. 眼睛对光会起反应。

He didn’t react to the news.

reaction: n. (to sth.)

What was her reaction to the news?

21. get sth across (to sb)：to be communicated or understood ; to succeed in communicating sth 传达；被理解；使人了解

He is not good at getting his ideas across.他不善于清楚的表达自己的思想。

【短语辨析】

1) get sth over. 克服

Get through 接通，打通，完成，顺利通过考试

2) get down to sth/ doing sth 开始做某事

3) Get along/on with 进展，相处

4) Get together 相聚，联欢

【例 句】

1) The final examination is coming up soon. It’s time for us to get down to our studies.

期末考试快来了，我们该开始复习了。

2) --- The boss said we had only three days to finish the work.

--- Don’t worry. We have already got through two thirds of it.

老板说我们只剩三天时间去完成工作了。别担心，我们已经完成了三分之二的工作。

3) She could always get round her father, who would give her whatever she asked for. 她无论要什么，她的父亲都会给她，所以她总能够说服她的父亲。

4) He was disappointed at not getting the job, but he soon got over it. 因为没有得到这个工作机会，他很失望。但很快，他克服了这种失落感。

5) We’re going to get together with some friends for a picnic. 我们将和几个朋友去聚餐。

22.urge v. to advise or try hard to persuade sb to do sth 敦促；催促；力劝

She urged him to stay.

The report urged that all children (should) be taught to swim.

urge sb on 鼓励；激励；为…加油

She could hear him urging her on as she ran past.她跑过他面前时，听到了他在为她加油。

n. urge to do sth : a strong desire to do sth . 冲动

I had a sudden urge to hit him. 我突然很想揍他一顿。

urgent adj. 紧急的；紧迫的； 急切的

The law is in urgent need of reform. 这项法律亟待修订。

An urgent look/whisper 急切的神情/耳语

urgency n. This is a matter of some urgency.这件事情相当紧迫。

篇10：译林版牛津高中英语单元结构介绍-新课标[]

译林版牛津高中英语单元结构介绍

单元结构介绍

1 Welcome to the unit

Welcome to the unit板块通过照片、图片等引出一个或几个相关的话题，由下面的三个问题引发讨论，既是一种读前热身，也是对本单元话题的一种导入，有利于激活学生已有的相关知识，激发学习兴趣，为接下来的阅读和后面的一系列活动做好铺垫。所选择的图片和照片涉及学生比较感兴趣的话题，下面的三个问题大多是开放性的，容易引发讨论、引起兴趣。

2 Reading

Reading包括:读前问题（A），阅读材料本身(B)、读后练习(C--F)和紧跟在阅读文章后面的Reading strategy。

A-三到四个问题，练习快速阅读。

B-阅读文章。对话或短文，跨两页。

C-关于文章的更多问题，有时分C1,C2…等，从更多的细节到文章的深层理解。

D-根据上下文猜测和理解词义。

E-根据课文意义完成短文，综合理解。

F-拓展延伸练习。依据与课文相关的话题或细节开展讨论。

3 Word power

Word power从两个方面帮助学生学习新的单词，力求快速、高效地扩大他们的词汇量。一是通过介绍英语单词的构词方法(合成、派生、转化等），帮助学生对所学过的单词进行归纳，从中发现规律，同时，根据这些规则向他们介绍更多的符合这些规则的生词；二是根据本单元的有关话题，从Word family的角度，向学生介绍该话题的更多生词。如：

Module 2 Making discoveries

Unit 1 Wish you were here Going on an adventure holiday

Unit 2 Amazing people Different jobs

Unit 3 Tales of the unexplained Space exploration

4 Grammar and usage 高中学生的英语学习已经接近成年人学习英语的特点，所以语法教学一直受到高中老师的重视。该板块根据课程标准对高中语法的教学要求，系统讲授语法知识，并通过及时的练习加以巩固和提高。基本思想是，归纳演绎并举，讲练结合，讲求实效。

5 Task

该板块顺着本单元的话题，以任务的最终产品为目标，设计了一系列的活动，学生通过结对、或小组活动的方式，亲历语言实践，在完成任务的过程中获得语言运用能力。任务分三个步骤：

Step 1 听或读的活动（Receptive）

Step 2 双人或小组的互动（Interactive)

Step 3 口头或书面产品（Productive）

另外， 每个Step都有一个技能训练（Skills building ）, 确保学生顺利完成三个步骤。三个步骤在内容和能力训练上既相对独立，又相互联系，可操作性强。

6 Project

Project 是一种开放性探究学习活动，学生在老师的指导下，通过小组协作，利用课外时间完成他们自己选定的课题。Project 有A、B两个部分，A部分是阅读材料，为B部分提供范例，或者引发课题内容。B部分是Project本身，设计有四个步骤：

Planning: 在老师指导下确定课题；组内分工

Preparing: 查找资料、收集信息、调查、讨论

Producing: 拿出初稿，对其进行加工、完善

Presenting: 展示各个小组的成果

Project既有利于发展学生的语言能力，也有利于开发学生的非语言能力，提高他们的综合素质。

7 Self-assessment

该板块分为A、B两部分。

A部分要求学生对该单元的各项学习目标，如：阅读、听说、写作、语法、词汇、语言运用等，分五级（Not confident，Slightly confident，Confident，Quite confident和Very confident）进行自我评估。学生通过自我评估，可以体验自己在英语学习过程中的进步与成功，不断建立信心，同时发现存在问题，及时调控自己的学习策略。

B部分要求学生对自己学习过程中不足的方面提出改进意见，调整学习策略，争取不断进步。

篇11：高一英语期末复习教师随笔(译林牛津版英语高一)

Ⅰ单项选择：

1. We have to __________ some practical measures.

A. come out B. come up with

C. come up D. come about

2. ---You ________part in the party in time.

---Sorry, I was delayed by the accident.

A. are supposed to take B. have supposed to take

C. are supposed to have takenD. supposed to have take

3. The popular musician was asked ________ she should intend to be her partner in the next concert.

A. what B. whomC. howD. when

4. A plan has been put forward _______ from next month on electricity fee should be paid at the bank.

A. that B. whether C. when D. where

5. When I caught him cheating me, I stopped ____ things in his shop.

A. buyingB. buy C. to buy D. bought

6. The words of his old teacher left a ______ impression on his mind. He is till affected by them.

A. lasting B. lively C. long D. real

7. The woman is abnormal. Sometimes she is very _____ but sometimes she is really fierce.

A. gentleB. terrible C. frighteningD. fearful

8. A traffic accident happened on the highway, and a driver ______.

A. may have hurt B. may be hurting

C. may be hurt D. may have been hurt

9. An exhibition of paintings ____ at the museum next week.

A. are to be held B. is to be held C. are holding D. will hold

10. Every possible means ____, but none ____ successful．

A. has tried; has proved B. tried; proves

C. has been tried; provesD. is being tried; is proved

11. When we see this kind of film, we can experience anything in the film, even feelings. Everyone will be surprised at _______ it feels.

A. what real B. how real C. how reallyD. which really

12. Letters _______ in the post office before they are sent out.

A. sort B. be sorted C. are being sorted D. are sorted

13. I know Fanning was closed down at the end of , but ____ Fanning’s dream finally began to fade?

A. How was it B. What was it that

C. When was that D. When was it that

14. Not only _____ to stay in from the rain. To his joy, he was invited to dinner with the host.

A. did the stranger allow B. was the stranger allowed

C. the stranger allowedD. the stranger was allowed

15. Mr Green is said ____ an experiment to prove the new method of solving the problem when young.

A. to do B. to have done C. to be doing D. to have been doing

Ⅱ 单词拼写：.

1. New technology has enabled development of an online “v_______________ library”,

2. When it comes to job interviews, first i_______________ are important.

3. He was t_______________ about being asked to play the leading role.

4. U______________ entering the room she saw him.

5. I can send him a note v_______________ the internal mail system.

6. The mailman d_______________ the letters on time.

7. The two football players seem like enemies on the field but in r___________ they are good friends.

8. The nurse m_______________ the patient’s condition carefully.

9. She was a truly _______________(非凡的) woman.

10. I hope you will find true ________________(幸福).

11. The _______________(战役) finally brought the war to an end.

12. We need to develop the steel _______________(工业).

13. It’s nice to be on the _______________(获胜的) side for a change.

14. The wood was wet and would not _______________(燃烧).

15. You look _______________(极好的) in that dress.

Ⅲ 选用下列词组填空，必要时改变形式：

1. An engineer from Jiang Su_____________ this project now.

2. Many IT workers______________ piracy of various softwares.

3. The film____________ the mountainous area is popular with audience.

4. He___________ as the best actress in International Film Festival.

5. He_____________ being attacked by wild animals and stayed for the night in forest.

6. The miners were finally rescued____________ first Aid Team.

7. ________________ his disappointing daughter, the old man went away in silence.

8. At the meeting, the sales manager_________ that he would like to see the product promoted.

9. The Olympic torch______________ from one torch bearer to another.

10. What he said at the conference_______________ the audience present.

Ⅳ 改写句子：根据要求完成句子（单词和句子大多数来自课本）

1. With the rapid development of science and technology, some of our wildest dreams could come true in the future. （填入一词，完成下面句子，并保持两个句子意思一致）

As science ____________ rapidly in the direction of technology, some of our fantasies could become real in tomorrow’s world.

2. However, with VR we are able to do some things that could never be achieved in real life.（填入一词，完成下面句子，并保持两个句子意思一致）

However, VR enables us in some way to do __________ could never be achieved in real life.

3. During the first few years, the company did not make a profit and Mr Bezos thought that his efforts would not pay off. （填入一词，完成下面句子，并保持两个句子意思一致）

At the beginning, the company made no profit and in Mr Bezos’s mind all his efforts would end in _____.

4. She likes traveling and is quite familiar with many countries. （填入一词，完成下面句子，并保持两个句子意思一致）

She is fond of traveling and has a wide _____________ of many countries.

5. In the active voice, some verbs (such as see, find, make etc.) are followed by an object and a bare infinitive (without “to”). In the passive voice, we change the bare infinitive into the to-infinitive. e.g. I saw him go there. → He was seen to go there. （填入一词，完成下面的总结）

A grammatic ____________ is given here about the changes between the active and

篇12：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 ______________________________________________________________

______________________________________________________________

Oct. 15 __________________________________________________________

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13：高一英语教学现状与思考 (译林牛津版高一英语下册教学论文)

高一英语教学现状与思考

教材修订的主要方面和内容

一、调整词汇

二、调整难度

三、调整内容

四、完善细节

调整词汇

删减超纲词

在模块1－5基本覆盖七级词汇（1000词）

在模块6－9基本覆盖八级词汇（900词）

增加单词复现（滚动复现）

在Word power板块的拓展词汇中避免冷僻词，代之以常用词

调整难度

减少习题量

缩短Task板块的听力长度

变换题型

提供更多范例

调整内容语言：对少数语篇进行改写

信息：数据更新，事实核查

文化：丰富性和多样性，民族自豪感和本 土文化意识

完善细节

部分栏目调大文字字号，以保护学生视力

选择型填空题，将选项部分用蓝色标出

专有词汇表和语法术语表按照页码排序，以与学习过程同步，方便查找

磁带录音：

学生用书1盒；

词汇表、练习册1盒（词汇表在前，练习册在后）

1. Welcome to the unit：暂不调整，替换个别插图和说明。

2. Reading：适当加强对学生思维方面的训练。

(1)A部分的读前问题进行适当修改，加强对文章大意了解能力的考查。

(2)B部分主阅读减少超纲词。

(3)C1/C2部分的阅读理解练习调整难度，并可以替换其他题型。

(4)D部分的词汇练习尽量选用语篇生词中的重点词、常用词，采用词语搭配的练习。

(5)E部分的语篇练习尽可能采用Reading中的重要词汇，考察学生的阅读理解能力，以及在语境迁移中运用生词的能力。

(6)F部分原则上不做修改，作微调。

3.Word Power：删减不常用的词，增加一些日常生活常用词汇。扩充构词法部分。

4.Grammar and usage：总体的语法体系暂不调整，适当调整练习形式与梯度。

5Task：

(1)化繁为简，突出重点，使老师和同学能更好的理解这部分的训练目的。

(2)Skills building 1中的听力部分降低难度。缩短听力材料的长度，降低练习的难度。

(3)Skills building 2中的阅读材料中尽量避免超纲词。

(4)Skills building 3以写作来结束整个Task部分。如果教材原来未提供写作范文，则在这一部分增加写作范文。

6. Project：模块1和模块2的Project仍旧保留4P步骤，在模块3-5，增加一篇阅读。

7. Self-assessment：板块设计不变。根据前面各板块的修订，更新自我评估项目。

责任编辑：李芳芳

篇14：译林牛津版英语中考复习训练

一、单选题：

1. － Help yourself to.－ Thanks. Mmm... it tastes good. A. some chickens B. a chicken C. some chickenD. any chicken2. Twelve were hurt, but no were lost in that accident. A. person; life B. people; lives C. peoples; lives D. persons; life3. － Why couldn't you get to Hong Kong that night? － Because 10: 30 all the trains had left the station. A. of B. at C. by D. until4. － I'm looking forward taking a holiday in Hainan. － So am I. It's great to be holiday there. A. for; on B. to; at C. to; on D. for; at5.Mum had asked Mike to close the windows before he went out,

Mike forgot to do so. A. Though; B. Though; butC. Till;不填 D. Until; then 6.－I have three English dictionaries.

－I have nine. I have three times you. A. as much asB. as many as C. as little asD. less than7. Suddenly Edward came in and said he had to tell the class. A.anything important B. important everything C. something important D. important something8.－ Why is easy for such a young girl to learn three foreign languages so well? － Because Britain, Germany and France are all very near______country. A. it; his B. that; hisC. she; her D. it; her9.－ What did the scientist say? － He said he wondered if into space by spaceship one day. A. he had to fly B. he could fly C. can he fly D. could he fly10. － Here's somebody at the door. Who it be? Is it the postman? － No. It be him. It's just seven o'clock. It's too early. A. may; can't B. will; won't C. may; mustn't D. must; may not

No one knows how the huge rocks and ___ without our modern machines eight hundred years ago. A. are cut; moved B. were cut; move

C. are cut; moving D. were cut; moved12. The man who lived alone on that island thought henever_______. A. will; find B. would; be found C. is; found D. had; been found13. The old people lonely at all since we began to visit them once a week. A. don't feelB. hasn't feltC. haven't feltD. didn't feel14. － Where were you in July last year? － This time last year my family and I my grandparents in New York. A. was visitingB. visited C. had visitedD. were visiting15.－ When Mr Harris the town for Sydney?

－ I think it last December. A. did; leave; was B. did; leave; is C. has; left; was D. does; leave; is16. You'd better when your mouth is full of food. A. don't speak B. not to speakC. not speakD. not speaking17. Look at the sign on the wall! Stop photo graphs, please. A. to take B. taking C. take D. not taking

18.How long have you this book?

A. boughtB. borrowed C. hadD. Lent

19. This match made them at last. A. happily B. quickly C. slowly D . friendly

20. There are so many buildings on side of the mad.

A. all B. eitherC. both D.every

21. The weather in Guangzhou is hotter than in Harbin. A. that B. it C. this D. One

22.－ What day is it?－ .

A. It's a fine day B. It's Tuesday C. It's June 26th D. It's wet

23.－ Pass me the paper, please. － . A. Here you are B. Hare it is C. Give it to me D. Here is it

24.I'm still hungry. Could I have two pieces of bread, please? A. much B. manyC. more D. most

25.It's very cold today. You'd better put your coat when you go out. A. away B. down C. on D. up

26.－I'm sorry I my homework at home. － That's all right. Don't forget it to school this afternoon. A. forget ...to take B. forget... to bring

C. left...to take D. left... to bring

27.Where are the students? Are they in ? A. the Room 406 B. Room 406C. the 406 RoomD. 406 Room

28.－ I hear your father to Japan once. － Yes. He there last year. A. went... has been B. has been ...went

C. goes... wentD. has been... has been

29.The flowers start to in spring. A. come in B. come out C. come from D. come to

30.Look! beautiful that lake is!

A. What B. How C. How aD. What a

Keys: 1-5 CBCCA 6-10 BCDBA

11-15 DBCDA 16-20 CBCDB

21-25 ABACC 26-30 DBBBB

二、完形填空:

Last Friday, after doing all the family shopping in the town. I wanted to have a rest before catching the rain. I __1__ a newspaper and some chocolate and __2__ into the station coffee shop. It was a cheap self-service place with long tables to __3__ at. I put my heavy bag down on the floor, __4__ the newspaper and the chocolate on the table and then went to get a cup of coffee.

When I came back with the coffee, There was someone __5__ in the next seat. __6__ was a boy， with dark glasses and old clothes, and __7__ bright red at the front. He had started to eat my chocolate!

Naturally, I was rather uneasy about him, but I didn’t want to have any __8__. I just read the newspaper， tasted my coffee and took a bit of chocolate. The boy looked at me in __9__.Then he took a __10__ piece of my chocolate. I could hardly believe it. Still I didn’t say anything to him. When he took a third piece, I felt more angry than uneasy. I thought, “Well, I shall have the last piece.” And I got it.

The boy gave me a strange look， then __11__ up. As he left, he shouted out, “There’s something __12__ with that woman!” Everyone looked at me, __13__ I didn’t want to quarrel with the boy， so I kept quiet. I did not realize that I had __14__ a mistake until I finished my coffee and was ready to __15__. My face turned red when I saw my unopened chocolate under the newspaper. The chocolate that I had been eating was the boy’s!

1. A. stole B. bought C. sold D. wrote

2. A. went B. satC. seated D. looked

3. A. sitB. seat C. lieD. laugh

4. A. pushed B. took C. put D. pulled

5. A. jumping B. playing C. sitting D. sleeping

6. A. HeB. ItC. Who D. What

7. A. cutB. washed C. covered D. colored

8. A. coffee B. trouble C. chocolate D. matter

9. A. carelessness B. anger C. surprise D. happiness

10. A. first B. second C. very D. last

11. A. stood B. took C. cried D. looked

12. A. strange B. wrong C. OK D. funny

13. A. andB. but C. soD. while

14. A. spelt B. corrected C. made D. found

15. A. finish B. leave C. jump D. shop

答案简析：

1. B.为了消磨时间，“我”买了报纸和巧克力，故选bought.

2. A.由文章推理出，“我”走进了一家咖啡店，故应选went。

3. A. to sit at 是作为tables的后置定语，意为“可以在旁边就坐的桌子” .

4. C.按常理“我”应把报纸等放在桌子上，而不是推到或拉到桌子上故应选 put.

5. C.由下文可知，回来时“我”发现他开始吃“我”的东西，说明他坐在桌旁，故选 sitting.

6. A.由下文可知，对方是一个男子，故用he指代。

7. D.头发应是被染成红色的，故应选colored.

8. B.面对这样一个男子，“我”不想惹麻烦，trouble合乎文意为正确选项。

9. C.由下文可知，“我”吃的是这个男子的巧克力，这引起了对方的某一反应，比较四个选项，再根据上文，用名词surprise比较合乎当时的情形。

10. B.习惯用语“a second + 名词”，常用来表示“再一个，又一个”。

11. A.根据文意可知那个男孩起身要走，故选择stood.

12. B.男孩生气了，必定说了发泄的话，比较四个选项wrong为最佳选择。

13. B.男孩骂了“我”导致大家都朝“我”看，而“我”不想与他争吵，可见“我”的反应与上文描述的气氛恰恰相反，故选择but构成转折关系。

14. C.固定搭配make a mistake意为“犯了个错误”。

15. B.“我” 在喝完咖啡准备离开时发现了自己的过错，故应选leave.

三、阅读理解：

(A)

Christmas Eve means a warm get-together with friends， a candlelight dinner， or perhaps a celebration at a pub（酒馆） for students. But， for Cai Yingjie， the night has a different meaning： helping beggars（乞丐） and the homeless（people without homes）。 Cai， who is a student in journalism at Tsinghua， could be found at Beijing's Wudaokou Light Railway Station that special evening. When she saw an old beggar， she took the cold， rough hands of the woman with her warm， clean hands， and gave the woman some warm bread and helped her put on a pair of new gloves（手套）。 The woman was surprised for a few seconds， then burst into tears， saying “for the first time I feel respected（尊重）”。 Cai said， “A beggar's life is very hard. That's why I want to help them.” Cai was one of 14 Tsinghua students spending Christmas Eve among the poor. They walked in the cold wind along the streets from 4 to 7 pm on Friday， visiting 15 beggars in Beijing's Haidian District. They brought bread and gloves with them， and stopped to greet beggars and offer them some of the warm food. Each beggar greeted them with a look of surprise. “I know the activity can't help much， but it's meant to show our respect and care for beggars and the homeless who have been neglected for so long，” said Sun， head of the group. “And Christmas is a good time for that.”1. What does Christmas Eve mean to the 14 Tsinghua students？ A. Taking 15 beggars to Tsinghua. B. Getting together with friends. C. Showing care to the beggars and the homeless. D. Selling bread and gloves to the beggars.2. What does the beggar mean by saying “for the first time I feel respected”？ A. The beggar has been waiting for Cai for long. B. The beggar hasn't been shown care for so long. C. The beggar has been respecting Cai for a long time. D. This is the first time the beggar has seen Tsinghua students.3. What did each beggar feel when they received greetings？ A. Sad. B. Amazed. C. Frightened. D. Proud.4. The word “neglected” in the last passage means _______. A. protected B. found C. taken care ofD. given no enough care

Keys:

1. 选C.第1段的最后一句…helping beggars（乞丐） and the homeless（people without homes）。 就是他们的决定，即去帮助那些乞丐和无家可归的人，给他们以关爱。答案选C.2. 选B.根据第3段中的 woman所说的话：…for the first time I feel respected（尊重）。 我们可以推断出：乞丐们有太长的时间没人关心了。故答案为B.3. 选B. 在第6段中有这样一句Each beggar greeted them with a look of surprise. 而B选项中Amazed 的同义表达就是surprised，所以答案为B.4. 选D.本文讲述了14个清华学子在平安夜帮助流浪汉和乞丐们的故事。这些流浪汉和乞丐们都感到十分的意外和温暖，我们由此可推断他们应该是长期given no enough care（被忽视的）原因。这样我们就可以排除A、B、C三项，最后正确答案为D.

(B)

What are you going to do if you are in a burning house？ How will you escape？ Do you know how to save yourself？ Please read the following passage. Escaping a fire is a serious matter. Knowing what to do during a fire can save you life. It is important to know the ways you can use and show them to everyone in the family， such as stairways and fire escapes， but not lifts. From the lower floors of the buildings， escaping through windows is possible， learn the best way of leaving by windows with the least chance of serious injury. The second floor window is usually not very high from the ground. An average person， hanging by the finger-tips will have a drop of about six feet to the ground. It is about the height of an average man. Of course， it is safer to jump a short way than to stay in a burning building. Windows are also useful when you are waiting for help. Be sure to keep the door closed. Or smoke and fire may be drawn into the room. Keep your head low at the window to be sure you get fresh air rather than smoke that may leaked（渗） into the room. On a second or third floor， the best windows for escape are those that open onto a roof. From the roof a person can drop to the ground more safely. Dropping onto cement（水泥） might end in injury. Bushes（灌木丛） and grass can help to break a fall.1. It is important to _______. A. put out the fire in the burning house B. know the ways to escape the fire C. jump off a burning house D. keep the door closed2. It is possible to escape through the windows _______. A. if there are some bushes on the ground B. if you are strong enough C. if you live on a lower floor D. If you have a long rope3. Which of the following escaping way is NOT right？ _______. A. You can escape though stairways.

B. You can choose fire escapes. C. Escape from the windows that open onto a roof.

D. Use a lift to come down at once.4. Open the window so that _______ if the building is on fire. A. you can get fresh air B. you can call for help C. you can easily jump off D. you can be seen first5. The best title of the passage is _______. A. Escaping from the Windows B. Save Yourself in the Burning House C. Knowledge on FireD. Waiting for Help

Keys:

1. 选B.从句子It is important to know the ways you can use and show them to everyone in the family，…可知，当房子着火后，最重要的是你要知道the ways to escape the fire（逃生方式），故答案选B.2. 选C.在短文的第2段说到…from the lower floors of building escaping through windows is possible.故选C.3. 选D.在短文中特别强调在大火发生时，人们可以从 stairways 和 fire escapes逃生， but not lifts（但不能从电梯），因为那是相当危险的。4. 选A.在短文的第5段提到了可…keep your head low at the window to be sure you get fresh air…可知。5. 选B.通读全文后，短文的大意很明显，在着火的大楼中自救的方法应是短文的主题，故选B.

篇15：译林版牛津小学英语3B教学计划

译林版牛津小学英语3B教学计划

经过半个学期的英语学习，三个班的学生大部分对英语都能够保持着浓厚的兴学趣，并且在平时的日常生活中大部分同学都能够用英语来交流，他们在课上能认真生听讲，积极举手发言，作业能按时完成，但有少部分同学或接受能力与思维能力欠现强，知识掌握的不牢固；或态度不端正，导致学的不扎实，不能灵活运用所学知识，状这样就在这门学科上与其他同学产生了一定的距离。针对以上情况，在今后的教学分中，将注意面向全体，注重因材施教，做好提优补困，发挥传帮带的作用，充分调析动他们学习英语的主动性、积极性，激发他们学习英语的兴趣，树立学好英语的信心，使全班同学的水平有新的提高。和3A一样，3B教材也设了8个单元组成和2个综合语言实践项目，Project1和Project2，以任务教学的方式让学生活学活用所学的英语知识。

本册教材的每个单元由Storytime、Funtime、Cartoontime、Soundtime、Song教time、Rhymetime、Checkouttime、Tickingtime等版块组成。其中，Storytime、Fun材time、Cartoontime、Checkouttime和Tickingtime是每个单元的固定版块。综合语言分实践项目（Project）由几个环环相扣、层层铺垫的语言实践活动组成。在这个过程中，析学生要经过思考、调查、讨论、交流和合作等环节，综合运用前几单元所学的语言知识，最后完成一定的学习任务并展现自己的学习成果。每个综合语言实践项目都有一个主题，不仅为学生提供了大量的英语表达机会，还以一个高度互动的形式培养了学生的想象能力及合作能力，使他们从中体会学习英语的乐趣。

教学总目标

1、能听懂、会说、会读各单元所要表达的相关话题和功能语句。

2、能听懂、会说、会读各单元的日常用语和句型。

3、能听懂、会说、会读各单元的词汇，并掌握要求“四会”的部分词汇。

4、会诵读歌谣。

5、了解26个字母的读音和简单的拼读规则。

提升质量的措施

1、教师要钻研教材，把握教材，看透教材。

2、教师要活用教材，能根据学生的年龄特点，灵活、合理、科学地处理好每个板快。

3、能充分的利用好各种直观教具、电话手段以及不同的肢体语言，来辅助教学。

4、面向全体学生，因材施教，做好提优补差工作，争取学生的全面进步

5、教师要创设各种氛围，让学生在日常生活中运用英语来进行交流，提高学生的口语交际能力。

6、教师要及时的引导学生对学过的知识进行复习巩固，并要求学生能提前预习。

周次1～3序号(Unit)

Unit1课题教学目标

教学重、难点课时数6Inclass

1、能听懂、会说、会读和Makingrequests/Apologies话题相关的日常用语和句型:Standup.Sitdown.Comein,please.Openyourbooks/thedoor.

2、能听懂、会说、会读词汇：inclass，Standup，Mr，Sitdown，please，sorry，blackboard，listentod等。

3、能听懂、会说、会读和会写词汇：open，the，door，close，window，book.

4、了解字母b在单词中的读音。

5、会唱歌谣：Openthewindow

1、能听懂、会说、会读和Understandingrules话题相关的日常用语和句型:Don’tshout/eat…

2、能听懂、会说、会读词汇：library，shh，shout，here，sleep，drink，English，your.

3、能听懂、会说、会读和会写词汇：in，run，eat，talk，milk.

4、了解字母p在单词中的读音。

5、会唱歌曲：Don’ttalk,Tom!

1、按要求掌握和Makingrequests/Apologies话题相关的日常用语和句型。

2、能正确地听、说、读词汇，并会写部分单词。

3、读准字母b在单词中的读音。

4、灵活运用句型和日常交际用语，要求发音准确。

3～5Unit2Inthelibrary

1、按要求掌握Understandingrules有关的日常用语和句型。

2、能正确地听、说、读词汇，并会写部分单词。

3、读准字母p在单词中的读音。

4、在正确的情景下运用Don’tshout/eat…

5～7Unit3Isthisyourpencil？

1、能听懂、会说、会读和Possession话题相关的日常用语和句型:Isthis/thatyourpencil？Yes,itis./No,itisn’t.

2、能听懂、会说、会读词汇：isn’t=isnot,that’s=thatis,schoolbag,crayon,lunchbox,overthere等。

3、能听懂、会说、会读和会写词汇：pencil，pen，ruler，where.

4、了解字母r在单词中的读音。

5、会唱歌谣：Aruler

1、能听懂、会说、会读和Positions相关的日常用语和句型:Where’s…?It’sin/on/behind/underthe….

2、能听懂、会说、会读词汇：beautiful,tree,guess,one,two,three,oh,wow等。

3、能听懂、会说、会读和会写bird,under,desk,behind,on,chair.

4、了解字母d在单词中的读音。

5、会唱歌曲：Where’sthebird？X|k|B|1.c|O|m

1、通过思考、讨论、交流和合作，制作一只可爱的小狗玩偶，用于综合运用第1至第4单元所学的语言知识和语言技能。

2、利用所制作的小狗玩偶，综合运用前四个单元所学的词汇、日常交际用语与句型等语言知识，开展游戏活动。

3、开展阶段性调研，并讲评试卷。

1、词汇:pencil，pen，ruler，where，schoolbag,crayon,lunchbox等。

2、句型：Isthis/thatyourpencil？Yes,itis./No,itisn’t.

3、语音：掌握字母r在单词中的读音，发音准确。

1、词汇:beautiful,tree,guess,one,two,three,oh,wow等,并掌握部分单词的读音和用法。

2、句型：Where’s?It’sin/on/behind/underthe.

3、语音：掌握字母d在单词中的`读音，发音准确。

1、复习巩固前四单元所学的词汇、句型和日常交际用语。

2、能灵活根据情境使用语言知识进行口语交际。

3、培养正确的做题、听讲的学习习惯。

67～8Unit4Where’sthebird？

69～10Project1Mypuppy1012～Unit5Howoldareyou？

1、正确流利地使用Ages/Numbers话题相关的日常句型谈论年龄。用语和句型:Howoldareyou？

2、会拼写要求四会I’mten.Howlovely!Whata…的词汇。Makeawish.Hereyouare.

3、能听懂、会说、会读和会写a…nine,eight,four,five,si

4、了解字母s在单x,seven,ten.词中的读音，

5、会唱歌谣：Don’tbelateAgain!

1、能听懂、会说、会读和话题Time相关的日常用语和句型:Whattimeisit？It’s…o’clock.Hurryup!It’stimefor….

2、能听懂、会说、会读词汇：wakeup,mum,o’clock,breakfast,dinner,these,here’s=hereis.

3、能听懂、会说、会读和会写class,bed,OK,lunch,eleven,twelve,bag.

4、了解字母t在单词中的读音。

5、会唱歌谣：wakeup,Eddie

1、正确流利地使用句型谈论时间。

2、会拼写要求四会的词汇。

3、了解字母t在单词中的读音，并正确发音。

61314～Unit6Whattimeisit？

61415Unit7～On

1、能听懂、会说、会读日常用语和句型:Whatarethese/those？They’re…Arethese/those…?Yes,theyare./No,theyaren’t.Welcometheto…farm

2、能听懂、会说、会读词汇：ther’re=theyare,pig,cow,chicken,duck,picture,who’s=whois.X|k|B|1.c|O|m

3、能听懂、会说、会读和会写:farm,they,those,apple,pear,qrange,who.

4、了解字母m在单词中的读音。

5、会唱歌曲：Onthefarm

1、句型：Whatarethese/those？They’re…Arethese/those?Yes,theyare./No,theyaren’t.

2、词汇：farm，they，pig，those，cow，picture，who…

3、a和an的区别,名词复数形式.

4、了解字母m在单词中的读音，发音准确。

1516Unit8We’retwins!～

1、能听懂、会说、会读和话题Familymembers相关的日常用语和句型:Whoisshe/he？She’smyaunt./He’smyuncle.Who’sthatgirl?She’sSuhai./She’smysister.We’retwins.

2、能听懂、会说、会读词汇：twin,aunt,baby,cousin,We’re=Weare

3、能听懂、会说、会读和会写we,girl,man,woman,boy,name

4、了解字母n在单词中的读音。

5、会唱歌谣：Who’sthatlittleboy?

1、根据提示，学习制作一个纸质魔钟。

2、根据魔钟显示的内容开展游戏活动，旨在综合运用后四个单元所学的词汇、日常用语和句型等语言知识。

3、开展阶段性调研并讲评试卷。

1、能流利地使用和Familymembers相关的日常用语和句型开展交际。

2、掌握三会词汇：twin,aunt,baby,cousin等，会写we,girl,man,woman,boy,name

3、了解字母n在单词中的读音，发音准确。

617～Project182Amagicclock

1、复习巩固前四单元所学的词汇、句型和日常交际用语。

2、能灵活根据情境使用语言知识进行口语交际。

3、培养正确的做题、听讲的学习习惯。

篇16：牛津高一英语M3U2 Language复习学案（1）(译林牛津版英语高一)

牛津高一英语M3U2 Language复习学案（1）

词汇及句型

I 词性与词形

1. confuse vt. 使迷惑； 混淆→ confusing adj. 令人迷惑的； confused 糊涂的 → confusion n. 混乱；混淆

2. Europe n. 欧洲 → European adj. 欧洲的；欧洲人的 → European n. 欧洲人

3. mix vt. 混合 →mixture n.混合，混合体

4. create vt. 创作；创造→ creative adj. 创造性的；有创造力的 → creation n. 创造； creativity 创造性，创造力； creature(上帝创造的)生物

5. contribute v. 贡献，捐献，促成 →contribution n. 贡献，捐献； contributor 贡献者 → contributory adj. 捐助的，有贡献的

6. access n. 通道；（使用的）机会，权利 vt .进入，使用 →accessible adj. 可(或易)接近的;可(或易)进入的; 可(或易)得到的;可(或易)使用的[(+to)]

7. replace vt. 取代；把……放回原处 →replacement n. 取代；放回原处 → replaceable adj. 能够被取代的

8. serve v. 服务，服役；上(菜等)，敬(烟等) → service n. 服务，服役 →servant n.仆人

9. adopt v. 采取，采纳；收养→adoption n. 收养；采纳→ adoptive adj. 收养的；采纳的

10. embarrass vt. 使尴尬，使难堪 →embarrassing adj.令人难堪的 embarrassed adj.难堪的

11. pronounce vt. 发音 → pronunciation n. 读音，发音

12. process vt. 加工，处理 → process n. 过程 → processed adj. 加工过的

13. difficulty n. 困难，难点 →difficult adj. 困难的

14. appearance n. 外观，外貌 appear vi. 出现;显露; 似乎,看来好像

15. simplify vt.简化 simple adj. 简单的 simplified adj. 简化的

16.distinguish vt.区分，辨别 distinction n. 区别，差别

17.convenient adj.方便的 convenience n. 方便，便利

II. 词组

1. stand for 代表

2. all over the world 全世界

3. name after 以…命名

4. be made up of / consist of 由…..组成，构成

5. mix…..with….. 把…..与…..混合

6. pick up 拿起，拣起，中途搭人，偶然间习得，接送

7. contribute to 是……成因之一

make contributions to 对…做出贡献

8. result in 结果， 导致 （lead to）

result from 由于， 因为

as a result of 由于……的结果

9. take control of 控制

10. work as 担当， 担任

work on 致力于，从事

11. mother tongue / language 母语

12. take the place of 取代， 代替

be replaced by/with 被…….取代

13. depend on 视….. 而定，取决与 it all depends 视情况而定

14. relay on 依靠， 依赖

15. come into widespread use 开始广泛应用

16. get along with 进展， 相处

17. up and down 上上下下

18. for the first time 第一次

19. look into one’s eyes直视某人

20. make fun of 取笑

21. in a word 一句话， 总之， 简言之in other words 换句话说

22. differ from….in….. 在….方面和…….不同

23. as a whole 总体上

24. turn into 使…..变成

25. confusing rules令人困惑的规则

26. look forward to sth / doing 希望得到某物, 希望做事情

27. borrow words from other languages 从别的语言借用词语

28. set a standard for sth 为什么制订标准

29. official language 官方语言

30. throughout history贯穿历史

31. official occasions官方场合

32. aside from 除…之外

33. go through 经历；遭受

34. in conclusion 总之

35. show respect for 尊敬

36. in that 因为，由于

37. over time 随着时间的过去，经过一段时间

38. ought to 应该，应当

III 句子

1. In fact, we would not be able to understand it if we heard it today.(虚拟)

2. After the Norman Conquest, high-class people spoke French while common people spoke English. (while 并列连词，表示对照比较)

3. The question of whether English will keep on changing in the future is easy to answer.

(主语﹢be﹢adj. ﹢动词不定式的主动形式作状语)

4. It is certain that this process will continue, and people will keep inventing new words and new ways of saying.(It 为形式主语)

5. The Chinese language differs from many Western languages in that，instead of an alphabet, it uses characters which stand for ideas, objects or deeds.

6. Not all characters were developed from drawings of objects

7. While the students found the soldier’s idea interesting, the system was too difficult to be of practical use.（while 引导让步状语从句）

8. It is easy to distinguish their meanings by looking at them, for example, the characters for ‘up’ and ‘down’, which are opposites of each other.

篇17：M2U1 单词精研 备课资料(译林牛津版英语高一)

1 assume vt.假设，设想，认为

(教材P3)．..，she assumed that Kelly was having a bad dream，and sent her back to bed.她认为凯莉做恶梦了，把她打发回床上睡觉了。

归纳拓展

①(朗文P103)It is assumed that they will eventually join the EU.人们认为他们最终会加入欧盟。

②(牛津P104)I had assumed him to be a Belgian.

我本以为他是比利时人。

③Assuming (that) he’s still alive，how old would he be now？假定他还活着，现在有多大年纪了？

2 occur vi.发生；想到；出现；存在

(教材P3)Mr.Foster was working that night on his road construction job，and was not home when these events occurred.

当那些事情发生时，福斯特先生那晚正在修路没回家。

归纳拓展

【辨析】 happen，occur，take place

happen常用来表示“偶然，碰巧”，而且多指整个情况，这时不能用另外两个词代替。

occur多用来指具体事情的发生，虽然也可指偶然性，但与happen相比程度较弱。

take place 作“发生”解时较为正式，不带有偶然之义，并经常用来指经事先安排的事情。

①It didn’t occur to me that there’d be a big festival on at the same time as my holiday.我原先没想到我度假的同时那里刚好要庆祝一个盛大的节日。

②(朗文P1412) I washed it in the water-it never occurred to me to check the label.我用水把它洗了--根本没想到看一下标签。

③(牛津P1377)When exactly did the incident occur?

这一事件究竟是什么时候发生的？

3 strength n．力量，力气

(教材P18)In one case，a group of engineers ran after the creature，which moved with amazing speed and strength.

有一次，一队工程师们追赶野人，野人却以惊人的速度和体力奔跑起来。

归纳拓展

【辨析】 strength，energy，force，power

strength 指(物的)强度、(人的)力气，尤指承受重物的力量。还可指人的强项、长处。

energy 含义是物理定义“能”。用于人时，指人的精力、工作能力，还可指能量、能源。

force 指物理学上的力，尤指人或物撞击或推动物体时所用的力；也指为做成某事而使用的力量，还可指武力、强制力、效力。

power 可指一切内存的、外来的、具体的或抽象的力，可引申为势力、政权等；也指电力、动力、功率。

①(朗文P2039)Sarah hugged her brother with all her strength.萨拉使尽全力拥抱她弟弟。

②(牛津P)It may take a few weeks for you to build up your strength again.可能需要几个星期你才能恢复体力。

③The ability to keep calm is one of her many strengths.能够保持冷静是她的多项长处之一。

4 convince vt.使确信，使相信

(教材P18)He became convinced they exist.

他相信野人的存在。

归纳拓展

①I was convinced he would be more famous than Chaplin.我相信他将比卓别林更出名。

②(朗文P443)He’ll try to convince you of Mitchell’s innocence.他会设法使你相信米切尔是无辜的。

③(牛津P438)I’ve been trying to convince him to see a doctor.我一直劝他去看病。

5 survive v．幸存，挺过难关；生存

(教材P18)In his opinion，this animal made its way to other parts of the world，and continues to survive even today.

在他看来，这种动物到了世界其他地区，继续生存直到如今。

归纳拓展

①To survive in the forest，animals must climb from tree to tree.要想在森林里生存下来，动物必须有爬树的本领。

②He’ll show everyone he can survive as a single parent.他要让大家看看，他作为单亲家长能挺过来。

③She survived her husband by ten years.丈夫死后她又活了十年。

跟踪训练

Ⅰ.选词填空

1．Tickets are $9，with a $2____________for kids.

2．Employees may still be____________for using illegal drugs at work.

3．Reporters were not allowed to go____________the plane.

4．The _________that boys are good at maths and girls are not is clearly wrong.

5．Police are on the _________of a gang that robbed five women last month.

6．He fell over and suffered an____________to his head.

7．The ____________ of people here were from Africa.

Ⅱ.单项填空

1．(南京市高三模拟考试)-How are you getting along with your project?

-I was about to give up when an idea occurred to me _____I could work with my roommate Tim.

A．thatB．how

C．why D．Whether

解析：选A。考查名词性从句。从句I could work with my roommate Tim句意完整，不缺少成分，因此使用that引导同位语从句，解释说明idea的内容。

2．(2012盐城市高三年级调研考)

Failure to face up to painful experience can be________form of stress itself，and can increase________ possibility of illness.

A．the；/ B．a；a

C．a；the D．/；the

解析：选C。考查冠词的用法。句意：不能面对痛苦经历本身就是一种形式的压力，而且它能增加患病的可能性。根据语意可知第一空表示泛指，用不定冠词a，a form of意为“……的一种形式”，第二空表示特指，因此用定冠词the。

3．(2012南京市金陵中学高三模拟考试)In the next five years，the government’s work will be evaluated ________ on peoplet’s happiness level instead of GDP alone.

A．based B．to be based

C．basing D．having based

解析：选A。考查非谓语动词。根据语意及句子结构可知，此处表示根据人民的幸福指数来衡量政府的工作，based on...是过去分词作状语。

4．There is solid evidence________ watching 3D movies can have some side effects on the viewers.

A．what B．that

C．which D．how

解析：选B。考查名词性从句。分析句子结构可知，引导词在从句中不作成分，也没有意义，因此用that引导同位语从句，作解释说明。

5．China’s solar-powered satellite Chang’e Ⅱ has successfully________the test of a lunar eclipse that occurred on December 21,.

A．conducted B．experienced

C．survived D．Stood

解析：选D。考查动词辨析。句意：中国以太阳能为动力的人造卫星“嫦娥二号”成功地经受了发生在12月21日的月食的考验。动词stand表示“经得起，经受，承受”，合乎语意。conduct“执行，组织”；experience“经历，体会”；survive“生存，存活”。

6．________that her mother would come back soon，the girl calmed down.

A．Having convinced

B．Being convinced

C．Convincing

D．Convinced

解析：选D。句意：当那个小女孩相信妈妈很快就要回来时她安静了下来。convince表示“使相信”，这里convince和句子主语之间构成逻辑上的动宾关系，故用convinced短语作原因状语。

7．I looked for a job for weeks but had no luck.In the beginning，I felt ________，but then my mood improved.

A．enthusiastic B．hopeless

C．guilty D．astonished

解析：选B。考查形容词辨析。由于几个星期没有找到工作，开始的时候我感觉没希望，因此选择hopeless

“绝望的，没有希望的”。

短语精释

6 due to 因为，由于

(教材P2)This incident has received great interest due to reports of strange lights in the sky and of alien visits around the time the boy disappeared.该事件引起了公众的极大兴趣，原因是各种有关男孩失踪前后天空中出现奇怪光亮和外星人来访地球的新闻报道。

归纳拓展

①(牛津P621)Most of the problems were due to human error.多数问题都是人为错误造成的。

②(朗文P631)Our book’s not due to be published until December.我们的书预计要到12月份才能出版。

③After he was fired，the company failed to pay him the commissions due to him.

他被解雇后，公司没有支付应该给他的佣金。

7 show up 出现，露面；现身

(教材P3)When Justin did not show up for lunch the next day，Mrs Foster became worried and told her husband to call the police. 到第二天中午吃午饭的时候，贾斯廷仍然没有露面，福斯特夫人开始担心了，就让丈夫打电话报警。

归纳拓展

①(朗文P1896)Her tumor didn’t show up on the scan.她的肿瘤在扫描仪上看不出来。

②(牛津P1853)Has anyone shown you around yet?有没有人带你四处走走？

③She wanted to show off her new husband at the party.她想在聚会上炫耀自己的新婚丈夫。

8 make up 编造，杜撰，构成

(教材P3)Sometimes people make up such amazing stories.人们有时候编造这种耸人听闻的故事。

归纳拓展

【辨析】 make up，be made up of，consist of

make up用部分作主语，表示“部分构成整体”，用于主动语态。

be made up of 用整体作主语，表示“整体由部分构成”。

consist of 用整体作主语，表示“整体由部分构成”，引申为“包含有”，不能用于被动语态。

①Non-Han people make up nearly 30% of Yunnan’s population.非汉族人口几乎占云南人口的30%。

②They have quarreled seriously three times but each time they have made up and become best friends again.她们之间发生过三次大的争吵，但每次都重归于好。

③They made him up as an old man for the last act of the play.他们把他打扮成一个老头，出演这出戏的最后一幕。

④(朗文P1246)Oh，she wouldn’t make up a story like that.呀，她不会编造那样一个故事。

⑤(牛津P1222)They made up a bed for me on the sofa.他们给我在沙发上铺了个床位。

跟踪训练

Ⅰ.选词填空

1．We_______________home after work.

2．I have been there________________times.

3．They are________________the population problem.

4．The policeman jumped out of the car and ______________ the thief.

5．Local groups are____________their anti-drug campaign.

Ⅱ.完成句子

1．由于粗心他失败了。

He failed ______________________.

2．我的教学风格和多数教师相似。

My teaching style _______________ that of most other teachers.

3．我们等了他整整一上午，但他始终没有露面。

We waited for him all morning but he_________________________.

4．那个公交车司机正加速行驶以补回失去的时间。

The bus driver was speeding ________________ lost time.

5．别忘记带上你的东西。

Don’t forget the things _____________________ you.

Ⅲ.单项填空

1．(2012苏锡常镇四市高三教学情况调查二)The two military exercises were similar________ they were both intended to give a threat to a certain country.

A．to what B．for which

C．in that D．except that

解析：选C。根据语意可知，前后两个句子之间有因果关系，故应用in that，表示“因为”。句意：这两次军事演习是类似的，因为它们都旨在威胁某国。

2．He stared at the empty bottle for a while，feeling happy that he had sent the butterfly back________it belonged－nature.

A．to which B．that

C．which D．to where

解析：选D。考查短语及宾语从句。send sth.back to表示“送回”；此处where引导to后的宾语从句，where在从句中作地点状语。

3．As neither of us would ________，the bargain came to nothing.

A．give in B．give out

C．give away D．give off

解析：选A。考查动词短语辨析。句意：由于双方都不让步，协商最终没有结果。give in投降，屈服，让步；give out分发，公布，用尽；give away捐赠，丧失，泄露；give off发出(

气味、热、光等)。

4．The world today needs those who have a high sense of duty；just due to ________，they are playing an important role in promoting social progress and world peace.

A．one B．it

C．them D．which

解析：选B。考查代词。it指代上文a high sense of duty。今天，世界需要那些有高度责任感的人，正因为这样，他们在促进社会进步和世界和平方面发挥着重要作用。

5．The USA plans arms sale to Taiwan，which forces China to________its modernization process in national defence.

A．set up B．build up

C．take up D．step up

解析：选D。考查动词短语辨析。set up建立；build up增强；take up 着手；step up加速。step up its modernization process in national defence加快国防现代化进程。

句型精析

9 (教材P2)Standing inside were lots of strange creatures with white skin and large black eyes.

里面站着许多白皮肤，眼睛又黑又大的怪物。

【点津】 这是一个完全倒装句，主语是lots of strange creatures，谓语动词是were standing，with white skin and large black eyes是定语，修饰creatures。因为主语较长，句子使用完全倒装避免了头重脚轻，这种句式常用结构有：分词/副词/形容词/介词短语＋be＋主语。

①Lying on the floor was a wounded peasant boy.躺在地板上的是一个受伤的农家男孩。

②Seated on the grass are a group of young students.坐在草地上的是一群青年学生。

③Higher up are the temples built in ancient China.再往高处去就是古代中国修建的庙宇。

10 (教材P18)The Yeti is said to be a large，hairy animal...

据说野人身材魁梧，全身毛发……

【点津】 “主语＋be said to be doing/to do/to have done...”意为“据说主语正在做……/要做……/曾经做过……”，主语可以是人，也可以是物，相当于It is said that＋主语＋谓语＋其他成分。注意两个句型互相转换时谓语动词要做相应的变化。

可以用于此结构的动词还有：think，report，believe，suppose，expect，suggest，find等。

①She is said to want to become a teacher in the future.

＝It is said that she wants to be a teacher in the future.

据说她将来想当老师。

②She is said to be writing a book.＝It is said that she is writing a book.据说她正在写书。

③Scientists are said to have found the treatment for the disease.

＝It’s said that scientists have found the treatment for the disease.

据说科学家们已经找到了这种疾病的治疗方法。

跟踪训练

Ⅰ.句型转换

1．The book is expected to be the best-seller this year.

→________________________________________________________________

2．A girl was seated on the ground playing the guitar.(变为倒装句)

→________________________________________________________________

3．She is a lovely girl，but she can be extremely difficult to work with.

→______________________she is a lovely girl，she can be extremely difficult to work with.

4．They wanted to see what the elephant looked like，so they asked the driver to stop.

→They asked the driver to stop _________________ they ________ see what the elephant looked like.

5．It’s possible for him to attend the meeting.

→There’s ________________________ he will attend the meeting.

Ⅱ.单项填空

1．(2012南通市高三调研测试)Is there any possibility________ the little girl can be the champion in the London Olympics?

A．that B．which

C．if D．whether

解析：选A。考查同位语从句。that引导的从句是对possibility的内容的具体解释，两者之间构成同位语关系，据此选A项。

2．When ________why he walked in without permission，he just stared at us and said nothing.

A．ask B．asked

C．asking D．to be asked

解析：选B。考查非谓语动词。句意：当问他为什么未经允许就进来的时候，他只是盯着我们什么话也不说。ask的逻辑主语为he，两者为动宾关系，故用asked。

3．In this contest a medal with ten thousand dollars________gains success in ten seconds putting the sticks in place.

A．is given to whoever B．are given to anyone who

C．gives to whomeverD．give to everyone

解析：选A。考查主谓一致和被动语态。句子主语为a medal故谓语动词应用单数，又因为give与medal是逻辑上的动宾关系，故用被动形式。

4．(2010高考课标全国卷)Mary made coffee________ her guests were finishing their meal.

A．so that B．although

C．while D．as if

解析：选C。句意：客人们就要吃完饭的时候，玛丽煮了咖啡。so that以便，为了，用来引导目的状语从句或结果状语从句。although虽然，尽管，用来引导让步状语从句。while①在……期间，当……的时候，用来引导时间状语从句；②然而，而(＝but)，表示对比。as if(＝as though)仿佛，好像，用来引导方式状语从句。从句意可知C项正确。

5．(高考山东卷)He had his camera ready________he saw something that would make a good picture.

A．even if B．if only

C．in case D．so that

解析：选C。句意：他准备好了照相机，以防看到他能够拍下来的好画

面。本题考查状语从句。A项意为“尽管，即使”；B项意为“要是……就好了”；C项意为“以防，

万一”；D项意为“为了”。

句型公式妙笔生花

1．as，though，although引导让步状语从句

Although/Though I’m young，I already know what career I want to follow.→Young as/though I am，I already know what career I want to follow.我虽然年轻，但我已经明白我应该追求什么样的事业。

Although he tried，he couldn’t solve the problem.→Try as he might，he couldn’t solve the problem.

尽管他努力了，但是他没有解决问题。

2．...before“没来得及……就……”

To my great disappointment，my favorite singer left the concert before I could have a word with her.让我非常失望的是，我还没来得及和我最喜欢的歌手打招呼，她就已经离开了。

3．...before...“过了多久才……”或“动作进行到什么程度才……”

The workers worked day and night about three days before everything returned to normal.

工人们连续工作3天才使一切恢复正常。

4．It was＋时间段＋before...“过了多久才……”/It was not long before...

“不久就……”

It was not long before he sensed the danger of the position.不久他就意识到他处境的危险。

5．It will(not)be＋时间段＋before.....“要过多久(不久)……才……”(before从句谓语动词要用一般时态)

It will be half a year before you graduate from the school.再过半年你才能毕业。

核心单词

Ⅰ.语境填词

She was shocked by the violent scenes she had __________(目击)．

2．He was ____________(奖赏)a medal for bravery.

3．A terrible thought ____________(闪现) through my mind.

4．Many birds didn’t ____________(生存) the severe winter.

5．I don’t think it would be the right thing to do.So I ____________(不同意) with you.

6．Hearing the joke，they burst into ____________(大笑)．

7．The detective told us he wouldn’t give up until he found convincing ______________(证据)．

8．I am ____________(确信)that she is innocent.

9．You don’t sound very ____________(热心的)about the idea.

10．We do not fully understand how the brain is __________(构成)．

11．The book was written in a style ____________(适合的)to the age of the children.

12．The doctor ___________(检查)

her but could find nothing wrong.

Ⅱ.词汇活用

1．They are ____________with the ____________question.(puzzle)

2．No one knows how the universe came into ____________and if life____________on other planets.(exist)

3．There’s now no____________that she will make a full recovery，so it’s ____________to return to work.(possible)

4．They lack the sense of ____________.As a result，they don’t think the play ____________.(humour)

5．The man who saved the boy ____________from his sight but he’ll never forget the kind man’s ____________.(appear)

高频短语

1．________________ 加紧，加强，促进

2．________________ 由于，因为

3．________________ 出现，露面

4．________________ 对……做研究

5．________________ 调查；检查

6．________________ 编造，捏造，杜撰

7．________________ 放弃

8．________________ 报告做……

9．________________ 和……相似

10．________________ 许多，很多

11．________________ 追赶

12．________________ 属于

13．__________________ 前往……，到……去

典型句式

1．完全倒装

________________ were lots of strange creatures with white skin and large black eyes.

里面站着许多白皮肤，眼睛又黑又大的奇怪生物。

2．让步状语从句

So，________we have not dismissed the idea，we are looking into other possibilities as well. 所以，尽管我们不排除这种想法，但是我们也在调查其他的可能性。

3．目的状语从句

The aliens took me aboard the UFO ________________ they could do research on me.

外星人把我带到UFO的船舱里，目的是对我做研究。

4．主语＋be said to do/to be doing/to have done...

The Yeti is ________________________a large，hairy animal.... 据说雪人身体庞大，毛茸茸的……

单元语法

1．-Hurry，John!

-Oh，I am too tired and can’t walk any further.I________ for hours.

A．had walked B．walked

C．have been walking D．am walking

解析：选C。句意：--约翰，快点！--噢，我太累了，走不动了。我已经走了几个小时了。表示从过去几个小时前到现在一直在走，且有可能继续走下去，故应用现在完成进行时。

2.Miss Li________as a secretary for five years in the company，and now she is a general manager of it.

A．works B．worked

C．has worked D．had worked

解析：选B。从后面and now看出，李小姐做了五年的公司秘书这件事情发生在过去，现在她已经不是了。根据判断work是发生在过去的动作，应用一般过去时，故选B。

3．-Are you going to further your studies after graduation?

-Well，I________yet.I might make some other choices.

A．didn’t decide B．haven’t decided

C．don’t decide D．hadn’t decided

解析：选B。句意：--毕业后你打算进修吗？--哦，我还没有决定。我可能会做其他选择。由题意可知应用现在完成时，故选B。

4．(2011高考山东卷)She was surprised to find the fridge empty；the children________everything!

A．had been eating

B．had eaten

C．have eaten

D．have been eating

解析：选B。句意：发现冰箱空了她很吃惊，孩子们已经吃光了一切！本题考查动词时态。孩子们吃光冰箱里的东西发生在She was surprised to find...之前，即过去的过去，所以用过去完成时，故选B。

5．(2011高考陕西卷)His first novel________good reviews since it came out last month.

A．receives

B．is receiving

C．will receive

D．has received

解析：选D。句意：他的第一本小说自从上个月出版以来受到了良好的评价。本题考查动词的时态。根据since it came out last month可知本句应用现在完成时，故选择D项。

篇18：倒装句用法小结 备课资料(译林牛津版英语高一)

一般来说，倒装分为全部倒装和部分倒装，有的倒装是因为语法需要而出现的，有的倒装则是因为结构平衡的需要而出现的。

一、完全倒装（主谓倒装）是指把谓语全部提到主语的前面。 例：In a lecture hall of a university in England sits a professor.

1.以here, there，now, then引导的句子，要完全倒装。这种句子中的谓语动词通常是不及物动词。

如：Here comes the train! / There goes the bell!

注意：若代词作主语，只把该副词提前主谓语序不变。Here he comes . / Here it is .

2句首是拟声词或 out , in , up ,away , down 等副词，句子要完全倒装。（注意，这时句子的主语也必须是名词。如果是人称代词，也不能使用倒装结构。） 如：Up went the rocket. /Up it went.

3. 介词短语作状语在句首，句子要完全倒装。注意，这时句子的谓语动词通常是不及物动词。

如：In the front of the lecture hall sat the speaker.

4.表语置于句首，且主语较长或结构较复杂的句子要用全部倒装。如：Gone are the days when we ha nothing to eat.

5.so/ neither/ nor 表前面所说的情况也适合于后者，其倒装结构为“so/ neither/ nor+助动词/系动词/情态动词”，这里的主语同前一个句子的主语指的是同一人或物。如：She has finished her homework, so has her brother.

She hasn’t gone there, neither/ nor has he.

二、部分倒装（助动词倒装）是指把谓语的一部分（助动词）提到主语的前面。 例： Never in my life have I seen such a thing.

1.用于疑问句中。如：How did you do that? Did you see the film yesterday?

2. if 从句中如有 were ( had , should ) , if 省去后，要部分倒装,把were，had，should提到主语前面。如：

If you had come yesterday, you would have seen him.

---Had you come yesterday, you would have seen him.

3.as 引导的让步状语从句，要部分倒装（表语、状语倒装）。有以下几种形式：

1） 副词置于句首。如：Much as I like it (=Although I like it very much), I will not buy it.

2） 动词置于句首。如：Wait as you may (= Although you may wait), he will not see you.

3） 形容词或名词置于句首。如：Proud as the nobles are (=Although the nobles are proud), they are afraid to see me.

Child as he is (=Although he is a child), he can tell right from wrong.

注意：如果名词前有形容词修饰时，as引导的倒装句中要保留不定冠词。如：

A bad-tempered man as he is (=Although he is a bad-tempered man), he loves me deeply.

4.句首为否定词或否定意义的词语时，句子要部分倒装。 ( not , not only , never , little , seldom , not until, hardly ( scarcely ) , no sooner, not once, at no time,... )

Little do we know about him.

No sooner had he closed his eyes than he fell asleep.

Seldom does he come back on Sundays.

Not until he came back did I know about it.

5.only 在句首引导状语，或not until 引导的状语在句首，主句要部分倒装。如：

Only then did I realize the important of English. / Only when a child grows up does he understand his parents’ intentions.

但若only修饰的是句子的其它成分，则无需倒装。如：Only socialism can save China. (only修饰句子的主语，仍用正常语序)

6.not only ... but also ... 引导两个并列句，前倒后不倒。如：

Not only does he do well in his lessons, but also he often helps others with their lessons.

7.在以often, well, many a time, now and again等方式或频度副词(短语)开头的句子中,要用部分倒装结构

Many a time has John given me good advice. / Often have we made that test.

8. 用于某些表示祝愿的句子里。May you succeed!

9. so或so引导的短语放在句首,要部分倒装。

So loudly did he speak that even people in the next room could hear him.

so…that结构中的倒装。有时要强调so 所修饰的形容词或副词，常将so连同它所修饰的形容词或副词一起提到句首。这时，主句要用倒装结构。如：

He runs so fast that he is far ahead of others.---So fast does he run that he is far ahead of others.

He is so clever that he can work out all the difficult problems in the book.

--So clever is he that he can work out all the difficult problems in the book.(全部倒装)

10.状语位于句首表示强调或使句子平衡，或使上下文紧密衔接，句子要部分倒装。

倒装句的用法

1 . 在以 here , there , in , out , up , down , away , back , now , then 等副词开头的句子里，如果主语是名词，常用全部倒装。

Out rushed the boys . /Then followed three days of heavy rain .

若代词作主语，只把该副词提前主谓语序不变。Here he comes . / Here it is .

2 . 当句首状语是表示地点的介词词组时，也常常引起全部倒装。 South of the city lies a big steel factory .

3 . 以带有否定意义而且修饰全句的词开头的句子，要用“部分倒装”语序 ( 倒装的方法跟变一般疑问句的方法相似 ) 。这类常见词有 never , hardly , seldom , not , not only , not until ( 引导从句时，主句“部分倒装” ) ，little , rarely , no sooner . . . than , hardly . . . when , scarcely . . . when。 例:Never shall I do this again .

其中 no sooner . . . than , hardly . . . when , scarcely . . . when 表示“一……就……”的意思。no sooner , hardly , scarcely 引出的主句要用“部分倒装”形式的过去完成时，than , when 引出的从句用过去时。

No sooner had I got home than it began to rain .

如果带有否定意义的词不是修饰全句，只是修饰主语，那么句子的主谓不必倒装。

Scarcely a sound came from among the crowd .

4 . so 修饰形容词或副词，only 修饰副词或状语放在句首时“部分倒装”。

So badly was he injured in the accident that he was sent to the hospital for treatment . /Only in this way can you master English .

如果 only 修饰主语，句子则不倒装。 例如:Only Wang Lin knows this .

5. neither , nor 或 no more 放在句首，作“也不”讲时，所引导的句子部分倒装。He can’ t answer the question . Neither can I .

6.为了保持句子平衡或为了强调表语或状语，或使上下文紧密衔接时，需倒装。

Gone are the days when we used foreign oil .

7.由 as , though ( although ) 引导的表示“虽然”，“尽管”的让步状语从句，用倒装语序，即把从句中的表语或状语等放在 as 的前面。

1.______can you expect to get a pay rise.（北京春季卷）

A. With hard work B．Although work hard C．Only with hard work D．Now that he works hard

2.I failed in the final examination last term and only then the importance of studies.（重庆卷）

A. I realized B. I had realized C. had I realized D. did I realize

3.----I would never come to this restaurant again. The food is terrible. ----______. (2004全国卷)

A. Nor am I B. Neither would I C. same with me D. So do I

4. ____snacks and drinks, but they also brought cards for entertainment when they had a picnic in the forest.（2004上海卷）

A.Not only they brought B. Not only did they bring C. Not only brought they D.Not only they did bring

5____about wild plants that they decided to make a trip to Madagascar for further research.(江苏卷)

A.So curious the couple was B. So curious were the couple C. How curious the couple were D. The couple was such curious

6. -David has made great progress recently. -_____,and _____. (2005上海卷)

A.So he has; so you have B. So he has; so have youC. So has he; so have you D. So has he; so you have

7.Maybe you have been to many countries,but nowhere else____such a beautiful palace.（辽宁卷）

A．can you find B．you could find C．you can find D．could you find

8.______, Carolina couldn't get the door open. (05广东卷)

A. Try as she might B. As she might tryC. She might as try D. Might she as try

9.Never before _______ in greater need of modern public transport than it is today. （2005上海卷）

A. has this city been B. this city has been C. was this city D. this city was

10._____, he talks a lot about his favorite singers after class. （05重庆卷）

A. A quiet student as he may be B. Quiet student as he may be C. Be a quiet student as he may D. Quiet as he may be a student

11.In the dark forests ________, some large enough to hold several English towns.（2005辽宁卷）

A．stand many lakes B．lie many lakes C．many lakes lie D．many lakes stand

(key:CDBBB BAAAB B)

1.only所修饰的状语(副词、介词短语或状语从句)位于句首时,谓语动词要部分倒装。（1、2题）

2.含有否定意义的副词(not until, never, hardly, seldom, little, not,neither, nor, scarcely等)位于句首时,谓语动词要部分倒装。（7、9）

3. Not only放在句首,从句不倒装,主句倒装。（4题）

4.so位于句首,表示前面的内容也适用于另一人或物时;neither,nor位于句首表示另一人或物也不这样时,谓语动词要用部分倒装。(3,6)

5. so... that...结构中表示程度的副词so位于句首时要用部分倒装。（5题）

6.为了保持句子结构平衡,或为了强调状语或表语,或使上下文紧密衔接时,谓语动词要全部倒装。（11题）

7.as引导让步状语从句时,从句中表语、谓语要倒装,注意:如果从句的表语是可数名词单数,且该名词前又没有形容词修饰时,其名词前不加冠词.（8、10题）

篇19：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20：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.

★ 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)

★ M2U1 单词精研 备课资料(译林牛津版英语高一)

★ 宾语从句用法(译林牛津版英语九年级)

★ （牛津译林版）初二英语Unit2 School life

★ （牛津译林版）初二Unit 6 Natural disasters

★ 语法复习三：名词性从句 学案设计(译林牛津版英语高一)

★ 牛津译林版高一同步辅导资料（含同步练习）Unit 1 School life

★ 牛津译林版高一同步辅导资料（含同步练习）复习Unit 1-Unit 3

新课标下的高中英语教学反思 (译林牛津版英语高一)（精选20篇）

欢迎下载DOC格式的新课标下的高中英语教学反思 (译林牛津版英语高一)，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