江苏省响水中学高一英语M1 U2 Reading I导学案牛津译林版

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江苏省响水中学2015高一英语M1U2ReadingI导学案牛津译林版

M1U2 Reading IClass： Group： No._____ Name:【使用说明与学法指导】课前先预习课文，掌握文章大意，完成相关预习题。

将预习中不明白的地方用红笔标出，待课上解决。

课堂上15分钟自学课文，独立完成Task1,Task2,Task3.规范书写。

（写好后熟读课文）小组合作探究10分钟，尽可能解决所遇问题。

（仍有问题的提出来，其它小组帮助解决，老师给予必要的点拨）当堂检测【Learning goals】1. To comprehend the passage thoroughly and get t he main idea2. To learn to catch the detailed information by self-directed study and c ooperation.3. To know the wa y of reading a play and lear n to act out a play.【课前预习，静学深思】1. 完成《金太阳导学案》P37 背景材料阅读练习2. 阅读课本P23 Reading strategy 回答问题When we read a play , what should we pay attention to?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. 主旨大义归纳What’s the main idea of the article? （不超过30个词）_______________________________________________________________________________________________________________ _______________________________________________________________________ 4. 运用阅读策略阅读课文，完成《金太阳导学案》P38 基础学习交流练习【课内探究，携手共行】Task 1: 完成《金太阳导学案》P38阅读理解探究I.Fast read ing; II.Careful reading 练习。

苏教牛津译林高中英语模块1_Unit2_知识点精品导学案

Unit 2 知识点精品导学案Word studyⅠ、课前预习A. 跟读单词，要求准确朗读模块1 Unit 2词汇表中每一个单词。

B. 完成下列单词拼写：1. Can you take out the ________________ when you go off to work? (垃圾)2. Such ________________ is unacceptable in public. (行为)3. Various ________________ for these changes in climate have been offered by scientists all over the world. (解释)4. In the final ________________, Harry expressed his love to Julia. (场景)5. Teachers in this school are given complete ________________ in their choice of teaching materials. (自由)6. The explorers ________________ to death in the desert. （饿死）7. I can’t ________________ being laughed at in public. （容忍）8. She drew back the ________________ to let in the light, and then sat down to enjoy a cup of tea. (窗帘)9. You were always finding ________________ with us. （过错）10. In this country, women are ________________ to enter the temple. (禁止)Ⅱ、主体参与自学下列内容，探究本单元重点单词的用法：1. bend (bent, bent ) vi.弯腰，屈身vt.（使）弯曲①She bent down to lift the box off the floor. 她弯下身从地上扛起箱子。

译林牛津高中英语模块一第二单元导学案(2)

课题名称Unit2 Vocabulary (2) 课型新授课课时No.2【学习目标】1.To help students learn and master the new words.2.To help students improve the ability of memorizing the new words.3.To help students understand and use the new words correctly.【学习重点】1.To help the students read the new words correctly.2.To help the students learn the new words better.【学习难点】1.How to make the students understand and master the usage of the new words.2.How to help the students finish all the exercises.【导学过程】个案补充预习导学一、复习上节课学习过的词汇知识；预习：反复拼读课本P69的22页、23页的生词，确保发音正确的基础上完成下列练习（一）词性转换1. soccer________(近义词)2. frightened__________(vt.)3. bend______(adj.)4. starve________(n.)5. sink__________(过去式)6. tolerate_________(n.)7. behavior__________(v.)8. upset(失望的)___________(近义词) 9. defend_______(n.)10. fault_________(近义词) 11. explanation___________(vt.)12. hard(严厉的)_______（近义词）13. rude_________(n.)(二) 短语翻译：1. 迫不及待地做某事_____________________2. 应该（应当）______________3. 容忍做某事_________________4.找…的茬，挑剔______________5. 为自己辩护_________________6. 对…严厉，苛刻______________7. 饿死_____________________8.下定决心做某事_____________________（三）单词拼写[来源:]1. I felt that everybody here looks at me strangely. What have I done to d-________ this?2. There will be a truck in my block collecting g________ thrown by thefamilies each early morning.3. I have to clean up all the m______ in this room.4. I’m sorry for what he did, but he has been u_____for it. Can you explain it?5. It was r______ of you to interrupt that lady when she was speaking.6. The club is for ______(青少年)and people in their early twenties, so that’swhy some old people wouldn’t accept it.7. We cannot believe that Shelia’s _______(行为)is becoming more thanstrange.8. Only _______(成年人) are admitted into the cinema tonight.9. He thinks it necessary to some _______ (解释)of his lateness10. Please _______ (解释) to us the reason that you were late again thismorning.展示导思1. deserve v. 值得，应得；应受deserve to do sth. （某人）值得做某事deserve to be done (某事)值得被做①He _______ ______ _______the truth. 他值得知道真相。

江苏省响水中学高中英语牛津译林必修一课件：Unit 2 Reading II

Suddenly a soccer ball flies t_h_r_o_u_g_h_ the room. Eric runs in after it, f_o_ll_o_w_e_d_ by a big dog. The dog was tired and h_u_n_g_r_y_. Dad sees there is
【课内探究，携手共行】
组内归纳与总结，探究并展示
1. deserve的用法，
内容展示人员同学点评
可以举例 2. with +宾语&#哪些形式？
可举例）
Q2 G2 G6
3.frightened , frightening 用法
区别？类似的词有哪些？
4. have sth done的三种含义 Q3 G3 G7
Unit 2 Reading (language) 学.科.网
学习目标 1. 领会下列单词、短语的含义；掌握其用法 deserve, tolerate, defend, frightened等; “with的复合结构”,be supposed to do等
预习任务阅读《金太阳》40,43-46页“重点句式、单词、
g_a_r_b_a_g_eall over the place. Daniel runs into room and wants to explain it.
But they shout at him before he can
e_x_p_l_a_in_. Daniel is very angry. He runs into his bedroom and s_h_u_t_s___ the door angrily. Eric comforts Daniel and tells him not to hate their parents. They want to tell Dad and Mom the truth. Mom is very sorry. She thinks they should ask the boys what happened i__n_s_te_a_d__ of shouting at them. However, Dad insists on p_u_n_i_s_h_in_g__ them because they are so r_u_d_e___ to them.

江苏省响水中学高中英语 Unit 1 School life Reading II教案牛津译林版必修1

江苏省响水中学高中英语 Unit 1 School life Reading II教案牛津译林版必修1Teaching aims:1 Help students become more familiar with the article.2 Develop students’ ability of reading comprehension by finding out what topics are covered in the article.3 Develop students’ ability of speaking by discussing the subjects they like in school.Teaching Procedures:Step 1. Revision:Check the homework:1)Have a dict ation to go over the words learned last pe riod.2)Check the answers in reading on pages 82 and 83 in wb.3)Ask some students to read the article in Part E to check whether they haveused the suitable word in each blank.Step 2 Reading1) Ask so me students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.School hoursSchool assemblyTeachersClass sizeDifferent classes in different classroomsHomeworkSubjects and favourite subjectsWhat to do at lunchtimeBritish food1)Ask students to point out the different high school lives in the UK and in Chinain these topics.Step 3 DiscussionLet students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.Ste p 4 Language focus1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations.Words:a)as (since, because, for)b)attend (join, join in, take part in)c)prepared)experiencee)respectf)exciting, excitedg)dropPhrases:a)for freeb)be happy withc)used to do sth.; be/g et used to do sth.; be/get used to d oing sth.d)the way to d o; the way of doing; the way + Attributive Clausee)at the end of; in the end; by the end off)as … asSentences: Going to a British school for one year has been a very enjoyable and exciting experience for me.a)I do like eating.b)We also had different students in some class, so it was difficult to rememberall the faces and names.2 Ask students to put the following sentences into English in their exercise-books.1) Jim 加入了我们的讨论之列。

江苏省响水中学高中英语 Unit 1 School life task II教案牛津译林版必修1

江苏省响水中学高中英语 Unit 1 School life task II教案牛津译林版必修1Teaching aims:1. Teach students how to compare information.2. D evelop students’ speaking ability by doing question and answers.3. Teach students how to write a notice4. Develop students’writing ability by writing a notice to inform their classmates. Teaching procedures:I Skills building 2 and Step 2Step 1 Presentation1 Ask students whether they could understand the meaning of each sentence in Skills building2 when they were doing previewing. Let them point out sentences that they don’t understand.2 Ask students to read the guidelines and the two points again. Write down the two points briefly on the blackboard:When comparing: 1) read all the in formation carefully2) make as many comparison as possibleStep 2 Practising1 Ask students to read the guidelines above the list table to know clearly what they are asked to do. Then ask them to go over the list table.2 Write down the following on the blackboard. Ask students to read the e-mail and find out the related informa tion:The title:The price:The year:The writer:Ask some students to tell what information th ey can find about the above in the e-mail, and write down their answers on the blackboard.The title: with the word DynastiesThe price: having the figure 8The year: after 2000The writer: a famous professorAsk students to compare the information written on the blackboard with the list table to see if they can find the book now.Step 3 Reporting1 Ask students to read the guidelines and the class timetable in Part A in Step2 and underline the classes that they can choose not to have. Then let them compare the timetable on page 13 with the class timetable and write down the topics of the talks they can attend under the class timetab le.2 Ask students to read the guidelines in Part B and work in pairs talking about the talks according to the programme time table on page 13 and the note in Part A. One of them acts as the class teaching, the other act as the monitor. They should taketurns.II Skills building 3 and Step 3Step 1 Presentation1 Say the fo llowing to students:Now, you are going to write a notice to inform yo ur classmates of the talks that they are going to attend. Do you know how to write the notice and what should be included in it. (Write down their answers on the blackboard.)2 Ask students to read the guidelines and the three points in Skills building 3. Let them compare the three points with their answers on the blackboard.3 Ask students to read the notice on page 16 and tell what they can know from the notice. Ask them to point out the important information in it.The important information(Write the following on the blackboard): Event: Library closedTime: next Wednesday to Friday, 16th to 18th NovemberReason: for th e sports meetingWhen to reopen: for the sports meetingThe new opening hours: Monday—Friday: 8 a.m.—6 p.m.Saturday & Sunday: 10a.m.—5 p.m.Public holidays: closedPerson that g ives the notice: Zhong Shengxiao, a staff member of the school library 4 Let students talk about what to do to make a notice attractive. For example, the notice should be written in big and colour words, and one or two pictures or photos are used, etc.Step 2 Writing1 Ask students to read the guidelines in Step 3 and know what to write in the notice.2. Ask students to write a notice about the talks in October individually. Then ask two students to present their notices on the blackboard. Ask other students to make comments about these notices.(If time doesn’t permit, let the students write the notice in their exercise-books after class.)III HomeworkAsk students to preview Part Project.。

江苏省响水中学高一英语M1 U2 Reading II导学案牛津

- 1 - M1U2 Reading ⅡClass ： Group ： No._____ Name:【使用说明与学法指导】课前重温文章，预习《金太阳导学案》P43-47（重点单词探究、重点短语探究）,并完成导学案相应的练习。

课堂上15分钟，组内归纳与比较，完成探究并展示。

小组讨论，尽量解决疑难10分钟。

（仍有问题的提出来，其它小组帮助解决，老师给予必要的点拨）。

活学活用。

当堂检测【Learning goals 】To understand the useful words and phrases in context.To use the useful words and phrases correctly. To make up a short story with some words and expressions learnt today.【课前预习，静学深思】1.课前重温课文。

2.预习《金太阳导学案》P43-47（重点单词探究、重点短语探究）3.完成《金太阳导学案》相应的练习【课内探究，携手共行】Task 1: 组内归纳与比较，完成探究并展示。

S+～+ n./pr on 值得奖赏 _______________________ S+～+to do 应该赢 ______________________S+～+to be done 应受惩罚______________________S+～+ v –ing 应受惩罚______________________with + n\ pron + 形容词 _______________________with + n\ pron + 副词 _______________________with + n\ pron + 介词短语_______________________with + n\ pron + 现在分词_______________________with + n\ pron + 过去分词_______________________with + n\ pron +不定式 _______________________be hard on _______________________now that _______________________can ’t wait to do _______________________be supposed to do _______________________in a mess _______________________leave sb in charge _______________________defend sb _______________________have sth done _______________________Task 2: 小组讨论，并答疑。

江苏省响水中学高一英语M1 U2 Project I课件牛津译林

• Can you describe an experience with your parents that was not pleasant?
• Besides unpleasant experiences with parents, what other kinds of growing pains have you ever experience?
Unit
2
Project
Writing a report on growing pains
Lead-in
• Do you love your parents? • Do you think you show respect
for your parents？
• Do you sometimes quarrel with your parents?
SOME OF YOUR EXPERIENCES:
• often quarrel with your parents because they forbid listening to foreign music / chatting online / going out with friends / …
PLANNING
• Decide which kind of growing pain your group whishes to do a report on.
Planning
• Assign roles to each group member and write their names beside the tasks below.
Scanning
Read with the tape and find out :

江苏省响水中学高一英语M1 U2 Reading I课件牛津译林

Eric who were left alone at home.
What is a play ?
Please go through the
Reading strategy and
tell me how to read a play.
What is a play?
A play is usually made up of several acts. Each act can have several scenes.
4. This passage is a _________C_______
A. newspaper B. notice C. play D. diary
5. From the passage, we can infer (推断) that ___D______
A. children often hate their parents.
6. The phrase “deserve to” means__D______
A. have to B. want to
parents and sons. D. what happens to Daniel and Eric after their
parents get home.
2. Which of the following is the cause of the quarrel ?A
A. Spot was seriously ill. B. The couple return earlier than expected . C. The boys play football all day long. D. The brothers’ laziness(懒惰).

江苏省响水中学高一英语M1 Unit3教案牛津译林版

Module1 Unit3 Look ing good， feeling goodPeriod 1 welcome to the unitTeaching aims:(1) Make students pay attention to their health, and how to keep healthy.(2) Get the Ss to improve oral English by talking about the pictures.Teaching important and difficult points:(1) Express their own opinions by comparing the importance of beauty and health.(2) Encourage stud ents to speak freely.Teaching methods:Cooperative learning, task-based learningTeaching procedure:Step 1 Lead-in(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”(2) Some questions about yourself:•Do you think appearance plays an important part in your life?•Which do you think is more important, looking good or feeling good?Step 2 Presentation:Choose one picture and have a free ta lk.(1) Who is the person? (2) The reason why he/she does so as the picture shows(3) Give some details about the pictureStep 3 Discussion(1) Do you think we can change our appearance by wearing different clothes?(2) Which do you think is more important, eating well or doing exercises?(3) What do you do to keep yourself looking good and feeling good?Step 4 Further discussion:How can we both look good and feel good?1) Confident2) Healthy Physically3) Healthy mentally4) Exercise regularly5) Healthy dietStep 5 Homework(1) Preview the reading text.(2) Choose one picture on P41, and write down the details about it.Period 2 reading ITeaching aims:1 Enable the students to learn about the three letters2 Train the students’ reading ability：skimming, detailed reading, consolidationTeaching Important and difficult points:1 Find the main points in the three letters and express them.2 Understanding the text.Teaching methods:Cooperative learning, task-based learningTeaching procedure:Step 1 Lead-in(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.(2) Discuss ways of losing weight.a) going on a diet b) exercising in the gymc) receiving surgical treatment d) taking weight-loss pills(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.Step 2 Reading1.Fast readingRead the text fast and answer the three questions on page 42. and the meaning of the title “Dying to be thin……”1) The first is that Amy wanted to be thin very much.2) The second is that Amy was going to die because she had taken some weight-loss pills.2. Careful reading1) True or false2) Multiple choices on page 44 C13) Discuss the main point of each letter and the whole passageStep 3 Reading strategyfind out in the text the sentences using “ho wever” and “but”.Step 4 Consolidati on and Expansion1 What advice or suggestions would you give to Amy?2 Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?Step 5 Homework1. Read the text again to get a better understanding.2. Underline the important phrases and sentencesPeriod 3 Reading IITeaching aims:(1) Encourage the Ss to raise reading ability by focusing on language points.(2) Get the Ss to grasp the new language usage in the text by learning them.Teaching important and difficult points:useful words and expressionsTeaching methods:Individual and group workTeaching Procedure:Step 1 RevisionCheck the language usage in the text(1) words & phrases (2) Non-restrictive attributive clauses (3)‘however/but’Step 2 Language points1. be dying for something / to do something渴望……；极想……2. but I don’t work out any more.work out(1) 锻炼 (2) 算出 (3) 想出 (4) 理解，弄懂3. figure v. 计算，想象；计算出figure n. 数字，体形；身材；人物，图形figure out 想出；理解；计算出4 be ashamed of /be ashamed to dobe ashamed that /What a shame !5 work (vi) 计划等进行顺利；药等起作用；机器等运转，操作work (n) (U) 工作work (n) ( C) 著作，作品6 regret doing sth 后悔做过某事（该事已经做了）regret to do 后悔、遗憾将要做某事（动作尚未发生）7 They contain a harmful chemical that caused my liver to fail.辨析：contain / include8 sb. be embarrassed about sth.拓展：sth. embarrass sb. / sth. be embarrassing / embarrassmentStep 3 ConsolidationRead the text and find the sentences containing the language usages we have just learned.Step4 Homework1. Read the text again to get a better understanding.2. Finish Part A1, A2 on page 94.3. Recite the new words and phrases of ReadingPeriod 4 word powerTeaching aims:(1). Learn and master the new words about sports(2). Enlarge the knowledge about sportTeaching important and difficult points:(1). Talk about sports to learn new words(2). Remember some new names of sportsTeaching methods:Individual work, pair or group discussion, comparisonsTeaching procedure:Step 1 Lead-inTalk about the Youth Olympic Games in Nanjing:(1) What have Nanjing people done for the Youth Olympic Games ?(2) What can I do for this sports meeting?(3) How many kinds of sports can you name ?Free talk about yourself.(1) Of all kinds of sports, which do you like most?(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?Step 2 Read and speak(1) Part A on page 46 (2) Find all the names of clubsStep 3 Further studyTalk about expressions of the pictures about sports:badminton tennis boxing fencing, weightlifting squash shooting vol leyball, basketball football aerobics triathlonStep 4 Read and understand(1) Complete the exercise of Part C on page 47.(2) Some questions for you :What suggestions does Zhou Ling give to Amy?Firstly, if Amy wants to get strong and have some fun withfriends,______________.If Amy just wants to build her strength up by herself, Zhou Ling advises her to______.If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.(3) Types of sports Part D (P47)Do you know which are indoor sports and which are outdoor sports? Think more!Step 5. Homework(1) Learn all the new words by heart.(2) Make sure you know how to use it.Period 5 grammar and usage ITeaching aims:(1) Master the usage of non-restrictive Attributive Clause.(2) Practice about all kinds of Attributive Clause.Teaching important and difficult points:(1) Non-restrictive Attributive Clause.(2) The usage of “which” and “as” in non-attributive Clause.Teaching methods:the observing---study---concluding method, individual and pair workTeaching procedure:Step 1. Lead-in and revision.1. The person _______ is standing there is my teacher.2. The person ________ you spoke just now is my teacher.3. This is the little girl ___________ parents were killed in the earthquake.Step 2 Non-restrictive attributive clauses1. Let the students read the five examples in point 1.2. Tell the students what a non-restrictive attributive clause is.A non-restrictive attributive clause is a clause that adds extra information to the main clause of a sentence. There is usually a comma (, ) before it.Similarities and the differences between the two kinds of attributive clauses1) Both of them are used after a noun.2) There is usually a comma before a non-restrictive attributive clause.3) We can never use “that” to begin a non-restrictive attributive clause.4) We can use which to refer to the whole of the main clause in the non-restrictive attributive clauses.3. Ask the students to point out the attributive clauses in reading.Step3. PractiseJoin each pair of sentences to form one sentence. (Part A)Step4. Complementas, which 用法Step5. HomeworkA brief summary of the usage of Attributive ClausesFinish Part C1 on page104 in workbook.Period 6 grammar and usage IITeaching aims:1. Review the usage of intonation, and learn how to read question tags.2. Learn and master the form of question tags.Teaching important and difficult points:Some special forms of the question tags.Teaching methods:Task-based method & Comm unicative methodTeaching procedure:Step 1 Lead-inshows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.T: Do you say “I love you” to your parents? And how do you say it?T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tag has a falling intonation.Step 2 Question tagsintroduces the definition of question tags and the basic usage of question tag.(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.(4) We use an auxiliary verb, model verb or be in a question tag.(5) After an imperative clause, we use will you. After Let’s, we use shall we.Step3 practiceStep 4 Language points1. considera. 考虑consider sth./doing sth.b. consider sb. to bec. consider as 认为……是……2. take the riskrisk doing sth. 冒险做某事Step 4 HomeworkP51, A, B; P104, C2Period 7 TaskTeaching aims:1. Practise students’ language skills of listening, reading, speaking and writing2. Help students to learn 2 skills of finding informationTeaching important and difficult points:1. Find and underline the main ideas2. Find and circle the key wordsTeaching methods:Individual, pair or group practiceTeaching procedures:Step 1 Introduce two skills of finding information:(1) Read the questions carefully before you begin.(2) Skim the passage, and look for main points and key words.Step 2 Practise(1) F ind the main ideas and key words in a passage:(2) Read two pictures about “Better Body Gym”, and find the main points and key words.(3) Passage understandingStep 3 Practise listeningnote takingStep 4 Practise writing1. Complete a letter to your friend. Explain why you think he should join the gym by using the given information .2. Write a letter to recommend a gym to a friendStep 5 Homework1. Find information about a club.2. Invite your friend to join it.Period 8 project ITeaching aims:1. Get the Ss to know about proper health and fitness so that they can take care of themselves.2. Improve the students’ ability of making a survey and making a questionnaire.Teaching important and difficult points:1. Use abbreviations & contractions.2. Read the passage about health.3. Make a booklet on keeping fit.Teaching methods:Task-based learning and cooperative learningTeaching procedure:Step 1. Brainstorm1. How much do you know about proper health and fitness?2. What do you usually do in order to live a healthy life?Step 2. Reading1 Read the article and find out the main idea of each paragraph.● Let the students read the article themselves and find out the main idea and the key words of each paragraph.● Then check the answer with the whole class. The teacher can present the answer in the form of tables.● Let the students work in pairs and try to find out the main idea of the whole article.The main idea: Eating right food, drinking plenty of water, exercising regularly and having enough sleep will make a teenager look and feel better.Step 3 Detailed-readingLet the students read the passage again. Ask them to find out the numbers in the passage and tell what use these numbers in the passage.1. Approximately 20% of teenagers: going on a diet and skipping meals.2. Drinking 6 to 8 glasses of water a dayRegular exercise: at least 30 minutes a day, 5 times a weekHaving a good sleep: 8—10 hours of sleep each nightStep 4. ExercisesStep 5. Ho meworkPart D2 on Page 97Period 9 project IITeaching aims:1 Improve the students’ ability and provide pr actice.2 Make a booklet about health.3 Master the usage of some useful words and expressions.Teaching important and difficult points:1 Present a report about health to the whole class.2 Make a booklet about health.Teaching methods:Self-study and Task-based exerciseTeaching procedure:Step 1. Revision and check-upPart D2,Page 97Step 2. Language Focus1 words: skip; system; count; concentrate; amount; loss; approximately; skin; use;2 phrases:along with in the long term/runin no time as a matter of factloss of sleep take in3. Sentences(1) ….they have to tried going on a diet and skipping meals to control their weight.try doing sth / try to do sthtry one’s best to do sth = do one’s best to do sth(2) Walking and riding your bike count, and so do school sports.count vi. 算作；重要vt. 数数拓展： count on = rely on = depend onSo + 助动词 + sb./ sth. 另外一个人或者事也这样So + sb / sth + 助动词表示某人或某物的确如此如果有两种及两种以上的情况或既有肯定又有否定，则用: so it is / was with sb. / sth. 或 It is / was the same with sb. / sth.(3) If you take in the correct number of. . . , and feel great.take in “接受, 接待, 容纳, 吸收, 理解, 包括, 轻信, 欺骗, 注视”(4) …. And increase your ability to concentr ate when you study.拓展：concentrate one’s attention ( energies ) onStep 3 PracticeStep 4 Homework1. Review the whole text2. Page 105, Part D1Period 10 RevisionTeaching aims:1. grasp the vocabulary and phrases;2. learn some skills in writing a composition about health3. apply the target language to practical use and in certain contexts.Teaching important and difficult points:Useful language points and non-restrictive attributive clauseTeaching methods:discussion in groups and task-based activitiesTeaching procedures:Step 1 Revision1. Parts B1 and B2 on page 103.2. Parts D1 and D 2 on page 105.Step 2 Self-assessment1. Do some exercises to review useful words and phrases.2. Translate some sentences into English.3. Review non-restrictive attributive clause and question tags.Step 3 Practice1. Finish the consolidation exercises by discussing in groups.2. Check the answers and discuss some difficult questions.Step 4 writingWrite a short passage by using words and expressions in unit3 and attributive clauses.Step 5 Homework1. Review the unit after class.2. Do relative exercises after class.。

江苏省响水中学高一英语M1 Unit1教案牛津译林版

Unit 1 School lifePeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life?Step 2 PresentationSay the following to students:It’s the beginni ng of the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China.What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UK? Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class. aspects In the UK In ChinaHuge campus and low-rise buildings We can see huge campus and low-rise buildings. It is the biggest difference from schools in China Schools in China usually have a large enough campus to make sure students have enough space tostudy and play in.But most school buildings are taller, at least threestories.Lockers for every student There are rows of lockers by the classrooms for students to put their stationary, books, exercise-books and otherbelongings.Students bring what they need for lessons to school and then take it all back home after school. Mostschools in china do not have equipment in theclassroom.Fewer students in each class There are fewer students in a class, no more than 30 per class. There are usually more students in high school, perhaps 40 to 50 per class. Recently some schoolsare beginning to limit the number of students ineach class.At ease with our teacher Students have a close relationship with their teachers. They feel at ease and comfortable with them.It is similar in china. Nowadays, lots of teachers and students have established a good relationship witheach other. They respect each other and work togain a better understanding of each other.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find m ore about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).Period 2 Reading (1) School life in the UKTeaching aims:1. Get students to know what school life is like in a high school in the UK.2. Develop students’ ability of reading comprehension through:skimming and scanning.Guessing the meanings of some new words from the context3. To learn some expressions about school life.Teaching procedures:Step 1 Lead-in and PresentationSay the following to the students:Yesterday we’ve talked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high school lives in the UK. Yeah? Today we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.(Bb: School life in the UK)Before we read the article, we are going to learn the reading strategy: skimming and scanning. Please look at page 3: Reading strategy.(Bb the following while learning the reading strategy. )Skimming: to get a general idea of the article, without studying it in detail.Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures …scanning: to find certain information in an article quickly.Look for key words and phrases, dates and numbers, etc.Step 2. Reading1. Skimming:Question: How does Wei Hua feel about her life in the UK?2. Scanning:Ask students to go through the three questions in part A and make sure that each of them know the meaning of each question.(A Woodwork class is a class in which students make something from wood.)Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only to focus on and identify the most important information.Ask student to reread the passage and complete Part C1 individually. Then ask some of them to give the answers to the questions in Part C1Ask students to finish Part C2 individually. Then get some students to share their answers with the whole class. Ask them to say the true sentences to correct the false ones.3 GuessingAsk students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let them guess the meanings from the context. Then check the answers with the whole class.Step 3 New Words in this UnitStudy the new words appears from page2 to page 5 (from attend to immediately) at page 68.Step 4. Homework.1. Complete part E on page 5.2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Learn all the new words we learned today by heart.Period 3 Reading (2) School life in the UKTeaching aims:1 Help students become more familiar with the article.2 Develop students’ ability of reading comprehension by finding out what topics are covered in the article.3 Develop students’ ability of speaking by discussing the subjects they like in school.Teaching Procedures:Step 1. Revision:Check the homework:Have a dictation to go over the words learned last period.Check the answers in reading on pages 82 and 83 in wb.Ask some students to read the article in Part E to check whether they have used the suitable word in each blank.Step 2 Reading1) Ask some students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.School hoursSchool assemblyTeachersClass sizeDifferent classes in different classroomsHomeworkSubjects and favourite subjectsWhat to do at lunchtimeBritish foodAsk students to point out the different high school lives in the UK and in China in these topics. Step 3 DiscussionLet students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.Step 4 Language focus1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations.Words:as (since, because, for)attend (join, join in, take part in)prepareexperiencerespectexciting, exciteddropPhrases:for freebe happy withused to do sth.; be/get used to do sth.; be/get used to doing sth.the way to do; the way of doing; the way + Attributive Clauseat the end of; in the end; by the end ofas … asSentences:Going to a British school for one year has been a very enjoyable and exciting experience for me.I do like eating.We also had different students in some class, so it was difficult to remember all the faces and names.2 Ask students to put the following sentences into English in their exercise-books.1) Jim 加入了我们的讨论之列。

江苏省响水中学高中英语 Unit2 Reading学案牛津译林

Unit 2 Wish you were hereReading 2—Language pointslearning go als:After the period, the students will1.be able to grasp the usage of some important words and expressions2. learn to apply them to appropriate language situations.Leaning important and difficult points:the useful words and phrasesLearning methods: individual and group worklearning steps:Step 1 Revision1. Question:What topic does this letter refer to?2. Ask the students to retell the three adventurous activities .Step 2 Related language points—words and expressions (PPT8-21)１、wish 后面的宾语从句中。

一般用虚拟语气，表示一种不可能实现的愿望。

其谓语动词形式为：表现在过去时表过去过去完成时表将来would, might, could＋动词原形I wish (that) I _____(be) a bird.I wish (that) I ________(see) the film last night.I wish (that) I ________go tomorrow.2. I have been quite busy arranging my … (L6)arrangement , arrange for … to do …我安排他去机场接他。

江苏省响水中学高一英语M1 U1 Reading I课件牛津译林

nearby and otherwise. When I asked the students about the
school’s food, they responded with disgusted faces, referring to
as ‘toxic’ and proceeding to tell me horror stories about
READING STRATEGY – SKIMMING（略读）
We skim a text when we want to get a general idea of what it is about.
the title
the first and last paragraphs
the first and last sentences of each paragraph
compared started off
btoArigthlheetixranpdeeerasrilny
Britain, at 6:30
Japan and the U.S. . with the morning drill
The day followed
by morning self-study. Morning rituals aside, the core coursewor
politics, geography, biology, and of course, English.
The core subjects covered eight periods and were
broken up with a lunch break and 45-minute nap. There was also an start

江苏省响水中学高一英语M1 U2 Project II导学案牛津译林版

- 1 - M1U2 Project ⅡClass ： Group ： No._____ Name:【使用说明与学法指导】课前重温文章，预习《金太阳导学案》P43-47（重点单词探究、重点短语探究）,并完成导学案相应的练习。

自主学习15分钟，并根据例句或通过查字典的方式总结单词或短语的用法。

小组讨论，尽量解决疑难10分钟。

（仍有问题的提出来，其它小组帮助解决，老师给予必要的点拨）当堂检测【Learning goals 】 To understand the useful words and ph rases in context.To use the useful words and phrases correctly. To make up a short story with some words and expressions lea rnt today.【Difficult and important points 】 To use the words and phrases correctly in context.【课前预习，静学深思】1. 课前预习《金太阳导学案》P43-47（重点单词探究、重点短语探究）,并完成导学案相应的练习。

2.. 完成《金太阳导学案》基础学习交流【课内探究，携手共行】Task 1: 自主学习10分钟，熟悉理解重点单词短语。

Task 2: 组内讨论探究，并展示。

经历困难时期_______________________整理报纸 _______________________浏览报纸 _______________________法案被通过 _______________________【拓展链接】look through___________get through ___________be confused_______ sthbe confused_______sth _______________be confused to do sth【拓展链接】confusing _____________confusion_____________confuse ______________Task 3: 探究质疑insist 后接从句时都要要用虚拟语气（should +动词原形）吗？【知识链接】suggest, advice重点短语day by day _______________________along with _______________________be confused wi th _______________________think of … as …. _______________________get through _______________________tend to do _______________________insist on _______________________【活学活用，当堂检测】Ta sk 4: 当堂检测：独立完成导学案相关练习P68-69 (技能应用与拓展)【课后拓展，能力提升】1. 翻译（课课练P48）2. 运用本课所学词汇写一篇短文go through confused。

江苏省响水中学高一英语M1 Unit2教案牛津译林版

江苏省响水中学2015高一英语M1 Unit2教案牛津译林版Period 1 Welcome to the unitTeaching aims:1. Encourage students to participate fully in the discussion.2. Develop and improve their spoken language and imagination.Teaching important and difficult points:To express their opinions freelyTeaching methods:Discussion in groups and task-based activitiesTeaching procedures:Step 1 Lead-inShow pictures of growing pains and lead in:Pictures about what often happens in the growth of teenagersPlay a short video clip to ar ouse the students’ echo to growing pains and activate their interest. Step 2 DiscussionGive students three questions related to the video cli p to organize them to discuss the subtopics to further main topic.(ask several students to give a feedback)1. Do your parents sometimes interfere in your life and make decisions for you? And How?2. Will you talk to your parents when you have a problem?3. Do your parents trust you?And then by showing the possible growing pains to enlarge students understanding of growing pains, and then ask students to find out the main reason of growing pains.Why do these happen more often than not?Generation gap means there are great differences between the younger generations and the elders.It occurs when older and younger people do not understand each other because of their different experiences, opinions, habits and behaviour. Especially as one gets older, she or he isn’t always understood by the elders, because of what she or he does, says or wears. So she or he will often have trouble or pains during their growth.Step 3 Further DiscussionAsk the students to futher discuss the question:Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?Step 4 Homework1. Write a note of how to communicate with your parents in terms of one of your growing pains.2. Preview the new words of Reading and the play in Reading.Period 2 Reading(1)Teaching aims:1. Students are expected to understand the text and retell the main points of the passage;2. Encourage students to participate in the discussion fully..3. Get students to master the skills of how to read a play..Teaching Important and difficult points:Differences between a normal text and a play.Teaching Methods:Individual and group workTeaching proceduresStep 1. Warming up and leading in1. Ask the students to look at the pictures in Page 21 and tell some of their growing pains.2. Brainstorming: Ask the students to tell what will happen if their parents ask them to take charge of the home but they keep the room in the mess.Step 2. Reading1. Ask the students to read about the reading strategy and learn about the styles of a play.2. Ask the students to scan the text and do Part C1.3. As k the students to skim the text to confirm their prediction in the “Brainstorming” section.4. Detailed reading: Ask the students to read the text carefully and try to find out the characters’ feelings.Characters Things they do FeelingsMom and Dad just coming back fromvacationexcited, disappointed, angryEric playing soccer at home surprised and frightened Daniel staying in another room SorryAngryCharacters Things they do FeelingsDaniel Expressing his anger AngryEric Comforting his brother CalmMom Talking about the thingshappened today Sorry and regretfuDad Stubborn5. Ask the students to read the text again and answer the questions in Part C2.6. Allow some time for the students to raise their doubts or questions if they have any.Step 3. Post reading1. Give the students some help on how to retell the present passage: back from home, can’t wait to, in a mess, act like an adult, shut the door angrily.2. Work in groups of five: read the play aloud.Step 4. Summary and homework:Part E. P25, Part B.Page99 students’ bookPeriod 3 Reading (2)Language FocusTeaching aims:After the period, the students will be able to use the useful words and phrases in context and make sentences or make up a story with some of them.Teaching important and difficult points:Useful words and expressionsTeaching methods:Individual and group workTeaching procedures:Step 1. Revision and check-upCheck the students’ homework: Part E. and Part B. Page99Step 2. Language Focus1. Mom … arrive back from vacation a day earlier than expected.than expected 比预期的，比预料的。

江苏省响水中学高一英语M1 U2 Reading I导学案 牛津译林版

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