上海牛津版高一英语下册U6教案

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牛津高中英语Module6,Unit2全单元教案

牛津高中英语Module6,Unit2全单元教案

牛津高中英语Module 6, Unit 2全教案What is happiness to you?Welcome to the unitTeaching goalsEnable the students to state their opinions about happiness, and talk about how to help someone who is unhappy.Teaching important and difficult pointsTo encourage the students to give opinions on happiness and give their reasons.Teaching methodsIndividual work,and group workTeaching aidsMultimedia and blackboardTeaching procedure and waysStep 1 Greetings and lead-inT: Are you happy today?S: I got an A in this exam, so I feel very happy.T: You did a good job.S: I feel unhappy, because I always feel under pressure in my study. Although I study very hard, I still can not catch up with others.T: Do not lose heart. Just as the saying goes: where there is a will, there is a way. I believe if you continue to study like this, you will make progress.S: I feel happy today. We will have a family get-together tonight. I look forward to it!T: In your class, some feel happy, while others do not. So what happiness is on the earth, and how to become happy? Have you ever thought about that before?Ss: Yes! /No!T: Well. It does not matter. You will find much about that after learning this unit.Step2: PresentationsT: Ok! Please open your book to page 17! Let us look at the pictures. I’d like to divide you into 6 groups, and each group focuses on one picture. Use your common knowledge to describe each picture.T: Time is up! Are you ready?Ss: Yes!T: Group 1, please!S: In the picture, a girl is painting on the river side. The water is blue and calm. The scenery is so beautiful that the girl is totally attracted. And she wants to express happiness by painting it.T: Very good. Ok, group 2, what about you?S:T: What do you think of his description?Ss: Wonderful!T: I agree with you. Ok, it’s time for group 4. Any volunteer?S:T: Yes! That is it! Very good! Next group?S:T: Now, group 6?S:T: Wonderful!Step 3 DiscussionT: Up to now, we have talked about the six pictures. Now, discuss the questions below in groups of four.T: Ok, time is up, are you ready?Ss: Yes!T: We all know that reasons for happy are quite different. But, are there any things that can make everyone happy?S:T: Very good opinion. I agree with you. When we reach our goals, we will feel happyS:T: Good.S:T: Wonderful! Just now, we all stated some things that may make everyone happy. Everyone did a good job. Now, let us move on to next question: How to help our unhappy friends?S:T: That is it! And I still remember, just now, some said he was unhappy because he felt under pressure in study. Do you think that he will make progress in the future?Ss: Of course. We all believe that!T: Everyone can do things well with support from friends.S:T: Good idea! Any others?S: I will say with my unhappy friends, too. I will listen to whatever he/ she tells me. If possible, I will help him/her find out the problems and give some suggestions.T: That is so great of you!Step 4: SummaryT: Today, we have discussed about happiness, and all of you have done a good job. I feel so happy with you. At the end of this class, I hope every one of you will be happy every day. I also hope you can make everyone around you happy. So much for today.Stp5: HomeworkPreview Reading partReadingObjectives:1.To help Ss get a general idea about the text.2. To make Ss become familiar with the detailed information about the text.3. To help Ss master Reading Strategy.Teaching important points:1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidating abilities. Interaction Patterns: Teachers -class, individuals, pairsTeaching Aids:1. The multimedia2. The blackboardProcedures for teaching:Step1: lead-in1.Tell students that they are going to read an interview from a TV programme about happiness. Ask students how much information they know about Sang Lan. If possible, you can ask students to collect some relevant information before class. You may conduct the activity as follows: Today we are going to talk about a special girl named Sang Lan, who used to be a successful gymnast. Can you search for more information about this girl?2. Ask students to exchange the background information about Sang Lan they have found with each other. Ask students to think about Sang Lan’s experiences and answer the following questions:Different people find happiness and fun in different things. There are certainly no criteria assessing which way of being happy is the best. Do you think Sang Lan had had a happy life before she was injured?Do you think Sang Lan has a happy life now?What would you do if you had the same problem?Encourage students to discusss freely their true feelings about Sang Lan’s story.3. Ask students to think about the following question:Suppose you had a chance to talk face to face with Sang Lan, what would you like most to ask her about?The following are suggested answers:Childhood and school educationThings or experiences that had left her the deepest impression before the accidentReasons for learning gymnasticsThings that encourage her during hard timesCurrent physical conditionExpectations for futureFuture career plansAttitudes towards life, success and failureStep2: First readingFind the answers to Part AStep3: Read the text again and complete Parts C1 and C2.Step4: cloze (Ep21)Step5: discussion. (F)Step6: Language points:1. goal 1)目的,目标ach ieve/reach/realize one’s goal实现目标;2)(球戏等的)得分,赢分make/score/get a goal 得一分2. times 时代;时势;境况(常用复);the times 当代The times are different. 时代不同了。

牛津上海版高中一年级第二学期Unit6课件

牛津上海版高中一年级第二学期Unit6课件

To unders.
How to invest and save money.
What’s the ultimate purpose of Teach Children to Save Day?
To help students understand the value of saving money.
To plan to spend an amount of money for a particular purpose
What do bankers teach the students?
How to budget and make smart decisions about money.
How to balance their expenses against their income.
Brainstorm
What will you do with the money you saved?
Bank deposit/Stock exchange/bonds/funds/ insurance
What are the risks?
1.Save money
Set aside 10% of your income and deposit it at the bank.
2.Learn some basic knowledge about money management.
Bear in mind: there are always risks in making investments, so you can never be too careful.
Assignment
Quote: A penny saved is a penny earned.

《Unit 6 Travel》教案设计1-八年级下册英语【牛津上海版】

《Unit 6 Travel》教案设计1-八年级下册英语【牛津上海版】
Teaching Plan
Objectives:
At the end of this period, students are expected to
1.understand the meanings of the new words and phrases and use them correctly
Pre-reading
Learn the new words in presupposed situations.
To prepare for the reading task.
While-reading
(Skimming/scanning)
1. Read Para 1 and talk about it and the title.
To guide students to use what is learned and share ideas.
Assignments
1.Read the passage after the recording.
2. Recommend France to one of your relatives/friends according to his/her interestin your own words orally.
4.develop interest in French culture
Teaching focus:
Getting information about France from the article
ing difficulty:
Talking about France with the information from the article
While-reading

上海牛津英语高一上册高一上Unit6U6同步讲义教案(含词汇语法练习)

上海牛津英语高一上册高一上Unit6U6同步讲义教案(含词汇语法练习)

高一牛津英语上册Unit 6 知识点整理一.考点回顾牛津版高一上unit 6Words1.___________________ n. 农业2. ___________________ n. 务农3.___________________ v. 务农,饲养4. ___________________ a. 自然的,天然的(nature n. 自然)5.___________________ n. 地区,地带6. ___________________ v. 滋养7. ___________________ n. 混合物(mix v. 混合)8. ___________________ n. 肥料9. ___________________ a.实验性的(experiment n. 实验)10. ___________________ n. (供特定用途的)场所11. ___________________ n. 公司,企业12. ___________________ v. 包括,包含13. ___________________ a. 盈利的(profit n. 利润,盈利,益处)14. ___________________ n. 化学品(a. 化学的,化学上的)15. ___________________ v. 证明(proof n. 证据)16. ___________________ a. 经济的,跟经济有关的__________________ a. 经济的,节约的,节俭的___________________ n. 经济17.___________________ n. 利益(v. ①对…有益benefit sb./ sth. ②得益,受贿benefit from… )___________________ a. 有益的(be beneficial to/for…)18. ___________________ a. 落后的(forward a. 提前的,早熟的)19.___________________ a. 惊讶的(amazing a. 令人惊讶的)20. ___________________ a. 高科技的(=high technology)21. ___________________ n. 重量(lose weight 减肥,put on weight 增重)22. ___________________ n. 癌症23. ___________________ n. 适度,适中(in moderation 有节制地)___________________ a. 中等的,适度的,有节制的(v. 使和缓,减轻,节制)24. ___________________ v. 经受(n. 经历,经验)25. ___________________ adv. 幸运地(fortunate a. 幸运的)Phrases1.____________________________ 充分利用2.____________________________ 过去常常做____________________________ 现在常常做____________________________ 被用来做3.____________________________ 解释,说明4.____________________________ 相比之下5.____________________________ 与…相比____________________________ 将A跟B做比较____________________________ 将A比作B6.____________________________ 意识到7.____________________________ 包含做某事8.____________________________ 关于…的调查9.____________________________ 证明是10.____________________________ 各种各样的植物11.____________________________ 各种各样的食物12.____________________________ 给… 带来经济利益13.________________________________________ 将…看作/当作…14.________________________________________ 吃更少的肉和奶制品15.________________________________________ 帮助某人保持健康16.________________________________________ 对…更注意Grammer1.定语从句,关系代词作主语2.定语从句,关系代词作宾语二.核心词汇讲解1. recently adv.最近;近来·The company has recently bought a new office building in downtown.这家公司最近在市中心买了一幢新的办公楼。

新版上海牛津(全国版)一年级英语下册Unit6 第3课时优质教案

新版上海牛津(全国版)一年级英语下册Unit6 第3课时优质教案

新版上海牛津(全国版)一年级英语下册Unit6 第3课时优质教案新版上海牛津(全国版)一年级英语下册unit6第3课时优质教案(本文件为word格式,下载后可修改,可直接打印!)unit6第3课时参考教案一、让我们学习新内容---农夫,费舍尔2。

主要目标1、通过相互简单的问候,让学生开始形成在日常生活中良好的语言习惯和邀请他人共同活动的礼貌问答和落落大方的态度。

能用正确的发音和语调说农场主和渔夫;在前面单元的基础上,能够熟练地使用所学名词来描述不同的人的职业。

3、教学建议1、任务前期准备阶段(pre-taskpreparationsection)任务前准备是指在我们要求学生使用目标语言(即他们所学的语言)之前,向他们提供新的语言材料。

这就是我们常说的:投入。

在这个链接中,学生可以第一次感受到新的语言材料。

活动1(歌曲)1。

辅助1)计算机(1b-u6-p2-1)2)屏幕2.活动过程(process)stepscontents1methodspurposesong“postman一边唱unit4“邮递员和警察”课堂开始让学生复习&policemanl”的歌曲一边看屏幕上出现的人以前学习过的职业单物词更好的引入今天的主题学习新的词汇2老师进行提问教师让学生通过描述heisa或让学生通过自己表环节你在生活者是sheisa回答,复习巩固旧达,帮助他们回忆学中都知道哪些知识。

职业单词的你可以用英语把过的知识点,为后面的学习内容作好铺垫他们说出来吗activity2rhyme1、教学辅助(aids)1)录音机2)图片2.过程步骤内容1赞美诗“看医生的阅读……哦,看,全完了!”2查看并说显示医生、护士,输入语言使用环境,你可以发布人。

和其他不同的职位,查看医生、护士和行业人士的照片,并使用post man。

他/她。

请使用句型帮助学生回忆所学内容,并自行介绍内容,为在本次教学中学习其他两个汉字的单词铺平道路。

《牛津高中英语》模块6全教案

《牛津高中英语》模块6全教案

《牛津高中英语》模块6第一单元整体教案Unit 1 Laughter is good for youTeaching objectives of the whole unit♦ Read a magazine article about stand-up comedy and two short plays♦ Listen to an answering machine message and a radio talk show♦ Discuss comedy and famous crosstalk performers♦ Write an e-mail about crosstalk♦ Present a short playPeriod arrangement:The whole unit: 9 periodsPeriod 1—Welcome to this unit& Reading 1(Reading Comprehension) Period 2—Reading 2 (Word focus)Period 3—Word powerPeriod 4—Grammar & usagePeriod 5—Consolidation of grammarPeriod 6—Task building 1Period 7—Task building2&3Period 8—ProjectPeriod 9—Revision and evaluationPeriod 1 Welcome to this unit& Reading 1(Reading Comprehension)I.Teaching objectives:l To encourage students to discuss the pictures to practice their oral English. l To arose their interest in learning this unit through activities.l To get the general idea about the passage.l To know how to guess the meaning of a word from the context.II.Teaching procedures:Step1 Talk about the four pictures on P1Today, we have a chance to laugh heartily.There are four posters on our book. All of them are quite funny. Let’s enjoy them one by one. Picture 1T: What kind of expression is the man wearing?S: A funny facial expression.T: Where is he standing?S: In a spotlight, on stage.T: What is he doing there?S: Putting on performances, amusing and entertaining the audience.T: What might he be saying?S: He might be telling a joke.T: Where and when can you see the funniest man?S: At the Comedy Club this Tuesday.Picture 2T: What does the poster tell us?S: It recommends a book to us.T: What’s the book about?S: The book is about a funny girl.T: What do critics say about the book?S: Amazing, I laughed until I cried. ----Sunday ReviewYou won’t be able to stop laughing. ----Star TimesFunniest book of the year! ----Humor WeeklyT: Can these remarks attract you?Picture 3T: What’s this poster about?S: The poster is about a course teaching the traditional Chinese technique of crosstalk.T: Can you tell something about the Chinese crosstalk?S: It is a traditional Chinese art. Two or more actors/actresses stand on the stage, using funny words to entertain the audience.T: If you want to learn the crosstalk, what kind of qualities do you need to have?S: Having a sense of humor, being quick-minded and able to cooperate well with his or her partners.T: How can you find out more information according to the poster?S: By calling 5555-1234 for course schedule and fees.Picture 4T: What is this poster about?S: It is a comedy about life in the circus.T: What can we see in a circus?S: In a circus, we can see acrobats(钢丝), riders, clowns and performing animals.T: Do you think the life in a circus is interesting?Step 2: DiscussionDivide the students into different groups to discuss. Encourage them to use English while talking. Then collect their answersAfter we talked about the four posters,1.which of the above do you think will be the funniest?2.Who is your favorite comedian? Why do you like him or her?3.Why do people like funny things?Step 3: Fast-reading for general idea.Go through the passage as quickly as possible and find answers to the three questions in Part A.1 What is the article about?2 How many types of stand-up are there?3 What is laughter good for?Step 4: Careful-reading for detailed information1. Summary of the text2 Let's read the passage again more carefully and try to finish part C1 after your reading.3. Next let's listen to the tape and decide whether the following sentences are true or false.1 A stand-up comedian is not allowed to make fun of an audience member.2 If the comedians act or speak like a well-known person, this is called observational comedy.3 What the physical comedians usually do is tripping over chairs, walking into doors and falling down on stage.4 Quite a few stand-up comedians have become famous as television and film actor later on in life.5 The fact that when Crystal hosts the Academy Awards, he always keeps a toothbrush in his pocket for good luck is only known to a few people.6 Billy Crystal has no plans to go on making films to go on telling jokes.7 The reason why people who laugh a lot live longer is that when you laugh, your brain sends chemicals around your body that are good for you.1. Now let's come to Part C2. The four main types of stand-up comedy are explained in the article. Match each type with an appropriate example. Write the correct letter in the bracket.Step 3: Practice1. Part DFind these new words and expressions in the article. Guess their meanings from the contest. Then match them with the correct definitions.2. Part EGao Hua is writing a biography of Billy Crystal for his English class. Help him complete it.Step 4: Post-reading activities.1. Discuss the following questions in groups, then role-play the dialogues and act out before the class.(1) What are necessary qualifications a good comedian needs to have?(2) When you are in low spirits, what will you do to stop unpleasant feelings?(3) Besides laughter, what are other factors that can help people keep healthy and live longer?Step 5: Homework1 Prepare a funny story to tell to your classmates.2. Finish reading A and B in the workbookM6 Unit 2 What is happiness to you?● Welcome to the UnitAims and requirements♦ Read an interview and two essays about happiness♦ Listen to friend talk about problems and solutions♦ Talk about the gymnast Sang Lan♦ Write an article for a website offering adviceProceduresStep 1: BrainstormingHow do you understand happiness? What are your hobbies? And what do you do when you feel unhappy?Step 2: Sharing informationOpen your books to Page 17. Let’s share information about each picture on this page with each other.1. Study the six picturesPicture 1 Being creativeDo you like drawing? When and how did you begin to develop this interest?What does this hobby bring to you? (Whenever I feel upset and want to escape from everything, I like to go into my bedroom and take up my paints and brushes. It's so wonderful--all my thoughts and ideas can be expressed in my pictures.)What other things mean 'being creative' to you? (Thinking of different solutions to solve problems, expressing myself in my own ways and making new things.)Picture 2 Doing exciting thingsWhat are exciting things to you? (like white-water surfing or bungee jumping.) Why do people like exciting things? They bring lots of fun and help people forget all the troubles and worries. Picture 3 ReadingDo you like reading? Does reading make one happy? Why? It is really enjoyable when reading especially in a peaceful and quiet environment. Sometimes we are so absorbed by the characters in the book and their stories that we forget all about the outside world. Through reading, we gain knowledge and our horizons are broadened.Picture 4 Playing sportWhich are your favorable sports? It's a really good way to make friends, keep fit and relax. Picture 5 Spending time with familyDo you enjoy spending time with your family? When you feel happy or unhappy, do you talk to them about your problems and achievements? Family is important to everyone. It's a perfect time to talk to your family about your problems. They can give you good advice and make you confident. They are also happy for the achievements you made.Picture 6 Learning new thingsHave you ever been to a natural history museum? Why do people like museum? In a museum, we can find out more information than we can just through reading books. Visiting these kinds of places can give us a real insight into history.What other ways do you think may help you learn more new things? (Surfing the Internet and talking to different people.)2. Talk about each picture and exchange opinions with your partner.Which things do you often do and like to do? Why do you feel happy when doing these? Step 3: DiscussionWork in groups of 4 to discuss the three questions and then report the answers to the whole class.1. What are things that make everyone happy?Step 4: HomeworkRead the two articles on P112-113.Prepare the reading part.教后反思:____________________________________________________________________________________________________________________ —————————————————————————————————M6 Unit 2●Project Making a happiness handbook Teaching Aims: (1)help students learn and use English through doing a project.(2)Write a essay about their ideas of happiness.Teaching procedures:Part A1. At the beginning of this class, let’s appreciate two poems. After reading, try to say something about them.What is happiness(1) Thursday, 14. September 2006, 09:55:30 by Moonriver(2) 2006-9-14 18:34:49 By troublemakerl:Today we’ll read two essays on the theme of “the happiest days of your life” and then you wil l write an essay about your ideas of happiness and make your own happiness handbooks.2. Come to Part A. Read the essay GOLDEN DAYS by yourselves and then try to answer some questions.1) Is the writer old or young? How do you know that?2) What time does the writer consider to be the happiest of his life?3) Why does the writer think those days were happy?4) What does the writer think young people can do while old people can’t?3. Read the second essay and then judge whether the following statements are right or wrong.1) The writer is a teenager because she will be an adult in the future.2) She thinks her happiest days will be in the future with new technology and without war, pollution or hunger.3) The writer thinks that teenagers can’t do things like adults because they have to work hard at school, doing or learning things.4) The writer feels very nice each time she thinks of her happiest days ahead of her.5) From the essay, we can conclude that the writer is a hardworking girl, because she is always motivated to work hard for her future life by herself.4. Have a discussion about the advantages and disadvantages of teenagers and old people.5. Do Parts B1 and B2 on page 109 in workbook to practise using some words and phrases in this section.Part BYou are asked to make a handbook about happiness of each group. Work in groups and follow the outline below to design a handbook.PlanningEach group divide different tasks and decide who will check the English in the essays, who will illustrate the handbook, who will put all the essays together and make the cover of the handbook. PreparingReview what we’ve learned about happiness in this unit and then discuss th e following questions on page 31.Each one should come up with the idea of happiness of your own.ProducingMake a draft, get the approval of the group and finalize the handbook.PresentingPresent your group work to others and wait to be judged.教后反思:____________________________________________________________________________________________________________________ —————————————————————————————————M6 Unit 2●Reading The search for happiness Step 1: Lead-in1. Different people find happiness and fun in different things. There are certainly no criteria assessing which way of being happy is the best. Do you think Sang Lan had had a happy life before she was injured?Step 2: Fast reading for general ideasThe reading text is an interview from a TV programme about happiness. Dr Brain, a psychologist who studies happiness, is interviewed in a television talk show and tells a story about a brave girl called Sang Lan.Go through the passage quickly to find answers to the three questions in Part A.Step 3: Careful-reading for detailed information1. Read the passage again and complete Part C1. Questions in Part C1 are to check your reading comprehension by making correct judgments of the statements.2. Listen to the tape and complete C2. Questions in Part C2 are for students to note some specific information according to the time sequence.3. Ask students to describe Sang Lan's personality.1.More relevant information in the interview which shows Sang Lan’s personalityBefore going to hospital· being successful in her sport when she was young· being described as energetic, happy and hard-working· working towards something special· trying to make her parents proudWhile staying in hospital·being in good spirits·thinking about what she could do to get better·being proud of the things she had accomplished·feeling happy to be alive, and lucky to have the rest of her life to learn new thingsAfter leaving hospital·studying journalism at Beijing University·hosting a sports show about the 2008 Beijing Olympics·looking forward to playing table tennis in the special Olympics for disabled people in 2008 ·thinking about positive things and staying optimistic·believing that keeping busy helps her stay positiveStep 4: Practice1. Complete Part DFind these words and expressions in the interview. Guess their meanings from the context. Then match them with the correct definitions.2. Complete Part ERead this newspaper article about Sang Lan. Complete it with the words below.3. Let’s read the Reading strategy on page 19. Do you know what an interview means? An interview is a formal meeting at which one person asks another person a series of questions on a topic. When reading or watching an interview, you should pay attention to the topic, the opinions related to the topic, the questions asked and the answers to the questions.Step 5: Post-reading activities1.Think about the following questions again.What is happiness?What is the real value of being alive?Does being healthy and wealthy mean happiness?Does being respected and well-liked mean happiness?2. Have a debate. The topic is “Sang Lan was happier before the accident than she is now.”3. Go over Part F in pairs and continue the dialogue after the example.Step 6: Language PointsStep 7: Homework1. Finish Parts A1 and A2 on page 108 in Workbook.2. Go over the reading passage.教后反思:____________________________________________________________________________________________________________________ —————————————————————————————————M6 Unit 2 ●Word powerStep 1: BrainstormingIn this section we’ll learn the words and idioms used to describe emotions and feelings. Now I’d like you to answer the following questions:What words do you know can express happiness?Step 2: Vocabulary learning1. Read the instructions on page 22 and study the examples listed in the table.2. Write the adjective forms of other nouns related to emotion.ReferenceNouns Adjectivesastonishment astonisheddelight delightedfury furiouscuriosity curioussatisfaction satisfieddepression depressedamazement amazeddisappointmemt disappointedStep 3: Practice1. Let’s focus on Part A. Circle the right word according to each different situation.2. Do the exercise in Part B.Step 4: CompetitionHow many emotional words do you know? Now I’ll divide you into several groups. You’ll have a competition to see which group has the most words. In the end you need to group emotional words into three different categories: happiness, sadness and anger.·Words describing happiness:Noun forms: joy, happiness, delightAdjective forms: joyful, happy, delighted·Words describing sadness:Noun forms: sadness, depressionAdjective forms: sad, depressed·Words describing anger:Noun forms: anger, furyAdjective forms: angry, furiousStep 5: Vocabulary extension1. Choose the correct word to complete each sentence.①I'm not_____(satisfied, satisfaction) with what I've done. I can't get_____ (satisfied, satisfaction) from it. (satisfied; satisfaction)②I was _____ (amazed, amazement) by the change in his appearance. All of us looked at him in_____ (amazed, amazement). (amazed; amazement)③The boy is _____ (curious, curiosity) about everything. His burning_____ (curious, curiosity) inspires him to learn more. (curious; curiosity)2. Do part C. In the English language, there are some idioms about emotions. Guess theirStep 6: Homework1.Part C on page 114 in the Workbook.2.Prepare Grammar and usage.教后反思:____________________________________________________________________________________________________________________ —————————————————————————————————Unit 3 Understanding each otherWelcome to the unitTeaching objectives:Help the students learn how to talk about cultural differences and customs.Teaching focus and difficulties:Enable the students to talk about cultural differences and understand the usage of examples. Teaching aids:Teaching procedures:Step 1: Greeting and Lead inT: Good morning boys and girls!First, get the students to show different ways of greeting they know.T: We need greeting each other everyday, right? Greeting has many ways, yes or no? But the ways of greeting are all the same?T: Yeah, you are right, there are so many ways of greeting. How about our country? Our hometown?T: It is easy to see, people from different countries have different ways of greeting each other. Doyou know of any other ways of greeting around the world?Step 2: Welcome to the unitT: OK. Today we will go to a new unit. (writing on the blackboard: Unit 3 Understanding each other ) Open your books and turn to page 33. Look at the pictures below and discuss with your partners.Can you guess which country has the characteristic way of greeting? (point at picture 1, 2, 3, 4 and ask ) Can you act it out?Step 3: Ask and answerT: We have known some ways of greeting each other in different countries. Now there has a question:Why do people in different countries greet each other in different ways?Another question: Can you think of any other customs that are different in different parts of the world?Step 4: DrillingT: Which country you want to go? Do you know the way of greeting in that country? Can you act it out with your partner?Step 5: SummaryT: Today, we have discussed cultural differences and customs. And all of you have done a good job.I feel so happy with you. At the end of this class, I hope everyone of you will behave properly if you get the chance to go aboard in the future.Step 6: Review the new wordsT: OK. Now, let’s review the new words. Read after me!Read it all together, one time!Step 7: HomeworkPreview the reading.Must-writing on the blackboard:Unit 3 Understanding each other1.Why do people in different countries greet each other in different ways?2.Do you know of any other ways of greeting around the world?3.Can you think of any other customs that are different in different parts of the world? ThailandThe Middle EastArabNetherlandsUnit 3 Understanding each otherReadingTeaching objectives:1.To help Ss get a general idea about the text.2.To make Ss become familiar with the detailed information about the text.3.To help Ss master Reading Strategy.Teaching focus and difficulties:Reading comprehension (How to make the Ss understand the passage better and help the Ssfinish all the exercises . )Teaching aids:Teaching procedures:Step 1: ReviewT: S1, Do you want to go to Thailand? Have you remembered the way of greeting each other in that country? Can you act it out?T: S2, Do you want to go to Brunei? Do you know the way of greeting in Brunei?T: Yesterday, we have discussed cultural differences and customs, right? Now, today, we will learn more about customs and taboos in different parts of the world.Step 2: New wordsT: Ok. Firstly, we learn some new words about the reading. Please open your books and turn to page 77. (Can you pronounce them by yourself?) Read after me!Step 3: Fast readingT: Read the conversation quickly and answer the following questions. Please take 2 minutes to finish, OK?(after 2 minutes) Ask students to check the answers.Step 4: Extensive readingT: Perfect! You have done a good job! Now, please read the conversation again, this time you should care more about the conversation, and you must finish C1 and C2.Please take 10 minutes to finish, OK? Then we finish D together.Step 5: Drilling ET: Read the short essay and fill in the blanks with the words in the box. Take 3 minutes to finish. Step 6: DiscussionT: We have further studied the cultural differences in different countries, right? Now, let’s have a discussion. There are some questions about,1.Why do we need to find out about other cultures’ traditions?2.How can people understand each other’s cultures better?3.What do you know about cultures that are different from your own?OK. Discuss with your partner. I will ask someone to show his/her opinion.Step 7: HomeworkT: Today we have mastered more cultural differences, I hope you can write something about it, OK? And you can translate the conversation into Chinese that can help you understand better. OK. Class is over! Bye-bye!Must-writing on the blackboard:Unit 3 Understanding each otherReadingA: 1. Brunei;2. The UK;3. A good way to understand more about each other.C1: F T F F TC2: 1. open the present as soon as you received2. have a live hen and a rooster3. alcohol4. use thumb to point5. Bonfire Night6. hot dogs and other food can be cooked over the fire.D: b d e a c fE: 1. alike; 2. celebrations; 3. fireworks; 4. hot dogs;5. throughout;6. prohibited;7. ensure;8. permitted.Unit 3 Understanding each otherWord powerTeaching objectives:Students are expected to use English words borrowed from other languages and enlarge their English vocabulary, and use idioms correctly.Teaching focus and difficulties:English words borrowed from other languages and idioms.Teaching aids:Teaching procedures:Step 1: Lead inT: What do you think of the most difficult part of learning English?Do you agree that learning vocabulary is difficult?Yeah, There are too many English words, right? And most of them have random spelling.T: Have you got an easy way to learn and remember English words? If not, please discuss with your partner and try to work it out.Present some tips on blackboard:1.Remember the spelling of a word by its pronunciation.2.Remember the spelling of a word by analyzing the formation of the word.3.Remember the meaning of a word by making a sentence with it.4.Remember the meaning of a word by studying the origin of the wordT: OK. Have you fund out the way you learn new words? Can you tell us the method you usually use in learning new words?Do you agree these four tips?Step 2: Attention to English words borrowed from other languagesT: We know English is one of the most widely-spoken languages in the world, and it is used as the international working language in many places throughout the world.T: But where do the English language and all its words come from? Is it possible that English borrowed words from other languages? If so, can you give out some examples?Step 3: Focus on part AT: OK. Let’s focus on the passage on page 38. It’s an online article that Mali found, which is about English words borrowed from other languages.Please read the article and analyze how words are borrowed from other languages and used inT: This is a spidergram which shows some of the English words that have been borrowed from other languages.You can add more examples to the spidergram if possible.T: OK. Let’s have a look and read about it!Step 5: Focus on part CT: Now, let’s have a strengthening exercise to check your ability to understand some new words and use them correctly.OK. Take 5 minutes to finish it. Then check answers.Step 6: Focus on part DI was presenting the idioms on blackboard when Ss were doing the part C.The idioms: as strong as a horse ; as busy as a bee ; as poor as a church mouse ; as cool as a cucumber ; sleep like a log .T: OK. Now, let’s learn something interesting. Look at the blackboard. I presented some idioms. These idioms all have a characteristic connection with an animal or a thing, right?OK. Can you guess the meaning of each of them?T: Please use these idioms to complete the sentences on page 39. Take 3 minutes.Step 7: SummaryT: Today, we have learnt English words borrowed from other languages. I hope it can help you to learn new words. I believe sometimes it proves to be effective in remembering new words. So you are expected to use them and enlarge your vocabulary.Step 8: HomeworkPreview the grammar and usage. Bye-bye!Must-writing on the blackboard:Unit 3 Understanding each otherWord power1. Remember the spelling of a word by its pronunciation.2. Remember the spelling of a word by analyzing the formation of the word.3. Remember the meaning of a word by making a sentence with it.as busy as a beeas poor as a church mouseas cool as a cucumbersleep like a log .Unit 3 Understanding each otherGrammar and usageTeaching objectives:Help students master Unreal conditionals.Teaching focus and difficulties:Use unreal conditionals to state an imaginary present condition, past action and future situation, and practice it.Teaching aids:Teaching procedures:Step 1: Lead inPresent some sentences on the blackboard, which about unreal conditionals.1.If I were you, I would work harder.2.If lived near where a wedding reception was being held, you probably wouldn’t get muchsleep.3.If you had taken my advice, you wouldn’t have failed in the examination.4.If you had joined the chat room ten minutes ago, you would have known what we weretalking about!5.If it were to rain tomorrow, the meeting would be put off.6.If I had time tomorrow, I would certainly help you.T: OK. Please look at the blackboard. There are six sentences, let’s read it together. (read and translated these sentences)T: After you read all the sentences, what could you find in these sentences?T: Yeah. In each of these sentences, there all have a word “if” in it, right? (the same time circled “if” out) We know “if” means “如果、假如”.T: So today, we will learn about Unreal conditionals.Step 2: Unreal conditionals learningT: Unreal means imaginary. An unreal conditionals is a statement about an unreal or imaginary condition or situation.虚拟语气,是表示说话人的愿望、假设、猜测或建议,它不表示客观存在的事实。

Module 《Unit 6Sporting events》教学设计牛津译林版高一下册教案

Module 《Unit 6Sporting events》教学设计牛津译林版高一下册教案

M4 Unit2 Word PowerCompound wordsI.Teaching Aims:1. To enlarge students’ vocabulary by applying the rules of making compound words;2. To improve students’ speaking ability.II.Teaching Important and Difficult Point:To master the formation rules of compound words.III.T eaching Approaches:Task-based approachesIV.Teaching ProceduresStep 1. Lead-inAsk the students to read the following dialogue:A: Did you know that Liu Xiang was the first Asian to win a gold medal for the men’s110-metre hurdles in the Olympic Games?B. Yes! Everyone knows that he is a very hard-working athlete. He is a well-trained winner. Let the students study the italicized words and ask them two questions:1.Do you know the meanings of the words?2.Do you know how the words are made?Give them a few minutes to think. They may discuss with their partners if necessary.110-metre(n.)--- 110 (num.), metre (n.)hard-working (adj.)--- hard (adv.), working(v-ing)well-trained (adj.)--- well(adv.), trained (v-ed)Step 2. Presentation1.Tell students that the above words are called compound words. Ask them to give thedefinition of a compound word:A compound word is made when two or more than two words are joined together to form a new word.2.Ask students to think about words that are created in this way. Organize them into groups of three and have a competition. Write all the compound words that students can think of on the blackboard. The winning group is the one that comes up with the most words. Have them study the words on page26 to understand the formation rules of compound adjectives and compound nouns.1. Ask the students to match the words in column A with the ones in column B.A B1. broad a. room2. reading b. eyed3. radio c. cast4. news d. board5. blue e. driver6. bus f. active2.Ask the students to complete the letter on page26. Take a guess and then try to fill in theblanks.Step 4 PracticeAsk the students to put the following into English:1. 雨衣2. 男朋友3. 书店4. 地震5. 金鱼6. 说英语的7.握手 8.电影制片人Step 5 HomeworkRevise what we have learnt today. Find some compound adjectives and nouns.。

2016年牛津上海版英语高一下册unit6说课稿模板

2016年牛津上海版英语高一下册unit6说课稿模板

2016 年牛津上海版英语高一下册unit6 说课稿模板
转眼间初中的课程即将过半,为了老师更好的开展自己的教学工作,现
将牛津上海版英语高一下册unit6 说课稿模板提供给大家,希望能对大家有所帮助。

一、说教材
1. 教材的解读
我说课的内容是小学英语4A Unit 6 My e-friend 部分Story time。

这一版块主要讲述了Liu Tao 来找Wang Bing 一起去踢球,Wang Bing 正在给自己的英国网友Peter 发一封邮件,随后两人便就Peter 的情况展开了对话。

Liu Tao 询问了Peter 的国籍、年龄、学校课程和兴趣爱好等,由此引出了本单元的新句型。

2. 教学内容
词汇:e-friend, email, live, study
句型:Does he / she ?及其回答Yes, he / she does. / No, he / she doesnt.
3. 教学目标。

【教师版】译林牛津版高中英语模块六复习教案

【教师版】译林牛津版高中英语模块六复习教案

【教师版】译林牛津版高中英语模块六复习教案一、教学内容本节课我们将复习译林牛津版高中英语模块六的内容。

具体章节包括:Unit 1 Laughter is the best medicine;Unit 2 What is happiness to you?;Unit 3 Understanding each other;Unit 4 Helping people around the world. 教学内容涉及词汇、语法、听力、口语、阅读和写作等方面。

二、教学目标1. 掌握模块六的核心词汇和短语,并能熟练运用到实际情境中。

2. 掌握并运用模块六所学的语法知识,提高写作能力。

3. 提高听力、口语、阅读能力,深入了解不同文化背景下的价值观和生活方式。

三、教学难点与重点教学难点:词汇的运用、语法知识的运用、跨文化交际能力的培养。

教学重点:核心词汇、语法、听力、口语、阅读和写作技能的综合运用。

四、教具与学具准备1. 教师准备:PPT、录音机、教材、教学卡片等。

2. 学生准备:教材、笔记本、字典等。

五、教学过程1. 导入:通过播放一段关于幸福和理解的短视频,引导学生进入本节课的主题。

2. 语言点复习:a. 复习Unit 1和Unit 2的核心词汇和短语。

b. 复习Unit 3和Unit 4的语法知识。

3. 实践情景引入:设置一个关于帮助他人的情景,让学生运用所学知识进行交流。

4. 例题讲解:a. 针对词汇和短语进行例题讲解。

b. 针对语法知识进行例题讲解。

5. 随堂练习:让学生进行听力、口语、阅读和写作的练习,巩固所学知识。

六、板书设计1. 核心词汇和短语板书。

2. 语法知识板书。

3. 例题及答案板书。

七、作业设计1. 词汇练习:根据所给句子,用模块六的核心词汇填空。

答案:略。

2. 语法练习:改写下列句子,使用模块六所学的语法知识。

答案:略。

3. 阅读理解:阅读文章,并回答相关问题。

答案:略。

八、课后反思及拓展延伸1. 反思:针对本节课的教学内容、教学方法和学生的表现进行反思,找出需要改进的地方。

牛津上海版高中一年级第二册英语 Unit 6 A variety of viewpoints 教案设

牛津上海版高中一年级第二册英语 Unit 6 A variety of viewpoints 教案设

Unit 6 A variety of viewpointsTeaching aimsTo enable students:1.To get the main idea of the text and learn some key words and phrases.2.To practice their reading skills through skimming and scanning.3.To learn to express opinions using proper sentence patterns.Teaching focus and difficult pointsLearn to express opinions using proper sentence patterns.Teaching aidsMulti-mediaTeaching and learning methodTask-based and learner-centeredTeaching materialOxford English Students’ Book B2 Unit 6Teaching proceduresI.Pre-taskLead-in1.Look at the pictures shown on the screen.2.Raise Qs: Where do you often see these products advertised?Q: a: Can you list some other commercials you see on TV for children, for example, toys, food,games, clothes, electronic dictionaries?b: Why are so many ads aimed at children?c: Are ads for children good or bad?II.While-task1.Skimming: the structure of the text.What are A, B, C and D of the passage?What does the title of the article in A mean?2.Scanning 1A(1)Why are Asia’s children becoming the fastest growing consumer group?(2)What do advertisers do to get the attention of these young viewers? Why?(3)What do some educators believe?(4)What action are governments taking to protect children?B, C and DIII.Post task1.Further thinking: State your point of viewFacts or opinions?a.The average HK child sees about 25,000 TV commercials a year.b.if youngsters watch the ads, they will become more and more materialistic(物质主义的).c.it is bad for children to have too much money.d.advertising to children is wrong.e.many things advertised are silly and encourage violence.f.‘Magic Babies’ are one of the world’s best-selling toys, ever.2.Discussion: State your point of view on one of the following arguments.Should TV commercials aim at children?Should students be allowed to use cell phones at school?Should we take part in the limitary training?Should students take part in a charity bazaar?Useful phrases:I (don’t)believe/think that…should…In my opinion/view…I agree/disagree…I’m in favor of…I object to…because…It is right/wrong/good/bad…There is nothing wrong with…IV.Homework1.Finish D and E.2.Read the text at 3 times.3.Read and try to recite the new words and expressions in the text.。

《牛津高中英语》模块六Unit 4的教学设计与反思

《牛津高中英语》模块六Unit 4的教学设计与反思

《牛津高中英语》模块六Unit 4的教学设计与反思高中英语新课改强调从学生的学习兴趣、生活经验和认知水平出发,采用“任务型”的教学途径,让学生在体验、实践、参与和交流互动中发展综合语言运用能力。

新课程标准增加了情感因素、学习策略以及文化意识和跨文化交际能力等方面要求,将以人为本的教育观念、培养学生的终生学习能力、培养学生健全的人格以及技能发展能力提到了教育成功的核心。

因此,在设计教学的过程中,如何才能更好地体现新课程理念、培养学生的思维能力、激发学生的学习热情,显然成为高中英语教学中教师所面临的一个重要的、必须解决的问题。

笔者以在“教学实践周”活动中的一节“下水课”为例,对该课所设计的教学过程进行了案例分析,阐述在新课改形势下,如何运用“信息技术与课程整合”的理念,让高中英语课堂教学焕发“新课程、新理念”的光彩。

二、教学设计理念1. 运用任务型语言教学模式,训练培养学生对语言的综合运用,实现目标,感受成功,教学进度整体把握,教学形式不拘一格。

2. 课堂以学生为主体,以任务为主线,重视体验参与,教师起到“设计者、研究者、促进者、协调者”的作用。

3. 在教学中,突出交际性,注重读写的实用性,并进行情感和策略调整,以形成积极的学习态度,促进语言实际运用能力的提高。

4. 正视个体差异,倡导过程激励,以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。

三、教材及学情分析(一)课程内容本课教材选取的是《牛津高中英语》Module 6 Unit 4 Helping people around the world中Welcome to the unit 部分和Word power部分的整合,教材内容主要讲述当今世界存在的一些社会现象,如战争、饥荒、贫穷、自然灾害及环境污染等,并由此教育我们要帮助这些正处在困难中的人群,同时了解一些国内外的组织,如联合国的名称、构成及功能等。

内容还涉及联合国下属的各个分支机构及其常用的首字母缩略语形式。

上海市牛津版英语【高一下】Unit 6 基础训练(有答案)

上海市牛津版英语【高一下】Unit  6 基础训练(有答案)

U6 基础训练Part One: Exercise for Grammar—Objective clausesSection A: 基础练习1.Give the prize to______ you think did the work well.A. whoB. whoeverC. whomeverD. whateverA. what did he seeB. what he had seenC. what had he seenD. what he was seen3.I don't doubt _______ she will learn a lot during her stay in Paris.A. whetherB. ifC. thatD. whatA. ifB. whatC. whichD. whetherA. thatB. whatC. whenD. whetherA. howeverB. whereverC. wheneverD. whatever7.We don't care_______ they will not come tomorrow.A. whetherB. ifC. whenD. that8.We made_______ a rule that we read English in the morning.A. itB. thatC. whatD. which9.We cannot figure out______ quite a number of insects, birds, and animals are dying-out.A. thatB. asC. whyD. when10.When we arrived in______ an old temple was supposed to be, all we could see was justa railway station.A. whereB. whatC. thatD. whichSection B: 强化练习1. People may forget what you said or what you did, but they will never forget _________ you made them feel.2. You didn’t study for your test, so your teacher has a point about _________ you failed!3. Director Ang Lee told the New York Film Festival audience following the screening _________ Life of Pi was extremely hard to make.4. His writing is so confusing that it’s difficult to make out ________ it is he is trying to express.5. Although he has become wealthy, Mr. Wood remains _________ he used to be, modest and friendly.6. He also starred in_________ is called Snow White and the Huntsman.7. After giving the card, I realized_________ powerful the sentence “thank you” is.8. Dan Strasser said he heard Bonnie running around the living room at about 6 a.m. Saturday, so he got out of bed to see_________ she was so excited.9. Then he asked her_________ there were any big problems in her life.10. But, in reality, we have complete control over _________ we spend our time.Section C: 语法填空Wang Peng felt __1__ (frustrate)in his empty restaurant because no customers came to his restaurant in the morning. He wanted to find out __2__. He hurried out and followed Li Chang into a new small restaurant. He found that the owner __3___ (name)Yong Hui was serving __4___ (slim)foods to make people thin. Driven by __5___ (curious), Wang Peng came to take a close look___6__ the menu. He could not even believe __7___ eyes. He was amazed at ___8__ he saw. After doing some research, he found that Yong Hui’s food made people become tired quickly __9___ it was not energy-giving. Arriving home Wang Peng rewrote his own sign to win his customers back. There ought to be a competition between __10___ two restaurants.Part Two: Exercise for VocabularySection A:Directions: Fill in the blanks with the words or phrases from the box below. Change the form where necessary.1. Smoking is _______________ in public places.2._____________ your letter, I am writing to thank you for your kind invitation.3. The garden reflects the styles of ______________ architecture in the Ming and Qing Dynasties.4. No one can make you feel _______________.5. Hamlet is usually played as a sorrowful person who can’t make decisions or ______________.6. A recent ________________showed that a growing number of children have only English names.7. Glass ----- ________________with care!8. Ten million yuan has been ________________ for the project.9. At a rough __________________, there are about 6000 people in the crowd.10. When reading this book, we can _______________ the main character’s struggle.Section B:Directions: Fill in the blanks with the proper words given below (If necessary, change the forms of the words).1.Their furniture is certainly cheaper, for it's of _______ quality.2.Federal ___________ said that no one has claimed responsibility for the bombing yet.3.Kids these days are very__________ . They only seem to be interested in expensive toys and computer games.4.Which of the characters in the novel do you most________ ?5.We'll be right back with you after a __________ break.dy Chatterley 's Lover was__________ when it was first published.7.I would never have won if my friends hadn't_________ m e to keep trying.8.The police department __________ that the number of violent crimes will increase this year by about 15%.9.Young consumers tend to buy the brands that are most heavily_______ .10. If you have any questions _________ any of our services, please feel free to call me.Part Three: Exercise for Translation1.这本小说已经连续六周高居畅销书排行榜(list)的榜首。

上海牛津版高一下册英语Unit6 Friend of enemy?reading教案 S1B1

上海牛津版高一下册英语Unit6 Friend of enemy?reading教案 S1B1

高中英语Chapter6 Friend of Enemy?-Reading一、章节分析(Reading section )(一)综述本单元通过Debbie和Simon关于蜘蛛的对话,向我们介绍了蜘蛛的特性及对人类的贡献,从而阐明蜘蛛是人类的朋友而不是敌人这一主旨。

本课的任务有两个:1.课文进行整体阅读。

培养学生略读(获取大意)、扫读(整理有关信息)、细读(分析篇章结构,概括中心)等阅读能力。

2.结合课文引导学生进一步思考人与自然的关系。

2(二)阅读目标1知识目标学习课文中重点词、词组、句型和语法。

2能力目标提高学生的阅读理解能力和培养学生的阅读技巧。

阅读准备(收集相关资料)、略读(获取大意)、扫读(整理有关信息)、细读(分析篇章结构,概括中心)等是高中学生必须具备的阅读技能。

3情感目标帮助学生对蜘蛛有更深入的认识。

(三)教学方法采用任务型教学法组织教学,通过比较,讨论等具体活动,达到教学效果。

(四)重点和难点1词汇学习1)核心词汇●shelter●view●survivee●emerge●expenditure●nil●insecticide●elastic●artificial●property●nasty●disorder2)拓展词汇●as a result of●flea(Listening)●beetle(Listening)3)词组和短语●be frightened of●bullet-proof●get one’s point二、教学设计(Teaching Designs)[链接1]Step One Warming-up1.Show pictures of insects:grasshopper, mantis, dragon-fly, cockroach, scorpion, spiders2. Then distinguish a spider from an insect.3. V ocabulary input: web, silk, cone-shaped, straw tent, survive, shelters4. Show a video about “Black Widow Spider”(见“蜘蛛”视频文件)5. Use adjectives to describe spidersMy view on spiders is that they are__________________.(nasty, frightening, poisonous, dreadful, fearful, dangerous, disgusting, horrible, interesting, mysterious, ugly, terrible, unusual…)Step Two Task cycle---reading1Skimming1.What is the Friend or Enemy mentioned in the title?A spider.2.Whose friend is it?It’s a friend of humans.3.And whose enemy?It’s an enemy of insects.2ScanningScan the passage and match the main idea with the relevant paragraphsP1-5 uses of spider silkP6-10 uses of spiders on pest controlP11-14 uses of spider poisonP15-17 introduction of the topicFrom the facts we may know spiders are useful creatures.3 Further understanding(通过第二部分的精读,领会蜘蛛对农民的帮助。

上海牛津版高一下册英语Unit6 Friend of enemy?reading2S1B1课件ppt

上海牛津版高一下册英语Unit6 Friend of enemy?reading2S1B1课件ppt

T or F:
1. Betty thinks spiders are nasty and should be killed. T
2. Winston changed his view on spider by reading. F 3. Spiders are insects. F
4. To the insects in the field, spiders are harmless
Conclusions
We should try to understand things in nature and not destroy them.
Never judge a book by the cover.
Homework
1.Read the text at least five times.Protect frogs
Key words: useful insect, protect crops, pest control, eat 70 insects per day, poison, medical prosperities,
Protect owls
Key words: beneficial bird, catch rats or snakes,…… keep the balance of nature,
Key words:
not an insect, survive winter, shelters built by farmers, eat, protect crops, silk , strong, light, elastic, poison, treat, brain disorders, enemies of, friends of, useful, harmless,
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thousands more whose longing is 6 rewarded. When I 7 a 20-year career in the U.S. Coast Guard to become a freelance writer, I had no prospects(前景) at all. What I did have was a friend who found me a room In a New York apartment building. It didn't 8 matter that it was cold and had no bathroom. I immediately bought a (an) 9manual typewriter and felt like a genuine writer.After a year or so, 10 , I still hadn't gotten a break and began to 11 myself. It was so hard to sell a story that I12 made enough to eat. But I knew I wanted to write.I had dreamed about it for years. I wasn't going to be one of those people who die 13 'What if?' I would keep putting my dream to the 14 even though it meant living with uncertainty and fear of failure. This is the Shadowland of 15 , and anyone with a dream must learn to live there.1. A.advise B.encourage C.tell D.warn2. A.step B.advance C.gap D.difference3. A.and B.but C.not D.for4. A.reality B.idea C.news D.reason5. A.writing B.readers C.fortune D.others6. A.never B.always C.sometimes D.only7. A.began B.found C.left D.put8. A.ever B.just C.even D.greatly9. ed B.new eful D.old10. A.consequently B.therefore C.unluckily D.however11. A.scold B.doubt C.beat D.hate12. A.almost B.partly C.poorly D.barely13. A.regretting B.wondering C.dreaming D.depressing14. A.point B.best C.test D.most15. A.time B.death C.hope D.lifeSection BDirections: Read the following four passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.(A)Fish hear sounds, though they simply have no ears outside their bodies. However, fish do have ears inside their bodies near the brain and they hear very well with them. Some fish have been taught to recognize the difference between sounds better than some human beings do.Many underwater animals make noises only by chance while they are doing something else. Other sounds are real communication of a simple sort, telling one fish of the presence and direction of another. A few noises may be warning messages on finding food. The earliest report on fish sounds referred to one of these.A new field in science is learning to recognize and use underwater sounds. It relies on the same skill that man has shown in recognizing birds and other land creatures by their calls. But this method is a greater challenge than bird watching, for many of the animals of the sea cannot be followed in any other known way. Their voices cry for attention. Yet we still have too little of what the call makers will someday be made known more fully. It is as though the great oceans were for daring men to invade and to learn the secrets of the place from which his forefathers came so long ago.1. Which of the following is true of the noises made by underwater animals?A. Some make no sense.B. None of them make sense.C. All are actual communications.D. Human beings cannot hear them.2. Recognizing sounds made by underwater animals_______.A. is more or less like a battleB. costs a lot of money and laborC. is more difficult than recognizing land creatures' callsD. is totally different from recognizing those of land creatures3. From the last sentence we learn that_______.A. only brave people can make use of the great oceansB. human beings have invaded the oceans for longC. many secrets of the great oceans are to be found outD. people are fighting each other to become master of the oceans(B)Honeybees cannot live alone. Their body structure and instincts(本能) equip them for life in a colony or community, where they have a complex social organization and the various duties are divided among the individuals according to physical fitness and age. An individual worker bee cannot reproduce itself.While it may continue to live if forcibly isolated from its mates, it fails to care for itself adequately, and soon dies. Most insects have the ability to hibernate in winter, but the honeybee seems to have lost this. Since at low temperatures the bees will die, it must have the ability to make its own environment, so far as temperature is concerned. This makes a colony necessary to the bees in winter, so that they may collectively warm each other. Efficiency, if not necessity, demands that the work of the colony be divided, and such a division of labor tends to enhance the need to maintain the colony. The physical structure of the honeybee is further suited for the defense. The bee's barbed(有倒刺的) sting(刺) is used only once and is made more effective by the fact that it is left behind in the victim. With the loss of the sting, however, the bee dies. This kind of defensive weapon is not of service to the individual, but to the community.4. According to the passage, bees are fitted for communal life by virtue of their_______.A. flexibility and initiativeB. intelligence and sensitivityC. independence and enduranceD. instincts and form5. According to the passage, a worker bee may survive for a short time if it is_______.A. deprived of its stingB. denied access to oxygenC. isolated from other beesD. exposed to a wide range of temperatures6. It can be inferred from the passage that at one time bees had the ability to_______.A. increase their activity in lower temperaturesB. leave cold climates during winterC. remain dormant(休眠的) through periods of cold weatherD. construct insulated(隔热的) hives(蜂房)7. According to the passage, bees differ from most other communities of insects in their need to_______.A. reproduce in large numbersB. control the temperature where they liveC. divide the work of their coloniesD. have a complex defense system(C)I hear many parents complaining that their teenage children are rebelling. I wish it were so. At your age you ought to be growing away from your parents. You should be learning to stand on your own two feet. But take a good look at the present rebellion. It seems that teenagers are all taking the same way of showing that they disagree with their parents. Instead of striking out boldly on their own, most of them are clutching at one another's hands for reassurance.They claim they want to dress as they please. But they all wear the same clothes. They set off in new directions in music. But somehow they all end up huddled round listening to the same record. Their reason for thinking or acting in thus-and-such a way is that the crowd is doing it. They have come out of their cocoon(蚕茧;) into a larger cocoon.It has become harder and harder for a teenager to stand up against the popularity wave and to go his or her own way. Industry has firmly carved out a teenage market. These days every teenager can learn from the advertisements what a teenager should have and be. And many of today's parents have come to award high marks for the popularity of their children. All this adds up to a great barrier for the teenager who wants to find his or her own path.But the barrier is worth climbing over. The path is worth following. You may want to listen to classical music instead of going to a party. You may want to collect rocks when everyone else is collecting records. You may have some thoughts that you don't care to share at once with your classmates. Well, go for it. Find yourself. Be yourself. Popularitywill come with the people who respect you for who you are. That's the only kind of popularity that really counts.8. The author's purpose in writing this passage is to tell_______.A. readers how to be popular with people aroundB. teenagers how to learn to decide things for themselvesC. parents how to control and guide their childrenD. people how to understand and respect each other9. According to the author, many teenagers think they are brave enough to act on their own, but, in fact, most ofthem_______.A. have much difficulty understanding each otherB. lack confidenceC. dare not cope with problems single-handedlyD. are very much afraid of getting lost10. The author thinks of advertisements as _______.A. convincingB. influentialC. instructiveD. authoritative11. During the teenage years, one should learn to_______.A. differ from others in as many ways as possibleB. get into the right season and become popularC. find one's real selfD. rebel against parents and the popularity wave(D)Scratchy(发痒的) throats, stuffy noses and body aches all spell misery, but being able to tell if the cause is a cold or flu may make a difference in how long the misery lasts.The American Lung Association (ALA) has issued new guidelines on combating colds and the flu(流感), and one of the keys is being able to quickly tell the two apart. That's because the prescription(处方) drugs available for the flu need to be taken soon after the illness sets in. As for colds, the sooner a person starts taking over-the-counter remedy, the sooner relief will come.The common cold and the flu are both caused by viruses. More than 200 viruses can cause cold symptoms, while the flu is caused by three viruses—flu A, B and C. There is no cure for either illness, but the flu can be prevented by the flu vaccine(疫苗), which is, for most people, the best way to fight the.flu, according to the ALA.But if the flu does strike, quick action can help. Although the flu and common cold have many similarities, there are some obvious signs to look for.Cold symptoms such as stuffy nose, runny nose and scratchy throat typically develop gradually, and adults and teens often do not get a fever. On the other hand, fever is one of the characteristic features of the flu for all ages. And in general, flu symptoms including fever and chills, sore throat and body aches come on suddenly and are more severe than cold symptoms. The ALA notes that it may be particularly difficult to tell when infants and preschool age children have the flu. It advises parents to call the doctor if their small children have flu-like symptoms.Both cold and flu symptoms can be eased with over-the-counter medications as well. However, children and teens with a cold or flu should not take aspirin for pain relief because of the risk of Reye syndrome(综合症), a rare but serious condition of the liver and central nervous system. There is, of course, no vaccine for the common cold. But frequent hand washing and avoiding close contact with people who have colds can reduce the likelihood of catching one.12. According to the author, knowing the cause of the misery will help_______.A. shorten the duration of the illnessB. the patient buy medicine over the counterC. the patient obtain cheaper prescription drugsD. prevent people from catching colds and the flu13. We learn from the passage that_______.A. one doesn't need to take any medicine if he has a cold or the fluB. aspirin should not be included in over-the-counter medicines for the fluC. delayed treatment of the flu will harm the liver and central nervous system4. 你怎么会决定出国呢?(make a decision)5. 发生战争时,人们把不能带走的东西都收拾起来。

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