译林牛津版高考英语选修9同步教案Unit 4 Behind beliefs Reading-2-9

牛津高中英语教学设计

单元：Unit 4 Behind beliefs

板块：Reading 1

Thoughts on the design:

《英语课程标准》的总体目标是学生综合语言运用能力的形成。而英语阅读教学的目的不但是让学生通过阅读来获取并掌握一定的语言知识，而且要加强学生对文章内容、信息结构及阅读技能的学习和培养。因此本节课的设计，教师在教学过程中注重引导鼓励学生从文章的整体结构分析，到细节信息的捕捉；从接受理解课文内容，到灵活运用所学知识；从书本，到课外；从师生互动，到小组合作。调动听说看等多种感官，在了解本话题知识的同时，锻炼正确的阅读技巧，培养主动学习和合作精神。

Teaching aims:

After learning the text, the students will be able to gain some knowledge about idioms especially the Biblical idioms. Students are expected to practice and reinforce their reading comprehension and improve their overall abilities.

Teaching procedures:

Step1 Lead-in

1. Introduce two famous sentences quoted from Confucian Analects(《论语》).The students can find two Chinese idioms in these two sentences. (PPT5)

2. Introduce Confucian Analects briefly, especially its effects on our history and culture, emphasizing that now many Chinese idioms we often use are from Confucian Analects. (PPT6)

3. Introduce a sentence which contains an English idiom. This sentence is quoted from OLD TESTAMENT (《圣经?旧约》). (PPT7)

1. 4. Then Introduce Bible briefly, emphasizing that many basic concepts and principles of Western

culture have come down from the Bible, and many common English phrases and expressions have their origin in the Bible as well. Then lead to the topic of this lesson.

5. Biblical idioms in English. (PPT8-9)

［Explanation］

英语老师反串语文老师，学生一定会感到很新鲜有趣。出自《论语》的两个成语是学生们耳熟能详的。关于《论语》对中国文化历史乃至世界的影响，学生们应该是略知一二。由此进行同类比较，引出一个出自《圣经》的英语习语以及对于《圣经》的简单介绍。水到渠成地导入本课主题“圣经习语”。

Step 2 Fast reading

1. Scan the text and listen to the recording of the text. Think about the following 3 questions: (PPT10，点击“Fast reading”字样，超级链接播放课文录音)

1) What is an idiom?

2) Which language was the Bible first written in?

3) Which idiom is often used to describe children?

2. Ask some students to answer the 3 questions. (PPT11）

Keys: 1) An idiom is a group of words or an expression whose meaning often can not be understood by looking at the meanings of the separate words in it.

2) In Hebrew.

3) “Apple of their parents’ eye”.

3. (PPT12) The text can be divided into 4 parts. Discuss how to divide it in pairs with the help of the main ideas of each part.

1. What is an idiom? (Para______)

2. Why does the Bible have a lot of idiom? (Para______)

3. What are the features of Biblical idioms? (Para______)

4. Why should we learn idioms well? (Para______)

Key: part 1 (para1)

Part 2 (para2)

Part3 (para3-6)

Part 4 (para7)

Step 3 Detailed reading

1. Read paragraph 1 and 2 again carefully. Try to answer some T/F questions. (PPT13)

a. The meanings of an idiom are always the same as the meanings of its components.

b. You can easily misunderstand a sentence if you don’t recognize an idiom is being used.

c. The original meaning of Biblical idioms has never change

d.

Keys:

a. The meanings of an idiom are always the same as the meanings of its components. (F) (a题答案

F显示后，点击“F”超级链接到幻灯片14举例)

Example:

A: I think it was Jason who stole my document.

B: Fat chance! (微小的机会；极少的可能)

A: He’s the only one who left here late.

B: I know him. He’ll never do that sort of thing. (PPT14右下角按钮，返回幻灯片13继续

b题)

b. You can easily misunderstand a sentence if you don’t recognize an idiom is being used. (T)

c. The original meaning of Biblical idioms has never change

d. (F) (c题答案F显示后，点击“F”超级链

接到PPT15举例)

Examples:

“by and by” originally mean immediately, but now it means before long.

“the stones will cry out” used to mean cannot control one’s feelings. Now it means that people will know it if you do something bad. (PPT16)

(PPT17) a. Biblical idioms often came from stories.

b. Some idioms from the Bible that use animals.

c. Another focus of Biblical idioms is often things related to agricultural life or foo

d.

2. Read Para 3-6 carefully and answer the following questions: (PPT18)

1) Why did Biblical idioms often come from stories?

2) What does “feet of clay” mean?

3) Which animals are featured in the idioms in the article?

4) Which examples included in the text are related to agricultural life or food?

Keys：

1) Because the idiom itself was the expression that underlined the moral of a story and gave

audiences a picture to help them understand the story better. (PPT19)

2) There is a hidden weakness in somebody whom we admire or respect. (PPT20)

3) calf.

4) “reap what we sow” and “the apple of my eye”.

3. Read paragraph 7 again carefully and try to list the benefits of learning idioms. (PPT21)

Keys: 1) improving your comprehension

2) Developing a high level of competence in your communication skills

3) Better understanding and appreciating the history and culture of English-speaking countries.

4. (PPT22) How many idioms have been mentioned in this article? What are they?

Keys: 6. by and by, feet of clay, to see the handwriting on the wall, kill the fatted calf, reap what we sow and apple of their parents.

1) 5. (PPT23) 1) Debbie’s father always warned her to be nice to people she did not know,

because

we __________________

2) Sarah’s mother adores her; Sarah is_______________.

3) Wilson was disappointed when he learnt that the coach had ________.

4) She knew it might take a long time for her teammates to change their minds, but she

believed that the new plan would work _________.

5) When my brother came back home from his trip to Europe, we ____________.

6) After his company suffered millions of dollars in losses, Joe _________ and left the

company.

Keys: 1) reap what we sow 2) the apple of her mother’s eye 3) feet of clay

4) by and by 5) killed the fatted calf 6) saw the handwriting on the wall ［Explanation］

按照段落顺序带着不同的任务层层精读，有回答问题，有正误判断，有填空等。必要的地方给出具体的例子，有课内知识也有课外补充，充分激发学生的兴趣。将课文中提到的习语正确用在适当的语境中这一环节则强调现学现用，有助于学生从被动输入到主动输出，理解运用能力能够得以提高。

Step 4 Practice (可作机动)

Since learning idioms has some many benefits. Let’s learn more idioms. (PPT24)

Try to infer the meanings of the following idioms by analyzing the hidden clues and then use them in certain situations.

at the top of a hat (immediately) see eye to eye (to have the same opinion as someone else)

know the ropes (to know how to do sth.—this idiom refers to the fact that a sailor knows how to make ropes for sailing) child’s play (an easy job) on a shoestring (having very little money)

a feather in (my) cap (something that you can be proud of—this idiom came from the native American Indians who usually gave a feather to someone who was brave in a battle)

(PPT25)

(1) My sister and I agree about everything from fashion to politics. We ______ on almost anything. (2) Alex had very little money when he started his first business. In fact he only had a few hundred pounds. He started his business ______, but he was very successful.

(3) When her friends call, Megan will drop everything to go and meet them. She will leave _____.

(4) If you have any questions, ask Ian. He has worked here for 25 years, so he really ______. No one

knows more about his company than Ian.

(5) He is very experienced in this kind of problem. Helping you solve the problem will be ______ to him.

(6) Herbert won a scholarship to Duke University. Over 500 students applied for the scholarship. It was

______ when he won.

Keys:

(1) see eye to eye

(2) on a shoestring

(3) at the top of a hat

(4) knows the ropes

(5) child’s play

(6) a feather in his cap

［Explanation］

该部分作为机动环节，根据学生和课堂的实际情况可选用。旨在扩展学生的知识面，进一步领略学习英语习语的乐趣。

Step 5 Revision and Consolidation

Fill in the following form with proper words according to your comprehension of the text.

(PPT27)

Keys:

1. whole/complete

2. benefit

3. Improving

4. appreciating

5. origin

6. Types

7. Animal-related

8. Examples

9. Meanings 10. result

［Explanation］

这是一篇原创的任务型阅读，以本课课文为基础，紧扣高考要求，当场完成，既能让学生回顾本课所学内容又能在字词方面加以训练，起到复习作用的同时进一步巩固提升，一举两得。

Step 6 Activity Role-play (PPT28)

1. Preparation: All the students are divided into several groups of four. Give each group a Biblical idiom.

2. Requirements

1) Work in groups. Make up a conversation and create a proper situation in which this idiom can be

used.

2) You have 4 minutes for preparation and then perform the conversation in front of your classmates.

3) While performing, you should try to provide enough information so that other students can guess

the meaning of your idiom.

4) As audience, you should try to understand the idiom with the help of the conversation, and judge

whether it is used properly.

5) The idioms have been given to you during break time.

［Explanation］

用一种更加主动灵活的方式了解更多的圣经习语。在分组活动并进行表演的过程中，学生的团队合作精神、口语表达能力、听力理解能力都将得到锻炼提高。

Step 7 Homework (PPT29)

1. Ask students to read the text again after class and underline the expressions or sentences which are not clear about.

2. Encourage students to find more idioms or Biblical idioms with the help of library or Internet. ［Explanation］

复习课文内容，并为下一课时做好预习工作。进一步培养学生自我学习研究的能力。

附：上课前将下列出自《圣经》的习语分发给学生（可选用其中若干），每小组一条，供小组活动时使用。

1 ▲打空气（beating the air ）出自《新约·哥林多前书》9章。

〔原文〕所以我奔跑，不像无定向的。我斗拳，不像打空气的。〔简释〕比喻白费力气。

2 ▲归他永远的家（go to one’s long home ）出自《旧约·传道书》12章。

〔原文〕人所愿的也都废掉，因为人归他永远的家。〔简释〕指死亡。

3 ▲在自己的葡萄树、无花果树下（Under one’s vine and fig tree ）出自《旧约·列王记上》4章。又见《弥迦书》4章和《撒迦亚书》10章。

〔原文〕所罗门在世的日子，从但到别是巴的犹大人和以色列人，都在自己的葡萄树下和无花果树下安然居住。〔简释〕比喻安居乐业。

4 ▲肉中刺（thorn in the flesh ）出自《新约·哥林多后书》12章。

〔原文〕又恐怕我因所得的启示甚大，就过于自高，所以有一根刺加在我肉体上，就是撒但的差役，要攻击我，免得我过于自高。

〔简释〕比喻烦恼的根源。

5 ▲自己眼中的梁木（A Beam in one’s eye）出自《新约·马太福音》7章。又见《路加福音》6章。〔原文〕为什么看见你弟兄眼中有刺，却不想自己眼中有梁木呢？你自己眼中有梁木，怎能对你弟兄说，容我去掉你眼中的刺呢？〔简释〕比喻自身存在的严重缺陷。

6 ▲把房子盖在沙土上（built the house upon the sand ）出自《新约·马太福音》7章。

〔原文〕凡听见我这话不去行的，好比一个无知的人，把房子盖在沙土上。

〔简释〕比喻基础不牢固。

7 ▲犹大之吻（A Judas’ Kiss）出自《新约·马太福音》26章

〔原文〕那卖耶稣的，给了他们一个暗号，说：“我与谁亲嘴，谁就是他。你们可以拿住他。”犹大随即到耶稣跟前说：“请拉比安！”就与他亲嘴。耶稣对他说：“朋友，你来要做的事，就做罢。”于是那些人上前，下手拿住耶稣。

〔简释〕比喻可耻的叛卖、变节行为。

8 ▲看到果子可知树（The tree is known by its fruit）出自《新约·马太福音》12章。

〔原文〕你们或以为树好，果子也好；树坏，果子也坏。因为看到果子，就可以知道树。

〔简释〕比喻观其言行可知其人。

9 ▲便雅悯那一份（Benjamin’s mess ）出自《旧约·创世纪》43章。

〔原文〕约瑟把他面前的食物分出来，送给他们，但便雅悯所得的比别人多五倍。

〔简释〕英语指“最大的份额”。

10. ▲背起他的十字架（bear one’s cross ）出自《新约·马太福音》16章，又见《马可福音》8章，《路加福音》23章。

〔原文〕于是耶稣对门徒说，若有人要跟从我，就当舍己，背起他的十字架，来跟从我。

〔简释〕比喻忍受苦难。

11. ▲把珍珠丢在猪前（cast pearl before Swine ）自《新约·马太福音》7章。

〔原文〕不要把圣物给狗，也不要把你们的珍珠丢在猪前，恐怕他践踏了珍珠，转过来咬你们。

〔简释〕比喻把珍宝送给不识货的人，明珠暗投。

12. doubting Thomas (怀疑的托马斯) 源自《圣经·新约·约翰福音》第20章。该篇讲到耶稣复活后出现在众人面前，十二门徒之一的托马斯没有亲眼见到，声称除非看到耶稣手上的钉痕，用手探入他的肋旁，否则不信他已复活。后来人们用“doubting Thomas”指那些不肯轻易相信别人的人。

13. clean hands （洁净的手）

源自《圣经·旧约·约伯记》第17章。“He that hath clean hands shall be stronger and stronger.”（“手洁的人将会愈有力。”）。现多与come out with、with 或have 等词连用，表示“廉洁、清白”。

14. as one man （一致地）

这是英语中最古老的成语之一，源自《圣经·旧约·士师记》第20章。“So all the people got them up as one man.”(“所有人都团结起来如同一个人。”) 现仍表示“（全体）一致地”。

牛津译林版七年级上册牛津英语词组

牛津译林版七年级上册牛津英语词组 集团文件发布号：（9816-UATWW-MWUB-WUNN-INNUL-DQQTY-

U n i t O n e T h i s i s m e! 1.What’syourname 2.Thisis… 3.aninstructionbook 4.lookafter 5.makefriendswith 6.introduceoneselftoeachother 7.aprofileofoneself 8.welcometo+n. 9.atBeijingSunshineSecondarySchool 10.Goodmorning(afternoon,evening,night)! 11.12yearsold=12-year-old 12.livein(aflat) 13.becleverat(begoodat=dowellin) 14.intheschoolbasketballteam 15.intheReadingClub 16.callsb.+name https://www.wendangku.net/doc/499512971.html,efrom=befrom 18.bebornin(on) 19.atschool(comparewith:attheschool) 20.havehairinaponytail(havehairinbunches)21.likedoingsth.(lovedoing sth,enjoydoingsth.) 22.listento(music,teacher) 23.lookat 24.workhard(comparewith:ha rdwork) 25.wearglasses 26.playcomputergames 27.wanttodosth. 28.makenotesabout 29.knoweachother 30.theClass1,Grade7student s=thestudentsinClass1,Grade 7 31.helpsb.dosth. 32.It’stimeforsth.=It’st imetodosth. 33.PEclass 34.footballboots 35.tennisracket 36.footballfield

外研社版必修二Module 2 NoDrugs教学设计

Module 2 No Drugs 1.教学目标（teaching objectives） a.Students can learn some words and phrases about cigarettes and drugs and use them to express the harm of drugs. b.Students can use related words, phrases and sentence patterns to make a poster to remind others of the harm of drugs. c.Students can know the harm of drugs and they can refuse them firmly and help those who are addicted to drugs. 2.学情分析（analysis of students） Students are in the second term of the tenth grade and they are not familiar with the English class which is taught by English in the whole 45 minutes. Students are full of enthusiasm and interest but they don’t know how to use English to think about things around them and they lack related vocabulary. In fact, students have known something about this topic and they have some thoughts to express. Thus, how to motivate them to express their opinions about drugs is my biggest task. In this class, I will carry out many different ways to lead them to think and express. 3.教学重难点（key points and difficult points） Key points a.Students can use what they learned to persuade others out of drugs. b.Students can grasp the skill of organize a narration and an exposition. Difficult points a.Students can understand and use properly the adverbial clauses. b.Students can write two short passages to persuade others to give up drugs both in the form of a narration and an exposition. 4.教学过程（teaching procedures） 教学活动 I. 导入（leading-in） Who are they? why were they put into prison? Do you know these things? What are they called?

牛津译林版英语必修二Unit2Welcometotheunit教案

牛津高中英语教学设计 单元：Unit 2 Wish you were here 板块：Welcome to the unit Thoughts on the design: 本节课是以看、听、说为主的口语教学课。英语口语课的教学任务是培养学生口头表达和交际的能力。如何搞好英语口语教学、培养学生的英语交际能力是实现英语学科教学目的的要害。美国心理学家布鲁纳认为：“成功的外语课堂教学应在课堂内创设更多的情景，让学生有机会运用自己学到的语言材料。”本单元内容是关于冒险及旅游的，本节课将利用电脑多媒体手段，以视听的形式给学生介绍世界各地的风光，营造英语教学的真实情景，提高学生运用英语进行交流信息和思想感情的能力，并为本单元后续内容的教学作知识和能力的铺垫。 Teaching aims:. After learning the content of this period, the students will be able to get some background knowledge about different places in the world, including the amazing sights and animals. Meanwhile, the students’spoken English will be trained, and their interest will be aroused by talking about traveling. Teaching procedures: Step 1 Greeting and Lead-in 1. Nowadays, more and more people are interested in traveling on holidays. They want to go to different places and different countries to get close to nature to enjoy beautiful scenery. Now, please enjoy some beautiful pictures, and then answer my questions. (Show ppt.5-8) ①Have you ever been to some places? ②What is the most exciting place you have ever been to? ③Try to describe the place for us. 2. Get the students to work in pairs and discuss the above questions. [Explanation] 旅游是学生们喜爱的话题，美丽的风光图片更能引起学生的兴趣，这个教学环节利用PPT展示世界各地风光，吸引学生谈论自己的旅游经历，锻炼他们的口语表达能力。 Step 2 Welcome to the unit Study the four pictures in the text boob, and provide the students with more detailed information about Africa, Australia, Brazilian rainforest and Gobi Desert. Africa—The grasslands of Africa are home to many animals, such as lions, elephants, zebras, giraffes etc. Animals live comfortably and peacefully there.(PPT10)

译林版牛津英语七年级上册教案

译林版牛津英语七年级上册教案 苏教版牛津英语初中七年级上册精品教案 Topic 3 Unit 1Getting to know you I’m twelve years old Section C Ⅰ. Teaching aims and demands 教学目标 1. Learn the sentences: What’s this/that in English? It’s a/an _____.What are these/those in English? They are ______s.How do you spell it? 2. Learn the following new words and phrases:English, spell, these, those, double,in English, a car, a pencil-box, a pen, a pencil, a book, a bag, a cakean orange, an apple, an eraser, an egg buses, Ⅱ. The main activities本课重点活动

1a and 2a Ⅲ. The difficulties 教学难点 What’s this/that in English? It’s an eraser.What are these/those in English?They are buses.How do you spell it? IV. Teaching aids 教具 1. Practicalities: A oranges, apples, eggs, bags B a pencil-box, a pen, a pencil, an eraser, some books 2．Pictures: a picture of a car, a picture of three buses, a picture of some cakes 3. Multimedia V． Teaching methods教学方法 Teaching with the practicalities Talking and guiding VI. Teaching steps教学步骤 Step 1 Preparing(3 minutes)

(牛津译林版)七年级上册牛津英语词组

Unit One This is me! 1.What’s your name? 2.This is… 3.an instruction book 4.look after 5.make friends with 6.introduce oneself to each other 7.a profile of oneself 8.welcome to + n. 9.at Beijing Sunshine Secondary School 10.Good morning (afternoon, evening, night)! 11.12 years old=12-year-old 12.live in (a flat) 13.be clever at (be good at = do well in) 14.in the school basketball team 15.in the Reading Club 16.call sb. + name https://www.wendangku.net/doc/499512971.html,e from = be from 18.be born in (on) 19.at school (compare with: at the school) 20.have hair in a ponytail (have hair in bunches) 21.like doing sth. (love doing sth, enjoy doing sth.) 22.listen to (music, teacher) 23.look at 24.work hard (compare with: hard work) 25.wear glasses 26.play computer games 27.want to do sth. 28.make notes about 29.know each other 30.the Class 1, Grade 7 students =the students in Class 1, Grade 7 31.help sb. do sth. 32.It’s time for sth. =It’s time to do sth. 33.PE class 34.football boots 35.tennis racket 36.football field 37.tennis court 38.swimming pool 39.play…with sb. 40.talk to sb. 41.at lunchtime 42.take sb. for a walk 43.after school 你叫什么名字？ 这是……（用于介绍人或物） 一本说明书 照料，保管 与……交朋友 相互间进行自我介绍 一份某人自己的档案 欢迎到……来 在北京阳光中学 早上好！（下午好，晚上好，晚安）12岁 住在（公寓里） 在……方面聪明（在……很擅长）在校篮球队 在阅读俱乐部 称某人为…… 来自……，……地方人 出生于…… 在校学习班（在学校里） 将头发扎成马尾辫（扎辫子） 喜欢做某事 听（音乐，老师讲课） 看…… 努力工作（对比：艰苦的工作） 戴眼镜 玩电脑游戏 想要做某事 做有关……的记录 相互了解 七年级一班的学生 帮助某人做某事 是该做某事的时候了。 体育课 足球鞋 网球拍 足球场 网球场 游泳池 和某人一起玩…… 和某人交谈 在午餐时间 带某人去散步 放学后

牛津译林版英语必修二Unit1Task教案

牛津高中英语教学设计 单元：Unit 1 Tales of the unexplained 板块：Task Thoughts on the design: 本节课是以提高分析数据图表能力、加强英语实践应用能力为目标的实践教学课。实践应用教学应当“有层次”先模仿后独立完成。 Teaching aims: After learning this period, the students will be able to know how to analyse statistics that gathered from questionnaires, and how to draw conclusions and make recommendations through the statistics. Teaching procedures: Step 1 Lead-in PPT4—7 We analyze the statistics gathered from a number of questionnaires before we use the information to write a report. Make sure that students know what can be obtained through analyzing the statistics. They can draw conclusions and make recommendations. Thus, they can discover what people are interested in, what they are doing or they want to do. Encourage students to think of more conclusions and recommendations about the example sentence. Conclusions 1. Many students know how to use an English dictionary. 2. Some students like to use an English dictionary. 3. An English dictionary is very useful. 4. It’s easy to get an English dictionary. 5. More… Recommendation Every student who is studying English should have an English dictionary. Step 2 Presentation 2 examples Example 1 PPT 8—10 Read the pie chart about students’ after school activities and analyse the statistics. And draw at least three more conclusions and make another three recommendations.

牛津译林版必修二unit1课程教学设计 Boy missing, police puzzled

Module 2 Unit 1 Reading Boy missing , police puzzled Chenhui Nov. 1. 2016 教学设想 对于学生来说，语言学习不仅仅是为了交际和提高语言运用能力，更是为了在高考中取得较好成绩，这是一个不可回避的话题。近几年的高考英语试卷，都对阅读能力提出了较高的要求，关于归纳、总结、辨析、推理等批判性思维题目的比重越来越大，而且这类题已经成为了学生失分的重灾区。因此，在日常阅读教学中帮助学生提升批判性思维能力已是迫在眉睫。因此，在课程上运用批判性阅读策略指导阅读教学，能有效提升学生批判性思维能力，从而满足学生自身的学习需求。 批判性阅读强调把预测、分析、概括、推理、判断、评价等批判性阅读策略应用于阅读过程中，不仅有利于提升读者的批判性思维能力，更有利于提升读者深层次阅读的能力。基于具体运用批判性阅读策略到真实课堂的初衷，我对这堂课进行了相应的教学设计。 第一、将批判性策略融入教学目标。 教学目标是任何一堂课首先要考虑的问题。在批判性阅读教学中，教学目标的设置需要体现出批判性阅读策略的应用，鉴于学生的认知水平，我的教学目标设定为：have a preliminary sense of using critical reading strategy in reading an newspaper article 第二、教学环节的设计涉及到分析、应用及创造这些认知过程。 因为课堂教学文本是阅读新闻报纸文章，我先选择相似但内容较简单的文本让学生阅读。在教师问题的引导下，学生能够自我总结出：在阅读新闻文章的首段，我们应该重点把握五个因素（人物、时间、地点、事件、情节）。在此基础上，学生能够将所总结的规律应用到新课程的学习中。最后，以读促写的环节能够促使学生实现知识迁移，解决新问题，培养他们的批判性思维。 第三、通过预测培养发散性思维。 预测是指读者根据文章提供的线索，包括文字和非文字，结合自己已有的认知结构和经验，对文本的主题、内容等做出的预先推测（张茹芳，2012）。我让

译林版牛津英语七年级上册期末复习知识点整理

译林版牛津英语七年级上册期末复习知识点整理 Units1--4重点知识点总结 n.名词 v.动词 vt.及物动词 vi.不及物动词 adj.形容词 adv.副词 prep.介词 pron.代词 conj.连词 1、喜欢 like / love / enjoy / be interested in / be crazy about (痴迷于)/ have fun / have a good time +doing sth. 动词+doing 的还有 Go doing sth. / finish doing sth./Be good at doing sth./ do well in doing sth. How/what about doing sth./practise doing sth. 2、“四大看” read vt.看读物（read books/newspaper/magazines/a map等） look vi. 瞧常用短语look at/ for/around/after/out/over/up see vt.看见，强调结果 I can see you. watch vt.带有欣赏性的观看watch TV/ a film / a football game 3、“五大穿着” Put on 强调“穿上”的动作eg. He ____a coat and goes for a walk. Wear 强调“穿着”的状态；进行时态表示暂时的情况eg. She is wearing a new skirt now. / wear glasses Dress （1） dress sb. (2) dress oneself (3) dress up as (4) get dressed In (穿戴)后接颜色（或衣服），表示状态 look！Lucy is_____a red skirt and a pair of pink shoes. On 后接人指衣服穿在某人身上看出区别来。The red coat looks nice on you. 4、“四大花费” Spend：sb.（人） + spend + 时间/金钱 + on sth. sb.（人） + spend + 时间/金钱+(in) doing sth. pay：sb.（人） +pay + 金钱+for sth. cost：sth.(物) + cost + sb.+金钱 Doing sth.costs + sb.+时间 take：it takes sb. +时间+ to do sth. 5、“三点副词” Home / there /here 前不加任何的介词 welcome home / come here / go there

2018年最新牛津译林版英语七年级上册全册教案

Unit 1 This is me! Comic strip & Welcome to the unit I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. know the two cartoon characters, Eddie and Hobo, and the six students at Sunshine Middle School; 2. greet each other properly in English; 3. introduce oneself to others in English. II. Teaching contents 1. New words and phrases: master, e-dog, good morning/good afternoon/good evening/good night 2. New structures: What’s your name? My name is , Nice to meet you. Nice to meet you, too. III. Focus o f the lesson and predicted area of difficulty How to introduce each other and greet each other in English. IV. Teaching procedures Comic strip Step 1 Lead-in：Enjoy the video “make friends”． T: Today we’ll learn U nit 1 This is me! Do you like the song in the video? We are now new students at Donglin Middle School, and meet many new classmates. Do you want to make more friends? I’d like you to meet two new friends in our books. Do you want to know them? 【设计意图：由视频再到图片make friends引出不同人物的名字。】 Step 2 Presentation 1. Learn some new words (1) Show some pictures of the two cartoon characters.

【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Task writing a biographical article授课案

模块二Unit3：Task writing a biographical article授课 案 ●Task writing a biographical article This section consists of a series of activities which provide opportunities to learn and practice language skills. Each of the three steps is preceded by a skills building activity. Try to learn how to write a curriculum vitae and a biographical article. Skills building 1: listening for figures In this part you will learn when to use cardinal numbers or ordinal numbers and how to identify specific numbers when listening. You will also learn what words or phrases can be used to express an approximate number or to modify a number. Listen to an interview and fill in the figures you hear. 1. First let’s review different forms of numbers. Please give the ordinal form of the numbers below. ① 1-12 Cardinal numbers Ordinal numbers formation one first/1st 1. 序数词1-3为特殊变化 two second/2nd 2. 4-12在基数词词尾加-th构成。 three third/3rd注意fifth, ninth, twelfth的词形变 four fourth/4th化。 five fifth/5th nine ninth/9th twelve twelfth/12th ② 13-19基数词在数词3-9后加-teen构成，其中13和15发生拼写变化，分别为thirteen, fifteen 13-19序数词在基数词后加-th构成。如：thirteen--thirteenth ③ 20-90整十位数在基数词2-9之后加后缀-ty构成，其中20，30，40，50拼写发生变化，分别为twenty, thirty, forty, fifty; 构成序数词时，将词尾y变成i加eth, 如：sixty—sixtieth/60th 十位数之间的数，由十位数加个位数构成，中间用连字符号。构成序数词时，十位数用基数词表示，个位数用序数词表示。如：21/ twenty-one→twenty-first/ 21st Note:

(完整)七年级译林版上册单词表

七年级译林版上册单词表 中文英文 第一课 哦，啊oh 电子狗e-dog 主人master 年级grade 学生student 阅读reading 同班同学classmate 放学后after school 苗条的slim 擅长于be good at 在那边Over there 教室classroom 跳舞，舞蹈dancing 游泳swimming 年龄age 相貌，容貌looks 可爱的；讨人喜欢的cute 业余爱好hobby 高兴地glad 每人，人人everyone 来自come from 【复】眼镜glasses 第二课 散步，步行Walking 的确，确实really 碗，盆bowl 次，回time 网球tennis 排球volleyball 享受…的乐趣；欣赏；喜爱enjoy 去游泳go swimming 运动员player 成员member 俱乐部club 空闲的free 希望hope 梦想；梦dream 真的，真实的true 变为现实，成为事实come

画画drawing 周末weekend 在周末at/on weekend（s） 当然of course 购物shop 乒乓球table tennis 另外；其他else 许多；大量a lot of=lots of 享乐，乐趣；有趣的事fun 队；组team 谈论talk about/of 比赛，竞赛match 偶像；英雄hero 第三课 哪一个which 最，最好地best 因此，所以so 生物biology 地理geography 历史history 日期date 会议；集会meeting …点钟o’clock 好，对；不错OK 大门gate 如此，这么；非常so 引，带，领show 到处，向各处around 领某人参观Show somebody around. 前面front 在…前面in front of 建筑物，房子，楼房building 地，地面ground 英：底层，一楼=美：firstfloor ground floor 明亮的bright 现代的，新式的modern 礼堂，大厅hall 日记diary 看一看look at 墙wall 让我想想let me see 下课后after class 什么，请再说一遍pardon

牛津译林版七上英语

第一单元评估检测题听力材料及参考答案 听力材料 A. 根据所听的内容，选择正确图片，每段对话读两遍。 1. W: What is your uncle, Jim?M: He is a policeman. 2. W: Look! What are the boys doing there?M: Oh, they are reading books. 3. W: What’s this in English?M: It’s a rubber. 4. M: Are my glasses by the telephone?W: No. Here they are, under the table. B. 根据所听的内容，选择正确答案。听两遍。 5. M: What is Millie doing?W: She is swimming. 6. M: Could you tell me your telephone number?W: Sure, It’s 84561968. 7. M: Hi, Lucy. Is this white blouse yours?W: No, it isn’t. It’s Lily’s. 8. W: How many boys and girls are there in Class One?M: There are 24 boys and 19 girls in it. 9. W: Who in our class has a ruler? M: Tom has a green ruler. Mike has a brown one. David has a yellow one. 10. M: Can I help you, sir?W: I’d like to buy a book. C. 听对话，选择正确答案. 听两遍。听第一段对话，回答第11-12小题。 M: Hello, Amy. Are you at home now?W: Yes. I’m staying with my cousin at home. M: What’s he doing?W: He’s playing a new computer game. M: Are you playing the game with him now?W: No. I’m reading a book. 听第一篇短文，回答13-15题。请根据短文内容，选择正确答案，完成信息记录表。听两遍。 Miss Wu is only twenty-one. She is tall and thin, and she has brown, long hair. She likes children and her teaching work. From Monday to Friday she stays at school and gives the children classes. She has much work to do , but she often plays games with her students after school . The children like her very much. On Sunday she goes home by bus and stays with her father and mother. Sometimes she goes to see her friends on Sunday. She likes singing and swimming. She’s a nice teacher. 听第二篇短文，选择正确答案，共听两遍。 Jack and John are twins. They are good at English. They like to swim and ride bikes in their holidays. They like to fly kites too. They often fly kites near the lake. But they are not all the same .Jack likes playing football, but John likes playing ping-pong. Jack likes listening to music, but John likes drawing pictures. They often help each other. 参考答案 I. 1~5 BCAAA 6~10 BABCB 11~15 ABABC 16~20 ABAAA II. 21~25 CBBCA 26~-30 CBBCC 31~35 DDBDD 36~40 CDBDB III. 41~45 BABBB 46~50 BCABC IV. 51~55 CCBDB 56~60 BBCCA 61~65 CBCAD 66~-70 CAABC 阅读理解A短文：试题分析： 51.细节理解题，根据文中语句“Their father , Mr King , is a teacher .””理解可知,故选C. 52.细节理解题，根据文中语句“Lily can play the guitar .”理解可知，故选C. 53.细节理解题，根据文中语句““Mrs King ,is a teacher ,too .She teaches Chinese .”理解可知，故选B。 54.细节理解题，根据文中语句““Mr and Mrs King are in different schools .”理解可知，故选D. 55.细节理解题，根据文中语句““They are in the same class in the NO.1 Middle School .”理解可知，故选B.

【学无止境】高中英语(译林牛津版)必修二教案 Unit3 词汇、语法讲学稿

模块二Unit3：词汇、语法讲学稿 Unit6 Amazing people 1.of all time 自古以来，有史以来 鲁迅是自古以来最著名的作家之一。 2.the world “世界上的人，人类”作主语，谓语用单数。 全世界的人都在关注着这次奥运会。watching the Olympic Games. 3.ever adv.①曾经，以前（用于疑问句，if从句）②无论什么时候都不（否定句）③到 底，究竟（特殊疑问句）④永远（肯定句） Have you ever heard of such a thing? None of us will ever forget this unusual day. What ever do you want ? If you ever have any problems, let me know. You will find me ever ready to help you. ever/ once Have you ever been to London? This is the most interesting film that I have ever seen. When ever did you lose it? The town isn’t as big as it was once. 4.adventurous adj.①(人)有冒险精神的②(事)充满危险的，惊险的 那是一次惊险的旅行。That is journey. 她的生活方式充满刺激。She lives in lifestyle. 她不够胆大。She isn’t enough. 5.bright adj. 光明的，明亮的，鲜艳的，聪明的，快乐而生气勃勃的 The leaves on the trees are bright green in spring. Don’t be so bad about your future. You should see the bright side of things. The doctor has a bright future before him. His teacher didn’t think Edision bright. She gave me a bright smile. The sun is brighter than the moon. bright/ wise/ clever 6.curious adj.①好奇的，求知欲强的be curious about sth , be curious to do, be curious that 小孩子会自然地对周围每一件事感到好奇。Children are naturally ~about everything around them 我很想知道他们在谈论什么。I’m curious to know what they are talking about. 我很想知道他如何处理这事的。I’m curious how he will deal with it. ②奇特的，难以解释的It is/ was curious that 真奇怪，他不辞而别。It is curious that he left without saying goodbye. curiously curiosity Don’t be too about things you’re not supposed to know. A. strange B. amusing C. curious D. conscious If you are about Australian cities, just read the book written by Dr. Johnson. A. interested B. anxious C. upset D. curious

高中英语(译林牛津版)必修二教案(江苏) 《Unit 1 Tales of the unexpected 2》

I.词语辨析： 1、possible / probable / likely possible：指客观上有可能性，但含有希望很小的意思；不能用人做主语。常用句式：It is possible to do sth. / It is possible for sb. to do sth. / make it possible for sb. to do sth. 另外：名词前有：all, every, the only, the best 及其它形容词的最高级修饰时，possible一般放于名词之后，作后置定语, 但也可以放于名词前。 e.g. This is the only way possible. They have tried every possible method to do the experiment. probable：probable比possible可能性大，“很有可能、大概”，所以我们可以这样说：“Probable is more possible than possible”。probable 指有实际的依据和逻辑上的合理性； probable 也不用人做主语。常用句式：It is probable that ….. e.g. It is probable that he will be late again. It seems probable that he will come. Such a thing is possible, but not probable. likely：表示从外表迹象进行判断有可能发生的事。常用以下句型： Sb. is likely to do sth. / It is likely that sb. will do sth. / Most(Very) likely sb. will do sth. e.g She is likely to go to the USA soon. It is likely that we’ll have another test. Very likely it will rain in no time. 2、separate / divide separate：指“把因某种原因而混在一起的人或物分开”。 e.g. I tried my best to separate the two fighting boys, but failed. Please separate these papers in half an hour. 常用句式：separate A from B e.g. Can you separate good apples from the bad ones for me? His whole family were separated from one another during the war. divide：指“把原为一体的整体分割开来，成为若干个小的个体”。常用句式：divide A into B：把A分成B. e.g. He divided the cake into four parts and gave each of us one. divide sth. between / among sb.：和某人分享/分担某物/事 e.g. We divide the rent among the three of us. 3、prevent / protect prevent：阻止、防止（事情的发生）。与from连用，from可省略。 e.g. The heavy rain prevented us（from）going to school. Nothing will prevent history（from）going forward. 含有“阻止、防止某人干某事”意思的词组还有： stop … (from) doing sth. = keep … from doing，在keep…from中，from不能省。 e.g. His illness stopped him (from) going to Kunming on business. His fear of darkness keeps him from going out at night. protect：保护，常用句式：protect sb. / sth. from ….：保护 4、add / add to / add … to / add up / add up to