高中牛津高一英语期末复习资料MU教案

词组

day earlier than expected after

supposed to do sth up

sth to sb /explain . one

a mess the floor

the sink paper

can that

proud of sb up

very well a good job in

afraid of nervous about

nothing for one’s advice

doing sth sb to do sth

for a walk go on doing sth

in mind ’s up?

sth tidy up ……or

hard on charge of

the charge of doing sth

to do sth up with

with up

up doing sth

sb to do sth/allow sb (should ) do sth 40. become upset with

41. forbid sb to do sth=forbid one’s doing the moment=at present

to do sth though=as if

on doing sth doing sth

sth with sb present

sb (from )doing to do sth

two of us crazy

with =deal with sb with sth

one’s leg/ make fun of ears

wet blanket

单词拼写:

根据所给首字母或中文写出相应单词的正确形式.

1.Among all the s______________, Jack likes chemistry best.

2. He had changed so much over these years that I didn’t r____________ him at first.

are always c_________ about new things and they want to know more about them.

is v___________ and every one of us should make good use of every minute.

5. He felt p___________ and didn’t know how to answer the question.

can feel better, look better and have more energy if you eat the right food and exercise

_____________ (定期地).

7. The bodies of the kings are well___________（保存）in the Egyptian pyramids.

8. In Shangri-la, there are vast grasslands__________(环绕) the lakes, which look like jewels.

9. The aliens took Justin away so that they could do _____________(研究) on him.

10. The achievements of some amazing people have a great________(影响) on our lives today.

11. The club is for t____________ and people in their early twenties, so that’s why some old people wouldn’t accept it.

12. I’m sorry for what he did, but he has been u___________ for it. Can you explain it?

13. The children had an a_____________ about what game to play, but they didn’t reach an agreement.

14. Jack disappeared for a few days, and w hen he came back, he didn’t give any e_________ of his strange behavior.

15. Nowadays, in order to increase sales, some of the newspapers make up news, so you can’t always

t_________ what the papers say.

16. Nobody can escape being ________(逃脱) when they do anything wrong to the society.

17. Who do you think is _________(应该) to look after the house.

are some small differences between American English and Britain English. For example, in American English, we often say “on ___________”(假期) instead of “on holiday”.

car accident was not the driver’s _________(过失) as there was a man suddenly running across the road.

____________(值得) the gold medal in the speech competition as he had made so many efforts that nobody could imagine.

用适当的介词或副词填空

is a waste ________ money to buy that expensive coat.

worked _______ crazy to get the plan done on time.

insisted _______ her son learning how to play the piano, but he refused.

parents often shout ________ their children, their children won’t tell them the truth.

good idea rushed ______ my mind.

key you lost has turned ______.

children’s room was ______ a terrible mess.

looked at his drawing with pride, and was very proud _____ his success.

is the best student in our class and often helps us ______ our problem.

the past in China, women were forbidden _________ going to school.

动词填空

1. The question ____________________ (discuss) is whether income tax should be increased.

2. The window was found _________________. (break)

3. It is suggested that the project _______________(carry out) by the end of this year.

4. After ____________ away in the forest so long, he dared not meet people. (hide)

5. For the last two years, he __________(write) a history book of the American Civil War.

6. The bush fire is said __________________ (bring) under control already.

7. Hi, you two, what are you ____________(argue) about? It’s time to have lessons.

8. With lots of trees and flowers _________ here and there, the newly-built factory looks very beautiful. (build)

9. The little boy made much progress in his studies than ____________. (expect)

10. You can express your deepest ____________ in your diary. (feel)

Exercises on attributive clause

( )1. Is this the factory ______ you visited the other day?

A. that

B. where

C. in which

D. the one

( )2. Is this factory ____ some foreign friends visited last Friday?

A. that

B. where

C. which

D. the one

( )3. Is this the factory _____ he worked ten years ago?

A. that

B. where

C. which

D. the one

( )4. The wolves hid themselves in the places ______ couldn’t be found.

A. that

B. where

C. in which

D. in that

( )5. The freezing point is the temperature __________ water changes into ice.

A. at which

B. on that

C. in which

D. of what

( )6. The reason is _____ he is unable to operate the machine.

A. because

B. why

C. that

D. whether

( )7. I’ll tell you ___ he told me last week. A. all which B. that C. all that D. which

( )8. That tree, __________ branches are almost bare, is very old.

A. whose

B. of which

C. in which

D. on which

( )9. I have bought the same dress __________ she is wearing.

A. as

B. that

C. which

D. what

( )10. We’re talking about th e piano and the pianist ___ were in the concert we attended last night. A.

which B. whom C. who D. that

( )11. Anyone __________ this opinion may speak out.

A. that againsts

B. that against

C. who is against

D. who are against

( )12. Didn’t you see the man __________?

A.I nodded just now

B. whom I nodded just now

C. I nodded to him just now

D. I nodded to just now

( )13. Is there anything __________ to you?

A. that is belonged

B. that belongs

C. that belong

D. which belongs

( )14. ---- “How do you like the book?” ---- “It’s quite different from __ I read last month.”

A. that

B. which

C. the one

D. the one what

( )15. Mr. Zhang gave the textbook to all the pupils except ____ who had already taken them.

A. the ones

B. ones

C. some

D. the others

( )16. The train __ she was travelling was late. A. which B. where C. on which D. in that

( )17. It’s the third time __________ late this month.

A. that you arrived

B. when you arrived

C. that you’ve arrived

D. when you’ve arrived

( )18. May the fourth is the day __________ we Chinese people will never forget.

A. which

B. when

C. on which

D. about which

( )19. Is it in that factory ______ “Red Flag” cars are produced?

A. in which

B. where

C. which

D. that

( )20. He must be from Africa, ____ can be seen from his skin.

A. that

B. as

C. who

D. what

( )21. He has two sons, __________ work as chemists.

A. two of whom

B. both of whom

C. both of which

D. all of whom

( )22. I, __________ your good friend, will try my best to help you out.

A. who is

B. who am

C. that is

D. what is

( )23. I don’t like __________ you speak to her.

A. the way

B. the way in that

C. the way which

D. the way of which

( )24. The two things ______they felt very proud are Jim’s gold watch and Della’s hair.

A. about which

B. of which

C. in which

D. for which

( )25. Do you know which hotel __________?

A. she is staying

B. she is staying in

C. is she staying

D. is she staying in

( )26. Who can think of a situation ________ this idiom can be used?

A. which

B. that

C. where

D. in that

( )27. The astronaut did many experiments in the spaceship,___much help for knowing space.

A.which we think it is

B. which we think are of

C. of which we think is

D. I think which is of

( )28. The great day we looked forward to _____ at last

A. come

B. came

C. coming

D. comes

( )29. I like the second football match _____ was held last week.

A. which

B. who

C. that

D. /

( )30. This is the very film ___ I've long wished to see. A. which B. that C. who D. whom

( ) house ______the capitalist used to live in is now a nursery.

A. that

B. where

C. what

D. when

( ) doctor did all_______ to save the wounded boy.

A. what he could

B. he could

C. everything which he could

D. for which he could do

( )33. _____you know, he is a famous musician. A. As B. which C. That D.／

( ) is the only one of the three______ got the new idea.

A. who have

B. whom have

C. who has

D. whose had

( ) is the baby______ tomorrow. A. after whom I shall look

B. whom I shall look after

C. whose I shall look after

D. after whom I shall look after

( )36. These students will graduate from the university next summer, __ they will have studied here for four years.

A. by then

B. by that time

C. by what time

D. by which time

36. of 37. like 38. on 39. at 40. into 41. up 42. in 43. of 44. with 45. from 46. to be discussed 47. broken 48. be carried out 49. hiding 50. has been writing 51. to have been brought 52. arguing 53. built 54. expected 55. feeling

单词拼写

56. subjects 57. recognize / recognise 58. curious 59. valuable

60. puzzled 61. regularly 62. preserved 63. surrounding

64. research 65. effect

56. teenagers 57. unpunished 58. argument 59. explanation 60. trust 61. punished 62. supposed 63. vocation 64. fault 65. deserved

比预料的早一天追赶理应当做某事声音调高

向某人解释某事第1幕一片混乱在地板上在水池里

废纸垃圾箱既然以某人为荣熬夜

身体感觉很好在某方面做的好害怕对……很紧张

没有必要/免费的向某人征求意见建议做某事

建议某人做某事散步坚持/继续做某事记住

怎么了？把……整理好或者……或者

对……严厉负责由…负责后悔做了某事遗憾去做某事

把…与…在混淆一起使…和…混合收拾干净打扫干净

允许做某事允许某人做某事禁止某人做某事对……感到心烦意乱

目前拒绝做某事好象坚持要求做某事想念做谋事/未能做成谋事

和sb争论sth 出席阻止sb做某事将应该做某事我们两个

发疯地处理帮助某人某事嘲笑，聚精会神听扫兴的人

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英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。同时，还要关注学生的情感，提高他们的人文素养，提高他们独立思考和判断能力，培养创新精神和实践能力，增进跨文化理解和交际能力。 三、教材分析 该板块引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外；它基于阅读文本，又超越文本信息。根据《课标》，《课标》在“使用建议”部分指出：教材内容、教学活动和教学方法应具有较大的灵活性和开放性。在不违背科学性原则的前提下，教材应该具有一定的弹性和伸缩性。允许使用者根据自己的实际需要，对教材内容进行适当的取舍和补充。因此，此教学设计着眼于把project 部分根据现在所教生源的实际情况，设当地化繁为简，让学生自己从两片喜剧中选择一个小组合作表演。并根据英语课程标准倡导的“任务型”教学途径，设计相应的教学任务，同时在整节课的教学设计中强化每个任务环节的有机结合。对学生而言，随着不同任务的转化，对他们构成了不同层次的挑战，以培养学生的综合语言运用能力，从而达到学以致用的目的。三是注重在语言材料的有效输入的基础上进行语言的有效输出。坚持先读（课文，课外阅读材料），后说（合作探讨如何表演），再演（完成舞台表演）的教学三部曲。 四、教学策略 该板块引导学生进行谈那就行学习，把英语听说读写的训练从课

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Ⅰ Analysis of Teaching Material This is the first lesson of this unit. Before this class, the teacher have taught the students vocabulary in Warm-up and Lesson 1. The reading passage titled FESTIVALS briefly describes three traditional festivals of China. Such a topic is closely related to students’life, thus it is very easy to arouse their interest in learning this lesson. The text covers 3 sections. Teacher should encourage students to skim for the general idea for each section, and scan for further understanding, because this lesson introduces a lot of useful new words and expressions which are only used for festivals. In order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in the each step to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. Moreover, homework is very important for an effective class. So the students are assigned to write a composition about Spring Festival, based on what they have learned in this lesson. Ⅱ Teaching Aims: 1.Learn and master the useful words and phrases. 2.Let the student learn about 3 traditional Festivals of China. 3.Train the students’ skimming and summarizing ability during reading the text. 4.Encourage students to learn more about Chinese festivals and cultivate their love to our traditional culture. Ⅲ Teaching Important Points: 1.Master the following words and phrases: be celebrated by, is said to do, be made with, fall on, the first lunar month, burn down, in many shapes and sizes, mark, many different kinds of, special food 2.Enable the students to understand the three Chinese traditional festivals, Mid-Autumn

(完整word版)牛津初中英语教学案例精选五

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上海牛津高一英语教案U1 Body Language

Unit 1 Body language First Period (text understanding) Knowledge Objective: to enable students to get a general idea of the material to fill out information gap about body language Competence Objective: to practice students’ speaking abilities Emotional Objective: to help the students to know more about the culture Teaching Procedures: I. Pre-instruction: T: In our daily life we often inevitably communicate with other people and can you tell me what are the common ways we use to exchange information with others? S: utterance(spoken words)… T: But do you know between 60-80% of our message is communicated through our Body Language, only 7-10% is attributable to the actual words of a conversation. By the way, do you have any idea of body language? S:… T: Body Language is the unspoken communication that goes on with another human being. It tells you their true feelings towards you. and who’d like to give us some examples of body language? S:… T: So you see body language sometimes discloses people’s wishes, fears or what someone gets in his mind; sometimes conveys people’s moods, now next can you tell the moods from different facial expressions? (P2. Ex.. A) S… II. Performance T: and here is a story in the text about body language, from the story we will discover how it works,why it is so important and how, with a little knowledge and understanding you can greatly change the outcome of everyday situations. Please skim the story and list the body languages between Debbie and Simon. (pair work) S:

高中英语 Unit1 (Project 第1部分)教案 译林牛津版必

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牛津上海版高一上英语-U6词汇句型精讲-教案

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牛津高中英语教学设计1

牛津高中英语教学设计 教材：牛津高中英语(模块三)高一下学期 文档内容：教学设计—教案 单元：Unit 2 Language 板块：Project（第一课时） 作者：孙小朵 教案背景：新课改背景下，素质教育的真谛：创新与合作,着重于孩子能力的培养，鼓励在创新中成长。本课时的设计为Project的第一课时，主要是侧重于文本的处理，同时也把文章的重点短语一并完成，学生在课前做好充分的预习准备。对于Project的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于Reading的阅读，Project的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本，本文主要是讲述了中国汉字的发展历程：汉字的出现.象形字.会意字.形声字.以及简化字。 Teaching aims: 1.Let the students know the development of Chinese characters. 2.Let students know the formation of Chinese characters. 3.Learn to explain the process of the Chinese character Teaching procedures: Step 1 Lead-in Ask students a question "Can you recognise these Chinese characters?"and Show the students some pictures about developing process of the Chinese characters and introduce the topic “The development of Chinese characters”. 【设计说明】作为文本阅读的导入，首先要找一些关于课文的图片来挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。 Step 2 Skimming Skim the text and think about how many parts we can divide the whole text into,then match the main idea with each part: A The origin of Chinese characters. B Simplified Chinese characters. C. Brief introduction of Chinese characters. D. Form and development of Chinese characters. para.1 C Para.2A Para.3-4 D Para.5 B 【设计说明】通过快速阅读掌握文本的结构划分，对于文本实现整体性的粗线条把握,在文本划分基础上概括每部分的总体大意。 Step 3 Reread the text and answer the following questions Part１

牛津高中英语教学案例

牛津高中英语教学案例 ------M3,U3,Reading: Lost Civilizations 引言 近几年来，高中英语教学改革在逐步的加快和深入。新课程的实施、新教材的使用、新教法的提倡、以及改变“死读书，读死书”的问题，让学生自主学习等，已成为广大高中教师普遍关注的教学热点。国家教育部颁发的《英语课程标准》倡导采用“任务型教学”的途径，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，逐步达到教学目标规定的要求。因此，在设计教学的过程中，如何才能体现新的课程理念、培养学生的思维能力、激发学生的学习热情，就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。 下面以笔者的一节课为例，对教师在这一节课所设计的过程进行案例分析，阐述在新的课程标准下，如何才能让课堂焕发“新课程、新理念”的光彩。 教学背景 教学对象是高一学生，英语基础知识和听说读写技能都处于一般水平，部分学生对英语学习兴趣不浓。因此，通过让他们积极参与实践、学习和使用英语，调动他们学习英语的兴趣，是本学期英语学习的主要目标。 教材分析 本课是高一必修第三模块里的unit3, back to the past 中的阅读课lost civilizations 这一主题。由于在welcome to the unit 部分，学生已经获取了一部分关于历史文明的内容，因此在学习此部分内容时，学生就比较容易能接受。本部分内容的学习，主要是通过图片和视频，让学生了解庞贝古城、楼兰王国，并比较它们之间的区别。通过分析和讨论，让学生在理解历史的基础上，明白保护历史遗迹的重要性，并能从自身作起，铭记历史，捍卫历史。但由于此部分内容中出现的时间、地点等生僻词过多，因此，在课前，我教他们读了一下，让他们能自行阅读课文，这样在学习课文时，就容易理解。 教学目标