【导语】下面是小编给大家带来关于高中英语阅读理解能力的调查与对策探究 (译林牛津版英语)（共12篇），一起来看看吧，希望对您有所帮助。
篇1：高中英语阅读理解能力的调查与对策探究 (译林牛津版英语)
中英语阅读理解能力的调查与对策探究
张郁
东流中学 247230
摘要
21世纪是信息全球化时代，这使得英语的重要性日益突出。在英语的听、说、读、写、译五项技能中，读是根基，离开阅读，英语综合能力的培养只会是纸上谈兵。在高考中阅读理解分值最大，是重中之重。大有得阅读者得天下之势。可见阅读能力的培养是不可忽视的。本文旨在通过对高中生英语阅读理解方面存在的障碍及其成因作实证性研究从而对症下药提出相应的教学对策，为提高高中生英语阅读能力、改善高中英语阅读教学现状提供参考与借鉴。
关键词 高中英语阅读理解，现状，对策探究
现状调查与分析
笔者采用调查问卷的方法对东流中学高二110名学生进行了英语阅读理解障碍的调查。
情况如下：
问题 肯定回答的人数 占总人数的百分比
1.考试时你害怕做阅读理解吗？ 98 90.7
2.做阅读理解时经常做到一半就放弃吗？ 80 74.0
3.除了考试的阅读题外你经常读英语文章吗？ 50 46.2
4.阅读英语文章时一碰生词就查字典吗？ 98 90.7
5.你认为有必要增加英文课外阅读吗？ 68 62.3
6.阅读英文你用何种方法？ （1） 指读（87 ）
（2） 唇读（90 ）
（3） 译读（ 95） （1） 指读（80.6 ）
（2） 唇读（83.4 ）
（3） 译读（87.0 ）
从上表可以看出，
数据收集和分析
问卷收回后，笔者对所有收回的问卷进行了检查筛选，删除了数据不全和填答不正
确的问卷。本次调查发放问卷110份，回收问卷108份，获得有效问卷108份。
从调查的结果可以发现学生没有养成良好的阅读习惯。问题3和5选择“是”的学生相对较少，这说明学生对课外阅读的不够重视。问题1和2选择“是”的学生分别达到90.7‰和74‰，这就说明学生在做阅读理解时信心不足，畏惧心理严重。问题4和6肯定回答人数非常之多，充分说明了学生平时阅读的方式不对。这些应引起足够的重视。
分析现状，究其原因，产生学生不重视阅读的根源在于：
一，教师的教学策略不当，存在“左”“右”两种误区
在实际英语教学中，教师把大量的精力花在字，词，句，语法讲解，句型分析，等上。对待阅读理解时，存在两种常见的误区：要么只有在考试时轻描淡写地核对下答案,没有从理论上高度重视阅读的重要性。这就造成了右的错误。要么受高考指挥棒的影响，花大量的时间研究做阅读理解的捷径得高分的秘诀。这两种错误的思想都偏离了学英语的精髓，结果丢了西瓜捡了芝麻。
二，学生的基础薄弱
大多数学生都来自农村，英语底子差，基础薄，有些学生初中时没打好基础，词汇量贫乏，语法基础薄弱，不熟悉英语语言的特点，不了解英汉两种文化及语言的差异，惯用母语汉语的思维方式和汉语的特点来表达英语，满脑子都是中式英语等等。这些都造成了学生阅读上的困难。
三，非智力因素的影响
本人通过与学生的面对面的交流发现，学生阅读量匮乏与学生的心理因素有很大的关系。有些学生虽然意识到阅读的重要性，有坚持每天阅读的决心，但缺少阅读的行动。有些学生有阅读的行动，但缺乏持之以恒的精神。还有些学生在阅读的过程中遇到困难就恐惧畏缩缺乏自信心。
对策探究
1.对策研究的理论依据
研究阅读理解的理论根据阅读心理学家根据信息加工的观点和方法对整个的阅读过程进行过许多研究和分析，并提出了众多的关于阅读过程的模式。这些模式大致上可以分为三类，即从下而上的模式（Bottom up Model）,从上而下的模式（Top down Model）和相互作用的模式（Interactive Model）。下面将分别介绍以上三种模式和图式理论。1972年，Gough对这种认识加以认证并提出了“自下而上模式”（Bottom-up Model）。该阅读是一个解码（decoding）的过程。读者的任务就是从最小的单位--字母和单词的辨识开始，然后逐步上升到短语、分词的解码释义，最后落实到句子、段落和语篇的理解，读者不断对所输入的信息进行整合，解码结束了，阅读理解自然就实现了。(Gough 1985)。
(1).自下而上模式（Bottom up Model）
从下而上的模式的代表是高夫（Philip B.Gough）的模式。.高夫（Gough,1976）的模式描述了整个的阅读过程，即从看到书写的文字那一刻起，直到了解文字的意义为止的整个过程。（张必隐，）Gough根据其实验研究将阅读过程描述成一系列独立而又连贯的阅读步骤：字母--单词--短语--句子--段
落--篇章。自下而上模式强调信息从低级向高级转换，并在高一级的水平上得到进一步的加工，每一层面上的加工既相互独立又相互联系。根据这一理论，词汇是阅读理解的关键，如果读者想要
完全理解篇章的意义，就必须掌握篇章里的每一个单词。（吴玉玲，朱益华，）
(2)．“自上而下”模式（Top down Model）
从上而下的模式的代表是古德曼(Kenneth S.Goodman)的模式。古德曼(Goodman,1976)认为阅读乃是一个选择的过程。所谓选择的过程指的是，在读者预期的基础上去运用那些可能得到的、最少的、从知觉中选择而来的语言线索。有效的阅读并非精确的知觉与辨认所有的文字成分的结果，而是选择那些对于产生有效的猜测来说是必要的、而且是最少的，最有效的线索的技能。因此，在阅读中去预期那些没有看到的东西的能力是最重要的，正如在倾听过程中去预期那些没有听到的东西的能力是最重要的一样。（张必隐，2004）
(3)“相互作用”模式（Interactive Model）
相互作用的模式的代表是鲁墨哈特（David E.Rumelhart）的模式。鲁墨哈特认为阅读过程受5种知识的制约：词汇、正字法、句法、语义和语境。这些知识从不同层次影响阅读，同时各个层次相互作用，帮助读者理解视觉信息，而且是读者先前知识的激活，也是篇章和读者的一种相互交流活动。（吴玉玲，朱益华，2006）
2.对策实施
(1).打破错误的思想观念的束缚
教师要抛开过去或左或右的错误观念。重新认识阅读理解能力在英语教学中的地位和作用。充分发挥教师的主导和学生的主体作用，充分激发学生的求知欲，调动学生阅读兴趣，培养学生良好的阅读习惯，使学生的阅读能力得到提高。
二，戒除不良的阅读习惯，养成正确的阅读方法。
提高阅读能力包括提高阅读速度和理解力两个方面。许多学生阅读速度慢，是由一些不良的阅读习惯，如指读，唇读，译读等所造成的。所以在阅读过程中学生应在教师的指导下，逐渐克服这些不正确的阅读习惯，掌握了正确的阅读方法，为提高阅读能力打好基础。
三，奋实学生的英语基础，增强学生阅读的信心
学生无法顺利进行阅读，缺乏阅读的信心与学生的英语基础差，单词不理解，语法句型不通有很大关系，因此提高学生基础知识，打牢学生英语基础，是提高他们阅读能力，增强他们信心的根本之策。
四，有计划地指导学生进行课外阅读，培养学生良好的阅读习惯
阅读能力的提高并非一朝一夕的事情。需要进行大量的训练和实践。高中英语大纲明确指出：要提高学生的阅读能力，单纯通过教科书的课文教学是远远不够的，还要根据学生的具体情况，有计划地指导学生在课外阅读一定数量的课外读物。下面根据组织阅读的不同方法，本人认为有以下几种途径：
（1）自读法
教师可根据每个学生的兴趣爱好，阅读能力，帮助学生选择或订阅适合自己的难度适中的材料或书籍，让每个学生读对书读好书。也可由学生根据自身情况自行选择。自读时可采用泛读的方法。不限阅读时间，不指定书籍。鼓励学生阅读各种题材的英文书籍如外国小说简写本，新闻，人物传记，报纸杂志之类。读完自己的书籍后可与同学换读。读书过程中可以让学生摘抄精彩的词句。也可做些读书笔记。这种方式可以让学生博览群书，增强知识面，提高自己的语感，而且经济又实用。
（2）群读法
成立课外兴趣阅读小组，三五个学生为一组，学生在固定时间内读完各自的书刊，看完组织同学们相互用英语讲述自己所读内容。有时也可以采用竞赛的形式组织阅读比赛，不仅能提高学生阅读的兴趣和阅读能力，而且锻炼学生口语能力，增强同学友情。
（3）议读法
结合学生们所读的英语书籍，发动学生自己去搜集相关的影像资料，集中大家的力量和智慧去推选出大部分同学感兴趣的电影。在学生们熟悉所阅读过的电影内容的情况下，共同欣赏一部英文教育启智性强的电影，如《狮子王》《小马王》等，共同评价故事中的情节与人物，引导学生进行深入的探究和理解。有条件时也可组织辩论赛，就影片中某一有争议的问题进行辩论。
（4）思读法
鼓励学生就所读的读经典英文小说，如《苔丝》、《爱玛》、《飘》、《傲慢与偏见》、《三个火枪手》、《简爱》、《艰难时世》、《雾都孤儿》、《忠实的朋友》，《呼啸山庄》等等，写出读书心得，人生感悟，或故事梗概，字数不限，可根据自己的能力进行任意发挥。这种方法不仅让学生增长了知识，学会了独立思考而且一定程度上提高了他们书面表达能力。
总之，对于高中生来说，阅读能力的提高有赖于扎实的基本，正确的阅读方法和大量的阅读实践，教师应当根据新课标的要求，从基础抓起，加强训练，指导学生掌握阅读方法培养他们的阅读兴趣，充分调动学生阅读的积极性。以学生为主体创造良好的阅读环境，改变目前学生阅读能力弱的现状，坚持不懈，持之以恒，定能有效地促进学生阅读能力的形成。
篇2：牛津高中英语（译林）M2U3 project教案 (译林牛津版英语高一)
Teaching plan
Teaching aims:
Knowledge aims: Help the students to get some information about Yang Liwei;
Ability aims: Help students to know how to interview an expertise appropriately;
Help students to know how to create a wall poster.
Emotional aims: Lead students to realize the fact that they will succeed as long as they work hard.
Key points:
It’s hard to interview an expert and create a wall poster by their own, so teacher should lead students to master them step by step with the help of both teacher and their classmates.
Teaching Methods:
Individual, pair or group work to make every student work in class.
Teaching Aids:
The multimedia and the blackboard.
Teaching Steps:
Step 1-Pre-reading
Lead in with the VCR about Yang Liwei / about space/ 神州一号
Ask students that who is the first man..登月.. in China
Ask students: Is he born to be success or great?
so let’s know something about him from this passage.
Step2-Fast Reading
Read the whole passage as quickly as possible and to finish the following table:
1965 ____________________________________________________________
1983 ______________________________________________________________
1987 ______________________________________________________________
______________________________________________________________
Oct. 15 __________________________________________________________
Step3-Careful reading
Read each paragraph carefully and try to find out the main idea.
At the beginning, I will give an example, then students need to finish the rest.
Paragraph 1: Introduction of Yang Liwei’s space exploration.
Paragraph 2:
Paragraph 3
Paragraph 4:
Paragraph 5:
Step4-Collection
问一下学生有没有突然对一个名人感兴趣然后就上百度去百度知道他或她的信息；
在PPT中显示一个剪切好的百度的关于一个人（例如Kobe Briant）的信息，想必大家基本都很熟悉资料简介的格式，因此参考这样一个格式4人小组将杨利伟的个人信息也总结一下然后列出一个表：(原创：鉴于英文不好，好一点的帮忙翻译一下)
例如：
Yang Liwei
Born:_____
Sex :_____
Nationality: _____
Education: 1983_______________________________________________
1987 _____________________________________________
Work experience: 1987_______________________________________
1998_______________________________________
1998--2003__________________________________
2003.10____________________________________
Personality: _________________________________________________
Influence:__________________________________________________
Step5 -Post-reading
Interview an expert
Pair-work：两人一小组学生选择一个自己喜欢的人进行互相采访，并将采访内容记录下来，学生可以参照之前的一些样板信息进行采访，同时也可以另外增加感兴趣又幽默得体的话题进行采访并做好记录。
Step6-Create a poster
Group-work：
一个小组四人合作设计poster 在设计之前先放一些比较有代表性的海报给予参考，学生自主讨论设计自己喜爱的,擅长画画的学生可以发挥自己的强项。
Step 7 Homework
Write a short story about a person you like.
篇3：浅谈如何提问和阅读理解(译林牛津版英语高一)
提问是阅读教学中使用得最频繁的教法之一。目前语文教学中已形成众多流派,不管哪一派都离不开设计 问题、提出问题、运用问题,开启学生心智,引导学生理解课文。那么究竟应该如何提问呢?本人认为,要研 究阅读教学如何提问,首先要探讨何以要提问。
作为一种教法,提问是师生课堂会话的方式。提问是一种言语行为,属“语用”范畴,提问时使用的问句 属“语形”范畴,而问句中包含的问题属“语义”范畴。
二十世纪科学哲学的一个重要成果,是发现智力活动的起点在发现和提出问题。英国科学家波普尔科学发 现的模式就是:“问题(1 )--假设(猜测)--验证--问题(2)”。因此, 问题也是教师启发学生, 打开思路,开发智力的钥匙。布鲁纳的“发现法”,第一步设卡,即让学生认识上产生矛盾,发现问题;第二 步设法,就是让学生运用已有知识框架或认识结构,在教师点拔下试作解答;第三步验证,如果解答正确,也 即动用旧框架同化了新信息,进一步丰富了已有的框架,如果错了则帮助学生调整或转换旧框架,形成新框架 ;第四步小结,即反馈、总结。认识心理学中的“SQ4R阅读方法”,首先是预习或概观,在此基础上即是“提 问”,然后精读(阅读、思考),最后是复述和复习,以加深记忆;其主要特征就在于提出问题、回答问题, 对教材进行细致、深化的加工。
阅读理解有不同层次。章熊先生分为:(1 )复述性理解(着眼于表层信息,侧重记忆);(2)解释性理 解(通过信息加工, 由表及里、由此及彼,转化为自己的认识);(3 )评价性理解(对文章价值作用评价) ;(4)创造性理解(超越本文,探索新问题,提出新见解)。按章先生的意见,四个层次由低到高排列,而中 学阶段的阅读理解应以一、二两项为本(注:《特级教师--专家学者之选》。)。理解的层次不同,问题的 层面和提问方法也会有所不同。例如,在低年级使用的谈话法适用于复述性理解,提出反常问题,克服学生思 维定势使用于创造性理解。本人认为,狭义的理解应指“解释性理解”,是实现阅读目标的关键,也是阅读智 力活动的核心,想象、欣赏、评价、记忆、创造、应用都以此为基础。
西方解释学是关于文本意义的解释和理解的一种理论与方法或哲学,有助于探讨“解释性理解”的本质。 解释学认为,阅读是读者和本文的对话、交流。伽达默尔说:“使留传下来的本文成为解释的对象,就意味着 它向解释者提出问题,……理解本文也就是理解这个问题”;而“问题的重建变成了我们自己的提问,这种重 建可以把本文意义理解为其回答”,“我们这些努力要求理解的人,必须通过自己让本文讲话”(注:《哲学 译丛》1986年第三期。)。作为接受者总是以提问者身份出现,而作为本文则以对答者身份出现,双方建立起 问答的伙伴关系;而理解就是通过对话、问答而达到“视界融合”的过程。所谓视界是一个从已有知识框架出 发所能理解的可能范围,读者不断从自己已有视界出发,进入本文的视界,形成一个既非自己也非本文的新视 界,具有新的可能性。达到理解的标准就是解释学家所说的“解释学循环”--整体只有通过理解它的部分才 能得到理解,而对部分的理解又只能通过对整体的理解。“解释学循环”有两层意思:
(一)古典解释学认为,作品自身作为整体包括意义、风格、结构等,作品的各部分诸如章节、词句等, 必须放在这个整体中才获得理解与意义;而作品相对于产生它的整个历史文化背景而言,又是这一文化背景的 部分,作品必须放在这一历史文化背景的整体关系中才能得到理解。对这一层次的“解释学循环”,钱钟书先 生表述得最为清楚:“乾嘉‘朴学’教人,必知字之诂,然后识句之意,而后通全篇之义,进而窥全书之指。 虽然,是特一边耳,亦祗初桄耳。复须解全篇之义乃至全书之指(“志”),庶得以定某句之意(“词”), 解全句之意,庶得以定某字之诂(“文”),或并须晓会作者立言之宗尚,当时流行之文风,以及修词异宜之 着述体裁,方概知全篇或全书之指归。积小以明大,而又举大以贯小,推末以至本,而又探本以穷末;交互往 复,庶几乎义解圆足而免于偏枯,所谓‘阐释之循环’者是矣。”(注:钱锺书《管锥篇》第一册,中华书局 出版。)
(二)当代解释学认为,更重要的是解释者的前理解(已有知识框架)形成的视野(整体)与作品(部分 )的关系。读者已有的知识框架是向本文敞开的倾向性,在已有框架引导下进行理解活动,同时也在理解活动 中受到检验、调整、修正,使本文的意义显现出来,因此理解决不是消极地复制本文,而是一种“生产性”、 “构成性”的努力。伽达默尔认为,理解永远是由整体(读者的前理解)运动到部分(作品),又回到整体( 读者所达到的新的理解)的理解。而所有部分与整体的和谐状态便是正确理解的标准。
根据当代认知科学研究成果,阅读理解同时存在两种信息加工方式:资料驱策加工和概念驱策加工(注: J.R.安德森《认知心理学》,吉林教育出版社出版。)。“资料驱策加工”是对来自本文的信息加工,本文从 低到高有如下分析平面:语音平面、书写平面、词汇语义平面、句法平面、语篇平面和语篇所指平面。对本文 各平面从高到低,从低到高的加工相当于“解释学循环”的第一层意思。可是读者的心智并不是一张“白纸” ,本文仅仅是信息的一个来源,其它信息还来源于读者头脑中已有的知识,一个人对有关本文的知识越多,理 解效果越好,就能以最短时间、最少努力,有选择地使用最有成效的线索探索文章语义和句法制约关系,从本 文中构造出意义,这种加工方式称为“概念驱策加工”。读者头脑中已有的知识相当于解释学家说的“前理解 ”,因此这种加工方式也相当于“解释学循环”的第二层意思。任何认识的发生、发展都是认识的外源因素和 认识的内源因素双向作用的结果,阅读也是双向建构,阅读理解要达到两个平衡:作为客观的本文的整体和部 分的协调,作为主体认知框架的平衡。
阅读教学中,教师的主导作用在于通过提问,引导学生达到“解释性理解”,起导读作用。这就要遵循“ 解释学循环”的原则,启发学生同时进行两种方式的信息加工,提高理解水平,培养迁移能力。
以上主要从解释学维度讨论了何以要提问,阅读教学中如何提问就有了根据。
课堂提问的组成是阶梯式的:最高层次是“课”,其次是“课段”,再次是“回合”(一次问和答),最 低层次是“话步”(教师的“问”和学生的“答”)。
我们先讨论“回合”。教师和学生的对话并没有信息沟,教师提问并不是要从学生那里获得信息,而是要 启发学生获得信息或检查学生是否已获得信息。一般会话结构是两话步:一种是A(问)--B(答),A(再问 )--B(再答);一种是A(问)--B(答),B(问)--A(答)。而课堂会话结构是三话步:T(教师问 )--S(学生答)--T(教师评价小结)。第三话步是信息的反馈, 即使有学生能作出正确回答,但不等于 所有学生都能回答,应重复学生的回答以面向全体学生。
由回合到课段,提问有一个开始到结束的框架,每次提问都有一个焦点,如何组织一个课段的提问呢?遵 循“解释学循环”的原则,大致有两种方式。
(一)由浅入深,由表及里。
1、由表层到深层,由具体到抽象。于漪老师《七根火柴》第21 节的提问设计是:(1)无名战士留给人间 的最后话语是什么?(2)无名战士留给人间的最后动作是什么?(这两个是表层问题。)(3 )这些言行显示 了他怎样的心灵、怎样的精神?(4)和一般人相比, 他的伟大之处是什么?(这两个是深层问题。)《截肢 和输血》第1 节提问:(1)白求恩同志是在怎样的气候下赶路的?(冷)(2)作者怎样描写冷?(这两个是 具体的问题)(3)作者着力描写气候寒冷的用意是什么?(这个问题较抽象。)
2、层层深入。如钱梦龙老师《捕蛇者说》第1节的提问:(1 )这种蛇特别,文中用了哪一个字?(“异 ”)(2)“异”在哪里? (归纳为:色、毒、用)(3)作者突出了哪一个?(“毒”)(4)为什么?(陪 衬赋敛之毒)(5)为什么永州人民还“争奔走焉”? (将捕蛇和纳税联在一起)后一问句的焦点以上一问句 提供的新信息为依托,层层递进。
(二)整体--部分--整体。
本人在教《白杨礼赞》第7节的提问设计是:(1)上一节从外形上写白杨树不平凡,本节从哪一方面赞美 白杨树的不平凡呢?(内在气质)(2)作者调动哪些手段赞美白杨树的内在气质?(排比、比喻、拟人、对比 、欲扬先抑)(3)“伟丈夫”和“好女子”对比, 这个“好”是什么含义?(美丽)(4)为什么要用这样的 对比和隐喻? (突出其壮美,并由赞美树过渡到赞美人)(5 )作者用什么手法进而揭示其象征意义?(反问 排比句)(6)这几个排比句之间有什么联系? (由外到内,层层深入)(7)四个反问句句式上有什么变化,
怎样逐步深化点出象征意义?(略)(8)这一节在全文起什么作用? (赞美的高潮所在,精华所在)。
在组织课段提问时,要防止孤立式的提问。一位新教师教读《挖荠菜》第2节提了三个问题:(1)“馋” 是什么意思?(2 )馋到什么程度? (3)饿到什么程度?关键要问:为什么要写馋(突出饿)和写“饿”反 映了什么,才能由表及里。
在课堂上,提问的展示由“回合”到“课段”,再到“课”;可是教师在设计提问时是从“课”到“课段
篇4：译林版牛津高中英语单元结构介绍-新课标[]
译林版牛津高中英语单元结构介绍
单元结构介绍
1 Welcome to the unit
Welcome to the unit板块通过照片、图片等引出一个或几个相关的话题，由下面的三个问题引发讨论，既是一种读前热身，也是对本单元话题的一种导入，有利于激活学生已有的相关知识，激发学习兴趣，为接下来的阅读和后面的一系列活动做好铺垫。所选择的图片和照片涉及学生比较感兴趣的话题，下面的三个问题大多是开放性的，容易引发讨论、引起兴趣。
2 Reading
Reading包括:读前问题（A），阅读材料本身(B)、读后练习(C--F)和紧跟在阅读文章后面的Reading strategy。
A-三到四个问题，练习快速阅读。
B-阅读文章。对话或短文，跨两页。
C-关于文章的更多问题，有时分C1,C2…等，从更多的细节到文章的深层理解。
D-根据上下文猜测和理解词义。
E-根据课文意义完成短文，综合理解。
F-拓展延伸练习。依据与课文相关的话题或细节开展讨论。
3 Word power
Word power从两个方面帮助学生学习新的单词，力求快速、高效地扩大他们的词汇量。一是通过介绍英语单词的构词方法(合成、派生、转化等），帮助学生对所学过的单词进行归纳，从中发现规律，同时，根据这些规则向他们介绍更多的符合这些规则的生词；二是根据本单元的有关话题，从Word family的角度，向学生介绍该话题的更多生词。如：
Module 2 Making discoveries
Unit 1 Wish you were here Going on an adventure holiday
Unit 2 Amazing people Different jobs
Unit 3 Tales of the unexplained Space exploration
4 Grammar and usage 高中学生的英语学习已经接近成年人学习英语的特点，所以语法教学一直受到高中老师的重视。该板块根据课程标准对高中语法的教学要求，系统讲授语法知识，并通过及时的练习加以巩固和提高。基本思想是，归纳演绎并举，讲练结合，讲求实效。
5 Task
该板块顺着本单元的话题，以任务的最终产品为目标，设计了一系列的活动，学生通过结对、或小组活动的方式，亲历语言实践，在完成任务的过程中获得语言运用能力。任务分三个步骤：
Step 1 听或读的活动（Receptive）
Step 2 双人或小组的互动（Interactive)
Step 3 口头或书面产品（Productive）
另外， 每个Step都有一个技能训练（Skills building ）, 确保学生顺利完成三个步骤。三个步骤在内容和能力训练上既相对独立，又相互联系，可操作性强。
6 Project
Project 是一种开放性探究学习活动，学生在老师的指导下，通过小组协作，利用课外时间完成他们自己选定的课题。Project 有A、B两个部分，A部分是阅读材料，为B部分提供范例，或者引发课题内容。B部分是Project本身，设计有四个步骤：
Planning: 在老师指导下确定课题；组内分工
Preparing: 查找资料、收集信息、调查、讨论
Producing: 拿出初稿，对其进行加工、完善
Presenting: 展示各个小组的成果
Project既有利于发展学生的语言能力，也有利于开发学生的非语言能力，提高他们的综合素质。
7 Self-assessment
该板块分为A、B两部分。
A部分要求学生对该单元的各项学习目标，如：阅读、听说、写作、语法、词汇、语言运用等，分五级（Not confident，Slightly confident，Confident，Quite confident和Very confident）进行自我评估。学生通过自我评估，可以体验自己在英语学习过程中的进步与成功，不断建立信心，同时发现存在问题，及时调控自己的学习策略。
B部分要求学生对自己学习过程中不足的方面提出改进意见，调整学习策略，争取不断进步。
篇5：《牛津高中英语》阅读课教学案例及分析 (译林牛津版英语高二)
一、教学课型: 阅读理解课
二、教材分析
1. 教材内容
见《牛津高中英语》模块一 Unit 1 （Pages 2-3）
2. 教材处理
该篇文章主要介绍中国学生Wei Hua在英国为期一年的留学经历。通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。但由于内容较多以及中英文化方面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有一定的困难。
针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。
3. 教学目标
① 知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。
②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取文章细节的阅读能力。
③ 文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。
4. 教学的重点和难点
① 重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。
② 难点：如何培养学生运用略读（skimming）和寻读（scanning）阅读技巧来快速获取主旨大意和细节信息的能力。
三、教学设计
1. 总体思路
本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。
2. 教学过程
Step 1 Lead-in
T: Now, Class, we have learned English since the primary school, and we have known some British language, culture, history and some other British lives. But do you know what the British school life is really like? If you want to know the answer, please watch the following video.
(设计说明:
由学生从小学以来的英语学习,自然过度到对对英语语言、文化、历史等方面的了解，进而提及到英国中学生活，激发学生对该话题的兴趣,为下文做很好的背景铺垫。)
Show the students a short video, which mainly tells us about a public British school where we may know something about the British students’ study hours at school, their school activities, their subjects and their study goals.
(设计说明:
通过这段录像使学生从视觉, 听觉等方面了解到英国中学生的日常作息时间、在校活动、所学科目以及学习目标,让学生多方面直观,感性地了解英国中学生活,为后面文章的学习提供很好的背景知识。)
Step 2 Presentation
T: From this the video, we have already gained some brief impression about the British school life. If you want to get something more about it, let’s come to today’s passage.
T: Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.
(设计说明:
由录像内容自然导入课文, 环环相扣, 轻松入题。同时, 对文章的内容作简要介绍, 让学生对阅读内容有所了解。)
Step 3 Reading
(1) Skimming
T: Now please skim the passage quickly and try to find the answers to the following questions. Hand up when you get them. (Show the questions on the screen.)
1. What is the main idea of this passage?
(Suggested answers: 1. It mainly tells us some specific information about what school life in the UK is really like and some differences between high schools in the UK and in China.)
2. What are the key points you can conclude from each paragraph?
(Suggested answers: Para 1: School hours; Para 2: Attending assembly; Para 3: Teachers and classmates; Para 4-6: Homework and subjects; Para 7: British food and her activities; Para 8: feeling and hope.)
(设计说明:
通过让学生对文章的中心思想和段落关键词归纳，有意识地培养学生的略读策略, 有助于学生有的放矢地快速获取主要信息的阅读能力。)
(2) Scanning
Ask the Ss to go through the passage as quickly as possible and try to find answers to the three following questions.
1. How long did Wei Hua stay in Britain?
2. What was the name of Wei Hua’s class teacher?
3. What did Wei Hua make in her woodwork class?
(Answers: 1. For one year. 2. Mr Heywood. 3. A small table. )
(设计说明:
该步骤旨在让学生带着问题通过快速寻读文章相关信息, 以此形成对Wei Hua留学英论的经历有一个初步了解。)
(3) Detailed information
T: Now please scan the passage to find some detailed information from each paragraph and then fill in the following form:
Para Main idea Detailed information
1
School hours a) Was she happy with the school life? (Yes.)
b) School in Britain _____ around 9 am and _____ about 3:30 pm. (starts; ends)
2
Attending assembly a) Who was the girl sitting next to her on the first day? (Diane.)
b) The headmaster told them about _____ during assembly. (Rules, the best way to earn respect from the school.)
3
Teachers and classmates a) Who was her favorite teacher? (Miss Burke.)
b) Was it easy for her to remember all the students’ faces and names? Why? (No. Because they had to move to different classrooms for different classes.)
4
Homework and subjects a) The homework was not heavy, but why was it a bit challenging for her at first? (Because all the homework was in English.)
5 a) Why did her English improve a lot? (Because she used English every day and spent an hour each day reading English books in the library.)
b) Did she enjoy cooking? How do you know? (Yes. She thought it was really fun as she learned how to buy, prepare and cook food.)
6 a) Do students have to learn all the subjects even if they don’t like them? (No.)
7
British food and her activities
a) Why did she miss Chinese food a lot at lunchtime? (Because British food is very different, and British people eat lots of desserts after their main meal.)
b) She usually played on the school field. Sometimes she played _____. Sometimes she _____. (football with the boys; relaxed under a tree or sat on the grass)
8 Feeling and hope a) She felt _____ and hopes _____ . (lucky, to be back and study there again.)
(设计说明:
通过用表格的形式对文章中重要信息加以呈现, 将略读和寻读、获取细节信息和深层理解相结合，并将读与写自然衔接起来，让学生系统，直观地掌握阅读材料中重点内容, 这要求学生认真分析课文，积极思考, 从而使他们对英国中学生活有进一步的理性认识。)
(4) True or false
T: Please read the passage again, and then decide the following sentences true or false according to the article. If it is false, please try to correct it.
1. Wei Hua likes the school hours in the UK.
2. Chinese schools encourage students to work hard.
3. Wei Hua’s favorite teacher was Miss Burke.
4. The average number of the students in each class in Britain is over 30.
5. British students have fixed classroom and classmates.
6. British students can only study two languages: English and French.
7. Wei Hua enjoyed British food.
8. Wei Hua enjoyed playing football.
9. Wei Hua is now back in Manchester again.
(Suggested answers:
1. T 2. T 3. T
4. F The average number of the students in each class in Britain is 29.
5. F They move to different classrooms for different classes.
6. F They have to study English, but they can drop French if they don’t like. They can choose Spanish or German.
7. F She missed Chinese food a lot.
8. T
9. F She hopes that someday she can go back and study in Manchester again.)
(设计说明:
在学生基本理解文章的内容后, 通过对文章细节以正误选择题的形式加以呈现, 引导学生分析比较文章具体细节, 培养学生辨别是非正误细节的阅读理解能力。)
(5) Consolidation
Ask the students to read the passage carefully one more again to find the answers to the following questions. Through careful reading, students can get the further understanding about the text and consolidate what they have learned from skimming and scanning.
1. Which of the following statements is Not Wrong according to the passage?
A. She used to get up at 8 a.m. in China.
B. What the headmaster told them sounded like what she used to hear in her school in China.
C. She was such a good cook that she liked cooking British food.
D. She didn’t like History or Art, so she chose Woodwork.
2. What is the main idea of the passage?
A. Her English improved a lot as she used English every day.
B. School life in the UK is busy and bitter.
C. She had a wonderful experience in a British school.
D. She wanted to go back to China and enjoy Chinese food.
3. Which of the following has the closest meaning to “I could e-mail my family and friends back home for free” ?
A. I could e-mail my family and friends back home without paying money.
B. I could e-mail my family and friends back home freely.
C. I could e-mail my family and friends in my free time.
D. I could be free to e-mail my family and friends back home.
4. The writer’s purpose of writing the passage is to __________.
A. tell us that she doesn’t like school life in Britain
B. excite more students to study abroad
C. improve her English
D. introduce her exciting and happy life in Britain
5. She felt lucky because __________.
A. she could get up an hour later than usual
B. the headmaster told them to earn respect by working hard and achieving high grades
C. she had been given a golden opportunity to study in Britain and met helpful and friendly teachers and students
D. she improved her English
(Suggested answers: 1. B 2. C 3. A 4. D 5. C)
(设计说明:
该环节问题的设置遵循了文章阅读的整体性和连贯性原则，要求学生不仅要读懂设置的题干问题，还要能够理解文章中有关内容及其内在联系，即不仅考查学生对阅读中语言形式的掌握，而且考查他们对语言知识的灵活运用。)
Step 4 Group work
Ask the students to hold a discussion about the following topic: What’s the similarity and difference between the schools in China and the UK?
Aspects In the UK In China
similarity
difference
After the discussion the teacher may ask two or three students from different groups to present their group’s opinions about the topic. The teacher should give them some help if necessary.
(设计说明:
通过组织学生对中国和英国中学的异同进行比较讨论，从而进一步加深对英国中学生活差异的体会和感悟。这样，有助于提高学生对知识的理解水平和运用所学的内容解决问题的能力，既可以为教师教学提供反馈信息，又可以让学生之间的相互启迪，使他们在学习过程中学会学习。)
Step 5 Reading strategy
At first the teacher may ask the class how they can get the main idea and detailed information from the passage. If necessary, the teacher may give the students some minutes to think about it or work together with their partner. After several minutes, the teacher may ask some of them to deliver their approaches to finding the main idea and detailed information from the passage.
Then the teacher may draw a conclusion about the reading strategies of skimming and scanning by showing the following contents on the screen.
Skimming: We skim a passage when we want to get a general idea of what it is about. We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the passage is about.
Scanning: When we want to find certain information in a passage quickly, we scan the passage for key words and phrases, dates, numbers, etc. We do not need to read the whole passage word by word.
(设计说明:
该步骤通过让学生对学习过程中所采用的无意识阅读策略加以思索、讨论和分析，然后，在老师的启发引导下，对阅读策略进行总结归纳，使学生对学习方法的掌握由无意学习发展到有意学习，从而使得学生进一步有效掌握阅读技巧和方法，不断提高阅读能力。
Step 6 Discussion
T: Nowadays, more and more young students are going abroad to study. What effects (影响）will the new school life have on them?
Then the teacher may ask students to work in groups of four and have a discussion about what opinions they can offer. Each group should choose a representative to summarize the opinions of the group and then report them to the class. When the representative expresses their views, they should give a clear and detailed description about what are the advantages and disadvantages of studying abroad. If necessary, the teacher may show the class the following points to help the students who are poor in English know how to do it.
Advantages:
1. Widen their view;
2. Improve their English;
3. Learn to be independent and cooperate with others;
4. Learn about foreign customs and culture;
5. Let the foreigners learn about China and attract them to invest in China;
6. Learn advanced technology;
7. …
Disadvantages:
1. Cost a lot of money and become a heavy burden on their parents;
2. Feel homesick;
3. Form some bad habits;
4. Stay in a foreign country and refuse to come back;
5. …
(设计说明:
该步骤设计根据教学目标和学生的认知水平，通过比较留学国外的优缺点，使阅读学习通过讨论活动成为学生交流的动力，把知识的获取、规律的探索、分析解决问题的方法寓于讨论之中，真正把阅读学习作为自我探究、自我发现、主动实践和合作交流的载体，从而使得学生有效掌握阅读内容和阅读技巧。)
Step 7 Summary and Assignment
T: Today we’ve learned a text about Wei Hua’s experience in the UK. Meanwhile, we have learned the reading strategies: skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum. Read the passage after class and get familiar with these language points. After class, please finish Parts D and E and have a further discussion with your partners about the topic in Part F.
(设计说明：
通过课堂教学，教师完成了对学生阅读内容的输入过程，该环节设计旨在进一步巩固所学知识，促进学生形成有效的学习策略，提高自主学习能力，让学生学会思考问题、面对陌生的问题和领域寻找解决问题的答案和方法，把学生的目光引向广阔的知识海洋，最后能够对知识进行高效输出。）
篇6：高中英语倒装句 教学总结(译林牛津版英语高考复习)
在英语中，主语和谓语的语序通常的主语在前，谓语在后。但有时为了强调某一部分，或适应一定的语法结构的需要，而把谓语的全部或一部分提到主语的前面，这种情况叫“倒装”(Inversion)。此结构通常只用与一般现在时和一般过去时
倒装的分类
（一）、 全部倒装--主语与谓语动词倒装
结构：谓语动词+主语
Down fell the rain.
（二）、 部分倒装--主语与助动词/情态动词/系动词倒装
结构：助动词/情态动词/系动词+主语+谓语动词
Never have I heard such a thing.
（三）、形式倒装
形式上的倒装在语法上称为前置。它的特点是，只把强调的内容提至句首，主谓并不倒装。
结构：强调的内容+主语+谓语动词
What an interesting talk they had!
The more you listen to English, the easier it becomes.
（一）全部倒装
1. There be 句型(be可换成 live, stand, lie, come, exist, seem, appear 等).
There are so many cars coming and going on the road.
There still exist some problems.
句型 There is no need to do…
There is no doubt that…
There is no knowing telling …
2. 在here, there, now, then, thus引导的句子里, 要全部倒装
Here comes your head teacher.
Here he comes.主语是人称代词不用倒装
3.当in, out, down, up, over, away, off, back等副词作状语置于句首时，谓语常用动词有come, go, rush, be, lie, run,等不及物动词。
Up flew the bird.
Out rushed the students.
4.表地点的介词状语位于句首
Under the tree __ sits a beautiful girl, reading. ___
South of the city ___ lies a paper-making plant. ____
Eventually they arrived at a cave, in front of which __ stood a tree. __
5.表语提前
1)表语为介词短语
Among the goods are Christmas trees, flowers, candles and toys.
2)表语为形容词
Present at the meeting were Professor White and many other guests.
3)表语为过去分词
Seated on the ground are a group of young people.
4)表语为进行时态中的现在分词
Lying on the floor was a boy.
Standing beside the desk was a teacher.
Growing along the road are some wild flowers.
6. Such 置于句首时，such和be连用作表语，也常用倒装语序，如：
Such are the facts.
Such a great scientist is Yuan Longping.
此句型中的such 多被认为是表语，所以such后的be动词应与其后的“真正的主语”保持一致。如：
Such are the facts; no one can deny them.
（二）部分倒装
把be/助动词/情态动词 提前到主语的前面
Is am are was were
do does did
can could would may will might 等
1.only所修饰的副词、介词短语或状语从句放在句首时, 要进行部分倒装,如：
Only then did I realize the importance of learning English.
Only in this way can you hope to improve the situation there.
Only after he came back was I able to see him.
注：only修饰主语，仍用自然语序，如：
Only socialism can save China.
使用特点：
（1）在部分倒装句中，如果谓语部分无助动词，则须找助动词来“帮助”它构成倒装句。如：
（F) Only after the war learned he the sad news.
(T) Only after the war did he learn the sad news.
(2) only修饰状语从句时，从句不可倒装。如：
（F) Only when did he return did we find our the truth.
(T) Only when he returned did we find our the truth.
（3）Only 修饰主语时，句子不可倒装。如：
（F) Only can he answer the question.
(T) Only he can answer the question.
2. 否定副词 never ,nor, not, seldom, hardly, little, scarcely, rarely nowhere及表否定意义的介词短语 by no means, at no time, under/in no circumstances, in no case, on no condition等置于句首时 。
如：
I have never seen such a beautiful place.
Never have I seen such a beautiful place.
Not a single mistake did he make= He didn’t make a single mistake
Hardly do I think it possible to finish the job before dark
=I hardly think it possible to finish the job before dark.
3、六个重要的固定句型
（1）… so+be/助动词/情态动词+主语 “……也是如此”
They love having lots of friends; so do I
使用特点：
A. 此句型也可写成“it is the same with….”, 或“so it is with….”.如：
They love having lots of friends; it is the same with those with disabilities/so it is with those with disabilities.
B.如果句意不是 “……也是如此 ”,而仅是对前面内容的肯定或附和（此时的so=indeed),那么，句子不可使用倒装。试比较：
a. I was afraid (句中的I指的是a)
b. So was I(I 指的是b, 此句意为：I was afraid, too)
a. I was afraid （I指的是a)
b. So you were (you 指的也是a。此句意为： Indeed you were afraid.)
(2) …neither (或nor)+ be/助动词/情态动词+主语，“…….也不这样”
Lily can’t ride a bicycle; neither (或nor）can Lucy.
使用特点：
A.此句型也可写成“it is the same with…”，或“so it is with…”
Lily can’t ride; it is the same with Lucy/ so it is with Lucy.
B.此句型中的neither (或nor)不可用so….not 替代，但可用not…either改写。如：
（F) I have never been abroad. So hasn’t he
(T) I have never been abroad. Neither/ Nor has he.
(T) I have never been abroad. He has never/not been abroad, either.
（3）由sosuch...that...引导的表示程度的状语从句，将其放于句首表示强调
So +adj./adv. ….that….“ 如此…..以至于…..”。
So clearly does he speak English that he can always make himself understood.
使用特点：
在这个句型中，so 后面的句子要倒装，而that引导的句子不倒装。
（4）Neither…., nor….. “…..不…., …..也不…..”。
Neither do I know it, nor do I care about it.
由于neither 和nor 都是否定词，所以它们后面分句均需倒装。
此类倒装用于重复前句部分内容
前句是肯定句用SO 某人/某事也是
前句是否定句用neither ，nor 某人/某事也不是
倒装句中的谓语应与前句的谓语时态形态一致
（5）Not only…., but also “不仅…..而且….”。
Not only will help be given to people to find jobs, but also medical treatment will be provided for people who need it .
此句型也可写成Not only…but ….或Not only….but….as well的形式，但but (also)引导的句子必须用正常语序。
（6）Not until…. “直到…..才……”。
Not until he returned did we have supper.
使用特点：
A.这句话可以改写成：We didn’t have supper until he returned. 再如：
Not until 4:00 in the morning can he fall asleep.
=He can’t fall asleep until 4:00 in the morning.
B.如果not until 引导的是句子，until从句的主谓不可倒装，只是主句需要倒装。
4、If 虚拟条件从句中. if省略时,had/ were/should等要与主语倒装。从句有(were/should/had)
（1）If I were you, I would work hard.
Were I you, I would work hard.
（2) If it should rain tomorrow, we would put off our meeting.
Should it rain tomorrow, we would put off our meeting.
（3）If he had followed my advice, he would have succeeded.
Had he followed my advice, he would have succeeded.
If it were not for his teacher’s help, he would never graduate from this high school.
Were it not for his teacher’s help, he would never graduate from this high school.
注意：我们可以说Were it not...或者Had it not been..., 但不可以说Weren’ t it... 或者hadn’t it been...
5.在 hardly/scarcely/…when； no sooner…than; not only … but also；so...that; such…that 的倒装句中，前倒后不倒.
hardly/scarcely/ no sooner后句子的谓语用had done, when/than后句子的谓语用一般过去时
(1) Hardly / Scarcely had he fallen asleep when a loud knock at the door awaked him.
(2) No sooner had I reached the station than train moved.
(3) Not only is he interested in football but also he plays it well.
So hard does he work that he has made great progress in English.
6.在以often, always, once, many a time, now and then,等作状语的频度副词位于句首时。
Often did I speak of him before.
Many a time has he helped me with my experiment.
(三）形式倒装
形式上的倒装在语法上称为前置。它的特点是，只把强调的内容提至句首，主谓并不倒装。这样的结构非常多，但有几个重要的句型需要特别注意：
1、感叹句
What an interesting talk they had!
How interesting their talk is !
使用特点：
对名词（或中心词是名词）感叹时，用what引导；对形容词或副词感叹时，用how引导。
2、the more…..the more….句型
The more you listen to English, the easier it becomes.
使用特点：
（1）此句型中的more代表的是形容词或副词的比较级，要灵活使用。
The harder you work, the greater progress you will make.
（2）此句型中的第一个the more 引导的部分相当于一个条件状语从句；第二个the more引导的部分相当于一个主句。所以，上面例句的意思实质上就是： If you work harder, you will make greater progress.
3、whatever/however引导的让步状语从句
However difficult the problem may be, we must work it out this evening.
使用特点：
Whatever 后面常接名词；用however时常构成以下形式：
However+形容词/副词+主语+…..
Whatever reasons you have, you should carry out your promise.
4、as, though引导让步状语从句时采用倒装形式的情况
名词形容词副词分词+as hough+主语+其他
动词原形+as/though+主语+情态动词/助动词
（1）表语的倒装
Tired as/though he was, he still went on with his work.
Strange as/ though it seems, it is true
Exhausted as/ though she was, she wasn’t able to sleep.
Child as he is, he has to make a living
注意：从句的表语是名词，其名词前不加任何冠词
（2）谓语动词的倒装
Try as he might, he didn’t pass the exam.
Search as they would here and there, they could find nothing in the room.
（3) 状语的倒装
Much as he likes the bike, he doesn’t want to buy it .
Hard as I studied, I could not catch up with them.
（4）分词的倒装
Surrounded though he was by the enemy, he was not afraid.
注意：如果是单数名词或形容词的最高级作表语，不再用冠词。如：
Youngest as he is in our class, he speaks English the best.
5、 祝愿语
May you succeed!
May you be happy!
May peace return to the troubled land!
Long live the People’s Republic of China!
其他情况
直接引语的全部或一部分放在句首时，主句中的主谓也常直接倒装。
“Very well,” said the French student.
“Bring me two eggs and a cup of tea, please.” added the customer.
篇7：高中英语基础知识考点 教学案例(译林牛津版英语高一)
236.因..感激某人 be grateful to sb for sth/be thankful to sb for sth
237.养成..习惯 form/get into the habit of doing sth
改掉习惯 break/get rid og the habit of doing sth
238.cut sth in half=cut sth into halves
239.帮忙 lend a hand to sb 上交 hand in
240.hang 悬挂-hung-hung/hang 上吊-hanged-hanged
241.碰巧做某事 happen to do sth/碰巧… It (so) happens that…/
某事碰巧发生某人身上 Sth happen to sb
242.Hardly…when…/no sooner…than…(置于句首,前分句倒装,前句用Had done,后句过去时)
Hardly had he left When I came
243.在某方面有问题 have trouble with sth/
让某人做某事 have sb do sth=let sb do sth=make sb do sth
让某事被做 have sth done 使..处于某种状态 have sth doing
与…有关 have something to do with
244.收到某人来信 hear from sb
听见某人做某事（全过程） hear sb do 听见某人做某事（片段） hear sb doing
245.激烈的讨论 heated discussion
246.大雨/雪 heavy rain/snow
247.帮助某人摆脱困境 help sb out 帮助某人做某事 help sb with sth=help sb(to) do sth
有用的 be of help=be helpful在..的帮助下 with the help of
248.犹豫做某事 hesitate to do sth
249.高度评价 think/speak highly of
250.举起/耽搁 hold up 别挂断 hold on 阻挡 hold back
251.为了纪念 in honour of
252.无论多困难 however difficult=whatever difficulty/
无论…however+形容词/副词 =whatever+名词
253.匆忙做某事 hurry to do sth=do sth in a hurry
254.对..有大概的了解 get a rough/general idea of sth
255.不良作用 ill effect 副作用 side effect
256.设想做某事 imagine doing sth
257.对..产生影响 have an impact/influence on 给某人留下好印象 give sb a good impression
258.在某人20几岁时 in one’s twenties
259.depend on依靠=rely on be independent of 不依赖别人的,.独立的
260.把某事通知某人 inform sb of sth 使某人得到通知 keep sb informed of sth
261.比…次等 be inferior to 比…高等 be senior to 比…低 be junior to
262.坚持做某事 insist on doing sth
坚决要求做 insist that+句子（用should+V）
坚持..观点 insist that+句子（事实情况）
263.打算做某事 plan to do=mean to do= intend to do
264.对..感兴趣 take/show interest in=be interested in
265.参军 join the army 成为一员 join sb积极参加 join in=take part in
266.和某人开玩笑 play a joke on sb 嘲笑某人 laugh at sb=make fun of sb
267.靠左行驶 keep to the left
阻止某人做某事keep sb from doing sth=prevent sb (from)doing sth=stop sb (from)doing sth
与..保持一致 keep up with 赶上 catch up with 勿踏草坪 keep off the grass
268.拆毁 knock sth down=pull sth down 撞倒某人 knock sb down
269.认识某人 know sb了解某人 know about/of sb
270.一门关于..的知识 a knowledge of English
271.缺少 lack sth=be lacking in sth=be short of sth 由于缺乏 for lack of=be in absence of
272.持续 last for=run for=continue for=last
273.开会迟到 be late for meeting 晚做作业 be late with hoework
晚些到arrive late lately=recently(句子用现在完成时) later on稍后
274.同一类的 of a kind
275.lie 位于/躺-lay-lain lay 放置，孵蛋-laid-laid
276.通向，导致 lead to=result in
277.从错误中吸取教训 learn from one’s mistake 给某人一个教训teach sb. a lesson
278.请假 ask for leave 让某人独自呆着 leave sb. alone
279.抽出空闲时间 spare one’s leisure/free time
280.想要做…feel like doing=would like to do sth
281.很可能 be likely to do sth./It is likely that…
282.坐落在…be located in/by/on/near…
283.严密保管某物 keep sth under lock and key
284.look after 照顾 look around 环顾 look up 查询
look out 小心 look into 深入调查 look for 寻找
285.灰心 lose heart
286.茫然不知所措 be at a loss
287.使某人发疯 drive sb mad
288.主修 major in
289.大多数 the majority of…
290.make off with money 携款而逃 make out 辨认出 make up 编造，化妆
make up for ，弥补 be made up of 由…组成（物理变化）
be made up from 由…组成（化学变化）be made into 制成…
make it possible to do …/that+句子 使…成为可能
291.manage to do 没法成功做某事 try to do 尽力去做某事
292.用这种方式 in the way=in this manner=by the method
293.与…结婚 marry sb. =be married to sb.
294.做某事无关紧要 it doesn’t matter that…
295.怎么了？what’s the matter/the trouble/wrong with sb?
296.mean to do sth 打算做… mean doing sth 意味着…
What do you mean by doing sth.?指…
Every means +单数 All means +复数 by means of 通过，利用
297.提及做某事 mention doing sth
298.给某人留个条 leave a message for sb
299.在…中间 in the middle of
300.避免做某事 miss doing sth
301.错误的 by mistake 把…误以为… mistake A for B
302.没有心情做某事 be in no mood to do sth.
303.越来越多 more and more 越来越挤 more and more crowded
越…就越… the+比较级…the+比较级… more than+数词=over 超过
no more than =only
304.moreover 而且，此外 unless 除非 therefore 因此 in that =because 因为 otherwise=or 否则 once 一旦，曾经 that is to say 就是说
305.must be doing 一定正在做… must have done 过去一定做过…
can’t/couldn’t have done 过去一定没做过… should have done 本该做而未做…
306.be native to 土产的
307.如果有必要的话 if necessary 未必,不一定 not necessarily
308.没必要做某事 There is no need to do sth …
309.neither A nor B either A or B not only A not also B 谓语动词看B
A as well as B A together with B A with B 谓语动词看A
310.对…紧张 be nervous about…
311.不是别的，正是… no other than
312.注意 take notice of
313.到目前为止 by now=so far(句子用现在完成时) now that =since既然
314.反对某人做某事 object to doing sth
315.be obliged to do sth. 被迫做某事 be obliged to sb for doing sth. 因某事感谢某人
316.observe a rule 遵守规则
317.在…场合 on the occasion of/in the situation
318.某人从未想到…It never occurred to sb that
319.对…开放 be open to sth. 把…对公众开放 open sth to the public
320.依照某人的看法 in one’s opinion
321.在…对面 be opposite to…
322.整齐 keep sth in order 混乱 out of order
目的在于 in order to do=so as to do
in order that+句子(can/could/may/might+ V) in order not to do=so as not to do
323.换言之 in other words 总而言之 in a word
324.喝着茶聊天 discuss sth over tea
325.在…中起作用 play a part in…
326.挑剔 be particular about…
327.pass away 去世 pass by 路过 pass on 传递
328.看见 case,point,pause,situation选where
329.特别的 be peculiar to
330.百分之四十 forty percentage of…
331.天气允许的话 weather permitting=If weather permits
332.说服某人做某事 persuade sb to do sth 说服某人别做某事 persuade sb out of doing sth
333.pick out 挑选出 pick the flower 摘花 pick up 捡起,无意间学会,接某人
334.按计划 as planned
335.受…欢迎 be popular with
336.人口多 the large population
337.没有…可能性 There is no possibility of doing
338.尽可能快 as soon as possible
339.练习做某事 practice doing sth
340.因为某事表扬某人 praise sb for doing sth
341.比起…更喜欢 prefer doing to doing prefer to do sth rather than do sth
342.perpare sth 直接准备… prepare for sth 为…做准备(间接的)
为某事做准备 make preparations for sth
343.出席 be present at 目前 at present=now(进行时) 不久 presently=soon(将来时) 当前的政府 the present government 在座所有人 everyone present
344.假装做某事 pretend to do pretend to be doing pretend to have done
345.以…自豪 be proud of=take pride in
346.profit 利润 interest 利益
347.promote 促进,发扬
348.保护某人免受…的伤害 protect sb from sth
349.证明是 turn out to be +形容词/n=prove(to be)+形容词/n
350.故意的 on purpose
351.put away 收好,放好 put down 写下,记下 put off 推迟 put out 熄灭
put up 举起,建造 put up with 容忍
352.在某方面迅速 be quick at (doing) sth
353.raise 举起(及物) rise 上升(不及物,指价格和太阳上升)
354.乐于做某事 be ready to do sth
355.sb realize one’s dream=the dream come true
356.reasonable 合理的,公道的
357.recall 回想 remind sb of sth 使某人想起…
358.refer to 提到,参考,查阅
359.refuse to do sth 拒绝做某事 reject doing sth 正式反对某事
360.regret to do (与说有关的V)talk/inform/say regret doing 后悔做…
remember/forget to do 记得去做某事(没做) remember/forget doing 记得做过某事
try to do sth 尽力去做某事情try doing sth 试用另一种方法
361.与…有关 be related to
362.relieve 缓解 relax 放松 release 释放
363.remain to be done 有待…
364.在维修中 under repair
365.抵制做某事 resist doing sth 防水 be resistant to water
366.the rest=the others(特指剩余的那些)
367.as a result 因此 as a result of 由于 result from 由于 result in 导致
368.冒险做某事 risk doing sth=run the risk of doing sth
369.为…留下空间 make room for…
370.交通高峰期 rush hour
371.on sale 廉价出售 for sale 上市=on the market
372.stand for 代表
373.search for sth=look for sth 寻找… search sb 搜身 search for sb=look for sb 寻找某人
be in search of 寻找
374.seat oneself 就座(表动作) be seated 表状态
看见seated, missing, lost必选
375.be second to none不亚于任何人 a second time 又一次再一次
376.see sb off给某人送行
负责--- I’ll see to it that(用一般现在时)
377.make sense有意义
378.sensible 明智的 It is sensible of sb to do sth sensitive敏感的 be sensitive to
379.开始着手做某事情set about doing=set out to do=get down to doing
Set off 出发,启程 set sth aside把…放置在一边 set up=build建立
380. sign 招牌,手势,标记 signal 信号 signature 签名
381. sometime 某个时候(将来时,过去时) 用when提问
Some time一段时间(完成时) 用how long提问
Sometimes有时(一般现在时) 用how soon提问
Some times几次(完成时) 用how many times提问
382. sooner or later 迟早 some other day 某一天 看见以上两个时间状语用将来时
看见the other day 用过去时
383. sb spend money on sth sb spend money in doing sth
384. 在现场 on the spot=on the scene
385. 用…代替… substitute A for B= replace B with A
386. such a beautiful girl= so beautiful a girl
Such…as 例如… such…that…如此…以致于
387.突然地 all of a sudden
388.suggest doing sth 建议做某事情
sb suggest that+句子(用should+动词原形)表示建议
sth suggest that+句子(事实情况)表示表明,暗示
389.养活一家人 support a family
390.确保 Make sure that+句子(一般现在时)
某人一定会做…be sure to do sth… 某人对…有把握be sure of doing…
391.使某人惊讶to one`s surprise
392.take in吸收 take off 飞机起飞,脱下衣服 take on呈现,雇佣
take up从事,占据,选学
393.量体温 take one`s temperature
394.think of sb想到某事情 think about sb为某人着想 think over仔细考虑
think+it+形容词+to do/that 认为…怎么样
395.young though he is=young as he is
396.turn to sb for help向某人求救 turn on打开 turn off 关掉
turn up 音量开大,出现 turn down 音量开小,拒绝
397.make oneself understood/heard
398.It is not until …that…直到…才The reason why…is that…
399.不值钱的valueless worthless
非常值钱的priceless valuable invaluable
400.view:从上往下,从里往外看到的景色
401.visit sp=pay a visit to sp
402.等待某人做某事情 wait for sb to do sth
403.各行各业 all walks of life
404.警告某人某事情warn sb of sth warn sb to do sth warn sb not to do sth
405.热心肠的warm-hearted
406.被广泛使用be widely used
407.有消息传来 word came that保守诺言keep one`s word
408.值得做某事be worth doing/be worthy of+n/.be worthy of being done/be worthy to be done
409.积极参加体育活动 take part in the sports activities
篇8：译林牛津版英语中考复习训练
一、单选题：
1. － Help yourself to.－ Thanks. Mmm... it tastes good. A. some chickens B. a chicken C. some chickenD. any chicken2. Twelve were hurt, but no were lost in that accident. A. person; life B. people; lives C. peoples; lives D. persons; life3. － Why couldn't you get to Hong Kong that night? － Because 10: 30 all the trains had left the station. A. of B. at C. by D. until4. － I'm looking forward taking a holiday in Hainan. － So am I. It's great to be holiday there. A. for; on B. to; at C. to; on D. for; at5.Mum had asked Mike to close the windows before he went out,
Mike forgot to do so. A. Though; B. Though; butC. Till;不填 D. Until; then 6.－I have three English dictionaries.
－I have nine. I have three times you. A. as much asB. as many as C. as little asD. less than7. Suddenly Edward came in and said he had to tell the class. A.anything important B. important everything C. something important D. important something8.－ Why is easy for such a young girl to learn three foreign languages so well? － Because Britain, Germany and France are all very near______country. A. it; his B. that; hisC. she; her D. it; her9.－ What did the scientist say? － He said he wondered if into space by spaceship one day. A. he had to fly B. he could fly C. can he fly D. could he fly10. － Here's somebody at the door. Who it be? Is it the postman? － No. It be him. It's just seven o'clock. It's too early. A. may; can't B. will; won't C. may; mustn't D. must; may not
No one knows how the huge rocks and ___ without our modern machines eight hundred years ago. A. are cut; moved B. were cut; move
C. are cut; moving D. were cut; moved12. The man who lived alone on that island thought henever_______. A. will; find B. would; be found C. is; found D. had; been found13. The old people lonely at all since we began to visit them once a week. A. don't feelB. hasn't feltC. haven't feltD. didn't feel14. － Where were you in July last year? － This time last year my family and I my grandparents in New York. A. was visitingB. visited C. had visitedD. were visiting15.－ When Mr Harris the town for Sydney?
－ I think it last December. A. did; leave; was B. did; leave; is C. has; left; was D. does; leave; is16. You'd better when your mouth is full of food. A. don't speak B. not to speakC. not speakD. not speaking17. Look at the sign on the wall! Stop photo graphs, please. A. to take B. taking C. take D. not taking
18.How long have you this book?
A. boughtB. borrowed C. hadD. Lent
19. This match made them at last. A. happily B. quickly C. slowly D . friendly
20. There are so many buildings on side of the mad.
A. all B. eitherC. both D.every
21. The weather in Guangzhou is hotter than in Harbin. A. that B. it C. this D. One
22.－ What day is it?－ .
A. It's a fine day B. It's Tuesday C. It's June 26th D. It's wet
23.－ Pass me the paper, please. － . A. Here you are B. Hare it is C. Give it to me D. Here is it
24.I'm still hungry. Could I have two pieces of bread, please? A. much B. manyC. more D. most
25.It's very cold today. You'd better put your coat when you go out. A. away B. down C. on D. up
26.－I'm sorry I my homework at home. － That's all right. Don't forget it to school this afternoon. A. forget ...to take B. forget... to bring
C. left...to take D. left... to bring
27.Where are the students? Are they in ? A. the Room 406 B. Room 406C. the 406 RoomD. 406 Room
28.－ I hear your father to Japan once. － Yes. He there last year. A. went... has been B. has been ...went
C. goes... wentD. has been... has been
29.The flowers start to in spring. A. come in B. come out C. come from D. come to
30.Look! beautiful that lake is!
A. What B. How C. How aD. What a
Keys: 1-5 CBCCA 6-10 BCDBA
11-15 DBCDA 16-20 CBCDB
21-25 ABACC 26-30 DBBBB
二、完形填空:
Last Friday, after doing all the family shopping in the town. I wanted to have a rest before catching the rain. I __1__ a newspaper and some chocolate and __2__ into the station coffee shop. It was a cheap self-service place with long tables to __3__ at. I put my heavy bag down on the floor, __4__ the newspaper and the chocolate on the table and then went to get a cup of coffee.
When I came back with the coffee, There was someone __5__ in the next seat. __6__ was a boy， with dark glasses and old clothes, and __7__ bright red at the front. He had started to eat my chocolate!
Naturally, I was rather uneasy about him, but I didn’t want to have any __8__. I just read the newspaper， tasted my coffee and took a bit of chocolate. The boy looked at me in __9__.Then he took a __10__ piece of my chocolate. I could hardly believe it. Still I didn’t say anything to him. When he took a third piece, I felt more angry than uneasy. I thought, “Well, I shall have the last piece.” And I got it.
The boy gave me a strange look， then __11__ up. As he left, he shouted out, “There’s something __12__ with that woman!” Everyone looked at me, __13__ I didn’t want to quarrel with the boy， so I kept quiet. I did not realize that I had __14__ a mistake until I finished my coffee and was ready to __15__. My face turned red when I saw my unopened chocolate under the newspaper. The chocolate that I had been eating was the boy’s!
1. A. stole B. bought C. sold D. wrote
2. A. went B. satC. seated D. looked
3. A. sitB. seat C. lieD. laugh
4. A. pushed B. took C. put D. pulled
5. A. jumping B. playing C. sitting D. sleeping
6. A. HeB. ItC. Who D. What
7. A. cutB. washed C. covered D. colored
8. A. coffee B. trouble C. chocolate D. matter
9. A. carelessness B. anger C. surprise D. happiness
10. A. first B. second C. very D. last
11. A. stood B. took C. cried D. looked
12. A. strange B. wrong C. OK D. funny
13. A. andB. but C. soD. while
14. A. spelt B. corrected C. made D. found
15. A. finish B. leave C. jump D. shop
答案简析：
1. B.为了消磨时间，“我”买了报纸和巧克力，故选bought.
2. A.由文章推理出，“我”走进了一家咖啡店，故应选went。
3. A. to sit at 是作为tables的后置定语，意为“可以在旁边就坐的桌子” .
4. C.按常理“我”应把报纸等放在桌子上，而不是推到或拉到桌子上故应选 put.
5. C.由下文可知，回来时“我”发现他开始吃“我”的东西，说明他坐在桌旁，故选 sitting.
6. A.由下文可知，对方是一个男子，故用he指代。
7. D.头发应是被染成红色的，故应选colored.
8. B.面对这样一个男子，“我”不想惹麻烦，trouble合乎文意为正确选项。
9. C.由下文可知，“我”吃的是这个男子的巧克力，这引起了对方的某一反应，比较四个选项，再根据上文，用名词surprise比较合乎当时的情形。
10. B.习惯用语“a second + 名词”，常用来表示“再一个，又一个”。
11. A.根据文意可知那个男孩起身要走，故选择stood.
12. B.男孩生气了，必定说了发泄的话，比较四个选项wrong为最佳选择。
13. B.男孩骂了“我”导致大家都朝“我”看，而“我”不想与他争吵，可见“我”的反应与上文描述的气氛恰恰相反，故选择but构成转折关系。
14. C.固定搭配make a mistake意为“犯了个错误”。
15. B.“我” 在喝完咖啡准备离开时发现了自己的过错，故应选leave.
三、阅读理解：
(A)
Christmas Eve means a warm get-together with friends， a candlelight dinner， or perhaps a celebration at a pub（酒馆） for students. But， for Cai Yingjie， the night has a different meaning： helping beggars（乞丐） and the homeless（people without homes）。 Cai， who is a student in journalism at Tsinghua， could be found at Beijing's Wudaokou Light Railway Station that special evening. When she saw an old beggar， she took the cold， rough hands of the woman with her warm， clean hands， and gave the woman some warm bread and helped her put on a pair of new gloves（手套）。 The woman was surprised for a few seconds， then burst into tears， saying “for the first time I feel respected（尊重）”。 Cai said， “A beggar's life is very hard. That's why I want to help them.” Cai was one of 14 Tsinghua students spending Christmas Eve among the poor. They walked in the cold wind along the streets from 4 to 7 pm on Friday， visiting 15 beggars in Beijing's Haidian District. They brought bread and gloves with them， and stopped to greet beggars and offer them some of the warm food. Each beggar greeted them with a look of surprise. “I know the activity can't help much， but it's meant to show our respect and care for beggars and the homeless who have been neglected for so long，” said Sun， head of the group. “And Christmas is a good time for that.”1. What does Christmas Eve mean to the 14 Tsinghua students？ A. Taking 15 beggars to Tsinghua. B. Getting together with friends. C. Showing care to the beggars and the homeless. D. Selling bread and gloves to the beggars.2. What does the beggar mean by saying “for the first time I feel respected”？ A. The beggar has been waiting for Cai for long. B. The beggar hasn't been shown care for so long. C. The beggar has been respecting Cai for a long time. D. This is the first time the beggar has seen Tsinghua students.3. What did each beggar feel when they received greetings？ A. Sad. B. Amazed. C. Frightened. D. Proud.4. The word “neglected” in the last passage means _______. A. protected B. found C. taken care ofD. given no enough care
Keys:
1. 选C.第1段的最后一句…helping beggars（乞丐） and the homeless（people without homes）。 就是他们的决定，即去帮助那些乞丐和无家可归的人，给他们以关爱。答案选C.2. 选B.根据第3段中的 woman所说的话：…for the first time I feel respected（尊重）。 我们可以推断出：乞丐们有太长的时间没人关心了。故答案为B.3. 选B. 在第6段中有这样一句Each beggar greeted them with a look of surprise. 而B选项中Amazed 的同义表达就是surprised，所以答案为B.4. 选D.本文讲述了14个清华学子在平安夜帮助流浪汉和乞丐们的故事。这些流浪汉和乞丐们都感到十分的意外和温暖，我们由此可推断他们应该是长期given no enough care（被忽视的）原因。这样我们就可以排除A、B、C三项，最后正确答案为D.
(B)
What are you going to do if you are in a burning house？ How will you escape？ Do you know how to save yourself？ Please read the following passage. Escaping a fire is a serious matter. Knowing what to do during a fire can save you life. It is important to know the ways you can use and show them to everyone in the family， such as stairways and fire escapes， but not lifts. From the lower floors of the buildings， escaping through windows is possible， learn the best way of leaving by windows with the least chance of serious injury. The second floor window is usually not very high from the ground. An average person， hanging by the finger-tips will have a drop of about six feet to the ground. It is about the height of an average man. Of course， it is safer to jump a short way than to stay in a burning building. Windows are also useful when you are waiting for help. Be sure to keep the door closed. Or smoke and fire may be drawn into the room. Keep your head low at the window to be sure you get fresh air rather than smoke that may leaked（渗） into the room. On a second or third floor， the best windows for escape are those that open onto a roof. From the roof a person can drop to the ground more safely. Dropping onto cement（水泥） might end in injury. Bushes（灌木丛） and grass can help to break a fall.1. It is important to _______. A. put out the fire in the burning house B. know the ways to escape the fire C. jump off a burning house D. keep the door closed2. It is possible to escape through the windows _______. A. if there are some bushes on the ground B. if you are strong enough C. if you live on a lower floor D. If you have a long rope3. Which of the following escaping way is NOT right？ _______. A. You can escape though stairways.
B. You can choose fire escapes. C. Escape from the windows that open onto a roof.
D. Use a lift to come down at once.4. Open the window so that _______ if the building is on fire. A. you can get fresh air B. you can call for help C. you can easily jump off D. you can be seen first5. The best title of the passage is _______. A. Escaping from the Windows B. Save Yourself in the Burning House C. Knowledge on FireD. Waiting for Help
Keys:
1. 选B.从句子It is important to know the ways you can use and show them to everyone in the family，…可知，当房子着火后，最重要的是你要知道the ways to escape the fire（逃生方式），故答案选B.2. 选C.在短文的第2段说到…from the lower floors of building escaping through windows is possible.故选C.3. 选D.在短文中特别强调在大火发生时，人们可以从 stairways 和 fire escapes逃生， but not lifts（但不能从电梯），因为那是相当危险的。4. 选A.在短文的第5段提到了可…keep your head low at the window to be sure you get fresh air…可知。5. 选B.通读全文后，短文的大意很明显，在着火的大楼中自救的方法应是短文的主题，故选B.
篇9：浅谈新课标下的高中英语课文的有效导入 (译林牛津版英语)
内容摘要：导入课是整个教学过程的一个重要环节。恰当地运用导入的方法，可以激发学生的求知欲，充分调动学生的主观能动性，提高课堂教学效果。本文探索了新课标下高中英语课文教学的有效导入和教学课文中导入这一环节的作用、方式和应注意的问题，冀以活跃课堂教学，提高英语课文的教学效果，优化英语的课堂教学。
关键词：英语教学；新课标；课文导入；有效性
一．导入的作用
导入是教师在新的课题或活动开始时引导学生进入学习行为的方法。在课堂教学中，学生对所授内容已有的知识或认知背景是他们学习的必要条件，它能对新知识产生同化作用，构成有意义的、高效的学习，使新知识更易于理解和牢固掌握。导入可以以旧带新，以易带难，使教学具有新鲜感和启发性。教师针对课文的类型和内容巧妙、灵活地引入新课，可以激发学生的学习兴趣和阅读愿望，并使其初步感知课文内容，从而为正式进入课文做好准备。正确而巧妙的导入可以激发学生的学习兴趣和求知欲，把学生的注意力吸引到特定的教学任务和教学内容中。成功的导课可以活跃课堂气氛，让学生提前进入学习状态，提高课堂教学的效率，为单元课文的教学抛砖引玉。
因而，课文的有效导入是适应学生的个性特点，符合学生对新知识的认知规律。优化英语课文的导入也是新课程对广大英语教师的其中一项要求。
二．导入的方式
在教学中，条件允许下，教师应该做到：利用音像和网络资源等，丰富教学内容和形式；利用计算机和多媒体教学软件，促进个性化学习；合理地开发和利用多种资源为学生创造自主学习的条件（教育部，）。而导入新课要巧用方法。新课标的高中英语课文题材广泛，体裁多种多样，教师可以针对不同的类型的课文，对其教学采用不同的方式导入。
1．看图导入
图片最大的优点就是直观、形象。高中英语教材都配有课文的插图，插图所能反映的思想内容与课文有着密切的联系。学生对彩图的观察和认识可以为新课文的教学做好准备，为进一步课堂教学的顺利进行打下基础。利用彩图导入课文，可以让学生了解单元话题，激发他们内在的学习动力，培养他们迅速组织语言的能力。这种导入方法尤其适合涉及地点和旅游方面的课文教学，例如在教授Module6,Unit3的Project部分的课文之前，教师可以利用课文中的四幅彩色插图，通过他们的装束、打扮，让学生初步了解这四个少数民族的风土人情。
2．情景导入
情景导入就是提供与课文有密切联系的案例、问题、情景等资料，激发学生兴趣，启动学生思维活动，引导学生主动探究知识；以辨析、评估、辨认等多种有效手段，分析情景，让学生经历“过程”，让学生对情景进行思索，主动学习。例如在导入课文“The perfect copy”时，教师可以创设一个一位男孩和他的克隆兄弟在一起生活、学习的情景，让学生们从个人以及社会角度去思考、探究、评价，从而引出本单元的话题。
3．视听导入
多媒体（multi-media）是英语课堂教学的重要资源，利用多媒体的音像技术来导入新课，如通过播放电影片段、听力录音、flash动画等方式，可以创设教学情景，提高学生的学习兴趣，培养他们运用语言的能力。用相关的视频导入新课，就可以让学生积极参与，激发他们的学习热情。例如一段有关埃及金字塔的视频可以帮助教师自然导入课文“The curse of mummy”的教学。
4．时事导入
时事是指国内外发生的重大事件以及发生在学生身边的事。现代中学生思维活跃，对世界局势和社会生活具有很强的参与意识，这就为把现实的生活环境引入英语课堂提供了一个平台。利用时事导入法首先要求教师要关心国内外时事，关心学校和身边发生的重要事件，同时还要求教师具有敏捷的应变能力。只有教师平时注意细心观察，才能巧妙地利用一些热点时事，为教学服务。时事导入既可以为课文的教学作了铺垫，也可以教育学生关心国内外局势，关心学校和周围发生的重大事件，课堂教学因而也就渗透了德育的理念，培养和熏陶了学生的品质素养。例如在引入Module5,Unit2中Reading部分“The economy or the environment－must we choose?”这篇课文时，可以利用当前气候异常、我国西南省份干旱等一系列的环境问题引起学生的关注，从而导入课文。
5．学生言谈、表演导入
利用学生好表演、想成功、敢创造等特点，把学生的自由谈（free talk）、演讲（speech）表演（acting）作为课堂教学的导入，可以激发学生的创新思维和培养他们的创新能力。言谈、表演导入既训练了学生的语言表达能力,又满足了学生的表演欲,使班上的学生在不知不觉中陶醉于英语学习之中。例如在引入“Growing Pains”这一单元的课文时，可以用“problem and solution”的形式，让部分学生自由畅谈他们与父母之间的一些矛盾与分歧，然后让其他学生给他们一些建议。
三、运用导入方法应注意的问题
“导入”将点燃学生的求知欲望，变“要我学”为“我要学”。“导入”可以以旧带新、以易带难、以熟带生，达到融会贯通、动静结合、循环往返的效果，使教学具有新鲜感、启发性和衔接性。这就要求教者熟悉教材，了解教材前后知识的内在联系，并以热情、简洁、富有吸引力的语言把学生导入学习的乐园。 教学中，通过合理的过渡，激发学生愉快的情感，教学就能自然流畅，虽难亦易。每个环节的引入，要合情、合理、合时，还应注意以下几点：
1.熟悉教材，把握教材中的转折点。教师引用新的单词、句子，应以学生所熟悉的句子作为载体或作铺垫，或提供有助于学生猜测其意的上下文，所举例子必须有启发作用。为此，教师要熟悉教材，包括教材内容、重点、难点。以及新知与旧知之间的连接点和转折点，能在新旧之间建立自然、平滑的链接。
2.熟悉学生的个性。现代英语强调情景教学，教学中往往需要学生配合去创设情景。如果教师对学生个性不了解，创设情景就不容易，教学就无法得心应手，无法达到预期的教学效果。
3.充分利用多媒体技术或现代化教学手段。彩色的幻灯片、彩图、录像、由英美人士朗读的文章、教材录音、真实情景中(如机场车站的广播)的录音、英美人士的对话录音等都较易激发学生的愉快情感，成为良好的过渡手段。
4.教师的语言要有趣味，有一定的艺术魅力，能引人入胜。这在很大程度上依赖于教师生动通俗的语言和炽热的感情。
四．总结
导入是课堂教学中承上启下、温故而知新的必然途径，旨在帮助学生了解新的课题和新的课堂活动并为之做好准备。课文教学的导入方式多种多样，教师可根据不同的类型和不同的课型去选择不同的导入手段。成功的导入可以使学生自然投入导新课的学习中，活跃他们的思维，提高他们参与语言交流的热情，降低新内容的难度，实现新旧知识的自然过渡。导入课文要注重培养学生的学习兴趣，关注学生学习的实际情况。新颖、高效的课文导入要求教师在课前充分研究教材、研究学生和研究教法，精心设计，合理安排，以达到教学效果的优化和学习效果的优化。
篇10：Reading 阅读快餐 教学案例(译林牛津版英语高二)
“推理判断”在阅读理解中属于深层次题，而且在高考中占很大比重。
“推理判断”题要求在理解整个语篇的基础上，从文章所提供信息的各个方面着手，抓住关键语句，运用逻辑思维，并借助常识，透过表层，理解文章的深层含义或寓意。尽管这项技能难以掌握，但在历届高考考试中，甚至一切考试中，它都倍受出题者的青睐。
一、出题模式
考查考生对整个语篇进行判断推理的能力时，通常是以下列方式提出问题的：
1. We can conclude that... 2. We may infer that...
3. The writer suggests that... 4. The story implies that...
5. What the writer really means is... 6. It can be inferred from the passage that...
7. According to the passage, you can see... 8. It can be seen from the passage that...
考查考生对作者观点、态度及语气、语调的理解时，常见的设问有：
1. What does the author think of...? 2. How does the author feel about...?
3. What's the tone of this passage? 4. The tone of this passage is...
考查考生文章的来源或该文的出处做出判断时， 通常提问的方式有：
1. This selection might be some parts of a book concerned with...
2. This passage might be taken out of a book dealing with...
3. Where did this passage most probably appear?
4. These extracts are probably taken from...
二、技巧解疑
要进行正确的推理，首先应对文章的写作特点或推理特点有所了解。推理是揭示事态的原因或结果，这类文章通常是以三种方式展开的。
第一种是从结果到原因，重点在原因。其推理方式往往是首先提出一个问题或叙述一个事实，然后给予答案或说明原因。
第二种推理方式是从原因到结果，重点在结果。其推理方式是首先在导言中提出问题，然后指出或列举这个问题可能引起或已经引起的后果。
第三种推理方式是因果连锁反应，即前一个矛盾统一体中的结果又连为后一个矛盾统一体中的原因。掌握文章的推理方式，在进行推理时是大有帮助的。
其次是要看清题意和题型要求，还要在阅读时注意收集各种线索，捕捉与之有关的信息。另
外，在选择答案时，因其大同小异，模棱两可，应根据题意要求，选择最切合原文内容的一个。但往往很多文章并不严格依照这三种模式来展开，所以，做题时就得靠考生保持清醒的头脑，从文章给出的事实和逻辑两个方面去判断推理了。 当考生遇到问及作者的态度，观点的考题时，首先要通读全文，对文章的写作风格有所了解，尤其要仔细领会文章的主题思想，因为它通常能规定作者的写作笔调。其次，要注意作者在描述事物，表达观点时遣词造句的方式。因为在表达个人看法时，作者往往用一些带有个人感情色彩或褒贬分明的词汇，阅读时多加注意就能做出正确的判断。
下面，我们一起来看看一篇阅读理解题的片段，试试能否选出正确答案。
(1) …
(2) …
(3) Social psychologist Carrol Dweck, PhD, tested the effects of overpraise on 400 fifth graders while she was at Columbia University. She found that kids praised for “trying hard” did better on tests and were more likely to take on difficult assignments than those praised for being “smart”.
(4) “Praising attributes(品质) or abilities makes a false promise that success will come to you because you have that quality, and it devalues effort, so children are afraid to take on challenges, ” says Dweck, now at Stanford University, “They figure they’s better quit while they’re ahead.”
62. The author quoted(引用) Dr. Dweck’s words in the last paragraph in order to make the article
_____.
A. better-knownB. better-organized C. more percussive D. more interesting
63. We can infer from the passage that _____.
A. praise for efforts should be more encouraged
B. praise for results works better than praise for efforts
C. praising a child’s achievements benefits his or her success in life
D. praising a child’s abilities encourage him or her to take on challenges
以上两小题均为推理判断题，答案没有直接表达在短文里，但62题从第四段引用Dr. Dweck’s 的话，让人看到这种表扬会导致孩子们退缩，害怕挑战，从而使文章更具震撼力。所以答案为C。63从第三段She found that kids praised for “trying hard” did better on tests and were more likely to take on difficult assignments than those praised for being “smart”.可以得知答案是A。
从上面例题我们可以看出，推断的内容在文章中虽没有明确的叙述，但却暗含在文字之中。因此在进行推断时，必须要靠有关的文字部分作为推理的前提和依据，千万不能想当
三、高考实战
请做天津高考卷阅读理解题的D篇。本文是一篇说明文，主要介绍了被动获得知识所存在的一个严重的问题--被告知的可能是谣言。并用现实生活中简单的事例加以说明。
We can achieve knowledge either actively or passively（被动地）. We achieve it actively by direct experience, by testing and proving an idea, or by reasoning.
We achieve knowledge passively by being told by someone else. Most of the learning that takes place in the classroom and the kind that happens when we watch TV or read newspapers or magazines is passive. Conditioned as we are to passive learning, it’s not surprising that we depend on it in our everyday communication with friends and co-workers.
Unfortunately, passive learning has a serious problem. It makes us tend to accept what we are told even when it is little more than hearsay and rumor(谣言).
Did you ever play the game Rumor? It begins when one person writes down a message but doesn’t show it to anyone. Then the person whispers it, word for word, to another person. That person, in turn, whispers it to still another, and so on, through all the people playing the game. The last person writes down the message word for word as he or she hears it. Then the two written statements are compared. Typically, the original message has changed.
That’s what happens in daily life. The simple fact that people repeat a story in their own words changes the story. Then, too, most people listen imperfectly. And many enjoy adding their own creative touch to a story, trying to improve on it, stamping（打上标记）it with their own personal style. Yet those who hear it think they know.
This process is also found among scholars and authors: A statement of opinion by one writer may be re-stated as fact by another, who may in turn be quoted by yet another; and this process may continue, unless it occurs to someone to question the facts on which the original writer based his opinion or to challenge the interpretation he placed upon those facts.
48. According to the passage, passive learning may occur in _______.
A. doing a medical experiment B. solving a math problem
C. visiting an exhibitionD. doing scientific reasoning
49. The underlined word “it” in Paragraph 2 refers to _____.
A. active learningB. knowledge C. communicationD. passive learning
50. The author mentions the game Rumor to show that _____.
A. a message may be changed when being passed on
B. a message should be delivered in different ways
C. people may have problems with their sense of hearing
D. people tend not to believe in what they know as rumor
51. What can we infer from the passage?
A. Active learning is less important. B. Passive learning may not be reliable.
C. Active learning occurs more frequently. D. Passive learning is not found among scholars.
请做08年高考全国卷Ⅰ阅读理解E篇。本文介绍了美国著名的生物学家Edward Wilson 的著作The Future of Life中的一些有关如何开发、利用和保护自然资源的情况。
Edward Wilson is America’s, if not the world’s, leading naturalist. In The Future of Life, he takes us on a tour of the world’s natural resources(资源). How are they used? What has been lost? What remains and is it able to continue with the present speed of use? Wilson also points out the need to understand fully the biodiversity(生物多样性)of our earth.
Wilson begins with an open letter to the pioneer in environment (环境) protection, Henry David Thoreau. He compares today’s Walden Pond with that of Thoreau’s day. Wilson will use such comparisons for the rest of the book. The problem is clear: man has done great damage to his home over the years. Van the earth, with human help, be made to return to biodiversity levels that will be able to support us in the future?
Biodiversity, Wilson argues, is the key to settling many problems the earth faces today. Even our agricultural crops can gain advantages from it. A mere hundred species(物种) are the basis of our food supply, of which but twenty carry the load. Wilson suggests changing this situation by looking into ten thousand species that could be made use of, which will be a way to reduce the clearing of the natural homes of plants and animals to enlarge farming areas.
At the end of the book, Wilson discusses the importance of human values in considering the environment. If you are to continue to live on the earth, you may well read and act on the ideas in this book.
72. We learn from the text that Wilson cares most about ______
A. the environment for plants B. the biodiversity of our earth
C. the wastes of natural resources D. the importance of human values
75. We can infer that the text is _______
A. a description of natural resources B. a research report
C. a book review D. an introduction to a scientist.
总之，“推理判断”只是英语阅读能力中的一部分，而该能力的培养是一个渐进的复杂过程，要养成每天阅读英语的习惯，循序渐进，持之以恒，精泛结合，广泛猎奇。在潜移默化中你会感觉到你的阅读能力又有了长足的提高。
答案：
48. 推理判断题。由文章第二段前两句we achieve knowledge passively by being told by some else,……in the classroom and the kind that happens when we watch TV of read newspaper or magazines is passive可知被动学习是指由别人告知所获得的知识。故选C. A、B、D 都是主动学习。
49. 推理判断题。根据it 所在句可知这个代词指代的是前句所提的被动学习，句意：在日常生活中依靠被动学习并不奇怪。D为正确答案.。
50. 推理判断题。通过第四段最后一句可知，原始的含义改变了，例证了第三段提出的论点“被动学习使我们接受被告知的事物，甚至有时是谣言。”因此A项为正确项。
51. 推理判断题。此题可用排除法。A、C两项未提，而由最后一段第一句可知D项不正确。由文章第三段加后几段的例证可推知B 项正确。
72. 推理判断题。文章第一段Edward Wilson的书The Future of Life不仅让我们对资源的来龙去脉有一个很好地了解,而且指出“我们有必要对地球的生物多样性有一个充分的了解。”第三段的语句Biodiversity, Wilson argues, is the key to settling many problems the earth faces today.也说明了Biodiversity是解决地球面临许多问题的关键。故选B项。
75. 推理判断题。从文章开头的In The Future of Life, he takes us on a tour of the world’s natural resources(资源).到结尾处的At the end of the book, Wilson discusses the importance of human values…可知该文是介绍一本书的内容。故选C项。
篇11：高二下英语导学提纲(译林牛津版高二)
M7U2 Grammar and usage
课前导学：
一、课前自学课本P24-25，了解并掌握动词及动词短语的用法。
二、完成P24和P25上的相关练习。
三、用适当的中文意思填空。
（1）How did the quarrel________ ___________ (发生)?
（2）Doctors are ________ _______ (调查)the case for new treatment.
（3）The girl doesn’t ________ _______(像)her parents at all.
（4）How can you ______ _______ _______（容忍）this for so long?
（5）It is not right to _________ _______ ______（瞧不起）those who have AIDS.
（6）_______ ________ ________(当心) cars while you are crossing the street.
（7）______ _______ _______ _______ （照看）the baby while I am out.
（8）Please ______ _______ _______ (注意) what the teacher is saying.
（9）The war __________ ___________ （爆发）in 1934.
（10）We’ve__________ __________ __________ （吃完了）our food.
四、质疑讨论：
_______________________________________________________
_______________________________________________________
拓展延伸：
（1） 动词短语定义
动词常与其他词类（多是副词和介词）搭配在一起，构成固定词组，称之为动词短语。
（2） 一般动词短语可以分为以下几类：
1．动词+介词
这一结构的动词短语相当于一个及物动词，这类短语动词的宾语比较固定，均放在介词之后。例如：
Whether we will go climbing depends on the weather. 我们会不会去爬山要看天气。
He is searching for his glasses. 他在找眼镜。
2．动词+副词
这类短语动词有的可以用作及物动词，有的用作不及物动词。动词短语的宾语是名词时，可置于动词短语之后，亦可置于动词短语中间；但若宾语是代词时，只能置于动词和副词之间。例如：
Wipe the dirt out on your shoes, please. / Wipe out the dirt on your shoes, please.
请擦掉你鞋上的脏东西。
There is dirt on your shoes. Wipe it out. 你的鞋上有脏东西，请擦掉。
3． 动词+副词+介词
这类机构中，介词的宾语不能置于介词之前，eg. be fed up with 厌倦 ；catch up with 赶上; go on with 与------相处; hold on to 坚持.
4. 动词+名词+ 介词
常见短语有: take care of 照顾，照料; make room for 给…腾地方; make friends with
与…交朋友; play a joke on 戏弄某人; have a look at 看一看; say goodbye to 告辞等
5．动词+形容词（包括相当于形容词的过去分词）+介词
这类动词短语相当于及物动词。例如：
He wondered whether the newcomer was worthy of trust.他不知道那个新来的是否值得信任。
I was deeply upset about it.。那件事情我厌烦透了。
常见短语有: be late for 迟到 be angry with 生气 be busy with 忙于
be short for 是…的简称 be interested in 对…感兴趣
be good at 擅长 be different from 与…不同 be good/bad for 对…有益/害
6. 动词+反身代词+介词
常见短语有: help oneself to 随便吃 give oneself to 热心于 occupy oneself with 忙于
enjoy oneself 玩得开心 dress oneself in 穿着 devote oneself to 专心,致力于,献身
（3） 常用短语动词：
（1）动词+副词
bring back 带回，想起 figure out 算出
break out 爆发 pick out 选出
die down 逐渐平息 burn down 烧毁
come out 出来，出版 show off 卖弄
break down 破坏 calm down平静下来
pay off 还清债务 tear up 撕碎
fix up 安排，安装 put off 推迟
bing up 抚养，提出 keep up 保持
hold up 举起，受阻 build up 建立
（2）动词+介词
care for 关心，喜欢 call for 需要
suffer from 受…苦 result from 由于
bring about 引起 think about 思考
depend on 依靠，根据 deal with 处理
approve of 赞成 begin with 从…开始
yield to 屈服于 object to 反对
appeal to 恳求 apply to 申请
（3）动词+副词+介词
add up to 总计 look forward to 盼望
catch up with 赶上 go on with 继续
keep up with 赶上 get on with 与…相处
（4）其他结构的短语动词
be angry with 生气 be interested in 对…感兴趣
be famous for 因…而出名 devote oneself to 致力于
be different from 与…不同 make fun of 取笑
come into being 形成 get rid of 摆脱
keep an eye on 留意，照看 take pride in 以…自傲
assure sb. of sth. 使确信
迁移创新：
1. We tried to find a table for seven，but they were all .
A. given away B. kept away C. taken up D. used up
2. Would you please ______ the paper for me and see if there are any obvious mistakes?
A. look around B. look into C. look up D. look through
3. During the war there was a serious lack of food. It was not unusual that even the wealthy families had to ______ bread for days.
A. eat up B. give away C. do without D. deal with
4. It is reported that the police will soon ____ the case of two missing children.
A. look upon B. look after C. look into D. look out
5. I tried phoning her office, but I couldn’t__________.
A. get along B. get on C. get to D. get through
6. A notice was in order to remind the students of the changed lecture time.
A. sent up B. given up C. set up D. put up
7. ---- Sorry, I have to ______ now. It’s time for class.
---- OK, I’ll call back later.
A. hang up B. break up C. give up D. hold up
8. ---- I' m surprised to hear that Sue and Paul have __ .
----So am I. They seemed very happy together when I last saw them.
A. broken up B. finished up C. divided up D. closed up
9. Practisig Chinese kung fu can not only ________ one’s strength, but also develop one’s character.
A. bring up B. take up C. build up D. pull up
10. -Have you __________?
-No. I had the wrong number.
A. got in B. got away C. got off D. got through
11. We thought of selling this old furniture, but we’ve decided to _____ it. It might be valuable.
A. hold on to B. keep up with C. turn to D. look after
12. Can you make a sentence to _____ the meaning of the phrase?
A. show off B. turn out C. bring out D. take in
13. New reports say peace talks between the two countries have ____ with no agreement reached.
A. broken down B. broken out C. broken in D. broken up
14. We are going to ____ with some friends fro a picnic. Would you like to join us?
A. get in B. get over C. get along D. get together
15. I don’t ____ rock’n’roll. It’s much too noisy for my taste.
A. go after B. go away with C. go into D. go in for
16. It was not a serious illness, and she soon ____ it.
A. got over B. got on with C. got around D. got out of
17．It is certain that he will ____ his business to his son when he gets old.
A. take over B. think over C. hand over D. go over
18. It’s ten years since the scientist ____ on his life’s work of discovering the valuable chemical.
A. made for B. set out C. took off D. turned up
19. Could you please tell me where you bought the shoes you ____ yesterday?
A. tried on B. put on C. had on D. pulled on
20. He accidentally ____ he had quarreled with his wife and that he hadn’t been home for a couple of weeks.
A. let out B. took care C. made sure D. made out
21. We have to ____ the wheat as soon as possible because a storm is on the way.
A. get away B. get across C. get through D. get in
22. It’s the present situation in poor areas that ___ much higher spending on education and training.
A. answers for B. provides for C. calls for D. plans for
23. His idea of having weekly family meals together, which seemed difficult at first, has ___ many good changes in their lives.
A. got through B. resulted from C. turned into D. brought about Ks5u
24. This dictionary is being printed and it will soon ____ .
A. turn out B. come out C. start out D. go out
25. I was just talking to Margaret when Jackson ____.
A. cut in B. cut down C. cut out D. cut up
26. This picture was taken a long time ago. I wonder if you can ____ my father.
A. find out B. pick out C. look out D. speak out
27. Please tell me how the accident __. I am still in the dark.
A. came by B. came upon C. came to D. came about
28. There were a lot of people standing at the door and the small girl couldn’t get ____.
A. between B. through C. across D. beyond
29. ---How are you managing to do your work without an assistant?
---Well, I ____ somehow.
A. get along B. come on C. watch out D. set off
30. As I grew up in a small town at the foot of a mountain, the visit to the village ____ scenes of my childhood.
A. called up B. called for C. called on D. called in
31. Although the wind has ____, the rain remains steady, so you still need a raincoat.
A. turned up B. gone back C. died down D. blown out
32. We’re trying to ring you back, Bryan, but we think we ___ your number incorrectly.
A. looked up B. took down C. worked out D. brought about
33. With no one to ____ in such a frightening situation, she felt very helpless.
A. turn to B. turn on C. turn off D. turn over
答案：课前导学 come about looking into take after put up with , look down upon , watch out for keep an eye on pay attention to broke out run out of
迁移创新1-10CDCCD DAACD
11-20 ACADD ACBCA
21-30 DCDBA BDBAA
31-33 CBA
篇12：module1 unit1 教案 (译林牛津版英语高一)
牛津高中英语教学设计
单 元：Unit 1 School life
板 块：Reading 1
Thoughts on the design:
在完成了welcome板块的学习后，阅读一名从中国到英国的交换生的介绍文章。让学生在阅读过程中使用skimming理解文章大意，用scanning 获取细节信息，之后再对文章作综合回顾。然后，引导学生换个角度，从英国学生的角度来看待中国的学校生活，模仿课文，从不同的方面介绍中国的校园生活。
Teaching objectives:
1. to help the Ss master the reading skills of skimming and scanning.
2. to guide the Ss to understand the passage and learn about more details of school life in the UK.
3. to encourage the Ss to learn to view our school life in a different perspective.
Step 1. Lead-in
1. [Teacher] We’ve learned a little about the difference between schools in China and in the UK.
2. [Brainstorming] If you were an exchange student in a UK school, what would you enjoy most?
3. Collect answers from a few students.
4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua, who studied in the UK for one year. Let’s find out what she finds enjoyable.
[设计思路]：从上一课时涉及的中英学校生活差异谈起，问学生什么是他们心目中英国校园生活最让人喜欢的部分，从而引出课文的enjoyable experience。
Step 2. Reading for general ideas
1. Introduce the reading skill: skimming.
2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.
3. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.
[设计思路]：教师示范skimming的运用，让学生学会在快速浏览的情况下，抓住文章的要点。
Step 3. Reading for details
1. Introduce the reading skill: scanning.
2. Teacher can do Q1, Q2 in Part A first.
3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.
Check answers with the Ss.
4. [Listening and reading] Ask Ss to go through the questions in C2.
Then listen and read after the recording. Ask Ss to answer the questions using their own words.
[设计思路]: 示范传授scanning的运用，并辅以相关练习，让学生在阅读中掌握阅读方法。
Step 4. Consolidation
1. [Task-based reading] Ask the Ss to do the task-based reading and check answers.
Aspects Details
General impression It was a different but exciting and enjoyable 1. ______________
Assembly Students should attend it on the first day and the 2. ____________
Will tell the rules of the school during that period.
Class Our class is of the 3._______ size; we would never study in a fixed classroom.
Subjects English I practiced it every day, so it got 4. ________ a lot.
French I had an 5. _______ French class on Tuesday evenings.
Cooking I learned a lot and could make delicious cakes.
Selective ones Students can 6. _______ studying some subjects if they don’t like them.
7. _________ It was not heavy but a bit 8. ______________
Spare time I played football with others, 9. _______ under a tree and went to the Computer Club where I could send e-mails to my family and friends 10. _________ of charge.
Keys: 1-5 expericenced headmaster average improved extra
6-10 stop Homework challenging relaxed free
[设计思路：通过任务型阅读填空的形式，帮助同学进一步巩固课文内容并再次理清文章概要]
Step 5. Discussion
1. [groupwork] Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”. Discuss what will be covered in the passage. Draw the outline and present.
[设计思路]：了解了中国学生在英国的感受，让学生换个角度，谈一谈英国学生在中国学习的感受。一方面让学生创设了情境，让学生运用学到的语言，同时，也促使学生以新的视角来看待自己周围的学习、生活。
Step 6. Homework
1. Revise the text and do part E.
2. Prepare for an interview with Wei Hua.
★unit2 reading 教案教学设计(译林牛津版英语高一)
★牛津8B unit2 教案教学设计(译林牛津版英语八年级)
文档为doc格式
