高中英语 话题4 节假日活动(Festivalsholidays and celebrations)学业水平测试
话题4 节假日活动(Festivals，holidays and celebrations)
Ⅰ.重点单词
1．observe v．庆祝；遵守
2．decorate v．装饰，装潢
3．exchange v．交换，互换
4．gather v．收集，集合，聚集
5．celebrate v．庆祝，过节
6．fall v．来临，掉下
7．admire v．赞美，羡慕
8．invite v．邀请
9．trick n．诡计；恶作剧v. 欺骗
10．belief n．信仰；信心；信任
11．feast n．盛宴
12．origin n．起源；由来；起因
13．fireworks n．烟花
14．custom n．风俗，习俗
15．festival n．节日
16．energetic adj. 精力充沛的，充满活力的
17．religious adj. 宗教的
18．delightful adj. 令人愉快的
19．happy adj. 幸福的，愉快的，高兴的
20．appealing adj. 吸引人的
Ⅱ.常考短语
1．a family reunion 家庭团聚
2．April Fool's Day 愚人节
3．the Spring Festival 春节
4．Mother's Day 母亲节
5．Double Ninth Festival 重阳节
6．International Women's Day 国际妇女节
7．Thanksgiving Day 感恩节
8．an unforgettable experience 一次难忘的经历
9．in memory of 纪念；追念
10．date back to 追溯到
11．dress up 打扮，装饰
12．show respect for sb. 对某人表示尊敬
13．play a joke on sb. 开某人的玩笑
14．get together 聚会，联欢
15．hold/observe/celebrate the festival 庆祝节日
16．put on a performance 演出
17．set off fireworks 燃放烟花
18．decorate the house with balloons
用气球装饰屋子
19．express one's hope for...
表达某人对……的希望
20．give greetings to one's relatives and friends
向亲戚朋友表达问候
Ⅲ.经典句式
1．Festivals are meant to celebrate important times of year.
节日就是要庆祝一年中重要的日子。
2．Dressed up as Father Christmas, he set off for the party.
装扮成圣诞老人，他出发前去参加晚会。
3．In Chinese custom, people often set off fireworks on the Chinese New Year. 在中国的习俗里，人们通常在春节燃放烟火。
4．When walking along the street, you would be much struck at the sight of rich and beautiful decorations.
当在街道上行走时，丰富又多彩的装饰会深深地吸引住你。
5．As one of the traditional Chinese festivals, Mid Autumn Festival has been very popular in our country. 作为中国传统节日之一，中秋节在我国一直大受欢迎。
6．For centuries, Chinese have observed this traditional holiday to welcome the beginning of a new year.
几百年来，人们一直庆祝这个节日以迎接新年的到来。
7．Mid autumn Festival is such an appealing and important festival that everyone looks forward to it every year.
中秋节是一个非常重要而有吸引力的节日，大家每年都非常盼望它。
8．After dinner, children will play with their own toy lanterns or set off fireworks, having fun with each other.
晚饭后，孩子们玩灯笼，放烟花，嬉戏玩耍。
9．Nowadays，some young Chinese are becoming more and more interested in celebrating foreign festivals，especially those western festivals like Christmas, Valentine's Day and so on.
如今，一些中国青年对庆祝外国节日越来越感兴趣，特别是西方节日如圣诞节和情人节等。10．In our country men and women, boys and girls, all look forward to the Spring Festival，which is a time for family reunion，for enjoyment and merriment.
在我们国家，人人都渴望春节的到来，这是一家团聚，充满快乐的日子。
Ⅳ.佳作背诵
上周日，你们学校组织了一次志愿者活动。假设你是李华，请你根据以下提示给校报写一封信，报道相关情况，要点包括：
1．活动地点：文化广场；
2．活动形式：发传单，做演讲；
3．活动内容：宣传地震常识和防震知识；
4．参加活动的感受。
注意：1.词数120左右；
2．可以适当增加细节，以使行文连贯；
3．开头语和结束语已为你写好，不计入总词数。
参考词汇：leaflet传单
Dear Editor，
We took part in a voluntary activity organized by our school last
Sunday_____________________________________________________
_______________________________________________________
_______________________________________________________
Best wishes!
Yours，
Li Hua
[参考范文]
Dear Editor，
We took part in a voluntary activity organized by our school last Sunday. We gathered at the Culture Square，passing leaflets to passers by from which they can learn what the earthquake is and how to protect themselves against the earthquake. The leaflets drew the attention of the public to the damage that an earthquake can cause and told them to take action in a right and efficient way. Some made a public speech，telling people about the best place where they can hide when an earthquake occurs. We have learned much from the voluntary activity，which offers us an opportunity to contribute to society.We told the public about the situation because we thought everyone should be concerned about each other and take responsibility for promoting a public cause.
Best wishes !
Yours，
江苏省北京师范大学盐城附属学校牛津译林版高中英语必修一话题组合个人情况拓展阅读一
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《高中英语趣味阅读系列研究》
《高中英语趣味阅读系列研究》 中期研究报告 溧阳市光华高级中学课题组执笔：史秀娟 一、课题研究背景 阅读是高中学生英语语言技能的一个重要方面，是学生综合语言运用能力的基础，阅读能力的高低是检验学习者语言水平的主要标准之一，阅读理解能力的提高一直是高中英语教学中最受重视的项目。然而在实际教学过程中，一方面因为高考的压力，教师被迫将尽可能多的知识塞给学生，让学生的英语学习背上了沉重的包袱，导致学生英语学习兴趣的下降；另一方面教师主要依靠高中英语课本中有限的阅读材料，文章词语数量和内容都很有限，学生不能达到大量语言输入的目的，跟不上时代和信息社会发展的要求。如何在有限的高中三年时间内提高学生的阅读能力，养成良好的阅读习惯，形成正确的阅读方法，让他们在三年后能从容地面对高考，同时为他们将来的英语学习打下良好的基础，这是高中英语阅读教学所面临的一项重要课题。 基于多方面的研究，我们选择了“高中英语趣味阅读系列研究”作为课题，以趣味阅读作为新开发的课程资源，将英语阅读与学生兴趣相结合，激发和培养我校学生学习英语的兴趣，开拓学生视野，帮助学生了解外部世界和中西方文化差异，培养其阅读技能，发展其自主学习能力。 二、课题研究目标和原则 研究目标： 1.通过趣味阅读的系列研究，构建一个比较完整而科学合理的阅读教学体系，使阅读教育更具有计划性、目标性和针对性，从而提高高中阅读教学的整体效果。 2.探索在新课程环境下高中英语趣味阅读的教学模式和教学方法。 3.通过研究，提高高中学生英语阅读能力，激发高中学生学习英语的热情。 研究原则： 本实验研究过程中，我们必须注意以下原则： 1.趣味性原则。所选阅读材料内容生动，容易激发学生的学习兴趣，是学生喜闻乐见的，符合学生的心理年龄、认知规律和生活实际。 2.多样性原则。所选阅读材料形式多样，可以是故事、戏剧、经典文学作品、美文欣赏等，这样既可以避免阅读材料的单一，还可以使学生的阅读面得到拓展。 3.难度适中的原则。语言材料的难度和篇幅直接影响学生阅读的兴趣，因此我们在选择阅读材料时对难度、篇幅和生词率都有所控制。 4.紧扣教材的原则。教材的主题分布基本上考虑了学生的知识结构和知识链接，在选择阅读资源时我们不能完全与教材脱节也不能过多的被教材所局限，而是让所选的阅读资源中有学生所学词汇和句型的反复出现，但又不是简单枯燥的重复，既紧扣教材又略高于教材。 三、课题研究内容 1.理论研究。研究在新课程环境下高中学生英语阅读技能的要求，探索高中学生英语阅读与表达能力的目标、要求及相互关系。 2.实践研究。在理论研究的基础上开展调查研究，了解高中学生英语阅读的兴趣所在，并开展课程实施的效果研究。 (1)确定以高中英语趣味阅读为主要内容，以学科课程为核心载体，构建高中英语趣味阅读系列研究大纲。 (2)在编制高中英语趣味阅读系列研究大纲基础上，充分发挥课题组成员在英语阅读教学方面的优势，收集英语趣味阅读相关的课题材料、文本、图像及视频资料，并对相关知识材料进行重组、创作，编写高中英语趣味阅读系列的相关教材。 (3)合理利用编写的高中英语趣味阅读教材并探究高中英语阅读的教学模式。
牛津高中英语
《牛津高中英语》教材重难点解读 《牛津高中英语》必修部分有五个模块共五本书，每个模块安排三个单元。在完成必修模块之后还有六个选修模块共六本书，每个模块安排四个单元。每个单元都是由七个版块组成： Welcome to the unit:有相关的图画和问题激发学生的学习兴趣,同时引出本单元的相关话题, 让学生轻松自然地进入本单元的学习。Reading:该板块是学生接受英语语言信息的重要环节,在这里,学生将有机会感受真实,地道,优美的英语。学生将通过阅读了解现实生活和社会发展的方方面面。通过学习课文后面的Reading strategy 和完成阅读练习，学生还能掌握英语阅读策略，提高英语阅读能力。Word power：在该版块中，学生将会根据话题扩充词汇以及其他多种词汇学习技巧。此版块是学生扩大词汇的主要途径。 Grammar and usage：语法学习贵在运用。在该版块中，学生既可得到系统的语法和修辞方面的辅导，又能在该版块精心设计的语境中学会灵活运用。 Task:该版块要求学生能综合运用所学习的语言知识和语言技能,完成特定的任务。学生将在教材设计的语言情境中，通过获取语言信息，两人对话或小组讨论和口笔头表达等一系列的课堂学习活动，学会熟练，自如地运用英语。 Project：每个project是课堂教学的延伸和拓展，属于探究式学习。该部分由阅读材料和几个提示性的问题组成，要求学生根据在一至五模块已经熟知的四个步骤，与同学们分工合作，通过讨论，调查，专
访，文献检索等活动，完成一个特定的课题。学生将首先认真阅读所提示是阅读材料，从中得到启发，然后完成课题。 Self-assessment：这是单元的最后一个版块。这里学生将对照单元各个学习项目按五个等级进行自我评价，并算出百分比。通过自我评价，学生可以对单元的学习进行自我反思，为下一步的学习制定行动计划。 高一（模块一至模块四） 模块一 一．重要语法 Unit1 School life That, which, who, whose 引导的定语从句; 关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。 1.who, whom, that这些词代替的先行词是人的名词或代词。 eg: Is he the man who/that wants to see you?(who/that在从句中主语) He is the man whom/that I met yesterday.(who/that在从句中宾语) 2.Whose用来指人或物，(只用作定语，若指物，它还可以同of which 互换)如： Please pass me the book whose cover is blue. 3.which, that所代替的先行词是事物的名词或代词，在从句中可作主语，宾语等。如： The book (which/that) my teacher lent me is very interesting.
高中英语教学大纲1
全日制高级中学英语教学大纲(供试验用) 中华人民共和国教育部制订 外国语是学习文化科学知识、获取世界各方面信息与进行国际交往的重要工具。为提高中华民族的思想道德素质、文化科学素质和身体心理素质，把我国建设成富强、民主、文明的社会主义现代化国家，教育要面向现代化，面向世界，面向未来，要贯彻德、智、体等方面全面发展的方针，培养有理想、有道德、有文化、有纪律，并在不同程度上掌握一些外国语的各方面的人才。外国语教学有助于对学生进行思想情感教育，有助于学生发展智力、开阔视野和提高文化素养，有助于学生发展个性和特长。因此，外国语被列为我国高级中学的一门基础学科。英语使用的范围很广泛，是高中外语课的主要语种。 一、教学目的 全日制高级中学英语教学的目的，是在义务教育初中英语教学的基础上，巩固、扩大学生的基础知识，发展听、说、读、写的基本技能，培养在口头上和书面上初步运用英语进行交际的能力，侧重培养阅读能力，并使学生获得一定的自学能力，为继续学习和运用英语切实打好基础；使学生在学习过程中受到思想品德、爱国主义和社会主义等方面的教育，增进对外国，特别是英语国家的了解；激发学生的学习兴趣；发展学生的智力，提高他们的观察、注意、记忆、思维和想象等能力。 二、课程安排 高中一年级(必修)4课时×35(周)=140课时 高中二年级(必修)3课时×35(周)=105课时 高中三年级(文理科选修)4课时×26(周)=104课时 高中三年级(实科选修)2课时×26(周)=52课时 三、教学目标和要求 全日制高级中学英语教学目标分为第一级目标和第二级目标。高中两年要求达到第一级目标，高中三年(文、理科选修)要求达到第二级要求。 高中英语教学的第一级目标应完成下列教学要求： (一)听 1.能听懂教学大纲词汇表(1、2)中不带＊号的词汇和短语。 2.能听懂课堂用语和教师用学生所学过的简单英语对新词语意义的解释。 3.能听懂教师用所学过的英语简要叙述已学课文内容，以及围绕课文内容提出的问题。 4.能听懂对方在学生所学过的语言范围内，用略慢的语速谈有关日常生活的内容，有时需要对方重
高中英语阅读理解9大题型+解题技巧
高中英语阅读理解9大题型+解题技巧 一、例证题 1.例证题的标记。当题干中出现 example, case, illustrate, illustration, exemplify时。 2.返回原文，找出该例证所在的位置，既给该例子定位。 3.搜索该例证周围的区域，90%向上，10%向下，找出该例证支持的观点。例子 周围具有概括抽象性的表达通常就是它的论点。 注意：举例的目的是为了支持论点或是为了说明主题句。举例后马上问这个例 子说明了什么问题?不能用例子中的话来回答这个问题。 4.找出该论点，并与四个选项比较，得出选项中与该论点最一致的答案。 5.例证题错误答案设计的干扰特征经常是：就事论事。即用例子中的某一内容 拉出来让你去选。(╳) 要求：在阅读中，遇到长的例子，立即给这个例子定位，即找出起始点，从哪 开始到哪结束。 二、指代题 1.返回原文，找出出题的指代词。 2.向上搜索，找最近的名词、名词性短语或句子(先从最近点开始找，找不到再 找次近的，一般答案不会离得太远)。 3.将找到的词、词组或句子的意思代入替换该指代词，看其意思是否通顺。 4.将找到的词、词组或句子与四个选项进行比较，找出最佳答案。 三、词汇题 “搜索代入”法： ①返回原文，找出该词汇出现的地方。 ②确定该词汇的词性 ③从上下文(词汇的前后几句)中找到与所给词汇具有相同词性的词(如一下子找 不到就再往上往下找)，代入所给词汇在文章中的位置(将之替换)看语义是否合 适
④找出选项中与代替词意思相同或相近的选相，即答案 注意： a.如果该词汇是简单词汇，则其字面意思必然不是正确答案。 b.高考阅读不是考察字认识不认识，而是考察是否能根据上下文作出正确的判断。 c.词汇题的正确答案经常蕴藏在原文该词汇出现的附近。注意不能靠单词词义 直接往下推。 d.寻找时要注意同位语、特殊标点(比如分号，分号前后两句话的逻辑关系不是 形式上的并列就是语义上的并列，也就是两句话的意思相同，所以可用其中一 句话的意思来推测另一句话的意思从而推出所给词汇含义)、定语从句、前后缀，特别要注意寻找时的同性原则。比如：让猜一个名词词组(动词词组)的意思， 我们就向上向下搜索名词词组(动词词组)。 ▲隐蔽型词汇题：题干与原文的某句完全重合，只有一两个词被替换掉。隐蔽 型词汇题的做法跟词汇题的做法几乎一样，往上往下找。 四、句子理解题 1.返回原文找到原句。 2.对原句进行语法和词义的精确分析(找主干)，应该重点抓原句的字面含义。若 该句的字面含义不能确定，则依据上下文进行判断。注意：局部含义是由整体 决定的。 3.一般来说，选项中的正确答案与原句意思完全相同，只不过用其他英语词汇 换种表达而已。 4.句子理解题的错误选项干扰项特征：推得过远。做题时应把握住推的度。 思路：对句子微观分析?不行就依据上下文?选择时不要推得过远。 五、推理题 “最近原则” 1.标志：learn, infer, imply, inform
高一牛津英语课文
Home alone Act one Mom and Dad arrive back from vacation a day earlier than expected. The curtains are closed and the living room is dark when Mom and Dad enter. Dad: It’s so nice to be home! Mom: Yes, I can’t wait to surprise the boys! Suddenly a door opens and a soccer ball flies through the room. Eric runs in after it, followed by a big dog, walking very slowly. Eric: Mom! Dad! You’re back early! (looking around room, sounding frightened) But, but--- you weren’t supposed to come home until tomorrow! The dog slowly walks to Mom and Dad. Mom: (Bending to touch dog) Eric, he’s so tired and hungry! (looking at table) The money for dog food is gone, but Spot looks like he is starving! What did you do with the cash we left? Dad: And look at this room— garbage all over the place! Where is your brother? (shouting angrily) Daniel! Daniel: (running into room) Mom, Dad, I can explain--- Dad opens the curtains and light comes into the room. The room is in a mess, with pizza boxes on the floor and dirty dishes in the sink. In the corner, there is a garbage can around which are pieces of garbage and waste paper. Mom and Dad both turn towards Daniel. Dad: (sounding very angry) listen to me, young man----we left you in charge? We thought you could act like an adult! I don’t know the reason why the house is so dirty--- Mom: Daniel, we thought you were an adult, a person from whom we could expect good decisions. Dad: How can we trust you any more? We won’t tolerate such behavior in our house! Daniel: ( shouting) Stop shou ting at me. I’m still a teenager! Why is everything always my fault? Daniel runs into his bedroom and slams the door. Mom and Dad look at each other as lights go out. Act two, scene one Daniel and Eric’s bedroom. Eric sits on his bed. Daniel has his arms c rossed and looks upset. Daniel: They never even gave me a chance to explain. I hate them! Eric: You don’t hate them. I can tell them we had an emergency. Then they won’t be mad anymore. Daniel: No, don’t tell them anything. Anyhow they didn’t trust me. They don’t deserve an explanation. Let them think what they want. Eric: But Daniel, if they knew that Spot was sick and we used the money to take him to the clinic--- Daniel: And that we spent all of yesterday waiting there for him and that is why we had no time to clean the house --- but no, Eric, why didn’t they ask me what happened instead of shouting at me? Act two, scene two Mom: Do you think we were too hard on Daniel? Perhaps there is a reason why the house is a mess… Dad: Maybe, but now that he has been so rude to us, I feel like we have to punish him or he