译林版高一英语必修第二册(2019版)-Unit4-Reading(2)名师教案
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Unit4 Reading（2）名师教案
教学目标
By the end of this section, students will be able to:
1. Judge a classic work of literature by the three qualities of good literature;
2. Use words and phrases from the article to complete a passage about a literary classic;
3. Give examples to support an idea;
4. Find pairs of synonyms and antonyms from the article and think up more on their own;
5. Write a letter on whether to borrow a particular book from the library.
教学重难点
1. To give an example to support an idea;
2. To write a letter on whether to borrow a particular book from the library.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Homework checking
Step 1 The teacher asks students to read their version of
the summary of the article. Later on, students are
asked to use proper words to fill in the blanks of
a sample answer.
In this article, the __________ describes the
wonder of literature: its __________ of truth
and beauty, its __________ to our feelings and
imagination and its __________.
A __________ human soul can bring hidden
truth and beauty to our attention, just as the
shell __________ the unnoticed sounds.
Besides, good literature can __________ our
feelings and arouse our imagination. 通过检查学生的课文概要作业，帮助其进一步回顾文本内容，内化语言知识；让学生选择恰当的词汇填空，引导其关注课文重点词汇，为语言能力打下坚实基础。 5’
Class Work
Individual Work
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Furthermore, literary classics should contain
two __________: __________ interest and
personal style.
Step 2 The teacher asks students to read their writings
on their favourite book. The other students listen
attentively about their recommendation.
The teacher presents a sample answer and
appreciates it with the students. 将优秀文学作品的三大特点与学生的已有生活经验联系起来，促使学生反思自己所读的作品，并在写作过程中内化课本内容；鼓励学生通过互相交流、推荐作品，发展多元思维。 5’
Individual Work
Application
Step 3 Students finish B1 on Page 47 and try to answer
the following two questions.
What quality of good literature is illustrated in
this passage? How does the author illustrate
this quality?
The teacher provides the answers: Good
literature takes on a personal style; the author
gives an example to illustrate the quality. 指导学生将文中重点词汇应用到实际语境中，将词汇填入空格，完成介绍《红楼梦》的语篇，并回顾语篇大意，进一步内化语言知识。 5’
Class Work
Step 4 The teacher has students compare the author’s
understanding of literature with Ezra Pound’s 引导学生比较本文作者5’
Group Work
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and try to find the similarities and differences.
Great literature is simply language charged
with meaning to the utmost possible degree.
—Ezra Pound 和Ezra Pound对优秀文学作品的理解，培养思辨的思维品质。
Appreciation
Step 5 Students have a group discussion about the
function of examples. Later on, students find the
examples used in the article and finish B3 on
Page 47. 引领学生分析例证法的功能。学生通过寻找文中所运用的事例，探究事例在文中的具体作用。通过小组交流的形式，运用例证法证明B3中的观点。 10’
Group Work
Step 6 Students have a group discussion about the
meanings and functions of antonyms and
synonyms. Later on, students find all the pairs of
antonyms and synonyms in the article and think
up more on their own. 引导学生关注同（近）义词和反义词的定义，以及它们对词汇学习的意义。学生通过寻找文中的同（近）义词和反义词，内化知识；通过头脑风暴同（近）义词和反义词，将新5’
Group Work
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知识与自我的学习实际相结合，学以致用。
Consolidation
Step 7 The teacher asks students to write a letter to
his/her pen pal on whether to choose a particular
book from the library. The teacher provides
necessary help.
假定你是李华，你有一位来自英国的笔友Jenny，你们常常探讨学习或生活中的问题。有一次，她谈到她喜爱阅读小说，但每次到图书馆借阅小说时都比较迷茫，不知道拿到手的书是否值得读下去。对此，请你给Jenny写一封建议信，要点如下：
1. 阅读该书的初始章节，初步判断其是否符合优秀文学作品的三个特点；
2. 随后上网查看其评价，并结合自己的兴趣确定是否借阅。 通过让学生写一封建议信，将所学语言知识应用到实际生活情境中，实现迁移创新；同时，关注培养学生的思维能力和交际能力，培养学生的英语核心素养。 8’
Class Work
Individual Work
Homework
1. Read and polish up your writing.
2. Finish the workbook. 2’
译林版高一英语必修第一册(2019版)_Unit1_Extended_reading_导学案
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课 题 Unit1 Extended reading 导学案
课 型 Extended Reading
学 习
目 标 Learn some important phrases and sentences.
重 点
难 点 How to understand some difficult sentences.
学 习 内 容 学习札记
【知识导学】
1．exchange
用法详解: (1)n. ［C,U］交换，交流
常见搭配 : an exchange student 交换生
in exchange (for...)作为 (…的)交换
►When I was a middle school student, I came to China as an exchange student.当我是一 个中学生的时候,我作为交换生来到中国。
►Mary is teaching me English in exchange for my teaching her Chinese.我教玛丽汉语， 作为交换,她教我英语。
(2)vt.交换,交流;交易，兑换
常见搭配 :exchange...for... 以…换取/兑换…
exchange sth. with sb. 与某人交流/交换某物
►You can exchange pounds for dollars here._______________________。
►At the end of the game, players traditionally exchange shirts with each other.
__________________________________。
填空:①They can build more factories on this land, and_____ exchange they
高一英语必修第二册(2019版)_Unit4_Reading_for_Writing,As基础过关练
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Unit4 Reading for Writing，Assessing Your Progress and Video Time
基础过关练
I.单词拼写
1.In order to enjoy your trip，you should learn about the language，history，culture and____（风俗）of the country.
2.Fortunately，my friend successfully caught him as he was about to_____（滚动）down the path.
3.Can you give a discount if i buy a whole case of_____（葡萄酒）?
4.The king promised to hold a great______（宴会）for all his people.
5.People say it is the most beautiful city in Canada surrounded by mountains and
the Pacific______（海洋）.
6.The reserve is in the central area of the_____（县）.
7.They raised pigs, _____（牛）and sheep，and planted corn, fruits and wheat.
8 This is a_____（显著的）and welcome change compared with the past.
9.In reality，there was no sharp_____（过渡）from one period to another.
10.I don’t know what's happening. The teacher is_____（吼叫）loudly in the quiet
译林版高一英语必修第三册(2019版)_Unit2_Extended_reading_能力提升练
1/ 6 Unit2 Extended reading Project Assessment and Further study
能力提升练
I. 阅读理解
(2019天津高一上期中六校联考)
After a serious earthquake happened, a father left his wife safely at home and
rushed to his son’s school, only to find that the building where his son studied had
collapsed and looked like a pancake.
He was shocked. he didn’t know what he should do for a while then he
remembered the words he had said to his son, “No matter what happens I’ll always be
there for you!” And tears began to fill his eyes He started digging through the ruins.
As he was digging, other helpless parents and the firemen arrived and tried to
pull him off the ruins saying, “It’s too late! They’re all dead! There’s nothing you can
do!” To them he replied with one line,“Are you going to help me now? ”And then he
kept on digging.
No one helped, however. He went on alone because he needed to know for
译林版高一英语必修第三册(2019版)_Unit4_Extended_reading_能力提升练
1/ 7 Unit4 Extended reading Project Assessment and Further study
能力提升练
I. 阅读理解
(2020安徽宣城高一上期末联考)
On October 23，2018. scientists came across a white octopus（章鱼）with“wings”that looked more like a ghost from outer space than the eight-legged ones
we usually see.
The octopus’scientific name is grimpoteuthis However，thanks to the two
ear-like fins（鳍）on the sides of its body，it is better known as a dumbo octopus，after Disney’s animated（把……制作成动画片）elephant. The sea creature also has
eight legsconnected to its body by a web of skin，which are used to increase the pace
when it is faced with natural enemies like sharks. dumbo octopuses can also move
across the seafloor using their tentacles（触须）.
While the one caught on tape is mostly white, dumbo octopuses. like other
octopuses，can change their skin color in different environments. They however，do
译林版高一英语必修第三册(2019版)_Unit2_Extended_reading_基础过关练
1/ 4 Unit2 Extended reading Project Assessment and Further study
基础过关练
I. 单词拼写
1. The volcano ______（爆发）and killed all the dinosaurs living in this area.
2. I ______（找到）my old diaries when we moved house.
3. They were eager to reach their ______（目的地）before lunch time.
4. The report calls for restrictions on the food ______（进口产品）from abroad.
5. After several months of sailing，they finally arrived at the ______（港口）.
6. The storm split a branch off from the main ______（树干）.
7. The heat in this area is becoming ______（无法忍受的）.
8. They crossed the mountains and headed for the valleys ______（向更远处）.
9. This girl has got used to the new ______（模式）of family life.
II. 用方框内短语的适当形式填空
take the form of; break out; far and wide; along with; in all directions; above all; in
the distance; as if: due to on one’s own
译林版高一英语必修第二册(2019版)-Unit4-Integrated-skills(2)名师教案
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Unit4 Integrated skills（2）名师教案
教学目标
By the end of this section, students will be able to:
1. Recommend books to the school library orally;
2. Know the format of a recommendation letter;
3. Compose a formal letter, recommending books to the school library.
教学重难点
To compose a formal letter, recommending books to the school library.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Revision
Step 1 The teacher asks students to recall what the
Book Club members are expected to do. 通过回顾前一天的主要内容，明确本节课的任务。 3’
Class Work
Speaking
Step 2 The teacher lets students work in pairs,
talking about the types of books they think
the school library should buy. They should
also tell the reasons why they choose a
particular type and provide a list of books of
that type.
Students are expected to use the expressions
listed in Part C. The teacher lists some 进行两人一组讨论：分析已知信息，提出合理建议，实现迁移创新。教师为学生搭建词汇支架。 10’
译林版高一英语必修第二册(2019版)-Unit4-Reading(2)名师教案
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Unit4 Reading（2）名师教案
教学目标
By the end of this section, students will be able to:
1. Judge a classic work of literature by the three qualities of good literature;
2. Use words and phrases from the article to complete a passage about a literary classic;
3. Give examples to support an idea;
4. Find pairs of synonyms and antonyms from the article and think up more on their own;
5. Write a letter on whether to borrow a particular book from the library.
教学重难点
1. To give an example to support an idea;
2. To write a letter on whether to borrow a particular book from the library.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Homework checking
Step 1 The teacher asks students to read their version of
the summary of the article. Later on, students are
asked to use proper words to fill in the blanks of
a sample answer.
译林版高一英语必修第一册(2019版)_Unit1_Extended_reading_名师教案
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Unit1 Extended reading 名师教案
教学目标
By the end of the section, students will be able to:
1. Locate and describe some specific information related to the school life in the UK;
2. Compare the similarities and differences between school life in the UK and in China;
3. Verbalize their own ideal school by describing its facilities, courses, faculties and others and
explain the reasons.
教学重难点
1. To read and understand the text;
2. To write about dream school.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Lead-in
Step 1 Students talk about the biggest difference
between the lives of junior high school and
senior high school. 激发学习兴趣，激活已有的相关知识和经验。 5’
Class Work
Step 2 Have you ever had the chance to go on a tour
abroad or take part in an exchange program?
Do you want to take part in an exchange
program?
How much do you know about school life
译林版高一英语必修第三册(2019版)_Unit2_Extended_reading_公开课教案
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Unit2 Extended reading 公开课教案
江苏省通州高级中学 张晓娟
I. Learning objectives
By the end of the lesson, students will be able to:
1. expand their knowledge of Pompeii by going through online or offline resources;
2. have a comprehensive understanding of the novel’s plot by drawing a plot
mountain;
3. identify some language features of the novel (sensory details, similes, periodic
sentences);
4. infer what real life was like in Pompeii and raise their self-protection awareness in
the future.
II. Key competence focus
1. Sort out the plot of the novel.
2. Identify the language features of the novel.
III. Predicted area of difficulty
Form one’s own opinions based on the novel.
IV. Teaching procedures
Step1 Information search (before class)
T asks Ss to go through online or offline resources for some information about the
译林版高一英语必修第一册(2019版)_Unit3_Extended_reading_公开课教案
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《英语》（必修·第一册）
Unit 3 Getting along with others
Extended reading
江苏省通州高级中学 张琦
I. Learning objectives
By the end of the lesson, the students will be able to:
1. know about Francis Bacon and his works;
2. understand the benefits friendship brings;
3. analyse the writing techniques and figure out the functions of these writing techniques;
4. write a summary of the essay using their own words.
II. Key competence focus
1. Understand the genre, the structure and the gist of the essay.
2. Analyse the writing techniques and try to apply them to writing.
3. Write a summary of the essay.
III. Predicted areas of difficulty
1. Understand the structure and sort out the details.
2. Understand the writing techniques of the essay.
3. Write a summary of the essay.
IV. Teaching procedures
Step 1 Introduction of the author