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.
Unit2 Growing pains
介词+which/whom, 关系副词when, where ,why引导的定语从句; “介词+关系代词”可以引导限制性定语从句，也可以引导非限制性定语从句。这个结构中的介词可以是in, on, about, from, for, with, to, at, of, without等，关系代词只可用whom或which,不可用that，且介词后面的关系词不能省略。另外某些在从句中充当时间，地点或原因状语的“介词+关系代词” 结构可以同关系副词when和where互换。eg: This is the house in which my mum and I used to live.
This is the house where (that) my mum and I used to live.
I'll remember the days in which you stayed with me.
I'll remember the days when (that) you stayed with me.
Is this the reason why (that) she was late?
Is this the reason for which she was late?
Unit3 Looking good, feeling good
非限制性定语从句;
限制性定语从句是先行词不可缺少的部分，去掉它主句意思往往不明确；非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开。如：
This is the car which we bought last year.
The house, which I bought last week, is very bright.
反义疑问句高三语法复习\反义疑问句.doc
二．重要词组
1. for free 免费
2. pay attention to 注意，关注
3. back cover （书的）封底
Unit 2
1. be supposed to 应该……, 应当……
2. do with 处理，处置
3. trash can 垃圾桶
4. in charge 负责，掌管
5. go out （灯）熄灭
6. not …any more 不再，再也不
7. be hard on 对……苛刻，对……要求严格
8. now that 既然；由于
9.stay up 不睡觉，熬夜
10. after all 毕竟
11. mix up 混淆，弄乱；搅匀，拌和
12. as though / as if 好像，似乎
13. insist on 坚持，坚持认为
14. Internet café网吧
15. at present 目前
16. like crazy 发疯似地，拼命地
1. work out 锻炼
2. go on diets 节食
3.side effect 副作用
4. fall out （头发）脱落
5. put on weight 体重增加
6. along with 连同……, 随同……
7. in the long term 从长远角度看
8. as a matter of fact 事实上
9. in no time 立刻，很快
模块二
一．重要语法
Unit1 Tales of the unexplained
现在完成时；
现在完成进行时；
Unit2 Wish you were here
将来进行时；
过去将来时；
Unit3 Amazing people
过去完成时；
二．重要词组
1. step up 加紧，加强，促进
2. due to 由于，因为
3. show up 出现，露面
4. according to 根据
5. rule out 排除
6. look into 调查；检查
7. make up 编造，捏造，杜撰
8. take charge of 负责，接管
9. outer space 外层空间
10. run after 追，追赶
11. on average 平均
Unit 2
1. in the dark 在黑暗中
2. in case 万一
3. up close 靠近地
4. look forward to 期望，盼望
5. leave sb speechless 让某人说不出话来Unit 3
1. set sail 启航
2. as well as 也，以及
3. right away 立刻，马上
4. pay off 成功，带来好结果, 还清
5. a great deal of 大量，许多
6. be qualified for 有资格做……(事)
模块三
一．重要语法
Unit1 The world of our senses
That/if or whether引导的名词性从句（主语从句，宾语从句，表语从句，同位语从句）;
Unit2 Language
疑问代词引导的名词性从句;
It 作形式主语;
(名词性从句小结高三语法复习\名词性从句.doc)
Unit3 Back to the past
宾语补足语;
Either … or…和neither…nor…的用法;
主谓一致高三语法复习\主谓一致.doc
二. 重要词组
Unit 1
1. in sight 看得到，在视力范围之内
2. wish for 期盼
3. reach out (手) 伸出；伸出（手）
4. stare up at 抬头凝视
5. pay back 报答；偿还（借款）
6. be frozen with 由于……二呆住
7. be related to 和……相关，和……有联系
8. be linked to 和……有联系的，和……有关联的
9. make sense 有意义；有道理，讲得通
10. make the most of 充分利用
11. can’t help doing sth 禁不住做某事
12. warm up （使）暖和起来；（使）热身
13. all of a sudden 突然，猛地
14. ring out (铃声、枪声等)突然响起
15. make progress 取得进步
16. bang into （不小心）撞到某物
17. feed on 以……为食，吃
Unit 2
1. be made up of 由……组成，由……构成
2. consist of 由……组成，由……构成
3. pick up 拿起，捡起
4. lift up 拿起，举起
5. contribute to 是……的成因之一
6. take control of 控制，取得对……的控制
7. depend on 视……而定；依靠
8. look up (在字典或参考书中)查找
9. care about 关注，关心；在意；担心
10. differ from 和……不同，不同于
11. as a whole 作为整体，总体上
12. turn into （使）变成
Unit 3
1. take over 夺取；接管
2. in good condition 处于良好的状态
3. carry out 实施，执行，进行
4. on board 在船上（在飞机或火车上）；上船（飞机或火车）
5. in memory of 纪念
6. in use 使用中
7. in return作为回报
8. no more 不复存在；不再
模块四
一.重要语法
Unit1 Advertising
直接隐喻和间接引语高三语法复习\直接引语和间接引语.doc Unit2 Sporting events
情态动词can , be able to, etc用法;
Unit3 Tomorrow’s world
被动语态
综合运用各种时态中的被动语态
1.一般现在时，如：New buildings are built every year.
2.一般过去时，如：That room was painted last night.
3.一般将来时，如：This problem will be discussed tomorrow.
4.过去将来时，如：He said the trees would be planted next year.
5.现在完成时，如：Those houses have been built this week.
6.过去完成时，如：He said that the work had been finished.
7.现在进行时，如：The old building is being repaired.
8.过去进行时，如：The new tool was being made.
二. 重要词组
Unit 1
1. be used to 对……习以为常, 习惯于，适应
2. be aware of 知道，明白，意识到
3. even if 即使
4. fall for 上……的当，受……的骗，对……信以为真
5. play tricks on 欺骗，捉弄
6. deal with 处理，对付
7. commit suicide 自杀
8. be satisfied with 对……感到满意
9. trick sb into doing sht 诱使某人做某事
10. over and over again 反复地，一遍又一遍地
11. senior high 高中
12. in order to 为了，以便
13. up to （数量、程度）达到
14. be bored with 对……感到厌倦的
15. day and night 整天，昼夜
16. appeal to 迎合，对……有吸引力
17. be concerned with 对……关心（关注或感兴趣）
18. get across 传达
19. put sth together 组织，汇集；组装
Unit 2
1. take part (in)参加
2. in honour of 纪念……, 向……表示敬意
3. side by side 一起，共同；并肩地，并排
4. opening ceremony 开幕式
5. break the record 打破记录
6. make contributions to 对……做出贡献
7. plenty of 许多，大量
8. tourist attraction 旅游景点
9. play a role in 在……中发挥作用，在……中扮演角色
10. keep …. under control使……处于控制之下
11. make way for 给……让路，让位于
12. get involved in 卷入
Unit 3
1. virtual reality 虚拟现实
2. pass on 传递
3. thousands of 成千上万的
4. be connected to 与……相连接
5. give out 发出（气味、热等）
6. put forward 提出（观点、议案等）
7. last but not least 最后但同样重要的
8. set up 创办，建立，创立
9. be accused of 被控告犯有……罪
10. close down 关闭，使停业，使倒闭
11. in my opinion 在我看来，依我看
12. come across 发现，（偶然）发现
13. science fiction 科幻小说
高二
模块五
一.重要语法
Unit1 Getting along with others
动词不定式以及省略to的情况;
动词ing作名词;
Unit2 The environment
动词ing形式作形容词或副词以及动名词短语;
Unit3 Science versus nature
动词的过去分词形式以及分词短语;
动名词和动词过去分词作形容词高三语法复习\动名词和动词ed形式.doc
二. 重要词组
Unit 1
1. get along 进展
2. keep one’s word 信守诺言
3. in trouble 有麻烦，处于困难中
4. as a result 结果
5. in public 当众，在公共场合
6. take care 小心，当心
7. discourage … from doing sth阻止…做某事
8. get through (电话等) 接通
9. in the world (表示强调) 究竟，到底
10. one another 互相，相互
Unit 2
1. in addition 另外
2. wipe out 扫除，消灭
3. cut back on 削减，缩减，减少
4. open the floor 自由发言
5. run out (of) 用完，耗尽
6. in the form of 以……的形式
7. be stocked with 装备有……, 储备有……
8. pick out 找出，挑选
9. rely on 依靠
10. result in 导致（结果）
11. lead to 导致（结果）
12. under way 在进行中
13. focus on 集中, 关注
Unit 3
1. on the other hand 一方面
2. point out 指出
3. in general 一般来说，总体而言
4. push ahead with 义无反顾地进行，努力推进
5. end up 以…… 告终
6. for sale 供出售，待销售
7. use up 用完，耗尽
8. put … in place 准备就绪，布置妥当
9. figure out 想出，理解，明白；计算出，演算出
10. the other day 几天前；那天
11. on ones’ part 对某人而言
12. in favour of 赞同，支持
13. turn out 结果是，结果证明
模块六
一.重要语法
Unit1 Laughter is good for you
复习一般现在时
Unit2 What is happiness to you
复习一般过去时和过去将来时
Unit3 Understanding each other
虚拟语气
Unit4 Helping people around the world
虚拟语气其他用法
(虚拟语气小结高三语法复习\虚拟语气.doc) 二. 重要词组
Unit 1
1. make fun of 取笑，拿……开玩笑
2. in response to 对…….做出反应
3. make jokes about 拿……来开玩笑
4. queue up 排队，列队
5. soon after 不久以后，很快
6. take on 接受；雇佣
7. move on 接下去，继续
8. in pairs 结对，两人一组
9. for a while 一会儿
10. go on 发生，进行
11. burst in 突然冲入
12. glare at 对……怒目而视
13. hold out 拿出
14. a roll of 一卷
Unit 2
1. in hospital 住院
2. be dedicated to 专注于
3. apart from 远离，和……不在一起
4. devote oneself to / be devoted to 投身于，献身于
5. cheer up （使）高兴起来，（使）振作起来
6. in good spirits 情绪好，精神状态饱满
7. across the world 全世界
8. role model 楷模，榜样
9. believe in 信任；信仰，信奉
10. be tired of 对……感到厌倦
11. ahead of 在……的前面
12. at that point 在那时；在那个阶段
13. in a rush 匆忙地，急切地
Unit 3
1. in celebration of 庆祝
2. chat room 聊天室
3. first finger 食指
4. log off （电脑）关机；下线
5. some day 有一天，总有一天
6. take up 占据（时间或空间）
7. give out 释放；散发，分发
8. hold up 延迟，阻碍；搀扶，支撑；举起，抬起
9. in contact with 与……接触
10. shake hands (with) （与……）握手
11. business card 名片
12. the Arctic Circle 北极圈
13. take part in 参加
14. musical instrument 乐器
15. meet with 遇见，碰见
16. belong to 属于
17. have power over 控制，支配
Unit 4
1. Goodwill Ambassador 亲善大使
2. take on 担当（某一角色）
3. under the umbrella of 在……的保护下
4. set out 提出，制定出
5. on behalf of 作为……的代表
6. if only 只要；要是……就好了
7. third world 第三世界
8. break down 出故障；抛锚
9. in chaos 处于混乱状态
10. die from 死于……
11. from place to place 从一地到另一地
12. get hold of 得到；抓住
13. remind sb of sth 让人想起…..; 提醒某人……
14. think back to 回想
15. make a difference 产生变化，发生变化
模块七
一. 重要语法
Unit1 Living with technology
介词和介词词组;
Unit2 Fit for life
动词词组;
Unit3 The world online
系动词
Unit4 Public transport
复习动名词和动词的过去分词;
二. 重要词组
Unit 1
1. be superior to 比……优越, 超过
2. come onto the market 上市，面市
3. wind up 给……上发条
4. spring up 突然出现，涌现，迅猛发展
5. a variety of 各种各样的
6. in that case 在此种情况下，既然那样
7. stand for 代表，象征
8. be capable of 能够
9. up to date 最近的
10. up to somebody 由某人决定，取决于某人
11. be familiar with 对……熟悉，预……熟悉
12. be based on 以……为基础，基于……之上
13. not necessarily 未必，不一定
14. be associated with 与…..有联系，与……有关联
15. have faith in 相信，信任；信仰
16. for the time being 目前，暂时
Unit 2
1. open up 打开
2. in large quantities 大量地
3. millions of 数百万的，大量的
4. be made from 由……做成
5. put through 接通（电话）
6. decide on 对……做出决定
7. look around 参观，四处看看；环顾
8. put off 推迟
9. turn up 出现，到场，到达
10. fill in 填写（表格、空格等）
11. split up 划分开来，分割（成部分）
12. a handful of 少数的，少量的；一捧
13. take down 记下，记录
14. let out 放出；发出
Unit 3
1. that is to say 也就是说，换言之
2. in need (of) 需要，缺少
3. current affairs 时事
4. travel package 包价旅游
5. turn to 求助于；转向
6. all sorts of 各种各样的
苏教出版牛津高级中学英语语法归纳
牛津高中英语－模块一 第一单元 一定语从句：定语从句的介绍 1．就像是一个形容词或介词短语修饰名词一样，定语从句也可以修饰名词。定语从句所修饰的名词称为先行词。 形容词：The green team 介词短语：The team in green 定语从句：The team who were wearing green 2．定语从句通常由关系代词来引导，如which, that, who, whom, whose,或关系副词来引导，如when, where, why。关系代词可以在定语从句中担当主语，宾语，表语，定语；关系副词可以在定语从句中担当状语。 如：做主语The trees which are on the school campus have lost their leaves. 做宾语The student whom we saw just now is the best runner in our school. 做表语Jack is no longer the lazy boy that he used to be. 做定语She has a brother whose name I can’t remember. 做状语The school where he studied is in Shenzhen.
二定语从句：关系代词：that，which，who，whom，和whose 1．在定语从句中，that和which用来指代物。 如：This is the story that /which we wrote for our storytelling contest. 2．在定语从句中，who 用来指代人。 如：I am going to see a friend who has just come back from the UK. 3．当who在定语从句中做宾语时，可以用whom来取代，且whom比who更正式。 如：I don’t know the name of the teacher who/whom I saw in the computer room the other day. 4．当关系代词在定语从句中做宾语时，who，whom，which和that可以被省略。 如：He likes all the birthday presents(that/which)his friends gave him. 5．Whose用来表示所属，它既可指人也可指物。 如：I sat next to a girl whose name was Diane. The club whose members are music fans meet in the school garden every Saturday afternoon.
牛津译林版高中英语必修一模块一
高中英语学习材料 madeofjingetieji 盐城市龙冈中学牛津高中英语模块一测试题 命题人：程永华 第一卷(选择题，共75分) I.听力（共两节，满分20分） 第一节（共5小题；满分5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1.How much is the skirt? A.$19.15. B.$9.15. C.$9.50 2.What are the two speakers doing? A.They are having a rest. B.They want to have dinner. C.They are hiking on a hill. 3.What does the man mean? A.He doesn't like Chinese food. B.He doesn't want to eat out. C.He wants to pay for the meal. 4.What did the man do yesterday evening? A.He had dinner with his friend. B.He visited a friend. C.He saw a film. 5.When does Mr Brown have to be at the airport? A.At 8:30. B.At 9:30. C.At 10:30. 第二节（共15小题，满分15分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6至8题。 6.What kind of color TV does the woman want to buy? A.A small one. B.A big one. C.A cheap one. 7.What's the man's opinion about buying a TV? A.The woman should buy a small one. B.The woman should buy a big one. C.The woman should buy a cheap one. 8.Why does the man give the woman such a suggestion? A.Because the big one is too expensive. B.Because she will have to change it in a few years. C.Because her sitting room isn't very big. 听第7段材料，回答第9至11题。 9.Where is the boy going to spend his holiday? A.In the city. B.In his hometown. C.Abroad. 10.What will he do there? A.Do some farm work. B.Study at home. C.Do some housework. 11.Which of the following is TRUE? A.The girl knows how to farm. B.The boy's grandparents don't live in the city. C.The boy's school is in the country. 听第8段材料，回答第12至14题。 12.What are the man and the woman looking for? A.A comfortable hotel. B.A modern hotel. C.A cheap hotel. 13.Where could the man and the woman find the hotel they need? A.Next to the bank. B.A two minutes' drive to the west. C.On the left side of the street.
(完整word)牛津高中英语模块1课文翻译
牛津高中英语课文翻译 牛津高中英语模块1课文翻译 Unit 1 School life in the UK 英国校园生活 Going to a British high school for one year was a very enjoyable and exciting experience for me. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3:30 p.m. This means I could get up an hour later than usual, as school in China begin before 8 a.m. 在英国上了一年的中学对我来说是一段非常令人愉快和兴奋的经历。我很满意英国的上学时间，因为那里是大约9点开始上学，下午3：30放学，这意味着我可以比平常晚起床一个小时，因为在中国8点之前就开始上课了。 On the first day, all of the new students attended an assembly in the school hall. I sat next to a girl whose name was Diana. We soon became best friends. During the assembly, the headmaster told us about the rules of the school. He also told us that the best way to earn respect was to devote ourselves to study and achieve high grades. This sounded like my school in China. 在第一天，所有新生在学校礼堂集合，我坐在一个叫做戴安娜的女孩旁边，我们很快就成为了好朋友。在集合期间，校长告诉我们关于学校的规章制度，他还告诉我们，在学校要想赢得别人的尊重，最好的方法就是努力学习，取得高分，这一点听起来跟中国的学校差不多。 I had many teachers in the past year. Mr Heywood, my class teacher, was very helpful. My favourite teacher was Miss Burke – I loved the lessons that she gave in English Literature. In our class there were 28 students. This is about the average size for British schools. We had to move to different classrooms for different classes. We also had different students in some classes, so it was a struggle for me to remember all the faces and names. 在过去的一年里，我有很多的老师，黑伍德先生，也就是我的班主任，对我很有帮助；我最喜欢的老师是伯尔克小姐，我喜欢她教的英国文学课。在我们班有28个同学，这差不多是英国学校的平均班额。我们在不同的教室上不同的课，上某些课的时候，班上的同学也不一样，所以对我来说记住所有人的面孔和名字是一件难事。 I found that the homework was not as heavy as what I used to get in my old school. However, it was a bit challenging for me at first, because all the homework was in English. I felt lucky, as all my teachers gave me much encouragement and I enjoyed all my subjects: English, History, English Literature, Computer Science, Maths, Science, PE, Art, Cooking and French. 我发现这里布置的家庭作业不像我以前在原来学校时那么繁重，可是一开始我还是觉得有点挑战性，因为所有的作业都是英文的。让我感到幸运的是，所有老师都给了我极大的鼓励，也喜欢所学的科目：英语、历史、英国文学，计算机，数学、科学、体育、艺术、烹饪和法语。 My English improved a lot, as I used English every day and spent an hour each day reading English books in the library. I usually went to the Computer Club during the lunch break, so I could send e-mails to my family and friends back home for free. I also had an extra French class on Tuesday evenings. Cooking was really fun as I learnt how to buy, prepare and cook food. At the end of term we held a class party and we all had to cook something. I was glad that all my classmates were fond of the cake that I made. 我的英语提高了很多，因为我每天都使用英语而且我每天花一小时在图书馆看英语书，我经常在中午休息的时候去计算机俱乐部，这样我就可以免费给国内你的家人和朋友发邮件了。我还在每周二的晚上有一节法语课，烹饪课也很有趣，因为我可以学到如何购买、准备和烹饪食物，在学期末，我们有举行班级聚会，我们都需要做一些食物，让我很高兴的是我同学都很喜欢我做的蛋糕。
牛津高中英语必修一单词
牛津高中英语必修一单词 Unit 1 attend 出席,参加 assembly集会，会议 earn 获得，赚，赚得 respect 尊敬 achieve 取得，实现 grade 学分，年级，等级 literature 文学 average 一般的，普通的，平均的challenging 具有挑战性的lunchtime午餐时间 e-mail 电子邮件，给。。。发电子邮件for free 免费 extra 额外的，外加的 cooking 做饭，烹饪 prepare 准备 drop 放弃 Spanish 西班牙语 German 德语，德国人 woodwork 木工手艺 miss 思念，想念 dessert （餐后的）甜点 field 运动场，操场 experience 经历，体验 article 文章 penfriend 笔友 introduce 介绍 immediately 立刻，马上 former 从前的，以前的 recently 最近，近来 culture 文化 develop 培养，养成 photograph 照片，相片 donate 捐献，捐赠 gift 赠品，礼物 display 陈列，展览 kindness 好意，善意 guest 客人，来宾 speech 演说，演讲 flat 套房 bookcase 书橱，书柜
attention 注意，关注 pay attention to 对。。。注意 please 使满意，取悦 title （书的）名称，（文章的）题目dynasty 朝代，王朝 cover （书的）封面，盖子 back cover （书的）封底 recent 新近的，最近的 professor 教授 regret 遗憾，抱歉，后悔，惋惜 inform 通知，告知 run 管理，经营 host 主持人，主人，东道主 approve 批准，通过，赞成 broadcast 广播，播放 preparation 准备，筹备 close 亲密的，靠近的 outing 短途旅行，远足 continue 继续，持续 poet 诗人 generation 一代，一代人 poem 诗，诗歌 select 选择，挑选 require 要求，需要 scary 让人恐慌的，吓人的 nature 自然，大自然 Unit 2 act n.（戏剧的）一幕；vi.表现，行动vacation (美)假期；休假 curtain 窗帘，（舞台上的）幕布surprise 使吃惊，使惊奇 be supposed to 应该……,应当……bend 弯腰，屈身，（使）弯曲 touch 触摸，接触 do with 处理，处置 trash 垃圾 explain 解释，说明 mess 混乱，杂乱，一团糟 sink 水池，水槽，洗碗槽 garbage 垃圾 can 罐子，金属容器
《牛津高中英语》新教材之解析
《牛津高中英语》新教材之解析 发表时间：2010-02-06T11:56:18.187Z 来源：《中学课程辅导·教学研究》2010年第4期供稿作者：葛俊[导读] 本文结合笔者的教学实践对《牛津高中英语》教材进行了详细的解析。 摘要：随着新课程标准的实施，丰富多彩的学习内容提高了学生的学习兴趣，形式多样的活动活跃了课堂气氛。本文结合笔者的教学实践对《牛津高中英语》教材进行了详细的解析。 关键词：《牛津高中英语》；单词量；因材施教；两极分化 作者简介：葛俊，任教于江苏省扬州市瓜洲中学。 自新课程标准实施以来，笔者坚持学习新《英语课程标准》，努力以新课程理念指导教学，做了一些有益的尝试。丰富多彩的学习内容提高了学生的学习兴趣，形式多样的活动活跃了课堂气氛，教师角色的转变拉近了师生的距离，宽松愉快的学习氛围减轻了学生的学习负担。 笔者欣喜的看着课程改革带来的每一点进步，但同时也不断地遇到一些新情况、新问题，于是笔者边探索边前进，在探索中前进，在痛苦中成长。下面是笔者对《牛津高中英语》新教材教学的一些认识。 一、解决词汇量对学生的压力 我们扬州市使用的是《牛津高中英语》教材，这套教材每册大概有五百个单词，但是课后练习中出现大量生词。学生面临的最大困难和压力就是词汇，而词汇是高一年级教学的重点，只有打好了词汇基础，才有可能在阅读、写作等方面驾驭自如。 在词汇量较大时，要把握好教学的尺度，重点检测基础词汇，对不同类型的单词，可以有不同的要求，避免学生负担过重，失去学习英语的兴趣。 在教学过程中，可以教会学生音标和拼读规则，可以适当补充一些构词法等方面的知识来帮助学生记忆单词。 检测单词可以采用多种形式：单词竞赛、单词的中英互译、根据单词的首字母填空、短文选词填空、短文缺词填空等等。 英语教学的最终目的是让学生学会用语言知识来做事情，而不仅是学会一些词汇等。所以笔者认为，进行教学和检查学生单词掌握的情况，应以句子为最小单位，而不应以单词为单位。以交际为目的的外语教学应以句子为基础，整句学、整句用，多练句子，单词自然也学会了，而且还有利于掌握正确的语音语调。从心理学的观点看，记忆在意义上有联系的东西要优于无联系的东西。检查单词掌握的情况，可以采用听写句子、回答问题、补全对话、看图描述方法进行。虽然费时间，但从长远的观点来看，是大有裨益的。 二、处理超前语言现象 高一《牛津高中英语》教材中出现了大量的语法现象，如：定语从句、情态动词的推测用法、虚拟语气、倒装句等，而情态动词的推测用法、倒装句是我们老教材中高二才讲的语法项目，虚拟语气则是英语大纲中明确规定高考不考的语法项目。笔者认为，在高一阶段应尽量不要对语法规则作系统的讲解。 三、帮助学生巩固所学知识 1.培养联想记忆的习惯 语言是一种习惯，学习外语的方法也是一种习惯。教学中的重要一环就是要教会学生如何去学。高中阶段应通过构词法、语音的拼写规则等方法来学习单词和句子，使学生一开始就养成联想记忆的习惯。学生掌握了一定量的语言材料后，就要在教学中尽量使用这些材料。但不是对已学材料的简单重复（当然重复也有必要），而是有机地重新组合，使学生在脑中所储存的语言信息也做频繁的再组合。为了培养学生这方面的习惯，每个学习阶段可以组织学生比赛，看谁组合的新句子多，哪怕是简单的替换也应给予鼓励。还可比赛看谁将课堂上学的东西运用到课外的多，目的是促成一种学习外语的小环境。 2.增加通过视觉获得记忆信息的比重 改变单一通过听觉系统学习语言的状况。在现代化的多媒体视听手段普及的情况下，应在课堂上充分利用多媒体形象生动的优势，这样一来可以激起学生们学习语言的兴趣与热情，二来可以扩大课堂的容量。 3.提倡背诵课文 由于许多班级学生人数多，每个班级学生英语基础参差不齐，仅仅在教师们指导下的课堂上所作的pair work是很难达到增加学生语言输入量的目的的。学生缺少口头使用所学语言材料的机会，课后更缺少让学生利用所学语言的背景，那么背诵就是一个行之有效的办法。而且要提倡出声背诵，这对于积累语言材料，培养语感都有很大作用。 4.引入竞争机制，鼓励学生用笔写 写作训练不仅能够帮助学生巩固所学到的单词、句型、语法等知识，而且还能够扩大他们的视野，提高他们的书面表达能力和阅读理解的能力，更好地体现“学中用，用中学”。 四、因材施教，给学生信心，减小两极分化 边巩固，边新授，稳打稳扎，夯实基础，减少差生面，努力不让一个学生掉队，这是我们的教学指导思想。因此笔者的做法是： 1.对知识点分层处理 A层是最基本的知识，要求学生人人掌握。 B层的知识要求稍高些，鼓励学生掌握（A、B层次内容在课堂教学、课后作业及练习中为重点）。 C层是课本上出现的较难知识，只要求学生理解，不要求掌握，课堂上也不重点处理，鼓励有能力的学生进一步钻研。 2.合理分层布置作业 如机械抄写，默写课文，坚持每天跟读磁带，建立读书卡，用重点词汇和句型造句，模仿课文写作，从学生作业中收集典型错误，作为改错作业等等。 3.做好综合评价，形成性评价与终结性评价相结合
牛津高中英语语法复习模块1定语从句 苏教版
牛津高中英语语法复习模块1定语从句苏教版 （一）定义 1)在复合句中（一个句子的某一成分由句子承当），修饰某一名词或代词从句叫定语从句或形容词从句；在句中起定语的作用. 2)被定语从句修饰的词叫做先行词antecedent 1) The man who lives next to us is a policeman.[ 先行词关系代词定语从句 2) You must do everything that I do. 先行词关系代词定语从句 (二)：关系代词的作用; 1.连接主句和从句。 2.代表被修饰的先行词。 3.在定语从句做一个句子成分。 eg. This is the room which I lived in last year. 先行词关系代词定语从句 (三)：定语从句中有关系代词who, whom, whose, which, that, as. 关系副词when, where, why 等引导定语从句。 （四）：用关系代词还是用关系副词 关系代词起代词的作用，关系副词起副词的作用，因此同样的先行词，选用什么样的关系词，要由它在定语从句中担任的逻辑作用来决定。 关系代词词行先行词充当成分 who 人主、宾、表 Whom 人宾 That 人&物主、宾、表 Which 物主、宾、表 As 物主、宾 Whose=of whom\of which 人&物定语 关系副词When=at\in\on\during which 时间状 Where=at\in\to which 地点状 Why=for which 原因状 that 在口语中可以代替关系副词以上三者状 This is the place ?where we work.（vi.）(关系词所做的成分关键是有从句中的动词来决定的) This is the place which we visited. (vt. ) ........
2019-2020年牛津译林版高中英语必修一Unit 1《School Life》(Project)教案
2019-2020年牛津译林版高中英语必修一Unit 1《School Life》 （Project）教案 【教学目标】 1.to arouse students’enthusiasm for developing after-class activities and forming a school club; 2.to gain the general idea of how to make an attractive poster for the club; 3.to strengthen students ability of putting theory into practice; 4.to guide students to cooperate effectively through group work. 【教学重点】Have students discuss and learn to finish a project by working tog hter 【教学难点】Students should search and find information, and do some writing and drawing by themselves 【教具】Multi-media projector Are you impressed by the soft background music? Step 2 Attract Your Eyes & Grasp Your heart Do you want to experience
(2) Tom in sch ool. e than five courses this term. Jack is no more diligent than John. 杰克和约翰都不勤奋。
牛津高中英语模块3
牛津高中英语模块三语言点 Unit 1 The world of our senses 一、Reading 1. (Page 2, Line 7) Once out in the street, she walked…… 如果从句和主句的主语一致，或者从句的主语为it，同时从句中含有be的适当形式，可以省略从句的主语和be动词，留下分词、介词短语等成分作状语，表示时间、原因、方式、让步、伴随状态等含义。从句前可以加上适当的连词，使从句的含义更加明确。 ① Once（it is）seen，it will be never forgotten. ②When (you are) in the street, you’d better be careful. ③ While (you are) reading, underline the key words. 2. this: adv.这么that much: 那么多 that: adv.那么He isn’t this / that tall. 3. observe: vt. (1) 观察，注意到(2) 遵守(3) 庆祝 observer: n.目击者，观察者，观测员，观察员 ① She observed that the pond was drying up. ② observe the speed limit. ③ observe the Christmas Day. ④ The UN sent a team of observers to the peace talks. 4. glance at sth: 瞥一眼，匆匆看，扫视 at first glance: 乍一看 ① He glanced at nervously at his watch. ② At first glance, the palace seemed deserted. 5. stare at sth: 盯着，凝视 glare at sth: 怒目而视，瞪着 ① He stared at the diamond with great amazement. ② Tom didn’t shout. He just glared at me silently. 6. nowhere: adv.无处，到处都不 n. [U] 无处 be nowhere to be seen / found / heard: 哪儿也见∕找∕听不到 nowhere else: 没有别的地方 get nowhere: 没有结果∕进展 ① Such case is nowhere to be found. ② I have nowhere else to go. ③ It’s a good idea but it will get nowhere without more financial support. ④ Nowhere else can you find a more beautiful view. 7. narrow: adj.窄的，狭隘的；勉强的；精确的 vt. & vi. (使)变窄，缩小 ◆◆narrowly: adv. 勉强地；严密地，仔细地 ① He has a narrow mind. 他度量很小。 ② a narrow escape from death: 九死一生 ③ What does the word mean in its narrowest sense? ④ In order to widen the road he had to narrow the pavement. ⑤The road narrows here. ⑥He narrowly escaped drowning.
牛津英语必修一课文原文及中文翻译
M1U1S C H O O L l i f e i n t h e U K Going to a British high school for one year was a very enjoyable and exciting experience for me. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m. This means I could get up an hour later than usual as schools in China begin before 8 a.m. On the first day, all of the new students attended an assembly in the school hall. I sat next to a girl whose name is Diane. We soon became best friends. During the assembly, the headmaster told us about the rules of the school. He also told us that the best way to earn respect was to devote oneself to study and achieve high grades. This sounded like my school in China. I had many teachers in the past year. Mr. Heywood , my class teacher, was very helpful. My favorite teacher was Miss Burke—I loved the lessons that she gave in English Literature. In our class there were 28 students. This is about the average size for British schools. We had to move to different classrooms for different classes. We also had different students in some classes, so it was a struggle for me to remember all the faces and names. I found the homework was not as heavy as what I used to get in
牛津高中英语模块五第3单元reading复习(最新版)
Unit 3 Reading词组归纳 1. 世界上第一个克隆的哺乳动物 the world’s first cloned mammal 2. （口头）通知/宣布她有罪/向日本宣战 make an announcement/declare her guilty/declare 3. 引起全世界的争论/引起极大的焦虑cause much debate around the world/cause great anxiety 4. 一方面，另一方面on the one hand. on the other hand 5. 即将生产出一个怪物be on the way to producing a monster 6. 用这种方式戏弄自然toy with nature in this way 7. 比正常的年龄早死die at an earlier age than normal 洪水袭击这个地区一周后，一切恢复正常。 A week after the flood hit the area, everything returned to normal. 8. 在动物世界导致更多的疾病lead to more diseases in the animal world 9. 指出你的错误point out your mistake 恐怕你说的话有点离题。I’m afraid that what you said was off the point. He was on the point of jumping into the river to have a good swim when luckily the guide came and stopped him in time, saying a man-eating fish in the river would eat a man in two minutes, leaving only bones. 10. 总的说来generally speaking 11. 因杰出的科学进步而受到表扬be praised for the scientific advance 12. 考虑克隆人类/把一切考虑在内/consider cloning human beings/take everything into consideration 1)What a pity! Considering his ability and experience, he could have done it better. 2)We should consider the students’ request _______ the school library provide more books on popular
牛津高中英语模块一
高中英语模块一UNIT3 一、重要单词： 1.make make up 编造；化妆make out 看出，辨认出；理解；填写，写出，拼凑 make up for 弥补be made up of(=consist of) 由……组成 make up one’s mind下定决心，打定主意 2.stay/remain stay up late 熬夜stay young/healthy 保持年轻/健康remain (to be) very weak 任然很虚弱3.exercise take more exercise 多锻炼 a good form of exercise 一个良好的训练形式 do a lot of exercises in English grammar 进行大量的英语语法练习 do morning/eye exercises 做早操/眼保健操 4.die die from……(polluted air,overwork) 死于（外因） die of……(cancer,grief,hunger,anger) 死于（内因） be dying for sth/to do sth. 渴望做某事deadly disease 致命的疾病 die happy 安乐死die out 绝种die down （风力、声音等）渐渐消失，平息，变弱5.辨析：another 同类的另一个，接可数名词单数或接数词加可数名词复数 the other 常用语one……the other…… the others （有范围的）其他的 others （无范围的）其他的 6.辨析：especially 尤其（=particularly） particularly 尤其（in particular）；对……挑剔（be particularly about） 【注：particular in spring 尤其在春天（不能用especially）】specially 特别、专程（例如at a special price） 7.weigh[v.] weight[n.] weighty[adj.] put on weight 增重lose weight 减肥 weigh two kg 重达两千克（不用被动语态）have one’s luggage weighed 给行李称过重 8.agree agree to do sth. 同意做某事agree that……同意…… agree with one’s ideas/what sb. does 同意某人的观点/所做的事 agree to……(term,plan,proposal,suggestion,advice) 同意/接受 agree on……在……上达成共识 9.recover[v.] recovery[n.] recover from……从……中恢复过recover oneself 恢复神智 recover sth. from 从中找回某物；重新获得 10.match match sb. in sth. 在某方面比得过某人match……=go with 和……相配 a good match for 对……来说很得体strike a match 擦火柴 11.辨析：damage毁坏，损害，损失，不如destroy严重，且一定程度上可恢复 destroy （毁灭性的）破坏，程度很深 harm 对……有害（do harm to），暗示不良后果 ruin 破坏（美好的东西）（in ruins变成废墟）
苏教版牛津高中英语说课稿评优课一等奖说课稿
牛津高中英语说课稿评优课一等奖说课稿(全英文) 来源:中考Tag:牛津高中英语说课稿点击: 386次 牛津高中英语说课稿评优课一等奖说课稿(全英文)牛津高中英语说课稿2010年04月29日以下是全市高中英语教师评优课一等奖的全英文说课稿，现注销来，希望对大家有点帮助，说课的内部实质意义是《牛津高中英语》（江苏版）第11板块第2单元Project中的阅读材料。Good morning, ladies and gentlemanx Today, I feel honored to have the chance to share my ideas about how to teach readingx In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategiesx In other words, students are guided to read efficiently and independentlyx My teachellong plan will include 3 section They’re analysis of the reading material, identifying the teachellong aims and teachellong proceduresx Section 1 Analysis of the teachellong material The selected teachellong material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with Englishx The article is about British students who take a gap year, whelloch is intended to develop the theme of the unit, that is, Getting a jobx After analyzing it carefully, I find the article has two uni2ue characteristicsx First, it’s a long passage with 688 words, much more than the usual textsx Second, it deals with a new topic, that is, a gap yearx The topic is unfamiliar to most studentsx Section 2 Indentifying the teachellong aims Based on the analysis of the teachellong material, I have chosen the following as the teachellong aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged textx The 2nd aim: Students get a better understanding of what a gap year isx The 3rd aim: Students are encouraged to figure out the implied meaningx The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thellong or ideax Section 3 Teachellong procedures In order to achelloeve the teachellong aims mentioned above, I decide to choose guided reading and Task-Based Teachellong as the main teachellong approachx With the teachellong methods, I can guide students to use effective reading strategies toprehend the text,