译林牛津版高中英语模块1教案全套
牛津高中英语模块一（第1讲）
【教学内容与教学要求】
一、 教学内容：
牛津高中英语模块一Unit 1 （上）
二、教学要求：
1．掌握和校园生活有关的常用单词、词组与句型。
2．学会描述校园生活和学校设施。
High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期
Huge campus and low-rise building 学校面积大，没有高层建筑。
Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。
Each room es with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。
3．学习阅读技巧：skimming&scanning。
4．语法：定语从句（一）
【知识重点与学习难点】
一、 重要单词：
access achieve attend assembly article available average canteen club
challenging context donate display experience extra graduate gym heading
locker low-rise literature poster relax
二、重点词组：
class teacher 班主任 at ease with 和….相处不拘束 school hours学校作息时间 earn respect from 赢得…的尊敬 sound like听起来象 for free 免费 get a
general idea 了解大意 as well as 除….以外, 也 key words 关键词 word
by word 逐字逐句地 find one’s way around 认识路 develop an interest
in 培养对….的兴趣 surf the Internet网上冲浪
【难点讲解】
1. What is your dream school life like?
你理想中的学校生活是什么样子?
这里 dream 表示心目中最理想的. 如 dream team (梦之队)。
2. Going to a British high school for one year was a very enjoyable and exciting experience for me.
去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。
Going 在本句里作动名词，它和后面的to a British high school for one year构成动名词短语作句子的主语。Go to a British high school本来是个动词词组，在go 后面加上ing 后，它就具备名词的特性可以在句子中充当主语、宾语或表语。
动词的现在分词和过去分词都可以作定语，但所表达的意思不同, 现在分词作定语常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 过去分词则有被动或完成的意思,常表示“感到….的”、“被….的”,例如： an excited crowd of people,
broken heart.
3. I was very happy with the school hours in Britain because school starts around
9 a.m. and ends about 3.30 p.m.
我对英国学校的作息时间很满意因为学校大约上午9点开始上课，下午3点半左右放学。
Be happy with=be pleased with, around=about。
4. This means I could get up an hour later than usual as schools in China begin
before 8 a.m.
这意味着我可以晚一小时起床，因为在中国学校8点钟上课。
as adv.同样地, 被看作, 象
prep.当做
conj.与...一样, 当...之时, 象, 因为
本单元多次出现as, 用法各不相同,应注意比较。另外as 还可以构成一些常用词组：as if就好像, as far as就….而言, so as to以便于, as for至于, such as例如，等等。
mean: 意味着, 后面通常加名词或宾语从句。例如：
The attack of Pear Harbor meant a declaration of war with the United States.
The raise of salary means that I can send my daughter to a better school.
5. He also told us that the best way to earn respect from the school was to work
hard and achieve high grades.
他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。
The best way to do sth is to…..结构用来表达做某事的最好方法是….., 例如:
The best way to learn English is to use it as often as possible.
6. I found the homework was not as heavy as what I used to get in my old school,
but it was a bit challenging for me at first because all the homework was in
English.
我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业都是英语的。
As…..as, 中间加形容词或副词,一般要连接两个相同的句子成分, 请比较下面两句话:
You hate him as much as I (=You hate him as much as I hate him).
You hate him as much as me(=You hate him as much as you hate me).
Used to 过去常常, 隐含的意思是现在的情况已经不同。例如:
She used to study very hard. ( She does not study so hard any more).
Used to 的否定形式是usedn’t to/ didn’t use to
注意：be used to sth/doing 表示习惯于….
7. Cooking was really fun as I learnt how to buy, prepare and cook food.
当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。
fun是名词,有趣的事情, 副词really并非修饰它,而是修饰前面的be动词was
试比较: He is really a funny guy. 和 He is a really funny guy.这两句意思虽然相同, 但really修饰的对象不同,因此说话的侧重点也不同。
8. I do like eating desserts after meals as you mentioned in your article.
就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。
Do、did在陈述句中，用在动词前表示强调，可译作的确、确实。
9. Upon finishing his studies, he started travelling in China.
完成学业之后，他开始在中国旅行。
介词upon/ on加doing相当于带as soon as 的时间状语从句。
Upon finishing his study＝As soon as he finished his study
10. Former student return from China
一位校友重中国归来
former, past, old 虽然都和过去有关，但 侧重点不同。 former：“过去曾经是...的、
前任….”, past: “过去的” old“老的、从前的”。例如: former president前总统，past experience以往的经验，my old school我的母校。
11. earn, achieve和gain
这三个单词的基本意思都是“get”但含义不尽相同, earn ：get as the reward of work（挣，得到…作为工作的回报）, achieve ：get what you want by effort(成就,通过努力达到某个目标), gain和“get”的用法最接近，它对得到的方法和内容都没有具体要求。常见搭配:
earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/
purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper
hand( 占上风)/ ground(取得进步). 【语法】
定语从句(1)
用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。定语从句的作用和作定语的形容词、介词词组、分词词组相似，有时可以相互转换，例如：金发女孩可译作a blonde girl ，a girl with blonde hair或a girl
who has blonde hair。定语从句通常由关系代词that/ which/ who/ whom/ which/ as或关系副词when/ where/ why引导，这些词既指代主句中要说明的名词或代词, 又充当从句中的某个句子成分。请看例句：
1.Tom is the only person who can keep a cool head in time of crisis.(who指代主句中的先行词person,在从句中作主 语)
2.Tom is the only friend whom(或who) I can rely on. (指代friend，在从句中作宾 语,
所以常用代词who的宾格形式).
3.China is no longer the weak nation that she used to be. (关系代词that指代weak
高中英语Unit1TheworldofoursensesSectionⅢGrammar——名词性从句(Ⅰ)教案(含解析)牛津译林版必修3
Section Ⅲ Grammar——名词性从句(Ⅰ)
语
境 自 主 领 悟
先观察原句
①At lunch，the radio forecast that the mist would become a thick fog in the
afternoon.
②She wondered if the buses would still be running.
③...the truth is that it is too foggy for the bus to run that far.
④...she had a feeling that she was being watched by a tall man in a dark overcoat.
⑤Scientists are interested in whether the sense of smell is related to pain.
⑥However，why pleasant smells do not reduce pain in men remains a puzzle for
scientists.
⑦It is added that while our sense of sight is used too much，our senses of touch
and smell have been ignored.
后自主感悟
1.上述例句中黑体词引导的从句都是名词性从句。
2.第⑥、⑦两句中黑体词引导的从句是主语从句。
3.第①、②、⑤句中黑体词引导的从句是宾语从句。
4.第③句中的黑体词引导的从句是表语从句。
5.第④句中的黑体词引导的从句是同位语从句。
名词性从句相当于名词，可分别作主句的主语、表语、宾语和同位语。因此，名词性从句分为主语从句、表语从句、宾语从句和同位语从句，都不能用逗号与主句分开。
When we will start is not clear.(主语从句)
牛津译林版高中英语选择性必修第一册 Unit4 Reading1教案
Book 1 Unit 4 Exploring poetry
Reading 1
How to read a poem
一、教学目标
By the end of this section, students will be able to:
1. talk about the main idea of this lecture transcript;
2. interpret the four tips on how to read a poem;
二、教学重难点
To appreciate a poem from different perspectives, like images, sound and sense.
三、教学过程
步 骤 教学活动 设计意图 互动时间/模式
Pre-reading
Step 1 Begin the class with a brainstorming by asking
students the following questions:
1. Why do people read poems?
2. What aspects of a poem do you pay attention
to when you read it?
3. Do you have any difficulty in reading a poem?
4. Do you know how to read a poem? 通过回答问题，激活学生已有的相关背景知识，激发阅读兴趣，为后续阅读做铺垫。 5’
Individual Work
While reading
Step 2
Have students skim the lecture transcript and
answer the following question:
What is the lecture transcript mainly about?
高中英语 Unit1 Background information(背景信息)教案 译林牛津版必修4
- 1 - 英语必修4译林牛津Unit 1精品教案（背景信息）
U1 第三部分教案Background information（牛津译林版必修4）
●Section 2 Background information
I. An introduction to Advertising
1. Definition:
American Marketing Association (AMA) defines advertising as “the non-personal
communication of information usually paid for and usually persuasive
in nature about
products, services or ideas by identified sponsors through the various media.” Today,
with the development of the technology and the diversity of the mass media, advertising
has influenced us pervasively in our daily life. However, whatever the promotive
strategies advertising takes, language is the main carrier of message all along, as
The Language of Advertising, by Vestergard & Schroder, says, “Advertising takes many
forms, but in most of them language is of crucial importance.” Advertising language
牛津译林版高中英语选择性必修第一册 Unit2 Reading1教案
Book 1 Unit 2 The universal language
Reading 1
Understanding culture through music
一、教学目标
By the end of this section, students will be able to:
1. give a brief introduction to Butterfly Lovers and country music;
2. listen to a sample of Butterfly Lovers and express their understanding of it;
3. compare the writing techniques of the two emails.
二、教学重难点
1. To appreciate different types of music and understand the culture through music;
2. To learn about different techniques used in writing to describe one’s appreciation of music.
三、教学过程
步 骤 教学活动 设计意图 互动时间/模式
Pre-reading
Step 1 Start the class by asking students to answer the
following questions.
1. What information do you think the emails
contain according to the subjects?
2. Have you watched a music performance live or
on TV? What was it like? 激活学生已有的关于音乐表演的认知和经验，引出主题，引导学生关注电子邮件的写作特征。 5’
高中英语必修1unit3 looking good, feeling good详细讲义(译林牛津版).doc
必修1 Unit3 Looking good, feeling good详细讲义
【教学内容与教学要求】
一、 教学内容：
牛津高中英语模块一Unit 3
二、教学要求：
1．学会谈论有关健康生活的话题。
2．学习英语中标点符号的名称和用法。
3．学习调查、整理、分析信息。
4．缩略和简写。
【知识重点与学习难点】
一、 重要单词：
Guideline, highlight, lifestyle, advertisement, commercial(n), convey, , afford, , offer, yoga, branch, square, shape,
figure, trainer, , brief, abbreviation, contraction, symbol, seldom, , proper, energy, count, concentrate, chemical,
amount, booklet, survey, conduct, analyze, statistics, questionnaires, permission, give out, create, percentage, level,
pin, persuade, omit, skip, virus, remove, item, recommend, mention, summary, conclusion, calorie.
二、重点词组：
Prompt box提词台, a reminder of提醒某人想起某事的人或事物, call sb names骂人, cheer up高兴起来,
closely related紧密相关的, live(lead) a…. life过着….样的生活, , a headache to令人头疼的人或事, along with一起, in the long term(run)从长远角度看, give up on放弃, a good amount of适量的、许多, in no time很快, give
高中英语Unit1 教学知识细解码学案含解析牛津译林版必修第三册
Unit 1 Nature in the balance
根据词性和汉语提示，写出下列单词
1．harm
n．&
vt.伤害，损害→harmful
adj.有害的→harmless
adj.无害的
2．long adj.长的，长时间的→length n．长，长度；时间的长短；篇幅，(电影)片长
3．survive vi.生存，存活vt.幸存，幸免于难→survival n．残存物；幸存事物→survivor
n．幸存者；生还者
4．disappear vi.不复存在，灭绝，消亡；消失；失踪→disappearance n．消失；失踪
5．agriculture n．农业，农学→agricultural adj.农业的
1．variety n．不同种类；变化，多样性；变种，变体
①I was impressed by the variety of dishes on offer.不同种类
②We want more variety in our work.变化，多样性
③Apples come in a great many varieties.变种，变体
2．living adj.活着的，活的；在使用的 n．生计，谋生；生活方式
①Father never talked about what he did for a living.生计
②Chinese is one of the most beautiful languages that is living in the world.在使用的
③He is the finest living pianist that I have ever seen.活着的
Words and Phrases
知识要点1 harm n．& vt.伤害，损害
(教材P1)The human race has done much harm.
人类已经造成了许多危害。
牛津高中英语模块一,电子课本
如对您有帮助，请购买打赏，谢谢您！
牛津高中英语模块一,电子课本
篇一：牛津高中英语模块一unit1-school life电子版
篇二：译林牛津高中英语模块一Unit_1_教材答案
译林牛津高中英语模块一Unit 1 教材答案
Language practice
Part A1 (Page 86)
1 enjoyable3 challenging 5 fun 7 exciting
2 experience 4 e-mail6 satisfaction 8
encouragement
Part A2 (Page 86)
1 with 3 like5 on7 at
2 to at4 to6 for about 8 on on
Part B1 (Page 87)
1 making preparations for 2 inform…of 3 such
as
4 are required to 5 in charge of 6 make good use of
7 looked back on 8 much more than
Part B2 (Page 87)
1 a 他被认为是美国最优秀的电视节目主持人之一。 如对您有帮助，请购买打赏，谢谢您！
b 我们很高兴地得知他已应邀下个月来我们城市主持一场晚会。
2 a 我们要等上几天，等待学校批准我们今年春季在校园里多植树的计划。
b 布朗夫人不赞成在公共场所吸烟。
3 a 我看不懂这机器的使用说明。你能给我演示一下如何操作这台机器吗?
b 每天有三个班次的公共汽车开往城里，因此你可以乘公共汽车去那儿。
c 孩子们在雪地里奔跑和玩耍着。
4 a 他向我收取了100元修电脑的费用。
b 你可以向她询问更多细节，因为她是这个项目的负责人。
Part C1 (Page 88)
完整word版,高中译林牛津英语模块一Unit1教案
完整word版,高中译林牛津英语模块一Unit1教案
Module1 Unit1 教课方案
课题
项 目
话 题
语言知识
语言技术
感情态度
学习策略
AWE M1 U1 主备人 仇晓荣
目标要求
School life
语音 Natural and fluent pronunciation and intonation
enjoyable, experience, headmaster, earn, devote, respect, literature,
average, struggle, challenging, encouragement, cooking, extra, fond,
sculpture, dessert, satisfaction, academic, exchange, former, graduate,
词汇 fluent, kindness, splendid, independent, title, dynasty, somehow, recent,
professor, inform, donate, run, host, approve, charge, schoolmate,
broadcast, preparation, event, outing, poet, generation, literary, select,
courtyard, composition
For free, be fond of, look back on, make use of, in charge of
语法 1.Introduction to attributive clause
2. Usage of pronoun relatives
1. Describing school life
功能 2. Describing school activities
高中译林牛津英语模块一Unit2教案
Module1 Unit1教学设计
课题 AWE M1 U2
主备人 邱 东
项 目 目 标 要 求
话 题 Growing pains
语言知识 语音 Natural and fluent pronunciation and intonation
词汇 act, curtain, soccer, frightened, bend, starve, cash, garbage, sink, adult,
tolerate, behaviour, teenager, fault, scene, defend, emergency, anyhow,
deserve, explanation, clinic, rude, sigh, bicycle, hardworking, handle,
error, guidance, insist, café, chat, argument, freedom, worried, harm,
foolish, patience, quarrel, selfish, distant, annoyed, forbid(forbade,
forbidden), adolescence, misunderstand, normal, confused, physical,
psychological, limit, wisdom, independence, balance, challenge
can‟t wait to do, be supposed to do, be hard on, now that, saty up, mix up,
as if, insist on, Internet café, at present, along with
语法 1. preposition +which and preposition + whom
Unit1FoodMattersReading教学设计高中英语牛津译林版(2020)选择性
牛津译林版（2020）选择性必修第一册 Unit 1 Food Matters
Reading
教材分析：
本节课的阅读材料是一篇关于食物选择的文章，介绍了健康饮食的重要性以及如何选择适合自己的食物。文章中涉及到的主题与学生的日常生活密切相关，因此学生应该能够产生共鸣并产生兴趣。
教学目标：
1. 学生能够理解文章的主旨和细节，了解健康饮食的重要性以及如何选择适合自己的食物。
2. 学生能够运用所学知识，分析自己的饮食习惯并制定更加健康的饮食计划。
3. 学生能够通过阅读文章，增强对健康饮食的认识，提高自我保健意识。
教学重点：
1. 重点词汇和短语：介绍与食物相关的重点词汇和短语，例如蔬菜、水果、碳水化合物、蛋白质、脂肪等。
2. 阅读技巧：引导学生掌握阅读技巧，例如略读、扫读、精读等，以便更好地理解文章。 3. 文章主旨和细节：引导学生理解文章的主旨和细节，包括健康饮食的重要性以及如何选择适合自己的食物。
教学难点：
1. 词汇障碍：有些词汇可能比较生僻，需要教师进行解释和引导。
2. 文化差异：不同地区和文化背景下的饮食习惯和观念可能存在差异，需要教师进行适当引导和解释。
学情分析：
高一学生已经具备了一定的英语基础和阅读能力，但是他们可能对一些专业术语和概念不太熟悉。因此，教师需要针对学生的实际情况进行适当的引导和解释。
教学策略：
1. 激活学生的前知：通过提问和讨论的方式，了解学生对健康饮食的认识和饮食习惯。
2. 教学组织：采用小组合作学习和讨论的方式，引导学生进行深入思考和分析。
3. 学习任务设计：设计多种形式的学习任务，例如填空、选择、问答等，以便更好地检测学生对文章的理解程度。
4. 反馈与调整：根据学生的实际情况和学习进展，及时调整教学策略和方法。
教学方法：
1. 激活学生的前知：提问学生关于健康饮食的认识和饮食习惯，引导学生进入本节课的主题。
2. 导入新课：介绍本节课的阅读材料和主题，引导学生了解文章的主旨和细节。