第一篇：外研版高中英語必修一說課稿 Module My New Teachers

外研版高中英語必修一說課稿 Module My New Teachers Tags： 外研版英語必修一 外研版高中英語必修一

字號：T|T

外研版英語必修一_Module_2_My_New_Teachers

一、設計思想

（一）設計思想

一節(jié)成功的英語課取決于一個優(yōu)秀的設計思想。高中英語的聽說教學是給學生打基礎的最重要的階段。學生只有積極主動地說出來，才能促進聽說讀寫等綜合素質(zhì)的全面提高。而只有創(chuàng)設與學生的實際生活相結合的情景，才能促使學生有話可說，積極主動地說，甚至繪聲繪色的用英語表演。

（二）理論依據(jù)：

語言學家克魯姆認為:成功的英語課堂教學教師應該為課堂內(nèi)創(chuàng)造更多的情境，讓學生有機會運用已學的語言材料。通過給學生創(chuàng)設問題情境，圖文并茂，充分調(diào)動學生的積極性，使學生自主學習，讓學生成為問題的“發(fā)現(xiàn)者”，然后學生與學生進行合作性的探究，讓老師成為問題的“點撥者”。

《新課程的教學實施》在教學應當如何適應課程培養(yǎng)目標的要求中指出：要強調(diào)與學生生活世界的密切結合。強調(diào)與學生生活世界的密切結合也就意味著，要改變“過于注重書本知識的現(xiàn)狀”，要“加強課程內(nèi)容與學生生活以及現(xiàn)代社會和科技發(fā)展的聯(lián)系，關注學生興趣和經(jīng)驗”，增強“提高生命生活質(zhì)量”的意識，使學生學會生活，并能積極主動地創(chuàng)造健康向上的生活。

（三）設計特色：以“我的新教師”為話題，遵循貼近學生生活的原則，創(chuàng)設多種情景讓學生發(fā)現(xiàn)，體驗而習得語言，讓課堂動起來！

二、教材分析 本課學習的內(nèi)容是外研版新課標B1M2My New Teachers的Introduction即聽說課的一個課時。課本內(nèi)容包括：學習一些描述人物的形容詞；學習用這些形容詞描述自己熟悉的人物；討論并描述自己心目中的好老師；聽一名英國男孩對好老師的理解并與自己的描述比較?？紤]到教學內(nèi)容較少而且比較單一，不能充分調(diào)動學生的積極性，達到聽說課的教學目的，我結合學生的實際生活，對教材整個模塊的內(nèi)容進行了整合，通過創(chuàng)設多種情景活動，使學生積極參與課堂活動，主動踴躍地發(fā)言，并且惟妙惟肖地表演。

三、學情分析

高一學生思維活躍，敢于提出不同見解，學生已經(jīng)儲備了一定的英語知識，能較好地展開話題討論，各抒己見。采取多媒體教學，運用多種教學方法和手段激發(fā)學生交流和學習的興趣，希望學生始終處于積極、主動的思考、探究的狀態(tài)中，創(chuàng)造充滿活力的課堂氣氛。

四、教學目標

1． 語言知識目標:掌握描述人物特點的形容詞。

2． 語言技能目標：運用描述人物特點的形容詞進行描述和交流。

3． 情感態(tài)度：學生能自如地表達自己的思想，情感以及與人合作交流的能力； 理解教師這一職業(yè)的艱辛，理解并尊重老師。

4． 學習策略：在情景中進行交流，培養(yǎng)學生的交際策略。

五、重點難點

1． 教學重點：鼓勵學生討論自己最喜歡的老師；鍛煉學生的聽說能力；鼓勵學 生使用新學詞匯描述新老師。

2． 教學難點：如何使學生積極主動地參與到教學活動中來，大膽地說，自主地演。

六、教學策略與手段

本課教學強調(diào)從學生實際情況出發(fā)，從學生生活經(jīng)驗出發(fā)，而不是從“本本”出發(fā)。以學生為中心，讓學生成為課堂中的主角，教師成為教學活動的組織者，合作者和參與者。在設置任務的過程中，考慮到了生生互動，師生互動。學生在教師特意創(chuàng)設的教學情境中去學習、體會英語語言的特點，使聽說活動能在一種活的環(huán)境中輕松愉快地進行。

七、課前準備

新的課程標準強調(diào)教師、學生、內(nèi)容、環(huán)境四個因素的整合，這四個因素持續(xù)交互，呈動態(tài)發(fā)展。

1． 學生的學習準備：

鼓勵學生課前認真預習描述人物的新單詞。2．教師的教學準備

新課程標準要求采用互動的課堂模式，提倡開放的學習方式，鼓勵學生創(chuàng)造性地運用語言。在上課前，注意了解不同層次學生對這一部分內(nèi)容的了解程度，吃透教材，上網(wǎng)查詢資料，擴大自己的知識面和對電腦的認識，下載新穎的有關教師的圖片，以激發(fā)學生學習的積極性。除此之外，還在課前估計課堂內(nèi)可能發(fā)生的情況，準備好各種預案，以便順利完成教學任務。

八、課堂教學過程設計： Step 1 Preparation（準備階段）Enjoy a piece of music(Before class, let Ss enjoy a piece of music)設計說明:大家一起唱英文歌曲，使學生迅速進入英語課堂；營造一種輕松活潑的教學氛圍。Step 2 lead-in(導入)T: How long have you been here? S: About two weeks.T: Do you feel happy for being here? S: Yes.T: How do you think of our school? S1: It is beautiful.S2: The teachers are very excellent and friendly.T: Yes, excellent!So today we will talk about _____? SS: My new teachers!設計說明：鑒于他們是高一新生，學校生活又是學生非常熟悉的話題，從學生的現(xiàn)實生活出發(fā)，以輕松愉快的聊天形式導入新課，能使學生迅速進入本節(jié)課的學習，形成輕松活潑的課堂氛圍。

Step 3 Warming-up（熱身活動）

T: We usually use some adjectives to describe persons.E.g.I am ___? Ss: Beautiful.T: Yes, thank you.Here I will give you some pictures and you just give me the adjectives that you can think of from it, ok? S: pretty beautiful handsome amusing…

Make the students try to express themselves freely.Help the students to describe the pictures, using the adjectives they have learnt.設計說明：運用頭腦風暴法，呈現(xiàn)一些圖片引導學生充分想象自己已經(jīng)學過的描述人物的單詞，由此，總結已知詞匯，導出新詞匯。Step 4 Exercise(練習鞏固)Complete the sentences with these adjectives amusing intelligent nervous patient popular serious shy strict 1).Mr.Wood is a very ________teacher.He never get angry, even when his student behave badly.2).Our history teacher is a very ________man.He is nice, but he never smiles.設計說明：對新學單詞的含義理解，鞏固與運用。Step 5 Description（描述）

Use the words to describe your classmates 設計說明：從選詞填空到運用已知詞匯造句，是能力的提升。所設計的環(huán)節(jié)要求描述自己的同班同學，人物就在身邊，觸手可及。兩個月的相處，和諧的同學關系使他們非常有欲望表達對同學的熱愛，對友誼的理解與感悟。這一情景可真是觸到了學生的“骨髓”里。Step 6 Guessing Game（猜謎游戲）

Describe your favorite teacher that you and your classmates know and ask your classmates to guess who he or she is.設計說明：在這一環(huán)節(jié)中，我并沒有讓學生重復練習使用 adjectives 去描繪老師，因為到此為止，學生對這些adjectives已經(jīng)掌握的相當好了。所以，我結合課本Speaking中的一個環(huán)節(jié)，把 talk about your favorite teacher變成了Guessing game的形式，把全班分成四組，每組描繪一個自己的favorite teacher。為了讓其他組的同學猜出來，他們必須不斷地把自己的描繪對象描繪地細致，再細致。他們會挖空心思想自己學到的所有知識，并不僅僅是擺在手邊的adjectives，而且要連句成篇，是能力的又一次提升，起到了很好的效果。并且，我把班里其他老師的照片以幻燈片的形式展示給同學們，他們更加積極主動了，整個課堂形成了一種描繪，贊美自己老師的和諧氛圍。Step 7 Discussion（討論）Do you agree with the following statements? 設計說明：學生們把自己的觀點發(fā)表的淋漓盡致之后，需要的是其他觀點的沖擊。這一環(huán)節(jié)要求學生判斷這些觀點的對錯，實質(zhì)上是要求學生比較自己與他人的觀點。在比較與判斷中，學生獲得了另一種交流。

第二篇：高中英語外研版必修一moudle2短語總結

必修一module2

1.thefirst impression of 2.avoid doing 3.make progress 4.dare to do 5.at any time 6.on time 7.in time8.the first time 9.as a result

10.do badly/well in 11.fall asleep 12.tell a lie

13.tell a joke/tell jokes 14.tell the truth

15.be brave enough to do something 16.be afraid of

17.be late for school/come to class late 18.admit doing 19.a period of time 20.be true of 21.be true to life 22.respect for

23.obey the discipline 24.so that

25.translatesth.from one language to another

26.be popular among/with 27.make a choice about 28.take an exam 29.refuse to do

30.look for /hunt for/search for 31.break into 32.see to sth.33.a summary of 34.talk sb.about sth.35.get dowm to doing

對…的第一印象 避免做… 取得進步 敢做

任何時候 準時 及時 第一次 結果

在…做的不好/好 入睡 說謊 講笑話 說實話

足夠勇敢做某事 害怕

上學遲到 承認

一段時間 適用于 栩栩如生 尊重… 遵守紀律

因此，目的是

將一件事物從一種語言翻譯為另一種語言 受…歡迎 對…做選擇 參加考試 拒絕做… 尋找

破門而入 辦理，照管 一個…的摘要 與某人談論某事 認真開始做

第三篇：外研版高中英語必修一Module1教案(精)

Module One My first day at Senior high Period One Teaching content aSelf-introduction bVocabulary and speaking cEveryday English and function Teaching aims and demands a have the students to introduce themselves b have the students to know what you except from them c have the students get familiar with some words of subjects d have the students to learn the Everyday English and function Teaching methods a speaking bdiscussing cpair-work& group-work Teaching steps Step1 Self-introduction(I This is the first English class in Senior high, you are fresh to the students , so are the students.So it is necessary for you to introduce yourself to the students and get them to introduce them to you and other students , you must stress that the students must introduce them in English.If necessary, you can make an example first.eg : My name is Liyingxu , I am your new English teacher ,you can call me Mr.li.I was born on April 16th in a small village in Hebei province.I graduated from Northwest Minorities University , I have taught English in this school for three years.I am a friendly teacher , I am usually ready to help everyone of you.I like sports very much ,but I am not good at it.I don’t like music so much ,especially pop music, in my opinion, it is so noisy and meaningless.In my spare time, I like reading.I hope we can get along well with each other and I will try my best to teach you how to learn English well more than the grammar & vocabulary & drills.I will be strict with every student, so you must follow my words, or you will be punished.(some drills needed to be written on the black board a My name is …… b I am a …… c I was born on/in …… d I graduated from ……

e I like/ am good at / am fond of …… f I hope/ think/ want …… g ……

(II Get the students to introduce them to their partners in group of four, then ask some volunteers to introduce them to all the students in English.or Ask them to introduce them one by one.Step2 Vocabulary and speaking(I Vocabulary

Ask the students to tell you what subjects they learned in Junior High school and what other subjects they will learn in Senior High school, ask the students to express them in English as possible as they can, then write the words on the Bb, teach the students to pronounce the words they don’t know.eg : Chinese English Mathematics Physics Chemistry Biology Politics History Geography Arts Music IT(Information Technology PE(Physical Education GT(General Technology Japanese Russian French(IIDialogue(pair-work T: How many subjects are science subjects? S: ……

T: How many of them are languages? S: ……

T: Which languages do you study at our school? S:.…..T: Which subjects do you like best? Why? S: ……

Ask the students to imitate the dialogue to get which subject their partner like and why by using the following drills.Which subject do you like best? Why? Which subject do you like better between...and …? Why? I like … because …

I think … is important because … I would like to study/learn … because … In my opinion … is … so I …..Ask some of them to show their dialogues to the ss.Step 3 Everyday English and Function(I T: After we have talked about the favorite subjects you like best, now lets turn to another part.Every day when we have a break between classes we may meet some old friends, you may talk about your classes , now please turn to P8 , let’s learn the dialogue in Everyday English and Function.Ask the students to listen to the tape ,then to read the dialogue in pairs.(explain some difficult words and teach ask them to pronounce them by looking up them in the dictionary Ask the students to read and analyze these sentences.1 How are you doing? 2 Oh really? 3 Is that right?(II Work in pairs.Make a conversation about one of your classes.Use the conversation in activity 1 to help.Ask some of them to report and act their dialogue out.Step4 Summary The teacher summary the whole class for the students and tell them what they should do to improve.Homework I Review the drills we learned in this class.II Preview Reading and vocabulary & Cultural corner.Period 2 Teaching content a Reading and vocabulary b Cultural corner Teaching aims and demands a get the students to understand the texts well b get the students to know the school life in other schools(at home and in the USA c help the students to improve their reading ability Teaching methods a speaking b reading c discussing d pair-work& group-work Teaching steps Step 1 Revision I Revise last class by ask them which subject they like best and why.II Revise everyday English by asking which class do you have before our English class and talk about it with the help of Everyday English and Function on P8 Step 2 Lead-in(Discuss and compare

T: Everybody , we have studied in a new school named Pingluo Middle School.Before you come here , all of you studied in different schools, now I will give you some time to think what the main differences and similarities between Junior High school and Senior High school.And ask them to discuss these two problems: 1 Do you think that work at Senior High school is harder than that at Junior High school? 2 Are Senior High teachers similar to Junior High teachers? T: After we have compared Senior High school and Junior High school, now we will learn something about Likang’s First day at Senior High.before we read the text let’s learn some words first.Step 3 Vocabulary Deal with the vocabulary on P2 by finishing the questions in the part.Step 4 Reading I Scanning Read the text quickly and try to find the answer to these questions: a What are the differences between Likang’s Junior High school and Senior High school? b What are the two things the English teacher thinks important to do in class? c What are the two things that the English teacher want to improve? II Understanding

Play the tape for the students and ask them to listen & read following the tape in a low voice.Then finish the forth part in Reading and Vocabulary on P3.III Careful-reading Ask the students to read the passage again and find out which word in the box in the fifth part of Reading and Vocabulary on P4.And ask them try to guess the meaning and explain the words in English according to the text.Ask the students to read the three summaries of Likang’s opinion about the new school in the sixth part in Reading and Vocabulary on P4.Decide which is the best.IV Discussion T: We have known the Likang’s life at Senior High, is your English classroom like Likang’s? is your class the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discuss with your partner and compare your school life with Likang’s.Step5 Cultural corner T: we have learned likang’s school life at senior high, do you want to know th e life of the teenagers in the similar age of you in other countries? Now please turn to P9, let’s read the text in cultural corner and learn something about the Senior High school life in the US.I Ask the students to listen to the tape and read the text.II Ask the students to answer the following questions: a What are the differences between the grades in China and the US? b How is the school year divided ?

c How long does the Summer Vacation last? d When do they start and finish school? e What do they do after school? III Ask the students to prepare a short reply to introduce the school system , vacation, study time & after-school activities in China by imitating the letter in Cultural corner.Step6 Summary The teacher summary the class by comparing the school life in China and the US.Homework: I Write a reply to Rob Marshall II Read the text for as many times as they can III Preview the language points in these two passages.Period 3 Teaching content a the language points in the two passages b the important and difficult drills in the two passages Teaching aims and demands a get the students to master some useful words or expressions b get the students to master some important drills c get the students to do some exercises about the language points.d to improve the students ability of using English Teaching methods a Explaining b Discovering c Practicing Teaching steps Step 1 Revision Revise last class by checking home work and analyze the students’ replies.You can also ask some the students to read the good replies for the students Step 2 Language Study I Underline the useful expressions science subjectacademic subject be similar to… differences between A and Bthe attitude to… teaching method a city not far from … wr ite down… on the computer on the screen

information from websites a woman called….be nothing like speak a lot in class have fun introduce oneself in groups give sb instructions work by oneself improve one’s spelling in a fun way in other words

for one’s homework a description of look forward to doing…

be impressed with… A is the same size as Bthe number of the American school systems secondary school cover 7 years receive the high school diploma go to college divide….into..September through December take part in be free to do… without the help of sbbecome friends last a long timeThere is a popular belief They say that have similar life experiences under the same roof Thanks for doing… ask sb about… do experimentshave dinner

stay on at school take a bus homeschool daybe fluent in Chinese speak Chinese with fluency make a lot of progress at the beginning of write to sb all over the world the smell of paint the wall move to… have the biggest smile II Analyze the language points A Words 1 information noun facts or details telling sth about a situation, person ,event, etc information about/on sb/sth 關于某人 /謀事的信息 a piece of information 一則消息;一份情報

ask for information on/about 打聽關于 …… 的消息 2 instruction n(pl sth that sb tells you to do 指示

(pl information on how to do or use sth 說明 follow the instructions for 遵守 …… 的指示 instructions on(how to do sth(如何做某事的指示 instructions to do sth 做某事的指示 on sb’ instructions遵照某人的指示 be under instructions to do sth 被指示做某事 instructions in 有關 …… 的指示 embarrassed adj.feeling nervous and uncomfortable and worrying be embarrassed to do sth 羞于做某事 be embarrassed about/at 對 …… 感到困窘 attitude n sb’s opinions of feelings about sth, especially as shown by their behaviour attitude to/towards sth/sb 對某人 /某事的態(tài)度 behaviour n way of treating others;manners behaviour towards/to …… 對 …… 的態(tài)度 /行為 be on one’s good/best behaviour 循規(guī)蹈矩;行為檢點 put sb on his best behaviour 規(guī)勸 /警告某人要規(guī)規(guī)矩矩 previous adj happening or existing before the event or object you are talking about 以前 的;從前的

the previous day 前一天 previous to 在 …… 以前 previously adv 以前;從前 impress vt.to have a favourable effect on sb;to make sb feel admiration and respect impress sth in /on sth impress sth on/opon sb impress sb with sth be impressed at/by/with impression n.make an impression on sb 8 cover vt to include or deal with sth 包含 be covered by/ with被 …… 所覆蓋 cover for sb 頂替某人 cover(a distance 走(一段距離 cover(sth new 報道(消息;新聞 cover sth up/over 蓋住某物 Step 3 Practicing Ask the students to do some exercises about the language points just learned Homework

I Remember the usages of the words today II Preview and try to analyze the difficult sentences in these to passages Period 4 Teaching content a the language points in the two passages b the important and difficult drills in the two passages Teaching aims and demands a get the students to master some useful words or expressions b get the students to master some important drills c get the students to do some exercises about the language points.d to improve the students ability of using English Teaching methods a Explaining b Discovering c Practicing Teaching steps Step 1 Revision Revise the words learned yesterday by doing some translation exercises.(C to E or E to C.Step 2 language study

1.The teacher is a very enthusiastic woman called Ms.Shen.這個非常熱情的女老師是沈老師。

called Ms.Shen 是過去分詞短語作定語, 與所修飾的詞之間存在著邏輯上的被動關系, 相 當于定語從句 who/that was called Ms.Shen。如: We visited the new library built three weeks ago.我們參觀了三周前建成的圖書館。

The first textbooks written for teaching English as a foreign language came out in the 18th century.最早為外語教學而寫的英語課本出現(xiàn)在十八世紀。Most of the artists invited to the party were from South Africa.被邀請來參加聚會的大多是南非藝術家。

注:短語一般放在被修飾詞之后,單個過去分詞放在被修飾詞之前 2.And we have fun.I don't think I will be bored in Ms.Shen's class!我們上課上得很開心,我認為我不會對沈老師的課厭煩的。(1 have(great fun 玩得開心 =have(a lot of fun = have a wonderful time =enjoy oneself 如: The children were having a lot of fun with the building blocks.孩子們玩搭積木玩得很開心。You're sure to have some fun tonight.今晚你一定會玩得很開心。

They had a lot of fun chatting on the net.他們在網(wǎng)上聊天聊得很開心。

fun/,是不可數(shù)名詞,常用于 be fun 結構中,相當于 interesting。如 Seeing monkeys in the zoo is great fun.在公園看猴子非常有趣。

What fun it is to play a game after work!工作之余活動一下多么有趣!注 : 此處的 what fun不能用 how funny代替,因為 “funny” 是 “ 滑稽的,好笑的 ” 的意思。[拓展]for fun=in fun 開玩笑地

make fun of 嘲笑,取笑。如

I'm not saying such a serious thing for fun.我說如此嚴肅的事情絕不是開玩笑。It's bad manners to make fun of the blind.取笑盲人是不禮貌的。

(2 我們要注意本句英漢表達的區(qū)別。英語中有些動詞, 如 think, believe, expect, suppose, feel, guess, imagine 等,當它們后面接一個具有否定意義的賓語從句時,通常

要把主句的動詞 變?yōu)榉穸ㄊ?而賓語從句中的謂語動詞用肯定形式。這種現(xiàn)象稱為否定的轉(zhuǎn)移。如: We don't think there is anything interesting in your pictures.我們認為你的畫并沒有什么有趣的地方。

I don't believe what he said is true.我認為他說的不是真話。I don't suppose they will object to my suggestion.我想他們不會反對我的建議。

He didn't imagine that she would go abroad.他料想她不會出國了。

I don't feel the food can last us through the winter.我認為這食物是不夠我們過冬的。

注:在反意疑問句中,若陳述部分是第一人稱, think 等詞用一般現(xiàn)在進,則疑部部分需 與從句中的主語和謂語保持一致,否則要與主句的主語和謂語保持一致。如: I don't think it's going to rain tomorrow, is it? 我認為明不會下雨,對嗎? You don't think I have made mistakes, do you? 你并不認為我犯了什么錯誤,是嗎? 3 In other words, there are three times as many girls as boys.換句話說,女孩是男孩的三倍。

(1 in other words 意為 “ 換句話 ” ,在句中用作插入成分。如: In other words, she must give up singing.換言之,她必需放棄唱歌。

I'm not used to the way you speak to me.In other words, I don't want to continue our conversations.我不習慣于你對我談話的方式。換句話講,我不想繼續(xù)我們的談話了。Beethoven wrote many world-famous musical compositions.In other words, he was a great musician.貝多芬寫過許多世界著名樂曲。換句話講,他是一位偉大的音樂家。① A + be+倍數(shù) +as+ adj.+as+B Asia is four times as large as Europe.亞洲是歐洲的四倍大。② A+be+倍數(shù) + 比較級 +than+B Asia is three times larger than Europe.亞洲比歐洲大三倍。

③ A+be+倍數(shù) +the size/length/height/depth/width+ of+ B Asia is four times the size of Europe.亞洲是歐洲的四倍大。

注 : time 表示倍數(shù), 一般只限于表示基數(shù)詞在內(nèi)的三倍或三倍以上, 若表示兩倍可用副詞 twice 或形容詞 double。time 表示的倍數(shù)也可以用分數(shù),百分數(shù)或某些表程度的副詞替換。The street is twice the length of that one.這條街是那條街的兩倍長。Ten is double five.十是五的二倍。This pencil is a quarter as long as that one.這枝鉛筆是那枝的四分之一長。

Our room is 60%the size of theirs.我們房間的面積是他們房間面積的 60%。4 I'm looking forward to doing it!我非?？释プ?。

look forward to sth./doing sth.意思是 “ 期待著某事 /做某事 ” ,其中 “to” 是介詞。

I look forward to hearing from you as early as possible.我期待著早日收到你的來信。

Boys and girls are looking forward to Children's Day.孩子們期盼著兒童節(jié)的來臨。

I'm looking forward to his return just as much as he himself seeing me.我期待他的歸來同他盼望見到我的心懷一樣強烈。[鏈接]動詞+介詞 to 構成的常用短語有: look forward to 盼望 …… turn to 求助于;轉(zhuǎn)向;翻到 …… pay attention to 注意 …… stick to 堅持

get down to 開始認真干 …… object to 反對 belong to 屬于 refer to 談到,涉及,參閱 point to 指向 see to 處理,料理 come to 共計;蘇醒 reply to 答復 agree to 同意 add to 增加

devote…to… 貢獻 …… 給 …… comp are…to… 把 …… 比作 …… 5 The school year is divided into two semesters, the first of which is September through December, and the second is January through May.一學年有兩個學期,第一學期從九月到十二月,第二學期從一月到五月。(1 be divided into “ 把 …… 分成 ……”。如 : Our class is divided into four groups.我們班分成四組。America is divided into over 30 stales.美國分成 50多個州。(2 the first of which… 是定語從句,修飾 semesters.如: We live in a house, in front of which is a small river.6 I live in Shijiazhuang, a city not far from Beijing(1 far from a 遠離 b 毫不;遠非;一點也不

(2 away from & far(away from , 兩個短語都可以用來作表語,狀語和后置定語。其中, 其中 away from用在表示具體距離的詞后面時, 意為 “離 ……(多遠 , be away from意為 “離 開”。far(away from 通常不和具體的距離的詞連用,意為“離某地很遠”。

We were sitting ___________(離 …… 太遠 the stage to be able to see very much.The Smiths live ___________(20英里以外 the city of New York.He works in a company ________________(遠離他的家?！璦nd Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.Nothing like意為 “沒有什么能比得上”, “絲毫不象”。something like 意為“大約”, “幾分像”。It looks nothing like a horse.In summer there is nothing like swimming as a means of keeping fit.It must be something like seven O’clock.8 Today we introduced ourselves to each other.Introduce sb to sb 把某人介紹給某人 Introduce sth in/ into 把某物引進

Introduce sb to sth 引導或帶領某人接觸某物 Introduce sth to sb 宣布并介紹 Introduction n 介紹;引進;引論

An introduction to 對 …… 的介紹;…… 的引論 9 Oh really? So have I.“so +助動詞 /情態(tài)動詞 /系動詞 +主語”表示“(另一事物也 …… ”

He is interested in physics and so am I If you can finish it in time, so can I.表示否定意義時用“ neither/nor +助動詞 /情態(tài)動詞 /系動詞 +主語”,意為“(另一事物也 不 …… ”

Bob wasn’t at school last Friday, and neither/nor was Jack.“so +主語 +助動詞 /情態(tài)動詞 /系動詞”表示對之前或?qū)Ψ剿f的情況表示贊同或證實,意為 “同一個人或事物確實 …… ”

------You have dropped a word here.------Yes, so I have.10 At the end of twelfth grade, American students receive the high school diploma.at the end of 在 …… 結束的時候;在 …… 的盡頭;在 …… 的結尾處 in the end(at last;finally最終,終于 by the end of 到 …… 結束時

at the beginning of(at the start of 在 …… 開始的時候 at the beginning(in the beginning;at first 起初,開始時 11 I take part in all kinds of after-school activities… take part in join in join

Step3 Practice and summary Ask the students to revise the language points just learned, the teacher should make a short summary to help them.Homework I Remember the points learned today II Preview Grammar 1 , Listening and vocabulary , Pronunciation III Read the passages as often as possible.Period 5 Teaching content a Grammar 1 b Listening and vocabulary Teaching aims and demands a to revise the present tenses b to help the students to learn some forms of one word ,in order to introduce something about word-formation Teaching methods a Discovering b practising c listening and speaking

d imitating Teaching steps Step1 Revision Revise the important points learned in last class by translating some Chinese sentences into English.Step2 Lead in There are two sentences in the passage “My first day at Senior High” 1I live in Shijiazhuang, a city not far from Beijing.2I am writing down my thoughts about it.What are the tense differences are there between these two sentences? Ask the students to analyze the tenses.Step3 Grammar study T: Today we will revise the uses of the present tenses.One is the present simple tense, the other is the present continuous tense.Now let’s look at some examples:(I She visits her parents everyday.What is the time by your watch? The moon goes around the earth.The train leaves at seven and arrives at nine.We will go to the park if it doesn’t rain tomorrow.Please tell him about it as soon as he comes back.(II All the students are looking at the blackboard carefully.We are learning New Standard English.Now we are leaving the classroom and approaching the playground.She is always thinking of herself.Ask the students to analyze the examples and try to find out the principles of the uses of the present simple tense & the present continuous tense.The teacher summarize the uses of the two tenses.Ask the students to read the passage again and choose sentences in the present simple tense and in the present continuous tense.Say which uses they show.Step4 Listening and vocabulary(I Vocabulary T: We have learned something about grammar ,now let’s revise some old words learned in Junior High English.Explain Explanation Pronounce Pronunciation Encourage Encouragement Understand Understanding misunderstanding Now finish the chart with the words in the box.Complete these sentences with a suitable form of each word in the box., then check the answers with the students.Ask the students to read the sentences in activity 2 again and answer the questions in activity 3.(II Listening T: I really don’t know if your answers are correct or not, so let’s listen to the conversation to check your answers ,and you must try your best to get the general idea of the conversation.Play the tape for the students, then ask the students to tell you what they have learned from the conversation.T: Yes , most of you have known something about the conversation ,but you didn’t get the details clearly.I will play the tape for you after you read the questions in activity 4.Now please read the questions quickly.Play the tape for the students and ask them to make some notes which will help them to answer the questions by write down some key words or phrases.Check answers with the students and write down the difficult points.Play the tape for the third time , stop when and where necessary, repeat the difficult parts.Step 4 Summary The teacher summarize the class by revising the word-formation.And ask the students to read the sentences in activity2 in Listening and vocabulary.Homework I Remember the words and the sentences in Listening and vocabulary.II Try to find some other principles of word-formation.III Preview Grammar 2 , Pronunciation &Writing.Speaking Period 6 Teaching content

a Grammar 2 b Pronunciation c Speaking d writing Teaching aims and demands a get the students to master the uses of – ing form and – ed form b help the students to improve their ability of talking about the school life.c to improve students’ pronunciation by listening and summarizing d to teach the students something about how to write an E-mail reply.Teaching methods a discovering and summarizing b listening and speaking c imitating d discussing and writing Teaching steps Step 1 Revision a Ask the students to repeat the uses of the present simple tense and the present continuous tense.b have a dictation about the words and sentences in activity 2 in Listening and vocabulary.Step 2 Grammar I Lead in by doing exercises: 1 I was ________ when I saw the _______ news.(exciting & excited 2 The dog was ________ in playing _________ games, such as playing balls, wires and plates.(interesting & interested Now please look at these two questions, can you fill in the blanks? II Discovering and summarizing Read My First Day at Senior High again and underline the adjectives with – ing or – ed endings.After you have found out them try to find out the different uses of words with different endings.Ask the students to choose the correction explanation in activity 2 in Grammar 2.Finish the excises in activity 3.Step 3 Pronunciation T: I found some students could not pronounce the words with –ed endings correctly, now let’s have a look at these words: amazed bored tired 2 embarrassed 3 disappointed excited interested Play the tape for the students and ask the to find the differences and try to imitate the pronunciation.Ask the students to find out the principles.Step 4 Speaking T: We often take part in many after-school activities , now let’s look at the pictures in Speaking part to find out what the US high school students do after class.1 What can you see in the picture and what are they doing.2 Is the school similar to ours? Explain why it is or isn’t.3 Do students at our school do things like this ? 4 How do you think about the after-school activities? Are they good or bad? How can we make best use of after-school activities.Give the students some time to discuss the questions and try to report their own ideas.Then the teacher make a summary.Step5 Writing T: We have sorrows and happiness in our school lives, sometimes we want to exchange our feelings with others, so we write a letter or make a call.Now we will read a letter from an American girl who likes sharing her memories of her first year at school.Ok, please turn to P8 and read it.Give the students some time to read the letter.Go through the letter and deal with some important or difficult points.T: Do you want to write a letter to her and tell your memories of the first year at school.Now , can you tell me what should we write this reply and what will you write in it.Ask the students to tell their own ideas and collect them and write down them on the black board.The teacher give the students some suggestions.Ask the students to write the reply in the class if enough time is left.Or, leave it as home work..Homework I Ask the students to write and correct their reply.II Remember the uses of – ing&-ed endings.III Finish the exercises about this module.

第四篇：外研版高中英語必修III(精)

外研版高中英語必修III Module 6 Old and New

Writing（1）

胡雅文

大港區(qū)油田實驗中學

Part 1 教學設計 I.Teaching Design Teaching goals 1.Target Language

A.Important words and expressions

county, region, valley, disappear, come back, be full of, a visit to a place

B.Important sentence structures(1)I remember that there was a beautiful valley near the village.(2)The valley is now part of the reservoir created by the Three Gorges Dam.(3)When I came back, the bus I took was full of visitors from other parts of China.2.Ability goals

Help students write a short e-mail.3.Learning ability goals

Enable students to write a short e-mail by giving them useful tips.Teaching important & difficult points Help students learn how to write a short e-mail Teaching methods

Reading, discussion and writing Teaching aids Multi-media Teaching procedures Step I Lead-in

Greet students and ask them the following questions.Q1)How do you communicate with your friends? Q2)Do you often write them e-mails? Q3)Can you tell the advantages of writing e-mails?

(The purpose of the design is to motivate students’ interest in one of the popular means of communication----e-mail by asking the above questions and to lead in the task.)Step II Reading

Ask students to read an e-mail and find the answers to the following questions individually.Q1)Does the writer of the email live in Zigui County?

Q2)Why did she want to visit the region?

Q3)What had changed since the last time she was there? Step III Discussion 1.Students are required to discuss the main idea of each paragraph in pairs.Paragraph 1: The author gave the reason why he wanted to visit the region.Paragraph 2: The author describes the changes in the area.Paragraph 3: The author makes comments about the place he has visited.2.Discuss with students about the characteristics of the email.If students have difficulty, the teacher can help students by asking the following questions: a.What’s the difference between an e-mail and a letter?(In an e-mail you have to write the topic of your message on the subject line)b.Is the way of writing an email the same as that of writing a letter？(yes)c.Do you have to keep your e-mail long?(No, keep it as short as possible)

(The purpose of this part is to help students have a better

understanding of the steps of writing an e-mail by reading the passage，summarizing each paragraph and discussing the characteristics of an

email, so as to get students ready to write an e-mail after the model.)Step IV Writing

Write an email to a friend about a visit to a place which has changed

since your last visit.1.Work in groups of four.Students are required to discuss:

a.the place they are going to write about.b.the words and phrases they are going to use from the module.c.The following ideas can be included:

narrow street, live a simple life, buildings, hotels, foreign

visitors, shops, roads and traffic, bicycles, industry, pollution

2.Give students 15 minutes to write an email.3.After that, ask several students to read their emails to the whole class.Step V.Homework

1.Read the description of Shanghai on page101 and page 102.2.Do Ex.21 on page 102.Write a similar description of a city which has

changed in the last few years.Part 2 教學反思：

本節(jié)寫作課我充分運用了新課標的理念，從電子郵件的寫作要求到寫作方法和技巧，都通過師生互動的方式，一步一步的展示給了學生。在讓學生仿寫電子郵件之前，先讓學生在小組討論寫作話題、內(nèi)容，收集本模塊與寫作內(nèi)容相關的單詞和短語，然后讓學生列提綱打草稿，最終完成寫作任務。學生在老師的指導下，互相幫助，共同探討，去完成寫作任務能讓學生目的明確，更加自信，敢于動筆。如果時間允許，可讓學生當堂完成寫作后，當堂讓學生交流作文，師生共同點評，學生的收益會更大。

Part 3 專家點評：

本節(jié)課是一節(jié)以寫作為主要活動的課型。從整個教學環(huán)節(jié)來看，本節(jié)課的教學目標得到了貫徹落實，教學重、難點也處理得較好，各個環(huán)節(jié)設計比較合理。在教學中，教師能通過師生的互動討論，積極引導學生了解電子郵件的寫作要求和方法。然后學生又通過學習范文，深入思考，問題討論，相互交流，收集信息，完成寫作任務。教師把對學生的綜合語言能力的培養(yǎng)落到了實處，實現(xiàn)了學習語言是為了使用語言的最終目的。

第五篇：外研版高中英語必修三知識點

Module 1 Europe

1.Phrases: because ofbe covered by/with be known for/as/to make A out of B on the coast work on of all time

on the left/right at the moment 2.Sentence patterns:

①表示位置: A is/lies in/on/to/off the+方向+of B

A is located/situated in/on/to/off the+方向+of B ②位置+距離: A is(about)+距離+（to the）+方向+of B ③倍數(shù)表達：倍數(shù)+as…as倍數(shù)+more…than

倍數(shù)+the size/area/height/length/width +of… 3.Grammar: passive voice

現(xiàn)在時：am/is/are done過去時：was/were done 完成時：has/have done;過去完成時：had done 將來時：will be done過去將來時：would be done

Module2

1.phrases:

agree to do something make efforts to do sth.be important to(be)close to in the middle ofas a result

in/during the last ten years receive a good education be willing to do sth.2.sentence patterns: ①with+賓語+賓補 ②This is because… ③be + adj.+ to do sth.3.grammar: link word

并列連詞：and, not only…but also…, neither…nor…,both…and…,as well as, or, either…or…, otherwise, but.still, however, yet, while, when, for, therefore, thus… 從屬連詞

make comparisons be connected with at the top ofat the bottom of practice doing sth.live with one or two weeks up to make progress

make sure of/about/that be similar to

encourage sb to do sthtake measures to do sthbe crowded with

in exchange forachieve one’s goallife expectancy

have…in common refer to

in different ways have control over/of have a population of little by little next to know about on the other hand

in the 1300s in one’s thirties compared withbelong to increase to/by sign the agreement in terms of be faced with ever since

Module3

1.phrases: a column of air pick up at sea put down take off on average natural disaster catch fire

2.sentence patterns:

①By the time…did…, sb.had done sth.By the time…do/does…, sb.will have done sth.②There was the possibility of…It is possible that… 3.Grammar: indirect speech

(人稱，時態(tài)，代詞，時間和地點狀語)

pour down set fire to

manage to do sth.put out report on fall down from side to side in all

end up in/with turn over lose one’s life according to take place a total of

it occur to sb that

Module 4

1.Phrases cut down dig up be caught in … walk up to plan to do

in a week’s time

take in give out I have no idea have an effect on … one after another look through

do one’s best in a nutshell solve problem

be / feel concerned about / for …

think seriously about …

sweep away be part of …prevent/stop…(from)doingsolve problem2.sentence patterns ①adj.+ enough to do ②do nothing but do sth ③can’t(help)but do sth.④I couldn’t agree withyou more / it couldn’t be worse ⑤if possible

3.Grammar: to do 不定式 一般式：to do/to be done

進行式：to be doing

完成式：to have done /to have been done 主和ing 區(qū)別 賓

表主語內(nèi)容/ 計劃 / 義務 定序數(shù)詞 / 最高級 / 邏輯關系

狀目的：in order to /so as to/ 原因 ：喜怒哀樂詞后 / 結果：adj.enough to do too … to …

only to …

補：五看三使兩聽一感覺

Module 5

1.phrases: be kind to live a(n)… life be related to follow / take one’s advice be equal to a sense of responsibility human being for the first time be born + adj./n in conclusion

tell the time make contribution to … bring up

be proud of… be at war with

if so

2.Sentence patterns The reason why … is that… If …,then …

Not only … ,but also … No more … than 3.Grammar Attributive clause

Module 6

1.Phrases

provide sth.for sb./sb.with make sense sth.of all time date from /back to … dream of hold back think of work out hear from come true now that..global warming live a(n.)… life be equal to

make a note /notes used to

bring an end to …

2.Sentence patterns It takes sb.Time to do sth.be of + n.= be + adj.by doing sth.3.Grammar

Non – defining attributive clauses

be similar to as a result in someways

stress the importance of… be influenced by… be similar to … /in …

a large amount of … on the spot work out be on a visit to … be pleased with in fact

crash into

under construction