第一篇:外研版高中英語必修五模塊四閱讀課教學設計
外研版高中英語必修五模塊四閱讀課教學設計
一、整體設計思路、指導依據說明
指導依據:在高中英語學習中,詞匯是一個不可忽視的重要元素。語言學家認為,“各種語言學習活動歸根結底都是學習詞匯的活動,是詞匯在聽、說、讀、寫、譯等形式中的練習和應用”。離開了詞匯,語言就失去了實際意義;離開詞匯語言就無法表達思想。詞匯學習直接影響英語語言學習的效果。在中學英語閱讀教學中,學生碰到的重要問題就是詞匯阻礙,不少學生因詞匯量小,看不懂句子或文章,而喪失了英語閱讀的興趣。學生的詞匯量越大,對詞匯理解得越深刻,其閱讀也越廣泛,視野就越開闊。
目前的高中學生由于沒有找到適合自己的詞匯學習方法和策略,在詞匯學習方面存在諸多問題。有些詞讀不準,有些詞甚至根本不會讀,導致在拼寫時錯誤百出,遺忘率極高。更別說正確、熟練地運用了。這就造成了學生無法運用英語進行正確恰當的聽說讀寫,使他們感到英語學習困難重重。教師不僅有責任教授學生詞匯知識,而且應該研究探討詞匯教學的方法。
設計思路:閱讀中詞匯的學習是將詞匯放在課文情景中去理解并獲取信息的過程。呂叔湘先生曾說過:“詞語要嵌在上下文里才有生命。”沒有語境很難掌握一個單詞的確切含義,閱讀中的詞匯學習是培養學生在篇章語境中詞義理解程度的最佳時機。結合學生目前學習詞匯的實際情況,本節課的教學過程中,教師嘗試充分利用課文所提供的豐富語言材料,設計多種形式的詞匯練習,使學生教熟練掌握和運用所學新詞匯。
二、教學背景分析
教材內容分析:本節閱讀課是第四模塊的第二課時,主要向大家介紹一個很著名的外國節日――狂歡節。這個話題與我們的日常生活和學生們感興趣的外國文化有著很大的聯系,對此話題的學習與討論有益于提高學生學習英語的興趣,通過日常教學使學生們掌握有關節日的新詞匯并使他們了解其它國家的文化背景和社會風貌,為學生以后的閱讀和學習做好知識儲備。
學生情況分析:本節課的教學對象是高二年級的學生。他們在聽、說、讀、寫和口語表達等方面都有了一定的基礎。雖然課前已經讓學生們通過各種渠道搜集了有關狂歡節的信息,學生對本節課要討論的話題也有了一定的了解,但他們對與這一話題相關的英語詞匯量不足,要用英語進行思維和表達還是有一定難度的。因此,這節閱讀課中的詞匯處理就顯得格外重要。
三、教學目標分析
(一)語言技能目標
1.提高提取和篩選信息并進行重組的能力。
2.積極參與語言實踐活動,提高用英語進行思維和表達的能力。
(二)知識能力目標
1.學會用英語簡單介紹西方的節假日;
2.準確理解文章內容,并掌握文章中出現的新詞匯。
四、教學重點、難點分析
教學重點:培養學生在閱讀活動中獲取信息,理解全文的能力。
教學難點:通過閱讀,學生能夠掌握本課的新詞匯并能熟練應用。
五、教學過程設計
步驟1:導入(3分鐘)
圖片展示:向學生展示一些與節日有關的圖片。
設計意圖:借助節日圖片,討論相關話題,引出、學習一類詞,因為有圖片的直觀呈現,學生能很快的掌握詞義。并讓學生在復述圖片和談論話題的過程中鞏固新詞匯,幫助學生降低詞匯記憶和運用的難度,有效激活學生已有的知識儲備。如在猜測狂歡節的圖片中,就出現了“People love to dress up in costumes and wear masks for this festival.”其中,“dress up”,“costumes”和“masks”都是新單詞,圖片的視覺沖擊既激發了學生的興趣,吸引了他們的注意力,又為學生呈現了直觀的詞義概念,強化了其對詞匯的理解和記憶,從而讓導入環節不再單純地為閱讀服務。
步驟2:詞匯處理(4分鐘)
1.Read the new words.2.Practice: Put the words into the sentences in their proper forms.memory revive extend magic
pretend wander book hide
1.As time passed,however,the carnival period was _________ from one day to five days.2.Look at the little boy ______ about ? perhaps he can’t find his mother.3.Dalian is a city full of _____,and attracts many tourists all over the country.設計意圖:此部分只是讀前的詞匯處理,目的是幫助學生掌握課文大意,因此不可占用過多時間,影響閱讀課其它環節的安排。
步驟3:快速閱讀(4分鐘)
Read the passage and check the topics it mentions.1.Different carnivals
2.The origins of carnival
3.Special food
4.Carnival in Venice
設計意圖: 培養學生歸納和概括的能力,為下一步確定閱讀的框架作好鋪墊。學生在快速讀一篇文章時,要善于發現“提示詞”以及與“提示詞”有聯系的關鍵詞,這其實也是學習詞匯的過程。因為在查找關鍵信息求其大意時,學生可以根據提示詞猜出一些單詞近似原文的詞義,如“revive”一詞,上一段結束時學生根據“memory”得知狂歡節停止了,可接下來一段開頭作者給出了“but” 一詞,學生一定可以猜出“revive”的大概含義。這一環節讓學生在自覺或不自覺間又學到了一些新的詞匯,為進一步仔細閱讀創造了條件。步驟4:仔細閱讀(10分鐘)
再讀一遍文章,回答相應問題。
1.When and how did people in Europe celebrate carnival?
It was celebrated between Christmas and Easter.People ate,drank and dressed up.2.What was carnival in Venice like at the beginning?
It lasted for just one day.People ate,drank and wore masks.3.What did different people do at carnival?
Ordinary people could pretend to be rich and important.Famous people could have romantic adventures in secret.Crimes went unpunished.4.What changes happened to the tradition of wearing masks?
At the beginning-wearing masks was allowed.In the 14th century-wearing masks was limited.At the end of the 18th century-wearing masks was banned.In the late 1970s-wearing masks was revived.Today-wearing masks is the key.5.Who played the most important role in reviving the carnival?
The students and the town council.(They realized that carnival was good for business.)
6.What makes carnival in Venice different?
(The mystery of the masks.)
設計意圖: 讓學生在課堂上通讀課文,并進行課堂討論,找出文中的關鍵詞語進行回答。這樣既能把學生的思路引到文章的脈絡上,使學生對整篇文章的內容有總體的了解,又能為他們學習新單詞提供具體的語境,有助于學生全面領會新詞的含義。
步驟5:鞏固(10分鐘)
讓學生假設自己是威尼斯的導游和游客,由導游向游客介紹這一節日,并讓學生分組表演。活動開始前,教師要明確要求學生用到本節課所學的詞匯。
(小組活動,課堂展示)
The following words may help you:
The most famous carnival…
At the beginning…last
As time passed…extend
The 14th century-the 18th century … limit/ban
In the late 1970s …revive
Today …celebrate
Sample dialogue:
Guide: Hello,everyone.Welcome to Venice!Here we see crowds of people wandering around wearing masks on their heads.Tourist A: They are also wearing costumes instead of their ordinary clothes!
Guide: Yes!They are celebrating the most famous carnival in Europe.Tourist B: How long did it last?
Guide: It lasted only one day at the beginning,but over time,it extended to weeks after Christmas.Though it was banned by the government in the 18th century,it was revived by students in the 1970s.Tourist C: Why do people wear masks?
Guide: With costumes,people can pretend to be anyone else.With costumes,they hide their faces as well as their ideas.That’s the magic of masks!Come on and join us.You can’t afford to miss it!
設計意圖:通過角色表演,學生可以鞏固所學內容并提升學生英語的應用能力。真實、有趣的語言情境能充分調動學生學習的主動性,使學生自覺投入到情境之中,主動參與活動,在話語中感知新詞并在交際的過程中進行多種練習。這樣做有助于學生全面領會新詞的含義,并在使用的過程中幫助學生加深對詞匯的理解和識記,提高運用能力,達到內化的目的。
步驟6:應用(8分鐘)
讓學生根據所學有關節日的詞匯和表達方式設計一個節日,要求學生落實到紙上。
If you are given a chance to design a festival,what do you want it to be like?
It will be celebrated on… / It will last …
Will people dress up in costumes?
By celebrating it,people may feel…
設計意圖:鼓勵學生積極運用所學詞匯,培養產出意識,從而加深學生對節日內涵的理解及相關詞匯的應用。
步驟7:課堂小結,布置作業(1分鐘)
教師對學生的展示進行點評,并提出本節課主要側重閱讀課中的詞匯教學,布置作業――介紹自己喜歡的中國節日,并比較中西方節日的差異。
設計意圖:培養學生的跨文化意識,并鞏固閱讀中所學詞匯,提升學生的英語語言應用能力。
六、教學評價設計
(一)評價內容
1.理解主旨大意;
2.提取和篩選具體信息;
3.理解文章內容,運用相關詞匯。
(二)評價方法
1.單詞填空;
2.選擇話題(多選);
3.回答問題;
4.角色表演與課文內容鞏固相結合;
5.運用相關詞匯設計節日。
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第二篇:高中英語外研版必修五單詞表
高中英語外研版必修五單詞Module 1
1.have …in common 有相同的特點43.look n.外觀;外表;樣子
2.linguist n.語言學家44.criticize vt.批評
3.make a difference 有影響,使不相同45.standard adj.標準的4.accent n.口音46.reference n.參考;查閱
5.obvious adj.顯然的;顯而易見的6.motorway n.(英)高速公路
7.underground n.(英)地鐵
8.subway n.(美)地鐵
9.get around 四處走動(旅行)
10.flashlight n.(美)手電筒;火把
11.queue vi.(英)排隊(等候)
12.confusing adj.令人困惑的;難懂的13.preposition n.介詞
14.compare vt.比較
15.omit vt.省略
16.variety n.種類
17.differ vi.不同;有區別
18.settler n.移民;定居者
19.be similar to 與……相似
20.remark n.評論;講話
21.variation n.變化
22.have difficulty(-in)doing sth.做某事有困難
23.steadily adv.不斷地;持續地
24.satellite n.衛星
25.flick n.輕打;輕彈;抖動
26.l switch n.開關
27.ead to 引起;導致
28.structure n.結構;體系
29.rapidly adv.迅速地
30.announcement n.聲明;宣告
31.linguistics n.語言學
32.edition n.(廣播、電視節目的)期;版
33.cute adj.逗人喜愛的34.add vt.加;增加
35.in favour of 同意;支持
36.present vt.陳述;提出(觀點、計劃等)
37.refer to...as …稱……為……
38.attempt n.努力;嘗試
39.simplify vt.簡化
40.combination n.組合;結合41.thanks to 幸虧,多虧
42.distinctive adj.與眾不同的Module2
47.intellectual adj.腦力的;思維的,需用才智的48.48.satisfying adj.令人滿意的49.stressful adj.充滿壓力的;緊張的50.accountant n.會計
51.barber n.理發師
52.biochemist n.生物化學家
53.electrician n.電工;電器技師
54.miner n.礦工
55.volunteer n.志愿者
56.offer vi.(主動)提出(愿意做某事)
57.signal n.信號
58.in particular 尤其;特別
59.sheer adj.垂直的;陡峭的60.on average平均
61.in theory 理論上;從理論上來說
62.in practice 實際上;在實踐中
63.respect vt.遵守
64.toll n.(事故、疾病等的)傷亡人數
65.bend n.彎曲處;彎道
66.circular adj.圓形的67.direct vt.指揮
68.pass by 經過
69.take… for granted 以為……理所當然
70.encounter n.相遇;邂逅
71.profound adj.(影響)深刻的;極大的72.have an effect on 對……產生影響
73.mission n.任務;職責;使命
74.take up 站好位置以備……
75.vertical adj.垂直的76.take notice of 注意到
77.temporary adj.暫時的;臨時的78.freezer n.冰箱
79.freeze vi.凍住;凍僵
80.contract n.合同;契約
81.earn vt.掙(錢)
82.permanent adj.長久的;永久的;永恒的83.salary n.工資;薪水
84.staff n.全體職員;員工
85.sign vt.簽字;簽署
86.agent n.代理人;經紀人
87.analyst n.分析家;分析師
88.apply vi.申請
89.deduction n.推理;推斷
90.organizational adj.組織的91.post n.工作;職位
92.chef n.廚師
93.require vt.需要
94.renewable adj.(合同)可續簽的95.essential adj.必不可少的;絕對重要的96.model n.模特
97.shot n.(電影、電視或照片的)鏡頭
98.in response to 作為……的回應
99.grateful adj.感激的;感謝的100.available adj.可獲得的101.database n.數據庫;資料庫
102.demand n.要求;需要
103.bioinformatician n.生物信息學(研究)者
104.traditional adj.傳統的105.youngster n.年輕人
106.suffer vi.遭受(痛苦)
107.pathologist n.病理學家
108.double vi.加倍
109.leisure n.休閑
110.individual n.個人
111.fitness n.健康
112.outgoing adj.外向的113.personality n.個性;性格
Module3
114.biography n.(由他人撰寫的)傳記156.penny n.(硬幣)便士;(美)分
115.fantasy n.幻想;想象157.force vt.強迫;迫使
116.have connection with 與……有聯系 / 有關聯158.pilot n.領航員
117.detective n.偵探159.vivid adj.(描述)生動的;逼真的118.solve vt.解決160.establish vt.確立;確定;建立119.murderer n.兇手;謀殺犯161.reputation n.名譽;名望;聲望
120.account n.敘述;描寫;報道
121.run away(秘密地)逃跑
122.companion n.同伴;伙伴
123.raft n.木排;木筏
124.pour vi.(雨)傾盆而下
125.shelter n.遮蔽物;棲身之地
126.paddle vi.用槳劃(小船)
127.lie vi.說謊;撒謊
128.panick vt.(panicked, panicked)(使)恐慌;(使)驚慌失
129.curious adj.好奇的130.tie vt.(用繩、帶等)綁;系;拴
131.rope n.繩子
132.beard n.胡須
133.fright n.恐懼;害怕
134.crawl vi.爬行;匍匐前進
135.terrified adj.非常害怕的;極度恐慌的136.trunk n.樹干
137.play a trick on sb.捉弄某人,對某人惡作劇
138.make up 編造(說法、解釋等)
139.outline n.外形;輪廓
140.disturb vt.打
141.comedy n.喜劇
142.romantic adj.浪漫的;關于愛情的143.fiction n.虛構或幻想出來的事
144.review n.(影視、音樂)評論
145.be / feel in the mood(for sth./ to do sth.)有意(做某事);有(做某事的)心情
146.set(a play, novel, etc.)in 設置(戲劇、小說等的)背景
147.resemble vt.與…相似
148.create vt.塑造;創作
149.exception n.例外
150.warn vt.警告
151.shallow adj.淺的152.adolescent n.青少年
153.determined adj.堅決的154.make one’s fortune 發財
155.set off 出發;啟程
Module4
162.carnival n.狂歡節204.import vt.引進;進口163.Christian adj.基督教的205.master n.主人
164.ghost n.鬼;幽靈206.abolish vt.廢除
165.costume n.服裝;戲裝;化妝服207.magnificent adj.華麗的;富麗堂皇的166.hide vt.掩藏;躲藏208.celebration n.慶典;慶祝167.confusion n.雜亂;混亂209.freedom n.自由
168.extend vt.延長210.unite vt.聯合169.pretend vi.假裝
170.come to an end 完結
171.dress up 裝扮;打扮
172.firearm n.火器
173.empire n.帝國
174.memory n.記憶
175.revive vt.復興;再興起;再流行
176.council n.地方議會;政務委員會
177.book vi.預訂
178.wander vi.漫步;閑逛
179.elegant adj.優美的;高雅的180.magic n.魅力;魔力
181.era n.時代;年代
182.calendar n.日歷;月歷
183.dove n.鴿子
184.bean n.豆子
185.flour n.面粉
186.garlic n.大蒜
187.onion n.洋
188.peas n.豌豆
189.pork n.豬肉
190.sausage n.香腸
191.consist of 由……組成;由……構成192.herb n.(葉或種子用作調味品的)藥草,芳草
193.ingredient n.(烹調用的)原料
194.relaxing adj.使人放松的195.whistle n.哨子
196.tasty adj.美味可口的197.parade n.(慶祝)游行
198.multicultural adj.多文化的;跨文化的199.plantation n.農莊;莊園
200.mark vt.標志(著)
201.trade n.貿易
202.transport vt.運輸;運送
203.landowner n.地主;土地擁有者
211.origin n.起源
Module 5
212.athletics n.田徑運動
213.rugby n.橄欖球214.bat n.球拍;球棒215.club n.高爾夫球棒
216.net n.網217.pitch n.(足球、橄欖球等)球場
218.ring n.拳擊臺219.stadium n.體育場;運動場
220.track n.跑道221.tracksuit n.運動服222.trainer n.運動鞋;教練員
223.retire vi.退休
224.perform vi.表現225.retirement n.退休226.background n.背景227.brand n.商標;牌子228.sportswear n.運動服裝;休閑服裝
229.logo n.(公司或組織的)標識;標志
230.on the increase 正在增加
231.advantage n.優勢;長處
232.guarantee vt.保證
233.purchase vt.購買
234.designer n.設計師
235.gymnast n.體操運動員
236.slogan n.標語
237.specific adj.具體的;特定的238.symbol n.符
239.marathon n.馬拉松
240.score vi.& vt.得分
241.ministry n.(政府的)部
242.final n.決賽
243.champion n.冠軍
244.quality n.特性;品德;品性
245.ultimate adj.最后的246.rise to one’s feet 站起身
247.victory n.勝利
248.dramatically adv.戲劇性地
249.protest vi.抗議
250.declare vt.宣布
251.borough n.(自治)區
252.competitor n.競爭者;對手
253.tough adj.費力的;棘手的;困難的Module 6
254.endanger vt.使……處于險境;危及296.energy n.能源255.reserve n.保護區;保護圈297.waste vt.浪費
256.habitat n.棲息地298.monitor vt.監測257.extinct adj.滅絕的;絕種的299.set up 建立;設立258.struggle n.掙扎;斗爭
259.wildlife n.野生生物
260.protect vt.保護
261.poacher n.盜獵者;偷獵者
262.antelope n.(藏)羚羊
263.battle n.戰斗
264.plateau n.高原
265.ideal adj.理想的266.shawl n.披肩
267.herd n.牧群;獸群
268.worth prep.值……錢
269.skin vt.剝皮;去皮
270.spot n.(某事發生的)準確地點;現場
271.raid n.& vt.(警方的)突擊搜查
272.confiscate vt.沒收
273.condition n.(-s)環境;情況
274.meanwhile adv.同時
275.dealer n.(尤指買賣貴重商品的)商人
276.aim n.目標;目的277.reptile n.爬行動物
278.involve vt.涉及;包括
279.live adj.活的280.lay vt.產卵;下蛋281.wonder n.奇跡
282.insect n.昆蟲
283.mammal n.哺乳動物
284.bald n.禿(頭)的285.be concerned about sth.關心某事;擔心某事
286.whale n.鯨
287.ibis n.鹮
288.feed on(動物)以……為食
289.brink n.邊緣
290.extinction n.滅絕;絕種
291.initial n.首字母
292.stand for代表293.branch n.分支機構;辦事處294.continent n.大陸;洲
295.focus n.焦點;集中點
第三篇:高中英語外研版必修五知識點
關于任何事物的知識都有五個層次或者要素:事物的名稱、定義、形象,有關事物的智識或者知識,以及事物本身——這才是知識的真正目標。下面小編給大家分享一些高中英語外研版必修五知識,希望能夠幫助大家,歡迎閱讀!
高中英語外研版必修五知識1
Module1
重點短語:
1.It is obvious(to sb.)that 從句
對某人來說,……是顯然的2.confuse A with/and B 把A和B相混淆
3.be confused by sth.被…….搞糊涂了
4.in confusion 困惑的;困窘地
5.compare...with...和……比較
6.compare...to 把……比作
7.comepared to/with 和……相比(作狀語)
8.variety of=varieties of 各種各樣的9.differ from sb./sth.與某人或某物有區別,相異
10.differ in...在某方面不同
11.have sth.in common(with sb./sth.)
和某人或某物有相同之處
12.have a lot/much/a great deal in common with...與……有很多共同之處
13.have nothing/little in common with...與……沒有/很少有共同之處
14.in common with sb./sth.和……一樣
15.make a difference 有關系;有重要性;
16.make some difference to...對……有些關系
17.make much difference to...關系重大;有重大影響
18.make no difference to...對……沒有關系
19.be similar to 與……相似
20.be similar in 在……方面相似
21.have some/much difficulty(in)doing sth.做某事有些/很多困難
22.have some/much difficulty with sth.做某事有一些/很多困難
23.with difficulty 困(艱)難地
24.lead to sb.doing sth.使得某人做某事
25.lead sb.to do sth.使得某人去做某事
26.announce sth.to sb.向某人宣布某事
=announce to sb.sth 向某人宣布某事
27.add...to...把……加到……中
28.add to 增加
29.add up...合計;加起來
30.add up to...總計
31.make an announcement 發表聲明,通知
32.at present 現在;目前
33.make an attempt to do sth.試圖做某事
34.make an attempt at doing sth.試圖(嘗試)做某事
35.at one’s first attempt 第一次嘗試
36.attempt at(doing)sth.嘗試(做)某事
37.in favour of 同意,支持,擁護
38.do sb.a favour 幫某人一個忙
39.ask sb.a favour =ask a favour of sb 請求某人幫忙
40.in sb.’s favour 有助于某人
41.refer to...as...稱……為……
42.refer to 參考
43.make(a)reference(s)to 提及,論及
44.now(that)+ 句子 由于;既然
重點知識點:
compare(v.)---comparison(n.)
把A和B比較compare A with B把A比作/比喻為Bcompare A to B
比起…,與…相比(作狀語)compared with /to比得上compare with
無與倫比beyond comparison與…比較in comparison相比之下by comparison
differ(vi)different(adj.)difference(n.)
在…方面不同differin= be differentin區分…和…Tell the difference between…and..不同于differfrom= be differentfrom和某人在…方面differ with sb.on sth.有影響,使不同make adifference
對…有影響have an effect on=have an influence on =affect =influence
Itmakes a big differenceto your lifewhetheryou take an optimisticattitudeor not.你是否采取樂觀的態度對你的人生有很大的影響。
common
有很多/有一些/幾乎沒有/沒有共同點havemuch(a lot)/everything/ nothing(little)incommon和…一樣in common with
lead
lead to+doing/n通往,通向;導致,招致leadsbtosp.帶領某人到某地
leadsbto dosth.使某人做某事,領某人干某事
命題方向:1).lead to +doing/ being done
2).leading to作定語或狀語。
3).含介詞的短語動詞用在定語從句中,考察句中的謂語動詞。
短語lead to中,to為介詞,總結一下“動詞+介詞to”的常用短語
pay attention to注意devote… to…獻身于stick to堅持be used to習慣于
belong to屬于object to反對get down to開始認真做..contribute to為..做貢獻
pay a visit to參觀;拜訪
difficulty
have some/much/no difficulty(in)doing做某事有一些/沒有困難
There is some/no difficulty(in)doing sth.There is some/no difficulty with sth.(注意:difficulty為不可數名詞)
have some/much/no difficulty(in)doing做某事有一些/沒有困難
There is some/no difficulty(in)doing sth.There is some/no difficulty with sth.(注意:difficulty為不可數名詞)
attempt
attempt to do/ attempt at doing.試圖做…;嘗試做…
make an/no attempt to do(沒有)試圖/打算做…
at one’s first attempt(to do)第一次嘗試做…
add
add…to…把…加到…上add to增加
add…up把…加起來add up to總計
高中英語外研版必修五知識2
Module 2
重點短語:
1.to one’s satisfaction 使某人感到滿意的是
2.offer one’s hand 伸出手
3.offer sb.sth.=offer sth.to sb.為某人提供某物
4.show/have respect for sb.=respect sb.尊敬某人
5.give/send my respects to sb.請代我向某人問好/致意
6.in all respects 無論從哪方面來看
7.pass by 經過;從……旁經過
8.pass away 去世;(時間等)消磨掉,過去
9.pass down 把……一代傳一代;流傳
10.pass on 傳遞
11.take...for granted 認為…...理所當然
12.take it/things easy 輕松,放松
13.take one’s time 慢慢來,不著急
14.in particular 尤其,特別地
15.be particular about/over...對……講究/挑剔
16.have an effect on...對……有影響
17.take up 站好位置以備……
18.when用作并列連詞時,常用下列句型:
(1)Sb.was about to do sth.when...=Sb.was on the point of doing sth.when...某人正要干某事時,這時…….(2)Sb.was doing sth.when...某人正在干某事時,這時……
(3)Sb.had(just)done sth.when...某人剛干完某事時,這時……
19.apply(to sb.)for sth.(向某人)申請某物
20.apply sth.to sth.把……應用于……
21.apply to...適用于……
22.apply onesely to...致力于……
23.sth.require doing/to be done
某物需要被做……
24.require sb.to do sth.要求某人做某事
25.require that...(should)do sth.要求做某事
26.in great demand 需求很大
27.meet/satisfy one’s demang(s)滿足某人的需要
28.demang to do sth.要求做某事
29.demand that...(should)do sth.要求某人做某事
30.in response to 作為……的回應
31.make/give a response to 對…...做出反應
32.make/give no response to 對…不予回答/理解
重點知識:
offer n/v
表示愿意做,主動給予提出,提供(買方)出價
charge(賣方)收費,要價
offer/provide /supply
提供給某人某物
offer sb sth//offer sth to sb
provide sb with sth/ provide sth for sb
supply sb with sth/ supply sth to sb
主動提出做某事:offer to do
apply v
①apply sth to應用
New technology isapplied toalmost everyindustrial process.(工業流程)
②apply oneself to致力于;專心于
If only heappliedhimself to study, he would do better in it.③apply for申請
Beforeapplyingfor the post, you have to fill in theapplication form.【拓展】applicant n.申請人
表示“致力于;專心于”的短語:
belost/ buried /involved/ absorbed/ occupied…in
concentrate/ focus/ fix….on
bedevoted / addicted/ abandonedto(沉迷于)
demand n.①(非常/很)受歡迎的in(good)demand
②需要,需求(尤指顧客)demand for sth./ sb.③對某人做某事的要求demand for sb.to do sth.demand可加n./Pro./To do/that從句作賓語。
注意:不能說:demand sb to do sth
高中英語外研版必修五知識3
Module 3
重點短語:
1.on account of 因為
2.on no account 決不,在任何條件下都不
3.take sth.into account=take account of sth.把某事考慮在內
4.account for 做出解釋,提出理由
5.lie-lay-lain-lying平躺;位于
Lay – laid –laid – laying 放置;產卵
6.The boy lying on the ground lied that his cocklaid an egg.躺在地上的小男孩說他的公雞下了一只蛋。
7.get into(a)panic 陷入恐慌狀態
8.be at/in a panic 在恐慌中
9.be curious about 對……好奇,感興趣
10.out of curiosity 出于好奇
11.satisfy one’s curiosity 滿足某人的好奇心
12.have connection with 與…有聯系/有關聯
13.have a direct/close/strong connection with
與…有直接/密切/牢固的聯系
14.have sth./nothing to do with 與…有關/與…無關
15.be related to 與…有關
16.to one’s astonishment 令某人吃驚的是
17.to one’s surprise 令某人吃驚的是
18.to one’s excitement 令某人激動的是
19.to one’s disappointment 令人失望的是
20.to one’s sorrow 令人難過的是
21.to one’s joy 令人高興的是
22.to one’s satisfaction 令人滿意的是
23.warn sb.about/of sth.警告某人某事
24.warn sb.Not to do sth.=warn against doing sth 警告某人不要做某事
25.be determined to do sth.決心做某事
26.force sb.to do sth.=force sb.into doing sth
強迫某人做某事
27.force sth.on/upon sb.把…強加于某人
28.play a trick on sb.拿某人開玩笑,捉弄某人
29.make fun of sb.嘲笑某人;取笑某人
30.make up 編造;組成;和解;化妝;彌補…
31.be/feel in the mood for(doing)sth
=be/feel in the mood to do sth.有心情做某事
32.in a bad/good mood 情緒不好/很好
33.be set in 以…為背景
34.set off 出發;引爆,使爆炸
35.set out to do sth.開始做某事
36.set about doing sth.開始/著手做某事
37.set sth.aside 把某物放在一邊;省出;
38.set up 建立;設立;創立
39.resemble … in… 在…方面像…
重點知識:
account v./n.on account of由于Takeinto account烤魚On no account絕不accounted for解釋
bank account銀行賬戶
as if
as if引導的從句作表語。
as if = as though好像,似乎,主要用于引導狀語從句和
表語從句。當前面有系動詞look, seem, taste, smell, keep, sound
等時,如果表示的可能性較大,與事實較一致時,謂語動詞用
陳述語氣。
as if從句用虛擬語氣的情況:
⑴從句表示與現在事實相反,謂語動詞用一般過去時。
You look as if you did not care.(實際上關心)
⑵從句表示與過去事實相反,謂語動詞用“had+過去分詞”
He talked about Paris as if he had been there before.(實際上以前沒去過)
⑶從句表示與將來事實相反,謂語動詞用“would/could/might+動詞原形”。
It looks as if it might snow.(實際上不會下雪)
⑴分詞作定語
1)通常,現在分詞表示主動,過去分詞表示被動,例如:
He is the man giving you the money.(= who gave you…)
He is the man stopped by the car.(= who was stopped by…)
2)不及物動詞的過去分詞表示動作已經發生
⑵分詞作狀語
⑶連詞+分詞(短語)
有時為使分詞短語與主句關系更清楚,可在分詞前加連詞。如:when,while,if though,after, before,as.但分詞的主語和主句的主語必須為同一個
⑷分詞作補語 通常在感官動詞和使役動詞和like, want, wish, order等表示“希望”“要求”等意義的動詞之后
⑸分詞作表語
⑹分詞作插入語:其結構是固定的,意思上的主語并不是句子的主語。
generally speaking一般說來
strictly speaking嚴格的說
judging from從…判斷
all things considered從整體來看
taking all things into consideration全面看來
⑺分詞的時態
1).與主語動詞同時(not)doing…
2)先于主動詞(not)having done…
⑻獨立主格結構:在用分詞短語作狀語時,其邏輯主語一般必須與句子主語一致。
如不一致,分詞須帶上自己的邏輯主語。常表伴隨的動作或情
高中英語外研版必修五知識4
Module4
重點短語:
1.hide sth.from sb.隱藏某物不讓人發現;對某人隱瞞某事
2.come to an end 完結
3.put an end to 結束,終止
4.bring...to an end 使…結束
5.in the end 終于;最后
6.date back to=date from 追溯到,開始于
7.dress up 裝扮;打扮
8.dress up as...裝扮成…
9.dress up in red 穿上紅色的衣服
10.dress sb.(oneself)給某人穿衣
11.be dress in white 穿著白色衣服
12.make...with...用…在…做標記
13.make...on...在…上做…記號
14.consist of 由…組成;由…構成15.give up 放棄
16.give away 贈送
17.give back 歸還;恢復健康
18.give in to向… 讓步,屈服于
19.give off 發出,放出(氣體,氣味等)
20.give out 分發(試卷等),筋疲力盡
21.take in 收留
22.take off 脫掉(衣服);飛機(起飛)
23.take on 顯現;承擔(工作,責任等)
24.take place 發生
25.take up 開始從事;繼續,接下去
26.There is/was no need for sb.to do
某人沒有必要做…
27.There is no possibility that...… 不可能…
28.There is no doubt that...毫無疑問…
29.There is no point in doing sth.做某事沒有意義
重點知識:
Pretend
pretend +that … 假裝… pretend to do sth.假裝要做某事
pretend to be doing sth.假裝正在做某事 pretend to have done sth.假裝已經做過某事
類似用法
happen to do sth.碰巧做某事 happen to be doing 碰巧正在做某事
appear to be… 似乎是 consider sth.to be/as 把…當作
book
book 意為預定(票,位子等)
order 意為訂貨,定購常用作及物動詞,還可以意為點菜(飯,酒,飲料)既可用作及物動詞,也可用作不及物動詞。
⒊dress
dress的用法: dress sb./ oneself==(sb).be dressed in
dress(oneself)up
wear的用法:強調狀態(穿著,穿衣戴帽,戴首飾,帶笑容)
put on 的用法:強調動作(穿上)----反義詞 take off
高中英語外研版必修五知識5
Module5
重點短語:
1.retire from 從…退休,從…退役
2.perform one’s promise 履行承諾
3.perform an operation on sb.給某人做手術
4.have an advantage over 比…有優勢
5.have an advantage in 在…方面占優勢
6.take advantage of 利用
7.to sb’s advantage 對某人有利
8.have the advantage of 有…的優勢
9.give sb.a guarantee 給某人保證/承諾
10.under guarantee 在保修期內
11.on the increase 正在增加
12.together with 加之,連用;和,與
13.increase by 增加了(表示增加的比率)
14.increase(from…)to
(從…)增長到…(表示增加后的結果)
15.by chance 偶然的,意外的,碰巧
16.take a chance/chances 碰運氣/冒險
17.protest against/about/at 反對…,抗議…
18.declare sth.(to be)sth.宣布某物是…,斷言…為…
19.declare war on/against sb.對…宣戰
20.declare against 表示反對…
21.declare for 表示贊同
22.declare that...聲明,鄭重地說
23.So what?(非正式)那又怎樣呢?結果怎樣?
24.rise to one’s feet 站起身
25.pick up 把…扶起來;接某人;收聽;好轉
26.That’s not the point那不是關鍵;沒有說到點子上
27.to the point 很得要領的;中肯的28.off the point 離題的29.There’s no point in...干…沒有用;干…沒有意義
重點知識:
win
win vt.&vi.其賓語不是競爭對手而是war, game, prize, match, battle,competition等名詞。
beat和defeat兩者的賓語是競爭對手
advantage
⑴ have an advantage over sb./sth 比某人有優勢
⑵take advantage of 利用①機會等;②某人的處境、弱點等
⑶to one’s advantage =to the advantage of sb.對某人有利
chance
(the)chances are(that)…./ The chance is that …..很可能….(It is likely / probable / possible that…)
There is no chance that ….不可能…
There is a chance that …/of … 有可能…
seize /grasp a chance 抓住機會
take a chance /take chances 冒險,碰運氣
by chance /by accident 碰巧
倍數
(1).倍數表達法: 倍數+ as....as...This room is four times as big as that one.這個房間是哪個房間的四倍大。
The road is twice as long as that one.這條路是那條路的2倍長。
(2).倍數的其他結構:
倍數 + adj./adv.的比較級+ than...倍數+ the + 名詞(size,length, height,width...)+ of...This room is twice bigger than mine.這個房間是我房間的2倍大。
= This room is twice the size of mine.狀語從句
⑴時間狀語從句
其連詞有:when, before, after, as soon as, as, while, hardly had…when, scarcelyhad …when, no sooner had … than, till / until, since, the moment, by the time等,⑵條件狀語從句
引導條件狀語從句的連詞有:if, unless,(if not), on condition that , as long as。
注意:有時可以把祈使句作為條件從句,祈使句后面要搭配and,如:
Give him an inch and he’ll take a mile.(= If you give him an inch, he’lltake a mile.)
但:當表示否定的條件時,可用連詞or 或otherwise,如:
Start at once, or / otherwise you’ll miss the train.(= If you don’t startat once, …)
⑶讓步狀語從句
①引導讓步狀語從句的連詞有:though/although, even if/ even though, no matter who/ what/when / where/ which / how(whoever, whatever, whenever, wherever, whichever,however)
②whoever, whatever, whichever還可引導名詞從句。而no matter who/ what/ which只能引導讓步狀語從句
?He didn’t want to be disturbed, no matter who wanted to see him.= He didn’t want to be disturbed, whoever wanted to see him.?I’ll give the books to whoever needs them
as引導讓步從句。但as一般不置于句首,而將從句中的表語或狀語置于句首。(though也可以)
ⅠTired as he was, he still went on with his work
ⅡMuch as he likes the bike, he doesn’t want to buy it
ⅢTry as he might, he didn’t pass the exam.⑷ 原因狀語從句
①引導原因狀語從句的連詞有 because, since, as , now that
?because: 語氣最強,回答why時用because
Why are you late? Because there is a traffic jam.?since: “既然…..” 表對方已知的事實或理由,常放在句首。
Since you have got enough money with you now, you can come and buy it nexttime.?as: “由于….” 語氣較弱,較口語化,表明顯的原因或已知的事實,常放在句首。
As he had been ready for the worst, he was not disappointed at theresult.?for是一個等立連詞,連接的是兩個并列的分句,其他三個引導的是狀語從句;for不能放在句首。It must have rained lastnight, for the ground is wet.⑸比較狀語從句
①比較狀語從句主要用在形容詞、副詞的原級、比較級、最高級的句子中。原級 as …as … not so / as …as 比較級: 比較級+than … 最高級: 最高級+in / of / among …
②no more than 和 not more than
?His education added up to no more than one year.?They finished the project in not more than one year
③兩者中 “較….的一個用the + 比較級
The younger of the twin sisters is more consideration
第四篇:外研版高中英語必修五module1句子翻譯
閱讀完第一模塊教材文章后翻譯下列六個句子:
1.我寧愿工作也不愿無所事事地(doing nothing)待在家中。(prefer to ……rather than……)
2.這臺電腦與那臺電腦不同的另外兩個方面是存儲(storage)和速度。(in which引導的定語從句)
3.對于漢語來說,四川省與貴州省之間的發音差異很有可能與他們省內的發音差異一樣多。(as much ……within the two provinces as between……)
4.一位北京人在理解廣東話方面有些困難。(have difficulty in doing something)
5.現在農村發生了巨大變化,以至于你輕輕按一下開關就有自來水(running water)。(so that 引導的結果狀語從句)
6.專家說這種顧客對顧客的服務體系(customer to customer service system)使得人們買到更便宜東西成為可能。(make it possible for people to do something)
第五篇:外研版高中英語必修 一Module6 Listening教學設計
外研版高中英語必修 一Module6 Listening教學設計
【摘 要】本設計針對高一英語聽力教學研究,嘗試采用小組合作探究的方式,鍛煉學生聽力技能,以及聽-讀-說的訓練。從課堂效果來看,目標基本達成,但最后討論沒有完成,比較遺憾。教師口語表達也有些欠缺。
【關鍵詞】英語聽力;教學設計
一、教材分析
授課內容為高一階段必修一第六模塊的Listening and Vocabulary部分。本模塊圍繞the Internet and Telecommunications展開。聽力話題是教師、學生以及父母對網絡的看法。網絡是學生較感興趣的話題,已經有一定的詞匯儲備,而且在模塊導入部分學習了新的有關網絡的詞匯,所以詞匯不會造成較大的聽力障礙。圍繞本模塊的主題以及聽力材料主要內容,主要鍛煉學生通過聽獲取觀點表達信息的能力,再輔以說以及寫的內容加以鞏固并培養學生的情感價值觀態度。
(1)教學重點:①通過聽、說、寫學習如何表達自己對網絡的觀點并形成正確的對待網絡的態度;②學習并練習預測這個聽力技巧;
(2)教學難點:①如何準確獲取聽力中關于觀點表達的信息;②如何保證最后小組討論的有效性。
(3)解決辦法:① 盡可能多聽幾遍加以一定提示停頓;輔以聽力材料;②將任務具體化。
二、教學目標
(1)語言知識目標:討論網絡的優缺點并發表自己的觀點。
(2)語言技能目標:①聽:幫助學生正確理解對話內容并推斷出不同說話者的觀點、態度;在對話和語段中識別新詞匯、短語并正確理解其意義;根據要求從電視采訪對話中找出相應的詞匯、短語并完成有關填空練習;引導學生學習練習聽力技能―預測。②說:運用所學詞匯、短語表達自己對網絡的態度。③寫:練習根據其他人對網絡的觀點給出不同的觀點并寫出來組織成文。
(3)情感態度:通過聽、說、寫了解不同的人對網絡的不同的看法,學會客觀、辯證的看待網絡并積極獲取和利用這些資源,避免沉迷于電子游戲而荒廢學業,虛度光陰。
三、教學方法
采用任務型教學法與活動教學法相結合。開展自主性學習的小組活動,使合作、探究與獨立思考相結合,最大程度地優化學生的學習方式,提高課堂效率。
四、教學過程
Step1: Fill in the blanks to review the words that we have learned to prepare for listening:
Nowadays, almost all of us can have a______ to the Internet.I like s______ the Internet after finishing the whole day’s work.I use my p__________ computer to s______ the important information.Furthermore, I often visit some English w____________ to help my English teaching.If necessary, I will d_________ some good lessons to study.Of course, I also use the computer to chat with my friends and students, listen to some excellent music and watch some good TV shows.Every time I l___ __ to my QQ number, I will be glad to find some old friends and students online.However, I never play computer games on the I_________ because I think it is a waste of time and it does harm(傷害)to my health.Keys: access;surfing;personal;store;websites;download;log on;Internet
(課堂:學生較感興趣,復習了單詞,并讓學生了解教師對網絡的態度)。
Step2: Lead-in: After reading, ask: What do you think of my life with the Internet? …I think the Internet is useful for me.But for you, the students, different people have different opinions.According to your reading, you have known my opinions about the Internet.Next, we will listen to three interviews to know the different opinions about the Internet.(課堂:自然導入,比較流暢)
Step3: Listening and vocabulary
1.Pre-listening: Read the choices first to predict:
How many people are there in the listening? Keys: Four.Who are the three people? Keys: Ann, the teacher;Tom, the student;Pat, Tom’s mother.What are their opinions about the Internet? Students’ own opinions.(1))Ann, the teacher, thinks that _________.everything on the Internet is useful for students
the Internet is a bad thing
it’s important to help students find useful sites on the Internet
(2)Tom, the student, thinks that__________.(a)the Internet is the only place to study
(b)the Internet is a good place to study
(c)it’s important to use the Internet as much as possible
(3)Pat, Tom’s mother, thinks that _________.(a)Tom should only study from books
(b)he spends too much time reading about football on the Internet.(c)using the Internet is a bad thing
(課堂:由于問題較簡單,學生積極做出了預測,對聽力材料有了一定了解。)
2.While-listening:Listen to the three people answering the interviewer.Choose their opinions from the list in pre-listening.Keys: c b b
(課堂:學生聽一遍只準確的得出了第一題的答案,根據課堂反映,再聽一遍并加以停頓,學生得出了2、3的答案,對聽力大意有了一定了解。)
3.While-listening:Listen again to fill in the blanks to get more information.Interviewer:Hello and welcome to Education Today.Today, we’re talking about the Internet.Is the Internet a good thing for education? With me in the studio are Ann Baker, who’s a teacher, Tom Grant, who’s 17 and still at school, and Tom’s mother Pat.Welcome to the show, everyone.If I can talk to you first, Ann, do you think that the Internet is a good thing or a bad thing?
Ann:Well, there are good and bad things about the Internet, but I think we should concentrate on the good things.The Internet has fantastic information about all kinds of things, and for this reason I think ①___________________________ for students to use it.Interviewer:Do you allow your students to use the Internet during school time?
Ann:Absolutely!They have Internet classes once a week.It’s a chance for them to do some independent work.I ②_______________ they have a reason to use the Internet.Interviewer:What do you think are the bad things about using the Internet?
Ann:Well, we all know that there are some terrible sites on the Internet.We must make sure that students look for information on ③ ________________________________.Interviewer:I see.Thank you.Well, I also have Pat and Tom Grant with me.Tom, how often do you use the Internet?
Tom:Every day.Interviewer:At school or at home?
Tom:At school and at home.Interviewer:How much time do you spend on the Internet at home?
Tom: ④ ___________________________.About five hours.Interviewer: Five hours a week?
Tom: No!Five hours a day!
Interviewer: And what do you do on the Internet? Do you study?
Tom: Yes, ⑤__________________________on the Internet.Interviewer: Is it better than studying at school?
Tom: Well, they''re different.I like studying at school ⑥_______________.Interviewer: Pat, what do you think about that?
Pat: Well, I''m happy when Tom is studying on the Internet, but he doesn''t always study.Interviewer: What do you mean?
Pat: Well, there are a lot of music sites that he likes.And he spends a lot of time reading about his⑦______________ football team.Interviewer: So you would prefer it if he didn’t do that.Pat: No―I want him to study and enjoy himself.But studying is important.And ⑧__________from ⑨ _________ is important.Interviewer: More important than studying on the Internet?
Pat: Studying is the important thing.Keys: ①it’s very good;②make sure;③ on interesting and useful sites;④As much time as I can;⑤it’s good to study ;⑥as well;⑦favourite ;⑧studying ;⑨books.Listening skill: Predicting(預測)the information before listening according to the questions or given information will make listening easier.So before listening, try to read the questions or given information quickly to help you get more information while listening.(課堂:大部分學生能完成任務。)
4.While-listening:Listen to the conversation between a headmaster and a parent to practice the listening skill.Before listening, read the sentences to predict: What are they talking about? What happened to Du Juan?(Students’ own answers.)
(課堂:盡可能讓學生多預測一些。)
Listen to a conversation between Mrs Wu and the headmaster of her daughter’s school.Decide if the sentences are true(T)or false(F).(1)Mrs Wu is worried because Du Juan spends a lot of time chatting with strangers on ICQ.(2)Du Juan was one of the top students in her class but she isn’t any more.(3)Du Juan only uses the Internet to find information for class work.(4)Mr Han thinks that all websites are bad.(5)Mr Han doesn’t think children should use the Internet because it is too dangerous.Keys: T T T F F
(課堂:聽一遍獲取信息不夠準確,再聽一遍達到要求。達到預測技能幫助聽力中獲取信息的目的即可。)
5.Post-listening:Work in pairs to read the first listening material and guess the meaning of the words in BLACK and pay attention to the sentences in the box.(The sentences are expressions about opinions on the Internet.)
Keys: 演播室;集中精力于;極棒的,極好的;完全地,當然;獨立地;糟糕的網站;所以你寧愿他不這樣做吧。
(課堂:小組合作起到一定作用,鍛煉學生猜測詞義,小組合作的目的達到。)
Step4: Writing:(From the listening, you have known many opinions about the Internet, and now read the short passage on page56 to know the students’ opinions about the Internet and learn how to express your opinions.)
Keys: 1.Agree with/ disagree with 2.On the subject of learning English 3.It would be much better if we spent the time working on a computer.4.Work independently Work in a group of four and give the opposite view.(Make sure each member in your group has at least one opinion.)
Your group’s opinions:
1.___________ 2.___________3.___________ 4._____________
Step5: Great Debate:
Suppose(假設)the girls are parents and teachers, you don’t want your children or students to play the computer.First work in your group to think of as many disadvantages as you can and then try to persuade(說服)your children or students(the boys)not to play the computer.Suppose the boys are children or students, you want to be allowed to play the computer.First work in your group to think of as many advantages as you can and then try to persuade your parents or teachers(the girls)to allow you to play the computer.Disadvantages _________________________________________
Advantages: ___________________________________________.(課堂:學生對此話題比較感興趣,但時間不夠充足,討論不充分,最后展示太短。)
Step6:Attitude to the Internet
The Internet can not be avoided, we should welcome it.Use it to help you study and
live a better life but not to waste time.Use the Internet correctly and you may find your
life with the Internet enjoyable and efficient(高效的).五、教學反思
第一次真正的嘗試聽力教學設計,感覺設計思路還可以,環節與環節之間有銜接,比較流暢。但是也暴露了許多問題:①設計時沒有充分考慮時間分配的問題,以致writing環節沒有時間進行。②最后活動分組沒有規劃好,有些學生沒法組成四人小組。③語言不夠簡練,同樣內容重復太多。若能干脆利落一點,后面活動應該完成的比較充分。④課件出錯兩處。
板書設計:
The Internet
My opinions
Ann→the teacher Your opinions
Tom→the student
Pat →the parent
The headmaster;the mother
作者簡介:
盛偉,女,漢族,2004年大學本科畢業,現為山東省鄒平縣第一中學高一英語教師。