Unit 1 Project Starting a new after-school activity
Period One Teaching aims: To learn two articles about after-school activities in school To learn the use of as and require To find out how an activity attracts the students and helps the students Teaching Procedures: Step 1: Listen to the recording of the articles on page 18 True or False questions: 1. The radio station is run by the principal. 2. The radio station started 2 years ago when CD players were allowed in school. 3. Members of Poets of the Next Generation meet up on the last Friday of every month. 4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them. Step 2: Read the two articles and answer the following questions: What do the student members in the radio station do during exam time? What do they do when parents come to visit the school? Who started “Poets of the Next Generation”? What do the members of the group do when they meet? Step 3: Fill in the blanks: The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed. We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____. Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like. When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read. Step 4: Vocabulary and language points: allow: permit sb./sth. to do sth. principal: person with the highest authority in certain schools generation: all people born at about the same time select: choose sb./sth. calm: not excited, nervous require: order or command sth. The use of as and require Step 4: Discussion How do these two activities attract the students? How do they help the students? Assignment: Try to find the answers to the following questions: What after-school activities do you have in your school? Do you like them? Why/ Why not? If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose? Period Two: Teaching aims: To do the project of starting a new after-school activity Teaching procedures: Step 1: Check homework Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students. Step 2: Plan Discuss the tasks listed below and decide which group members will be responsible for what tasks. Research information: Make the poster: Present the poster: Step 3: Prepare Members responsible for doing research need to find information from various sources about after-school activities and posters. Activity: What does it do? How does it attract new members? How does it help members achieve their goals? Poster: What does the poster consist of? How does it attract its viewers? Step 4: Produce Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion. When the draft is done, each member should read it carefully and give suggestions on its wording and design. Assignment: (Assignment) The poster makers finalizes the poster based on the suggestions of the other group members. The entire group approve the poster before next period. In next period, they are to present their poster to the class. Tell the class what is special about their activity.
Unit 1 School Life in the UK
To introduce and develop the theme of school life To identify the differences between school life in different countries To develop the reading skills of skimming and scanning To learn some words about school facilities To learn about attributive clauses and how to use relative pronouns To develop listening, speaking, reading and writing by completing a task and a project To form a positive attitude in a new and challenging situation To learn to be cooperative and helpful when working together Period 1 Welcome to this unit Teaching objectives: To introduce and develop the theme of school life To develop listening and speaking by talking about life in the new school To know more about classmates Teaching procedures: 1. Brainstorming 2. Listening and speaking 3. Discussion 4. Further discussion 5. Introducing more information 6. Writing 7. Homework Period 2 Reading Teaching objectives: To develop the skills of skimming and scanning To know about school life in the UK To compare school life in the UK and in China To form a positive attitude in a new and challenging situation Teaching procedures: 1. Presentation of homework 2. Skimming 3. Scanning 4. Detailed reading 5. Thoughts after reading 6. Group work (problem solving) 7. Introducing more information 8. Homework Period 3 Language focus Teaching objectives: To understand new words and expressions and learn how to use them Teaching procedures: 1. Presentation of homework 2. Review of the text 3. Words to be studied and reviewed 4. Phrases to be learned 5. Sentences to be attended to 6. A word quiz 7. Homework Period 4 Word Power Teaching objectives: To learn some words about school facilities Teaching procedures: 1. Presentation of homework 2. Warming up 3. Words about school facilities 4. Reading 5. Discussion 6. Writing 7. Group work (problem solving) 8. Homework Period 5 Project Teaching objectives: To develop listening, speaking, reading and writing by completing a project To learn to be cooperative and helpful when working together Teaching procedures: 1. Presentation of homework 2. Background education in the US 3. Starting a project 4. Planning 5. Preparing 6. Producing 7. Homework Period 6 Grammar and Usage (1) Teaching objectives: To learn about attributive clauses ( with that, which, who, whose) Teaching procedures: 1. Presentation of homework 2. Review of the text 3. Searching for attributive clauses in the text 4. Learning grammatical structure of attributive clauses with that, which, who, whose 5. Identifying attributive clauses in a passage 6. Practice 1, 2, 3 7. Homework Period 7 Grammar and usage (2) Teaching objectives: To learn about attributive clauses (with whom and without relative pronouns) To practice more on the usage of attributive clauses Teaching procedures: 1. Presentation of homework 2. Review of attributive clauses 3. Learning grammatical structures of attributive clauses with whom and then those without relative pronouns 4. Practice 1, 2, 3 5. Homework Period 8 Task Teaching objectives: To develop listening, speaking, reading and writing by completing a task To develop the skill of comparing information To develop the skill of reading a timetable and a notice To learn how to write a notice Teaching procedures: 1. Presentation of homework 2. Introducing the task 3. Skill building 1 and task 1 4. Skill building 2 and task 2 5. Skill building 3 6. Homework Period 9 Presentation of project Period 10 Evaluation
Copyright
Unit 1 School Life in the UK
To introduce and develop the theme of school life
To identify the differences between school life in different countries
To develop the reading skills of skimming and scanning
To learn some words about school facilities
To learn about attributive clauses and how to use relative pronouns
To develop listening, speaking, reading and writing by completing a task and a project
To form a positive attitude in a new and challenging situation
To learn to be cooperative and helpful when working together
Period 1 Welcome to this unit
Teaching objectives:
To introduce and develop the theme of school life
To develop listening and speaking by talking about life in the new school
To know more about classmates
Teaching procedures:
Brainstorming
Listening and speaking
Discussion
Further discussion
Introducing more information
Writing
Homework
Period 2 Reading
Teaching objectives:
To develop the skills of skimming and scanning
To know about school life in the UK
To compare school life in the UK and in China
To form a positive attitude in a new and challenging situation
Teaching procedures:
Presentation of homework
Skimming
Scanning
Detailed reading
Thoughts after reading
Group work (problem solving)
Introducing more information
Homework
Period 3 Language focus
Teaching objectives:
To understand new words and expressions and learn how to use them
Teaching procedures:
Presentation of homework
Review of the text
Words to be studied and reviewed
Phrases to be learned
Sentences to be attended to
A word quiz
Homework
Period 4 Word Power
Teaching objectives:
To learn some words about school facilities
Teaching procedures:
Presentation of homework
Warming up
Words about school facilities
Reading
Discussion
Writing
Group work (problem solving)
Homework
Period 5 Project
Teaching objectives:
To develop listening, speaking, reading and writing by completing a project
To learn to be cooperative and helpful when working together
Teaching procedures:
Presentation of homework
Background education in the US
Starting a project
Planning
Preparing
Producing
7. Homework
Period 6 Grammar and Usage (1)
Teaching objectives:
To learn about attributive clauses ( with that, which, who, whose)
Teaching procedures:
Presentation of homework
Review of the text
Searching for attributive clauses in the text
Learning grammatical structure of attributive clauses with that, which, who, whose
Identifying attributive clauses in a passage
Practice 1, 2, 3
Homework
Period 7 Grammar and usage (2)
Teaching objectives:
To learn about attributive clauses (with whom and without relative pronouns)
To practice more on the usage of attributive clauses
Teaching procedures:
Presentation of homework
Review of attributive clauses
Learning grammatical structures of attributive clauses with whom and then those without relative pronouns
Practice 1, 2, 3
Homework
Period 8 Task
Teaching objectives:
To develop listening, speaking, reading and writing by completing a task
To develop the skill of comparing information
To develop the skill of reading a timetable and a notice
To learn how to write a notice
Teaching procedures:
Presentation of homework
Introducing the task
Skill building 1 and task 1
Skill building 2 and task 2
Skill building 3
Homework
Period 9 Presentation of project
Period 10 Evaluation
Unit one School life
Period one welcome to the unit
I. Teaching aims:
To find out the differences of their life between senior high and junior high.
To learn something about the high school life in the UK.
To know how to get on well with high school life / study.
To find out how an activity attracts the students and helps the students
II. Teaching Procedures:
Step 1. Warming up
Let some students make a self-introduction.
Introduce themselves.
Say something about their junior high school life.
Step 2. Presentation
Pair work: brain storm: When we are talking about our school life, what will we probably think of?
Group work
Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what’s the difference between schools in China and the UK?
aspects
In the UK
In China
Huge campus and low-rise buildings
We can see huge campus and low-rise buildings.
It is the biggest difference from schools in China
Schools in China usually have a large enough campus to make sure students have enough space to study and play in.
But most school buildings are taller, at least three storeys.
Lockers for every student
There are rows of lockers by the classrooms for students to put their stationary, books, exercise-books and other belongings.
Students bring what they need for lessons to school and then take it all back home after school. Most schools in china do not have equipment in the classroom.
Fewer students in each class
There are fewer students in a class, no more than 30 per class.
There are usually more students in high school, perhaps 40 to 50 per class. Recently some school are beginning to limit the number of students in each class.
At ease with our teacher
Students have a close relationship with their teachers. They feel at ease and comfortable with them.
It is similar in china. Nowadays, lots of teachers and students have established a good relationship with each other. They respect each other and work to gain a better understanding of each other.
Writing practice:
What is your dream school life like?
What kind of school activities do you enjoy?
What do you think of your life here in the new school?
4. Summary
Home work
1) Recall all the new words and expressions that appear in this unit.
2) How much do you know about the school and school life in the UK? Try to surf the net, go to the library or interview foreign students.
3) Preview the following lesson.
Period two Reading: school life in the UK
Teaching aims:
To read a magazine article about school life in the UK.
To learn to apply two basic reading skills: skimming and scanning.
To learn some expressions about school life.
Teaching procedures:
Step 1. Revision
Check the homework exercise.
Step 2. Presentation
Yesterday discussed the differences between high schools in our country and the UK.
Now we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.
Before we read the article, we are going to learn the reading strategy: skimming and scanning. (P.3: Reading strategy)
Skimming: to get a general idea of the article.
focus on the title, heading, captions, the first and last sentences of paragraphs, charts and pictures …
scanning: to locate specific information about an article.
Look for key words and phrases, dates and words in bold, italics or capital letters…
Step 3. Reading
Skimming question: How does Wei Hua feel about her life in the UK?
Scanning:
What topics are mentioned in the WeiHua’s letter?
(opt. are the following aspects of school life mentioned in the article?
teachers classmates friends subjects homework grades
timetable activities school facilities host family food
hobbies customs traditions festivals)
Scan the passage and complete Part C1, C2 on page 4
Step 4. Group work: what’s the similarity and difference between the schools in China and the UK?
Aspects
In the UK
In China
similarity
difference
Step 5. Practice:
Pair work
Now you are a reporter from the school magazine, and have a chance to interview Wei Hua. What other information would you like to know about her life and study in the UK?
Suppose your desk mate is Wei Hua, make a dialogue.
Step 6. Homework.
1. Complete parts D and E
2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.
2. Daniel Adams will come to your school as an exchange student. Write a letter to him and introduce your school life to him.
4. Preview the following lesson.
Period three language focus
Step 1. Revision:
Check the homework
Complete the chart and retell the letter.
On the first day
Teachers
Mr Heywood
Miss Burke
Size of a classroom
Subjects
Food
Wei Hua’s feelings and progress
Step 2. Language focus
Words:
attend (join / join in / take part in )
prepare
miss (missing / gone / lost)
experience
information
sounds
Phrases:
for free
a bit / a little
as well as
Sentences:
Going to a British school for one year has been a very enjoyable and exciting experience for me.
I do like eating.
Step 5. Practice
1. Complete wb A1, A2,
2. Translation
1)Jim加入了我们的讨论之列。
Jim joined us in the discussion.
2)Jane正忙着预习功课。
Jane is busy preparing for their lessons.
3)我错过了早班公共汽车。
I missed the early bus.
4）经验是最好的老师。
Experience is the best teacher.
5）我一点也不疲惫。
I am not a bit tired.
6） 他确实告诉了我这个故事。
He did tell me the story.
Step 7. Homework
1. Recall all the new words and expressions that appear in this lesson.
2. Write a summary of the article written by Wei Hua.
3. Preview the following lesson.
Grammar and usage
Period one
Teaching aim:
To give a brief introduction to attributive clauses.
Teaching procedures:
Tell the students what is attributive clause.
Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why.
Ask the students to read the article on Page 9 and find out the attributive clauses in the article.
Check the answers with the students.
Explain some language points in the article.
Give the students some more exercises of attributive clause.
Assignment.
Period two
Teaching aim:
To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.
Teaching procedures:
Check the homework with the students.
Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns.
Fill in the blanks on Page 11, check the answers with the students and explain the language points.
Tell the students several points that they must pay attention to when they use attributive clauses.
Some exercises which are to review what they learn in this lesson.
Assignment.
Unit 1 Project Starting a new after-school activity
Period One
Teaching aims:
To learn two articles about after-school activities in school
To learn the use of as and require
To find out how an activity attracts the students and helps the students
Teaching Procedures:
Step 1: Listen to the recording of the articles on page 18
True or False questions:
1. The radio station is run by the principal.
2. The radio station started 2 years ago when CD players were allowed in school.
3. Members of Poets of the Next Generation meet up on the last Friday of every month.
4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.
Step 2: Read the two articles and answer the following questions:
What do the student members in the radio station do during exam time?
What do they do when parents come to visit the school?
Who started “Poets of the Next Generation”?
What do the members of the group do when they meet?
Step 3: Fill in the blanks:
The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed.
We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____.
Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like.
When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read.
Step 4: Vocabulary and language points:
allow: permit sb./sth. to do sth.
principal: person with the highest authority in certain schools
generation: all people born at about the same time
select: choose sb./sth.
calm: not excited, nervous
require: order or command sth.
The use of as and require
Step 4: Discussion
How do these two activities attract the students?
How do they help the students?
Assignment:
Try to find the answers to the following questions:
What after-school activities do you have in your school?
Do you like them? Why/ Why not?
If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose?
Period Two:
Teaching aims:
To do the project of starting a new after-school activity
Teaching procedures:
Step 1: Check homework
Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.
Step 2: Plan
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research information:
Make the poster:
Present the poster:
Step 3: Prepare
Members responsible for doing research need to find information from various sources about after-school activities and posters.
Activity: What does it do? How does it attract new members? How does it help members achieve their goals?
Poster: What does the poster consist of? How does it attract its viewers?
Step 4: Produce
Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.
When the draft is done, each member should read it carefully and give suggestions on its wording and design.
Assignment: (Assignment)
The poster makers finalizes the poster based on the suggestions of the other group members.
The entire group approve the poster before next period.
In next period, they are to present their poster to the class. Tell the class what is special about their activity.
Unit 1 Task
Teaching aims:
Use abbreviation to fill in timetable.
Compare information of two different sources.
Write a notice with important information and clear expression.
Procedure:
Introduce abbreviation.
Complete school programme timetables with abbreviation
Compare information of 2 different sources.
Report the timetable
Find out important information in a notice.
Write a notice to notify classmates.
by Miranda Gu
Unit One Word power
Warming-up
1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:
Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?
2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions
What do you think of our canteen? How about the gym? Is our car park ok in the school?
Encourage them to express their genuine opinions.
3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.
Vocabulary learning
Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class.
Sample answers
B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.
2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.
3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.
Answers
C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen
Vocabulary extension
1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.
2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments?
Answers
D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope
Homework
let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.
Do Part A and B in writing on Page 85.
Pick out attributive clauses in the passage of Part C.
Unit one School life
Period one welcome to the unit
I. Teaching aims:
To find out the differences of their life between senior high and junior high.
To learn something about the high school life in the UK.
To know how to get on well with high school life / study.
To find out how an activity attracts the students and helps the students
II. Teaching Procedures:
Step 1. Warming up
Let some students make a self-introduction.
Introduce themselves.
Say something about their junior high school life.
Step 2. Presentation
Pair work: brain storm: When we are talking about our school life, what will we probably think of?
Group work
Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what’s the difference between schools in China and the UK?
aspects
In the UK
In China
Huge campus and low-rise buildings
We can see huge campus and low-rise buildings.
It is the biggest difference from schools in China
Schools in China usually have a large enough campus to make sure students have enough space to study and play in.
But most school buildings are taller, at least three storeys.
Lockers for every student
There are rows of lockers by the classrooms for students to put their stationary, books, exercise-books and other belongings.
Students bring what they need for lessons to school and then take it all back home after school. Most schools in china do not have equipment in the classroom.
Fewer students in each class
There are fewer students in a class, no more than 30 per class.
There are usually more students in high school, perhaps 40 to 50 per class. Recently some school are beginning to limit the number of students in each class.
At ease with our teacher
Students have a close relationship with their teachers. They feel at ease and comfortable with them.
It is similar in china. Nowadays, lots of teachers and students have established a good relationship with each other. They respect each other and work to gain a better understanding of each other.
Writing practice:
What is your dream school life like?
What kind of school activities do you enjoy?
What do you think of your life here in the new school?
4. Summary
Home work
1) Recall all the new words and expressions that appear in this unit.
2) How much do you know about the school and school life in the UK? Try to surf the net, go to the library or interview foreign students.
3) Preview the following lesson.
Period two Reading: school life in the UK
Teaching aims:
To read a magazine article about school life in the UK.
To learn to apply two basic reading skills: skimming and scanning.
To learn some expressions about school life.
Teaching procedures:
Step 1. Revision
Check the homework exercise.
Step 2. Presentation
Yesterday discussed the differences between high schools in our country and the UK.
Now we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.
Before we read the article, we are going to learn the reading strategy: skimming and scanning. (P.3: Reading strategy)
Skimming: to get a general idea of the article.
focus on the title, heading, captions, the first and last sentences of paragraphs, charts and pictures …
scanning: to locate specific information about an article.
Look for key words and phrases, dates and words in bold, italics or capital letters…
Step 3. Reading
Skimming question: How does Wei Hua feel about her life in the UK?
Scanning:
What topics are mentioned in the WeiHua’s letter?
(opt. are the following aspects of school life mentioned in the article?
teachers classmates friends subjects homework grades
timetable activities school facilities host family food
hobbies customs traditions festivals)
Scan the passage and complete Part C1, C2 on page 4
Step 4. Group work: what’s the similarity and difference between the schools in China and the UK?
Aspects
In the UK
In China
similarity
difference
Step 5. Practice:
Pair work
Now you are a reporter from the school magazine, and have a chance to interview Wei Hua. What other information would you like to know about her life and study in the UK?
Suppose your desk mate is Wei Hua, make a dialogue.
Step 6. Homework.
1. Complete parts D and E
2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.
2. Daniel Adams will come to your school as an exchange student. Write a letter to him and introduce your school life to him.
4. Preview the following lesson.
Period three language focus
Step 1. Revision:
Check the homework
Complete the chart and retell the letter.
On the first day
Teachers
Mr Heywood
Miss Burke
Size of a classroom
Subjects
Food
Wei Hua’s feelings and progress
Step 2. Language focus
Words:
attend (join / join in / take part in )
prepare
miss (missing / gone / lost)
experience
information
sounds
Phrases:
for free
a bit / a little
as well as
Sentences:
Going to a British school for one year has been a very enjoyable and exciting experience for me.
I do like eating.
Step 5. Practice
1. Complete wb A1, A2,
2. Translation
1)Jim加入了我们的讨论之列。
Jim joined us in the discussion.
2)Jane正忙着预习功课。
Jane is busy preparing for their lessons.
3)我错过了早班公共汽车。
I missed the early bus.
4）经验是最好的老师。
Experience is the best teacher.
5）我一点也不疲惫。
I am not a bit tired.
6） 他确实告诉了我这个故事。
He did tell me the story.
Step 7. Homework
1. Recall all the new words and expressions that appear in this lesson.
2. Write a summary of the article written by Wei Hua.
3. Preview the following lesson.
Self-assessment(1)---Reflections on Unit Learning
Class:___________ Name:____________ Unit:____________
Think about this last unit and write your personal reflections on the following:
The ideas for English learning which I have picked up
The cultural information I have learned
The language I have learned
The strategies I have used to improve my English
The amount of effort I have put into using what I have learned
Other thoughts I have about my English learning
Self-assessment(2)---English Proficiency Test(60 minutes/100 points)
Class:___________ Name:____________ Score:__________
Ⅰ. Multiple choice(10 points)
Ⅱ. Close test(30 points)
Ⅲ. Reading comprehension(30 points)
Ⅳ. Vocabulary(10 points)
Ⅴ. Sentence patterns(10 points)
Ⅵ. Error correction(10 points)
人教初中英语教材与牛津高中英语教材第一模块生词衔接表
南京市教研室外语组
表一 牛津高中生词表中的生词 （人教初中已学过的生词，但词意或词性不一样）
单词
该词在牛津教材中的位置
该词在牛津教材中的意思
该词人教中的位置
该词人教中的意思
grade
Unit 1
(牛津 P 3)
n. 分数，成绩，等级
（人教 第一册上 Lesson119 P68）
n. 年级
e-mail
(牛津 P 3)
v. 发电子邮件
（人教 第一册上 Lesson64 P79）
n. 电子邮件
drop
(牛津 P 3)
v. 放弃
（人教 第三册 Lesson42 P52）
n. 滴，水滴
miss
(牛津 P 3)
v. 想念，思念
（人教 第二册下 Lesson61 P6）
v. 错过
field
(牛津 P 3)
n. 运动场
（人教 第一册下 Lesson119 P68）
n. 田地
experience
(牛津 P 3)
v. 经验，体验
（人教 第三册 Lesson58 P72）
n. 经验，体验
develop
(牛津 P 9)
v. 培养，养成
（人教 第二册下 Lesson90 P42）
v .发展，研制，开发
display
(牛津 P 9)
v. 陈列，展览
（人教 第三册 Lesson38 P47）
n. 陈列，展览
please
(牛津 P 11)
v. 使满意，取悦
（人教 第一册上 Lesson 12 P14）
interj. 请
cover
(牛津 P 14)
n. 封面
（人教 第三册 Lesson22 P27）
v. 覆盖
run
(牛津 P 18)
v. 经营
（人教 第一册下 Lesson79 P18）
v. 跑
close
(牛津 P 18)
adj. 亲密的
（人教 第一册下 Lesson83 P23）
v. 关闭
nature
(牛津 P 18)
n. 自然
（人教 第三册 Lesson38 P47）
natural adj.自然的
Unit 2
sink
(牛津 P 22)
n. 水池
（人教 第二册下 Lesson102 P57）
v. 下沉
can
(牛津 P 22)
n. 容器
（人教 第一册上 Lesson 12 P 14）
v. aux. 能，可以
leave
(牛津 P 22)
v. 使。。。处于某种状态
（人教 第一册下 Lesson 105 P51）
v. 离开
mark
(牛津 P 34)
n. 分数，标记，记号
（人教 第三册 Lesson2 P2）
n.标记，记号，痕迹
interest
(牛津 P 35)
v. 使感兴趣
（人教 第三册 Lesson54 P67）
n. 兴趣
stay
Unit 3
(牛津 P 42)
v. 保持
（人教 第一册下 Lesson 95 P38）
v. 留在某处
since
(牛津 P 42)
conj. 因为，既然
（人教 第三册 Lesson6&22 P7&27）
adv.自…..以来， conj. 因为，既然
exercise
(牛津 P 42)
v. 锻炼
（人教 第一册下 Lesson76 P14）
n. 练习，操练
work
(牛津 P 42)
v. 起作用
（人教 第一册上 Lesson 32 P39）
n.&v. 工作
exact
(牛津 P 42)
adj. 精确的
（人教 第三册 Lesson58 P72）
exactly adv.精确地
match
(牛津 P 42)
n.&v.搭配的人或物，相配
（人教 第二册上 Lesson31 P38）
n. 比赛
follow
(牛津 P 42)
v. 遵循
（人教 第一册下 Lesson94 P37）
v. 跟随
post
(牛津 P 49)
n. 帖子
（人教 第一册下 Lesson101 P46）
n. 邮件，邮政
yet
(牛津 P 58)
adv.可是
（人教 第二册下 Lesson77 P26）
adv. 还（没）
表二 牛津高中生词表中的生词 （人教初中已学过的生词，且词意和词性均一样）
单词
该词在牛津教材中的位置
该词人教中的位置
该词的意思
surprise
(牛津 P 22)
（人教 第二册下Lesson68 P14）
v. 使惊奇
not…any more
(牛津 P 23)
（人教 第二册上 Lesson4 P5 有* 号和 L10 P12）
不再，再也不
boring
(牛津 P 31)
（人教 第三册 Lesson63 P78）
adj.乏味的
score
(牛津 P 34)
（人教 第三册 Lesson15 P18）
n.&v .得分
café
(牛津 P 38)
（人教 第二册下 Lesson61 P6）
n. 咖啡馆
表三 牛津高中生词表中没有的生词 （人教初中也未学过的生词）
单 元
页 数
生 词
Unit 1
P 3
main
P 6
facility, appointment
P 7
access, experiment, available
P 9
speech, upon
P 11
besides
P 16
reopen
Unit 2
P 22
character
P 23
normal, aloud, style
P 25
argue, disagree
P 31
location, status
P 34
gist, merely, support, entry, mood
P 35
advice
P 38
columnist
Unit 3
P 47
strength
P 52
personal, training, membership, equipment
P 57
cheer…up, big-boned
P 58
schoolmate, fitness
注: 以上生词为语篇中的生词,不含题干,表格,指示语中的生词.
牛津高一英语一模快一单元 Word power教案
Warming-up 1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school: Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way? 2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions What do you think of our canteen? How about the gym? Is our car park ok in the school? Encourage them to express their genuine opinions. 3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map. Vocabulary learning 1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class. Sample answers B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left. 2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way. 3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access. Answers C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen Vocabulary extension 1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items. 2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments? Answers D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope Homework 1. let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C. 2. Do Part A and B in writing on Page 85. 3. Pick out attributive clauses in the passage of Part C.
