染雾高一英语教案 篇一
主题：阅读理解教学
教学目标：
1. 学生能够熟练运用阅读技巧，提高阅读理解能力。
2. 学生能够通过阅读文章，获取相关信息并进行分析和推理。
3. 学生能够运用所学的语言知识和语法结构，正确回答问题。
教学过程：
1. 导入新课：通过展示一幅图片引发学生对话题的兴趣。
2. 预测问题：老师提出一些问题，让学生根据图片猜测文章的内容和主题。
3. 阅读文章：学生阅读一篇有关话题的文章，并回答老师提出的问题。
4. 分析文章：学生分析文章的结构、段落和关键词，帮助他们理解文章的主题和内容。
5. 推理和判断：老师提出一些与文章相关的问题，学生通过推理和判断回答问题。
6. 词汇扩展：学生学习并掌握一些与文章相关的词汇。
7. 语法练习：学生运用所学的语法知识，完成一些与文章相关的语法练习。
8. 小组合作：学生分组进行讨论和合作，提高彼此之间的口语表达能力。
9. 总结归纳：学生总结归纳所学的阅读技巧和语法知识。
10. 作业布置：学生完成一篇与文章主题相关的写作作业。
教学反思：
通过本节课的教学，学生不仅学习到了阅读理解的技巧，还能够通过阅读文章来获取相关信息并进行分析和推理。通过分析文章的结构和段落，学生能够更好地理解文章的主题和内容。通过语法练习和小组合作，学生的语言表达能力得到了提高。同时，通过总结归纳，学生能够更好地掌握所学的阅读技巧和语法知识。整体来说，本节课的教学效果较好。
高一英语教案 篇二
主题：口语表达教学
教学目标：
1. 学生能够流利地运用所学的单词和词组进行口语表达。
2. 学生能够通过对话和讨论的方式，表达自己的观点和看法。
3. 学生能够运用所学的语法结构，正确使用句子和语段。
教学过程：
1. 导入新课：通过展示一段视频引发学生对话题的兴趣。
2. 学习单词和词组：学生学习并掌握一些与话题相关的单词和词组。
3. 句子练习：学生通过完成一些句子练习来巩固所学的语法结构。
4. 对话练习：学生分组进行对话练习，通过对话来表达自己的观点和看法。
5. 讨论活动：学生进行小组讨论，通过讨论来表达自己的观点和看法。
6. 角色扮演：学生进行角色扮演活动，通过扮演不同的角色来练习口语表达能力。
7. 语段练习：学生通过完成一些语段练习来提高口语表达能力。
8. 总结归纳：学生总结归纳所学的口语表达技巧和语法知识。
9. 作业布置：学生完成一篇与话题相关的口头表达作业。
教学反思：
通过本节课的教学，学生能够熟练地运用所学的单词和词组进行口语表达。通过对话和讨论的方式，学生能够表达自己的观点和看法。通过角色扮演和语段练习，学生的口语表达能力得到了提高。通过总结归纳，学生能够更好地掌握所学的口语表达技巧和语法知识。整体来说，本节课的教学效果较好。
高一英语教案 篇三
教学目标
Teaching Aims and Demands
本单元的教学目标是使学生熟练掌握有关提出建议的常用语句，并运用到日常交际中，学习并掌握动词不定式作主语的用法。通过对课文的学习，了解有关英语广播电视节目的一些常识。
Difficult and important teaching points
1．单词和词组
advice, special, do receive ,go with, write to, pick up, such as
2．日常交际用语与句型
1）That’s easier said than done.
2) Thanks. I must try to do that.
3) Do you think that would help?
4) You’d better find an English pen friend.
5) Why not…?
6) Why don’t you…?
7) I’m sure…
8）The more …, the…
9）find + n. + adj.
10）be of help
3．语法
学习动词不定式作主语的用法。
教学建议
在Lesson 45对话中，建议教师围绕如何提高学生听英语的技能的话题以及给学生播放一些英语节目为主要内容，如：
方法一、教师给学生播放BBC，VOA及CRI等英语广播作为导入课。
方法二、教师组织学生观看视频内容，进行问答练习，用Why not…You’d better….Why don’t you…. 组织造句。
方法三、教师提供给学生一些话题，进行口语练习，如：在听、说、读、写方面如何给出一些建议和方法等。
课文分析
本篇课文从内容上讲述了英语广播和电视节目的一些常识，而且本课着重介绍英国BBC英语广播、学习英语节目，如：语法，书面语和口语的差别，另外介绍中国中央电视台和广播电台的英语节目。在关键词语中，运用了不定式作主语，a short-wave radio, pick up等。
重点和难点
辨析cost, spend与pay
a. cost (cost, cost)的主语是“物”或“事”，表示“花费”“耗费”；
The book cost me ten yuan.
b. spend （spent, spent）主语是“某人”，后接“钱”“时间”“精力”.
She spends a lot of money on clothes.
c. pay (paid, paid)主语是“某人”后接“钱”，表示“支付”之意.
I paid two hundred yuan for the bike.
辨析advice与advise
a. advice 为不可数名词，可用some, much, a little, a piece of等修饰，但不可说an advice 或many advices. 常与动词give, take, follow, ask for等连用。
Let me give you a piece of advice.
b. advise 为动词，常用于以下结构中：
I advise waiting here. (动名词作宾语)
They advise me not to do that. (不定式作宾语补足语)
I advise that she (should) go there at one. (接宾语从句)
辨析look for, find, find out
1）look for (v. + prep.) “寻找”，指寻找的动作，未说明是否能找到，是延续性动词。
—What are you looking for?
—I am looking for my watch.
2）find “找到”“发现”，指找到、发现的结果，是终止性动词。
Have you found the book you need?
3）find out (v. + adv.) “打听出”“查询出”，指经过打听询问后得知。
—What time is the plane taking off?
—I don’t know but I can go and find it out.
辨析another day和the other day
1）another day 可表示近期将来的某一天，意为“改天”，也可表示过去或状态延续的“又一天”。它在句中作状语。
She says she is coming another day instead of today.她说她今天不来，改天来。
2）the other day 指“前几天”，“几天前”，一般用于过去时，如：
I met her in the hospital the other day. 前几天我在医院碰见过她。
辨析on the air, in the air ,by air 和 in the open air
on the air 意为“（正在）广播，播送”。
Whats on the air now? 正在广播什么？
in the air指“在空中”
Some kites are flying in the air. 一些风筝在空中飞舞。
by air意为“乘飞机；通过航空”(=by plane).
They often travel by air. 他们经常坐飞机旅行。
in the open air指“在户外，在露天”。
Grandpa walks in the open air for an hour every morning. 爷爷每天早晨在户外散步一小时。
Lesson 45
1. The more you listen to English, the easier it becomes. 英语你听得越多，就越容易听懂。
“the十比较级……，the+比较级……”这个句型结构的意思是“越……，就越……”或“愈是……，则愈是……”。此结构中的比较级可以是形容词，也可以是副词。
The more one has, the more one wants. 越是有，就越想要。
The sooner you do it, the better it will be. 你越早做那件事就越好。(The sooner, the better 愈早愈好。)
2．向朋友提出忠告或建议时，可以用以下三个句型：
l) Why don’t you…? (为什么你不……?)
2 )Why not…?(为什么不……?)
3)You’d better…(你最好还是……)
第二个句型实际上是第一个句型的省略。在 “Why not” 后直接跟谓语动词。Why dont you go for a walk? (Why not go for a walk?) 为什么不去散散步呢？
第三个句型You’d better是You had better 的省略，意思是“你最好还是……”、“还是……为好”。had better是一个固定词组，had不可用 has / have代替。它的后面跟不带to的不定式，即had better do sth.，意指“(现在/将来)最好干某事”，而不指过去。它的否定形式是 had better not do sth., 也就是否定词not放在 had better之后。如：
Wed better wait a little longer.我们最好再等一会儿。
Lesson 46
1. If you do have difficulties, it is better to try again another day. (= …you’d better try again another day.) 如果你的确有困难，最好改天再收听。
句中的do是语气词，用来加强语气，常用在肯定句中，根据情况有不同译法。例如：
Do write me soon. 一定早点写封信给我。
2. 注意构词法：
1) “形容词+后缀ly”构成副词，如本课的clear (adj.) + ly → clearly (adv.)。又如：
注意：以y结尾的形容词加ly时，要将y变成i, 然后加ly.
2) “动词+tion”构成名词，如本课中的explain (v.) + tion→explanation (n.)。又如：
inform (v. 告知 ) + tion → information (n.信息)
invent (v.发明) + tion → invention (n.发明)
congratulate (v. 祝贺 ) + tion → congratulation (n.祝贺)
instruct (v. 指示) + tion → instruction (n. 指示)
suggest (v. 建议) + tion→ suggestion (n. 建议)
Lesson 47
本课及下课着重讲授和练习 it作形式主语的句型：It is (was) + adj./n. + to do sth. 除了在 Language Study中所给例句外，还可增补以下例句：
It is necessary to ask her for help. 要求她帮忙是必要的。(=To ask her for help is necessary.)
通过举例和随后的练习，最后可归纳以下三点：
1)it在句中是形式主语，而真正的主语是句子后部的不定式或不定式短语(to do sth.)。
2）当这个不定式很短的时候，可以把这个不定式放在主语的位置，而无需借助于形式主语(见上述两例的括号中的句子)。又如：
It is easy to do, but it is difficult to understand. → To do is easy, but to understand is difficult. 做起来容易，要理解却很难。(知难行易)
3) 但是，如果作主语的不定式短语较长，则通常将形式主语it放置句首，而将真正的主语置于句尾，以避免句子“头重脚轻”，如：
To pick up BBC programmes on the radio is easy. 应该改作：
It is easy to pick up BBC programmes on the radio.
动词不定式在句中作主语
1)不定式或不定式短语作主语时，可直接放在句首。如：
To learn a foreign language is necessary. 学习一门外语是必要的。
2)当不定式短语较长时，通常用it作形式主语放在句首，将真正主语不定式结构放在句子后部。其常见句型有：
a. It is /was+形容词/ 名词+ to do sth.做……是（如何的）。
b. It takes sb. some time to do sth. 做某事花费某人……
It is easy to pick up China Radio International Programmes.
收听中国国际广播电台的节目很容易。
It took me 3 days to read the book.
读这本书花了我三天时间。
3）当不定式需要带上自己的逻辑主语时，须用介词for / of, 即for / of sb. to do sth. （它被称为不定式的复合结构。）其基本句型为：
A)it is+ 形容词+of sb.+ to do sth. ==sb.+ be+形容词+to do sth.
该句型中形容词用来描述不定式行为者的性格、品行等，形容词多为brave, careless, clever, polite, wrong, kind, good, nice, foolish, rude (粗鲁的), selfish(自私的)等。如：
It’s very kind of you to say so. == Youre kind to say so. 谢谢你这样说。
B) It is + 形容词+ for sb. to do sth.
= It’s + 形容词 + that + sb. do sth.
在此句型中，形容词只对不定式行为者作某种描述，而不涉及其品行。这类形容词有： difficult, hard, easy, important, dangerous, possible, impossible, necessary 等。如：
It is impossible for him to carry a big box.
( = Its impossible that he carries a big box. )
4）如果是疑问句或感叹句，则只能用it作形式主语的形式，如：
Is it important to practise listening? 练习听力很重要吗？
高一英语教案 篇四
1. Ability goals能力目标
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.
2. Learning ability goals学能目标
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
Teaching important points教学重点
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points教学难点
1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2. Help the Ss tell apart from Before, During and After in the story.
教学过程
Step1. Warming Up : Talk about animals under the sea.
1. Have you ever seen some marine animals?
2. What have you seen, and where have you seen them?
I have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
Step2. Fast-reading:
1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.
2. Find out the Main Idea of the passage: What’s the first story mainly about?
Step3. Careful-reading:
1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?
2. How many paragraphs are there all together in story1? The hunt can be pided into 3 stages.
Stage1: before the hunt: (para. 2-6):
Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…
Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3: Dur ing and after the hunt: (para. 7-9):
Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.
Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion: They have amazing relationship. They work as a team
Step4 : Summary
Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.
Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.
课后习题
课后作业
Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.
高一英语教案 篇五
教学目标
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学重难点
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学工具
课件
教学过程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.
2.Listening, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”?
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”.
3.Reading and transferring information
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”.
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
4. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?
For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
Do you agree that the jokes were more important than the music for this band? Give a reason.
For reference: Yes. I think it is the jokes that really attract more fans.
No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.
Closing down by retelling the form of the band The Monkees.
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
课后小结
学了这节课你有什么收获?
课后习题
完成课后习题一、二。
板书
Unit 5 Music
高一英语教案 篇六
一、 教学内容：
牛津高中英语模块一Unit 1 （上）
二、教学要求：
1．掌握和校园生活有关的常用单词、词组与句型。
2．学会描述校园生活和学校设施。
High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期
Huge campus and low-rise building 学校面积大，没有高层建筑。
Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。
Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。
3．学习阅读技巧：skimming&scanning。
4．语法：定语从句（一）
【知识重点与学习难点】
一、 重要单词：
access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax
二、重点词组：
class teacher 班主任
at ease with 和….相处不拘束
school hours学校作息时间
earn respect from 赢得…的尊敬
sound like听起来象
for free 免费 get a general idea 了解大意
as well as 除….以外, 也
key words 关键词
word by word 逐字逐句地
find one’s way around 认识路
develop an interest in 培养对….的兴趣
surf the Internet网上冲浪
【难点讲解】
1. What is your dream school life like?
你理想中的学校生活是什么样子?
这里 dream 表示心目中最理想的. 如 dream team (梦之队)。
2. Going to a British high school for one year was a very enjoyable and exciting experience for me.
去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。
Going 在本句里作动名词，它和后面的to a British high school for one year构成动名词短语作句子的主语。Go to a British high school本来是个动词词组，在go 后面加上ing 后，它就具备名词的特性可以在句子中充当主语、宾语或表语。
动词的现在分词和过去分词都可以作定语，但所表达的意思不同, 现在分词作定语常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 过去分词则有被动或完成的意思,常表示“感到….的”、“被….的”,例如： an excited crowd of people, broken heart.
3. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m.
我对英国学校的作息时间很满意因为学校大约上午9点开始上课，下午3点半左右放学。
Be happy with=be pleased with, around=about。
4. This means I could get up an hour later than usual as schools in China begin before 8 a.m.
这意味着我可以晚一小时起床，因为在中国学校8点钟上课。
as adv.同样地, 被看作, 象
prep.当做
conj.与...一样, 当...之时, 象, 因为
本单元多次出现as, 用法各不相同,应注意比较。另外as 还可以构成一些常用词组：as if就好像, as far as就….而言, so as to以便于, as for至于, such as例如，等等。
mean: 意味着, 后面通常加名词或宾语从句。例如：
The attack of Pear Harbor meant a declaration of war with the United States.
The raise of salary means that I can send my daughter to a better school.
5. He also told us that the best way to earn respect from the school was to work hard and achieve high grades.
他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。
The best way to do sth is to…结构用来表达做某事的最好方法是…., 例如:
The best way to learn English is to use it as often as possible.
6. I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.
我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业都是英语的。
As…as, 中间加形容词或副词,一般要连接两个相同的句子成分, 请比较下面两句话:
You hate him as much as I (=You hate him as much as I hate him).
You hate him as much as me(=You hate him as much as you hate me).
Used to 过去常常, 隐含的意思是现在的情况已经不同。例如:
She used to study very hard. ( She does not study so hard any more).
Used to 的否定形式是usedn’t to/ didn’t use to
注意：be used to sth/doing 表示习惯于….
7. Cooking was really fun as I learnt how to buy, prepare and cook food.
当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。
fun是名词,有趣的事情, 副词really并非修饰它,而是修饰前面的be动词was
试比较: He is really a funny guy. 和 He is a really funny guy.这两句意思虽然相同, 但really修饰的对象不同,因此说话的侧重点也不同。
8. I do like eating desserts after meals as you mentioned in your article.
就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。
Do、did在陈述句中，用在动词前表示强调，可译作的确、确实。
9. Upon finishing his studies, he started travelling in China.
完成学业之后，他开始在中国旅行。
介词upon/ on加doing相当于带as soon as 的时间状语从句。
Upon finishing his study＝As soon as he finished his study
10. Former student return from China
一位校友重中国归来
former, past, old 虽然都和过去有关，但 侧重点不同。 former：“过去曾经是...的、 前任….”, past: “过去的” old“老的、从前的”。例如: former president前总统，past experience以往的经验，my old school我的母校。
11. earn, achieve和gain
这三个单词的基本意思都是“get”但含义不尽相同, earn ：get as the reward of work（挣，得到…作为工作的回报）, achieve ：get what you want by effort(成就,通过努力达到某个目标), gain和“get”的用法最接近，它对得到的方法和内容都没有具体要求。常见搭配:
earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上风)/ ground(取得进步).
【语法】
定语从句(1)
用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。定语从句的作用和作定语的形容词、介词词组、分词词组相似，有时可以相互转换，例如：金发女孩可译作a blonde girl ，a girl with blonde hair或a girl who has blonde hair。定语从句通常由关系代词that/ which/ who/ whom/ which/ as或关系副词when/ where/ why引导，这些词既指代主句中要说明的名词或代词, 又充当从句中的某个句子成分。请看例句：
1.Tom is the only person who can keep a cool head in time of crisis.(who指代主句中的先行词person,在从句中作主 语)
2.Tom is the only friend whom(或who) I can rely on. (指代friend，在从句中作宾 语, 所以常用代词who的宾格形式).
3.China is no longer the weak nation that she used to be. (关系代词that指代weak nation，在从句中作表语)
4.The school whose floor space is very limited can’t take in one more student. (关系代词whose指代the school’s ，从句中作floor space的定语)
5.I like to go to the gym where I can have a work-out after sittiong for a day. (关系副词where指代主句中的地点状语gym 在从句中作状语)
【阅读技巧】
Skimming & Scanning
Skimming略读，skim原意是轻轻掠过表面，作为阅读技巧是指通过浏览文章标题，主题句，插图和图表等方法了解文章的大意。 Skan, 本意是扫描，这里指用眼光快速扫视书报等材料寻找我们想要的信息。他们的区别在于Skimming是为了了解文章的大意,而Scanning是为了寻找某些具体信息。Skimming & Scanning都是快速阅读的重要策略，也是信息时代我们必备的技能。尤其是在阅读英语时，注重练习Skimming & Scanning可以帮助克服逐字逐句的阅读习惯（如finger-point reading, lip reading），提高阅读速度。
【补充阅读】
阅读这篇文章,根据中文提示和上下文写出所缺的单词:
My School Day
I leave home at 6:45 and walk 20 minutes to ______(赶) a bus to school. The bus is a special one just for kids going to my school. The _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.
When I arrive at school, I______(领取) my Tablet PC from the Flexi (Flexiable Learning Centre). Then I go to my Tutor Room for Registration at 8:30. We listen to announcements to see what special things are happening at school today or this week.
At about 8:50 we leave Tutor Room to go to our First Period. Every day I have a different Lesson the first period. Normally it is Humanities but I also have Maths, Drama and Music, and French on the other days. Each period lasts an hour.
All my lessons are in different rooms and places around the school. Each Room either has a three_____(位) number or a name. The numbers are very hard to remember!. I have different teachers for each lesson. I have a _______(存物柜) where I can store some of my stuff but otherwise I have to carry it all around with my in my bags.
Swipe Cards
Every Student carries a swipe card. We swipe into every lesson to let the school know that we have _____(参加) that certain lesson and to know where we are in case of emergencies.
On the Swipe Card there are two stripes, a black and a brown. The brown is to swipe into lessons and the black is to get into the toilets and buildings.
We can put money on our Swipe cards instead of carrying cash around. When we want to pay for snacks at the Tuck Shop or canteen we just hand over our cards and they deduct the money.
Subjects
Maths, English Science ICT
Drama Music Art PE
Humanities (History, Geography, and Religion) French or Spanish
Time Table
9:00 1st Period
10:00 2nd Period
11:00 - 11:20 Break
During break, I have a snack and play and chat with my friends. Usually we play IT a chasing game. Snow ball fight when it snows is dead fun.
11:20 3rd Period
12:30 4th Period
1:30 - 2:10 Lunch
I bring a packed lunch to school but occasionally I have school dinners in the School______(食堂).
2:10 5th Period
3:10 End of School
Sometimes I stay after school for clubs.
Canteen
The Canteen is open at Lunch Time and Break Time. Most hot food is served only at lunch time. Chips are only_______(买的到) on Mondays and Fridays.
【同步练习】
一、 用适当的关系代词或关系副词填空：
1．I still remember the time _______ I first became a high school student.
2. There are many places in London _______ you can buy a cup of coffee.
3. That is the reason _____ he is so keen on school activities.
4. China is a country_______ history can be dated back to 3000 BC.
5. He is driving a car ______ can travel at 150 mile per hour.
6. He has to fly to all the major cities of the world ______ his company has set up offices.
7. The lady _____ we met in the bar is eyeing us from the corner .
8.We are facing the same problem ____ we did years ago.
二、将下列每组句子合成一个带定语从句的复合句：
1. The anti-Japanese aggression war broke out on July the 7th. It lasted for eight years.
2. On his website we saw some photos. Mr. Lee took these photos in Europe.
3. On the way to school I saw some trees. Their leaves were eaten up by insects.
4. Shelley likes to spend her leisure time in the students’ union. She can meet many international students there.
5. Jane’s father wants her to be a singer. He himself has always wanted to be a singer himself.
参考答案
一、
1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as
二、
1. The anti-Japanese aggression war which lasted for eight years broke out on July the 7th.
2. On his website we saw some photos which Mr. Lee took in Europe.
3. On the way to school, I saw some trees whose leaves were eaten up by insects.
4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.
5. Jane’s father wants her to be the singer that he himself has always wanted to be.
