下面小编给大家整理的外研新标准book1 module 2 period 2 教案，本文共19篇，欢迎阅读与借鉴!
篇1：外研新标准book1 module 2 period 2 教案
Module 2 My New Teachers
Period 2
Teaching Content:
Reading And Vocabulary
Teaching Aims and Demands:
Language knowledge
1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…
2.Grammar: verbs followed by V–ing
Reading skill
Understanding how to describe a person
Affection and attitudes
Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.
Learning strategies
1.Categorizing adjectives used to describe characters of people
2.Summing up verbs followed by V-ing.
Cultural awareness
Getting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries.
Teaching Aids
Multi-media
Teaching Procedures
Ⅰ. Revision
Help students to revise words that is learnt in Period One of this module by answering questions:
1. Who was your favorite teacher in Junior High?
2. What adjectives will you use to describe your favorite teacher in Junior High?
Ⅱ. Pre-reading activities
Lead in the study of the text by carrying out the following activities.
1.What adjectives will you use to describe me –- your new English teacher? What about other teachers?
(Ask students to speak out as many words as they can)
2. Look at the pictures. What are your first impressions of the three teachers? (Prediction)
(Ask students to write down the adjectives and check with their partners)
Ⅲ. Reading for main idea
Help students to grasp the main idea of the text by doing the task..
1.Read the text fast and check your prediction.
Mrs. Li _______________
Mrs. Chen _______________
Mr. Wu _______________
2. Answer the following questions.
1) Who is the most popular teacher?
2) Who is the kindest teacher?
3) Which teacher are students most afraid of?
Ⅳ. Reading for detailed information
Make sure students get the detailed information by doing the following.
1.Read the text again and fill in the table.
Name Appearance/Character Subject Teaching style My feeling
Mrs.Li
Mrs.Chen
Mr.Wu
2. Read the text again. Ask and answer the questions in pairs:
1)What first impression did Mrs. Li give to the writer? Why?
2)Why don’t you feel completely stupid in her class?
3)Guess what faster students think of her class?
4)Are all the students on time for Mrs. Chen’s class? Why?
5)Why don’t some of the class like her?
6)What is Mr. Wu’s teaching style?
7)Why is he very popular among his students?
Ⅴ. Dealing with expressions
1.Read the text again and underline all the verbs followed by V –ing. Make sure students understand the meaning of each sentence.
2. Find words and phrases in the text that match the definitions below. (Activity 3, P13)
3. Pay attention to these sentences.
A.but Mrs. Li just smiles, so that you don’t feel completely stupid! (Line 8, Para.1)
1)All the people laughed at me, so that I felt embarrassed.
2)The girl practiced playing the violin very hard, so that she did a very good job at the concert.
3)The next morning my uncle got up early, so that he was able to catch the first bus.
Discussion: What does so that + clause show? Time, reason, purpose or result?
B. I’ll do well in the exam with Mrs. Chen teaching me. (the last sentence of Para.2)
1)I’ll make more progress in my English study with you helping me.
2)He really couldn’t work with a baby crying in the next room.
3)They walked on with the white snow shining under the sun. ……
Questions: 1)Do you understand these sentences?
2) Can you rewrite each sentence?
Ⅵ. Language use
1. Retell the text according to the key words in the table
Name Appearance/Character Subject Teaching style My feeling
Mrs.Li nervous, shy, kind, patient English explain,avoid,smile slowly for,wonderful formake progress
Mrs.Chen strictseriousnot smile physics well-organizedclearexplain exactly never be my favorite lessondo well in
Mr.Wu good-lookingenergeticamusing Chinese literature talkwavetell respect a lot
2. Discuss the following questions in pairs:
1) Of the three teachers which one do you like best? Why?
2) Would you like Mrs. Chen to be your physics teacher? Why or why not?
3. Ask students to describe their new teachers in groups of four and then give a presentation.
The following key words are given to help them:
name, appearance/character, teaching style, their goals in the new term
Homework
1． Exercises 2 and 4 (Textbook P13)
2． Exercise 5 (Workbook P74)
点评：本课突出了第二模块中的阅读文章。首先，文章中将要使用的词汇通过学生的口语活动得以复习巩固，为下一步的阅读任务做好了准备；接着，以看图预测的方式导入阅读活动，使学生能够较快地进入角色，开始积极地快速阅读，检测自己的预测。完成阅读后的任务练习题丰富、多样并具有一定的拓展性，很好地发掘了学生的语言潜能，同时培养了学生对教师的情感认识；也对教师本身有所启发。在学生对阅读文章已形成一个整体认识，建立语篇意向之后，再进行比较详细的句意分析，保证了大部分学生都能读懂文章。最后，总结性地巩固了该课中心词汇，并通过应用这些词汇让学生复述课文，从而有效地培养了学生口语表达能力。课后练习的处理也很合理，将课文中的练习同活动用书的练习一起当作作业来安排，就为课堂教学节约出时间来。
篇2：外研新标准book1 module 2 period 4 教案
Module 2 My New Teachers
Period 4
教学目标
Listening and Vocabulary + Pronunciation +Function and speaking
Stressed sound
Expressing preference-----I’d prefer to do… / I’d rather do …(than) do….
To study the following words and expressions: choice, exam, headmaster, headmistress, timetable, topic, period, revision , translation, vocation, firstly, at present
教学重点：
Listening and vocabulary
Stressed sound
Expressing preference
教学难点：
Function and speaking
教具学具准备：
A tape recorder, dictionaries, textbooks and exercise-books
教学过程：
Step 1 Revision
Ask the students to show the class the dialogue they prepared in Everyday English on Page 18.
Step 2 Pre-pronunciation
Ask “What do you like to do before an exam, do some revision or do some translation?” Make the students choose their answers and ask them to pay attention to the following words and word formation.
revise→ revision translate → translation choose→ choice
Step 3 Pronunciation –Stressed sound
Open the books of Page 16.
1. Ask the students to listen and repeat the words and find the stressed sound in the words of Activity 1.
2. Listen again and check the answers.
3. Ask the students to underline the stressed sound in Activity 2. Then listen and check.
Step 4 Learning to learn
Ask the students to read “Learning to learn” on Page 16 and answer this question: “What do you remember when you listen to spoken English? Why?”
Step 5 Function and Speaking
1. Ask the students to tell which subject they like better, English or PE.
2. The teacher writes some of the students’ possible answers on the blackboard:
I like PE better.
I like PE better than English.
I dislike English.
My favorite subject is PE.
I prefer PE to English.
I’d like to study PE.
3. Introduce new expressions of preference:
I’d prefer to study PE.
I’d rather study PE.
I’d rather study PE than English.
4. Ask the students to make sentences with substitute words and encourage them to use different sentence pattern.
e.g. I’d prefer to play basketball. → He’d / She’d prefer to play baseball. →
They’d rather choose music than PE.
5. Ask them to open their books on Page 17 and do Activity 1, 2 and 3.
* Activity1→
Read the sentences, choose the right answers and then present their answers to the class.
* Activity 2→
ⅰ. Read the sentences to the students.
ⅱ.They can write the answers individually, and check with a partner.
ⅲ.Choose to do two or three sentences in this activity, the others can be done as homework if you have limited time.
* Activity 3
ⅰ.Read aloud the expressions, and make sure the students understand them all.
ⅱ.Ask the students to find a good friend in the class and do the questions and answers in pairs. They may choose anyone and leave their seats. Don’t forget to limit their time. Then encourage them to present their work to the class.
Step 6 Listening and vocabulary
* Activity 1→
ⅰ.Read the words in the box and have the students repeat them after you, paying particular attention to stress.
ⅱ.Ask the students to work in pairs to find the meaning of the words in the box first and then do questions and answers.
ⅲ. Check the answers in class.
* Activity 2→
ⅰ.Read the sentences and make sure they understand the words.
ⅱ. Ask the students to decide which words might go into the spaces. If necessary, explain the words or expressions.
ⅲ. Check the answers in class by listening to the conversation and ask a few students to write their answers on the blackboard.
* Activity 3→
ⅰ. Play the tape again, and ask them to choose the right answers individually, and then check with their partners in group of four.
ⅱ. Then ask the groups to give their answers in class.
ⅲ. If necessary, play the tape once more for a final check and ask them to pick out the sentences which begin with “ I’d …”.
e.g. I’d rather do translation than revision.
I’d like to do translation.
So the rest of you would prefer to do revision.
I’d rather do Life in the Future.
I’d prefer to do Travel.
Step 7 A short summary
Ask the students to tell something about what they’ve learned in this lesson. (esp. I’d prefer to do…./ I’d rather do….)
Step 8 Homework
1. Finish Activity 4, 5 and 6 on Page 16.
2. Preview “Cultural Corner”.
点评：本堂课在精心策划下，力求突出本课的重点，解决难点问题，先有词汇方面的铺垫，一方面复习上堂课中的部分单词，另一方面解决接下来将要进行的听说活动中的部分生词，使学生在接受本堂课重要任务之前做好热身。在个别课堂教学步骤中，如果能够再做一些调整，效果可能会更好。（例如：“Learning to learn”可以放在“Pronunciation”之前进行，这样，可以为学生在头脑中建立一个较明确的学习目的，使学生的目的性更强。再例如，“Listening and vocabulary”可以放在“Function and Speaking”之前进行。一方面，在强调注重听说中单词的重音后，引入听力练习，衔接到写，而且借此机会可让学生在具体的听力练习中体会单词的重读，另一方面，“Function and Speaking”中内容基于听力练习的部分内容，可为说的练习，提供一定的情景，但对于听力能力较差的学生来说，本教案中的安排比较合适。）
篇3：外研新标准book1 module 2 period 3 教案
Module 2 My New Teachers
Period 3
Teaching Content:
(Reading and vocabulary for revision, Grammar and Writing)
Teaching Aims and Demands:
Language knowledge
1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…
2.Grammar: verbs followed by V–ing
3. Writing: punctuation usage in writing
Reading skill
Understanding how to describe a person
Affection and attitudes
Understanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.
Learning strategies
1.Categorizing adjectives used to describe characters of people
2.Summing up verbs followed by V-ing.
3.Learning how to punctuate a paragraph.
Cultural awareness
Getting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries.
Teaching Aids
Multi-media
Teaching Procedures
Ⅰ. Revision
1． Help students to revise words that is learnt in Period Two of this module by doing Activity 2 P13.
2． Help the students to review the adjectives used to describe a person by doing Exercise 5 (Workbook P74).
3． Ask the students to read “My New Teachers” and then check their understanding of the passage by doing Activity 4 P13.
Ⅱ. Grammer learning
Lead in the study of grammar by carrying out the following activities.
1．What verbs have you found that can be followed by V-ing from the passage you’ve just read?
(Ask students to speak out the verbs like “like, avoid, hate, keep, admit ,enjoy”)
2．Look at the passage again. Ask the students to find the sentences with the verbs followed by V-ing.
(Ask students to underline the sentences in the passage and then Teacher shows them on the screen with the verbs underlined. )
3． Encourage the students to find out themselves why the sentences are written in this way by asking “What do you notice about the verbs that follow the underlined verbs?”
(The students may work in pairs.)
4． Collect the answers from the students.
( The verbs are followed by the gerund rather than the infinitive used as the object of the verbs underlined.)
5．Help the students to sum up the words they’ve learned which can be followed by V-ing.
Ⅲ. Language use
Help students to learn to use the verbs followed by V-ing as object.
1. Activity 2 P14.
2. Get the students to work in pairs introducing each other by using the verbs in Activity 2.
And then ask several pairs to act it out in class.
3. Activity 3 P14.
( Ask the students to write down 3 more true sentences about themselves using the words and then show their work on the screen.)
IV. Writing
1． Ask the students to read any paragraph in “Reading and Vocabulary” again first.
2． Give the students each a piece of paper with the paragraph they’ve just read but without any punctuations or any capitalized words. And ask the students to punctuate this paragraph, using full stops, capital letters, question marks and commas where necessary.
( Show the students’ work on the screen and see if the students can do it correctly. There might be some differences from the punctuations used in the passage, but if they are acceptable, they are O.K.)
3． Get the students to discuss why they punctuate the passage like this by asking some questions.
a) Why do you punctuate your passage like this?
b) Why are punctuations important in writing
c) What is also important besides punctuations in writing?
( Help the students to sum up by themselves how to use punctuations in a passage. And remind them of the importance of punctuation marks and capital letters.)
V. Practice
1． Ask the students to punctuate the passage on P18.
(Get the students to work on this individually and then check in pairs and Teacher can show two or three students’ work on the screen, so the students may have a discussion about whose is better and why. In doing this they can practise what they’ve learned just now.)
2. If time is allowed, Teacher may prepare another passage without punctuations or capital letters to give the students more practice.
3. Ask the students to write a short description of their favourite teacher. Remind the students to use capital letters, commas and full stops where necessary.
( If there is still time in class, Teacher can show some students’ work on the screen, or else in the next period.)
VI. Summary
1． Give the students some time to recall what they’ve learned in this class.
( Ask the students to think by themselves first, then discuss in pairs and finally share in class.)
2． Ask the students to call out as many verbs as possible which can be followed by V-ing.
3． Get the students to say the adjectives used to modify a person.
VII. A test
1．To check the verbs followed by V-ing.( Maybe a blank-filling.)
2． To check the adjectives to modify a person.( Maybe orally, for example ask the students to describe their favourite winners of the Olympic gold medals or maybe film stars.)
3． sage without punctuations
Homework
1． Prefer to the dictionary and try to get more adjectives used to modify a person.
2．Sum up the verbs which can be followed by V-ing and write them down in notebooks.
3．Write a short passage describing their favourite sports stars or film stars, pay attention to punctuations and capital letters.
(Provided by Ms. Sun Jihua from Qingdao No.1 Middle School.)
篇4：外研新标准book1 module 2 period 5 教案
Module 2: My New Teachers
Period 5
Cultural corner +(WB P76) Listening and speaking
Teaching Objectives:
1.Grasp the words and expressions:
relationship, formal, discipline, relaxed, similarly, disturb, headmistress, extra help, timetable, behave badly, up to you
2.Develop reading, speaking and listening skills
3.Apply the learning strategies:
predicting ,obtaining information, analyzing and comparing
4.Foster the sense of cultural awareness:
Understand the differences in school systems and teacher-student relationship in varied countries.
Teaching aids: multi-media
Teaching Procedures:
Pre-reading activities
Introduce some colorful pictures about schools, teachers and students downloaded from the net. Ask the questions:
1. What do you think of the relationship between teachers and students?
2. How do you find the school?
Cultural corner
1. Scan the passage and find out the answers to the questions.
What kind of difference in schools does the passage describe?
What’s the difference between state schools and public schools?
2. Call back the answers from students.
Reading
1． Read the passage again and fill in the chart in pairs.
Countries Relationship betweenteachers and students state schools or private schools
Northern Europe
France, Germany
Spain
Russia
America
Britain
China
2. Talk about the chart in pairs.
Match words and expressions with their definitions .
relationship be suitable for
formal like, the state of being like
discipline order, rules
relaxed connection, having sth. to do with
similarly in accordance with rules
be true of less tight or strict
Listening and speaking (P 76)
( Divide the class into A, B groups and have a competition .Make sure students understand how to compete. See which will get more points. Whoever loses will sing a song. )
Who will win, A or B ?
1. Revise some words and expressions in listening:
behave badly, disturb, headmistress, timetable, extra, up to you
That’s if it fits into our timetable.
2. Activity 10
Listen to Conversation 1 . Decide T or F of the statements( 1, 2, 4 ).
3. Activity 11
Go over the questions first. Listen again and choose the correct answers. Then call back the answers from class.
4. Activity 10
Listen to Conversation 2 and decide T or F of the statements (3,5).
5. Activity 12
Listen again and complete the sentences according to conversation 2.
Then report the answers to the class.
Homework:
Write a passage about the relationship between teachers and students in China.
点评：本课堂的教学利用现代多媒体教学设备，调动学生积极性，师生共同搜索相关资料并呈现于课堂，为学生在进行阅读活动之前，对国外的学校形成感性认识，以便学生更好地完成快速阅读的任务。阅读练习设置多样，也比较丰富，不仅考察了学生信息提取情况，也学习了一些新词，在听力练习前，一些词句做了适当的练习，也保证大部分同学能够较顺利地完成听力活动，如果能将这一听力热身活动与前一段的快速阅读相联系，做一个类似Talk的口语活动会让学生有更好的听前准备活动，比较顺利地完成听力任务的同时，也使口头表达得以训练。
篇5：外研新标准book1 module 2 period 6 教案
Module 2 My New Teachers
Period 6
Teaching Contents: Task + Module File ＋ (WbP: 75 Reading)
Teaching aims:
1.review the whole module
2.finish the task
3.finish the reading on page75
Important Points:
1.ing-forms
2.adjectives describing people
Teaching Process:
I. Introduction: (prepare for the task)
1.In our text “my new teachers” ,we have learned something about three teachers. Do you still remember them?
Which teacher do you like best? Tell me your reason.
(students may have different answers) eg:
I like Mrs Chen because her teaching is so well organized and clear.
So “ organized and clear” is called a criterion for a teacher.
Do you have more critera(plural form) ? ( sts can understand this word)
( the teacher can collect their answers ) eg:
A good teacher should be patientintelligent kind…..,and so on.( write these critera on the Bb)
2.Choose 3-5 critera for the students to write.( I think it’s not necessary to write 10 critera) . Allow them a few minutes.
3.Then choose two students’ passages and make comments before the whole class.( 可以用实物投影现场点评)
II. WB P75 Reading
1.Leading in: Now as we know,more and more foreign teachers are working in China . What are their life like? Lets read the passage written by Tom Wood on page 75.
2.Before reading: See the 4 questions above
3.Students read it once ,then check the answers to the 4 questions above.
4.Students read again and do the “True or False” on page76
5.If time permits,explain some words or sentences in the passage.
III. Module File:
1.Leading in : Now we have nearly finished module
2.What have we learned ? I think we’d better review the whole module,ok? As we know,if we want to learn English well ,we should often do some revision. Have you got that? Excellent. Now lets look at the Module File on page 20)
3. Allow the students a few minutes to read the module file.
4.Then have a competition like this: Students close their books. The teacher divide them into groups. Then answer the questions by catching chances.
Part one: (words): do translation (English to Chinese and Chinese to English.1 score for each word)
Part two (Function and Everyday English): Ask them to make some sentences using them. Eg:
Teacher: I told you to read the module file, have you got that?
Students:Yes.
( review others with them,1 score for each one.)
(At the end of the competition, compare the scores of each group and find the winners to reward)
5.Review the grammar rules:
(1).Verbs often used with –ing forms:
admitavoiddelaydislikeenjoyfinishimaginekeepmindpractisesuggestgive uplook forward toe used to e good atcan’t help
(2).often used with “to do”:
wantdecidehopewishpromisepretendfailplanefusemanageexpect
6.Can be used with both “-ing” form and “to do”:
rememberforgetegret rystopgo onmean
(Study the following sentences and try to find the differences)
I remember posting the letter for you.
Please remember to post the letter for me.
I regret not having accepted the invitation.
I regret to tell you that you are not chosen.
He tried to speak English to us.
He tried speaking English to us.
You can’t start your car?Try filling the tank with hot water.
This means setting out at once.
He really meant to come.
IV.Homework:
1.Review the grammar: verbs used with –ing forms
2.Prepare for the new module. ( preview the new words in module
3.Multiple choices (do it after class, print and hand out the papers to the students )
1. ______ to hospital in time, the wounded soldiers were saved at last.
A. Taken B. Taking C. having taken D. To take
2. –How did you get to the airport?
--I got Charlie ______ me there.
A. drove B. drive C. driving D. to drive
3. I’ve got a terrible headache. I tried ______ some medicine but it didn’t help.
A. to take B. having taken C. taking D. to have taken
4. –Why did you sell this old TV at such a low price?
--I did it only because I was made ______ it.
A. do B. to do c. doing D. to doing
5. –What did Vicky think of your decision?
--She ______ to believe that I meant it.
A. found that impossible B. found impossible C. found which impossible D. found it impossible
6. –Would you join us tonight?
--I ______ but I have to prepare for tomorrow’s test.
A. would love to B. would love so C. would love it D. would love
7. The road ______ the two villages is very narrow.
A. joining B. joined C. to join D. to be joining
8. He now regrets ______ harder when he was at school.
A. not study B. not studied c. not studying D. not to study
9. It’s a pity we didn’t visit Tom. I would like ______ him again.
A. seeing B. to see C. see D. saw
10. They now have a good government, ______ by all the people.
A. having supported B. supporting C. supported D. to be supported
11. He let me repeat his instruction ______ sure that I understood what was ______ after he went away.
A. to make, to do B. making, doing c. to make, to be done D. making, to do
12. Once your business becomes international, ______ constantly will be part of your life.
A. you fly B. flying C. your flight D. flight
13. She can’t help ______ the house because she’s busy making a cake.
A. to clean B. cleaning C. cleaned D. being cleaned
14. –What do you think made Mary so upset?
--______ her new bicycle.
A. As she lost B. Lost C. Losing D. Because of losing
15. ______ book of this writer is East and West.
A. known to be the best B. It was the best known C. Known as the best D. The best known
16. On his way home he suddenly heard his name ______.
A. calling B. called C. to call D. call
17. He didn’t keep on asking me the time any longer as he had his watch ______.
A. to repair B. repaired C. repairing D. repair
18. The writer was made ______ to the guest.
A. apologize B. apologizing C. to apologize D. to be apologizing
19. As soon as she entered the room, the girl caught sight of the flowers ______ by her mother.
A. buying B. being bought c. were bought D. bought
20. Who is the man ______ now?
A. operating on B. operated on C. being operated on D. to be operated on
21. He hung up the phone, ______, with a smile on his face.
A. having satisfied B. to be satisfied C. satisfying D. satisfied
22. She looks forward every spring to ______ the flower-line garden.
A. visit B. paying a visit C. walk in D. walking in
23. The little girl has a habit of having her hands ______ before meals.
A. wash B. washed C. washing D. to be washed
24. The little time we have together we try ______ wisely.
A. spending it B. to spend it c. to spend D. spending that
25. Seeing the sun ______ above the surface of the sea, we let out a shout of joy.
A. to rise B. to raise C. rising d. raising
1-10 ADAADABCBC
11-20ABACCBBCDC
21-25DDBCC
篇6：外研新标准 高一book1 module 2 period 1 教案
Module 2 My New Teachers
Period 1
Teaching content:
Introduction vocabulary and listening + SPEAKING + EVERYDAY ENGLISH
Teaching Aims and Demands
1.New words: amusing, energetic, funny, intelligent, lively, nervous, organized,
patient, popular, serious, shy, strict, stupid…
2.Speaking: Expressing preference
3.Everyday English: Have you got that? Take a look, kids.
That’s settled. It’s up to you.
Affection and attitudes
Understanding how to make a description of a new teacher in Senior High and forming positive attitudes towards the new teachers and their methods of teaching.
Learning Strategies
1.Learning the adjectives used to describe characters of people and forming the positive and negative attitudes.
2.Summing up more and more adjectives used to describe a person.
Cultural Awareness
Getting prepared for the descriptions of a teacher, and the relationship between teachers and students in China and other foreign countries.
Teaching Aids
Multi-media
Teaching designs
Teaching Procedures
I. Introduction vocabulary and listening
1. Revision
1) Brainstorming: Try to bring out as many adjectives used to describe a person as possible.
2) Help the Ss to use the adjectives to describe their favourite teachers, and then get the meaning of the positive adjectives or negative adjectives.
2.Lead in the study of the adjectives: Ask each of the groups to write down their positive adjectives and negative adjectives and check the answers themselves.
3.Activity 2
①Have a discussion about their own favourite teacher’s standard and tick or cross the following statements.
②What do you think of Alex’s about the statements? Now listen to the tape and tick or cross the statements.
③Compare yours with Alex’s and tell the reason why.
4.Go to Wb. Vocabulary p74. 5.
II. Speaking
1.Pre-task: Ask the Ss to describe their favourite teachers, using the adjectives they have just learned and tell the reasons why.
2.Pair work: Ask the Ss to talk about the parts of school life you enjoy most and why.
Guidance: I like… better than…, because I ….
3.Pair work: Make a dialogue, using the expressions of describing their likes:
I enjoy…, because….
I prefer…
I am not good at … because….
4.Exercises about the description of likes.
I’d prefer, I’d rather, you would prefer, would also prefer, would prefer
Jason: Hi, Mary. Do you have an English class this morning?
Mary: Oh, yes, Jason. This is our first English lesson. I hope that my new teacher is a young girl. (1) ________ to have a beautiful and lively English teacher.
Jason: Oh really? (2) _________ learn from an older teacher, because an older teacher is more intelligent I think.
Mary: No, I don’t think so. (3) _______ to talk with an energetic and amusing young girl, because I will become nervous if the teacher is strict. (4) ________ to have a relaxed class.
Jason: Perhaps you are right. I know Miss Li is a very popular teacher on this campus. Many students (5) ________ to learn from her. If she can teach us, (6) ________ learn from her.
Mary: But I think you (7) ________ to follow an older teacher?
Jason: Well, I guess that a popular teacher (8) ________ to teach popular students like me.
III. Everyday English
1.Revise the adjectives and the description of “I prefer…”.
2.Group work: Ask the Ss to complete the conversations with the expressions.
3.Ask the Ss to describe the meanings of the expressions, matching the following explanations with the expressions given.
have a look take a look
children kids
Have you been told about that? Have you got that?
several things a couple of things
It’s now decided that’s settled
4.Pair work:
Read the short dialogues aloud.
IV. Homework:
1.Make a description of the following pictures of teachers, using the adjectives used to describe a person and tell the reasons why.
点评：从课堂教学的策略来讲，本堂课突出了语言交际能力的培训，并为接下来的课堂教学做好了词汇方面的铺垫。有一点遗漏就是听力活动。从课堂教学活动的组织来看,Everyday English 的教学活动显得不连贯。
篇7：外研版新标准第七册Module4Unit2优秀教案设计
外研版新标准第七册Module4Unit2优秀教案设计
教材分析
本模块的话题是“节日”，本单元是活动课，它只要是介绍中国的传统节日，比较中西方节日灯差异，交流自己对节日的喜好等。学习一些相关的单词和句型。
学情分析
1、六年级的学生因为有一定的英语基础，根据他们的年龄特点及基础知识水平，我们会介绍中国的.主要节日
2、并比较中西方节日的差异
3．让学生交流自己对节日的喜
教学目标
知识目标：
1、词汇： Spring Festival, Lantern Festival, Dragon boat Festival, Mid-Autumn Festival
2、句型：-----What’s your favourite festival?
-----My favourite festival is lantern Festival.
能力目标：
1、能用英语进行介绍中国的主要节日，并比较中西方节日的差异让学生交流自己对节日的喜爱
2、培养学生的语言交际能力。
情感目标：
1、了解中国传统文化，热爱生活、热爱祖国。
2、激发学习英语的兴趣，培养合作和交流的能力。
教学重点和难点
重点：
1、词汇： Spring Festival, Lantern Festival, Dragon boat Festival, Mid-Autumn Festival
2、句型：-----What’s your favourite festival?
-----My favourite festival is lantern Festival
难点：
1、Spring Festival, Lantern Festival, Dragon boat Festival, Mid-Autumn Festival
2、把这些单词或句子用于日常生活当中
篇8：外研版新标准英语教学计划
一、教材分析
(一)教学内容：
本册教材共分11个模块，内含一个复习模块。每个模块分两个单元。一般情况下，第一单元呈现本模块所要学习的语言内容，第二单元提供若干任务型练习，包括一首歌谣或小诗。在这一册，学生刚开始学习英语，所以设计了一些日常生活中使用频率最高的语句，主要内容包括：问候并回应;询问姓名、年龄、地点、物品名称，并给予回答;数字1---12;谈论人、物品、地点、动物;表达自己的喜好等。所有内容都是依据语用、语境和语义相结合的原则而呈现的，通过学习让学生结合语用和语境掌握语句和语词的基本语义，逐步获得最基本的运用英语的能力。
这册教材编写的总思路是以话题为纲，以交际功能为主线，兼顾语言结构，逐步引导学生运用英语完成有实际目的的语言任务。即：话题――功能――结构――任务。
教材的教学目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的学习英语的自信心;培养学生一定的语感和良好的语音、语调、书写基础，以及良好的学习习惯;使他们形成初步用英语进行简单日常交流的能力。同时，培养学生的观察、思维、想象和创造能力。适当介绍中西方文化，培养学生爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。
这册教材吸收了交际教学思想，注重学生语言应用能力的培养，教材在整体构思、内容安排、活动设计和教学方法选用等方面都紧密联系学生的生活实际，体现语言的交际能力。贯彻语言应用的基本原则，把知识和技能目标融会在完成任务的过程之中，从而体现教材提出的把话题――功能――结构――任务结合起来的总思路。根据学生年龄特点，在起始阶段采用“全部动作反应法”，让学生在有节奏的说唱中体验语言，在轻松愉快的行动中输入语言，让他们在做中学，在唱中学，在表演中学，从而为培养他们运用英语进行顺利地交流打下坚实的基础。
(二)知识结构：
这册书在内容安排、活动设计和学习评价上都贯穿“学会学习”的主题。还特别设计了学习评价的栏目，引导学生在学习中反思，在反思中学习，有效地增进他们的自我评价意识，以利于学生的终身学习和发展。
兴趣是最好的老师。为了突出兴趣激发，教材从内容、形式、方法、插图及装祯设计等方面都以最大限度地激发学生的学习动机和兴趣。教学内容紧密联系小学生的生活和学习实际，选择话题充分考虑小学生的需求，如学校、家庭、饮食、玩具、动物、颜色、数字等。语言材料真实地道，活泼有趣，让学生易学乐学。教学形式强调多样化，其中包括对话、歌谣、小诗、歌曲、游戏、活动、绘画、剪贴等，使学生能够在丰富多彩、生动有趣的课堂活动中感知语言，习得语言。
重视双向交流。这册教材注重中西方文化的渗透。如：本册第一模块安排了“greetings”，通过学习这一模块，使学生了解东西方国家的人们在见面时的问候习惯是不大一样的;第四模块安排了“colours”，结合学习颜色的词汇，让学生辨认中国、美国、加拿大等国家的国旗的式样与颜色;第五模块安排了“numbers”结合学习听词，让学生了解中西方的幸运数字;第八模块安排了“friends”，结合学习询问年龄，让学生知道在西方国家，对小孩子可以询问他们的年龄，如果对成年人，尤其是妇女，就不能这么问，因为那是很不礼貌的。
二、教学目标
(一)、知识与技能目标：
1、能听、说、认读109个单词(包括文具、人体部位、颜色、动物、职业、数字等6个话题)，并能简单地运用。
2、能听懂、会说12组会话。
3、能听、做、演8个游戏。
4、能听、做25个“tpr”活动。
5、能唱8首歌曲。
(二)、过程与方法目标：
多设计“tpr”活动，让学生在活动中学用语言。
(三)、情感态度与价值观目标：
了解五项简单的中西方文化知识，培养学生对中华文化的了解与热爱，养成合理的跨文化心态，形成运用英语向外国人介绍中华文化的初步能力。
三、教材重难点：
1、重点：
能听懂、会说12组会话，并能进行简单的交流，能听、说、认读一些常用单词，并能简单地运用。
2、难点：让学生把学到的知识准确、流利地运用到日常交际中去。
四、教学方法及措施
1、激发学生学习英语的兴趣。可利用学生已知的外语，如：hi ok bye-bye tv vcdcctv等，告诉学生我们虽然没有学过英语，但已经会说不少的英语了，给学生一份惊喜，一个成功，让学生们感到学习英语很有趣，从而激发他们渴望获得更多英语知识的欲望。
2、会话教学：
要融会话教学于情景表演之中，让学生在表演中练、在交际活动中用。
3、词汇教学：
要充分利用游戏形式，使用实物或卡片，让学生更好地认知这些词汇，注意单词发音的示范性教学。
4、阶段复习：
要多采用一些学生乐做的游戏，如：指指说说游戏、会话综合表演、快听快找句子、单词接龙游戏等。
篇9：外研新标准 高二Module 3
一、本讲要点
1. 重点短语
1. a survey of
2. have no connection with
3. an account of
4. run away from home
5. ahead of them
6. point … at
7. pour down
8. by the light of
9. half in and half out of the water
10. It looked like…/ It looks as if …/ it sounds as if…
11. to our astonishment
12. I’ve had enough of you
13. persuade sb to do sth/ persuade sb. into doing…
14. have a satisfied expression on his face
15. play a trick on sb
16. make up a story
17. start off
18. we’ve no time to lose
19. feel in the mood for
20. be set in
21. make one’s way down…
22. continue with…/to do…/doing…
23. hang on
24. get a move on(hurry up)
25. grab a bite to eat ( have a quick meal)
26. to start with
27. warn sb that…/ warn sb not to do…/ warn sb of/against …
28. be determined to make one’s fortune
29. only to find…
30. force sb to do
31. establish the reputation as…
32. bring… back to life
33. be /get/go close to sb.
2. 重点句型
1. it looks as if
2. feel in the mood for sth
3. 交际用语
1. hang on a minute
2. get a move on
3. grab a bite to eat
4. 语法
Revision of verb forms
二、同步课堂
1. have connection with sb/sth:与某人/某物有关
in connection with: 关于
connect with/to sth 连接，联结
Connect sb with sb /sth 使某人与某人/物有关系
eg: 1) She is connected with a noble family. 她是某名门望族的亲戚。
2) We have connections with various international cooperations in Europe.
我们同欧洲的多家跨国公司有业务往来。
3) the problems in connection with agriculture
关于农业的一些问题
2. account: n /vt account for sth解释某事物的原因
eg:1) His illness accounts for his absence. 他因病缺席。
2) Please account for your lateness.
3) She could not account for her mistake. 解释
4) an exciting account of the match 报导
5) The accounts are perfectly in order.帐目
6) Please give me an account of your trip. 描述
3.The tall man is pointing a gun at the man on the floor.
point sth at sb 用某物瞄准或对着某人
eg: point one’s finger at sb /sth 用手指着某人/某物
point a telescope at the moon 用望远镜对准月亮
point sth out to sb 使某人注意某事物，向某人指出…
eg: point out a mistake 指出错误
point out to sb the stupidity of his/ her behaviour. 向某人指出其行为愚蠢
4. pour: vi 1) (液体)不断流动 2) (指雨)倾盆而下
3）人或事不断地涌来或涌现
vt 倒，灌，注，为某人斟倒（茶或咖啡）
eg: Blood was pouring from the wound. 血从伤口中涌出
Sweat was pouring down his face. 他满头大汗。
It’s pouring (down). 大雨如注
a pouring wet day 大雨天
Letters of complaint poured in (to head office)
投诉信件源源不断地寄到（总部）。
Shall I pour you some tea？我给你斟点茶好吗？
Pour the milk into the jug. 把牛奶灌进壶里。
5. board n.
膳宿费;膳食费用 board and lodging
Each student has to pay $100 a month for board and lodging.
每个学生每月需付一百美元的膳宿费。
Board vt, vi
用木板盖
Let's board the side door up.
让我们用板把边门钉上。
上船；坐船；搭乘（公共交通工具）
He boarded the bus.
他上了公共汽车。
包饭；供膳，供膳宿
She arranged to board some students from the university.
她供一些大学生膳宿。
6. panick: or panic v 使（人或动物）受惊 n 恐慌，惊惶
eg: 1) The gunfire panicked the horses. 枪声惊吓了马。
* panick sb into doing sth :使某人因惊慌仓促做蠢事
2) The crowd panicked at the sound of the guns.
3) The banks were panicked into selling dollars.
银行惊恐地抛售美元。
** be in a (state of ) panic (about sth) 对某事惊慌失措
eg: 1) I got into a panic when I found the door was locked.
我发觉门锁上了，十分惊慌。
2) The thought of flying fills me with panic. 我一想到飞行就吓得战战兢兢。
7. It … as if …
It seems as if the snow that has lasted two days will stop soon.
It smells as if something in the house is burned.
8. curious: adj 1） 富于好奇心的，有求知欲的，感兴趣的；
2）爱管闲事的，对别人的事情过份感兴趣的
3）奇特的，不寻常的
*be curious about sth / to do sth 对某事感兴趣
eg: 1) be curious about the origin of mankind 对人类的起源有兴趣
2) I’m curious to know what she said. 我真想知道她说了什么。
3) He is a curious boy who is always asking questions.
他是个有求知欲的孩子，老是问这问那。
4) She’s always so curious about my work. 她总爱打听我的工作。
5) Don’t be so curious! 别这么好奇！
6) She looks rather curious with green hair. 她头发是绿的，样子有点古怪。
7) It’s curious that he didn’t tell you .他没有告诉你，实在反常。
curiously: adv
curiosity: n 好奇心； 希奇或罕见的事物或人，珍品
9. terrified: adj 感到恐惧的，很害怕的
be terrified of sb / sth at sth
eg: terrified of spiders, heights, the dark 惧怕蜘蛛，登高，黑暗
I’m terrified at the prospect of being alone in the house.
我要是自己呆在一所房子里就很害怕。
terrify: vt 使某人感到恐怖，使害怕
terrified his children with ghost stories. 讲鬼故事吓坏了他的孩子
terrifying: adj 让人害怕的
a terrifying experiencen 可怕的经历
10. make up a story: 编故事
make up for sth 补偿，赔偿，弥补或抵消某事物
make sth out 理解某事物
be made of
be made from
11. feel / be in the mood for sth / to do sth 有意/有心情做某事
be in no mood for (doing )sth / to do sth 没有做某事物的心思或兴致
eg； He is in no mood for (telling) jokes / to tell jokes. 他没心情讲笑话。
12. . warn . vt
warn sb. about sth ; warn sb. of sth; warn sb not to do sth ;warn sb against sth/doing sth ; warn sb that…; warn sb off sth/doing sth
A （常与about ,of, against连用）警告；提醒；告诫
1) She warned me about the dangerous road, so I crossed it carefully.
她提醒我这条马路很危险，因此我过马路小心翼翼。
I warned you not to walk home alone.
Her financial adviser warned her against such a risky investment.
B. （常与that连用）事先通知
2) The whistle warned visitors that the ship was ready to sail.
汽笛通知旅客船即将启航。
3) They called and warned me that they might be delayed.
他们打来电话，预先告诉我他们可能耽搁一会儿
C . warn off 告诫（某人）离开，告诫（某人）不得靠近
4) I tried to warn her off going out with him.
13. .establish .vt 成立，建立
2) His second film, 'Ideal Husband', established his fame as a film director.
他的第二部影片《理想的丈夫》确立了他当电影导演的声誉。
3) The company was established in 1860.
这家公司创办于一八六零年。
4) The club has established a new rule allowing women to join.
俱乐部制定了一条新规章,允许妇女入会。
* （与in连用）安置，安排
He established his son in business.
他安排儿子立足商界。
* 确定；证实
to establish the truth of a story
证实故事的真实性
* 制订（规则） ; 使认定；使承认
His honesty is well established.
他的忠实已被认可。
***Establishment n
建立，成立, 商业机构
These two hotels are both excellent establishments.
这两家旅馆都是出色的商业机构。
14. reputation
have a good [bad] reputation
名誉好[坏]
have a reputation for sth. (=have the reputation of)
因...而著名, 以...闻名
live up to one's reputation
不负盛名; 名副其实
lose [ruin] one's reputation
名誉扫地
of great[good, high] reputation
很有声望的, 享有盛名的
of no reputation
声名狼藉的
of reputation
有名望的
典型题例
1. If you are___ about Australian cities, just read the book written by Dr Johnson.
A. interested B. anxious C. upset D. curious
选 D
2. Everybody in the village likes Jack because he is good at telling and _____ jokes.
A. turning up B. putting up C. making up D. showing up
选 C 本题考察动词词组词义辨析。
3. He hurried to the station only ____ that the train had left.
A. to find B. finding C. found D. to have found
选 A
同步听力
第一节 听下面 5段对话。 每段对话后有一个小题，从题中所给的A,B,C 三个选项中选出最佳的选项，并标在试卷的相应位置。听完每段对话后，你都有十秒的时间来回答有关小题和阅读下以小题。每段对话仅读一遍。
1. What does the woman think of the chicken?
A. It’s bad B. It’s nice C. It’s not delicious
2. What does the man asked the woman to do?
A. to give him some presents B. To ask her for some help. C. To send his regards to her family
3. Where do you think the man is ?
A. at the Lost and Found B. at a football club C. in a collage
4. How many European countries had the woman been to ?
A. five B. four C. three
5. What colour is the man fond of ?
A. white B. grey C. green
第二节 听下面对话或独白，每段对话和的独白后都有几个小题，从题中所给的A、B、C三个选项中选出最佳答案，并标在试卷的相应位置。听每段对话或独白前，你都有时间阅读各个小题，每个小题5秒钟；听完后，各小题将给出5秒钟的时间作答。每段对话或独白读两遍。
听第六段材料，回答6-8题。
6. According to the regular time schedule, when should the bus come to this bus-stop?
A. twenty minutes earlier from now
B. twenty minutes late
C. at twenty past nine
7. What’s the girl’s name?
A. Mary B. Jane C. Margie
8. What does the boy want to be when he leaves the university?
A. An engineer B. A professor C. A lawyer
听第七段材料，回答9-11题。
9. What were the man and the woman going to do tonight?
A. They were going to see an exhibition
B. They were going to attend a lecture
C. They were going to a concert together
10. What does the man have to do tonight ?
A. to have dinner with a friend
B. to teach the students
C. to accompany some guests
11. What does the woman think of the result?
A. understandable B. Awful C. unacceptable
听第八段材料，回答12-14题。
12. What is the man do you learn from the conversation?
A. a policeman B. a fireman C. a doctor
13. Why is the man in the hospital?
A. He has some difficulty in breathing
B. He comes to see his wife
C. He wants to have a talk with the little girl
14. What’s the woman’s hope?
A. she hopes that her husband will take up a new job
B. she hopes to se the little girl her husband has saved
C. she hopes to have put out the fire herself
听第九段材料回答15-17题。
15. What’s the weather like in Greece?
A. pleasant B. terrible C. neither good nor bad
16. What’s the weather like in spring?
A. the sun shines every day
B. It’s often windy in March and always warm in April and May.
C. It’s always warm and never rains
17. What’s the relationship between the man and the woman?
A. husband and wife B. friends C. a Greek and a stranger
听第十段材料，回答底18-20题。
18. What kind of tax is the biggest tax for most Americans?
a. social security tax B. personal income tax C. sales tax
19. Why do almost one half all Americans have to pay experts?
A. because the experts will help the citizens to pay less.
B. Because paying experts for tax advice has become very popular.
C. Because they find their knowledge about taxes is too limited to write tax reports all by themselves
20. The best title for the passage is _____.
A. the income tax B. taxes in the US C. how to pay taxes
Answers:1-5 B C A C C 6-10 A A C A B 11-15 A B A A A 16-20 B C B C B
反馈练习
I. Choose the best answer.
1.----I’d like to go hunting with you, but I have a meeting _____. ------If you don’t go, ______.
A. to attend; so do I B. attending; so will I C. attend; neither will I
D. to attend; nor will I
2. _____, so we had to stay at home.
A. Because the cold day B. It was a cold day C. Being a cold day
D. The day being cold
3. The soldiers went on____ the fields, after they helped the villagers get in the wheat.
A. to dig B. digging C. dig D. to digging
4. I remember____ to the zoo by my father when I was a little boy.
A. to take B. being taken C. to be taken D. taking
5. Please tell me the way you thought of ___ the garden.
A. take care of B. to take care of C. taking care of D. how to take care of
6.------ We are going to dig a deep well in our village.-----What_____?
A. by B. of C. with D. at
7. In my opinion, Americans eat____ meat.
A. many B. too many C. too much D. much too
8. ---Tom works hard at English. ------_____, and ____.
A.So does he; so you do B.So you do; so is he C. So he will; so do you D.So he does; so do you
9.The visiting professor____ giving lectures to students____ invited to meetings at times.
A. preferred; to being B. preferred to; rather than C.preferred; than being D. prefered; to being
10. ---I’m afraid I must be off now. -----______.
A. No problem B. Never mind C. Step slowly D. See you
11. -----____in the workshop. Please stop it.------Sorry,I____.
A. Smoking is not allowed; don’t know B. Not smoking; am not sure
C. Don’t smoke;have no idea D. Smoking is not allowed ; didn’t know
12. After taking a short rest, the peasants ____ in the fields.
A. went on to work B. went on working C. kept on to work D. kept to work
13. We’ll go to Lushan for our holiday,_____ it won’t cost much money.,
A. unless B. for C. but D. otherwise
14. -------What made you so surprised? -----_____my house____ saying good-bye.
A. Jim’s leaving; without B.Jim leaving; without
C.Jim’s left; instead of D.Jim’s leaving; instead of
15.The baby is sleeping in the next room. Would you please____ the radio a little, Tom?
A. turn on B. turn off C. turn up D. turn down
16.Visitors are requested____ the exhibits because they are easily broken.
A. to feel B. to touch C. not to touch D. not to feel
17 ----Will you ____ this message to Mr White, please? ----Sorry, I can’t . He doesn’t work here any longer. A. give B.get C. have D. go
18. -----What have you _____ hydrogen(氧气), Mary? -----Balloons.
A. have filled with B. had filled of C. had filled with D. to have filled
19.The pineapple tastes____ and sells____.
A.good; good B. good; well C. well; good D. well; well
20. -----The young man spent as much time as he ______ experiments.
------No wonder he succeeded _____.
A. did; by the end B. could do; in the end C. could doing; at the end
D. could to do; in the end
II Cloze test
Dickens was one of __21___ writers in Britain. He was a small man ___22___ thick glasses, but he had a strange way __23___ make his writing lively and interesting and moving. Almost all his __24___ are well ___25___ even now.
Dickens ___26___ animals very much. __27__ he had a cat. The cat liked him __28__ as Dickens liked the cat. __29__ Dickens went out, the cat would __30__ him out to the garden and jumped on the fence to see him _31__. Whenever Dickens came home, he always found the cat __32___ for him near the door. __33__ the sight of Dickens, the cat would jump on his shoulder, ___34___ very pleased. Dickens __35__ work very late __36_ the night. When he was working __37___ his novel, the cat always sat besides him on the desk. When the cat saw Dickens __38__ too late, it would __39___ Dickens to bed __40__ putting out the candle with his paw.
21 A most B the most C the best D great
22 A by B on C more D with
23 A to B of C by D on
24 A work B works C book D passages
25 A reading B know C remembering D remembered
26 A enjoyed B likes C fond of D hated
27 A Before B Once C Ago D At times
28 A same B while C much D as much
29 A However B Whatever C Wherever D Whenever
30 A send B go C follow D see
31 A in B out C of D off
32 A to wait B is waiting C waiting D wait
33 A At B On C In D Off
34 A looking B look C looked D seemed
35 A was used to B used to C using to D use to
36 A at B on C during D into
37 A out B on C during D in
38 A working B to work C was working D work
39 A carry B send C take D put
40 A for B by C with D on
III Reading Comprehension.
(A)
Our summer vacation begins on July 15th and lasts nearly two months. Considering my brain needs a rest after a period of hard work, I, together with my family, went to my country home, a very small farmhouse in which my grandparents used to live, to spend the summer. Obviously, life, in the country is very different from that in the city.
Early in the morning I took a walk along the field side. The air was fresh and pure. With a dog following, sometimes I ran a race in the meadows covered with tall grass. Sometimes I climbed up the hill to see the sun slowly yet steadily rise from the dreams, singing restlessly among the bushes. In order to enjoy the quietness of the country, I gave myself entirely to nature, with a light heart and a happy mind. Sometimes in the afternoon I, together with my cousins, took a rod and went to the river to fish. It made the family happy when they saw me returning with a basketful of large fresh fish. When night came, I would sit at the door and tell the most wonderful and interesting stories to my cousins, who listened to the tale of wonder with open eyes and mouth.
41.Why did the family live in their country home during the summer?
A. Because they didn’t like city life B. Because they could breathe fresh air
B. Because the boy needed to relax after a period of hard work
C. Because they had something to do there.
42.How did the author enjoy himself while he stayed in the country?
A. He sat in the open air all day long B. He listened to the songs sung by the birds
C.He got himself to the nature entirely D. He dreamed a lot for his future life
43.He once made the family members happy by -------.
A. singing popular songs B. telling stories
C.helping others with their housework D. returning with plenty of fish.
44.What’s the main idea of the passage?
A. How the boy spent his summer vacation.
B. Summer holidays are part of the year for children
C. Some children are lucky to live in the country.
D. Why this family came to the country.
45.What does the word “meadow” in the second paragraph probably mean?
A. playground B. sportsfield C. grassland D. grasscutter
(B)
Mr. and Mrs. Brown were going abroad for their holiday. They had a dog called Blackie which they were very fond of, but they could not take him abroad with them, so they looked for a good place to leave him in while they were away, and at last found a place which looked after dogs very well while their owners were away. They took Blackie there just before they left for their holiday, and sadly said good-bye to him.
At the end of their holiday, they got back to England very late at night, and as they thought that the place where Blackie was staying might be closed at that hour, they decided to wait until the next morning before going to get him back.
So the next morning Mr. Brown got into his car and drove off happily to collect Blackie.
When he reached home with the dog , he said to his wife, “Do you know, dear, I don’t think Blackie can have enjoyed his stay at that place very much. He barked(叫) all the way home in the car as if he wanted to tell me something.
Mrs. Brown looked at the dog carefully and then answered, “you are quite right, dear, he was certainly trying to tell you something. But he wasn’t trying to tell you that he hadn’t enjoyed his stay at that place. He was only complaining that you were bringing the wrong dog home. This is not Blackie!”
46.The Browns decided to leave their dog somewhere while they were away because ------
A. they were not fond of him any more B.they did not want to take him with them
C.the dog refused to go with them D. they were not allowed to take him abroad
47.They ------before they left for their holidays.
A. asked a friend to take care of the dog
B. took it to an old man who looked after dogs very well
C. left it to their housekeeper
D. found Blackie a good place where dogs were taken good care of
48.The day they got back to England, they------
A. went to the place right away to get Blackie B.did not go to the place at all
B. went to collect their dog, but that place was closed
C. waited there for the place to open
49.As the dog------, he barked all the way.
A. did not recognize Mr. Brown B. had something to tell his old master
C. had not enjoyed his stay at that place D. knew he was with their masters again
50.What do you think, “You are quite right, dear” means?
A. She fully agreed with her husband B. She was saying what he did was right
C. The dog did want to tell him something: He was bringing the wrong dog
D. There was something wrong with their old dog.
(C).
Snow fell on the mountain. It snowed and snowed. The snow did not melt. It became thick and heavy. The snow pressed together. It became ice.
The ice was very wide and thick. It began to move down the mountain. It was like a river of ice. It was glacier.
Sometimes the glacier moved only a few inches each day. As it moved it took stones and sand with it. It changed the land. In some places, it left hills, in some places, when the glacier melted, it made rivers and lakes.
A million years ago, there were many big glaciers. Glaciers covered most part of the side of a world. The glaciers changed the land.
Glaciers are still at work today. A glacier in the north of Canada is moving down the side of a mountain. This glacier will change the land, too.
51.The snow that fell on the mountain-------
A. became ice B. was wonderful C. turn to rain D. changed into water
52.From this story we know-------.
A. glaciers are found only in warm places B.glaciers do not change the land as they move over it
B. there are not as many glaciers as there were long, long ago
C. there is only one glacier in the north of Canada
53.The glacier moves because ----------.
A. it melts into water by the warm air around it B.it is very large and heavy
D. there are a lot of stones and sand under it D.it is like a river of ice
54.The underlined word “melt” means-----
A. become a river B. Become hard C. change into ice D. turn into water
55.The main idea of the passage is that--------.
A. snow is heavy B. the glacier changes the land
C. the land never changes the land D. the glacier is still moving
IV. Sentence Conversion
1. We don’t know much about chemistry. We ________ ________ about chemistry.
2. Their holidays were different from yours.
Their holidays weren’t ________ ________ ________ yours.
3. At last we won the match. . ______ we won the match.
4. Mr. Li didn’t give us a lesson. Mrs. Wang came to teach us instead.
Mrs Wang came to teach us _______ _______ Mr. Li.
5. The bottle was full of petrol. They ______ the bottle _______ petrol.
V. Proof Reading
In our everyday’s life we see many moving 1. _____________
things. We see cars, bicycles, buses or trucks 2. _____________
moving along the roads. We see planes flying above 3. _____________
the sky and ships sail on the sea. 4. _____________
Do you know what causes things move? 5. _____________
The answer is force. A force can be a push 6. _____________
or a pull. If you use a force on cart（车）, it 7. _____________
will move and keeps moving for some time 8. _____________
before it stopped. It is the same when we 9. _____________
ride bicycle. The bicycle will stop moving after 10. _____________
some time if we don't keep on pedaling(蹬)
Answers:
1-5 D B A B B 6-10. C C D A D 11-15. D B B A D 16-20.C A C B D
21-25.C D A B D
26-30.A B D D C 31-35. D C A A B 36-40. D B A B B 41-45. C C D A C 46-50.D D B A C
51-55.A C B D B
IV. know little ; the same as ; Finally(Lastly ) ; instead of ; filled with
V. 1. Everyday 2 and 3 in 4 sailing 5 to 6.对 7 a 8 keep 9 stops 10 a\bicycles
篇10：外研新标准book1 module 5现代生活
现代生活__Science & Technology
Since the founding of the People's Republic of China, Beijing has under gone steady development in the area of science and technology, with not only the formation of a well-supported network of scientific research institutes that covers a complete range of subjects, but also a number of achievements that are a most up to the international advanced standards.
After many years of development, science and technology, talents, information and technical equipment have integrated as four major resources of Beijing, the most important base of scientific research in China, giving the capital its special advantages in science and technology and intellectual resources. To be specific, these advantages are as follows. There are a great number of scientific research institutes and patent achievements, abundant information, large amounts of input, and frequent exchanges with foreign countries. The scientific research personnel boast of a high level of competence, effective research and development means and a great ability in the application of scientific results and achievements and in joining forces with other sectors of society.
At the end of , there were already 1.321 million professional technical personnel, accounting for 6% of all such personnel in China; 34.0 academicians of the Chinese Academy of Sciences, accounting for 55%; 219 academicians of the Chinese Academy of Engineering, accounting for 50%; and a total of 14.3 postdoctoral centers in 81 institutes, accounting for one third．
At present, there are 53 state-level key laboratories accounting for 34.2% of its kind in China, 32 engineering technology research centers accounting for 39%.
A brand-new scientific research system has been established, integrating scientific research, development, production and trade. In 1998, a total of RMB 53.15 billion yuan were achieved by 6 700 high and new technological enterprises in the field of technology, industry and trade.
The Third Session of China International High-tech Industries Week took place from May 8 to 12, in Beijing. This event, which was made up of high-tech exhibition, high-tech forum, and trade and investment negotiation, attracted over 500 multinational corporations, high-tech firms, technological industrial zones and research institutes as participants and a total of over 200 000 visitors. During the High-tech Forum session, over 190 corporate senior management, mayors from eighty Chinese major cities, principals from famous universities, distinguished overseas Chinese researchers gave a total of 55 speeches on 16 topics to an audience of 20 000 professionals nation-wide. At the meantime.65 foreign government and trade delegations from 51 countries and regions participated in the trade and investment negotiation together with over 4. 000 Chinese businessmen from 31 provinces, autonomous regions and cities in nine major areas .During the High-tech Week, 636 agreements and contracts involving a total of US$ 6.02 billion were reached．Among these agreements and contracts, US$ 4.4.6 billion, accounting for 74.1% of the total contract volume, is devoted to high-tech projects relating to new medicine, IT sector and new industrial materials.
Beijing is not only a major scientific research base for natural and applied sciences, but also a research center for philosophy and other social sciences. With an in-depth social survey and research, social science researchers have conducted theoretical research and probed into the balanced structural development of the society of the capital, structural reform in various fields, comprehensive social issues, etc.; putting forward many valuable proposals, which are essential to the modernization process of the capital.
Consideration:
Can you list some achievements that China has got in the fields of science and technology?
Some achievements in this passage:
1．The formation of a well-supported network of scientific research institutes .
2．A number of achievements that are almost up to the international advanced standards .
3．Aa great number of scientific research institutes and patent achievements, abundant information, large amounts of input, and frequent exchanges with foreign countries .
4．The scientific research personnel boast of a high level.
5．A brand-new scientific research system has been established．
篇11：外研新标准book1 module 5合作讨论
合作讨论
I．Answer the following questions and then have a discussion about the importance and the rules of being safe in the lab.
Chemistry Safety Quiz
1．Whom should you call in case of an emergency in the lab?
A．Instructor. B．Nobody.
C．A friend D．Anybody.
2．Why is smoking not permitted in the lab?
A．It is inconvenient.
B．It is bad for your health.
C．The lab could be blown up.
D．There are no ash rays in the lab．
3．What would immediately be used if your clothing caught fire or if a large chemical spill had occured on your clothing?
A．Fire extinguisher. B．Safety shower.
C．Laboratory sinks. D．Eye-wash fountain.
4．What should be worn in a laboratory at all times to decrease the likelihood of eye injury?
A．Corrective lenses. B．Safety Glasses.
C．A mask.D．Nothing.
5．What should be done if a chemical gets in the eye?
A．Notify the Instructor, then use the eye - wash fountain.
B．Use the eye – wash fountain; then return to the experiment.
C．Use the eye – wash fountain; then notify the instructor.
D．Nothing, unless the chemical causes discomfort .
6．Why is it not advisable to wear contact lenses in the lab?
A．Lenses could inadvertently fall out of the eye.
B．Chemical vapor could become trapped between the lenses and the eye.
C．Chemical vapor could literally react with the lenses.
D．All of the above .
7．Describe the procedure used to operate a fire extinguisher.
A．Remove pin from handle; Squeeze handle.
B．Aim extinguisher hose (if any) at base of fire; Squeeze handle.
C．Remove pin from handle; Aim extinguisher hose (if any) at base of fire; Squeeze handle.
D．Any of the above choices .
8．How can a small contained fire be extinguished most easily?
A．Use a fire extinguisher.
B．Use water.
C．Call the instructor.
D．Smother the fire with a small container (i.e.，a beaker).
9．What precautions are needed with long hair and beards?
A．Keep long hair tied back/keep hair away from flames.
B．Must be shampooed．
C．No long hair and / or beards allowed in the lab．
D．No precautions are necessary.
10．What type of footwear is required in the lab'?
A．Shoes are optional.
B．Hard-soled, covered shoes .
C．Sandals.
D．Something in a low heel .
11．Eating and drinking is not permitted in the lab because:
A．There would not be enough time to finish the experiment.
B．The storeroom serves terrible appetizers.
C．You could be poisoned．
D．The lab would become quite messy with this type of activity.
12．Are there any conditions under which a student may work alone?
A．Yes.
B．No.
C．Maybe.
D．Students may work unrestricted, at their own convenience.
13．Why are no unauthorized experiments permitted in the lab?
A．The student lacks experience in the lab.
B．Most professors love to see only their selected experiments performed.
C．The stockroom may not have the reagents that you need.
D．It may take more time to perform than expected.
14．What should be the very last function performed in the lab before you leave?
A．Bid the instructor farewell.
B．Make sure that your locker is secure.
C．Wash your hands.
D．Arrange a time with your lab partner for lunch.
15．Describe the procedure for smelling a chemical.
A．Stick your nose close to the vessel and breath deeply.
B．Point vessel away from face while gently fanning vapors toward nose.
C．Never smell a chemical.
D．Smell chemical as you would anything else.
16．The most important safety equipment is ________ .
A．Safety Blankets.
B．Fire Extinguishers.
C．Fume Hoods.
D．First Aid Kits .
17．The most important safety equipment is ________ .
A．Safety Blankets.
B．First Aid Kits .
C．Fire Alarms.
D．Eye-wash Fountains.
18．The most important safety equipment is ________.
A．Sodium Bicarbonate.B．Fire Doors.
C．Safety Showers. D．Nothing.
19．What's wrong with this picture?
Keys:
1～5 ACBBC 6～10 DCDAB 11～15 CBACB 16～18 BDC
19．safety glasses, long hair and bulky clothing, too close to a can of acetone（丙酮：一种无色，易挥发，极易燃的液体状酮体，CH3COOCH3，广泛用作有机溶剂）.
我的思路：
Lab Safety: Everyone is Responsible!
“I didn't mean to” and “It wasn't my fault” are two statements that have no place in the lab．If someone is hurt or equipment is broken, these statements cannot undo the harm.
Horse-play will not be tolerated．If it occurs, those involved will be disqualified from the lab and given a zero for the assignment.
Lack of pre-lab preparation is the main threat to safety in our lab．If you and your group are unprepared, you will be unsure of yourself, waste time, and have a good chance of making a mistake that leads to a problem.
At the beginning of each lab period, you will be given a chance to ask questions. If you are unsure of some procedure, now is the time to ask. Al ways pay close attention to any verbal instructions given at this time.
1．Safety glasses must be worn in the lab area．
A．Safety glasses are stored in the chemical cart in the center of the lab area．
B．Other protective clothing, such as gloves and aprons are at your option, unless otherwise noted．
C．Personal Protective Equipment (PPE) Training .
2．Contact lenses should NOT be worn in the lab．
A．It is almost impossible to remove contacts after chemicals have been splashed into the eyes.
B．Chemicals trapped under contacts will damage the eye even more than normal.
C．Tire plastic used for some types of contact lenses is permeable to vapors found in the laboratory. If these vapors are trapped behind the lens, extensive irritation may occur.
3．Long hair and bulky clothing are dangerous in the lab．
A．There is a danger of catching fire, as well as being drawn through chemicals.
B．Wear appropriate clothing.
C．Tie back long hair.
4．Rings, watches, and jewelry are dangerous in the lab．
A．Corrosive or irritating liquids may get underneath a ring or watch and produce irritation.
B．Dangling jewelry may catch on a piece of lab ware and cause an accident.
Ⅱ.A handful of common science is worth a bushel of learning. Then how much general science do you know? Get answers to the following common science questions for a try and then hold a discussion about the given topics:
1．Why do leaves change color in the fall?
2．Why is the sky blue?
3．What is static electricity?
4．How do animals spend the winter?
5．How do boats float?
6．Why are leaves green?
7．How do refrigerators work?
8．Why do I get sick?
9．What is plastic?
10．How do light bulbs work?
11．Why do I breathe?
12．What is a rainbow?
13．What makes the seasons? Why do the days get shorter?
14．Why do people need eyeglasses?
15．How do I hear sounds?
16．How do batteries work?
17．How do airplanes fly?
18．What's inside the Earth?
19．Why is ice slippery?
And Morel
Topics for your discussion:
1．How much common science do you really know?
2．Do you think it's very important to get as much common science as possible, and why?
3．Can you think out some practical methods to gain as much common science as possible?
篇12：外研新标准book1 module 5互动 外研新标准 ┆ 高一
文本互动
Listen to the dialogues and answer the True or False questions.
I.A dialogue.
Susan (a girl) meets Peter (a boy) in the schoolyard and they begin a chat about how to study Module 5 better. Mr. Smith is their teacher of English.
Su = Susan; Pt = Peter; Sm= Mr. Smith
Pt: Hi, Susan.
Su: Hello, Peter.
Pt: You look worried, anything the matter?
Su: Oh…My English study.
Pt: But you do quite well in English?
Su: Thank you. Now some students are saying that this module is the most difficult that we have ever had．Don't you think so?
Pt: Not that hard, I think.
Su: But it's really too much for me, especially those dull words. They have been driven me mad．
Pt: Well, I have made some English labels with them, and Mr. Smith has managed to persuade the school committee to allow us to put the labels along with those in Chinese in the lab and on the equipment, as long as it's safe to have a label on it.
Su: Do you think it will help?
Pt: Sure, in this way, any time we go to do experiments, we can see the labels in English and it will absolutely help us remember them.
Su: Maybe it will work. But how about the experiment report . It appears easy, but it's really hard to be perfect work.
Pt: I feel the same way. But don't worry, I just said goodbye to Mr. Smith in the lab．Let turn to him for some advice.
Su: OK.
(Narrator): Then they go to the lab and Mr. Smith's still there.
SM: Hello, Peter and Susan, anything I can do for you.
Pt: Susan is worrying about her study of this module.
SM: You see, I have finished these labels. They will help you remember the new words.
Su: But how about the experiment report? It's really hard to do it well.
SM: But it's not so hard? Oh. I see. You've got nothing hard in your English, but in your concept.
Pt and Su: Concept, what do you mean by saying so?
SM: Let me explain it to you. You think it hard to write an experiment report in English. But the difficulty lies not in your English, but in your concept, as you have never thought you can do an experiment report in English.
You are frightened．
Su: Maybe so, I have not had the heart to start it, just because I don't think I can do it.
Pt: Me too.
SM: But you have done well in both chemistry and physics. You should be sure that you can do an experiment well not because it is in Chinese, but because you are able to do it well. So remember, you'll never know if you can do something unless you have the heart to have a try. You've got it?
Su and Pt: Yeah, that's the very point. We'll go back and do it right now. Thank you very much, Mr. Smith.
SM: I'm sure you can do it very well. Good luck.
Su and Pt: Bye.
SM: Bye.
True or false questions:
1．Susan doesn't do well in her English.
2．Concept is important.
3．Peter is more serious with his study than Susan.
4．Mr. Smith went to the lab to do an experiment.
5．It's really different between writing an experiment report in English and one in Chinese.
答案：F T F F F
Open discussion:
What can you learn from the case of Susan?
我的思路
We can only do something well when we are sure that we can do it well. So, we should learn to believe in ourselves.
Ⅱ.A dialogue from classic movie: The Lion King
The Lion King 狮子王
(Mufasa, the lion king is telling Simba, his son, an important rule of life.)
Mufasa: Look, Simba, everything the light touches is our kingdom.
Simba: Wow !
Mufasa: A king's time is ruler rises and falls like the sun. One day, Simba, the sun will set on my time here and rise with you as the new king.
Simba: And this will all of mine?
Mufasa: Everything !
Simba: Everything the light touches! What about that shadowy place?
Mufasa: That's beyond our borders. You must never go there, Simba．
Simba: But I thought a king can do whatever he want.
Mufasa: Oh, there's more to being a king than getting your way all the time.
Simba: There's more?
Mufasa: Simba, everything you see exists together in a delicate balance. As king, you need to understand that balance and respect all the creatures from the crawling ant to the leaping antelope.
Simba: But dad, don't we eat the antelope?
Mufasa: Yes, Simba. But let me explain. When we die, our bodies become the grass and the antelopes eat the grass, and so we are all connected in a great circle of life. Simba, let me tell you something that my father told me. Look at the stars the great kings of the past look down on us from those stars.
Simba: Really?
Mufasa: Yes, so whenever you feel alone, just remember that those kings will always be there to guide you, and so will I.
篇13：外研新标准book1 module 5文化交流`外研新标准 ┆ 高一
文化交流Ⅱ Fig Newton
Newton's Laws of Motion (or The Three Laws of Motion) are liberally quoted. Here are some of the things one hears from time to time: From people in general:
“That object is in equilibrium, so by Newton's First Law, there must be no forces acting on it.”
From a manager in response to observing a backlash to a recent business initiative:
“We should have known that would happen. Newton's Second Law predicts that for every action, there is an equal and opposite reaction.”
From a project manager, remarking on someone else's project:
“That project is definitely in free fall.”
Let's look at these one by one.
Misapplication of the First Law
Newton's First Law of Motion says:
A body at rest or in a state of uniform motion (constant velocity) will stay that way unless acted upon by an external force.
Note that this means there are no net external forces acting on the body unless precisely stated. Or, to put it another way, there may be external forces acting on the body, but they (the multiple external forces) cancel exactly. When these external forces balance each other, the object is in equilibrium: static equilibrium if the body is at rest, or else equilibrium in uniform motion-that is, in a straight line at constant velocity. So remember: Equilibrium does not mean “no forces acting”. Equilibrium means,“ all external forces balance exactly.” Of course, internal forces have no effect, as they cancel in pairs by Newton's Second Law, as we shall soon see.
Let us assume that a lump of coal is moving at constant velocity along the surface of a level table. Ignore for a moment how it came to be in motion, but let's assume it is moving at one inch per hour toward the west.
Newton's first law tells us that unless we impose some other horizontal force on the lump, it will continue to move at one inch per hour toward the west forever.
Now, as we pointed out earlier, this defies common sense. In our real world, we would expect the lump of coal to slow down for at least two reasons. One, there is air resistance, and two, there is friction with the table's surface; both of these will tend to retard the uniform westward motion. But of course, there is no violation of Newton's first law here at all; both air resistance and friction are external forces acting on the lump of coal, and the first law states very precisely that the rule does not apply if external (net) forces are acting on the body in question. Now a physicist, used to thinking about and stating conditions precisely, would understand that a force is a force, and you can't neglect any of them .To describe the case above precisely, you would have to state:“ The lump of coal will continue to move at one inch per hour to the west in a perfect vacuum on a perfectly level, frictionless, table.” The problem is, most of us are not so precise in describing daily phenomena, so it's easy to understand how ordinary folks might misapply Newton's First Law.
A member of the younger generation of physicists recently pointed out to me that these days; students use deep space as a theoretical framework for working out problems, so that they can quickly dispense with the effects of air resistance, friction, “tables,” and the gravitational pull of nearby massive bodies. Although this idealized context simplifies the requirements for understanding mechanics, one wonders what will happen when these students are called on to solve real problems “back on Earth.”
Misapplication of the Second Law
Newton's Second Law says:
For every applied external force on a body, the body exerts an equal and opposite force.
When something happens in the business world in reaction to an event, someone is sure to bleat out, “For every action there is an equal and opposite reaction.” In fact, it is they who are having a knee-jerk “reaction”. Rather than applying any thought to the situation, they quote Newton to justify or validate whatever backlash has taken place. The reaction is postulated as something that “had to happen” according to “the laws of physics.” In truth, however, what goes on has nothing to do with physics. Not only is the typical reaction unequal to the effect that produced it; often it is not even delivered in the opposite direction, but is rather off at some tangent. Moreover, it may not have been a result of the original action at all.
Once again, Newton's Law is correct, but we must be precise about the force and the body. Often the “equal and opposite” forces people cite in business situations are really an internal force pair that does not exert any external net force on the body. So whenever you hear someone intone,“ For every action there is an equal and opposite reaction,” my advice is to check to see what the forces are and what bodies these forces are being applied to.
Misapplication of the Third Law
The Third Law says:
A body will be accelerated by an external force in direct proportion to the force and inversely proportionally to its mass.
This one is often quoted as simply “F=ma,” which is just a formulaic restatement. I It is an unbelievably simple and elegant result that applies over an incredible range of phenomena.
But what does it mean to talk about a project “in free fall”? I think managers mean that it is accelerating under the influence of gravity, which means that it is gaining speed and will inevitably collide, inelastically and catastrophically, with Mother Earth. Splat! I “get” the notion that there are no parachute and no brakes, and a sense of rapidly impending doom. Yet, I see here a misuse of the physics analogy. Projects are subject to constraints just as surely as they have mass; the notion that management is so absent that we have effectively yanked the table out from under the lump of coal is certainly disheartening to say the least.
Practice:
Have you ever made any misunderstanding or misapplication of Newton's Newton's Laws of Motion (or The Three Laws of Motion)? If so, or even if you have never, would you mind taking up your physics book and reading this passage again help you get a better idea of this passage or Newton's Laws of Motion?
篇14：外研新标准Book 1 Module 6文化交流
文化交流
I. Caught in the Web
破坏性极强的“震荡波”病毒肆虐全球，而其制造者竟只有十八岁。
From doctors in Hong Kong to bankers in Finland and coastguards in Britain, the name Seven Jaschan means trouble. It was this 18-years-old Ger man boy who invented a deadly computer program that made their machines turn off. His Sasser（震荡波）“worm” attacked computer systems through the Internet, slowing down emergency（紧急情况）services, as well as postal and banking services in dozens of countries.
However, it seems that Jaschan didn't mean to cause headaches for millions of personal computer users. According to reports, the shy boy may have been trying to help his mother's struggling computer business.
After he was arrested（逮捕）on May 7,Jaschan told the police that he was trying to write an anti virus（反病毒）program that would fight viruses such as Mydoom. But in the end, he gave in to pressure from his schoolmates and produced a more dangerous program.
Sven Jaschan, the18- year-old German
boy who created computer trouble.
Peer pressure is one of the reasons why many teenagers write viruses, according to American computer security researcher Sarah Gordon, who is a world expert on the psychology（心理）of virus writers.
“Teenagers often become virus writers because they see creating such programs as a technical challenge,” she said.
Few professional（专业的）programmers would share the view that writing a virus is difficult. But for a teenager just becoming familiar with computers, simply finding a virus writing kit（工具箱）and creating a working program is a challenge. Meanwhile, others produce viruses as an act of protest（抗议）,using them to make a political point or ask questions about the freedom of information. Whatever their reasons, most of these teenagers have no idea what they are doing can affect the wider world.
“They do not connect the impact（影响）of what they do on a computer with the impact on another person,” Gordon said. “However, once they realize that il can have an impact on other people, most of them grow out of it and stop.”
HELP
give in to pressure：向压力低头peer n.同龄人challenge n.挑战have no idea：不知道affect v.影响up to：最后
If they get caught, though, the punishment can be heavy. Jaschan had just graduated from vocational（职业的）school and dreamed of going to college. Now he will have to pay for his actions - and this could mean up to five years in prison.
True or False questions:
1．Only the computer systems of doctors in Hong Kong , bankers in Finland and coastguards in Britain were attacked by Seven Jaschan's sasser “worm”.
2．Jaschan hadn't expected the trouble he would make when be began to write the program.
3．Pressure is one of the reasons why so many teenagers write viruses.
4．Writing a virus is very difficult even for a professional programmer.
5．The punishment for writing a virus which has a bad impact on other people is usually very light .
Answers: (1．F 2．T 3．T 4．T 5．F)
Discussion:
Do you think the punishment given to Jaschan is fair?
Ⅱ.Then please read the following passage and try to guess the new expressions arising from the internet.
Here is a fellow chatter says on internet :
…“So, I was out surfing the Web. You know, lurking in a MUD, reading my favourite ezines, and I met this girl in a chat room. We both blabbed away, talking about her homepage and how many hits it got. The next thing you know. this newbie logs on and starts to ask us questions like ”What's the difference between a server and a provider?“ ”Do I have to pay for shareware?“ and ”Are you really there, or are you a bot? “It was OK for a while as I am into Netiquette and all that. Luckily, he hit the road and we could continue our gab.
Anyway, we started talking about download time and bandwidth. She said she thought that things would never change; it just took so long for something to trickle through her modem. I told her that one of the frustrating things about the Net was when I got into VRML and it was such a bandwidth hog that I went to sleep just waiting for it to pop-up on my tube…
Hello, excuse me? I don't get it. Please wait and help me.
OK, let's take a look at the above in a simplified way:
…So, I was out surfing the Web (spending time using the Internet).You know lurking (being in an interactive environment without writing any thing) in a MUD (Multi user dungeon, where many people gather to play games, have discussions, study and so on), reading my favourite ezines (similar to a magazine an ezine is ”published“ on the Internet. One of my favourites is Hotwired), and I met this girl (a female user of the Internet) in a chat room (an at the moment area where you can speak with other Internet users). We both blabbed (talked) away, talking about her homepage (a person's private page on the Internet) and how many hits (visits by other Web users) it got. The next thing you know, this newbie (someone new to the Internet) logs on (enter the chat area) and starts to ask us questions like ”What's the difference between a server (the computer that provides the space for homepages and other Internet addresses) and a provider (the service that provides the connection from your home to the Internet)?“”Do I have to pay for shareware (software available on the Internet for download and free use for a limited time before buying)?“ and ”Are you really there, or are you a bot (a kind of software that performs a certain task on a Network)?“It was OK for a while, as I am into Netiquette (being polite on the Net) and all that. Luckily, he hit the road (left) and we could continue our gab (discussion).
Anyway, we started talking about download time (the time it takes to get something from the Net onto your computer) and bandwidth (the amount of data a connection is able to transfer).She said she thought that things would never change; it just took so long for something to trickle (to flow slowly; usually used with water) through her modem (the hardware used to connect to the net).I told her that one of the frustrating things about the Net was when I got into VRMI.(a three dimensional kind of Internet page) and it was such a bandwidth hog (a page or program that requires a lot of data to be downloaded before use) that I went to sleep just waiting for it to pop-up (appear) on my tube (computer monitor or screen)…
Well, I hope this will help.
Now someone said to you:” it's OK to Say I'm a Geek, just Don't Call Me a Nerd !“
Got it? If not, check them out.
CHECKOUT:
1．surfing the Web (spending time using the Internet) 上网冲浪
2．lurking (being in an interactive environment without writing anything) 潜藏，潜伏，埋伏（此处指泡在网上）
3．MUD ( Multi-user dungeon, where many people gather to play games, have discussions, study and so on) 多用户网络游戏
4．ezines (similar to a magazine an ezine is ”published“ on the Internet. One of my favourites is Hotwired) 电子杂志
5．grrrl (a female user of the Internet) 美眉MM
6．a chat room (an at-the-moment area where you can speak with other Internet users) 聊天室
7．blabbed (talked) v.泄漏（秘密），胡扯
8．homepage (a person's private page on the Internet) 主页，通过万维网（Web）进行信息查询的起始信息页
9．hits (visits by other Web users) 点击
10．newbie (someone new to the Internet) n.＜计＞网络新手，新兵
11．logs on (enter the chat area) 登录
12．server (the computer that provides the space for homepages and other Internet addresses) n.服务器
13．provider (the service that provides the connection from your home to the Internet) 网络运营商
14．shareware (software available on the Internet for download and free use for a limited time before buying) n.＜计＞共享软件
15．hot (a kind of software that performs a certain task on a Network) n.肤蝇的幼虫，马列胃蝇蛆
16．Netiquette (being polite on the Net) 网络礼节 (Network etiquette)
17．hit the road (left) v.开始流浪
18．gab (discussion) n.饶舌，多嘴，爱说话；vi.空谈，唠叨，瞎扯
19．download time (the time it takes to get something from the Net onto your computer) 下载时间，下载速度
20.bandwidth (the amount of data a connection is able to transfer) 带宽
21．Trickle (to flow slowly，usually used with water) v.滴流
22．Modem (the hardware used to connect to the Net) n.＜计＞调制解凋器
23．VRML (a three dimensional kind of Internet page) abbr.Virtual Reality Modeling Language虚拟现实造型语言
24．hog(a page or program that requires a lot of data to be down loaded before use) n.肥（公）猪，贪婪者
25．pop-up (appear) adj.（美）＝pop，枪击，弹出
26．Tube (computer monitor or screen) n.管，管子，［英］地铁，（美）电子管，显像管
篇15：外研新标准Book 1 Module 6现代生活
现代生活
At a Menswear Shop
Shop assistant: Can I help you?
Mrs. Liu: I'm just looking at these jackets.
Shop assistant: May I know who is it for? Maybe I can give you some suggestions.
Mrs. Liu: Sure, it's for my son.
Shop assistant: How old is he?
Mrs. Liu: He is eighteen.
Shop - assistant: How tall is he?
Mrs. Liu: He's about five feet eleven inches tall. He's very strong. I always buy him clothes of larger size.
Shop- assistant: I see. How about this one? It's very fashionable.
Mrs. Liu: No. He prefers simple styles.
Shop - assistant: How about this one?
Mrs. Liu: The style is all right, but I'm not sure about the color. He looks good in dark colors. but I always think that a young man should wear something lighter...I don't know. Let me think...
Shop- assistant: That's easy. They come in different colors. Here. There is dark blue, green, brown, black, ivory white, melon yellow, and sky blue.
Mrs. Liu: Well...Can I change it if he doesn't like the color?
Shop- assistant: Of course.
Mrs. Liu: I think I'll take the dark blue one.
Shop- assistant: Very well. That's fifty-nine dollars...Here is your receipt. Thank you.
Vocabulary:
lighter adj.是light的比较级，此处指较明亮的颜色。
Choose the best answers:
1．What is Mrs. Liu's son like?
A．Simple styles. B．Dark colors.
C．Tall and thin. D．Tall and muscular .
2．Which color do you think makes her son more handsome according to Mrs. Liu?
A．Navy blue. B．Light red.
C．Sky blue. D．Bright green.
3．Which one does Mrs. Liu's son like best?
A B C D
答案：1．D 2．A 3．A
篇16：外研新标准Book 1 Module 7互动
文本互动
Listen to the dialogue and answer the following questions.
An Interview Dialogue
Read through this outline of the responses of three applicants to the same questions asked of them in an interview. Consider their answers carefully.
Ms Martin: Good morning, my name is Ms Martin. You've applied for the Laboratory Assistant's position, right?
A: Yes.
B: Yes Ms Martin, I have.
C: Yes Ms Martin. When I saw it advertised I thought it would really suit me.
Ms Martin: Can you tell me why you replied to our advertisement?
A:I...I'm not really sure...ahh...
B: Well, I've always enjoyed science and felt that this position would offer me an opportunity to extend my skills in this area.
C:I think that I'd be really good at this kind of work. In fact I learn so fast that I'd be looking for promotion very shortly.
Ms Martin: Do you know exactly what you would be doing as a Laboratory Assistant?
A: Well, I don't really know for sure, but I think it's got something to do with helping out the scientists in the laboratory, hasn't it?
B: A Laboratory Assistant helps to maintain scientific equipment, keeping a check on the supplies in the store, and preparing the chemicals for experiments.
C: Oh, a Lab. Assistant helps make sure that all the experiments are done properly.
Ms Martin: What sort of student do you regard yourself as...did you enjoy studying while you were at school'?
A:I wasn't the best student. I didn't really like study all that much, but I did it when I had to.
B:I suppose I'm a reasonable student. I passed all my tests and enjoyed studying subjects that interested me.
C: I'm a really great student. I didn't have to study much because I al ways seemed to get by without worrying too much about it.
Ms Martin: What were your favourite subjects at school?
A:I liked Science-it was OK…well, at least the bits I understood were OK.
B: Maths and Science were my favourite subjects at school. I also enjoyed doing History.
C: I'm afraid that I only liked the ones I was good at. The others were so boring that I found them to be a thorough waste of my time.
Ms Martin: Do you have any further plans for further study?
A: I hadn't really thought much about it…I don't know what courses I could do.
B: WelI, I've thought about doing the part time Chemistry Certificate course at Technical College. I think I would really benefit from doing that.
C: Well, if I had to do it I suppose I would, but now I've finished school I'd much rather try to get my social life back into full swing again.
Ms Martin: Suppose our company wanted you to attend an institution to further your skills… How would you feel about this?
A: Attend a what?
B: If the course would help me improve my prospects for promotion and help me to be better at my job I would definitely do it.
C: Attend a course? When? I hope it would be in the daytime? Would I get time off from work to attend it? I hope it's not at night-my social life would be ruined .
Ms Martin: Have you ever had a job before?
A: No I haven't. I've never really been game enough to get one.
B: Yes. I have worked part-time at a take away food store-the one just round the corner...
C: No. I've really been too busy, what with all the study I've had to do is to get a good result...
Ms Martin: We have a lot of other applicants for this position. Why do you think that you deserve to get the job?
A:I can't think of any special reason-I suppose I'm no different from most other people.
B: Well, I've found out a lot about this type of work and my research suggests that I would be quite capable of doing the work involved. I also think that I would be able to handle any training course reasonably well.
C: I reckon I'd probably be the best applicant you're likely to get for the job.
Ms Martin: Now, do you have any questions you'd like to ask me about the position?
A: No, thank you. I don't think so.
B: Yes. Ms Martin, could you tell me what hours I'd have to work, and for whom I'd be working?
C: Yes...What's the pay like?
Ms Martin: I think I have asked you everything I wanted to. Thank you for coming along to the interview.
A: Thank you Ms Martin. Goodbye.
B: Thank you. When will I know if I am successful?
C: Oh, think nothing of it...Could I see where I'll be working?
Questions:
For each applicant, choose three words/phrases from the list below, which best describes their answers to the interviewer's questions.
Applicant A____________________________________________
Applicant B____________________________________________
Applicant C____________________________________________
Has done some research; confident and prepared; ill-prepared; unsure; arrogant; hesitant; doubts ability to cope; lazy; not interested in the job; an upstart (presumptuous); modest but sure of himself/herself; adequate; pushy; polite; rude; interested; keen; under confident; energetic; has good study habits; has sound attitude to study.
Which applicant do you think would be successful? Why?
我的思路：
Applicant A ill-prepared; unsure; hesitant; doubts ability to cope; under confident; not interested in the job.
Applicant B bas done some research; confident and prepared; modest but sure of himself / herself; adequate; pushy; polite; energetic; has good study habits; has sound attitude to study; interested; keen.
Applicant C arrogant; lazy; an upstart (presumptuous); rude .
篇17：外研新标准Book 1 Module 7现代生活
现代生活
Job hunt an uphill battle for female graduates
By Xing Zhigang (China Daily)
In the face of discriminatory hiring practices, some female college graduates are resorting to unconventional strategies.
The difficulties encountered by college graduates in finding suitable jobs underline the grim reality of China's employment situation.
A recent job fair held in Shanghai, April 3,（Xinhua Photo）
The problem is particularly acute among female college grads- a growing number of whom are resorting to unconventional job-search methods.
Besides the traditional scenarios of visiting job fairs and mailing out resumes, some female college graduates have started attaching revealing photographs to their resumes.
Inclusion of an eye-grabbing photo of the student clad in a school uniform, mini-skirt or even a bikini is seen as a way to impress prospective employers and boost the chances of landing a joB．
Some female graduates also highlight their dancing and singing skill sand boast they are heavy drinkers so as to prove themselves qualified for public relations posts.
These controversial strategies have sparked hot debate, with some critics labeling them a sign of moral decay.
”A job application is absolutely not a beauty contest. Is there really the need for female college graduates to present portrait albums containing sexy photos?“ asks media commentator Sun Lixian in China Youth Daily.
But female college students and some teachers defend these measures as a necessary response to unequal access of female graduates to employment.
The argument has won agreement from most male college students, one of whom said: ”There is nothing wrong with their action because female graduates have the right to seek jobs in their own way.“
Bias against women
It's an open secret in China that female college graduates suffer discrimination from employers when applying for jobs. The in equation is known to almost all colleges students, including graduate students.
Xiao Xu, a female undergraduate at Beijing Normal University, learned the truth of that in equation through a painful experience last year.
She spent half a year on a futile job search in Beijing. Every time, her gender was cited as the reason for not getting the job.
”If you were only a boy!“ interviewers told her with deep regret when asked about the application result.
”I used to not believe the complaints of senior female school fellows about the hardship of finding a job and thought I could dispel the bias of employers through my strength,“ Xiao said.
”But now I am completely aware of how hard it is for female college graduates to land a job.“
Each spring a number of job fairs are held in major Chinese cities for college graduates before their graduation in July. But most, if not all, employers prefer male applicants.
It is not uncommon to see such words as ”Jobs only for male students“ or ”Male students preferred“ on application notices.
The biased restriction is even true for positions like accountant and office secretary, which are traditionally believed to be more suitable for females.
When employers do want to hire female students, they always set high qualifications that include strict demands for height, weight, eyesight and even appearance. That explains why some female students choose to wear heavy makeup when visiting a job fair or attending a face-to-face interview.
Wang Rui, a female graduate of China Central Finance University, said she had never used makeup until when she was advised by her classmates to do so in a bid to enhance her job prospects.
It is known that spending on cosmetics now accounts for a large portion of female graduates' total expenditure on job applications.
Age barrier
Employment prospects are equally poor for female graduate students, although it seems they may enjoy more advantages than female undergrads because of their higher level of education.
Most female graduate students routinely encounter another barrier set by employers: their age.
A female graduate student in China normally goes to university as an18 year-old and is in her mid-twenties upon graduation.
In China. mid-to late twenties is considered the best time for women to get married and bear children. This puts female graduate students at a disadvantage because potential employers expect them to soon ask for marriage and maternity leave.
The discriminatory practices only add to the difficulty of finding employment in a society with an already tight labour market.
Labour experts have warned the employment rate for college students upon graduation may fall to 65 per cent this year, compared with over 70 percent over the past few years. That suggests more than I million of this year's 2.8 million university graduates could join the ranks of the jobless in July.
Even if the government achieves its goal of helping 70 per cent of college graduates find jobs, nearly 840 000 could still fail to secure employment upon graduation. And female students currently make up about 40 per cent of all college students in the country.
篇18：外研新标准Book 1 Module 7文化交流
文化交流
Passage Ⅰ
New careers flourish in ancient Xi'an
Some new kinds of careers have emerged in northwest China's ancient Xi'an city.
People who go in for these careers perform services on behalf of their clients such as making apologies, choosing wedding garments and booking restaurants for newlyweds.
They also accompany unskilled drivers in the guise of driving instructors.
These careers are described as ”companion careers" in Chinese. They are becoming increasing popular in Chinese life.
Passage Ⅱ
HK career survey
HONG KONG-Hong Kong university students believe they are not trained well enough to work in China, and only 2 per cent want to work in the mainland.
According to a poll released last week, an overwhelming majority of students 86 per cent-were content with life at home and wanted to work in Hong Kong. Six per cent had their sights set on a career in the United States.
The poll, by the Hong Kong branch of accountancy firm CPA Australia, surveyed 320 students at eight universities in Hong Kong.
Of those polled, only 34 per cent agreed that the Mandarin training they received at school and university prepared them for their future careers, despite strengthening ties with the mainland.
In contrast,56 per cent of students said their university actively encouraged the use of English, yet only 36 per cent said English training would aid their future careers.
Twenty-two per cent of the students said they favoured a career with the government, reflecting the perception that civil service careers were stable.
True or false questions:
1．There are more Hong Kong university students who want to work in the main land than those who want to work in the US.
2．Some students don't want to work in the mainland because they think they can't be paid as much as in Hong Kong.
3．In Hong Kong, university students are encouraged to speak Mandarin.
4．In Hong Kong, university students are encouraged to speak English.
5．The students think their training for both Mandarin and English will do them good for their future careers.
Keys: F F F T T
篇19：外研版新标准英语 Module4 Unit1 说课稿
外研版新标准英语 Module4 Unit1 说课稿
第四模块 第一单元 它是红色的。
第一部分：教材分析
本课选自《新标准英语》第一册。
1. 教学目标：我根据教材、大纲提倡素质教育的基本要求和一年级学生身心发展规律与兴趣特点，将本课时的教学目标定位于：
认知目标：通过图片展示、课件展示、说唱、小游戏等教学手段，使学生能够听、说、读出所学的颜色词汇。
能力目标：培养学生的英语口语交际能力，运用简单的语句对各种颜色进行问答。
2.教学重难点：本课的训练重点是让学生通过听、说、读、玩、做等各项教学活动，真正掌握红、黄、蓝、绿、黑、白六种颜色的英语词汇。难点在于各种颜色词汇的发音及分辨。避免学生读错音，颜色词汇间相互混淆的情况发生。
第二部分：教法和学法
针对本课时的教学内容，我将采取以下教学方法：实物展示法、直观教学法、提问法、情景教学法。做到精讲多练，充分发挥学生的主体作用，调动其主观能动性，引导学生在听、说中感悟英语；在活动中，通过小组合作学习、游戏法学习建立团队意识和集体荣誉感。
第三部分：教学过程的设计思路
为了充分体现教师主导、学生主体的原则，我紧紧围绕教学目标和重难点，为学生提供展示自己的舞台，营造课堂气氛，培养学生的英语口语交际能力。
1.教学热身 （Warm up）
（1）师生问候：通过简单的问候，可以帮助学生适应英语语感，使学生很自然的进入英语学习状态。
（2）歌曲导入，激发兴趣
教学热身是英语课堂教学方法的重要形式之一，我采用歌曲的形式来缓解学生的紧张情绪，建立轻松和民主的课堂氛围，为进一步的学习奠定了基础
2.内容呈现 （Presentation）
根据一年级小学生形象思维占主体的思维特点，我先告诉学生我有一个朋友，它有许许多多漂亮的衣服，它每天都要换好几次，让学生猜猜它是谁，许多同学都能猜出它是变色龙。然后我介绍变色龙是一种可以不断变换肤色的动物，接着展示变色龙白、黑、红、蓝、绿、黄肤色的课件。（先是一只白色变色龙，通过逐次点击变化各种颜色，变颜色的同时出示句子及颜色单词。注意出示要有规律：white and black, red and blue, green and yellow 目的是接下来环节编韵句）通过这一直观教学手段使学生产生浓厚的兴趣，使抽象化的词汇学习具体化，易化了词汇这一教学难点。接着，我还在这一过程之后设计了一组伴随肢体语言的说唱，把几种颜色以歌谣的形式展现出来，调动学生多种感官积极参与，从而帮助学生记忆。（ Red red blue， green green yellow，white white black ）
3.模拟训练（Practice）
在这一部分中我设计了两个游戏环节，目的在于增强学生的语感，培养学生的交际能力。
（1）游戏：争做小老师，请一位同学上台来扮演老师的角色，让学生到台前亲自操作，通过点击变化不同颜色，并询问What colour?由小老师抽同学来回答各种颜色从而达到英语口语交际的目的。
（2）游戏：介绍我的好朋友，请一位同学把五彩星和七色花当作自己的好朋友，并向同学们介绍他们的颜色，其他同学两人一组，找对方书中颜色，看谁指的又快又准。
通过以上两个极富情趣的小游戏，活跃了课堂气氛，突出了教师的主体地位，同时学生的'主体地位可以得到最大限度的发挥。学生成了活动的主人，他们在轻松、愉悦的氛围中得到了知识的巩固，得到了英语语言交际能力的锻炼，提高了交际性能力，从而可以达到良好的教学反馈。
4.复习巩固 （Consolidation）
（1）活动： 教师发口令，穿相应颜色衣服的同学立即站起来，
看谁反应快。
（2）涂色练习：给学生提供涂色卡，让学生展示自己水彩笔，我发口令，同学们展示相应颜色的水彩笔后，进行听音涂色。
（3）指导学生做练习册上的习题。
这三个活动为每个同学都提供了参与活动的机会，也可以检验学生知识掌握的程度。
5.作业
（1） 本课录音，并模仿。
（2）将颜色说给爸爸、妈妈听。
总之，本堂课的教学设计我针对学生的思维特点和教学大纲的具体要求，采用了教学热身——内容呈现——模拟训练——复习巩固——作业检测这一思维模式，强调了学生的主体地位。同时，采用图片、实物等直观教学手段，拓展了学生的视野，激发了学生的学习热情。我还利用歌谣等活泼有趣的形式，增加了课堂教学的感染力，并采取实物奖励的形式来增强学生的自信力和积极性，提高了教学效率。
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