目錄牛津上海版高一下答案 上海高一上英語 上海英語牛津高一第二冊 上海牛津高一下英語書 英語牛津上海版 課文
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The interesting world of plants
Water lilies can often be seen in China,with their round leaves,orpads,floating in ponds.In Hangzhou,there is a kind of water lily whose pads are so huge that a person can stand on them.This is a Victoria lily,the largest kind of water lily in the world.Its pads are more than two metres wide and its white or purple flowers can grow as large as 45 centimertres across.
Some flowering plants can also be eaten.The lotus,a near relative of the water lily,si such a plant.It han a long white root,in which there are many holes.In Asian countries,lotus roots and seeds are often cooked and served in meals.In the West,eating lotus roots or seeds is not as popular as it is in Asia.
The banyan tree is an interesting tree with many roots growing down from its branches.It can be found in South China and other parts of Asia.When its roots reach the ground,they plant themselves and grow bark.Eventually they either become part of the original tree trunk or become separate tree trunks.Using this method,banyan trees can cover an enormous area.The world's largest banyan tree,in India,covers an area larger than a football pitch.Even though it is only one tree,it looks like a whole forest!
Speaking of trees,a gingko tree believed to be around 2800 years old was recently discovered in Hebei Province,China.Many gingko trees have been around for more than 1000 years---that is the reason why they are known as 'longevity trees' in China.Whlie gingko trees can live for a long time,they are not even near being the oldest trees.Bristlecone pine trees in America are among the oldest living trees.One bristlecone pine tree in Nevada is over 4600 years Old!
water lily：睡蓮
pad:浮葉
float:漂浮
pond:池塘
Victoria lily:王蓮
flower:v.開花
lotus:荷宴蘆花
relative:同類事物晌族帶
banyan tree：榕樹
bark:樹皮
separate:不同的穗昌
enormous:巨大的
pitch:場地，球場
speak of :提起
gingko tree:銀杏樹
longevity:長壽
bristlecone pine tree:狐尾松樹
8A Unit 4 Wild Animals 全課教案
8A Unit 4 Wild Animals 全課教案
Warm-up activities
1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:
* A group of students are stranded on an island. There is not enough food available for everyone to survive.
* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.
2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.
3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.
Presentation
1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class.
2 Divide Ss into pairs and ask them to do the survey in Part B1
3 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.
Language points
Look delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandas
Homework
1 Learn the language points by heart.
2 一課三練 P.43
3 Preview the Reading Part.
Revision
1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)
1 On the Bb, write the following list of sentences on the Bb:
* Xi Wang is the name of a baby giant panda.
* Baby giant panda s are very small when they were born.
* They grow very quickly.
* Xi Wang has to find her own food when she is 20 months old.
* Hunters kill giant pandas and sell their fur.
2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.
Presentation (Reading B& C)
1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.
Adult old person teenager baby middle-aged person
Young adult child toddler
Draw a timeline and encourage Ss to come forward and write each word at the correct point on the timeline. Ask them to draw a more creative growth chart.
2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.
Presentation (Reading D)
1 Revise the words listed in the box in Part D.
2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.
3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.
Presentation (Reading E)
1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.
2 Ask six Ss to read the conversation while the rest of the class check their answers.
Language points (Part A)
The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will be
Language points (Part B& C)
Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay alive
Homework
1 Learn the language points by heart.
2 一課三練 P.44-45
3 Preview the Vocabulary Part.
Presentation （Vocabulary）
1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose.
2Use the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner.
3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.
Language points
Polar bear---North Pole, wolf----wolves
Homework
1 Learn the language points by heart.
2 一課三練 P.46
3 Preview the Grammar Part.
Presentation （Grammar Part A）
1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss’ own experience. Write the most interesting answers on the Bb. Ask Ss to include the “If”-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.
2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.
3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.
4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.
5 Ask Ss to complete “Work out the rule” at the bottom of page 61.
Presentation （Grammar Part B）
1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.
2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.
3 Explain the context of Part B1. Revise the words in the box.
4 Ask students to complete the sentences individually.
5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.
Presentation （Grammar Part B2）
1 Try to creat interest in learning interesting things about wild animals. Tell them that Amy’s report introduces new information about tigers and wolves.
2 Explain the context of writing a report. Revise the structure of conditional sentences.
3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.
Language points
Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolves
Homework
1 Learn the language points by heart.
2 一課三練 P.47-48
3 Preview the Integrated skills Part.
Presentation （Integrated skills A）
1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.
2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.
3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:
* What is the name of the largest living cat?
* What is Millie’s favourite animal?
Play the recording. Students listen carefully for keywords to answer the questions.
4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.
5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.
6 Ask more able Ss to read aloud the letter.
Presentation （Integrated skills B）
1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.
2 Ask students to create their own conversation using information from the fact sheets.
Language points
Live as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else,
Homework
1 Learn the language points by heart.
2 一課三練 P.49
3 Preview the Pronunciation, Main task & Check out Part.
Presentation （Pronunciation）
1 Remind Ss of communicative purpose of conditional sentences.
2 Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.
3 Ask students to read Simon’s presentation with correct the rising and falling voices.
4 Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows.
5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.
Language points （Pronunciation）
Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants’ tusks, train them,
Presentation（Main task）
1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say ‘I feel…’ or ‘I like…’ and do not include personal comments.
2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit.
3 Ask students to skim through the report quickly and give each paragraph.
4 Ss complete Simon’s report in Part C on their own. Ask more able Ss to read it aloud to check the answers.
Language points （Main task）
Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk upright
Presentation （Checkout）
1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.
2 Ask students to Proceed to Part B after completing Part A.
3 Ss complete Part B on their own and then compare answers in pairs.
Language points （Checkout）
Climbing, what about playing football?, a friend like Alan, answer questions correctly
Homework
1 Learn the language points by heart.
2 一課三練 P.50-52
1.have (something) in common 與......有共同之處
*2.hibernate 冬眠,蟄伏
3.occur 發生,出現
4.continuously 不斷地,持續地
5.absence 不存在,缺乏
6.upside down 底朝上
7.pulse 脈搏,脈率
8.rate 比率,比
*9.amphibian 兩棲動物
10.stir 動,移動
11.disturb 打擾,干擾,妨礙
*12.den 獸穴.獸窩
牛津上海版MOdule 1 Extraordinary tales:Unit1 A trip to the theatre中的Reading The Phantom of the Opera
是衡搭陵枝蔽講述Christine 和咐戚Phantom的
一些人頭發很多陪慎滲而另一些人的頭發蘆脊卻很少。一些人頭頂上沒有頭發：他們是禿頂。重要的一點是：對你擁有的頭發滿意嗎？問題頭發總是由不健康飲食和生活方式引起的。
為確保你的頭發看起來是最好的，注意你的食物。缺少蛋白質和鐵會使你的頭發缺少光澤。所以你需要攝取足夠大量的綠色蔬菜，水果和日常食品。每天吃緊八至十杯水。這會幫助你的頭發避免干孝渣枯。避免吃甜食和高脂肪食品。它們會減慢頭發的升長。
生活壓力也會嚴重地奪走你的頭發的光澤和亮麗。放松的音樂和更多的休息都可以減輕壓力。
另外，記得在你洗完頭發以后把頭發徹底擰干。有規律性地梳理頭發幫助它生長。梳理也會讓頭發看起來健康。當你弄干頭發時不要摩擦得太快，那會損傷頭發。
最后，確保一定要選對護發產品。你所做的選擇都是保持頭發健康的關鍵
The Phantom of the Opera可以有核判喊以下幾種翻譯方法：
1. 歌劇魅影 —— 個人人認為最為優美的翻譯）
2. 歌改野劇院的幽靈 —— 直譯
3. 劇院魅影沖信
4. 夜半歌聲
