牛津高中英语模块一（第五讲）
“狗瘟晚期”通过精心收集，向本站投稿了10篇牛津高中英语模块一（第五讲），这里给大家分享一些牛津高中英语模块一（第五讲），供大家参考。
篇1：牛津高中英语模块一（第六讲）
主讲教师：邵磊
主审： 孙德霖
【教学内容与教学要求】
一、教学内容：
牛津高中英语模块一Unit 3（下）
二、教学要求：
1．学会谈论有关健康生活的话题。
2．学习英语中标点符号的名称和用法。
3．学习调查、整理、分析信息。
4．缩略和简写。
【知识重点与学习难点】
一、重要单词：
Guideline, highlight, lifestyle, advertisement, commercial(n), convey, , afford, , offer, yoga, branch, square, shape, figure, trainer, , brief, abbreviation, contraction, symbol, seldom, , proper, energy, count, concentrate, chemical, amount, booklet, survey, conduct, analyze, statistics, questionnaires, permission, give out, create, percentage, level, pin, persuade, omit, skip, virus, remove, item, recommend, mention, summary, conclusion, calorie.
二、重点词组：
Prompt box提词台, a reminder of提醒某人想起某事的人或事物, call sb names骂人, cheer up高兴起来, closely related紧密相关的, live(lead) a…. life过着….样的生活, , a headache to令人头疼的人或事, along with一起, in the long term(run)从长远角度看, give up on放弃, a good amount of适量的、许多, in no time很快, give out分发、发出, allow enough time for sb to do…留出充足的时间让某人做某事, skip meals不吃饭, membership fee会员费,
三、【标点符号的英文名称和用法】
punctuations: comma逗号, full stop/period句号, question mark问号, exclamation mark感叹号, colon冒号, semi-colon分号, quotation marks引号, apostrophe省略符号, hyphen连字符号, dash破折号, under bar下划线。
英语中的标点符号的使用和汉语相近，但也有一些区别：
1． 句号用在缩写中,例如：U.S.A, Mr., e.g，p.m等。
2．逗号在疑问句中引出说话人：
“I can come today,” she said, “but not tomorrow.”
逗号用于排列三个或以上的名词：
Green, blue, white and green are his favorite colors.
逗号用于非限制性定语从句：
Edison, who was the inventor of electric bulb, had over inventions.
写日期时，如次序是月－日－年，在日和年之间加逗号：
He was born on October 15,1983.
有些起连系作用的副词，如 however, therefore, hence, nevertheless, moreover
, thus, otherwise, besides等等：
China, however, is still at the primary stage of socialism.
3． Apostrophe ['] 表示所有:
This is David's computer.
Mary and Jim’s father/Mary’s and Jim’s fathers
The football players’ photo
4．破折号Dash [-]
在一个句子前作总结
Mild, dry, and clear - these are the characteristics of weather in Kunming.
在一个句子的前面或后面加入额外的注释
The kids－John, Bettie and Leo－were left behind while their parents went to church.
表示某人在说话过程中被打断
The woman said, “I want to ask - ” when the earthquake
began to shake the room。
5．连字符Hyphen [-]
连接两个单词
well-educated, kind-hearted, good-looking
加前缀
anti-Japanese, non-stop, semi-conductor
在数字中使用
one-quarter， twenty-three, two-fifths
【难点讲解】
1. You can highlight main points by underling them.
你可以通过下划线来强调要点。
Highlight本来是美术术语“高光点”，指画面上最亮、最显著的地方。这里highlight作动词，表示“强调”。Main points指文章的要点。
这句话的结构是：do sth by doing sth, 表示通过做某事达到某个目的，例如：
He keeps fit by going to the gym twice a week.
The students enlarged their vocabulary by reading English Novels.
2. Is there such a thing as being big boned?
有没有“骨架大”这么回事？
介词短语as being big boned在句子中作定语，“being big boned”是动名词短语，作介词as的宾语。类似的句子还有：Her friends all speak of her as being sweet-tempered。
As也可以作关系代词，在限制性定语从句中常和such, the same, so连用; 在非限制性定语从句中代指主句的整个内容，例如：
Such exercises as he does are good for old people.
I hold the same view as the majority does.
He is a teacher, as is clear from his manner.
As was his wont(习惯), he cleared his throat before starting the lecture.
Big boned 指“骨架大的”。
3. Walking and riding your bike count, and so do school sports.
步行和骑自行车都有用，学校里的体育活动也有用。
Count除“计数，计算”的意思外还有“被视为、在…之列、有…作用”等意思。例如：
His opinions don’t count.
Knowledge without common sense counts for little.
so do school sports是省略句，相当于：school sports also count.
4. When you sleep, your body prepares you for the day to come.
当你睡觉的时候，你的身体为新的一天做好准备。
Prepare sb for sth: 使….做好….的准备，例如：
Education prepares students for their future careers.
We must prepare her for the bad news so that it won’t come to her as too much a shock.
不定式短语to come在本句中作定语，修饰the day, 表示“即将来临的”
5. As a matter of fact, loss of sleep can make you look tired, and even cause you to put on weight.
事实上，睡眠不足会使你看起来疲倦，甚至导致你体重增加。
As a matter of fact: in fact。Loss 是lose 的名词形式，loss of sleep 意思是“睡眠不足”，不是“失眠”。Cause sb to do sth, 使某人做某事。
6. Many teenagers are surprised to learn that when you exercise, your body produces some chemicals that make you feel relaxed and increase your ability to concentrate when you study.
许多青少年听说体育锻炼可以使身体产生帮助放松精神、促进集中注意力的化学物质时都觉得吃惊。
Be surprised to learn得知某事感到惊奇，learn在这里是“得知、了解到”的意思。surprised to learn
【同步练习】
一、单项选择
1． He is a friend of______.
A. Mike’s brother’s B. Kate’s brother C. father’s of Mike D. Mike father’s
2. Encourage is a ____________ word.
A. 9-letters B. 9-letter C. 9-letter’s D. seven-letters’
3. The nurse is taking my ________ temperature.
A. mother’s-in-law B. mother-in-laws
C. mothers-in-law D. mother-in-law’s
4. This cup is ______big as that one.
A. half as B. as half C. three-seventh D. two as
5. Mr. Wolfe seldom speaks in a loud voice, _____ he?
A. does B. doesn’t C. is D. isn’t
6. Peter said he would practice yoga, and _________.
A. so did he B. so would he C. so he did D. so he does
7. ____ we all know, China is a big developing country.
A. what B. so C. which D. as
8. The old classmates talked of the things and persons ______ they remembered.
A. who B. whom C. that D. which
9. A good ______ of students have sign up for the outing.
A. amount B. deal C. many D. lot
10. You can’t ______ to neglect such an important client.
A. offer B. afford C. pay D. refuse
11. We put the food in the shade to ______ it cool.
A. remain B. prevent C. stay D. keep
12. Such a _______ person can never be trusted with so important a job.
A. worthless B. valueless C. priceless D. worthy
13. If you ______breakfast often, you will have no energy for the morning work.
A. leave out B. drop C. give up D. skip
14. Those _____ want to have a go please step forward.
A. that B. who C. they D. for whom
15. Her charm _____ well with those eager young gentlemen.
A. counts B. results C. works D. affects
二、用下列单词的适当形式填空：
Afford, proper, conclusion, persuade, create, advertisement, conduct, concentrate, offer, percentage
1. He always behaves _______ in front of the teacher.
2. You have to be very _______ if you want to become an inventor.
3. you can ask the _______ for help if you meet with any difficulties on the bus.
4. They ______ their products in several newspapers.
5. I ________ to lend him a hand, but he refused.
6. There is a high _________ of harmful chemicals in the water we have been drinking for years.
7. Only 25 _______ of high school students find their way to college.
8. It is rather hard for poor couples to find an _________ apartment.
9. She _________ her speech with a call for peace.
10. When he failed _______ her to accept his offer, he threatened her with force.
三、完形填空
China today is 1 a dragon that, 2 up after centuries of sleep, suddenly realizes many nations have 3 on its tail. With all 4 has happened to it over the past 200 years, China could be forgiven for awakening（醒来） as an angry nation, and 5 Beijing has declared that it will rise peacefully. This good disposition（脾气） comes 6 from China's awareness that it is 7 weak. But it is also a sign that Beijing has recognized the vision of progress 8 the United States has praised since World War II. States no longer need to have a strong army to prosper(富强), the theory goes; trade and economic integration（一体化） pave a surer path to growth. And Beijing has noted how much sticking to this idea helped Japan and Germany rise from the ruins(废墟)of World War II. __9__ the main architect（建筑师） of the world order today, the United States should be 10 the first to celebrate China's progress. For if Beijing continues to abide by（遵守） Washington's rules, peace and stability could stay, and the United States, as both a society and an economy, could benefit a great deal from the renaissance(复兴) of Chinese civilization.
1．A. for B. like C. with D. as
2. A. wake B. woke C. woken D. waking
3. A. stepped B. being stepped C. been stepping D. been stepped
4. A. what B. that C. which D. it
5. A. then B. yet C. so D. however
6. A. partly B. mainly C. exactly D. merely
7. A. rather B. relatively C. probably D. only
8. A. when B. where C. in which D. that
9. A. As B. with C. Be D. To be
10. A. between B. among C. within D. besides
四、阅读理解
The World Heart Federation(联合会) says heart disease kills seventeen million people each year.
The group urges people to be active and have a good, healthy diet. It also warns against activities known to increase a person's risk of heart attack or stroke.
Some of the warnings are directed at children. The World Heart Federation says about twenty-two million boys and girls under the age of five are obese（肥胖） -- severely overweight.
Children are normally energetic and active. However, two thirds of all children are not active enough. Such children greatly increase their risk of becoming obese. They also increase their risk of developing heart disease or other disorders.
One message of World Heart Day is to eat right. Children should eat a healthy and balanced diet. Also, limit sugary drinks, sweets and eating between meals.
The World Heart Federation urges parents to keep their children active. It says physical exercise helps to decrease the risk of obesity and keeps a child healthy. Obese children often become obese adults. If you believe your child is too heavy, talk with a health care provider.
The World Heart Federation also is concerned about the effects of tobacco on young people. It says the younger someone begins to smoke, the greater the chance of a health problem tied to smoking. Half of the young people who continue to smoke are likely to die later in life from a smoking-related disease.
1． What is the goal of the world heart Federation?
2． What are the risks for those less active children?
3． What does the organization urge parents to do?
4． Why is the federation worried about young people smoking?
【参考答案】
一、ABDAA, CDCCB, DAABC
二、1.properly 2. creative 3. conductor 4.advertised 5.offered 6. concentration 7. percent 8.affordable 9. concluded 10.to persuade
三、BDCBB, ABDAB
四、1．To help people decrease the risk of having heart diseases by having proper diets and healthy lifestyle.
2. Becoming fat and developing heart diseases.
3. To keep their children active.
4. Because people who starts smoking earlier have a greater chance of developing smoking related disease.
篇2：牛津高中英语模块一（第七讲）
主讲教师：邵磊
主审： 孙德霖
【教学内容与教学要求】
一、教学内容：
牛津高中英语模块一（复习）
【知识重点与学习难点】
一、重要单词：
attend, earn, achieve, respect, prepare, drop, miss, experience, introduce, develop, donate, display, please, regret, inform, run, approve, select, require, broadcast, continue, trust, leave, punish, upset, insist, suggest, forbid, stay, recover, contain, include, follow, consider, affect, risk, recognize, concentrate, count// assembly, grade, literature, dessert, article, field, culture, gift, speech, attention, flat, dynasty, host, generation, nature, vacation, trash, mess, charge, adult, reason, teenager, fault, scene, scenery, explanation, behavior, period, argument, relationship, figure, failure, chemical, match, damage, pressure, diet, effect, energy, calorie, system, amount, loss, suggestion// challenging, average, former, latter, recent, close, scary, crazy, rude, boring, valuable, spare, selfish, unloving, slim, ashamed, priceless, harmful, harmless, exactly, attractive, embarrassed, overweight, skinny, regular, relaxed// recently, mainly, truly, sincerely, seldom, properly.
二、重点词组：
at ease with 和….相处不拘束 school hours学校作息时间 earn respect from 赢得…的尊敬 sound like听起来象 for free 免费 get a general idea 了解大意 as well as 除….以外, 也 key words 关键词 word by word 逐字逐句地 find one’s way around 认识路 develop an interest in 培养对….的兴趣 surf the Internet网上冲浪, expect….from 期望
refer to 指 , , leave out省略 , relate to 和…相关 , pay attention to注意, in short form用宿略的形式, take place发生, make decisions作决定, make comparisons作比较, take turns轮流, be responsible for对…负责, consist of包含,由…构成, come up with想出, base on根据, have it approved by…征得…..的同意, inform sb of sth告知, sign up签名参加 common to对…来说很普遍, turn up调高声音, 出现 a waste of 浪费, spare time空余时间, force….to…强迫（某人）做 , can’t wait to.. 迫不及待地要 , be supposed to被期望或要求, 本应该， do with 处置, 忍受， 需要 be a mess/ in a mess乱成一团, leave sb in charge 委托 …..负责, act like行为举止象 …, go unpunished不受惩罚, go out熄灭, have one’s arm crossed双臂交叉抱在胸前, deserve to值得去做,常用否定形式表示“不配” be hard on对某人苛刻, now that既然, in the form of以 的形式, be angry at对某事生气, even if即使, treat sb like…象 一样对待 , argue about为 …而争吵, the cause of起因, differ in many ways在许多方面不同, fit badly非常不合身, rising/falling tone升调、降调, talk show谈话节目, main point要点, supporting information辅助性信息, a diary entry一篇日记, be proud of为….感到骄傲, stay up late熬夜, mix up混淆, after all毕竟, take one’s advice接受建议, miss doing sth怀念以前做的某事, keep in mind记住, get it tidied up把它整理好, clean up打扫干净, make a difference要紧, provide sb with sth/provide sth for sb为某人提供, provided that假如, to one’s surprise使某人惊奇的是, as though就好像, insist on doing坚持要做, allow him his freedom允许给他自由, send sb to bed叫某人去睡觉, forbid sb from doing sth禁止某人做某事, assign roles to分派角色,
work out锻炼、训练, go on diets/a diet实行节食, in secret私自, side effect副作用, put on weight体重增加, lose weight减肥, be ashamed of对….感到羞耻, an exact match for和….完全匹配的…， follow one’s advice听从某人的建议, sound fun听起来象是件有趣的事, team sport团队运动, build up增强, regret doing sth后悔做了某事, risk doing sth冒做某事的风险.
call sb names骂人, cheer up高兴起来, closely related紧密相关的, live(lead) a…. life过着….样的生活, , a headache to令人头疼的人或事, along with一起, in the long term(run)从长远角度看, give up on放弃, a good amount of适量的、许多, in no time很快, give out分发、发出, allow enough time for sb to do…留出充足的时间让某人做某事, skip meals不吃饭.
【语法难点解析】
一、定语从句
1．关系代词和关系副词的区别：
在判断和使用引导词时，主要采用以下方法：判成分、看指代。首先，判断引导词在定语从句中所作的成分，如果引导词作主语、宾语、表语或定语，就用关系代词that（作主语、宾语或表语）, which（作主语或宾语）, who（作主语或宾语）, whom（作宾语）, as（作主语、宾语或表语）, whose（作定语），其中that, which, who, whom作宾语时，一般可省略; 如果作状语，就用关系副词when（作时间状语，相当于“介词+which”）, where（作地点状语, 相当于“介词+which”）, why（作原因状语, 相当于for which）。其次，看引导词指代什么，如果指物，就用which; 如果指人，就用 who, whom; that 和whose既可指人, 又可指物。试比较:
1. Do you think the reason that he gave us is reasonable?
Do you know the reason why he is so upset?
2. I like the café where I can buy different snacks.
I like the café which sells Italian coffee.
I like the café whose regular customers are young.
2．as和which引导非限制性定语从句时的区别：
as和which引导非限制性定语从句时，都可在从句中作主语或宾语, 指代整个主句。
which 引导的非限制性定语从句只能放在主句的后面，意为“这一点、这件事”；as引导的非限制性定语从句可以放在主句之前、之中或之后，经常用于as is said above, as we know, as is well known, as is often the case, as is reported, as was expected等结构中，as含有“正如、正像”之意。例如：
He is always asking Mum for money, which makes his mother very angry.
He asked Mum for money again, as was expected.
3．介词提前时，定语从句的引导词只能用 which, whom, whose,而不能用that或who。在判断使用什么样的介词时，一要看句意；二要看搭配关系，即看后面的谓语动词和前面被定语从句修饰的名词以确定应搭配什么样的介词。
4．一般情况下，关系代词that和which可以互换，但在下列几种情况下，常用that，而不用which：
① 当先行词是不定代词时；
② 当先行词被形容词最高级或序数词修饰时；
③ 当先行词被不定代词修饰时；
④ 当先行词被the very， the only等修饰时；
⑤ 当先行词既有人又有物时。
二、反意疑问句
1．在肯定的祈使句后，为了使祈使句听起来比较婉转、客气可加一个简短的问句，如：will you？would you？won't you？can you？could you？can't you？最常用的是will you？或won't you？注意在否定的祈使句后，只能用will you？
2．陈述部分是含有宾语从语的主从复合句时，疑问部分中的动词和主语代词应和主句中的动词和主语保持一致。但是，如果陈述部分是“I don’t think（believe，…）+宾语从句”时，疑问部分中的动词和主语应和宾语从句中的动词和主语保持一致，并且要用肯定形式。
三、虚拟语气
虚拟语气是一种动词形式，表示说话人的一种愿望，假设，怀疑，猜测， 建议等含义，虚拟语气所表示的含义不是客观存在的事实。
1． 非真实条件句
1）时态：可以表示过去，现在和将来的情况。它的基本特点是时态退后。
a. 同现在事实相反的假设。
句型 ：
条件从句一般过去时+主句would/might/should(should 仅用于第一人称) +动词原形
If they knew that Soot was ill and we used the money to take him to the vet, (they would understand why the house was in a mess).
2． b. 表示于过去事实相反的假设。
句型： 条件从句过去完成时+主句would/might/should(should 仅用于第一人称)have+ 过去分词
If she had worked harder, she would have succeeded.
2．在宾语从句中的应用
在表示命令、建议、要求等一类动词后面的从句中：
order, suggest, propose, require, demand, request, insist, command, insist + that sb (should) do
1) I suggest that we (should) put off the meeting till next week.
2) He insisted that they (should ) be informed of our descision
3．. 用于wish后面的从句，表示与事实相反的情况，或表示将来不太可能实现的愿望。
1）I wish I knew the answer.
2) Iwish I had known you earlier.
4. if only
if only则表示“如果……就好了”。If only也可用于陈述语气。
If only Dad were here.
If only he comes early.但愿他早点回来。
5. would rather +从句（从句中的谓语动词用一般过去时表示将来）
1) I’d rather you left me alone.
2) I’d rather you didn’t tell he now.
6. should have/could have+完成时表示“本应该、本可以”
1) None of us stopped to think and we should have.
2) We could have been good friends.
【同步练习】
一、单项选择
1. My husband has lost so much weight that you can hardly _______ him if you see him.
A. realize B. aware of C. recognize D. hold
2. I was about to leave _______ the telephone rang.
A. before B. as C. while D. when
3. They spent as many hours as they could ______ their lessons.
A. to study B. study C. studying D. studies
4. He has made another wonderful discovery, ______ of great importance to science.
A. which I think it B. which I think it is
C. that I think is D. which I think is
5. It was in that house he used to live the secret meeting was held.
A．where；where B．that；that
C．what；where D．where；that
6. The foreign guests, were scientists, were warmly welcomed at the airport.
A．most of them B．most of whom
C．most of that D．most of those
7. Africa is actually connected with Asia at the spot the Suez Canal was dug.
A．when B．where C．which D．and
8. It is getting hotter and hotter in Florida, is usual.
A．and B．it C．as D．that
9. Finally, the thief handed everything he had stolen to the police.
A．which B．what C．whatever D．that
10. Such a problem should be settled first.
A．like that is B．as this
C．as that this is D．like this is
11. I, your friend ,will try my best to help you.
A．that is B．which am C．who is D．who am
12. The first place we visited in that city was a big factory.
A．where B．in which C．that D．which
13. He must be from Africa, can be seen form his skin
A．that B．as C．it D．what
14. Have you ever considered _______ on a diet?
A. go B. to go C. going D. gone
15. I think Jim should have told his mother the truth, _________?
A. shouldn’t he B. hasn’t he C. haven’t he D. do I
二、完形填空
The cold weather of the last weeks has had a surprising result. Forty thousand Russian red-necked ducks have 1 in Britain where the weather is like spring to them.
The Russian red-necked ducks manage perfectly well at temperatures down to thirty degrees 2 zero. They wouldn’t think of 3 home at minus forty. But，as the weather gets colder， they make a quick 4 to take off together all with a single thought 5 “Go somewhere 6 .”
Last Tuesday the small 7 near my house was invaded by about three hundred Russian red-necked ducks, a noisy lot， though I must say they were not troublesome. Our local birds were at first quite 8 by these 9 from far away，and there were some obvious language difficulties too. At nine o clock I went down 10 to the edge of the lake，with a little bread and milk 11 our own birds. I saw them standing up， 12 the foreigners to eat up everything. But my worry proved 13 : the red-necked birds didn’t like the bread at all. Many of them 14 a mouthful，and threw up. In fact they pushed and fought to get away from the food，15 own birds looked at them 16 . My wife had 17 me down the path with a hopeless cake she had made on Monday evening. She had forgotten to turn off the electricity in time，and the cake got 18 . Now that， the Russian birds 19 ，though our birds wouldn’t touch it. We realized then the visitors were used to 20 bread probably， and my wife agreed to make some for them.
1.A. reached B. got C. arrived D. left
2.A. below B. under C. over D. above
3.A. staying B. leaving C. getting D. making
4.A. conclusion B. plan C. advice D. decision
5.A. by heart B. in mind C. in heart D. on mind
6.A. hotter B. colder C. warmer D. cooler
7.A. lake B. village C. town D. hill
8.A. pleased B. delighted C. moved D. upset
9.A. strangers B. passengers C. enemies D. pioneers
10.A. as ever B. as usual C. as often D. as before
11.A. form B. on C. for D. to
12.A. expecting B. expected C. watch D. watching
13.A. untrue B. true C. unnecessary D. necessary
14.A. tried B. ate C. had D. managed
15.A. your B. our C. their D. his
16.A. in sadness B. in a line C. in excite D. in surprise
17.A. followed B. walked C. made D. advised
18.A. burnt B. burned up C. burning D. burned down
19.A. sucked B. drank C. loved D. hated
20.A. white B. black C. green D. red
【参考答案】
一、CDCDD, BBCDB, DCBCA
二、CABDB, CADAB, CACAB, DAACB
篇3：牛津高中英语说课稿
精选牛津高中英语说课稿
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
篇4：精选牛津高中英语说课稿
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)
Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
Task 1: Similar sentences The English language enjoys various ways of expressing the same thing or idea. As we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ⑴It (a gap year) is more than just a long holiday(Line 50) A gap year is more than just a year away from studying ⑵Employers say they prefer to hire graduates who have taken a gap year (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part)
Task 2: Guessing from the context I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of the pass (Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54) ________________________ (The task helps students to recognize that in most language-leaning situations they will come across vocabulary they don’t know. With the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings)
Task 3: Benefits Students are asked to collect advantages of taking a gap year in the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch □ teach students to be independent; □ help students develop and grow; □ learn new skills; □ see life in a different way; □ be ready to face challenges; □ gain life experience (The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part)
Task 4: Recognizing the implied message I play a fourth VCR. While listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important periods in life. (With the task, students will know about how to plan a gap year and what taking a gap year really means to them. It gets them ready for the next task.)
Task 5: Understanding the title After reading the whole text, I will get students to focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves)
Part 4 Responding to the text I encourage the students to answer the question—what does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.
Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be critical readers. The students should be encouraged to make judgment about the author's text)
Task 2: After the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college (The task aims to consolidate the information they have learnt and also improve speaking and writing skills)
OK, so much for my teaching plan. Thanks for your attention.
篇5：牛津高中英语说课稿
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.
My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Indentifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressi or approaches to express the same thing or idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1. Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part cists of two tasks:
Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.
After it, I give a summary of their presentati as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.
（With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.）Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.
（With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. ）
篇6：牛津高中英语说课稿
Teaching Objects:
1. To enable the Ss to understand the reading strategy and use it;2. To help the Ss get a better understanding of advertisements;3. To enable the Ss express their ideas about advertisements and help them to build a proper idea about being smart about advertisementsTeaching key Points:
1. To help the Ss understand the reading strategy and guide them to practice using the strategy.
2. To help the Ss discuss the topic about advertisements.
Teaching Procedure
Step 1 Lead-in
1. Ask the Ss: What do you think of your school life?
----Try to connect the Ss’ answers with school clubs.
2. Group work
Suppose you are the organizer of the English Club in the school, try to say something to attract more students to join you. You can only use three sentences at most.
Ask some students to give their sentences and tell the Ss “What you did just now is in fact a kind of advertising.”Ask the Ss: Have you realized what you did just now is actually a kind of advertisement? ----introduce the topic of the class---AdvertisementsStep 2 What is an advertisement?
1. Ask the Ss “What is an advertisement?” Let them use their own words.
The Ss may have difficulty expressing it clearly and properly.----We are so used to advertisements that we often ignore them. So today we are going to read a passage about advertisements and try to learn more.
2. Ask the Ss to read the passage （the part of “What is an advertisement?”）to get the author’s definition of advertisements.
An advertisement provides information and uses persuasive languages and exciting images to encourage people to buy a product or service or believer in an idea.
3. More questions to help the Ss understand this part:
Where can we see advertisements? ---Media--- Billboard, newspapers, magazines, the Internet, radio, television…What types of advertisement do we have?---（1） Commercial ads （2）PSAs4. Show the Ss some pictures of the two kinds of ads and ask the Ss to tell which type they belong to.
It is very easy for the Ss to tell the types. Then ask:
What’s the difference between commercial ads and PSAs?
Commercial ads--- To sell things; to get profits and money.
PSAs--- To educate people
Step 3 Does an advertisement tell people the complete truth?
Up till now, we have learned something about advertisements and it is true that we can get a lot of information from advertisements. But do you think all the ads are trying to tell us the complete truth?
1. Ask the Ss to skim the text to get the author’s answer to this question “Does an advertisement tell people the complete truth?”-----Even if an ad does not lie, it does not mean it tells you the complete truth.
2. Ask the Ss to have a more careful reading and ask the Ss the discuss how the writer support his idea---The writer uses two examples to support his idea.
3. Then ask the Ss: Does the writer make any conclusion about this part?
---Yes. “We must not fall for this kind of tricks.”4. According to the above three parts, explain to the Ss the structure of expository writing:
（1） Even if an ad does not lie, it does not mean it tells you the complete truth--- Subject/topic（2） Two examples --- Supporting details（3） We must not fall for this kind of trick! ---ConclusionStep 4 Public service advertisements
Ask the Ss to use the idea of expository writing to read part 3. Ask them to find the topic, supporting details and conclusion of this part.
Subject/ topic―PSAs are meant to be helpful to educate people.
Supporting details―examples ---（1） Deal with large social issues（2） About public service projects
（3） Teach us how to live healthy lives
Conclusion --- All of these ads are meant to be helpful, and you can often learn a lot by following the advice they give.
Step 5 Structure of the whole passage
Now we’ve learned more about advertisements and the structure of the expository writing. Let’s come back to the whole passage to see whether the whole passage follows the structure or not.
Topic --- Advertisements
Supporting details---- （1） What is an advertisement?
（2） Does an advertisement tell people the complete truth?
（3） Public service advertisements
Conclusion ---- Be smart about advertisements!
You see, the whole passage also follows the structure and it will be easier for you to read or write an expository writing if you follow the structure. Now let’s have a practice.
篇7：第五讲 石雕
第五讲 石雕
无锡市第一中学中学
教学目的：
通过教学，使学生了解中国古代石雕艺术在几个代表性发展时期的成就及其艺术特点，学会欣赏中国古代石雕艺术的方法，提高欣赏陵墓雕塑的审美能力。培养学生对雕塑艺术的喜爱，对祖国悠久文化艺术的热爱，进而增强他们热爱祖国的情感。
教学重点：
1．雕塑的定义与分类及作品与社会的关系。
2．陵墓雕刻和佛教石窟造像为什么是我国古代雕塑艺术的重要组成部分。
3．我国著名的陵墓雕刻和佛教石窟造像及其艺术成就。
教学难点：
欣赏中国古代陵墓雕刻和佛教石窟造像应把握的特点。
教学时间：1课时
教具准备：课本、录象带、多媒体课件。
教学过程（）：
一．组织教学： （常规）
二．引入新课：
上节课我们欣赏了我国古代的陶塑艺术作品，这节课我们欣赏中国古代石雕艺术作品（出示课题，开始使用课件）。这两节课欣赏的艺术作品均属于雕塑艺术这一大类。
1. 雕塑的定义：
――运用多种物质材料、多种手段（雕、刻、塑、铸、焊等）制作的，反映社会生活、表达审美感情的三维实体的造型艺术。
2. 雕塑的分类：
（1）按材料分：石雕 木雕 泥塑、陶塑、金属雕塑 。
（2）按形态分： 圆雕、浮雕 、透雕（镂空雕）。
（3）按功能和放置地点分：城市雕塑、园林雕塑 、纪念碑或纪 念雕塑、室内雕塑、案头雕塑。
受“劳心者治人，劳力者治于人”的偏见压制，中国古代雕塑家地位低微，历史上的许多雕艺术杰作都不知道作者，更无从探究其个人风格，只能从把握总的民族精神和时代特征来认识理解中国古代雕塑艺术。
在欣赏之前，我们先来谈谈如何欣赏雕塑作品。
3．怎样欣赏雕塑作品
首先了解作品产生的时代背景，然后感受、体会作品的艺术魅力，进一步理解作品所表达的主题思想，最后通过分析雕塑作品的艺术特点（如：形象美、材质美、艺术性等方面的分析），提高我们的审美能力，达到自我陶冶的目的。
陵墓雕刻作品欣赏
陵墓雕刻产生的原因：
中国在旧石器时代晚期已有墓葬。自秦汉以来，由于统治阶级盛行厚葬，在帝王和王公贵族的陵墓前，一般都要设置石柱、石人、石头兽等，以显示他们的地位和威严。这些权贵们让最好的工匠用最好的材料，为他们制作随葬的陶俑和陵墓前的雕刻，所以往往集中体现了当时最高的艺术水平，同时具有明显的时代特征。
陵墓雕刻：是指陵墓建筑中的雕塑部分。陵墓建筑分为地面和地下两部分，。配合地面建筑陈设的各种石雕和石刻，为地面上的陵墓雕塑，一般来说最为常见，而且规模宏大，成就突出。地下雕塑，则是地下墓室壁面上的石刻、砖雕的浮雕以及画像石、画像砖等。
陵墓雕刻的特点，一是服从陵墓整体设计思想，具有象征性和寓意性；二是造型趋于神化和理想化。
如何理解陵墓雕刻这两个特点呢？首先应明白陵墓雕刻是陵墓建筑不可分的重要组成部分。古代人认为：人有灵魂，灵魂不死，应让灵魂有个去处，最好的去处是升入“天堂”。于是人们就修陵墓，并且将其设计成象征天界的模样，埋葬死者时要引魂，通过陵墓进入“天堂”。所以，帝王陵墓建筑布局，一般是四面有围墙，设神道，建石阙门。石阙、石兽（神兽）在墓地组成天界的象征。
陵墓雕刻的题材分为仪卫性和纪念性两类。仪卫性题材是按一定礼仪确定的，有华表、神兽、鞍马、狮虎、文武侍臣、碑碣等。纪念性题材，是为了纪念死者特殊的功绩设立的。例如，唐太宗昭陵墓前，雕刻其生前有战功的六匹爱马浮雕，即著名的“昭陵六骏”。为它们雕刻的高浮雕高1.7米，宽2米以上，其形体略小于真马，有的昂首立姿，有的慢步行走，有的快速奔驰，着重体现马的勇敢、驯良的特性和充满生命力的蓬勃精神。在雕刻手法上严谨写实，刀法简练，结构准确，比例合适，形体浑厚，富有立体感，整体效果概括简明，极为生动传神，其独特的艺术价值使其享有盛名。
无论那种题材的雕刻，都有象征性和寓意性。例如，华表象征“王者纳谏”。天禄、麒麟等神兽（头上长双角的称“天禄”， 头上长独角的称“麒麟”，只能用于帝王陵墓。）既是帝王高贵非凡的自我标榜，又是封建法权不可触犯的象征。俯首屈膝的石马、石羊、石象等，象征驯服与祥瑞，是天下万民供奉天子的化身。这些具有象征性和寓意性的雕刻，构成宏大威武的气势，给人以既富丽又庄严冷峻的感觉，使人 产生崇高感，达到宣扬封建法权之目的。例如江苏南京和丹阳一带的南朝陵墓前的石兽，在重视雕刻的整体感的基础上，都十分强调艺术的夸张和变形，形体上没有繁琐的细节, 使整个石兽的形体显得更单纯，更富有表现力。例如，《萧景墓石辟邪》，其形态为挺
胸昂首、张口吐舌，似正在发出震天吼声。它是用整块方形石雕刻而成，在平原之上硕大的体量具有很强的艺术辐射力，仿佛它在控制着这一地域。在各种角度观看，它都给人以气势宏大、雄浑稳定的感觉。所以，当人们还没有走近这些石兽的时候，在没有弄清它的`具体形象和细部刻画之前，首先获得的是一个形式美的感受，这就是雕塑艺术特别讲究体积意识的原
因。这些造型高大厚重、气势逼人的石刻所显示的矫健有力的外轮廓，给人以难以忘怀的印象，使人产生对于悠久历史的追忆和丰富联想。
陵墓雕刻服从于一定的程式，并遵循统治者的审美标准进行造型。例如，人、兽都雕刻成富有装饰性和富丽感，使其具有理想化、神化的特点。这种程式规范的艺术造型，隐含着统治者祈盼社稷江山永久稳固的心理。 （放映录象）
佛教石窟造像作品欣赏
佛教石窟造像产生的原因
马克思主义认为，宗教是一种社会意识形态。原始社会的人们无法抗拒各种自然灾害（火山、雷电、山洪、地震等），对变化莫测、庞大而神秘的自然现象不 能理解，从而引起了恐惧、惊慌和缺乏信心，这种力量主宰着人们的一切，只有用膜拜、祈祷或用巫术、祭咒、舞蹈等仪式去影响它们，才能消灾降福，保证生产和生活的顺利进行，因而产生了原始的宗教。进入阶级社会以后，阶级压迫有时往往比自然灾害更惨重，统治阶级为了维护他们的统治，总是利用宗教迷信欺骗和麻痹人们的思想，阻绕人民的革命斗争。所以，列宁指出：“宗教是麻醉人民的鸦片。”宗教的本质是唯心主义，但是在一定的历史条件下，对于一时还找不到正确出路的人民大众，又往往是一种心灵的慰藉和寄托，也曾起到一定的积极作用。正如鸦片既是毒品，又是药品，这说明宗教是一种极其复杂的社会现象。
宗教艺术也是这样。一般来说，古代创造的宗教艺术，当时是一种宗教宣传品，宗教艺术所体现出来的艺术成就，是人民群众智慧的体现，是人类宝贵的艺术财富。所以，古代遗留下来的宗教艺术，可以成为我们今天观赏的对象。
中国古代流传下来的宗教艺术，主要是佛教石窟艺 术。所谓石窟，是指依山开凿的佛教寺庙。源于佛教诞生地印度，据说佛教创始人释迦牟尼是在山洞中修道成佛的，为了纪念他，也为了便于信徒们的出家修行，古代印度人便选择远离城市的僻静山崖开凿洞窟，并雕塑佛像和绘制佛教壁画。
享誉世界的四大石窟：
敦煌石窟，麦积山石窟，云岗石窟，龙门石窟。
1．云岗石窟：
云岗石窟是世界闻名的佛教雕塑艺术宝库，位于山西大同五周山北崖。因其山势波折如云，故名云岗 。云岗石窟依山开凿，始于北魏文成帝和平元年（公元460年），东西绵延一公里，现存大小洞窟53个，佛龛1100个，大小石雕造像51000余身。15来，云岗石窟经风雨地震虽有损坏，但近百年中人为破坏更为严重，帝国主义国家博物馆中藏有从中盗窃的佛头达数百之多 。
课本所选第20窟佛像，由于地震，该窟前半山崖崩塌，致使大佛暴露在外，巍然独存。大佛高13.5m，面相广圆，两颊丰满，鼻高宽厚、直通广额，眉长弯挺，目光下俯，微含笑意，表情含蓄，于庄严中流露出慈祥，于和蔼中显出威严，具有稳重如山的崇高感和高深莫测的神秘感。外着袒肩袈裟，衣纹条条排列形成富有节奏的韵律美。佛像造型，手法洗练，显示出雕刻家高超的艺术技巧和宏大的气魄，艺术成就极高，为云岗石雕艺术的代表作和云岗石窟的象征。
2． 龙门石窟：
在河南省洛阳市龙门口伊水两岸长达一公里的山崖上，布满佛教石窟，这就是驰名中外的龙门石窟。现存窟龛多个，大小造像10万余尊，佛塔40余座。奉先寺建于唐代最盛时期，是最大的像龛。奉先寺像龛前，曾有木结构建筑，后被毁。龛南北宽36米， 东西长41米。龛内主尊卢舍那坐佛是释迦牟尼报身像，通高17 .14米，头高4米，耳长1 .9米。保存完好的佛像头部造型，饱满秀丽，轮廓极为优美。雕刻者突破佛经束缚，融进中国女性优美的外部特征：螺形发髻，额部宽广，眉如弯月，丰颐秀目，鼻梁笔挺，厚唇小嘴，嘴角微翘，带有笑意，身姿端庄稳重，流露出高贵典雅的气质和雄图大略的英雄气概。其形象与记载的武则天“广额方颐”的相貌相吻合，实质可能是以武则天为模特儿，难怪大佛宛如高贵慈祥的中年女性。11躯雕像整体为对称布局，主尊居中，余者像众星拱月般烘托主尊，结合为富有变化统一的整体，是唐代石刻艺术的典型代表。
3．大足石刻：
大足宝顶山位于四川大足城北，全山共有窟群18处，造像10000余尊。宋代的石窟造像具有世俗化的倾向，《养鸡女》即为代表。这一反映农家日常生活场面的雕像，极为生动亲切，富有生活情趣，将严肃的宗教内容表现得极有人情味。
三．小结。
篇8：《弟子规》第五讲
《弟子规》第五讲
【原文】有余力 则学文
【注解】学会做人，再学知识。
【讲解】有余力，指的是我们已经做到了：孝、悌、谨、信、爱众、亲仁这六条，我们才算是有了做人的基础，这时候才可以去学习文化知识，准备做事。“先学做人，后学做事”，这就是古圣先贤的教育。做人是根本，做事是枝叶;如果连根本都没有，枝叶长在哪里?做人讲的是德行，做事讲的是才干。
有德行又有才干叫做“正品”，有德行却无才干叫做“次品”，无德行而有才干那是“毒**”，无德行也无才干叫做“废品”。对社会危害最大的是“毒**”，现在那些造假的、高科技犯罪的哪个不是有才干的人呢?古时候选拔人才是“举孝廉”，把人品放在第一位，才干只是第二位的东西。
中华民族的祖先很慈悲也很智慧，担心后代子孙迷失了教育的方向和内容，就把它写成了汉字“教”。“教”字：左边是“孝”、右边是“文”。“孝”是孝道、“文”是文化、文明教化。所以，从字形上就能够看出“教”字的内涵就是：孝道文明的教化。“首孝悌”就是告诉我们：教育从孝道文明的教化开始;“有余力，则学文”就是告诉我们：教育到学习知识结束。“教”如果没有了“首孝悌”的“孝”，结果就只剩下“则学文”的“文”了。
看一看现在的教育体制，孝、悌、谨、信、爱众、亲仁这些统统不学;直接学文，结果呢?培养出来的多是一些不忠、不孝、不仁、不义、无礼的人。近百年来中国推行的“西化”教育存在着巨大的隐患，跟“列强”们学到了做事的知识，却丢掉了祖宗做人的学问。
量的积累到80、90后的大部分人身上，就能看到质的变化：有文凭没有人品，有学历没有能力，有知识没有学问，有观念没有信念，有梦想没有理想，有享受没有忍受，有外貌没有礼貌，有恩宠没有感恩。
如果现在还不亡羊补牢施以教化，当国家和企业的重任交接到这代人手上的'时候，他们极有可能会成为国家、企业乃至人类的“终结者”!
《弟子规》里八句精髓
一、不会与别人积极互动，何谈职场生涯的幸福与成功
《弟子规· 入则孝》第一句话就是 ：“父母呼，应勿缓。”
为什么要这样做呢?有的家长立刻提出，这种对父母的绝对服从，会不会让孩子丧失自我，会不会太严厉了?其实这是要我们必须和大家一起建立一个良性的互动关系。当你向别人发出请求配合你工作的信息后，别人会前来配合吗?而这很大程度上取决于平时别人需要你配合工作的时候，你的反应。如果平时与同事就有非常好的互动，大家感觉彼此和谐顺畅，很开心，那么，你发出请求信息的时候，别人当然也会欣然而至。很多独生子女的家庭，对孩子没有培养出“分享、互助”的思维习惯，而是觉得世界都是该来帮助我的。这样，他的良好互动越来越少，何谈职场生涯的幸福与成功?
二、人生大事，无一不是顺势而为
《弟子规》里有一句话：“父母责，须顺承。”
有人会说，现在我们不是讲要培养孩子的独立人格吗?不是讲平等吗?为什么《弟子规》让我们在面对父母的批评时，要无条件地全部接受呢?其实这是在培养我们顺势而为的好习惯。生活中，我们会发现，与人沟通是很有讲究的，说话的方式等都很重要。人人都需要尊重，都希望自己被人尊重。可是，当你说件事情，对方毫不客气跟你大唱反调的时候，往往同样的事情，沟通的结果却大相径庭。这就是逆势说话的结果。有的时候，同样的话，如果能先考虑对方的感受，不反驳他，先承认对方的道理，然后再陈述自己的观点，则效果可能就完全不同。那么，我们该怎么办呢?其实对父母的批评，就是应该先顺着接受，不要在当时顶撞。如果你在家里学会了保护别人的情绪，学会了顺势而为，将来在社会上，也会更加从容。
三、体察温暖传递温暖的能力至关重要
《弟子规》里有一句话：“冬则温，夏则凊。”
古人提出“冬则温，夏则凊。”，难道是让小孩子去暖被窝吗?当然不是。这是古人培养孩子“体察温暖”的一种方式。是要求孩子体会父母的付出，然后用自己的温暖去与父母互动的一种方式。这样的孩子长大了，也能体察到世界的各种温暖，然后与周围的人互动，使自己与周围的关系逐渐变得和善。这样的人，生活应该是幸福的。而当孩子觉得这世界的一切就该是为自己准备的，一切都该顺着自己的时候，就容易形成心理定式，将来长大了，受苦的却只能是他自己。
四、把善的意愿表达给他人，是一种生存的能力
《弟子规》里有一句话：“晨则省，昏则定。”
原意是子女要早晚问候父母，侍奉父母起居。现在，甭说侍奉起居了，单单是早晚问候，可能很多孩子都做不到。所以《弟子规》的这种要求基本是现代人难以做到的。那么，古人这么做，到底有什么道理呢?人是生活在社会中的，需要互相协调;如果缺乏沟通，则会有无限的不快。修行不在高山之巅，它就在你生活和工作中点点滴滴的与人为善中。在生活中随时发出善的能量，把善的意愿表达给他人，这是一种生存的能力。如果你能这样，则生活会幸福很多。对于成年人，我们今天能否做到每天问候年迈的父母?我看未必。很多人常年在外工作，很久都不给父母打一个电话。要知道，父母电话里说自己不想念孩子，其实心里无比思念。那么，我们能否及时打个电话给予父母关爱呢?你怎么做，你的孩子会看在眼里，学在心里。
五、事业，是需要坚持的
《弟子规》里有一句话：“ 居有常，业无变。”
当下，社会节奏如此之快，怎么可能不换工作或者学业呢?怎么可能在一个地方一直住下去呢?古人为什么要这么要求做儿女的呢?
首先，这是要让父母能够随时联系到你，随时可以找到你，随时知道你的情况，这样父母才会安心。这是孝顺的一种体现。实际上，“居有常”培养的是孩子获取空间稳定感的能力。
其次，把一件事做到极致就是成功。事业，是需要坚持的。这个世界上，有的人心很容易安定，集中精力从事自己的事业。而有的人心总是游荡不定，这样做事自然不能专心，难以成事。而两者的差别，就在这种空间稳定感上。这有先天性情的因素，也有儿童时期培养的因素。如果在儿童时期，家长能给孩子讲这种安定的重要性，讲为什么要这样做，孩子心中自然会有这样的观念。当他们长大了，这种能力则非常关键。我们今天工作的节奏非常快，大家都在寻找新的机会，但有时候欲速则不达，反而是静下心来，认真把眼前的事情做好，不断累积，最终比四处奔走的那个收获更大。
六、做事任意妄为，势必害人害
《弟子规》里有一句话：“事虽小，勿擅为。苟擅为，子道亏。”
我们人生中一个很大的问题，就是过分关注“大”，嫌弃“小”，忘记“大”是由“小”构成的。生活中，为什么抱孩子的人特别难打车?就是因为很多司机发现现在很多孩子上车根本就没有什么规矩。有穿鞋在座位上乱蹦乱跳蹦的，还有对着座椅撒尿的。这是什么?这就是“擅为”，完全没有考虑别人的感受和利益，这是家长纵容的“擅为”。这样的纵容，往往会让孩子丧失做事的协调能力，因为他觉得一切都是为我准备的，我不需要考虑别人。那么，当他长大了，做事也会很少考虑他人，这样的人，在单位能受欢迎吗?很多家长说，等他长大了就明白了。其实，小时候形成的思维惯性，还真就可能改不过来。因此，“事虽小，勿擅为”告诉我们：教育孩子在做事的时候，要考虑周围的关系，考虑周围人的利益与感受。这是教育孩子如何获取在生活空间中协调做事的能力。“苟擅为，子道亏”首先要关注的，应该是家长的教育，让家长自己做到教育孩子关注细节，注意他人，排除自私的想法。
七、自私的人最终都会失败
《弟子规》里有一句话：“物虽小，勿私藏。苟私藏，亲心伤。”
这句话在告诉我们：学会分享，你会更幸福。人获得幸福的过程，也是不断克服自己私欲的过程，就是学会分享的过程。我们不是独立存在于这个世界上的，我们与这个世界是一个整体。在这个整体中，自己的利益是依赖于他人的，是与他人互相关联的。他人好了，自己才会更好。新东方的俞敏洪先生曾经讲过，大学时与他同一宿舍的一位同学就因为从不肯与同学们分享自己的苹果而被同在新东方工作的其他同学拒绝加入。为什么呢?因为品性问题。吃苹果只是一件小事，但是，可以看出这个人不懂与人分享，比较自私。合伙，是需要大家把利益放在一起，一起努力的。如果有一个人自私，就会把整个气氛给破坏了，这会是毁灭性的打击。为什么那些很自私的人，总是在社会上难以真正立足?因为，每天每一刻，你的种种线索，都被别人看在眼里，大家在随时评判，这决定了你未来合作机会的多少。而懂得分享的人往往能够有一番作为，是因为他的品性早已展示给大家了。
八、《弟子规》在教我们有效沟通的大智慧
《弟子规》里有一句话：“怡吾色，柔吾声。”
为何要训练我们“怡吾色，柔吾声”呢?这是一个“有效沟通”的训练，和颜悦色地与对方沟通，问题会解决得更好。在生活中，我们会维护自己的地位，以便在群体中不会被埋没。这种维护自己的地位的行为，我们今天叫作维护自尊。这种本能，在我们每个人身上都有。
篇9：牛津高中英语重点复习题
牛津高中英语重点复习题
牛津高中英语重点复习题
Reading(阅读部分)
es: 1. F (1992) 2. F (In 1995 he bre the M wrld recrd) 3. T
（三）
Iprtant phrases:
（四）
Hw t enter:
Language pints
1. Entering a sprt int the Olpics can be a lng prcess. (P38)
许多，大量 Man, an a / an,
(4).供养，抚养
(4).供养，抚养
（三）
Iprtant phrases:
Step2. Fill in the blans:
2. Entering a sprt int the Olpics can be a lng prcess. (P38)
使一个体育项目进入奥运会有时会是一个很长的过程。
can:. 这里can 用来描述特有的'行为或情形，常译为“有时会”
eg: Children can seties be ver tiring.
It can be ver cld here, even in Ma.
2. These sprts were usuall reved…t ae wa fr…(P38)
give wa t sth./ ae wa fr sth.
(1.) t be replaced b sth, esp. because it is better, cheaper, easier被取代替代
eg:
__________________________________________________.
商店倒闭了被一个新开的饭店所取代
(2.) allw space r a free passage 让路
As is nwn t all, all traffic has t ae wa fr fire-engine.
__________一路上，一直； 大老远 ___________顺便说一声；在途中
b wa f 经过，经由 find ne’s wa ______________
___________ 在某种程度上；有点，有几分 in n wa 决不
in the/ne’s wa挡路 lead the wa ____________
_____________ 迷路 ___________ （辛苦地）前进，行走
________ 没门 n the/ne’s wa (t)在途中；渐趋于
under wa （船只）航行中，（计划）进行中
篇10：牛津高中英语课堂教学实录
《Fit for Life》
Fit for Life
新课标单词
historian n. 历史学家 recipe n. 处方;食谱，菜谱 physician n. 医生，内科医师
bark n. 树皮;(狗)叫，吠 vi. (狗)叫，吠 chemist n. 药剂师;化学家
trial n. 试用;试验;考验 tablet n. 药片;写字板，书写板
standardize vt. 使符合标准，使标准化 best-selling adj. 畅销的
painkiller n. 止痛药，镇痛剂 author n. 作者 heart attack 心脏病发作
thin vt. & vi. (使)变稀，(使)变薄，(使)变淡;(使)变细
block vt. 阻塞，阻挡;妨碍 length n. 长度 contemporary adj. 当代的;同时代的
Scottish adj. 苏格兰的 note vt. 发现，注意到;记录 transparent adj. 透明的
application n. 应用，运用;申请 name vt. 命名，给……取名
unable adj. 不能的，不会的 chemical adj. 化学的 purify vt. 使纯净，净化，提纯
quantity n. 量，数量 widespread adj. 普遍的，普及的，广泛的 lung n. 肺
mass adj. 批量的，大量的，大规模的;群众的，民众的
n. 团，块，堆;较大部分，主体部分;体积，大小，群众，人群
rapidly adv. 迅速地，快速地 powerful adj. 效力大的，强效的
wonder adj. 非凡的，奇妙的，奇特的，神奇的
n. 奇迹，神奇;奇观;惊奇，惊讶
millions of 数百万的，大量的 relief n. 减轻，缓解;轻松，宽慰;救济，救助
potential adj. 潜在的，可能的 enquiry n. 询问，咨询 ward n. 病房
fundamental adj. 基础的，根本的;重要的，至关重要的
handful n. 少数，少量;一把 annual adj. 每年的，一年一次的
arrangement n. 安排;排列 receptionist n. 接待员，招待员
pleasure n. 愉快，快乐;乐事 eyesight n. 视力 adjustable adj. 可调节的
magic adj. 有魔力的，不可思议的，魔术的 needle n. 针 art n. 技艺，技术
sharp-edged adj. 有锋利边缘的 swollen adj. 肿胀的 arrowhead n. 箭头;箭头状物
sharp adj. 锋利的锐利的;尖的;突然的，急转向的;尖刻的，辛辣的;灵敏的，敏锐的
fine adj. 细的，纤细的 point n. 点，位置;尖端;要点;分数
insert vt. 插入;嵌入 symptom n. 症状 function n. 功能，作用
heartbeat n. 心跳 addiction n. 上瘾，沉溺，入迷 overeating n. 过量饮食
relieve vt. 减轻(病痛、忧虑、负担等)，缓解;救济，救助 unclear adj. 不清楚的
课文出现短语
1. keep us healthy 2. open up 3. carry out 4. give up 5. come true 6. figure out
7. go wrong 8. put off 9. put up with 10. make out 11. call back 12. look out for
13. at certain points 14. find out 15. if so 16. recommend doing
17. in contemporary society 18. in large quantities 19. trun into
20. be fundamental to (doing) 21. a disease called malaria 22. look into
23. look down upon 24. put through 25. come up 26. remind sb to do
27. be based on 28. block from doing 29. focus on 30. reduce the risk of
31. try out 32. due to 33. in addition to 34. have an influence on
35. leave behind 36. ask for 37. set up 38. put off
39. take measures to do 40. let … out of 41. be connected with
一.单词应用
根据单词的首字母或汉语意思填写正确单词，注意形式变化。
1. A p____________ is a person who has general skills to treat physical problems.
2. Penicillin was d___________ in the mould that grew on a special transparent jelly.
3. He is the a__________ whose books are best-selling this year.
4. Stoke is a type of serious illness when blood vessels in the brain b_____ suddenly
《Sailing the oceans》
Listening and Speaking
Teaching Aims: 教学目的
1. Review the words and structures in the last period.
2. Finish the listening exercises in this part and improve the students’ listening ability.
3. Talk about sailing.
Teaching Important Points:教学难点
Finish the listening exercises.
Teaching Methods:教学方法
1. Talking method to improve the students’ speaking ability.
2. Listening method to train the students’ listening ability.
3. Pair wok to make every student take an active part in class.
Teaching Aids:教学工具
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Listening
Listen to the tape and ask the students to finish exercise 1—3 on page 19.
Suggested answers:
Answer key for Exercise 1:
maps; stars; clouds; waves; currents; birds
Answer key for Exercise 2;
Sailors from
Sea or Ocean
Skills
Phoenicia
Mediterra?nean
Used the sky to find their way
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