2015-2016学年 译林版 必修三 Unit 1 the world of our senses 单元测试 (2)
译林版高中必修三 Unit 1 Section Ⅶ Writing——叙事类记叙文
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其篇章构成形式为三部分： 开篇：交代事件背景——时间(when)、地点(where)、人物(who)、 事件的起因(why)等。 主体部分：叙述事件的发生、发展以及结果，可分若干段落来写。 结尾：表达感想、愿望等。
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[亮点句式] 1．When they take part in an international camp，Chinese students are given the chance to go abroad，meet new people and get involved in all sorts of activities. 当中国学生参加国际夏令营时，他们会得到出国的机会，见一见 新面孔，参与各种各样的活动。
I _f_ee_l_q_u_it_e_g_u_il_t _____ for that.
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3．我开始考虑要帮忙做点什么。(“疑问词＋不定式”结构作宾 语)
I begin to think about _w_h_a_t _to_d_o__to_h_e_lp______．
4．我突然想到一个主意：为什么不彻底打扫一下房间呢？(why not...)
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At this very moment ，my parents came back and were quite surprised to see all the rooms tidy and floors shining.My mother gave me a hug and I could see satisfaction in her eyes.Tired as I was，I never felt so happy.
忙于 帮助某人做家务 大扫除 收集
新牛津译林版高中英语必修三unit 1《the world of our senses》reading优秀教案(重点资料).doc
Unit 1 The world of our senses ReadingFogTeaching Aims:●To improve the reading skill●To learn reading strategy.●To learn important words and phrases.Teaching Procedure:Step One: Leading-inAsk students to discuss and hel p them prepare for the reading.1. What’s the weather like today? Do we sometimes have foggy days here?How do you feel on a foggy day?2. Have you ever lost your way in the fog?What would you do if you got lost in the fog?3. What sense or senses do you think we can use on a foggy day?Step Two: Reading Comprehension1. Fast reading. Ask students read fast and finish part A.Why did Polly leave work early that day?Because there w as a thick fog that afternoon, and she wondered if the bus would still be running.Why did Polly take the Underground to Green Park?Because it was too foggy for the bus to go to King Street.What was the weather like outside the station?The fog lay like a thick, grey cloud.2. Second reading. Ask some questions and true or false statements to help them understand better.The fog was very thick in the morning.When she got to Green Park, the weather turned out to be fine.Polly got to Green Park by train.The old man carried an umbrella in his hand.Keys: F, F, T, F3. Third reading. Read again and get detailed information about the story.4. Deep understanding. Ask more questions to understand deeply.Step Three: Reading strategyAsk students to read the story again using the reading strategy.Step Four: Post-reading DiscussionAsk students to discu ss the questions.1. What is the personality(性格特点) of the old man?2. What can we do to help those disabled like the old blind man?3. Did you ever lose your sense of taste or smell when you were ill? How did you feel?4. Some people talk about a ‘sixth sense’. They say it helps people know about things before they happen. Do you believe in a ‘sixth sense’? Why or why not?Step Five: HomeworkFinish A1&A2 on Page 90 of the Workbook.。
牛津译林版高中英语必修三Unit1The world of our senses Section A Welcome to the unit
高中英语学习材料（灿若寒星*制作整理）Unit 1 The world of our senses Section A Welcome to the unit & ReadingI.单词拼写(根据汉语提示，写出空白处各单词的正确形式)1. The gate is too (狭窄的) for a car.2. Let me go shares with you in the taxi(车费).3. Much to my (宽慰), the car was notdamaged.4. She (抓紧) the rope and pulledherself up.5. I won’t agree to drive there; there’s(无处) to park.6. If you walked lightly, your (脚步声)will not be heard.7. The weather (预报) said it would bea dry sunny day tomorrow.8. I would be (感激的) if you could keepthis a secret.9. The electricity went out and the building was in(黑暗).10. We were (忧虑的) about Mary’ssafety, when she was doing the rescue work in Japan.II.根据文章内容填空1. a foggy afternoon, wondering2.the buses would still be running, I left work earlier than usual. Once out in the street, I hurried toward my usual bus stop, only to be told the bus could not run 3. far as King Street that day. I had to 4. the underground to Green Park station, where there was no one in sight. As I walked5. the narrow street, I heard footsteps6. , but when I glanced around, I found the footsteps gone. Suddenly I was frightened by a man’s rough hand brushing my cheek. He said sorry to me and moved away. Then I heard the footsteps again. I felt7. frightened that I couldn’tmove at all. Luckily, it was a blind man 8.offered to help me, and with his help I got to my living place, 86 King Street.III.单项填空1. (2012·长沙高一检测)She it for along time—so long, that she fell asleep.A. glanced atB. glared atC. stared atD. observed at2. (2012·深圳高一检测)Now we are leaving thebusiness district and the harbour.A. approachB. approach toC. approachingD. approaching to3. (2011·广州高一检测)—I wonder if she will showup at the concert.—She will. She is only too to watch the famous director.A. anxiousB. proudC. interestedD. satisfied4. I promise that I’ll find him, he is.A. howeverB. wheneverC. whereverD. no matter5. Dogs are clever animals and they can be trainedto houses.A. look forB. watchC. watch outD. watch out for6. Once , the cultural palace will be opento the public.A. completedB. being completedC. completingD. to be completedD. was encouraged7.(2012·天水高一检测)To our , Jane’sillness proved not to be as serious as expected before.A. judgementB. reliefC. opinionD. hope8. At the railway station, the mother waved good-byeto her daughter until the train was . A. out of sight B. out of reachC. out of orderD. out of love9. My little sister was found on thebicycle, trying to balance it.A. sitB. to sitC. sittingD. sat10. Tom’s keys to his house were to be found, so he had to go to John’s place for the night.A. nowhereB. everywhereC. somewhereD. anywhere11. We are about the instructionson the bottle.A. confusing; confusingB. confused; confusedC. confusing; confusedD. confused; confusing12. Dogs have a very good of smell andare often used to search for survivors in an earthquake.A. senseB. viewC. meansD. idea13. After going far, we did not want toturn back.A. enoughB. muchC. suchD. that14. Polly wanted to run, but fear held her .A. quietB. calmC. stillD. peaceful15. I thought the work would be very difficult. Thetruth is it is very easy.A. thatB. whatC. whyD. when16. There was a look on his face when hemet the problem.A. confusing; confusingB. confused; confusedC. confusing; confusedD. confused; confusing17. The patients were over a period ofseveral weeks.A. watchedB. noticedC. observedD. stared at18. We must the rules, otherwise we shallget punished.A. breakB. watchC. observeD. fall19. After a quick at the patient the doctorrang for an ambulance.A. glanceB. lookC. glareD. stare20. , the problem seemed very easy.A. On first glanceB. At first glanceC. With first glanceD. Upon first glance21. (2012·忻州高一检测)Snow shows theof the winter; it’s getting colder and colder.A. disadvantageB. approachC. headlineD. achievement22. Can you the light switch from whereyou’re sitting?A. reachB. returnC. lookD. receive23. (2011·四川高考)Always remember to put suchdangerous things as knives out of children’s .A. touchB. sightC. reachD. distance24. for the dog. You’d better it.A. Look out; get away withB. Watch out; get away fromC. Block out; get close toD. Be careful; get out of25. The general manager suggests those foundin the office should be fired immediately.A. smokeB. to smokeC. smokingD. smokedIV.阅读理解For many years, no one could communicate with people who had been born without hearing. These deaf people were not able to use a spoken language.But, beginning in the 1700s, the deaf were taught a special language. Using this language, they could share thoughts and ideas with others. The language they used was a language without sound. It was a sign language.How did this sign language work? The deaf were taught to make certain movements using their hands, faces and bodies. These movements stood for things and ideas. People might move their forefingers across their lips. This meant “You are not telling the truth.”They might tap their chins with three fingers. This meant “M y uncle”.The deaf were also taught to use a finger alphabet (字母表). They used their fingers to make the letters of the alphabet. In this way, they spelled out words. Some deaf people could spell out words at a speed of 130 words per minute.Sign language and finger spelling are not used as much as they once were. Today, the deaf are taught to understand others by watching their lips. They are also taught how to speak.1. In the 1700s, the deaf were taught .A. to speakB. a sign languageC. to watch othersD. spoken language2. Sign language is .A. not used as much today as it once wasB. used as much today as it once wasC. no longer used in the schoolsD. never used as much as today3. The deaf “talked” to other people.A. by shouting and singingB. by moving their hands, faces and bodiesC. without using any lettersD. without using any languages4. The story as a whole is about .A. learning to spellB. teaching the deaf to speakC. how the deaf communicateD. understanding Indian sign languageV.任务型阅读请认真阅读下列短文，并根据所读内容在文章后图表中的空格里填入最恰当的单词。
牛津译林版高中英语必修三Unit 1《The world of our senses》(Language points)word教案
Unit 1 The world of our senses Language points Teaching aims:1. Enable the s tudents to learn vocabularies and language points in the text.2. Help the students to learn and use more literature expressions.Teaching important and difficult points:Help t he students to use these language points properly.Teaching proce dures & waysLanguage points:1. Once out in the street, she walked quickly towards her usual bus stop.once conj. 一旦……就；当……时候e.g. We didn’t know how we would cope once the money h ad gone.一旦钱花完了，我们就不知道该怎么办了。
2. As Polly observed the passengers on the train, ...observe v. a. to see or notice sb / sth看到，注意到，观察到b. to watch sb / sth carefully观察；监视c. to obey rules, laws, etc遵守（规则、法律等）猜猜下面各句中的observe的含义与上面哪种释义相匹配。
(1) The speed limit must be strictly observed. (c)(2) The far side of the moon is difficult for us to observe. (a)(3) They are observing her movements. (b)observe的常见用法:observe sth.observe sb. that clause / wh-clauseobserve sb. doingobserve sb. do3. While the rest of the passengers were getting out, she glanced at the face aroundher.… standing with his hand resting on her arm.‘Would you like to come in and rest for a while?’注意主谓一致：e.g. Here are some books, these two are for my brother, the rest of them are foryou.这有些书，这两本是给我哥哥的，剩下的是给你的。
新牛津译林版高中英语必修三unit 1《the world of our senses》task优秀教案(重点资料).doc
Unit 1 The world of our sensesTaskTelling a storyTeaching Aim:●To learn and practice their listening, speaking, reading and writing skills●To learn how to tell a story.●To get some practical advice on plotting a story.Teaching Procedure:Step One: Leading inDo you like reading stories?What kinds of stories do you like reading? Why?What are the common elements in stories?Step Two: Skills Building 1Ask students what stories they li keAsk students what the common elements are in stories.1. StartThe start of the story introduces the background of the story and the main characters. I t answers these questions: Who? Where? When? Why?2. BodyThe body of the story te lls about the problems experienced by the characters,e.g., a problem the main character wants to solve or something he/she needs tolearn from the experience.3. EndingThe ending of the story tells how the problem is solved or how the story ends.Step Three: PracticeAsk students to complete a checklist. And give an ex ample.Step Four: Skills Building 2Help students to recognize different elements of a comic strip and ask them to practice.Ask students to tell a story according to the pictures.Work with your group members to work out a surprise ending according to the five pictures given in Part A. You should draw a picture, write a caption and add thought, speech or sound bubbles where necessary.Prepare a story with a surprising ending. And practice it.Step Five: Skills building 3Help students to use adjectives and adverbs in the stori es.Help students to learn how to describe different things.Step Six: Writing storiesAsk students to do exercises in the textbook an d share their stories. At the same time help them write th eir stories.Step Seven: Homework:1. Do part B on Page 97.2. Prepare a story with a surprise ending.3. Preview Project.。
牛津译林版高中英语必修三Unit1《Theworldofoursenses》Task课件
1.What kinds of words are the words in red and blue? 2. What is the function of them?
(make the story more interesting and lively)
Skills building3: using adjectives and adverbs in stories
1. Ask students to do part A.
2. Part B: ask students to present their stories.
◆ tone of voice ◆ loudness ◆ rhythm of speech ◆ the expression on your face ◆ body language ◆ eye contact ◆ hand movements ◆ stress
and viewpoints. 3. to make comments, concentrate on a certain word
or phrase and link clauses or sentences.
Practice:
Do the exercise on page16.
Step3: improve your story
About a block from my apartment , I heard a sound behind me. I turned quickly, half expecting to see someone
with a knife or a gun. The street was empty. All I saw was a shining streetlight. Still, the noise had made me nervous, so I started to run faster. Not until I reached my apartment building and unlocked the door did I realize what the noise had been. It had been my wallet falling to the sidewalk.
牛津译林版高中英语必修三Unit 1《The world of our senses》(Project)教学设计
单元：Unit 1 The world of our senses板块：Project课堂设计指导思想：本节课是以听、说、读、写为主的project教学课。
本板块的教学以文章阅读为铺垫，重在完成计划、准备、写作，呈现的任务。
而素材的搜集范围，文章的结构，呈现的方式都可以参考阅读的内容。
因此做好阅读疏导和任务安排对最后的成果呈现是否成功有至关重要的作用。
本板块第一教时主要解决文章的理解和疏通，和任务的安排；第二课时需在几天之后进行成果汇报，提倡学生用多种方式，如海报，模拟电视播报，角色扮演小品，记者招待会等。
Teaching aims:1. Get to know something about sharks and pigeons.2. Learn to follow the structure of each passage.3. Group work: Four student s a group. Choose an animal and write a passage about it then produce a TV show.Teaching procedures:Period OneStep 1. Introduction (ppt 4-9)M any animals are of great help to our daily lives or make great contributions to the development of science and technology. Can you list some of the m?Animals are friends of human beings. However, some animals will cause trouble or danger to us in some situations. For example, when they are hungry or when they feel themselves in danger. Do you know some dangerous animals on the land? (Some pictures are shown.) There are also some dangerous animals in the water. (Some pictures are shown.)【设计说明】教师通过两段动物和人的关系的语言和相关图片分别引出本文主角鸽子和鲨鱼。
牛津译林版-必修三-Unit 1 The world of our senses
Unit 1 The world of our senses教学设计Project Producing a TV showI．Teaching Aims1.Do some reading and improve the students’ reading ability2.Improve the students’ integrating abilities by working together and producinga TV showII．Teaching important points1.Read and know how sharks use their senses to survive dangers in their environment．2.Make sure the students know how to produce a TV show．III．Teaching difficult pointHow to produce a TV showIV．Teaching proceduresStep1 GreetingsGreet the whole class as usual．Step2 Lead inWhat do you know about sharks? Do sharks eat human beings?Step3 Fast reading1．How many different types of sharks are there in the ocean?4002．Do all of them attack humans?30 types3．How to avoid being attacked by sharks?Hit and tun Bump ang bite sneak4．What are their unique senses?Don’t swim in the dark．Don’t swim if you are cut or if you have a fresh wound．Don’t wear bright clothing or jewellery．Try and stay in groups．5．What’s the tips if a shark attacks you?Don’t panic．Hit the shark on the nose．Stick your finger in the shark’s eye．Step4 detailed reading(1) Read the text again and try to find out the main idea of each paragraph．Paragraph 1: There are nearly 400 types of sharks．Paragraph 2: Sharks do not feed on humans．Paragraph 3: There are three types of shark attracks．Paragraph 4: An increase in water sports has led to an increase in shark attacks．Paragraph 5: There are three tips on what to do if a shark attacks．Paragraph 6: Do not be frightened by sharks．(2)Fill in the informationThree fierce sharks:a．the great white shark b．the tiger shark c．the bull sharkStep 5 DiscussionRead text again and find out what unique senses sharks have,what senses sharks use to attack humans and what people can do to protect themselves．Sharks can see in the darkTo survive: stick your finger in the sharks’ eye when it attacks you．Sharks can smell blood far away．To survive:hit the shark on the nose when it attacks you．Step6 Producing a TV showPlanningA．Get into groups(4-6)B．Decide which topic your group will prepare．A.PreparingVisit a zoo , watch an animal documentary,look at books, surf the Internet……to find information about the animal．B.Producing1．Focus your research on how your animal uses its senses．2．TV is very visual so pictures should be presented in an easy to see way．3．Each member must work on different part of the show, keeping in mind the overall design．4．Each member has to proofread the writing at least once, correct mistakes if there are any, and add any new ideas they can think of．Step 7 HomeworkFind out more information about your animals。
新牛津译林版高中英语必修三unit 1《the world of our senses》period 3优秀教案(重点资料).doc
模块3 unit. 1 Period three 教案TaskTeaching goals:11.Make Ss know the sequence of a story.12.Train Ss’ability of telling a story effectively by using pictures with speech bubbles.13.Improve Ss’ability of writing a story by using adjectives and adverbs and how to prepare asurprise ending..Teaching important and difficult points:◆Make sure Ss know the importance of adjectives and adverbs in the story.◆Enable Ss to write a story correctly.Teaching proceduresStep 1 Revision1. Check homework.2. Do some exercises to revise the noun clauses.Step 2 Skills building 1: Plotting a storyPlot:The sequence of events in a story is called the plot.A plot tells what happens to the characters in a story. [:]1. Exposition: It comes at the beginning of the story and introduces the Setting and themain characters (Who? Where?When? Why/)Plot 2. Complication: It comes in the middle of the story and tells about the problems experienced by the characters.3. Resolution: It comes at the end of the story and tells how the problem is solved orhow the story ends1.Ask students to read part A on page 13. They need to know what they have been asked todo and what information they s hould get when listening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary. 2.Ask students to listen to the conversation and answer the questions in Part B. After theyfinish this part, let them check their answers with their partners to make sure that they have got the correct answers.3.Tell students that they will write the beginning of the story using their answers in Part B. Possible example:It happened in this summer. One morning at about 10, Sandy and her classmates went to the museum together with their teachers, because they had a class project about art and history. They got there by school bus. When they arrived at the museum, Sandy and her partner Li Feifei were so busy looking around that they got lost. So they ran about,trying to find their classmates .Luckily they saw their classmates and caught up with them.Skills building 2: id entifying different elements of a comic stripSpeech bubblesThought bubblesSound bubblesCaptionStep3: preparing a story with a surprise ending1.Ask students to read the guidelines on page 15 and make sure that they know what theyneed to do. Ask them to first work individually and then to c heck their answers with their partners. If they have different answers, have them discuss which answer is better.2.In pairs, ask students to work out a surprise ending from the five pictures given in Part A.They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Encourage students to use their imagination and create any ending which is surprising. Choose some students’pictures and show them to the whole class. Ask students to decide which is the best picture with a surprise endingPractice: Add a surprise ending to the story.That cold January night, I was growing sick of my life inSan Francisco. There I was walking home at one in the morning after a tiring practice at the theater. With opening night only a week away, I was still learning my lines. I was having trouble dealing with my part-time job at the bank and my acting at night at the same time. As I walke d, I thought seriously about giving up both acting and San Francisco. I had expected too much of my l ife.As I walked down the empty streets under tall buildings, I felt very small and cold. I began running both to keep warm and to keep away from any possible robbers. Very few people were still out except a few sad-looking homeless people under blankets.About a block from my apartment , I heard a sound behind me. I turned quickly, half expecting to see someone with a knife or a gun. The street was empty. All I saw was a shining streetlight. Still, the noise had made me nervous, so I started to run faster. Not until I reached my apartment building and unlocked the door did I realize what the noise had been. It had been my wallet falling to the sidewalk.Suddenly I wasn’t cold or tired any more. I ran out of the do or and back to where I’d heard he noise. Although I searched the sidewalk anxiously f or 15 minutes, my wallet was nowhere to be found....Skills building 3: using adjectives and adverbs in stories.Adjectives: 1. to describe a person or thing.2. to express physical and other qualities, our feelings and views3. to express origin, necessity, frequency and degree of certaintyAdverbs: 1. to add more information to a verb, an adjective, a phrase or another adverb.2. to express place, time, frequency, degree, manner and viewpoints.3. to make comments, concentrate on a certain word or phrase and link clauses or sentences. Step 4: improving your story1.Have students read the guidelines in Part A on page 17. Ask them to go over the adjectivesand adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step 2.2.Ask students to think about what good storytellers will do to make others interested andwilling to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practice telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storytellerPossible example:All of a sudden, a bell ringing, Sandy woke up and found herself sitting on a chair. She could see people were leaving. To her great surprise, she saw a big , red apple in her left hand and some beautiful flowers in her right hand. She knew it was time for the museum to close and she had to leave. But her classmates and her teachers were nowhere in sight.Ask students to read the story of Part A in Writing on page 97 of the Workbook, and then finish Part B. They can do Part B as homework.Step5 Homework1. Ask Ss to create a story in groups and encourage them to act out2. Find out the difficult points in Project.Project: Producing a TV showTeaching goals:14.Do some reading.15.Improve Ss’ability of writing.16.Get Ss to cooperate with others.Teaching important and difficult points:◆Know the general idea of the passage.◆Make sure Ss know how to write an interesting story.The first period:Teaching procedures[:]Step 1 Reading1.Ask students to read the article Shark attacks and find out as much information as they canabout sharks.2.Have students read the article again and ask them to find out what unique senses sharkshave, what senses sharks use to attack humans and what people can do to protect themselves.3.Read the article and fill in the form below:_________1____________________8__________hit and run, second, a “sneak”, safety, a fresh wound, do not panic[:] Step 2 Language points1. Most people know that the most dangerous shark is the great white shark, mainly becausethey have seen the movie ‘jaws’.most 前面加the表示最高级,不加the表示大多数mostly 一般地/通常adveg: The sauce is mostly ream.We’re mostly out on Sundays.mainly总体/大致adveg: The people in the hotel were mainly tourists.[:]The population almost doubles in summer mainly because of the jazz festival.2. The chances of being attacked by a shark are very small compared to other dangerschance c.n possibility chance of doing stheg :Is there any chance of getting tickets f or tonight?She has a slim chance that he will change his mind.by chance 偶然地eg: I met my classmate in primary school the other day on the street by chance.opportunityeg: It was the chance he had been waiting for.I won’t give him a second chance.3. The low number of attacks that happen every year proves that sharks do not feed on humansif they have the choice.prove (1) 证明prove sth to sbeg: Give me a chance and I will prove it to you.(2) link verb 证明是eg: The experiment proved a failure.(3) prove oneself to sb 显示eg: He constantly feels he has to prove himself to others.4. When attacking in this way, the shark waits for you to swim by and attacks you suddenly.此句为省略句. When the shark is attacking in the this way, the shark waits for you to swim by and attacks you suddenly.在状语从句当从句主语与主句主语一致,且从句的谓语动词有be动词, 从句的主语与be动词都能省略5. Recently, shark attacks have been increasing as water sports are becoming more popular.as 表一种伴随的原因意思上相当于becauseeg: My English improves a lot as I use it every day.1.Hit the shark on the nosehit sb on(硬的)/in(软的) + the + 身体的部位Step three: HomeworkExercise in the newspaper on page 4The second period:Producing a TV show Period Tw o:Teaching aims:To do the project of producing a TV show about how an animal uses its senses. Teaching procedures:Step 1: Check homeworkStep 2: PlanningTeacher: Every student has to tell their classmates what animal they would like to introduce if they could. The things you consider before you start your TV show:1 what kind of ani mal do you want to introduce in your TV show?2 why do you want to introduce such an animal?3 what is your TV show going to say on the animal?4 what is the purpose of your TV show?Step 3: PrepareStep 4:Group members who are editing the TV show will have to draft the article based on all the ideas from our previous research and discussion.When the draft is done, each member should read it carefully and give suggestions on its wording and design.Example:Teacher: Each group will have 3 to 4 minutes to express your TV show. Please do remember to use your imagination to make your TV show interesting and good. We will, ofcourse, to choose the best one and record the TV show. By the way, your articlewhich you wrote for your TV show should be photocopied and give every othergroup and me one copy.Step 6: Homework1. Produce your TV show.2. Prepare for a test.Self-assessmentTeaching goals:This part at the end of the unit aims to allow students to determine what they have achieved and what else they can do to improve their study.Teaching procedures:1 让每一个小组上台表演自己的TV show.由老师和学生同时打分.评分细则:对所写文章的评分: 50是否用上名词性从句10是否用上四个本单元学过的词组10是否用上四个本单元学过的重点单词10 句子是否通顺. 10单词拼写是否正确10对表演评分: 50是否仪表端正10是否语言清晰, 语调语音好听10表演整体艺术是否专业10是否体现团队合作10TV show 是否有原创精神102 老点评和学生代表谈看法.。
新牛津译林版高中英语必修三unit 1《the world of our senses》period 2优秀教案(重点资料).doc
模块3 unit. 1 Period two 教案Word powerTeaching aims: 1. Enlarge students’vocabulary2. Let students know more about weather. Teaching important points:Remember these words and try to use them freely. Teaching proceduresStep1. Lead inQuestions for them to answerWhich word is used twice besides the noun street in the two sentences?1. Once out in the street, she walked quickly towards her usual bus stop.2. ‘Here we are, King Street.’he stopped.Step 2. Presentation and exercisesA Find the words listed below in the story and complete the table.the remaining partThe air sometimes smells very bad. Do you know what (1) this? One (2) is traffic. Dose anyone have an (3) to the problem of global warming? So far even scientists can’t (4) this question. In some countries you can see people without (5) sleeping on the streets. It’s difficult to (6) all the people who need homes. In some other countries, the price of food (7) every year. Poor people often have to go hungry because they cannot afford the (8) .答案：causes cause answer answer houses house increases increaseStep 3. Explain more words of the text.Observe(page 2, line 14)As Polly observed the passengers on the train, she sensed that she was being watched by a tall man in a dark coat.释义：a. to see or notice sb / sth 看到注意到观察到b. to watch sb / sth carefully 观察；监视c. to obey rules, laws, etc 遵守（规则、法律等）练习1：猜猜下面各句中的observe的含义与上面哪种释义相匹配。
牛津译林版高中英语必修三Unit 1《The world of our senses》(Project)word教案
Unit 1 The world of our senses ProjectProducing a TV showTeaching Aims:●To learn the passage●To help students to understand how animals used their own unique senses overthe long process of evolution.●Prepare a TV show about how the animal uses its senses.Teaching Procedure:Step One: Lead-inAsk students what they know about sharks.1. What do you think is the most dangerous animals in the ocean?2. What do you know about sharks?3. What will you do if a shark attacks you?There are nearly 400 species of sharks, which are divided into 8 orders(目) and 30 families(科). There are lots of differences in sharks.Show them the pictures of sharks and tell them the shark species.Step Two: Reading the article about shark attacks1.Fast reading. Ask students some questions about the passage.How many different types of sharks are there in the ocean?Nearly 400.Do all of them attack humans?No. Only about 30 types are known to have attacked human beings.What is the most dangerous shark?The great white shark.What sharks are also rather dangerous?Two oth er sharks are also rather dangerous: the tiger shark and the bull shark.2.Detailed reading. Help students to get detailed information about sharks. The three types of shark attac ks:In the main type, the shark attacks you because it mistakes you for a fish, butwhen it tastes human flesh it decides to give up and swims away.In the second type, the shark pushes you with its noses to find out if you are fit to be eaten ad then bites you if it thinks you are. In the third type, the shark waits for you to swim by and attacks you suddenly.To reduce the risk of a shark attack:★ Do not swim in the dark.★ Do not go swimming in the ocean if you have a fresh wound.★ Do not wear b right clothing or jewellery.★ Stay in groups.Step Three：BrainstormingWhat other animals whos e unique senses enable them to survive their environments do you know?Step Four: Reading the article about pigeons1.Ask them read the article and answer some questions based on the article.2.Ask them more questions about how the animal uses its senses.Step Five: Language pointsAsk students to fill in the blanks and help them understand some important words and phrases.Show some useful phrases and let them tell the meanings of them.1. Contrary to what many people might assume, evidence shows that sharks seldom attack humans.contrary adj.相反的n.相反的事实或情况contrary to sth. 与之相异的，相反的e.g. Contrary to popular belief, many cats dislike milk.与普遍的看法相反，许多猫并不喜欢牛奶。
牛津译林版高中英语必修三Unit 1《The world of our senses》(Task)教学设计1
单元：Unit 1 The world of our senses板块：Task课堂设计指导思想：本节课是task教学课。
本板块的教学围绕如何讲故事开展了以听、说、读、写为主的一系列教学活动。
以听力练习为铺垫把学生带入特定的语言情境中，辅以与故事讲述相关的技巧训练，并通过小组讨论和口、笔头表达等一系列的课堂学习活动，使学生学会熟练自由地运用英语。
因此合理安排任务和紧密联系主题对最后的成果呈现是否成功有至关重要的作用。
本板块第一教时主要解决故事情节排布和插图的运用问题；第二课时主要解决如何使故事增色问题和语言点的处理。
Teaching aims:1.Make students know the chain of a story.2.Train students’ability of telling a story effectively by using pictures withspeech bubbles.3.Improve students’ability of writing a st ory by using ad jectives and adverbs.Teaching procedures:Period OneStep 1 Introduction (ppt 4-6)Do you like reading stories? (Ask) Most of you like reading stories. Can you tell me what kind of stories you like reading? W hy? (Ask) You like different kind of storie s. Have you tried tellin g a story to your classmates or friends? Today we will learn some skills of telling a story. After class, you can make up a story and tell it to your friends. Maybe, they will like it.【设计说明】通过师生问答引出本板块的主题——学讲故事。
牛津译林版必修三Unit 1 The world of
How to develop your sixth senseEveryone has it.Everyone is aware of their five basic senses, seeing, feeling, smelling, hearing and tasting. What everyone is not so well aware of is their sixth sense, that sense of otherworldliness, a connection to something more and greater than their physical senses are able to perceive.This is the entrance to the world of the unseen encounter, the unheard communication, the unfelt touch of someone from the spiritual world trying to make a connection with someone in the physical body.Nothing to fear.The sixth sense is a part of everyone whether or not they like it. It is a normal part of the human psyche and not abnormal or reserved for special or gifted persons. Thanks to the media and to religion, it has been misrepresented and as a result, people associate the spirit world with fear and trepidation. A person has more to fear going to their car in the parking lot after work than from those souls in the spirit world. Contrary to the media’s misrepresentations, th ose in spirit do not have physical bodies to carry out evil deeds like some thug in a parking lot.It is scientific.Every human being is equipped from birth with what they need to communicate with the spirit world from where they came, and to where they will eventually go when they give up their physical body. This is the same scientific phenomenon that works in the transmission of electronic information such as the television or radio. These require that you tune into a particular band or frequency to get the program that you want. The sixth sense is similar in that it requires tuning in to another person’s frequency or to the frequency of someone in the spirit world. Electronic tuning is done through electronic means that is mechanical in nature. Spiritual tuning is done through the brain with mental focus, intent and desire being the means.Mental tuning.Although, tuning by mental focus is inconsistent and capricious, while electronic tuning is reliable, consistent and tangible, it is no less scientific. The difference being that psychic and medium communication is in its infancy as far as future developmentgoes. It has a scientific basis for its manifestation because all things that happen work according to scientific laws, even by laws that haven’t be en discovered yet. Consider technology that we take for granted, anyone that would have predicted one hundred years ago where we would be today, would have been laughed to scorn. So it is with mediums and communication with the so-called dead, it is a science in its infancy.You’ve already had contact.One doesn’t have to be a practiced medium or an ordained saint to make contact with the souls from the spirit world. At one time or another, everyone that is alive today has seen them, heard from them, been touched by them, smelled them, either while in the waking state or through a dream. Those that can’t recall having the experience are not aware of the signs or, because of fear and ignorance programmed through religion, are in denial. This is the first step in development of your sixth sense, recognizing the times that you have been touched by those in the spirit world.。
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M3 Unit1The world of our sensesⅠ. 根据首字母及汉语提示写出单词的完整形式1. A healthy soil can r_________(减少)disease and help crops grow strong and healthy.2. When the war broke out, he v__________(自愿做)for the army.3. He s_________(闻)the green tea in the cup, feeling relaxed.4. You should learn to a_________(分析)the situation before you act.5. I r_________(认出)her by her red hat.6. What p________(迷惑) me is why they didn’t show up.7. Even the best of men sometimes may i_________(忽视)that simple rule.8. It was a great r_________(宽慰)to find that my family were all safe.Ⅱ. 根据汉语提示完成句子1. 他完全无视这些事情, 好像它们根本不存在似的。
He completely _______ all these facts ____ ___________ they had never existed.2. 我们应该尽量充分利用待在这儿的时间。
We should try to _____ ____ _____ ____ our stay here.3. 我确信将采取一些措施来减少空气污染。
I’m sure something will be done to ______ ______ ________.4. 他看着我迷惑的表情。
He looked at my ________ ___________.5. “我喜欢这位歌手的歌、健康的形象和一切与他有关的东西，”这位歌迷说。
“I love the singer’s music, healthy image and everything ____________ ____ him, ” the fan said.Ⅲ. 单项填空1. Joe had changed so much that I could hardly________ him at first when we met at a party.A. rememberB. realizeC. ignoreD. recognize2. It is not a serious illness. I guess she will_______ soon.A. removeB. recoverC. replaceD. reduce3. From his _________ look, I knew that the questions during the interview were__________.A. puzzling; puzzledB. puzzled; puzzlingC. puzzling; puzzlingD. puzzled; puzzled4. We should _______our time and not waste the precious days of our youth.A. make up ofB. make up our mind toC. make fromD. make the most of5. While _______the dog, you should take care not to________. Otherwise, it may be dangerous to strangers.A. walking; get looseB. walk; be looseC. walking for; get it looseD. walked; get loosing6. —It shouldn’t take long to clear up after the party if we all _______to help.—That’s right. Many hands make light work.A. hesitateB. reachC. volunteerD. enjoy7. In the winter holiday I went_______ , just stayed at home.A. everywhereB. somewhereC. anywhereD. nowhere8. The moment she stepped in the kitchen, she could ______ something burning.A. refuseB. holdC. sniffD. support9. She wanted to draw my attention, but I _____ her on purpose.A. missedB. noticedC. ignoredD. punished10. —Will $2, 000 cover the cost of the trip?—I’m afraid not. Perhaps I need ________ $500.A. the otherB. anotherC. otherD. others答案解析Ⅰ. 1. reduce 2. volunteered 3. sniffed 4. analyse 5. recognized6. puzzles7. ignore8. reliefⅡ. 1. ignored; as though 2. make the most of 3. reduce air pollution4. puzzled expression5. related/linked toⅢ. 1.【解析】选D。
考查动词词义辨析。
句意: 乔变化那么大以至于在聚会时，我几乎没能一眼认出他。
remember记得，牢记；realize意识到，实现；ignore忽视，不理睬；recognize认出。
2.【解析】选B。
考查动词词义辨析。
句意: 不是什么大病，我想不久她就会康复的。
remove移动，去除；recover恢复；replace取代，替换；reduce减少。
3.【解析】选B。
句意: 从他脸上感到迷惑的样子，我知道面试题是令人困惑的。
第一个空用puzzled修饰人的面容look；第二个空用puzzling修饰物questions。
4.【解析】选D。
句意: 我们应当充分利用时间，不要浪费宝贵的青春。
make the most of. . . 意为“充分利用……”，符合语境。
be made up of意为“由……组成”；make up one’s mind to do sth. 意为“下定决心做某事”；be made from. . . 意为“由……制成”。
5.【解析】选A。
由“while doing. . . ”作状语，可知A、C两项的walking是正确的，但walk for 搭配不对。
get loose(结等)松掉；walk the dog遛狗。
【变式备选】When ________ to recite the text by the teacher, he still kept ________.A. asked; silentB. asking; stillC. being asked; quietD. asked; calm【解析】选A。
第一个空考查状语从句的省略，省略了he was; 第二个空考查keep silent“不作声，不说话”。
still“不动的”，强调“静止状态”；quiet“安静的，宁静的”，多指不吵闹，不焦虑；calm 指人“沉着，镇定”。
【知识拓展】“点化”状语从句中的省略状语从句中的省略是指: 如果从句的主语和主句的主语一致且从句的谓语含有be 动词的某种形式(am/ is / are / was /were)，可同时省略从句的主语和be 动词的某种形式。
主要用于以下句型:(1)when, while 引导的时间状语从句。
例如:Do be careful when (you are) crossing the street.过马路时，你一定要小心。
(2)if, unless, once引导的条件状语从句。
例如:I’ll not go to the party unless (I am) invited.如果不邀请我，我就不参加晚会。
(3)though, although, whether, no matter what/how/who等引导的让步状语从句。
例如:He was happy, though / although (he was) poor.他虽穷，却很幸福。
(4)as if, as though引导的方式状语从句。
例如:He stood up as if / though (he wanted) to leave.他站起来好像要离开。
(注意: as if / though + to do 表示一个将来的动作)★注意下列两种特殊情况:①以if 从句为代表的状语从句的特殊省略用法: 通常省略了it is, that is, there is/are。
例如:If (it /that is) possible / necessary, this old temple will be rebuilt.如果可能/必要的话，将重修这座古庙。
②as 引导的方式状语从句，其省略用法较复杂，因具体情况而定。
例如:You should do the experiments as (you are) told to(do the experiments).你应该按你被告知的那样做实验。
6.【解析】选C。
句意: ——如果我们都自愿帮忙，宴会结束后清理卫生不会花太长时间的。
——对。
众人拾柴火焰高。
volunteer to do sth. 自愿做某事。
7.【解析】选D。
句意: 寒假期间，我什么地方都没去，一直待在家里。
nowhere 意为“无处，到处都不”。
everywhere 意为“各处，到处”；somewhere意为“某处”；anywhere意为“在任何地方”。
8.【解析】选C。
考查动词词义辨析。