牛津译林版英语高一下册Module 3《Unit 1 The world of our senses》word学案
2019-2020年牛津译林版英语高一下册Module 3《Unit 1 The world of our senses》word学案
2019-2020年牛津译林版英语高一下册Module 3《Unit 1 The world of our senses》word学案-----（高中英语模块三unit1 牛津版）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.Part of speech Meaning Examplerest (line 16) noun the remaining part He wants to see the rest of the world.(line 50) verb relaxMy mother told me to rest.once (line 7) conjunction when Once she finishes her work, she can help you.(line 42) adverb At sometime in the past I once lived in Beijing.left (line 2) verb (the past tense or past participle of ‘leave’)went/gone away from a person or a place I left for work earlier this morning.(line 43) adverb On the side of your body which is towards the west when you are facing north Look right and left before crossing the street.still (line 5) a dverb continuing I’m still hungry though I’ve just had a big hamburger. (line 28) adjective not moving Can’t you sit still?B Complete the report clearly.The 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 increase Step 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。
整合高中英语牛津译林版必修3Unit 1The world of our
牛津高中英语教学设计教材：牛津高中英语(模块三)高一下学期文档内容：教学设计—教案单元：Unit 1 The world of our senses板块：Grammar and usage课堂设计指导思想：本课语法为名词性从句。
教学目的为帮助学生了解什么是名词性从句；学会连词that，if，whether的正确使用。
语法课的设计应摒弃教师一讲到底，罗列语法规则的陈旧教学方式，把语法的运用放置于情景中。
这样学生就会身临其境学习语法，生动、有趣，教学效果好。
Teaching aims:1. Make sure the students understand what the noun clauses are.2.Students should know the different use of noun clauses.3.Learn to use conjunctions: that, if/whether.Teaching procedures:Step 1. Introduction to noun clauses (ppt 4-5)What is noun?What is the use of noun?What is noun clause?(by reading some sentences):•At lunch, the weatherman reported that the mist would become a thick fog in the afternoon.•She wondered if the buses would still be running.•The truth is that the fog is too thick for the bus to run that far.•What surprised me most was that the old man couldn’t see anything.【设计说明】从课文中挑选出四句名词性从句，经过两课时的课文阅读及语言点教学，学生对这些句型结构已有清晰的理解，以此导入名词性从句的教学显得比较自然。
译林牛津高一英语下学期模块3 Unit 1 The world of our senses知识点讲解教案
模块3Unit 1 The world of our senses重点单词1. confuse vt. 使（某人）困惑；把……与……混淆confusion n. 混乱；混淆confused adj. 混乱的；困惑的confusing adj. 令人困惑的【即时演练】A: 完成下列句子1. He looked at me __________________ and did not answer the question.他困窘地看着我，没有回答问题。
2. People often _____________________________. 人们常把我和我的孪生妹妹搞错。
3. It is important to explain this problem again or we will _________________________.再解释一遍这个问题很重要，否则我们会混淆不清的。
【答案】1. in confusion 2. confuse me and/ with my twin sister 3. get confusedB: 单选Recently our government policymakers are very _______about the rapidly rising food costs.A. upsetB. confusedC. concernedD. conscious【解析】句意：近来我们的政府决策者非常担心快速上涨的食品价格。
be concerned about “对……担忧”；be upset about“对……难过”；be confused about“被……搞混”；be conscious of“意识到……”。
【答案】C2. observe vt. 观察，注意到；遵守；奉行；庆祝observation n. 观察；评论◆ basketball.当我向窗外看时，我注意到几个男孩正在打篮球。
2020年第二学期高一英语牛津译林版模块三Unit 1 Reading 课件(共15张PPT)
Answer:
P3,part C2
Outside Polly’s _w_o_r_k_in__g___ place
Start
(起点)
At the _bu_s_s_t_o_p_ on the street
Try to find the route (路线) that Polly took home.
In the _un_d_e_r_g_ro_u_n_d___ train At _G_r_ee_n__ Park station
ask for help
fear
danger
fog
get lost
confuse blind
accident
Pre-reading
Reading strategy --how to read a story
Stories have basic elements as follows:
➢What happened; a plot main character
At 86 _K_in_g__ Street
Destination
(目的地)
In the street near King Street
In Park Street
At the c_o_rn_e_r_ of the street
A story - fog
•a plot •main characters •a certain time period •a place •a problem or an issue to be solved •a climax or a surprise ending
P3,part C1
Put these events in the correct order with 1 to 10.
module 3 unit 1 全单元教案(译林牛津版高一英语必修三教案教学设计)
Unit 1 The world of our senses教案设计教材整体分析:1. Welcome to the unitIn this part, students are encouraged to conduct a free discussion about the importance of five senses in their studies and daily life. Students are expected to express their opinions boldly and imaginatively.2. ReadingThe reading text deals with a story about what happened to a young lady on a thick foggy afternoon. The reading strategy of this unit teaches students how to comprehend a story better while reading it. Studentswill practice identifying these elements.3. Word powerThis section has two parts. In the first part, students will learn that many words in English can have different roles in different types of sentences. In the second part, students will review and learn words used to describe different kinds of weather.4. Grammar and usageThe grammar focus in this unit is on noun clauses. Students are expected to learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.5. TaskThis section consists of a series of activities which will provide students with opportunities to practice the language skills. And through the three steps, students will learn how to plot a story, prepare a surprise ending and improve their language in storytelling.6. ProjectThe project in this unit is designed to help students learn and use English through doing a project. The purpose of this section is to help students use what they have learnt to finish a project by working together.7. Self-assessmentThis section aims to help students determine the progress they have made.Period 1. Welcome to the unitTeaching goals:Encourage students speak out to practice their oral English .Arose their interest in learning this unit through activities.Let them know the importance of senses in daily life.Teaching important and difficult points:Help students prepare for their discussion, making sure that they are fully prepared before the lesson.Teaching ProceduresStep1. BrainstormingAsk students the following questions:1. With what do we see and hear?2. How do we know whether a dish is delicious?3. How do we know that a flower has a pleasant smell?4. What do we do when we want to know whether the water in the basin is hot or cold?5. How do we know about the world around us?As we all know, almost everyone has five senses, which are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, work and relax, but there are some people who have lost one or more of their senses.Step2 Presentation1.What would happen if you lost one or two of your senses?A person who cannot see is blind and someone who cannot hear is deaf..2. Do you know how blind people can read?(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)3. How do the deaf communicate with each other?(They use body language or sign language.)Step3 DiscussionLook at the four pictures and answer the question below each picture.1.What can you see in this picture?2.How would you judge the length of the two lines?3.How can you prove that the two lines are straight?4.Can the symbols be read in only one way?5.Why are people misled by their own eyes?Step4 Language studyFill in the blanks with words that have something to do with “senses”:When he got there, he _________ that there was a dark hole. He ________ into it, but could ________ nothing. He ________ with his ears, he could _______ nothing, either. He _________ it for a long time. He _______ something strange. He ___________ the side of the hole. It ______ hot. Suddenly some noises were ________ from the hole. It ________ like someone was cooking inside.Step5 Discussion1. Read the three questions in the short passage and discuss them in groups of four.2. Report your answers to the whole class.Step6 Assignments1. Preview the reading part, do exercise C1 and C22. Preview the reading strategyPeriod 2 ReadingTeaching goals:Improve Ss’ reading ability.Enable Ss to master some important language points.Make sure Ss can learn to help each other in their daily life.Teaching important and difficult points:Master the use of some language points.( wish for; reach out ; watch out for; pay back…)Retell a story with a surprise ending.Teaching proceduresStep1: Lead-inAsk students to talk about the climate or the weather in the place where they live:What’s the weather usually like in spring in Liyang?Which season do you think is the best? Why?Do we sometime have foggy days here? When?How do you feel on a foggy day?Have you ever lost your way in the fog? What would you do if you gotlost in the fog?Which city has the name of “foggy city”?Step2: Reading1. Ask students to go through the passage as quickly as they can and try to find answers to the four questions in part A.2. Ask students to read the passage again and complete partsC1and C2.3. Ask students to fill in the blanks according to the text.Step 3: ListeningListening to the text and read together with it.Step 4: Reading strategy1. Guide students to read the Reading strategy for the article and teach them the elements of a story.2. Give students another story to read and practice identifying the essential elements of a story.Step 5: PracticeAsk students to complete Parts D and E.Step 6: Assignments1. Finish A1 and A2 on page 90 of the Workbook.2. Retell the story in their own words.3. Find out the difficult points in the passage.Period 3 Language studyTeaching goals:Help students understand fully of the text.Deal with some difficult sentences and useful language pointsTeaching important and difficult points:mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, can’t help doing,Teaching proceduresStep1 RevisionRetell the story:Help the students retell the story Fog in their own words. Use the chart to help them:Outside Polly’s working place-----at the bus stop on the street------in the Underground train-----at Green Park station------- in ParkStreet------- at the corner of the street----- in the street near King Street------ at 86 King StreetStep2 Difficult sentencesRead and understand the following sentences, then remember in mind:1. Once out in the street, she walked quickly towards her usual bus stop.2. ‘Sorry, Miss,’ replied the man, ‘the truth is that the fogs too thick for the bus to run that far.3. While the rest of the passengers were getting out, she glanced at the faces around her.4. The tall man was nowhere to be seen.5. As she walked along, she heard the sound of footsteps, but by thetime she reached the corner of the street, the footsteps were gone.6. Polly found herself staring up at a man standing with his handresting on her arm.Step3 Useful words and phrasesStep 4 AssignmentFinish the learning plan.Period 4 Word powerTeaching goals:Make sure students can know the different roles some words can have in different types of sentences.Enable Ss to master the meanings of some words used to describedifferent kinds of weather.Teaching important and difficult points:Train Ss to guess and understand the meanings of the words according to the context and pictures.Teaching proceduresStep 1 RevisionCheck the homework assigned the day before.Step2 BrainstormingStep 2. Brain stormingWrite down two sentences on the blackboard:Once out in the street, she walked quickly towards her usual bus stop.“Here we are, King Street.” He stopped.Which word has two meanings and two parts of speech?How many other words which have more than one part of speech can you think of?Step 3. Parts of speech1. Ask students to read the speech bubbles on page 6. Make sure that they pay attention to the word rest and get them to describe thef=different meanings of it in different parts of speech. Then have them read the instructions for Part A.2. Ask students first to complete the table in Part A individually and then to discuss in pairs the answers. Encourage students to make different sentence.. Then check the answers with the whole class.Step 4. PracticeAsk students to complete part B according to the instructions. Then have one or two of them read the short report.Step5. Describing the weather1.Ask students what words they use to describe different kinds of weather. Write down on the blackboard the word students say.2. Ask students to practice reading in pairs the dialogue in Part A. They may look at the symbols in Part B for reference.3. Have students first look at the symbols for different kinds of weather and then let them read the weather report in the first speech bubble.4. Ask students to complete the second speech bubble by looking at the three pictures below it.Step6. Assignments1. Finish the learning plan exercise2. Review the grammar and usage--- noun clauses.Period 5-6 Grammar and usageTeaching goals:Make sure the students understand what the noun clauses are.Ss should know the different use of noun clauses.Learn to use conjunctions that, if/whether.Teaching important and difficult points:Noun clauses can be used as different parts in a sentence.The use of that in subject clause and the different use of if and whether.Teaching procedures:Step1. Introduction to noun clausesWhat is noun?What is the use of noun?What is noun clause?(by reading some sentences):1.When we will start is not clear.2.Mrs Black won’t believe that her son has become a thief.3. My idea is that we should do it right now.4.I had no idea that you were her friend.Step2. Presentation1. Ask students to read Part 1 on page8 so that they will know that a noun clause can be used as the subject of a sentence. More sentences can be given to the students.1) That he will succeed is certain .2) Whether he will go there is not known .3) What he said is not true .4) Where he hid the money is to be found out .Have students read the sentence in which it is used as an empty subject:Who will go makes no difference.= It makes no difference who will go.That she was able to come made us very happy.=It made us happy that she was able to come.2. Ask students to read Parts 2 so that they will know that a noun clause can be used either as the object of a verb or a preposition in a sentence.1) They know that the habit will kill them.2) He asked how much I paid for the violin.3) He made it clear to the public that he did an important and necessary job .4).I find it necessary that we should do the homework.Ask students to read the two sentences in which it is used as an empty object.3. Ask students to read Part 3 so that they will know that a noun clause can be used as the predicative after the link verb be.1)The question is whether we can rely on him.2)That’s because we were in need of money at that time .3)He looked as if he was going to cry .4)That’s why I was late4.Explain to students what apposition means. Then have the students read Part 4.Step3 PracticeAsk the students to read the article on page 9 and to describe the main idea in their own words. Make sure that they know what they need to do and that they can identify all the noun clauses.Step4 PresentationNoun clauses beginning with that or if/whether1.Ask the students to read Part 1, which is about using that to introduce a noun clause.2. Have students read Part 2, which is about using if or whether to introduce a noun clause.When do we use if/whether to introduce a noun clause?When can we only use whether bet not it?Step5 PracticeAsk students to finish exercises on page11.Step6 Assignment1. Finish the exercises in learning plan.2. Finish C2 on page 92 of the workbook.Period7---8 Task: Telling a storyTeaching goals:Make Ss know the sequence of a story.Train Ss’ ability of telling a story effectively by using pictures with speech bubbles.Improve Ss’ ability of writing a story by using adjectives and adverbs.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 story1. Ask students to read part A on page 13. They need to know what they have been asked to do and what information they should get whenlistening 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 questionsin Part B. After they finish 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.Skills building 2: identifying different elements of a comic stripStep3: preparing a story with a surprise ending1. Ask students to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually andthen to check 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 ending.Skills building 3: using adjectives and adverbs in stories.Step 4: improving your story1. Have students read the guidelines in Part A on page 17. Ask them to go over the adjectives and 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 Step2.2. Ask students to think about what good storytellers will do to make others interested and willing to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practise 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 storyteller.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 write a story.2. Find out the difficult points in Project.Period 9 Project: Producing a TV showTeaching goals:Do some reading.Improve Ss’ ability of writing.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.Teaching proceduresStep1 Reading1. Ask students to read the article Shark attacks and find out as much information as they can about sharks.2. Have students read the article again and ask them to find out what unique senses sharks have, what senses sharks use to attack humans and what people can do to protect themselves.3. Ask students to do Part B1 and B2 on page 91 of the Workbook eitherin class or as homework, so they will have a better understanding of the usage of words and phrases learnt in this section.4. Ask students to do Parts D1 and D2 on page 93 of the Workbook as homework to review the useful words, phrases and patterns they have learnt in this unit.Ask students to do the listening exercises in Part A and B on page 96 of the Workbook to learn more about animals’ senses.Step 2 Language pointsI. Deal with some language points for Ss to understand the letters better.II. If Ss still have questions, help to solve them.Step3 Producing a TV showPlanningAsk students to work in groups of four. First ask them to discuss and choose which animal they would like to focus on. Have them write down the animal’s name and one of its unique senses. As some students may keep pets at home, they will be quite familiar with some pet animalssuch as dogs, cats or fish. They can choose one of the animals that they are most familiar with. Students should also choose what type of show they will produce. Each group member will be responsible for researching information about one aspect of the animal.PreparingStudents will go to a zoo, watch an animal documentary, read some books or surf the Internet to get the information they need. While they are doing such things, they need to take notes. They will get together to discuss what should be included in their show. They will make a list which focuses on how the animal uses its senses and think about how to present the information.ProducingStudents each work on a different part of the TV show. When thedifferent parts are put together, each group member should read the writing carefully, correct the mistakes and add some new ideas.PresentingEach group will take turns presenting their TV show to the class by showing their work and narrating. Students can have a discussion to decide which group’s TV show is the best.Step 4 Assignment1.Finish the learning plan2. Prepare for a test.Period 10 Self-assessmentTeaching goals:This part at the end of the unit aims to allow students to determinewhat they have achieved and what else they can do to improve their study.Teaching procedures:1. Do a review test to consolidate what Ss have learned in this unit.2. Let Ss do the self-assessment. Know the situations and help those Ss who have trouble.。
高中英语 _ 牛津译林版 _ 高一下册 _ 模块3 _ Unit 1 The world of our sensestask2精品课件
Then the cop 6suddenlyslowed his walk. Near the door of
a darkened shop a man was standing. Ak
1. Write a story with a surprise ending. 2. Preview project.
高中英语 _ 牛津译林版 _ 高一下册 _ 模块3 _ Unit 1 The world of our sensestask2精品课件
高中英语 _ 牛津译林版 _ 高一下册 _ 模块3 _ Unit 1 The world of our sensestask2精品课件
Task: Add a surprise ending to a story and present the ending to the class.
Step Ⅰ. Listen and fill in the blanks.
The cop moved along the street, looking 1 strong and 2importan.tIt was only about ten at night, but it was 3cold. And there was a wind with a 4 little rain in it. People in this part of the city went home 5 early . Now and then you
高中英语 _ 牛津译林版 _ 高一下册 _ 模块3 _ Unit 1 The world of our sensestask2精品课件
湖南省茶陵县第三中学译林牛津版高一英语必修3课件：Unit1 The world of our se
4. She believed that he had not told her the truth. 5. I wonder if/ whether that’s a good idea. 6. Polly didn’t know which way she should go. 7. I’m interested in who that tall man is. 8. There was a discussion about whether Polly had found the blind man. 9. I’m not sure what he will do next.
｛ 宾 I don’t like his job.
语 I don’t like what he does every day.
同 I don’t know about the man,
｛ Mr. White.
位 I don’t know about the fact that
语 he is a reporter.
作主/宾/表/ 定
3. 连接副词： when、 where、why、how
作状语
1. C1 on page 92
Hale Waihona Puke 宾语从句10. My question is whether Polly can find her way home. 11. The problem is how Polly going to find us in the crowd.
表语从句
12. The news that he couldn’t come made us upset.
Task 3 辨析句子
1. That I can pay back the help people give me makes me happy.
英语高一下3译林牛津版unit1：教案(阅读课)
英语高一下3译林牛津版unit1：教案(阅读课)Unit1《Theworldofoursenses》【一】教学课型：阅读课【二】教材分析：1、教学内容：阅读课文Fog2、教学内容分析及教材处理：本节课是本单元的第2个版块，讲的是一个叫Polly的女孩在大雾中安全回到家的故事。
这篇文章是对上个版块的延伸，充分验证了上个版块所提到的一个句子：“Whenoneofthesensesfails,othersensesbecomestronger.”本文是以作者的游踪为线索的，因此在讲述时要以作者所通过的6个地点为主线，穿插用who,when,how,why,what引出大量的问题。
3、教学目标：1〕语言知识：学习新单词：weatherman,observe,glance等及短语becoveredin,benowheretobeseen,bythetime等。
2〕语言技能：学习用英语说出Polly在回家之前所去的6个地方及在这几个地方发生了什么情况，和谁在一起，培养学生说的能力。
3〕情感态度：教育学生热爱生活，尊重残疾人，对别人给予的关心要心存感激并尽力回报。
4〕学习策略：促使学生养成合作探究、互帮互助的学习适应。
4、教学重点和难点：1〕组织学生用英语说出Polly是如何安全回到家的。
2〕指导学生进行一次模拟的对Polly的采访。
【三】教学思路：采纳多媒体教学等辅助手段，在阅读中安排回答以下问题、集体朗读、个人阅读及歌曲观赏等活动，让学生在具体而真实的场景中运用所学语言。
【四】教学流程：Lead—in→Readingcomprehension→Readingextension→SummaryandHomework【五】教学过程Step1Lead—inShowsomeslidesofdifferentweather,especiallyafoggypicture.Thenaskthefollowingquestions:1.What’stheweatherlikeinthepictures?2.Dowesometimeshavefoggydayshere?When?3.Howdoyoufeelonfoggydays?4.Haveyoueverlostyourwayinthefog?Whatwouldyoudoifyougotlostinthefog?5.Whatsenseorsensesdoyouthinkwecanuseonfoggydays?[设计说明]通过观看图片激发学生学习兴趣，进而引出话题fog让学生进行讨论，让他们搜索自己的知识库中有关雾天的背景知识。
高中英语高一下册 _ 模块3 _ Unit 1 The world of our sensesgra
高 中 英 语 高 一下册 _ 模 块 3 _ U n it 1 T h e w o rld o f o ur s e nsesg rammar a nd u s agePP T课堂课 件(2) 名词性 从句-精 品PPT 课件
高中英语译林版模块三Unit1
名词性从句
Review Noun Clause：
➢ 复习五个基本句型，辨别
句子成分
➢ 掌握名词性从句种类及连
接词的作用
➢ 熟悉高考名词性从句主要
考点，掌握解题技巧
Review Noun Clause：
1. She came./ my head aches. 主语+不及物动词
高 中 英 语 高 一下册 _ 模 块 3 _ U n it 1 T h e w o rld o f o ur s e nsesg rammar a nd u s agePP T课堂课 件(2) 名词性 从句-精 品PPT 课件
Exercises
1._________ that you should pick a different password for each account you use.
e.g. It depends on whether is suitable for us to do it. d. 从句后有“or not”时；
考点2：it 作形式主语
He is a famous singer. It is known to us. 1.That he is a famous singer is known to us. (It is known to us that he is a famous singer.)
2.Tom likes English. 主语+及物动词+宾语
高中英语 _ 牛津译林版 _ 高一下册 _ 模块3 _ Unit 1 The world of ou
Task V 主谓一致
1.That I can pay back the help people give me makes me happy.
2.Whether he will come or not is unimportant to me.
3. When we will hold our sports meeting is not decided.
subject
predicative
Li Ming , a 28-year-old gentleman,
subject
likes football.
apposition
object Nouns can be used as subject,
predicative, object, apposition
3.Does your sister get up early? Do you know? →
Do you know if/ whether your sister gets up early?
4.Do animals have the same senses as humans? I often wonder. →
1. At lunchtime, the radio weatherman reported that the mist would become a thick fog in the afternoon.
2. She wondered if the buses would still be running.
高中英语 _ 牛津译林版 _ 高一下册 _ 模块3 _ Unit 1 The world of our sensesgrammar and usagePPT课堂课件(1)PPT课堂课件(4 0页)- 精品PPT 课件
高中英语 _ 牛津译林版 _ 高一下册 _ 模块3 _ Unit 1 The world of ou
高中英语 _ 牛津译林版 _ 高一下册 _ 模块3 _ Unit 1 The world of our senseswelcome to the unitPPT课堂课件(27页)-精品PPT课件 高中英语 _ 牛津译林版 _ 高一下册 _ 模块3 _ Unit 1 The world of our senseswelcome to the unitPPT课堂课件(27页)-精品PPT课件
2. If someone takes drugs, what would happen to him/her?
3. Does the advertisement teach you about the bad effects of taking drugs? What are they?
高中英语 _ 牛津译林版 _ 高一下册 _ 模块3 _ Unit 1 The world of our senseswelcome to the unitPPT课堂课件(27页)-精品PPT课件
Observation:
Observe the four pictures on Page1. Try to divide them into two parts.
Ads for social problems
Earth Day
Say ‘No’ to drugs Oxlin Airlines
Ads for sales
Have you ever bought a product or service after reading or watching an advertisement ?
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The world of our senses-----（高中英语模块三unit1 牛津版）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.Part of speech Meaning Examplerest (line 16) noun the remaining part He wants to see the rest of the world.(line 50) verb relaxMy mother told me to rest.once (line 7) conjunction when Once she finishes her work, she can help you.(line 42) adverb At sometime in the past I once lived in Beijing.left (line 2) verb (the past tense or past participle of ‘leave’)went/gone away from a person or a place I left for work earlier this morning.(line 43) adverb On the side of your body which is towards the west when you are facing north Look right and left before crossing the street.still (line 5) a dverb continuing I’m still hungry though I’ve just had a big hamburger. (line 28) adjective not moving Can’t you sit still?B Complete the report clearly.The 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 increase Step 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。
_____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链接：observe的常见用法observe sthobserve sb do注意：此用法在变成被动语态时要加上to。
observe sb doingobserve sb that clause / wh-clause练习2：完成下列句子的英文翻译。
你注意到她话里有什么奇怪的地方了吗？________________________________________ in her words?我没有注意到外面下那么大的雪。
I didn’t _______________________________________ .他看见一个男人在马路对面走着。
__________________________________ on the opposite side of the road.他注意到了他们之间发生的事情。
He _________________________________ was going on between them.他不知道有人看见他上楼了。
He didn’t know he ________________________________ go upstairs by someone.Keys:(One possible version)Have you observed anything strangeobserve that it was snowing so heavily outsideShe observed a man walkingobserved whatwas observed tosight(page 2,line 20)There was no one in sight.热身练习：将下列各句中sight的含义与相应的中文译义相搭配。
_____1.Some famous musicians have had little or no sight. a_____2.What a sad sight it was after the war! c_____3.It was a fine chance to see the sights of the city. d_____4.She would faint at the sight of blood. b链接：sight的常见搭配In sight 在视野之内catch sight of 一眼看见at first sight 乍一看；初看时lose sight of sb / sth 再也见不着某人或物out of sight, out of mind 眼不见，心不想巩固练习：选择链接中适当的搭配完成下列各句，使其意思完整。
My parents fell in love with each other ________________.There was no one _______________ in that large desert and it made me really frightened at that time.On entering her room, I __________________ a big picture on the wall that her bed faced.After saying goodbye to my parents, who came to see from my hometown, I didn’t return to my room until I _____________________ them at the end of the street.Keys: (One possible version)1. at first sight2.in sight3.caught sight of4.lost sight ofreduceHowever, your chances of being attacked by a shark can be reduced if you follow the advice below.(Page 18,Line 35)将中文短句与英文表达配对，并尽量将这些常用搭配记下来。
1.reduce costs A.减肥2.reduce one’s weight B.减少数量3.reduce the pressure C. 减轻压力4.reduce the number of D.降低成本5.reduce the price of E. 降价活用reduce to1.reduce sb to sth / to doing sth使某人陷入某种境地；使某人（沦落到）做某事2.reduce sth / wh-clause to sth将……概括成（简化为）…练习翻译下列各句１、我认为我们可以把他说的内容归纳为两个要点。
I think we can reduce what he said to two key points.２、最后他们沦落到沿街乞讨。
They were reduced to begging along the street in the end.３、她的话让他一言不发。