高中英语 Unit 1《The world of our sense》教案-word power 牛津译林版必修3
高中英语 Unit1 The world of our senses Reading教案2 新人教版
单元：Unit 1 The world of our sensesTeaching aims:1.Help students understand fully of the text.2.Deal with some difficult sentences and useful language points.Teaching proceduresStep1 Revision (ppt 4-5)Retell 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 Park Street—at the corner of the street—in the street near King Street— at 86 King StreetStep2 Difficult sentences (ppt6-16)Read and understand the following sentences, then remember in mind:1.Once out in the street, she walked quickly towards her usual bus stop.2.The tall man was nowhere to be seen.3.She could feel her heart beating with fear.4. A minute before, she had wished forsomeone to e along.5.Polly found herself staring up at the face of an old man with a beard.6.It gives methe chance to pay back the help that people give me when it’s sunny. Step3 Useful words and phrases (ppt17-29)1.beat; strike; hit2.way, method, means3.calm, quiet, still, silent4.except,besides5.rest6.observe7.sight8.glance at / stare at / glare at /gaze atStep 4 Practice (ppt 30)Ask students to make up a story, using at least 8 words ,phrases or sentence structures they learn in this period of class.Step 4 Assignment (ppt 31)Write down the story you make up, using the language points in this class.。
高中英语 Unit1 The world of our senses Task教案1 新人教版必修3
单元：Unit 1 The world of our sensesTeaching 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 story by using adjectives and adverbs.Teaching procedures:Period OneStep 1 Introduction(ppt4-6)Do you like reading stories? (Ask) Most of you like reading stories. Can you tell me what kind of stories you like reading? Why? (Ask) You like different kind of stories. Have you tried telling 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.Step 2 Plotting a story(ppt7-16)1. Ask students to read the story on page 12 and finish the exercise of part A andB.2. Ask students to do exercise of step 1.Step 3 Recognizing different elements of a ic strip (ppt17-28)1. Listen to the tape and work out the main information in each part.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.Step 4 Homework(ppt29)1. Review what we have learnt today.2. Preview Skill building3.。
高中英语 Unit 1《The world of our sense》教案-project 牛津译林版必修3
Unit 1 The world of our senseProject Producing a TV showTeaching Aims:1.Do some reading and improve the students’ reading ability2.Improve the students’ integrating abilities by working together and producinga TV showTeaching 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.Teaching difficult pointHow to produce a TV showTeaching procedures:Step 1 GreetingsGreet the whole class as usual.Step2 Lead inWhat do you know about sharks? Do sharks eat human beings?Step 3 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 reading1) 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 sharkb. the tiger sharkc. 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 theInternet……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 theoverall 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。
Unit 1 The world of our sense教案
Unit 1 The world of our sense教案Unit 1 The world of our sense教案Word power---教案Teaching aims:1. Enlarge students’ vocabula2. Let studw more about weaTeaching importa:Remembwords anduly.Teaching procedures：LeadWrite dowllowingblackboarduwalked quickly towards her usual bu2.‘Here we are, King’d.Then ask Ss which word is used twice besiduwITOP is a noun, which means “a place at wg stops”da verb, which means “to put an end to whadoing”2 show more examplReadg and find more words that can be used both as a noun and a verb.2.Explaaningwords ware used as da“Polly leaves work early.”“Polly works very hard.”2. “d she was being followed.”le havefiv“polly felt a rough hand bruace ...”“He was painting the wall with a brush”“Maybe I can help you.which road do you want?” he asked.“it givaay balp that people give me ”xLike“rest”dialogue ,many words in English can havan one paIases, da(usually a noun and a verb) have the same spelling but dgsLook at the table below,givght meaningwords, and judge which pabelongxercise2A Find the words listed belowand complable.PaaningExampl(line 16)nouaining partHe waworld. (line 50)verbrelaxld(line 7)conjunctionwwan help you.(line 42)adverbAast I once lived in Beijing. left (line 2)verb(the paast participle of‘leave’)went/gone away from aa placeI lwork earlg.(line 43)adverbde of your body wwards the west when you are facing northLook right and left bgll (line 5)adverbcontinuingI’m still hungry thoughI’ve just had a big hamburg(line 28)adjectivenot movingCan’t youll?B Compllearly.答案：causes cause answer answer houses houaaTalk about the weaWhat words do you often use to describe dds of weather ? (questions)Answers may be cloudy, sunny, dld, cool, wadry, wet, rawy and foggused in a wea:It will be cloudy/overcast/drizzly…Tg/awill be …, with heavy showers aroundluA/cloudy weather will develAwill tug.Practice:Tg will bwith showaA mist/fog will develg and the awill be sunny.It will be overcag and there will be snowaFlated exxtbPart BAnswers:(1)warm (2) fine (3) su(4)cloudy (5) cooler (6) overca(7) rain (8) cold (9) thund(10) lightning (11)DiscuWhat kinds of weather do you prefer?2.Pleaast the weawlida双基提要Words: thundloods, tornadwvercast, drizzly, fogwers, lightning, occasional, affordPhrases:aar, go hungry, look uumbrella, weaa 堂反馈I. Fillblanks with wordangingaPlease be____________. We have enough seaverybod2. Every year we ___________ay, 12th. Trees andlants provide uswaDo remember _______________ the flowers every day. It will dlack of waGo __________ dowad and you’ll see aaight road aThe policemen _______________ all the wbuuld give a danswquThe old man________________ the two World Wars. He is a man of lxWhile I was ______________liday last night, I found a palgDon’t look back when a wolf is already on your __________The head of our school are___________ for Hong Kong on a va school0. They are clds. They always stand __________ to eaawere tied togII. TranslallowingA: Beautiful day, isn’t it?B:’s not like what the radio said at all.A: I wish it would stay this waweekend.B: As long as it doesn’t snow!2. What bad/good weather!North and South China will have a cold wet daIt will be cloudy/rainy aTature will stay abovday-time, but at night it will fall below zero agaThe weaving／worsening。
高二英语Unit 1 The world of our sense教案
高二英语Unit 1 The world of our sense教案高二英语Unit 1 The world of our sense教案Unit 1 The world of ouReading---教案Teaching Aims:1.Improve Ss’ reading abil2.Enabllearn to analHellearn reading strategake sure Ss can lealp eadaily lTeaching important and difficul:1.Learn about the pl2. Retell a story with a suding.Teaching methods:Discussion and task－based activTeaching aids: A computer and aTeaching procedures：ⅠLead-in: Questins l:What’s the weather usually lummer?Do we have foggy days here? When?How do you feel on a foggy day?Have you ever lost your wag? What would you doif you got lg?Whado you think we can use on a foggyday?ⅡReading strategyA plain charaA certadA placeA problem or an issue to be solvedA climax or a surprising endingIII Fast -reading Go through the passage as quickly as possibld the answur quPart AA young ladg2.AgBy buATrue or FalThe fog was vg.2. Wgot to Green Paweather turned out to bPolly got to Green Park by traThe old man carried an umbrellaandAPolly thougld man couldn’ace because he was blindAfter arriving aPolly invited the old maa rest and he agreed.Detailed readingPaPlaTimeweather Person(s)What happened Polly's thouglingPautside Polly's work place aggy Polly She left work earlwonderedbus would still be running.Part 2wonderedbus would still be runningaPolly;buduThe fog wabus to rugwhere Polly lived.Part PaPaPaWhere:When weather: It was darkWho: Polly, Polly, an old manWhat: The old maand and helpedd the way Polly’s feelings: She w ishedalong. Fear heldll. She begal frightened againPaWhere: outside Polly’s house at KingWhen weather: late that dayWho: Polly; the old blind manWhat: The old man llldPolly’s feelings: Polly was thankfulPartIV Post-readingReadarefully andd the route (路线) that PollAnd retell the text using your own words.PartVDo exart Dd 2a 5.b 6.gFog 2. frightened 3. conductor 4.desertedRare 6. Taxaugh 10. blind11.Lost 12. exHomewDo A1 and A2 on page 90workboo。
高中英语Unit1TheworldofoursensesWordpower教案新人教版必修3
单元：Unit 1 The world of our sensesTeaching aims:1.Get to know different parts of speech of words.2.Learn words and expressions related to weather.3.Encourage students to learn to remember and practise what they learn by listeningand translation.Teaching procedures:Step 1 Introduction (ppt 3)The teacher starts the lesson by asking a student to retell the reading passage in this unit “fog” and write down those words in the passage and show another two words on the screen which have different parts of speech so that students can understand the meaning of “part of speech” and further understand those words.Step 2 Grasp and practice (ppt 4)Ask students to fill in the blanks of part B on page 6 to grasp the words given in the box.Step 3 Review, look and understand (ppt 5)Remind students of the trouble Polly met and ask them to conclude: It is the fog that causes her so much trouble. Look at some pictures about bad weather which causes trouble and let students understand them.Step 4 Show and learn (ppt 6-8)Symbols of weather are introduced to students. The students can learn and remember better with the help of vivid pictures and the teacher will also introduce a way that some adjectives are formed. That is, we add “y” to some of the noun forms.Step 5 Translation (ppt 9-10)Ask Students to translate a weather report by using the sentence patterns and words shown in the previous step.Step 6 Practise (ppt 11-13)Ask students to finish part B on page 7 to know clearly how to read and express information about weather forecast.Step 7 Homework (ppt 14)Listen to the weather report for tomorrow in Wuxi and write a short passage in English.。
高中英语 Unit1 The world of our senses Reading教案2 新人教版必修3
单元：Unit 1 The world of our sensesTeaching aims:1.Help students understand fully of the text.2.De al with some difficult sentences a nd useful language points.Teaching proceduresStep1 Revision (ppt 4-5)Retell 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 Undergroun d train—at Green Park station—in Park Street—at the corner of the street—in the street near King Street— at 86 King StreetStep2 Difficult s e ntences (ppt 6-16)Read and understand the following sentences, then remember in mind:1.Once out in the street, she walked quickly towards her usual bus stop.2.The tall man was nowhere to be seen.3.She could feel her heart beating with fear.4. A minute before, she had wished for someone to come along.5.Polly found herself staring up at the face of an old man with a beard.6.It gives me the chance to pay back the help that people give me when it’s sunny. Step3 Useful word s and phrases (ppt17-29)1.beat; strike; hit2.way, method, means3.calm, quiet, still, silent4.except, besides5.rest6.observe7.sight8.glance at / stare at / glare at /gaze atStep 4 Pract ice (ppt 30)Ask students to make up a story, using at least 8 wor ds ,phrases or sentence structures they learn in this period of class.Step 4 Assignment (ppt 31)Write down t he story you make up, using the language points in this class.1。
高中英语Unit 1 The world of our senses-Task 教案
Unit 1 The world of our senses●Task Telling a storySkills building 1: plotting a story1. In this section we’ll learn about the plot of a story and the three parts, exposition, plication and resolution that a story usually contains; and learn what to notice when reading a story; and try to put what you’ve learnt into practice by putting different parts of a story in the correct order.Do you like reading stories? What kind of stories do you like reading? Why? What are the mon elements in stories? (Most stories tell what happened, when and where it happened and who was involved in it.)There is usually a plot in a story that tells readers what happens to the character(s) in the story.2. Read the three points onthe top of page 12 in this section to see if you’ll learn something from it.3. Do Part ADo it individually first and then we’ll check the answer together.Ok, we’ve got the orders corrected and can you give the reasons why you put the paragraphs in such an order? (This is an order in accord with the sequence of the story.)4. Please finish Part B by deciding which element each paragraph represents according to the definitions of exposition, plication and resolution.Answers (Page13)A 3 1 6 2 5 4B 1 E 2 C3 C4 C5C 6 RStep1: pleting a checkingYou are to develop listening skills in this part. plete a checklist in Part A first after listening to the teacher, and then answer some questions in Part B after listening to a conversation.1.Please read Part A on page 13 to make sure what you are asked to do and what information you should get when listening to the tape. plete the checklist individually, then check your answers with your partners to see if you have the same answers.Answers (Page13)A 1 The questions your teacher asks are for the beginning of the story.2 You need to write about the special experience of a girl.3 The story must have a surprise endingListen to the conversation and answer the questionsin Part B. Check your answers with your partners to make sure that you have got the correctanswer. Tape s criptS1: OK, Let’s first think about howSandy got there. Should she go on the train or the school bus?S2: Well, we should first decide why she went to the museum.S1:That’s right. Was it because she liked the show in the museum?S2: Or perhaps she went because of a class project? You know we always do class projects.S1: That’s a good idea. So she went to the museum to do a class project about…S2: About art and history?S1:That’s not a bad idea, a project about art and history.S2: Now we can decide how she got to the museum.S1: If she went because of a class project, she and her classmates probably would go by school bus.S2: Why?S1:Because a school bus can take about fifty people. When we go on an outing, two teachers always go withus. Remember?S2: That’s true. So they all went by school bus.S1: Yes, so now we know why and how she went to the museum, and who she was with. But what did she do before she got there?S2:Perhaps, they were walking from school bus, and Sandy and her partner Li feifei were so busy looking around that they got lost. And they started to run to try and find their classmates. Luckily they could still see them and caught up with them at last.S1: Yes, that would explain why she was so tired.S2: Well, it seems that we have answered all of the questions.S1: Yes, now we’d better wri te the story!S2: No. We haven’t answered Questions seven and eight.S1:Yes. You are right. Let’s make it the summertime, because that’s the time of the year weusually go on school trips.S2: All right, but what about the time of the day?S1: Well, most museums don’t open until ten o’clock in the morning. So, let’s make it late morning.S2: Fine. Now we’ve answered all the questions. We had better write the story.Answers (Page 13)B 1 Sandy.2 To the museum.3 To do a class project about art and history.4 Her classmates and teachers.5 by school bus.6 Sandy and her partner Li feifei got lost on their way from the school bus to the museum, but theymanaged to catch up with their classmates at last.7 Summertime.8 Late morning.Skills building 2:identifying different elements of a ic stripYou will learn in this part the skill of telling a story effectively by using pictures with speech bubbles, thought bubbles, sound bubbles and captions.1. Please read the guidelines and look at the four pictures on page 14 to discover the functions of the four ways telling a story effectively.Now please read the words in the speech bubble, the thought bubble, the sound bubble and the caption. And talk about the four pictures.2.Read the ic strip in the exercise and label the different ways of adding words to pictures.Answers (Page14)2. thought bubble3. caption4. speech bubble5. soundbubble6. thought bubble7. sound bubbleStep 2: Preparing a story with a surprise ending1. In this part, you’re to use what you’ve learnt in Skills building 2 to prepare a story bydrawing the correct bubbles around the words or actions in the five pictures.Try to use your imagination to finish the story with a surprise ending by drawing the sixthpicture.Read the guidelines on page 15 to make sure what you need to do. Work first individually andthen check your answers with your partners. If you have different answers, discuss which answeris better.2.Try to work out a surprise ending according to the five pictures given in Part A. Draw a picture,write a caption and add thought, speech or sound bubbles where necessary. Use your imaginationand create any ending which is surprising.Skills building 3: using adjectives and adverbs in storiesAdjectives and adverbs are often used to make the stories more interesting and lively. You will learn some details about the function of adjectives and adverbs in this part.1.Read 1-3 on page 16 for a few minutes to get some general ideas.2.plete the exercise on page 16 individually and then check the answers with your partners.Discuss it when you have different answers before we share it together.AnswersAdjectives in the articles:good weak hot cold wild nearestsafe hard different strong grateful nearAdverbs in the article:quickly temporarily hopefully fullyStep 3: improving your storyIn this part, you are to practise using adjectives and adverbscorrectly to plete your story, and then I’d like you to present your story to your partner.1.Read the guidelines in Part A on page 17and then go over adjectives and adverbs given inthe box. Can you point out which words are adjectives and which words are adverbs? Now let’s first fill in the blankswith the words in the box, and then write the last paragraph of the story using the sixth picture you drew in Step 2.AnswersA (1) tired (2) colorful (3)Suddenly (4)alive (5)frightened(6)loudly (7)back (8) beautiful (9)red (10)delicious2. Do you know what good storyteller will do to make others interested and willing to listen to them?Please read the guidelines in Part B and then work in pairs to practise telling the story you've just finished. I will ask some students to present their stories in class. The whole class will decide who is the best storyteller.3. Read the story in Part A in Writing on page 91 inyour Workbook, and do Part B as homework.。
高中英语 Unit1 The world of our senses Word power教案 新人教版必修3
单元：Unit 1 The world of our sensesTe aching aims:1.Get to know different parts of speech of words.2.Learn words and expressions related to weather.3.Encourage students to learn to remember and practise what they learn by listeningand translation.Teaching procedures:Step 1 Introduction (ppt 3)The teacher starts the lesson by asking a student to retell the reading passage in this unit “fog” and write down those words in the passage and show an other two words on the screen which have different par ts of speech so that students can understand the meaning of “part of speech” and further unde rstand those words.Step 2 Grasp and practice (ppt 4)Ask students to fill in the blanks of part B on page 6 to grasp the words given in the box.Step 3 Review, look and understand (ppt 5)Remind students of the t rouble Polly met and ask them to conclude: It is the fog that causes her so much trouble. Look at some pictures about bad weather which causes trouble and let students understand them.Step 4 Show and learn (ppt 6-8)Symbols of weather are introduc ed to students. The students can learn and remember better with the help of vivid pictures and the teacher will also introduce a way that some adjectives are formed. That is, we add “y” to some of the noun forms.Step 5 Translation (ppt 9-10)Ask Students to translate a weather report by using the s entence patterns and words shown in the previous step.Step 6 Practise (ppt 11-13)Ask students to finish part B on page 7 to know clearly how to read and express information about weather forecast.Step 7 Homework (ppt 14)Listen to the weather report for tomorrow in Wuxi and write a short pass age in English.1。
高二英语Unit1Theworldofoursense教案
高二英语Unit1Theworldofoursense教案高二英语unit 1 the world of our sense教案unit 1 the world of our sensereading---教案teaching aims:1.improve ss’reading ability.2.enable the ss to learn to analyze the story.3.help the ss learn reading strategy.4.make sure ss can learn to help each other in their daily life. teaching important and difficult points:1.learn about the plot of the story.2. retell a story with a surprise ending.teaching methods:discussion and task－based activitiesteaching aids:a computer and a projectorteaching procedures：stepⅰlead-in:questins like this:what’s the weather usually like in summer?do we 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 got lost in the fog?what senses do you think we can use on a foggy day?stepⅱreading strategya plotmain charactersa certain time perioda placea problem or an issue to be solveda climax or a surprising endingstepiii fast -readinggo through the passage as quickly as possible, try to find the answers to the four questions in part a.1.a young lady in the fog2.at 86 king street3.by bus4. a sticktrue or false1.the fog was very thick in the morning.2. when she got to green park, the weather turned out to be fine.3. polly got to green park by train.4. the old man carried an umbrella in his hand.5. at first polly thought the old man couldn’t see her face because he was blind.6. after arriving at home, polly invited the old man to her home for a rest and he agreed.detailed readingpartplacetime &weather person(s)what happened polly's thought or feelingpart 1outside polly's work place at4 p.m. foggy polly she left work early. she wondered if the bus would still be running.part 2she wondered if the bus would still be running.aterpolly;the busconductorthe fog was too thick for the bus to run to king street, where polly lived.part part 3•part 4••part5where: in the streetwhen& weather: it was darkwho: polly, polly, an old manwhat: the old man took her hand and helped her find the way共2页，当前第1页12polly’s feelings: she wished for someone to come along. fear held her still. she began to feel frightened againpart6where: outside polly’s house at king streetwhen& weather: late that daywho: polly; the old blind manwhat: the old man left to help more people in needpolly’s feelings: polly was thankfulpartiv post-readingread the story carefully and try to find the route (路线) that polly took home.and retell the text using your own words.partvdo exercise part d&e1.d2.c3. e4.a5.b6.g7.h8.f1.fog2. frightened3. conductor4.deserted5.rare6. taxi7. footsteps8. fear9. rough 10. blind 11.lost 12. express homework•do a1 and a2 on page 90 of the workbook。
【高二】Unit 1 The world of our sense教案
【高二】Unit 1 The world of our sense教案【高二】unit1theworldofoursense教案第1单元我们的感觉课程计划世界名词性从句定义：在复合句中起名词作用的分句称为名词分句。
名词从句的功能相当于名词词组,它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在由于句子中的语法功能不同，名词从句可以分别称为主语从句、宾语从句、谓语从句和同位语从句。
名词性从句中的连接词有:连接词：that/white/ASIF（尽管）；连接代词:what/who/which/whose/不管/谁/谁/whichever，连接副词：where/when/why/how/wherever/whenever。
连词：引导从句，但不要在从句中构成成分that：无词义，不作成分，起连接作用whiter/if:“whiter”不作为一个组件使用，并起到连接作用if只用于宾从中Asif（尽管）：“仿佛”只连接谓语从句连接代词：引导从句，并在从句中作成分不管怎样，作为主语、宾语、表、属性which（ever）：（无论）哪一个（些）作主，宾，表，定语Who（曾经）：“（无论谁（主语）”是主语和宾语whom（ever）：“（无论）谁（宾格）”作宾whose（ever）：“（无论）谁的，作定连接副词：作为状语的引导从句when（ever）：“什么时候”作状语何处：“何处”how：怎样为什么：为什么从句中用陈述句序：疑问词+陈述句语序将词形和词义归类为分句的注意事项连接词that//宾从中可省是否/如果是否/如果仅用于对象。
如果里面没有或没有，就不能使用asif(though)好象//连接代词what（ever）（whatever）作为主语、宾语、表、定语等，。
东西which（ever）（无论）哪一个（些）作主，宾，表，定语/谁（曾经）是主体和客体/whom（ever）“（无论）谁（宾格）”作宾/谁（曾经）做决定/连接副词when（ever）“什么时候”作状语/“Where”作为状语/how怎样作状语/为什么用作状语/根据句子的结构可分为：①简单句-------一主一谓② 复合句由两个（或多个）简单句组成，这些简单句由等位连词连接在一起，但也可以是for。
高中英语 Unit 1(The world of our sense)教案-task 牛津译林版必修
Unit 1 The world of our senseTask---教案Teaching Aims:1. Let students know how to plot a story , prepare a surprise ending and improve the language for storytelling.2. To improve students’ language skills of listening, reading, speaking and writing Teaching procedures:Step 1: Skills building1: plotting a story1. Do you like reading stories?What kind of stories do you like reading? Why?edy storyScience storyscience fictionlove storydetective storyhistorical storyFinish the exercisePart A:Put the paragraphs in thecorrect orderKeys: 3 1 6 2 5 4Exposition: 1 plication: 2 3 4 5 Resolution: 6Part B: Decide which part eachparagraphs belong tostep2 pleting a checklistFirst, listening to the tape,,answer the questions.TAPESCRIPTpleting a checklist•Teacher: Remember that you need to write a story for the contest next week. you should start working on your story soon. Before you start, you will need to know the rules for the storytelling contest.•First, you need to work with a parter. Second, you need to write your story and support it with pictures. Third, when you present your story, you must work with your partner and you must both join in the presentation. Fourth, you need to write a story about a young girl named Sandy who had a special experience bin a museum. Before you start writing, you will need to decide on the following points:•What did she do before she went to the museum? How did she get to the museum? Who did she go with? What timeof the year was it? What time of the day was it? At the end of the story you must provide a surprise ending. If everything is cleat, you can now get into pairs and start thinking about the beginning of the story.S1: OK. Let’s first think about how Sandy got there. should she go on the train or the school bus?S2: Well, we should first decide why she went to the museum.S1: That’s right. Was it because she liked the show in the museum?S2: Or perhaps she went because of a class project? You know we always do class project. S1:That’s a good idea. So she went to the museum to do a class project about…S2: About art and history?S1: That’s not a bad idea, a project about art and history.S2: Now we can decide how she got to the museum.S1:If she went because of a class project, she and her classmates probably would go by school bus.S2: Why?S1: Because a school bus can take about fifty people. When we go on an outing, two teachers always go with us. Remember?S2: That’s true. So, they will all went by school bus.S1: Yes, so now we know how and why she went to the museum, and who she was with. But what did she do before she got here?S2: Perhaps, they were walking from the school bus, and Sandy and her partner Li Feifei were so busy looking around that they got lost. Then they started to run to try and find their classmates. Luckily, they could still see them and caught up with them at last.S1: Yes, that would explain why she was so tired.S2: Well, it seems that we have answered all of the questions.S1: Ye s, now we’d better write the story!S2: No. We haven’t answered Questions seven and eight.S1: Yes. You’re right. Let’s make it the summertime, because that’s the time ofyear we usually go on school trips.S2: All right, but what about the time of say?S1: Well, most museums don’t open until ten o’clock in the morning. So, let’s make it late morning.S2:Fine. Now we’ve answered all the questions. We had better write the story. Answers to Part BSandyTo the museumTo do a class project about art and historyHer classmates and teacherSandy and her partnerLi Feifei got lost on their way from the school bus to the museum, but they managed to catch up with their classmates at last.SummertimeLate morningStep3 Skill building 3 using adjectives and adverbs in stories•READ part1 and part2The fuction of adj.&adv.1. to describe a person or thing2. to express physical and other qualities,our feelings and views3. to express origin, necessity, frequencyand degree of certaintyadverbs:1.to add more information to a verb, anadjective, a phrase or another adverb.2. to express place, time, frequency, degree,manner and viewpoints.3. to make ments, concentrate on acertain word or phrase and link clauses orsentences.Improving your storytone of voiceloudnessrhythm of speechthe expression on your facebody languageeye contacthand movementsstressPossible 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.Step4 Home workRead the story of partA in writing on page 97 of the workbook,and finish partB.。
高中英语必修 The world of our sensegrammar教案译林牛津版
Unit １The world of our sense名词性从句定义：在复合句中起名词作用的从句叫名词从句（Noun Clauses）。
名词从句的功能相当于名词词组, 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。
名词性从句中的连接词有:连词：that / whether / as if（though）;连接代词：what / who/ which / whose /whatever / whoever / whomever/ whichever，连接副词：where / when / why / how/ wherever / whenever。
•连词：引导从句，但在从句中不作成分that ：无词义，不作成分，起连接作用whether/if：“是否”不作成分，起连接作用If只用于宾从中as if（though）：“好象”只连接表语从句•连接代词：引导从句，并在从句中作成分What（ever）：（无论）什么，作主，宾，表，定语which（ever）：（无论）哪一个（些）作主，宾，表，定语Who（ever）：“（无论）谁（主格）”作主，宾Whom（ever ）：“ （无论）谁（宾格）”作宾whose （ever ）：“（无论）谁的，作定•连接副词：引导从句，作状语•When （ever ）：“ 什么时候” 作状语•where ：“ 什么地方”•how ：怎样•why ：为什么•从句中用陈述句序：疑问词+陈述句语序根据句子的结构可分为：１简单句———————一主一谓２并列句———————由等立连词and, but, so, for把两个（以上）的简单句连在一起构成。
３复合句————————一个主句+从句（一个或以上）构成。
根据从句在复合句中的作用，分为名词性从句、定语从句和状语从句。
名词性从句包括主语从句、表语从句、宾语从句、同位语从句。
高中英语 Unit 1 The world of our senses Word Power教案
Unit 1 The world of our sensesWord powerParts of speech & Describing the weatherTeaching Aims:●To learn more words about our senses●To complete the relevant exercises to consolidate itTeaching procedure:Step One: BrainstormingAsk students to do exercises to realize the fact that the same word has different parts of speech, so when using the word, they should pay attention.Look at the following sentences and tell us the two meanings of the underlined word. Try to describe two parts of speech.1. Once out in the street, she walked quickly towards her usual bus stop.n. a place at which someone/something stops2.‘Here we are, King Street.’ he stoppedv. to put an end to what one is doing3. He met me in Park Street and walked me the rest of the way home.n. the remaining part4. That was nice of him. Why didn’t you invite him to come in and rest?v. relaxStep Two: Vocabulary LearningAsk them to do exercise and understand the word rest, once, left, stillMore exercises about sense, desert, time, present, dealStep Three: Work in pairFind the words listed below in the story and complete the table. Then make different sentences with the words.Step Four: PracticeDescribing the weatherWhat words do you use to describe different kinds of weather?Read the conversation in Part A on Page 7.Adjectives:cloudy, sunny, cold, cool, warm, hot, dry, wet, rainy, snowyNouns:rain, snow, wind, storm, showerDiscussion1.What kinds of weather do you prefer? And why?2. Forecast the weather of tomorrow. You can discuss with your partner.Step Five: HomeworkFind more words with different parts of speech.Try to find more words with different parts of speech.Do exercises on P91. Talk about different kinds of weather in different seasons and places.。
高中英语 Unit 1(The world of our sense)教案-welcome to t
Unit 1 The world of our senseWele to the unit---教案Teaching aims:1. Encourage students to practice speaking english more2. Arose their interest in learning this unit through activities.3. Let them know the importance of senses and hold the correct attitude towards thepeople who lose one of theirs sensesDifficult points:Encourage the students to share their opinions by fully participating in the discussion in order to realize how they and other people use their senses in their studies and daily life.Teaching proceduresStep 1:Lead-inBrainstormingWith what can we see and hear?How can we know whether a dish isdelicious?How can we know that a flower has apleasant smell?What do we do when we want to knowwhether the water in the basin is hot or cold?How do we know about the world around us?The five senses are:The sense of sight , the sense of hearing , the sense of taste , the sense of smell and the sense of touch.They enable us to know the world around us.Fill in the blanksStep 2: dealing with the short passage on the text(page1)Do you know how blind people can read?They can read by touching raised dots which represent numbers and letters. This system is calledWrite the words “blind” and “deaf” on the blackboard.Write “braille”on the blackboard.Look at the four pictures and answer the question below each picture •What can you see in this picture?•How would you judge the length of the two lines?•How can you prove that the two lines are straight?•Can the symbols be read in only one way?•Why are people misled by their own eyes.•Picture 1•If they look at the white part, you can see a vase,if you look at the black part, they can see two faces.•Picture2•You can use two pieces of paper to cover both ends of the two lines•Picture3•They can place a ruler next to the line. They can also use a ruler draw more straight lines which run parallel to the two lines.•Pictures4•K B R M, or K,13,R,MStep 3: Sharing information and Observationshow Ss some picturesWhy are people mislead by their own eyes?Because the background or other lines confuse the eyes.Also ,what we expect to see can change what we see.Actually, the brain is confused and not the eyes.Step 4: Discussion•Read the three questions in the short passage and discuss them in groups of four.•Report your answers to the whole class.•We often use one or two of the five senses more than the others when we need to . For example,in the darkness, the sense of haering and the sense of touch bee more sensetive bacause we cannot see anything, when we listen to ourfavourite music, we may close our eyes and just listen with our ears.when we eat something, we not only taste or smell it, but look at it as well.•I think that when learing english, the sense of sight and the sense of hearing help me a lot. I usually listen to the tape before I read. While I’m listeningto the tape, I’ll look at the text. And I often read iit aloud. The bination of the senses best helps me remember what I have learned.Step 5 ConsolidationReview the five senses once again and finish the exercises given on show, which, of course are related to the 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.1.noticed2.Step6 DiscussionDo you know that some famous people are disabled?Raise examples and talk about their contributions.We can turn to the picture.Step 7 Assignments1. Preview the reading part，fog.2. find more information about senses.。
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Unit 1 The world of our senseWord power---教案Teaching aims:1. Enlarge students’ vocabulary2. Let students know more about weather.Teaching important points:Remember these words and try to use them freely.Teaching procedures：Step1. Lead inWrite down the following sentences on the blackboard or screen.1.Once out in the street, she walked quickly towards her usual bus stop.2.‘Here we are, King Street.’ he stopped.Then ask Ss which word is used twice besides the noun street in the two sentences. In the first sentence,STOP is a noun, which means “a place at which someone or something stops”, in the second sentence,stop is a verb, which means“to put an end to what one is doing”.Step2 show more examples1.Read the story fog and find more words that can be used both as a noun and averb.2.Explain the meanings of these words when they are used as different part ofspeech.1. “Polly leaves work early.”“Polly works very hard.”2.“She sensed she was being followed.”people have five senses.3.“polly felt a rough hand brush her face ...”“He was painting the wall with a brush”4.“Maybe I can help you.which road do you want?” he asked.“it gives me the chance to pay back the help that people give me ”Step 3 Exercise1Like “rest” i n the dialogue ,many words in English can have more than one part of speech. In some cases, different parts of speech (usually a noun and a verb) have the same spelling but different meningsLook at the table below,give the right meaning of the words, and judge which part of speech they belong to.Exercise2A Find the words listed below in the story and complete the table.B Complete the report clearly.答案：causes cause answer answer houses house increases increaseStep 4. Talk about the weather.What words do you often use to describe different kinds of weather ? (questions) Answers may be cloudy, sunny, drizzy, fine, cold, cool, warm, hot, dry, wet, rainy, snowy and foggySentences used in a weather report:It will be cloudy/overcast/drizzly…The m orning/afternoon will be …, with heavy showers around lunchtime.A thin mist/cloudy weather will develop.A thin mist will turn to fog.Practice:The morning will be fine, with showers in the afternoon.A mist/fog will develop in the morning and the afternoon will be sunny.It will be overcast in the morning and there will be snow in the afternoon.Step 5. Finish the related exercises in the textbook.Part BAnswers:(1)warm (2) fine (3) sunny(4)cloudy (5) cooler (6) overcast(7) rain (8) cold (9) thunder(10) lightning (11) stormStep 6. Discussion.1.What kinds of weather do you prefer?2.Please forecast the weather of tomorrow.Step 7 Consolidation双基提要Words: thunderstorm, floods, tornadoes, snowstorm, overcast, drizzly, fog, mist, showers, lightning, occasional, affordPhrases: in some cases, so far, go hungry, look up, fetch my umbrella, weather forecast 课堂反馈I. Fill in the blanks with words from the sentences, changing the forms if necessary.1. Please be ____________. We have enough seats for everybody to sit on.2. Every year we ___________ trees on May, 12th. Trees and other plants provide uswith fresh air.3. Do remember _______________ the flowers every day. It will die from lack of water.4. Go __________ down this road and you’ll see another straight road across it.5. The policemen _______________ all the witnesses but none of them could give a definite answer to the question.6. The old man ________________ the two World Wars. He is a man of lots of experiences.7. While I was ______________ for my holiday last night, I found a pack of my clothesmissing.8. Don’t look back when a wolf is already on your __________.9. The head of our school are ___________ for Hong Kong on a visit to a school there.10. They are close friends. They always stand __________ to each other as if theywere tied together.II. Translate the following.1. A: Beautiful day, isn’t it?B: Yes, it’s not like what the radio said at all.A: I wish it would stay this way for the weekend.B: As long as it doesn’t snow!2. What bad/good weather!3. Most of North and South China will have a cold wet day.4. It will be cloudy/rainy at times.5. The temperature will stay above zero in the day-time, but at night it will fallbelow zero again.6. The weather is improving／worsening.。