英语：unit1《the-world-of-our-sense》grammar课件(2)(译林牛津版
高中英语Unit1TheworldofoursensesSectionⅢGrammar——名词性从句(Ⅰ)教案(含解析)牛津译林版必修3
Section ⅢGrammar——名词性从句(Ⅰ)名词性从句相当于名词，可分别作主句的主语、表语、宾语和同位语。
因此，名词性从句分为主语从句、表语从句、宾语从句和同位语从句，都不能用逗号与主句分开。
When we will start is not clear.(主语从句)我们何时动身还不清楚。
Mrs.Black won't believe that her son has become a thief.(宾语从句)布莱克夫人不相信她的儿子成了一个小偷。
My idea is that we should do it right now.(表语从句)我的意思是我们现在就开始做这件事。
I had no idea that you were her friend.(同位语从句)我不知道你是她的朋友。
一、引导名词性从句的连接词二、主语从句1．主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾。
主语从句通常由连词that和whether、连接代词或连接副词引导。
2．that在句中无词义，只起连接作用，在口语和非正式文体中可以省略，但that从句位于句首时，连词that不能省略。
3．连接代词和连接副词在句中既保留自己的疑问含义又起连接作用，在从句中充当成分。
That the football match will be put off is certain now.足球赛将会推迟一事现在已经确定。
Whether he will come or not is still a question.他是否会来仍然是个问题。
Whoever breaks this law deserves a fine.违反该法者应予以罚款。
When the plane is to take off has not been announced.飞机何时起飞还没有宣布。
It is known to all that light travels in straight lines.众所周知，光沿直线传播。
Unit 1 The world of our senses
8.He paid back the money he owed us immediately he returned home.
担心，害怕 使惊恐，警告 使害怕，吓唬 惊骇，恐怖 恐怖，惊骇 震惊，使吃惊 惊慌，恐慌
语境串记基点
语段复现重点
综合演 练题 点 课下三板块高考提能练
Unit 1 The world of our senses 结
5.“-er”与“-ee”结尾意义不同
束
①employer employee
9.I have been so busy that I have no time to clear up the place which is so messy.
10.The noise of the engine died away as the car disappeared in the distance .
8.Deaf though she is, the disabled girl refuses to let her disability
prevent her from doing what she wants. (disable) 9.He had changed so much that you couldn’t recognize him. As a
1.“看”遍天下
①observe ②glance (at) ③watch ④notice ⑤stare (at) ⑥glare (at) ⑦peer ⑧witness
高中英语Unit 1 The world of our senses--Grammar
Unit 1 The world of our senses--Grammar & usage(Introduction to nounclauses) 同步练习I. 填空题：1. 名词性从句包括______从句、_______从句、_______从句和______从句。
由于这四种从句在句中均具有_______特征，因此，统称为________从句。
其引导词，归纳起来可分为以下II. Read the following sentences. Underline all the noun clauses you can find and indicate whether they are subject (S), object (O), predicative (P) or apposition (A) clauses. Write the letters in front of each sentence.__________ 1. What he said seems wrong.__________ 2. The suggestion that we clean the classroom by turns is very good.__________ 3. Everything depends on whether the situation will improve.__________ 4. I don’t think that it will be very cold today.__________ 5. He was ill. That is why he was late for school.__________ 6. Whether he is coming or not doesn’t matter too much.__________ 7. Who do you suggest should be sent to work there?III. 翻译下列句子：1. 我想知道她是谁。
高中英语Unit 1 The world of our senses-Grammar and Usage
Unit 1 The world of our senses●Grammar and UsageStep1: Introduction to noun clausesFor reference: Introduction to Noun ClausesA noun clause is a clause which does the work of a noun in a sentence. It is a group of words containing a subject and a verb of its own. It can be used as a subject, predicate nominative, direct object, appositive, indirect object, or object of the preposition.Usually noun clauses begin with that, what, where, when, who, whom, which, whose, how, why, whether, etc.Examples:He said that he would not come.We were all curious to know what he had done.Nobody knows when the registration will begin.We all wanted to find out who the winner was.Whom they were in contact with on the day of the robbery is of great interest to the police.Jane is not sure which university she should apply for.The judges had a hard time deciding whose painting was the best.How the baby fell from the window is a mystery.They asked the boy why he had hit his classmate.Whether you like it or not is not the issue.Uses of Noun ClausesNoun Clauses can be used in the following ways:As the subject of a verbWhy she kept on crying puzzled every one.noun clause main verbb. As the objectNobody knows how he got involved in gangland activitiesverb noun clausec. As the complement of the verb "to be" or predicativeWhat we are worried about is that he may have another heart attack.The question is why they could escape through the front door when there were so many guards there.A Note to Students:There are some common errors among many students when they use noun clauses in sentences. Here are some of the errors:1. Inversion structure within the noun clause: Where is the place is still not clear.In the above example, the inversion structure is used in which the subject (the place) is preceded by a verb (is). Mistakes like this reflect the tendency of students to mistake interrogative words like where, when, why, how, etc. when used in noun clauses for those used in questions, as in "Where is the wallet?". It should therefore be noted that the structural components of a noun clause are the order of a statement or "Subject + Verb" as in:What you do is terrible.Whatever you say will interest us all.However, there is an exception to the rule. One should note that a noun clause that begins with what can also be immediately followed by a finite verb, without having a subject, as in the following:: What has been discussed in the meeting will remain a secret.: He asked me what was the matter with me.2. No main verb in the sentenceSince noun clauses very often serve to emphasize a particular idea in a sentence, many students tend to think that their function is to emphasize only and that there are no strict rules to follow when using them. This is a misconception. Look at the following sentence:: What they like luxury goods.In the above sentence, the student may have thought that "like" may function as the main verb of the sentence. Since "They like luxury goods" is a complete sentence, and that "what" is only an emphasizer, so the student may think that the sentence is correct. In this case, the student has forgotten that the structural components of a noun clause are "Subject + Verb" (as in "What they say"), and mistaken the verb "like" within the noun clause as the main verb of the whole sentence, thereby producing a sentence that does not have a main verb. It should be noted that all these interrogatives like why, who, when, how, whether...etc, although they serve as emphasizers, begin a clause whose structural components are subject and verb. This means that the verb inside the clause, in this case the verb "like", cannot function as the main verb of a sentence. In the following sentence, "is" is the main verb of the sentence and "like" is the finite verb within the noun clause.: What they like is luxury goods.3. Mistaking where, when, why, how, etc. for the relative pronoun "which".: I live in a building which has 40 storeys .: I live in a building where has 40 storeys.If you really want to use "where" instead of "which" in the above sentence, follow the structural rule of noun clause: "Subject + verb":: I live in a building where there are 40 storeys.Some students see "which" and "where" as equivalent when they are used as relative pronouns. Yet, "which" and "where" bear similar meaning and require different structural components when they are used as relative pronouns. 1. look at some examples:1) At lunch time, the radio weatherman reported that the mist would becomea thick fog in the afternoon.2) She wondered if the buses would still be running.3) The truth is that the fog is too thick for the bus to run that far.4) What surprised me most was that the old man couldn’t see anything.As you can see, the function of these underlined sentences are the same as nouns or noun phrases so they are called noun clauses. Read 1-5 on page 8 to learn more about noun clauses.2. From Part 1 on page 8, you may find that a noun clause can be used as the subject of a sentence. And we call it the subject clause. The words used to introduce noun clauses are called conjunctions. The conjunctions are that, whether and why, etc.Pay attention to the sentence in which it is used as an empty subject. Sometimes it is put at the beginning of a sentence and used as the formal subject while the noun clause is put at the end, because in English people usually put long or complicated items towards the end of a sentence. Therefore,it can also be called a 'preparatory subject'.3. In Part 2, we can see that a noun clause can be used as the object of a verb or a preposition in a sentence. And we call it the object clause. The conjunctions used to introduce the object clauses in the example sentences are that, if/whether, which, who, etc.Read the two sentences in which it is used as an empty object. When an object clause together with an adjective as an object complement is used after the predicate verb, we can use it as an empty object after the verb and put the object clause after the object complement to avoid having a longer and heavier head. Also, the clause coming last in a sentence usually has the highest 'informative value' in any case.4. We know from Part 3 that a noun clause can be used as the predicative after the link verb be. And we call it the predicative clause. The conjunctions used to introduce the predicative clauses are that, whether and how.5. Look at the following examples on the blackboard. Pay attention to the red part in each sentence.Polly, a twenty-year-old young lady, was led home by an old blind man in a heavy fog.The book A Brief History of Time was written by Stephen Hawking, a great scientist.The fact that Polly hasn't asked for the man's name is a pity.The red parts in the three sentences are in apposition. That is to say, a noun, a noun phrase or a noun clause is placed equivalently with another noun as an explanatory part, both having the same syntactic relation to the other elements in the sentence. When a noun clause is used in apposition to a noun, it is called the appositive clause. The conjunction used to introduce the appositive clause in the last sentence is that.From the examples in Part 4, we can see that the noun with an appositive clause is usually an abstract noun, such as news, fact, idea, truth or theory. An appositive clause can strengthen the abstract noun with some definite information.6. From the examples of the five parts, we know what words can be used as conjunctions to introduce noun clauses. Put down the words on your notes book for later retrieval.7. Read the article on page 9 to identify all the noun clauses, which are the subject, object, predicative or appositive clauses and point out the conjunction in each clause. And then describe the main idea in your own words. Answers (Page9)Paragraph 1The possibility that pleasant smells might reduce pain has recently been suggested by new research. (an appositive clause with that used as theconjunction.)Paragraph 2As people believe that strong smells can affect the senses,...( an object clause with that used as the conjunction.)Paragraph 3Scientists are interested in whether the sense of smell is related to pain and whether men and women have the same senses. (object clauses with whether used as the conjunction.)Now, the study has proved that for women, pleasant smells reduce pain. (an object clause with that used as the conjunction.)Paragraph 4He says that scientists already have data from 40 volunteers. (an object clause with that used as the conjunction.)He adds that this year, scientists will test another 60 volunteers and will be in a better position to explain the results. (an object clause with that used as the conjunction.)Paragraph 5One explanation is that women’s sense of small developed long ago, and is linked to recognizing the smell of habits. (a predicative clause with that used as the conjunction.)Scientists used to believe that mothers recognized their children by sight only. (an object clause with that used as the conjunction.)Now they have started to believe that the sense of smell also helps, but why pleasant smells do not reduce pain in men is a question still to be answered by scientists. (The first noun clause is an object clause with that used as the conjunction. The second noun clause is a subject clause with why usedas the conjunction)Step 2: Noun clause beginning with that or if/whether1. that can be used to introduce a noun clause of a statement.e.g.: She sensed something. A tall man in a dark coat was staring at her. She sensed that she was being watched by a tall man in a dark coat.In most cases, we cannot use that to begin a noun clause after a preposition. However, we can use that to begin a noun clause after in or except.e.g.: The problem lies in that the mist may become a thick fog.I didn't tell him anything except that I wasn't able to find my way back. We cannot leave out that when it is used to introduce the subject or appositive clause.e.g.: That we couldn't find our way out was really bad news.That they are good at English is known to us all.She expressed the hope that they would come to China one day.We can leave out that in informal English when the noun clause is the object or predicative of a sentence.e.g.: She wished (that) someone would come along to help her.The truth is (that) the buses will not be running.2. We can use if or whether to introduce a noun clause when the clause isa yes/no question. We change the word order in a clause after if or whether into that of a statement.e.g.: She wondered. Would the buses still be running?She wondered if/whether the buses would still be running.We can only use whether, but not if, after a preposition.e.g.: She is not certain about whether she has done anything wrong.It all depends on whether they will come back.We can only use whether, but not if to introduce subject, appositive and predicative clauses.e.g.: Whether it is going to clear up keeps me wondering.Whether the meeting will be put off has not been decided yet.The question is whether they have so much money.We ought to discuss carefully the question whether we can do it or not. We use whether or not, but not if or not.e.g.: I want to know whether or not the train goes to King Street.I didn’t know whether or not he had arrived in Wuhan.The question of whether they are male or female is not important.I have not decided whether to go or not.If that or whether/if introduces a noun clause that has two sentences connected by and or but, we add another that or whether/if after and or but.e.g.: He said that he liked rain very much and that he wouldn't use an umbrella when it was raining.No one knows whether it will be fine tomorrow and whether he will come to work.Answers (page11)A (1)if (2) that (3)that (4)that (5)that (6)whether (7) that(8)WhetherB (1)that (2)that (3)whether (4)that (5)that(6)if/whether (7)that (8) if/whether (9)that (10)that。
高中英语 Unit 1《The world of our senses》word pow文字素材1
模块三 Unit1 The world of our senses[考点透视]I重点短语①[C]感官 five senses a / the sense of smell②[C]……的感觉/ 能力 the sense of humor / direction / success③[U]辨别力 common sense常识 a man of good sense通情达理的人1. sense ④[U]意义、价值 There is no sense in /of doing sth.⑤表示“神智〞时，常用one’s sensesbring sb. to one’s senses 使某人醒过来come to one’s senses醒过来out of / lose one’s senses 失去神智⑥in a sense 在某种意义上⑦make sense有意义、讲得通[U] 看；看见；视力；视野[C]情景；景象； [pl.]名胜at first sight乍看一下、初看起来2. sight at (the) sight of一看见in sight / out of sightcatch sight of / come into sight/ lose one’s sightbeat：其宾语必须是人或一个集体。
是游戏比赛的专门用词。
3. defeat：与beat同义，其宾语也必须是人或一个集体。
尤指在战场上打败敌人。
win：表示在较强的竞争中取胜，其宾语常是game，war，prize，fame，battle等。
beat：着重“连续地击打〞，如殴打、体罚、海浪拍岸、心跳。
hit：指“打中〞，着重敲打或打击对方的某一点。
strike：通常表示打一下，不一定击中，也不一定都是有意的。
tap：一般指轻轻拍打的意思。
still 表示绝对静止或安静,只能用于物理上的安静,强调“静止〞，不能指心理状态。
quiet 强调外在的安静现象,指没有吵闹或骚乱的静寂状态。
高中英语 Unit 1 The world of our senses Task教案 牛津译林版
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?St ep Two: Skills Building 1Ask studen ts what stories they likeAsk st udents what the common elements are in stories.1. StartThe start of the story introduces the background of the story and the main characters. It answers these questions: Who? Where? When? Why?2. BodyThe body of the story tells about the problems experienced by the characters, e.g., a problem the main character wants to solve or so mething he/she needs to learn 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 example.Step Four: Sk ills Building 2Help students to recognize different elements of a comic strip and ask them to practice.Ask students to tell a story accordi ng to the pictures.Work with your group members to work out a surprise ending according to th e five pictures given in Part A. You should dr aw 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 stories.Help students to learn how to describe different things.Step Six: Writing storiesAsk students to do exercises in the textbook and share their stories. At the same time help them write their stories.Step Seven: Homework:1. Do part B on Page 97.2. Prepare a story with a surprise ending.3. Preview Project.。
高一英语Unit1 The world of our senses Grammar and usage教学设计
Unit 1 The world of our sensesGrammar and usage教学设计Goals: To learn the usages of the noun clauses and practise using them.Procedures:Step one: Brief introduction to Noun Clauses.subject clause、object clause、predictive clause and appositive clause Step two: Functions of Noun Clauses.Step three: ConsolidationsStep four: Assessment在复合句中起名词作用的从句叫做名词性从句。
它包括主语从句、宾语从句、表语从句和同位语从句。
其关联词有连接词that, if, whether; 疑问代词who, whom ,whose ,what, which, whoever , whatever , whichever 和疑问副词when, where, how, why , whenever , wherever , however .等。
名词性从句是中学阶段的一个重要语法项目，在历年的高考中几乎都涉及到，并且每年的命题各有变化。
分析历届高考试题名词性从句考查的焦点主要有以下六个方面1. 考查名词性从句的语序问题2. 考查引导词that与what的区别3. 考查it在名词性从句中作形式主语或形式宾语的用法4. 考查whether与if的区别5. 考查名词性从句中的疑问词+ever引导的名词性从句与no matter+疑问词引导的状语从句的区别6. 考查名词性从句的虚拟语气问题名词性从句之异同名词性从句可分别作主句的主语、宾语、表语和同位语。
在英语英语和运用中经常遇到，是高中英语中主要学习内容。
Unit 1 The world of our senses自主对答案
语境串记基点
语段复现重点
综合演 练题 点 课下三板块高考提能练
Unit 1 The world of our senses 结 束
背原句
明句式
学仿写
众所周知，文物属于
3.While having dinner, rather than 人类，而不是个人。
listen to some enjoyable 用 于 平 行 结
(recommend) me
without hesitation for the job.她毫不犹豫地推荐我做这项工作。
③I accepted the job
.
我毫不犹豫地接受了这份工作。
语境串记基点
语段复现重点
综合演 练题 点 课下三板块高考提能练
Unit 1 The world of our senses 结 束
be anxious that ...(should) do sth. 希望……
(2)anxiety n.
忧虑；担心；渴望
with anxiety
焦虑地
(3)anxiously adv.
焦虑地
to finish ①She was anxious
(finish) school and get a job.
e across 偶然遇到
come
13.
to
one’s
ai帮d 助某人
14.stare at
盯着看，睁大眼睛看
15.be grateful to 对……表示感激
16.make sense 有意义；讲得通
17. in the distan在c远e处
18. to one’s surpris使e某人惊奇的是
高中英语Unit1TheworldofoursensesSectionⅠReading(Ⅰ)(Welcometotheunit
Unit 1 The world of our senses人和动物之所以能够闻到、听到、尝到、看到、感觉到事物，是因为有感觉器官。
What's that smell？Do you hear that noise？Taste this！Look at me！Feel this，isn't it soft？When you hear，or even use these phrases，you probably don't stop to think about why we use them.Well，it's because of our senses.Without us even knowing，our sense organs(nose，eyes，ears，tongue，and skin) are taking in information and sending it to the brain for processing.If we didn't have them，we would not be able to smell，see，hear，taste，or touch anything!Senses are the physical means by which all living things see，hear，smell，taste，and touch.Each sense collects information about the world and detects changes within the body.Both people and animals get all of their knowledge from their senses，and that is why senses are so important.All senses depend on the working nerve system.Our sense organs start to work when something stimulates special nerve cells，called receptors，in a sense organ.Once stimulated，the receptors send nerve impulses along sensory nerves to the brain.Your brain then tells you what to do.For example，your sound receptors are often attacked by billions of sound waves.When these signals reach the part of the brain called the cerebral cortex，we become conscious of the sounds.[阅读障碍词]1．process 处理2．nerve 神经3．stimulate 刺激，激发4．receptor 感受器；受体5．nerve impulse 神经冲动6．the cerebral cortex 大脑皮层7．become conscious of 意识到……[诱思导读]根据短文内容，回答下列问题1．What are senses?Senses are the physical means by which all living things see，hear，smell，taste，and touch.2．How do our sense organs work?When something stimulates receptors in a sense organ，the receptors send nerve impulses along sensory nerves to the brain.Your brain then tells you what to do.SectionⅠReading( Ⅰ ) (Welcome to the unit & Reading)Ⅰ.匹配下列单词的词性及汉语意思( )1.confuse A．vt.观察；注意到；评论( )2.forecast B．vt.抓紧，抓牢( )3.observe C．n.轻松，宽慰( )4.narrow D．vi.犹豫，迟疑不决( )5.approach E．adv.牢牢地，坚定地( )6.hesitate F．vi.&vt.靠近；着手处理n．靠近；方法；路径( )7.grasp G．vt.使糊涂，使迷惑( )8.anxious H．adj.狭窄的( )9.firmly I．adj.焦虑，忧虑( )10.relief J．vt.&n.预测，预报[答案] 1－5 GJAHF 6－10 DBIECⅡ.选择下列句中词组的汉语意思2．The land came in sight after we had sailed for ten days.3．The monkey reached out a hand through the bars and took the banana.4．We have had everything we can wish for.5．The situation workers saw her was in trouble and came to her aid.6．The little girl smiled in relief when she was told that she had passed the exam.[答案] 1－6 DFACEBFogby Bill Lowe Fog warning①When Polly left home that morning，the city was already covered in a grey mist.At lunch，the radio forecast ②that the mist (薄雾) would become a thick fog (雾) in the afternoon．At four o'clock，Polly left work and stepped out into the fog.She wondered ③if the buses would still be running．雾比尔·洛浓雾警报那天早晨波莉离开家时，整个城市已笼罩在灰色的薄雾中。
Unit1 The world of our senses--grammar
• As is known to all, Edison is a great inventor.
How many clauses do you know?
→ It is uncertain that he will succeed.
1) That he will succeed is uncertain.
→ It is uncertain that he will succeed. 2) Whether he will go there is not known.
Presentation
Presentation
1. A noun clause can be used as the subject :
Presentation
1. A noun clause can be used as the subject :
1) Everything is uncertain.
1) They know that the habit will kill them.
2) I have no idea as to what to do next.
3) We thought that the fog had finally gone
good news.
4) I find that we should do the homework
• Human being is a kind of stange creature. • I washed my clothes yesterday.
• Our teacher, Mr. Yang, was excited about it.
Unit 1 The world of our sense.语言应用-感官世界(知识梳理)-教育文档
Unit 1 The world of our sense语言应用--感官世界语言积累交际用语1. Have you ever been in a fog? 你曾经身处雾中吗？2. How far are you going? 你将走多远？3. Is anybody there? 那里有人吗？4. Are you sure you know the way? 你确定你知道路吗？5. Here we are. King Street. 我们现在在国王大街。
6. Thank you so much for coming to my aid. 你来帮忙我非常感激。
7. It’s very nice of you. 你真是太好了。
8. It’s a perfect day today, don’t you think so? 你不认为今天是个好日子吗？9. Which sense do you think would be the worst to be lost? 你认为失去哪种感觉是最不好的？话题语句I. 1. Action and sense 行为和感觉see, eyes, sight (视觉); hear, ears, hearing (听觉);taste, tongue/ taste buds (味蕾), taste（味觉）；smell，nose，smell（嗅觉）；touch/feel, hands/feet/skin, touch (触觉)2. We see the world with our eyes. Without the sense of sight, we would live in total darkness.A person who cannot see is blind and someone who cannot hear is deaf.3. Can you trust our senses all the time?Sometimes senses may cheat us and they may affect one another.4. What do you think of the saying to see is to believe (seeing is believing)?In most cases, the saying is true. However sometimes our senses will cheat us. To see the world clearly, we should also be armed with scientific knowledge and think twice before action.5. Do you know of any people who have made great achievements even if they have lost one of their senses? What did they achieve?1) Beethoven, lost his hearing in 1801 and in 1824 completely deaf, completed the NinthSymphony.2) Helen Keller was an American author, activist and lecturer. She was the first deaf blindperson to graduate from college. When she was young, she learned to touch, listen, and feel the world. She got over the unbearable difficulty breaking down his physical disabilities.With the help of her teacher, Anne, she studied well, went to excellent university, travel to other places, read books, wrote her own books, kept study ing until her death.Her books:Three Days to SeeMidstream: My Later LifeMy ReligionThe Song of the Stone WallOut of the Dark My LifeMy TeacherThe World I LiveIn Double Blossoms etc.Helen devoted herself to the disabled in her lifetime. She went everywhere to campaign for the disabled, made speeches to them and encouraged them to believe themselves. Also, she told them to find their personal values and determined to live a better life. Her kindness not only helped the disabled to pick up courage but also aroused (唤醒) people from other countries to face up to the handicapped (残疾的). As a result, service agencies have been set up, the welfare of the handicapped has been improved, which are auxiliary to their happy life.6. What do they have in common?They all made great achievements even if they lost some of their senses.II. Business and sense… Besides，businesses seek to appeal to customers’ senses．Stores notice that the smell of baked goods encourages shopping，so they make their own bread each morning and then fan the bread smell into the store throughout the day．Music sells goods，too．Researchers in Britain found that when French music was played，sales of French wines went up．When it comes to the selling of houses，businesses also use highly rewarding tactics (策略)．They find that customers make decisions in the first few seconds upon walking in the door，and turn it into a business opportunity. A California builder designed the structure of its houses smartly．When enter ing the house，the customer would see the Pacific Ocean through the windows，and then the pool through an open stairway leading to the lower level．The instant view of water on both levels helped sell these $10 million houses. …拓展阅读The Sense of WonderA child’s world is fresh and new and beautiful, full of wonder and excitement. It is our misfortune that, for most of us, that clear-eyed vision — that true instinct for what is beautiful and awe-inspiring — is dimmed and even lost before we reach adulthood. If I had influence with the angels who are supposed to preside over all children, I would ask that their gift to each child in the world be a sense of wonder so indestructible that it would last throughout life.If children are to keep alive their natural sense of wonder without any such gift from the angels, they need the companionship of at least one adult who can share it, rediscovering with the child the joy, excitement and mystery of the world we live in. Parents often feel inadequate when confronted on the one hand with the eager, sensitive mind of a child and on the other with a worldof complex physical nature. In a mood of self-defeat, they exclaim, “How can I possibly teach my child about nature —why, I don’t even know one bird from another!”I sincerely believe that for children, and for parents seeking to guide them, it is not half so important to know as it is to feel. If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow. The years of early childhood are the time to prepare the soil. Once the emotions have been aroused —a sense of the beautiful, the excitement of the new and the unknown, a feeling of sympathy, pity, admiration or love —then we wish for knowledge about the object of our emotional response. Once found, such knowledge has far more lasting meaning than mere information. It is more important to pave the way for children’s desire to know than to put them on a diet of facts they are not ready to assimilate.Even if you feel you have little knowledge of nature at your disposal, there is still much you can do for your child. Wherever you are and whatever your resources, you can still look up at the sky — its dawn and evening beauties, its moving clouds, its stars by night. You can listen to the wind, whether it blows with majestic voice through a forest or sings a many-voiced chorus around the corners of your apartment building, and in the listening, you can gain magical release for your thoughts. You can still feel the rain on your face and think of its long journey from sea to air to earth, and wonder at the mysteries of natural selection embodied in the perfume and flavour of a fruit. Even if you are a city dweller, you can find some place, perhaps a park or a golf course, where you can observe the mysterious migrations of the birds and the changing seasons. And with your child you can ponder the mystery of a growing seed, even if it’s just one planted in a pot of earth in the kitchen window.Exploring nature with your child is largely a matter of being open to what lies all around you. It is learning again to use your eyes, ears, nose and fingertips, opening up the disused channels of your senses. For most of us, knowledge of our world comes largely through sight, yet we look about with such unseeing eyes that we are partially blind. One way to open your eyes to unnoticed beauty is to ask yourself, “What if I had never seen this before? What of I knew I would never see it again?”What is the value of preserving and strengthening this sense of awe and wonder, this recognition of something beyond the boundaries of human existence? Is the exploration of the natural world just a pleasant way to pass the golden hours of childhood or is there something deeper?I am sure there is something much deeper, something lasting and significant. Those who dwell, as scientists or laypeople, among the beauties and mysteries of the earth are never alone or weary of life. Whatever the problems or concerns of their personal lives, their thoughts can find paths that lead to inner satisfaction and to renewed excitement in living. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as life lasts. There issymbolic as well as actual beauty in the migration of the birds, the ebb and flow of the tides, the folded bud ready for the spring. There is something infinitely healing in the repeated refrains of nature — the assurance that dawn comes after night, and spring after the winter.I like to remember the distinguished Swedish oceanographer, Otto Pettersson, who died a few years ago at the age of ninety-three, in full possession of his keen mental powers. His son has related in a recent book how intensely his father enjoyed every new experience, every new discovery concerning the world about him.“He was an incurable romantic,” the son wrote, “intensely in love with life and with the mysteries of the universe.” When he realized he had not much longer to enjoy the earthly scene, Otto Pettersson said to his son: “What will sustain me in my last moments is an infinite curiosity as to what i s to follow.”写作运用：记叙文写作写法本单元要求写故事，这属于叙事记叙文。
七年级英语Unit 1 The world of our senses-Grammar (Ⅱ)牛津版
Unit 1 The world of our senses-Grammar (Ⅱ)Teaching goals教学目标1. Target language目标语言a. 重点词汇subject, object, preposition, predicative, apposition, empty, wonder, imagine, crash, finally, overall, misuse, ignore,b. 重点短语pay back, be able to, be interested in, too thick to run, ask for, lose his sight, make the most of2. Ability goals能力目标Enable students to understand and use noun clauses.3. Learning ability goals学能目标Let students learn how to use noun clauses.Teaching important point教学重点The usage of noun clauses.Teaching difficult point教学难点How to teach students to use noun clauses.Teaching methods教学方法Question-and-answer method, pair work and group work.Teaching aids教具准备A puter and a projector.Teaching procedure and ways教学过程与方式Step ⅠRevisionCheck the homework by asking some students to read their work.T: Now let’s check the homework. Who’d like to read the weather report you wrote last night?A sample version:Hello, everyone, let’s look at the weather conditions of our city in the following day.It will be extremely cold in the morning, the temperature will decline to below 0°C. Luckily, the sunshine will be bright and lovely. So as long as you wear warm clothes, it won’t be bad for us to go out.Unfortunately, a heavy snow is ing to our city in the afternoon, and it’ll last until night.With the snow falling down, the cold wind will blow cruelly during the whole night. It is terrible, isn’t it? But I believe that a timely snow promises the good harvest.That’s all. I sincerely hope you have a happy day.Step ⅡGrammarTask one: Introduce the usage of noun clausesT: Noun classes have the same function in a sentence as those of nouns or noun phrases. Now, who can tell me the function of nouns or noun phrases?S1: We can use nouns as the subject and object of a sentence.T: Good, anything else?S2: We can also use nouns as predicatives and appositions.T: That’s right. As we all know, noun can be used as the subject, object, predicative and apposition of a sentence. So it is the same with the noun clauses. Now, please look at the slide. I’ll show you some sentences. First find out the noun clauses, then tell me the function of the noun clause in eachsentence, I’ll give 4 minutes to do it.Show the following.1. Whether he’ll be able to e is not decided.2. Polly didn’t know which way she could go.3. My question is whether Polly can find her way home.4. The news that the plane had crashed made us sad.Four minutes later, check the answers.T: OK. Time’s up. The first one.S1: The noun clause Whether he’ll be able to e is used as the subject.T: Got it, thank you. The second one.S2: The noun clause which way she could go is used as the object.T: That’s good, thank you. Well, the third one, please.S3: The noun clause whether Polly can find her way home is used as the predicative.T: Good. The last one, please!S4: The noun clause that the plane had crashed is used in apposition to the noun “news”.Task two: Practice1. Ask the students to decide the function of the noun clauses in the following sentences.T: We know that we use a noun clause as the object of a verb and a preposition. Now look at the slide and find out what function the noun clause in each of the following sentences serve as.Show the following.1. She sensed that she was being watched.2. I’m interested in who that tall man is.3. I wonder if/whether that’s a good idea.4. There was a discussion about whether Polly had found the blind man.Check the answers.T: Time is up! volunteer? The first sentence.S1: The noun clause “she was being watched” is used as the object of the verb “sensed”.T: Good! You’ve got it. The second sentence, volunteer?S2: The noun clause “who that tall man is” is used as the object of the preposition of “in”.T: Next one, please.S3: The noun clause “if / whether that’s a good idea”is used as the object of the verb “wonder”. T: Good. Now the last one.S4: The noun clause“whether Polly had found the blind man” is used as the object of the preposition “about”.T: Thank you, I’m sure you can distinguish the object of the verb and the object of the preposition. But what if the object is a long sentence? Now look at the slide. Please tell me the real object. Show the following.1. We all thought it good news that the fog had finally gone.2. The conductor has made it clear that no buses will be running.T: OK. Who can tell me the real object of the first sentence, volunteer?S1: The real sentence is “that the fog had finally gone”.T: Good. What about the real object of the second sentence?S2: The real object is “that no bus will be running.”T: Good. Now try to make a conclusion: What kind of words do we use to begin a noun clause?S3: We use that, if / whether or a question word to begin a noun clause.T: Perfect! Thank you.2. Ask the students to finish the activity on page 9.Then check the answers.Task three: Introduce the noun clauses beginning with that.T: Today, we are going to learn noun clauses beginning with that. Now look at the slide. Who can make a conclusion from the above change?Show the following.She sensed something. (A tall man in a dark coat was staring at her) →She sensed that she was being watched by a tall man in a dark coat.S1: When the clause is a statement, we use that to introduce it.T: Correct! We use “that” to introduce a noun clause when the clause is a statement.Then show the following.The problem lies in that the mist may bee a thick fog.I didn’t tell him anything except that I wasn’t able to find my way back.T: Look at the slide. What can we get from above?S: After the preposition “in” or “except”, “that” is used to begin a noun clause.T: As we all know, in most cases, we cannot use “that” to begin a noun clause after a preposition. However, we can use “that” to begin a noun clause after “in” or “except”. Now, look at the sentences on the slide.Show the following.That we couldn’t find our way out was really bad news.That he passed the exam made his mother very happy.T: What can we learn from the above two sentences?S: If the noun clause is t he subject of a sentence. We cannot leave out “that”. But when the noun clause is the object or predicative of a sentence, we can leave “that” in informal English.T: Look at the slide.She wished (that) someone would e along to help her.The truth is (that) the buses will not be running.PracticeAsk the students to finish the following exercises.Show the following.Fill in the blanks with proper words.1. It is certain ______ she will do well in her exam.2. He made it clear ______ he will not give in.3. He is a good student except ______ he is careless.4. He differed from his classmates in ______ he devoted his spare time to reading.5. The news ______ our football team won that match was encouraging.Key: (略)Task four: Introduce the noun clauses beginning with if / whether.T: Look at the sentences on the slide. Read the sentences and try you best to find out the rules. Show the following.1. She wondered. / Would the buses still be running?→She wondered if / whether the buses would still be running.2. She is not certain (about...) / has she done anything wrong?→She is not certain about whether she has done anything wrong.3. Is it going to clear up? That keeps me wondering.→Whether it is going to clear up keeps me wondering.4. I want to know. / Does the train go to King Street?→I want to know whether or not the train goes to King Street.5 minutes later.T: Time’s up. Now look at the first group. What can you find out?S1: When the clause is a yes / no question, we use if or whether to introduce a noun clause.T: Yes. Good! But you should pay more attention to one more thing about the word order. What is it? S2: We change the word order in a clause after if or whether into that of a statement.T: Good. Now look at the second sentence. What can you find?S3: “About” is a preposition. So I think we can use whether, but not if after a preposition.T: Good! Look at the third sentence. What can you find?S4: When the clause as the subject is at the beginning of the sentence. We can only use whether, but not if.T: Good! Now look at the last group, what can you find out?S5: We use whether or not, but not if or not.T: What about the following two sentences?He said that he liked rain very much and that he wouldn’t use an umbrella when it was raining.No one knows whether it will be fine tomorrow and whether he will e to work.S: If that or whether / if introduces a noun clause that has two sentences connected by and or but, weadd another that or whether / if after and and but.T: Good. You all did a good job. Now, let’s do some exercises.PracticeAsk the students to do the following exercises.1. A puter can only do _____ you have instructed it to do. （’01全国，31）A. howB. afterC. whatD. when2. Perseverance is a kind of quality—and that’s _____ it takes to do anything well. （’02某某，40）A. whatB. thatC. whichD. why3. Along with the letter was his promise _____ he would visit me this ing Christmas.（’04某某春）A. whichB. thatC. whatD. whether4. We cannot figure out _____ quite a number of insects，birds，and animals are dying out.（’04，31）A. thatB. asC. whyD. when5. Mary wrote an article on _____ the team had failed to win the game.A. whyB. whatC. whoD. that6. As soon as he es back, I’ll tell him when _____ and see him.A. you will eB. will you eC. you eD. do you e7. Elephants have their own way to tell the shape of an object and _____ it is rough or smooth.A. thatB. whetherC. howD. what8. The old lady’s hand shook frequently. She explained to her doctor _____ this shaking had begunhalf a year before, and _____ , only because of this, she had been forced to give up her job.A. when; howB. how; whenC. how; howD. why; why9. Some researchers believe that there is no doubt _____ a cure for AIDS will be found.A. whichB. thatC. whatD. whether10. Mum is ing. What present _____ for your birthday?A. you expect she has gotB. you expect has she gotC. do you expect she has gotD. do you expect has she got11. The way he did it was different _____ we were used to.A. in whichB. in whatC. from whatD. from which12. Dandy left word with my secretary _____ he would call again in the afternoon.A. whoB. thatC. asD. which13. —Don’t you think it necessary that he _____ to Miami but to New York?—I agree, but the problem is _____ he has refused to.A. will not be sent; thatB. not be sent; thatC. should not be sent; whatD. should not sent; what14. The shopkeeper did not want to sell for _____ he thought was not enough.A. whereB. howC. whatD. which15. Do you have any idea _____ is actually going on in the classroom?A. thatB. whatC. asD. whichKey: 1- 5 CABCA 6- 10 ABCBC 11- 15CBBCB（解析见附录）Step ⅢHomeworkAsk the students to finish Exercise C2 on page 86 in the workbook.。
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。
高中英语 Unit 1 The world of our sense-welcome精品教案 牛津译
Unit 1 The world of our senseWelcome 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 become more sensetive bacause we cannot see anything, when we listen to our favourite 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 combination 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.looked3.see4.listened5.watched6.sensed/touched7.felt8. haerd9.soundedStep6 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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引导词that 的省略
that 可省略的情况： 单个宾语从句中的that可省略。 that不可省略的情况： a. 主语从句 b. 表语从句 c. 同位语从句
d. 用it做形式宾语的宾语从句
e. 并列的宾语从句中的后几个从句的
引导词that 不能省略
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省略还是不省略？
That light travels in straight lines
is known to all.
b. 疑问词+句子的剩余成分
This is what we are looking for.
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2) 疑问词引导的名词性从句要求使用陈 述句语序，不能用一般疑问句语序。
Which is correct? 他是怎么成功的仍然是个谜。
2.What should we pay attention to when we use the noun clauses introduced by question words?
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名词性从句考点归纳
一、名词性从句的语序 1) 名词性从句的构成有两种 a. That + 陈述句 +
1. I asked her _i_f_/_w__h_e_th__ershe had a
bike. 2. _W__h_e_th_e_r_ we will hold a party in the
open air tomorrow depends on the
weather.
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3. We’re worried about _w__h_e_t_h_e_rhe
我不知道昨天谁打破了玻璃。
I don’t know _w__h_o_ broke the glass
yesterday.
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我不知道他长的什么样子。 I have no idea _w__h_a_t_ he looks like.
这就是我忘记眼镜的地方。 This is _w_h__e_re_ I left my glasses.
1. I don’t think (_t_h_a_t_)she is coming. 2. It is a pity _t_h_a_the has made such a
mistake.
3. The reason is _t_h_a_the is careless.
is safe.
4. I don’t know w__h_e__th__e_r_/_i_f he is
well or not.
5. I don’t knoww__h_e_t_h_e_ror not he is well.
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6. The question is _w_h__e_t_h_e_rhe
that or what?
1. W__h_a_t_ he wants is a book. 2. T__h_a_t _ he wants to go there is obvious. 3. The result is _th_a_t_ we won the game. 4. This is _w_h_a_t_ we want to know.
should do it. 7. The doctor can hardly answer the
question _w_h__e_th__e_r the old man will
recover soon.
8. I don’t knoww__h_e_t_h_e_r to go.
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其它连接代词和副词的使用
高一英语
Module 3 Unit 1 Grammar and usage
Noun clauses
授课教师：刘淑英
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Read Noun clauses introduced by question words on P28.
1. What question words can we use to introduce noun clauses?
主要根据名词性从句中的具体意义, 正 确的选择who， which， when，where， why， how 等连接词，这些连接词既具 有疑问词含义，又起连接作用，同时在 从句中充当各种成分。
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二、名词性从句连接词的选用
1）that 和what 的选用 that 和 what 都可引导所有的名词从句。 但是，what 除起连接作用外，还在名词 性从句中充当成分，可做从句的主语、 宾语、或表语。而 that 在名词性从句中 不充当任何成分，只起连接作用。
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if or whether?
不能使用if 的情况： a. 主语从句 b. 表语从句 c. 同位语从句 e. 介词后的宾语从句
f. whether to do做动词宾语不能用if to do. g. whether or not连在一起引导宾语从句
时不用if.
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if or whether?
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5. Is _w__h_a_t he told us true ? 6. We should pay attention to _w_h__a_t the
teacher is saying. 7. I have no doubt __th_a_t_ he will come. 8. I have no idea _w__h_a_t he did that afternoon.
How was he successful is still a puzzle.
How he was successful is still a puzzle.√
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4
你能告诉我他住在什么地方吗？
Could you tell me where he lives? √
Could you tell me where does he live?