Unit 3 Section Ⅱ Welcome to the unit 教学设计
牛津译林版高中英语必修3：Unit 3 Section Ⅱ课件
果 落
心 要
实
公元 79 年 8 月 24 日，这座火山爆发了，岩浆、火山灰以及岩石喷涌而出，
点
探 究
全部倾泻到周围的村庄。
返 首 页
语
言
基
础
pour in
涌入
自
测
pour into
涌进……
随
堂
pour out (of...)
(从……)涌出；倾诉
效
果
核 心
pour sth.into/on... 把……倒入……/把……倒在……上
Unit 3 Back to the past Section Ⅱ Language points(Ⅰ) (Welcome to the unit & Reading)
[语 言 基 础 自 测]
语 言
Ⅰ.单词拼写
基
础
根据汉语或首字母提示，写出下列单词
自
测
1．Nowadays，many old customs are gradually (逐渐地)dying out.
效 果
核
落
心 成“so＋be/助动词/情态动词＋主语”的结构。
实
要
点
探
究
返 首 页
语
言
基
础
(1)“so＋be/助动词/情态动词＋主语”的结构，常用来表示与上句有相同
自
测 的情况或动作，其中 so 代表上句所述的情况或动作，意为“……也是这样/如 随
堂
此”。一般情况下，上下两句的主语不一样，但上下句的谓语动词必须保持一 效
实
点
探 究
这个组织的创始人自告奋勇地离开了。
返 首 页
高中教育英语必修第二册译林版《3.1 Welcome to the unit》教学课件
Ⅱ.拓展词汇 1．__fo_rm_a_l___ adj.(穿着、言语、行为等)适合正式场合的，正规的， 庄重的→_f_or_m_al_ly___ adv.正式地 2．__tra_d_iti_on___ n．传统，传统的信仰(或风俗)→_tr_ad_it_io_na_l __ adj.传统的； 惯例的→_tr_ad_it_io_na_ll_y___ adv.传统上，依照惯例 3．__cu_s_to_m___ n．风俗，习俗；个人习惯；光顾→_c_us_to_m_er___ n．顾客 4．_im_p_re_ssi_o_n __ n．印象，感想；影响，效果→__im_p_re_ss___ vt.使留下深刻 印象；使钦佩→_im_p_re_ss_iv_e__ adj.令人钦佩的；给人深刻印象的
Luckily, I arrived just in time—the show __w_as_a_bo_u_t t_o_be_g_in_____ as I took
my place in the merry crowd.
文本研析·语篇理解
根据课文内容选择正确答案
1．Who is the bride on 10 January according to the passage? C
[3]过去分词decorated作hotel room的前置定语。
I did not understand all of the traditional customs⑪， but a few made a deep impression⑫ on me. One was the bridegroom's⑬ entrance⑭ on a
3．What did Alex do on 26 February? A
牛津译林版高中英语选择性必修第一册 Unit3 Welcome to the unit教案
Book 1 Unit 3 The art of paintingWelcome to the unit一、教学目标By the end of the section, students will be able to:1. know some popular types of painting;2. describe the four paintings in the textbook;3. introduce one or two world-famous painters and their masterpieces.二、教学重难点1. To tell different types of painting;2. To talk about world-famous paintings and their painters.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 The teacher has students brainstorm information related to the types of painting.通过头脑风暴活动，激发学生的学习兴趣，导入话题；引导学生通过类型、使用的工具或材料和用途来谈论绘画，并联系自身经历，为单元学习做好准备。
5’Individual WorkClass WorkStep 2 The teacher draws students’ attention to the art of painting by presenting more paintings and letsstudents focus on the following question.How many types of painting do you know about?通过头脑风暴，激活学生已有的背景语言知识，自然过渡到单元学习内容。
5’Group WorkFree talk。
高中英语译林必修5课件：Unit 3-Section Ⅱ
①He returned with the intention of spending New Year with his family.
他为了和家人共度新年而回来。
②By God！I said that without intention!
老天作证，我是无心说的！
③The book is intended for beginners.
to be exact exactly adv. not exactly
确切地说 精确地；正确地 不尽然；不算是
①It happened late last century in 1895，to be exact. 它发生在上世纪晚期，确切地说，在 1895 年。 ②We are not exactly (exact) driving fast. 我们不能算是开得很快。
精 剖
Section Ⅱ Welcome to the unit &Reading—
巧 突
析
破
·
·
重 点
Language points
核 心
词句汇ຫໍສະໝຸດ 型exact adj.精确的，准确的 (教材 P42)Cloning is producing an exact copy of a plant or an animal using its cells.克隆就是利用植物或动物本身的细胞制造出一个精确的副本。
④They have great respect for his ability. 他们十分尊重他的才能。 ⑤The two groups were similar with respect to income and status. 这两组在收入和地位方面是相似的。 ⑥I respect you for your honesty. 由于你为人正直，我对你十分敬重。
Unit 4 Section Ⅱ Welcome to the unit Reading—Language points
Section ⅡWelcome to the unit &Reading—Language points 1．(教材P50)Ladies and gentlemen，as the Internet has expanded in recent years，the opportunities for crime have expanded as_well.女士们，先生们，近几年来因特网迅速扩张，犯罪的机会也同样随之增加。
(1)expand v．展开；张开(帆、翅等)；使膨胀；使扩张；扩大；扩充；详述The eagle expanded its wings and flew into the sky.雄鹰展开翅膀飞向天空。
He is thinking of expanding his business.他正考虑扩大他的生意。
Water expands when it freezes.水结冰时体积膨胀。
In ten years the city's population expanded by 12%.十年之中，该城人口增加了百分之十二。
①expand sth.扩大，扩展某物expand on/upon sth. 详述；充分叙述；详细阐明②expandable adj. 扩张的；可扩充的③expansion n. 扩张；扩展；扩大；膨胀an expansion of sth. ……的扩大/膨胀；……的详述/展开They have expanded my view on the question.他们已更充分地阐明了我对这个问题的观点。
Could you expand on that point，please?请你把这一点详细说明一下好吗？完成句子①你曾提到需要一笔额外资金，你详细地谈谈好吗？You mentioned the need for extra funding.Would you ____________ that?②这本书是他以前写的剧本的扩充。
2017-2018学年高中英语 Unit 3 The World online Section Ⅱ
Unit 3 The World online Section Ⅱ Welcome to the unit &Reading-Language points一、这样记单词三、这样记句式1．(教材P34)My name is Zhu Fei and I am speaking in favour of the Internet —I believe that the Internet has positive effects on our lives.我叫朱飞，我代表支持因特网的一方发言——我认为因特网对我们的生活有积极影响。
in favour of支持；同意①Now add some more ideas in favour of your chosen variety.现在增加更多的观点来支持你的选择。
②Could you do a favour for me by passing the globe to me?你可以帮忙把地球仪递给我吗？③He did all he could to win_her_favour.他竭力去博得她的嘉许。
2．(教材P34)When people need information, from the news and weather forecasts to travel packages and academic research, the Internet is now the first source they turn to.当人们需要信息时，无论是新闻、天气预报还是包价旅游、学术研究，因特网如今都是他们求助的首选信息源。
turn to求助于；翻到；开始使用；(使)变成①If you have any question, you can turn to me for help.你如果有什么问题可以找我帮忙。
②When water turns_to steam, it expands.水变成水蒸气时体积会膨胀。
module 3 unit 1 全单元教案(译林牛津版高一英语必修三教案教学设计)
Unit 1 The world of our senses教案设计教材整体分析:1. Welcome to the unitIn this part, students are encouraged to conduct a free discussion about the importance of five senses in their studies and daily life. Students are expected to express their opinions boldly and imaginatively.2. ReadingThe reading text deals with a story about what happened to a young lady on a thick foggy afternoon. The reading strategy of this unit teaches students how to comprehend a story better while reading it. Studentswill practice identifying these elements.3. Word powerThis section has two parts. In the first part, students will learn that many words in English can have different roles in different types of sentences. In the second part, students will review and learn words used to describe different kinds of weather.4. Grammar and usageThe grammar focus in this unit is on noun clauses. Students are expected to learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.5. TaskThis section consists of a series of activities which will provide students with opportunities to practice the language skills. And through the three steps, students will learn how to plot a story, prepare a surprise ending and improve their language in storytelling.6. ProjectThe project in this unit is designed to help students learn and use English through doing a project. The purpose of this section is to help students use what they have learnt to finish a project by working together.7. Self-assessmentThis section aims to help students determine the progress they have made.Period 1. Welcome to the unitTeaching goals:Encourage students speak out to practice their oral English .Arose their interest in learning this unit through activities.Let them know the importance of senses in daily life.Teaching important and difficult points:Help students prepare for their discussion, making sure that they are fully prepared before the lesson.Teaching ProceduresStep1. BrainstormingAsk students the following questions:1. With what do we see and hear?2. How do we know whether a dish is delicious?3. How do we know that a flower has a pleasant smell?4. What do we do when we want to know whether the water in the basin is hot or cold?5. How do we know about the world around us?As we all know, almost everyone has five senses, which are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, work and relax, but there are some people who have lost one or more of their senses.Step2 Presentation1.What would happen if you lost one or two of your senses?A person who cannot see is blind and someone who cannot hear is deaf..2. Do you know how blind people can read?(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)3. How do the deaf communicate with each other?(They use body language or sign language.)Step3 DiscussionLook at the four pictures and answer the question below each picture.1.What can you see in this picture?2.How would you judge the length of the two lines?3.How can you prove that the two lines are straight?4.Can the symbols be read in only one way?5.Why are people misled by their own eyes?Step4 Language studyFill in the blanks with words that have something to do with “senses”:When he got there, he _________ that there was a dark hole. He ________ into it, but could ________ nothing. He ________ with his ears, he could _______ nothing, either. He _________ it for a long time. He _______ something strange. He ___________ the side of the hole. It ______ hot. Suddenly some noises were ________ from the hole. It ________ like someone was cooking inside.Step5 Discussion1. Read the three questions in the short passage and discuss them in groups of four.2. Report your answers to the whole class.Step6 Assignments1. Preview the reading part, do exercise C1 and C22. Preview the reading strategyPeriod 2 ReadingTeaching goals:Improve Ss’ reading ability.Enable Ss to master some important language points.Make sure Ss can learn to help each other in their daily life.Teaching important and difficult points:Master the use of some language points.( wish for; reach out ; watch out for; pay back…)Retell a story with a surprise ending.Teaching proceduresStep1: Lead-inAsk students to talk about the climate or the weather in the place where they live:What’s the weather usually like in spring in Liyang?Which season do you think is the best? Why?Do we sometime have foggy days here? When?How do you feel on a foggy day?Have you ever lost your way in the fog? What would you do if you gotlost in the fog?Which city has the name of “foggy city”?Step2: Reading1. Ask students to go through the passage as quickly as they can and try to find answers to the four questions in part A.2. Ask students to read the passage again and complete partsC1and C2.3. Ask students to fill in the blanks according to the text.Step 3: ListeningListening to the text and read together with it.Step 4: Reading strategy1. Guide students to read the Reading strategy for the article and teach them the elements of a story.2. Give students another story to read and practice identifying the essential elements of a story.Step 5: PracticeAsk students to complete Parts D and E.Step 6: Assignments1. Finish A1 and A2 on page 90 of the Workbook.2. Retell the story in their own words.3. Find out the difficult points in the passage.Period 3 Language studyTeaching goals:Help students understand fully of the text.Deal with some difficult sentences and useful language pointsTeaching important and difficult points:mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, can’t help doing,Teaching proceduresStep1 RevisionRetell the story:Help the students retell the story Fog in their own words. Use the chart to help them:Outside Polly’s working place-----at the bus stop on the street------in the Underground train-----at Green Park station------- in ParkStreet------- at the corner of the street----- in the street near King Street------ at 86 King StreetStep2 Difficult sentencesRead and understand the following sentences, then remember in mind:1. Once out in the street, she walked quickly towards her usual bus stop.2. ‘Sorry, Miss,’ replied the man, ‘the truth is that the fogs too thick for the bus to run that far.3. While the rest of the passengers were getting out, she glanced at the faces around her.4. The tall man was nowhere to be seen.5. As she walked along, she heard the sound of footsteps, but by thetime she reached the corner of the street, the footsteps were gone.6. Polly found herself staring up at a man standing with his handresting on her arm.Step3 Useful words and phrasesStep 4 AssignmentFinish the learning plan.Period 4 Word powerTeaching goals:Make sure students can know the different roles some words can have in different types of sentences.Enable Ss to master the meanings of some words used to describedifferent kinds of weather.Teaching important and difficult points:Train Ss to guess and understand the meanings of the words according to the context and pictures.Teaching proceduresStep 1 RevisionCheck the homework assigned the day before.Step2 BrainstormingStep 2. Brain stormingWrite down two sentences on the blackboard:Once out in the street, she walked quickly towards her usual bus stop.“Here we are, King Street.” He stopped.Which word has two meanings and two parts of speech?How many other words which have more than one part of speech can you think of?Step 3. Parts of speech1. Ask students to read the speech bubbles on page 6. Make sure that they pay attention to the word rest and get them to describe thef=different meanings of it in different parts of speech. Then have them read the instructions for Part A.2. Ask students first to complete the table in Part A individually and then to discuss in pairs the answers. Encourage students to make different sentence.. Then check the answers with the whole class.Step 4. PracticeAsk students to complete part B according to the instructions. Then have one or two of them read the short report.Step5. Describing the weather1.Ask students what words they use to describe different kinds of weather. Write down on the blackboard the word students say.2. Ask students to practice reading in pairs the dialogue in Part A. They may look at the symbols in Part B for reference.3. Have students first look at the symbols for different kinds of weather and then let them read the weather report in the first speech bubble.4. Ask students to complete the second speech bubble by looking at the three pictures below it.Step6. Assignments1. Finish the learning plan exercise2. Review the grammar and usage--- noun clauses.Period 5-6 Grammar and usageTeaching goals:Make sure the students understand what the noun clauses are.Ss should know the different use of noun clauses.Learn to use conjunctions that, if/whether.Teaching important and difficult points:Noun clauses can be used as different parts in a sentence.The use of that in subject clause and the different use of if and whether.Teaching procedures:Step1. Introduction to noun clausesWhat is noun?What is the use of noun?What is noun clause?(by reading some sentences):1.When we will start is not clear.2.Mrs Black won’t believe that her son has become a thief.3. My idea is that we should do it right now.4.I had no idea that you were her friend.Step2. Presentation1. Ask students to read Part 1 on page8 so that they will know that a noun clause can be used as the subject of a sentence. More sentences can be given to the students.1) That he will succeed is certain .2) Whether he will go there is not known .3) What he said is not true .4) Where he hid the money is to be found out .Have students read the sentence in which it is used as an empty subject:Who will go makes no difference.= It makes no difference who will go.That she was able to come made us very happy.=It made us happy that she was able to come.2. Ask students to read Parts 2 so that they will know that a noun clause can be used either as the object of a verb or a preposition in a sentence.1) They know that the habit will kill them.2) He asked how much I paid for the violin.3) He made it clear to the public that he did an important and necessary job .4).I find it necessary that we should do the homework.Ask students to read the two sentences in which it is used as an empty object.3. Ask students to read Part 3 so that they will know that a noun clause can be used as the predicative after the link verb be.1)The question is whether we can rely on him.2)That’s because we were in need of money at that time .3)He looked as if he was going to cry .4)That’s why I was late4.Explain to students what apposition means. Then have the students read Part 4.Step3 PracticeAsk the students to read the article on page 9 and to describe the main idea in their own words. Make sure that they know what they need to do and that they can identify all the noun clauses.Step4 PresentationNoun clauses beginning with that or if/whether1.Ask the students to read Part 1, which is about using that to introduce a noun clause.2. Have students read Part 2, which is about using if or whether to introduce a noun clause.When do we use if/whether to introduce a noun clause?When can we only use whether bet not it?Step5 PracticeAsk students to finish exercises on page11.Step6 Assignment1. Finish the exercises in learning plan.2. Finish C2 on page 92 of the workbook.Period7---8 Task: Telling a storyTeaching goals:Make Ss know the sequence of a story.Train Ss’ ability of telling a story effectively by using pictures with speech bubbles.Improve Ss’ ability of writing a story by using adjectives and adverbs.Teaching important and difficult points:Make sure Ss know the importance of adjectives and adverbs in the story.Enable Ss to write a story correctly.Teaching proceduresStep 1 Revision1. Check homework.2. Do some exercises to revise the noun clauses.Step 2 Skills building 1: Plotting a story1. Ask students to read part A on page 13. They need to know what they have been asked to do and what information they should get whenlistening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary.2. Ask students to listen to the conversation and answer the questionsin Part B. After they finish this part, let them check their answers with their partners to make sure that they have got the correct answers.3. Tell students that they will write the beginning of the story using their answers in Part B.Skills building 2: identifying different elements of a comic stripStep3: preparing a story with a surprise ending1. Ask students to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually andthen to check their answers with their partners. If they have different answers, have them discuss which answer is better.2. In pairs, ask students to work out a surprise ending from the five pictures given in Part A. They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Encourage students to use their imagination and create any ending which is surprising. Choose some students’ pictures and show them to the whole class. Ask students to decide which is the best picture with a surprise ending.Skills building 3: using adjectives and adverbs in stories.Step 4: improving your story1. Have students read the guidelines in Part A on page 17. Ask them to go over the adjectives and adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step2.2. Ask students to think about what good storytellers will do to make others interested and willing to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practise telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storyteller.Ask students to read the story of Part A in Writing on page 97 of the Workbook, and then finish Part B. They can do Part B as homework.Step5 Homework1. Ask Ss to write a story.2. Find out the difficult points in Project.Period 9 Project: Producing a TV showTeaching goals:Do some reading.Improve Ss’ ability of writing.Get Ss to cooperate with others.Teaching important and difficult points:Know the general idea of the passage.Make sure Ss know how to write an interesting story.Teaching proceduresStep1 Reading1. Ask students to read the article Shark attacks and find out as much information as they can about sharks.2. Have students read the article again and ask them to find out what unique senses sharks have, what senses sharks use to attack humans and what people can do to protect themselves.3. Ask students to do Part B1 and B2 on page 91 of the Workbook eitherin class or as homework, so they will have a better understanding of the usage of words and phrases learnt in this section.4. Ask students to do Parts D1 and D2 on page 93 of the Workbook as homework to review the useful words, phrases and patterns they have learnt in this unit.Ask students to do the listening exercises in Part A and B on page 96 of the Workbook to learn more about animals’ senses.Step 2 Language pointsI. Deal with some language points for Ss to understand the letters better.II. If Ss still have questions, help to solve them.Step3 Producing a TV showPlanningAsk students to work in groups of four. First ask them to discuss and choose which animal they would like to focus on. Have them write down the animal’s name and one of its unique senses. As some students may keep pets at home, they will be quite familiar with some pet animalssuch as dogs, cats or fish. They can choose one of the animals that they are most familiar with. Students should also choose what type of show they will produce. Each group member will be responsible for researching information about one aspect of the animal.PreparingStudents will go to a zoo, watch an animal documentary, read some books or surf the Internet to get the information they need. While they are doing such things, they need to take notes. They will get together to discuss what should be included in their show. They will make a list which focuses on how the animal uses its senses and think about how to present the information.ProducingStudents each work on a different part of the TV show. When thedifferent parts are put together, each group member should read the writing carefully, correct the mistakes and add some new ideas.PresentingEach group will take turns presenting their TV show to the class by showing their work and narrating. Students can have a discussion to decide which group’s TV show is the best.Step 4 Assignment1.Finish the learning plan2. Prepare for a test.Period 10 Self-assessmentTeaching goals:This part at the end of the unit aims to allow students to determinewhat they have achieved and what else they can do to improve their study.Teaching procedures:1. Do a review test to consolidate what Ss have learned in this unit.2. Let Ss do the self-assessment. Know the situations and help those Ss who have trouble.。
Unit 3 Section Ⅱ Welcome to the unit 教学设计新部编版
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 3 Looking good, feeling goodSection ⅡWelcome to the unit & Reading—Language points语言点一单词集释板块识记掌握自主预习(一)根据词性和词义写出下列单词1．slim adj.苗条的，纤细的2．figure n. 体形，身材；数字；人物3．work vi. 起作用，有效果，奏效4．contain vt. 包含；容纳5．chemical n. 化学物质；化学药品adj. 化学的6．damage vt.& n. 损害，伤害7．pressure n. 压力8．overweight adj. 肥胖的，体重超标的9．diet n. 节食；日常饮食vi. 节食，控制饮食10．prefer vt. 更喜欢11．suffer vt.&vi. 受苦；遭受(磨难)12．treatment n．治疗；待遇；处理→treat vt.治疗，对待13．painful adj.令人疼痛的，痛苦的→pain n．疼痛14．embarrassed adj.尴尬的，不好意思的，难为情的→embarrassing adj.令人尴尬的→embarrass vt.使尴尬(二)根据首字母提示和英文解释写出下列单词15．r________：to get better after an illness，accident，shock etc.16．a________：feeling shame because of something you have done17．e________：very active because you have a lot of energy18．f________：an occasion when a machine or part of your body stops working properly.答案：15.recover16.ashamed17.energetic18.failure理解拓展名师解析1．figure n．[C]体形；数字；人物；画像；雕像vt. 认为；计算形象记忆(一)背诵佳句培养语感(教材原句)Most young women want a slim figure these days，especially here in Canada. 现在大多数年轻女子都想拥有一个苗条的身材，尤其是在加拿大这个地方。
Unit3LookinggoodfeelinggoodSectionⅡLanguagepoints(Ⅰ)(WelcometotheunitReading)教案牛津译林必修1
Section Ⅱ Language points（Ⅰ）（Welcome to the unit + Reading）Ⅰ.单词拼写根据汉语或首字母提示，写出下列单词。
1．After the accident we examined the car minutely for signs of damage(损坏).2．The bank will bring pressure(压力)to bear on you if you don't pay.3．It's going to be some time before I recover(恢复)my full strength.4．It makes me feel fresh and energetic(精力充沛的)throughout the whole day.5．She's always dieting(节食)but she never seems to be thinner.6．When I began to sing，he laughed and made meembarrassed．7．He said that he preferred to stay at home rather than go with us.8．Most parts of the African country have suffered from drought(干旱)in recent years.9．It is not good for young ladies to keep slim at the cost of their health.10．I'm on a diet now because I am overweight．Ⅱ.拓展词汇根据词性和汉语提示，写出下列单词。
1．fail v．失败；不及格→failure n．衰退，衰竭；失败；故障，失灵2．chemist n．化学家；药剂师→chemical n．化学物质adj.化学的→chemistry n．化学3．treat v．治疗；对待→treatment n．治疗；待遇；处理4．pain n．疼→painful adj.令人疼痛的，痛苦的5．attract vt.吸引→attractive adj.有吸引力的，有魅力的[寻规律巧记忆]v.＋ive→adj.v.＋ure→n.act→active积极的create→creative有创造力的impress→impressive印象深刻的press→pressure压力close→closure关闭struct→structure结构根据提示补全下列短语。
(新)高中英语Unit3TheworldofcoloursandlightSectionⅡWelcometotheunitamp;Reading-Languag
Unit 3 The world of colours and light Section Ⅱ Welcome tothe unit & Reading-Language points一、这样记单词记得准·写得对记得快·记得多Ⅰ.基础词汇1.abstract adj. 抽象的n. 摘要，概要2.birthplace n. 出生地；发源地3.output n. 产量；输出量；输出4.medium n. (艺术创作的)材料，形式；媒介，传媒adj. 中等的5.acute adj. 锐角的；强烈的；(疾病)急性的；灵敏的；敏锐的6.cube n. 立方形，立方体7.rectangle n. 长方形，矩形8.consensus n. 共识；一致的意见9.helicopter n. 直升机10.tank n. 坦克；(储存液体或气体的)箱，槽，罐11.shadow n. 阴影，影子；阴暗处12.pond n. 池塘13.starry adj. 布满星星的；像星星的，明亮的mit vt.&vi. 全心全意投入；犯罪，犯错；承诺，保证15.being n. 身心；存在；生物16.reward n. 回报，奖励，报酬vt. 奖励，给以报酬17.agent n. 代理人，经纪人18.franc n. 法郎1.abstract adj.抽象的n．摘要，概要[词块] abstract art 抽象艺术[近义] summary n. 摘要[反义] concrete adj. 具体的2.acute adj.锐角的；强烈的；(疾病)急性的；灵敏的[词块] ①feel acute pain 感到剧烈的疼痛②an acute disease 急性病[近义] smart adj. 灵敏的[反义] dull adj. 迟钝的3.consensus n．共识，一致的意见[词块] by general consensus 根据普遍的意见mit vt.&vi.全心全意投入；犯罪，犯错；承诺[词块] ①commit murder 凶杀②be committed to doing 决心做[近义] promise v. 承诺5.reward n．回报，奖励，报酬vt.奖励，给以报酬[词块] reward sb. for sth. 因……奖赏某人[近义] ①prize n．资金②award n．奖品6.calculate vt.&vi.计算；推测三、这样记句式先背熟再悟通后仿用1.As you know, I am with myaunt and grandmother.正如你所知道的，我是跟我姑妈和奶奶一起来的。
Unit3SectionⅡ
栏目 导引
Unit 3
Understanding each other
归纳拓展
congratulate sb.on sth .因某事向某人祝贺 congratulate oneself(on sth.) 暗自庆幸 congratulation n. 贺词；祝贺(常用复数)
栏目 导引
Unit 3
Understanding each other
栏目 导引
Unit 3
Understanding each other
2permit vt.&vi.允许，准许
n．许可证
(教材原句)．..alcohol is not permitted at the wedding reception － in fact ， alcohol is altogether prohibited in Brunei. ……酒不允许出现在婚礼上——事实上，酒 在文莱就完全被禁止。
①Let me congratulate you on winning the first prize in the writing compositions. 庆祝你在作文比赛获得一等奖。 ② I offer my congratulations on your achievement. 我恭喜你成功。
(教材原句)During the ceremony，the hen laid an egg，and everyone congratulated the new couple because it was considered very lucky. 在典礼上，母鸡下蛋，那么每一个人会向新 婚夫妇祝贺因为这件事被认为是幸运的。
解析：选B。congratulate常用搭配为
译林版高中英语选必三Unit3 Reading I 教案(雅礼版)
Unit 3 Back to the pastWelcome to the unit & Reading◆内容分析：本单元的主题语境是“人与社会”,话题是“历史事件和历史人物”,涉及的语篇类型有小说节选、历史文章、网站文章、报告等。
本单元的教学旨在激发学生对历史的兴趣，引导学生理解和尊重各国的历史，在比较、鉴赏、批判和反思的过程中，形成广阔的国际视野，培养深厚的家国情怀。
Welcome to the unit板块要求学生就小说《时间机器》(The Time Machine)的一段节选展开讨论，为本单元学习做准备；Reading板块介绍了明朝航海家郑和和意大利海航家克里斯托弗·哥伦布，旨在激发学生思考航海家所具备的优秀品质及海上探险对历史发展的意义。
本单元卷首的名人名言出自三国及西晋时期史学家陈寿的《三国志·吴书·吴主五子传》意为：“明镜所以照形，古事所以知今。
”这句话旨在说明研究历史是为了洞察当今的形势。
◆教学目标：By the end of this section, students will be able to1. identify typical features of the historical article;2. use facts to illustrate points of view;3. understand the spirit of exploration and demonstrate the spirit in their daily lives.◆教学重难点：1. Understand the quote highlighting the importance of learning from the past;2. Talk about the fourth dimension mentioned in The Time Machine;3. Grasp the basic information of the two explorers and their achievements;4. Make a comparison between the two explorers.◆教学过程：Step 1 Lead-inRead the Quote:Looking into a mirror, we can see true images of our own; with our knowledge of the past, the present can be better known.—Chen Shou 明镜所以照形，古事所以知今。
高中英语选择性必修第一册 Unit2 Welcome to the unit 教案
Book 1 Unit 2 The universal languageWelcome to the unit一、教学目标By the end of this section, students will be able to:1. find out the key information from the two posters;2. describe how they feel when listening to part of the pieces mentioned in the posters;3. share with peers more information about musical instruments, famous pieces and well-known musicians.二、教学重难点1. To find out the key information from the posters;2. To describe feelings and share information concerning music.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 The teacher has students listen to two pieces of music, one played on the erhu (Horse Racing《赛马》) and the other on the piano (For Elise《献给爱丽丝》), and asks them the following question.What musical instruments are they played on?通过欣赏不同音乐片段导入本课学习，让学生在真实情境下感受音乐的魅力，自然过渡到本单元主题。
5’Individual WorkDiscussionStep 2The teacher has students read the two posters on Page 15 carefully, keep in mind as muchinformation as they can and then retell theinformation they have acquired to their classmateswith their books closed. The following words are设计复述活动，帮助学生巩固从海报中所读取的信息，并引导学生通过同伴8’Group work。
牛津译林版高中英语模块4 Unit 3 Section Ⅱ Welcome to the unit
6．secure adj.平安的；有把握的；稳固的，巩固的vt.获得； 使平安 (一)背诵佳句培养语感 (教材原句)Besides this, VR can be used to practise skills in a secure environment that otherwise would be quite dangerous. 除此之外，VR技术还可以应用于技能训练，使原本危险 的训练环境变得平安。 (鲜活例句)Her promotion has made her position in her company more secure. 她的晋升使她在公司的地位更加稳固。
返回
(二)归纳展全析考点
(1)be/feel confident about ... be confident of ...
be confident that ... (2)confidence n.
have/lack confidence in ...
对……自信、有信心 对……有把握 自信心，自信 对……有/缺乏信心
返回
(二)归纳拓展全析考点
(1)be secure against/from 没有遭受……的危险
feel secure about
对……(觉得)放心
(2)secure sth.for sb.(＝secure sb. sth.)
为……获得……
secure sth.against sth. 保护……使之免受……
某人方便做某事
返回
①We bought this house for convenience; it's near the shops and the railway station. 为了方便起见，我们买了这栋房子，它靠近商店和火车 站。 ②Please call me back at your convenience . 请在方便的时候给我回个 。 ③Will it be convenient for you to come in the morning? 你上午来方便吗？ [点津] convenient不能以人作主语。
牛津译林版(2019)必修 第二册 Unit2 Welcome to the unit 教案
How many sports do you know?
The teacher has students brainstorm a list of sports andthen groupsthem into3 big categories:ball games,trackand fieldandwater sports.
Book 2 Unit 2Besporty, be healthy
Welcome to the unit
教学目标
By the end of this section, students will be able to:
1.identify the humour in the jokes;
2. know the important role sports play;
A: They stand close to thefans.
Cool：
(1)Used to show that you admire or approve of something because it is fashionable, attractive and often different.
Ball：
(1)A round object used for throwing, hitting or kicking in games and sports.
(2)A large formal p来自rty with dance.
Joke5
Q: How do basketball players staycoolduring the game?
Sample answer:
They trick the reader by cleverly playing with words that have more than one meaning.
译林版高中英语选修7优化教案 Unit 4 Section Ⅱ Welcome to the unit & Reading — Language points
Section_ⅡWelcome_to_the_unit_&_Reading_—_Language_points一、这样记单词三、这样记句式1．(教材P49)They pick up and drop off people at different stops on the route.它们在沿途不同的站点接送乘客。
pick up开车接(某人)；无意中学会；接收(节目、信号)；买到某物(尤指廉价或运气好)；改善，好转写出下列句中pick up的含义①Here's a tip I picked up from my mother.无意中学会②The bus picks up passengers outside the airport.开车接(某人)③We were able to pick up the BBC World Service.接收④We managed to pick up a few bargains at the auction.买到某物⑤Trade usually picks up in spring.好转drop off(1)下车，使(某人)下车；中途下客或卸货①Get the driver to drop you off at the railway station.告诉司机让你在火车站下车。
②You left your jacket, but I can drop it off on my way to work tomorrow.你忘了拿你的夹克衫，不过我可以在明天上班的路上顺便捎给你。
(2)打盹儿，小睡③I dropped_off and missed the end of the film.我打了个盹儿，错过了影片的结尾。
(3)减少④The number of students is dropping_off because of the low birth rate.由于出生率低，学生人数在下降。
高中英语人教版必修四教学案：Unit 3 Section 2含答案
Ⅰ．单词拼写1．He failed again, so he looked rather depressed (沮丧的)．2．The area is covered with snow throughout (贯穿) the year．3．Can I sit down? I'm worn-out (疲惫不堪的)．4．We should try our best to overcome (克服) all difficulties．5．With a mouthful (满口) of rice, he could hardly say anything．6．Can the outstanding (杰出的) scientist win the national prize for science?7．This form of sign language is rich in gesture (手势)．Ⅱ．拓展词汇1．humour n．幽默；滑稽→humorous adj．幽默的→humourist n．幽默家2．performer n．表演者；演出者→perform v．表演；履行→performance n．表演3．astonish v t．使惊诧→astonishing adj．令人感到惊讶的→astonishment n．惊异，惊讶4．fortunate adj．幸运的；吉利的→unfortunately ad v．不幸地→fortunately ad v．幸运地5．entertain v t．&v i．使欢乐；款待→entertaining adj．愉快的；有趣的→entertainment n．娱乐6．homeless adj．无家的；无家可归的→home n．家7．failure n．失败(者)→fail v．失败8．convince v t．使信服→convincing adj．令人信服的9．direct v t．&v i．导演；指示；指挥adj．直的；直接的；直率的→director n．指挥，导演[巧记单词]例词规律派生词humorous n．＋-ous→adj．performer v．＋-er→n．fortunately adj．＋-ly→ad v．Ⅲ．补全短语1．up to now直到现在2．feel/be content with对……感到满意3．badly off穷的；缺少的4．pick out挑出；辨别出5．cut off切断；断绝6．star in担任主角；主演7．break into破门而入8．in search of寻找9．go by(时间)过去；流逝；依照；遵循10．make use of利用1．[教材原句]As Victor Hugo once said, “Laughter is the sun that drives winter from the human face”，and up to now nobody has been able to do this better than Charlie Chaplin．正如维克多·雨果曾经说过，“笑声如驱走人们脸上寒冬的太阳”。
外研版高中英语选择性必修第一册Unit3 Section Ⅱ
【探究归纳】 (1)in association ________ 与……联合/合作；(事物)与…… 在一起
人__生__哲__学__
5．The truck hit a bump and bounced.
隆__起__之__处__
Ⅱ．拓展词汇知变形 1．s_h_i_n_y_ adj．光滑发亮的，闪光的→shine v．发光，发亮 n．光 亮，光泽 2 ． _a_s_so_c_i_a_ti_o_n__ n ． 协 会 ， 社 团 →associate v ． 联 想 ， 联 系 →associative adj．有关联的，相关的
3．s_h_a_r_p_e_n_ v．使提高，使改进→sharp adj．锋利的，锐利的； 尖的→sharply adv．尖刻地；严厉地；猛烈地
4．_e_x_p_e_ct_a_ti_o_n__ n．预料，预期→expect v．预料，预期→expected adj．预料的，预期的
Ⅲ．补全短语 1．a far cry _fr_o_m_ 与……大不相同 2．attach..._to_ ...依附，附属；把……贴(系，粘)在……上 3．follow _in_ one's footsteps 仿效某人；继承某人(尤指家人)的事 业 4．day _in_ and day _o_u_t 夜以继日地
02
探究式能力提升
语言梳理
1．association n．协会，社团 (教材原文)A far cry from the bright lights and shiny courts of the National Basketball Association (NBA), it was along this road that Stephen's grandfather built a simple basket by attaching a piece of plastic to a telephone pole. 这与美国职业篮球联赛赛场上明亮的灯光和闪亮的球场相去甚 远。正是沿着这条路，斯蒂芬的祖父在电线杆上贴了一块塑料，做了 一个简易篮筐。
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Unit 3 Looking good, feeling goodSection ⅡWelcome to the unit & Reading—Language points语言点一单词集释板块识记掌握自主预习(一)根据词性和词义写出下列单词1．slim adj.苗条的，纤细的2．figure n. 体形，身材；数字；人物3．work vi. 起作用，有效果，奏效4．contain vt. 包含；容纳5．chemical n. 化学物质；化学药品adj. 化学的6．damage vt.& n. 损害，伤害7．pressure n. 压力8．overweight adj. 肥胖的，体重超标的9．diet n. 节食；日常饮食vi. 节食，控制饮食10．prefer vt. 更喜欢11．suffer vt.&vi. 受苦；遭受(磨难)12．treatment n．治疗；待遇；处理→treat vt.治疗，对待13．painful adj.令人疼痛的，痛苦的→pain n．疼痛14．embarrassed adj.尴尬的，不好意思的，难为情的→embarrassing adj.令人尴尬的→embarrass vt.使尴尬(二)根据首字母提示和英文解释写出下列单词15．r________：to get better after an illness，accident，shock etc.16．a________：feeling shame because of something you have done17．e________：very active because you have a lot of energy18．f________：an occasion when a machine or part of your body stops working properly.答案：15.recover16.ashamed17.energetic18.failure理解拓展名师解析1．figure n．[C]体形；数字；人物；画像；雕像vt. 认为；计算(一)背诵佳句培养语感(教材原句)Most young women want a slim figure these days，especially here in Canada. 现在大多数年轻女子都想拥有一个苗条的身材，尤其是在加拿大这个地方。
(鲜活例句)The figure is of great importance in many ways.这个人物在许多方面都很重要。
(鲜活例句)We must figure out how to solve the problem.我们必须想出如何解决这个问题的办法。
(二)归纳拓展全析考点(1)keep one's figure 保持体形(2)figure out 想出；理解，弄明白figure on (doing) sth. 计划/打算(做)某事①We all want to know how she manages to keep her figure.我们都想知道她是如何保持自己的身材的。
②I'm figuring on (getting) a $600 pay increase.我预计(会得到)600美元加薪。
2．ashamed adj.惭愧的，羞愧的(一)背诵佳句培养语感(教材原句)I'm trying to lose weight because I'm so ashamed of my body.我目前在努力减肥，因为我的体型让我觉得非常羞愧。
(鲜活例句)I'm ashamed that I haven't replied to your letter yet.我为自己还没给你回信感到惭愧。
(二)归纳拓展全析考点(1)be ashamed of 为……感到惭愧be ashamed to do sth. 为做某事为耻；羞于做某事(2)shame n. [U]羞耻，惭愧，羞愧[C]让人遗憾的事shameful adj. 可耻的，丢脸的①I did a bad job yesterday and I am ashamed of myself now.我昨天做得不好，现在感到很惭愧。
②I cried at the end and I'm not ashamed to admit it.最后我哭了，我并不耻于承认这一点。
③I'm quite ashamed to have troubled you so many times.麻烦你那么多次，真是不好意思。
④It's a shame that she wasn't here to see it.她要是在这儿亲眼看看该多好。
[点津]ashamed是表语形容词，通常作表语。
同样用法的还有asleep，awake，alike 等。
3．recover vi.痊愈；复原，恢复健康；(经济)复苏vt. 重新获得，恢复(一)背诵佳句培养语感(教材原句) I'm now in hospital recovering from liver failure.目前我在住院，正从肝功能衰竭症中恢复过来。
(鲜活例句)The economy is at last beginning to recover.经济终于开始复苏了。
(鲜活例句)The police recovered the stolen jewellery.警察找回了被盗的珠宝。
(二)归纳拓展全析考点(1)recover from ...从……中恢复过来recover oneself 清醒过来，恢复常态(2)recovery n. 恢复，痊愈The patient has perfectly recovered from his illness.这个病人已经完全康复。
4．contain vt.包含；容纳(一)背诵佳句培养语感(教材原句)They contain a harmful chemical that caused my liver to fail.那些减肥药含有一种有害的化学物质，导致了我的肝功能衰竭。
(鲜活例句)This bottle contains two glasses of beer.这个瓶子可容纳两杯啤酒。
(二)明辨易混失误防范比较contain，include用contain和include填空①Many people took part in the fight against the great disaster，including some peasants.②Orange juice contains things which help keep you healthy.5. damage vt.损害，伤害，破坏n.[U]损失，损害，伤害[C]赔偿金(一)背诵佳句培养语感(教材原句)My mother is right: don't damage your health for a slim and attractive figure. 我妈妈说得对：不要为一个苗条而吸引人的身材毁了健康。
(鲜活例句)The earthquake damaged several buildings.地震使一些建筑物受到了破坏。
(鲜活例句)The court awarded $5，000 in damages to the injured.法庭判给受伤者5，000美元的赔偿金。
(二)归纳拓展全析考点do/cause damage to 对……造成破坏/损害the damage to 对……的损害suffer damage 受到损害①The storm caused serious damage to the house.风暴对房子造成了严重的损坏。
②Let's take a look at the damage to your health.我们看看对你健康的损害情况吧。
(三)明辨易混失误防范比较damage，destroy，ruin用damage，destroy和ruin填空③All the houses were destroyed in the terrible earthquake.在这场可怕的地震中，所有的房子都被毁掉了。
④She poured the whole glass of water all over my painting and ruined it. 她把一整杯水都倒在了我的画上，把画彻底给毁了。
⑤The car damaged in the accident is being repaired.在事故中毁坏的那辆车正在被维修。
6．embarrassed adj.尴尬的，不好意思的，难为情的(一)背诵佳句培养语感(教材原句)We shouldn't be embarrassed about our weight.我们不应该为我们的体重感到难为情。
(鲜活例句)She gave me an embarrassed smile after the speech.演讲结束后，她朝我尴尬地笑了笑。
(二)归纳拓展全析考点(1)feel/be embarrassed about因……感到窘迫、难堪(2) embarrass vt. 使困窘，使不好意思embarrass sb. with sth. 通过某事让某人感到窘迫、难堪(3) embarrassing adj. 令人尴尬的embarrassment n. 窘迫，困惑，为难①She's embarrassed about her height.她因自己的身高而尴尬。
②Don't embarrass them with personal questions.不要问个人隐私的问题让他们觉得不好意思。
③I found the whole situation embarrassing.我觉得整个情况都让人难堪。
7．prefer vt.更喜欢(一)背诵佳句培养语感(教材原句)Instead，I prefer to exercise at home，and it seems that I am always going on a diet.相反，我更喜欢在家锻炼。
看上去我就像一直在节食一样。
(鲜活例句)I would prefer it if you didn't tell anyone about it.我希望你不把此事告诉任何人。
(二)归纳拓展全析考点prefer to do sth.更喜欢做某事prefer n．/v-ing to n．/v. -ing 与……相比更喜欢……prefer to do ...rather than do ... 宁愿做……而不愿做……prefer sb. to do sth. 宁愿/更喜欢某人做某事①He prefers to have a car of his own.他更喜欢有一辆自己的车。