译林牛津版高一英语导学案设计必修三unit1(word power+Grammar+Task)(无答
译林牛津版高一英语必修三unit1(words and expressions)导学案设计(无答案)
江苏牛津版高一英语导学案Module 3 Unit 1the world of our senses words and expressions1.pavement n. (英式英语）人行道sidewalk n. (美式英语)人行道v.(用砖石)铺(地) (为…)铺平道路，创造条件This decision这项决议为修改妇女就业权利创造了条件。
2.reduce vt. & vi. 减少减少压力减少…的风险reduce sth to …减少到…reduce sth by …减少了…使沦落、使陷入（更坏）的境地(1) 20% over the past year. 成本降低了20%。
(2)The skirt was 80 yuan. 这条裙子价格降到80 元。
(3)They . 沦落到沿街乞讨/沦落为乞丐。
n.减少，降低；减价；折扣a slight/ significant/ sharp reduction in costs3.volunteern. 志愿者担任志愿者vi. & vt. 自愿做，义务做volunteer to do sth/ for sth. John 自愿帮忙建房子。
Several staff members volunteered for early retirement.adj.自愿的；无偿的；义务性的做志愿者工作Attendance on the course is purely voluntary.adv. 自愿地，主动地；无偿地，义务地4.sniff vi. & vt. ①(吸着气)嗅，闻(SYN: smell)吸着早晨的新鲜空气②抽鼻子(尤指哭泣、感冒时用鼻子吸气)We all had colds and couldn’t stop sniffing and sneezing.n. 吸气(声);抽鼻子(声);嗅;闻5. analyse/ analyze vt.分析This job involves gathering and . 这项工作包括收集和分析资料。
高一牛津英语(译林版)模块三第一单元教案(2021年整理)
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A d v a n c e W i t h E n g l i s h M o d u l e3Unit 1 The world of our sensesPeriond 1: welcome to the unitAims:———to give the Ss the idea that soemtimes the senses affect one another and people may be misled by them to help them to realize how they use their senses in their studies and daily life and to teacch them how to make better use of their senses。
—-—ask Ss to fully participate in the discussion， practise their spoken English, and share their opinions with one another。
Precedures:Step 1 brainstormingAsk the following questions:With what do we see and hear？How do we know that a flower has a pleasant smell？How do we know whether a dish is delicious？What do we do when we want to know whether the wather in the basinis hot or cold？How do we know about the world around us？ What are the five senses? (Blackboard： see – eyes-sight—lookHear-ears—hearing—soundTaste—tongue—taste-tasteSmell-nose—smell—smellTouch/feel-skin—touch—-feel）As we all know almost everyone has five senses。
牛津译林版高中英语必修三Unit 1《The world of our senses》word导学案
M3 Unit 1 The world of oursenses一、课前自主预习——课文重建根据本单元reading 课文在下面短文空格中填入所缺单词（每空一词）。
Polly left work and walked quickly towards her usual bus stop, but she was told that the bus wouldn’t go to King Street because of the thick 1. ________. Instead, she had to take an Underground on which she could 2. ________ that she was being 3. ________ by a tall man. While the rest of the passengers were getting out, she 4. _______ at the faces around her, but5. ________ was the man to be seen. When she got to the station6. ________, there was no one in7. _______. She lost her way in the terrible fog. She felt her heart beating8. _______ fear when a man offered his services as a guide, but soon she judged that he was kind by his voice.With the man’s help, Polly had no 9. __________ in arriving home. She must have been very surprised when the old man told her that he was 10. _________.二、课内合作探究I、考点导练一、根据下列各句句意及所给单词的首字母或汉语提示，写出该单词的正确形式。
牛津译林版高中英语模块3 Unit 1 period 6 导学案
e.g. (1)
expectation, he didn't win in the contest.
与预期相反,他在竞赛中没有获奖。
(2)His views are
to mine.他的看法与我相反。
(3)You didn't bother me.
, I like your company.
你没有打扰我。相反地,我喜欢你的陪伴。
This hospital is
the medical college nearby.
这个医院附属于附近的那所医学院。
4. Contrary adv. 相反地，反对地, n. 相反;相反的事物 adj. 相反的,对立
的
【相关短语】on the contrary 正相反 contrary to (prep.)与…相反
【学习重点】 To help the students read the new words correctly and learn the new words better.
1. How to make the students understand and master the usage of the new words. 【学习难点】
1.名词
(1)自愿者
(2)迷，疑问
(3)地极，柱子
(4)北极
(5)靴子
(，雷声
(9)闪电
(10)三角形
(11)波浪
(12)轻拍，轻敲
(13)套装 (16)颌
(14)缺陷，伤残 (17)相反的事实或情况
(15)鲨鱼 (18)肉
(19)珠宝
(20)惊慌，恐慌
(21)拳头
(22)士兵
The young man ______ _____ _____ the drunken men __ __ fighting.
Unit 3, Module 1 学案设计(译林牛津版英语高一)
Unit 3, Module 1I. 单项选择：1. --- Are you______ the exam?--- No,I need a few more hours; I still can’t remember all the new words.A. preparing forB. preparingC. prepared forD. prepared2. English words are not always spelt______ they are pronounced.A. on the wayB. by the wayC. in a wayD. the way3. Ice used to______ used to______ the air in a room.A. be; coolB. be; coolingC. being; coolD. being; cooling4. Tom, a girl__________ herself Mary is looking for you.A. calledB. callsC. to callD. calling5. You must do everything_____ you_______.A. as; are told toB. as; are toldC. like; are toldD. when; are told6. I’d like to buy a house---modern, comfortable and_______ in a quiet neighbourhood.A. in allB. above allC. after allD. at all7. ______ life pace continues to speed up, we are quickly losing the art of enjoyment.A. WithB. WhenC. AsD. While8. Listen! His family must be quarrelling, ____________?A. Mustn’t itB. isn’t itC. aren’t theyD. needn’t they9. ---Alice, you feed the bird today, ________?---But I fed it yesterday.A. do youB. will youC. didn’t youD. don’t you10. ---You are not a new member, are you?---_________. I _________ only yesterday.A. No, I am; was on the teamB. No, I’m not; joinedC. Yes, I am; took part inD. Yes, I am; joined11. ---It was fine yesterday.---_________. And a very day for fishing, isn’t it?A. So it wasB. I was soC. So it isD. So is it12. Experts suggest that teenagers______ at least 30 minutes______, five times a week, ______is easy to do.A. must spend; exercising; whichB. should spend; exercising; thatC. must spend; in exercising; thatD. spend; exercising; which13. The man pulled out a gold watch, ________ were made of small diamonds.A. the hands of whomB. Whose the handsC. which the hands ofD. the hands of which14. Large amounts of energy_______ wasted in our country every day, and _______ has caused agreat loss.A. is; thatB. are; thatC. is , whichD. are; which15. The beautiful village, _________ we spent our holiday last month,lie at the foot of amountain.A. whereB. thatC. whichD. whatII. 单词填空：1. He was once a leading f__________ in the community(社区).2. The first impression really c______________ in the job interview.3. Drinking water is good for your health; it can make your bodys__________ clean.4. Parents should teach their children to behave p__________ in public.5.Though it was noisy outside, she sat there quietly with all her attention c__________ on herhomework.6. You should have taken the weight-loss pills ___________ (遵循) the doctor’s instructions.7. I know that the __________(压力) to stay slim is a problem,especially for an actress.8. We have had large a__________ of help from people since we came here.9. It can take many years to r__________ from the death of a loved one.10. Her face turned red at the __________(尴尬) question.11. Most girls today want to lose weight and have a__________ figures.12. Success came after many f________.13. These days I don’t feel so e___________, so I wonder if I am ill.14. Many young girls, who want to lose weight, are always going ond__________.15. Modern farming methods can have a negative e__________ on the environment.16. During the past ten years, we have made many great a__________.17. You’re only a few pounds o__________, so you needn’t take any weight-loss pills.18. It's a _________ (宽慰) to know that she is safe.19.The factory has a lot of modern ___________(设备).20. He's e_________ at cooking good cheap meals.21.The accident did a lot of d________ to the car.22.We all went, Tom _________(包括).23.I read the whole book without s_________ a page.24.The _______(丧失)of his wife was a great blow(打击) to him.Unit 3, Module 1单项选择CDADA BCCBD DDDBA单词拼写1. figure2. counts3. system4. properly5. concentrated6. following7. pressure8. amounts9. recover 10. embarrassing11. attractive 12. failures 13. energetic 14. diets 15. effect16. achievements 17. overweight 18. comfort 19. equipment 20. expert 21. damage 22. included 23. skipping 24. loss。
牛津译林版高中英语高一必修第三册第一单元 单词导学案
2. master the usage of new words
Key and difficult points
the pronunciation and usage of new words
导学
记录
Preparations before class
3.This room is twice the l____________ of the kitchen.
4.The plane is d____________(消失) behind a cloud.
5. The number of people employed in____________(农业)has fallen in the last decade.
6.Slavery are now almost e____________(灭绝的) in modern society.
7. This behaviour is h____________(有害的)to your body because of it will overuse your energy.
__________________(生活条件/水平) __________________(生活成本)
____________-adj.活着的，活的；在使用的____________(生物，活物)
17. ________________ -v.生存，存活；幸免于难_______________________(从...中幸存)
21. ________________-n.碳________________-n.氧气
________________-n.二氧化碳
2020高中英语 M3U1 word power学案 牛津译林版必修3 精品
2020高一英语学案：M3U1 word power（牛津译林版必修3）Content: learn word power in M3U1Learning AimsTo review and learn words used to describe different kinds of weather.To expand and use their vocabulary and knowledge.To complete the relevant exercises to consolidate.Learning difficulties: Distinguish the part of speech of the same word in different sentences.Methods : Oral expression; group or team discussionStep one 课前预习 find the words listed below in the story and complete the table .Step two Use the words below and the correct parts of speech to complete the report.Answer increase causeThe air sometimes smells very bad. Do you know what (1)_______this? One (2)________is traffic. Dose anyone have an (3)________to the problem of global warming? So far even scientists can’t (4)______this question. In some countries you can see people without (5)_______sleeping on the streets. It’s difficult to(6)______all the people who need homes. In some other countries, the price of food(7)________every year. Poor people often have to go hungry because they cannot affordthe (8)________Step three:Practice随堂练习Decide the correct part of speechdesert1.All his friends have_________him.2.On his return from his office, he found the house___________3.They were lost in the____________time1.It’ll take you a long_______to learn English well.2.I have seen the movie three _______3.He ______her as she swam a mile.present1.The______ situation in Middle East is very dangerous.2.The chairman himself ________the first winner the prize.3.The child received a lot of ______ in the Spring Festival.deal1.They learned to_______ with unexpected situation.2.The workers are hoping for a better pay ________3.A great _______of work needs doing.Step 4: Language focus:1. 你知道什么导致了这一切？_____________________________cause vt.导致；引起n.原因；理由；根据；目标；理想；事业译：That was an accident ________________________(由于粗心而造成的).He _____________________(惹麻烦) to his parents.The drought ________________________(造成植物枯萎).Drunken driving is often ______________________(肇事的原因).increase n.增加；增加量v.使增加；增加_____________________(人口的增加) caused a shortage of food.He ___________________________ (加薪了).Traffic accidents in New York are ___________________(不断增加).The library has _______________________________(藏书已增加到) one million.The population of this town ________________________(增加了5个百分点) last year. Homework1.What kinds of weather do you prefer?2.Please forecast the weather of tomorrow.。
译林牛津版高一英语必修三unit1（wordsandexpressions）导学案设计（无答案）
译林牛津版高一英语必修三unit1（wordsandexpressions）导学案设计（无答案）江苏牛津版高一英语导学案Module 3 Unit 1the world of our senses words and expressions (1) 1.confuse v. confuse A with/and B 混淆A 和B n.---- （adj.困惑的）----- （adj.使人困惑的）be confused about 对…困惑不解in confusion 不知所措They me by asking so many questions.Don’t Austria Australia.I’m about the question.2.forecast (pt,pp 或) vt/cnaccording to the weather forecastforecast the weather3.observe vt. ①观察；注意到；②庆祝、欢度（节日等）；③遵守；④评论①观察，注意到=notice;观察到某人做了某事/ 正在做某事（强调过程，动作的结果）（强调动作正在进行）The woman was observed him closely. 有人看到那女子紧跟着他。
The woman was observed him closely.有人看到那女子一直紧跟着他。
②庆祝=celebrate；庆祝圣诞节/生日③遵守=obey遵守交规/法律奉行习俗④评论=comment 'He is a fine young man,' observed Stephen.n. 正在受监视n. 观察者完成下列句子的英文翻译：1)你注意到他话里有什么奇怪的地方了吗？in her words?2)我没有注意到外面下那么大的雪。
I didn’t.3)他看见一个男人在马路对面走着。
on the opposite side of the road.4)他注意到了他们之间发生的事情。
高中英语 Module3 Unit1 the world of our senses project导学案2 译林牛津版必修3
高中英语 Module3 Unit1 the world of our senses project导学案2 译林牛津版必修3The World of Our Senses Word PowerTeaching aims:1、Get to know something about sharks and pigeons、2、 Learn to follow the structure of each passage、3、Group work: Four students a group、 Choose an animal and write a passage about it then produce a TV show、预学案另外两种鲨鱼与……相反误认为你是一条鱼适合做……从旁游过导致…遵循建议在黑暗中等待某人做…30多倍把信系在它的腿上监视敌人有可能做…… 把手伸进……从遥远的地方被吸引到…用拳头打鲨鱼的鼻子被闪电击中探究案Fast-readingRead and AnswerQ1、Why were pigeons used in ancient time to send mails? Q2、 how do pigeons find their way home?Para1-41、What does the article begin with?2、 What is the story about?3、 Why does the writer begin with a story in his article?Para5Pigeons have a wonderful sense of ________ and can find their way home_____ long distances、Sinceancient times people have used pigeonsto______________,especially______、Para6Two reasons why pigeons can find their waylanguage points1…it was in war that they found their greatest use、(Line16)强调句型一般式：It is/was +强调的内容+that…一般疑问式：Is/was It +强调的内容+that…?特殊疑问式：WH(特殊疑问词)+ is/was It+that…注意：强调的内容可以是名词，代词，分词，或介词短语充当的状语成分等2、How this compass works remains a mystery (Line20)一、作不及物动词用1、表示“剩下”、“仍有”，只能用于主动语态，不可直接跟宾语。
译林高中英语模块三Unit1复习导学案设计(练习有答案)
M3U1 Revision导学案【学习目标】By the end of this lesson, students are expected to1.have a thorough review of unit 1 in terms of words, phrases, sentences and grammar;2.consolidate what they have learned via a series of exercises.【要点梳理】一．知识梳理* 重点单词-词性转换（学生预习，课前完成）Part 1重点单词-用法归纳+词义辨析*重点短语-汇总梳理（学生预习，课前完成）Part 2 重点短语-用法归纳+语义辨析Part 3 重点句型-仿写+解析Part 4 重点语法-名词性从句二．复习巩固Part 1 词汇巩固-填空Part 2 短语巩固-填空（12选10）Part 3 语言知识-用法填空+句型选择Part 4 语法突破-填空三．拓展提高语法填空【课前预习】1.重点单词-词性转换2.重点短语-汇总梳理【典型例题】知识梳理Part 1重点单词-用法归纳1. confuse [v.]① Be careful not to confuse quantity with quality.= Be careful to avoid _________ between quantity and quality.① People are _________ about all the different labels on food these days.= All the different labels on food are _________ to people these days.= All the different labels on food _________ people these days.① “What's this place?” I asked, still _________.2. hesitate [v.]① The doctors didn't hesitate about going to the battlefield at all.= The doctors were not _________ about going to the battlefield at all .= The doctors had no _________ in going to the battlefield at all= The doctors went to the battlefield _________ _________.① Please don't hesitate to contact me if you have any problems. _____________3. anxious [adj.]① We are anxious about the coronavirus outbreak/for the patients._____________① We are all anxious to know when we can go back to school. _____________① We are all anxious ____________________________(病人早点康复).= We are all anxious that _____________________________.① We are all waiting for the end of the battle anxiously. =______________4. relief [n.]① Much to her relief, Polly got back home safely. = Polly was relieved that she got back home safely.① The moment Polly got back home, she breathed a sigh of relief. _____________① It is relief to be able to talk to someone about it. (判断正误)_________________________________________________________________________________________5. reduce [v.]①The number of employees has been reduced by 50. _____________②The number of employees has been reduced from 350 to 300._____________③For some time he was reduced to begging in the street._____________6. recognize [v.]① Nobody recognized the seriousness of the problem then._____________ It is generally recognized that the problem is serious now.= There is a general __________ that the problem is serious now.① The book is recognized as a classic. _____________ He is recognized to be their leader.① The film star wears a mask in order to go shopping without recognized. (判断正误)_________________________________________________________________________________________①I haven't seen her for a long time, and she has changed _______________.7. attach [v.]① I attached a photo to my application as it was required. _____________① I attach great importance to the online classes. _____________① Our school is attached to Xi'an Jiaotong University. _____________① The child is greatly attached to his parents. = The child has strong _________ to his parents.8. contrary [adj./n.]①--The Academy Awards must have been boring last night. --On the contrary, I found it fantastic._______②He has contrary opinions on this matter. = His opinions on this matter _____________ mine.Part 1重点单词-用法归纳1.observe① Every one of us should observe laws and regulation s. 观察、注意① The teacher observed that we should have confidence.遵守① People in the western countries observe Christmas. 评论① They observed the man walking/walk towards the supermarkets.庆祝2. approach① As spring approaches, the colors in the garden change. 靠近、接近（n.）① I was so lost in my work that I didn't hear his approach. 方法(n.)①The government has approached the issue in a practical way. 道路、路径(n.)① We should find a better approach to solving the problem.靠近、接近（v.）① All approaches to the palace were guarded by troops. 着手处理（v.）3. grasp① The old man grasped Polly by the arm. _____________① Some fail to grasp the importance of his words._____________① She grasped the chance/opportunity to direct the movies._____________4. suit① I don't like the dress as the color doesn't suit me. _____________① I want to buy a computer that suits my particular needs. _____________5. employ① They have employed many people to deal with the problem. _____________① Students are advised to employ their time at home better. _____________① Instead of wasting time, she was employed in reading. _____________6. volunteer①Many volunteers help send emergency aid to Wuhan. _____________②Many doctors and nurses volunteer to support Wuhan. _____________7. distance① In the distance I could hear thunder and see lightning coming. _____________① She was warned to keep her distance from that man. _____________① When he retired, he distanced himself from politics. _____________Part 2 重点短语-用法归纳1. in sight①When she takes her daughter to the park, she never lets her _______________.②Suddenly I _______________ my teacher standing beside the window.③He walked away and I finally _______________ him in the crowd.④Jack fell in love with Jill _______________.⑤He fainted at the sight of blood.2. set off①Setting off fireworks is forbidden in some cities. 引发、激发②Breaking into the house will set off the alarm. 燃放、使爆炸③The coronavirus outbreak set off a wave of buying masks. 使（警报）响起3. reach out①When you succeed, you should reach out to the people in need. _____________②The boy is trying his best to reach (out) for the toy on the shelf. _____________ Part 2 重点短语-语义辨析1.in the dark① Don't swim in the dark.① Workers are kept in the dark about the plan._____________2.at the crossroads① Now we are at the crossroads. Turn left here.① This company is at a/the crossroads now, which can decide its future development. _____________ Part 3 重点句型-仿写1. Wherever she looked the fog lay like a thick grey cloud.①不管发生什么，我都不会放放弃追求梦想。
牛津译林版英语必修三 Unit1导学案
M3 Unit 1 The world of our senses一、课前自主预习——课文重建根据本单元reading课文在下面短文空格中填入所缺单词（每空一词）。
Polly left work and walked quickly towards her usual bus stop, but she was told that the buswouldn’t go to King Street because of the thick 1. ________. Instead, she had to take an Underground on which she could 2. ________ that she was being 3. ________ by a tall man. While the rest of the passengers were getting out, she 4. _______ at the faces around her, but 5. ________ was the man to be seen. When she got to the station 6. ________, there was no one in 7. _______. She losther way in the terrible fog. She felt her heart beating 8. _______ fear when a man offered his services as a guide, but soon she judged that he was kind by his voice.With the man’s help, Pol ly had no 9. __________ in arriving home. She must have been very surprised when the old man told her that he was 10. _________.二、课内合作探究I、考点导练一、根据下列各句句意及所给单词的首字母或汉语提示，写出该单词的正确形式。
译林牛津版高一英语导学案设计必修三unit1(word power+Grammar+Task)(无答
江苏牛津版高一英语导学案Module3Unit1the world of our senses Word power+Grammar+T askWord power1.(page6)part of speech词性The present situation in Middle East is very dangerous.The chairman himself pr esented the first winner the prize.The child received a lot of presents in the Spring Festival.At present,he is doing well in his studies.cause:v.n.2.(page7)Describing the weatherIt will be warm and sunny in the morning,with a fair chance of cloudy weather developing before noon. with的复合结构：with++（）(1)John received an invitation to dinner,and with his work(finish),he gladly accepted it.(2)With so mu ch work(fill)my mind,I almost break down.(3)With my mind(fill)with so much work,I almost break down.(4)With nothing(leave)to burn,the dire became weak and finally died out.(5)With our food(run)out,we had to walk to a village for help.(6)I can’t go out with all these clothes(wash).fair adj.&n.The punishment was very fair.W as it really fair to him to ask him to do all the work?The rainbow promises fair weather.There’s a fair chance that we might win thistime.Many products are sold at a trade fair.Grammar1.(page8)The conductor has made it clear that no buses will be running.在该句中，it做,that引导的从句是。
译林版高中英语必修3Unit1(导)学案：Grammarandusage.docx
Grammar and usage名词性从句（丨）语境领悟阅读下列句子并体会黑体部分的用法1.At lunch, the radio forecast th at the mist would become a thick fog in the afternoon.2.She wondered if the buses would still be running.3 • ...the truth is that it is too foggy for the bus to run that far.4.As Polly observed the passengers on the train, she had a fueling that she was being watched by a tall man in a dark overcoat・5.Since it is believed that strong smells can affect the senses, volunteers were required not to eat or drink for eight hours before the experiment.要点精析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 wc will start is not clcar.(主语从句)Mrs. Black won't believe that her son has become a thief.(宾语从句)My idea is that we should do it right now.(表语从句)I had no idea that you were her f?iend・(同位语从句)一、引导名词性从句的连接词分类词形词义作从句的成分从属that——一连词whether/if 是否连接代词who(ever)（无论）谁［主格］主语、宾语、表语whom(ever) （无论）谁［宾格］宾语whose 谁的［所有格］定语which(ever) （无论）哪一个（些）主语、宾语、表语、定语what(ever) （无论）什么，东西主语、宾语、表语、定语连接副词when 什么时间状语where 什么地方状语how 怎样，如何状语why 为什么状语二、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。
译林牛津版高一英语必修三unit1(welcome+reading)导学案设计(无答案)
江苏牛津版高一英语导学案Module 3 Unit 1the world of our senses welcome to the unit +reading Welcome to the unit1.Our senses are very important in our daily lives.sense n. 感觉，感官；意识；判断力；理智视/听/味/嗅/触觉责任感成就感常识幽默感恢复理性，苏醒_____________________在广［狭］义上________________________有意义；有道理；讲得通；符合情理弄懂……的意思(对某人来说)做某事是明智的从某种意义上说从任何意义上说绝不（位于句子开头需部分倒装）做……是毫无意义的。
【考点训练】(1)你能不能理解这篇文章的意思？Can you ?(2)Read this sentence and tell me if it (有意义).(3)It (是明智的) buy the most up-to-date version.(4)没有必要因为这个小事而生气。
.(5)I think of life as a good book. The further you get into it, the more it begins to .A.make a differenceB. make a decisionC. make progressD. make sensesensible a. 有感觉的，明智的，有判断力的sensitive a. 体贴的，善解人意的，敏感的be sensitive to 对……敏感，易感受……2.hold your nosehold one’s breathhold a meeting/partyhold your head upfear held her still (page 2 line 25-26)hold the post/position/office etchold the recordhold a beliefhold sb's interest/attention3.when one of the senses failsfailing health/eyesight/memoryfail in the exam=fail to pass the examnever fail to do sth Cats never fail to fascinate human beings.Reading Fog1.(page 2Line2) When Polly left home that morning, the city was already a grey mist. 波莉离开家的那天早晨，这座城市已笼罩在灰白色的雾气中。
module3unit1全单元教案（译林牛津版高一英语必修三教案教学设计）
module3unit1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. Students will 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 instorytelling.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 moreof 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 got lost 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 Park Street------- at the corner of the street----- in thestreet 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 i s 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 the time she reached the corner of the street, the footsteps were gone.6. Polly found herself staring up at a man standing with his hand resting 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 describe different 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 the f=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 firstspeech 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 whatthey 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: T elling 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 when listening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary.2. Ask students to listen to the conversation and answer the questions in Part B. After 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 and then 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 Step 2.2. 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 findout 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 either in 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 animals such 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. Theywill 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 the different 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 determine what 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.。
牛津译林版高中英语必修1Unit3power导学案.doc
Unit 3 Looking good, feeling goodWord power导学案4 Teaching aims1.Enriching our vocabulary.2.Learn and master the new words about sports.3.Studying task： the new words and expressions.丄Sdf-education根据句意，填入有关运动方面的单词。
1.The first gold medal that China got in the Olympic Games is in Men's __________ .2.In the _________ , people compete in three different sports, usually swimming, cycling and running.3.When doing __________ , you will not only enjoy the beaut讦ul music, but also st re ngthe n your heart and lun gs.4.There are 6 players in each _______ team, and players try to pat a ball over a net.5.Tiger Woods is one of the best ________ p layers in the world. He is from the US.6.Guo Jingjing won gold medals for _______ in the 29th Olympic Games.丄T earn work1 •[课文原^J] Hmm, maybe I don't want to get hurt. (P46)嗯，也许我不想受伤。
高中英语Unit1TheworldofoursensesWordpower教学设计牛津译林版必修3
单元： Unit 1 The world of our senses板块： Word Power讲堂设计指导思想：本节课是以听、说、读为主的词汇教课课。
词汇教课应该“有层次”并兼备“知、情、意”。
第一，“有层次”是指词汇教课应努力依据认知规律，依据学生温故知新—探究新知识—使用新知识—稳固新知识的客观规律进行教课。
其次，兼备“知、情、意”是指词汇教课要有：知——词汇知识、学习策略以及词汇所包含的文化知识的输入；情——师生间的情感互动、学生的感情融入与兴趣的激发、以及感情体验的过程；意——人文精神和人买卖义的体悟与提高。
Teaching 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 listening andtranslation.Teaching procedures:Step 1 Introduction (ppt 3)The teacher starts the l esson by asking a student to retell the reading passagein this unit“ fog” and write down those words in the passage and show another twowords on the s creen which have different parts of s peech so tha t students can understand the meaning of“ part of speech” and further understand those words.【设计说明】在学习词汇以前，恰好达成了Reading 的教课，经过复述课文既起到了复习巩固作用又经过某些词的重现让学生认识了本节课要学习的内容：同一个词可能有不一样的词性和含义。
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Word power江苏牛津版高一英语导学案Module 3 Unit 1the world of our senses Word power +Grammar +Task1.(page 6) part of speech 词性The present situation in Middle East is very dangerous.The chairman himself presented the first winner the prize.The child received a lot of presents in the Spring Festival.At present, he is doing well in his studies.cause: v.n.2.(page 7) Describing the weatherIt will be warm and sunny in the morning, with a fair chance of cloudy weather developing before noon. with 的复合结构：with + + （）(1)John received an invitation to dinner, and with his work (finish), he gladly accepted it.(2)With so much work (fill) my mind, I almost break down.(3)With my mind (fill) with so much work, I almost break down.(4)With nothing (leave) to burn, the dire became weak and finally died out.(5)With our food (run) out, we had to walk to a village for help.(6)I can’t go out with all these clothes (wash).fair adj. & n.The punishment was very fair.Was it really fair to him to ask him to do all the work?The rainbow promises fair weather.There’s a fair chance that we might win this time.Many products are sold at a trade fair.Grammar1.(page 8) The conductor has made it clear that no buses will be running.在该句中，it 做, that 引导的从句是。
v + it + adj./ n. + that 从句/ (for sb) to do/ doing，其中常用的动词是think, believe, make, find, consider, feel 等Experts (已经说明白了) that citizens should stay at home.They (发觉…难) to finish their work in two days.We (认为…是我们的职责) that we clean our classroom every day.We decide to (规定) for us roommates to turn off the lights at 10:30 pm.She thought it no good (担心他).We find it no use (抱怨生活).I’ll see to it that everything is ready in time.You may depend on it that the teachers will help you with your studies.2.(page 9) The possibility that pleasant smells might reduce pain has recently suggested by new research.在该句中，画线部分是从句,说明抽象名词的具体内容。
There is a possibility that ….There is no possibility that …他不可能完全康复。
3.(page 9) 闻各种宜人的气味4.(page 9) Scientists are interested in whether the sense of smell is related to pain.(page 9) One explanation is that women’s sense of smell is better developed than that of men, and is linked to recogniz ing the smell of babies.第一句中，whether the sense of smell is related to pain是后的从句第二句中，第一个that引导从句，画线的that在句中指.短语“和…有联系/有关系”：relate to:When adults can’t relate to children, the generation gap appears.She related her childhood experiences to her grandchildren.5.(page 9) He adds that this year, scientists will test another 60 volunteers and will be in a better position to analyse the results. 他补充到，今年科学家将测试另外60 名志愿者，将能更好地分析结果。
(page 16) Adverbs are used to add more information to a verb. 副词是用来给动词增加信息的。
add：add that …/ add sth t o sthadd A to Badd up to(1)Please some salt the soup. add to …add up sth(2)He the scores and got a final result of the game.(3)The bad weather our difficulties, making it impossible for us to finish the task on time.(4)All my expenses 1200 yuan a month.(5)He said that he felt tired, that he wanted to give up the project.(6)Little changes a great change.n. 加；增加；增建部分此外除…外6.(page 9) Now, they have become convinced that the sense of smell also helps.convince vt. 使相信；说服，劝说使某人相信某事某人相信说服某人做某事(1) / 我相信他是无辜的。
(2)that he hadn’t committed a crime, the police finally set him free.(3)of his promising future led to his optimism.7.(page 9) Why pleasant smells do not reduce pain in men remains a puzzle for s cientists.remain ①linking verb 仍然是,保持不变仍然沉默/站着/ 坐着②vi. 剩余,遗留,继续存在大火之后，什么都没有剩下③vi.仍需去做(或说、处理)还有很多事情要去做。
whether we will win the game. 拭目以待④vi. 逗留，不离去毕业后他留在了苏州。
With a lot of work , our manager couldn’t spare time for a holiday.A. remained to be doneB. remaining to be doneC. remained being doneD. remaining to do8.(page 10) We cannot leave out that when the noun clause is the subject of a sentence.leave out ；；Since she hadn’t been invited to the party, she felt .Please tell me the whole story; don’t any detail.9.(page 10) No one knows whether or not the fog will clear up this afternoon.clear upYou’d better clear up your room.I’m tired of clearing up after you!I hope the weather clears up this afternoon so that I can go out and play.clear up a mystery/ difficulty/ misunderstanding 谜团/ 困难/ 误会10.(page 11) Staying healthy makes sense.Can you make sense of this poem?11.(page 11) Scientists observe that making the most of our senses when we are young can keep us healthy later on in life.later onMuch later on, she realized what it meant to be a friend.12.(page 11) While having dinner, listen to some enjoyable music rather than watch television.rather than ，常用于结构中。