北师大版英语必修三Lesson1
Unit 3 Lesson 1 词汇学习课件-高中英语北师大版(2019)必修第一册
Ⅰ.单句填空 （1） People say it is Canada’s most beautiful city，__s_u_r_r_o_u_n_d_ed__ （surround） by mountains and the Pacific Ocean.
（2） He loves to surround himself __w__it_h__ his family and friends.
➢ surround sb./sth. with ...
（3） I’d like to bring up my child in healthy __s_u_r_ro_u_n_d_i_n_g_s__（surround）.
scare
/skeə/
vt．吓唬；使(某人)惊恐
➢ scare sb/sth away (把……吓跑 )
[教材典例P52] Mrs Chen said that it was to scare away the monster Nian.
➢ scared (adj.) 感到害怕的；惊恐的
be scared of doing sth. be scared to do sth.
flight
/flaɪt/
n． 航班
wine
/waɪn/
n．葡萄酒
surround
/səˈraʊnd/
vt. 环绕，围绕
➢ surround sb./sth. with ... (用...包围某人/物） ➢ be surrounded by/with（被...包围)
e.g. The famous pop star was surrounded by his fans.
北师大版高中英语必修第三册Lesson 1 Active Learning
Activity 4 Read the first suggestion . Identify the learning actions, reasons and learning effects in the diagram. Then, do the same for the other four suggestions.
Activity 7:Which of the suggstions in the text do you think is the most useful for you? why?Do you have any questions about the suggestions?
Example: I think “arguing with your inner voice ” is the most useful, because it makes me consider the other side of an argument.
Activity 3 Write the subheadings before the corresponding paragraphs . Ask questions . Get to the truth . Listen to the outer voice . Focus on the message . Argue with your inner voice
learning effects_____ ________
learning actions___ ________
1. Listen to the outer voice
Reasons_____ ________
Active Learning
2. ________
北师大版高中英语必修第三册Lesson 1 Roots and Shoots
Focus on Language: VERB-ING AND -ED FORMS
Complete the text with the correct form of the verbs in brackets. What is the function of each verb form?
-reading
Fast-reading
Read the rest of the text. Complete the table or use your own graphic organiser to illustrate what you have found about Roots & Shoots.
Fast-reading
To inspire young people to take action for the environment, animals and their community, Roots & Shoots was established. This institute was set up in the early 1990s by Dr. Jane Goodall, a scientist who's the world's best-known expert on wild chimpanzees. in addition to her research, she has been whole-heartedly committed to environmental protection. The whole purpose of Roots & Shoots is to educate young people, from pre-schoolers to university students, so they can help to build a future that is secure and live together in peace with nature.
1_北师大版高二英语选择性必修三课文及翻译
Unit 7Lesson 1 EQ:IQ第一课 EQ：IQSuccess Comes with a High EQMost students do an IQ (Intelligence Quotient) test early in their school life. Even if they never see their results, they feel that their IQ is what determines how well they are going to do in life. When they see other students doing better than them, they usually believe that those students have a higher IQ and that there is nothing they can do to change their situation. However, new research into EQ (Emotional Quotient) suggests that success is not simply the result of a high IQ.大多数学生会在学生生涯早期做智商测试。
即使从未看到过测试结果，他们也认为是智商决定了自己日后生活中的表现。
当看到其他学生比自己优秀，他们通常会认为那些学生智商更高，无论做什么也改变不了自身这一劣势。
然而，最新的情商研究表明，成功并不仅仅是高智商的结果。
While your IQ tells you how intelligent you are, your EQ tells you how well youuse your intelligence.Professor Salovey,who invented the term EQ,gives thefollowing description: at work, it is IQ that gets you employed, but it is EQ that getsyou promoted.Supported by his research, Professor Salovey suggests that whenpredicting someone's future success, their character, as measured by EQ tests,mightactually matter more than their IQ.智商表明你到底有多聪明，而情商表明你如何善用智慧。
北师大版高一英语必修第三册(2019版)Unit2_Lesson_1_名师教学设计
Unit2 Lesson 1 名师教学设计课时内容：The Underdog主题语境：人与社会主题群：文学、艺术与体育子主题：体育与健康语篇类型：记叙文文本分析：本节课为阅读课，主要讲述了作者和自己的好朋友Paul非常喜欢打篮球。
Paul身材矮小，一直以来都是球场上的“板凳球员”，但是他不放弃自己的梦想，不断地敦促自己加强训练，等待时机。
在一次比赛中，作者不小心受伤，于是推荐了自己的好朋友Paul上场比赛Paul上场后不断进球，为球队赢得了比赛。
最终在球场上为自己赢得一席之地。
该课时主要训练学生们文本精读和语言分析能力，一方面介绍Paul用坚持不懈的努力实现了自己的梦想；一方面鼓舞学生们在学习生活中，要像他一样，不断追梦，积极向上。
课时目标：1. 掌握重点词汇：try out for sth, why not, have a strong desire to, crash into, be about to do, let sb down keep up with.2. 准确表达自己喜欢的体育运动和喜欢的体育运动员并说出原因；理解underdog的含义，讲述自己见到或者听到的关于underdog的实例。
3. 领会并理解定语从句的结构、含义及用法。
4. 学习永不放弃的体育精神形成积极努力的人生态度和价值观。
重点难点：重点：1. 了解健康和体育运动的含义。
2. 学会使用本节课的重点词汇和句型。
难点：1. 了解定语从句的意义和结构，学会如何使用定语从句。
2. 让学生们学会找关键词，了解文章大意。
教学准备：教师准备：电脑、多媒体设备、PPT展示、课堂导学案、课本。
学生准备：提前预习文本内容，完成课后习题。
教学过程：Step I Warm-upT: Hello, everybody! Do you like playing basketball after class?Ss: Yes. Of course!T: How do you feel when your team loses the game?Ss: We must feel bad and disappointed when we lose e game.T: When did you feel happiest and most excited while watching a match?Ss: ...【设计意图】通过师生之间的自由谈话，导入本节课话题：篮球运动。
北师大必修三英语第一单元
北师大必修三英语第一单元The English Compulsory Course 3 at Beijing Normal University is an integral part of the undergraduate curriculum designed to enhance the language proficiency of students majoring in various disciplines. The first unit of this course delves into a comprehensive exploration of fundamental language concepts and skills essential for effective communication in both academic and professional settings. This essay aims to provide a detailed examination of the key components covered in this unit and their significance in the broader context of language learning.One of the primary focuses of the first unit is the development of reading comprehension abilities. Students are introduced to a diverse range of text genres, including academic articles, news reports, and literary works, each presenting unique linguistic and stylistic challenges. Through the analysis of these texts, learners are equipped with strategies to navigate complex sentence structures, identify key ideas, and extract relevant information efficiently. This skill set is particularly crucial for success in coursework, research, and professional endeavors, where the ability to comprehend andsynthesize written materials is paramount.Closely linked to reading comprehension is the enhancement of vocabulary knowledge. The unit emphasizes the systematic study of word formation, including prefixes, suffixes, and root words, equipping students with the tools to decipher the meaning of unfamiliar terms and expand their lexical repertoire. Additionally, the course delves into the nuances of word usage, synonyms, and collocations, enabling learners to communicate with greater precision and sophistication. This comprehensive approach to vocabulary development not only strengthens students' understanding of the English language but also empowers them to express their ideas more effectively in both written and oral contexts.Another crucial component of the first unit is the development of writing skills. Students are guided through the process of crafting well-structured and coherent essays, with a focus on organizing ideas, constructing logical arguments, and employing appropriate rhetorical devices. The unit covers a range of writing genres, from personal narratives to persuasive essays, equipping learners with the necessary skills to navigate the diverse writing demands they may encounter in their academic and professional pursuits. Furthermore, the unit emphasizes the importance of clear and concise language, as well as the incorporation of relevant sources to support their claims, preparing students for the rigors of academic writing.Alongside the enhancement of reading, vocabulary, and writing skills, the first unit also addresses the fundamental aspects of grammar. Students delve into the intricacies of English grammar, exploring topics such as parts of speech, sentence structures, and verb tenses. This comprehensive study of grammar not only strengthens students' understanding of the language but also enables them to communicate with greater accuracy and clarity. By mastering these grammatical concepts, learners can effectively convey their ideas, avoid common errors, and engage in more nuanced and sophisticated linguistic exchanges.The unit also places a strong emphasis on the development of oral communication skills. Through various interactive activities and presentations, students are encouraged to practice their speaking abilities, including pronunciation, intonation, and the organization of spoken discourse. This focus on oral communication is crucial in preparing students for academic discussions, professional presentations, and international collaboration, where the ability to express oneself clearly and confidently is highly valued.Furthermore, the first unit of the English Compulsory Course 3 at Beijing Normal University incorporates elements of cultural awareness and intercultural communication. Students are exposed to diverse cultural perspectives, customs, and social norms, enablingthem to navigate the increasingly globalized landscape with greater sensitivity and understanding. This cross-cultural component not only enhances students' language skills but also fosters a deeper appreciation for the richness and diversity of the English-speaking world.Throughout the unit, the course employs a balanced approach, incorporating both individual and collaborative learning activities. Students are encouraged to engage in peer-to-peer discussions, group projects, and interactive exercises, fostering a dynamic learning environment that promotes critical thinking, problem-solving, and the exchange of ideas. This collaborative approach not only strengthens students' language skills but also cultivates valuable teamwork and interpersonal abilities, preparing them for the demands of the 21st-century workplace.In conclusion, the first unit of the English Compulsory Course 3 at Beijing Normal University serves as a comprehensive foundation for language learning, equipping students with a diverse range of skills and knowledge essential for academic and professional success. From the development of reading comprehension and vocabulary to the enhancement of writing, grammar, and oral communication, the unit provides a holistic approach to language acquisition. Additionally, the incorporation of cultural awareness and collaborative learning further enriches the educational experience,preparing students to navigate the complexities of the global landscape with confidence and adaptability. As students progress through this course, they will undoubtedly gain a deeper understanding of the English language and its pivotal role in their personal and professional development.。
北师大版高中英语必修第三册Lesson 1 Masterpieces
UNIT-7 ArtLesson-1 Masterpiece教学设计本节课是高中英语第二册Unit 7 Art的第一课Masterpiece，课型是阅读课。
本节课主要内容介绍了国内外艺术，尤其介绍了梵高的作品。
通过学习本课，使学生们了解古今中外的艺术文化，还让学生懂如何欣赏艺术品以及了解艺术巨作背后的故事。
此外，学生还将学到名词性从句，包括宾语从句、表语从句和主语从句。
1.语言技能目标（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；（2）用所学的词汇和语言的对课文进行复述；（3）能够读懂细节信息并能理解阅读中生词含义。
2.语言知识目标（1）能够正确运用一下单词和短语: massive, circle, affect, sense of..., sight, unique, scream, empire, mysterious, visual等。
（2）能掌握名词性从句（Noun Clause）的使用情况;（3）能够识别出不同的名词性从句，能够熟练运用名词性从句的引导词。
3.文化意识目标（1）了解艺术相关话题；（2）了解人们对艺术品及其作者的评价。
4.情感态度目标正确认识、对待艺术家的作品，以及对艺术家的积极评价。
1.重点（1）如何理解本课中出现的相关术语表达；（2）正确理解并运用名词性从句；（3）能够运用所学对艺术家及其作品进行介绍。
2. 难点（1）能用得体的用英语解释本课中出现的相关名词并阐述自己的看法；（2）能正确掌握和使用名词性从句；（3）能够区分不同的名词性从句，并熟练使用名词性从句引导词。
新北师大版高中英语选择性必修一U3 lesson 1 课文
Lesson 1 The Sixth ExtinctionExtinctions, where entire species are wiped out, are not unusual in our Earth’s history. In fact, over 90 percent of all species that ever lived are now extinct. In the last 500 million years, there have been five times when life on Earth has almost ended. These include the third mass extinction, known as the “Great Dying”, which killed 90% to 96% of all species. And the fifth event, which occurred 66 million years ago, caused the death of the dinosaurs. The reasons for extinctions are varied. According to scientists, they include volcanic eruptions, asteroids hitting the Earth from space, changes in sea levels, the decrease of the oxygen content of the sea and global warming. Many scientists say we are now entering the Earth’s sixth mass extinction. This time, human activity will be to blame.Although it is not unusual for species to die out naturally, the rate at which this is now happening is cause for concern. A 2015 study by scientists who were based at Brown University and Duke University in the US, looked at how quickly species die out due to natural causes, that is, the “background extinction rate”. They found that human activity is causing species to die out 1,000 times faster than normal. There is a long list of reasons why so many species are dying out: air and water pollution, forests being destroyed, factory farming and overfishing. It is clear that human activity has negatively affected all other species on Earth, including animals and plants.If a sixth mass extinction occurs, scientists who have studied the issue believe that up to three quarters of all species on Earth could die out. Of course, as we humans depend on so many species for our survival, we would also be at risk of dying out. Our world and our lives depend on the balance in nature between animals and plants. Without forests, we would have no air to breathe, and without clean water we would be unable to survive.Can a sixth extinction be avoided? Experts say that it is not yet too late, if we take action now. This would mean we have to significantly change the way we live. For example, we need to take steps to save endangered species, including setting up special areas where plants and animals can be protected. We need tochange how we work and travel by using cleaner, more natural sources of energy, such as wind and solar energy. We also need to improve our farming methods to reduce water, air and land pollution. In short, if we want to survive, we need to stop destroying the planet that we live on and start to protect it.The Black RobinBlack robins are the birds that humans saved from extinction. In 1980, there were only five black robins left in the world. They all lived on a small island off the coast of New Zealand. Only one of those birds, a female called Old Blue, was able to lay eggs. Wildlife workers began a programme for raising black robin chicks. They protected Old Blue’s eggs, helped them to hatch, and took care of the chicks. Thanks to their efforts, there are now more than 250 black robins, and the population is spreading. To help them survive, people are restoring their habitats and removing small animals that hunt them, such as mice and cats from the islands where they live.。
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for specificinformation
p8 3
IReadthepassageandcompletethetable.
When?
Who? What?
How?
themiddleofth
discoveredGre blownth
eninthcentury Ericthe enland
erebyast
To(5)__e_s_c_a_pferomthetrouble,Ericsailedwest againandreachedGreenland.
EricreturnedtoIcelandand(6)___p__er_s_upaedoepdl etogobackwithhimandlivein
Greenland.AfterEric’slanding,Biarnisetsai lfromIcelandinsearchofEric’sparty,buthew asblownoff(7)______andrceoaucrhsedanunkno wnland.
Carefulreading tosolvedifficultpoints
LeiffollowedBiarni’sdirectionsandsailedtowhati swbhealitevedtobethecoastofpresent-dayCanada.
作主语，表示“……的地方” 宾语从句
赖伊夫依照比阿尼的指点，航行到被认为是 现在的加拿大海岸所在地。
Objectives
1.Tosummarizethemainideaofthe passage 2.Tolearntotalkaboutexplorer 3.Tolearnthenewwordsandexpressions
setsailaccordingto getintotroublemakeitto insearchof
高中英语课件
（madeofdingshangtuweห้องสมุดไป่ตู้）
wordsreview
spirit explorer
Viking voyage ancestor further persuade unknown
n.精神 n.探险家 n.维京人，北欧海盗 n.航海，航空 n.祖先，祖宗 adv.更远，较远 vt.说服，劝服 adj.不知道的，未知的
【Practice】
Hewasdeeplydispleasedby_____w_h__a_th_a_d___ _o_c_c_u_r_r_e_d_thatday. 他对那天发生的事感到很不快。 Halloween___i_s_b_e_li_e_v_e_d_to__b_e___________(被 认为 是)adaywhenallthespiritscomebacktotheworld oftheliving.
In982AD,whenamanc alledErictheReddecid edtosetsail Furtherwest,therewer easmanyas10,000Viki ngsliving inIceland.
Theappellation"theRed"mostlikelyrefers tohishaircolorandthecolorofhisbeard.Lei fEricson,thefamousIcelandicexplorer,was Erik'sson.
Red
orm
notlongerafterE
rictheRedhadla ndedinGreenlan Biarni d
unknownla blownoffc
nd
ourse
theyear1002
LeifandBainisland(nowk arni nownasNewfo
undland)
planned thetrip
eg.Don’tpokeyournoseintowhatdoesn’tconcerny
ou.
不要多管闲事。
what还可以引导表语从句、主语从句，并 可作句中的主语、宾语、表语、定语等。
eg.Thisiswhatwesupport. 这是我们所拥护的。(表语从句) Whatweknowisthatitwasonceacivilizedworld. 我们知道的是这里曾是一个文明世界。(主语从句)
kingscontrolledtheseasandcoastsofN orthernEurope. 5. TheVikingsreachedAmericalong beforeColumbuseversetsail.
VCompletethepassageandtrytoretell.
TheVikingswereagroupofpeopleofScandin avian(1)______.Thoeryigairne believedtohavereachedAmerica(2) _i_n_a_d_v_a_n_c_e_o_f _Columbus. Betweenthe8thand10thcenturiesAD,theVi kings(3)_______c_o_n_ttrhoellseedasand coastsofNorthernEurope. ErictheRedwasforcedtoleaveIcelandfor(4) ______c_o_m_mamitutirndger.In982AD, hesetsailwest.
注：另附word文 档，点此链接
译一译
1. 根据冰岛和挪威的传说，埃里克·雷德的因 一起谋杀案而惹上麻烦，并被迫离开冰岛。 _A_c_c_o_r_d_i_n_g_to__theoldstoriesofIcelandandNor way,ErictheRed______w_a_s_f_o_r_cleedatvoeIceland__ _____he_b_e_ca__u_se____h_a_d_acommumrdiettre,_d_________ hfeo_r_w_h_i_c_h___trougboltei.nto
IIISequencetheevents.
A.BiarnisetoffinsearchofEric’sparty. B.EricleftIcelandandsetsailwest. C.10,000VikingslivedinIceland. D.LeifreachedNewfoundland. E.LeifdiscussedhisplanwithBiarni. F.EricreturnedtoIceland.
IVTrueorFalse.
1.ErictheRedforcedpeopletogo toGreenlandwithhimtogether. 2.BiarnisetsailfromIcelandinordertofin
danewland. 3.BiarnidiscoveredGreenlandfirst. 4.Fromthe8thto10thcenturiesAD,theVi
p8 4
IIReadandanswerthefollowingquestions. 1. WhydidErictheRedleaveIceland? HewasforcedtoleaveIcelandbecausehegot intotroubleforamurderhehadcommitted.
2.WhowasBiarnilookingforwhenhewasblo wntoanunknownland?
Hewaslookingforhisfatherwhowaswith Eric’sparty.
3.HowdoweknowabouttheVikings?
Weknowaboutthemthroughstorieswhich werewrittendowncenturieslater inNorwayandIceland.
TheVikingAgebeganinthe8thcentury.Overt henext300yearstheyraided(抢 劫),tradedandsettled,leavingaprofound(深 刻 的)markonEuropeandespeciallytheBritishIs
WhoweretheVikings?
2.Matchtheheadings.
Para.1,Para.2 Para.3 Para.4 Para.5 Para.6
AbouttheVikings Biarni’sjourneytoGreenland Leif’striptoNewfoundland AboutErictheRed Endoftheintroduction
Columbus
He(1451– 1506)wasaSpanishsai lor.Hemadefourvoya ges.Heisfamousallov ertheworldnow.Peop leconsiderhimtohave discoveredAmericafi rst.
Whoelsedoyouknow?
TheVikingswereagroupofpeoplewhose ancestorscamefromScandinavia.They controlledtheseasandcoastsofNorthern Europebetweenthe8thand10thcenturiesAD.
TheVikingswerethe firstEuropeanswho reachedAmerica.
explorers
ZhengHe
He(13711435)sailedfromChinat omanyplacesthroughou tSouthPacific,IndianOc ean,PersianGulfanddist antAfricainsevenepicvo yagesfrom1405to1433,s ome80yearsbeforeColu mbus'svoyages.