北师大高一英语必修三
北师大版高一英语必修3_Unit7_Lesson3精品课件
Lesson 3 The Sea World
Objectives
■ To get familiar with descriptive texts.
■ To practise using sea animal vocabulary. ■ To practise comparative and superlative structures.
thought some of the other effects were less
realistic.”
Virtual Reality Voyage
Voice your opinion
Which part of underwater world would you like to visit ? Why?
children. On the other hand, I didn’t think
that the cafeteria was as good as it shouldFra bibliotekbe.”
Discovery Pool
4) “I learned a lot. I mean, I didn’t know
that a fish could be noisy! However, I
tropical fish
seashell
Do you know?
1.Which fish uses a light to attract food?
Anglerfish
琵琶鱼
2.Which fish can make a loud noise ?
Toadfish
蟾鱼, 豹蟾鱼
3.What kind of fish appear to fly in the water?
北师大高一英语必修三全单元教案
Unit 7 The Sea教材分析I．涉及内容本单元内容主要围绕海洋展开,主要涉及：海洋探险的故事；海洋污染的现状、缘由及危害；对海洋动植物；相关的海洋故事;II．教学目标1.知识目标：2.语言技能：3.情感态度目标：学习探险家勇于探索的精神,培养开创意识；培养环境意识,自觉维护人类赖以生存的环境4.文化意识目标：了解中、西方海洋探险及探险家的事迹；了解海洋动植物、海洋资源、海洋污染等,增强环境保护意识III．教学重点和难点1.教学重点：1 本单元的生词和短语2 where, when, why, prep. + which/whom3 表示比较的形容词定语从句2.教学难点：1对海洋及环境保护话题的询问和要求做出恰当的反映2运用表达个人观点和见解的交际用语IV. 教学计划：本单元分为六个课时：第一课时：Warm-up第二课时：Lesson 1第三课时：Lesson 2第四课时：Lesson 3第五课时：Lesson 4第六课时：Communication workshopV．教学步骤：Period 1 Warm-upTeaching Goals:1. learn the new words of this part.2. To arouse Ss’ interest in the sea.Teaching Procedures:Step 1. Leading-in:Show some pictures about the film: Finding Nemo.This is a story about sea. Show some pictures about sea and the animals in the sea.Step 2. Warming upExercise 1.Listen and match the four sea sounds with the photosExercise 2.Let Ss read the Key Words and discuss which activities they know, which they can guessand which they need to look up in the dictionary.In pairs, Ss discuss which activities they do and which they would like to do or would not like to do and where they could do them.The pairs report back to the class about what they would like to do and where. Ss see if there are any activities that nobody in the class has done.Exercise 3. Ss listen to find out which activity each person is talking about and not to worry about understanding every word. Listen twice if necessary.Exercise 4. Ss read the key words and then listen again. Let Ss find which key words does each speaker use to describe their activity.Step 3. PracticeAsk Ss to think of a sporting activity they do and to choose some adjectives to describe how it feels. Ss discuss their activities in pairs.Step 4. HomeworkPreview Lesson 1.Period 2 Lesson 1 The Sprit of ExplorerTeaching goals:1. To practise reading for specific information.2. To practise using relative clauses with when, where and why.3. To practise using relative clauses with prepositions and relative pronouns.4. To review and consolidate the relative pronouns.Teaching procedure:Step 1. Leading-inLet Ss discuss who arrived in America first, using their knowledge fromhistory class.a Christopher Columbusb Ancient Greeksc Chinese sailors dVikings. And then let student discuss other people they know, who have lived or arrived in America. Let student guess the meaning of the words listed and find Chinese meaning on page 108. Then if possible, elicit more discussion about these places, such as location, climate, people and their lives.Step 2. Reading1. Have Ss look at the map on page 8&9 and then encourage Ss to scan the textto find out about the Vikings’ three major discoveries.Get Ss to read the text again for specific information about the three discoveries. Then in pairs, complete the table in Exercise 3 with the information they get. Check the answers and then get Ss to read the text aloud.2. Encourage Ss to work in pairs and ask as many questions about the text as they can.In pairs, do Exercise 4 with the given questions and their own questions. Check the answer in class.Step and phrases1. Do exercise 6 on page 92. Phrases:1 They achieved this long before Columbus ever set sail.早在哥伦布启航前,他们就已经到达那里了;set sail 启航set about doing sth. 开始做某事The government must set about finding solutions to the pollution problems.2 According to the old stories of Iceland and Norway, Eric and Red was forcedto leave Iceland because he had committed a murder, for which he got into trouble.根据冰岛和挪威的传说,埃里克雷德因为一起谋杀案而惹上麻烦,并被迫离开冰岛;according to…根据,依照Do the experiment according to what your teacher tells you to.get into trouble…陷入困境,陷入麻烦Do not go to computer rooms, or you’ll get into trouble.3 He persuaded some people to go back with him to Greenland.他说服一些人和他一起回到了格陵兰岛;persuade sb. to do sth. 说服某人做某事persuade sb. not to do sth 说服某人不做某事persuade sb. into doing sth 说服某人做某事persuade sb. out of doing sth 说服某人不做某事talk sb. into doing sth 说服某人做某事talk sb. out of doing sth 说服某人不做某事persuade sb. of sth. 使某人信服某事He persuaded me into majoring in physics.I persuaded her not to go hiking with him. = I persuaded her out of going hiking with him.How can you persuade them of the advantages of solar cars4 Not long after Eric the Red had landed in Greenland a man called Biarni setsail from Iceland in search of Eric’s party.埃里克雷德登上格陵兰岛后不久,一个叫比阿尼的人就从冰岛起航寻找埃里克一行人;in search of… = in the search for…寻找,寻求search sb./ some place 搜查某人/某处search for sth./sb. 寻找；寻求某物/某人The family were running from street to street in the search for the lost child. The policeman was searching the man for drugs.The army were searching the ruins for survivors.Step 4. Grammar: Relative clauses21Let student read the sentences in Exercise 7&8, and direct them to find what the italic words refers to and how where, when and why can be used.Relative adverbs where and when can be used to give information about places and time. After the word reason, we can use why in relative clauses.2Let Ss do Exercise 9, and find out how prepositions and pronouns work together in the sentence. Then, let Ss discuss why there are prepositions before relative pronouns and how to choose the right preposition. Relative pronouns can be used as the objects of prepositions. Usually we use prepositions before which and whom: preposition + which/whomLet student think which words are used to join two sentences together and then go to Grammar Summary 1 on page 92 for more information about the rules.3Let Ss do Exercise 10&11 individually and then check the answer.Step 5. Language in UseWork in groups and write about a famous event or a famous person in history. Try to use relative clauses when, where, which, who… in description. Encourage some groups to read their description to the class. The others listen and counthow many relative clauses the group has used and whether they used them correctly. Example: “I have a dream ”, which was a speech made by Martin Luther King, is one of the most famous in American history…Homework:Review Relative ClausesPeriod 3 Lesson 2 Protect the SeaTeaching goals:1. To practise listening for specific information2. To practise using abbreviation for notes3. To practise showing that you are following what the other person is saying and give opinion.Teaching procedure:Step 1. Leading-inThe Earth’s seas and oceans receive the burnt of human waste, whether it is by deliberate dumping or by natural run-off from the land. In fact over 80% of all marine pollution comes from land-based activities and many pollutants are deposited in estuaries and coastal waters.1 Let Ss discuss these questions: How do people use the sea How is the sea important to people Example: People catch fish in the sea. There are many more things that we can find for food in the sea.let as many Ss as possible to repot their results to the class.2 let Ss think what is sea pollution Find the meaning of these key words and let Ss use them to talk about the issue.Key words: pollute, pollution, over-fishing, industrial waste, agricultural, waste, plastic, oil, chemicals, rubbish, deal with a problem, ban Have Ss work in pairs to discuss different kinds of sea pollution and make a list from their findings. And then let Ss to report their results to the class. Step 2 listen to learn.Exercise 3: Let Ss listen to the conversation and get the general idea of it: What is Zhi Hong’s project about And then read the listening strategies with the class. Review the strategies for listening for specific information with Ss. Elicit examples of situations from real life in which people listen for specific information, . listening to the weather forecast, listening to announcements at stations and airports. Tell Ss we can use abbreviations when taking notes. Draw Ss attention to the technique of using the first few letters of a word Sat. Prof…Exercise 4: Get Ss to look at the table first and then point out that theyneed to listen for specific information to complete the table. Divide the conversation into two parts: in the first part, let Ss concentrate on the two problems and the reasons for them; In the second part, let Ss pay attention to the solutions to problems. At last, play the conversation again and ask Ss to give their opinions about different reasons for sea pollution. Encourage them to make suggestions for preventing sea, river and lake pollution.Exercise 5: let Ss read the Function File and see if they can guess the missing expressions from the box. And then, let Ss listen again and see if they are correct. Step 3: Pronunciation: showing interesting ⅠLet Ss listen to the conversation and make a note of whether the listener is interested or not. Check the answer and listen again, pausing after each item. Step 4: Writing and speakingExercise 7:Ask Ss if they would like to do a project about the sea. Get them to look at the subjects and discuss in groups which subject they would like to choose from. Then, read through the questions below and elicit suggestions for each of them so that each of them has some ideas to start with. At last, let Ss write notes about the subject they have chosen.Subjects: sea animals, water sports, history of sea travel, ports, sea fishing, science and the sea.Questions: Which subject are you interested inWhat do you already know about the subjectWhat do you need to find out about the subjectHow can you find out more about the subjectsHow will you present your projectExercise 8: Let Ss read through the example dialogue, drawing attention to both the question forms and the responses. Then, let Ss work in pairs and take turns to interview each other. At last, let someone tell the class some of the most interesting tings about their partner’s project about the sea.Step 5. HomeworkReview lesson 3: The Sea WorldPeriod 4 Lesson3 The Sea WorldTeaching goals:1. To get familiar with descriptive texts2. To practise using sea animal vocabulary3. To practise using comparative and superlative structures.Teaching procedure:Step 1. Leading-inWater covers about 75% of the earth’s surface. In it swim billions of fish from over 25000 species. These fish can be tiny or huge. They can be round, box-like, or long and slim.Let Ss looking at the pictures and identifying the fish and animals. Ask Ss if any of them know other animals which live in the sea.Step 2. ReadingElicit the title of each section of the brochure and ask Ss which sections they think will be more interesting for them. Then, let Ss skim the brochure quickly and concentrate on the sections that appeal to them. At last, let Ss read the context again, then, check the answer of exercise 2&3.Exercise 2. Read the brochure. Find where you can see these things in Underwater World:1. fish which use a light to attract food Virtual Reality Voyage2. dolphins in performance Sea Theatre3. fish that appear to fly in the water Ocean Floor4. sea creatures that children can touch Discovery Pool5. a big iceberg Polar WorldExercise 3. Let Ss read aloud the first example with as many expressions as possible. Then, let Ss read the other comments and match them to the areas of the aquarium. At last, check answers.Answers: 2. polar world 3. discovery pool reality voyageRead the text again and pay attention to the linking words used to contrast different ideas or opinions but/ on the one hand/ on the other hand/ however and ask Ss to translate them into Chinese.Step 3. voice you opinionLet Ss discuss which part of the “Underwater World ” they would like to visit and why. Then, encourage some groups to report their results to the class. At last, ask Ss if they have ever been to a similar aquarium or sealife center-if so, encourage them to tell the class what it was like.Step 4. Grammar: comparison of adjectivesFirstly, review the comparison by asking Ss to find all the examples of comparison in the brochure. Secondly, read the uses a-c, and match them with sentences1-4 . And then let Ss do Exercise 6 in pairs. At last, ask Ss to read Grammar Summary 2 for reference.1 同级比较往往由"as + 形容词/ 副词的原形 + as"的句式表达；当然也要注意它的否定形式;第一个as的前面可以加上表示倍数的词、或是某些副词修饰语：twice , three times , nearly , almost , just , exactly , not nearly根本不, by no means 绝不, quite 等等;例如：Asia is four tomes as large as Europe. 亚洲有欧洲的四倍大亚洲比欧洲大三倍;James is not nearly as tall as Robert. 詹姆斯根本没有罗伯特高;Cast iron is almost as useful as steel. 铸铁差不多与钢一样有作用;She hasn't been quite so unlucky as she pretends. 她还没有象她常装出的那样不幸2 "比较级 + than"引导不同级的比较;"比较级" 前同样可以加倍数或程度副词, 如：far远,even甚至,much许多,still更,还,a lot许多,a little / bit一点,rather相当地,slightly略微,not any不再,three times …三倍、……,等等;不同级的比较主要用于表示人与人、事物与事物之间不同之处的比较,其意义为"A比B更怎么样一些";例如：They worked even harder than they promised. 他们工作得比他们答应的还要卖力;This street is narrower than that one. 这条街比那条街窄一些;This book is far more interesting than that one. 这本书比那一本有趣多了;You've been working much harder than I have. 你一直比我工作得努力多了;She came even earlier than I asked him to.她来得甚至比我叫她来的时间还要早;3 比较级中的两个特殊作用的结构是：the + 比较级 + 句子,the + 比较级 + 句子 ;和比较级+ and + 比较级 ;前一个句型结构表示的意义是"越怎么样就越怎么样",在这个结构中的两个"比较级"不要求一定词性相同,它们各自的词性要依句子的需要而定；后一个句型结构表示的意义是"越来越怎么样",在这个结构中的两个 "比较级"则要求词性相同;例如：The harder you work at your study, the better academic records you will have.你学习越努力,你的成绩就越好;The more we have, the more we want. 人欲无穷;When winter is coming , it gets colder and colder .冬天来临,天越来越冷了;He became less and less satisfied with the football team's performance.他对足球队的表现越来越不满意了;4 形容词的最高级前一般必须有定冠词the, 这种结构的一般表达方式是最高级 + 表示范围的状语,其意义是"某人、某事在某个范围内最……";使用这种结构时我们应该注意,形容词的最高级前面一般说来要加用定冠词the ,而副词的最高级前面的定冠词往往可以省略;例如：He is the tallest of the three boys. 那三个男孩中他最高;That is the biggest lake in our province. 那是我省最大的一条湖;Joe runs fastest in our school .桥在我们学校跑得最快;Let Ss do exercise 7, 8&9. And then check the answer.Answers:Exercise 5 :Exercise 6 :Exercise 7 : 1. smaller 2. the most intelligent 3. The biggest friendliest 5. better 6. the easiest 7. the most popular Exercise 8 : 1. This boat is more expensive/ faster / more comfortable.This boat is smaller / cheaper.2. This man is younger/more handsome/heavier/stronger.This man is taller/ thinner.Exercise 9 : height, length, the biggest, length, as much as.Step 5 language in useKey words:intelligent, hairy, fast, slow, common, friendly, dangerous, big, small, colorful, beautiful, ugly, noisy, heavy.Let Ss go through the Key Words, asking Ss to suggest an animal that demonstrate each quality. Then, each Ss thinks of an animal and writes down some notes to help when describing it. At last, Ss take turns to describe and guess their animals, using comparative structures.Step 6. homework1. Ss work in groups, writing a paragraph comparing two places in their town or area, . two restaurants/ cinemas/ schools/ football teams/ parks/ sports centres/ supermarkets. Then, the group read out their paragraphs and see if the rest of the class agree with them.2. preview lesson 4: Sea StoriesPeriod 5 Lesson 4 Sea StoriesTeaching goals:1. To read sections of a story and sequence then use prediction strategies and linking words.2. To use linking expression related to time and sequence.3. To use wordbuliding techniques to form nouns, verbs, adjectives and verbs. Teaching procedure:Step 1. Leading-inLet Ss discuss the films listed, saying what they are about and giving their opinions of them. Then discuss any other films in which the sea is importantTitanic, Waterworld, Jaws, The Piano, Treasure Island, The Day After Tomorrow Example: I’ve seen Jaws. It’s about a dangerous shark. It’s very frightening. And then let Ss look at these words below in the pictures:barrel, cloud, fisherman, fishing boat, moon, wave, whirlpoolStep 2. Read to learnⅠ.Reading Strategies: sequencing1. Look at the pictures and decide which shows the beginning, middle andend of the story.2. Read each paragraph. Pay attention to the linking words. They often helpyou decide the order of events, . one day, suddenly, in the end.3. Decide a possible order for the paragraphs.4. Read them in that order to see if the story makes sense.Use the strategies to put the paragraphs in correct order: B A CⅡ. Let Ss read the story again and answer these questions:1. Why did the writer’s younger brother fall into the sea2. Why did the boat go towards the whirlpool3. Why did the writer tie himself to a barrel4. Why didn’t his brother do the same5. Why did his old friends not recognise himⅢ. Language points:1 All at once, the sky was covered with dark clouds and in less than a minutewe were in a terrible storm.all at once = suddenly 突然；忽然be covered with… 被……覆盖着通常指被具体的事物覆盖. The dishes were covered with a piece of cloth.be covered by… 被……覆盖着通常指被笼统的或数量大的事物覆盖. Most of land is covered by water2 In the end, a boat picked me up.pick up = collect救起,捡起,拾起. Pick up the pieces of paper on the floor, please.pick up = learn, get something学到,听到,获悉. He picked up English while working in America.See if you can pick up anything about the future plan.pick up = let somebody into a vehicle搭载;得病. I am now at the school gate. Can you come and pick me up to the park Don’t travel to that area, or you may pick up bird flu.Ⅳ. Do exercises6. Read the words to the class and ask them what function these words have. They all give information about time or sequencing . Ss work individually completing the text. They can compare answers with their partner before checking the answer.Step 3. vocabulary: WordbulidingⅠDivide Ss into three groups. Each group studies one section of the story to find words describing feelings. And then, the groups report back to the class and the words are written on the blackboard.Ⅱ. Let Ss study the table and see if they can guess what the other forms of the word are. Then, they can read the text and see if their guesses are right. At last, do exercise 9.Step 4. speakingAs a whole a class, discuss ideas for each of the four situations, eliciting as many suggestions as possible. Then, Ss can report back to the class and Ss can decide which is the best action for each of the situations.Answers: uncommon, length, luckily, dead, unsafe, unclear, scientists, unable. Step5. HomeworkWrite a story containing all the linking expressions: one day, then, suddenly, when, afterwards, in the end.Period 6 Communication WorkshopTeaching goals:1. To write a report about a tourist attraction.2. To practise using linking words of contrast.3. To prepare for and take part in a public debateTeaching procedure:Step 1. Leading-inThe model report shows the style of reports in British English: use of formal language, use of umbers and letters to outline the main and subsidiary points, clear structure with a statement of things in favor, a statement of things against and a conclusion.Exercise 1. let Ss work in pairs and make comments about aquarium. And then, make similar comments about their town or their school.Step 2. Writing: A ReportRead the instructions and make sure Ss understand the task. Explain that Ss do not have to understand every word to carry out the task. Then, let Ss read the report and match the paragraphs with the headings. At last, check the answers.Point out the heading of the report: what information does it give How is this heading different from that of a formal letter Make Ss aware of how clearly the information is recorded. A good report should have a very clear structure and use very clear language.Stage 1: Talk about some of the tourist attractions in your area, . a zoo, a national park, a museum, a skating rink. And then choose one attraction for each person.Stage 2:Prepare a list of the good points and bad points of your attraction.Good points: modern buildings / latest technologybeautiful coralamazing icebergeducational –good for small childrengood picnic areaBad points: too many fish in a small areadolphin show cruelwait too longcafé food not very goodpoor sound quality in the virtual reality show Stage 3: Plan paragraph like this: general description→list of good points →list of bad points→conclusionStage 4: Read through the report and check it.Example:We think the Olympic Park is a great place to go because it not only has fantasticstadiums for Olympic Games but also has many beautiful gardens.Step 3. listeningListen to someone giving his opinions of the plans, and judge which of these people do you think he is.an unemployed person with childrena local shopkeeperthe owner of a fishing boatsomeone who has just bought a cottage in Dolwyn BaySomeone from the oil companyStep 4. Speaking: Public DebateIf you prepare for and take part in a debate. Follow these stages: stage 1. Choose different roles and write notes about his/her opinionsstage 2. Give your own opinionsStage3. Take turns to give opinion.Read through the example with the class and point out how one speaker states his/her case before the next speaker agrees or disagrees and then goes on to state his/her case. Remind Ss that this is a “public debate”, not an informal conversation among friends. Each person is allowed to finish what they want to say before the next person speaks. In groups, Ss take turns to give their opinions. When everyone in the group has spoken, the group has a general discussion and tried to reach agreement.Step 5. songLet Ss read through the text and guess the missing words. Then, let Ss listen to the song and complete the text.Ask further questions: what is the situation in the song Where is the person going Who is he going to see Is the person really sailing And then let Ss discuss what images are used to express the idea of “returning”“feeling unhappy” “having difficulties”Step 6. Homework:1. Review unit 72. Preview unit 8。
北师大高一英语必修三unit全单元教案
7教材分析I．涉及内容本单元内容主要围绕海洋展开，主要涉及：海洋探险的故事；海洋污染的现状、缘由及危害；对海洋动植物；相关的海洋故事。
．教学目标1.知识目标：2.语言技能：3.情感态度目标：学习探险家勇于探索的精神，培养开创意识；培养环境意识，自觉维护人类赖以生存的环境4.文化意识目标：了解中、西方海洋探险及探险家的事迹；了解海洋动植物、海洋资源、海洋污染等，增强环境保护意识．教学重点和难点1.教学重点：(1) 本单元的生词和短语(2), , , . +(3)表示比较的形容词定语从句2.教学难点：(1)对海洋及环境保护话题的询问和要求做出恰当的反映(2)运用表达个人观点和见解的交际用语.教学计划：本单元分为六个课时：第一课时：第二课时： 1第三课时： 2第四课时： 3第五课时： 4第六课时：V．教学步骤：1:1. .2. ’ .:1. :: .a . .2.1.2.,., ( ) .. .3. . .4. . .3.a . .4.1.2 1:1. .2. , .3. .4. .:1.America , .a) b) c) d). , America.108. , , , , .2. Reading1. 8&9 ’.. , 3 . .2. ., 4 ..31. 6 92. :1)Columbus .早在哥伦布启航前，他们就已经到达那里了。
启航. 开始做某事.2)IcelandNorway, Iceland a , .根据冰岛和挪威的传说，埃里克 雷德因为一起谋杀案而惹上麻烦，并被迫离开冰岛。
…根据，依照.…陷入困境，陷入麻烦, ’.3)Greenland.他说服一些人和他一起回到了格陵兰岛。
. . 说服某人做某事. 说服某人不做某事. 说服某人做某事.说服某人不做某事. 说服某人做某事. 说服某人不做某事. .使某人信服某事.I .=I .?4) a Iceland’s .埃里克 雷德登上格陵兰岛后不久，一个叫比阿尼的人就从冰岛起航寻找埃里克一行人。
高一英语必修三北师大版知识点
高一英语必修三北师大版知识点作为北师大版高一英语必修三所包含的重要知识点，我们需要深入学习和理解。
本文将从课本中提取出的几个关键知识点进行探讨，帮助我们更好地掌握这些内容。
1. 动词时态：时态是英语语法中的一个重要部分，也是我们学习英语必须掌握的基础知识。
必修三中涉及到的时态包括一般现在时、一般过去时、一般将来时等。
通过学习这些时态，我们可以正确地表达过去、现在和将来的动作和状态。
此外，本课本还涉及到一些完成时态，如现在完成时、过去完成时等，这些时态用于表示过去某个时间点之前已经完成或持续的动作。
2. 名词：名词是英语句子中必不可缺的成分之一。
在必修三中，我们需要学习和掌握可数名词和不可数名词的用法。
可数名词可以有单数和复数形式，而不可数名词没有复数形式。
此外，我们还需要了解一些特殊的可数名词，如不规则变化的可数名词和复合可数名词。
3. 形容词与副词：形容词和副词在英语写作中也起着非常重要的作用。
形容词用于修饰名词，描述事物的特征和特点；副词用于修饰动词、形容词和其他副词，描述动作的方式、程度等。
因此，学习形容词和副词的用法和区别对于我们准确表达意思是非常关键的。
4. 从句：从句是英语语法中的一个重要部分，可以对主句进行补充和解释。
在必修三中，我们需要学习并理解名词从句、定语从句和状语从句的用法。
名词从句可以作主语、宾语和表语；定语从句用于修饰名词；状语从句用于修饰动词、形容词和副词。
5. 介词和介词短语：介词在英语中是一个非常重要的语法成分。
在必修三中，我们需要学习常见的介词和介词短语的用法。
介词的正确使用可以帮助我们表达时间、地点、方式、原因等信息，并且能够使我们的句子更加准确和流畅。
通过学习上述这些知识点，我们可以更加准确和流利地运用英语，提高我们的英语语言水平。
除了理论知识的学习，我们还应该注重实践和应用。
通过大量的阅读、写作练习和口语交流，我们可以更好地掌握和应用这些知识，提高我们的英语能力。
北师大版高一英语必修第三册(2019版)Unit1-Lesson2-公开课课件
Making predictions: guessing what’s going to be mentioned
more stressful jobs positions in the police or the military.
the army
causes of stress
pressure from:
work study
example:
Students with lots of homework can feel very stressed. They may feel they don’t have enough time to finish everything.
Unit 1 Lesson 2 Understanding and Coping with Stress
1st Period
授课教师：张丽 北京市昌平区第一中学
I find ________________very stressful / relaxing.
cope with: deal with
kinds of people suffering from stress
Everyone suffers from stress at some time in their life.
examples:
teachers, doctors, factory workers, newspaper editors,
北师大版高一英语必修三u8知识点
北师大版高一英语必修三u8知识点High School English Curriculum of Beijing Normal University Press - Unit 8 Learning PointsIntroduction:In the 8th unit of the Beijing Normal University Press' High School English Curriculum for Grade 11, students will focus on several key learning points. These learning points are designed to enhance their English language skills and broaden their understanding of various aspects of the English language and culture. This article will provide a comprehensive overview of the knowledge and skills covered in Unit 8.1. Vocabulary Expansion:Unit 8 introduces students to a range of new vocabulary. They will learn words and phrases related to the theme of "The Power of Nature." These vocabulary words include natural disasters, weather phenomena, and environmental concerns. By expanding their vocabulary, students will be able to express themselves more effectively and develop a deeper understanding of the world around them.2. Reading Comprehension:The unit features several reading passages that allow students to practice their comprehension skills. Through these passages, students will develop their ability to understand main ideas, identify supporting details, and infer meaning from context. Additionally, they will gain insight into the effects ofnatural disasters on individuals and communities and explore possible solutions to related issues.3. Listening Skills:Unit 8 offers a variety of listening materials, including dialogues, interviews, and presentations. These materials expose students to various English accents and help them improve their listening comprehension skills. Additionally, the listening exercises are designed to enhance their ability to extract important information and understand different speakers' perspectives.4. Grammar and Language Usage:The grammar and language usage covered in Unit 8 include several important topics. These topics include:- Passive voice: Students will learn how to form and use passive constructions in English sentences. They will understand the role of the subject, object, and agent in passive voice sentences.- Connecting devices: Students will explore different ways to connect ideas in sentences and paragraphs, including the use of transitional words and phrases. They will learn how to create coherent and cohesive texts.- Reported speech: Students will gain an understanding of how to report statements, questions, and commands in indirect speech. They will explore changes in verb tenses, pronoun and adverb changes, and changes in time expressions.- Conditionals: Students will study different types of conditionals, including zero conditionals, first conditionals, and second conditionals. They will learn to use conditional sentences to express cause and effect, unreal situations, and hypothetical scenarios.5. Writing Skills:Unit 8 focuses on developing students' descriptive and persuasive writing skills. They will learn to describe natural disasters, weather phenomena, and environmental issues using appropriate vocabulary and sentence structures. Additionally, students will practice writing persuasive essays, exploring possible solutions to environmental problems and promoting environmental awareness.Conclusion:Unit 8 of the Beijing Normal University Press' High School English Curriculum for Grade 11 equips students with essential knowledge and skills across various language domains. By expanding their vocabulary, improving their reading and listening comprehension, mastering grammar and language usage, and honing their writing skills, students will become more confident and proficient in using English. This unit provides a solid foundation for further language development and academic success.。
北师大版高一英语必修三单词
探索英语世界——北师大版高一英语必修三
单词
本文旨在介绍北师大版高一英语必修三单词，帮助读者更好地探
索英语世界。
北师大版高一英语必修三单词涵盖了学生在学习和生活中所需的
常用单词。
它们分为四个单元——Unit 1 Travel, Unit 2 Communication, Unit 3 Fashion, Unit 4 Language learning。
其中，Unit 1 Travel主要介绍旅游相关的单词，如destination, souvenir, accommodation等等；Unit 2 Communication则涉及到与人交流相关
的单词，如greeting, compliment, apology等等；Unit 3 Fashion
则是介绍时尚方面的单词，如accessory, outfit, trend等等；最后，Unit 4 Language learning则是教授语言学习相关的单词，如vocabulary, grammar, pronunciation等等。
此外，北师大版高一英语必修三单词不仅注重单词本身的学习，
还关注单词的用法和搭配。
在教学过程中，老师会引导学生进行对话
练习，让学生在交流中掌握单词的正确用法，并结合生活情境进行搭
配训练，使学生能够更加自然地运用这些单词。
总之，北师大版高一英语必修三单词是一套很实用的教材。
对于
想要提高英语能力的读者来说，它是不可多得的好教材。
北师大高一英语必修3课件
北师大高一英语必修3课件北师大高一英语必修3课件1. occasion n.时刻，时节;大事;节日[应试指导] (1)on no occasion位于句首时倒装的考查(2)作先行词时定语从句引导词的考查on occasion(s)偶尔，有时on one occasion曾经，有一次on this/that occasion在这个/那个时候on no occasion绝不，不会occasional adj.偶尔的，间或发生的occasionally adv.有时，偶尔It is an occasion for all the family to celebrate.这是个值得举家庆祝的时刻。
What do they say when they meet on a formal occasion?在正式场合见面的时候，他们要说什么?[夯实基础]语法填空(1)I call on my parents on occasion.(2)On no occasion should you do such a thing like that.(3)I can remember very few occasions when he had to ask for leave because of ill health.2. celebration n.庆祝;庆典(a speciallyorganized event to celebrate..[应试指导] 祝贺类写作高频词汇in celebration of为庆贺……celebrate sth.庆祝……congratulate sb./oneself on sth.因……向某人/自己庆贺Congratulations!祝贺!恭喜!Usually，no matter how far away or how busy we are，wewill try to return home for the celebration.通常不管我们多么远，多么忙，我们都努力回家来庆祝这一节日。
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the Vikings
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维 京 人 的 海 维洋 京探 人险 扩 张 图
The Vikings, the first Europeans who reached America
Part I
Before you start
1. Which of the following people do you think arrived in America first?
Eric the Red (950?1003 or 1004) was a Viking explorer who was the first European in Greenland. He led a group of colonists to Greenland in 986.
Scandinavia is a historical and geographical region in northern Europe that consists of the kingdoms of Norway, Sweden, Denmark, Iceland and Finland.
James Cook
James Cook was a British captain. He made maps of Australia and New Zealand.
The routes of Captain James Cook's voyages. The first voyage is shown in red, second voyage in green, and third voyage in blue. The route of Cook's crew following his death is shown as a dashed blue line.
Christopher Columbus
(1451 – 20 May 1506) was a Spanish sailor. He made four voyages. He is famous all over the world now. People consider him to have discovered America first.
斯堪的纳维亚 冰岛 挪威 格陵兰（丹麦）
纽芬兰
GreenlandNewfouຫໍສະໝຸດ dlandIceland
Scandinavia
3. Match the words with their explanations.
Scandinavia Greenland
a large island in the North Atlantic Ocean, near Northeastern Canada
a) Christopher Columbus b) Ancient Greeks c) Chinese sailors d) Vikings
Answer: d) Vikings
2. Find Chinese names for these places on page 110.
Scandinavia Iceland Norway Greenland Newfoundland
an area of North Europe consisting of Norway, Sweden, Denmark, Iceland and Finland
Newfoundland Iceland
a country in the North Atlantic
a large island in Eastern Canada
Unit 7 The Sea
Lesson 1 The Spirit of Explorers
Objectives
■ To practise reading for specific information. ■ To practise using relative clauses with when, where and why. ■ To practise using relative clauses with prepositions and relative pronouns. ■ To review and consolidate the relative pronouns. ■ To talk about explorers.
Voyages of Christopher Columbus
The Vikings were a group of Scandinavian people who sailed in ships to attack areas along the coasts of northern and western Europe from the 8th to 11th centuries.
Do you know any explorers at sea?
Zheng He was a Hui Chinese mariner, explorer, diplomat and fleet admiral, who made the voyages along with Wang Jinghong to Southeast Asia, South Asia, and East Africa, collectively referred to as the travels of "Zheng He to the Western Ocean", from 1405 to 1433.
Part II
Reading
Viking Voyages to America
The painting shows Viking raider in about the year 1,100.
This is the Vinland-map. It might be the oldest map of North America. Some people believe the Vikings drew it. They think Christopher Columbus may have used it to find the New world.