牛津英语高一必修三 重点总结讲课教案
新牛津译林版高中英语必修三unit 1《the world of our senses》reading优秀教案(重点资料).doc
Unit 1 The world of our senses ReadingFogTeaching Aims:●To improve the reading skill●To learn reading strategy.●To learn important words and phrases.Teaching Procedure:Step One: Leading-inAsk students to discuss and hel p them prepare for the reading.1. What’s the weather like today? Do we sometimes have foggy days here?How do you feel on a foggy day?2. Have you ever lost your way in the fog?What would you do if you got lost in the fog?3. What sense or senses do you think we can use on a foggy day?Step Two: Reading Comprehension1. Fast reading. Ask students read fast and finish part A.Why did Polly leave work early that day?Because there w as a thick fog that afternoon, and she wondered if the bus would still be running.Why did Polly take the Underground to Green Park?Because it was too foggy for the bus to go to King Street.What was the weather like outside the station?The fog lay like a thick, grey cloud.2. Second reading. Ask some questions and true or false statements to help them understand better.The fog was very thick in the morning.When she got to Green Park, the weather turned out to be fine.Polly got to Green Park by train.The old man carried an umbrella in his hand.Keys: F, F, T, F3. Third reading. Read again and get detailed information about the story.4. Deep understanding. Ask more questions to understand deeply.Step Three: Reading strategyAsk students to read the story again using the reading strategy.Step Four: Post-reading DiscussionAsk students to discu ss the questions.1. What is the personality(性格特点) of the old man?2. What can we do to help those disabled like the old blind man?3. Did you ever lose your sense of taste or smell when you were ill? How did you feel?4. Some people talk about a ‘sixth sense’. They say it helps people know about things before they happen. Do you believe in a ‘sixth sense’? Why or why not?Step Five: HomeworkFinish A1&A2 on Page 90 of the Workbook.。
牛津高中英语模块三重点词汇与短语（译林牛津版高一英语必修三教案教学设计）
牛津高中英语模块三重点词汇与短语(译林牛津版高一英语必修三教案教学设计)(Unit1)一.重点词汇Rare(ad.)----rarely fog(a.)----foggy truth(a.)---trueFirmly(a.)--- firm freeze(a.)---freezing distance(a.)---distant Darkness(a.)---dark change(a.)---changeable deadly(n.)--- deathDeeply(n.)---depth treatment(v.)---treat volunteer(v.)---volunteerDeserted(v.)--- desert stressed(v./ n.)--- stress; stress data(单数)----datumSweat(形似词)---sweet drown(形似词)---drawn reduce(反义词)---increaseAccept(反义词)---refuse latter(反义词)---former impossible(反义词)---possibleFear(反义词)---fearlessness likely(反义词)---unlikely unpleasant(反义词)---pleasantNowhere(反义词)----everywhere sniff(近义词)---smell observe(近义词)---watchMethod (近义词)---way tip(近义词)---advice chance(近义词)---possibilityRough(反义词)---smooth ignore(近义词组)---pay no attention toBeat(过去式，过去分词)----beat; beaten stick(过去式，过去分词)----stuck; stuckFly(过去式，过去分词)--- flew; flown tap(过去式，过去分词)--- tapped, tappedPanic(过去式，过去分词,现在分词)---panicked; panicked;panicking二.重点短语Watch out for …留心... make achievements取得成就 glance at 扫视Step out into …走出去到... hold one’s nose捏住鼻子 in sight 看得到Stare(up) at （抬头）凝视 after midnight午夜之后 wish for 盼望Make a decision做出出决定 be lost in the fog在雾中迷路 set off出发Reach out 伸出（手） bang into 不小心撞到 breathe in 吸入Pay back 报答，偿还 feel frightened感到害怕 work out 制定Turn to 变成 by underground乘地铁 go hungry挨饿By sight根据外表或形象make progress取得进步manage to do 设法做Lose sight of看不见 be related to 和... in the distance 在远处Make the most of 充分利用 set sail for ... get close to 靠近Take the pain忍受疼痛 the sixth sense第六感 make sense 有意义Compared to 与。
module3unit1languagepoints（译林牛津版高一英语必修三教案教学设计）
module3unit1languagepoints（译林牛津版高一英语必修三教案教学设计）1.The city was already covered in a grey mist.Be covered in/withCover in 完全盖起The ground is covered with snow.2. wonder1) vt. 想知道I wonder who he is/what he wants/why he is late/(if)whether he will come/whose it is.I was wondering how to get there quickly/where to spend the weekend.2) vi. 感到惊奇；惊愕；惊叹 wonder at sthI don’t wonder at her refusing to marry him.It’s not to be wondered at. 那不足为奇n. 1) ［u］惊奇；惊愕；惊叹No wonder you were so late. 难怪你来得那么迟。
2）［c］奇迹；奇观Walking on the moon is one of the wonders of our times.What a wonder! 多么令人惊奇。
Adj. Wonderful3. Once out in the street, she walked quickly towards her usual bus stop.Once adv. 1) 一次2）曾经；从前（常用于句中）He once lived in Persia.Conj. 一旦 as soon asOnce you understand this rule, you will have no further difficulty.4. The truth is that the fog is too thick for the bus to run that far.That the fog is too -------- 是一个表语从句Too-------(for sb) to------- 太-------而不能-------It’s too hot to work.That far 那么远 that可以作副词，修饰形容词或副词，表示程度I’m sorry. I hadn’t realized the situation was that bad.对不起，我没料到情况有那么糟。
新高中译林牛津英语必修三U1L3 Grammar and usage 教案
《英语》（必修·第三册）Unit 1 Nature in the balanceGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. master the rules of ellipsis;2. use the rules of ellipsis to improve their compositions;3. raise their awareness of environmental protection.II. Key competence focusDevelop the thinking ability by comparing and summarizing.III. Predicted area of difficulty1. Explore the rules of ellipsis.2. Convey ideas using ellipsis correctly and properly.IV. Teaching proceduresStep 1 Lead-inT asks Ss to look at some elliptical sentences in the daily life to arouse their interest.•No smoking (is allowed here).•Parking (is allowed here).•No photos (is allowed here).•No fishing (is allowed here).【设计意图：创设情景，激活学生认知，自然地引入主题。
】Step 2 Introduction of ellipsis1. T asks Ss to find the words that can be left out and tell the reasons why the words can be left out.•I have done more than (what is) required.•(You) open the window and the door for me, please.•—Will you go to the cinema with me? —Well, I’d like to (go with you).•I know you can do better than I (can do).•You shouldn’t come to this party unless (you were) invited.•The man (whom) I saw is called David.2. T introduces what ellipsis is.T: What is ellipsis? Ellipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeat the words and phrases that are obvious.【设计意图：初步了解省略的用法，为下一步的学习探究做准备。
高中高一英语3重点学习学习教案全部.doc
高一英语必修 3 教案全部Unit 1 Festivals around the worldＩ．单元教学目标技能目标 Goals▲Talk about festivals and celebrations▲Talk about the ways to express request and thanks▲Learn to use Modal verbs▲Write a similar story with a different endingII ．目标语言Talk about festivals:*Festivals are meant to celebrateimportant events.*What ’ s your favorite holiday of the year?*What festivals or celebrations do youenjoy in your city or town?功*Do you like spending festivals with your能family or with your friends?句*What part of a festival do you like式best—— the music, the things to see, the visit or the food?*Festivals and celebrations of all kinds areheld everywhere.*They lit fires and made music because they thought these festivals would bring a year of plenty.*Some festivals are held to honor the dead or satisfy and please the ancestors. *Festivals can be held as an honor to famous people or the gods.*The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.*Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.Request:Could/Would you please...?Could I have ...?Could we look at...?I look forward to ....May I see...?ThanksIt ’ s very kind of you ...Thank you very much/Thanks a lot.I ’ d love to.It was a pleasure...Don’ t mention it.You are most welcome.1.四会词汇Beauty harvest celebration starve originreligious ancestor Mexico feast bone belieftrick poet arrival gain independence gather 词agriculture award rooster admire energetic汇worldwide fool permission parkingapologize drown sadness obvious wipe weep remind forgive2.认读词汇Obon, incense, skull, Halloween, carnival,lunar, parade, Jesus, Trinidad, Valentine,weave, herd, the Milky Way, magpie3.固定词组take place, in memory of, dress up, playa trick, look forward to, day and night, asthough, have fun with, turn up, keep one’ s word, hold one s breath,’ set off ,remind ⋯of4. 重点词汇starve, satisfy, lead, gather, admire,apologize, drown, wipe, weep, forgiveModal verbs: may/ might, can/ could, will/would, shall/should, must/ can语▲ They lit fires and made music becausethey thought these festivals would bring a法year of plenty. P1▲ Some festivals are held to honor thedead, or satisfy and please the ancestors,who could return either to help or to doharm. P2▲Festivals can be held as an honorto famous people or the gods.III.教材分析与教材重组1.教材分析本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。
牛津译林版高中英语必修第三册Unit3 课本教材全部知识点 详细 讲解 讲义
UNIT 3 THE WORLD ONLINEWelcome to the unit1.We use the net to cross barriers and connect cultures.2.Read a blog post3.Hold a debate about ....4.There are many milestones in the development of the internet.5.These scientists used the webcam to see from their desks whether the pot was empty to avoid wasted trips for coffee.6.The creator was inspired by comics.7.Emojis took off throughout the world.1.take off起飞;脱掉;(短时内)成功8.Which inventions are used most frequently.Readingthe internet: a world without frontiers1.The internet is a technological wonder, bringing about far-reaching changes in all aspects of our lives.2.The internet has the power to connect people across the world to a single shared community.3.Billions of people have joined it, and obviously many more will follow.4.The internet enables people to reach beyond their villages and get in touch with the outside world.5.with access to the internet come some truly life-changing advantages.accessible adj.可使用的;可接触的;可到达的;易理解的→access n.入口,通道,利用/接近……的权利或机会完全倒装的用法6.One of the greatest advantages lies in the quick and easy access to a huge amount of information.7.To a certain extent, the world’s knowledge is all at our fingers.To some extent= to an extentAt sb’s fingertips 随时可供使用；了如指掌8.With the click of a a mouse or the touch of a button, it is possible to find out anything we care to know, from recipes to travel packages, from military affairs to learning resources.9.In the time it takes to find one book in the library, we can use a search engine to bring up millions of results.10.No wonder the internet has become the first place that the majority of people turn to for information.majority n. 多数，大多数→major adj. 主要的；n. 专业；v. 主修→minority n. 少数民族；少数in a/the majority占大多数a/the majority of大多数……by/with a majority of以大多数……major adj.主要的；v.主修；n.专业major in...主修……minority n.少数in the minority占少数温馨贴士】majority通常与定冠词连用，后接“of＋复数名词/代词”，表示“……的大多数”，即the majority of＋n. (pl.)/pron.，作主语时，谓语动词用复数。
2019-2020年牛津版高一英语必修3Unit1Theworldofoursenses全英文教案设计
2019-2020年牛津版高一英语必修3Unit1Theworldofoursenses全英文教案设计★The analysis of this unit:This unit introduces and develops the theme of the five senses of humans and some special senses of animals★The aim of this unit:1. Help Ss gain a better understanding of the five human senses as well as some knowledge about how animals use their senses.2. Ss will learn to master the skills of plotting and developing a story and try to tell a story with a surprise ending.3. Help Ss develop their integrated skills: listening, speaking, reading and writing.★Teaching periods for this unit:Period 1: welcome to the unit and listeningPeriod 2-3 ReadingPeriod 4 Word PowerPeriod 5-6 Grammar and usagePeriod 7-8 TaskPeriod 9-10 ProjectPeriod 11-12 WorkbookPeriod 13-14 English WeeklyPeriod one: Welcome to the unit★The analysis of this part:Ss will be presented with a short passage and four pictures about the give senses. Teaching aims:1. Practice Ss’ spoken English and listening ability2. Encourage Ss to participate in the discussion in order to realize how they and other people use their senses in their studies and daily life and now they can make betteruse of their senses.Teaching methods:1. Oral expression2. Group or team discussion3. Listening and speakingTeaching procedures:Step one: Brainstorming1. How many senses do people have ? What are they?With what can we see and hear?How can we know whether a dish is delicious?How can we know a flower has a peasant smell?What do we do when we want to know whether the water in the basin is hot or cold?2. Table3. What would happen if people lost one or two of their senses?For example: a p erson who can’t see is blind.A person who can’t hear is deaf.4. What are the roles of the five senses?As we all know, almost everyone has five senses and they’re used everywhere all the time. We learn about the world through the five senses. We use the five senses to study, work and relax.5. By the way, how blind people can read?How do the deaf communicate with each other?They can read by touching raised dots which represents numbers and letters calledBraille.They use body language or sign language.Step two: Sharing information1. Ask Ss to read the short passage and know more about the five senses.2. Useful words and expressions☆ sense sight smell touch△sense n. 官能, 感觉, 判断力a sense of fatigue and hunger. 疲劳和饥饿的感觉a keen sense of humor. 敏锐的幽默感a six sense 第六感觉，第六感官make sense of 有道理，有意义What you say makes no sense.It doesn’t make sense to buy that expensive coat when these cheaper ones are just as good.vt. 感到, 理解, 认识sense one’s sorrow, host ility( 忧愁，敌意)Although she didn’t say anything, I sensed that she didn’t like the idea.Sight n. 视力, 视觉, 见, 瞥见, 视域, 眼界Sense of sight 视觉catch sight of a rare bird. 看见了一种稀有鸟类the sights of London. 伦敦的风光vt. 看见After three days at sea, we sighted land.△Sightings C/n 目睹，目击People have shown great interest in his disappearance due to sightings o f puzzling lights in the sky.△One another = each other 彼此，相互Sign 符号，标牌，示意动作traffic signs 交通标志 a shop-sign 商店招牌sign language 手语She gave us a sign to enter the room.Sign 签字，示意Sign your name here, please.The policeman signed them to stop.Step Three: Picture DescriptionPicture one:----- what can you see in it?---- If you look at the black /white part, you’ll see two faces/ a vase.Picture two:------Are the two lines of the same length?------ How can you prove that?Picture three:------Are the two lines straight?------How can you prove that?Picture four:------ What can you see from line B?So why are people misled by their own eyes?Because the backgrounds or other lines confuse the eyes. Also, what we expect to see can change what we see---- the brain is confused actually.Summary: From these four pictures, we can know our senses sometimes can confuse us.Step Four: DiscussionMore questions for Ss to discuss.Q1/As:We use one or two of the five senses more than the others when we need to . In the darkness, the sense of hearing and touch become more sensitive because we can’t see anything.When we listen to our favourite music, we will close our eyes and just want to listenwith our ears.When we read a very interesting book, we’ll lose ourselves in it, and hardly hear anything around us.When we eat sth, we don’t only taste or smell, we look at it as well.Q2/As:Which sense helps you learn English?I think in learning, the senses of sight and hearing help us a lot.Listen to the tape, the teacher, broadcastRead the English text by sightQ3/As:Take Beethoven, the great German composer as an example:When he was completely deaf in 1824, he completed his most famous symphony, the Ninth Symphony.Take HuaYanjun(华彦钧)，Blind as an example:Although he couldn’t see anything, his famous erhu Solos(独奏曲)are admired by people all over China.Step Five: Listening page 96People have the five senses: sight, hearing, taste, smell and touch.Do animals have the five senses?If so, let’s know more about them.1. Go through the instruction with some listening techniques.2. Listen and then check.Homework:1. Read two articles on page 94-952. Preview reading textReadingTeaching aims:1 To encourage students to speak out to practice their oral English2 To arose their interest in learning this unit through activities.3 To let them know the importance of senses and know that sometimes senses affect one another and people may be misled by their own senses.Difficult points:Encourage the students to share their opinions by fully participating in the discussion in order to realize how they and other people use their senses in their studies and daily life.Teaching proceduresStep 1 Lead-in (Pictures 1-3)Lead in the five senses by asking the students their life experiences.The five senses are:The sense of sight, the sense of hearing, the sense of taste, the sense of smell and the sense of touchThey enable us to know the world around us.Step 2: Discussion (Pictures 4-5)What will happen if you lose one or two of your senses?Do you know how blind people can read?Step 3: Reading (Pictures 6-7)A. Read the passage and find the answers to these questions:Do you know how blind people can read?How do the deaf communicate with each other?B. Solve the language problems while reading.Step 4: Sharing information and Observation (Picture 8)A. Question:Do you believe sometimes senses may cheat us and they may affect one another?B. Show some examples. (Pictures 9-13)Step 5: Discussion (Pictures 14-15)A. Ask the students the following question and then have a discussion. They are all expected to be involved in the discussion, practice their spoken English, and share their opinions with each other.Question: Why are people misled by their own eyes?B. After the discussion the teacher draw the conclusion thatBecause the background or other lines confuse the eyesAlso, what we expect to see can change what we see.Actually, it is more the brain that is confused than the eyes.C. Remind the students that no matter how our eyes may cheat us, we do need our eyes as well as other senses. So we should protect our senses. We can see that health is very important in our life and good senses also improve our life quality. Maybe the best way to avoid being cheated by our senses is that we sense, meanwhile, we think. (Picture 16)Step 6 Consolidation (Picture 17). Review the five senses once again and finish the exercises given on show, which, of course are related to the senses.Step 7 Discussion (Picture 18)Do you know that some famous people are disabled?Raise examples and talk about their contributions.Step 8 Assignments (Picture 19)1.Preview the reading part, do exercise C1 and C2.2.Find information about some more famous people who are disabled and yet make great contributions to the world.word powerTeaching aims:1. Enlarge students’ vocabulary2. Let students know more about weather.Teaching important points:Remember these words and try to use them freely.Teaching proceduresStep1. Lead inQuestions for them to answerWhich word is used twice besides the noun street in the two sentences?1.Once out in the street, she walked quickly towards her usual bus stop.2.‘Here we are, King Street.’ he stopped.Step 2. Presentation and exercisesA Find the words listed below in the story and complete the table.B Complete the report clearly.The 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 afford the (8) .答案：causes cause answer answer houses house increases increaseStep 3. Explain more words of the text.Observe (page 2, line 14)As Polly observed the passengers on the train, she sensed that she was being watched by a tall man in a dark coat.释义：a. to see or notice sb / sth 看到注意到观察到b. to watch sb / sth carefully 观察；监视c. to obey rules, laws, etc 遵守（规则、法律等）练习1：猜猜下面各句中的observe的含义与上面哪种释义相匹配。
牛津英语高一必修三 重点总结.doc
必修三Unit 1重点单词：forecast：预报预测flesh：肉loose：松动grasp：抓紧pavement：人行道tap：轻拍jewellery：珠宝roll：卷起来，滚动narrow：狭窄的firmly：牢牢地analyse：分析disability：缺陷，伤残panic：惊慌，惊恐approach：靠近，方法，路径ignore：忽视attach：使得…链接在一起；附在…上contrary：相反的reduce：减少tolerate：容忍observe：观察hesitate：犹豫relief：宽慰recover：复原apply：申请；运用重点短语：wish for：渴望roll up:卷起来all of a sudden：突然mistake…for：把……错当成watch out for：留心……pay back:偿还be linked to…和……有联系make sense：有意义work out：计算出come across：偶然遇到make the most of：最大限度利用contrary to：与……相反重点句型：once(she was ) out in the street, she walked quickly towards her usual bus stop.（省略句）当主，从句的主语一致或从句是it is/was…结构时，通常可以把从句中的主语和be动词省略：When（you are）driving the car，you must be careful.If (it is) heated, water will turn into steam.Polly found herself staring up at the face of an old man with a beard.(动词+宾语+宾补) However，it was in war that they found their greatest use.(强调句)现在分词短语作状语：现在分词短语作状语时，它的逻辑主语必须和句子的主语已知，两者是逻辑上的主谓关系。
新牛津译林版高中英语必修三unit 1《the world of our senses》period 3优秀教案(重点资料).doc
模块3 unit. 1 Period three 教案TaskTeaching goals:11.Make Ss know the sequence of a story.12.Train Ss’ability of telling a story effectively by using pictures with speech bubbles.13.Improve Ss’ability of writing a story by using adjectives and adverbs and how to prepare asurprise ending..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 storyPlot:The sequence of events in a story is called the plot.A plot tells what happens to the characters in a story. [:]1. Exposition: It comes at the beginning of the story and introduces the Setting and themain characters (Who? Where?When? Why/)Plot 2. Complication: It comes in the middle of the story and tells about the problems experienced by the characters.3. Resolution: It comes at the end of the story and tells how the problem is solved orhow the story ends1.Ask students to read part A on page 13. They need to know what they have been asked todo and what information they s hould 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 theyfinish 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. Possible example:It happened in this summer. One morning at about 10, Sandy and her classmates went to the museum together with their teachers, because they had a class project about art and history. They got there by school bus. When they arrived at the museum, Sandy and her partner Li Feifei were so busy looking around that they got lost. So they ran about,trying to find their classmates .Luckily they saw their classmates and caught up with them.Skills building 2: id entifying different elements of a comic stripSpeech bubblesThought bubblesSound bubblesCaptionStep3: preparing a story with a surprise ending1.Ask students to read the guidelines on page 15 and make sure that they know what theyneed to do. Ask them to first work individually and then to c heck 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 endingPractice: Add a surprise ending to the story.That cold January night, I was growing sick of my life inSan Francisco. There I was walking home at one in the morning after a tiring practice at the theater. With opening night only a week away, I was still learning my lines. I was having trouble dealing with my part-time job at the bank and my acting at night at the same time. As I walke d, I thought seriously about giving up both acting and San Francisco. I had expected too much of my l ife.As I walked down the empty streets under tall buildings, I felt very small and cold. I began running both to keep warm and to keep away from any possible robbers. Very few people were still out except a few sad-looking homeless people under blankets.About a block from my apartment , I heard a sound behind me. I turned quickly, half expecting to see someone with a knife or a gun. The street was empty. All I saw was a shining streetlight. Still, the noise had made me nervous, so I started to run faster. Not until I reached my apartment building and unlocked the door did I realize what the noise had been. It had been my wallet falling to the sidewalk.Suddenly I wasn’t cold or tired any more. I ran out of the do or and back to where I’d heard he noise. Although I searched the sidewalk anxiously f or 15 minutes, my wallet was nowhere to be found....Skills building 3: using adjectives and adverbs in stories.Adjectives: 1. to describe a person or thing.2. to express physical and other qualities, our feelings and views3. to express origin, necessity, frequency and degree of certaintyAdverbs: 1. to add more information to a verb, an adjective, a phrase or another adverb.2. to express place, time, frequency, degree, manner and viewpoints.3. to make comments, concentrate on a certain word or phrase and link clauses or sentences. Step 4: improving your story1.Have students read the guidelines in Part A on page 17. Ask them to go over the adjectivesand 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 andwilling to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practice 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 storytellerPossible example:All of a sudden, a bell ringing, Sandy woke up and found herself sitting on a chair. She could see people were leaving. To her great surprise, she saw a big , red apple in her left hand and some beautiful flowers in her right hand. She knew it was time for the museum to close and she had to leave. But her classmates and her teachers were nowhere in sight.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 create a story in groups and encourage them to act out2. Find out the difficult points in Project.Project: Producing a TV showTeaching goals:14.Do some reading.15.Improve Ss’ability of writing.16.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.The first period:Teaching procedures[:]Step 1 Reading1.Ask students to read the article Shark attacks and find out as much information as they canabout sharks.2.Have students read the article again and ask them to find out what unique senses sharkshave, what senses sharks use to attack humans and what people can do to protect themselves.3.Read the article and fill in the form below:_________1____________________8__________hit and run, second, a “sneak”, safety, a fresh wound, do not panic[:] Step 2 Language points1. Most people know that the most dangerous shark is the great white shark, mainly becausethey have seen the movie ‘jaws’.most 前面加the表示最高级,不加the表示大多数mostly 一般地/通常adveg: The sauce is mostly ream.We’re mostly out on Sundays.mainly总体/大致adveg: The people in the hotel were mainly tourists.[:]The population almost doubles in summer mainly because of the jazz festival.2. The chances of being attacked by a shark are very small compared to other dangerschance c.n possibility chance of doing stheg :Is there any chance of getting tickets f or tonight?She has a slim chance that he will change his mind.by chance 偶然地eg: I met my classmate in primary school the other day on the street by chance.opportunityeg: It was the chance he had been waiting for.I won’t give him a second chance.3. The low number of attacks that happen every year proves that sharks do not feed on humansif they have the choice.prove (1) 证明prove sth to sbeg: Give me a chance and I will prove it to you.(2) link verb 证明是eg: The experiment proved a failure.(3) prove oneself to sb 显示eg: He constantly feels he has to prove himself to others.4. When attacking in this way, the shark waits for you to swim by and attacks you suddenly.此句为省略句. When the shark is attacking in the this way, the shark waits for you to swim by and attacks you suddenly.在状语从句当从句主语与主句主语一致,且从句的谓语动词有be动词, 从句的主语与be动词都能省略5. Recently, shark attacks have been increasing as water sports are becoming more popular.as 表一种伴随的原因意思上相当于becauseeg: My English improves a lot as I use it every day.1.Hit the shark on the nosehit sb on(硬的)/in(软的) + the + 身体的部位Step three: HomeworkExercise in the newspaper on page 4The second period:Producing a TV show Period Tw o:Teaching aims:To do the project of producing a TV show about how an animal uses its senses. Teaching procedures:Step 1: Check homeworkStep 2: PlanningTeacher: Every student has to tell their classmates what animal they would like to introduce if they could. The things you consider before you start your TV show:1 what kind of ani mal do you want to introduce in your TV show?2 why do you want to introduce such an animal?3 what is your TV show going to say on the animal?4 what is the purpose of your TV show?Step 3: PrepareStep 4:Group members who are editing the TV show will have to draft the article based on all the ideas from our previous research and discussion.When the draft is done, each member should read it carefully and give suggestions on its wording and design.Example:Teacher: Each group will have 3 to 4 minutes to express your TV show. Please do remember to use your imagination to make your TV show interesting and good. We will, ofcourse, to choose the best one and record the TV show. By the way, your articlewhich you wrote for your TV show should be photocopied and give every othergroup and me one copy.Step 6: Homework1. Produce your TV show.2. Prepare for a test.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 让每一个小组上台表演自己的TV show.由老师和学生同时打分.评分细则:对所写文章的评分: 50是否用上名词性从句10是否用上四个本单元学过的词组10是否用上四个本单元学过的重点单词10 句子是否通顺. 10单词拼写是否正确10对表演评分: 50是否仪表端正10是否语言清晰, 语调语音好听10表演整体艺术是否专业10是否体现团队合作10TV show 是否有原创精神102 老点评和学生代表谈看法.。
南通中学高一英语三模块一单元知识重点讲解(译林牛津版高一英语必修三教案教学设计)
Welcome to the unit1. sensea. 感官（可数名词）People who can’t see often have a fine sense of hearing. My sense of sight is not so good as it used to be.b. 感觉（不可数名词），意义He has no sense of time.She has a lively sense of humor.This is a word with several senses.c. 感到，察觉到（动词）We sensed the tension in the conference room.I sensed that I was not welcome.相关的词组及句型：in a sense make sense make no sense make sense of common sense There is no sense in doing sth.2. affect/effectThe change in climate may affect your health.She was affected to tears.The sight affected her to tears.have an effect on/upontake effect bring/come/put…into effect3. fail1. He had done his best but failed.2. The news that Tom had failed (in) his exams surprised us.3. The famous pop star failed to show up at the concert. failureAfter many failures, he succeeded in the end.He is a failure as an artist, but a success as an art teacher.4. confuseWe tried to confuse the enemies.Don’t give me so much information-you are confusing me. Don’t confuse the black and the white.I always confuse you with your sister-you look so alike.5. more thanThe stone weighs more than ten tons.Bamboo is used for more than building.She was more than happy to see you.She more than hesitated to promise thatShe was more shy than unfriendly.Reading1. wonderv.想知道，惊讶I wonder if you’d give me some advice.I wonder how you came to miss your way.We wondered at/about the speed, with which it arrived.n.惊讶（不可数）；奇迹（可数）He looked at the picture in wonder.do/work wondersthe seven wonders of the worldIt’s a wonder that he is still alive.(It’s) no wonder you can’t sleep when you eat so much.2. this/that adv. -----soDon’t take what she said that seriously.Can living in a foreign country change a person that much?Never stay out this late, or you won’t be allowed to go out in the evening any more.that pron.The effect teachers have on children is greater than that of parents.The book I bought yesterday is more interesting than that he has.3. observeShe has observed the stars all her life. （观察）Did you observe anything strange in the man’s conduct?（注意）She observed a man walking in the opposite direction. （注意）They did not observe Christine come in and go upstairs. （注意）We must observe the rules of the road. （遵守）How many holidays do we observe every year? （庆祝）4. stare at/look at/glare at/glance atThe teacher stared at the class into silence.He looked sadly at the dying dog.“Who broke the window?” the teacher said angrily, glaring at the students.She glanced at the face of the strange man.5. desertv. 丢弃，抛弃He deserted his friends in need.The country had been at war for many years and the temple was deserted and the houses fell to pieces.n. 沙漠Such animals can’t live in the des ert.adj. deserted类似的(作明词和动词)词语：tear, record, import, increase, progress, produce6. set offAll the family set off in search of the missing boy.Our manager will set off for Australia next week.They will set off on a journey to Africa.The bomb could set off by the slightest touch. （爆炸）set out to do sth set about doing sth7. beat-beat-beaten敲击，击打，连续不断的跳动The father beat his son black and blue.His heart beats very fast.The rain beat against the windows.The bird beat its wings and flew away.The wave beat the shore all the time.打败He beat me at chess.8. wish forIt is no use wishing for things you can’t have.I wish that he would be well soon.I wish to finish the job as soon as possible.I wish him to return the book to me soon.Wish you a good trip to Hangzhou.Wish you all well.9. with 的复合结构He looked at me up and down with his eyes wide open.They often go climbing with bags on their backs.He left hurriedly with his little daughter crying at home.The thief was brought in with his hands tied back.I can’t play chess with you with so much homework to do.10. watch out“Watch out!” he shouted when he saw the boy standing on top of the chair.Watch out for a tall man in a black hat.You have to watch out for fast traffic along here.11. pay back/pay for/pay offI am certain that he will pay back every cent he owes you.The man wanted me to pay him for the damage.At last the old man paid off his son’s debts.His efforts paid off.12. freeze (froze, frozen)It may freeze tonight.They almost froze to death.freezing air frozen chicken be frozen with13. contactFinally he managed to get into contact with them.My job was to make contact with the local people.I’ll contact Jones and get his reaction.I shall contact you by telephone on Friday.Word power1. go 由好向不好，正常向不正常转化The fish went bad.The girl went blind at the age of 10.Something went wrong with my motorbike.mad, hard, pale, hungry2. afforda. 负担得起（……费用）Go to stamp sales and buy whatever you can afford.In those days they couldn’t affo rd to call in a doctor.b. 抽出时间做Are you going to afford the time for a holiday?c. 提供，给予Music affords me great pleasure.The trees afford a pleasant shade.d. 做得到，经得起He said he really could’t afford to wait another day.We can’t afford to offend our emp loyer.afford 通常与can/could/be able to连用注意以下afford的搭配afford sth afford to doafford sb sth afford sth to sb.3. mostlya) mainly, in most cases 主要地，大部分 b) most of the time 通常Most of the Americans use their cars mostly for their jobs.Our weather has been mostly warm.4. developa. 发展，养成，培养China is developing very fast.He has developed the habit of making notes while listening to the lecture.They provide good materials for developing the students’ reading skill.b. 发育，成长，形成Plants develop from seeds.He developed into a strong leader.c. 冲洗I think these photos will look nice when they are developed.Let’s have these pictures developed.5. turn to 变成，转向，求助They had great difficulty in turning desert to green land.Who can I turn to when I am in trouble?If you meet with some new words, don’t always turn to the dictionary for help.Grammar and usage1. reduceA. 减少；缩减He reduced his weight by 5 kilograms.The price of these shoes has been reduced.Ｂ. 落到某种境地；化为，变为Hunger reduced them to stealing.The bombs reduced the city to ruins.reduce to order 使恢复秩序reduce to silence 使安静下来reduce to tears 使哭了起来2. adda. Add a few names to the list.b. If you add 4 to 3, you get 7.c. I should add that we are very happy to stay with you. （补充）d. Her arrival added to our pleasure.e. Add up these figures, please.f. The bills add up to exactly $100.add to 增加；扩建add…to…把…加到…add up 加起来 add up to 加起来总计3. make the most ofa. We must make the most of the fine weather.b. The students are making the most of the time to do the experiment. make the best of make full use of make good use of4. ignore 忽视，不管，不注意They ignored traffic regulations.Jack completely ignores all these facts as though they never existed.5. rather than 而不是a. I think you, rather than Mary, are to be punished.b. Rather than fish, we’ll have fried eggs and meat for lunch.c. The color seems green rather than blue.d. He would rather walk than drive.e. I’d prefer to stay indoors rather than go out.Exercise about noun clauses1. They expressed the hope ___they would come over to China.A. whichB. thatC. whomD. when2. The fact___ he didn’t see Tom yesterday is true.A. thatB. whichC. whenD. what3. I have no idea ____he will come back.A. whereB. whenC. whatD. that4. The news ___ surprised everybody yesterday now proves to be false.A. thatB. whenC. whatD. how5. One of the men held the view ___ the book said was right.A. what thatB. that whichC. that whatD. which that6. Word has come ___ some American guests will come for a visit to our college next week.A. whatB. whether c. that D. which7. The question is ____the film is worth seeing.A. ifB. whatC. whetherD. how8. They received orders _____ the work be done at once.A .which B. when C. / D .that9. The reason ____ I have to go is ____ my mother is ill in bed.A .why; why B. why; because C. why ; that D. that; because10. ___ I can’t understand is ___ she wants to change her mind.A. What; whyB. Which; howC. That; whyD. What; because11. ____ his dream of going to college will come true is uncertain.A. ThatB. WhetherC. IfD. Even if12. It is known to us ___ where there is pollution, there is harm.A. whichB. whereC. whatD. that13. I have the information ____.A. of what he’ll come soonB. that he’ll come soonC. of that he’ll come soonD. his coming soon16. --- Can I help you?-- Yes, do you know ____?A. when comes the busB. when will come the busC. when does the bus comeD. when the bus comes17. He made a promise ___ anyone set him free he would make him very rich.A. thatB. ifC. whatD. that if18. They lost their way in the forest and ____ made matters worse was___ night began to fall.A. what; thatB. it; thatC. what; whenD. which; what答案：BABAC CCDCA BDBAA DDATask1. This/It is the first/ last time (that) sb. +现在完成时This/It was the first/ last time (that) sb. +过去完成时1) 这是我第一次听她唱歌。
新牛津译林版高中英语必修三unit 1《the world of our senses》period 2优秀教案(重点资料).doc
模块3 unit. 1 Period two 教案Word powerTeaching aims: 1. Enlarge students’vocabulary2. Let students know more about weather. Teaching important points:Remember these words and try to use them freely. Teaching proceduresStep1. Lead inQuestions for them to answerWhich word is used twice besides the noun street in the two sentences?1. Once out in the street, she walked quickly towards her usual bus stop.2. ‘Here we are, King Street.’he stopped.Step 2. Presentation and exercisesA Find the words listed below in the story and complete the table.the remaining partThe 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 afford the (8) .答案：causes cause answer answer houses house increases increaseStep 3. Explain more words of the text.Observe(page 2, line 14)As Polly observed the passengers on the train, she sensed that she was being watched by a tall man in a dark coat.释义：a. to see or notice sb / sth 看到注意到观察到b. to watch sb / sth carefully 观察；监视c. to obey rules, laws, etc 遵守（规则、法律等）练习1：猜猜下面各句中的observe的含义与上面哪种释义相匹配。
2020-2021学年牛津译林版(2020)高中英语高一必修三第一单元 Grammar教案
Book 3 Unit 1 Nature in the balanceGrammar and usageEllipsis一、教学目标By the end of this section, students will be able to:1. learn about the functions of ellipsis;2. summarize the general rules of ellipsis;3. apply the rules of ellipsis in the new cont ext.二、教学重难点1. To understand the functions and structures of ellipsis;2. To apply the rules of ellipsis in the new context.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 The teacher asks students whether they have ever watched any TV programmes about environmentalprotection and if yes, encourages the students to tellwhat it is about. Students share with their classmatesthe TV programs they once watched aboutenvironmental protection. Students are encouraged tokeep down the themes of the TV programs. Forexample, it was about air pollution; it was about theextinction of rare animals; it was about globalwarming …由单元话题导入本课语法项目，活跃课堂气氛，在呈现目标语法知识之前提供引导性的语料。
新牛津译林版高中英语必修三unit 1《the world of our senses》task优秀教案(重点资料).doc
Unit 1 The world of our sensesTaskTelling a storyTeaching Aim:●To learn and practice their listening, speaking, reading and writing skills●To learn how to tell a story.●To get some practical advice on plotting a story.Teaching Procedure:Step One: Leading inDo you like reading stories?What kinds of stories do you like reading? Why?What are the common elements in stories?Step Two: Skills Building 1Ask students what stories they li keAsk students what the common elements are in stories.1. StartThe start of the story introduces the background of the story and the main characters. I t answers these questions: Who? Where? When? Why?2. BodyThe body of the story te lls about the problems experienced by the characters,e.g., a problem the main character wants to solve or something he/she needs tolearn from the experience.3. EndingThe ending of the story tells how the problem is solved or how the story ends.Step Three: PracticeAsk students to complete a checklist. And give an ex ample.Step Four: Skills Building 2Help students to recognize different elements of a comic strip and ask them to practice.Ask students to tell a story according to the pictures.Work with your group members to work out a surprise ending according to the five pictures given in Part A. You should draw a picture, write a caption and add thought, speech or sound bubbles where necessary.Prepare a story with a surprising ending. And practice it.Step Five: Skills building 3Help students to use adjectives and adverbs in the stori es.Help students to learn how to describe different things.Step Six: Writing storiesAsk students to do exercises in the textbook an d share their stories. At the same time help them write th eir stories.Step Seven: Homework:1. Do part B on Page 97.2. Prepare a story with a surprise ending.3. Preview Project.。
江苏省常州市西夏墅中学高一英语牛津版教案必修三Unit1Theworldofoursenses重点词汇讲解
U1 重点词汇讲解Welcome to the unit1.Blind people can read by touching letters in raised dots called Braille.raised: adj. 凸起的raise: vt. raise your hand 举起手raise the price 提高价格raise money for the charity 为慈善机构筹钱raise a baby 养育小孩rise: vi. The sun rises in the east. 太阳从东边升起。
(rise, rose, risen)arise: vi. The problem arises from lack of communication. 这个问题产生于缺乏沟通。
(arise, arose, arisen)2.However, even if we have good senses, they can still confuse us.confuse: vt. sth. confuse sb. 某物使某人困惑confused: adj. sb. is confused about sth. 某人对于某物感到困惑。
his confused look/expression 他的困惑的表情confusing: adj. sth. is confusing. 某物令人困惑。
He was confused about the confusing news.他对这个令人困惑的消息感到困惑。
Reading1.As Polly observed the passengers on the train, she had a feeling that she was being watched by atall man in a dark overcoat.observe: vt.(1) 观察observe sth./sb.; observe thatThe teacher observed that some students were asleep. 老师发现一些学生睡着了。
高中英语 Unit3 Grammar and usageTask教案 牛津译林版必修3-牛津版高一必
Unit 3 Back to the pastTaskGiving a talk about a historical eventTeaching Objectives:1 to teach and instruct students some specific procedures when trying to achieve a goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to bine the skills they have learned with reality4 to aid students to choose and organize the information they have got and help them plete their products5 to enhance students’ overall abilities and improve their integrated skills Important and difficult points:Make students learn how to write an outline of a speech and how to host a talk about a historical event.Teaching procedures:Step 1 Lead-inGet the students to know something about how to give a talk about a historical event. Discuss the following questions in groups:1. When you have conversations with your friends, what decides the topic you are talking about?2. Will the topic be different if someone else joins your conversation?3. Will the topic be different if you move to another place to talk?4. Will it be different if you are doing something else while you are talking?Step 2 Skills building 1Make students know how to listen to get the main ideas, and do the listening on P52. In step1, students use the skill to listen to a conversation and find the useful expressions. When we are listening to get the main ideas of something, we should try to find out:1.how many people are talking2. where they are3. what they are doing4. what they are talking aboutFinish the listening.Step 3 Skills building 2Make the students how to describe pictures and try to write a description of a historical place. In step2, write a description about the Attack on Pearl Harboraccording to the information found on a website.1. How would you describe a picture?2. From an audience’s point of view, what do you want to know most when seeing a picture?3. How do you decide whether a description is good or not?When we are describing a picture, we should pay attention to:• Do not point out every detail.•Briefly mention the picture’s subject.• Focus on the related background information about it.Step 4 Skills building 3Make students know what a simple outline of a speech often includes and organize some notes into an outline for a speech. In step3, plan an outline to introduce their illustration and give their talks.Homework1.Write a passage about the Grand canal in about 150 words according to the informationgiven on P1132.Preview Project.。
牛津江苏地区高中英语高一必修第三册 Unit1 Integrated skills 1教案
Book 3 Unit 1 Nature in the balanceIntegrated skills 1Calling for the protection of animals一、教学目标By the end of this section, students will be able to:1. learn about how human activities have caused harm to animals;2. be aware of the importance of animals and come up with ways to protect animals;3. write an article for the school newspaper calling for everyone to protect animals.二、教学重难点To learn to analyze the reasons for endangerment.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 The teacher introduces the topic by asking students the following questions:1. Do you know these animals?2. What do they have in common?The t eacher draws students’ attention todifferent kinds of rare animals and thecurrent situation they face.Students get to know about endangeredspecies and think about their situation andthe causes behind.导入话题，通过自由发言，激发学生的学习兴趣，激活学生已有的相关知识和经验。
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必修三Unit 1重点单词：forecast：预报预测flesh：肉loose：松动grasp：抓紧pavement：人行道tap：轻拍jewellery：珠宝roll：卷起来，滚动narrow：狭窄的firmly：牢牢地analyse：分析disability：缺陷，伤残panic：惊慌，惊恐approach：靠近，方法，路径ignore：忽视attach：使得…链接在一起；附在…上contrary：相反的reduce：减少tolerate：容忍observe：观察hesitate：犹豫relief：宽慰recover：复原apply：申请；运用重点短语：wish for：渴望roll up:卷起来all of a sudden：突然mistake…for：把……错当成watch out for：留心……pay back:偿还be linked to…和……有联系make sense：有意义work out：计算出come across：偶然遇到make the most of：最大限度利用contrary to：与……相反重点句型：once(she was ) out in the street, she walked quickly towards her usual bus stop.（省略句）当主，从句的主语一致或从句是it is/was…结构时，通常可以把从句中的主语和be动词省略：When（you are）driving the car，you must be careful.If (it is) heated, water will turn into steam.Polly found herself staring up at the face of an old man with a beard.(动词+宾语+宾补) However，it was in war that they found their greatest use.(强调句)现在分词短语作状语：现在分词短语作状语时，它的逻辑主语必须和句子的主语已知，两者是逻辑上的主谓关系。
现在分词短语作状语课表示时间，原因、伴随、方式、结果。
Hearing the knock on the door, they stopped talking. (时间状语）Being ill，he did not go to school yesterday.(原因状语）They stood there，waiting for the bus.(伴随状语）Her husband died last year，leaving her with three children.(结果状语）动词不定式作结果状语，表示结果出乎意料They hurried back home，only to find their house broken in.even though；even if（含有假设含义）：即使even if it rains tomorrow，we will go there on time.John is an honest man, I say it, even though I have opposed him.the rest of:（注意单复数）for the rest：至于其他the rest is history：后来的事就不用说了wherever:无论什么情况下Wherever possible, the jobs are given to local people.究竟在哪儿：wherever did you get that idea？in sight：在职业内，看得见的at first sight：乍一看at the sight of：一看见catch sight of：看到，发现lose sight of：看不见，小时out of sight：看不见out of sight，out of mind：眼不见，心不烦in the sight of：从……眼光来看approach：靠近，接近：As you approach the town, the first building you see is the church.着手处理：I am not sure how to approach the problem.方法，态度：I have just read a book which has a new approach to Shakespear.通路，道路：All approaches to the city were blocked.Hold back: 阻挡hold down：抑制hold on：稍等hold on to：紧紧抓住Hold off：推迟hold up：支撑hold with：反对hold to：信奉Hesitate about/over ：对......犹豫不决hesitate to do sth. 犹豫着做某事/不情愿做某事Don’t hesitate to do it. Take actions at once, and you will grasp the chance. Reach out：伸出手beyond one’s reach：某人能力所不能及之处out of one’s reach：Within one’s reach reach a decision/an agreement/a result：达成......Watch out for: 密切注意，留心...... You should watch out for fast traffic.He minds so much about his position in the office that he watches out for any chance to be promotedWatch for:等待watch it：小心，留神watch your step：小心谨慎Keep watch for：注视，监视Anxious：be anxious about sth. Be anxious for sb. be anxious to do...渴望做某事Be anxious for sth.渴望某物be anxious that...Relief: to sb’s relief:让某人感到欣慰的是with relief：宽慰地in relief：如释重负Find relief from：从......拜托出来Pay back：偿还向......报复：I will certainly pay you back for what you did to me.Pay off: 还清pay sb. a call/visitGet across:使通过；使被理解；使被传达；把...说清楚Please get your idea across to the students.I don’t think that your speech got across to the crowd, for they appeared quite puzzled.Get about:四处走动get behind：落后get by 通过get over：从......恢复过来Get down to：开始做Increase:增加increase by:增加了... Increase to：增加到...... Increase in...在某方面增加On the increase：在增加The number of the students in our school has increased _______ 20%.Tolerate: tolerate doing... 有类似用法的动词有避免过错少延期（avoid，miss，delay）建议完成多练习（suggest，finish，practise）喜欢想象禁不住（enjoy，imagine，can’t help）承认否认与嫉妒（admit，Deny，envy）逃避冒险莫原谅（escape，risk，excuse）忍受保持不介意（stand，keep，mind）Relate：relationship :关系relative：相比relate sth：联系某物relate sth. to sth. 把...和...联系起来relate to：有关，涉及，；理解some parents can’t relate to their children，which often sets off theconflicts of feelings between two generations.The cost relates to the amount of time spent on the job.be linked to:和...有联系，有关联link A to B link A with B together link up：使结合与......有关的短语：join...to connect...to... Connect... With...Be connected with... Be related to... Have connection with...In relation to... Be associated with... Have something to do with...Be concerned with...与...有关Recognize：认出，认识，识别recognize sb. as/to be... Recognize that...We are good friends, we have _______ each other for 10 years.Make sense:有意义;有道理；讲得通；易于理解，道理明显what he said doesn’t make ant sense.I have read the material several times, but it doesn’t make any sense to me. Make the most of: 最大限度的利用make use of ：利用Make full/good use of make the best of make better use of：更好的利用Make little use of：不充分利用come into use：开始使用Take advantage of：利用The use we make of our time is not proper。