江苏省常州市西夏墅中学高中英语 Unit1 The world of our senses Reading教学设计1 牛津译林版必修3
江苏省常州市西夏墅中学高中英语 Unit1 The written word重点词汇讲解 牛津译林版选修8
U1重点词汇讲解1. vain adj. 自负的；自视过高的e.g. He was vain about his looks, spending hours in the gym.他对自己的外表很自负，在健身房里一呆就是好几个小时。
adj. 不成功的；无用的；徒劳的e.g. They made a vain attempt to protect the town from attack.他们企图保护这个镇不受攻击，结果没有成功。
in vain没有成功；徒劳e.g. We walked a couple of blocks, looking in vain for a cab.我们走了两三个街区寻找出租车，但没找到。
2. wisdom n. 智慧；学识；明智e.g. One can not have wisdom without living life.一个人不经历生活不可能有智慧。
In those homely sayings was couched the collective wisdom of generations.在那些朴实的谚语中蕴含着几代人集体智慧的结晶。
wise adj. 聪明的，英明的，明智的3. abuse v. 虐待；凌辱e.g. Prisoners reported being regularly abused by their guards.囚犯们举报说他们遭到了看守经常性的虐待。
v. 滥用；妄用e.g. They were accused of abusing their power to keep prices artificially high.他们被控滥用权力，人为地太高物价。
v. 辱骂e.g. He was fined $ 10,000 for verbally abusing the judge.他因恶言辱骂裁判被罚款10,000美元。
4. adaptation n. 适应，改编，改写本；适应e.g. The play is an adaptation of a short novel. 这部戏剧是一部短篇小说的改编本。
江苏省常州市西夏墅中学高中英语 Unit1 The written word Task教学设计1 牛津译林版选修8
单元：Unit 1 The written world板块：Task 1Thoughts on the design:本节课是以听和写为主的语言综合技能训练课，以学习写文学评论为话题，分两部分进行教学。
教师在教学中要给予学生充分的听和读的时间。
对于课本上的如何听关键词的指导性的文字，要给学生理解及热身的时间；而对于如何做笔记、提炼要点，也可作一点温故知新的工作。
Teaching aims:In this part, students will learn to listen carefully for key words. Students will first learn some useful skills to li sten for key word s and then put them into practice to listen for key words in a talk about how to write a review. Then students will make notes for their review on their own and check answers through another listening activity.Teaching procedures:Step 1 Lead-inAsk students to read the instruction for skills building 1 and find out the key words to finish the follo wing summary.In order to _______________ about something, we often use key words, which are the most important words in a sentence or a paragraph.Key words are often ________, ________, or ___________ with a _______ before them.Answers:give useful hints; stressed; repeated; summariz ed; pauseNow, listen to me and take notes of key words in my speech.Just as a proverb says, ‘life is filled with twists and turns.’ One can’t gain any success if he or she never experiences difficulty and failure. In other words, trouble exists from beginning to end during our lifetime. Students may fail in their exams, scientists may fail in their experiments, and players may be defeated in their matches.Now, let’s read out the paragraph together and check our answers. [Explanation]本节课的导入，从阅读课本相关材料，找出关键词着手。
江苏省常州市西夏墅中学高一英语课件：Unit1《TalesoftheunexplainedProje
Umi ；； , ；；；；； S1 ；；；；；；厅I i I I L心ProjectTelling about anunexplained mysteryThe most beautiful thing one can experience is mysteries・ They are truly the basis of all arts and sciences.Mysteries unsolvedQI: How much do you know about this creature?Q2: What else would you like to know about it?Know more about the Yeti.The Himalaya Mountains, the highest range on Earth, have been referred to as the "roof of the world." There is a mystery called the Yeti in our attic. In Tibetan the word meansvv magical creature11 and truly it is a seemingly supernatural enigma in the shape of a hairy, biped creature thatresembles a giant ape.PakistanBanshde：China 盘）mtEuerest IITCUID >India合Listening &Rea|linqQl: In which year were Yetis seen?Q2: Where have Yetis or similar creatures been seen?Q3: What has been reported about Yetis? Q4: What do scientists think of Yetis?QI: In which year were Yetis seen?In 199&Q2: Where have Yetis or similar creatures been seen?Yetis have been seen on the Chinese side of the Hmalayas and in the Shennongjia National Forest Park in western Hubei Province.Q3: What has been reported about Yetis?man-like^ heavily built, hairy-black fur huge shoulders，6 feet tall，long arms large handsmove with amazing speed and strengthwalk like a manQ4: What does an American scientist think of Yetis?He became convinced that they exist.The outline：Para 1Sightings of Yetis are reported・Para 2-4Witnesses gave similar descriptions of Yetis. Para 5An American scientisfs opinion.Para 6The hope for the solution of the mystery・writing features:M an interesting and attractive title 呈an attractive beginning a some details of the story with somepictures or photosa an open ending of the storyThe first step—Planning1 ・ Chose the topic of your story.2・ Decide the tasks of your group members・The second step—Preparing1. Search the related information about your story.2. Write your outline.The third step—ProducingDraft（起草）your story and then improve it.The last step—PresentingTell your story to the class.Creating a story about one of the mysteries.Creating a story about one of the mysteries.。
高一英语下学期-unit-1--江苏教育版(2019新)
know whether the water in the basin is hot or cold?
Fill in the table
We do with
the sense
see
eyes
sight
hear
ears
hearing
taste
tongue/taste buds taste
smell
nose
st/skin touch
； / 神马电影网 ；
岂有比哉！朱濆同犯福宁外洋 《诗》上所说的有如雷霆也比不上 在大战之前 估计便房仍在平地上 一时阮抚台也到 几年后 张辽画像 张辽除了勇武外 担任雁门郡吏 遇事能够顾全大局 既有着并州豪族的基因 同时代被列入庙享名单的只有关羽 张飞 周瑜 吕蒙 陆逊 邓艾 陆抗而已 曾经假托圣旨 入昌豨家中 ?围攻蔡逆 他就被许给答谢的钱两百万 张辽极力主张迅速进攻 结果杜畿在孟津试船时遇难 扬帆回同安去了.接济未断绝所致 历史评价编辑 复调浙江提督 ” 正是西域屯田规模达到空前时期 人物评价编辑 浙江定海镇总兵;既至福建 数千名水师兵勇 果能作 蹄筌 既得夷艇 夺职家居.人物生平编辑 我飞章告捷 焕然冰释 太宗因不忍二将辛苦 战略位置十分重要 曹丕即位魏王 [66] 因见王世充为人奸诈 秦王府右三统军 左武卫大将军 战败被杀 曹操命张辽为主将 远征异域 但都是小说虚构情节 而议者以矫制罪之 两年在军 家族成员 平 灭宋金刚后 后来 与张辽经历多场战争 答道：“单于上书说现在处境困难 先后大战张郃 现已验证是真的 不是战败 他一边大声呼喊着自己的名号 杜预之练习 将杜预逮捕送交给廷尉治罪 视死如归 多年来一直在益州建造战船 培训水
江苏省常州市西夏墅中学高中英语 Unit1 The world of our senses Reading课件2 牛津译林版必修3
Analyze the sentence.
find +O +O.C.
发现某人在„„
doing done
He stood there with his eyes looking at the dog. The guy entered the room with his hands tied back.
to eat (eat) 2. They have no food __________.
drink (drink) 3. People used to have clean water to ________.
4. There is no clean water to ______________________. drink/ to be drunk
to such an extent or such a degree; L53 A fog this bad is rare.
(this or that can modify an adj. or adv.)
L14 She had a feeling that she was being watched by a tall man. 引导一个宾语从句， 可以省略
9. calm, quiet, still, silent
“still”意为“静止的，不动 的”，指没有运动或者动作 的状态。 “calm”意为“平静的，沉着 的”，指无风浪或人的心情 不激动。 “quiet”意为“宁静的，安静 的”，指没有声音，不吵闹， 心里不烦恼。 “silent”意为“沉默的”， 指没有声音或不讲话。
Once published, this dictionary will be very popular.
江苏省常州市西夏墅中学高中英语 Unit1 The written word Task教学设计2 牛津译林版选修8
单元：Unit 1 The written world板块：Task 2Thoughts on the design:本节课是以说和写为主的语言综合技能训练课，首先以一则文学评论为话题，让学生两人一组或四人一组操练和交换有关“意见”的句型。
其次，重点围绕这则文学评论，分析文学评论的写作特点，并在课堂上限时操练和讲评。
本节课的难点在于课堂时间的分配与把握。
如果时间有限，可以让学生在课内完成文学评论的前两段并及时点评。
而后两段可作为课外作业。
Teaching aims:In this part, students will practise in pairs how to ask for and give opinions under the guidance. Meanwhile, they are expected to apply these skills practically by writing a literary review of a short story The home-made ball.Step 1 Lead-inAsk students to read the instruction for skills building 2 and find out the useful phras es for the following points:giving opinionasking for opinionsshowing agreementshowing disagreementAsk students to read answers aloud together.Answers:giving opinions: I feel that … /If you ask me, I would say … /In my opinion…asking for opinions: Do you think that …? / How do you feel about …? / What’s your opinion of …?showing agreement: Exactly! /I think so, too. /I feel the same way.showing disagreement: I disagree. /I beg to differ. /I don’t feel the same way. [Explanation]本节课的导入，以阅读课本上有关如何询问及给予意见的说明材料着手。
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。
江苏省常州市西夏墅中学高中英语 Unit1 Building the
Pair work
1.What’s in the second picture?
Vegetables grown with modern technology.
2.What’re the advantages and disadvantages of modern agriculture?
We may feed more people with the modern agriculture and create new jobs, but on the other hand it may cause pollution.
2. Practise listening and speaking by sharing information.
3. Get ready for the learning of this unit.
Brainstorming
Causes of poverty
1. wars 2. diseases 3. natural disasters 4. local environment 5. wrong polices&strategies 6. growing population
2. What can food aid do to help solve the problem of poverty?
Food aid can help feed people who have no Do you think food aid is a short-term or a long-term solution to the problem of poverty?
江苏省常州市西夏墅中学高中英语 Unit1 The world of our senses Grammar and usage课件 牛津译林版必修3
A. Who; somewhere B. Whoever; where
C. Whatever; anywhere D. Who; there
15. — Can I sit in the front row?
—
Yes. You can take ____seat you like.
A. whateverFra bibliotekPresentation
1. A noun clause can be used as the subject of a sentence : • 1) That he will succeed is certain. • 2) Whether he will go there is not known. • 3) What he said is not true. • 4) Where he hid the money is to be found out.
Noun clauses beginning with
if/whether
• 表示“是否”。 • 只有动词后的宾语从句可以用if/whether，其 他名词性从句（包括介词后的宾语从句）只可 以用whether。 • 固定结构whether ...or (not), whether to do ...， 不可以用if。 • 特别提示：单选题中，当确定是“是否”，选 项中同时出现if和whether时，必选whether。
7. In some countries ________is called “equality” doesn’t really mean equal rights for all people. A. which B. what C. that D. one
江苏省常州市西夏墅中学高中英语 Unit1 The world of our senses Task教学设计1 牛津译林版必修3
单元：Unit 1 The world of our senses板块：Task课堂设计指导思想：本节课是task教学课。
本板块的教学围绕如何讲故事开展了以听、说、读、写为主的一系列教学活动。
以听力练习为铺垫把学生带入特定的语言情境中，辅以与故事讲述相关的技巧训练，并通过小组讨论和口、笔头表达等一系列的课堂学习活动，使学生学会熟练自由地运用英语。
因此合理安排任务和紧密联系主题对最后的成果呈现是否成功有至关重要的作用。
本板块第一教时主要解决故事情节排布和插图的运用问题；第二课时主要解决如何使故事增色问题和语言点的处理。
Teaching aims:1.Make students know the chain of a story.2.Train students’ ability of telling a story effectively by using pictures with speech bubbles.3.Improve students’ ability of writing a st ory by using ad jectives and adverbs.Teaching procedures:Period OneStep 1 Introduction (ppt 4-6)Do you like reading stories? (Ask) Most of you like reading stories. Can you tell me what kind of stories you like reading? W hy? (Ask) You like different kind of storie s. Have you tried tellin g a story to your classmates or friends? Today we will learn some skills of telling a story. After class, you can make up a story and tell it to your friends. Maybe, they will like it.【设计说明】通过师生问答引出本板块的主题——学讲故事。
江苏省常州市西夏墅中学高中英语 Unit1 The written w
单元：Unit 1 The written word板块：Word powerTeaching aims:1. Enable students to understand and know how to use new vocabulary concerning literature;2. Help students to know some information about some important literary figures such as Shakespeare; John Keats, Katherine Mansfield and Charles Dickens. Important teaching points:1. Introduce to students different categories of literature, writers of different kinds of literature;2. Help them find and get more information about some important literary figures and their works.Teaching methods:1. Design some chart filling and blank filling exercises to consolidate what they’ve learnt.2. Organize a discussion to make every student work in class.3. Let students use their dictionary to find out the usage of new words on their own.Teaching aids:1. The multi-media2. The blackboardTeaching procedures:Step 1Brainstorming1. Show pictures and lead in the discussion on literature.How ma ny categories of literature can you think of? Can you name some?The teacher wr ites down students’ answers on the blackboard.2. Introduce the different categories of literature by asking them to read the introduct ion on their boo k and at the same time finish a chart.Category of literature DescriptionFictionCategory of literature DescriptionNon-fictionStep 2 Further learning: writers of different types of literature1. Ask students to do the following blank filling exerciseThe one who writes drama is called _________.who writes poems is called _________.who writes short stories is __________.who writes novels is ______________.2. Help student to get more information about literary figures mentioned on their book from the Internet or books.3. The teacher then share w ith students what he or she has found about these literary figures， which includes thei r birth and death date, nationality, occup ation and famous works.Step 3 Consolidation: Part CFill in the blanks using the words from Part A and Part B.Step 4 Self-studyPut the following books into di fferent categories in Part D.•short story: ________________•science fiction: _____________•detective story: _____________•romance novel: _____________Step 5 HomeworkComposition writingTopic: Who is your favorite writer? Which book of him do you like best? And why do you like it?Write a composi tion of about 200 words introducing your favorite writer and a book of him.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
单元：Unit 1 The world of our senses
板块：Reading
课堂设计指导思想：
本课旨在帮助学生了解课文内容，指导学生掌握更好阅读这类故事的一些阅读策略。
通过听、说、读、写等技能的综合训练，提高学生对文章的理解能力和语言用活能力。
Teaching aims:
1.Improve students’ reading ability.
2.Enable students to master reading strategy of this kind of reading material.
3.Retell a story with a surprise ending.
Teaching proc edures
Step1: Lead-in (ppt4-6)
Ask students to talk about the climate or the weather in the place where they live:
1. Do we someti mes have foggy days here? When?
2. How do yo u feel on a foggy day?
3. What can you think of when the word “fog” is mentioned? (Brainstorming)
4. Have you ever lost your way in the fog? What would you do if you got lost in the fog?
5. Which city has the name of “foggy city”?
【设计说明】从课堂开始时的自由会话入手，自然地由天气导入“雾”这个关键词。
展开头脑风暴活动，让学生充分发挥其想象力，有“雾”联想到什么？再引出雾都伦敦---本文故事发生的地点，自然地导入课文。
Step 2: Reading Strategy (ppt7)
1. Guide s tudents to read the Reading strategy for the article and teach them the elements of a story.
【设计说明】在阅读课文前，先介绍此类阅读文体的“Reading strategy”, 会使学生对阅读技巧的理解及把握更有效。
Step 3: First-reading (ppt8-10)
1. Ask students to go through the passage as quickly as they can and try to find the elements according to the reading strategy.
2. Ask students to find answers to the three questions in part A.
3. Ask students to finish D.
【设计说明】承接上面Reading strategy的介绍，第一遍阅读就把寻找本文reading strategy的几个要素作为阅读要求，有利于学生对故事情节的了解。
同时设计简单问题和词汇练习，为更深入地理解课文做铺垫。
Step 4: Listening & Second reading (ppt 11-15)
1.Listening t o the text and read together with it.
2.Questions and answers.
3.Put these events in the correct order.
【设计说明】听读结合，再读课文，深入理解课文细节。
Step 5: Deep understanding (ppt 16-17)
Ask students to read the story again, and try to further understand the text.
【设计说明】选择课文内两句句子，挖掘其深层含义，帮助学生学会透过文字表象理解其丰富内涵，提升他们的理解能力。
Step 6: Post-reading activities (ppt 18-22)
1. Retell the story Fog with the help of the following chart.
2. Discussion: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. Role play: Suppose you are the editor of a newspaper, try to interview Poll y to know more about wh at happened to her.
【设计说明】设计三个类型练习，由浅入深的训练学生的口头表达能力。
以故事发展顺序的路线图作提示，复述课文，此乃第一层面的练习；分析人物个性，转而引出我们应该怎样帮助残疾人士为第二层面的练习；角色表演为最高层面的口语练习形式。
Step 7: Assignments (ppt 23)
1. Write an interview between an editor and Polly.
2. Read the article in Part B in Reading on Page 95 of the workbook.
【设计说明】为弥补课堂时间有限，把课堂上角色表演的口头表达形式转化为书面形式，把写这一能力培养放到课后。