高一牛津英語(yǔ)(譯林版)模塊三第一單元教案.doc

Advance With English Module 3 Unit 1 The world of our sensesPeriond 1: welcome to the unitAims: -to give the Ss the idea that soemtimes the senses affect one another and people may be misled by them to help them to realize how they use their senses in their studies and daily life and to teacch them how to make better use of their senses.- ask Ss to fully participate in the discussion, practise their spoken English, and share their opinions with one another.Precedures:Step 1 brainstormingAsk the following questions:With what do we see and hear?How do we know that a flower has a pleasant smell?How do we know whether a dish is delicious?What do we do when we want to know whether the wather in the basinis hot or cold?How do we know about the world around us? What are the five senses?(Blackboard: see eyessightlookHear-earshearingsoundTastetonguetastetasteSmellnosesmellsmellTouch/feelskintouch-feel)As we all know almost everyone has five senses. We learn about the world through the five senses and we use them to study, wok and relax. Step 2 sharing informationAsk Ss to read the short passage and the main idea Ask them to give more examplesLook at the 4 pictures and answer the questions below.Homework: translation事實(shí)情況是霧太大，車(chē)開(kāi)不了那么遠(yuǎn)。因?yàn)榭謶郑芨械阶约旱男奶?。今天有那么多人迷路，我想幫助他們。一?huì)兒前，她還希望有人過(guò)來(lái)，現(xiàn)在她只想逃。Period 2: ReadingModule 3Unit 1 The world of our sensesTeaching aims:1 Encourage students speak out to practice their oral English. 2 Arose their interest in learning this unit through activities.3 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 touch. They 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 that Because the background or other lines confuse the eyes. Also, 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 wayto 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.Period 3: Word powerTeaching aims:1. Enlarge students vocabulary 2. Let students know more about weather.Teaching important points: Remember these words and try to use them freely.Teaching proceduresStep1. Lead in Questions 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.Part of speech MeaningExamplerest (line 16)nounthe remaining partHe wants to see the rest of the world. (line 50)verbrelaxMy mother told me to rest.once (line 7)conjunctionwhenOnce she finishes her work, she can help you.(line 42)adverbAt sometime in the past I once lived in Beijing. left (line 2)verb(the past tense or past participle of leave)went/gone away from a person or a placeI left for work earlier this morning.(line 43)adverbOn the side of your body which is towards the west when you are facing northLook right and left before crossing the street.still (line 5)adverbcontinuingIm still hungry though Ive just had a big hamburger.(line 28)adjectivenot movingCant you sit still?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 cant (4) this question. In some countries you can see people without (5) sleeping on the streets. Its 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.釋義： a. to see or notice sb / sth 看到 注意到 觀察到 b. to watch sb / sth carefully 觀察；監(jiān)視 c. to obey rules, laws, etc 遵守（規(guī)則、法律等）練習(xí)1：猜猜下面各句中的observe的含義與上面哪種釋義相匹配。_1) The speed limit must be strictly observed. c_2)The far side of the moon is difficult for us to observe. a_3) they are observing her movements. b鏈接：observe的常見(jiàn)用法observe sthobserve sb do注意：此用法在變成被動(dòng)語(yǔ)態(tài)時(shí)要加上to。observe sb doingobserve sb that clause / wh-clause練習(xí)2：完成下列句子的英文翻譯。1. 你注意到她話里有什么奇怪的地方了嗎？_ in her words?2. 我沒(méi)有注意到外面下那么大的雪。I didnt _ .3. 他看見(jiàn)一個(gè)男人在馬路對(duì)面走著。_ on the opposite side of the road.4. 他注意到了他們之間發(fā)生的事情。He _ was going on between them.5. 他不知道有人看見(jiàn)他上樓了。He didnt know he _ go upstairs by someone.Keys:(One possible version)1. Have you observed anything strange2. observe that it was snowing so heavily outside3. She observed a man walking4. observed what5. was observed tosight(page 2,line 20)There was no one in sight.熱身練習(xí)：將下列各句中sight的含義與相應(yīng)的中文譯義相搭配。_1.Some famous musicians have had little or no sight. a_2.What a sad sight it was after the war! c_3.It was a fine chance to see the sights of the city. d_4.She would faint at the sight of blood. b鏈接：sight的常見(jiàn)搭配In sight 在視野之內(nèi)catch sight of 一眼看見(jiàn)at first sight 乍一看；初看時(shí)lose sight of sb / sth 再也見(jiàn)不著某人或物out of sight, out of mind 眼不見(jiàn)，心不想鞏固練習(xí)：選擇鏈接中適當(dāng)?shù)拇钆渫瓿上铝懈骶?，使其意思完整?. My parents fell in love with each other _.2. There was no one _ in that large desert and it made me really frightened at that time.3. On entering her room, I _ a big picture on the wall that her bed faced.4. After saying goodbye to my parents, who came to see from my hometown, I didnt return to my room until I _ them at the end of the street.Keys: (One possible version)1. at first sight 2.in sight 3.caught sight of 4.lost sight ofreduce However, your chances of being attacked by a shark can be reduced if you follow the advice below. (Page 18,Line 35)將中文短句與英文表達(dá)配對(duì)，并盡量將這些常用搭配記下來(lái)。 1.reduce costs A.減肥2.reduce ones weight B.減少數(shù)量3.reduce the pressure C. 減輕壓力4.reduce the number of D.降低成本5.reduce the price of E. 降價(jià)活用reduce to1.reduce sb to sth / to doing sth使某人陷入某種境地；使某人（淪落到）做某事 2.reduce sth / wh-clause to sth將概括成（簡(jiǎn)化為）練習(xí)翻譯下列各句、我認(rèn)為我們可以把他說(shuō)的內(nèi)容歸納為兩個(gè)要點(diǎn)。I think we can reduce what he said to two key points.、最后他們淪落到沿街乞討。They were reduced to begging along the street in the end. 、她的話讓他一言不發(fā)。Her words reduced him to silence.、我們可以把這個(gè)問(wèn)題簡(jiǎn)單地看成錢(qián)的問(wèn)題。We can reduce the problem to one of money.、她很容易就被弄哭了。She is easily reduced to tears.Step 4. Talk about the weather.Which city is it?(London in the mist.)Sunny cloudy overcast fog/mist storm lightning snow drizzlyStep 5. Finish the related exercises in Students book.Page 7 Part BAnswers:(1)warm (2) fine (3) sunny(4)cloudy (5) cooler (6) overcast (7) rain (8) cold (9) thunder (10) lightning (11) stormStep 6. Discussion.1.What kinds of weather do you prefer?2.Please forecast the weather of tomorrow.Step 7. ExercisesDecide the correct part of speechSense 1.Doctors often sense uneasiness in people.2.your senses are the physical abilities of sight,smell,hearing,touch and taste. 3.I looked at the printed page but the words made no sense.desert1.All his friends have deserted him.2.On his return from his office, he found the house deserted.3.They were lost in the desert.time1.Itll take you a long time to learn English well.2.I have seen the movie three times.3.He timed her as she swam a mile.present1.The present situation in Middle East is very dangerous.2.The chairman himself presented the first winner the prize.3.The child received a lot of presents in the Spring Festival.deal1.They learned to deal with unexpected situation.2.The workers are hoping for a better pay deal.3.A great deal of work needs doing.Period 4: Grammar and usage: Noun clausesGoals: To learn the usages of the noun clauses and practise using them.Procedures:Step one: Brief introduction to Noun Clauses. subject clause、object clause、 predictive clause and appositive clauseStep two: Functions of Noun Clauses.Step three: ConsolidationsStep four: AssessmentPeriod 5:Task陳月琴Teaching aims: Task1. Let students know how to plot a story , prepare a surprise ending and improve the language for storytelling.2. To improve students language skills of listening, reading, speaking and writingTeaching procedures:Plotting a storyStep 1: Lead-in1.Retell the story FogWhat kind of story do you like to read?Step 2: Plot What is a plot? The three parts.Step 3: Practice Do part A and B on page 12 Listening Analyze the plot of the story Fog Identifying different elements of a comic stripStep 1: Lead-inHow can we tell a story?Step 2: The four elements : speech bubble, thought bubbles, sound bubbles and captionStep 3: PracticeStep 4: HomeworkPreparing a surprise endingStep1: Check the homeworkStep2: Lead-in.Talk about the endings of the students stories.Step3: Practice 1. Do part A and B on page 15 2. Ask students to add a surprise ending to the given passage.Using adjectives and adverbs in storiesStep1: