牛津英語表格教案

1、精選優(yōu)質(zhì)文檔-傾情為你奉上課 題M3U1課時(shí)12-1Welcome 主備人Swan授 課 時(shí) 間教 學(xué) 目 標(biāo)Give the Ss some impression of the five senses教學(xué)重、難點(diǎn)Know some useful phrases about the five senses.教、 學(xué) 具Slides預(yù)習(xí)要求Workbook教師活動(dòng)內(nèi)容、方式學(xué)生活動(dòng)內(nèi)容、方式旁 注Step 1 GreetingsStep 2 Welcome to the unit1.Brainstorming Questions:n With what can we see and hear?n

2、 How can we know whether a dish is delicious?n How can we know that a flower has a pleasant smell?n What do we do when we want to know whether the water in the basin is hot or cold?2.Fill in the tableWe dowiththe senseseeeyessighthearearshearingtaste tongue/taste buds tastesmellnose s

3、melltouch/feelhands/feet/skin touch3.What would happen if you lost one or two of your senses?A person who cannot see is_ (blind) and someone who cannot hear is _. (deaf) Do you know how blind people can read?They can read by touching raised dots which represent numbers and letters. This system

4、is called Braille.How do the deaf communicate with each other?body language or sign language4.Read the short passage on page 15.Look at the four pictures and answer the question below each picture.(1)What can you see in this picture?(2)How would you judge the length of the two lines?(3)How can you p

5、rove that the two lines are straight?(4)Can the symbols be read in only one way?Why are people misled by their own eyes.6.DiscussionRead the three questions in the short passage and discuss them in groups of four.Report your answers to the whole class.Exx:1. deserted _ (v.) 2. still (adj.) _ (adv. )

6、3. stare at _(怒視) 4. watch out _ (同義詞)5. confidently_(adj.) 6. reduce_ (把減少到)7. experiment _ (做實(shí)驗(yàn)) 8. make sense _ (講不通,沒道理)9. everyday_(每天, 日常) 10.avoid _(避免干某事)課 題M3U1課時(shí)12-2Reading主備人Swan授 課 時(shí) 間教 學(xué) 目 標(biāo)Improve students speaking ability Train the Ss reading ability and master reading strategy: readi

7、ng a story教學(xué)重、難點(diǎn)教學(xué)重點(diǎn)：Paraphrase long sentences and analyze the organization of the text教學(xué)難點(diǎn)：How to help the Ss improve their reading ability and understand the text better.教、 學(xué) 具Slides預(yù)習(xí)要求Workbook教師活動(dòng)內(nèi)容、方式學(xué)生活動(dòng)內(nèi)容、方式旁 注Step1 RevisionCheck the homewoekHave a dictationStep 2 Fast readingRead the story q

8、uickly and answer the following questions.1. Why did Polly leave work early that day?Because it was foggy and she wondered if the buses would still be running.2. Why did Polly take the Underground train to Green Park?Because no buses run that far to King Street.3. How did she get home at last?With t

9、he help of the old blind man.Step 3 True or False1. The fog was very thick in the morning. 2. When she got to Green Park, the weather turned out to be fine. 3. Polly got to Green Park by train. 4. The old man carried an umbrella in his hand. 5. At first Polly thought the old man couldnt see her face

10、 because he was blind. 6. After arriving at home, Polly invited the old man to her home for a rest and he agreed. Step 4. Comprehension to the text.Read the story carefully and try to find the route (路線) that Polly took home.1.outside Pollys working place2.at the bus stop on the street3.in the Under

11、ground train4.at Green Park station5.in Park Street6.at the corner of the street7.at 86 King StreetStep 5. Deep understandingRead the story carefully and answer the following questions:1. (Lines 15-16) she sensed that she was being watched by a tall man in a dark coat.Why was a tall man mentioned he

12、re?2. (Lines 22-23) Polly felt a rough hand brush her face Why did the man brush Pollys face?The writer mentioned the two unnamed men in order to show that _.A. Polly was in danger.B. they wanted to help her. C. they would do something bad to her.D. Polly was too nervous.3. (Line 30) Polly waited. a

13、t last she spoke.The man offered to help her, but why did Polly wait?Step6 HomeworkWork in groups and write a story with a surprise ending. 1. What is your opinion on the old man? 2. What can we do to help those disabled like the old blind man?Step 7 Reading strategyStories usually have the followin

14、g elements in common.a plot (情節(jié))main characters (主要人物)a certain time period ( 特定時(shí)間)a placea problem or an issue to be solveda climax (高潮) or a surprise endingStep8 HomeworkWork in groups and write a story with a surprise ending.課 題M3U1課時(shí)12-3Reading 2主備人Swan授 課 時(shí) 間教 學(xué) 目 標(biāo)Ask the Ss to have a further

15、understanding of the text.教學(xué)重、難點(diǎn)教學(xué)重點(diǎn)：Know some useful phrases教學(xué)難點(diǎn)：cover/wonder/sense/glance教、 學(xué) 具Slides預(yù)習(xí)要求Workbook教師活動(dòng)內(nèi)容、方式學(xué)生活動(dòng)內(nèi)容、方式旁 注Step1 RevisionCheck the homeworkHave a dictationStep2 Language points1.The city was already covered in a grey mist.Be covered in/withCover in 完全蓋起The ground is cove

16、red 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. 感到驚奇；驚愕；驚嘆 wonder at sthI dont wonder at her refusing to marry him.Its not to be wondered at. 那不足為奇n. 1) u驚

17、奇；驚愕；驚嘆 No wonder you were so late. 難怪你來得那么遲。2）c奇跡；奇觀Walking on the moon is one of the wonders of our times.What a wonder! 多么令人驚奇。Adj. Wonderful3. Once out in the street, she walked quickly towards her usual bus stop.Once adv. 1) 一次2）曾經(jīng)；從前 （常用于句中）He once lived in Persia.Conj. 一旦 as soon asOnce you u

18、nderstand 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 - 是一個(gè)表語從句Too-(for sb) to- 太-而不能-Its too hot to work.That far 那么遠(yuǎn) that可以作副詞，修飾形容詞或副詞，表示程度Im sorry. I hadnt realized the situation was that bad.對(duì)不起，我沒料到情況有

19、那么糟。知識(shí)鏈接this adv. 到此程度；如此 也可修飾形容詞或副詞，表示程度Its about this high. 大約有這么高Can you spare me this much? 你能不能勻給我這么多？A fog this bad is rare.5. sensen. 感覺，知覺 come to ones senses 醒悟；心智恢復(fù)健全bring sb. to his senses 使醒悟；心智恢復(fù)健全a/the sense of 辨識(shí)；賞識(shí)；領(lǐng)悟a sense of humour 幽默感 a sense of direction 方向感in a sense 在某種意義上What

20、 you say is true in a sense在某種意義上，你說的是實(shí)話。make sense有意義What you say doesnt make sense/makes no sense 你的話毫無意義。make sense of sth 懂；了解其含義Can you make sense of this poem? 你懂得這首詩的含義嗎？Sense vt. 覺得；感知；了解；明白He sensed that his proposals were unwelcome.6. glance vi. 匆匆一看；瞥視 Glance at/over/through/roundglance a

21、t the clock 匆匆看一下鐘glance over/through a letter 匆匆閱讀一信Step3 Homework Have a revision of the text Finish off the exx.課 題M3U1課時(shí)12-4 Reading Language points主備人Swan授 課 時(shí) 間教 學(xué) 目 標(biāo)Get the general idea of the passage and develop the students reading ability by learn the reading strategy.教學(xué)重、難點(diǎn)教學(xué)重點(diǎn)：Know some

22、 useful phrases教學(xué)難點(diǎn)：desert/sight/fear/set教、 學(xué) 具Slides預(yù)習(xí)要求Workbook教師活動(dòng)內(nèi)容、方式學(xué)生活動(dòng)內(nèi)容、方式旁 注Step 1.GreetingsStep 2. Lead-inTalk about the weather . Ask the students the following questions:Whats the weather usually like in spring/summer/autumn/winter in London?Which season do you think is the best ? Why ?

23、Do we sometimes have foggy days ? What would you do if you get lost on such a day ?In Welcome to the unit, we talked about five senses. What senses do you think we can use on a foggy day ?Step 3. Listen to the tape and try to answer the questions in Part A on page 2.Step 4. Read the passage and do P

24、arts C1 and C2 on page 4.Step 5. Read again and find the supporting details for each part.Step 6. Post reading activities.1. Ask the students to retell the story.2. Guide the students to read the Reading Strategy for the article and teach them the elements of a story. ( what,when,why,who, a climax,

25、a surprising ending )3. Discuss the questions1.) Have you ever lost your senses of taste or smell when you were ill ? How did you feel ?2.) Some people talk about sixth sense . They say that it helps people know about things before they happen. Do you believe in a sixth sense?Why or why not ?1. This

26、 is a story about what happened to a young lady on a thick foggy afternoon. A blind man led her home when no one could see anything in thick fog.Recite some parts of the passage and finish exercise D and E? (P4-5)Step 7 Language points1.desertn. 沙漠；荒地 adj. 荒涼的；不毛的Vt. Vi. 離開；放棄；拋棄；廢棄 deserted adj.The

27、 street was deserted. 街上行人絕跡。We sheltered from the storm in a deserted hut. 我們?cè)谝粋€(gè)空無人住的茅屋里躲暴風(fēng)雨。2. There was no one in sight.In/within sight 能看見 out of sight of sth 看不見catch sight of 發(fā)現(xiàn)；看到 lose sight of 再也看不見Keep sight of/keep sb/sth in sight 將-保持在視線之內(nèi)；照看；監(jiān)視At first sight 初見；乍看 at (the) sight of 一看見-就

28、At sight of the police officers the men ran off.3. set off開始（旅程，賽跑等）；出發(fā)set out 出發(fā)；啟程set sb/sth back 撥回；阻礙；挫折 set about sth開始；著手set sth. apart/aside 撥出；留下將來使用4. by the time she reached the corner of the street, by the time 到-時(shí)間By the time you get there, it will be dark.By the time he was eighteen yea

29、rs old, he had traveled to most of the countries in Europe.5. Feel sb/sth do/doing hear sb/sth do/doingbrush n. 刷子；畫筆 vt.vi. 用刷子刷；刷亮；拂拭ear be all ears 專心傾聽 (have) a word in sb.s ear 私下說出一事May I have a word in your ear? 我可以和你私下談句話嗎？Turn a deaf ear (to) 拒絕幫助Fear n. 恐懼；懼怕He was overcome with/by fear. 他

30、嚇壞了。The thief passed the day in fear of discovery. 那賊在懼怕被人發(fā)覺的情況下度過了一天。for fear of 惟恐；生怕She asked us not to be noisy, for fear of waking the baby.for fear that 惟恐；以免Step 8 HomeworkWork in groups and write a story with a surprise ending.Fish off the Exx課 題M3U1課時(shí)12-5Word power主備人Swan授 課 時(shí) 間教 學(xué) 目 標(biāo)Teach

31、 the Ss something about Parts of speech ,get the students to learn the words used to describe the weather.教學(xué)重、難點(diǎn)教學(xué)重點(diǎn)：Parts of speech and Know some useful phrases about the Weather教學(xué)難點(diǎn)：Parts of speech教、 學(xué) 具Slides預(yù)習(xí)要求Workbook教師活動(dòng)內(nèi)容、方式學(xué)生活動(dòng)內(nèi)容、方式旁 注Step I Revision Check the homeworkStep II PresentationPa

32、rts of speech1. Ask the students to read the speech bubbles on Page 6.Make sure they pay attention to the word rest and get them to describe the different meanings of it in different parts of speech.2. Get the students to read the instructions for Part A.3. Complete Part B according to the instructi

33、ons.4. Read the short report.5. Encourage the students to give some more examples.Step III Compare the two sentences1.It was going to rain2.The sky will be overcast with heavy rain.In most cases, a word can act both as a noun and a verb. Ask the Ss to read the story Fog and find more words that can

34、be used both as a noun and a verb. Have them explain the meanings of these words when they are used as different parts of speech.e.g Polly leaves work early. She sensed she was being watched.3.Ask ss first to complete the table in part A individually and then to discuss in pairs the answers. Encoura

35、ge Ss to make different sentences. Then check the answers with the whole class.Step IV. Parts of speech1. Ask the students to read the speech bubbles on Page 6.Make sure they pay attention to the word rest and get them to describe the different meanings of it in different parts of speech.2. Get the

36、students to read the instructions for Part A.3. Complete Part B according to the instructions.4. Read the short report.5. Encourage the students to give some more examples.Step V DialogueRead the dialogue and answer the questions1.Where did the conversation happen?2.What was the weather like?Read th

37、e weather report on Page 7 and see if you understand the words in blue.Complete the weather forecast for tomorrow according to the three picturesStep VI. Describing the weather.1. Review the words used to describe the different kinds of weather.2. Practise reading the dialogue in Part A.1.) Have stu

38、dents look up the new words in the dictionary2.) Get them to look at the symbols in Part B for reference.3. Read the weather report.Let the students focus on the part of speech of the words in blue.Read the tip box.4. Complete the second speech bubble by looking at the 3 pictures.Step VII. Consolida

39、tionDesign some similar exercises for the students to practise. Ask students to talk about the change of temperature forecast for the next day.課 題M3U1課時(shí)12-6Grammar 1主備人Swan授 課 時(shí) 間教 學(xué) 目 標(biāo)Teach the Ss how to master noun clauses教學(xué)重、難點(diǎn)教學(xué)重點(diǎn)：noun clause as subject / object/predicative/apposition of a noun

40、教學(xué)難點(diǎn)：How to use that/if/whether or a question word to begin a noun clause.教、 學(xué) 具Slides預(yù)習(xí)要求Workbook教師活動(dòng)內(nèi)容、方式學(xué)生活動(dòng)內(nèi)容、方式旁 注Step I Revision Check the homework Do some consolidation exx.Step II Presentation名詞性從句中的連接詞有:連詞: that / whether / as if;連接代詞: what / who/ which / whose / whatever / whoever / whomev

41、er / whichever，連接副詞: where / when / why / how / wherever / whenever。 1.We can use a noun clause as the subject of a sentence1).That they are good at English is known to us all. (2).Whether the meeting will be put off has not been decided yet. (3).Whatever you say will interest us all. (4).Its shame

42、that he has made such a mistake2.We can use a noun clause as the object of a sentence.1). She sensed that she was being watched.(2). I wonder if / whether thats a good idea.(3).Polly didnt know which way she should go.3.We can use a noun clause as the predictive of be.(1).The problem is that we dont

43、 have enough money. (2).That is why he is absent from school today. 4.We can use a noun clause in apposition to a noun.The fact that Polly didnt ask for the mans name is a pity.The news that the plane had crashed made us sad.5.We use that, if/whether or a question word to begin a noun clause.(1).I h

44、ope that Polly will be OK.(2).No one knew if he lost his sight because of an accidentStepIII Homework.Finish off Exercises: P9 Read a scientific article. Underline all the noun clauses you can find.1、名詞性從句的定義名詞性從句指在句子中起名詞作用的句子。2、名詞從句的功能相當(dāng)于名詞詞組，它在復(fù)合句中能擔(dān)任主語、賓語、表語、同位語，因此根據(jù)它在句中不同的語法功能，名詞從句又可分別稱為主語從句、賓語從

45、句、表語從句和同位語從句。3、引導(dǎo)名詞性從句的連接詞引導(dǎo)名詞性從句的連接詞可分為三類：連接詞： whether, if (不充當(dāng)從句的任何成分) ，that,（不充當(dāng)從句的任何成分，無詞義）連接代詞：what, whatever, who, whoever, whom, whose, which連接副詞：when, where, how, why4、名詞性that-從句1）由從屬連詞that 引導(dǎo)的從句叫做名詞性that-從句。That 只起連接主句和從句的作用，在從句中不擔(dān)任任何成分，本身也沒有詞義。名詞性that-從句在句中能充當(dāng)主語、賓語、表語、同位語。例如：That he is sti

46、ll alive is sheer luck. 他還活著全靠運(yùn)氣。（主語）John said that he was leaving for London on Wednesday. 約翰說他星期三要到倫敦去（賓語）The fact is that he has not been seen recently. 事實(shí)是近來誰也沒有見過他。（表語）The fact that he has not been seen recently disturbs everyone in his office. （同位語）近來誰也沒有見過他，這一情況令辦公室所有的人不安。2）that-從句作主語通常用it作先行

47、詞，而將that-從句置于句末。例如：It is quite clear that the whole project is doomed to failure.很清楚，整個(gè)計(jì)劃注定要失敗。Its a pity that you should have to leave.你非走不可真是件憾事。課 題M3U1課時(shí)12-7Grammar and usage(2)主備人Swan授 課 時(shí) 間教 學(xué) 目 標(biāo)Ask the Ss to master noun clauses further教學(xué)重、難點(diǎn)教學(xué)重點(diǎn)：Exercise of noun clause教學(xué)難點(diǎn)：The difference of a

48、 noun clause/ begin with if/whether or a question word 教、 學(xué) 具Slides預(yù)習(xí)要求Workbook教師活動(dòng)內(nèi)容、方式學(xué)生活動(dòng)內(nèi)容、方式旁注教學(xué)過程Step 1 GreetingsStep 2 GrammarThat 引導(dǎo)名詞從句與定于從句的區(qū)別。That 引導(dǎo)名詞性從句時(shí)，特別是引導(dǎo)同位語從句時(shí) that從句是對(duì)它前面所限制的名詞所包含的內(nèi)容作進(jìn)一步的解釋和說明，that 在從句中不作任何成分；而that 引導(dǎo)定語從句時(shí)，它不涉及先行詞的具體內(nèi)容，that 在從句中不僅起連接作用，而且還在從句中充當(dāng)句子的成分。1). We

49、expressed the hope (that) they had expressed. 我們表達(dá)了湯面曾經(jīng)表達(dá)了的希望。（that 引導(dǎo)的從句是定語從句，that 可省略）2). We expressed the that they would come to China again. 我們表達(dá)了這樣的希望：歡迎他們?cè)趤碇袊?。（that 引導(dǎo)的從句是同位語從句，that不能省略）3). The fact that Great Britain is made up of three countries is still unknown to many .大不列顛有三個(gè)國家

50、組成的事實(shí)對(duì)許多人來說還不知道。（that 引導(dǎo)的是同位語從句，that只起連接作用）4). The state that consist of three countries is developing very fast.由三個(gè)國家組成的國家發(fā)展很快。（that 引導(dǎo)定語從句，在從句中充當(dāng)主語） 6.That 與what引導(dǎo)名詞性從句。That 引導(dǎo)名詞性從句時(shí)，它在從句中只起連詞的作用，而what 引導(dǎo)名詞性從句時(shí)，不僅起連接作用，而且在從句中承擔(dān)一定的成分。1). What he wants is a book。他想要的是一本書。（what 引導(dǎo)主語從句，在從句中作

51、賓語）2). The result is that we won the game.眾所周知，光是沿直線運(yùn)行。（that 引導(dǎo)表語從句，只起連接作用）3). This is what we are looking for. 這是我們正在尋找的東西。（what 引導(dǎo)表語從句，它在從句中作looking for 的賓語）4). What excited us most was that he passed the exam. 使我們感到興奮的是，他考試通過了。（what 引導(dǎo)主語從句，在從句中作主語：that引導(dǎo)表語從句，它在從句中不作成分）5). The

52、trouble is that they say doesnt agree with what they do.問題是他們說的與他們做的不一致。（that 引導(dǎo)表語從句，不作成分，what 引導(dǎo)從句作介詞with 的賓語，而且what 在賓語從句中作do 的賓語。） if， whether引導(dǎo)的名詞從句1）yes-no型疑問從句從屬連詞if， whether引導(dǎo)的名詞從句是由一般疑問句或選擇疑問轉(zhuǎn)化而來的，因此也分別被稱為yes-no型疑問句從句和選擇型疑問從句。例如：主語：Whether the plan is feasible remains to be proved.這一計(jì)劃是否可行還有

53、等證實(shí)。賓語：Let us know whether /if you can finish the article before Friday.請(qǐng)讓我們知道你是否能在星期五以前把文章寫完。表語：The point is whether we should lend him the money.問題在于我們是否應(yīng)該借錢給他。同位語：They are investigating the question whether the man is trustworthy.他們調(diào)查他是否值得信賴。形容詞賓語：She is doubtful whether we shall be able to come.

54、她懷疑我們是否能夠前來。介詞賓語：I worry about whether he can pass through the crisis of his illness.我擔(dān)心他能否度過疾病的危險(xiǎn)期。2）選擇性疑問從句選擇性疑問從句由關(guān)聯(lián)詞if/whetheror或whetheror not構(gòu)成。例如：Please tell me whether/if they are Swedish or Danish.請(qǐng)告訴我他們是瑞典人還是丹麥人。I dont care whether you like the plan or not.我不在乎你是否喜歡該計(jì)劃。比較：whether 與 if 均為“是否”的意思。但在下列情況下，whether 不能被if 取代：(1) whether 引導(dǎo)主語從句在句首Whether she comes o