模块3 unit 1 reading (译林牛津版高一英语必修三教案教学设计)

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篇1：模块3 unit 1 reading (译林牛津版高一英语必修三教案教学设计)

Time： Feb.12, No. 02

Topic: Unit 1 Reading

Teaching aims:

1.Words, expressions and sentences: truth, deserted, reach out, watch out for

2. Enable the Ss tolearn to analyze the story.

3. Help the Ss learn reading strategy..

Teaching important & difficult points:

Learn about the plot of the story.

Teaching methods: Discussion and task－based activities

Teaching aids: A computer and a projector

Teaching procedures & ways

Step I Lead-in

Talk about the climate or the weather:

What’s the weather usually like in spring / summer … here?

Which season do you think is the best? Why?

Do we sometimes have foggy days here? When?

How do you feel on a foggy day?

What would you do if you got lost in the fog?

Step II Practice

1. Go through the passage and try to answer the questions in Part A.

2. Read the passage again and complete Parts C1 and C2.

3. Fill in the chart.

Part Place Time & weather Person(s) What happened Polly’s thought or feeling

Part 1 Outside Polly’s work place At 4 p.m. foggy Polly She left work early. She wondered if the bus would still be running.

Part 2 At the bus stop in the street Later Polly; the bus conductor The fog was too thick for the bus to run to King Street, where Polly lived.

Part 3 In the underground train; at Green Park station Later Polly; a tall man A tall man in the dark coat is on the train. She sensed she was being watched.

Part 4 In Park Street;

At th ecorner of the street When Polly got to the station, the fog lay like a thik, grey cloud. Polly; a man A rough hand brushed her face. Her heart was beating with fear.

Part 5 In the street It was dark. Polly; an old man The old man took her hand and helped her find the way. She wished for someone to come along. Fear held her still. She began to feel frightened again.

Part 6 Outside Polly’s house at King Street Late that day Polly; the old blind man The old man left to help more people in need. Polly was thankful.

4. Reading strategy.

The elements of a story

Focus on what happened, when it happened, where it happened, why

it happened and who was involved in the event

5. Retell the story in their own words acording to the route that Polly took home.

Outside Polly’s working place → at the bus stop on the street → in the

Underground train → at Green Park station → in Park Street

→ at the corner of the street → in the street near King Street

→ at 86 King Street

Step III Homework

List all the language problems.

Read the article in Part B in Reading in the Wb.

篇2：模块3 Unit 1 Welcome to the unit(译林牛津版高一英语必修三教案教学设计)

Unit 1 the world of our senses

Period 1. Welcome to the unit

Teaching goals:

Encourage students speak out to practice their oral English .

Arose their interest in learning this unit through activities.

Let them know the importance of senses in daily life.

Teaching important and difficult points:

Help students prepare for their discussion, making sure that they are fully prepared before the lesson.

Teaching aids: candy, stone

Teaching methods: talking, discussion

Teaching Procedures

Step1. greetings and lead-in

Lead in the five senses by asking the students about their life experiences. Show the Ss sth like some candies, a stone. Ask the following questions:

1. what’s this?(a candy) with what can you see it?(eyes) sight

2. if we don’t use our eyes, how can we know it is a candy?

---it smells nice. I can tell it by using my smell sense.

3. who would like to taste it? Ask him/her to describe it.

---the candy tastes sweet. I taste it with my tongue.

4. give the student a stone to touch. Ask them to guess what it is, and tell how they can guess it.

--- the stone feels hard and cool when I touch it.

5. can you hear me? With what you can hear me?

---our ears. (hearing)

T: so , we know almost everyone has five senses: sight, hearing, taste, smell and touch. They are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, work and relax, but in fact, there are some people who have lost one or more of their senses. Today, we will learn something about our senses. Please turn to page 1.

Step2 Sharing information

Ask the students to read the instructions and the short passage. Ask them if there are any difficult sentences or phrases. Ask the students to answer some questions:

1. Do you know how blind people read?

(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)

2. How do the deaf communicate with each other?

(They use body language or sign language.)

3. can good senses sometimes confuse us? Yes.

Then ask the Ss to look at the four pictures and answer the questions below them.

P1: if they look at the white part, they can see a vase. black part---two faces.

P2: the two lines are of the same length. The different kinds of arrowheads may mislead our sight. How: A ruler to measure the lines./ cover both ends of the lines.

P3: yes, they are. How: place a ruler next to the line./ to draw more straight lines which run parallel to the lines. Not to be affected by the surrounding lines.

P4: the symbols in line b can be read as the letters K B R M . B/13 4.Can the symbols be read in only one way?

Then ask the Ss to think about them and answer the questions:

Q1: what can we learn from observing the four pictures?

Sometimes even if we have good senses, we can still be confused. So, when judging things, we should try our best to get the real features of the things.

Q2: why are people misled by their own eyes?

Because the background or other lines confuse the eyes. Also, what we expect to see can change what we see. (in fact, the brain is confused and not the eyes.)

Step 3 discussion

Then ask the Ss to discuss the 3 questions below, and to report their answers.

Suggested answers: 1. when we listen to our favorite music, we often close our eyes and just want to listen with our ears. 2. I think in learning english, the sense of sight and hearing help me a lot. I usually listen to the tape before I read. While I am listening to the tape, I will look at the text. And I often read english text aloud. The combination of the two senses helps me remember what I have learnt. 3. Beethoven 贝多芬: composer, deaf in 1818, the ninth symphony Blind Abing: erhu solo, 二泉映月 Hawking: the brief history of time black hole 张海迪：多种语言，会针灸，《轮椅上的梦》 helen keller: “if I had the power of sight for 3 days”

Step 4 activities

In order to improve the Ss’ speaking ability, ask the Ss to turn to Page5, and make up a dialogue to talk about senses. They can talk like the given sample dialogue.

Step5 explanation of language points.

Step6 summary and homework

1. Preview the reading part, do exercise C1 and C2

2．Review the talking of senses.

The design of the blackboard

Welcome to the unit

five senses

We … With… The sense…

See Eyes Sight

Hear Ears Hearing

Taste Tongue/taste buds Taste

Smell Nose Smell

Touch/feel Hands/feet/skin touch

Blind Braille deaf sign language/body language

The record after teaching

篇3：模块3 Unit 1 Welocme to the unit(译林牛津版高一英语必修三教案教学设计)

Teaching aims:

1. Enable the Ss toknow 5 senses and their usages.

3. Help the Ss learn how people can make better use of their senses.

Teaching important & difficult points:

Learn about the 5 senses.

Teaching methods: Discussion

Teaching aids: A computer and a projector

Teaching procedures & ways

Step I Free talk

Say something about their winter holidays:

Did you enjoy yourselves in the holidays?

How did you spend their holidays?

What is the most exciting part of your holidays?

What’s your plan for the nw term?

Step II Presentation

1. Ask the Ss the following questions:

With what can we see ang hear?

How can we know whether a dish is delicious?

How can we know that a flower has a pleasant smell?

What do we do when we want to know whether the water in the basin

is hot or cold?

2. Fill in the form:

We do With the sense

see Eyes sight

hear Ears hearing

Taste tongue/ taste buds taste

Smell nose smell

Touch/ feel everywhere of the body touch

Questions: people who can’t see --- blind

People who can’t hear --- deaf

What would happen if you lost one or two of your senses?

Step III Welcome to the unit

1. Read the instructions and the short passage.

Tick the sentences that they don’t understand.

Sometimes senses affect one another.

For example, people have trouble recognizing taste when the

food is the wrong color.

affect v. = have a bad effect on

Questions: What language is used by the deaf?

How do the blind communicate with each other?

2. Look at the 4 pictures and answer the questions below.

No 1: In the darkness, the sense of hearing & touch

become more sensitive because we can’t see anything; When

we listen to our favorite music, we will close our eyes and just

want to listen with our ears; Wneh we read an interesting story,

we’ll lose ourselves in it and hardly hear anything around

us; When we eat something, we not only taste or smell it, we look

at it as well.

Question: Why are people misled by their own eyes?

The background or other lines confuses the eyes. Also,

what we expect to see can change what we see.

It’s more the brain that is confused than the eyes.

3. Groupwork

Discuss the 3 questions

4. Read the article in Reading in their wormbook.

About Beethoven.

Beethoven / a German composer / deaf / symphony

Abing / Chinese / blind / erhu solos

Step IV Homework

1. Try to make a careful plan for the new term.

2. Preview the Reading.

篇4：必修3 Unit 3 project(译林牛津版高一英语必修三教案教学设计)

Project Creating an illustrated time chart

Part A

Step I Reading

Read the article and try to get the main idea of each paragraph

:Paragraph 1 Main events in Rome and China between 753 BC and 479 BC.

Paragraph 2 Similarities between China and Rome during the Han Dynasty.

Paragraph 3 Both Rome and China influenced areas between 212 BC and 100 BC.

Paragraph 4 Rome and China had a difficult time in the following hundred years.

Read the article again and answer the following questions:

1. When did Rome become a republic and what happened in China then?

2. When was China united and by whom?

3. Which city did Han Dynasty have as its capital? Where is it now?

4. What did China and Rome have in common during the Han Dynasty?

5. When was Silk Road was in use? And what was it used for?

6.When did the trade between China and Rome begin? What goods were traded?

7. When did Han Dynasty fall and what did it result in?

8.When was Roman Empire ended? Was it the same story for China?

Step 2 Time chart

Read the time chart carefully and answer the following questions:

1. What happened in both China and Rome in the year 509 BC?

2. What about the year 27 BC?

3. When was Confucius born?

4. How long did the Han Dynasty last?

Conclusion:

What is a time chart?A time chart should be a chart marked with time periods and important events that take place in certain time periods.

Part B Creating an illustrated time chart

Steps for creating an illustrated time chart

PlanningWork in small groups and do the following:

1. Discuss and research time periods in history you are interested in.

2. Choose one as the time period you will illustrate in your time chart.

3. Discuss the tasks for each member.

Research ________________

Write the outline _________________

Illustrate the time chart ____________

Present the time chart ______________

Preparing 1. Find information from various sources on the time period.

2. Sort the information by date.

3. Discuss the information and decide what to include in the time chart and what to leave out.

4. Write an outline, paying attention to the time period and its significance.

Producing5. Design the time chart based on the outline.

6. Proofread it and add new ideas, if any.

Homework

Complete the time chart

Do Parts B1, B2 on page 101 and D1, D2 on page 103 in the workbook.

篇5：牛津英语模块2 Unit 3 reading(译林牛津版高一英语必修二教案教学设计)

Teaching Design for Unit 3 Amazing people

Reading: The curse of the mummy (comprehension)

By Li Chen on Dec 26,

Aims and requirements

Read an article about a famous explorer and an article about a Chinese astronaut

Listen to a list of requirements

Talk about famous people and unknown places, and introduce a person

Write a biographical article

Interview a professional

Summary of the passage

The passage is about a famous explorer who, with the assistance of Lord Carnarvon, led a team to Egypt and made some unexpected discoveries in tombs. It still remains a mystery how one of his discoveries led to illness and death for many of his team members.

Procedures

Step 1: Leading-in

1) Do you still remember something from our discussion on Egypt in Unit 1 and Unit 2?

We talked about Toby traveling in Egypt and people’s curiosity about how the pyramids were built. Though we don’t know exactly how people at that time built them, we are quite sure of one thing, that is, all the pyramids were built for kings and queens. They expected to be buried there after their death. In spite of the harsh conditions, the Egyptians created this wonder of the world with their hands. It’s said the pyramids are as magnificent as a palace inside.

2) Have you ever read or thought about what is inside the pyramids?

3) Are there any people buried in them?

4) What do people nowadays call those buried in tombs?

5) What are mummies and how are they made?

6) Apart from mummies, are there any treasures inside the tombs of the pyramids?

7) Have the tombs ever been robbed of treasures by people?

8) What happened to these people after they entered the tombs?

9) Were they rich overnight?

10)What may explain the disasters that happened to those people?

Step 2: Fast reading for general ideas

1. Pay attention to the Reading strategy first before skimming the passage.

1) The article you are going to read is about a famous explorer who worked in Egypt. Read the article and make connections between the title and the explorer. Use your imagination and express your opinions freely with each other.

What might be the connections between ‘The curse of the mummy’ and the famous explorer?

Why does the writer choose ‘The curse of the mummy’ as its title here? Do you think the title can grab your attention and arouse your interest?

From your point of view, what might be dealt with in the following article? Can something like the explorer’s hobbies, his experiences of adventures, his achievements be covered in the article?

2) You’ve done a good job, expressing your opinions about the relationship between the title and the explorer and predicting the main contents of the article. That’s great. But to be more specific, can you anticipate what might be covered in the first paragraph of the article?

3)Please read the first paragraph and discuss how the first paragraph agrees or disagrees with your predictions.

What’s the first paragraph about? Is it the beginning of a story?

What does the writer tell us about the explorer in the first paragraph?

What words do you think are useful for you to predict the ideas included in the passage?

Now you may find the first paragraph serves as a general introduction of Howard Carter, and please pay attention to the key words in the first paragraph on the blackboard:

famous, brave, adventurous, amazing

4) With the help of the key words, you may predict the content of the paragraphs that follow.

What are the following paragraphs likely to do?

Will they give specific examples to support the

general description of Howard Carter?

Exchange your ideas with your partners and then check your prediction by reading the following paragraph.

5) Now let’s focus on Reading strategy to review the skills of how to predict information in an article.

2. Skim the passage and complete the three questions in Part A.

Step 3: Detailed reading for important information

1. Now please reread the passage and identify which statements are true and which are false. Then complete Part C1 on P44 individually.

2. Part C2 on P44. Match the summaries of the paragraphs in the article

3. While reading please identify the relationships between these characters and try to retell the passage according to the following diagram.

Characters Who was he? What did he do? How did he die?

George Gould a friend of Carnarvon visited the tomb a high fever

Lord Carnarvon a British man interested in Egypt offered Carter money to explore the mysterious;

be present at the opened tomb a fever

Howard Carter a famous explorer especially for the discovery of King Tutankhamun’s tomb in 1891 set sail for Alexandria, Egypt

by the 1920s searched for the tombs of the Egyptian kings

in 1922 found the tomb of King Tutankhamun seemed nothing to do with the tomb

Richard Bethell Carter’s secretary entered the tomb heart trouble

Step 4: Post-reading activities

1. interview

A---the spokesman of Howard Carter

B---a journalist

B will ask A the following questions:

1) What kind of person do you think Howard Carter is? Why?

2) To be a qualified explorer, what kind of personality do you think he/she should have?

3) Do you think the personality of Howard Carter has had a positive effect on his discoveries?

4) As for students, what sorts of personalities does a student have to possess?

5) Compared with the amazing persons such as Mother Teresa, Bill Gates, Beethoven, Zhang Heng, do you think Howard Carter is as great as them?

6) Do you think the mummy’s curse really exists? Why?

Step 5: Homework

1. Parts D and E on P44 and P45.

2. Write a summary about Howard Carter in a few sentences.

篇6：模块2 Unit 1 Reading 教案(译林牛津版高一英语必修二教案教学设计)

Module2 Unit1 Reading

Shaxi Senior High School, Jiangsu

Li Jingyan

Lesson：

Boy missing, police puzzled Duration:

45mins Teaching aid:

Computer, projector and handout

Period: 1st period Class: Class7, Senior 1

Learning Objectives:

to learn some new words

to grasp the outline of the passage

to develop the students’ ability to collect and organize information in the process of reading

to cultivate the ability of making a newspaper article and giving a short oral presentation. Teaching Objectives:

to ensure that the instructions for each session are clear and that the students are motivated

to offer help and guidance when necessary

Content Purpose

Pre-task Brain Storm

1. present two short news reports

2. features of a newspaper title and article 1. to create the atmosphere that class begins.

2. to arouse the previous information on news.

While-task 1. complete the title

2. find out six features of this newspaper article

3. complete Table 1 and learn some new words and expressions

4. magic cube-to face the challenge in the cube (choose one word and answer the questions, then get proper points) 1. to know the title’s features

2. to develop the skimming and scanning abilities.

3. to help Ss draw the outline of the whole text and enlarge vocabulary and enhance the ability of guessing when they meet with some new words in reading

4. to cultivate their ability of facing a challenge and develop their practical ability

Post-task 1. team work: write an ending report to the news

1. to cultivate the team spirit and Ss’ imagination and practical ability.

Assignment 1. read the text several times and finish C1 and D on page4

2. write a short news report. 1. to consolidate the understanding of the text

2. to put theories into practice

教学说明：本节课为新授第一课时，是导入及课文内容理解部分。以常用的任务型教学方法（Task-based Method）为中心，采用新闻报告的常规要点为切入口，从title和五个“W”一个“H”这几个方面来理解本文内容并构画出新闻报道清晰的框架结构。通过表格的形式来了解文章的outline并初涉课文新授词汇。教学方法还是通过预测、略读和寻读等技巧了解课文内容。并以游戏的形式来深层了解和巩固加强课文知识点并锻炼学生对新闻报道信息的有效捕捉能力。最后为学生设计了一个任务，开拓思维，锻炼学生的预测能力，并对新闻报道进行具体的实践练习。

具体说明：

1. 阅读技巧的落实。

学生对于新闻报告的结构思路已有一定的认识，从新闻的基本特点引入，结合明确的阅读任务，抓住该新闻的主要信息。使学生对新闻报道的结构认识能有深层次的写作意识。

2. 词汇理解

由于是新授课，虽有学生对文章的预习，但是只停留在似懂非懂的基础上，在学习课文的过程中必然会出现理解不到位或有偏差的现象，因此，新词汇的正确理解是必要的，同时也是为后来的教学环节做准备。

3. 魔方

使用魔方形式，提高学生学习的趣味性，同时更主动地记忆文本内容，使他们再完成魔方中问题的同时，把课文的内容覆盖，并实践操练对新闻报道的信息捕捉，为他们后面的任务做了热身活动。

4. 任务设计

虽然以写结尾的方式来布置任务，实际就是要求学生写一篇简短的新闻后续报道。开阔思路，却又不松散而难度大。运用所学词汇，结合文体特征，学以致用。

5. 作业

巩固第一课时内容，为第二课时做准备。能看新闻了，也要会实践写写新闻。所以最后布置一篇小练笔，主要体现新闻报告的要素特点，并结合学生实际，区别新闻和通知的写法。

Persons investigated Supporting details

Justin’s parents His mother thought…spending…；his father was …that…without telling anyone. They were…when Justin didn’t …at…the next day

Justin’s sister, Kelly She heard her brother…home and …his favorite CD. At first, she thought the… light was that of the full moon, but then she…it was…and she saw a spaceship…outside and many…creatures with….then she heard Justin…UFO…it is not a…

Other witnesses

(two friends, some people in Dover) Friends said that Justin went home after the game at about 11 pm.

Someone said the…took Justin away so that they could …him and such a …….had happened to himself. They show great … in humans.

Police’s conclusion Justin …in fact return home on Friday night.

The …that Justin was taken by…hasn’t been …out, but they are also……other…including…Peterson, who…the case said they would not …until they found…evidence.

篇7：牛津版高一必修三 Unit 1 welcome to the unit 教案教学设计(译林牛津版英语高一)

高一英语课堂教学设计案例

（牛津版高一必修三 Unit 1 welcome to the unit ）

东流中学 张郁

一、教学内容分析

1.本课是导入课, 重点培养学生的看说能力。

2.要求学生了解人类特有的五种感官

3.利用课本page94所给的关于贝多芬的短文，要求学生以自己的语言对他做个简单的评价。

二、学生学习情况分析

《高中英语新课程标准》明确指出：“高中英语课程要有利于学生优化英语学习方法，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。”

根据《高中英语新课程标准》要求，结合我班学生英语基础与能力较弱的实际，本课时我把每个教学环节所设计的问题和任务区分出高低不同的层次，由浅入深，循序渐进，使每个教学环节尽量符合多数学生的认知水平，力争全班绝大多数同学都能积极参与课堂活动。通过“任务型”活动培养学生 “听”、“说”、“观察”、“讨论”、“推理归纳”等能力。

三、设计思想

英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，结合本班学生的实际，教师本人的自身特点和东流中学高二年段的实际教学条件，采用了处理教学过程中拟实践的教育理念、教学原则、教学方法。在本课教学中，我突出以five senses为主线运用整体阅读教学法，“任务型”活动和多媒体辅助教学等各种方法组织指导学生了解五种感官，提高他们听，说，读，看，讨论，辨认，评论，的综合技能与技巧。

四、教学方法

1.任务驱动教学法：

将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导和帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。以“任务型”教学作为课堂教学设计之理念，具体采用分层次教学法和交际教学法。学生通过表演、听说等各种语言形式来学习和掌握语言，实现目标，感受成功。

2.英语教学和情感教育的有机结合:

在本节课中，教师除了营造宽松气氛，给予学生展示成功的平台外，处处鼓励学生运用自主学习、合作学习和探究学习等新的学习方式，以形成积极的学习态度，促进语言实际运用能力的提高。这是实施新课程最为核心和关键的环节。

3.交际法:

从心理语言学的角度来考察，语言同交际或交流始终紧密相联，语言功能首先就是交际功能。教师在教学内容上以“功能项目为纲”，力求使教学过程交际化，以培养外语交际的真本领。

五．教学目标 (三维目标)

新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。本课所有的语言知识和语言技能都是围饶“five senses”这一中心主题而设计的。因此，我把本课的教学目标确定为：

1． 语言知识与技能目标：

1）熟练掌握新的常用词汇及主要语言表达形式。

2) 帮助学生提高听，说，读，看，讨论，辨认，评论，的综合技能与技巧。

3）学生之间能交流、合作，共同就 given topics较好地完成一些开放性话题。

2． 情感态度与文化意识目标

1) 在有趣的主题激励下，师生互动，生生互动，调动学生的学习兴趣，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势。

2）让学生在共同完成一些交流、认知等任务的过程中，加强团体协作意识。

3. 过程与方法

自上而下的阅读模式；发现式的语法词汇学习；小组合作的体验式，探究式的评论；

六．教学重点和难点

1.Talk about the function of humans' five senses and the relations between them.

2.Develop student's speaking and discussion facility through talking about the renowned disabled people ,such as Beethoven.

3.Enhance students' cognitive competence by recognizing and identifying the four pictures.

4. Describe people who have made great achievements even if they have lost one of their senses.

七、教学过程设计

1、总体思路

本课的教学设计围绕培养提高听，说，读，看，讨论，辨认，评论，的综合技能与技巧能力展开，采用多媒体辅助教学，以此来创设良好的教学情境，优化教学过程，促进学生思考，采用教师指导，学生观察、体验、探索的方式，培养学生的观察力、分析力、想象力和自学能力,提高思维能力和运用英语的综合能力，激发创造能力。

2、教学过程。

《新课标》提出：根据高中生的认知特点和学习发展的需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息和分析、解决问题的能力，为他们进一步学习和发展创造必要的条件。依据教材内容的编排，我把本课的教学过程以下步骤来完成

The Analysis of Teaching Process

Before class, let students listen to a piece of music : Beethoven--献给爱丽丝 mp3

[设计说明]

本环节以上课听歌的形式让学生在音乐中激发学生听觉上的享受，为学生随后的问题做一个很自然的铺垫。

Step 1 - - - Organization

1.Exchange greetings with the Ss.

2.Duty report: It is between two students. They are having a dialogue.

[设计说明]

I think duty report is a long-term and essential part of daily teaching. It is a good opportunity for Ss to practice their listening and spoken English.

Step 2 - - - Leading in

Pair work: Work in pairs and discuss the following questions

1. Before class, you listened to a piece of music, do you know the name of it?

2.Who is the composer? if you know ,would you please give a brief introduction of him / her?

3.How did he/ she make great achievement even if he / she has lost one of his or her senses?

[设计说明] The two questions listed will excite students' interest about Beethoven ,a deaf world --renowned musician, and direct students to the topic of our five senses and make them to realize, as sound humans, the necessities to treasure our life and study hard .

Step 3 - - - Language focus

1.Ask students to listen to the tape about five senses on page1,and reply to the following questions :

1)How blind people can read ?

2) How do the deaf communicate with each other?

2.Encourage students to read the short passage and grasp the main idea of the text and try to guess the meaning of the new words in the context.

(New words :sense, affect, confuse)

(Main idea: introduction of five senses and relations between them)

[设计说明]This procedure can get students to gain a better understanding of the function of five senses and the close relatedness among them.

Step 4 - - - Observation

1)Make students to discuss the four pictures in the book within five minutes and answer the question mentioned in the book.

2)More pictures found in the Internet could be showed to students so as to test and improve their cognitive and identifying ability .

[设计说明]Through careful observation and heated discussion ,students will better know the importance of getting rid of the optical illusion in study ,thus cultivating their competence of sharp insight and keen observation.

Step 5 - - - Discussion

Have students to discuss the questions on the page 1 in groups and ask one representative to read out the answer they get.

Step6 - - - Homework

1. Get students to scan and skim the short passage on page94 individually and make a brief comment on the great musician Beethoven.

2.Ask student to read the essay three days to see from Helen Keller, a blind writer, feeling her strong eagerness to see the world from the bottom of her heart ,so as to inspire students to and make them to realize, as sound humans, the necessities to treasure our life and study hard .

[设计说明]Such assignment which gives an perfect echo with the beginning will broaden students' horizon and inspire them to realize, as sound humans, the necessities to treasure our life and study hard .

Blackboard design (板书设计)

Unit1 The world of our senses

The third period

Welcome to the unit

Useful words and expressions

sense affectconfuse

Sometimes senses affect one another

If you have good sense, they can still confuse us.

Blind people can read by touching letters in the raised dots called Braille.

People with hearing problems can understand each other using sign language.

Reflection after teaching（教学反思）

本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务，活动既有轻松有趣的音乐欣赏，又有需要深层思考的阅读理解活动和讨论活动，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望，

由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。这说明，在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型，在让学生进行谈论前，应尽量帮助学生解决语言困难。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。

篇8：必修3 language points of unit 1(译林牛津版高一英语必修三教案教学设计)

1.A woman lost in the fog

沉迷于________________

迷路________________

And there, almost _________ in the big chair, sat her little brother, who never had to be told to keep quiet.

2.Sense

感觉官能

the sense of sight/hearing/smell/humor

常识见识

There’s a lot of sense in what she says.

make sense

eg: what you say makes no sense.

Make sense of sth=make out/understand

Common sense常识

3..By touching

by (doing) sth

You switch the radio on _________ (press) the button.

__________ (work) hard he gained rapid promotion.

The room is heated by gas/oil.

我可以用支票付款么？

比较：

by (doing) sth通过做什么，用什么交通工具

with sth 用于有形的工具或身体某些器官，其后的名词多被冠词，物主代词等修饰（with a pen/ pencil）

through sth 后多接抽象名词

in sth使用语言，原料，材料

用英语___________________

用墨水_____________________

用收音机___________________

通过电话___________________

用望远镜___________________

4..even if/though

Even if I have to walk all the way, I’ll get there.

She loves the child _______ she were his mother.

I like her _______she can be annoying.

5..cover

1).cover sth (up) with sth

cover the table with a cloth

be covered with sth

2).Her lectures covered the subject thoroughly.

3)By sunset we had covered thirty miles.

4).Is this historical event covered in today’s newspaper?

6.usual 通常的，平常的。

Ordinary 普通的，一般的

Common 1）常见的，通常的 2）共有的。

Robbery is not ________ in this area...

Make all the ________ excuses

We share a ________ purpose

I’ll have my _________, please.

As is _________ with children, they soon got tired.

We were dressed up for the party but he was still in her _____ clothes.

________ people just like you and me

Pine trees are ________ throughout the world.

7.比较：

observe/watch/glance/stare/glare

she ___________ shyly at him and then lowered her eyes.

________ what I do and how I do it.

The police ___________ the man entering the bank.

She had little time and had to _______ at the news titles before going to work.

He didn’t shout or swear, but just _________ silently at me.

She used to like ________ the behavior of birds.

Do they _________ Christmas in that country?

They are _______ for further development.

It is rude to ________.

She was __________ into the distance.

Could you ________ my clothes while I have a swim?

8. deserted adj.

a. with no one present 无人的

这个办公室里没有人______________________

b. abandoned 被离弃的；被遗弃的；被抛弃的

被离弃的房子＿＿＿＿＿＿＿

desert

1) v.

a. go away from a place without intending ever to return离弃

全村人都逃走了，或许因为该地区有恐怖分子．

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

b. leave sb. without help or support; abandon 离弃；抛弃

他抛弃了妻子儿女，出国去了．

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

c. leave (service in the armed forces, or a ship) without authority or permission; run away擅自离开（军中或船上的职守）；潜逃

战争期间开小差的士兵要受到严惩．＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

d. fail sb. when needed 在关键时使某人失望

他丧失了勇气．＿＿＿＿＿＿＿＿＿＿

2) n［C,U］. 沙漠，荒原

撒哈拉大沙漠 the Sahara Desert

[attrib作定语]desert wastes, sands, esc.不毛的荒地，沙漠

desert island 无人居住的岛

deserter n. 擅离职守者，潜逃者

desertion n. 离弃；抛弃；遗弃

deserts n. 应得到的事物

(湖南,49) Have you got used to the life in the _____? It must be quite a shock after living in Boston.

A. desert B. city C. state D. country

9. lie

1). v.

A. 说谎 (pt): lied，(pp): lied, (pres p): lying

她谎报年龄．

She lies about her age.

B. (pt): lay, (pp): lain, (pres p): lying

a. 躺，平卧

别一上午都躺在床上！

Don’t lie in bed all morning!

b. be at rest on a surface平放

c. remain in a certain state 留在或保持在某种状态

地面上厚厚的雪

snow lying thick on the ground

e. 位于

该城位于海边．

The town lies on the coast.

2). n.

A．谎言，假话

他说的纯粹是一派谎言．

His story is nothing but a pack of lies.

B. 某物所处的状态或位置

the lie of the land 地形地貌

Lay v. (pt/ pp): laid (pres p): laying

A. put sth. in a certain position 将某物置于某位置

把书放在桌上

lay the book on the table

B. cause sth./ sb. to be in a certain state 使某人／物处于某种状态

C. produce (eggs) 产卵，下蛋

现在那些母鸡不爱下蛋．

The hens are not laying well.

10. Sight

1) n.

A. vision; ability to see 视力，视觉

B. 看，看见

C. 视野，视界

in/ within/ out of one’s sight 看得见／看不见

还能看见那列火车．

The train is still in sight.

D. 情景，景象，奇观

春天百花盛开十分美丽．

The flowers are a lovely sight in spring.

2) v. 看见

海上航行三天后我们见到了陆地．

After three days at see, we sighted land.

＊辨析sight, scene, view, scenery

sight 指观光风景；

Scene 指人工场景或某个具体情景

View 指远眺，俯视或仰视看到的景色

Scenery 是景色的总称，且不可数．

11.set off 开始(旅行，赛跑)，出发，动身

你打算明天几点钟启程？

What time are you planning to set off tomorrow?

set sth. off : cause (a bomb, mine, etc) to explode使(炸弹,地雷)等爆炸;引爆

set sb. off (doing sth.) 使某人开始做某事

别让他谈政治，不然他一谈就得一个晚上．

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

区分set off , set out 和set about:

set off 出发；动身；触发；引爆

set out 出发；动身；开始；陈列

set about 开始做或处理；着手；做

饭已经摆在桌子上了．

＿＿＿＿＿＿＿＿＿＿＿＿＿

他开始着手做家务．

＿＿＿＿＿＿＿＿＿＿＿＿＿

set about sb. : attack sb. with words 攻击或抨击某人

set forth : start a journey ; set out 启程；出发；动身

Set aside : (a) save or keep( money or time) 节省或保留

(b) place sth. to one side 将某物放在一边

(c) ignore sth.不理会某物；对...不予考虑

set sb./ sth. apart (from sb./ sth) 使某人／物与众不同或优于其他的

set up 竖起，创立，造成，产生

(江苏,29) It’s ten years since the scientist _____ on his life’s work of discovering the valuable chemical.

A. made for B. set out C. took off D. turned up

10. beat (vi.)

a. (心脏)跳动；雨水击打

听见那个男人的声音，我的心跳得厉害．

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

冰雹落在窗户上．

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

b. 用棍打；打败；超越

我队被对方轻易打败了． __________________________________________

击鼓 beat a drum

辨析beat，defeat，win

＊beat和defeat是同义词，其宾语是人或集体，如a team, a class, a school, an army等．defeat侧重在战场打败敌人，beat常用于比赛中，但在实践中常替换使用．

敌人在一场决定性的战斗中被击败．________________________________________

他下棋赢了我．____________________________

*win 表示在较强的比赛中取得了胜利，常带的宾语有：game, war, prize等．

保守党在上次议会选举中从工党手里夺得这个议席．

___________________________________________________

(2005辽宁,36) When they got to the South Pole, they found the Norwegians had _____ them in the race to be the first ever to reach it.

A. hit B. fought C. won D. beaten

11. fear

1) n. emotion caused by the nearness or possibility of danger, pain, evil, ect 恐惧，惧怕

吓得说不出话来 ____________________________

医生的报告证实了我们最为担心的事．__________________________________

2) v. 害怕，惧怕

中世纪时这种瘟疫十分可怕。_______________________________________

fearful adj. 紧张的；可怕的

fearless adj. 无畏的

fearsome adj. 样子可怕的

fear for sb./ sth. 对某人／事担忧或关心

for fear of 以免，怕的是

for fear that 生怕；为了防止...发生

辨析be afraid , fear, frighten

* be afraid to do :怕，不敢；be afraid +that ...恐怕

Eg. 我不是害怕那辆车，我是怕那个开车的人．

__________________________________________________________________

他不敢和陌生人交谈．

____________________________________________________

我恐怕不能． _________________________

＊Fear 可作动词也可作名词，但口语中多用be afraid of

＊frighten 只用作动词，指“吓唬，使害怕”；fear 侧重指“怕”；afraid （adj）担心，通常用very much 修饰，且只作表语，不作定语．

14. wish for

have or express a desire for sb./ sth. 盼望，想要，期盼

夫复何求？一切已尽善尽美__________________________________________________

Wish+宾语从句：用虚拟语气，表示不能实现的愿望

⑴表示与现在事实相反，从句谓语动词用过去式

⑵表示与将来事实相反，从句谓语动词用would/could+do

⑶表示与过去事实相反，从句谓语动词用had done 或could/would have done

我希望能记得母亲更多的事情____________________________________________

我希望你下周一能和我一起购物。________________________________________________

我希望我们两小时之前就到达了北京____________________________________________

辨析wish和hope：

＊两者后都可接不定式

＊hope后接宾语从句要用陈述语气；wish后可接复合宾语，宾补成分是不定式／形容词／过去分词／副词，而hope不可接复合结构．Wish后可接双宾语，hope不可．

祝你旅途愉快．

Wish you a pleasant journey home.

＊wish用做名词，作“祝愿，祝福”讲时，常用复数形式．

Best wishes to you.

(上海)How I wish every family _____ a large house with a beautiful garden.

A. Has B. had C. will have D. had had

15. still

1) adj. without movement or sound ; quiet and calm不动的，寂静的

死水 still water

我给你拍照时请别动_______________________________________________________

(saying) still water run deep : a quiet or apparently calm person can have strong emotions, much knowledge or wisdom, etc静水流深 (沉静或沉默寡言者会有强烈情感，丰富知识或非凡智慧等)

2) n. 剧照，定格画面

(saying) the still of the night : the calmness or silence of the night 夜间的寂静

3) v. (cause sth to) become calm or at rest 使平静下来或静止

她无法消除内心的不安． __________________________________________

stillness [u.n] quality of being still 静止；寂静；平静

4). adv. 仍然，依旧；更(修饰比较级)

She is still busy.

他写出的小说更多了．

_________________________________________

(2004上海,55) A man who has not had an opportunity to go swimming for years can ____ swim as well as ever when he gets back in the water.

A. only B. hardly C. still D. even

16. reach out 伸出来

他伸出援助之手帮助有困难的人____________________________________________

reach...for...=reach out ...for...伸出...够...

他伸手拿字典． ______________________________________________

(2004湖北) Don’t leave matches or cigarettes on the table within the _____ of children.

A. hand B. reach C. space D. distance

17. find oneself doing sth. 发现自己在做...

他发现自己躺在地上． ________________________________________

find +宾语＋宾补(adj./p.p./adv./to be/prep. phr)结构：

他们在山洞里发现士兵们伤得很重．

_____________________________________________________________

希望我们再见面时你的情绪能好一些

_____________________________________________________________

他发现他的父母那天早上在飞机场等他．

_____________________________________________________________

(NMET, 22) A cook will be immediately fired if he is found ____ in the kitchen.

A. smoke B. smoking C. to smoke D. not to smoke

18. stare up at 抬头凝视

stare v．

stare（at sb./ sth.） 瞪着眼睛凝视

他们都惊讶得瞪大了眼睛___________________________________________________________

使某人惊谔 make sb. stare

stare (n.) long fixed gaze; staring look 凝视，注视；盯

不礼貌地瞪某人一眼 _______________________

辨析stare，gaze，glare，和glance的区别：

＊gaze表示目不转睛地看，并含有“惊叹”，“羡慕”或“入迷”的意思．

她对它凝视了一会儿，然后补充说：“你根本不需要书柜．”

___________________________________________________________

＊stare特别表示“睁大眼睛凝视”，并含有“惊奇”，“傲慢”或“茫然”的意思．

那位贵族对那张空白纸凝视了几秒钟．

___________________________________________________________

＊glare表示“凶狠而且带有威胁性地瞪眼睛”

穿着衬衣的男人站在房子外面瞪着我们．

___________________________________________________________

＊glance指“看一看”的动作，glance的结果是glimpse(瞥见)

17. rest

1) v.

a. be still or asleep in order to regain one’s strength 休息

b. rest (sth) on/ against sth

lie or be placed on/ against sth. for support倚靠在某物身上；靠某物支撑

她把肘部靠在桌子上．_____________________________

c. rest on sb./ sth. :depend or rely on sb./ sth.依靠或依赖某人

英国把获得奖牌的希望寄托在他的身上．_____________________________

d. rest on sb./ sth. 目光等停留在某人／物上

e. be left without further investigation or pursuit中止

事情不能就此作罢，我要求向我道歉．

___________________________________________________________

2) n. [C, U] 睡眠或休息的时间

20. watch out for 当心，注意．可单独使用，也可接介词for再接宾语

当心！车子过来了．

Watch out! There is a car coming.

watch v. & n. 观看；注视；注意；当心

当心身体 watch one’s health

留心找寻；小心等候 watch for

小心；谨慎行事 watch one’s step

监视；密切注视 keep (a) watch on/ over

＊watch out (for) = look out (for) “当心，小心”，接宾语时，后加for．be careful 和take care 也可译为：“注意，当心”，后接动词不定式．

Be careful not to catch cold.= Take care not to catch cold.

21. that of an old man: “that”代替前面的the face

*that用来代替前文提到过的不可数名词和可数单数名词,不能和冠词连用,其后总有修饰语,其复数形式是those.

Eg. 中国的人口比日本多.

___________________________________________________________

对很多小学生来说，老师的建议比家长的建议重要得多

___________________________________________________________

＊that 指代可数名词时，相当于the one; those 相当于the ones. One和ones也是替代词，用来代替前面提到过的可数名词，one指代单数，ones指代复数，所替代的是同名异物，表示泛指，可有前置定语和后置定语，也可单独使用．特指时必须加定冠词the．

Eg．我希望这里有足够的杯子分给每个客人．

___________________________________________________________

＊区分it和替代词that：it特指上文提到的同名同物，不能带任何修饰语．That所替代的是同名异物，其后总有修饰语．

Eg．只有一台电视机了，我想把它买下来．

___________________________________________________________

展会上有很多车．我喜欢那种车．

___________________________________________________________

(2005江苏,26) I’m moving to the countryside because the air there is much fresher than ___ in the city.

A. ones B. one C. that D. those

篇9：unit 1 The world of...Language points in reading(译林牛津版高一英语必修三教案教学设计)

Reading

1. Once out in the street, she walked quickly towards her usual bus stop. 一出来到大街上，她就很快地朝她平常等的汽车站走去。

Once out in the street 相当于 Once she was out in the street 引导时间状语从句。在从句主语与主句主语一致时，从句可省略主语。例如：

First aid, if (it is) properly done, can save a person’s life.

急救如果做得得法，能拯救人的性命。

I won’t go to the party unless (I am) invited.

除非邀请我，否则我不会参加这个聚会。

Once 可用作连词，意思为：一… 就，一旦。例如：

Once (it is ) printed, this dictionary will be very popular.

一旦出版，这本词典会非常畅销。

Once he arrives we can start.

他一到我们就可以动身。

Once可用作副词，意思为：一次；曾经。例如：

I have done it once.

我曾做过一次。

“Attention please, I'll repeat the question once more.”

请注意我把问题再重复一遍。

She once knew him.

她以前认识他。

It once seemed inconceivable to everyone that men should travel to the moon.

"人们一度认为,人飞上月球似乎是不可想象的。

2. ‘Sorry, Miss,’ replied the man, ‘the truth is that the fogs too thick for the bus to run that far. “抱歉，小姐”，这男人回答道，事实上是雾太大了，车不能开那么远。

句中第一个that引导的是表语从句。例如：

The problem is that we have run out of money.

问题是我们钱已用完了。

The reason he did not come is that he was ill.

他没来的原因是他病了。

第二个that (或this) 在此处等于so，意思是“那么”（或“这么”），修饰形容词或副词。例如：

There did not seem much point in working on my PhD--- I did not expect to survive that long.

取得博士学位对我来讲没有什么意义，我不指望活那么久。

Can hard work change a person that much?

艰辛会使人变化那么大吗?

You see, a fog this bad is rare.

你听我说，这么糟糕的雾很少见。

3. While the rest of the passengers were getting out, she glanced at the faces around her.

当其他的乘客下车时，她瞥了一眼身边的人。

While意思是“当…的时候”，表示持续性的动作或状态，不能表示一时性或短暂性的动作。when表示某个具体的时间，所引导从句的动作或是与主句的动作同时发生，或是先于主句动作，可指一段时间，也可指一点时间，既可表示一时性的动作，又可表示持续的动作。例如：

While/ When the meeting was going on, he entered the room.

正当开会的时候，他走进了房间。（指一段时间，表持续的状态。）

When she comes, I shall tell her to wait for you.

她来的时候我会告诉她等你的。（指一点时间，表短暂性动作，不能用while）

While I was walking in the street, I heard someone call me from behind.

当我在街上走的时候，我听到有人从后面叫我。（表一段时间）

=I was walking in the street when I heard someone call me from behind.

我正在街上走，这时，我忽然听到有人从后面叫我。（表一点时间）

glance at 匆匆看一下，glance用作动词，例如：

He glanced at his watch.

他匆匆看了一下手表。

glance可用作名词，例如：

give/ take/ shoot/ throw a glance at 朝…匆匆看一下

He gave her a quick glance as she walked into the room.

当她走进房间时，他匆匆看了她一下。

4. The tall man was nowhere to be seen.

哪儿也看不到这个高个子男人了。

nowhere无处；任何地方都不。例如：

The missing wallet is nowhere to be found.

丢失的钱包任何地方都找不着。

Nowhere else could we find the missing wallet.

我们任何其他地方都找不到丢失的钱包。

to be found是动词不定式的被动形式，在此作定语。通常不定式的逻辑主语是动作的承受者时，且动作的施动者不明确时，不定式要用被动语态。例如：

The meeting to be held is of great importance.

明天要开的会很重要。

These are the books to be distributed among the students.

这些是要发给学生的书。

5. As she walked along, she heard the sound of footsteps, but by the time she reached the corner of the street, the footsteps were gone.

当她往前走的时候，她听到了脚步声，但是，等她走到十字路口的时候，脚步声就不见了。

句中as 的意思是“当…的时候”，相当于when。gone 在此是形容词，在句中作表语，意思是“不见了”。

gone 离去的，死去的，用光的(no longer present or no longer exist)。例如：

He turned the corner and was gone.

他在拐角处转了弯就不见了。

The days are gone when women worked for half pay.

妇女工作只拿男人一半工资的日子一去不复返了。

6. Now she wanted to run, but fear held her still.

现在她想跑，但是恐惧使她站着不动了。

hold 在句中的意思是“使身体保持某种姿势”（put or keep part of body in a certain position）。例如：

The dog held its tail between its legs.

狗把尾巴夹在两腿之间。

Can the baby hold herself up yet?

宝宝能自己站立了吗?

7. Polly found herself staring up at a man standing with his hand resting on her arm.

波利意识到自己正抬头盯着一个男人，他站着，把手放在她的手臂上。

find oneself doing意识到自己不自觉在干某事。

find oneself in/at 意识到自己不自觉地处于某种（不好的）处境中。例如：

Peter, who was usually shy, found himself talking to the girls.

彼得，平时很害羞的他发现自己竟和这帮女孩搭起话来了。

If you find yourself worrying about things, call me.

如果你觉着自己老是担心就打电话给我。

After wandering around, we found ourselves back at the hotel.

四处徘徊后，我们竟然回到了旅馆。

Finding herself in the mire, Mary had to give up her adventure.

发现自己陷入困境后，玛丽不得不放弃她的冒险活动。

standing with his hand resting on her arm现在分词作定语，修饰a man。例如：

Houses near airports sometimes have their windows broken by the noise of jet planes passing overhead.

因为飞在上空的喷气式飞机的噪音的影响，靠近机场的房子有时候窗子会被震破。

The boy standing there is a classmate of mine.

站在那儿的男孩是我的同班同学。

句中with his hand resting on her arm是属于with + n. + 现在分词，分词作宾语补足语。作该句式的宾语补足语除了现在分词外，还可是过去分词，形容词，副词，不定式和介词短语。例如：

With the old man leading, the two started toward the mountains. （现在分词）

有这老人带路，这两人朝山上出发。

The child was crying with the cup broken. （现在分词）

因为杯子破了，小孩在哭。

He often sleeps with the window open. （形容词）

他经常开着窗子睡觉。

The building looks even more beautiful with all lights on. （副词）

这栋楼所有灯亮着时看起来更漂亮了。

With the boy to help us, we will soon find the place. （不定式）

有这个男孩帮我们，我们很快就会找到那地方。

The guard stood there with a gun in his hand. （介词短语）

警卫手里拿着枪站在那儿。

rest on 被搁在, 停留在, 信赖。例如：

Her hand rested lightly on his shoulder.

她的手轻轻搭在他的肩膀上。

The bridge rests on stone arches.

这座桥靠石拱支持。

His eyes rested on the peaceful valley below.

他的双眼凝视着下面的山谷。

8. The face that she saw was that of an old man.

她看到的是一张老年人的脸。

第二个that在句中用作代词，指代the face。that既可以指代不可数名词，也可指代可数名词，其复数形式是those。例如：

The effect teachers have on children are greater than that of parents.

老师对孩子的影响比家长对孩子的影响大。（that指代不可数名词）

The book I bought yesterday is more interesting than that he has.

我昨天买的书比他有的有趣得多。（that指代可数名词）

The most powerful words that sell are those that refer to the costs.

能促进销售的最有力的话是那些涉及成本的语言。

it与that的区别：

it指的是同一个事物，即同名同物，that所指代的名词和前面提到的名词是同一类，即同名异物。例如：

I like the car, but I have no money to buy it.

我喜欢那辆小轿车，但是我没钱买它。（it指的是 the car，指的是同一辆车）

The car I want to buy is more beautiful than that he has.

我想买的车要比他的车漂亮得多。（that指的是the car，不是the car I want to buy）

one与 that 的区别：

虽然one与that都可以指代前面同名异物的名词，但one指的是同类中的一个，属于泛指，相当于a/ an + 名词，而that属于特指，相当于the + 名词。One的复数形式是ones, that的复数形式是those例如：

Do you need my pen? No, thanks, I have got one. (one=a pen)

你要用我的笔吗？不，我有一支。

The bridge built of steel is stronger than that built of stone. (that= the bridge built of stone)

那座铁桥要比那座石桥牢固得多。

There are a lot of apples in the basket, please pick out the rotten ones.

篮子里有很多苹果，请把那些烂的捡出来。

9. Watch out for the step here.

当心这的台阶。

watch out for 戒备, 提防, 密切注意。例如：

Watch out for a tall man in a black hat.

密切注视一个戴黑帽的高个子男人。

You have to watch out for fast traffic along here.

你要小心这一带快速行驶的车辆。

二．随堂过关

1．I don’t think Jack is ______ foolish. He is really a clever boy.

A. quite B. fairly C. that D. rather

2．Few pleasures can equal _________ of a cool drink on a hot day.

A. some B. any C. that D. those

3．The names of the guests _______ are all listed on the piece of paper.

A. to invite B. inviting C. to be invited D. to be inviting

4．She had said little so far, responding only briefly when _____.

A. speaking B. spoken to C. spoken D. speaking to

5．These computers with some new programs _______ for home use are very popular.

A. design B. to design C. designing D. designed

阅读延伸

用所给单词的正确形式填空。

rough, opposite, sense, sight, talent,

tell, farsighted, image, evolve, correct

Our senses are the way we find out about the world we live in. We learn with our senses. We see with our eyes, and 1 tells us about things that are outside of our bodies. Our eyes give us pictures, or 2 , of the way things look. You can see to read, to tell where you're going, to play games or to find your friends. Your eyes show you light, color, shape, and size. Your eyes can help you decide how far something is.

Some people cannot see things as well as other people. Young people can usually see better than older people. When they have trouble seeing things that are close but can see things that are far away easily, they are called 3 . When the 4 happens, and they can't see things that are far away but can see things that are near, they are called nearsighted. Wearing glasses helps 5 seeing problems.

Human beings have a very weak sense of smell. As people 6 and began to use reason more, they didn't need to smell things quite as well as other animals did. After 7 a particular smell for a while, your sense of smell gets tired. When you first come into the house, you can smell dinner cooking, but after that your olfactory nerves get overtired and then you don't smell anything at all. Some people develop their sense of smell for a special use. A perfume maker can 8 all the different flowers from each other by their different smells. A wine maker has the same 9 for telling wines from each other by their smell.

The sense of touch is also very important. We use it in several ways. Since our skin covers all of the body, our skin protects us, and at the same time it gives us information about what is around and outside your body. When we touch something our skin tells us if that thing is strange or familiar, wet or dry, hot or cold, 10 or smooth, hard or soft. Many times it gives us messages about all of these things -all at the same time. The skin protects our body in another way - it keeps out harmful organisms that cause disease and infection.

答案

1-5 CCCBD

阅读延伸

1.sight 2. images 3. farsighted 4. opposite 5. correct

6. evolved 7. sensing 8. tell 9. talent 10. rough

篇10：牛津高一英语模块1 Unit 3 表格式教案(译林牛津版高一英语必修一教案教学设计)

主备人 Swan 授 课

时 间 .10．

教 学 目 标 (1) Make students pay attention to their health, and how to keep healthy.

(2) Get the Ss to improve oral English by talking about the pictures.

教学重、难点 Students are expected to express their own opinions by comparing the importance of beauty and health

Encourage students to speak freely

教、学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁注

Step 1 Lead-in

(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”

(2) Some questions about yourself:

Do you think appearance plays an important part in your life?

Which do you think is more important, looking good or feeling good?

Step 2 Talk about the pictures

“Wow! I think this blouse will make me look slimmer.”

“This is really difficult but I feel so strong.”

“You must get enough sleep to stay healthy.”

“Eating more fruit makes me feel better.”

Step 3 Discussion:

Choose one picture and have a free talk.

(1) Who is the person? (2) The reason why he/she does so as the picture shows

(3) Give some details about the picture

(An example： Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)

Step4 Talk about questions on P41

(1) Do you think we can change our appearance by wearing different clothes?

(2) Which do you think is more important, eating well or doing exercises?

(3) What do you do to keep yourself looking good and feeling good?

Step 5 Further discussion:

Looking good Feeling good

Advantages

Disadvantages

Step 6 Homework

(1) Preview the reading text.(2) Choose one picture on P41, and write down the details about it.

Step 1: Do the following tasks:

Do you think appearance plays an important part in your life?

Which do you think is more important, looking good or feeling good?

2: find more examples:

3.Discuss

Choose one picture and have a free talk.

(1) Who is the person? (2) The reason why he/she does so as the picture shows

课 题 M1U3 课时 10-2 Reading 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.

(2) Stimulate the Ss’ interest in learning English by talking about their own opinions when it

comes to the topic “To be beautiful or to be healthy ”

教学重、难点 Find the main points in the three letters and express them.

Find the main points in the three letters and express them.

教、学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁注

Step 1 Lead-in

(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.

(2) Discuss ways of losing weight.

a) going on a diet b) exercising in the gym

c) receiving surgical treatment d) taking weight-loss pills

(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.

Step 2 Reading comprehension

(1) General questions: (1st reading)

Where does Amy come from?

What kind of pills did Amy take?

What caused Amy’s liver to fall?

(1) Ex C1 Choose the best answers. (2nd reading)

Questions: 1-6

Step 3 Further reading

(1) Ex C2 Find the main points in the three letters (3rd reading)

Subjects Main points

1 Dying to be thin

2 Recovering

3 Re: Recovering

(2) Ex D1 D2 Detailed understanding and learning new words in the context.

Step 4 Develop reading ability through usage

(1) Ex E Complete the letter based on the text.

Step 5 Consolidation and Expansion (Choose one of the following.)

(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?

(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?

(3) What do you think is the best way to keep healthy? Why?

Step 6 Homework

Read the whole text (1) to know what Amy had to stay slim and how she recovered.

(2) to learn some language usages

Step 1: Discuss ways of losing weight.

a)going on a diet b) exercising in the gym

c) receiving surgical treatment d) taking

stepII Talk

Talk about the advantages, disadvantages & examples of the ways of losing ways.

.

课 题 M1U3 课时 10-3 Reading language points 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Encourage the Ss to raise reading ability by focusing on language points.

(2) Get the Ss to grasp the new language usage in the text by learning them.

教学重、难点 Language usage:

used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth

touching; exciting; moving; disappointing, interesting… (arouse the feeling…) touched; excited; moved; disappointed, interesting… (be made to feel…)

教、学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁注

Step 1 Revision

Check the language usage in the text

(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’ (4) Question tags

Step 2 Language points (Learn and use)

(1) I used to go to the gym three times a week, but I don’t work out any more.

used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法

It used to be thought that the Earth was flat, but now everyone knows it is round.

Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?

I never got used to going to bed so late.

Computers are used to do a lot of work in many companies.

(2) I used to go to the gym three times a week, but I don’t work out any more.

Many famous actors keep fit by working out in the gym every day.

The room smelled wonderful but they could not work out where the smell was from.

(3) I’m trying to lose weight because I’m so ashamed of my body.

be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…

(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.

Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?

(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法

To keep fit, we should always avoid food containing too much fat.

The price includes the postage charges.

My pet dog has caused me a lot of trouble. What caused him to fall off his horse?

Step 3 Consolidation

Read the text and find the sentences containing the language usages we have just learned.

Step4 Homework

(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.

(be made to feel…)

The excited children were opening their Christmas presents. (excite)

She was deeply moved when she watched the moving film. (move)

Step 3 Consolidation

Read the text and find the sentences containing the language usages we have just learned.

Step4 Homework

(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.

Step 1: Discuss ways of losing weight.

2.have a dictation

Take notes.

课 题 M1U3 课时 10-4 Word power 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1). Learn and master the new words about sports

(2). Enlarge the knowledge about sport

教学重、难点 Talk about sports to learn new words

Remember some new names of sports

教、学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁注

Procedure:

Step 1 Lead-in

Talk about the 10th National Sports in Nanjing:

(1) What have Nanjing people done for the 10th National Sports ?

(2) What can I do for this sports meeting?

(3) How many kinds of sports can you name ?

Free talk about yourself.

(1) Of all kinds of sports, which do you like most?

(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?

Step 2 Read and speak

(1) Part A on page 46

(2) Find all the names of clubs

Step 3 Further study

Talk about expressions of the pictures about sports:

badminton tennis boxing fencing

weightlifting squash shooting volleyball

basketball football aerobics triathlon

Step 4 Read and understand

(1) Complete the exercise of Part C on page 47.

(2) Some questions for you :

1) What suggestions does Zhou Ling give to Amy?

2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.

If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.

If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.

(3) Types of sports Part D (P47)

Do you know which are indoor sports and which are outdoor sports? Think more!

boxing beach volleyball fencing

gymnastics skiing baseball…

Step 5. Homework

(1) Learn all the new words by heart.

(2) Make sure you know how to use it.

Step 1:Answer the following questions

Read and speak

(1) Part A on page 46

(2) Find all the names of clubs

Take notes.

课 题 M1U3 课时 10-5 Grammar and usage 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Master the usage of non-restrictive Attributive Clause.

(2) Practice about all kinds of Attributive Clause.

教学重、难点 (1) Non-restrictive Attributive Clause.

(2) The usage of “which” and “that” in Attributive Clause.

(3) Some special usage of “that” in Attributive Clause

Remember some new names of sports

教、学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁 注

Procedure:

Step 1 Lead-in

(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses

(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.

(3) Ask Ss to find out the differences between these sentences.

That is, Comma;

The Non-restrictive Attributive Clause can be left out;

We can’t use “that” in this kind of sentence;

We can’t miss the relative words, either.

Step 2 Initial knowledge of Non-restrictive Attributive Clause

Find out the Non-restrictive Attributive Clause on page 42-43 (Reading).

Step 3 Non-restrictive Attributive Clauses

(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;

(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;

(3) More exercises.

Step 4 Further study of the Attributive Clauses

“That” must be used in Attributive Clause in the following cases:

(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.

(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.

(3).The antecedent is modified by an ordinal or superlative

(4). The antecedent is modified by only, very, last, etc.

(5). The antecedent refers to people and things.

(6). A sentence begins with who or which.

(7).A relative pronoun functions as predicative.

More examples are available in each part.

More exercises are available as well.

Step 5 Summary and homework

A brief summary of the usage of Attributive Clauses

Complete the exercises on page 48-49.

Step 1 know the

knowledge of Non-restrictive Attributive Clause

Further study of the Attributive Clauses

Take notes.

课 题 M1U3 课时 10-6 Grammar 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Master the usage of non-restrictive Attributive Clause.

(2) Review the usage of all kinds of Attributive Clause.

(3) Review the usage of intonation, and learn how to read question tags.

(4) Learn and master the form of question tags.

教学重、难点 Some special forms of the question tags.

教、学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁 注

Procedure:

Step 1 Lead-in

T shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.

T: Do you say “I love you” to your parents? And how do you say it?

S: …

T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.

Step 2 Question tags

T introduces the definition of question tags and the basic usage of question tag.

(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;

(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;

(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.

(4) We use an auxiliary verb, model verb or be in a question tag.

(5) After an imperative clause, we use will you. After Let’s, we use shall we.

Some exercises are available as well.

Step 3 Language points

T asks Ss to read out the answers and T introduces the important language points as well.

(1). consider

a. 考虑consider sth./doing sth.

b. consider 认为 +that clause/ sb. to be

c. consider as 认为……是……

(2). be skinny= be very thin

(3). lift weights(4). side effect

(5). achievement(6). take the risk

(7). read your post

Step 4 Homework

P51, A, B; P104, C1, C2

Step tells a story of “shmily”

introduces the definition of question tags and the basic usage of question tag.

Take notes.

课 题 M1U3 课时 10-7 Task 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Practise students’ language skills of listening, reading, speaking and writing

(2) Help students to learn 2 skills of finding information

教学重、难点 教学重点： Find and underline the main ideas

教学难点： Find and circle the key words

教、学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁注

Procedure:

Step 1 Introduce two skills of finding information:

(1) Read the questions carefully before you begin.

(2) Skim the passage, and look for main points and key words.

Step 2 Practise

(1) Find the main ideas and key words in a passage:

Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.

Key words: cause liver failure; worried about her figure;

health is priceless; eat properly

(2) Read two pictures about “Better Body Gym”, and find the main points and key words.

(3) Passage understanding

Some questions about the above two pictures;

1.Membership fee:

__________________

2.Number of gyms in the city:

1.____ 2.____ 3.____

3.What do you get for free?__________________________________________

4. How big is each gym?

5.Can you get advice from a personal trainer?

Yes______ No______

6. How can you find out more?

____________________

Step 3 Practise listening

1.One in Jinshan Road; one near the King Hotel

2.No

3.Provide with your ID number

4.No

Step 4 Practise writing

(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .

(2) Write a letter to recommend a gym to a friend

Step 5 Homework

(1) Find information about a club.

(2) Invite your friend to join it.

and look for main points and key words.

Find the main ideas and key words in a passage:

Main idea:

Practise writing

课 题 M1U3 课时 10-8 Task 2 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Get the Ss to focus on note-taking skills by studying and practising.

(2) Encourage the Ss to use abbr, key words and symbols in taking notes.

教学重、难点 教学重点：

(1) Use abbreviations & contractions.

(2) Write down the key words.

(3) Use symbols

教学难点：

(4) Use punctuations

(5) Interviewing classmates about exercise and taking note

教、学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁 注

Procedure:

Step 1 Lead-in

Guess the meanings:

Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥ ﹤ ↑↓ A Q ABC BA circamara SOHO contd Art Fest

Step 2 Note-taking

1 use abbreviations & contractions:

PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest

2 Write down the key words.

(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.

(2) Practice: Let’s try.

3 Use symbols

(1) Model: By swimming regularly, jogging, drinking lots of water and getting plenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier

(2) Practice: Let’s try.

Step 3 Listening practice:

1 The number seven bus is not on time. No. 7 bus isn’t on time.

2 Our department is increasing the number of teachers. Our dept is↑the no. of teachers.

3 I’d like to see the manufacturer. I’d like to see the mfr.

4 Senior High 1 has a bigger class than Senior High 2. SH1 has a ﹥class than SH2.

5 The People’s Republic of China was founded in 1949. PRC was founded in 1949.

Step 4 Interviewing classmates about exercise

(1) Listen to the speaker and take notes about the equipment available in the gym.

(2) Interview your partner. (3) Tell your class what exercise your partner does.

what basketball/dancing/football /gym / running / swimming

Why fit / fun / healthy / strong

When Often/sometimes/ seldom /never

Whom classmates / family /friends

Step 5 Using punctuation

(1) Do you know these punctuation

(2)

(3) marks? , . ? ! : ; ‘ ’ ’ - -

(2) Practice: Let’s try:

Step 6 Consolidation

Write an e-mail to your friend recommending Better Body Gym.

Step 7 Homework

Exx D1 & D2

Guess the meanings

Listening practice:

Listen to the speaker and take notes

课 题 M1U3 课时 10-9 Project 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Get the Ss to know about proper health and fitness so that they can take care of themselves.

(2) Improve the students’ ability of making a survey and making a questionnaire.

教学重、难点 教学重点： (1) Read the passage about health.

(2) Make a survey about health.

教学难点： (3) Complete a report about health.

教、学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁 注

Procedure:

Step 1 Lead-in

T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?

Step 2 Skimming

(1) Try to get the main idea of each paragraph.

(2) Try to get the general idea of the whole passage.

Step 3 Introducing the project

Make a booklet about how healthy the students in our school.

Step 4 The procedures of doing the project

(1) Planning:

Get into groups(4-6)

Clear assignments

Decide which group your group will survey.

(2) preparing:

Make a questionnaire.

Give out and collect the questionnaires.

Record and analyze the statistics.

Write the report.

(3) Producing:

a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you

A sample questionnaire is provided as a reference as well.

b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.

c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.

d. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

(3) presenting:

Present the reports to the class

Step 5 Homework

Complete the project

课 题 M1U3 课时 10-10 Project 主备人 Swan 授 课

时 间 2008.10．

教 学 目 标 (1) Improve the students’ ability and provide practice.

(2) Make a booklet about health.

(3) Master the usage of some useful words and expressions.

教学重、难点 Present a report about health to the whole class.

Present a report about health to the whole class.

Make a survey about health

教、学 具 A projector and some slides

预习要 求 Preview the new words and the expressions of this unit.

教师活动内容、方式 学生活动内容、方式 旁 注

Procedure:

Step 1 Lead-in

T shows Ss the rules of how to present.

1. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

2. Each group member should report on part of the results.

Step 2 Presentation

T values which group did a better job, and also invites the Ss to talk about which they like best, and why.

Step 3 How to make a booklet

A booklet will include…

Cover contents reports appendix

Step 4 Language points

T introduces some language points in the article to Ss.

(1) Word focus

life-style regular count control concentrate

(2) words to be learned from old words

energy, skip

(3) phrases to be noticed along with

in the long term a good amount of sleep

as a matter of fact in no time

Step 5 homework

Make a booklet

report on part of the results

make a booklet

Take notes

篇11：Period 2, Unit 3 Reading(译林牛津版高一英语必修二教案教学设计)

学习目标：1. To understand and retell Amy’s weight-loss experience；

2. To find different opinions about heath & beauty by reading the text carefully;

3. To discuss and show your own ideas about health and beauty.

技能训练：1. To practise reading skills by finding certain information and reading for gist;

2. To practise speaking skills by discussing and presenting opinions;

3. To practise communicating skills by cooperating in groups to finish the tasks;

4. To practise writing skills by summing up some ideas for the writing task.

重点难点：1. Retell Amy’s weight-loss experience after reading the text;

2. Present different opinions about heath and beauty;

3. Write to give advice on how to keep looking good and feeling good.

自主预习任务提示：

1. 识记课本单词表中与本课文相关的词汇和短语。

2. 理解本课中的阅读策略提示，即关注带有however和but的句子，其前后表达的意思和情感都是相反的。在读课文时把带有however或but的句子都标注出来，仔细理解和体会。

3. 通读P42---43课文，并独立完成文前A部分和文后C1、C2部分的练习。与小组内同学讨论交流，以核对练习答案的准确性。

4. 与班内或组内同学交流，积累一些和课文中提到的相似或相反的事例，并就“美与健康”这一话题思考得出自己的结论，组织语言，为课内的活动做准备。

学习过程：

Step 1. Warm up (热身)

Music or daily report or other regular tasks to warm up for English class.

Step 2. Revision (复习)

Homework checking. Or review what we’ve learned in last period.

Step 3. Presentation(导入)

Topics: 1. Do you want to look more attractive? What to do?

2. Are you worried about your weight or your figure?

3. Have you tried any weight-loss pills? Why or why not?

Here our text introduces a girl named Amy who has tried some weight-loss pills, let’s read and see what happened to her.

Step 4. Reading(阅读)

1. Reading for gist:

Read the text & find answers to the following questions as quickly as possible:

Why does Amy take the weight-loss pills?______________________________________

Does her mom agree with her? ______________________________________________

What does her mom say?__________________________________________________

Do the weight-loss pills help her to lose weight?_________________________________

Do the weight-loss pills get her in trouble? What happens?_________________________

_______________________________________________________________________

Who has helped her a lot when she is in trouble? And how? _______________________

_______________________________________________________________________

2. Reading for details:

Read again more carefully and fill in the blanks to finish the table below.

Amy’s weight-loss experience Reasons 1. ___________ is important to women, esp. in Canada.

2. She feels __________ of her body.

3. She is preparing to act ________________________.

Ways 1. She used to ___________ to ________ 3 times a week.

2. She has been taking ______________ and her goal is to lose at least _____ kg.

Results 1st mail 1. She has lost ____kg in the last ____ months.

2. She feels _____ and _____ sometimes.

2nd mail 1. The harmful __________ in the pills causes her ____ to fail. So she needs an operation to live.

2. luckily, a man is willing to __________________ to Amy to save her life.

Opinions towards weight-loss Mum’s 1. The pills are ____________ to Amy’s health.

2. Health is ________ .

Zhou Ling’s 1. Nothing is more important than ________ .

2. It’s often dangerous to take weight-loss pills or _______.

Amy’s (after operation) Mum is right. It’s not worth __________________ for a __________________ figure.

After you finish filling the blanks, discuss with your partners about the answers.

Step 5. Consolidation (巩固)

Suppose you’re Zhou Ling, can you tell us the story of your friend Amy’s weight-loss experience?

(If you feel the task challenging, use the form you’ve just finished to help you, or find useful sentences from the text to help you retell the story.)

Step 6. Extension (拓展)

Group discussion work: Which is more important, beauty or health? Why?

Give examples to support your idea and try to persuade others to agree with you.

Step 7. Assignment(作业)

Work in groups of four to make up a talk show and present it in next period of class.:

The characters(角色): Amy, Zhou Ling, Amy’s mom, George (host of the talk show). Topic: “Health and Beauty”.

You’ll have to mention:

1. Amy’s weight-loss experience

2. Different opinions on which is more important, health or beauty,

3. Give advice to the young girls how to keep beautiful as well as healthy.

自主复习内容建议：

1. 认真完成布置的表演任务，通过小组交流，把每个角色的台词斟酌商定好，背诵下来，以备下一节课上表演。

2. 将自己或组内同学关于如何对待减肥问题以及如何保持健康等相关的想法整理下来，在日记中尝试表述。

篇12：译林牛津模块3 Unit 2 词组(译林牛津版高一英语必修三教案教学设计)

Module3 unit2 language

Welcome

1. in a broad sense从广义上讲

2. transmit information传播信息

3. various forms of language语言的各种形式

4. stand for a beaming smile代表灿烂的微笑

5. all over the world/ throughout the world全世界

6. fly in circles 绕圈飞行

7. inform sb of/ about sth.通知某人某事

keep sb informed of sth使某人被通知

8. including sth/ sth included包括某事

9. share sth with sb与某人分享某物

10. make a special Internet language构成一种特殊的因特网语言

11. have some effective methods for studying the English language

有一些学习英语的特殊方法

Reading

1. throughout history贯穿历史；throughout the world/ all over the world

2. be made up of/consist of由…组成

3. a language with some confusing rules 一种带有令人迷惑规则的语言

4. bring sth with sb to sp将某物待在身边带到某地

5. at the end of the 9th Century 在九世纪晚期

6. a language called Celtic一种叫做凯尔特的语言

7. be different from与……不同

8. It’s certain that… …是确定的

9. the official language of England英国官方语

10. sb find it hard to do sth觉得做某事很难

11. This is because…/ That is why…表语从句句型

12. have similar meaning in …有类似的意思

13. contribute to / result in/ lead to/cause the development of……导致……的发展

14. sb take control of控制

15. sb lose control of失去控制

16. be replaced by/ with；设备sb take the place of sb 被…代替

17. despite the fact/ in spite of the fact尽管事实如此

18. have an impact on(the English language)对…巨大冲击

19. at this point在此期间

20. raise animals 饲养动物

21. the upper/lower class上(下)层阶级

22. common people普通人（地位相对低的）

23. by the latter half of the 24th century到24世纪下半叶

24. be adopted by被…采用

25. one’s mother tongue/ one’s native language母语

26. undergo huge changes(underwent, undergone)经历巨大变化/ undergo treatment接受治疗

27. continue doing/ continue to do sth继续做某事

28. a sequence of events一系列事件

29. relate… to…与…相关

30. official occasions官方正式场合

31. modern English/life/science and technology现代英语/生活/科技

32. make a promise; keep /break one’s promise做许诺；遵守诺言/食言

33. promise to do sth许诺做某事

34. a promising boy一个有前途的男孩

35. disagree with what =everything that =all that sb say

1.The English language is made up of/consists of the rules and vocabulary each group of people brought to Britain with them.

英语是由每个进入不列颠的人群所说语言中的规则和词汇构成的。

2.They brought with them their languages, which also mixed with Anglo-Saxon.

他们带来了自己的语言，与盎格鲁萨克森语混合起来

3.The language they created is what we now call Old English.

他们创造的语言就是我们现在所说的古英语。

4.Middle English is the name given to the English used from around the 12th to the 16th century.中古英语这个名词是指大约12世纪至16世纪期间所使用的英语

5.However, the Norman conquest did not have the same result that the Germanic invasion had had about 600 years earlier.

然而，诺曼征服并没有给英语带来大约6前日耳曼入侵所带来的相同后果。

6.The question of English will continue changing in the future is easy to answer.

英语在未来是否会继续变化这个问题其实很容易回答

7.Where a person comes from will affect their style of speech.

一个人来自哪里会影响他们说话的风格

8.There are many different dialects of English depending on where people live.

根据人们居住的地方（的不同）有许多不同英语方言。

9. We sometimes find it hard to decide which words or phrases to use

我们有时发现很难决定用何词和短语。

10.This is where I disagree.

This is what I disagree to.这就是我不赞同的地方。

Word power & Grammar & Task

1. spoken English/written English口语、书面语

2. a large amount of / a great deal of+不可数n

3. a large number of/ a great(good) many+可数n复

4. a large quantity of/plenty of+可数/不可数n

5. sort out=arrange安排

6. discard=throw away丢弃

7. I regret to inform you我遗憾地通知你

8. in addition=plus除此之外

9. have a word with=speak to与某人谈话

10. have words with sb与某人吵架

11. take sth into consideration考虑某事

12. five permanent members of the UN Security Council五个联合国安理会常任理事国

13. take action/measures to do sth采取行动做某事

14. set high standards for设一个标准

15. below standard在标准以下

16. up to the required standard超过被要求的标准

17. make a decision做决定

18. at one time曾经（at times 有时候）

19. at a time一次

20. keep … pure使…纯化

21. due to/because of/thanks to/ as a result of/owing to由于

22. ban sb from doing sth阻止某人做某事

23. easily accessed television programs容易接受的电视节目have access to

24. get along/on with sb与某人相处

25. There is no need to do sth没有必要做某事

26. waste time doing sth浪费时间做某事

27. It’s a waste of time to do/doing sth

28. shorten the distance缩短距离

29. embarrass sb into doing sth做某事使某人尴尬

30. refuse to accept an idea拒绝接受一个主意

31. from across the world从全世界

32. adopt one’s suggestion/a new teaching method

采纳某人的建议/一种新的教学方法

project

1. A differ greatly from B in size and shape

A与B 在尺寸及形状方面大大不同

2. the very first Chinese characters真正第一批简体中文

3. change over time随着时间改变

4. as a whole作为整体

5. on the whole（常用于句首）

6. combine two or more elements together把两种及更多种元素结合起来

7. the symbol for a man代表人类

8. be the opposite of sth是…的相反

9. Opposite our school are two shops.（倒装句）

10. Opposite our school is a shop.

11. be highly complex非常复杂

12. reflect one’s thought反应某人的思想

13. simplified Chinese characters简体中文

14. be widely used in mainland China在中国大陆广泛使用

15. The way a written language developed can tell us just as much about a culture as the history of a spoken language.书面语发展方式表示出来的文化就像口语的历史表示出来的文化一样。

16. The Chinese language differs from many Western languages in that it uses characters which have meanings and can stand alone as words.

汉语和许多西方语言不同，区别在于汉语使用本身就有意义，可以独立成字的汉字。

17. Not all characters are used to describe objects.=

All characters are not used to describe objects.=并非所有汉字都用来描述事物的。

篇13：unit 1 advertising period 1 reading(译林牛津版高一英语必修四教案教学设计)

Welcome to the unit &Reading

Teaching Aims:

⑴ To improve students’ reading ability on reading expository

⑵ Enable students’ get the general knowledge of commercial ads and public ads

⑶ To let students know how to read expository writing

Teaching Important Points:

⑴ To improve students’ reading ability on reading expository

⑵ To let students know how to read expository writing

Teaching Difficult Points:

⑴ How to improve students’ reading ability on reading expository writing

⑵ How to let students read expository writing

Teaching procedure:

Step1 lead in

Thorough PPT, T can guide students to look at some commercial ads and public service ads and then ask questions like these:

T: Let’ share some beautiful pictures first. What are they? (advertisements)

As we know, ads are parts of our daily life. We can see them everywhere, especially when we watch TV. Do you like them?

T: Look at these pictures. Can you guess what kind of product or service is being advertised ?

(T then shows some pictures in part of welcoming to the unit)

Advertisement is now playing an important part in our life. Do you know how many kinds are

there? And do you believe that ads tell the complete truth? Let’s look at a story on P2: Advertisement.

Step 2 Reading

1 Fast reading

Guide students go through the whole article, especially pay attention to the titles and the subtitles of the article.

T: what do you think might be discussed in the article from the title?

After Ss finish reading, T then go on asking some questions about the passage.

Q: what do advertisements encourage people to do?

What does PSAs stand for?

What are PSAs meant to do?

2 Intensive reading

(1) Invite one student to read the first passage and invite students to get the general idea of the passage.

(2) Detail reading

Read the following sentences and decide whether the statements in the following is true or false.

① Advertisements are found in many places.

② PSAs are only found in newspapers.

③ All advertisements tell the complete truth.

④ PSAs and commercial ads use some of the same methods.

⑤ Commercial ads can often give us valuable information about how to live our lives.

⑥ An ad warning people against smoking is an example of a PSA.

(1 T 2F 3F 4T 5F 6T)

(3) Discuss the structure of this article. How many parts is this article divided into?

Part 1 introduction of this article

Part 2 supporting details

Part 3 conclusion

T then ask Ss to read reading strategy: how to read a expository writing and tell them expository writing usually follows the same basic format. So when reading expository writing, we should pay attention to the information that comes after a statement. This information usually supports the main idea.

e.g. Let’s look at paragraph 3.

what is the subject of this part?

What information support the idea?

What is the conclusion?

(4) Reading comprehension

Ask Ss to summarize the differences and similarities between the two types of advertisements.

Types of ads Similarities differences Examples

Places found Methods used purposes validity

Commercial ads Billboards, newspapers, magazines, the Internet, radio, television Persuasive language, exciting images To promote a product or service They do not tell you the complete truth. ‘Bright-teeth fights bad breath!’ ‘You are proud of your cooking, so shouldn’t you buy the very freshest food?’

PSAs To educate people about health, safety or any other issue which affects public welfare They are helpful and we can learn a lot by following the advice they give. ‘Yes to life, no to drugs’

‘Knowledge changes life’

‘Project Hope-schooling every child’

‘smoking is committing suicide slowly’

Step 3 Discussion

Now ads are becoming parts of our daily life. Do you like them?

Do you think it is necessary? Let’s have a discussion.

Step 4 conclusion and homework

Prepare for language points and underline the difficult on

篇14：模块2 Unit 1 Reading I 教学设计(译林牛津版高一英语必修二教案教学设计)

Unit 1 Tales of the unexplained

The First Period Intensive Reading

临澧一中英语组 张凤年

教材分析：本单元话题是神秘事件或现象，引发学生对一些神秘事件，例如，金字塔，雪人，巨石城，外星人等的兴趣，然后联系到课文中少年失踪与外星人有关，让学生有兴趣去学习课文。

教学步骤：

Step 1：Lead-in

当welcome to the unit作为Reading为热身，并且从互联网上下载一些有关的图片，让学生除了看教材以外还可以看多的图片更好的去了解那些神秘的事件。

Step2:Fasting-reading

从分析标题入手，引导学生思考文章内容，快速阅读教材回答3个问题

1. What is the article about?

The article is about a missing boy and aliens.

2.Who is missing?

Justin Poster is missing.

3. Do the police know what happened to Justin?

No.

Step3:Listening

快速阅读重要了解了课文中的人物和事件，可以使在听力时让学不不会感觉很吃力。

1.Why did Justin’s mother go to bed early.

Justin’s mother went to bed early because of a headache.

2.Does Justin have any brothers and sisters?

No.

3. What were the aliens like?

They were white-skinned, strange-looking creatures with large black eyes.

4.Who is in charge of the case?

Detective Sam Peterson is in charge of the case.

Step: 4careful reading

因为对于高一的学生来说，听一遍课文，然后对文章的主要内容的掌握还有一些难度。所以必须仔细的阅读，才能够读懂文章。问了更好的理解，所以把文章分为3部分。

Match each part with its main ideas

Part 1 (paras1-2) Justin Foster went missing.

Part 2 (para3-4) The police found that Justin returned home.

Part 3 (paras5-7) The boy was taken away by aliens.

细读各个部分。

Part 1 考虑到湖南高考题中，听力中有听材料，填信息的题型，平时多设计这方面的练习。对学生的听力的提高肯定有很大的帮助。

1. Police in America have stepped up their search for a fifteen-year- old boy _

who went missing two days ago in Dover , New Hampshire.

2. Justin Foster, a high school students, went missing Last Friday night.

3.Justin did not show up at the family lunch the next day.

Part 2 Read part 2 (Paras3-4) carefully and decided whether the following sentences are true or false. 仔细阅读，训练学生对于教材细节的处理。

( F )1. Justin left home to play football with two friends.

( T )2. Witnesses said that they saw Justin walking towards his home at 10:45 p.m.

( T )3. Kelly heard Justin put on his favorite CD after he went to his room.

Part 3 继续结合高考，阅读文章处理文章信息。

阅读文章第三部分，并填表格。

The _ 1__ that Justin was taken away by aliens

Conclusion Supporting details

The boy was taken away by aliens Kelly saw a large _ 2__ flying out side

Kelly saw lots of white– siknned strange –looking_ _ 3_

with large black eyes.

Kelly heard Justin _ 4_

Maris Wood said that the aliens took her away sothat the could do _ 5__ on her.

Answers ：1，possibility 2，spaceship 3，creatures 4，shout 5，

research

Step5: Language points

1，step up: speed up, increase

When John realized he was going to be late, he stepped up his pace.

2,search, 搜查,搜寻

search sp. for 搜查某地以寻找

in search of = in one’s search for

The police searched the man but found nothing.

They searched the woods for the little boy

Birds fly south in search of winter sun.

3 due

应付的,到期的

The electricity bill is due tomorrow.

预期的,应到达的

The next train to London is due at 4:00 p.m.

由于,因为 because of , caused by

Due to his rudeness, I didn’t say one more word to him.

His success is entirely due to hard work.

4 show up

We’ve been waiting for you to show up.

arrive, appear

The marks on the wall show up in the sunlight .

to be easily and clearly seen

When we go to parties, my husband always shows me up by telling rude jokes.

to make sb feel embarrassed or ashamed

5 rule out : get rid of

The police ruled out the possibility that the boy had been murdered by his step mother.

Step 6: Discussion

经过听力阅读，学生对课文内容已经有了很好的了解，而且也开始对 Justin 的失踪和外星人产生了好奇，所以可以让他们讨论。

If you met some aliens from outer space, what will you do? Go to outer space or not?

Step7: Homework

1. Finish Part D on page 4 and part E on page 5.

2. Review the new words and phrases.

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