高中英语 Module 3 Unit 1 Period1教案 译林牛津版必修3.doc

模块3 unit. 1 period one 教案unit 1 the world of our sensesteaching objectives of the whole unit:1 develop students ability of reading comprehension by reading a story about a blind man who helped others get through a thick fog and the other one about shark attacks, some special senses of animals.2 develop students ability of listening comprehension by listening to two talks about storytelling contest and how to begin the story3 develop students speaking ability by discussing how to create their own stories4 develop students writing ability by teaching them how to use proper adjectives and adverbs to make the body of their story more lively, and write a story with a surprising ending 5 develop students integrated skills of using english by producing a tv show about how an animal uses its senses6 enlarge students vocabulary about the words to describe the weather7 help students understand what a noun clause is and noun clauses beginning with that or if/whether1. welcome to the unitin this part, students are encouraged to conduct a free discussion about the importance of five senses in their studies and daily life. students are expected to express their opinions boldly and imaginatively.2. readingthe reading text deals with a story about what happened to a young lady on a thick foggy afternoon. the reading strategy of this unit teaches students how to comprehend a story better while reading it. students will practice identifying these elements.3. word powerthis section has two parts. in the first part, students will learn that many words in english can have different roles in different types of sentences. in the second part, students will review and learn words used to describe different kinds of weather.4. grammar and usagethe grammar focus in this unit is on noun clauses. students are expected to learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.5. taskthis section consists of a series of activities which will provide students with opportunities to practice the language skills. and through the three steps, students will learn how to plot a story, prepare a surprise ending and improve their language in storytelling.6. projectthe project in this unit is designed to help students learn and use english through doing a project. the purpose of this section is to help students use what they have learnt to finish a project by working together.7. self-assessmentthis section aims to help students determine the progress they have made.period arrangement:welcome to the unit: 1 periodreading: 3 periodsword power: 1 periodgrammar and usage: 2 periodstask: 2 periodsproject: 2 periodsrevision and exercise: 1 periodperiond 1: welcome to the unitteaching aims: -to give the ss the idea that sometimes the senses affect one another and people may be misled by them. to help them to realize how they use their senses in their studies and daily life and to teach them how to make better use of their senses.- ask ss to fully participate in the discussion, practise their spoken english, and share their opinions with one another.procedures:step 1 brainstorming 8 minutes to 10 minutes (encourage ss to speak out)ask the following questions:with what do we see and hear?how do we know that a flower has a pleasant smell?how do we know whether a dish is delicious?what do we do when we want to know whether the water in the basin is hot or cold?how do we know about the world around us? what are the five senses?(blackboard: see eyessightlookhear-earshearingsoundtastetonguetastetastesmellnosesmellsmelltouch/feelskintouch-feel)as we all know almost everyone has five senses. we learn about the world through the five senses and we use them to study, wok and relax. so please tell me the advantages of each sense.there, however, are some people who have lost one or two of their five senses. what do we address them?can they still hear, see and feel the world?are they still useful to our world or can they make contributions to our society?discuss in groups and then show what your group have found to all of us. language studyfill in the blanks with words that have something to do with “senses”:when he got there, he _ that there was a dark hole. he _ into it, but could _ nothing. he _ with his ears, he could _ nothing, either. he _ it for a long time. he _ something strange. he _ the side of the hole. it _ hot. suddenly some noises were _ from the hole. it _ like someone was cooking inside.possible answers: noticed looked see listened hear watched sense felt/touched felt heard soundedstep 2 sharing information 20 to 25 ( to help ss know more about the 5 senses ) teacher: do you always believe what you see?ss:teacher: some say yes, and some say no. look at this picture , and tell whether it moves or notteacher: this time, you may be cheated by your easy! ask ss to read the short passage and help them to understand the main idea ask them to give more exampleslook at the 4 pictures and answer the questions below.picture 1ask ss what they can see in this picture.teacher: if you look at the picture in a creative way, you will definitely see a lot more than you dont. what does the white part look like? how about black part?ss:picture 2ask ss how they would find out whether the lines are of the same length. teacher: you can, of course, use whatever measures do measure the two lines. ruler or two pieces of paper.picture 3have ss say how they can prove that the two lines are straight.teacher: use your ruler next to the line to make sure it is straight if you are not relying on your eye sight.ss:picture 4the symbols in line b can be read as either the letter k, b, r, m, or k, 13, r, m.teacher: why are people misled by their own eyes?ss:backgroundits more the brain that is confused than the eyesstep 3 group discussion and interview 5 to 10 (to help them build up team spirit)ask ss the three questions below.teacher: there are three questions right below the pictures. lets discuss them in groups first, then we will have some news reporters to interview some groups for each question.teacher: times up! stop discussing! its our interview time.homework: 1 spend less than 5 minutes talking to yourself on what you have got in todays class in english.2 translation事实情况是雾太大，车开不了那么远。因为恐惧，她能感到自己的心跳。今天有那么多人迷路，我想帮助他们。一会儿前，她还希望有人过来，现在她只想逃。period 2: readingmodule 3unit 1 the world of our sensesteaching aims:. 1 arose their interest in learning this unit through activities.2 let them know the importance of senses and know that sometimes senses affect one another and people may be misled by their own senses.3 let them be familiar with reading a storydifficult points: what are the key elements of stories? and learning to identify these elements will help you better understand the stories you read.teaching proceduresstep 1 lead-in 10 teacher: yesterday, we learnt something about our five senses, and knew the importance of them. we, however, may not always give them a full play in our daily life. what i mean is we, sometimes ignore the existence of five senses. luckily, a story on page 2 in our text book may let us reconsider how important and necessary they are. before we start to read the passage, lets learn a reading strategy on how to read a story efficiently.stories usually have the following elements in common: a plot- main characters- a certain time period- a place- a problem or an issue to be solved- a climax or a surprise ending- learning to identify these elements will help you better understand the stories you read. so please read the passage quickly, answering the questions in a and finding the above elements out.step 2 careful reading 12teacher: ask students listening to the text and read together with it. and then complete partsc1and c2.teacher: before we check the answers in c1 and c2, wed better do some simple true or false questions. look at the big screen and answer true or false questions:(f) 1. the fog was very thick in the morning.(f) 2. when she got to green park, the weather turned out to be fine.(t) 3. polly got to green park by train.(f) 4. the old man carried an umbrella in his hand.(f) 5. at first polly thought the old man couldnt see her face because he was blind.(f) 6.after arriving at home, polly invited the old man to her home for a rest and he agreedteacher: you surprised me a lot! ok, lets check c1 and c2.step 3 practice 8ask students to complete parts d and e.step 4: discussion 10 what do you know about our senses? in pairs, have a discussion like the one below. a: what sense do you think would be the worst to lose? b: i think it would be hardest to be blind. then i could never see my friends and family. what about you? a: i agree. but i dont think it would be too hard to lose my sense of taste. b: i disagree, because.1 have you ever lost your sense of taste or smell when you were ill? how did you feel?2 some people talk about a six sense. they say it helps people know about things before they happen. do you believe in it? why or why not?step 5 assignments 1. finish a1 and a2 on page 90 of the workbook.2. retell the story in their own words 3. find out the difficult points in the passage.period 3-4 language studyteaching goals:u help students understand fully of the text.u deal with some difficult sentences and useful language pointsteaching important and difficult points:mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, cant help doing, teaching proceduresstep1 revisionretell the story:a brief revision of the story:polly never foresee she would one day be helped by an old man. at 4 that afternoon, she _ work and _ out into the street, ready to go home in king street. _ to the thick _ , she took the usual bus and had to _ to a metro to park street, then to her house. as it was so _ that she felt a bit _ . on the bus she _ that she was being _ by a tall man; walking in park street , she _ footsteps and felt a mans rough hand _ her face. she was _ with fear. therefore, when she heard another mans footsteps, how she _ to turn, but fear _ her still. much to her joy, this time an old man _ a stick _ out his hand, held her hand firmly, _ her to her street, chatting all the way.in the _, polly got to _ that the old man was blind! why do that in such a day? the old man wanted to _ back the help he received when it was sunny. polly _ so warm!step2 difficult words, phases, and sentencesphrases:teacher: please find out these phrases in the text and underline them first. secondly, try to explain the in english. you, of course, can use your dictionary, but do it by yourself. 1. l2-3 turn to a heavy fog-become a thick fog2. l11 take a train underground-take an underground train3. l11/l53 very far/very bad-that far / this bad4. l20 can be seen- ( be ) in sight5. l21 because of fear-with fear6. l27 hope for-wish for7. l27-28 make her unmoved-hold her still8. l31 ( hand) hold out-reach out9. l37 look out for-watch out for10. l47 take her hand tight-hold her hand firmly11. l 54 repay the help-pay back the helpwords and sentences:1. once out in the street, she walked quickly towards her usual bus stop. 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。 first aid, if (it is) properly done, can save a persons life. once 可用作连词，意思为：一 就，一旦。 e.g 一旦出版，这本词典会非常畅销。 once (it is ) printed, this dictionary will be very popular. 他一到我们就可以动身。 once he arrives we can start. once可用作副词，意思为：一次；曾经。 请注意我把问题再重复一遍。 attention please, ill repeat the question once more.2. sorry, miss, replied the man, the truth is that the fogs too thick for the bus to run that far. 句中第一个that引导的是表语从句。 问题是我们钱已用完了。 the problem is that we have run out of money. 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。 艰辛会使人变化那么大吗? can hard work change a person that much? 3. l16. .the rest of. l 32his hand resting on her arm. l50.and rest for a while? the rest of the milk has gone bad. the rest of the cows have gone mad.4. deserted adj. without any people 她走在空无一人的街道上，心里感到害怕。 she walked in the deserted street, feeling scared. desert v. to leave a place so that it is completely empty to leave a place or somebody and never want to return 在火山爆发之前，当地的村民不得不放弃他们的家园 the local villagers had to desert their homes before the volcano erupted.5. now she wanted to run, but fear held her still. 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）。 the dog held its tail between its legs. 宝宝能自己站立了吗? can the baby hold herself up yet?6. l14 as polly observed the passengers on the train, she sensed that she was being watched . a) observe:observe/see/watch/notice/look at sb do/doing listen to/hear sb. do/doing 人们常看到他乞讨people often see him beg. ()people often see him begging. ()昨天人们看到他乞讨的.people saw him begged yesterday. ()people observed him beg yesterday. ()he was seen to beg yesterday. () b) sense people have five senses.students get much knowledge through their sense of sight. there is no sense (in) worrying about the past.she had a sense that the storm was coming.she sensed that the storm was coming.more others: make (no) sense 讲(不)通,有(无)意义 make sense of 理解,明白 in a sense 从某种意义讲造句:为这样的事烦恼没有意义.there is no sense (in) worrying about such a thing.我感觉到她在想什么.i sensed what she was thinking节省钱是理智的.it makes sense to save for the future.你能明白我的意思吗?can you make sense of what i said?7. standing with his hand resting on her arm.eg. he stood there with his eyes looking at the dog.the guy entered the room with his hands tied back. we are having a lesson with a cat in the room. she slept there with the window open. the emperor walked in the street with nothing on.verb + with phrase “做时伴随着.(动作/状态)发生/存在 with+ n.+ doing/done/prep./adv8. watch out for the step here. watch out for 戒备, 提防, 密切注意。 watch out for a tall man in a black hat. 你要小心这一带快速行驶的车辆。 you have to watch out for fast traffic along here. practicea. complete the following sentences with proper prep. and adv.1. at the sight of the abominab