牛津英语模块三学案答案.doc

模块3学案 参考答案Unit 1Period 1合作探究Task Picture 1If you look at the white part, you can see a vase. If you look at the black part, you can see two faces.Picture 2You can use a ruler to measure the two lines. Or, you can use two pieces of paper to cover both ends of the two lines.Picture 3You can place a ruler next to the lines. You can also use a ruler to draw more straight lines which run parallel to the two lines.Picture 4The symbols in Line b can be read as the letters K, B, R and M or K, 13, R, and M. Task 1. When learning English, the sense of sight and the sense of hearing help me a lot. I usually listen to the tape before I read. While Im listening to the tape, Ill look at the text, and I often read the English text aloud. The combination of these two senses best helps me remember what I have learnt.2. Take Beethoven, the great German composer, as an example. He began to lose his hearing in 1801 and was partly deaf by 1819. In 1824, when he was completely deaf, Beethoven completed his most famous symphony, the Ninth Symphony.Task 2. D C It makes sense to take care of your health.You are right in a sense, but you dont know all the facts.Can you make sense of what this writer is saying?课堂目标达成1. Because it originates in the bottom layer of your skin.2. Pain receptors.3. Because the sides of the tongue have a lot of nerve endings.4. The sense of touch.Period 2自主学习Task 1. A 2. B 3. C 4. C 5. B 6. D合作探究Task 2. Part 1Place: Outside Pollys working placeTime: 4 p.m.Character: PollyPlot: Polly left work early.Part 2Place: in the streetTime: laterCharacters: Polly, the bus conductorPlot: The fog was too thick for the bus to run that far to King Street.Part 3Place: at Green Park StationPlot: Polly had a feeling that she was being watched.Parts 46Characters: Polly, an old manPlot: How an old man helps Polly find her way home.Task FFTFFF Task 1. thick fog2. underground3. a tall man4. Park Street5. closer6. a rough hand7. lost8. sight9. her house10. restTask Our school held an art festival at the end of last term. On Friday afternoon, our class had a party to celebrate the festival. First, we had music and dancing. My friend Lucy sang a pop song. Some others danced for us.Then we had a variety of competitions. The most exciting program began: the cooking competition. Each group had to make some special dishes. The students had turned into cooks, though they couldnt tell salt from sugar the day before. At last we had to finish our party. When we said good-bye to each other, we had the same feeling in our hearts: we had a wonderful full time at school.Reading部分的教学构想一课堂设计指导思想：本节课是以听、说、读为主的课文理解教学课。通过快速阅读课文和重点阅读部分章节对文章进行初步理解。以阅读选择和阅读填空练习进一步理解课文。Teaching aims:1. 阅读在雾中迷路的一个年轻女孩的故事，分析其故事情节，从中领悟道理。2. 掌握并运用阅读技巧故事的六要素。3. 学会缩写故事。Teaching procedures:Step 1 Lead-inThe teacher begins the lesson by the heavy fog of London, and lays the foundation for the story.【设计说明】通过伦敦大雾的话题引入主题，调动学生的学习热情和兴趣，了解故事的背景，自然导入本课主题。Step 2 Checking self-learning【设计说明】通过核对自学部分习题完成对课文的初步理解。Step 3 Reading strategyDraw the students attention to the reading strategy about aspects of stories.【设计说明】阅读策略的学习是训练学生阅读能力的有效措施，让学生了解故事的基本要素，能在阅读训练中达到事半功倍的效果，并为他们今后的学习打下良好的基础。Step 4 About the reading comprehension Ask the students to read the text, decide whether the details of the story are true or false and complete the form.【设计说明】通过阅读课文，判断细节信息的正误和完成表格对文章进行进一步的理解。Step 5 Post-reading (Discussion) Ask students to answer the questions according to the given information.【设计说明】要求学生回答相关的问题，使他们在理解文章大意后上升为情感教育的高度。Step 6 AssignmentsTalk about the plot, character, problem and ending of the given story.【设计说明】巩固所学，提升对故事类文章阅读的理解。Period 3自主学习12. 匆匆一瞥；扫视13. 出发 14. 在耳边 15. 伸出 16. 凝视合作探究1. observe(1)Nobody observed the little boy enter the room just now.(2)The police observed the man entering the bank.(1) He observed a stranger going into his house when he was parking his car.(2) A(3) staring, glanced, observes2. approach(1) 通道，路径(2) 接近，靠近(3) 方法，途径A3. that(1) 对不起，我真爬不了那么高。(2) 你能吃那么多吗？(3) A fog this bad is rare.4. beat, hitbeating, hit, strikes5. (1) in bed(2) invited(3) 急救，如果做得得当，能拯救人的性命。He looked everywhere as if (he was) in search of something.课堂目标达成. at, at, for, off, into, in/with. DDAABB BCBAAD课后巩固提升.1. After we had driven a long way, the Great Wall was in sight at last.2. As you approach the town, you will see the high tower in the center.3. The police observed a strange man enter the house and followed him secretly. Reading部分的教学构想二课堂设计指导思想：通过背诵、翻译、造句、填空、完句、选择等活动学习和运用本课中的语言点。Teaching aims: 1. To get to grasp the usage of the main language items. 2. To train listening, speaking, reading and writing skills by practicing the language items. Teaching procedures: Step 1 Revision Check if the students have understood key phrases and sentences by translation.【设计说明】让学生复习短语和背诵句型，引入本节课的重要知识点。Step 2 Language discussionHave the students work in groups, discuss the usage of language points and finish some related exercises.【设计说明】通过合作探究找出自己的难点。Step 3 Explanation Explain the difficulties the students met with.，such as sentence translation, multiple choices to help students to practice.【设计说明】答疑学生的难点，归纳整理每个知识点的用法，让学生能学有所获。Step 4 Consolidation Let students do some exercises.【设计说明】不同的练习形式可帮助学生在一定的语境中巩固记忆文中的语言点。Period 4合作探究Task Part A1. once conj.(as soon as, when) ; adv. (at sometime in the past)Once she finishes her work, she can help you.I once lived in Beijing.2. left v. (go away); adv. (the direction)I left for work earlier this morning.Look right and left before crossing the street.3. still adv. (continuing); adj. (not moving)Im still hungry though Ive just had a big hamburger.Cant you sit still?Part Bcauses, cause; answer, answer; increases, increaseTask 1. sense(1) sense v.(2) senses n.(3) sense n.2. time(1) time n.(2) times n.(3) timed v.3. sightACDB课堂目标达成seated, plant, to water, questioned, experienced, packing, back, headingPeriod 5自主学习Task III1. Pleasant smells reduce pain.2. Yes, they are.3. Yes, we should.合作探究Task 定语从句是从句对其先行词的修饰或限制，关系代词that必须在从句中充当成分；同位语从句是对从句前面的抽象名词作进一步的说明和解释，连接词that不充当成分。Task 1. The climate of Guangzhou is much better than that of Xian.2. What he did is better than that I did.3. Can you see the book? One that is on the table.4. I want him to buy a pen for me, one that is red.课后巩固提升1. that2. why3. whether4. It; that5. thatPeriod 6自主学习1. 宾语从句 2. 宾语从句 3. 主语从句 4. 同位语从句 5. 表语从句 6. 宾语从句 7. 同位语从句 8. 宾语从句合作探究Task 可以使用that引导名词性从句的三种情况：1. 当从句是陈述句时，可用that引导这个名词性从句。2. 当名词性从句是句子的主句时，that不能省略。3. 在非正式英语中，当that引导的名词性从句作宾语或表语时，that可以省略。Task 用if 还是whether1. if/whether。做及物动词的宾语，两者都可以使用。2. Whether。引导主语从句，只能用whether3. whether。做介词宾语，只能用whether4. whether。和or not连用，只能用whether5. whether。表语从句和同位语从句，用whether6. whether。和不定式连用，用whetherTask 如果一个动词有两个名词性从句作它的宾语，那么不可以省略在第二个名词性从句前的that或if/whether。Task C课堂目标达成BADAAABC课后巩固提升翻译句子1. That many students can go to famous universities2. that they improve peoples lives3. all American soldiers should leave Iraq as quickly as possible4. whether our computer system has been destroyed5. Whether you go or stay at homePeriod 7合作探究Task 1. Start includes who, where, when, why.Body tells about the problems experienced by the characters.Ending tells how the problem is solved or how the story ends.2. PracticeFind three parts of the story Fog.S: Polly left work early because of the fog forecast.B: How Polly found her way home on such a foggy day.E: The old man who helped Polly was blind.3. A a. 3 b. 1 c. 6 d. 2 e. 5 f. 4B a. B b. S c. E d. B e. B f. BTask 1. (1)The questions your teacher asks are for the start of the story.(2)You need to write about the amazing experience of a girl.(3)The story must end with a surprise.2. (1)Sandy.(2)To the museum.(3)To do a class project about art and history.(4)By school bus.(5)Sandy and her classmate Li Feifei were left behind by others and had to run to catch up with them.(6)Late morning.3. One morning at about 10 oclock, Sandy and her classmates went to the museum together with their teachers, because they had a class project about art and history. They went there by school bus. When they got off the bus, Sandy and her classmate Li Feifei were so busy looking around that they were left behind. So, they had to run to catch up with the others.Period 8合作探究Task Four things to tell a story better1. Speech bubble - to show what the character is saying; Thought bubble - to show what the character is thinking; Sound bubble - to show the sound the character is making; Caption - to describe the state or action concerning the character.2. Alice and an alienOne day Alice saw an alien, and she wanted to make friends with it. She waved to the alien, saying, “ I want to be your friend.” Alice wanted to shake hands with the alien. But the alien didnt know what Alice wanted to do. It was frightened instead. It took out something that looked like a speaker which made a loud sound - “Pop!” Suddenly, at this sound, Alice disappeared.3. (2) thought bubble (3) caption (4) speech bubble (5) sound bubble (6) thought bubble (7) sound bubble Task 1. Picture 1 stared; sound bubble Picture 2 felt; speech and sound bubbles Picture 3 heard; thought bubble Picture 4 smell; thought bubble Picture 5 tasted; speech and sound bubblesPeriod 9自主学习happy; interested; honest; young; silent; open; difficult; tired and hungry; quietly; up; there; very; quite; Maybe; usually; always合作探究Task 1. The usage of adjectives: to describe a person or a thing; to express physical and other qualities, our feelings and view; to express origin, necessity, frequency and degree of certainty.2. Adverbs are usually used to modify verbs, adjectives, a prepositional phrase or another adverb and to add more information to a verb, an adjective, a phrase or another adverb; to express place, time, frequency, degree, manner and viewpoint; to make comments3. He was attacked by a wild animal three months ago while leading a group of tourists in the mountains, and lost his left hand.Task 1. tired, asleep, Suddenly, alive, frightened, loudly, back, beautiful, red, delicious课堂目标达成Good afternoon, everyone.The topic of my speech today is “Being a Good Listener”.Good listening can always show respect, promote understanding, and improve interpersonal relationship.Many people suggest that parents should listen more to their children, so they will understand them better, and find it easy to narrow the generation gap; teachers should listen more to their students, then they can meet their needs better, and place themselves in a good relationship with their students; students should listen more to their classmates, thus they will help and learn from each other, and a friendship is likely to be formed.What I want to stress is that each of us should listen to others. Show your respect and never stop others till they finish their talk; show you are interested by a supportive silence or a knowing smile; be open-minded to different opinions even though you dont like them. In a word, good listening can really enable us to get closer to each other.Thank you for your listening!Period 10自主学习Task 1. Three.2. No.3. So many tips, mainly four suggestions.4. At night.5. Because the pigeons flying distance is as far away as 1800 kilometers.合作探究Task 1. attacked humans 2. mistake 3. fit 4. reducing the risk 5. in the dark 6. wound 7. jewellery 8. in groups 9. dealing 10. panicTask 1. The types of sharks and the dangerous ones.2. Three types of shark attacks.3. Suggestions you should follow to reduce the risk of shark attacks.4. Ways to deal with shark attacks.5. Never be frightened by sharks.Task Part 1 paragraphs 15: Pigeons are used in wars.Part 2 paragraphs 6: How pigeons find their way.Task DADCBAPeriod 11自主学习Task 1. contrary to2. mistake for3. be fit to4. over a long distance5. watch for6. attach to7. hit the shark on the nose8. be attracted to9. contrary to 10. feed on 11. be attracted to 12. wait for sb to do sth合作探究1. on the contrary 相反，正相反quite the contrary 恰恰相反to the contrary 相反的，相反地D2. 这个公司需要雇佣更多的人来维持它的正常运转。employing; employed; employer3. fit 往往强调尺寸、大小或形状上的“吻合”；还可表示两个相关的事物在品质上“相称”或发展上“相对应”。suit着重于“符合”某人的口味、或服装颜色、款式等的“相配”或“适合”。match多指两个物体大小、色调、形状、性质等方面很“相配”，显得很“协调”。suits; match; fit4. 将以上短语分类(1)只修饰可数名词：a good many; quite a few(2)只修饰不可数名词：a great deal of; an amount of(amounts of)(3)既可修饰可数名词，又可修饰不可数名词：plenty of; a lot of; lots of; a large quantity of; large quantities of5. The ball hit the headmaster on the head.课堂目标达成1. watch our for2. certain3. whatever4. it; to help others课后巩固提升.1. Oil is more likely to be used up if it cant be replaced.2. Its said that the waterfall can be heard at a distance of two miles.3. If I am asked to finish the job as quickly as possible, I must employ an assistant.4. If you get rid of these bad habits, you will reduce the risk of losing your health.1. 你就会了解到住在那里的人们是如何生存的。2. 村民们细心照顾他。3. 他们的老师一周只来三次。4. he promised to come back an build a school.5. That was in 1993.Period 12自主学习Task 1. reached out2. in sight3. make the most of 4. Contrary to 5. Rolling up6. numbers ofTask 1. Once; usual2. was nowhere3. with a beard4. 30 times more likely5. appear toTask DBACAD合作探究1. (1) In order to promote the sales of their products, they reduced the prices by 30%.(2) Measures must be taken to reduce pollution.2. ignored; Ignorant; Ignorance3. (1) He did everything fairly, and no blame was ever attached to him.(2) The leaders of the company attach great importance to this event.4. (1)当动词后带有两个并列的宾语从句时，引入第二个从句的连词that不可省略。当that前面有插入语时，that不宜省略。省略答语中，that宾语从句单独出现时，that不可省略。当that 宾语从句中的状语部分位于从句的前部时，that不宜省略。当that 宾语从句是双宾语中的直接宾语时，that一般不宜省略。当为了强调而把that引导的主语从句位于句首时，that不可省略。当主句中的谓语动词是固定词组时，其宾语that 从句中的 that 不宜省略。当that 宾语从句前有 it作其形式宾语时，that不可省略。当引导同位语从句时，that一般不可省略，尤其当that与先行词处于分割情况时。当that 宾语从句的主语是非谓语动词或是主语从句时，that不可省略。(2)What that what What thatthat在从句中不能充当成分，也没有含义；what在从句中充当成分，可作主语、宾语、表语或定语，意思是“的事情或东西。课堂目标达成.The thought came to him that Mary had probably fall ill.The news that we won the game is exciting.Thats just what I want.Whether there is life on the moon is an interesting question.What he wants to tell us is not clear.1. . That2. Whether3. whether4. if5. that6. that7. that8. if9. that10. that11. That12. whether13. whether14. whether15. that课后巩固提升It; most; but; only; Why; for; a; noUnit 2Period 1合作探究Task Picture 2(2) A beaming smile.(3)When they are talking on the Internet or sending short messages.Picture 3(1) Good luck.(2) Deaf people or those who are unable to hear.Picture 4(1)Braille is a special language for blind people. A Frenchman called Louis Braille invented it.(2)He invented a special language for them, so it was named after him.Picture 5(1)To inform their partners about food and danger.Task In ancient times, Chinese people relayed fire signals at night and smoke signals in the day from one Great Wall watchtower to another so that war messages could be sent over great distance.Task IV 1. in a broad sense 2. stand for3. inform sb. of/about sth.Period 2自主学习Task 1. English and its history.2. Old English, Middle English, Modern English3. vocabulary4. the 5th century5. the 14th century6. the 16th century合作探究Task Part 1 IntroductionBecause it is made up of the grammar and vocabulary that people from different countries and cultures brought with them to Britain.Part 2The Vikings began to move to Britain and brought their languages.By the 10th centuryPart 3 Middle EnglishThe Normans defeated England and took control of the country.English had come into widespread use among all classes in England.Henry became King of England and used English for all official events.Norman Conquest; Old French; Henry Part 4Modern English includes many Latin and Greek words.Task 1. Dates and years in the text.Because the details will help us understand the order of events.2. Make a time chart and list important information.课后巩固提升difficult/confusing; century; Britain; similar; resulted; Modern; process; inventingReading部分的教学构想一课堂设计指导思想 本节课是以理解文本为主，侧重听、说、读技能训练的阅读课。英语的阅读是学生发展英语技能的主阵地，在整个单元的教学程序中具有极为重要的作用。本教学设计涉及课文阅读的第一课时，以文本为依托，围绕文本理解展开了一系列的活动，主要目的就是要帮助学生多层次地理解英语语言的发展史，同时操练多项语言技能，拓展知识，提高能力。以文本为基础实现阅读的深入理解。Teaching aims: 1. 英语语言的发展历史，更深地理解英国文化。2. 全面理解文章，并且学习不同的阅读技能- 在时间表的帮助下阅读历史文章。3. 体会语言的发展和文化息息相关。 Teaching procedures: Step 1 Lead-inThe students are encouraged to talk about the difficulty of learning foreign languages and their favorite language. They compare the methods when learning different kinds of languages. 【设计说明】学生自由谈论学习外语所遇到的难点，并且比较各种语言的学习方法，甚至还可以谈论语言学习能够充分利用的感官，导入本堂课的主题。Step 2 Self-learning Fill in the blanks about the main idea of the passage and main developing stage of the English language.【设计说明】通过简单的练习设置检测学生对文章大意的理解, 为下一步的阅读理解铺设道路。Step 3 Analyze four parts of the passageDivide the passage into four parts, in each part, different kinds of the exercises are designed according to the contents. The students understanding of main idea and detailed information can be improved.【设计说明】这一环