选修七unit3 课文

第一单元好好生活马蒂的故事你好。

我叫马蒂．菲尔丁。

我想你可能会说我是“百万人中才有一个”的那种人。

换句话说，世界上像我这样的人并不多见。

你瞧，我的肌肉有毛病，使我的身体非常虚弱，所以我不能像别人那样快跑或快步爬楼梯。

再说，有时候我还会笨手笨脚、不小心摔掉东西，或磕碰到家具上。

不幸的是，大夫们不知道如何治好我的病，但是我很开朗乐观，学会了适应身体的残疾。

我的座右铭是：活一天算一天。

十岁以前，我跟其他人是一样的。

我常常爬树、游泳、踢足球。

说实在的，我过去常常梦想我会成为职业球员，代表我们的国家参加世界杯足球赛。

后来，我的身体开始变得越来越虚弱，以至于只能坐在体育场的长凳上欣赏足球了。

最后我到医院去做了检查，几乎住了三个月的医院。

我想我至少做过十亿次检查了，包括有一次检查，他们从我的腿部切下一小块儿肌肉，放在显微镜下观察。

即使做过了所有这些检查，也没有人能够确诊这个病。

因此，很难知道将来会是个什么样子。

问题是我看上去跟平常人一样。

因此，当我跑了很短的一段路之后，我就会喘不过气来，或者爬楼梯才爬到一半就得停下来休息。

因此，上小学时有的孩子见了我这种情况就会笑话我。

有时候我的身体太虚弱，上不了学，因此落了许多功课。

每次缺课之后，我就觉得自己很笨，因为我比别人落后了。

我在中学时期的生活(比在小学时)要轻松多了，因为我的同学开始接受了我的状况。

还有些同学看不到我的内心世界，但是我并不生气，只是不去理会他们罢了。

总而言之，我生活得挺好。

我很高兴我能做许多事情，比如写作和电脑编程。

我有雄心壮志，长大后我要在开发电脑软件的公司里工作。

去年我发明了一个电脑足球游戏，有一家大公司已经决定从我这儿买走。

我的生活很充实，没有时间闲坐着顾影自怜。

除了同我的朋友一起去看电影和足球比赛，我还花很多时间和我的宠物在一起。

我有两只兔子、一只鹦鹉、一缸金鱼和一只乌龟。

我得花大量时间来照顾这些宠物，但我觉得很值。

此外，我还有好多功课，特别是在病了一段时间之后。

高二英语选修七unit3课文知识点Unit 3: Environmental Protection and Natural DisastersIn the second year of high school, students studying English as a second language are often required to study different units and texts. Unit 3 of the selected curriculum for Grade 10 English is focused on Environmental Protection and Natural Disasters. This unit aims to enhance students' understanding of environmental issues, promote eco-friendly attitudes, and equip them with relevant vocabulary and language skills. Let's explore some of the key knowledge points covered in this unit.1. Vocabulary and Expressions:Vocabulary plays a crucial role in language learning. In Unit 3, students encounter various terms related to environmental protection and natural disasters. Some key words and expressions include pollution, conservation, sustainability, deforestation, global warming, climate change, earthquake, volcanic eruption, hurricane, flood, and drought. Learning these words will enable students to describe and discuss environmental issues and natural disasters more effectively.2. Reading Comprehension:Unit 3 presents a series of reading passages to improve students' reading comprehension skills. The texts cover topics such as climate change, the impact of pollution on our ecosystem, and the aftermath of natural disasters. By reading these articles, students develop their ability to identify main ideas, understand supporting details, and make inferences. They also gain awareness of the importance of environmental protection in our daily lives.3. Listening and Speaking:Listening and speaking activities provided in this unit help improve students' oral communication skills. They are encouraged to listen to conversations, interviews, and speeches related to environmental issues. By engaging in discussions and debates, students develop their ability to express opinions, present arguments, and support claims with evidence. These activities promote critical thinking, active participation, and effective communication in English.4. Grammar and Language Functions:Unit 3 focuses on specific grammar structures and language functions related to the topic. Students are introduced to various sentence patterns, such as expressing opinions using modal verbs (e.g., "should," "must"), making conditional statements (e.g., "if...then"), and using reported speech to convey others' opinions. These grammarpoints enable students to communicate their thoughts and ideas accurately and appropriately.5. Writing Skills:The unit includes writing tasks that require students to compose essays, reports, or letters related to environmental protection and natural disasters. These writing activities aim to develop students' skills in organizing ideas, structuring paragraphs, and using appropriate vocabulary and grammar. By practicing different writing styles, students enhance their ability to express themselves effectively in written form.Overall, Unit 3 of the Grade 10 English curriculum provides students with a comprehensive understanding of environmental issues and natural disasters. Through vocabulary acquisition, reading comprehension, listening and speaking exercises, grammar practice, and writing tasks, students develop their language proficiency, critical thinking abilities, and awareness of the importance of environmental conservation. This unit equips students with the necessary skills to communicate confidently and effectively in English while discussing these crucial topics.。

Unit3Backtothepast整理表姓名:职业工种:申请级别:受理机构:填报日期:A4打印/ 修订/ 内容可编辑Unit 3 Back to the past倪贻琦教材：牛津高中英语（模块三）单元：Unit 3 Back to the past板块：Reading Lost civilizationsI. Teaching aims1. Make sure that students understand the text.2. Help the students develop the ability of reading diary entries.3. Make sure that students grasp the main idea of the text.4. Enable the students to talk about the topic of civilization.II. Teaching focus1. Help the students master the reading strategy of diary entries.2. Enable the students to improve their reading abilities through some practice and to increase their awareness of protecting civilizations.III. Teaching methodsSkimming, scanning and discussionIV. Teaching aidsMultimedia and a blackboardV. Teaching proceduresStep 1 Lead-in ( Reading strategy )Present a short dialogue and explain to students the four elements that should be paid attention to while reading diary entries recording someone’s travels.Step 2 Fast readingHave the students read the five diaries fast and find the information required in the following chart.Step 3 Careful readingHave the students read the five diary entries carefully and find historical information about Pompeii and Loulan.Check their answers. If necessary, translate the sentences into Chinese. Step 4 ConsolidationQuestions and answers.1. Where are Pompeii and Loulan?2. What happened to Pompeii in August AD 79?3. How long did the eruption of the volcano last?4. How was Pompeii discovered?5. What happened after the ruins of Pompeii were found?6. What did the author see there?7. Why was Loulan an important city about 2000 years ago?8. What was Loulan buried beneath?9. What did the author see in Loulan?1.What is one main similarity between the two cities?Step 5 DiscussionDo you think it necessary for us to protect ancient civilization?Step 6 HomeworkWrite a short passage with the title “Present environment in my eyes”.整理丨尼克本文档信息来自于网络，如您发现内容不准确或不完善，欢迎您联系我修正；如您发现内容涉嫌侵权，请与我们联系，我们将按照相关法律规定及时处理。

Unit3 课文难点分析1. On the afternoon I arrived at the station, as I was sorting out my accommodation, I heard a huge noise coming from the bay. 一天下午我来到工作站，正在整理床铺的时候，听到从海湾那边传来一阵喧闹声。

1) on表示“在具体某一天或某天的上、下午”。

泛指上、下午、晚上、夜间时用in the morning/afternoon/evening, at night；但若指具体某一天的上述时段时，则一律用on。

如：on Monday在星期一on May 1st在五月一日There will be a wedding on the morning of May 3. 在五月三日上午会举行一场婚礼。

I heard a shot on the morning of March 18.三月十八日早晨我听到一声枪响。

On my arrival home，I found he had gone already．当我到家时，我发现他已经走了。

☆当early，late用于句首修饰介词短语时，尽管表示具体某一天的上午、下午、晚上，都要用in。

Early in the morning of Teachers’ Day, I sent flowers to my teacher.教师节一清早，我便送给我的老师一些鲜花。

☆当morning，afternoon，evening有前位定语或后置定语限定时，就不用in而用on。

on a cold (winter) noon 在一个寒冷（冬天）的中午on Monday morning 在星期一上午on the morning of March 3rd在3月3日上午2）sort 有动词和名词两种词性，在本句中用作动词，意思是：“把……分类；挑选，区分；整理”。

高二英语第七模块第三单元课文教学案制作人：审核人：使用时间：编号：—课前预习案——Put the events in the reading passage into this timeline. (根据课文内容将下列时间排序)1. The killer whale guided the team to the hunt.2. The killers ate the lips and tongue of the baleen whale.3. He heard a loud noise coming from the bay.4. The men went to the boat and headed out for a whale hunt.5. Clancy arrived at the whaling station.6.Clancy and his men killed the baleen whale with the help of the killers.7. He saw a huge animal in the water, which was Old Tom, the killer whale.8. The men returned for the baleen whale the next day.正确顺序为____________________________________________主旨大意1. According to the text, which of the following is TRUE?A. The fierce killers would attack people when they were hungry.B. The author didn‟t believe the killers helped the whalers catch whales at first.C. One of the whalers, George, liked being kept waiting.D. The killers could race whales as well as excited dogs.2.What is the main idea of the first anecdote?A. About a hunting experience of old Tom.B. About how the killer whales helps the whalers to hunt a whale.C. About how the whalers killed Old Tom.D. About how the killer whales killed the whales.3. What does the word “it” in the sentence “He let it g o and the harpoon hit the spot” refer to?A. The whale.B. The boat.C. The harpoon.D. The killer.4. What‟s the main idea of the second anecdote?A. Fierce killers, like Old Tom, could protect people.B. James was washed off the boat.C. It was hard to handle the boat in rough sea.D. Old Tom rescued James from other killers.5. According to the text, the killer whales can protect men from being attacked by____.A. whalesB. tigersC. enemiesD. sharks——课中探究案——一、检查反馈，导入新课。