(完整word版)高中译林牛津英语模块三Unit1教案

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A d v a n c e W i t h E n g l i s h M o d u l e3Unit 1 The world of our sensesPeriond 1: welcome to the unitAims:———to give the Ss the idea that soemtimes 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 teacch 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。

Precedures:Step 1 brainstormingAsk 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 wather in the basinis hot or cold？How do we know about the world around us？ What are the five senses? (Blackboard： see – eyes-sight—lookHear-ears—hearing—soundTaste—tongue—taste-tasteSmell-nose—smell—smellTouch/feel-skin—touch—-feel）As we all know almost everyone has five senses。

Unit 1 The world of our senses□hearing n．□raised adj. □dot n．□sign n.□vase n. □fog n. □mist n. □fo recast vt.& n.□conductor n. □fare n. □foggy adj. □overcoat n.□glance vi.& n. □nowhere adv. □footstep n. □wherever adv.& conj.□narrow adj. □darkness n. □hesitate vi. □beard n.□crossroads n. □firmly adv. □grate ful adj. □helper n.□aid n．& vt. □lorry n. □pavement n. □sniff vi.& vt.□analyse vt. □pole n. □boot n. □sweat vi.& n.□distance n. □thunder n. □lightning n. □triangle n.□wave n．& vi.& vt. □overhead adv. □suit n．& vt.□hopeful adj.□bite (bit，bitten) vt.& vi.□shark n. □jaw n. □bull n.□contrary adj.& n. □flesh n. □jewellery n. □attract vt.□panic vi.& n. □fist n. □pigeon n. □soldier n.□roll vi.& vt. □loose adj.& vt. □compass n.□unlike prep.1．(2020·全国卷Ⅱ)Some parents will buy any high­tech toy if they think it will help their child，but researchers said puzzles help children with math­related skills.n.智力玩具2．(2020·全国卷Ⅲ)And when he saw the mists rising from the river and the soft clouds surrounding the mountain tops，he was reduced to tears.vt.使……陷入某种状态中3．(2019·全国卷Ⅰ) Modern methods of tracking polar bear populations have been employed only since the mid­1980s，and are expensive to perform consistently over a large area.vt.使用4．(2018·全国卷Ⅰ) Over the years，there have been a number of different techniques to help designers approach this important point.vt.着手处理5．(2018·全国卷Ⅰ) A grasp of how to manage color in your spaces is one of the first steps to creating rooms you'll love to live in.n.理解，掌握6．(2017·北京卷) For example，she received the 2007 BRICK Award recognizing the efforts of young people to change the world.vt.赏识，表彰7．(2016·江苏卷)However，just 12% of disaster­relief funding in the past two decades has gone on reducing risks in advance，rather than recovery and rebuilding afterwards.n.救济；补助[单词拼写·运用]核心单词语境运用1．approach vi.& vt.靠近；着手处理n．靠近；方法；路径2．attach vt.使连在一起，把……附在……上；认为……重要3．volunteer n．志愿者vi.& vt.自愿做，义务做4．likely adj.可能的5．whisper vi.& vt.小声说；私下说6．stare vi.凝视，盯着看7．calm adj.镇静的，沉着的，平静的vt.&vi.使平静，镇静8．puzzle n．谜，疑问vt.迷惑，使困惑9．reduce vt.& vi.减少10．relief n．轻松，宽慰11．tap n．& vt.& vi.轻拍，轻敲12．grasp vt.抓紧，抓牢13．recognize vt.认识，辨认出；意识到；(正式)承认用所给词的适当形式填空。

Teaching Plan of “Welcome to the Unit”(Unit 1, Module 3)（芜湖市第一中学汪艳英语组）I. Teaching Analysisa) Text analysis: the text of this lesson is about introducing the five senses of human beings.b) Students’analysis: students have seldom paid much attention to their senses, so they are expected to join in the discussion and express themselves in order to know more about their five senses and improve their speaking and listening as well. They are also advised to use their senses in a mutual way.II. Teaching Aims:a) Knowledge aim: Students are expected to know more about different kinds of senses.b) Ability aim: Students are hoped to improve their speaking and listeningC) Emotion aim: Students are encouraged to learn how to use their senses in a correct way .III. Teaching Important and Difficult PointsHow to encourage students to speak as much as possible and realize the emotional aims mentioned above.IV. Teaching MethodsFree-talk; topic-discussion; group work;V. Teaching AidsComputer / blackboardVI. Teaching ProceduresStep 1: Warm –up activityGreet the whole class warmly.Step 2: Lead- inQuestion: what are the five senses of human beings?(students are expected to use sentences to express their senses and their corresponding functions)Step 3: Video learningShow students a video people’s different ways of sensing the world. After listening, askthem a question: Do human sense the whole world in the same way?Step 4: Detailed discussion about the pictures in students’ book and help students to learn more about their senses.☞Activity 1: Ask students to focus on the pictures in students’ textbook. As to each picture, students are expected to answer some questions.☞Activity 2 : Show students another video and ask them: How do the blind or the deaf sense the world?☞Activity 3: Ask students to read a short passage about some famous deaf people in the world After reading, ask students some questions as follows:1. How do the blind read?2. Who is Louis Braille?3. How many kinds of body language talked about in the micro-lesson?4. Do body language mean the same in different cultures ?☞Activity 4:Listening: ask students to listen to a short passage about animals’ senses and take notes by circling the correct words.Step 5: DiscussionHave students discuss in groups on the topic:1) Can you list some situations where you use one of your senses more than the others?2) Which sense helps you learn English best?Step 6: HomeworkEncourage students to search more information about the five senses and ask students to make up a story on the following topic:What will happen in a heavy fog?。

Unit 1 Task –Telling a story教学设计Skills building 1: plotting a story1. In this section we’ll learn about the plot of a story and the three parts, exposition, complication and resolution that a story usually contains; and learn what to notice when reading a story; and try to put what you’ve learnt into practice by putting different parts of a story in the correct order.Do you like reading stories? What kind of stories does you like reading? Why? What are the common elements in stories? (Most stories tell what happened, when and where it happened and who was involved in it.)There is usually a plot in a story that tells readers what happens to the character(s) in the story.2. Read the three points on the top of page 12 in this section to see if you’ll lear n something from it.3. Do Part ADo it individually first and then we’ll check the answer together.Ok, we’ve got the orders corrected and can you give the reasons why you put the paragraphs in such an order? (This is an order in accord with the sequence of the story.)4. Please finish Part B by deciding which element each paragraph represents according to the definitions of exposition, complication and resolution.Answers (Page13)A 3 1 6 2 5 4B 1 E 2C 3 C 4 C 5 C 6 RStep1: Completing a checklistYou are to develop listening skills in this part. Complete a checklist in Part A first after listening to the teacher, and then answer some questions in Part B after listening to a conversation.1. Please read Part A on page 13 to make sure what you are asked to do and what information you should get when listening to the tape. Complete the checklist individually, then check your answers with your partners to see if you have the same answers.Answers (Page 13)A 1 the questions your teacher asks are for the beginning of the story.2 you need to write about the special experience of a girl.3 the story must have a surprise ending.2. Listen to the conversation and answer the questions in Part B. Check your answers with your partners to make sure that you have got the correct answer.Tape scriptS1: OK, Let’s first think about how S andy got there. Should she go on the train or the school bus?S2: Well, we should first decide why she went to the museum.S1: That’s right. Was it because she liked the show in the museum?S2: Or perhaps she went because of a class project? You know we always do class projects.S1: That’s a good idea. So she went to the museum to do a class project about…S2: About art and history?S1: That’s not a bad idea, a project about art and history.S2: Now we can decide how she got to the museum.S1: If she went because of a class project, she and her classmates probably would go by school bus.S2: Why?S1: Because a school bus can take about fifty people. When we go on an outing, two teachers always go with us. Remember?S2: That’s true. So they all went by schoo l bus.S1: Yes, so now we know why and how she went to the museum, and who she was with. But what did she do before she got there?S2: Perhaps, they were walking from school bus, and Sandy and her partner Li feifei were so busy looking around that they got lost. And they started to run to try and find their classmates. Luckily they could still see them and caught up with them at last.S1: Yes, that would explain why she was so tired.S2: Well, it seems that we have answered all of the questions.。

牛津译林版高中英语必修三Unit1《Theworldofoursenses》word教案FogTeaching Aims:●To improve the reading skill●To learn reading strategy.●To learn important words and phrases.Teaching Procedure:Step One: Leading-inAsk students to discuss and hel p them prepare for the reading.1. What’s the weather like today? Do we sometimes have foggy days here?How do you feel on a foggy day?2. Have you ever lost your way in the fog?What would you do if you got lost in the fog?3. What sense or senses do you think we can use on a foggy day?Step Two: Reading Comprehension1. Fast reading. Ask students read fast and finish part A.Why did Polly leave work early that day?Because there w as a thick fog that afternoon, and she wondered if the bus would still be running.Why did Polly take the Underground to Green Park?Because it was too foggy for the bus to go to King Street.What was the weather like outside the station?The fog lay like a thick, grey cloud.2. Second reading. Ask some questions and true or false statements to help them understand better.The fog was very thick in the morning.Whe n she got to Green Park, the weather turned out to be fine.Polly got to Green Park by train.The old man carried an umbrella in his hand.Keys: F, F, T, F3. Third reading. Read again and get detailed information about the story.4. Deep understanding. Ask more questio ns to understand deeply.Step Three: Read ing strategyAsk students to re ad the story again using the reading strategy.Step Four: Post-reading DiscussionAsk students to discu ss the questions.1. What is the personality(性格特点) of the old man?2. What can we do to help those disabled like the old blind man?3. Did you ever lose your sense of taste or smell when you were ill? How did you feel?4. Some people talk about a ‘sixth sense’. They say it helps people know aboutthingsbefore they happen. Do you believe in a ‘sixth sense’? Why or why not?Step Five: HomeworkFinish A1&A2 on Page 90 of the Workbook.。

牛津译林版模块3Unit1第三、四课时教案模块3 Unit 1 第三、四课时Periods III & IVReading (II)I. Homework checking1. retelling2. check D on page 4II. Phrase searching and translation1. 下班2. 笼罩在灰白的薄雾中3. 乘坐地铁4. 穿着暗色大衣的高个子男子5. 剩下的6. 扫视7. 无处可见 8. 在视线中9. 出发去格林公园 10. 因害怕感觉到心跳11. 希望成功 12. 发觉自己在做某事13. 伸出手 14. 当心，提防15. 使某人一动不动 16. 从黑暗中传来17. 靠在……上 18. 偿还III. Language pointsThe following points appear in Parts I – III (Period III)1. once conj. 一旦Once you begin you must continue. 你一旦开始, 便不可停下来。

Once printed, this dictionary will be very popular! 一旦出版，这本词典将会非常畅销！2. too +adj. (for sb.) to doThe book is too difficult for me to understand.3. that/this adv. (=so) 这么，那么I've done only that much. 我所做的就这么多。

I was that angry I could have hit him. 我十分生气, 简直想揍他。

I've never been out this late before. 我从来没在外面待到这么晚。

4. might/could用在肯定句中，表示猜测。

其可能性非常小。

module3unit1全单元教案（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教案设计教材整体分析:1. 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 instorytelling.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 1. Welcome to the unitTeaching 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 ProceduresStep1. BrainstormingAsk students the following questions:1. With what do we see and hear?2. How do we know whether a dish is delicious?3. How do we know that a flower has a pleasant smell?4. What do we do when we want to know whether the water in the basin is hot or cold?5. How do we know about the world around us?As we all know, almost everyone has five senses, which 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 there are some people who have lost one or moreof their senses.Step2 Presentation1.What would happen if you lost one or two of your senses?A person who cannot see is blind and someone who cannot hear is deaf..2. Do you know how blind people can read?(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)3. How do the deaf communicate with each other?(They use body language or sign language.)Step3 DiscussionLook at the four pictures and answer the question below each picture.1.What can you see in this picture?2.How would you judge the length of the two lines?3.How can you prove that the two lines are straight?4.Can the symbols be read in only one way?5.Why are people misled by their own eyes?Step4 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.Step5 Discussion1. Read the three questions in the short passage and discuss them in groups of four.2. Report your answers to the whole class.Step6 Assignments1. Preview the reading part, do exercise C1 and C22. Preview the reading strategyPeriod 2 ReadingTeaching goals:Improve Ss’ reading ability.Enable Ss to master some important language points.Make sure Ss can learn to help each other in their daily life.Teaching important and difficult points:Master the use of some language points.( wish for; reach out ; watch out for; pay back…)Retell a story with a surprise ending.Teaching proceduresStep1: Lead-inAsk students to talk about the climate or the weather in the place where they live:What’s the weather usually like in spring in Liyang?Which season do you think is the best? Why?Do we sometime have foggy days here? When?How do you feel on a foggy day?Have you ever lost your way in the fog? What would you do if you got lost in the fog?Which city has the name of “foggy city”?Step2: Reading1. Ask students to go through the passage as quickly as they can and try to find answers to the four questions in part A.2. Ask students to read the passage again and complete partsC1and C2.3. Ask students to fill in the blanks according to the text.Step 3: ListeningListening to the text and read together with it.Step 4: Reading strategy1. Guide students to read the Reading strategy for the article and teach them the elements of a story.2. Give students another story to read and practice identifying the essential elements of a story.Step 5: PracticeAsk students to complete Parts D and E.Step 6: Assignments1. 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 Language studyTeaching goals:Help students understand fully of the text.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, can’t help doing, Teaching proceduresStep1 RevisionRetell the story:Help the students retell the story Fog in their own words. Use the chart to help them: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 thestreet near King Street------ at 86 King StreetStep2 Difficult sentencesRead and understand the following sentences, then remember in mind:1. Once out in the street, she walked quickly towards her usual bus stop.2. ‘Sorry, Miss,’ replied the man, ‘the truth i s that the fogs too thick for the bus to run that far.3. While the rest of the passengers were getting out, she glanced at the faces around her.4. The tall man was nowhere to be seen.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.6. Polly found herself staring up at a man standing with his hand resting on her arm.Step3 Useful words and phrasesStep 4 AssignmentFinish the learning plan.Period 4 Word powerTeaching goals:Make sure students can know the different roles some words can have in different types of sentences.Enable Ss to master the meanings of some words used to describe different kinds of weather.Teaching important and difficult points:Train Ss to guess and understand the meanings of the words according to the context and pictures.Teaching proceduresStep 1 RevisionCheck the homework assigned the day before.Step2 BrainstormingStep 2. Brain stormingWrite down two sentences on the blackboard:Once out in the street, she walked quickly towards her usual bus stop.“Here we are, King Street.” He stopped.Which word has two meanings and two parts of speech?How many other words which have more than one part of speech can you think of?Step 3. Parts of speech1. Ask students to read the speech bubbles on page 6. Make sure that they pay attention to the word rest and get them to describe the f=different meanings of it in different parts of speech. Then have them read the instructions for Part A.2. Ask students first to complete the table in Part A individually and then to discuss in pairs the answers. Encourage students to make different sentence.. Then check the answers with the whole class.Step 4. PracticeAsk students to complete part B according to the instructions. Then have one or two of them read the short report.Step5. Describing the weather1.Ask students what words they use to describe different kinds of weather. Write down on the blackboard the word students say.2. Ask students to practice reading in pairs the dialogue in Part A. They may look at the symbols in Part B for reference.3. Have students first look at the symbols for different kinds of weather and then let them read the weather report in the firstspeech bubble.4. Ask students to complete the second speech bubble by looking at the three pictures below it.Step6. Assignments1. Finish the learning plan exercise2. Review the grammar and usage--- noun clauses.Period 5-6 Grammar and usageTeaching goals:Make sure the students understand what the noun clauses are.Ss should know the different use of noun clauses.Learn to use conjunctions that, if/whether.Teaching important and difficult points:Noun clauses can be used as different parts in a sentence.The use of that in subject clause and the different use of if and whether.Teaching procedures:Step1. Introduction to noun clausesWhat is noun?What is the use of noun?What is noun clause?(by reading some sentences):1.When we will start is not clear.2.Mrs Black won’t believe that her son has become a thief.3. My idea is that we should do it right now.4.I had no idea that you were her friend.Step2. Presentation1. Ask students to read Part 1 on page8 so that they will know that a noun clause can be used as the subject of a sentence. More sentences can be given to the students.1) That he will succeed is certain .2) Whether he will go there is not known .3) What he said is not true .4) Where he hid the money is to be found out .Have students read the sentence in which it is used as an empty subject:Who will go makes no difference.= It makes no difference who will go.That she was able to come made us very happy.=It made us happy that she was able to come.2. Ask students to read Parts 2 so that they will know that a noun clause can be used either as the object of a verb or a preposition in a sentence.1) They know that the habit will kill them.2) He asked how much I paid for the violin.3) He made it clear to the public that he did an important and necessary job .4).I find it necessary that we should do the homework.Ask students to read the two sentences in which it is used as an empty object.3. Ask students to read Part 3 so that they will know that a noun clause can be used as the predicative after the link verb be.1)The question is whether we can rely on him.2)That’s because we were in need of money at that time .3)He looked as if he was going to cry .4)That’s why I was late4.Explain to students what apposition means. Then have the students read Part 4.Step3 PracticeAsk the students to read the article on page 9 and to describe the main idea in their own words. Make sure that they know whatthey need to do and that they can identify all the noun clauses.Step4 PresentationNoun clauses beginning with that or if/whether1.Ask the students to read Part 1, which is about using that to introduce a noun clause.2. Have students read Part 2, which is about using if or whether to introduce a noun clause.When do we use if/whether to introduce a noun clause?When can we only use whether bet not it?Step5 PracticeAsk students to finish exercises on page11.Step6 Assignment1. Finish the exercises in learning plan.2. Finish C2 on page 92 of the workbook.Period7---8 Task: T elling a storyTeaching goals:Make Ss know the sequence of a story.Train Ss’ ability of telling a story effectively by using pictures with speech bubbles.Improve Ss’ ability of writing a story by using adjectives and adverbs.Teaching important and difficult points:Make sure Ss know the importance of adjectives and adverbs in the story.Enable Ss to write a story correctly.Teaching proceduresStep 1 Revision1. Check homework.2. Do some exercises to revise the noun clauses.Step 2 Skills building 1: Plotting a story1. Ask students to read part A on page 13. They need to know what they have been asked to do and what information they should get when listening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary.2. Ask students to listen to the conversation and answer the questions in Part B. After they finish this part, let them check their answers with their partners to make sure that they have got the correct answers.3. Tell students that they will write the beginning of the story using their answers in Part B.Skills building 2: identifying different elements of a comic stripStep3: preparing a story with a surprise ending1. Ask students to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually and then to check their answers with their partners. If they have different answers, have them discuss which answer is better.2. In pairs, ask students to work out a surprise ending from the five pictures given in Part A. They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Encourage students to use their imagination and create any ending which is surprising. Choose some students’ pictures and show them to the whole class. Ask students to decide which is the best picture with a surprise ending.Skills building 3: using adjectives and adverbs in stories.Step 4: improving your story1. Have students read the guidelines in Part A on page 17.Ask them to go over the adjectives and adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step 2.2. Ask students to think about what good storytellers will do to make others interested and willing to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practise telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storyteller.Ask students to read the story of Part A in Writing on page 97 of the Workbook, and then finish Part B. They can do Part B as homework.Step5 Homework1. Ask Ss to write a story.2. Find out the difficult points in Project.Period 9 Project: Producing a TV showTeaching goals:Do some reading.Improve Ss’ ability of writing.Get Ss to cooperate with others.Teaching important and difficult points:Know the general idea of the passage.Make sure Ss know how to write an interesting story.Teaching proceduresStep1 Reading1. Ask students to read the article Shark attacks and find out as much information as they can about sharks.2. Have students read the article again and ask them to findout what unique senses sharks have, what senses sharks use to attack humans and what people can do to protect themselves.3. Ask students to do Part B1 and B2 on page 91 of the Workbook either in class or as homework, so they will have a better understanding of the usage of words and phrases learnt in this section.4. Ask students to do Parts D1 and D2 on page 93 of the Workbook as homework to review the useful words, phrases and patterns they have learnt in this unit.Ask students to do the listening exercises in Part A and B on page 96 of the Workbook to learn more about animals’ senses.Step 2 Language pointsI. Deal with some language points for Ss to understand the letters better.II. If Ss still have questions, help to solve them.Step3 Producing a TV showPlanningAsk students to work in groups of four. First ask them to discuss and choose which animal they would like to focus on. Have them write down the animal’s name and one of its unique senses. As some students may keep pets at home, they will be quite familiar with some pet animals such as dogs, cats or fish. They can choose one of the animals that they are most familiar with. Students should also choose what type of show they will produce. Each group member will be responsible for researching information about one aspect of the animal.PreparingStudents will go to a zoo, watch an animal documentary, read some books or surf the Internet to get the information they need. While they are doing such things, they need to take notes. Theywill get together to discuss what should be included in their show. They will make a list which focuses on how the animal uses its senses and think about how to present the information.ProducingStudents each work on a different part of the TV show. When the different parts are put together, each group member should read the writing carefully, correct the mistakes and add some new ideas.PresentingEach group will take turns presenting their TV show to the class by showing their work and narrating. Students can have a discussion to decide which group’s TV show is the best.Step 4 Assignment1.Finish the learning plan2. Prepare for a test.Period 10 Self-assessmentTeaching goals:This part at the end of the unit aims to allow students to determine what they have achieved and what else they can do to improve their study.Teaching procedures:1. Do a review test to consolidate what Ss have learned in this unit.2. Let Ss do the self-assessment. Know the situations and help those Ss who have trouble.。

Module3 Unit1 教学设计课题AWE M3 U1 主备人江亚平工程目标要求话题The world of our senses语音Natural and fluent pronunciation and intonationconfuse, fog, forecast, observe, glance, nowhere,wherever, narrow, approach, darkness, hesitate,grasp, stare, anxious, grateful, aid, relief, reduce,volunteer, analyze, recognize, puzzle, sniff, ignore,sweat, distance, thunder, lightning, wave, overhead,词汇tap, suit, disability, hopeful, whisper, bite, contrary, 语言知识flesh, attract, calm, panic, fist, likely, soldier, roll,loose, employ, compass, unlikein sight, wish for, reach out, watch out for, roll up语法1. Introduction to noun clauses2. Noun clauses beginning with that or if/whether功能Talking about the world of our senses听S tudents will be able to listen to and understand a talk about a storytelling contest语言技能说读S tudents will be able to discuss the five senses and tell a storyStudents will be able to read the story entitled“Fog〞and two articles about animals写S tudents will be able to write a story with a surprise endingStudents know the importance of our senses情感态度Students know the significance of interpersonal relationships Students learn typical weather in different countries学习策略D iscussion and group work, co-operation with each other, expanding vocabulary related to weather.课时主备教案课型WelcomeLearning objectives:By the end of this period, students will be able to1. realize how people uses their five senses in their daily life;3. learn how to make better uses of their senses through participation in the discussion. Focus of the lesson:2. picture-talking3. mastering words about the five sensesPredicted area of difficulties:1. expressing their opinions about people ’s senses2. memorizing words and phrases concerning five sensesLearning aids:1. PPT2. blackboardLearning procedures:PROCEDURE CONTENTS 二次备课1. Daily reportWarming up (ppt1-4 ) 2. Get students to answer a few questions about people’s senses3. Have them fill in the blanks and grasp the expression of the five senses in English1. Encourage students to talk about the four picturesPresentation of respectively and share opinions with each other. welcome to the Each group is responsible for one picture.unit (p 5-7) 2. Ask students to answer a few questions to makethem understand the pictures better.1. Get students to use what they have learnt to fill inthe blanks.Exercise (p8-9) 2. Make students fully aware of the importance ofthe five senses3. Check answers with students as a whole class.Thinking and discussing(p10-18) 1. Get students to think about the three questions in the book and have a discussion.2. Show students pictures to arouse their interest in the lesson in the process of the discussion.Homework 1. Preview the reading part, do Exercise C1 and C2.(p19) 2. Preview the reading strategy.课型Reading (1)Learning objectives:2By the end of this period, students will be able to4. gain an overall understanding of the article;5. know clearly the important elements of stories;6. apply what students have learnt in reading strategy part to practical use.Focus of the lesson:4. having a thorough understanding of the article5. putting reading strategy into practical usePredicted area of difficulties:understanding the general idea of the articleLearning aids:3. PPT4. blackboardLearning procedures:PROCEDURES CONTENT 二次备课3. Daily report4. Lead in:Warming upShow students a picture and encourage them to havea free talk with each other about fog, leading inwords at the same time.(p1-4)Reading strategy (p5) Draw students’attention to reading strategy and make sure that students know the key elements in a story.Output of 1. Tell students to find the relevant information in reading strategy the article according to Reading Strategy.(p6) 2. Check answers with them.4.Encourage students to read the article carefully Reading Comprehension( and finish the exercises part C1, C2, and D.p7-13) 2. Have them discuss in groups.Further Get students to answer a few more challenging understanding questions to help them understand the text better.(p14-15)Post-reading Encourage students to retell the story with the help a (p16-17) few phrases.Ask students to have a discussion about the Discussion (p18) personality of the old man and things we could dofor the old.Role-play(p19-2 Encourage students to have a role play and shoe0) them a few sample questions for reference1. Read this article again and underline some usefulHomework phrases.(p21) 2. Finish exercise E on P 5 to consolidate what theyhave learned in class.课型Reading (2)Learning objectives:By the end of this period, students will be able to6. grasp the usage of some key words and phrases;7. understand the newspaper article better;8. use the key words and phrases correctly in relevant exercises.Focus of the lesson:the usage of some key words and phrasesPredicted area of difficulties:5. the usage of the words and expressions: once, sense, approach, find+O+O.C6. the usage of thatLearning aids:5. PPT6. blackboardLearning procedures:PROCEDURES CONTENT 二次备课5. Daily reportRevision (p1-2) 6. Revision: check answers in part E with students.7. Have students underline the key words and phrases.2. once3. that4. observe5. the restLanguage points 5. glance atteaching(3-34) 6. nowhere2. sight3. approach4. beat with fear5. wish47. hold her still8. hesitate9. find+O+O.C.10. watch out for11. exceptAsk students to make up a story, using at least 8Practice (p35) words, phrases or sentence structures they havelearned in this period of class.9. Review the new words and phrases and keep themin mind.Homework(p36)10. Finish the exercises in workbook.11. Recite the required part in the book.课型Word powerLearning objectives:By the end of this period, students will be able to7. learn that many words in English can have different roles in different types of sentences;8. review and learn words used to describe different kinds of weatherFocus of the lesson:7. Parts of speech8. Words describing the weatherPredicted area of difficulties:Parts of speechLearning aids:8. PPT9. blackboardLearning procedures:PROCEDURE CONTENT 二次备课Warming up(p1-2) 6. Daily report7. Lead in the topic of this period by showing students two examples from the article.6. Check students’understanding by doing somePractice (p3-4) exercise.7. Check answers with students.Consolidation exercise (p5-23) 12. Have students do more exercise to consolidatewhat they have learnt.13. Remind students that they can use the dictionary for reference.12. Show students a picture and let them tell whichPresentation city it is.(p24-25) 2. Review some words about weather and add somenew ones.Exercise 9. Ask students to finish the exercise in part B.10. Check answers with students.Encourage students to have a discussion about theDiscussion (p26) following two questions.9. What kind of weather do you prefer?10. Please forecast the weather of tomorrow.10. Try to find more words with different parts ofHomework speech.(p27) 2. Talk about different kinds of weather in differentseasons and places.课型Grammar and usageLearning objectives:By the end of this period, students will be able to8. know clearly what noun clauses are;9. recognize different kinds of nouns clauses correctly;10. understand how to use conjunctions that and if/whether to introduce noun clauses. Focus of the lesson:knowing clearly the different types of noun clausesmastering the usage of that and if/whether in noun clausesPredicted area of difficulties:knowing the difference between appositive clauses and attributive clausesLearning aids:8. PPT9. blackboardLearning procedures:PROCEDURE CONTENT 二次备课Warming 1. Daily reportup(p1-4) 2. Do some warm-up exercise to get studentsinterested in the lesson.Presentation Show students the concept of noun clauses and its (p5-10) functions in sentences.Introduction and explanation(p11-28) 14. Introduce the four different noun clauses tostudents one by one.15. Get students to do some exercise for consolidation at the same time.13. Have students finish the exercise on P 9. Exercise(p29)14. Check answers with them to know how they aregetting along with noun clauses.Useful phrases Show students some useful phrases and explain (p30-32) wherever it is necessary.Review (p33) Review the four different kinds of noun clauses with students.Key points often Draw students ’attention to the following key points tested in exams because they are often tested in exams.(p34-42)More practice (p43-56) 11. Challenge students to do more exercise forconsolidation.12. Check answers with them.Homework 1. Finish part C1 and C2 on P92 in students ’book (p57) 2. Finish the exercise in the workbook.课型____TaskLearning objectives:By the end of this period, students will be able to11. know clearly how to plot a story;12. recognize different elements of a comic strip;13. improve their language in story-telling by using adjectives and adverbs. Focus of the lesson:11. mastering the rules in plotting a story12. preparing a story with a surprise endingPredicted area of difficulties:writing a story with a surprise ending using adjectives and adverbs Learning aids:11. PPT16. blackboardLearning procedures:PROCEDURE CONTENT 二次备课15. Daily reportWarming up and lead in(p1-2) 16. Lead in by inviting students to retell the storyFog .17. Get students to talk about different kinds of stories they like.18. Lead in words at the same time.Presentation of Tell students the concept pf plot and show students plot1(p3-4) the three parts a plot usually contains.Practice Have students finish the exercises on P12-13 to make sure that they understand the rules clearlyPresentation of This part is relatively easy and teachers can choose Skills building 2 their respective way to deal with this part.and Step 2 (p4)Presentation of Step 1 (p5-6) 13. Ask students to listen to the radio and finish theexercise in parts A, B and C.14. Give students a sample for reference.Presentation of 1. Ask students to recognize different kinds of Skills building elements by giving examples.1(p7-9) 2. Encourage students to do some exercise.14. Tell students that different stories have different Presentation of endings.Step 2 (p10-12) 2. Have students finish the exercise on P15.13. Ask students to finish the exercise on the PPT. Presentation of 1. Make students aware of the importance of Skills building 3 adjectives and adverbs in stories.(p13-14) 2. Have students finish the exercise on P16.Presentation of Step3(p15-16) 12. Ask students to finish the exercise on P17.13. Ask students to present their stories.14. Give them an example.Homework(p17) 10. Prepare a story with a surprising ending.11. Preview project.8Learning objectives:By the end of this period, students will be able to17. know how sharks use their senses to survive dangers in their environment and how pigeonscan always find their way home;18. learn how to talk about animals and their unique senses;19. develop a TV show about how an animal uses its senses.Focus of the lesson:19. understanding the main idea of the two articles20. how to develop a TV showPredicted area of difficulties:developing a TV show about how an animal uses its sensesLearning aids:15. PPT16. blackboardLearning procedures:PROCEDURES CONTENTS 二次备课15. Show students pictures and let them discuss withWarming up each other the different kinds of sharks and theirand lead in senses.(p2-9) 2. Give students more information about sharks tomake them understand the senses of sharks better.Fast reading Get students to read the text quickly and do some(p10-11) exercise to check their understandingCareful reading Tell students to read the text carefully and find out(p12-16) the general idea of each paragraph.Instruct students to learn some useful phrases in the Key phrases(p17-18) text and explain some if necessary.Summary (p19) Help students make a summary of the whole text.14. PlanningDevelop a show 2. Preparing(p20-26) 3. Producing15. PresentingHomework 1. Finish the exercise in the workbook.(p27) 2. Review words and phrases in this unit.9。

Module3 Unit1教学设计课型 WeleLearning objectives:By the end of this period, students will be able to1、 realize how people uses their five senses in their daily life;2、 learn how to make better uses of their senses through participation in the discussion、Focus of the lesson:1、 picture-talking2、 mastering words about the five sensesPredicted area of difficulties:1、 expressing their opinions about people’s senses2、 memorizing words and phrases concerning five sensesLearning aids:1、2、 blackboardReading (1)Learning objectives:By the end of this period, students will be able to1、 gain an overall understanding of the article;2、 know clearly the important elements of stories;3、 apply what students have learnt in reading strategy part to practical use、Focus of the lesson:1、 having a thorough understanding of the article2、 putting reading strategy into practical useunderstanding the general idea of the articleLearning aids:1、2、 blackboardReading (2)Learning objectives:By the end of this period, students will be able to1、 grasp the usage of some key words and phrases;2、 understand the newspaper article better;3、 use the key words and phrases correctly in relevant exercises、Focus of the lesson:the usage of some key words and phrases1、 the usage of the words and expressions: once, sense, approach, find+O+O、C2、 the usage of thatLearning aids:1、2、 blackboardWord powerLearning objectives:By the end of this period, students will be able to1、 learn that many words in English can have different roles in different types of sentences;2、 review and learn words used to describe different kinds of weatherFocus of the lesson:1、 Parts of speech2、 Words describing the weatherPredicted area of difficulties:Parts of speechLearning aids:1、2、 blackboardGrammar and usageLearning objectives:By the end of this period, students will be able to1、 know clearly what noun clauses are;2、 recognize different kinds of nouns clauses correctly;3、 understand how to use conjunctions that and if/whether to introduce noun clauses、Focus of the lesson:knowing clearly the different types of noun clausesmastering the usage of that and if/whether in noun clausesPredicted area of difficulties:knowing the difference between appositive clauses and attributive clauses Learning aids:1、2、 blackboard____TaskLearning objectives:By the end of this period, students will be able to1、 know clearly how to plot a story;2、 recognize different elements of a ic strip;3、 improve their language in story-telling by using adjectives and adverbs、Focus of the lesson:1、 mastering the rules in plotting a story2、 preparing a story with a surprise endingPredicted area of difficulties:writing a story with a surprise ending using adjectives and adverbsLearning aids:1、2、 blackboardLearning procedures:____ProjectLearning objectives:By the end of this period, students will be able to1、 know how sharks use their senses to survive dangers in their environment and how pigeonscan always find their way home;2、 learn how to talk about animals and their unique senses;3、 develop a TV show about how an animal uses its senses、Focus of the lesson:1、 understanding the main idea of the two articles2、 how to develop a TV showPredicted area of difficulties:developing a TV show about how an animal uses its senses Learning aids:1、2、 blackboard。

Module3 Unitl教学设计课题AWE M3 U1主备人江亚平课时主备教案课型WelcomeLear ning objectives:By the end of this period, stude nts will be able to1. realize how people uses their five sen ses in their daily life;2. l earn how to make better uses of their senses through participation in the discussion. Focus of theless on:1. picture-talk ing2. masteri ng words about the five sen sesPredicted area of difficulties:1. expressing their opinions about people 'senses2. memoriz ing words and phrases concerning five sen ses Lear ning aids:1. PPT2. blackboardLear ning procedures:课型Reading (1)Lear ning objectives:By the end of this period, stude nts will be able to1. gain an overall un dersta nding of the article;2. know clearly the important elements of stories;3. a pply what stude nts have lear nt in readi ng strategy part to practical use. Focus of the less on:1. havi ng a thorough un dersta nding of the article2. putt ing readi ng strategy into practical usePredicted area of difficulties:un dersta nding the gen eral idea of the articleLear ning aids:1. PPT2. blackboardLear ning procedures:课型Reading (2)Lear ning objectives:By the end of this period, stude nts will be able to1. grasp the usage of some key words and phrases;2. un dersta nd the n ewspaper article better;3. use the key words and phrases correctly in releva nt exercises.Focus of the less on:the usage of some key words and phrasesPredicted area of difficulties:1. the usage of the words and expressi ons: on ce, sen se, approach, fin d+O+O.C2. the usage of thatLear ning aids:1. PPT2. blackboardLear ning procedures:课型 Word powerLear ning objectives:By the end of this period, stude nts will be able to1. lear n that many words in En glish can have differe nt roles in differe nt types of sentences;2. review and lear n words used to describe differe nt kinds of weather Focus of the less on: 1. Parts of speech2. Words describ ing the weather Predicted area of difficulties: Parts of speech Lear ning aids: 1. PPT 2.blackboard Lear ning procedures:课型Grammar and usageLear ning objectives:By the end of this period, stude nts will be able to1. know clearly what noun clauses are;2. recog nize differe nt kinds of nouns clauses correctly;3. un dersta nd how to use conj un cti ons that and if/whether to in troduce noun clauses. Focus of the less on:knowing clearly the differe nt types of noun clausesmasteri ng the usage of that and if/whether in noun clausesPredicted area of difficulties:knowing the differe nee betwee n appositive clauses and attributive clausesLear ning aids:1. PPT2. blackboardLear ning procedures:课型_____ TaskLear ning objectives:By the end of this period, stude nts will be able to1. know clearly how to plot a story;2. recog nize differe nt eleme nts of a comic strip;3. i mprove their Ian guage in story-telli ng by using adjectives and adverbs. Focus of the less on:1. mastering the rules in plotting a story2. preparing a story with a surprise endingPredicted area of difficulties:writing a story with a surprise ending using adjectives and adverbsLear ning aids:1. PPT2. blackboardLear ning procedures:课型_____ ProjectLear ning objectives:By the end of this period, stude nts will be able to1. know how sharks use their sen ses to survive dan gers in their environment and how pige ons canalways find their way home;2. lear n how to talk about ani mals and their unique sen ses;3. develop a TV show about how an ani mal uses its sen ses.Focus of the less on:1. un dersta nding the main idea of the two articles2. how to develop a TV showPredicted area of difficulties:develop ing a TV show about how an ani mal uses its sen sesLear ning aids:1. PPT2. blackboardLear ning procedures:。

英语ⅲ牛津译林版unit1period教案one教案UNIT1THEWORLDOFOURSENSESTEACHINGOBJECTIVESOFTHEWHOLEUNIT：1DEVELOPSTUDENTS'ABILITYOFREADINGCOMPREHENSIONBYREADINGASTORYABOUTABLIN DMANWHOHELPEDOTHERSGETTHROUGHATHICKFOGANDTHEOTHERONEABOUTSHARKATTACKS，SOMESPECIALSENSESOFANIMALS.2DEVELOPSTUDENTS'ABILITYOFLISTENINGCOMPREHENSIONBYLISTENINGTOTWOTALKSAB OUTSTORYTELLINGCONTESTANDHOWTOBEGINTHESTORY3DEVELOPSTUDENTS'SPEAKINGABILITYBYDISCUSSINGHOWTOCREATETHEIROWNSTORIES 4DEVELOPSTUDENTS'WRITINGABILITYBYTEACHINGTHEMHOWTOUSEPROPERADJECTIVESAN DADVERBSTOMAKETHEBODYOFTHEIRSTORYMORELIVELY，ANDWRITEASTORYWITHASURPRISINGENDING5DEVELOPSTUDENTS'INTEGRATEDSKILLSOFUSINGENGLISHBYPRODUCINGATVSHOWABOUTH OWANANIMALUSESITSSENSES6ENLARGESTUDENTSVOCABULARYABOUTTHEWORDSTODESCRIBETHEWEATHER7HELPSTUDENTSUNDERSTANDWHATANOUNCLAUSEISANDNOUNCLAUSESBEGINNINGWITHTHAT ORIF／WHETHERWELCOMETOTHEUNITINTHISPART，STUDENTSAREENCOURAGEDTOCONDUCTAFREEDISCUSSIONABOUTTHEIMPORTANCEOFFIVESENSES INTHEIRSTUDIESANDDAILYLIFE.STUDENTSAREEXPECTEDTOEXPRESSTHEIROPINIONSBOLDLYA NDIMAGINATIVELY.READINGTHEREADINGTEXTDEALSWITHASTORYABOUTWHATHAPPENEDTOAYOUNGLADYONATHICKFOGGY AFTERNOON.THEREADINGSTRATEGYOFTHISUNITTEACHESSTUDENTSHOWTOCOMPREHENDASTORYB ETTERWHILEREADINGIT.STUDENTSWILLPRACTICEIDENTIFYINGTHESEELEMENTS.WORDPOWERTHISSECTIONHASTWOPARTS.INTHEFIRSTPART，STUDENTSWILLLEARNTHATMANYWORDSINENGLISHCANHAVEDIFFERENTROLESINDIFFERENTTYPE SOFSENTENCES.INTHESECONDPART，STUDENTSWILLREVIEWANDLEARNWORDSUSEDTODESCRIBEDIFFERENTKINDSOFWEATHER.GRAMMARANDUSAGETHEGRAMMARFOCUSINTHISUNITISONNOUNCLAUSES.STUDENTSAREEXPECTEDTOLEARNWHAT NOUNCLAUSESAREANDUNDERSTANDHOWTOUSETHECONJUNCTIONSTHATANDIF／WHETHERTOINTRODUCENOUNCLAUSES.TASKTHISSECTIONCONSISTSOFASERIESOFACTIVITIESWHICHWILLPROVIDESTUDENTSWITHOPP ORTUNITIESTOPRACTICETHELANGUAGESKILLS.ANDTHROUGHTHETHREESTEPS，STUDENTSWILLLEARNHOWTOPLOTASTORY，PREPAREASURPRISEENDINGANDIMPROVETHEIRLANGUAGEINSTORYTELLING.PROJECTTHEPROJECTINTHISUNITISDESIGNEDTOHELPSTUDENTSLEARNANDUSEENGLISHTHROUGHDO INGAPROJECT.THEPURPOSEOFTHISSECTIONISTOHELPSTUDENTSUSEWHATTHEYHAVELEARNTTOF INISHAPROJECTBYWORKINGTOGETHER.SELF－ASSESSMENTTHISSECTIONAIMSTOHELPSTUDENTSDETERMINETHEPROGRESSTHEYHAVEMADE.PERIODARRANGEMENT：WELCOMETOTHEUNIT：1PERIODREADING：3PERIODSWORDPOWER：1PERIODGRAMMARANDUSAGE：2PERIODSTASK：2PERIODSPROJECT：2PERIODSREVISIONANDEXERCISE：1PERIODPERIOND1：WELCOMETOTHEUNITTEACHINGAIMS：－－－TOGIVETHESSTHEIDEATHATSOMETIMESTHESENSESAFFECTONEANOTHERANDPEOPLEMAYBEMISLE DBYTHEM.TOHELPTHEMTOREALIZEHOWTHEYUSETHEIRSENSESINTHEIRSTUDIESANDDAILYLIFEA NDTOTEACHTHEMHOWTOMAKEBETTERUSEOFTHEIRSENSES.－－－ASKSSTOFULLYPARTICIPATEINTHEDISCUSSION，PRACTISETHEIRSPOKENENGLISH，ANDSHARETHEIROPINIONSWITHONEANOTHER.PROCEDURES：STEP1BRAINSTORMING8MINUTESTO10MINUTES（ENCOURAGESSTOSPEAKOUT）ASKTHEFOLLOWINGQUESTIONS：WITHWHATDOWESEEANDHEAR？HOWDOWEKNOWTHATAFLOWERHASAPLEASANTSMELL？HOWDOWEKNOWWHETHERADISHISDELICIOUS？WHATDOWEDOWHENWEWANTTOKNOWWHETHERTHEWATERINTHEBASINISHOTORCOLD？HOWDOWEKNOWABOUTTHEWORLDAROUNDUS？WHATARETHEFIVESENSES？（BLACKBOARD：SEE–EYES—SIGHT—LOOKHEAR－EARS—HEARING—SOUNDTASTE—TONGUE—TASTE—TASTESMELL—NOSE—SMELL—SMELLTOUCH／FEEL—SKIN—TOUCH－－FEEL）ASWEALLKNOWALMOSTEVERYONEHASFIVESENSES.WELEARNABOUTTHEWORLDTHROUGHTHEFI VESENSESANDWEUSETHEMTOSTUDY，WOKANDRELAX.SOPLEASETELLMETHEADVANTAGESOFEACHSENSE.…THERE，HOWEVER，ARESOMEPEOPLEWHOHAVELOSTONEORTWOOFTHEIRFIVESENSES.WHATDOWEADDRESSTHEM？CANTHEYSTILLHEAR，SEEANDFEELTHEWORLD？ARETHEYSTILLUSEFULTOOURWORLDORCANTHEYMAKECONTRIBUTIONSTOOURSOCIETY？DISCUSSINGROUPSANDTHENSHOWWHATYOURGROUPHAVEFOUNDTOALLOFUS.…LANGUAGESTUDYFILLINTHEBLANKSWITHWORDSTHATHAVESOMETHINGTODOWITH“SENSES”：WHENHEGOTTHERE，HE＿＿＿＿＿＿＿＿＿THATTHEREWASADARKHOLE.HE＿＿＿＿＿＿＿＿INTOIT，BUTCOULD＿＿＿＿＿＿＿＿NOTHING.HE＿＿＿＿＿＿＿＿WITHHISEARS，HECOULD＿＿＿＿＿＿＿NOTHING，EITHER.HE＿＿＿＿＿＿＿＿＿ITFORALONGTIME.HE＿＿＿＿＿＿＿SOMETHINGSTRANGE.HE＿＿＿＿＿＿＿＿＿＿＿THESIDEOFTHEHOLE.IT＿＿＿＿＿＿HOT.SUDDENLYSOMENOISESWERE＿＿＿＿＿＿＿＿FROMTHEHOLE.IT＿＿＿＿＿＿＿＿LIKESOMEONEWASCOOKINGINSIDE.POSSIBLEANSWERS：NOTICEDLOOKEDSEELISTENEDHEARWATCHEDSENSEFELT／TOUCHEDFELTHEARDSOUNDEDSTEP2SHARINGINFORMATION20'TO25'（TOHELPSSKNOWMOREABOUTTHE5SENSES）TEACHER：DOYOUALWAYSBELIEVEWHATYOUSEE？SS：…TEACHER：SOMESAYYES，ANDSOMESAYNO.LOOKATTHISPICTURE，ANDTELLWHETHERITMOVESORNOTTEACHER：THISTIME，YOUMAYBECHEATEDBYYOUREASY！ASKSSTOREADTHESHORTPASSAGEANDHELPTHEMTOUNDERSTANDTHEMAINIDEAASKTHEMTOGIVEMOREEXAMPLESLOOKATTHE4PICTURESANDANSWERTHEQUESTIONSBELOW.PICTURE1ASKSSWHATTHEYCANSEEINTHISPICTURE.TEACHER：IFYOULOOKATTHEPICTUREINACREATIVEWAY，YOUWILLDEFINITELYSEEALOTMORETHANYOUDON'T.WHATDOESTHEWHITEPARTLOOKLIKE？HOWABOUTBLACKPART？SS：…PICTURE2ASKSSHOWTHEYWOULDFINDOUTWHETHERTHELINESAREOFTHESAMELENGTH.TEACHER：YOUCAN，OFCOURSE，USEWHATEVERMEASURESDOMEASURETHETWOLINES.RULERORTWOPIECESOFPAPER.PICTURE3HAVESSSAYHOWTHEYCANPROVETHATTHETWOLINESARESTRAIGHT.TEACHER：USEYOURRULERNEXTTOTHELINETOMAKESUREITISSTRAIGHTIFYOUARENOTRELYINGONYOUREYES IGHT.SS：…PICTURE4THESYMBOLSINLINEBCANBEREADASEITHERTHELETTERK，B，R，M，ORK，13，R，M.TEACHER：WHYAREPEOPLEMISLEDBYTHEIROWNEYES？SS：…BACKGROUND…IT'SMORETHEBRAINTHATISCONFUSEDTHANTHEEYES…STEP3GROUPDISCUSSIONANDINTERVIEW5'TO10'（TOHELPTHEMBUILDUPTEAMSPIRIT）ASKSSTHETHREEQUESTIONSBELOW.TEACHER：THEREARETHREEQUESTIONSRIGHTBELOWTHEPICTURES.LET'SDISCUSSTHEMINGROUPSFIRST，THENWEWILLHAVESOMENEWSREPORTERSTOINTERVIEWSOMEGROUPSFOREACHQUESTION.TEACHER：TIME'SUP！STOPDISCUSSING！IT'SOURINTERVIEWTIME.HOMEWORK：1SPENDLESSTHAN5MINUTESTALKINGTOYOURSELFONWHATYOUHAVEGOTINTODAY'SCLASSIN ENGLISH.2TRANSLATION事实情况是雾太大，车开不了那么远。

A d v a n c e W i t h E n g l i s h M o d u l e3Unit 1 The world of our sensesPeriond 1: welcome to the unitAims: ---to give the Ss the idea that soemtimes 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 teacch 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.Precedures:Step 1 brainstormingAsk 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 wather in the basinis hot or cold?How do we know about the world around us? What are the five senses?(Blackboard: see – eyes—sight—lookHear-ears—hearing—soundTaste—tongue—taste—tasteSmell—nose—smell—smellTouch/feel—skin—touch--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.Step 2 sharing informationAsk Ss to read the short passage and the main ideaAsk them to give more examplesLook at the 4 pictures and answer the questions below.Homework: translation事实情况是雾太大，车开不了那么远。

Time： Feb.12, 2006 No. 02Topic: Unit 1 ReadingTeaching aims:1.Words, expressions and sentences: truth, deserted, reach out, watch out for2. 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 activitiesTeaching aids: A computer and a projectorTeaching procedures & waysStep I Lead-inTalk 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 Practice1. 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 feelingPart 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 storyFocus on what happened, when it happened, where it happened, whyit happened and who was involved in the event5. 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 theUnderground train → at Green Park station → in Park Street→ at the corner of the street → in the street near King Street→ at 86 King StreetStep III HomeworkList all the language problems.Read the article in Part B in Reading in the Wb.。

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: DiscussionTeaching aids: A computer and a projectorTeaching procedures & waysStep I Free talkSay 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 t erm?Step II Presentation1. 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 basinis hot or cold?2. Fill in the form:We do With the sensesee Eyes sighthear Ears hearingTaste tongue/ taste buds tasteSmell nose smellTouch/ feel everywhere of the body touchQuestions: people who can’t see --- blindPeople who can’t hear --- deafWhat would happen if you lost one or two of your senses?Step III Welcome to the unit1. 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 thefood is the wrong color.affect v. = have a bad effect onQuestions: 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 & touchbecome more sensitive because we can’t see anything; Whenwe 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 aroundus; 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 m ore the brain that is confused than the eyes.3. GroupworkDiscuss the 3 questions4. Read the article in Reading in their wormbook.About Beethoven.Beethoven / a German composer / deaf / symphonyAbing / Chinese / blind / erhu solosStep IV Homework1. Try to make a careful plan for the new term.2. Preview the Reading.。