《英语》(新标准)(高中阶段)必修1M3period3+
高中英语新教材外研版必修第一册学案+作业：Unit 3 Family matters Period Ⅲ
Period Ⅲ Developing ideas课前自学导引只是一个兄弟这是2016年墨西哥世界铁人三项大赛的最后一场比赛。
(距终点)只剩下700米的时候，阿利斯泰尔·布朗利名列第三，他的弟弟乔尼领先。
阿利斯泰尔冒着酷热冲向终点线，但当他转过拐角时，他看到他的弟弟快要倒在跑道上了。
阿利斯泰尔必须选择：兄弟之爱还是赢得比赛的机会？对阿利斯泰尔来说，选择是明确的。
他的兄弟有困难了。
他不得不帮忙。
阿利斯泰尔朝乔尼跑去，抓住他，并且开始把他拉向终点线。
然后阿利斯泰尔把他的弟弟推过了终点线。
这一举动使得乔尼排名第二，阿利斯泰尔本人排名第三。
比赛的结果出人意料，但阿利斯泰尔不想与媒体讨论此事。
他只是想看看被紧急送往医疗区的弟弟。
布朗利兄弟两人从小就参加铁人三项运动。
“很明显，当你的哥哥在做的时候，你认为这是一件很酷的事情，”乔尼说。
阿利斯泰尔说，他们在训练时尽可能地互相鼓励。
尽管有时会因为一些“愚蠢的事情”发生争吵，阿利斯泰尔还是认为有个兄弟是一种优势。
“在我的一生中，我有个弟弟总是试图在我做的每一件事上打败我。
这是一种非常积极的力量。
”在数百万人的注视下，对这场比赛的结局众说纷纭：这对兄弟应该(因犯规行为)被取消资格，还是应该受到高度赞扬？但对阿利斯泰尔来说，他的决定很容易解释：“如果我把乔尼落下，妈妈会不高兴的。
”在那一刻，他不再是一个为了获得奖牌的运动员——他只是一个兄弟。
课堂合作探究1settle v. 和解，结束(争论)；定居(P32)归纳拓展(1)settle for 勉强接受，将就settle in 在……安家，定居，落户settle into 迁入(新居)settle down 定居，过安定的日子；(使)平静下来(2)settler n . 移民；定居者settlement n . (解决纷争的)协议；解决；处理；(关于钱财转让的)协议(书)①As a perfectionist, Virginia was just not prepared to settle for anything mediocre.作为一个完美主义者，弗吉尼娅就是无法勉强接受任何平庸的东西。
《英语》(新标准)(高中)必修1M3
《英语》（新标准）高中一年级第一册Module 3: My First Ride On A train刘晓（山东日照第一中学）一．教学目的要求和内容分析见普通高中课程标准实验教科书《英语》（新标准）高中一年级第一册教师用书第32页与33页。
二. 教材整合Introduction & listening & Pronunciation & Everyday English 在话题内容及训练目的上相一致,可以进行整合为以培养学生听说能力为主要目的的听说课, 可以用做本课时的新课导入。
Reading and vocabulary为本模块的重点内容, 教师要充分利用课文内容对学生进行阅读训练, 指导阅读策略, 从而培养学生借助阅读材料获取信息, 处理信息, 分析问题, 解决问题的能力, 并适当渗透对文章的鉴赏能力的培养, 教会学生初步分析好词, 好句, 文章结构, 提高综合语言运用水平。
V ocabulary & Reading and speaking & Writing 在内容上基本一致, 可以整合成一节以培养学生阅读语篇推断主旨大意, 叙述介绍情况, 最终以文字形式表达思想的综合实践课。
Function & Grammar 1 & Grammar 2 对本课的语法,功能进行组合, 可以整合成一节语法功能课。
Language study整合本模块的重点单词、短语、句型, 进行分类讲解, 练习, 教会学生灵活使用, 最终培养学生的语言准确性, 提高语言运用水平. 本部分内容不能穿插在其它课型之中实施从而影响其他课型（特别是听说课及阅读课）的教学目标的完成。
三．课型设计与课时划分Period One: Introduction & Listening & Pronunciation & Everyday English & Cultural Corner (as homework) Period Two: Reading and V ocabularyPeriod Three: V ocabulary & Reading and speaking & WritingPeriod Four: Function & Grammar 1 & grammar 2Period Five-Period Six: Language study（Including Module File & Task）[教学设计]本模块划分为共六课时，本文因篇幅所限仅刊登第1，2，5，6课时，其余部分到网站阅读Period One: Listening and Speaking(Introduction + Listening and vocabulary + Pronunciation +Everyday English)Part I: Introduction:Step One: List vehicles by students.Directions:1．Work in teams and gather as many vehicles as possible from students.2. Write down the vehicles the students mention as a preparation of the background knowledge for theModule.Step Two: Arrange the vehicles under categories:Directions:The following diagram helps the students to decide the ways the vehicles travel. The students are required to work in teams and fill in the diagram.Complete the diagram:Possible answers:Step Three: Questions and answers as a competition:Which vehicles do you use if you travel a short distance? How about a long distance?Which vehicles do you use if you want to be fast? How about if you are not in a hurry?Which vehicles do you use if you don’t have a big place to take off and land?Which vehicles do you use if you want to fly in space?Directions:The teacher gives questions and the students are divided into groups and answer quickly. The groups, which answer most questions, will be rewarded.Step Four: Match verbs with vehicles:Directions:Work in teams and decide how they use get on/ off and get into and out of:Possible answers:Possible answers:Possible answers:Step Five: Talk about one journey:Directions:1．The students work in pairs and describe one of their journeys to their partners, saying how old they were, where they went, whom they went with, where they went, how they traveled and etc.2．Report their partner’s journey to the class:3. The class decides whose traveling is the most interesting:4. The teacher gives a summary, saying: “We have different kinds of vehicles and different people preferdifferent ways. But any way is good if you can enjoy it and relax yourself.”Part II: Listening:Step One: Lead-inPrepare background knowledge for the target material.Directions:1．The teacher starts the topic, saying: “Traveling is really interesting. But sometimes people travel not for fun, or for relaxation, but for work or for a living. Do you think I am right?”2. Show the students pictures of Mary Lennon and ask the students what they have known about her.Possible answers:90 years old, silent movie actress, English, went to America in the 1930s…Step Two: Presentation:Listen to the target language:Directions:Allow the students one minute to read through the questions and underline the key words of the questions in Activity One.1．Play the cassette for the first time and have the students listen, focusing on the questions. Make notes if necessary.2. Play again for better answers:3. Have the students compare notes in pairs:4. Play the tape a third time for a final check.5. Match the questions and answers in Activity One individually, compare notes with partners and checkwith the teacher.Part III. Pronunciation:Directions:Step One: Call back the students’ background knowledge about sentence stress:Ask the students to read the dialogue and mark the words they expect to be stressed, and compare answers with their partners.Step Two: Learn by listening:Listen to the tape and decide the answer.Step Three: SummarizeDiscuss why the stressed words are stressed.Step Four: Practice:Follow the cassette and imitate it.Part IV: Everyday English:Directions:Step One: Remind the students of the expressions to make responses, introduce questions and show interest and attitudes in the listening material:Read the expressions and answer the questions in Activity One:Put the students in pairs to answer the questions:Step Two: Complete each sentence with one of the expressions:Ask the students to answer the questions first individually and then compare notes:Step Three: Drill for fluency:Put the students to practice in pairs.Step Four: Speaking Practice:Now you are students in Senior High. Suppose an interviewer has come to interview you about your life in school, such as your lessons, your living conditions, your after-school activities and so on. Please work in pairs to make a conversation, trying to use the expressions above to make your conversation going on smoothly.Homework:1.Read to learn information about Maglev and exchange information with friends.2.Work in teams and find as much information as possible about Australia and prepare a team report toshare with the whole class.Period Two: Reading and vocabularyI.Lead-inDirections:The students make reports in teams about Australia. Each of them introduces part of Australia and students from other teams make up and also ask questions. This helps the whole class prepare background knowledge and get motivated and above all the students learn to work together.II. Presentation:Directions:Step One: Predict for possible information.1. The students read the title and discuss what kind of writing they think the passage can be. And the studentsmay find it’s narration. The teacher goes on to encourage the students to predict what a narration mainly talks about.Possible answers:Who/ when/ where/what/ how…2. Help the students read the first paragraph of the passage and find the “who, when where, what and howquickly”.Who- Alice ThompsonWhen- recentlyWhat- had the first rideWhere- from Sydney to Alice SpringHow- travel on the famous Ghan train.Step Two: Skim for topic sentences to get the main idea.1. The students read the text quickly and silently to find the topic sentence of each paragraph. And theteacher guides the students on how to conclude the main idea through topic sentences.2. Scan for details.The students read the text again, based on what they have known of the whole passage, to obtain required information. The teacher gives the students some guidance on how to focus on what is necessary information. The students read with the following questions.Questions:1. What was the scenery like during the trip?2. What does Alice do on the train?3. Why is the train called the Ghan?4. What were camels used to do? Why?5. When did people stop using camels? Why?3. Retell the text:The students retell the text, referring to the information they have got by answering the questions. The students may first practise in pairs, then report to the whole class. One doesn’t have to finish all so that more students can have a chance to practise, and finally all the students do the presentation together. This is quite helpful to make students get enough speaking practice in large classes.4. Do reading comprehensive exercises to practise using flexible reading strategies.1.The writer thinks highly of all but _________ during his trip.A.the food.B. the train serviceC. the sceneryD. the people.2. Which of the following is true?B.Australians traveled to Afghanistan a lot in the 19th century.C.The police shot the trained camels with the permission of the government.D.The Afghanistan government passed a law to shoot trained animals.E.The writer used to travel long distances on a train alone.3.Australians used to travel on camels for ________.A. businessB. tourC. farmingD. animal training4.In general, the writer __________.A.showed no interest in his trip by trainB.thinks his ride was long and tiringC.enjoyed his ride on the train.D.Disliked the way the camels were treated in Austria.5.The writer talked a lot about camels, because________.A.camels are of great use in travling and quite helpful for manB.He was planning to travel on a camel with his friend soonC.readers are often interested in stories about animalsD.the writer wanted to explain why the train was called Ghan.III. Analysis of the passage:Directions:1. The teacher paraphrases the passage, dealing with language barriers, but the teacher should not waste toomuch time on a through study of words, expresses and patterns so that the students have enough time to build their reading ability.2. The students find the well-chosen words and well- organized sentences used by the writer and discuss whythey think they are good.IV. Drill.Directions:Follow the tape to practise the pronunciation and read the text fluently.V. Discussion:Directions:The students work in teams and choose either of the two topics, Encourage all of them to give their opinions and finally two teams report their opinions to the whole class.Topics to discuss:1. What they think a good piece of writing should be like? And whether they have something to improve on thepassage.2. How people should treat animals if they don’t use them any longer.VI. Homework:1. Read the reading part in the workbook and do Exercise 6,7,8 and 9.2. Go to the net or look up in books to find more information about the development of trains.3. Write a short passage, introducing your traveling experience.Period Five-Six: Language StudyPart One: Key Words from Vocabulary:1.distance n. space in between(1). in the distance at a distancee.g. Trees should not be planted close together but at a distance.He has disappeared in the distance, before I could greet him.(2) distant adj. separate or apart in space or relatione.g. distant land/ a distant mountain village/ a distant cousin/ a distant relative2.abandoned adj.(1) abandoned farms/ abandoned land/ abandoned car/ abandoned baby…(2) abandon vt. go away without intending to return, not want any more=deserte.g. abandon one’s family/ country/ friend/ post/ a shipHe abandoned his house to the new comers.Don’t just abandon yourself to a life of pleasure.(3) abandon vt. give upe.g. abandon one’s hope/ a habit / a pl an/ a project/ a schemeBecause of the crowd trouble, the match was abandoned3.desert [c,u] n & v（1）n in the desert/ a desert island/ desert land（2）vt. go away without intending to return = abandone.g. Desert a house, a village, one’s wife and ch ildren（3）deserted = abandonede.g. He is afraid to walk on a deserted street.4.exhausted adj.（1）very tirede.g. He was totally exhausted after the long ride through the desert.（2）exhaust. vt. Make a person or an animal very tired.Use sth up completelyMake empty.e.g. The long cycle ride exhausted her.exhaust one’s patience/ strength/ moneyexhaust a well/ one’s pocketPart Two: Words to Revise:1. Supply v & n（1）v. give sb sth. which is needed , provide sb. with sth.supply sth. to / for sb.supply sb. with sth.e.g. The company supplies us with electricity and gas.c.f. supply ~ provide（2）provide sth. for sb. / provide sb. with sth./ provide sb. sth.[u] n. supplying or being supplied[c] n. thing that is supplied, stock or store of things provided or availableeg. food supplies / water suppliesHelicopters dropped supplies (of food and clothing) to the villagers.（3）[ph] a supply of / supplies ofin short supply2.allow vt. & vi.(1) permit sb to do or let sth happenallow sth .sb. to do sth.doing sth.sb .+ adve.g. They are not allowed to smoke in the office.They don’t allow smoking in the hospital.The doctor allowed him up for two hours only, for he is still in poor health.(2) Let sb. have sth.e.g. allow sb. money/ freedom/ a rest/ time…He allowed his students two hours for playing football each week.Part Three: Key Phrases:1.refer to(1) turn to sb/ sth for informatione.g. refer to books/ dictionary(2) mention or speak ofe.g. The expert referred to at the meeting is Dr. Li.(3) be relevant to sb. / concern sb.e.g. The discipline refers only to soldiers.The new law only refers to the camels used for delivering food.(4) reference [u] ne.g. for reference / reference books2.more than oneMore than one visitor likes the scenery here.c.f. more than / no more than/ not more than…3.on the coast ~ off the coast.Soon the ships appeared off the coast.There are some hills on the coast and you can see some islands off the coast.4.for the first/ last/ next… few …5.be short for.e.g. WTO is short for the World Trade Organization.c.f. be short of = lacke.g. Though they are short of money, his parents managed to send him to college.6.play withe.g. play with fire / water / toys…play basketball / sports / the piano/ computer games / sports…7.in the 1920s / in the 1920’sc.f. in the 20’s / 20s ~ in one’s 20s8.at a speed over 400 kilometers per houre.g. at a / the speed of 1000 meters a second.at full / top / high speedat the top of one’s speedc.f. with speed / with great speed.9. a long- distance travel / 30- kilometer journey.e.g. a five- year old boy.a 500- word lettera 30- meter-wide bridgePart Four: Key Patterns:1. They Afghans and their camels did this until the 1920s(1). …do…until/ till……not do…/until/ till…e.g. They used camels until the 1920s…They didn’t stop using camels until the 1920s(2). Not until the 1920s did they stop using camels.It was not until the 1920s that they stopped using camels.。
2019_2020学年新教材高中英语Unit3FamilymattersPeriodⅢDevelopingideas教学案外研版必修第一册
Period ⅢDeveloping ideas课前自学导引只是一个兄弟这是2016年墨西哥世界铁人三项大赛的最后一场比赛。
(距终点)只剩下700米的时候，阿利斯泰尔·布朗利名列第三，他的弟弟乔尼领先。
阿利斯泰尔冒着酷热冲向终点线，但当他转过拐角时，他看到他的弟弟快要倒在跑道上了。
阿利斯泰尔必须选择：兄弟之爱还是赢得比赛的机会？对阿利斯泰尔来说，选择是明确的。
他的兄弟有困难了。
他不得不帮忙。
阿利斯泰尔朝乔尼跑去，抓住他，并且开始把他拉向终点线。
然后阿利斯泰尔把他的弟弟推过了终点线。
这一举动使得乔尼排名第二，阿利斯泰尔本人排名第三。
比赛的结果出人意料，但阿利斯泰尔不想与媒体讨论此事。
他只是想看看被紧急送往医疗区的弟弟。
布朗利兄弟两人从小就参加铁人三项运动。
“很明显，当你的哥哥在做的时候，你认为这是一件很酷的事情，”乔尼说。
阿利斯泰尔说，他们在训练时尽可能地互相鼓励。
尽管有时会因为一些“愚蠢的事情”发生争吵，阿利斯泰尔还是认为有个兄弟是一种优势。
“在我的一生中，我有个弟弟总是试图在我做的每一件事上打败我。
这是一种非常积极的力量。
”在数百万人的注视下，对这场比赛的结局众说纷纭：这对兄弟应该(因犯规行为)被取消资格，还是应该受到高度赞扬？但对阿利斯泰尔来说，他的决定很容易解释：“如果我把乔尼落下，妈妈会不高兴的。
”在那一刻，他不再是一个为了获得奖牌的运动员——他只是一个兄弟。
课堂合作探究①As a perfectionist, Virginia was just not prepared to settle for anything mediocre.作为一个完美主义者，弗吉尼娅就是无法勉强接受任何平庸的东西。
②She settled in Shanghai after her father's death.父亲死后，她就在上海定居了。
③We settled into our new house just last week.我们上周刚刚迁入新居。
新人教高中英语选择性必修一Unit3Fascinating Parks单元分析
Unit 3 Fascinating parks单元分析单元主题：人与自然和人与社会单元内容分析本单元主题是“人与自然和人与社会”，围绕“引人入胜的公园（Fascinating Parks）”这一话题展开。
内容涵盖国家公园、主题公园和城市公园，例如：萨勒克国家公园、北京奥林匹克森林公园、迪士尼乐园等。
本单元鼓励学生多角度认识、思考、探索这些公园的独特之处，在拓展学生视野、让学生领略和感悟美的同时，思考这些公园存在的价值与意义，思考人与自然和谐共处的理念，体会公园这一主题所蕴含的人文内涵和意义。
以下为教材各部分教学内容的简要分析及教学活动实施建议：1.Opening Page主题图是美国黄石国家公园的一处风景名胜-大棱镜温泉，照片内容与主题阅读和单元话题密切相关，使读者身临其境，从而被带入“国家公园”这个阅读主题。
开篇页的引言“A national park is not a playground. It＇s a sanctuary for nature and for humans who will accept nature on nature＇s own terms.”可译为：国家公园不是游乐场。
它是自然的庇护所，也为愿意接受自然本来面貌的人类提供庇护。
这句话揭示了国家公园的本质：接受自然的本来面貌，并最大限度地保护自然。
人类在地球上生存与发展，除了利用自然、享受自然的馈赠，更应该保护自然、实现人与自然的和谐相处，尊重自然，就是让自然以原本的面貌存在下去。
2．Reading and Thinking：Experience a national park 主课文是一篇游记，以第一人称的视角，介绍了位于欧洲的萨勒克国家公园，公园全境都是未经开发的原生态区，景色壮丽。
学生通过阅读语篇，了解萨勒克国家公园的自然环境、历史由来和人文生活方式，进一步了解国家公园的存在价值，在人与自然这个主题之下，探索国家公园对自然保护、人类生存发展和人与自然和谐共存的意义。
Unit 1 Period 3高中英语(人教版2019选择性必修第三册)
Look up each group of words in the dictionary and discuss their differences. Then create a blank-filling activity based on your understanding of these words. Exchange your activity with another group and see how well you can do.
Words and expressions of changing from the text: development, breakthrough, innovation, begin, replace, shift, slow, emerge, try, finally, instead, unlike, less, new, more, until began to change, built upon, reached its height with, shifted from… to…, no longer, turned to… While his paintings still…, they showed… New… gradually replaced old ones from…
Build Up Your Vocabulary
To read a passage about Monet and Impressionism and learn more about Impressionism paintings. To identify some words by understanding their explanation in English and practice them by making sentences.
英语人教版高中必修一(新课标)教案Unit 3 Reading and Thinking 教案
Unit 3 Sports and FitnessPeriod 2 Reading and Thinking教材分析本课时的活动主题是“选择你最喜欢的运动员”(Choose your favourite athlete)。
该文本属于杂志文章,有明显的标题特征、结构特征和语言特征。
文章创设的情境,即某杂志社请读者来信选举自己心目中的“体育界的活传奇”( Living Legends of Sports)，在此基础上，使学生能够使用所学知识来评选自己心中的体育传奇明星，并且能够表达自己对“体育精神”的理解，目的是培养学生理性思考和客观评判的思维品质。
另外还应该从这些传奇人物身上领会和感悟做人和做事的道理。
教学目标1. 快速阅读获取有关郎平和乔丹的基本信息；深入阅读了解他们被称为体育传奇的原因。
2. 通过提问引导学生理解某些语言在文本中的含义，如“time seems to stand still, graceful…”等等。
3. 阅读并理解课文各部分的上下文，学习如何说和写sports legend。
4. 通过对比分析，形成判断传奇人物的标准，学会选择自己喜欢的传奇体育明星。
教学重难点【教学重点】1.深入了解郎平和乔丹的基本情况。
2.理解他们被称为sports legends的原因。
【教学难点】理解某些语言在文本中的含义，例如“time seems to stand still, graceful…”等等。
教学过程Step 1 Warming-upLook at some famous sports stars’ pictures and have a discussion about them.设计意图：引导学生欣赏著名运动明星的图片及讨论知名运动员及运动的功能，引出本单元话题，并对本课将要学习的两位运动员郎平和乔丹做好铺垫。
Step 2 Pre-reading1.Work on Activity 1. Look at the titles and pictures, and predict what the text is about.2.Brainstorm: What aspects will be involved when we talk about “living legends of sports”？设计意图：通过浏览图片、标题、小标题以及板式预测文本内容。
(新教材)2022版北师大版英语选择性必修第一册同步练习：UNIT 3Period 3(含答案)
UNIT 3Period Three题组A基础练(建议用时：10分钟)Ⅰ．单词拼写1．We’ll turn out more products to meet the need of our ________(消费者)．2．His grandmother thinks it too ________(浪费的) for him to order the meal in the hotel.3．Please ________(包裹) this mobile phone up for me. I’ll take it.4．It is so clear that ________(交通系统) has been greatly promoted in our country.5．You’ll have to make more friends in your ________(现实的) life, not just online friends.6．Sure, ________(创新的) methods of thinking will offer you more creative ideas.7．She may not be ________(意识到) of the danger she is in.8．Li Ming’s father has a large ________(收藏) of stamps and coins.9．Mother is very ________(焦急的) when she heard that her daughter was ill at school.10．We make use of ________(筷子) in China instead of knife and fork on the table.【答案】1．consumers2．wasteful3．wrap4．transportation5．realistic6．innovative 7．aware8．collection9．anxious10．chopsticksⅡ．单句语法填空1．Lily picked ________ Japanese while she was working in Japan in 2000．2．You’ll have to make sure ________ you have checked your answers before you hand in your papers.3．You must write your composition ________ pen. Don’t write with pencils.4．Nobody can stop me from ________(take) part in the voluntary activities.5．Do you know the young man ________(catch) cheating in the examination?6．Eventually, Mike ran deep in debt and he ended up ________(beg) in the street.7．It seems this kind of food doesn’t agree ________ me.8．The heavy rain eventually contributed ________ heavy floods in this area.9．We must try to do everything we can for ________(we) in our daily life.10．The old man is committed to ________(help) those in need of help in the neighbourhood.【答案】1．up2．that3．in4．taking5．caught6．begging7．with8．to9．ourselves10．helpingⅢ．完成句子1．I’m determined to work hard at my lessons ________ ________ ________.我决心从现在开始努力学习。
2019《英语》(新标准)高中修订版必修第一册Unit 1 Understanding ideas
Unit 1 A new start Understanding ideas
Activity 1
What do you want to include in your diary about your first day at senior high?
Activity 2
Activity 3
1. He found the English class difficult and was not sure what to do. 2. With the English teacher’s support, he thought senior high was
easy and felt confident about his future. 3. He was not sure about life at senior high, but after the English
After the English class
curious: decided to explore a bit nervous: tried to turn on my brain; the engine just wouldn’t
start; butterflies in my stomach; breathed deeply frightened: looked at them in panic; embarrassed; relaxed confident: a good beginning to my new school life
class, he felt more confident.
Activity 4
Meng Hao’s experiences
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Everyday English
1. Why does the interviewer use these expressions? Is it possible for her to do the interview without them? To encourage people to say more things. The first is a friendly way of introducing a question, while the other three are ways of responding to Mary Lennon’s answers and showing interest in what she is saying. No, it’s impossible to do the interview.
made three films in a week. Interviewer: Goodness __________! Weren’t you bored? Mary Lennon: Not ________! at all It was good fun! Interviewer: ___________? Is that right But weren’t you tired? Mary Lennon: _________! Definitely We were exhausted. We had to get up at 4 am and we didn’t go to bed until midnight. I see That’s a long time. Interviewer: Oh, _________. Absolutely It takes a long time to make a film. Mary: ___________! *Extension: Pair work—Practice the conversation
Homework:
1 Think of a tourist spot where you made a trip. Make notes on: *how to get there *what you can do there *what you like about it *things that happened to you when you were there 2 Try to find some of the following items to illustrate your report: photographs, postcards, magazines or newspaper reports, maps, souvenirs 3 Report back to the rest of the class.
外语教学与研究出版社
高中英语课件
Module 3, Book I
By Zhang Xueling From Shenzhen Foreign Languages School
Module 3
My First Ride on a Train
Period 3 Listening and Speaking
2. What do Mary Lennon’s expressions tell you? A. She’s very enthusiastic. B. She’s bored. C. She can’t remember events from a long time ago.
*Complete each sentence with one of the expressions. me did you enjoy making films? Interviewer: Tell _______, Oh yes It was good fun! Sometimes we Mary Lennon:_______!
1. In London. 2. When I was 19. 3. By train.
Where were you born?
When did you go to America?
How did you get to California?
4. How long did the voyage take from London to New York? It took her seven days. 5. Who invited her to go to She cannot remember America and who paid for exactly. A film producer, her ticket? she thinks.
(Functtion--Being polite
Task 1: Look at the picture in the textbook and tell what is possibly happening. Task 2: Read through the conversation and say what the ticket inspector wants.
Listening –Task 1 Listen to the part of an interview with an old silent movie actress called Mary Lennon. Ask the following questions in English and then answer them.
1. 她第一次去美国是什么时候？ When did she first go to America? 2. 她当时多大了？ How old was she then? 3. 她怎么到那儿的？ How did she get there?
4. 她在纽约做什么？ What did she do in New York? 5. 她是如何从纽约到加州的？ How did she get from New York to California? 6. 半路上她曾经在哪儿停过？ Where did she stop on the way? 7. 她认为洛杉矶怎么样？ What did she think of Los Angeles?
Task 5: Add more lines to the conversation. Use one or more of these questions to make the conversation longer. What time does the train arrive at…? Where do I change to get to…? Is it possible to open the window? Is there a dining car on this train?
Task 4: Make up a dialogue.
Use the following polite expressions. Excuse me… Could I… ? Could I possibly…? Would you mind doing…? Would you mind if I did… ? I’m very sorry but… The fact is that…
Suggested answers:
1. In 1934. 2. 19. 3. By ship. 4. She met some people and took part in some parties. 5. By train. 6. Chicago. 7. It was too hot.
Listening – Task 2 Listen to the interview again. Ask or answer the questions according to the given statements.
He wants to see the ticket.
*out of date
Task 3: Discuss these questions.
1. What do you think of the ticket inspector’s attitude? He is very direct and impolite. 2. What expressions could you use to change it? We could add “please”, “excuse me”, or “I’m afraid”...
Speaking--Retell the story of Mary Lennon in your own words based on the information in the interview. Activity 1 may help retell the story.
*Learn the expressions and answer the questions