牛津英语模块三unit1-unit3知识点
高中英语 牛津译林版必修一-Unit3 重点小结(词汇短语句式语法)
Unit3 Getting along with others重点小结【重点词汇】1.sight n.视力;视觉;视野out of sight看不见;在视线外in/within sight看得见;在视线内catch sight of看见at first sight乍看起来;一看见at the sight of一看见……lose sight of看不见lose one’s sight失明come into sight进入视野中2.make it能够出席;准时到达;获得成功3.recover vi.恢复健康;恢复常态vt.全额收回;寻回;重新获得;恢复,重新控制recover from...从……中恢复recover oneself某人恢复知觉recover sth重新获得/找回某物recovery n.恢复;复苏;痊愈make a recovery from...从……中恢复4.respond vi. & vt.回答,回应;作出反应,响应respond to sth对……作出反应/回答response n.回答,响应,反应in response to...作为对……的反应make a quick response to...对……作出很快的反应responsible adj.有责任的;可依靠的;负责的be responsible for sth/sb对……负责5.loss n.失去,丧失;亏损;去世;损失at a loss不知所措,困惑lose v.丢失;损失,丧失lose face丢脸lose weight减肥lost adj.丢失的,丧失的;迷失的be lost in陷入……6.judge vi.&vt.评价,(尤指)批评;判断,认为n.法官;裁判员judge...from...根据……判断……judging from/by...根据……判断judgment n.判断,判决书make a judgment 作判断7.apologize vi.道歉,谢罪apology n.道歉;认错apologize (to sb) for (doing)sth因(做)某事(向某人)道歉apologize for oneself为自己辩解或辩护accept sb’s apology 接受某人的道歉owe sb an apology应向某人道歉make an apology to sb for sth因某事向某人道歉8.behaviour n.行为,举止,态度behave v.表现;有礼貌behave well/badly to/towards sb对某人表现好/差behave oneself守规矩,表现得体9.case n.具体情况,事例;案件;容器in case 万一,以防万一in case of...假使……/万一……in any case无论如何,总之in this/that case如果这样/那样的话,在这种/那种情况下in no case 决不in the case of...就……来说as is often the case这是常有的事as the case may/might be看情况,视情况而定10.ignore vt.忽视,对……不予理会ignorance n.无知;愚昧out of ignorance 出于无知ignorant adj.无知的;愚昧的be ignorant of 不了解;不知情11.suffer vi.受苦,受折磨;变差vt.遭受,蒙受suffer from遭受;患病suffer pain/defeat/hardship/damage遭受痛苦/失败/艰难/破坏suffering n.痛苦;苦恼;让人痛苦的事sufferer n.患难者;患病者12.count on依赖,依靠,指望count on/upon=depend/rely on/upon依赖,依靠count on sb to do sth依靠/指望某人做某事count...in把……包括在内count...out不包括count sb/sth as/to be...把某人/物看作……count up=add up把……加起来countable adj.可数的13.in person亲自,亲身in order按顺序in pain痛苦,在苦恼中in trouble处于困境中in silence在寂静中in surprise惊奇地14.have trouble (in) doing sth做某事有困难/麻烦in trouble在危险、受罚、忧虑的处境中out of trouble摆脱麻烦;脱离困境get into trouble陷入困境;遇到麻烦get sb into/out of trouble使某人陷入/摆脱困境take the trouble to do sth不辞辛劳做某事;费神做某事have trouble with sth做某事有困难/麻烦15.respect vt.尊重,尊敬n.尊敬,敬意;重视respect sb for sth因某事而尊重某人have/show respect for sb尊重某人out of respect for...出于对……的尊敬;顾及16.bring out使显现,使表现出bring about带来;引来;造成bring along使发展;促使成长bring down打落;击落;降低bring forth生产;产出bring forward提出;把……提前bring in带来;引来;引进bring up 抚养;教育;提出;呕吐17.measure vt.估量,判定;测量;有……长/宽/高n.措施;衡量measure...by...用……来衡量……make...to one’s measure按某人的尺寸做(衣服等)take measures to do sth采取措施做某事in some measure 在某种程度上economy measures 节约措施economic measures 经济措施measurement n.测量18.reflection n.沉思;反射;映像;反映be lost in reflection陷入深思之中reflect vt.映射;反射vi.思考reflect...in...在……中反映出/映照出……reflect on思考,反省19.seek (sought, sought)vi.试图;寻找;争取vt.寻求;寻找seek one’s fortune/fame追求财富/名誉;碰运气seek after/for寻找;追求seek sth from sb向某人寻求某物seek to do sth(=try/attempt to do sth)试图/企图做某事20.escape vi.&vt.逃跑,逃脱;避开,避免;被遗忘n.逃离,逃脱escape from 从……逃脱/逃避escape from reality逃避现实escape into逃入escape (doing) sth避免(做)某事escape punishment=escape being punished 逃避处罚make one’s escape逃走a fire escape消防通道a narrow escape 死里逃生21.be meant to do sth注定要做某事,应做某事sth is meant for sth/sb某物是为……准备/设计的mean to do sth打算做某事mean doing sth意味着做某事meant to have done = had meant to do本来打算做(实际上没做)22.benefit n.好外;益处vt.使受益vi.得益于sth benefit(s) sb某事对某人有益sb benefit(s) from sth某人从某事中受益be of benefit to...对……有益for one’s benefit为了帮助某人;为了某人的利益to one’s benefit对某人有益beneficial adj.有益的;受益的be beneficial to...(=be of benefit to...) 对……有益23.take on呈现,具有;承担;接受;从事;较量;开始雇用take away 拿走;带走;夺走take back 退回;拿回;归还take down记下;拆卸take in 吸收;理解;欺骗take off 脱下;起飞;休假;(事业)腾飞take out 取出;拔掉;带出去take over接管;接任24.moment n.时光,时机;瞬间;某个时刻at the moment 此刻,目前,那时(常用于一般现在时、一般过去时和进行时) at that moment 就在那时,当时for a moment一会儿,片刻(表示片刻的延缓,常与延续性动词连用)for the moment目前,暂时in a moment(=in a minute;very soon)立即,马上(多与将来时连用)the moment+从句=as soon as/the minute/the instant/the second/directly/immediately+从句=hardly/scarcely...when...=no sooner...than...一……就……fort vt.宽慰,抚慰n.舒服;安慰comfort sb 安慰某人in comfort舒服地take comfort from...从……中得到慰藉comfortable adj.舒适的,(人)安逸的uncomfortable adj.不舒服的,不安逸的discomfort n.不舒服;不安comfortably adv.安逸地26.recognize vt.承认,意识到;认出,辨别出recognize sb/one’s voice认出某人/听出某人的声音be recognized to be/as...被认为是……It is recognized that...人们公认……recognition n.认出;认识beyond (all) recognition(完全)认不出来27.admire vt.钦佩;欣赏admire sb for(doing) sth因为(做)某事而钦佩某人admirer n.崇拜者admiration n.佩服admiring adj.羡慕的;钦佩的admirable adj.令人钦佩的;值得赞美的【重点句式】1.Whether we’re walking to school,doing homework or just hanging out at theweekend,we’re hardly out of each other’s sight.无论我们是步行去学校,做作业还是只是在周末闲逛,我们几乎不离开彼此的视线。
牛津英语3单元知识点归纳
牛津英语3单元知识点归纳第一单元：Greeting and Meeting（问候与见面）1. 问候语：Hello! Hi! Good morning/afternoon/evening! How are you?回答问候：I'm fine, thank you. / I'm great. / Not bad.2. 自我介绍：What's your name? My name is _____. / I'm _______.询问对方姓名：What's your name? / Can I have your name, please?回答对方姓名：My name is _______.3. 打招呼：Nice to meet you. / Pleased to meet you.回答打招呼：Nice to meet you, too.4. 询问他人身份：Where are you from? / What nationality are you?回答自己身份：I'm from _______. / I'm ________.5. 用于对话或会话中的常见礼貌用语：Please. / Thank you. / Excuse me. / Sorry.6. 告别语：Goodbye! Bye! See you later. / See you soon.再次告别：Goodbye! / Take care! / Have a nice day!第二单元：Home and Family（家庭和家人）1. 家居物品：table, chair, bed, desk, bookshelf, sofa家居区域：kitchen, living room, bedroom, bathroom, dining room2. 家庭成员：father, mother, brother, sister, grandparents, aunt, uncle, cousin具体称呼：dad, mom, grandpa, grandma, auntie, uncle, etc.3. 家庭活动：watch TV, play games, cook, eat together, read books4. 询问他人家人情况：How many people are there in your family? / Do you have any siblings?回答自己家人情况：There are _____ people in my family. / I have _________. 第三单元：School（学校）1. 学校设施：classrooms, library, computer lab, playground, schoolyard学校地点：on the first/second floor, in front of/behind the school2. 学习科目：maths, English, science, art, PE (physical education), music学习活动：read books, write, draw, sing songs, dance3. 询问他人学校情况：What school do you go to? / Is it a big school?回答自己学校情况：I go to ________ school. / Yes, it's a big school.4. 描述学校日常活动：We have classes in the morning. / We play during break time.第四单元：Food and Drinks（食物和饮料）1. 食物种类：rice, noodles, bread, chicken, fish, vegetables, fruit, eggs, milk, juice饮料种类：water, cola, tea, coffee, hot chocolate, lemonade2. 询问他人喜好食物：What's your favorite food? / Do you like ________?回答自己喜好食物：My favorite food is _______. / Yes, I like _______.3. 描述食物味道：It's delicious. / It tastes great. / It'sspicy/salty/sweet/sour.描述饮料味道：It's refreshing. / It's hot/cold. / It's sweet/bitter.4. 用于进餐时的礼貌用语：Please pass me the _______. / Thank you for the meal.第五单元：Animals（动物）1. 动物种类：dog, cat, rabbit, bird, fish, tiger, lion, giraffe, elephant宠物种类：hamster, guinea pig, parrot, turtle, goldfish2. 描述动物特征：big, small, tall, short, long, fast, slow, noisy, quiet, cute3. 喜欢或不喜欢动物：I like _______. / I don't like _______. / Do you like_______?4. 询问他人是否养宠物：Do you have any pets? / What pets do you have?回答自己是否养宠物：Yes, I have _______. / No, I don't have any pets.以上是牛津英语3单元的知识点归纳，包括问候与见面、家庭和家人、学校、食物和饮料以及动物等方面的基础内容。
牛津译林版2020高中英语选择性必修第三册Unit 3 单元核心知识点
It is said that the young man was dismissed for being dishonest.
据说那个年轻人因不诚实而被解雇了。
4.acknowledge vt.承认(权威、地位);承认(属实);(公开)感谢 教材重温 Zheng He’s accomplishments are now widely acknowledged, and he is remembered as one of China’s most influential explorers. (P30) 郑和的成就现在受到广泛认可,他也作为中国最具影响力的探险家之一被世人铭记。 语境速测 单句语法填空 ①If the host casually _a_ck__n_o_w_l_e_d_g_e_s(acknowledge) that there is a camera in the room by telling a
Unit 3 Back to the past
单元核心知识点精讲
Ⅰ.重点单词 1.convince vt. 使确信,使相信;说服,劝说 教材重温 “It is clear,” he said, “that there is only one way to convince you.” (P29) 他说:“显然,只有一种方法可以令你们信服。” 语境速测 单句语法填空 ①I became so _co_n__v_in_c_e_d_(convince) of this that I could imagine myself upon the skates and the
n. 承认;告知收到;答谢;
in acknowledgement of
以感谢;承认;为感谢……
高一牛津英语模块三unit1-3词汇复习 .ppt
civilization (文明) is one 6. The Chinese __________ of the oldest in the world. 7.Can you tell us the s_________ similarities between the two problems? 8. Yesterday at London airport she o Australia. 9. Walk along the p______ passage till you come to the end, and you’ll find the manager’s office.
10.---Can you see a little bird in the d______? distance --- I’m afraid not. It’s too small. jewllery 珠宝)? 11.Do you like _______( 12.He jumped into the water to save the boy from d________. drowning 13.As we all know, cancer is a d_____ deadly disease, which can’t be cured. 14.Joan and Jane are sisters. The former is a pianist; the latter l____ is a singer.
10. A good understanding of c_______ cultural differences between countries is necessary in the trade between countries. 11. There are really e________ enormous changes in the small city. 12. U__________, nfortunately I hurt my knee when I fell down on the ice. 13. Dinny drank up the r_______ emains of her coffee.
module3unit1languagepoints（译林牛津版高一英语必修三教案教学设计）
module3unit1languagepoints（译林牛津版高一英语必修三教案教学设计）1.The city was already covered in a grey mist.Be covered in/withCover in 完全盖起The ground is covered with snow.2. wonder1) vt. 想知道I wonder who he is/what he wants/why he is late/(if)whether he will come/whose it is.I was wondering how to get there quickly/where to spend the weekend.2) vi. 感到惊奇；惊愕；惊叹 wonder at sthI don’t wonder at her refusing to marry him.It’s not to be wondered at. 那不足为奇n. 1) ［u］惊奇；惊愕；惊叹No wonder you were so late. 难怪你来得那么迟。
2）［c］奇迹；奇观Walking on the moon is one of the wonders of our times.What a wonder! 多么令人惊奇。
Adj. Wonderful3. Once out in the street, she walked quickly towards her usual bus stop.Once adv. 1) 一次2）曾经；从前（常用于句中）He once lived in Persia.Conj. 一旦 as soon asOnce you understand this rule, you will have no further difficulty.4. The truth is that the fog is too thick for the bus to run that far.That the fog is too -------- 是一个表语从句Too-------(for sb) to------- 太-------而不能-------It’s too hot to work.That far 那么远 that可以作副词，修饰形容词或副词，表示程度I’m sorry. I hadn’t realized the situation was that bad.对不起，我没料到情况有那么糟。
module 3 unit 1 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. Studentswill practice identifying these elements.3. Word powerThis section has two parts. In the first part, students will learn that many words in English can have different roles in different types of sentences. In the second part, students will review and learn words used to describe different kinds of weather.4. Grammar and usageThe grammar focus in this unit is on noun clauses. Students are expected to learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.5. TaskThis section consists of a series of activities which will provide students with opportunities to practice the language skills. And through the three steps, students will learn how to plot a story, prepare a surprise ending and improve their language in storytelling.6. ProjectThe project in this unit is designed to help students learn and use English through doing a project. The purpose of this section is to help students use what they have learnt to finish a project by working together.7. Self-assessmentThis section aims to help students determine the progress they have made.Period 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 more of 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 gotlost 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 ParkStreet------- at the corner of the street----- in the street 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 is 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 thetime she reached the corner of the street, the footsteps were gone.6. Polly found herself staring up at a man standing with his handresting 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 describedifferent 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 thef=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 first speech 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 what they 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: Telling 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 whenlistening 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 questionsin 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 andthen 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 Step2.2. 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 find out 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 eitherin 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 animalssuch 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. They will 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 thedifferent 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 determinewhat 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.。
(完整word版)模块3Unit3知识点讲解
牛津英语高一模块三Unit3单词1. ancient adj. 古代的ancient Rome古罗马study ancient history 研究古代历史people from ancient civilizations 古文明时期的人2. magnificent adj. 壮丽的；宽宏的；极好的many magnificent structures 许多宏伟的建筑物a magnificent voice 宏亮的声音a magnificent ceremony 盛大的庆典a magnificent house 豪华的住宅The magnificent scene of the waterfall is a perfect delight to the eye.瀑布的宏伟景象真是好看极了。
The magnificent view of the ancient pagoda dissolved in mist.那古塔雄伟的景色在雾中消失了。
3. remain1) vi. 留下；遗留I went to the city, but my brother remained at home.我去了城市，可弟弟留在了家里。
Only a few trees remain. 只留下了一些树。
Some of them have disappeared, while others remain today.他们中有些已经消失，而有些保留到今天。
2)继续，依旧（联系动词）（后接形容词，名词，分词和介词短语）Peter became a judge but John remained a fisherman.彼得当了法官，但约翰仍然是个渔民。
He's determined to remain loyal (忠诚的) to the team whatever comes his way. 他决心不管发生什么事都忠于球队。
2019-2020年四年级英语下册 Module3 Unit1(2-3)教案 沪教牛津版
2019-2020年四年级英语下册 Module3 Unit1(2-3)教案沪教牛津版Teaching aims:1. To learn the new words: beach, collect, sail,2. Using the present continuous tense to describe an action taking place at the time ofspeaking (e.g. Dad’s sailing his boat.)3.Asking “wh-“questions to find out various kinds of specific information about an event.(e.g. What are the boys doing?)Emotion aims:培养学生热爱祖国的大好河山Teaching Process:Step One: Warming-up1. Chant “The family”2. Daily talkS1:Where are you? S2:I am in the classroom.S1:Where is Mr Li? S2:He’s …S1:What are you doing? S2:We are …S1:What is your sister doing? S2:She’s…Step Two: Revision1.Review the words of the actions2.Describe the picturesStep Three: Presentation1. (Show the wallchart) Look and ReadThis is a picture of the Tan’s family. Ask “Where are they?”They are playing near the sea.We can also say they are at the beach.What season is it?What’s the weather like?What can you see in the sky?Who is at the beach?(Peter, Jane, Mr Tan, Mrs Tan, some boys)What are they doing?Learn the new words: collect, sail.Learn the phrases: collect shells, sail his boat, play football.Say and act.2. Listen to the tape and read after it together.Read the text individualStudents work in pairs to ask and answer the questions in Read and answer orally.Step Four: Consolidation1. Ask the students to take out their family photographs and talk about their ownphotographs.2. Workbook page 183.Grammar Practice Book 4B, page 294.Learn the soundNew word& expressions: toast, post officePlay the recording. Students listen, read and follow in their books.The postman is eating some toast in the post office.Step Five: Assignment1.Listen to the tape and read the text for several times2.Copy the new words and the sentences.Period ThreeLook and readTeaching aims:1.To learn the new words: above, top, near, between, temple, benching prepositions to indicate positions.(e.g. the aeroplane is above the mountain.)3.Asking “wh-“questions to find out various kinds of specific information about an event.(e.g. Where’s the aeroplane? What colour is it?)Emotion aims:能用英语准确地说出事物所在的位置Teaching ProcessStep One: Warming-up1. Chant2. Daily talkS1:Where is your book? S2:It’s on \in \under…S1:Where are the cats? S2:They are on \in \ under…Step Two: RevisionReview the preposition wordsDescribe the picturesStep Three: Presentation1. (Show the wallpicture of page 34) Look and readAsk “What’s this?” to introduce the new words: temple, bench(write) temple, benchAsk “Where is the aeroplane?” To elicit “above”(write) aboveCompare the two words: on, above2.Ask “Where is the tree?” To elicit “near”(write) near3.Ask “Where is the bench?” To elicit “between”(write) betweenCompare the two words: near, between4.Ask “Is the temple on the mountain?” To elicit“ at the top of”Compare the two words : on , at the top of5. Listen to the tape and read after it together. Read the text5.Students work in pairs to ask and answer the questions in Ask and answerStep Four: Consolidation1. Workbook page 191) Ask the students to look at the picture and to read the incomplete sentences2) Complete Read, look, write and colourComplete Read,look and write2. Grammar Practice Book 4B, page 30Dstribute a copy of Potocopiable page 30 to each student. Ask them to listen to the recording and to draw the objects mentioned in the correct position on the tasksheet.Ten check the answer.Step Five: Assignment1. Listen to the tape and read the text for several times2.Copy the new words and the sentences.3.4.附送：2019-2020年四年级英语下册 Module3 Unit1(4)教案沪教牛津版Teaching aims:1. To learn a new story2. Using prepositions to indicate position. (e.g. In the cage, there is a bird.)3. Using the present continuous tense to describe an action taking place at the time ofspeaking .Asking “wh-“questions to find out various kinds of specific information about an event.(e.g. Where’s the cage? )Emotion aims:生动有趣的英语故事，培养学生的口语和学习兴趣Teaching Process:Step One: Warming-up1.Sing a song2. Daily talkS1: Where are the pupils? S2:They are …S1: Where is the temple? S2:It’s…S1: What are you doing? S2: We’re …S1: Who is standing near Ben? S2: …Step Two: Revision1.Review the preposition words2.Describe the picturesStep Three: Presentation1.(Show the picture of a story)Answer the questions according to the pictureHow many animals are there in the story? (3)What are they? (They’re the bird, the cat, the dog.)Where is the bird? (It’s in the cage.)Where is the cage? (It’s beside the house.)Where is the cat? (It’s under the cage.)Where is the dog? (It’s behind the cat.)What’s the cat doing?What’s the dog doing? What’s the bird doing?What’s happening then?Is the bird flying away at last?Who is the man?2. Listen to the tape and read after it together.5.Tell the story before the classStep Four: ConsolidationWorkbook page 20Workbook page 21Workbook page 22Grammar Practice Book 4B, page 31,32Step Five: Assignment1. Listen to the tape and read the text for several times2. Copy the sentences.3.Tell the story to your parents。
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Unit 1 The world of our senses (Module 3)【考点释析】1. How far are you going?（P2）how far 问距离有多远How far is it from your home to school?【拓展】how long 问做某事等持续多长时间how soon 问某事或动作等多久以后才发生how often 问某事或动作等多久发生一次①— How long have you been here?— For five years.②— How soon will you be back?— In a month.”③— How often do you go back home?— Once a month.2. As Polly observed the passengers on the train, she sensed that she was being watched by a tall man in a dark coat.①observe “看到，注意到”，常用结构：observe sb /sth doing / do sth；observe + clauseThe police observed the man entering / enter the bank.The woman was observed to follow him closely.She observed that he had left but made no comment.She observed how he operated the computer.②sense “意识到，感觉到”Although she didn’t say anything, I sensed (that) she didn’t like the idea.【拓展】make sense 有意义；意思清楚；有道理make sense of 搞清…的意思，理解；懂；明白have no sense of shame 没有羞耻感3. She could feel her heart beating with fear.她能感到由于害怕自己的心脏在砰砰乱跳。
①feel vt.体验，经历某种体会She felt great joy. 她感到非常快乐I felt my interest in English rising. 我感到我学英语的兴趣正在增长。
②beat vi.（心脏）悸动，搏动After running, you will feel your heart beat fast.③with“因为；由于”，with fear“由于害怕”。
The teachers excited with their students’ going to college.老师因他们的学生考上大学而兴奋。
They smiled with pleasure. 他们高兴地微笑着。
④fear为…担心，为…不安；恐怕After the college entrance examinations, she feared the results all the day.高考结束后，她整天为考试结果担心。
I fear (that) you are wrong. 我认为你错了。
I fear (that) I have bad news for you. 恐怕我有个坏消息给你。
【拓展】for fear of (doing) sth / that-clause为了避免，害怕We spoke in whisper for fear of waking him / for fear that we might wake him.我们轻声说话以免吵醒他。
4. When they could not take the pain any more, they took their hands out of the water. （P9）take “屈服，忍受”，多用于否定句。
He didn’t take his punishment very well.他并未得到对他应有的惩罚。
【拓展】I can’t stand the heat. 我忍受不了高炎热。
He can stand more pain than anyone else I know. 他比我认识的任何人都更能忍受痛苦。
I couldn’t bear his lying. 我无法忍受他的谎言。
Considering his home situation, he had to tolerate his wife.考虑到家中的情形，他不得不忍让妻子了。
5. from around the corner 从拐角处around the corner 在拐角处；在附近；即将来临from用于表示场所的副词或介词前from above / below 自上/下；from far and near 从远近from before the war 自从战前；from under the table 从桌下6. The chances of being attacked by a shark are very small compared to other dangers.compare“比较, 相比, 比喻”，当考察两个相象的事物以辨别他们的相似或差别时，常用compare … with（把…和…作比较）；当描述不同事物相似性时，常用compare … to（把…比作…）。
The police compared the forged signature with the original.= The police compared the forged signature and the original.警察将伪造的签名与原来的作比较。
My English cannot compare with his. 我的英语水平不如他。
He compared her to a summer day. 他将她比为夏天。
A teacher’s work is often compared to a candle.教师的工作常被比作蜡烛。
【拓展】compare with 可与…相比(as) compared with / to 和…比较起来compare notes with sb 和某人交换意见、观点、看法；对笔记beyond compare 无与伦比的，不可及的7. The low number of attacks that happen every year proves that sharks do not feed on humans if they have the choice. 鲨鱼攻击人类的事件每年并不多见，这就证明，如果有机会选择，鲨鱼并不以人为食。
prove vt.证明，证实vi.原来（是），证明（是）He has proved (or proven ) his point.The claims have not been proved (or proven ).He has proved himself worthy of trust.The theory proved impractical in practice.The article has proved most useful.【短语记忆】1. (be) in sight 被看到2. set off = set out 出发，动身set out to do sth = set about doing sth 开始，着手做某事3. wish for sb to do sth 希望/ 渴望某人做某事wish for 希望得到，渴望4. stare (up) at （仰头）凝视，盯住…5. watch out for sth / sb 当心，戒备，提防；密切注意（注视）6. pay back 偿还（借款）；报答；报复7. get across the road 过马路8. follow / take his advice 听从他的劝告9. for a moment = for a while = for a little 一会儿，片刻10. express my thanks to you 向你表达我的谢意11. contact me through the newspapers 通过报纸和我联系12. go hungry 挨饿13. look up new words in the dictionary 在字典中查阅生词14. be related to 和…有关系15. be linked to 与…相关16. make sense 有意义；意思清楚；有道理make sense of 理解；懂；明白17. have something to do with 与…有点关系have nothing to do with 与…没有关系18. make the most of 尽量利用；充分利用19. later on 稍后20. turn the lights down 把灯光调暗21. can’t help doing sth 禁不住…，情不自禁做…can’t (help) but do sth 不得不，只好22. get close to 靠近，接近close to 接近于，在附近23. lose sight of 不再看见，忽略，忘记24. all of a sudden = suddenly 突然25. be frozen by fear 由于害怕而僵住26. in the distance 在远处，在很远的那边at a distance 隔一段距离，距离稍远一些27. go missing 不见了28. make comments on sth 对…作注释；评论某事29. concentrate (one’s attention) on / upon 把注意力集中在，专心于，全神贯注于focus (one’s attention) on 集中注意力在centre / fix one’s attention on 把注意力集中在…之上30. make (rapid) progress in 在…方面取得进步/ 进展in progress 在进行中，在举行31. work out a plan 制定计划32. be grateful to sb 感激某人，感谢某人33. in the near future 在不久的将来34. fall asleep 入睡35. to her surprise 让她惊讶的是36. the expression on your face 脸色，表情37. feed on （动物）以…为食；以…为能源live on 继续生活，（人）以…为主食，靠…生活38. be fit to do sth 适合做某事39. hit the shark on the nose 击打鲨鱼的鼻子40. take notes on sth 就…记笔记41. keep ... in mind 记住，把…记在心里Unit 2 Language (Module 3)【考点释析】1. Bees fly in circles to inform their partners about food or danger.（P21）inform“通知，告诉，获悉，告知”，常用结构：①inform sb of / about sth；②inform sb that-clauseHe informed me of your decision. 他把你的决定告诉了我。