2017_2018学年高中英语Unit1TheworldofoursensesSectionⅤProject教学案牛津译林版必修3
2017 2018高中英语 Unit 1 The world of our senses Secti
Section ⅠFra bibliotekWelcome to the unit & Reading — Pre-reading
[原文呈现]
Fog ①
by Bill Lowe Fog warning
When Polly left home that morning ②， the city was already covered in a grey mist ③.At lunch, the radio forecast ④ that the mist
[原文呈现]
[读文清障]
⑥step v．跨步，迈步 n.脚步，步骤 step
Polly left work and stepped ⑥ out into the fog.She wondered ⑦ if the
buses would still be running ⑧.
out 走出去 ⑦wonder v．想知道，对……感到疑惑
A recent paper in Current Biology describes a patient who lost his ability to see after suffering strokes that wiped out his visual cortex (大脑 皮层), the brain area that processes visual input.His eyes and optic nerves remained intact, and the researchers confirmed that some information was being gathered via his still-functioning eyes.
高中英语 Unit1 The world of our senses Reading教学设计1 牛津译林版必修3
单元：Unit 1 The world of our senses板块：Reading课堂设计指导思想：本课旨在帮助学生了解课文内容，指导学生掌握更好阅读这类故事的一些阅读策略。
通过听、说、读、写等技能的综合训练，提高学生对文章的理解能力和语言用活能力。
Teaching aims:1.Improve students’ reading ability.2.Enable students to master reading strategy of this kind of reading material.3.Retell a story with a surprise ending.Teaching proc eduresStep1: Lead-in (ppt4-6)Ask students to talk about the climate or the weather in the place where they live:1. Do we someti mes have foggy days here? When?2. How do yo u feel on a foggy day?3. What can you think of when the word “fog” is mentioned? (Brainstorming)4. Have you ever lost your way in the fog? What would you do if you got lost in the fog?5. Which city has the name of “foggy city”?【设计说明】从课堂开始时的自由会话入手，自然地由天气导入“雾”这个关键词。
展开头脑风暴活动，让学生充分发挥其想象力，有“雾”联想到什么？再引出雾都伦敦---本文故事发生的地点，自然地导入课文。
Step 2: Reading Strategy (ppt7)1. Guide s tudents to read the Reading strategy for the article and teach them the elements of a story.【设计说明】在阅读课文前，先介绍此类阅读文体的“Reading strategy”, 会使学生对阅读技巧的理解及把握更有效。
高中英语 Unit 1 The world of our sense-welcome精品教案 牛津译林版必修3
Unit 1 The world of our senseWelcome to the unit---教案Teaching aims:1. Encourage students to practice speaking english more2. Arose their interest in learning this unit through activities.3. Let them know the importance of senses and hold the correct attitude towards thepeople who lose one of theirs sensesDifficult points:Encourage the students to share their opinions by fully participating in the discussion in order to realize how they and other people use their senses in their studies and daily life.Teaching proceduresStep 1:Lead-inBrainstormingWith what can we see and hear?How can we know whether a dish isdelicious?How can we know that a flower has apleasant smell?What do we do when we want to knowwhether the water in the basin is hot or cold?How do we know about the world around us?The five senses are:The sense of sight , the sense of hearing , the sense of taste , the sense of smell and the sense of touch.They enable us to know the world around us.Fill in the blanksStep 2: dealing with the short passage on the text(page1)Do you know how blind people can read?They can read by touching raised dots which represent numbers and letters. This system is calledWrite the words “blind” and “deaf” on the blackboard.Write “braille”on the blackboard.Look at the four pictures and answer the question below each picture •What can you see in this picture?•How would you judge the length of the two lines?•How can you prove that the two lines are straight?•Can the symbols be read in only one way?•Why are people misled by their own eyes.•Picture 1•If they look at the white part, you can see a vase,if you look at the black part, they can see two faces.•Picture2•You can use two pieces of paper to cover both ends of the two lines •Picture3•They can place a ruler next to the line. They can also use a ruler draw more straight lines which run parallel to the two lines.•Pictures4•K B R M, or K,13,R,MStep 3: Sharing information and Observationshow Ss some picturesWhy are people mislead by their own eyes?Because the background or other lines confuse the eyes.Also ,what we expect to see can change what we see.Actually, the brain is confused and not the eyes.Step 4: Discussion•Read the three questions in the short passage and discuss them in groups of four.•Report your answers to the whole class.•We often use one or two of the five senses more than the others when we need to . For example,in the darkness, the sense of haering and the sense of touch become more sensetive bacause we cannot see anything, when we listen to our favourite music, we may close our eyes and just listen with our ears.when we eat something, we not only taste or smell it, but look at it as well.•I think that when learing english, the sense of sight and the sense of hearing help me a lot. I usually listen to the tape before I read. While I’m listening to the tape, I’ll look at the text. And I often read iit aloud. The combination of the senses best helps me remember what I have learned.Step 5 ConsolidationReview the five senses once again and finish the exercises given on show, which, of course are related to the 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.1.noticed2.looked3.see4.listened5.watched6.sensed/touched7.felt8. haerd9.soundedStep6 DiscussionDo you know that some famous people are disabled?Raise examples and talk about their contributions.We can turn to the picture.Step 7 Assignments1. Preview the reading part，fog.2. find more information about senses.。
牛津译林版高中英语必修3教案：Unit1TheworldofoursensesWord版含解析
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。
高中英语 Unit1 The world of our senses Word power教学设计 牛津译林版必修3
单元：Unit 1 The world of our senses板块：Word Power课堂设计指导思想：本节课是以听、说、读为主的词汇教学课。
词汇教学应当“有层次”并兼顾“知、情、意”。
首先，“有层次”是指词汇教学应努力遵循认知规律，按照学生温故知新—探索新知识—使用新知识—巩固新知识的客观规律进行教学。
其次，兼顾“知、情、意”是指词汇教学要有：知——词汇知识、学习策略以及词汇所蕴含的文化知识的输入；情——师生间的情感互动、学生的情感融入与兴趣的激发、以及情感体验的过程；意——人文精神和人生意义的体悟与提升。
Teaching aims:1.Get to know different parts of speech of words.2.Learn words and expressions related to weather.3.Encourage students to learn to remember and practise what they learn by listeningand translation.Teaching procedures:Step 1 Introduction (ppt 3)The teacher starts the l esson by asking a student to retell the reading passage in this unit “fog”and write down those words in the passage and show another two words on the s creen which have different parts of s peech so tha t students can understand the meaning of “part of speech” and further understand those words. 【设计说明】在学习词汇之前，刚好完成了Reading的教学，通过复述课文既起到了复习巩固作用又通过某些词的重现让学生了解了本节课要学习的内容：同一个词可能有不同的词性和含义。
2017--2018学年译林版必修三unit 1 The world of our senses grammar学案-最新学习文档
unit 1 The world of our senses grammar学案名词性从句名词性从句在句子中起名词的作用。
在句中作主语、表语、宾语和同位语，分别称作：主语从句、表语从句、宾语从句和同位语从句。
学习名词性从句主要应注意其连接词的用法与区别以及名词性从句与其他从句的区别等。
名词性从句的连接词1.导。
(1)that在句中无词义，只起连接作用，在口语和非正式文体中可以省略，但that从句位于句首时，连词that不能省略。
(2)连接代词和连接副词在句中既保留自己的疑问含义又起连接作用，在从句中充当成分。
That she was chosen made us very happy.她被选上了，我们很高兴。
Whether they would support us was a problem.他们是否会支持我们还是一个问题。
When the plane is to take off has not been announced.飞机何时起飞还没有宣布。
[名师点津]①如果带主语从句的句子是疑问式，则须用it作形式主语。
②whether引导的主语从句既可放在句首也可放在句尾，但if引导的主语从句只能放在句尾，前面需用it作形式主语。
whether/if只起连接作用，译成“是否”，在从句中不作成分。
2．主语从句可以直接放在句首，有时为了平衡句子结构或表示强调，常用it作形式主语，而将从句放在后面。
It's certain that he will attend the party.他肯定会来参加聚会。
It is clear what he meant.他是什么意思很清楚。
[即时演练1](1)单句语法填空/单句改错①(2019·江苏高考)It is often the case that anything is possible for those who hang on to hope.②(四川高考)What you said at the meeting describes a bright future for the company.③Bob failed in the exam disappointed his parents.Bob前加That④If Peter will attend the ceremony remains unknown.If→Whether⑤That Alice said at the meeting was of great value.That→What(2)完成句子①很遗憾他没来。
高中英语 Unit1 The world of our senses Reading教学设计1 牛津译林版必修3
单元：Unit 1 The world of our senses板块：Reading课堂设计指导思想：本课旨在帮助学生了解课文内容，指导学生掌握更好阅读这类故事的一些阅读策略。
通过听、说、读、写等技能的综合训练，提高学生对文章的理解能力和语言用活能力。
Teaching aims:1.Improve students’ reading ability.2.Enable students to master reading strategy of this kind of reading material.3.Retell a story with a surprise ending.Teaching proc eduresStep1: Lead-in (ppt4-6)Ask students to talk about the climate or the weather in the place where they live:1. Do we someti mes have foggy days here? When?2. How do yo u feel on a foggy day?3. What can you think of when the word “fog” is mentioned? (Brainstorming)4. Have you ever lost your way in the fog? What would you do if you got lost in the fog?5. Which city has the name of “foggy city”?【设计说明】从课堂开始时的自由会话入手，自然地由天气导入“雾”这个关键词。
展开头脑风暴活动，让学生充分发挥其想象力，有“雾”联想到什么？再引出雾都伦敦---本文故事发生的地点，自然地导入课文。
Step 2: Reading Strategy (ppt7)1. Guide s tudents to read the Reading strategy for the article and teach them the elements of a story.【设计说明】在阅读课文前，先介绍此类阅读文体的“Reading strategy”, 会使学生对阅读技巧的理解及把握更有效。
[精品课件]高中英语Unit1TheworldofoursensesPeriodFourProject课件牛津译林版必修
•About 30 types are known to have attacked humans.
About sharks
•Three types of 1. dangerous
sharks：the great white
shark，the tiger shark and the bull shark.
•The shark 2.
mistakes
you
for
a
fish
and
attacks
you，but
when
it
Three types tastes human flesh，it gives up.
of shark •The shark 3. biytoeus if it thinks you are f being attacked by sharks is rather small compared to
other dangers.
答案 D
答案
12345
2.Which of the following ways can help you out of the attacks from sharks? A.No swimming in the dark, especially alone at night. B.The less people, the less chances to be attacked by sharks. C.Wearing colourful clothing. D.Swimming when you have a fresh wound. 答案 A
Period Four ——
Project
栏目 索引
课前预习 梳理·记忆·理解 课堂讲义 感悟·归纳·应用 当堂达标 综合·巩固·反馈
高一英语译林版必修3学案：Unit1TheworldofoursensesS
Unit 1The world of our sensesSection ⅣWriting10月1日，高二（3）班的学生志愿者李雪和张华去阳光敬老院（Sunshine Nursing Home）开展志愿者活动（送水果、打扫卫生、聊天等）。
假如你是英语报的记者，请按下列要点用英语写一则120词左右的新闻报道。
1．时间、地点、人物、活动；2．老人们的反应；3．简短评论。
注意：报道的标题和记者姓名已给出（不计入总词数）Student Volunteers Brought Sunshine to the Elderly ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________By Chen Jie，School Newspaper这是一篇新闻报道，报道了国庆假期中李雪和张华一天的经历。
高中英语 Unit1 The world of our senses Reading教学设计1 牛津译林版必修3
单元：Unit 1 The world of our senses板块：Reading课堂设计指导思想：本课旨在帮助学生了解课文内容，指导学生掌握更好阅读这类故事的一些阅读策略。
通过听、说、读、写等技能的综合训练，提高学生对文章的理解能力和语言用活能力。
Teaching aims:1.Improve students’ reading ability.2.Enable students to master reading strategy of this kind of reading material.3.Retell a story with a surprise ending.Teaching proc eduresStep1: Lead-in (ppt4-6)Ask students to talk about the climate or the weather in the place where they live:1. Do we someti mes have foggy days here? When?2. How do yo u feel on a foggy day?3. What can you think of when the word “fog” is mentioned? (Brainstorming)4. Have you ever lost your way in the fog? What would you do if you got lost in the fog?5. Which city has the name of “foggy city”?【设计说明】从课堂开始时的自由会话入手，自然地由天气导入“雾”这个关键词。
展开头脑风暴活动，让学生充分发挥其想象力，有“雾”联想到什么？再引出雾都伦敦---本文故事发生的地点，自然地导入课文。
Step 2: Reading Strategy (ppt7)1. Guide s tudents to read the Reading strategy for the article and teach them the elements of a story.【设计说明】在阅读课文前，先介绍此类阅读文体的“Reading strategy”, 会使学生对阅读技巧的理解及把握更有效。
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1 Section Ⅴ Project [原文呈现] [读文清障] Shark① attacks There are nearly 400 different types of sharks, but only about 30 types are known to② have attacked③ human beings④.Many people know that the most dangerous shark is the great white shark, probably ⑤because they have seen the film Jaws⑥.However⑦， two other⑧ sharks are also rather dangerous: the tiger shark and the bull⑨ shark. Contrary⑩ to ⑪what many people might assume⑫， evidence⑬ shows that sharks seldom attack humans.There are three types of shark attacks.In the main type, the shark attacks you because it mistakes you for⑭ a fish, but when it tastes human flesh⑮ it decides to give up⑯ and swims away.In the second type, the shark pushes you ①shark/ʃɑːk/n.鲨鱼 ②are known to ...可转换为It is known that ...句式。 ③attack vt.袭击，攻击；抨击；非难；侵袭，损害 ④human being人类 ⑤because ...Jaws是because引导的原因状语从句。 ⑥jaw/dʒɔː/n.颌 ⑦however adv.然而，可是 ⑧two other另外两个， other与数词连用时，应放在数词的后面；而another与数词连用时，应放在数词的前面。 ⑨bull/bʊl/n.公牛 ○10contrary/'kɒntrərI/adj.相反的 n．相反的事实或情况 contrary to 与……相反 ⑪what引导名词性从句，作介词to的宾语。 ⑫assume vt.假定，设想 ⑬evidence n．证据，证明；迹象 ⑭mistake ...for ...把……误认为…… 2
with its nose to find out if you are fit to be eaten⑰， and then bites you if it thinks you are⑱.In the third type, the shark waits for you to swim by, and then attacks you suddenly.The last two types of attack more often result in⑲ the death of humans. ⑮flesh/fleʃ/n.(动物或人的)肉 ⑯give up放弃 ⑰if you ...是宾语从句。to be eaten是动词不定式的被动形式。 ⑱if it thinks you are是条件状语从句。 ⑲result in 导致，结果是 result from起因于
鲨鱼攻击 [以上部分译文] (世界上)有将近400种不同种类的鲨鱼，但我们知道只有约30种鲨鱼攻击过人类。许多人知道最危险的鲨鱼是大白鲨，也许是因为他们看过电影《大白鲨》吧。然而，另外两种鲨鱼也相当危险：虎鲨和牛鲨。 和许多人可能会认为的正好相反，有证据显示鲨鱼极少攻击人类。鲨鱼攻击人类的情形有三种。一般情形中鲨鱼攻击你是因为它把你错当成了一条鱼，但当它尝出人肉的味道时，就会决定放弃并游开。在第二种情形中，鲨鱼会用鼻子推搡你，以弄清你是否适合被食用，如果它觉得适合，便会咬你。而在第三种情形中，鲨鱼会等待你游过来，然后突然攻击你。后两种攻击类型对人类来说往往是致命的。
To reduce the risk⑳ of a shark attack, you should follow○21 these suggestions○22. ·Do not swim in the dark.Sharks can still see you but you cannot see them. ·Do not go swimming in the ocean ○23if you have a fresh○24 wound○25 .Sharks can smell blood over a long distance○26. ·Do not wear bright clothing or jewellery○27， because sharks are attracted○28 to the flash of colours and bright objects. ⑳risk n．风险，危险 ○21follow vt.遵循 ○22suggestion n．建议(为可数名词) ○23if you have a fresh wound是if引导的条
件状语从句。 ○24fresh adj.新鲜的；清新的，凉爽的 ○25wound n．伤口，创伤vt.使受伤 ○26distance n．距离
○27jewellery/'dʒuːəlrI/n.珠宝 jewel n．[C]珠宝 ○28attract/ə'trækt/vt.吸引 ○29as sharks ...people 是as 引导的原因状语从句。 ○30avoid vt.避开，避免 avoid后接 v．ing，不接to do。 3
·Stay in groups, ○29as sharks usually avoid○30 large numbers of○31 people. Recently, shark attacks have been increasing ○32as water sports are becoming more popular○33.If a shark attacks you, follow the advice○34 below. ·Keep calm○35.Do not panic○36. ·Hit the shark on the nose○37 with your fist○38. ·Stick your finger in the shark's eye. Don't be frightened by sharks: you are 30 times more likely○39 to be hit by lightning than be attacked by a shark. ○31large numbers of 大量的，许多 a (large) number of 与(large) numbers of仅修饰可数名词复数，作主语时谓语动词用复数。 ○32as water ...popular是as引导的时间状语从句。 ○33popular adj.受欢迎的，流行的，通俗的 ○34advice n．建议(为不可数名词) ○35calm/kɑːm/adj.镇静的，沉着的，平静的vt.&vi.使平静
○36panic/'pænIk/vi.&n.惊慌，恐慌 ○37hit sb.on/in the＋身体部位，the 不可以换成one's。 ○38fist/fIst/n.拳头 ○39likely/'laIklI/adj.可能的
[以上部分译文] 为了降低被鲨鱼攻击的风险，你应该遵循这些建议： ·不要在黑暗中游泳。鲨鱼仍然能看得见你，而你却看不见它们。 ·如果你有刚受伤的伤口，不要在海洋中游泳。鲨鱼在很远处便能嗅到血腥味。 ·不要穿鲜亮的衣服或佩戴珠宝首饰，因为鲨鱼会被颜色或明亮物体的闪光吸引。 ·集体行动，因为鲨鱼通常会避开人群。 最近，随着水上运动更加普及，鲨鱼攻击事件也在持续增多。如果鲨鱼攻击你，遵循以下建议： ·保持冷静。别惊慌失措。 ·用你的拳头击打鲨鱼的鼻子。 ·用你的手指戳鲨鱼的眼睛。 不要害怕鲨鱼：你被闪电击中的几率要比受到鲨鱼袭击的几率大30倍。
The wonderful world of pigeons① ①pigeon/'pIdʒIn/n.鸽子 4
It is night.All is quiet.The soldiers② are asleep ③while a guard watches for④ the enemy.There is a flash, and the sound of guns! They are being attacked! Hundreds of enemy soldiers rush towards them⑤.They are all going to be killed unless they get help⑥.What should they do? An officer writes a short message quickly on a small piece of paper：‘Being attacked! Hurry！’ He rolls up⑦ the paper and puts it into⑧ a small case, and then reaches into⑨ a cage and gets a bird.Attaching the message to⑩ its leg, he sets the bird loose⑪.It immediately⑫ flies into the air and disappears in the dark. Will the bird arrive in time⑬？ Will they be saved？ ②soldier/'səʊldʒə(r)/n.士兵 ③while 引导时间状语从句，意为“与……同时”。 ④watch for守候，注意 ⑤rush to/towards sb.向某人冲去 ⑥unless they get help是unless引导的条件状语从句，unless意为“除非”。 ⑦roll up卷起来 roll/rəʊl/vi.&vt.卷起来；(使)滚动 ⑧put ...into ...把……装入…… ⑨reach into将手伸进…… ⑩attach ...to ...把……系在/附在……上 ⑪loose/luːs/adj.松动的，松开的；宽松的vt.松开，释放 ⑫immediately adv.立即conj.一……就…… ⑬in time及时 on time 按时