Module3 Unit 1 the world of our senses[下学期]
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| 名称 | Module3 Unit 1 the world of our senses[下学期] |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2008-04-23 23:53:00 | ||
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课件67张PPT。 Advance with English
module 3 Unit 1
the world of our senses
总的指导思想
按照《高中英语课程标准》中提出的“任务型学习 (task-based learning)”的指导思想，在教案设计中尽量体现“任务型学习”的要求。按照我们的理解，所谓的“任务”应当具有“明确性”、“趣味性”、“可操作性”同时还要具备拓展功能。“任务型学习”的核心就是“做中学 (learning by doing)”，“做”是“学”的手段，是“学”的目标，而“学”又是“做”的前提，“做”的目的。因此，我们在设计教案时，尽我所能处理好“做”与“学”的关系。
教学内容整体分析
（一）教学内容
本单元介绍了人的五种基本感觉和动物的感觉。
阅读有关感觉的故事（主阅读）、一篇关于鲨鱼的故事（副阅读）
围绕感觉展开的听、说、写的活动（welcome to the unit、task和project）
语法：名词从句（二）单元目标(teaching aims)
A 知识目标：
a,）重点词，如：still n/adj./adv, sense vt. / n, wonder n/vt./vi, make sense , in sight, wish for, reach out, stare up at, watch out for, be frozen with ,be related to ,can’t help doing ,feed on,make progress in, all of a sudden
b）that、wh-引导的名词性从句（宾语，主语，同位语，表语从句）
B 能力目标：
1让学生知道如何读故事、如何讲故事。
2 让学生了解故事的构成，并能用英语来说故事、写故事，特别是写一个出乎意料的结局。（三）教学内容的整体内在联系
知识视野：人和动物的感觉贯穿整个单元。
技能训练：本单元的阅读策略（how to read a story： speech, thought, sound bubble and caption ）实际上贯穿了整个单元的读、听和写的活动(task和project)。
语言知识：词汇和语法知识在单元学习活动中不断重现，巩固，加深。 Welcome to the unitContents : a paragraph about five senses
Teaching aims:1 students are expected to practice and improve their oral English and share opinions
2.deal with some words for the reading .1.How many senses do people have and what are they?
2. If you hold your nose when eating , what will happen?
3.Can people with hearing problem understand each other and how?
4. What sense does a blind man use the most in his daily life?Lead-in
First ask the students the following questions.Teaching procedures :Then bring out a box (1)with some pieces of paper in it mixed with a piece of paper money; (2) with some candy and so on.Present students a box with something (candy, for example) in it, and let them guess what it is by touching.
After the activity , show them the candy, saying, Is it easy for you to guess?
Seeing is believing, isn’t it?(低平的升调)
Seeing is believing? (高升调)
Then show on the screen the pictures about the optical illusion.缪勒--莱耶错觉图2Which line is longer？
Which circle is bigger in the middle?What can you see?Are lines m and n straight?How do you read line b?moreAs a blind , how does he find out about things ? 1.What senses do you use more than the others ?
(in class, in the darkness, listen to music, watch movie)2 . Do you know of any people who have made great achievements even if they have lost one of their senses ?
Beethoven, Helen KellerBeethoven ,lost his hearing in 1801 and in 1824 completely deaf , completed the Ninth Symphony.“Three Days to See ” ??
Observe these pictures , what do these people have in common?never give up(desert) themselves ,
a hard (rough) time in life, great achievements .(创设有效情景，解决阅读中的部分关键单词)Reading Period 2-4Contents: a blind helped a normal woman on a foggy day
Teaching aims: students will learn how to comprehend a story better and learn what common elements in a story and how these elements work in a storyTeaching proceduresIf you were on the spot, what would you do?Lead-inWe often help disabled people , do you think they can help us too in some way? Ask the students the question: Who helped whom?ScanningAsk the students to finish Part C2 readingRead the text following the tape recorder to improve their pronunciation and intonation.
Finish Part C1& fill in the form to get a better understanding of reading strategy
SkimmingBus stopReading language points Period 3She sensed that she was being watched by a tall man in a dark coat.
sense n. 官能, 感觉, 判断力, a sense of hunger. 饥饿的感觉
consolidation
Get students to reproduce the story .homeworkFinish Part E after class.v.t.（及物动词）To become aware of.感觉：意识到感觉
Although she said nothing, I could sense her anger.
He sensed his students were bored though they listened politely.
To grasp; understand.理解；领会 make sense 有意义，Observe v.t 动词 观察 observe a child‘s behavior.
观察一个孩子的行为
观测： observe the orbit of the moon. 观测月球的轨道
遵守：遵守 observe the terms of a contract. 遵守合同的条款 The train is still in sight. 还能看得见那列火车.
The house was out of sight behind a wall. 房子被墙遮住看不见了
lose one‘s sight,失明 have good, poor sight, 视力好、 差等
Reach out 伸展，伸出：（将身体的一部分）伸展开或拉开；延伸：reached out an arm. 伸出一只手臂
Reach n延伸, 区域, 河段, 范围, (车子前后轴的)联接杆, 横风行驶vt.到达, 达到, 伸出, 影响= get to, arrive in at
vi.达到, 延伸, 伸出手, 传开
He couldn't reach the shelf. 没法够着书架= the shelf is out of his reach the shelf is in his reach.
The tall mountain reaches to the sky.
She wonder if the bus would still be running .
Wonder n.奇迹, 惊奇, 惊愕 vt.对...感到惊讶, 惊奇, 想知道
vi.惊讶, 怀疑 adj. 非凡的, 奇妙的
the seven wonders of the world 世界七大奇观
saw the wonders of Paris; 看见巴黎的奇迹；
wondered what was going on. 想知道正在干什么
still adj.静止的, 静寂的adv.还, 仍, stand still.站立不动Now she wanted to run, but fear held her still 一动不动
She sat perfectly still while I explained the reasons.
Once out in the street , she walked quickly towards her usual bus stop. Once conjunction
Once out in the street =when she was out in the street.
Once (it was ) seen, it will never be forgotten.
The truth is that the fog is too thick for the bus run that far.
That =sothis , to modify an adjective or adverb表示程度
Don’t take what she said that seriously .
Never stay out this late again.
The weather might be better there and you might be able to get a taxi
可结合上学期语法中的 must的用法 ---对不同时态的猜测
Must be be doing do have done 采用对比讲解的方法
He must/ may be a student.Polly found herself staring up at a man standing with his hand resting on her arm.
stare at v. 凝视, 盯住 stare into v.凝视
Don’t stare at people like that ;it’s not polite.
He sat quietly staring into the distance , thinking of her words.
Watch out for the step here.
Watch out To be careful or on the alert; take care.戒备：提防或戒备；注意 look out (for something )
“Watch out!”he shouted ,but it was too late –she had fallen from the chair.word power Period 5Contents: parts of speech & describing the weather
Teaching aims: make students know parts of speech and how to describe different kinds of weather.Can I help you?Thank you for your helpLike the word “help”in the sentence, many words in
English can have more than part of speech.
Can you give more such example?Teaching procedures :通过特定的情景让学生感知到一词多性的特征。brainstorming
make students show more such examples and make dialogues with them.
如：Polly left work early . We should work hard everyday.
exercises
1.Ask students to complete individually the table in Part A . After checking the answers He has to finish the rest of the workPlease have a good rest2.Make students complete the report with the words in box.house , cause , increase , answer The air sometimes smells very bad. Do you know what __1____ this ? One __2_____is traffic. Does anyone have an __3__ to the problem of global warming ? So far even scientists can’t ___4____ this question. In some countries you can see people without ___5__sleeping on the streets . It’s hard to _6___all the people who need homes . In some other countries , the price of food __7______every year. Poor people often have to go hungry because they can’t afford the ____8_____.causescauseansweranswerhouseshouseincreaseincreaseDescribe the weather What’s the weather like today? What does these signs mean?
Do you have any other words to describe the weather?Light rain OvercastsunnycloudyRead the conversation to find more words to describe the weatherComplete the second speech bubble according the pictures. Look at the symbols of different kinds of weatherdrizzly下毛毛雨的, mist薄雾, overcast阴天的,
tornado龙卷风, occasional cloudy periods morning16 c。Here is the weather forecast for tomorrow , it will be __________,
_____and _______ in the morningwarmsunnyfineGrammar and usage Period 6-7Teaching aims: make students know noun clauses
Teaching procedures : 1句子的结构 子2 名词性从句的分类 3 that- 和what- 引导的从句
I like English .主语谓语宾语若主语和宾语是个句子，就称为主语从句和宾语从句Whoever breaks the law will be punished .
It was good news that everyone got back safely
I want to know what has happened .The problem remains unknown.主语谓语系动词表语若表语是个句子，就称为表语从句The problem is whether Polly can find her way .
The truth is that he is fit for the job . Beijing , the capital of China , is a big city .主语同位语系动语表语若同位语是个从句，就称为同位语从句The news that the plane had crashed made us mad .
The fact that Polly didn't ask for help is a pity.定义：名词性从句就是句子担任名词性的成分，如主语，宾语，表语，同位语。它包括主语从句、宾语从句、表语从句和同位语从句。
1. 主语从句 1）What he said is true.
2）When they will arrive is not known yet.
3That he succeeded in doing the experiment was encouraging.
4）Whether he will accept the invitation remains a secret.
5）It is important that we should learn English well.
. 宾语从句
（1）I don't know if he has done the work.
（2）Did he say (that )he liked football ?
3）They expected(that) they would be given another chance.
（4）The girl told me she had longed to visit China.
. 表语从句
（1）The question is whether we have enough time to do the experiment again.
（2）His greatest wish was that someday he would become a general.
（3）His suggestion was that we should discuss the plan carefully.
（4）My question is when they can finish the work. 同位语从句
（1）You have no idea how eager they are to know the result.
（2）He made a suggestion that the work should be given to him.
（3）Have you heard the news that Premire Wen visited our school last Friday
（4）The fact that he got full mark in the composition made his parents very happy. 名词性that – 分句作主语：that-分句作主语常用it结构，将分句置于句末It was obvious that the driver could not control his car.
It seems unlikely that she will refuse the offer.可将that-分句于句首That the driver could not control his car was obvious.
That she will refuse the offer seems unlikely.That- 用作宾语The boy dreamed that he was flying to the moon.
Did you know (that) John had agreed ?That- 从句作表语The fact is that he didn’t notice the car .
Our belief is that things will improve.That-从句作同位语News that the professor will visit our school has come.
They had to face the fact that the nearest filing station is thirty kilometers away.
He got up late with the result that he missed the morning train.Wh–引导的分句作主语Why she did this is not known.
It is strange how they did it.
Who was responsible for the accident in not yet clear.
It is not clear who was responsible for the accident.作宾语I can’t imagine what made him act like that.
Could you tell me who built the tall iron tower in Pairs ?
Please explain why this is impossible
We don’t know when she’ll come.作表语This is what he told us at the meeting .
That is where Lu Xun once lived
That is why he likes the place so much.
The problem is not who will go but who will stay.作同位语Have you any idea how soon they are coming ?
I have no idea how much of scholar he is .
My original question why he did it at all has not been answered.Exercise : finish Part A and Part B on page 11 to consolidate
noun clausesTask Telling a story period 8-9 Contents : learn 3 skills through 3 steps
Teaching aims: students will learn how to plot a story , prepare a surprise ending and improve the language for storytelling .Skills building 1 plotting a story
Skills building 2 identifying different elements of comic strips
Skills building 3 using adjectives and adverbs in storiesStep 1 completing a checklist
Step 2 preparing a story with a surprise ending
Step 3 improving your storyContents: plotting a story
Teaching aims: students will learn how to plot a story &write a beginning of a story as well as improving listening
Period 8Do you like stories and what kinds do you prefer?
What are the common elements in a story?Teaching procedures :Finish the Part A &Part B to consolidate the skillsExposition : beginning , who ,where, when , why?
Complication: middle, come across the problem
Resolution : end, how to solve the problem Listen to the tape recorder to complete a checklist and get the missing information
Note : 听力材料对学生来说可能有些 过难，以填空形式让学生填写，但要围绕主题，便学生能写下所缺的信息并做出来 。Write the beginning of the story using the information they get from Part BContents: identifying different elements of comic strips&
using adjectives and adverbs in storiesTeaching aims: prepare a surprise ending & learn the skills of telling a story effectively by using pictures of bubbles Period 9Present 4 pictures with bubbles and captions and explain them to students
Speech bubble: show what the character is saying
Thought bubble: show what the character is thinking
Sound bubble: show what the character is making
Caption: describe the state or action concerning the character
Make up a story effectively with these bubbles and caption and let them present their storyGo through the comic strip and label the the different ways of adding words ,(speech ,thought ,caption )Read the guidelines and write the correct bubbles and complete the captions for each picture.Complete the story in Part A by drawing a sixth picture and writing a caption and add thought , speech , sound bubbles
Note: 从学生的作品中选出一幅作为样品Make students underline all the adjectives &adverbs in the captions . Complete the exercise on page 16 to consolidate the skills Read the guideline and fill in the blanks with the adjectives and adverbs in the box to use these words (adj.&adv)Why do we use these words in a story and how?Read the guideline of how to use adj.&adv? Present the stories students wrote and let them decide which is the best Ask students how to tell your stories vividly(生动地)? Tone of voice, body language, loudness, eye contact, rhythm, hand movement, facial expressions , stressEach group practices telling the stories they wrote and have a competition in the next period. Write the last paragraph of the story using the sixth picture
With a surprising ending 刚才的样品Homework projectPeriod 10-11Contents: an article about shark senses
Teaching aims: 1.encourage the students to work out a TV show working together in English 2. Consolidate “reading strategy ”Teaching procedures :Lead-inPeople have five senses :sight,hearing,taste, smell, and touch.Do animals have senses ? What senses does a dog have?What do you know about shark senses ?Animals have developed their
own unique senses to survive
their environment over the
long process of evolution. Skim the passage and answer the question.What senses does a shark have ?(See in the dark, smell blood far away)How many types of sharks are mentioned? (400)What will do to avoid shark attack?(4 tips)read the passage again and find more information about sharkPara1 : 400 types , 30 kinds attack humans
Para2 : life habit – do not feed on humans
Para3: 3 types of shark attack &how to avoid danger
Para4: the reason for increasing shark attack
Para 5: 3 tips on what to do if a shark attacks
Para 6: stay calm when meeting a sharkHow will you write a TV show form the passage they have learnt about animals’ senses ?
Information : history , present situation , kinds , size , life habit , some unique senses , even tips about these animalsWays to present: writing , picture, videoproducing a TV showPlanning :Name ,sense , food , habit , size , kinds , myths , type of show etc
1, divided the class into several groups 2, choose animals Preparing :1.Search for information from zoo, books , the Internet ,animal documentary2.Take notes of the needed information3. Discuss together to decide the useful information4.focus on how the animal uses its senses and how to present the informationProducing :Work on different part of the TV show Put each part together Read ,write carefully , correct the mistakes and add new ideas Presenting :Each group presents TV show by turns by showing and narrating Discussion and competition Bees’ dance Name: 蜜蜂
Size:工蜂16—18毫米
Habit :随季节不同有明显的迁徙习性 和过群体生活的昆虫
Senses : 视觉
Food : 花粉
Myths : 如何传递信息
Usage :
Next
Nextnext如果飞回来的蜜蜂先飞一个圆圈，然后转一方向，再飞一个圆圈，像圆圈舞；那么，这便是报告：“在距巢50米以内的地方有食物。如果侦察蜂先飞一个半圈，然后直飞回来，在另一个方向又飞半个圈，形状有点像一个横写的“8”字”，直飞时，腹部末端还不停地摆动着，像摇摆舞。如果这种摇摆舞跳得很慢，每分钟跳八个“8”字，尾部摇摆的次数很多，就是报告：“花蜜在离巢6千米处。蜜蜂的舞蹈动作，不仅能报告花蜜距巢远近，还能指示花蜜所在的方向。如果跳摇摆舞时，蜜蜂头朝上，则是说：“朝太阳的方向飞去，能找到花粉。”反之，则是报告：“在背向太阳的地方可以找到食物。”蜂群通常由两种性别的三种类型蜜蜂个体组成，
即蜂王、工蜂和雄蜂，
这三种类型蜜蜂，在养蜂学中统称为"三型蜂"back蜜蜂具有一般昆虫的形态特征，体躯分节，分别集合
为头部、胸部和腹部三个体段。在部分体节上着生成
对的附肢，附肢也分节。外骨骼的体壳支撑和保护蜜蜂的
内部器官。体表密生绒毛，具有护体和保温作用。特别在
寒地越冬结团的蜂群，蜜蜂绒毛保温意义尤为重要。头部
和胸部的绒毛呈羽状分叉(图)，这对蜜蜂采集花粉和促进植
物授粉具有特殊的意义。蜜蜂体表有些空心状与神经相连
的毛是蜜蜂的感觉器官。back蜜蜂才是天才的“建筑师”
蜜蜂授粉可减少农药化肥的施用
蜜蜂授粉对维护农业生物多样性、稳定性具有重要生态功能
、backSelf-assessmentLet students write down some new words and phrases 备课资料
http://www.7picture.com/cjtp.asp
http://www.nhyz.org/bluesky/xuexi/discal/information/
xuexiziyuan/Helen%20Adams%20Keller.htm
http://www.nhyz.org/bluesky/xuexi/discal/information/
xuexiziyuan/three%20days%20to%20see.htm
（Three Days to See??）http://smile.ustc.edu.cn/xinli/cuojue/
语法讲解要点1. 语序。从句一定要是陈述语序。如：
（1）These pictures will show you what the village looks like now.
（2）How many guests will be invited isn’t decided yet.
2. 时态。宾语从句的时态需要和主句进行协调。如主句是过去时，从句要用相应的过去时。
（1）He told me that he had seen the film.
（2）They said they would spend their holiday in Hainan.
（3）Father said he was carrying out an important project.
（4）Did you know where the accident took place ?
3. 连词。引导名词性从句的连词分为三种：连词 that, whether, if （在主语、表语、同位语从句中用 whether 不用if ）；连接代词 who, whom, whose,
which, what 等; 连接副词 when, where, how, why 等。
（3）My idea is that we should spend our holidays by the seaside. （表语从句）
4）My question is how they finished the work in such a short time.
（5）Many people are shocked at the news that there are so many SARS cases in Beijing. （同位语从句）
（6）His suggestion that we should discuss the plan again has been received. （同位语从句）
7）I didn’t know if they had seen the film. （宾语从句）
（8）We haven’t decided when we’ll start the project. 宾语从句） （1）Whether the team has won the game is not announced yet. （主语从句）
（2）How many people will take part in the competition will be known soon. （主语从句） 4. 形式主语和形式宾语的应用：
当主语从句比较长，主句比较短时，通常用形式主语it，而把从句放在后面，如：（1）It is said that they have succeeded in working out the problem.
（2）It was important that we should make the plan carefully.
（3）It remains a secret how the animals came to live in the sea.
当宾语从句后面有补语的时候,我们也需要用形式宾语it, 而将宾语从句放在补语之后,如：
（1）I found it very difficult that one learns several languages at the same time.
（2）He thinks it necessary that we should be given more time practising oral English.
3）He made it clear that he would leave the office soon.
6. 定语从句与同位语从句的区别:
定语从句修饰前面的名词,而同位语从句说明前面名词的内容,引导定语从句的that在从句中担任名词性成分,而同位语从句中的 that 不担任任何句子成分.如:
（1）Have you heard the news that was broadcast this morning ? （定语从句）
（2）Have you heard the news that we defeated the Japanese football team ?（同位语从句）
（3）What do you think of the suggestion that was put forward by Lily ?（定语从句）
（4）What do you think of the suggestion that we should speak only English in class ?（同位语从句）
7. 几个容易混淆的连词：
A. whether 和 if：whether可以用在所有的名词性从句中；而if 只能用于宾语从句，另外，如果有介词的话，仍然用whether。
（1）Whether the advice will be accepted is not known. （主语从句,不可以用if）
（2）I have no idea whether he will come. （同位语从句,不可以用if.）
（3）The problem is whether we have enough time to do it again. （表语从句,不可以用if .）
（4）He didn’t tell me whether （if ） he would accept my invitation. （宾语从句,两者都可以）
（5）Everything depends on whether we have enough manpower. （介词之后不用if ）
专项练习C:Documents andSettingsuser1桌面名词性从句练习.docStep 5 discussion
根据在“welcome to the unit ”中残疾人取得成功和one sense affects another 这句话，让学生联系自我实际，展开讨论
module 3 Unit 1
the world of our senses
总的指导思想
按照《高中英语课程标准》中提出的“任务型学习 (task-based learning)”的指导思想，在教案设计中尽量体现“任务型学习”的要求。按照我们的理解，所谓的“任务”应当具有“明确性”、“趣味性”、“可操作性”同时还要具备拓展功能。“任务型学习”的核心就是“做中学 (learning by doing)”，“做”是“学”的手段，是“学”的目标，而“学”又是“做”的前提，“做”的目的。因此，我们在设计教案时，尽我所能处理好“做”与“学”的关系。
教学内容整体分析
（一）教学内容
本单元介绍了人的五种基本感觉和动物的感觉。
阅读有关感觉的故事（主阅读）、一篇关于鲨鱼的故事（副阅读）
围绕感觉展开的听、说、写的活动（welcome to the unit、task和project）
语法：名词从句（二）单元目标(teaching aims)
A 知识目标：
a,）重点词，如：still n/adj./adv, sense vt. / n, wonder n/vt./vi, make sense , in sight, wish for, reach out, stare up at, watch out for, be frozen with ,be related to ,can’t help doing ,feed on,make progress in, all of a sudden
b）that、wh-引导的名词性从句（宾语，主语，同位语，表语从句）
B 能力目标：
1让学生知道如何读故事、如何讲故事。
2 让学生了解故事的构成，并能用英语来说故事、写故事，特别是写一个出乎意料的结局。（三）教学内容的整体内在联系
知识视野：人和动物的感觉贯穿整个单元。
技能训练：本单元的阅读策略（how to read a story： speech, thought, sound bubble and caption ）实际上贯穿了整个单元的读、听和写的活动(task和project)。
语言知识：词汇和语法知识在单元学习活动中不断重现，巩固，加深。 Welcome to the unitContents : a paragraph about five senses
Teaching aims:1 students are expected to practice and improve their oral English and share opinions
2.deal with some words for the reading .1.How many senses do people have and what are they?
2. If you hold your nose when eating , what will happen?
3.Can people with hearing problem understand each other and how?
4. What sense does a blind man use the most in his daily life?Lead-in
First ask the students the following questions.Teaching procedures :Then bring out a box (1)with some pieces of paper in it mixed with a piece of paper money; (2) with some candy and so on.Present students a box with something (candy, for example) in it, and let them guess what it is by touching.
After the activity , show them the candy, saying, Is it easy for you to guess?
Seeing is believing, isn’t it?(低平的升调)
Seeing is believing? (高升调)
Then show on the screen the pictures about the optical illusion.缪勒--莱耶错觉图2Which line is longer？
Which circle is bigger in the middle?What can you see?Are lines m and n straight?How do you read line b?moreAs a blind , how does he find out about things ? 1.What senses do you use more than the others ?
(in class, in the darkness, listen to music, watch movie)2 . Do you know of any people who have made great achievements even if they have lost one of their senses ?
Beethoven, Helen KellerBeethoven ,lost his hearing in 1801 and in 1824 completely deaf , completed the Ninth Symphony.“Three Days to See ” ??
Observe these pictures , what do these people have in common?never give up(desert) themselves ,
a hard (rough) time in life, great achievements .(创设有效情景，解决阅读中的部分关键单词)Reading Period 2-4Contents: a blind helped a normal woman on a foggy day
Teaching aims: students will learn how to comprehend a story better and learn what common elements in a story and how these elements work in a storyTeaching proceduresIf you were on the spot, what would you do?Lead-inWe often help disabled people , do you think they can help us too in some way? Ask the students the question: Who helped whom?ScanningAsk the students to finish Part C2 readingRead the text following the tape recorder to improve their pronunciation and intonation.
Finish Part C1& fill in the form to get a better understanding of reading strategy
SkimmingBus stopReading language points Period 3She sensed that she was being watched by a tall man in a dark coat.
sense n. 官能, 感觉, 判断力, a sense of hunger. 饥饿的感觉
consolidation
Get students to reproduce the story .homeworkFinish Part E after class.v.t.（及物动词）To become aware of.感觉：意识到感觉
Although she said nothing, I could sense her anger.
He sensed his students were bored though they listened politely.
To grasp; understand.理解；领会 make sense 有意义，Observe v.t 动词 观察 observe a child‘s behavior.
观察一个孩子的行为
观测： observe the orbit of the moon. 观测月球的轨道
遵守：遵守 observe the terms of a contract. 遵守合同的条款 The train is still in sight. 还能看得见那列火车.
The house was out of sight behind a wall. 房子被墙遮住看不见了
lose one‘s sight,失明 have good, poor sight, 视力好、 差等
Reach out 伸展，伸出：（将身体的一部分）伸展开或拉开；延伸：reached out an arm. 伸出一只手臂
Reach n延伸, 区域, 河段, 范围, (车子前后轴的)联接杆, 横风行驶vt.到达, 达到, 伸出, 影响= get to, arrive in at
vi.达到, 延伸, 伸出手, 传开
He couldn't reach the shelf. 没法够着书架= the shelf is out of his reach the shelf is in his reach.
The tall mountain reaches to the sky.
She wonder if the bus would still be running .
Wonder n.奇迹, 惊奇, 惊愕 vt.对...感到惊讶, 惊奇, 想知道
vi.惊讶, 怀疑 adj. 非凡的, 奇妙的
the seven wonders of the world 世界七大奇观
saw the wonders of Paris; 看见巴黎的奇迹；
wondered what was going on. 想知道正在干什么
still adj.静止的, 静寂的adv.还, 仍, stand still.站立不动Now she wanted to run, but fear held her still 一动不动
She sat perfectly still while I explained the reasons.
Once out in the street , she walked quickly towards her usual bus stop. Once conjunction
Once out in the street =when she was out in the street.
Once (it was ) seen, it will never be forgotten.
The truth is that the fog is too thick for the bus run that far.
That =sothis , to modify an adjective or adverb表示程度
Don’t take what she said that seriously .
Never stay out this late again.
The weather might be better there and you might be able to get a taxi
可结合上学期语法中的 must的用法 ---对不同时态的猜测
Must be be doing do have done 采用对比讲解的方法
He must/ may be a student.Polly found herself staring up at a man standing with his hand resting on her arm.
stare at v. 凝视, 盯住 stare into v.凝视
Don’t stare at people like that ;it’s not polite.
He sat quietly staring into the distance , thinking of her words.
Watch out for the step here.
Watch out To be careful or on the alert; take care.戒备：提防或戒备；注意 look out (for something )
“Watch out!”he shouted ,but it was too late –she had fallen from the chair.word power Period 5Contents: parts of speech & describing the weather
Teaching aims: make students know parts of speech and how to describe different kinds of weather.Can I help you?Thank you for your helpLike the word “help”in the sentence, many words in
English can have more than part of speech.
Can you give more such example?Teaching procedures :通过特定的情景让学生感知到一词多性的特征。brainstorming
make students show more such examples and make dialogues with them.
如：Polly left work early . We should work hard everyday.
exercises
1.Ask students to complete individually the table in Part A . After checking the answers He has to finish the rest of the workPlease have a good rest2.Make students complete the report with the words in box.house , cause , increase , answer The air sometimes smells very bad. Do you know what __1____ this ? One __2_____is traffic. Does anyone have an __3__ to the problem of global warming ? So far even scientists can’t ___4____ this question. In some countries you can see people without ___5__sleeping on the streets . It’s hard to _6___all the people who need homes . In some other countries , the price of food __7______every year. Poor people often have to go hungry because they can’t afford the ____8_____.causescauseansweranswerhouseshouseincreaseincreaseDescribe the weather What’s the weather like today? What does these signs mean?
Do you have any other words to describe the weather?Light rain OvercastsunnycloudyRead the conversation to find more words to describe the weatherComplete the second speech bubble according the pictures. Look at the symbols of different kinds of weatherdrizzly下毛毛雨的, mist薄雾, overcast阴天的,
tornado龙卷风, occasional cloudy periods morning16 c。Here is the weather forecast for tomorrow , it will be __________,
_____and _______ in the morningwarmsunnyfineGrammar and usage Period 6-7Teaching aims: make students know noun clauses
Teaching procedures : 1句子的结构 子2 名词性从句的分类 3 that- 和what- 引导的从句
I like English .主语谓语宾语若主语和宾语是个句子，就称为主语从句和宾语从句Whoever breaks the law will be punished .
It was good news that everyone got back safely
I want to know what has happened .The problem remains unknown.主语谓语系动词表语若表语是个句子，就称为表语从句The problem is whether Polly can find her way .
The truth is that he is fit for the job . Beijing , the capital of China , is a big city .主语同位语系动语表语若同位语是个从句，就称为同位语从句The news that the plane had crashed made us mad .
The fact that Polly didn't ask for help is a pity.定义：名词性从句就是句子担任名词性的成分，如主语，宾语，表语，同位语。它包括主语从句、宾语从句、表语从句和同位语从句。
1. 主语从句 1）What he said is true.
2）When they will arrive is not known yet.
3That he succeeded in doing the experiment was encouraging.
4）Whether he will accept the invitation remains a secret.
5）It is important that we should learn English well.
. 宾语从句
（1）I don't know if he has done the work.
（2）Did he say (that )he liked football ?
3）They expected(that) they would be given another chance.
（4）The girl told me she had longed to visit China.
. 表语从句
（1）The question is whether we have enough time to do the experiment again.
（2）His greatest wish was that someday he would become a general.
（3）His suggestion was that we should discuss the plan carefully.
（4）My question is when they can finish the work. 同位语从句
（1）You have no idea how eager they are to know the result.
（2）He made a suggestion that the work should be given to him.
（3）Have you heard the news that Premire Wen visited our school last Friday
（4）The fact that he got full mark in the composition made his parents very happy. 名词性that – 分句作主语：that-分句作主语常用it结构，将分句置于句末It was obvious that the driver could not control his car.
It seems unlikely that she will refuse the offer.可将that-分句于句首That the driver could not control his car was obvious.
That she will refuse the offer seems unlikely.That- 用作宾语The boy dreamed that he was flying to the moon.
Did you know (that) John had agreed ?That- 从句作表语The fact is that he didn’t notice the car .
Our belief is that things will improve.That-从句作同位语News that the professor will visit our school has come.
They had to face the fact that the nearest filing station is thirty kilometers away.
He got up late with the result that he missed the morning train.Wh–引导的分句作主语Why she did this is not known.
It is strange how they did it.
Who was responsible for the accident in not yet clear.
It is not clear who was responsible for the accident.作宾语I can’t imagine what made him act like that.
Could you tell me who built the tall iron tower in Pairs ?
Please explain why this is impossible
We don’t know when she’ll come.作表语This is what he told us at the meeting .
That is where Lu Xun once lived
That is why he likes the place so much.
The problem is not who will go but who will stay.作同位语Have you any idea how soon they are coming ?
I have no idea how much of scholar he is .
My original question why he did it at all has not been answered.Exercise : finish Part A and Part B on page 11 to consolidate
noun clausesTask Telling a story period 8-9 Contents : learn 3 skills through 3 steps
Teaching aims: students will learn how to plot a story , prepare a surprise ending and improve the language for storytelling .Skills building 1 plotting a story
Skills building 2 identifying different elements of comic strips
Skills building 3 using adjectives and adverbs in storiesStep 1 completing a checklist
Step 2 preparing a story with a surprise ending
Step 3 improving your storyContents: plotting a story
Teaching aims: students will learn how to plot a story &write a beginning of a story as well as improving listening
Period 8Do you like stories and what kinds do you prefer?
What are the common elements in a story?Teaching procedures :Finish the Part A &Part B to consolidate the skillsExposition : beginning , who ,where, when , why?
Complication: middle, come across the problem
Resolution : end, how to solve the problem Listen to the tape recorder to complete a checklist and get the missing information
Note : 听力材料对学生来说可能有些 过难，以填空形式让学生填写，但要围绕主题，便学生能写下所缺的信息并做出来 。Write the beginning of the story using the information they get from Part BContents: identifying different elements of comic strips&
using adjectives and adverbs in storiesTeaching aims: prepare a surprise ending & learn the skills of telling a story effectively by using pictures of bubbles Period 9Present 4 pictures with bubbles and captions and explain them to students
Speech bubble: show what the character is saying
Thought bubble: show what the character is thinking
Sound bubble: show what the character is making
Caption: describe the state or action concerning the character
Make up a story effectively with these bubbles and caption and let them present their storyGo through the comic strip and label the the different ways of adding words ,(speech ,thought ,caption )Read the guidelines and write the correct bubbles and complete the captions for each picture.Complete the story in Part A by drawing a sixth picture and writing a caption and add thought , speech , sound bubbles
Note: 从学生的作品中选出一幅作为样品Make students underline all the adjectives &adverbs in the captions . Complete the exercise on page 16 to consolidate the skills Read the guideline and fill in the blanks with the adjectives and adverbs in the box to use these words (adj.&adv)Why do we use these words in a story and how?Read the guideline of how to use adj.&adv? Present the stories students wrote and let them decide which is the best Ask students how to tell your stories vividly(生动地)? Tone of voice, body language, loudness, eye contact, rhythm, hand movement, facial expressions , stressEach group practices telling the stories they wrote and have a competition in the next period. Write the last paragraph of the story using the sixth picture
With a surprising ending 刚才的样品Homework projectPeriod 10-11Contents: an article about shark senses
Teaching aims: 1.encourage the students to work out a TV show working together in English 2. Consolidate “reading strategy ”Teaching procedures :Lead-inPeople have five senses :sight,hearing,taste, smell, and touch.Do animals have senses ? What senses does a dog have?What do you know about shark senses ?Animals have developed their
own unique senses to survive
their environment over the
long process of evolution. Skim the passage and answer the question.What senses does a shark have ?(See in the dark, smell blood far away)How many types of sharks are mentioned? (400)What will do to avoid shark attack?(4 tips)read the passage again and find more information about sharkPara1 : 400 types , 30 kinds attack humans
Para2 : life habit – do not feed on humans
Para3: 3 types of shark attack &how to avoid danger
Para4: the reason for increasing shark attack
Para 5: 3 tips on what to do if a shark attacks
Para 6: stay calm when meeting a sharkHow will you write a TV show form the passage they have learnt about animals’ senses ?
Information : history , present situation , kinds , size , life habit , some unique senses , even tips about these animalsWays to present: writing , picture, videoproducing a TV showPlanning :Name ,sense , food , habit , size , kinds , myths , type of show etc
1, divided the class into several groups 2, choose animals Preparing :1.Search for information from zoo, books , the Internet ,animal documentary2.Take notes of the needed information3. Discuss together to decide the useful information4.focus on how the animal uses its senses and how to present the informationProducing :Work on different part of the TV show Put each part together Read ,write carefully , correct the mistakes and add new ideas Presenting :Each group presents TV show by turns by showing and narrating Discussion and competition Bees’ dance Name: 蜜蜂
Size:工蜂16—18毫米
Habit :随季节不同有明显的迁徙习性 和过群体生活的昆虫
Senses : 视觉
Food : 花粉
Myths : 如何传递信息
Usage :
Next
Nextnext如果飞回来的蜜蜂先飞一个圆圈，然后转一方向，再飞一个圆圈，像圆圈舞；那么，这便是报告：“在距巢50米以内的地方有食物。如果侦察蜂先飞一个半圈，然后直飞回来，在另一个方向又飞半个圈，形状有点像一个横写的“8”字”，直飞时，腹部末端还不停地摆动着，像摇摆舞。如果这种摇摆舞跳得很慢，每分钟跳八个“8”字，尾部摇摆的次数很多，就是报告：“花蜜在离巢6千米处。蜜蜂的舞蹈动作，不仅能报告花蜜距巢远近，还能指示花蜜所在的方向。如果跳摇摆舞时，蜜蜂头朝上，则是说：“朝太阳的方向飞去，能找到花粉。”反之，则是报告：“在背向太阳的地方可以找到食物。”蜂群通常由两种性别的三种类型蜜蜂个体组成，
即蜂王、工蜂和雄蜂，
这三种类型蜜蜂，在养蜂学中统称为"三型蜂"back蜜蜂具有一般昆虫的形态特征，体躯分节，分别集合
为头部、胸部和腹部三个体段。在部分体节上着生成
对的附肢，附肢也分节。外骨骼的体壳支撑和保护蜜蜂的
内部器官。体表密生绒毛，具有护体和保温作用。特别在
寒地越冬结团的蜂群，蜜蜂绒毛保温意义尤为重要。头部
和胸部的绒毛呈羽状分叉(图)，这对蜜蜂采集花粉和促进植
物授粉具有特殊的意义。蜜蜂体表有些空心状与神经相连
的毛是蜜蜂的感觉器官。back蜜蜂才是天才的“建筑师”
蜜蜂授粉可减少农药化肥的施用
蜜蜂授粉对维护农业生物多样性、稳定性具有重要生态功能
、backSelf-assessmentLet students write down some new words and phrases 备课资料
http://www.7picture.com/cjtp.asp
http://www.nhyz.org/bluesky/xuexi/discal/information/
xuexiziyuan/Helen%20Adams%20Keller.htm
http://www.nhyz.org/bluesky/xuexi/discal/information/
xuexiziyuan/three%20days%20to%20see.htm
（Three Days to See??）http://smile.ustc.edu.cn/xinli/cuojue/
语法讲解要点1. 语序。从句一定要是陈述语序。如：
（1）These pictures will show you what the village looks like now.
（2）How many guests will be invited isn’t decided yet.
2. 时态。宾语从句的时态需要和主句进行协调。如主句是过去时，从句要用相应的过去时。
（1）He told me that he had seen the film.
（2）They said they would spend their holiday in Hainan.
（3）Father said he was carrying out an important project.
（4）Did you know where the accident took place ?
3. 连词。引导名词性从句的连词分为三种：连词 that, whether, if （在主语、表语、同位语从句中用 whether 不用if ）；连接代词 who, whom, whose,
which, what 等; 连接副词 when, where, how, why 等。
（3）My idea is that we should spend our holidays by the seaside. （表语从句）
4）My question is how they finished the work in such a short time.
（5）Many people are shocked at the news that there are so many SARS cases in Beijing. （同位语从句）
（6）His suggestion that we should discuss the plan again has been received. （同位语从句）
7）I didn’t know if they had seen the film. （宾语从句）
（8）We haven’t decided when we’ll start the project. 宾语从句） （1）Whether the team has won the game is not announced yet. （主语从句）
（2）How many people will take part in the competition will be known soon. （主语从句） 4. 形式主语和形式宾语的应用：
当主语从句比较长，主句比较短时，通常用形式主语it，而把从句放在后面，如：（1）It is said that they have succeeded in working out the problem.
（2）It was important that we should make the plan carefully.
（3）It remains a secret how the animals came to live in the sea.
当宾语从句后面有补语的时候,我们也需要用形式宾语it, 而将宾语从句放在补语之后,如：
（1）I found it very difficult that one learns several languages at the same time.
（2）He thinks it necessary that we should be given more time practising oral English.
3）He made it clear that he would leave the office soon.
6. 定语从句与同位语从句的区别:
定语从句修饰前面的名词,而同位语从句说明前面名词的内容,引导定语从句的that在从句中担任名词性成分,而同位语从句中的 that 不担任任何句子成分.如:
（1）Have you heard the news that was broadcast this morning ? （定语从句）
（2）Have you heard the news that we defeated the Japanese football team ?（同位语从句）
（3）What do you think of the suggestion that was put forward by Lily ?（定语从句）
（4）What do you think of the suggestion that we should speak only English in class ?（同位语从句）
7. 几个容易混淆的连词：
A. whether 和 if：whether可以用在所有的名词性从句中；而if 只能用于宾语从句，另外，如果有介词的话，仍然用whether。
（1）Whether the advice will be accepted is not known. （主语从句,不可以用if）
（2）I have no idea whether he will come. （同位语从句,不可以用if.）
（3）The problem is whether we have enough time to do it again. （表语从句,不可以用if .）
（4）He didn’t tell me whether （if ） he would accept my invitation. （宾语从句,两者都可以）
（5）Everything depends on whether we have enough manpower. （介词之后不用if ）
专项练习C:Documents andSettingsuser1桌面名词性从句练习.docStep 5 discussion
根据在“welcome to the unit ”中残疾人取得成功和one sense affects another 这句话，让学生联系自我实际，展开讨论