牛津英语表格教案

1、精选优质文档-倾情为你奉上课 题M3U1课时12-1Welcome 主备人Swan授 课 时 间教 学 目 标Give the Ss some impression of the five senses教学重、难点Know some useful phrases about the five senses.教、 学 具Slides预习要求Workbook教师活动内容、方式学生活动内容、方式旁 注Step 1 GreetingsStep 2 Welcome to the unit1.Brainstorming Questions:n With what can we see and hear?n

2、 How can we know whether a dish is delicious?n How can we know that a flower has a pleasant smell?n What do we do when we want to know whether the water in the basin is hot or cold?2.Fill in the tableWe dowiththe senseseeeyessighthearearshearingtaste tongue/taste buds tastesmellnose s

3、melltouch/feelhands/feet/skin touch3.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) Do you know how blind people can read?They can read by touching raised dots which represent numbers and letters. This system

4、is called Braille.How do the deaf communicate with each other?body language or sign language4.Read the short passage on page 15.Look 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 p

5、rove that the two lines are straight?(4)Can the symbols be read in only one way?Why are people misled by their own eyes.6.DiscussionRead the three questions in the short passage and discuss them in groups of four.Report your answers to the whole class.Exx:1. deserted _ (v.) 2. still (adj.) _ (adv. )

6、3. stare at _(怒视) 4. watch out _ (同义词)5. confidently_(adj.) 6. reduce_ (把减少到)7. experiment _ (做实验) 8. make sense _ (讲不通,没道理)9. everyday_(每天, 日常) 10.avoid _(避免干某事)课 题M3U1课时12-2Reading主备人Swan授 课 时 间教 学 目 标Improve students speaking ability Train the Ss reading ability and master reading strategy: readi

7、ng a story教学重、难点教学重点：Paraphrase long sentences and analyze the organization of the text教学难点：How to help the Ss improve their reading ability and understand the text better.教、 学 具Slides预习要求Workbook教师活动内容、方式学生活动内容、方式旁 注Step1 RevisionCheck the homewoekHave a dictationStep 2 Fast readingRead the story q

8、uickly and answer the following questions.1. Why did Polly leave work early that day?Because it was foggy and she wondered if the buses would still be running.2. Why did Polly take the Underground train to Green Park?Because no buses run that far to King Street.3. How did she get home at last?With t

9、he help of the old blind man.Step 3 True or False1. The fog was very thick in the morning. 2. When she got to Green Park, the weather turned out to be fine. 3. Polly got to Green Park by train. 4. The old man carried an umbrella in his hand. 5. At first Polly thought the old man couldnt see her face

10、 because he was blind. 6. After arriving at home, Polly invited the old man to her home for a rest and he agreed. Step 4. Comprehension to the text.Read the story carefully and try to find the route (路线) that Polly took home.1.outside Pollys working place2.at the bus stop on the street3.in the Under

11、ground train4.at Green Park station5.in Park Street6.at the corner of the street7.at 86 King StreetStep 5. Deep understandingRead the story carefully and answer the following questions:1. (Lines 15-16) she sensed that she was being watched by a tall man in a dark coat.Why was a tall man mentioned he

12、re?2. (Lines 22-23) Polly felt a rough hand brush her face Why did the man brush Pollys face?The writer mentioned the two unnamed men in order to show that _.A. Polly was in danger.B. they wanted to help her. C. they would do something bad to her.D. Polly was too nervous.3. (Line 30) Polly waited. a

13、t last she spoke.The man offered to help her, but why did Polly wait?Step6 HomeworkWork in groups and write a story with a surprise ending. 1. What is your opinion on the old man? 2. What can we do to help those disabled like the old blind man?Step 7 Reading strategyStories usually have the followin

14、g elements in common.a plot (情节)main characters (主要人物)a certain time period ( 特定时间)a placea problem or an issue to be solveda climax (高潮) or a surprise endingStep8 HomeworkWork in groups and write a story with a surprise ending.课 题M3U1课时12-3Reading 2主备人Swan授 课 时 间教 学 目 标Ask the Ss to have a further

15、understanding of the text.教学重、难点教学重点：Know some useful phrases教学难点：cover/wonder/sense/glance教、 学 具Slides预习要求Workbook教师活动内容、方式学生活动内容、方式旁 注Step1 RevisionCheck the homeworkHave a dictationStep2 Language points1.The city was already covered in a grey mist.Be covered in/withCover in 完全盖起The ground is cove

16、red 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 dont wonder at her refusing to marry him.Its not to be wondered at. 那不足为奇n. 1) u惊

17、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 u

18、nderstand 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-Its 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Im sorry. I hadnt realized the situation was that bad.对不起，我没料到情况有

19、那么糟。知识链接this adv. 到此程度；如此 也可修饰形容词或副词，表示程度Its about this high. 大约有这么高Can you spare me this much? 你能不能匀给我这么多？A fog this bad is rare.5. sensen. 感觉，知觉 come to ones senses 醒悟；心智恢复健全bring sb. to his senses 使醒悟；心智恢复健全a/the sense of 辨识；赏识；领悟a sense of humour 幽默感 a sense of direction 方向感in a sense 在某种意义上What

20、 you say is true in a sense在某种意义上，你说的是实话。make sense有意义What you say doesnt make sense/makes no sense 你的话毫无意义。make sense of sth 懂；了解其含义Can you make sense of this poem? 你懂得这首诗的含义吗？Sense vt. 觉得；感知；了解；明白He sensed that his proposals were unwelcome.6. glance vi. 匆匆一看；瞥视 Glance at/over/through/roundglance a

21、t the clock 匆匆看一下钟glance over/through a letter 匆匆阅读一信Step3 Homework Have a revision of the text Finish off the exx.课 题M3U1课时12-4 Reading Language points主备人Swan授 课 时 间教 学 目 标Get the general idea of the passage and develop the students reading ability by learn the reading strategy.教学重、难点教学重点：Know some

22、 useful phrases教学难点：desert/sight/fear/set教、 学 具Slides预习要求Workbook教师活动内容、方式学生活动内容、方式旁 注Step 1.GreetingsStep 2. Lead-inTalk about the weather . Ask the students the following questions:Whats the weather usually like in spring/summer/autumn/winter in London?Which season do you think is the best ? Why ?

23、Do we sometimes have foggy days ? What would you do if you get lost on such a day ?In Welcome to the unit, we talked about five senses. What senses do you think we can use on a foggy day ?Step 3. Listen to the tape and try to answer the questions in Part A on page 2.Step 4. Read the passage and do P

24、arts C1 and C2 on page 4.Step 5. Read again and find the supporting details for each part.Step 6. Post reading activities.1. Ask the students to retell the story.2. Guide the students to read the Reading Strategy for the article and teach them the elements of a story. ( what,when,why,who, a climax,

25、a surprising ending )3. Discuss the questions1.) Have you ever lost your senses of taste or smell when you were ill ? How did you feel ?2.) Some people talk about sixth sense . They say that it helps people know about things before they happen. Do you believe in a sixth sense?Why or why not ?1. This

26、 is a story about what happened to a young lady on a thick foggy afternoon. A blind man led her home when no one could see anything in thick fog.Recite some parts of the passage and finish exercise D and E? (P4-5)Step 7 Language points1.desertn. 沙漠；荒地 adj. 荒凉的；不毛的Vt. Vi. 离开；放弃；抛弃；废弃 deserted adj.The

27、 street was deserted. 街上行人绝迹。We sheltered from the storm in a deserted hut. 我们在一个空无人住的茅屋里躲暴风雨。2. There was no one in sight.In/within sight 能看见 out of sight of sth 看不见catch sight of 发现；看到 lose sight of 再也看不见Keep sight of/keep sb/sth in sight 将-保持在视线之内；照看；监视At first sight 初见；乍看 at (the) sight of 一看见-就

28、At sight of the police officers the men ran off.3. set off开始（旅程，赛跑等）；出发set out 出发；启程set sb/sth back 拨回；阻碍；挫折 set about sth开始；着手set sth. apart/aside 拨出；留下将来使用4. by the time she reached the corner of the street, by the time 到-时间By the time you get there, it will be dark.By the time he was eighteen yea

29、rs old, he had traveled to most of the countries in Europe.5. Feel sb/sth do/doing hear sb/sth do/doingbrush n. 刷子；画笔 vt.vi. 用刷子刷；刷亮；拂拭ear be all ears 专心倾听 (have) a word in sb.s ear 私下说出一事May I have a word in your ear? 我可以和你私下谈句话吗？Turn a deaf ear (to) 拒绝帮助Fear n. 恐惧；惧怕He was overcome with/by fear. 他

30、吓坏了。The thief passed the day in fear of discovery. 那贼在惧怕被人发觉的情况下度过了一天。for fear of 惟恐；生怕She asked us not to be noisy, for fear of waking the baby.for fear that 惟恐；以免Step 8 HomeworkWork in groups and write a story with a surprise ending.Fish off the Exx课 题M3U1课时12-5Word power主备人Swan授 课 时 间教 学 目 标Teach

31、 the Ss something about Parts of speech ,get the students to learn the words used to describe the weather.教学重、难点教学重点：Parts of speech and Know some useful phrases about the Weather教学难点：Parts of speech教、 学 具Slides预习要求Workbook教师活动内容、方式学生活动内容、方式旁 注Step I Revision Check the homeworkStep II PresentationPa

32、rts of speech1. Ask the students to read the speech bubbles on Page 6.Make sure they pay attention to the word rest and get them to describe the different meanings of it in different parts of speech.2. Get the students to read the instructions for Part A.3. Complete Part B according to the instructi

33、ons.4. Read the short report.5. Encourage the students to give some more examples.Step III Compare the two sentences1.It was going to rain2.The sky will be overcast with heavy rain.In most cases, a word can act both as a noun and a verb. Ask the Ss to read the story Fog and find more words that can

34、be used both as a noun and a verb. Have them explain the meanings of these words when they are used as different parts of speech.e.g Polly leaves work early. She sensed she was being watched.3.Ask ss first to complete the table in part A individually and then to discuss in pairs the answers. Encoura

35、ge Ss to make different sentences. Then check the answers with the whole class.Step IV. Parts of speech1. Ask the students to read the speech bubbles on Page 6.Make sure they pay attention to the word rest and get them to describe the different meanings of it in different parts of speech.2. Get the

36、students to read the instructions for Part A.3. Complete Part B according to the instructions.4. Read the short report.5. Encourage the students to give some more examples.Step V DialogueRead the dialogue and answer the questions1.Where did the conversation happen?2.What was the weather like?Read th

37、e weather report on Page 7 and see if you understand the words in blue.Complete the weather forecast for tomorrow according to the three picturesStep VI. Describing the weather.1. Review the words used to describe the different kinds of weather.2. Practise reading the dialogue in Part A.1.) Have stu

38、dents look up the new words in the dictionary2.) Get them to look at the symbols in Part B for reference.3. Read the weather report.Let the students focus on the part of speech of the words in blue.Read the tip box.4. Complete the second speech bubble by looking at the 3 pictures.Step VII. Consolida

39、tionDesign some similar exercises for the students to practise. Ask students to talk about the change of temperature forecast for the next day.课 题M3U1课时12-6Grammar 1主备人Swan授 课 时 间教 学 目 标Teach the Ss how to master noun clauses教学重、难点教学重点：noun clause as subject / object/predicative/apposition of a noun

40、教学难点：How to use that/if/whether or a question word to begin a noun clause.教、 学 具Slides预习要求Workbook教师活动内容、方式学生活动内容、方式旁 注Step I Revision Check the homework Do some consolidation exx.Step II Presentation名词性从句中的连接词有:连词: that / whether / as if;连接代词: what / who/ which / whose / whatever / whoever / whomev

41、er / whichever，连接副词: where / when / why / how / wherever / whenever。 1.We can use a noun clause as the subject of a sentence1).That they are good at English is known to us all. (2).Whether the meeting will be put off has not been decided yet. (3).Whatever you say will interest us all. (4).Its shame

42、that he has made such a mistake2.We can use a noun clause as the object of a sentence.1). She sensed that she was being watched.(2). I wonder if / whether thats a good idea.(3).Polly didnt know which way she should go.3.We can use a noun clause as the predictive of be.(1).The problem is that we dont

43、 have enough money. (2).That is why he is absent from school today. 4.We can use a noun clause in apposition to a noun.The fact that Polly didnt ask for the mans name is a pity.The news that the plane had crashed made us sad.5.We use that, if/whether or a question word to begin a noun clause.(1).I h

44、ope that Polly will be OK.(2).No one knew if he lost his sight because of an accidentStepIII Homework.Finish off Exercises: P9 Read a scientific article. Underline all the noun clauses you can find.1、名词性从句的定义名词性从句指在句子中起名词作用的句子。2、名词从句的功能相当于名词词组，它在复合句中能担任主语、宾语、表语、同位语，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从

45、句、表语从句和同位语从句。3、引导名词性从句的连接词引导名词性从句的连接词可分为三类：连接词： whether, if (不充当从句的任何成分) ，that,（不充当从句的任何成分，无词义）连接代词：what, whatever, who, whoever, whom, whose, which连接副词：when, where, how, why4、名词性that-从句1）由从属连词that 引导的从句叫做名词性that-从句。That 只起连接主句和从句的作用，在从句中不担任任何成分，本身也没有词义。名词性that-从句在句中能充当主语、宾语、表语、同位语。例如：That he is sti

46、ll alive is sheer luck. 他还活着全靠运气。（主语）John said that he was leaving for London on Wednesday. 约翰说他星期三要到伦敦去（宾语）The fact is that he has not been seen recently. 事实是近来谁也没有见过他。（表语）The fact that he has not been seen recently disturbs everyone in his office. （同位语）近来谁也没有见过他，这一情况令办公室所有的人不安。2）that-从句作主语通常用it作先行

47、词，而将that-从句置于句末。例如：It is quite clear that the whole project is doomed to failure.很清楚，整个计划注定要失败。Its a pity that you should have to leave.你非走不可真是件憾事。课 题M3U1课时12-7Grammar and usage(2)主备人Swan授 课 时 间教 学 目 标Ask the Ss to master noun clauses further教学重、难点教学重点：Exercise of noun clause教学难点：The difference of a

48、 noun clause/ begin with if/whether or a question word 教、 学 具Slides预习要求Workbook教师活动内容、方式学生活动内容、方式旁注教学过程Step 1 GreetingsStep 2 GrammarThat 引导名词从句与定于从句的区别。That 引导名词性从句时，特别是引导同位语从句时 that从句是对它前面所限制的名词所包含的内容作进一步的解释和说明，that 在从句中不作任何成分；而that 引导定语从句时，它不涉及先行词的具体内容，that 在从句中不仅起连接作用，而且还在从句中充当句子的成分。1). We

49、expressed the hope (that) they had expressed. 我们表达了汤面曾经表达了的希望。（that 引导的从句是定语从句，that 可省略）2). We expressed the that they would come to China again. 我们表达了这样的希望：欢迎他们在来中国。（that 引导的从句是同位语从句，that不能省略）3). The fact that Great Britain is made up of three countries is still unknown to many .大不列颠有三个国家

50、组成的事实对许多人来说还不知道。（that 引导的是同位语从句，that只起连接作用）4). The state that consist of three countries is developing very fast.由三个国家组成的国家发展很快。（that 引导定语从句，在从句中充当主语） 6.That 与what引导名词性从句。That 引导名词性从句时，它在从句中只起连词的作用，而what 引导名词性从句时，不仅起连接作用，而且在从句中承担一定的成分。1). What he wants is a book。他想要的是一本书。（what 引导主语从句，在从句中作

51、宾语）2). The result is that we won the game.众所周知，光是沿直线运行。（that 引导表语从句，只起连接作用）3). This is what we are looking for. 这是我们正在寻找的东西。（what 引导表语从句，它在从句中作looking for 的宾语）4). What excited us most was that he passed the exam. 使我们感到兴奋的是，他考试通过了。（what 引导主语从句，在从句中作主语：that引导表语从句，它在从句中不作成分）5). The

52、trouble is that they say doesnt agree with what they do.问题是他们说的与他们做的不一致。（that 引导表语从句，不作成分，what 引导从句作介词with 的宾语，而且what 在宾语从句中作do 的宾语。） if， whether引导的名词从句1）yes-no型疑问从句从属连词if， whether引导的名词从句是由一般疑问句或选择疑问转化而来的，因此也分别被称为yes-no型疑问句从句和选择型疑问从句。例如：主语：Whether the plan is feasible remains to be proved.这一计划是否可行还有

53、等证实。宾语：Let us know whether /if you can finish the article before Friday.请让我们知道你是否能在星期五以前把文章写完。表语：The point is whether we should lend him the money.问题在于我们是否应该借钱给他。同位语：They are investigating the question whether the man is trustworthy.他们调查他是否值得信赖。形容词宾语：She is doubtful whether we shall be able to come.

54、她怀疑我们是否能够前来。介词宾语：I worry about whether he can pass through the crisis of his illness.我担心他能否度过疾病的危险期。2）选择性疑问从句选择性疑问从句由关联词if/whetheror或whetheror not构成。例如：Please tell me whether/if they are Swedish or Danish.请告诉我他们是瑞典人还是丹麦人。I dont care whether you like the plan or not.我不在乎你是否喜欢该计划。比较：whether 与 if 均为“是否”的意思。但在下列情况下，whether 不能被if 取代：(1) whether 引导主语从句在句首Whether she comes o