牛津英语模块三学案答案.docx
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牛津英语模块三学案答案
模块3学案参考答案
Unit1
Period1
合作探究
TaskⅠ
Picture1
Ifyoulookatthewhitepart,youcanseeavase.Ifyoulookattheblackpart,youcanseetwofaces.
Picture2
Youcanusearulertomeasurethetwolines.Or,youcanusetwopiecesofpapertocoverbothendsofthetwolines.
Picture3
Youcanplacearulernexttothelines.Youcanalsousearulertodrawmorestraightlineswhichrunparalleltothetwolines.
Picture4
ThesymbolsinLinebcanbereadasthelettersK,B,RandMorK,13,R,andM.
TaskⅡ
1.WhenlearningEnglish,thesenseofsightandthesenseofhearinghelpmealot.IusuallylistentothetapebeforeIread.WhileI’mlisteningtothetape,I’lllookatthetext,andIoftenreadtheEnglishtextaloud.ThecombinationofthesetwosensesbesthelpsmerememberwhatIhavelearnt.
2.TakeBeethoven,thegreatGermancomposer,asanexample.Hebegantolosehishearingin1801andwaspartlydeafby1819.In1824,whenhewascompletelydeaf,Beethovencompletedhismostfamoussymphony,theNinthSymphony.
TaskⅢ
2.①D②C
①Itmakessensetotakecareofyourhealth.
②Youarerightinasense,butyoudon’tknowallthefacts.
③Canyoumakesenseofwhatthiswriterissaying?
课堂目标达成
1.Becauseitoriginatesinthebottomlayerofyourskin.
2.Painreceptors.
3.Becausethesidesofthetonguehavealotofnerveendings.
4.Thesenseoftouch.
Period2
自主学习
TaskⅡ
1.A2.B3.C4.C5.B6.D
合作探究
TaskⅠ2.
Part1
Place:
OutsidePolly’sworkingplace
Time:
4p.m.
Character:
Polly
Plot:
Pollyleftworkearly.
Part2
Place:
inthestreet
Time:
later
Characters:
Polly,thebusconductor
Plot:
ThefogwastoothickforthebustorunthatfartoKingStreet.
Part3
Place:
atGreenParkStation
Plot:
Pollyhadafeelingthatshewasbeingwatched.
Parts4~6
Characters:
Polly,anoldman
Plot:
HowanoldmanhelpsPollyfindherwayhome.
TaskⅡFFTFFF
TaskⅢ
1.thickfog
2.underground
3.atallman
4.ParkStreet
5.closer
6.aroughhand
7.lost
8.sight
9.herhouse
10.rest
TaskⅤ
Ourschoolheldanartfestivalattheendoflastterm.OnFridayafternoon,ourclasshadapartytocelebratethefestival.
First,wehadmusicanddancing.MyfriendLucysangapopsong.Someothersdancedforus.
Thenwehadavarietyofcompetitions.Themostexcitingprogrambegan:
thecookingcompetition.Eachgrouphadtomakesomespecialdishes.Thestudentshadturnedintocooks,thoughtheycouldn’ttellsaltfromsugarthedaybefore.
Atlastwehadtofinishourparty.Whenwesaidgood-byetoeachother,wehadthesamefeelinginourhearts:
wehadawonderfulfulltimeatschool.
Reading部分的教学构想一
课堂设计指导思想:
本节课是以听、说、读为主的课文理解教学课。
通过快速阅读课文和重点阅读部分章节对文章进行初步理解。
以阅读选择和阅读填空练习进一步理解课文。
Teachingaims:
1.阅读在雾中迷路的一个年轻女孩的故事,分析其故事情节,从中领悟道理。
2.掌握并运用阅读技巧——故事的六要素。
3.学会缩写故事。
Teachingprocedures:
Step1Lead-in
TheteacherbeginsthelessonbytheheavyfogofLondon,andlaysthefoundationforthestory.
【设计说明】通过伦敦大雾的话题引入主题,调动学生的学习热情和兴趣,了解故事的背景,自然导入本课主题。
Step2Checkingself-learning
【设计说明】通过核对自学部分习题完成对课文的初步理解。
Step3Readingstrategy
Drawthestudents’attentiontothereadingstrategyaboutaspectsofstories..
【设计说明】阅读策略的学习是训练学生阅读能力的有效措施,让学生了解故事的基本要素,能在阅读训练中达到事半功倍的效果,并为他们今后的学习打下良好的基础。
Step4Aboutthereadingcomprehension
Askthestudentstoreadthetext,decidewhetherthedetailsofthestoryaretrueorfalseandcompletetheform.
【设计说明】通过阅读课文,判断细节信息的正误和完成表格对文章进行进一步的理解。
Step5Post-reading(Discussion)
Askstudentstoanswerthequestionsaccordingtothegiveninformation.
【设计说明】要求学生回答相关的问题,使他们在理解文章大意后上升为情感教育的高度。
Step6Assignments
Talkabouttheplot,character,problemandendingofthegivenstory.
【设计说明】巩固所学,提升对故事类文章阅读的理解。
Period3
自主学习
12.匆匆一瞥;扫视13.出发14.在耳边15.伸出16.凝视
合作探究
1.observe
(1)Nobodyobservedthelittleboyentertheroomjustnow.
(2)Thepoliceobservedthemanenteringthebank.
(1)Heobservedastrangergoingintohishousewhenhewasparkinghiscar.
(2)A
(3)staring,glanced,observes
2.approach
(1)通道,路径
(2)接近,靠近
(3)方法,途径
A
3.that
(1)对不起,我真爬不了那么高。
(2)你能吃那么多吗?
(3)Afogthisbadisrare.
4.beat,hit
beating,hit,strikes
5.
(1)inbed
(2)invited
(3)
①急救,如果做得得当,能拯救人的性命。
②Helookedeverywhereasif(hewas)insearchofsomething.
课堂目标达成
Ⅰ.at,at,for,off,into,in/with
Ⅱ.DDAABBBCBAAD
课后巩固提升
Ⅰ.
1.Afterwehaddrivenalongway,theGreatWallwasinsightatlast.
2.Asyouapproachthetown,youwillseethehightowerinthecenter.
3.Thepoliceobservedastrangemanenterthehouseandfollowedhimsecretly.
Reading部分的教学构想二
课堂设计指导思想:
通过背诵、翻译、造句、填空、完句、选择等活动学习和运用本课中的语言点。
Teachingaims:
1.Togettograsptheusageofthemainlanguageitems.
2.Totrainlistening,speaking,readingandwritingskillsbypracticingthelanguageitems.Teachingprocedures:
Step1Revision
Checkifthestudentshaveunderstoodkeyphrasesandsentencesbytranslation.
【设计说明】让学生复习短语和背诵句型,引入本节课的重要知识点。
Step2Languagediscussion
Havethestudentsworkingroups,discusstheusageoflanguagepointsandfinishsomerelatedexercises..
【设计说明】通过合作探究找出自己的难点。
Step3Explanation
Explainthedifficultiesthestudentsmetwith.,suchassentencetranslation,multiplechoicestohelpstudentstopractice.
【设计说明】答疑学生的难点,归纳整理每个知识点的用法,让学生能学有所获。
Step4Consolidation
Letstudentsdosomeexercises.
【设计说明】不同的练习形式可帮助学生在一定的语境中巩固记忆文中的语言点。
Period4
合作探究
TaskⅠ
PartA
1.onceconj.(assoonas,when);adv.(atsometimeinthepast)
Onceshefinishesherwork,shecanhelpyou.
IoncelivedinBeijing.
2.leftv.(goaway);adv.(thedirection)
Ileftforworkearlierthismorning.
Lookrightandleftbeforecrossingthestreet.
3.stilladv.(continuing);adj.(notmoving)
I’mstillhungrythoughI’vejusthadabighamburger.
Can’tyousitstill?
PartB
causes,cause;answer,answer;increases,increase
TaskⅡ
1.sense
(1)sensev.
(2)sensesn.
(3)sensen.
2.time
(1)timen.
(2)timesn.
(3)timedv.
3.sight
ACDB
课堂目标达成
seated,plant,towater,questioned,experienced,packing,back,heading
Period5
自主学习
Task
1.Pleasantsmellsreducepain.
2.Yes,theyare.
3.Yes,weshould.
合作探究
TaskⅣ
定语从句是从句对其先行词的修饰或限制,关系代词that必须在从句中充当成分;同位语从句是对从句前面的抽象名词作进一步的说明和解释,连接词that不充当成分。
TaskⅤ
1.TheclimateofGuangzhouismuchbetterthanthatofXi’an.
2.WhathedidisbetterthanthatIdid.
3.Canyouseethebook?
Onethatisonthetable.
4.Iwanthimtobuyapenforme,onethatisred.
课后巩固提升
1.that
2.why
3.whether
4.It;that
5.that
Period6
自主学习
1.宾语从句2.宾语从句3.主语从句4.同位语从句
5.表语从句6.宾语从句7.同位语从句8.宾语从句
合作探究
TaskⅠ
可以使用that引导名词性从句的三种情况:
1.当从句是陈述句时,可用that引导这个名词性从句。
2.当名词性从句是句子的主句时,that不能省略。
3.在非正式英语中,当that引导的名词性从句作宾语或表语时,that可以省略。
TaskⅡ
用if还是whether
1.if/whether。
做及物动词的宾语,两者都可以使用。
2.Whether。
引导主语从句,只能用whether
3.whether。
做介词宾语,只能用whether
4.whether。
和ornot连用,只能用whether
5.whether。
表语从句和同位语从句,用whether
6.whether。
和不定式连用,用whether
TaskⅢ
如果一个动词有两个名词性从句作它的宾语,那么不可以省略在第二个名词性从句前的that或if/whether。
TaskⅤC
课堂目标达成
BADAAABC
课后巩固提升
翻译句子
1.Thatmanystudentscangotofamousuniversities
2.thattheyimprovepeople’slives
3.allAmericansoldiersshouldleaveIraqasquicklyaspossible
4.whetherourcomputersystemhasbeendestroyed
5.Whetheryougoorstayathome
Period7
合作探究
TaskⅠ
1.Startincludeswho,where,when,why.
Bodytellsabouttheproblemsexperiencedbythecharacters.
Endingtellshowtheproblemissolvedorhowthestoryends.
2.Practice
FindthreepartsofthestoryFog.
S:
Pollyleftworkearlybecauseofthefogforecast.
B:
HowPollyfoundherwayhomeonsuchafoggyday.
E:
TheoldmanwhohelpedPollywasblind.
3.
Aa.3b.1c.6d.2e.5f.4
Ba.Bb.Sc.Ed.Be.Bf.B
TaskⅡ
1.
(1)Thequestionsyourteacherasksareforthestartofthestory.
(2)Youneedtowriteabouttheamazingexperienceofagirl.
(3)Thestorymustendwithasurprise.
2.
(1)Sandy.
(2)Tothemuseum.
(3)Todoaclassprojectaboutartandhistory.
(4)Byschoolbus.
(5)SandyandherclassmateLiFeifeiwereleftbehindbyothersandhadtoruntocatchupwiththem.
(6)Latemorning.
3.Onemorningatabout10o’clock,Sandyandherclassmateswenttothemuseumtogetherwiththeirteachers,becausetheyhadaclassprojectaboutartandhistory.Theywenttherebyschoolbus.Whentheygotoffthebus,SandyandherclassmateLiFeifeiweresobusylookingaroundthattheywereleftbehind.So,theyhadtoruntocatchupwiththeothers.
Period8
合作探究
TaskⅠFourthingstotellastorybetter
1.Speechbubble---toshowwhatthecharacterissaying;
Thoughtbubble---toshowwhatthecharacteristhinking;
Soundbubble---toshowthesoundthecharacterismaking;
Caption---todescribethestateoractionconcerningthecharacter.
2.Aliceandanalien
OnedayAlicesawanalien,andshewantedtomakefriendswithit.Shewavedtothealien,saying,“Iwanttobeyourfriend.”Alicewantedtoshakehandswiththealien.Butthealiendidn’tknowwhatAlicewantedtodo.Itwasfrightenedinstead.Ittookout