Unit5Whatanadventure整單元學(xué)案設(shè)計(jì)-高一英語(yǔ)

新外研社高中英語(yǔ)必修三Unit5Whatanadventure整單元學(xué)案設(shè)計(jì)Startingout&Understandingideas學(xué)案設(shè)計(jì)學(xué)習(xí)目標(biāo):1.Watchavideoandextractthekeyinformationfromit;2.Mastermapanalysisskills;3.prehendthispassagebygraspingkeyinformationindetails;4.Enhancecriticalthinkingskillsandpractisehavingperspectivesandviewpointsfromdiverseangles.StepⅠLeadinActivity1WatchavideoWatchthevideoandanswerthequestions.1.WhatkindofdifficultiesdidXuXiakemeet?2.Doyouknowanyothergreatexplorers?Sharetheirstorieswiththeclass.Activity2MapanalysisTheSoutheastRidgeRouteonQomolangmaFactsaboutQomolangma·QomolangmaliesontheborderofNepalandtheXizangAutonomousRegionofChina.·ThebesttimetoclimbQomolangmaisinAprilandMay.·Thetemperatureonthemountaincangetaslowas60℃.·ThefirstpeopleconfirmedtohavereachedthetopwereEdmundHillaryandTenzingNorgayin1953.Lookatthemapandanswerthequestions.1.(1)Whowerethefirstpeopleconfirmedtohavereachedthetopofthemountain?(2)Whendidthishappen?2.Whydoyouthinktheclimbersneedsomanycampsalongtheroute?3.WhatelsedoyouknowaboutQomolangma?Sharetheinformationwiththeclass.StepⅡWhilereadingActivity1ReadfordetailedinformationReadthepassageandfindoutwhat“TypeT”personalitiesare.Activity2Languagepointsandtranslation1.Forthosepeople,climbingQomolangmaisanexperiencelikenoother,makingsomefeelweakandothers,powerful.【翻譯】對(duì)這些人來(lái)說(shuō),攀登珠穆朗瑪峰是一項(xiàng)獨(dú)一無(wú)二的體驗(yàn),它讓一些人感到脆弱的同時(shí)也讓另一些人感受到強(qiáng)大?！窘馕觥縨akingsomefeelweak是分詞做狀語(yǔ),make后面跟復(fù)合賓語(yǔ)。【活學(xué)活用】(1)_________________________________________________中國(guó)修建了更多的高速公路,使人們從一個(gè)地方到另一個(gè)地方更加方便。(2)____________________________________________________大雨滂沱,導(dǎo)致那個(gè)國(guó)家洪水泛濫。2.Itforcesyoutolookdeepinsideyourselfandfigureoutifyoureallyhavethephysical,aswellasmental,toughnesstopushwhenyouwanttostop.【翻譯】它會(huì)強(qiáng)迫你去深入地審視自己,弄清楚當(dāng)你想停下來(lái)的時(shí)候,你是否真的有身體上和精神上的韌性?！窘馕觥縡igureout算出;想出;理解;解決問(wèn)題【活學(xué)活用】(1)______________________________________________孩子們沒(méi)有花很多時(shí)間就算出了正確的答案。(2)______________________________________________他正在努力想辦法解決這個(gè)問(wèn)題。(3)______________________________________________我琢磨不透他為什么要辭掉工作。(4)______________________________________________過(guò)了好一會(huì)我才明白發(fā)生了什么。StepⅢPostreadingGothroughthequestionsandthinkaboutthemindividually;thendiscussthequestionsingroupsandshareyouranswerswiththeclass.Questions:DoyouagreewithMallory’sandArnette’sopinions?Why?StepⅣHomework課文語(yǔ)法填空,在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。Lastyear,hundredsofpeoplespentgoodmoney1.(climb)Qomolangma,2.experiencethattheyknewwouldinclude3.(crowd),disfortanddanger.

BritishmountainclimberGeorgeMalloryinsistedthat4.climbersgotfromtheadventurewassheerjoy.AmericanclimberAlanArnette,5._____________climbedQomolangmain2011,believedthatmountainclimbingcouldmakepeoplefocusonwhat’simportanttothem.Studies6.______________(conduct)recentlyindicatethatrisktakingmaybepartofhumannature,withsome7.(likely)totakerisksthanothers.Arisktakingpersonalityisreferredtoas“ТypеT”,withthe“T”8.__________________(stand)forthrill.Ourdesire9.(seek)riskscanbeconnectedtohowmuchweexpect10.(benefit)fromtheresultofit.

評(píng)價(jià)量規(guī)學(xué)習(xí)目標(biāo)目標(biāo)達(dá)成評(píng)價(jià)等級(jí)ABCDWatchavideoandextractthekeyinformationfromit;Mastermapanalysisskills;prehendthispassagebygraspingkeyinformationindetails;Enhancecriticalthinkingskillsandpractisehavingperspectivesandviewpointsfromdiverseangles.參考答案:StepⅠLeadinActivity11.Xutraveledonfoot.Heoftenwentwithoutfoodfordays,andsufferedbadweather,illness,dangerousanimalsandevenrobbers.2.Students’ownanswers.Activity21.(1)EdmundHillaryandTenzingNorgay.(2)In1953.2.Itissuchalongwaythatitcannotbedonewithinoneday.Theclimbersneedthesecampsforarestandadaptthemselvestotheenvironment.3.Students’ownanswers.StepⅡWhilereadingActivity1“TypeT”personalities,withthe“T”standingfor“thrill”,arepersonalitytraitsthatmakepeoplemorelikelytotakerisksthanothers.Activity21.(1)MorehighwayshavebeenbuiltinChina,makingitmucheasierforpeopletotravelfromoneplacetoanother.(2)Itrainedheavily,causingseverefloodinginthatcountry.2.(1)Itdidn’ttakethechildrenlongtofigureoutthecorrectanswer.(2)He’stryingtofigureoutawaytosolvetheproblem.(3)Ican’tfigureoutwhyhequithisjob.(4)Ittookmeawhiletofigureoutwhathappened.StepⅢPostreadingStudents’ownanswers.StepⅣHomework1.climbing2.an3.crowds4.what5.who6.conducted7.morelikely8.standing9.toseek10.tobenefitUsingLanguage學(xué)案設(shè)計(jì)學(xué)習(xí)目標(biāo):1.Identifyandsummarisetheformsandfunctionsofpastfuturethroughobservationandapplyitcorrectlyindifferentcontextsandsituations;2.Understandthemainideaoflisteningmaterialsandgatherspecificdetailstopletethetable;3.Learnthebasicoffirstaid,masterpropercontentsandtermsofitinvariousemergencysituations;4.Utiliseappropriatestructurestointroduceadventuretravelexperiences.StepⅠLeadinparethetwogroupsofsentencesandanswerthequestions.Sentences(a)and(b)arefromthereadingpassage.a.Lastyear,hundredsofpeoplespentgoodmoneyonanexperiencethattheyknewwouldincludecrowds,disfortanddanger.b....AlanArnette,whoclimbedQomolangmainthatyearandwasgoingtoclimbotherhighmountainsaroundtheworld.c.Thisyear,hundredsofpeoplewillspendgoodmoneyonanexperiencethattheyknowwillincludecrowds,disfortanddanger.d....AlanArnette,whohasclimbedQomolangmaandisgoingtoclimbotherhighmountainsaroundtheworld.1.Whatisthedifferencebetweenthetwogroupsofsentences?2.Whatcluesinthesentenceshelpyoudecidewhichtensetouse?3.Matcheachgroupofsentencestothecorrecttimeline.StepⅡAnalysisandidentificationActivity1Writetheclausesinthecorrectorder.a.which/forthreefulldays/thestorm/wouldlastb.remain/there/wewould/formanymonthstoec.wouldn’t/foraverylongtime/beback/wed.fromport/we/sailing/wereActivity2pletethecaptain’smemoirwiththeclauses.Itwasspring,and1..Wewereexcited—noneofusknewthatthesewouldbeourfinaldaystogether.Atfirst,thewatersofthestraitwerecalmandwespentourdaysworking,fishingandplayingcards,happilyunawarethat2..Atthatpoint,3.wasjustafewdarkcloudsonthehorizon.Hourslater,thewavesroseupoverourship,breakingitintotwoandthrowingusoverboard.Chokingwithwater,weswamtothenearestisland.4.,hatchingplanstoescape.

Activity3Fillintheblanks.過(guò)去將來(lái)時(shí)過(guò)去將來(lái)時(shí)表示從過(guò)去的某一時(shí)間來(lái)看將來(lái)要發(fā)生的動(dòng)作或呈現(xiàn)的狀態(tài),常用于賓語(yǔ)從句中?？梢赃@樣理解:過(guò)去將來(lái)時(shí)的出發(fā)點(diǎn)是過(guò)去,即從過(guò)去某一時(shí)刻看以后要發(fā)生的動(dòng)作或狀態(tài)。例如:(1)Shewassixtysix.Inthreeyears,shewouldbesixtynine.(2)Hesaidhewouldgotothenorthfortheholiday.一、結(jié)構(gòu)肯定式主語(yǔ)+should/would+do+其他……?Hehopedtheconcertwouldhavearelaxedatmosphere.?Wesaidweshouldfinishtheworksoon.否定式主語(yǔ)+shouldnot/wouldnot+do+其他……Theytoldmethattheyprobablywouldn’te.一般疑問(wèn)式Would/should+主語(yǔ)+do+其他?Wouldheturnupatthemeetingontimeifhetookataxithen?特殊疑問(wèn)式特殊疑問(wèn)詞+would/should+主語(yǔ)+do+其他……?Whatwouldyoudoifyouweretherethattime?二、過(guò)去將來(lái)時(shí)的其他幾種表達(dá)方式1.was/weregoingtodo表示過(guò)去打算或計(jì)劃將要做什么。Shesaidshetwoticketsinadvance.

2.(1)was/wereabouttodo表示過(guò)去即將發(fā)生的動(dòng)作,意為“過(guò)去正要做某事”,一般不與表示具體時(shí)間的時(shí)間狀語(yǔ)連用,可與when連用。(2)was/wereonthepointofdoing表示“過(guò)去正要做某事”。Shewaiteduntilhe.

3.was/weretodo表示過(guò)去計(jì)劃或安排將要做某事,有時(shí)表示“注定”。Hesaidhehisholidaywithhiselderbrotherinaweek.

4.was/weredoing表示過(guò)去按計(jì)劃或安排將要發(fā)生的事,常用于以下動(dòng)詞:e、go、arrive、leave、start等。Hesaidheatsixthenextmorning.

5.用某些動(dòng)詞的過(guò)去式表示按時(shí)刻表或日程表過(guò)去將要發(fā)生的事。Theytoldmetheplaneat8o’clocktomorrow.

【注意】條件狀語(yǔ)從句和時(shí)間狀語(yǔ)從句中需要用一般過(guò)去時(shí)代替過(guò)去將來(lái)時(shí),如:Ididn’tknowwhenshewoulde,butwhenshecameIwouldletyouknow.Activity4PracticeImagineyouwereoneofthesailorsinActivity1.Answerthecaptain’squestionsusingIwasgoingto...,but...Activity5Lookattheitemsinthefirstaidkitandtalkaboutwhattheyareusedfor.Addanythingelsethatyouthinkwouldbeuseful.Learningfirstaidishelpfulbeforeyougoonanadventure!Activity6pletethefirstaidguidelineswiththewordsandexpressionsinActivity5.FIRSTAIDGUIDELINES?BrokenarmToreducethepain,placea(n)1.onthearm.Ifitistoocold,coveritwithclothbeforehand.Itisimportanttokeepthearmstillandrigid,somakeaslingoutofa(n)2..

?CutPutpressureonthecutwithacleancloth.Oncethebleedinghasstopped,cleantheareaoutwithfreshwateror3..Oncethewoundiscleanedanddry,coveritwithabandage.

?HeatstrokeTakethepersontoacoolplaceandgivehim/herlotsofwatertodrink.Taketheperson’stemperaturebyputtinga(n)4.underhis/hertongue.Ifitis40℃orhigher,takethepersontohospitalassoonaspossible.

?InsectbiteWashtheareawithliquidmedicine.Ifthebitebeeshot,redanditchy,trytocoolitdown.Ifthebiteispainful,givethepersononeortwo5..Gotohospitalifnecessary.StepⅢListeningActivity1AmazingroadtripsActivity2Listentotheinterviewandchoosethewordsthatbestdescribethespeakers’experiences.1.Expensivebutfun.2.Difficultandunpleasant.3.Challengingbutrewarding.Activity3Listenagainandpletetheblog.Whenwecameback,wewereaskedalotofquestionsaboutouradventure.Herewe’lltrytoanswerthemostfrequentlyaskedquestions.?Whydidyoudoit?Wediditto1..

?Howdidyouprepare?Wereallypractisedalot!Ifweweren’tstudying,wewere2..

?Whatdifficultiesdidyouencounter?Wehadto3.dayafterday.Wealsohadtoface4.anddangerousfallingrocks.5.startedfromChengdu,butthreefriendsgotinjured.

Whatdidyousee?Theviewswerefantastic!Themostimpressiveoneswerethoseof6..

Howdidyoufeelafterthetrip?Itwasthebestfeelingintheworld!Wehadanadventure,raisedsomemoneyand7.tosomechildren’slives.

聽力評(píng)價(jià)量規(guī)評(píng)價(jià)指標(biāo)優(yōu)良中差自評(píng)互評(píng)師評(píng)主旨要義能夠準(zhǔn)確理解主旨要義(對(duì)話主要內(nèi)容是什么)能夠基本理解主旨要義(對(duì)話主要內(nèi)容是什么)能夠理解部分主旨要義(對(duì)話主要內(nèi)容是什么)未能理解主旨要義(對(duì)話主要內(nèi)容是什么)獲取事實(shí)性的具體信息能夠準(zhǔn)確獲取對(duì)話細(xì)節(jié)信息能夠基本獲取對(duì)話細(xì)節(jié)信息能夠獲取部分對(duì)話細(xì)節(jié)信息未能獲取對(duì)話細(xì)節(jié)信息對(duì)所聽內(nèi)容做出推斷能夠?qū)λ爟?nèi)容做出準(zhǔn)確推斷能夠?qū)λ爟?nèi)容做出基本推斷能夠?qū)λ牪糠謨?nèi)容做出推斷未能對(duì)所聽內(nèi)容做出推斷理解說(shuō)話者的意圖、觀點(diǎn)或態(tài)度能夠準(zhǔn)確理解說(shuō)話者的意圖、觀點(diǎn)或態(tài)度能夠基本理解說(shuō)話者的意圖、觀點(diǎn)或態(tài)度能夠理解說(shuō)話者的部分意圖、觀點(diǎn)或態(tài)度未能理解說(shuō)話者的意圖、觀點(diǎn)或態(tài)度StepⅣDiscussionWorkinpairs.ActouttheconversationtotalkabouttheroadtripsacrossChina.StudentA:TurntoPage107.StudentB:TurntoPage112.LearningtolearnWhilelisteningandtakingnotes,youdon’tneedtowritedowneverywordinfull.Usingsymbolsandabbreviationscanallowyoutotakenotesmorequickly.Nexttimeyouneedtotakenotes,tryusingsomeofthese:∵/because,∴/therefore,5/five,↑/up,C20/20thcentury,20K/twentythousand,diff./difference.StepⅤHomeworkActivity1語(yǔ)法專練1.He(speak)atthemeeting,buthisheartattackpreventedhim.

2.Iaskedhimtogiveupsmoking,buthesaidhe(notdo)it.

3.Asearlyashissecondfilm,Chaplinhaddevelopedhisownmannerofacting,theonethat(bee)worldfamous.

4.Helenwasdelayedbyacustomerwhenshe(leave)theoffice.

5.He(tell)methesecretwhensomeonepattedhimontheshoulder.

6.Onourwaytothehouse,itwasrainingsohardthatwecouldn’thelpwonderinghowlongit(take)togetthere.

Activity2翻譯句子1.彼得剛要離開辦公室,鈴響了。2.他宣布他將親自接管那家公司。3.我檢查了雛鳥,它看起來(lái)很好。我的下一項(xiàng)工作是筑個(gè)巢并把它固定在樹上。Iexaminedthechickanditseemedfine.

StepⅥ語(yǔ)法評(píng)價(jià)量規(guī)英語(yǔ)語(yǔ)法(過(guò)去將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài))評(píng)價(jià)量表評(píng)價(jià)指標(biāo)優(yōu)良中差自評(píng)互評(píng)師評(píng)基本概念能準(zhǔn)確理解和把握過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)的意義能基本理解和把握過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)的意義能部分理解和把握過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)的意義基本未能把握過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)的意義續(xù)表評(píng)價(jià)指標(biāo)優(yōu)良中差自評(píng)互評(píng)師評(píng)基本結(jié)構(gòu)能夠非常準(zhǔn)確地掌握過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)的肯定、否定、一般疑問(wèn)和特殊疑問(wèn)結(jié)構(gòu)能夠基本上掌握過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)的肯定、否定、一般疑問(wèn)和特殊疑問(wèn)結(jié)構(gòu)能掌握部分過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)的肯定、否定、一般疑問(wèn)和特殊疑問(wèn)結(jié)構(gòu)基本未了解過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)的肯定、否定、一般疑問(wèn)和特殊疑問(wèn)結(jié)構(gòu)應(yīng)用能夠精準(zhǔn)地識(shí)別文章和高考語(yǔ)法填空中的過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)能夠在大部分情況下正確地識(shí)別文章和高考語(yǔ)法填空中的過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)較少的情況下,能夠正確地識(shí)別文章和高考語(yǔ)法填空中的過(guò)去將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)未能在文章和高考語(yǔ)法填空中識(shí)別過(guò)去將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)遷移能夠在作文中非常自如、恰當(dāng)?shù)厥褂眠^(guò)去將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)能夠在作文中較為恰當(dāng)?shù)厥褂眠^(guò)去將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)能夠在作文中使用過(guò)去將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài),但是錯(cuò)誤較多在作文中基本上未能正確使用過(guò)去將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)參考答案:StepⅠLeadin1.Sentencesinthefirstgroupusepastfuturetense.Sentencesinthesecondgroupusepresentfuturetense.2.Thetimeadverbialslike“Lastyear”,“inthatyear”inthefirstgroup;“Thisyear”andtheverbform“hasclimbed”inthesecondgrouparecluestohelpreadersdecidewhichtensetouse.3.aBbBcAdAStepⅡAnalysisandidentificationActivity1a.thestormwhichwouldlastforthreefulldaysb.wherewewouldremainformanymonthstoec.wewouldn’tbebackforaverylongtimed.weweresailingfromportActivity2?1d2c3a4bActivity31.wasgoingtoreserve2.wasabouttoleave3.wastoarrange4.wasleaving5.tookoffActivity4?Iwasgoingtohuntforfood,butmykneewaswounded.?Iwasgoingtocollectsomewater,butIfoundtherewasaholeinthesideofthebucket.?Iwasgoingtoputupthetent,butIfoundIhadn’tgotahammerandnails.?Iwasgoingtobuildafire,butsuddenlyitstartedtorain.Activity5Students’ownanswers.Activity61.icepack2.bandage3.cottonwoolballs4.thermometer5.painkillersStepⅢListeningActivity1略Activity23Activity31.raisemoneyforachildren’scharity2.cycling3.cycleupmountains4.snowyweather5.Fiveofus6.thesnowymountains7.helpedmakeadifferenceStepⅣDiscussion略StepⅤHomeworkActivity11.wasgoingtospeak2.wouldn’tdo3.wastobee4.wasleaving5.wasabouttotell/wasonthepointoftelling6.wouldtakeActivity21.Peterwasabouttoleave/onthepointofleavingtheofficewhenthetelephonerang.2.Heannouncedthathewouldpersonallytakechargeofthatpany.3.Mynextworkwastoconstructanestandfixitinatree.Developingideas學(xué)案設(shè)計(jì)學(xué)習(xí)目標(biāo):Bytheendofthisperiod,studentswillbeableto:1.Understandthedescriptionoftheworldundertheseaandgetthemainideaofthetext;2.Haveapreliminaryunderstandingoftheliterarygenreandlanguagestyleofsciencefictionnovels;3.Experiencetheprotagonist’spsychologicalfeelings,andhaveadeepthinkingonhuman’slongingforexploringtheunderwaterworld.StepⅠLeadinReadtheshortintroductiontoJulesVerneandanswerthequestions.JulesVerne(1828—1905)wasaFrenchwriterbestknownforhisadventurestories.Oftencalledthe“FatherofScienceFiction”,Vernedescribedinhisstoriestechnologyandinventionsyearsbeforetheybecamerealities.Verne’smostfamousbooksareJourneytotheCentreoftheEarth(1864),TwentyThousandLeaguesUndertheSea(1870)andAroundtheWorldinEightyDays(1873).1.(1)HaveyoureadanystorieswrittenbyJulesVerne?(2)Whataretheyabout?2.WhatamazingthingsdoyouthinkyoumightfindinTwentyThousandLeaguesUndertheSea?StepⅡWhilereadingActivity1ReadforthemainideaReadthepassageandunderlinethekeysentencesofeachparagraph.Findoutwhattheauthorintendstotellus.Activity2Readfordetailedinformationpletethetablewithexpressionsfromthepassage.AdventuresundertheseaActionsFeelingsViewswalkedunderthewaters

nolongerfelttheweight

solarraysshonethroughthewaterymasseasily

Activity3ThinkandshareLearningtolearnWhenreadinganunfamiliarword,firsttrytousethecontextofthesentenceorpassagetoinferitsmeaning.Thenthinkaboutwhatotherwordswouldmakesenseinthesentence.Partsoftheword,suchasprefixes,wordrootsandsuffixes,canalsobeusedtotryandworkoutitsmeaning.1.Whatdoestheauthormeanby“Wordsarenotenoughtorelatesuchwonders”?2.Whatdoyouthinkwillhappennextinthestory?Shareyourideaswiththeclass.3.Whatdoyouknowabouttheworldbeneaththesurfaceoftheoceans?4.Whydoyouthinkpeoplewanttoexplorethisunderwaterworld?StepⅢPostreadingGroupwork:Imagineyouarethemarinebiologistfromthestorywalkingontheseabed.Talkaboutyourexperiences.1.Planyourconversationbyansweringthequestions.?Whatdidyouwearandhowdidyoubreathe??Whodidyougowith??Whatdidyousee??Howdidyoufeel?2.Havetheconversationwithyourpartner.Taketurnsaskingeachotherquestionsandrespondtoyourpartner’sments.3.Giveyourtalktotheclass.StepⅣHomeworkLanguagepointsandtranslation1.CaptainNemowalkedinfront,oneofhismenfollowingsomestepsbehind.【翻譯】尼摩船長(zhǎng)走在前面,他的一個(gè)隨從緊隨其后?！窘馕觥开?dú)立主格結(jié)構(gòu):

邏輯主語(yǔ)(名詞/代詞)+doing特點(diǎn):1.逗號(hào)隔開;2.獨(dú)立存在,邏輯主語(yǔ)與主句主語(yǔ)不同。功能:充當(dāng)方式、時(shí)間、條件、伴隨、原因等狀語(yǔ)。【活學(xué)活用】(1)如果天氣/時(shí)間允許的話,我們明天去野餐。,we’llgoforapicnictomorrow.

(2)考試結(jié)束了,我們開始了我們的假期。,webeganourholiday.

(3)他下周將要去參加一個(gè)會(huì)議,所有費(fèi)用由他的公司支付。Heisleavingforaconferencenextweek,allexpenses(pay)byhispany.

(4)我們正在上課,門敞開著。Wearehavingourclass,.

(5)老師走進(jìn)教室,手里拿著一本書。Theteachercameintotheclassroom,.

2.Inolongerfelttheweightofmyclothes,orofmyshoes,ofmyairsupply,ormythickhelmet,insidewhichmyheadshooklikeanutinitsshell.【翻譯】我再也感覺(jué)不到我的衣服、鞋子、氧氣罐和厚重頭盔的重量,我的頭在頭盔里就像堅(jiān)果在殼里那樣搖晃?！窘馕觥渴褂谩敖樵~+關(guān)系代詞”結(jié)構(gòu)引導(dǎo)定語(yǔ)從句時(shí),關(guān)系代詞只能用whom(先行詞指人),which(先行詞指物)和whose(表示所屬關(guān)系)。【活學(xué)活用】(1)Johninvitedabout40peopletohiswedding,(大多數(shù))arefamilymembers.

(2)Thisismypairofglasses,(沒(méi)有它)Icannotseeclearly.

(3)Withthefastdevelopmentofagriculture,thepeople,(在他們的村里)shetaught10yearsago,havelivedahappylife.

StepⅤ評(píng)價(jià)量規(guī)學(xué)習(xí)目標(biāo)目標(biāo)達(dá)成評(píng)價(jià)等級(jí)ABCDUnderstandthedescriptionoftheworldundertheseaandgetthemainideaofthetext;Haveapreliminaryunderstandingoftheliterarygenreandlanguagestyleofsciencefictionnovels;Experiencetheprotagonist’spsychologicalfeelings,andhaveadeeperthinkingonhuman’slongingforexploringtheunderwaterworld.參考答案:StepⅠLeadinStudents’ownanswers.StepⅡWhilereadingActivity1Para.1Wordsarenotenoughtorelatesuchwonders!Para.2Thelight,whichlitthesoilthirtyfeetbelowthesurfaceoftheocean,astonishedmebyitspower.Theauthorintendstotellustheamazingsceneryunderthesea.Activity2AdventuresundertheseaActionsFeelingsViewswalkedunderthewaterswalkingonfine,evensandnolongerfelttheweightastonishedmenotwrinkled,asonaflatshoreasifIwasinbroaddaylightsolarraysshonethroughthewaterymasseasily?Beyondthatthecoloursdarkenedintofineshadesofdeepblue,andgraduallydisappeared.?Abovemewasthecalmsurfaceofthesea.?Thisdazzlingcarpet...droveawaytheraysofthesunwithwonderfulintensity...Activity31.Theauthormeansthattheviewsunderwateraresobeautifulandsuchexperienceissouniquethathecan’tfindenoughandproperwordstodescribethem.2.Students’ownanswers.3.Students’ownanswers.4.Students’ownanswers.StepⅢPostreading略StepⅣHomework1.(1)Weather/Timepermitting(2)Thetestfinished/over(3)tobepaid(4)thedooropen(5)abookinhishand/bookinhand2.(1)mostofwhom(2)withoutwhich(3)inwhosevillagePresentingideas學(xué)案設(shè)計(jì)學(xué)習(xí)目標(biāo):By