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必修6 Unit 5 The power of nature
The First Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
volcano, erupt, compare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made one’s way, potential, impressive
b. 重点句式 P34
1. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P34
2. I was about to go back to sleep when suddenly my bedroom became as bright as day. P34
3. However, the most important thing about my job is that I help protect ordinary people from one of the most powerful natural forces on earth — the volcano. P34
2. Ability goals 能力目标
Enable the students to learn about the powerful natural force — volcano and the work of an volcanologist.
3. Learning ability goals 学能目标
Help the students learn how to analyze the way the writer describes his exciting job.
Teaching important points 教学重点
Read the text and answer the questions in Comprehending Exercise 2. Teaching difficult points 教学难点
Retell the writer’s first sight of Mount Kilauea eruption.
Teaching methods 教学方法
Discussion, reading, speaking and cooperative learning.
Teaching aids 教具准备
A projector and some slides.
Teaching procedures && ways 教学过程与方式
Step ⅠWarming Up
Lead the students to the topic by telling them a story. Then get the students to describe a volcano eruption according to the diagram. After they are familiar with the topic, let them list some other powerful natural forces and discuss the ways human beings protect themselves from the natural forces.
T: Yes. It’s one kind of the causes. Any different ideas?
S2: Maybe a volcano erupted and a terrible rain of fire and ash fell on the city.
T: You got it! Mount Vesuvius, which had slept quietly for centuries, erupted suddenly. It destroyed the city Pompeii. How terrible! Have you ever seen a volcano erupting? Please turn to page 33. Look at the diagram. Describe a volcano erupting using the diagram and the given words.
T: How powerful the nature is! The lava can buries everything in its path. A volcano erupting can damage a city. A flood can carry everything in its path, while a fire will damage everything it meets. It seems that we human beings are powerless in front of these natural forces. What can we do to protect ourselves from powerful natural forces? Please work in groups of four to list some other natural forces and discuss the ways that human beings protect ourselves.
Step Ⅱ Pre-reading
Get the students to answer the six questions on page 33 to find out whether they will enjoy working as a volcanologist. And then get them to talk about the occupation according to the questions.
T: I see. Prediction is very important. We can say scientists play an important part in protecting people from natural forces. Would you like to study volcanoes? And do you want to be a volcanologist?
Ss: Yes.
T: Let’s test whether you are suitable for this job or not. Answer “yes” or “no” to these questions on page 33.
The students answer the questions to see if they are suitable to be a volcanologist.
T: Are you suitable for the job? Who can tell us what kind of person can be a volcanologist?
S1: First he must be brave enough because he must climb into a live volcano to take the temperature of the boiling rock inside.
Step Ⅲ While-reading
Scanning
Get the students to read the passage quickly and accurately. Give them a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask them some detailed questions about the text.
T: What does a volcanologist do? Is the work interesting? Let’s read a passage written by a volcanologist. The volcanologist enjoys his job very
much. He described his exciting job. And he wrote down his first sight of an eruption. Now let’s read the text quickly and find out the answers Skimming
In this part, the students will read the text quickly to get the general idea of the passage. Check the answers with the whole class, then explain some sentences or words that the students may find hard to understand.
T: Now please read the text again and try to get the main idea of the passage in groups of four.
Three or four minutes later.
T: Have you got the general idea of the text?
It wasn’t very easy to walk in these clothes, and we slowly made our way to the edge of the crater and looked down into the red, boiling center. Though I was a little afraid, I wanted to climb down into the crater to collect some lava. But this being my first experience, I could only stayed at the top and watched the two scientists. At that time I determined to be a volcanologist forever. Discussion
S5: I don’t like this job. It’s too dangerous. If the volcano erupts suddenly when you are collecting the lava, maybe you will lose your life.
T: Well, if you meet the writer, what kind of questions would you ask him? S6: Aren’t you afraid when you walk towards the volcano? It’s so hot and the volcano may erupt again.
S7: What should you do if you get lost on your way to the volcano?
S8: When did you begin to be interested in volcanoes?
Writing characteristics
T: Good! If you are interested in this occupation, you can get more information on the Internet. Now who can summarize the writing style and techniques of this text?
The teacher can ask the students to have a discussion in pairs or groups, and then ask some of them to show their ideas.
Sample answers:
T: What can we learn from the text?
S: The key word of the text is “exciting”, which is the focus of the passage. By telling the readers his everyday work, the importance of his job, his first sight of volcano eruption and his sincere love for his job, the author proves it’s his chief enjoyment to be a volcanologist. And I appreciate the writer’s attitude towards nature. We should love nature and we can do something to minimize the damage caused by natural forces.
Step Ⅴ Homework
T: Now it’s time for homework. Today you have two tasks to finish after class. The first task is to finish exercises in Discovering useful words and expressions on page 35. These exercises will help you practice the words and expressions we’ve just learned. The second one is to retell the text. That’s all for today. See you tomorrow.
The Second Period Language Study
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
bore, bored, boring, impressive, impress, excite, excited, exciting, excitement, courage, encourage, encouragement, encouraging, panic, anxious, glance through, compare with, make one’s way to
2. Ability goals 能力目标
Enable the students to learn and use new vocabulary.
Enable the students to use -ing form as adverbial in a sentence.
3. Learning ability goals 学能目标
Enable the students to learn the way of grouping words together to learn new vocabulary.
Help the students learn how to use the -ing form as adverbial.
Teaching important points 教学重点
The -ing form used as adverbial.
Teaching difficult points 教学难点
The -ing form used as adverbial.
Teaching methods 教学方法
Practice and role play.
Teaching aids 教具准备
A computer.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Revision
T: Good morning, boys and girls! Who would like to retell the text?
A sample retelling:
I have the greatest job in the world. I work inside as well as outside. What’s more, I can meet different interesting people and travel to unusual places. Though it’s dangerous I still enjoy it. My main job is to collect information
about Mount Kilauea, which helps scientists predict where lava T: Well done! Have you finished the exercises in Discovering useful words and expressions?
Ss: Yes.
T: OK. I’ll ask some of you to give your answers.
Check the answers with the class.
Step Ⅱ Words and Expressions
T: Please read the sentences on the screen. And pay attention to the words in bold. Is it a verb, a noun or an adjective? You can get the answer by reading these sentences. Or you can turn to your dictionaries.
1. The long novels bore me.
2. I am bored to death.
3. The long novels are boring.
4. The girl impressed her friends with her sense of humour.
Step Ⅲ Useful Structures
In this part the students will learn the -ing form used as adverbial in a sentence to give information about time, reason and result. Then they will learn how to combine pairs of sentences using the present or the perfect -ing form. Finally, get them to make a dialogue by using the -ing form.
T: Look at the two sentences on the screen. Can you see in what way they are similar and in what way they are different?
Show the two examples on the screen.
Looking carefully at the ground, I made my way to the edge of the crater. Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.
T: In what way are they similar to each other?
S1: “Looking carefully at the ground” and “Having experienced quite a few earthquakes in Hawaii already” are both used as adverbial to give information about time or reason. Their subjects are “I ” which is also the subject of the main clause.
T: What’s the difference?
S2: In the second sentence, the action “experience quite a few earthquakes”took place before the action “take much notice”. While in the first sentence, the two actions take place at the same time.
4. Losing your heart, you won’t find a way to overcome the difficulty.
5. Having finished her studies, she was anxious to find a job.
Step Ⅳ Homework
T: Today we mainly practiced the -ing used as adverbial. After class, please finish Exercises 1 and 2 on page 72. See you tomorrow.
The Third Period Listening and Speaking
Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
tremble, anxious, panic, courage, excited, worried, relieved, terrified, nervous 2. Ability goals 能力目标
Enable the students to learn the ways of expressing fear and anxiety.
3. Learning ability goals 学能目标
Enable the students to describe powerful natural forces that they have experienced and how they felt during and after the disaster.
Teaching important points 教学重点
Ways of expressing fear and anxiety.
Teaching difficult points 教学难点
Enable the students to describe powerful natural forces that they have experienced and how they felt during and after the disaster.
Teaching methods 教学方法
Listening, speaking, discussion and cooperative learning.
Teaching aids 教具准备
A recorder.
Teaching procedures & ways 教学过程与方式
Step I Listening
The students will listen to the volcanologists talk about their most frightening experience. First get the students to describe the three pictures to help them recall the words or expressions they’ve learned about the occupation —volcanologist. Then listen and write their names under the pictures.
T: Do you still remember the work of a volcanologist?
Ss: Yes. He collects information about a volcano to help predict volcano’s eruption.
T: How can they get the information?
S1: They must climb into a live volcano to take the temperature of the boiling rock inside and collect some lava for later study.
T: Excellent! Please turn to page 38. Describe the three pictures with your partners. We’ll ask some of you to describe the pictures in class.
The students work in pairs to describe the pictures. They can turn to the text if they have some difficulty.
T: Who will describe Picture 1?
S2: A helicopter is flying to the volcano, when suddenly the volcano erupts. The ash and boiling rocks rush into the air hundreds of metres high. Luckily, the helicopter is not near the volcano, or it will be melt.
T: Picture 2?
S3: The volcano is erupting. The lava is flowing slowly down the mountain.
A volcanologist is collecting lava with a special tool. He wears special clothes. It seems very dangerous to work there.
Step Ⅲ Speaking
First, get the students to think of ways to express fear and anxiety. Second, ask the students to think of powerful natural forces that they have experienced. If they didn’t experience any such things, they can imagine according to the text and what they heard just now. Then they are required to tell their similar experience and how they felt using expressions from Exercise 5 in Listening.
T: The speakers describe their fear or anxiety. We can find these sentences in Exercise 3. How do you express fear or anxiety? Read these sentences aloud and then think of other ways.
T: Who’d like to answer this question?
S1: There are many ways to show fear. For example, I was so terrified that I ran as fast as possible till I found I was in my office.
S2: Knowing I was admitted to the university, I was so excited that I cried loudly.
S3: I was in a panic so I checked all the windows and the door several times to make sure they were all locked.
S4: I was relieved when all the people were removed to a safer place.
S5: I was trembling and couldn’t write a word.
S6: I was so nervous that I couldn’t read the text fluently.
S7: I was so anxious that I couldn’t sit but walk back and forth in the playground.
S8: I got up the courage to knock the door.
Step Ⅳ Homework
T: Form a group with another pair and tell them about your dangerous experience.
The Fourth Period Reading and writing
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
vary from ... to ..., diversity, unique, bathe, swallow, guarantee
b. 重点句式 P39
The height of the land varies from 700 metres above sea level to over 2000 metres and is home to a great diversity of plants and animals.
Many people come to Changbaishan to study the unique plants and animals. Others come to walk in the mountains, to see the spectacular waterfalls or to bathe in the hot water pools.
2. Ablity goals 能力目标
Enable the students to get information about the Lake of Heaven by fast reading.
Enable the students to write about hot pools at Changbaishan using some notes given.
3. Learning ability goals 学能目标
Help the students learn how to describe a nature reserve using given information.
Teaching important points 教学重点
Teach the students how to make use of given information to describe a nature reserve.
Teaching difficult points 教学难点
Learn how to describe a nature reserve.
Teaching methods 教学方法
Study individually, practice and discussion.
Teaching aids 教具准备
A projector and some slides.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
Get the students to describe his / her dangerous experience.
Step ⅡReading
Get the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading. Give the students a couple of minutes to look through the whole passage. Tell the students to
read the text silently and then ask them some detailed questions about the text. Check their answers in class, and explain some questions they ask.
T: Have you ever been to Changbaishan and visited Tianchi? I guess most of you haven’t. In this period, we will learn something about Tianchi. By the way, what English name would you give to Tianchi?
S: I will call it Lake of Heaven.
T: Great. That’s how people call it in English. Now let’s read the questions on the top of the passage. Then read the text quickly and find out the answers to the questions.
After the students read the text.
T: Now who can tell me which province Changbaishan is located in?
S1: Jilin Province, Northeast China.
T: Good!What’s a nature reserve? Why is Changbaishan a famous nature reserve?
S2: I think reserve is a place which is kept in its natural state.
S3: A nature reserve is home to a great diversity of plants and animals. There must be many rare animals and unique plants. They are protected in a nature reserve.
S4: Changbaishan is the largest nature reserve in China. Much of this beautiful, mountainous area is thick forest. The height of the land varies from 700 metres above sea level to over 2,000 metres. You will find a great diversity of plants and animals among which are cranes, black bears, leopards and Siberian tigers.
S5: If you visit Changbaishan, you can study the unique plants and animals, walk in the mountains, see the spectacular waterfalls or to bathe in the hot water pools.
S6: In my opinion, it’s a pity if you don’t visit Lake of Heaven — the most popular attraction in the reserve.
T: All right! Read the passage again to see how the writer describes Lake of Heaven?
S11: After reading the passage we know the lake is well worth visiting. At the beginning of the passage the writer introduces Changbaishan in which Lake of Heaven lies. By describing the mountain, the writer tells readers that Lake of Heaven lies in a beautiful nature reserve, you can enjoy many beautiful places besides Lake of Heaven. Then the writer introduces Lake of Heaven. At last, to further arouse readers’interest, the writer tells a fairy story about Lake of Heaven, which makes the lake mysterious.
Step Ⅲ Writing
After reading the text, the students will learn the way of describing a place of interest. Get the students to read the notes first, and then let them discuss in which aspects they will introduce hot springs. And then let them write a paragraph about hot springs.
T: The writer tells us we can bathe in hot water pools if we visit Changbaishan, but he didn’t introduce hot springs to us. Now turn to page 40, you will find some notes about hot springs. Let’s introduce hot springs to our readers by using these notes. The title should be — Hot Springs in Changbaishan. While writing, make use of the writing techniques of the text we read just now. Before writing, discuss with your partners in which aspects you will describe hot springs.
S1: I will write a paragraph in three parts. First, I will describe Changbaishan, and then tell readers why the water is hot. In the last part, I will describe the benefits of bathing in hot springs.
A sample version:
Step Ⅳ Homework
T: Describe a typhoon, a snowstorm or a hailstorm. Collect some information about them if you didn’t experience any of them.
适用学科
精品资料 高中英语
欢迎下载 适用年级
高中二年级
适用区域
外研版区域 课时时长（分钟）
2 课时
知识点
1.重点词汇：预习 module5 所学词汇： ethnic，minority， ethnic， rainforest，diverse，diversify，native ， national，bright-colored， belt， varied， vary， variety，various， maze， cobbled，Inherit ， property，customary， customer，customs， apron， hieroglyphic， hatch， pineapple，bucket，splash，apparently， crop， opera，maize，script，ouch，hammer， lame，hop， tyre，firm，jungle， soul， distant，ox，spear，garment，sleeve，necklace，jewellery，arch， rigid，Framework，fasten，loose，fiber，rooster，spade，unfold，adjust， furnish furnished，mat，bare，waist， widow， nephew， garage，awkward， pierce，aborigine 2. 重点词组：in use, use up, make use of = take advantage of, of (no) use, bring /put sth. into use, come into use, seat belt = life belt = safety belt, have a population of , It is apparent that… / clear /distinct /obvious /evident, in the distance, from the distance , keep one’s distance, keep sb. at a distance , set off = set out = start out， be in a/ the minority, be in a /the majority, be diverse from = be different from, be native to…,vary from… to…, vary with, a variety of = varieties of , run into, run after, run away, run out of, fasten… and …(together), fasten… to…, fasten on/ upon,adjust to sth/ doing sth. = adjust oneself to , make an adjustment , be furnished with, 3. 重点句型： ①The old town is on the side of a mountain and opposite it is the 5,500 metre Yulong Xueshan Mountain, its peak covered with snow. ② They sit in small circles in the square, with their babies on their backs, completely uninterested in the tourists! ③ However different we may appear to be at first, we are all the same, all equal. ④ It is generally agreed that Native Americans came across from Asia, somewhere between 12,000 and 25,000 years ago. ⑤ The people had thick straight black hair, dark eyes and brown skin.
Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning.
外研版高中英语选修7 全册教学设计教案
目录 Module 1 Basketball-Period 1 Module 1 Basketball-Period 2 Module 1 Basketball-Period 3 Module 1 Basketball-Period 4 Module 1 Basketball-Period 5 Module 1 Basketball-Period 6 Module 1 Basketball-Period 7 Module 1 Basketball-Section 1 Background readings Module 1 Basketball-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Period 1 Module 2 Highlights of mey senior Year-Period 2 Module 2 Highlights of mey senior Year-Period 3 Module 2 Highlights of mey senior Year-Period 4 Module 2 Highlights of mey senior Year-Period 5 Module 2 Highlights of mey senior Year-Period 6-7 Module 2 Highlights of mey senior Year-Section 1 Background Readings Module 2 Highlights of mey senior Year-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Section 3 Words and Expressions Module 3 Literature-Period 1 Module 3 Literature-Period 2 Module 3 Literature-Period 3 Module 3 Literature-Period 4-5 Module 3 Literature-Period 6-7 Module 3 Literature-Section 1 Background readings Module 3 Literature-Section 2 The Analysis of the Difficult Sentences Module 3 Literature-Section 3 Words and Expressions Module 3 Literature-Task Module 4 Music Born in America-(Period 5-6) Module 4 Music Born in America-(Period 7-9) Module 4 Music Born in America-Period 1 Module 4 Music Born in America-Period 2 Module 4 Music Born in America-Period 3 Module 4 Music Born in America-Period 4 Module 4 Music Born in America-Section 1 Background Readings Module 4 Music Born in America-Section 2 The Analysis of the Difficult Sentences Module 4 Music Born in America-Section 3 Words and Expressions Module 5 Ethnic Culture-Grammar1 Module 5 Ethnic Culture-Grammar2 Module 5 Ethnic Culture-Introduction Module 5 Ethnic Culture-Reading and Vocabulary(1) Module 5 Ethnic Culture-Reading and Vocabulary(2)
教学过程 一、课程导入 二、复习预习 复习上节课主要内容
三、知识讲解 知识点1：词语辨析 【考查点】词形变化 1. n.满意v.使满意.令人满足的 .感到满意的 2. .感到惊吓的n.警报. 恐吓, 警告 3 v.断言，宣称n.宣布，宣言，声明 【练习】根据句子结构，用括号内所提供词的适当形式填空 1) a . .() 2) I a . I .() 3) , .() 4) . . () 5) .() :1. ; 2. ; ; 3. ; ; 4. ; 5. ; 知识点2：词语辨析 1). 【解释】 属正式用语, 可代替和, 强调“主观愿望的热切性”, 含有“强烈希望做某事”的意思, 语气比弱, 一般用于“难以实现或不可能实现的愿望”,指“希望”、“愿”、“想” 表示实现的可能性较大的希望
侧重“期待，预期，指望” 多用于口语式普通场合, 指“想”、“要”或“需要”, 表示“偏爱、选择”或“需要、热爱” 表“希望，渴望” 【练习】选择或并用其适当的形式填空 1) I I a . 2) I a . 3) . 4) I . 5) , I 6) , . : 1) 2) 3) 4) 5) 6) 2). 【解释】 . 估定, 评定。 n. 通路, 访问, 入门 【练习】选择或，并用其适当的形式填空 1) . 2) a ; : 1) 2) 3) 【解释】
指“在战争、竞赛、斗争中获胜”, 并有“击败对方或敌人”的含义对预期的、计划的、尝试的事物的目标达到 指“征服某国或某民族, 从而使之处于被支配地位的胜利或战胜”指“辉煌或彻底的胜利或成功” 【练习】选择或并用其适当的形式填空 1) a . 2) 3) , . 4) a . : 1) 2) 3) 4) 知识点3：重点词汇 1. n.渴望.想要 [重点用法] .渴望得到某物 .希望/渴望做某事 .() 要求…… a .渴望得到某物/希望做某事 ’s 照某人的希望 [典例] 1) .我们都希望幸福健康。 2) a , .每个人都渴望成功，但并非人人都渴望金钱。 3) .他要求你马上去见他。
人教版高中英语选修七全册教学设计 Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning. 教学重点 Get students inspired by positive stories of the people with disabilities. 教学难点 1．Develop students' reading ability.
设计方案二 教材分析 本单元以残疾及残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。Using Language中的Reading，speaking and writing部分要求学生先讨论行动困难的人在电影院可能会遇到的困难，然后引出Alice Major写给the new Bankstown cinema的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，请求建筑师充分考虑残疾人的需求。这封信后有说和写的练习题，通过不同的语言技能训练，完成本单元教学目标。通过读这封建议信，要求学生学会写建议信。 学情分析 本单元的话题是围绕残疾、残疾人的生活展开的，在阅读了残疾人Marty Fielding的故事和聆听了盲人Barry Minto攀爬Mount Kilimanjaro的故事之后，学生对残疾人以及他们在生活中会遇到的困难有了一定的了解。在此基础下，笔者水到渠成地引出此封建议信，增强学生们关心、理解、帮助残疾人的意识。同时，通过阅读这封建议信，让学生熟悉建议信的格式并尝试写建议信。 教学目标 1．语言知识目标 (1)学生能够正确读写及运用以下单词： architect，adequate，access，accessible，handy，basement，row，outwards，exit，approval，dignity，profit，community (2)学生掌握下列词组的意思并能在句子中熟练运用： have access to；enjoy the company of；in comfort；meet with one's approval；make profi ts 2．语言技能目标：强化学生通过略读、查读理清文章脉络结构的能力；训练学生运用所学知识就某一话题展开讨论，并在讨论的基础上进行写作。 3．语言能力目标：提高学生的阅读理解和书面表达能力。 4．情感态度目标： (1)教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。 (2)在小组合作互动中，增强学生的团队合作与分享意识。 重点难点 1．教学重点：阅读能力、写作能力的培养和提高 2．教学难点：掌握建议信这一应用文体的格式，并尝试写建议信 教学策略与手段 在教学过程中，笔者坚持以“教师为主导，学生为主体，任务为基础”的教学原则，以读前、读中、读后三大版块展开阅读教学，任务明确，活动面广。同时贯彻“教中学，学中用”的教学策略，通过仿写建议信，使学生学以致用，学到生活中真正的语言。 教学过程 Step 1Pre－reading Show pictures of a cinema，including inside and outside facilities and ask students to discuss what problems that people with disabilities might have in a cinema. [设计说明] 该部分作为读前的热身活动，通过全班讨论使学生关注残疾人可能会遇到的困难，为阅读接下来的建议信作好准备。 Step 2While－reading
选修七Unit 2 Robots Period3 Grammar Before class: Learn grammar points before the class During class: Step 1Revision Ask students to answer the following questions without referring to the textbook. 1．What was going to be tested out by Larry's wife，Claire? 2．How did Larry Belmont finally persuade his wife to accept the experiment? 3．How did Claire feel when she was offered sympathy by a robot? 4．What did Tony expect to do about the house before he was to leave and Larry was to return? 5．How did Claire feel when she was envied by those women? 6．What happened to Tony at last? Step 2Grammar learning 1．不定式的被动形式 当不定式与逻辑主语之间是被动关系时，即不定式的逻辑主语是不定式所表示动作的承受者，不定式一般要用被动形式。其被动式可以分为两种：一般式和完成式。 (1)一般式：to be done，表示不定式动作在谓语动词之后或者同时发生。 It is a great honor_to_be_invited_to speak here. 很荣幸被邀请在这里讲话。 The novel is said_to_be_published_next month. 据说这本小说下月要出版。 (2)完成式：to have been done，表示不定式动作发生在谓语动词之前。 The book is said to_have_been_translated_into six languages. 这本书据说已经被翻译成六种语言。 The boss preferred_to_have_been_given_more work to do. 老板宁愿被分给更多的工作做。 被动
Unit 4 Sharing Period 4 Grammar 教案 I. Teaching aims: 1. To learn the kinds of Atributive Clause. 2. To learn the usage of who, whose; whom; which; that; how; when; why等。 3.Do some practice. II.Procedures Step1. Find 5 sentences used attributive clauses from the text: 1. I’ve included some photos which will help you picture the places I talk about. 2. The boys who had never come across anything like this before started jumping out of windows. 3. Sometimes l wonder how relevant chemistry is to these students，most of whom will be going back to their villages after Year 8 4. But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. 5.When we arrived at the village, Tombe’s mother, Kiak, who had been pulling weeds in the garden, started crying “Leee, leee”. Step2. What is attributive clause? 在复合句中修饰名词或代词的从句叫做定语从句。被修饰的名词
BOOK 7 Unit1 Living well 目标认知重点词汇与短语： ambition, disability, suitable,beneficial,adapt, absence, annoy, access, assistance, congratulate in particular, in other words, adapt to, cut out, out of breath, all in all as well as, make fun of, meet with 重点句型： 1．疑问词+不定式 2．so that 3．be + adj. +to do 4．used to 单元重点语法：动词不定式重点词汇ambition 【原句回放】 Her ambition is to become part of the national team for the next Paralympic Games.(Page 1) 【点拨】ambition: determination to be successful, rich, powerful etc. 用作不可数名词表“雄心,抱负”；用作可数名词表“渴望得到或追求的东西”。 【拓展】ambitious (a.有雄心的) 常用短语：be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望suitable 【原句回放】 Although some may think the cinema is noisy, it is suitable for Sally's condition.(Page 1) 【点拨】suitable:adj.合适的，适宜的。 常用短语：be suitable for sb./sth. be suitable to do sth. 【拓展】suit （v.）适合，相称；（n.）一套（衣服），套装 disability 【原句回放】Do you know anyone with a mental or physical disability? (Page 1)
BOOK7Unit1Living well 目标认知 重点词汇与短语： ambition,disability,suitable,beneficial,adapt,absence,annoy,access,assistance, congratulate in particular,in other words,a d a pt to,cut out,ou t of breath,all in all as well as,mak e fun of,meet with 重点句型： 1．疑问词+不定式 2．so that 3．be+adj.+to do 4．used t o 单元重点语法：动词不定式 重点词汇 ambition 【原句回放】 Her ambition is to become part of the national team for the next Paralympic Games.(Page1) 【点拨】ambition:determination to be successful,rich,powerful etc.用作不可数名词表“雄心,抱负”；用作可数名词表“渴望得到或追求的东西”。 【拓展】ambitious(a.有雄心的) 常用短语：be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望 suitable 【原句回放】 Although some may think the cinema is noisy,it is suitable for Sally's condition.(Page 1) 【点拨】suitable:adj.合适的，适宜的。 常用短语：be suitable for sb./sth.be suitable t o do sth. 第1页
高二英语选修七教案 Unit 1 Living well Period 1 Word study &Warming up Teaching Aims: 1.To present the topic of this unit —— disabilities 2.To heighten students’ awareness of the challenges facing people with disabilities. 3.To learn some words and useful expressions in order to express their own feelings. 4.To promote the notion that students with disabilities have similar wishes and desires to non-disabled students. Teaching Important Points: How to improve the students’ speaking ability. Teaching Difficult Points: How to make the students gain enough information to express themselves. Teaching Methods: 1.Pair work or group work to make every student join in the class activities 2.Discussion to make every student express himself freely. Teaching aids: CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedure: StepⅠGreetings StepⅡWord study Learn the words and expressions. StepⅢPresentation 1. Show some pictures of the performance Qian Shou Guan Yin. Do you know them? Let’s see their performance. 2. What do the following words mean? disabled: unable to use a certain part of one’s body disability: the state of being disabled disabled people : people with disability ( Disabled people are those who can’t use a certain part of the body . They can’t see, hear, speak, walk or behave properly.) 3. How many different types of disabilities do you know? A .physical disability deafness, dumb/mute, blindness, lame(跛足的), near-sighted, six fingers, color blindness, paralyzation( 瘫痪）hunchback, dwarf, armless, legless, handless… B .mental disability depression, learning difficulty, brain injury, phobias (恐惧症) StepⅣ Warming up 1. Do you know? 1).Do you know anyone who is disabled around you? How does he or she deal with the disabilities? 2).Do you know any famous people who are disabled? What do they do? (Show some pictures of some famous people who are disabled.) Steven Hawking (1942—, England), speech impaired, can only move one of his fingers, Physicist / mathematician, made a research in the beginning of space, matter and time.In spite of his brain disease, he decides to continue with his research and
人教版高中英语选修8全册教案 Unit 1 A land of diversity Period 1 Reading Teaching goals Enable the students to talk about things about the USA. Help the students learn the huge diversity of races and cultures in America, especially in California. Teaching important and difficult points Learn the huge diversity of races and cultures in California. Teaching methods Fast and careful reading; asking and answering activity; individual, pair or group work. Teaching aids A map, a blackboard and a computer Teaching procedures Step 1 Warming up. Ask the students to describe what they learn about the USA. Ask the students to tell things about California including its location, size, population, economy, history etc. What do you learn about California? Show the students some pictures and encourage students not only to say what each picture is about but how each one relates to California. Step 3 Fast reading Read through the passage and get the main idea. Reading comprehension. Ask the students the following questions: When you look at the title, what so you think of ? 2) Why is the USA called a melting pot? Step 4 Detail reading Beside each cultural group , write the period in which they first came to California in large numbers. Step 5 After reading Why is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. ) Step 6 Homework Finish “Learning about language”on page 4.
人教版高中英语选修7精品教案集 Module 7 Unit 1 Living well Ｉ．单元教学目标
1.教材分析 本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。 1.1 W ARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便， 尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。 1.2 PRE-READING 通过介绍―Family village‖，激发学生的阅读兴趣。 1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。 课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。 1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1 部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。 1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。 1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的 采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。 2. 课型设计与课时分配 Period 1 Word study &Warming up Period 2 Reading Period 3&4 Reading (Language points)
Unit 1 Living well Ⅰ. 单元教学目标 技能目标Skill Goals ▲Talk about disability and life of disabled people ▲Express wishes & congratulations ▲Learn expressions of formal introduction ▲Revise the Infinitive ▲Write a letter of suggestion Ⅱ. 目标语言 功能句式 Introduction I’d like to introduce you to ... I’d like you to meet ... May I introduce ...? Pleased to meet you. It’s nice to meet you. Wishes & congratulations Congratulations. All the best. I’m proud of you. I wish you success. Good luck. Well done. I’m very impressed by your performance. You have my best wishes. I’m very pleased for you. I hope it goes well for you. That’s wonderful/amazing. 1．四会词汇 disability, disabled, eyesight, ambition, beneficial, clumsy, adapt,
育英优启高中英语教研组 （人教版）高中英语各单元知识点归纳（必修1~5 +选修6~11） 语法写作交际用语 必修一 Unit 1 Friendship 复习直接引语和间接引语在陈述句和疑问句中的用法练习设计调查问卷、写信及趣味写作发表观点：同意、不同意Unit 2 English around the world 祈使句及间接引语的用法如何用英文写通知出现语言交际困难时的应答Unit 3 Travel journal 现在进行时表将来如何写应用文体——游记式日记祝愿和告别 Unit 4 Earthquakes 定语从句(1): 由who/whom/which/that引导的定语从句记叙文叙述过去的经历 Unit 5 Nelson Mandela—a modern hero 定语从句(2): 由where/when/why/介词+which /介词+whom 如何写人物生平介绍征求意见，发表意见 引导的定语从句 必修二 Unit 1 Cultural relics 定语从句(3): 限制性定语从句、非限制性定语从句练习写介绍景物的应用文征求看法，发表看法Unit 2 The Olympic Games 被动语态(1): 一般将来时的被动语态描写最喜爱的运动员谈论兴趣爱好、同意和不同意 精品文档
Unit 3 Computers 被动语态(2): 现在完成时的被动语态说明文作出决定和推理 Unit 4 Wildlife protection 被动语态(3): 现在进行时的被动语态写一篇关于保护野生动物的文章谈论意愿和目的、道歉Unit 5 Music 定语从句(4): 介词+which /介词+whom引导的定语从句写E-mail 寻求建议提出建议、表达偏好和爱好 必修三 Unit 1 Festivals around the world 情态动词(1) 续写故事谈论节日、表达谢意、打电话Unit 2 Healthy eating 情态动词(2) 议论文谈论健康、提出建议Unit 3 The Million Pound Bank Note 名词性从句(1)——宾语从句、表语从句学习写英语短剧在餐馆用餐的表达 Unit 4 Astronomy:the science of the stars 名词性从句(2)——主语从句说明文——如何解决某个问题如何给他人指引 Unit 5 Canada—“The True North”情态动词(3) 练习描写某一地点的短文描述方向和位置 必修四 Unit 1 Women of achievement 主谓一致练习描写某个人的短文描述人物 Unit 2 Working the land 动词的-ing(1): 作主语和宾语写海报说服他人 Unit 3 A taste of English humor 动词的-ing(2): 作表语、定语和宾语补足语幽默短文写作情感表达 Unit 4 Body language 动词的-ing(3): 作定语、状语对现象进行归纳总结、反思禁止和警告、义务 Unit 5 Theme parks 构词法：合成法、派生法、转化关于说明类、解释类的写作问路和指路 必修五 Unit 1 Great scientists 过去分词(1): 作定语和表语练习写说服别人的信件描述人物 Unit 2 The United Kingdom 过去分词(2): 作宾语补足语练习写描写景点的说明文语言交际困难、空间方位描述Unit 3 Life in the future 过去分词(3): 作定语和状语练习写描述未来的说明文预测未来 Unit 4 Making the news 倒装的用法练习写新闻报道约会 Unit 5 First aid 省略的用法练习写急救方法的说明文给他人指示 选修六 Unit 1 Art 虚拟语气(1) 建议信谈论个人偏好精品文档