Unit 3 Under the sea
I．教学内容分析
本单元的中心话题是海底世界。听说读写活动主要围绕海底的动植物、奇妙景观和有关大海的神话展开的。
Warming Up部分通过讨论海底生物和了解海底世界的途径导入本单元话题。
Pre-reading部分通过讨论图片导入课文并介绍故事背景。
Reading部分讲述了一个虎鲸助人捕鲸、救人脱险的故事。课文中采用了大量的动作描写，并使用了大量的-ing形式。
Comprehending部分由三个练习题组成，旨在逐步加深学生对课文的理解。
Learning about Language部分突出了本单元词汇和语法的学习与训练。本单元的语法是-ing 形式的被动语态。
Using Language部分包括阅读和写作两部分。课文通过对海的世界奇观妙境的描写，为学生树立了景物描写的典范。写作部分要求学生仿照课文描写景物。本部分中，形容词的顺序和复合形容词的构成也是学生应了解的内容。
Summing Up部分要求学生对本单元的内容、词语和结构进行总结，有助于学生
Learning Tip 部分介绍了合成形容词的构词法，并指导学生在写作中主动利用构词规则组词。
II．教学重点和难点
1. 教学重点
(1) 本单元的生词和短语；
(2) 掌握运用-ing 形式的被动式；
(3) 学会在对话和写作中表达责备、抱怨以及要求赔偿。
2. 教学难点
(1) 帮住学生更多地了解海洋生物，培养学生尊重海洋、爱护海洋生物的道德品质；
(2) 学会仿照课文描写景物；
(3) 学会复述故事。
III．教学计划
本单元建议分五课时：
第一课时：Warming up, Pre-reading, Reading & Comprehending
第二课时：Learning about Language
第三课时：Reading and discussing (Using Language)
第四课时：Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)
第五课时：Reading task (Workbook) & Writing task (Workbook)
Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:
1. To arouse Ss’ interest in animals and plants living under the sea.
2. To develop Ss’ reading ability.
3. To appreciate how the writer describes movements.
Teaching Procedures:
Step 1. Leading-in
Purpose: To arouse Ss’ interest in the content of this unit.
1. Ask Ss to collect information about sea animals and plants and answer the following
question.
Can you name some animals and plants living under the sea? What’s you favorite? Speak about it.
2. Ask Ss to collect information about whales and answer the following question.
(1) Are whales fish? How do you know?
(2) What is a killer whale? What do you know about it?
Step 2. Warming up
Purpose: To get Ss to know something about the content of this unit.
1.Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss to
answer the following question.
From where did you learn this?
2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.
(1)What are your favorite sea plants and animals
(2)Where can you find them?
(3)If possible, would you like to keep some at home?
Step 3. Pre-reading
Purpose: To get the Ss prepared for reading the text.
1.Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of a
large animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.”
2.Ask Ss to look at the picture of Pre-reading and answer the following questions.
(1)what do you think is happening?
(2)What is a killer whale? Can you tell me about it?
Step 4. Fast reading
Purpose: To get Ss to read for the general idea.
1.Ask Ss to read the text fast and sum up the main idea of the text and answer the following
question.
In what person is the text written?
Suggested Answer: The text is written in the first person.
2.Play the tape and ask Ss to read after it.
Step 5. Intensive reading
Purpose: To develop Ss’ reading ability of scanning.
1.Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.
2. Ask Ss to discuss what they have underlined.
3. Read the following sentences and ask Ss to find whether they are true or false.
4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.
Step 6. Language points (1)
Purpose: To learn the language points in the text.
1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.
2. Lead Ss to deal with the following language points.
Step 7. Language point (2)
Purpose: To deal with the main sentence structures.
1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.
(1).We ran down to the shore in time to see an enormous animal throwing itself out of water.
(2).I saw James being held up in the water by Old Tom.
(3).I could see a whale being attacked by a pack of about six other killers.
(4).Gorge didn’t like being kept waiting.
(5).I could see he was terrified of being abandoned by us.
(6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea.
(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.
(8).And there was Tom, circling back to the boat, leading us to the hunt again.
(9).Gorge told me, pointing towards the hunt.
(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.
(11).Gorge told me, pointing towards the hunt.
(13).Being badly wounde d, the whale soon died.
Suggested Answers:
(1)～(3): 宾语补足语(4)～(6): 宾语(7): 宾补，伴随状语(8):状语(9)～(11): 伴随状语
2. Collect Ss’ questions in understanding the grammar.
Step 8. Extension
Purpose: To develop Ss’ mentality of harmonious coexistence between man and nature.
1. Ask Ss to answer the following questions and discuss them.
(1)How do you feel after reading the text?
(2)Should whale hunting be banned?
2. Ask Ss to make a dialogue according to the result of the discussion.
Step 9. Homework
1.Rewrite the reading text in the third person. Encourage Ss to use their own words.
2.Make sentences with the phrases learnt in the text.
Period 2 Learning about Language
Teaching Goals:
1.To revise the passive –ing form.
2.To enable Ss to master some new words and expressions.
Teaching Procedures:
Step 1. Revision
1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the most
will be praised.
2.Ask Ss to exchange the sentences they made with the phrases.
Step 2. Grammar
1. Complete the following sentences with the suitable –ing form of the verbs in the brackets.
(1)_______(laugh) at in public made him upset.
2. Analyze the grammar by explaining the answers.
Group 1: In(1)～(10), passive forms of gerunds used as subjects or objects.
Note: In (8)～(10), passive forms are not used.
Group 2: In (11)～(14), non-finite verbs used as attributives.
Convert the past or present participles into attributive clauses.
(11).The house (which was) built last year will be our dormitory.
(12).The house (which is) to be built next year will be our dormitory.
(13).The house (which is) being built now will be our dormitory.
(14).The soldier (who is ) being operated on now was wounded in the fight.
Group 3: In (15)～(21), non-finite verbs used as adverbials.
Convert the past or present participles into adverbial clauses.
(15).(If I had been) given more time, I would have done the work better.
(16).If you give me more love, you would be more loved.
(17).When (she was) asked about her father, the girl cried.
(18).(While he was) asking this and that, the doctor took out some medicine.
(19)..(After they had been) shown around the school, the leaders went to the hotel.
(20).(As it is) being painted, the house can’t be moved in.
(21).(As it is) being repaired, the car can’t be used right now.
3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64～65. And then check the answers with
the class.
4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.
Collect different translations.
Step 3. Homework
1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 in
Using Words And Expressions on P63.
2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24
according to the reading text.
Period 3 Reading and discussing (Using language)
Teaching Goals:
1.To get Ss to learn how to describe things.
2.To get Ss to know something about the formation of compound adjectives.
Teaching Procedures:
Step 1. Revision
1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out the
most will be praised.
2.Check the homework with the class and correct Ss’ errors.
Step 2. Leading-in
Purpose: Get Ss prepared for the text learning.
1. Ask Ss to look at the pictures on P23 and ask the following questions.
(1) What can you see in the pictures? Are they beautiful?
(2) Where do you think we can find them?
2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.”
Step 3. Fast reading
1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text
2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.
Step 4. Intensive reading
1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24.
2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point
1. Explain the following language points.
(1)reflect on (line 1, para 1): think deeply about, consider
I need time to reflect on what your request. 我需要时间来考虑一下你的请求。
You must take time to reflect on important things. 你必须花时间来考虑一下重要的事。
(2)become aware of / that (line 1, para.2): realize, get to know
He was fully aware of the situation he was in. 他充分意识到了他所处的环境如何。
He became aware of something approaching him. 他察觉到了有东西正在向他靠近。
He became aware that some girls were looking at him with interest. 他发觉一些女孩正饶有兴趣地看着他。
(3) upside down ( line 8, para.3): with the upper side beneath
The picture is hanging upside down. 那幅画挂倒了。
The plane turned over to fly upside down. 飞机翻了个身，开始倒飞。
The plate was lying upside down on the floor. 盘子倒扣在地板上。
2. Ask Ss to finish Ex3 in Reading and discussing on P24 and explain the order of attributives.
●定语排列顺序口诀：
大小，新旧，形状，颜色，产地，材料（大龄形颜国材）
定语排列顺序规律：
●客观程度大的词离中心词最近，主观程度大的词距离中心词最远。
例如：
two old brown china tea pot两只古老的棕色的瓷茶壶
two round red French wooden table两张红色的法国产木头圆桌
3. Ask Ss to finish Ex4 in Reading and discussing on P24 and explain the formation of compound adjectives.
(1)Get Ss to find the compound adjectives used in the text.
(2) Explain the following ways to form compound adjectives.
①数词+名词
the 100-meter race, a 100-dollar note, a five-star hotel,
②副词/形容词+动词
hard-working, good-looking
③名词+like
a childlike old man
④副词+过去分词
a well-written composition, a well-behaved gentleman, hard-won peace, a newly-shaved
face, a poorly-dressed man
⑤形状名词+shaped
a U-shaped pipe, a love-shaped diamond
⑥数词+名词ed
a three-legged table, a one-eyed horse, a two-handed robot, four-footed animals, a
seven-year-old boy, a four-storied building
⑦形容词+名词ed
a kind-hearted woman, a near-sighted student, a red-haired youth, an absent-minded
student, cold-blooded animals,
⑧名词+现在分词
peace-loving people, heart-breaking news, English-speaking countries, peace-keeping troops
⑨其他
a stay-at-home mother
Step 6. Homework
1.Ask Ss to review all the language points in this period.
2.Ask Ss to preview the content of the next period.
Period 4 Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)
Teaching Goals:
1.To develop Ss’ ability of listening, speaking and writing.
2.To practice use of the expressions for blame and complaint.
Teaching Procedures:
Step 1. Pre-listening
Purpose: To introduce to Ss the topic of listening.
1. Lead Ss to the advertisement in Reading, discussing and listening on P25. Teacher may say, “By now we have learnt a lot about the undersea world and about the whales. I’m sure you want very much to take a tour and have a look. There are many tourist agencies that organize such tours. Now le t’s read an advertisement.”
2. Let Ss read the advertisement and discuss the questions above the advertisement. After that, ask Ss two more questions.
(1) If the weather is not good enough, what will you do?
(2) Is the travel agency sure about the success of see whales?
3. Ask Ss to finish Ex2 in Reading, discussing and listening on P25 and predict the content of the listening text.
Step 2. Listening
1.Dialogue 1
(1) Ask Ss listen to the first dialogue twice and finish the exercises of Dialogue 1 in Ex4 on P26.
(2). Ask Ss to listen to the first dialogue for the third time and finish Ex5 on P26.
(3). Play the tape of the first dialogue again and ask Ss to finish the exercises of Dialogue 1 in Ex3 on P26.
2.Dialogue 2
(1) Ask Ss listen to the second dialogue twice and finish the exercises of Dialogue 2 in Ex4 on P26.
(2). Ask Ss to listen to the second dialogue for the third time and finish the exercises of Dialogue 2 in Ex3 on P26.
3.Dialogue 3
(1) Ask Ss listen to the third dialogue twice and finish the exercises of Dialogue 3 in Ex4 on P26.
(2). Ask Ss to listen to the third dialogue for the third time and finish the exercises of Dialogue 3 in Ex3 on P26.
Step 3. Writing
1.Divide Ss into three groups and let each group choose one of the three situations on P27.
2.Ask Ss to underline the expressions at the top of P27 and keep them in heart.
3.Let each group make up the dialogue and present it before the class.
4.Correct the errors in Ss’ dialogues and ask them to write them down.
Step 4. Homework
Give Ss the following situations and let them make up their dialogues.
1.Your neighbor always makes noise. Complain to him.
2.The traffic in your city is too bad. Complain to the mayor.
Period 5 Reading task (Workbook) & Writing task (Workbook)
Teaching Goals:
1.To know how the Inuit worship the sea.
2. To develop Ss’ awareness of respecting the sea and protecting wild animals in the sea. Teaching Procedures:
Step 1. Leading-in
Purpose: To get Ss prepared for the new text learning.
1.Ask Ss to look at the pictures on P67 and guess what the text is about.
2.Let Ss close the book and play the tape. See who can get what the text is abot.
Step 2. Fast reading
1.Let Ss open the book and listen to the tape to get the main idea of the text.
2.Ask Ss to underline what they cannot understand in the text.
Step 3. Language point
Purpose: To deal with the language points in the text.
2. Ask Ss to keep the sentences containing the above phrases in heart.
3. Explain the following language points.
(1) ask for sb’s hand (line 4, para.1): 向某人求婚
(2) make (a good wife) (line 3, para 2): 成为(好妻子)
（3）have no choice but to do sth .(line 4, para 3): 别无选择，只好干…
(4) in search of (line 3, para 4): 去寻找
Step 4. Intensive reading
1. Ask Ss to read the text again. After they have learnt the language points, they can get a better understanding of the text. They can raise their questions.
2. Ask Ss to work in pairs to finish Ex1 and Ex 2 of Reading task on P68.
Step 5. Writing
Purpose: To develop Ss’ ability of writing stories.
1.Ask Ss to retell the story about Sedna with the book closed and then write it down.
2.Ask Ss to exchange the retold story with their partners Then let them find out and correct the
errors in the stories
3.Ask Ss to assess their partners’ stories. They may refer to the questions in the form on P68.
4.Choose the best retold story and ask its writer to present it before the class.
Step 6. Homework
1.Ask Ss to review all the language points in this unit.
2.Ask Ss to finish the rest of exercises in Workbook.
3. Ask Ss to preview the next unit.
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外研版区域 课时时长（分钟）
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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.
第4讲Robots 语法篇 __________________________________________________________________________________ __________________________________________________________________________________ 1.掌握各个时态的被动语态的结构与用法； 2.能够熟练运用被动语态解题造句。 一. 含义与构成 1. 被动语态表示句中的主语接受谓语动作，也就是说，主语是谓语动作的承受者。谓语动词用作被动语态的句子叫做被动句。 2. 构成：be + 过去分词(be有时可用become 或get代替), be随着主语的人称、数、时态和语气的不同而变化。 3. 被动语态的各种时态形式有： 一般时态：be + 过去分词 English is spoken in many countries. Romeo and Juliet was written by Shakespeare. Many believe that one day the earth will be destroyed if people do not learn to live in peace. 进行时态：be + being + 过去分词 His plan is being carried out successfully. The new curtains were being hung when the visitors showed up. The car will be being cleaned by my brother. 完成时态：have + been + 过去分词 I’ve been robbed. The outcome of the election was announced before all of the votes had been counted. Everything will have been done by the end of this month. 二. 用法 1. 强调动作的承受者： Frank was hit by a car.
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.
Period 2Language Study 设计方案(一) Teaching aims 1．To learn the useful expressions and sentence structures. 2．To enable students to use language points both orally and in written forms. Teaching procedures Step 1Learning words and phrases 1．desire n．渴望；欲望；渴求；vt.希望得到；想要 Do you think it is possible for a robot to have its own needs and desires? 你认为机器人有可能有自己的需求和愿望吗？ [拓展] (1)desire作名词时，可接不定式或者for短语作定语，还可以接that引导的同位语从句。 (2)desire作及物动词时的常见搭配： desire sth./to do sth./sb.to do sth./that... [注意] desire作名词后接同位语从句以及作动词后跟宾语从句时，从句常常用虚拟语气，即“(should)＋动词原形”结构。 The teacher desires me to come to school on time. ＝The teacher desires that I should come to school on time. 2．test out 试验；考验 It was going to be_tested_out_by Larry' wife，Claire. 它将由拉里的妻子克莱尔来试验。 [拓展] test sb.on sth.就某事(物)测试某人 test sth.on sb./sth.在某人(物)身上做试验 test sb.for sth.为某事检查某人 Mr.Li will test us on_ grammar next week. 下周李老师要检测我们的语法。 I am going to_test you for diabetes. 我将要检查你是否有糖尿病。 They have decided to test_the medicine on cats.] 他们已决定在猫身上试验这种药。 3．alarm vt.使某人警觉；使惊恐；n.警报；惊恐 However，when she first saw the robot，she felt alarmed. 然而当她第一次看到那个机器人时，她害怕了。 Please give/raise/sound the alarm when you are trapped in danger. 当你处于危险境地时，请发出警报。 [拓展] be alarmed at/by担心，害怕 give/raise/sound the alarm发警报 in alarm惊恐地 4．sympathy n．同情心
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)
新课标人教版选修七Unit2 Robots（单元测试） I.短语翻译（20％） 1 考验_________________ 2 不管，别惹，让…一个人待着__________________ 3同情某人_________________ 4 转向，回转_________________ 5 打电话给_______________ 6 将…放在一边，为…保留/节省_______________ 7让某人做某事_________________ 8 被用来做某事_________________ 9更确切地说_________________ 10 陪伴某人去某地_________________ 11设法做成了某事_________________ 12 伸手去够…_________________ 13 在…方面有天赋_________________ 14 曾经，一度_________________ 15 获得硕士学位_________________ 16认真对待_________________ 17对…印象深刻_______________ _ 18用…做实验，以…尝试_____________ 19提高社会地位20面部表情 II.单词拼写（20％） 1.When I began to sing, he laughed and made me e_____________. 2. They get ___________（离婚）two years ago. 3. The minister was _________ （陪伴）by his secretary to the US. 4. My sister’s wedding _________（典礼）took place at 12 sharp. 5. I ________（宣布）at the meeting that I did not support him. 6.The only __________（解释）for his behavior is that he’s mad. 7.With the teacher’s help, she s_________ away all the difficulties she had met. 8.My mother was __________(担心的，害怕的) when I fell over. 9.We had an _________（可怕的）earthquake here last year. 10.I don’t think the chair is f_________ enough to stand on. Complete the words according to the initials. 11.When his uncle died, he received many letters and calls of s__________. 12.Tony is s_________the guidebook for information about Hawaii, where he will travel soon. 13.There were strong winds a__________ by heavy rain last night. 14.India d_________independence in 1947. 15.I hope they don’t ask e_________ questions, for I will be e________ at them. 16.They had a d________ that I attend their wedding. 17.Rita couldn’t provide a s_________ excuse for his absence. 18.I am so e__________ of your getting an extra day’s holiday. 19.The rainforest is disappearing at an a___________ rate. 20.They were accused of interfering in China’s internal a________. III.完成句子（10％） 1.It is said that the president has (有风流韵事) a beautiful actress. 2.The door needs_______________（油漆）. 3.If you don’t _____ your study_________,（认真对待）you will fail in the coming examination. 4.They looked “the great man” up and down (带着好奇). 5. The farmer tried to _________their crops ________cold.(保护…不被冻坏) 6.She felt _________ （好像）she were floating in the air.
高中英语学习材料 madeofjingetieji 2014.11 CHECKING CORNER Part 1 Warming Up, Pre-reading, Reading and Comprehending I. 根据下列各句句意及所给单词的首字母或汉语提示，写出该单词的正确形式。 1. We’ve lived in this city all of our lives and have no d________ to move. 2. The whole community felt great s________ for the family’s bad luck. 3. David really has a thick skin! He said such a________ and unreasonable words after his mistake. 4. How to solve this problem is only my a________; please don’t try to persuade me anymore. 5. We d________ that these decisions shall not be put into practice. 6. Almost all black people have a great voice; I really e________ them. 7. Can you guess how long the longest ________ (手指甲) in the world is? 8. You are late again. Your ________ (奖金) will be reduced by fifty percent. 9. Nobody dares to tell Richard that his painting is really ________ (糟糕的). 10. It’s good to go on a diet if you’re ________ (超重的). 11. Julia can’t tell which pearl ________ (项链) is fake on the table. 12. Carl is a wonderful dancer, whose moves are so ________ (优雅的). II. 用所给词的适当形式填空。 1. Charlie smiled with ________ (satisfy) when I answered his question. 2. The old couple have heart disease, so do not make them ________ (alarm). 3. When Maggie wasn’t with the animals, she spent hours playing with her ________ (favour) toy. 4. The minister was ________ (accompany) by his secretary to the hospital. 5. Shirley was behind the ________ (count) serving everybody with a big smile. III. 用方框内所给短语的适当形式填空。
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。
核心单词 1.desire n. 渴望vt. 想要 常用结构：desire sth. 渴望得到某物 desire to do sth. 希望/渴望做某事 desire that sb. (should) do 要求…… have a desire for sth./to do sth. 渴望得到某物/希望做某事 at one’s desire 照某人的希望 We all desire happiness and health.我们都希望幸福健康。 Everyone has a desire for success, but not everyone desires to get rich. 每个人都渴望成功，但并非人人都渴望金钱。 He desires you to go to see him at once. =He desires that you should go to see him at once. 他要求你马上去见他。 翻译句子（原创） ①他想接受大学教育。 ②他们要我快点回来。 ③我请他立即回信。 ④她要你立即见她。 ⑤她应邀演奏了一曲。 解析：①He desired a college education. ②They desire me to return soon. ③I desire an immediate answer of his. ④She desires that you (should) see her at once. ⑤She played a piece at others’desire/by desire. 2.alarm n.警报vt.使……惊恐 We were much alarmed by the fire in the forest. 森林失火使我们大为惊慌。 常用结构：give /raise the alarm 发警报 ring the alarm 敲警钟 sound the alarm 发警报; 吹警报号 take (the) alarm at 对……感到吃惊; 因……而惊恐 be alarmed at ... 被……吓一跳 As soon as he saw the smoke, he sounded the alarm. 一看见烟雾，他就鸣响了警报。 翻译句子 ①看到孩子们在返校时遭遇车祸的消息，家长们很害怕。 ②看到大火，社区的居民发出警报。 答案：①The parents took (the) alarm at the news that their children caught a traffic accident when returning the school. ②The residents in the community raised the alarm when seeing the great fire. 3.accompany vt. 陪伴 常用结构：accompany sb. to a place 陪伴某人去某地 accompany sth. with/by sth. 与……同时存在 He accompanied his old father to the hospital to see what’s wrong with his stomach. 他陪他的老父亲去医院查看胃部出了什么问题。
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.
人教版高中英语选修七Unit2 Robots阅读课教学设计 英语组周水玉 一、指导思想与理论依据 1、指导思想 本课题结合新课程的理念，将课堂教学融于具体的语言情境之中，努力培养学生的综合语言运用能力，并把听、说、读、写语言技能的训练综合运用于课堂教学之中。通过探究法、观察法和发现法，让学生发挥主观能动性；利用小组合作、小组探究与活动的方式，激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略；发展自主学习的能力和合作精神，使学生掌握一定的英语基础知识和一些实用的英语阅读技能；培养学生的观察、记忆、思维和创新精神。 总之，本课时设计的宗旨是为了提高课堂教学的实效性，使学生能够提高语言的实际运用能力，最终达到教学的目的。 2、理论依据 《普通高中英语课程标准》明确提出：要积极发展学生自主学习的能力和合作精神，并且注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。所以本节阅读课的教学设计力求达到这两方面的要求。 二、教学分析 1、教材内容分析 1)话题分析：本阅读课是围绕整个单元的中心话题“Robots”而展开的。学生对于这一话题很感兴趣，也充满好奇。关于机器人高一教材中Computers这一单元中也有所涉及，而这个单元侧重于介绍20世纪世界知名的科幻小说家Isaac Asimov 发表于1951年的一部科幻小说Satisfaction Guaranteed。 2)课文分析：Satisfaction Guaranteed 是一部有趣的科幻小说，文中描述了某公司试验的家庭机器人Tony 是一个除去面无表情外，身材高大，相貌英俊，聪明机智的完美男人，仅三周的时间就使女主人坠入爱河。 2、教学对象分析 1、高二学生经过高中一年半的英语学习，已经具备了较好的训练基础及一定 的阅读能力，思维也比较活跃，并且对于科幻小说这一话题很感兴趣。 2、在阅读过程中学生对情节理解不会太困难，可能遇到的最大问题是故事中 涉及到的英美文化，有的与女主人公的内心世界有关，这可能使学生产生 阅读障碍，不能准确、快速地把握女主人公Claire的内心世界情感变化。 三、教案 Period: The Second Period for unit2 Content: Satisfaction Guaranteed Teaching goals教学目标
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
高二英语选修7 Unit2 Robots单元测试题及答案 一、单项选择 1. — Do you think he will come at this weekend? —___________, because he has an important party to attend. A. I don’t believe B. I don’t believe it C. I believe not so D. I bel ieve not 2. She was so sad because she failed in the math test. Let’s ______ her _______. A. leave … behind B. leave … alone C. leave … aside D. leave … out 3. They desired that they __________ the right to attend the meeting. A. had B. have C. are D. were 4. Many applicants stood outside the manager’s office, nervously waiting _________ for the job. A. to choose B. being chosen C. choosing D. to be chosen 5. It was at this shop _______ I bought my skirt. How about coming to my home to have a look tonight? A. that B. where C. which D. what 6. People have been complaining about SK-II recently and think the advertisements always persuade people _________ the products which are not so good. A. buy B. to buy C. buying D. bought 7. He has been _______ for three weeks. We’d better find another person to fill his place. A. absent B. left C. gone D. resigned 8. His daughter has ___________ the young politician for five years. A. got married with B. been married to C. been married with D. got married to 9. I am going to the post office. Do you have any letter _________? A. to be sent B. to send C. sending D. sent 10. After a whole afternoon’s heated discussion, they finally ________ to us what had been decided. A. told B. declared C. stated D. made 11. She felt ______ about wearing the improper garment in the party. A. embarrassing B. embarrass C. to embarrass D. embarrassed 12. Tom thought it was an honor ___________ to speak in the ceremony. A. to invite B. to be invited C. inviting D. having invited 13. The accident happened on such an evening with strong winds __________ by heavy rain. A. appeared B. happened C. accompanied D. mixed 14. The professor explained this theory so clearly that this phenomenon was easy enough ________. A. for us to work out B. working out C. for working out D. to working out 15. Her clear and elegant prose ______ her _______ from most other journalists. A. sets … aside B. sets … down C. sets … apart D. sets … up 16. They desired that they_______ the right to vote. A. had B. have C. are D. were 17. Nick is looking for another job because he feels that nothing he does_______ his boss. A. serves B. satisfies C. promises D. support 18. One side of the board should be painted yellow, and_______ A. the other is white B. another white C. the other white D. another is white 19. —Hi , Tracy , you look tired. —I'm tried. I ______ the living room all day. A. painted B. had painted C. have been painting D. have painted 20. His wife, to whom he_______ for 20 years , was child?less.