外研版高中英语选修7全册教案

Module 3 LiteratureI．教学内容分析本模块以Literature为话题，介绍了著名英国古典文学作家查尔斯•狄更斯（Charles Dickens）的生平和他的作品《雾都孤儿》（Oliver Twist）、《远大前程》（Great Expectations）的片段，旨在通过这样的话题，使学生运用所学的知识谈论小说中的人物及其情节，更多地了解作家的作品及其作品的时代背景和深刻的社会意义。

通过学习能将小说中的精彩片段表演出来，让学生了解如何对人物和事件进行描写。

通过本模块学习，学生要对小说与文学有个辩证认识，学会鉴赏文学的魅力。

Introduction 通过电影Oliver Twist的一幅剧照介绍了著名作家查尔斯•狄更斯（Charles Dickens）。

并设计相关的问题对剧照中的人物和故事发展进行预测，在一定的练习中了解和熟悉所涉及到的词汇和短语，让学生进一步熟悉这些词汇，为本模块的学习奠定基础。

Reading and Vocabulary (1) 部分通过阅读《雾都孤儿》中的一段标题为“Oliver Asks for More”片段，设计了以下的任务：1. 学会对素材片段进行概括，培养学生的总结能力和对文章中心的把握能力；2. 学习相关的词汇和短语，为进一步理解课文扫清障碍，培养学生学习生词的能力，解决了方法问题，同时设计一定的练习，巩固所学习的词汇；3. 在词汇学习的基础上，通过完成素材中的句子填写练习，完成从词到句的功能转变，让学生不仅能学习词汇，而且能更好地巩固一定固定意义的句子结构。

Grammar (1) 部分通过观察课文中的例句，要求学生能够识别倒装句的基本形式，并能运用倒装表达强调意义。

Speaking (1) 部分是阅读文章后所展开的一项活动，要求学生能够模仿其内容和角色进行适当的角色扮演练习，并对人物进行评价。

Vocabulary and Listening部分为《雾都孤儿》的精彩片段，旨在听的基础上去理解这部小说，并完成四项任务：1. 提供一定的句子和词汇，扫清了听力中可能产生的障碍；2. 提供问题，预测听力内容和问题答案，引导听力任务的顺利进行；3. 听取一段精彩的片段，判断所预测的问题答案是否正确，然后回答问题；4. 要求听第二遍，完成信息获取。

外研版选修7Module5 Period1教案Teaching Goals:1. To arouse Ss’ interest in learning about ethnic culture.2. To get Ss to learn some words to describe the ethnic minorities in Yunnan.3. To get Ss to know something about Yunnan province and the ethnic minorities in Yunnan.4. To help Ss learn how to talk about ethnic minorities.5. To enable Ss to know how to use V-ed form as adverbials.Teaching Procedures:Step 1. Introduction1. Ask Ss to answer several questions in order to introduce something about Yunnan to arouse Ss’ interest in ethnic culture.(1) How many provinces are there in our country?(2) There is a very beautiful province in the southwest of our country. Its name means “beautiful clouds in the south”. Which province is it?(3) How much do you know about it?(4) Are there many ethnic minorities in this province?Then show Ss some pictures about Yunnan and introduce it in brief according to the information in Activity 1 on page 57.2. Ask Ss to describe the clothes the woman is wearing in the picture in Activity 2 on page 57.Step 2. Reading and V ocabulary (1)1. Pre-readingLet Ss have a discussion about the ethnic minorities in Yunnan.2. Fast readingAsk Ss to read the text quickly to get the main subjects of each paragraph. Suggested Answers:Para 1: Yunnan LijiangPara 2: the old townPara 3: Naxi ethnic groupPara 4: Naxi languagePara 5: Naxi musicPara 6: Simon’s feeling3. Intensive reading(1) Ask Ss to read the passage carefully and find the words given in Activity 2 in the passage.(2) Ask Ss to read the text one paragraph after another and answer the following questions:Para 1: ① In what way is the Yunnan landscape varied?Para 2: ② Why do tourists get lost in Lijiang?Para 3: ③ In what way are Naxi women unusual?Para 4: ④ What is unusual about the Naxi language?⑤ How do the Naxi believe their people started?Para 5: ⑥ Why is Naxi music famous?Para 6: ⑦What’s the feeling of Simon?(3) Ask Ss to choose the correct answers to Activity 4 on Page 60.(4) Ask Ss to answer the questions in Activity 5.Step 3. Speaking1. Ask Ss to talk about what they have learnt about Lijiang and the Naxi people.2. Ask Ss to role-play in pairs: Student A acts Simon and Student B acts his friend at home. Now, Student B is asking Simon about Yunnan.For your reference:Student B: Hi, haven’t seen you for a long time. Where have you been?Student A: I have visited Yunnan recently.Student B: Have you been to Lijiang?Student A: Yes. It is a very beautiful city.Student B: …3. Ask Ss to read through the instructions and examples in Activity 2 on Page 61 and then ask some Ss to give their opinions.Step 4. Language Points1. ListeningAsk Ss to listen to or read the passage alongside the tape to correct their pronunciation.2. Word studyAsk Ss to fill in the blanks according to the text to learn the important words.It is the (1) that impress Simon most, though he has been in Yunnan for two months. Down in the south, in Xishuangbanna, it’s very(2) . Lijiang is half new and half old town. The old town is on the side of a mountain and (3) it is the 5,500 meter Yulong Xueshang Mountain, its peak (4) with snow. Looking from the (5) of the mountains, Simon thinks that the old town is a (6) of canals, little bridges and tiny cobbled streets that tourists get (7) in.Simon has spent several afternoons (8) in a café in the old town square, just (9) people. The culture of Naxi is (10) . It is the (11) who run Naxi society, and until recently, Naxi women inherited all (12) . The Naxi still wear (13) costume. Naxi culture is particularly famous for its (14) which has not changed for eight centuries, (15) from father to son. Among the richer Naxi people, (16) of this music showed that you were a real gentleman.Simon has learned a lot about the Naxi culture during his tour, and he understands that however (17) we may appear to be at first, we are all the same, all (18) . Suggested Answers:(1) varied landscape (2) tropical (3) opposite (4) covered (5) slopes (6) maze(7) lost (8) sitting (9) watching (10) fascinating (11) women (12) property(13) traditional (14)music(15) passed (16) knowledge (17) however (18) equal3. ExplanantionAsk Ss to work in groups and discuss the important and difficult language points.(1) The old town is on the side of a mountain and opposite it is the 5,500metre Yulong Xueshan Mountain, its peak covered with snow. (line 8, para 1)古城依山而建，对面是海拔5，500米的玉龙雪山，山顶覆盖白雪皑皑。

外研版选修7Module4 Period3教案Teaching Goals:1. To learn the grammar – adverbial clauses of time and ellipses.2. To enable Ss to use adverbial clauses of time freely.3. To enable Ss to use adverbial clauses of time and ellipses in right situations. Teaching Procedures:Step 1. RevisionCheck the answers of Vocabulary Activities in the Workbook on pages 110~111.Step 2. Grammar (1)1. Ask Ss to take a look at the sentence in Activity 1 and choose the best answer. Ask them to think What kind of sentence does it belong to.2. Ask Ss to finish Activity 3 on page 48.3. Give Ss some explanation of adverbial clauses of time.(1) 时间状语从句通常用下列从属连词来引导：after, before, as, once, till, until, (ever) since, when, whenever, while, now (that), as long as, as soon as.如：① Now (that) you’ve grown up, you must stop this childish behavior.② Whenever we met with difficulties, they came to help us.③ People do not know the value of health till they lose it.(2) 某些表示时间的名词词组，如the day, the year, the morning, every time, each time, next time, the first time等，也可以引导时间状语从句。

外研版高中英语选修7 全册教学设计教案目录Module 1 Basketball-Period 1Module 1 Basketball-Period 2Module 1 Basketball-Period 3Module 1 Basketball-Period 4Module 1 Basketball-Period 5Module 1 Basketball-Period 6Module 1 Basketball-Period 7Module 1 Basketball-Section 1 Background readingsModule 1 Basketball-Section 2 The Analysis of the Difficult SentencesModule 2 Highlights of mey senior Year-Period 1Module 2 Highlights of mey senior Year-Period 2Module 2 Highlights of mey senior Year-Period 3Module 2 Highlights of mey senior Year-Period 4Module 2 Highlights of mey senior Year-Period 5Module 2 Highlights of mey senior Year-Period 6-7Module 2 Highlights of mey senior Year-Section 1 Background ReadingsModule 2 Highlights of mey senior Year-Section 2 The Analysis of the Difficult SentencesModule 2 Highlights of mey senior Year-Section 3 Words and ExpressionsModule 3 Literature-Period 1Module 3 Literature-Period 2Module 3 Literature-Period 3Module 3 Literature-Period 4-5Module 3 Literature-Period 6-7Module 3 Literature-Section 1 Background readingsModule 3 Literature-Section 2 The Analysis of the Difficult SentencesModule 3 Literature-Section 3 Words and ExpressionsModule 3 Literature-TaskModule 4 Music Born in America-(Period 5-6)Module 4 Music Born in America-(Period 7-9)Module 4 Music Born in America-Period 1Module 4 Music Born in America-Period 2Module 4 Music Born in America-Period 3Module 4 Music Born in America-Period 4Module 4 Music Born in America-Section 1 Background ReadingsModule 4 Music Born in America-Section 2 The Analysis of the Difficult SentencesModule 4 Music Born in America-Section 3 Words and ExpressionsModule 5 Ethnic Culture-Grammar1Module 5 Ethnic Culture-Grammar2Module 5 Ethnic Culture-IntroductionModule 5 Ethnic Culture-Reading and Vocabulary(1)Module 5 Ethnic Culture-Reading and Vocabulary(2)Module 5 Ethnic Culture-Section 1 Background ReadingsModule 5 Ethnic Culture-Section 3 Words and ExpressionsModule 5 Ethnic CultureSection 2 The Analysis of the Difficult SentencesModule 6 The World’s Cultural Heritage-(Period 4-5)Module 6 The World’s Cultural Heritage-(Period 6-7)Module 6 The World’s Cultural Heritage-Period 1Module 6 The World’s Cultural Heritage-Period 2Module 6 The World’s Cultural Heritage-Period 3Module 6 The World’s Cultural Heritage-Section 1 Background ReadingsModule 6 The World’s Cultural Heritage-Section 2 The Analysis of the Difficult SentencesModule 6 The World’s Cultural Heritage-Section 3 Words and ExpressionsModule 1 BasketballPart One Teaching Design▇Goals· To read about the basketball players:Michael Jordan, Wilt Chamberlain;· To Learn to enjoy the titles■ProceduresStep 1: Warming up by learning IntroductionPlease think about the following questions:(1)Do you love team sports, such as football, basketball, volleyball?(2)Can you name some basketball players, at home or abroad? Do you know what positions they play?(3)What are the forwards doing---attacking or defending?(4)What is the referee doing?Let’s look at the picture on page 1 and what do the words mean?2.What is the NBA?Class, what basketball games do you love watching? Why?Step 2: Practice for words studyOur school basketball team is awesome. Last year we _________ over 3,000 points. At the start of the season, our two star __________, Yang Hua and Xiao Ping _________ of getting 30 points each in every game. They didn’t manage that, but they _________ about 25 each. The game I remember best is the one where I _______ the ball through the basket six times in the first 15 minutes. Our coach said that was a _______ for our team. When the game was over, everyone jumped out of their seats and _______ for me; they wanted me to sign their programmes. My pen _________ because I had to write fast.Step 3: Before you read1. Information about Michael Jordan and Wilt ChamberlainClass, are you familiar with Michael Jordan and Wilt Chamberlain? Here is a posterStep 4: While you read1. Fast reading for general ideas of the textShall we get the details of the two famous basketball players? As we have known, they are outstanding and are well thought of in the history of basketball. Read the two titles and they are meaningful. “Michael Jordan--- Head and Shoulder Above the Rest”. Look at yourself, and your head and shoulder are always above the rest of the other parts of your body. It means somebody is much better than others. “Wilt the Stilt --- the Tower of Power” Class, have you ever seen people walk on stilts in the Spring Festival? They are taller than people who don’t. As we know, Chamberlain was even 19 centimeters taller than Jordan. He was not only tall but also full of power and magic on the basketball court. Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. (Divide the whole class into two groups) Group A read the first passage about Jordan and group B read the other. And then introduce the basketball player to each other by using the information of the text. (a form of finding topic sentence or generalidea of each paragraph)Now read the recording of the text. Pay attention to the details while listening and reading.2. Fill in the formDuring the 1990s, Michael Jordan was probably the ___________ athlete in the world. He was _________ the most valued player five times. Millions of fans admire his athletic ability, ___________and confidence. Off the basketball __________, MichaelChamberlain. He is the only NBA player who _________ over 50 points per game for an entire season. There is no _________ that he __________ the title “outstanding player of his generation”.Step 5: After you read1. Retell the text2. Introduce the two famous sportsmenModule 1 BasketballPeriod 2 Function -- Expressing Feelings and Emotions■Goal●To learn to describe feelings and emotions■ Procedures心理状态动词的-ing形式与-ed形式1)-ed形式多用来修饰人，描述人的声音、表情或感受；多和人连用，如：an excited girl,/I am tired./He was frightened to death when he heard the news. / He was frightened by the frightening noise. /You looked frightened．2)-ing形式则多用来修饰事物，描述事物的状态或性质。

外研版选修7Module4 Period2教案Teaching Goals:1. To enable Ss to know some skills of listening;2. To study some daily expressions;3. To learn some expressions of comparing the present and the past. Teaching Procedures:Step 1. RevisionCheck the answers to the answers of Activities 2, 3, 5, 6 on pages 45~46. Step 2. Listening1. Let Ss finish Activity 1 on page 49 to learn the some new instructions.2. Ask Ss to listen to the conversation and finish Activity 2 on page 49.3. Ask Ss to listen to the tape and fill in the missing words.FXNoisy musicMother:Can you turn that down a bit?Daughter: ____(1)____Mother:Turn down the music, please? It’s too ____(2)____? Daughter: Sorry! I can’t hear you. Wait a minute!FXMusic turned down.Daughter: Sorry, mum. What did you say?Mother:____(3)____Daughter: Oh! Sorry! ____(4)____Mother:I’m not surprised.Daughter: ____(5)____Mother:I’m not surprised that you couldn’t hear me.Daughter: Was I playing the music too loud?Mother:Yes, you were.Daughter: Sorry. ____(6)____Mother:What are you listening to?Daughter: A new American hip hop band.Mother:They’re very loud.Daughter: Yes. Great, aren’t they?Mother:What are they called?Daughter: ____(7)____. It isn’t my CD, it’s my friend Angela’s.Mother:Well, they aren’t my cup of tea. Bands are so much noisier than they used tobe.Daughter: ____(8)____ I listened to one of your CDs ____ (9)____. It was REALLYloud!Mother:Well, when I was your age, we didn’t listen to such loud music.Daughter: ____(10)____Mother:We didn’t!Daughter: Really?Mother:All right, we did. But we didn’t play music as loudly as you do these days.Daughter: OK. I’ll turn it down.Mother:Thankyou.butwhyareinsidelisteningtomus icanyway?It’sabeautiful day.When I was young, we used to spend much more time ____(11)____ than you do.Why don’t you turn the music off and go for a walk?Daughter: I don’t want to. Anyway, I’m waiting for a phone call.Mother:Who from?Daughter: Angela. She said she’d call me but she hasn’t.Mother:Why don’t you call her?Daughter: ____(12)____.Mother:Well, why don’t you go and see her? She only lives round the corner.Daughter: Yes! Good idea! She’s got more CDs than me.Mother:____(13)____ …Suggested Answers:(1) What?(2) loud(3)I asked you to turn the music down!(6) Didn’t mean to.(9) the other day(4) Couldn’t hear you!(7) Don’t know(5) Pardon?(8) Not true!(10) I bet you did!(11) in the open air(12) It’s her turn to call me(13) Honestly3. Ask Ss to fill in the blanks after listening.(1)Themotheraskedthedaughterto________________________themusic______ ______ ____________ for it’s too ____________.(2) The daughter felt sorry because she didn’t ________________________.(3)WhatthedaughterlistenedtoisanewAmerican__________________ __________________.(4) Mother said that music was not her ____________ ________________________andbandsnoware________________________thanthey____________ ____________ ____________.(5) Then the mother suggested the daughter ____________ ____________ the musicand go for a walk because ____________ ____________.Suggested Answers:(1) turn down, a bit, loud(2) mean to(3) hip hop band(4) cup of tea, much noisier, used to be(5) turn off, it’s a beautiful dayStep 3.Everyday EnglishAsk Ss to choose the correct meanings in theEveryday EnglishActivity on P51. Thengive them the right fanswers.Step 4. Function1.AskSstoreadthefollowingsentencesfromlisteningmaterials.Whatkindofsentenc estructurehasbeenusedinthesesentences?LetSsfindoutthewordsandexpressions of comparison.Bands are so much noisier than they used to be.When I was your age, we didn’t listen to such loud music.We did not use to play music as loudly as you do these days.We used to spend much more time in the open air than you do.Suggested Answers:They are used comparison structure, such asthan, such, as … as …, much more,etc.2. Help Ss think of other expressions that show comparison.(1)比较级+ than(2)much / a lot / greatly / far / even / still / yet / a little / a bit / slightly + more than(3)as … as…, not as (so) … as …(4)prefer sth to sth / prefer doing sth to doing sth / prefer to do sth rather than do sth3. Ask Ss to finish Activity 3 on page 51.Step 6. Homework1. Ask Ss to finishVocabularyActivities in the Workbook on pages 110~111.2. Ask Ss to preview Grammar lesson.。

外研版⾼中英语选修七外研版选修7Module4Period3教案-新版外研版选修7Module4 Period3教案Teaching Goals:1. To learn the grammar – adverbial clauses of time and ellipses.2. To enable Ss to use adverbial clauses of time freely.3. To enable Ss to use adverbial clauses of time and ellipses in right situations. Teaching Procedures:Step 1. RevisionCheck the answers of Vocabulary Activities in the Workbook on pages 110~111.Step 2. Grammar (1)1. Ask Ss to take a look at the sentence in Activity 1 and choose the best answer. Ask them to think What kind of sentence does it belong to.2. Ask Ss to finish Activity 3 on page 48.3. Give Ss some explanation of adverbial clauses of time.(1) 时间状语从句通常⽤下列从属连词来引导：after, before, as, once, till, until, (ever) since, when, whenever, while, now (that), as long as, as soon as.如：① Now (that) you’ve grown up, you must stop this childish behavior.② Whenever we met with difficulties, they came to help us.③ People do not know the value of health till they lose it.(2) 某些表⽰时间的名词词组，如the day, the year, the morning, every time, each time, next time, the first time等，也可以引导时间状语从句。

Module One Language PointsReading and Vocabulary1. Jordon surprised everyone when he retired before the 1993-1994 season, but he rejoined the Chicago Bulls and won three more championships with them from 1996 to 1998. 1993-1994赛季之前乔丹退役，引起举世震惊，但后来他又回到了芝加哥公牛队，并和队友们一起在1996到1998年间又获得了三次冠军。

动词前面加前缀re- 表示“重新，又，再”,rejoin 的意思是再次加入，类似的动词还有rebuild, replace, remarry, reuse, rewrite2. They have fantastic stories to tell about Michael Jordan, such as the time when he rescued the Bulls from ending a game on a tie. 他们可以讲述很多关于迈克尔·乔丹的传奇故事，例如一次他在比赛的关键时刻拯救了公牛队，从而避免打成平局。

1. rescue …from…把…从某种状态拯救出来They rescued a child from drowning.他们救起一落水儿童。

The lifeboat rescued the sailors from the sinking boat.The government has refused to rescue the company from bankruptcy.come to one’s rescue 拯救2. end a game on a tie/ draw 打成平局3. At one point, Chamberlain was so much better than all the other players that they changed the rules of the game to try to stop him.曾几何时，张伯伦比其他的队员都优秀的多，以至于他们改变了比赛规则来企图限制他。

英语：Module 1《Basketball》英文教案（4）（外研版选修7）Period 5 Reading and WritingTeaching Goals:1. To develop Ss’ reading ability.2. To enable Ss to write a reply and learn to express personal opinions. Teaching Procedures:Step 1. Leading-in1. Ask Ss to discuss the following questions to arouse their interest of Chinese basketball players.(1) Do you like watching basketball or playing yourself?(2) Do you like watching the NBA?(3) Who do you like best among the NBA players?(4) Are there any Chinese players in the NBA? If so, who are they?(5) Which Chinese player do you think is now going on well in the NBA?(6) Do you like him? Why? Which team is he in now?2. Ask Ss if they know something about Yao Ming. Then let them fill in the following table.What do you know about Y ao Ming?♦Born: (1)♦From: (2)♦Height: (3)♦Position: (4)♦Family background: (5)Suggested Answers:(1) September, 1980.(2) Shanghai.(3) 2.26m.(4) Center.(5) Both of his parents are basketball players.Step 3. Reading1. Ask Ss to read the passage about Yao Ming and answer the questions.(1) Is the Houston Rockets coach disappointed with Yao Ming?(2) Do Chinese basketball players play in the same way as US player?(3) Does Yao Ming understand what the coach wants him to do?(4) Who is the coach of the Houston Rockets?(5) What is Yao’s nature? What is not his nature?Suggested Answers:(1) Yes, because he is not aggressive enough.(2) No, they don’t. they are more polite and not as selfish.(3) Yes, he does, but it will take him some time to get used to playing like that.(4) Jeff Van Gundy(5) Yao is a selfless and kind person. It is not i n his nature to be “selfish” and “rude”.Step 4. DiscussionAsk Ss to talk something about “aggressive behavior”, and then share their opinions about the following questions.(1) Can you think of some examples of aggressive behaviors?(2) To compete with players from other countries, what must Chinese athletes do? What do they lack? And what are they good at?Step 5. WritingAsk Ss to write a reply after reading the passage about Yao Ming’s attitude and behavior in NBA, and provide a model for them.Step 5. HomeworkAsk Ss to finish the writing task and hand it in the next period.。

Module 1 BasketballPeriod 3 Grammar -- Conversion and Suffix■Goal●Learn conversion and suffix▇ ProceduresStep 1: conversion 词性转化“Conversion” (called sometimes “full conversion”) is a word-formation process by which a word is altered from one part of speech into another without the addition (or deletion) of any morpheme.词性转化指的是单词从一个词类转到另一个词类而不发生词形转变。

1. noun →verbpaper―to paper the roommouth―to mouth some phraseshoulder―to shoulder the heavy loadbandage―to bandage the leg2. verb→nounto say something―to have a sayto show ―to give a showto feel ―to have a feelto lead―to take a lead3. adj.→verbempty―to empty the bagwrong ―to wrong somebodyslow― to slow downbetter―to better your study4. adv.→verbback―to back a cardown―to down a planenear― to near the templeforward― to forward a message5. adj.→ noun.calm― a calm on the seahigh― a new high of the industrygood― a lot of goodright― to tell from right to wrongStep 2: suffix 后缀构词法包括合成、派生、转化和缩写简写。

英语选修7教案教案标题：英语选修7教案教案目标：1. 帮助学生提高英语听、说、读、写的能力。

2. 培养学生对英语文化和语言的理解和欣赏能力。

3. 培养学生的团队合作和自主学习能力。

教学内容：本教案将以英语选修7课程为基础，围绕以下主题展开教学活动：1. 文化交流：通过学习不同国家和地区的文化习俗，培养学生的跨文化交际能力。

2. 文学欣赏：通过阅读和分析英语文学作品，提高学生的阅读理解和文学鉴赏能力。

3. 写作技巧：通过写作练习，培养学生的写作能力和表达能力。

4. 口语表达：通过口语练习和角色扮演，提高学生的口语交际能力。

教学步骤：第一步：导入（5分钟）通过引入相关话题或问题，激发学生对本节课内容的兴趣，并与学生进行互动交流。

第二步：知识讲解（15分钟）根据本节课的主题，向学生介绍相关的词汇、语法和句型，并通过示范和解释帮助学生理解和掌握。

第三步：阅读活动（20分钟）选择一篇与本节课主题相关的英语文章或短文，让学生进行阅读，并进行相关问题的讨论和答案解释。

第四步：写作练习（20分钟）根据本节课的主题，设计一个写作任务，要求学生在规定的时间内完成一篇短文或作文，并提供写作指导和反馈。

第五步：口语练习（20分钟）设计一个口语练习活动，让学生进行角色扮演或小组讨论，以提高学生的口语表达能力和交际能力。

第六步：总结和评价（10分钟）对本节课的学习内容进行总结，并向学生提供反馈和评价，鼓励他们在下一节课中继续努力。

教学资源：1. 教材：根据英语选修7教材的相关章节，准备教学所需的课文和练习题。

2. 多媒体设备：使用投影仪或电脑来展示教学材料和多媒体资源。

3. 手册和练习册：为学生提供额外的练习和参考材料。

教学评估：1. 课堂表现：观察学生在课堂上的参与度、合作态度和学习兴趣。

2. 作业评价：对学生完成的作业进行评价和指导，帮助他们提高学习效果。

3. 测验和考试：通过定期的测验和考试，评估学生对英语知识和技能的掌握程度。