高中英语选修7全册教案

Unit 4 Sharing Ｉ．单元教学目标Ⅱ.目标语言III. 教材分析与教材重组1. 教材分析本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。

结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己贡献。

1. 1 WARMING UP 提供了三项任务。

通过完成这些任务让学生懂得什么是“帮助〞，并且反思自己是否乐于助人，以及怎样做才是“志愿者〞，由此为后面的短文学习做好铺垫。

1. 2 PRE-READING是READING的热身活动。

其中介绍了短文主人公Jo，还根据她在PNG拍的照片提出了5个问题，使学生在阅读之前就简单了解短文内容。

1. 3 READING是一篇Jo写给Rosemary的信。

其中介绍Jo在PNG(Papua New Guinea)的所见所闻，使学生感受到PNG的儿童生活艰难，从而珍惜自己的学习机会。

.1. 4 COMPREHENDING 是根据短文设计的阅读理解试题。

1. 5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。

其中，第一部分是有关此篇短文中的重点单词和短语；第二部分是有关限定性定语从句的复习。

1. 6 USING LANGUAGE是对READING的延伸。

通过阅读，参与“Give an unusual gift〞的活动。

1. 7 LISTENING AND SPEAKING通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个volunteer的工作经历，而且针对这一话题展开Speaking。

1. 8 WRITING 根据LISTENING AND SPEAKING话题运用时间表达方式进行写作。

2. 教材重组2.1 从话题内容和训练目的上分析，WARMING UP与LISTENING AND SPEAKING相一致；从教材份量来说，可将WARMING UP与LISTENING AND SPEAKING的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK整合在一起，设计成一节任务型“听力课〞。

高中英语选修7 Unit3 Under the sea Period 6 优质教案Teaching aims1．Learn to find out the causes and wanted results of each complaint.2．Learn to use the expressions people use to complain in the listening text.3．Be able to use polite expressions to complain in certain situations.Teaching procedures1Lead－inFirst，have a small talk about the whale watching tour：How do you feel if you see them in the flesh？Do you enjoy a whale watching tour?Next，tell students sometimes not everything turns out the way you wish，so read the ad on Page 25 carefully and find out what you can get if you fail to see these lovely whales.After reading it，discuss and find answers to these questions：1．What can you experience on this tour?2．Would you like to go？What aspect of the tour would you like best?3．When would you get a refund?Suggested answers：1．You can see whales，listen to whales singing，watch them underwater，see other marine animals such as dolphins，seals and penguins.2．Various answers are possible.3．If you don't see a whale，you would get half the fare back.2Listenin g(Page26)1．These dialogues between tourists and a tour guide took place after a whale watching tour.Decide which aspects the tourists might think were good(G)and the aspects they might complain about(B)．Listen to the tape and check your answers.Then listen again and number the aspects in the order you hear them.Aspects Good/Bad Order1．Saw whales filmed underwater2．Saw only one whale in the distance3．Heard whales4．Too wet to go outside5．Saw birds，dolphins and seals6．Boat got back too lateGood aspects：1 3 5Bad aspects：2 4 6Order：4 3 1 6 5 22．Listen again.When the tourist complained，what result did he/she want to get from the tour guide and what____________.3.Listen to th e expressions that each custo mer used to make his/her plete the sentences.Dialogue 1(1)I'm sorry but ______ with the tour.(2)Well，it was ______ outside...My two kids ______.Dialogue 2(1)Yes，the whales were awesome but ______.(2)I'm sorry but ______.I now have to make another airline booking and I have no idea whether there'll be any seats available.____________.Dialogue 3(1)Excuse me，the tour ____________ and we'd ____________ please.(2)____________ as we're visitors to this area and we're leaving tomorrow morning.(3)Well，actually，____________.Keys：Dialogue 1：we weren't very happy；so wet we couldn't go；are very disappointedDialogue 2：I'm feeling very annoyed；that's not good enough；I'd like a full refundDialogue 3：wasn't what my husband and I had expected；like a refund；I'm afraid that's no good for us；we'd like a full refund4．Listen to the first dialogue and fill in the missing words.T OUR GUIDE：I'm sorry but we ______ ______ the weather and you ______ ______ whales.ANGELA：Well.I'm afraid that's not ______ ______.I'd like to talk to the manager.TOUR GUIDE：I'm sure that won't ______ ______ ______ ______.I know he'll ______ with me.The ______ is that you ______ ______ whales.Keys：can't control；did see；good enough；do you any good；agree；fact；did seep 3SpeakingWor k with your partner，make up dialogues for the following e expressions like the ones in the box.Perform them for the whole class.Situations：1．You missed your flight because you think that it was not announced over the plain to an airline official.2．The fish you ordered tastes plain to the manager of the restaurant.3．The trousers the tailor made for you are too plain to the tailor.I'm sorry but...I'm afraid...That's not good enough.I'm feeling annoyed with/unhappy about/unsatisfied with...I'm not happy about/satisfied with...I'd like to talk to the manager.I'd like a(full)refund，please.That's no good for me.You should do something about it.4WritingWrite a short dialogue you made up above down.。

教学准备1. 教学目标知识目标 To master the useful expressions and sentences in the text.能力目标 To learn the text well and improve students’ reading ability.情感目标 To be positive and strong-minded when in trouble.2. 教学重点/难点重难点句型 1. Every time I returned after an absence, I felt stupid because Iwas behind the others.2. As well as going to the movies and football matches with friends, I spend a lot of time with my pets.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to liveas rich and full a life as you do.3. 教学用具4. 标签教学过程Step I: Display the preview workAsk several students to write down the preview work on the blackboard. Then check the answers together and remember them after class.Step II: Lead-inT: Well down. All of you did good jobs. I’d like you appreciate a picture. Please look at the screen. Dou you know him?S:T: His name is Nick Vujicic. From this picture, we can see he has no arms and legs, but a small foot. Would you like to know more about him? Let’s see a short video.T: Nick is positive and he tells us the disabled can live well. Inthis class, another disabled person Marty will tell us his story. Let’s come to Marty’s storyStep Ⅲ: Reading comprehensionTask1:Fast readingT: Skim the text to match the main idea of each paragraphPara.1 a) Marty met with a lot of difficulties at schoolPara.2 b) How his life has become easierPara.3 c) The advantages of his diseasePara.4 d) An introduction to Marty and his muscle diseasePara.5 e) How his disability developedTask2: Detailed readingT: Since we know the structure of the text, let’s learn some details about Marty. Read paragraph1 quickly and finish exercise2.1. When Marty says “I am one in a million”, he really means _____.A. he is uniqueB. he has a rare diseaseC. he has a muscle diseaseD. he lives a hard but happy life2. What does “live one day at a time” mean?T: Although Marty developed a rare disease, he is also optimistic. Can doctors cure him of his disease? With this question, let’s read paragraph2&3 and deal with exercise3.1. Why did the doctors cut out a piece of muscle from Marty’s leg?A. Because they could cure the disease by cutting it out.B. Because they wanted to use it as a specimen (标本).C. Because they would transplant (移植) the new muscle.D. Because they wanted to find out the cause of the disease.2. Which sentence can be replaced by the following one?After many tests in hospital, doctors still can’t find out the cause of the disease. And I don’t know what will come up in the future.T: It is a pity that doctors can’t find out the cause. If you were Marty, what would you do?S:T: What about Marty? Let’s come to paragraph4 and finish exercise4.1. What are Marty’s ambition, achievements and hobbies?T: Are you inspired by Mary’s positive attitude? If you meet a disabled person, what would you like to do? Marty not only achieved great success but also had something to tell us. Then read last paragraph and write down the answers about exercise5.2. What are Marty’s suggestions to healthy children?Task 3: Further readingT: After reading this text, what kind of person do you think Marty is?S：T: Excellent! Let’s read the text for the third time and have abetter understanding of Marty’s story.T: Work in pairs and deal with exercise 6.1. Every time I returned after an absence, I felt stupid because I was behind the others.2. As well as going to the movies and football matches with friends,I spend a lot of time with my pets.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.Step IV: SummaryT: According to Marty’s Story, fill in the blanks.Marty has a muscle disease that makes him very weak. Sometimes he is very (1) __________ and drops things or (2)________ into furniture. However he is very (3) ___________ and has learnt to(4)______________ his disability.Though (5) _________, he doesn’t look any different from others, so sometimes some children in his primary school would laugh at him. When he got (6) ______________after running a short way. His life is a lot easier at high school because his (7) _______ students have accepted him.(8)_______________, he has a good life, he is happy to have found many things he can do. His (9) __________ is to work for a firm that develops computer (10) ________ when he grows up.Step V: Free debateT: Do you know how many disabled people are there in China?S:T: Let’s look at the screen. Do you think disabled people can live a happy life like normal people now?S:T: I’d like to divide you into 2 parts. Some are for it while the others are against it. Work in group and have a debate.S:T: Different people have different opinions. They are physically disabled, but mentally strong. I firmly believe they can live well. At last, One sentence for you from Tai Lihua--Hope you can be cheerful and positive when you meet with difficulties in the future.课后习题作业1. Review what we have learnt.2. Write a short article about whether the disabled can live a happy life.。

壽二英语选修七教秦Unit 1 Living wellPeriod 1 Word study &Warming upTeaching Aims:1.To present the topic of this unit ----- disabilities2.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 desiresto 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 activities2.Discussion to make every student express himself finely.Teaching aids:CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedure:Step I GreetingsStep II Word studyLearn the words and expressions.StepIUPresentation1.Show some pictures of the performance Qian Shou Guan Yin. Do you know them ? Let's see their peijormance.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 disabilitydeafness, dumb/mute, blindness, lame（跛足的），near-sighted, six fingers, color blindness, paralyzation（瘫痪）hunchback, dwarf, armless, legless, handlcss...B .mental disabilitydepression, learning difficulty, brain injury，phobias （恐'慎症）Step IV Warming up1.Do you know?1） .Do you know anyone who is disabled around you? How docs 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 （1942一，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 andwriting, and his famous book "On History of Time” used to be a best scllc 匸 Helen Keller （1882一1968, United Kingdom ）, blind and dumb, learn to read Braille （盲文）,to speak and write .Finished the studies in Radcliff College. Became famous writer …“Three days To See."Franklin Roosevelt （1882■一 1945, America ） a disease in legs and had to use wheel chair, the 32nd, 33rd and 34th president, and was selected the 35th a year before he died. The only one who was selected the president four times in American history ・ Beethoven （1770 一 1827, Germany ） Deaf, famous musicianVincent Van Gogh （凡高），Epilepsy （癫痫症）,painterZhang Haidi: writer, paralytic, in a wheelchairHu yizhou （1978…，China ） some problems in his brain. His IQ is only 30. A fomous conductor （扌旨挥家）in the Chinese Disabled Art GroupSanglan （桑兰）（1981 一，China.）,a famous gymnast seriously in a competition and can't stand ・She helped to bid 2008 Olympic Games and helped organize the Paralympics （残疾人运动会）Deng Pufang: son of Deng Xiaoping, paralytic, wheelchair, chairman of the Chinese Disabled Union.2. Read the introduction about the students. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.Barry is vision impaired ・Sally was born with spinal bifida （脊柱裂）and relies on a wheel chair to get around Gao Qiang has diabetes （糖尿病）•Step V DiscussionWhat do you learn from these disabled?They're broken in body but firm in spirit. （身残志坚）StepVI Homework1. Tiy to talk to disabled people and know more about them.2. Preview "Marty's story M <Period 2 ReadingTeaching goals1. Target language:a. 重点词汇和短语eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragementb. 重点句型1.1 have to adapt to my disability.（体操运动员）.She hurt herself mental disability difficulty with eye sight severe illness Rada is mentally disabled. learning difficulty brain injurydeafnesshearing problem lossof an arm or leg walking difficulty2.All in all, I have a good life.3.Every time after a long absence from school, I feel really stupid because I am a bit behind the others.4.Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2.Ability goalsHelp students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well3・ Learning ability goalsBy talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.Teaching important pointsHow positive stories about the people with disabilities inspire others.Teaching difficult pointsHow to help student understand the difficulties the disable have to overcome・Teaching methodsDiscussing, explaining, reading and practisingTeaching aidsMultimedia computerTeaching proceduresStep I Leading inDeal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.T: Good morning /afternoon, class!Ss: Good morning/afternoon, Mr. /Miss...T: In this class we are going to learn about disabilities and the life of the disabled. First let 's watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.After the discussion, Teacher will present the four pictures on Page 1 to students.T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don^t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?Ss: They look happy and satisfied. They are smiling.T: Yes, they are. But all of them are disabled. Can you guess when their disability might be?SI: ...S2:…T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them ? Here is a website "Family village". From here we can learn some positive stories about the disabled.Step II Pre-readingAsk students to read the pre-reading carefully and find out the purpose of the website・Then show the suggested answer on the PowerPoint.Suggest answer:1.To give ordinary young people with a disability the chance to share their stories with others.2.To inspire other disabled people.3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.Step III ReadingDeal with the reading part.Task 1 ScanningAsk the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.T: First Vd like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner. Several minutes later, students compare their information with each other in groups・Then check the answer with the whole class.T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.Show some suggested adjectives on the PowerPoint.brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is vety optimistic. Then continue to discuss the next two questions on Page3.Deal with the next two questions in the same way.Suggested answers:1.1think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.2.1think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.3.Maybe at the beginning I will feel very low and disappointed, but Martyrs story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying liffe.Task 2 Careful readingAsk students to read the text carefully and then finish Ex3 on Page 4.T: Now let's read the text again and try to sum up the main idea of each paragraph. Several minutes later check the answers with the whole class.Suggested answers:Paragraph 1:1 have a muscle disease, which is very unusual.Paragraph 2: No one knows how the disease develops.Paragraph 3: The difficulties I have in daily liffe.Paragraph 4: My fellow students have begun to accept me for who I am.Paragraph 5 All in all, I have a good lifb・Paragraph 6: People with disabilities can also live well.T: Now lets read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.Suggested answers:1.He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.2.Don" feel sorry for the disabled or make fun of them, and don't ignore them eithe匸Just accept them for who they are and give them encouragement to live a good life asnon-disabled people.3.Because Marty is strong-minded and independent. His efforts have gained his fellow studentsrespect and understanding. So they have learned to accept him for who he is. Task 3 SummaryAsk students to work together to write a mini biography for Marty according to the text. T: Now we \e finished Marty 9s story. Now it's time for you to work in groups and write a mini biography for him.Step IV Homework:Retell Marty t story according to the mini bio.Surf the internet to learn more about the life of disabled people.Period 3&4 Reading (Language points)Teaching Aims:1 ・ To learn some new words and phrases.2.To master the main idea of each paragraph.3.To learn some complicated sentence patterns.Teaching Important Point:The usage of some useful words and expressions.Teaching Difficult Point:How to grasp and remember the detailed information of the reading material Teaching Methods:1.Explanations of words and phrases to get the students know their meanings-2.More examples to get the students know the usage・3.Pair work or group work to get every student to join in the class activities and learnself-study.Teaching aids:CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedures:Step I Greeting and revisionT: Good morning, girls!Ss: Good morning, Huang!Step II Language pointsT: OK，now would you please open your textbook and turn to page 18 -------- E nglish poetiy. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?" Ok, let^s read the first paragraph togethe匚Ss: (reading)T: Thanks for your sweet voice・ WhoM like to translate the second sentence into Chinese? Xxx, would you please?Words and expressions:1.disability 伤残;无力;无能disabled皿/：伤残的the disablcd(指代一类人)伤残人士disable 使丧失能力;使伤残disablement 〃.残废;伤残选词填空：disability, disable, disabled, disablement1)He gets money from the Government because of his ____________ •2)The _______ are to receive more money・3)She managed to lead a normal life in spite of her __________ •4)Many soldiers were __________ in the war.5)The insurance(保险)policy covers sudden death or ____________ .2.ambition n.野心;雄心ambitious d/.有雄心的;野心勃勃的be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望ambitiously ddu.野心勃勃地Eg: A boy who is ambitious/filled with ambition usually works hard.完成句子：2)Mothers are often highly ____________ (怀有热切的期望)their children.3)I am ___________________ (热切希望能成功)in life.4)His ________________________________ (要做首相的雄心)is likely to berealized.3.beneficial d/.=having a good or useful effect有益的;受益的be beneficial to...对…有益；对…有利beneficially adv.受益地；获利地beneficiary 受惠者;受益人benefit n.益处;帮助有益于;有助于翻译：1)新鲜空气和优良食物有益于健康.(beneficial)Fresh air and good food are beneficial to the health.2)他的休假已产生了有益的效果.(beneficial)His holiday has had a beneficial effect.3)旅游业对该地区的经济将有裨益.(benefit)Tourism will benefit the economy of this district.4)这本书对你没有多大益处.(benefit)The book isn't of much benefit to you.4.in other words=that is to say换句话说in a/onc word简言之;总之翻译：1)他们叫他离开--换句话说,他被解雇了.They asked him to leave——in other words he was fired.2)总之,我不喜欢这份工作.In a word, I don't like the job.3)换句话说,他成了英雄.He became, in other words, a hero.5.adapt vt.使适应;改编adapt (oneself) to使(自己)适应adapt sth for使某物适应;使某物适合;改编某物adapt sth from根据…改编某物adaptable必/.能适应的;可改编的adaptation 适应;改编本adapter/adaptor 〃.适应者;改编者介词填空：1)The play is adapted _______ a novel.2)This book is adapted ______ beginners.3)When you go to a new country, you must adapt yourself ___ new customs.4)Novels are often adapted _____ the stage, television and radio.6.breath 〃.呼吸;气息out of breath上气不接下气catch one's breath喘息;歇口气hold one's breath不出声;屏息get one's breath (again/back)喘过气来;恢复过来lose one's breath喘不过气来;呼吸困难take a deep breath作一次深呼吸take breath歇口气;歇会儿take sb's breath a way使某人大吃一惊breathe讥.呼吸breathing必/.呼吸(着)的breathless购/.屏息的1.1was all____ when I got to the top of the mountain.A. held my breathB. out of breathC. taken a deep breathD. taken my breath away2.We ____ while Mr Evans read the exam results.A. took a deep breathB. out of breathC. got our breath back D, held our breath7.absence n.缺席;不在(某处)absence of mind心不在焉;神不守舍absent adj席的;不在的讥.使缺席;使离开be absent fi*om缺席;不在presence 〃.出席;至U场present a".出席的;在场的;现在的完成句子：1)Mr Green will be in charge __________________ (在我离开期间).2)Why were you ________________ (旷课)yesterday?8.annoy W.使…不悦;惹恼annoyed•颇为生气的annoying dQj.恼人的;讨厌的annoyingly cd认恼人地;讨厌地annoyance几烦恼;使人烦恼的事情单句改错：1)Ifs annoyed to miss a train.2)He was annoyed with the boy's rudeness, (at/about)3)I felt annoying when he refused to help.4)To his annoy, he discovered they hadn't waited.9.all in all总而言之above all首先;最重要的是after all毕竞;终究first of all首先not at all根本不;别客气for all虽然;尽管in all总共;总之选词填空:all in all, above all, after all, for all, in all1)He is a poor musician ________ his training.2)You must, ________ , be loyal to your country.3)There are five hundred books on the shelf ______ .4)Eveiyone makes mistakes, and _________ , he is only a child.5)The book has some weak spots, but _________ I consider it a success.10.independent a".独立自主的be independent of不依赖;独立于independence 〃•独立；白主independently a旳.独立地;自主地完成句子：1)It was the first time that she had lived independently—(独立生活).2)If you have a car, you will be independent o匸(不依赖)trains and buses.3)I quite like living alone, because it jnakes me more independent (使我更独立).11.make fun of=laugh at 取笑for fun/in fun为了玩乐;开玩笑地have firn玩乐选词填空：make fun of, in fun, have fun1)The kids at school used to ___________ JilPs clothes.2)Don^t get upset. He said it was only _________ .3)We _______ in camping last week.4)ITs cruel to ____________ the disabled・12.encouragement 〃•鼓励;奖励encourage W.鼓励;激励;支持encourage sb in sth在某事上鼓励某人encourage sb to do sth鼓励某人做某事encouraged仇^.受到鼓励的;被鼓励的encouraging鼓舞人心的;鼓励的encouragingly dd认鼓舞人心地选词填空:encouragement, encourage, encouraged, encouraging1)My mother _encouraged_ me to apply for the job・2)She felt encouraged^ by the many letters of support.3)Praise acts as an encouragement to the young.4)The results of the survey have been very encouraging.5)She was given encouragement to try something new・13.conduct n.行为;品行W.指挥;管理conduct oneself为人;表现conductor 〃.管理人;指挥;售票员完成句子：1)The guide conducted the visitors nnmd_(带领游客参观了)the museum.2)I'm glad to see your conduct at schoo[_(你在校的行为)has improved.3)The reporter was criticized for unprofessional conduct_ (不专业行为). Phrases and sentence structures:1 ・ She was proud to have recently represented her country in an athletic competition where she won a gold medal in the 50-metre race.她很骄傲最近她代表她的国家参加了一次运动比赛,并赢得50米赛跑的金牌.1) “to have rcprcscntcd,^是不定式________ ,表示不定式的动作发生在谓语动词was proud 之__1>I am sorry ____ you waiting for such a long time.A・ keeping B. having kept C. to keep D. to have kept2>Hc is said _____ a new book about business English.A. to writeB. to have written C- writing D. having written2) “where~ ____________ ,引导的是 _______________ 从句，修饰的是2. Other disabled people find the website beneficial …其他残疾人认为这个网站很有 …“find"是 ______ , the website 是 ______ , beneficial 是 ____________ . "find"后还常 接 、 _________ 、 、 等作宾语补足语。

英语选修七教案范文5篇（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。

文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如活动方案、策划方案、规章制度、心得体会、合同协议、条据书信、应急预案、教学资料、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!Moreover, our store provides various types of classic sample essays, such as activity plans, planning plans, rules and regulations, experiences, contract agreements, policy letters, emergency plans, teaching materials, complete essays, other sample essays, and more. If you want to learn about different sample formats and writing methods, please pay attention!英语选修七教案范文5篇英语选修七教案(篇1)The analysis of the samples on the murder spot showed some valuable clues to the police.对谋杀现场标本的分析为警察提供了一些有价值的线索。

高中英语选修七教案在现代教育体系中，高中英语教学旨在培养学生的语言运用能力，增强跨文化交际意识，并提升学生的综合素养。

作为英语教师，设计一份高效、实用的教案至关重要。

今天，我们就以高中英语选修七为例，来探讨如何制作一份符合学生需求的教案范本。

首先，我们要明确教案的教学目标。

这些目标应当具体、可测量，并且与课程标准紧密相连。

例如，对于选修七的某个单元，我们可以设定如下目标：学生能够理解并使用单元中的关键词汇和表达方式；能够通过阅读提高获取信息的能力；能够在听力练习中准确把握主旨；以及能够在口语活动中流利表达个人观点。

接下来，是教学内容的选择与安排。

根据选修七的课程特点，我们应选取贴近学生生活的话题，同时结合语言点、语法结构等进行有机融合。

例如，如果单元主题为“环境保护”，则可以通过引入真实的环保新闻材料，让学生在讨论中学习相关词汇和表达方法。

教学方法的选用也是编写教案时不可忽视的一环。

有效的教学方法可以激发学生的学习兴趣，提高课堂效率。

如采用任务型教学法，设置情境模拟、角色扮演等活动，让学生在完成任务的过程中自然而然地掌握知识。

此外，信息技术的合理应用，比如多媒体教学、网络资源的利用，也将极大丰富教学手段。

评价与反馈机制同样重要。

教案中应包含对学生学习效果的评价方式，这可以是形式多样的测试，也可以是日常的观察记录和学生的自我评价。

及时、有效的反馈能够帮助学生认识到自己的不足，进而调整学习策略。

最后，教案的编写还应考虑到个体差异。

不同的学生有不同的学习风格和接受能力，因此教案设计时应留有一定的弹性空间，允许教师根据实际情况做出适当调整。

综上所述，一个优秀的高中英语选修七教案范本应具备清晰的教学目标、合理的内容安排、多元化的教学方法、有效的评价与反馈机制，以及适应学生个体差异的灵活性。

通过这样的教案，不仅可以帮助学生构建扎实的语言基础，还能够培养其自主学习和批判性思维能力，为其未来的学术和职业发展打下坚实的基础。

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 to2．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 forthe disabled.3．Develop students' sense of cooperative learning.1教学重点Get students inspired by positive stories of the people with disabilities.教学难点1．Develop students' reading ability.2．Help students understand the difficulties the disabled have to overcome.学情分析1.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Step 1Warming up1．Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.Do you know any famous people who are disabled?2What difficulties do they have to overcome in daily life?What have they achieved?2．Warming up by talkingFirst，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.Step 2Pre－readingAsk students to read the short paragraph in Pre－reading carefully andfind out the purpose of the website “Family Village”．Step 3Reading1．SkimmingGive students 2 minutes；ask them to read the passage fast to fill in the blanks：Sum up the main idea of each paragraph：Paragraph 1：A(n)______ to Marty and his muscle disease. Paragraph 2：How the disease ______.Paragraph 3：Marty met a lot of ______ at school.Paragraph 4：How his life has become ______.3The ______ of his disease. ：Paragraph 5 ：Suggested answersAn introduction to Marty and his muscle disease. Paragraph 1：How the disease developed/started. Paragraph 2：Marty met a lot of difficulties at school. Paragraph 3：How his life has become easier. Paragraph 4：Theadvantages of his disease. Paragraph 5：Scanning for detailed information2．detailed the to locate to students read the passage carefully Askinformation.ask students to read paragraph one and (1)First complete the chart below.DiseaseDifficultiesMottoSuggested answers：A muscle disease that makes him very weak. DiseaseHe can't run or climb stairs as quickly as other people.Difficulti 4(2)Next read paragraphs two and three and choose the best answer.Why did the doctors cut out a piece of muscle from Marty's leg?Because they could cure the disease by cutting it out. A．．Because they wanted to use it as a specimen(标本)B．) the new muscle. 移植．Because they would transplant(CBecause they wanted to find out the cause of the disease. ．DDKey：(3)Read paragraph four and answer the following questions：What is Marty's ambition? ①What is Marty's achievement? ②What is Marty's hobby?③(4)Ask students to find Marty's advice in paragraph five.合作探究Step4:Marty biography for mini write together to 1.Ask students work to aaccording to the text.5My mini biographyNameStatusHealthInterests andHobbiesAmbitionMotto2.Discuss in pairs to get the main idea of the passage by filling in the blanks.Marty never feels ______ for himself ，Though he is a ______ personand he ______ his life.Step 5总结提升Ask students to read the whole passage and choose the best answers. 1．(1)Which of the following is false?Marty Although there are a few students who look down upon him，．Anever gets annoyed.being sorry not and meaningful leads ．BMarty a life does feel for disabled.6Marty only spends time with his pets and never with his friends. ．CMarty's disability has made him more independent. ．D(2)From the passage we can infer that ______.Marty asks others to feel sorry for him A．Marty never loses heart B．．Marty is afraid of being made fun of Cgrown has encouragement because he not D．Marty will accept anystronger psychologicallyStep 6Homework1．Retell Marty's Story according to the mini biography. 2．Surf the Internet to learn more about the life of disabled people.教学反思：这篇文章是记叙文，对文章的整体理解不存在问题，不足之处是单词不熟。

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.2．Help students understand the difficulties the disabled have to overcome.学情分析1.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Step 1Warming up1．Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.Do you know any famous people who are disabled?What difficulties do they have to overcome in daily life?What have they achieved?2．Warming up by talkingFirst，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.Step 2Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．Step 3Reading1．SkimmingGive students 2 minutes；ask them to read the passage fast to fill in the blanks：Sum up the main idea of each paragraph：Paragraph 1：A(n)______ to Marty and his muscle disease.Paragraph 2：How the disease ______.Paragraph 3：Marty met a lot of ______ at school.Paragraph 4：How his life has become ______.Paragraph 5：The ______ of his disease.Suggested answers：Paragraph 1：An introduction to Marty and his muscle disease.Paragraph 2：How the disease developed/started.Paragraph 3：Marty met a lot of difficulties at school.Paragraph 4：How his life has become easier.Paragraph 5：The advantages of his disease.2．Scanning for detailed informationAsk students to read the passage carefully to locate the detailed information.(1)First ask students to read paragraph one and complete the chart below.DiseaseDifficultiesMottoSuggested answers：Disease A muscle disease that makes him very weak. Difficulti He can't run or climb stairs as quickly as other people.(2)Next read paragraphs two and three and choose the best answer.Why did the doctors cut out a piece of muscle from Marty's leg?A．Because they could cure the disease by cutting it out.B．Because they wanted to use it as a specimen(标本)．C．Because they would transplant(移植) the new muscle.D．Because they wanted to find out the cause of the disease.Key：D(3)Read paragraph four and answer the following questions：①What is Marty's ambition?②What is Marty's achievement?③What is Marty's hobby?(4)Ask students to find Marty's advice in paragraph five.Step4:合作探究1.Ask students to work together to write a mini biography for Marty according to the text.My mini biographyNameStatusHealthInterests andHobbiesAmbitionMotto2.Discuss in pairs to get the main idea of the passage by filling in the blanks.Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.Step 5总结提升1．Ask students to read the whole passage and choose the best answers.(1)Which of the following is false?A．Although there are a few students who look down upon him，Marty never gets annoyed.B．Marty leads a meaningful life and does not feel sorry for being disabled.C．Marty only spends time with his pets and never with his friends.D．Marty's disability has made him more independent.(2)From the passage we can infer that ______.A．Marty asks others to feel sorry for himB．Marty never loses heartC．Marty is afraid of being made fun ofD．Marty will not accept any encouragement because he has grown stronger psychologicallyStep 6Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.教学反思：这篇文章是记叙文，对文章的整体理解不存在问题，不足之处是单词不熟。

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。

选修七Unit 1 Living well 一、语言要点I单元要点预览（旨在让同学整体了解本单元要点）词汇部分词语辨析1.all in all/ in all/ at all/ after all/ above all/ first of all词形变化1. disability n.无能；残疾disabled adj.伤残的able adj.能干的；能够的2. ambition n.野心，雄心ambitious adj.有雄心的，野心勃勃的3.beneficial adj.有益的benefit v.&n.受益；利益，好处4. independent adj.独立的independence n.独立depend v.依靠，依赖5.encouragement n.鼓励encourage v.鼓励courage n.勇气，精神重点单词1.ambition (n.) 雄心2.beneficial (adj.) 有益的3.adapt (v.) 使适应。

改编4.conduct (n.) 行为 (v.) 指挥5.resign (v.) 辞职panion (n..) 同伴7.access n. （接近的）方法；通路；可接近性8.suitable adj.适合的, 适当的。

9.annoy vt. 使生气，使烦恼。

招惹。

妨碍10.adequate adj.适当的, 足够的重点词组in other words 换句话说 cut out 切掉,删掉 out of breath 上气不接下气sit around 闲坐着 make fun of 取笑 all the best一切顺利as well as 也, 又。

和……一样好重点句型1. She is proud to have taken part in competitions and to have broken a record by running two laps(800 metres) this year.2. The few who cannot see the real person inside my body do not make me annoyed, and I just ignore them.3. I have a very busy life with no time to sit around feeling sorry for myself.4. Just accept them for who they are, and give them encouragement to live as rich and full a life as you do.重点语法复习不定式(见语法专题)II 词语辨析(旨在提供完形填空所需材料)1). all in all/ in all/ at all/ after all/ above all/ first of all【解释】all in all总而言之in all总共at all根本after all毕竟；别忘了（放句首时）above all最重要, 首先first of all首先【练习】选择all in all/ in all/ at all/ after all/ above all或first of all并用其适当的形式填空1) Don’t blame him too much. ________, he i s a small child.2) According to the survey, _______ there are nearly one million people in this small city out of work during the economic crisis.3) I am glad to join you in this game, but ________ please allow me to introduce myself to you.4) The parents didn’t worry about their daughter _______, for they believed she could succeed in getting the first prize.5) When traveling abroad, _______, you need to prepare your passport.6) There are many beautiful sentences in your article and its handwriting i s good too. ________, I’m quite satisfied with it.Keys: 1) After all 2) in all 3) first of all 4) at all 5) above all 6) All in allIII 词性变化（旨在提供语法填空所需材料）1. disability n.无能；残疾disabled adj.伤残的able adj.能干的；能够的2. ambition n.野心，雄心ambitious adj.有雄心的，野心勃勃的3.beneficial adj.有益的benefit v.&n.受益；利益，好处4. independent adj.独立的independence n.独立depend v.依靠，依赖5.encouragement n.鼓励encourage v.鼓励courage n.勇气，精神【练习】根据句子结构，用括号内所提供词的适当形式填空1)The ______ girl swims well in spite of her _______.(disable)2) Robert is a very _______ man and one of his ______ is to travel in Antarctica. (ambition)3) If you want to be a _______, you should work hard at ______ and care for ______ situations. (politics)4) It is known to all that fresh air is _______ to our health and the new park ______ us all, so we shouldkeep it clean.(benefit)5) The boy who used to ______on his parents now wants the ______ from them and is learning to be_______.(depend)6) Praise acts as an ______ to the players, and therefore they will feel ______ and get the _______tocontinue and improve their performance.(encourage)7) My brother ______ from a well-known American university. My parents attended his _______ ceremony yesterday.(graduate)8) When someone ______ others on their success, he or she usually says “_______”.(congratulate)9) This concert was _______ by a famous _______ from Vienna. (conduct)keys:1) disabled。