选修七Unit5教案说课

Unit 5 Traveling abroad

I 教学内容分析

本单元的中心话题是“出国旅游”。

Warming Up 部分通过四个由远到近的问题，一步一步地把学生们的思维引入到“旅游”这个当今非常时尚的话题。在繁重的学习压力之下，同学们一定非常向往出去兜风。所以，该话题会让学生们兴趣盎然，欣然畅想旅游的国家、旅游的目的、旅游的计划等等从而达到热身的目的。

Pre-reading部分提出了两个问题：1．在国外学习的优势和劣势是什么？2．读一篇杂志上报道的关于一个中国女孩的国外学习经历的文章，猜想她可能遇到的文化差异与困难。这一部分提供了五幅照片帮助同学们猜想，这样就把“热身”部分的问题具体化了。同学会自然结合自己的所见所闻，发表观点，为阅读正文打下了基础。

Reading部分描写了中国21岁的小姑娘谢蕾出国上学的经历，具体写了她出国前的不安，到了国外后的不适应，以及生活上的不习惯和学习方法及思维方式的冲突。但经过她的努力，她克服了这一切，并开始了崭新的生活。谢蕾的经历会给同学们带来挑战新生活的信心，感受到“出国旅游”的气息。

Learning about Language 有词汇和语法两部分。词汇部分：第一个练习让学生用课文中的词语完成句子。第二个练习是真对构词法的练习，要求学生学习和运用同根词。语法部分：复习非限制性定语从句。

Using Language 该部分包括“听力”、“读和说”和“写作”三大块。这三部分的话题都是有关旅游的。问题的设计由浅入深，层层递进，既练习了听力又增长了知识，丰富了本单元的内容。

Learning Tip 指导学生如何掌握英语听力技巧，共提供了6条方法：听的过程中不停顿；不必听清每个单词；听英文电影（无汉语标识）；听英语广播或看英语播送的电视节目；参加英语俱乐部；不耻下问。

II．教学重点和难点

1．教学重点

（1）本单元教学目的和要求中的生词和短语；

（2）掌握限制性定语从句和非限制性定语从句的区别；

（3）学会做出国旅游计划。

2．教学难点

（1）通过学习学生应有初步的跨文化交际能力；

（2）学生应具有克服困难、迎接挑战的决心和勇气；

（3）学会写作中应用“对比”与“举例子”以充实写作内容。

III．教学计划

本单元建议分六课时：

第一课时：Warming Up, Listening（Workbook）& Talking (Workbook)

第二课时：Pre-reading, Reading & Comprehending

第三课时：Learning about Language

第四课时：Using Language

第五课时：Listening task (Workbook) & Speaking task (Workbook)

第六课时：Reading task (Workbook) & Writing task (Workbook)

IV. 教学步骤：

Period 1 Warming Up, Listening（Workbook）&Talking (Workbook)

Teaching Goals:

1. To arouse the students’ interests in traveling abroad.

2. To develop the students’ ability in listening and speaking.

Teaching Procedures:

Step 1. Leading- in

Purpose : To Lead Ss to the topic of this unit.

Ask Ss to look at the following pictures and answer the questions.

1.Which place would you like to go if you are given a chance?

2.What other foreign places would you prefer? Why or why not?

Step 2. Warming Up

Purpose: To introduce the topic of this unit to Ss in the form of of discussion.

1. Ask some Ss the following questions first and then gets Ss to ask each other in the same way. If time permits, the teacher have one or two groups to present their dialogue to the whole class.

(1.) Have you ever been abroad?

(2.) Would you like to travel? Why or why not?

(3.) Would you like to travel alone or with your family or with a tour group?

2. Divide Ss into six groups and ask Ss to talk about traveling abroad. Different students will give different answers. Make notes of some valuable information and make a conclusion.

3. Ask Ss to talk about the following questions. Encourage Ss to give as much information as possible. After the discussion, t write down some key words on the blackboard to help Ss to have the sense of traveling abroad.

(1) Have you ever talked with people who have been abroad?

(2) If given three questions for you to ask the man who has just been abroad, what are you eager to

know about?

Conclusion:

Traveling abroad is very popular now. It doesn’t only include the visit to places if interests but also includes studying abroad. Before going there ,we’d better make full preparations : to collect as much information about the place as possible; to take enough money with you; tell all you relatives your cell phone number; call the travel agency for advice;… Also traveling abroad has its advantages and disadvantages.

Step 3. Pre-listening

Purpose: To help Ss to guess the main idea about the listening text by the given information.

1. Divide into groups of six and ask Ss to discuss with their partners the picture on P79.

2. Get Ss to look through the questions of Listening and let their partners state their opinions on the listening material. At the same time remind them of the key words: what, where, when and preparations.

Step 4. Listening (Workbook)

Purpose: To get the main idea of the listening material.

To develop the listening ability of Ss.

To gain some experience of traveling abroad by listening to the passage.

1.Ask Ss to Look through the questions of the first part and listen to the tape carefully.

2.Play the tape twice. For the first time, just ask Ss to listen for the gist. For the second time, ask

Ss to prepare to answer the questions.

3.Ask Ss to listen to the tape and finish Ex1 of Listening on P79.

4.Play the tape again and ask Ss to finish Ex2 of Listening on P79.

5.Ask Ss to listen for the last time and check the answers in pairs.

Step 5. Talking (Workbook)

Purpose : To get Ss to discuss the questions on travel .

1. Pre-speaking

(1) Ask Ss to think about the questions and present the opinion to the class.

①If you are planning for traveling, what kind of hotels would you like to stay?

②Can you cook by yourself?

③Do you like to chat with any one who is new to you?

④Have you ever planned to meet new friends? What kind of person do you expect to meet?

(2) Ask Ss to discuss the questions on P78 according to the advertisements.

2. While-speaking

Purpose: To get Ss to talk with others and improve their skills in speaking.

(1)Show some pictures for the students as examples and ask Ss to answer the question.

What would you like to see in foreign countries?

Step 5. Homework

1.Ask Ss to continue talking about your traveling abroad.

2.Ask Ss to go over all the new words and prepare for the Reading part.

Period 2 Pre-reading, Reading & Comprehending

Teaching Goals:

1.To learn about the differences between life at a Chinese university and that at a foreign one.

2.To develop the students’ reading skills.

3.To arouse the students’ interest in traveling abroad.

Teaching Procedures:

Step 1. Pre-reading

Purpose: To arouse the students’ interest in learning about university life in different countries. 1. Show some pictures and encourage Ss to talk about the following questions. Tell Ss that the first group is about studying abroad while the other is about studying in China.

(1) In which country, the class has more freedom to think by themselves?

(2) According to what you have heard and learned from books, in which countries are students more creative?

(3) Which kind of education do you prefer，the eastern or the western?

2. Get Ss to talk freely with their deskmates about studying abroad. After talking, ask Ss to choose

a foreign country to go and ask for some advice from their partners.

Step 2. Leading-in:

Purpose: To stimulate Ss’ interest in reading the text

Ask Ss to answer the following questions.

1.How often do you go home?

2.How do you come to school?

3.When you first came to the high school, did you come alone or accompany by your relatives?

4.When you have some trouble in study, to whom do you turn for help?

Step 3. Fast reading

Purpose: To get the gist of the passage.

1.Ask Ss to look at the picture in the text and find out the name of hers —Xie Lei. Let Ss pay more attention to the first and the last sentence of each paragraph and then fill in the form according to the text.

2.Ask Sts to divide the text into several parts and complete the following form.

3. Ask Ss to tell whether the following sentences are right or wrong according to the text.

Step 4. Intensive reading

1. Ask Ss to find the following sentences and paraphrase them.

2. Ask Ss to read the text very carefully and finish the Ex2 on P39.

3. Ask Ss to read the text again and underline important or new phrases.

4. Ask Ss to have a small discussion according to Ex3 on P39 to organize a short passage.

Step 5. Language point

Purpose:To teach Ss to grasp the use of some important words and phrases, as well as the analysis of some sentence structures.

Step 6. Homework

1. Ask Ss to use the new words to make some new sentences.

2. Ask Ss to read the text fluently

3. Ask Ss to write down their suggestions to their friends who are going abroad for traveling.

Period 3 Learning about Language

Teaching goals:

1. To Ss to know how to use new words and phrases.

2. To help Ss to master some new words and expressions.

3. To get Ss to have the knowledge of this grammar point: the non-restrictive attributive clause. Teaching Procedures:

Step 1.Consolidation

Purpose: To consolidate the words and phrases in the text.

1. Ask Ss to finish Ex1 and Ex2 of Discovering Useful Words And Expressions.

2. Ask Ss to check their answers in pairs.

Step 2. Grammar

Purpose:To get Ss to know the difference between restrictive attributive clauses and non-restrictive clauses.

1. Ask Ss to finish Ex1 of Revising Useful Structures on P41 and check the answers in pairs.

2. Ask Ss to finish Ex2 of Revising Useful Structures on P41.

Analysis: Reasons for those that can’t be separated by comma is that if we put in a comma in sentences 1,4,6,7&8, the meaning of the sentences will be changed , while the three sentences’meanings will stay the same after we put a comma into them.

In a word, after the explanation, let the students know that non-restrictive attributive clauses are not a necessary part for the whole sentence while restrictive attributive clauses are a necessary part. “That” can’t be used in non-restrictive attributive clauses

3. Get Ss to finish Ex3 of Revising Useful Structures on P41. For this part, give Ss the first two sentences as examples to follow in case they don’t know how to do.

4. Make a summary.

●Attributive clauses have two kinds —restrictive attributive clauses and non-restrictive

attributive clauses.

●“That” will not appear in the non-restrictive attributive clauses.

●“Which” refers to only things used as a subject or an object; “who” refers to a person used as

a subject; “whom” refers to a person used as an object; “where” refers to a place used as

adverbial modifier ; “when” refers to time ,also used as adverbial modifier.

●In the following cases, the antecedent can only be followed by “that”clauses.(on the text

book page 97). Ask the students to remember the rules.

5. Divide Ss into groups of six. The first student begins with a sentence and each person in the group adds extra and different information by using the non-restrictive attributive clause.

Step 3. Practice

Purpose: to get Ss to have the knowledge of the grammar through exercise.

1.Ask Ss to complete these sentences using the non-restrictive attribute clause.

2. Ask Ss to finish Ex1, Ex2 and Ex3 of Using Structures on P81

Step 4. Homework

1. Review the new words and phrases.

2. Learn the rules of non-restrictive attribute clauses by heart.

Period 4 Using Language

Teaching Goals:

1. To improve Ss’ listening standard.

2. To enlarge Ss’ vocabulary by learning the root of the word

3. To ensure Ss have really grasped the important words and phrases of the unit.

Teaching Procedures:

Step 1. Listening

Purpose: To help Ss improve the listening ability.

1. Pre-listening

Ask Ss to look at the map on P42 to find the following places: Lima, Cuzco and the Andes Mountains. Then ask them to discuss in the pairs:

2. Listening

(1) Before listening, ask Ss to look through Ex2 on P42 to make sure that they know what to listen to. Then play the tape once without stopping. (If the students have any questions, play the tape once again). Then check the answers.

(2) Ask Ss to read exercise 3 and then play the tape and stop it when students show that they have heard the answer. Replay the part and give students enough time to write down each answer. Check the answers and play the tape through again without stopping.

Step 2. Reading and Speaking

Purpose : To get Ss to know something about how to give factual information about a place.

To get Ss to learn how to sell tours in a place.

1. Fast reading

Purpose: To know Peru well and learn how to show likes and dislikes.

Ask the students to read the passage on page 42 quickly and get the main idea.

2. Intensive reading

(1) Ask Ss to read the part again carefully and answer the three questions on P42.

(2) Ask Ss to fill in the blanks according to the text.

On the Pacific coast of South America there ____ a country called _____. Its _______ areas are various because of its position. As the _____ lake in the world, Lake Titicaca is worth _____. Throughout Peru, you can enjoy desert_____, vast_____ and abundant______.Peru has many important cities, for example, Lima is the ____; Cuzco is ______ with tourists because it is very ______.

Step 3. Writing

1. Ask Ss to form groups to list some of the major difficulties an American teenager might find difficult in China according to the information given on P45.

2. Ask some Ss to read aloud their writings and let the whole class decide which writing is best. Step 4. Practice

1. Ask Ss to look at Ex1 of Using Words And Expressions on P79～80 and find out the rules of each group of words and do them.

2. Ask Ss to finish Ex2 and Ex3 on P80.

Step 5. Homework

1. Ask Ss to review what has been learned in this unit.

2. Ask Ss to use the word or phrases learned in this unit to write a short passage about their own opinions on studying abroad.

Period 5 Listening task & Speaking task (workbook)

Teaching Goals:

1. To improve S s’ ability in listening and speaking.

2. To learn how to solve the problem they might meet while traveling.

Teaching Procedures:

Step 1. Listening task (Workbook)

1. Pre-reading

Ask Ss to discuss the following questions with their partners.

2. Listening

(1) Ask Ss to listen to the tape twice and finish Ex2 of Speaking task on P82.

(2) Ask Ss to listen to the tape again and pay attention to what Brian says and then finish the Ex3 of Speaking task on P82.

Step 2. Speaking task (Workbook)

1. Ask Ss to list the dangers and problems that could happen while traveling overseas.

2. Let Ss form groups of six and rank each situation: very possible; possible; possible but unlikely

Step 3. Homework

1. Ask Ss to go on talking about possibilities and solutions about certain situations.

2. Ask Ss to preview Reading task (Workbook) and Writing task (Workbook).

Period 6 Reading task (Workbook) & Writing task (Workbook)

Teaching Goals:

1. To enlarge Ss’ vision of traveling abroad

2. To let Ss get more experience about traveling.

Teaching Procedures:

Step 1. Reading task (Workbook)

1.Leading-in

(1)Ask Ss to talk about what they experienced in their traveling.

(2)Ask Ss to discuss the following question.

What experience have they got through traveling?

2. Fast-reading:

Ask the students to read the text quickly and silently and answer the question.

What is text mainly about?

选修七第五单元教案

适用学科
精品资料高中英语
欢迎下载适用年级
高中二年级
适用区域
外研版区域课时时长（分钟）
2 课时
知识点
1.重点词汇：预习 module5 所学词汇： ethnic，minority， ethnic， rainforest，diverse，diversify，native ， national，bright-colored， belt， varied， vary， variety，various， maze， cobbled，Inherit ， property，customary， customer，customs， apron， hieroglyphic， hatch， pineapple，bucket，splash，apparently， crop， opera，maize，script，ouch，hammer， lame，hop， tyre，firm，jungle， soul， distant，ox，spear，garment，sleeve，necklace，jewellery，arch， rigid，Framework，fasten，loose，fiber，rooster，spade，unfold，adjust， furnish furnished，mat，bare，waist， widow， nephew， garage，awkward， pierce，aborigine 2. 重点词组：in use, use up, make use of = take advantage of, of (no) use, bring /put sth. into use, come into use, seat belt = life belt = safety belt, have a population of , It is apparent that… / clear /distinct /obvious /evident, in the distance, from the distance , keep one’s distance, keep sb. at a distance , set off = set out = start out， be in a/ the minority, be in a /the majority, be diverse from = be different from, be native to…,vary from… to…, vary with, a variety of = varieties of , run into, run after, run away, run out of, fasten… and …(together), fasten… to…, fasten on/ upon,adjust to sth/ doing sth. = adjust oneself to , make an adjustment , be furnished with, 3. 重点句型： ①The old town is on the side of a mountain and opposite it is the 5,500 metre Yulong Xueshan Mountain, its peak covered with snow. ② They sit in small circles in the square, with their babies on their backs, completely uninterested in the tourists! ③ However different we may appear to be at first, we are all the same, all equal. ④ It is generally agreed that Native Americans came across from Asia, somewhere between 12,000 and 25,000 years ago. ⑤ The people had thick straight black hair, dark eyes and brown skin.

人教版高中英语选修7 Unit5 Using language 优质教案

Unit5 Using Language 优质教案教学目标 1．语言知识目标： a．重点词汇 parallel，abundant，govern，destination b．功能句式 We could... You might... It would be possible to... It isn't possible to... ...would be a perfect place for us. I don't think you'd enjoy... ...would probably suit us. It's out of the question. 2．语言能力目标 Through reading，enable the students to acquire detailed information about Peru. 3．情感态度目标 Help the students learn how to express likes and dislikes，probability and improbability with the target language. 重点难点教学重点： Introduce briefly and properly the country—Peru. 教学难点： Talk about tours in and around Cuzco with functional items given. 教学准备 A slide projector and a tape recorder. Let students surf the Internet to get information about Peru. 教学过程 1Lead－in Ask the students something about their travelling abroad.(What places would you like

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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)

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一、 date back to 英[de?t] 美[de?t] 追溯到…… 常见用法： 1．动词+～ advance the date提前日期 bear the date注明日期 break the date不遵守约定 bring forward the date提前日期 2．形容词+～ closing date截止日期 early date早期 fixed date固定的日期 future date将来的日期 3. 介词+～ from that date从那时起 on a certain date在某一日期 out of date过时的

to date到目前为止例句： All the objects are from the same excavation site in Sanxingdui and can be dated back to between 3,000 and 5,000 years ago. 所有的物品都来自于三星堆的一个挖掘点，时间可以追溯到3000到5000年前。 date back to＝date from 因追溯是从现在算起指向过去，所以这个短语常用一般现在时。 This custom dates back to the 16th century. 这风俗起源于16世纪。 This is an old building dating back to/dating from the 16th century. 这是一栋追溯至16世纪的古老建筑物。练习： 1.英译汉My interest in stamp collecting dates back to/from my schooldays. 2.Every day a number of tourists take pictures in front of the tower，which ________ as early as 800 years ago. A．dates back to B．is dated back C．dates back from D．was dated from 答案：

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