人教版选修七Unit-3--Under-the-sea教案及说课稿
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 let’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.
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.
选修七第五单元教案
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精品资料 高中英语
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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.
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外研版高中英语选修7全册教案
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)
选修7 Unit3 Under the sea Period 7 Using Language教案
Unit3 Under the sea Period 7 Using Language (Reading &Writing) 1. Teaching aims 1) Knowledge aims A. Important words such reflect on, upside down B. important sentence: …but where the reef ended, there was a sharp drop to the sandy ocean floor. 2) Ability aims Improve students’ ability of guessing new words from the context. Develop students’ ability of analyzing difficult sentences in the reading passage Improve students’ ability of reading and writing 3) Emotional aims Make students realize the beauty of life under the sea and establish their sense of protection 2. Teaching important points Make students grasp the main idea of this passage Make students improve their ability of getting key information from a context. 3. Anticipated difficulties How to guide students in the process of writing a passage by imitating. 4. Teaching methods Task based method, individual work combined with group work 5. Teaching procedures Step1 lead in T: Since we’ve talked a lot about sea animals, let’s check if you can name the following creatures or not, ok? S: ….. Picture1 coral Picture2 sea anemone( poisonous tentacles ) Picture3 Shark(scared to death) Picture4 Angel fish (Blue-striped) Picture5 sea-slug 海蛞蝓(yellow-spotted) Picture6 lettuce(莴苣;生菜) T: Are they beautiful? Where do you think we can find them? S: T: yes, you can find them at an aquarium or at the bottom of oceans. Then how can we go down to the bottom of oceans? S: We can go snorkeling T: When you go snorkeling, what can you see? S: T: that means, you will see the beauty of the sea, you will see the danger of the sea, you will discover A New Dimension of Life
人教版选修7unit2RobotsP2教学设计
Unit 2 Robots Part 1 Teaching Design 第一部分教学设计 Period 2 A sample lesson plan for Learning about Language (Revise the passive voice including the infinitive) Introduction In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the passive voice including the infinitive. The following steps of teaching may be taken: warming up by having a dictation, discovering useful words and collocations, reading more about the 22nd century, learning about the passive voice, discovering useful structures and closing down by putting on stage a text play of Satisfaction Guaranteed. Objectives To help students revise the passive voice To help students discover and learn to use some useful words and collocations To help students discover and learn to use some useful structures Procedures 1. Warming up by having a dictation To begin with, let’s take a dictation to strengthen our memory of the text.
新人教版选修七Unit3 Under the sea全单元教案2
Unit 3 Under the sea Period One for Warming up Teaching Aims: 1. Let the Ss know something under the sea, including some animals and plants that live under the sea. 2. Ask the students to make a list of the animals and plants that live under the sea to help them. Contents: 1. Have you seen plants and animals that live under the sea? 2. Where did you see them? 3. Do you have any favourite sea plants or animals? Share what you know about these plants and animals. 4. Find out from your classmates where they have seen them. Use the list below to help you: on a snorkelling trip at an aquarium on a boat tour on TV nature programmes in books in films on the Internet 5. Give the following names of the animals and plants living in the sea: white whale白鲸anemone海葵sea star海星 shark鲨鱼coral珊瑚butterfly fish蝴蝶鱼 sea horse海马turtle海龟parrot fish鹦鹉
高二英语选修7 unit5教案(精选.)
Unit 5 Travelling abroad Ｉ.单元教学目标
III. 教材分析与教材重组 1. 教材分析 本单元以travelling abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这样问题的发生。学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路，能推测什么事情可能会发生，哪种情况不会发生，会正确使用非限制性定于从句。 1．1WARMING UP 提供了四个有关旅行的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何来解决这 些问题。 1．2 PRE-READING是READING的热身活动。提供了两个问题，它要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。 1．3 READING是一篇介绍中国女孩谢蕾在伦敦学习的情况。使学生对比在国内学习与在国外学习的不同。Try to understand some of the benefits and difficulties she has in London. 1．4 COMPREHENDING 练习1通过四个问题来检查学生对课文的细节的理解。 练习2以图表的形式来分析在国外学习的利与弊。 练习3设置了五个讨论题，通过这些话题的谈论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力。 练习4是概括能力训练题，在理解的基础上，重点训练学生的概括能力。 1．5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。Revising useful structures 是关于非限制性定于从句，旨在训练学生对定语从句的理解、掌握和运用，并通过语法练习加以巩固。 1．8 USING LANGUAGE中的第一部分Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况, 然后完成三个相应的任务型练习。首先是要求学生在听第一遍时能完成听力练习1的任务，即：选择那些是Lia喜欢做
人教版 选修7unit2 robots教案
Unit 2 robots Period 1 warming up and Reading Teaching goals 教学目标 1. Target language语言目标 a. 重点词汇和短语 fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone b. 重点句型 1. She felt embarrassed and quickly told him to go. 2. Claire thought it was ridiculous to be offered sympathy by a robot. 3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair. 2. Ability goals能力目标: Help students to learn about robots and science fiction. 3. Learning ability goals学能目标： Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand. Teaching important points教学重点 Teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house. Help students to sum up characteristics of science fiction. Teaching difficult points 教学难点 How Claire’s emotion developed during Tony’s stay at her house. Teaching methods教学方法 Discussing, explaining, reading and practicing Teaching aids教具准备 The multimedia computer Teaching procedures 教学过程 Step I Warming up Present a photo of robot. Then ask students to say something about robot. 1.What is on the blackboard? 2.What is a robot? 3.How does a robot work? (A robot is a machine designed to do jobs that are usually performed by humans. Robots are programmed and controlled by a computer. ) 4. There are many types of robots and they can do different work. Can you name some of them?(Entertainment robots,Industrial robots,Domestic robots) 5. What Science fiction about robots have you ever read?(star war,cJ7，terminator, Transformers） 6.What is science fiction?(The science fiction is defined as a form of modern literature ,which is intended to predict future of human world and inspire human imagination and novelty of scientists.)
人教版高中英语选修7 Unit3 Reading参考教案
Unit3 Reading参考教案 The First Period Teaching goals教学目标 1. Target language目标语言 a. 重点词汇和短语 anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help out b. 重点句子 We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20 Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20 As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 And those others are stopping it diving or fleeing out to sea. P20 It took over half an hour to get the boat back to James ... P21 2. Ability goals能力目标 Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life. 3. Learning ability goals 学能目标 Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals and humans through reading. Teaching important points 教学重点 Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings. Teaching difficult points 教学难点 Analyze the structure of some sentences; Summarize the main idea of each paragraph as well as the text.
高中英语选修7unit2 Reading教学设计
UNIT2 The First Period Reading Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语 fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone b. 重点句型 1. She felt embarrassed and quickly told him to go. 2. Claire thought it was ridiculous to be offered sympathy by a robot. 3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair. 2. Ability goals能力目标: Help students to learn about robots and science fiction. 3. Learning ability goals学能目标： Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand. Teaching important points教学重点 Teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during To ny’s stay at her house. Help students to sum up characteristics of science fiction.
人教版选修7unit4SharingP1教学设计
Unit 4 Sharing
Part 1 Teaching Design 第一部分教学设计 Period 1 A sample lesson plan for reading (ALETTER HOME) Introduction In this period, after the warming up, students will first be guided to pre-read the textby getting to know about a place called Papua New Guinea. Then they shall read the text for forms and copy expressions. Writing a letter of your own comes before reading the text once again for the type of writing and summary of A LETTER HOME. The class shall end by students reading more on voluntary work. Objectives To help students understand the text’s forms and contentsandlearn about sharing To help students communicate on the topic in focus with the words, expressions and structures learned in this unit Focus
【人教版高三英语】选修七第二单元教案
教学过程 一、课程导入 二、复习预习 复习上节课主要内容
三、知识讲解 知识点1：词语辨析 【考查点】词形变化 1. n.满意v.使满意.令人满足的 .感到满意的 2. .感到惊吓的n.警报. 恐吓, 警告 3 v.断言，宣称n.宣布，宣言，声明 【练习】根据句子结构，用括号内所提供词的适当形式填空 1) a . .() 2) I a . I .() 3) , .() 4) . . () 5) .() :1. ; 2. ; ; 3. ; ; 4. ; 5. ; 知识点2：词语辨析 1). 【解释】 属正式用语, 可代替和, 强调“主观愿望的热切性”, 含有“强烈希望做某事”的意思, 语气比弱, 一般用于“难以实现或不可能实现的愿望”,指“希望”、“愿”、“想” 表示实现的可能性较大的希望
侧重“期待，预期，指望” 多用于口语式普通场合, 指“想”、“要”或“需要”, 表示“偏爱、选择”或“需要、热爱” 表“希望，渴望” 【练习】选择或并用其适当的形式填空 1) I I a . 2) I a . 3) . 4) I . 5) , I 6) , . : 1) 2) 3) 4) 5) 6) 2). 【解释】 . 估定, 评定。 n. 通路, 访问, 入门 【练习】选择或，并用其适当的形式填空 1) . 2) a ; : 1) 2) 3) 【解释】
指“在战争、竞赛、斗争中获胜”, 并有“击败对方或敌人”的含义对预期的、计划的、尝试的事物的目标达到 指“征服某国或某民族, 从而使之处于被支配地位的胜利或战胜”指“辉煌或彻底的胜利或成功” 【练习】选择或并用其适当的形式填空 1) a . 2) 3) , . 4) a . : 1) 2) 3) 4) 知识点3：重点词汇 1. n.渴望.想要 [重点用法] .渴望得到某物 .希望/渴望做某事 .() 要求…… a .渴望得到某物/希望做某事 ’s 照某人的希望 [典例] 1) .我们都希望幸福健康。 2) a , .每个人都渴望成功，但并非人人都渴望金钱。 3) .他要求你马上去见他。
人教版选修七-Unit3-Under-the-sea-教学设计
人教版Book 7 Unit 3 Under the sea 教学设计 〔教材解析〕本篇课文选自人教版新课标教材的选修模块7，为第一课时，阅读课,将Warming-up, Pre-reading, Reading, Comprehending部分放在同一课时教学，设计成为一节阅读课。故事发生于20世纪初期，一个名叫“Old Tom”的虎鲸帮助捕鲸人捕鲸以及营救遇难者的事情。通过对文章的整体认知和把握，教师给学生创设情境，让学生和自己的搭档自主地学习、思考和讨论，从而激发学生对动物的关注，鼓励学生去了解动物，爱护动物。 〔学情分析〕本课是高二年级下学期的课程，学生已经具备一定的知识储备和运用能力，但由于授课的对象的英语基础比较差，水平参差不齐，为了激发全部学生的好奇心和求知欲，课堂采用了创设情境，采用老师扮演鲸鱼，以猜谜的形式引导学生进入本节课。通过对阅读的整体理解后，由学生扮演课文中出现的不同角色，，来活跃课堂气氛，引发学生对动物保护的意识。同时，在阅读课中教师要渗透阅读的方法和答题的技巧，培养学生阅读的综合能力。 教学目标分析 一、知识与技能. 1.Train the students’ reading ability, for example, skimming scanning. 2.Learn and master the following: Words: anecdote, annual, witness, accommodation, shore, opposite, yell, pause, telescope, teamwork, diving, flee, drag, depth, urge, abandon Phrases: be about to do, ahead of, even though, stop…from…, help out,