外研版高中英语选修七Module 3 Literature英文教案7

Practice and write
教学
过程
教学内容
教法
学法
Step 1
Step 2
Step 3
Step 4
Step 5
Revision:
Ask the students to read their answers to the exercises in the workbook.
Everyday English
1. Ask students to read phrases and expression in the box and make sure they know them.
2. Ask the students to read the dialogues in the textbook.
3. Complete the conversation with phrases and expression in the box.
5. Act out for the whole class.
Writing:
Write a composition about to describe a scene of one of Charles Dickens’ novels.
Homework:
1. Finish all the Ex. in Workbook.
2. Write a composition about to describe a scene of one of Charles Dickens’ novels.
重点
Write a composition
难点
Main language points in Every day English
基本
设想
2. Write a composition about to describe a scene of one of Charles Dickens’ novels on Ex book.
Practicing and writing
Practicing and writing
板书
设计
Mห้องสมุดไป่ตู้dule 3
4. Ask the students to guess the meanings of each everyday saying.
Task
Work in groups.
1. Choose an extract from this module and find a description of a Dickens’ novel and choose an extract that interest you.
Literature
Every day English and Task
效果
检测
与
校正
教
学
札
记
2. Look through the useful phrases in this module.
3. Decide who will play character and who will be the director.
4. Exchange ideas with one or two other students.
英语：Module 3《Literature》英文教案（7）（外研版选修7）
教案：教案序号：年月日
课题
Module 3
Literature
Every day English and Task
课型
New Lesson
教学
目标
1. Master the main language points in Every day English

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高中英语外研版高中选修7Module3Literature-教学设计方案

English lesson planSection1 Background InformationTeacher: Miss Li Class:ten Grade: TwoLesson Type: reading and vocabulary Duration: 45minsLesson Title: Oliver Asks for MoreSection2 Teaching Content and Design1.Analysis of Teaching MaterialThe teaching material is taken from Module 3, “Oliver Asks for More” , New Standard English, Book VII .The material is a reading passage about a extract from a novel-Oliver Twist written by Charles Dickens. The passage introduces the reason, process and result of Oliver Asks for More, which is very logical and interesting.2. Analysis of StudentsBecause some students have read the book or seen the film of Oliver Twist , so some students won’t have much difficulty in understanding the passage. And most students have previewed and the passage, so they won’t have much difficulty in understanding the passage, too. The students have the basic abilities of reading, but they still need more opportunities to practice, and they also need more reading skills to help them finish the given exercises by catching the main idea or details.3. Teaching AimsAfter this lesson, the students can:(1)Learn some related new words: feed, pot, warden, serve, eager, appetite, whisper, nudge, desperate, in astonishment, support, in a ... voice, reward, seize, hang, lock, workhouse.(2)Make use of the skimming and scanning to read for gist and specific information.(3)Develop the awareness of cherishing what we have.4.The Important and Difficult Points(1)Learn some related new words: feed, pot, warden, serve, eager, appetite, whisper, nudge, desperate,in astonishment, support, in a ... voice, reward, seize, hang, lock, workhouse. (important points); (2)Use the skimming and scanning to read for the general idea and the details and finish the givenexercises. (important points);(3)Draw a mind-map to summarize the passage.(difficult points).(4)Develop the awareness of cherishing what we have.(difficult points).5. Teaching MethodsIn combination with the basic concept in English Curriculum Standards for Compulsory Education (2023 edition), “stressing on learning process, practice and application of language learning”, Task-Based Language Teaching Approach and Communicative Teaching will be mainly used.6. Teaching Aidsblackboard, PPT7. Teaching ProceduresStep1Lead -in & Pre -reading Activity1Ask students to look at the pictures and think the following questions: ❶Are you happy with the present life?❷What do you want to ask for now and why? Activity2After that, the teacher shows a picture of Oliver who is the hero of Oliver Asks for More and then asks students to answer two questions.❶What does he look like? ❷What does he want to get?Then the teacher shows more pictures of Oliver and asks students to catch more features of the boy and use some proper adjectives to describe the boy.The teacher shows a reference of the above question and finally arouses students’ interest and curiosity by asking students if they want to know more about this boy.Activity3Before learning this passage, the teacher shows students some new words and asks them to read the vocabularies by following the related videos. Finally, students learn some important vocabularies with the help of pictures and definitions.Step2 While -readingActivity 1: Reading for main idea (fast -reading)Ask the students to read the passage fast and then divide the passage into some parts and match the paragraphs with their main ideas in 3 minutes.Match the main ideas with related paragraphs. Part1 Para.Part2Para.Part3Para.Activity 2: Reading for some details. (careful -reading)Ask the students to read the passage carefully and finish the following questions in 5 minutes. Q1: When were the boys allowed to eat another 60 grams of bread?Why Oliver was chosen to ask for more food and what Oliver said to the warden that evening.Why the warden hit Oliver on the head and how Oliverwas treated by the managers of the workhouse.The living condition of the boys was very poor andthere they suffered from hunger badly.A. At weekend.B. On special holidays.C. On everyone’s birthday.D. Every day.Q2：The warden’s face became very pale because he ___.A. was a fat manB. was in complete astonishmentC. could not standD. was frightenedQ3：When Oliver repeated his words, the warden ____.A. held on to the pot to supportB. stared in complete astonishment at the boyC. hit the boy on the head with the soup spoonD. ran out of the roomQ4：What does the gentleman mean from this sentence “I never was more sure of anything in my life”.A. He doubts if Oliver will be hanged.B. He is sure that Oliver will be hanged.C. He doubts if Oliver will be locked.D. He is sure that Oliver will locked.Q5：What does the passage mainly talk about?A. Oliver Twist said that he would ask the warden for more to eat. The workhouse managersdecided that Oliver must be hanged.B. The boys in the workhouse were starving and chose Oliver Twist to ask for more food. WhenOliver did this, the workhouse managers were very angry and locked Oliver in a room.C. When Oliver asked for more food , the workhouse managers were very angry and sent Oliverout to work.Step3 After-readingActivity 1 Group-workAsk students to draw a mind-map in groups and retell the passage with their partners in 5 minutes by drawing some pictures, writing down some key words, phrases or sentences and so on.After discussion in groups, the teacher invites one group to share their mind-map with us on the stage.Finally the teacher shows a reference of the mind-map to students.Activity 2: Role-playCheck students’ homework by inviting one volunteer group to perform the plots from“Oliver Ask for More”in groups.Activity 3: SummaryAsk students if they still remember the questions at the beginning of this class.Are you happy with the present life?What do you want to ask for now and why?Then return back to the goal of developing the awareness of cherishing what we have. At last, the teacher shares a motto - Just seize the day !8. HomeworkContinue to write the passage at least 100 words.9. Black -board DesignModule 3 Reading and V ocabularyOliver Asks for MorePart 1 reasonPart 2 processPart 3 resultOliver TwistCharles Dickens Charles Dickens。

外研版高中英语选修7module 3 literatureperiod 2word

Module 3 LiteraturePeriod 2 Function--Emphatic sentences■ Goals●To learn sentences about emphatic sentences■ProceduresStep 1: Learning about Emphatic sentencesA cleft( or emphatic) sentence is a device for focusing attention on a particular piece of information.要强调句子的某一部份(一般是主语常是主语\ 状语\ 宾语), 能够把it 看成先行词.例如：It was in 1975 that I worked in a factory.（强调时刻状语）It was in Shanghai that I saw the film. （强调地址状语）It is English that Prof. Lin teaches us. （强调宾语）It is Prof. Lin who teaches us English. （强调主语）It was not until at least 30 seconds had passed that the man was able to speak. (强调not until 句型)Step 2: Correct the statementsExample: It was a bag that Oliver was holding. (books)No, it was books that he was holding.1. It was a man who said, “Go home, your monster.” (woman)No, it was the woman who said “Go home, your monster.”2. It was early that this happened. (late)No, it was late that this happened.3. It was meat that the boys were eating. (soup)No, it was soup that the boys were eating.4. It was Mr. Bumble who gave the boys their food. (the warden)No, it was the warden who gave the boys their food.5. It was Mr. Bumble who was locked in a room. (Oliver)No, it was Oliver who was locked in a room.Example: Did Oliver want more clothes? (food)No, what Oliver wanted is more food.1. Did Charles Dickens write novels about modern London? (Victorian London) No, what Charles Dickens wrote was novels about Victorian London.2. Did Nancy pretend to be Oliver’s mother? (sister)No, what Nancy did was to pretend to be Oliver’s sister.3. Did Nancy terrify Oliver? (the man)No, what terrified Oliver was the man.4. Did Oliver go with the man? (shout for help)No, what Oliver did was shouting for help.。

2022版高考英语一轮复习选修7 Module 3 Literature学案(含解析)外研版

Module 3 Literature[主题词块背诵]1．the ladder of human progress 人类进步的阶梯2．literary books 文学书籍3．a thirst for reading 渴望阅读4．books concerning Chinese culture 有关中国文化的书籍5．a wide range of classic books 大量经典书籍6．convey complicated feelings 表达复杂的情感7．focus on 关注8．be lost in the outside world 迷失在外面的世界9．be keen on reading 喜欢阅读10．enrich our knowledge of life 丰富我们的生活知识11．put one's talents into good use 发挥某人的才能12．satisfy different tastes 满足不同的爱好13．a simplified version 一种简化版本14．four Chinese greatest classics 中国四大名著15．the original classic 原著[主题佳句背诵]1．Only by reading widely can we find it easier to live a rich and colorful school life．只有通过广泛阅读我们才会更容易过上丰富多彩的校园生活。

2．I sincerely hope that everyone can absorb more knowledge and cultivate a better personality through reading．我真诚地希望每个人都可以通过阅读来汲取更多的知识和培养更好的个性。

3．Reading without reflecting is like eating without digesting．阅读不思考犹如吃饭不消化。

高中英语外研版高中选修7Module3Literature-教学设计

Ability objective
1.Improving students’listening and speaking skills via tasks.
2.Enable students todraw summaries.
Emotional objective
Broaden students’horizons by learning more through novels. Inspire students to care about poor people and children’s life. Learn how to be more thoughtful.
2.To arouse students’curiosity towards the listening materials
Step 2:
Pre-listening
1.Learn and review some words:
2.Give students four sentences and ask them to make predictions about what’s happening.
Students can understand the relationship of the speakerk-based Teaching Learning
Cooperative learning.
Teaching Aids
Multimedia
3.Students can draw a summary.
4.Students learn useful words and expressions andcanmake predictions.
Difficult Points:

高中英语 Module 3 Adventure in the Literature 说课稿外研版选修7

Book VII Module 3 LiteratureI. Analysis of the text (教材分析)本模块内容为英国古典文学中的狄更斯作品及其生平。

本模块是文学阅读欣赏课,课文节选自英国著名小说家狄更斯《雾都孤儿》的片断“Oliver asks for more”，反映了主人公Oliver生活的是一个贫富悬殊，充满压迫的不公平的社会。

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

通过本模块学习，学生要对小说与文学有个辩证认识，学会鉴赏文学的魅力。

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

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

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

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

高中英语外研版高中选修7Module3Literature-B7M3教案

To train Ss’ the ability ofgrammar and consolidate what they have reviewed about this module.
Consolidation
(10min)
1.T asks Ss to fill the passage according to Chinese given in the essay.
(13min)
1.T asks Ss to find the words concerning literature,culture and art from this passage with their deskmates.
2.T shows the mind map of this topic to them.
2.T asks some of them to show their answers.
Ss finish these sentences with what they have reviewability.
2.To help students understand the real spiritual connotation of literature.
II.Teaching Objectives
1. Knowledge and skills:
To learn about vocabulary and expression related to the literature,culture and art.
2.Emotion, attitude and values:
2. How to help students to express their opinions.

外研版高中英语选修7 Module 3《Literature》

3.Where does the man take Oliver?
Grammar(1): Inversion Used for Emphasis
• 英语的正常语序是主语在前，谓语在后。但有时为了语法的需要或为了强调，把全部谓语或谓语的一部分提到主语前面，这种语序在语法称为倒装。除了在疑问句中，句子要用倒装外，还有一些句子要用倒装。英语的倒装一般分成两种，一是把谓语动词全部放在主语前，叫做全倒装。一是把谓语的助动词部分放在主语前，叫做部分倒装。
•
部分倒装 – only所修饰的副词,介词短语和状语从句放在句首时，如： • 1) Only then did he know that he was rejected by the boss. • 2) Only in this way can you collect more stamps. • 3) Only when her father came back was she able to go to school.
一些含有否定意义的副词或连词如hardly, never, not, not only, little,
c.用so作简单回答时表明前面说的情况也适用于另一个人，如： • He likes swimming in summer very much. So do I. • We saw the football match last week. So did they. • The girl can speak fluent English. So can the boy.
• • • •
•
• •
但如果主语是人称代词时，不用倒装，如： Here it is. Down it dropped. – 直接引语的部分或全部放在句首时，如： 1) “Who will come here to help you?” asked the teacher. 2) “I don’t think he will come.” said the girl. – 当介词短语在句首时，如： 1) In front of the old house sat an old woman. 2) On the top of the mountain stands a tower.

外研版高中英语选修7 Module 3《Literature》(grammar)课件

Ｂ.Ｍary did discovered
C.did Mary discovered D.did Mary discover 5.---- dangerous---- weather conditions became，that all mountain roads were closed. A.Such，did B.So，did C.Such，was D.So，was
12.省略if的虚拟条件句中的部分倒装（如果虚拟语气的条件状语从句中谓语有连系动词were，助动词had或情态动词should等，可省去if，把 were，had或should移到主语之前。）： Were I you，Iwouldn’t do that. Had they not been working so hard，they wouldn’t have achieved so much. Should anyone call， tell him to wait for me. Had you come earlier， you wouldhave seen him. Should it rain tomorrow，I would stay at home.
Isn’t a beautiful flower？但是，如果主语或主语的定语是一个疑问词，则要用自然语序： Who works the hardest？
Which team won the match？
2.在there be句型中（be还可换成 live，lie等表示状态的动词），要用全倒装：
巩固练习：
1.Not once in these years ---- the prices of these products.
A.we changed

【精品】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 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。

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