2019年春高二英语(外研版)选修七教案：Module 7 Revision 全单元
高中英语外研版高中选修7Module7Revision-公开课教案
The Apple Day
Part one
Part two
Teaching Plan
Reading and Writing
Luzhou Foreign Language SchoolMou Xiaolan
Teaching Aims:
1. Knowledge Aims:Learn to solve the problems through reading swiftly and carefully.
It can be helpful for the following writing task.
Through discussion, students can have a good command of the structure as well as the content of thecomposition
Individual Work
2m
Read the passage again and fill in the missing words of the main idea of each paragraph.
Train students’ ability of summarize the content of paragraphs in the reading passage.
To prepare for the topic.
Individual Work
1m
Watch a short video and guess what the festival is.
Draw students’ attention to the topic of the festival “the Apple Day”.
高二英语选修七全册教案设计(超级整理版).docx
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。
高二英语外研版选修7课件：7Revision
Module 7 Revision
3)文明的环境；文明社会；文明世界
live far from civilisation 在远离文明的地方生活 It's good to get back to civilisation after living in a tent for two weeks! 在帐篷里过了两个星期后，又回到文明社会可真舒服！
外 研 版 英 语
这男孩和你一样对电脑游戏感兴趣。
Module 7 Revision
(3)连接两个动词不定式时，如果第一个带to，第二个
就可省略to。 We expect her to do a little research work as well as make a lot of experiments. 我们不仅希望她做许多实验，而且还指望她搞点研究 工作。 (4)as well as用在肯定句与否定句中有不同的含义。试 比较：
外 研 版 英 语
I have a few English books as well as this chemical
book. 除了这本化学书外，我还有一些英语书。
Module 7 Revision
4)as well as除接名词外，还可接动名词，这时应注意
动名词的逻辑主语必须和句子的主语保持一致。 As well as eating a seven-course meal, they drank seven bottles of wine. 他们除了吃七道菜外，还喝了七瓶酒。
外 研 版 英 语
Module 7 Revision
即学即用
完成句子 这是一篇关于现代美国文明的论文。 This is a paper about ________ ________ ________. 答案：modern American civilisation
【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。
高中英语选修7全册教案
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 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.DiseaseDifficultiesMottoDisease A muscle disease that makes him very weak.Difficulties He can't run or climb stairs as quickly as other people. Sometimes he is clumsy and drop things or bump intofurniture.Motto Live one day at a time.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 tothe text.My mini biographyNameStatusHealthInterests andHobbiesAmbitionMottoThough 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。
选修七教案英文
选修七教案英文Title: Teaching Plan for Elective Course Seven - EnglishObjective:The objective of this teaching plan is to provide guidance and assistance in designing effective lesson plans for the elective course seven, focusing on the subject of English. It aims to enhance students' understanding and proficiency in English language skills, including reading, writing, listening, and speaking.Grade Level:This teaching plan is tailored for students at the chosen grade level. It is important to consider their age, cognitive abilities, and prior English language knowledge and skills when developing the content and activities.Timeframe:The teaching plan should outline the timeframe for each lesson, considering the total duration of the course. This ensures proper pacing and allocation of time for various activities and assessments.Learning Objectives:1. To develop and improve English language skills through comprehensive language activities, such as reading, writing, listening, and speaking.2. To enhance students' understanding of English grammar rules and vocabulary.3. To encourage critical thinking and analytical skills through various exercises and discussions.4. To facilitate cross-cultural understanding and effective communication in English.5. To promote self-learning and independent study habits through individual and group assignments.Teaching Methodology:1. Communicative Approach: Emphasize the use of English as a means of communication, allowing students to actively engage in activities that encourage speaking and listening in English.2. Task-Based Learning: Provide students with real-life tasks and challenges that require the application of English language skills, enabling them to utilize their knowledge in practical situations.3. Cooperative Learning: Encourage students to work collaboratively in pairs or groups, fostering teamwork, peer learning, and communication skills.4. Technology Integration: Utilize digital resources, multimedia tools, and online platforms to enhance engagement and provide interactive learning experiences.Assessment and Evaluation:1. Formative Assessment: Use a variety of formative assessment techniques such as quizzes, group discussions, short assignments, and peer feedback to monitor students' progress and identify areas for improvement.2. Summative Assessment: Administer periodic tests or evaluations to measure and assess students' overall understanding and achievement in the English language.Lesson Plan Components:1. Introduction: Provide an overview of the lesson, including objectives, key concepts, and the relevance of the topic.2. Warm-up activity: Set the stage for learning by engaging students in a short warm-up activity or discussion related to the lesson's theme.3. Presentation: Introduce new vocabulary, grammar rules, or language structures through clear explanations, examples, and visuals.4. Practice activities: Provide opportunities for students to practice the newly learned skills or concepts through interactive exercises, group discussions, role-plays, or games.5. Consolidation and application: Engage students in activities that require them to apply their acquired knowledge and skills in different contexts, promoting deeper understanding and retention.6. Conclusion: Review the main points of the lesson and provide opportunities for students to reflect on their learning progress.7. Homework and independent study: Assign relevant tasks or exercises for students to complete outside the classroom, encouraging self-directed learning and reinforcing concepts taught in class.By following this teaching plan, educators can effectively design and implement lessons for the elective English course, fostering languageproficiency, critical thinking, and cross-cultural understanding among students.。
英语选修VII外研版Module7Revision教案
教学难点
1. How to help students improve their reading ability.
2. Read two passages to get some information and learn how to do self-report.
Question1: Ifyou are asked to make a documentary film, what topic will you choose? Why?
(had intended to do) (as. . . as possible)
2. 过程与方法
1) Individual work or pair work to make students participate actively in class.
2) Explanations to make stud the knowledge they have learned.
Revision
教材分析
This part is to train their reading and speaking skills. The reading passage is actually accounts of two college students majoring in media, in which they tell something about their documentaries. All kinds of strategies are involved in this part such as skimming, scanning, pair work, group work as well as individual work.
高中英语外研版高中选修7Module7Revision-语法填空教学设计
Teaching Important Points：Grasp the skills and principles of grammatical filling.
1)The students study Self-study 1 by themselves
2)Work in groups:
Discuss theiranswers to Self-study1 ingroups and try to find the perfect answers
3)Correction
善于与人合作
善于与人合作，虚心听取别人的意见
能与人合作，能接受别人的意见。
缺乏与人合作的精神，难以听进别人的意见
思维的条理性
能有条理表达自己的意见，解决问题的过程清楚，做事有计划
能表达自己的意见，有解决问题的能力，但条理性差些
不能准确表达自己的意思，做事缺乏计划性，条理性，不能独立解决问题
思维的创造性
2)A grammatical filling test
Step7. Summary and homework
五Hale Waihona Puke 教学策略选择与信息技术融合的设计教师活动
预设学生活动
设计意图
1.课堂问好
1.课堂问好
1.集中学生注意力
2.用PPT展示学生做过的题目
2.图片
2.激发学生的学习兴趣
3.展示课堂内容
4.讲评
上课无心听讲，经常欠交作业，极少参与讨论
积极
积极举手发言，积极参与讨论与交流，大量阅读课外读物
外研版高中英语选修七 外研版选修7Module7 Writing优秀教案-新版
1.There is a great number of unhealthy things on line.
2.Surfing on the internet wastes a lot of our time.
师生对话
41-42分钟
Summarize
强化教学任务，归纳总结所学知识
学生互评、选手自评、教师评价并小结
师生对话
17-23分钟
Watching and preparation
观看一段辩论视频，进一步激发兴趣，为下一步辩论做好准备
观看视频，帮助学生总结英语辩论的特点、技巧、评价标准
提供辩题，整理材料
观看视频，总结英语辩论的特点、技巧、评价标准
视频、师生对话
23-40分钟
Debating
（准备阶段为学生了解过程、明确思路做好一定的铺垫。）自由辩论：Should we stop online?
选手展示。
教师点评。
正方观点：
1.We can easily get tne learning resources.
2.The online things are more convenient.
3.We can obtain a lot of useful ideas on the internet.
观看关于学生网的新闻。
新闻
1-6分钟
Speaking
利用有效的表达法，培养学生的口语表达能力。
要求学生运用有效的表达法讨论学生上网的优缺点
讨论网络的优缺点
师生对话
7-14分钟
Writing
口语表达之后，以书面的形式进行训练，培养学生的书面表达能力
要求学生写下他们的讨论内容。
高中英语外研版高中选修7Module7Revision-英语_学案_陈成
How to Improve Reading Comprehension⏹Guess the Meanings高考英语阅读理解解题技巧之猜测词义四川省绵竹中学英语组陈成授课对象：高二3班，55人，理科基地班，英语学习能力良好。
教学内容：提升英语阅读能力的解题技巧之猜测词义。
教学目标：能熟悉了解猜测词义的8种常见方法，并在实际阅读过程中加以利用。
教学方法：任务型教学（Task-Based Teaching Approach）教学重难点：熟练掌握多种猜测词义的方法并且有效利用。
教学过程：1.导入：猜测词义题目常用的提问方式有如下句型：➢The word “…” refers to __________.➢The word “…” probably means _________.➢The word “…” could be replaced by _____.➢The word “…” is most likely to mean ______.➢What do you think the expression “…” stands for?➢The underlined word “…” means ______.2.猜测词义常见的8种解题途径。
2.1Definition 定义法：一般通过定义、定语（从句）或同位语（从句）来确定词义。
信号词：be, be called, means, be defined as, that is, that is to say, in other words, ----（破折号）等●It will be very hard but very brittle— that is, it will break easily.●The herdsman, who looks after sheep, earns about 1,500 yuan a month.● A mosquito is a small flying pest that bites into the skin and then drinks blood.●Hydrangea can be defined as a bush with white, pink or blue flowers that grow closely togetherin the shape of a large ball.● A person who is skilled at making or repairing wooden objects is called a carpenter.●They are vertebrates, that is, animals have backbones.2.2Contrast 对比法：利用文中的反义词以及表对比关系的词（组）猜测词义。
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Unit 7 Revision
Teaching content:
1. Grammar and Function
2. Vocabulary
3. Vocabulary and reading
4. Listening
5. Speaking
6. Writing
Teaching Aims and Demands:
7. Master the usages of some words as nouns and verbs in different
sentences
8. Master the usages of Inversion, Emphatic Sentences, Simple
Sentences and
complex Sentences with object clause.
9. Master the usages of Ellipses
10. Master the usages of Adverbial Causes, Subjunctive Mood and Subject
Clauses
11. Master the usages of Word Formation
12. Master the Vocabulary and reading marerial
13. Improve the listening, speaking and writing ability.
Teaching important points:
14. Word Formation ,Inversion, Emphatic Sentences, Simple Sentences
and
15. complex Sentences, Ellipses, Adverbial Clauses, Subjunctive Mood
and Subject Clauses
Teaching difficult points:
Inversion, Emphatic Sentences, Adverbial Clauses, Subjunctive Mood and Subject Clauses
Teaching Procedures:
Step 1.Grammar and Functions
16. Complete the sentences with the words in the box
17. Rewrite the sentences in Activity1. Use the words in the box as verbs
not nouns
18. Rewrite the sentences
Activity1. Ask the students to write the sentences on the blackboard
Activity2. Talk about their answers with the whole class.
19. Cross out words you can leave out of the conversation.
20. Complete the sentences with the words in the box
21. Complete the passage with the correct answers.
22. Rewrite the sentences. Use the words in brackets and write them on
their exercise books.
Step 2. Vocabulary
1. Make adjectives ending in –ful and /or –less with the nouns in the box
2. Complete the sentences with the adjectives in Activity 1
3. Choose the correct words.
4. Write sentences using a word from both boxes each time.
5. Rewrite the sentences. Use a different form of the underlined words.
Activity1. Ask the students to write the sentences on the blackboard
Activity2. Talk about their answers with the whole class.
Step 3. Vocabulary and reading
1. Read the passage and match the headings with the paragraphs.
(1) listen to the tape and pay attention to the pronunciation and
intonation.
(2) Read each paragraph and try to find their headlines.
(3) Talk about each paragraph with the whole class.
2. Talk about the language points
3. Read the passage again and choose the correct answers
4. Talk about the answers with the whole class.
Step 4. Listening
Listen to the conversation and answer the questions
1. Listen to the conversation and make the students know the general
meaning of it.
2. Listen again and make sure the students can answer the questions.
3. Answer the questions
4. Listen again and repeat the questions.
Step 5. Speaking
1. Divide the students into small groups. Let them talk about the things
they plan to do in their last year of school. While the students are talking about the things, the teacher goes around them and helps them with their difficulties in speaking.
2. Compare their ideas with other groups and see which group does the
best.
Step 6. Writing
1. Ask the students to read the book Great Expectations by Charles
Dickens first.
2. Talk about the book with their classmates in groups.
3. Write an account of your life , imagine you are either Pip or Estella.
4. Write the passage on the blackboard and talk about it with the whole
class.。