英语周报2016-2017学年高二外研版选修七：Module3教案TheThirdPeriodGrammar精品
英语周报2016-2017学年高二外研版选修七：Module 3 辅
SENTENCE EXPLANATIONS认真分析下列句子，并补全所缺内容。
1. Oliver, who was desperate with hunger and misery, rose from the table and walked towards the master with his bowl and spoon in his hand. (P30)【分析】①本句是一个主从复合句；②主句是“主语（Oliver）+谓语（rose和________并列作谓语）”结构；③who引导非限制性定语从句，补充说明先行词Oliver，且在从句中作主语；④with his bowl and spoon in his hand是“with +宾语（his bowl and spoon）+宾补（in his hand）”结构作伴随状语。
【句意】奥利弗已经被饥饿与苦难逼得什么都顾不上了，他从桌边站起来，手里拿着碗和汤匙，朝管理员走去。
【仿写】我弟弟对父母第二天要回来的消息感到很兴奋，他手里拿着那封信，大叫着向我跑来。
____________________________________________2. The next morning a notice was put up on the door of the workhouse, offering a reward to anybody who would employ Oliver Twist. (P31)【分析】①本句是一个主从复合句；②句子的主干是a notice was put up，介词短语on the door of the workhouse作地点状语，The next morning是时间状语；③offering a reward to anybody who would employ Oliver Twist为动词-ing形式短语作定语，修饰________，其中who引导限制性定语从句，修饰先行词anybody。
英语周报2016-2017学年高二外研版选修七：Module4教案TheSecondPeriodListening精品
The Second Period ListeningTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语turn up, turn down, turn off, turn on, loud, loudly, extract, used to do / be, a bit b. 功能句式Bands are so much noisier than they used to be.listen to such loud music.When I was your age, we di dn’ｔuse to play music as loudly as you do these days.We didn’ｔWe used to spend much more time in the open air than you do.2. Ability goals 能力目标To learn some verb phrases related to music and expressions of comparing the present and the past.3. Learning ability goals学能目标Help the students learn how to compare the present and the past with the target language.Teaching important and difficult points 教学重难点How to use the functional items in various situations.Teaching methods 教学方法Listening, matching and inductive method.Teaching aids 教具准备A recorder, a multiple-media computer.Teaching procedures & ways 教学过程与方式Step I RevisionCheck the homework.T:Good morning, boys and girls! First, let me check your homework. Who’d like to show us the chart you have finished?Show a student’s homework on the screen and check it with the whole class.Type of music Place of origin Time of origin Description Gospel music US, in the southern In the 19th century Strong, rhythmicSoul music US, southern tonorthern statesA mixture of blues,gospel, a little rock,rollJazz African-Americanmusicians in NewOrleansIn the early 20thcenturyImprovisation,syncopationBlues African Americansin the southern US In the late 19th andearly 20th centuryA single linerepeated usingguitar, piano,harmonicaHip hop ? ? ?T: Great. You are not able to find the information about hip hop from the passage, right? It doesn’t matter. We will learn about this type of music later. I think it isnow very popular among young people. After you learn the part of READING ANDVOCABULARY, you will be able to finish the chart. So keep this chart.StepⅡ Pre-listeningDeal with Activity 1 on Page 49. Get the students prepared for listening.T: Now we are going to listen to a conversation. Before we start the listening part,let’s look atActivity 1 on Page 49. Can you match the instructions on the left withthe meanings on the right?S1: Let me try, please. “turn the music up” should go with “make it louder”．S2: I think “turn the music down” ought to match “make the music quieter”.S3: I guess “turn the music on” means “start playing the music”．S4: In my opinion “turn the music off” has the same meaning as “stop playing the music”.T: Wonderful job. Please remember the four verb phrases about music.Write the following on the Bb. Then ask some students to make sentences with them.turn the music up → turn the music downturn the music on → turn the music offStep Ⅲ While-Listeningsome listening. Listen to the tape for the first T: Now please turn to P age 49, let’s dotime and choose the correct answers. So first read the questions and choices and get familiar with them.Give the students a little time to read the choices and then play the tape. After they have finished it, check the answers.T: Listen to the tape for the second time and then finish Activity 3 on Page 49 in pairs.Read this extract from the conversation and underline the stressed words.While the students are listening to the tape, the teacher can write down some= I am difficult words and phrases on the blackboard: instead of = in place of, I bet …certain …The students practise in pairs.underline the stressed words together.…From this extract from the T: Ok. Let’sconversation, you are sure to find in spoken English many sentences are not/ Itcomplete sentences of which are “That complete ones, such as “Not true”, theellipses in grammar. We will talk about it later.is not true”. This is calledThen play the tape again and let the students pay attention to the stressed words. Then deal with Listening on Page 111.StepⅤ FunctionT: Now, boys and girls, please think about what sentence structures have been used in the conversation.S: I find that many comparisons are used.T: Right. Please turn to Page 51, look at Activity 1. Read these opinions from Listening on Page 49 and answer the questions.Qs: 1. Who is speaking?2. Which words and expressions tell you that she is making comparisons?3. Which words tell you that she is talking about things that happened regularlyin the past?Ask the students to discuss for a while. Then check the answers.S: A mother.S: She uses these words and expressions to make comparison: so much … than, as … as, muchmore …than, such …Write these functional item on the Bb:so much … thansuch …as … asmuch more … than, “didn’t useS: She is talking about the past things by using “used to”, “didn’t listen to”to” and“didn’t play”.T: Look at the functional items on the Bb, we use them to compare the present and the past. Read the opinions again and study how they are used by the mother tocompare music in the past and that in the present. Then we will do some practicewith them.Then deal with Activity 3.ete these sentences in Activity 3, making similar comparisonsT: Well, now let’s complbetween the present and the past. Use the words in brackets.After the students have finished it, check the answers.S1: Modern pop stars earn much more money than they used to. (earn money)S2: Old rock bands worked harder than the modern ones do. (work hard)S2: These days, bands sing and play instruments much louder than before. (sing and play instruments)S4: These days, music fans spend much more money on their favorite stars than theprevious fans did. (spend money)S5: In the old days, people had fewer opportunities to listen to their favorite singers than today.(opportunities to listen)Step V I Homework1.Choose the correct meanings of the everyday English on Page 51 and do somepractice.2.Check the opinions that your parents have about the music you listen to. (Page 51,Activity 2)3.Preview the first part of the reading passage on Page 44.精品文档强烈推荐。
英语周报2016-2017学年高二外研版选修七：Module 3 辅
concern【语境展示】阅读下面句子，注意并归纳concern的意思及用法。
1. Some scientists wrote letters to the newspaper editors, showing their greatest concern for / about / over the problem.2. The Prime Minister expressed his concern over the homeless people.3. There is no cause for concern; the storm was not too serious.4. Martin's one concern was to win the war.5. The boy's poor health concerned his parents.6. Anything that concerns Gordon interests me.【自我归纳】★concern作名词时，意为：① ________（常与介词for / about / over连用）（句1）；②关心，关怀（句2）；③关注，焦急，忧虑（句3）；④关心的事（句4）。
★concern作动词时，意为：①让（某人）担忧（句5）；②关系到，与……有关（句6）。
【拓展】concerned adj. 担心的，忧虑的，关注的，感兴趣的【即学即练】写出下面句子中concern的词性及中文释义。
1. The news concerns your sister.________ ________2. There's a lot of public concern about the rising prices. ________ ________appetite【语境展示】阅读下面句子，注意并归纳appetite的意思及用法。
外研版高二英语选修7_Module3_Period4参考教案
教案：教案序号：年月日
课题
Module 3
Literature
Reading Practice
课型
New Lesson
教学
目标
1. Master the main language Reading Practice.
2. Learn about 19thcentury’sLondon.
有些大学生在进入大学之前体验过艰苦的生活。
Exercises Practcing:
1.Decide what text type the passage is
2.Decide where these sentences go in the passage.
3.Choose the correct answers.
2. Pair work: Discuss the questions in Activity 1.
3. Ask the students to have a quick reading of the passage in Reading Practice and check.
Reading comprehension.
Step 5
Step 5
Revision:
1. Review the text learned last class.
2.Check the main language points inReadingand Vocabulary (2).
Reading
1. Ask the students to guess what the passage may talk about.
做事不先考虑总会导致失败。
全单元教案外研版选修7-Module 3
Module 3 LiteratureI．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。
通过学习能将小说中的精彩片段表演出来，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。
Speaking (1) 部分是阅读文章后所展开的一项活动，要求学生能够模仿其内容和角色进行适当的角色扮演练习，并对人物进行评价。
Vocabulary and Listening部分为《雾都孤儿》的精彩片段，旨在听的基础上去理解这部小说，并完成四项任务：1. 提供一定的句子和词汇，扫清了听力中可能产生的障碍；2. 提供问题，预测听力内容和问题答案，引导听力任务的顺利进行；3. 听取一段精彩的片段，判断所预测的问题答案是否正确，然后回答问题；4. 要求听第二遍，完成信息获取。
高中英语外研版高中选修7Module3Literature-B7M3教案
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.
英语周报2016-2017学年高二外研版选修七：Module 3 背景材料 文章 Charles Dickens 精品
Charles DickensCharles Dickens was one of the great figures in English literature and has maintained his popularity to the present day because of his breadth of appeal. Many of the characters he created have since passed into a sort of modern mythology while many of his quotations have become part of everyday language. His works have been translated into practically every language and his novels have been adapted to plays, films, musicals, and so on.Charles Dickens was one of the most popular writers of his day as well. His unique blend of humour, pathos and humanitarianism resounds throughout all his works, and made him wildly popular in his time. Over the years he has received his fair share of praise, and today he is generally regarded as a serious literary artist as well as a social analyst. His depiction of Victorian society as being industrialized, greedy, and self important has earned his a seat among the great morally and socially responsible writers of history.Charles Dickens was born at Portsea on February 7, 1812. His father was a clerk in the Navy Pay Office and his mother was of middle class origin. Dickens's earliest years were happy ones. He was considered a delicate and imaginative boy, and spent much of his time wandering along the country of the Thames and Medway estuaries. Indeed, this countryside was later to become the setting of many scenes in his novels. He read Shakespeare, the Arabian Nights, and many 18th Century novels he had found in his attic. At school he was a quick learner and easily distinguished himself.In 1822 the Dickens family relocated to London after his father was transferred there. Charles had been left in Chatham to finish his school term and later joined his family. When he arrived he found them living in poverty. His father had run into financial difficulty, and now there was to be no more schooling for Charles, only household chores. Now he roamed the London streets, instead of the Thames and Medway estuaries. In February 1824 his father was arrested for debts and taken to Marshalsea prison. Twelve year old Charles was now sent to work in a blacking warehouse for a wage of six shillings a week to support himself, as the rest of theDickens family had relocated in the Marshalsea. His father was released in May 1824, but let Charles continue working for a few weeks more.It was these months of humiliation and despair that were to have a profound impact on Charles Dickens. It was this experience that provided him with the relentless drive he was known for, and it was this experience that inspired the creation of the suffering children and victims of injustice so often found in his books.Dickens studied for a few more years at Wellington House Academy, and then at age fifteen he became an office boy at the law firm of Ellis and Blackmore. Increasingly dissatisfied with this dull work, he eventually turned to journalism. By 1832 he was general reporter for the True Sun and also parliamentary reporter for his uncle's newspaper, the Mirror of Parliament. He also began writing fictional stories for London magazines. These stories attracted attention and in February 1836 a two volume collection was published named Sketches By Boz.At the same time Dickens's first novel, Pickwick Papers (1836-1837) was being written. This coincided with his marriage to Catherine Hogarth. Catherine bore him ten children in fifteen years, but their relationship eventually deteriorated and they separated in 1858.In the meantime, Pickwick Papers brought Charles Dickens fame. In the next eight years he produced five more novels, miscellaneous stories, and several Christmas books, most notable of which was A Christmas Carol, which was published in 1843 and quickly became one of the world's classics. His many books on various themes earned Dickens a reputation as a social reformer. His public, which he had once made laugh, he now made cry, especially with the death of little Nell in The Old Curiosity Shop. The character of Nell was based on his sister-in-law, Mary Hogarth, who at age seventeen took ill and died in Dickens's arms. This sad memory was to haunt him till the end of his days.By 1849 Dickens had slowed in writing, but was reaching the peak of his creative powers. Between 1849-1850 he wrote his most autobiographical novel, David Copperfield. This was followed by Bleak House (1852-1853), Hard Times (1854), and Little Dorrit (1855-1857). In Little Dorrit there is a fusion of the autobiographical andsocial criticism, as the Marshalsea debtors' prison is displayed as a symbol of England's condition. This was followed by A Tale Of Two Cities (1859) and Great Expectations (1860-1861).These later novels showed a Dickens who was more somber than before. This was partly a result of social disillusionment and partly of personal and domestic circumstances. Despite his literary successes, Dickens was not a happy man. His marriage was falling apart and in the spring of 1859 he and his wife separated. The immediate reason for the breakup was Dickens's growing attraction to the young actress Ellen Lawless Ternan.Charles Dickens spent the last decade of his life in increased personal unhappiness and failing health. He gained no real happiness from his relationship with Ellen Ternan. Moreover, his sons, given all the advantages he lacked, were not turning out as well as he had hoped. One or two of them apparently had inherited their grandfather's attitude towards money and it seemed they were destined for useless lives much in the manner of the early Pip in Great Expectations.From 1858 onward, Dickens spent much of his energy giving a series of public readings from his own works. They were extremely successful, and in 1867, despite poor health, he visited the United States where his performances were a great success as well. He left the United States in April 1868 in irreparably poor health. He continued to push himself, and was halfway through his last novel, The Mystery of Edwin Drood, when he had a stroke and died, at Glad's Hill, on June 9, 1870. He was buried five days later in Westminster Abbey.。
外研版高中英语选修7Module3LiteratureSection2word教案
Module 3 LiteratureSection 2 The Analysis of the Difficult Sentences from Module 3 Literature 1. The bowls never needed washing, as the boys cleaned them with their spoons, trying to eat every bit of soup.粥碗从来用不着洗，孩子们费用汤匙把碗刮得重又明光正亮了才放手，试图吃掉每一点粥。
一、 need washing=need to be washed“need”既可以作情态动词，也可以作实义动词，但是它们的用法不同。
1)作为情态动词的“need”的用法与其他情态动词“can”，“may”，“must”的用法基本相同：在限定动词词组中总是位居第一，没有非限定形式，即没有不定式、-ing分词或-ed分词等形式；第三人称单数现在时没有词形变化；情态动词之间是相互排斥的，即在一个限定动词词组中只能有一个情态动词。
下面是“need”作为情态动词的用法：a. need表示“需要”或“必须”，通常用于否定句和疑问句。
例如：You needn’t do it again．你不需要再做了。
He needn’t worry about it．这件事他无需担心。
Need he do this homework first？他需要先做这些作业吗？Need they fill in the form？他们需要填表吗？b.在否定句中，可以用need的否定形式＋不定式完成体。
例如：We needn’t have worried．其实我们不必要慌。
You needn’t have mentioned it．你本来不必提起这件事。
You needn’t have said that when he asked．当他问的时候，你其实不必要说。
外研版高二英语选修7_Module3_Period5参考教案
It is tomorrow morning that I am going toBeijingto attend a meeting by air.
外研版选修7Module3 Period5参考教案
教案：教案序号：年月日
课题
Module 3
Literature
Grammar (1) and Grammar (2)
课型
New Lesson
教学
目标
Master the main usages ofInversion and Emphatic Sentence
重点
Main usages in the Grammar.
难点
Main usages in the Grammar.
基本
设想
Explain and Practice
教学
过程
教学内容
教法
学法
Step 1
Step 2
Step 3
Step 4
Step 5
Step 5
Revision:
Finish the Ex. in Wb. on reading.
No sooner had she gone out than a student came to visit her.
四、so, neither, nor作部分倒装
表示"也"、"也不"的句子要部分倒装。
Tom can speak French. So can Jack.
外研版高中英语选修7 Module3 Period2参考教案
记
2. intend
【辨析】
intend mean propose都含“想做某事”的意思。
intend系正式用语,指“心里已有做某事的目标或计划”,含有“行动坚决”之意。
mean可与intend互换,但强调“做事的意图”,较口语化。
propose指“公开明确地提出自已的目的或计划”。
效果
检测
与
校正
教
学
1. Review the whole text and find out the main words and phrases in the text.
2. Find more materials about Charles Dickens and Oliver Twist.
Reading
and
Explaining
Reading
and
Explaining
Reading
and
Explaining
板书
设计
Module 3
Literature
Readingand Vocabulary (1)
1.escape
【辨析】
escape avoid都含“避免”、“逃避”的意思。
escape指“脱离或避开即将来临或近在眼前的伤害、危险、灾祸等事物”常作借喻用。
You cannot expect that something may escape the teacher's attention.
你不要奢望有什么能逃过老师的注意。
【辨析】
escape avoid都含“避免”、“逃避”的意思。
escape指“脱离或避开即将来临或近在眼前的伤害、危险、灾祸等事物”常作借喻用,如:
英语周报2016-2017学年高二外研版选修七：Module 3 辅
如何用英语写读后感【写作任务】假设你最近读了一本书，请你根据以下要点用英文写一篇读后感，并给校英文报投稿。
1. 书名、作者；2. 主要内容；3. 你的感受。
注意：1. 词数100左右；2. 可适当增加细节，以使行文连贯。
【写作指导】1. 审题定调读后感是一种常见的文体，在写作时既要写“读”，又要写“感”，即“读”能抓住重点，“感”能写出体会。
时态以一般现在时为主，介绍书的主要内容时也可用一般过去时；人称以第一人称为主，介绍书的主要内容时用第三人称。
2. 确定主体内容本写作可分为三部分：第一部分：介绍你所读的书的基本信息（书名、作者、年代等）；第二部分：简要叙述书的主要内容；第三部分：描述你的感受。
3. 常用表达Recently I read a famous book called ...It was written by ... and was first published in ...The book is partly based on the writer's true story.... is a classical masterpiece which attracted me very much.It tells the story of ... who ...It describes the legendary experience of ...It is famous for its lovely details and its expression of ...After reading ... I have deep feelings.I really learned a lot of things from the hero's story.... gives me some inspiration.It tells us that ...【参考范文】Recently I read a famous book called Robinson Crusoe which was written by Daniel Defoe.This novel describes the legendary experience of Robinson lost on an island, overcoming difficulties and his hard pioneering experience there. As he lived alone on a small island, he had to plant crops to feed himself and build a log cabin to live in. He experienced various hardships and after 28 years, finally came back to England.This novel gives me some inspiration. It tells me that no matter how hard the situation is, I shouldn't give up and must hold the belief that I can succeed in the end.。
英语周报2016-2017学年高二外研版选修七：Module 3 教
The Fifth Period Extensive readingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语starving, convict, escape, finance, wedding, educate, illegal, sadly, meanwhile, career, distribute, unfairly, commentary, swallow, attain, standard, nutrition, starvation, anchor, accumulate, corporation, decorate, accomplish, pedestrian, mourn, as a result, become fond ofb. 重点句子But its wealth was distributed unfairly among the population.Many people suffered from the effects of poor nutrition and even starvation because of a lack of food.He thought he would accomplish more with his drama than with his novel.However, it brought child poverty to the attention of the public, and for this reason alone it is a very important novel.2. Ability goals能力目标Enable the students to learn about other novels by Charles Dickens’, Great Expectations and David Copperfield.3. Learning ability goals学能目标Enable the students to learn how to analyze or describe Charles Dickens’ novels. Teaching important difficult points教学重难点Enable the students to learn how to analyze or describe Charles Dickens’ novels. Teaching methods教学方法Skimming and scanning.Teaching aids教具准备A computer, a recorder and a projector.Teaching procedures and ways 教学过程与方式Step I Lead-inT: Good morning / afternoon, everyone!S: Good morning / afternoon, Mr. / Ms …!T: Do you like the novels by Charles Dickens’?Ss: Yes!T: We have learned “Oliver Twist”. Today we will learn about another novel by Charles Dickens, Great Expectations. Who has read this novel? What are the main characters in it? What does this novel mainly describe?Ss: …Encourage the students to share what they have known about this novel.Step II Reading (1)SkimmingT: Please turn to Page 37. First read the description of the novel by individually.After reading.T: Now after reading the passage, can you describe the picture below the passage? Who would like to have a try?S: Let me try. The old man looks very hungry and is eating something. The little boy looks at him quietly aside.T: Good description. Then what have you learned about the relationship between the man and the boy?S: The boy once helped the man. Some years later, the man gave the boy some money in order to repay his kindness.ScanningT: Read the passage again and find the answers to the following questions.Show the questions on the screen.1.What is the great surprise in Pip’s life?2.What is the great surprise in Estella’s life?3.How does Pip and Estella’s relationship change?4.How does Pip and Magwitch’s relationship change?Sample answers:1.The man he saved helped him to be a successful man.2.Pip loved her all the time and married her at last.3.Estella’s husband treated her badly and died later. Pip returned and met her.4.First Pip saved his life. Then he tried his best to help Pip.Deal with some key words and expressions in the passage.T: Now look at some words on the Bb. They are chosen from the passage. Can you guess their meanings from the context? Try to explain them in simple English with each other.Write the following words on the Bb.convict, escape, prison, wedding, intend, illegally, repayThen check their understanding of these words.convict n. someone who has been proved to be guilty of a crime and sent to prison escape v. to get away from a place or dangerous situation when someone is trying to catch you or stop youescape from / through / over etce.g. He escaped from prison in October.prison n.a building where people are kept as a punishment for a crimewedding n. a marriage ceremony (仪式), especially one with a religious servicee.g.wedding party / reception / breakfastillegally adv. = illegal + lyillegal adj. not allowed by the law –opposite legale.g. They entered the country illegally.repay v. to do something for someone, or give them something, in return for helping yourepay somebody for somethinge.g. How can we repay him for everything he’s done?I’d like to buy them something to repay all their kindness.Then ask the students to make some sentences with these words.…Step III Reading (2)Deal with READING PRACTICE on Page 39.T: Look at the picture. I showed it to you in the previous period. It depicts the old London. Actually, this is London in which Dickens lived. Now we will learn a passage about “Dickens’London”. Look at the title of the passage, what do you expect the writer to say?The students may have different answers. They will find the right answer after reading the passage.Fast readingT: Read the passage quickly and choose the sentence which best expresses its main idea.S: Every chapter of his novels describes the sights, sound, and smells of the city, and provides a social commentary of London life.Careful readingT: Read the passage again, and then finish off Activities 3-6 on Page 40.Activity 7 can be treated as homework.Suggested answers to Activity 6:1.Dickens provided a social commentary of London life in the nineteenth centurybecause he lived during this period.2.London was polluted because heavy industries developed very quickly.3.In the East End people wore rags and searched for food in dustbins because itwas London’s poorest district.4.Dickens wanted to be known as a writer of plays because he always went totheatres in West End.5. Few people miss London in the 19th century because it was a miserable time formost of the poor people.This passage is a description. Help the students to learn: a description gives details about what someone or something is like. Here this passage gives detailed information about London in the 19th century.T: What does the writer describe in the passage about Dickens’ London? Skim each paragraph and find what it is about.S1: Paragraph 1 is a general introduction.S2: Paragraph 2 is about the environment of London at that time.S3: Paragraph 3 is about the poorest district —the East End.S4: Paragraph 4 is about the rich district where banks, corporations, Law Courts, squares, gardens, smart restaurants and pubs were located.S5: Paragraph 5 is about the theater district —the West End and also the London of government.S6: Paragraph 6 compares London today and that of Dickens’.Step V Reading (Workbook)Fast ReadingAsk the students to read the passage on Page 106 quickly, and then answer the questions on Page 105.Suggested answers:1.Because the story of David is so close to the story of Dickens’ life.2.The readers wanted to know the next part of the novel, so they had to wait aweek to buy to buy the next part.3.The story took place in the 19th century when Dickens lived.4.David had to work in the factory.5.David’s baby died.6.Because they cannot pay their bills.7.David became very fond of the family, and helps them to pay their bills and getout of prison.8.Yes, David became “th e hero of his own life”in the end. The magic of DavidCopperfield is remembered long after we have finished reading.Then let the students do some scanning and finish off Activities 9-10. Check the answers.Step VI HomeworkWrite a description of your town or nearest big city. Describe what it was like in the past.。
高二英语选修7 模块3 literature 整体阅读教案 外研社 教案
高二英语选修7 模块3 literature 整体阅读教案教学案例：教学目标Teaching Aims:1)Help the students learn more about Charles Dickens.2)Have a deep understanding of the significance of English literature as well as theeffectsto the world culture.3)Improve the students' reading prehension ability.课型Type of Lesson:a reading prehensive lesson教具Teaching Aids: Multimedia教法Teaching Methods: Task based method (任务型教学)教学过程Teaching procedures:第一步作业检查1. Ask two or three students to give a talk on their schooldays.2. Ask some students their opinions about what kind of novels they like best.第二步导入新课Step 1 Show students a cover of an English literature book and let them have some knowledge of what will be learned in the module.设计目的: 在于渲染气氛Tell them: many of the novels you like were created in the history of English literature. Today we’ll learn a famous person who played an important role in literature.Step 2 Show some masterpieces of his, let the students guess who he is. Then show the photo of Dickens to the students, (学生对此人理解甚少,所以先展示其作品效果更好;也可以出示照片,再询问其作品情况,要视学生具体情况而定.)and introduce more about him, saying “ Charles Dickens was a great novelist in the 19th century. In one of his novels,he wrote about Children’s life in a workhouse. Many Children in this workhouse were orphan s. They had so little to eat that they often starved. By doing this, teach the students some new words such as novelist, novel, workhouse, orphan, starve.设计目的: 通过介绍人物引出生词,并学习单词. 有助于理解课文内容.Step 3 let the students explain the new words in simple English according to their understanding. Use the new words to fill in the blanks.novel novelist take place orphanworkhouse starveCharles Dickens was a great _______ in the 19th century, who wrote many famous _______, most of w hich _________ in London. In one of his novels, he wrote about children’s life in a _______.Many children in this workhouse were ________ who lost both of their parents. They had so little to eat that they often _______ .Answers: novelist, novels, took place, orphans, starved.设计目的: 在于让学生学以致用,更好更快得接受新词汇.并对理解文章做铺垫.第三步预测文章内容（个人自由发言）Step 1 Show the students a picture of Oliver Twist and ask the following questions. then guess what the passage may be about.1)What does Oliver look like?2)What is he doing?3)What’s the tall man? Will he give him more?4)What will happen next?Step 2 Ask one or two students to give their opinions.第四步阅读文章Step 1 Let students skim the text and find out the main idea of the passage.What's the main idea of the passage?(a) The boys in the workhouse decided that they needed more food. Oliver Twist said that he would ask the warden for more to eat.(b)The boys in the workhouse were starving and chose Oliver Twist to ask for more food.When Oliver did this, the workhouse managers were very angry and locked Oliver ina room.(c)The boys in the workhouse chose Oliver Twist to ask for more food. When he did this,the workhouse managers were very angry and sent Oliver out to work.答案: bStep 2 Let students read the text again and do the true or false questions and correct the false statements.1)The boys in the workhouse were always allowed only one bowl of soup and nothing else.2)The boys’ spoons were so large that it took not very long for the boys to drink the soup in their bowls.3)The boys tried to eat every bit of soup because they had excellent appetites.4)The boys had to choose a boy to ask for more food because they thought that one big boy would eat another small boy.5)The warden’s face became very pale because he was f at and unhealthy.6)The managers decided to hang Oliver for punishment.Keys: FFFTFFStep 3 Let students have a skimming reading and answer the questions.1)Why didn’t the bowls need cleaning?2)Why did Oliver have the courage to ask for more food?3)What punishment did Oliver receive immediately after he finished his words?Answers :1)As the boys cleaned then with their spoons, trying to eat every bit of soup.2)Because he was desperate with hunger and misery.3)No sooner had the boy spoken these words than the warden hit him on the head withsoup spoon.设计目的: 通过重点句型的点击, 突出本文重点语法和知识结构.第五步金口玉言Fill each blank with an appropriate word according to your understanding of the text.1)When the boys stared at the pot after finishing their soup, their eyes would shine with ______.2)In the gentleman’s opinion, the boys must ______ whatever they were given. Answers: 1)eagerness / hunger 2) accept设计目的: 锻炼学生的总结和对课文主要内容的整合能力.第六步讨论（双人或四人小组活动）Ask students the following question and let them state their point of view.What can we learn from the passage? You can talk about the following things:The purpose of writingThe attitude of the writerThe effect on uspared with Oliver, what do you think of our life today?Possible answers:In the passage, the writer condemned the hard living conditions of the poor people with bitter hatred and confirmed the writer as a passionate observer, expressing his anger with the evil society.设计目的: 充分发挥学生的想象力,运用所学的语言知识,表达自己的思想情感,同时通过比较切身实际,教育学生珍惜自己的幸福生活和学习机会,努力拼搏.并鼓励学生对社会福利事业多加关注.第七步作业布置1. Read this text again and try to find out some important or difficult words and expressions.2. 1)Role-play: make up a dialogue about what happened between Oliver and other boys and the warden.2)Retell the story in brief words…教后记: 本课按照《新课标》要求,从听说读写四个方面设计了许多易于操作的任务型活动,通过让学生完成各种语言活动,提高他们的语言运用能力.阅读教学模式各种各样,但关键要处理好三个阶段,即读前活动,读中活动和读后活动.读前活动主要是话题的引入,引入活动主要是激活学生的已有知识,激发学生的学习兴趣和好奇心,从而顺利地引入课文。
外研版高中英语选修7《Module3Literature》（Section3）word教案
外研版高中英语选修7《Module3Literature》（Section3）word教案Module 3 LiteratureSection 3 Words and Expressions from Module 3 Literature scene n.a part of a play or film in which the action stays in one place for a continuous period of time:the funeral/wedding scenenude/sex scenesJuliet dies in Act IV, Scene iii.feed v.1 [T] to give food to a person, group or animal:I usually feed the neighbour’s cat while she’s away.Let’s feed the kids firs t and have our dinner after.[+ two objects] Do you feed your chickens corn?If you feed your dog on ca kes and biscuits, it’s not surprising he’s so fat. The kids love feeding bread to the ducks.2 [I or T] If a baby or animal feeds, it eats or drinks milk:The baby only feeds once a night at the moment, thank goodness.[R] Most babies can feed themselves b y the time they’re a year old.3 [T] to be enough food for a group of people or animals:This amount of pasta won’t feed ten people.4 [T] to produce or supply enough food for someone or sth.:[R] If agriculture were given priority, the country would easily be able to feed itself.Feed the world/starving.5 [T] to give a plant substances that will help it grow:Don’t forget to feed the tomatoes.serve v.to provide food or drinks:Do they serve meals in the bar?Breakfast is served in the restaurant between 7 and 9.We arrived at the hotel and were served with champagne and canapés.All recipes in this book, unless otherwise stated, will serve (= be enough for) 4 to 5 people.[+ object + adjective] Serve the tarts hot with custard or whipped cream.eager adj.wanting very much to do or have something, especially something interesting or enjoyable:the children’s eager facesShe sounded very eager to meet you.They crowded round the spokesperson, eager for any news.supportv.1 to agree with and give encouragement to someone or something because you want them to succeed:My father supported the Labour Party all his life.The majority of people in the town strongly support the plans to build a by-pass.I think it’s important to support local businesses by buyi ng locally.2 (US USUALLY root for, AUSTRALIAN ENGLISH barrack for) MAINLY UK If you supporta sports team or a sports player, you want them to win, andmight show it by going to watch them play:Which team do you support?n. agreement with and encouragement for an idea, group or person: Environmental groups are fast gaining support among young people.We've succeeded in drumming up a lot of local support for our attempt to stop the hospital being closed.I signed a petition in support of the campaign to end the marketing of baby milk in developing countries.hang v.1 [I or T] to kill someone, especially as punishment for a serious crime, by dropping them with a rope tied around their neck, or to die in this way: (hanged or hung, hanged or hung) He was found guilty and hanged later that year.With so little evidence to prove her guilt, few people thought she should hang. [R] The woman tried to hang herself with a sheet.2 [I or T; + adverb or preposition] to fasten or support something at the top leaving the other parts free to move, or to be held in this way: (hung, hung)A heavy gold necklace hung around her neck.Long creepers hung (down) from the trees.The curtains hung in thick folds.Hang your coat and hat (up) on the rack over there.Many of his finest pictures hang/are hung (= are fixed to the wall so that they can be seen) in the National Gallery.Hang the pheasant/Let the pheasant hang for a few days for the flavour to improve before you cook it.reward n.1 something given in exchange for good behaviour or goodwork, etc:There’s a reward for whoever finishes first.The rewards of motherhood outweigh the anguish.2 an amount of money given to someone who helps the police or who helps to return stolen property to its owner: The police offered a reward for any information about the robbery.rough adj.dangerous or violent; not calm or gentle:a rough area of townThe other boys were rough, always looking for a fight.I’m always sea-sick if the water/wind/sea/weather is rough (= stormy).rough tempera rough neighborhoodescapev. 1 [I or T] to get free from something, or to avoid something: Two prisoners have escaped.A lion has escaped from its cage.She was lucky to escape serious injury.He narrowly (= only just) escaped a fine.His name escapes me (= I have forgotten his name).Nothing important escapes her notice/attention.2 [I] SPECIALIZED to press the key on a computer keyboard which allows you to leavea particular screen and return to the previous one or to interrupt a process: Escape from this window and return to the main menu.n. 1 [C or U] when someone succeeds in getting out of a place or a dangerous or bad situation:He made his escape on the back of a motorbike.an escape route /a narrow escape 九死一生They had a narrow escape (= only just avoided injury or death) when their car crashed.2 [C] an accidental loss:an escape of radioactivity3 [S] something that helps you to forget about your usual life or problems: Romantic novels provide an escape from reality.repay v.to pay back or to reward someone or something:He had to sell his car to repay the bank loan.She repaid the loan to her mother.[+ two objects] She repaid her mother the loan.How can I ever repay you for all your kindness?attain v.to reach or succeed in getting something; to achieve:He has attained the highest grade in his music exams.We need to identify the best ways of attaining our objectives/goals.India attained independence in 1947, after decades of struggle.concern n.1 a feeling of worry or nervousness, or something that worries you:Concern for the safety of the two missing teenagers is growing.There’s a lot of public concern about/over dangerous toxins rece ntly found in food. [+ that] My concern is that you’re not getting enough work done.2 something that is important to you, or when something isimportant:[+ to infinitive] His concern to appear sophisticated amused everyone.The company’s sole concern is to ensure the safety of its employees.There’s a matter of some concern that I have to discuss with you.accumulate v.1 [T] to collect a large number of things over a long period of time:As people accumulate more wealth, they tend to spend a greater proportion of their incomes.The company said the debt was accumulated during its acquisition of nine individual businesses.We’ve accumulated so much rubbish over the years.2 [I] to gradually increase in number or amount:A thick layer of dust had accumulated in the room.If you don’t sort out the papers on your desk on a regular basis they just keep on accumulating.trial n.the hearing of statements and showing of objects, etc. in a court of law to judge whether a person is guilty of a crime or to decide a case or a legal matter: trial proceedingsTrial by jury is a fundamental right.It was a very complicated trial that went on for months.She’s going on/standing trial for fraud.accomplish v.to finish something successfully or to achieve something:The students accomplished the task in less than ten minutes.She accomplished such a lot during her visit.I feel as if I’ve accomplished nothing since I left my job.。
英语周报2016-2017学年高二外研版选修七：Module 2 教
The Fourth Period Reading and SpeakingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语dynamic, bachelor, botanical, microscope, regulation, punctual, T-shirt, weekday, Catholic, irritate, upset, polish, zipper, button, mailbox, airmail, fortnight, certificate, scholarshipb. 重点句型We all had to attend morning assembly every weekday, except for boys of other faiths, who were allowed to stay in their classrooms.2. Ability goals 能力目标Learn about some unhappy things about school life.3. Learning ability goals学能目标By reading this article, enable students to realize school life includes not only happy but also sad moments.Teaching important points教学重点Let the Ss know that school life is made up of happiness and sorrow.Master the key words and expressions.Teaching difficult points教学难点How to use the key words and expressions freely.Teaching methods教学方法Listening, reading, discussing.Teaching aids 教具准备A multimedia computer.Teaching procedures & ways教学过程与方式Step I Leading inCheck the homework.T: Good morning / afternoon, class!Ss: Good morning / afternoon, Mr. /Ms…T: What have been talked about in this unit up now?Ss: Happy hours in high school life.T: Today we are going to read another article abut school life. Please read it quickly and decide whether the writer’s schooldays were happy or sad.Step II ReadingDeal with the reading part on Page 25.ScanningAsk the students to scan the text and decide whether the writer’s schooldays were happy or sad and find some examples.Three minutes later, ask students to compare their information with their group members. Then check the answer with the whole class. It is quite easy for students to find the writer’s schooldays were sad. There are many examples in the text describing his unhappy memories.Careful readingAsk students to read the text carefully and then answer the questions in Ex 5-6 on Page 26.T:Please read the text carefully and then do Ex 5-6 on Page 26. Five minutes later we will check the answers.Possible answers to Ex 6:6.1. The writer’s memory of his first day at school is that he was lonely and sad.6.2. His English teacher spent more time with the boys because he was a bachelorwho had plenty of free time.6.3. He checked his mailbox every day because he was looking forward to hismummy’s airmail letter.6.4. We know the school assembly was a religious event because boys of other faiths,for example, a Catholic, were allowed to stay in their classrooms.6.5. He felt a sense of liberation when he left because he didn’t like the school. Hethought the school rules were silly.DiscussionAsk students to work in groups and compare their first day at school with that of thewriter. Write sentences describing what was similar and what was different. Five minutes later, exchange their information with other groups. Then they will be asked to write some suggestions on how to make school days more enjoyable.T: OK, some of you have happy memories while some students are not so lucky. Now please work together and make suggestions on how to make your schooldays more enjoyable.Suggested answers to Ex 7:My first day at schoolMy parents sent me to the school. They carried my suitcase to my dormitory where I would sleep with five other girls/boys. The bedding was the same except for the number. I was very excited because everything was new and different from home. I was very happy.Some suggestions on how to make school days more enjoyableI think our school should have more after-school activities so that we students will be kept busy outside class. We should have more sports clubs so that we can learn some social skills, for example, competing skills or competing spirit.In my opinion, we should be given less homework to do.I suggest we should have a music club. We will learn music and talk about music. We can also organize concerts.I think it a good idea to have a drama club in our school. The school play will make our life colorful.Step III SpeakingAsk students to work in groups and talk about American high school life. Discuss what they have learnt about American high school life and what they like or dislike about American high school life. Decide aspects of American high school life that are unusual to them.Possible answers to Ex 1 on Page 24 in SPEAKING:1.1.I have learned something about the American Secondary School System. MiddleSchool is from Grade 6 to Grade 8. Senior High School is from Grade 9 to Grade12.Sports are an important part of American high school life.The senior prom is so important in their high school life that both students and their parents value it very much. Some students begin to prepare for it from the beginning of their high school.They have so many senior high clubs. They have a large number of after-school activities. They may have a lot of fun at school.They think it very important to develop social skills.Older teenagers take summer jobs to make money.1.2. I think it is good to spend some time on sports, while I don’t think sports aremore important than academic achievements.How I wish we could have a senior prom. But I don’t want to spend much time or money on it.It is good that the development of social skills is considered as important as the development of intellectual skills. What we learn in school should prepare us for what we are going to do in society.Sample discussion of Ex 2 on Page 24:S1: I think the senior prom is very good. It is the turning point of teenagers.S2: I like the fact that the senior prom is a very important event in their high school life. But it worries me that they spend so much time and money on it.S3: I think it is a very good tradition. Maybe we can bring in this custom. After the exams are finished, we may have such a prom to mark that our high school days are over and we’ll walk out of the school gates forever. Whenever we look back at our high school days, we will think about the wonderful things besides our academic achievements.S4: It seems strange to me that American high schools have so many different clubs, which make schools similar to the real adult world. That’s why American high school students have very better social skills than the Chinese peers.S5: It worries me that schools offer a large number of after-school activities, which take place outside classroom lessons. How can American high school students find enough time to do their lessons?S6: I like after-school activities very much. By taking part in these activities, students show their special talents, their ability to lead, and their ability to get on with others.S7: I admire American children very much because they usually spend several weeks at summer camps. I think it a good idea that older teenagers get summer jobs and make money. I don’t think it a good idea that we have to do our lessons during the long summer holidays.Step IV WritingAfter the discussion of the American high school life, ask students to imagine their ideal senior high school life. After talking about the ideal senior high school life, students will be required to write an article for a student newspaper to describe it. They should refer to the directions on Page 24.Step V HomeworkFinish the Writing on Page 24。
外研版高中英语选修7 Module3 Period3参考教案
2.分词作状语
As I didn't receive any letter from him, I gave him a call.
Not receiving any letter from him, I gave him a call.
由于没有收到他的信，我给他打了电话。
If more attention was given, the trees could have grown better.
Given more attention，the trees could have grown better.
假如多给些照顾，那些树会长得更好。
3.How does Pip and Estella’s relationship change?
4.How does Pip and Magwitch’s relationship change?
Homework:
1. Review the text after class.
2. Remember main language points in the text.
That doesn't concern me.
那与我无关。
Please don't let my illness concern you.
请你不要担心我的疾病。
We are all concerned for [about] her safety.
我们大家都担心着她的安全。
There is some cause for concern but no need for alarm.
重点
Main language points inReadingand Vocabulary (2).
高中英语外研版高中选修7Module3Literature-with复合结构教学设计
municative Approach
2.Task-based Language Teaching
3.Total Situational Action
Teaching Aids
A computer and a multi-mediacourseware.
Teaching Procedures
Show picturesto the students, then ask themto finish sentences using with and guide them to summarize thestructural characteristics.
With + n + prep
With + n./pron. + -ving.
(2)Increase students’cultural confidence by writing.
Thinking Quality
(1)Infiltrate students’logical thinking and develop their ability to systematize grammatical rules.
Step 3
Practising
(23min)
Task 2. Training (pair work, 2min)
Speak out the structural characteristics of with in each sentence.
mustn’t talk with a person with your finger pointing at her.
With + n./pron. +-ved
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The Third Period Grammar
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
inversion, emphasis, negative, expression, emphatic, stressed, frightened, terrified, disappeared, no sooner … than, hardly … when, at the same time
b. 语法结构
Inversion used for emphasis
Not until at least thirty seconds had passed, was the man able to speak.
No sooner had the boy spoken these words, than the warden hit him on the head with the soupspoon.
Hardly had they sat down when the warden started shouting at them.
Only after some minutes did the warden start speaking.
Seldom have I seen such courage.
Emphatic sentences
It was the young woman who replied.
It was early that this happened.
It was Mr. Bumble who was locked in a room.
It was Charles Dickens who wrote the novel Oliver Twist.
2. Ability goals能力目标
Enable the students to use inversion used for emphasis freely.
Enable the students to useemphatic sentences freely.
3. Learning ability goals学能目标
Help the students learn how to use inversion and emphatic sentences freely. Teaching important difficult points教学重难点
Teach the students how to use inversion and emphatic sentences properly. Teaching methods教学方法
Concluding, summarizing and practicing.
Teaching aids教具准备
A computer and a projector.。