人教新课标高二英语选修七教案：Unit2 Robots 全单元
Period One Unit 2 — Robots
Teaching Aims
1. Master the words and expressions about robots.
2. Can talk about the achievements of the study on robots.
3. Use the passive infinitive correctly in different situations.
Important points
1. Describe the achievements of the study on robots.
2. Talk about robots in future.
Difficult points
1. The grammar, the passive infinitive.
2. How to design robots.
Teaching methods
1. Multi-media teaching.
2. Writing on the blackboard.
3. Class activities: discussion in pairs and in class.
Teaching procedures
[Warming up]
Step one
Speaking practice:
1. Lead in
1. What is a robot?
2. Have you seen a robot?
3. What may robots look like?
4. What can robots d?
5. Do you want to have a robot?
In this unit , we’re goi ng to talk about robots
Step two
Show pictures
2. Look at the pictures about robots on screen.
3. Ask and answer
Show the pictures while asking question about the pictures.
Step three
Group work
1. Summarize the types of robots.
2. Talk about the robots in groups.
Step four
Enjoy the films
Let ’s enjoy the film, I, Robot . And cartoon program about robots. Step five
Period Two & Three Summary
Summarize the background knowledge on robots.
Homework
1. Discuss what you have learned today.
2. Summarize what robots can do and what they look like.
3. Exchange your writing with your partner.
[Reading and Learning about language]
Step one
Review & Speaking practice
Lead in
Ask students to look at the pictures on screen, and ask them questions.
1. Where could you find each robot?
2. What does each one do?
3. Can you think of any other type of robot?
4. Do you think it is possible for a robot to:
? think for itself ?
? have feelings ?
? have its own needs and desires ?
? look and feel like a human being ?
Step two
Pre-reading
1. Work in pairs
The passage, Satisfaction Guaranteed , is about a robot and a woman.
Do you think a woman will fall in love with a robot?
2. Skimming and discussion
Step three
2. Fast reading
First, read the pre-reading of the passage.
Second, read the passage as fast as you can, find the Characters in the story. Then, decide the following are true or false.
?1. Larry was going to be away from home so he hired a robot to accompany his wife Clair.
?2. Clair didn’t like the idea at the beginning, but she agreed to it at last.
?3. When Tony, the robot, offered to help dressing, Clair was pleased to accept it. But she thought it was surprising for a robot to be so human?
?4. Tony could understand Clair when she said she was not clever.
?5. Clair’s husband wanted to improve his soc ial position, but she was sorry she could do nothing to help him.
?6. Tony was eager to help Claire. He scanned quite a lot of books in the library,
but he could find no ways out.
?7. Tony asked Claire to go to the town to buy things he needed to improve the house.
?8. It was Claire that first decided to invite Gladys and her friends to her house.
?9. While Tony worked on the improvements of the house, Claire also did her part.
?10. Claire was happy to find that Gladys envied her.
?11. Claire’s guests were filled with admiration when they saw her house was completely changed.
?12. The company was satisfied with Tony’s report because he had successfully made a woman fall in love with him.
The key: F T F T T F T F F F T F
3. Introduction
Introduce the background information.
4. Choose the best answer.
Step four
Intensive reading
Let’s read the passage again while listening to it, and answer the questions. Look at the screen and answer the questions according to the text.
1. The questions:
?1. What is the text mainly about?
?2. What did the robot called Tony look like?
?3. Why did Claire feel alarmed at the sight of Tony?
?4. Why did Larry put Tony into his family?
?5. What did Tony do to make Claire and her home elegant?
2. Reading
Read the passage again and understand the details.
3. Discussion
Look at the screen and discuss with partners and finish the form on screen.
4. Check the answers.
Step five
Post reading
1. Answer the questions.
2. Ask students to discuss and finish the exercises.
3. Check the answers in class according to the screen.
Step six
Language points
1. Learn and discussion.
2. Finish the exercises on page 1
3.
Homework
1. Review and retell the story.
2. Write a short story to describe a robot you imagine.
3. Surf on Internet to find out more information about the robots.
Period Four Period five
[Grammar: The passive infinitive]
Step one
Presentation
1. Lead in
Go over the passive voice: be + past participle (be + -ed);
Go over the infinitive: to do
2. Review the form of passive infinitive: to be + past participle.
当不定式动词与其逻辑主语之间是被动关系时，不定式要用被动语态。其构成形式,如：to be given; to be shut; to be opened;
Step two
Learning and discussion
1. Review and learn.
2. Practice while discussing.
3. Look at the chart on screen.
Step three
Look at the screen and choose the best answer.
1. Work in pairs, and choose the best answer.
2. Check the answer in class.
Step five
Homework
1. Review the grammar.
2. Finish the Ex 1 and 2 on Page 14.
3. Prepare the passage, A Biography of Isaac Asimov.
[Using language]
Step one
Review and question
1. Lead in
Show some pictures of Isaac Asimov and ask students the questions.
1. Do you know who he is?
2. Have you ever the film from his works?
3. What do you know about him?
2. Introduction
The reading passage is about Isaac Asimov, American Jew, an American scientist and one of the most great science fiction writers.
He wrote so many works which are known as interesting, creative, imaginative,
describe events and people that do not exist.
3. Read Asimov’s laws for robots.
Step two
Showing
1. Enjoy the film about robots from Asimov’s fictions.
2. Introduce His most famous works.
Step three
Pre-reading
1. Skimming
N ow, let’s listen to the passage, A Biography of Isaac Asimov. Then answer the following questions.
?1. What’s the passag e mainly about?
?2. What did Isaac Asimov do?
?3. How many books did he wrote?
?4. What subject did Asimov teach?
?5. When did he start having stories published?
?6. How many children did he have?
2. Group work
Discuss with your partner.
3. Check the answers.
Step four
Reading
1. Scan the passage, and then find the answers to the following questions.
?1. Which paragraph tells us when and where Asimov was born and died?
?2. Which paragraph tells us about his education?
?3. Which paragraph tells us about awards he received?
2. Group work and discuss.
3. Check the answers in class.
Step five
Intensive reading
1. Analyze the text and discuss in pairs.
2. Choose the best answer.
3. Discuss the details of the passage and list the events in Isaac Asimov’s life
according to the text.
Step six
Post-reading
1. Work in pairs and do the exercises.
2. Complete the time of the events in his life.
3. Review Asimov’s laws for robots.
Step seven
Group work
1. Discuss in groups
?1. Do you think it is necessary for human beings to set laws for robots? Why or why not?
Period Six ?2. Which law is the story “Satisfaction Guaranteed” based on?
?3. What might happen in a world where there were robots if Asimov’s three
laws did not exist?
2. Show the sample answer.
3. Language points
Homework
1. Finish the exercise 4 on page 18.
2. Surf on net to get more information about Isaac Asimov.
3. Complete the biography of your own.
[Listening, Speaking and Writing]
Step one
Leading in
1. Pre-listening
Before you listen, read the advertisement on Page 25; and discuss these questions.
2. Opening discussion
3. Show the sample answers.
Step two
Listening
Molly and Kate are discussing the story “Satisfaction Guaranteed”. Read the questions first, and then listen to their conversation. Tick the correct box.
1. Listening and discussion
2. Look at the screen and check the answers.
3. Listen to it again and answer the questions
?1. What does Kate think the difference between robots and humans is? ?2. How does think Claire was hurting herself?
?3. Why would one of the girls like a robot such as Tony living at her house? ?4. What does Kate think the company’s biggest mistakes was?
Step three
Listening and speaking
Listen to it again and write down the expressions of supposition and belief.
1. Review the useful expressions.
Useful expressions:
I don’t think…
I think…
I don’t believe…
I guess…
I wonder…
Maybe…
I doubt…
I believe…
I’m not sure…
I suppose…
…
2. Make some sentences using the words.
3. Show the sample answers.
Step four
Discussion
Imagine it is the future and people have household robots in their houses to do the housework. Discuss what positive or negative effect the situation would be.
1. Group work.
2. Show the sample answers of the positive effects and negative effects.
3. Work in pairs.
Imagine you are engineers in a company that makes robots and you have been asked to design a new type of robot.
?1. A robot at home
?2. A robot in a workplace
?3. A robot in the street
?4. A robot in a place or anywhere else
4. Give the tips on designing the robots.
Step five
Writing
Write a short summary about Asimov’ life in 150—200 words.
1. Explain the writing tips.
?1. Look back at the timeline of Asimov’s life.
?2. Underline the important parts of Asimov’s life.
?3. Write down the important parts you have underlined.
?4. Use a clear simple style to finish your writing.
Homework
1. Finish the exercises in this unit on your workbook
2. Write a paragraph describing your biography.
3. Write a paragraph describing the robot and what it can do.
人教版高中英语选修七全册教案
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 to 2．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.
高二英语选修7 Unit5教案
Unit 5 Travelling abroad Ｉ.单元教学目标
III. 教材分析与教材重组 1. 教材分析 本单元以travelling abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这样问题的发生。学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路，能推测什么事情可能会发生，哪种情况不会发生，会正确使用非限制性定于从句。 1．1W ARMING UP 提供了四个有关旅行的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何来解决这 些问题。 1．2 PRE-READING是READING的热身活动。提供了两个问题，它要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。 1．3 READING是一篇介绍中国女孩谢蕾在伦敦学习的情况。使学生对比在国内学习与在国外学习的不同。Try to understand some of the benefits and difficulties she has in London. 1．4 COMPREHENDING 练习1通过四个问题来检查学生对课文的细节的理解。 练习2以图表的形式来分析在国外学习的利与弊。 练习3设置了五个讨论题，通过这些话题的谈论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力。 练习4是概括能力训练题，在理解的基础上，重点训练学生的概括能力。 1．5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。Revising useful structures 是关于非限制性定于从句，旨在训练学生对定语从句的理解、掌握和运用，并通过语法练习加以巩固。 1．8 USING LANGUAGE中的第一部分Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况, 然后完成三个相应的任务型练习。首先是要求学生在听第一遍时能完成听力练习1的任务，即：选择那些是Lia喜欢做
人教版高中英语选修7Unit1教学设计
人教版高中英语选修7Unit1 一、教案背景 ，面向学生：√中学□小学2，学科：英语 2，课时：23，学生课前准备：熟悉课相关的重要词汇，本文的话题是围绕“残疾、残疾人的生活”展开 的介绍残疾人积极进取的生活，紧扣了本单元“身残志坚”的主题。引导学生谈论对“残疾”这一话题的看法，让学生了解残疾人取得的成就进行讨论，通篇阅读全文，把握文章的大 意让学生了解F amily Village网站的基本情况。借助标题和图片讨论该网站的主要内容和作用。 二、教学课题 知识与技能目标：I、让学生掌握以下单词和短语的用法： ambition,absence,beneficial,adapt,annoy,access,in other words, all in all,cut out, in many ways,resign, congratulation II、让学生学会运用以下重点句型： 1.She was proud to have recently presented her country in an athletics competition. 2.F o r d i s a b l e d c u s t o m e r s i t w o u l d b e m o r e c o n v e n i e n t t o p l a c e t h e t o i l e t s n e a r t h e e n t r a n c e t o t h e cinema. 过程与方法目标：1、带领学生讨论问题2、阅读全文，找出重点单词、短语和句型，加以分析讲解，使学生达到学以致用的境界。3、学习正式信件的写法和用语 4、引导学生去体会马蒂菲尔丁的情感变化，提高他们关心、理解、帮助他人的意识。 三、教材分析 Reading部分，由残疾人Marty Fielding 在网页上叙述自己的故事，他患了至今无法认识的 肌肉疾病，身心倍受摧残，但痛苦的磨练也让他变得更加坚强，更好地认识人生，决心要过好人生的每一天：“Live one day at a time”他展示了他复杂的情感变化过程：希望破灭后的迷惘、焦虑、恐惧、对同情和理解的渴望，以及自我接受、被人接受后重新燃起的希望和喜悦。 教学重点： 1、重点的单词、词组及句型用法 2、训练学生总结归纳段落大意的能力 3、培养学生关心、帮助残疾人的良好意识，激发学生自尊、自立、自强的精神 教学难点： 1、重点单词短语的用法 2、学习正式信件的写法和用语 3、深入理解和进一步运用语法动词不定式 教学之前确定教学重难点，上网搜索Family Villaged的资料，了解其情况，确定恰当的教学方法与参考资料。然后根据教学的需要，引导学生上网搜索出有关课文的录音与图片，让学生熟读读课文，培养英语语感。看到相关的图片之后，提高学生主动关心、帮助弱势群体的意识，同时学习以乐观的态度、顽强的毅力面对人生。 四、教学方法 讲授法、演示法、训练法、课堂讨论法 1、讲解重点的单词、短语以及动词不定式的用法 2、演示经典句型例子，播放相关图片
【教案集】人教版高中英语选修七全册教学设计
人教版高中英语选修七全册教学设计 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 to 2．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.
新课标人教版高中英语(选修七)教案
设计方案二 教材分析 本单元以残疾及残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。Using Language中的Reading，speaking and writing部分要求学生先讨论行动困难的人在电影院可能会遇到的困难，然后引出Alice Major写给the new Bankstown cinema的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，请求建筑师充分考虑残疾人的需求。这封信后有说和写的练习题，通过不同的语言技能训练，完成本单元教学目标。通过读这封建议信，要求学生学会写建议信。 学情分析 本单元的话题是围绕残疾、残疾人的生活展开的，在阅读了残疾人Marty Fielding的故事和聆听了盲人Barry Minto攀爬Mount Kilimanjaro的故事之后，学生对残疾人以及他们在生活中会遇到的困难有了一定的了解。在此基础下，笔者水到渠成地引出此封建议信，增强学生们关心、理解、帮助残疾人的意识。同时，通过阅读这封建议信，让学生熟悉建议信的格式并尝试写建议信。 教学目标 1．语言知识目标 (1)学生能够正确读写及运用以下单词： architect，adequate，access，accessible，handy，basement，row，outwards，exit，approval，dignity，profit，community (2)学生掌握下列词组的意思并能在句子中熟练运用： have access to；enjoy the company of；in comfort；meet with one's approval；make profi ts 2．语言技能目标：强化学生通过略读、查读理清文章脉络结构的能力；训练学生运用所学知识就某一话题展开讨论，并在讨论的基础上进行写作。 3．语言能力目标：提高学生的阅读理解和书面表达能力。 4．情感态度目标： (1)教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。 (2)在小组合作互动中，增强学生的团队合作与分享意识。 重点难点 1．教学重点：阅读能力、写作能力的培养和提高 2．教学难点：掌握建议信这一应用文体的格式，并尝试写建议信 教学策略与手段 在教学过程中，笔者坚持以“教师为主导，学生为主体，任务为基础”的教学原则，以读前、读中、读后三大版块展开阅读教学，任务明确，活动面广。同时贯彻“教中学，学中用”的教学策略，通过仿写建议信，使学生学以致用，学到生活中真正的语言。 教学过程 Step 1Pre－reading Show pictures of a cinema，including inside and outside facilities and ask students to discuss what problems that people with disabilities might have in a cinema. [设计说明] 该部分作为读前的热身活动，通过全班讨论使学生关注残疾人可能会遇到的困难，为阅读接下来的建议信作好准备。 Step 2While－reading
【人教版高三英语】选修七第一单元教案
教学过程 一、课程导入 二、复习预习 教师引导学生复习上节课所学的知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑。 三、知识讲解 考点/易错点1
知识点1：词语辨析 【考查点】词形变化 1. disability n.无能；残疾 disabled adj.伤残的able adj.能干的；能够的 2. ambition n.野心，雄心ambitious adj.有雄心的，野心勃勃的 3.beneficial adj.有益的 benefit v.&n.受益；利益，好处 4. independent adj.独立的independence n.独立depend v.依靠，依赖 5.encouragement n.鼓励encourage v.鼓励courage n.勇气，精神 【练习】根据句子结构，用括号内所提供词的适当形式填空 1)The ______ girl swims well in spite of her _______.(disable) 2) Robert is a very _______ man and one of his ______ is to travel in Antarctica. (ambition) 3) If you want to be a _______, you should work hard at ______ and care for ______ situations. (politics) 4) It is known to all that fresh air is _______ to our health and the new park ______ us all, so we should keep it clean.(benefit) 5) The boy who used to ______on his parents now wants the ______ from them and is learning to be _______.(depend)
高中英语选修七教案：Unit4+Sharing+grammar+
Unit 4 Sharing Period 4 Grammar 教案 I. Teaching aims: 1. To learn the kinds of Atributive Clause. 2. To learn the usage of who, whose; whom; which; that; how; when; why等。 3.Do some practice. II.Procedures Step1. Find 5 sentences used attributive clauses from the text: 1. I’ve included some photos which will help you picture the places I talk about. 2. The boys who had never come across anything like this before started jumping out of windows. 3. Sometimes l wonder how relevant chemistry is to these students，most of whom will be going back to their villages after Year 8 4. But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. 5.When we arrived at the village, Tombe’s mother, Kiak, who had been pulling weeds in the garden, started crying “Leee, leee”. Step2. What is attributive clause? 在复合句中修饰名词或代词的从句叫做定语从句。被修饰的名词
高中英语选修7 unit3教案
一、词汇&短语 1.目击v._____________________ 2.暂停vt./n. __________________ 3.每年的adj. _________________ 4.拖,拉vt. __________________ 5.催促vt._____________________ 6.深(度) n. ____________________ 7.协作n._____________________ 8.住所n._____________________ 9.相对的_____________________ 10.逃离v. _____________________ 11.放弃vt. ____________________ 12.帮助(某人)摆脱困境_________ 14．________________ 瞄准 13．________________ 优于；在……前面 15．________________ 靠近 16．________________ 在此期间；与此同时 17．帮助(某人)摆脱困境或危难 二、知识详解 1. 【原句】that this was just a story but then I . 当时我以为只是一个故事罢了，但是后来亲眼看见了，而且见过多次。 witness vt 当场见到；目击n 目击者；证人；证据 be (a) witness to sth 目击，看见 witness sth 见证，目击，作证 bear/give witness to 为…作证，为….的证人 witness to doing (在法庭上)作证 1).His good health is a to the success of the treatment. 他身体健康证明这种疗法是成功的。 2).Police have appealed for anyone who to contact them. 警方呼吁凡是目击这一事件的人与他们联系。 3).He seen the man enter the room.他证明看到那个人进了房间。 4).She the case, but didn’t want to give/bear witness. 2.【原句】On the afternoon I arrived at the station, , I heard a loud noise coming from
人教版选修七高二英语全册教案
高二英语选修七教案 Unit 1 Living well Period 1 Word study &Warming up Teaching Aims: 1.To present the topic of this unit —— disabilities 2.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 desires to 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 activities 2.Discussion to make every student express himself freely. Teaching aids: CAI equipment with a Multi-media classroom and other normal teaching tools. Teaching Procedure: StepⅠGreetings StepⅡWord study Learn the words and expressions. StepⅢPresentation 1. Show some pictures of the performance Qian Shou Guan Yin. Do you know them? Let’s see their performance. 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 disability deafness, dumb/mute, blindness, lame(跛足的), near-sighted, six fingers, color blindness, paralyzation( 瘫痪）hunchback, dwarf, armless, legless, handless… B .mental disability depression, learning difficulty, brain injury, phobias (恐惧症) StepⅣ Warming up 1. Do you know? 1).Do you know anyone who is disabled around you? How does 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—, 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 and
高中英语选修7第三单元阅读课文教案设计
1、I witnessed it with my own eyes many times. (P20) 后来我亲眼见过多次。 关键透析witness v.目击n. 目击者 Did anyone witness the car accident? 有谁目击了这次车祸。 用法归纳 用适当的词(主要是介词)填空。 (1)in witness to 作为……的对质 (2) witness of an accident 事件的目击者 (3)give witness to a law court 在法庭上作证 2. We ran down to the shore in time to see an enormous animal throwing 我们跑到了岸边，正好看见看见一头巨大的动物猛力跃出水面，然后又坠落到水里。 关键透析throw oneself +介词……，其中throw的用法比较灵活，根据不同的 语境有不同的含义。例如： He threw cold water on her idea. 他向她的想法泼冷水。 She threw herself into chair and began to cry. 她倒在椅子上，开始哭泣起来。
His father has thrown himself into education. 他的爸爸全身心地投入教育事业。 联想拓展 throw away 扔掉，抛弃扔下匆匆脱掉（衣物）摆脱掉 throw at 向……投掷，向……扔投给…… = pa You can help him to throw this book to him but it’s wrong to throw books 你可以帮他把书传给他，但向别人投掷书本是不对的。 易混辨析 shore 指海岸、湖岸，也指近海的一带，以水或海洋为中心而言，同时 可指海边休息的地方。 seaside 指近海边地区供游客休憩的地方。 coast通常指狭长的海岸，以陆地为中心而言，例如一个临海的城市的海岸线就用此词。 beach指海洋或较大的湖泊在涨潮时被淹没而在退潮时又露出的斜坡，上面多布满细少或卵石，常指人们玩乐或消遣的沙滩，海滩。 bank 指河流的堤、岸。
人教新课标高二英语选修七教案：Unit2 Robots 课文解析
课文解析 1. Claire thought it was ridiculous to be offered sympathy by a robot. 克莱尔觉得，机器人会向她表示同情，这有点儿荒唐可笑。(P11) 【要点提示】sympathy n. 同情，同情心，一致，慰问。如： He has no sympathy for beggars. 他不同情乞丐。 Many people are in sympathy with your views. 许多人赞同你的看法。We sent our sympathies on the death of his mother. 他母亲故去时我们去信吊慰。 2. As he was not allowed to accompany her to the shops, he wrote out a list of items for her. 因为她不想让他陪她去商店，所以他就给她写了一份购物清单。(P11) 【要点提示】accompany vt. 陪伴，伴奏，为……伴奏。如： He wished her to accompany him. 他希望她陪他。 Lightning usually accompanies thunder. 闪电通常伴着雷声。 The pianist accompanied her singing. 钢琴家为她的歌唱伴奏。 【归纳拓展】固定搭配：be accompanied by; accompany sb to。3．...he suggested that she invite Gladys and her friends to the house the night before he was to leave and Larry was to return. ……他建议在他即将离开和拉里回来之前，她应该邀请格拉迪斯和她的朋友们来做客。(P11) 【要点提示1】suggest vt. 建议，提议。如： I suggest our going to the park on Sunday. 我建议我们星期天去公园。
人教版新课标高中英语选修7精品教案全套
人教版高中英语选修7精品教案集 Module 7 Unit 1 Living well Ｉ．单元教学目标
1.教材分析 本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。 1.1 W ARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便， 尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。 1.2 PRE-READING 通过介绍―Family village‖，激发学生的阅读兴趣。 1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。 课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。 1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1 部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。 1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。 1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的 采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。 2. 课型设计与课时分配 Period 1 Word study &Warming up Period 2 Reading Period 3&4 Reading (Language points)
高中英语选修7教案
选修7 教案Unit 1 LiVing Well 知识目标 1. Get StUdents to Iearn the USefUI words and expressiOnSin this Unit. eyesight, ambitiOn , disabled, beneficial , in Other words , CIUmSy , adapt, microscope, out of breath , absence, stupid, fellow , annoyed, all in all , industry , tank, make fun of, enCOUragement, adapt to 2. 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 Iearn 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 1 Warming UP 1. Warming UP by discussing FirSt ask StUde nts to talk about people With a men tal or PhySiCaI disability to See how much they know about disabilities. Then show some photos of people With disabilities. StUde nts will be asked to discuss the follow ing questi OnSin 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 talking FirSt, 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
外研版高中英语选修七module6教案
Module 6 The World’s Cultural Heritage I．教学内容分析 本模块以世界文化遗产为中心话题，介绍了有形和无形文化遗产、周口店北京人遗址、英国巨石阵、新墨西哥首府圣达菲的文化保护计划。要求学生通过本模块学习，能够运用所学词汇简单介绍我国的世界文化遗产的概况和周口店北京人遗址的情况；陈述自己对有形文化和无形文化遗产的看法；了解世界文明，增强保护和发扬人类文明的意识；学会书面介绍一种无形文化遗产。 Introduction 部分通过介绍苏州园林引起学生的兴趣，使他们了解世界文化遗产名单，学习有关词汇和短语。为本模块的学习奠定基础。 Vocabulary and Reading部分通过阅读The Amazing Caves of Zhoukoudian和Beijing Man Heritage sits in Danger，让学生学习相关词汇，训练在阅读过程中迅速获取有效信息的能力；并围绕文章内容，进行听说读写等各项活动。 Grammar (1) 部分通过观察课文中的例句，要求学生学会虚拟语气在宾语从句等中的用法。 Listening and Vocabulary 部分听取一段关于英国巨石阵的对话录音，培养学生准确获取有效信息的能力，完成相关练习。 Grammar (2) and Function部分的句子来自听力材料，通过学习，让学生学会正确识别地点、条件和让步状语从句，通过Activity 2的练习进一步巩固。 Reading and Writing部分通过阅读介绍无形文化遗产的文章，展开讨论，整理和扩充讨论要点，建立学生对无形文化遗产介绍的基本概念，然后根据提示写一篇介绍无形文化遗产的文章。 Everyday English部分总是与听力材料的内容连在一起的。通过选择正确答案、编对话的形式，使学生熟练掌握这几个短语在具体日常语境中的意义和用法。 Speaking部分是就“世界上有许多语言正在消失”这个话题展开头讨论，让学生阐述自己的看法，学会珍爱文化遗产。 Reading Practice部分通过阅读文章Chinese Cultural Heritage Bid for UNESCO，学会在把握文章总体脉络的基础上把握段落大意和获取文章细节信息的能力。 Cultural Corner部分是一篇介绍新墨西哥首府圣达菲的文化保护计划的文章，让学通过阅读，了解和吸收异域民族文化的精华，并与我国的情况作比较，增强保护和发扬人类文明的意识。 Task部分综合本模块所学技能和知识，在小组讨论的基础上，利用上网等查找的资料，撰写一篇文章，完成书面介绍中国的某一处文化遗产的任务。 Module File部分有助于学生对本模块学习内容进行归纳，对自己的学习进行总结和检验。 II．教学重点和难点 1. 教学重点 (1)掌握一些与文化遗产有关的词汇和短语； (2)学习虚拟语气； (3)学习地点、条件和让步状语从句。 2. 教学难点 (1)听懂与文化遗产有关的常用表达，正确理解新学词汇的含义； (2)正确使用虚拟语气； (3) 学会介绍中国的某一处文化遗产。 III．教学计划 本单元分六个课时： 第一课时：Introduction, Reading and Writing 第二课时：V ocabulary and Reading 第三课时：Grammar (1), Reading Practice 第四课时：Listening and V ocabulary, Grammar (2) and Function, Everyday English 第五课时：Speaking, Cultural Corner
新课标高中英语选修七unit2 Satisfaction Guaranteed完整优秀教案
新课标高中英语选修七unit2 Teaching Design Warming-up＆Reading (Satisfaction Guaranteed) Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语 fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone b. 重点句型 1. She felt embarrassed and quickly told him to go. 2. Claire thought it was ridiculous to be offered sympathy by a robot. 3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair. 2. Ability goals能力目标: 1. Help students to learn about robots and science fiction. 2. Help students develop their reading ability. 3. Learning ability goals学能目标： Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand. Teaching important points教学重点 Teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house. Help students to sum up characteristics of science fiction. Teaching difficult points 教学难点 How Claire’s emotion developed during Tony’s stay at her house. Teaching methods教学方 Discussing, explaining, reading and practising