外研版高中英语选修7全册教案

外研版高中英语选修7 全册教学设计教案

目录

Module 1 Basketball-Period 1

Module 1 Basketball-Period 2

Module 1 Basketball-Period 3

Module 1 Basketball-Period 4

Module 1 Basketball-Period 5

Module 1 Basketball-Period 6

Module 1 Basketball-Period 7

Module 1 Basketball-Section 1 Background readings

Module 1 Basketball-Section 2 The Analysis of the Difficult Sentences

Module 2 Highlights of mey senior Year-Period 1

Module 2 Highlights of mey senior Year-Period 2

Module 2 Highlights of mey senior Year-Period 3

Module 2 Highlights of mey senior Year-Period 4

Module 2 Highlights of mey senior Year-Period 5

Module 2 Highlights of mey senior Year-Period 6-7

Module 2 Highlights of mey senior Year-Section 1 Background Readings

Module 2 Highlights of mey senior Year-Section 2 The Analysis of the Difficult Sentences

Module 2 Highlights of mey senior Year-Section 3 Words and Expressions

Module 3 Literature-Period 1

Module 3 Literature-Period 2

Module 3 Literature-Period 3

Module 3 Literature-Period 4-5

Module 3 Literature-Period 6-7

Module 3 Literature-Section 1 Background readings

Module 3 Literature-Section 2 The Analysis of the Difficult Sentences

Module 3 Literature-Section 3 Words and Expressions

Module 3 Literature-Task

Module 4 Music Born in America-(Period 5-6)

Module 4 Music Born in America-(Period 7-9)

Module 4 Music Born in America-Period 1

Module 4 Music Born in America-Period 2

Module 4 Music Born in America-Period 3

Module 4 Music Born in America-Period 4

Module 4 Music Born in America-Section 1 Background Readings

Module 4 Music Born in America-Section 2 The Analysis of the Difficult Sentences

Module 4 Music Born in America-Section 3 Words and Expressions

Module 5 Ethnic Culture-Grammar1

Module 5 Ethnic Culture-Grammar2

Module 5 Ethnic Culture-Introduction

Module 5 Ethnic Culture-Reading and Vocabulary(1)

Module 5 Ethnic Culture-Reading and Vocabulary(2)

Module 5 Ethnic Culture-Section 1 Background Readings

Module 5 Ethnic Culture-Section 3 Words and Expressions

Module 5 Ethnic CultureSection 2 The Analysis of the Difficult Sentences

Module 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 1

Module 6 The World’s Cultural Heritage-Period 2

Module 6 The World’s Cultural Heritage-Period 3

Module 6 The World’s Cultural Heritage-Section 1 Background Readings

Module 6 The World’s Cultural Heritag e-Section 2 The Analysis of the Difficult Sentences

Module 6 The World’s Cultural Heritage-Section 3 Words and Expressions

Module 1 Basketball

Part One Teaching Design

▇Goals

·To read about the basketball players:

Michael Jordan, Wilt Chamberlain;

· To Learn to enjoy the titles

■Procedures

Step 1: Warming upby learningIntroduction

Please 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 study

Our 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 read

1. Information about Michael Jordan and Wilt Chamberlain

Class, are you familiar with Michael Jordan and Wilt Chamberlain? Here is a poster

Step 4: While you read

1. Fast reading for general ideas of the text

Shall 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 general

idea of each paragraph)

Now read the recording of the text. Pay attention to the details while listening and reading.

2. Fill in the form

During 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 __________, Michael

Chamberlain. 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 read

1. Retell the text

2. Introduce the two famous sportsmen

Module 1 Basketball

Period 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,/Iam 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。多和物连用，如：The news is pleasing/exciting./a boring report(一个令人厌烦的报告),a tiring walk（累人的步行）。

1.surprising news 使人吃惊的消息/surprised listeners 吃惊的听众

2. an exciting movie 令人激动的电影 /excited children 激动的孩子

3. The teacher told his students a lot of interesting stories. 老师给学生讲了许多有趣的故事。She is interested in Chinese. 她对汉语感兴趣。

但是也有-ing形式和人连用，-ed形式和物连用的现象。过去分词可以修饰事物，特别是与人有关的表情、眼神、眼泪、声音等时，要用过去分词形式。

1. an inspiring leader一位有感召力的领袖

2. an amusing girl一个讨人喜欢的女孩

3. a puzzled expression一种迷惑不解的表情

4. She said in a frightened voice.她用受了惊吓的声音说着话。

Step 2: Use the adjective above to express your feelings and emotions about basketball

1. I was _________ (amaze) when I saw Yao Ming play for the first time.

2. His ability and power are _________ (astonish).

3. Our team lost the match so we were very _____________ (disappoint).

4. The last part of the match was incredibly ___________ (excite).

5. Both of the teams were __________ (exhaust) at the end of the game.

6. Michael Jordan’s decision to retire was __________ (surprise).

用括号中动词的适当形式填空：

1. The story was so_____ that nearly everybody was _____ to tears. (move)

2. We are _____ in thenovel which is very _____. (interest)

3. I am _____ about the result. I havenever spent a more _____ day. (worry)

4. We were all _____ out when we got to thetop of the hill. We never thought the

climb was so _____. (tire)

5. His kindwords were very _____ .Though we had lost the match, we were _____ and

weredetermined to train harder. (encourage)

6. There is a _____ expression on hisface and I am _____ what to do. (puzzle)

7. Ten years later，mother and daughtermet again, and _____ tears came into their eyes. (excite)

8. Greatly _____ by hiswords, the boy went up to his teacher，and said “sorry”. (touch)

9. He was so _____at seeing a tiger that he stood still. (terrify)

Module 1 Basketball

Period 3 Grammar -- Conversion and Suffix

■Goal

●Learn conversion and suffix

▇Procedures

Step 1: conversion 词性转化

“Conversion” (called sometimes “full conversion”) is a word-formation process by which a word is altered from one part of speech into another without the addition (or deletion) of any morpheme.

词性转化指的是单词从一个词类转到另一个词类而不发生词形变化。

1. noun →verb

paper―to paper the room

mouth―to mouth some phrase

shoulder―to shoulder the heavy load

bandage―to bandage the leg

2. verb→noun

to say something―to have a say

to show ―to give a show

to feel ―to have a feel

to lead―to take a lead

3. adj.→verb

empty―to empty the bag

wrong ―to wrong somebody

slow― to slow down

better―to better your study

4. adv.→verb

back―to back a car

down―to down a plane

near― to near the temple

forward― to forward a message

5. adj.→ noun.

calm― a calm on the sea

high― a new high of the industry

good― a lot of good

right― to tell from right to wrong

Step 2: suffix 后缀

构词法包括合成、派生、转化和缩写简写。词缀是派生的一部分。

The basic part of any word is theroot; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word “un flatter ing,” the root is simply “flatter,” while the prefix “un-” makes

the word negative, and the suffix “-ing” changes it from a verb into an adjective (specifically, a participle).

English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer either to a prefix or a suffix) quite extensively. For example, the words “prefix,” “suffix,” and “affix” themselves are all formed from “fix” by the use of prefixes:

“ad” (to) + “fix” (attached) = “affix”

“pre” (before) + “fix” = “prefix”

“sub” (under) + “fix” = “suffix”

Note that both the “-d” of “ad” and the “-b” of “sub” change the last letter. Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):

ab(away) abrupt, absent, absolve

ad (to) adverb, advertisement, afflict

in (not) incapable, indecisive, intolerable

inter (between, among) intercept, interdependent, interprovincial

intra (within) intramural, intrapersonal, intraprovincial

pre (before) prefabricate, preface prefer

post (after) postpone, postscript, postwar

sub (under) submarine, subscription, suspect

Module 1 Basketball

Period 4Writing -- Letter

■Goal

●Practise writing a letter

▇Procedures

Step 1: Read the passage about Yao Ming and answer the questions

Step 2: Ask the students to read and answer individually, then check with a partner Call back the answers from the whole class.

Step 3: Imagine that the passages about Yao Ming appear in a Chinese newspaper in

Module 1 Basketball

Period 5 Listening and Everyday English

■Goals

●Use feeling adjective words to express feelings and emotions

●Practise listening ability

■Procedures

Step 1: Listening

Listen to the conversation of part 1 and part 2 and choose the correct answers, I will ask the students to read through the questions first. At the beginning, I play the recording only once.At the same time you focus on the questions, then I will play it again for you to answer the questions; you can check with a partner. During the third time you should check, complete and correct. Finally I’ll call back the answers from the whole class.

1. Part 1

Step 2: Everyday English

1. I’m really looking forward to it.

(a)It’s in front of me.

(b)I’m happy that it’s going to happen.

2. The Rockets and the Bulls are really hot at the moment.

(a)Both teams are playing well.

(b)The temperature is very high.

3. Both teams showed a lot of character.

(a)There were a lot of interesting people in the teams

(b)They played with courage and hard work.

4. The period pf overtime was fast and furious.

(a)Overtime was done very quickly with a lot of effort and energy.

Module 1 Basketball

Period 6 Reading Practice

■Goal

●Practise the skills of reading

■Procedures

Step 1: Warming up

Answer the questions

1. Do you think basketball is a safe or dangerous sport?

2. Have you ever seen or played in a basketball match where someone was hurt?

3. What possible risks are there when you play basketball?

Step 2: Reading

1. Read the passage and choose the sentence which describes the writer’s conclusion

best.

(a)Basketball is one of the safest sports.

(b)The players’ energy is partly directed upwards, so there’s less risk of a

collision between two players.

(c)Although basketball players wear socks and sneakers which are specially designed

to absorb the energy when they bound into the air, they wear no other protection.

(d)If there is an abrupt change of direction in their energy, there is a real danger

Basketball

↙↘

One of the safest sportsbut there is a danger

↗↗↖

Energy directionno other protectionabrupt change of direction

↑

Partly upward↘↗↖

↑

90 degree anglefastbouncing the ball

↘↑↘↙

less collisiondanger of personal injury

Module 1 Basketball

Period 7 Cultural Corner -- How Did They Start?

■Goals

●To read about American football, basketball, baseball

■Procedures

Step 1:Before you read

Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.

Step 2: While you read

Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.

Step 3:After you read

Copy all the useful expressions into your Expression Book. You may make sentences with these expressions.

Module 1 Basketball

Part TwoTeaching Resources

Section 1Background readings for Module 1 Basketball

1.The NBA has proudly showcased many of the greatest athletes in sports history. From George Mikan to Magic Johnson, these are the players who have left a lasting impact on the game of basketball. We’ve gone back through the NBA annals and profiled some of the best to ever play the game.

1) Michael Jordan

By acclamation, Michael Jordan is the greatest basketball player of all time -- although a summary of his basketball career and influence on the game inevitably fails to do justice to the man. A phenomenal athlete with a unique combination of fundamental soundness, grace, speed, power, artistry, improvisational ability and an unquenchable competitive desire, Jordan single-handedly redefined the NBA superstar. Jeffrey

2/17/63 in Brooklyn, NY

1984

Retired,

from

Height:Honors:(1991-93, 1996-98); NBA MVP (1988, '91, All-NBA 1996-98); 2) Earvin “Magic” Johnson

Few athletes are truly unique, changing the way their sport

is played with their singular skills. Earvin “Magic”

Johnson was one of them. Just how great a basketball player

was Johnson? So great, perhaps, that future generations of

hoop (篮) fans may wish they had entered the world years

earlier-just so they could have seen Magic play in person

instead of watching him only on highlight reels. He was what Bob Cousy was to the 1950s, what Oscar Robertson was to the 1960s, what Julius Erving was to the 1970s. Still, Earvin Johnson was even more than a revolutionary player who, at 6-9, was the tallest point guard in league history.

Full Name: Earvin Johnson Jr.

Born: 8/14/59 in Lansing, Mich.

Height: 6-9; Weight: 255 lbs.

Nickname: Magic Honors: Elected to Naismith Memorial Basketball Hall of Fame (2002); NBA champion

High School: Everett (Lansing, Mich.) College: Michigan State Drafted: L.A. Lakers, 1979 (first overall) Transactions: Retired, 11/7/91; Activated, 1/29/96; Retired, 5/14/96 (1980, '82, '85, '87, '88); NBA Finals MVP (1980, '82, '87); NBA MVP (1987, '89, '90); Nine-time All-NBA First Team (1983-91);

All-NBA Second Team (1982); 12-time All-Star; All-Star MVP (1990, '92); J. Walter Kennedy Citizenship Award (1992); Olympic gold

medalist (1992); One of 50 Greatest Players in NBA History (1996).

3)George Mikan

It’s hard to believe today, but until the 1940s basketball was considered

a sport better suited to shorter men than to taller, less nimble (敏捷的)

players. George Mikan, a 6-10 giant of a man whopossessed superior

coordination and a fierce competitive spirit, was one of the prototypes (原

型)for the dominating tall players of later decades. Towering over most of

his competitors, he was one of the most effective scorers of his day,

averaging 22.6 points over a professional career that lasted nine years --

one with the Chicago American Gears and eight with the Minneapolis Lakers.

Full Name: George Lawrence Mikan Jr. Born: 6/18/24 in Joliet, Ill. Died: 6/1/05 in Scottsdale, Ariz. High School: Joliet (Ill.) Catholic; Quigley Prep (Chicago) College: DePaul Transactions: Signed with National Basketball League's Chicago Gears, 3/16/46; Gears entered Professional Basketball League of America, 1947; PBLA disbanded, 11/13/47; Mikan's rights awarded to NBL's Minneapolis Lakers, 11/17/47; Minneapolis transferred to Basketball Association of America, 1948; Minneapolis became part of NBA upon merger of BAA and NBL, 1949.

Height: 6-10

Weight: 245 lbs.

Honors: Elected to Naismith Memorial Basketball Hall of Fame (1959); NBA champion (1950, '52, '53, '54); Five-time All-NBA First Team

(1950-54); Four-time NBA All-Star (1951-54); All-Star MVP (1953); One of 50 Greatest Players in NBA History (1996).

NBL Honors: NBL champion (1947, '48); NBL MVP (1948); All-NBL First Team (1947, '48).

BAA Honors: BAA champion (1949); All-BAA First Team (1949).

4) James Worthy

Never was a nickname better suited to a player than James Worthy's moniker, "Big Game James." By the time he retired, Worthy owned a Most Outstanding Player Award from the 1982 NCAA Final Four and an MVP Award from the 1988 NBA Finals, he was a member of three NBA championship teams with the Los Angeles Lakers (in 1985, 1987, and 1988), and his career postseason averages of 21.1 points and 5.2 rebounds per game were higher than his regular-season averages of 17.6 points and 5.1 rebounds per contest.

Full Name: James Ager Worthy Nickname: Big Game James