高中英语选修全册教案

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.

教学重点

Get students inspired by positive stories of the people with disabilities. 教学难点

1．Develop students' reading ability.

2．Help students understand the difficulties the disabled have to overcome.

学情分析

1.

教学方法

1．Task－based teaching and learning.

2．Cooperative learning.

教学过程

Step 1Warming up

1．Warming up by discussing

First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.

Do you know any famous people who are disabled?

What difficulties do they have to overcome in daily life?

What have they achieved?

2．Warming up by 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 might have according to each description below the picture.

Step 2Pre－reading

Ask students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．

Step 3Reading

1．Skimming

Give students 2 minutes；ask them to read the passage fast to fill in the blanks：

Sum up the main idea of each paragraph：

Paragraph 1：A(n)______ to Marty and his muscle disease.

Paragraph 2：How the disease ______.

Paragraph 3：Marty met a lot of ______ at school.

Paragraph 4：How his life has become ______.

Paragraph 5：The ______ of his disease.

Suggested answers：

Paragraph 1：An introduction to Marty and his muscle disease.

Paragraph 2：How the disease developed/started.

Paragraph 3：Marty met a lot of difficulties at school.

Paragraph 4：How his life has become easier.

Paragraph 5：The advantages of his disease.

2．Scanning for detailed information

Ask students to read the passage carefully to locate the detailed information.

(1)First ask students to read paragraph one and complete the chart below.

Disease

Difficulti

es

Motto

Suggested answers：

Disease A muscle disease that makes him very weak. Difficulti He can't run or climb stairs as quickly as other people.

(2)Next read paragraphs two and three and choose the best answer.

Why did the doctors cut out a piece of muscle from Marty's leg?

A．Because they could cure the disease by cutting it out.

B．Because they wanted to use it as a specimen(标本)．

C．Because they would transplant(移植) the new muscle.

D．Because they wanted to find out the cause of the disease.

Key：D

(3)Read paragraph four and answer the following questions：

①What is Marty's ambition?

②What is Marty's achievement?

③What is Marty's hobby?

(4)Ask students to find Marty's advice in paragraph five.

Step4:合作探究

1.Ask students to work together to write a mini biography for Marty according to the text.

My mini biography

Name

Status

Health

Interests and

Hobbies

Ambition

Motto

2.Discuss in pairs to get the main idea of the passage by filling in the blanks.

Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.

Step 5总结提升

1．Ask students to read the whole passage and choose the best answers.

(1)Which of the following is false?

A．Although there are a few students who look down upon him，Marty never gets annoyed.

B．Marty leads a meaningful life and does not feel sorry for being disabled.

C．Marty only spends time with his pets and never with his friends.

D．Marty's disability has made him more independent.

(2)From the passage we can infer that ______.

A．Marty asks others to feel sorry for him

B．Marty never loses heart

C．Marty is afraid of being made fun of

D．Marty will not accept any encouragement because he has grown stronger psychologically

Step 6Homework

1．Retell Marty's Story according to the mini biography.

2．Surf the Internet to learn more about the life of disabled people.

教学反思：

这篇文章是记叙文，对文章的整体理解不存在问题，不足之处是单词不熟。

Unit2 Robots

三维目标

知识目标

1. Read a passage about robot and get some information from it.

2. Practise the skills of careful-reading and fast-reading.

能力目标

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: Help students to learn about robots and science fiction.

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

Teaching aids教具准备

The multimedia computer

Teaching procedures & ways教学过程

Step I Warming up

Deal with Warming up. Present photos of different kinds of robots. Then ask them to say something about his or her favorite robot.

Step II Pre-reading

Ask students to discuss the questions in pre-reading in groups. Students

are encouraged to speak out their opinion freely, no matter what it is. Teacher should encourage students to use their imagination.

Step III Reading

Deal with the reading part.

Scanning

Ask the students to scan the text and find out what Tony looks like.

1. What did Tony look like?

2. What did Tony do to make Claire and her home elegant?

Several minutes later check the answers with the whole class.

Suggested answer:

1. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.

2. Tony gave Claire a new haircut and changed the makeup she wore. He also suggested Claire buy new curtains, cushions, a carpet and paint for the house and new dresses for herself. He made improvements on the house so that the house looked very elegant.

Careful reading

Comprehending questions on Page 12

Ask students to read the text carefully and then discuss the

comprehending questions

Step IV Homework:

Remember the characteristics of science fiction.

Surf the internet to learn more about robots and science fiction.

Surf the internet to learn about Isaac Asimov.

教学目标

1·. Ability goals 能力目标

To help students develop their reading abilityby skimming for main ideas and scanning for details.

To help students solve the reading problems with the teacher’s guidance

2. Learning ability goals 学能目标

To help students learn about animals and plants under the sea

To get students to master some key words, such as

witness,abandon,reflect,drag,be aware of and so on

教学重点和难点

1.Help to comprehend the text and grasp the main idea of the text.

2.Guide students to learn about the usage of some key expressions,revise the key words and the language ponits, grammar learned in the last passage.

Difficult Points: 教学难点

1.To help students get the main idea and some information by skimming and scanning the passage .

2.To help students tell apart from when, while and as .

学情分析

1.Most of the students are poor in English.

2.Students are active in thinking and comunicating,especially interseted in the given topic—Under the sea

教学过程(Teaching procedure)

Step 1. Warming up talking about ocean plants and ocean animals

Step 2. P re-reading

What is an anecdote? Let's start with a definition:

"Anecdote: a usually short narrative of an interesting, amusing, or biographical incident."

Give some anecodotes you have read

Step 3. Reading

1.Reading aloud to the recording

https://www.360docs.net/doc/702468962.html,prehension questions

（1）. How did the killers help the whalers catch the whale? The wrong one is___.

A. Old Tom reported the news to the whalers.

B. Some stopped it fleeing out to sea.

C. Some used the harpoon to hit the whale.

D. Some killers threw themselves on top of the whale to stop it

breathing.

（2）. Which order is correct according to the passage?

A. Clancy heard a huge noise coming from the bay.

B. Clancy grabbed his boots and raced after George to the boat.

C. The killers started racing between our boats and the whale.

D. The man in the bow of the boat aimed the harpoon at the whale.

A. ABCD

B. ACBD

C. BDAC

D. DBCA

（3）. Which of the following statements is TRUE?

A. Killer whales are whalers’ friends.

B. Killer whales often hunt cooperatively in groups for food.

C. Killer whales like eating the lips and tongues of whales.

D. There’s no danger in the sea because killer whales can protect human beings.

Put the following sentences into correct order.

（) Using a telescope we could see that something was happening. ( ) The killers started racing between our boat and the whale. ( ) Clancy arrived at the station.

( ) The men started turning the boat around to go home.

( ) Clancy heard a huge noise coming from the bay.

( ) The whale yelled out.

( ) We jumped into the boat with the other whalers and headed out into the bay.

( ) The man in the bow of the boat aimed the harpoon at the whale.

(Answer: 5 6 1 8 2 3 4 7)

Choose the best answer according to the text:

1. The first story is mainly about. _B

A. a hunting experience of Old Tom

B. how Old Tom helped with whale hunting

C. how the whalers killed a whale

D. how killer whales killed a whale

2. The second story was told to C.

A. show killer whales were cruel hunters

B. entertain readers

C. show killer whales could protect and save people in danger

D. show killer whales never harmed or attacked people.

3. According to the second story, the

killer whales can protect men from being attacked by D.

A. whales

B. tigers

C. enemies

D. sharks

4. C killed the whale at last.

A. Old Tom

B. The killer whales

C. The whalers

D. The author

5. Why did the men start turning the boat around to go home after the whale died? C

A. Because they didn’t need a dead whale.

B. Because they couldn’t find the whale’s body.

C. Because they knew that the dead whale wouldn’t float up to the surface for around 24 hours.

D. They had to do this because it was too late.

6. Which of the following might be true? C

A. The author was for banning(禁止) whaling(捕鲸).

B. The author was against banning whaling.

C. Whaling was not banned at the beginning of the 20th century.

D. The author thou ght it was Old Tom’s duty to protect James.

7. We can infer from the text that ___A__.

A. the killer whales may be trained by the whalers

B. the killer whales want to help man catch the whales themselves

C. the killer whales need no training for helping the whalers

D. the killer whales want to help whales after being killed

巩固提升：

I. Summary

Fill in the blanks according to the passage.Working at the _____ station, I had _____ whales being attacked many times. On the afternoon I arrived at the station, as I _____ (sort 短语) my accommodation, I heard a loud noise coming from the bay. Running down to the shore in time, we saw an ____ (huge 同义词) animal.“It is called Old Tom, the killer,” George said as he ran ahead of me. _____ the distance we could see that something was happening. As we _________ (draw), I could see a whale_________ by a _____ of about six killers. Being badly wounded, the whale soon died. Very soon, its body was ______ by the killers down into the________ of the sea. （Keys: whaling; witnessed; was sorting out; enormous; in; drew nearer; being attacked; pack; dragged; depths )

II. Complete the following sentences with proper words.

1. The police are appealing to the public for any driver who may have

___________(目击) the accident.

2. The professor _________ (暂停) for a moment, and then continued his speech.

3. Before cleaning the bedroom, you’d better d________ the carpet out of it.

4. One week ago, my parents u_______that I (should) apologize to him.

5. The childless old lady offered to adopt one of the children _____________ (遗弃) by their parents.

6. You do not have to y____; I can hear you clearly.

7. Have you heard of the frogmen _______(潜水) for the sunken treasure?

8. Many German artists f_____ to America at the beginning of World War II. (Keys: witnessed; paused; drag; urged; abandoned; yell; diving; fled; ) III. Translation

1. I had already heard that George didn’t like _______________ (等人).

2. I could see a whale ________________________ (被攻击) by a pack of about six other killers.

3. _____________________________(受了重伤), the whale soon died.

4. From James’s face, I could see he was terrified of _____________(被遗弃) by us.

5. I ______________________________ (把这个消息告诉她) as soon as

she comes back.

6. She looks __________________________________________. (好像玩得挺开心).

7. He arrived home just in time to _________________________________ (看到他的兄弟被带走) by the police.

8. The broken bike was found ____________________________ (被弃在河边).

(Keys: 1.being kept waiting; 2.being attacked; 3.Being badly wounded;

4.being abandoned;

5.will / shall tell her the news;

6.as though / as if she has had a good time;

7.witness his brother being taken away;

8.abandoned by the river side )