人教版高中英语选修十精品教案全套

人教版高中英语选修10精品教案集

Unit 1 Nothing ventured, nothing gained

Vocabulary and Useful Expressions

Teaching goals教学目标

1．Target language目标语言

a．重点词汇和短语

venture, suffering, unbearable, cosy, anyhow, perseverance, advocate, freezing, delay, discourage, grasp, bored, admirable, be inspired to continue fighting, plot to do, strengthen one's determination, achieve success in life, unbearable, block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, remain optimistic, recover one's health, feel low and discouraged, fall into a regular pattern, give off, suffer from, faith, cheerful, mourn, circumstance, sickness, bitter, vital, select, boom, urgent, punishment, caution, dynamic, framework, rank, breathless

Adjectives to describe people.

b．重点句子

His sufferings lasted for three bitter years，which to him seemed like a lifetime．P6

I will never forget watching t11e little boat disappear through the booming waves into the stormy ocean．P6

2．Ability goals能力目标

Enable students to use words esp．adjectives to describe people and know the use of the attributes．

3．Learning ability goals学能目标

Help students t0 use words esp．adjectives by practicing describing people and know the use of me attributes by practicing．

Teaching important points教学重点

Enlarge Ss’ vocabulary and learn to use words esp．adjectives to describe people's characters or qualities. Get Ss to know the use of the attributes．

Teaching difficult points教学难点

Learn to use words esp. adjectives to describe people's characters or qualities．

Get Ss to know me use of the attributes．

Teaching methods教学方法

Word-study & grammar-study．

Teaching aids教具准备

Multi-media computer (a projector and a computer)．

Teaching procedures & ways 教学过程与方式

Step I Revision

Ask some Ss to retell the story, using the words and expressions learned in this unit.

T: Class begins. Hello, everyone!

Ss: Hello, Sir/Madam！

T: We have read a great story of Shackleton. Now who'd like to tell it? V olunteer?

Write the following on the blackboard.

WHAT (What happened?)

WHO (Who is/are the hero/heroine or characters in the story?)

WHEN (Time or date: When did the story happen?)

WHERE (Where did the story happen?)

WHY (Why did it take place?)

HOW (Beginning, development, climax and ending:

How did the story develop?)

In total five Ws and an H.

At the same time show the important words & expressions on the PowerPoint.

cosy, anyhow, perseverance, advocate; freezing, delay, discourage, grasp, bored, admirable, unbearable, block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, remain optimistic, recover one's health, feel low and discouraged, fall into a regular pattern, give off, suffer from

After the retelling, the teacher helps Ss come to the language study.

Step II Word-study (I)

Learn to use useful words and expressions by doing Ex. 1, 2, 3 and along with some explanations

if necessary.

T: OK. You did a nice job. In the story we've learned some new words & expressions. Yes?

Ss: Yes. And they are very useful.

T: So this class we come to the word-study. Open your books. Turn to Page 5. We first come to Discovering useful words and expressions.

Give instructions and let the Ss finish the cloze in Ex. 1 in a few minutes.

T: This is also a description of the journey from the pack ice to Elephant Island. Read it quickly and try to finish the cloze. You should change their forms if necessary.

The teacher can check the answers with the Ss and makes some explanations. Then show the right order of the words and expressions on the PowerPoint.

Ex. 2 is a more detailed story of Gou Jian. Give instructions and let the Ss finish the cloze in a few minutes.

T: Last class, we mentioned the story of Gou Jian, the King of Yue. We come to the more detailed story of Gou Jian now. Read it quickly and try to finish the cloze.

A few minutes later, the teacher can check the answers with the Ss. Show the right order of the words and expressions on the PowerPoint.

For Ex. 3 it is a good chance for Ss to enlarge their vocabulary. The teacher/ can give them as many useful adjectives as possible.

T: OK. You did a nice job. Now we come to Ex. 3. Think of as many adjectives to describe people's characters, as possible. Create a word web. Please speak out the vocabularies that you think of to all the students. Try it.

The students can speak out one by one and the teacher makes a conclusion.

Then show the adjectives on the PowerPoint.

Vocabulary to Describe a Person

honest / modest / gentle / patient / quiet / even-tempered / friendly / easy-going / smart / clever / bright /wise / shrewd / diligent / hard-working / happy / humorous / funny / optimistic / active / ambitious / vigorous / robust / generous / brave / proud / loyal /trusty / reliable / dependable / able / intelligent / talented / gifted / versatile / direct / open / out-going /kind / kind-hearted / warm-hearted / naughty / sensitive / shy / strict / serious / bad-tempered / talkative /selfish / rude /

impolite / ill-mannered / cruel / mean/nosy / greedy / foolish / stupid / silly / coward / aggressive / lazy / lively / lovely / cute / delightful / calm / narrow-minded

Ask Ss to read aloud after you. Give brief explanation if necessary.

T: There are so many words to describe people's character. Now, let's play a game. I'll ask some students to describe our classmates using these words. Then the other students guess who they described. Are you clear?

Ss: Yes.

Ask 3-5 students to make their performance.

Step III Word-study (II)

Deal with Using words and expressions in Workbook. Take it as a revision and consolidation. " T: Now let's open Workbook. Turn to Page 52. Let's deal with Ex. 1 first. It's a famous story of Odysseus in the odyssey written by Homer. Read it quickly and try to finish the cloze.

A few minutes later, the teacher will check the answers with Ss. The teacher asks some students to read the passage.

T: OK. You did a nice job. Now we come to Ex. 2. We all know, an English word could have many meanings. We use the different meaning in different situation. Please look at the table, on the left, there are some definition of the words. You are required to write the words in the text that have these meanings, and then choose these words' meanings in the reading passage.

Check the answers with the Ss.

T: Now make up your own sentences. Use each of the words in a different way from the way it is used in the text. I'll give you 3 minutes to write, and now I need 5 students to write the 5 sentences on the blackboard. Who's the volunteer?

Then check the answer with the other students together.

For Ex. 3 the teacher first asks Ss to translate the sentences. Then check the answers.

Show the suggested answers on the PowerPoint.

For Ex. 4 the teacher first asks Ss to give their own answers. Then check the answers with the whole class.

T: For Ex. 4, you are required to replace the underline phrases with words from the unit that are similar in meaning. Remember only one word.

Then show the suggested answers on the-PowerPoint.

Step IV Grammar-study

Revising Useful Structures

The teacher helps Ss review the use of the attributes.

Ask them to read the sentences in Ex. 1 and draw their own conclusion.

T: We've learned the attributes. Now, let's do some reviews. Read the sentences in Ex. 1 and pay attention to the use of the attributes. And draw your own conclusion.

Show the use of the attributes on the PowerPoint.

A. v-ing form

e.g. I will never forget watching the little boat disappear through the booming waves into the stormy ocean.

B. a clause

e.g. What's the hardest experience you have ever had?

C. a phrase

e.g. Robert realized that it had taught him a valuable lesson.

D. a past participle

e.g. I remember my rotten toes that had to be removed.

As for Ex. 2, ask the Ss to underline the attributes in the passage.

T: For Ex. 2, there is a passage which is a description of a visit to Elephant Island where Shackleton's men camped for four months. It's adapted from Dispatches sent for the NOV A expedition. What will you do? You are required to underline the attributes in the passage. Do you think it's difficult?

Ss: No.

T: OK! Let's begin.

2 minutes later, check the answers.

For Ex. 3, Ss are supposed to write some sentences using the attributive clause.

T: First, please look at the background mentioned at the beginning.

T: Have you understood it?

Ss: Yes.

T: Every witness said 7 simple sentences. You should make 5 complex sentences with the 14 sentences listed below using the attributes.

A few minutes later, check the answers.

Show the suggested answers on the PowerPoint.

Step V Grammar-study (II)

T: Let's come to Useful Structures in Workbook. Read this passage which is adapted from The Wind in the Willows by Kenneth Graham. There is the same requirement with Ex. 2 on Page 7. Underline the attributes.

Then the teacher show the answer on the PowerPoint.

T: Please look at these sentences, they are all simple sentences. You should make them into complex sentences. Join them together into one sentence in such a way that the information in one sentence is used as an attribute in the other. Then, ask five Ss to read sentences for us.

Step VI Homework

Do Ex. 3 on P 53 in Workbook.

Warming Up,Pre-reading and Reading

I．单元教学目标

Ⅱ．目标语言

The First Period Warming Up, Pre-reading and Reading

Teaching goals教学目标

1．Target language目标语言

a．重点词汇和短语

venture，suffering，unbearable，cosy，anyhow，per severance，advocate，freezing，delay，discourage, grasp，bored，admirable，be inspired to continue fighting，plot to do，strengthen one's determination，achieve success in life，unbearable，block out，hold on，struggle out of be hooked，make an urgent announcement，give way to，remain optimistic，recover one's health，feel low and discouraged，fall into a regular pattern，give off suffer from

b．重点句子

So it was with great excitement one morning in July 1914 that I read this advertisement．P3 His perseverance won our complete faith in him．P3

This team-spirit contributed to the morale of the crew a11d saved our lives．P3

2. Ability goals能力目标

Enable the students to learn the heroes’ perseverance and strengthen their determ ination to achieve success in life from reading the story．

3. Learning ability goals学能目标

Enable the students to be strong-minded and face difficulties in life calmly and bravely so that they can find solutions to the problems．

Teaching important points教学重点

Help them learn to describe people's characters from their behavior．

Develop their ability to make correct judgments and decisions when facing a difficult situation．Teaching difficult points教学难点

Help the students to judge and describe people’s characte rs．

Develop their ability to analyze the situation and make decisions to solve the problem．Teaching methods教学方法

Reading comprehension，group discussion．

Teaching aids教具准备

A tape recorder, multi-media equipment (a projector and a computer) and a dictionary．

Teaching procedures＆ways教学过程与方式

Step I Leading-in

T: Everyone enjoys interesting and moving stories, I believe some of you are even good storytellers. Today we'll read some really impressive good stories and I hope you will enjoy them and tell them to others.

Step II Warming up

First the teacher asks the students to look at the three pictures and asks them what stories the pictures show. Then check the answers by fasting reading.

T: Look at the pictures carefully please! Now who would like to tell what stories they are about? S1: Picture 3 is about a very famous Chinese story of Gou Jian, the King of Yue.

T: Yes, that's true. Very good! How about the other two?

S2: Maybe Picture 2 is about Helen Keller. But I am not sure about the first one. The man in the picture looks like a fighter.

T: OK. It doesn't matter. Now. let's read the three stories very fast and check your answers. After reading, ask the students to retell the stories very briefly.

T: OK. We can just stop here. Now who'd like to tell us the stories very briefly? Who is the hero/ heroine and what happened?

S1: Robert the Bruce was inspired by a spider to continue fighting till he finally succeeded and became the first Scottish king.

T: That's it. Next?

S2: Helen Keller was unable to speak, hear and see. With the help of Anne Sullivan, she became a famous writer. Both Helen and her teacher are great.

S3: Gou Jian slept on firewood and straw to remind him of his sufferings and tasted a bitter gall bladder to strengthen his determination. Eventually he defeated the King of Wu.

T: Very good. You did nice jobs!

Then come to Question 2. The students can have a quick discussion in groups.

Q: Do you think the characters above have something in common?

Suggested answers:

1. They had very bad luck at first. Robert the Bruce and Gou Jian were defeated and Helen Keller was disabled.

2. They never gave up.

3, They succeeded at last.

4. All of them were people of great determination.

They showed great perseverance in the face of difficulty.

Q: What do you think helped them to achieve success in life?

Suggested answers:

1. Their strong character helped them most. They never gave in to difficulties in life and continue struggling always.

2. They were people of great determination. They showed great perseverance in the face of

difficulty. Their great perseverance and determination had an important effect on their life and finally led to success.

T: After reading these stories, now we will come to another that is more impressive and moving. Yes. It is a story of people of great determination.

Step Ⅲ Pre-reading

Group discussion: Have the students discuss Question 1 in groups. These questions will help them think of their own experience, which makes good preparations for the reading of the story. Question 1: What is the hardest experience you have ever had? What is the greatest challenge you have ever faced? How did you go through it? What lessons have you learned from it?

A sample of discussion:

S1: What is the hardest experience you have ever had?

S2: Well, to speak the truth, I don't think I have had any hard experience till now. How about you ?

S3: I have. When I was at Junior 1, I had great difficulty in speaking English.

S4: How did you go through it?

S3: Well It was really very hard. But I didn't give up. I practiced speaking whenever I was free.

I practiced and practiced and I succeeded at last. You know, I can speak good English now.

S4: Yes, you do. We are glad that you made it at last. What lessons have you learned from .it?

S3: Difficulty is not terrible. We can't give up. Great perseverance and determination will lead to success.

S1: You are a good boy of determination. And all of us should learn from you. Your perseverance is admirable.

Several minutes later one student in a group is supposed to report their discussion.

For Question 2, the teacher, together with the students, can go through it very quickly. It just leads us to the setting of the story - Antarctica.

Step IV Reading

Reading skills: how to read a story

when reading a story, ask yourself questions as follows:

WHAT (What happened?)

WHO (who is/are the hero/heroine or characters in the story?)

WHEN (Time or date: When did the story happen?)

WHERE (Where did the story happen?)

WHY (Why did it take place?)

HOW (Beginning, development, climax and ending:

How did the story develop?)

In total five Ws and an H.

Practice:

Take this story as an example. Ask the students to find answers to these five questions. Skimming & Scanning

Help the students practice fast reading skills.

T: Read the story very quickly and answer the questions. To read fast, try to read silently.

Show the questions on the PowerPoint.

1. What does the title A Successful Failure mean?

2. Who kept the diary? How did he join this expedition?

3. Who is Sir Earnest Shackleton?

4. What happened during their expedition to Antarctica ?

5. When were they stuck in pack ice?

6. why would Sir Earnest Shackleton go to South Georgia?

7. How many people were left on Elephant Island?

8. What were the people who remained on the island to do?

T: OK. Stop here. Now let's come to the answers. V olunteer?

First let the students give their answers and then show the suggested answers on the PowerPoint. Suggested answers:

1. During the expedition to Antarctica the Endurance became stuck in pack ice and crushed, which made a failure. But due to their great perseverance and determination they eventually got rescued, which was a great success.

2. Perce Blackborrow kept the diary. He secretly hid aboard the ship in a small cupboard.

3. Sir Earnest Shackleton was one of the most famous explorers of his day and it was considered a

great honor to be part of any of his expeditions. He led this expedition.

4. During their expedition to Antarctica the Endurance became stuck in pack ice and crushed, and they were trapped on Elephant Island.

5. On January 18th, 1915.

6. No rescue attempt could be expected from outside as nobody knew where they were.

7. Twenty-two.

8. The people who remained on the island swore that they would do as Sir Earnest Shackleton advocated: remain optimistic and recover their health before he returned to rescue them.

Play the tape. While tape playing, ask the students to think how many parts it can be divided into. Then they will be asked to discuss and tell the main idea of each part.

T: Now let's listen to the tape carefully. While listening, please think carefully and decide how many parts the passage should be divided into. After listening, discuss with you partner and tell the main idea of each part.

After listening, the students will think carefully and then they will discuss in groups. Later some spokesmen will report their discussion and tell the main idea of each part.

Show the suggested answers on the PowerPoint.

The main idea of each part

Part 1 (Para.l-2):

"Our" circumstances were desperate and a new day began on Elephant Island.

Part 2 (Para.3-4,):

The expedition led by the great Sir Earnest Shackleton was announced and 'I' was hooked and secretly hid aboard the ship. Shackleton accepted the situation and made "me" a steward.

Part 3 (Para.5-6):

The Endurance became stuck in pack ice and crushed and "we" had to camp on Elephant Island.

Part 4 (Para.7):

Shackleton with five others sailed to South Georgia to bring help and the rest remained on Elephant Island.

Step V Explanation

During this procedure the teacher plays the tape again or asks the Ss to read the text one by one.

While listening or reading, deal with some language points very briefly.

Before explaining the language point, Ss should read the notes to the texts on Page 91-92.

T: We have got the main idea of each part. Now we'll deal with difficult language points in it. Ask Ss to read the text or listen to the tape and the teacher explain language points, esp. some difficult sentences.

Show the phrases and some of the explanations on the PowerPoint.

Phrases: block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, set out the framework for our life, the booming waves.

1. So it was with great excitement one morning in July 1914 that I read this advertisement.

=I read this advertisement with great excitement one morning in July 1914.

It is a very important sentence structure going as: It is / was +what is / was emphasized +that / who (referring to sb) +the rest of the sentence. Subjective, objective and adverb in a sentence can be emphasized.

e.g. I met my junior English teacher on the street yesterday.

It was I that/who met my junior English teacher on the street yesterday.

It was my junior English teacher that/who I met on the street yesterday.

It was on the street that I met my junior English teacher yesterday:

It was yesterday that I met my junior English teacher on the street.

2. His perseverance won our complete faith in him. = We began to believe/trust in him completely because what he did showed his great perseverance. We knew he would never give up.

3. This team spirit contributed to the morale of the crew and saved our lives.

The team spirit was: no differences in rank or in social status; everyone to keep busy; a fair division of food and bedding; and a concern for all. With this spirit they didn't give way to disappointment and continued struggling and at last they were saved.

contribute to: to be one of the causes of sth

e.g. Medical negligence was said to have contributed to her death.

morale: the amount of confidence and enthusiasm, etc. that a person or a group has at a particular time.

Step VI Comprehending

The three questions in the first part help the Ss comprehend the story. Also they help check whether they understand the text well.

T: My class, now we turn to Page 4, and answer the three questions in Ex. 1. Who can tell the answers? Hands up!

Check the answers with the students.

T: Good! You have a good understanding of the text. For Part 2 the Ss are supposed to make up a dialogue between Shackleton and three of his men about what to leave, what to take and why. They will role-play it in fours. This will help them a lot to have a better understanding of the story and they will realize what a dangerous and desperate situation Shackleton and his men faced when the ship sank.

T: Next let's come to a dangerous and desperate situation Shackleton and his men faced when the ship sank. What to leave and what to take is really a hard question for them. Just suppose we were they, what would be our answers. Now it is your turn to consider the situation and make up a dialogue with your group members. Later you are supposed to role-play it. OK?

Ss: OK!

T: Maybe first we can have a look at the personal things together. What are they?

Ss: A comb, a pen and a bottle of ink, a banjo, a novel, a camera, a watch, a diary and a lighter. T: Yes. You are quite right. Go ahead!

A sample dialogue:

S1: Captain, what should we take along with us?

S2: Take things that are most useful.

S1, 3, 4: Yes, Sir!

S3: What will you take, Sir?

S2: I'1l first take my lighter so that we can make a fire. And also I'll take my diary and the camera.

S4: We know you cherish you diary because it's a good record of our expedition. But why do you take the camera.

S2: Well, I can take some pictures of our life and after rescue we can develop them and let people know what happened to us.

S4: Good idea, Sir.

S3: Hussey, how about you ?

S1: I agree with Sir. But it's a great pity that I have to leave my favorite banjo. Pity! I really love it.

S3: Why not take it?

S1: You know, it's just a banjo. It won't be useful.

S3: Pity. Maybe you have to leave it.

S2: Hey! Hussey, you silly boy, just take it. You don't have to be so sad.

S1, 3, 4: But why, Sir?

S2: Listen to me, boys. The banjo will be vital for keeping us cheerful. You will know it later. Perce, what will you take ?

S1: Sir, I'1l take the pen and ink as well as a diary book.

S2: Why ? You'd like to keep a diary ?

S1: Yes, Sir. I want to write down what we have experienced. I believe it will be very valuable.

S2: I agree, boy. Do it.

After the dialogues, ask the students to write sth. down. Fill in the form below.

Give the students a sample on the PowerPoint.

What Sailor 1 kept and why?

1. A lighter to make a fire.

2. A diary. It's a good record of the expedition.

3. A camera to take pictures to keep a record of their life.

What Sailor 2 kept and why?

1. A pen and a bottle of ink.

2. a diary book to keep. a diary to keep a record of their life.

3. …

What Sailor 3 kept and why?

1. A banjo. It will be vital for keeping them cheerful.

2.…

3.…

T: You did a nice job. Now we come to Ex. 3.

There will be an activity-group discussion in Ex. 3. Through this discussion the students should

learn to draw conclusions from facts. Learn to describe people's qualities / characters shown by what they said and did I their words and behavior. Learn to find examples to support your ideas. At the same time it helps Ss have a deeper understanding of the story.

T: Do you think Shackleton behaved well when the ship sank?

Ss: Yes, he did.

T: What would you have done?

S l: I'm not sure. I think maybe I would have been very nervous and at a loss what to do. Things would have been terribly bad.

T: You are frank. But in our life we may experience hard times. We should learn from Shackleton and his men. Be a man of great determination. Never give up. Perseverance will lead to success in life.

S1: Yes, I will.

S2: I would have behaved as well as Shackleton. In that case, the only way before you seemed to die. So what else would scare you? Just fight. Fight, and you would survive.

T: Good! I believe you would have been as good as Sir Earnest Shackleton.

Question 2

What qualities do you think Shackleton and Perce show? Find some examples to support your ideas.

Show the suggested answers on the PowerPoint.

In the case of Question 3, it's a little bit more difficult for the Ss to make a decision. But it is really important for the students to develop the ability to analyze a difficult and complicated situation and make correct decisions. And the most important for them is to stay calm/cool when

facing dangers or difficulties. This question is a good practice for them.

Question 3

T: Tom orde-Lees is a selfish and bad-tempered member of the crew and his attitude may upset other people. Do you think Shackleton should leave him on Elephant Island or take him with him on the boat? Discuss in pairs what you would do with him. Give your reasons. Make notes for a presentation to the class.

Show the suggested answer on the PowerPoint.

The suggested answer:

In my opinion, Shackleton should take him with him on the boat.. Because Tom orde-Lees is a selfish and bad-tempered member of the crew and his attitude may upset other people. If he were left on Elephant Island, he would certainly have a bad effect on the morale of the team. And there wasn't a leader as strong as Shackleton, it was likely something bad would happen. Taking Tom orde-Lees with him on the boat, Shackleton would control him and it would certainly do good to the whole team.

Step VII Reading (II)

For this part just let the students read the passage and answer questions. A general comprehension of the passage will be OK. Ss will learn the problems the men had to face on the island and they were rescued at last.

T: I believe you are eager to know what happened to them on the island and whether they were rescued. OK, let's turn to Page 9, and we'll get the answer.

Then the teacher can play the tape. While listening,the Ss try to get the general idea of the passage.

T: Listen to the passage carefully. While listening, try to get the general idea of the passage. Several minutes later, ask the Ss to tell the general idea.

T: Who has got the answer, volunteer?

S1: It tells us the problems the men had to face on the island and how they overcame them and they were rescued at last.

T: Nice job! Now we come to the questions in Ex. 1. Deal with the questions in Ex. 1 on Page 9. Check the answers.

Show the suggested answers on the PowerPoint.

1. The problems the men had to face on the island were as follows:

The situation made them feel low and discouraged. Just keeping alive took all their time and energy., e.g. To gather fresh water, melting the ice was a problem.

Food was also a problem as there were no vegetables or fruit to be found.

The only fuel they could use was seal fat.

They had to be very particular about personal care because of the changeable temperature.

2. Their greatest worry was whether they could be rescued a slow but painful death.

Their optimism and faith in Shackleton helped them overcome this difficulty.

3. Having celebrations would help keep them cheerful and encourage harmony in the group.

This helped them to show an admirable mental attitude and deal with their ever-present fears in a positive and successful way.

Step Ⅷ Consolidation

After reading the whole story, ask the Ss an open question to make them think more:

T: We have read the whole story. I think it's a very useful text for you. OK. What lesson have you learned from the story?

Various answers will be acceptable.

One possible version:

After reading the whole story, we know Shackleton and his men were people of great determination. They showed great perseverance in the face of difficulty. They never gave up and they succeeded at last. I was deeply touched by them and I will learn from them. No matter what difficulties we meet in future, never give up and struggle to achieve success in life.

Step IX Homework

1. Read the story aloud after class and try to retell it to others.

2. Try to finish the exercises in Learning about1anguage on Page 5—7．

Listening, Speaking and Writing

Teaching goals教学目标

1. Target language目标语言