最新人教版选修七Unit3Underthesea教案及说课稿
Unit 3 Under the sea
I．教学内容分析
本单元的中心话题是海底世界。听说读写活动主要围绕海底的动植物、奇妙景观和有关大海的神话展开的。
Warming Up部分通过讨论海底生物和了解海底世界的途径导入本单元话题。
Pre-reading部分通过讨论图片导入课文并介绍故事背景。
Reading部分讲述了一个虎鲸助人捕鲸、救人脱险的故事。课文中采用了大量的动作描写，并使用了大量的-ing形式。
Comprehending部分由三个练习题组成，旨在逐步加深学生对课文的理解。
Learning about Language部分突出了本单元词汇和语法的学习与训练。本单元的语法是-ing 形式的被动语态。
Using Language部分包括阅读和写作两部分。课文通过对海的世界奇观妙境的描写，为学生树立了景物描写的典范。写作部分要求学生仿照课文描写景物。本部分中，形容词的顺序和复合形容词的构成也是学生应了解的内容。
Summing Up部分要求学生对本单元的内容、词语和结构进行总结，有助于学生
Learning Tip 部分介绍了合成形容词的构词法，并指导学生在写作中主动利用构词规则组词。
II．教学重点和难点
1. 教学重点
(1) 本单元的生词和短语；
(2) 掌握运用-ing 形式的被动式；
(3) 学会在对话和写作中表达责备、抱怨以及要求赔偿。
2. 教学难点
(1) 帮住学生更多地了解海洋生物，培养学生尊重海洋、爱护海洋生物的道德品质；
(2) 学会仿照课文描写景物；
(3) 学会复述故事。
III．教学计划
本单元建议分五课时：
第一课时：Warming up, Pre-reading, Reading & Comprehending
第二课时：Learning about Language
第三课时：Reading and discussing (Using Language)
第四课时：Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)
第五课时：Reading task (Workbook) & Writing task (Workbook)
Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:
1. To arouse Ss’ interest in animals and plants living under the sea.
2. To develop Ss’ reading ability.
3. To appreciate how the writer describes movements.
Teaching Procedures:
Step 1. Leading-in
Purpose: To arouse Ss’ interest in the content of this unit.
1. Ask Ss to collect information about sea animals and plants and answer the following
question.
Can you name some animals and plants living under the sea? What’s you favorite? Speak about it.
2. Ask Ss to collect information about whales and answer the following question.
(1) Are whales fish? How do you know?
(2) What is a killer whale? What do you know about it?
Step 2. Warming up
Purpose: To get Ss to know something about the content of this unit.
1.Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss to
answer the following question.
From where did you learn this?
2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.
(1)What are your favorite sea plants and animals
(2)Where can you find them?
(3)If possible, would you like to keep some at home?
Step 3. Pre-reading
Purpose: To get the Ss prepared for reading the text.
1.Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of a
large animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.”
2.Ask Ss to look at the picture of Pre-reading and answer the following questions.
(1)what do you think is happening?
(2)What is a killer whale? Can you tell me about it?
Step 4. Fast reading
Purpose: To get Ss to read for the general idea.
1.Ask Ss to read the text fast and sum up the main idea of the text and answer the following
question.
In what person is the text written?
Suggested Answer: The text is written in the first person.
2.Play the tape and ask Ss to read after it.
Step 5. Intensive reading
Purpose: To develop Ss’ reading ability of scanning.
1.Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.
2. Ask Ss to discuss what they have underlined.
3. Read the following sentences and ask Ss to find whether they are true or false.
4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.
Step 6. Language points (1)
Purpose: To learn the language points in the text.
1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.
2. Lead Ss to deal with the following language points.
Step 7. Language point (2)
Purpose: To deal with the main sentence structures.
1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.
(1).We ran down to the shore in time to see an enormous animal throwing itself out of water.
(2).I saw James being held up in the water by Old Tom.
(3).I could see a whale being attacked by a pack of about six other killers.
(4).Gorge didn’t like being kept waiting.
(5).I could see he was terrified of being abandoned by us.
(6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea.
(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.
(8).And there was Tom, circling back to the boat, leading us to the hunt again.
(9).Gorge told me, pointing towards the hunt.
(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.
(11).Gorge told me, pointing towards the hunt.
(13).Being badly wounde d, the whale soon died.
Suggested Answers:
(1)～(3): 宾语补足语(4)～(6): 宾语(7): 宾补，伴随状语(8):状语(9)～(11): 伴随状语
2. Collect Ss’ questions in understanding the grammar.
Step 8. Extension
Purpose: To develop Ss’ mentality of harmonious coexistence between man and nature.
1. Ask Ss to answer the following questions and discuss them.
(1)How do you feel after reading the text?
(2)Should whale hunting be banned?
2. Ask Ss to make a dialogue according to the result of the discussion.
Step 9. Homework
1.Rewrite the reading text in the third person. Encourage Ss to use their own words.
2.Make sentences with the phrases learnt in the text.
Period 2 Learning about Language
Teaching Goals:
1.To revise the passive –ing form.
2.To enable Ss to master some new words and expressions.
Teaching Procedures:
Step 1. Revision
1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the most
will be praised.
2.Ask Ss to exchange the sentences they made with the phrases.
Step 2. Grammar
1. Complete the following sentences with the suitable –ing form of the verbs in the brackets.
(1)_______(laugh) at in public made him upset.
2. Analyze the grammar by explaining the answers.
Group 1: In(1)～(10), passive forms of gerunds used as subjects or objects.
Note: In (8)～(10), passive forms are not used.
Group 2: In (11)～(14), non-finite verbs used as attributives.
Convert the past or present participles into attributive clauses.
(11).The house (which was) built last year will be our dormitory.
(12).The house (which is) to be built next year will be our dormitory.
(13).The house (which is) being built now will be our dormitory.
(14).The soldier (who is ) being operated on now was wounded in the fight.
Group 3: In (15)～(21), non-finite verbs used as adverbials.
Convert the past or present participles into adverbial clauses.
(15).(If I had been) given more time, I would have done the work better.
(16).If you give me more love, you would be more loved.
(17).When (she was) asked about her father, the girl cried.
(18).(While he was) asking this and that, the doctor took out some medicine.
(19)..(After they had been) shown around the school, the leaders went to the hotel.
(20).(As it is) being painted, the house can’t be moved in.
(21).(As it is) being repaired, the car can’t be used right now.
3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64～65. And then check the answers with
the class.
4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.
Collect different translations.
Step 3. Homework
1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 in
Using Words And Expressions on P63.
2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24
according to the reading text.
Period 3 Reading and discussing (Using language)
Teaching Goals:
1.To get Ss to learn how to describe things.
2.To get Ss to know something about the formation of compound adjectives.
Teaching Procedures:
Step 1. Revision
1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out the
most will be praised.
2.Check the homework with the class and correct Ss’ errors.
Step 2. Leading-in
Purpose: Get Ss prepared for the text learning.
1. Ask Ss to look at the pictures on P23 and ask the following questions.
(1) What can you see in the pictures? Are they beautiful?
(2) Where do you think we can find them?
2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.”
Step 3. Fast reading
1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text
2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.
Step 4. Intensive reading
1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24.
2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point
1. Explain the following language points.
(1)reflect on (line 1, para 1): think deeply about, consider
I need time to reflect on what your request. 我需要时间来考虑一下你的请求。
You must take time to reflect on important things. 你必须花时间来考虑一下重要的事。
(2)become aware of / that (line 1, para.2): realize, get to know
He was fully aware of the situation he was in. 他充分意识到了他所处的环境如何。
He became aware of something approaching him. 他察觉到了有东西正在向他靠近。
He became aware that some girls were looking at him with interest. 他发觉一些女孩正饶有兴趣地看着他。
(3) upside down ( line 8, para.3): with the upper side beneath
The picture is hanging upside down. 那幅画挂倒了。
The plane turned over to fly upside down. 飞机翻了个身，开始倒飞。
The plate was lying upside down on the floor. 盘子倒扣在地板上。
2. Ask Ss to finish Ex3 in Reading and discussing on P24 and explain the order of attributives.
●定语排列顺序口诀：
大小，新旧，形状，颜色，产地，材料（大龄形颜国材）
定语排列顺序规律：
●客观程度大的词离中心词最近，主观程度大的词距离中心词最远。
例如：
two old brown china tea pot两只古老的棕色的瓷茶壶
two round red French wooden table两张红色的法国产木头圆桌
3. Ask Ss to finish Ex4 in Reading and discussing on P24 and explain the formation of compound adjectives.
(1)Get Ss to find the compound adjectives used in the text.
(2) Explain the following ways to form compound adjectives.
①数词+名词
the 100-meter race, a 100-dollar note, a five-star hotel,
②副词/形容词+动词
hard-working, good-looking
③名词+like
a childlike old man
④副词+过去分词
a well-written composition, a well-behaved gentleman, hard-won peace, a newly-shaved
face, a poorly-dressed man
⑤形状名词+shaped
a U-shaped pipe, a love-shaped diamond
⑥数词+名词ed
a three-legged table, a one-eyed horse, a two-handed robot, four-footed animals, a
seven-year-old boy, a four-storied building
⑦形容词+名词ed
a kind-hearted woman, a near-sighted student, a red-haired youth, an absent-minded
student, cold-blooded animals,
⑧名词+现在分词
peace-loving people, heart-breaking news, English-speaking countries, peace-keeping troops
⑨其他
a stay-at-home mother
Step 6. Homework
1.Ask Ss to review all the language points in this period.
2.Ask Ss to preview the content of the next period.
Period 4 Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)
Teaching Goals:
1.To develop Ss’ ability of listening, speaking and writing.
2.To practice use of the expressions for blame and complaint.
Teaching Procedures:
Step 1. Pre-listening
Purpose: To introduce to Ss the topic of listening.
1. Lead Ss to the advertisement in Reading, discussing and listening on P25. Teacher may say, “By now we have learnt a lot about the undersea world and about the whales. I’m sure you want very much to take a tour and have a look. There are many tourist agencies that organize such tours. Now le t’s read an advertisement.”
2. Let Ss read the advertisement and discuss the questions above the advertisement. After that, ask Ss two more questions.
(1) If the weather is not good enough, what will you do?
(2) Is the travel agency sure about the success of see whales?
3. Ask Ss to finish Ex2 in Reading, discussing and listening on P25 and predict the content of the listening text.
Step 2. Listening
1.Dialogue 1
(1) Ask Ss listen to the first dialogue twice and finish the exercises of Dialogue 1 in Ex4 on P26.
(2). Ask Ss to listen to the first dialogue for the third time and finish Ex5 on P26.
(3). Play the tape of the first dialogue again and ask Ss to finish the exercises of Dialogue 1 in Ex3 on P26.
2.Dialogue 2
(1) Ask Ss listen to the second dialogue twice and finish the exercises of Dialogue 2 in Ex4 on P26.
(2). Ask Ss to listen to the second dialogue for the third time and finish the exercises of Dialogue 2 in Ex3 on P26.
3.Dialogue 3
(1) Ask Ss listen to the third dialogue twice and finish the exercises of Dialogue 3 in Ex4 on P26.
(2). Ask Ss to listen to the third dialogue for the third time and finish the exercises of Dialogue 3 in Ex3 on P26.
Step 3. Writing
1.Divide Ss into three groups and let each group choose one of the three situations on P27.
2.Ask Ss to underline the expressions at the top of P27 and keep them in heart.
3.Let each group make up the dialogue and present it before the class.
4.Correct the errors in Ss’ dialogues and ask them to write them down.
Step 4. Homework
Give Ss the following situations and let them make up their dialogues.
1.Your neighbor always makes noise. Complain to him.
2.The traffic in your city is too bad. Complain to the mayor.
Period 5 Reading task (Workbook) & Writing task (Workbook)
Teaching Goals:
1.To know how the Inuit worship the sea.
2. To develop Ss’ awareness of respecting the sea and protecting wild animals in the sea. Teaching Procedures:
Step 1. Leading-in
Purpose: To get Ss prepared for the new text learning.
1.Ask Ss to look at the pictures on P67 and guess what the text is about.
2.Let Ss close the book and play the tape. See who can get what the text is abot.
Step 2. Fast reading
1.Let Ss open the book and listen to the tape to get the main idea of the text.
2.Ask Ss to underline what they cannot understand in the text.
Step 3. Language point
Purpose: To deal with the language points in the text.
2. Ask Ss to keep the sentences containing the above phrases in heart.
3. Explain the following language points.
(1) ask for sb’s hand (line 4, para.1): 向某人求婚
(2) make (a good wife) (line 3, para 2): 成为(好妻子)
（3）have no choice but to do sth .(line 4, para 3): 别无选择，只好干…
(4) in search of (line 3, para 4): 去寻找
Step 4. Intensive reading
1. Ask Ss to read the text again. After they have learnt the language points, they can get a better understanding of the text. They can raise their questions.
2. Ask Ss to work in pairs to finish Ex1 and Ex 2 of Reading task on P68.
Step 5. Writing
Purpose: To develop Ss’ ability of writing stories.
1.Ask Ss to retell the story about Sedna with the book closed and then write it down.
2.Ask Ss to exchange the retold story with their partners Then let them find out and correct the
errors in the stories
3.Ask Ss to assess their partners’ stories. They may refer to the questions in the form on P68.
4.Choose the best retold story and ask its writer to present it before the class.
Step 6. Homework
1.Ask Ss to review all the language points in this unit.
2.Ask Ss to finish the rest of exercises in Workbook.
3. Ask Ss to preview the next unit.
选修七第五单元教案
适用学科
精品资料 高中英语
欢迎下载 适用年级
高中二年级
适用区域
外研版区域 课时时长（分钟）
2 课时
知识点
1.重点词汇：预习 module5 所学词汇： ethnic，minority， ethnic， rainforest，diverse，diversify，native ， national，bright-colored， belt， varied， vary， variety，various， maze， cobbled，Inherit ， property，customary， customer，customs， apron， hieroglyphic， hatch， pineapple，bucket，splash，apparently， crop， opera，maize，script，ouch，hammer， lame，hop， tyre，firm，jungle， soul， distant，ox，spear，garment，sleeve，necklace，jewellery，arch， rigid，Framework，fasten，loose，fiber，rooster，spade，unfold，adjust， furnish furnished，mat，bare，waist， widow， nephew， garage，awkward， pierce，aborigine 2. 重点词组：in use, use up, make use of = take advantage of, of (no) use, bring /put sth. into use, come into use, seat belt = life belt = safety belt, have a population of , It is apparent that… / clear /distinct /obvious /evident, in the distance, from the distance , keep one’s distance, keep sb. at a distance , set off = set out = start out， be in a/ the minority, be in a /the majority, be diverse from = be different from, be native to…,vary from… to…, vary with, a variety of = varieties of , run into, run after, run away, run out of, fasten… and …(together), fasten… to…, fasten on/ upon,adjust to sth/ doing sth. = adjust oneself to , make an adjustment , be furnished with, 3. 重点句型： ①The old town is on the side of a mountain and opposite it is the 5,500 metre Yulong Xueshan Mountain, its peak covered with snow. ② They sit in small circles in the square, with their babies on their backs, completely uninterested in the tourists! ③ However different we may appear to be at first, we are all the same, all equal. ④ It is generally agreed that Native Americans came across from Asia, somewhere between 12,000 and 25,000 years ago. ⑤ The people had thick straight black hair, dark eyes and brown skin.
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.
三,三言教案
《三言?玉堂春落难逢夫》教案 教法设计：点拨疏通文意、速读概述情节、讨论分析形象、 教学目标： 1．知识与技能：了解“三言二拍”及作者冯梦龙,疏通文意,理清情节 2．过程与方法：学生自读把握情节,教师点拨写出故事梗概,品味语言 3．情感态度与价值观：感受人物独特的人格魅力,感悟“世间只有情难朽,世间只有情最苦”这句箴言,正确处理人际交往。 第一课时 课堂导入：京剧《苏三起解》已是家喻户晓的著名唱段：苏三离了洪桐县，将身来在大街前，未曾开言我心内惨，过往的君子听我言，哪一位去往南京转，与我那三郎把信传，言说苏三把命断，来生变犬马我当报还。 补充材料：剧《苏三起解》是根据《警示通言》中的“玉堂春落难逢夫”改编。 故事梗概为：明朝时，名妓女苏三和吏部尚书子王景隆结识，改名玉堂春、誓偕白首。王景隆在妓院被老鸨钱财诈尽，被轰出，苏三私赠银两使回南京。王景隆走后，老鸨把苏三骗卖给山西商人沈洪作妾。沈妻与人私通，毒死沈洪，反诬告苏三。县官受贿，判苏三死罪。解差崇公道提解苏三自洪洞去太原复审。途中苏三诉说自身的遭遇，崇公道加以劝慰并当亲人对待，由此苏三推翻了曾在受刑之时说出的“洪洞县中无好人”的说法。后王景隆考取官员，回山西巡视，反了苏三冤案，喜结成亲。 一、知识积累
1．正字音 2．辨字形 3．解释词义 4．识记文化、文体常识 ①文体常识： 话本说话艺人的底本。 拟话本明末文人模仿话本形式编写的白话短篇小说 ②文化常识 “三言二拍”的思想内容 “三言二拍”的艺术技巧 “三言二拍”的文化价值 二、作者介绍 冯梦龙（1574-1646），字犹龙，又字子犹，别号龙子犹、茂苑野史、墨憨斋主人、姑苏词奴、顾曲散人等。苏州府长洲县（今苏州市）人。书香门第出身，少有才气，狂放不羁，一生功名不顺，57岁补为贡生，61岁任福建寿宁知县，4年秩满归乡。曾参与抗清宣传，后忧愤而死。 冯梦龙长在商业经济活跃的苏州，非常熟悉市民生活，思想上又受李贽影响，是晚明主情、尚真、世俗文学思潮代表，一代通俗文学大家。 他搜集、整理、编撰的通俗文学作品涉及白话短篇小说、长篇小说、民歌、散曲、传奇等各个方面，成就最高、影响最大的是“三言”。 冯梦龙的文学思想： 1）强调文学应表现真情。
2021人教版选修七unit1《livingwell》word教案5
2021人教版选修七unit1《livingwell》word教案5 1．语言知识目标 了解盲文的创始人路易斯·布莱尔的个人经历和导盲犬的工作内容。 2．语言能力目标 培养学生在听前对听力材料进行推测，并激活背景知识的能力；把握细节信息的能力。 3．情感态度与文化意识目标 通过对盲文创始人路易斯·布莱尔个人经历和导盲犬工作情形的了解，使学生关于盲人的生活状况有更深切的了解，更能激发他们伸出手，关心盲人和其他的残疾人。 重点难点 1．教学重点：培养学生在第一遍听完后，把握听力材料大意的能力。 2．教学难点：在听力材料开始前，如何激发学生的背景知识；在学生背景知识缺乏的情形下，如何进行听力指导。 课前预备 1．学生的学习预备 布置学生在课前上网查找关于盲文及创始人的情形，了解一些导盲犬工作的情形。 2．教师的教学预备 查找相关信息，有条件的话，借一本盲文书给学生看看，让学生对盲人的生活有更加深入的了解。 3．教学用具 录音机 教学过程 Step 1Pre－listening Before the students listen，ask them to discuss the following questions： 1．Do you know what Braille is? 2．What is it used for? 3．How does it work? 4．Do you know what the Chinese system of Braille looks like？(See Page 53 for some hints.) Suggested answers： Braille is a system by which blind people can read by feeling raised dots on a page.Both English and Chinese system of Braille use six dots.Their forms are similar，but their meanings are different.That's to say，Chinese blind people can't understand the English system of Braille. [设计说明]在听力训练正式开始前，在班级里组织讨论，激活学生的背景知识，有利于随后进行的关于盲文创始人路易斯·布莱尔的生平介绍的听力训练顺利展开。假如学生的背景知识比较贫乏，教师能够对盲文作一个简单的介绍。 Step 2Listening task 1．Paul's teacher has asked everyone in the class to prepare a talk about a great inventor.Listen to Paul's talk about Louis Braille.Then answer the following questions： (1)What country did Louis Braille come from? (2)What disability did he have? (3)What did books for the blind look like when Louis was a boy? (4)What were the two problems with the books for the blind?
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
京剧-教学教案
京剧课例 课时：二课时 课型：欣赏课 年级：初中二年级 教学目标： 1、通过本课学习，使学生对我国京剧文化艺术中的行当和表演动作的程式，以及京剧的伴奏乐器有所了解，培养他们对京剧的兴趣和热爱祖国优秀传统文化的情感。 2、通过对京剧中唱、念、做、打四种艺术特征的介绍，启发学生积极体验与感受，从而提高学生鉴赏京剧的能力。 3、培养学生的探索精神和观察分析问题的能力。 教学方法： 1、引导学生做多种形式的参与和感受。 2、启发学生通过观察、分析、归纳来获取知识、培养能力。 3、运用多媒体教学手段，做到声像结合、视听结合。 教学过程： 一、组织教学： 学生听《京调》音乐走进教室。 二、导入： 京剧是我国的国粹，迄今已有200多年的历史。它是一个大剧种，在全国300多个地方戏曲剧种中，京剧无论如何也算是个老大哥。它也是第一个走向国际舞台的，代表中华民族的表演艺术。有个美国人说：“如果中国没有京剧了，我也就不承认中国了。”有一位老华侨，在太平洋彼岸的一个大都市迷失了路途，正在他彷徨迷惘之际，突然听到从附近的一个大楼中传出京胡的声音，老华侨欣喜得热泪盈眶……所以有人说，一位无产者可以凭借着《国际歌》找到自己的同志，那么，我们中国人凭借着京剧的曲调就可以找到自己的同胞。真是相逢何必曾相识，同样宫商唱皮黄。作为一个中国人，如果不知道京剧，不知道自己的民族国粹。甚至妄自菲薄，就不对了。所以我认为作为中国人，有必要了解一下自己的国宝——我们的京剧艺术。 三、介绍京剧的行当： 京剧的行当分为生、旦、净、丑四大类。但在初期，京剧的行当仍分为生、旦、净、末、 丑五大类，后来才把生行和末行合并，取消了末行。 生：扮演男性角色的一种行当。包括老生、小生、武生、文武老生、红生、娃娃生等几个门类。（展示生行扮相的图片） 旦：扮演女性角色的一种行当。包括花旦、青衣、老旦、武旦、刀马旦、贴旦等。（展示旦行扮相的图片） 净：指在面部勾画各种脸谱，故又称大花脸。一般都是扮演男性角色，包括正净（黑头、铜锤）、副净（架子花脸）、武净（武花脸）等。（展示净行扮相的图片） 丑：属于喜剧的角色行当，又叫“小花脸”。分文丑（方巾丑、彩旦、丑婆等）和武丑（又称“开口跳”）等。（展示丑行扮相的图片） 四、介绍京剧的唱、念、做、打四种艺术特征。 1、唱： a.京剧把“唱”、“念”、“做”、“打”都综合在一起。在不同的剧目和场次中，“唱”、“念”、“做”、“打”各有侧重。但从总体上来说，京剧还是以“唱”为主，京剧界传统说法是“唱”居首位；在观众的语言中，把“演戏”说成是“唱戏”，这也可以说明，歌唱在戏曲中的重要
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)
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
人教版选修7unit2RobotsP2教学设计
Unit 2 Robots Part 1 Teaching Design 第一部分教学设计 Period 2 A sample lesson plan for Learning about Language (Revise the passive voice including the infinitive) Introduction In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the passive voice including the infinitive. The following steps of teaching may be taken: warming up by having a dictation, discovering useful words and collocations, reading more about the 22nd century, learning about the passive voice, discovering useful structures and closing down by putting on stage a text play of Satisfaction Guaranteed. Objectives To help students revise the passive voice To help students discover and learn to use some useful words and collocations To help students discover and learn to use some useful structures Procedures 1. Warming up by having a dictation To begin with, let’s take a dictation to strengthen our memory of the text.
人教版 选修7unit2 robots教案
Unit 2 robots Period 1 warming up and Reading Teaching goals 教学目标 1. Target language语言目标 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教学方法 Discussing, explaining, reading and practicing Teaching aids教具准备 The multimedia computer Teaching procedures 教学过程 Step I Warming up Present a photo of robot. Then ask students to say something about robot. 1.What is on the blackboard? 2.What is a robot? 3.How does a robot work? (A robot is a machine designed to do jobs that are usually performed by humans. Robots are programmed and controlled by a computer. ) 4. There are many types of robots and they can do different work. Can you name some of them?(Entertainment robots,Industrial robots,Domestic robots) 5. What Science fiction about robots have you ever read?(star war,cJ7，terminator, Transformers） 6.What is science fiction?(The science fiction is defined as a form of modern literature ,which is intended to predict future of human world and inspire human imagination and novelty of scientists.)
走进京剧教案
走进京剧 教学目的： 1、通过教学使学生了解中国京剧艺术的基础知识，为进一步学习音乐与戏剧的关系打下基础。 2、让学生在京剧欣赏中感受京剧的艺术美，提高对京剧艺术的鉴赏力。 3、培养学生热爱祖国民族文化艺术的情感及民族自豪感。 教学重点：京剧的行当划分及京剧表演。 教学难点：京剧行当的辨认。 教学工具：多媒体课件 教学过程： 一、导入： 1、欣赏一段戏曲片段，让学生回答剧种名称（学生答：京剧）。 2、请一位同学为大家演唱一段京剧。 3、播放投影，引出课题：《走近京剧》，激发学生学习兴趣。 二、新授： 我国的戏剧非常丰富，不同的剧种有几百种之多。京剧就是其中具有代表性的剧种之一，它历史悠久，具有鲜明的民族特色，是中华民族之国粹，很多人都称之为“国剧”。今天我们重点学习和了解有关京剧方面的一些基础知识，主要内容有：京剧的形成、京剧行当的划分和京剧的表演形式。 1、京剧的形成： 1790年，为给乾隆皇帝祝寿，一位官员邀请了安徽地区很受群众喜爱的徽戏班子进京演出，不想在北京一炮打响，轰动了戏剧舞台。后来，徽班为了适应北京观众的欣赏习惯，经过努力，把徽调、汉调衍化为京调，逐步形成现在的京剧。 2、京剧行当的划分： 行当，是根据戏曲中不同的人物性别、年龄、身份、性格而划分的人物类型。京剧形成后，吸收了昆曲、汉调的分行，形成了“生、旦、净、末、丑”五大行。虽然称作“五大行”，但因为扮演中年男子的“末”行，早已归入“生”行之中了，所以实际现今已成为“生、旦、净、丑”四行。京剧行当的划分，是随着京剧的发展而不断变化的。 （1）通过投影，让学生了解生行：
在京剧中扮演男性人物的，称为“生”。“生”，常是剧中的主要人物，所以，京剧行当以“生”为首。“生行”分为老生、小生、武生。 老生，就是扮演中年以上男性，性格正直、刚毅的正面人物，如《空城计》中的诸葛亮； 小生，就是扮演年轻英俊的男性，如《玉堂春》中的王金龙； 武生，就是擅长武艺的男性人物，如《长坂坡》中的赵云。 （通过观看投影使学生在头脑中形成老生、小生、武生的印象。） （2）通过投影，让学生了解旦行： 旦行均为女性人物，一般分为：青衣、花旦、武旦、老旦。 青衣，是指扮演家境贫寒或身受不幸遭遇的青年妇女，如《玉堂春》中的苏三； 花旦，是指扮演天真活泼、直率爽朗或放荡泼辣的青年妇女，如《柜中缘》中的刘玉莲； 武旦，是指以武功为主的女性人物，如《杨门女将》中的穆桂英； 老旦，是指扮演老年妇女，如《四郎探母》中的佘太君。 （通过观看投影使学生在头脑中形成青衣、花旦、武旦、老旦的印象。） （3）通过投影，让学生了解净行： 净，俗称“花脸”。京剧的净，主要扮演性格、品质或相貌不同于一般、有突出特征的男性人物。这类人物按性格来说有正直、刚毅、勇猛、粗犷、鲁莽、狡诈、残暴、愚蛮等；按年龄来说，长者有八九十岁的老人，幼者有十来岁的少儿；按身份地位来说，上有帝王将相，下有庶民屠夫。这些人物既有正面的，也有反面的，可以说是形形色色的人物。 这些人物的性格、品质或相貌特征，是借以特定的脸谱来表示的。也就是根据人物性格、品质、相貌的不同，和红、黑、白、黄、紫、绿、蓝等颜色，按固定的图案，进行面部化妆。这种面部化妆，称作“勾脸”。脸谱不仅仅只是为了突出人物的性格，而且也是表示对人物褒贬的手段。比如红脸大多是表现忠诚正义的人物，黑脸大多是表现正直、勇敢或鲁莽的人物，白脸大多是表现奸险狡诈的人物，紫脸大多是表现沉勇果敢的人物，黄脸大多是表现性格残暴的人物，蓝脸大多表现勇猛顽强的人物。 净，分为文净和武净。一般有黑脸、老脸、奸白脸、架子花脸等。 黑脸，由于包拯是刚直不阿、秉公办案、执法如山的典范，而在京剧中包拯勾画的是黑脸，因此以包公为代表的黑脸，表示性格刚直、铁面无私的人物。
人教版选修7unit4SharingP1教学设计
Unit 4 Sharing
Part 1 Teaching Design 第一部分教学设计 Period 1 A sample lesson plan for reading (ALETTER HOME) Introduction In this period, after the warming up, students will first be guided to pre-read the textby getting to know about a place called Papua New Guinea. Then they shall read the text for forms and copy expressions. Writing a letter of your own comes before reading the text once again for the type of writing and summary of A LETTER HOME. The class shall end by students reading more on voluntary work. Objectives To help students understand the text’s forms and contentsandlearn about sharing To help students communicate on the topic in focus with the words, expressions and structures learned in this unit Focus
【人教版高三英语】选修七第二单元教案
教学过程 一、课程导入 二、复习预习 复习上节课主要内容
三、知识讲解 知识点1：词语辨析 【考查点】词形变化 1. n.满意v.使满意.令人满足的 .感到满意的 2. .感到惊吓的n.警报. 恐吓, 警告 3 v.断言，宣称n.宣布，宣言，声明 【练习】根据句子结构，用括号内所提供词的适当形式填空 1) a . .() 2) I a . I .() 3) , .() 4) . . () 5) .() :1. ; 2. ; ; 3. ; ; 4. ; 5. ; 知识点2：词语辨析 1). 【解释】 属正式用语, 可代替和, 强调“主观愿望的热切性”, 含有“强烈希望做某事”的意思, 语气比弱, 一般用于“难以实现或不可能实现的愿望”,指“希望”、“愿”、“想” 表示实现的可能性较大的希望
侧重“期待，预期，指望” 多用于口语式普通场合, 指“想”、“要”或“需要”, 表示“偏爱、选择”或“需要、热爱” 表“希望，渴望” 【练习】选择或并用其适当的形式填空 1) I I a . 2) I a . 3) . 4) I . 5) , I 6) , . : 1) 2) 3) 4) 5) 6) 2). 【解释】 . 估定, 评定。 n. 通路, 访问, 入门 【练习】选择或，并用其适当的形式填空 1) . 2) a ; : 1) 2) 3) 【解释】
指“在战争、竞赛、斗争中获胜”, 并有“击败对方或敌人”的含义对预期的、计划的、尝试的事物的目标达到 指“征服某国或某民族, 从而使之处于被支配地位的胜利或战胜”指“辉煌或彻底的胜利或成功” 【练习】选择或并用其适当的形式填空 1) a . 2) 3) , . 4) a . : 1) 2) 3) 4) 知识点3：重点词汇 1. n.渴望.想要 [重点用法] .渴望得到某物 .希望/渴望做某事 .() 要求…… a .渴望得到某物/希望做某事 ’s 照某人的希望 [典例] 1) .我们都希望幸福健康。 2) a , .每个人都渴望成功，但并非人人都渴望金钱。 3) .他要求你马上去见他。
【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.
《京调》教案
《京调》 教学目标： 1．了解京剧的四大行当，能区分西皮和二黄。 2．通过欣赏《京调》感受音乐欢快活泼的情绪，并能分辨乐曲的基本结构。 3．在听、唱的欣赏活动中，激发学生对我国“国粹”的兴趣与喜爱。 教学重点： 1．感受《京调》欢快活泼的情绪，并分辨它的曲式结构。 2．了解京剧的四大行当，能区分西皮和二黄这两种唱腔。 教学难点： 通过聆听音乐，分辨《京调》的乐曲结构。 教学准备： 电子琴、课件。 课时安排：两课时 教学过程： 一、兴趣导入 1、师生问好。 师：今天老师为大家带来一首非常好听的歌曲，听完请你说说，你听到了什么？ 生：…… 师：蓝脸的窦尔墩盗御马, 红脸的关公战长沙, 黄脸的典韦, 白脸的曹操, 黑脸的张飞叫喳喳! 同学们应该知道我国是一个戏曲大国，有很多的戏曲种类，而这首歌曲中就有戏曲色彩，你觉得它属于哪种戏曲呢？ 生：京剧。 师：是的，这个蓝脸、红脸、白脸等是京剧当中的脸谱，每个脸谱都代表京剧当中的人物形象。而京剧还是我国的国粹。你对我们的国粹京剧了解多少呢？ 二、简单介绍京剧： 1、师：看样子你们课外的知识还是比较丰富的，那么我来考考你们，看看你们有多厉害！ 师：有谁知道京剧的四大行当是什么呢？ 生：…… 师：京剧的四大行当就是生、旦、净、丑。（出示图片） 生：男性正面形象。（分别展现老生、小生、武生、文生、娃娃生） 师：同学们，现在请咱们班的男生跟着老师来学学小生的简单动作。
（欣赏小生的简单动作，学生一起来模仿，教师带领做） 师：同学们表现的不错，接下来我们来了解旦。 旦：女性正面形象。分青衣、花旦、武旦和老旦。 师：（分别出示图片青衣、花旦、武旦、老旦角色）请女同学来学学花旦的动作，我们也来做一回花旦吧！ （教师做简单的花旦动作，女同学一起学着做一做）。 师：同学们的动作真漂亮，像极了真正的花旦。下面我们一起来了解净和丑。 净：性格鲜明的男性人物。（出示图片） 丑：滑稽、幽默、机敏、活跃的人物。（出示图片） 师：了解了京剧的四大行当，现在请同学们一起来欣赏一段小曲儿，请大家说说这段小曲儿中的人物是属于哪个行当的？ 2、欣赏《苏三起解》 问：这段京剧中的人物属于哪个行当？ 生：旦。 师：嗯，完全正确，这首《苏三起解》是选自我国戏曲艺术家梅兰芳先生表演的《玉堂春》。请同学们一起再来听一遍，请大家听听他在唱时用的是真嗓子还是假嗓子？ 3、再次聆听《苏三起解》 问：他在唱时用的是真嗓子还是假嗓子呢？ 生：假嗓子 师：对，京剧唱腔用的都是假嗓子。（如果答不出，那么教师用声音示范真声与假声，再让学生做出判断。） 4、唱一唱 师：请看（出示：《苏三起解》第一句曲谱）这是《苏三起解》的曲谱第一句，咱们也来唱一唱。 师先唱，学生再唱（2遍），注意用假嗓子唱。 师：同学们唱的不错，呵呵，在我们的京剧唱腔中主要有两种：西皮和二黄。 （出示西皮和二黄的概念） 西皮：西皮的旋律起伏较大，节奏紧凑，唱腔流畅明快，适合于表现欢快、坚毅的情绪。 二黄：旋律较为平稳，节奏舒缓，唱腔凝重浑厚，更宜于抒发沉郁、悲愤的情绪。 师：请问：你觉得《苏三起解》属于哪种唱腔呢？