高二英語(yǔ)選修7全教案

1、Unit 1 Living well 單元教學(xué)目標(biāo)技能目標(biāo)Goals Learn about Disability and Life of disabled people Talk about Disability and Life of disabled people Practise Introduction and Wishes &congratulations Revise the Infinitive Write a letter of suggestionII 目標(biāo)語(yǔ)言功能句式1. IntroductionId like to introduce you toId like you

2、 to meetMay I introduce?Pleased to meet you.Its nice to meet you.2.Wishes &congratulationsCongratulations.All the best.Im proud of you.I wish you success. Good luck.Well done.Im very impressed by your performances.You have my best wishes.Im very pleased for you.I Hope it goes well for you.Thats wond

3、erful/amazing.詞匯1. 四會(huì)詞匯disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter,

4、 congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare2. 認(rèn)讀詞匯Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community3. 詞組in other words, out of breath, all in all, make fun of ,

5、 all the best, in particular 4重點(diǎn)詞匯disability, disabled, adapt, annoy, conduct, congratulate, accessible結(jié)構(gòu)Revise the InfinitiveThe infinitive can be used 1. as the subject2. as the predicative,3. as the object 4. as the object complement5. as the adverbial6. as the attribute重點(diǎn)句子I have learned to adap

6、t to my disability.Every time after a long absence from school, I feel really stupid because I am a bit behind the others.All in all, I have a good life.Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.III 教材分析與教材重組1. 教材分析本單元以殘疾及殘疾人生活為話題，介紹了一些殘

7、疾人憑借頑強(qiáng)的毅力和社會(huì)的關(guān)愛克服生活中的種種困難，以積極的態(tài)度面對(duì)人生的挑戰(zhàn)。通過本單元的學(xué)習(xí)，可以幫助殘疾學(xué)生樹立生活的信心，激勵(lì)殘疾人實(shí)現(xiàn)自身價(jià)值；同時(shí)又能教育健康學(xué)生理解、尊重、關(guān)心、幫助殘疾人，使殘疾人與健全人一樣共享美好生活。通過本單元的言語(yǔ)技能訓(xùn)練，要求學(xué)生學(xué)會(huì)使用正確得體的英語(yǔ)介紹他人和向他人表示祝賀。1.1 WARMING UP 讓學(xué)生了解殘疾的種類，討論各種殘疾給人們的生活帶來的種種不便，盡管如此仍然有許多殘疾人在不同領(lǐng)域取得了非凡成就，為本單元的READING部分精彩故事做好了鋪墊。1.2 PRE-READING 通過介紹“Family village”，激發(fā)學(xué)生的閱讀興

8、趣。1.3 READING課文是一篇以第一人稱表述Marty身殘志堅(jiān)，以積極的態(tài)度快樂生活的故事。課文以網(wǎng)頁(yè)的形式展示，能夠吸引學(xué)生的注意力，引起學(xué)生的極大興趣。1.4 COMPREHENSION共有4部分，這4部分的設(shè)置由表及里，由淺入深，非?？茖W(xué)。第1部分是淺層次的事實(shí)核對(duì)題，旨在讓學(xué)生了解Marty生活中遇到的各種困難和他對(duì)待生活的樂觀態(tài)度；第2部分是深層次的理解題，要求學(xué)生在正確的理解課文的基礎(chǔ)上，通過討論得出結(jié)論；第3部分要求學(xué)生總結(jié)課文6段的段落大意。第4部分要求用3-4句話分別表述1）Marty的積極向上的生活方式; 2）人們?cè)鯓訋椭鶰arty和像Marty一樣的殘疾人過上幸福生

9、活;3)他的同學(xué)為什么改變了對(duì)待Marty的態(tài)度。1.5 LEARNING ABOUT LANGUAGE 分為兩部分，Discovering useful words and expressions是本單元詞匯練習(xí)題；Discovering useful structures是本單元語(yǔ)法練習(xí)題練習(xí)，通過本單元的學(xué)習(xí)，要求學(xué)生熟練掌握不定式的各種語(yǔ)法功能。1.6 USING LANGUAGE分為兩部分，Listening and speaking是關(guān)于對(duì)殘疾人Barry Minto的采訪錄音，要求學(xué)生能夠通過錄音了解Barry Minto的身體殘疾和他取得的成就。同時(shí)通過聽這個(gè)采訪，要求學(xué)生掌握

10、表示祝賀的常用句型。Reading, speaking and writing 部分要求學(xué)生先討論腿腳殘疾的人在電影院有可能遇到的困難，然后引出殘疾Alice Major寫給the new Bankstown電影院的建筑設(shè)計(jì)師的一封信，在信中她給建筑設(shè)計(jì)師提出一些建議，要充分考慮殘疾人的特殊需要。這封信后有說和寫的練習(xí)題，通過不同的言語(yǔ)技能訓(xùn)練，完成本單元教學(xué)目標(biāo)。通過讀這份建議信，要求學(xué)生學(xué)會(huì)寫建議信。2. 教材重組2.1 將WARMING UP 、PRE-READINGR、READING與COMPREHENDING放在一起上一節(jié)閱讀課。2.2 把LEARNING ABOUT LANGUAG

11、E 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一節(jié)“詞匯語(yǔ)法課”。 2.3 根據(jù)USING LANGUAGE 內(nèi)容上一節(jié)聽說讀寫綜合技能課。2.4 將WORKBOOK 的Reading and listening 和Talking 結(jié)合在一起，上一節(jié)“聽說課”。2.5 將WORKBOOK的Reading and writing task 設(shè)計(jì)為一節(jié)閱讀課寫作課。 3. 課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，本單元可以用5課時(shí)教完）1st Period Reading 2nd Period Learning about l

12、anguage3rd Period Using language 4th Period Reading and listening 5th Period Reading and writing task IV. 分課時(shí)教案The First Period ReadingTeaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語(yǔ)言:a. 重點(diǎn)詞匯和短語(yǔ)eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope,

13、out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragementb. 重點(diǎn)句型1. I have to adapt to my disability.2. All in all, I have a good life.3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.4

14、. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. Ability goals能力目標(biāo)Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well 3. Learning ability goals學(xué)能目標(biāo)By ta

15、lking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.Teaching important points教學(xué)重點(diǎn)How positive stories about the people with disabilities inspire others

16、.Teaching difficult points 教學(xué)難點(diǎn)How to help student understand the difficulties the disable have to overcome.Teaching methods教學(xué)方法Discussing, explaining, reading and practisingTeaching aids教具準(zhǔn)備Multimedia computer Teaching procedures & ways教學(xué)過程與方式Step I Leading inDeal with Warming up. Play some videos

17、of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.T: Good morning /afternoon, class!Ss: Good morning/ afternoon, Mr. /MsT: In this class we are going to learn about disabilities and the life

18、 of the disabled. First lets watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.After the discussion, Teacher will present the four pictures on Page 1 to students.T: Quite right. Disabilities can be visible or invisible

19、. People with invisible disabilities dont look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great s

20、uccess. Now look at the pictures, how do they look? Ss: They look happy and satisfied. They are smiling. T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?S1: S2: T: OK, please remember there are many disabled people in the world. They are part of the world

21、. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.Step II Pre-readingAsk students to read the pre-reading carefully and find out the purp

22、ose of the website. Then show the suggested answer on the PowerPoint.Suggest answer:1. To give ordinary young people with a disability the chance to share their stories with others.2. To inspire other disabled people.3. To get non-disabled people to understand more about how challenging life can be

23、for people with disabilities.Step III ReadingDeal with the reading part.ScanningAsk the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.T: First Id like you to do the scanning and then fill in the chart with the information you get from

24、the text. After you have finished, please compare with your partner.Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in

25、groups. You may refer to the adjectives on the PowerPoint.Show some suggested adjectives on the PowerPoint.brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupidT: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still

26、lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.Deal with the next two questions in the same way.Suggested answers:1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.2. I

27、 think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.3. Maybe at the beginning I will feel very low and disappointed, but Martys story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfyi

28、ng life.Careful readingAsk students to read the text carefully and then finish Ex3 on Page 4.T: Now lets read the text again and try to sum up the main idea of each paragraph. Several minutes later check the answers with the whole class.Suggested answers:Paragraph 1: I have a muscle disease, which i

29、s very unusual.Paragraph 2: No one knows how the disease develops.Paragraph 3: The difficulties I have in daily life.Paragraph 4: My fellow students have begun to accept me for who I am.Paragraph 5 All in all, I have a good life.Paragraph 6: People with disabilities can also live well.T: Now lets re

30、ad Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.Suggested answers:1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of t

31、ime to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.2. Dont feel sorry for the disabled or make fun of them, and dont ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled peo

32、ple.3. Because Marty is strong-minded and independent. His efforts have gained his fellow students respect and understanding. So they have learned to accept him for who he is.SummaryAsk students to work together to write a mini biography for Marty according to the text.T: Now weve finished Martys st

33、ory. Now its time for you to work in groups and write a mini biography for him.My Mini bioName: Status: Health: Interests and Hobbies: Ambition: Motto: A few minutes later show the sample on the PowerPoint. My Mini bioName: Marty FieldingStatus: High school studentHealth: developed a muscle disease

34、at the age about 10, very weak, cannot do things like normal peopleInterests and Hobbies: Enjoys writing and computer programming Going to the movies and football matches- when I am well enough Spending a lot of time with my petstwo rabbits, five mice, a tank full of fish and a snake To studyAmbitio

35、n: to work in the computer industryMotto: live one day at a timeExplanationDuring this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems. T: Now we will deal w

36、ith some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the tex

37、t on Page86-87. T: Do you have any difficulties with the text？S1:Could you please explain the sentence to us：I have learned to adapt to my disability.T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, s

38、o he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other question

39、s?Ss: No.T: This is a very inspiring story. From Martys story, what have you learned from?S1: We should be patient with people with disabilities. We shouldnt get annoyed just because they are slow.S2: We shouldnt feel sorry for them. That might hurt them.S3: We should help them in a clever way.S4: W

40、e should encourage them when they feel down.S8: Just having a disability doesnt mean your life is not satisfying.T: Im very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If youd like to learn more about the life of disabled

41、 people, please surf the internet.Step IV Homework: Retell Martys story according to the mini bio.Surf the internet to learn more about the life of disabled people.Unit 2 Robots 單元教學(xué)目標(biāo)技能目標(biāo)Goals Learn about literary work about science, Robots and Science fiction writer- Isaac Asimov Talk about Robots

42、 Practise Supposition and belief Revise the Passive Voice (I) ( including the infinitive) Science fiction genre: imaginative writingII 目標(biāo)語(yǔ)言功能句式Supposition and beliefI thinkI supposeMaybeI dont thinkI doubtI guessI believeI wonderI dont believe詞匯3. 四會(huì)詞匯fiction, cartoon, desire, satisfaction, absent,

43、alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful. affair, firm, firmly, declare, victory, envy, marriage, biography, explanation, junior, navy, talent, chapter, divorce, obey, aside4. 認(rèn)讀詞匯Isaac Asimov, La

44、rry Belmont, Claire, Gladys, softness, makeup, complicated, transfusion, Masters degree, Philadelphia, PhD, The Foundation Trilogy, empire3. 詞組test out, ring up, turn around, leave alone, set aside4重點(diǎn)詞匯desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, accompany ,dec

45、lare, envy, obey結(jié)構(gòu)Revise the passive infinitive:The companys new car is going to be designed in the coming months.重點(diǎn)句子She felt embarrassed and quickly told him to go.Claire thought it was ridiculous to be offered sympathy by a robot.By the amused and surprised look on her face, Claire knew that Glad

46、ys thought she was having an affair.It was when Asimov was eleven years old that his talent for writing became obvious.III 教材分析與教材重組2. 教材分析本單元以機(jī)器人和科幻小說為話題，介紹了20世紀(jì)世界知名的科幻小說家Isaac Asimov寫于1951的Satisfaction Guaranteed 和作者的生平。通過本單元的教學(xué)，旨在讓學(xué)生了解科幻小說最大的特征在于，它賦予了“幻想”依靠科技在未來得以實(shí)現(xiàn)的極大可能，甚至有些“科學(xué)幻想”在多年以后，的確在科學(xué)上成為了

47、現(xiàn)實(shí)。如Isaac Asimov1951年描述的機(jī)器人的部分功能已經(jīng)被應(yīng)用于現(xiàn)實(shí)生活和工作中。在教學(xué)中，要鼓勵(lì)學(xué)生敢于幻想，大膽創(chuàng)新，發(fā)揮自己豐富的想象力和創(chuàng)作力，寫出獨(dú)具特色的科幻文章。1.1 WARMING UP介紹了什么是機(jī)器人，和不同種類及不同形狀的機(jī)器人。1.2 PRE-READING 通過討論機(jī)器人是否像人類一樣有自己的思維，是否有感情引出Isaac Asimov的科幻小說Satisfaction Guaranteed。為本單元的READING做好了鋪墊。1.3 READING課文是Isaac Asimov寫于1951的科幻小說Satisfaction Guaranteed。文中描

48、述的機(jī)器人Tony是一個(gè)除去面無表情外，身材高大，相貌英俊，聰明機(jī)智的完美男人。僅三周的時(shí)間就使女主人墜入愛河。1.4 COMPREHENDING共有2部分，第一部分是關(guān)于課文內(nèi)容的5個(gè)問答題，旨在考察學(xué)生對(duì)課文的理解。第二部分要求學(xué)生比較機(jī)器人Tony在physical, mental, emotional 三方面與人的異同。與PRE-READING 部分的問題相呼應(yīng)。1.5 LEARNING ABOUT LANGUAGE 分為兩部分，Discovering useful words and expressions是本單元詞匯練習(xí)題；Discovering useful structures

49、是本單元語(yǔ)法練習(xí)題，通過本單元的學(xué)習(xí)，要求學(xué)生熟練掌握不定式的被動(dòng)語(yǔ)態(tài)。1.6 USING LANGUAGE分為兩部分，Listening ,discussing and writing部分內(nèi)容是Molly 和Kate 討論Satisfaction Guaranteed的對(duì)話錄音，要求學(xué)生根據(jù)對(duì)話內(nèi)容學(xué)會(huì)運(yùn)用表達(dá)自己觀點(diǎn)的常用句型。這部分教學(xué)內(nèi)容還要求學(xué)生以機(jī)器人為話題，充分發(fā)揮自己的想象力，談?wù)摍C(jī)器人做家務(wù)的利與弊。并且要求自己動(dòng)手設(shè)計(jì)機(jī)器人，附上文字說明。Reading and discussing 部分的內(nèi)容是科幻小說家Isaac Asimov的生平介紹。文章后附有練習(xí)題。第一題要求學(xué)生

50、根據(jù)時(shí)間線，了解在作者生命中發(fā)生的重要事件。第二、三題要求學(xué)生討論Isaac Asimov的“機(jī)器人三定律”。2. 教材重組2.1 將WARMING UP 、PRE-READINGR、READING與COMPREHENDING放在一起上一節(jié)閱讀課。2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一節(jié)詞匯語(yǔ)法。 2.3 根據(jù)USING LANGUAGE 內(nèi)容上一節(jié)聽說讀寫綜合技能課。2.4 將WORKBOOK 的Listening 和Reading task 設(shè)計(jì)為

51、一節(jié)閱讀課寫作課。2.5 將WORKBOOK的Speaking task, Listening task 和Writing task 整合在一起上一節(jié)綜合技能課。3. 課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，本單元可以用5課時(shí)教完）1st Period Reading 2nd Period Learning about language3rd Period Using language 4th Period Listening and Reading task 5th Period Speaking, listening and writing task IV. 分課時(shí)教案The First Peri

52、od ReadingTeaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語(yǔ)言a. 重點(diǎn)詞匯和短語(yǔ)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,

53、 marriage, test out, ring up, turn around, leave aloneb. 重點(diǎn)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 g

54、oals能力目標(biāo): Help students to learn about robots and science fiction. 3. Learning ability goals學(xué)能目標(biāo)：Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand.Teaching important points教學(xué)重點(diǎn)Teach students to enjoy science fiction. Enable st

55、udents to grasp what Tony did to help Claire and how her emotion developed during Tonys stay at her house. Help students to sum up characteristics of science fiction.Teaching difficult points 教學(xué)難點(diǎn)How Claires emotion developed during Tonys stay at her house.Teaching methods教學(xué)方Discussing, explaining,

56、reading and practisingTeaching aids教具準(zhǔn)備The multimedia computer Teaching procedures & ways教學(xué)過程與方式Step I Warming upDeal with Warming up. Present photos of different kinds of robots. Then ask them to say something about his or her favorite robot.T: Good morning /afternoon, class!Ss: Good morning/ afternoon, Mr. /MsT: In this class we are going to learn about robots. Who would like to tell me what a robot is?S1:A robot is a machine.T: What kind of machine?S2: A robot is a kind of machine that can do a variety of often complex human tasks.T