人教版高中英語選修7《Unit5Travellingabroad》教案(精華十九篇)
發表時間：2023-10-03人教版高中英語選修7《Unit5Travellingabroad》教案(精華十九篇)。
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
Unit 1 Friendship : Reading——Anne’s Best Friend 教案
課時：一課時 課型：講授課
一、教材分析
本單元的主題是友誼。這一課時主要是圍繞閱讀部分來講，閱讀是整個單元的核心部分，是在學習上一課時Warming up and Pre-reading的基礎知識上接著對閱讀文本“安妮最好的朋友”中詞匯知識點和閱讀技巧等的學習，為接下來的第三課時的語法知識的學習及以后的聽說讀寫綜合技能的練習打好基礎。文章通過一個虛擬的采訪——兩千年前古希臘作家帕薩尼亞斯與一位當代女孩李燕的對話，向學生介紹了古代和現代奧運會的異同及奧運會的一些基本情況。文章講述了猶太女孩安妮為躲避納粹迫害而藏身于小閣樓中，并把日記作為自己朋友，通過寫日記來表達自己孤獨和郁悶的心情。
二、教學目標：
(一)知識目標: 1.掌握文章中的生詞和短語:reason;list;share;feeling;Netherlands;German;series;outdoors;crazy;nature;purpose;dare;thunder;entirely;power;according;trust;indoors;share...with...;go through;hide away;set down;a series of;be crazy about;on purpose;in order to;in one’s power;face to face;according to;2.幫助學生找到他們覺得最困難單詞和短語,并幫助他們理解。3.了解強調句型。(二)技能目標: 1.更好地掌握Skimming和Scanning。
2.能分析并總結直接引語和間接引語（疑問和陳述）的規律，能熟練地進行兩者間的轉換，并在生活中運用。
3.能介紹Anne的基本情況，說明她當時的心情和內心的渴望。(三)情感目標: 1.通過Anne的日記，了解猶太人被納粹迫害的悲慘命運。2.體會自由，友誼的珍貴。
3.通過學習此閱讀文章為學會珍惜朋友間的友誼,并能分辨他們的生活中真正的朋友和虛偽的朋友。
三、教學重點和難點：
重點：
1、訓練scanning and skimming等閱讀技能。
2、認識朋友的真正含義以及與人相處的問題。難點：
1、閱讀技能的訓練。
2、陳述句和疑問句的直接引語和間接引語的互相轉換（人稱的變化、時態的變化…..）
四、教學過程(一)導入
1.教師可以先讓學生討論他們是否有考慮過和動物,植物甚至是一個物品交朋友,為什么或為什么不？讓學生們分析原因。(二)課前 閱讀開始前，先給學生復習一下上一課時講過的Skimming(略讀)和Scanning(尋讀)閱讀技巧，并要求學生們用這兩種方法進行下面文章的閱讀。1.skimming(略讀)的方法和技巧：
Read the title Read the introduction of the first paragraph
Read the first sentence of each paragraph
Read the headings and sub-headings
Notice any pictures and charts
Read the summary or last paragraph 2.Scanning（尋讀）的方法和技巧：
①學生讀課文，抓住文中的關鍵信息，并將文章分成三部分，寫出每段的大意。②全班默讀文章。③讀安妮的日記
1)Ask the students how Anne felt in the hiding place.2)Guess the meanings of “spellbound” “hold me entirely in their power” from the discourse.3)Ask the students to read the diary again and try to retell it.④大聲朗讀 : 播放文章的磁帶讓學生聽并跟讀。(三)講授新課： reading 閱讀
1.讓學生閱讀非日記體部分的內容,介紹這篇文章的寫作背景。
2.只通過閱讀標題和看圖，先不閱讀文章，讓學生試著猜猜看安妮的朋友是什么。3.讓學生瀏覽前兩個段落來確認他們的猜測。
4.讓學生快速瀏覽安妮的日記，了解文章的中心內容并概括段落大意.鼓勵學生先列出一些關鍵詞，如：Anne, crazy, nature等
Para.One: Anne made her diary her best friend whom she could tell everything.Para.Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para.Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.5.給學生講解本課的生詞。1.add(to)v.1)to put together with something else so as to increase the number, size, or importance;
2)to join(numbers or amounts)so as to find the total.eg: The fire is going out;will you add some wood? The snowstorm added to our difficulties.Add up these figures for me, please.2.ignore v.to take no notice of;refuse to pay attention to
eg: His letters were ignored.Even the best of men ignored that simple rule.My advice was completely ignored.ncern v.使擔心;使不安
(+about/for);涉及,關系到;影響到 eg: The boy's poor health concerned his parents.He is concerned for her safety.The news concerns your brother.He was very concerned about her.4.loose
adj.not firmly or tightly fixed.eg: She wore loose garments in the summer.I have got a loose tooth.Some loose pages fell out of the book.5.purpose
n.[C] an intention or plan;a person’s reason for an action.eg: What is the purpose of his visit? The purpose of a trap is to catch and hold animals.Did you come to London to see your family, or for business purpose?
6.series n.(of)a group of things of the same kind or related in some way, coming one after another or in order.eg: Then began a series of wet days that spoiled our vacation.This publishing firm is planning a new series of school textbooks.They carried out a series of experiments to test the new drug.7.cheat.1)v.to behave in a dishonest way in order to win an advantage;2)n.a person who cheats;dishonest persons
eg: They cheated the old woman of her house and money.The salesman cheated me into buying a fake.He never cheated in exams.I see you drop that card, you cheat!
I never thought that Sam is a cheat.8.share
1)vt.&vi.(inwith amountbetween)to have, use or take part in something with others or among a group.2)n.(inof)the part belongs to, owed to or done by a particular person.eg: The money was shared out between them.Sam and I share a room.We shared in his joy.They always share their happiness and sorrow.I have done my share of the work.9.crazy adj.1)mad;foolish
2)[+about] wildly excited;very interested
eg: You're crazy to go out in this stormy weather.John's crazy about that girl./ She is just crazy about dancing.10.dare v.& v.aux..1)+ to do;2)+ v
to be brave enough or rude enough(to do sth.dangerous, difficult or unpleasant).eg: How dare you accuse me of lying!/ How dare you ask me such a question? My younger sister dare not go out alone./ He did not dare to leave his car there.11.trust
1)n.[U](in)form believe in the honesty, goodness or worth etc, of someone or something
2)v.to believe in the honesty and worth of someone or something;have confidence in
eg: I have no trust in him./ I don’t place any trust in the government’s promises.Why do you trust a guy like him? / I trust your wife will soon get well.12.suffer v.(for)to experience pain, difficulty or loss
eg: I cannot suffer such rudeness./ He suffered from poverty all his life.My father suffers from high blood pressure./ They suffered a great deal in those days.13.advice n.[U] opinion given to someone about what they should do in a particular situation→v.advise to give advice to
eg: I want your advice, sir.I don't know what to do./ I asked the doctor for her advice.If you take my advice, you won’t tell anyone about this.He gave them some good sound advice.municate v.1)(to)to make(opinions, feelings, information etc.)known or undby others.e.g.by speech, writing or body movements;
2)(with)to share or exchange opinions, feelings, information etc eg: Our teacher communicates his idea very clearly.He had no way to communicate with his brother.Did she communicate my wishes to you? We learn a language in order to communicate.Deaf people use sign language to communicate.15.calm
1)adj.free from excitement, nervous activity or strong feelings;quiet 2)n.[U] peace and quiet 3)v.to make calm
eg: You must try to be calm./ The high wind passed and the sea was calm again.The police chief advised his men to stay keep calm and not lose their tempers.There was a calm on the sea./ She calmed the baby by giving him some milk.We calmed the old lady down.Useful expressions:
1.add up : to join(numbers or amounts)so as to find the total.eg: Add up 3, 4 and 5 and you'll get 12./Add up your score and see how many points you can get.If we add these marks up, we'll get a total of 90.2.calm down : to make or become calm
eg: Calm down, sir.What's the trouble?/ Just calm down, there’s nothing to worry about!/ We tried to calm him down, but he keep shouting.3.be concerned about with : to worry or interest
eg: My parents are concerned about my studies./Don’t concern yourself about with other people’s affairs./She’s concerned about his son’s future.4.go through
1)to suffer or experience;2)to look at or examine carefully;
3)to pass through or be accepted eg: The country has gone through too many wars./ The new law did not go through.Let’s go through it again, this time with the music.5.set down
1)to make a written record of;write down 2)put down
eg: I have set down everything that happened./I will set down the story as it was told to me.Please set me down at the next corner.6.a series of + pl.& n 做主語時，謂語動詞用單數 一連串的，一系列的，連續的eg: There has been a series of car accidents at the crossing.These days I have read a series of articles on reading.A series of TV play is on Channel 1 these days.7.on purpose : intentionally;with a particular stated intention eg: He did it on purpose.“I am sorry I stepped on your toe;it was an accident.” “It wasn’t!You do it on purpose.”
I came here on purpose to see you.8.according to : as stated by sb.or sth.eg: They divided themselves into three groups according to age./Please arrange the books according to size./According to the Bible, Adam was the first man./According to her, grandfather called at noon.9.fall in love : begin to be in love(with sb.)
They fell in love at once;it was love at first sight./What will he do if his daughter falls in love with a poor man? /They fell in love with each other for years.10.join in
: to take part in(an activity)
They are going to join in the singing./She started dancing and we all joined in./Would you like to join in my birthday party?
(四)鞏固練習： 閱讀后
1.讓學生做理解部分的練習。2.利用“理解”部分的練習，問學生： Imagine you had to go into hiding like Anne and her family.What would you miss most? Give your reasons.讓學生討論，并且將答案列出來。每一組可以決定出本組認為最好的答案。最后全班選出最佳的答案。
(五)布置作業：
1.再次通讀一下這篇短文,嘗試復述它。2.做完練習冊的作業。
3.用幾句話表達你對朋友和友誼的理解。設計意圖：為了鞏固今天所學的內容，以此來培養學生的語言組織和表達能力以及考察對課文的理解情況。
課后反思：本節課分層教學，在閱讀課文，理解課文的基礎上進行課文知識點的細致處理。需要改進的地方：單詞短語部分講解過多，占了很多時間，可以將其改為課后練習的形式。在以后的教學中要注意改進。
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
高中英語作文匯編
July 9
Dar Mr Smith,
I was so plasd to har from you and am writing to tll you somthing about my school. You ar right. Quit a fw changs hav takn plac. On on sid of th road thr is a nw classroom building. On th othr sid, whr th playground usd to b now stands anothr nw building-our library. In it thr ar all kinds of books, nwspaprs and magazins. Th playground is now in front of th school. W hav also plantd a lot of trs in and around th school. I hop you com and s for yourslf som
Bst wishs,
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Th othr day my brothr and I wnt to th cinma by bicycl. My brothr was riding with m sitting on th sat bhind. As w cam to th crossroads a young man and a girl cam up and stoppd us. ‘W‘v found you at long last,’ thy said. But w didn’t know thm. Pointing to a policman not far away, th young man xplaind, ‘H stoppd us about half an hour ago and mad us catch th nxt offndr. So com on, stand hr. Hop you don‘t hav to wait as long as w did . Good luck.’
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My nam is Li Hua. I was born in Dalian, Liaoning provinc in Fbruary 1977. I startd school in 1984 whn I was svn. I studid in Guangming Primary School from 1984 to 1990. Aftr that I wnt to No.62 Middl School of Dalian and graduatd this summr. Th main subjcts I studid at school includd Chins, maths, nglish, physics, chmistry and computr. I lik nglish and computr bst and I am vry good at thm. Last yar I won first priz in th school computr comptition. In my spar tim I njoy listning to popular music and collcting stamps. My favorit sports ar swimming in summr and skating in wintr.
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Jun lst,1995
Dar Ptr,
W’r so gald you‘r coming to join us on Sunday. Hr is how you can find us. W’ll hav our picnic in th Popl‘s Park. You know whr that is, don’t you? Aftr you ntr th park by th main gat, walk straight on till you com to a stram. Cross th stram and turn right. Aftr walking for a whil you‘ll com to a hill. Walk around to th othr sid of th hill. Thr you’ll s a lak. W‘ll hav our picnic thr in th small woods by th lak. I’m sur you‘ll hav no troubl finding us. Do com!
Li Hua
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May I hav your attntion, plas? I hav an announcmnt to mak. Th Studnt Union is going to hold a party on Saturday vning, August 15, to wlcom our frinds from th Unitd Stats. Th party will b hld in th roof gardn of th Main Building . It will bgin at 7:30 P.m. Thr will b music, dancing ,singing, gams and xchang of gifts. Will vrybody plas bring along a small gift for this purpos. Rmmbr to wrap it up ,sign your nam and writ a fw words of good wishs.Don‘t forgt: 7:30, Saturday vning, roof gardn, Main Building. Thr’s sur to b a lot of fun. vrybody is wlcom.
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
Unit2 Robots
?？紗卧~必背
1.desire n.渴望;愿望;欲望 v.渴望;向往;要求
We all desire happiness and health.
我們都想得到幸福和健康。
[快速閃記]
(1) have a strong desire to do sth 迫切想要做某事
(2) have a strong desire for sth 急于想得到某物
desire to do sth 渴望做某事
desire sb to do sth 想要某人做某事
desire that主語+should+動詞原形，should可以省略。
(3) desirable adj. 令人滿意的
desired adj. 渴望的;想得到的
2.alarm n.警報;驚恐 vt. 使警覺;使驚恐;驚動
I forgot to set my alarm and I overslept.
我忘了定鬧鐘，結果睡過了頭。
They were alarmed by a sudden attack.
突然襲擊使他們大為驚恐。
3.sympathy n.同情
I have a lot of sympathy for him;he brought up his two children on his own.
我非常同情他，他獨自把兩個孩子養大。
[快速閃記]
(1) feel/have great sympathy for sb 對某人深感同情
with sympathy 同情地
(2) sympathetic adj. 同情的;支持的
sympathize/sympathise vi. ①同情;憐憫 ②體諒;贊同
4.favo(u)r n.[U]喜愛;恩惠;贊同 vt. 喜愛;支持;贊成
The idea is beginning to gain widespread favour.
這種意見開始贏得廣泛贊同。
[快速閃記]
(1) in favour of 贊同;支持
in sb 's favour 對某人有利
do sb a favour/do a favour for sb 幫某人一個忙
ask sb a favour=ask a favour of sb 請某人幫忙
(2) favourable adj. 贊同的;有利的
favourite adj.&n.特別喜愛的(東西)
5.pile n.[C] ①一堆②大量 vt.&vi. 堆積;積聚
The leaves had been swept into huge piles.
樹葉被掃成了一大堆一大堆的。
[快速閃記]
a pile of 一堆
piles of 一堆堆的
pile up 堆積
6.absurd adj. 荒謬的;可笑的
He felt it was absurd to be filled with hatred for someone he had never met.
他覺得對從未見過的人充滿仇恨可真是荒謬。
7.accompany vt. ①陪伴;伴隨 ②伴隨發生(with) ③伴奏(+on/at)
Friends，in this time of happiness，joy and goodwill to accompany you!
朋友，在這幸福的時光里，讓快樂和美好永遠陪伴著你!
[快速閃記]
(1) accompany sb to someplace 陪伴某人去某地
accompany sb on/at 用……給某人伴奏
accompany...with/by 與……同時存在或發生
(2) keep sb company 陪伴某人
in company with 與……一起
8.declare v.宣布(聲明);申報;聲明
He declared that he would fight for his right.
他宣稱要為他的權利而斗爭。
[快速閃記]
declaration n.宣言，布告，公告，聲明
declare against 聲明反對
declare sth to sb/sth 向……表明自己的觀點
declare...open/close 宣布……開始/結束
declared war on 向……宣戰
9.talent n.天才;特殊能力
Which of them has more musical talent is open to debate.
他們之中誰更有音樂天賦還未有定論。
10.obey vt.&vi.服從;聽從;遵守
disobey v.不服從;違抗
A robot must obey the orders given to it by human beings.
機器人必須遵守人類的指令。
obey the rules 遵守規則
高頻短語必會
1.test out 實驗;考驗
2.ring up 給……打電話
3.turn around 轉身;翻轉
4.set aside 將……放在一邊;為……節省或保留
5.in all 總共;總計
6.be bound to 一定做……
寫作句式必學
1.It was disturbing and frightening that he looked so human.機器人如此通人性，這使她覺得心煩和害怕。
2.As a favour Tony promised to help Claire make herself smarter and her home more elegant.
作為一個恩惠，托尼答應幫助克萊爾，使她更漂亮，使她的家更高雅。
3.She fell off a ladder and even though Tony was in the next room，he managed to catch her in time.
她從梯子上掉下來，盡管托尼在隔壁房間里，他還是及時(趕過來)把她接住了。
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
181、-commit
182、honey蜂蜜
183、unforgettable['?nf?'get?bl]a.難忘的
184、environment
185、analyze:分析。例如，Inordertosolvethisproblem,weneedtoanalyzeitfirst.（為了解決這個問題，我們需要首先進行分析。）
186、calm（使）平靜，（使）鎮定，平靜的，鎮定的，沉著的
187、Unit2:
188、-engage
189、-surgery
190、process['pr?uses]n.過程
191、enthusiasm
192、assignment[?'sainm?nt]n.分配；任務
193、-wisdom
194、-express
195、-achieve
196、housewife['hauswaif]n.家庭主婦
197、Unit6:
198、unusual[?n'ju:?l]a.不平常的，異常的
199、community
200、-myth
201、-enthusiastic
202、upset心煩意亂的，不安的，不適的（upset，upset)使不安，使心煩
203、havegotto不得不，必須
204、technical['teknik?l]a.技術的
205、ahead...of[?'hed?v]在…之前
206、assist[?'sist]v.協助，幫助
207、-ceremony
208、-demonstrate
209、deadline['dedlain]n.最后期限，截止日期
210、回答如下：ThewordsforLesson1inEnglishforGrade10areasfollows:
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
標題: 創新的高中英語初中教案
導語：
英語教學在初中階段扮演著重要的角色，因為這是學生打下良好英語基礎的時期。本文將提供一份創新的高中英語初中教案，幫助學生在愉快的學習氛圍中提高語言能力。
高中英語初中教案的設計是為了激發學生對英語的興趣，培養他們的學習動力，從而提高他們的學習效果。通過創新的教學方法和活動，學生能夠在積極的學習環境中掌握語言技能。
一、教學目標：
1. 培養學生的聽、說、讀、寫能力。
2. 培養學生的合作和團隊合作精神。
3. 培養學生的英語學習習慣和學習策略。
二、教學內容：
1. 語法：根據學生的水平，從基礎語法知識到復雜語法知識的漸進性學習。
2. 詞匯：根據學生的興趣和實際需求，選擇與話題相關的詞匯進行學習。
3. 閱讀：通過選讀課文、短文和故事，培養學生的閱讀能力和理解能力。
4. 寫作：通過寫作練習，提高學生的寫作能力和表達能力。
三、教學方法：
1. 情境教學法：通過設置真實場景，讓學生在真實語境中學習和應用英語。
2. 小組合作學習法：鼓勵學生分組進行活動和任務，培養他們的合作和團隊合作能力。
3. 游戲教學法：通過游戲和競賽的方式激發學生的學習興趣，提高他們的語言運用能力。
四、教學活動：
1. 角色扮演：學生扮演特定角色，通過對話練習口語表達能力。
2. 演講比賽：學生準備主題演講，培養他們的演講技巧和表達能力。
3. 閱讀討論：學生閱讀材料后進行小組討論，培養他們的閱讀和理解能力。
4. 寫作比賽：學生在一定時間內完成寫作任務，并進行評選，激發他們的寫作潛力。
五、教學評估和反饋：
1. 進行期中和期末考試，評估學生的語言掌握情況。
2. 提供課堂活動和作業的反饋，指導學生提高語言技能和學習策略。
3. 鼓勵學生自主評估和反思學習過程，激發他們對英語學習的動力。
六、教學資源：
1. 教材：選擇合適的教材和教輔材料，滿足學生的學習需求。
2. 多媒體設備：使用多媒體設備來顯示圖片、視頻和音頻，豐富教學內容。
3. 課外閱讀：鼓勵學生閱讀英語相關的書籍、雜志和新聞，擴大他們的詞匯和閱讀能力。
高中英語初中教案的設計需要重視學生的興趣和需求，通過創新的教學方法和活動來激發學生的學習興趣，提高他們的學習效果。只有在積極的學習氛圍和良好的教學資源的支持下，學生才能在英語學習中不斷進步，提高他們的語言技能。
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
LESSON PLAN
Time of Lesson: 45 minutes
Students: Senior Grade One
Teaching Material: How Did Postage Stamps Come Into Use
Teaching Objectives:
1. To train Ss' reading ability(such as guessing the meaning of new words in the context, the speed of reading.)
2. To train Ss' reading comprehension(To get messages from what they read.)
Teaching Points:
1. Ss get used to three reading skills.
2. Ss understand the given passage.
Properties:
Stamps, letters, postcards, work sheets, OHP
Teaching Method:
Communicative Approach
Lesson Type:
Reading
New Words and A Phrase:
postage, put forward, proposal, seal, deliver, system, postal
Procedures:
Step 1. Warm-up(6')
1. Lead-in
Show some stamps, letters and postcards and have free talk to arouse students' motivation.
2. Dealing with some new words
Q: Do you know the postage of a letter?
Explain “postage”, and write postage on the Bb.
postage: payment for the carrying of letters
A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.
Q: What do the postmen do with the letters?
A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people.
Explain “deliver”, and write deliver on the Bb.
deliver: take letters or goods to the addressed people.
Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.
Explain “put forward” and “proposal”, and write them on the Bb.
put forward: put an idea before people for thinking over
proposal: sth. proposed, plan or idea, suggestion
Again: Who put forward the proposal to use stamps?
Step 2. Skimming(4'30“)
1. Instructions
T: Now I give you a passage to read, and for the first time you should only find the answer to the question. You have only two and a half minutes to read. So don't read word for word. Read quickly. Just try to find the answer.
2. Handing out the reading material and reading
3. Checking
Q: Who put forward the proposal to use stamps.
A: Rowland Hill, a schoolmaster in England.
Step 3. Scanning(6')
1. Instructions
T: This time I give you three minutes to read the passage. When you are reading, find the answers to the two questions.
Use OHP to project the questions:
1. Why was the postage high in the early nineteenth century when people did not use stamps?
2. When was postage stamps first put to use?
2. Reading
3. Checking
1) Pair work
2) Class checking
Ans. to Que.1. Because the post offices had to send many people to collect the postage.
Ans. to Que.2. On May 6, 1840.
Step 4. Full reading(21')
1. Instructions
T: Now I give you ten minutes to read the passage for the third time and you should read it carefully. Before reading, let's go over the questions on the work sheet.
Give Work Sheet 1 to the Ss. Explain the new words in Que. 4.
prevent: stop, not let sb. do sth.
reuse: use again
T: Try to find the answers to the questions. But don't write the answers down, you can put a sign or underline the sentences concerning the questions.
2. Reading
3. Checking
1) Group work: Checking the answers in a group of four Ss.
2) Class work: Checking the answers in class.
Possible Answers:
1. Why were people unhappy to pay postage for letters in the early nineteenth century?
Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all. The postage was high.
2. Why was it much easier for people to use stamps for postage?
Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.
3. Why was the postage much lower using stamps?
Because in this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters.
4. How could the post office prevent people from reusing the stamps?
The post office could simply put seals on the stamps so that people could not use the stamps again.
Check the understanding of the word ”seal“, and write it on the Bb.
seal: 郵戳 5. Did other countries take up the new postal system?
Yes.
Check the understanding of ”postal“ and ”system“, and write them on the Bb.
postal: of the post
system: a set of working ways
6. Does every country in the world has its own stamps?
Yes.
Step 5: Rounding-off(7')
1. Answering Ss' questions on the passage if any.
2. Making a guided-dialogue with the information given from the passage.
Hand out Work Sheet 2. Do it in pairs.
3. Asking two or three pairs to read their dailogues.
A possible completed dialogue:
A: Oh, What a beautiful stamp!
B: Yes, it's from the U.S.A..
A: Do you know in the early nineteenth century people did not use stamps?
B: Then how did they pay the postage?
A: They had to pay the postage when they received letters.
B: Was the postage very high then?
A: Yes. Because the post offices had to send many people to collect the postage.
B: Who put forward the proposal to use stamps?
A: Rowland Hill, a schoolmaster in England.
B: Why do post offices put seals on the stamps?
A: They can prevent people from using the stamps again.
B: When did post offices begin to sell stamps?
A: On May 6, 1840.
B: Thank you for telling me so many things about stamps.
Step 6. Assignment(30”)
Ask the Ss to shorten the passage within four or five sentences after class, and to write it in their exercise books.
*************************************************************
Reading Material:
How Did Postage Stamps Come Into Use
When you send a letter or a postcard, you have to put stamps on the envelope or on the card. When did people first begin to use stamps? Who was the first to think of this idea?
In the early nineteenth century, people did not use stamps. They had to pay postage when they received letters. They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all. The postage was high at that time, because the post offices had to send many people to collect the postage.
Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps. He thought it would be much easier for people to use stamps to cover postage. They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. The post office could simply put seals on the stamps so that people could not use the stamps again. In this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters. That was a good idea and the government finally accepted it.
On May 6, 1840, post offices throughout England began to sell stamps. Soon this new postal system was taken up by other countries. Now each country has its own stamps. And there are many people who collect stamps all over the world.
Work Sheet 1:
Find the answers to the following questions from the passage:
1. Why were people unhappy to pay postage for letters in the early nineteenth century?
2. Why was it much easier for people to use stamps for postage?
3. Why was the postage much lower using stamps?
4. How could the post office prevent people from reusing the stamps?
5. Did other countries take up the new postal system?
6. Does every country in the world has its own stamps now?
Work Sheet 2:
Complete the dialogue with the information you have got:
A: Oh, What a beautiful stamp!
B: Yes, it's from the U.S.A..
A: Do you know ____________________ people did not use stamps?
B: Then how did they pay the postage?
A: ___________________________________________________________.
B: Was the postage very high then?
A: ___________________________________________________________.
B: Who put forward the proposal to use stamps?
A: ___________________________________________________________.
B: Why do post offices put seals on the stamps?
A: ___________________________________________________________.
B: When did post offices begin to sell stamps?
A: ___________________________________________________________.
B: Thank you for telling me so many things about stamps.
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
1. Get students to learn some useful new words and expressions in this part.
2. Get students to read the letter.
3. Let students learn the prohibition, warning and permission.
1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. Enable student s to understand how to give advice.
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
1.state the main idea of each paragraph in own words
2.ways to become addicted to cigarettes
3.the harmful effects of smoking
1. sorting out major idea and minor idea
2. master key words in key sentence
1.An apple a day keeps the doctor away.
2.Early to bed and early to rise, makes a man healthy, wealthy and wise.
1How many parts does the reading text consist of?
2. Who wrote the letter to whom?
3. How many ways can a man become addicted to smoking?
1. The first sentence of the letter shows James granddad______ .
A. lives a healthy life B. is addicted to sitting in the garden
C. has nothing to do at home D. is tired when cycling 20 kilometers
2. From the second paragraph, we can know granddad ______________.
A . never smoked B. likes smoking
C. used to smoke heavily D. still smokes now
Ask students to discuss the following questions in pairs.(讓學生分組討論，形成書面形式)
1.Different ways people can become addicted to cigarettes.
Write some advice to persuade smokers to quit smoking
How to live a healthy life?
1. write down the suggestions given by granddad
2. try to persuade one to give up smoking
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
Part I. Analysis of the teaching material
1)The position and role of this text
“ Body language ” is the third period of unit 21. It’s a reading comprehension text. This lesson is very important for the students to learn in that it is related to our thinking strategies and it uses both words and body language to express our thoughts and opinions and to communicate with other people.
2) Knowledge goal:
Understand the main idea of the text
3) ability goal: ①talk about body language
②improve the students’ ability of reading
4) Moral goal: Get aware of some gestures and facial expressions in different cultures.
①to improve the students’ reading ability, such as skimming, scanning.
②to Understand the main idea of the text
③Get aware of some gestures and facial expressions in different cultures.
Part II. Analysis of the teaching methods
Question-and-answer activity teaching method
Pair work or individual work method
To reach my teaching aims, I’ll take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboard
Part III. Analysis of the learning approach
Interest is the best teacher. But with the heavy study burden and
impact of the traditional spoon-feeding teaching, sometimes the
students may lose the interest in learning and are not independent
enough. So how to motivate them, develop their interest and build up
their self-study ability are the first things I am considering about
Show a short film and a MTV show and ask the students the following questions:
T: How do the actors in the show express themselves?
S: By facial expressions and what they do.
T: What do we call that?
T: What is body language?
S: Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.
讓學生在課前欣賞兩段表演，在活躍氣氛，激發學生對身勢語的興趣的同時，通過回答演員們如何表現自己這一問題引出本課話題------body language.
Show some gestures and ask the students to guess what the gestures mean.
展現幾幅身勢語圖片以激發學生的學習興趣和參與的熱情，創造輕松的課堂氛圍，最后用一幅圖片調動學生的求知欲------同一身勢語在不同文化背景下可能會有不同的含義。
Step 3 Reading &comprehension
(1) Listen to the text and answer the following questions:
T: Does body language have the same meaning in different countries?
T: What is the best example of universally understood body language?
在學生預習的基礎上，用聽力的形式喚起學生對課文內容的回憶，并訓練學生通過聽獲取主要信息的能力，從整體上把握好文章的內容。
(2) Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.
Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.
Para 2: Just like spoken language, body language varies from culture to culture.
(The same gesture has different meanings in different countries.)
Para 3: People in different countries show the same idea in different ways.
Para 4: Some gestures seem to be universal.Para 5: Perhaps the best example of universally understood body language is the smile.
-Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
閱讀課要提高學生提煉文章主旨大意的能力，通過歸納總結一方面從整體上把握文章。另一方面也可提高閱讀技能。
(3)Read the passage carefully and try to find out the answers to the following questions:
T: What body language varies greatly?
S: Eye contact, gesture OK, thumbs up, shaking heads, “crazy” gesture, nodding heads.
S:
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
thumbs up the US great or good job
moving the index finger in a circle in front of the ear some countries Crazy
Brazil You have a phone call.
T: Some gestures seemed to be universal. What are they? How to communicate them?
S: I’m tired, I’m full, and I’m hungry.
T: Why is the smile the best example of universal body language?
引導學生分析課文，抓住關鍵詞，概括文章的細節，通過填寫表格培養學生的理解能力和概括能力，培養和提高閱讀能力和技巧。
Try to make a comparison between the body language in china and that in the US
Meaning Gestures in the USA Gestures in China
No, don’t do that.
Moving the index finger from side to side. Moving the head or hand from side to side
I don’t know Shrugging one’s shoulders Shaking the head
Well done Thumbs up. Thumbs up.
Incredible. I can’t believe it.
Rolling one’s eyes.
Money Rubbing the thumb and forefinger together Rubbing the thumb and forefinger together
Moving the index finger in a circle in front of the ear. No such a gesture
Cross the fingers on both hands No such a gesture
Moving the index finger forwards and backwards. Moving one’s hand up and down with the palm facing down.
本部分通過表格形式培養學生分析比較研究能力，從而更好的掌握不同文化背景下身勢語的異同，達到本節課的教學目的，同時也提高學生的跨文化交流意識。
Imagine you are the boss of the company and you want to employ a man as your assistant. Judging from the body language of the four men, which one will you choose? Why?
培養學生運用所學知識，圍繞中心話題進行思考和討論的能力，提高學生英語口頭表達的技能;準備好四張卡片，讓四位學生上臺用身勢語將卡片上內容表現出來。讓其他學生作出選擇，并解釋選擇的原因。通過這種方式一方面可以讓學生學會用身勢語表達自己。另一方面鍛煉了口語。
Think of some situations in your daily life in which you use body language and then try to act them out without any words. You can work in pairs or groups.
學生以小組形式開展活動，討論真實語境下的身勢語的表達，通過這一話題，一方面激活了學生的思維，活躍了課堂氣氛，另一方面也讓學生學會了觀察生活，從而學會生活;同時在表演結束后再讓其他學生用英語描述表演者所表現的情景，培養觀察身勢語的能力，并在想象，猜測的過程中形成內心語言，最終用語言復述自己的思想。
? Do in Rome as Rome does .
入國問禁, 入鄉隨俗。
? Manners make the man.
禮貌造就人。
? Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift
禮貌周到是使同我們談話的那些人感到自在的藝術。
1. Read the passage and try to recite it.
2. Finish Word study on Page 60.
3. Try to know more about body language.
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
高中英語古詩教案篇1
教材分析：
教材分析本單元是對英語中一般現在時句型的擴展和練習，學生可以運用所學語言討論動物習性這一真實語言情景，將語言變得生活化、情境化，從而掌握一般現在時的各種句式。本課沒有偏詞難句，主要的語言功能就是讓學生會用簡單的句式介紹和描述動物的習性。
學情分析：
小學生都具有好奇、好玩、好動、好表現、好表揚等心理特點，同時對新奇的事物非常感興趣。同時，六年級學生也具備了一定的合作能力和參與意識，在一定的情境中，學生能夠積極的參與、大膽表達、勇于合作，展現出良好的學習氛圍。
教學目標：
《小學英語課程標準》強調指出：“英語教學要重視對學生實際語言運用能力的培養，重視學生的學習方式和任務型的教學途徑，發展學生的綜合語言運用能力?！?根據以上要求及對學生實際情況的分析，我制定了如下教學目標。
(一)知識與技能：引導學生運用一般現在時的句子介紹動物習性。
(二)過程與方法：學生通過小組合作，組內討論，組間交流，培養學生自主學習和運用語言的能力。
(三)情感態度與價值觀：通過了解動物與人類的和諧關系，激發學生熱愛動物的情感和自覺保護動物的意識。
教學策略：
(一)教學方式與學習方式 [教學方式：“任務型”教學方式 學習方式：自主探究、合作交流] 本課的設計中，我運用了“任務型”教學方式，要求學生通過表達、詢問、解釋、溝通、交涉、協商等多種語言活動形式來完成任務，同時注重英語中聽、說、讀、寫各項基本技能的訓練;英語課程標準強調重視學生實際語言運用能力的培養，倡導體驗、實踐、參與、合作與交流的學習方式。學生將在“任務型”教學方式的引導下，在自主探究與合作交流中學習和運用語言。
(二)評價方式 [評價方式：多元性評價] 心理學家指出：學生在課堂上有獲得表揚的需要，評價的主體應該是多元性的。所以，在教學中我著眼于學生語言運用的培養，采用激勵性評價、師生評價、生生互評等多元性評價方式，在教學活動中充分激發學生的求知欲和表現欲，實現教學過程的化。
(三)教學手段
1、結合本課教學目標我設計了“猜謎語”、“聽音排序”、“聽音寫詞”、“動物習性的討論”、 “學說小韻詩”、“寫寫喜愛的動物”等幾項任務。
2、利用圖片，激發學生的學習興趣。
3、采用小組比賽的形式，激發學生積極參與，培養其集體榮譽感。
教學過程：
一、Warm up
T: Good morning, boys and girls!
Ss: Good morning, teacher!
T: Pleased to meet you!
Ss: Pleased to meet you, too!
T: Now relax yourself. Let’s listen to music.
(Play the song Old MacDonald had a farm.)
Ss: (Listen, repeat and clap.)
T: This song sounds nice. There are lots of animals in the song. Yes?
Ss: Yes!
T: Do you like animals?
Ss: Yes!
T: Now I say, you guess which animals they are. Let’s have a match between four groups. OK?
Ss: OK!
T: Number
1. They’ve got long tails. They climb trees very fast. They like bananas. What are they?
S1: They are monkeys.T: You are very clever! Group 2 can get a flag.
T: Number
2. They are tall. They’ve got long necks. What are they?
S2: They are pandas.T: Fantastic! Group 3, a flag!
T: Who can say another animal?
二、Presentation
T: So many animals! I like pandas. But I don’t like snakes. (Write on board.) What about you?
S1: I like monkeys. But I don’t like tigers.
S2: I like bears. But I don’t like dogs.
T: Good. And do you know what do pandas love? (Write the title: Unit 2 Pandas love bamboo.)Ss: (Read the title together for twice.)
T: Today we’ll discuss some animals. Let’s see what they are.(Show the pictures of animals.)
Ss: (Read and spell the words together for twice.)
三、New contents
T: These animals are lovely. You can see them on your books. Now listen to the tape, order the pictures.
T: Now I’ll check the answers. Who can tell me?
S1: Number 1 is …T: Excellent! And what do they like? Let’s listen, then you should say and write down the sentences.
T: First, which animals?
Ss: Snakes.
T: Who can repeat the sentence?
S3: Snakes love the sun.
T: Great! (Write on the board.) Read together, please.
Ss: Snakes love the sun.
T: Next, which animals?
Ss: Elephants.
T: Who can repeat?
S4: Elephants like water.
T: Can you write on board?(The same process for the other animals.)
Ss: (Read the sentences together.)
T: (Correct the mistakes.)
T: Now I say numbers, you say the sentences.
T: Who can come here and point to the pictures for us?
S2: I can. …You are very good!
四、Practice
T: Can you remember now?
Ss: Yes!
T: OK. I say, you guess. They love the sun. What are they?
S5: They are snakes.T: Very good. Now work in pairs, practice part 2.
Ss: (Work in pairs to do the practice.)
T: Who want to show your dialogue?Ss: (Several groups act out.)
T: You did a good job! Now let’s learn another animal----owl.(Read and explain the word.)
T: I’ll ask students to explain the sentences.
Ss: (Study the chant, and then say with the rhyme.)
五、Enlargement
T: Today we’ve learnt lots of animals. But which do you like? Now talk in groups: What are your favorite animals? Why?
Ss: (Talk in groups.)
T: Stop! Now write down your ideas. You can write like this: My favorite animals are …Because… T: Who want to read your sentences?
S1: …
S2: …
T: You are very lovely. We love animals, because they are our good friends. Let’s read loudly!
Ss: We love animals, because they are our good friends.
T: Again! Louder!
Ss: We love animals, because they are our good friends!
T: Well done, children! You should remember this sentence.Class is over. Goodbye, children!
Ss: Goodbye, teacher!
高中英語古詩教案篇2
一、教學內容
1.語音：1)復習音標及字母組合[u:] u, oo; [u] u, oo, oul; 2)學習音標及字母組合[(+] ure, ua
2.語法：1)小結本單元所學to be going to+動詞原形的用法;2)小結本單元出現的形容詞比較等級的規則變化和不規則變化。
二、教具
錄音機;音標卡片、小黑板等。
三、課堂教學設計
1.復習值日生報告。
教師出示事先準備好的寫有形容詞原級的小黑板，要求學生迅速寫出其比較級、級形式。
2.教師出示音標卡片，復習[u:] [u]兩個元音的讀音，啟發學生分別給出含有這兩個元音的單詞。教師可將這些單詞書寫在黑板上，并用彩色粉筆寫出讀這些音的字母或字母組合。
教[(+]這個雙元音的讀音。學生初步掌握其讀音后，重復上一步驟。
3.放課文第1、2部分錄音，學生打開書跟讀，反復三遍。指導學生做練習冊習題1。
4.指導學生閱讀復習要點中例詞、例句。教師小結該要點中所列兩項語法內容。
5.指導學生做練習冊習題。
6.布置作業
1)練習朗讀本課第1、2部分中的音標、單詞、短語和句子;2)結合書后有關語法講解，溫習本單元語法項目;3)抄寫復習要點中例句及詞語;4)完成練習冊習題。
四、難點講解
形容詞比較等級(Ⅰ)形容詞比較等級的規則變化和不規則變化。本單元只介紹單音節形容詞和少數雙音節形容詞的變化：
1)一般在詞尾加-er或-est，分別構成比較級和級。例如： small----smaller----smallest。
2)以字母e結尾的形容詞，加-r或-st,例如：nice----nicer----nicest。
3)重讀閉音節詞尾只有一個輔音字母時，雙寫這個輔音字母，再加-er或-est。例如：big----bigger----biggest。
4)以輔音字母+y結尾的雙音節形容詞。改y為i，再加-er或-est。例如： easy----easier----easiest。
此外，少數形容詞還有不規則變化，需要認真記憶。例如：good----better----best; many----more----most等。
高中英語古詩教案篇3
教學內容：
1.詞匯
(1)復習關于職業的詞匯：doctor, teacher, nurse, cook, fireman, driver, policeman, pilot, singer.
(2)學習生詞：astronaut, coach, actor (actress)， writer.
2.功能句型
(1)復習詢問他人職業及回答：What does he/she do? He/She is a/an …。
(2)學習詢問對方將來想要從事的工作及回答：What do you want to be when you grow up?
I want to be a/an …。
教學目標：
1.知識目標
(1)能掌握和職業相關的一些詞匯，并能在相應的功能句型中熟練運用;
(2)能在恰當的情景下熟練運用關于詢問他人的職業及回答的交際用語;
(3)能在相應的情景下熟練地運用關于詢問對方將來想要從事的工作及回答的交際用語。
2.能力目標
(1)通過學習和操練，使學生能掌握本課所學關于職業的詞匯，能熟練詢問他人的職業及對將來工作的理想，并做出相應的回答;
(2)在學習過程中培養學生發現問題和解決問題的能力，提高自學能力;
3.策略目標
(1)幫助學生學會與人合作，共同完成學習任務;
(2)幫助學生學會觀察生活中標的英語，學會借助詞典來學習。
4.其他目標
(1)在學習職業名稱的過程中了解“感動中國的2021年度人物”，潛移默化地為學生樹立榜樣;
(2)在小組學習和幫助他人學習的同時，培養學生樂于助人，熱愛集體的良好品質;
(3)通過多種形式的游戲和活動，激發學生英語學習興趣。
教學重點：
1.重點詞匯：astronaut, coach, actor (actress)， writer.
2.重點句型：What do you want to be? I want to be a/an …。
教學難點：
1.正確朗讀和運用關于職業的詞匯。
2.正確理解、詢問對方對將來工作的理想，并能做出正確的回答。
教具準備：
1.教師準備：多媒體課件，圖片，單詞卡片，獎勵卡片;
2.學生準備：課本，筆。
教學過程：
課前介紹評價方式
Step 1: Warm up and lead in
1. Oral English
2. Sing a song: The Wheels on the Bus.
3. (課件)： Look, she is the driver of the bus. Her job is driving the bus. Do you know “job”? 板書Jobs，并介紹課題。
Step 2: Review some words
1. Free talk: What jobs do you know? (Can you act as a …?)
2. Games:
(1) Show some word cards, read and act.
(2) Act, ask and guess---What does he/she do?
Step 3: Presentation:
1. Talk about the great people in 2021.
(1) Watch the screen and think: Who are they? What are their jobs? (通過課件呈現“感動中國”的人物。)
(2) T: They are called the Great People in 2021. 他們是被評為“感動中國的2021年度人物中的幾個。Do you know their names?
(介紹6個人物的姓名。學生活動：介紹人物姓名，擺放相應人物的復讀機、圖片和文字介紹材料。教師示范第一個。)
(3) Watch and listen.
T: What are their jobs? Let’s listen. (課件錄音完整介紹6個人物的工作和業績。)
2. Learn the new word by the students themselves.
(1)示范pair work: Listen, look, match and read. (示范過程中學習生詞：coach---c-oa-ch---coach)
(2)學生自學單詞，合作完成練習。
T: OK. Boys and girls take out your paper and practice with your partner, please. If there are some new words for you, you can use your dictionary(出示字典)， go to listen to the tape or teach each other.
(學生活動：自學不會的單詞，合作完成練習。)
(3)學生組內練習介紹一個人物。(學生活動：選擇一至兩個人物在組內練習介紹。)
3. Introduce them in the front.
T: Who wants to come here and introduce one of them to us? Please listen carefully and check your answers.(學生活動：自愿前來介紹一個人物。)
要求：介紹以后要板書圖片;離人物介紹大圖較近的學生可以引導用大圖片。
4. 相應單詞的練習
astronaut:
(1) Pronunciation: astronaut---an astronaut.
(2) Practice (Pass the picture and ask) What does he do? He is an astronaut.
writer:
(1) T: Can you act as a writer? 引導學生練習： writer---writer
(2) T: What other writers do you know?
actor:
(1) T: Who’s your favorite actor? (根據學生的回答介紹：actress)
(2) T: Do you want to be an actor or actress? Why?
5. Learn the sentence patterns.
(1) T: They are all the great people in China. We will always remember them. Do you want to be one of them? What do you want to be when you grow up? You can say: I want to be …。 (出示句卡，帶讀，板書)
(2) T: What about my daughter? Can you ask her?
(出示句卡，學習問句，板書) want---want to be---What do you want to be---grow up---when you grow up---What do you want to be when you grow up?
(3) 課件：播放錄音---妞妞的回答
(4) Practice: Pair work; Show in the front.
Step 4: Reinforcement --- Talk about the most popular job.
T: Excellent! You have so many wonderful dreams for your future job. What is the most popular job in our class? Let’s finish a questionnaire.
(1) Model;
(2) 小組調查;
(3) 各小組填寫結果;
(4) 匯總全班調查結果
T: The most popular job in our class is ________. Why do you want to be a/an …?
Step 5: Summary
T: How can you make your dream to be true? What can you do for your dream?
Please remember: Where there is a will, there is a way. (課件呈現)
Step 6: Homework
Talk about your dream job with your parents.
高中英語古詩教案篇4
教學目標
To learn to communicate with each other by talking about the weather. To have the ability to make a weather forecast. To analyze the relations between the weather and our environment .
IV. Emotion goal: Through the activities of talking about the weather and things around us, students show their concern for others ， the environment and our society.
教學重難點
Learn the following expressions:
How is it going? Not bad/ Great/Terrible/Pretty good
How is the weather? ---It’s raining!
What are you doing? —I’m watching TV.
教學工具
課件
教學過程
Step 1 Revision and Leading
What’s the weather like today?
How is the weather today? ---It’s…
How are you today?
How is it going ( with you)?
Not bad/ Great/Terrible/Pretty good
Look at the picture
How is the weather in Beijing?
What is he doing?
He is watching TV.
How is the weather in ..
Where do you want to go?
What’s your favorite weather?
Now you are in ….
This is ..
How is it going?
How is the weather in …
What are you doing?
Make a conversation by telephone (orally in the class )
Step 2 Practice
Look at the picture1 and picture 2
Where are they?
What are they doing?
How is the weather?
-
述職報告之家知識圖譜關聯推薦:
- 高中英語初中教案?|?高中英語必修?|?高中英語必修教案?|?高中英語必修2教案?|?人教版高中英語選修7《Unit5Travellingabroad》教案?|?人教版高中英語選修7《Unit5Travellingabroad》教案
What about in picture two
The boys are Paying basketball in picture one , but they are playing baseball in Picture two.
It’s sunny in Picture 1, but it’s raining in Picture 2.
Look at the picture 3 and 4. tell us the difference of the two pictures
Step 3 Game part 4
Now let’s play a game in Part four.
The boys are Paying basketball in picture one , but they are playing baseball in Picture two.
Step 4 Homework
Do the work book
Copy words
Make a survey about the weather your father and mother like and the reason
課后小結
學了這節課，你有什么收獲?
課后習題
完成課后練習題。
板書
Unit 6 It’s raining!
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
與face相關的詞語
face 面孔
lose face 丟臉
save face 保全面子
a long face 拉長臉
a poker face 面無表情的
keep a straight face 繃著臉 忍住不笑
have egg on ones face 顯得非常尷尬的
two-faced 兩面三刀的
be in ones face 咄咄逼人的
內容節選
人類的臉。它是靈魂之門？或者僅僅是自然界的又一種生理結構？為什么人類的臉如此迷人？如何分辨不同的面孔？臉又是如何進化成今天的樣子的呢？
我來告訴你什么是臉,可能不好聽,但肯定非常精確。不管它的外表有多華麗，臉不過是消化道在頭部的末端而已。
進化初期，動物為了排泄廢物發育了肛門；為了吸收食物發育了嘴；為了覓食，形成了感受器，比如眼點，用來發現食物；還有化學感受器，比如鼻子和味覺器官，來辨認和食物有關的化學物質。這些器官對動物至關重要，它們必須受到保護，而且也要能接受保護。于是，眼點成了眼睛，由眼瞼保護；鼻子和化學感受器形成了鼻孔，能夠擴張，收縮。我們的嘴能張開閉合，可以保護味覺器官。
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
Listening practice in student’s book
I The introduction to the poet:
Samuel.Taylor Coleridge (1772-1834), English poet, critic, and philosopher (哲學家), who was a leader of the romantic movement. Coleridge was born in Ottery Saint Mary on October21, 1772, the son of a clergyman (牧師). From 1791 until 1794 he attended Jesus College, University of Cambridge, except for a brief period when he was deeply in debt and entered the army. At the university he absorbed political and theological (神學的) ideas and left Cambridge without a degree.
The previous year Coleridge had met and begun what was to be a lifelong friendship with the poet William Wordsworth and his sister Dorothy. The two men published a joint volume of poetry, Lyrical Ballads (抒情詩) in 1798, which became a landmark (里程碑) in English poetry; it contained the first great works of the romantic school (學派) , such as the famous “The Rime of the Ancient Mariner”.
II The introduction to the poem:
From the title, “The Rime of the Ancient Mariner” can be read as a tale of horror in which a mariner is hounded（追逼）by disaster after murdering an albatross (信天翁). In fact, his main theme is that all things that inhabit the natural world have an inherent (內在的) value and beauty, and that it is necessary for humanity to recognize and respect these qualities. “The Rime of the Ancient Mariner” is an excellent example of Romantic poetry and is often read to understand the characteristics of this poetic genre (流派).
1. Who tells the story in the poem?
2. What does one of the sailors do?
3. Why are the other sailors frightened?
4. What do you think will happen next?
2. Second listening (Listening Text)
Many great poets have written about the ________ and ________ of the seas and oceans. In the 18th century, the English ________ Samuel Taylor Coleridge wrote a ________ called “The Rime of the Ancient Mariner”. In the poem, a __________ guest tells a ________ story to the people at a ________. He begins his story by ________ how a ship sets out to sea. One day, one of the ________, or mariners, shoots a bird that flies above the ship. When the other mariners see what he has done, they are ________ and ________. The bird he has killed is a bird that ________ good ________ to the ship. By killing the bird, the mariner has ________ bad luck and ________ to the sailors. Soon, things turn bad. The wind dies down and the sailors are ________ and ________. There is ________ all around them, but they can’t drink it because it is too ________. “Water, water everywhere, nor any drop to drink.” The mariners are so thirsty, hungry, and frightened that they begin to ________things: they think they see ________ walking on the water.
argue: express disagreement in words, often with strong feeling
deck: a floor built across a ship
drift: float or be driven along by wind or waves
1) From the second part can you tell us who is the “mysterious guest”?
2) What happens to the sailors?
3) What happens to the mariner? Why?
4) Why is the person telling the story?
Work with your partners and see whether you can make up a story by using your imagination. Then try to share the stories in class.
1. Tick the things which the speaker talks about.
2. Fill in the information on the diagram.
3. Answer the questions in your workbook.
1. Victoria is a diving ________ at the Water Sport Club.
2. She teaches people the skills they need in order to enjoy ________ diving.
3. Diving isn’t really a ________ sports, but it is important to understand that ________ is very important.
4.Most diving accidents happen to ________ ________.
5.If you don’t have enough ________, you mustn’t dive deeper or longer than what you are used to.
6. Never dive alone and don’t hold your ________.
7. The outside may become so great that it may ________ ________ serious lung injuries.
2. Complete the chart with the information from the tape.
Know your limits. Diving deeper or longer than what you are
used to can be dangerous.
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
1、-vessel
2、valuable貴重的;有價值的
3、vase花瓶;瓶
4、-colleague
5、dependon[di'pend?n]依賴，依靠
6、Unit4:
7、-genius
8、behavior
9、wooden木制的
10、-giant
11、-dynasty
12、-enthusiasm
13、-debate
14、(2)表示過去經?；蚍磸桶l生的動作。常接時間副詞often,usually,always,sometimes,everyday/week。
15、Unit8:
16、imaginative[i'm??in?tiv]a.富于想像的
17、-dinosaur
18、-arrange
19、accurate['?kj?r?t]a.精確的，準確無誤的
20、publish['p?bli?]v.出版，發行
21、effort
22、communication
23、-audience
24、一般過去時表示過去某一時候或某一段時間所發生了的事情或存在的狀態。常與過去時間yesterday,thismorning,justnow,amomentago,inMay,lastnight/year/week,onceuponatime,theotherday,before…,when–clause,inthepast連用。
25、-fortune
26、-proof
27、-intensive
28、meanwhile['mi:nwail]adv.同時
29、photography[f?'tɑ:gr?fi]n.攝影
30、-lung
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
辨析 1. ignore / neglect / overlook
3. calm / quiet / silent / still
4. join / join in / take part in / attend
變化 1. ignore vt. 忽視 ignorance n. 無知 ignorant adj.無知的
2. dusk n. 黃昏; 傍晚 dusky adj.昏暗的; 黑暗的
3. add v. 添加; 增加 addition n. 加, 附加 additional adj. 添加的;附加的
單詞 1. upset adj. 心煩意亂的，不安的;不適的 vt. (upset, upset)
2. concern v. 擔憂; 涉及; 關系到 n. 擔心，關注;(利害)關系
3. settle vt. 安家; 定居;停留vt. 使定居，安家;解決
4. get along with 與某人相處;(工作的) 進展
5. in order to 為了……
重點句子 1. Mother asked her if / whether she was very hot with so many clothes on.
2. I don’t set down a series of facts in a diary as most people do …
3. … it was the first time in a year and a half that I’d seen the night face to face.
ignore 通常指有意不顧，或不理會顯而易見的事物。
neglect 側重指有意的忽略或忽視，也可指粗心與疏忽。
overlook 指因匆忙而疏忽或視而不見。
○1We could not afford to _________ such a serious offence.
2). He utterly ________ my warnings and met with an accident.
3). Don’t ________ paying him a visit now and then.
答案: 1). overlooked 2). ignored 3). neglect
cheat 主要指盈利的買賣中或游戲競賽中欺騙人，騙取人的錢等。
fool “愚弄”，指利用人缺乏常識，心理脆弱來欺騙人。
1). You may get _________ in that shop.
2). He can’t __________ her. She sees through him every time.
3. calm / quiet / silent / still
calm 天氣、水、水面(表風平浪靜);(指人時)表示鎮定自如。
quiet 表“寧靜”、“安靜”、“寂靜”，側重沒有響聲，沒有噪音和沒有動靜。指人時側重性格溫和，文靜。
silent 表“沉默”、“不發言”、“不說話”，常常表示人不愛說話，沉默無語。
still “不動的”，指人時側重一動不動，;指物時指完全沒有聲音，突出靜止不動。
1). Please stand __________ while I take your photo.
2). Why do you keep __________?
3). Everything was ___________.
4). He remained ___________ in the face of the enemy.
答案: 1). still 2). silent 3). quiet 4). calm
4. join / join in / take part in / attend
join in 表示參加游戲、活動等;join sb. (in sth.) 表(和某人一起)做某事
take part in表示參與、參加討論、游行、比賽、戰斗、斗爭、運動、慶祝等
attend 主要指出席、參加會議、婚禮;聽講座、課、報告、音樂會等;上學、教堂
1). Can I ___________ the game?
2). Did you ____________ the fighting?
3). He __________ the army last year.
4). A lot of people __________ her wedding.
答案: 1). join in 2). take part in 3). joined 4)attended
1. ignore vt. 忽視 ignorance n. 無知 ignorant adj.無知的
2. dusk n. 黃昏; 傍晚 dusky. adj.昏暗的; 黑暗的
3. add v. 添加; 增加 addition n. 加, 附加 additional adj. 添加的;附加的
1) I can't __________ his rudeness any longer. (ignore)
2) To say you were ________ of the rules is no excuse. ( ignore)
3) We are in complete ___________ of your plans. (ignore)
4) There is ____________ light inside the cave. (dusk)
5) The street lights come on at ____________ and go off at dawn. (dusk )
6) Many words have been ____________ to this edition of the dictionary. (add)
7) They've just had an ____________ to the family. (add)
8) There are _____________ charges. (add)
答案: 1) ignore 2)ignorant 3) ignorance 4) dusky
5) dusk 6) added 7) addition 8) additional
1. upset adj. 心煩意亂的，不安的;不適的 vt. (upset, upset)
1). Our arrangements for the weekend were upset by her visit. 她一來把我們周末的安排給打亂了。
2). Don't upset yourself -- no harm has been done. 不要難過--并沒有造成傷害。
3). He was horribly upset over her illness. 他為她的病而憂心忡忡。
4). The students really upset her. 學生們著實讓她煩惱。
1). Is it ______ you, dear?
2). She felt rather ______ on hearing the news.
3). Is it an ______ message?
4). Don’t be ______. It will be OK.
答案: 1). upsetting 2). upset 3). upsetting 4).upset
2. concern v. 擔憂; 涉及; 關系到 n. 擔心，關注;(利害)關系
1). The news concerns your brother. 這消息與你兄弟有關。
2). The boy's poor health concerned his parents. 那男孩健康狀況不佳,使他的父母親憂慮。
3). That's no concern of mine. 那不關我的事。
as / so far as … be concerned 關于;至于;就……而言
be concerned at / over sth. 為某事憂慮
be concerned in sth. 牽涉到，與……有關，參與
1). There is an article that _______ the rise of the prices.
2). The children are rather _____ about their mother’s health.
3). Officials should ______ themselves _______ public affairs.
答案: 1). concerns 2). concerned 3). concern … with
1). He settled his child in a corner of the compartment. 他把孩子安頓在車廂的一個角落里。
2). The family has settled in Canada. 這家人已定居加拿大。
3). Both wanted to settle their scores. 雙方都愿意捐棄前嫌。
1). 都十一點了，她安不下心來工作。
______________________________________________________________________________________
2). 題目這么難，誰能解決?
______________________________________________________________________________________
答案: 1). It’s eleven o’clock now, but she cannot settle to work.
2). Since it is so difficult, who can settle this problem?
1). Do you suffer from headaches? 你常頭痛嗎?
2). She's suffering from loss of memory. 她患有遺忘癥。
suffer from/with/for sth 感到疼痛﹑ 不適﹑ 悲傷等; 受苦; 吃苦頭:
1).我們在金融危機中損失慘重。
______________________________________________________________________________________
2).他的腳痛得不得了。
______________________________________________________________________________________
答案: 1). We suffered huge losses in the financial crisis.
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
省略
(有個表格：見英語選修6附錄)
Ⅰ、狀語從句中的省略用法
以if從句為代表的狀語從句中的特殊省略用法：通常省略了it is，that is，there is/are。
Ⅱ、定語從句中的省略用法
關系詞的省略 關系代詞that，which，whom等在限制性定語從句中充當賓語且不位于介詞之后時，可以省略;in which或that在先行詞way后作方式狀語從句時可省略。
Ⅲ、虛擬語氣中if及should的省略
1、 當條件狀語從句中有were，had，should等時省略if，把它們提至句首，形成倒裝句。
2、 Suggest，insist，order，require等表示建議、要求、命令的動詞后接的名詞性從句中，謂語動詞常用“should+動詞原形”，should可以省略。
Ⅳ、不定式符號to的省略
1、 感官動詞see，hear，feel，watch等和使役動詞have，make，let等后接不定式作賓語時，不定式省略to。
2、 在特定語境中為了避免重復，當不定式再次出現時，在want，wish，hope，try，plan，like，love，hate后往往只保留to，而省略后面的動詞。但不定式后有be，have時，也保留be和have。
Ⅴ、So和not的替代性省略
用于避免重復前面所說過的內容，替代詞so/not替代肯定或否定的名詞性從句?？膳cbelieve，do，expect，fear，guess，hope，say，speak，suppose，think，I’m afraid等連用
倒裝
1.在there be/live/lie句型中用全部倒裝：
2.在以there， here， now， then +be/come/go+主語的句子中用全部倒裝：
注：如果主語是代詞則不用倒裝。
3.以off， away， out， in， up， down等副詞開頭的句子以示強調或為了使情景更生動，句子用全部倒裝：
注：如果主語是代詞則不用倒裝。
4. only， not until所修飾的介詞短語、副詞或狀語從句放在句首時，要部分倒裝：
注：①主句倒裝，從句不倒裝。
②Only+主語置于句首時，不倒裝。
5. never， hardly， seldom， scarcely， barely， not， few， little， often， by no means， at no time等放在句首時，要部分倒裝：
6.在no sooner…than; not only…but also; hardly/scarcely …when; 句型中，前面的句子要部分倒裝：
注：not only…but also， neither…nor連接兩個主語不倒裝。
7.以so， neither， nor開頭的句子，表相同概念的肯定或否定時，要全部倒裝：
e.g.：
I have never been to Beijing. Nor has he.
She is a teacher， so am I.
8.so/such…that句型中，把so/such修飾的那部分放在句首時，主句要部分倒裝：
9.as引導的讓步狀語從句，常把表語、狀語置于主首，用倒裝：
注：如果表語是單數可數名詞，該詞前一般不加冠詞。
Child as he is， he knows a lot.
10.省略if的虛擬條件句置于句首時，用倒裝：
11. Such作表語放在句首時，表示強調，用倒裝：
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
Teaching aims:
1. Develop the students’abilities of listening,speaking and reading
2. Learn the new words and phrases
Teaching aids: a tape recorder,some slides for shows,
Teaching Procedures:
Greet the students by saying“Good morning,class! Welcome back to school!”
Then say to each of them “Good morning! What’s your name? How are you?”
Get the students to greet each other.
Say “Good Morning,class.Welcome back to school! Teach this dialogue :
Play the first dialogue. Students listen and repeat
Teach the dates and repeat the days of the week
Play the tape and ask the students to find the answer
Ask : What day is September 10th ?
Ask the students to make a Teachers’ Day card for their teacher
1. welcome back to school 2. have fun doing sth.
3. With one’s best wishes 4.Thank you for doing sth.
date指日期，即“幾月幾日”。如：--What's the date today?--It's October 15.--今天是幾號？--10月15號。day指24小時的一整天；也單指白天，與night相對；也表示“星期幾”；還可表示重要的日子。如；--What day is today?--It's Tuesday.--今天星期幾？--星期二。They worked hard day and night.他們日夜辛勤勞動。Children's Day兒童節。
Make a dialogue asking for and giving directions.
welcome back to school have fun doing sth.
Call one’s name It doesn’t matter
Teachers’ Day Happy Teachers’ Day
With one’s best wishes Thank you for doing sth.
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
Unit 5 Canada-The True North
古麗
Teaching goals Get the students to be able to understand and use the words and expressions below: 1.rather than
settle down
have a gift for
in charge of
look over
ntinent
baggage
scenery
harbour(=harbor)eagle
maple
booth
buffet
bush
dawn
Teaching aids A Projector, an exercise paper and text book.Teaching process Warming-up 1)Students to read the words and expressions on P98-99 for once.(2 mins)2)To show the students the words and expressions we are going to learn at this unit.Section 1 1.Students to read the sentences related to the five phrases and use two minuets to guess the meaning of the related phrases in the sentences.1.Rather than(2mins)I think Tom, rather than you, is to blame.She would rather die than give in.Most men prefer to spend the weekends at home rather than go shopping.rather than ____________ would rather do than do__________ prefer to do rather than do_________
2.Settle down(2 mins)They'd like to see their daughter settle down, get
married and have kids.Have you settled in the new workplace? how is everyone treating you? It was so noisy in the office that i couldn't settle down to write uld you settle up the bill? settle down________ settle in_________ settle down to________ settle up_____________
3.Have a gift for(2mins)She has a gift for learning language.She has already mastered four languages including Chinese, English, French and Russian.Miss.Xu and Mr.Tan in class 19 are gifted at dancing.We enjoyed their dancing at the opening ceremony of school sports meeting.have a gift for_________ be gifted at___________
4.In charge of(2 mins)Mary is in charge of the children.The project is in the charge of an experienced worker.The police said he would take charge of the gun.Iced water is free of charge in restaurants.in charge of _______ in the charge of __________ take charge of __________ free of charge_________
5.Look over(2 mins)
We looked over the house again before we decided to buy it.I'm looking forward to working with you.You musn't look down upon the disabled.As I look through the newspaper, I found some useful information.look over________ look forward to________ look down upon________ look through_________
2.After students finished this, ask them to do the exercise below in 3mins.rather than
settle down
have a gift for
in charge of
look over
.These are your problems _______mine.2.I do not him to be __________ of our company.He is very irresponsible.uld you ______ the bills again? I think there is something wrong with it.4.His brother ___________ music.He can play lots of musical instruments.5.I hope you have _______ in the new country.3.Ask students to read all the sentences above together for once.Then ask them to look at the exercise paper and do the translation exercise in 5 mins.1.我想要冷飲，不要咖啡。（rather than)2.他去法國回來后，決定在家鄉安頓下來。（settle down)3.我弟弟對唱歌有天賦。他的聲音很好聽。（have a gift for)4.我們的校長掌管我們的學校。(in charge of)5.在交卷前，你能再檢查一下么？(look over)
After this is done, ask students to read the words and expressions again which we aimed at comprehending at this unit.Section 2
1.Ask students to guess the Chinese meaning of the ten nouns ntinent
baggage
scenery
harbour(=harbor)eagle
maple
booth
buffet
bush
dawn
2.Then, let them look at the pictures on the screen and ask them to guess the words to describe the pictures.Let them spell out the words if possible.(2 mins)
3.Ask Ss to cover up their text book and spell out the English words for Chinese meanings of the ten nouns on their paper.1.大陸
2.風景
3.灌木
4.自助餐
5.海港
6.公用電話間
7.楓葉
8.行李
9.鷹
10.黎明
4.Ask Ss to finish the exercise below.1.Many Europeans explored the _____(大陸)of Africa in the 19th century.uld you give me a hand to carry my ______(行李)to the bedroom? 3.The _____(風景)of the West Lake is beautiful beyond description.4.Sailing in the _____(海港）is popular in Canada.5.A great number of _____(鷹)winged their way across the valley.6._____ leaf(楓葉）is the national symbol of Canada.7.There is a _____(公用電話間）downstairs.8.You cannot ask for someone to take your order when you eat a
(自助餐）.9.The rabbit is hiding in the _____(灌木）, let's find it.10.This is the most beautiful _____（黎明）I've ever seen.Section 3 Let students finish the exercise below using the five expressions and ten nouns we’ve learned in this class.When asked what I want to do in the summer vacation, I said that I like to cross the ______ to see the beautiful _________ along the journey _______staying at home watching TV or playing computer games.I_______ the map and found that Canada is an interesting country to visit.So I decided to go to Canada.With this decision, I called my friend Mary from the ________ on the street and told her that I will be there in 4-5 days.I told her I would like to go to the ________ to see the beautiful sunrise and to go to the park to enjoy the _______leaves, which is the national symbol of Canada.She was very excited about this.Then, I hung up the phone and went home.On my way home, I saw an_____ on the green_____by the road.After I got home, prepared my ________and bought a plane ticket on the internet.The next day, I flew over to Canada and met my friend.She took me to a hotel and helped me to ______.She told me there would be a welcome party for me that night and she was ________ the party.We went to the party together and enjoyed the delicious _______.Early in the next morning, Mary and I got up at _______ and started our tour in the city.Section 4 Homework: Finish the exercise on p57 on the exercise book.
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
教學目標：
1、能聽懂、會讀、會說goodbye, my friend, he’s, she’s.
2、能聽懂、會讀、會說日常交際用語Goodbye,… He’s/She’s… He’s/She’s my friend.
3、能初步運用本課所學的詞匯和日常交際用語與人告別，向他人介紹自己的朋友。
教學重點：
1、能在情境中理解friend一詞的意義。
2、能理解Goodbye,…這一交際用語的含義并知道如何在生活中運用。
教學難點：
能根據性別的不同，用He’s/She’s…來介紹自己的朋友。
T: Let’s play a game. Close your eyes. Listen and guess: Who’s this?
S1: Hello/hi/ good morning, class!
S1: Yes, I am. / No, I’m not.
(當最后一個同學說時，教師參與其中)T: Let me have a try! Em，he’s/she’s…
T: Em，I don’t know. Who’s she/he? (睜開眼睛看一看)
T: You did a good job just now! Look! I have some other pictures. Do you know them?
(呈現一組學生熟悉的體育、影視名星)T: Who is she? Who is he?
T: Yes! She’s Mei Yangyang. And she’s my friend. (領讀friend，my friend，并讓學生看口型，準確發音，分男女生讀，小組讀)
T: Now, you know my friend. Can you introduce your friend to me?
T: Look!You may say ‘She’s/He’s…She's/He's my friend.’(PPT呈現句型)
S1: (手指另一個同學)She’s/He’s…She’s/He’s my friend.
S2: She’s/He’s…She’s/He’s my friend.
T: Yes, she’s the teacher.
(指Yang Ling媽媽頭像)Who’s she?
Ss: And she’s Yang Ling’s mum.
T: Yes, they’re Mike and Yang Ling. And they are friends.
T: Today let’s talk about friends.
Mike和Yang Ling是怎樣向父母介紹自己的朋友的?在文中找出來!
S1: She’s Yang Ling. She’s my friend.
S2: He’s Mike. He’s my friend.
Summary: 學生自主歸納出用‘-He’s/She’s…-He’/She’s my friend.’向他人介紹我的朋友)
T: Watch the cartoon again; find out what Miss Li and her students are saying. When we say like this? (讓學生找出表示告別的交際用語，并聯系文中的場景想一想，在生活中怎樣去用?)
1) Read after the video/ tape.
2)Open the books and read after the teacher(讀對話時要提醒學生用手指著書上的句子逐句跟讀)
4) Read in groups(讓學生在小組內分角色讀，讀出不同角色的感情色彩)
1.Let’s summarize:
(讓學生自主小結本課所學交際用語在生活中如何運用，PPT呈現))
What have you learnt today? (今天你學習了什么?)
-He’s/She’s…-He’/She’s my friend.(向他人介紹我的朋友)
Please use them as much as you can! (請多多運用它們哦!)
1) (T-Ss示范表演)T: Now，I’ll be Miss Li.You are all my students. And boys act as Mike, girls act as Yang Ling. OK?
3) Act out(提供表演對話的頭飾，場景圖片等，引導學生演出自己的個性風采)
3. 評價(T-Ss, S-Ss)(通過師生評價和生生評價選出最佳編劇獎和最佳表演獎)
1) Read the dialogue after the tape five times, and act it with your friend.
2) Introduce your friends to your mum and dad, use what you learnt today!
3) Prepare two photos of your friends, cut them out and stick on the paper.
以上就是英語教案《unit 3 My friends》，是由中公教師網收集整編，如有，請注明來源。
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
二十一世紀，中國將全面推進素質教育。中國共產黨中央、國務院《關于深化教育改革，全面推進素質教育的決定》指出：“實施素質教育，就是全面貫徹黨的教育方針，以提高國民素質為根本宗旨，以培養學生的創新精神和實踐能力為重點，造就有理想、有道德、有文化、有紀律的德、智、體、美等全面發展的社會主義事業的建設者和接班人。進一步改革德育工作的方法，寓德育于各學科教學之中，智育工作要轉變教育觀念，改革人才培養模式，積極實行啟發式和討論式教學，激發學生獨立思考和創新的意識，切實提高教學質量。要讓學生感受、理解知識產生和發展的過程，培養學生的科學精神和創新思維習慣，重視培養學生收集處理信息的能力，獲取新知識的能力，分析和解決問題的能力，語言文字表達能力以及團結協作和社會活動的能力?！案鶕刭|教育的要求，英語教學必須進行改革。
高中英語課程改革的主要目的是：建立新的外語教育教學理念，使課程設計課程內容具有時代性，基礎性與選擇性;建立靈活的課程目標體系，使之對不同階段與不同地區的英語教學更具指導意義;建立多元，開放的英語課程評價體系，使評價真正成為教學的有機組成部分;建立規范的英語教材體系以及豐富的課程資源體系，以保障英語課程的順利實施。
因此，根據高中生認知能力發展的特點與學業發展的需求，高中英語課程應該強調在進一步發展學生綜合語言能力運用的基礎上，著重提高學生用英語獲取信息，處理信息，分析問題與解決問題的能力，特別注重提高學生用英語進行思維與表達的能力;形成跨文化交際的意識與基本的跨文化交際能力;進一步拓寬國際視野，增強愛國主義精神與民族使命感，形成健全的情感，態度，價值觀，為未來發展與終身學習奠定良好的基礎。
在新一輪基礎教育改革的今天，教師正面對著一個新的課程環境，新的課程研究模式，一個要求教師角色向廣度延伸，向深度擴展的時代背景。在這個傳統教育方式與現代教育方式激烈對峙的轉型時期，交織著教師的退縮，彷徨，奮進的各種心態。課程改革的基礎是教師，沒有高素質的教師隊伍，改革就難以成功。但像高素質的人才只能在改革之中而不能在改革之前產生一樣，課程改革所需要的高素質的教師只能在改革中造就。所以，在高中英語新課標實施的過程中，我們英語老師究竟如何去應對這種改革背景，全面提高自身素質就成為新課程實施成功與否的關鍵所在。
要迎接好新課程的挑戰，我們就要建立終身學習的理念，不斷更新知識結構，發展專業能力與知識能力，以適應現代社會發展對英語課程的要求。樹立終身學習的理念實際上就是強化教師自我發展的終身化意識，主要表現在：
首先，教師要不斷進行教學反思。廣泛的反思性教學實際上就是要求英語教師對教學不斷反思、對業務不斷提高、對自我不斷發展，以促進教師發展朝終身化方向發展。反思將強化教師的創造性、激勵個人成長愿望、有益于傳授主要知識和培養課堂技能，養成教師的專業氣質。以高標準進行反思性教學的教師將逐漸形成敏銳的專業判斷力，使英語教師更加專業化。這就要求教師要克服一次性學習的觀念，樹立終身學習的精神，使每一堂課的教學都成為教師反思和提高的機會。那么受益的學生就遠不只一堂課、一個班級。
自我發展的終身化就要求知識必須不斷更新，那么英語教師的備課就要隨時間的變化而變化，隨班級、學生的不同而變化。這就意味著要求教師的每一堂課都要上出新意，都要推陳出新，無形中培養了教師終身學習、終身發展的意識。英語教師要力圖把每一堂課都當作提高自己教學質量、指導課堂教學、拓寬自己專業眼界的機會。因為無論一個教學過程多么好，都可以改進或改革以更好地滿足學生的需要。
其次，分析自己的教學經驗，寫教后感，有規律地反思成功或失敗的經驗。還要經常分析教學實踐與學生學習之間的關系，以開放的心態對待創新，把學生的需要與長期的教學目標結合起來。一旦養成終身的自我評估習慣，教師將不斷地挑戰自己，發展自己，從而把專業的成長與發展和賦予課堂教學以活力當作自己的責任。
挖掘學生和當前語言教學的知識深度、開拓他們知識的內容廣度、促進學生和教師的認知發展。要明確地認識到英語教學是一個發展的領域，所以英語教師要經常研究教學實踐，精通專業人文知識，同時還要了解英語教學的前沿問題，跟上學科的發展。通過創新，通過各種方式主動研究自己的教學，追求、探索自己不熟知的領域，自覺養成終身研究的習慣。
再次，英語教師要不斷分析、評價自己的教學質量，強化教學效果、促進學生學習，形成自己教學行為原理，促進終身自我發展。還要經常與同事交流、參加集體備課和研討課，以類似的研究強化終身型的學者氣質。另外，為更新自我知識，還要積極地與其它學科教師進行有效的互相交流和學習，積極尋求同事的幫助，以教師和學習者的身份繼續發展自己。同時，參與同行教師的教學、歡迎同事以他們的觀察幫助自己做自我評價，或學習其他在教學上富有經驗的教師。從而提倡內部合作與團隊精神，實現跨學科、跨層次教學。
新課程要求我們從以知識為本的教育理念轉變為以學生發展為本的教育理念，重新認識高中英語課程的目標與定位。長期以來，我們高中英語教學的都是圍繞著高考這根指揮棒，目的是為了高考能夠出好成績。因此，我們的英語教學工作帶有明顯的功利主義色彩，而忽略了它的人文性目的，忽略了語言對青少年進行素質教育方面的重要作用?！陡咧杏⒄Z課程標準》明確指出：“高中階段的外語教育是培養公民素質的重要過程，它既要滿足學生心智與情感態度的發展需求以及高中畢業生就業，升學與未來生存發展的需要，同時還要滿足國家的經濟建設與科技發展對人才培養的要求。因此，高中階段的外語教育有多重的人文與社會意義”。從這里可以看出，新課程要以培養學生的實踐精神與創新精神為目標，共同為學生的終身發展打下良好的基礎。
? 人教版高中英語選修7《Unit5Travellingabroad》教案 ?
高中閱讀課文長，難度大，抽象概念內容多，形象思維內容少，語法現象較復雜。因此，對學生來說，認真預習是及其重要的。如果學生沒任何準備走進課堂那么學習肯定是被動的，教師講解什么，學生就聽什么；教師演示什么，學生就看什么。這樣的學習有什么主動性呢？預習看起來是學生的事情，但教師精心指導是十分關鍵的。教師要教給學生預習的方法，指導學生認真預習，并寫出自學筆記、提出自學中遇到的疑難問題。譬如安排學生針對有關問題做些準備，要求學生課前利用工具書預習生詞?？梢越o學生布置問題回去思考。學生只有掌握了科學有效的學習方法，接受新知識才能舉一反三，觸類旁通，更好地做到知識的遷移，并使學生受益終身。
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