一、教材分析 （一）教材地位与作用
Living well高中英语选修7 第一单元的内容。本单元以残疾及残疾人生活为中心，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending四部分。通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。它在整个单元教学中占有十分重要的地位。这是对新课程目标中情感态度与价值观培养目标的全方位体现。
基于以上教材的分析，根据新课程标准要求，我确立如下教学目标： （二）教学目标 1. 知识目标
a. 掌握以下重点词汇和短语
ambition, disability, fellow, independent, beneficial, encouragement, in other words, all in all, out of breath, make fun of.
b. 理解和运用以下重点句型 1. I have to adapt to my disability.
2. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do. 2. 能力目标
a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。要提高他们的阅读速度和快速寻找信息的能力，培养他们分析和概括能力。 b. 让学生理解残疾人及其生活情况，使学生明白身体有残疾并不意味着生活不如意，但 他们在日常生活和工作中比健全人面临着更大的挑战。 3．情感目标
a. 结合个人经历，充分体验残疾人的感受，提高学生理解、尊重、关心和帮助残疾人意识。加强合作意识、陶冶情操，培养正确的审美观和价值观。
b. 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势
（三）教学重点与难点 1．教学重点：
理解残疾人身残志坚，以积极的态度快乐生活的故事，提高学生理解、尊重和关心他人的意识。 2．教学难点：
帮助学生理解残疾人所面临的种种困难，增强学生的同情心与爱心，引导他们珍惜时间，珍惜生活。
二、教学方法
新课改不仅注重知识的传授，也注重学生能力及情感态度价值观的培养。根据教学内容及学生实际，我采用以下教学法：
1．任务型教学法
本课选择任务型教学，如要求学生课前预习阅读文章，课堂进行小组讨论，填写信息表及概括段落大意等，培养和强化学生的语言实践能力和自主学习能力。 2．多媒体辅助教学法
利用多媒体展示相关图片及播放影片，激发学生学习兴趣，提高课堂教学效率。
三、学习策略
利用网络和影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与讨论和问答等英语学习活动。 四、教具准备
制作多媒体课件。 五、课前准备
布置预习任务，要求学生以学习小组为单位在课前通过查阅书籍和英特网等收集残疾人及其生活、学习和工作等的故事。
六、教学过程 Step 1 Lead-in
How many different types of disabilities do you know? A .physical disability
deafness, dumb/mute, blindness, lame(跛足的), near-sighted, six fingers, color blindness, paralyzation( 瘫痪） B .mental disability
depression, learning difficulty brain injury phobias (恐惧症) … Step 2 Warming up Do you know ?
Do you know any famous people who are disabled? What do they do? 1) 霍金 肌萎缩性侧索硬化症 无边界条件的量子宇宙论
“Even as he sits helpless in his wheelchair, his mind seems to soar ever more brilliantly across the vastness of space and time to unlock the secrets of the universe.”
高尔基说过,在自然剥夺了人类用四肢走路的本领时,它就给予他一根拐杖,那就是理想。而霍金无疑为这句话做了最完美的诠释。 他以瘦弱之躯挑战生理极限的勇气以及霍金式的顽皮笑容都向世人证明了：他赢了！
2) Ludwig Von Beethoven 路德维希·范·贝多芬（1770-1827） 德国伟大的作曲家 26岁时听觉衰退35岁时完全耳聋…… ——世界不给他欢乐 他却创造了欢乐给与世界 3) Hellen Keller（1880-1968）1964年被授予美国公民最高的荣誉——总统自由勋章次年又被推选为世界十名杰出妇女之一 主要著作:
《我生活的故事》《愿我们充满心》《从黑暗中出来》《我的后半生》张海迪
五岁时因患脊髓血管瘤,高位截瘫自学掌握了英语 日语 德语和世界语 当代知名作家 翻译家
4) Vincent Van Gogh Epileps癫痫症 painter 5) Beethoven Deaf Musician
6) Franklin Roosevelt 1882--- 1945, America .a disease in legs and had to use wheel chair
the 32nd, 33rd and 34th president, and was selected the 35th a year before he died. The only one who was selected the president four times in American history.
7) Hu yizhou （ 胡一舟）1978--- ,China some problems in his brain. His IQ is only 30. A famous conductor (指挥家）
8) Sanglan（桑兰） 1981 --, China.
a famous gymnast (体操运动员).She hurt herself seriously in a competition and can’t stand. She helped to bid 2008 Olympic Games and helped organize the Paralympics （残疾人运动会） 9) Kwan-yin of 1,000 hands
10) Ma Li, Zhai Xiao Wei Step 3 Pre-reading
What kind of disease does Marty have? Muscle disease. 肌肉疾病症状包括肌肉萎缩和肥大、肌无力 和活动后无力加重、肌肉自发疼痛和压痛、 肌痉挛和痛性痉挛、肌强直和肌张力低下等。 Step 4 Skimming
1. Read the text quickly and find out the main idea of the text.
Though Marty is a disabled person, he never feels sorry for himself and he enjoys his life. 2. Marty’s mini biography Marty’s disease Marty’s difficulties Marty’s ambition Marty’s achievement Marty’s hobby Marty’s motto Marty’s advice Step 5 While-reading Choose the best answer. 1. Marty is ____ person.
A. a healthy B. an ill C. a disabled D. a rich 2. Marty has ____disease.
A. a mental B. a muscle C. an eye D. a leg 3. What’s Marty’s dream?
A. Being a famous football player and representing his country in the World Cup. B. Being a doctor.
C. Being a college student. D. Being a basketball player. 4. Which of the following is false?
A. Although a few students look down upon him, Marty never gets annoyed. B. Marty leads a meaningful life and does not feel sorry for being disabled. C. Marty only spends time with his pets and never with his friends. D. Marty’s disability has made him more independent. 5. From the passage we can infer that Marty ______.
A. asks others to feel sorry for him. B. never loses heart.
C. is afraid of being made fun of D. will not accept any encouragement 6. Which of the following is TRUE?
A. The doctor finally knew Marty’s disease. B. The doctor knew how to cure Marty.
C. No one in the world had the disease. D. No one could give Marty’s disease a name. 7. We can infer that Marty _____.
A. will lose heat. B. feels sorry for being disabled.
C. has a life full of challenge. D. feels lonely. Step6 Post-reading Comprehending 1.Problems caused by his disability
1. weak and can’t run or climb stairs as quickly as others. 2. clumsy and often drops things or bumps into furniture
3. can’t play football and can only enjoy football matches from a bench at the stadium 4. has missed a lot of lessons
5. felt stupid because of being behind the others 2.What Marty does in spite of his disability 1. enjoys writing and computer programming 2. invented a computer football game 3. looks after pets
4. disability has helped me grow stronger psychologically and become more independent 3.Write a short summary for each paragraph.
Paragraph 1: An introduction to Marty and his muscle disease. Paragraph 2: How the disability developed.
Paragraph 3: Marty met a lot of difficulties at school. Paragraph 4: How his life has become easier. Paragraph 5: The advantages of his disease. Step 7 Conclusion
Disabilities can be visible or invisible. People with invisible disabilities don’t 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 they should keep in mind they can also live well, even achieve great success. Step 8 Homework:
1）Retell Marty’s story according to the reading。
2）Surf the internet to learn more about the life of disabled people.
板书设计
Unit 1 Living well
1．Read Marty’s story and fill in the chart. Disease Difficulties Ambition Achievement Hobby Motto Advice 2．Summary What kind of person is Marty?
brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independ
选修7 Unit 1 Living well Period2Language Learning
一、教学目标 1. 知识目标
a. 重点词汇和短语
disability, disabled, eyesight, ambition, beneficial, adapt, absence, fellow, annoyed, encouragement, conduct, resign, basement, accessible, latter, stupid, clumsy, all the best, all in all b. 重点句型 The infinitive: 1. as the subject 2. as the predicative 3. as the object
4. as the object complement 5. as the adverbial 6. as the attribute 2.能力目标
Enable students to use the infinitive. 二、教学重点
The use of some key words and expressions and the infinitive. 三、教学难点
Different functions of the infinitive. 四、教学方法
Explaining and practicing. Teaching aids教具准备 Multi-media computer. 五、教学过程 Step Ⅰ Revision
Ask several students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint. My mini bio
Name: Marty Fielding Status: High school student
Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people
Interests and Hobbies:
• Enjoying writing and computer programming
• Going to the movies and football matches when I am well enough
• Spending a lot of time with my pets—two rabbits, five mice, a tank full of fish and a snake Ambition: to work in the computer industry Motto: live one day at a time
T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio on the PowerPoint. Now who would like to have a try? „
Step Ⅱ Discovering useful words and expressions
Deal with Ex1 && Ex2 in Discovering useful words and expressions. After dealing with Ex1, ask
students to do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.
Deal with Ex1 && Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.
As for Ex3, ask 10 students to translate the 10 sentences. And give them immediate help when necessary.
Step Ⅲ Discovering useful structures
Show some sentences that contain the infinitive and ask students to identify its function. It is good to help others. (subject)
It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)
My ambition is to work in the computer industry when I grow up. (predicative) I don’t have time to sit around feeling sorry for myself. (attribute) I am the only student in my class to have a pet snake. (attribute) A big company has decided to buy it from me. (object)
My fellow students have begun to accept me for who I am. (object) I have had to work hard to live a normal life. (adverbial) Some days I am too tired to get out of bed. (adverbial)
We must call on local government to give financial assistance to disabled people. (object complement)
Note: The following verbs are normally followed by the infinitive.
afford, agree, appear, arrange, ask, attempt, care, choose, claim, come, consent, dare, decide, demand, deserve, determine, elect, endeavour, expect, fail, get, guarantee, hate, help, hesitate, hope, hurry, intend, learn, long, manage, mean, need, offer, plan, prepare, pretend, promise, refuse, say, seem, tend, threaten, want, wish For example:
I can’t afford to go to the pub. He agreed to practise more.
You should learn to express yourself. They managed to fix the problem.
Explanation of the Gerund and the Infinitive
Some words can be followed by either the infinitive or the -ing form. Please pay attention when there is no difference in meaning and when there is difference. Show the following on the PowerPoint.
Gerund and Infinitive (no difference in meaning)
We use the Gerund or the Infinitive after the following verbs: begin He began talking. He began to talk.
continue They continue smoking. They continue to smoke. hate Do you hate working on Saturdays? Do you hate to work on Saturdays? like I like swimming. I like to swim. love She loves painting. She loves to paint. prefer Pat prefers walking home. Pat prefers to walk home.
start They start singing. They start to sing.
We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive advise They advise walking to town. They advise us to walk to town. allow They do not allow smoking here. They do not allow us to smoke here. encourage They encourage doing the test. They encourage us to do the test. permit They do not permit smoking here. They do not permit us to smoke here.
We use the following structures with the word recommend: recommend They recommend walking to town. They recommend that we walk to town.
Some verbs have different meanings. (when used with Gerund or Infinitive) GERUND INFINITIVE
forget He’ll never forget spending so much money on his first computer. Don’t forget to spend money on the tickets.
go on Go on reading the text. Go on to read the text. mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn’t work. remember I remember switching off the lights when I went on holiday.Remember to switch off the lights when you go on holiday.
stop Stop reading the text. Stop to read the text.
try Why don’t you try running after the dog? I tried to run after the dog, but I...
Using structures
Deal with the exercises on Page 49. Do Ex2 first and then do Ex3.
Ask students to do Ex1 in their exercise books after class. Step Ⅳ Homework
Go over the key words and expressions. Go over the grammar. Finish Ex1 on Page 49.
选修7 Unit 1 Living well Period3 Integrating skills(Ⅰ)
一、 教学目标 1.目标语言
a. 重点词汇和短语
assistance, companion, graduation basement, congratulate, all the best, accessible b. 功能句式
Expressions used to offer congratulations and best wishes. 2. 能力目标
Enable students to offer congratulations and best wishes. Enable students to write a letter of suggestion. 3.学能目标
By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion. 二、教学重难点
Offer congratulations and best wishes. Learn to write a letter of suggestion. 三、教学方法
Listening, speaking, reading and writing. 四、 教具准备
Multi-media computer. 五、过程与方式 Step Ⅰ Lead-in
Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the Power-Point.
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr. / Ms ... T: Which mountain is the highest in Africa? Ss: Mount Kilimanjaro.
Show the pictures and introduction of Mount Kilimanjaro on the PowerPoint. Step Ⅱ Listening
T: Do you think it easy to climb Kilimanjaro? Ss: Of course not.
T: It is not easy to climb it. It is more difficult for people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview. Deal with Exx 1-4 on Pages 6-7. Play the recording several times if necessary. Step Ⅲ Speaking
Students are asked to work in pairs to practice offering congratulations and best wishes. Show the useful expressions on Page 7 on the PowerPoint. a) used when you want to congratulate someone —“I’ve just passed my driving test!‖ —“Congratulations!‖
b) words saying you are happy that someone has achieved something Give Tom my congratulations.
Give the following two situations for students to practice offering congratulations and best wishes. Situation 1: Your friend is going to take part in the 2005 ―CCTV Cup‖ English Speaking Contest. Situation 2: Your friend has won the first prize in the 2005 ―CCTV Cup‖ English Speaking Contest.
Step Ⅳ Reading, speaking and writing
Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide students into different groups. They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all students have their own opinions. After the discussion.
T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstown cinema. Let’s find out what suggestions Alice gives. Skimming
Students can find the answers quickly, because they are printed in the pink color. Careful reading
Help students to analyze the letter so that they will learn how to write a letter of suggestion. T: Now please read the text carefully and think about the questions in Ex3on Page 8.
After students read the text carefully, they will discuss the questions in Ex3 in groups. Several minutes later, check the answers with the whole class. Suggested answers:
1. To tell the reader the purpose of the letter.
2. The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.
3. To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.
T: After you read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter. After the discussion, show the following on the PowerPoint or print it out. Step Ⅴ Practice
Deal with Ex 4-6 on Page 9. Step Ⅵ Homework
Write a letter of suggestion to the architect.
选修7 Unit 1 Living well Period4 Integrating skills(Ⅱ)
一、教学目标 1.能力目标
Learn the story how Zhang Yuncheng achieves his ambition. How to write a summary. 2.学能目标
Enable students to realize nothing is impossible.
Inspire students to study hard by Zhang Yuncheng’s story. 二、教学重点
How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day. 三、教学难点
How to improve their writing. 四、教学方法 Reading and writing. 五、教具准备
Multi-media computer. 六、教学过程与方式 Step Ⅰ Revision Check the homework.
Ask some students to say something about Braille. Present the following on the PowerPoint. About Braille
Deal with Ex1 on Page 50. Step Ⅱ Listening
After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.
Ex3 requires students to listen for events on the timeline. Before playing the tape, ask students to look through the questions first. According to the questions, students may make predictions about the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.
Step Ⅲ Reading and writing
After learning something about Braille, deal with READING AND WRITING TASK on Page 51. Present some pictures of Zhang Yuncheng on the PowerPoint. T: Look at these pictures. Do you know who he is? Ss: Zhang Yuncheng， a writer with disabilities.
T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk), taking its example from Helen Keller’s remarkable story ―Three Days to See.‖ Now let’s read his story on Page 51. Fast reading
Ask students to scan the text and write a mini bio for Zhang Yuncheng.
Show the following on the PowerPoint. Careful reading
Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing. Writing
Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is, what his disability is, and what he has achieved. When students have finished the opening sentences, they will be asked to write the rest of the text. Step Ⅲ Speaking
If time allows, deal with SPEAKING TASK on Page 52. Step Ⅳ Homework
Finish PROJECT on Page 53.
选修7 Unit 1 Living well Period5 Grammar
定义：动词不定式是非谓语动词的一种，它没有人称和数的变化，在句子中不能独立作谓语，但它仍保持动词的特点，可以有自己的宾语和状语。 E.g. He wants his students to read the book aloud. 主动形式 被动形式 一般式 to do to be done
完成式 to have done to have been done 进行式 to be doing 无
完成进行式 to have been doing 无
一、不定式的意义 1. 不定式的一般式：
2. 不定式的进行式：进行式表示动作正在进行，与谓语的动作同时发生。
3. 不定式的完成式：如果不定式所表示的动作或状态发生在谓语动词所表示动作或状态之前，就用完成式；若是在此基础上的被动含义，就用完成被动式( to have been done).
4. 不定式的完成进行式：如果不定式的动作是在谓语所表示的时间之前一直在进行或有可能继续进行的动作，就要用完成进行式. 二、不定式的用法：
1. 不定式做主语： 1)不定式作主语时,谓语用单数 To do such things is foolish. 2）主系表结构 To see is to believe.
3)it形式主语。当主语较长，谓语较短时，常用it做形式主语，而将不定式放到谓语的后面。 常用于下列结构中：
(1)It is/was +adj.+(of sb.) to do„（如 good/ kind/ nice/ clever/ foolish/ selfish„）
(2)It is +adj.+(for sb.)+to do„（如easy / difficult / hard / / unwise / possible/ necessary„） (3)It is +a/an +名词+ to do...（如a pity/ a shame / a pleasure /one’s duty / an honor „） (4)It takes (sb.) some time / courage / patience …to do… (5)It requires courage / patience / hard work… to do…
2. 不定式做表语：主语多用aim, duty, hope, idea, intention, plan, job, suggestion, wish, purpose等抽象名词或以 what 引导的名词性从句表示，后面的不定式说明其内容，不定式作表语常表示将来的动作或状态。
EX: 1）What I would suggest is _______________ at once. 我的建议是马上开始工作。 2）________________________________________________ 最主要的任务是保持我们房间的整洁。
3. 动词不定式作宾语：ask, agree, care, choose, demand, decide, expect, fail, help, hope, learn, manage, offer, plan, prepare, pretend, promise, refuse, want, wish等只能用动词不定式作宾语 口诀（接不定式作宾语的动词）：想要学习 早打算（want learn plan）
快准备 有希望（prepare hope wish expect） 同意否 供选择（agree offer choose） 决定了 已答应（decide be determined promise）尽力去 着手做（manage undertake） 别拒绝 别假装（refuse pretend）失败不是属于你（fail）
e.g.汤姆拒绝借他的笔给我。___________________________________________
*注意:1某些及物动词可用-ing也可用动词不定式作宾语但意义不同stop/ go on/ remember/ forget/ regret/ try/ mean„
2某些及物动词think, believe, consider, feel, find, make等后常用it作形式宾语
e.g. Technology makes _____ _________ ______ ________ our dream.科技使我们的梦想实现成为可能。
4．动词不定式做定语：当不定式的逻辑主语是句子的主语时，要用主动表被动。 I. 不定式作定语需要后置。
II. 作定语的不定式与被修饰的名词或代词存在着三种主要的逻辑关系，即被修饰的名词和代词是不定式的逻辑主语 （逻辑上的主谓关系）或逻辑宾语（逻辑上的动宾关系）或修饰性关系（同位关系）。
1)动宾关系: EX:1)I have a lot of work_______（要做）2)Give me a piece of paper___________(写)
2)主谓关系: EX: Women and children were the first___________________________（登上救生艇）
3)修饰性关系: 不定式前的名词是它修饰的对象，它所修饰的词多为抽象名词。 need, time, way, right, chance, courage, reason, wish, movement.
eg: There is no need for him to come. He has no time to read the book.
注意．为动宾关系的不定式，必须是及物动词或不及物动词加介词；如果不定式所修饰的词是way 或 place, 介词可省略。e.g. It is a comfortable sofa ____________ (sit). He has no way ___________ (go). This is the best place _____________ (work) 5. 宾语补足语: eg: He wants you to be his assistant. I saw her cross the street.
[注1] 如果谓语动词为感官动词或使役动词，则作宾补的不定式不可带to，这些动词有see, hear, feel, watch, notice; have, make, let等。eg :I felt my blood run cold. What made you think like that?
但如果句子是被动语态，则to不可省略。He was made to clean the windows as a punishment. Someone was heard to come up the stairs.
[注2] help后可以直接用带to或不带to的不定式作宾语。 They helped (to) carry the furniture upstairs.
6. 不定式做状语: 不定式做状语修饰动词、形容词、副词等，表示目的、原因、结果、条件等，其逻辑主语就是句子的主语。
e.g. To learn a foreign language well, you must try your best.(主语一致) I rushed to the airport, only to find that John had gone. 7. 同位语: e.g. Is this your purpose, to avoid being punished? 8. 独立成分: e.g. To tell you the truth, I don’t like you.
类似的有：to be frank坦率地说，to cut a long story short 长话短说，等等
三、不定式的否定式：通常是在不定式前加not，表示较强的否定意义时可用never。 e.g. I told him not to touch the equipment. You must promise never to do that again. 四、动词不定式的“省略” 1、不定式省to
1） 在had better, would rather, would rather...than, would sooner...than（宁愿„„而不）, cannot but（不得不、只好）, why (not)等结构后面的不定式符号to通常被省略。 翻译：1. _________________________________________ 你最好告诉她真相。 2. What could he do but forgive her? _____________________________
2） 动词不定式短语作介词but, except, besides的宾语,且介词之前有行为动词do或它的其它形式时,不定式符号to通常被省略。
EX: What do you like to do ________________? 除了游泳,你还喜欢干什么?
区别：1.My mother could do nothing ______________the doctor to arrive. 妈妈只好等着医生到来。
2. Now he had given himself no choice __________________. 当时他毫无选择的余地,只好告诉她。
3） 两个或多个不定式短语表示并列关系时,后面不定式短语的不定式符号to通常被省略;如果表示对比关系,则不定式中的不定式符号to通常要保留。 eg: They didn’t tell me whether to go on or to stop.(对比关系) 他们没有告诉我是继续下去还是停止。
She told the child to stay there and wait till she came back.(并列关系) 她让孩子待在那里等她回来。
4） 在某些感官动词或使役动词(如 hear, listen to, notice, observe, see, watch,
make等)之后充当宾语补足语的不定式中,不定式符号to总是被省略,但在被动语态的句子中,不定式符号to通常要保留。如:__________________________________________ 他们让那个人干了一个早晨。
That man _______________________ all the morning. 那个人被要求干了一个早晨。
2、不定式省do留to
1） 为了避免重复,在hope, wish, want, like, love, decide, plan, mean, prefer, want, have to, be able to, be going to, used to, ought to等动词及习语后面出现与上文相同的不定式时,常保留不定式符号to,而把其它部分省略。
e.g. Ms King lied to us because she had to.
注意：在特定的上下文中,为了避免重复,如果不定式为一般式to be...或完成式to have done时,则不定式符号to和be或have常一并保留,be或have之后的部分通常要省略。如: －Aren’t you the headmaster? 你难道不是校长吗? －No, and I don’t want to be. 我不是,而且我也不想当。
－Hasn’t he finished writing the report? 难道他还没写完报告吗? －No, but he ought to have. 是的,但他本来应该写完。
2） 当不定式在ask, advise, persuade, wish, allow, permit, tell, expect, force, invite, beg等动词后面充当宾语补足语时,为了避免重复,常保留不定式符号,而把后面的动词省略。 She wants to come but her parents won’t allow her to. If he doesn’t want to go there, don’t force him to. He didn’t come, though we had invited him to.
学以致用：
1.The teacher told them ________ make so much noise. A.don’t B.not Cwill not D.not to
2.Our master often told us _______ things for granted. A.not to have B.not to take C.didn’t take D. not to make 3.Tell him _______ the window.
A.to shut not Bnot to shut C.to not shut D. not shut
4. The boy wanted to ride his bicycle in the street, but his mother told him ______. A. not to B. not to do C. not do it D. do not to
5. Mrs Smith warned her daughter ________ after drinking.
A. never to drive B. to never drive C. never driving D. never drive 6. The patient was warned _______ oily food after the operation. A.to eat not B. eating not C. not to eat D. not eating 7. The workers want us ________ together with them.
A. work B. working C. to work D. worked 8. They would not allow him ________ across the enemy line.
A. to risk going B. risking to go C. for risk to go D. risk going 9. I saw him _______ out of the room.
A. go B. had gone C. has gone D. goes
10. They knew her very well. They had seen her _______ up from childhood. A.grow B.grew C. was growing D.to grow 11. I’ve heard him _______ about you often.
A. spoke B. speaks C. speak D.to speak
12. Though he had often made his little sister _____, today he was made ______by his little sister. A.cry；to cry B.crying；crying C.cry；cry D.to cry；cry 13. He was made _________.
A. go B. gone C. going D. to go
14. John was made _______ the truck for a week as a punishment. A. to wash B. washing C. wash D. to be washing 15. Paul doesn’t have to be made _______. He always works hard. A. learn B. to learn C. learned D. learning
16. There’re so many kinds of tape-recorders on sale that I can’t make up my mind _____ to buy. A. what B. which C. how D. where
17. There isn’t any difference between the two. I really don’t know _________. Awhere to choose B.which to choose
C. to choose what D. to choose which
18.― Have you decided when ______?‖ ― Yes, tomorrow morning.‖ A.to leave B.to be leaving C.will you leaveD. are you leaving 19. Last summer I took a course on ________.
A. how to make dresses B. how dresses be made C. how to be made dresses D. how dresses to be made 20. He doesn’t know ______ to stay or not.
A. whether B. if C. either D. if he will 21. She pretended _______ me when I passed by.
A.not to see B. not seeing C. to not see D. aving not seen 22.--The light in the office is still on. -- Oh, I forgot _______.
A. turning it off B. turn it off C. to turn it off D. having turned it off 23We agreed _________ here but so far she hasn’t turned up yet. A. having met B. meeting C. to meet D. to have met 24. Little Jim should love _______ to the theatre this evening.
A. to be taken B. to take C. being taken D. taking
25. I would love ______ to the party last night but I had to work extra hours to finish a report. A. to go B. to have gone C. going D. having gone
选修7 Unit2Robots
Period 1 Warming up & Reading
一、教学目标 1. 目标语言
a. 重点词汇和短语
fiction, 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
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 Gladys thought she was having an affair.
2.能力目标
Help students to learn about robots and science fiction. 3.学能目标
Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand. 二、教学重点
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. 三、教学难点
How Claire’s emotion developed during Tony’s stay at her house. 四、教学方法
Discussing, explaining, reading and practicing. 五、教具准备
Multimedia computer. 六、教学过程与方式 Step Ⅰ Warming up
Deal with Warming Up. Present photos of different kinds of robots. Then ask them to say something about his or her favorite robot. Step Ⅱ Pre-reading
Ask students to discuss the questions in Pre-reading in groups. Students are encouraged to speak out their opinions freely, no matter what it is. Encourage students to use their imagination. Step Ⅲ Reading
Deal with the reading part. Scanning
Ask students to scan the text and find out what Tony looks like.
T: OK. I’m glad you had a heated discussion. Now I’d like you to meet Tony—a robot that looks exactly like a human being. He is a character in the science fiction Satisfaction Guaranteed by Isaac Asimov. Please read the text and find the answers to the following questions. Show the following questions on the PowerPoint. 1. What did Tony look like?
2. What did Tony do to make Claire and her home elegant?
Several minutes later check the answers with the whole class. Careful reading
Ask students to read the text carefully and then complete the table on Page 12. Then discuss the comprehending questions on Page 12 in groups. 3. Characteristics Similar Different Step Ⅳ Homework
Remember the characteristics of science fiction.
Surf the Internet to learn more about robots and science fictions. Surf the Internet to learn about Isaac Asimov.
选修7 Unit2Robots Period2 Language study
一、 教学目标 1.目标语言
a. 重点词汇和短语
fiction, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful, affair, firm, firmly, declare, talent, obey, victory, envy, marriage, biography, explanation, divorce, chapter, navy, test out, turn around b. 重点句型
Revise the Passive Voice (including the Infinitive) 2.能力目标
Enable students to use both the useful words and expressions and structures freely. 3.学能目标
By doing related exercises in the textbook enable students to use both the useful words and expressions and structures freely. 二、教学重难点
The use of the passive infinitive. 三、教学方法
Explaining and practicing. 四、教具准备
Multi-media computer. 五、教学过程与方式 Step Ⅰ Revision
Ask students to tell the characteristics of science fiction. Step Ⅱ Word study
Deal with exercises about useful words and expressions. When doing Ex1 and Ex3 on Page 13, students may use an English-English dictionary so that they can understand the situations where the words are used.
After dealing with Ex3, point out words like alarmed are adjectives, when following the link verb be, it is used to describe a feeling. Sentences that have such structures are not passive. Step Ⅲ Grammar study
Go over the passive voice: be + v +-ed / -en / -t Go over the infinitive
Ask students to write down the sentences in Ex3 in their exercise books after class. Step Ⅳ Homework
Go over the key words and expressions. Go over the grammar. Do Ex3 on Page 56.
选修7 Unit2Robots
Period 3 Integrating skills(Ⅰ)
一、教学目标 1.目标语言
a. 重点词汇和短语
explanation, junior, navy, talent, chapter, divorce b. 重点句型
It was when Asimov was eleven years old that his talent for writing became obvious. A robot must not injure human beings or allow them to be injured. 2.能力目标
Enable students to express supposition and belief.
Learn to write a paragraph describing the new type of robot. 3.学能目标
By proper language input, students learn to express supposition and belief. Use their imaginations and write a paragraph describing the new type of robot. 二、教学重难点
Write a paragraph describing the new type of robot. 三、教学方法
Listening, discussing, reading and writing. 四、教具准备
Multi-media computer. 五、教学过程与方式 Step Ⅰ Lead-in
Talk something about Isaac Asimov.
Step Ⅱ Reading, discussing and writing Deal with his biography
After students read the text, they are asked to do Ex 1 on Page 17. The timeline will help students to remember the events in his life.
After dealing with Ex1, ask students to work in groups to write a profile for Isaac Asimov. Several minutes later, present their work and correct the errors if there are any. Then show a sample to students.
Discuss his three laws for robots
Students are divided into different groups to discuss his three laws for robots. Several minutes later, ask some students to present their opinions to the rest of the class. Finally teacher may speak out his or her opinion.
Step Ⅲ Listening and speaking Listening
Deal with the listening exercises. By doing Ex3, students learn to express supposition and belief. This exercise will lay a good foundation for Ex4.
Ask students to look through the questions before playing the tape. Play the tape again when necessary. Discussing
Students are asked to work in groups and imagine having robots in their houses to do the
housework. Discuss what positive or negative effects the situation would be. Don’t forget to use expressions used to express supposition and belief. Students are given five minutes. Five minutes later, ask some students to present their ideas to the whole class. Encourage every student to use his imagination, because there’re no right or wrong answers, only different opinions. After students present their opinions, teacher speaks out his or her opinion. Writing
Students are asked to work in groups. First decide the purpose of the robot, then make a list of the abilities the robot has. Next draw a picture on a piece of paper and name its parts and explain what each part does. Finally write a paragraph describing the robot and what it can do. Show the following to help students to design their robots or print it out. Step Ⅳ Homework
Write a paragraph describing a new type of robot.
选修7 Unit2Robots Period 4 Extensive reading
一、教学目标
1. Ability goals 能力目标
Learn about robots and their fight against landmines. 2. Learning ability goals学能目标
Help students to learn how robots are helping human beings in clearing landmines. 二、教学重点
How robots are helping human beings. 三、教学难点
How to improve students’ reading skills. 四、教学方法
Listening, reading and discussing. 五、教具准备
Multi-media computer. 六、教学过程与方式
Step Ⅰ Lead-in and listening
Now look at the following pictures of robots and tell what each robot does.
After talking about what tasks each robot can complete, continue with the listening exercises.
Deal with the listening exercises on Page 54. Ask students to pay attention to the function of each robot.
Step Ⅱ Reading task
While dealing with the reading material, ask students to pay attention to the reading skills. Fast reading
Ask students to find the answers to Ex1 using fast reading skills.
T: From the above we can see clearing landmines is challenging. Luckily scientists and engineers have designed a robot to do the job. Now open your books at Page 57 and read the text quickly and then do Ex1.
Explain the two reading skills to students.
Scanning—reading very fast to find specific pieces of information. Skimming—reading very fast to find only the main ideas of a text. Five minutes later check the answers with the whole class. Careful reading
Ask students to read the text carefully and then do Ex1. Students will discuss the answers in groups first, and then check the answers with the whole class.
Ask students to review the facts linked to the figures. Students are asked to work in pairs. Seven minutes later show the suggested answers on the PowerPoint. Step Ⅲ Discussion
Ask students to discuss the text and the following material. Then encourage them to write a letter of suggestion to Bush—the president of the US, for the US hasn’t yet committed to the Mine Ban Treaty. In the letter you will suggest the US stop manufacturing landmines and spend more money on solutions to clearing landmines, for example developing new robots to remove the landmines. Step Ⅳ Homework
Finish writing the letter to President Bush.
选修7 Unit2Robots
Period 5 Integrating skills (Ⅱ)
一、教学目标 1.能力目标
Talk about different types of robots by using expressions of supposition and belief. Listen to three people talking about robot pets. Write a diary from the robot pet’s point of view. 2.学能目标
Improve students’ language skills by listening, speaking and writing about robots. 二、教学重难点
Help students learn how to express their supposition and belief on robots that could be used in the future.
三、教学方法
Listening, speaking and writing. 四、教具准备
Multi-media computer. 五、教学过程与方式 Step Ⅰ Speaking task
T: In this unit, we have read about different types of robots that exist today, what are they? Ss: Industrial robots, robots that carry out jobs in the house and entertainment robots. Deal with SPEAKING TASK on Page 59.
T: Right. But what types of robots could be used in future? Now, please work in groups and use your imagination. Discuss the future robots please. Don’t forget to use the following expressions. Show the following on the PowerPoint. Supposition and belief I think ... I suppose ... Maybe ...
I don’t think ... I doubt ... I guess ... I believe ... I wonder ...
I don’t believe ...
Step Ⅱ Listening task
After dealing with SPEAKING TASK, continue with LISTENING TASK.
Show some pictures of robot pets to students. Ask them to give their opinions about robot pets. T: We have talked about so many types of robots and their functions. Now I’d like to show you some other type of robots. Please look at these pictures, what robots are they? Ss: Robot pets.
T: Quite right. Now work in pairs and talk about robot pets and give your opinion about robot pets. Please refer to the questions on Page 59.
After the discussion, play the tape for students to listen and deal with the listening exercises. Play
the tape again when necessary.
T: OK. So much for the discussion. Now Amanda, Victoria and Jamie are talking about the four robot pets. Let’s listen to their opinions.
Students are given several minutes to discuss the answers to the listening exercises. Then check the answers with the whole class. Show the suggested answers on the PowerPoint. Ask students to read the sentences in Ex4 and pay attention to the expressions of supposition and belief. Step Ⅲ Talking
Deal with TALKING on Page 55.
Let students work in groups of three and make up a play. Then ask some groups to perform it in front of the class. Step Ⅳ Homework
Let students finish WRITING TASK on Page 60.
T: Imagine you are one of the robot pets that belong to a child. Imagine your life with your owner and write a diary of your life.
选修7 Unit 3 Under the sea
Period1 Reading
一、教学目标 1.目标语言
a. 重点词汇和短语
anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help out b. 重点句子
We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20
Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20 As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 And those others are stopping it diving or fleeing out to sea. P20 It took over half an hour to get the boat back to James ... P21 2.能力目标
Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life. 3.学能目标
Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals and humans through reading.
二、教学重点
Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings. 三、教学难点
Analyze the structure of some sentences;
Summarize the main idea of each paragraph as well as the text. 四、教学方法
Making dialogues to collect information about the plants and animals under the sea; Fast-reading and careful-reading methods; Thinking and summarizing methods. 五、教具准备
A recorder, a projector and some slides. 六、教学过程与方式 Step Ⅰ Warming up
T: Good morning / afternoon, everyone! Ss: Good morning / afternoon, Sir / Madam!
T: Have you seen plants and animals that live under the sea? And do you like them?
Ss: Yes. They are very beautiful and lovely. / Some are ugly and dangerous. / I like them very much whether they are beautiful or ugly. / Yes, they are very nice ... T: Mm, I see. But where did you see them?
Ss: At an aquarium. / In the tunnel under the sea. / In the zoo. / On TV, the programs about the sea animals. / On the Internet. I have seen a lot of pictures about the sea animals and plants ...
T: Very good. You see, your sight of sea animals is limited. Do you want to know more about them?
Ss: Yes! Very much! But how?
T: Now you can talk to each other in pairs about the sea animals and plants you’ve seen before to enrich your knowledge of them. Use the list on Page 19 to help you.
The Ss begin to talk about the plants and animals under the sea they’ve seen before and the teacher can walk around to see what they are talking about. After that the teacher can ask two or three pairs to act their dialogues out. Step Ⅱ Pre-reading
Let the Ss talk about the picture in Pre-reading and get them prepared for the reading passage. T: Now look at the picture in Pre-reading. What can you see and what do you think is happening in it?
S: In the picture we can see a huge fish, from the water spurted out of the blow-hole on its head we can know it must be a whale. There are some big fish running after it. They are having a fight, I guess.
S: There is a small boat not far from the whale. The people on the boat might be hunting whales. I heard of it before.
T: If you want to uncover the puzzle, read the words on the left side of the picture. After a short while.
T: What does anecdote mean? Have you got its meaning from the dictionary? S: It means a short story based on your personal experience. T: Right! So what are the main characters of the story? S: Whalers, killer whales and baleen whales.
T: But what is the real name of the killers? And how did they help the whalers to catch the baleen whales? Let’s read the text and find the answers. Step Ⅲ Reading comprehending
In this step, the Ss will read the text and deal with the comprehending exercises. Skimming
Let the Ss skim the text and get the main ideas of the two anecdotes. After skimming.
T: Who is Old Tom? What is the first anecdote about?
S: Old Tom is the name of killer whales. The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale. T: Good! How about the second one?
S: It tells about how a killer whale protected and saved James, a whaler. Scanning
Let the Ss do scanning and find the answers to the questions in Exercise 2.
T: First, go through the questions in Exercise 2 on Page 21, and then I will give you several minutes to do scanning.
A few minutes later, guide the Ss to do pair work (as follows), while the teacher can walk around to see if they have any problems to deal with.
Sa: What evidence was there that Old Tom was helping the whalers out?
Sb: Old Tom was swimming by the boat, showing us the way and leading us to the hunt. George started beating the water with his oar and there was Tom, circling back to the boat, leading us to
the hunt again ...
Then ask some pairs to ask and answer the questions before class.
T: Very good! Now close your books and we’ll listen to the tape of this text. Take out a piece of paper. Look at the screen, while you are listening, pay attention to the whole story and try to write down the missing words in the sentences according to what you hear. Are you ready? Show the following sentences on the screen. (The sentences are given with blanks.)
1. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.
2. …as I was sorting out my accommodation, I heard a loud noise coming from the bay.
3. We ran down to the shore in time to see an enormous animal throwing itself out of the water and then crashing down again.
4. ―Come on, Clancy. To the boat,‖ George said as he ran ahead of me.
5. As we drew closer, I could see a whale being attacked by a pack of about six other killers. 6. And those others are stopping it diving or fleeing out to sea.
7. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea.
8. In the meantime, Old Tom, and the others are having a good feed on its lips and tongue.
After playing the tape, ask someone to spell out the words or write them down on the Bb to check their listening and spelling tasks. At last, show the answers on the screen.
Step Ⅳ Discussion
Deal with Exercise 3 in Comprehending. Let the Ss work in groups and do some discussion.
T: Look at the title of this text: Old Tom the Killer Whale. Who is Old Tom and what is special about it?
S: It is a killer whale! It’s the head of the killer whale team, I think. S: Maybe it is the most clever and powerful one in the team.
T: Now in groups, discuss the relationship between Old Tom and the whalers. Then discuss what other animals help out humans in hunting. Deal with some language points.
Step Ⅴ Homework
T: As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. And there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow. Good-bye everyone!
选修7 Unit 3 Under the sea Period2 Language study
一、教学目标 1.目标语言
a. 重点词汇和短语
depth, shore, accommodation, in the meantime, park, snorkel, rent, seaside, net, be aware of, reflect on, pure, upside down, scare to death b. 重点句子
James was afraid of being attacked by sharks. P23 The children enjoyed being taken to the aquarium. P23 2.能力目标
Revise the Passive Voice of the -ing form. Learn to use some new words and phrases. 3.学能目标
Help the Ss to learn how to use the Passive Voice especially ―being done‖ form by practicing and summarizing. 二、教学重点
The Passive Voice and ―being done‖ used as object, attribute and so on. 三、教学难点
Help the Ss to master the usage of the Passive Voice and ―being done‖ structure. 四、教学方法
Concluding, summarizing and practicing. 五、教具准备
A projector and a computer. 六、教学过程与方式
StepⅠ Revision
T: Good morning / afternoon everyone! Ss: Good morning / afternoon, Sir / Madam!
T: At the end of last period, you were asked to think about the international ban on whaling. Are you for it or against it? Now let’s work in groups of four and discuss the reasons for and against banning whaling.
While the Ss are having discussion, walk around to see if they are getting on well with the job. When they have finished, ask the Ss to speak out their group’s opinions and reasons. Step Ⅱ Language study
Deal with the useful words and expressions in this unit and let the Ss do some exercises to master their meanings and usages.
T: Turn to Pages 22, please finish Exx 1 -3.
When the Ss have finished that, check the answers with the whole class. T: Now, we’ll revise some useful structures.
As the teacher explains the grammar, he / she will show the slides at proper time.
Step Ⅲ Practice (Workbook exercises)
Let the Ss finish the exercises in USING WORDS AND EXPRESSIONS on Page 63 to further practice the use of some key words and expressions.
Then let them finish the exercises in USING STRUCTURES. After students have finished, show some students’ work on the projector, check their work with the whole class. Correct the errors if there are any.
This structure is used after prepositions and verbs normally followed by -ing form. So the teacher can help the Ss summarize the verbs or phrasal verbs followed by -ing form.
Step Ⅳ Homework Homework for today:
1. Revise the grammar and language points.
2. Write five sentences with ―being done‖ structure as different components of a sentence.
选修7 Unit 3 Under the sea Period3 Extensive reading
一、教学目标 1. 目标语言
a. 重点词汇和短语
reflecting, pure magic, beauty, cell, became aware of, vivid, poisonous, cave, narrow, upside down, sharp, tasty, scared to death, shallow b. 重点句子
I’m sitting in the warm night air with a cold drink in my hand and reflecting on the day — a day of pure magic!
The first thing I became aware of was all the vivid colours surrounding me ... What a wonderful, limitless world it was down there! 2.能力目标
Enable the Ss to know more about the living things under the sea and experience the beautiful and harmonious nature by reading a diary describing the animals and scenery under the sea and learn to write a similar one according to the expressions given. 3.学能目标
Try to improve the students’ reading ability by grasping the information in the dairy about the world under the sea. Strengthen their sense of environmental protection. 二、教学重难点
Enable the Ss to read for specific information and guide the Ss to write their own diary. 三、教学方法
Reading, listening and speaking. 四、 教具准备
A recorder, a projector and a computer. 五、教学过程与方式
StepⅠRevision
T: Good morning / afternoon everyone! Ss: Good morning / afternoon, Sir / Madam!
T: Yesterday I asked you to preview the reading passage on Page 23. It’s chosen from someone’s diary. What does the writer write about?
Ss: The writer reflected his or her experience of snorkeling on the reef. He / She described the animals and the scenery under the sea. T: Good job!
StepⅡReading (1)
Reading and discussing P24
T: Almost every one of you likes to watch the programs about the sea and the sea life. That’s a great enjoyment. Don’t you think so? If you have a chance to go on a snorkeling trip, how will you feel?
Ss: We’ll feel crazily happy. / That would be the most fantastic thing. / It would be the most exciting thing in my life ...
T: Yes, I can understand your feelings. Now listen to the tape going with the passage on Page 24 without looking at your textbooks. Try to count how many sea animals the writer mentions in his/her dairy. Let’s begin!
Play the tape for the Ss to listen to and let the Ss try to write down the names of the sea animals mentioned in the diary. After that, check the job by asking someone to tell the names of the sea animals.
T: How many animals does the writer mention in his/her diary? Ss: 7.
T: What are they?
Ss: They are parrotfish, sea-slug, sea-star, turtle, eel, clam and reef shark.
T: Right. By the way, there is another kind of creature, not fish, which are described much, especially their shapes. What are they? Ss: Corals!
T: Yes. You’ve done very well. Let’s read the text carefully to enjoy the beautiful view under the sea and have a look at these lovely animals. While you are reading, try to answer the questions on the screen and find out the main idea of each paragraph. Five or six minutes later, I’ll check your work by asking someone to answer these questions and tell the class the main idea of each paragraph. Are you clear? On the screen
Para 1 Questions: 1. What did the writer do in the morning on 19th January? 2. What did he think after seeing such extraordinary beauty? Main idea: __________.
Para 2 Questions: 1. What is the first thing he be- came aware of?
2. Does he think the corals are fantastic? Why? Main idea: __________
Para 3 Questions: 1. Did he frighten the fish when he swam among them? 2. What fishes did he see under the sea? Speak out at least three kinds. Main idea: __________
Para 4 Questions: 1. Were there anything that made him feel frightened? What were they? 2. Do the sharks he mentioned hurt people? Main idea: __________
Para 5 Question: Why did he say he was very brave? Main idea: __________
Para 6 Main idea: __________
When the Ss have finished their reading, check their work in the ask-and-answer way. When they sum up the main ideas, give them necessary guide and then show the suggested ideas on the screen.
Deal with some language points. Language points:
1. be/become aware of: get to know
e.g. The mangers of the company have been aware of their weakness. I was not aware of the fire.
Add: There is another pattern about ―be aware‖: be aware + clause
e.g. We were quite aware that the competition was very fierce. Are you aware how they would respond to our terms? 2. reflect
(1) vt. throw (light) back:
e.g. A mirror reflects a picture of you when you look in it. (2) vt. express (+ clause)
e.g. Does what you said reflect how you really think? (3) vi. think carefully (+on)
e.g. He reflected on my questions before answering. Then deal with Exx 1-4 on Page 24.
Step Ⅲ Reading (2) READING TASK P66
T: Let’s come to the story about the sea goddess on Page 67. Look at the two pictures before you read the story. Look at Picture 1, which part of the world do you think this man is from? Ss: Maybe he is from the North Pole. T: Why do you think so?
S: Because we can see some icebergs.
S: And he is paddling a canoe and wearing thick clothes. T: Then, what do you think his clothes are made of?
S: If he does live in the area of the North Pole, I guess his clothes are made of animal furs. T: That makes sense. Look at Picture 2. Have you seen pictures like this before? Ss: Yes.
T: Where did you see them?
Ss: In the picture books of fairy tale. / On TV programs.
T: Do you know any story that involves a creature like her? What is the story? Ss: The fairy tale written by Andersen, ―The Little Mermaid‖.
T: Very good! Now let’s glance through the story quickly and match the paragraph with the correct sentence in Ex 2 on Page 68.
After the Ss have finished it, check the answers.
T: In fact, each sentence is the main idea of its corresponding paragraph. Have you find that?
Then deal with Ex 3. Let the Ss read the story again and answer the questions. At last, check the answers.
选修7 Unit 3 Under the sea Period4 Communication and writing
一、教学目标 1.目标语言
a. 重点词汇和短语
pure magic, extraordinary beauty, fantastic thing, scared to death b. 功能句式
That’s not good enough. I’m sorry but ... I’m afraid ...
I’m feeling (annoyed with / unhappy about / unsatisfied with ...). I’m not feeling (happy about / satisfied with ...). I’d like to talk to the manager. I’d like a full refund. That’s no good for me. I’d like a refund, please. 2.能力目标
Enable the Ss to describe a place and the plants or animals there with the target language. Enable the Ss to make complaint using the expressions given. 3.学能目标
Help the Ss learn how to write a description of a place and the plants or animals there with the target language.
Help the Ss learn how to make complaint with the target language. 二、教学重难点
Help the Ss to master the useful expressions and learn to use them to express blame and Complaint in certain situations. 三、教学方法
Discussing, guided writing and speaking. 四、教具准备
A projector and a computer. 五、教学过程与方式
Step Ⅰ Revision
T: Good morning / afternoon everyone! Ss: Good morning / afternoon, Sir / Madam!
T: Yesterday, I asked you to work in groups to check the meanings of the expressions given on Page 24 and talk about the times you had feeling like these. Have you done that? Now who would like to tell about a time you had these feelings?
Then ask some Ss to tell about the times they had feelings like these.
StepⅡWriting (1)
T: In last period we read a dairy, in which the writer used very beautiful words and phrases to
describe colours, patterns, shapes and behaviour of the animals. Now please write a paragraph to describe a place and the plants or animals there. You can read the third and the fourth paragraph of the dairy as model for our own writing. Five or six minutes later I’ll check your work.
The Ss will read the third and fourth paragraph before they start writing. When they are writing, the teacher should walk around to see if they have any problems to deal with. Five or six minutes later, show one or two copies on the screen and check them with the whole class.
Step Ⅲ Speaking
Speaking and writing P27
T: In our daily life, we sometimes meet with something unpleasant and make complaint. So when you go to another country, you should learn to complain politely, then you may get a good solution. Look at the three situations on Page 27. Have you ever met these situations in your life? What did you say at that time? Or what will you say if you are in such situations? Think about it. ... Now read the expressions above the situations and see how they can help you to make complaint for each of the situation. Then work in pairs, choose one situation and make up a dialogue for it. After a while, check their work by asking several pairs to act out their dialogues.
Step Ⅳ Writing (2) WRITING TASK P68
T: We have learned the story of Sedna. Can you retell the story? You may feel it difficult to retell such a long story. Don’t worry. Turn to Page 68. Look at the topic sentences of each paragraph, using them as a guide. Then you will find it easier to tell the story. Now work with your partner, take turns to tell the story.
Show the topic sentences on the screen. Ask a student to retell the story before the class. Then get the Ss to write down the story individually, using the topic sentences as a guide.
选修7 Unit 4 Sharing Period1 Listening
一、教学目标 1.目标语言 a.词汇和短语:
volunteer, clinic, challenging, over the last few years, in the future, in two weeks’ time, a couple of, developing country, Medecins Sans Frontieres(MSF), Malawi, Sudan, The Fred Hollows Foundation, The Cancer Council, Youth in the city, go blind, belief b. 重点句子:
Why did Mary decide to work in the developing countries? Why were conditions in the clinic in the Sudan challenging?
In the Sudan, why was it nearly impossible for Mary to get to the clinics when the rains came? 2.能力目标
Improve the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF) 3．学能目标
Learn to predict what will be heard.
Help the students understand time expressions and use them. 二、教学重点
Learn to make notes while listening to the material and number the events in the order they are heard. 三、教学难点
Learn to use time expressions and work together with a partner to describe a person’s experience.. 三、教学方法
Listening and cooperative learning. 四、教具准备
A recorder 五、教学过程与方式
Listening and cooperative learning. Step I Warming Up 1. Greetings
T: Good morning /afternoon everyone! Ss: Good morning /afternoon, Sir/ Madam!
T: Have you ever helped others? What did you do to help your parents? Or other relatives? Or your friends? Or people in your community? Or people outside your community? I’m sure you have a lot to say. Ok, let divide into groups of three and finish the survey form. Then in groups, discuss whether someone who helps the groups on the survey form can be called a ―volunteer‖. T: Which one can be called a volunteer? Or what kind of things do volunteers do?
S: Volunteer work includes: Be a coach of the football lovers, plant trees, help people with disabilities.
T: Correct. Only those who don’t work not for rewards – especially money and materials, and not forced to do so are volunteers. And not only the person but also the society and the environment benefit from it. For example, Dr Mary Murray was a volunteer with Medecins Sans Frontieres(MSF). Now turn to Page 35, read Exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner.
Sa: Now Jennifer Wells is interviewing Dr Mary Murray about what has happened in Mary’s life. Sb: She once worked in a clinic in Malawi and Sudan. Sc: Malawi and Sudan are developing countries. Sd: Many children died when she worked in Malawi.
Se: Conditions in the clinics in the Sudan were very terrible and challenging.
Sf: Medecins Sans Frontieres(MSF) is an organization that provide free medical care to children in poor countries.
T: Very good. You see, even without listening to the dialogue you can get much information, if you study the questions carefully. Now let’s listen to their dialogue. You will pay attention to the time expressions and number them in the order you hear them. (Show the 11 time expressions on Page 35). And also you will answer as many of the questions in Exercise 2 as you can. Step II Listening(I)
(The teacher plays the tape and the students listen to it.)
T: Now let’s check the answers of Exercise 1 and 2. (The students will answer the questions)
T: Now let’s listen to the dialogue for a second time. When you are listening, you can check the answers of Exercise 2 and finish Exercises 3 and 4. Learn to make notes about Mary’s experiences in the table on Page 35. And share your notes with your partner and then with other groups.
(The students will makes notes, and share their notes.) T: Ok, let’s listen to it for a third time to check the notes. Step III Listening(II)
T: Perhaps you may wonder, because we are students, what we can do to help. That is, what can we do to serve communities outside the school? Ok, let do LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the four questions. Sa: There are three characters in the material: Jason, Mick and Annie. Sb: They want to raise money to help.
Sc: Perhaps they will help children in hospital, or serve soup to the homeless, or protect the environment.
Sd: They will spend some time working for their school’s Community Care Committee (CCC). T: It couldn’t be better. Now we’ll listen and check our prediction and also finish the exercises on Page 70. Step V Assignment
T: Boys and girls, today we have listened to two materials about giving help to others. I do hope all of us will help those who need help. Besides, you should learn to predict what you will hear before listening and pay attention to the time expressions while listening. Homework for today.
1. Finish the LISTENING TASK on Page 75-76. Remember to predict what you will hear according to the given information and also pay attention to time expressions. 2. Google for more information about MSF and share it between us. Now class is over. Goodbye, everyone. Ss: Goodbye, sir/madam.
选修7 Unit 4 Sharing Period2 Reading
Teaching goals 1. target language
a. key words and expressions
reflecting, pure magic, beauty, cell, became aware of , vivid, poisonous, cave, narrow, upside down, sharp, tasty, scared to death, shallow b. key sentences
I’m sitting in the warm night air with a cold drink in my hand and reflecting on the day – a day of pure magic!
The first thing I became aware of was all the vivid colors surrounding me… What a wonderful, limitless world it was down there! 2. ability goals
3. Enable the student to know more about the living things under the sea and experience the
beautiful and harmonious nature by reading a diary describing the animals and scenery under the sea and learn to write a similar one according to the expressions given. 4. Teaching important points.
Enable Ss to read for specific information and guide the Ss to write their own diray. Teaching procedures Step1, Revision T: Good morning. Ss; Good morning.
T: Yesterday I asked you to preview the reading passage on Page 23…. Step 2, Reading and discussing P23
Play the tape for ss to listen and then let the ss to write down the names of the sea animals mentioned in the diary. After that, check the job by asking someone to tell the names of the sea animals. … Pare1… Para2..
Para3.. Para4..
Step3,Homework
Discussing and writing on p24.
选修7 Unit 4 Sharing Period3 Grammar
在复合句中修饰名词或代词的从句叫定语从句。被修饰的名词或代词叫先行词。引导定语从句的关系代词有who，whom，whose，which，that等和关系副词where，when，why等。关系代词和关系副词在定语从句中充当一定的句子成分。
1. 由who，whom，whose引导的定语从句这类定语从句中who用作主语，whom作宾语，whose作定语指人。例如： ① This is the man who helped me. 这位是帮过我的那个人。
② The Doctor whom you are looking for is in the room. 你找的那位大夫在屋里。 ③ Do you know the man whose name is Thompson? 你认识那个叫汤普森的人吗？ 2. which引导的定语从句
这类从句只能指物，which在从句中作主语或谓语动词或介词的宾语。例如： ① This is the book which you want. 这就是你要的那本书。
② The building which stands near the river is our school. 河边的那栋楼是我们学校。
③ The room in which there is a machine is a workshop. 有机器的房间是车间。
1）whom，whose，which作介词宾语时，介词一般可放在它们之前，也可放在从句原来的位置上，在含有介词的动词固定词组中，介词只能放在原来的位置上。例如： This is the person whom you are looking for. 这位就是你在找的那个人。 2）引导非限定性定语从句时，关系代词往往用which，不用that。例如： I have lost my book, which I like very much. 我的书丢了，我非常喜欢那本书。 3. 由that引导的定语从句
that在定语从句中可以指人或物，在从句中作主语或谓语动词的宾语。但不能放在介词后面作介词宾语。例如：
The letter that I received was from my father. 我收到的那封信是我父亲写给我的。
在下面几种情况下必须用―that‖引导定语从句：
1）先行词是不定代词：all，few，little，much，something，nothing，anything等。例如： All that we have to do is to practice every day. 我们要做的就是每天练习。 2）先行词是序数词或被序数词修饰，只用that，不用which。例如：
The first lesson that I learned will never be forgotten. 我永远也忘不了所学的第一课。 The train is the last that will go to Suzhou.这是开往苏州的最后一趟车。 3）先行词是形容词最高级或被被形容词最高级修饰，只用that，不用which。 This is the best that has been used against pollution. 这是用来预防污染的最佳办法。 This is the most interesting film that I’ve ever seen. 这是我看过的最有趣的电影。 4）先行词被all, any, every, each, few, little, no, some等修饰。例如： I have read all the books (that) you gave me. 你给我的书我全读完了。
5）先行词被the only，the very，the last修饰时。 He is the only person that I want to talk to. 他是惟一的我想跟说话的人。
The only possessions that I could see were a few tin plates and cups and a couple of pots. 我能看到的他们仅有的财产就是几个锡盘子、杯子和三两个罐子。 6）先行词既有人又有物时。例如：
They talked of things and persons that they remembered in the school. 他们谈论着他们能记起的那些在学校的人和事。 7)当先行词前面有who, which 等疑问代词时。 Who is the boy that won the gold medal?
8) 当有两个定语从句时，其中一个关系代词已经用了which, 另一个宜用that. Thay secretly built up a small favtory, which produced things that could cause pollution. 9) 当先行词在主句中作表语，而关系代词在从句中作表语。 Shanghai is no longer the city that it used to be.. 4. 由when / where / why引导的定语从句 ① I know the reason why he came late. 我知道他为什么来晚了。
② This is the place where we lived for 5 years.
这就是我住过五年的地方。
③ I will never forget the day when I met Mr. Li. 我永远也忘不了遇到李先生的那天。
先行词表示地点时，有时用where，有时用that（which）引导定语从句。这时要看从句的谓语动词是及物动词还是不及物动词。如果是及物动词就用that（which），否则用where。例如：
① This is the house where he lived last year. 这就是他去年住过的房子。
② This is the house that (which) he visited last year. 这就是他去年去过的房子。
选修7 Unit 4 Sharing Period5 Writing
一、教学目标 1.能力目标
Enable the students to write about a person’s experience by using time expressions. Enable the students to write a letter to a child they would like to sponsor. 2.学能目标
Help the students learn how to write about a person’s experience by using time expressions. Help the students learn how to write a letter to a child they would like to sponsor. 二、教学重难点
The characteristics of narration. 三、教学方法
Task-based method and writing. 四、教具准备
A projector and a computer. 五、教学过程与方式 Step I Revision Check the homework.
Ask some students to read the sentences with attributive clauses in ―A LETTER FROM PLAN‖. 1. My name is Rosanna and I work as a community volunteer in an area of Ecuador where Orlando and his family have lived for as long as they can remember.
2. Although they still have time to play, they also have to help with daily jobs, which can take up a lot of time.
3. Orlando’s family lives in a small metal house that has a straw roof and a dirt floor. Step Ⅱ Pre-writing
T: Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medecins Sans Frontieres (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentence.
Sa: Dr Mary Murray was a volunteer, who worked with Medecins Sans Frontieres (MSF). Sb: Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in Africa. …
Step Ⅲ Writing
T: Very good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expressions listed on Page 36. 1. who she is
2. reasons why she joined MSF 3. what she did in Malawi 4. what she did in the Sudan
5. the effects on her of her experiences 6. her plans for the future
After the students have finished writing, show two samples on the screen and check the mistakes if any.
Step Ⅳ Writing task
Deal with WRITING TASK on Page 75.
T: Imagine that you have decided to sponsor Shan-shan, a 11-year-old girl from Gansu Province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can: Introduce yourself
Say something about your interests and hobbies Describe your family
Let her know you want to make friend with her and hear from her Other things you would like to tell her
After the students have finished writing, ask several of them to read their letters.
选修7 Unit 5Travelling abroad Period 1 Warming Up and Reading Task
Teaching goals
Talk about travelling or living in another country.
Enable the students to discuss what they would learn when travelling or living in another country.
Discuss the problems and dangers that could happen while travelling in a foreign country and the solutions.
Teaching important points Train students' speaking ability Train students' reading ability. Teaching difficult points
How to deal with the problems that are likely to happen when travelling and how to prevent them.
Teaching procedures Step 1 Warming up
Show the beautiful scenery of other countries to attract students' attention，including Taj Mahal，the pyramids of Egypt，London Bridge，Sydney Opera House，Eiffel Tower，Statue of Liberty，Stonehenge，New Zealand，South America，etc.
Questions：
1．Are you eager to travel abroad to enjoy the beautiful scenery by yourself?
2．If you could go anywhere in the world，which country would you like to visit and why? Suggested answers：
Sa：If I had chance to travel abroad，I'd like to visit Singapore.It's said to be a beautiful country，and I'd like to enjoy the beautiful scenery in Singapore.
Sb：If I had chance，I'd like to go to America.Maybe it is better if I could work or study there，then I could learn English well.
Sc：I'd like to go to Egypt，because I want to know about the pyramids.
[设计说明] 课堂以欣赏国外优美的风光开始，在给学生以极大的视觉享受的同时，激
起他们对于出国旅行的向往，至于最想去的国家或地方更能让他们有话可说。接着就自然地把话题引到出国旅行的好处和可能遇到的问题方面。
Questions：
What kind of things would you learn best by being a tourist in a country and what would you learn best by working or studying there?
Suggested answers：
Sa：When we travel to another country，maybe we could know about the architecture of the country，the beautiful scenery，the economic situation and so on.
Sb：When we work or study in the country，maybe we could know more about the manners and customs of the country.We could learn the standard English better；we could communicate with the local people to improve our English.
Sc：If we could live with the local people，we could know the proprieties of the country，know more slang，know the difference in time，food，transportation，etc.between the two countries.
T：Travelling abroad is a wonderful experience.But travelling abroad is not an easy thing.What dangers and problems could happen while travelling in a foreign country?
Sa：While travelling，it's possible that we could lose our way，because we don't know the country very well.
Sb：It's possible that we could have difficulty in communicating with the local people. Sc：It's likely that we could meet robbers，etc.
[设计说明] 通过学生对出国旅行可能遇到的问题的讨论，自然过渡到Page 82的Reading Task，同时也为下文的阅读做了很好的铺垫。
Step 2 Reading task (Page 82)
T：So，in strange surroundings，any unexpected things may happen.Now，turn to Page 82，try to list the dangers and problems，then discuss ways you could prevent these things happening in groups.
1．What problem did each traveller have？Did you guess correctly？What should they have done to avoid the problems？
Tom Problem Things they should have done Sally Paul Donna 2.Work with a partner.Complete the advice to travellers.
(1)When changing planes，_________________________________________________ ________________________________________________________________________ (2)If you have to take special medicine while travelling overseas，__________________ ________________________________________________________________________ (3)If travelling alone，_____________________________________________________ ________________________________________________________________________ (4)When travelling，always wear_____________________________________________ ________________________________________________________________________ [设计说明] 通过查找四位游客各自遇到了哪些问题，可以很好地强化略读、查读等阅读技能，而给出相应的建议，更是训练了学生分析问题、解决问题的能力。
Suggested answers： Exercise 1 Tom changed planes at Heathrow. were handing out were for. She should have left the pills in their original bottle which had the name of her She was stopped at the customs because doctor on it.To be even safer，she could Sally she was carrying drugs without a doctor's have asked her doctor for a letter which prescription. explained that she had to take the pills for her health condition. He should have told someone where he He had an accident in an isolated place was going and when he would be Paul and couldn't walk. back.Then when he didn't get back，they would have known where to search for Problem Things they should have done He did not obtain a transit card when he He should have asked what the cards they him. She offended some of the people in the She should have found out about local Donna town she was visiting by wearing customs and followed them. inappropriate clothes. Exercise 2
(1)When changing planes，make sure you know what you have to do.If you don't know what to do，ask someone.
(2)If you have to take special medicine while travelling overseas，carry a doctor's letter that explains this.
(3)If travelling alone，always let someone know where you are going and when you will arrive there.
(4)When travelling，always wear clothes that the local people will find acceptable.
T：OK！You did a very good job.I'm sure that you have known how to deal with the problems while travelling or studying in a foreign country.
Step 3 Homework
1．Learn the new words and expressions by heart. 2．Let students talk about their experiences of travelling.
选修7 Unit 5Travelling abroad
Period 2 Reading (2)
一、教学目标 1．Language aims
The students will be able to：
(1)Write and use words and expressions freely and correctly. (2)Learn the writing style of the passage. 2．Ability aims
The students will be able to：
(1)Discuss some problems in English and exchange their ideas.
(2)Learn how to deal with the problems that they would face when studying in a foreign country. (3)Write a short reply letter，telling something about Xie Lei's life and study in London to her friends in China.
(4)Use their imagination，according to Xie Lei's life and study in London，write a short composition about a foreign student studying Chinese in China. 3．Emotional aims
Students will be able to learn the ability of facing the difficulties，analyzing the reasons，overcoming and solving the problems by themselves.Students also study hard and love our motherland to make our motherland become prosperous and strong. 二、教学重难点
Students will be able to summarize the benefits and difficulties of living in a foreign country. 三、教学方法
Task－based method；discussing；brainstorming and speaking 四、教学工具 (1)A blackboard
(2)A projector and a computer 五、教学过程 Step 1 Revision and lead－in Activity 1
(1)联系实际导入新课
T：What was the slogan for Beijing Olympics? Ss：One world one dream.
T：Yeah，the world is becoming smaller and smaller.During the Beijing Olympics，many foreigners visited China.As a Chinese，would you like to travel or study abroad? (2)Come to the new unit—Unit 5 Travelling abroad
(3)Ask the students if they still remember the topic about travelling we have learnt in Book 1.Talk about travelling freely.
设计意图：通过联系生活实际导入新课，引出本单元话题——Travelling，实际这也是学生感兴趣的话题，这样能调动课堂气氛，使学生更容易进入状态。 Activity 2 Brainstorming
T：Every year more and more young people want to go abroad for further study.What should we take into account before we decide to travel abroad?
设计意图：用―头脑风暴‖要求学生说出旅游前要考虑的问题，培养学生的发散思维能力和解决问题的能力。激发学生的兴趣，培养学生提出问题和解决问题的能力，使之很快进入课堂的主题。
Step 2 Pre－reading
A discussion between two groups of students on the topic—the advantages and disadvantages of studying abroad.
设计意图：通过英语讨论这一环节的设计与实施，培养学生的英语思维能力、口头表达能力以及听说反应能力。 Step 3 While－reading
Get the students to comprehend the passage quickly and accurately，meanwhile help the students form a good habit of reading.
T：Now please read the passage quickly to obtain a general idea of the whole passage，try to match the main idea with each paragraph，and then check the answers. Para 1 coming to study in London
Para 2 her preparation year
Para 3 the difficulty getting used to a new way of life Para 4 benefits of living with a host family
Para 5 benefits of her preparation course and the tutor Para 6 her new plan for social activities Para 7 the reporter's best wishes
设计意图：培养学生分析、总结和概括文章大意的能力。 Step 4 Careful reading
Paragraphs 1 & 2：The background of her study Questions：
(1)How long has Xie Lei been in England? (2)What is Xie Lei in England for?
(3)Is she taking a degree course or a preparation course? (4)Why is she doing a preparation course first?
Paragraph 3：The difficulty getting used to a new way of life Question：
Why did Xie Lei feel like a child when she first arrived in England? Paragraph 4：The benefits of living with a host family Question：
What benefits of living with a host family can Xie Lei get? Paragraph 5：The benefits of her preparation course and the tutor Question：
What benefits has she got from her preparation course and the tutor? Paragraph 6：Her new plan for social activities Question：
Why has Xie Lei decided to join a few clubs?
设计意图：通过细读，归纳段落大意，有利于培养和锻炼学生归纳、分析和概括文章的能力，帮助学生更深入地理解文章，并培养进行合作交流的能力，共同分享成功的喜悦。 Step 5 Consolidation
1．Read the passage again.Look at some detailed information，for difficulties/benefits of travelling
abroad，and then finish the chart below.
设计意图：让学生熟悉课文，加深对课文的理解，为写作做好前期的准备和铺垫。 2．Group work
T：Suppose you are Xie Lei，write a short letter to your parents or friends in China，telling them about your present life according to what you have learned from the text. Students show their compositions and share their ideas with others.
设计意图：培养学生的合作意识、口语表达能力并能熟练运用所学知识的能力。 Step 6 Post－reading and discussion
We have talked about the difficulties and benefits of studying in a foreign country.Now let's list the problems that Xie Lei had when she first went to England，and try to add two or three other problems that she might have and summarize what you would do if you had the same problems.Work in groups. Possible problems and solutions： Xie Lei's problems 1.She didn't know how to use the phone，how to help you.Take an electronic dictionary with you pay bus fare，how to ask a shopkeeper for things in case you don't know the English name of she didn't know the English for. something you want to buy. 2.When she got lost and had to ask a passer－by 2.Let the passer－by write down what they for directions，she didn't always understand. 3.Can't understand the expressions others say. 4.Miss her family. would say on a piece of paper. 3.Ask host families for help. 4.Live with a host family. Your solutions 1.Make friends with local people and let them 5.Unable to adapt to different teaching methods 5.Be confident and give your own opinions. or rather learning styles. 6.In your spare time，join some university clubs 6.How to have a balance between study and a and meet people you have something in social life. common with. 7.Unable to make friends with students from 7.Don't be shy and say ―hello‖ to someone you different cultures. would like to make friends with. 设计意图：该环节是本课所有教学环节的延续，培养学生能初步思考问题、分析问题和运用实际技巧解决实际问题的能力。 Step 7 Assignment
1．Polish your compositions after class and hand them in the next day. 2．Finish the exercises and prepare for the next lesson. 3．Composition：
A Chinese girl studying in London met so many difficulties，then what about a foreign friend who will study Chinese in China？What problems will he/she meet with？Using your imagination，according to the reading passage，try your best to write a composition and share the ideas with each other the next day.
设计意图：进行分层教学，合理布置作业，通过灵活多样的作业形式，激发学习兴趣，满足不同层次学生的需求。 Step 8 Layout of the blackboard
Benefits of doing a preparation of living with a host family of having a tutor
选修7 Unit 5Travelling abroad
Period 3Grammar
教学目标
1．语言知识目标：复习非限制性定语从句的特点和关系词
2．语言能力目标：能够写出含有非限制性定语从句的句子，并在书面表达中进行运用 重点难点
1．教学重点：掌握非限制性定语从句的特点，关系代词和关系副词使用的场合；能够运用非限制性定语从句。
2．教学难点：关系代词和关系副词使用的场合；在写作中运用非限制性定语从句；明确限制性定语从句与非限制性定语从句的区别。 教学准备
1．学生的学习准备：复习非限制性定语从句的特点及关系词。
2．教师的教学准备：整理关系代词和关系副词的使用场合，并设计合理的场景。 3．教学用具的设计和准备：制作多媒体课件。 教学过程 Step 1 Presentation
1．Enjoy a beautiful composition which comes from the 2008 Zhejiang college entrance examination.
I prefer my English classes to be taught in both English and Chinese，whose_advantage_is_that_it_is_easy_for_us_to_understand_what_the_teacher_talks_about.The teacher
first
teaches
the
class
in
English，and
then
she
explains
those
that_are_hard_to_understand_to_us so that we get a better understanding of the passage.That will be good for us.
However，teaching the class in two languages will make the English atmosphere not so strong.Some students who_wish_to_be_taught_in_English_will be disappointed.
Except for the disadvantage，I think it is really good to hear two languages in class.It can make us more familiar with the foreign culture.
2．Show the sentences with the restrictive and non－restrictive attributive clauses in the composition on the screen.
[设计说明] 欣赏高考满分范文，找出美丽的句子，能够很快地引起学生的兴趣，活跃课堂气氛，而且带有限制性定语从句和非限制性定语从句的出彩句子的出现，也为复习定语从句做好了准备。 Step 2 Revision
1．Revise the characteristics of non－restrictive attributive clauses.(The students can say that in Chinese.)
从形式上看，非限制性定语从句与先行词(被定语从句修饰的名词或代词)之间有逗号。 从功能上看，非限制性定语从句对先行词起着补充说明的作用，如果去掉从句，不会影响到整个主句的意思。
Revise the differences between restrictive and non－restrictive attributive clauses.
从形式上看，限制性定语从句与先行词(被定语从句修饰的名词或代词)之间没有逗号。 从功能上看，限制性定语从句对先行词起着限制解释的作用，如果去掉从句，会影响到整个主句的意思。
2．Revise the usage of non－restrictive attributive clauses.
引导非限制性定语从句的关系代词有as，which，who, whom，whose等，作定语从句的主语、宾语、表语及定语。关系副词有when，where等，作定语从句的状语。关系代词和关系副词在定语从句中一般不能省略。
(1)which引导的非限制性定语从句来说明前面整个句子的情况或主句的某一部分，that不能用于引导非限制性定语从句。 例如：
Her house，which was built a hundred years ago，stood still in the earthquake.
(2)当先行词是专有名词或被物主代词和指示代词所修饰时，其后的定语从句通常是非限制性的。 例如：
Charles Smith，who was my former teacher，retired last year.
(3)as，which引导指代主句内容的非限制性定语从句时，表依据、评论与表事实、状态等没有多大差别，用在主句末时，有时可以通用。 He is quite pleased，as /which can be seen from his face。 但是，上面句中把定语从句置于主句句首时，就只能用as。 (4)“n./pron./num.＋prep.＋ which”定语从句
China has thousands of islands，the largest of which is Taiwan.
[设计说明] 借助第一环节中的句子，先让学生找出限制和非限制性定语从句，再复习非限制性定语从句的特征，区分与限制性定语从句的不同，为下面的环节——非限制性定语从句的运用打下基础。 Step 3 Practising
Since the students have known the differences between restrictive attributive clauses and non－restrictive attributive clauses，let them do some practice.
1．(1)A fast food restaurant is the place ______，just as the man suggests，eating is performed quickly.
A．which B．where C．there D．what (2)York，______ last year，is a nice old city.
A．that I visited B．which I visited C．where I visited D．in which I visited
(3)Anyway，that evening，______ I'll tell you more about later，I ended up staying at Rachle's place.
A．when B．where C．what D．which
(4)Recently I bought an ancient Chinese vase，______ was very reasonable. A．which price B．the price of which C．its price D．the price of whose
(5)The journey around the world took the old sailor nine months，______ the sailing time was 226 days.
A．of which B．during which C．from which D．for which Keys：(1)B (2)B (3)D (4)B (5)A
2．Fill in the blanks with the proper relative pronouns/adverbs. (1)That tree，______ branches are almost bare，is very old. (2)I'm taking some weight－loss pills，______ are quite popular here. (3)Jim changed his mind，______ made me very angry.
(4)After living in Paris for fifty years he returned to the small town，______ he grew up as a child. (5)I have many friends，some of ______ are businessmen.
(6)Madam Curie，for ______ life had been very hard early in her life，was the first person in the world to receive two Nobel Prizes.
(7)______is known to everybody，the moon travels round the earth once every month.
(8)We will be shown around the city：schools，museums，and some other places，______other visitors seldom go. Keys：
(1)whose (2)which (3)which (4)where (5)whom (6)whom (7)As (8)where 3．Complete the sentences with your own words. (1)Painting is a popular activity，which ____________.
(2)Jack，who ____________，hated the idea of travelling to Scotland on the train. (3)He must be from Africa，where ____________.
(4)My father was born on October 1,1949，when ____________. (5)The sun heats the earth，which ____________. (6)She got a gift from her mother，whom ____________.
(7)He was educated at a local grammar school，after which ____________. (8)I gave him a warning，to which ____________. 答案：略
4．Join the two sentences.You need to add commas to most.(Exercise 3 on Page 41) Keys：
(1)Peter，who people used to think was quiet，danced and sang all evening. (2)For my birthday，Sharon gave me a picture she had painted especially for me.
(3)The operation，which improved my grandfather's hearing，was performed in a famous hospital. (4)I saw many historical sites when I went on a tour round China，which was very exciting. (5)The two traffic accidents happened on the same morning，when there was a heavy fog. (6)Tang Ling volunteered to help the welfare house，where she teaches the homeless children. (7)As far as I'm concerned，Anne，whose daughter is in my class，should not be going to America next year.
(8)He went on a bus tour with a group of people，most of whom had never travelled before. 5．Write a passage about your hobbies using non－restricitive attributive clauses properly. [设计说明]语法运用在这个部分是层层递进的。练习一要求学生选择合适的关系代词或关系副词填空；练习二要求学生填写关系代词或关系副词；练习三要求学生造句，完成非限制性定语从句；练习四要求写出一个含有非限制性定语从句的完整的句子；练习五要求写一篇含
有多个定语从句的文章，体现了“词—句—篇”的教学原则。如果学生的水平较弱，难以按照教师的要求完成写作练习，教师也可以要求学生翻译一段含有多个定语从句的文章以达到在语篇输出中运用非限制性定语从句的目的。 A writing sample：
A hobby can be almost anything a_person_likes_to_do_in_his_spare_time.It offers enjoyment，friendship，knowledge and relaxation to us.
Then，what is my hobby？Well，what I like most is singing.When I was young，I showed great interests in music，which_was_pleasing_to_ears.When I grew up，my music teacher found that I had a good voice，so she sent me to the Children's Palace to study music.From then on，I began to make up a dream of becoming a singer in the future.As time went by，I came to realize that my dream wouldn't come true，for there were strict conditions of being a singer.But I still took singing as my hobby since I found in music the interests which_were_lost_in_the_exams.I put all my emotion
into
singing
a
song
，
which_gave_me_very_good_and_very_pleasant_feelings_and_a_good_chance_to_relax.Besides，it was a good way to learn things_that_couldn't_be_easily_found_in_life.I love singing，and the most interesting thing in life is sitting in the sunshine，listening to the walkman and singing together with the singer.
So，this is my hobby，and I hope every one can enjoy his own hobby，enjoy the simple good things of life.
选修7 Unit 5Travelling abroad
Period 5 Using Language：Reading and Speaking
教学目标 1．语言知识目标： a．重点词汇
parallel，abundant，govern，destination b．功能句式 We could... You might...
It would be possible to... It isn't possible to...
...would be a perfect place for us. I don't think you'd enjoy... ...would probably suit us. It's out of the question. 2．语言能力目标
Through reading，enable the students to acquire detailed information about Peru. 3．情感态度目标
Help the students learn how to express likes and dislikes，probability and improbability with the target language. 重点难点 教学重点：
Introduce briefly and properly the country—Peru. 教学难点：
Talk about tours in and around Cuzco with functional items given. 教学准备
A slide projector and a tape recorder.
Let students surf the Internet to get information about Peru. 教学过程
Step 1 Lead－in
Ask the students something about their travelling abroad.(What places would you like to visit？Why？Where can you get information about places of interest？)
[设计说明]联系生活实际，导入话题，激发学生对话题的兴趣，为下文作铺垫。 Step 2 Reading
1．Ask the students to read the entry from a textbook about Peru.Find the information they want to know about Peru.
2．Discuss specialities about this country.At the same time，deal with the questions： a．Why is Cuzco popular with tourists? b．What is special about Lake Titicaca?
c．What do you think the two official languages of Peru are?
[设计说明]由浅入深，通过手册和地图培养学生获取信息的能力，使他们对旅游前期的准备工作有了解。
Step 3 Reading (pair work)
This text is just a brief introduction of Peru.If you want to travel in Peru，you should know more detailed information.What are the most popular tours in Peru？Any ideas？Turn to Page 44.Read the brochure.Work with your partner and answer the questions in Exercise 2.
1．Which tours would best suit people who like an active holiday and don't need first class accommodation?
2．What kind of people would enjoy Tour 2? 3．On which tours do you visit Machu Picchu?
4．If you spent two weeks in and around Cuzco，which tour would be best to do last?
[设计说明]要求学生对课文提供的四条路线进行分析和挑选，培养他们观察和分析的能力。 Step 4 Speaking (group work)
Get the students to talk about tours in and around Cuzco with the expressions given. First show the following expressions. I like/don't like doing/to do... I prefer to...
I enjoy/love/hate doing...
What would you like to do when you are on holiday？Discuss with your partners，using the above
expressions.
After discussion，ask some students to tell their ideas.One student gives one sentence. S：I like visiting museums on holiday. S：I don't like going to historical sites. S：I prefer to stay in expensive hotels. S：I enjoy trying local food. S：I hate visiting places on my own.
[设计说明]通过小组互动的方式，达到知识输出和培养学生英语表达能力的目的。 Step 5 Discussion
Ask the other students to vote the line they choose to travel，and give their reasons. [设计说明]通过班级辩论的方式，进一步培养学生总结和得出有效可行的结论。 Step 6 Homework
In the reading passage，we learned about Xie Lei's life in London.We learned that she has to overcome many difficulties and face many challenges，because she has to get used to a completely new way of life.Now imagine your American penfriend has decided to come to China to study Chinese culture and language at a university near you.
Homework for today：write a letter to him or her giving information about what life will be like.
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