北師大版英語(yǔ)選修7

1、Unit 19 LanguageLesson 1 Language learning Teaching Aim: (1)To introduce four kinds of noun clauses subject clause object clause appositive clausepredicative clause (2) to learn some strategies about learning a foreign language Setting achievable targets; listening to English songs; watching the new

2、s in your own language and then reading an English newspaper; watching DVD; studying with friends; rewarding yourself Stage 1 introduction of the topicsetting a discussion Stage 2 reading extensively read for the first time and answer the true or false questions reading for the second time and answe

3、r the questions in exercise 2Stage 3 reading intensively Finish the summary of the whole passage. All the words needed are very important for language learning.Stage 4 summarize the main idea of each paragraph and work out the structure of the passage Stage 5 solve language puzzles Since students ha

4、ve read the passage for 2 times and got the main idea of the passage, there are few language puzzles for them now.But accumulation every day is very important.Here, several words are explained. They are:It was predicted thatcasestand outthe chances that 句子are small.EncourageAnd teachers here can giv

5、e them a task-to look for the usage of the following words in the dictionary.adjust and inform Stage 6 grammar focus To learn noun clauses Homework: exercise 1,2,3,5,6 on page 52 and page 53 can be used as exercise resources.Unit 19 LanguageLesson 2 Varieties of EnglishTeaching Aims:1. To practice l

6、istening strategies for identifying different English accents2. To develop awareness of different English expressions in different countries.3. To practice using phrasal verbs.4. To discuss the different accents people have when speaking English.Teaching difficulties:1. To practice listening strateg

7、ies for identifying different English accents2. To develop awareness of different English expressions in different countriesResources used: Cassette, ComputerTeaching procedures:. Warming up T: How many countries can you name where English is the native language? Do all these English speakers sound

8、the same?S:T: English is widely used in the world, but for some reasons such as history, culture, costume and so on English is spoken differently in different countries more or less. Look at the key words. Match them to words with the same meaning in the list below.Do the exercise 2 Student work in

9、pairs matching the key words to the words with the same meaning in the list.Do the exercise 3 As a class, students discuss what makes the pairs of words different.Question: What do you think makes the Key Words different from the words in the list?Answer: The key words are British expressions, while

10、 the words below are American expressionListen to learn 1. Do the exercise 4 Listen to the dialogue and decide if these statements are true (T) or false (F). Play the cassette once for students to decide if these statements are true or false Check answers as a class. Ask students to correct the fals

11、e statements. If necessary, play the cassette again. 2. Do the exercise 5 As a class, discuss why Liang Weimin thought all English speakers sounded like BBC World Service reporters. Question: Why do you think Liang Weimin thought all English speakers sounded like BBC World Service reports? Answer: L

12、iang Weimin didnt know people have different English accents depending on where they come from 3. Do the exercise 6 Ask students to read the strategies to the class in order to understand the listening skill. Play the cassette twice for students to listen and decide whether they are spoken in an Ame

13、rican accent or a British accent. Check answers as a class by playing the cassette again, pausing after each sentence, and having students repeat the pronunciation which is the clue to the accent. Question: Can you identify a rule for the difference in the American and British pronunciation of the s

14、ound /a:/.Play the cassette twice to let students identify a rule for the difference in the American and British pronunciation of the sound /a:/. Answer: British pronunciation of the sound /a:/ but in American English is pronounced / æ/5. Do the exercise 7Play the cassette twice for students to

15、 listen and decide whether they are spoken in an Australian accent or a British accent.By playing the cassette check the answer and ask students to tell the reason, and pausing after each sentence. And having students repeat the pronunciation which is the clue to the accent.Question: Can you identif

16、y a rule for the difference in the Australian and British pronunciation of the sound /ei/Play the cassette twice to let students identify a rule for the difference in the Australian and British pronunciation of the sound /ei/Answer: British pronunciation of the sound /ei/ but Australian pronounces a

17、s /ai /6. Do the exercise 8. Play the cassette once for students to listen and decide where the speakers come from. Play the cassette again and pause after each speaker for students to write down the words which have been pronounced differently with American, British or Australian accents. Check ans

18、wer as a class and ask students to share rules they have noticed for the each country. Listening 1. Have individuals read out the listening strategies. Ask students if these strategies also apply when listening to Chinese. Do the exercise 9 Listen to the Canadian travel dialogues. Use the Strategies

19、 to choose the correct alternative for each dialogue. There is one extra answer. Play the cassette twice for students to listen and answer the question 2. When we speak English we must pay attention to expressing our idea indirectly and politely and follow its custom and habit. Now lets read through

20、 the Function File and see if they can match any of the expression with the gaps.Listen again and use these expressions to complete the Function File.3. Do the exercise 11Listen two or three times, pausing it for students to repeat the polite requests Homework Work in pairs. Student A and Student B

21、turn to page 103Unit 19 LanguageLesson 2 The Varieties of EnglishTeaching objectives:1.To practice listening strategies for identifying different English accents.2.To develop awareness of different English expressions in different countries.3. Identify situations and peopleTeaching difficulties: Ide

22、ntify situations and peopleTeaching aids: ComputerTeaching Procedure:Step1 Warm up1.Discussion:1)How many countries can you name where English is the native language?2)Do all these speakers sound the same?2.Write down the words with the same meaning.1.mail_2.movie_3.sidewalk_4.trash _5.Apartment_Ste

23、p2 Listening1.Listen to the dialogue and decide if these sentences true (T) or false (F)1.Pam is American. ( )2.Robert comes from Australia. ( )3.The more different accents you hear the more confused you get.( )4.Richard has an Australian English accent.( )5.Pam and Robert say “classroom” the same w

24、ay.( )2.SummaryListening strategiesIdentifying different English accentsBefore listening, think about different English accents.While listening, pay attention to words that pronounced in different English accents.Listen to the intonation of the speakers to identify where they come from.Try to identi

25、fy rules for accent of each country or place. Step3 Practice1. Listen and decide whether they are spoken in an American accent (A) or British accent (B)1).Would you like a glass of water? _2).She is dancing in the classroom._3).Lets give you an example._4).I like to eat tomatoes._2. Listen and decid

26、e whether they are spoken in an Australian accent (A) or British accent (B)1).Did you say youre going sailing this weekend._2).Im going on a date this Saturday._3).How much did you pay for your rollerblades._4).The mail always comes on Tuesday._5). What did you say when he was late._6). Sorry Im lat

27、e. I had to pay my bills. _3. Listen and decide which speaker is American, which is British and which is Australian.AmericanAustralianBritishJanPattieShaneStep4. Listening StrategiesIdentifying situations and peoplealternatives in the questions-what are they going to talk about.the important words -

28、identify the situation.sound effects -identify the situation.language formal or informal-what the relationships are between the peoplethe intonation -their moodsStep5.PracticeListen to the Canadian travel dialogues. Use the Strategies to choose alternative for each dialogue.1.Where are the people?A)

29、in a tourist information office B)in a hotelC)at the observation dome D)at the travel agents2. Who is talking?A)a tourist and a trainee B)a receptionist and a hotel guestC)a passenger and the Tour Managers D)two passengers3.What are they talking about?A)a tour around the city B)a delayC)stopping off

30、 somewhere D)the citys buildings4.How do the tourists feel?A)nervous B)frustrated C) happy D)tiredStep6 Function File-Polite requests1._to fill in this form here, please.2.I know this is unusual, but after the long flight _to go on with the group.3._I just go off on my own a bit later?4._she wont be

31、 here till about ten oclock.5._having lunch in the hotel, sir?6._give me a map of the city, please?7._you could give me information about visiting some of the buildings in Toronto, please?8._have something about the modern buildings, please?9._ask someone else, please?10._I could ask you something?1

32、1._to stay over an extra night in Winnipeg?12._we have to keep to the timetable, sir.Step7.Activities-Act out a dialogueStudent Aa tourist who is checking in a hotel, make some requests at the front desk.Student Ba receptionist of the hotel, refuse some of the requests politelyUnit 19 LanguageLesson

33、 3 Body Language Teaching Aim: (1) to learn common sense of body language.(2) to learn to analyze the structure of the passage and accumulate some new words.Stage 1 warm-upTeachers here can give several pictures and some documents to show the topic of the passage.Stage 2 reading extensively read for

34、 the first time and match the paragraph with its title Stage 3 reading intensively give some hints of each paragraph and work out the main idea of the passage.True or False questions Stage 4 solve language puzzles Since students have read the passage for 2 times and got the main idea of the passage,

35、 there are few language puzzles for them now.But accumulation every day is very important.Here, several words are explained. They are:consist of and be made up of purchasebe aware of regardless ofAnd some exercises are offered to consolidate students memory.Stage 5 vocabulary accumulation and exerci

36、se Homework: all the exercises on page 56 and page 57 can be used as exercise resources. Unit 19 LanguageCommunication Workshop-教案Teaching Aim: (1) to learn some formal sayings in a letter (2) to learn the usage of several linking words: as long as, except if, if, unless.Stage 1 warm-upRead an adver

37、tisement and get to know what the letter is about.Stage 2 correcting the mistakes According to the hints, students can correct the mistakes by themselves before teacher check the answers.Stage 3 linking words look at the example and get the meaning of the linking words in the sentences.as long as:只要

38、unless:如果不,其用法相當(dāng)于if not exercises Stage 4 writing a letter Learn the structure of the passage and students can refer to Writing help on page 97.Students can imitate the structure and write a letter.Homework: exercise on page 60 and page 61 can be used as exercise resources.Unit 20 New FrontiersLesso

39、n 1 Futurology 一、課標(biāo)分析根據(jù)高中課程標(biāo)準(zhǔn)的規(guī)定，在高二的學(xué)習(xí)中，學(xué)生要發(fā)展自己的英語(yǔ)語(yǔ)言運(yùn)用能力：用英語(yǔ)進(jìn)行恰當(dāng)交流的能力；用英語(yǔ)獲取信息、處理信息的能力。在學(xué)習(xí)方法上，要逐漸形成有效的學(xué)習(xí)方法，在參與、實(shí)踐、討論和合作中學(xué)會(huì)用英語(yǔ)表達(dá)、交流，發(fā)展綜合語(yǔ)言運(yùn)用能力。二、教材分析1本課所在單元的主題為New Frontiers，主要介紹了跟我們生活與學(xué)習(xí)聯(lián)系緊密的科學(xué)領(lǐng)域，并且介紹了20世紀(jì)科學(xué)領(lǐng)域的一些先驅(qū)者。2本節(jié)課為 Lesson 1 Futurology的第一課時(shí)，是一節(jié)閱讀課。該課的主要內(nèi)容是未來(lái)學(xué)家就科學(xué)對(duì)未來(lái)影響做出的展望。3教材內(nèi)容上的安排（對(duì)未來(lái)的預(yù)測(cè)），可以

40、鍛煉學(xué)生的抽象思維和創(chuàng)造性想象。三、學(xué)生分析1學(xué)生對(duì)未來(lái)學(xué)及未來(lái)的世界這一話題既感到陌生，但又顯示出濃厚的興趣和求知欲，從而帶著好奇心去了解并探究。2學(xué)生對(duì)本課話題Futurology這一領(lǐng)域缺乏一定的背景知識(shí)、經(jīng)歷和經(jīng)驗(yàn)， 但高中學(xué)生已具備一定的相象能力和形象抽象思維能力。3高二的學(xué)生已具備一定的用英語(yǔ)獲取信息、處理信息、分析問(wèn)題和解決問(wèn)題的能力。四、教學(xué)目標(biāo)1. 語(yǔ)言知識(shí)目標(biāo)：a.重點(diǎn)詞匯和短語(yǔ)seminar, handy, database, meanwhile, source, biochemistry, in terms of, wonder about, hundreds of,

41、carry out, love doing/ to dob.重點(diǎn)句子1) Some like to read fantasy stories and imagine what the world will be like Others foresee future opportunities and problems.2) Computers that are millions of times smarter than us will have been developed.3) In the next few years, we will be communicating with our

42、 friends around the world4) We will have discovered other places in our solar system suitable for living and will have discovered ways to go further into space.2語(yǔ)言技能目標(biāo)：1)學(xué)生學(xué)會(huì)在閱讀中有目的地猜測(cè)、思考和獲取信息，并進(jìn)行分析、推理和判斷，從而準(zhǔn)確理解作者的意圖。2）能在教師的指導(dǎo)下，主動(dòng)參與組織和實(shí)施語(yǔ)言實(shí)踐活動(dòng)。3知識(shí)能力目標(biāo)：1）初步了解未來(lái)學(xué)這一領(lǐng)域的知識(shí)及專家對(duì)未來(lái)世界的發(fā)展做出的預(yù)測(cè)。2）通過(guò)閱讀文章，學(xué)生能進(jìn)一步

43、豐富自己的知識(shí)，拓展思維。并能就自己的知識(shí)和經(jīng)歷進(jìn)行創(chuàng)造性想象。4情感態(tài)度目標(biāo)：關(guān)注學(xué)生在學(xué)習(xí)中的情感態(tài)度，使學(xué)生在英語(yǔ)學(xué)習(xí)過(guò)程中，提高獨(dú)立思考和判斷的能力，發(fā)展與他人溝通合作的能力。5、教學(xué)重點(diǎn)與難點(diǎn) 1）如何讓學(xué)生準(zhǔn)確理解課文，獲取相關(guān)信息。2）幫助學(xué)生用英語(yǔ)完成語(yǔ)言任務(wù)。五、教學(xué)設(shè)計(jì)理念 1）運(yùn)用任務(wù)型教學(xué)的模式。給學(xué)生設(shè)計(jì)出相關(guān)的任務(wù)，要求學(xué)生用英語(yǔ)討論交流，讓學(xué)生學(xué)會(huì)用英語(yǔ)完成語(yǔ)言任務(wù)。2）采用“以學(xué)生為中心”教學(xué)模式。讓學(xué)生在小組活動(dòng)中進(jìn)行有效的語(yǔ)言學(xué)習(xí)，把學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)和探究學(xué)習(xí)貫穿教學(xué)過(guò)程中，從而激發(fā)主體參與的興趣。六、教學(xué)策略1教學(xué)方法a. Skimming, clo

44、se-reading and scanningb. Asking-and-answering to check the Ss understanding of the passagec. Individual and group workd. Discussing2教學(xué)工具A recorder, a computer and a projector七、教學(xué)過(guò)程Step GreetingsGreet the whole class as usual. Step Pre-reading T: What is the tomorrows world? Could you predict it. (

45、以上述問(wèn)題為導(dǎo)入，目的是調(diào)動(dòng)學(xué)生已有的知識(shí)結(jié)構(gòu)和社會(huì)生活經(jīng)歷，在新學(xué)知識(shí)與已有知識(shí)之間建座橋梁，為學(xué)習(xí)新知識(shí)futurology鋪墊道路，引起學(xué)生興趣，調(diào)動(dòng)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。)S1: It is possible that we can work at home because of communication industry. S2: Our environment will be clean, people will live longer because of the advanced medicine.S3: The speed of computer is more and more

46、 fast, so our work and life become easier and faster, for example we can buy everything without leaving home, T: Excellent! You have a good imagination. Today we will learn lesson 1 Futurology. Lets know some respected futurologists predictions of future. Before reading, lets learn the new words and

47、 expressions on Page 110 first.(Teacher asks Students to read the words after the tape twice, then teacher gives explanations in English of some words to the students.)Step While-reading1. SkimmingGet the Ss to comprehend the passage quickly and meanwhile help Ss to form a good habit of reading. T:

48、After learning words, we are going to learn lesson 1. Now please look at screen. Give you 3 minutes read the passage quickly and choose an appropriate heading for it.Read the article and choose the beast heading for the passage.A. From the Past to the FutureB. The Future BusinessC. Tomorrows WorldD.

49、 A Perfect Future?（以找出文章標(biāo)題為略讀環(huán)節(jié)的問(wèn)題，使學(xué)生學(xué)會(huì)按意群略讀，省略大量與尋找信息關(guān)系不重要的詞、短語(yǔ)和句子。培養(yǎng)學(xué)生的快速閱讀技巧和獲取文章整體信息的能力。）T: Time is up. Could you tell me which heading do you think is best, volunteer?S1: I choose A.S2: I dont agree with him. I select C.T: Can you tell the class your reason.S2: In this passage, it doesnt menti

50、on anything about the past, so I pass A. And Paragraph 3 to Paragraph 8, they are all about the future world. So C is the best. T: Very good, thank you!2Close-reading In this part, students read Paragraph 3-Paragraph 8 carefully, and then finish this table. T: Now, give you 4 minutes read Paragraph

51、3-Paragraph 8, and 2 minutes fill in this form.WhenWhat are the predictions?In the next few yearsBy the year 2020By the year 2030By the middle of the centuryBy the end of the century(Suggested answers are omitted.)（文章的重要段落為第3到第8段，因此在這一環(huán)節(jié)教師就重要的部段落設(shè)計(jì)了圖表題，引導(dǎo)學(xué)生提取與主題-未來(lái)學(xué)家就科學(xué)對(duì)未來(lái)影響的展望相關(guān)的信息。幫助學(xué)生加深對(duì)課文的理解。）3.

52、 ScanningIn this part, Ss will read the passage carefully and then judge the statements below True or False. Then teacher shows these statements on the screen. Give Ss 5 minutes to read the whole passage.T: look at screen, please. Here are 5 detailed questions. Give you 8 minutes read the passage ca

53、refully, and then exchange your answers with your partners.Show the statements on the screen.1. People who are worried about future are called futurologists.2. The experts attending the seminar will be discussing the influence of future on the technology.3. According to the text, computers will beco

54、me more intelligent.4. By the year 2030, human-like robots may be sent around our bodies to carry out repairs and keep us healthy.5. According to the text, we may be able to live in other suitable places in our solar system at the end of the century.(Suggested answers: F F T F T)（在精讀環(huán)節(jié)教師設(shè)計(jì)了一些判斷題，是將學(xué)

55、生已學(xué)的知識(shí)和已有的生活經(jīng)驗(yàn)相結(jié)合，對(duì)課文中的信息進(jìn)行邏輯推理和分析判斷，使其對(duì)課文的理解上升到一個(gè)新的高度。）Step Post-readingVoice your opinion In close-reading, we have known the predictions of scientists by the year 2020, 2030 and so on. Now which of the predictions would you like or not like to come true? Why?T: Now work in groups to discuss this

56、talking. After 5 minutes later, we will ask some groups to share their opinions to the class.(Teacher goes among the students and joins in the students discussion. After a few minutes later, teacher says the following.) T: Ok, time is up, which team would like to tell us their opinions? Volunteer!Team (a): We all like the prediction of the end of the centurys that we can live in