高二英语选修7课标解读

1、高二英语选修7课标解读Chen Ping Unit 1 Living well 单元教学目标技能目标Goals Learn about Disability and Life of disabled people Talk about Disability and Life of disabled people Practise Introduction and Wishes &congratulations Revise the Infinitive Write a letter of suggestionII 目标语言功能句式1. IntroductionId like to in

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

3、 goes well for you.Thats wonderful/amazing.词汇1. 四会词汇disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, a

4、ssistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare2. 认读词汇Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community3. 词组in other words, out of brea

5、th, all in all, make fun of , all the best, in particular 4重点词汇disability, disabled, adapt, annoy, conduct, congratulate, accessible结构Revise the InfinitiveThe infinitive can be used 1. as the subject2. as the predicative,3. as the object 4. as the object complement5. as the adverbial6. as the attrib

6、ute重点句子I have learned to adapt to my disability.Every time after a long absence from school, I feel really stupid because I am a bit behind the others.All in all, I have a good life.Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.III 教材分析与教材重组

7、1. 教材分析本单元以残疾及残疾人生活为话题，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。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。1.2 PRE-READING

8、通过介绍“Family village”，激发学生的阅读兴趣。1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）

9、人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto

10、的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。2. 教材重组2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读

11、课。2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节“词汇语法课”。 2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。2.4 将WORKBOOK 的Reading and listening 和Talking 结合在一起，上一节“听说课”。2.5 将WORKBOOK的Reading and writing task 设计为一节阅读课写作课。 3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）1st Period Readin

12、g 2nd Period Learning about language3rd Period Using language 4th Period Reading and listening 5th Period Reading and writing task Unit 2 Robots 单元教学目标技能目标Goals Learn about literary work about science, Robots and Science fiction writer- Isaac Asimov Talk about Robots Practise Supposition and belief

13、Revise the Passive Voice (I) ( including the infinitive) Science fiction genre: imaginative writingII 目标语言功能句式Supposition and beliefI thinkI supposeMaybeI dont thinkI doubtI guessI believeI wonderI dont believe词汇1. 四会词汇fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass

14、, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful. affair, firm, firmly, declare, victory, envy, marriage, biography, explanation, junior, navy, talent, chapter, divorce, obey, aside2. 认读词汇Isaac Asimov, Larry Belmont, Claire, Gladys, soft

15、ness, makeup, complicated, transfusion, Masters degree, Philadelphia, PhD, The Foundation Trilogy, empire3. 词组test out, ring up, turn around, leave alone, set aside4重点词汇desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, accompany ,declare, envy, obey结构Revise the pass

16、ive infinitive:The companys new car is going to be designed in the coming months.重点句子She felt embarrassed and quickly told him to go.Claire thought it was ridiculous to be offered sympathy by a robot.By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affa

17、ir.It was when Asimov was eleven years old that his talent for writing became obvious.III 教材分析与教材重组1. 教材分析本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov写于1951的Satisfaction Guaranteed 和作者的生平。通过本单元的教学，旨在让学生了解科幻小说最大的特征在于，它赋予了“幻想”依靠科技在未来得以实现的极大可能，甚至有些“科学幻想”在多年以后，的确在科学上成为了现实。如Isaac Asimov1951年描述的机器人的部分功能已

18、经被应用于现实生活和工作中。在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。1.1 WARMING UP介绍了什么是机器人，和不同种类及不同形状的机器人。1.2 PRE-READING 通过讨论机器人是否像人类一样有自己的思维，是否有感情引出Isaac Asimov的科幻小说Satisfaction Guaranteed。为本单元的READING做好了铺垫。1.3 READING课文是Isaac Asimov写于1951的科幻小说Satisfaction Guaranteed。文中描述的机器人Tony是一个除去面无表情外，身材高大，相貌英俊，聪明机

19、智的完美男人。仅三周的时间就使女主人坠入爱河。1.4 COMPREHENDING共有2部分，第一部分是关于课文内容的5个问答题，旨在考察学生对课文的理解。第二部分要求学生比较机器人Tony在physical, mental, emotional 三方面与人的异同。与PRE-READING 部分的问题相呼应。1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题，通过本单元的学习，要求学生熟练掌握不定式的被动

20、语态。1.6 USING LANGUAGE分为两部分，Listening ,discussing and writing部分内容是Molly 和Kate 讨论Satisfaction Guaranteed的对话录音，要求学生根据对话内容学会运用表达自己观点的常用句型。这部分教学内容还要求学生以机器人为话题，充分发挥自己的想象力，谈论机器人做家务的利与弊。并且要求自己动手设计机器人，附上文字说明。Reading and discussing 部分的内容是科幻小说家Isaac Asimov的生平介绍。文章后附有练习题。第一题要求学生根据时间线，了解在作者生命中发生的重要事件。第二、三题要求学生讨论

21、Isaac Asimov的“机器人三定律”。2. 教材重组2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节词汇语法。 2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。2.4 将WORKBOOK 的Listening 和Reading task 设计为一节阅读课写作课。2.5 将WORKBOOK的Speaking t

22、ask, Listening task 和Writing task 整合在一起上一节综合技能课。3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）1st Period Reading 2nd Period Learning about language3rd Period Using language 4th Period Listening and Reading task 5th Period Speaking, listening and writing task Unit 3 Under the sea. 单元教学目标技能目标Skill GoalsRetell a stor

23、y and make it into a playRead a story and describe the relationship between animals and humansReview the Passive Voice (2) (including the -ing form)Write a paragraph to complain politely based on dialogues about blame and complaint. 目标语言功 能 句 式Blame and complaintIm sorry but .Im afraid .Thats not go

24、od enough.Im feeling (annoyed with / unhappy about / unsatisfied with . etc)Im not feeling (happy about / satisfied with .etc)Id like to talk to the manager.Id like a full refund. Thats no good for me. Id like a refund, please.词 汇1 四会词汇anecdote, annual, witness, accommodation, shore, yell, pack, fle

25、e, drag, depth, lip, tongue, abandon, relationship, rent, seaside, net, dimension, reflect, pure, magic, beauty, cell, aware, vivid, poisonous, cave, narrow, sharp, tasty, scare, shallow, entry, boundary，Antarctic, awesome, seal, pension, pensioner2 认读词汇snorkel, aquarium, Clancy, baleen, baleen whal

26、e, migration, oar, blow-hole, harpoon, meantime, overboard, flipper, turtle, lettuce, horn, anemonefish, tentacle, sea anemone, sea-slug, stripe, striped, eel, giant, clam, leap, refund 3 词组ahead of, in the meantime, help out, be / become aware of, upside down, (be) scared to death, the Antarctic, s

27、ort out, throw . out of, be about to do, head out, flee out, aim at, float up, wash off, hold up4 重点词汇anecdote, accommodation, shore, yell, flee, drag, depth, tongue, abandon, seaside, net, relationship, beauty, aware, vivid, poisonous, tasty, scare, Antarctic, awesome, pension结 构Revise the Passive

28、Voice (including the -ing form)Clancy didnt mind being told what to do.Being held up in the water by Old Tom, James was confident he would survive.重点句子1. Without pausing we jumped into the boat with the other whalers and headed out into the bay. P202. As we drew closer, I could see a whale being att

29、acked by a pack of about six other killers. P203. The first thing I become aware of was all the vivid colours surrounding me . P244. . the yellow and green parrotfish hanging upside down, and sucking tiny plants off the coral with its hard bird-like mouth . P246. I told myself they werent dangerous

30、but that didnt stop me from feeling scared to death for a moment. P24. 教材分析和教材重组1. 教材分析本单元以大自然中的海底世界为话题, 以谈论海底世界的动植物为切入点，让学生在交流中发现和了解大自然的奇妙和美丽；通过阅读奇闻故事，使学生从一个侧面了解人类与动物的关系；一篇与海底动植物相处的感受的日记，把学生带入人与自然和谐相处的美好境界。本单元用梯次递进的方式让学生运用已有的自然知识、亲身体验、所掌握的语言知识和技能，在阅读、听新闻和专家评述、讨论、写故事、编剧本、排练演出等多项语言功能运用的过程中，深入学习、了解海洋动

31、植物和大自然，并学习用英语表达对它们的感受、关切和热爱，从而在学习和运用语言的同时，强化对海洋生物和大自然的保护意识。本单元实现了语言学习和传播先进思想的完美统一。1.1 Warming Up设计了两个活动。第一个活动用两个提问直接导入本单元的中心话题，也是学生最感兴趣的话题海底动物和植物，要求学生以互相交流的方式更多地了解海底世界。紧接着是小组活动，要求学生将已知的海洋动植物列表归纳，并谈论自己最喜爱的海洋动物或植物。这一部分的设计为下一步的课文学习以及后边的听、说、读、写在内容方面打下了伏笔。1.2 Pre-reading是Reading文图并茂的内容简介。“虎鲸帮助捕鲸人在每年须鲸迁徙时

32、捕捉须鲸”的奇闻轶事会立刻激起学生的阅读兴趣。1.3 Reading是一篇题为“Old Tom the Killer Whale”的故事，其中包括两篇关于虎鲸的奇闻轶事。第一篇讲虎鲸如何帮助捕鲸人捕捉须鲸，过程奇妙有趣。第二篇讲虎鲸如何从鲨鱼群中救出捕鲸人，情节惊险感人。学生通过对课文的阅读理解，会由衷地感激这些可爱的海洋动物对人类忠实的帮助和巨大的贡献，同时习得阅读故事的技能。1.4 Comprehending设计了根据课文内容描述Old Tom和捕鲸人的关系, 旨在引导学生在阅读理解的基础上进行再创造。第二题根据课文回答问题，其目的是评价学生对文章的理解程度。第三项是小组讨论，中心论题你是

33、否同意禁止捕鲸直击本单元思想内容主题环境和动物保护。整个活动设计梯次分明，思想教育意义和语言学习意义两条线共同逐步深入，以达到阅读理解的最佳效果。1.5 Learning about Language分为词汇和语法两项。词汇部分帮助学生学习用适当的形式和意义使用词汇和短语，旨在培养学生运用英语词汇和短语的能力。语法项目是复习动词-ing形式的被动语态。要求学生用正确的-ing形式完成单句填空和补全句子来操练这一语法项目。-ing形式的被动语态在语法学习中是个难点，教师可以在此基础上做些拓展性和巩固性的练习设计。1.6 Using Language是一个综合性学习项目，包括“阅读与讨论”、“讨论

34、与写作”、 “说话与写作”。“阅读与讨论” 的主体是一篇与海底动植物相处的感受的日记，其后设计了四个活动环节：速读选择信息；细节列表；词汇学习；语法学习（形容词连用）。“讨论与写作”共有两项任务：一是让学生以小组活动的形式讨论所给出的日记中的描述性词语的意思和描述方式；二是让学生用上其中三、四个短语写一小段描写一个地点的一种动物或植物的短文。这种分类描写的方式非常有利于对学生的写作训练和指导。“读、听、说”共设计了五项活动：第一项是在“听”之前阅读一则观鲸旅游的广告并就此讨论有关问题；第二项是听一段对话选择答案；第三项在重听一遍的同时，记下与广告不符的情况；第四、五项的听力重点在词汇上，练习的

35、内容是完成所听的句子和填上所缺的词。所有“读、听、说”的活动层次清晰，内容连贯，实际上都在为完成下一步“写”的任务积累素材和提供示范。“说话与写作”的中心任务是本单元写作练习的主题：对某事或某人以礼貌的方式责备和抱怨。该部分提供了表示“责备和抱怨”的习惯用语和三种情境，要求学生运用所给的词语先进行对话练习，然后再把对话内容写下来。这种写作练习设计能使学生体会到语言的鲜活、生动和实用，有利于发挥他们的写作积极性。2 教材重组2.1 Pre-reading, Reading, Comprehending是一个整体, 而第一部分Warming Up的话题内容又与Reading一致，因此将这几部分整合

36、在一起，设计成一节“阅读课”。2.2 Learning about Language 中的两项活动(词汇和语法)和Workbook 中的USING WORDS AND EXPRESSIONS 以及USING STRUCTURES内容一致，整合起来设计成一节“语言学习课”。2.3 将Using Language 中的听力部分(P25 Reading, discussing and listening) 与Workbook中的LISTENING, LISTENING TASK 整合为一节“听力课”；由于Workbook中TALKING 的任务是谈论前面两个听力内容的，所以将此项任务也加进这一课时。

37、2.4 将Using Language 中的Reading and discussing 以及其后的四项练习与Workbook中的READING TASK 以及其后的两项练习整合在一起，上一节“泛读课”。2.5 将Using Language 中的Speaking and writing (P26) 与WRITING TASK, SPEAKING TASK 整合成一节“交流写作课”。注：本单元“说”的任务分别体现在“听、写、读”等各项活动中，因此没有单独设计“口语课”。3. 课型设计与课时分配1st PeriodReading2nd PeriodLanguage study3rd Period

38、Listening4th PeriodExtensive reading5th PeriodCommunication and writingUnit 4 Sharing 单元教学目标技能目标GoalsTalk about helping others and voluntary workPractise expressing an idea and finding reasonsRevise the Attributive Clause(restrictive) Improve communication skillsWrite a letter.目标语言功能句式Expressing an

39、idea and finding reasonsWhy would you ?How could you do that?Because I want to share with others First, find some information through The reason is that Then Next Finally 词汇1. 四会词汇relevant, doorway, adjust, platform, soft, softly, grill, privilege, arrangement, toast, comb, astronaut, catalogue, pur

40、chase, anniversary, seed, seedling, sew, ox, trunk, Kenya, tailor, income, skill, participate, political, distribution, finance, financial, security, operate, remote, otherwise, donate, clinic2. 认读词汇Papua New Guinea, bucket, bubble, Pidgin, slope, leftover, evil, vaccination, loan, supplement, Bangl

41、adesh, Tanzania, economic, Uganda, Sudan, Medecins Sans Frontieres (MSF), Malawi 3. 词组hear from, be dying to, come across, stick out, dry out, dry up, in need, sewing machine, trunk library4 重点词汇purpose, faith, theme, determination, nation, birth, ancestor, joy, treat, peace结构复习限定性定语从句有关用法重 点 句 子1.

42、I know youre dying to hear all about my life here. Page 292. Ive included some photos which will help you picture the places I talk about. Page 293. When I reach the school grounds there are lots of “good mornings” for me from the boys, many of whom have walked a long way, sometimes up to two hours,

43、 to get to the school. Page 294. Im still trying to adapt to these conditions but, one thing is for sure, Ive become a lot more imaginative in my teaching. Page 295. The other day I was showing the boys a chemistry experiment - before I knew it, the mixture was bubbling over every where. Page 296. S

44、ometimes I wonder how relevant chemistry is to the kids, most of whom will be going back to their villages after Year 8. Page 297. But last weekend another teacher, Jenny, and I did visit a village that was the home of one of the boys, Tombe. Page 298. We walked for two and a half hours to get there

45、 - first up a mountain to a ridge from where we had fantastic views and then down a steep slope to the valley below. Page 299. When we arrived at the village, Tombes mother, Kiak, who had been working in her garden, started crying “ieee ieee”. Page 2910. Tombes father, Mukap, led us to his house, a

46、low bamboo hut with grass sticking out of the roof - this shows its a mans house. Page 2911. The only possessions that I could see were a few tin plates and cups and a couple of pots. Page 3012. Muap and Tombe were to sleep on small beds in another part of the hut. Page 3013. When hot, he placed the

47、m in an empty oil drum with kau kau (sweet potato), corn and greens. Page 3014. The gift you give is not something your loved one keeps but a contribution towards the lives of people who really need it. Page 3315. To let you know that I am thinking of you, I have purchased a gift from the Worlds Mos

48、t Useful Gift Catalogue for you to give to some of the worlds poorest. Page 3316. The gift will train a whole village of around 40 families in India, Kenya, or Bangladesh in new agricultural methods, and provide seeds and simple agricultural equipment. Page 33III. 教材分析与教材重组1. 教材分析本单元以Sharing为话题，旨在通过

49、单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己贡献。1. 1 WARMING UP 提供了三项任务。通过完成这些任务让学生懂得什么是“帮助”，并且反思自己是否乐于助人，以及怎样做才是“志愿者”，由此为后面的短文学习做好铺垫。1. 2PRE-READING是READING的热身活动。其中介绍了短文主人公Jo，还根据她在PNG拍的照片提出了5个问题，使学生在阅读之前就简单了解短文内容。1. 3READING是一篇Jo写给Rosemary的信。其中介绍Jo在PNG(Papua New Gu

50、inea)的所见所闻，使学生感受到PNG的儿童生活艰难，从而珍惜自己的学习机会。.1. 4COMPREHENDING 是根据短文设计的阅读理解试题。1. 5LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，第一部分是有关此篇短文中的重点单词和短语；第二部分是有关限定性定语从句的复习。 1. 6USING LANGUAGE是对READING的延伸。通过阅读，参与“Give an unusual gift”的活动。 1. 7LISTENING AND SPEAKING通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个volunteer的工作经历

51、，而且针对这一话题展开Speaking。 1. 8 WRITING 根据LISTENING AND SPEAKING话题运用时间表达方式进行写作。2. 教材重组2.1 从话题内容和训练目的上分析，WARMING UP与LISTENING AND SPEAKING相一致；从教材份量来说，可将WARMING UP与LISTENING AND SPEAKING的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK整合在一起，设计成一节任务型“听力课”。2.2 将LISTENING AND SPEAKING的5、6项 和Workbook中的TALKING以及SPEA

52、KING TASK整合在一起，设计成一节 "口语课"。2.3 可将PRE-READING, READING和COMPREHENDING三个活动整合在一起上一节“阅读课（一）”。2.4 可将LEARNING ABOUT LANGUAGE的词汇和语法两部分与Workbook中的USING WORDS AND EXPRESSIONS与USING STRUCTURES整合在一起上一节“语法课”。2.5 可将USING LANGUAG中Give an unusual gift, 和Workbook中READING TASK的A LETTER FROM PLAN整合起来上一节“阅读课（

53、二）（泛读课）”。2.6 将WRITING和Workbook中WRITING TASK整合成一节“写作课”。3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）1st period 听力课2nd period 口语课3rd period 阅读课4th period 语法课5th period 泛读课6th period 写作课Unit 5 Travelling abroad.单元教学目标技能目标GoalsTalk about travel or live in another countryPractise expressing and supporting an opin

54、ionRevise the Attributive Clause (non-restrictive) Write a letter to a penfriend.目标语言功能句式Expressing and supporting an opinionI like to do .I dont like doing .I prefer to I enjoy doing .I hate doing Discuss which situation could possibly happen and which are very unlikely to happen.Its (very ) possib

55、le that Its a possibility.Its likely/unlikely that Its not very likely I doubt it.Most probably, He / She / They will probably 词汇1. 四会词汇board, cafeteria, lecture, qualification, preparation, recommend, shopkeeper, comfort, substitute, academic, requirement, tutor, numb, acknowledge, occupy, hopefully, enterprise, succeed, comment, passport, visa, agent, parallel, abundant, govern, destination 2. 认读词汇summarize, Lima, Cuzco, the Andes, Peru, Lia, Lake Titicaca, Inca Empire, Machu Picchu, Puno, the Amazon Jungle 3. 词组adjust to , keep it up , fit in, (get/be) used to, as far as one