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English lesson planSection1 Background InformationTeacher: Miss Li Class:ten Grade: TwoLesson Type: reading and vocabulary Duration: 45minsLesson Title: Oliver Asks for MoreSection2 Teaching Content and Design1.Analysis of Teaching MaterialThe teaching material is taken from Module 3, “Oliver Asks for More” , New Standard English, Book VII .The material is a reading passage about a extract from a novel-Oliver Twist written by Charles Dickens. The passage introduces the reason, process and result of Oliver Asks for More, which is very logical and interesting.2. Analysis of StudentsBecause some students have read the book or seen the film of Oliver Twist , so some students won’t have much difficulty in understanding the passage. And most students have previewed and the passage, so they won’t have much difficulty in understanding the passage, too. The students have the basic abilities of reading, but they still need more opportunities to practice, and they also need more reading skills to help them finish the given exercises by catching the main idea or details.3. Teaching AimsAfter this lesson, the students can:(1)Learn some related new words: feed, pot, warden, serve, eager, appetite, whisper, nudge, desperate, in astonishment, support, in a ... voice, reward, seize, hang, lock, workhouse.(2)Make use of the skimming and scanning to read for gist and specific information.(3)Develop the awareness of cherishing what we have.4.The Important and Difficult Points(1)Learn some related new words: feed, pot, warden, serve, eager, appetite, whisper, nudge, desperate,in astonishment, support, in a ... voice, reward, seize, hang, lock, workhouse. (important points); (2)Use the skimming and scanning to read for the general idea and the details and finish the givenexercises. (important points);(3)Draw a mind-map to summarize the passage.(difficult points).(4)Develop the awareness of cherishing what we have.(difficult points).5. Teaching MethodsIn combination with the basic concept in English Curriculum Standards for Compulsory Education (2023 edition), “stressing on learning process, practice and application of language learning”, Task-Based Language Teaching Approach and Communicative Teaching will be mainly used.6. Teaching Aidsblackboard, PPT7. Teaching ProceduresStep1Lead -in & Pre -reading Activity1Ask students to look at the pictures and think the following questions: ❶Are you happy with the present life?❷What do you want to ask for now and why? Activity2After that, the teacher shows a picture of Oliver who is the hero of Oliver Asks for More and then asks students to answer two questions.❶What does he look like? ❷What does he want to get?Then the teacher shows more pictures of Oliver and asks students to catch more features of the boy and use some proper adjectives to describe the boy.The teacher shows a reference of the above question and finally arouses students’ interest and curiosity by asking students if they want to know more about this boy.Activity3Before learning this passage, the teacher shows students some new words and asks them to read the vocabularies by following the related videos. Finally, students learn some important vocabularies with the help of pictures and definitions.Step2 While -readingActivity 1: Reading for main idea (fast -reading)Ask the students to read the passage fast and then divide the passage into some parts and match the paragraphs with their main ideas in 3 minutes.Match the main ideas with related paragraphs. Part1 Para.Part2Para.Part3Para.Activity 2: Reading for some details. (careful -reading)Ask the students to read the passage carefully and finish the following questions in 5 minutes. Q1: When were the boys allowed to eat another 60 grams of bread?Why Oliver was chosen to ask for more food and what Oliver said to the warden that evening.Why the warden hit Oliver on the head and how Oliverwas treated by the managers of the workhouse.The living condition of the boys was very poor andthere they suffered from hunger badly.A. At weekend.B. On special holidays.C. On everyone’s birthday.D. Every day.Q2：The warden’s face became very pale because he ___.A. was a fat manB. was in complete astonishmentC. could not standD. was frightenedQ3：When Oliver repeated his words, the warden ____.A. held on to the pot to supportB. stared in complete astonishment at the boyC. hit the boy on the head with the soup spoonD. ran out of the roomQ4：What does the gentleman mean from this sentence “I never was more sure of anything in my life”.A. He doubts if Oliver will be hanged.B. He is sure that Oliver will be hanged.C. He doubts if Oliver will be locked.D. He is sure that Oliver will locked.Q5：What does the passage mainly talk about?A. Oliver Twist said that he would ask the warden for more to eat. The workhouse managersdecided that Oliver must be hanged.B. The boys in the workhouse were starving and chose Oliver Twist to ask for more food. WhenOliver did this, the workhouse managers were very angry and locked Oliver in a room.C. When Oliver asked for more food , the workhouse managers were very angry and sent Oliverout to work.Step3 After-readingActivity 1 Group-workAsk students to draw a mind-map in groups and retell the passage with their partners in 5 minutes by drawing some pictures, writing down some key words, phrases or sentences and so on.After discussion in groups, the teacher invites one group to share their mind-map with us on the stage.Finally the teacher shows a reference of the mind-map to students.Activity 2: Role-playCheck students’ homework by inviting one volunteer group to perform the plots from“Oliver Ask for More”in groups.Activity 3: SummaryAsk students if they still remember the questions at the beginning of this class.Are you happy with the present life?What do you want to ask for now and why?Then return back to the goal of developing the awareness of cherishing what we have. At last, the teacher shares a motto - Just seize the day !8. HomeworkContinue to write the passage at least 100 words.9. Black -board DesignModule 3 Reading and V ocabularyOliver Asks for MorePart 1 reasonPart 2 processPart 3 resultOliver TwistCharles Dickens Charles Dickens。
Module 3 LiteratureI．教学内容分析本模块以Literature为话题，介绍了著名英国古典文学作家查尔斯•狄更斯（Charles Dickens）的生平和他的作品《雾都孤儿》（Oliver Twist）、《远大前程》（Great Expectations）的片段，旨在通过这样的话题，使学生运用所学的知识谈论小说中的人物及其情节，更多地了解作家的作品及其作品的时代背景和深刻的社会意义。
通过学习能将小说中的精彩片段表演出来，让学生了解如何对人物和事件进行描写。
通过本模块学习，学生要对小说与文学有个辩证认识，学会鉴赏文学的魅力。
Introduction 通过电影Oliver Twist的一幅剧照介绍了著名作家查尔斯•狄更斯（Charles Dickens）。
并设计相关的问题对剧照中的人物和故事发展进行预测，在一定的练习中了解和熟悉所涉及到的词汇和短语，让学生进一步熟悉这些词汇，为本模块的学习奠定基础。
Reading and Vocabulary (1) 部分通过阅读《雾都孤儿》中的一段标题为“Oliver Asks for More”片段，设计了以下的任务：1. 学会对素材片段进行概括，培养学生的总结能力和对文章中心的把握能力；2. 学习相关的词汇和短语，为进一步理解课文扫清障碍，培养学生学习生词的能力，解决了方法问题，同时设计一定的练习，巩固所学习的词汇；3. 在词汇学习的基础上，通过完成素材中的句子填写练习，完成从词到句的功能转变，让学生不仅能学习词汇，而且能更好地巩固一定固定意义的句子结构。
Grammar (1) 部分通过观察课文中的例句，要求学生能够识别倒装句的基本形式，并能运用倒装表达强调意义。
Speaking (1) 部分是阅读文章后所展开的一项活动，要求学生能够模仿其内容和角色进行适当的角色扮演练习，并对人物进行评价。
Vocabulary and Listening部分为《雾都孤儿》的精彩片段，旨在听的基础上去理解这部小说，并完成四项任务：1. 提供一定的句子和词汇，扫清了听力中可能产生的障碍；2. 提供问题，预测听力内容和问题答案，引导听力任务的顺利进行；3. 听取一段精彩的片段，判断所预测的问题答案是否正确，然后回答问题；4. 要求听第二遍，完成信息获取。
外研版高中英语选修7 全册教学设计教案目录Module 1 Basketball-Period 1Module 1 Basketball-Period 2Module 1 Basketball-Period 3Module 1 Basketball-Period 4Module 1 Basketball-Period 5Module 1 Basketball-Period 6Module 1 Basketball-Period 7Module 1 Basketball-Section 1 Background readingsModule 1 Basketball-Section 2 The Analysis of the Difficult SentencesModule 2 Highlights of mey senior Year-Period 1Module 2 Highlights of mey senior Year-Period 2Module 2 Highlights of mey senior Year-Period 3Module 2 Highlights of mey senior Year-Period 4Module 2 Highlights of mey senior Year-Period 5Module 2 Highlights of mey senior Year-Period 6-7Module 2 Highlights of mey senior Year-Section 1 Background ReadingsModule 2 Highlights of mey senior Year-Section 2 The Analysis of the Difficult SentencesModule 2 Highlights of mey senior Year-Section 3 Words and ExpressionsModule 3 Literature-Period 1Module 3 Literature-Period 2Module 3 Literature-Period 3Module 3 Literature-Period 4-5Module 3 Literature-Period 6-7Module 3 Literature-Section 1 Background readingsModule 3 Literature-Section 2 The Analysis of the Difficult SentencesModule 3 Literature-Section 3 Words and ExpressionsModule 3 Literature-TaskModule 4 Music Born in America-(Period 5-6)Module 4 Music Born in America-(Period 7-9)Module 4 Music Born in America-Period 1Module 4 Music Born in America-Period 2Module 4 Music Born in America-Period 3Module 4 Music Born in America-Period 4Module 4 Music Born in America-Section 1 Background ReadingsModule 4 Music Born in America-Section 2 The Analysis of the Difficult SentencesModule 4 Music Born in America-Section 3 Words and ExpressionsModule 5 Ethnic Culture-Grammar1Module 5 Ethnic Culture-Grammar2Module 5 Ethnic Culture-IntroductionModule 5 Ethnic Culture-Reading and Vocabulary(1)Module 5 Ethnic Culture-Reading and Vocabulary(2)Module 5 Ethnic Culture-Section 1 Background ReadingsModule 5 Ethnic Culture-Section 3 Words and ExpressionsModule 5 Ethnic CultureSection 2 The Analysis of the Difficult SentencesModule 6 The World’s Cultural Heritage-(Period 4-5)Module 6 The World’s Cultural Heritage-(Period 6-7)Module 6 The World’s Cultural Heritage-Period 1Module 6 The World’s Cultural Heritage-Period 2Module 6 The World’s Cultural Heritage-Period 3Module 6 The World’s Cultural Heritage-Section 1 Background ReadingsModule 6 The World’s Cultural Heritage-Section 2 The Analysis of the Difficult SentencesModule 6 The World’s Cultural Heritage-Section 3 Words and ExpressionsModule 1 BasketballPart One Teaching Design▇Goals· To read about the basketball players:Michael Jordan, Wilt Chamberlain;· To Learn to enjoy the titles■ProceduresStep 1: Warming up by learning IntroductionPlease think about the following questions:(1)Do you love team sports, such as football, basketball, volleyball?(2)Can you name some basketball players, at home or abroad? Do you know what positions they play?(3)What are the forwards doing---attacking or defending?(4)What is the referee doing?Let’s look at the picture on page 1 and what do the words mean?2.What is the NBA?Class, what basketball games do you love watching? Why?Step 2: Practice for words studyOur school basketball team is awesome. Last year we _________ over 3,000 points. At the start of the season, our two star __________, Yang Hua and Xiao Ping _________ of getting 30 points each in every game. They didn’t manage that, but they _________ about 25 each. The game I remember best is the one where I _______ the ball through the basket six times in the first 15 minutes. Our coach said that was a _______ for our team. When the game was over, everyone jumped out of their seats and _______ for me; they wanted me to sign their programmes. My pen _________ because I had to write fast.Step 3: Before you read1. Information about Michael Jordan and Wilt ChamberlainClass, are you familiar with Michael Jordan and Wilt Chamberlain? Here is a posterStep 4: While you read1. Fast reading for general ideas of the textShall we get the details of the two famous basketball players? As we have known, they are outstanding and are well thought of in the history of basketball. Read the two titles and they are meaningful. “Michael Jordan--- Head and Shoulder Above the Rest”. Look at yourself, and your head and shoulder are always above the rest of the other parts of your body. It means somebody is much better than others. “Wilt the Stilt --- the Tower of Power” Class, have you ever seen people walk on stilts in the Spring Festival? They are taller than people who don’t. As we know, Chamberlain was even 19 centimeters taller than Jordan. He was not only tall but also full of power and magic on the basketball court. Comprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. (Divide the whole class into two groups) Group A read the first passage about Jordan and group B read the other. And then introduce the basketball player to each other by using the information of the text. (a form of finding topic sentence or generalidea of each paragraph)Now read the recording of the text. Pay attention to the details while listening and reading.2. Fill in the formDuring the 1990s, Michael Jordan was probably the ___________ athlete in the world. He was _________ the most valued player five times. Millions of fans admire his athletic ability, ___________and confidence. Off the basketball __________, MichaelChamberlain. He is the only NBA player who _________ over 50 points per game for an entire season. There is no _________ that he __________ the title “outstanding player of his generation”.Step 5: After you read1. Retell the text2. Introduce the two famous sportsmenModule 1 BasketballPeriod 2 Function -- Expressing Feelings and Emotions■Goal●To learn to describe feelings and emotions■ Procedures心理状态动词的-ing形式与-ed形式1)-ed形式多用来修饰人，描述人的声音、表情或感受；多和人连用，如：an excited girl,/I am tired./He was frightened to death when he heard the news. / He was frightened by the frightening noise. /You looked frightened．2)-ing形式则多用来修饰事物，描述事物的状态或性质。
外研版⾼中英语选修七外研版选修7Module4Period3教案-新版外研版选修7Module4 Period3教案Teaching Goals:1. To learn the grammar – adverbial clauses of time and ellipses.2. To enable Ss to use adverbial clauses of time freely.3. To enable Ss to use adverbial clauses of time and ellipses in right situations. Teaching Procedures:Step 1. RevisionCheck the answers of Vocabulary Activities in the Workbook on pages 110~111.Step 2. Grammar (1)1. Ask Ss to take a look at the sentence in Activity 1 and choose the best answer. Ask them to think What kind of sentence does it belong to.2. Ask Ss to finish Activity 3 on page 48.3. Give Ss some explanation of adverbial clauses of time.(1) 时间状语从句通常⽤下列从属连词来引导：after, before, as, once, till, until, (ever) since, when, whenever, while, now (that), as long as, as soon as.如：① Now (that) you’ve grown up, you must stop this childish behavior.② Whenever we met with difficulties, they came to help us.③ People do not know the value of health till they lose it.(2) 某些表⽰时间的名词词组，如the day, the year, the morning, every time, each time, next time, the first time等，也可以引导时间状语从句。
Module One Language PointsReading and Vocabulary1. Jordon surprised everyone when he retired before the 1993-1994 season, but he rejoined the Chicago Bulls and won three more championships with them from 1996 to 1998. 1993-1994赛季之前乔丹退役，引起举世震惊，但后来他又回到了芝加哥公牛队，并和队友们一起在1996到1998年间又获得了三次冠军。
动词前面加前缀re- 表示“重新，又，再”,rejoin 的意思是再次加入，类似的动词还有rebuild, replace, remarry, reuse, rewrite2. They have fantastic stories to tell about Michael Jordan, such as the time when he rescued the Bulls from ending a game on a tie. 他们可以讲述很多关于迈克尔·乔丹的传奇故事，例如一次他在比赛的关键时刻拯救了公牛队，从而避免打成平局。
1. rescue …from…把…从某种状态拯救出来They rescued a child from drowning.他们救起一落水儿童。
The lifeboat rescued the sailors from the sinking boat.The government has refused to rescue the company from bankruptcy.come to one’s rescue 拯救2. end a game on a tie/ draw 打成平局3. At one point, Chamberlain was so much better than all the other players that they changed the rules of the game to try to stop him.曾几何时，张伯伦比其他的队员都优秀的多，以至于他们改变了比赛规则来企图限制他。
英语：Module 1《Basketball》英文教案（4）（外研版选修7）Period 5 Reading and WritingTeaching Goals:1. To develop Ss’ reading ability.2. To enable Ss to write a reply and learn to express personal opinions. Teaching Procedures:Step 1. Leading-in1. Ask Ss to discuss the following questions to arouse their interest of Chinese basketball players.(1) Do you like watching basketball or playing yourself?(2) Do you like watching the NBA?(3) Who do you like best among the NBA players?(4) Are there any Chinese players in the NBA? If so, who are they?(5) Which Chinese player do you think is now going on well in the NBA?(6) Do you like him? Why? Which team is he in now?2. Ask Ss if they know something about Yao Ming. Then let them fill in the following table.What do you know about Y ao Ming?♦Born: (1)♦From: (2)♦Height: (3)♦Position: (4)♦Family background: (5)Suggested Answers:(1) September, 1980.(2) Shanghai.(3) 2.26m.(4) Center.(5) Both of his parents are basketball players.Step 3. Reading1. Ask Ss to read the passage about Yao Ming and answer the questions.(1) Is the Houston Rockets coach disappointed with Yao Ming?(2) Do Chinese basketball players play in the same way as US player?(3) Does Yao Ming understand what the coach wants him to do?(4) Who is the coach of the Houston Rockets?(5) What is Yao’s nature? What is not his nature?Suggested Answers:(1) Yes, because he is not aggressive enough.(2) No, they don’t. they are more polite and not as selfish.(3) Yes, he does, but it will take him some time to get used to playing like that.(4) Jeff Van Gundy(5) Yao is a selfless and kind person. It is not i n his nature to be “selfish” and “rude”.Step 4. DiscussionAsk Ss to talk something about “aggressive behavior”, and then share their opinions about the following questions.(1) Can you think of some examples of aggressive behaviors?(2) To compete with players from other countries, what must Chinese athletes do? What do they lack? And what are they good at?Step 5. WritingAsk Ss to write a reply after reading the passage about Yao Ming’s attitude and behavior in NBA, and provide a model for them.Step 5. HomeworkAsk Ss to finish the writing task and hand it in the next period.。
Module 1 BasketballI ．教学内容分析本模块以basketball 为话题，介绍了篮球的基本规则、NBA 的起源和中外篮球明星的风采，通过本模块学习，学生要运用所学词汇口头评价自己喜欢的体育项目，介绍自己喜欢的运动员。
欢的运动员。
Introduction 部分通过一幅介绍篮球规则的图片和几个问题引起学生的兴趣，让他们学习并复习与篮球规则有关的词汇。
接着介绍了NBA 的起源，使学生对美国篮球联赛有基本的认识。
本的认识。
Reading and Vocabulary 部分通过阅读对部分通过阅读对 Michael Jordan 和 Wilt Chamberlain 的简介，让学生学习相关词汇，学会归纳文章的主旨大意；分析文章的结构和介绍人物写作技巧；并围绕文章内容，进行听、说、读、写等各项活动。
并围绕文章内容，进行听、说、读、写等各项活动。
Speaking 部分是阅读文章后所展开的一项活动，要求学生能够结合所学内容，来探讨NBA 在我国受欢迎的现象，并说明原因。
在我国受欢迎的现象，并说明原因。
Grammar Grammar (1) (1) 部分通过观察课文中的例句，要求学生能够识别名词与动词之间词性转换的语法现象，并通过相关练习让学生掌握此用法。
换的语法现象，并通过相关练习让学生掌握此用法。
Listening and Vocabulary 部分听取一段关于篮球比赛的现场评说录音，培养学生准确获取有效信息、完成相关练习的能力。
获取有效信息、完成相关练习的能力。
Function 部分学习使用合适的形容词表达个人情感，让学生通过相关练习活动掌握相关的词汇。
关的词汇。
Reading and Writing 部分通过设置几个问题，要求学生围绕一篇有关姚明的报道，讨论相关内容，然后根据提示步骤和相关的句式写一篇表达自己意见的文章。
论相关内容，然后根据提示步骤和相关的句式写一篇表达自己意见的文章。
