人教版高中英语选修十精品教案全套.docx

1、人教版高中英语选修十精品教案全套人教版高中英语选修10精品教案集Unit 1 Nothing ventured, nothing gainedVocabulary and Useful ExpressionsTeaching goals教学目标1Target language目标语言a重点词汇和短语 venture, suffering, unbearable, cosy, anyhow, perseverance, advocate, freezing, delay, discourage, grasp, bored, admirable, be inspired to continue f

2、ighting, plot to do, strengthen ones determination, achieve success in life, unbearable, block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, remain optimistic, recover ones health, feel low and discouraged, fall into a regular pattern, give off, suffer from, fai

3、th, cheerful, mourn, circumstance, sickness, bitter, vital, select, boom, urgent, punishment, caution, dynamic, framework, rank, breathlessAdjectives to describe people.b重点句子 His sufferings lasted for three bitter years，which to him seemed like a lifetimeP6 I will never forget watching t11e little b

4、oat disappear through the booming waves into the stormy oceanP62Ability goals能力目标 Enable students to use words espadjectives to describe people and know the use of the attributes3Learning ability goals学能目标 Help students t0 use words espadjectives by practicing describing people and know the use of m

5、e attributes by practicing Teaching important points教学重点 Enlarge Ss vocabulary and learn to use words espadjectives to describe peoples characters or qualities. Get Ss to know the use of the attributes Teaching difficult points教学难点 Learn to use words esp. adjectives to describe peoples characters or

6、 qualities Get Ss to know me use of the attributes Teaching methods教学方法 Word-study & grammar-study Teaching aids教具准备 Multi-media computer (a projector and a computer)Teaching procedures & ways 教学过程与方式Step I RevisionAsk some Ss to retell the story, using the words and expressions learned in this unit

7、.T: Class begins. Hello, everyone!Ss: Hello, Sir/Madam！T: We have read a great story of Shackleton. Now whod like to tell it? Volunteer?Write the following on the blackboard.WHAT (What happened?)WHO (Who is/are the hero/heroine or characters in the story?)WHEN (Time or date: When did the story happe

8、n?)WHERE (Where did the story happen?)WHY (Why did it take place?)HOW (Beginning, development, climax and ending:How did the story develop?)In total five Ws and an H.At the same time show the important words & expressions on the PowerPoint.cosy, anyhow, perseverance, advocate; freezing, delay, disco

9、urage, grasp, bored, admirable, unbearable, block out, hold on, struggle out of, be hooked, make an urgent announcement, give way to, remain optimistic, recover ones health, feel low and discouraged, fall into a regular pattern, give off, suffer fromAfter the retelling, the teacher helps Ss come to

10、the language study.Step II Word-study (I)Learn to use useful words and expressions by doing Ex. 1, 2, 3 and along with some explanations if necessary.T: OK. You did a nice job. In the story weve learned some new words & expressions. Yes?Ss: Yes. And they are very useful.T: So this class we come to t

11、he word-study. Open your books. Turn to Page 5. We first come to Discovering useful words and expressions. Give instructions and let the Ss finish the cloze in Ex. 1 in a few minutes.T: This is also a description of the journey from the pack ice to Elephant Island. Read it quickly and try to finish

12、the cloze. You should change their forms if necessary.The teacher can check the answers with the Ss and makes some explanations. Then show the right order of the words and expressions on the PowerPoint.Ex. 2 is a more detailed story of Gou Jian. Give instructions and let the Ss finish the cloze in a

13、 few minutes.T: Last class, we mentioned the story of Gou Jian, the King of Yue. We come to the more detailed story of Gou Jian now. Read it quickly and try to finish the cloze.A few minutes later, the teacher can check the answers with the Ss. Show the right order of the words and expressions on th

14、e PowerPoint.For Ex. 3 it is a good chance for Ss to enlarge their vocabulary. The teacher/ can give them as many useful adjectives as possible.T: OK. You did a nice job. Now we come to Ex. 3. Think of as many adjectives to describe peoples characters, as possible. Create a word web. Please speak ou

15、t the vocabularies that you think of to all the students. Try it.The students can speak out one by one and the teacher makes a conclusion.Then show the adjectives on the PowerPoint.Vocabulary to Describe a Personhonest / modest / gentle / patient / quiet / even-tempered / friendly / easy-going / sma

16、rt / clever / bright /wise / shrewd / diligent / hard-working / happy / humorous / funny / optimistic / active / ambitious / vigorous / robust / generous / brave / proud / loyal /trusty / reliable / dependable / able / intelligent / talented / gifted / versatile / direct / open / out-going /kind / k

17、ind-hearted / warm-hearted / naughty / sensitive / shy / strict / serious / bad-tempered / talkative /selfish / rude / impolite / ill-mannered / cruel / mean/nosy / greedy / foolish / stupid / silly / coward / aggressive / lazy / lively / lovely / cute / delightful / calm / narrow-minded Ask Ss to r

18、ead aloud after you. Give brief explanation if necessary.T: There are so many words to describe peoples character. Now, lets play a game. Ill ask some students to describe our classmates using these words. Then the other students guess who they described. Are you clear?Ss: Yes.Ask 3-5 students to ma

19、ke their performance. Step III Word-study (II) Deal with Using words and expressions in Workbook. Take it as a revision and consolidation. T: Now lets open Workbook. Turn to Page 52. Lets deal with Ex. 1 first. Its a famous story of Odysseus in the odyssey written by Homer. Read it quickly and try t

20、o finish the cloze. A few minutes later, the teacher will check the answers with Ss. The teacher asks some students to read the passage. T: OK. You did a nice job. Now we come to Ex. 2. We all know, an English word could have many meanings. We use the different meaning in different situation. Please

21、 look at the table, on the left, there are some definition of the words. You are required to write the words in the text that have these meanings, and then choose these words meanings in the reading passage. Check the answers with the Ss. T: Now make up your own sentences. Use each of the words in a

22、 different way from the way it is used in the text. Ill give you 3 minutes to write, and now I need 5 students to write the 5 sentences on the blackboard. Whos the volunteer?Then check the answer with the other students together.For Ex. 3 the teacher first asks Ss to translate the sentences. Then ch

23、eck the answers.Show the suggested answers on the PowerPoint.For Ex. 4 the teacher first asks Ss to give their own answers. Then check the answers with the whole class.T: For Ex. 4, you are required to replace the underline phrases with words from the unit that are similar in meaning. Remember only

24、one word.Then show the suggested answers on the-PowerPoint.Step IV Grammar-studyRevising Useful StructuresThe teacher helps Ss review the use of the attributes.Ask them to read the sentences in Ex. 1 and draw their own conclusion.T: Weve learned the attributes. Now, lets do some reviews. Read the se

25、ntences in Ex. 1 and pay attention to the use of the attributes. And draw your own conclusion.Show the use of the attributes on the PowerPoint. A. v-ing form e.g. I will never forget watching the little boat disappear through the booming waves into the stormy ocean.B. a clause e.g. Whats the hardest

26、 experience you have ever had?C. a phrase e.g. Robert realized that it had taught him a valuable lesson.D. a past participle e.g. I remember my rotten toes that had to be removed. As for Ex. 2, ask the Ss to underline the attributes in the passage. T: For Ex. 2, there is a passage which is a descrip

27、tion of a visit to Elephant Island where Shackletons men camped for four months. Its adapted from Dispatches sent for the NOVA expedition. What will you do? You are required to underline the attributes in the passage. Do you think its difficult? Ss: No. T: OK! Lets begin. 2 minutes later, check the

28、answers. For Ex. 3, Ss are supposed to write some sentences using the attributive clause. T: First, please look at the background mentioned at the beginning. T: Have you understood it? Ss: Yes. T: Every witness said 7 simple sentences. You should make 5 complex sentences with the 14 sentences listed

29、 below using the attributes.A few minutes later, check the answers.Show the suggested answers on the PowerPoint.Step V Grammar-study (II)T: Lets come to Useful Structures in Workbook. Read this passage which is adapted from The Wind in the Willows by Kenneth Graham. There is the same requirement wit

30、h Ex. 2 on Page 7. Underline the attributes.Then the teacher show the answer on the PowerPoint.T: Please look at these sentences, they are all simple sentences. You should make them into complex sentences. Join them together into one sentence in such a way that the information in one sentence is use

31、d as an attribute in the other. Then, ask five Ss to read sentences for us.Step VI HomeworkDo Ex. 3 on P 53 in Workbook. Warming Up,Pre-reading and ReadingI单元教学目标 技能目标 Skill GoalsLearn about perseveranceDescribe peoples characters or qualitiesLearn me use of the attributesLearn from the spirit of pe

32、rseverance to strengthen ones determinationLearn adjectives to describe peopleWrite a review for a newspaper目标语言功能句式Helpful expressions in a discussionIm not sure thatI thinkis better becauseI hate to have to say this butWhich qualities do you mink?He is unable toTheres no doubt thatIts hard to sayWhat do you mean?Its clear thatI dont mind i