《选修七-Unit-5-Travelling-abroad-Period-1[优秀教案]》由会员分享，可在线阅读，更多相关《选修七-Unit-5-Travelling-abroad-Period-1[优秀教案]（5页珍藏版）》请在金锄头文库上搜索。
1、Unit 5Travelling abroad教材分析和教材重组本单元的中心话题是“出国旅游”，课文始终围绕这一主题展开。旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题。要求学生学会表达和支持个人观点，能用所学的有关出国旅游的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路。语法方面要求学生会正确使用非限制性定语从句。课时一：Warming Up and Reading Task“热身”(Warming Up)部分设计了四个讨论题目，帮助学生在大脑中形成有关国外旅游的信息，让学生讨论在国外旅行会遇到什么问题，并且讨论该如何来
2、解决这些问题。这样就自然过渡到Reading Task (Page 82)四个年轻人在国外旅游遇到问题的经历。课时二：Reading“读前”(Prereading)部分设计了两个问题，第一个问题要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣；第二个问题要求学生预测阅读课文中的主人公在英国学习可能遇到的困难和英国学校学习与中国学校学习的不同。“阅读”(Reading)部分介绍了主人公谢蕾第一次去国外求学进预科班时所面临的问题，以及房东和导师对她的帮助，要求学生明白国外学习的利与弊，培养正视困难、迎接挑战的信心。课时三：Grammar (语法复习课)本单元的语法重点是复习
3、非限制性定语从句(Nonrestrictive Attributive Clause)。学生已经学过这个语法点，所以在这节课中，首先对非限制性定语从句的特征、关系词做一个简要回顾，然后通过多种形式的练习，如填写关系词、造句和改错等，使学生逐步掌握非限制性定语从句的用法。这些教学环节，如开始部分的欣赏范文、找出好句的活动和结束部分的写作练习，都充分体现了在语境中学习语法、在语境中运用语法的教学原则。课时四：Listening(听力课)这节听力课把Using Language中的Listening和Workbook中的Listening Task整合到一起，训练学生在听力前预测及在听的过程中注意细
4、节信息的能力。课时五：Using Language：Reading and Speaking(综合运用课)这节语言综合运用课把本单元的第二篇文章和口语练习组合到一起。文章“秘鲁旅游” 和地图的呈现，有利于培养学生的观察能力与实践能力；要求学生针对旅游路线挑选自己喜欢的路线进行介绍和推荐，这联系了生活实践，题目新颖，具有开放性。课后的写作练习既涉及该话题，又强调语言的实用性和交际性。Period 1Warming Up，Prereading，Reading and Comprehending三维目标设计Knowledge and skills1To know the meanings of th
5、e following new words and phrases： cigarette(香烟)，alcohol(酒)，abuse(滥用)，stress(压力；加压力于)，adolescent(青少年), ban(禁止)，due (欠款的；预定的；到期的)，tough(困难的), addicted(上了瘾的)，accustom(使习惯于)，withdrawal(收回；戒毒过程), automatic(无意识的；自动的), mental(精神的；智力的), quit(停止；离开), effect(结果；效力), lung(肺)，pregnant(怀孕的), abnormal(畸形的；异常的),
6、breathless (气喘吁吁的)，unfit(不健康的；不合适的)，strengthen(加强), decide on(对作出决定)，packet(小盒；小包), feel like(doing)(想要做)，desperate(绝望的；拼命的), chemist (药剂师；化学家)，disappointed(失望的；沮丧的), ashamed(感到羞耻的或惭愧的)2To learn about some health problems and how to live a healthy life.3To develop the students reading ability by ski
7、mming and scanning the passage.4To develop the students speaking ability by talking about health problems.Process and methods1While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures of healthy or unhealthy activities.Students can practice their oral En
8、glish by describing the activities.By reading a passage，students can have a better understanding of what is a healthy life.2During Prereading the teacher can go around the classroom and discuss the questions with several students.This discussion should be studentcentered and help students understand
9、 the harm of smoking.The teacher should lead the students to look at the title and layout of the two sections in the reading passage and try to find out the main idea of the text by skimming.3While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get
10、 the general idea of each paragraph.After reading the passage，students are encouraged to answer some questions and study the organization of the text.4To consolidate the contents of the reading passage，the students should be required to discuss some questions about the text at the end of the class.E
11、motion，attitude and value1To get the students to reflect on some health issues which may concern them in the future and make sure they will be less likely to become addicted to risky behavior.2To develop students sense of cooperative learning.教学重、难点1To enable the students to learn about health probl
12、ems and to develop their reading ability.2To enable the students to describe a healthy person or a healthy activity.Step 1Warming upShow the beautiful scenery of other countries to attract students attention，including Taj Mahal，the pyramids of Egypt，London Bridge，Sydney Opera House，Eiffel Tower，Stat
13、ue of Liberty，Stonehenge，New Zealand，South America，etc.Questions：1Are you eager to travel abroad to enjoy the beautiful scenery by yourself?2If 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，Id like to visit Sing
14、apore.Its said to be a beautiful country，and Id like to enjoy the beautiful scenery in Singapore.Sb：If I had chance，Id like to go to America.Maybe it is better if I could work or study there，then I could learn English well.Sc：Id like to go to Egypt，because I want to know about the pyramids. 课堂以欣赏国外优
15、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 k
16、now 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 loca
