高中試講英語教案
發(fā)表時(shí)間：2021-07-10高二英語教案：《Unit 19 direct speech and indirect speech》教學(xué)設(shè)計(jì)。
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高二英語教案：《Unit 19 direct speech and indirect speech》教學(xué)設(shè)計(jì)
Teaching Aims:
1 .Enable the students further to know and understand how to change Direct Speech into Indirect Speech.
2. Help the students remember all kinds of changes when we change a Direct Speech into an Indirect Speech so that they can use them freely.
Teaching Important Point:
The changes of pronounce, verbs, adverbials of time and places.
Teaching Difficult Point:
How to change some special sentences from Direct Speech into Indirect Speech..
Teaching Methods:
1. Review method to make the students gain new insights through restudying old materials.
2. Pair work or group work to enable every student to work in class.
Teaching Aids:
1. The multimedia
2 The blackboard
Teaching Procedures:
SteⅠ Greetings and Revision
1. Greet the whole class as usual.
2. Review Direct Speech and Indirect Speech.
1. Look at the screen and get an idea of Direct Speech and Indirect Speech through examples.
2. Find out the difference between direct speech and indirect speech.
(1). She said, "I won't go there any more."
She said she wouldn't come here any more.
(2). He said, "This will be finished tomorrow. "
He said that would be finished the next day.
(3). Paul said, "I visited China last year"
Paul said he had visited China the year before.
(4). "I am very glad to visit your school", she said.
She said she was very glad to visit our school.
(5). He said，"I haven't heard from my parents these days. "
He said that he hadn't heard from his parents those days.
直接引述別人的原話，叫直接引語。(直接引語一般前后要加引號(hào) ）用自己的話轉(zhuǎn)述別人的話，叫間接引語。(間接引語在多數(shù)情況構(gòu)成賓語從句，不用 引號(hào)）。
Step Ⅱ Revision and DiscussionjAb88.COM
(Show the following on the screen.)
直接引語如果是陳述句，變?yōu)殚g接引語時(shí)，用連詞that引導(dǎo)（that在口語中常省略）從句中的人稱、時(shí)態(tài)、指示代詞、時(shí)間狀語、地點(diǎn)狀語等都要作相應(yīng)的變化。
時(shí)態(tài)轉(zhuǎn)換的一般規(guī)律：
一般現(xiàn)在時(shí) 一般過去時(shí)
現(xiàn)在進(jìn)行時(shí) 過去進(jìn)行時(shí)
現(xiàn)在完成時(shí) 過去完成時(shí)
一般過去時(shí) 過去完成時(shí)
一般將來時(shí) 過去將來時(shí)
過去完成時(shí) 不變
過去進(jìn)行時(shí) 不變
時(shí)間狀語、地點(diǎn)狀語及某些對(duì)比性的指示代詞和動(dòng)詞變化：
直接引語
間接引語
人稱 Iwe
he 或 shethey指示代詞thisthesethatthose
地點(diǎn)狀語herethere
動(dòng)詞comebringgo take 時(shí) 間 狀 語nowthen
today
that daytonight
that nightyesterday
the day beforetomorrow
the next (following ) daylast month (week, etc.)
the month (week, etc.) beforenext month (week, etc.)
the next (following) month (week, etc.) four months (week, etc.) ago
four months (weeks, etc.) before the day after tomorrow
two days later
StepⅢ Practice
Put the sentences into Indirect Speech:
1. He said，"I am very sorry. "
He said that he was very sorry.
2. "You should be more careful next time,"my father told me.
My father told me that I should be more careful the next time.
3. She said to her son, "I'll check your homework tonight."
She said to her son that she would check his homework that night.
4. Tom said, "We are listening to the pop music "
Tom said that they were listening to the pop music.
5. He said, "I have left my book in your room."
He told me that he had left his book in my room.
6. He said, "I am busy."
He said that he was busy.
7. Betty said, "I'll be waiting for your call."
Betty said that she would be waiting for my call.
Step Ⅳ Test
1. You needn't have come over." She said to him.
2. The teacher said, "I'll try to give you some easier examples tomorrow morning.
3. He said that this was his fault and promised to be more careful next time.
4. "Where have you been all the time and where have you been doing?" Jack asked me.
5. "Are you sure they will agree to come this evening?'' She asked me.
6. They asked the teacher whether he could go to their bedroom that night to help them with their English grammar.
7. "Go at once," the officer said to his man.
8. He asked me to go there again the next day.
Suggested answers:
1. She told John that he needn't have gone there.
2. The teacher said that he would try to give us some easier examples the next morning.
3."This is my fault and I will be more careful next time,"he said.
4. Jack asked me where I had been all the time, and what I had been doing.
5. She asked me whether I was sure they would agree to come that evening.
6."Could/Can you go to our bedroom tonight to help us with our English grammar?"they asked the teacher.
7. The officer ordered his men to go at once.
8."Come here again tomorrow,"said he.
Step Ⅴ Summary and Homework
Today we've reviewed the Indirect Speech. When we change Direct Speech into Indirect Speech, we should pay attention to the changes of pronouns, adverbials, verbs and tenses, especially to the changes of personal pronouns. After class, review the Indirect Speech and finish the following exercises on your exercise books. See you tomorrow!
(Show the following on the screen.)
Change the following sentences into Indirect Speech:
1."I wish you health and success in the new year,"she said.
2.The teacher said to Tom,"Be careful, think before you answer."
3.He asked,"Are you sure your mother will come?"
4."What shall I do with your mail when you're away?"
5."Is the book open or closed?"
6."He didn't like music, did he?"Jack asked.
7."I won't be free tonight. I'll be giving the students a lecture,"he said.
相關(guān)推薦
高一英語教案(Indirect Speech)
Teachingaims:
MasterGrammar:IndirectSpeech(requestandcommmand)
Learningdifficulty:
HowtousetheGrammar
Learningimportant:
EnableSstousetheIndirectSpeech
Teachingprocedures:
Step1.Greetingandleading-in
Greeteveryoneasusual
Step2.Revision
Asksomestudentstorecitelanguagepointsonthebackboard
RecitetheReading!
(宏志全部學(xué)生背；英才個(gè)別學(xué)生背)
Step3.UsingaboutLanguage
做課本P111---4
答案略
（要求學(xué)生用最短的時(shí)間完成）
Step4.ExplanationGrammar
Dosomeexercise
（學(xué)生合作完成并總結(jié)）
1.“Pleaseclosethewindow,”hesaidtome.
→He______me_____thewindow.
A.saidto;tocloseB.toldto;closing
C.asked;tocloseD.saidto;pleaseclose
2.Hesaid,“Don’tdothatagain.”
He_____me_______thatagain.
A.saidtome;nottodoB.saidtome;don’tdo
C.toldme;don’tdoD.toldme;nottodo
3.“Don’tputitonmyhat.”hiswifesaidtohim.
Hiswifetoldhim___putiton___hat.
A.don’t,hisB.don’t,herC.notto,hisD.notto,her
4.RoseaskedTom,“Didyouseemypurse?”
RoseaskedTom___.
A.whetherthathehadseenherpurse
B.whetherhehadseenherpurse
C.thatwhetherhehadseenherpurse
D.thatifhehasseenherpurse
5.Heaskedme________withme.
A.whatthematteris
B.whatthematerwas
C.what’sthematter
D.whatwasthematter
6.Heasked,“AreyouaPartymemberoraLeaguemember?”
→Heaskedme______.
A.amIaPartymemberoraLeaguemember
B.wasIaPartymemberoraLeaguemember
C.ifIwasaPartymemberoraLeaguemember
D.whetherwasIaPartymemberoraLeaguemember
7.“You’vealreadygotwell,haven’tyou?”sheasked.
→Sheasked________.
A.ifIhavealreadygotwell,hadn’tyou
B.whetherIhadalreadygotwell
C.haveIalreadygotwell
D.hadIalreadygotwell.
8.Heasked________forthecomputer.
A.didIpayhowmuch
B.Ipaidhowmuch
C.howmuchdidIpay
D.howmuchIpaid
9.Theboysaid,“MayIgoalongwithyou?”
Theboyaskedme___.
A.ifImightgoalongwithyou
B.ifhemightgoalongwithyou
C.ifhemightgoalongwithme
D.ifhemightgoalongwiththeboy
10.Hesaid,“Mother,theboyisverynaughty.”
→He____verynaughty.
A.saidhismotherthattheboywas
B.saidtohismotherthattheboyis
C.toldhismotherthattheboywas
D.spoketohismotherthattheboywas
總結(jié)規(guī)律：
祈使句的間接引語——采用“動(dòng)詞+賓語+不定式”結(jié)構(gòu)。
told/asked/orderedsb.(not)todosth.
如果祈使句是表示請(qǐng)求，間接引語的動(dòng)詞常用ask，如果是表示命令，間接引語的動(dòng)詞常用tell,order,command等。
Step5.doingexercise
課本P123—4
(askSstowriteanswersontheblackboard)
（教師點(diǎn)評(píng)）
Step6.summary
SummarizeuptheGrammar
高二英語Unit19TheMerchantofVenice教學(xué)設(shè)計(jì)
Unit19TheMerchantofVenice
Ｉ．單元教學(xué)目標(biāo) 技能目標(biāo)Goals TalkaboutShakespeareandhisplays Learntorecountdetailinconversation ReviewDirectandIndirectSpeech Writeashortplay II．目標(biāo)語言 功 能 句 式 Statingone’sviews CorrectmeifI’mwrong,but... Oneofthemostimportantfactsis... AsfarasIknow... Youshouldn’tforgetthat... Youcould,forexample，... Afterall，... Whatshouldn’tbeforgottenis... ThewayIwouldgoaboutit... Butinthisparticularcase... 詞匯 四會(huì)詞匯 merchant,crown,deny,mercy,enemy,reasonable,weakness,judgement,gentleman,greeting,envy,troublesome,declare,merciful,bless,legal,deed,surgeon,requirement,court,justice,therefore,kindness,punish,punishment,order,sword,complex 認(rèn)讀詞匯 Venice,Hamlet,Romeo,Juliet,Troilus,Cressida,uneasy,Bassanio,Antonio,Portia,Shylock,duke,masterpiece,revenge,ducat,fate,scale,Bellario,tragedy 詞組 payback,havemercyon,goabout,asfarasIknow,tearup,atthemercyof,godownonone’sknees 重點(diǎn)詞匯 merchant,mercy,accuse,declare,fortune,bargain,worthy,consequence 結(jié)構(gòu) ReviewDirectandIndirectSpeech 重 點(diǎn) 句 子 Youmightaswellgostanduponthebeachandarguewiththesea.P67 Ifyouofferedmesixtimeswhatyouhavejustoffered,Iwouldstilltakemypoundofflesh.P67 Shylock,howcanyouhopeformercyforyourselfwhenyoushownone?P67 Todoagreatright,doalittlewrongandinthatwaywecansaveAntonio.P68 IfShylockcutsdeepenough,I’llpayhimbackwithallmyheart.P68 Allhewantedwasjustice.P71 Ⅰ.BriefStatementsBasedontheUnit TheMerchantofVeniceisthemostoutstanding“romantic”comedywrittenbyWilliamShakespeare,thegreatestBritishplaywrightandpoetofRenaissance.ThisplayismainlyabouttheprocessofastorythatShylock,acruelandgreedymoneylender,ispunishedbyAntonio,amerchantofVenice,withthehelpofhisfriends—PortiaandBassanio.Thecentralthemeoftheplayisthetriumphoflove(betweenPortiaandBassanio)andfriendship(betweenAntonioandBassanio)overinsatiablegreedandbrutality(aspresentedbyShylock).AhappyendingisbroughtaboutwhenShylockispunished.HerewecanseethetrueprogressivesignificanceofTheMerchantofVeniceandofitsauthor:consistenthatredfortheoppressorsandsympathyfortheoppressed.Meanwhile,itprovidesusanopportunitytolearnsomelanguagepointsaswellasrevisingDirectandIndirectspeech. Ⅱ.TeachingGoals 1.TalkaboutShakespeareandhisplays. 2.Learntorecountdetailinconversation. 3.ReviewDirectandIndirectSpeech. 4.Writeashortplay.TheFirstPeriod TeachingAims: 1.Learnandmasterthefollowing: (1)Wordsandphrases: merchant,duke,masterpiece,mercy,enemy,payback,aswellas,afterall (2)EverydayEnglish: CorrectmeifI’mwrong,but… Oneofthemostimportantfactsis… AsfarasIknow,… Youshouldn’tforgetthat… Youcould,forexample,say… Afterall,… Whatshouldn’tbeforgottenis… ThewayIwouldgoaboutit… Butinthisparticularcase… 2.Trainthestudents’listeningandspeakingabilities. TeachingImportantPoints: 1.Improvethestudents’listeningability. 2.Improvethestudents’speakingabilityandlearnsomeusefulphrasesaswellaseverydayEnglish. TeachingDifficultPoints: 1.Howtohelpthestudentsgetthegeneralideaofthelisteningmaterialandfindtheanswerstothelisteningexercises. 2.Howtogetthestudentstofinishthetaskofspeaking. TeachingMethods: 1.Talking,speakingandlisteningtoimprovethestudents’abilitytouseEnglish. 2.Individual,pairorgroupworktomakethestudentsfinisheachtask. TeachingAids: 1.themultimedia 2.theblackboard TeachingProcedures: StepⅠGreetingsandLead-in T:Goodmorning/afternoon,everyone. Ss:Goodmorning/afternoon,Mr/Ms. T:Sitdown,please.Classbegins.First,pleasetellmeifyouareinterestedinplays,especiallysomeoftheworld-famousplays. Ss:Yes. T:TherewasagreatBritishplaywrightandpoetintheworld’shistoryofliterature.Hewroteabout37playsandalargenumberofpoemsinhislife.Here’sapictureofhim.Doyouknowwhoheis? (Teachershowsthepicture.) Ss:WilliamShakespeare. (Bb:WilliamShakespeare) T:Quiteright.Helivedfrom1564to1616(Bb:1564~1616).HeisconsideredtobethegreatestplaywrightandpoetoftheRenaissance(14th~16thcenturies)inEurope.Asaplaywright,hewrotetragedies,comedies,historicalplays.Asapoet,hewrotenarrativepoemsandsonnets. T:Today,wearegoingtolearnUnit19.TheMerchantofVenice(Bb:Unit19TheMerchantofVenice).Inthefirstperiodofthisunit,we’lllearnsomethingmoreabouthisplaysaswellas?TheMerchantofVenice.?First,Let’slearnsomenewwordsandphrases.Lookatthescreen. (Teachershowsthescreenanddealswiththemasusual.) merchantn.商人 △Venicen.威尼斯（意大利港口城市） △Bassianio巴薩尼奧（男子名） △Portia鮑西婭（女子名） △Antonio安東尼奧（男子名） △Shylock夏洛克（男子名） payback償還；報(bào)答 △ducatn.古時(shí)候在歐洲通用的金幣 duken.公爵 masterpiece/n.杰作；最佳作品 mercyn.?憐憫；仁慈 △revengen.復(fù)仇；報(bào)復(fù) enemyn.敵人 asfaras到目前為止；就某種程度或范圍而言 afterall畢竟Bb:payback,asfaras,afterall） StepⅡWarmingup T:Well.NowpleaseopenyourbooksatPage65.LookatWarmingup.Lookatthepicturesandreadeachquotationonebyone.Trytounderstandeachoneofthem.Thentellfromwhichplays,ofwhichthetitlesarebelowthepictures,theycome.Workinpairstoprepareforafewminutes. (Afewminuteslater.) T:Areyouready? Ss:Yes. T:Who’dliketohaveatry?Anyvolunteer? S1:ThefirstoneandthethirdonearefromHamlet;thesecondonefrom/KingHenryⅣ?;thefourthoneRomeoandJuliet;thelastoneTroilusandCressida. T:Youdidagoodjob.Sitdown,please.Thenwhatdoyouthinkthesefamouswordsmean?CanyouexplaintheminEnglish? Ss:Yes.Butnotclearlyandexactly. T:So,letmeexplainthemtoyou.ListencarefullyandtellwhichoneIamreferringto.Doyouseemypoint? Ss:Yes. T:No.1:Whymustyoubethesonofmyfamily’sgreatestenemy?Refuseyourfamilyformylove. Ss:“Romeo,Romeo,whyareyouRomeo?Denyyourfather,andrefuseyourname…” T:No.2:Thatisaquestionwhethertoliveoninthisworldortodie,thatis,totakeactionortodonothing. Ss:“Tobeornottobe;thatisaquestion.” T:No.3:Itisbestnottolend(money)toothersandnottoborrowfromothers.Whenwelendsomething.Werisklosingboththethingwelendandthefriendshipwiththatotherperson. Ss:“Neitheraborrowernoralenderbe.” T:No.4:Apersonwhohasgreatresponsibilities,suchasaking,isconstantlyworriedandthereforedoesn’tsleepsoundly. Ss:“Uneasyliestheheadthatwearsacrown.” T:No.5:Emptywords,notrealthoughtsorideasfromtheheart. Ss:“Words,words,onlywords,nomatterfromheart.” T:Great.However,Istillwanttosuggestyoufindtheseplays,fromwhichthequotationscomefrom,toreadorwatchthemifyouhaven’tbefore.Doyouthinkso? Ss:Yes. T:WhatotherplaysofShakespearedoyouknow? Ss:TwelfthNight;KingLear;Othello… (Teacherwritesthemaswellasthosetalkedaboutjustnow.) StepⅢListening T:Welldone.We’vetalkedmuchaboutShakespeareandhisplays.Next,let’slistentotheintroductiontoTheMerchantofVenice,themostoutstanding“romantic”comedy.Itwilltellushowthestorytakesplaceandhelpsuslearnaboutthemaincharactersinit.Canyoufollowme? Ss:Yes. T:OK.NowpleaselookattheListeningpartatPage66.First,readthroughthequestionsinExercise1.Thenlistentothetapetofindtheanswers. (TeacherallowstheStudentsafewminutestoprepare,andthenplaysthetape.Afterthat,teachercheckstheanswers.) Suggestedanswers: Ex.11.Venice 2.threemonths 3.threethousandsducats 4.apoundofhisflesh T:Welldone.NowpleasereadthroughtherequirementsofExercise2.ThenI’llplaythetapeagainforyoutofinishthefollowingchart. (AftertheStudentsprepareforawhile,teacherbeginstoplaythetape.Attheend,checktheanswerswiththewholeclass.) Suggestedanswers: StepⅣSpeaking T:Uptonow,we’velearntmuchaboutShakespeareandhisplays.Canyoutellmewhatmakeshisplayamasterpiece,HanMei? S4:Theideasbehindtheplayareaboutproblemswhicharestillimportanttopeopleofdifferentagesinmoderntimes. T:CanyougivesomeexamplesshowninTheMerchantofVenice?Anyvolunteer? S5:Mercyversusrevengeandloveversusmoney. T:Quiteright.Now,pleasereadthetwosituationsinSpeakingfirst.Thenfindexamplesforeachoneinmodernlifeandworkinpairstodiscusswhetheritisrightorwrong.Areyouclearaboutthat? Ss:Yes. T:Andbehindthesituation,therearesomeusefulexpressions.Studythemfirst,thenusetheminyourdialogueifpossible.Doyouremember? Ss:Yes. (Thestudentsbegintowork.Teachergoesamongthemtoseehowtheyaregoingonwiththework..Afewminuteslater,teacheraskssomepairstoactoutbeforeclass.) Sampledialogues: Situation1 A:InTheMerchantofVenice,ShylockgetsthechancetokillAntonio,andhewould.What’sevenmore,herefusestheDuke’spersuasiontohavemercyonAntonio.Butwhentherolesareturnedaround,theDukeshowsmercytoShylockdespitethefactthatnobodyreallylikesShylock.Whatwouldyoudoifyouhadyourworstenemyinyourpower? B:Inmyopinion,peopleshouldbekindandmerciful.Thepunishmentonmyenemyshoulddependsonthesituation.Ifhetriestocorrecthisfaultandisabletogetalongwellwithmeinfuture,Iwillforgivehim.Afterall,afriendisbetterthananenemy. A:Iagreewithyou.Whatshouldn’tbeforgottenisthatallthethingshasalimitedline. B:HowdoyouliketheplayTheMerchantofVenice?HaveyoureadanyotherplaysofShakespeare? A:It’sworthreading.Theideasbehinditarestillimportanttotoday’speople.Besides,I’vereadRomeoandJuliet,KingLearandsoon. B:Great!Wouldyouliketotellmethestoriessomeday? A:Noproblem. Situation2 A:Youknow,inTheMerchantofVenice,Bassaniocan’tmarryPortiabecausehedoesn’thaveenoughmoney.Whatapity!Andthishappenseverywherearoundtheworld.Whatdoyouthinkaboutasituationlikethat? B:Frommypointofview,loveismoreimportantthanmoney.Ifmoneyislost,wecanearnitbyourhands.However,ifloveislost,itcanneverbebackagain. A:Moneyisnecessary,butnotthemostimportant.Moneycanbringyoumanythings,butitcannotbuyyouhappiness. B:Yes.Greatmindsthinkalike. StepⅤSummaryandHomework T:Inthisclass,we’vemainlytalkedaboutShakespeareandhisplays.Whileweweredoingeachtask,we’velearntsomeusefulexpressions,suchaspayback,asfaras,afterall.Afterclass,Ihopeyoucanpractiseusingthemagain.Besides,remembertopreviewtheReadingpartinthisunit.Somuchfortoday.Goodbye. Ss:Goodbye. StepⅥTheDesignoftheWritingonthe Blackboard Unit19TheMerchantofVenice TheFirstPeriod Ⅰ.WilliamShakespeare(1564~1616) KingHenryⅣ/Hamlet/RomeoandJuliet/TroilusandCressida/TwelfthNight/KingLear/Othello Ⅱ.Phrases: payback,aswellas,afterallTheSecondPeriod TeachingAims: 1.Learnandmasterthefollowing: (1)Words: weakness,anymore,greatness,judgement,gentleman,troublesome,gentle,bless,surgeon,declare,court (2)Phrases: tearup,havemercyon,offerup,beseated 2.Trainthestudents’readingability. 3.Learntorecountdetailinconversation. TeachingImportantPoints: 1.Usefulwordsandphrases: havemercyon,anymore,tearup,offerup,beseated,payback 2.Improvethestudents’readingability. TeachingDifficultPoints: Helpthestudentsunderstandtheplayexactly,especiallythefollowingsentences. 1.Youmightaswellgostanduponthebeachandarguewiththesea. 2.IofferyoutentimesthemoneythatAntoniohasborrowed. TeachingMethods: 1.Asking-and-answeringbeforereadingtomakethestudentsinterestedinwhattheywillread. 2.Fastandcarefulreadingtotrainthestudents’readingability. 3.Discussionafterreadingtomakethestudentsfurtherunderstandwhatthey’veread. TeachingAids: 1.themultimedia 2.theblackboard TeachingProcedures: StepⅠGreetings Greetthewholeclassasusual. StepⅡRevisionandPre-reading T:Yesterday,welearnedalotaboutWilliamShakespeareandhisplays.Who’dliketotellthetitlesofhisfourgreattragedies?Volunteers? S1:Hamlet,Othello,KingLear,Macbeth. T:Thankyou.Sitdown,please.Andhealsowrotesomeromanticcomedies.Whichisthemostoutstandingone? Ss:TheMerchantofVenice. T:Tellthenamesofthemaincharactersintheplay. Ss:Shylock,Antonio,Bassanio,Duke,Portia. T:AfterPortiaknowsthatAntoniohastogiveShylockapoundofhisflesh,shethinksupaplantosaveAntonio.WhatdoyouthinkPortiawilldotosaveAntonio? S2:IthinkshewillgiveShylockmuchmoremoneythanwhatAntonioborrowedfromhim. T:WillShylockaccepthermoney? S2:Maybe.Heisgreedy. T:Itsoundsreasonable.Isthereanyonewhohasadifferentopinion? S3:IthinkshewilltrytopersuadeShylocktoshowmercytoAntonio. T:Willshesucceed?Don’tforgetheiscruelandhehatedAntonio.Whohasreadthisplay?TelluswhatPortiadoestosaveAntonio. S4:ShepretendstobeajudgeandarrivesatthecourtoftheDuke. T:Thankyou.Sitdown,please.Today,we’regoingtoreadthisplay,TheMerchantofVenice.Afterreadingit,we’llknowwhathappenedinthecourt.First,let’slearnsomenewwordsandexpressions.Lookatthescreen. (Teachershowsthescreenanddealswiththemwiththewholeclass.) havemercyon對(duì)……表示憐憫 weaknessn.?軟弱；弱點(diǎn) anymoreadv.不再 greatnessn.偉大 judgementn.判決；判斷 gentlemann.?紳士 envy?vt.n.妒忌；羨慕 troublesomeadj.令人煩惱的；討厭的 mercifuladj.仁慈的；寬大的 gentleadj.溫柔的；柔和的；有教養(yǎng)的 blessvt.祝福，保佑 tearup撕毀；取消（合同等） swearvt.vi.發(fā)誓；宣誓 offerup獻(xiàn)出；獻(xiàn)上 surgeonn.外科醫(yī)生 △sentencen.判決 declarevt.宣布；宣稱 courtn.法庭 △scalen.天平盤；稱盤StepⅢReading T:Well.NowpleaseturntoPage67.Readtheplayquicklyandfindoutwhatshedoeswhenshearrivesatthecourt.Youcanbegintoreaditnow. (Afterafewminutes,teachercheckstheanswer.) T:OK.Everyone,Ithinkyoumusthavefoundtheanswer.Who’dliketotellme? S5:ShetriestopersuadeShylocktoshowmercytoAntonioandacceptthemoneyofferedbyBassanio. T:Doesshesucceed? S5:No. T:Whatdoesshedonext? S5:ShehastoallowShylocktotakehispoundoffleshfromAntonio’sbreast. T:Thankyou.Sitdown,please.Doyouagreewithhim/her? Ss:Yes. T:Welldone.You’veunderstooditwell.Nowpleasereaditcarefullyagainandfurtherunderstandit.Atthesametime,findoutalltheusefulphrases.Afewminuteslater,I’llcollectthemfromyou. (Afterafewminutes,teachercollectsandwritesthemontheblackboard.Afterthat,teacherdealswithsomelanguageproblems.) T:Lookattheblackboard,please.Allthesephrasesareimportantanduseful.Youmustrememberthemandtrytousethem.Doyouremember? Ss:Yes. T:Besides,therearesomeotherlanguagepointswhichareusefulbutdifficulttounderstand.I’llexplainthemtoyou.Lookatthescreen. (Teachershowsthescreenandexplainstothestudents.) 1.anymore=anymore e.g.Shedoesn’tlivehereanymore. Aretheyproducingthismachineanymore? 2.may/mightaswelldosth. e.g.Sincenobodyelsewantsthejob,wemightaswelllethimhaveit. Allthepubsareclosing.Wemayaswellgohome. 3.Ifyouofferedme…,Iwouldstilltake… (Note:if=evenif) e.g.Ifsheispoor,she’shonestatleast. Ifthesunweretoriseinthewest,Iwouldnotbreakmyword. 4.beseated e.g.Hethenaskedmetobeseated. Sheseatedherselfonthesofa. Shesawafewpeopleseatedonthebenchatthebackoftheclassroom. 5.…h(huán)owcanyouhopeformercyyourselfwhenyoushownone? (Note:when=if) e.g.I’llcomewhenI’mneeded. She’llbeabletogiveyouhelpwhennecessary. 6.IoffertentimesthemoneythatAntoniohasborrow. e.g.Thenewbuildingisfourtimesthesizeoftheoldone. Thestreetisthreetimesthelengthofthatone. Theroomistwicethesizeofthatone. (=Theroomisastwicelargeasthatone.) 7.pay-back e.g.Haveyoupaid(me)backthemoneyyouowemeyet? I’llpayhimbackforthetrickheplayedonme. Rosedoesn’tknowhowtopayhimbackforhishelp.(Bb:anymore=anymore,may/mightaswelldosth,beseated,if=evenif,when=if,times,payback) StepⅣListeningandReadingAloud T:OK.NowI’llplaythetapeofthetext.First,listenandfollow.Then,listenandrepeat.Meanwhile,payattentiontoyourpronunciationandintonation.Iseverythingclear? Ss:Yes. (Teacherbeginstoplaythetape.Afewminuteslater,teacherdealswiththenextpart.) StepⅤPost-reading T:Now,youmusthaveunderstoodtheplaymoreexactly.Let’shaveadiscussionaboutit.PleaseturntoPage69.LookatthequestionsinPost-readingandworkingroupsoffourtodiscussthem.Afterawhile,I’llasksomeofyoutoreporttotherestoftheclass.Begintoworknow. Suggestedanswers: 1.Sheiscleverandlearned. 2.Heiscruel. 3.ShylockhatedAntoniobecauseAntoniohadmanytimesscoldedhimpubliclyforbeinggreedyandcruel. 4.(A)Literally,withtheheartwhichheshallcutoutofmybody;(B)metaphorically,whole-heartedly,willingly. 5.①Usually,thingsareweighedwithabalance. Weighsgointotheleftscaleandthingsgointotherightscale. ②ShewantstoremindShylockthathemustcutexactlyapoundoffleshfromAntonio,nomore,noless. ③Thedeepermeaningofthebalanceisjustice. InPortia’scourtoflaw,moralsareweighed. 6.DukespeakstoAntonio ShylockspeakstoDukeBassaniospeakstoAntonio PortiaspeakstoBassanio StepⅥSummaryandHomework T:Inthisclass,wehavemainlyreadthefirstpartof?TheMerchantofVenice?.Whilereadingit,we’vealsolearnedsomeusefulwordsandexpressionsandsentences.Afterclass,readthetextagainandrevisewhatwe’velearntinthisclass.That’sallfortoday.Seeyou! Ss:Seeyou! StepⅦTheDesignoftheWritingontheBlackboard Unit19TheMerchantofVenice TheSecondPeriod Ⅰ.Words anymore=anymoreif=evenifwhen=if Ⅱ.Phrases: showmercyon,may/mightaswelldosth.,tearup,offerup,dothedeed,beseated, takesb.inone’sarms Ⅲ.Sentencepatterns: Aisthree(four,etc.)timesthesize(height,etc.)ofB.?TheThirdPeriod TeachingAims: 1.Learnandmasterthefollowingwordsandphrases: justice,murder,godownonknees,punishment,immediately,order,sword,conflict,complex 2.Trainthestudents’readingability. 3.Trainthestudents’abilitytowriteaplay. TeachingImportantPoints: 1.Helpthestudentsunderstandthetextexactlyandmasterthefollowingwordsandphrases: shall,atthemercyof,godownonknees 2.Helpthestudentsfinishthetaskofwritingaplay. TeachingDifficultPoint: Howtohelpthestudentswriteaplay. TeachingMethods: 1.Listeningbeforereadingtogetthegeneralideaofthetext. 2.Asking-and-answeringafterreadingtomakethestudentsunderstandthedetailedinformation. 3.Individual,pairorgroupworktomakeeverystudentworkinclass. 4.Performingtomaketheclasslivelyandinteresting. TeachingAids: 1.themultimedia 2.theblackboard TeachingProcedures: StepⅠGreetings Greetthewholeclassasusual. StepⅡRevisionandLead-in T:Yesterday,wereadthefirstpartofTheMerchantofVenice.?Antonio’strialwastakingplaceatthecourt.Doyoustillrememberwhathappenedatthecourt?WangHai,couldyoupleaseretellthestoryinthefirstpart? S1:Yes.Atthecourt,theDuketriedhardtopersuadeShylocktohavemercyonAntonio,butShylockinsistedonhavingapoundofhisflesh.EvenifBassaniowouldpayhimdoublethemoneyAntoniohadborrowed,Shylockwouldnotchangehismind.WhiletheDukewaswonderingwhattodo,Portiaarrived,pretendingtobeafamouslawyer.Atfirst,PortiaalsotriedtopersuadeShylocktohavemercyonAntonioandtakemorethanthreetimeshismoney.ButShylockstillrefusedtogiveuphisdemandforapoundoffleshfromAntonio,soPortiasaidhemighttakehisknifetopreparetodothedeed. T:Welldone.Sitdown,please.WillShylockgethispoundofflesh?Let’sgobacktothecourt.First,listentothetapeofthesecondpartoftheplay.TrytofindoutwhatwillhappentoAntonioandShylockatlast.Begintolisten! (Teacherplaysthetapeandcheckstheanswerattheend.) T:Haveyoufoundouttheanswer? Ss:Yes. T:Who’dliketohaveatry? S2:ShylockwillnotgetAntonio’sflesh.HehastogivehalfofhismoneytothecityofVeniceandpromisetoleavetheotherhalfofhismoneyuponhisdeathtohisdaughterandherhusband. T:(Totheotherstudents)Isthatright? Ss:Yes. T:OK.Nowlet’slearnthenewwords.Thenreadtheplay.Lookatthescreen,please. (Teachershowsthenewwordsonthescreenanddealswiththemasusual.) justicen.公正；正義 murdervt.謀殺 godownonone’sknees跪下 punishmentn.懲罰 immediately?adv.?立刻；馬上 ordervt.命令；下令 swordn.?劍；刀 conflictn.?沖突；戰(zhàn)斗 complexadj.錯(cuò)綜復(fù)雜的；難解的 △tragedyn.?悲劇StepⅢReading T:Now,pleaseopenyourbooksatPage71.Readthesecondpartoftheplaycarefullyandfindouttheanswerstothequestionsonthescreen. (Showthescreen.) 1.HowdoesPortiastopShylockfromcuttingAntonio’sflesh? 2.WhatdoesPortiasaywhenShylockfinallyagreestotakethreetimesmorethanAntonioborrowedfromhim? 3.Whatistheresultofthetrial?Doesthestoryhaveahappyending?(Teacherallowsthestudentssometimetoreadtheplayandprepareforthequestions.Attheend,asksomestudentstoanswerthequestions.) Suggestedanswers: 1.PortiaallowsShylocktotakeexactlyonepoundoffleshfromAntonio,nomore,noless.ShealsotellsShylockthathemustnotletonedropofhisbloodfall.SoShylockgivesin. 2.ShesaysthatShylockmustgivehalfofhismoneytoAntonioandtheotherhalftothecityofVeniceaccordingtothelaw. 3.Antonioissaved.Shylockgetspunished.Thestoryhasahappyending. (Aftercheckingtheanswers,teacherdealswithsomelanguagepoints.) T:Welldone.You’veunderstooditbetter.Nowlet’slearnsomeusefulwordsandphrasesinit.Lookatthescreen.(Showthescreen.) 1.shall e.g.WeshallstartforBeijingtomorrow.(futureuse) Youshallhaveanicepresentforyourbirthday.(promise) Youshallbesorryforwhatyouhavedone,Itellyou.(warning) Whenhecomesinnobodyshallsayaword.(order) Nothingshallstopusfromcarryingouthisplan.(decision) 2.atthemercyof e.g.Theywerelostatsea,atthemercyofthewindsandthewaves. 3.godownonone’sknees e.g.Theywillnevergodownontheirkneesbeforetheoppressors. 4.beg…for e.g.Theprisonerbegged(thejudge)formercy.(Bb:shall,atthemercyof,godownonone’sknees,beg…for) StepⅣWriting T:Well,we’vereadTheMerchantofVenice.Ithasahappyending.Canyoutellmewhetheritisatragedyoracomedy? Ss:Comedy. T:Whydoyouthinkitisacomedy? Ss:BecausetheGoodwins,andtheBadloses. T:Youareright.Now,pleaseturntoPage72andlookatthetipsofgettingthemainpointofaplay. (Teacherandthestudentsreadthroughthetipsandwritesomekeywordsontheblackboard.Afterthat,teachersaysthefollowing.) T:Today,anothertrialtookplacebetweentwowomen.Theyarearguingaboutababy.Howdidthestoryoccur?Andwhatwouldtheydo?PleasereadthepassageinWritingatPage71andfindoutwhowinsthetrial,theGoodortheBad?Youcanbeginnow. (Afterthestudentsfinishreadingthepassage.Teachercheckstheanswer.) T:OK.Everyone,haveyoufoundouttheanswer?Whowins? Ss:Yes.TheGoodwins. T:Quiteright.Now,pleaseworkingroupsoffourorfivetowriteashortplaybasedonthisstory.GivenamestotheKing,thetwomothersandthechildren.Thereisalsoacharactertoplaytheroleofthesoldier.Ifyoulike,youcanalsohaveafewothercharacterswhoarefriendsofthetwomothers.Canyoufollowme? Ss:Yes. T:Besides,findagoodtitleforyourplay.Doyouremember? Ss:Yes. T:OK.Begintopreparenow.Fiveminuteslater,I’llaskonegrouptoactoutyourplaybeforetheclass. Asampleplay: CleverKingCharles Characters: Sarah(Sa):thewomanwhosebabyisliving Deborah(D):thewomanwhosebabyisdead Charles(C):theKing Emma(E):afriendofthetwowomen Simon(S):asoldieroftheKing (InsideKingCharles’palace) C:Whatisyourquarrel? Sa:OKing!Ihaveababy.AndDeborahhasababy.Onebabyisdead.ThedeadbabylookslikeDeborah’sbaby.IthinkDeborahtookmybabywhenherbabydied. D:OKing!Sarahisangrybecauseherbabyisdead.Shecametoseemybaby.Whenshesawmybabyshewanteditbecauseherbabyisdead. E:OKing!Isawthetwobabies.IthinkthedeadbabyisDeborah’sbaby.IthinkDeborahtookSarah’sbabyinthenight,whenSarahwasasleep. C:Calltheswordsman.Tellhimtobringhissword. (Amancomesin.Hehasabigswordinhishand.) S:OKing!Hereistheswordsman. C:Bringthebabyhere.(AservanttakesDeborah’sbabyandbringsittotheKing.)IamajustKing.Idonotknowwhosebabythisis.IdonotknowifthisisDeborah’sbabyorSarah’sbaby.ButImustbejusttoeachofyou.Iwilltakethisbabyandcutitintotwohalves.ThenSarahcanhavehalfofthebaby,andDeborahcanhavehalf. D:Yes,yes,theKingisagoodKing.Cutthebabyinhalves. Sa:Butthebabywilldie! C:Yes,thebabywilldie.Butyoushalleachhaveonehalfofthebaby.Soyouwillnotquarrelanymore. Sa:OKing!Savemybaby.Donotcutthebaby.GivethebabytoDeborah.Letthebabylive. C:GivethebabytoSarah.Sarahwantsthebabytolive.SoIknowthatSarahisthemother.Deborahisabadwoman.ShetookSarah’sbaby. (TwomentakeDeborahaway.) E:TheKingisajustKing.OgoodKingCharles!CleverKingCharles! StepⅤSummaryandHomework T:Inthisclass,wereadthesecondpartofTheMerchantofVeniceandlearnedtowriteaplay.Bydoingthis,we’velearnedsomeusefulwordsandphrases,andourskillinusinglanguagehasbewelldeveloped.Afterclass,practisemoreandrevisewhatwe’velearntinclass.That’sallfortoday.Seeyounexttime. Ss:Seeyounexttime. StepⅥTheDesignoftheWritingontheBlackboard Unit19TheMerchantofVenice TheThirdPeriod Ⅰ.Wordsandphrases: shall,atthemercyof,godownonone’sknees,beg…for Ⅱ.Tipsofgettingthemainpointofaplay aconflictbetweentheGoodandtheBad →complexproblemsandrelationship →strugglebetweenthem →ahigher,wisecharactertofindthesolution →theGoodwins,andtheBadloses →acomedy TheFourthPeriod TeachingAims: 1.Reviewthewordsandphrasesappearinginthelasttwoperiods. 2.ReviewDirectandIndirectSpeech. TeachingImportantPoints: 1.Getthestudentstomasterthewordsandphrasescorrectly. 2.GetthestudentstomastertheinterchangesofDirectandIndirectSpeech. TeachingDifficultPoint: Helpthestudentsmasterthechangesofthepronouns,tenses,adverbialsintheinterchangesofDirectandIndirectSpeech. TeachingMethods: 1.PractisingtofinishthetasksinWordStudyandinGrammar. 2.Individual,pairorgroupworktomakeeverystudenttakeanactivepartinclassandfinisheachexercisebetter. TeachingAids: 1.themultimedia 2.theblackboard TeachingProcedures: StepⅠGreetings Greetthewholeclassasusual. StepⅡRevision T:Inthelastfewperiods,we’velearnmoreaboutoneofShakespeare’plays—TheMerchantofVenice.Whathaveyoulearntfromit? Ss:TheGoodwillbeabletodefeattheBadatlast.Justiceissupportedbyeveryone. T:Quiteright.Besides,we’velearntsomeusefulphrases.I’llgiveyouadictationofthem.Pleasetakeoutapieceofpaper.HuYeahpleasecometotheblackboard.…Areyouready? Ss:Yes. T:OK.Let’sbegin… (Teacherbeginstogivethedictationandafterthat,checkstheanswerswiththewholeclass.) StepⅢWordStudy T:Welldone.NowpleaseopenyourbooksatPage69.LookatWordStudyinthisunit.Fillintheblankswiththewordsandphrasesfromthetext.You’dbetterreadeachsentencetoseewhichphrasefitsthedescriptionfirst.Thenfillintheblanksaccordingtothemeaning.SeewhatImean? Ss:Yes. T:OK.Youcanbeginnow.Firstbyyourself.Thencheckyouranswerswithyourpartner.Atlast,I’llcollecttherightanswers. Suggestedanswers: 1.afterall2.payback3.showmercyto4.offered,tearup5.offerup6.Asfaras StepⅣGrammar T:Next,let’scometoGrammar.WeallknowinTheMerchantofVenice,ShylockinsistedontakingapoundofAntonio’sfleshaccordingtotheagreementbetweenthem.WhydidAntonioborrowmoneyfromShylock? Ss:TohelphisfriendBassanio,whohadnomoneytomarryPortia,arichandbeautifullady. T:Quiteright.Now,pleaseturntoPage70andreadthematerialinthebox.Thenworkinpairstochangeitintodialogues. Act1:ThedialoguebetweenBassanioandAntonio. Act2:ThedialoguebetweenAntonio,ShylockandBassanio.DoyouseewhatImean? Ss:Yes. (Thestudentsbegintowork.Teachergoesamongthestudentstoseehowtheyaregoingon.Atlast,teacheraskssomepairstoactouttheirdialogues.) Sampledialogues: Act1:(B=Bassanio;A=Antonio) B:Antonio,IwanttotellyouagoodpieceofnewsthatIaminlovewithPortia,arichandbeautifullady. A:Doessheloveyou? B:Shelovesmetoo. A:Thenwhydon’tyougetmarried? B:IcannotaskhertomarrymebecauseIhavenomoney.Iwonderifyoucanlendmethreethousandducats. A:I’dliketohelpyou,butallmyshipareatsea.Ihavenomoneyatpresent. Act2:(S=Shylock) A:Shylock,IwanttoknowifIcanborrowsomemoneyfromyou. S:Iagreetolendyouthemoneyononecondition.Ifyoudon’tpaythemoneybackattheendofthreemonths,I’llhavetherighttohaveapoundofyourfleshtobecutofffromanypartofyourbody. A:OK.Iwouldaccepttheseterms. B:Please,Antonio,don’taccepttheseterms. A:Don’tworry.I’lltakehisofferandsigntheagreement. T:Wonderful.Youdidagoodjob.Next,let’slookatthesecondexercise.Herearetwoletters.OneistheletterthatAntoniowrotetoBassanio.TheotheroneistheletterfromthelawyertotheDuke.Byreadingthem,you’llknowmoreabouttheplay.Areyouinterested? Ss:Yes. T:Now,begintoread.Afterthat,changethemintoIndirectSpeech.Thencorrectmistakeseachother.Attheend,I’llasksomestudentstoreadtotheclass.Iseverythingclear? Ss:Yes. Suggestedanswers: Letter1: BassanioreceivedaletterfromAntonio.Intheletter,AntoniosaidthatallhisshipswerelostatseaandthatnowhehadtopayShylockwithapoundofhisfleshaccordingtotheiragreement.AntonioalsosaidhowhewishedtoseeBassaniobeforehedied,sinceitwasimpossiblethatheshouldliveinpayingShylock.AntoniotoldBassaniotoforgetabouttheletterifhisloveforAntoniowasnotenoughtoleadhimthere. Letter2: DoctorBellariowroteinhisletterthathewasveryill.HesaidthatwhentheDuke’sletter(had)reachedhim,he(had)hadwithhimalearnedyoungdoctorfromRomeandthathehadtoldthedoctoraboutthequarrelbetweenShylockandAntonio.HewrotetotheDuketheyhadstudiedmanylawbooksandthedoctorknewwhathewouldsay.HeaskedtheDuketoletthedoctorstandinhisplaceandgivejudgement.HetoldtheDukethathehadneverknownsoyoungabodywithsowiseaheadthoughhewasyoung. (Aftercheckingthestudents’work,teacherdealswithsomelanguagepoints.) T:Welldone.Next,let’slearnsomeusefulexpressions.Lookatthescreen,please. (Teachershowsthescreen.) 1.beinlovewith/fallinlovewith e.g.Theyhavebeeninlovewitheachothersincetheymetforthefirsttime. ThefirsttimePetermetAliceataparty,hefellinlovewithher. 2.ononecondition/onconditionthat e.g.Hewasallowedtogoswimmingonconditionthathekeptneartheotherboys. I’llcomeonconditionthatJohnisinvited,too. 3.so/how/too+adj.+a(n)+n.? e.g.Didyounoticethatyoumadesoseriousamistake? Itistoodifficultabookforbeginners. Howwonderfulaplanitwouldbe!(Bb:be/fallinlovewith,ononecondition/onconditionthat,so/how/too+adj.+a(n)+n.?) StepⅤConsolidation T:OK.Somuchforthelanguagepoints.InorderthatyoucanmasterDirectandIndirectSpeechbetter,especiallythewaytochangeDirectSpeechintoIndirectSpeech.I’llgiveyouanotherexercise.Lookatthesentencesonthescreenandcompletethem. (Showthescreen.) ChangethefollowingsentencesintoIndirectSpeech. 1.“Donotbesobitter,”theDukesaidtoShylock. →TheDukeaskedShylock______. 2.“Doallmenkillthethingstheydonotlove?”Bassaniosaid. →Bassanioasked______. 3.“AntonioismyenemyandIhatehim,”Shylocksaid. →Shylocksaid______. 4.“Mercyfallslikethegentlerainfromtheskyupontheearth,”Portiasaid. →Portiasaid______.Suggestedanswers: 1.nottobesobitter 2.ifallmenkilledthethingstheydidnotlove 3.Antoniowashisenemyandhehatedhim 4.mercyfallslikethegentlerainfromtheskyupontheearth StepⅥSummaryandHomework T:Inthisclass,we’vemainlyrevisedthewordsandphraseslearnedintheplay.Inparticular,we’verevisedDirectandIndirectSpeechbydoingsomeexercises.Youshouldpayspecialattentiontothechangesofthepronoun,tensesandadverbialintheinterchangesofDirectandIndirectSpeech,andyoushouldbeabletousesomesentencestructuresfreelysuchas“tellsb.todo…”“asksb.todo…”and“saythat…”.(Writethestructuresontheblackboard.)Fortoday’shomework:RetellthestoryofTheMerchantofVenice.Youcanusethewordsandphrasesonthescreen.You’dbettercopythemdown. (Showthescreen.) RetelltheplayTheMerchantofVenice,usingthefollowingwordsandphrases: beinlovewith,ask…forhelp,scold…for,onconditionthat,payback,cutoff,getmarried,belostatsea,havemercyon,beseated,dothedeed,beallowedto,drop,askfor,insiston,atthemercyof,accordingto,betakenawayThat’sallfortoday.Seeyounexttime. Ss:Seeyounexttime. StepⅦTheDesignoftheWritingontheBlackboard Unit19TheMerchantofVenice TheFourthPeriod Ⅰ.Usefulphrases be/fallinlovewith ononecondition onconditionthat so/how/too+adj.+a(n)+n.? Ⅱ.DirectandIndirectSpeech tell/asksb.(not)todosth. saythat-clause askwh-/how+clause TheFifthPeriod IndirectSpeech TeachingAims: 1.EnablethestudentsfurthertoknowandunderstandhowtochangeDirectSpeechintoIndirectSpeech. 2.HelpthestudentsrememberallkindsofchangeswhenwechangeaDirectSpeechintoanIndirectSpeechsothattheycanusethemfreely. TeachingImportantPoint: Thechangesofpronouns,verbs,adverbialsoftimeandplaces. TeachingDifficultPoint: HowtochangesomespecialsentencesfromDirectSpeechintoIndirectSpeech. TeachingMethods: 1.Reviewmethodtomakethestudentsgainnewinsightsthroughrestudyingoldmaterials. 2.Pairworkorgroupworktoenableeverystudenttoworkinclass. TeachingAids: 1.themultimedia 2.theblackboard TeachingProcedures: StepⅠGreetingsandRevision Greetthewholeclassasusual. T:Inthisclass,we’llreviewtheIndirectSpeech.Thenwe’lldosomeexercises.Atlastwe’llhaveatest.Firstlookatthescreen,andfinishtheexercises.Ifyou’renotsureaboutyouranswers,youcanhaveadiscussioninpairs. (Showthefollowingonthemultimedia.) PutthesesentencesintoIndirectSpeech. 1.“Ihaveleftmypeninyourroom,”hesaid. 2.“Didyouseeherlastnight?”hesaid. 3.Shesaid,“Wherecantheyfindataxi?” 4.Theteachersaid,“Givemesomechalk.” 5.“Don’twasteyourtime,”Isaidtohim.(Amomentlater,checktheanswers.Teachermayasksomestudentstosaytheiranswersonebyone.) Suggestedanswers: 1.Hetoldmethathehadlefthispeninmyroom. 2.Heasked(me)whetherIhadseenherthenightbefore. 3.Sheaskedwheretheycouldfindataxi. 4.Theteacheraskedmetogivehimsomechalk. 5.Iadvisedhimnottowastehistime. StepⅡRevisionandDiscussion T:Welldone!Asweallknow,whenwechangeDirectSpeechintoIndirectSpeech,therearesomechangesinthesentence.Now,pleaselookatthescreen.Discussinpairs T:Now,lookatthescreen,please.PutthesentencesintoIndirectSpeech. 1.Isaid,“Ishallbethere.” 2.Hesaid,“Ishallbethere.” 3.“Theearthgoesroundthesun,”theteachersaid. 4.“Let’sgototheparkonSunday,”hesaid. 5.Mothersaid,“Let’snotgotobeduntilSmithcomesback.”T:(Afewminuteslater)Now,whocangivetheanswertothefirstsentence?… S1:IsaidthatIshouldbethere. S2:Hesaidthathewouldbethere. S3:Theteachersaidthattheearthgoesroundthesun. T:Inthefirstsentence,there’snochangeofpronoun,so“shall”shouldbechangedinto“should”.Inthesecondsentence,thepronounhaschanged,so“shall”shouldbechangedto“would”.Thethirdsentenceexpressesatruththattheearthalwaysgoesroundthesun,sotheverbinIndirectSpeechremainstobe“goes”.Isthatclear? Ss:Yes. T:Now,lookatthefourthsentence,please.Here,“Let’sdo…”or“Letsb.do…”canbeexpressedwiththephrased:(sb.)suggestedthat…;…suggestdoing…;…saythat…;insistthat…;insistthat…;insistondoing…,etc.Doyouunderstand? Ss:Yes. T:OK.Whowilltrythisone? S4:Hesuggestedthatthey(should)gototheparkonSunday. S5:HesuggestedgoingtotheparkonSunday. T:Good.Bothofyouranswersarecorrect.Now,whowantstodothelastone? S6:MothersuggestedthattheyshouldnotgotobeduntilSmithcameback. T:Good.Whohasadifferentanswer? S7:MothersuggestedtheirnotgoingtobeduntilSmithcameback. T:Ishis/heranswerright? Ss:Yes. T:Verygood.Pleaselookatthesentencesonthescreen.(Showthefollowingonthescreen.) 1.“Iamofftothepictures.Whereareyougoing?” 2.“Willyoucomeouttonight?”“No.”T:WhenwechangeDirectSpeechintoIndirectSpeech,iftherearetwosentences,weshouldaddaword,agroupofwordsorasentencetomaketheIndirectSpeechsmooth.Doyouunderstand? Ss:Yes. T:OK.Whowantstotrythefirstsentence? S8:HesaidhewasofftothepicturesandwantedtoknowwhereIwasgoing. T:Good.Now,whowantstotrythesecondsentence? S9:HeaskedmeifIwouldgooutthatnight,butIsaid(toldhim)Iwouldn’t. T:Great. StepⅢConsolidation T:PleasechangethesentencesonthescreenintoIndirectSpeech.Afteryoufinish,youmaycheckyouranswersinpairs. (Showthefollowingonthescreen.) ChangethefollowingsentencesintoIndirectSpeech: 1.“Iwishyouhealthandsuccessinthenewyear,”shesaid. 2.TheteachersaidtoTom,“Becareful,thinkbeforeyouanswer.” 3.Heasked,“Areyousureyourmotherwillcome?” 4.“WhatshallIdowithyourmailwhenyou’reaway?” 5.“Isthebookopenorclosed?” 6.“Hedidn’tlikemusic,didhe?”Jackasked. 7.“Iwon’tbefreetonight.I’llbegivingthestudentsalecture,”hesaid.(Amomentlater,asksomestudentstowritetheiranswersontheblackboard.Thenchecktheanswerswiththewholeclass.) Suggestedanswers: TheDesignoftheWritingontheBlackboard. StepⅣTest T:Now,let’shaveatest.Lookatthescreen. ChangethefollowingfromDirectSpeechintoIndirectSpeech,IndirectspeechintoDirectSpeech: 1.“Youneedn’thavecomeover,”shesaidtoJohn. 2.Theteachersaid,“I’lltrytogiveyousomeeasierexamplestomorrowmorning.” 3.Hesaidthatthiswashisfaultandpromisedtobemorecarefulnexttime. 4.“Wherehaveyoubeenallthetimeandwhathaveyoubeendoing?”Jackaskedme. 5.“Areyousuretheywillagreetocomethisevening?”sheaskedme. 6.TheyaskedtheteacherwhetherhecouldgototheirbedroomthatnighttohelpthemwiththeirEnglishgrammar. 7.“Goatonce,”theofficersaidtohisman. 8.Heaskedmetogothereagainthenextday.(Afewminuteslater,checktheanswerswiththewholeclass.) Suggestedanswers: 1.ShesaidtoJohnthatheneedn’thavegonethere. 2.Theteachersaidthathewouldtrytogiveussomeeasierexamplesthenextmorning. 3.“ThisismyfaultandIwillbemorecarefulnexttime,”hesaid. 4.JackaskedmewhereIhadbeenallthetime,andwhatIhadbeendoing. 5.SheaskedmewhetherIwassuretheywouldagreetocomethatevening. 6.“Could/CanyougotoourbedroomtonighttohelpuswithourEnglishgrammar?”theyaskedtheteacher. 7.Theofficerorderedhismentogoatonce. 8.“Comehereagaintomorrow,”saidhe. StepⅤSummaryandHomework T:Todaywe’vereviewedtheIndirectSpeech.WhenwechangeDirectSpeechintoIndirectSpeech,weshouldpayattentiontothechangesofpronouns,adverbials,verbsandtenses,especiallytothechangesofpersonalpronouns.Afterclass,reviewtheIndirectSpeech,discusstheexerciseswe’vedoneinclassanduseIndirectSpeechasmuchaspossibletomasteritbetter.That’sallfortoday.Seeyoutomorrow! Ss:Seeyoutomorrow! StepⅥTheDesignoftheWritingontheBlackboard Unit19TheMerchantofVenice TheFifthPeriod IndirectSpeech 1.Shesaidshewishedushealthandsuccessinthenewyear. 2.TheteachertoldTomtobecarefulandthinkbeforeheanswered. 3.HeaskedwhetherIwassuremymotherwouldcome. 4.HeaskedmewhatheshoulddowithmymailwhenIwasaway. 5.Heaskedmeif/whetherthebookwasopenorclosed. 6.Jackaskedwhetherhelikedmusic. 7.Hesaidhewasnotfreethatnight,becausehewasgoingtogivethestudentsalecture. 俗話說，磨刀不誤砍柴工。作為教師準(zhǔn)備好教案是必不可少的一步。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，幫助教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。你知道怎么寫具體的教案內(nèi)容嗎？下面是小編精心收集整理，為您帶來的《高二英語教案：《Unit 8 Sports》教學(xué)設(shè)計(jì)》，僅供參考，歡迎大家閱讀。 高二英語教案：《Unit 8 Sports》教學(xué)設(shè)計(jì) Ⅰ. Brief Statements Based on the Unit Sports is the main topic of this unit. The whole unit consists of different kinds of sports. Olympics, interests and hobbies etc. At first, a quiz is showed to the students to activates the students' interests about sports. Olympics attracts their attention. Three matches are arranged in listening in order to improve the students' listening ability. Speaking can get the students to say something about their interests and hobbies. In this way, they can review their useful words, expressions and sentence patterns as well. The whole text and the activities before and after it can have the students know the history, influence and scale, as well as motto of the Olympics. Especially hosting the Olympics in 2008 in our country will encouraging the students greatly. The questions in Post-reading can also make the students learn to work out problems practically and see everything from all sides. Language study can help the students to remember some useful words about sports and a new grammar item. Integrating skills shows s an introduction about Yao Ning and asks the students write a passage to introduce their favourite sports stars. By the way, at the end of the unit, a useful way to learn are offered , In addition, Checkpoint 8 is a help in mastering the grammar item of this unit. In an active atmosphere, the students' ability to listen, speak, read and write will be improved and plenty of useful words and expressions will be learnt and mastered. ⅡTeaching Aims and DemandsCategoryContents based on the new course standardTopics1.Talk about sports 2.Talk about the Olympic Games 3.Talk about sports starsFunctionsInterests and hobbies Which do you like...or...? I like watching it What's your favourite sport? Shooting, I think Which do you prefer, ...or...? I like... What about...? I prefer...to... Are you interested in? I'd rather watch it than play it. Yes, very much. No, not really. Sure, I love sports Words and Expressions BC AD continent well-known athlete gold medal torch badminton speed skating track and field tie final dive shooting Greece competitor motto further tank gymnastics prepare preparation effect flame compete flag weight position superstar point skill weigh little gesture facial Stand for because of would rather take part in preparation forGrammarThe Passive Voice(2) 1. The Future Indefinite Passive Voice is used to describe something that will be affected or dealt with. e.g. More trees will be planted and new roads will be built 2. The Future Indefinite Passive Voice is used to describe somebody who will accept an action or will be dealt with passively. e.g. A great number of reporters will be invited to Beijing to report the 29th Olympic Games.Ⅲ．Teaching Time：Four periods Ⅳ．Background Information 1．History of Olympic Games The ancient Olympic Games are part of a major religious festival honouring Zeus．the chief Greek God．The ancient Games were the great Greek religious，athletic，and cultural festivals． The first Olympic Games Were held in Greece in the sixth century，BC．The first Games lasted for only one day and there was only one contest-a short race．Only Greek men were allowed to run in the race．No women and no non-Greeks were allowed to run in the race．Women were not even a11owed to watch the race，or to be anywhere near the racing area．Women have fought for just representation in the Olympic Games since the beginning of the modern Olympic Movement．The international Olympic Committee did not formally admit women to the Games until 1912 at Stockholm． The ancient Games were stopped in the fourth century A．D．when Greece was ruled by Rome．The competition in modern times started again in Athens in l896．Since then the Olympic Games have been held every four years in many different cities around the world．The following is a list of the cities of the Olympic Games． I．1896 Athens．Greece Ⅱ．1900 Paris，F(xiàn)rance Ⅲ．1904 St．Louis，U．S．A Ⅳ．1908 London，England V．1912 Stockholm．Sweden Ⅵ．1916 Canceled due to W．W．I Ⅶ．1920 Antwerp．Belgium Ⅷ．1924 Paris。France Ⅸ．1928 Amsterdam．The Netherlands X．1932 Los Angeles，U．S．A Ⅺ．1936 Berlin．Germany Ⅻ．1940 Canceled due t0 W．W．Ⅱ XⅢ．1944 Canceled due to W．W．Ⅱ XⅣ．1948 London．England XV．1952 Helsinki．Finland XⅥ．1956 Melbourne，Australia XⅦ．1960 Rome，Italy XⅦ．1964 Tokyo，Japan XⅨ．1968 Mexico City．Mexico XX．1972 Munich, Germany XⅪ．1976 Montreal，Canada XⅫ．1980 MOSCOW，U．S．S．R XXⅢ．1984 LOS Angeles，U．S．A XXⅣ．1988 Seoul，South Korea X X V．1992 Barcelona, Spain X XⅥ．1996 Atlanta，U．S．A X XⅦ．2000 Sydney，Australia The right to host an Olympic Game is awarded to a city chosen by the members of the IOC．Only cities, not countries, may host an Olympic Games． The games are of different types．There are individual contests, where each athlete plays alone．Some examples of individual games the swimming, running, walking races, jumping, gymnastics, diving，skiing and sledding races．In a second group of games three or four athletes work as a group．The contests are usually races．for example，relay races in running，swimming and skiing．The third group of games are team games．The teams play such games as basketball．volleyball and soccer． The International Olympic Committee makes strict rules for athletes to make sure that each one has the same chance to win．Winning in the Olympics is considered as a great achievement and a great honour as well．An athlete who wins the Olympics is the best in the world. 2. Olympic Medals Olympic medals are awarded to those individuals or teams placing first, second and third in each event. The first place winner is bestowed a gold-plated medal of a silver, which is commonly referred to as the "gold medal". Second and third places receive medals of silver and bronze. The silver used in the first and second place medals must be at least 92.5% pure. The "gold" medals must be gilded with at lest six grams of pure gold. Medals also carry the name of the sport contested. All competitors receive a diploma and commemorative medals for their participation in the Olympic Games.3. The Olympic FlameThe most revered and visible symbol of the Olympic Games competition is the Olympic Flame. In the modern era, the Olympic Flame first appeared at the 1928 Amsterdam Games. The tradition of the Olympic Torch Relay, which culminates in the lighting of the Olympic cauldron at the opening ceremony of each Games, dates to the 1936 Berlin Games. The first torch relay was created to symbolize the link between the ancient and modern Olympic Games. The flame was lit in a ceremony at Olympia, Greece. From there 3 000 runners carried the torch through seven countries to Berlin. The relay was timed so that the flame arrived at the stadium at the precise moment required. Ever since the lighting of the Olympia cauldron has become the most hallowed moment of the Olympia Games.4. The Olympic RingsThe Olympic rings are the official symbol of the Olympic movement. There are five interlacing rings of the colors blue, yellow, black, green and red. The rings are set upon a white background. The colors themselves do not represent any single continent. The colors were chosen because at least one of these colors is found in the flag of every nation. These five rings represent the five parts of the world. This is a real international emblem. The Olympic rings represent the union of the five continents and the meeting of athletes throughout the world at the Olympic Games. The original Olympic flag was make in 1913 in Paris. The flag is three meters long and two meters wide. It first flew over an OLYMPIC STADIUM AT THE 1920 Antwerp Games. The original flag also carried the Olympic motto, "Faster, Higher, Stronger". The First Period Teaching Aims: 1. Improve the student's listening ability by listening to some materials. 2. Master the useful expressions by using them in the dialogues, meanwhile educate the students to love sports so that they can be healthier and stronger. Teaching Important Point: How to express one's ideas freely, using the expressions in the text. Teaching Difficult Point: How to improve the student's listening ability. Teaching Methods: 1. Talking method to enable the students to express themselves freely. 2. Listening method to improve the students' listening ability. Teaching Aids: 1.a recorder 2.a projector and some slides Teaching Procedures: ?Step Ⅰ.Greetings and Revision T: Good morning/afternoon, everyone! Ss: Good morning/afternoon, teacher! T: In this class, I'll check your homework first. Then we'll talk about something about sports and the Olympics, including listening to some sports reports and interviewing. At last we'll do an exercise, using the everyday English appearing in this part. Now let me check your homework first... (The teacher checks the students' homework.) ? Step Ⅱ.Warming up T: Do you like sports? Ss: Yes, we do.(We like sports very much...) T: What is your favourite sports? I mean, what sports do you like best? Wang Dong, tell us please. Wang Dong: I like football best. (The teacher shows the following pictures on the screen.)T: Look at these pictures. What is she doing?(Pointing to the first picture.) Ss: She is skating. T: What are they doing?(Pointing to the second picture.) Ss: They are playing volleyball. T: What are these people doing?(Pointing to the third picture.) Ss: They are having the Olympic Games. T: The Olympic Games are the biggest sports meeting in the world. Please open your books at Page 50.Let's have a quiz and see how much do you know about the Olympics. Do it by yourselves. Later we will check the answers. (A few minutes later, the teacher shows the answers on the screen.) Suggested answers: 1.C 2.B 3.A 4.B 5.B 6.B 7.B 8.1984 200020042008 Los Angeles Sydney Athens Beijing 9.In the Summer Olympics: badminton, basketball, soccer, table tennis, track and field, swimming. In the Winter Olympics: speed skating, skiing T: Please check your total score according to the information on Page 51.(After a few seconds.)Li Ping, how many scores have you got? Li Ping: I've got 28 scores. T: Congratulations! You really know the Olympics well.... ?Step Ⅲ.Preparation for Listening (The teacher and the students go over the new words which will appear in the listening material.) T: We'll do listening later. Before that, look at the three forms on Page 51 first and see what we should do after we listen to each paragraph. (The students read the forms.) ?Step Ⅳ.Listening T: Let's listen to some sports reports. Every report I'll play twice. While I play it, listen to it attentively. After I play it for the second time, fill in each form with the information you've just heard. Suggested answers: Report 1 What sport were they playing?BasketballWho won The Los Angeles Lakers won against／beat／defeated the Miami Heat． What was the result? The Lakers scored 20 points in the last quarter, beating the Heat 101-96 What sport were they playing? Soccer/Football Whet was the result? Manchester United tied Leeds．2-2Repor2?Step Report 3 What sport were they playing? Table tennisWho won?China won against／defeated／beat Russia. What was the result? The Chinese team won the first two singles matches 3-1 and 3-0．while the Russians won the doubles match．The win in the last singles match gave them a final win of 3一1． StepⅤ.Speaking (The teacher shows the screen.) Useful expressions Asking about interests and hobbies Possible answers. Which do you like,...or...? Sure. I love sports. What's your favourite sport? Yes, very much./No, not very. Which sport do you like best? Shooting, I think. Which do you prefer, badminton or tennis? I like tennis best. What about baseball? I prefer water skiing to surfing. Are you interested in...? I like watching it. I'd rather watch it than play it. T: Look at the useful expressions on the screen. They are about asking interests and hobbies and possible answers. Please read the expressions aloud. Suppose you are a reporter and interview three of your friends about their favourite sports. Then fill in the forms with their answers. Prepare them in groups. A few minutes later, I'll ask some of you to act out the interview and read what you fill in the form. (The students prepare the dialogues in groups and then fill in the form. The teacher goes among the students and answers the questions the students meet and directs the students' activities.) (A few minutes later.) T: Are you ready?(Ss: Yes.)Which group will act out? The first group:(The students of the first group stand up.)Let us have a try....Sample dialogue 1. A: Hi. Can I ask you a question? B：Sure． A：Which sport d0 you like best? B：Hmm．1et me think．Oh．basketball．I think I like basketball best． A：Why do you like basketball? B：I like basketball because it is fast and exciting．The players jump high and the games are always very close．Some games are decided in the last few seconds． 2．A：What's your favourite sport? B：My favourite sport is football．I love watching the Chinese team play．The players are very good and they use a plan to try to beat／defeat the other team． A：But sometimes two teams play a whole game and never score a goal． B：Yes, but scoring a goal is riot the only exciting thing．Each player will do many amazing things in a game and the players work together to score a goal．Even if the teams don't score a goal，the game is fun to watch． T: Please put your books on your desk. I'll check your forms. (The teacher checks the students' forms.) One possible version:NameWhich sport do you like best?Why?Wang DongSwimming.Born in the seaside.Li PeiVolleyball. Admire the spirit of the Chinese Women Volleyball Team.Zhang WeiBasketball. Both his parents are basketball players. ?Step Ⅵ.Summary and Homework T: In this class, we've talked about some sports, listened to some materials and done some exercises. Now close your books and tell me some useful expressions when asking about interests and hobbies as well as possible answers. One student, one expression. Sa: Which do you like, A or B? Sb: What's your favourite sports?...(The teacher writes them on the blackboard.) T: Now today's homework: Have a free talk with your classmates, talking about your favourite sport and using the useful expressions we've learned. And do exercises in Listening and Talking on Page 127 and Page 128 in you workbook. Sample dialogue： A：Which do you like better．running or jumping? B：I prefer jumping to running．I am good at jumping．What about you? A：I prefer running to jumping． B：Really? Which sportsman do you prefer? A：I like Louis．He won 8 Olympic gold medals．He is the fastest runner in the world． B： But Michael Jordan is my favourite．He plays basketball so well．And everyone in our class likes playing basketball． A：Is that so? In my class．a(chǎn)lmost all the boys like playing football．We prefer football to basketball． B：Do you know some of the famous football stars? A：Yes, such as Fan Zhiyi and... Suggested answers to the exercises：1． Sports Star No. 1 Name, Ronaldo Sport: Soccer/ Football Reasons: He scored many goals. He overcame difficulties. He helped the UN make the world better. Sports Star No. 2 Name: Jason Kidd Sport: Basketball Reasons: He led his team to victory. He helped his teammates become better players. He helped young people follow their dream and love school. 2．Sports star No．3 Name：Yao Ming Sport：basketball Reasons：He is tall and has great skill．He scored many points．He helps the houston Rockets in the NBA． Sample discussion： SA：I am worried about athelets who cheat by using drugs or other methods to win．We watch the Olymptics to see the best athletes complete．We do not want to see athletes who cheat or use drugs to win．The best athlete should win without drugs or cheating．Using drugs is dangerous．too．Athletes should not use drugs．Because they may get sick and they may make young sports fans think that drugs are good． SB：I think that the biggest problem is that the Olympic judges are unfair． Some judges give lower scores to athletes from countries they don't like．a(chǎn)nd sometimes judges and referees help a team win．This is wrong．If nothing is done about this，sports fans will get angry and won't watch the Olympics． SC：I agree that these problems are serious，but I also think we should do something about the Olympic officials．The Olympic Committee has a lot of power and sometimes uses this power the wrong way．Officials from cities that want to host the Olympics also do bad things sometimes．If we want the Olymptics to be successful and popular．we must make sure that the officials don't do anything bad． SD：I am worried about the spirit of the Olympics．In my opinion．today's athletes care too much about money and winning．Winning is important．but the Olympic sprit is more important．The Olympic athletes meet to compete，but also to make friends and show that athletes and sports fans from all over the world are like a big family． Step Ⅶ.The Design of the Writing on the Blackboard Unit 8 Sports The First Period Useful expressions: Asking about interests and hobbies Which do you like,...or...? What's your favourite sport? Which sport do you like best? Which do you prefer, badminton or tennis? What about baseball? Are you interested in...? Possible answers: Sure. I love sports. Yes, very much./No, not very. Shooting, I think. I like tennis best. I prefer water skiing to surfing. I like watching it. I'd rather watch it than play it. Step Ⅷ.Record after Teaching _______________________________ _______________________________ _______________________________ _______________________________ 高二英語教案：《Unit 10 At the shop》教學(xué)設(shè)計(jì)（二） Teaching Aims 1. Learn lesson 38 to get brief idea of the story. 2. The students are required to answer some questions. Step I Revision 1）Check the homework exercises. 2）Ask the students to retell the dialogue. StepⅡWarm---up Questions and answers: 1. Show a Mark Twain’s picture and talk about him. 2. In our middle school text books. What articles were written by Mark Twain? “Run for a Governor.” “A Million Pound Note” Step Ⅲ Watching and Listening Watch the video or Listen to the tape and then answer these questions. 1. Why did the shop assistant show the customer the cheapest clothes? 2. What made the manager very excited? Key: 1. He thought the customer was very poor and could not afford to buy expensive clothes. 2. He thought the customer was a millionaire Step ⅣReading Read the dialogue quickly and try to answer the questions. Ask them to read the passage carefully. 1. What did the customer want? 2. How did the customer Tod? 3. What did the shop assistant show the customer? 4. How did the customer want to pay? 5. What made the manager fed excited? 6. What can we learn from the story? Keys: 1. The customer wanted to buy a suit. 2. He looked poor. And his clothes were old. 3. He showed the customer the cheapest clothes 4. He wanted to pay with a large note. 5. The million pound note made the manager feel excited. 6. We should never judge a person by his clothes. Step ⅤLanguage points 1. no matter wh ---引導(dǎo)讓步狀語從句 2. Is anything the matter? 怎么回事？the matter = wrong 3. do sth. a favour = do a favour for do 幫某人一個(gè)忙；答應(yīng)某人的要求 4. drop in on 人/ drop in at 地點(diǎn) Step VI Speaking and Talking Please look at two pictures on the book.. Let the students to work in pairs. Check their answers with the whole class. Picture 1: A customer came into a tailor's shop. The shop assistant looked at him up and down. From the clothes, the assistant thought he was a poor man. Picture 2: After the tailor knew the man had one million pound note, he was very surprised. The manager measured him by himself. They changed their attitude to the man completely. Step VII Oral practice Divide the Ss into a few groups to practice a play according to the text. Step VIII Exercise Do Exercise 3 on Page 119 Keys: suit; note; down; chose; choice; showed; surprised; up; exceed; favor, off; put; measured; material; to; order; change; all; put; in; when Step IX Homework 1. Retell the story in your own words. 2.Prepare Lesson 39. 教案點(diǎn)評(píng)： 本教案以閱讀及口語練習(xí)為主的教學(xué)方式，教師由圖片導(dǎo)入本課提出課文相關(guān)問題，通過聽與讀,提高學(xué)生的閱讀能力及課文理解，教師以本課的口語練習(xí)與討論，以調(diào)動(dòng)學(xué)生在學(xué)習(xí)中充分地進(jìn)行參與，增加課堂的趣味性與生動(dòng)性。高二英語教案：《Unit 8 Sports》教學(xué)設(shè)計(jì)
高二英語教案：《Unit 10 At the shop》教學(xué)設(shè)計(jì)（二）
