小學(xué)語文微課教案

Unit10BythetimeIgotoutside,thebushad&nbs。

相關(guān)知識(shí)

Module4FineArts—WesternChineseandPopArts-Reading&nbs

Module4FineArts—WesternChineseandPopArts-ReadingandVocabulary教案

學(xué)習(xí)目標(biāo)

1知識(shí)與技能

1）Trainthestudents’readingcomprehensionskills.

2）Words,phrases,andsentencepatterns.

2過程與方法

1)Explanationstohelpthestudentsunderstandthepassagebetter.

2)Trainthestudents’readingskillsbydealingwithsomereadingactivities.

3情感與價(jià)值

Requestthestudentstoloveart

教學(xué)重點(diǎn)

Trainthestudents’readingskills.

教學(xué)難點(diǎn)Learnhowtoorganizeapassage.

學(xué)法指導(dǎo)：自主學(xué)習(xí)，學(xué)會(huì)預(yù)習(xí)；合作學(xué)習(xí)，探討問題；展示成果，發(fā)現(xiàn)不足。

知識(shí)連接：artistcolourfuldrawingpaintingexhibitionportraitrealistic

Landscapewatercolouraimstandexpressionunusualstyle

問題邏輯：

1.Previewthereadingandvocabularypartandfinishactivities3

onpage34Writedownyouranswers.

Answerstoactivity3:

1.___a____2.____b_3.___b___4.___a__5._b_____6_a_____

2WorkinPairsorgroupsandFillintheblanksaccordingtothereadingtext.inmodule4

painters

Country

achievements

Paintingstyle

Pablo

picasso

spain

Consideredtobethegreatest1_western_artistofthetwentiethcentury;starting2_Cubism_with

GeorgeBraque

Paintingwithdifferent3aspectsofobjectorpersonshowingatthe4same

time

Roy

Lichtenstein

5_America

______

Aworldfamousexample

of6___Popart

Showingordinary

Twentieth-century7__Citylife

Qibaishi

China

OneofChina’sgreatest

painters

Followingthe8traditional

ChineseStyleofpainting;9_observing

_____theworldofnatureverycarefully10_XuBeihong

_______

China

OneofChina’sbest-known

11_Twentieth-century

_____artists;famousfor

His12_livelypaintingsof

horses

Paintinginthetraditional

13__Chinesestyle

_____;showing14_reality

___

,notjust15_imitatingit

Fillintheblankswithproperwordsaccordingtotheculturalcornerofmodule4

ItisgenerallybelievedthatPabloPicassoisthetwentieth–century’sgreatestwestern

1artist.BorninSpain2,Picassowasalreadyanexcellentartist.bytheageof

ten.sixyearslater,hehadhisfirstexhibition3.InhisearlytwentiesPicassomovedtoFrance

4.From1904to1906Hepaintedaseriesofpicturesmainlyinblue5,showingpoor,unhappypeople..From1904to1906isknownasPicasso’s“pinkperiod’’,duringwhichhepaintedperiod

muchhappier7picturesinthecolorpink.later,Picasso,togetherwithanotherSpanishartistGeorgeBraque,startedanimportantnewartisticmovement8calledCubism.AllPicasso‘sfirstCubistpaintingswerepainted9inbrownandgrey.PeopleagreePicasso’sgreatestCubistpaintingisGuernica,whichisthenameofatowndestroyed10duringthe1930swarinSpain.

詞語辨析

一Alive,live,living,lively

1aliveadj活著的,可作表語(可與living互換),賓語,補(bǔ)足語,作定語時(shí)需后置.(一般用于人或物)

2liveadj活著的,有生命力的(與dead相對(duì)應(yīng))只能做定語(一般用于動(dòng)物,不修飾人);現(xiàn)場(chǎng)直播的(與recorded相對(duì)應(yīng))

3living,adj活著的,有生命的,現(xiàn)行的,流行的

4livelyadj生動(dòng)的,活潑的

二observe,find,discover,notice

1observe,注意觀察;強(qiáng)調(diào)帶有一定目的地觀察

2find找,找到;普通用語,強(qiáng)調(diào)原來擁有的東西丟了或不見了又找到了

3discover指原來就存在,但一直未被發(fā)現(xiàn),現(xiàn)在發(fā)現(xiàn)了

4notice指偶然看到或無意識(shí)地注意到

歸納小節(jié)

表喜歡的詞或詞組

Love愛，喜愛后加名詞，代詞，動(dòng)名詞，

Like喜歡用法類似與Love

Would/shouldlike/love想要，愿意。后加名詞，代詞，不定式，

Enjoy喜歡，欣賞，享有。后加名詞，代詞，Ving形式，

Befondof后加名詞,Ving形式通常不用于否定句

Beinto常用于口語,喜愛,熱衷于相當(dāng)于beinterestedin

Carefor喜歡,常用于否定句和疑問句

Gofor喜歡,支持,偏愛

課堂檢測(cè)：

練習(xí)用Alive,live,living,填空

1_livefishsellswell.

2Itwasalivebroadcast,notarecording

3Nomanalivecoulddobetter.

4Englishisoneoftheliving_languages.

學(xué)習(xí)反思:作業(yè)布置

1The________wastakenattheSummerPalaceinBeijinglastyear.

AportraitBpictureCpaintingDdrawing

2Thisistheadvice________

AadoptBadoptedCadaptedDadapted

3MissLihasastrangewaytomakeherclasses________andinteresting

AaliveBliveClivingDlively

4Theyhaven’ttheirownchild;Tomistheir________son.

AadaptedBaffectedCadoptedDadvanced

5Ican’t_______peoplesmokingaroundmewhileI’meating.

AagreeBmakeCsupportDstand

6Paulhasjustboughtalittlehouse,withitsdoor______thesouth

AfacesBfacedCfacingDface

7Everyoneisdoingall_________theycan_______thosesufferingfromtheearthquake

Athat;helpBthat;tohelpCwhich;helpDwhat;tohelp

8Iknowlittleaboutthegirl_______she’sfromChengdu

AthatBbecauseCexpectDexceptthat

9Heseemsastrangeperson;Idon’tknow_____him.

AwhattomakeofBhowtomakeof

CwhattomakefromDhowtomakefrom

10AlexanderGrahamBell,borninEdinburgh,Scotland,,

_______thetelephone.

Aisconsideredtoinvent

Bisconsideredtohaveinvented

Cisconsideringtoinvent

Disconsideringtohaveinvented

11______thatshedidn’tdoagoodjob,Idon’tthinkIamablerthanher

AtohavethatBsaidCtosayDsaying

12Thenewsthatwewerelookingforwardto______here.

AcomingBcomeChascomeDsaying

13LivingInthecountrysidemeansthatIdon’t_____toseemanymodernthings

AtryBgetCfeelDafford

14-_____youwillhelpmewiththecaseupstairs?

-Noproblem

AMaybeBProbablyCPossibleDPerhaps

15Inmyopinion,youcan’tdoanythingbut_____tillhecomesback

AwaitBwaitingCwaitedDtowait

1-5BBDCD6-10CBDAB11-15DCBDA

Unit10Americanliterature

Unit10Americanliterature
Ｉ．單元教學(xué)目標(biāo)
技能目標(biāo)SkillGoals
▲TalkaboutAmericanliterature
▲Practisepredictinganddescribingwhatastorymightbeabout
▲Reviewalltheverbtenses
▲Writeabookreview
II．目標(biāo)語言
功能句式Predictanddescribewhatanovelwithacertainthememightbeabout.
Whatwouldbeaninterestingstory?
Whatwouldbeanexcitingplot?
Whatcharacterswouldlikelyappearinit?
Whatwouldthecharactersbelike?
Whereandwhenwouldthestorytakeplace?
Wouldyouliketoreadashortstoryoranovel?
Doyouwanttoreadforpleasureorforschool?
詞匯1.四會(huì)詞匯
garbage,maid,prince,outcome,penny,grocery,bakery,weep,furnish,shabby,mailbox,bell,rag,rare,garment,worn,carpet,barbershop,haircut,anecdote,booklet,mutton,stove,baggage,pale,prayer,approve,anyhow,shave,comb,tortoise,flash,simplify
2.認(rèn)讀詞匯
DudleyRandall,Della,Dillingham,backyard,cascade,Sofronie,curl,ConeyIsland,WilliamSydneyPorter,Broadway,tortoiseshell,jewel,reaction
3.詞組
attendto,takepridein,doup,letdown,fixsthon/uponsb,atlength
4．重點(diǎn)詞匯
weep,furnish,shabby,anecdote,baggage,pale,approve,anyhow,shave,flash,simplify
語法Reviewalltheverbtenses.
重點(diǎn)句子1.Expenseshadbeengreaterthanshehadcalculated.P84
2.Shehesitatedforaminuteandstoodstillwhileatearortwofellonthewornredcarpet.P85
3.Therewasnootherlikeitinanyofthestores,andshehadturnedalloftheminsideout.P85
4.ItwasworthyoftheWatch.P85
5.It’llgrowagain—youwon’tmind,willyou?P88
6.I’mmewithoutmyhair,aren’tI?P88
III．教材分析與教材重組
1.教材分析
本單元以Americanliterature為話題,通過詩歌欣賞，判斷文學(xué)作品主題和閱讀文學(xué)名著等學(xué)習(xí)方式，使學(xué)生對(duì)美國文學(xué)的特點(diǎn)以及發(fā)展歷史和現(xiàn)狀有一定的認(rèn)識(shí)和了解，并能用已有的關(guān)于美國的歷史、政治、文化等方面的知識(shí)判斷和描述一部文學(xué)作品的主題、內(nèi)容梗概和寫作方法；能夠運(yùn)用所學(xué)的語言知識(shí)和技能聽懂以對(duì)話形式對(duì)文學(xué)俱樂部舉行的某些活動(dòng)的評(píng)論，如成功和失敗之處、優(yōu)點(diǎn)和缺點(diǎn)所在等；并能用英語談?wù)撁绹膶W(xué)作品，包括判斷主題、分析寫作特點(diǎn)、討論作品主人公的個(gè)性、總結(jié)中心思想等，并對(duì)作品加以評(píng)論。
1.1WARMINGUP用一首小詩激發(fā)學(xué)生對(duì)美國文學(xué)進(jìn)一步了解的興趣，并使學(xué)生對(duì)美國黑人的詩歌有一個(gè)初步認(rèn)識(shí)。它既呈現(xiàn)了本單元的中心話題—Americanliterature，又以回答問題的形式幫助學(xué)生以這首小詩為線索去探究美國文學(xué)的特點(diǎn)，為以后關(guān)于“Americanliterature”的進(jìn)一步聽、說、讀、寫的學(xué)習(xí)打下基礎(chǔ)。
1.2LISTENING包括兩個(gè)部分。第一部分中要求學(xué)生在“聽”之前談?wù)撘幌伦约涸谟⒄Z角或英語俱樂部所參加過的活動(dòng)以及他們的感受和經(jīng)歷；或者聽說過的、更有趣的英語活動(dòng)和學(xué)習(xí)途徑，為下一步的“聽”作充分的準(zhǔn)備。第二部分是一篇對(duì)話，Ben,AnnandLily正在為俱樂部組織一次英語活動(dòng)。該部分設(shè)置的問題是：分析本次活動(dòng)成功的原因和一次英語角活動(dòng)不成功的原因，有一定難度。通過這項(xiàng)任務(wù)的完成，培養(yǎng)學(xué)生抓住聽力材料中的要點(diǎn)信息、同時(shí)加以分析和總結(jié)的能力。
1.3SPEAKING是一項(xiàng)對(duì)話練習(xí)，內(nèi)容是根據(jù)所給出的四幅圖片，運(yùn)用已有的關(guān)于美國的歷史知識(shí)去判斷每幅圖片有可能表達(dá)的一部文學(xué)作品的主題是什么。這項(xiàng)設(shè)計(jì)的特點(diǎn)是：①讓學(xué)生使用有關(guān)談?wù)撐膶W(xué)作品的特點(diǎn)、人物以及故事發(fā)生的時(shí)間、地點(diǎn)等方面的語言交流自己對(duì)某些文學(xué)作品看法和觀點(diǎn)；②豐富學(xué)生談?wù)撐膶W(xué)作品的語言，包括詞匯和句型等；③激發(fā)學(xué)生對(duì)美國文學(xué)的興趣，并加深對(duì)美國文學(xué)的了解，為今后喜愛閱讀更多的美國文學(xué)作品的原著打下初步的基礎(chǔ)。
1.4PRE-READING是READING的熱身活動(dòng)。設(shè)計(jì)了兩個(gè)任務(wù)供學(xué)生實(shí)踐和完成。第一項(xiàng)任務(wù)是：通過略讀的方法快速獲取信息并推斷故事情節(jié)的進(jìn)一步發(fā)展。第二項(xiàng)任務(wù)是：用瀏覽的方式在課文中快速找出特定的信息用以回答問題。
1.5READING是一部短篇小說，節(jié)選自美國著名短篇小說家歐亨利的著名短篇小說《麥琪的禮物》。文章講述了一對(duì)窮困的年輕夫婦為互贈(zèng)圣誕禮物而忍痛賣掉引以自豪的長(zhǎng)發(fā)和懷表，卻換來了不再起作用的發(fā)梳和表鏈的故事，反映了美國下層人民生活的艱難和辛酸，贊美了主人公善良的心地和相濡以沫的愛情。文章情節(jié)生動(dòng)，構(gòu)思巧妙，文筆簡(jiǎn)短而精練，結(jié)局出人意料。
1.6POST-READING部分設(shè)計(jì)了三類任務(wù)，其中第一類是針對(duì)文章的理解，評(píng)價(jià)學(xué)生對(duì)文章理解的程度(Exx.1—4)；第二類是要求學(xué)生以根據(jù)課文做出的正誤判斷題為線索寫一篇描述德拉的短文(Ex.5)；第三類任務(wù)要求學(xué)生根據(jù)已知的故事情節(jié)推斷小說后半部分的故事情節(jié)將會(huì)怎樣發(fā)展(Ex.6)。后兩項(xiàng)任務(wù)具有很大的靈活性和挑戰(zhàn)性。
1.7LANGUAGESTUDY分為詞匯和語法兩項(xiàng)。詞匯部分幫助學(xué)生學(xué)習(xí)用適合的形式和意義使用詞匯和短語，旨在培養(yǎng)學(xué)生運(yùn)用英語詞匯和短語的能力。語法項(xiàng)目是復(fù)習(xí)動(dòng)詞的各種時(shí)態(tài)。
1.8INTEGRATINGSKILLS包括讀和寫兩部分。該部分是READING的續(xù)篇。在這部分中，小說的故事情節(jié)有了戲劇性的發(fā)展和出乎意料、卻又在情理之中的結(jié)局。該部分的教學(xué)重點(diǎn)是分析文章的寫作特點(diǎn)和表現(xiàn)手法并啟發(fā)學(xué)生細(xì)心體會(huì)作者是如何以文學(xué)作品為載體去表達(dá)一個(gè)深刻的思想內(nèi)涵的。寫作部分的任務(wù)有兩項(xiàng)：一是根據(jù)所給出的四幅圖片描寫本篇小說的故事情節(jié)；二是寫一篇這部小說的摘要并對(duì)此加以評(píng)論以提高學(xué)生的寫作能力。
2.教材重組
2.1從話題內(nèi)容上分析，WARMINGUP和SPEAKING以及Workbook中的TALKING比較一致;將這三部分整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“口語課”從教材份量來說也比較適當(dāng)。
2.2無論從話題內(nèi)容上分析，還是從訓(xùn)練目的上分析，LISTENING與Workbook中的LISTENING都相一致；因此，可將兩個(gè)LISTENING整合在一起，設(shè)計(jì)成一節(jié)“聽力課”。
2.3將PRE-READING,READING和POST-READING三個(gè)活動(dòng)整合在一起設(shè)計(jì)成一節(jié)“閱讀課（一）”。
2.4根據(jù)本單元的特點(diǎn)（INTEGRATINGSKILLS中的READING是READING的續(xù)篇），將INTEGRATINGSKILLS中的READING和WRITING整合成“閱讀課（二）”緊接第三課時(shí)。
2.5將LANGUAGESTUDY與Workbook中的PRACTISING部分整合在一起，組成一節(jié)“語法課”。
2.6將Workbook中INTEGRATINGSKILLS的READING（泛讀）“以及WRITING整合成一節(jié)“泛讀與寫作課”。
3.課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用6課時(shí)教完。）
1stPeriodSpeaking
2ndPeriodListening
3rdPeriodReading
4thPeriodExtensivereading
5thPeriodLanguagestudy
6thPeriodExtensiveReadingWriting
Ⅳ.分課時(shí)教案
TheFirstPeriodSpeaking
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.重點(diǎn)詞匯和短語
theme,Americanliterature,nativeAmericans,slavery,theCivilWar,asaguidefor,outcome
b.交際用語
Whatwouldbeaninterestingstory?
Whatwouldbeanexcitingplot?
Whatcharacterswouldappearinit?
Whatwouldthecharactersbelike?
Wherewouldthestorytakeplace?
Whenwouldthestorytakeplace?
Wouldyouliketoreadashortstoryoranovel?
Doyouwanttoreadforpleasureorforschool?
2.Abilitygoals能力目標(biāo)
EnablethestudentstotalkaboutthethemesofAmericanliterature,tellwhattypeofstoriestheyliketoreadanddiscusswhysomebookswrittenbyAmericanwritersarepopularbutsomearenotsopopular.
3.Learningabilitygoals學(xué)能目標(biāo)
Helpthestudentslearnhowtopredictthethemesofnovelsaccordingtogiveninformation.
Teachingimportantpoints教學(xué)重點(diǎn)
LettheSslearntodescribeandpredictdifferentthemesofAmericanliteratureandwhattypeofstoriestheywouldliketoread.
Teachingdifficultpoints教學(xué)難點(diǎn)
HowtoexpresstheirideasaboutdifferentthemesofAmericanliteratureintheproperwaysuchasanexcitingplot,characters,whenandwherethestorytakingplaceandsoon.
Teachingmethods教學(xué)方法
1.Talkingmethod;
2.Pairworkorgroupworktohaveadiscussion.
Teachingaids教具準(zhǔn)備
Acomputerandaprojector.
Teachingproceduresways教學(xué)過程與方式
StepIRevision
T:Goodmorning/afternoon,boysandgirls!
Ss:Goodmorning/afternoon,Sir/Madam!
T:Doyoulikereading?
Ss:Yes.Wealllikereading!
T:Idon’tthinkso.WheneverIseeyou,youaretalkingaboutsports,music,food,clothes,pictures,starsandsoon,butseldomareyoutalkingaboutreading.
Sa:Youarepartlyright,Sir/Madam.Weseldomtalkaboutreadingjustbecausewehavedifferentinterestsindifferentkindsofliteratureworksanddifferentthemes.
Sb:Alsobecausewehavetoreadsomuchforschooleverydayandhavesolittletimetoreadwhatwelikeforpleasure.
T:Oh,I’msorryforwhatIsaidjustmow.Thatistosay,youdidyourhomeworkverywellyesterday?
Ss:Certainly!
T:AndyouhavegotasmuchknowledgeaboutAmericanliteratureasyoucan?
Ss:Yes!
T:Great!Let’shaveacompetitionbetweenboysandgirls.Thosewholiketojoininthecompetitionstandinlines,boysstandontheleft,girlsright.Ourcompetitionwillgoonlikethis:Eachofthegroupnumberswillwriteoutoneworkwithitswriter’snameontheblackboard,dothatinturnineachofyourgroupsasquicklyasyoucan.Youcanwritedifferentworksbythesamewriter,butcan’twritethesamework.OK?Anotherthing:Ifyoubothgetthesamenumberoftheworks,thegroupwithmoredifferentwriterswillbethewinner.We’llfinishitwithinthreeminutes.Areyouready?One,two,three,go!
Afewminuteslater,checktheworktogetherandcongratulateonthewinninggroup.Thenhandouttheprizespreparedforthewinnerstoencouragethem.
Possibleresult(B):blackwriter
BoyGroup
TheAdventureofTomSawyer
——MarkTwain
TheBeastintheJungle
——HenryJames
MainStreet
——SinclairLewis
NativeSon
——RichardWright(B)
TheScarletLetter
——NathanielHawthorne
TheOldManandtheSea
——ErnestHemingway
TheCalloftheWild
——JackLondon
MartinEden
——JackLondonGirlGroup
AdventuresofHuckleberryFinn
——MarkTwain
TheCantos
——EzraPound
TheGrapeofWrath
——JohnSteinbeck
InvisibleMan
——RalphEllison(B)
AFarewelltoArms
——ErnestHemingway
TheGiftoftheMagi
——O.Henry
TheLastLeaf
——O.Henry
...
Theboygroupwinsthecompetitionwithsevendifferentworksandwriters.
StepIIWarmingup
TalkaboutsomefamousAmericanwritersandtheirfamousworksappearingonthescreen.
T:Youdidagreatandexcitingjobjustnow.Well,let’slookatsomepictures.Doyouknowsomethingaboutthem?Ifyouknow,pleasetellusasmuchasyoucan.
ShowsomepicturesaboutsomefamousAmericanwriterssuchasMarkTwain,ErnestHemingway,O.Henry,NathanielHawthorne,andsoon.Atthesametime,asktheSstotrytotalkaboutthepicturesinorderthattheSscandrawasmuchinformationaboutAmericanliteratureaspossible.
ShowthepictureofNathanielHawthorneandhisfamousworkTheScarletLetteronthescreen.
T:Who’she?Andhaveyoureadthenovel?
Sa:HeisNathanielHawthorne.Iknowalittleabouthim.HawthorneisanovelistandshortstorywriterandTheScarletLetterisoneofhismostsuccessfulworks.ButIhaven’treadthenovel.
T:Good.Doyouknowsomeotherbest-knownworkswrittenbyHawthorne？
Sb:Letmetry.TheHouseoftheSevenGables,TwiceToldTalesandTheArtistoftheBeautiful.
T:Verygood!Let’sseesomethingabouthim.
Showthebriefintroductiononthescreenandasksomeonetoreaditaloud.

NathanielHawthorne
BorninSalem,Massachusetts.Novelistandshortstorywriter,acentralfigureintheAmericanRenaissance.NathanielHawthorne’sbest-knownworksincludeTheScarletLetter(1850)andTheHouseoftheSevenGables(1851).
T:WehavelearnedsomethingaboutNathanielHawthorne.Nowlookatthis!Haveyoureadthestory?Anddoyouknowsomethingaboutitswriter?
ShowthepicturesofHarrietBeecherStoweandherfamousworkUncleTom’scabinonthescreen.
Sc:Yes!Manyofushavereadthestory.Itisanantislaverynovelwrittenin1852byHarrietBeecherStowe.Thestorywasaboutafaithfulblackslavewaskilledbyacruelwhiteenslaverandmadepeopleknowhowcrueltheslaverywas.Itarousedthepeople’ssympathies.
T:Great!Now,let’slearnsomethingmoreaboutHarrietBeecherStowe.
Showthebriefintroductiononthescreenandasksomeonetoreaditaloud.
HarrietBeecherStowe
BornintheUSA.in1811.HerbookUncleTom’scabinnotonlymadeherfamousbutalsoshooktheworldandwashelpfulincausingtheAmericanCivilWar.TherewastimewheneveryEnglish-speakingpersonhadreadthenovelthatdidsomuchtostopslavery.PresidentLincolngreetedherasthe“l(fā)ittlewomanwhowrotethebookthatmadethisGreatWar.”
T:Haveyoureadthesepoems?
Showthepoetryanthologyonthescreen.
Ss:No.Heardaboutitbuthaven’treadit./Yes.Thepoemsintheanthologyarewonderful...
T:Yes.ThatisawonderfulpoetryanthologywrittenbyagreatpoetWaltWhitman.In1855Whitmanpublishedavolumeof12poemsathisownexpense,LeavesofGrass,whichhehadbegunworkingonprobablyasearlyas1847.Itwascriticizedbecauseofitsinnovationinverseform,thatis,theuseoffreeverseinlongrhythmicallineswithanatural,“organic”structure.
Whileintroducingthewriterandhispoems,showtheportraitofWaltWhitmanandthebookandthelogcabinwheretheworkwasbornonthescreen.

T:Nowlet’sappreciatetheversesfromoneofhispoems.
Showtheversesonthescreen.
OCaptain!myCaptain!ourfearfultripisdone;Theshiphasweather’deveryrack,theprizewesoughtiswon.
——OCaptain!MyCaptain!
WaltWhitman
T:Canyoutastethedeepmeaning?
Ss:Sorry...
T:HereWaltWhitmancomparesAmericatotheship,Lincolntothecaptain.Theship“hasweather’deveryrack”,whiletheirgreatcaptainlaydownforever.
Ss:...(TheSswillfeelverysorrywhenhearingthis.)
T:Yes.Thatiswhatgoodliteratureworksbringus.Look,Youmusthavereadthisbook.
ShowthebookTheAdventureofTomSawyeronthescreen.
Ss:Yes!Almosteveryonehasreadthebook.That’sveryinterestingandexcitingandmeaningful!
T:Whowroteit?
Ss:MarkTwain!!
ShowthepictureofMarkTwain.
T:MarkTwainishispenname.Doyouknowhisrealname?
Ss:SamuelLanghorneClemens.
T:That’sright.Canyoucountmoreofhisworks?
Sd:Certainly!BesidesTheAdventureofTomSawyer,hewrotemanyinterestingandhumorousstoriessuchasAdventuresofHuckleberryFinn,TheMysteriousStranger,LifeontheMississippi,TheGildedAgeandsonon.
Se:Alongwithessays,criticalworks,andmore.
T:Verygood!HereonthescreenaresomemoreinformationaboutMarkTwain.Pleasegothroughitbyyourselves.
AboutMarkTwain:
MarkTwain,pennameofSamuelLanghorneClemens,wasagreatliterarygiantofAmerica,whowasconsidered“thetruefatherofournationalliterature”.
ThetypicalthemeinClemens’writingwasthenarrationofastorybyayoungornativeperson.Whenhewroteaboutyouth,theyouthwasusuallywisebeyondhisyearsbutremainedanidealismwhichClementscomparedwiththeinsincerityandcrueltyoftheadultworld.
T:Tillnow,we’velearnedaboutmanyfamouswritersofAmericaandtheirworks,buthaveyoureadthiswork?PointingtothepoemonPage82.
Ss:No,wehaven’t.
T:Nowpleasereaditcarefullytwiceorthreetimes,thengothoughthequestionsgivenbelowandhaveadiscussioningroupsoffour.Afewminuteslater,I’llcheckyourjobs.
IfthereisenoughtimeorthestudentshaveenoughknowledgeabouttheAmericanliteratureandwriters,theteachercanhavetheSstalkmoreaboutthem.
Afewminuteslater.
T:Areyouready?
Ss:Yes!
T:Everyoneknowsthatthetextyou’vejustreadisapoem,yes?
Ss:Yes!That’sveryclear.
T:Canyouguesswhowrotethepoem?Imean,wasitwrittenbyawhitepoetorablackone?
Sf:Ithinkitwaswrittenbyablackpoet.
T:Butwhydoyouthinkso?
Sg:Becauseit’stalkingaboutlowestworkingpeopleallthewayandgivesthemandtheirworkhighgloryandshowstherespecttotheirancestors.
Sh:Ithinkso.Although“theblack”isn’tmentionedasingletimeinthepoem,stillIcanfeelitwaswrittenbyablackpoetthroughthesensibilitiesandthelanguages.Itdescribesthehardworkoftheirancestorsaswellastheirpoorlivingconditions.Whooncelivedamiserablelifelikepigs?Slaves!Whooncewereforcedtobeslaves?Blackpeople!
Si:Yes.Andwhomadetheblackpeople,bornfreeones,slaves?TheearlywhitesettlersinAmerica!SoIcanjudgeitmustbeAmericanliterature,andcouldn’tbewrittenbyanypoetfromanothercountry.AlsoIcanreadouttheblackpeople’saspirationforfreedomandequality.
T:Good!Wonderfuldeducing!Andwhatdeepthoughtcanwegetfromthepoem?
Sj:Ithinkthepoemisaboutaccusingofslaveryandtheunfairnessofthesociety.Itshowsusaspiritoffreedomandtellsusthatpeopleareborntobeequalandnobodyisnoblerorlower.
T:Verygoodanswers,andyouallhavedeepthinkingaboutthepurposeofthewriter.
Sk:JustnowSisaiditmustbeAmericanliterature,Iagreewithit.Fromthehistoryandthesubstanceofthepoemwecanknowthis.AmericausedtobeacolonyofEngland.SlaveryexistedinAmericaforalongtime.Slavesweretreatedcruellyasdraughtanimals.AsAmericahadnotaperiodoffeudal,Americansdidn’tbelieveinKingsandQueens.AftertheIndependentWarandtheCivilWar,Americamarchedontofreedom.Atthattime,slaveryhadbeenabolishedbutthethinkingofslaveryandracialdiscriminationstillrootedinthemindsofAmericans.Thewriterwantedtobreakthewallbetweenpeople,callforequalityandblackpeople’sself-respectandconfidence.Sohewrotethispoem.
T:Great!You’veanalyzedthehistoryoriginandmadetheanswerreasonable.Andthen,whocantellussomethingaboutthewriter,whosenamewasmarkedbelowthepoem?
Sl:Iknowsomethingabouthim.DudleyRandallwasborninWashington,D.C.in1914.HeworkedduringtheDepressioninthefoundryoftheFordMotorCompanyinDearborn,Michigan,andthenasacarrierandclerkfortheU.S.PostOfficeinDetroit.HeservedintheU.S.ArmySignalCorps,andgraduatedfromWayneStateUniversityandtheUniversityofMichigan.
Sm:Hewasalibrarianatseveraluniversities,andfoundedtheBroadsidePressin1965“soblackpeoplecouldspeaktoandfortheirpeople”.
T:Verygood.Andwhatabouthisideatotheblackpoets?
Sn:RandalltoldNegroDigest,“Precisionandaccuracyarenecessaryforbothwhiteandblackwriters...‘Ablackaesthetic’shouldnotbeanexcuseforsloppywriting.”HeurgedAfricanAmericanwriterstorejectwhatwasfalsein“white”poetry,butnottoforsakeuniversalconcernsinfavorofaracialagenda.
T:Wonderfulandclear!Whocantellsomethingabouthisachievements?
So:Letmetry.HisworksincludeOnGettingaNaturalandALitanyofFriends;NewandSelectedPoems.HeeditedTheBlackPoets,anextensiveanthologyofpoetry,fromslavesongstothepresent.
T:Excellentjobsyou’vedone!
ShowthepicturesofDudleyRandallandoneofhisworks.
T:WhenlookingbackthehistoryandlifeintheUnitedStates,whatspecialthemesandwhatsortofstorieswouldyouexpectforAmericanliterature?Iwanttoknowyourideas.
Sp:Iwanttoreportmyidea.AmericausedtobeacolonyofEnglandandslaveryexistedforalongtime.FreedomcametrueaftertheIndependentWarandtheCivilWar.Therewerealotofstoriesaboutloveandcourageinwars.SothefightsaboutAmericanespeciallyblackpeoplewhofoughtforfreedomandequalrightsmustbeveryexciting.
Sq:I’vereadthestoryAdventuresofHuckleberryFinnwrittenbyMarkTwain,whichisaboutawhiteboyandablackslaverunningawayfromtheirterribleplacestogethertohavetheiradventuretravel.Thestoryisveryinterestingandexciting.
Sr:Iexpectforthemesaboutwars.Thefuriouswarcanshowusthestrongforcetotheslaveryandbringuscourageandpower.Certainly,thisthemecanmakeusfeelexcitedandthrilling.
St:Thethemesaboutthecommonpeople’slifeofAmericawillbeattractions,fromwhichwecanknowmoreaboutthereallifeofpeopleinlowerclass.Thiskindofthemesisoftenrealisticandmovingwithkindandhard-workingcharactersinthem.Wecanlearnmorefromthemandgetedificationinheart.
T:Good!AndyouhavesomuchwonderfulthoughtthatIalmostwanttoreadallofthethemesoftheAmericanliteratureworks.HowcouldIdoandwhichoneshouldIchoose?
TheSswillhaveavarietyofideasaboutthethemesofAmericanliterature.Dealwiththesituationabouttheirdiscussionandletthemreportfreelydependingontimeandthecase.Collecttheideasabouttheirinterestingthemesbymakingaformforthestudentstofillin.
Possiblelist
ThemesWorksWriter
AntislaveryandCivilWarUncleTom’scabin
TheSlaveHarrietBeecherStoweRichardHildreth
NativeAmericanTheAdventureofTomSawyer
LifeontheMississippiMarkTwain
WesternPioneersShaneJackSchaefer
NeuterLeavesofGrassWaltWhitman
CommonlifeTheGiftoftheMagiO.Henry
………
StepIIISpeaking
T:Fromwhatyoudidjustnow,Ibelieveyou’veknownmuchabouttheAmericanliterature.Youknowthemajorthemesintheliteratureofacountryreflectimportanteventsorperiodsinthehistoryofthecountry.TherearefourpictureshereaboutAmericanliterature.LookatthemanduseyourhistoryknowledgeabouttheUSA.Workinpairsanddiscusswhatkindofstoriesyou’dliketoread,usingtheusefulexpressionsonPage84.Afewminutes1ater,I’llasksomeofyoutopresentyourideasintheformofdialoguestotheclass.OK?
Ss:Yes!
Thestudentsstarttohaveadiscussioninpairs,whiletheteachergoesamongthemtoseeiftheyhaveanyquestionsanddirectsthestudents’activities.
Afewminuteslater.
T:Areyouready?
Ss:Yes.
T:Whowantstobevolunteer?
Ss:(Thefirstpair)Letushaveatry.
PossibleDialogues
Picture1
A:DoyouknowwhowasthenativeofAmericabeforeEuropeancame?
B:Ithink,it’sIndian,AmericanIndian.Therearealotofstoriesaboutthem,andsomeareveryinteresting,especiallysomeabouttherelationshipbetweenIndiansandwhitepersons.
A:Really?Ifeeltheurgeinmyhearttoknowsomethingaboutthem.Doyouknowanyfamousnovelsaboutthem?
B:Sorry,butIhaveseenafilmnamed“Dancingwiththewolves”,it’sastoryaboutacaptain,anEnglishwhiteman,whowenttothewestpartofAmerica,whenalotofpeoplehadgonethereandIndianswerediscriminatedandkilledbywhitepersons.HemadefriendswithagroupofIndiansandhelpedthemnotbehurtbywhitepeople.It’saverysadstory.
A:Theremustbeanexcitingplot!Iwon’tmissit.
B:Ihopeyoucanenjoyit.
Picture2
A:IlikecowboyverymuchandIevendreamthatIcangotoAmericaandbeacowboyoneday.
B:Well,itisreallyawonderfuldream.ButhowmuchdoyoulearnaboutthelifeofcowboyinAmerica?
A:Verylittle,thatiswhatIwanttoknow.
B:IthinkIcantellyousomethingaboutit.Whenthepopulationofsettlersbecamelargerandlagerinthe1800s,manypeoplewenttothewestland.Theywereattractedbythelowpriceofthelandandthechancetoearnmoney.Atthattime,cowsweremorethanpeople,socowboyswereneeded.Torunafterthecows,cowboysrodehorsesandworeleatherboots.Theycreatedtheirspecialsongs,stories,lifestylesandspecialcharacters.Ifyouwanttoknowmoreaboutthem,youcanreadsomebooks,forexample,LifeontheBackofHorseandTheNotoriousJumpingFrogofCalaverasCounty.
A:Thankyouverymuch.Iwillgotothelibrary.
Picture3
A:Youhavebeentothelibrary,haven’tyou?
B:Yes,I’vejustborrowedsomeinterestingbooks.
A:Well,letmesee.Er…YouseemtolikeMarkTwain.
B:Notverymuch,butIreallylikehisnovelAdventuresofHuckleberryFinn,hiswell-knownbook.
A:Itsoundsinteresting.Whatisitabout?
B:ThestoryhappenedduringAmericanCivilWar.Acleverandkind-heartedboynamedHuckleberryFinnhelpedhisfriend,aslave,escapefromhisowner’sgarden.TheytraveledalongtheMississippi,andfinallytheygottothenorthpartofAmerica.Duringtheirincredibletrip,theybuiltafriendship.Astheslavegotfreedom,thestorygotahappyending.Thestoryshowsussomefactsofthewarandtellsusthattheslavesshouldbetreatedfair.
A:Itisreallyinteresting.IhopeIcanreadthisbookwhenyoufinishreadingit.
B:Noproblem!
Picture4
A:DoyouknowsomethingabouttheGreatDepressionat1933-1937?
B:It’saterribleeventforthewholeworld.Noonecanforgetit.Millionsofbusinesseswentbankrupt,millionsofpeoplelosttheirjobs,andmillionsofpeoplecouldnotsupporttheirchildren’sfood.ItwasalsoonereasonoftheWorldWarII.Ifyouwanttoknowit,youcanreadthebook“LiveofRoosevelt”.Itdescribesthisevent.
A:No,Idon’twanttoreadthiskindofbooks.Iwantsomestoriesatthattime,justforpleasure.Itneedsinterestingcharacters,excitingplotsandsoon,youknow?
B:Oh,wouldyouliketoreadnovels?You’vefoundtherightperson!YoucanreadsomestorieswrittenbyFrancisScottFitzgeraldsuchasTheGreatGatsby,TenderIsTheNightandTheLastTycoon.HisworkslayoutthebleakvisageinspiritinAmericanupperclassduringtheGreatDepression.IalsoadviseyoutoseesomefilmsofChaplin,hisfilmsreflectthelowest-classlifeatthattimeandtheyareveryinterestingandcangiveyoualotofadvicetofightwithterror.
T:Verygoodandwonderfuljob!Thankyouandsitdown,please!
StepIVTalking(WorkbookonPage218)
Letthestudentsworkingroupsoffour.ChooseoneofthegroupsoftheauthorsandhavethediscussionaboutwhysuchbooksarepopularornotpopularinChina.WhiletheSsdotheirgroupwork,goamongthemtoseeiftheyhaveanyquestionsanddirectthem.Afewminuteslater.
T:Wouldyouliketomaketheclassknowtheoutcomeofyourdiscussion?
Ss:Yes!
T:Who’dliketobethefirst?
Ss:(Thefirstgroup)We’lltryfirst.We’dliketotalkaboutEdgarSnow.
A:EdgarSnowwasanAmericanjournalistreportingonChina,andwasfamousforhisbookRedStarOverChina.I’vereadit.It’sveryauthenticandmoving.
B:Whatisthebookabout?Iheardaboutitbuthaven’treadit.IsitpopularinChina?
C:Yesit’sverypopular.In1936,hestartedhistravelfromBeijingandatlasthegottotheRedAreasofChina.ThereheinterviewedMaoZedongandrecordedfactuallyeverydaylifeoftherevolutionistsofChina.
D:InNovemberof1936,hewentbacktoBeijingandwrotedownwhathesawandheard.Atlast,hecollectedallhisreportsinthebookRedStarOverChina.
A:ThereisanotherreasonwhyitispopularinChina.Itisthefirstbookwrittenbyawesterner,inwhichtheRedAreasandthepeopletherearereportedfactually.
C:EdgarSnowwasanhonestperson.Healwayssoughttruefactsinbothhisbooksandlife.AndheisagoodfriendofChinesepeople.
B:Isee!Thepopularityofhisbookisbasedonhisnoblecharacter.Imustreadhisbookcarefully.
T:Verygood!Itseemsthatmostofyouhavereadthebook.It’sreallypopularinourcountry.
Ss:(Thesecondgroup)We’lltalkaboutIsraelEpstein.
A:I’mreadingthebookWomaninWorldHistory:LifeandTimesofSoongChingLingwrittenbyIsraelEpstein.
B:Oh,Ihaveheardofhim.HewasborninPolandandbecameaChinesecitizenin1957.
C:ButIheardhedied4daysago!
D:Yes.HehadbeenlivingandworkinginChinaformorethan70years.HewrotebooksaboutChinesehistory,China’srevolutionandconstruction.
C:IheardthathewasapersonalfriendofSoongChingLingandthebookyouarereadingisabiographyhewroteforher.
D:HelovedChinaandChinesepeopleverymuch,sothebookshewroteareverypopularinChina
T:Wonderfuljob!Doyouhaveanydifferentideas?
Ss:(Thethirdgroup)WehavesomeviewsaboutPearlSBuck.
A:TheGoodEarthisaboutChinesepeasants’lifeinthe1930swrittenbyPearlSBuck,whogainedNobelPrizeofliteratureforthisbook.
B:Ihavereadthisbook,itdescribesChinesepeasants’lifefactuallyanddeeply.Whenitwaspublishedin1931,itsoonbecamebestsellerinAmericaandwastranslatedintomanylanguages.
C:She’sawesternwomanwriterwithdisputation.InChina,someonelikesherworkwhilesomeonenotbecausethedescriptionaboutChinesepeasants’lifeisthethoughttohavesuspicionofsmear.
D:Yes.In1935,whenthebookwaspublished,itcausedagreatuproarintheworld.Whetherornot,ithasbeentranslatedintomanylanguagesandiswidespreadinwesterncountries.ItcontributedalottothepositiveimagethatWesternershaveaboutChinesepeople.
T:Youreallyhavedeepthoughtabouttheauthor.That’svaluable.Anyoneelse?
Ss:(Thegroupfour)WewanttosaysomethingaboutLinYutang,who’stheonlyChineseamongtheauthorsgiven.
A:DoyouknowaboutLinYutang?
B:Certainly!HewasafamouswriterandlearnerintheearlytwentiethcenturyinChina.HeoncetaughtinQinghuaUniversityandthenwenttostudyinAmericaandGermany.Inthe1920shecamebacktoteachinBeijingUniversityandhewasasupporterofthepatrioticstudentmovement.
C:LinYutangwrotealotofarticlesandbooksandcreatedmanykindsofmagazines.Hewrotemorethan30booksinEnglish,ofwhichMyCountryandMyPeoplewasthemostpopular.
A:Whatisitabout?
D:Itdescribestemperament,heart,dream,life,honesty,societyandcultureofChineseandcontraststhemwiththoseofwesterners.HewasaChinesewriterwithagreatinfluenceonwesternunderstandingoftheChinese.
A:Butwhydon’tIknowthese?PerhapsIreadlessthanyoudid?Orheseemsnottobesopopular?
T:That’sverygood!
Asksomemoregroupsofthestudentstoactouttheirdialogues.Theremaybeavarietyofpossibleideastocomeupwith.
StepVHomework
T:Youhavedoneverywellintheclass.That’sallforthisperiod.Homeworkfortoday:
FindoutsomegoodEnglishlittlepoemstoreadaloud,youcandothatwithmusic.Andifpossible,youcanmakesomeslidesonPowerPointtoshowyourpoemstotheclasswhileyouarereadingaloud.Preparefortheworkcarefullyandyou’llgetalotoffunwithit.Goodbye,everyone!
Ss:Goodbye,sir/madam.

Unit10　Americanliterature?

一名優(yōu)秀的教師在每次教學(xué)前有自己的事先計(jì)劃，作為教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，幫助教師提高自己的教學(xué)質(zhì)量。寫好一份優(yōu)質(zhì)的教案要怎么做呢？以下是小編為大家收集的“Unit10　Americanliterature?”希望對(duì)您的工作和生活有所幫助。

Unit10　Americanliterature?
Ⅰ.BriefStatementsBasedontheUnit?
Mostofushaveheardofsomeworld-famouswriterssuchasMarkTwain,JackLondon,ErnestHemingway.Someoftheirworksarewell-knownintheworld.ThetopicofthisunitisaboutAmericanliterature.Warmingupgetsstudentstoknowwhatapoemdescribesandwhatitmeans.Inspeaking,studentsareaskedtotalkaboutsomeAmericanwritersandtheirworksPre-readingandPost-readinggetstudentstopractisehowtopredictastoryandhowtodescribeastory.ReadingtellsusalovestorywrittenbyAmericanwriterO.Henry.Asforintegratingskills,teachershouldnotonlytrainthestudents’readingability,butalsohelpthemlearntowriteabookreview.?
IntheaspectofLanguageStudy,teachertrainsStudents’abilitytousesomekeywordsandphrases.Teacheralsohelpsstudentstoreviewalltheverbtenses.Listeninghelpsstudentslearntograspthedetailedinformationoftheclubactivitiesthatsomestudentsorganise.?
Ⅱ.TeachingGoals?
1.TalkaboutAmericanliterature.?
2.Practisepredictinganddescribingwhatastorymightbeabout.?
3.Reviewalltheverbtenses.?
4.Writeabookreview.?
Ⅲ.BackgroundInformation?
1.AlexHaley?
AlexHaleywasborninthenortheastofNewYorkin1921,buthespentmostofhisearlylifewithhismother’sfamilyinsouthernTennessee.Hisgrandmothertoldhimstoriesabouttheirfamily.Theirhistory,shesaid,beganwithToby.HewasaslavefromAfricaandhisnamewasKunta.?
AlexHaleywenttoschoolandthentocollege.In1939,hejoinedtheUScoastguard.AshewasaBlack,hisjobwastowaitontablesandwasheddishes.Inhissparetime,helearnedtowritestories.Heservedinthecoastguardfor20years.Afterheretiredheputallhistimeintowriting.?
AlexHaleyrememberedthestorieshisgrandmotherhadtoldhim.Hebegantostudyhisfamilystory:Afteralotofresearch,HaleydecidedthatTobyprobablywasKuntaKintefortheWestAfricanMandingopeople.KuntaKintewascaughtnearthevillageofJuffureontheGambiaRiver.HewassoldasaslaveinAnnapolis,Marylandin1707.ThenHaleymadeatriptoGambiaandtalkedwithahistoryexpertinJuffure.TheAfricahistorianmadehisconclusionstronger.?
AlexHaleywantedtotellexperiencesoftheBlackpeoplein18th-and-19thcenturyAmerica.Hespent10yearsresearchingandwritinghisfamilystoryforthebookRoots.Itwaspublishedin1976.Itwasaspecial“PulitzerPrize”.Afewyearslater,afilmseriesbasedonHaley’sbookwasshownonAmericantelevision.?
2.MarkTwain?
SamuelLanghorneClemens(pennameMarkTwain)wasbornonNovember30,1835inFlorida,Missouri.Twainisconsideredthegreatesthumoristofthe19thcenturyAmericanliterature.HisnovelsandstoriesabouttheMississippiRiver:TheAdventuresofTomSawyer(《湯姆索亞歷險(xiǎn)記》)（1876）andTheAdventuresofHuckleberryFinn(《哈克貝利費(fèi)恩歷險(xiǎn)記》)(1894)arestillpopularwithmodernreaders.?
In1839theClemensfamilymovedtoHannibal,Missouri,ontheMississippiRiverwhereyoungSamexperiencedtheexcitementandcolorfulsightsofthewaterfront.Likemanyauthorsofhisdayhehadlittleformaleducation.Hiseducationcamefromtheprintshopsandnewspaperofficeswhereheworkedasayouth.In1853ClemensleftHannibalwithayearning(渴望)totravel.OnatriptoNewOrleanshepersuadedariverboatpilottoteachhimhisskill.Bythespringof1859Clemenswasalicensedriverboatpilot.?
AttheoutbreakoftheAmericanCivilWar(1861)ClemenschosenottogetinvolvedandmovedtoCarsonCity,Nevada.AfteranunsuccessfulattemptatgoldandsilvermininghejoinedthestaffofanewspaperinVirginiaCity,Nevada.Hefirstwroteunderthepenname“MarkTwain”(meaning“twofathoms(英尋)”inriverboat-talk)in1836.“Twain”wrotehisfirstpopularstory,TheCelebratedJumpingFrogofCalaverasCounty(《卡拉維拉縣有名的跳蛙》)in1865.?
Hecontinuedtotravelasacorrespondentforvariousnewspapers,andin1869histravellettersfromEuropewerecollectedintothepopularbook,TheInnocentsAbroad（《傻子國外旅行記》）.EncouragedbyhissuccessTwainmarriedOliviaLangdonandsettleddowninHartford,Connecticuttohismostproductiveyearsasawriter.Between1873and1889hewrotesevennovelsincludinghisMississippiRiverbooksaswellasThePrinceandthePauper（《王子和貧兒》）（1882）.?
AsTwain’slifeandcareerprogressedhebecameincreasinglypessimistic(悲觀的)，losingmuchofthehumorous,cocky(趾高氣揚(yáng)的)toneofhisearlieryears.Moreandmoreofhisworksexperssedthegloomy(憂傷的；沮喪的)viewthatallhumanmotives(動(dòng)機(jī))areultimatelyselfish.EvensoTwainisbestrememberedasahumoristwhousedhissharpwitandcomicexaggerationtoattackthefalseprideandself-importancehesawinhumanity.?
Ⅳ.TeachingTime:Fiveperiods?
TheFirstPeriod?
TeachingAims:?
1.Learnandmasterthefollowingwords:garbage,maid,prince,outcome?
2.Dosomelistening.?
3.DosomespeakingtotalkaboutAmericanliterature.?
TeachingImportantPoints:?
1.Improvethestudents’listeningability.?
2.Improvethestudents’speakingabilitybydiscussion,talksandsoon.?
TeachingDifficultPoints:?
1.Howtoimprovethestudents’listeningability.?
2.Howtofinishthetaskofspeaking.?
TeachingMethods:?
1.Listening-and-answeringactivtytohelpthestudentsgothroughwiththelisteningmaterial.?
2.Individualworkandgroupworktomakeeverystudentworkinclass.?
TeachingAids:?
1.ataperecorder?
2.acomputerformultimediause?
TeachingProcedures:?
StepⅠGreetings
Greetthewholeclassasusual.?
StepⅡWarmingupandLead-in
T:Doyoulikereadingstoriesandnovels??
Ss:Yes.?
T:Ithinkmostofyouarefondofliterature.IthinkyoumustbefamiliarwithChineseliterature.ButareyouinterestedinAmericanliterature?Perhapssomeofyouhaveahobbyofreadingnovelsorotherworkswrittenbyforeignwriters.Nowlet’sreadthetextwrittenbyRudleyRandall.(Bb:RudleyRandall)Afteryoureadit,I’llaskyoutoanswersomequestions.?
(Teachergivesstudentsafewminutestoreadthetext,thenteachershowsthequestionsonthescreen.)?
1.Whatkindoftextistheoneyouhavejustread??
2.Whatisitaboutandwhatdoesitmean??
3.Canyoutellsomethingaboutthewriter??
4.WhydoesthishavetobeAmericanliterature?Coulditbewrittenbyapoetfromanothercountry??
5.ThinkaboutthehistoryandlifeintheUnitedStates.WhatspecialthemesandsortofstorieswouldyouexpectforAmericanliterature??
T:Who’dliketoanswerthefirstquestion??
S1:Ithinkit’sapoem.?
T:Quiteright.Nowthesecondone,please.?
S2:It’saboutAmericanblacks,Ithink.Inthepoem,theauthorexpresseshisdeepfeelingsforhisancestor,thoughheisaslave.Thepoemremindsusnottoforgetwherewecomefrom.?
T:Youranswersoundsreasonable.Whoisthevolunteertoanswerthethirdquestion??
S3:I’velearntsomethingabouthim.HewasanAmericanpoet.HewasborninWashingtonD.C.in1914.HewasthefounderandchiefeditorofapublishinghouseinDetroit.HewasthemajorpublisherforthepoetryofAmericanblacks.TheBurningCitywasoneofhispoetryselections.(Bb:TheBurningCity)?
T:Verygood.Nowthefourthquestion.Who’dliketoanswerit??
S4:Thepoemtalksabout“Slavetraders”.ThathassomethingtodowithAmericanBlacks.Asweknow,AmericanblacksaremostlyslavestakenfromAfricabyslavetraders.Inthetext,theauthorisinpraiseoftheirancestors,whowereslaves.Fromthecontentofthetext,wecanguessitmustbeAmericanliteratureanditcan’tbewrittenbyapoetfromanothercountry.?
T:Youdidverywell.Nowhowaboutthelastquestion??
S5:WeallknowthatAmericaisacountrywhichcontainspeoplefromdifferentpartsoftheworld.SoAmericanliteraturehasawidevarietyofstyles.ButfromthehistoryofAmerica,wecanguesstheimportantthemesinitsliteratureareNativeAmericans,Pioneers,SlaveryandtheCivilWar,etc.?
T:Youranswersoundsreasonable.?
StepⅢListening
T:Next,let’sdosomelistening.Beforelisteningtothetape,I’dlikeyoutoanswersomequestions.Pleaselookatthescreen.?
1.AreyouamemberofanyclubortakingpartinactivitiesthathelpyoupractiseyourEnglish??
2.DidyouevergotoaSpeakingCorner?Whatwereyourexperiences??
3.WhatotherclubsoractivitiescouldyouthinkoftopractiseEnglishinawaythatmakesfun??
(Teachergivesstudentsawhiletoprepare.)?
T:WangLin,wouldyoupleaseanswerthefirstquestion??
S6:Yes.I’mamemberofEnglishCorner,whichisaclubforustopractiseEnglish.Ioftentakepartintheactivitiesinit.IthinkitisveryhelpfulformyspokenEnglish.?
T:NowonderyourspokenEnglishissogood.Now,LiXiang,didyouevergotoaSpeakingCorner?Whatwereyourexperiences??
S7:I’msorry.Iseldomgothere.IonlywentthereseveraltimeslastweekbecauseIcouldn’tunderstandotherswhentheyspeakeverythinginEnglish.?
T:IadviseyoutogotoSpeakingCornermoreoften.Thereisafamoussaying,“Practicemakesperfect.”Ifyouoftengothere,I’msureyoucanimproveyourlisteningabilityandyoucanalsospeakfluentEnglish.Doyouthinkso??
S7:Isee.I’lltrytogotheremoreoftenthisterm.?
T:Now,thethirdquestion.Anyvolunteerstoanswerit??
S8:IthinkwecanpractiseEnglishinotheractivitiessuchasEnglishSummerCamp,EnglishSpeechContest,EnglishShortPlayContest,EnglishDebateContest.?
T:Yourideassoundverygood.NowI’llplaythetapeforyou.Afterlisteningtothetape,youareaskedtoanswerthequestionsonthescreen.You’dbetterreadthemfirst.?
(Showthequestionsonthescreen.)?
1.WhatactivityareBen,AnnandLilyorganising??
2.Whyisthisactivitysuccessful,whileaSpeakingCornerwasnot?Givetworeasons.?
3.WhataretheadvantagesoftheirclubactivitiesaccordingtoAnn,BenandLily??
(Teacherplaysthetapeforthefirsttimeforstudentstogetthegeneralidea.Thenteacherplaysthetapeagainsothatstudentscangetthedetailedinformation.Forsomedetails,teachermaypauseandplaythetapemoretimesuntilstudentscanunderstandthemwell.Afterthat,teacheraskssomestudentstogivetheiranswers.Meanwhile,teachermaycorrectthemistakesifthereareany.)?
StepⅣSpeaking
T:HaveyoueverheardofafamousAmericanwriternamedMarkTwain?(ShowapictureofMarkTwainonthescreen.)Canyousaysomethingabouthim??
s9:OK.MarkTwainwasbornintheearly19thcentury.HisrealnamewasSamuelClemens.“MarkTwain”washispenname.Heiswell-knownintheworldasahumorist,afrontierandaphilosopher.HisfamousworksincludeTheAdventuresofTomSawyer,LifeontheMississippi,JumpingFrogandsoon.?
(Bb:MarkTwain,TheAdventuresofTomSawyer,LifeontheMississippi,JumpingFrog)
T:Perhapsyou’veheardaboutotherAmericanwritersandtheirworks.Nowlookatthescreenandmatchthewriterswiththeirworks.?
(Teacherwritesthefollowingontheblackboardandthenasksastudenttocometotheblackboard.)?
Writers?
1.AlexHaley?
2.ThomasJefferson?
3.HarrietBeecherStowe?
4.HenryWordsworthLongfellow?
5.ErnestHemingway?
6.JackLondon?
Works?
a.TheSlave’sDream?
b.SeaWolf?
c.UncleTom’sCabin?
d.TheDeclarationofIndependence?
e.Roots?
f:TheOldManandtheSea?
Suggestedanswers:1.e　2.d　3.c　4.a?5.f　6.b?
T:Themajorthemesintheliteratureofacountryreflectimportanteventsorperiodsinthehistoryofthatcountry.Therefore,importantthemesinAmericanliteratureareNativeAmericans,PioneersandtheCivilWar,andtherelationsbetweenAmericaandEurope.Nowchooseonethemeanddiscusswhattypeofstoryyouwouldliketoread.Youcanusethequestionsonthescreentohelpyou.?
(Teachershowsthefollowingonthescreen.)?
1.Whatwouldbeaninterestingstory??
2.Whatwouldbeanexcitingplot??
3.Whatcharacterswouldlikelyappearinit??
4.Whatwouldthecharactersbelike??
5.Wherewouldthestorytakeplace??
6.Whenwouldthestorytakeplace??
7.Wouldyouliketoreadastoryoranovel??
8.Doyouwanttoreadforpleasureorforschool??
(Teacherasksstudentstoworkinpairsandletsthemhavediscussions.Afewminuteslater,teacherasksstudentstopresenttheoutcomeoftheirdiscussiontotheclass.)?
T:Areyouready??
Ss:Yes.?
T:OK.I’llasksomestudentstopresenttheoutcomeofyourdiscussiontotheclass.WangBin,willyoupleasetry??
S10:I’mgladto.Iliketoreadbothstoriesandnovels.Ireadstoriesforschoolandnovelsforpleasure.Ithinkaninterestingstoryshouldhaveanexcitingplot.Asweknow,aplotisaplanoroutlineoftheeventsinthestoryofaplayornovel.Onlywhenastoryhasanexcitingplotcanitattractreaders.Forexample,I’vereadsomeworksofMarkTwain.“TheAdventuresofTomSawyer”isoneofthem.ItdescribesaboynamedTomSawyer,wholiveswithhisyoungerbrotheraidandAuntPollyinaremotetownonthebanksoftheMississippiRiver.Sidisa“model”boy.Heisobedient,demureandsneaky.ButTomisquitetheoppositeofhisbrother.Hedisobeyesthecruelandunjustteacher,MrDobbinsandisbusywithoutsidemattersatthelessons.OnenightTomSawyer,togetherwithhisfriendHuckFinn,hasanadventureandfinallybecomesrich.?
T:Welldone!Now,ZhangLi,you,please.?
S11:I’dliketo....?
StepⅤSummaryandHomework
T:Inthisperiodwe’vetalkedaboutsomethingaboutAmericanliterature.WehaveknownmoreaboutAmericanwritersandtheirworks.We’vealsodonesomelistening.Afterclass,rememberallthenewwordswelearntinthisclassandpreviewthenextthreeparts:Pre-readingReadingandPost-reading.OK.Somuchfortoday.Classisover.
StepⅥTheDesignoftheWritingonthe?
Blackboard
Unit10　Americanliterature?
TheFirstPeriod?
DudleyRandall　TheBurningCity?
MarkTwain?
Works?

StepⅦRecordafterTeaching
____________________________________

Unit10Theworldaroundus

俗話說，凡事預(yù)則立，不預(yù)則廢。作為教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動(dòng)起來，幫助教師掌握上課時(shí)的教學(xué)節(jié)奏。那么一篇好的教案要怎么才能寫好呢？為滿足您的需求，小編特地編輯了“Unit10Theworldaroundus”，大家不妨來參考。希望您能喜歡！

Unit10Theworldaroundus

Goals:
a.Achievelanguageskillsandrelatedknowledgeaboutthetopicofenvironmentprotection;
b.Learntoexpresscausesandeffects:
c.Vocabularyinthisunit:
thewordsandexpressionslistedontheteacher’sbook
d.Grammar:
ReviewDirectandIndirectSpeech

Lesson1
Mainpoints
1.Words
indanger;fur;cutdown;left;sometimes;discuss;makesure;findout
2.Sentencepatterns
...,tigerscannolongerhideandhunt.
3.Functionalitem
Questionsandanswers
Difficultpoints
Nolongernomore
Teachingprocedures
Step1Lead-in
Sstellthereasonswhysomeanimalshavediedout.
T:Weknowtherearefarfewerkindsofanimalsintheworldthanbefore.Theyhavediedoutfordifferentreasons.
Askseveralstudentstotellthereasons.GetSstoknowaboutthefactmanyanimalshavediedbecauseofhumanbeings.
Step2Warmingup
1.Sstalkaboutthethreepictures.
Whatkindsofanimalsarethey?
Whyaretheyindanger?
Whydopeoplehuntthem?
2.Dividetheclassintogroupsanddiscussthethreequestions.
3.Severalgroupsreporttheiranswers.
Step3Listening
Oneofthereasonswhyanimalsareindangerispollution.Nextyouwilllistentoareportaboutpollutiontoknowhowseriousitis.
1.Gothrougheachtaskandunderstandwhattodo.
2.Playthetapetwotimesasnecessary.Pauseatimportantpointsandgivethestudentshelp.
3.LettheSsdiscusstheiranswersinpairs.
4.Checktheanswers.
5.DiscussPartTwoingroupsforafewminutesandthenreporttheanswers.
Step4speaking
1.Readtheinstructions.
2.Sspractiseaskingandansweringinpairs.
3.Asktwopairstoactout.
Step5languagepoints
1.nolonger/nomore
nolonger=not...anylonger
nomore=not...anymore
Itislater.Icantwaitanymore.
Timelostwillnotreturnanymore.
2.makesure(that)
Ep:Makesurethatyouunderstandwhatyourteachersays.
Ep:Arriveearlyatthecinematomakesureof(getting)aseat
Step6Homework
Practiseaskingandansweringquestions.

Lesson2
Mainpoints
1.Words
dieout,act,measure,original,respond,keep...from...,liveabetterlife,thatis,firstofall,bydoing,pickup.
2.Sentencepatterns
...butwedon’talwaysdoaswesay...
Thegoodnewsisthatthereisalotwecandotohelp.
Difficultpoints
thepredicativeclause
Teachingprocedures
Step1.Revision
Checkthehomework
Step2.Pre-reading
1.Q:Whatdoplantsandanimalsneedtosurvive?
A:Encouragethestudentstocompareanimalsandhumans.Animalsandplantsalsohavebasicneedsandanimalsliveinsocialgroups.
2.Q:Whatdoanimalsdotosurviveinplaceswhereitisveryhotorcold,wherethereisntmuchwater?
A:Animalsadapttochangeintheirhabitatandtrytolearntosurvivewhentheconditionsoftheirhabitatchange.
Step3Reading
T:Fromlastperiodweknowmanyanimalsareindanger.Thendoyouknowwhysomeplantsareindangerandevenhumanbeings?Letstrytofindtheanswertothequestionabovefromthetextandwhatwecandotostopit.
Askstudentstoreadquicklyinsilenceandfindtheanswertothefollowingquestion.
Q:Whatcanwedotoprotecttheenvironment?
A:Weshouldcreatemorespaceforanimalsandplants.Weshouldstoppollution.
Step4Post-reading
Askstudentstoreadthetextagainandanswerthefollowingquestions.
1.Whydoanimalsandplantsbecomeendangered?
A:Animalsandplantsbecomeendangeredwhentheirhabitatisdestroyedorwhenconditionsinthehabitatchangetooquicklyortoodrastically.Thetextliststhreemainreasons:habitatchange,thearrivalofnewspeciesinthehabitat,andtheoveruseofthespeciesitselfortheresourcesinthehabitat.
2.Aspeciescanbecomeendangeredwhenitshabitatischangedordestroyed.Canyouthinkofthingshumanbeingsdothatmaydestroyorcausechangeinahabitat?
A:Variousanswersarepossible.Encouragethestudentstothinkofhumanbehaviourthatcancauseproblems:pollution,landuse,hunting,farming,etc.
Step5Languagepoints
1.asconj.
WheninRomedoastheRomansdo.
Doyouhavetofeedplantsasyoufeedchickens?
2.takeaction
Ididnttakeimmediateaction.
activeadj.
Hewasactiveinthe1798revolution.
3.measurev.n.
(1)vt.vi.
Wemeasuredtheroomandfounditwas200feetlongand15feetwide.
CanyouwaittillIhavefinishedmeasuring?
(2)n.
Aninchisameasureoflength.
Step6Listeningtothetape
Step7Homework
Reviewwordsandlanguagepointsinthetext.

Lesson3
Mainpoints
Words
devote...to...;atpresent;common;set...free;inthewilds;giveatalk;whatkindof;explainsth.tosb.;hopewish;however;oneday,somedayanotherday;stopdoingstoptodo...
Difficultpoints
hopewish
Teachingprocedures
Step1Revision
1.checkthehomework
2.Askseveralstudentstosaysomethingaboutthewildlifeendangerment.
Step2Wordstudy
Getstudentstoknowsomethingaboutwordformationandgoovertheuse.
1.hopewish
(1)hope
①for+n.
②todo...
③that...
(2)wish
①for+n.
②todo...
③sb./sth.+adj./done/todo...
④sb.sth.
⑤that...
2.stopdoingstoptodo
Hestoppedsmoking.(=Hedidntsmokeanymore.)
Hestoppedtosmoke.(=Hepausedandbegantosmoke.)
Step3Grammar
1.RevisetherulesfortheDirectSpeechandIndirectSpeech.
2.Practice
(1)ReadthenewsstoryonP68inbook.PickoutthesentencesandthenchangethemintoDirectSpeech.
(2)DoexerciseonP141inbook.GrammarEx1.
Step4Homework
1.Gooverallwordsandexpressions.
2.Preview:Newwordsandphrasesinnextpart.

Lesson4
Mainpoints
1.Words
energy;reduce;amount;harmful;material;organize;attractive;becarefulwith...;throwaway;infact;endupaswaste;share;showsth.tosb.
2.Sentencepatterns
Itisimportanttodo...
Chooseanenvironmentalproblemthatyouthinkisimportant.
Teachingprocedures
Step1Revision
1.ReviewtheDirectSpeechandIndirectSpeech.
ChangethesentencesintoIndirectSpeech.
2.Makesentenceswiththefollowingwordsandexpressions.
hopewish;stopdoingstoptodo;set...free
Step2Lead-in
Sslistsomewaystoprotecttheenvironment.
T:Therearemaystoprotecttheenvironment.Listsomeofthem.Nextwewillreadapassagetofindmorewaysofprotectingenvironment.
Step3Presentation
1.Helpthestudentsunderstandwhatthepassagetellsus.
2.Dividetheclassintogroupsanddiscusstofindtheanswers.
3.Severalgroupsreporttheiranswers.
Step4Languagepoints
1.Itisimportanttodo...
(1)Itis+adj./n.+todosth.
Itiswonderfultohaveawalkinthewoods.
(2)Itis+adj.+forsb.todosth.
Itwaseasyformetoanswerthequestion.
(3)Itis+adj.+ofsb.todosth.
Itskindofyoutothinksomuchofus.
2.showsth.tosb.=showsb.sth.
Heshowedmeaphotoofhim.
3.becarefulwith...
becarefulwith+n.
becarefulin+v-ing.
Step5Listening
Step6Homework
Reviseallthewordsandexpressionsinthisunitandrevisethenewwordsinnextunit.