高中語文必修二教案
發(fā)表時間：2020-11-14高二上人教版Unit4Agardenofpoems教材分析。
Colorschanginghuemorningfieldsofambergrain
weatheredfaceslinedinpain
aresmoothedbeneaththeartist’s
lovinghand.
AndnowIunderstandwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
perhapsthey’lllistennow.
Fortheycouldnotloveyou
butstillyourlovewastrue
andwhennohopewasleftinsightonthatstarry
starrynight.
Youtookyourlifeasloversoftendo;
ButIcouldhavetoldyouVincent
thisworldwasnevermeantforone
asbeautifulasyou.
Starrystarrynight
portraitshunginemptyhalls
framelessheadsonnamelesswalls
witheyesthatwatchtheworldandcan’tforget.
Likethestrangerthatyou’vemet
theraggedmeninraggedclothes
thesilverthornofbloddyrose
liecrushedandbroken
onthevirginsnow.
AndnowIthinkIknowwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
Theywouldnotlisten
they’renotlist’ningstill
perhapstheyneverwill.
繁星點點的夜晚
為你的調(diào)色盤涂上灰與藍
你在那夏日向外遠眺
用你那雙能洞悉我靈魂的雙眼
山丘上的陰影
描繪出樹木與水仙的輪廓
捕捉微風與冬日的冷洌
以色彩呈現(xiàn)在雪白的畫布上
如今我才明白你想對我說的是什么
你為自己的清醒承受了多少的苦痛
你多么努力的想讓它們得到解脫
但是人們卻拒絕理會
那時他們不知道該如何傾聽
或許他們現(xiàn)在會愿意聽
繁星點點的夜晚
火紅的花朵明艷耀眼
卷云在紫色的薄靄里飄浮
映照在文森湛藍的瞳孔中
色彩變化萬千
清晨里琥珀色的田野
滿布風霜的臉孔刻畫著痛苦
在藝術(shù)家充滿愛的畫筆下得到了撫慰
如今我才明白你想對我說的是什么
你為自己的清醒承受了多少的苦痛
你多么努力的想讓它們得到解脫
但是人們卻拒絕理會
那時他們不知道該如何傾聽
或許他們現(xiàn)在會愿意聽
因為他們當時無法愛你
可是你的愛卻依然真實
而當你眼中見不到任何希望
在那個繁星點點的夜晚
你像許多絕望的戀人般結(jié)束了自己的生命
我多么希望能有機會告訴你，文森
這個世界根本配不上
像你如此美好的一個人
繁星點點的夜晚
空曠的大廳里掛著一幅幅畫像
無框的臉孔倚*在無名的壁上
有著注視人世而無法忘懷的眼睛
就像你曾見過的陌生人
那些衣著襤褸、境遇堪憐的人
就像血紅玫瑰上的銀刺
飽受蹂躪之后靜靜躺在剛飄落的雪地上
如今我想我已明白你想對我說的是什么
你為自己的清醒承受了多少的苦痛
你多么努力的想讓它們得到解脫
但是人們卻拒絕理會
他們依然沒有在傾聽
或許他們永遠也不會理解
TeachingplanForUnit4AGardenofPoems
The3rdperiodSpeaking
Teachingaims:
1.Talkingaboutpoemstoraisethess’interestinpoems.
2.Makingdialoguetoimprovethess’speakingability.
Teachingprocedures:
Step1GreetingLead-in
(Atthebeginningoftheclass,showthessapoem----twinkle,twinklelittlestar）
T：Justnow,weenjoinedabitinterestingpoem.Howdoyoufeelaboutthepoem?(ssmayhavedifferentideas).Formyself,Ilikeit.WhenIreadthepoem,itseemsthataclearpictureisshownbeforeme.Inthedarkskyofnight,therearethousandsofstarsthattwinkleinthesky!Sointhisway,poemtellsusaboutnatureandshowsusthebeautyofnature.Nowondertherearemanypoetsexpressingthemselvesbywritingpoems!
Step2Warming-up
T:Youknowtherearemanypoemsexistingintheworld,andChinahasalonghistoryofpoemsrangingfromLiBai,DuFuintheancienttimestoGuoMonuointhemoderntimes.CanyourecitesomeChinesepoemsinavividway?
(Welcomesomesstoperformandgivesomeclaps;ifpossibleshowthemsomeflashforthepoems)
Step3Speaking
1.T:ItseemsthatyouhavemasteredChinesepoemswell.
T:1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?
2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?
Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.
2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.
3.T:Whenyouarepractisingwithyourpartner,doremembertouse
theusefulexpressionslistedinyourbook.
Step4Talking
T:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.
T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.
------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.
Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行詩).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadthisshortpassage,what’syourpointofviewaboutthedestiny(命運)ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscuss教材分析
本單元中心話題是“詩歌與文化”。單元各部分圍繞著這一中心，著重介紹了中學生并不熟悉的英語詩歌。由于語言鴻溝的存在和中西文化差異，學生要真正的懂得欣賞英語詩歌并從中獲得樂趣美感并不容易。通過本單元的學習，使學生了解英語詩歌中包含的絢麗多彩的西方文化，并引導他們思考和探尋詩歌文化中蘊藏的人本色彩。
“熱身”(Warmingup)部分由EnglishPoetry的一個分支——學生較熟悉的“Songs”引入，繼而介紹rhymes和limericks,并帶入到課本中的兩首limericks。在教學過程中強調(diào)師生互動，鼓勵學生大膽將詩歌加上感情和動作表演出來，這樣有助于學生更好的形成對本單元介紹的英語詩歌印象并產(chǎn)生較高的興趣。
“聽力”(Listening)部分的內(nèi)容分兩部分內(nèi)容：WB與SB。SB內(nèi)容可以由“熱身”(Warmingup)活動結(jié)束后自然過渡導入，SB部分是一則對話：一位男生到圖書館借有關(guān)POEM的書籍，不知如何選擇，于是請圖書管理員推薦相關(guān)書目。對話涉及了很多有關(guān)詩歌的基本知識，如管理員推薦那位男生在讀欣賞詩歌前應先對詩歌文化作一定的了解而推薦的Agardenofpoems(是關(guān)于詩歌總述及類別的一本書)，然后又建議其分門別類的閱讀詩歌，并有重點的欣賞自己喜歡的詩歌類型。這篇對話提出了一個概念：詩歌是按一定的特點和格式分類（type）的，閱讀詩歌時應注意選擇。WB包括一篇介紹詩歌起源的短文和三篇rhymes,有助于幫助學生了解并把握詩歌的節(jié)奏感和韻律美。通過“聽力”(Listening)部分的學習，學生會更好的形成對詩歌的總體印象并了解英語詩歌中包含的豐富文化，為本單元后面部分的學習打下基礎(chǔ)。
“讀前”(Pre-reading)部分由一小部分有關(guān)詩歌創(chuàng)作的影片引入，直觀地引起學生對詩歌的興趣。然后再提到學生很熟悉的中國著名詩人，如李白，杜甫，并一起朗讀李白的一篇名作，利用好母語，為承接到英語詩歌作好鋪墊。
“閱讀”(Reading)部分標題是EnglishPoetry,里面簡單介紹英語詩歌的形成和幾個代表時期，重點提到了ModernEnglishPoetry的誕生和19世紀浪漫主義詩潮，提及了幾個著名詩人及代表作，風格等等。文章最后提到了英語詩歌被引入中國以及用本國語翻譯詩歌的利與弊，起到了畫龍點睛的作用：我們學詩，讀詩就是要自己去思考，去欣賞，這樣才能開拓我們的視野，形成自己的審美觀。在授課過程中，要特別注意智育（課堂教學與語言知識的習得），德育（引導學生形成正確的審美觀乃至人生觀）和美育（去發(fā)現(xiàn)并欣賞和種文化中蘊含的美）的結(jié)合滲透。
“讀后”(Post-reading)部分設(shè)計了兩種練習。第一部分是針對文章的理解，檢測學生對文章理解的程度。第二部分是學生去理解“詩歌及文化是連接一門語言與另一門語言，一種文化與另一種文化的橋梁”這句話，發(fā)現(xiàn)一種文化藝術(shù)形式中的內(nèi)涵。這是對學生理解力和審美觀的培養(yǎng)。
“口語”(Speaking)部分放在“閱讀”(reading)部分之后，因為這一單元的學習一定要注重知識的承接，學了“閱讀”(reading)后能更好的熟悉英語詩歌和詩人，流派，能“有話可說”，有助于表達自己對一種文化形式的看法和見解。本部分將通過“BRAINSTORM”回憶課文中學過的詩人。關(guān)于SB中的Speaking，在小組活動中，組織學生分組對有關(guān)詩歌的Topics,Periods,Humanfeelings等話題開展討論。討論時再次強調(diào)UsefulExpressions的使用。而書中WB里的TALKING，討論的是“現(xiàn)在詩歌是否依然流行還是已死亡”這個話題，可以將學生分成兩組，設(shè)立裁判，讓他們自由發(fā)言給出意見，最后由老師進行總結(jié)這種形式。通過“口語”(Speaking)部分，學生會在一定程度上將書本上的知識轉(zhuǎn)化成自己的觀點表達出來，既增加了他們對英語詩歌的理解又很好的鍛煉了口語。
語言學習(LanguageStudy)分詞匯和語法兩部分。詞匯部分設(shè)計了一些題目來回顧復習文中出現(xiàn)的一些重點詞匯和詞組。在語法的講解前，通過一個簡單視頻（兒歌）說明詩歌中的一種RHYME的壓韻特點。本單元的語法項目是“過去分詞作狀語”的用法。在此要特別注意由于本單元是分詞（包括現(xiàn)在分詞和過去分詞）用法的最后一個章節(jié)，需要對分詞作一個總結(jié)和清理，因此需要將現(xiàn)在分詞和過去分詞用法共同點（如邏輯主語一致）及不同點（如現(xiàn)在分詞常表主動，過去分詞表被動）作一個羅列。當然簡單羅列并不行，需要把最容易混淆的東西再過濾一遍，解釋清楚。
學習技能(IntegratingSkills)部分包括聽、讀、說、寫三部份，有著一個很明顯的結(jié)合，過渡，繼承過程，相互滲透，討論了一個有關(guān)如何帶著感情去欣賞理解詩歌的問題。本部份先讓學生聽Keats和Wordsworth的兩首詩作為引入，讓學生朗讀并談感受。再轉(zhuǎn)入課文，閱讀簡單的課文后有一個Assessment步驟，通過三個問題評估學生的理解能力。接下來是課文練習中的現(xiàn)代詩“Dustofsnow”賞析，引導學生理解詩歌中的意境（IMAGE）并對詩歌中詩人情緒變化“changesofmood”作一個分解。至此，本單元對于學生能力的培養(yǎng)已到了一個更高的層次。在教學過程中，適當要求學生作朗讀和背誦，加強互動，引導學生誦讀詩歌時投入感情，注意語音語調(diào)的變化。在本課時最后一個環(huán)節(jié)中，讓學生根椐一首現(xiàn)代詩寫出其主題與意境（可參考使用英文名曲“Rightherewaiting”。
學習建議(Tips)部分向?qū)W生提供了如何找詩歌來朗讀的一些建議，清楚明了，可以作為學生平時閱讀的一個很實用有效的指導。
復習要點(Checkpoint)簡要總結(jié)了本單元的語法重點——“過去分詞作狀語”的用法。最后一個問題引導學生對本單元所學的詞匯作一次小結(jié)，以增強學生自主探索的學習能力。
課時安排
TeachingPlanforUnit4Agardenofpoems
1.WarmingupListening
(1)Warmingup
(2)ListeninginSB
(3)ListeninginWB
2.Post-reading
(1)Pre-reading
(2)Reading
3.Post-reading
(1)Reading
(2)Post-reading
(3)Extendedreading
4.Speaking
(1)Warmingup
(2)Speaking
(3)TalkinginWorkBook
5.LanguageStudy
(1)WordStudy
(2)Grammar
6.Integratingskills
(1)Reading
(2)Writing
(3)Checkpoint
教材重點和難點
1.重點單詞
poemn.詩；韻文；詩體文
intentionn.意圖；目的；打算
recitevt.背誦；朗誦
patternn.型；模式；方式
dialoguen.對話；（文學，戲劇，電影中的）對白
sortvt.將事物分類；整理n.種類；類型
sadnessn.悲哀；難過
grammarn.語法；語法學
gloryn.光榮；榮譽；榮耀的事；壯麗
absencen.不在；缺席；缺乏
districtn.地區(qū)；區(qū)域
atmospheren.氣氛；情緒；大氣；大氣層
introductionn.序言；介紹；引進
translatevt.翻譯；用簡單易懂的語言表達
translationn.翻譯；譯文
extraordinaryadj.特別的；不平常的；驚人的
idiomn.習語；成語；語言習慣用法
apartadv.相隔；相距；除去；單獨地
recommendvt.推薦；介紹；建議
contributevi.作出貢獻；捐獻；投（稿）vt.貢獻；提供；捐獻；投稿
2.重點詞組
put…together把……結(jié)合成一整體；裝配
playwith玩；玩耍；游戲
callup召喚；使人想起；調(diào)動（力量，人員等）；（給……）打電話
standout突出；顯眼；遠遠超過某人（物）
lightup照亮；使放光彩；點上（煙等）吸起來
comeintobeing出現(xiàn)；形成；產(chǎn)生
sendfor使某人來到；要求將某物取來或送到
contributeto…為……作貢獻（或捐獻）；有助于……；向……投稿
3.詞匯拓展
poem(n.)→poetry(n.)→poet(n.)
absence(n.)→absent(adj.)
translate(vt.)→translation(n.)
contribute(vt.)→contribution(n.)
4.句型結(jié)構(gòu)
1.Poetryalsocallsupallthecolours,feelings,experiencesandcuriousimagesofadreamworld.
2.Hissonnets,however,belongtothebestEnglishpoetry.
3.Beforetheendofthecentury,therewasanotherfamouswriter,JohnMilton.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
4.GreatlylovedinChinaaretheEnglishRomanticpoets.
5.Theycanhelpustounderstandeachotherbetter,orasMuDanwrote:…
6.Quietly,weembraceinaworldlitupbywords.
7.IfIseeyounexttonever,howcanIsayforever?
5、重點語法
本單元重點語法是“過去分詞作狀語”的用法。過去分詞一般表示完成的和被動的動作，在句子中可以用作定語、表語、賓語補足語和狀語，但不能單獨構(gòu)成謂語。本單元是過去分詞分法的最后一章節(jié)，有必要將之前所學的內(nèi)容（包括現(xiàn)在分詞和過去分詞用法）作歸納與總結(jié)，掃除最易混淆的幾個盲點。
6、教學難點
(1)如何循序漸進地引導學生去了解英語詩歌，懂得去欣賞發(fā)現(xiàn)詩歌中的美，在一定程度上學會去分析英語詩歌的韻律，意境及情境，最終明白“詩歌及文化是連接一門語言與另一門語言，一種文化與另一種文化的橋梁”這句話包含的道理。
(2)分詞用法的總結(jié)與難點解析。
(3)幫助學生形成一定的審美觀，學會用自己的角度去思考和發(fā)現(xiàn)西方文化的美感和人文色彩。
Unit4AGardenofPoems
TheFirstPeriodWarming-upListening
TeachingAims:
1.Talkaboutrhymes,songs,limericksandpoemstoraisethestudents’interestinpoetry.
2.Improveingthestudents’listeningability.
3.Introducesomepoemstothestudents.
TeachingDifficultpoints:
1.Toteachthestudentshowtograspthedetailedinformationtofinishthelisteningtask.
2.Howtomakeeverystudentsactiveinthislesson.
TeachingAids:
1.acomputer
2.aprojector
TeachingProcedures:
(Playthesong“TenlittleIndianboys”)
StepIGreetingsandLeadin.
T:Goodmorning,everyone!
Ss:Goodmorning,Mrs/Mr…!
T:Sitdownplease.Justnowwe’veenjoyedasong.Doyoulikeit?
Ss:Yes./(No)
T:Ok.Thiskindofsongsbelongtopoetry.Andsodorhymesandlimericks.Rhymesandlimerickscanbeveryinteresting.Solet’senjoythemnow.
StepIIWarmingup.
1)Listenandreadtherhyme
Good,better,best!
Neverhaveitrest!
Tillgoodisbetter!
Andbetter,best!
2)Listenandreadthelimerick.
Peoplelaughandpeoplecry.
Somegiveup,somealwaystry.
Somesayhiwhilesomesaybye.
OthersmayforgetyoubutneverI.
Ok.Nowpleaseopenyourbooksandturntopage25.Let’senjoytwomorelimericks.
3)Readthelimericksandask“Whatisthepatternofeachpoem?
StepIII.Pre-listening
T:Mmm,itseemspoemsarereallyinteresting.I’dliketoknowmoreaboutpoetry.
ButwherecanIfindacertainpoem?Arepoemsputtogetherincollectionsofpoetry?
Maybethesequestionscanhelpus.
Whowrotethem?
Whataretheyabout?
Whenweretheywritten?
StepIV.Whilelistening
Incollectionsofpoetry,poemsareputtogetherbecausetheybelongtothesamegroup.
Theycanbesortedbydifferentwriters,ortheycanbesortedbyacertaintopicoracertainperiodoftime.
1.Listentothetapeandlistthenameothebooksonpoemsbydifferentwriters.
(Suggestedanswers:AGardenofPoems”
“1001SongsorPoemsinEnglish”
2.Listentothetapeandlistthetheinformationofpoemsbyacertaintopic
Suggestedanswers:Thetopiccanbehumanfeeings(humourlove…)
“PoetryaboutNature”(flowers,trees,plantstheoldcountryside)
“TheEarthisPaintedGreen”
3.Poemsbyacertainperiodtime
Suggestedanswers:“EnglishPoemoftheEarly17thCentury”
“PoetryBetweentheWorldWars”
4.OK,Sincewelearnedsomeaboutpoems.Nowlet’slistentotheareaderandawomanworkinginthelibrary.Firstlistentothetapeandtickthewordsthatareusedbythewoman.
Suggestedanswer:poem,collection,theWorldWars,Thecountrysideandnature
5.Listentothetapeagainandanswerthefollowingquestions.
1).Whatisthedialogueabout?
2)WhatkindofbookisAGardenofPoems?
3)Whichperiodismeantwhenwesay“betweentheWorldWars”?
4)Howshouldyoureadabooksuchas1001SongsandPoemsinEnglish?
5)Whichtopicforpoetrydoesthestudentlike?
StepV.Post-listening
1.T:OK.Whattopicforpoetrydoyoulike?
S:…….
T:SometimesEnglishpoemscanbereadinareallyinterestingway.NowI’dlikeyoutoenjoyoneofthem.
(Arhyme
Pickanapple
Pickapear
Pickabananaoverthere.
Let’sworkandlet’splay,
Pickingappleseveryday.)
2.Listenandimitate.
StepVI.Listeningontheworkbook.
Good.I’mreallyinterestedinpoemsandIwanttoknowwhyourancestorsinventpoetry.Doyouknowthereason.Ifyoudon’tknow,let’slookatthefollowingquestions.
1)Beforetheinventionofwriting,wasthereanyotherwaybuttorememberimportantthings?
2)Wererhymeandrhythmveryhelpfulwhentheyaretryingtorememberthings?
3)Whydidourancestorsinventpoetry?
4)Whatisthelisteningtextabout?
Listentothetapeandfindouttheanswerstothequestions.
Tapedescription:Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.
(Collecttheanswersfromthestudents.)
T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.
Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.
StepVII.Listeningandimitating.
T:OK.Poemsarehelpfultorememberthings.Butwhatthingscantheyhelpusremember?Pleaselistentothefollowingexamplesandfindoutsomeoftheways.
1.Wecanlearnandrememberimportantdatesinhistoryusingrhyme.Therhymemostfamousoftheseis:“In1492,ColumbusSailedtheOceanBlue”torememberthatitwasin1492thatColumbusdiscoveredtheAmericas.
2.Therearealsoshortlinestorememberhowmanydayseachmonthhas.“30dayshasSeptember,April,JuneandNovember.Theresthave31.Fine!February28exceptwhen29.”
3.Wecanevenlearnhadspellingwithwordsfromashortpoem.Thewords‘receive’soundslike‘believe’.Butthespellingisnotthesame.Listentothefollowingshortpoem,ItisveryusefultohelpstudentslearnandrememberhowtospellsomedifficultwordsinEnglishanditalwaysworks.
“I”before“E”exceptafter“C”orwhensoundinglike[ei]asin“neighbour”and“way”.
Suggestedanswers:
Rhyme1isusefultorememberimportantdatesinhistory.(torememberthatitwasin1492thatColumbusdiscoveredtheAmericas)
Rhyme2isusefultorememberhowmanydayseachmonthhas.
Rhyme3isusefultohelpstudentslearnandrememberhowtospellsomedifficultwordsinEnglish.
Rhymesandrhythmsarehelpful.Doyouusepoetrytorememberthings?
Whosometimesstillusespoetrytorememberthingstoday?
(Collectanswersthenlistentothefollowing.)
Butpeoplealsoneedtorememberpracticalthingssuchaswheretofindgoodcagestosleep,wheretofindwaterthatcouldbedrunkorwhentoplantcrops.Wenolongerneedpoetrytorememberthings.Butitdoesn’tmeanweshouldn’torcoundn’tuseittohelpusrememberthingsbetter.
Soanyonewhowanttorememberthingsbettercanstillusepoetrytorememberthings.
StepVIII.Post-listening
You’vedoneagoodjobtoday.Let’senjoysomemorepoems.Andyouarerequiredtorecitesomeofthesepoems.Youcanreciteandmanyaspossible.Wewillcheckthenextperiod.
1)Women
Ifyoukissher,youarenotagentleman
Ifyoudon’t,youarenotaman
Ifyoupraiseher,shethinksyouarelying
Ifyoudon’t,youaregoodfornothing
Ifyouagreetoallherlikes,sheisabusing
Ifyoudon’t,youarenotunderstanding
Ifyoumakeromance,youareanexperiencedman
Ifyoudon’t,youarehalfaman
Ifyouvisithertooopen,shethinksit’sboring
Ifyoudon’t,sheaccusesyouofdoublecrossing
Ifyouarewelldressed,shesaysyouareaplayboy
Ifyoudon’t,youareadullboy
….
“OLord,tellmewhattodo.AMEN”
2)AlwaysHaveaDream
Forgetnbs;aboutthedayswhenit’sbeencloudy,
Butdon’tforgetyourhoursinthesun.
Forgetaboutthetimesyou’vebeendefeated,
Butdon’tforgetthevictoriesyou’vewon.
Forgetaboutthemisfortunesyou’veencountered,
Butdon’tforgetthetimesyourluckhasturned.
Forgetaboutthedayswhenyou’vebeenlonely,
Butdon’tforgetthefriendlysmilesyou’veseen.
Forgetabouttheplansthatdidn’tseemtoworkoutright.
Butdon’tforgettoalwayshaveadream.
StepIXHomework.
Reciteoneortwopoemsandgetreadyfortomorrow’slesson!
Teachingplan
ForUnit4AGardenofPoems
The2ndperiod
Reading(EnglishPoetry)
TeachingGoals:
1.Learnaboutpoetsandpoemsofdifferentcountries.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
3.Improvethestudent’sreadingability.
Teachingprocedures:
Step1GreetingWarming-up
(Beforethebeginningoftheclass,showthestudentsaclipofvideofromthemovieDeadPoetsSociety.)
T:Morning,boysgirls!
Ss:Morning,sir!
T:Justnow,wesawavideoclipfromthemovieDeadPoetsSociety.(Showtheposteronthescreen)Haveyoufoundwhatistheboydoing?
SA:Heiscreatingapoem.
T:Yeah,quietright!Heisusinghisimaginationtocreateapoem.Weknowpoetryisaspecialformofliterature.Ifyouwanttowriteagoodpoem,youneedtoputyourselfinthedreamworldofthepoem.(Showthewordsonthescreenonebyone)
Step2Lead-in
T:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?
SBSC:LiBai,DuFu,BaiJuyi,WangWei……
T:Goodjob!Thanks.(ShowtheportraitsofLiBaiDuFuonthescreen)Chinesepoets,suchasLiBaiDuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.
(Showthepoem望廬山瀑布onthescreen)
T:Okay,let’sreaditaloudtogether.
GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepowermagicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?
(Callseveralofthemtorecite)
T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.Areyouready?
Ss:Yes!
Step3Fast-reading
T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:
Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?
2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?
(Givethem2minutestofindtheanswers)
T:Well,let’sdealwiththe2questions.
A:1.①Poetryplayswithsounds,wordsandgrammar.②Poetryisdifficulttowrite,butinterestingtoread.③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.
2.①WilliamWordsworth,GeorgeGordonByronJohnKeats②JohnDonne
Step4Careful-reading
Task1.Themainideaofeachparagraph
T:Goodjob!Howmanyparagraphsinthetext?(7)Ok,nowlistentothetapereadthetextcarefully.ThenIwantyoutosummarizeeachparagraph’smainidea.
Para.1Thecharactersofpoetry.
Para.2AlookonChinesepoetry.
Para.3ThefirstperiodofModernEnglishpoetry.
Para.4ModernEnglishpoetryinthe19thcentury.
Para.5Whymodernpoetshavespecialattraction?
Para.6TheintroductionofEnglishpoetrytoChina.
Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.
Task2Atimeline
T:Excellent!Hereisataskforyou.Pleasefocusonparagraph3-5andfinishthetimeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.Nowdoit!
Step4Post-reading
Task1
T:Let’sturntonextstep.LookatP28,Ex.1,makesuretogettherightchoices.
(After2minutes,checktheanswers)
Keys:1.A2.C3.B4.D5.C
Task2
T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?
Para.1Thatmakespoetrydifficulttowrite,butveryinterestingtoread.
------Poetryplayswithsounds,wordsandgrammar.Para.3Despiteitsshorthistory,thereisalotofgoodpoetryaround.
------Englishpoetry’s
Para.4Thestyleandatmosphereintheirpoemshasoften…------WilliamWordsworth,Byron,JohnKeats
Para.5Finally,modernpoetshavetheirspecial…inthelanguageandimagestheyuse.
------modernpoetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliterature
Step5Further-understanding
T:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;
Tak1
Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?
A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).七步詩.)
Task2
T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.
Q:Canyouuseyourownwordstoexplainit?
A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
Step6Enjoyment
T:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?
A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.
2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest.
T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.
(Aftertheendofthevideo,showthenextslide)
T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.
ThenIsawtheCongocreepingthroughtheblack,
Cuttingthroughtheforestwithagoldentrack.
Step7Discussion
T:It’sreallyamusing!Attheendofthislesson,let’shaveadiscussion.
Arepoemsgoodforourlife?Whatcanwegetfrompoems?
1.Poemsbringpassion(激情)toourlife.2.Poemshelpustounderstandlife,virtues,beautyandromance…3.Poemsmakeusknow,wearehere,wecanmakeourlifeandtheworldmorecolorful!
Step8Homework
1.Readthetextagaintogetabetterunderstanding.2.ReadandtranslateseveralgoodEnglishpoems.
3.Getsomeinformationaboutfamouspoetsoninternetifpossible.
Website
/POPE.HTM
/wilword.htm
/byron
edew,comerust,
Butstillliespointedasitploughedthedust.
Ifwewhosightalongitroundtheworld,
Seenothingworthytohavebeenitsmark,
Itisbecauselikemenwelooktoonear,
Forgettingthatasfittedtothesphere,
Ourmissilesalwaysmaketooshortanarc.
Theyfall,theyripthegrass,theyintersect
Thecurveofearth,andstriking,breaktheirown;
Theymakeuscringeformetal-pointonstone.
Butthisweknow,theobstaclethatchecked
Andtrippedthebody,shotthespiriton
Furtherthantargetevershowedorshone.
TheIslesofGreece
GeorgeGordonByron
TheislesofGreece!theislesofGreece!
WhereburningSappholovedandsung,
Wheregrewtheartsofwarandpeace,--
WhereDelosroseandPhoebussprung!
Eternalsummergildsthemyet,
Butall,excepttheirsun,isset.
TheScianandtheTeianmuse,
Thehero’sharp,thelover’slute,
Havefoundthefameyourshoresrefuse;
Theirplaceofbirthaloneismute
Tosoundswhichechofurtherwest
Thanyoursires’"IslandsoftheBlest."
ThemountainslookonMarathon--
AndMarathonlooksonthesea;
Andmusingthereanhouralone,
Idream’dthatGreecemightyetbefree
For,standingonthePersians’grave,
Icouldnotdeemmyselfaslave.
哀希臘
拜倫
希臘群島呵，美麗的希臘群島！
火熱的薩弗在這里唱過戀歌；
在這里，戰(zhàn)爭與和平的藝術(shù)并興，
狄洛斯崛起，阿波羅躍出海面！
永恒的夏天還把海島鍍成金，
可是除了太陽，一切已經(jīng)消沉。
開奧的繆斯，蒂奧的繆斯，
那英雄的豎琴，戀人的琵琶，
原在你的岸上博得了聲譽，
而今在這發(fā)源地反倒喑?。?br> 呵，那歌聲已遠遠向西流傳，
遠超過你祖先的“海島樂園”。
起伏的山巒望著馬拉松－
馬拉松望著茫茫的海波；
我獨自在那里冥想一刻鐘，
夢想希臘仍舊自由而歡樂；
因為，當我在波斯墓上站立，
我不能想象自己是個奴隸。
DonMclean–Vincent
Starrystarrynight
paintyourpaletteblueandgrey
lookoutonasummer’sday
witheyesthatknowthedarknessinmysoul.
Shadowsonthehills
sketchthetreesandthedaffodils
catchthebreezeandthewinterchills
incolorsonthesnowylinenland.
AndnowIunderstandwhatyoutriedtosaytome
howyousufferedforyoursanity
howyoutriedtosetthemfree.
Theywouldnotlisten
theydidnotknowhow
perhapsthey’lllistennow.
Starrystarrynight
flamingflo’rsthatbrightlyblaze
swirlingcloudsinviolethazereflectin
Vincent’seyesofChinablue.,onwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!
Step5HK
T:Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot.
THEEND
TheFourthPeriodWordStudyandGrammar
Teachingaims:
1.LearnandmasterthePastParticipleusedasadverbial.
2.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.
TeachingProcedures:
Step1Song
AskthestudentstowatchtheVCDprogrammeandlearntosingthesongANAPPLEADAY.
Anappleaday,
Keepsthedoctoraway.
Anappleaday,
Keepsthedoctoraway.
A-P-P-L-E,“apple”
Thenaskthestudentstolookatthewordsfromthesong---“day,away”.
T:Whatdothesetwowordshaveincommon?
S:Theyendwiththesamevowel---/ei/.
T:Iftwowordshavethesamesound,includingavowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
S:Horseandmouse,schoolandfool…
NowlookatPart2.Pleasereadthemandmatchthewordsthatrhyme.
Suggestedanswers:
mad-gladtale-failglory-storyrecite-nightcow-ploughshade-afraidisle-smileembrace-base
Step2Wordstudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwe’llchecktheanswers:
Suggestedanswers:
1.poem2.absence3.atmosphere4.stories5.poets6.translated(put)
Step3Grammar
Showthetwosentencesonthescreen.
Thepastparticipleusedasadverbial.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen,whocantellustheirChinesemeanings.
1.一經(jīng)出版，他的作品就因不押韻而著名。
2．即使翻譯得再好，一經(jīng)翻譯，原作的一些精華就沒有了。
T:Canyouthinkofanotherwaytoexpresstheseideas?
Suggestedanswers:
1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.
T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?
Suggestedanswers:
1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shot
Step4Practice
Showthesentencesonthescreen.
1.Thecastle,burneddownin1943,wasneverbuilt.
2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.
Suggestedanswers;
1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷為平地的那座城堡，再也沒有重建。
2.Inthesecondsentence,“l(fā)eftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一個荒涼的島上，為了生存下去，你會怎么辦呢？
NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.
Suggestedanswers:
1.AT2.AD3.AD4.AT
Step5Consolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
6.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbialLet’shavearevisionandmakeacomparison.
1.共同點:現(xiàn)在分詞和過去分詞在句中不能單獨作謂語,但可作定語,表語,賓語補足語,狀語.
分詞作狀語時,其邏輯主語是句子的主語.如:
正確:Lookingfromthetopofthehill,wecanseethewholetown..
錯誤:Beinganorphan,thevillagerstakegoodcareofthechild.
正確:Seenfromthehill,ourschoollooksmorebeautiful.
錯誤:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同點:現(xiàn)在分詞有時態(tài)和語態(tài)的變化;而過去分詞只有一種形式,現(xiàn)在分詞常表”主動”和“進行”;過去分詞的一般式常表“被動”和“完成”.
式語態(tài)及物動詞make的主動語態(tài)及物動詞make的被動語態(tài)
不及物動詞rise
現(xiàn)在分詞一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
過去分詞maderisen
3.易混淆點:
a.分詞作伴隨狀語時,若表”正在被……”的概念,常用過去分詞,而不用現(xiàn)在分詞的被動式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.現(xiàn)在分詞的完成被動式和過去分詞兩者都可表示“完成”和“被動”,但前者更加強調(diào)分詞動作明顯先于謂語動作;而后者的時間性不強.
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Step7Practice
“分詞”專項能力訓練題
單項填空
1.What’sthelanguage_______inGermany?
A.speakingB.spokenC.bespokenD.tospeak
2.Hehadhisleg________inthematchyesterday?
A.tobreakB.brokenC.breakD.breaking
3.Itwassocoldthathekeptthefire_______allnight.
A.toburnB.burnC.burningD.burned
4.She’supstairs_________letters.
A.writesB.iswritingC.writeD.writing
5.“Can’tyouread?”Marysaid________tothenotice.
A.angrilypointingB.andpointangrily
C.angrilypointedD.andangrilypointing
6.Thelecturewasso_________thattheywereall_________.
A.inspiring:excitingB.inspiring;excited
C.inspired;excitedD.inspired;exciting
7.Thewheatfieldsareirrigatedbywater_______fromapondthroughbamboopipes.
A.bringB.bringsC.broughtD.bringing
8.Thisisoneofthebooks________byhimnow.
A.tobewrittenB.beingwritten
C.havingbeenwrittenD.isbeenwritten
9.Thebook________belongstome.
A.whichlyingonthetableB.lyingonthetable
C.isonthetableD.layonthetable
10.Thepoorboylookedtotherightandtotheleft,_______wheretogo.
A.notknowingB.nottoknowC.didn’tknowD.notbeingknown
11._________anythingabouttheaccident,hewenttoworkasusual.
A.NotknownB.KnownnotC.KnowingnotD.NotKnowing
12.Thisnewssounds_________.
A.encouragingB.encouragedC.encourageD.toencourage
13._________,thesubjectbelongstobiology.
A.StrictlyspokenB.Spokenstrictly
C.StrictlyspeakingD.Speakingstrictly
14.__________,theplayerstriedtheirbesttowinthegamefortheircountry.
A.GreatlyencouragedB.Havinggreatlyencouraged
C.TobegreatlyencouragedD.Greatlyencouraged
15.________thatmistakeonce,Ishallnotmakethesamemistakeagain.
A.MadeB.TomakeC.MakingD.Havingmade
16.---Willyougototheparty?
---OfcourseIwill_________.
A.ifinvitedB.ifhavinginvited
C.ifIwasinvitedD.ifIwillbeinvited
17._________achild,Elizabethenjoyedstudyingartandmusic.
A.ShewasB.WhenwasC.WhenbeingD.Being
18.Thebridge_________nowovertheChangjiangRiverwillbecompletedattheendofthisyear.
A.builtB.isbeingbuiltC.beingbuiltD.tobebuilt
19._________thattherewasanaccidentahead,thebusdriverchangedcourse.
A.WarningB.HavingwarnedC.TobewarnedD.Havingbeenwarned
20.ThevisitingMinisterexpressedhissatisfactionwiththetalks,________thathahadenjoyedhisstayhere.
A.havingaddedB.toaddC.addingD.added
Suggestedanswers:
1---5BBCDA6---10BCBBA11---15DACAD16---20ADCDC
Homework
Finishthewordstudyandgrammarpartontheworkbook.
The5thPeriodIntergratingSkills
ALessonPlanforSongsandPoems
Goals/objectives:
Studentswill:
1.Learntoreadpoemsaloudwithexpression.
2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.
3.Practicelisteningactively
Timerequired
40minutes
StepOne
Warmin-up
PlaytworecordingsofthepoemsbyKeatsandWordsworthasstudentslisten;directtheirattentiontotherhythm,therhymeandthesoundsofthewords.Guidethemtoforgetaboutdifficultwordsbygettingthestudentstoquicklygothroughthepenultimateparagraphofthetext.Highlightthesentence:
“Poetryusesmanydifficultwordsandidioms,butthebestthingistojustforgetaboutthem.”
Brainstormsomeoftheirunderstandingoftherhymingofpoetrybylettingthemgivingexamplesofrhymingwords.
e.g.
Getthemtopracticereadingaloudthesecouplesofrhymingwordsforalittlewhileandthenaskseveraltodemonstrate.
AskfortheirfavoriteChinesepoemsandwhenandhowtheyreadpoems.
Alsoaskthemiftheysometimesreadbythelightofthecandleandifreadingpoemsiskindofromanticetc.
Askthemtocomparesingingsongstoreadingpoems.
StepTwo
Pre-reading
Afterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.
StepThree
While-reading
Invitestudentstolistunfamiliarwordsthattheynoticedinthepassage.
e.g.avoid,recite,extraordinary
StepFour
Post-reading
Assessstudentsunderstandingbyaskingtheirafewquestions:
e.g.
1.Whendoesthewritersingsongs?
2.Whendidthewriterbegintotouchonpoetry?
3.WhendoesthewriterreadKeatsandwhenWordsworth?
StepFive
ExerciseI
Brieflyintroduce"DustofSnow"byRobertFrost.
Listeningandreadingaloud
PlaytherecordingofRobertfrost’sDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.
Discussion
Discusshowmanycharactersareinvolvedinthepoem.
(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)
Possibleanswersinclude:
Two(acrowandaperson),
Four(acrow,aperson,atreeaheart)
Analysis
Guidethemtonoticetheline"Achangeofmood".
Askthemafewquestions
1.hismoodhaschanged,fromwhatmoodtowhatmood?
2.Whathappenstobringaboutthechange?
Appreciation
Brainstormabouthowstudentsfeelatthebeginningofthepoem.
Answersmayvary:
TheCrowmayletsomeofthemthinkofbadluck.
TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.
Practice
Getstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.
StepSix
ExerciseII
Letstudentstakeouttheirexercisebooks.Doexercise2onPage32withthepoemas"rightherewaiting".
Homework:
1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow
2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.
相關(guān)閱讀
高二上人教版Unit2Newsmedia
Unit2Newsmedia
Ｉ．單元教學目標
技能目標Goals
▲Talkaboutnewsandthemedia
▲Practiseexpressingopinions
▲LearnaboutthePastParticiple(1)：usedasAttributeandPredicative
▲Writeacomparisonparagraph
ＩＩ．目標語言
功
能
句
式
Practiseexpressingopinions
Whatdoyouthinkof...?
What’syouropinion?
Whydoyouchoose...?
Perhaps...ismoreimportant.
Iwouldratherchoose...
Idon’tthinkweshouldchoose...
Maybeitwouldbebettertochoose...
Ourreaderswanttoknowabout...
詞匯
1.四會詞匯
media,reliable,fire,face,difficulty,editor,reason,elect,injure,headline,inform,informed,relate,talented,switch,present,reflect,effort,spiritual,AIDS,seldom,addict,social,ignore,attention,view,tolerate,affair,concern,telegram,retire,complete,bore,attitude,disappoint,guard,citizen,polluter,arm,update
2.認讀詞匯
nosy,Gray,rumour,interviewee,interviewer,truthfully,passion,fulfilment,critical,source,current,neutral,locate,overseas,DavidBeckham,TigerWoods,troublemaker,responsible,caring,demonstrate,comparison,checklist
3.詞組
goup,burndown,foronce,beaddictedto,evenif,
drawattentionto,onallsides,changeone’smind,currentaffairs,lookupto,fallinlovewith
4．重點詞匯
reliable,fire,face,difficulty,elect,injure,informed,relate,switch,present,reflect,effort,seldom，addict,affair,bore,disappoint,
update
語法
過去分詞作定語和表語
重
點
句
子
1．Theeditor’sjobistokeepthenewspaperbalancedandinterestingtothereaders.
2.Therudeandnoisygroupmadeitdifficultfortheworkertogetintothefactory.
Ⅲ.教材分析與教材重組
1.教材分析
本單元以Media為話題，旨在通過單元教學使學生認識了解新聞媒體以及新聞故事的產(chǎn)生過程。學會表達自己的觀點。了解什么是正面報導，什么是負面報導。學會比較事情的異同，并知道通過比較，可以讓讀者更容易明白你的寫作意圖。
1．1WARMINGUP旨在引導學生結(jié)合自己的體驗和認識，了解哪種媒體更可*并掌握有關(guān)媒體的詞匯。
1．2LISTENING是一個采訪錄音和一段對話。通過聽這些材料幫助學生認識到描述事情的方式不同，所產(chǎn)生的效果也不同。
1.3SPEAKING是一個任務型教學活動。要求同學們從發(fā)生的10件事情中選擇5件登在報紙上，并且說明選擇該事件的理由。此練習旨在鍛煉學生表達觀點的能力，同時也為READING做好鋪墊。
1.4PRE-READING是READING的熱身活動。旨在激發(fā)學生的興趣，讓學生了解傳媒的有關(guān)知識。
1.5READING是關(guān)于新聞背后的故事。文中通過對兩名記者的采訪，介紹了新聞故事的產(chǎn)生過程。
1.6POST-READING第一個題是PRE-READING的延續(xù)；第二題是在理解課文的基礎(chǔ)上，結(jié)合本單元所學知識，設(shè)計的開放性問題；第三題是訓練學生正確看待媒體的能力，培養(yǎng)學生的是非判斷能力；第四題是訓練學生的開放性思維，要求學生能夠把課本知識與社會生活知識聯(lián)系起來，就社會熱點問題-公眾人物的影響力這一話題用英語表達自己的觀點，是SPEAKING部分的功能與本單元話題結(jié)合的很好例證。
1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy第一題是用動詞的正確形式填空，第二題判斷形容詞是具有積極意義，消極意義還是中性意義。詞匯練習是為學生學習描述人和物打基礎(chǔ)的。Grammar在引導學生體驗、探究、歸納過去分詞做定語和表語功能的基礎(chǔ)上，進行任務型鞏固訓練。Part1是判斷13頁的8個句子中的過去分詞是做定語還是做表語；Part2則是把過去分詞作定語改寫成定語從句；Part3是把定語從句改寫為過去分詞，Part4是根據(jù)句意改寫成過去分詞作定語結(jié)構(gòu)；Part5是用動詞的正確形式填空，主要練習過去分詞作表語。
1.8INTEGRATINGSKILLS中的Speaking,Writing,andReporting是本單元內(nèi)容的綜合。涉及到LISTENING,SPEAKING和READING教學活動。文中舉例同一事件，記者的立場不同，看問題的角度不同，所作的報導不同，所產(chǎn)生的效果自然也不相同。就這一案例，通過討論和辯論活動，引導學生在描述人或物時，要有正確的態(tài)度，明確立場。寫作部分(Writing)要求同學們練習描述不同媒體的異同。
2.教材重組
2.1把WARMINGUP和LISTENING放在一起，為學習主課文作好鋪墊。
2.2SPEAKING單獨上一節(jié)課，培養(yǎng)學生的表達能力，學會正確的表述自己的觀點。
2.3將PRE-READING，READING和POST-READING整合在一起上一節(jié)“閱讀課”。
2.4將INTEGRATINGSKILLS設(shè)計為一節(jié)“綜合實踐課”。
2.5將GRAMMAR與WORKBOOK中的語法練習題整合在一起上一節(jié)“語法課”。
3.課型設(shè)計與課時分配（經(jīng)教材分析，本單元可以用5課時教完）
1stperiodWarmingupListening
2ndperiodSpeaking
3rdperiodReading
4thperiodIntegratingSkills
5thperiodGrammar
Ⅳ.分課時教案
TheFirstPeriodListening
Teachinggoals教學目標
1.Targetlanguage目標語言
重點詞匯和短語media,reliable,fire,face,difficulty
2.Abilitygoal能力目標
Listentoadialogueandfromthedialoguethestudentsshouldhaveanopinionthatpeoplewillhavedifferentreportsaboutthesameevent.
3.Learningabilitygoal學能目標
Listentoadialogueandbeabletoexpressone’sopinioninapositiveornegativeway.
Teachingimportantpoints教學重點
Talkaboutnewsandmedia
Teachingdifficultpoints教學難點
Howtoimprovestudents’listeningabilityandteachthem
toexpressopinions.
Teachingmethods教學方法
1.Listeningtothetape(individuals).
2.Discussionafterlisteningtothematerials.
Teachingaids教具準備
1.Arecorder
2.Aprojector
3.Acomputer
Teachingproceduresways教學過程與方式
StepILeadingin
T:Goodmorning,boysandgirls!Look,whatisinmyhand?
Ss:Anewspaper.
T:Whatcanwegetfromanewspaper?
Ss:Wecanlearnwhathashappenedorishappeninghomeandabroad.
T:Good.Doyoureadnewspaperseveryday?
S1:No,Isurfontheinternet.Inmyopinion,themostpopularandconvenientwayistosurfontheinternet.
S2:Iwouldliketolistentoradio.
S3:IwatchTVeveryday.
S4:Iprefertoreadmagazines.Therearephotosinmagazines.Theyarepleasingtotheeyes.Andphotoshelpustounderstandthearticles.
T:Quitegood.I’mverygladyouknowmanykindsofnewsmedia.Nowlet’stalkmoreaboutthesenewsmedia.
StepⅡWarmingup
Firsttheteacherwillshowstudentsdifferentnewsmedia.Thentalkaboutthemandcomparethesenewsmedia.
T:Boysandgirls,pleaselookatthequestionsonthePowerPoint.I’dlikeyoutodiscussthemwithyourpartnerfor3minutes.ThenIwillaskyoutospeakoutyour
opinions.
Afterstudentsexpresstheiropinions,showthepossibleanswersonthePowerPoint.
Possibleanswers:
1.IthinkTVisthemostreliablenewsmedia.Becausewecanseewhoisresponsibleforthenews.
2.Websiteskeeponupdatingthenews.Soonwebsitesyoucanalwayslearnthelatestnews,sometimesevenwithaudioandvideo.
FromTVyoucanseeboththebroadcasterandvideos.Fromradioyoucanonlyhearthevoicewithoutseeingthescenes.Youcanreadnewspapereverywhere.Itiseasytogetmagazinesandwecantakelongertimetoreadthem.
3.ItrustTV,leadingpapersandimportantradiostations.
4.No.
5.magazine,newspaper,radio,TV,website,broadcast,editor,edit,editorials,facts,headline,interview,journalist,opinions,reliable,reporter,trueandsoon.
StepⅢPre-listening
AskstudentstolookatthetwopicturesonPage10.Talkaboutthetwopicturesfirst.Askstudentstousetheirimaginationanddescribethescenes.Trytothinkofasmanywordsaspossibletodescribepeople.
StepⅣListening
Playthetapeforthestudents.Afterlisteningforthefirsttime,thestudentsshouldticktheinformationtheycanhearineachpart.Thenplaythetapeagain.ThistimestudentswillanswerthesecondquestiononPage10.Aftercheckingtheanswers,dotherestoftheexercises.
StepⅤDescribingpeople
Showthefollowingpassagestothestudents.Askthemtoreadthepassagesandspeakoutwhatimpressionthepeoplegivethem.Aretheydescribedinapositivewayoranegativeway?
T:Ok.Boysandgirls.Lookatthetwoshortpassages.Trytojudgewhethertheyaredescribedinapositivewayornot.
JohnTrussell
Mylittlebrother.(Idon’tcarethathe’sfouryearsolderthanme.)Ineverhadabrotherbefore,buthe’sthebestoneIthinkImayeverhavewhobringsmethepleasureofadopting(收養(yǎng)).Inspiteofallthepainthatheoccasionallygoesthrough,Ihaveseenhimbearitwithpatienceandcalm,anddohisbesttomakecertainthatnooneelsewashurtbeforecopingwithhisownpain.ItismyonlyhopethatIwillneverlosethislittlebrother.
ChuckTetzlaff
Heisveryfunny,overworked,andisthethirdmanI’veevermetwhocanconsistentlymakemeunabletostoplaughing.Atthesamepoint,Iwillgettoseehimmoreoften,butthatwillprobablybeafterhefinishesworkingforhisChemistryProfessor.
Ss:Theyaredescribedinapositiveway.
T:Readthefollowingpassage.Trytojudgetheman’sattitudetowardslife.
IwasonmywaydownanelevatorattheHiltoninArlington,Texas,readytobeginaseminaronhowtodevelopmorepositiveteamrelationships.Isharedthatridewithamanwhosefaceborethefrownlinesthatevidencedaless-than-positiveattitude.
Hecommented,“I’mnotsosureaboutthiselevator.”
“Oh?Whynot?”Iasked.
“Itwasslowgettingtous,anditsoundsfunny.”
“I’msurewe’llmakeit,”Iencouragedhim.
“Idon’tknow.Younevercantellaboutthesethings.”
Whenwearrivedatthefirstfloor,Isaid,“Well,wemadeit!”
Unimpressed,heanswered,“Yeah,butthedoor’snotopenyet.”
Ss:Theman’sattitudeisnegative.
T:Yes,youarequiteright.Beingpositivemakeslifeenjoyable.
Readthefollowing.Itwillhelpyoutobecomepositive.
Changingnegativethoughts
Situation
Negative
thoughts
Otherexplanations
Gettingcritical
feedbackfor
anessay
Iamstupid.
Ididn’thavemuchtimetodothisessaytheworkloadhasbeenveryheavyrecently.Ichosetodootherthingsaswell.Theworkissupposedtobechallenging.Constructivecriticismhelpsmetoimprove.I’vedonewellinthepast,whichshowsIcandowell.
Myfrienddoes
notwanttosee
metonight.
Theydon’t
careabout
meanymore.
Theysaidtheyhadtoworktonight-thisismostlikelytrue.Wesaweachotherattheweekendandhadagoodtime.Theysaidsomenicethingstomelatelyandseemedtocarethelasttimewemet.
T:Afterwelearnsomuchaboutnegativeandpositivedescription.I’msureyoucandescribepeopleinbothways.Today’shomeworkistodescribesomeonethatyou
arefamiliarwithinanegativewayandtheninapositiveway.
StepⅥHomework
1.FinishthelisteningexercisesonPage88.
2.Trytodescribesomeonethatyouarefamiliarwithinanegativewayfirstandtheninapositiveway
高二上人教版Unit1Makingadifference
Ｉ．單元教學目標
技能目標Goals
Talkaboutscienceandscientists
Practisedescribingpeopleanddebating
Learnmoreabouttheinfinitive
Writeadescriptiveparagraph
ＩＩ．目標語言
功
能
句
式
Practisedescribingpeopleanddebating
That’scorrect
That’strue.
Thereisnodoubtthat…
Itisclearthat…
Itishardtosay.
What’syouridea?
Idoubtthat…
Well,maybe,but…
Haveyouthoughtabout…?
詞匯
1.四會詞匯
undertake,analysis,obvious,within,agriculture,
gravity,curious,branch,debate,scan,boundary,
graduate,research,wheelchair,disable,theory,
seek,misunderstand,scientific,observe,match,
predict,unhappiness,crime,astronomer,microscope,telescope,heaven,intelligent,patient,experiment
2.認讀詞匯
AlbertEinstein,genius,inspiration,perspiration,
AlfredNorthWhitehead,quote,radioactivity,biologist,
StephenHawing,PhD,promising,incurable,engage,JaneWilde,exploration,RogerPenrose,observation,Newton,DNA,
GalileoGalilei,FrancisBacon,geographer,Copernicus
3.詞組
workon,goby,be/getengagedtosb,goonwith,dreamof,
turnout,useup,besatisfiedwith,takealookat,whatif,
theotherwayaround
4．重點詞匯
undertake,debate,disable,seek,misunderstand,observe,
match,predict,patient
語法
不定式的用法
TheinfinitiveusedasSubject,Attribute,ObjectandAdverbial
重
點
句
子
1．Nordidheletthediseasestophimfromlivingthekindoflifehehad
alwaysdreamedof.
2.Itisnotnecessarytobeagreatscientisttomakeadifferenceinthe
world.
Ⅲ.教材分析與教材重組
1.教材分析
通過學習著名科學家的故事，激發(fā)學生學科學，愛科學，不畏艱難，勇于克服困難，勇攀高峰的科學精神。通過對科學家的描述，幫助學生學會描述人。引導學生對科學的好奇心，培養(yǎng)他們辯論的能力。
1.1WARMINGUP通過名人名言引導學生學會描述人。
1.2LISTENING是描述科學家的材料。
1.3SPEAKING是一個任務型教學活動。提供了5門學科，讓學生辯論哪一科最重要和對社會最有用。
1.4PRE-READING要求學生快速瀏覽文章并獨立完成三個問題，為READING的熱身。
1.5READING是關(guān)于著名科學家斯蒂芬·霍金的故事。通過學習他的故事，培養(yǎng)學生不畏艱難，敢于克服困難，勇攀高峰的大無畏的科學精神。
1.6POST-READING第一個題是三個選擇題，目的是訓練學生的事實核對能力；第二題是三個問答題，除了訓練學生的概括能力外，更能開闊學生的思路，豐富學生的視野；第三題是訓練學生開放性思維，要求學生能夠把課本知識與社會生活知識聯(lián)系起來，多角度的去思考問題。
1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy是一個英語釋義練習，旨在培養(yǎng)學生的英語思維能力，有助于養(yǎng)成英語思維的習慣。Grammar在引導學生體驗、探究、歸納不定式結(jié)構(gòu)功能的基礎(chǔ)上，進行任務型鞏固訓練。Part1是歸納不定式結(jié)構(gòu)功能分類練習；Part2則是有一定難度的不定式被動語態(tài)練習；Part3把不定式放在一定語境中的綜合練習，以著名科學家斯蒂芬·霍金的夢想實現(xiàn)過程為范例，談論如何實現(xiàn)自己的夢想。本單元的語法訓練設(shè)計是以功能為特征的功能語法訓練，充分體現(xiàn)了新教材的話題、功能、結(jié)構(gòu)、任務相結(jié)合的特點。
1.8INTEGRATINGSKILLS中的Reading介紹了一些著名科學家成功的原因，讓學生了解科學家成功的要素。WRITING部分要求學生通過圖書館、互聯(lián)網(wǎng)等途徑了解自己喜歡的科學家。然后根據(jù)提示作一介紹。
1.9TIPS介紹了學英語的科學方法。鼓勵學生科學的對待學習。
2.教材重組
2.1把WARMINGUP作為LISTENING的熱身練習，將WARMINGUP，LISTENING與SPEAKING整合在一起，通過談論科學和科學家，練習描述人和進行辯論，上一節(jié)“聽說課”。
2.2把PRE-READING,READING和POST-READING放在一起上一節(jié)閱讀課。
2.3將GRAMMAR與WORKBOOK中的語法練習題整合在一起上一節(jié)“語法課”。
2.4將INTEGRATINGSKILLS設(shè)計為一節(jié)“綜合實踐課（一）”。
2.5將WORKBOOK的INTEGRATINGSKILLS設(shè)計為一節(jié)“綜合實踐課（二）”。
3.課型設(shè)計與課時分配（經(jīng)教材分析，本單元可以用5課時教完）
1stPeriodListeningSpeaking
2ndPeriodReading
3rdPeriodGrammar
4thPeriodIntegratingSkills(1)
5thPeriodIntegratingSkills(2)
Ⅳ.分課時教案
TheFirstPeriodListeningSpeaking
Teachinggoals教學目標
1.TargetLanguage目標語言
a.重點詞匯和短語
undertake,analysis,obvious,within,agriculture,
gravity,curious,branch,debate
b.交際用語Learnthefollowingbyheart.
Practisedescribingpeopleanddebating
That’scorrect
That’strue.
Thereisnodoubtthat…
Itisclearthat…
Itishardtosay.
What’syouridea?
Idoubtthat…
Well,maybe,but…
Haveyouthoughtabout…?
2.Abilitygoals能力目標
Enablestudentstotalkaboutscienceandscientists.
Helpthemlearntodescribepeopleandpractisedebating.
3.Learningabilitygoals學能目標
LetSslearnhowtodebatebytalkingaboutwhich
branchisthemostimportantandusefultosociety.
Teachingimportantpoints教學重點
Learnthepatternsusedtodescribepeopleanddebating
Teachingdifficultpoints教學難點
Howtodescribepeopleandhowtodebate.
Teachingmethods教學方法
1.Listeningtothetape(individuals).
2.GroupworkDebating(cooperativelearning).
Teachingaids教具準備
ataperecorder,aprojectorandacomputer
Teachingproceduresways過程與方式
StepIWarmingup
ShowthephotosofsomegreatpeopleonthePowerPoint.Askstudentswhethertheyknowwhotheyareandwhattheyarefamousfor.ThenshowthequotesonthePowerPoint.Askstudentstomatchthepictureswiththequotes.Thenhelpstudentstounderstandthequotes.
T:Welcomebcktoschool,boysandgirls!Gladtoseeyouagain.
Ss:Gladtoseeyou,Mr.…/Ms….
T:Howwasyourholiday?Haveyoumadeanynewfriends？HereIwillintroducesomefriendstoyou.Lookathim,whoishe?
ShowthepictureofAlbertEinsteintotheclass.
S1:AlbertEinstein,agreatscientist.
T:Whatisheknownfor?
S2:TheoryofRelativity.
T:Hereisabriefintroductionofhim.Pleaselookatthescreen.
ShowthefollowingsentenceonthePowerPoint.
Einsteincontributedmorethananyotherscientisttothemodernvisionofphysicalreality.Hisspecialandgeneraltheoriesofrelativityarestillregardedasthemostsatisfactorymodelofthelarge-scaleuniversethatwehave.
T:Ok.Herearesomepicturesoffamouspeopleandquotesfromthem.Pleasematchthepictureswiththequotes.Thisisgroupwork.Pleasediscusswithyourgroupmembers.Twominuteslaterwewillchecktheanswers.
Askthestudentstodiscusswiththeirgroupmembers.Twominuteslaterchecktheanswerswiththewholeclass.
SuggestedanswersareshownonthePowerPoint:
Nothinginthisworldistobefeared…onlyunderstood.(MariaCurie)
Geniusisonepercentinspirationandninetypercentperspiration.(ThomasAlvaEdison)
Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious.(AlfredNorthWhitehead)
Youcannotteachamananything；Youcanonlyhelphimfinditwithinhimself.(GalileoGalilei)
T:Ok.I’dlikeyoutoexplainthequotes.
S1:IamveryfamiliarwithEdison’sGeniusisonepercentinspirationandninetypercentperspiration.
T:Howdoyouunderstandit?
S1:Everyoneneedstoworkhardtosucceed.
T:Thanks.Pleaserememberifyouwanttobecomesuccessful,youneedtoworkhard.Hardworkleadstosuccess.
Introducetheotherquotesinthesameway.
Theexplanationofthequotes:
Imaginationismoreimportantthanknowledge....meansthatyoumayknoweverything,butifyoucan’tthinkupnewthoughts,noprogresswillbemade.
Nothinginthisworldistobefeared...onlyunderstood....Thisisastretchofanoldsaying:youonlyfeartheunknown.SoMariewasright,butstillnot.Shedidn’tunderstandradiationanddiedofcancerascauseofit,butstillwhenyoulearnthing,youlosethefear.
Geniusisonepercentinspirationandninetypercentperspiration....Thisisa“pun”,butalsoshowsthattalentandgeniusisnotallittakes,evenreallycleverpeopleneedtoWORKHARDtomakedreamscometrue
Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious....Thisisagoodone.Ittakestwocontrastsobviousandunusualandthrowstogether:thatitneedsanunusualmindtobeabletoexplainwhatisobvious.Itdoesn’tSEEMtobethetruthandthisisanoxymoron,butverytrue.
Youcannotteachamananything;youcanonlyhelphimfinditwithinhimself....Unlessonehasdesiretolearnhimselfyoucannothelphim.Onlyifhehimselfhasinnerdesiretomoveaheadyoucanbeofsomehelptohim.Galileomayhavehadapointhere.Butitisaveryhumbleviewofateacher.
T:Doyouknowanyotherquotesaboutscienceandthinking?
S:Yes,Iknowsome.
Yousee,inlife,lotsofpeopleknowwhattodo,butfewpeopleactuallydowhattheyknow!
Knowingisnotenough,youmusttakeaction.—AnthonyRobbins
Actionisfoundationalkeytoallsuccess.—AnthonyRobbins
SuggestedanswerstoQ34.
3.SirIsaacNewton:
TheUniversalLawofGravitation
CharlesDarwin:
OntheOriginofSpecies
4.Hardwork,imagination,creativity,persistenceandcuriositymakescientists
successful.I’dliketolearnthestoriesofhowtheysucceeded.
StepIIListening
T:Aftertalkingaboutthescientists,wewilllistentothetape.
Pleasetrytojudgewhothefamousscientistsdescribed
onthetapeare.Andfinishtheexercises.
Afterlistening,checktheanswerswiththewholeclass.
Aftercheckingtheanswers,askstudentswhattheyareinterestedin.Theyarerequestedtowriteashortparagraphaboutwhattheywouldliketoinvent,discover,orbe.Theyaregivenfiveminutestofinishit.
T:WhatareyouinterestedinS1?
S1:I’minterestedinBiology.Iwanttobeabiologist.IwanttomakegooduseofGMtoproducemorefoodforpeople.
T:Goodidea.Thenwriteashortpassageaboutyourdreams.Youshouldfinishitwithin5minutes.
Fiveminuteslater,showseveralcopiesontheprojectorandcheckwiththewholeclass.
StepIIISpeaking
T:Boysandgirls,fromtheaboveexerciseIlearnthatyouareinterestedindifferentsubjects.NowI’dlikeyoutoplayagame.Nowyouwillbedividedinto5groupstorepresentabranchofscience.
ShowthefivebranchesBiology,Maths,Chemistry,PhysicsandComputerscienceonthePowerPoint.
T:Youaregoingtodebateeachothertoseewhichsubjectisthemostimportantandusefultosociety.Pleaserefertotheusefulexpressions.Whenyoudebate,pleasethinkofenoughreasons.Youmaydiscussinyourgroupforthreeminutes.
ShowtheusefulexpressionsonthePowerPoint.
That’scorrect.
That’strue.
Thereisnodoubtthat…
Itisclearthat…
Itishardtosay.
What’syouridea?
Idoubtthat…
Well,maybe,but…
Haveyouthoughtabout…?
StepⅣPractice
Threeminuteslater,thedebatebegins.Afterthedebate,theteacherwillsumup.
T:I’mgladyouhavedoneaverygoodjob.Ihavetoadmitallofyouareright.Everybranchofscienceisveryimportantanduseful.Ihopeinthefutureyouwillbegreatscientistsandmakecontributionstothedevelopmentoftheworld.
ThenaskstudentstodothetalkingonPage82.
T:Goodnewsforyou.Afamousscientistiscomingtovisitourschool.Wouldyouliketomeethim/her?
Ss:Yes.
T:Luckilyyouhavebeenchosentomeetandinterviewhimorher.
Ss:Whereisthescientist,whoisheorshe?
T:Thisisjustagame.Youaregoingtodopairwork.Imagineoneisthescientist,theotheristhestudent.Youaregiventhreeminutestodoit.ThenIwillasksomepairstoactitout.NowturnyourbookstoPage82anddothepairwork.
Threeminuteslater,thestudentsareaskedtoactouttheinterview.
T:Welldone.Manyofyouaresointerestedinscientists’stories.Afterclasspleasefindmoreinformationofyourfavouritescientists.
StepⅤHomework
FinishthelisteningexercisesonPage81.
Surfontheinternetorusethelibrarytofindmoreaboutscientists.
高二上人教版Unit3Artandarchitecture
Unit3Artandarchitecture
Ｉ．單元教學目標
技能目標Goals
▲Talkaboutartandarchitecture
▲Learntoexpresspreferences
▲LearnaboutthePastparticiple(2):usedasObjectComplement
▲Writeaboutadvantagesanddisadvantages
ＩＩ．目標語言
功
能
句
式
Learntoexpresspreferences
I’drather...
I’mmuchmoreinterested...
Inmyopinion,...
Ireallyprefer...
Iwouldn’tfeelhappyif....
Iamnotveryinterestedin...
Idon’tgetveryexcitedabout...
Ifyouaskme,then...
Iprefersomethingthat...
Ilikeseeingsomething...
WhatIlikeis...
Ican’tstand...
詞匯
1.四會詞匯
architecture,architect,preference,design,furniture,taste,sofa,honey,modern,convenient,block,apartment,style,stand,passage,ugly,construct,construction,steel,concrete,impress,roof,balcony,fantastic,create,seashell,sail,stadium,net,nest,belong,paint,aside,rent,rent,development
2.認讀詞匯
Danny,heater,unnatural,unfriendly,cathedral,AntonioGaudi,Barcelona,despite,FrankLloydWright,theOperaHouse,structure,workshop,tea-house
3.詞組
actas,fillupwith,belongto,setaside
4．重點詞匯
preference,design,furniture,impress,create
語法
ThePastParticipleusedasObjectComplement
重
點
句
子
1．preferdoingtodoing
2.動詞+賓語+賓語補足語結(jié)構(gòu)
Keep/leave/get/have/make/watch/notice/see/hear/listento/feel/find/want/wish/like+object+objectcomplement
Ⅲ.教材分析與教材重組
1.教材分析
本單元以Architecture為話題，旨在通過單元教學讓學生了解建筑學，通過古今中外建筑的比較，培養(yǎng)審美能力。
1.1WARMINGUP通過現(xiàn)代建筑與古老建筑的比較，要求學生說出自己的喜好，并要求學生能正確運用美學與建筑學詞匯和句型。鼓勵學生設(shè)計自己理想的住房，培養(yǎng)學生的創(chuàng)新能力。談論世界著名的建筑師，討論其作品以及其建筑風格。談論世界著名藝術(shù)大師和藝術(shù)作品，豐富學生的視野，激發(fā)他們積極主動學習英語的興趣。
1.2LISTENING是關(guān)于Amy和Danny要為他們的新家購置家具，他們在商店與銷售人員談論他們愛好的對話錄音。通過聽對話錄音，要求學生掌握一些有關(guān)家居的詞匯，以及表達愛好的句型，為SPEAKING部分學生口語的輸出打下基礎(chǔ)。
1.3SPEAKING是一個任務型教學活動。通過幾件物品討論現(xiàn)代和傳統(tǒng)藝術(shù)，討論時要用到表達愛好的句型。這一部分設(shè)計是在“聽力”部分信息輸入的基礎(chǔ)上，訓練學生口語輸出的能力。
1.4PRE-READING是READING的熱身活動。要求采用小組合作討論式學習的方式完成。
1.5READING是關(guān)于現(xiàn)代建筑的說明文。從文中我們可以了解到古今中外一些著名建筑和一些建筑大師的建筑風格。文中指出只有那些接近自然，能與大自然融為一體的建筑才能給人以美感。
1.6POST-READING第一個題是訓練代詞，要求學生在閱讀中能正確判斷代詞所指代的內(nèi)容；第二題在理解課文的基礎(chǔ)上，重點訓練學生分辨事實的能力；第三題是訓練學生的思維能力。第四題通過現(xiàn)代建筑與古代建筑的比較，培養(yǎng)學生的審美能力。第五題要求學生能夠把課本知識與社會生活知識聯(lián)系起來。
1.7LANGUAGESTUDY分詞匯和語法兩部分。其中，Wordstudy是一個英語釋義練習，進一步豐富和鞏固學生的建筑詞匯。Grammar在引導學生體驗、探究、歸納過去分詞賓語補足語的基礎(chǔ)上，進行任務型鞏固訓練。
Part1是根據(jù)語境完成句子，這部分給出了過去分詞，比較簡單，目的是訓練學生正確運用過去分詞做賓語補足語。Part2則是用動詞的正確形式填空，旨在訓練學生正確運用過去分詞做賓語補足語。Part3要求學生正確運用過去分詞做賓語補足語句型布置自己的房間。本單元的語法訓練設(shè)計由易到難，三個層次設(shè)計得非常科學，完全符合學生的認知規(guī)律。
1.8INTEGRATINGSKILLS中的ReadingandWriting是一個整體訓練材料，而閱讀部分（reading）又是主課文的延伸，要求學生了解一些廢棄古建筑的再利用。寫作部分(writing)要求同學們在學習課文后，開動腦筋，思考怎樣賦予廢棄建筑第二次生命。此活動不僅有助于提高學生的英語寫作能力，而且能夠開闊學生的思維，增強他們的環(huán)保意識。
2.教材重組
2.1從話題內(nèi)容和訓練目的上分析，LISTENING與SPEAKING相一致；將LISTENING,SPEAKING整合在一起，設(shè)計成一節(jié)“聽說課”。
2.2把WARMINGUP作為READING的導入內(nèi)容。將PRE-READING，READING和POST-READING整合在一起上一節(jié)“閱讀課”。
2.3將GRAMMAR與WORKBOOK中的語法練習題整合在一起上一節(jié)“語法課”。
2.4將INTEGRATINGSKILLS設(shè)計為一節(jié)“綜合實踐課”。
3.課型設(shè)計與課時分配（經(jīng)教材分析，本單元可以用5課時教完）
1stperiodListeningSpeaking
2ndperiodReading
3rdperiodGrammar
4thperiodIntegratingSkills(I)
5thperiodIntegratingSkills(II)
IV.分課時教案
TheFirstPeriodListeningSpeaking
Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語
preference,furniture,sale,sofa,honey,block,apartment,style,stand,
inahurry
b.交際用語Learnthefollowingbyheart.
I’drather...
I’mmuchmoreinterested...
Inmyopinion,...
Ireallyprefer...
Iwouldn’tfeelhappyif....
Iamnotveryinterestedin...
Idon’tgetveryexcitedabout...
Ifyouaskme,then...
Iprefersomethingthat...
Ilikeseeingsomething...
WhatIlikeis...
Ican’tstand...
2.Abilitygoals能力目標
Enablestudentstoexpresstheirpreferences.
3.Learningabilitygoals學能目標
Throughlisteningandspeakingactivities,studentswilllearnhowtoexpress
theirpreferences.
Teachingimportantpoints教學重點
Learningthepatternsusedtoexpressone’spreferences.
Teachingdifficultpoints教學難點
Makingupanotherdialogueandactitoutinclass.
Teachingmethods教學方法
1.Listentothetape(individuals).
2.Pairworkstopracticethedialogueandmakeupanotherdialogue(cooperativelearning).
Teachingaids教具準備
1.Arecorder
2.Aprojector
3.Acomputer
Teachingproceduresways教學過程與方式
StepIBrainstorm
Gooverthevocabularyoffurniture，andthiswillhelpstudentstodothelisteningcomprehensionexercises.
T:Goodmorning/afternoon,class!
Ss:Goodmorning/afternoon,Mr.…/Ms…!
T:First,I’dlikeyoutoplayagame.Iwilldivideyouintoseveralgroups.Each
groupwilltrytothinkasmanywordsaboutfurnitureasyoucanwithintwo
minutes.
Thegroupthatgetsthemostwordswillwin.
Twominuteslatershowthewordsaboutfurnitureontheprojector.
StepIILeadingin
T:Ifyouhaveanewhome,whatfurniturewouldyouliketobuy?
S1:Adoublebed,asofa,aTVset,atablemadeofglassandafridge.
S2:Ilikeclassicalfurniture.
T:OK!AmyandDannywanttobuysomefurniturefortheirnewhome.Theyaretalkingabouttheirtastesandpreferenceswiththesalesassistant.Let’slistentothetape.Wewilllistentothetapeforthreetimes.Forthefirsttime,doExercise1,thesecondtime,Exercise2andthethirdtime,Exercise3.
StepIIIListening
Playthetapeforstudents.Whilelistening,thestudentsshouldgraspthekey
wordsandpaymoreattentiontothosesentencesusedtotalkaboutone’stastes
andpreferences.
Afterlisteningtothetape,dotheexercises,andchecktheanswerswiththewhole
class.Thensumuptheusefulexpressionsusedwhentalkingaboutone’stastes
andpreferences.
Theteachershowstheusefulexpresionsusedtotalkaboutone’stastesand
preferencesonthePowerPoint.
sionsusedtotalkaboutone’stastesand
preferencesonthePowerPoint.
StepIVSpeaking
TheteachershowspicturesoffouritemsonthePowerPoint.Studentsare
requestedtodescribetheirpreferences.
T:Nowlet’spracticetheseusefulexpressions.Therearefouritems.Talkabout
yourpreferenceswithyourpartner,usingtheusefulexpressions.Don’tforgettotell
uswhyyoupreferonethingtoanother.FirstStudentAplease,andIwillgiveyoua
sample.
Theteacherandonestudentwillgiveasample.
Theotherstudentslistencarefullywhiletheteacherandthestudentperformingthedialogue.
Afterseeingthesample,studentswilldopairworks.
T:OK,everyone!Nowyouaregoingtoworkinpairstotalkaboutyourown
preferences.PleaseremembertousetheusefulexpressionsonthePowerPoint.
Theusefulexpressions:
I’drather...
I’mmuchmoreinterested...
Inmyopinion,...
Ireallyprefer...
Iwouldn’tfeelhappyif....
Iamnotveryinterestedin...
Idon’tgetveryexcitedabout...
Ifyouaskme,then...
Iprefersomethingthat...
Ilikeseeingsomething...
WhatIlikeis...
Ican’tstand...
StepVPractice
Twominuteslater,somepairswillbeaskedtoactouttheirdialogues.
StepVIRoleplay
Dividethestudentsintoseveralgroups.Fivestudentswillmakeupagroup.Each
studentwillplayoneoftherolesonPage96.Practiseexpressingopinions.
Studentsaregiven5minutestoprepareandthensomegroupswillbeaskedto
performinfrontoftheclass.
StepVIIHomework
1.FinishthelisteningexercisesonPage95.
2.Trytofindoutthehistoryofartandarchitecture,namesofartistsandarchitects,famousbuildingsandworksofartintheworldontheInternetorfromthelibrary.
高二上人教版Unit 3 Life in the future
veralminutes.
T：Now,pleasereportyourwork.
G1:Wecanseeamanbesideahigh-techcar,whichiscontrolledbyanadvancedcomputerandequippedwithhigh-qualitysolarbattery.Thistypeofcarisfriendlytotheenvironmentandverypopularwithconsumers.
G2:Herewecanfindsomespacebuildings,whicharemadeofadvancedbuildingmaterials.Therethescientistscancarryoutexperiments,watchotherplanetsandsoon.
S:Inthispicturewecanseeanastronautandaspaceship.Inthenearfuture,moreastronautsfromdifferentcountrieswillbeabletotraveltothespaceandcarryoutmoreexperimentssothatwecanhaveabetterunderstandingoftheuniverse.
S:Inthelastpicture,wecanseeseveraloldpeopletalkingaboutmedicine.Inthefuture,doctorswillhavefurtherresearchintodiseasesandthemedicinewillbemoreeffectiveinpreventingandcuringdiseases.
T:Wonderful.Inaword,lifeinthefutureisverymysteriousandfascinating.Yetwecandomoretomakeourfuturesaferandeasier.
2.Groupdiscussion
Task1:Predictlifeinthefuture
Thisstepisdesignedtoletthestudentschoosethemostinterestingtopicandmakeboldpredictions.
Help:
1.Thewholeclassisdividedintoeightgroups.
2.Thestudentcanchoosethegroupwhosetopicinterestshimorhermost.
3.Getthestudentsthinkofmorekeywordsorphrasesfirst.
4.Eachgrouptriestochoosetwoormorebestideastosharewiththeclass.
5.Onememberfromeachgroupisinvitedtoreporttheirwork.
After5minutes.
T:Nowit’stimetoreportyourwork.
G1:Inthefuturepeoplewillcommunicatemoreeasilyand
conveniently.TheycantalkonthephoneandsendemailsontheInternet.TheycandoalmosteverythingontheInternet,likeshopping,reading,borrowingbooks,depositingmoney,orderingmealsortickets.
G2:Astowherepeopleworkinthefuture,theanswers
aredivided.SomepeoplewillbeabletoworkathomeontheInternet,whichwecallSOHO.Morepeoplewillworkinthecompaniesalsorelatedtocomputers.Atthattimetherewillbemoreandmorenewjobslikedatabasemanagers,salesengineersandsoon.
G3:InthefuturemorecompaniesandindividualsprefertodobusinessontheInternetbyusingvariouskindsofsmartcards.Evenifyoudon’ttakeanycashyoucanalsodoshopping,gototheconcertortravelabroad.Inaword,E-commercewillplayamoreimportantroleinourdailylife.
G4:Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcancerdevelops.
G5:Inthefuturepeoplewillspeakmuchfewerlanguages.BothEnglishandChinesehavebecomeworldlanguages.
G6:Inthefuturepeoplewillliveindifferentplaces.Asthepopulationisexploding,morepeoplewillprefertoliveinfarawayplaces,undertheseaorevenonthemoon.
G7:Aspeople’slifeisimproving,peopleprefertotraveltodifferentplaces.Notonlydotheyenjoylocaltravelbutalsotheytravelabroad.Someevencanaffordtotravelinspace.
G8:StudentsinthefuturewillbeabletoreceivefarbettereducationwiththehelpoftheInternetande-schools.Andtheirsubjectswillbericherandmorepersonal.
StepIIISpeaking
Thispartistoprovidethestudentswithrealisticsituationssothattheycanhavemorechancestopracticethefunctionalitems---makingpredictions
Task2:Having“doubles”ornot
Help:
1.Dividethestudentsintofourgroups.
2.Individualwork.Eachstudenthastooffermoreanswerstosupporthis/heropinion.
3.Groupwork.Eachmemberstateshisorheropinionandreasons.
4.Classwork.Groupleaderreportstheirwork.
After5minutes.
T:Nowyou’vediscussedthistopic.I’dlikethefourgroupleaderstoreportyourwork.
G1:IthinkitwouldbegreattohaveadoublebecauseIcouldusethedoubletodothethingsIdon’tenjoy,forexample,goingtoschool,doinghomeworkandtakingexams.HavingadoublewouldalsobegoodbecauseIcandotwothingsatatime，sothatIcanworkmoreefficiently.
G2:Butwethinkhavingadoublemightbedangerousbecausewedon’tknowwhatthedoublemightdo.Forexample,thedoublemightcheatpeopleoutoftheirmoney.AsaresultIwillhavetobepunishedbecauseofhim.
G3:No,Idon’tthinkso.Iwouldliketohaveadouble,becauseIdon’thavetimetodoallthethingsI’dliketodo,forexample,cookingmealsandhavingmeetings.HavingadoublewouldbewonderfulbecausewecouldhavemoretimetodothingsIlikebest.
G4:However,havingdoubleswouldmakepeopleconfused,becausenoonewouldknowwhothedoublereallywasorhowtotreatit.Forexample,thedoublewouldn’thaveanyparentsandrelatives.Itwouldbebadforsocietyifpeoplehadtroubles,becauseitwouldbeverydifficulttomakeitclearwhowastoblamefortheverytrouble.
T:Thankyouforallyourwonderfulideas.Sinceit’sahottopicandwedon’treachanyagreement,wecansayit’sstillearlytousethistechnologytomake“doubles”.
StepIVTalking(SeeWorkbookP117)
Thispartshouldbeafreetalkconcerningfuturelife.Thestudentsshouldbeencouragedtoexpresstheirownopinionsfreely.
Task3：Planningmyfuture
Help:
1.Dividethestudentsinto8-10groups.
2.Eachstudentchoosesonejobandasksasmanyquestionsaspossible.
3.Groupmembersrole-playthediscussionbyaskingandsettlingquestions.
4.Collectcreativeideasfromthegroupsandenjoythem.
Afterseveralminutes.
T:Nowlet’sinvitesomepairstoreporttheirowndiscussion.
SA:Mr.Zhang,I’m17yearsoldandwanttobecomeascientist.IwanttoknowwhatIneedtodoinordertobecomeascientist.
SB:Well,that’sagoodidea.Tobeascientist,youneedtobeinterestedinsciencefirst.
SA:That’strue.Ishowgreatinterestinhowthesatelliteworks.Anythingelse?
SB:Beingascientist,youshouldnotonlybecuriousaboutnaturebutalsodetermined.Whiledoingexperimentsyoumaycomeacrossmanytroubles.Youshouldbedeterminedtoovercometheminordertoachieveyouraim.
SA:ThenwherecanIreceivemyeducationonsatellites,spaceetc.?
SB:Astothisquestion,youcangotothelibraryorsurftheInternetforhelp.IthinktherearequiteafewsuchuniversitiesbothinChinaandtheUSA.
SA:HowlongshouldIstudythis?
SB:Well,itdepends.Maybeaslongastenyears.
SA:Thanksforyouradvice.IthinkI’llworkhardatmylessonsandtrytoreadmoresciencebookstolaygoodfoundationsformyfuture.
SB:Goodlucktoyou.
Freediscussion
Thisstepistofurtherstimulatethestudents’curiosityaboutthefutureandambitiontostrugglefortheirownlifelongdestination.
T:Canyoupredictyourownfuture?Hereallofyouhavethechancetoexpressyouraimsordreams.
S:I’dliketobeaninventor.I’llinventanewspaceshipwhichtravelsinspaceveryeasilyandcheaply.SowecanmakeatriptothemoonortheMars.
S:I’dliketobecomeanarchitect.I’lltrytodesignthemostbeautifulbuildingsintheworldsothateveryonewhotravelsinBeijingwantstopayitavisit.
S:Iwanttobeaphysician.I’lldevotemyselftostudyingthecauseofAIDSsothatthepeopleinAsiaandAfricaarefreefromthisdeadlydisease.
...
StepVLanguagepoints
1.double
①n.apersonwholooksexactlythesameassomeoneelse:
e.g.HeyTony,Imetsomeoneatapartylastweekwhowasyourdouble.
②adj.twicethesize,amount,price,etc.,orconsistingoftwosimilarthingstogether:
e.g.Gothroughthedoubledoorsandturnleft.
Theword“cool”hasadouble“o”inthemiddle.
2.copy
①n.somethingthathasbeenmadetobeexactlylikesomethingelse:
e.g.ThispaintingisonlyacopyoftheoriginalhangingintheLouvre.
Couldyoumakeacopyofthisfortomorrow’smeeting,please?
②v.toproducesomethingsothatitisthesameasanoriginalpieceofwork:
e.g.Patricia’sgoingtocopyhernovelontodiskandsendittome.
Hetendstocopyhisbrotherinthewayhedresses.
StepVIHomework
1.Consolidation
T:Todaywehavelearnedsomuchaboutmakingpredictions.Idohopeyoucanpractisemoreafterclass.
2.Topic
T:Hereisatopicastoday’shomework——Mydream.Pleaseshareyourdreamswiththeothersnexttime.
3.Previewthenewlesson
T:Besides,pleasepreviewthenewlessonafterclass.NowclassisoveUnit6Lifeinthefuture
I.單元教學目標
技能目標Goals
Talkaboutlifeinthefuture
LearnaboutNounClauses(2)
Practicemakingpredictions
Writeadefinitionparagraph
Ⅱ.目標語言
功
能
句
式
Makingpredictions
Itwouldbewonderfulif...
Itwouldbebadfor...if...
It’spossible/impossibletopredict...
Noonecanpredictwhat/when....
Justimagineif...
Wecanonlyguess...
詞
匯
1.四會詞匯
prediction,exact,forecast,trend,contemporary,indicate,urban,energy,ensure,system,consumer,reform,goods,purchase,tiny,cash,remain,importance,regular,medical,deal,physician,cure,biochemistry,educator,distance,hopeful,cheat,wrist,require,programme,reality,absurd
2.認讀詞匯
Mekanika,glimpse,E-commerce,necessity,crowded,mall,chip,SARS,smallpox,genetics,lifelong,well-prepared,identify,old-fashioned,imitate,virtual,lifelike,definition
3.重點詞組
catchaglimpseof,keepintouchwith,payattentionto,dealwith,instore
4.重點詞匯
forecast,major,indicate,ensure,remain,regular,cheat,cure,require
語法
NounClauses(2)名詞性從句
1.Whatlifewillbelikeinthefutureisdifficulttopredict.
2.Theyarecarefulaboutwhattheyeatandexerciseregularly.
3.Theschoolsofthefutureswillprobablybedifferentfromwhattheyaretoday.
4.Wecannotbesurewhetherourdreamswillcometrue,butwecanatleastbehopefulthatoureffortstoimprovetheworldwillbesuccessful.
5.Ifwelearntoacceptchangeandappreciatewhatisnewanddifferent,wewillbewell-preparedforwhateverthefuturemayhaveinstore.
6.Thediscussiontopicfortodayiswhatschoolwillbelikeinthefuture.
重
點
句
子
1.Whatlifewillbelikeinthefutureisdifficulttopredict.
2.Onewaytocatchaglimpseofthefutureistoexaminesomeofthemajortrendsincontemporarysociety.
3.Agoodexampleofhowtransportationischangingisthenewmaglevtrain....
4.Toensuresafety,thetrainiscontrolledbyanadvancedcomputersystem.
5.TheInternetalsomakesiteasierforcompaniestokeepintouchwithcustomersandcompaniesinothercountries.
6.Peopleinthefuturewillbeabletoenjoyalongerandhealthierlifeandremainactiveeveninoldage.
III.教材分析與教材重組
1.教材分析
本單元的主題是“Lifeinthefuture”，功能項目是“談論未來生活”和“做出預測判斷”，寫作要點是學寫描述性文章。通過本單元的學習，要讓學生了解科學技術(shù)進步在未來生活中的巨大推動作用。教師要借助聽力、討論、閱讀、寫作等一系列扎實有效的教學活動，進一步拓展學生想象力，提升其語言實踐能力，讓他們意識到只有用自己的智慧和勤勞的雙手才能改造社會，為人類造福。
1.1WARMINGUP提供了四幅圖片和八個相關(guān)話題，本部分可以作為下文“說”的鋪墊，學生分組討論，使其有話可說，無話不說。
1.2LISTENING有兩個任務，一是聽錄音，回答問題，側(cè)重于聽能培養(yǎng)，二是討論Mekanik的生活方式與現(xiàn)代生活方式的不同，并給Mekanika寫信回答她所關(guān)心的問題。
1.3SPEAKING要求把全班分成四個小組，每一組從不同角度出發(fā)陳述贊同或反對“有一相似人”的理由。這種開放式討論有助于引導學生運用所學知識合作學習，指導他們?nèi)娴亍⒈孀C地看待問題。
1.4PRE-READING是READING的熱身活動。要求學生采用快速瀏覽的方式確定不同段落的主題，潛移默化地培養(yǎng)學生skimming這一非常有效的閱讀技巧。
1.5READING采用“總-分-總”的寫作手法，大小標題形象地展示了本文的結(jié)構(gòu)和內(nèi)容。教師要引導學生充分利用“標題”這一有效的閱讀技巧把握文章主旨，了解作者的寫作意圖，并深入地培養(yǎng)他們猜測詞義、理解語句、歸納段落大意等能力。
1.6POST-READING從回答問題、分析比較和展開討論三個層面由低到高、由易到難，循環(huán)遞進，引導學生結(jié)合現(xiàn)實生活，發(fā)揮想象，暢談未來，從而達到綜合運用英語進行交際的目的。
1.7LANGUAGESTUDY“詞匯學習”部分旨在培養(yǎng)學生根據(jù)語境猜測生詞并正確運用所學詞匯的能力。其核心是把詞匯的學習和真實的語境巧妙結(jié)合起來，逐步拓展學生的詞匯量。“同步語法”部分則設(shè)計了不同類型的連線題、判斷題和轉(zhuǎn)換題，旨在訓練學生準確理解名詞性從句并靈活運用的能力。
1.8INTEGRATINGSKILLS閱讀部分是一封書信，Mekanika給人類寫一封信，介紹3044年生活方式和具體感受。文章充滿大膽的想象和對美好生活的向往，借此來激發(fā)學生的想象力，使其憧憬未來生活，更要珍惜現(xiàn)代生活。相對起來，寫作任務更加富有挑戰(zhàn)性，不但要求學生大膽想象，還要求學生言之有理，言之有物。
1.9Tips指導學生如何鞏固自己的詞匯量——建立單詞收集卡片。
1.10Checkpoint部分簡要地總結(jié)本單元語法重點，并引導學生總結(jié)與本單元話題密切相關(guān)的詞匯。
2.教材重組
2.1從話題內(nèi)容上分析，WARMINGUP與SPEAKING相一致；而從訓練目的上分析與TALKING比較一致。從教材份量來說，可將WARMINGUP，SPEAKING和Workbook中的TALKING整合在一起，設(shè)計成一節(jié)任務型“口語課”。
2.2將LISTENING和Workbook中的LISTENING整合在一起，設(shè)計成一節(jié)任務型“聽力課”。
2.3可將PRE-READING,READING和POST-READING三個教學活動整合在一起上一節(jié)任務型“閱讀課（一）”。
2.4可將LANGUAGESTUDY與Workbook中的PRACTISING語法練習題整合在一起上一節(jié)任務型“語法課”。
2.5可將INTEGRATINGSKILLS中Reading和Workbook中LINTEGRATINGSKILS的Reading整合起來上一節(jié)“閱讀課（二）（泛讀課）”。
2.6將INTEGRATINGSKILLS中的Writing和Workbook中INTEGRATINGSKILLS的Writing整合成一節(jié)“寫作課”。
3.課型設(shè)計與課時分配（經(jīng)教材分析，根據(jù)學情，本單元可以用六課時教完）
1stperiod口語課
2ndperiod聽力課
3rdperiod閱讀課
4thperiod語法課
5thperiod泛讀課
6thperiod寫作課
Ⅳ.分課時教案
TheFirstPeriodSpeaking
Teachinggoals教學目標
1.Targetlanguage目標語言
①重點詞匯和短語
prediction,inthefuture,double,exact,original,
confused
②交際用語
Makingpredictions
Itwouldbewonderfulif...
Itwouldbebadfor...if...
It’spossible/impossibletopredict...
Noonecanpredictwhat/when....
Justimagineif...
Wecanonlyguess...
2.Abilitygoals能力目標
①Enablethestudentstothinkupmorecreativeideasforthefuturelife.
②Encouragethestudentstoexpressthemselvesfreelybymakingpredictions.
3.Learningabilitygoals學能目標
①Helpthestudentstomakepredictionsbyusinggivenclues.
②Inspirethestudentstobemorecreativeinthinking.
Teachingimportantpoints教學重點
Getthestudentspredictwhatfuturelifewillbelikebyusingtheusefulexpressions.
Teachingdifficultpoints教學難點
Howtoencouragethestudentstotalkfreelyandactivelyonmakingpredictions.
Teachingmethods教學方法
1.Co-operativemethodforcreativeideas.
2.Task-basedapproachtodiscussthetopic——havingadoubleornot.
Teachingaids教具準備
1.Acomputer
2.Aprojector
Teachingprocedures&ways教學過程與方法
StepILead-in
1.Greetings.
2.Lead-in
T:Boysandgirls,wemayoftenaskourselvesthisquestion:“Whatwilllifebelikeinthefuture?”It’sreallyaninterestingquestion.Todaywe’lltakethischancetotalkaboutthissubject.Nowlet’scometoWARMING-UP.
StepIIWarmingup
Picturetalking
Thisstepismeanttotrainthestudentstowatchcarefullyandthinkactively.
T:Nowyouaredividedintofourgroups.Eachtriestothinkofmorethanonesentencetodescribethepicture.Thenthegroupleaderwillbeaskedtoreportyourwork.veralminutes.
T：Now,pleasereportyourwork.
G1:Wecanseeamanbesideahigh-techcar,whichiscontrolledbyanadvancedcomputerandequippedwithhigh-qualitysolarbattery.Thistypeofcarisfriendlytotheenvironmentandverypopularwithconsumers.
G2:Herewecanfindsomespacebuildings,whicharemadeofadvancedbuildingmaterials.Therethescientistscancarryoutexperiments,watchotherplanetsandsoon.
S:Inthispicturewecanseeanastronautandaspaceship.Inthenearfuture,moreastronautsfromdifferentcountrieswillbeabletotraveltothespaceandcarryoutmoreexperimentssothatwecanhaveabetterunderstandingoftheuniverse.
S:Inthelastpicture,wecanseeseveraloldpeopletalkingaboutmedicine.Inthefuture,doctorswillhavefurtherresearchintodiseasesandthemedicinewillbemoreeffectiveinpreventingandcuringdiseases.
T:Wonderful.Inaword,lifeinthefutureisverymysteriousandfascinating.Yetwecandomoretomakeourfuturesaferandeasier.
2.Groupdiscussion
Task1:Predictlifeinthefuture
Thisstepisdesignedtoletthestudentschoosethemostinterestingtopicandmakeboldpredictions.
Help:
1.Thewholeclassisdividedintoeightgroups.
2.Thestudentcanchoosethegroupwhosetopicinterestshimorhermost.
3.Getthestudentsthinkofmorekeywordsorphrasesfirst.
4.Eachgrouptriestochoosetwoormorebestideastosharewiththeclass.
5.Onememberfromeachgroupisinvitedtoreporttheirwork.
After5minutes.
T:Nowit’stimetoreportyourwork.
G1:Inthefuturepeoplewillcommunicatemoreeasilyand
conveniently.TheycantalkonthephoneandsendemailsontheInternet.TheycandoalmosteverythingontheInternet,likeshopping,reading,borrowingbooks,depositingmoney,orderingmealsortickets.
G2:Astowherepeopleworkinthefuture,theanswers
aredivided.SomepeoplewillbeabletoworkathomeontheInternet,whichwecallSOHO.Morepeoplewillworkinthecompaniesalsorelatedtocomputers.Atthattimetherewillbemoreandmorenewjobslikedatabasemanagers,salesengineersandsoon.
G3:InthefuturemorecompaniesandindividualsprefertodobusinessontheInternetbyusingvariouskindsofsmartcards.Evenifyoudon’ttakeanycashyoucanalsodoshopping,gototheconcertortravelabroad.Inaword,E-commercewillplayamoreimportantroleinourdailylife.
G4:Humanbeingswilllookhealthierinthefuture.Inspiteofthistheystillgetsick.However,scientistswillhaveabetterunderstandingofhowcancerdevelops.
G5:Inthefuturepeoplewillspeakmuchfewerlanguages.BothEnglishandChinesehavebecomeworldlanguages.
G6:Inthefuturepeoplewillliveindifferentplaces.Asthepopulationisexploding,morepeoplewillprefertoliveinfarawayplaces,undertheseaorevenonthemoon.
G7:Aspeople’slifeisimproving,peopleprefertotraveltodifferentplaces.Notonlydotheyenjoylocaltravelbutalsotheytravelabroad.Someevencanaffordtotravelinspace.
G8:StudentsinthefuturewillbeabletoreceivefarbettereducationwiththehelpoftheInternetande-schools.Andtheirsubjectswillbericherandmorepersonal.
StepIIISpeaking
Thispartistoprovidethestudentswithrealisticsituationssothattheycanhavemorechancestopracticethefunctionalitems---makingpredictions
Task2:Having“doubles”ornot
Help:
1.Dividethestudentsintofourgroups.
2.Individualwork.Eachstudenthastooffermoreanswerstosupporthis/heropinion.
3.Groupwork.Eachmemberstateshisorheropinionandreasons.
4.Classwork.Groupleaderreportstheirwork.
After5minutes.
T:Nowyou’vediscussedthistopic.I’dlikethefourgroupleaderstoreportyourwork.
G1:IthinkitwouldbegreattohaveadoublebecauseIcouldusethedoubletodothethingsIdon’tenjoy,forexample,goingtoschool,doinghomeworkandtakingexams.HavingadoublewouldalsobegoodbecauseIcandotwothingsatatime，sothatIcanworkmoreefficiently.
G2:Butwethinkhavingadoublemightbedangerousbecausewedon’tknowwhatthedoublemightdo.Forexample,thedoublemightcheatpeopleoutoftheirmoney.AsaresultIwillhavetobepunishedbecauseofhim.
G3:No,Idon’tthinkso.Iwouldliketohaveadouble,becauseIdon’thavetimetodoallthethingsI’dliketodo,forexample,cookingmealsandhavingmeetings.HavingadoublewouldbewonderfulbecausewecouldhavemoretimetodothingsIlikebest.
G4:However,havingdoubleswouldmakepeopleconfused,becausenoonewouldknowwhothedoublereallywasorhowtotreatit.Forexample,thedoublewouldn’thaveanyparentsandrelatives.Itwouldbebadforsocietyifpeoplehadtroubles,becauseitwouldbeverydifficulttomakeitclearwhowastoblamefortheverytrouble.
T:Thankyouforallyourwonderfulideas.Sinceit’sahottopicandwedon’treachanyagreement,wecansayit’sstillearlytousethistechnologytomake“doubles”.
StepIVTalking(SeeWorkbookP117)
Thispartshouldbeafreetalkconcerningfuturelife.Thestudentsshouldbeencouragedtoexpresstheirownopinionsfreely.
Task3：Planningmyfuture
Help:
1.Dividethestudentsinto8-10groups.
2.Eachstudentchoosesonejobandasksasmanyquestionsaspossible.
3.Groupmembersrole-playthediscussionbyaskingandsettlingquestions.
4.Collectcreativeideasfromthegroupsandenjoythem.
Afterseveralminutes.
T:Nowlet’sinvitesomepairstoreporttheirowndiscussion.
SA:Mr.Zhang,I’m17yearsoldandwanttobecomeascientist.IwanttoknowwhatIneedtodoinordertobecomeascientist.
SB:Well,that’sagoodidea.Tobeascientist,youneedtobeinterestedinsciencefirst.
SA:That’strue.Ishowgreatinterestinhowthesatelliteworks.Anythingelse?
SB:Beingascientist,youshouldnotonlybecuriousaboutnaturebutalsodetermined.Whiledoingexperimentsyoumaycomeacrossmanytroubles.Youshouldbedeterminedtoovercometheminordertoachieveyouraim.
SA:ThenwherecanIreceivemyeducationonsatellites,spaceetc.?
SB:Astothisquestion,youcangotothelibraryorsurftheInternetforhelp.IthinktherearequiteafewsuchuniversitiesbothinChinaandtheUSA.
SA:HowlongshouldIstudythis?
SB:Well,itdepends.Maybeaslongastenyears.
SA:Thanksforyouradvice.IthinkI’llworkhardatmylessonsandtrytoreadmoresciencebookstolaygoodfoundationsformyfuture.
SB:Goodlucktoyou.
Freediscussion
Thisstepistofurtherstimulatethestudents’curiosityaboutthefutureandambitiontostrugglefortheirownlifelongdestination.
T:Canyoupredictyourownfuture?Hereallofyouhavethechancetoexpressyouraimsordreams.
S:I’dliketobeaninventor.I’llinventanewspaceshipwhichtravelsinspaceveryeasilyandcheaply.SowecanmakeatriptothemoonortheMars.
S:I’dliketobecomeanarchitect.I’lltrytodesignthemostbeautifulbuildingsintheworldsothateveryonewhotravelsinBeijingwantstopayitavisit.
S:Iwanttobeaphysician.I’lldevotemyselftostudyingthecauseofAIDSsothatthepeopleinAsiaandAfricaarefreefromthisdeadlydisease.
...
StepVLanguagepoints
1.double
①n.apersonwholooksexactlythesameassomeoneelse:
e.g.HeyTony,Imetsomeoneatapartylastweekwhowasyourdouble.
②adj.twicethesize,amount,price,etc.,orconsistingoftwosimilarthingstogether:
e.g.Gothroughthedoubledoorsandturnleft.
Theword“cool”hasadouble“o”inthemiddle.
2.copy
①n.somethingthathasbeenmadetobeexactlylikesomethingelse:
e.g.ThispaintingisonlyacopyoftheoriginalhangingintheLouvre.
Couldyoumakeacopyofthisfortomorrow’smeeting,please?
②v.toproducesomethingsothatitisthesameasanoriginalpieceofwork:
e.g.Patricia’sgoingtocopyhernovelontodiskandsendittome.
Hetendstocopyhisbrotherinthewayhedresses.
StepVIHomework
1.Consolidation
T:Todaywehavelearnedsomuchaboutmakingpredictions.Idohopeyoucanpractisemoreafterclass.
2.Topic
T:Hereisatopicastoday’shomework——Mydream.Pleaseshareyourdreamswiththeothersnexttime.
3.Previewthenewlesson
T:Besides,pleasepreviewthenewlessonafterclass.Nowclassisove
